This study aims at classifying and interpreting on the vegetation structure, the correlation between a vegetation and an environment, a species diversity and a life-form of Evergreen Broad-Leaved Forest(EBLF) located in Gageo-do Island. It is also the objective that the estimation of vegetation change founded on the species composition and characteristics. The vegetation of EBLF was classified into three forests or four community units as Machilus thunbergii forest (Polystichum polyblepharon-M. thunbergii community and Phaenosperma globosum-M. thunbergii community), Ilex integra-Castanopsis sieboldii community, Quercus acuta community and Neolitsea sericea stand. The ordination analysis by DCA is analogous with the vegetation structure analysis. As a result of the correlation (Pearson's correlation coefficient) with environmental conditions, the Altitude has the significance with the distribution of communities. The total vegetation change by progress of succession will not be wandered away from the present vegetation structure practically, and the vegetation on the underlayers will be a little changed.

This study is conducted for the four elementary schools in Chuncheon city and Hoengseong-gun that are in the process of making a school forest. First, the community support of a school forest needed to be analyzed through surveys. The surveys provided information about community opinion on a desirable process for making the school forest. According to the results from the survey, which were given to 455 school community members at four elementary schools, the participants reacted positively to the idea of making the school forest. Based on these study results, the following information is presented as a suggestion for making the school forest. In the case of students, They should be done positive opinion suggestions as well as the opinion accepting process for making the forest process are needed It should be achieved to enlarge participation of community members and to establish and maintain the school forest. Important factors to consider for making the forest include the type of deciduous trees to be used and the appropriate size of trees to be planted so that members can easily manage them. In addition, various efforts are needed to encourage teachers’ participation. Moreover, since community members have different preferences in planning the area, it is necessary to reflect on the characteristics of each party’s opinion and recommendation. The school forest should be formed as a dynamic place where all community members can use it as well as participate in its development. Proper plans are therefore needed to encourage community members to participate in the process, from making the school forest to its use and management.