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