设计单位  华南理工大学建筑设计研究院有限公司 陶郅工作室

项目地点  云南省普洱市

建成时间  2023年

建筑面积  19659平方米

我家的后面有一个很大的园，相传叫作百草园。……但那时却是我的乐园。

……

我不知道为什么家里的人要将我送进书塾里去了，而且还是全城中称为最严厉的书塾。……总而言之：我将不能常到百草园了。Ade，我的蟋蟀们！Ade，我的覆盆子们和木莲们！

——鲁迅《从百草园到三味书屋》节选

在鲁迅的笔下，百草园与三味书屋是两处氛围截然不同的场所：前者是充满想象、故事、趣味的儿童乐园，后者则是规矩、严肃、严厉的“学校”。时至今日，类似的感受在中小学生中仍较普遍。似乎玩耍和学习是两个顾此失彼的事物，很难兼得：学生在学校的生活就应该以学习为主，玩耍只能作为学习的辅助，玩多了即为玩物丧志。如今，要设计一所为教育服务的学校，我们认为在设计之前，很有必要了解教育的发展趋势与最新特点，看看今天的教育已经或即将成为的样子。

In Lu Xun's writing, Hundred-Plant Garden and Three-flavour Study are two places with completely different atmospheres: the former is a children's playground full of imagination, stories, and fun, while the latter is a "school" with rules, seriousness, and strictness. To this day, similar feelings are still common among primary and secondary school students. It seems that playing and learning are two things that cannot be achieved simultaneously: students should focus on learning in school, and playing can only serve as a supplement. Playing too much is a bad thing. Nowadays, designing a school that serves education, we believe that before designing, it is necessary to understand the development trends and latest characteristics of education, and see what education has become or is about to become today.

▲ 项目视频  ©明境建筑摄影

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教育的变化

当代信息技术的革新改变了知识的存储方式与学习方式，使教育者不断探索新的教育方向与形式。总体而言，与以往关注知识技能掌握的多寡不同，如今的小学教育更加注重培养学生学习的能力。在具体的教学实践中，很多学校也突破传统的行政班授课制、班主任制，而是实行探究式、启发式教学。教学活动中的师生课堂关系也发生了改变，学生为主体、教师为主导的教学方式赋予学生更多的学习自主权。教学活动逐渐模糊“课上”与“课下”的界限，教学行为所发生的场所也模糊了课室内与课室外的界限。这一教育发展新特点为接下来的项目设计提供了落足前提。

In contemporary times, the innovation of information technology has changed the way knowledge is stored and learned, enabling educators to explore new forms of education. Overall, primary education today places more emphasis on cultivating students' learning abilities rather than learning knowledge and skills. In teaching practice, many schools have also broken through the traditional administrative class teaching system and implemented exploratory and heuristic teaching. The teacher-student relationship has also changed, with students being the main body and teachers taking the lead, giving students more autonomy in learning. Teaching activities gradually blur the boundaries between "in class" and "out of class", and teaching venues also blur the boundaries between inside and outside the classroom. This new characteristic of educational development provides a positioning prerequisite for the subsequent project design.

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何为示范？

普洱市思茅区第二小学曙光校区，占地面积约31000平方米，建筑面积约20000平方米，为一所36个班的小学。该学校在立项时被定位为区域的示范学校。设计之初，我们首先就对这一问题进行了思考：什么样的学校才能称作示范学校？解题思路可以有很多种，在本项目紧张的投资与有限的规模前提下，我们想尝试这一种思路：打造适应教育变化的全新校园空间，力图使教育的新变化在新校园中得以回应，突出教育因素在学校设计中的重要作用，为接下来其他学校的建设提供创作思路。The First light Campus of the Second Primary School in  Simao District, Pu'er City is a 36 class primary school, covering an area of approximately 31000 ㎡ ,with a total floorage of  approximately 20000 ㎡. The school is positioned as a regional demonstration school. At the beginning of the design, the team pondered: What kind of school can be called a demonstration? There are many solutions available, under the premise of tight investment and limited scale, we would like to try another approach: creating space to adapt to educational changes. We strive to respond to the new changes in education in school, highlight the important role of educational factors in school design, and provide creative ideas for other schools in the future.

