本研究是以國中理化課程為內容﹐設計一套創意性問題解決課程，施行教學工作，並利用威廉斯創造力測驗進行成果評估。課程設計是依據創造力的學習模式（creative learning model），以及創意性問題解決（creative problem solving）的活動，設計出與水溶液相關，前後歷時五個星期的教學單元，其中並穿插以具有開放性質（open-ended）題目的作業單，加強訓練學生的創造性行為能力與思考方式。藉由教師設計經營，在一個輕鬆活潑的環境，進行教學工作。課程進行前，以威廉斯創造力測驗進行前測，並在完成五個星期的教學活動後，給予相同的後測（威廉斯創造力測驗重測信度考驗達.05以上顯著水準）。結果顯示出，實驗組的學生在創造力各項行為上，絕大多數有成長，且達到顯著水準，而且對學生具有普遍性的影響。控制組的學生，則是沒有顯著的差異。研究結果顯示出，本研究的創造性教學法，能夠啟發學生久經封閉的創造行為，是一個確實可行的方案。

This study was trying to develop a set of creative, problem-solving curriculum, which was based on the junior high school second grade's (8th grade's) curriculum. The courses' designs are conjugated with Creative Learning Model, Creative Problem Solving, and the physics-chemistry schoolbook used by 8th grade's students. The curricular content was related to an S.T.S. subject: water and solution. Some open-ended problem-solving exercises were designed to train students' creative thinking skills and behavior. A relaxed and vivacious circumstance, which made students feeling no pressure, was arranged through the whole lecture period. Williams' Creativity Assessment Packet was employed to assess the achievement of the experiment after using this set of courses to teach students for five weeks. The result of the pre- and post- test that the same test (The test-retest reliability of the Williams' CAP achieve the α = .05 standard) was used after the end of the courses showed that most of the experimental students' creative behavior and thinking skills made great development and attained to the obvious diversity. And the designed courses had universalistic influence to the experimented students. The achievement of the controlled students had not obvious difference. To sum up, the teaching methodology of this study is a feasible one, and it can enlighten the students' creative behavior.

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