대전지역 학교 교정의 조경수목 식재현황

문정현,심재성,서병기 한국잔디학회 2002 한국잔디학회지 Vol.16 No.2

This study showed the current plantation of woody landscape plants of 42 school gardens in Daejeon metropolitan city. The ratio between evergreen tree and deciduous tree was 67% to 33%. The ratio between evergreen shrub and deciduous shrub was 48% to 52%. Also, 161 kinds of woody species were found; evergreen tree was 21 species, deciduous tree was 67 species, evergreen shrub was 16 species, deciduous shrub was 44 species, and vine and the others were 13 species. The proportion of native woody species was 61% (98 out of 161 species). 110 species were planted at the front garden area. In the mid-garden, 77 kinds of woody species were found. In the side garden, 95 kinds of woody species were found. In the rear garden, 92 kinds of woody species were found. The surrounding of play ground and outer area were planted 82 species. The first ranked evergreen tree was Juniperus chinensis‘Kaizuka’. And Deciduous tree, evergreen shrub, deciduous shrub, and vine showed Gingko biloba, Buxus microphylla var. koreana, Hibiscus syriacus, Wisteria floribunda, respectively. The school symbol of tree and flower was planted in 41 schools. The first rank plants of school symbol tree and flower were Pinus densiflora, Forsythia koreana and Rosa spp. Plant nameplate was found at 22 schools. The plant nameplate was used for 1∼10 species at 17 schools. In conclusion, plantation of landscape trees should be considered characteristic of each school area. In addition, school landscape should be planned distinction of a elementary school, a middle school, a high school, and a school for handicapped. School landscape should be considered carefully from functional, natural, educational environment and maintenance viewpoints as well as urban forest networking.

대전지역 초.중.고등학교 조경시설 현황

문정현,심재성,정해준,서병기,Moon, Jung-Hyun,Shim, Jai-Sung,Bae, Jeong-Kwan,+Seo, Byung-Key 배재대학교 자연과학연구소 2002 自然科學論文集 Vol.12 No.1

The aim of this study was to analysis the landscape equipments of 42 school gardens in Taejon metropolitan city. Outdoor educational landscape equipments were found out at 10 schools out of 42 schools. The materials of main entrance were consisted of steel and stone at 19 schools. The stands at front of the main ground were existed at 21 schools. The pergolas and benches were existed at 20 schools. The living material fences were found out at 21 schools. Plant nameplates were found out at 22 schools. But the contents of the nameplates were so poor. The wetland and roof garden of the school were not existed. School landscape equipments should be introduced by the distinction of elementary school, middle school, and high school as well as by the space of the school site.

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.

교가에 나타난 대구시의 경관특성에 관한 연구

김종하(Kim Jong-Ha) 대한건축학회 2008 대한건축학회논문집 Vol.24 No.10

The purpose of this study is to provide the basis data that perceive the characteristics as well as landscape structures in Daegu by examining and analyzing the factors related with landscapes that are represented in the school songs based on the those of elementary schools, middle schools and high schools. The reasons that the study range of the elementary schools is expanded to that of middle and high schools are as follow: it is considered that the middle and high schools have broader school district than the elementary schools do and also the local activities as well as range of perception are broader. In addition to this, the level of education system is higher, therefore, there should be the differences in the expression of educational ideology; thus, it is considered that the landscape components should be more diverse. Furthermore, the author focuses on analyzing the changes of landscape components by educational system transfer including how much the local specialties are reflected. The analysis of landscape factors and characteristics represented in the school songs is considered as the useful basic data to establish the local landscape design plan for local identity recovery as well as symbolism reinforcement. The school songs are composed by the each school and the fact that what meanings the school songs have is likely to affect the juvenile students. Therefore, it can play a role as the potential local PR media that can transmit not only the specific items with intentional purpose but also the image that the local pursues. In this view, it is believed that it is rather difficult to correct the early school songs to match the local specialized aims, however, it is possible to transmit and guide the local images through school songs by guiding those of newly established schools to match the local amis.

