The subject of economics is an important component and integrated in the "Social Studies Learning Area". Because its core concept is choice, economics is an ideal subject for developing critical thinking skills and decision-making skills. That is, it's consistent with the two of ten basic learning capabilities, claiming in the curriculum objectives of the "Social Studies Learning Area". The new Curriculum places more responsibility for developing cooperative or interdisciplinary curriculum units on the teachers. How to adjust the teacher education in economics is essential if social studies teachers are to have an opportunity to pursue advanced education so as to enhance their knowledge and enable them to catch up the progress in academic fields and adapt to incessantly renovating education materials and methods. This project constructed an "Economic Reasoning instruction Model" for "Social Studies Learning Area", and to justify its availability as it might be taught and practiced in the junior high school classrooms. Also it plays an important role to facilitate the teacher's ability to do action researches and to discover problems during their instructional process. Through multi-methods research. Including literature review, curriculum panel, classroom observation, instruction model creation, and experiment teaching, this project were finished within two years. The first year, a theoretical foundation on "Economic Reasoning Instruction Model" worked out so that the panel members were able to design the "Social Studies Learning Area" curriculum units, including designing teaching materials and creating teaching methods. The second year, the way of action research was taken to evaluate the effect of the pre-year developed teaching units on students' learning attitude and teachers' teaching attitude and methods.