| 摘要: | 近年來飲食安全頻頻亮起紅燈，從2011年學生營養午餐出現瘦肉精豬肉、蔬菜含農藥禁藥、午餐圖利廠商事件等，至2013年在台灣更發生了一系列重大食安事件，大大小小的食安風暴衝擊國人信心。 「飲食教育」是近幾年許多國家教育改革的重點；在英國、日本等國家已被提升為中、小學之正式課程；反觀台灣的飲食教育，卻是一場由下而上的教育改革。 本研究旨在探究國小教師飲食教育知識、態度、行為之關係，以做為政府推動飲食教育之參考。本研究以便利取樣抽取受試者，回收有效問卷257份，有效回收率為85.7%。研究工具為本研究修訂編製的「飲食教育知識、態度、行為意向量表」。統計分析方法包括：項目分析、因素分析、信度分析、敘述統計、t檢定、單因子變異數分析、pearson相關分析等。主要研究發現如下：1.教師飲食教育知識方面：教師在飲食教育知識程度具中上水準，但仍存在許多迷思。教師之飲食教育知識不因性別、飲食習慣、任教學校區域、教學年資、職務及是否知道各國正在推行午餐改革等變項而有顯著差異。2.國小教師在飲食教育知識、態度、行為三者間彼此呈顯著正相關。3.教師飲食教育知識與飲食教育態度中的「課室中教師的飲食教育態度」具有顯著正相關。教師飲食教育知識與飲食教育行為中的「教師消費行為」具有正相關。4.教師飲食教育態度中「廚餘管理」與「教師自身飲食習慣」、「教學獎勵制度」具有顯著正相關。教師飲食教育態度中「課室中教師的飲食教育態度」與「教師自身飲食習慣」具有顯著正相關。教師飲食教育態度中「減少碳排放量」與「教師自身飲食習慣」、「教師主動增能」有顯著正相關。
Food safety has been a serious issue in the past couple years. In actuality, starting from 2011 till 2013, the detection of the adulterants of ractopamine and pesticide in students’ school lunch and the schools’ collusion with private enterprises had been uncovered and appalled the public. “Food education” has become one of the most emphasized educational reforms all over the world. It has strived its way into the official curriculums of UK and Japan, whereas it is a reform yet to be taken into serious consideration in Taiwan. This research is a study of elementary school teachers’ background knowledge considering food education and their attitudes towards it. The result will be for the government’s future reference when promoting food education. 257 questionnaires have been collected, reaching a recovery rate of 85.7%. The statistical and analytical methods employed include: item analysis, factor analysis, reliability analysis, descriptive statistics, t-test, one-way anova, and chi-square test.Findings:(A) Elementary school teacher’s knowledge of food education: Elementary school teacher’s knowledge regarding food education keeps at a certain standard, whereas quite a few misunderstandings are still to be found among some of the teachers, and they don’t differ according to the teachers’ genders, dietary habits, or to their posts at school and the whereabouts of their work.(B)There’s a positive correlation of knowledge, attitude and behavior.(C)There’s also a positive correlation of “the teachers’ attitude in the classroom” and “the teachers’ knowledge of food education.” “The teachers’ consumer behavior”, in all likelihood.(D)There’s a remarkably positive correlation of “kitchen waste management,” “the teachers’ dietary habits,” and “the awarding system they employ,” and this correlation, too, occurs when discussing “the teachers’ attitude in the classroom” and “the teachers’ dietary habits,” “reducing carbon emissions” and “the teachers’ dietary habits.” |
