英文摘要 The main purpose of this study is to determine whether the creativity training program can enhance the creative thinking abilities of the fourth-grade students. In addition, this study is also to investigate the influence of IQ level and instructional model upon the effectiveness of the program. A total of 840 fourth-grade students from 21 classes (including 18 regular classes and 3 gifted classes) were participated in the study. The subjects were randomly assigned to three groups: the first group students received creativity training with distributed practice, the second group students received creativity training with massed practice, and the third group served as a control group which was no exposure of creativity training. The instructional materials were administered to the experimental groups by the well-trained teachers for 15 consecutive weeks. Pre- and post-test with Torrance Tests of Creative Thinking and Chinese Semantic Test of Divergent Thinking yield 15 creativity scores. Those data were analyzed by 2×2 analysis of covariance, and a single factorial analysis. The result of this experimental study find: 1) The creativity training program apparently enhance the creativity and divergent thinking on expetimental group; 2) Among the 15 creativity scores, there are no significant differences between the distributed and massed practice; therefore, the teacher can choose between the two models according to the teaching progress and the students' need. 3) The 15 creativity scores of the gifted students in the training program are higher than those of the regular students. 4) This set of Chinese Semantic Test of Divergent Thinking is quite available for the evaluation of the Creativity Training Program, and thus it is worth to be standardized.
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