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玩耍与学习的再理解

玩耍与学习的概念愈发模糊，甚至共融。玩耍可以作为学习的一种方式，学习也可以吸收玩耍的特征以增强学生的兴趣，从而提高学习效率。很多校本课程的设置初衷就是基于学生的兴趣，教学方式基于提升学生热情，以达到在放松的氛围下实现教学目标的目的。在实际的教学行为中，玩耍与学习的表现形式就千变万化了：一段即兴的演讲、对昆虫植物的观察、无目的的快闪表演、有组织的作品展等等，都可以作为玩耍或者学习的手段。

The concept of play and learning is becoming increasingly vague and even integrated. Play can be used as a way of learning, and learning can also absorb the characteristics of play to attract students' interest and improve efficiency. Develop courses and teaching methods based on students' interests and enthusiasm to achieve teaching objectives in a comfortable atmosphere. In practical teaching, there are various forms of expression for play and learning: an impromptu speech, observations of insects and plants, aimless flashes, work exhibitions, and so on.

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空间的教学需求应对

基于上述研究与思考，在新学校的设计中，我们主要的着力点就是为形式多元的教学方式提供多元的教学空间，助力在教育中实现寓教于乐。首先，在大尺度上，设计结合不同年级和风雨操场，将整个校园划分为6个相对独立的方整体块。各体块根据用地情况、周边交通等因素进行组合，形成多个开合有序、尺度各异的方整院落，构成整体空间框架。

Based on the above research, the main focus of the team in the design of the new school is to provide diverse spaces for diverse teaching methods, and achieve the integration of playing and learning in education. Firstly, on a large scale. According to different grades and the stormy playground, the entire school is divided into six relatively independent blocks. Each block is combined based on factors such as site conditions and transportation routes to form multiple orderly and scaled courtyards, forming an overall framework.

其次，进入到中尺度。设计将专业教室、教学辅助用房整合成服务带，错落布置在教学楼栋下方，并置于不同的楼层。这些服务带的屋面在不同标高处形成户外活动平台和垂直院落，实现每个年级、每个年级的每层班级都有自己的专属院落，和可与其他年级或班级共用的共享院落。高低错落的布置在不同标高处形成平台与架空层，丰富空间形式、层次与体验。

Secondly, at the mesoscale, the design integrates professional classrooms and auxiliary rooms into service belts, which are staggered below the teaching building and located on different floors. The roofs of these service strips form outdoor platforms and vertical courtyards at different elevations, enabling each grade and class on each floor to have their own courtyards and shared courtyards that can be shared with other grades or classes. The staggered layout creates platforms and elevated floors at different elevations, enriching the form, level, and experience of the space.

最后，在近人尺度方面。设计根据不同年龄段小学生身心发展特点，在每个教学楼栋的普通教室周边设置形式多样、尺度各异的“无定义空间”。在形式上，有供学生进行即兴演讲、表演的小舞台和观众座椅，有供做功课的读书角，有供开展公共课程的开放教室。在尺度上，有供学生个体独处的私密休息间，有供三两个学生临时聚集的半开放讨论处，有供一个班甚至一个年级学生共享的开放阶梯教室……当然，这些场所并没有固定的使用方式，可由师生根据教学自行定义和重组。

Finally, in terms of human scale, design "undefined spaces" with various forms and scales around the ordinary classrooms of each teaching building based on the development and growth characteristics of students of different ages. In terms of spatial form, there are small stages for impromptu speeches and performances, reading corners for homework, and open classrooms for public courses. On a spatial scale, there are rest rooms for solitude, semi open discussion rooms for three or two students to gather temporarily, and open lecture halls for one class or even one grade students to share... Of course, these places do not have fixed usage methods and can be defined and restructured by teachers and students according to teaching.

