Abstract The main purpose of this paper was to explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. The researcher adopted the ¡§Equivalent Control Group Pretest-posttest Design¡¨ of Quasi-experiments Research Method and used the third grade students of two classes in the Kaohsiung elementary school as samples. One class was assigned to the experimental group for the purpose of carrying out Creative Thinking Instruction of picture storybooks. Another class was the control group for the intention of proceeding Common Reading Instruction of picture storybooks. The research instrument of this paper included Elementary Reading Motivation Scale (Su-Zu Li, 1999) and Elementary Reading Self-efficacy Scale (Chih-Hsien Tu, 1998). In addition, the data was analyzed and tested by descriptive statistic, t-test, independent sample one-way ANCOVA, and product-moment correlation. The findings of the study were as follows: I.The influences of Creative Thinking Instruction of picture storybooks on students¡¦ reading motivation A.In the aspect of reading motivation, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks. B.There was a significant difference in reading motivation between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn¡¦t. II.The influences of Creative Thinking Instruction of picture storybooks on students¡¦ reading self-efficacy A.In the aspect of reading efficacy, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks. B.There was a significant difference in reading efficacy between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn¡¦t. III.There was a significant positive correlation between reading motivation and reading self-efficacy. According to the study results of above, the researcher offered the suggestions for the reference in educational applications and prospective studies as follows: I.If quantification and action research was operated together, the research benefit would be higher. II.Creative Thinking Instruction was subsumed in school-based curriculum. III.The research subject could be extensively discussed.

The purpose of the study was to explore the concepts of creativity, and instruction in creative thinking in the era defined by an emerging knowledge economy that emphasizes the importance of innovative human capital in school settings. This study contained two parts. The first three chapters tackled the concepts of creativity and thinking. Chapter one explained the justification for the research and the methodology used. Chapter two explored various concepts of creativity, including 4ps, problem solving, and system approaches, and it also outlined the development of historical research and approaches, dating from the year that interest in creativity research was revived by Guilford (1950). Chapter three dealt with the concept of creative thinking and its instruction. This chapter also introduced the idea of creative thinking in the context of recent research on connections between the brain¡¦s hemispheres to explain the controversy between creative and critical thinking. The following part, which consisted of another three chapters dealt with the instruction of creative thinking. Chapter four introduced certain instructional models including CPS, Six Thinking Hats, and CoRT. Chapter five elaborated on related principles and strategies regarding brainstorming, lateral thinking, and playfulness. And finally, chapter six laid out a summary and suggestions. This study focused on balancing knowing ¡§what¡¨ and ¡§how¡¨ with attempts to explore concepts of creativity and instructional models as well as strategies of creative thinking. The goal is to equip teachers with theoretical knowledge and practical know-how to set the stage for giving full play to creative thinking in future curriculum and instruction design. It is also hoped that continued study into other aspects of creativity can validate, broaden, refine and enrich the theory of creativity, and its practice, as revealed in the present study.