請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72349
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 闕河嘉(Ho-Chia Chueh) | |
dc.contributor.author | Cheng-chen Liao | en |
dc.contributor.author | 廖承甄 | zh_TW |
dc.date.accessioned | 2021-06-17T06:36:55Z | - |
dc.date.available | 2021-04-07 | |
dc.date.copyright | 2021-04-07 | |
dc.date.issued | 2020 | |
dc.date.submitted | 2020-09-16 | |
dc.identifier.citation | 林慧貞(2013)。穀東十年,賴青松掀起農業新浪潮。上下游News Market。取自:https://www.newsmarket.com.tw/blog/44317/ 吳菁菁、蕭堯瑄、蘇炳鐸(2018)。臺東食農教育課程學習成效之研究-以大王國小中年級學童為例。臺東區農業改良場研究彙報,69-84。 李偉皓、楊婷婷(2018/05/09)。小農應援團出擊,突破農業人力困境。生命力新聞網。取自:https://vita.tw/%E5%B0%8F%E8%BE%B2%E6%87%89%E6%8F%B4%E5%9C%98%E5%87%BA%E6%93%8A-%E7%AA%81%E7%A0%B4%E8%BE%B2%E6%A5%AD%E4%BA%BA%E5%8A%9B%E5%9B%B0%E5%A2%83-22d1b17da59f 周雅雲(2014)。國民小學健康與體育教科書食育內容分析研究(未出版之碩士論文)。南華大學文化創意事業管理學系研究所,嘉義。 林如萍(2017)。食農教育之推展策略(一):學校教育實施之概念架構分析。106年度國立臺灣師範大學產學合作計畫研究報告,28。 林展翔(2007)。現地與非現地自然情境之偏好、注意力恢復力及心理生理反應之比較(碩士論文)。取自華藝線上圖書館系統。(系統編號U0001-2007200700252400)doi:10.6342/NTU.2007.01324 施宜煌(2015)。Paulo Freire意識覺醒理念及其對教師教學理念的啟示。新竹教育大學教育學報,32(2),1-34。 胡忠一(2016)。日本校園的食農教育。農業推廣文彙,1-28。 徐紹恒、曾宇良(2018)。食農教育融入國小正式課程教案之研究。農業推廣文彙,43-60。 康以琳、張瑋琦(2016)。人與食物的距離:鄉村小學食農教育課程發展之行動研究。教育實踐與研究,29(1),1-34。 張瑋琦、顏建賢(2011)。鄉村綠色飲食指標建構之研究。鄉村旅遊研究,5(2),51-69。 曾宇良、顏建賢、莊翰華、吳璚(2012)。食育之農業體驗活動對大學生影響之 探究:以國立彰化師範大學地理系學生為例。農業推廣文彙,57,121-136。 李念茹(2017)。體驗學習對學生自我效能影響之研究:以食農教育為例(未出版之碩士論文)。 曹錦鳳(2015)。都市型小學推行食農教育之行動研究(碩士論文)。取自華藝線上圖書館系統。(系統編號U0005-2108201512084900)doi:10.6845/NCHU.2015.00840 梁炳琨(2008)。由後生產主義的觀點來審視臺灣農業體制的轉型-以大坑地區休閒農園爲例。戶外遊憩研究,21(3),49-80。doi:10.6130/JORS.2008.21(3)3 陳文江、林庭瑄(2018)。休閒農業假日農夫之行為探討。觀光與休閒管理期刊,6,105-111。doi:10.6510/JTLM.201808_6(S).0011 焦鈞(2019)。走出島國農業困境。臺北:巨流。 黃玉(2003)。E 世代多元背景大學生校園經驗與心理社會、認知發展歷程之縱 貫研究。行政院國家科學委員會專題研究成果報告(編號:NSC 91-2413-H-003-015),未出版。 黃玉(2004)。e 世代多元背景大一學生校園經驗與心理社會、認知發展 歷程之研究(一)。論文發表於國際跨文化研究學會(International Academy for Intercultural Research, IAIR)與臺灣師範大學主辦之「第三屆國際跨文化 研究會議」,台北。 黃俊儒(2016)。拯救壞掉的味覺,培養「體感素養」讓世界更美好。取自:https://opinion.udn.com/opinion/story/6077/1883391 董時叡、蔡嫦娟(2012)。農村綠色生活推廣方案規劃研究:食農教育課程規劃設計。台北:行政院農業委員會 101 年度科技計畫研究報告。 蔡晏霖(2016)。農藝復興:臺灣農業新浪潮。文化研究,(22),23-74。doi:10.6752/JCS.201603_(22).0003 蔡嫦娟(2015)。日本長野縣新山小學種稻體驗紀實:兼論食農教育與真實學習。農業推廣文彙,31-41。 顏建賢、曾千惠(2014)。食育內涵指標建構之研究。農業推廣文彙,59,27-50。 顏建賢、曾宇良、張瑋琦、陳美芬、謝亞庭(2015)。我國食農教育推動策略之研究。農業推廣文彙,69-86。 羅東農會全球資訊網。食品工廠簡介。取自:https://vita.tw/%E5%B0%8F%E8%BE%B2%E6%87%89%E6%8F%B4%E5%9C%98%E5%87%BA%E6%93%8A-%E7%AA%81%E7%A0%B4%E8%BE%B2%E6%A5%AD%E4%BA%BA%E5%8A%9B%E5%9B%B0%E5%A2%83-22d1b17da59f 衛生福利部(2018)。國健署公布國健署公布107年最新版「每日飲食指南」,提倡均衡飲食更健康。取自:https://www.mohw.gov.tw/cp-16-40152-1.html Adey, P. (2010). Aerial life: Spaces, mobilities, affects. Chichester, United Kingdom: John Wiley and Sons Ltd. Anderson, B. (2009). Affective atmospheres. Emotion, Space and Society, 2, 77-81. doi: 10.1016/j.emospa.2009.08. 005. Beaudoin, C. (1999). Integrating Somatic Learning into Everyday Life. Canadian Journal of Education, 24(1), 76–80. Bergstrom, J. C. (2005). Postproductivism and changing rural land use values and perferences. In S. J. Goetz, J. S. Shortle J. C. Bergstrom (Eds.), Land Use Problems and Conflicts: Causes, Consequence and Solutions (pp. 64-76). London: Routledge. Brockman, J. (2001). A Somatic Epistemology for Education. Educational Forum, 65(4), 328–334. Carolan, M. 2011. Embodied food politics. Farnham: Ashgate Publishing. Chen, Y. J. (2010). Bodily memory and sensibility: culinary preferences and national consciousness in the case of 'Taiwanese cuisine'. 