國民小學推動食農教育協力夥伴關係之研究：以南投縣埔里鎮藍天國小為例

Collaborative and Partnership of Food and Agriculture Education in an Elementary School: A Case Study on Blue Sky Elementary School in Puli, Nantou

劉姍佩(Shan-Pei Liu)

指導教授 ： 張力亞

共同指導教授 ： 江大樹(Ta-Shu Chian)

國立暨南國際大學/人文學院/公共行政與政策學系/碩士(2019年)

https://doi.org/10.6837/ncnu201900178

摘要

本研究主要針對南投縣埔里鎮藍天國小作為研究個案，援引協力夥伴關係的理論，針對學校推動食農教育課程活動的協力夥伴過程進行研究。採用質性研究法進行個案研究，透過觀察記錄、文獻分析及焦點團體座談，來探究個案學校推動食農教育之協力夥伴關係之網絡圖像、形成脈絡、運作過程、結果及影響。
經研究後發現：
一、台灣食農教育從民間倡議，逐步轉型到政府全方位政策落實。
二、食農教育作為校本課程，亟待更多行動研究。
三、國小推動食農教育協力夥伴關係的初始要素。
1、學校行政端與的觀念與作為，開啟合作之窗。
2、活化閒置空間與創新教學的需求，促成協力合作。
3、以課程活動，開展協力夥伴關係。
四、協力過程
1、藉由實務推動，逐步找到學校的主體感。
2、透過協力實作，逐漸清楚協力夥伴的資源與角色。
3、盤點協力潛在困境，提出對應性的解決策略。
五、協力結果：對於食農教育未來的展望。
1、確認食農教育作為校本課程的方向。
2、食農教育課程需分年級設計教學目標與方法。
3、以食農為本，衍生其他學習內容。
並從結論當中，延伸出來以下主要的建議，包括：
一、食農教育課程需呈螺旋性結構並與其他領域做橫向連結。
二、校內應建立食農教育的教師專業社群扮演協力領導角色。
三、盤點協力資源並建檔。
四、清楚設定家長∕專業農友協力參與的時間與角色。
五、建立食農教育學習共同體社群，滾動式修正學習課程與方法。

關鍵字

國民小學 ； 食農教育 ； 協力夥伴關係 ； 南投縣 ； 埔里鎮

並列摘要

The chief focus of this research is to utilize the Blue Sky Elementary School as a case study to investigate the process of building a collaborative partnership in food and agriculture education between school and local community. By means of quantitative analysis, data compilation, literature review, and conducting workshops for the focus groups, this research dissects the interconnectivity amongstakeholders and the forming process of this collaborative partnership. The outcomes and impacts of such effort are thoroughly discussed.
The findings of this study can be summarized inthe following:
1.First initiated by the community, the food and agriculture education has evolved to become one of government’s key policies in school education
2.More researches are still needed for collaborative food and agriculture education to become anessential part of school curriculum
3.Key factors to expand collaborative food and agriculture education include:
1)Encourage school administrator’s mind set change to nurture collaborative opportunities
2)Facilitate the partnership by bridging the gap between reviving unused farm land and the need of developing an innovative curriculum
3)Expand this partnership through school’s curricular activities
4.Process of Collaboration:
1)Promote this collaborative partnership so school becomes a key player of food and agriculture education
2)Identify roles and resources through the implementation of collaborative partnership among stakeholders
3)Uncover potential challenges and developsolutions to manage these challenges
5.Outcomes of Collaboration: Expectations of the future
1)Confirm the inclusion of collaborative food and agriculture education as a part of school curriculum
2)Define the goals and teaching methodology for the food and agriculture education by grade
3)Extend the core of food and agriculture education to other areas of learning activities

As a conclusion, the recommendations extended from these research findings include:
1.Expand the scope of food and agriculture education bypartnering with stakeholders in a variety of areas
2.Develop a focus group among school teachers to lead the collaboration
3.Inventory and categorize available resources required by the initiative
4.Define stakeholders’ roles and responsibilitiesto best utilize available time and resources
5.Establish a food and agriculture education learning group; adjust school curriculum and teaching methodology as needed

並列關鍵字

Elementary School ； Food and Agriculture Education ； Collaborative and Partnership ； Nantou County ； Puli Twonship

參考文獻

一、中文部分

王雅惠（2016）。食農教育課程對國小二年級學童健康飲食認知、態度及行為影響之研究。台北：臺北市立大學學習與媒材設計學系碩士論文，未出版。

全國教師工會總聯合會（2014）。全球透視-國際瞭望-教育政策-日本食育面面觀：http://www.nftu.org.tw/FileStorage/files/%E5%9C%8B%E9%9A%9B%E7%9E%AD%E6%9C%9B/1040122%E9%99%84%E4%BB%B6%E6%AA%94%20%E6%97%A5%E6%9C%AC%E9%A3%9F%E8%82%B2.pdf，檢索日期：2018年10月06日。

行政院農業委員會（2014）。結合各界資源食農教育更全面：https://theme.coa.gov.tw/storyboard.php?type=a&web=C&id=380，檢索日期：2019年01月29日。

行政院農業委員會（2016）。台灣生物經濟產業發展方案：https://www.coa.gov.tw/redirect_files.php?id=4935，檢索日期：2018年10月05日。