本研究旨在探討運用自我反思活動，對於學習者程式設計學習成效以及創造力之影響。研究方法採準實驗研究設計，將83位高中一年級學生隨機分派至重點提示組、問題引導組、或控制組進行學習活動。
研究結果發現，在程式設計成效上，(1)程式碼評估方面，各組間沒有顯著差異；(2)程式碼產生方面，問題引導組顯著優於重點提示組與控制組；(3)程式設計問題解決之創意表現方面，重點提示組與問題引導組在創意表現的流暢性與獨創性顯著優於控制組，但在創意表現的精密性，三組間則無顯著差異。而在威廉斯創造力測驗表現上，(1)創造傾向方面，各組之間無顯著差異；(2)創造思考活動方面，重點提示組與問題引導組之開放性、獨創性與標題表現顯著優於控制組，但在創造思考活動的流暢力、變通力與精密性的表現上，各組間則無顯著差異。另外，在學習態度方面，重點提示組與問題引導組的學習者均認為自我反思活動對於程式語言學習成效與創造力表現有正面的影響。

The purpose of this study was to investigate the effects of self-reflection on high school students’ problem-solving performance and creativity performance. There were 83 subjects randomly assigned to either the key-point prompt group, the question-guided group, or the control group. The collected data were examined in terms of code evaluation performance, code generation performance, problem-solving creativity performance, Williams Test of Divergent Feeling performance, Williams Test of Divergent Thinking performance and attitudes toward self-reflection activities.
On the code evaluation performance, there was no significant difference between groups. On code generation performance, the question-guided group outperformed the key-point prompt group and the control group. On the problem-solving creativity performance, the key-point prompt group and the question-guided group outperformed the control group in fluency and originality, and there was no significant difference between groups in elaboration. On Williams Test of Divergent Feeling performance, there was no significant difference between groups in curiosity, imagination, complexity, risk-taking. On Williams Test of Divergent Thinking performance, the key-point prompt group and the question-guided group outperformed the control group in openness, originality, and literacy, and there was no significant difference between groups in fluency, flexibility, and elaboration. Finally, on the analysis of attitudes toward self-reflection activities, the question-guided group felt easier about the self-reflection activities than the key-point prompt group.

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