食農教育融入小學教育階段教學方案之研究

Abstract

全球化、現代社會經濟發展的浪潮下，全球農食系統議題接踵而至。1980年代起，國際間陸續掀起農食體系改革運動，各國相繼以自身農業與飲食處境提出倡議，並著重以「教育」培養人們對農與食的理解和關懷，實踐健康與永續的生活型態。臺灣過去十餘年食農教育也迅速地發展，近年來我國政府、學界及民間團體更著重食農教育在學校體系的推展，及其教學方案的設計與精進。 本研究以文獻回顧、專家審視建構我國食農教育融入國民教育之素養目標架構，並融合永續核心能力發展出我國食農教育教學方案二維度檢核評估工具。進一步運用其對國民小學食農教育教案進行內容分析，統計國小低中高年級食農教育教案內容在素養目標架構與核心永續能力的分布情形與差異。最後，以焦點團體座談將研究結果對應政策意向與教學現場，探討偏重之原因並提出建言。 研究發現，我國食農教育融入國民教育教學方案之素養目標架構以四個主構面為主幹，涵蓋8個次構面、20個素養項目及106個素養目。依據統計結果，國小食農教育教案於素養目標架構偏重於「食農體驗（人流）」，「食農產業（金錢流）」及「食農文化（意識流）」則出現次數甚少；核心永續能力涵蓋次數則呈現「中年級＞高年級＞低年級」排序。綜合專家意見與實務經驗，扣合我國食農教育推展之政策目標與施行策略，並彙整學校推動食農教育的需求與困境，作為後續研究方向及我國國民教育推展食農教育之參考依據。

Under the tide of globalization and modern social and economic development, issues of the global agricultural and food system are coming one after another. Since the 1980s, the reform of the agricultural and food system has been launched internationally. Various countries have successively proposed their own agricultural and food situations, and focused on "education" to cultivate people's understanding and care for agriculture and food, and practice healthy and sustainable lifestyles. Taiwan ’s food and agriculture education has also developed rapidly in the past decade or so. In recent years, the Taiwan government, academia, and private organizations have focused more on the promotion of food and agriculture education in the school system, and the design and improvement of lesson plans. Through literature reviewing and expert reviewing to construct the literacy goal framework of food and agriculture education integrated into the national education curriculum program, and integrates sustainable core capabilities to develop a two-dimensional inspection and evaluation tool for Taiwan’s food and agriculture education curriculum program. Further use it to analyze the content of the national primary school food and agriculture education project curriculum, and count the distribution and differences of the content of the elementary school low, middle and high-level project curriculum in the literacy goal framework and core sustainability. Finally, using focus group discussions, the research results correspond to policy intentions and teaching sites, discuss the reasons for the preference, and make suggestions. The study found that the literacy goal framework of the integration of food and agriculture education into the national education curriculum program is based on four main aspects, covering 8 sub-aspects, 20 literacy items and 106 literacy goals. According to the statistical results, the curriculum program of food and agriculture education is focused on the“ food and agriculture experience (flow of people)” while the “food and agriculture industry (flow of money)” and “food and agriculture culture (flow of consciousness)” appear very rarely; the coverage rate of core sustainability is in the order of elementary school "Middle Grade>High Grade>Low Grade". Combining expert opinions and practical experience, and corresponding to Taiwan’s food and agricultural education policy goals and implementation strategies, this study summarizes the needs and plights of schools to promote food and agricultural education, which serves as a reference for the follow-up research direction and the promotion of food and agriculture education in Taiwan’s national education.