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近日，由零壹城市建筑事務(wù)所（LYCS Architecture）擔(dān)綱建筑室內(nèi)一體化設(shè)計(jì)的衢州新華第二小學(xué)正式開(kāi)學(xué)。項(xiàng)目按照最新的《浙江省義務(wù)教育標(biāo)準(zhǔn)化學(xué)?！纷罡咭?guī)格建設(shè)，總建筑面積約37,182㎡，可滿足48個(gè)班級(jí)同時(shí)使用。
Quzhou Xinhua No. 2 Primary School, designed by LYCS Architecture, has officially opened recently. The project was constructed in accordance with the latest "Standardized Schools for Compulsory Education in Zhejiang Province" with the highest standard. The GFA of the school is approximated my 37,182 sqm, allowing 48 classes open at the same time.
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項(xiàng)目坐落于快速城市化中的衢州智慧新城，學(xué)校南、北、西三面被住宅區(qū)環(huán)抱，往東連接衢州菁才高中 、衢州一中等學(xué)校所在的新城文教區(qū)，新華二小像文教區(qū)的一座“半島”一樣伸入居住區(qū)中。
Located in the rapidly developing Quzhou Smart New Town, the school is surrounded by residential areas on its south, north and west sides, and connects to the Xincheng Cultural and Educational District in the east where Quzhou Jingcai High School and Quzhou No. 1 Middle School are located. Our Xinhua No.2 Primiary School extends into the residential area like a "peninsula".
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板塊交匯處的城市生態(tài)，嘈雜喧鬧，交通繁忙?？臻g環(huán)境與心理行為往往是相互作用的關(guān)系，不管是板塊交匯處的繁忙還是建設(shè)中城市的喧囂，都有可能讓孩子們滋生無(wú)助及不安全感。如何在城市里開(kāi)拓獨(dú)屬于學(xué)生們的“避風(fēng)港”，為他們帶來(lái)歸屬感呢？
The urban ecology at the intersection of different programmes is usually very noisy and busy with heavy traffic. Given that the environment, psychological status and behaviors are often affecting each other, children may feel helpless and insecure in the bustling intersection or the hustling city that is under construction.How to create a "safe haven" for the students and bring them a sense of belonging in the city?
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“大城和小院”
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從“守護(hù)”這個(gè)初衷出發(fā)，零壹城市提出 “大城和小院”的設(shè)計(jì)策略，用大尺度的建筑圍合出城市里孩子們的一座“大城”，用小尺度的屋子和游廊組合，讓孩子們奔跑玩耍間，體驗(yàn)校園里充滿趣味的“小院”。
Starting from the 900 intention of "guarding", LYCS Architecture proposed the design strategy of "big city, small courtyard", using large-scale buildings to enclose a "big city"for the children, and creating "small courtyards"with small-scale houses and verandas to allow children play around and experience the campus.?
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“大城”
沿著應(yīng)家山路往西，一座長(zhǎng)約百米的現(xiàn)代風(fēng)格的“大城”印入眼簾，白色斑馬紋立面上“漂浮”著紅色的水平向長(zhǎng)窗和綠色的交通空間，簡(jiǎn)潔的灰白條紋真石漆和紅色的窗框的組合，透露出靈動(dòng)和童趣，打破了建筑體量給沿街立面造成的壓迫感。
Going west along Yingjiashan Road, there is a modern-style "city" of about 100 meters long comes into view. On the white zebra-patterned facades, there are long horizontal red-framed windows and green traffic spaces. The interesting combination between simple gray-and-white stone paint and the red window frames makes the buildings" volume less overwhelming from street views.
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西側(cè)的仙霞路為交通次干道，與周邊居民區(qū)相鄰，所以“大城”入口，即校園主入口面向仙霞路打開(kāi)，以開(kāi)放的姿態(tài)迎接來(lái)上學(xué)的孩子們。
The Xianxia Road on the west side is a secondary traffic road and is adjacent to the surrounding residential areas. The entrance of the "big city" , that is, the main entrance of the campus, opens to Xianxia Road, welcoming the students with an open manner.
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進(jìn)入學(xué)校，以主入口為軸線，往北為“動(dòng)區(qū)”，風(fēng)雨操場(chǎng)和各個(gè)運(yùn)動(dòng)場(chǎng)地隔絕交通主干道盈川東路的喧鬧，配合行政管理，營(yíng)造一個(gè)與社區(qū)分時(shí)共用的體育公園；往南為“靜區(qū)”——教學(xué)區(qū)“大城”。
Inside the campus, taking the main entrance as the axis, the north is the "moving area". The playground and several sports venues keep the noises from Yingchuan East Road away, together with the administrative management, to create a sports park that can be shared with the community for different timeslots; the south part is the "quiet zone", the teaching area, the "big city".