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玩耍与学习在行为上的共融

空间只是舞台，教育才是主角，教学空间的设计其实就是教学场景的设计。在二小中，我们设想，整个学校集学习、休憩、游戏、交流于一体，空间跟随学生足迹所致。学生在这里除了进行常规学习外，还可以像鲁迅一样，种植“碧绿的菜畦”“高大的皂荚树”，品尝到“又酸又甜的覆盆子”和“吃了可以成仙的何首乌根”；不仅可以与伙伴们嬉戏，也可以与鸣蝉、黄蜂、蟋蟀们玩耍，实现寓教于乐。当然，我们的想象力仍然有限，这些只是作为师生进行教学活动的参考，后期还有赖于师生根据教学目的去继续挖掘与创造，呈现出设计不曾想过、令人惊喜的使用场景。

Space is just a stage, education is the protagonist，and the design of teaching space is actually the design of teaching scenes. In the second primary school, we imagine that the entire school integrates learning, rest, gaming, and communication, with the space following the students' footsteps. In addition to regular learning, students can also plant "green vegetable beds" and "tall acacia trees" like Lu Xun here, taste "sour and sweet raspberries" and "eat the roots of Polygonum multiflorum that can become immortals", and play with friends，cicadas, fat wasps, and crickets，realize the combination of education and entertainment.Of course, our imagination is still limited, and these are only used as reference for teaching activities. In the later stage, it also depends on teachers and students to continue to explore and create according to the teaching objectives, presenting surprising usage scenarios for design.

在普洱市思茅区第二小学曙光校区设计中，我们力图以多样化的空间形式服务多样化的教学需求、满足师生多样化的行为需求，将学校打造为师生学习生活的乐土，即谓“智趣方院”。“方院”并非强调庭院或者书院，而是一种可以进行多样化学习的场所，但其目的是相同的，即在过程中拥有快乐。

In the design of the First light Campus of the Second Primary School in  Simao District, Pu'er City, the team strives to serve the diverse teaching needs of education and meet the diverse behavioral needs of teachers and students through diverse spatial forms, creating the school as a paradise for teachers and students to learn and live, known as the "A paradise"."Fang Yuan" does not emphasize courtyards or academies, but rather a place where diverse learning can be conducted, but the purpose is the same, that is, to have happiness in the process.

设计图纸 ▽

完整项目信息

项目名称：普洱市思茅区第二小学曙光校区

设计单位：华南理工大学建筑设计研究院有限公司 陶郅工作室

建设单位：普洱教育体育产业发展有限公司

施工单位：中交一公局集团有限公司

主创建筑师：陈子坚、苏笑悦、郭嘉

设计团队：

建筑：陈向荣、甘永俊、郭佳、刘晨蕾、刘键宏结构：江毅、易伟文、洪洲、何啸

给排水：余晓龙、刘小刚、王琪海、马双群电气：黄晓峰、杨翔云、原继业、刘敏君

智能化：黄志炜、苏瑞昌、高范森

景观：晏忠、冯彩霞、伍朝晖、王珊珊

暖通：陈祖铭、胡谦

节能：石刚、李宇航、许玲玲

造价：周华忠、刘付娴、吴应成

驻场：李克毅

室内设计顾问：广州中颐装饰设计有限公司（黄小青、林博凯、黄勤智）

摄影版权：明境建筑摄影

图纸及分析图版权：华南理工大学建筑设计研究院有限公司 陶郅工作室

文字：苏笑悦

设计时间：2021年

竣工时间：2023年

基地面积：31022平方米

建筑面积：19659平方米

结构形式：钢筋混凝土框架结构

版权声明：本文由华南理工大学建筑设计研究院有限公司 陶郅工作室授权发布。欢迎转发，禁止以有方编辑版本转载。投稿邮箱：[email protected]