WO2019225926A1 - Bâtiment éducatif et système éducatif - Google Patents

Bâtiment éducatif et système éducatif Download PDF

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Publication number
WO2019225926A1
WO2019225926A1 PCT/KR2019/006020 KR2019006020W WO2019225926A1 WO 2019225926 A1 WO2019225926 A1 WO 2019225926A1 KR 2019006020 W KR2019006020 W KR 2019006020W WO 2019225926 A1 WO2019225926 A1 WO 2019225926A1
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WIPO (PCT)
Prior art keywords
station
building
passage
floor
learner
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PCT/KR2019/006020
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English (en)
Korean (ko)
Inventor
조인제
Original Assignee
Cho In Je
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Priority claimed from KR1020180065061A external-priority patent/KR20190132896A/ko
Application filed by Cho In Je filed Critical Cho In Je
Publication of WO2019225926A1 publication Critical patent/WO2019225926A1/fr

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    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q50/00—Information and communication technology [ICT] specially adapted for implementation of business processes of specific business sectors, e.g. utilities or tourism
    • G06Q50/10—Services
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B25/00—Models for purposes not provided for in G09B23/00, e.g. full-sized devices for demonstration purposes
    • G09B25/04—Models for purposes not provided for in G09B23/00, e.g. full-sized devices for demonstration purposes of buildings

Definitions

  • the following embodiments relate to an educational building and an educational system for efficiently providing various educational contents.
  • Embodiments aim to provide an educational building and system that can increase the efficiency and concentration of learning by providing learners with the optimal movement.
  • an area and a shape of the 1-1 station of the first floor may be defined as the number 2 of the second floor.
  • a passage directly connected to the second-first station from the first-first station may be disposed inside the first-first station.
  • the first-first station and the second-first station may be provided with educational content of a theme related to each other.
  • the 1-2 station and the neighboring 1-2 station may be partitioned by an inner wall.
  • the first-first station and the 1-2 station may be provided with different themes of educational content.
  • a free space may be further provided in the open space at the center of each floor, and a passage directly connected to the free space of another floor may be disposed in the free space.
  • each layer may be provided with a first passage formed along the plurality of stations, a second passage formed along the free space, and one or more third passages connecting the first passage and the second passage may be formed. have.
  • the passages installed inside the 1-1st station and the 2-1st station are straight stairs, and the installation directions of the steps installed in the 1-1st station and the steps installed in the 2-1st station may coincide with each other. Can be.
  • the building may be an educational building for providing various educational contents.
  • the building includes a main building in which a plurality of stations are disposed around a central open space and one or more auxiliary buildings connected through the bridge with the main building.
  • Silver The area and shape of the 1-1st station of the first layer correspond to the area and shape of the 2-1st station of the 2nd layer, respectively, and inside the 1-1st station, A passage that directly connects to the 2-1 station may be disposed.
  • the main building is a D-shape
  • the auxiliary building is formed on one side of the arc shape, at least a portion of the curved portion of the main building and at least a portion of the arc shape of the auxiliary building may be disposed to face each other.
  • a main passage may be formed along the plurality of stations, and an auxiliary passage connecting the main passage on the first side and the main passage on the second side may be formed across the central space.
  • the auxiliary passage may be formed through the main passage on the first side and the main passage on the second side at the shortest distance.
  • the first-first station and the second-first station may be provided with education contents of a theme related to each other.
  • the 1-2 station and the neighboring 1-2 station may be partitioned by an inner wall.
  • the first-first station and the first-second station may be provided with different contents of the training.
  • the passages installed in the plurality of stations are stairs, and both the shape and the installation direction of the stairs may coincide.
  • the building may be an educational building for providing various educational contents.
  • the education system may acquire an image of a learner who is performing an education activity at a 1-1 station inside the building.
  • a control module for monitoring the learner wherein the control module comprises the first module based on information collected from at least one of the camera module and the location information collection module. -1 It may be determined whether the station has left.
  • the control module may determine a learning performance state of the learner based on the image information of the learner obtained from the camera module.
  • According to the following embodiments can provide an educational building and system that can increase the efficiency and concentration of learning.
  • the administrator can determine the location of the learner in real time, it is possible to ensure the safety of the learner from the external risk factors, it is possible to accurately determine the learning performance of the learner.
  • FIG. 1 is a perspective view of a building according to an embodiment of the present application.
  • FIG. 2 is a front view of a building according to an embodiment of the present application.
  • FIG 3 is a rear view of a building according to an embodiment of the present application.
  • FIGS. 4 and 5 are perspective views of a building according to an embodiment of the present application.
  • FIG. 6 is a plan view of the inside of the first floor of a building according to an exemplary embodiment of the present application.
  • FIG. 7 is a plan view of the inside of a two-story building according to an embodiment of the present application.
  • FIG. 8 is a plan view of the third floor inside a building according to an embodiment of the present application.
