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。透過邀請農食育相關之業師的課程參與、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。最後將自己在這堂課所得到的深刻瞭解與體悟，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。
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 grade students from the University Department conduct practical sexual courses on agriculture/food education, etc., through the Taiwan-Japan bilateral agricultural community connected by the Taiwan-Japan basic community exchange activity plan. , learn how to cultivate social practice and communication skills through the practical use of relevant knowledge. Through the course of inviting farmers to participate in the course of food education related to farmers and practical participation in crop production, cultivate students' awareness and practical ability of food education, and at the same time, the farmers in Japan are engaged in the [food education] ] The exchange achieves the purpose of the Taiwan-Japan community exchange. Finally, I will use the profound understanding and understanding I have gained in this class to lead elementary students to jointly understand the importance of agricultural education through stories or other activities, and use this method of sharing learning to present their own learning experiences and achievements.
The so-called [food education] here is the re-education of inner consciousness in order to protect the safety and peace of mind of food.
By recognizing our eating environment, the dignity of life, and the relationship between food (producer-consumer, and the relationship between life and the earthly environment), we will re-energize our own position in this relationship and Responsibility.
1) Learn the concept of food education through practical teaching and learning
Through the course participation of Japanese agricultural and eduine experts, students can understand the current situation of Japanese food and agriculture, and can also promote communication between Taiwan and Japan.
2) Deepen the understanding of food education through the practical process
Understand the relationship between land and producers through the cultivation of crops
3) Students lead elementary students to jointly understand the importance of agricultural education through stories or other activities, and use this method of sharing learning to present their learning experiences and achievements.
4) Hold a seminar with farmers who have long-term support (and invite relevant agricultural education speakers 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。
It is mainly through the agricultural education problem that is currently highly valued in both Taiwan and Japan, allowing students to communicate from Taiwan and Japan to know and understand the content of agricultural education (actually cultivated), translate and implement (learning how to convey and how to translate it into it. three cross-domain language practices, including the Bridge of the Bridge of the World) and three other language practices. Allow students to achieve cross-domain learning while also implementing the international communication function of language students.
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 and fertility-related information (depending on the topic of each lecturer)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時平時 Regular |
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 Final release |
30 | 期末之發表會 |
