學校環境을 考慮한 에코스쿨의 計劃方向 硏究 = (A)study of an approach for eco-school plans under consideration of Korean school environment

다국어 초록 (Multilingual Abstract)

This dissertation tries to introduce an approach for eco-school plans after due consideration of the Korean school environment. As a new durable model for a school system in harmony with the new paradigm, eco-school goes a step further from the human-oriented architecture, keeps a balance in the ecological system around us, reduces operation costs by recycling energy, water, and waste in the school, and ultimately enables us to keep a healthy and clean school environment.
However, the concept of eco-school is new in Korea and its study has a lot of shortcomings in the related fields. Therefore, this dissertation studies distinguishing cases of eco-school and introduces respective plans for the schools. This work also studies the current situation of Korean schools and finds environmental problems and reform measures for the eco-schools in the cities and rural communities reflecting their regional characteristics.
Chapter 1 outlines the condition, purpose, field, and the method of this study.
Chapter 2 explains the meaning of eco-school and illustrates its concept, eco-school plan elements.
Chapter 3 presents results of research on the sampled eco-schools, Chapter 4 deals with the current situation of target schools, and Chapter 5 studies the requests of teachers and students. Chapter 3 introduces the eco-schools in Korea and the United States to set up a plan for an eco-school system appropriate to the Korean environment and arranges major features of planning techniques for eco-schools in the aspects of site, energy, pro-environmental materials ＆ recycling of resources, water resources, and indoor environment.
By studying current schools in old and new cities and suburbs, Chapter 4 reflects the problems and reform measures of Korean school setting relating to eco-school system. In order to see the differences in the location of schools, old and new cities are included in the city area and suburbs are included in the agricultural area. Surrounded by skyscraper apartments and business buildings rather than natural environment, the city schools feature a high density of buildings, poor ecological systems, traffic jams, and high population density. Therefore, the city schools require high-story buildings. On the other hand, surrounded by mountains and fields, the schools in suburbs have better ecological systems and less surrounding population. It is better to have low-story school building. It is found that there is a big difference in the school site planning in their settings, and there is a little differences in energy, water resources, and indoor environment planning. However, There are little differences in pro-environmental materials and recycling of resources between the two types of schools. Therefore, in order to apply the eco-school system, it is necessary to consider aspects of the school's location.
Chapter 5 considers the requests of teachers and students. According to the research, they put comfort of indoor environment in the school in the first place. Therefore, it is necessary to provide a comfortable indoor environment for the eco-school plan.
The research in the eco-school plan, differences in the school's location, and the user's requests between the city school and the local community school concludes as follows:
First, that this research establishes the concept of eco-school and its elements;
Second, case studies supply important information on the eco-school planning technique, the substitute technique, utilization effectiveness, and the domestic and international trends;
Third, analysis of the current situation of school site, energy consumption, building materials and resources, and indoor environment offers basic data to reform the environmental problems. It also shows the differences between the city schools and local community schools and reflects the different features in the eco-school plan;
Fourth, the research on the users' requests categorizes five areas and finds the differences in their requests between the two types of eco-schools. It will be important basic information for the eco-school plan.

목차 (Table of Contents)

• 제 1장 서론 1
• 1.1 연구의 배경 및 목적 1
• 1.2 연구의 범위 및 방법 3
• 1.3 논문의 구성 4
• 제 2장 에코스쿨의 개념과 계획요소에 관한 이론적 고찰 6
• 2.1 에코스쿨(Eco-School)의 개념 7
• 2.1.1 에코스쿨(Eco-School)의 개념 및 목표 7
• 2.2 국내·외 에코스쿨의 동향 13
• 2.2.1 유럽 13
• 2.2.2 일본 15
• 2.2.3 미국 18
• 2.2.4 한국 20
• 2.3 국내·외 친환경 인증 기준안의 고찰 26
• 2.4 에코스쿨의 주요 계획분야 34
• 2.4.1 에코스쿨 주요 계획요소 선정의 기본 원칙 34
• 2.4.2 에코스쿨의 주요 계획분야 34
• 2.4.3 에코스쿨 주요 계획요소의 중요도 평가 : 설문조사 37
• 2.5 에코스쿨 계획요소 체계 수립 40
• 제 3장 에코스쿨의 계획요소 적용기법 : 사례연구
• 3.1 분석의 틀 44
• 3.2 사례연구 학교의 개요 및 특성 48
• 3.3 에코스쿨의 계획요소와 적용기법 분석 54
• 3.3.1 부지 54
• 3.3.2 에너지 66
• 3.3.3 친환경적 재료 및 자원재활용 78
• 3.3.4 수자원 84
• 3.3.5 실내환경 88
• 3.4 에코스쿨 계획요소 적용기법 종합 96
• 4 소결 105
• 제 4장 국내의 학교환경 실태분석 : 현장조사 107
• 4.1 분석의 틀 108
• 4.2 실태조사 학교의 개요 111
• 4.3 국내 학교환경의 실태분석 115
• 4.3.1 부지 115
• 4.3.2 에너지 130
• 4.3.3 친환경 건축재료 및 자원 재활용 145
• 4.3.4 수자원 150
• 4.3.5 실내환경 155
• 4.4 국내 학교환경의 실태분석 종합 166
• 5 소결 176
• 제 5장 에코스쿨의 계획요소 적용 요구도 분석 179
• 5.1 설문조사의 개요 180
• 5.1.1 조사 대상자의 특성 180
• 5.1.2 조사 내용 181
• 5.1.3 통계분석의 방법 181
• 5.2 에코스쿨 계획요소의 적용 요구도 분석 183
• 5.2.1 부지 183
• 5.2.2 에너지 184
• 5.2.3 친환경재료 및 자원재활용 186
• 5.2.4 수자원 188
• 5.2.5 실내환경 190
• 5.3 에코스쿨 계획요소의 적용 요구도 종합 192
• 제 6장 에코스쿨의 계획방향 및 적용기법
• 6.1 적용원칙 및 방법론 197
• 6.2 에코스쿨 계획기법의 종합 200
• 6.3 에코스쿨 계획방향 및 적용기법 211
• 6.3.1 부지 211
• 6.3.2 에너지 215
• 6.3.3 친환경재료 및 자원재활용 219
• 6.3.4 수자원 223
• 6.3.5 실내환경 227
• 제 7장 결론 231
• 7.1 주요 연구결과 및 에코스쿨의 계획방향 231
• 7.2 연구의 한계 및 향후 과제 234
• 참고 문헌 236
• ABSTRACT 243
• 부록Ⅰ. 사례연구 학교의 개요 및 에코스쿨 계획특성 246
• 부록Ⅱ. 구미지역 학교의 배치도 267
• 부록Ⅲ. 설문지 273