초등돌봄교실 공간구성특징에 관한 분석연구 - 초등 돌봄교실 길라잡이를 중심으로
An Analytical Study on Space Configuration in After-School Care Class for Elementary School - Focused on Guidelines of Emementary School Care Classes -
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초록
2004년 ‘방과후 학교’ 정책으로 도입된 ‘초등 돌봄교실’ 은 시간이 흐르며 초등학교의 보편적 프로그램으로 자리잡았다. 공적교육서비스 개념이 복지개념을 포함하며 다양하게 확대변화하는 동안 그간의 돌봄교실의 물리적 환경은 표준화된 학교공간의 일률적 교실 구조안에서 고착화된 변화를 겪어왔다. 본 연구의 목적은 본 연구의 목적은 2004년부터 현재까지 돌봄교실 공간구성의 변화를 추적하고 분석하여 돌봄교실의 공간적 특성을 규명하는 것으로 그 특성들은 다음과 같다. 초기의 돌봄교실 공간은 기존 일반교실에서 크게 벗어나지 못하였으며 2007년에나 주방과 바닥난방이 처음 등장한다 2015년 표준안부터 학습활동과 휴식공간의 분화가 본격화되지만 공간적 특성은 기성가구를 활용한 구분에 지나지 않는다 2018년 서울시교육청 돌봄교실에서 나타난 특징은 다양성이다. 전용돌봄교실의 경우 돌봄교사,주방등 지원공간과 주활동공간의 구분이 뚜렷해졌고 공간구분도 가구 일체식 벽체나 개방형 벽을 이용했고 바닥단차를 이용한 입체적 구성도 나타난다. 같은 공간안에서 여러장치를 이용하여 분위기가 다른 여러공간을 만들어낸 것이 특징이다. 일반교실과 함께 사용하는 겸용교실의 경우 가변형 가구공간을 이용하여 시간대별로 다른 교실구성이 가능하게 한 유연성이 특징이다
Abstract
Introduced in 2004 as an ‘After-School Academy’ policy, the ‘After-School Care Class’ has become a universal program for elementary schools over time. While the concept of public education service has expanded and changed in various ways including educational welfare, the physical environment of the care classroom has undergone fixed changes within the uniform classroom structure of a standardized school space. The purpose of this study is to identify spatial characteristics of care classroom through chasing and analysing changes in the care class space configuration from 2004 to the present. The findings are as follows. The plan of the early care classroom wasn’t much different from the existing common classroom, and it was only in 2007 that the kitchen and floor heating appeared for the first time.From the 2015 standard plan, prominent differentiation of the space between learning activities and resting area was shown, but the spatial characteristics are nothing more than a division that utilizes ready-made furniture. A distinctive feature of the 2018 Seoul care classes are diversity. In the case of the care exclusive classrooms, the division between the support space and the main activity space became more clear using furniture integrated open walls and various floor levels. In the case of a shift classrooms that is used together with common classrooms, it is characterized by flexibility that allows dramatically different classroom configurations for each time period by using a convertible furnishing space.
참고문헌 (13)
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