本研究旨在探討以設計思考為核心之創意教學課程對師培生創造傾向、創意教學自我效能、設計思考力和團隊創造力之影響。研究對象為台灣北部某所科大選修創意教學策略之28位師培學生，採用單一樣本前後測設計進行18週之教學實驗，以「創造傾向量表」、「創意教學自我效能量表」、「設計思考力量表」及「創意作品評量表」作為研究工具。量化資料進行描述性統計分析及相依樣本 t 檢定；針對創造力產品，即創意教案，則透過共識評量進行分析；並於課後進行半結構式訪談，深入瞭解師培生之學習經驗和想法。量化研究結果表明，以設計思考為核心之創意教學課程能夠顯著提升師培生之創造傾向、創意教學自我效能和設計思考力，於團隊創造力方面也有良好之表現。此外，師培生之團隊創造力與設計思考力接近顯著正相關。質性結果則發現，本課程透過「設計思考步驟、以人為本和系統化的特點」、「發想步驟中融入之創意思考策略」、「與同儕的互動和團隊合作」以及「歡樂有趣的課堂氣氛」等因素，能夠對師培生產生正面的影響。最後，根據上述之研究結果提出對未來研究以及實施以設計思考為核心之創意教學課程之建議。

This study explores how design thinking integrated into creative teaching affects creative tendency, creative teaching self-efficacy, design thinking ability, and team creativity among student teachers. Research participants recruited are 28 student teachers in an elective course at a university in northern Taiwan. This study features a single-group pretest-posttest research design and applies “Creative Tendency Scale,” “The Scale of Self-efficacy in Creative Teaching,” “Design Thinking Ability Scale,” and “Creative Products Assessment Scale” as its research instruments. Duration of the teaching experiment spans across a total of 18 weeks. T-test analysis of the students' performances in the pretest and posttest is conducted toward a quantitative evaluation of the effectiveness of the proposed pedagogy in promoting creative tendency, creative teaching self-efficacy, and design thinking ability among the participants. The creativity products that the students made in the course are their original creative lesson plans. This study further analyzes them with consensual assessment techniques. Semi-structured interviews are conducted at the end of the course. The research results show that the course significantly improves the creative tendency, creative teaching self-efficacy, and design thinking ability among the participants. Their performance on team creativity is also found satisfactory while other marginally significant improvement is found in their team creativity and design thinking ability. In addition, qualitative results indicate that elements such as “step-by-step and people-oriented design thinking,” “creative thinking strategies integrated into the Ideate steps,” "interaction and teamwork with peers," and “happy and interesting classroom atmosphere” in this course have a positive impact on the participants.

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