隱喻活動對國小學童創造力之影響

Abstract

在國小低年級教學現場中，生活常規訓練與創造力培養似乎是目標衝突的兩端。本研究即是在這樣的教學張力下展開，關注生活常規訓練是否可能限制創造力的發展，並思考是否有其他教學策略可兼顧兩者。本研究欲探討隱喻活動是否能作為一項促進兒童創造力的有效策略，並進一步檢驗其效果是否受肢體活動幅度所調節。研究分為兩個實驗進行：實驗一以高、中、低三種創意隱喻程度的自由行走活動為操弄變項，檢驗大幅度肢體隱喻對兒童創造力之影響；實驗二則以小幅度的貼紙活動操弄不同程度的隱喻意涵，探討在低肢體活動下是否仍具創意促進效果。實驗一結果顯示，高創意隱喻活動組在語言流暢性、圖形創造測驗（流暢力、精進力）、以及隨機亂數產生作業均顯著優於其他兩組。反之，實驗二中，儘管貼紙創作的隱喻操弄經評分確認具差異性，但各組在上述創造力指標上均未達顯著差異。綜合而言，僅當隱喻活動結合高自由度與大幅度身體活動時，才顯著促進兒童的創造力表現。本研究進一步從體現認知與情意機制角度分析創意隱喻活動之成效來源，提出其可能透過解除固著、激發心理重組、促發擴散性思考模式、提升心理安全感與自主性感受等歷程影響創造力表現。In early elementary education, behavioral regulation and creativity cultivation are often seen as conflicting goals. This study explored whether metaphor-based activities could effectively enhance children's creativity and whether the effect depends on the extent of bodily engagement. Two experiments were conducted: Experiment 1 manipulated three levels of creative metaphor in a walking task (high, medium, low bodily movement), while Experiment 2 applied the same manipulation in a sticker-placement task with minimal movement. Results showed that only the high-metaphor walking activity significantly improved children's performance in verbal fluency, graphic creativity, and random number generationtasks. In contrast, no significant effects were found in the sticker-based activities. These findings suggest that metaphorical activities enhance creativity primarily when coupled with high physical involvement and autonomy. The study highlights embodied metaphor as a promising strategy for promoting creativity in young learners.