本研究在自然情境中收集四到六歲幼兒的自由敘說，共收集245筆幼兒的敘說進行分析。依其敘說內容將之區分成真實敘說和想像敘說兩類，然後再進行結構分析。研究發現，真實敘說有49筆，想像敘說有196筆，且幼兒較喜歡進行想像敘說。在結構方面，真實敘說的角色以自己和家人為主，而想像敘說的角色則包含真實人物、動物和擬人化的物品。想像敘說又可分為真實性想像敘說、故事重述、自編創造三類。由於想像敘說的角色多元，結果發展出較多層面的事件，結構的組織常呈現多軸線的發展，因此，幼兒創造出的想像敘說常常比真實敘說在結構上較長且較複雜。據此研究發現，建議教師提供幼兒自由敘說之機會，且尊重幼兒想像敘說之創造，藉此以提升幼兒語文表達之發展。

This study collected 245 narratives from four to six-year-old children in natural situation to analyze. According to the narrative content, the collected narratives were categorized into reality narratives and fantasy narratives to proceed structural analysis. The study found that there were 49 reality narratives and 196 fantasy narratives, and young children preferred fantasy narratives. In the structure, the roles of reality narratives were their family members and themselves. However, the roles of fantasy narratives include real people, animals and anthropomorphic goods, and the types of fantasy narratives were classified as fantasy narratives of reality, story retelling narratives and self-created narratives. Because of the varity of roles in fantasy narratives, multiple events and multi-axis stories were developed. As results, fantasy narratives created by young children frequently are longer and more complex than reality narratives in structure. Based on the finding, teachers providing young children free narrative opportunity and respecting their creation of fantasy narratives are suggested to enhance young children language expression.