This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that “suitable contents for the theme of the class”, “contents and construction of practice class”, “diversity of practice menu” and “diversity of educational contents” had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, “adequacy of class time” and “contents and construction of theory class” showed low importance and satisfaction scores, requiring a little effort. Whereas, “time and construction of group practice”, “structure of textbook for class” and “duration of course and number of classes” showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that “professional lecture by instructors”, “lectures suitable for themes” and “lecture applicable in real life” had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that “adequacy of lecture room space”, “cooking equipment”, “diversity of cooking utensils” and “sanitary condition of cooking utensils” also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.

Abstract
 서 론
 연구 내용 및 방법
  1. 연구 대상 및 기간
  2. 연구 내용 및 방법
  3. 통계 처리
 결과 및 고찰
  1. 조사대상자의 일반적 특성
  2. 식생활교육 내용 만족 순위
  3. 식생활교육 내용 관련 중요도-만족도 분석
 요약 및 결론
 References

• 박숙현(숙명여자대학교 전통문화예술대학원 전통식생활문화전공) | Suk-Hyun Park (Major in Traditional Dietary Life Food, Graduate School of Traditional Culture and Arts, Sookmyung Women's University)
• 정희선(숙명여자대학교 전통문화예술대학원 전통식생활문화전공) | Hee Sun Jeong (Major in Traditional Dietary Life Food, Graduate School of Traditional Culture and Arts, Sookmyung Women's University) Corresponding author