영월 지역 학교 교가의 경관요소 및 교육이념에 대한 고찰

윤병화(Yun Byung-Hwa) 아시아강원민속학회 2020 아시아강원민속 Vol.33 No.-

영월은 지역 인재 양성을 위한 교육기관으로 초등학교, 중학교, 고등학교, 대학교 등이 건립 · 운영되고 있다. 현 시점에서 영월 교육의 나아갈 방향에 대한 논의가 필요하다. 따라서 영월의 초등학교, 중학교, 고등학교, 대학교의 교가를 연구 대상으로 삼아 교가 가사의 경관요소 및 교육이념을 살펴보고 영월학의 기반이 될 수 있는 지역적 의미를 되짚어 보고자 한다. 영월지역 교가에 나타난 자연적 요소는 다음과 같다. 첫째, 영월지역 교가에는 산, 강과 관련된 자연경관요소가 모든 교가에 담겨져 있다. 둘째, 교가에 나타난 영월의 지형과 관련된 특성은 태백산과 봉래산 등을 중심으로 한 광역적 랜드마크를 가지면서도 동강과 서강의 수계를 경계영역으로 삼고 있다. 셋째, 교가의 산과 강은 학교가 위치한 곳을 나타내기도 하지만 교가 제정자가 학교 주변의 대표적인 자연경관요소의 기운을 받거나 기대고 싶은 지역을 가사 속에 담기도 하였다. 다음으로 교가에는 이상적으로 여겨지는 교육이념이 제시되고 있다. 즉, 사회인으로 성숙된 인격을 완성할 수 있는 지덕체 관념과 학생, 학교, 나라, 역사 등을 상징하는 단어 그리고 기타 학생들에게 필요한 덕목과 이상향 등이 고루 표현하였다. As the educational institutions for the cultivation of the people of talent in the region who fit the special characteristics of the region, Yeongwol has been constructing and managing the elementary schools, the junior high schools, the senior high schools, the universities, etc. As such, at the present time point, the discussion regarding the direction in which the Yeongwol education will advance is needed. As a result, by having the school songs of the elementary schools, the junior high schools, the senior high schools, and the universities of Yeongwol as the subjects of the research, the landscape elements and the educational ideologies of the lyrics of the school songs will be taken a look at. And it is intended to look back at the regional meaning, which can become the foundation of the study of Yeongwol. The natural elements appearing in the songs of the schools in the Yeongwol region are the following: Firstly, in the songs of the schools in the Yeongwol region, the natural landscape elements that are related to the mountains and the rivers are contained in all of the school songs. Secondly, regarding the special characteristics that are related to the topography of Yeongwol that appear in the school songs, they had the wide-area landmarks centered on the Taebaeksan Mountain, the Bongraesan Mountain, etc., and, at the same time, they had the water systems of the East River and the West River as the boundary domains. Thirdly, if we take a look at the natural landscape elements, including the mountains, the rivers, etc. in the school songs, although there had been the places, too, that had been placed in the baesanimsu (with back to the mountain and facing the water) areas, which are the actual fengshui locations, in contrast, in the case in which it had not been so, the school song writers contained the areas that receive the energy of the representative, natural landscape elements of the surroundings or the areas to which they want to lean on within the lyrics. Next, in the school songs, the educational ideologies that had been considered to be ideal had been presented. The idea of the jideokche (the knowledge, the morals, and the body) that can complete the personality that had been matured as a member of the society, the words that symbolize the students, the schools, the country, the history, etc., the virtues that are needed by the students, the utopia, etc. had been expressed evenly.

