本研究旨在探討創造思考技法教學對大學生創造力、團隊支持、社會呈
現與創意產品成果之關聯，經由六次的創造思考技法教學，驗證此教學法在
大學生創造力、團隊支持、社會呈現之成效的影響。
本研究採單組前後測之實驗設計，研究對象為台北市一所公立大學機械
系與數位所學生，機械系21 人，數位所20 人，男生26 人，女生15 人。本
研究編製創造思考技法教學活動，融入「工業4.0 理論與實務」專題實作課
程，由三位教師授課。課程內容包括：物聯網、大數據、虛實合一等主題，
學生於期末需製作與工業4.0 相關的實作專題。本研究採用之量表有「拓弄
思圖形創造思考測驗(甲式)、(乙式)」量表、「團隊支持」量表與「社會呈
現」量表。
本研究結果分為量化分析與質性分析兩種，在量化分析中共有7 個結論：
1.創造力測驗TTCT 中的「標題」達到顯著下降；2.「團隊支持」前後測沒
有顯著差異，但平均分數有提高；3.「社會呈現」平均分數高於量尺中點；
4.「創意產品成果」平均分數普遍良好；5.「團隊支持」對於「社會呈現」
有顯著正向預測力；6.「團隊支持」對於「創意產品成果」有顯著正向預測
力；7.「社會呈現」對於「創意產品成果」無正向預測力。在質性分析中發
現學生對工業4.0 課程中的團隊合作收穫最大；在專題實務製作認為是本門
課最困難的部分；而在創造思考技法教學中認為六頂思考帽是最有幫助的創
造思考技法。
最後，根據量化與質化分析之研究結果，提出未來在工程教育中加入創
造思考技法教學之技法選擇與後續研究等建議。

The current study investigates the effects of creative teaching strategies with university students on the relationship among creativity, work group support, social presence, and creative performance. This study will look into the potential of work
group support and social presence predicting creative performance through a series of six creativity teaching sessions.
The present study uses a pretest-posttest design. It is done at a university in Taipei, Taiwan on engineering and digital learning students, with 21 engineering students, 20 digital learning students, of which 20 are male and 15 are female. The present study uses creativity teaching strategies in a Industry 4.0 project based
learning course lead by three professors. Course content includes content such as: Internet of Things, Big data, Click-and-Mortar. Students were required to create a project related to industry 4.0. This study uses Torrences Test for Creativity Thinking, work group support, and social presence surveys to collect the data.
Results are as follows:
1.TTCT’s Abstractness of Titles significantly dropped.
2.There was no change in Work Group Support; however a high average was maintained.
3.Average Social Presence was high.
4.Average Creative Performance was high.
5.Work Group Support can positively predict Social Presence.
6.Work Group Support can positively predict Creative Performance.
7.Social Support cannot predict Creative Performance.○8 The following was found through qualitative analysis: students in the Industry 4.0 course had significant gains in teamwork; Building the project was
the hardest part of the course; Students found the Six Thinking Hats method was the superior creativity teaching strategy in helping their creativity.

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