  • FIG. 9 is a plan view illustrating an rooftop layer according to an embodiment of the present application.
  • FIG. 10 is a perspective view of a building according to another embodiment of the present application.
  • FIG. 11 is a front view of a building according to another embodiment of the present application.
  • FIG. 12 is a rear view of a building according to an embodiment of the present application.
  • FIG. 13 and 14 are perspective views of a building according to another embodiment of the present application.
  • 15 is a plan view of the inside of the first floor of a building according to another embodiment of the present application.
  • 16 is a plan view of the inside of a two-story building according to another embodiment of the present application.
  • 17 is a plan view of the inside of the third floor of a building according to another embodiment of the present application.
  • FIG. 18 is a plan view of the fourth floor of a building according to another embodiment of the present application.
  • FIG. 19 is a plan view illustrating an rooftop layer according to an embodiment of the present application.
  • FIG. 20 is a diagram schematically illustrating an environment in which an education system according to another exemplary embodiment of the present application is provided.
  • FIG. 21 is a block diagram illustrating an exemplary configuration of a learner management module in an education system according to another exemplary embodiment of the present application.
  • an area and a shape of the 1-1 station of the first floor may be defined as the number 2 of the second floor.
  • a passage directly connected to the second-first station from the first-first station may be disposed inside the first-first station.
  • the following embodiments relate to a structure of a building that provides a complex educational space for people of all ages to participate in various themed education and / or leisure activities.
  • the term "station” may be a space in which educational content for education and / or leisure activities of various themes is provided.
  • the station may be a classroom for fusion learning and experiencing various technical fields.
  • the educational content is, for example, coding, 3D printing, DIY, life sciences to biotechnology, medicine, chemistry, physics, mathematics, geometry, architecture, art, music, design, fashion, cooking, electrical and electronic engineering, mechanical Engineering, VR technology, AR technology and related games, various athletic activities (eg, swimming, gymnastics), foreign languages, entrepreneurship, and the like.
  • STEM Science, Technology, Engineering, Mathematics
  • STEAM Science, Technology, Engineering, Art, Mathematics
  • 'path' means all means (eg, stairs, elevators, escalators, etc.) connecting upstairs and downstairs in a building, connecting means (eg, a connecting passage, a bridge, a cloud bridge) connecting a building and a building, Roads (eg, corridors) and the like for the movement of people or objects within the building.
  • connecting means eg, a connecting passage, a bridge, a cloud bridge
  • Roads eg, corridors
  • FIG. 1 is a perspective view of a building according to an embodiment of the present application.
  • 2 is a front view of a building according to an embodiment of the present application
  • Figure 3 is a back view of a building according to an embodiment of the present application.
  • the building 100 may be a form in which the center of the building is open.
  • the building 100 may be formed of a plurality of ground floors and / or basement floors, for example, 3 to 4 floors above ground, 7 floors of observation decks, and 1 floor underground.
  • At least a part of an outer wall surface may be formed of glass.
  • the roof R of the building 100 may be formed of a glass dome covering an open part of the center.
  • the building 100 may be a building having a three-story ground level.
  • a plurality of stations for providing various educational contents may be disposed on the first to third floors above the ground.
  • a roof garden (G) may be formed on a part of the rooftop of the building, as shown in FIGS. 1 and 2, and a photovoltaic facility (P) for power generation is provided on a part of the rooftop. It may be provided.
  • managers eg, instructor teachers, parents, etc.
  • various convenience facilities educational facilities, cultural facilities, etc., where learners may enjoy leisure activities while performing learning activities.
  • a library e.g., a supermarket, a restaurant, a cafe, a fitness center, a hospital, and the like may be located.
  • the above-described facilities are listed for exemplary purposes, and various facilities may be provided to efficiently utilize the leisure time of other managers.
  • FIG 4 and 5 are perspective views of the building 100 according to an embodiment of the present application.
  • a plurality of stations S may be disposed around an open space in the center. That is, as shown in FIG. 4, a plurality of stations may be formed along the open space in the center of each floor.
  • the plurality of stations (S), as described above, may be a classroom for learning and experiencing a variety of technical fields.
  • one or more stations Sc may be formed in the central open space.
  • the station Sc may provide learners with free space for rest.
  • a resting space such as a library, a cafeteria, a restaurant, and a coffee shop may be provided.
  • the free spaces of each layer may be located to correspond to each other, for example, as shown in FIG. 4, the area and shape of the free spaces may be the same.
  • inner walls W1... Wn may be extended from the lower floor to the upper floor for partitioning between neighboring stations.
  • the 1-2-1 station and the neighboring 1-2 station may be partitioned by the inner wall
  • the 2-1 station and the neighboring 2-2 station may be partitioned by the inner wall.
  • the inner wall between the 1-1st station and the 1-2 station and the inner wall between the 2-1st station and the 2-2 station may correspond to each other.
