학습자 중심교육의 특성을 반영한 중학교 건축공간구성 기초연구 - 국외 중학교 사례분석을 중심으로 -

Abstract

The educational paradigm of the 21st century is shifting from the educators for 'instruction' to thelearners for 'learning'. The purpose of this study is to investigate the main characteristics of learner-centerededucational theory by mainly focusing on the middle school period when learner-centered education should beeffectively applied and to suggest design directions which are the basis of the construction of middle schoolarchitecture space through the case analysis of the applied school architecture. The six major features of the learner-centered education and the directions of the construction of thearchitectural space to reflect these are as follows; 1. 'Learner Subjectivity' : Spatial composition reflecting diversityof educational programs to cope with student's voluntary choices. 2. Constructing a multi-purpose learningspace that supports diversity of learner's dispositions for 'personalized education'. 3. Constructing a compositionof spatial program supporting educational methods and experiential integrated education for problem solving inorder to apply 'problem-based learning'. 4. Promoting visual interactivity and organizing large and small grouplearning places that encompass the whole education space for the 'mutual exchange between learners'. 5. Arrangement and circulation plan of special and public program to interact with local residents for 'communitylearning'. 6. Intensive arrangement of education, learning and research space for creating virtuous cycle ofeducation and sharing programs with local facilities for coevolution of schools and localities in order to find thepossibilities of 'sustainable development'.