本研究先論述「概念學習與發展的階次理論」(CLD)，據以開發適合我國應用的「 概念發展測驗」，並予標準化，供教育輔導及各界應用。復抽選國小低、中、高年級，國中 一、二年級，及高一，計 1824 位學生為樣本。「橫切研究」比較探索各層次概念發展情形 ，以了解我國學童概念發展之特徵與型態。復在一年後就國小低年級與中年級樣本進行縱貫 追蹤研究，確定 CLD 理論之適合性。 結果證實我國學生概念發展，從其發展之不變性、持 續性、差異性，層次之連續發展與並行發展而言，頗符合「概念發展與學習之階次理論」。 惟在內容差別性方面發現，與升學無關的知識內容之概念發展較慢。據此結論建議：一、概 念發展有其層次性，應利用「概念發展測驗」正確了解其實況與特徵，作為施教依據。二、 各階段的教育，應配合學生的概念發展以增加效果。三、為增進學習的效率，可以依據 CLD 理論，設計教學，嘗試提高概念層次發展的實驗，開發有效概念教學系統，以便促進學生概 念發展層次的提昇。四、本研究兼用「橫切研究」與「縱貫研究」進行概念發展的研究，可 供日後相類研究採行的研究模式。

　　　　　This project was aimed to deal theoretically and practically with concept development, concept learning and teaching of children in Taiwan. In specific, this study was attempted to construct a concept theory patterned with CLD and to construct an instrument for measuring development level in concept acqusition of children in Taiwan. 1824 students sampled by stratified sampling strategy across grade 2, 4, 6, 7, 8, and 10 were taken for a cross-sectional study. Other than this, a rudimentary longitudinal study was follwoed for grade2,4 samples one year after the original study terminated. The sampled students were tested by "Concept Develpoment Battery" we have developed in this projbect. Checking orderliness, invariance, distinctiveness, continuity, and concurrency of concept development of the kids in this sample, this study has confirmed that CLD model is a promising model for making up a theory for Taiwan children's concept development.