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“大城”總長(zhǎng)約300米，呈U形合圍，普通教室分布在南向的主樓中，音樂(lè)教室、勞技教室等分布在朝東主樓，水平通廊將他們連接起來(lái)，有利于實(shí)現(xiàn)多功能協(xié)調(diào)互通。
The "big city" is about 300 meters long and is enclosed in a U shape. The general classrooms are distributed in the south part of the main building; classrooms for music lessons and labor skill are distributed in the east side of the building. The horizontal corridors connect both parts, allowing intercommunications between different programmes.
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U形主樓向外與城市形成邊界，向內(nèi)則圍合出一座向心性的巨大庭院，塑造獨(dú)屬孩子們的微型公園“小院”。
The U-shaped main building forms a boundary with the city and a huge introvert courtyard, creating a "small courtyard", a micro park exclusively for the children.
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“小院”
“小院”將流線網(wǎng)格旋轉(zhuǎn)30度，與“大城”的U形流線互聯(lián)，在一二層的線性走廊內(nèi)編織出一座異質(zhì)動(dòng)態(tài)的庭院流線，將學(xué)生的流線從單線變?yōu)榫W(wǎng)絡(luò)，尺度各異，交織連通，使得整體體驗(yàn)極具變化性，走廊既是是交通空間也是公共空間，大大提高了區(qū)域交通趣味性。
The circulation grid of the "Small Courtyards" was rotated by 30 degrees and then connected with the U shape of the "Big City", creating a more dynamic journey within the linear corridors on the first and second floors. The circulation for students is then changed from single line to a network with different scales and interweaving connections, offering highly diversified experiences of the campus. The corridors, which are pedestrian channels and public spaces, have greatly improved the playfulness of the journey.
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奔跑在一層廊下空間，路過(guò)的校園空間不斷變化，曲徑通幽，廊橋不僅將各建筑體塊有機(jī)組合，也是應(yīng)對(duì)不良天氣時(shí)孩子們玩耍的避風(fēng)港。孩子們不再局限于隔壁班級(jí)的交友范圍，而是可以偶遇來(lái)自四面八方的新朋友。
Running through the spaces under the corridor on the first floor, the view of the campus is constantly changing. Winding paths lead to seclusion. The corridors organically connected various building blocks, while providing shelters for the students for outdoor activities in bad weathers. Students are no longer limited to making friends from adjacent classes but from all classes in the school.
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二層戶外游廊作為首層游覽體驗(yàn)的延續(xù)，供孩子們?cè)陉?yáng)光下盡情奔跑，進(jìn)一步擴(kuò)大豐富了學(xué)生們的活動(dòng)范圍，與一層形成了垂直空間的互動(dòng)，形成“雙首層”。
As an extension of the journey of the first floor, the outdoor veranda on the second floor allows students torun freely under the sun, it further expanded the scope of activities, and interact with the first floor vertically, forming a "doubled first floor".
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與旋轉(zhuǎn)軸線相輔相成的還有在大庭院中置入的小盒子們，僅有兩層樓高的小尺度搭配屋頂花園，對(duì)孩子們來(lái)說(shuō)極具親和力，是課間休閑的好去處。寓教于樂(lè)的教學(xué)空間如舞蹈教室、學(xué)生閱覽室等分布其中。
Complementing the rotated axis are the small boxes placed in the large courtyard. The box is only two-story high, together with the rooftop garden, they become a friendly destination for students after class. Both fun and educational spaces are inserted, including dancing and reading rooms.
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小盒子和游廊將大庭院劃分成大小不一的口袋公園，學(xué)生們?cè)谡n間相聚公園，在自然景觀中打鬧放松，獲得能量。
The small boxes and verandas fragment the large courtyard into pocket parks of different sizes. When students gathered in the parks between classes, they can play and relax in the beautiful landscape and acquire energy from the nature.
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一層的廊橋與口袋公園，二層的室外游廊，及三層的屋頂花園盒子，共同構(gòu)成了校園里的立體景觀空間，孩子們奔跑在游廊上，偶遇在廊橋下，相聚于公園里，環(huán)境給予孩子們的豐富校園體驗(yàn)也必將一直積極的影響著他們的行為。
The corridor bridges and pocket parks on the first floor, the outdoor verandas on the second floor, and the boxes in the roof garden on the third floor together constitute a three-dimensional landscape in the campus. When the students are running along the verandas, meeting under the bridges, and gathering together in the parks, the rich experiences provided by the campus will constantly leave positive impact on the students" behavior.
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新華二小的設(shè)計(jì)為未來(lái)的體驗(yàn)式校園提供了參考，雖然高密度城市化的腳步在不斷的發(fā)展革新，但這片只屬于學(xué)生們的領(lǐng)域不會(huì)變化。從7歲到12歲，從孩童到少年的成長(zhǎng)轉(zhuǎn)變，學(xué)生們?cè)谶@里相遇、學(xué)習(xí)、成長(zhǎng)，破繭成蝶，走向更廣闊的世界。
The design of Xinhua No. 2 Primary School provides a reference for future experience campuses. The high-density urbanization is under constant development and innovation, yet the campus stays untouched for the students. From the age of 7 to 12, from children to teenagers, the students come here, meet, learn, grow from Ignorance to transcendence, and to a bigger world.
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