  • the lower station and the upper station at the same location may correspond to each other, for example, the area and shape of the corresponding stations may all be the same.
  • the area and the shape of the 3-1st station S 3-1 located at the left corner of the floor may all be the same.
  • the area and shape of the stations (eg, 1-1st station, 1-2th station, 1-3th station, etc.) disposed in the same floor may not be the same.
  • stations located at the corners of each floor may be partitioned to have a larger area.
  • a station located at each corner of each floor may be assigned training or experience-oriented educational content. That is, the type of educational content allocated to each station may be determined in consideration of characteristics of each educational content.
  • the plurality of stations may be arranged in consideration of learning relevance and / or learning effect of each educational content.
  • the stations on the first floor may provide educational content centered on exhibitions, games, and / or hands-on activities to induce learners' interest and allow each learner to specify a field of interest.
  • the stations of the second and third layers may be configured to allow learners to be gradually provided with additional education related to the educational content learned in the first layer. That is, the plurality of stations may be arranged to perform deep learning associated with specific educational content whenever the learner moves upstream.
  • different educational contents may be provided between neighboring stations on the same floor, and neighboring stations may be arranged in consideration of the relevance of each field.
  • a station providing educational content related to 'life science' and 'cooking' associated with the 'medical' field may be disposed around the station providing educational content in the 'medical' field. Therefore, the learner interested in the field of medicine may provide the best route for further education in the life sciences and / or cooking related to the field of medicine.
  • a detailed description will be given of the building structure for providing the learners with the optimal movement.
  • the means of connecting the upper and lower floors in a building is limited to a central or specific location inside the building.
  • a learner who has undergone experiential education on the first floor moves to the second floor for further education in the same field, a long travel time may occur when the distance from the current location of the learner to the stairs is far. have.
  • noise is generated, which may cause a problem of dispersing concentration of learning.
  • FIGS. 6 to 8 are plan views of each floor of a building according to an embodiment of the present application.
  • 6 is a plan view of the first floor of the building according to an embodiment of the present application
  • FIG. 7 is a plan view of the second floor of the building according to an embodiment of the present application
  • FIG. 8 is a building according to an embodiment of the present application It is a top view inside the third floor. 6 to 8, stairs, escalators, and elevators for moving between floors may be arranged to provide an optimal moving line to the learner.
  • each station may be provided with passages directly connected to the stations at corresponding positions of the upper and / or lower layers, respectively.
  • FIGS. 6 to 8 a case where a passage formed inside each station is a step will be described as an example.
  • the 1-1st station S 1-1 of the first floor may be a classroom in which experience activities related to 'coding' education are provided, and the 2-1 station S 2-1 of the second floor. May be a classroom in which professional learning related to 'coding' education experienced in the first-first station S 1-1 is provided.
  • the 3-1st station S 3-1 of the third layer may be a classroom in which job training related to 'coding' education learned in the 2-1st station S 2-1 is provided.
  • the 1-1st station S 1-1 is directly transferred to the 2-1st station S 2-1 .
  • a moveable staircase 10-1 may be formed.
  • FIG. 6 A moveable staircase 10-1 may be formed.
  • the 2-1 station S 2-1 may move directly from the 2-1 station S 2-1 to the 3-1 station S 3-1 .
  • the stairs 20-1 may be formed.
  • the station 1-1 (S 1-1)
  • the learner has completed the study for a given learning content from the learning to perform additional related to the particular learning content
  • the second-first station (S 2- When moving to 1 ), it is possible to move efficiently through the stairs 10-1 inside the station.
  • passages 50-1, 50-2, 50-3 which directly connect between the free spaces of the respective floors, as shown in Figs. May be formed respectively.
  • the passage can be, for example, one of a staircase, an elevator or an escalator.
  • one or more central stairs 60, an escalator (not shown), and / or an elevator E may be formed in the building 100 to connect each floor. .
  • each of the corresponding stations of the first floor to the third floor, the stairs to connect between the free spaces, the installation form, the height of the central stairs for connecting each floor may vary.
  • the shape of the steps may be straight or spiral.
  • the stairs installed in the 1-1st station S 1-1 and the 1-2nd station S 2-1 may be straight, and the installation direction or angle may be opposite to each other.
  • the stairs 10-2 and 10-3 installed inside the 1-2 station S 1-2 and the 1-3 station S 1-3 may be straight, and the installation direction Or the angles may coincide with each other.
  • the stairs installed in the 1-1st station S 1-1 and the 2-1st station S 2-1 may be straight, and the installation direction or angle may coincide with each other.
  • the stairs 50-1, 50-2, 50-3 connecting the free spaces can be straight, and the installation directions can coincide with each other.
  • the central stairs 60-1 for connecting the first and second layers, and the central stairs for connecting the second and third layers may be opposite to each other.
