교육과정과 연계한 초등학교 자연학습장 현황 및 개선점 -2016년 서울시 에코스쿨 사업을 중심으로-

오경현,김신원 한국기초조형학회 2017 기초조형학연구 Vol.18 No.6

Since 1980 when the importance of environment was recognized recently the improvement business for school landscaping has put into action several endeavors such as eco-school business, Green Korea United cultivating green school, campaigns for planting 10 million trees in the city of Seoul. But school landscaping was simply biased towards beauty and eco-friendly so there was an inconvenience that space used from students was not connected with the course of study. Now an establishment for the notion of school landscaping that helps studying and is connected to the course of study is needed. We need to write down a list including materials needed for the course of study operation, establishment of the standard of the facility of school landscaping and essential plants. For the study of improvement to use the school landscaping for education, first we need to know the notion and importance of school landscaping and by a theoretical consideration we emphasized the need of the use of school landscaping for education. Second, we created a table including the investigation of the frequency of the plants and facilities in textbooks and based on this we wrote a list about what should be supplemented. Third, after investigating the current situation and problem of the plants and facilities in the 8 elementary schools designated as eco-school we added and supplemented plants and facilities based on the previous investigation. We designed pond and gardens using trees, crops, and water plants that are frequently emerged in textbooks. We selected B.B elementary school as the representative of school landscaping among the 8 targets and based on it we emphasized the importance of school landscaping and deducted a model for future school landscaping. We are looking forward school landscaping to develop and be used for education not simply filling the empty space. 1980년 이후로 도시환경에 대한 중요성이 인식되면서 최근 학교조경 개선사업은 서울시 에코스쿨 개설, 녹색연합 푸른 학교 가꾸기 사업, 서울시 생명의 나무 1,000만 그루 심기 운동 등 학교를 활용한 다양한 노력이 있었다. 하지만 학교조경은 단순히 미관과 친환경 중심에 치우쳐 있어 학생들이 사용하는 공간이 교육과정과 연계 되지 않고 설계된 아쉬움이 있었다. 이제는 교육과정과 연계되어 학습활동에 적극 활용될 수 있는 학교조경에 대한 개념 정립이 필요하다. 이를 위해서 교육과정 운영의 소재와 학습 자료로서의 학교조경시설 기준 정립, 필수 식재기준 목록의 작성이 필요하다. 때문에 본 논문은 학교조경을 교육적 소재로 활용하기 위한 개선점 연구를 위해 첫째, 학교조경의 개념과 중요성의 이론적 고찰을 통하여 학교조경의 교육적 활용의 필요성을 고취시킨다. 둘째, 초등학교 전 학년의 교과를 중심으로 식재와 시설물의 중요성을 빈도수를 파악하여 표로 작성하고, 이를 토대로 중요하게 다뤄져야할 보완 목록을 구성한다. 셋째, 이미 에코스쿨로 조성된 8개 초등학교의 식재 및 시설물의 현황과 문제점을 조사하여 앞서 조사한 식재와 시설물을 추가, 보완한다. 또한 교육과정에서 중점적으로 출현빈도가 높아진 목본, 작물, 수생식물을 이용하여 생태연못, 텃밭 및 화단 시설을 구성하고 보완하여 설계한다. 대표 대상지는 8개교 중 B.B초등학교를 대상으로 학교조경모델 도출하였으며, 이를 바탕으로 학교조경의 중요성을 고취시키고 앞으로 조성될 새로운 학교조경의 모델을 도출하였다. 이제는 학교조경이 단순한 빈 공간을 채우는 개념을 넘어 교육의 좋은 소재로 활용되어 교육적 가치를 지닌 학습공간으로 발전하기를 기대한다.

