Recent rapid growth of the internet has been urging our lives to change in a totally different directions from those of the past. Moreover Such a turn in civilization history is emphasizing and renewing the importance of Classical chinese Education in this era. To survive and lead in knowledge-based society, I thing that it is necessary to modify the contents, instruction method, and assessment that, We must create renovative methods from surroudings. The cyber education program proposed in this study consists of Han-ja(Chinese characters), Hanja-eo(chinese words), classical chinese Literature and various contents. The table for it as follows : The structure of Chinese Writing home pages can be summerized like this : Chinese characters, words, writigs, text books, the originals and interpretation, Q&A, open discussions, opinion-polls, guide of various kinds of tests and reference books ad other each other so that we can enhance the effectiveness of Instruction-learning. As compared with the other subjects, I think that Chinese Writing has lagged behind in terms of organizing cyber teaching-leaning materials, teaching-learning methods and assessment. But from now on, cyberspace for Chinese Writing education needs to be set up so that it can be a lively learning field that encourages students curiosity, motivation, self-directedness as well. Anthropologist, Clyde Kluckhorn said : "Immature modernization could kill the traditional culture while mature one could restore them" For I believe Classical Chinese education can take a in cultivating our traditional culture. In conclusion, We have to share our inter subjectivity to make competitive educational site through cyberspace.

The followings are criteria of the proper textbook in the age of cyber-education. First, all the contents teachers want to teach must be found in the course of doing the computer and be used through the downloading. Second, all the contents students want to learn must be found in the course of doing the computer and help students` learning. There are seven or eight Chinese Letters textbooks for the middle school students in the sixth Education Curriculum and each textbook has different contents. But it is difficult for students to study different contents of these textbooks together. So the Chinese Letters textbook for the middle school students in the age of cyber-education must be made to solve this difficulty. Also the textbook can be best if all the contents are found and used in the course of using the Internet at any time. To make the proper Chinese Letters textbook for the middle school students in the age of cyber-education, we need many other teachers` help. We hope teachers to hold their good teaching materials in common through the Internet.

The purpose of this study was to assess the needs of education program and to analyze importance of education courses for school food service cooks. The questionnaires were developed by reviewing literatures on education programs for cooks and by interviewing with cooks who are working in school food service. A total of 150 questionnaires were surveyed at Kyonggi University and 90 of them were analyzed. The cooks in school food service wanted to take continuing education program about cooking skills and school food service operation skills. They wanted to take a culinary courses for 10 days and they wanted to take a food service operation courses for a week. The school food service cooks emphasized on courses of job analysis, laws and regulation, food sanitation, standard recipe, safety, equipment, and facility and layout. And they thought not only Korean food but also western food, Chinese food and Japanese food are important.

The aim of this study is to survey the eating habits and nutritional knowledge of children in Pusan, with a view to uncovering problems and their underlying causes and cultivating desirable dietary habit and nutrition for children. Three hundred and fifty six elementary school students were asked questions about their eating habits and nutritional knowledge as well as general information about their personal characteristics. The results showed: 1. Only 53.5% of the subjects had breakfast every day. Seventy-six percent of the subjects had dinner every day. Only 40% of the children took meals and talked with family at both breakfast and dinner. Thus there was little opportunity for dietary guidance by parents. 2. About half of the subjects answered that their appetite decreased after eating snack foods between meals. A third of the subjects liked the baked goods as snacks. Because of their high sugar and fat content, they can damage children's health, resulting in child diabetes and tooth decay. For this reason, careful education is necessary to allow children to be able to select snack foods that are appropriate in kind and quantity. 3. About 85% of the subjects had an unbalanced diet. Therefore systematic nutrition education at school is necessary to instill in children the value of balanced diet. 4. Children preferred rice to other cereals as a staple food. They disliked kimchi, seasoned and blanched foods and salads as subsidiary foods. It is therefore necessary to teach children systematically the nutritional advantage of cereals and vegetables and to heighten their awareness of Korean food culture. 5. Children had a low level of nutritional knowledge. The knowledge of specific nutrients was lower than that of foods. In conclusion, systematical educational programs need to be developed at elementary school. These should include information about achieving a balanced diet, good eating habit, meal management and Korean dietary culture. Nutritional education at home must be emphasized.