本研究目的在探討國中小創意教師實施創意教學活動所採取的教學策略，以及該教學策略所欲逹成之學習成效；研究對象以立意取樣選取獲得「GreaTeach 2002創意教學獎」特優獎的四名教師進行個案分析；研究方法採深度訪談法，讓創意教師自我陳述其具體的教學策略，以及實際應用的狀況；研究發現：(1)綜合、英語、數學個案使用討論方法以提升學生尊重心；藝文個案鼓勵學生珍惜資源以增進尊重心(2)藝文、數學個案以討論增進其情意開放性；綜合個案營造環境氣氛培餋學生開放性；英語個案以遊戲導向增加情意開放性(3)綜合個案以討論導向、英語個案用遊戲導向、藝文個案用教學導向、數學個案提供具體操作的教材，讓學生由具體思考到抽象思考來增進學生衍生性思考能力(4)綜合、英語、藝文、數學個案所採用的遊戲導向對於少年、兒童都有效(5)綜合、英語、藝文、數學個案皆使用教學導向以提升學生的辨知力(6)綜合、英語、藝文、數學個案皆透過討論導向來增進學生的發問力(7)綜合、英語個案利用教學導向來增強學生自信力；藝文個案則利用環境佈置，讓學生把作品呈現以增加學生自信力；數學個案採用討論導向並給予學生正增強以增加自信力(8)綜合、英語、藝文個案運用情境教學來增進學生的理解力；數學個案透過實驗教學，讓學生自行觀察、驗證來增進理解力(9)綜合、英語個案藉由遊戲導向增強學生間的合作力；藝文、數學個案提供分組以增強學生的合作力。

This study aimed to investigate the teaching strategies applied by creative teachers at elementary and junior high school and their teaching effectiveness after the implementation of creative teaching activities. Through purposive sampling, four recipients of Creative Teaching Award at GreaTeach 2002 were studied. The four award winners came from various fields, including Art & Humanities, English, Synthetic Activities, and Mathematics. The in-depth interview research method was used in order for the selected creative teachers to self-describe their strategies and results after implementation. The research findings of this study include: 1) To help students develop respect for each other, the Synthetic Activities, English, and Math teachers all used in-class discussion; 2) The Art & Humanities and Math case subjects used in-class discussion to promote openness in students' emotional expressions, while the Synthetic Activities teacher created and environment conducive to openness, and the English case subject used game oriented activities to increase students' openness; 3) The Synthetic Activities, English, Art & Humanities, and Math case subjects applied activities with a discussion orientation, a game orientation, a teaching orientation, and hands-on teaching materialsrespectively; 4) Game oriented activities adopted by the four instructors were found to be effective for teenagers and children; 5) All four teachers used teaching orientated activities to increase students' cognition; 6) To boost students' question raising ability, all four instructors used discussion-oriented activities; 7) To increase the students' self-confidence, the Synthetic Activities and English teachers adopted lecturing-orientated activities, while the Art & Humanities teacher used students' artwork and projects to decorate the school environment, and the Math teacher adopted in-class discussion. To enhance students' comprehension, the Synthetic Activities, English, and Art & Humanities teachers utilized contextualized teaching methods, while the Math teacher arranged experiments for self-observation and teaching; and 9) To increase student collaboration, the Synthetic Activities and English Teachers applied games, while the Art & Humanities and Math teachers divided students into smaller groups.

創意教學; 教學策略 ; 教學成效

creative teaching; teaching strategy; teaching effectiveness