國民小學與在地四健會結合的食農教育實施歷程與成效之研究

本研究場域為位於農村社區最小規模的6班學校，也是座落在進入特偏地區的隘口，古稱『口隘』，學區居民主以農事維生，農事是生活經驗及文化，也是生活知識及實務；四健會為本區協助農事發展組織，透過具有農事專業知識的四健會超過10年合作指導並與目前教育局食農教育政策結合，來提升學生對食農教育的學習動機及成果，有事半功倍之效果。本研究對象包含圓圓國小師生、家長及四健會成員，透過與研究對象之對談、研究者省思及課程活動的多元資料等，來提高研究效度與信度。研究結果顯示：結合學生生活經驗及農會四建會專業指導，持續滾動修正的食農教育課程，可深化學童及家長食農教育素養；再者，教師、家長及四健會共同參與，亦提升食農教育成效。一、結論：（一）在地農事母文化與食農教育結合，相得益彰；（二）四健會的多元協力，深化學童食農教育成效；（三）四健會的專業深耕，是食農教育的成功關鍵；（四）四健會的資源挹注，有助於食農教育的發展；（五）最小規模農村學校實施食農教育之省思。二、建議：（一）深入深耕才能立基的食農教育；（二）借力使力促進實施的食農教育。

關鍵字

食農教育；四健會；在地文化；文化回應

並列摘要

The research field was the smallest school of 6 classes in rural communities, it is also located in a pass of the particularly remote area. It is called ＂KouAi＂ in ancient times. The residents of the school district live on agriculture, and the agriculture was not only the life experience and culture, but also knowledge and practice.4-H Club was an organization of assisting in the development of agriculture. Through more than 10 years of cooperation and guidance from the members with agricultural expertise of the 4-H Club, and the education bureau's food and agriculture education policy, the students' learning motivation and effectiveness about food and agriculture education was enhanced, and we could achieve greater result with minimal effort. This research object included the teachers, students, parents of the Yuanyuan elementary school and the members of the 4-H Club. The research validity and reliability were improved through the interviews with the research subjects, the researchers' reflections and the multi- material of the curriculum activities. Results of this study: It could deepen the literacy of food and agriculture education for school children and parents that combining student life experience with the professional guidance of the 4-H Club, and continuing the rolling correction of the food and agriculture education curriculum; in addition, teachers, parents and the 4-H Club participated together to enhance the effectiveness of food and agriculture education. The conclusion: 1. Combining with local farming culture and food and agriculture education could complement each other. 2. The synergy of the 4-H Club could deepen the achievements of food and agriculture education for school children. 3. The professional intensive efforts of the 4-H Club was the key to the success of food and agriculture education. 4. The resources of the 4-H Club was conducive to the development of food and agriculture education. 5. Reflections on implementing food and agriculture education in the smallest rural schools. The suggest: 1. Food and agriculture education was established in intensive efforts. 2. To promote the implementation of food and agriculture education with leverage.