我國小學公民教育內涵之演進

The Development of the Contents of Elementary School Civic Education in the Republic of China

教育之目的在於培育健全的公民，透過學校政治社會化是主要途徑之一；早期的教育是後期發展的基礎，如果小學公民教育實施得當，可奠立往後發展堅實的根基，因此小學公民教育之重要性不言可喻。\r中國傳統教育雖沒有公民教育之名，但早有了公民教育之實，自秦朝統一天下，以迄清代，各時期之教育內容雖然不同，但培養優秀公民之目的則一。清末中國遭受帝國主義的侵逼，為了救亡圖存，公民教育乃應運而生。小學公民教曾數度更改科目名稱，由清末的「修身」而至民十二的「公民」，再至民十八的「黨義」，民二十一的「公民訓練」，五十一年改名為「公民與道德」，及至現行之「生活與倫理」，公民教育內涵不斷的擴充到各層面，由獨善其身的倫理道德訓練，到目前兼善天下的完整公民教育。教育內涵的適當與否，直接影響到教育的成效，目前臺灣正處於經濟、政治、社會劇烈變遷的過程中，公民教育的內涵亦須因應作適度之調整。小學新課程標準將於八十五學年度實施，與公民教育相關性最高的「生活與倫理」將與「健康教」合併為「道德與健康」，並增加鄉土教學活動，公民教育之內涵勢將有改變，新的教材中公民教育之內涵能否適應當前社會需求？成為極待探討之課題。從公民教育內涵演進之分析中，可以評估其與教育目標是否相符合，其目的則在於提供課程設計及教材編選之參考，以保障教育之品質。

The purpose of education is to cultivate the citizen to become sound， and the school is main medium of political socialization. The implementation of civic education at early elementary school stages is the strong foundation of later development. Therefore， the importance of civic education in elementary schools is self─explanatory.In traditional Chinese education， though there was no any subject named as “Civic Education”， such kind of courses had been included since Chin Dynasty to Ching Dynasty， with different contents but the same goal to cultivate excellent citizens. At the end of Ching Dynasty， China， c0ompelled by emprism， sought the way to save itself， provided its people with civic education. The title of the subject at elementary schools had been changed over and over even from “Cultivating Oneself” at the end of Ching Dynasty to “Civic Education and Morality” in 1962 and “Living and Ethics” at present. Its contents have been increased from the level of cultivating a person himself to the level of contributing himself to the whole world.Whether the educational contents are proper influences the effect of education directly. With the great changes of economy， politics， and society here， the contents of civic education need changing， too. Since 1966 academic year， the original course “Living and Ethics”， which is highly related to civic education， will be combined with “Health Education” into “Morality and Health”， with the addition of rural teaching. The new standard presents us the following questions：Are the new content of civic education proper？And can such contents meet with the current social need？Some concrete suggestions in the conclusion may be useful references for the education officials in planning future curriculum and editing teaching materials.