本研究採用質性研究方法，選擇榮獲全國創新教學卓越銀質獎的北市國中老師為個案研究對象。研究者認為創意教學本身即有神奇的魅力，若再對創意教師採取近距離的觀察與研究，或可探尋到美麗不凡的生命故事，領略他們背後那深刻珍貴的人生經驗與智慧，所以試圖以傾聽、閱讀及說寫故事的情懷，為一個富有創造力的生命，剪出最為亮麗動人的身影。研究目的分為一、探討創意教師的成長過程與背景。二、分析創意教師的人格特質。三、描述並研討創意教師的創意教學行為表現與創造歷程。 四、討論創意教師的困境及因應之道。首先透過各種蒐集的訪談與觀察資料，敘寫研究對象曾經輕狂且精采的生命成長故事，接著，分析並討論故事中蘊藏的創意元素，以明瞭研究對象成就的創造力知能，而後研究者作出研究結論，包括成長發展的背景與環境、人格特質、創意表現（內含創意來源、教學信念、內在動機、創意的表現）、困境與因應之道（含推動資訊融入教學的面臨的問題、升學主義的挾制、創意個人vs.團隊）四大部分，最後，分別以志於培育創意人才的父母、志於培育創意人才的教師、志於成為創意教師的教師、守舊的教師、學校行政人員與教育當局為建議對象，提出粗淺的研究建言，供相關單位參考，為國內的創造力教學略盡棉薄之力。 / This research adopts the qualitative research method, and chooses a teacher who wins the Silver Prize of the National Outstanding Creative Teaching as my study’s object. I think creative teaching itself has miraculous attraction. By taking a closer interview and observation of the creative teacher, We may dig out the research stuff from beautiful life stories accompanied with precious experience and high intelligence. The contents of my interview are as follow: 1. the growing process and background of the creative teacher. 2. the personal characteristics of the creative teacher. 3. the performance and creation process of the creative teacher. 4. the problems and their solutions that the creative teacher has encountered. After analyzing the creativity elements through interview and observation of the creative teacher, there are four conclusions to be drawn as follow: 1. the essential growing process and background of a creative teacher. 2. the required personal characteristics of a creative teacher. 3. the vital performance of a creative teacher (include the source of creativity, teaching conviction, inner motive, creativity). 4. the problems and their solutions that a creative teacher may face (include the integration of computer and teaching, the constraints on entering the senior high school, the creativity in personal vs. Team). In the end , I hope the suggestion of my research will make contribution to the creativity teaching ,especially , to those parents and teachers who want to bring up a creative child, those teachers who want to become creative teachers, the school staffs and education authorities.

本文旨在探討台灣中學英語教師的創意教學，並且進一步探究社會文化情境因素如何影響老師的創意教學。本研究的個案為兩位資深且具有豐富教學經驗的創意教師，分別任教於國中以及高中。本研究採質性研究法，藉由教室觀察、訪談以及文件分析收集資料。 本研究顯示兩位創意教師的教學創意主要展現在：(1) 採用多樣化的教材以及教具，(2) 語言教學結合真實語言使用，(3) 採用學習者中心的教學法，(4) 採用多元性的評量以及 (5) 展現純熟的教室管理技巧。此外本研究也發現社會文化情境因素的確對教師發展教學創意有影響，特別是學門的守門人。而兩位創意教師的教學經歷也顯示出發展創意教學可能遇到的困境。即便創意教學的本質被認可，但是在沒有滿足社會期待的狀況下，並不一定會被學門或是領域所認同。有鑑於兩位個案教師所曾經歷的困境，本研究提出教學上的建議：實行創意教學應當先從教學上做小規模的改變，從小規模的改變開始慢慢發展，以期達到發展創意教學以及減少無法滿足社會期待的衝突。 / The preset study aimed to investigate teacher’s creativity in teaching foreign languages, with emphasis on high school English teachers in Taiwan, and further investigated how sociocultural contexts influence the teachers’ creativity. The participants are two acknowledged creative English teachers, teaching in junior high school and senior high school respectively. The data collection instruments include classroom observations, interviews and document collection. The data was analyzed qualitatively to see how two creative teachers employ their creativity in teaching English as a foreign language in everyday classroom practice and how the sociocultural contexts influence the teachers’ creativity. Through analyzing the data, the two teachers’ teaching creativity was found to be demonstrated in (1) adopting a variety of teaching materials and aids; (2) making connections between language learning and real life; (3) giving ample space for learner-centered instruction; (4) creating multiple ways of assessment; and (5) exhibiting sophisticated classroom management strategies. Besides, the results indicated that sociocultural contexts have indeed had impacts on the teachers’ development, especially from school authority and students’ parents. Difficulties that the two teachers encountered suggest that not all the creative teaching efforts would be accepted with appreciation, although the efforts might be recognized as creative. With regard to challenges that the language teachers faced, the result suggested that implementation of creative language teaching should start with rather smaller-scale changes in teaching and progress gradually in order to maintain a balance between creative teaching and social expectations.

