本研究旨在探討國中學生知覺表演藝術教師教學風格與學習動機之關係，本研究採用問卷調查法，研究工具為改編之「表演藝術課程教師教學風格量表」，進行分層立意取樣，共發出368份問卷，得到有效問卷354份。所得資料以描述性統計及單因子變異數分析進行分析，研究結果如下：1.國中學生知覺表演藝術教師教學風格以「折衷型」最多；教學風格層面以「教學過程」及「課程設計」之學生中心程度最高。2.國中學生對於表演藝術課程學習動機，呈現較高的「自我效能」及「學習價值」。3.國中學生知覺表演藝術教師教學風格，在「學校規模」及「學生年級」背景變項有顯著差異。4.國中學生對於表演藝術課程學習動機，在「學校規模」、「學生年級」及「學生性別」背景變項有顯著差異。 依據以上結果提出建議，以供表演藝術教師及未來研究者之參考。 This study aims to investigate the relationship between teachers' teaching styles perceived by high school students and learning motivation. The research uses the questionnaire survey procedure, the grand total provides 368 questionnaire, recycling effective questionnaire 354, the effective questionnaire recycling a rate 96.19%. In addition, the data gathered by the scores valuated through ＂performing arts teachers' teaching styles scale sheet＂ and ＂learning motivation scale sheet for performing arts＂. The questionnaire information has confirmed after the descriptive statistics, one way ANOVA and pearson's Crrelatiopn, and obtains the following a conclusion: 1. Junior high school students perceived performing arts teachers' teaching styles: between teacher-centered and student-centered is the most, then is student-centered. At the level of teaching style, the highest level of student centers is ＂teaching process＂ and ＂curriculum design＂. 2. Junior high school students have good learning motives on ＂self-efficiency＂ and ＂learning value＂.3. ＂school scale＂ and ＂students' grade＂ significantly affects their perceptions on the performing arts teachers' teaching styles. 4. ＂school scale＂ , ＂students' grade＂ and ＂student genders＂ significantly affects their perceptions on the learning motivation. Based on the above results, suggestions are made for the reference of performing arts teachers and future researchers.
