本研究旨在建置一故事接龍寫作系統，探討合作學習應用於敘事教學（該系統）對國小六年級學生創造力的影響，同時瞭解學生對該課程的感受與看法。研究對象為六年級三個班級共45位學生，其中實驗組一為合作學習應用於故事接龍寫作系統教學，實驗組二為個人學習應用於故事接龍寫作系統教學，控制組為傳統寫作教學。研究工具以陶倫斯創造思考語文測驗前後測的得分，進行相依樣本t檢定與單因子共變數分析，以及學習意見調查表的統計分析，研究結果如下：一、故事接龍寫作系統教學能提升國小六年級學生的創造力。二、兩組實驗組在提升學生創造力之成效上皆顯著優於控制組，但實驗組一與實驗組二兩者間在創造力表現上無顯著差異。三、學生對「故事接龍寫作系統教學」多持正向態度。

The purpose of this study were to design a story linkage's writing system, to investigate the effects of cooperative learning on narrative teaching on the creativity for sixth graders, and to understand students' feelings and thoughts about the system.This study involved the sixth graders of three classes. ”The Group Learning in Story Linkage's Writing System Teaching” was implemented in the experimental group1, ”The individual Learning in Story Linkage's Writing System Teaching” was implemented in the experimental group2, while the control group was taught in the traditional way.The instruments were used to examine the effects of the narrative teaching used in a story linkage's writing system were pretest and posttest scores of ”Torrance Test of Creative Thinking (TTCT)”, then the collected data were analyzed by paired sample t-test and one-way ANCOVA analysis. The results of the study were the followings:1. The native teaching used in a story linkage's writing system could promote the creativity of the sixth graders students.2. Both two of the experimental groups had significant higher scores of creativity than the control group did. But the scores of creativity for the experimental group1 had no significant difference with the experimental group2.3. Students who use ”Story Linkage's Writing System” usually have positive attitude toward to the native teaching used in a story linkage's writing system.