| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 104 === “Food Education” is a new term originated from Japan in the 21 century. In Taiwanese society, food is always the first necessity for people. Therefore, “Food Education" has already existed in some courses in our country. In this study, researcher used health course as a category, searching 14 curriculum guidelines and 148 related subject textbooks from 1923 to 2015. This study discusses the content of Food Education through historical method and content analysis method. The evolution of health education curriculum can be divided into five stages. (1) the beginning phase of hygiene education (1923~1944) (2) the developing phase of hygiene education (1945~1967) (3) the phase of health education being separated as an independent course (1968~1992) (4) the combining phase of moral and health education (1993~2000) (5) the integrating phase of health and physical education (2001~). This study discusses the historical background, curriculum guidelines and the content of food education based on each stage.
There are several findings in this study. First, in the aspect of curriculum guidelines, "health and nutrition" appeares the most frequent and draws the largest attenton during these five stages. The second one is "hygiene and safety." At the developing phase and the integrating phase, "diet culture and etiquette" is the second most. At the phase of health education independentce,"food and agriculture education" comes with farming experiencing. At the combining and the integrating phase, curriculum guidelines focus on food production. "Eco-friendly and social responsibility" appears the least throughout the five stages. Second, as for the course arrangement, researcher also finds (a) The evolution of nutrients and food groupings. (b) The content of food education would be influenced by politics, laws and social development. (c) The content of food education has becoming more and more abundant.
Researcher would like to provide some suggestions about food education. First, the curriculum may include organic farming, green conservation and facts about GMO food. Courses like showing appreication for food and farmers are welcomed. Food from fair-trade, animal welfare and independent farmers welfare are highly recommended. Recognition for the nutrition of veggie food and Agricultural Food Traceability System should also be incorproated into the courses. Second, the curriculum may adjust or enhance the categorization of food, eat more raw food and carefully choose processed products, give heed to all-you-can-eat buffet and handmade drinks, reject unhealthy food, introduce food made from immigrant residents. Third, food education may combine with other subjects and resources, and may set up Food Education Center.
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