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  佛光大學
Fo Guang University
教學計畫表 Syllabus		  
 
課程中文名稱
Course Name in Chinese 		食農教育
課號
Course Code 		LISL220300
課程英文名稱
Course Name in English		 Food and Agriculture Education
學年/學期
Academic Yeas/Semester		 115 /1
開課單位/學門別
Department/Academic Discipline		 樂活產業學系學士班
學制別
Degree		 學士班
學分數
Credits		  3    
每週授課時數
Weekly Hours of Instruction 		 3   
修別
Type		 選修 Elective
課/學程別
Program		 學系專業選修Specialized Elective
課程分流
 實務型
課程內容
Curriculum attribute
■跨領域 ■一般課程 ■SDG 12 責任消費及生產：促進綠色經濟，確保永續消費及生產模式
■生命教育 ■SDG 2 消除飢餓：確保糧食安全，消除飢餓，促進永續農業 ■SDG 13 氣候行動：完備減緩調適行動，以因應氣候變遷及其影響
■品德教育 ■SDG 3 健康與福祉：確保及促進各年齡層健康生活與福祉 ■SDG 14 保育海洋生態：保育及永續利用海洋生態系，以確保生物多樣性並防止海洋環境劣化
■環境教育 ■SDG 4 優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習 ■SDG 15 保育陸域生態：保育及永續利用陸域生態系，確保生物多樣性並防止土地劣化
■永續發展 ■SDG 6 淨水及衛生：確保所有人都能享有水、衛生及其永續管理
AI暨智慧永續發展
 AI暨智慧課程:否    永續發展課程: 智慧永續入門課程
16+2課程 是
教學方法
Instructional Strategies
■講授 ■分組討論
授課教師
Instructor		 周鴻騰,陳鼎儒
聯絡方式
t114039@mail.fgu.edu.tw
03-9871000 #
上課時間/地點
Time of Class/Location of Class		 二.5,6,7(114)
先修課程
Prerequisites
課程描述（若為實務型課程需含搭配產業界或非營利組織需求之說明）
Course Description
 
本課程可歸納為三個主要面向及六項細分主題。這三個面向包括：農業生產與環境、飲食健康與消費、以及飲食生活與文化。每個面向下又可細分為兩個主題，例如在農業生產與環境中，重點可放在永續農業和生物多樣性；在飲食健康與消費中，則可探討均衡飲食和食品安全；而在飲食生活與文化中，則可關注飲食文化的傳承和地產地消。
課程內容應涵蓋食物來源、農業與環境的關聯、健康飲食習慣的建立，以及對在地農業的支持。特別是要強調「健康一體」的教學概念，這包括環境健康、動植物健康和人類健康的相互關聯。課程目標則是提升學生對農業生產過程的理解，培養健康的飲食習慣，增進對飲食文化的認識，並促進在地經濟的發展。促進學生的食農素養能在日常生活中做出更健康的選擇，並支持農業的永續發展。
 
