• 동아시아식생활학회지
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• 제9권3호
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• pp.345-355
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• 1999

Present status of school lunch service and satisfaction on it were surveyed by questionnaires with 636 elementary school students in Inchon city. School lunch service was considered positive in 68.3% of the objectives. Most of the students thought the amount of rice and side dishes appropriate. And the ratios of students feeling the food taste fair and good were 36.6% and 56%, respectively. When dislike-foods were served, 58.3% still ate forcedly and 30.4% ate partly. Reasons for not eating up foods were dislike foods(46.7%), too much amount(20.3%), and bad taste(17.5%). Colors and appearance of foods were thought to be fair and good(93.8%). Warm foods were thought to be served warm as they should be(51.5%) and a little colder than they should be(43.5%). 65.4 percent of the students responded to be served cold foods cold enough as they should be. Dining hall was preferred as an eating place(61.4%). Half of the students occasionally washed their hands and 35.0% always did. Those in charge of teaching the table manners were teachers(59.8%), dieticians(16.9%) and principals(4.5%). Sixty-three % of the students felt the dieticians kind. Good changes resulting from the school food service were student could have balanced diet(24.4%) and enjoy eating(18.1%). For better school lunch service it is necessary to provide menu for student's preferences, facilities for maintaining food temperatures, dining halls and opportunities to wash hands prior to eating.

• 대한영양사협회학술지
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• 제12권3호
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• pp.299-306
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• 2006

The purpose of this study was to analyze effect of nutrition education after executing education nutrition with the nutrition education textbook, reconstructed 12 units, focused on older elementary school children and to evaluate interest and understanding of textbook. The subjects were 4th grade children. The results were as follows. The most interesting lesson contents was 'obesity(16.3%)', and the next were 'food poisoning' (13.3%), 'kimchi'(13.3%), and 'Korean table manners'(10.2%) in the 12 unit. Children who attended education nutrition answered 'interesting'(94.1%), 'understand easily'(97.1%) about the developed textbook. With regard to change in nutrition knowledge after education, the percentage of correct answers was increased in most of question except 'reason of snack' and 'weight-control'. And the total score of nutrition knowledge was risen(p<0.01), because the ratio of correct answer of 'importance of breakfast'(p<0.05) and 'nutrition labeling'(p<0.01) was improved especially. The ratio of desirable snack time 'between lunch and dinner' was higher after education(91.2%) than before(55.2%)(p<0.01). After education, the choice of 'Fruit and vegetable' of which desirable snack food was increased. Both the choice of 'bread' and 'fast food', a factor of oversupply calorie, was decreased. And after education, the percentage of sound snack place 'home' was improved. In regard of a meal environment, the percentage of 'every wash hand before eating' is 65.1% and there is scarcely change after education. Before education, children answered 'use it rightly'(82.4%) about 'how to eat with spoon and chopsticks', but it is lower after education. The ratio of 'leave food sometimes or always' is 47.1% before education, and the ratio of leftover food tend to decreased in school lunch. Relate to reason of leftover, the percentage of 'because of hate food' tend to decrease. This results suggests that the activity-centered nutrition education can help to change food behaviors and increase nutrition knowledge level of school children.

• 대한영양사협회학술지
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• 제12권3호
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• pp.243-253
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• 2006

The purpose of this study was to investigate dietitians' needs of teaching materials about nutrition education for school children in Kyonggi and Chungnam(including Daejeon) areas. This study was carried out using questionnaires via e-mail or in class to the subjects of 166 elementary school dietitians as 68 in Kyonggi and 98 in Chungnam. The number of small(less than 700 meals), medium(700-1400 meals) and large(over 1400 meals) schools based on served meals daily were 48, 62 and 56, respectively. The results are as follows: Frequency of nutrition education for students as well as for teachers was samely very low as 'once per two months' and the education used to perform during lunch time mostly. For preparing nutrition education they obtained informations from the internet(64.0%). The main topics of nutrition education they used to covered were 'et's eat breakfast', 'table manners', 'the relations of body and nutrients', 'food waste', 'foods and calorie', etc.. The largest limit of nutrition education practices faced by school dietitians were pointed out as 'lacks of teaching materials' and 'counseling techniques'. Most dietitians wanted CD or substantial teaching materials for the practices, and required their contents covering 'cooking', 'food and calories', 'let’s eat various foods', 'relations of body and nutrients', 'regular meal is important’ and etc.. Since we expect nutrition teachers to be realized soon, nutrition education/counseling is emphasized more as their duty. Even though school dietitians revealed poor self-confidence, they were positive to get improved by reeducation of nutrition counseling methods and skills. If easy and suitable education materials(CD type) are developed as good as the school dietitians desired, the materials could contribute much to better nutrition education/counseling practices at schools.

