그린디자인 교육에서 트리즈를 활용한 프로그램 개발에 관한 연구

국문 초록 (Abstract)

인류의 발달로 산업화 도시화로 진행되면서 풍요로움과 발전을 이루어 왔어나 짧은 시간 동안 너무 많은 발전으로 인해 환경과 생태 파괴를 가져오는 위기를 초래하게 되었다. 유행에 의한 시대적 흐름에 동참하게 만드는 광고를 통해 소비자들의 과도한 소비 지향적 성향을 자극해서 제품 수명이 다하기도 전에 폐기되는데서 발생하는 손실과 이로 인한 환경오염은 더욱 증가하고 있는 실정이다. 환경문제 해결이라는 인류에 과제를 그린디자인 교육을 통해 접근해 보고자 한다. 이러한 사회적 문제와 디자이너의 윤리적 책임을 생각하고 환경을 위한 디자인이 될 수 있도록 디자인 제품에 수명을 연장하고 무절제하고 과도한 스타일링을 지양해야 한다. 또한 디자인을 계획하는 초기 단계에서부터 폐기될 때까지 과정을 생각하는 친환경적인 디자인이 될 수 있도록 노력하여야 한다. 그린디자인 교육을 받은 학생들은 미래 그린소비자로서의 역할을 통해 환경을 위한 그린디자인을 발전시키는 요인으로 작용할 것이다. 환경 마크제도, 그린 마케팅도 소비자에 호응이 없다면 이루어 질 수가 없다 이런 환경운동은 소수의 움직임만으로 실효를 거두기는 어려운 일이다 소비자들의 의식을 변화시키기 위해 환경에 대한 윤리적 가치관과 환경의식을 위해 학교에서 그린디자인 교육이 많은 사람들에 공감을 이끌고 모두가 노력해야 가능하다. 트리즈 이론을 통한 효율적인 그린디자인 교육을 통해 디자인을 전공하는 학생들에게 환경과 미래를 생각하며 그린디자인에 흥미와 창의적인 아이디어를 촉진시키고 디자인과 환경의 기본 교육이 가능 하도록 한다. 그린디자인 수업에 있어 창의적 발상을 위해 트리즈를 통한 문제해결 과정으로 수업을 진행하며 목적 계획 실행 평가 순으로 트리즈 이론을 활용해 좀 더 효과 적인 방법으로 프로그램화 하고자 다음 연구를 진행하였다.
제Ⅰ장에서는 이 논문을 연구하고자 하는 배경 및 목적과 연구 내용 및 방법을 제시하였다.
제Ⅱ장에서는 그린디자인 개념과 그린디자인 교육의 현황 및 실태조사를 통해 현재 전문계 고등학교에서 행해지고 있는 그린디자인 수업을 분석해보고 설문조사를 통한 문제점과 부족한 점을 분석하였다
제Ⅲ장 창의성 개념과 트리즈 이론적으로 고찰하였다
제Ⅳ장 그린디자인 교육에 있어 트리즈 이론 활용 방안 모색하였다
제Ⅴ장 트리즈 이론을 활용한 그린디자인 교육을 위한 수업모형을 제시하였다.
제Ⅵ장에서는 본 연구의 내용과 결과를 요약하여 결론을 맺고 향후 연구 방향과 과제를 제시하였다.
그 결과 그린디자인 수업을 통해 자칫 단조로울 수 있는 내용을 트리즈 이론을 통해 창의적인 아이디어 발상과 흥미를 주었음을 알 수 있었고 미래 디자이너로 성장하게 될 학생에게 본 교육을 통해 환경을 생각하는 디자이너로서 역할과 책임감을 향상시키는데 긍정적 결과를 보였음을 알 수 있었다.

다국어 초록 (Multilingual Abstract)

As the development of modern culture, the natural resources are exhausting due to mass production and mass consumption. Under the ecology destruction as well as the human environmental destruction era, it is time to think about the designer’s role and responsibility who is directly or indirectly involved to the various products manufacturing.