  • a passage H through which a learner, a manager, and the like can move may be formed in a corridor shape on the second and third layers.
  • the first passage H 1 may be formed along the plurality of stations, and the second passage H 2 may be formed along the free space.
  • the third passage H 3 may be formed to connect the first passage H 1 and the second passage H 2 , and as shown in FIG. 7, the third passage H 3.
  • One or more (H 3 ) may be provided.
  • the first passage H 1 may be provided with a central staircase, an escalator, an elevator, and / or the like that can move between floors.
  • a central staircase 60-2 may move between floors
  • an elevator may be arranged to move between floors. Therefore, learners, instructors, instructor teachers and / or parents, etc. who have completed the training at each station can move freely between the floors through the stairs or the elevator.
  • learner completed the training in the station 2-1 (S 2-1) are in the first passageway (H 1) through the exit (not shown) positioned within the first station 2-1 (S 2-1) It may come out, and may move to the first floor by using the central stair 60-2 provided on one side of the first passage H 1 .
  • the student completed the training For example different from the station 2-1 (S 2-1) are out to the first channel (H 1) through the exit which is located within the station 2-1 (S 2-1) And may move to the free space Sc along the third passage H 3 .
  • FIG. 9 is a plan view illustrating an rooftop layer according to an embodiment of the present application.
  • a roof garden G may be provided on the rooftop layer, and a solar panel P may be installed on a part of the rooftop layer.
  • the roof garden may be formed along an open central space of the building, and for example, may have a shape corresponding to the aforementioned first passage H 1 .
  • the roof R of the building may be formed in the shape of a glass dome so that the inside of the building may be viewed from the roof garden G.
  • an outdoor play area eg, a playground
  • the solar panel P is a device for producing electric power using solar heat, and the power produced through the solar panel may be utilized as a part of power consumption in the building or as a reserve power.
  • the building 100 it may be possible to provide a nature-friendly building by utilizing green space composition and renewable energy.
  • FIG. 10 is a perspective view of a building according to another embodiment of the present application.
  • 11 is a front view of a building according to another embodiment of the present application, and
  • FIG. 12 is a rear view of a building according to an embodiment of the present application.
  • the building 200 may include a main building 210 and one or more auxiliary buildings 220 connected to the main building through a bridge.
  • the building 200 may be formed of a plurality of ground floors and basement floors.
  • the building 200 may be formed on a ground of 3 to 4 floors, an observatory 7 floors, and a basement floor.
  • the main building 210 may be a building for providing learners with various educational contents, and may correspond to the building described above with reference to FIGS. 1 to 10.
  • the auxiliary building 220 may be a building for assisting the function of the main building 210 and may be formed separately from the main building 210.
  • the auxiliary building 220 may be for providing educational content of a theme different from that of the main building 210.
  • the auxiliary building 220 may be for providing education contents suitable for learners of different ages from the main building 210.
  • the auxiliary building 220 may be a building for providing various facilities for leisure activities other than educational content.
  • the auxiliary building 220 may be a space for an instructor who performs education for various learners.
  • the auxiliary building 220 may be to provide a separate parking space.
  • each floor of the auxiliary building 220 may be connected to each floor and the bridge of the main building 210 to be easily accessible to each other.
  • the main building 210 may be formed in an open center of the building, and one side of the building may be formed in a curved shape (eg, a D-shape).
  • the auxiliary building 220, one side of the building may be formed in an arc shape (arced shape).
  • arc shape arced shape
  • at least a portion of a curved portion of the main building and at least a portion of an arc shape of the auxiliary building may be disposed to face each other.
  • an outer wall of the building may be formed of glass.
  • the building may be formed of glass, and the rooftop of the building may be formed in an open type.
  • the building 200 may be a building including a main building 210 and an auxiliary building 220 having a four-story ground level.
  • a fountain F may be disposed between the main building 210 and the auxiliary building 220 of the building 200.
  • a plurality of stations for providing various educational contents may be disposed on the first to fourth floors of the main building 210 and the auxiliary building 220.
  • a roof garden (G) may be formed on a rooftop of the main building 210 and the auxiliary building 220, as illustrated in FIGS. 10 to 12, and a part of the rooftop generates power.
  • Solar facility (P) may be provided for.
  • the basement floor may be provided with various convenience facilities, educational facilities, cultural facilities, etc., where managers (eg, instructor teachers, parents, etc.) may enjoy leisure activities while learners perform learning activities.
  • managers eg, instructor teachers, parents, etc.
  • a library e.g., a supermarket, a restaurant, a cafe, a fitness center, a hospital, and the like may be located.
  • the above-described facilities are listed for exemplary purposes, and various facilities may be provided to efficiently utilize the leisure time of other managers.
  • the building 200 may be configured such that a plurality of auxiliary buildings are connected through a connection passage (eg, a bridge) as needed.
