本研究的目的在探討專題導向學習模式於提升高職學生程式語言學習動機，學習成效與問題解決能力的可行性，希望研究的結果能夠作為技職教育者在課程與學習活動設計上的參考。本研究以台北縣某私立高職兩班資訊科學生為對象，一班為實驗組，另一班為對照組。在程式語言課程上，實驗組以專題導向學習的模式來進行，而對照組維持原有的上課方式。實驗組再依學生的程度分為高低兩組。本研究以動機量表與學習評量來分析學生的學習動機、學習成效以及問題解決能力。資料分析結果顯示，學
習成效與問題解決能力在不同的教學方法下呈現顯著的差異，但是學習動機沒有顯著差異。研究顯示專題導向學習的方法，應用在高職的程式語言課程中，可以有效提升學生的學習成效與問題解決能力，至於動機部分沒有提升，則經由研究後訪談老師與實驗過程中學生的反應可以得知，或許可以從分組的部分與合作分工的訓練去著手再設計，是值得日後研究的方向，以增加學生的學習動機。

This study discussed the effectiveness of project-based learning on learning motivation, achievement, and problem-solving ability. The experiment conducted in a programming language course in a private vocational high school in Taipei area for 5 months. Two classes of students from the information department were used as the subjects. One class served as the experiment group and the other as the control group. The experiment class applied the project-based learning model into the curriculum; the control class used the traditional learning format whereas the teacher presented the learning materials and students followed the instruction and worked alone. The dependent variables were learning motivation, achievement, and the problem solving ability; and the independent variables were different learning styles (project-based learning and traditional learning) and different learning abilities (high ability and low ability). The results of the experiment revealed that there were significant differences in the learning outcomes and problem solving ability, but showed no difference in the learning motivation.