臺灣人類學刊, 8(3), 163-196. doi:10.7115/TJA.201012.0163 Clark, C. M. (2001) Off the Beaten Path: Some Creative Approaches to Adult Learning— Somatic Learning and Narrative Learning. New Directions for Adult and Continuing Education, 89. San Francisco: Jossey-Bass,. Cullen, T. Hatch, J. Martin, W. Higgins, J. Sheppard, R. (2015). Food Literacy: Definition and Framework for Action. Canadian Journal of Dietetic Practice and Research., 76, 1-6. 10.3148/cjdpr-2015-010. Desjardins, E. (2013) Making Something out of Nothing: Food Literacy Among Youth, Young Pregnant Women and Young Parents Who are at Risk for Poor Health. A Locally Driven Collaborative Project. At: http://www.osnpph.on.ca/upload/membership/document/food-literacy-study.ldcpontario.final.dec2013.pdf [accessed 12 September 2015]. Dewey, J. Bentley, A.F. (1949) Knowing and the Known. Boston, MA: Beacon Press. Dewey, J. (2011) How We Think. London: Martino. Edensor, T. (2006). Performing rurality. In P Cloke, T Marsden P Mooney (eds.), Handbook of rural studies, 484-495. London: SAGE Publications. Elias, N. (1991) The Symbol Theory. London: SAGE. Fenwick, T.J., Nesbit, T. Spencer, B. (eds). (2006). Contexts of Adult Education: Canadian Perspectives. Toronto, Canada: Thompson Educational Publishing, 13–22. Flowers, R. and Swan, E. (2012) Introduction: Why food? Why pedagogy? Why adult education? Australian Journal of Adult Learning, 52(3), 419–33. Freidberg, S. 2004. French beans and food scares: Culture and commerce in an anxious age. New York, NY: Oxford University Press. Freiler, T. J. (2008), Learning through the body. New Directions for Adult and Continuing Education, 37-47. doi:10.1002/ace.304 Freire, P. (1976) Literacy and the possible dream. Prospects, VI(I), 68–71. Frick, M. J., Kahler, A. A., Miller, W. W. (1991). A definition and the concepts of agricultural literacy. Journal of Agricultural Education, 32(2), 49-57. Retrieved from: http://www.jae-online.org/attachments/article/758/Frick,%20M_Vol32_2_49-57.pdf Gabriel, N. 2011. The work that parks do. Social and Cultural Geography 12(2): 123–141. Galt, Ryan E. (2013). 'The Moral Economy Is a Double-edged Sword: Explaining Farmers' Earnings and Self-exploitation in Community-Supported Agriculture'. Economic Geography. 89 (4): 341–365. doi:10.1111/ecge.12015. ISSN 1944-8287. S2CID 154308816. Granovetter, M. (1985). Economic Action and Social Structure: the Problem of Embeddedness. American Journal of Sociology, 91(3), 481-510. Gibson-Graham, J.K. 2008. Diverse economies: Performative prac- tices for other worlds. Progress in Human Geography 32(5): 613–632. Haury, D.L. (1993). Teaching Science through Inquiry with Archived Data. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental. Havighurst, R. J. Orr, B. (1956). Adult Education and Adult Needs. Boston: Center for the Study of Liberal Education for Adults, 1. Ilbery, B., Bowler, I. (1998). From agricultural productivism to postproductivism. In B. Ilbery (Ed.), The Geography of Rural Change (pp. 57-83). Harlow: Addison Wesley Longman. Ingold, T. (2007). Earth, sky, wind, and weather. Journal of the Royal Anthropological Institute, 13 (1), 19-38. doi: 10.1111/j.1467-9655.2007.00401.x. Jubas, K. (2010). The Politics of Shopping: What Customers Learn about Identity, Globalization, and Social Change. Walnut Creek, CA: Left Coast Press. