陳學志Chen, Hsueh-Chih蘇郁涵Su, Yu-Han2025-12-092025-07-102025https://etds.lib.ntnu.edu.tw/thesis/detail/53d54a263a5b90fad037da6bffe8be40/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/124489本研究目的為探討未來想像與創造力教學方案對國中生創造力與問題解決能力之成效。研究對象為宜蘭縣某兩所國中學生共124人。研究方法以準實驗研究之不等組前、後測設計，實驗組60人、控制組64人。實驗組實施未來想像與創造力教學方案，以營隊方式辦理為期三天之教學實驗活動，教學方案含四大主題課程，共12節，每節60分鐘，控制組則不做任何操作。研究工具包含新編創造思考測驗圖形版、青少年版中文詞彙遠距聯想測驗、新編問題解決測驗及課程回饋表。研究方法採用描述性統計及二因子共變數分析，並以未來想像與創造力教學方案課程回饋表作為質性分析依據，研究結果如下：（一）組別與測量階段的交互作用對新編創造思考測驗之流暢力與青少年版中文詞彙遠距聯想能力測驗分數達顯著水準。以簡單主要效果檢定檢視前、後測，發現控制年齡變項後，實驗組與控制組在前測階段並無顯著差異，而在後測階段，實驗組在流暢力及遠距聯想能力的表現皆顯著優於控制組，顯示未來想像與創造力教學方案能有效提升學生在此兩項能力之成效。（二）組別與測量階段的交互作用在新編創造思考測驗之變通力、獨創力、精進力與新編問題解決測驗之界定原因、解決方法、預防問題、變通性與有效性等變項上皆未達顯著水準，顯示未來想像與創造力教學方案對於上述能力之影響未達顯著，成效尚待進一步驗證與強化。（三）組別主要效果顯示，實驗組學生在流暢力、變通力、遠距聯想能力、界定原因、解決方法、預防問題、有效性與變通性等變項表現皆顯著優於控制組，顯示本教學方案對創造力與問題解決能力具整體促進效果。（四）實驗組對於未來想像與創造力教學方案之滿意度平均達八成以上，課程回饋內容多為正向，表示在創造力、問題解決能力及團隊合作面向上皆有成長。本研究根據結果提出建議，以作為未來創造力相關教學研究之參考。This study aimed to examine the impact of a creativity teaching program incorporating future imagination on junior high school students’creativity and problem-solving abilities. A total of 124 students from two junior high schools in Yilan County, Taiwan, participated in the study. A quasi-experimental design with a nonequivalent pretest-posttest control group was employed, with 60 students in the experimental group and 64 in the control group. The experimental group received a three-day instructional intervention designed as a camp-based program, consisting of 12 sessions (60 minutes each) structured around four core thematic modules. The control group received no intervention.Instruments used in the study included the New Test of Creative Thinking – Figural Form, the Chinese Verbal Remote Associates Test for Adolescents, the New Problem-Solving Ability Test, and a program feedback questionnaire. Quantitative data were analyzed using descriptive statistics and two-way ANCOVA, while qualitative feedback was analyzed to supplement the interpretation of findings.The results were as follows:(1)A significant interaction effect between group and measurement phase was observed in fluency (as measured by the figural creativity test) and remote associative ability (as measured by the verbal remote associates test). After controlling for age, simple main effects analysis indicated no significant difference between the experimental and control groups at the pretest stage; however, at the posttest stage, the experimental group outperformed the control group in both fluency and remote associative ability. This suggests that the program effectively enhanced students’ performance in these two areas.(2)No significant interaction effects were observed for flexibility, originality, elaboration, or for problem-solving dimensions such as problem definition, solution strategies, problem prevention, flexibility, and effectiveness. This indicates that the program’s impact on these aspects requires further validation and enhancement.(3)Regarding the main effect of group, students in the experimental group demonstrated significantly better performance than those in the control group in fluency, flexibility, remote associative ability, problem definition, solution strategies, problem prevention, flexibility, and effectiveness, indicating that the program had an overall positive effect on creativity and problem-solving abilities.(4)Over 80% of students in the experimental group expressed high satisfaction with the program. Qualitative feedback reflected positive perceptions, with reported growth in creativity, problem-solving ability, and teamwork.Based on these findings, this study offers recommendations for future research and pedagogical practices in the field of creative thinking education.創造力開放性創造力封閉性創造力問題解決能力創造性問題解決未來想像CreativityOpen-ended creativityClosed-ended creativityProblem-solving abilityCreative Problem SolvingFuture Imagination學術論文