本研究旨在探討高職生在課程中導入創意思考教學後之學習動機、學習成效及創造力之變化以及對於視覺作品成果的影響，建構適切的教學模式以提升教學品質、啟發學生創造力。
本研究採實驗研究法，將研究對象分為三個組別，分別使用不同創意思考方法進行視覺作品的繪製，以高雄市某一國立高職設計群科二年級12人，進行為期10週，每週3節的教學課程。
實驗組均以「陶倫斯創造思考測驗」實施前後測，每週視覺作品以實驗者進行文獻探討後自編之「作品評分規準表」進行評分，並於課程結束後以研究者進行文獻探討後編製之「課程學習反應量表」對實驗對象進行問卷回饋調查。
本研究透過文獻探討、實驗課程以及量化統計分析，提出以下結論：
一、創意思考教學應用於高職基本設計課程中，對於學生創造思考活動能力之開放性能力，有進步。
二、運用獨立擴散式思考（心智圖法）進行學習之實驗組，相對於其他組別，於陶倫斯創造思考測驗圖形版評測後，創造力表現較有進步。
三、進行團體擴散式思考法（腦力激盪法）之實驗組，於視覺作品評測之結果，相對於其他組別，有較高的評量表現。
四、學生在接受創意思考教學的過程後，同意創造思考教學活動對於發揮創意及學習收穫有影響。
五、研究者透過教學實驗研究之歷程，探討創造力教學及多元評量之相關知識，再針對實驗結果及經驗進行教學省思，為未來的教學實踐奠定基礎。

The purpose of this study is to explore the changes in learning motivation, learning effectiveness and creativity of higher vocational students after the introduction of creative thinking teaching into the course, as well as the impact on the results of visual works through the experiment of basic design courses in higher vocational colleges, and to construct appropriate teaching model to improve teaching quality and inspire students' creativity. Through literature review, experimental courses and quantitative statistical analysis, this study puts forward the following conclusions:
(1)The application of creative thinking teaching in basic design courses in higher vocational colleges has significantly improved students’ openness in creative thinking activities.(2)Compared with other groups, the experimental group that uses independent diffusion thinking (mind mapping method) to learn has a more significant improvement in creativity performance after taking the Taurens Creative Thinking Test graphic version.(3)The experimental group that performed group diffusion thinking (brainstorming) had higher performance in visual work evaluation compared to other groups.(4)After receiving the process of creative thinking teaching, students agree that creative thinking teaching activities have an impact on creativity and learning gains.(5)Through the process of teaching experimental research, researchers explore the relevant knowledge of creativity teaching and multiple assessments, and then conduct teaching reflections based on the experimental results and experiences to lay the foundation for future teaching practice.

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