This study was conducted to examine the 2nd broadcasting cooking program of Gyeongseong Radio from April 26th 1933, when the 2nd broadcasting for Koreans started, to December 1941. From its opening date, there were continuously regular cooking programs such as ‘Recipes’ and introducing ‘Japchae’. Analysis of names broadcasted in cooking programs included a total of 452 foods (328 types); specifically, 332 Korean foods, 71 Western foods, 24 Japanese foods, 18 Chinese foods, and seven other foods. Korean foods included 35 staple foods, 223 side dishes, 64 deserts, and 11 sauces. Western foods included seven soups, 25 main dishes, and 25 deserts. Main dishes included many deep-fried dishes, while diverse types of desserts were also introduced. In the case of Japanese food, there were many foods combined with Western food. Chinese food included many types of dumplings and fried rice, as well as many dishes using pork. Among people broadcasting cooking programs, there were 11 whose names were shown in the schedule, all of whom were recognized as the best cooking specialists and educators of the time.

◉ 목적 : 본 연구의 목적은 요리 치료 활동이 학령기 뇌병변 장애 아동의 실행 기능에 미치는 효과를 알아보는 것이다. ◉ 연구방법 : 본 프로그램은 학령기 뇌병변 남자 아동 6명을 대상으로아동이 흥미를 가지고 참여할 수 있는 요리치료 활동(12회기)으로 구성되었다. 활동 중 실행 기능 증진을 위해 단서 제공 시스템을 이용하였으며, 치료 전후 실행 기능의 비교를 위하여 운동 처리 기술 평가(AMPS)를 사용하였다. 처음과 마지막 회기를 제외한 10회기 동안 제공된 단서의 양과 수준을 분석하였고, 사회성숙도 검사, AMPS, 단서와의 상관관계를 조사하였다. ◉ 결과 : AMPS 평가 결과 모든 아동의 실행 기능이 증진되었으며, 3명의 아동에게서 유의미한 기능 증진이 나타났다. 제공된 단서의 양(21.33회에서 7.25회)과 수준(3.50에서 2.00)은 후반기로 진행될수록 감소되었다. 상관관계 조사 결과 사회성숙도는 AMPS 처리 기술(p<.05), 단서의 양(p<.01), 단서의 수준(p<.01)이 서로 유의미한 상관을 보였고, AMPS 처리 기술은 단서의 양(p<.05), 단서의 수준(p<0.5)과 음적 상관관계를 나타냈다. ◉ 결론 : 단서 제공 시스템을 이용한 요리 치료 활동을 통하여 일상생활에 도움을 줄 수 있는 실행 기능이 증진되었으며, 문제를 해결하는 데 필요한 단서의 양과 수준도 감소되는 것으로 확인되어, 추후 작업-지향적 활동으로서 요리 치료 프로그램이 아동의 실행 기능 증진에 중요한 역할을 할 것으로 기대된다.

This study analyzed Korean traditional foods and western foods in the field of 'dietary life' in Practical Arts curriculums, and developed the fusion-food cooking activity program for elementary school students. Firstly, potatoes, dumplings coated with bean paste, simple side dishes are discussed in the first curriculum. The second curriculum discussed only traditional foods and the third curriculum considered more traditional foods than western foods including bread. From the fourth curriculum to the sixth, traditional foods were mainly discussed and both traditional foods and western foods were mentioned evenly in the seventh and revised 2007's curriculum. Secondly, this study developed 'fusion-food cooking activity' program which helps students not only to learn the meaning, kinds, history, and related customs of Korean traditional foods; kimchi, Korean pizza, rice cake, but also to learn and practice cooking fusion-foods covering traditional foods.In conclusion, it can be assumed that the 'fusion-food cooking activity' program developed in this study improves interest in Korean traditional foods amongst elementary school students, and helps students to understand the reputation and value of traditional foods. Therefore fusion-foods cooking activity containing traditional foods which are not discussed in this study should be studied and developed more in the future.