明代 吳派의 蘇州實景圖 硏究

유순영(Yoo Soonyoung) 한국미술사학회 2006 美術史學硏究 Vol.- No.249

이 논문은 明代 中期에 활동한 吳派의 實景畵 가운데 蘇州의 勝景을 그린 실경화를 대상으로 제작 배경과 회화적 성격을 규명한 것이다. 중국회화사에서 實景山水畵는 觀念山水畵에 비해 그 수가 적으나 실재하는 장소와 회화적인 표현의 문제를 비롯한 제반 흥미로운 쟁점으로 연구자들의 관심을 받아온 영역이다. 실경산수화는 山水畵의 발전과 함께 전개되어 왔으나 文人畵風을 기반으로 蘇州 인근 산수의 객관적인 지형성을 성공적으로 담아낸 오파에 이르러 본격적인 文人實景畵의 서장이 열리게 되었다. 이러한 오파의 蘇州實景畵는 16세기 이후 지역명승도와 紀遊圖가 성행하는 데 일조했을 뿐 아니라, 17-18세기에 동아시아에서 크게 성행하는 문인실경화의 본격적인 출발점이라는 점에서도 의의가 크다고 할 수 있다. 선행 연구는 소주실경도를 개척한 沈周(1427-1509)의 회화적인 특정을 분석하는 데 치우쳤으며, 소주실경도는 막연히 대중적인 수요에 응하는 상업적인 그림으로 추정되기도 하였다. 따라서 이 논문에서는 소주실경도 제작의 사회문화적인 배경을 해명하는 데 주안점을 두고자 하였다. 소주의 경제적 발전을 기반으로 독자적인 文人文化를 꽃피웠던 明代 中期 蘇州文人들의 문화적인 성향과 관심시를 파악하는 과정에서 『吳都文粹續集』과 『姑蘇志』는 문제 해결의 단서를 제공하였다. 錢穀(1508-15787?)의 『吳都文粹續集』에는 蘇州 인근 지역을 유람하고 지은 문인들의 詩와 글이 집대성되어 있어, 당시 문인들의 소주유람 풍조와 산수문학이 어느 정도 성행했는지를 알 수 있다. 산수문학은 ‘臥遊‘의 목적에서 쓰여졌으며, ‘興’을 일으키기 위한 방편이었다. 심주와 당시 문인들의 기록을 분석해 본 결과 소주실경도 역시 산수문학과 동일한 목적에서 그려진 것을 알 수 있었다. 한편 소주문인들은 地方志를 관람하고 간행하는 일에 적극적으로 간여하였다. 王?가 편찬한 『姑蘇志』(1506)에는 소주를 대표하는 문사인 杜瓊(1396-1474), 陳?(1414-1483) 吳寬(1435-1504), 文徵明(1470-1559) 등 12명의 문인들이 참여하였다. 이들은 모두 소주실경도를 개척한 심주와 절친하게 교유했던 인물들이므로, 지역의 산수와 문화에 대한 관심을 심주 또한 공유했을 것으로 짐작된다. 따라서 蘇州山水文學과 소주실경도, 蘇州 方志는 명대 중기 소주문인들의 동일한 문화적 관심사를 반영한 것이며, 소주실경도는 이러한 문인문회의 문맥에서 그려진 실경산수화인 것을 알 수 있다. 소주실경도의 전개과정은 정립기와 저변화 단계로 구분하여 양식적인 분석과 더불어 실경과 詩ㆍ畵의 상관관계에 주목하여 살펴보았다. 이는 산수문학과 表裏를 이루며 발전한 소주실경도의 회화적인 성격을 보다 분명히 하기 위한 것이기도 하다. 소주실경도를 정립한 沈周은 元末四大家의 화풍을 기반으로 파격적이고 대담한 실경표현을 추구하였다. 18m에 이르는 山水長卷에서는 王蒙과 黃公望, 吳鎭 화풍을 종합적으로 사용하여 드라마틱한 화면을 창출하였으며, 吳鎭 화풍을 능숙하게 구사한 화첩에서는 북송과 倪瓚의 구도를 변형하거나 지금까지 시도되지 않았던 대상을 아주 가까이 조망하는 참신한 면모를 보여주었다. 또한 심주가 묘사한 회화적 이미지는 高啓(1336-1374)의 遊記나 唐寅(1470-1523)의 詩에서도 볼 수 있듯 문학적 이미지와 밀접한 관련을 맺고 있어, 소주실경도와 소주산수문학이 긴밀히 조응하며 발전해 온 것을 알 수 있다. 소주실경도는 文徵明과 後期吳派에 이르러 문인산수화의 화목으로 정착된다. 문징명은 16세기 문인교유의 중심지였던 石湖의 예술적 형상화에 많은 공헌을 했으며, 후기오파는 다양한 목적의 실경화첩과 작가의 개성적인 필묵이 돋보이는 작품들로 소주실경도를 오피산수화의 회목으로 정착시키는 데 일조하였다. 또한 17세기 전반기에는 직업화가들도 선호하는 畵題가 되어, 倣作 또는 서양화법과 결합하면서 새롭게 재해석되기에 이른다. 이상과 같은 오파의 소주실경도는 명대 문화예술의 중심지였던 소주의 문인문화를 기반으로 그려진 문인실경화이다. 특정한 장소를 묘사하는 산수문학과 밀접한 관련을 가지며, 宗炳의 臥遊를 목적으로 그려진, 객관적인 지형성을 반영하는 실경화라는 점에서 오파 이전의 실경산수화나 實地名山水畵와 구별된다. 관념적인 理想景이 아니라 현실에 존재하는 일상적인 산수공간의 실재하는 모습과 이에 대한 인간의 감흥을 담아낸 실경산수화가 전통적인 산수화의 문맥 안에 자리잡게 되었던 것이다. 이와 같이 문인실경회의 본격적인 서장을 연 소주실경도는 실경화가 중국산수화의 독자적인 영역으로 정착하는 데 기여했으며, 16세기 이후의 지역명승도와 紀遊圖의 성행에 견인차 역할을 하였다. This article's purpose is to study real-scenery landscape paintings of Suzhou which the Wu School artists represented in the middle Ming dynasty. Suzhou shijingtu (蘇州實景圖), the real-scenery landscape paintings of Suzhou mean the pictorial works of the famous scenic areas of Suzhou such as Huqiu (虎丘), Tianping (天平), Tianchi (天池), Shihu (石湖), and etc.. true to actual topography, It is a very important topic in Chinese paintings, because the real-scenery landscape paintings painted by the literary men are begun in earnest by the Wu School artists in the middle Ming dynasty. They played an important role in developing the real-scenery landscape paintings. As yet, a study on the Suzhou shijingtu has attached weight to examining pictorial character of Shen Zhou (沈周, 1427-1509). And it was sometimes deduced as a