在變化迅速的世界裡，國家競爭力已從過往追求「知識經濟」的時代，進入強調「創意經濟」的時代，創造力已成為重要的能力，更影響國際競爭力。因此，有效營造利於創意發想的氛圍、活動，以及空間時間，便顯得至關重要。近年來，有愈來愈多的學者專家將「天才時光」理念引進課堂，安排一段時間讓學生依照自己興趣與專長，自由地進行專題創作作品。自由奔放且鼓勵創新冒險的彈性時間，充分尊重學生的學習自主性，因所學合乎自己興趣時，更能有效激發學習動機與熱忱。本文將依序探討天才時光的教育理念，分析近年來天才時光實施的教育實徵研究。其後，根據筆者於教育現場實務執行推動之經驗，將天才時光分為「小組形式」與「個人形式」兩類，亦個別提出許多實際教學案例說明。本文亦針對天才時光的未來研究與教育實踐等面向進行討論，並提供教育當局、學校單位及教師們一些實際可行之建議，以供參考。

The competitiveness of a country has shifted from knowledge economy to creative economy in the rapidly changing world. Creating an open atmosphere and offering sufficient space and time to facilitate students’ creative thinking is imperative. Nowadays, an increasing number of scholars and educators have advocated the embedment of “Genius Hour” into curricula, in which students are offered more free time to design a project and develop products based on their interests, passion, and speciality. Genius Hour offers a meaningful learning experience, as the learning activities and contents are relevant to the student’s interests, and all the students can design and schedule their projects freely and independently. Students’ learning motivation and passions can thus be stimulated effectively with high autonomy. In particular, the authors offer some cases of integrating Genius Hour into school curricula/activities through individual-based and group-based approaches. Some educational implications and suggestions for bettering future research and educational practices are offered.