創造階段特定技巧模式的發展與效果研究 Development and Evaluation of Model of Creative Stage-Specific Techniques

過去創造課程教學模式上，大多側重創造歷程或創造技巧，並未對創造歷程與技巧進行統整。本研究在綜合過去創造歷程與創造技巧模式後，建構出「創造階段特定技巧模式」（Model of Creative Stage-specific Technique, MCST），依此模式設計課程並檢驗課程的效果。本研究以前、後測準實驗設計的方式，將65位大學生區分為MCST組與控制組。本研究的實驗程序如下：一、兩組均接受新編創造思考測驗、科技想像傾向量表及創意觀點量表之前測；二、MCST組的參與者接受30小時的MCST課程；控制組的參與者則未接受創造思考的相關課程；三、最後兩組參與者皆施測新編創造思考測驗、科技想像傾向量表及創意觀點量表之後測。結果顯示（相對於控制組）：一、MCST組的參與者在新編創造思考測驗的流暢力與變通力指標上皆有顯著的提升，在獨創力指標上則未見提升；二、MCST組的參與者在科技想像傾向量表的創新改造、感質表徵、實用評估、正向喜好、功能價值指標上皆有顯著的提升效果；在超越現實指標上則未見提升效果；三、在創意觀點量表上，MCST組顯示提升了創意成長觀，而且降低了創意固定觀。綜合上述可知，本研究發展之創造階段特定技巧模式是有效的，未來可應用於提升創造思考課程的實務中。 Creativity helps people lead a happier and more meaningful life. It fosters progress in art, science, technology, engineering, mathematics, commercial product design, advertising, and marketing. Moreover, creativity and innovation form the basis of competitive advantage. Therefore, creativity is a key skill, and a greater focus on its application in various fields is required. Creativity training can be conducted through two methods. The first method involves teaching a single creative thinking technique, focusing on promoting an individual’s ability to generate ideas. For example, Glover (1980) taught students to engage in divergent thinking (of unusual ways to use objects) and then discovered that this training could enhance the participants’ fluency, flexibility, and originality. The second method emphasizes the process of creation, which divides creative thinking into different stages, enhancing students’ ability to think creatively. Previous studies have focused on creative techniques or strategy training. Although these both enhance creativity, studies have no attempted to integrate all the skills and processes required for the effective application of creativity. The present study proposes a new method, the model of creative stage-specific techniques (MCST), in which each stage of creativity training focuses on developing specific creativity skills; those skills are then applied at each stage to enhance their effectiveness. By integrating the creative processes and specific skills within a creative thinking enhancement course, we can move beyond teaching models that narrowly focus on individual creative skills or creative processes. In this study, a new creative teaching course was designed on the basis of the proposed MCST, and teaching experiments that were conducted to empirically examine the effectiveness of the model. This 30-hour course covered the following units: 1. Introduction to the concepts of creativity: All