隨著科技日新月異，創造力已儼然成為21世紀知識經濟發展的基礎，更是促進社會進步之動力來源。本研究回顧近20年台灣創造力之博碩士論文，找出研究發展脈絡以及核心議題，並納入國外期刊論文進行內容探討，由於國外創造力理論發展時間較台灣久遠，若了解兩者創造力研究之差異，並以國外創造力研究為鏡，有助於台灣創造力研究未來之發展。
文獻來源為臺灣博碩士論文知識加值系統以及Web of Science (WOS)資料庫，透過關鍵字檢索蒐集創造力相關論文，共得台灣文獻樣本1900筆，國外文獻樣本3091筆。以此兩樣本利用主路徑分析與集群分析，探討兩者創造力研究發展演變，以及聚焦議題。
研究結果發現，台灣創造力研究發展大致分為兩階段，其研究主題大致相近，主要差異在於研究對象的轉變，兩階段皆探討創造思考教學對學生創造力影響，第一階段以高職學生為主要研究對象，第二階段則以學童或資優生最為研究對象。國外發展也分為兩階段，第一階段建立與釐清創造力的概念，第二階段則探討工作場域的創造力。集群分析結果顯示，台灣研究主要有兩大集群，分別為「創造思考與創造力」及「教師創意教學之因素」，國外則有三大集群，分別為「教育心理學之創造力」、「工作場域的創造力」、「心理與精神病理之創造力」。
最後，本研究探討台灣與國外創造力研究內容之差異，提供建議及未來研究方向做為後續研究之參考。

With the rapid changes in technology, creativity is the motivation of the social progress. The core of this study is to compare the creativity research of Taiwan with creativity research of foreign country. Through understanding the differences between the two creative researches will contribute to Taiwan's future research and development. We were to explore the past creativity literature, then try to find the development and critical topics of creativity.
This study searches past literature with keyword in National Digital Library of Theses and Dissertation in Taiwan and Web of Science database. After removing the unrelated papers, the total number of papers are 1900 from Taiwan and 3091 from foreign country.
Using main path analysis discover the core knowledge flow trajectory. The creativity development of Taiwan divided into two stages. The topic of two stages are almost the same, but the testing samples are different. In the first stage, the studies focused on high vocational students, however, the second stages focused on schoolchildren and gifted students. The creativity development of foreign country also divided into two stages.
The first stage studies are absorbed in clarifying the concept of creativity, and the second stage studies changed the topic to the creativity in work field. Besides main path analysis , we also use Edge-betweenness clustering classifies a large number of data into several groups. There are two main clusters in Taiwan, they focused on “creative thinking” and “ factors of creativity teaching” . In foreign country, there are three clusters, they focus on “creativity of educational psychology”, “creativity in work field” and “creativity of psychology and psychopathology”.
In conclusion, we compare the results of Taiwan and foreign country, and the study limitation and the direction for future research are discussed.

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