  • a connection passage eg, a bridge
  • it will be described in detail with respect to the detailed structure of each floor, assuming that the main building having a four-story ground and one auxiliary building connected through the bridge and the main building for convenience of description.
  • FIG. 13 and 14 are perspective views of a building according to another embodiment of the present application.
  • a plurality of stations S may be arranged around an open space in the center.
  • the auxiliary building 222 according to another embodiment of the present application may be a plurality of stations (S) are arranged along the arc shape.
  • the 'main building' may be an educational building for providing educational contents for elementary school students or older.
  • the plurality of stations disposed in the main building, as described above, may be a classroom for learning and experiencing various technical fields in a fusion manner.
  • the 'secondary building' may be an educational building for providing educational contents for infants and a cultural space for parents.
  • the plurality of stations arranged in the auxiliary building may provide a library, a play space for infants, an educational facility (eg, a nursery, a kindergarten), an exercise facility for parents, a lecture, and the like.
  • the 'secondary building' may be a shopping mall, restaurant, startup company for various goods such as food, parish, etc., event space for various themed lectures, special lectures, meetings, hospitals, clinics, It may be a building for providing a performance hall.
  • the 'secondary building' may be to provide more parking space.
  • the use of the building is described as an example, and various educational and cultural spaces may be provided according to a user's needs.
  • At least one station Sc may be disposed at an open center of each floor of the main building 210.
  • the station Sc may be formed at the center or one side of the open center (hereinafter, referred to as a 'central space').
  • the central spaces Sc of each layer are positioned to correspond to each other.
  • the areas and shapes of the central spaces may be the same.
  • the central space Sc may be provided for the purpose of a library, a space for rest of learners, a space for starting a business, and the like.
  • a cafeteria, a restaurant, a coffee shop, a startup cafe, etc. may be provided in the independent space.
  • a parking space 222 may be provided at the center of the auxiliary building 220.
  • the inner wall for partitioning between neighboring stations may extend from the lower layer to the upper layer.
  • the 1-2-1 station and the neighboring 1-2 station may be partitioned by the inner wall
  • the 2-1 station and the neighboring 2-2 station may be partitioned by the inner wall.
  • the inner wall between the 1-1st station and the 1-2 station and the inner wall between the 2-1st station and the 2-2 station may correspond to each other.
  • the lower station and the upper station at the same location may correspond to each other, for example, the area and shape of the corresponding stations may all be the same.
  • the area and the shape of the 3-1st station S 3-1 located at the left corner of the floor and the 4-1st station S 4-1 located at the left corner of the fourth floor may be the same.
  • the area and shape of the stations (eg, 1-1st station, 1-2th station, 1-3th station, 1-4th station, etc.) disposed in the same floor may not be the same.
  • stations located at the curved portions of each floor may be partitioned to have a larger area.
  • stations located at the corners of each floor may be partitioned to have a larger area.
  • a station located at each corner of each floor may be assigned training or experience-oriented educational content. That is, the type of educational content allocated to each station may be determined in consideration of characteristics of each educational content.
  • the plurality of stations S may be arranged in consideration of learning relevance and / or learning effect of each educational content.
  • the stations on the first floor may provide educational content centered on exhibitions, games, and / or hands-on activities to induce learners' interest and allow each learner to specify a field of interest.
  • the stations of the second to fourth layers may be configured to allow learners to be gradually provided additional education related to the educational content learned in the first layer. That is, the plurality of stations may be arranged to be provided with additional education associated with specific educational content whenever the learner moves upstream.
  • different educational contents may be provided at neighboring stations on the same floor, and arrangements between neighboring stations may be arranged in consideration of the relevance for each field.
  • stations that provide educational content such as 'life sciences' and 'cooking' that are related to the 'medical' field may be disposed on left and right sides of the stations that provide educational content in the 'medicine' field. Therefore, even if the learner interested in the 'medical' field wants to be further educated in the 'life science' and / or 'cooking' associated with the 'medical' field can provide the optimum copper wire.
  • a detailed description will be given of the building structure for providing the learners with the optimal movement.
  • the means of connecting the upper and lower floors in a building is limited to a central or specific location inside the building.
  • a learner who has undergone experiential education on the first floor moves to the second floor for further education in the same field, a long travel time may occur when the distance from the current location of the learner to the stairs is far. have.
  • noise is generated, which may cause a problem of dispersing concentration of learning.
  • FIG. 15 is a plan view of a building first floor according to another embodiment of the present application
  • FIG. 16 is a plan view of a building second floor according to another embodiment of the present application
  • FIG. 17 is a plan view of a third building floor according to another embodiment of the present application
  • FIG. 18 is a plan view of a fourth building floor according to another embodiment of the present application.
  • stairs, escalators, and elevators for moving between floors may be arranged to provide an optimal moving line to the learner.
  • each station may be provided with passages directly connected to the stations at corresponding positions of the upper and / or lower layers, respectively.
