食農教育融入國小領域內容之教學組合包發展與試行－以萵苣課程為例

Development and Implementation of a Teaching Set for Food and Agriculture Education Integrated into Elementary School Content - Taking Lettuce Course as an Example

張珈瑜(Chia-Yu Chang)；張育森(Yu-Sen Chang)；張育傑(Yu-Jie Chang)；賴羿均(Yi-Chun Lai)

食農教育 ； 教學模組 ； 國小課程 ； 課程發展 ； 教具發展 ； food and agriculture education ； teaching set ； elementary education school curriculum ； curriculum development ； teaching materials development

臺灣園藝

69卷2期（2023 / 06 / 01）

73 - 90

繁體中文;英文

近年來國內外開始重視食農教育課程於校園中的推廣，但實務上根據文獻仍有相關資源不易取得、實施所費時間過長、以及課程發展費時等因素影響推動。這些因素使教師參與食農教育課程的意願性不高，為提升教師推行食農教育的意願與解決相關問題，本研究結合食農教育所需的材料套件與課程，設計了一套食農教育融入領域學習內容的教學模組組合包，訪談了解教師對於推動食農教育的疑慮與困難點，透過教師實際運用後評估本教學模組課程是否與領域學習內容融入適切，以及組合包對於教師執行食農教育的幫助與建議。研究結果顯示本教學模組組合包課程融入領域學習內容適切，參試的8位教師認為的疑慮與困難點主要為專業度、人力資源安排困難、場域不足、時間不易安排等，但教師們也都回饋表示本教學模組組合包對於他們在實施食農教育時有很大的幫助，不管是在資源、器材、場域或是課程發展上面，同時能減少實施的困難點和疑慮，因此願意在未來繼續使用它來進行食農教育課程。本組合包經驗證能提高老師執行食農教育的意願，參考回饋完成修正的組合包也預期能對未來國小推行食農教育有所幫助。

In recent years, several countries have started the promotion of food and agriculture education (FAE) courses on campuses. However, there are still factors retarding the progress of FAE such as the lack of access to relevant resources, and the time required for both implementation and curriculum development based on the literatures reviewed. In order to increase the teachers' willingness to implement FAE and find solutions to related problems, this study develops a FAE teaching set for lettuce course from the combined use of material kits and course program. Interviews with teachers are conducted to identify the concerns and challenges in promoting FAE. The post program survey is also undertaken to evaluate if the teaching set is suitable in integrating the learning content and helpful for teachers. The results show that this teaching set is suitable for integrating domain learning content. Concerns and challenges of eight teachers interviewed include mainly professional skills, manpower and time arrangement difficulty, and insufficient settings. The teachers also have feedback that the teaching set will be of great help to them in implementing the FAE, it helps with materials, equipment, field and curriculum development and alleviates difficulties and concerns encountered in implementation. Teachers are willing to adopt the teaching set in the future for FAE classes. This teaching set has been verified to increase teachers' willingness to implement FAE in this study. It is also expected that the modified teaching set based on teachers' feedback will be helpful for the future implementation of FAE in elementary schools.