本研究旨在探究我國兒童報讀時刻的表現、策略、錯誤情形，以及撥鐘和讀鐘的情形、與報讀時刻相關的時刻概念。研究者選擇兒童日常生活中常見的數字鐘和含指針的鐘為報讀時刻的工具，並以質性研究的方法針對幼稚園大班至國小六年級各6名兒童，共計42名兒童以A、B卷進行半結構式訪談。其中A卷包括撥鐘和讀鐘的內容，B卷的內容包括時刻概念和讀鐘的內容，B卷的內容包括時刻概念和鐘面二維結構概念二部分。研究結果發現：一年級能報讀整點時刻和半點時刻，而五分鐘時刻和一分鐘時刻則二年級以上，大多數的兒童才能報讀，而簡化鐘面沒標示數字故增加報讀的困難。在報讀的策略方面，大多數兒童使用「冒號前後為時、分」的策略來報讀數字鐘；而報讀含指針的鐘時，兒童會依鐘面及時刻來決定報讀時刻的策略。報讀的錯誤表現方面，由於三年級以下的兒童仍有未能掌握長針走一圈到大刻度12，短針才會剛好到下一整點刻度者，而「以短針靠近的大刻度決定時數」的錯誤人數最多。兒童在撥鐘和讀鐘的報讀表現情形差不多，大多數一年級以上的兒童已有時刻概念，認為有標準時刻的參考點存在，並且不會受測量工具大小及結構所影響，生活中也知道尋找時刻參考點來報讀。

　　　　　The purpose of this research is to study children's behavior of telling time, their strategies of telling time, errors of telling time, the performance of turning the hands of a clock and reading a clock, and the clock concept related to telling time. The researcher had chosen the digital clock and the analog clock, which are commonly seen in children's daily life, as the tools of this investigation. The procedure is based on the scheme of quality research and semi-structured interviews given via questionnaires A and B to 42 children from kindergarten to sixth grade, six from each level. Questionnaire A includes the questions of clock hand turning and the clock reading. Questionnaire A includes for types of clock faces. Questionnaire B involves the concept of the time and the two-dimensions of a clock face. The results of this investigation are presented in five different aspects mentioned above. The first grader can read "Hour Time" and "Half-Hour Time" and both "Five-Minute Time" and "One-Minute Time" can only be recognized by the children who are already second graders and above. For the simplified clock face, children are having difficulty reading the time because of lacking the number marked on both big and small time scales. The second topic is the strategy of time telling. Most children read time by separating hours and minutes by a colon in the middle of digital clock. When dealing with the clock with pointers on it, children read time depending on the status of the clock face and time. For the mistakes made by children who are reading the time, only the fourth grader and above have the perception that when the minute hand moves a circle, the hour hand moves to the next hour scale. It turns out most children who made mistakes "determine the hour time by reading the big (hour) scale which the hour hand is close to." The performances on dragging hands to match the right time and reading the time are about the same for different ages of children. As the concept related to time telling, most of the first graders and above already have this time concept. They believe that the standard reference exists and won't be affected by the change of the size and structure of the measurement tools. In their daily life, they are well educated about finding the reference point.