本研究旨在探討兒童理解中文四字成語的歷程。實驗採用成語的可分析性（高、中、低）×語境（提供句子語境、未提供語境）×熟悉度（熟悉成語、陌生成語）的受試者內設計，實驗材料是36個中文四字成語，參與者是60名國小五年級兒童。透過對參與者為實驗材料寫下的成語意義進行答案類型分析，研究者在不同熟悉度中討論兒童的成語理解策略。 研究結果顯示：兒童能夠利用成語的可分析性來檢驗語境推論的結果，也能夠使用語境來調整從字面解釋成語的策略。在熟悉成語的理解上，兒童可以運用可分析性和語境來理解成語，當高可分析性成語出現在句子語境中，兒童表現出較多的比喻意義答案。在理解陌生的成語時，兒童同樣也會運用可分析性和語境來理解成語，且較為依賴語境提供訊息以推論成語意義。本研究結果支持可分析性和語境是兒童理解成語的分析推論來源，當成語的可分析性結合語境，有助於兒童獲得成語的比喻意義。

In this study, the process of comprehending 4-character idioms in Chinese children was investigated. Based on an analyzability (high/medium/low) × context (sentence context/isolation) × familiarity (high/low) within-subject design, an experiment involving 36 four-character Chinese idioms as materials was conducted. The participants were 60 fifth-grade elementary school students who were asked to write the meaning of each idiom. Their responses were analyzed and categorized according to answer type. The idiom comprehension strategies of the children at various familiarity levels were discussed. The results indicated that children used analyzability to examine the meaning based on context and that they used context to adjust the strategy of using literal meaning to paraphrase idioms. The children used analyzability and context to comprehend familiar idioms and used additional idiomatic answers to explain idioms by using high analyzability and the presence of context. In addition, the children used analyzability and, particularly, context to comprehend unfamiliar idioms. The results supported that analyzability and context are substantial sources that children can use to infer the meaning of an idiom and that combining analyzability and context is helpful to children in comprehending idioms.