2015 개정 실과교육과정에 따른 실과 교과서 식생활 영역의 학습내용 분석

Abstract

This study analyzed the learning content in the field of dietary life in the practical arts textbooks according to the practical arts curriculum revised in 2015. For this purpose of this analysis, the learning content in the field of dietary life was analyzed quantitatively and qualitatively by utilizing a total of 12 copies of practical arts textbooks for fifth and sixth graders in elementary schools as data for analysis. First, the analysis results showed the proportion of the field of dietary life for fifth graders was 12.5% and 9.5% for sixth ones compared to the number of pages in the textbooks. Comparison of these figures with that of the field of dietary life for fifth and sixth graders, 16%, enables me to understand that the importance of dietary life in the present textbooks has been reduced remarkably. Therefore, in consideration of the necessity of the dietary education in elementary schools and the amount of time for cooking practices carried out essentially in the field of dietary life, its importance should be increased. Second, the analysis results of learning content in each textbook show the elements of learning content suggested by the achievement standards of the practical arts curriculum revised in 2015 are well reflected in all of the practical arts textbooks for fifth and sixth graders and a slight difference in introduction, activities, and other content composition in each small lesson unit by making the best use of characteristics in each textbook. In particular, the learning content has been composed of a variety of materials for practices in the selection of cooking practice materials for making snacks or a one-dish meal for both fifth and sixth graders. However, in the case of making a one-dish meal using steamed rice for sixth graders, materials that are somewhat difficult for elementary students to practice and unlikely to be applied in real life are selected in some textbooks, so prudent selection considering the development levels of elementary schoolers and practice environment of schools is required in the selection of cooking practice materials in the future.