創造力的培養與開發愈早愈好，透過創意的教案設計能激發孩子的創造力及想像力，本文以幼保系開設之「幼兒創造思考教學」的課程為主軸，探討教學課程的內容設計、實施方式與教學成效。此課程為期一學期，除了平常的上課外，也實施網路輔助教學。研究者在學期末透過問卷調查及請修課學生寫課程心得兩種方式，研究學生修讀此課程後的反應，研究發現如下：大部分的學生認為修讀本課程能增進他們對創造力理論的認識、會嘗試自已解決問題，並且能提升自已的創意，此外，大部分的學生也同意修讀本課程能幫助他們設計有益於幼兒創造思考的活動。在網路輔助教學的實施成效方面，雖然有四成的學生認為網路輔助教學對其學習本課程有幫助，不過也有51％的學生認為沒有幫助，但分析同學填寫的原因後發現，覺得網路輔助教學沒有幫助的同學，其填寫的原因大部分都是沒時間上網或是不方便上網，覺得有幫助的同學，則認為網路輔助教學內容豐富、沒有場地時空限制，方便且多元，此外也有同學認為網路教學能利用討論區與教師及同學有所互動，交流心得感想，對學習有助益。

To improve children's creative ability is important and it is better to foster children's creative at early ages. Children's ability in creativity and imagination can be fostered through creative curriculum. The purpose of this study was to investigate teaching results of the creative thinking curriculum, including teaching content, curriculum design and the using of e-learning. The participants of the study were university students who had joined the curriculum. The data for this research included questionnaire and reports of the subjects at the end of the semester. The results of this study showed that most subjects agreed that their creative thinking abilities were improved after they joined this class. Furthermore, most of them agreed that this curriculum was useful for their teaching with young children. But as to the results of e-learning, although more than 40% of the subjects agreed that e-learning were helpful for their learning, 51% of them had the opposite opinion. By taking a deep look at the reasons they gave, it is found out that the students who did not like e-learning was because they did not have time to study on-line or it was inconvenient for them to work on-line. On the contrary, the students who liked e-learning had the opinion that it was convenient and helpful for their study.