誰是公民？如何透過教育培養公民？以培育公民為主的公民教育應有哪些內 涵？不同的歷史、文化、社會脈絡固然會發展出公民教育的獨特樣貌，但是， 隨著國家之間的緊密關聯，地域疆界的日益模糊，特定的公民教育如何回應全 球化的挑戰？這些議題無法抽離國家社會發展的歷史脈絡，更無法迴避潛藏其 中的國家認同、政治權力和族群文化等意識形態的競逐。 本研究擬藉由台灣特殊的歷史社會脈絡，從殖民統治、一黨專政到民主化的演 進，討論在國家認同、政治權力、本土化與全球化等不同勢力競逐下，如何透 過學校教育形塑、建構「公民」的歷程。本文首先回顧台灣在日本殖民 (1895- 1945) 學校實施公民教育的內涵，日後將接續討論戰後(1945-1949)、國民黨威 權統治 (1949-1987)、民主轉型 (1987-1996) 以及民主深化期（1996- 迄今）等 不同歷史階段，藉此分析台灣社會在殖民主義、國家主義、民主化、本土化與 全球化等不同脈絡下，對於塑造「公民」的概念，建構公民意識以及公民教育 的內涵與轉變。

Despite its recent emergence or re-emergence in curricular around the world, ‘citizenship’ and therefore ‘citizenship education’ remain contested concepts. Each country or region accordingly may construct particular conceptions of citizenship and citizenship education. Therefore, it is often conceived around broad interpretations of citizenship based on historical changes in political, economic, social and cultural contexts. The main concern of this project is to explore how citizenship education and citizenship are related politically, and how national identity can be shaped and reshaped in a changing society with the tensions of nationalization, localization and globalization. It is hoped to illustrate the transformation of citizenship education by tracing back the history from Japanese colonization (1895-1945), post WWII (1945-1949), KMT authoritarianism (1949-1987), transitional period (1987-1996), to current period (1996- ). This paper mainly focuses on the period of Japanese colonization to examine the values and ideologies, such as colonization and nationalism, implied in the school system and citizenship education.