近來國內外教育改革相繼將學童創造思考能力的提升列為重點之一，足見創造思考能力對學校教育的重要性。幼兒階段乃是創造思考能力的萌發期，若能從學習活動中有效促進幼兒創造思考表現，實有助於創造思考能力的提升。本文乃試圖從教學鷹架的搭建，探討其對幼兒創造思考表現的影響。文中先就鷹架的理論基礎進行探析，再彙整創造思考的意涵與教學原則，期能找到兩者之間對於教學的共通性。為進一步論證鷹架的搭建有助於幼兒的創造思考表現，筆者乃以兩篇強調建構教學取向的幼兒教學實例進行對話分析。結果顯示：幼兒教師在教學上若能適時搭建學習鷹架，除了能協助幼兒知識概念的理解與推論外；亦可窺見幼兒在鷹架的支撐下實有較佳的創造思考表現。最後，從兩篇建構教學的對話分析中，本文歸納出鷹架搭建有助於幼兒創造思考的因素為：一、提供創造思考的空間；二、構築知識分享的平台；三、營造安全的學習氣氛；四、激發個體的探究動機；五、提高幼兒的洞察力。 Creativity thinking is one of important issues in our lately educational reforms. The early childhood is a particular period for creativity thinking. If preschool teacher could inspire children to do creativity thinking in classroom, they will more likely to enjoy creativity thinking in the future. The research supposed that scaffolding in classroom should promote young children’s creativity thinking. In this paper, researcher excerpted two dialogues from published books about early childhood classroom discourses. This study was conducted by discourses analysis. The findings of this study are: to build scaffolding in classroom activities will facilitate preschool children’s development of creativity thinking.
