国内外食育研究的理论与实践

doi:10.18402/resci.2018.12.05

摘要/Abstract

摘要：

当前中国正处于城乡居民膳食结构升级和农业发展战略转型的关键期,加强食育理论与实践研究不仅有助于推动城乡居民改善饮食和生活方式,减少食物浪费以及不科学饮食习惯诱发的健康隐患,更是应对粮食供求长期紧平衡、保障粮食安全的重要手段。当前国内对食育研究明显不足,难以支撑现阶段食育实践推广的需要。本文利用文献资料分析方法首先对国内外食育理论研究进展进行了系统梳理,并从社会背景、制度建设、社会参与、内容和方式创新四方面总结了国外食育的实践特征,进一步梳理了中国食育实践的历史脉络和现状。基于以上分析,文章提出食育的概念,阐述了食育的基本内涵和特征,包括主体的多元化和协调性、内容的丰富性和创新性、形式的多样性和探索性。最后围绕加快推进中国食育提出加强食育制度设计和跨区合作交流、完善食育推进课程体系、建立多元主体共同参与的食育网络、开展食育推进试点等政策建议。

关键词: 食育, 食物可持续消费, 饮食习惯, 健康教育, 粮食安全

Abstract:

China is entering a new and challenging period nowadays. With the continuous increasing of people’s income and the improvement of the whole level of productivity, China is in a critical period of upgrading the dietary structure of urban and rural residents and the strategic transformation of agricultural development. Food education, including diet and nutrition education, is of great importance to sustainable food consumption and health. Therefore, focusing on food education theory and practice can not only contribute to forming healthy and scientific diets and lifestyles, which would help reduce food waste and decrease unscientific-diets-induced health risks in turn, but also can serve as an important approach to cope with the tight-balance between grain supply and demand over a long period of time, and ensure food safety at the national level. However, few studies have focused on food education in China, which can hardly meet the urgent needs of food education practices in China. This study reviews the practices and researches on food education systematically in both China and other countries, summarizes the practical characteristics of food education in foreign countries from four aspects mainly: social background, institution-construction, social participation, innovation in content and pattern. Along with the practical characteristics of food education in foreign countries, the study further characterizes the history and present situation of food education practices in China. Based on the above analysis, the study then proposes a concept of food education and describes its basic connotation and characteristics in detail. In the end, the study puts forward some corresponding policy proposals, for example, strengthening the institutional construction and cross-regional exchanges of food education, establishing a food education collaboration network with multiple principals, strengthening the innovation of forms and contents of food education, and launching some pilot projects.

Key words: food education, sustainable food consumption, eating habits, health education, food safety

侯鹏, 王灵恩, 刘晓洁, 李云云, 薛莉, 成升魁. 国内外食育研究的理论与实践[J]. 资源科学, 2018, 40(12): 2369-2381.

Peng HOU, Ling′en WANG, Xiaojie LIU, Yunyun LI, Li XUE, Shengkui CHENG. Theory and practice on food education researchat home and abroad[J]. Resources Science, 2018, 40(12): 2369-2381.

图/表 4

表1

表2

中国食育（营养教育）推进的相关政策"

