政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/146326
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113648/144635 (79%)
造訪人次 : 51594452      線上人數 : 797
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/146326


    題名: 食農教育融入英語課程教學對國小學童之英語口說能力及均衡飲食知識之影響
    Effects of Integrating Food and Agricultural Education into English Class on Sixth Graders’ English-Speaking Ability, and Balanced Diet Knowledge
    作者: 黃敏禎
    Huang, Min-Chen
    貢獻者: 李沛錞
    Lee, Pei-Chun
    黃敏禎
    Huang, Min-Chen
    關鍵詞: 食農教育
    英語課程教學
    英語口說能力
    均衡飲食知識
    Food and agricultural education
    English class
    English-speaking ability
    Balanced diet knowledge
    日期: 2023
    上傳時間: 2023-08-02 13:08:48 (UTC+8)
    摘要: 英語學習聽、說、讀、寫四個面向中，若要達成有效的溝通，口說能力是最重要的技能。然而，以英語為外語（EFL）的學習者，在口說上較缺乏自信，特別是在真實生活情境中與他人交流的時候。其原因可歸咎於擔心犯錯而產生焦慮感，或是受限於語彙量不足，面臨組織句型的困難，此外，在英語課堂中，練習英語口說的時間有限也是一大原因。
    研究者為國小六年級導師，同時為該班級之英語教師，研究對象為研究者任教之班級學生。研究者於午餐用餐中，觀察到研究對象有挑食、剩食的飲食狀況，而食農教育為一種體驗教育，透過實際操作，能培養學生對於均衡飲食的認知與行為。為了解決學生英語口說的學習困境，以及改善學生之飲食問題，本研究採行動研究法，旨在探討在食農教育融入英語課程教學的情境下，是否能提升國小六年級學生英語口說能力及均衡飲食知識。
    本研究進行四個主題共十次的食農教育融入英語課程，其中包含一次校外農場參訪活動，接著，透過英語口說能力測驗及均衡飲食知識測驗前後測、課室觀察、教學省思、學生小日記、訪談等資料進行整理與分析。研究結果顯示，在英語口說及均衡飲食方面，學生的後測成績皆有顯著進步，亦即此課程設計，能提升學生英語口說能力及均衡飲食知識。
    建議未來實施或規劃食農教育融入英語課程教學之學校或教學者，於課程前組織食農教育及領域專業的教學團隊；課程中提供學生大量的英語口說練習機會，設計合適之鷹架，並給予充足的探索空間，以促進學生之學習成效，此外，除了將食農教育融入英語領域外，亦可擴展至其他學習領域。
    In English four skills, speaking is one of the most crucial skills for effective communication. However, English as a Foreign Language (EFL) learners often lack confidence in English-speaking, especially when communicating with others in real-life situations. This can be attributed to the anxiety of making mistakes, or the limitation of vocabulary and difficulties in organizing sentence structures. Additionally, the limited time to practice speaking English in the classroom is another factor.
    The researcher was a sixth-grade homeroom teacher and also the English teacher for the class. During lunchtime, the researcher observed that the students had picky eating habits. Food and agricultural education is a kind of experiential education that fosters students` awareness and behavior regarding balanced diet. This research employed action research method on a class of 22 six graders. The aim of the study was to investigate whether integrating food and agricultural education into English class can enhance the English-speaking ability and balanced diet knowledge.
    The curriculum was designed with four themes consisting of ten lessons and a field trip. The collected data included English-speaking test, balanced diet knowledge test, classroom observations, teaching notes, student journals, and student interviews. The results showed that students made significant progress in the English-speaking and balanced diet knowledge post-test. Thus, the curriculum design was effective in enhancing students` English-speaking ability and balanced diet knowledge.
    It is suggested that schools or educators who implement or plan to integrate food and agricultural education into the English class could organize a teaching team. The curriculum could also provide students with abundant opportunities for English speaking practice and design appropriate scaffolding. In addition to integrating food and agricultural education into English class, it could also be extended to other learning lessons.