• 대한지역사회영양학회지
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• 제24권1호
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• pp.24-37
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• 2019

Objectives: The study purpose is to develop a content system for a healthy dietary education program for after-school care in lower grade in elementary school. Methods: The contents of healthy dietary education in the 2015 revised curriculum and textbooks and the major education programs related to dietary life that are currently used in elementary school education were analyzed. Focus group interviews were held with field experts related to lower grade in elementary care class. Accordingly, the structuring of the education area and the detailed education contents were systematized. Results: From the analysis results, the contents of curriculum, textbook, and administrative department were classified as hygiene safety, health, and culture. The goal of the educational content system was divided into three areas: nutritional dietary life, food hygiene and health, and food culture. The subjects consisted of dietary balance, healthy body weight, digestion and absorption, food hygiene, Korean agricultural products, traditional food, and table manners. The curriculum was composed of 12 content elements. Conclusions: In order to ensure that after-school care students can grow into healthy, growth-oriented and creative talents, the role of the caring guide is important, and associated guidelines are needed in the future.

• 한국식생활문화학회지
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• 제22권5호
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• pp.544-555
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• 2007

The purpose of this study is to provide useful information for establishing efficient marketing direction of globalization and commercialization of Korean foods by investigating the performance(satisfaction) and importance of food-coordinators' role. The results of the survey are summarized as follows: The most influential improvement variable of Korean food for globalization was 'hygiene'(23.6%) followed by 'taste', 'price', and 'shape and color'. Interest degree about food-coordinators showed 3.68 points in 5 points, and necessity of food-coordinators' job and education was 4.15 points. Food-coordinators' quality for globalization of Korean food was "a skill should be excellent"(4.51 points), "it must be original troubleshooting ability."(4.43 points) and "It must be professional ethics consciousness."(3.99 points) in the order. They were highly important of "freshness of food"(4.75 points) and "cleanliness of food and tableware" (4.65 points) in terms of the quality of korean food for globalization. The role importance of food-coordinators for globalization of Korean food was 'ability of development of Korean dish and Korean menu'(4.22 points), 'coordinate ability for various Korean special diet'(4.14 points) and 'knowledge for wann welcome service that consider table manners, service method and other person(4.12 points) in the order. The most influential unsatisfied variable of food coordinators' role was 'consulting ability connected with management of Korean restaurant' followed by 'ability of presenting concept connected with restaurant development of Korean style' and 'production ability for banquet party plan and representation in a Korean style'. In terms of IPA analysis on food-coordinators' role for globalization of korean food, it was noteworthy that items with high importance but low performance included "ability of development of Korean dish and Korean menu", "event coordinate ability connected with a Korean-style dish", and "production ability for banquet party plan and representation in a Korean style".

• 한국식품영양과학회지
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• 제32권4호
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• pp.636-644
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• 2003