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (rev. ed.). Chicago: Follett. Lass, D., Bevis, A., Stevenson, G. W., Hendrickson, J., Ruhf, K. (2001). Community Supported Agriculture Entering the 21st Century: Results from the 2001 National Survey. University of Massachusetts, Amherst, MA. Little, C. E. (1987). Green fields forever. Washington, D. C.: Island Press. Lowe, P., Murdoch, J., Marsden, T., Munton, R., Flynn, A. (1993). Regulating the new rural spaces: The uneven development of land. Journal of Rural Studies, 9, 205-222. Marsden, T. K., Banks, J., Bristow, G. (2000). Food supply chain approaches: Exploring their role in rural development. Sociologia Ruralis, 40(4), 424-438. McIlvaine-Newsad, H., Merrett, C. D., McLaughlin, P. (2004). Direct from farm to table: community supported agriculture in Western Illinois. Culture and Agriculture, 26 (1/2), 149 –163. Morrow, O. (2011). Diverse economies and dwelling. Paper presented at the Annual Meeting of the Association of American Geographers, Seattle, WA. Nash, C. (2000). Performativity in practice: some recent work in cultural geography’, Progress in Human. Geography, 24 (4): 653-664. Nguyen, D., Larson, J. (2015). Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy. Innovative Higher Education, 40(4), 331–344. Retrieved from: https://doi.org/10.1007/s10755-015-9319-6 Cloke, P., Marsden, T., Mooney, P. (Eds.). (2006). Handbook of rural studies. Sage. Perry, M., Medina, C. (2011). Embodiment and performance in pedagogy research: Investigating the body in curriculum experience. Journal of Curriculum Theorizing, 27, 62–75. Perry, W. G., Jr. (1968). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart Winston. Pretty, J. (2002). Agri-Culture: Reconnecting People, Land and Nature. Earthscan, London, Sterling, VA. Sarmiento, E.R. (2017). Synergies in alternative food network research: embodiment, diverse economies, and more-than-human food geographies. Agric Hum Values, 34, 485–497. https://doi.org/10.1007/s10460-016-9753-9 Shilling, C. (2017). Body Pedagogics: Embodiment, Cognition and Cultural Transmission. Sociology, 51(6), 1205–1221. https://doi.org/10.1177/0038038516641868 Shrivastava, P. (2010). Pedagogy of Passion for Sustainability. Academy of Management Learning Education, 9(3), 443-455. Retrieved April 24, 2020, from www.jstor.org/stable/25782029 Sloterdijk, P. (2009). Foam city: About urban spatial multitudes. In New geographies, ed. N. Turan, 136-43. Cambridge, United States, Harvard Graduate School of Design. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Stinson, E. (2010) ‘Eating the World: Food Literacy and its Place in Secondary School Classrooms’. Unpublished Master’s thesis, University of Victoria, Victoria, Canada. Sumner, J. (2008). Eating as a pedagogical act: Food as a catalyst for adult education for sustainability. Kursiv: Journal fuer politische Bildung, 4, , 23–37. Sumner, J. (2013). Food Literacy and Adult Education: Learning to Read the World by Eating. Canadian Journal for the Study of Adult Education, 25(2), 79-92. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/1410 Sumner, J. (2015). Reading the world: Food literacy and the potential for food system transformation. Studies in the Education of Adults, 47(2), 128-141. doi: 10.1080/02660830.2015.11661680 Sumner, J., Mair, H. Nelson, E. (2010) Putting the culture back into agriculture: civic engagement, community and the celebration of local food. International Journal of Agricultural Sustainability, 8(1-2), 54-61. Swan, E. Flowers, R. (2015). Clearing up the table: Food pedagogies and environmental education- contributions, challenges and future agendas. Australian Journal of Environmental Education, vol. 31(1), 146–164. doi 10.1017/aee.2015.27 Vidgen, H.A. and