时间	文件名称	涉及内容
1960年	中共中央《关于做好粮食分配工作的指示》^[63]	必须切实做到计划用粮和节约用粮。无论城市和乡村,都必须厉行计划用粮和节约用粮。
1972年	国务院《关于粮食问题的报告》^[64]	要动员城市人民自觉自愿节约粮食,支援灾区。工业用粮,要广泛开展节约代用。
1981年	《幼儿园教育纲要（试行草案）》^[65]	培养幼儿良好的生活卫生习惯和独立生活的能力;分别针对大中小班制定营养教育目标。
1990年	《学校卫生工作条例》^[56]	学校应当把健康教育纳入教学计划。普通中小学必须开设健康教育课,普通高等学校等大中专学校应当开设健康教育选修课或者讲座。
1993年	《九十年代中国食物结构改革与发展纲要》^[66]	引导食物消费,建立科学、合理的膳食与营养结构。加强膳食营养知识的舆论宣传和科技普及工作;要从中小学生抓起,增加食物和营养方面科普知识的教育,提高科学消费的自觉性。
1999年	中共中央国务院《关于深化教育改革全面推进素质教育的决定》^[67]	培养学生的良好卫生习惯,了解科学营养知识。各级各类学校要从实际出发,加强和改进对学生的生产劳动和实践教育。
2001年	《幼儿园教育指导纲要（试行）》^[68]	密切结合幼儿的生活进行安全、营养和保健教育,提高幼儿的自我保护意识和能力。
2001年	《中国食物与营养发展纲要（2001—2010年）》^[69]	全面普及营养知识,提高全民营养意识。开展多种形式、多种类型的营养知识教育;提高城乡居民的营养科学知识和自我保健意识,引导居民的食物消费方向,提高全民科学、合理膳食的自觉性,把营养健康教育纳入中小学教育的内容。提高营养师的社会地位,逐步学校等单位公共食堂及餐饮服务业推行营养师制度。
2006年	《全国食品安全宣传教育纲要（2006—2010年）》^[70]	教育工作者要学习食品原料、储藏、制作、烹调等食品安全基本常识,并通过多种形式引导学生了解食品安全基本常识,让学生从小培养良好的生活和饮食习惯。
2008年	《中小学健康教育指导纲要》^[58]	通过有计划地开展学校健康教育,培养学生的健康意识与公共卫生意识,掌握必要的健康知识和技能,促进学生自觉地采纳和保持有益于健康的行为和生活方式。
2008年	《中国公民健康素养——基本知识与技能（试行）》^[71]	包含健康生活方式的标准等66条健康素养基本知识与技能。并根据中国居民主要健康问题和健康需求的变化于2015年对其进行修订——《中国公民健康素养——基本知识与技能（2015年版）》。
2010年	《营养改善工作管理办法》^[72]	卫生行政部门应当经常组织开展多种形式的营养宣传教育,推广《中国居民膳食指南》,帮助居民形成符合营养要求的饮食习惯以及健康的生活方式,提高改善膳食营养的能力。
2011年	《关于实施农村义务教育学生营养改善计划的意见》^[73]	要充分利用各种宣传教育形式,向学生、家长、教师和供餐人员普及营养科学知识,培养科学的营养观念和饮食习惯。学校要严格落实国家教学计划规定的健康教育时间,对学生进行营养健康教育,建立健康的饮食行为模式。
2012年	《中国慢性病防治工作规划（2012—2015年）》^[74]	科学指导合理膳食,积极开发推广低盐、低脂等健康食品。倡导和鼓励食品销售企业开设健康食品专柜,引导消费者选择健康食品;将营养、慢性病和口腔卫生知识纳入中小学健康教育教学内容。
2012年	《3~6岁儿童学习与发展指南》^[75]	为幼儿提供谷物、蔬菜、水果、肉、奶、蛋、豆制品等多样化的食物,均衡搭配。帮助幼儿养成良好的饮食习惯。如：合理安排餐点,帮助幼儿养成定点、定时、定量进餐的习惯等。
2014年	《中国食物与营养发展纲要（2014—2020年）》^[76]	开展多种形式的营养教育,引导居民形成科学的膳食习惯,推进健康饮食文化建设。将食物与营养知识纳入中小学课程,加强对教师、家长的营养教育和对学生食堂及学生营养配餐单位的指导,引导学生养成科学的饮食习惯。开展食物与营养知识进村（社区）入户活动,加强营养和健康教育。
2016年	《“健康中国2030”规划纲要》^[77]	提高全民健康素养,建立健全健康促进与教育体系,提高健康教育服务能力,从小抓起,普及健康科学知识。加大学校健康教育力度,把健康教育作为所有教育阶段素质教育的重要内容。以中小学为重点,建立学校健康教育推进机制。
2016年	《关于加强健康促进与教育的指导意见》^[78]	将健康教育纳入国民教育体系,把健康教育作为所有教育阶段素质教育的重要内容。以中小学为重点,建立学校健康教育推进机制。加强学校健康教育师资队伍建设。
2017年	《国家教育事业发展“十三五” 规划》^[79]	全面加强幼儿园、中小学的卫生与健康工作,加大健康知识宣传力度,提高学生主动防病意识。广泛开展可持续发展教育,深化节水、节电、节粮教育,引导学生厉行节约、反对浪费。
2017年	《国民营养计划（2017—2030年）》^[80]	开展营养与健康、营养与社会发展的经济学研究。推动有条件的学校、幼儿园、养老机构等场所配备或聘请营养师。充分利用社会资源,开展营养教育培训。创建国家食物营养教育示范基地,开展示范健康食堂和健康餐厅建设。
2017年	《中小学综合实践活动课程指导纲要》^[59]	将食育和健康相关的专题教育融入综合实践活动主题中。

表2

图1

图2

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	工作内容	如何推进	机构	主体	目标
内阁府	数据管理;同类型问题的年度连续调查;信息发布	食育推进基本计划的制定;各类活动的支援;调查研究	国家;地方公共团体;教育工作者;食品相关行业者	文部科学省;厚生劳动省;农林水产省;相关部门	为推进食育目标的战略
企业	食育相关的信息收集、发布、公共宣传	食品安全相关信息的提供	电视、广播、网站等	企业;自治体;消费者团体	形成食育推进的模式
学校·保育所	饮食文化的传承、栽培等活动的推进	菜单、营养均衡等信息和知识的提供	医疗机构;学校给食	营养师;专门调理师;保育所;学校给食相关者	生活习惯的改善、设计和指导
社区	专业知识人才的培育	形成关心食材的环境	志愿者活动;消费者和生产者的交流	商店街	提升食料自给率;推进食料的地产地消
家庭	食事均衡知识的习得	食事礼仪;共食;营养均衡;饮食生活规律	交流	家人	形成良好饮食习惯;学习正确饮食知识