工程創造力與破框思維之系統性初探：以一門工學院創意思維課程為例

Frame-breaking thinking and engineering creativity-A systematic investigation on an innovative thinking class in the school of engineering

研究目的：本研究系統性的分析一門工學院「創意思維」課程中學生在做專案時，所面臨的環境、行為者以及歷程等三層面的框架，並在歷程層面裡進一步分析四種破框思維（建構思維、辯證思維、對比思維、探索思維）對於學生製做專題的影響，以此分析架構系統性地呈現創意思維之多元對反共構的本質，以作為未來相關課程設計的參考。

Purpose :In an“innovative thinking”class offered in the school of engineering, we systematically analyzed how frames manifested themselves at the layers of press, person, and process while students were working on projects. We further explored the influence that adopting four types of frame-breaking thinking—constructionist, dialectical, analogical, and exploratory thinking—might have on the way students conducted their projects. We proposed a framework systematically presenting the Janusian nature of innovative thinking, which could serve as an exemplar for designing innovation development courses for engineering students.