本研究以知識經濟社會，強調培育創新人才的學校教育為背景，旨在探究創造力的內涵與創造性思考教學的應用。
首先，第一部份為：第一章概述本研究動機與目的，闡明創造力的時代意義與學校教育應扮演的關鍵角色。第二章分析創造力意涵，從傳統的四P、問題解決、到系統的觀點來探討創造力意涵；本章並且分析自1950年Guilford鼓吹研究創造力以來，有關研究的歷史發展與研究取向，藉著呈現創造力的本質，作為創造性思考教學理論基礎之依據。第三章分析思考的定義、思考教學的意涵、並透過「良好思考」的定義以及大腦兩側連結功能之文獻分析，進一步探討創造性與批判性思考兩者在創造思考過程中的互動，藉以瞭解良好思考教學的本質，澄清兩者熟輕熟重的長久爭議。
其次，第二部份為：第四章介紹創造性思考教學模式，分別以CPS創造性問題解決模式，以及CoRT課程與六頂思考帽等實用性模式方案為例。第五章探討創造性思考教學原則與其策略應用，透過腦力激盪法、水平思考法、遊戲教學法等，呈現創造性思考教學的策略指引。第六章則綜合歸納結論，並對未來創造性思考教學的方向提出建議。
本研究嘗試平衡對「本質」與「作法」的理解，透過歸納、評析、整理創造力的意涵，同時探索創造性思考教學的模式與策略作法，期能提供學校教師在未來實踐創造性思考教學歷程時，有本質面的認知基礎，也有實務面的執行技巧。最後，期望藉著本研究對創造力內涵的綜整，以及對創造性思考教學實務面的探討，提供後續相關研究之參考。

The purpose of the study was to explore the concepts of creativity, and instruction in creative thinking in the era defined by an emerging knowledge economy that emphasizes the importance of innovative human capital in school settings.
This study contained two parts. The first three chapters tackled the concepts of creativity and thinking. Chapter one explained the justification for the research and the methodology used. Chapter two explored various concepts of creativity, including 4ps, problem solving, and system approaches, and it also outlined the development of historical research and approaches, dating from the year that interest in creativity research was revived by Guilford (1950). Chapter three dealt with the concept of creative thinking and its instruction. This chapter also introduced the idea of creative thinking in the context of recent research on connections between the brain’s hemispheres to explain the controversy between creative and critical thinking.
The following part, which consisted of another three chapters dealt with the instruction of creative thinking. Chapter four introduced certain instructional models including CPS, Six Thinking Hats, and CoRT. Chapter five elaborated on related principles and strategies regarding brainstorming, lateral thinking, and playfulness. And finally, chapter six laid out a summary and suggestions.
This study focused on balancing knowing “what” and “how” with attempts to explore concepts of creativity and instructional models as well as strategies of creative thinking. The goal is to equip teachers with theoretical knowledge and practical know-how to set the stage for giving full play to creative thinking in future curriculum and instruction design. It is also hoped that continued study into other aspects of creativity can validate, broaden, refine and enrich the theory of creativity, and its practice, as revealed in the present study.

第一章 緒 論 1
第一節 研究問題與背景 1
第二節 研究動機與目的 7
第三節 研究方法與步驟 11
第四節 研究範圍與限制 16
第二章 創造力的意涵 18
第一節 創造力的定義 18
第二節 創造力研究的歷史 27
第三節 創造力研究的方法 42
第四節 本章小結 51
第三章 思考教學的初探 52
第一節 思考的意涵 52
第二節 思考教學的意涵 58
第三節 良好思考教學的意涵 71
第四節 本章小結 79
第四章 創造性思考教學的模式與方案 81
第一節 相關教學模式與方案概述 81
第二節 創造性問題解決教學模式 84
第三節 六頂思考帽教學方案 91
第四節 CoRT教學方案 106
第五節 本章小結 117
第五章 創造性思考教學的原則與策略 120
第一節 阻礙創造性思考的因素 120
第二節 激勵創造性思考的因素 125
第三節 創造性思考教學的原則 134
第四節 創造性思考教學的策略 140
第五節 本章小結 167
第六章 結論與建議 169
第一節 結 論 170
第二節 建 議 177
後 記 183
參考書目 184
附錄一：幾許心酸始成功的發明 190
附錄二：六頂思考帽－英語創造性思考教學方案 191

一、 中文部分
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張忠謀（民90年4月23日）。知識經濟時代－科技大學應扮演的角色座談會。聯合報，第二十三版。
張俊彥 (民89年12月27日)。教育、研發、吸引人才－建立知識經濟環境。聯合報，第十五版。
張春興（民85）。教育心理學：三化取向的理論與實踐。台北：東華書局，頁241。
教育部（民88）。教育基本法條文。取自89.4.8
教育部（民89）。九年一貫課程總綱。取自90.2.24
郭有遹 (民88 )。創造性的問題解決法。台北：心理出版社。
郭有遹（民72）。創造心理學。台北：正中書局。
陳密桃（民84）。我國台灣地區國中學生批判思考的相關因素及其教學效果之分析研究。國科會專題研究：NSC83-0301-H-017-003。執行單位：國立高雄師範大學。
陳龍安（民87）。創造思考教學的理論與實際。台北：心裡出版社。
湯偉君、邱美虹（民88）。創造性問題解決(CPS)模式的沿革與應用。科學教育月刊，223 期，頁2-20。
溫明麗（民87）。批判性思考教學-哲學之旅。台北：師大書苑。
葉玉珠（民89）。智能與批判思考。國立中山大學社會科學季刊，1 期，頁1-28。
劉兆玄（民91）。在職進修補救人才「時間差」。天下雜誌專訪（CHEERS雜誌），頁 26-28。
蕭昭君譯（民88）。全是贏家的學校-借鏡美國教改藍圖。（譯自Wilson, K. G. & Daviss, B. (1994). Redesigning education. USA: Jonathan Dolger Agency）台北：天下文化。
戴久永（民89）。知識經濟時代的來臨：此時無形勝有形。管理雜誌，308，頁26-29。
簡紅珠（民85）。國小專家與新手教師的班級經營管理實作與決定之研究。教育研究資訊，4卷4期，頁36-48。
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