학교공원화제도 도입의 문제점 고찰 및 개선
The Problems of School Uses as Public Park and Solution for the Betterment
- 주제(키워드) 학교공원 , 학교공원화 , 학교 환경
- 발행기관 고려대학교 대학원
- 지도교수 심우경
- 발행년도 2015
- 학위수여년월 2015. 8
- 학위구분 석사
- 학과 대학원 환경생태공학과
- 세부전공 환경계획 및 조경학전공
- 원문페이지 125 p
- 실제URI http://www.dcollection.net/handler/korea/000000059986
- 본문언어 한국어
- 제출원본 000045841244
초록/요약
Environment has absolute influence on students in their developmental process. In particular, school environment to which students are always exposed has substantial effects on their learning and personality development. Yet, Korea's school environment has revealed many problems in the course of rapid industrialization since the 1960s. The school park system is intended to place schools adjacent to parks as a solution to the lack of lands and greens available for school space in cities. However, some public officials and school staff misunderstand the school park system and turn schools into parks as in the school uses as public park project involving school fence removal, and school afforestation. The school uses as public park project helps to open schools to citizens, develop rest areas and walking paths in schools for local residents and provide learning facilities. Nonetheless, this project gradually reveals problems including unfavorable incidents threatening students and teachers' safety. Analysis of 16 elementary schools implementing the school uses as public park project in Eunpyeonggu and Seodaimungu in Seoul from 2001 to 2010 sheds light on the following issues and measures for betterment. First, problems arise in the course of the school uses as public park project. Supported by the government, each school principal and a landscaper lead the project without reflecting the opinions of residents and students who use school parks. To develop the environment fit for residents, students and teachers as in the school park system, locals and school members should cooperate and be involved in discussion about planning, designing and construction. Second, the school fence removal as part of the school uses as public park project has problems. Since schools broke down the fences to be open to the public as part of the school uses as public park project, school staffs have had difficulties controlling visitors. Incidents and accidents have increased with schools being easily exposed to crimes. To root out the problems, social security nets need be established whilst safety programs should be offered. Also, restrictions on using facilities and other measures such as deploying school police need be considered. Third, learning facilities including vegetation and eco gardens are far from being fully associated with textbooks. Although lots of trees have been planted as part of the school afforestation project, the species that would help students learning does not account for high percentages. This may be viewed as an issue of school landscaping. Natural gardens and ecological gardens need be built in schools with plant and insect species seen in students' textbooks. In sum, the school uses as public park project's problems come down to the need to adopt the school park system. To adopt the school park system up to its original purposes, diverse opinions of all users need be reflected fully in the school park system before proceeding. If all stake-holders have enough discussions prior to construction, the problems arising from the school uses as public park project, i. e. the overall process, lack of educational connection with facilities installed in schools and safety management, can be prevented. For the betterment of the school uses as public park project and relevant issues, a suitable school park system need be introduced. This paper analyze the conceptual difference between the school park and the school uses as public park project so as to adopt a suitable school park system, sheds light on the problems relevant to the project, and considers some alternatives for the betterment of the project as well as the need for adopting a suitable school park system. 3 alternatives for a right school park system may be proposed as follows. First, a structural frame for a suitable school park system need be set up. Focusing on school members, parents and locals, municipalities, districts, Ministry of Education and education offices need to gather opinions and confirm the intention to support the school park system and organize a school park planning committee. Users should be involved in planning and construction. As school parks are most often used by students, each local government should pay the operation and management expenses to schools, so that they can constantly maintain and manage school parks. Also, legal system need be formulated for ongoing management together with the placement of professional personnel. Second, school parks should be designed to reflect local characteristics so that schools and parks can serve as a living hub for locals. Kindergartens, elementary schools, middle schools, high schools and colleges and universities may be placed adjacent to infants' parks, children's parks, neighborhood parks, district parks and central parks, respectively, which can serve as proper school parks. Also, for school parks to work as important components of local communities, school buildings should be situated on the border of school parks, whilst playgrounds should be detached from school buildings to prevent noise from interrupting class. Public toilets and offices for educational program instructors should be placed in an annex building close to sports facilities. Playgrounds, recreation centers and rest areas should adjoin broad areas for school events and physical education class, be placed at the local center and stay away from obstacles for safe use as busy paths. School parks should be offered to all citizens including locals. Third, as for learning facilities, educational environment need be created for students to experience what they learn at school in reality. School parks should be used for teaching and learning. Teachers should provide programs associated with curriculums once weekly minimum. For facility management and correct information, one or two classes monthly should be observed by experts. Some learning facilities may be operated only for locals or applicants who want to engage in learning. Like physical facilities, school park facilities should be available to students and teachers primarily during school hours. In conclusion, the awareness of a suitable school park need be valued first. Thus, the need and legitimacy of the school park system should be constantly and actively promoted to inform the public of its effectiveness. Extensive PR efforts should be exerted so that the Ministry of Education & HR Development, local education offices, landscapers, park managers, public servants, locals, teachers, school administrators and parents can appreciate the correct concept of school parks.
more목차
Ⅰ. 서 론 1
Ⅱ. 연구사 6
Ⅲ. 연구의 범위 및 방법 19
1. 연구의 범위 19
2. 연구의 방법 20
Ⅳ. 이론적 고찰 21
1. 학교와 학교 조경 21
2. 학교공원 제도 31
3. 학교공원화 사업 41
4. 학교공원 제도와 학교공원화 사업의 비교 43
5. 소결 46
Ⅴ. 결과 및 고찰 47
1. 학교공원화 사업 특성 및 사례지 현황 47
2. 학교공원화 사업의 문제점 고찰 및 개선 85
3. 올바른 학교공원 제도 도입을 위한 방안 97
Ⅵ. 결론 101
* 인용문헌 105
* 부록 110
