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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/111107

    Title: 食農教育課程實施方式、學生學習感受與健康飲食行為之影響-以臺中市國小高年級學生為例
    Authors: 陳美妤
    Contributors: 休閒與遊憩管理學系碩士在職專班
    Keywords: 食農教育、健康飲食行為、Food Agriculture education、healthy eating behavior
    Date: 2018
    Issue Date: 2018-07-11
    Publisher: 亞洲大學
    Abstract: 近年來,臺灣各縣市政府及許多的民間單位有鑑於食安問題的重要性,開始積極推動食農教育;再加上也曾有研究指出,人類的飲食習慣與喜好於兒童時期就已建立。本研究的目的主要是瞭解目前臺中市國小高年級學生推動食農教育的現況以及探討食農教育課程實施方式、學生學習感受與健康飲食行為三者之間的關聯性。
    In recent years, Taiwan’s counties and municipal governments and many private organizations have begun to actively promote education in food agriculture ducation in view of the importance of food safety issues, coupled with studies which have also pointed out that human dietary habits and preferences have been established in childhood. The purpose of this study is to understand the current status of the senior students in elementary school in Taichung in promoting the foodagriculture education, and to explore the relationship between the implementation of the course of food agriculture education, the students’ learning experience and the healthy eating behavior.
    In order to understand the status of food agriculture education for senior students of elementary schools, the study is based on the senior students of elementary schools in Taichung, and evaluated by the “The Questionnaire of FoodAgriculture Education Curriculum, Students’ Learning Experience and Healthy Eating Behavior for Senior Students of Elementary Schools”. 550 formal questionnaires were distributed, 500 were recovered, and the recovery rate was 91%. After removing invalid questionnaires with incomplete answers, a total of 491 valid questionnaires were available, and the availability rate was approximately 98%.After descriptive statistics, Pearson product correlation analysis, confirmatory factor analysis, and structural equation analysis, the following conclusions were obtained:
    1.The senior students of elementary schools in Taichung are quite capable of accepting and willing to learn the four types of curriculum (knowledge learning, agricultural activities, outdoor experience and life experience). Among them, the perception of “outdoor experience” is more profound than other experiences such as "knowledge learning", "agricultural activities", and "life experience".
    2.The " Joy", "novelty" and "relaxation" are all quite agreeable to the implementation of the course of foodagriculture education, and the feeling of "novelty" is the most profound for students.
    3.Most students agree quite well with the five healthy eating behaviors listed in this study. Among them, the “I will choose to eat the seasonal fruit” has the highest scores. This shows that studentshave the deepest feelings and experiences about “I will choose to eat tthe seasonal fruit” in terms of healthy eating behavior.
    4.The " Outdoor Experience" and "life experience" curriculum implementation methods can significantly bring to the students "Joy", "novelty" and "relaxation" of the positive learning experience.
    5.The " novelty" and "relaxation" of the two positive learning experiences in the course of foodagriculture education have significant effects on the healthy eating behavior of the students.
    Appears in Collections:[休閒與遊憩管理學系] 博碩士論文

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