Abstract
This study referred to the four stages of creative psychological processes proposed by Wallas (1926), namely preparation, incubation, illumination, verification as the basis, and organized these stages into four steps of guided teaching. The subjects of experimental teaching were junior high school students, who were divided into experimental and control groups, to engage in "personal image design" creation experiment.This study used the Torrance Tests of Creative Thinking (TTCT) for the pretest and posttest. The comparison of the test results and the teachers’ evaluations on the works by the two groups of students were used to review the effects of guided teaching. The TTCT test results showed that the fluency, originality, elaboration, and flexibility abilities of the students in the experimental group were significantly higher than those in the control group.
