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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

永續生機飲食

課號

Course Code

CHLM100101

課程英文名稱

Course Name in English

Ustainable Natural Organic Diet

學年/學期

Academic Yeas/Semester

114 /1

開課單位/學門別

Department/Academic Discipline

健康樂活暨管理學院

學制別

Degree

學院

學分數

Credits

每週授課時數

Weekly Hours of Instruction

修別

Type

必修 Required

課/學程別

Program

跨領域Interdisciplinary

課程分流

實務型

課程內容

Curriculum attribute

■跨領域	■SDG 3 健康與福祉：確保及促進各年齡層健康生活與福祉	■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
■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 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
■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	■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
■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	■SDG 17 多元夥伴關係：建立多元夥伴關係，協力促進永續願景

AI暨智慧永續發展

AI暨智慧課程:無永續發展課程: 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

■中英雙語

授課教師

Instructor

周鴻騰,陳鼎儒

聯絡方式

htchou@mail.fgu.edu.tw

03-9871000 #

上課時間/地點

Time of Class/Location of Class

二.2,3,4(B103-3)

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。
課程內容應涵蓋生機飲食與超級食物來源、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。
This course can be summarized into three main aspects and six subtopics. The three aspects include: agricultural production and the environment, dietary health and consumption, and dietary life and culture. Each aspect can be further divided into two topics. For example, under agricultural production and the environment, the focus can be on sustainable agriculture and biodiversity; under dietary health and consumption, balanced diets and food safety can be explored; while under dietary life and culture, the emphasis can be on the inheritance of dietary culture and local consumption. The course content should cover food sources, the relationship between agriculture and the environment, the establishment of healthy eating habits, and support for local agriculture. It is particularly important to emphasize the teaching concept of "integrated health," which includes the interconnections between environmental health, animal and plant health, and human health. The course aims to enhance students' understanding of the agricultural production process, cultivate healthy eating habits, increase awareness of dietary culture, and promote local economic development. By fostering students' food and agriculture literacy, they will be able to make healthier choices in their daily lives and support sustainable agricultural development.

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	理解農業生產與環境的相互關係Understand the interrelationship between agricultural production and the environment
2	培養健康飲食與消費習慣Develop healthy eating and consumption habits
3	增進飲食生活與文化認知Enhance understanding of dietary practices and food culture
4	培養學生對生機飲食製作之進階烹調知能與刀工技能。 Develop students' advanced cooking skills and knife techniques for preparing natural organic diets.
5	製作方法創新又非常簡便，又能做出色、香、味俱全的生機飲食。了解蔬食食材搭配互補作用的原則技巧，此乃為創意素食製作的特色。 Innovative and simple preparation methods can create natural organic dishes that are visually appealing and flavorful. Understanding the principles of food complementarity in vegetarian ingredients is key to creative vegetarian cooking.
6	蔬食如能做得好，美味更甚肉食，清新可口的滋味，將使你對蔬食菜餚刮目相看，每一道菜所包含食物的種類總在二、三項以上，在食物的搭配上符合了食物互補作用的原則。 When prepared well, vegetarian dishes can be even more delicious than meat dishes. The fresh and appetizing flavors will change your perception of vegetarian cuisine. Each dish includes two or more types of ingredients, adhering to the principle of food complementarity.

授課進度表

Weekly Schedule

週次	內容	備註
1	第1週：食農教育與永續教育的基本概念-「百膳孝為先」案例經驗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	第2週：研究方法：資料搜集、文獻閱讀與概念圖繪製學習搜集與解讀環境健康及生態資料，掌握文獻分析技巧，並練習將複雜的跨領域資訊轉化為清晰的概念圖，以培養系統性思考能力。Research Methods: Data Collection, Literature Review & Concept MappingLearn to collect and interpret environmental health and ecological data, master literature analysis, and practice converting complex, interdisciplinary information into clear concept maps to develop systematic thinking skills.
3	第3週：農業生產與環境的關係-「百膳孝為先」案例經驗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.
4	第4週：生物多樣性與生態系統的維護-「百膳孝為先」案例經驗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.
5	第5週：食農教育與健康一體的整合-「百膳孝為先」案例經驗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.
6	第6週：在地消費與永續發展的關係-「百膳孝為先」案例經驗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?
7	第7週：文化傳承與飲食習慣的融合-「百膳孝為先」案例經驗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?
8	第8週：以孝親安康學習模式為導向之綠色照顧社會實踐經驗「孝親安康學習模式」推動綠色照顧，結合倫理實踐與永續發展，促進家庭和諧與環境友善。 Promoting green care through the "Filial Piety and Well-being Learning Model," integrating ethical practice and sustainable development to enhance family harmony and environmental friendliness.
9	第9週：期中考期中實作報告以評估前八週的學習成果與理解。 Midterm Exam Midterm practical report to assess the learning outcomes and understanding from the first eight weeks.
10	第10週：生機飲食、超級食物之飲食健康與均衡消費介紹飲食金字塔的概念，強調確保營養均衡的重要性及其對健康的影響。 Dietary Health and Balanced Consumption(Organic diet, superfoods) Introduction to the concept of the food pyramid, emphasizing the importance of ensuring nutritional balance and its effects on health.
11	第11週：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.
12	第12週：生機飲食、超級食物之地產地消與地方經濟鼓勵消費當地農產品，支持地方經濟發展，並減少碳足跡的影響。 Local Production and Consumption and Local Economy(Organic diet, superfoods) Encouragement to consume local agricultural products, supporting local economic development and reducing carbon footprint impacts.
13	第13週：國產「生機飲食、超級食物之農產品」的介紹介紹當季的國產農產品，分析其市場需求及消費趨勢。Introduction to Domestic Agricultural Products(Organic diet, superfoods)Introduction to seasonal domestic agricultural products, analyzing market demand and consumption trends
14	第14週：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.
15	第15週：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.
16	第16週：「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.
17	第17週 16+2課程 (16+2 week)
18	(16+2 week)

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
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

周鴻騰(2021)。「孝親安康學習旅遊」在地實踐之成效分析。發展與前瞻學報，33，3-39。https://doi.org/10.6737/JDP.202109_(33).01

Herrero, M., Hugas, M., Lele, U., Wira, A., & Torero, M. (2021). Shift to Healthy and Sustainable Consumption Patterns. A paper on Action Track 2. Bonn: Center for Development Research (ZEF) in cooperation with the Scientific Group for the UN Food System Summit 2021, https ://doi.org/10.48565/scfss2021-9240

Huynh, L. T. M., Gasparatos, A., Su, J., Dam Lam, R., Grant, E. I., & Fukushi, K. (2022). Linking the nonmaterial dimensions of human-nature relations and human well-being through cultural ecosystem services. Science advances, 8(31), eabn8042.

UNESCO. Division for Inclusion, Peace and Sustainable Development, Education Sector. (2017). Education for sustainable development goals: Learning objectives. quoted from: https://www.sdg4education2030.org/education-sustainable-development-goals-learning-objectives-unesco-2017

指定閱讀

Required Readings

教師座談/晤談地點與時間

Course Management SystemInstructor' Office and Office hours

每週二上午0900-1200

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