신설학교 부지면적 산정 개선방안 연구 - 경상남도 신설학교를 중심으로

A Study on the Improving Method for Calculating Site Area of Newly Established Schools : Focused on newly established schools in Gyeongsangnamdo

This study aims to establish a model for calculating the site area of newly established schools by analyzing the site conditions of recently built or scheduled to be built schools in Gyeongsangnamdo based on school related laws and regulations and the 2022 curriculum, in the current reality where it is very difficult to secure a balanced educational environment for each school due to unexpected increases in the number of students and different physical land use regulations due to the lack of appropriate standards for the site area of new schools. The purpose of this study is to examine the appropriateness of the site area of recently built or scheduled to be built schools by applying this model. To this end, the facility status of elementary, middle, and high schools(2010∼2023) opened in Gyeongsangnam-do after 2010 was investigated to categorize the target schools, and the components of school site area were derived by reviewing prior research and related laws and regulations. Based on this, a site area calculation model that includes the calculation criteria for the number of classrooms at each level of school in the 2022 curriculum was established. The established calculation model was divided into three types by class size for elementary, middle, and high schools, and the site area of new schools was calculated. The adequacy of the site area was verified for seven newly established schools scheduled to open in 2024∼2026 according to the Gyeongsangnamdo Office of Education's current status data. As a result of comparing the site areas of the seven schools scheduled to open(or be opened) by the Gyeongsangnamdo Office of Education in 2024∼2026 with the site areas derived from the newly established schools site area calculation model, the site areas of three integrated schools(elementary+ middle schools, kindergarten+elementary school) were found to be more than 25% less than the site areas derived from the calculation model. In the case of four schools, excluding the three integrated schools, the actual site areas differed by only about 4.1% from the site areas derived from the calculation model, verifying the effectiveness of the new school site area calculation model presented in this study.