Development of Curriculum of Practical Nutrition Education at Home economics Subject

为重新评价初中家政教育的内容，对初中一、二年级学生进行了关于食物与营养领域学习效果的问卷调查。调查结果如下：1.超过90%的学生知道一种营养物质，可以制造一根骨头和一颗牙齿。2.关于每天需要摄入多少食物的问题，超过70%的学生没有回答正确。3.关于营养物质的功能和来源的知识，高年级学生在反映家政课程有效性的得分上显著高于其他年级的学生。总而言之，这项研究显示，除了少数几个例外，家政内容总体上是适当的，没有年级差异。这类特殊项目在呈现方式、概念定义和解释上需要区别对待。为了阐明在家政教育中学习加工食品对他们的加工食品形象的影响，对初中生进行了问卷调查。研究结果如下：1.一、三年级学生对加工食品中糖、盐、脂肪的表象没有显著差异。2.一年级和三年级学生对食品添加剂安全性的认知存在显著差异，三年级学生比一年级学生更容易感到不安全。3.加工食品中的盐和脂肪，其形象与实际内容不符。4.建议在家政教育中学习加工食品，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.