「創造力」的培養成為世界教育共同的趨勢，而語文寫作修辭能力在九年一貫課程中被視為是「欣賞、表現與創新」的能力，亦是一種創造力的表現，而繪本兼具了兩者。本研究目的在於設計及發展國小二年級之本國語文修辭教學課程方案，並探討繪本創意教學課程方案實施歷程，對國小二年級學童學習修辭的影響，之後嘗試歸納繪本創意教學之教學模式，以供研究者未來運用繪本創意教學之參考。 本研究運用繪本融入教學之方式來實施譬喻修辭教學課程。課程中採用創造思考教學策略設計並進行教學活動。本實驗研究對象為新竹市陽光國小二年級心暖暖班共二十九位學生，進行為期五週，共十節課的實驗教學。研究設計針對譬喻修辭格，選取〈我絕對絕對不吃蕃茄〉、〈爸爸的33種用處〉、〈我爸爸〉三本繪本為教學研究教材，採用個案研究法，深入教學現場，進行參與觀察與深度訪談；之後，使用「繪本創意教學」學習意見調查表作為評量工具，再與選定之學生進行訪談，以瞭解實驗教學之成效。 研究結果發現進行繪本創意教學後，學童對修辭課程的學習動機、修辭創造力皆有顯著的提升，並能靈活運用5 W2H檢討討論、直觀表達以及腦力激盪法之聯想結果於譬喻修辭中。最後，本研究對於繪本創意教學之學習者學習歷程與教學歷程、教學策略給予深度描述與說明，並以「健達出奇蛋—創意教學模式」為綜整，提供未來繪本融入本國語文修辭課程之教學參考。 The research is a case study of the design and implementation of “Picture Books for creative instruction” to enhance students’ Chinese analogical rhetoric creativity in elementary schools. The aim is to take the advantage of creative thinking methods, such as brain storming, mindset and 5W2H thinking, free association technique, mind maps, Mandala cerebration, and so forth, to assist young students to explore rhetorical meanings in Picture Books. We hope they can learn to read in-depth into the picture books as they grow to be creative learners. Classroom participant observation, interviews, and reflective questionnaires are conducted during the period of five weeks of the experimental teaching to second-grade class in Hsinchu Municipal Sunshine Elementary School. Three picture books are used as the teaching examples for this study. It is found that “Picture Books for creative instruction” has positive effectiveness on Chinese analogical rhetoric creativity for students in elementary school, and students have affirmative feedback on learning process, learning motivation, and learning results. Detailed report on the design of instructional model “Kinder Egg-creative instruction model” with corresponding instructional design principles and teaching strategies are provided for future similar practices.
