兒童食育體驗之創作探討-以石花凍為例
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2021
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台灣為海洋島嶼，在四面環海的環境下，讓台灣擁有許多珍貴且特有的物產，也讓民眾接受世界各地不同的飲食文化及習慣。然而在食物過度加工的時空背景下，人們對食物與食材的背景日漸陌生，衍生了許多飲食偏差的問題。食育視為現代素養培養的方針之一，現今相關的政策雖已有些具代表性的推廣案例，但尚有可改善的空間。食育的觀念影響著生活飲食習慣更於兒童的幼年成長密不可分，如何於推廣正確的飲食習慣且使其能夠於遊戲中自然而的學習。藉由「食在地，吃當季」的角度切入，本研究以台灣島嶼的海洋資源-石花菜為例，結合食育使兒童於體驗的同時，更同步獲得新知及學習，透過食育體驗結合創意，規劃系列體驗設計流程，更以體驗設計帶入，以幫助地方產物進行加值。經實例分析本研究整理出食育體驗中的三個重要階段，誘因、體驗及回饋：誘因為建立互動故事卡，體驗為搭配石花凍進行食育操作，回饋為學習及分享。其次，以海洋劇場的形式分別以線索深入細節進而發展創作及分享等四個階段，發展出四個主題創作分別為：滾滾線索、尋尋所在、曬曬色階及侃侃舞台。就設計加值的觀點，以食物體驗的方式促使民眾體驗時，使本身相對價格較低廉且過程辛苦的產物-石花凍進行了產品加值，更以食育體驗的互動學習之方式，得以傳遞更多的可能性及互動性，將食物、人、文化及環境層層堆疊，由兒童參與的過程中，透過享用發現現有產物的故事，加以創作轉化，激發兒童對於在地食物的興趣，引發創作，可作為未來食育體驗活動之推廣方向。
Taiwan is an oceanic island. Surrounded by the sea, Taiwan is rich in various precious and unique local products, and people have accepted different food cultures and habits from all over the world. However, under the condition of excessive food processing, people are increasingly unfamiliar with the background of food and ingredients, leading to many dietary deviation problems. Food education is one of the policies of modern literacy cultivation. Despite many valid cases of policies and promotion related to food education, there is room for improvement. The concept of food education affects children’s lives and eating habits and closely relates to their early growth. Promoting correct eating habits and enabling children to learn them naturally in games are vital. From the perspective of “eating local food in season,” this study takes Gelidium, a marine resource of the island of Taiwan, as an instance to provide children with new knowledge and have them learn at the same time. This study, combining food education experiences and creativity, plans a series of experience design processes, to which experience design was introduced for helping local products to add value. Through case analysis, this study sorts out three important stages in food education experiences: inducement, experience, and feedback, which respectively refers to the establishment of interactive story cards, the operation of food education with Gelidium, and the learning and sharing phases. Secondly, in the form of ocean theater, four stages are presented, including in-depth clue exploration, development, creation, and sharing, and develops four creative themes: investigation, orientation, design, and presentation. Viewing from value-added design, when we foster food experience among people, we add value to Gelidium, a product with a relatively low price that is hard to process. The interactive learning approach to food education experiences also delivers more possibilities and interactivity, layering food, humanity, culture, and environment. Children, during their participation, can discover the stories of existing products through enjoying, recreating, and transforming them, which stimulates their interest in local food, triggers their creation, and can be oriented to promote future activities of food education experiences.
Taiwan is an oceanic island. Surrounded by the sea, Taiwan is rich in various precious and unique local products, and people have accepted different food cultures and habits from all over the world. However, under the condition of excessive food processing, people are increasingly unfamiliar with the background of food and ingredients, leading to many dietary deviation problems. Food education is one of the policies of modern literacy cultivation. Despite many valid cases of policies and promotion related to food education, there is room for improvement. The concept of food education affects children’s lives and eating habits and closely relates to their early growth. Promoting correct eating habits and enabling children to learn them naturally in games are vital. From the perspective of “eating local food in season,” this study takes Gelidium, a marine resource of the island of Taiwan, as an instance to provide children with new knowledge and have them learn at the same time. This study, combining food education experiences and creativity, plans a series of experience design processes, to which experience design was introduced for helping local products to add value. Through case analysis, this study sorts out three important stages in food education experiences: inducement, experience, and feedback, which respectively refers to the establishment of interactive story cards, the operation of food education with Gelidium, and the learning and sharing phases. Secondly, in the form of ocean theater, four stages are presented, including in-depth clue exploration, development, creation, and sharing, and develops four creative themes: investigation, orientation, design, and presentation. Viewing from value-added design, when we foster food experience among people, we add value to Gelidium, a product with a relatively low price that is hard to process. The interactive learning approach to food education experiences also delivers more possibilities and interactivity, layering food, humanity, culture, and environment. Children, during their participation, can discover the stories of existing products through enjoying, recreating, and transforming them, which stimulates their interest in local food, triggers their creation, and can be oriented to promote future activities of food education experiences.
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食育, 石花菜, 兒童, 體驗設計, food education, Gelidium jelly, children, experience design