본 연구에서는 초등학교 아동과 어머니를 대상으로 학교급식이 아동의 식행동에 미치는 영향을 조사ㆍ비교하여 초등학교에서의 바람직한 급식지도와 학교급식의 균형적인 목적 달성을 위한 식생활교육 방향 설정에 도움이 되는 기초 자료를 제시하고자 초등학교 6학년생 425명 (남자 215명, 여자 210명)과 어머니 412명을 대상으로 설문 조사를 실시하였다. 조사결과, 학교급식은 초등학생들에게 식사에 대해 바른 이해를 도모하며 편식교정에 효과적이고 간식 섭취에 긍정적인 효과를 보였다. 또한 학교급식을 통하여 초등학생들은 바람직한 식생활태도와 식사예절을 지니게 되었으며 아동의 식생활 위생 관리에도 효과적이었다. 그러나 간식 섭취 (간식의 시기, 간식으로 적합한 식품의 선택과 적절한 양), 아침 식사 반드시 하기, 식사중 책이나 텔레비전 시청하지 않기, 어른이 드신 후 식사하기 등 가정에서의 식사와 관련이 큰 항목들에 있어서는 ‘급식 후에도 여전히 그렇지 않다’는 의견이 다른 항목에서보다 많아 이에 대한 보다 세심한 지도가 필요하며 특히 바람직한 식습관 형성과 올바른 식사 방법 지도에서 학교급식이 효과를 거두기 위해서는 가정과 연계한 지속적인 지도가 있어야 하겠다. 학교급식이 아동의 식행동에 미치는 효과는 아동성별간이나 어머니의 직업 유무에 따라서는 단지 몇 항목을 제외하고는 차이가 없었으나 아동과 어머니간에는 2개 항목을 제외한 모든 항목에서 차이를 보였으며 아동보다 어머니들이 학교급식이 아동의 식행동에 미치는 영향에 대해 더 긍정적이었다. 이는 최근의 어머니들은 과거에 비해 아동의 식생활교육에 대해 학교교육에 대한 의존도가 높아졌다는 것을 의미한다. 결론적으로 학교급식은 어릴 때부터 아동들의 잘못된 식행동을 바로 잡아 신체적, 정신적인 성장 발달의 정상화를 이루고 보다 좋은 식습관을 형성시키는 데 도움을 준다고 할 수 있다. 그러므로 성장기 아동의 식생활 습관이 성인기의 건강에까지 영향을 미친다는 점을 고려하여 앞으로 영양사 뿐 아니라 초등 교사들도 학교 급식을 하나의 교육활동으로 간주하여 보다 적극적 인 자세로 지도에 임할 필요가 있다고 생각되며 이러한 효과를 극대화하기 위해서는 가정과 연계한 지도도 이루어져야 할 것이다.

• 한국가정과교육학회지
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• 제18권4호
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• pp.157-172
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• 2006

본 연구는 현행 7차 교육과정 중 가정교과의 식생활 영역에 있어서 한국 전통 음식문화에 대한 교과내용을 분석하고, 한국 전통 음식문화에 대한 고등학생의 인식 및 교육에 대한 요구도를 알아보고자 하였다. 이를 통해 한국 전통 음식문화에 대한 실천적 교육내용과 교육방법 구성에 기여하는 기초 자료를 제공하는 것을 연구목적으로 하였으며 연구결과를 요약하면 다음과 같다. 첫째, 가정교과의 식생활 영역에 있어서 한국 전통 음식문화에 대한 내용은 중학교 3학년의 '상차림과 식사예절', 고등학교 1학년의 '초대와 행사의 계획과 준비', 고등학교 2-3학년의 '음식문화와 음식마련'의 내용으로 구성되었다. 둘째, 고등학생들은 한국 전통 음식문화에 대해 자긍심을 가지고 있었으나, 실제 가정생활에서는 적용하지 못하였고 특히 '명절과 세시풍속의 의미'에 대해 제대로 이해하지 못하는 것으로 나타났다. 셋째, 한국 전통 음식문화의 교과내용에 대한 요구도는 전통 음식문화에 대한 자긍심과 가정 내에서의 계승여부, 인식도에 따라 유의미한 차이가 나타났으며, 요구도의 하위변인(필요도, 흥미도, 활용도)간 상관관계가 유의하게 높게 나타났다. 넷째, 한국 전통 음식문화의 교육은 고등학생이 필요하다고 느끼는 교육영역으로 나타났으며, 교육내용으로는 만드는 방법이, 교육방법으로는 조리실습과 음식문화 체험활동이 요구되는 것으로 나타났다.

• 한국보육학회지
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• 제18권3호
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• pp.159-178
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• 2018

본 연구는 한국과 일본 국가수준 보육과정 및 보육시설 평가지표의 식생활교육 내용을 비교하여, 양국의 식생활교육의 특성을 알아보고 한국 식생활교육의 방향성을 모색하고자 하는 것이다. 이를 위해 한국은 표준보육과정, 누리과정 원본과 해설서 및 지침서 그리고 어린이집 평가인증통합지표를, 일본은 2018년 개정된 보육소보육지침해설과 제삼자평가지표를 분석하였다. 연구결과는 첫째, 한국의 경우 보육과정과 평가에서의 중점에 차이가 있는 것으로 나타났다. 보육과정은 영양 및 식사예절 등 바르게 먹기의 내용 구성 비중이, 평가지표는 청결 및 위생에 대한 내용 구성 비중이 높은 것으로 분석되었다. 일본의 경우 국가수준 보육과정 및 평가지표는 일관적으로 즐겁게 식사하기 관련 내용이 강조되었고, 이를 위한 다양한 방안을 제시하였다. 둘째, 식생활교육 접근 방식에 있어 한국은 음식에 관한 지식중심으로, 일본은 일상적 체험을 통해 식생활교육 내용을 접근하였다. 즉, 한국의 교육은 영양과 식사예절 관련 지식을 통해 바르게 먹기를 지향하고 있으며, 일본은 다양한 사람들과 관계를 통해 함께 즐기며 식사하기를 지향하고 있는 것으로 나타났다. 이상의 결과는 어린이집에서의 식사지도 개선을 위한 방향성과, 즐겁게 먹기 강조를 위한 일관성 있는 보육과정 및 평가지표의 필요성을 시사한다.

