대전시 초등학교 학교숲 조성현황과 개선방안 연구 - 생명의숲 조성 사례 중심으로 -
A Study on the Present Condition and Improvement of Elementary School Forest in Daejeon City – Focusing on the case of Forest for Life –
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참고문헌
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초록
본 연구는 2001년부터 2015년까지 생명의숲에서 조성한 대전시 초등학교의 학교숲 조성면적, 식재현황과 유형별 특성 비교·분석 및 조성 후 관리 문제점을 파악하여 향후 학교숲 조성의 기초자료로 활용하기 위하여 수행되었다. 대전시 학교숲 조성에 참여한 학교는 2015년 기준 총 37개교이고, 초등학교 21개교(56.8%), 중학교 8개교(21.6%), 고등학교 6개교(16.2%), 특수학교 2개교(5.4%)이다. 이번 조사대상은 초등학교 21개교를 선정하여 모니터링 하였다. 조성면적 현황을 살펴보면 총 18,736m2를 조성하였고, 학교별 평균 892.2m2로 조사되었으며, 조성 후 학생 1인당 녹지면적은 조성 이전 1인당 평균 8.8m2에서 12.5m2로 약 3.7m2가 증가한 것으로 나타났다. 식재현황은 교목 2,665본(3.8%), 관목 47,479본(66.9%), 초본 20,788본(29.3%)으로 총 70,932본을 심었고, 평균 식재량은 교목 127본, 관목 2,261본, 초본 990본을 심은 것으로 분석되었다. 학교숲 조성유형은 운동장 일부 공간이 9개교(42.9%)로 가장 많았고, 교사 주변 공간 5개교(23.8%), 학교 경계 공간 4개교(19.0%), 중정원 공간 2개교(9.5%), 기타 공간 1개교(4.8%) 순으로 조사되었다. 학교숲 조성 후 개선이 필요한 사항으로는 학교숲의 관리체계 마련, 학교숲 유형의 다양성 개발, 인수인계 미비, 학교숲 소실 대안 마련, 학교숲을 활용한 환경교육프로그램 결여 등으로 분석되었다. 본 연구에서 분석한 결과와 개선방안을 통하여 학교숲의 지속적인 조성과 질적 향상을 기대한다.
Abstract
This study aims to compare and analyze the area of school forests, planting status, and characteristics of each type of elementary school in Daejeon City, which was created by Forest for Life from 2001 to 2015, and utilize them as basic data for school forests. As of 2015, a total of 37 schools participated in the creation of the school forest in Daejeon, with 21 elementary schools (56.8%), 8 middle schools (21.6%), 6 high schools (16.2%), and 2 special schools (5.4%). 21 elementary schools were selected and monitored for this survey. According to the current status of the composition area, a total of 18,736m2 was created and the average green area of 892.2m2 , and after the construction, the average green area per student increased by 3.7m2 from 8.8m2 to 12.5m2 . The planting status was 2,665 trees (3.8%), 47,479 shrubs (66.9%), and 20,788 plants (29.3%), total of 70,932 trees were planted. The average planting amount was 127 trees, 2,261 shrubs, and 990 herbs planted was analyzed. Among the types of school forest construction, 9 schools (42.9%) had the largest number of spaces in the playground, followed by 5 schools (23.8%), 4 schools (19.0%), 2 middle garden spaces(9.5%), and 1 other space (4.8%). Some of the things that need to be improved after the creation of school forest were the establishment of management system, developing diversity of school forest types, lack of succession, establishing alternatives to the disappearance of school forests, and lack of environmental education programs. Through the analysis results and improvement measures in this study, it is expected that the school forest will be continuously created and qualitatively improved.
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