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Title: | 體現教學法應用於食農教育課程設計:於宜蘭友善小農社群之實踐為例 The application of embodied pedagogy to agri-food curriculum: A case in an alternative food network in Yilan |
Authors: | Cheng-chen Liao 廖承甄 |
Advisor: | 闕河嘉(Ho-Chia Chueh) |
Keyword: | 體現教學法,食農教育,食農素養,批判食農素養,農業食物系統,另類食物網絡, embodied pedagogy,agri-food education,agri-food literacy,critical agri-food literacy,agri-food system,alternative food network, |
Publication Year : | 2020 |
Degree: | 碩士 |
Abstract: | 本研究旨在以一個以體現教學法(embodied pedagogy)進行的大學生食農教育課程為研究案例,探討體現教學法對於學生理解農業食物系統(agri-food system)之幫助。此案例課程強調在真實農業環境中從身體展演獲得食農知識。從案例中,本研究的研究問題為:1)探究學習者之體現學習與體現食農知識的特徵;2)檢視學生在修課結束後對於農業與農業食物系統的理解成效。本研究以質性研究方法進行,包括研究者案例課程的參與觀察,蒐集並分析學生的作業與報告資料,以及研究者的課後訪談。本研究聚焦在發掘學生在課程中的體現經驗如何影響他們對於農業食物系統的認知,以及探討學生在體現學習後的食農素養(agri-food literacy)認知層次與批判能力。研究發現:1)學生在與真實農業環境中的人事物交流過程中,展演他們對農業與鄉村的認知;2)大多數學生的食農素養主要展現在對於友善農業耕作與臺灣多元農業食物系統的理解;少數學生則會由深度調查去發掘農業食物系統的不公義。在真實農業環境中的體現學習有助於學生理解真實的農業食物系統,促發學生重新思考自己與農業/農民/農村的關係。食農教育的體現教學法促使學生理解不同層次的食農素養,反思臺灣當代的多樣的農業食物系統。 This thesis explores the ways in which embodied pedagogy helps students develop critical agri-food literacy, based on a place-based agri-food course practices on tertiary level. This course emphasizes students’ physical engagement in a real agricultural environment in which student performatively enacts his/her agri-food knowledge. Through this case study, two research questions are explored: 1) what characteristics are students’ embodied learning and embodied knowledge of agri-food system; 2) to what extent have students developed their agri-food literacy. I adopt qualitative research methods, including participant observation, data collected from students’ assignments and projects, and semi-structured interviews. Research found that: 1) Students develop agri-food knowledge through embodied performance with farmers, of farm tasks and community activities in a village; 2) Students develop different levels of agri-food literacy. While most of them understand friendly farming and Taiwan's diverse agricultural food systems, small number of students discover injustice in agricultural food system. This research shows that embodied learning in an authentic agricultural environment helps students develop agri-food literacy. Embodied pedagogy facilitates students with critical awareness of their relationship with farmers, agriculture, and rural. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72349 |
DOI: | 10.6342/NTU202004147 |
Fulltext Rights: | 有償授權 |
Appears in Collections: | 生物產業傳播暨發展學系 |
Files in This Item:
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U0001-2008202016252300.pdf Restricted Access | 2.34 MB | Adobe PDF |
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