• 한국식생활문화학회지
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• 제28권3호
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• pp.246-260
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• 2013

This study examines the awareness of traditional Korean food culture among immigrant housewives in multicultural families, with the aim of introducing educational plans suitably designed for them. Our survey shows that Korean traditional holidays most well-known to the immigrant housewives are New Year's Day and Chusuk. Sambok and Chusuk are at the top in terms of preference. Samgyetang, Ddukguk, and Ogokbab are among the best known festive food to immigrant housewives for holidays such as New Year's Day, Jeongwol Daeboreum, Sambok, Chusuk, and Dongji; Samgyetang is the most preferred food, followed by Ddukguk and Patjuk. In addition, a vast majority of immigrant housewives who have ever attended Korean traditional cuisine education programs found the need for such an experience, with the score of 4.16 out of 5. In addition, the survey shows the order in which the immigrant housewives want to learn: the recipe of Korean food (53.5%), followed by table setting and manners (16.5%) and then nutrition (15%). The recipe of interest for most respondents is the one concerning daily food (69.5%). And more than half of the respondents prefer cooking practice as a desirable educational method. The difficulties that they have when attending such an educational course are usually inability to understand the language, difficulty in identifying the ingredients (seasonal), and lack of cultural understanding. The most preferred educational method is direct lecture (71.5%), followed by written materials such as books and newspaper (10.5%) and the Internet (9.5%). Finally, strategies for promoting traditional food culture are suggested as following: developing educational resources (31.5%), making various educational programs more available (25%), narrowing the cultural gap (22%), and improving the educational environment (21.5%). Therefore, this study proposes that there is a need to develop and diffuse Korean traditional food culture first, and then provide many immigrant housewives with a variety of educational programs. It is expected that these efforts will solve the problems caused by cultural differences in the early stage of international marriages and eventually contribute to the harmony in multicultural families.

• 한국콘텐츠학회논문지
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• 제20권7호
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• pp.292-301
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• 2020

본 연구는 유아교육기관에서 텃밭 가꾸기 활동을 통하여 유아의 영양 지식과 식습관 형성의 변화를 탐색하였다. 경기도 수원 H 어린이집과 화성 H어린이집 유아를 대상으로 실험집단 18명과 비교집단 18명으로 나누고, 사전사후 검사를 하였다. 실험집단과 비교집단이 거주하고 있는 두 지역 유아들은 아파트에 거주하고 있으며 비교집단은 텃밭 가꾸기 활동을 실시하지 않는 시설이다. 연구 도구는 영양지식 측정도구와 식습관 측정도구를 사용하여 수집된 자료를 SPSS 프로그램을 이용하여 분석하였고, 분석기법으로는 실험집단과 비교집단의 동질성 검증을 위해 t-test(검증)을 실시하였다. 분석결과 첫째, 텃밭 가꾸기 활동을 경험한 실험집단의 만 3, 4세 유아들이 비교집단의 유아들에 비해 영양지식이 높은 것으로 나타났다. 영양지식의 경우, 텃밭 가꾸기 활동을 실시하기 이전에는 실험집단과 비교집단이 통계적으로 유의한 차이가 없는 것으로 나타났으나 실험처치 후에는 실험 집단이 비교집단의 사후 검사에서 영양지식(음식을 먹는 이유, 식품의 종류 및 기능, 위생, 텃밭)에 대한 개념 향상에 통계적으로 유의미한 차이가 나타났다. 둘째, 텃밭 가꾸기 활동을 경험한 실험집단의 만 3, 4세 유아는 경험하지 않은 비교집단의 유아들에 비해 식습관 태도 하위요소 중 식사예절과 식사 행동에서 유의미한 차이가 나타났음을 알 수 있다. 결론적으로 텃밭 가꾸기 활동은 유아의 영양 지식과 식습관 형성에 긍정적인 변화를 기대할 수 있는 측면에서 교육적으로 유용성을 가진다고 볼 수 있다.