창의교육 향상을 위한 초등학교 특별실의 실내환경 평가

Abstract

21세기 들어 국가적으로 미래 인재들의 창의성을 발달시키기 위한 다양한 정책과 교육방법이 연구되고 있다. 창의교육은 단순히 수준 높은 지식역량을 보유한 인재 양성이 목적이 아니라 다양한 분야에서 창조적인 사고력과 관찰력을 바탕으로 새로운 아이디어를 창출할 수 있는 글로벌 인재를 기르기 위함이 가장 큰 목적이다. 교육과정 역시 사회적 요구에 맞춰 학생의 창의성 개발을 통한 전인교육 실현을 목표로 교육개정이 이루어지고 있다. 그러나 창의성의 지향점은 새로움에 있는 반면에 현실에서는 교육환경 요소로서의 새로움을 제공하지 못하고 있다. 즉, 창의성이 지향하는 이상으로서 새로움을 강조하는 개념이 반쪽 요소에만 치우쳐져 한계를 벗어나지 못하고 있다. 외국의 초등학교 교육은 이미 교육과정뿐 아니라 다양한 실험적 시도를 통해 창의교육의 향상을 위한 교육환경을 제공하고 있다. 따라서 본 연구에서는 향후 우리사회의 밑거름이 될 아동의 교육공간인 초등학교 특별실의 창의환경을 평가하고 개선 방향을 제시하고자 하였다.

본 연구는 사례조사와 인터뷰를 통해 이루어졌으며, 인천시에 소재한 2010년도 이후 창의· 인성교육활동 우수학교 및 창의· 인성교육활동 시범학교로 지정된 5곳의 특별실을 사례조사대상지로 지정하였다. 창의성의 환경요소를 토대로 체크리스트를 개발하고 각 특별실의 실내환경을 창의환경적 관점으로 평가 및 분석하였다.

본 연구에서 나타난 연구결과는 다음과 같다.

초등학생의 창의력 증진을 위한 특별실의 창의환경을 분석한 결과, 쾌적성이 가장 양호하게 나타났으며 자율성이 가장 부족한 것으로 나타났다. 또한 각 특별실별 체크리스트 항목에 대한 적용 정도를 분석한 결과, 도서관의 창의환경이 가장 양호한 반면에 미술실이 가장 미흡한 것으로 나타났다.

과학실의 창의환경을 살펴보면 쾌적성이 가장 높게 조사되었지만, 전체적으로 높은 적용률을 보이지 못했다. 과학실의 시설구비를 위해 교육정책상으로 지원이 이루어지고 있는 실정이지만 안전상의 이유로 수업 이외에 학생의 자유로운 실험활동을 위한 공간 활용 및 가구의 계획 등이 이루어지지 못하고 있었다. 실과실의 창의환경을 살펴보면 쾌적성이 높은 적용률을 보이고 있었으며 활동성도 비교적 높게 나타났다. 실과실의 경우 구획률이 전체 특별실 중 가장 낮았고, 실과의 과목 특성상 이용대상이 5,6학년에 한정되어 있어 이용률이 낮은 원인이 되었다. 또한 기본적인 계획 이외에 주거공간과 같은 안정적인 실내 분위기로 색채 및 마감계획이 양호하였지만 조명, 동선의 이동 등 자유로운 활동을 위한 계획이 미흡한 것으로 나타났다. 음악실의 창의환경을 살펴보면 전체적인 창의환경계획이 미흡한 것으로 나타났다. 기본적인 계획 이외에 학생의 다양하고 자유로운 활동을 위한 연습 공간 및 발표 공간의 대한 계획이 전혀 이루어지지 않고, 이를 지원하는 음향 및 조명에 대한 계획이 부족해 활동에 제약이 있었다. 어학실의 창의환경을 살펴보면 양호한 사례와 그렇지 못한 사례가 극명하게 구분되고 있었다. 양호한 사례의 경우 학생의 활동성 및 자율성을 지원하는 체험학습 형태의 공간 및 무대공간, 정보검색 공간의 계획, 그리고 이를 지원하는 가구 및, 조명등 시설계획이 우수하게 계획되어 있었다. 그러나 그렇지 못한 사례의 경우 공간 면적이 현저하게 좁거나 일반 교실과 다르지 않은 실내 계획으로 학생의 활동이 제한되고 있었다. 도서실의 창의환경을 살펴보면 일곱 개의 특별실 중 가장 우수한 적용률을 보이고 있었다. 학생의 활동성, 자율성, 쾌적성을 지원하는 공간의 계획 뿐 아니라 다양한 프로그램과의 연계를 통한 학생의 자유롭고 다양한 활동을 장려하고 있었다. 다만 학생의 다양한 활동을 위해 다소 높은 밀도로 공간을 구성하는 사례가 많아 복잡한 느낌의 공간이 있었다. 미술실의 창의환경을 살펴보면 특별실 중 가장 낮은 창의환경 적용률을 보이고 있었다. 다소 복잡한 실습이 이루어지는 반면, 공간의 면적이 작아 시설이용 시 높은 밀도로 인한 활동에 어려움이 있었다. 또한 다양한 재료가 비치되지 못해 제한적인 활동이 이루어지고 있었다. 정보실의 창의환경을 살펴보면 다른 특별실과는 다르게 활동성의 적용률이 가장 높게 나타났다. 그러나 전체적인 요소의 적용률은 높은 편이 아니었다. 정보실의 경우 외부 업체를 통해 관리되는 경우가 대부분이었으며 따라서 이로 인해 획일적인 실내 환경계획을 보이고 있었다. 게시판이 모두 비치되어 있었으나 학생의 창의성 증진을 위한 활동 및 자율성을 위한 계획보다는 일반적인 정보 및 수업프로그램의 홍보성 자료가 부착되어 있었다. 반면 한 사례에서는 학생의 정보관련 행사활동 이후 결과물을 정보실 게시판에 비치하였고 실제로 학생의 관심도가 높게 나타났다.