  • FIGS. 15 to 18 a case where the passage formed in each of the stations is a staircase will be described as an example.
  • the 1-1st station S 1-1 of the first floor may be a classroom in which experience activities related to 'coding' education are provided, and the 2-1 station S 2-1 of the second floor. May be a classroom in which professional learning related to 'coding' education experienced in the first-first station S 1-1 is provided.
  • the 3-1st station S 3-1 of the third layer may be a classroom in which deep learning related to 'coating' education learned in the 2-1st station S 2-1 is provided.
  • the 4-1st station S 4-1 of the fourth layer may be a classroom in which job training related to 'coding' education learned in the 3-1st station S 3-1 is provided.
  • the station 1-1 (S 1-1) inside said first station 1-1 (S 1-1) 2-1 station stairs that can go directly to the (S 2-1) in ( 10-1) may be formed.
  • the 2-1 station S 2-1 may move directly from the 2-1 station S 2-1 to the 3-1 station S 3-1 .
  • the stairs 20-1 may be formed.
  • the 3-1 station S 3-1 may move directly to the 4-1 station S 4-1 from the 3-1 station S 3-1 .
  • the staircase 40-1 may be formed.
  • the station 1-1 (S 1-1)
  • the learner has completed the study for a given learning content from the learning to perform additional related to the particular learning content, the second-first station (S 2- When moving to 1 ), it is possible to move efficiently through the stairs 10-1 inside the station.
  • At least one passage may be disposed in the central space Sc of each floor of the main building 210 to move between the central spaces of each floor.
  • the passage can be, for example, one of a staircase, an elevator or an escalator.
  • the central space may be formed with stairs 50-1, 50-2, 50-3, and 50-4 directly connecting the central spaces of the respective floors. have.
  • the building 200 may include at least one central staircase, an escalator, an elevator, or the like for connecting each floor.
  • the central stairs 60-1, 60-2, 60-3, 60-4, escalators (not shown) and / or elevators E for connecting the respective floors are provided. ) May be disposed more than one.
  • the installation forms and heights of the corresponding stations of the first to fourth floors, the stairs connecting the central spaces, and the stairs connecting the floors may vary.
  • the shape of the steps may be straight or spiral.
  • the same straight staircases can be arranged for each station.
  • a straight staircase may be formed in a two-stage shape and may be formed in a zigzag form as a whole.
  • the two-stage staircase may be formed at different inclinations.
  • the stairs connecting the central spaces may be straight.
  • the installation directions or angles of the stairs connecting the central space between the first and second layers and the stairs connecting the central space between the second and third layers may be opposite to each other.
  • FIG. 13 and 14 it can be formed in a zigzag form as a whole.
  • the shape and installation direction of the two central stairs connecting each floor may be the same.
  • the installation directions or angles of the central stairs connecting between the first and second layers and the central stairs connecting between the second and third layers may be opposite to each other.
  • the installation directions or angles of the central stairs connecting between the first and second layers and the central stairs connecting between the third and fourth layers may coincide with each other.
  • a stairway for connecting the floors may not be installed between the fourth floor and the rooftop floor, and the learner may access the rooftop floor using an elevator E provided on each floor.
  • passages through which learners, administrators, and the like can move may be formed in corridors on the first to fourth floors of the main building.
  • the main passage H M may be formed along the plurality of stations S.
  • a secondary passage (H s) may be connected to the central area of one side of the main passage across the (Sc) (H M) and the main passage of the other (H M).
  • the auxiliary passage (H s) may be selected as the shortest distance connecting the main channel (H M) of the other side from the main passage (H M) of said one side passing through the central space (Sc).
  • At least one stair 60-1, 60-2, 60-3, 60-4 may move between floors on one side of the main passage H M.
  • At least one elevator E may move between floors on the other side of the main passage H M. Therefore, learners, instructors, instructors, parents, etc. who have completed the training at each station can move freely between the floors through the stairs or the elevator.
  • learner completed the training in the station 2-1 (S 2-1) may come out as the main passage through the doorway (not shown) positioned within the first station 2-1 (S 2-1), wherein The stairs 60-2 provided at one side of the main passage H M may be moved to the first floor.
  • a passage H through which learners, administrators, and the like can move may be formed in a corridor form on the first to fourth floors of the auxiliary building 220.
  • the passage H may be formed along an arc shape of one side of the auxiliary building 220.
  • a portion of the passage H is formed along the outer side of the arc shape, and a portion of the passage is formed along the inner side of the arc shape, and the outer passage and the inner side are formed.
  • the passageway may be connected via an intermediate passageway. Accordingly, a passage that passes through the auxiliary building 220 from the parking space in the center to the main building 210 may be provided.
  • a staircase 70 directly connected to the upper floor station corresponding to each station of the auxiliary building 220 is disposed, and connects each floor of the auxiliary building with each floor of the main building.
