在職教師實施食農教育課程其專業學習之研究

Professional Learning for In Service Teachers in Food and Agriculture Education Courses

本研究旨在探討教師以綠色照護與體驗教育為核心理念，並於國中健康教育領域中實施食農教育為主題的課程其教學專業的轉變。研究採用質性方法，分析了30名國二美術班學生的資料與教師反思札記。研究結果指出：在「情境層面」，營造適合學生體驗的環境；在「理論層面」，深化對議題趨勢與議題導向教學策略的理解；在「社會層面」，涵蓋校內同儕、社區和家長的支持，以及與學生的互動；在「個人層面」，教師重新評估議題為導向課程與教學信念的重構。學生方面，農事體驗活動有助於情緒調節與學習動機的提升，並促進其環境關懷意識與問題解決能力的培養。整體而言，本研究呈現教師專業成長的歷程，也提供推動食農教育課程實施的具體實踐模式與建議。

This study aims to explore the transformation of teaching professionalism as teachers implement food and agricultural education, grounded in the principles of green care and experiential learning, within the junior high school health education curriculum. Using a qualitative research approach, the study analyzed data from 30 eighth-grade students in an art-focused class, along with the teacher’s reflective journals. The findings reveal four dimensions of professional learning: at the contextual level, the teacher created environments conducive to student-centered experiential learning; at the theoretical level, the teacher deepened their understanding of current issue-based learning trends and pedagogical strategies; at the social level, the teacher engaged with support from peers, the community, and parents, while enhancing interaction with students; and at the personal level, the teacher re-evaluated the issue-based curriculum and reconstructed the teaching beliefs. For students, agricultural experiences contributed to emotional regulation and increased motivation to learn, while also fostering environmental awareness and problem-solving abilities. Overall, this study presents a comprehensive account of teacher professional growth and offers practical models and recommendations for the effective implementation of food and agricultural education.