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³í¹®¸í ±³À°½Ã¼³ÀÇ ÀûÀýÇÑ ºûȯ°æ Á¶¼ºÀ» À§ÇÑ G-SEED Â÷¾ç ±âÁØ ÀûÁ¤¼º¿¡ °üÇÑ ¿¬±¸ / The Appropriateness of G-SEED Shade Specification for a Light Environment in Educational Facilities
ÀúÀÚ¸í ±è±â¸²(Kim, Ki Rim) ; ÀÌ°æ¼±(Lee, Kyung Sun)½Äº°ÀúÀÚ ; Á¶Çý¼º(Cho, Hyesung)
¹ßÇà»ç ´ëÇÑ°ÇÃàÇÐȸ
¼ö·Ï»çÇ× ´ëÇÑ°ÇÃàÇÐȸ³í¹®Áý, Vol.39 No.2 (2023-02)
ÆäÀÌÁö ½ÃÀÛÆäÀÌÁö(105) ÃÑÆäÀÌÁö(10)
ISSN 2733-6247
ÁÖÁ¦ºÐ·ù ȯ°æ¹×¼³ºñ
ÁÖÁ¦¾î ½Ç³» ºûȯ°æ; ±Û·¹¾î; Â÷¾ç ±âÁØ; ģȯ°æ ÀÎÁõ; ½Ã¹Ä·¹À̼Ç; ±³À°½Ã¼³ ; Indoor Light Environment; Glare; Shade Specification; Sustainable Certification System; Analytical Simulation; Educational Facilities
¿ä¾à1 ÇöÀç °ÇÃà¿¡¼­ Àΰ£ÀÇ »î°ú °Ç°­¿¡ ´ëÇÑ Á߿伺ÀÌ ³ô¾ÆÁö°í ÀÖ´Ù. ƯÈ÷ ¹Ì·¡ ±¹°¡ÀÇ ±Ù°£ÀÎ ÇлýµéÀÌ »ýÈ°ÇÏ´Â ±³À°½Ã¼³Àº ´õ¿í Áß¿äÇÏ´Ù. ÇлýµéÀÇ °Ç°­, Çо÷ ¼ºÃëµµ¸¦ À§ÇÑ ÀÎÁö±â´É Çâ»óÀ» À§ÇØ ±³½Ç¿¡¼­ ÀûÀýÇÑ ºûȯ°æ°ú ±Û·¹¾î°¡ Á¦°øµÇ¾î¾ß ÇÑ´Ù. À̸¦ À§ÇØ, ±¹³» ģȯ°æ ÀÎÁõÁ¦µµ(G-SEED)¿¡¼­´Â Á¶µµ¿Í Â÷¾ç ±âÁØ Á¦½Ã¸¦ ÅëÇØ ÀÚ¿¬Ã¤±¤¿¡ ´ëÇÑ ±³½ÇÀÇ ºûȯ°æ ¹× ±Û·¹¾î Á¶Àý¿¡ ´ëÇØ Æò°¡ÇÏ°í ÀÖÀ¸³ª, ÅëÇÕÀû °üÁ¡¿¡¼­ Æò°¡°¡ ÀÌ·ç¾îÁöÁö ¸øÇϸç, ƯÈ÷ Â÷¾ç ±âÁØÀº ºûȯ°æ°ú ±Û·¹¾î Á¶Àý¿¡ ÀÖ¾î È¿°úÀûÀÌÁö ¾Ê´Ù. µû¶ó¼­ º» ¿¬±¸´Â ½Ã¹Ä·¹À̼ÇÀ» ÅëÇØ ±³À°½Ã¼³ÀÇ ÀûÀýÇÑ ºûȯ°æ Á¶¼ºÀ» À§ÇÑ G-SEED Â÷¾ç ±âÁØÀÌ ÀûÁ¤ÇÑÁö¸¦ °ËÁõÇÏ´Â °ÍÀ» ¸ñÇ¥·Î ÇÑ´Ù. º» ¿¬±¸´Â ¸ÕÀú ºûȯ°æ°ú ±Û·¹¾î ÃøÁ¤ ¹æ½Ä°ú, ÀÌ¿¡ ´ëÇÑ G-SEED¿Í ¹Ì±¹ LEEDÀÇ Æò°¡¹æ½Ä ºñ±³ ºÐ¼®À» ÅëÇØ ½Ã¹Ä·¹ÀÌ¼Ç ±âÁØÀ» ¼ö¸³ÇÏ¿´´Ù. ¶ÇÇÑ ÀϹݱ³½Ç(7.5*9.0§³, h=2.6)À» ´ë»ó G-SEED¿¡¼­ Á¦½ÃÇÏ´Â Â÷¾ç ±æÀÌ °è»ê½ÄÀ» ÅëÇØ ½Ã¹Ä·¹À̼ÇÀ» À§ÇÑ Â÷¾ç Á¾·ù ¹× ±æÀÌÀÇ ¹üÀ§¸¦ µµÃâÇÏ¿´´Ù. À̸¦ ¹ÙÅÁÀ¸·Î ºûȯ°æ(Æò±ÕÁ¶µµ, sDA, ASE)°ú ±Û·¹¾î(DGP)¿¡ ´ëÇÑ ½Ã¹Ä·¹À̼Ç(Climate Studio ±â¹Ý grasshopper Algorithm)À» ÁøÇàÇÏ°í, ½Ã¹Ä·¹ÀÌ¼Ç °á°ú¿¡ ´ëÇÏ¿© Åë°èºÐ¼®(SPSS)À» ÅëÇØ Â÷¾ç ±æÀÌ¿¡ µû¸¥ ºûȯ°æ°ú ±Û·¹¾î º¯È­ °æÇâ°ú °¢ Â÷¾ç ±æÀÌ °£ Åë°èÀûÀÎ »óÈ£ À¯ÀǼºÀ» ÆľÇÇÏ¿´´Ù. ½Ã¹Ä·¹À̼ǰú Åë°èºÐ¼®À» ÅëÇÏ¿© G-SEED Â÷¾ç ±âÁØÀÌ ºûȯ°æ°ú ±Û·¹¾î¿¡ ´ëÇÑ È¿°ú¿¡¼­ ÀϺΠÅë°èÀûÀ¸·Î À¯ÀǹÌÇÏÁö ¾ÊÀº °ÍÀ¸·Î µµÃâµÇ¾ú´Ù. ¶ÇÇÑ ÇöÀç Á¦½ÃÇÏ°í ÀÖ´Â ±âÁØ¿¡ ´ëÇØ ÅëÇÕÀûÀÌ°í µðÀÚÀÎÀÇ ´Ù¾ç¼ºÀ» Æò°¡ÇÒ ¼ö ÀÖ´Â ¹æ¾ÈÀÌ ÇÊ¿äÇÑ °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ÀÌ·¯ÇÑ ÇÑ°èÁ¡À» º¸¿ÏÇÏ¿© ÇлýµéÀÇ ÇнÀ°ú À£ºùÀÌ Çâ»óµÉ ¼ö Àִ ģȯ°æ ÀÎÁõÁ¦µµ·Î ¹ßÀüµÇ¾î¾ß ÇÒ °ÍÀÌ´Ù.
