敎育環境 改善을 위한 建築/室內環境 디자인 및 그 過程에 關한 硏究

Abstract

The educational environment of primary schools is a structure in which the environmental conditions and their stimulus are organized and systemized. And the material and psychological environment of schools is a structural mechanism which exerts an influence not only upon the children's moral and physical development life and character building. Children are learning in this mechanism, so the school environment is very important to them. In this point of view, the school environment could be defined as a matrix, that is, a system in which teaching staff, natural nature and school facilities interplay and influence upon each other In other words the various kinds of the component of school environment have their own proper functions, and they play their influences upon one another in the whole system. In this thesis, an ideal model design of primary Schools is proposed in order to solve many problems about the educational environment investigating and analyzing through Multi-disciplinary approach the various kinds of the components and their reciprocal relationships. The aim of this research is not only to improve the environment of primary schools, so that children may grow with healthy mindand body, but also as a result to induce to social and cultural development. This thesis is organized as follows: Chapter Ⅰ First of all this chapter raises the environmental problems of primary schools as a social issue and exposed the aims of this thesis. And the range and the object of this research are limited and set up here. This chapter also systemizes the process of the research and the design method for primary schools. Chapter Ⅱ This chapter surveys by means of Multi-disciplinary approach the published books and materials on the environmental design for primary schools, and collects basic materials for this research from them. In this chapter the concepts of school environment and the characteristics of the primary school environment are also investigated and defined. Futhermore, this chapter deals with the characteristics which appears in every steps of children's growth, and it also examines the educational structures of primary schools, the activities in the school, and material, psychological environment required of school buildings. This chapter is searching for a model design which can satisfy not only the needs for the children's mental, physical development, but also the environmental-aesthertical needs for school buildings. Chapter Ⅲ In the first place, the present situations of the primary school environment are considered in order to exactly understand the inveterate problems in school environment. The approach of this thesis to these problems is to investigate the sources of the school environmental problems and the components of them, and then to analyze the each components' functions, and compare their relationships with one another in the aspect of education, psycho physiology and environmental aesthetics. This chapter examines the collected data from the viewpoint of the theories on school environment. As a result it is thought that most of the primary school environment is constructed so badly and absurdly that it has a bad effect not only upon teaching and learning activities but