[논문]초등돌봄교실 공간구성특징에 관한 분석연구 - 초등 돌봄교실 길라잡이를 중심으로 -

김소라

doi:10.7859/kief.2021.28.6.001

초등돌봄교실 공간구성특징에 관한 분석연구 - 초등 돌봄교실 길라잡이를 중심으로 -
An Analytical Study on Space Configuration in After-School Care Class for Elementary School - Focused on Guidelines of Emementary School Care Classes - 원문보기

커뮤니티교육시설 : 한국교육시설학회논문집 = Community Education Facilities, v.28 no.6, 2021년, pp.3 - 13

김소라 (Dept. of Architecture, University of Seoul)

Abstract ▼ AI-Helper

Introduced in 2004 as an 'After-School Academy' policy, the 'After-School Care Class' has become a universal program for elementary schools over time. While the concept of public education service has expanded and changed in various ways including educational welfare, the physical environment of the care classroom has undergone fixed changes within the uniform classroom structure of a standardized school space. The purpose of this study is to identify spatial characteristics of care classroom through chasing and analysing changes in the care class space configuration from 2004 to the present. The findings are as follows. The plan of the early care classroom wasn't much different from the existing common classroom, and it was only in 2007 that the kitchen and floor heating appeared for the first time.From the 2015 standard plan, prominent differentiation of the space between learning activities and resting area was shown, but the spatial characteristics are nothing more than a division that utilizes ready-made furniture. A distinctive feature of the 2018 Seoul care classes are diversity. In the case of the care exclusive classrooms, the division between the support space and the main activity space became more clear using furniture integrated open walls and various floor levels. In the case of a shift classrooms that is used together with common classrooms, it is characterized by flexibility that allows dramatically different classroom configurations for each time period by using a convertible furnishing space.

주제어

표/그림 (15)

그림 Fgure 1. Yearly Stastics of After-School Care : Number of Participating Studnets, Classes and Schools 출처 : 교육부, 방과후 학교 운영현황 (내부자료), 2017 에 2018-2020 교육부 보도 자료 추가하여 재작성
그림 Figure 3. Percentage of After-School Care Students to Total Students in Seoul Metropolitan Education Ofiice, 2017-2020 (서울시초등학생대비 돌봄교실이용학생 현황 2017-2020)
그림 Figure 2. Number of After-School Care Students by Regional Education District, 2019 (시도교육청 돌봄교실 참여학생수, 2019)
표 Table 1. Operation Hours of After-School Care Class, 2004-Present (돌봄교실 운영시간, 2004-현재 )
그림 Figure 4. Case of After-School Class Plan Layout, 2003 (방과후 교실 평면 구성사례, 2003) 좌: 출처 인천 소래초등학교 전일제 학교 운영사례, 김은주, 2003. 제시된 그림 재작성 우: 좌측 자료를 바탕으로 교실 도면화
그림 Figure 5. Elementary Nursing Class Plan Layout in Ilsan, 2007 (초등 보육교실 공간구성, 2007) 좌: 출처 초등방과후 보육프로그램의 정책 및 성과, 김연석, 2007. 제시된 그림 재작성 우: 좌측 자료를 바탕으로 교실 도면화
표 Table 2. Required Facility for Exclusive Classroom and Shift Classroom 돌봄 전용교실과 겸용교실 설치시설
그림 Figure 6. Space Configuration of Shift Classroom (겸용 돌봄교실 공간구성) 좌: 출처 초등돌봄교실 운영 길라잡이 2014, 2015, 2016, 2017 에 제시된 그림 재작성 우: 좌측 자료를 바탕으로 교실 도면화
그림 Figure 7. Plan for Exclusive Care Classroom (전용돌봄교실 평면) 출처: 각주 21의 책에서 제시된 도면 재작성
표 Table 3. Zoning Classification of Care Class돌봄 교실 공간구성 구분
그림 Figure 7 Open Partitions of Care Class Room Left Above: Sinhak, Left Below: Muhag, Right Above: Danggok, Right Below : Geumho, 출처: 꿈을담은 돌봄교실 공간구성 길라잡이,2018
표 Table 4. Overview of 2018 Ggumdam Care Classroom for Analysis (분석대상 2018 꿈담교실 개요)
표 Table 5. Analysis of 2018 Ggumdam Exclusive Classrooms (2018 꿈담 전용돌봄교실 분석)
표 Table 6. Analysis of 2018 Ggumdam Shift Classrooms (2018 꿈담 겸용돌봄교실 분석)
그림 Figure 8 Flexible Classroom of Wiryebyeol (위례별초 가변형 돌봄교실) Left: During Common Class Time / Right: During Care Class Time

참고문헌 (13)

Minisrty of Education, Korean Educational Development Institute, Operation Guide to Elementary School Care Classes, 2014, 2015, 2016
Seoul Metropolitan Office of Education, et al., Operation Guide to Elementary School Care Classes, 2017, 2019, 2020
Seoul Metropolitan Office of Education, Operation Guide to Seoul Elementary School Care Classes, 2018, 2019, 2020, 2021
Oujae, Seoul Metropolitan Office of Education, Guide to Space Configuration for KkumDam Care Classes, 2018
Seoul Metropolitan Office of Education, et al., Operation Guide to After-School Programs, 2011
Kim, Hongwon, 2006 Analytical Study of After-school Program Achievements, Korean Educational Development Institute, 2006
Korean Educational Development Institute, Exploration for Operational methods of 'After-School Classes' of Elementary School Lower Grades, 2003
Korean Educational Development Institute, Domestic Seminar to Explore Ways to Promote After-School Childcare Programs in Elementary School, 2007
Cho, Jinil, et al., A Study on the Environmental Conditions and Improvement Measures of Elementary School Care Classes, Korean Educational Development Institute, Domestic Seminar to Explore Ways to Promote After-School Childcare Programs in Elementary School, 2015
Minisrty of Education, Korean Educational Development Institute, Safety Management Guide for Elementary School Classrooms, 2012
Jang, Myungrim, A Study on School-Oriented Implementation Plan for Stable Operation of Elementary School Care Classes, Korean Educational Development Institute, 2015
Park, Soyoung, Policy Evaluation on Private Tutoring Countermeasures : After-school Program and EBS KSAT Teaching, The Journal of Educational Administration, 26(1), pp. 391~411, 2008
Lee, Kyungho, The Review on Banggahuhakgyo (After-School Program) in Korea -Based on Cooper's Four Dimension of Educational Policy Theory, The Journal of Yeolin Education, 18(2), pp 173~195, 2010

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