생활과학으로서의 초등 식생활 교육내용 분석

Analysis of Food and Dietary Education in the 7th Primary School Curriculum as a Science & Technology for Life

The present study investigated the food and dietary education contents in the primary school curriculum to diagnose the current situation and to suggest the direction of the future curriculum. All the primary level textbooks of the 7th curriculum were reviewed and the contents related with food and dietary education were counted and analyzed. Total 134 contents were found among 10 essential subjects, and they could be classified into 4 major categories of food(40%), nutrition(23%), dietary culture(23%), and simple motivation using food(13%). Again, the major categories could be classified into 13 sub-categories, and among which educations on traditional dietary culture(18%) and healthy dietary practice(19%) occupied the largest and followed by food hygiene(10%), food science(8%), cookery science(6%), basic nutrition(4%), dietary etiquette(4%), and food distribution & economics(4%). Among 10 subjects, ‘Practical Arts’, ‘Physical Education’, ‘Korean’, ‘Social Science’, and ‘Science’ were the 5 major ones having food and dietary education contents.‘Practical arts’ contained education contents for cookery science and nutrition, ‘Physical education’ for healthy dietary practice and food hygiene, ‘Korean’ for traditional Korean diet and healthy dietary practice, ‘Social Science’ for food economics, food culture and healthy dietary practice, and ‘Science’ mainly for food science, respectively. Although it was desirable to have many subjects dealing with the advantages of traditional Korean diet as an educational content, the education to prevent the childhood obesity in 5th or 6th grade was too late and it should be started with the lower grade children. In spite of the fact that ‘Practical Arts’ is supposed to be the core subject regarding food and dietary education, some of the contents were over lapped in ‘Physical Education’, and the contents on food hygiene were covered in ‘Physical Education’ rather than in ‘Practical Arts’. The fact that food and dietary education is covered in various subjects tells us the importance and usefulness of these areas; however, the levels and contents need to be adjusted by positioning ‘Practical arts’ subject in the center of the curriculum. And for that purpose, it will be necessary to change the name of the subject from ‘Practical Arts’ to ‘Science & Technology for Life’.