earticle

영어

The educational paradigm of the 21st century is shifting from the educators for 'instruction' to the learners for 'learning'. The purpose of this study is to investigate the main characteristics of learner-centered educational theory by mainly focusing on the middle school period when learner-centered education should be effectively applied and to suggest design directions which are the basis of the construction of middle school architecture space through the case analysis of the applied school architecture. The six major features of the learner-centered education and the directions of the construction of the architectural space to reflect these are as follows; 1. 'Learner Subjectivity' : Spatial composition reflecting diversity of educational programs to cope with student's voluntary choices. 2. Constructing a multi-purpose learning space that supports diversity of learner's dispositions for 'personalized education'. 3. Constructing a composition of spatial program supporting educational methods and experiential integrated education for problem solving in order to apply 'problem-based learning'. 4. Promoting visual interactivity and organizing large and small group learning places that encompass the whole education space for the 'mutual exchange between learners'. 5. Arrangement and circulation plan of special and public program to interact with local residents for 'community learning'. 6. Intensive arrangement of education, learning and research space for creating virtuous cycle of education and sharing programs with local facilities for coevolution of schools and localities in order to find the possibilities of 'sustainable development'.