忠南地域 學校給食 營養敎師들의 營養敎育 實態 및 改善 方案

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the current status of the nutrition education and to suggest an improvement plan. The survey was conducted from 156 nutrition teachers in the elementary, middle and high school in Chung Cheong Nam Do by using a self-filling type questionnaire. The questionnaire which was used in the preceding study has been revised, supplemented, and reorganized to suit the research purpose. The collected data were analyzed statistically with SPSS(Ver.12) program and I set the significance level at 0.05(or 5%). The following is the summary of my research results.

The questionnaire was composed of items relating to general characteristics of nutrition teachers, the situation of nutrition education, the method and frequency of nutrition education, the contents of nutrition education, the problem and solution of nutrition education, the necessity of nutrition education.

1. General characteristics
Most of the nutrition teachers was showed females(99.4%) and the highest proportion of respondents was from 36 years of age to 40 years of age(51.9%). Their level of education was that the graduate school graduation(24.4%), the university graduation(48.7%). The highest proportion of respondents career was from ten years to sixteen years(54.5%). It was found that 73 percent of the nutrition teachers work from forty-five hours to fifty hours a week. Most of the school was in a rural area(71.1%). The elementary school was within 71.2 percent, the independent cooking was 64.1 percent, the joint cooking was 28.8 percent, the joint control was 7.1 percent. Also, one school meal 76.9 percent was a large part in the number of the times in a school meals in a day.

2. The investigation whether the nutritional education is educated.
64.1 percent of the respondents gave an effect to educate the nutritional education, but it was comparatively low in comparison with another cities and provinces. 82.1 percent had a training experience about the nutritional education. In the nutritional education types, 72.4 percent of the respondents gave an effect to the indirect education type while 26.3 percent educate in direct, and the rest was 1.3 percent.
According to the number of nutritional education execution, 34.6 percent was once in a week, 25 percent was an irregular education, 25 percent was once in a month, 9.6 percent was two times in a month, and then 7,7 percent was once in one school term.
In the information gathering method, the information gathering with internet took the most position in 78.2 percent.
According to a survey, the most part of the respondents selected that the optimal student number for the nutritional education execution was 1,000 persons and under.

3. The investigation of the nutritional education types
In the time of educated directly about the nutritional education, 28.8 percent was taken in a nutritional counseling center, 19.2 percent was taken in a discretion activities, 17.9 percent was taken in a special activities, 1.3 percent was taken in a regular classes, and the another was 32.7 percent.
In an indirect education about the nutritional education, the home correspondence was taken the most part in 57.7 percent. In the reason not educated directly, 30.1 percent of the respondents thought that they had not the allocation times for a direct education, 28.8 percent thought that they had not enough times due to a meal service works, 17.9 percent thought that school manager and other teachers had a lack of understanding about the nutritional education, and 16.7 percent of the nutrition teachers thought that they had not a lack of confidence in their duties.

4. The necessity of the nutritional education
Of the most serious dietary life of Korean students, 59.6 percent was an unbalanced diet and 20.5 percent was a fatness. For the improvement of the dietary life problems, 78.2 percent of the respondents had a understanding that the nutritional education affected to improve the dietary life. The expectation effect of the nutritional education was showed that 67.9 percent was a desirable dietary life and 28.2 percent was a preparation of a systematic curriculum.

As mentioned above, the nutrition teacher must have a sense of responsibility and duty to execute the effective nutritional education, and make a ceaseless effort to develop a nutritional education curriculum, government guidelines for teaching, study data. The nutrition teacher has played dual role to satisfy the conditions in a meal service and a nutritional education. But this is contrary to each other in a practical conditions. Therefore, the policy measures are prepared as like the apportionment of a workload, the nutrition teacher disposition with one person per one school and the internship nutrition teacher disposition.

국문 초록 (Abstract)

학교급식을 통해 학생의 성장발달에 필요한 영양공급의 균형을 형성함으로써 신체적 발달과 더불어 정신적 발달을 도모하고 성장기 이후의 식생활에 대한 기본 지식 습득과 바람직한 식습관을 함양시켜야 한다. 즉 학교급식은 학생의 건강 유지 및 증진을 추구하는 동시에 원만한 사회 생활을 할 수 있도록 학교 교육현장에서 특정한 지도 목표를 설정하고 체계적인 계획에 의해 실시되어야 한다. 학교급식을 통한 본연의 목적을 달성하기 위해서는 적절한 식생활을 영위하는데 필요한 식품영양의 기본 지식을 전달하고 이를 통한 올바른 식생활을 실제 생활에서 실천할 수 있도록 지도하는 영양교육이 필수적으로 병행되어야 한다.
본 논문에서는 충청남도 초․중등학교에 근무하는 영양교사를 대상으로 영양교육의 실태를 파악하고 이에 대한 개선 방안을 제시하고자 한다.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 연구 배경 5
• 1 영양 교육의 개념 5
• 2 영양 교육의 필요성 7
• 3 영양교육의 운영 8
• 3.1 영양교육의 실시 과정 8
• 3.2 영양교육의 교육 과정 10
• 3.3 영양교육의 교육방법 14
• Ⅲ. 연구 방법 19
• 1. 연구 내용 및 방법 19
• 2. 설문 조사 대상 및 기간 21
• 3. 자료 분석 방법 21
• Ⅳ. 연구 결과 및 고찰 22
• 1. 분석 목적 22
• 2. 기초 현황 분석 22
• 2.1 영양교사와 급식학교의 일반적 특성 22
• 3. 운영 실태 분석 25
• 3.1 영양교육 실태 분석 25
• 3.2 영양교육 형태별 실태 분석 27
• 3.3 영양교육을 통한 식생활 개선 및 기대효과 29
• 3.4 직접적인 영양교육 실시를 위한 우선 과제 31
• 4. 운영 실태 분석 32
• 4.1 영양교육 실시 형태 분석 32
• 4.2 간접교육 방법 실태 분석 34
• 4.3 직접교육 미실시 실태 분석 34
• 4.4 영양교육 정보수집 방법 실태 분석 37
• 4.5 영양교육 대상 실태 분석 37
• 4.6 식생활 문제점에 대한 영양교사의 인식 실태 분석 38
• 4.7 영양교육에 대한 기대효과 분석 42
• 4.8 직접교육 체계 확립을 위한 우선과제 분석 42
• Ⅴ. 결론 및 제언 47
• 참고문헌 51
• 부록 55
• ABSTRACT 62