In that context, it is definitely necessary for the designer to be students in the future to educate to become a designer who is considering the environment. In the curriculums, the young designers need to be educated how to plan and practice to get the environment awareness mind and the environmental friendly design or the environment considered design from the beginning, which can replace the environment destructive products. Because when the designer has the biased interests in the object and aesthetics only, especially a goods design, it is easy to skip the environmental threatening factors such as material selection, manufacturing process and wastes disposal efficiency during the development of a design. It is necessary for the vocational high school students who are studying the design to get an efficient education program that the students can have the positive and confident achievement through the environmental friendly material selection approach or the environmental consideration thinking in design. The root causes of current environment problems and ecology crisis are based on the people’s wrong recognition about the environment. Green design education is one of the ways that can prevent the worse environment issues, which will occur in the near future. Thus, most of all, it is imperative to get the Green design education which can learn the right values and responsibilities as a designer. But the ranges are too wide if you ask the questions to yourself why and how to study the Green design and it is very difficult to find an alternative answer immediately. By this reason, this Green design education program was made applying TRIZ theory. The students should be aware of the object of the education to inspire the motive of the study and they also need to realize that it is worth to learning, because the students hardly can make any achievement without a motive.
The object of the education is the change the students toward the desirable direction. To achieve this object, it plays an important role that the instructor leads the motive inducing education so that the students can take part in the education proactively. In related to this one, the study of Green design program through TRIZ theory, which can present Keller’s ‘the variables which determine the motive of an education’can provoke the vocational high school students’ interests and participation to the Green design education. The purpose of this study is to raise the designer who has the creative and critical thinking as the producer and consumer concerning the future environment.
This study can provide a new point of view to the vocational high school students about the seriousness of environment through the Green design education that is prepared for them. And the purpose of this study is that the students can achieve efficient education result through the education applying TRIZ theory. The other purpose is that the instructor can emphasize the necessity of Green design and increase environmental awareness, originality and critical power of the students’, inducing their interest and amusement about the Green design education. The surveyed group of this study was 30 vocational high school teachers and the survey results were represented as percentage.
Applying TRIZ theory, education was conducted to the vocational high school students whose major is design and it was focused to their interest to the class and motive inspiration. The questionnaires were distributed to total 100 1st and 2nd grades of the vocational high school students who are learning Green design education and made an analysis about the feedbacks.
In Chapter I, it was presented the background, object, study contents and methods of this paper.
In Chapter II, it was studied about the concept of Green design and TRIZ theory.
In Chapter III, through the present status and the research of Green design education, it was analyzed about Green design that is currently done at the vocational high school and it was also analyzed about the problems and improvement needed area that were reflected on the questionnaires.
In Chapter IV, it was sought how to apply TRIZ theory on the Green design education.
In Chapter V, the education programs for Green design, applying TRIZ theory, were presented at the following area.
In Chapter VI, the contents and results of this study was summarized, concluded and presented the next step study directions and tasks.
First, it was helpful for the students to induce the interests and motives about Green design, by applying this education program module. It can induce that the students were more interested in the Green education class through TRIZ theory, applying the appropriate contents to each step. It can be expected to become a designer who can consider the relation between design and environment and have a strong sense of responsibility after taking the Green design education.
Second, it is crucial period for the students to establish the basic attitudes, values or beliefs and they can realize the importance of the environment through the Green design education module. It is good opportunities at the students’ points of view, who are studying the design, how to actively understand about Green design and how to rethink about various environmental problems. The students can have positive thinking about the environmental problems, take interest in the environmental friendly products and can be expected as the consumers who can recognize the environment better.
Third, it can arise sympathy about the importance of recycling and the necessity of environmental conservation through the recycled ones used practices. They can find a new way of reuse by presenting various and multiple expressions utilizing the waste materials too valuable to throw away after one time use. It can be expected that the students also have new awareness about the waste materials and have the habit of recycling with familiar waste materials.