Gallegos, D. (2011) What is Food Literacy and Does it Influence What We Eat: A Study of Australian Food Experts. Brisbane, Australia: Queensland University of Technology. Vidgen, H.A. and Gallegos, D. (2014) ‘Defining food literacy and its components’, Appetite, 76, pp 50–9. Walter, P. (2013). Theorizing community gardens as pedagogical sites in the food movement. Environmental Education Research, 19(4), 521–39. Warner, A., Callaghan, E. and de Vreede, C. (2013). Promoting sustainable food and food citi- zenship through an adult education leisure experience. Leisure/Loisir, 37(4), 337–60. Wiskerke, J. S. C. (2009). On places lost and places regained: Reflections on the alternative food geography and sustainable regional development. International Planning Studies, 14(4), 369-387 Woods, M. (2005). Rural geography. London: Sage. Yamashita, L. (2008) ‘Learning to eat appreciatively and thoughtfully (EAT): Connecting with food through school gardens’. Unpublished honours thesis, Oberlin College, Ohio, United States. Yamashita, L., Robinson, D. (2016). Making visible the people who feed us: Educating for critical food literacy through multicultural texts. Journal of Agriculture, Food Systems, and Community Development, 6(2), 269–281. http://dx.doi.org/10.5304/jafscd.2016.062.011 Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72349 | - |
dc.description.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。 | zh_TW |
dc.description.abstract | 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. | en |
dc.description.provenance | Made available in DSpace on 2021-06-17T06:36:55Z (GMT). No. of bitstreams: 1 U0001-2008202016252300.pdf: 2398456 bytes, checksum: 77fcf9f5b942fba051da4efe90fb78e4 (MD5) Previous issue date: 2020 | en |
dc.description.tableofcontents | 目錄 口試委員審定書 I 謝辭 II 摘要 III ABSTRACT IV 第一章、緒論 1 第一節、研究背景 1 第二節、研究目的與重要性 4 第三節、論文架構 6 第二章、文獻回顧 8 第一節、食農教育 8 一、批判食農素養 9 二、臺灣的食農教育 16 第二節、食農教育與體現教學法 18 一、體現學習 18 二、體現教學法 20 三、成人教育與批判意識 22 第三節、應用體現教學法與成人食農教育課程 26 一、另類食物網絡 26 二、「鑲嵌」的體現學習 27 第三章、研究方法 31 第一節、研究個案與對象 31 一、《鄉村農業體驗》課程 31 二、個案課程設計 32 三、於宜蘭深溝的另類農業網絡的體現學習 33 第二節、資料搜集與分析 36 一、資料搜集方法 36 二、資料分析 39 第四章、研究結果 40 第一節、體現農業知識:知道多少都不如到農村援農 40 一、援農顛覆原先對農夫和農村的想像 40 二、銘刻的身體知識 45 三、田野中的體現學習 48 四、感同身受的農業體驗:期末成果報告案例「新農教戰手冊」 61 五、食農體現教學:真實農業環境中體驗與認知的循環 62 第二節、從宜蘭的友善農耕看農業食物系統 64 一、「身」入宜蘭 64 二、農業的異質性 72 三、農業的多重意義 78 四、體現農食素養的展現:與真實農業對話 82 五、農食素養:多元思考與實踐 86 第五章、研究討論 87 第一節、鄉村中的體現學習 87 第二節、食農素養 89 第六章、研究結論 92 第一節、研究結論與研究貢獻 92 第二節、研究限制與為來研究方向 93 後記 94 參考文獻 96 附錄 105 附錄一 105 附錄二 106 附錄三 108 | |
dc.language.iso | zh-TW | |
dc.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 | zh_TW |
dc.title | The application of embodied pedagogy to agri-food curriculum: A case in an alternative food network in Yilan | en |
dc.type | Thesis | |
dc.date.schoolyear | 109-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 蔡建福(Jiehn-Fu Tsai),張瑋琦(Wei-Chi Chang) | |
dc.subject.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, | zh_TW |
dc.subject.keyword | embodied pedagogy,agri-food education,agri-food literacy,critical agri-food literacy,agri-food system,alternative food network, | en |
dc.relation.page | 109 | |
dc.identifier.doi | 10.6342/NTU202004147 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2020-09-17 | |
dc.contributor.author-college | 生物資源暨農學院 | zh_TW |
dc.contributor.author-dept | 生物產業傳播暨發展學研究所 | zh_TW |
顯示於系所單位: | 生物產業傳播暨發展學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
U0001-2008202016252300.pdf 目前未授權公開取用 | 2.34 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。