國中集中式特教班進行食農教育之研究

本研究旨在探討國中集中式特教班進行食農教育教學之可行性與對特教班學生飲食習慣的改善成效。以三位特教班學生為研究參與者，採行動研究法進行本研究。研究者結合校內的菜園環境，讓學生實際體驗農作活動，並進行跨領域教學介入：在生活管理課進行農事體驗、飲食態度教學；飲食相關繪本融入國文課；均衡飲食結合統計圖表的數學課。食農範疇聚焦在「農事體驗」、「飲食健康」、「飲食生活」三方面。為了發展與評估食農教育融入教學的可行性，以檢核、觀察等方式來做成效評估。研究結果發現：學生在食農知識與農事工作皆有提升與成長；飲食態度與行為有進步；能表達惜食感恩的話語。研究期間面臨教學環境不利與學生能力的影響，研究者不斷的省思並進行教學與歷程修正。　　對研究者而言，推動食農教育獲得了許多專業成長；對特教班學生來說，學習食農教育有其必要性。此外根據研究結果，研究者提供給未來有興趣推動食農教育的特教教師，在食農教育課程規劃及推動食農教育教學一些相關建議。

關鍵字

國中；集中式特教班；食農教育

並列摘要

This research is for the purpose of discussing the feasibility of the food and agriculture education teaching in the special education class in junior high school and the improving effectiveness of the special education students’ dietary habits. The researcher selected three special education students as research participants, adopted action research method for this study. Let students actually experience farming activities to combined with the school vegetable garden environment. And the researcher conducts the cross discipline teaching intervention. Carry out farming experience and diet attitude teaching in life management class. Use diet-related picture books to integrate into the Mandarin class. In the math class, a balanced diet is combined with statistical charts. The food and agriculture education categories include three main concepts: farming activities, healthy diets, diets life. In order to develop and evaluate the feasibility of food and agriculture education integrated instruction, the researcher conducts evaluations by means of check and observation. The research finds that students have promotion and grown in food and agriculture knowledge and farming activities. Students have improved their dietary attitudes and behaviors. And they can express the words of cherish food and gratitude. During the study period, faced with the unfavorable teaching environment and the ability of students, the researcher continues to think and revises teaching and process. For a researcher, promoting food and agriculture education has gained a lot of professional growth. For special education students, learning food and agriculture education is necessary. In addition, the research provides special education teachers who are interested in promoting food and agriculture education in the future, some suggestions on the curriculum design of food and agriculture education and promoting food and agriculture education teaching according to research results.