公民教育的目的乃在幫助學生與成人，以信心與決心勇敢地承擔他們的責任，以及幫助他們本乎民主原則，實現國家的和諧統一與達成國家的理想。今日公民教育教師所面臨的挑戰，就在於創作、設計與選擇公民教育課程及方法。而此種公民教育課程及方法要與學生成長和發展相配合，並符合社會的需要與期望。 本乎此項認識，本研究採理論分析法與調查研究法。首先從學術觀點，探究公民發展階段的理論模式。本研究的基本假設在於公民發展階段的理論模式，可以作為建構所欲發展的公民教育課程與方法的基礎與準則，以達成公民教育的目的。繼之在調查臺灣北、中、南、東部等四個不同地區與社經背景的大專學生，探討影響他們公民發展的社會因素，以驗證公民發展階段理論模式的適切性，以及明白其影響因素；並調查分析公民教育課程是否影響上述學生的公民發展，同時探求對上述學生公民發展有貢獻的其他教育因素。 本研究結果將對公民發展階段理論模式的建構，具有學術性貢獻，且研究結果將對公民教育課程與方法的創作與設計，具有實用的參考價值。獲致如下的發現： 一、影響我國大專學生公民發展的人物，層面廣泛，分呈高、中、低影響程度。 二、影響公民發展的人物，對不同背景的大專學生之影響程度，部份存有差異；但不影響其排序。 三、我國大專學生之公民發展普遍受大學共同科課程內容的影響，且分呈高、中影響程度。 四、大學共同科課程內容，對不同背景的大專學生之影響程度，存有差異性；但不影響其排序。 五、我國大專學生之公民發展，普遍受公民活動的影響，呈中度影響程度。 六、公民活動，對不同背景的大專學生之影響程度，呈顯著差異性；但不影響其排序。 七、我國部份的大專學生，其公民發展處於垂直的社會關係的階段（第六階段）

The purpose of citizenship education is to help students and Adults face their responsibilities with confidence and determination and help them realize a degree national unity and purpose in light of democratic principles. So citizenship education has been considered one of the constraint educational goals since the founding of our country and the concomitant need to educate youth and students for their democratic responsibilities. But citizenship education now has a low or no priority in our educational systems. The challenge facing educators and teachers toady in regard to citizenship education is to produce, design, and select the course programs and approaches to citizenship. It is the belief of this study that a theoretical model that explains the sequence of events that occurs in children's lives as they evolve an internalized schema of citizenship can become the basis for structuring and developing a sound citizenship education programs and approaches. Therefore, the main goals of this study are to analyze the theoretical model of citizenship development and to come an understanding of the dynamic social processes that influence its development and to come an understanding of the dynamic social processes that influence its development. This study consists of an exploratory study of opinions and practices of students who are about to be graduate from senior high schools in four different geographic areas and socioeconomic backgrounds both the social and educational influence of citizenship, their opinions and concerns are an important source of information regarding the citizenship development in Taiwan. In questionnaire survey, we finally obtained responses from effective samples. The findings, through statistical analysis, brought up highlights of conclusions: 1. The citizenship of college students were greatly influenced by peoples and courses. 2. The citizenship of college students were influenced by activities, programs of teachers, and experiences in elementary school or in secondary school. 3. Most of college students in Taiwan was in vertical social relationships.