食農教育課程實施方式、學生學習感受與健康飲食行為之影響-以臺中市國小高年級學生為例

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Title:	食農教育課程實施方式、學生學習感受與健康飲食行為之影響-以臺中市國小高年級學生為例
Authors:	陳美妤
Contributors:	休閒與遊憩管理學系碩士在職專班
Keywords:	食農教育、健康飲食行為、Food Agriculture education、healthy eating behavior
Date:	2018
Issue Date:	2018-07-11
Publisher:	亞洲大學
Abstract:	近年來，臺灣各縣市政府及許多的民間單位有鑑於食安問題的重要性，開始積極推動食農教育；再加上也曾有研究指出，人類的飲食習慣與喜好於兒童時期就已建立。本研究的目的主要是瞭解目前臺中市國小高年級學生推動食農教育的現況以及探討食農教育課程實施方式、學生學習感受與健康飲食行為三者之間的關聯性。為了瞭解國小高年級學生食農教育的現況，本研究以台中市國小高年級學生為研究對象，以本研究所編製成的「國小高年級學生食農教育課程、學生學習感受暨健康飲食行為問卷」予以評量。總計分發正式問卷550份，回收500份，回收率91％，經剔除答題不完整的無效問卷後，共計可用有效問卷491份，可用率約為98％。所得資料以描述性統計、Pearson積差相關分析、驗證性因素分析、結構方程式分析歸納後，獲得以下結論：一、臺中市國小高年級學生對於四種課程(知識學習、農業活動、戶外體驗與生活體驗)實施方式，都相當能夠接受並樂於學習，其中對「戶外體驗」的知覺感受又比「知識學習」、「農業活動」、「生活體驗」等三種課程實施方式的感受更來得深刻一些。二、臺中市國小高年級學生對於食農教育課程的實施所帶來的學習感受－「歡樂」、「新奇」與「放鬆」等都相當同意，其中又以「新奇」的感受對學生而言是最深刻的。三、大部分的學生對於本研究所列舉的五項健康飲食行為，都相當同意。其中以「我會選擇吃當季盛產的水果」得分最高，顯示在健康飲食行為上，對於「我會選擇吃當季盛產的水果」的感受與體驗最深。四、「戶外體驗」與「生活體驗」這兩種課程實施方式可以顯著帶給國小高年級學生「歡樂」、「新奇」及「放鬆」的學習感受。五、國小高年級學生在食農教育課程中所產生的「新奇」和「放鬆」這兩種學習感受對於健康飲食行為有顯著的影響。 In recent years, Taiwan’s counties and municipal governments and many private organizations have begun to actively promote education in food agriculture ducation in view of the importance of food safety issues, coupled with studies which have also pointed out that human dietary habits and preferences have been established in childhood. The purpose of this study is to understand the current status of the senior students in elementary school in Taichung in promoting the foodagriculture education, and to explore the relationship between the implementation of the course of food agriculture education, the students’ learning experience and the healthy eating behavior. In order to understand the status of food agriculture education for senior students of elementary schools, the study is based on the senior students of elementary schools in Taichung, and evaluated by the “The Questionnaire of FoodAgriculture Education Curriculum, Students’ Learning Experience and Healthy Eating Behavior for Senior Students of Elementary Schools”. 550 formal questionnaires were distributed, 500 were recovered, and the recovery rate was 91%. After removing invalid questionnaires with incomplete answers, a total of 491 valid questionnaires were available, and the availability rate was approximately 98%.After descriptive statistics, Pearson product correlation analysis, confirmatory factor analysis, and structural equation analysis, the following conclusions were obtained: 1.The senior students of elementary schools in Taichung are quite capable of accepting and willing to learn the four types of curriculum (knowledge learning, agricultural activities, outdoor experience and life experience). Among them, the perception of “outdoor experience” is more profound than other experiences such as "knowledge learning", "agricultural activities", and "life experience". 2.The " Joy", "novelty" and "relaxation" are all quite agreeable to the implementation of the course of foodagriculture education, and the feeling of "novelty" is the most profound for students. 3.Most students agree quite well with the five healthy eating behaviors listed in this study. Among them, the “I will choose to eat the seasonal fruit” has the highest scores. This shows that studentshave the deepest feelings and experiences about “I will choose to eat tthe seasonal fruit” in terms of healthy eating behavior. 4.The " Outdoor Experience" and "life experience" curriculum implementation methods can significantly bring to the students "Joy", "novelty" and "relaxation" of the positive learning experience. 5.The " novelty" and "relaxation" of the two positive learning experiences in the course of foodagriculture education have significant effects on the healthy eating behavior of the students.
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