課程目標 （若為實務型課程請具體描述該課程所要培養之實務能力)
Course Objectives
序號目標描述
1具樂活理念與產業發展的基礎知識
2增進實務參與及策略規劃的職場經營管理能力
3運用專業與創意增進產業未來發展與創新的能力
4落實學習、做事的態度，提升行銷與解決問題的能力
授課進度表
Weekly Schedule
週次內容備註
1食農教育與永續教育的基本概念介紹食農教育與永續教育的核心概念，探討其在當代社會中的重要性及影響。
Basic Concepts of Food and Agriculture Education
Introduction to the core concepts of food and agriculture education, exploring its importance and impact in contemporary society.		 
2農業生產與環境的關係
強調循環農業與永續發展的理念，討論資源保護及環境品質的重要性。
The Relationship Between Agricultural Production and the Environment
Emphasis on the concepts of circular agriculture and sustainable development, discussing the importance of resource conservation and environmental friendliness.		 
3生物多樣性與生態系統的維護
探討生物多樣性在維持生態平衡中的關鍵角色，及其對環境的長期影響。
Biodiversity and Ecosystem Maintenance
Exploration of the key role of biodiversity in maintaining ecological balance and its long-term impact on the environment.		 
4食農教育與健康一體的整合
探討食農教育如何促進環境健康、動植物健康與人類健康之間的相互關聯。
Integration of Food and Agriculture Education and Integrated Health
Exploration of how food and agriculture education promotes the interconnections between environmental health, animal and plant health, and human health.		 
5在地消費與永續發展的關係
在地消費能改善飲食結構和支持地方農業的最佳方案？
The Relationship Between Local Consumption and Sustainable Development
Is local consumption the best solution to improve dietary structure and support local agriculture?		 
6文化傳承與飲食習慣的融合
在食農教育中有效融入傳統飲食文化，能促進學生對本地農業的認識和珍惜？
Cultural Heritage and the Integration of Dietary Habits
Can effectively integrating traditional dietary culture into food and agriculture education promote students' understanding and appreciation of local agriculture?		 
7飲食生活與文化的連結探討文化身份與社區之間的關聯，尊重並理解傳統飲食習慣的重要性。
The Connection Between Dietary Life and Culture
Exploration of the relationship between cultural identity and community, highlighting the importance of respecting and understanding traditional dietary habits.		 
8期中考
期中實作報告以評估前七週的學習成果與理解。
Midterm Exam
Midterm Practice Report, used to assess learning outcomes and comprehension from the first seven weeks.		 
9均衡飲食、生機飲食與食品安全科學
植物性飲食（Plant-Based Diet）與全食物概念；認識食品添加物、減碳消費與潔淨標章（Clean Label）趨勢。
Balanced Diet, Organic Diet, and Food Safety Science
Plant-Based Diet and the "whole food" concept; understanding food additives, low-carbon consumerism, and Clean Label trends.		 
10生機飲食、超級食物之食品安全與營養知識
討論食品的衛生與安全，指導選擇新鮮、無添加的食材以保障健康。
Food Safety and Nutritional Knowledge(Organic diet, superfoods)
Discussion on food hygiene and safety, guiding the selection of fresh, additive-free ingredients to ensure health.		 
11減碳餐桌與國產食材格外品翻轉料理
利用「全食物利用（Nose-to-Tail / Root-to-Stem）」觀念，將國產格外品（醜食）轉化為現代創意料理。
Low-Carbon Dining and Transformed Cuisine Using Local Imperfect Produce
Utilizing the "whole food utilization" (Nose-to-Tail / Root-to-Stem) concept to transform local imperfect produce (ugly food) into modern creative cuisine.		 
12國產「生機飲食之漁產品」的介紹
介紹台灣的漁業資源、漁產品，討論其永續性及對環境的影響。
Introduction to Domestic Fishery Products(Organic diet, superfoods)
Introduction to Taiwan's fishery resources, discussing sustainability and its environmental impacts.		 
13國產「生機飲食之畜產品」的介紹
探討台灣畜牧業、畜產品的現狀及其永續發展的挑戰與機會。
Introduction to Domestic Animal Products(Organic diet, superfoods)
Exploration of the current state of Taiwan's livestock industry and its challenges and opportunities for sustainable development.		 
14食農教育之「健康一體」校園與社區推廣策略
深化環境健康、動植物健康與人類健康的互動關係；探討如何將「健康一體」思維落實於社區營造、校園午餐或餐飲經營管理。
Introduction to Domestic Agricultural Products(Organic diet, superfoods)
Introduction to seasonal domestic agricultural products, analyzing market demand and consumption trends		 
15「永續小廚師」計畫實踐經驗
「永續小廚師」計畫，結合耐逆境可食植物、超級食物與動物福利蛋，透過實作與數位學習，培養學生永續思維與食農素養。
Sustainable Little Chefs" program, integrating resilient edible plants, superfoods, and animal welfare eggs to foster students' sustainability mindset and food literacy through hands-on and digital learning.		 
16永續消費反思與未來食農產業創新展望探討綠色消費心理學與食農產業未來的創新機會。
Reflections on Sustainable Consumption and Future Innovations in the Agri-Food Industry
Exploring the psychology of green consumerism and future innovative opportunities within the agri-food industry.		 
1716+2課程
16+2 Flexible Week Curriculum		 
1816+2課程
16+2 Flexible Week Curriculum		 
　
學期成績計算及多元評量方式
Grading Policy
項次配分項目/catagory配分比例/Percentage會考測驗/general_test實務操作/accounting_practice專題發表/case_presentation其他/other
1平時成績/Asssignments 30%30   
2期中考成績/Midterm Exam 30%30   
3期末考成績/Final Exam 30%30   
4其他/other 10%10   
主要參考書目
References

 Arredondo-Rivera, M., Barois, Z., Monti, G. E., Steketee, J., & Daburon, A. (2024). Bridging Food Systems and One Health: A key to preventing future pandemics?. One Health, 18, 100727.
Garcia, S. N., Osburn, B. I., & Jay-Russell, M. T. (2020). One health for food safety, food security, and sustainable food production. Frontiers in Sustainable Food Systems, 4, 1.
Hassan‐Kadle, A. A., Magar, Z. A. A., Osman, A. M., & Gaikwad, P. S. (2025). Challenges, Opportunities, and Future Directions in One Health Collaboration. One Health Integration: Global Perspectives on Animal Health and Sustainable Agriculture, 283-306.
Rizzo, D. M., Lichtveld, M., Mazet, J. A., Togami, E., & Miller, S. A. (2021). Plant health and its effects on food safety and security in a One Health framework: four case studies. One health outlook, 3(1), 6.
Zhang, G., Qiu, Y., Boireau, P., Zhang, Y., Ma, X., Jiang, H., ... & Ding, J. (2024). Modern agriculture and one health. Infectious Diseases of Poverty, 13(05), 82-86.

指定閱讀
Required Readings

Arredondo-Rivera, M., Barois, Z., Monti, G. E., Steketee, J., & Daburon, A. (2024). Bridging Food Systems and One Health: A key to preventing future pandemics?. One Health, 18, 100727.
Garcia, S. N., Osburn, B. I., & Jay-Russell, M. T. (2020). One health for food safety, food security, and sustainable food production. Frontiers in Sustainable Food Systems, 4, 1.
Hassan‐Kadle, A. A., Magar, Z. A. A., Osman, A. M., & Gaikwad, P. S. (2025). Challenges, Opportunities, and Future Directions in One Health Collaboration. One Health Integration: Global Perspectives on Animal Health and Sustainable Agriculture, 283-306.
Rizzo, D. M., Lichtveld, M., Mazet, J. A., Togami, E., & Miller, S. A. (2021). Plant health and its effects on food safety and security in a One Health framework: four case studies. One health outlook, 3(1), 6.
Zhang, G., Qiu, Y., Boireau, P., Zhang, Y., Ma, X., Jiang, H., ... & Ding, J. (2024). Modern agriculture and one health. Infectious Diseases of Poverty, 13(05), 82-86.
教師座談/晤談地點與時間
Course Management SystemInstructor' Office and Office hours

每週二1300-1500
學生請假規則

 1. 學生請假悉依本校「學則」及「學生請假辦法」規定辦理。
2. 依本校「學則」第33條，曠課一小時，以缺課二小時論。學生某一科目之缺課總時數達該科全學期授課時數三分之一，經該科教師扣考後，即不准參加該科目之學期各項學習成績考試或評量。
課程平台

 http://elearn.fgu.edu.tw