also upon children's school lives, and even upon their health. Chapter Ⅳ I this chapter, the problems found in the school environment are analyzed or snythesized so that an ideal model of design process may be brought about. Here a substitute model will be exposed for the existing models. Much attention is paid to the fact that the primary school environment is a organic process of children's activities and their response to the school environment, and the fact that the standard model of the school environment must satisfy the educational needs required of each step of children's development. To achieve an ideal educational environment, we must introduce the concepts of synthetic design which unites the physical factors and emotional ones in the school environment. Chapter Ⅴ The result that we get from this research is as follow ; because the educational environment absolutely has influence upon children, the problems found in the primary school environment can be solved only by understanding the relationships between children and the school environment in the system of school and then by establishing an ideal model of the school environment.;國民學校의 敎育環境은 환경적인 條件과 刺戟이 일정한 틀에 의하여 組織되고 體制化 되어있는 構造的 狀態로써, 學校의 諸般 物理的·心理的 環境은 하나의 메카니즘을 갖고 그 속에서 生活하는 兒童의 精神的, 肉體的 成長發達과 學習活動, 情緖的 生活, 入格形成등에 영향을 미치고 있으며 兒童은 그것과 相互作用 함으로써 敎育되어 지는 것이다. 이러한 觀點에서 볼때, 學校環境이란 學校의 構成員, 自然, 學校施設, 學校社會등의 構成要素가 相互作用하고 있는 하나의 시스템 ( system )이라는 思考의 틀로 이해될 수 있다. 즉 學校環境을 구성하는 要素들은 그 全體 시스템내에서 固有한 機能을 가지고 있으며, 이들 要素間에는 多樣하고 複合的인 力學關係가 作用하고 있는 것이다. 그러므로 本 硏究論文에서는 包括的이고 全體的인 관점에서 敎育環境의 問題를 해결하기 위해 國民學校環境을 하나의 시스템으로 보고, 多學問的 接近方式을 통해 그 시스템내에서 招互作用하고 있는 諸 構成要衰와 그 關聯性을 調査, 分析함으로써 國民學校環境 디자인에 관한 合理的인 디자인 方向을 定立하였다. 그 結果로 兒童과 學校環境이 調和를 이룬 秩序있고 合理的인 國民學校環境의 모델을 제시함으로써 敎育環境의 質的인 改善과 더불어 아동들에게 健康하고 健全한 心身의 發養과 能率的인 敎育效果를 이를 수 있도록 하고, 나아가서는 社會的, 文化的 發展에 기여하고자 하는데 그 目的을 두었다. 本 論文의 進行過程 및 디자인 特徵을 要約하면 다음과 같다. Ⅰ章에서는, 社會的 이슈 ( issue )로써의 問題提起와 더불어 硏究의 目的을 밝히고, 硏究對象 및 範圍를 설정하였으며, 硏究의 進行過程과 디자인 方法을 體系化하였다. Ⅱ章에서는, 國民學校環境 디자인에 관련되는 旣存의 文獻과 資料를 多 學問的 接近 (Multi disciplinary approach )方式을 통하여 考察함으로써 本 硏究를 위한 基本資料를 수집하고, 理論的 考察에 의하여 學校環境의 槪念과 國民學校環境의 特性을 파악하였다. 또한, 兒童期의 成長發達 段階에서 나타나는 特性과 國民學校의 敎育構造 및 校內에서의 諸 活動, 그리고 學校建物에서 요구되는 物理的, 心理的 環境與件등을 調査, 分析해 봄으로써 敎育的 機能 및 要求, 兒童의 發達段階와 活動特性에 따른 要求, 環境美學的 要求條件 등을 充足시킬 수 있는 合理的인 學校環境의 디자인 方向을 模索하였다. Ⅲ章에서는, 지금까지 이루어져 왔던 國民學校環境의 實體를 파악하기 위해 現況을 調査, 分析하였다. 分析方法으로는 敎育活動과 兒童의 生活을 沮害하는 問題要因을 찾는 方式을 취하였고, 學校環境을 構成하는 要素들을 細分하여 各 構成要素들의 機能 및 그들 要素間의 關聯性을 敎育的 側面, 心理 · 生理的 側面, 環境美學的 側面등의 多角的인 側面에서 體系的으로 分析하였다. 分析된 結果를 客觀的으로 올바르게 評價하기 위해, 環境評價에 一般的으로 適用되는 理論을 바탕으로 明確한 定義와 意味를 가지는 評價言語를 사용하여 評價基準을 設定, 이에 의해 國民學校環境의 適合性 與否를 評價하였다. 調査, 分析, 評價된 結果에 의하면 現在 우리나라의 國民學校環境은 大部分 敎育施設의 절대不足과 不合理하고 非現實的인 學校의 構成要素 및 構成方法등으로 인하여 敎育活動과 兒童의 精神的, 肉體的 成長 및 活動에 많은, 制限을 招來하고, 兒童의 基本的인 健康까지도 해치는 非合理的인 環境與件에 처해있음을 발견할 수 있었다. Ⅳ章에서는, 調査된 旣存의 文獻 및 資料와 現況分析 結果 도출된 問題點을 基礎로 하여, 綜合 · 具體化 시킴으로써 國民學校環境 디자인의 槪念的 틀을 定立하고 디자인 過程의 基本모델을 體系化시킴으로써 그 槪念의 代案을 제시하였다. 즉, 國民學校環境은 兒童의 活動과 行動 · 反應이라는 有機的 過程에 注目하여 그 基準을 敎育的 要求 및 機能, 兒童의 發達段階와 그에 따른 要求條件에 두었으며 , 學校環境의 質的 向上과 目的에 따른 合理的인 敎育環境의 造成을 위하여 物質的 要素와 感覺的 要素를 理想的으로 合一시키는 統合디자인의 槪念下에 이를 展開시켰다. Ⅴ章에서는, 國民學校環境 改善을 위한 디자인 및 그 過程을 통해 얻은 結論으로써, 國民學校의 敎育環境은 兒童에 대한 영향이 總體的이고, 그것에 의해서 제시되는 多樣한 問題는 相互聯關되어 있으므로 問題解決은 學校環境의 시스템 내에서 兒童과 學校環境에 대한 秩序의 確立에 의해서 만이 그 克服이 可能할 것이라 생각된다.