LOFT中國感謝來自 浙江大學(xué)建筑設(shè)計(jì)研究院 的小學(xué)項(xiàng)目案例分享：

學(xué)校某種程度上類似一個(gè)小型的城市,，建筑,、交通、景觀的相互交織形成了物理空間,，不同年齡的學(xué)生與教師組成了小型的人類社會(huì),。如今我們所居住的城市物理空間正隨著人們生活方式的改變而不斷地創(chuàng)造出新的事物，學(xué)校亦然,。隨著教學(xué)模式的不斷發(fā)展,，學(xué)生之間,、師生之間的交流方式也發(fā)生了變化。學(xué)校環(huán)境中人類社會(huì)的行為模式發(fā)生了轉(zhuǎn)變,，而作為物理空間的校園建筑若不作出相應(yīng)的改善,，這個(gè)小型城市的發(fā)展就將受到嚴(yán)重阻礙。

In a way, schools are somewhat similar to a “mini-city”, where architectures, transportation and landscapes intertwine and form a physical space, and students of various age levels, along with the teachers, constitute a “miniature society”. Nowadays, the city’s physical space in which we live is constantly creating new things as our lifestyles keep changing, and schools are no different. Following the continuous development of teaching models, the way of communication between students with other students and teachers has undergone changes as well. As the behavioral patterns of the “miniature society” in schools evolving, the physical space of campus buildings should be transformed and updated accordingly, so as to avoid hindering the development of this “mini-city”.

傳統(tǒng)的校園規(guī)劃突出教學(xué)區(qū)，忽視生活區(qū)和交流活動(dòng)區(qū),，而對(duì)于新時(shí)代的教育建筑而言,，校園不僅是傳授知識(shí)和進(jìn)行研究的場(chǎng)所，更是全面提高綜合素質(zhì)的生活環(huán)境,。與傳統(tǒng)的講授式教學(xué)不同,，現(xiàn)代的教學(xué)模式更注重體驗(yàn)式教學(xué)，主張學(xué)生從生活中去體驗(yàn),，從實(shí)踐中去學(xué)習(xí),。因此，在本次溧陽市實(shí)驗(yàn)小學(xué)新校區(qū)的建筑設(shè)計(jì)中,，我們與校方針對(duì)教學(xué)模式于建筑空間的要求這一問題進(jìn)行了深入的探討,。正所謂“工欲善其事必先利其器”，我們將體驗(yàn)式教學(xué)這種時(shí)新的模式落實(shí)于校園建筑內(nèi),，從空間硬件上加強(qiáng)了對(duì)新型教學(xué)模式的表達(dá),，令校方所期望的教學(xué)模式在良好的物理平臺(tái)中得以實(shí)施。

Traditional campus master plans usually highlight the teaching area, while ignoring living, communication and activity areas. However, in the new era, schools are not just a place for imparting knowledge and conducting researches, but also a living environment that aims to improve students’ capabilities comprehensively. Unlike the traditional teaching style of lecturing, the modern mode focuses more on experiential teaching. It encourages students to gain experience from daily life, and to learn knowledge through practice. Therefore, as approaching the architectural design of this project, the new campus of Liyang Experimental Primary School, we had in-depth discussions with the school on the requirements for the architectural space to better serve  the new teaching mode. As a Chinese saying goes, “To do the work well, one must first sharpen his tools”. We incorporated the new experiential teaching mode into the architectural design in the campus, and enhanced its through the architectural spaces, so as to provide a fantastic physical environment for the school to carry out experiential teaching activities.

燕山新區(qū)位于溧陽城區(qū)以南，是一個(gè)融居住,、文化,、商務(wù)、交通集散于一體的現(xiàn)代化城區(qū),。溧陽實(shí)驗(yàn)小學(xué)新校區(qū)立足新區(qū)核心,，計(jì)劃設(shè)置小學(xué)12軌72班，幼兒園8軌24班,，將成為周邊區(qū)域乃至更大范圍內(nèi)的教育界學(xué)術(shù)交流和科學(xué)研討的重要集會(huì)場(chǎng)所,。

The project is situated at Yanshan New District, which is on the south of downtown Liyang, Jiangsu, China and well integrates residential community, culture, business and transportation. Based on the core of the New District, the new campus of Liyang Experimental Primary School is planned to establish 72 elementary classes, with 12 for each grade levels (grade 1-6), and 24 kindergarten classes, with 8 for three different age groups respectively. It will become an important gathering place for academic exchanges and scientific discussions in the surrounding area or even beyond.

