運用調理科學與健康飲食教育提升學校午餐地雷菜接受度 -以中部某小學高年級學生為例

透過學校午餐培養學生均衡飲食習慣，實務上仍有學生接受度低的菜餚，故本研究將接受度最低的菜餚定義為地雷菜(Bomb dish)。根據研究場域之團膳公司提供學生對學校午餐滿意度調查發現，蔬菜中青江菜、油菜、小白菜的接受度最低。本研究以調理科學技術引入，並配合健康飲食教育，期能提升學生的接受度，減少對部分蔬菜的偏食，使學生的飲食符合學校午餐食物內容目標值及減少學校午餐剩食量。昆布中的鮮味成分含量比鰹魚高，昆布與食物一同烹調亦能提升鮮味與甘甜口感，透過高年級學生進行品評測驗，結果昆布調味料接受度顯著較佳，本研究選擇昆布調味改良地雷菜。研究第1階段為觀察期(第1-3週)，觀察學生午餐情形並記錄蔬菜攝取量與剩食情形，所提供的蔬菜中攝取量最低者為青江菜(44 g/人)、油菜(46 g/人)、小白菜(52 g/人)，故選為本研究之試驗項目；第2階段為介入期(第4-6週)，以昆布調味料改良菜餚並紀錄之；第3階段是宣導期(第7-8週)，調味同前期並加上健康飲食教育強化學生均衡飲食觀念，運用認識蔬菜的教具引起學生對蔬菜的興趣。第4階段為追蹤期(第9-16週)，為確認再次引入調理科學與健康飲食教育之延續效益。研究結果發現，運用調理科學與健康飲食教育可增加學生對地雷菜接受度，提高營養均衡性、減少蔬菜剩食和廚餘(減少約1600 kg/學期)。

School lunch is want to provide students with a balanced diet, but some students still have low acceptance dish, This study defines the dishes with the lowest acceptance as Bomb dishes. According to a student satisfaction survey of the school lunch, the Ching-geeng, Field-mustard, and Pakchoi were the least accepted vegetables. This study purpose is using culinary science and nutrition promotion to improve student acceptance, reduce partial eclipse of certain vegetables, and make student's diet meet to the school lunch food content and nutrition standards and reduce surplus food. The content of umami in Konbu is higher than Mackerel. Cooking with konbu and food can also improve umami and sweetness. Through the assessment of senior students, the acceptance of konbu seasoning is significantly. The first phase of the study is the observation period (1-3 weeks). Observe the student's lunch and record the intake of vegetables and surplus food. The Ching-geeng (44 g/person), Field-mustard (46 g/person), and Pakchoi (52 g/person) were the lowest intake vegetables, This study selected these 3 vegetables the experimental project ; The second stage is the intervention period (weeks 4-6), and the dishes are improved and recorded with konbu seasoning; The third stage is the promotion period (weeks 7-8), and the seasoning is the same as the previous period, and the healthy diet education is added to strengthen the student's concept of a balanced diet. The use of teaching aids aroused students' interest in vegetables. The fourth stage is the tracking period (Weeks 9-16), to confirm the continued benefits of introducing conditioning science and healthy diet education. The results show that using culinary science and healthy diet education can increase student's acceptance of Bomb dishes. thereby improving nutritional balance and reducing food waste of the surplus food and vegetables (about 1600 kg per semester)