本研究旨在討論中國初中階段，7-9年級公民類教科書中品德教育的內涵，希望透過文獻探討了解中國初中公民教科書的發展及品德教育實施的背景，進一步分析中國政府期望培育的公民，其所需具備的品德內涵。本研究藉由內容分析法，採用量化的方式計算教科書中品德內涵及使用策略的次數及分布情形，同時輔以文獻探討的結果，進行質性的分析及討論。 本研究先進行文獻探討，提出當前中國品德問題的現象，以及各國將品德教育視為教育主流的趨勢，接著分析中國改革開放後對人才素質的重視，導出對初中品德教育實施之迫切。本研究以2003年通過的課程標準，「人教版」之《思想品德》及《歷史與社會》為研究對象，由中華文化的品德內涵以及馬克思主義、毛澤東思想及鄧小平理論等為主，輔以其他相關政策，發展出本研究之內涵類目，再根據專家編輯之類目修改之策略類目，由此展開初中公民類教科書之品德內涵分析。 本研究的結果如下： 1.依年級觀之，品德內涵分布呈現不連續。七年級重個體品德，八年級重人際及公民品德，九年級重公民品德；環境品德則散見於各年級課文之段落。 2.依主類目觀之，首重公民品德，次為個體品德；而人際品德分布比例偏低，環境品德明顯欠缺。 3.依次類目觀之，各有所偏重，呈現不平均情形。個體品德偏重自我概念，人際品德偏重尊重包容，公民品德偏重法紀概念，環境品德重視關懷環境。 4.教科書的品德內涵編寫符合學生年齡心智之發展，先是自身關係從個體、人際到國家社會，採「由近及遠」；次為內涵深度從個人觀念到公民知識，採「由淺及深」。 5.編寫策略方面，教科書中多用「提出問題」、「比喻及舉例」，較少使用「類推與歸納」、「相互對比」及「因果關係」。且依年級與主題差異，調整編寫策略，越低年級採用較多圖片，越高年級較多解釋說明。 / The study explores the content of character education in textbooks. The civic education textbooks of junior high school (from 7-9 grades) in China are regarded as object. First of all, the background and developing of the civic education textbooks could be understood through the reviewing of literatures. Secondly, different kind of character education contents that the citizens of China need could be analyzed. Thirdly, the numbers and distributions of character education contents and tactics we could be counted by the content analysis. The last but not the least, the results are analyzed and discussed by the literature reviewing. The study points out the appearing of the character education problems in China, and the trend of character education in countries. Then it exposes that government respects the quality of people, so they eager to implement the character education. The object of the study is the textbooks published by “people’s education press”, based on the course standard in 2003. The analytical table of contents is based on the Chinese traditional character education and the Marxism, Mao Zedong Thought, Deng Xiaoping Theory, and other important policies. The analytical table of writing tactics is based on the theory of professionals. According to two analytical tables, we begin to the study. The conclusions of the study are as follow: 1.According to the different grades: the 7 grade focused on self character, the 8 grade focused on interpersonal character, the 9 grade focused on citizenship character. The environment character is dispersed in the textbook. 2.According to main categories : the most important item is citizenship character, the second one is self character, the third one is interpersonal character, the last one is environment character. 3.According to the secondary categories: their distributions aren’t averaged. Self character focused on self-concept, interpersonal character focused on respecting and tolerating, citizenship character focused on the conception of law and discipline, environment character focused on caring environment. 4.The writing of the textbooks are following the tips: from person to the government, and from easy to hard. 5.The writing tactics of the textbooks: the main tactics are ”asking questions” and ”giving an example”; the least tactics are “reasoning and induction” , ”comparing” and ” cause and effect”. The lower grade prefers using photos and the higher one prefers using explanation.