Creativity teaching is to stimulate students to think, cultivate the abilities of sensitivity, fluency, flexibility, originality, and diligence to cope with the diverse society full of uncertainty and changes in the future. Based upon personal teaching experience at the University of Science and Technology, it was found that students respond with lack-thinking, and cannot think, or even ask the answers, attitude toward design problems. Students are in the stage of “Drawing the words of the problem directly”. They cannot think independently if they are asked to convey deep concepts with abstract graphics. Therefore, this study was to improve students' thinking ability by applying creative thinking teaching and experimental research processes in general design courses. The Local language version of the Torrance Test of Creative Thinking, TTCT, was applied before and after the teaching activity. The reliability of the tool was between 0.911 to 0.991 for the norm-referenced part. The coder reliability for the criteria part was higher than 0.9. The correlation validity with the original English version was between 0.576 to 0.842. By identifying the score difference of “TTCT and Ability-Group” between pre and post-teaching activities by groups, the effectiveness of creative thinking teaching was verified. The three sub-items of “Fluency”, “Title”, and “Openness” in the test were significantly improved by creative thinking teaching. The other two sub-items of “originality” and “elaboration” were not shown significant influences. Flexibly applying creative thinking teaching to raise students’ learning motivation would assist their practice in creative thinking and therefore enhance it.