本研究旨在探討創造性藝術教學活動，對大班幼兒創造力表現之影響，而研究方法是採準實驗之「不等組前、後測」設計，並以立意抽樣方式選取屏東縣某幼兒園所中的兩個大班為研究對象。之後，研究者分派其中一班為實驗組，並接受「創造性藝術教學」；而另一班則為控制組，但未接受實驗教學。研究工具採用「威廉斯創造思考活動測驗」及「教學觀察紀錄表」等蒐集資料，並以質量並成的模式分析。準此，研究結果為：1. 量化結果：經單因子共變數分析（ANCOVA）得知，實驗組與控制組在「流暢力」、「獨創力」及「整體表現」達顯著差異，進一步經調整平均數比較後，發現實驗組皆優於控制組；而兩組在「精密力」、「變通力」與「標題」則無差異存在。2. 質性結果：研究者發現實驗教學者有效運用創造性思考教學策略及正向的回饋方式，促進幼兒的創造力表現。

The study used the pretest-portent of quasi-experiment method, and subjects were older children in Pingtung’s kindergarten. Researcher used William Creative Assessment Packet” and Teaching Observed Table to collect data. Results of quantitative and qualitative were: 1. creative of fluency, originality, and whole performance in experimental group were different from controlled group, and the elaboration, flexibility, and title performance were equal; 2 teaching observed data showed that teacher used creative strategy and positive feedback to prompt children’s creative.