commercial painting so as to popular' demand. Accordingly, this article aims to investigate the social and cultural background which Suzhou shijingtu was painted. I attended to the literati culture of Suzhou in the middle Ming dynasty. This was done for understanding the features and creative intentions of Suzhou shijingtu through the cultural concerns of Suzhou literati group to which the Wu School artists belonged. As for the social and cultural background, this study pointed the trend of sightseeing landscape and enthusiasm for regional culture as a part of Suzhou literati culture of that time. First, Qian Gu (錢殼, 1508-1578?)'s 『Wutuwensuixuji (吳都文粹續集)』, integrated various Literary works covering from landscape and even to artificial products, shows a flavor of sightseeing landscape, Here we can know literary men of Suzhou were greatly interested in their regional landscape and shared their concerns for it, to reinforce their spiritual solidarity and to distinguish themselves in Suzhou literati group. Many literary works were written for “woyu (臥遊)” and as a means of “xing (興).” Inscriptions by Shen Zhou and other literary man address us Suzhou shijingtu was also painted for “woyu” and “xing.” A specific literature showing an interest ill The regional culture is 『Gusuzbi (姑蘇志)』, compiled by Wang Ao (王?, 1450-1525) in 1506. Many leading figures of Suzhou such as Chen Qi (陳?, 1414-1483), Wu Kuan (吳寬, 1435-1504), Wen Zhengming (文徵明, 1470-1559), including Du Qiong (杜瓊, 1396-1474), The teacher of Shen Zhou, participated in writing it. We can grasp that Wu School artists including Shen Zhou had concerns in gazetter. Consequently, the various literary works reciting Suzhou landscape, geographical sources, Suzhou shijingtu were produced in The context of literati culture. Also Suzhou shijingtu is classified two stage. In The first stage, it was founded by Shen Zhou, and in The second stage, it was widely painted by Wen Zhengming and The Post Wu School artists. Here, I researched not only The stylistic aspect but also The relation between real-scenery landscape and verses, paintings This is to analysis pictorial characters of Suzhou shijingtu that had developed with landscape literature in the intimate relations. Shen Zhou opened up a new form and painterly style in The great scrolls and albums. He pursued unprecedented and striking landscape paintings on The basis of the four great masters in me late Yuan Dynasty, In great scroll, he created dramatic screen in making good use of Wang Meng (王蒙), Huang Gongwang (黃公望), Wu Zhen (吳鎭)'s style of painting. In The albums by Wu Zhen's brushwork he modified The compositions from The North Sung landscape painting and Ni Zan (倪瓚), or tried The striking compositions which were ever not used in landscape paintings. Shen Zhou's pictorial images are found in me literary works by Gao Qi (高啓, 1336-1374), Tang Yin (唐寅, 1470-1523). Suzhou shijingtu had shared its fate with The literary works reciting Suzhou landscape. After all, we can recognize that pictorial images and literary images had given influences to each other. Suzhou shijingtu was settled as a subject of lands

