本研究旨在探討融合 DDMT 體操方案對幼兒創造力與身體動作表現之影響。清華STEAM 教育的 DDMT 模式則將課程分成四個階段，分別是發現 (Discover)、定義(Define)、模型與建模 (Model & Modelling)與遷移 (Transfer)，強調以學習者的視角出發，透過發現問題、定義概念、設計與實作、同儕合作，促進幼兒展現創造思維與提升動作發展。
本研究採準實驗設計，以苗栗某幼兒園 50 位中大班幼兒為研究對象，分為實驗組與對照組。實驗組接受為期十的 DDMT 體操課程，對照組則實施一般體操教學。研究工具包含幼兒創造力測驗與幼兒身體動作評量，分別從創造力三個面向（流暢性、獨創性、想像性）與身體動作三個面向（穩定性、移動性、操作性）進行前後測驗，
並用二因子變異數分析進行檢驗。
研究結果顯示，在創造力表現上，實驗組在三面向的後測成績均顯著高於前測，且整體表現優於對照組。在身體動作表現方面，實驗組於穩定性與移動性兩面向的後測得分亦顯著優於對照組，顯示課程設計能有效提升幼兒身體控制與移動能力；惟操作性面向雖有整體進，但組間差異未達顯著水準。進一質性資料分析亦顯示，DDMT 課程中的畫紙條表達、團體討論、反覆修機制與設計體操關卡等活動激發了幼兒的創造力與身體動作應用機會。
綜言之， DDMT 課程有效促進幼兒的創造力與身體動作表現，具備實證效益。研究結果支持創造力與身體動作能力可透過 DDMT 模式逐 展現出，亦驗證 DDMT 方案應用於學齡前教育的發展潛力，未來建議可將 DDMT 模式持續應用於不同主題的課程中，作為提升幼兒整體發展之創新教學模式。

This study aimed to explore the effects of integrating the DDMT gymnastics program on young children's creativity and physical movement performance. The DDMT model, developed within Tsinghua University's STEAM education framework, divides the learning process into four phases: Discover, Define, Model & Modelling, and Transfer. Emphasizing a learner- centered approach, the model guides children to identify problems, define concepts, design and implement solutions, and engage in peer collaboration, thereby fostering creative thinking and enhancing physical development.
A quasi-experimental design was adopted, involving 50 preschoolers from a public
kindergarten in Miaoli. Participants were divided into an experimental group and a control
group. The experimental group received a 10-week DDMT-based gymnastics curriculum,
while the control group participated in a conventional gymnastics program. Research tools
included a creativity assessment and a physical movement evaluation, focusing on three
dimensions of creativity (fluency, originality, and imagination) and three dimensions of
movement (stability, locomotion, and manipulation). A two-way ANOVA was used to
analyze the pre- and post-test results.
The findings revealed that the experimental group demonstrated significant
improvements across all three creativity dimensions, with post-test scores significantly higher
than pre-test scores and outperforming the control group overall. In terms of physical
movement, the experimental group showed significant gains in stability and locomotion,
indicating the program's effectiveness in enhancing bodily control and movement
coordination. Although improvements were observed in manipulation skills, no significant
difference was found between the groups. Qualitative data further indicated that DDMT
activities—such as expressing ideas with paper strips, group discussions, iterative revisions,
and designing gymnastics tasks—stimulated children's creativity and physical application.
In conclusion, the DDMT program effectively enhanced both creativity and physical
movement in preschool children, demonstrating evidence-based benefits. The results support
the notion that creativity and movement skills can be progressively cultivated through the
DDMT model. This study also affirms the potential of applying the DDMT framework in
early childhood education and suggests its continued integration into various curricular
themes as an innovative approach to holistic child development.