本研究以社會領域的教材內容為研究素材，以檢證文化再𦂗理論的一項重要假定，亦即課程知識與中產階級文化的親近性。接續的研究目的是，探索上述現象如何被合理化。研究發現不但證實教材內容存在中產階級化的特性，也掌握上述的合理化策略。基本上，藉由再脈絡化而取得合理化外貌，其中涉及合理訴求與模糊化置換的策略運用。周延的合理外貌足以贏得大部分社會成員的信賴，因而中產階級取向教材得以順暢運作，繼而教化出欠缺批判意識，甚至具備中產階級導向思維的個體。

This study was designed to examine one of the key theoretical assumptions of cultural reproduction which is the connection between curriculum knowledge and the middle class cultures. The other principal purpose was to explore how the above linkage is rationalized. Research evidences show that curriculum knowledge implicitly embodied the middle class cultures. However, this linkage was rationalized under the operation of recontextualization which embraced two strategies, rational statement and ambiguous transformation. The above findings suggest that rationalization is able to construct a common belief making most people view the current type of curriculum knowledge as what people want. Therefore, it is very hard for the majority of the public to realize the above linkage. The school can, thus, generate perfect individuals who do not possess critical consciousness but the thought of middle class.

文化再製、中產階級取向、合理化、課程知識

cultural reproduction, middle class orientation, rationalization, curriculum knowledge