본 연구는 사례조사를 통해 초등학교 특별실의 실내환경을 창의환경적 측면에서 분석하였다. 그러나 초등학생의 창의교육 향상을 객관적이고 심층적으로 파악하는데 제한이 있으므로 초등학생의 이용행태 관찰조사나 설문지 조사를 통한 후속연구가 필요할 것으로 판단된다.|All over the world, many countries come up with various measures to develop creativity of talented kids for our future and more studies are now being performed. To this end, creativity education is aimed at not only nurturing high-leveled designers but also training global talents who will be able to come up with new ideas based on creative thought and keen observation in various fields. Education system is also changing: it has been transforming into whole-rounded education that will develop students' creativity which is called on by society. Although the goal of creativity is newness, the environmental elements for students are nothing new. As for the definition of creativity, the concept of emphasizing the newness as an ideal element for creativity was imbalanced to only half part. In other countries, elementary education provides not only the basic education system but also a variety of educational environment in which students will get stronger creativity. This environment was created through a slew of trials and tests. Therefore, in this study, the creativity environment of special rooms at elementary schools for students who will become a sturdy basis of this society in the future was evaluated and improvement plans were proposed. This study was performed through case researches and interviews. The subjects of this study were special rooms at five elementary schools in Incheon which have been designated as excellent schools and model schools for creativity and personality education. A check list was created based on environmental elements for creativity. Moreover, indoor environment of each special room was evaluated and analyzed from the perspective of creativity environment. The outcome of this study is as follow. The analysis of creativity environment of special rooms shows that the level of comfort was the highest while the level of autonomy was the lowest. Furthermore, the analysis of degree of application for checklists at each special room turned out that the creativity environment of library was the best and the art room was the worst. The science room's creativity environment showed a high level of comfort, overall, however, suitability rate was not very high. Although supports for facilities at science room are provided, not enough space and furniture planning is provided except for classes on the ground of students' safety. The room for practical knowledge study showed the lowest division rate among all special rooms. As the subject itself is available only for the fifth and sixth grade kids, utilization rate was low. When it comes to its creativity environment, there was a high level of application of comfort and activity to the space. The interior atmosphere was very comfortable and stable just like a one's home except for the basic planning, showing great color and finishing plan. However, plans for lightings and human movement traffic were not enough. As for the creativity environment of music room, the plan for overall creativity environment was lacking. Plans for various activities such as practices and presentation of students were not made except for the basic planning. Plans for sound and lightings were also lacking, limiting students' activities and movement. The creativity environment of language room showed a clear division between a good case and bad one. As to good case, plans for spaces for students' experience education that supports their activity and autonomy, stages, information research center, furnitures and lightings for such facilities were great. As for bad case, however, a space was extremely narrow or quite similar to other ordinary classroom, limiting kids' activities and movements. The creativity environment of library shows the best suitability degree among seven special rooms. It has a spatial planning that supports students' activity, autonomy and comfort. Moreover, it encourages their free-willing and various activities through a connection with various programs. One shortcoming was its complexity due to its structure of high density for kids' various activities. The art room was the lowest in terms of degree of application for creativity environment among all special rooms. In the space, quite complex practices were performed. Moreover, its high density was due to its small spaces. What's more, since there were no various materials furnished, leading to limited activities for kids. The information center showed the highest rate of application of activity unlike other special rooms. However, the application rate for the entire elements was not high. Outside companies tend to manage information centers of school, leading to an uniform indoor design. Although bulletin boards were furnished, it was not for improvement of kids' creativity, activities and autonomy. It was just for merely providing ordinary information and promoting school programs. On the other hand, there was one case that involved students' activities related with information. It was posted on the bulletin board at the information center and drew a lot of attention from students. This study analyzed indoor environment of elementary schools' special rooms from the perspective of creativity environment, based on case researches. It has its limits, though, to figure out the improvement of creativity education for elementary school kids objectively and deeply. Therefore, follow-up studies for elementary school students' tendency of