교사 참여를 통한 초등학교 교실 리모델링 연구

Abstract

(Background and Purpose) Elementary school is the main living space for children, and it must support children’s behavior to allow them to grow into creative and healthy adults. The projects of “Dreaming Classroom,” started to improve the old school space and to construct creative classrooms, are based on the user participation design. Until now, they have presented various results and new spatial models. However, for the design case to be used as an index, the spatial design must be objectively analyzed. Therefore, this study aims to present the results of classroom remodeling in which teachers, who are the main users of the classroom and observers of students, participated and suggested the direction of a creative classroom, discussing design attributes. (Method) The scope of this study is four 2nd grade classrooms of an elementary school located in Dongjak-gu. The teachers, who understand the behavior of the lower grade students best and actually use spaces, continued to participate in the overall design process. This study gradually collected the opinions of teachers through various survey methods, as well as contents, and derived the design results. The process of collecting opinions was largely composed of three steps: 1) brainstorming and field survey, 2) preferred image survey, and 3) classroom behavior survey. The design period was from April to June 2020, and the space improvement work was completed in September 2020. (Results) This study has comprehensively summarized the opinions of participants derived in the process and reflected them in the design results. The concept of space design was a balance between learning and play, and the space design contents derived through participation were reflected. As a result of the teacher opinion survey, eight attributes — diversity, complexity, autonomy, comfort, flexibility, sufficiency, playfulness and connectivity — among the ten creative classroom design attributes mentioned in previous studies were derived as major attributes. The main results are as follows. First, diversity, complexity, playfulness, and comfort are the attributes to be prioritized in the lower grade classroom. The sufficiency of classroom space must be strengthened by understanding practical education and classroom usage behavior. Third, both the learning aspect and the play aspect should be able to support autonomy, and a space design should consider children's autonomous behavior and body size. Fourth, to enable creative education, rather than one-way education, a flexible space must be created to cope with the various learning styles. Fifth, in addition to classrooms, corridors should be recognized as space and designed to strengthen connectivity. (Conclusions) The reorganization of the classroom space presented in this study and the design attributes included therein are important considerations in the composition of the future school.