Restructuring Types of Classroom Space

서지정보

· 발행기관 : 한국공간디자인학회
· 수록지 정보 : 한국공간디자인학회 논문집 / 14권 / 5호 / 53 ~ 64페이지
· 저자명 : 이승헌

초록

(Background and Purpose) All the students learning curriculums during the 12 years of their studying period from elementary, middle, to high school should live in the classroom. They do various activities such as playing, resting, and eating as well as learning here. For students, classroom space is an environment that has profound emotional impact not to mention learning outcomes. However, given its importance, classroom spaces in Korea still remain in the premodern management-centered form. Despite many changes in social phenomena and various attempts at educational programs, the same size and the same shape of classroom space connected by single corridor remain almost unchanged. Recently, expectations are growing for innovative designs in school spaces. In particular, new attempts which can positively influence student’s emotional development are being made across the country to maximize learning effects by reorganizing the stereotyped classroom spaces. So this study is going to bring up the need for re-structuring of existing classroom spaces, and analyze various recent attempts related to classroom restructuring to sort out its tangible characteristics. (Research method) In recent years, various outcomes have been produced in projects undertaken by several municipal and provincial education offices to innovate school spaces. Above all, this research took as analytical objects projects which had provided comprehensive information by publishing the final results as white paper. In addition, although there have been many cases which proposed creative designs for playgrounds, outdoor spaces, lobbies, hallways, staircases, special rooms, and library in schools, this research only selected and analyzed only the cases of restructuring of existing classroom spaces which conform to the character of this study. (Results) ‘Restructuring of classroom space’ is an inevitable choice to provide new educational environment suitable for a new era, and a new social phenomenon. Changes in space beyond the existing framework must be accompanied in order to cope with various learning activities, such as diversification of learning compilations, diversity of activity types, and use except for the class hour. Based on the analysis of recent cases, this research classified restructuring into seven types (insert, boundary, extension, deformation, connection, division, and variability). They can be used for alternatives for restructuring, or could work as sources for creating a completely different type of method. (Conclusion) Classrooms should no longer retain the efficiency-oriented form of the time when they tried to eliminate illiteracy in the past. It is time for innovation to new space to meet the purpose of education in modern society, escaping from the standardized and uniform classroom forms that are suitable for conveying universal learning.

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