    參考文獻: 王文華（2005）。行動研究法在教育行政上的應用。學校行政，37，81-95。
    王玫（2022）。聆聽山村的聲音：食農美學教育的陶塑與養成。國際農業科技新知，95，16-20。
    王怡萱、楊淑卿、張智星（2010）。可觸式學習同伴融入國小英語口說練習學習效益探討。數位學習科技期刊，2（1），33-44。
    方珍玲、古昌平（2020）。臺灣食農教育推動模式之分析。農業推廣文彙，65，29-44。
    台灣農業推廣學會（2016）。什麼是食農教育。取自http://www.extension.org.tw/WebMaster/?section=48
    行政院（2018）。2030雙語國家政策發展藍圖。取自https://www.ey.gov.tw/Page/448DE008087A1971/b7a931c4-c902-4992-a00c-7d1b87f46cea
    行政院農業委員會（2021）。食農教育教學資源平臺。取自https://fae.coa.gov.tw/search.php#
    吳俊憲、吳錦惠、陳鼎華（2022）。國民中小學推動飲食教育多元活化課程之實施成效分析。台灣教育研究期刊，3（2），261-284。
    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，28，69-84。
    吳曉函（2020）。國小教師推動食農教育策略之探究。臺灣教育評論月刊，9（6），128-131。
    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。
    林志興、陳榮錦（2019）。食農教育—減少午餐廚餘，珍惜食糧之行動研究。教育學誌，41，115-158。
    徐嘉偉、張志維、王義善、林素華（2019）。十二年國教課程學習內容與食農教育議題整合之探討。教育理論與實踐學刊，40，47-76。
    陳柏璋（2015）。教育改革從「食育」開始。台灣教育，694，2-6。
    陳惠雯（2016）。食育小學堂：飲食教育的16堂課。臺北市：上旗文化。
    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。
    郭宗瑾、金凱儀（2020）。探索食農教育體驗課程對國中生的學習性與社會性自我效能影響之研究。國立臺灣科技大學人文社會學報，16（2），157-181。
    張惠真、曾康綺（2017）。學校支援型食農教育推動模式之研究-以臺中地區為例。臺中區農業改良場研究彙報，137，73-87。
    教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校語文領域──英語文。臺北：教育部。
    教育部（2014）。十二年國民基本教育課程綱要總綱。臺北：教育部。
    教育部（2022）。國小學童體位趨勢。取自https://data.gov.tw/dataset/6284
    曹錦鳳、董時叡、蔡嫦娟（2017）。食農教育對都市型學生農業素養與飲食習慣之影響，農業推廣文彙，62，1-14。
    黃文瑞、梁忠銘（2020）。食農教育合作方案之研究：舊城國小為例。臺灣教育評論月刊，9（3），136-160。
    賀宏偉、王志軒（2021）。教出學童好食力—國小推動食農教育之行動策略探究。臺灣教育評論月刊，10（4），171-179。
    曾靖雅、陸偉明、高實玫（2020）。遠距課輔教學對提升國中生英語口說之成效。臺北市立大學學報，51（1），35-52。
    楊蕓鄉、陳鴻仁（2017）。英語情境遊戲學習桌由設計與學習成效之研究。2017台灣網際網路研討會。
    董時叡（2015）。日本食農教育與台灣農業推廣體制之連結。農業推廣文彙，60，1-6。
    衛生福利部國民健康署（2018）。兒童肥胖防治實證指引。取自https://www.hpa.gov.tw/Pages/EBook.aspx?nodeid=3792
    衛生福利部國民健康署（2022）。國民營養健康狀況變遷調查成果報告2017-2020年。取自https://www.hpa.gov.tw/Pages/Detail.aspx?nodeid=3999&pid=15562
    臺北市政府教育局（2022）。臺北市雙語教育白皮書。取自https://www.doe.gov.taipei/News_Content.aspx?n=9FD270235C89E007&sms=78D644F2755ACCAA&s=E7B3BC61C3838C07
    臺北市政府教育局（2020）。全國首創雙語教學的健康飲食教育自編教材。取自https://www.doe.gov.taipei/News_Content.aspx?n=0F560782595DACFC&s=ADFEF1CCEA889814
    蔡佳雯（2021）。食農教育實施之初探。臺灣教育評論月刊，10（1），194-197。
    蔡清田（2000）。教育行動研究。臺北市：五南。
    賴爾柔（2015）。日本中央級體制的「食農教育」。農業推廣文彙，60，7-14。
    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，60，69-86。
    Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia – Social and Behavioral Sciences, 2(2), 1305-1309.
    Booth, S. L., Sallis, J. F., Ritenbaugh, C., Hill, J. O., Birch, L. L., Frank, L. D., Glanz, K., Himmelgreen, D. A., Mudd, M., Popkin, B. M., Rickard, K. A., St Jeor, S., & Hays, N. P. (2001). Environmental and societal factors affect food choice and physical activity: rationale, influences, and leverage points. Nutrition reviews, 59(3 Pt 2), S21–S65.
    Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
    Briefel, R. R., Wilson, A., & Gleason, P. M. (2009). Consumption of low-nutrient, energy-dense foods and beverages at school, home, and other locations among school lunch participants and nonparticipants. Journal of the American Dietetic Association, 109(2), S79–S90.
    Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
    Brown, H. D. (2004). Language Assessment: Principles and Classroom Practice. Pearson Education.
    Chung, L., Wong, T., & Chung, J. W. Y. (2010). Importance of a balanced diet on the physical fitness level of schoolchildren aged 6-12. Journal of Child Health Care, 14(3), 280–295.
    Couch, S. C., Glanz, K., Zhou, C., Sallis, J. F., & Saelens, B. E. (2014). Home food environment in relation to children`s diet quality and weight status. Journal of the Academy of Nutrition and Dietetics, 114(10), 1569–1579.e1.
    Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
    Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford University Press.
    Eves, A., Corney, M., Kipps, M., Noble, C., & Lumbers, M. (1997). Primary children`s school meal choices-nutritional implications. Hygiene and Nutrition in Foodservice and Catering (United Kingdom).
