近年來的教育愈來愈著重創造性問題解決方法，藉以鼓勵學生解決創造性 的挑戰與現實的問題。本研究發展並且評估18 週的創意課程，包括創造性問題 解決方法、團隊建立，為台灣觀光餐旅相關科系大學生創造有利的氛圍。透過 具有創造力教學或研究豐富經驗的觀光餐旅教育專家一起發展課程，採取準實 驗設計，分實驗組141 人與對照組127 人，實驗組學生參與一學期的創造性問 題解決實驗教學，對照組實施一般教學法。經由陶倫斯創造力測驗成人適用精 簡版的評估，兩組共變數分析，發現實驗組學生經歷創造性問題解決教學後之 創造力有顯著的進步，且優於對照組，顯見創造性問題解決教學具有正向的影 響。再從焦點團體的訪談結果亦可看出，透過創造性問題解決課程的介入，實 驗組的學生學會如何運用創造力解決問題。

Growing attention has been paid to the adoption of creative problem solving (CPS) in education to encourage students to learn how to face creative challenges and solve realistic problems. This study developed and evaluated an 18-week creative module comprised of CPS methods, team building, and creation of a supportive atmosphere for undergraduate tourism and hospitality programs in Taiwan. Five tourism and hospitality education experts who have creativity teaching experience and conduct creativity research joined the curriculum development panel. A quasi-experimental design, with a sample of 268 students, was used to estimate the causal impacts of educational intervention. Pre- and post-tests were administered to both the control and experimental group. Students in the experimental group participated in a CPS-based course for a semester. The results showed that students who received the intervention significantly enhanced their creativity as assessed by their Abbreviated Torrance Test for Adults (ATTA) scores. The results indicated that the CPS-based course has a positive effect on the post-test results. This study’s findings also indicated that students’ motivation showed greater improvement in the experimental group. Analysis of the student focus group interviews also showed that the experimental group learned how to solve problems using creativity from the CPS-based course. This result supported our quantitative findings.