麥當勞化課程的省思

Reflections on the McDonaldization of the Curricula

10.6450/ER.201006.0001

周珮儀(Pei-I Chou)

麥當勞化 ； 理性化 ； 課程 ； McDonaldization ； rationalization ； curriculum ； Weber ； Ritzer

教育學刊

34期（2010 / 06 / 01）

1 - 31

繁體中文

「麥當勞化」是當前社會日趨普遍的一種現象，它象徵速食店的管理原則逐漸主宰社會各領域的歷程。「麥當勞化」是Ritzer將Weber理性化原則從描述科層體制擴展與應用到當代的連鎖速食企業。本研究將焦點置於學校課程的麥當勞化，首先探討麥當勞化的現象與特質，繼而從這些特質分析學校課程的麥當勞化現象；再其次探討幾個最知名的「反麥當勞化」論述與案例，從中尋繹「麥當勞化」之外的變通途徑。研究結論從課程理論角度對「麥當勞化」課程提出批判與省思，主張課程改革應從效率到本質、從數量到品質、從預測到創造、從控制到自主。

”McDonaldization” has become an increasingly prevalent phenomenon in our current society. According to Ritzer, this is the process by which the principles of the fast-food restaurant are increasingly coming to dominate many sectors of American society as well as of the rest of the world. McDonaldization is an amplification and extension of Weber's theory of rationalization. For Weber, the model of rationalization was the bureaucracy; for Ritzer, the fast-food restaurant is the paradigm of McDonaldization. The purpose of this study is to reflect on the McDonaldization of school curricula. First, the researcher isolates the specific traits of McDonaldization and discusses some of its most familiar discourses. Then the McDonaldization of school curricula based on these traits is analyzed, and following this several of the most famous cases of anti-McDonaldization are explored. Finally the researcher criticizes the McDonaldization of school curricula based on curriculum theories and principles, and advocates changing the principles of our current curricular systems in order to place the emphasis on essential quality, autonomy and creativity rather than on efficiency, calculability, predictability and control.

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