The life of human’s become abundant and expanded through industrialization and urbanization. But too much development during such a short time caused environmental and ecological destruction crisis. We have to participate in the Green design education to solve the environmental problem, which was given to the human as an urgent problem waiting solution. To become a designer who considers these social responsibilities and the ethical responsibilities, and makes a design reflecting the environmental conservation, the life of the designed goods should be extended. The consumer also needs to refrain from the over-consumption caused by the uncontrollable development of products and the advertisement, which allures to follow the most recent trends. This one can be expected that the product abundance which still can be used and reduce the environmental pollution if the product is discarded. In addition the students who take the Green design education can also be the green consumers in the future. This one will conserve the environment and play a role to promote the Green design mind-set. Without the consumer’s support, even the eco-friendly mark or green marketing is difficult to make it successful. The environmental conservation movement is difficult to make it effective by a small group’s initiation only. It is able to change the consumers’mind and cultivate the ethnical value about environment and seed the awareness of environment. In the school, it can be achieved when they can win the sympathies of many people about the Green design education. With this reason, a program was developed to promote the motives of the students. Through the efficient Green design education, applying TRIZ theory, With this program, the design studying students cant take interested in the Green design which considers the environment and the future, not the current design which is just focused to development, growth and production.
With the 5Rs (Recycling, Reuse, Reduce, Refill and Regeneration), the designer takes it into consideration to develop the environmental friendly design, reflecting from the very early stage of a design to the disposal of the produced goods when its life is over. Through the practice class using the recycled products, the students could recognize the importance of recycling and the necessity of environmental conservation and find a new application of the recycled products by various 3 dimensional expressions utilizing the valuable wastes that which were too good to throw away after using just once. The new recognition about the wastes made that the students could form the habits of recycling them as more familiar materials and the students could show the unique expression and creativity, which couldn’t feel from the old frame utilized the existing materials.
Compiling all the results of the study, the Green design education program achieved efficient and positive result because it could inspire to the motives between environment and design that were ideal for the students in the past. It is desirable that more diverse study approaches need to be implemented to the future practices.
In conclusion, more diverse studies and Green design education program studies are required to improve the design for environment to save the earth.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구내용과 방법 = 2
• Ⅱ. 그린디자인 이론적 배경 = 4
• 1. 그린디자인의 개념 = 4
• 1) 그린디자인의 접근방법 = 5
• 2) 그린디자인 교육의 필요성 = 9
• 2. 중등 교육과정에서 환경교육 = 11
• 3. 전문계 고등학교에서 그린디자인 교육에 관한 분석 = 12
• 4. 전문계 고등학교에서 그린디자인 실태조사 = 14
• 1) 설문조사개요 = 14
• 2) 설문조사내용분석 = 25
• Ⅲ. 창의성 개념과 TRIZ 이론 = 27
• 1. 창의성의 개념 = 27
• 2. 창의력을 위한 다양한 발상기법 = 32
• 3. TRIZ 이론 = 40
• 1) 트리즈(TRIZ) 기원과 개념 = 40
• 2) 트리즈의 문제 해결 모형 = 41
• 3) 40가지 발명원리 적용 예 = 42
• Ⅳ. TRIZ를 활용한 창의적 발상 교육 방안 = 68
• 1. 그린디자인 교육에서 창의적 아이디어 발상 방안 = 70
• 2. 그린디자인에서 TRIZ 적용 가능 사래 연구 = 71
• Ⅴ. TRIZ이론을 활용한 프로그램 모형 제안 = 76
• 1. TRIZ를 활용한 그린디자인 발상 교육 지도 목표 = 76
• 2. 학습지도안 = 84
• 3. TRIZ 이론을 활용한 그린디자인 교육과정 = 85
• 4. 교육적 학습결과 및 기대효과 = 101
• 1) 트리즈 이론을 활용한 학습 집단 과 기존 학습 집단 설문조사 비교 = 101
• 2) 기대효과 = 107
• Ⅵ. 결론 및 제언 = 108
• 참고문헌 = 110
• ABSTRACT = 113
• 설문지 = 119