以台北市一所幼稚園班級「生活報告」活動中所蒐集的36 個幼兒個人經驗敘說文本為主要焦點，本文採用Gee（2000）的「詩節分析」方式初步探究幼稚園兒童個人經驗敘說之內容、風格與意義。這些敘說文本呈現三種假日生活內容，六種敘說風格，與下列四項跨越風格的敘說主題或特質：1. 以家做為畫出生活軸框的主要時空界面；2. 在遵守父母引導與嘗試自主行事間掙扎；3. 以面對無聊處境為脈絡來合理化不符期望的行動；4. 關注自我能力的展現。以研究歷程中的體會和分析結果為基礎，作者對於幼兒敘說與都市文化的可能關係與後續研究議題，對於幼稚園老師如何分析幼兒敘說紀錄，對於藉著「引發」幼兒敘說來蒐集幼兒語料的作法等，一一提出省思、提醒與具體建議。

Based on 36 children’s personal narrative texts collected at sharing time in a kindergarten class, this paper adapted Gee’s (2000) stanza analysis approach to explore the contents, styles, and possible meanings of these narrative texts . These texts are of three kinds in terms of the major contents. They are found to be constructed in six different styles. The recurring themes or characteristics emerged of these personal narrative are as follows: (a)Using home as a major reference point to organize the world temporally and spatially; (b)Struggling between adhering to the parents guidance and exerting autonomy; (c)Confronting boredom and using that as a context to justify the undesired actions; and (d)Attending to their personal ability and its expression. Practical suggestions regarding how to collect and analyze children’s narratives, how to make the best use of children’s narratives collected in kindergarten classrooms, and some valuable research topics (especially those on the relations between children’s narrative and culture) are provided after a reflection on what the author has learned from listening to children at sharing time.