  • Leg B is formed.
  • the bridge (B) may be formed in the form of a cloud bridge. 15 to 19, at least one of a staircase, an escalator, and / or an elevator connecting each floor may be provided outside the auxiliary building.
  • a stairway for connecting the floors may not be installed between the fourth floor and the rooftop of the auxiliary building 220, and the learner may access the rooftop using an elevator E provided on each floor. .
  • FIG. 19 is a plan view illustrating an rooftop layer according to another embodiment of the present application.
  • a roof garden G may be provided on the rooftop layer
  • a solar panel P may be installed on a portion of the rooftop layer.
  • the roof garden G of the main building 201 may be formed along an open central space of the building, and the central space may be located at a position corresponding to the aforementioned central space Sc.
  • Roof garden (G) of the same shape and size can be further formed.
  • the roof garden may be provided with a space for leisure, such as various experiences, play activities, performances.
  • the roof garden G of the auxiliary building 220 may be formed to surround the outer side of the arc shape of the auxiliary building 220.
  • the building may be formed of glass, and the rooftop layer may be formed to be open so that the inside of the building may be viewed from the rooftop layer.
  • the solar panel P is a device for producing electric power using solar heat, and the power produced through the solar panel may be utilized as a part of power consumption in the building or as a reserve power.
  • the building according to another embodiment of the present application it may be possible to provide a nature-friendly building by utilizing the green space composition and renewable energy.
  • Educational contents provided inside the building of the present specification may be a one-time training or a short / long term training course performed for a specific period of time.
  • the educational contents may include at least 15 subjects and may be provided through 150 or more stations.
  • FIG. 20 is a diagram schematically illustrating an environment in which an education system according to another exemplary embodiment of the present application is provided.
  • an education system may include a server 300, a learner management module 400, a learner device 500, and a manager device 600.
  • the learner device 500 and the manager device 600 may be connected to the server 300 and / or the learner management module 400 through the network N, respectively.
  • the learner device 500 and / or the manager device 600 may be connected to each other through a network (N).
  • the learner device 500 and the manager device 600 may be electronic devices owned by the learner and the manager who visited the building for education, culture, and leisure activities.
  • the electronic device may be a laptop, a tablet, a smartphone, or the like.
  • the network N may be wireless communication, and may be, for example, the Internet, 4G / 5G communication, short-range communication (eg, Bluetooth, beacon), or the like.
  • the server 300 may be a device for providing overall functions related to educational content provided by stations inside a building.
  • the server 300 may be a device for managing and / or evaluating learners, etc. who are provided with various educational contents.
  • the server 300 may provide overall functions for utilizing educational content provided by stations inside a building through a website, an application, or the like running on a learner, an administrator-owned electronic device.
  • the learner may register for a course for offline education content performed at the stations inside the building through an application running on the learner's own portable terminal.
  • a manager eg, a parent
  • the learner management module 400 may be configured to provide information related to various educational contents performed in the building and to monitor the activity status of the learner.
  • at least one module of the learner management module 400 may be located in the server 300 described above.
  • the learner management module 400 may be disposed at one or more in a specific location inside the building.
  • the learner management module 400 may be arranged for each station. In the following description, it is assumed that the learner management module 400 is located at least one specific location within a building for convenience of description.
  • FIG. 21 is a block diagram illustrating an exemplary configuration of a learner management module in an education system according to another exemplary embodiment.
  • the learner management module 400 may include a communication module 410, an education content management module 420, a camera module 430, a location information collection module 440, a control module 450, and the like. have.
  • Functions of each module described below are described by way of example for convenience of description, and one or more of the functions performed in each module may be integrated into one module and provided. Alternatively, the operation may be divided and executed through a plurality of devices that perform the functions of each module.
  • the communication module 410 may be a component for transmitting and receiving various information with a terminal owned by a learner and / or an administrator in a building.
  • the communication module 410 may be a wireless communication module.
  • the wireless communication module may be one of the Internet, 4G / 5G communication, and short-range communication (eg, Bluetooth, beacon) module.
  • the education content management module 420 may be a component for providing a learner with information related to education content provided at each station.
  • Information related to the education content may be obtained from a memory (not shown) located in the server 300 or the learner management module 400 described above.
  • the syllabus may include a syllabus, lecture time, lecture materials, and related educational content recommendation information. For example, when a learner who has applied for the training content provided by the 1-1st station attends the 1-1st station, information related to the education content is transmitted through an application running on the portable terminal of the educator. Can be.
  • the camera module 430 may be configured to acquire an image of a learner, a manager, and the like who are performing education, culture, or leisure at each station in the building.
  • an image obtained in real time through the camera module 430 may be stored in a memory in the learner management module 400, and the control module 450 to be described later analyzes the image to determine whether a learner is present. You can judge. In this case, whether or not the learner is present may be determined through face recognition of the learner.
