A Study on the Instruction of Food Education for Junior High School Students

• Main Authors: YAU, YU-YING, 姚瑜瑛
• Other Authors: Dr. Yuanher Robin Hwang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/b3555u

碩士 === 明道大學 === 課程與教學研究所 === 105 === Countries around the world are promoting the food education in hopes of rousing people's review to the concept and sentiment for healthy food. For example, Japan has passed the relevant legislation, taking food education as the foundation of national security. Juveniles in middle schools whose competence of cognition, inference and judgment are getting matured. It is the crucial period of promoting the awareness of healthy diet and establishing values. The related curricula are worth of researching. This research develops a set of food education models via actual instructional processes to explore the performance of junior students in terms of food literacy, eating habit and sustainable food, and further, to analyze the appropriateness of the course. This research takes 26 second-grade students from middle schools in municipals of northern Taiwan as the research object, for a qualitative research. In combination with the reading strategy and scientific views, the course design operates in about 20 class-periods of activities. During these teaching periods, the researcher helps the school with the establishment of campus vegetable gardens. The researcher collects materials through the methods of observation and interviews. After making inductions and analyses, conclusions are thus drawn as the following: 1. Students show great learning motivation in teaching activities of agricultural and diet experiencing, molecular gastronomy, healthy diet and outdoor reconnaissance survey. 2. There are some changes in terms of students’ diet attitude as well as food choices, cognition and behavior of food security. 3. It is feasible to promote food education with agricultural and diet experiencing activities assisted by potting. 4. If making good use of reading strategies, children are more willing to share what they have learned with their family. Finally, according to the research results, the researcher offers 3 suggestions: (1) the time of implementing the food education course can be appropriately extended; (2) the homeroom teachers who show interest can be trained to be the seeded teachers for food education; (3) the promotion of food education needs cross-level teamwork.