适应并引领现代社会发展健康、全面发展的人的类型是公民，这是已有研究的共识。但具备哪些素养的人能够称之为公民，却一直是研究者们争论的焦点。所谓公民，与臣民相对，应是具有独立精神和自主的权利义务意识的人；与私民相对，应是秉持共同价值原则言谈和行动的人。所以，共同价值，是公民素养之重要组成部分。共同价值之培育，对于公民教育来说至关重要，属于公民教育的核心内容。本研究从共同价值和公民身份这两个基本概念出发，讨论共同价值在公民形成中的关键地位和作用。全文共分为五章：第一章由目前公民教育偏重于权利与义务而较少涉及共同价值培育入手，梳理了公民身份的两种传统：共和主义和自由主义，分别强调公民的义务和权利，处于截然对立状态。延续共和主义传统的当代社群主义在批评自由主义的基础上试图将二者融合起来，因而对转型期的中国更具有启发和借鉴意义。但它缺乏一种建设性的态度，也没有一个具有统摄作用的概念将二者融合。笔者在分析公民身份属性时发现两种传统都忽视了公民身份的现实性，即公民总是某个（民族）国家的公民，所以笔者提出了共同价值这一概念，认为它是公民身份的灵魂，将权利、义务连接起来。第二章从梳理共同价值的已有界定入手，将共同价值同普世价值相区别，并对现实生活中缺乏共同价值的公民言行进行分析，说明了共同价值的重要性。在对价值概念进行分析的基础上，认为共同价值是指满足主体共同需要的正当性原则，进一步梳理出共同价值的兼容性、规范性和实践性特征。为了使共同价值概念更具有实践指导力和解释力，本研究将共同价值作了结构化处理，认为共同价值包括人类基本价值、优秀传统价值和社会主流价值，三者之间有重合之处。第三章分析了共同价值的形成基础。作为规范和引导特定共同体内绝大多数公民行为的共同价值，涉及到人和社会两大要素。其人性基础从人性本源、人的社会本质、价值行为的动机——同情这三个方面加以考虑；社会基础则是当前中国的社会主义市场经济对公民的要素、传统文化的影响等四个方面来阐述。又因为共同价值虽然主要通过对人的认知和观念的引导和规范进而影响人的行为，但仅有人的内在自觉是不够的，因为内在超越具有有限性，正义的制度可以为共同价值的形成提供外在的环境。第四章着重对公民共同价值教育的经验进行梳理与概括。在国内，公民教育始于清末民初的国民性培养，历经民国初年的公民科、国民政府的公民课程，直至新中国对于公民共同价值教育的重视与落实。在国外，则有联合国教科文组织“学会共同生活”、欧盟的“共同价值教育”以及新加坡的“共同价值白皮书”。得出的结论为：公民共同价值教育要进入教育政策；不回避认同问题；必须落实于实践。第五章首先从公民与共同生活的关系入手，指出当前公民教育与共同生活之间的张力，进而认为公民教育目标需要重新定位，把重点落到公民共同价值品质的形成上。接着阐述了共同价值的形成路径：商谈伦理与重叠共识，二者构成了公民共同价值教育实践的理论指导。在此基础上，本研究给出了公民共同价值教育的建议，教育者要有共同价值自觉，开发出承载公民共同价值的学习内容，构建公民共同价值教育的多样平台。

Citizenship is the type of people who lead the healthy and comprehensive development of modern society, which is the consensus of current research. But, which type of people with what kinds of attainments could be classified into citizenship is always the debate center of related researchers. Compared with the liege, citizenship should be conscious of independence, freedom, rights and obligation. Also different to the private, citizenship will perform under certain common value. Thus, common value is fundamental to citizen’s attainments that is critical to citizenship education. In this paper, I’ve studied the common value’s role and function in citizenship growth in following five chapters, based on common value and citizenship.In chapter one, current citizenship education has been found out the situation that it pays more attention only to rights and obligations, less of common value education. Republicanism and liberalism, the two traditional type of citizenship, emphasize on obligations and rights respectively. Succeeded to republicanism, modern communitarianism tries to combine obligations and rights together which is of more inspiration and reference to China during social transformation period. However, it’s lack of constructive methods as well, to merge obligations and rights thoroughly. Then, the concept of common value is proposed as the soul of citizenship that can connect obligations and rights in citizenship reality. Chapter two explains the importance of common value by defining its existing definitions, difference to the universal value and behavior analysis of those citizens who are unaware of common value. Based on the analysis of value concepts, common value could be understood as legitimate principles to satisfy citizen’s common requirements, with characteristics of compatibility, standardbility and practicality. For better guidance and further explanation, common value has been structuralized into three coincident parts： human beings’ basic value, excellent traditional value and social essential value.Chapter three studies the basis for common value. As the regulations to guide behaviors of the majority in given community, common value consists of two key factors in human beings themselves and the society. Its human beings’ basis arises from the source of humanity, social essence and sympathy of valuable behaviors. Meanwhile, social basis is introduced from fours aspects of China socialist market economy’s influence to citizenship, traditional culture and so on. Even though common value can influence human beings behaviors by regulating and standardizing their acknowledgement and ideas, internal consciousness is not enough. Justice institutions are required to supply external environment to formalize common value.Chapter four focuses on the classification and summarization of experiences in common value education. In the mainland, citizenship education developed from National Character Education at the end of Qing Dynasty, the Republic of China’s citizenship courses, to citizenship common value education practice of the People’s Republic of China. Overseas, there are “Learn to Live Together” of UNESCO, “Common Value Education” of European Union and “White Paper of Common Value” of Singapore. Conclusion could be drawed： citizenship common value education is born in its era, identified with nationality and guaranteed by specific practical measurements.In chapter five, tension between current citizenship education and common life has been worked out by studying the relationship of citizenship and common life. Consequently, targets of citizenship education are proposed to adjust to the emphasis of cultivation in the quality of citizenship common value. The path to establish common value, negotiation ethics and overlapping consciousness, will perform as the theotical guidance for citizenship common value practice. Furtherly, “Mode of Citizenship Common Value Education” is constructed here to prove that consciousness of the schoolmaster and teachers is the precondition for citizenship common value education, which will drive current teacher training to take bring up teachers able to afford common value education tasks as urgent affairs.