The Educational Status of Go-Myung in Culinary High School Education: A Content Analysis of Textbooks and NCS Modules

Go-myung fulfills aesthetic, physical, and symbolic functions in Korean cuisine; however, its cultural significance remains insufficiently integrated into the practice-oriented structure of contemporary culinary education. This study analyzes how go-myung-related knowledge is represented in 19 educational resources for culinary high schools, including one textbook and 18 NCS learning modules. Using a dual coding framework of seven content categories and five learning approach types, 403 text units were coded. Results show that ⑥ Pedagogical Structure (48.4%) and ④ Culinary Preparation & Procedures (25.8%) were most frequent, reflecting an emphasis on curriculum management and procedure-based instruction, whereas conceptual and cultural dimensions were minimally addressed. Regarding learning approaches, Ⓑ Procedural (35.7%) and Ⓒ Assessment (22.3%) formats predominated, framing go-myung primarily as a task-oriented skill. A chi-square test confirmed a statistically significant and strong association between the variables (p<.001, Cramer’s V=0.601), revealing a structural bifurcation where theoretical knowledge is delivered via Ⓐ Expository types, while practical skills are isolated in Ⓑ Procedural types. These findings reflect the functional fragmentation inherent in the NCS-based curriculum, which marginalizes cultural dimensions and risks reducing traditional food culture to mere technical replication. Therefore, this study underscores the urgent need for instructional models that integrate theoretical understanding with practical training to restore the cultural identity of Korean cuisine.