本文旨在探討日治時期嘉義地區臺灣囝仔在初等學校中抗拒殖民統治的形式。本研究採用口述歷史方法，針對九名日治時期嘉義地區初等學校的畢業校友取得口述資料，並輔以相關的口述歷史叢書作為研究工具，另外使用質性分析軟體 ATLAS.ti 5.0進行編碼分類與資料管理。歸納研究發現，嘉義地區的臺灣囝仔在初等學校中對抗殖民統治的形式，初步發現陽奉陰違的抗拒形式展現─有「惡作劇」（例如：口是心非、搗蛋等）及「替代物抗拒」；行動作為的抗拒形式展現─「霸凌日本囝仔」及「霸凌日本教師」；反省的抗拒形式展現─「認同的質疑」等三大類抗拒日本殖民。相較現有的個人自傳、口述歷史叢書及其他文獻資料，嘉義地區的臺灣囝仔抗拒形式則無「用功念書」形式，且嘉義地區的臺灣囝仔抗拒形式更加多元有趣。

This study is to investigate Taiwanese children’s resistances of colonial rule in elementary schools during the Japanese Colonial Period in Chiayi Area. This study adopts the oral history of nine graduates from elementary schools during the Japanese colonial period as the primary source datum, taking oral history series for references. Furthermore, the qualitative analysis software, “ATLAS.ti 5.0,” is used for coding, and management of datum. This study has discovered that there are three ways in which Taiwanese elementary school children resisted Japanese colonists: First of all, they covertly opposed while they appeared to agree. That includes “saying one thing while meaning another” （such as “playing pranks” and “being trouble-makers”） and resisting substitutes. Secondly, they had actions, such as “bullying Japanese children” and “bullying Japanese teacher,” to resist Japanese. Thirdly, those rebellious actions showed the Taiwanese children’s self-reflections on their own national identity. The resistances of Taiwanese children in Chiayi Area against the Japanese colonialism did not include “studying hard” which is common in the existing data, autobiographies and other oral history references. Their resistant styles are more multidimensional and interesting.