제7차 교육과정 기술 ·가정 교과중 식생활 단원에 대한 중학생의 인식
A Study on Middle School Students' Recognition of Food and Nutrition Part in Home Economics
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본 연구는 중학생들의 기술가정 교과의 식생활 단원에 대한 인지도, 난이도, 필요도를 성별, 학교소재지별로 평가분석하여 앞으로 식생활 단원의 교육과정 개발에 기초자료를 제공하고자 하였다. 본 연구의 설문조사는 7차 교육과정 기술가정 중 1 학년 식생활 단원을 이수한 중학교 1학년 남녀 학생으로 도심지역(330명), 농촌 지역(340명)등 총 670명을 대상으로 하였다. 본 연구에서 얻어진 결과는 다음과 같다.1) 식생활 단원의 인지도 중 흥미도는 성별(여>남) 및 학교소재지별(도심지역>농촌지역) 차이를 보였다. 식생활 단원이 실생활에 도움을 준 정도는 성별 차이를 보이지 않았으나, 학교 소재지(도심 지역>농촌 지역) 차이를 보였다. 식생활 단원을 배운 후 관심의 변화 정도는 성별에서 차이가 없었으나, 학교 소재지별(도심 지역>농촌 지역)로 차이를 보였다.2) 식생활 단원에 대한 난이도에 있어서 ‘청소년기 영양과 건강’ 단원은 성별 차이를 보이지 않았으나. 학교 소재지별(도심 지역>농촌 지역) 차이를 보였다. ‘균형있는 식사’ 단원에서도 성별, 학교 소재지별 차이를 보이지 않았다.3) 식생활 단원에 대한 필요도에 있어서 ‘청소년기 영양과 건강’ 단원은 성별(남>여), 학교소재지별(도심 지역>농촌 지역)로 차이를 보였다. ‘균형있는 식사’ 단원에서도 성별(남>여), 학교 소재지별(도심 지역>농촌 지역)차이를 보였다. ‘조리원리와 음식 만들기’ 단원에서는 성별(여>남), 학교 소재지별(도심 지역>농촌 지역) 차이를 보였다.본 연구의 결과, 기술가정 교과의 식생활 단원을 통하여 올바른 영양지식 뿐 아니라, 실생활에 적용시킬 수 있는 능력과 태도를 갖출 수 있도록 지도되어야 할 것으로 생각되며, 교육이 효율적으로 이루어지기 위해서는 성별 및 학교소재지를 고려한 학생의 요구에 맞는 교육내용 및 교수학습 방법 등이 요구되어지는 바이다.
Abstract
The purpose of this study was to investigate the differences of middle school students' recognition of food and nutrition part in Home Economics by gender and school location. The Study was carried out through questionnaire about three categories: perception(interest, practical usefulness, attitude change in food behavior), difficulty(nutrition and health in adolescence, balanced diet, principle of cooking and preparing food), necessity (nutrition and health in adolescence, balanced diet, principle of cooking and preparing food). The subjects were 670 middle school students of 1st grade; urban 330 and rural 340. The results of this study were as follows. 1)There was difference in ‘interest’ by gender(girls>boys), school location(urban>rural). There were differences in ‘practical usefulness’ by school location (urban>rural) and in ‘attitude change in food behavior’ by school location(urban>rural). 2) There was difference in difficulty in section of ‘nutrition and health in adolescence’ by school location(urban>rural). There were no differences in section of ‘balanced diet’ by gender, school location. 3) There were differences in necessity for ‘balanced diet’ and ‘principle of cooking and preparing food’ by school location(urban>rural). Characteristically, the boys had more necessity for ‘nutrition and health in adolescence’ and for ‘balanced diet’ than girls but girls had more necessity for ‘principle of cooking and preparing food’ than boys. It suggests that gender, and school location should be considered for an effective and practical curriculum of food and nutrition part in Home Economics.
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