由於原住民小學生長年居住於高山裡，上學經常翻山越嶺到學校
上課，在加上學校資源有限，使得原住民小學生和平地小學生之受教
權產生極大之不公平。因此原鄉學校如何善用現有教學資源於建構教
學環境以及教師使用現有數位科技教學工具於教學上，進而提升原住
民小學生的學習動機與提升原住民小學生之學習成效。根據過去研究
也發現教師應用當地資源建構各種教學環境會引起學生之學習動機。
因此，教師如何在有限教學資源與原鄉特性當地資源建構各種教學環
境是提升學生學習動機與學習成效之關鍵所在。本研究將探討引起原
住民小學生學習動機之關鍵因素為何，並協助原鄉國小教師做好建構
教學環境來提升原住民小學生之學習動機。在母體確定後，本研究以
研究者服務學校之學生為樣本對象，並經由問卷施測，全部回收有效
問卷為 58 份。
本研究根據問卷施測和實證分析，發現重要結論有：
1. 建構良好的學習環境與學習動機等變數之信度都符合高信度
指標要求。
2. 建構良好的學習環境與學習動機等變數之間呈現顯著正相關。
3. 建構良好的學習環境對原住民小學生學習動機是有顯著性影
響。
4. 所有人口統計變數在建構良好的學習環境與原住民小學生學
習動機之看法上都沒有顯著差異。

Because Aboriginal students live in the mountains, it is often
difficult for them to travel to schools. In addition, limited resources in
aboriginal schools have created an unfair disadvantage to Aboriginal
elementary school students compared to those in the city. Therefore, how
native schools make good use of existing teaching resources to construct
teaching environments and teachers use existing digital technology to
enhance the learning motivations and effectiveness of indigenous
students. According to past research, teachers using local resources to
construct a variety of teaching environments will enhance students
learning motivation. Therefore, how teachers can construct a variety of
teaching environments with limited teaching resources is the key to
improving student learning motivation and learning effectiveness. This
study will explore the key factors that cause aboriginal elementary school
students'' learning motivations and assist primary school teachers in
constructing teaching environments to improve the learning motivation of
aboriginal elementary school students. Using students at the author’s
school as samples, there are 58 valid questionnaires.
Through literary exploration and questionnaire analysis, we obtain
the following research conclusion:
1.The reliability of variables such as constructing a good learning
environment and learning motivation meet the requirements of high
reliability indicators.
2.There is a significant positive correlation between constructing a
good learning environment and variables such as learning motivation.
3.Constructing a good learning environment has a significant impact
on the learning motivations of indigenous students.
4.All background Variables have no significant differences on the
views regarding constructing a good learning environment and aboriginal
elementary school students'' learning motivations.