¿ä¾à2 Recently, the significance of human well-being in architecture has been growing. In particular, it is quite important for student educational
facilities to serve as a pleasant and safe space with an efficient classroom environment. Providing an appropriate light environment and
preventing excessive glare in the classroom can improve cognitive function for students, their health and academic achievement. The domestic
green building rating system (G-SEED) evaluated light environment and glare control for natural lighting in the classroom through illuminance
and shade standards. Still, it was not assessed from an integrated perspective, and the shade standards were ineffective for the lighting
environment and glare control. This study aims to verify whether the G-SEED shading standards for creating an appropriate light environment
for educational facilities were appropriate through simulation. This research established the simulation standard through a comparative analysis
of the light environment, glare measurement metric, and G-SEED and LEED(USA) evaluation criteria. In addition, the range of shade length
for simulation was derived through the shade length specification of G-SEED targeting general classrooms (7.5*9.0m, h=26). Based on this,
the light environment and glare were simulated with the Grasshopper Algorithm based on Climate Studio. Through statistical analysis (SPSS)
of the simulation results, the trend of the light environment, glare change according to the length of the shade, and the mutual statistical
significance between each shade length were identified. It was derived through simulation and statistical analysis that the shade length
specification of G-SEED was not statistically significant in some effects on light environment and glare. In addition, it was found that there
was a need for a method to evaluate the diversity of design integrated into the currently proposed standards. Therefore, it should be
developed into a green building rating system that can improve students' learning and well-being while supplementing these limitations.
¼ÒÀåó ´ëÇÑ°ÇÃàÇÐȸ
¾ð¾î Çѱ¹¾î
DOI https://doi.org/10.5659/JAIK.2023.39.2.105
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