在多元文化互動的體育教學歷程中，教師必須以新的思維、創新的教學方法來加強有效的互動行為並解決運動技能學習的問題，本文在探討動機型態對不同能力合作學習成效及互動行為之影響，採用立意取樣，以健體學習領域國中學生120人為對象，以2x3因子設計交互分析。發現高親和力學生在學習的成就上顯著的高於低親和力的學生。在能力的主要效果也發現，高能力配對與高低能力配對皆顯著的超越低能力配對的平均數。然而，高能力配對與高低能力配對的平均數，二者之間卻沒有顯著的差異。在動機與能力配對因子的顯著交互作用分析指出，高能力與高低能力配對學生接受親和力合作學習教學課程之後，在學習成效方面顯著的高於那些低能力配對的學生。然而，高能力配對與高低能力配對的平均數，二者之間卻沒有顯著的差異。在預測學習成就與互動行為的關係上，顯示『提供解釋技能問題』與『具有正面的社交行為』及『具有快樂學習氣氛』3 種互動學習成就有很強的顯著相關。另外在高能力配對與高低能力配對的平均數，二者之間卻沒有顯著的差異，合作學習可能是一項有效的學習動機策略。

It is very important to promote interaction and strategies during Physical Education program. This study was to investigate the effects of motivational Model and different ability on achievement and interaction during cooperative learning condition. A 2x3 factorial design for experimental study. 120 junior high students from purposive sampling classified as high and high, high and low and low and low, were randomly assigned to ability treatments. This study indicated that on motivational factor, Students working group high need for affiliation significantly outscored those students on low need for affiliation. On ability factor, Students working group with high and high, high and low pair significantly outscored those student on low and low pair. However, the group with high and high comparing with high and low pair was not significantly different condition. On Interaction, Students working need for affiliation cooperative learning condition with high and high, high and low pair significantly outscored those students on low and low pair. Also, the group with high and high comparing with high and low pair was not significantly difference. In addition, the results also revealed that three behavior interactions were significantly different for predicting performance including explanations skill problem, positive social skill and happy learning condition. The group with high and high comparing with high and low pair was not significantly difference. The implications for cooperative learning use of motivation strategies for sport education and future research were discussed.