根據Sternberg 創造力資源理論，搭配三種不同教學策略的應用-腦力激盪教學策略、角 色扮演策略、TRIZ 設計教學策略，並應用於網路同步學習環境中，探究對大學生科技創造力 的影響。本研究試圖以教學實踐與行動研究之精神，選擇角色扮演、腦力激盪及TRIZ 教學策 略來設計不同的教學模組，以分析不同教學策略下對大學生科技創造力的影響。 本計畫規劃為期三年，第一年將著重於各項量表的發展，第二年，則著重於網路同步學 習環境與不同教學策略之教學模組的建立及線上測試。計畫第三年，則由各子計畫進行教學 實驗，並在各項教學實驗的實施前後進行科技創造力的調查。同時並記錄不同教學策略下有 關教學實驗的實施情況。因而本研究共有三個子計畫：1.網路同步TRIZ 設計教學中專門知識 對大學生科技創造力影響之研究；2.子計畫二:網路同步角色扮演環境下動機對大學生科技創 造力影響之研究；3.子計畫三：網路同步腦力激盪環境下思考風格對大學生科技創造力影響 之研究。而計畫最終探究的結果，則將依據教學實驗的實施前後，分析各項變因對大學生科 技創造力的影響，利用跨組比較的方式，進一步探究是否具有交互作用。
According to Sternberg’s creativity theory, there are six kinds of resources to affect the creativity. This study is going to choose three teaching strategies that are evaluated appropriately to apply in synchronous learning network and inquiry the influence to technological creativity. These strategies are brainstorming, role-playing, and TRIZ design strategy. The research will be executed for 3 years. In the first year, the study will focus on the construction of technological creativity inventory and technology acceptance inventory .In the second year, the major task is to build up Synchronous Learning Network and develop three kinds of instructional modules with the different teaching strategies. In the last year, this project will implement the modules of brainstorming, role-playing, and TRIZ design. Besides, the project will do the pre-test and post-test of technological creativity and technology acceptance on College, and take the observations to records for the different modules. Hence, except the head-project, this study includes three subprojects:: 1.The Effects of Learning Motivation on Students’ Technological Creativity in a Networked Based Synchronous Learning Environment Using Role Playing. 2. The Effects of Thinking Styles on Students’ Technological Creativity in a Networked Based Synchronous Learning Environment Using Brainstorming. 3. The Effects of Professional Knowledge on Students’ Technological Creativity in a Networked Based Synchronous Learning Environment Using TRIZ design
