Abstract
In order to clarify the issues of Basic Home Economics curriculum when teaching food education, 638 high school students' actions and awareness concerning foods were surveyed by using a questionnaire in Tokyo on 23rd January of 2012. There were both a general course of 431 students and a specialized course of 207 students in this school. The dietary experience of eating of McDonalds, Yoshinoya, and Gusto; of eating tazukuri, oyako-domburi, or "fair trade" chocolate; of eating with family and skipping meals; of interest in dietary life; and of personal and academic data were collected, cross tabulated and analyzed by multiple regression with interest in dietary life as the dependent variable. Among the general course of students, interest in dietary life was significant increased by their experiences of eating "fair trade" chocolate, eating tazukuri, and eating an evening meal before nine o'clock, among the specialized course of students, it was only by eating an evening meal before nine o'clock.
It was important for high school students to have the scientific evidence of eating breakfast, try traditional dishes and enhance citizenship.
The result showed that there were issues of Basic Home Economics curriculum related to teaching food education:
1) The investigation of processes which to solve problems related to food and nutrition
2) The restructuring of the practices in cooking involves both domestic and international viewpoints
