The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the follo...
The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.
The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.
조리교육은 조리에 관한 지식과 기술 습득이 결부된 의미로 조리교육과 관련된 모든 내용을 포함하고, 일상생활이나 산업체에서 필요한 내용을 구분함이 없이 조리와 관련된 모든 내용의 지도에 이르기까지의 일체의 교육이며(김영운, 2006), 식생활이나 식문화가 강조된 식품학, 영양학과 식품가공학의 측면에서의 조리교육, 전문적인 기술만이 강조된 직업학교나 학원의 조리교육이 적절하게 조화가 이루어질 수 있는 교육이어야 한다(나영선, 정재홍, 강종헌, 이정훈, 1999).
조리실습에 대한 인식 정도를 조사하기 위한 연구에서 사용한 질문지는 문항 분석을 어떻게 했는가?
문항 분석은‘매우 그렇다’5점, ‘그런 편이다’4점, ‘보통이다’3점, ‘그렇지 않다’2점, ‘매우 그렇지 않다’1점으로 점수화 한 리커트 5점 척도와 해당되는 답안을 선택하게 하는 명목 척도를 사용하였으며, 리커트 척도를 사용한 문항의 변수 간 유의도 검증을 하기 위하여 spss win-package 14.0을 이용하여 t-검증과 One-way ANOVA 검증을 실시하였고, 명목 척도를 사용한 문항의 변수 간 유의도 검증을 위해 χ2-검증을 실시하였다.
조리란?
조리는 식품을 먹을 수 있는 상태로 만드는 과정으로 식품을 굽거나, 끓이거나, 튀기거나, 볶거나, 조미하면서 식품의 기본적인 특성을 향상시키고 먹기 좋은 음식을 만드는 수단과 방법을 말하며(박경곤, 2004), 인간의 생존을 위한 영양분의 충족, 기호도의 만족을 위해 자연의 식재료에 물리적, 가공적, 화학적 조작의 과정인 인공적인 기술과 지식을 이용하여 식품을 만들어내는 과정이고(김태형, 2007), 다듬고 썰고 장만하여 불을 사용해서 익히거나 또는 절이거나 담가서 양념 등으로 맛을 내는 기술을 말한다(김영운, 2006).
참고문헌 (27)
강경심, 김갑영(2006). 효과적인 조리 실습을 위한 교수매체 개발 및 적용에 관한 연구. 대한가정학회지, 44(7), 73-83.
AI-Helper
※ AI-Helper는 부적절한 답변을 할 수 있습니다.