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九年制学校建筑设计：幼儿园，小学，中学等

发布于：2022-06-22 11:00:22 来自：建筑结构/混凝土结构 [复制转发]

高淳九年一贯制学校

BAU建筑城市设计

正式教学和非正式学习：高淳九年一贯制学校

formal teaching and informal learning:
Gaochun New District Kindergaten to Year Nine School

Designed by BAU Brearley Architects+ Urbanists (Shanghai-Melbourne)

BAU建筑与城市设计事务所

迈向新的教学法

towards a new pedagogy

该项目所在的新住宅区位于高淳，该镇距离南京市区100公里，虽然规模不大，但正处于快速发展阶段。项目基地周边已有几所高中，这所包含幼儿园、小学和中学的新学校则使该区域的基础教育得以完整，校内还含有共享体育馆、食堂和配套设施。BAU的设计将使传统的学习空间朝着一种新的模式发展，该模式鼓励更积极、更协作的学习方法。

The project site is located in a new residential district of Gaochun, a small but growing town 100km from the megacity Nanjing. It has existing high schools on either side. This school completes the learning precinct with kindergarten, primary school, and middle school, including shared gymnasium, canteen, and support facilities. This design moves towards a new model for learning spaces, one that encourages more active and more collaborative learning approaches.

我国公立学校现下采用的教师主导学习方法，是一个以教师为中心的知识传播体系。无论是教室内规整排列的学生座位，还是间隔一致、无明显差别与联系的教学楼，都反映并加强这一中心体系。就连教学楼朝向，都无一例外的保持着一致：南部温暖区域朝北，北部较冷地区朝南。这种强调一致的环境并不利于学生的个性探索与发展。

Chinese public schools utilise one dominant learning approach, which consists of a teacher-focused dissemination of knowledge. Classrooms reflect this with students aligned in rows. Buildings reinforce this with rows of classrooms arranged in equally spaced slabs with little apparent connection between them. Classrooms are required to face north in most parts of China and face south in the cooler northern provinces. This is a passive learning environment.

许多西方国家的主流教学模式已经由教师主导转变为更积极、更强调协作的学习模式。这种新学习模式也要求教学空间的设计需要同时满足教师主导和学生主导的活动，例如演示、讨论、项目协作、信息检索和共享等。这样的模式使学生从同伴交流和互联网中学到的知识，与从教师教学中学到的内容一样丰富。能够满足这种模式的正式学习空间通常伴有不拘束的非正式学习空间，如便于进行交流学习的可移动桌椅。

The prevailing pedagogic approach in many western countries has swung towards active and collaborative learning. The design of most general teaching spaces will usually need to support both tutor-led and learner-led activities. These will include presentations, discussion, collaborative project work, and information retrieval and sharing. Students learn as much from one another, and the internet, as they do from the teacher. Formal classroom spaces are often accompanied by informal learning spaces with free furniture for interactive learning.

我国公立学校的建设标准，从幼儿园、小学、中学到高中逐级严格，BAU在规范以外、为数不多的自由里，为高淳九年一贯制学校创造了一个交互式的、令人惊喜的、社交活跃的人性化学习环境。虽然普通教室都按规范严格安置，但科学、艺术、音乐、体育和其他课外活动空间提供了多样选择。

Chinese public school architecture becomes increasingly regulated and regimented through kindergarten, primary, middle and high school. The design of this school exploits the few freedoms available to the architect to create interactive, unpredictable, social, and humane learning environments. While regular classrooms are rigidly arrayed, the science, art, music, sport, and extracurricular spaces provide a dialectic alternative.

秩序与随意（但非随性）

order and dis-order (but not randomness)

一条贯穿校区的中枢线和两边连续的柱廊将幼儿园、小学和中学三所学校联系在一起。这条中枢线始于校门，终于体育馆，连接了学校内所有主要的公共空间，确保了学校空间的高活力。

An urban spine with a continuous colonnade either side connects the three schools together. This spine commences at the main gate and terminates at the gymnasium. Linked to all major social spaces of the school, this urban space is guaranteed high activity.

中小学的庭院空间与这条中枢直接相连，教学区域这一层更是为非正式学习到正式学习提供了过渡空间，从教室走出，到开阔的走廊、阳台、庭院、中枢空间等，这些公共空间都从秩序井然变得愈发轻松。课后时间，学生也能够像探索一座城市一般探索这所学校。

The courtyard spaces of the primary and middle school connect directly to this spine, with the teaching pavilions a further layer beyond this – all providing a layered transition from informal learning to formal teaching From the classrooms to the open corridors, to terraces and court yards, to, eventually, the central spine, public space is transformed from the ordered to the more relaxed. In their free time students can explore this campus like they can a city.

当所有普通教室按照标准严格设计时，课外活动空间和公共设施则尝试了其他建筑类型与创意想法。庭院以及庭院与周边区块混合的类型，在教学楼周围形成大量规模各异的空间，从而吸引学生主动走出教室，探索其他更轻松、有趣或私密的环境。

While the standard classrooms are strictly arranged, the extracurricular classrooms and other public facilities explore other typologies and other ideas of order. The courtyard typology and a courtyard-and-perimeter block-hybrid are used to provide spaces of various scales adjacent to teaching areas, encouraging students to venture out of the classrooms into more relaxed and playful or intimate spaces.

为了进一步突出空间感，幼儿园、小学和中学的各个庭院建筑各有不同的设计表达，幼儿园有自由式造型和流畅的曲面；小学有点缀着彩色方块的庭院；而中学则探索直角形式。

To further enhance the sense of place, the architectural expression of the various courtyards varies from kindergarten to primary to middle schools. The Kindergarten has free forms and smoothly curved surfaces; the primary school has courtyards interspersed with coloured boxes; while the middle school explores orthogonal forms.

校园的小路与空地

a campus of paths and precincts

景观设计延伸到校园的各个角落，旨在提供一个鼓舞人心的互动环境，既鼓励学生进行活动以提高身体素质，又进一步促进他们的身心发展。

The landscape design extends to all corners of the school campus and aims to provide an inspiring and highly communicative environment that encourages physically activity, while contributing to children’s physical and mental development.

校园的主要部分由一整套路径系统连接，所有公共区域都覆盖有大量树木，形成了充满活力的绿色空间，其间设有许多桌椅，为师生提供了各种占地面积不大的运动、游戏和娱乐机会。这些公共区域也使各种社交活动成为可能，它们还形成了一些被动但私密的领域，让学生能够在此休憩或暂时脱离繁重的学习生活。

A strategic system of shortcut paths connects major parts of the campus. All shared public areas are shaded by trees and become vibrant, green spaces with an abundance of seats and tables, offering various small areas for sports, games and play opportunities. These public areas also provide possibilities for gatherings for social activities at various scales. They also provide more passive, intimate areas for students to relax or withdraw from hectic school life.

校区内的每所学校都被视作一个辖区，这些辖区被发展成多元化的活力空间，各自以不同的形式去适应不同年龄段的使用者。

Each of the schools is seen as occupying a precinct and these precincts are developed as diverse and vibrant spaces, utilizing playful forms that reflect the age of its users.

植物设计分为三层，每一层都有丰富的植物品种。涵盖丰富的本地落叶和常绿树木，包括果树、花灌木和多年生植物，这些植物会吸引当地的动物，使孩子们得以对大自然有意想不到的近距离接触。

The planting is designed in three layers, each rich in plant varieties. There is an abundance of native deciduous and evergreen trees including fruit trees, which are combined with flowering shrubs and perennials that will attract local fauna and thus enable close and unpredictable nature experiences for the children.