Analysis of Dietary Units in Practical Arts Textbook based on Subject Competencies and Skills in the 2015 Revised Practical Arts Curriculum

Abstract

In this study, in order to understand how much subject competencies and skills can be realized through the dietary unit in the Practical Arts textbook, the dietary units in the 5th and 6th grade Practical Arts textbook were analyzed based on the subject competencies and skills in the family life field of the 2015 revised Practical Arts curriculum. The conclusions drawn based on the results of this study are as follows.
 First, all three subject competencies presented in the family life field of the Practical Arts curriculum could be cultivated by learning the dietary units in Practical Arts textbook based on the 2015 revised curriculum. In particular, it was found that life independence ability can be cultivated the most. As for the sub-elements of each subject competency, practical reasoning, decision-making, and critical thinking can mainly be cultivated in practical problem-solving ability. The ability to perform diet, clothing, and shelter, and healthy and safe living can mainly be cultivated in life independence ability. Family relationship and community consciousness, respect and communication with others, consideration and care/environmental and ecological consciousness can mainly be cultivated in relationship formation ability.
 Second, among the skills presented in the 2015 revised Practical Arts curriculum, the skills that could be cultivated by learning the dietary units in the 5th and 6th grade Practical Arts textbook were most prominent in practicing(executing) and applying. Synthesizing, evaluating, exploring, and judging could also be cultivated by learning the dietary unit in Practical Arts textbook.
 Third, most of the skills required to develop practical problem-solving ability can be cultivated in the dietary unit of Practical Arts textbook, so it can be said that the skills are relatively well connected for the cultivation of practical problem-solving ability. However, as for the life independence ability and the relationship formation ability, the skills required to cultivate these subject competencies were somewhat insufficient, so the link between the subject competency and the skills was found to be somewhat insufficient.