本研究旨在探討我國國中公民教師對於九年一貫社會學習領域經濟教育課程綱要之重要性評估排序，以提供未來中學經濟教育發展的參考。依據研究目的及問題，透過文獻整理及分析經濟教育的意涵、美國及我國在經濟教育的發展內容及九年一貫社會學習領域經濟教育課程綱要，並參考美國「非強迫性的經濟學國家內容標準(VNCSE)」設計問卷，最後針對國中公民教師進行差異性分析及層級分析研究。研究結論簡述如下:
一、不同背景變項(性別、年齡、教育程度、畢業科系、教學年資、修習經濟相關課程數、教授經濟課程的興趣)的國中公民教師對於九年一貫社會學習領域經濟教育課程綱要四大主題差異情形。僅在「主題一:基本的經濟概念」中，教師年齡、教育程度及教學年資變項上呈現顯著差異，其餘均無顯著差異。
二、國中公民教師對於九年一貫社會學習領域經濟教育課程綱要四大主題的重要性依序為:個體經濟學概念、總體經濟學概念、基本的經濟概念及政府的職能。
三、九年一貫社會學習領域經濟教育課程綱要之整體重要性排序結果為:
(一)最重要的前三名能力指標依序為 : 「基本的經濟概念 1. 指出自己與同儕所參與的經濟活動及滿足的需求與動機。」、「政府的職能 3. 舉例說明某些經濟行為的後果不僅及於行為人本身，還會影響大眾，因此政府乃進行管理或干預。」、「個體經濟學概念 3. 解釋自己在日常生活中各種消費選擇的原因。」。
(二)重要性居末位三名的能力指標依序為 : 「總體經濟學概念 1. 了解人類在交換各種資源時必須進行換算，因此發明貨幣。」、「政府的職能 2. 舉出政府非因特定個人使用而興建某些工程或從事某些消費的例子。」、「總體經濟學概念 3. 了解產業與經濟發展宜考量本土的自然和人文特色。」

The purpose of this study is to explore the importance order of the civic teachers in the Nine-Year Curriculum Guidelines of Social Studies in Economic Education.The findings of this study can provide a reference for the future development of secondary education in economics. First , the researcher explored the implications of economic education, the content of economic education in the United States and Taiwan, and the Nine-Year Curriculum Guidelines of Social Studies in Economic Education through literature analysis. Second, a questionnaire was designed with reference to " Voluntary National Content Standards in. Economics (VNCSE) ".Finally, Variance of Analysis and Analytic Hierarchy Process to analyze were conducted to analyze the data . The conclusions of the study are summarized as follows:

1.Civic teachers with different background variables (gender, age, education level, graduation department, teaching years, number of economics-related courses, and interest of teaching economic) did not differ significantly in their assigned importance orders of the four standard topics. There is only "Theme 1: Microeconomics " which showed significant differences in teachers' age, education level and teaching years.

2.The order of importance assigned by civic teachers on the four standard topics of Nine-Year Curriculum Guidelines are as follows : Microeconomics, Macroeconomics , The basic economic concept and Government function.

3.Nine-Year Curriculum Guidelines in the order of overall importance:
(A)The top three Competence Indicators are: " Microeconomics 1. To point out one's own economic activities and satisfaction of the needs and motives. "" Government function 3. To explain the consequences of certain economic activities are not only influence individual but also the public. Therefore, the government will manage or intervene. "," Microeconomics 3. Explain the choice of daily consume. 」
(B)The last three Competence Indicators are: " Macroeconomics 1. Understanding of human beings in exchange for various resources must be converted, so invented currency. "," Government function 2. Give some examples that the government won’t establish or consume something for certain person . "," Macroeconomics 3. Understanding of industrial and economic development should consider the local natural and cultural characteristics. "

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