本研究旨在探討技職體系大學教師帶領五位幼保系學生，採取協同合作方式，進行兒童創意故事屋專題指導之歷程，規畫一系列兒童故事活動之課程方案，結合語文、音樂、肢體創作等學習領域，並融入創造力教學於故事教學中。採取協同行動研究法，研究歷程透過研究小組成員，共同設計活動進行兒童創造力教學，歷經持斷對話、執行、省思、修正行動方案與再執行、再修正的歷程。所設計的課程，在整體教學歷程採取國內陳龍安教授「愛的ATDE」教學步驟，透過Asking（問）、Thinking（想）、Doing（做）、Evaluation（評）等策略，以啟發學生問題解決，並輔以「ADDIE模式」之Analysis（分析）、Design（設計）、Development（發展）、Implement（實施）、Evaluate（評鑑）等要素來引導學生專題製作。透過半結構晤談，輔以省思與觀察資料蒐集，研究歷程之發現與專業成長：（一）師生均肯定實務專題製作的重要性，且小組合作提供更多的創作能量；（二）技專院校專題競賽帶給學生觀摩與成長空間，且增進學生自信心及成就感；（三）專題指導教師於此歷程中扮演重要的角色，須採取引導方式，適時提供學習歷程的鷹架，及給予輔導與鼓勵。最後，本研究也根據研究結果提出技職體系學校專題課程、實務專題發展與未來研究等具體建議。

The main purpose of this study was to examine the process of practical project-based curriculum. The second purpose was to examine if the integrated teaching approaches could promote student's creativity and problem-solving ability. Researchers consisted of two college teachers and five senior college students. The teachers adopted Chen's ATDE model to foster student's creative thinking. The students adopted the systematic teaching model ADDIE to carry out the project. The theme of the project was ＂Musical Story House＂. In addition to the completion of scripts and execution, they joined two competitions and won the awards. Besides, their work had been presented in the national conference and submitted to the journal. The main method was collaborative action research, involving the semi-structured interview. In addition, teacher's observation and reflections were part of the data analysis. The results were summarized below: First, students agreed that they gained much from the project-based curriculum and competition. Second, small group learning enhanced their creativity. Third, competition enhanced students' confidence and achievement. Finally, the role of teachers in project making was important, who were also a guide, a scaffold builder and a consultant. The results have some implications to school's curriculum and teaching. It could be referred in implementing project-based course and teaching.