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標題: | 食農教育栽培套裝模組之開發 The Development of Planting Kit for Food and Agricultural Education |
作者: | 賴羿均 Yi-Chun Lai |
指導教授: | 張育森 Yu-Sen Chang |
關鍵字: | 食農教育,栽培套裝模組,農事體驗課程,葉菜類,香草植物, Food and agricultural education,planting kit,agricultural experiment,leafy vegetables,herbs, |
出版年 : | 2023 |
學位: | 碩士 |
摘要: | 《食農教育法》已完成立法並公告,其目標為“強化飲食、環境與農業之連結,以增進國民健康,傳承與發揚飲食及農業文化,促進農漁村、農業及環境之永續發展,健全國家食農教育體系及人才培育”。當前,我國食農教育培訓現場需求以「與現有課程搭配實施」、「教材提供」及「專業團隊提供諮詢」最為殷切。本研究擬研發適合食農教育農事體驗課程利用的栽培套裝模組,改善當前食農教育課程缺乏教材之問題。並推薦適合中小學農事體驗課程使用的作物,供教師視課程進行時間或課程主題等需求選用。
透過蒐集資料,分析市售栽培組合內容物並考慮民眾栽培需求,本研究首先建立適合栽培葉菜類作物之「第一代群植型栽培套裝模組」,內容物大體包含:盆器、介質、肥料、移植鏝、澆水壺與病蟲害防治資材等物件。再裝箱物流至協作教師處,委請協作教師於教學中試用,回饋意見並藉此修正。依據協作教師回饋,前述構成物件大體符合使用者需求。但為了方便學童操作、符合物流運輸規格,群植型套裝模組需縮小選用的盆器。此外,教師反應多項資材使用或栽培問題,顯示基本栽培說明須更加詳盡。 「單植型栽培套裝模組」是以前述之「群植型栽培套裝模組」為基礎建立,其目標試作為香草類作物。研究首先盤點市售香草栽培組合與群植型栽培套裝模組資材比較,建立單植型栽培套裝模組。而後物流至協作教師處委請協作教師於教學中試用。依據協作教師回饋,教師認同使用單植型栽培套裝模組可達到減少教師課前準備時間、有助於解決農事體驗時空間不足問題。此外,協作教師認同單植型栽培套裝模組可提高學生學習意願與成效、有助於食農教育課程的實作領域、利於學生重複地學習,且利於學生對自己學習時間的彈性安排與運用。整體而言,2種栽培套裝模組可填補當前缺乏教材之缺漏。 在推薦栽培葉菜作物方面,本研究首先透過文獻分析法整理前人研究,選出包含葉萵苣(Lactuca sativa)、茼蒿(Glebionis coronaria)、蕹菜(Ipomoea aquatica)、甘藷葉(I. batatas)、芥藍(Brassica oleracea var. alboglabra)、芥菜(B. juncea)、小白菜(B. rapa subsp. chinensis) 、青江菜(B. rapa subsp. chinensis ‘Ching-Geeng’)、甘藍(B. oleracea)、莧菜(Amaranthus mangostanus)、菠菜(Spinacia oleracea)等11種常見葉菜。並整理前人研究,依據前述葉菜適合生育時間建立常見葉菜類適作季節與可能採收期表,可供教師視課程進行時節選擇合適作物。再進行栽培試驗,觀察11種葉菜栽培時所出現的問題以了解栽培時須注意之事項,結果顯示除了甘藍和芥藍以外,其餘9種只要在適當季節栽培並遵循注意事項,應可推薦應於用於食農教育。 在推薦栽培香草作物方面,以栽培試驗於陽台與露地2種環境測試綠薄荷(Mentha spicata L., spearmint)、蘋果薄荷(Mentha suaveolens Ehrh., apple mint)、胡椒薄荷(Mentha ×piperita L., pepper mint)、甜羅勒(Ocimum basilicum L., sweet basil)、九層塔(Ocimum basilicum L., tower basil)與迷迭香(Salvia rosmarinus Spenn., rosemary)等共計6種常見香草;並分為每日澆水、三天澆水一次與五天澆水一次3種處理。此6種香草在2種試驗環境中多可正常生長,當中胡椒薄荷與迷迭香2種香草作物蟲害較少;九層塔與甜羅勒均受羅勒露菌病(Peronospora belbahrii)為害,當中九層塔相較於甜羅勒,對羅勒露菌病耐受能力較強。由於羅勒露菌病為水傳播真菌性病害,建議栽培時若逢連續雨日可將植株收至避雨處。因此建議栽培時可優先考慮選用胡椒薄荷、迷迭香與九層塔栽培,並建議栽培前述香草時應注意避免過度澆水或積水。 Since the 《Food and agricultural education act》has been legislated and announced, with the goal of “Promote food and agricultural education as well as to strengthen linkages between diet, environment, and agriculture in order to enhance citizens’ health; to pass along and draw attention to dietary and agricultural culture; to promote the sustainable development of agricultural and fishing communities, agriculture, and the environment; and to improve the national food and agricultural education system and training of relevant personnel”. Currently, the most urgent demand for food and agricultural education training in our country is in terms of "implementing food and agricultural education into existing courses," "providing teaching materials," and "providing consultation by professional teams." This research aims to develop planting kits which are suitable for agricultural experiment courses in food and agricultural education, and solve current issue of the lack of teaching materials in food and agricultural education courses. This research also recommends crops that are suitable for agricultural experiential courses for primary and secondary schools, for teachers to choose based on the duration of the course or the theme of the curriculum. Through collected and analyzed the contents of commercially available planting kits, considering the planting needs of the public, this research first establishes a first model of "multiple grown planting kit", which was designed for planting the leafy vegetables. The contents generally include pots, growing medium, fertilizers, transplanting trowels, watering cans, and materials for pest and disease control. The first model of "multiple grown planting kit" were then packaged and transported to collaborating teachers, who were invited to try them out in their courses and provide feedback for further adjustments. According to the feedback from the collaborating teachers, the components in the first model were generally meet the