野孩子下田趣～耕一畝夢田in豐田

Wild children's interest in the fields ~ plowing an acre of dream fields in rich fields

讓孩子在土地中成長，已成奢望？

我們從「食」開始，帶孩子學烹飪、分辨當季食材

從「農」切入，浸入土壤與村莊，練習農事、體驗銷售

誰來晚餐？旅人分享故事，換取一個饗宴

引領孩子在此種下一畝田，一畝回歸家鄉的夢田

Is it too much to ask for your children to grow up in the land?

We start from "food", and take children to learn cooking and distinguish seasonal ingredients

We start with "farming" and immerse ourselves in the soil and village, practicing farming and experiencing sales.

Who's coming to dinner? Travelers share stories in exchange for a feast

Lead children to plant an acre here, a dream field to return to their hometown

案例主題：鄉村教育  
 關鍵字：食農教育、公益旅行  
 Case Topic：Village Education  
 Key Words：Food and Agriculture Education, Public Service Travel

計畫摘要

本計畫預計活化社區幾處閒置農地，發展鄉村「食農教育」基地，透過農事與烹飪，促成偏鄉弱勢兒少學習發展，並讓社區內勞動人力參與、跨社區協作、跨領域專長整合，以期未來改變農村的社區經濟模式。

一、食農教育：從村落到社區微型事業，盤點與重組食農教育資源，執行方式則邀請在地餐飲科師生及廚藝達人傳授烹飪技巧，建立鄉村學習課程模組、到鄉村裡共學、城鄉交流與社區共益模式。

二、社區營造：在地社區參與&共益，包括社區業師開發、社區孩子與家長培力、社區再凝聚以及社區商業盈收。並發展偏鄉學習資源分享的社福平台及移地學習，邀請各領域達人分享專長並駐村參與，創造參與式專業服務的跨社區、跨領域協作。

三、學習模組：建置主題或議題的課程模組，以及建置村落學習角，學習區硬體設置、學習方案規劃、學習手冊編制及教師社群培力等項目。最後建置網路平台，以做為宣傳、 行銷、互動、訊息流通、鄉村學習資料庫的用途。

Project Summary

This project is expected to revitalize several idle farmlands in the community and develop a base for rural "food and agriculture education". Through farming and cooking, it will facilitate the learning and development of disadvantaged children in rural areas, and allow labor force participation, cross-community collaboration, and cross-field expertise integration in the community, with a view to changing the community economic model in rural areas in the future.

1.Food and agriculture education: From village to community micro-enterprise, inventory and reorganize food and agriculture education resources, invite local food and beverage teachers and students and culinary experts to teach cooking skills, establish rural learning course modules, go to the village to learn together, urban-rural exchange and community co-benefit model.

2.Community building: local community participation & co-benefits, including community teacher development, community children and parent training, community reunification and community business income. We also develop a social welfare platform for sharing learning resources in rural areas and migratory learning, and invite experts in various fields to share their expertise and participate in villages to create cross-community and cross-discipline collaboration in participatory professional services.

3. Learning modules: We will build curriculum modules with themes or topics, as well as village learning corners, learning area hardware, learning program planning, learning manuals, and teacher community training. Finally, we will build an online platform for promotion, marketing, interaction, information circulation, and a database of village learning.

給教育工作者的話

現代的世界「切割」得很厲害，將人和土地、將學習和環境切割，將食物和產地切割，將我們和餵養我們的農人切割。孩子們呢？在缺乏實際體驗與連貫性的探究經驗之下，常「吃過豬肉沒看過豬走路」，貽笑大方。

這個計畫把盡可能將「斷掉的東西」都串了起來：吃米飯長大的孩子，要往「上游」認識農人，親自種米、種菜；要往「下游」親自送米，去買家家裡分享家鄉農村的故事。旅人來了，他自己開菜單，用手做美食款待，換取一個從未探索過的世界；團體來了，他帶他們到田裡，招呼大家一起做農活兒。「食」與「農」打開一個世界，一個串起家鄉、城市、朋友與美味的成長記憶。

A message to educators

The modern world is so "cut" that it cuts people from the land, from learning from the environment, from food from production, from the farmers who feed us. And the children? In the absence of real-world experience and coherent inquiry, they are often laughable for having "eaten pork and not seen a pig walk.

This project strings together as many "broken things" as possible: children who grow up eating rice have to go "upstream" to get to know the farmers and grow rice and vegetables themselves; they have to go "downstream" to deliver rice themselves and share the stories of their rural villages with their buyers. When the travelers come, he makes his own menu and uses his hands to cook food in exchange for a world he has never explored before; when the groups come, he takes them to the fields and welcomes them to do farm work together. "Food" and "farming" open up a world, a memory of growing up with home, city, friends and delicious food.

給教育研究者的話

「食」與「農」既銜接鄉村教育，又可從中創造連結主題與議題的學習模組：

鄉村教育主體性：以農村的孩子為主體，讓孩子參與並主責生活-生計-生態「三生模式」之社區營造與學習，以社區孩子與家長做為培力，發展鄉村「食農教育」基地。

建置學習課程模組：將學習以主題或議題方式建置成「課程模組」，主題如：簡約生活、低碳消費、食農教育等，議題如：商業模式反省、合作經濟探究、環境土地倫理等，落實「鄉村學習—食農教育課程」模組化。

A Message to Educational Researchers

"Food" and "agriculture" are not only connected to rural education, but also create learning modules that link themes and issues.

Rural Education Subjectivity: Take rural children as the main body, let them participate and take charge of the community creation and learning in the "three life models" of life, livelihood and ecology, and develop a rural "food and agriculture education" base with community children and parents as the cultivating force.

Building Learning Curriculum Modules: The learning is built into "curriculum modules" in the form of themes or issues, such as: simple living, low-carbon consumption, food and agriculture education, etc.; issues such as: reflection on business models, exploration of cooperative economy, environmental and land ethics, etc., to implement "rural learning - food and agriculture education curriculum" modules.