| Summary: | 碩士 === 國立高雄師範大學 === 工業科技教育學系 === 107 === In recent years, many food safety issues occur all around the world, we do not know whether the foods that we buy and eat are safe, choosing foods mostly based on appearances and personal preferences. On the other hand, farmers use conventional farming methods to increase crop production, not only does it destroy and pollute the environment but it also has a huge impact on the human body. Television programs and mobile games are the only usages of technology known to remote area students, having a weak ability to use living technology, further highlights the importance of developing food and farming education, environment education and living technology simultaneously. The research angle is based on that of a remote area elementary school teacher, hoping to nurture appropriate dietary views, farming literacy, and living technology, to design a curriculum that incorporates living technology, food and farming education , and characteristic local culture. To discuss how teachers should living technology into food and farming education while teaching, to use practical-orientated teaching methods and problem-based learning methods and to guide students to integrate what they have learned together and learn how to problem-solve.
Researcher uses qualitative research methods to collect teaching and learning data, the subjects of this research are the upper grade elementary students of 2019 that the researcher teaches at (the whole of 5th grade, 4 people and the whole of 6th grade, 3 people), designing 24 periods of classes that have integrated living technology into food and agricultural education. Throughout the teaching process, methods such as teaching schedules, records of teacher’s planners, photos of activities, teacher’s teaching handbook, teacher’s reflection diary, student’s daily diary, student’s discussion sheet, student interviews, teacher interviews, parent interviews, healthy weight quiz taken before and after the lessons, student self-evaluation chart etc. to analyse the data.
Research findings:
1. Through developing designs for the integration of living technology into food and agriculture education, a teaching activity, during the teaching process can guide students to have sufficient introduction and understanding of correct dietary views, while also being able to find problems through hands-on farming experiences, further using living technology knowledge, to solve problems that they meet in food and agriculture lessons.
2. When implementing the food and farming course the students and teacher interact, student learn through problem-based learning methods, and co-operate in small groups, actively collecting related data, handle and solve the problems they meet; after the teaching activity the student’s knowledge, skills and learning attitude on food and farming, have gained considerable growth and experience.
3. When the lessons were underway, problems such as lack of teaching resources and time, lack of educational resources and fees, lack of teacher’s empowerment and cooperation, student’s lack of experience and insufficient reading and writing skills occurred, it is essential that by means of the teaching team working together, engaging in advance studies of related topics, increasing professional knowledge and also establishing a feedback system when teaching, using roll planning correction to elongate the effects of the lessons, to enable students receive maximum learning effect, it is also necessary to contest for competitive educational plan funding so as to provide both teachers and students more abundant resources.
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