| 摘要: | 本研究以桃園市新屋國小為研究對象，旨在瞭解新屋國小109學年度食農教育現況、新屋國小食農課程與食農概念架構的相符性以及食農課程學生學習成效。食農教育由關心自身的健康為出發點，透過瞭解食物的生產過程、選擇有益身體的食物，以消費支持友善大地的生產者，從而讓環境永續成為生活的一環。
桃園市新屋區是桃園重要的農業生產地，生產富有盛名的新香米、在早期灌溉水利不便的年代，為了耕種作物而開鑿了許多人工埤塘，因而有「千埤之鄉」的稱謂，可以想見彼時農業的榮景。有別於依山而居的客家先民，新屋區因位處風頭水尾，因而影響農業的收成，居於此地的客家先民運用地理優勢發展出濱海客家的經濟特色、飲食特色，透過文化的代代相傳，成就了濱海客家所特有的飲食文化。
研究發現包含了：
一、食農課程開啟了學生對於食農教育的興趣，食農課程需有一系統化課程，若能整合國小端及農事人員專業，採取融入學科教學，成效更卓著。
二、食農教育在食農教育概念架構三面六項指標中，課程較著動環境生產與農業面向，而忽略了飲食生活與文化及飲食。
三、學生在知識、技能及態度面的學習成效都有良好表現，足見孩童們對於食農教育是有興趣的。
食農教育連結了人與人、人與食物、人與環境間的關係，由關心自身的健康，重拾對食物的選擇權，進而以消費方式支持在地農業發展，支持友善土地的耕作方式，對地球生態永續盡一分力量。
;The purpose of the study was to figure out the current status on Food and Agriculture Education in Xinwu Elementary School of Taoyuan. Consistency between Xinwu Elementary School Food Agriculture Curriculum and Food and Agriculture Education Conceptual Framework. Learning Effectiveness of Food and Agriculture Programmes. Food and Agriculture Education begins with concern for one′s health. By understanding the process of food production and selecting healthy foods, consumers can support producers in friendly areas, regard the environment permanent as a part of our lives.
Taoyuan′s Xinwu District is an important agricultural production area, producing well-know 新香rice,in the early days when irrigation was not easy, many artificial ponds were dug to cultivate crops. Thus it became known as "the land of the thousand pi." You can imagine the glory of agriculture at that time. Unlike the Hakka ancestors, who lived on the mountains, Xinwu District is in an inherent environment that affects poor agricultural yields. The Hakka ancestors who lived here used their geographical advantages to develop the economic and food characteristics of the Hakka people along the coast, and through the transmission of culture from generation to generation, they achieved the unique characteristics of the Hakka food culture.
The study found that：
1. The food agriculture curriculum has opened up students′ interest in food agriculture education.
2. Among the six indicators of the conceptual framework of food agriculture education, the curriculum focuses more on environmental production and agriculture than on food life, culture and food.
3. The effectiveness of students′ learning in knowledge, skills, and manner shows that children are interested in food agricultural education.
Food agricultural education connects the relationship between people, people and food, and people and the environment. By caring about one′s own health, regaining the right to choose food, and then supporting the development of local agriculture through consumption, and supporting the farming method of friendly land . To contribute to the sustainability of the earth′s ecology.
Keywords：Sinwu Elementary School, Food and Agricultural Education, Hakka villages along the coast,Food and Agriculture Education Conceptual Framework |