2002年教育部頒布「創造力教育白皮書」之後，創意教學儼然成為當代顯學。 創意本身的背後隱含創造力的發展，創意教師不僅要發揮他的創造力行為，同時也需要將創意理念在教學情境中傳達給學生具備有創意能力。然而，在一片創意教學的風潮中，國人對於創意教學的模糊認知和長久以來對於現行教育體制的刻板觀念，使得創意教學在執行過程中遇到了某種程度上的問題。但是，在諸多外在環境限制中仍有老師願意突破傳統思維，勇於嘗試、改變自己的教學模式，其實是更值得我們去探討和研究。 本研究旨在瞭解在目前教育環境中，創意教師所擁有的個人特質、其在教學過程中所面臨的困境及教學上所使用之教學策略，再綜合研究、探討結果，提出具體建議供為從事教育工作者參考，俾使提升教學效能。 本研究採質性研究方法為主，研究對象為台北縣國中現職教師，且在三年內曾獲「GreaTeach 創意教學獎」、「教師創意教學方案」、「POWER敎師獎」之創意教師，其教學領域以學習差異性較大的四個學習領域：國文、英語、數學及自然與生活科技各選取一位教師進行深入訪談研究。 本研究所獲之結論歸納如下： 一、在教師人格特質方面包括有：「生命中影響至深的貴人」的生命歷程關鍵、「力求自我實現」的積極動機、「深受環境影響的生命特質」的發展歷程。 二、在創意教學過程中所面臨的問題包括有：「升學制度」、「常態編班」、「時 間問題」、「觀念問題」及相關教育制度問題等。 三、在創意教學過程中所採用的教學策略及發展歷程包括有：「結合學生自身的 經驗」、「異質分組教學」、「親自操作，主動參與」、「提供創作的園地」、「自我充實，讓創意源源不斷」、「精心設計評量工具以增進學生學習動機」、「不同作業，讓每一位學生都有成功的機會」、「學習檔案，記錄學習軌跡」、「腦力激盪」、「與學生對話」。 最後，本研究根據研究結論，分別就教師個人、學校行政、主管教育機關及未來進一步研究提出具體建議。 關鍵字：創意教學、創意教師、教學困境、教學策略 / Since the Ministry of Education promulgated “The creativity education white paper” in 2002, the creative teaching (CT) has been becoming the current trend. Creativity itself involves its own development. A creative teacher not only has to display his creative behavior, but simultaneously also needs to transmit the creative ideas in the teaching situation to the students. However, in the trend of CT, people still get a fuzzy idea about CT and still hold a stereotyped attitude toward the educational system. This causes the teachers to meet some problems while doing CT. Fortunately, despite the environment limits, there are some teachers who are still willing to break through the conventional thought and change their teaching approaches. That's what's worth our exploration. This study aims to explore the personal qualities the creative teachers have and the teaching strategies they adopt. With the result and discussion, we come up with some suggestions for educators to promote their teaching efficiency. This study adopted a qualitative approach. We interviewed four teachers. They currently teach in junior high schools in Taipei County. In the past three years, they once won “The Grea Teach Creative Teaching prize”, “Teachers whit Creative teaching plan”, the “Power Teacher Rewards.” They respectively stand for four learning domains: Chinese, English, Mathematics, Science and Technology. Our findings are as follows. First, there are some vital personal qualities the four creative teachers have: For example, they have a key life process of meeting someone with the deepest influence on him/her, an active motivation of self-realization, and a developing process -- a life quality－ being deeply affected by the environment. Second, the problems that teachers will meet while doing CT are “selective education system,”“normal class grouping,”“time distribution,”“concepts and ideas,”and those related to “the educational system.” Third, in CT, the strategies and processes of development include “combining the students' experiences,”“heterogeneously grouping teaching,”“operating in person and participating actively,”“offering a corner for creation,”“self-enrichment and endless inspiration,”“evaluation instruments designed elaborately to enhance students' learning motivation,”“individualized assignments－letting each student get opportunities for success,”“learning files－recording the processes of learning,”“brainstorming,”and“the conversations with students.” Finally, the study, based on the conclusion, comes up with some suggestions for the teachers, for the school administration, for the educational authorities, and for the future study. Key words: creative teacher, creative teaching , teaching difficult position, teaching strategy