초등학교 수목 현황 조사 및 개선 방향 연구 - 세종지역을 중심으로 -

고인규,박현철 한국실과교육연구학회 2020 實科敎育硏究 Vol.26 No.3

이 연구는 세종지역 내 학교 수목 현황을 조사하고 초등학교 학교 조경의 개선 방향을 제시할 목적으로 수행되었다. 연구 대상은 세종지역 관내 20개 초등학교로 2020년 5월 1일부터~2020 년 6월 30일까지 현지 답사를 통해 대상학교의 수목 중 목본류를 중심으로 조사하였다. 수목 식재 현황을 조사하는데 있어 조사 구역은 학교 본관 및 부속 건물을 제외한 학교 교지 전체에 수목이 식재 된 곳으로 설정하였다. 연구 결과는 다음과 같다. 세종지역 초등학교에 식재된 수목은 총 80 개종으로 철쭉(100%), 주목(95%), 소나무(90%), 무궁화(85%), 청단풍나무(85%) 순으로 식 재되어 있었다. 교목은 52개종으로 향나무, 소나무, 잣나무 등이 식재되어 있었다. 관목은 28개종 으로 철쭉, 회양목, 남천 등이 식재되어 있었다. 낙엽은 65개종으로 단풍나무, 산딸나무, 산수유 등이 식재되어 있었다. 상록은 15개종으로 섬잣나무, 둥근소나무 등이 식재되어 있었다. 활엽은 68개종으로 회화나무, 마로니에 나무 등이 식재되어 있었다. 침엽은 12개종으로 잣나무, 메타세콰 이어 등이 식재되어 있었다. 이와 같은 연구 결과를 바탕으로 세종지역 초등학교 조경 개선 방향을 제안하면 다음과 같다. 첫째, 구도심-대규모 학교의 수목 다양성을 높이고 수목 이름표 설치를 통 해 교육적 효과를 높일 필요가 있다. 둘째, 교육과정을 반영하는 수목 식재를 통해 교과 교육의 효 과를 극대화할 필요가 있다. 셋째, 학교 정원을 단순히 쉼을 제공하는 공간으로 인식하는 것을 너 머 문화를 향유하고 교육을 실천하는 체험공간으로 가꾸어 나갈 필요가 있다. This study was conducted with the purpose of examining the current status of school trees in Sejong and improving the landscape architecture of elementary schools. The subjects of this study were 20 elementary schools in the Sejong area. From May 1, 2020 to July 30, 2020, the landscaping trees of the target schools were surveyed mainly on the tree. In surveying the current status of tree planting, the survey area was set as the place where the trees were planted throughout the school grounds except for the main building and attached buildings. The results of the study are as follows. A total of 81 trees were planted in elementary schools in Sejong area, followed by Rhododendron schlippenbachii (100%), Taxus cuspidata (95%), Pinus densiflora(90%), Hibiscus syriacus((85%), and Acer palmatum Thunb(85%). There are 53 types of Tall trees, including Juniperus chinensis, Pinus koraiensis and pine trees. There are 28 types of Small trees, including Rhododendron schlippenbachii, Buxus microphylla and Nandina domestica. There were 66 fallen leaves, and Ginkgo biloba, Cornus kousa, Cornus officinalis and cornus were planted. There are 12 types of evergreens, including Pinus parviflora, Pinus densiflora. There are 69 broad-leaved trees with plantings such as Sophora japonica and Aesculus hippocastanum, and 12 broad-leaved trees with Pinus koraiensis and Metasequoia glyptostroboides. The following are suggestions for improving the landscape of elementary school in Sejong area. First, it is necessary to increase the diversity of trees in the old city-large school and to increase the educational effect through the installation of tree name tags. Second, it is necessary to maximize the effectiveness of subject education through planting trees that reflect the curriculum. Third, it is necessary to transform the recognition of the school garden into a space that simply provides rest, and transform it into an experience space that enjoys culture and practices education.

