本研究探討在中學英語資優班英文寫作課堂中融入創造性思考技巧對於學生寫作創意能力的影響。研究對象為中學英語資優班英文寫作課的學生，研究者觀察到學生往往在面對寫作課程會感到焦慮及缺乏信心，認為自己沒有寫作靈感與想法。此研究希望藉由將創造性思考策略融入課程，觀察此教學方是是否能有助於提升學生的寫作創意力，並進一步了解學生對於總體寫作課程的體驗與學習心得。
本寫作課程教學架構之設計奠基於Kelly（1991）提出的"創造力循環"理論，並進一步引用Nielsen（2016）所提出的"The Shower and The Funnel"（S＆F）理論，以此理論模型更直觀且具像化地呈現"創造力循環"的階段運作，藉以增進我們對創造思考過程的理解，其中兩個不可或缺的階段包含擴散和聚斂思考。課堂所應用的思考策略專注於擴散思考的過程，而相關課堂練習活動與最終產出成果則屬於聚斂思考的過程。課程於擴散思考階段主要應用之創意思考技法包含如下: 交叉連結、心智圖和隨機靈感，並透過實際練習增進學生思考技巧之應用能力；最後透過任務聚斂與總結想法並呈現成果。
本研究之評量方法包含以TTCT創造力測驗以及TTCT寫作創造力評量表去檢核學生經過一學年的創意寫作課程後，創意力以及個人寫作創意之前後變化。研究結果顯示，雖然在學生的創意力在TTCT創造力測驗中沒有明顯進度，但在針對寫作而設計的TTCT寫作創造力評量表的評量下，可以看到學生寫作創意度的提升，顯示課程的設計與創意思考之應用對於學生的創意力培養有一定的幫助及成效。
此外，本研究另一評量方為藉由質性課程心得問卷，了解學生在體驗創意寫作課程中的學習心得。根據研究結果整理顯示，學生在經歷一年的寫作課程後，對於自身寫作的能力之信心度有提升，並能感受到課程對其點子發想歷程之助益。綜合學生的回饋及實際寫作表現，以下為結果延伸討論，藉以了解此教學設計在未來應用所需調整與注意之處。
首先關於課堂創意思考技法之應用，研究結果發現，雖然三種創意思考技法本質上皆為擴散性思考技法，但事實上在擴散思考的過程中，亦須考量擴散點的邏輯性、關聯性、隨機性等面向。這些因素會影響思考技法本身的難易度並間接影響學生在實際應用與操作上之成效。此外，在學習新的思考技法的過程中，須提供學生充足的練習時間，將有助於學生於寫作上針對該技巧的實際應用成效。
在課程教學其他須注意之面向亦包含須提供學生興趣和挑戰相符的多樣寫作主題或體裁選擇；強調創意思考的過程中同時亦需兼顧語言能力之發揮，並適時提供引導與協助。另一方面，雖然在學期課程的一開始有針對「創意」的概念進行介紹，事實上，除了在寫作中的引導，也建議於寫作完成後，帶領學生一同賞析、討論與分享成果中的「創意」，藉以協助學生更清楚地了解創意的展現可以很平凡，創意其實離我們不遠，在生活中或作品中都可以看到他們以不同的樣貌展現。

This study investigated the impact of integrating creative thinking techniques into English writing classes for students in a secondary school gifted English program. The research focused on students' creative writing abilities and aimed to address their anxiety and lack of confidence when faced with writing tasks, as many students felt they lacked inspiration and ideas. By incorporating creative thinking strategies into the curriculum, the study examined whether this instructional approach could enhance students' creative writing abilities and further explored their overall experiences and learning outcomes in the writing course.
The instructional framework of this writing course was designed based on Kelly's (1991) "Creativity Cycle" theory, with further reference to Nielsen's (2016) "The Shower and The Funnel" (S&F) theory. The S&F model provided a more intuitive and concrete representation of the stages of the creativity cycle, particularly the essential stages of divergent and convergent thinking. The applied thinking strategies in the classroom focused on the divergent thinking process, utilizing techniques such as cross-linking, mind mapping, and random inspiration. Practical exercises were employed to enhance students' application of these thinking skills, leading to the culmination of ideas through convergent thinking tasks and the presentation of their work.
The assessment methods used in this study included the Torrance Tests of Creative Thinking (TTCT) and an adapted form of the TTCT for writing rubric to measure the pre- and post-change in students' creativity and personal writing creativity after a year of creative writing instruction. The results indicated that while there was no significant progress in students' overall creativity scores in the TTCT, the assessment specifically designed for writing, the TTCT Writing Creativity Rating Scale, revealed an improvement in students' creative writing proficiency. This suggested that the instructional design and application of creative thinking had a certain level of effectiveness in cultivating students' creativity.
Additionally, qualitative feedback from a course experience questionnaire was used to gain insights into students' learning experiences in the creative writing course. The results demonstrated an increase in students' confidence in their own writing abilities and their perception of the course's benefits in stimulating idea generation. Based on students' feedback and actual writing performance, the following extended discussions provided further insights into adjustments and considerations for future implementation of this instructional design.
Firstly, regarding the application of creative thinking techniques in the classroom, the study findings indicated that while the three creative thinking techniques mentioned were fundamentally divergent thinking strategies, factors such as logicality, relevance, and randomness of the divergence points should be considered. These factors affected the difficulty of the thinking techniques themselves and indirectly influenced students' effectiveness in their practical application. Furthermore, ample practice time should have been provided to students when learning new thinking techniques, as it contributed to their ability to apply the techniques effectively in writing.
Other aspects to consider in the course instruction included offering diverse writing topics or genres that aligned with students' interests and challenges, emphasizing the simultaneous development of language skills alongside creative thinking, and providing guidance and assistance as needed. Moreover, although the concept of "creativity" was introduced at the beginning of the semester, it was recommended to not only guide students in their writing but also engage them in the appreciation, discussion, and sharing of "creativity" demonstrated in their completed works. This helped students gain a clearer understanding that creativity could be ordinary, and it was not far from them, as it could be seen in everyday life or in various forms of artwork.
In conclusion, this case study emphasized the potential benefits of integrating creative thinking skills into EFL writing classes for verbally talented students. It hoped to provide insights for instructors to enhance the effectiveness of creative writing interventions and foster students' growth in both creative thinking and writing abilities.

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