The article explores how taste is integrated in the outdoor educational context of school gardens. The study discusses previous research critical of taste education in general and of school garden cooking programs in particular with an empirical exploration of taste education in the Danish school garden program, Gardens for Bellies. A key finding is that, despite an absence of an explicitly formulated pedagogy of taste, tasting is a central element in triggering students’ involvement in the learning process and students are encouraged, and given autonomy to reflect and make their own taste judgments. The discussion draws on newer theoretical and didactic perspectives on taste education and concludes that a critical, reflective, and systematic approach to taste education can be key to involving students’ perspectives more radically and linking the school garden experience both to the classroom and to wider educational goals.

本文探讨了如何在学校花园的户外教育环境中整合品味。该研究讨论了以前对整体口味教育以及学校花园烹饪计划的批判性研究，尤其是对丹麦学校花园计划“百丽花园”中口味教育的实证探索。一个关键的发现是，尽管没有明确制定的味觉教学法，但品酒是触发学生参与学习过程的核心要素，因此鼓励学生并给予他们自主权来反思和做出自己的味觉判断。讨论借鉴了关于味觉教育的最新理论和教学观点，得出的结论是，批判性，反思性，