當前各國教育趨勢均朝向學童能力之養成。處於講求效率的現代社會，良好的時間管理常是邁向成功的關鍵能力，教師若能透過課程實施，引導學童建立正確的時間順序與週期概念，必有助其時間之規劃與運用。本研究旨在透過三位現場教師，以台北市某國小三年級學童為對象，進行以質性為主、量性為輔的研究，共同研擬適切的「時間順序與週期概念」課程方案，並聚焦於探討方案之形成、修訂及實施成效，最後根據研究結果，提出具體建議。本研究歷程分為：課程規劃、課程實施、課程推廣等三個階段。研究發現學童的時間順序與週期概念深受生活經驗影響，本課程的實施有助於學童概念的釐清。因此，建議教師宜適時提供鷹架以協助學童概念的攀升。

Improving pupils’ own ability is the current educational reform’s tendency in the world. To be in the contemporary society that stresses the importance of efficiency, the proper time management ability is therefore one of the key points toward the success. If pupils’ concept of “temporal order and cyclic time concept” can be established through teachers’ curriculum implementation, it will help increase their ability in time management. This research was conducted by three teachers in an elementary school. The third grade pupils were chosen to be the target for this curriculum design and implementation. The research data collected were mostly qualitative but partly quantitative. The three teachers together drew up the proper curriculum of “temporal order and cyclic time concept,” and then focused on the modification and the implementation effects of the curriculum. The specific suggestions were thus made according to the research results. The process of this research includes three stages: curriculum planning, curriculum implementation, and curriculum promotion. It was found that with the implementation of this curriculum, the pupils’ concept on the researched subject was obviously increased. It was also found that their life experience greatly affected their concept of temporal order and cyclic time concept. So it is suggested that teachers should timely provide a scaffold to enhance pupils’ related learning.