本研究旨在探討運用創造思考教學活動對提升國小學童創造力之成效，並以此做為教育學術研究及從事教育工作者之參考。 本研究以嘉義縣某國小101學年度兩班二年級學童（共52人）為對象，主要採準實驗設計之不等組前後測設計，將兩組學童之創造力及流暢力、獨創力、標題力、精密力及開放力等次項能力於前測、後測所得之資料，分別以描述性統計、成對樣本t 考驗、獨立樣本t 考驗、共變數分析及Pearson 積差相關等統計方法進行分析；並輔以課室觀察實驗組學童在創造作品時之行為表現情形、教學活動省思札記及教學課程結束後訪談實驗組導師等質性資料，以瞭解創造思考教學活動對提升國小學童創造力之成效。獲致如下的結果：一、 學童的創造力因實施創造思考教學活動而有顯著的差異。二、 不同性別學童之創造力並無顯著的差異。三、 實驗組之多元智慧高、低分組學童的創造力與各次項創造力，在實施創造思考教學活動前、後，部分有顯著差異，部分無顯著差異。四、 在實施創造思考教學活動後，實驗組與對照組兩組學童創造力與各次項創造力皆有顯著差異。五、 實驗組學童在實施創造思考教學活動前後，創造力與各次項創造力部分具顯著的正相關，部分無顯著相關。六、 由課室觀察學童創造作品時之行為表現情形，創造思考教學活動能提升國小學童創造力。 The purpose of this study is to investigate the effects of creative thinking program upon improving primary school children in creativity development. This study aims to be a teaching reference to both educational research and teachers. The subjects of this research were two classes of second year primary school students in Chiayi County, Taiwan. In 2012, these two classes had altogether 52 students. By using quasi-experimental of pretest-posttest nonequivalent group design, we examined these two groups of students’ creativity, fluency, originality, abstractness of titles, elaboration and resistance to premature closure. Data collected were analyzed using descriptive statistics, t-test, one-way ANOVA test, analysis of covariance and Pearson’s product moment correlation. In order to further understand the effects in creative thinking program to help and enhance these children in developing their creativity, this study also examined the behavior and performance of students in creating their work of art through experimental classroom observation, introspection notes on teaching procedures and interviewing teachers at the end of each experimental teaching class. The results of this study revealed that:1. There is a statistically significant difference in students’ creativity due to the application of the creative teaching program.2. There is no significant association in students’ creativity by sex.3. There is some significant difference in the experimental group’s creativity (high and low multiple intelligence group) due to the treatment of creative teaching program in the pretest-posttest group design.4. Due to the treatment of the creative teaching program, there is a statistically significant difference in student’s creativity between treatment and non-treatment groups.5. There is some positive correlation in student’s creativity due to the treatment of creative teaching program.6. Creative teaching program is proven to have a positive impact upon the primary school student’s creativity after examining the behavior and performance of students in creating their own art of work.