users' needs. However, in order to facilitate children's operation and comply with transportation specifications, the size of the pot in the “multiple grown planting kit” first model needs to be reduced. In addition, the collaborating teachers seem to have concerns about the use of various gardening materials and feel difficulty on planting lettuce, indicating the need for more detail on basic planting instructions. The "one grown planting kit" is established based on the aforementioned “multiple grown planting kit” and is designed for planting herbs. The research begins by taking inventory of commercially available herb planting kits and comparing them with the materials of the multiple grown planting kit, which was established before, to establish the first model of the "one grown planting kit". The first model of the "one grown planting kit" are then transported to collaborating teachers, who are invited to try them out in their crocuses. According to the feedback from the collaborating teachers, they agree that using the "one grown planting kit" reduces the teachers' preparation time and helps solve the problem of limited space for agricultural experiment classes. Additionally, the collaborating teachers agree that the "one grown planting kit" increases students' willingness and effectiveness in learning, contributes to the practical aspect of food and agricultural education courses, facilitates repetitive learning for students, and allows flexible scheduling and utilization of their learning time. Overall, both types of planting kits help address the current lack of teaching materials in food and agricultural education courses. To recommending suitable leafy vegetable crops for food and agricultural education courses, this research first conducted a literature review to summarize previous research, selected 11 common leafy vegetables, including leafy lettuce (Lactuca sativa), garland chrysanthemum (Glebionis coronaria), water spinach (Ipomoea aquatica), leafy sweet potato (I. batatas), chinese kale (Brassica oleracea var. alboglabra), mustard (B. juncea), bok choy (B. rapa subsp. chinensis), pak choy (B. rapa subsp. chinensis ‘Ching-Geeng’), cabbage (B. oleracea), amaranth (Amaranthus mangostanus), and spinach (Spinacia oleracea). Based on the suitable growing seasons for these leafy vegetables, the study compiled a table of recommended planting seasons and possible harvest periods, which can be used by teachers to select appropriate crops based on the timing of their curriculum. After cultivation test, the results showed that except cabbage and chinese kale, the other 9 kinds should be recommended be used in food agricultural education. To recommending suitable herbs for food and agricultural education courses, planting experiments were conducted in two environments, balcony and open field. The experiment tested six common herbs: spearmint (Mentha spicata), apple mint (Mentha suaveolens), peppermint (Mentha ×piperita), sweet basil (Ocimum basilicum), tower basil (Ocimum basilicum), and rosemary (Salvia rosmarinus). This experiment included three watering treatments: water everyday, watering every three days, and watering every five days. Generally, these six herb crops grew well in both test environments. Peppermint and rosemary had fewer pest issues compared to the other herbs. Tower basil and sweet basil were both susceptible to downy mildew (Peronospora belbahrii), with tower basil showing better tolerance compared to sweet basil. Since downy mildew is a waterborne fungal disease, it is recommended to move the basil plant to a sheltered area during consecutive rainy days. Therefore, it is suggested to choose peppermint, rosemary and tower basil for food and agricultural education courses, and be attention should avoid overwatering or waterlogging when planting these three herbs. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/89177 |
DOI: | 10.6342/NTU202301752 |
全文授權: | 同意授權(限校園內公開) |
顯示於系所單位: | 園藝暨景觀學系 |
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