創造力教學意指教學者提供一種教學情境，這情境很能激發學生創
意，使學生學習充滿了創造性思考，並讓學生擁有自主、自信的態度，很想去完成自己所提出的主意，最後產生創造力作品來。
故本研究目的是在設計創造力教學，來培養成人的創造力。藉由研究目的來探討:創造力教學運用於成人補習教學教室中，是否能提升成人的創造力以及創造力教學的成效為何? 而各種阻礙創造力及增進創造力發生的因素如何在教學上影響成人創造力的情形。讓學生透過課堂討論、現場觀察、實做問卷、事後訪談，獲得到他們外表行為表徵與心理活動過程等資料。
經由這些資料的分析，我們獲得以下幾個結論:
1.具有正向思考特質的人，能有較高的創造性思考，並且藉由腦力激盪
訓練可以提升個人的創造性思考。另外加上幾次創造性思考的練習便
能夠影響一個人的思考方式，養成他未來如此思考的習慣模式。
2.要有創造性的思考，必須發生在思考受到侷限的考驗之後。例如靠著
經驗可解決問題，這是指一般常態的問題，但若要解決創造性的問題
卻不能只憑靠經驗。因此「經驗」就像是另一種的「侷限」，必須跳
脫出以往經驗的處理方式，才能有創造力。
3.創造性思考即腦力激盪的訓練對大都學生有較多的刺激，可是離創造
力還是有點距離，因為如果學生不敢冒險、承擔實行後的後果，或者
沒有可發揮想法的場所，那麼創造僅只會停留在思考層面。

Creativity Teaching means “a teacher can provide an environment which could encourage students be more creativitive. It lets students not only have lots of creativity thinking, but also attitude of confidence and pursues students to carry out the ideas that they think about”. The main purpose of this study is to design a Creativity Teaching model which can increase the creativity of the adults.
According to this purpose, there are some problems that need to be considered (1) Whether if we can increase our creativity by Creativity Teaching? (2) How to perform Creativity Teaching ? (3) What kinds of factors can influence on creativity? and how they influence on it?
We can solve these problems above via live observing、students， homework、interview and etc.
We can obtain some conclusions below from this study :
1.Creativity Teaching can increase someone’s creativity
2.Experiences sometimes could be constraint, it means
experiences could limit someone’s thought. After overcoming
the difficulty of constraints, the creativity thinking might
happen.
3.Although someone has creativity thinking, it is still far
from creativity. Because he might be afraid to take a risk
and could not accept the results what he has done .

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