이용자 참여형 학교숲 설계에 관한 연구 - 대구 파동초등학교를 대상으로 -

정태열,권지현 한국조경학회 2017 韓國造景學會誌 Vol.45 No.6

This study devised a user-participatory design process for users to participate directly in the design process and was implemented at Daegu Padong Elementary School. Users of the school forest were divided into four groups: the lower grades, the upper grades, local residents(parents included), and faculty. The methods of this study were image survey, preference survey, card playing, and model playing. Researchers investigated the level of user satisfaction the following year. The specific design process is as follows: First of all, the concept of the school forest was established through audio-visual education for students and image research was conducted through drawing and painting activities entitled ‘The School Forest I Want’. Second, in the image survey, a survey of areas and facilities with high frequency use was conducted in the study of the lower grades, the upper grades, local residents, and the faculty. Image cards of spaces and facilities that showed high preference were produced and the cards were placed in four groups on the school lot plan to check the location of place and facilities desired. Based on this, a model and a basic idea were created through consultation with future users. Lastly, the study design was completed. After 1 year from the completion of the school forest, users were again surveyed regarding their satisfaction with use. The importance of this study is as follows: 1) Treating all potential users of a school forest as the subject of design participation, 2) Reasoning out a plan created by the users themselves through consultation and discussion throughout all steps of the design process, 3) Grasping how users utilize a school forest and the type of spaces most preferred via preference survey after completion of the school forest and showing the importance of user participation by showing that spaces preferred by users were similar to those in which experts were also highly interested. 본 연구는 학교숲의 이용자들이 설계 과정에 직접적으로 참여할 수 있는 이용자 참여형 설계 과정을 고안하고, 이를 대구 파동초등학교에 적용해 설계를 진행하였다. 학교숲의 이용자는 저학년, 고학년, 지역주민(학부모 포함) 및 교직원 4집단으로 설정하였다. 연구 방법으로는 시청각 교육, 이미지 조사, 선호도 조사, 카드놀이, 모형놀이의 과정을 거쳐 이용자 참여형 설계를 실시하였으며, 1년여 후 이용 후 만족도 조사를 실시하였다. 설계과정으로 제일 먼저 학생들을 대상으로 시청각 교육을 통해 학교숲의 개념을 정립하였고, ‘내가 원하는 학교숲’이라는 제목의 글짓기, 그림그리기 활동을 통한 이미지 조사를 실시하였다. 그 다음 이미지 조사 시 빈도수가 높았던 공간과 시설물을 문항으로 한 선호도 조사를 저학년, 고학년, 교직원, 지역주민을 대상으로 실시하였다. 선호도 조사 결과, 선호도가 높게 나타났던 공간과 시설물의 카드를 제작하여 4집단이 각각 학교 배치도 위에 놓아 원하는 공간과 시설물의 위치를 알아보았고, 이것을 토대로 모형을 작성하여 이용자들의 협의를 거쳐 하나의 기본구상안을 작성하였다. 기본구상안을 토대로 실시설계도를 작성하였으며, 학교숲을 완공한 후 1년이 지난 뒤 이용자들을 대상으로 이용 후 만족도 조사를 실시하였다. 본 연구의 의의로는 첫째 학교숲을 이용할 잠재력이 있는 모든 집단을 설계 참여 주체로 삼았다는 것, 둘째 설계 과정을 순차적으로 진행하며, 각 과정에서 토론과 협의를 거쳐 의견을 구체화하여 이용자 스스로 하나의 안을 도출해내었다는 것, 셋째 학교숲 완공 후 이용 만족도 조사를 실시함으로써 이용자들이 학교숲을 어떻게 활용하고, 어떤 공간을 가장 선호하는지 알 수 있으며, 선호공간이 설계과정에서도 관심도가 높았던 공간이었다는 점에서 이용자 참여는 중요한 부분이라는 것을 증명할 수 있다는 것에 있다.

