Development of Curriculum of Practical Nutrition Education at Home economics Subject

为重新评估国中家政教育的内容，以国中一、二年级学生为对象，进行有关食品与营养领域学习成效的问卷调查。结果表明：1. 90%以上的学生知道一种营养素能使骨骼和牙齿生长。2.关于每天需要摄入的食物量的问题，超过约。70%的学生不能给出正确答案。3.在营养素的功能和来源方面，高年级学生的得分显著高于低年级学生，反映了家政课的效果。总的来说，研究显示了家政内容的普遍恰当性，只有少数例外，这些例外在年级之间没有差异。本研究以初中生为研究对象，采用问卷调查的方法，探讨家政教育中加工食品知识的学习对初中生加工食品形象的影响。研究结果如下：1.一、三年级学生对加工食品中糖、盐、脂肪的意象没有显著差异。2.小学一、三年级学生对食品添加剂安全性的印象存在显著差异，小学三年级学生对食品添加剂安全性的感觉比小学一年级学生更强烈。3.加工食品中的盐和脂肪的图像不能反映实际内容。4.建议在家政教育中了解加工食品，以形成适当的加工食品形象，反映加工食品的营养特征。

In order to revaluate the contents of homemaking education in junior high school, a questionnaire was carried out for junior high school students of the first and second grades on the learning efficiency of food and nutrition area. The results were as follows : 1.More than 90% of students have known about a nutrient to make a bone and a tooth. 2.As to the questions about amount of food required to take daily, over ca. 70% of the students failed to give correct answer. 3.As to the knowledge of the functions and sources of nutrients, the students of the higher grade showed significantly higher marks reflecting effectiveness of the homemaking class. In summary, the study showed the general propriety of the contents the homemaking with a few exceptions which showed no difference among grades. Such exceptional items need to be treated differently in those presentation, conceptional definition and interpretation.A questionnaire was carried out for junior high school students to clarify the effect of learning about processed foods in homemaking education on their images of processed foods. The results were as follows : 1.No significant difference in the image related to sugar, salt and fat of processed foods was observed between the first and third grade students. 2.A significant difference in the image related to the safety of the food additives was revealed between the first and third grade students, with the latter tending to feel unsafe more than the former. 3.As to salt and fat in the processed foods, their images did not reflect the practical contents. 4.It was suggested that learning about processed foods in homemaking education was necessary to form the appropriate image of processed foods that may reflect the nutrition features of processed foods.