本文主要研究創造力教學融入綜合課程（CIA），對於國小五年級學生的學習動機、學業成就及創造力的影響。本研究採用前後測準實驗設計及混合研究，以國小五年級二個班級共 46 位學生為研究對象，進行為期十六週的實驗教學，研究地點位於臺南市某國小。自變項為兩種不同的教學方法，實驗班實施專題式學習（PBL）融入創造力教學，控制班則實施傳統教學法。本研究為量為主質為輔之行動研究，實驗教學期間進行綜合課程兩個單元教學活動（「尊重心、關懷情」及「環境守護者」）。教學活動前實施前測，共進行三項測驗，包含國中小學習動機量表、新編創造思考測驗（圖形測驗及語文測驗）、以及綜合科平時測驗，並於實驗教學活動後進行後測以及團體焦點訪談。本研究主要結果歸納如下:（一） 學習動機：實驗組與控制組在自我效能、工作價值及總體分數中均無顯著差異。（二）學科成就：實驗組的學習成就顯著提升並高於控制組。（三）創造力：無論在流暢力、變通力、獨創力、精進力及總體分數，實驗組均顯著提升，且均顯著高於控制組。（四）質性研究指出，創造力教學對學生其他變項之影響還包括與同儕的溝通互動、學習氛圍、合作精神、提升自信心皆有所助益。最後，研究者整合相關文獻及實徵資料，並根據本研究之結果與討論，提出相關建議，作為學校行政端、綜合科教師及未來研究者之參考。

The goal of the study was to explore the impact of creative integrative activities (CIA) courses on students’ learning motivation, academic achievement, and creativity. A quasi-experimental and mixed methodology design was employed in this study. Sixteen-week courses were based on the different teaching methods (creative thinking method with PBL framework and the traditional teaching method) in two fifth-grade classes. The classes which were randomly assigned were with a total of 46 students. By employing pre-and-post tests before and after the intervention, a wide range of instruments was used to examine the impact of the experimental teaching, including the tests and worksheets of IA, the Chinese version TTCT, and MSLQ. Additionally, semi-structured interview questions were developed to be the primary qualitative analysis tool in the current study. The main findings are as follow: 1. Learning Motivation: There was no significant difference between the experimental and control group’s scores of “self-efficacy,” “task value,” and “Overall.” 2. Academic Achievement: The experimental group’s academic scores obtained from the “IA test” pre-and-post test performance were significantly enhanced than the control group. 3. Creativity: The experimental group’s scores of “fluency,” “flexibility,” “originality,” “elaboration,” and “overall” were significantly improved and higher than the control group. 4. The qualitative results indicated that the influence of other variables of creative teaching method that benefited the communication and interaction with peers, learning atmosphere, cooperative spirit, and self-confidence. Finally, the researcher integrated the literature review from many empirical studies and the study's results and findings, which addressed the research questions with a power and then provided suggestions for educational sectors, educators, and future researchers.

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