  • the control module 450 may determine the learning state of the learner by analyzing the image. In this case, the learner's learning state may be determined through the learner's facial recognition.
  • an image acquired in real time through the camera module 430 may be transferred to the server 300 described above, and one or more processors (not shown) located in the server 300 may be used for the image. Analyze the learner can determine whether the attendance. At this time, whether or not the learner's attendance may be determined through the learner's face recognition. In addition, one or more processors located in the server 300 may determine the learning state of the learner by analyzing the image. In this case, the learner's learning state may be determined through the learner's facial recognition.
  • the server 300 or the learner management module 400 may include one or more image processing modules for image analysis. It may include.
  • the location information collection module 440 may be a component for obtaining location data from a portable terminal owned by a learner and / or an administrator in a building.
  • the location information collection module 440 may collect location data through short-range communication (eg, Bluetooth, beacon, etc.).
  • the location data obtained through the location information collection module 440 may be transmitted to the control module 450 to be described later.
  • the control module 450 may be configured to provide the learner with information related to the educational content and to monitor the learner.
  • control module 450 may obtain learner's image data and / or location data from the camera module 430 and / or the location information collection module 440 described above. In this case, the control module 450 may provide the learner with information related to the education content and monitor the learner based on the data obtained from the camera module 430 and / or the location information collection module 440. have.
  • control module 450 is the above-described location information collection module 440 and / or the camera module 430 when the learner who applied to take the training content provided from the 1-1st station is located in the building.
  • the learner may determine whether the learner has left the first-first station or the building based on the location data obtained from the). In this case, the control module 450 may transmit the departure information to the guardian of the learner when it is determined that the learner has left the 1-1 station during the training.
  • control module 450 may provide a learner with a guide or map for the next moving place based on the location data obtained from the location information collection module 440.
  • control module 250 may analyze the learning performance result after the learning ends based on the image analysis result for the learner obtained through the camera module 430 described above.
  • control module 450 may analyze the learning performance result after the learning ends based on various data input through the learner's own portable terminal.
  • the learning performance result may be transmitted through a portable terminal of a learner and / or an administrator.
  • the control module 450 may provide the learner with recommendation information on the next education content to be taken based on the learning performance result.
  • the control module 450 is provided to the learner in the 2-1 station when it is determined that the learning performance result of the learner who took the 'coding' education in the 1-1 station is more than a preset level. It may be recommended to take an advanced course in 'coding' education.
  • the control module 450 tells the learner in the 1-1 station. It may be recommended to retake the basic 'coding' training offered.
  • the administrator can determine the location of the learner in real time, which can ensure safety from external risk factors, and can accurately grasp the learning performance of the learner. Can be.
  • Method according to the embodiment is implemented in the form of program instructions that can be executed by various computer means may be recorded on a computer readable medium.
  • the computer readable medium may include program instructions, data files, data structures, etc. alone or in combination.
  • the program instructions recorded on the media may be those specially designed and constructed for the purposes of the embodiments, or they may be of the kind well-known and available to those having skill in the computer software arts.
  • Examples of computer-readable recording media include magnetic media such as hard disks, floppy disks, and magnetic tape, optical media such as CD-ROMs, DVDs, and magnetic disks, such as floppy disks.
  • Examples of program instructions include not only machine code generated by a compiler, but also high-level language code that can be executed by a computer using an interpreter or the like.
  • the hardware device described above may be configured to operate as one or more software modules to perform the operations of the embodiments, and vice versa.

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Abstract

Selon un mode de réalisation de la présente invention, dans un bâtiment ayant une pluralité d'installations positionnées autour d'un espace ouvert dans le centre, la surface et la forme de l'installation (1-1) sur le premier étage correspondent à la surface et à la forme de l'installation (2-1) du second étage, respectivement, et une voie de passage reliant directement l'installation (1-1) et l'installation (2-1) peut être positionnée à l'intérieur de l'installation (1-1). Par conséquent, selon un mode de réalisation de la présente invention, un bâtiment et un système éducatifs permettant une efficacité d'apprentissage et une concentration améliorées peuvent être fournis.
PCT/KR2019/006020 2018-05-21 2019-05-20 Bâtiment éducatif et système éducatif WO2019225926A1 (fr)

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KR20100009240U (ko) * 2007-12-18 2010-09-24 우탐라오 하누만트라오 자다브 건축 구조물
KR20140046322A (ko) * 2012-10-10 2014-04-18 건웅건설(주) 모듈주택을 이용한 조립식 건축물과 이의 시공방법.
KR101812757B1 (ko) * 2017-08-08 2017-12-27 주식회사 엘가온 복층 구조의 테마 놀이방 및 테마 놀이방 시스템
KR20180027741A (ko) * 2016-09-07 2018-03-15 주식회사 레인보우 복합 학습공간의 배치구조

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