漢字是一種象形字，每造一個新字，都可說是一次新的設計！ 漢字自倉頡造字以降，因其獨特的象形造字方式，每一個字，都形、音、義三者兼具。東漢許慎用「六書」來說文解字，將造字的方法歸納爲象形、指事、會意、形聲、轉注、假借等六種。視覺傳達設計上所用的創意構思方法，基本上與許慎六書的造字方法，有許多共同之處。本研究嘗試以中文「圖文同源」的特色來探討，是否能將六書的造字原理；象形、指事的「造字法」，會意、形聲的「組字法」，轉注、假借的「用字法」，整理出一套有系統的、華人的設計方法，並與現今的設計原理與方法做比較，供設計師、學生融入設計的實作當中，以激發出更多傑出的設計作品。本文共分五節： 第一節：探討中國文字的起源、演進變化。 第二節：探討文字與圖畫起源與設計的關係。 第三節：以六書造字法與設計原理方法做比較，並從傑出設計作品中驗證可對應的方案，並將傑出案例以系統的分析方法歸納出六種創意方式，稱爲「六書創意觀」。 第四節：以六書創意觀進行實驗設計，研究對象爲大學視覺傳達設計系學生A、B2班共109人，其中B班爲實驗組、另A班爲控制組，並探討六書創意觀念對學生的影響。 第五節：討論分析學生的傑出作品，驗證學生運用六書創意觀所作的設計成果，並提出本研究結論。

Chinese is mainly a graphic-formed language. When every new character is invented, a new design is formed. In the Chinese culture's extensive and profound sphere, one of the most special features is that the language characters and graphic drawings come from the same origins. Since the Chinese characters were created, almost every word itself has been equipped with the shape, the sound and the meaning at the same time on account of the unique pictographic principles. Shen Xu, living in the Han dynasty, used the Six Formation Principles to explain the formations of Chinese characters. Chinese characters have been classified into six main categories according to the Six Formation Principles. The methods used in the visual communication design industry bear strong similarities to the Six Formation Principles. This study tries to generalize a design method based on the Six Formation Principles, providing ideas for designers and students in their graphic design. This study is divided into five parts: Part one: the origin, evolution and formation principles of Chinese characters. Part two: the origin of characters and drawings and their relationship with design. Part three: the reinterpretation of the Six Formation Principle with the viewpoints of graphic design, and the analysis on some outstanding works classified into six different design methods. Part four: the study of the Six Formation Principles' influence on college students who major in visual communication design: First, the students were put into two groups, the experimental group and the control group. Finally, the same designing evaluations were taken on the students in both groups to see the difference between these them. Part five: conclusion is formed by means of analyzing the students' works with the viewpoints of the Six Formation Principles.