無論在設計、藝術創作或美術教學上，以故事為依據而發展出的作品比比皆是，而何種敘 事形式才有助於創作者或設計者達到設計目標，同時也達到敘事的功能性，即為本文之研究動 機。本研究以國小六年級三個班級為試驗對象，實驗控制以三種不同的敘事形式進行，分別為 節錄法（僅含人物特徵資訊）、直敘敘事方法（含人物、空間、時間、情節等資訊，並以直敘方 式表現故事時敘性）以及直敘敘事法輔以重點摘要（以直敘方式表現故事時敘性，同樣提供人 物、空間、時間、情節等資訊，另增加資訊之重點整理）。本研究目的在於探悉敘事的文本形式 是否會影響學童的角色創作表現，同時，敘事形式提供的訊息多寡是否影響角色設計之創造力。 研究結果顯示，提供予故事全文及重點摘要的實驗組（B 組），較另二組在創造力的衡量指標上 更能提升表現能力，並在變通性、獨創性、精緻性上皆呈現顯著差異；惟接受敘事全文的實驗 組（A 組），與其僅接受節錄法之測驗相較，並未能達到顯著的能力提升。研究結果得知，給予 完整故事背景、並將訊息摘要予以條列之敘事文本，才能有助於學童在限制性條件下，強化其 擴散性思考能力，進而協助其聯想細節與發揮創造力。

No matter on the fields of design, arts creation or teaching, the productions developed based on story are abundant. However, which narrative form could advance creators to achieve their goal of design and reach its function simultaneously is the research motivation. This research had 6th graders of elementary school as research targets, and held three different narrative forms as research controls, which were summary of character, whole story and whole story with summary of main points. The research purpose probed whether the text of narrative would influence pupils’ creativity performance on character design, and whether the quantity of information would affect their creativity. The research results revealed that the experiment group B offered by whole story with summary of main points would lift their creativity performance on each measure norm （flexibility, originality and elaboration） and was with significant difference. This research found that providing pupil a whole story with listed information about the character would aid them to enhance their divergent thinking ability, and assist them to explore their imagination and creativity effectively.