대구광역시 초중고등학교 조경 수목 식재 현황 및 특성 분석

정태열 ( Jung Tae-yeol ),박금미 ( Park Kum-mi ) 한국경관학회 2021 한국경관학회지 Vol.13 No.2

본 연구는 대구광역시 초중고등학교 396개소를 직접방문 후 전수조사를 실시하여 조경 수목의 식재 현황을 살펴보았다. 이는 향후 대구광역시 학교숲 조성에 기초자료를 제공 할 수 있을 것으로 판단된다. 본 연구의 결과를 요약하면, 첫째, 교목의 수종은 106종, 수량은 63,934주로 나타났으며, 교목(喬木)은 느티나무, 향나무, 은행나무가, 교화(校花)는 장미, 목련, 개나리등 우리나라에서 대중적인 수목이 지정되고 있는 것으로 나타났다. 둘째, 초중고별 교목의 수종의 수량은 느티나무, 가이즈까향나무, 은행나무, 소나무 순으로 많이 나타났으며, 상록수인 가이즈까향나무와 소나무가 많이 식재되어 학생들이 수목에 의한 계절의 변화를 느끼는데 한계가 있을 것으로 생각된다. 셋째, 수목의 다양성을 살펴보면, 교목의 다양성, 상록수의 다양성, 낙엽수의 다양성은 중학교 보다 초등학교와 고등학교가 다양하다고 할 수 있다. 교목 평균 수종은 22종, 상록수 평균 수종은 7종, 낙엽수 평균 수종은 15종으로 나타났으며, 특히 교목 10종 이하, 상록수 수종이 3종 이하, 낙엽수 수종이 7종 이하인 학교는 수목의 다양성을 위한 대책이 시급하다고 할 수 있다. 넷째, 상록수와 낙엽수 비율을 살펴보면, 초중고별 상록수 30%이상∼50%미만인 학교가 51.6%로 높게 나타났다. 특히 상록수 30%미만과 50%이상인 학교는 향후 대책이 요구되며, 상록수 50%이상인 학교는 상록수 중심의 편향된 식재구성에서 벗어나 낙엽교목의 수종을 보완하는 것이 학생들에게 계절의 변화를 느낄 수 있게 하여 심리적 안정감과 지적발달에 도움을 줄 수 있다고 생각한다. This study conducted complete enumeration after visiting 396 elementary schools, middle schools, and high schools in Daegu Metropolitan City, and examined the status of their landscape planting. It is judged that this study will provide basic data for the future creation of school forests in Daegu Metropolitan City. To sum up the findings of this study, it was found that as for trees, there were 106 species and 63,934 trees, and that Zelkova serrata, juniper, and gingko were designated as school trees, and rose, Magnolia kobus, and forsythia as school flowers, respectively, all of them being popular trees and plants in South Korea.. Second, as for the quantities of trees in elementary schools, middle schools, and high schools according to their species, Zelkova serrata was found most, followed by J. chinensis var. kaizuka, and Pinus densiflora; and it is deemed that there are limitations in students’ feeling a change of season from trees and plants. Third, as for the diversity of trees and plants, it may be said that trees such as evergreen trees and deciduous trees were more diverse in elementary schools and high schools than in middle schools. It was found that the trees consisted of 22 species, the evergreen trees 7 species, and the deciduous trees 15 species, respectively, on average; and thus it may be said that particularly schools, which had trees of 10 species or below, evergreen trees of 3 species or below, or deciduous trees of 7 species or below, urgently need measures to diversify their trees and plants. Fourth, as for the ratio of evergreen trees to deciduous trees, it was found that schools where evergreen trees accounted for 30% - 50% among their trees were highest 51.6%. In particular, it is deemed that as for schools with evergreen trees of 30% - 50%, they will have to take countermeasures in the future, and as for schools of evergreen trees of 50% or more, they will have to supplement the species of deciduous trees, breaking away from their composition of planting biased towards evergreen trees, so that students may feel a change of season, which will contribute to their psychological stability and intellectual development.

이전적지 공원으로서 서울 보라매공원의 변화와 의미

서영애,박희성,길지혜,김정화,이상민,최혜영 한국조경학회 2023 韓國造景學會誌 Vol.51 No.1

Seoul Boramae Park was opened on May 5, 1986, after the Republic of Korea Air Force Academy relocated to Cheongju City in 1985. This study aims to examine the birth and evolution of Seoul Boramae Park and diagnose the park's value being transformed from the former site of the Air Force Academy. Policy reports and newspaper data were analyzed as a research method, focusing on Seoul public records. The study results are as follows. First, Seoul Boramae Park is a large-scale park created before the policy for parks on relocated sites we enacted. Second, Seoul Boramae Park has historical value as an urban park where memories and traces of the Air Force Academy overlap. Third, Seou Boramae Park contributed to regional change by promoting the public value of parks created on the relocated sites with an urban planning method. Seoul Boramae Park has implications for Korean landscape history as a case of securing large green areas in Seoul and presenting its function and roles as a park created on a relocated site.

초등학교의 조경에 관한 조사 연구

서응철(Suh, Eung-Chul) 한국교육시설학회 1998 敎育施設 Vol.5 No.3

The purpose of this study is to investigate elementary school landscaping. The landscaping has intrinsic value for educational purpose as well as an open space resource in urban area. Four elementary schools in Taegu were surveyed and analyzed to identify the ratio of greenery, green volume and its maintenance. The result can be summarized as follows: 1. While 58 species of trees were quoted all over the text book, 17 to 52 species were found in each school and only few species were always dominant in each school. 2. The greenery and green volume were insufficient in terms of quantity and inadequate in placement, and there were differences in landscaping quality and quantity between schools. However the differences were not associated with the age of schools. 3. Functional implementations of landscaping technique(for example, environmental control) were needed for future landscaping of elementary schools.

