近年來，台灣產業積極轉型，由原本的代工外銷經濟走向創新驅動型經濟與知識驅動型經濟的領域。此時期，台灣製造成本優勢已漸漸消失，產品的技術層面與競爭國差距越來越小，各企業開始積極建立其品牌形象，並開始重視提昇產業價值的創新設計能力。

在工業設計科系中，創造力一直為學生不可或缺的能力之一，在基礎設計教育的課程中，必然需要針對增加創意能力所開發的教材，使設計科系學生能在學習專業技能的同時啟發自己潛在的創造力。我們知道基礎設計教育是於德國包浩斯(Bauhaus)設計學校發端，其內容包含有型態、色彩、材質等等，以此基礎訓練為基本，目前國內的工業設計科系已具有相當完整的專業能力及技術的培育課程，但在創造力潛能開發的課程卻非常稀少，並多半是其他課程中的附加課題或是作業。

本研究為一套針對大專院校之工業設計科系學生設計開發的創造力啟發教材。以Sternberg和Lubart (1996) 提出的匯合取向的創造力研究為主要架構，加入工業設計科系所需的專業能力，發展出一套可提升創造力之立體造形教材。並透過心理計量法當中的擴散性思考測驗及自我評鑑兩種複合評鑑方式檢驗教材之成效，從文獻以及實驗中整理出設計教材的注意事項以及細節說明，使此教材除了單獨成唯一項課程之外，也可實際應用至各類的設計課程之中。

In industrial design departments, creativity is an essential skill that students should possess. Therefore, teaching materials for basic design education should aim at enhancing creative skills so that design students are able to polish their professional skills while developing their creative potentials. It is known that the basic design education was pioneered by Bauhaus, from Germany, who includes patterns, colors, materials, etc. as basic training. Until now, industrial design departments in Taiwan have established comprehensive programs for training professional skills and techniques. Nevertheless, courses specially designed for developing creative potential are still extremely scarce. Most of them are courses with additional topics or more assignments.

This study is a material package for design college students to develop creativity which is based on the confluence theories proposed by Sternberg and Lubart (1996) in their research on creativity as the basic structure and then combined with professional skills required by industrial design departments. This study develops one set of 3D-shape teaching materials to nurture creativity and is evaluated by tests of divergent thinking and ratings by teachers and supervisors. Points for attention and detailed instructions in the materials are designed based on the literature and experiments. Therefore, this new teaching material is not only applicable in one course, but also in any types of design courses.

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