本研究旨在探討4～6歲幼兒的隱喻理解發展情形。實驗採用八個名詞隱喻句為材料，輔以圖片的揭示，採取選擇題的題型，使用一對一的施測方式，共有111位幼兒參與研究。研究發現：4～6歲幼兒處於隱喻理解發展中的階段，不同年齡組間存在發展差異。年齡較大的幼兒較能掌握隱喻意義，傾向於選擇更多符合世界運作法則的答案，並減少從字面意義進行想像和解釋的理解表現。綜合結果顯示，幼兒對於理解結果現實性的敏銳程度以及統合整體語意的協調能力，都是影響幼兒隱喻理解表現的可能因素。根據研究結果，本研究認為幼兒的隱喻理解應是認知作用反映在語言發展的結果，隨著年齡拓展的世界知識在過程中可能扮演重要角色。本研究亦提出教學實務與未來研究的建議：一、教師需以擴展幼兒的生活經驗為首要，並提供幼兒覺察理解結果現實性和統合整體語意的機會，促進幼兒理解隱喻。二、探究認知能力與隱喻理解發展的關係，持續精進隱喻理解研究的選材與測量方法，建構與充實幼兒隱喻理解理論。

This study experimentally investigated the development of metaphor comprehension in a sample of 4~6-year-old children. In the experiment, eight metaphorical noun expressions and graphical guidance were used to test the children’s comprehension in the form of a multiple-choice questionnaire. A total of 111 children participated in the experiment, and each took the test individually. The results showed that older children exhibited better metaphor comprehension. Moreover, older children tended to choose answers that were more realistic and they were less likely to rely on their creative imagination or interpret the expressions literally when attempting to comprehend the metaphors. Overall, the children’s metaphor comprehension was affected by their sensitivity to the realism of comprehension and their ability to integrate semantic information contained in the expressions. The results of this study suggest that young children’s metaphor comprehension derives from their cognitive development, which should be reflected in their language development. Moreover, gaining world knowledge as they age may play a crucial role in this process. Based on the findings, this study provides the following suggestions. First, to promote metaphor comprehension in young children, teachers should prioritize expanding the life experiences of young children and offer them more opportunities to become aware of the realism of comprehension and how to integrate semantic information. Second, future researchers should explore how cognitive ability is related to the development of metaphor comprehension. Furthermore, related research materials and measurement methods should be improved, and theories about metaphor comprehension in young children should be developed or refi ned.