大學部3、4年級學生透過碩士班[台日基層社區交流活動計畫]所連結之台日 雙方農業社區及與台日農業從事者的聯繫，進行有關農育/食育等之實踐性課程，學習如何經由參與及相關知識的實踐培育社會實踐及溝通交流能力。透過食育繪本的解說與製作、以農民為師實際參與農作物生產的過程培育學生食育的觀念及實踐能力，同時與日本之農業從事者藉由彼此所共同關心的[農食育]之交流達到台日社區交流實踐的目的。最後並透過對食育繪本的深刻瞭解以將繪本再創造的方式，透過講故事或其他活動帶領小學生共同體認農食育的重要性，並藉此共學的服務方式呈現自身的學習心得與成果。
在此所謂的[食育]是為守護食的安全與安心，所進行的內在意識之再教育過
程，透過重新認識我們的飲食環境、生命的尊嚴，以及食物的連鎖關係(生產者-消費者，以及孕育生命與大地環境之間的關係)，重新體會我們自身在這連鎖關係中的立場與責任。
1) 透過教與學的實踐學習食育的觀念
藉由日本農食育專家的課程參與，讓學生了解日本的食農現況外，亦可促進台日間的交流。
2) 透過實作的過程深化對食育的了解
在栽培作物的過程中透過以農民為師，了解土地與生產者之間的關係
3) 學生透過自製食育繪本彙整並呈現其學習心得與成果。
4) 與長期支援之農民舉辦座談會(並邀請農食育相關講師共同參與) 。The 3 and 4th grades of the university department through the master's degree in the Taiwan -Japan grass -roots community exchange activity plan] connected to the agricultural community between the two parties and the agricultural communities of the agricultural agriculture and the agriculture of the Taiwan -Japan agriculture to conduct practical courses on agricultural education/food education and other courses Learn how to cultivate social practice and communication skills through participation and practice of related knowledge. Through the explanation and production of food and education, to cultivate the concept and practical ability of students' food education with the actual process of farmers participating in the production of crops, and at the same time, with the agricultural practitioners of Japanese agriculture, the exchange of [Agricultural Food and Educational] that they care about The purpose of reaching the Taiwan -Japan community exchange practice. Finally, through the deep understanding of the food and education picture book, to re -creates the picture book, to lead the importance of adequate schools to recognize the importance of agricultural educational education through storytelling or other activities, and to show their own learning experience and achievements through the service methods of schooling. Essence
Here, the so -called [food education] is a re -education for the safety and peace of mind, the internal consciousness of the inherent consciousness
Cheng, through re-understanding our diet environment, the dignity of life, and the chain relationship of food (producer-consumers, and the relationship between life and earth environment), re-understand our own position and position and position in this chain relationship. Responsibility.
1) Learn the concept of food education through the practice of teaching and learning
By participation in the course of Japanese agricultural food and education experts, students can learn about the current situation of Japanese food farmers, and it can also promote the exchanges between Taiwan and Japan.
2) Deepen the understanding of food education through the process of implementation
In the process of cultivating crops, through farmers as teachers, understand the relationship between land and producers
3) Students are reorganized and presenting their learning experiences and results through their own food and educational picture books.
4) Hold a symposium with long -term supported farmers (and invite lecturers related to agricultural food education to participate).
主要是藉由目前在台日兩地區都十分受到重視的農食育問題，讓學生從台日交流、農食育之內容知識與實踐（實際栽種）、翻譯實踐（學習如何傳達及如何實踐翻譯的橋樑）等三個面向進行跨領域的語言實踐。讓學生能達到跨領域學習的同時亦能實踐語言科系學生的國際交流功能。
Mainly, through the problems of agricultural food and education that are currently very valued in Taiwan and Japan, students can communicate from Taiwan, the content of the content of agricultural food and education (actual planting), translation practice (learning how to communicate and how to practice translation Bridge), including three -way language practice. Students can achieve cross -domain learning while practicing the international communication function of students in the language department.
1.日本食通信
2.農食育相關資料(依各講師之主題而定)
1. Japanese food communication
2. Agricultural food and education related information (depending on the theme of each lecturer)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時平時 Usually |
70 | 平時課程的參與,出席率,團隊合作等等 |
| 期末發表期末發表 At the end of the period |
30 | 期末之發表會 |