根據(jù)實(shí)際情況,，設(shè)計(jì)初始我們制定了三個(gè)設(shè)計(jì)目標(biāo)：
1）從整體校園規(guī)劃層面出發(fā)設(shè)計(jì)體驗(yàn)式教學(xué)空間，針對(duì)校方對(duì)體驗(yàn)式教學(xué)的理解與構(gòu)想,，結(jié)合學(xué)生的興趣設(shè)計(jì)貫穿校園的體驗(yàn)式空間體系,。為學(xué)生的交往交流與日常活動(dòng)提供更多的可能性與多元化的空間,。
2）從教學(xué)單元層面出發(fā)設(shè)計(jì)體驗(yàn)式教學(xué)單元,，改變傳統(tǒng)講授式教學(xué)的教室布置形式，以一種變化的,、非固定的單元教室取而代之,，以適應(yīng)日益變化的全新教學(xué)模式。
3）重視學(xué)校歷史,，決不因日新的教學(xué)模式變化而完全舍棄學(xué)校過去的歷史文化底蘊(yùn),。

Based on the actual condition, we formulated three goals during the initial design stage:

• To design an experiential teaching space from the perspective of the overall campus planning, form an experiential space system that runs through the campus by combining students’ interest with regards to the school’s understanding and conception of experiential teaching, and provide more possibilities and diverse spaces for the communication and daily activities of students.
• To design experiential teaching space units, transform the classroom layout of traditional lecturing-style teaching and replace it with a flexible, non-fixed classroom unit, in order to adapt to the ever-changing teaching modes.
• To respect and emphasize on the history of the school, and never abandon its historical cultural heritage as the alteration of teaching modes.

經(jīng)過各方面的努力,，這些目標(biāo)最終成功地在項(xiàng)目中得以實(shí)現(xiàn)。中國如今的教育很大程度上都以應(yīng)試教育為主,，即以“教師為中心”“以考試為中心”,，導(dǎo)致忽略了個(gè)體差異和綜合素質(zhì)的培養(yǎng),。體驗(yàn)式教學(xué)的提出是國人對(duì)解決這個(gè)問題所作出的諸多嘗試中的一種。但在傳統(tǒng)的校園空間里實(shí)施體驗(yàn)式教學(xué)卻是困難重重,。因此,，我們摒棄了千篇一律的標(biāo)準(zhǔn)化建造方式，針對(duì)各種不同的新型教學(xué)模式,，積極思考和探索個(gè)中差異與共性,，不斷嘗試新的校園建筑空間。這也是建筑師在能力范圍之內(nèi)對(duì)中國教育改革所盡的一點(diǎn)點(diǎn)綿薄之力,。

Through efforts from all parties, these goals were finally successfully achieved in this project. China’s current education system is largely still exam-oriented, which means that “teachers” and “examinations” are essential elements, leading to the negligence of individual differences and fostering of comprehensive capabilities for students. The introduction of experiential teaching is one of many attempts made by Chinese educational community to solve this issue. However, it’s full of challenge to implement the experiential teaching mode in conventional campuses. For this project, we abandoned the monotonous and standardized way of construction, put in active thoughts and explored the variations and commonalities regarding various new teaching modes, and constantly tried out new campus building spaces. This is a small effort within the architects’ ability scope to contribute to China’s educational reform.

? 教學(xué)區(qū)一層平面-北

? 教學(xué)區(qū)一層平面-南

? 教學(xué)區(qū)二層平面-北

? 教學(xué)區(qū)二層平面-南

? 教學(xué)區(qū)三層平面-北

? 教學(xué)區(qū)三層平面-南

? 教學(xué)區(qū)四層平面-北

? 教學(xué)區(qū)四層平面-南

? 教學(xué)樓南立面

? 教學(xué)樓北立面

? 教學(xué)樓西立面

? 教學(xué)樓東立面

? 教學(xué)樓剖面

? 泛在學(xué)習(xí)走廊示意

? 體驗(yàn)式教學(xué)單元

完整項(xiàng)目信息
項(xiàng)目名稱：溧陽市實(shí)驗(yàn)小學(xué)新校區(qū)
設(shè)計(jì)公司：浙江大學(xué)建筑設(shè)計(jì)研究院有限公司（www.）
建筑設(shè)計(jì)：陳學(xué)鋒,、沈曉鳴、洪濤
結(jié)構(gòu)設(shè)計(jì)：岑偉,、劉若斐,、張正雨、江帆
水電設(shè)計(jì)：王鐵風(fēng),、曹志剛,、袁松林、朱晟偉
設(shè)計(jì)團(tuán)隊(duì)：浙江大學(xué)建筑設(shè)計(jì)研究院有限公司第二建筑設(shè)計(jì)研究院
項(xiàng)目地點(diǎn)：江蘇省常州市溧陽市燕山新區(qū)燕湖路北
項(xiàng)目類型：教育建筑
項(xiàng)目面積：建筑面積47457.53平方米
完工時(shí)間：2016年9月
主要材料：彈性涂料、青磚,、小青瓦,、鋁合金格柵
攝影師：章魚攝影
撰文：洪濤