초등학교 환경교육을 위한 학교조경 실태 및 개선방향

정진철 ( Jin Chul Chung ),최정호 ( Jeong Ho Choi ),조미림 ( Mi Rim Jo ),정지영 ( Ji Young Jeong ) 원광대학교 생명자원과학연구소 2008 생명자원과학연구 Vol.30 No.2

학교숲 이용목적을 고려한 수목의 수종과 수량에 관한 연구 - 대구광역시 초등학교 중학교 고등학교를 대상으로 -

정태열,박금미 한국경관학회 2022 한국경관학회지 Vol.14 No.2

This study examined the species and quantity of trees, give the objective of using the school forest. The findings can be summarized: First, the average number of species of trees with higher ornamental value was 13 (junior high>high>elementary schools), while that of the yields of them was 122 weeks (high<elementary<junior high schools). The number of the species was higher in elementary schools, while that of yields was higher in junior high schools. Second, the average number of species of trees connected to the curriculum was 9(junior high<elementary=high school) while that of the yields of them was 80 weeks (high<elementary<junior high schools). The number of the species was higher in high schools, while that of the yields was higher in junior high schools. Third, the average number of species of native trees was 12 (elementary=high<junior high schools), while that of the yields of them was 121 weeks (elementary<junior high<high schools). In particular, the number of native trees planted in high schools was much higher than that of those in elementary or junior high schools. Fourth, the average number of species of trees for hedges was three (junior high<elementary=high schools), while that of the yields of them was 34 weeks (elementary<junior high< high schools). Fifth, the average number of species of green trees was five (junior high<elementary=high schools), while that of the yields of them was 59 (junior high<elementary<high schools). In particular, elementary schools were entirely characterized by all species of trees planted in them, while all items of the planting environment were lower than the average for junior high schools. In addition, each average number of trees with higher ornamental value and those connected with the curriculum was lower than the average for the junior high schools, and that of native and green trees and those for hedges was lower for both junior high and high schools. Finally, it is determined to be necessary to provide measures for schools with lack of such species and yields, and it would be possible to effectively promote green space in schools, if the planting environment is developed, given the objective of using the school forest.

실과 ‘가꾸기’ 및 ‘환경교육’ 적용을 위한 초등학생 실내조경 도입사례 연구

김수연(Kim Soo Yeon),곽혜란(Kwack Hye Ran) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.2

The purpose of this study was to offer the opportunity of contact with the nature to elementary school student by the creative educational space. We proposed educational space considering of the effects of environmental education, which transform plan into the system of nature image and effective space to implementing cultivation of plants as practical arts education. The elementary school space is designed to have educational spaces like playground space, topiary garden and water garden, which are designed to be flexible in accommodating different time and events. We found that it is very effective to organize horticultural education of elementary program in the interior landscape space. We considered the criteria of green interior at elementary school as the analysis of humanistic and physiological environment. Topiary, indoor fountain, wall garden, terrarium and various kinds of container garden were considered as elements of green interior. Through the elementary school space created by this plan, the elementary school student will have more opportunity of contact with the nature.

교육과정을 고려한 초등학교 조경계획을 위한 조경 수종과 식재빈도에 관한 기초적 연구

박상선,윤용기,Park, Sang-Sun,Yoon, Yong-Gi 한국교육녹색환경연구원 2013 교육·녹색환경연구 Vol.12 No.2

School Landscape Planning in Korea recently due to the implementation of green building certification system as a whole outside of the school environment and create eco-friendly, but not has not been linked with the curriculum. The purpose of this study is linked to the curriculum that can be used actively in learning activities is to landscape the school. Considering curriculum for elementary landscape plan provides direction results of this study can be summarized as follows: First, the elementary school years in Chapter 3, the type and number of species of plants and animals that appear in the textbooks examined the results of the analysis that appears to know what plants and animals were the most common. Second, seven schools in Gyeonggi Province in Chapter 4 investigated the status of the landscape. The current landscape of the school curriculum, whether in agreement with the results of this comparison indicate that much of a difference could be seen. Therefore, future elementary landscape plan in accordance with the finality of education curriculum will be developed to fit.