비재현적 경관 인식의 지리교육적 의미와 가치에 대한 논의

범영우 한국지리학회 2022 한국지리학회지 Vol.11 No.4

The purpose of this study is to examine the problems that landscape perception in school geography can have in the context of representational and non-representational landscape, and to discuss the meaning and value of non-representational landscape perception in geography education. Furthermore, the importance of non-representational geography as a means of comprehending geographic landscapes in school geography is also discussed. Non-representational geography has developed around relational thinking about landscape, along with the spatial turn that has been raised since the mid-1990s, criticizing some theories of new cultural geography that recognizes landscape as a reproduced outcome. The direction of non-representational landscape perception that this study focuses on is a microscopic narrative approach that dismantles the dichotomous approach of the subject and object surrounding the landscape. In this paper, the approach and characteristics of landscape, discussed in new cultural geography and non-representational geography, are analyzed. Moreover, through the analysis of examples of landscapes from high school geography textbooks, the characteristics of landscape recognition in current school geography are also examined. On top of this, the micro-narrative approach of geographical landscape, the reflection of human-centered dichotomous thinking, and the importance of multi-sensory perception of landscape are inspected, as a strategy to apply the perspective of non-representational geography in geography education. This study is significant in that it reviews and presents the educational implications of non-representational geography for landscape perception in school geography. 본 연구의 목적은 경관의 재현성과 비재현성의 맥락에서 학교지리에서의 경관 인식이 지닐 수 있는 문제점을 살펴보고 비재현적 경관 인식의 지리 교육적 의미와 가치를 탐색하는 것이다. 나아가 비재현지리학이 학교 지리에서의 지리적 경관 이해에 중요한 방식이 될 수 있음을 논의한다. 비재현지리학은 경관을 재현된 결과물로 인식하는 신문화지리학의 일부 이론을 비판하면서 1990년대 중반 이후로 제기된 공간적 전환과 함께 경관에 대한 관계적 사유를 중심으로 발전했다. 본 연구에서 주목하는 비재현적 경관 인식의 방향성은 경관을 둘러싼 주체와 대상의 이분법적 접근을 해체하는 미시적 서사 접근 방식이다. 본 논문에서는 신문화지리학과 비재현지리학에서 논의하는 경관에 대한 접근방식과 특징을 살펴보고 고등학교 지리교과서에 나타난 경관 사례를 통해 현재 학교 지리에서 나타나는 경관 인식의 특징을 분석하였다. 이를 통해 비재현지리학의 관점을 지리 교육적으로 적용하는 전략으로 지리적 경관의 미시 서사적 접근, 인간 중심의 이분법적 사고의 성찰, 다감각적인 경관 인식의 중요성에 대해 논의하였다. 본 연구는 학교 지리에서 경관 인식을 위한 비재현지리학의 교육적 함의를 검토하여 제시하였다는 데 의의가 있다.

