|A Study on the Space Layout of Middle School for Learner-Centered Community Learning
|권서영(Kwon, Seo-Young) ; 유명희(Yoo, Myoung-Hee)
| Learner-Centered Education; Community Learning; Middle School; Multilayered Space; Space Layout
|The purpose of this study is to derive the characteristics of the layout of middle school spaces for learner-centered community learning.
Community learning is to conduct cooperative learning through empirical and reflective learning based on communication. Community learning
is a learning activity that supports general learning, and it is deemed necessary to have a place of exchange of various sizes. Based on the
spatial properties required for community learning through prior research, we summarize the exchange site features into five categories
(affordance, flexibility, emotionality, openness, stability). Community learning activity spaces could be categorized by learning day and the
learning area could be organized into three levels (General learning+Learning support(A), Learning support(A)+Learning support(B), Learning
support(B)+External Open area). It can be inferred that this spatial structure can also affect the relationship of members. Through case
analysis, we read the connectivity of spatial structures between learning domains and derive spatial characteristics by group. Based on this,
we propose three middle school spatial layout directions for community learning. The First, creating a learning cluster layout for general
learning area support, the Second, formation of the middle spaces serving as hubs for community learning activities, and the Third, the
possibility of selective boundary adjustment of main entry lines and community learning support programs. It can be independently operated
according to the situation through the cluster layout, and each cluster is expanded through the community learning support program. Through
this, community learning can serve as a link from the general learning area to the external open area, and further to the village.