本研究旨在探討美食文化觀光課程對餐旅系學生地方認同之影響，採用準實驗研究法之不對等前後測實驗設計，以新北市一所科技大學餐飲管理系與一所技術學院餐旅管理系三、四年級學生為研究對象，實驗組110人、對照組84人。使用工具包括「目的地的吸引力」、「活動涉入」、「目的地熟悉度」、「地方依附」、「目的地忠誠度」、「環境行動」等六量表。統計方法如下：百分比、次數分配、平均數、標準差、t-test考驗分析、單因子變異數分析、共變數分析、多元迴歸分析。研究結果顯示：1. 實驗組學生在美食文化觀光課程的教育介入後，在地方依附、活動涉入、目的地熟悉度與目的地忠誠度上的得分上有顯著差異。2.共變數分析實驗組與對照組在分構面上僅有態度忠誠度達顯著水準，且實驗組分數高於對照組分數，顯示實驗組在態度忠誠度顯著優於控制組。3.活動涉入和目的吸引力對地方依附的具有較佳的預測力；地方依附、目的地熟悉度、目的吸引力對目的地忠誠度具有較佳的預測力；目的地忠誠度和地方依附對環境行為具有較佳的預測力。並根據以上結果針對教學單位與未來研究提出建議，供餐旅課程規劃與實施之參考。

The purpose of this study is to explore the culinary culture tourism course on hospitality department students' place identity. The research used a quasi-experimental design of nonequivalent pretest-post test method. Samples were third and fourth grade students, some from the department of food and beverage management in a University of Science and Technology, and some from Hospitality Management in a Technical School in New Taipei City. The experimental group had 110 students, and there were 84 students in the control group. Using tools including containing six scales: attractive destination, activity involvement, destination familiarity, place attachment, destination loyalty and environmental action. Statistical methods had percentage, frequency distribution; mean, standard deviation, t-test test, one-way ANOVA, analysis of covariance, multiple regression analysis. The study results show that: 1. the experimental group of students after the educational intervention in culinary culture tourism course had significant differences at the score on place attachment, activity involvement, and destination familiarity and destination loyalty. 2. In ANCOVA, the experimental group reached a significant level only in the sub-structure surface of attitudes loyalty, had higher scores than that of the control group. The experimental group was significantly better than the control group in the attitude of loyalty. 3. Activity involvement and destination attractive, and place attachment can have better prediction for Place Attachment. Place attachment, destination familiarity and destination attractive can have better predict for destination loyalty. Destination loyalty and place attachment can have better predict for environmental behavior. Based on the above results, Giving suggest for future research and teaching units to make hospitality curriculum planning and
implementation.

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