本研究探究臺北市一個幼兒園混齡班級29位3到5歲幼兒體驗與探索童詩的歷程。採取質化個案研究的取向，研究者於取得兩位班級教師、幼兒家長與幼兒的同意後，進入研究現場進行觀察、訪談並蒐集相關文件資料。觀察範疇包括班級文化、閱讀文化，以及教師與幼兒共讀童詩的歷程。一年間，兩位老師和幼兒共同體驗15本詩書和29首小詩。幼兒普遍喜歡讀詩，且對於讀詩像什麼和詩像什麼具有個殊的見解。體驗方式共分四個階段，包括：(1)聯結：從生活到詩；(2)整體經歷：互文連結、朗讀、初步發現和覺察詩的形式；(3)細部探索：理解、再現、應用（創作）、聯想與即興創作；(4)提示後續體驗方式：從詩到生活。老師以開放、精妙的問題幫助幼兒理解詩的內容，也經常提醒幼兒覺察詩的形式。以靈活的肢體動作再現詩中比喻和主要行動，以及即興扮演是這個班級體驗詩的特色，成功地為幼兒創造直接體現的世界與象徵再現的語言系統之間的聯繫。這項研究也見證童詩仲介幼兒的生活與學習，幼兒在體驗與探索童詩的過程中與後，「知覺、感受與思考」均更顯多元、細膩與深刻。教師採用的美感閱讀共讀方式，使幼兒充分享受探究童詩的內容與形式帶來的快樂，並能以新奇而獨特的比喻畫出、說出讀詩的滋味。

Adopting the approach of intrinsic case study, this inquiry documented how a class of 29 young children, aged 3 to 5, experienced and explored poems in teacher-led poetry reading activities. Across one year, they explored 15 books of poetry and 29 short poems. The research identified four primary stages in these activities. Stage one, Connecting: from life to poetry. Stage two, Overall Experiencing: intertextual connection, reading aloud, preliminary discovery, and being aware of poetic forms. Stage three, Detailed Exploration: entailing deeper understanding, representation, application association, and improvisation. Stage four, Suggesting Future Exploration: from poetry to life. The wonderful and open-ended questions of the two teachers helped the children understand the contents of the poems. The teachers also timely guided the children in recognizing the forms of the poems. The use of nimble body movements to represent metaphors and actions in the poems, along with frequent improvisation, were key features of this class’s poetry exploration. This approach successfully forged a connection between the immediate, sensuous world and the symbolic, represented worlds for children. Additionaly, the study demonstrated that poems served as a mediator between young children’s lives and their learning. In the process of experiencing and exploring poems, these young children were able to “perceive, feel and think” more deeply, more delicately, and from broader perspectives. The aesthetic reading approach, adopted by the teachers, enabled the children to enjoy the pleasures of delving into both the content and forms of poems, and to use novel metaphors to express the ideographic flavors of poetry reading.