本研究旨在探討實施PBE為本的探究式溫度與熱教學模組後，對偏鄉國中學生學習動機與成效之影響，採準實驗研究法，樣本為中部某臨海偏鄉國中八年級全部學生，實驗組實施PBE為本的探究式教學，對照組則實施一般探究式教學。研究結果發現：量化部分，實驗組之整體學習動機、科學學習價值和學習環境誘因分量表顯著優於控制組。而實驗組之整體學習成效、溫度與溫度計和熱量命題概念亦顯著優於控制組。且實驗組學習動機與成效呈顯著正相關。質性部分，PBE為本的探究式教學，善用學生常見的生活實例、社區魚塭情境和臨海生活經驗，能提供學生一個學習適應的橋樑，促進學生對於溫度與熱概念的理解，整體提升偏鄉學生溫度與熱單元的學習動機與成效。

This study aims to explore the effectiveness on the learning motivation and achievement of rural junior high school students after teachers implement a PBE-based inquiry temperature and heat teaching module. This study adopts a quasi-experimental research method. The sample is all eighth-grade students in a coastal rural junior high school in central Taiwan. The experimental group implemented PBE-based inquiry teaching, while the control group implemented general inquiry teaching. The research results found that: in the quantitative part, the experimental group significantly outperformed the control group in overall learning motivation, scientific learning value, and learning environment incentive scales for the temperature and heat unit. The overall learning effectiveness, temperature and thermometer, and heat proposition concepts of the experimental group were also significantly better than the control group. And the learning motivation and learning achievement of the experimental group showed a significant positive correlation. In the qualitative part, The PBE-based inquiry teaching module, making good use of common life examples, fish pond situations in the community, and coastal life experiences, can provide students with a bridge for learning adaptation, promote students’ understanding of the concepts of temperature and heat, and overall significantly improve the learning motivation and achievement of the temperature and heat unit for rural students.