飲食精緻化，膳食纖維攝取不足，國小學童普遍體重過重或肥胖盛行率高引發本研究動機。本研究以臺北市士林區某國小五年級學童171人中，隨機取5個班級131位學童，進行8周農事體驗教學活動，探討農事體驗後對學童營養午餐蔬菜攝取行為之影響，問卷收集時間於109年9月11日至11月20日間完成，樣本問卷發放131份，剔除無效問卷後，有效問卷為123份，有效問卷回收率為93.89%，以SPSS12進行t-test 、單因子變異數分析各變數之間的差異性，所有顯著水準定為(P<0.05)。研究結果顯示：(1) 實驗組於教學活動前後的蔬菜攝取行為具有顯著差異(P<0.05)，態度不具差異性。(2)性別於活動介入後蔬菜攝取態度具有顯著差異(P<0.05)。(3)晚餐照顧者於活動介入後蔬菜攝取行為具有顯著差異 (P<0.05)，經Scheffe法得知祖父母優於父母。(4)農事體驗讓學童蔬菜攝取態度、午餐滿意度及體驗認知有更高的認同，相對蔬菜攝取行為會更佳。另以營養午餐蔬菜攝取量統計表驗證蔬菜攝取行為，發現：(1) 營養午餐的調味會影響學童蔬菜攝取行為。(2) 導師班級經營會影響學童蔬菜攝取行為及態度。因此，長期農事體驗和導師班級經營及同儕影響力可以改變學童蔬菜攝取行為。研究建議：(1) 以脈絡性及結構性推動食農教育，以達課程延續。(2)食農教育需長時間體驗其意涵，潛移默化融入生活。 This study was inspired by overweight and obesity primary schoolers caused by refine diet and insufficient intake of dietary fiber. In this study, out of all 171 5th graders in an elementary school in the Shinlin District, 131 students from 5 classes were randomly selected to conduct an eight-week agricultural teaching activity to study the effect on students’ vegetable intake behavior during school lunch after the eight-week agricultural experience. The questionnaires were collected from September 11 to November 20, 2020, 131 questionnaires were distributed, after excluding invalid questionnaires, a total of 123 valid questionnaires were collected with a return rate of 93.89%. Implemented the t-test in SPSS 12.0 to analyzed the differences and correlations among the variables, and set the significant level as p<0.05. The study shows: 1. There was a significant difference (p<0.05) in vegetable intake behavior between the experimental group before and after the teach activity while there is no difference in the attitude; 2. There was a difference in attitude towards vegetable intake after the teaching activity by gender(p<0.05); 3. There was a significant difference in vegetable intake behavior between the dinner caregivers after the teaching activity (p<0.05), and the Scheffe method revealed that grandparents show better results than parents; 4. The agricultural activity gave students higher recognition of their vegetable intake attitude, a higher level of satisfaction for lunch and experience awareness, and better vegetable intake behavior. Separately, the vegetable intake behavior was verified by using the statistics from the school lunch vegetable intake and it shows that: 1. The flavor of the school lunch affected the vegetable intake behavior of the students; 2. The teacher’s attitude influenced students’ vegetable intake behavior and attitude. Therefore, a long-term agricultural activity, teacher’s attitude, and peer pressure might change students’ vegetable intake behavior. The study suggested: 1. To continuously conduct the agricultural teaching activity by a systematic and structural promotion; 2. Agricultural teaching activity required a long-term experience to truly become a part of your life.
