학점제형 고등학교의 학습 커뮤니티 공간계획에 관한 연구 - 인천광역시 학교 공간 조성 사업 선정 거점형 고등학교 사례를 중심으로 -

Abstract

(Background and Purpose) High School Credit System, designed to accommodate student demand, has been partially introduced and is slated for complete adoption across all high schools by 2025. With a shift towards subject-centered operations, the traditional class structure becomes ambiguous, emphasizing the need for a multifunctional learning community space. In response, the Ministry of Education and the Office of Education are actively implementing the 'School Space Creation Project' and the 'School Space Innovation Project' in alignment with the new curriculum. While both initiatives aim to restructure spaces to align with the credit system, there are distinctions in project scale and budget. This study aims to analyze schools that underwent the 'School Space Creation Project' to assess the successful integration of High School Credit System. (Method) Focusing on four Incheon’s high schools that are key to the Kkum-Dure joint curriculum, this study primarily employs literature research and on-site visits. Initial investigation involves defining the High School Credit System and exploring space creation principles through previous research and reports. Subsequently, the study examines the status of the Incheon’s high school credit system and the credit system space creation project from 2019 to 2023. A specific base school, where the space creation project has been completed, is selected for analysis, with a focus on learning community space types and characteristics. Finally, by referencing the school-level project plan, recommendations are made for enhancing area-level projects. (Results) The analysis yielded the following insights: firstly, the acceptability of learning community spaces was generally positive, though accessibility varied based on location. Secondly, most spaces were small-scale due to partial remodeling. They were designed as single rooms, halls, or connected spaces. Effective space utilization was observed when adjustments were made to space types. However, spaces exclusively configured as connected lacked organic functionality due to territorial limitations. Lastly, detailed planning of learning community spaces significantly influenced efficiency, flexibility, and connectivity. Careful selection and arrangement of furniture and finishing materials are crucial. (Conclusions) The following considerations are vital for the remodeling and expansion of high schools to accommodate a credit-based school space. Customizing learning community spaces based on the unique characteristics of the base school is important, particularly in creating large-scale, centralized spaces to facilitate seamless communication and student interaction. Diverse space configurations, including single rooms, halls, and connected types, enhance accessibility and utilization. Incorporating a variety of furniture contributes to the creation of an organic space, enabling users to utilize the area in a connected manner. Unlike the Green Smart Future School project, which operates at the school level, the area-level school space creation project requires comprehensive remodeling to achieve the organic and three-dimensional spatial planning essential for High School Credit System.