The purpose of this study is to find out the relationship between the recreational activities and the creativity thinking about the children live in Macau. The goal is to evaluate the influence factors of creativity by the recreation activities they use to join. The subjects consisted of 62 children from the age of 6 to 8; they are chosen from two regular primary schools ( ESCOLA PRIMÁRIA LUSO-CHINESA DO BAIRRO DO HIPÓDROMO and CHAN SHU KI PERPETUAL HELP COLLEGE) and studying in primary two. To achieve this, it is evaluated their creativity thinking by “ Torrance Test of Creative Thinking Figural Form A”. This function of the test is to measure the i, fluency ii, flexibility iii, originality and iv, elaboration. As well as a “survey questionnaire". The purpose of the questionnaire is to find out what the ways that children spent after-school time and the styles about their recreational activities. The questionnaires can bring the information about the children how to spend their time on school days and holidays respectively. The types of recreational activities consist of: i,Technology. ii, Arts iii, Sport iv, socialand v, housework. The items of recreation activities are referred by the Annual report on the recreation activities in Hong Kong children, 2002. According to the results of the TTCT and the information that we collect from the questionnaires, it is obtained the findings, they are: 1, The relationship between the kind of recreational activities (Technology, Arts, Sport, social and housework) and the creativity thinking. There is a significant difference between the ability of creativity about the children on the basis of joining the activities about arts There is no significant difference between the ability of creativity about the children on the basis of joining the activities about information technology. There is no significant difference between the ability of creativity about the children on the basis of joining the activities about sports There is no significant difference between the ability of creativity about the children on the basis of joining the activities about social There is no significant difference between the ability of creativity about the children on the basis of joining the activities about house-work 2, There is a significant difference between these scores on the basis of gender. (Girls obtained higher scores than boys across all subtests in TTCT ) So, from the findings we have the general conclusions are: 1. Children join the activities about Arts can have higher efficiency on the creativity. 2. Girls obtained higher scores in the development of creativity than boys from the age of 6 to 8. Key words: Recreation Time, Activities Items , Creativity, Creativity Evaluation

本硏究嘗試探討兒童課餘活動與兒童創造能力發展的關係，目的尋找兒童的課餘活動對其創造力發展影響的因素; 首先在澳門兩所學校(灣景中葡小學、陳瑞祺永援中學)選取6~8歲(二年級)共62位兒童，對受試兒童進行下列研究項目:(一)進行新編「陶倫斯圖形創造思考測驗」;測驗目的是對受試兒童的創造能力進行評分，根據「陶倫斯圖形創造思考測驗」評分項目包括(i)流暢力;(ii)變通力;(iii)獨創力;(iv)精進力四個元素；(二)派發「兒童運用課餘活動狀況之問卷調查」，透過問卷調查搜集本澳兒童課餘活動作資料，其中課餘活動模式分類包括:(i)資訊類；(ii)藝文類;(ii)體育類;(iv)社交類;(v)實務類(會廣源、趙振雄、馮繼峰、葉雅詩，2002)綜合(一)「陶倫斯圖形創造思考測驗」結果、(二)「兒童運用課餘活動狀況之問卷調查」資料搜集，結合兩方面對兒童課餘活動與其創造能力表現的相關分析結果:(一)課餘活動類別(資訊、藝文、體育類、社交類、實務)與創造思考的關係。1·兒童參與藝文類的課餘活動與創造思考呈現顯著相關。2·兒童參與資訊類的課餘活動與創造思考未呈現顯著相關。3·兒童參與體育類的課餘活動與創造思考未呈現顯著相關。4·兒童參與社交/休閒類的課餘活動與創造思考未呈現顯著相關。5·兒童參與實務類的課餘活動與創造思考未呈現顯著相關。(二)兒童參與圖形創造力測驗結果中，女生測試成績呈現高於男生。根據探討結果獲致以下結論: 一·兒童參與課餘活動藝文類別活動影響其創造力發展。 二·兒童創造力(6至8歲階段)發展，呈現女生發展較優於男生。 關鍵詞:課餘時間、課餘活動、創造力、創造力評量