以行動研究探討食農教育對特殊學生之學習成效

Abstract

近年來，臺灣各地出現許多食農教育相關計劃，然較少描述學生與植物之間的連結與啟發，也甚少針對特殊學生進行教學。因此，本研究將針對特殊學生探討食農教育與特殊教育結合後，可以為學生帶來什麼知識、態度、技能 之學習成效？又是如何透過田園班造成學生人際互動、人與自然之關係，以及自我成長之態度層面的學習成效？ 本研究採取質性研究，以行動研究（action research）、參與觀察研究（participatory observation）為方法，並於課程結束後以半結構式訪談（semi-structured interview）會談學生。透過行動研究、參與觀察研究完成田園班的修改歷程，結果發現學生經過食農教育課程之後更喜歡接近自然環境、產生更多正向之人際互動、更願意來學校上學。歸納田園班的特色為：(1)上課空間轉換、(2)自由發揮的環境、(3)勞動活動可促進合作。本研究並進一步提出特殊學生之食農教育課程規劃之建議：(1)充足的人力資源、(2)親自帶領、(3)言語稱讚與支持、(4)影音刺激、(5)開放性問題引導、(6)課堂活動都有助於學生學習，(7)盡量避免寫字類型的學習單、(8)緊湊的課程編排。

Recently, many food and farming education-related programs emerge around Taiwan. However, there have been few programs focusing on the connection between students and plants, neither on that between special students and plants. Therefore, this research would combine special education with food and farming education; the learning outcomes of the special students and modifications of the lectures to achieve the learning outcomes would be discussed. The methods used in the research include action research, participant observation and semistructured interview. The learning outcomes are listed below: the closer relationship between students and the nature, better interaction with classmates, and more willingness to go to school. The modifications are based on the results of action research and participant observation. There are some features of this educational program. First, it shifts the learning environment from indoor lectures to outdoor learning activities. Second, it provides the participants with more opportunities to express themselves. Third, participants learn to cooperate with one another through laboring. Besides, sufficient human resources, compliments for students, face-to-face guidance, open-ended questions about the lectures and related activities are beneficial to students. However, written worksheets and tight curriculums should be avoided.