초록
As secondary education has gotten open education, differentiated curriculum and STEAM, school buildings have begun to be designed with special building types, many architectural vocabulary, and various finish materials. School design has changed to relative disordered frame from well ordered frame, it has not easy for students to have sense of belonging, safety and identity. So, this study is to investigate the segment, scene, path and traffic time at the approach zone from school gate to main entrance, and figures out the territorial belonging and symbolic identity of spatial structure. Study cases confine 29 middle school sites located in Seo-gu, Daejeon city. Space structure of approach zones are four types relative not to established years and school building types, but to school gate layout. There are 12 cases for showing dominant belonging and hospitality, entering from lower part of playground, or approaching through the paved road, looking at the front elevation through playground, and taking some times to arrive at the main entrance. There are 7 cases showing little concern and care, entering from side of the front school building, going through the approach zone with finish material views. And 5 cases entering from upper part of playground show some belonging, 5 cases entering from back of the school building show little care except for front court layout. So, approach zone is needed to be lay out in front of playground apart from school building looking at the front elevation, for fostering the student's belonging and safety.