    Gower, R., Phillips, D., & Walters, S. (2005). Teaching practice. Macmillan.
    Hamilton-Ekeke, J.-T., & Thomas, M. (2007). Primary children’s choice of food and their knowledge of balanced diet and healthy eating. British Food Journal, 109(6), 457–468.
    Harmer, J. (1991). The Practice of English Language Teaching. Pearson Education Limited.
    Harmer, J. (2015). The practice of English language teaching (5th ed.). London, England: Pearson Longman.
    Hosni, S. A. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.
    Jones, S. J., Childers, C., Weaver, A. T., & Ball, J. (2015). SC Farm-to-School Programs Encourages Children to Consume Vegetables. Journal of Hunger & Environmental Nutrition, 10(4), 511–525.
    Keyte, J., Harris, S., Margetts, B., Robinson, S., & Baird, J. (2011). Engagement with the National Healthy Schools Programme is associated with higher fruit and vegetable consumption in primary school children. Journal of Human Nutrition and Dietetics, 25(2), 155–160.
    Khodaee, G. H., Moghadam, Z. E., Khademi, G., & Saeidi, M. (2015). Healthy Diet in Children: Facts and Keys. Pediatrics International, 3(6.2), 1183-1194.
    Knight, B. (1992). Assessing speaking skills: a workshop for teacher development. ELT Journal, 46(3), 294–302.
    Li, R. (2003). Factors that Chinese Students Believe to Affect Their Oral Fluency. Teaching English In China. 52:23-27 Foreign Language Teaching and Research Press. Beijing.
    Liu, N.-F., & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 371–384.
    Lytle, L. (1995). Nutrition education for school-aged children. Journal of Nutrition Education, 27, 298-311.
    Ma, C. C., & Chang, H. P. (2022). Consumers` Perception of Food and Agriculture Education in Farmers` Markets in Taiwan. Foods (Basel, Switzerland), 11(5), 630.
    Mâsse, L. C., de Niet-Fitzgerald, J., Watts, A. W., Naylor, P.-J., & Saewyc, E. M. (2014). Associations between the school food environment, student consumption and body mass index of Canadian adolescents. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 29.
    McKernan, J. (1996). Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner. New York: St. Martin’s Press.
    Nazara, S. (2011), Students’ Perception on English Speaking Skill Development. Journal of English Teaching, 1(1), 29-43.
    Nguyen, T.-H., Hwang, W.-Y., Pham, X.-L., & Ma, Z.-H. (2018). User-Oriented EFL Speaking through Application and Exercise: Instant Speech Translation and Shadowing in Authentic Context. Educational Technology & Society, 21 (4), 129– 142.
    Parr, D. M., & Trexler, C. J. (2011). Students’ Experiential Learning and Use of Student Farms in Sustainable Agriculture Education. Journal of Natural Resources and Life Sciences Education, 40(1), 172.
    Pietrykowski, B. (2004). You Are What You Eat: The Social Economy of the Slow Food Movement. Review of Social Economy, 62(3), 307–321.
    Pirouznia M. (2001). The association between nutrition knowledge and eating behavior in male and female adolescents in the US. International journal of food sciences and nutrition, 52(2), 127–132.
    Rabab’ah, G. (2005). Communication problems facing Arab learners of English. Journal of Language and Learning, 3(1), 1740-4983.
    Scrivener, J. (2005). Learning Teaching. Oxford: MacMillan.
    Seaman, C., Woods, M., & Grosset, E. (1997). Attitudes to healthy eating among Scottish school children. Health Education, 97(1), 9–15.
    Shin, N. (2006). Online learner’s ‘flow’ experience: an empirical study. British Journal of Educational Technology, 37(5), 705-720.
    Su, C. C. (2011). A Study of Flow in EFL Classrooms through Free Online Games. Hwa Kang English Journal, 17(1), 95-123. DOI：10.7109/HKEJ.201104.0095
    Ulker, V. (2017). The Design and Use of Speaking Assessment Rubrics. Journal of Education and Practice, 8(32), 135-141.
    Ur, P. (1996). A course in language teaching.Cambridge: Cambridge University Press.
    Warwick, I., Mooney, A., & Oliver, C. (2009). National Healthy Schools Programme: Developing the evidence base. University of London.
    Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23(1), 860–879.
    Yu, R. (2009). Interaction in EFL Classes. Asian Social Science, 4(4), 48-50.
    Zaremba, A. J. (2006). Speaking Professionally. Thompson South-Western.
    Zhang, H., Alex, H., & Kortner, N. (1995). Oral Language Development across the Curriculum, K-12. ERIC Digest. . ERIC Clearinghouse on Reading English and Communication,Bloomington, IN.
    Zhang, S. (2009). The role of input, interaction, and output in the developmentof oral fluency. English Language Teaching,2(4),91–100.
    描述: 碩士
    國立政治大學
    圖書資訊學數位碩士在職專班
    110913016
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0110913016
    資料類型: thesis
    顯示於類別:[圖書資訊學數位碩士在職專班] 學位論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    301601.pdf2897KbAdobe PDF20檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