本研究根據Bart和Krus (1973) 的次序理論，提出應用於解題規則 (problem­solving rules) 階層結構的分析和其結構圖比較方法。綜觀心理計量的相關文獻，次序理論主要用於試題階層的分析 (Airasian & Bart，1973)，研究者則應用於解題規則的階層結構探討和其結構圖比較。本研究以「柳橙汁濃度測驗」的比制理解為實謹研究問題，應用次序理論於比例理解解題規則分析和結構圖比較。 實證資料分析顯示，總分不同的受試者，其解題規則結構圖各具特色和意義；而總分相同但反應組型不同的受試者，其解題規則階層亦有差別。此外，在解題規則結構圍的比較方面，以專家的結構圖為參考標準，發現不同年級的受試者之相似性係數達統計上顯著差異；但不同性別之間則無差異，且年級與性別並無交互作用。本研究所提出的分析方法與應用，對於認知診斷與補救教學具有參考價值。

The purpose of this study is to apply the ordering theory proposed by Bart & Krus (1973) to discuss the hierarchies of problem-solving rules and comparisons of rule grap­hs. Most of the literatures apply ordering theory to the hierarchies of items instead of rules. However, the ordering theory is applied in the hierarchies of rules in this study. Moreover, the application of ordering theory in rules can depict individualized rule graph. Comparisons of rule graphs between expert and novice were also discussed. In addition to revision on analysis and comparison of rule hierarchies, an empirical data set of orange juice test (OJT) test is analyzed. In the analysis of rule graphs, individualized rule hierarchies are discussed. The analytical results showed that subjects of different total score exhibit different characteristics of rule-hierarchies. Besides, subjects of the same total score exhibit different rule-hierarchies due to distinct response patterns. Moreover, difference rule usages among three grades are also found. Rule usages utilized by fifth graders are more similar to that of expert than fourth graders. Based on the results and findings, some suggestions and recommendations for applications and future researches are discussed.