using such spaces should be done through observation research or surveys.; All over the world, many countries come up with various measures to develop creativity of talented kids for our future and more studies are now being performed. To this end, creativity education is aimed at not only nurturing high-leveled designers but also training global talents who will be able to come up with new ideas based on creative thought and keen observation in various fields. Education system is also changing: it has been transforming into whole-rounded education that will develop students' creativity which is called on by society. Although the goal of creativity is newness, the environmental elements for students are nothing new. As for the definition of creativity, the concept of emphasizing the newness as an ideal element for creativity was imbalanced to only half part. In other countries, elementary education provides not only the basic education system but also a variety of educational environment in which students will get stronger creativity. This environment was created through a slew of trials and tests. Therefore, in this study, the creativity environment of special rooms at elementary schools for students who will become a sturdy basis of this society in the future was evaluated and improvement plans were proposed. This study was performed through case researches and interviews. The subjects of this study were special rooms at five elementary schools in Incheon which have been designated as excellent schools and model schools for creativity and personality education. A check list was created based on environmental elements for creativity. Moreover, indoor environment of each special room was evaluated and analyzed from the perspective of creativity environment. The outcome of this study is as follow. The analysis of creativity environment of special rooms shows that the level of comfort was the highest while the level of autonomy was the lowest. Furthermore, the analysis of degree of application for checklists at each special room turned out that the creativity environment of library was the best and the art room was the worst. The science room's creativity environment showed a high level of comfort, overall, however, suitability rate was not very high. Although supports for facilities at science room are provided, not enough space and furniture planning is provided except for classes on the ground of students' safety. The room for practical knowledge study showed the lowest division rate among all special rooms. As the subject itself is available only for the fifth and sixth grade kids, utilization rate was low. When it comes to its creativity environment, there was a high level of application of comfort and activity to the space. The interior atmosphere was very comfortable and stable just like a one's home except for the basic planning, showing great color and finishing plan. However, plans for lightings and human movement traffic were not enough. As for the creativity environment of music room, the plan for overall creativity environment was lacking. Plans for various activities such as practices and presentation of students were not made except for the basic planning. Plans for sound and lightings were also lacking, limiting students' activities and movement. The creativity environment of language room showed a clear division between a good case and bad one. As to good case, plans for spaces for students' experience education that supports their activity and autonomy, stages, information research center, furnitures and lightings for such facilities were great. As for bad case, however, a space was extremely narrow or quite similar to other ordinary classroom, limiting kids' activities and movements. The creativity environment of library shows the best suitability degree among seven special rooms. It has a spatial planning that supports students' activity, autonomy and comfort. Moreover, it encourages their free-willing and various activities through a connection with various programs. One shortcoming was its complexity due to its structure of high density for kids' various activities. The art room was the lowest in terms of degree of application for creativity environment among all special rooms. In the space, quite complex practices were performed. Moreover, its high density was due to its small spaces. What's more, since there were no various materials furnished, leading to limited activities for kids. The information center showed the highest rate of application of activity unlike other special rooms. However, the application rate for the entire elements was not high. Outside companies tend to manage information centers of school, leading to an uniform indoor design. Although bulletin boards were furnished, it was not for improvement of kids' creativity, activities and autonomy. It was just for merely providing ordinary information and promoting school programs. On the other hand, there was one case that involved students' activities related with information. It was posted on the bulletin board at the information center and drew a lot of attention from students. This study analyzed indoor environment of elementary schools' special rooms from the perspective of creativity environment, based on case researches. It has its limits, though, to figure out the improvement of creativity education for elementary school kids objectively and deeply. Therefore, follow-up studies for elementary school students' tendency of using such spaces should be done through observation research or surveys.