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及教學成效；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及應用狀況。結果發現教師教學策略具成效，以下列舉四位個案教師皆提昇的成效：
1)尊重心：綜合、英語、數學個案使用討論導向，而藝文個案鼓勵學生珍惜資源以提升尊重心
2)開放性：藝文、數學個案以討論導向、綜合個案營造環境氣氛、英語個案以遊戲導向增加學生開放性
3)衍生性思考：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)辦知力：綜合、英語、藝文、數學個案皆使用教學導向提升辨知力
5)發問力：綜合、英語、藝文、數學個案皆透過討論導向增進發問力
6)自信力：綜合、英語個案利用教學導向、藝文個案利用環境佈置讓學生呈現出作品、數學個案以討論導向給予學生正增強以增加自信力
7)理解力：綜合、英語、藝文個案運用情境教學、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
8)合作力：綜合、英語個案藉由遊戲導向、藝文與數學個案提供分組以增強學生的合作力。

The purpose of this study is to investigate the teaching strategies used in creative teaching activities by elementary and junior high school teachers and to examine their teaching effects. This study purposively sampled four outstanding teachers from the GreaTeach 2002 Creative Teaching Award for case analysis and adopted the in-depth interview method to allow these creative teachers to self-describe the specific strategies they adopted and to reflect upon the actual applications of their own strategies. The research found that the teaching strategies of the selected teachers were effective. Below is a brief summary of the specific teaching results of the teacher subjects.
1)Respect: The general activity, English, and math teachers used a discussion oriented approach to help students learn about the value of respect, while the teacher of art and humanities encouraged students to conserve resources.
2)Openness: To increase students’ openness, the art and humanities teacher and the math teacher both adopted a discussion oriented approach, while the general activity teacher created a helpful learning environment, yet the English teacher incorporated games into teaching.
3)Derivative thinking: The four teachers all used different strategies to allow students to move from concrete thinking to abstract thinking, thereby improving their derivative thinking skills. The general activity teacher utilized a discussion orientated approach; English teacher, game oriented approach; art and humanities teacher, teaching oriented approach; and finally the math teacher, concrete operation materials.
4)Cognition: The four teachers all used teaching orientated approaches to increase students’ cognitive ability.
5)Question raising: The four teachers all used discussion orientated approaches to boost students’ ability to raise questions.
6)Confidence: General activity and English teachers used teaching orientated approaches, the art and humanities teacher utilized environmental settings to present students’ works, while the math teacher adopted a discussion oriented approach to provide positive reinforcement to help students increase their self-confidence.
7)Comprehension: For the improvement of students’ comprehension, the general activity, English, and art and humanities teachers utilized context-based teaching, while the math teacher adopted experiment teaching to allow students to make observations and conduct verifications on their own.
8)Collaboration: The general activity and English teachers adopted game orientated approaches, while the art and humanities and math teachers conducted group activities to help students increase collaboration ability.

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