従来型小学校での「記憶に残る場面」にみる学校空間

摘要

Accumulated memories of scenes at school might contribute to forming one's view of schools and attitude and attachment to learning. Based on this hypothesis, this paper aims to clarify the elements constituting memories of school buildings and scenes at school recalled by adults when thinking back to their school days. The classification and analysis of evaluation structures of scenes in memory and of contents of accumulated memories described by adults resulted as follows:rn1) "Playing" scenes are the majority of memorable scenes. It shows that the "playing" plays a very important role in school life. Scenes relating to "leaning," the main purpose of school, account for approximately 10 percent of all the memorable scenes. In addition, scenes relating to other school lives such as lunch time scenes account for few numbers.rn2) The evaluation structure of "playing" scenes is involved in that of "learning" scenes.rn3) In "learning" scenes, there are fewer memories of the elements of place and action with others than in "playing" scenes.%本稿では，記憶された場面の蓄積は，学校観や学びへの姿勢,愛着の形成に寄与するのではないかとの視座に立ち，成人による振り返りによって記憶に残る学校建築と記憶に残る場面を構成する要素について調査·分析した．本稿で得られた知見の概要を以下に述べる． 記憶に残る学校配置図の分析からは，敷地や校舎等の小学校全体の大きな構成要素と配置や形状はおおむね記憶にあるものの，構成要素の形状や配置は実際とは異なる場合がほとんどで，形状によっても認識に差異が生じていたことがわかった.