學校推行食農教育之研究－以四位高中家政教師為例

Abstract

本研究旨在探討教師在學校推行食農教育的情形，包含教師在課程中融入食農教育的動機、現況與後續建議等，以高中家政教師為主要的研究對象進行深入訪談的資料蒐集，並以主題分析法分析進行研究內容分析，期能給予有意在課程中融入食農教育的教師、食農教育推廣者，以及相關研究者有效的施行建議。 主要研究結果如下： 一、家政教師投入食農教育的動機主要因為家政科的飲食教育內容和食農教 育具有高相關性，較易施行，另則教師個人興趣使然。 二、規劃食農教育課程時會分為學生職涯探索、共備團隊組成、農育知能累 積、外部資源整合幾方面來進行思考。 三、家政教師採用多元選修來實施食農教育課程為主要趨勢。 四、食農教育課程的農地與產物具有全校共享價值。 五、家政教師施行食農教育主要的困境為經費來源不穩定，以及人力不足。 六、高中家政科施行食農教育主要的優勢為科目的性質與資源適合發展食 農，另則為高中階段的學生身心發展較成熟，可深化教學內容，並且有 機會影響自己的家庭，達到食農教育推廣的效果。This study investigated food and agricultural education implementation at school, including teachers’motivation behind the lesson, present situation, suggestions for the future, etc. The research participants are home economics teachers of senior high school, who are in-depth interviewed to collect research data.Thematic analysis was used to analyze the data content. The researcher expects to conclude useful and practical suggestions for teachers inclining to integrate food and agricultural education into the course, for promoters of food and agricultural education, and for relating research. Main results are as follows: 1.The motivation for home economics teachers to devote themselves to food and agricultural education is the high relationship between diet education of home economics and food and agricultural education so that it is easier to implement. Besides, they do it due to their own interests. 2.When designing the course of food and agricultural education, home economics teachers divide the course to several parts, including career exploration, team composition, agricultural knowledge and integration of external resources. 3.Primary trend of implementing the course of food and agricultural education is multiple elective courses. 4.The farmland and products of food and agricultural education course have value shared by the whole school. 5.The difficulties for home economics teachers to implement food and agricultural education is the uncertain sources of funding and the shortage of human resources. 6.The advantages of implementing food and agricultural education in senior high school are as follows. First, the nature and resources of this subject are good for food and agricultural education. Second, students in senior high school are more mature so that the content of course can be deeper and can possibly make an impact on their own families so as to promote food and agricultural education.