전남 도서지역의 초등학교 교가에 표현된 섬의 시각과 청각 경관

한명호 한국문화융합학회 2023 문화와 융합 Vol.45 No.5

This study aims to examine the characteristics of landscapes and soundscapes of the islands expressed in elementary school songs located in Sinan-gun, Wando-gun, and Jindo-gun of Jeollanam-do. School songs from 36 schools in Shinan-gun, 36 schools in Wando-gun, and 32 schools in Jindo-gun were investigated. Topography and water have the highest appearance rate of landscape elements, and among elements of topography, mountains and the sea have the highest frequency of appearance. The soundscape elements expressed in school songs are composed of natural sound, artificial sound, human sound, and tranquility, and natural sound has the highest frequency of occurrence. The soundscape elements of nature represent the topographical characteristics of the island region, and the elements of artificial sound, human sound, and tranquility express the life of children or the sound environment of the school. The landscape of the island expressed in the school song sings the appearance and location of the school, the spirit and mind of children, hope for the future, the soul and patriotic spirit of local ancestors, and the beauty of the natural scenery of the island and school in Jeollanam-do. In addition, the identity of the island is expressed by including the history and tradition of gardens and historical sites in the lyrics of school songs.

The Current Status of Indoor Gardens Creation in Elementary, Middle, and High-Schools in Gyeongsangnam-do

Jaesung Yun,Jinsung Hwang,Sangwook Ha,Kyoungok Choi 전북대학교 휴양및경관계획연구소 2016 휴양및경관연구 (J East Asian Landscape Studies) Vol.10 No.2

The purpose of this study is to investigate the current status of the creation of indoor gardens in elementary, middle, and high-schools in Gyeongsangnam-do (province) as part of a program to make schools comfortable and beautiful, and for use as base line data when introducing indoor gardens to schools. The participating schools comprised all 536 elementary, 306 middle, and 191 high schools in Gyeongsangnam-do, and the study was conducted between Dec. 20th, 2014 and July 23rd, 2015. The results demonstrate that indoor gardens were introduced to Gyeongsangnam-do schools in 2010, and, since then, 35 elementary and 3 middle schools have created indoor gardens, which is a low adoption rate. Eight-four percent of these indoor gardens were created for appreciation purposes only, without rest facilities. Indoor plants were the main material used for scene configurations, followed by rocks and sculptures. Taking into consideration that 92% of all indoor gardens were created in elementary schools, the current location of gardens near the main entrance, mainly for appreciation purposes, should be changed to areas in which students can play and rest, which would lead to an increase in students’ usage rate.

초등학교 외부환경 관리를 위한 활동 프로그램에 대한 학생의 인식 연구

정나라,정명일,한승원,김재순 한국인간·식물·환경학회 2016 인간식물환경학회지 Vol.19 No.5

This study conducted to investigate the role of the horticultural activities to create and manage the outdoor space of the school, are as follows: Most of the students have had experiences of horticultural activities cultivating vegetables, fruits, flowers, trees, etc., and took part in activities such as planting plants, growing plants, and harvesting plants. These activities were done through the house veranda, garden, or school classes. We found that much of the horticultural activities are done at school, home, and communities, as the students have quite a few experiences in external experiential events or allotment farms. Students had more than average amount of interest in horticultural activities. In particular, the more gardening activity the student experienced, the higher interest they had. About half of the students observe the plants at least once a month and know the names of 3.42 plants among the plants at school. The students in the school that had done the school forest project are aware of relatively many plants and show high observation frequency. Although the schools done horticultural activities in accordance with the curriculum, they usually consist of one-off activities such as planting and seeding in schools without gardens as the activities are done with pots inside the classrooms. The satisfaction with the external school environment was relatively high at schools that done the school forest project, and this was affected by flowers, trees, and resting area. In other words, students must have plenty of flowers and trees to be satisfied with the external school environment and should also have an appropriate outdoor resting area. It is important to provide opportunities to allow students to continue experiencing gardening activities at school and home, because they have a high abundance of experience and interest in horticultural activities. Therefore, the space for horticultural activities considering the school curriculum and preferences of students should be secured and a variety of flowers and trees should be planted in order to create the external environment of school.