本研究旨在透過創造思考教學法來提升國小高年級色彩教學之成效，並分析學童經行動教學後，其認知、情意、技能三方面之學習成果。本研究採行動研究法，以國小五年級學童作為研究對象，進行為期六週（共計24節）的教學課程。資料收集主要來源為「色彩知識測驗題」、「色彩配色評分表」及「色彩學習回饋表」等量化工具，及「教學紀錄表」、「觀察教師訪談紀錄表」和「學生訪談紀錄表」等質性資料輔助。本研究結果如下：一、 國小高年級創造思考色彩教學課程應著重主題式的教學活動，並以多元評量方式評定學習成果﹔二、 創造思考色彩教學課程能有效增進學童的知識與技能，提升對課程的正面態度﹔三、創造思考教學模式應視學童的情況與需求彈性應用。 This study attempted to improve the effectiveness of the color teaching program designed for the elementary school’s higher-grade students using creative thinking strategies and analyzed the students’ improvement of cognition, affection, and skills after the conclusion of action research, thus identifying the criticisms and growths of the teachers involved in the action research. Adopting the action research method, this study observed an elementary school’s 5th-grade students attending a six-week (24 hours in total) teaching program. This study gathered quantitative data primarily through Color Knowledge Quiz, Color-Matching Score Sheet, and Color-Learning Feedback Sheet, as well as qualitative data through Teachers’ Teaching Record Criticism Sheet, Teachers’ Interview Record, and Students’ Interview Record. Research results are summarized as follows: 1.Color-teaching program for higher-grade studentshas to stress thematic teaching, and the effectiveness of learning should be evaluated using multiple assessment method. 2. The color-teaching program designed for creative thinking could effectively upgrade students’ knowledge and skills and students maintain a positive attitude towards the curriculum. 3. Creative-thinking teaching model should consider students’ conditions and their demand elasticity.