在教學的過程中往往可以發現，學生由於重視創新、創意，於是通常過份強調想像、靈感，卻不注重專業知識的追求，以致於有些所謂的創新只淪於胡思亂想，即使有新的構想也因為知識不足難以落實。因此本文針對此一問題從事思索，認為知識累積在擴大個人經驗、形成認知的參照架構、對創新的支持以及落實想像上，都有重要的影響，而這些都是創新所不可或缺的。雖然學生對知識對創新的影響也有一定的認知，但是學生依然難有真正的感受，這與學習過程的僵固化、對知識權威的服從有關，以致於長久下來，甚至不相信自己的努力。因此在教學上，多運用非正式知識以印證正式知識，或透過二者的差異激發學生質疑，以使學生發揮想像、調動所學得的各種知識來尋求答案，或許可以改變僵化的思維習慣，培養學生創新進取的精神。

In the process of instruction, it can often be found that students ignore the pursuit of professional knowledge because of their emphasis on innovation and creativity, and even over-stress imagination and inspiration, resulting in the so-called innovation only degraded into whimsical thinking, and even though there are new ideas, they cannot be substantiated out of insufficient knowledge. Therefore, this article address this issue in a claim that impact of knowledge accumulated on the expansion of personal experiences or the as well as the formation of cognitive architecture that supports innovation and substantiates imagination is huge. Although students may acknowledge the impact of knowledge on innovation, they still feel hard to experience it, which has much to do with the rigidity of the learning process and the submission to the authority of knowledge. As time goes by, they do not even give credit to their hard work. Therefore, in the course of instruction, more use or informal knowledge to verify formal knowledge, or through the differences of both to enable students to have doubts, to exercise their imagination, and to mobilize a variety of learned knowledge to find answers, which may perhaps change the rigid habit of thinking, and foster their innovation and enterprising spirits.