引用文獻分析法可觀察學科研究特性與歷程、未來發展趨勢、學科與跨學科關係，並建構知識地圖，但較少被應用在人文學領域的研究。而文學作品包含著豐富意涵，具有多種探討面向，正可藉引用文獻分析法來觀察其被引用的情形，而發現其多元內涵。本研究透過引用文獻分析法，以1950至2008年間台灣高度翻譯的西方外國文學作品為對象，觀察其在國外被引用的次數，以及年代、語言、主題分佈情形，以了解文學作品在台灣被翻譯次數與在國外被引用次數之差異與相關性、在不同年代、語言、主題領域中的不同影響性，以及被研究與引用的分佈情形。 研究結果如下：1.西方外國文學作品被引用次數概況：(1)整體而言，文學作品被翻譯次數與被引用次數相關程度為低度正相關；(2)西班牙文學分區之作品與莎士比亞的作品在台灣被翻譯次數與在國外被引用次數皆成高度正相關；(3)被引用次數前三名的文學分區為英國、古代西洋、法國文學；(4)被引用次數前三名的文學作品為《伊里亞德》、《奧德賽》、《神曲》。2.被引用之年代分佈情形：(1) 各文學分區最高被引年代多集中在1990年代；(2) 各年代區段皆以英國文學分區被引次數最高；(3) 1970、1980與1990三個年代區段皆以《伊里亞德》被引次數最高。3.被引用之語言分佈情形：(1) 各文學分區皆被引用在英語文章中最多；(2) 各語言文章中所高度引用的文學分區與文學作品多與該地區所使用之語言相符。4.被引用之主題分佈情形：(1) 各文學分區除了古代西洋文學，皆被引用在文學主題領域文章中最多；(2) 各主題文章所高度引用之文學作品多屬古代西洋、英國、義大利、法國與德國文學作品。 本研究結果可應用於圖書資訊界在規劃館藏發展、進行參考服務及舉辦閱讀推廣活動時之參考。外文學門研究者可藉由不同文學分區之文學作品被引用的多寡與分佈情形，觀察各文學分區與文學作品被研究的狀況與範圍，進一步探討學術研究與發展史、觀察文學作品在不同語言國家與主題領域的影響力，並發現跨科際整合研究的契機，探掘文學作品更多元深沉的內涵。 / Citation Analysis reveals research characteristics, research development, scholarly communication, and helps to construct knowledge map. However, little research devoted to the cited situation of humanity discipline. This study aims to investigate how literary works were cited. Through Citation Index, the Western literary works highly translated in Taiwan during 1950 and 2008 were examined in terms of their cited times and cited distribution in foreign papers. The findings are as follows. Correlational analysis of translated times of Western literary works in Taiwan and cited times of which in foreign research was lowly positive. Nevertheless, the translated times of Spanish literature in Taiwan and cited times of which in foreign research were highly positive correlated, and also the case in Shakespeare’s works. English literature was the most highly cited literary division in five year period, and Iliad was the most highly cited work in 1970s, 1980s, and 1990s. In all literary divisions, more than half of the citing papers were in English. On the whole, the language of citing papers corresponded to the language of their highly citing literary division and works. Except for Classical literature, all literary divisions were highly cited by papers of literature subject area. In different subject areas, most highly cited works belonged to Classical literature, English literature, Italian literature, French literature, and German literature. The results of the study may assist in Collection Development, Reference, and reading promotion. On the other hand, foreign literature researchers can further observe research progress, review literary theory, and proceed interdisciplinary research to explore the abundant and diverse connotation of literary works.

自一九八Ο年代威權體制開始解體以來，臺灣的公民教育已然進入另一個新的蛻變階段，而其所賦予的積極意義，乃在於反映並凸顯出對以往整體公民教育的價值取向、概念論述、典範遞移、課程內涵、以及課程決定等有關問題面向所作的一種審視與反思，從而標舉一個能以「公民社會」理念作為建構總體教育目標時代的正式來臨。影響所及，值此一轉變關鍵的時刻，國人如何循由對「政治民主化、經濟自由化、社會多元化、文化本土化、以及意識主體化」等五大價值取向的認知與涵養，結合民主教育、法治教育、倫理道德教育、以及生活教育等四大核心課程內涵的深化與落實，並在致力於涵蘊「公民社會」為其學科典範遞移最高指標的同時，能進一步以強調「差異的（或多元的）公民資格觀」的概念論述及推動「公民參與」的課程決定方式，藉以充實及強化公民教育的運作機制和功能，業已成為今後公民教育責無旁貸的重要發展趨勢所在。 關鍵詞：公民教育、公民社會、價值取向、課程內涵、概念論述、典範遞移、 課程決定、公民資格、科際整合、顯著課程。 / Since the authoritarian system was began to fall apart during 1980’s in R.O.C.（Taiwan）, civic education at school has gone into an another new transformation stage and bestowed a progressive meaning too, it is so necessary as to make a review and self-examination that reflect or manifest the totality of problem dimensions about value orientation, conceptual discourse, paradigm shift, curriculum content, and curriculum decision-making for the past. Thus much to construct and mark a period of “civil society” concept of the macro educational goal is coming formally. Due to the impact, especially it happened just changing time, we need how to recognize and nourish the five value orientations of “democratization to politics, freedom to economics, plural to societies, localization to culture, and subjectivity to conscious”. Combine with the four codes of curriculum content about democracy of education, law-related education, ethics and moral education, and experiential education that must be deepened and practiced for the citizens. At the same time, it also devoted to cherish the conceptual of “civil society” to be the highest characteristic of a paradigm shift of the civic education course. Moreover, it is obliged to emphasize the “differential or plural citizenship” and push the curriculum decision-making model of the “civic participation” that its operational machinery and functions could be fulfilled and competent. In summary, there is no passing buck to these important developmental tendencies of civic education in the changing future. Key Words: civic education, civil society, value orientation, curriculum content,conceptual discourse, paradigm shift, curriculum decision-making,citizenship, interdisciplinary integration, evident curriculum.