本文基於「教素描，適性學」與「學創造，適性教」的核心概念，以適性化的素描技能學習與創造思考教學於數位媒體設計系之設計素描課程，來提升素描技能與創造思考的學習成效。在素描訓練階段運用適性化的示範教學法與不同層級的課程內容，以符合學生素描起始能力的程度差異，而設計專題階段透過創造性問題解決教學法與FTC（Form形式、Theme主題、Context脈絡）視覺藝術批評模式融入於創造力課程設計架構，以符合學生創造力的潛能差異。本研究採用「混合研究方法」整合量化工具（大學入學美術科素描試題、個人素描作業評量、學習興趣量表、創造性解決問題模式五階段的創造力之潛能表現評估、小組專案作業評量）與質性資料（學習回饋單）來評估實驗課程的學習興趣與學習成效。在素描訓練階段的結果顯示，學生依照個人的起始能力來自主規畫學習節奏，有助於激發學習興趣而增進素描技能的學習成效；在設計專題階段的結果指出，小組成員在設計專題創造思考的發展歷程中，利於「形式」的批判辯證、「主題」的交流溝通與「脈絡」的反思對話，有利於激發學習興趣而提升創造思考的學習成效。最後，本文提供未來相關設計課程的教學建議，作為適性化設計教育的參考依據。

This study is dedicated to adaptive learning of sketching and teaching of creative thinking to enhance learning effectiveness in the course of design drawing for the Department of Digital Media Design. In the sketching training stage, adaptive approach of modeling and the different levels of curriculum content helped students to plan the learning sequence according to their own starting abilities. In the design project stage, creative problem solving (CPS) approach, adaptive curriculum framework of creativity and FTC (Form, Theme and Context) model were used to integrate theoretical exploration and creative practice in order to construct creative and critical thinking in implementation of a design project based on teamwork. The mixed methods research was applied through quantitative tools (sketching of the fine arts college entrance examination, personal sketching assignment, learning interest survey, the degree of creativity in the 5 phases of CPS and group project assignment) and qualitative data (student learning feedback) to assess students' learning interest and their learning effectiveness. The results of the sketching training stage show that students can independently plan their rhythms of learning according to personal abilities, which help stimulate their learning interest, ultimately enhancing the learning effectiveness of sketching skills. The results of the design project stage indicate that the team members in the development process of creative thinking on design topics can help stimulate their learning interest among critical dialectics of the form, communication of the theme and reflective dialogue of the context, ultimately enhancing creative thinking. Finally, this paper provides relevant suggestions for similar design courses in adaptive education for future research references.