Earticle

초록

영어

With the recent introduction of the high school credit system in Korea, the educational paradigm is shifting toward student-centered, autonomous, and collaborative learning. This shift requires a reconfiguration of school spaces to support flexibility and multifunctionality. This study analyzes the case of “Home Base” spaces implemented at Yeongsaeng High School in Jeonju, Korea, as part of a school space innovation initiative. Using a combination of architectural drawing analysis, spatial-functional interpretation (categorized into functional, psychological, and relational dimensions), student surveys, and case comparisons, the study investigates how home base spaces vary by grade level. The findings reveal that each home base was designed to support different developmental needs, such as social adaptation, collaborative exploration, and academic immersion. Students preferred informal and autonomous spaces, and home base spaces effectively reflected these needs in their spatial configurations. The study concludes that home base spaces function as a core platform for relational learning and community building, beyond serving as auxiliary learning zones. The study proposes that future school design should adopt customized spatial strategies based on school type and curriculum, emphasizing participatory design involving students and teachers. This study contributes to expanding the discourse on educational space planning by providing empirical insights into user-centered learning environments.

목차

Abstract
1. 서론
1.1 연구배경 및 목적
2. 이론적 배경
2.1 학교공간의 변화와 교육 패러다임 전환
2.2 홈베이스(Homebase) 공간의 개념
2.3 중정·광장과의 비교: 중심공간의 건축사적 계보
2.4 기억과 체험을 담는 공간으로서의 교육 공간
2.5 선행 연구 고찰
3. 연구방법
3.1 사례선정
3.2 도면 분석
3.3 설문조사
3.4 공간 요소별 분석 프레임워크
4. 사례 분석: 전주영생고등학교 홈베이스 공간
4.1 설문조사 분석
4.2 공간 구성 및 설계 방향
4.3 기능적 특징
4.4 기능적, 심리적, 사회적/관계적 요소를 통한 각 공간에 대한 분석
4.5 이용실태 및 반응
5. 결론
6. 교육공간의 미래 방향과 설계적 제언
REFERENCES

저자

• 김준영 [ Kim, Jun-Young | 전주대학교 건축학과 부교수 ]

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