杭州江南实验学校教育集团江晖小学

公司：	浙江大学建筑设计研究院	类型：	建筑
地区：	中国	标签：	学校

杭州市高新区（滨江）大力发展高新技术产业和战略性新兴产业，紧紧围绕“建设天堂硅谷”的战略定位，成为杭州最具青春创新活力之区。本项目选址位于高新区中心地块，设计伊始，我们便问自己一所位于科技之芯，面向未来接轨国际的小学，将会有怎样的传承与突破呢？

这次，我们希望孩子能飞扬天性，真正地成为校园的建筑者！

Hangzhou High-tech Zone (Binjiang District) has been vigorously developing high-tech and strategic emerging industries, closely around the strategic positioning of "building paradise Silicon Valley", which makes it become the most innovative and energetic area in Hangzhou. This project is located in the center of the high-tech area. At the beginning of the design, we asked ourselves what kind of inheritance and breakthrough would a primary school with a unique location and a high degree of international innovation have?

This time, we hope that children can liberate their nature and truly become the builder of the campus!

▲项目视频

与城市对话——场地环境的思考与回应

高新区大量人才的引进，对于优质教育资源需求激增，与此同时，在这个快速发展的中心地带，每一寸土地都需要被高效利用。

With the introduction of a large number of talents in the high-tech zone, the demand for high-quality educational resources has surged, and at the same time, every inch of land in this rapidly developing central area needs to be used efficiently.

为了缓解高密住宅与繁华商业带来的负面情绪，我们将运动场、体育馆及餐厅置于用地外侧，阻隔来自外界的干扰，同时便于周边社区共享。

To alleviate the negative impact brought by high-density housing and bustling business, we place the sports field, gym and restaurant in the outside area to block interference from the outside and also easily share with the surrounding community.

▲校园周边被高层环绕

南侧北塘河景观带景色优美空间开阔静谧，为何不把普通教室朝向最美的景观呢？普通教室朝向南侧开阔的视野与景观一字排开，通过正南北呈锯齿状的排布形成自遮挡辅以层间遮阳挑板来减少直射阳光的刺激，使日光更柔和。

The Beitang River landscape belt in the south has beautiful scenery and wide vision. Why cannot we place the classrooms towards the most beautiful landscape? The open view of the classrooms is lined up with the landscape. The zigzag arrangement forms a self-shield with interlayer shading panels to reduce the stimulation of direct sunlight and make sunlight softer.

▲校园南侧拥有绝佳的景观视野

▲小学面向南侧城市公园丰富的形态

校园专业教室和各类大小的学术交流区围绕中庭集中设置，衔接南北，最大化预留绿色开放空间。

Professional classrooms and academic exchange areas of various size are centrally set around the atrium, connecting the north and south, and maximizing the reserve of green open space.

▲小学运动场侧形体关系

▲小学运动花园

▲小学丰富的形体组合

▲小学架空风雨跑道

我们试图通过地上港湾式缓冲空间与地下机动车接送流线来解决接送难题，围墙也不再被视为界定校区边界的消极构筑物，而是通过退界巧妙地结合造型，给家长提供了遮阳避雨的室外休憩空间。

We try to solve the pick-up problem through the buffer space on the ground and the underground vehicle flow line. The wall is no longer regarded as a negative structure that defines the campus boundary. The design cleverly combines the shape through the retreat boundary to provide parents with an outdoor rest space.

与校园对话——立体的创造性学习社区

每个班级都能形成一个“家”的概念，而承载班集体的容器便是教室，孩子们开始建立归属感，那么教室之间就形成了“班级邻里”的概念。我们希望引导班级之间的共享交互是亲切且包容的，鼓励孩子们勇敢地跨出交往的第一步。

Each class can form a concept of "home", while the container is the classroom. It is where children begin to build a sense of belonging, and the concept of "class neighborhood" is formed between the classrooms. We hope to guide the shared interactions between the classrooms to be cordial and inclusive that can encourage children to participate in social activities.

▲爆炸轴测

普通教室内部的个性化辅导区，是班集体专属的拓展空间，门口的玄关空间，是班级在邻里关系中的过渡空间，更能提供心理上的安定，学生可以放心大胆地展示他们的个性，培养社交意识；北侧错动的空间与阳台则是同年龄段学生共享的非正式学习场所，而这些空间共同组成了学习社区中的“班级邻里”。

The personalized tutoring area inside the classroom is the exclusive expansion space of the class. The entrance space is the transition space of the class in the neighborhood. It can provide psychological stability. Students can show their personality and cultivate social consciousness. The staggered spaces and balconies on the north side are informal learning spaces shared by students. Theses spaces form the "class neighborhood" in the learning community.

▲教室前的玄关空间

▲教室南向开阔的景观视野

▲教学区公共走廊

▲天光活动室

校级共享空间又环绕着教学综合体中庭设置，便于学校根据不同的教学计划打造成沉浸式的主题博物馆，集教育主题展览、体验式互动、项目式学习、开放式教学空间多功能于一体，形成我们所期待的立体的创造性学习社区。

The school-level share space is set around the atrium of the teaching complex, which is convenient for the school to build an immersive theme museum according to different teaching plans, integrating theme exhibitions, experiential interaction, project-based learning and open teaching space, forming the three-dimensional creative learning community we expect.

▲流动的中庭共享空间

▲二层共享中庭

▲开放阅览空间

▲中庭可以开展各种功能

小学与幼儿园并非完全割裂，景观通廊是南侧景观带的延续，也是成长的纽带空间。

The primary school and the kindergarten are not completely separated. The landscape corridor is a continuation of the south landscape belt, and also a bond space for growth.

▲小学与幼儿园之间的共享广场

▲小学与幼儿园间的景观通廊

与孩子对话——空间王国，光影游戏

在室内外空间的组织模式上，我们试图模糊教学空间与交通构件的界限，采用尺度丰富的中庭、下沉庭院、层层屋面、廊道灰空间等来串接地上地下的各类教学单元，营造了无处不在的非正式学习空间。当孩子们去探索、疑问、沟通的时候，学习便产生了，而正是这些流动的空间组成孩子们的梦想王国。

In terms of the organization mode of indoor and outdoor space, we try to blur the boundary between teaching space and transportation components. Different kinds of space like atrium, sunken courtyard, roof space and corridor space are created to connect various teaching unit above and below ground, forming ubiquitous informal space. Learning occur when children explore, question and communicate, and it is theses flowing space that form children's dream king.

▲花园中的校园

▲剖透视

▲地上地下连续的庭院空间

▲下沉庭院与流动平台

▲运动馆室外活动平台

▲朦胧的建筑夜景表皮

光影联系着万物，空间离不开光影。

校园整体的素雅的浅灰色基调中，通过建筑形体的退叠、穿插、架空来搭建光影，浅灰色的穿孔板，铝板和木纹肌理的清水混凝土的运用则将不同的光影效果传递到室内。同样的色彩基调，不同表面肌理与质感，形成非常饱满的视觉体验。

Light and shadow links everything, while space cannot be separated from light and shadow.

In the elegant light gray tone of the whole campus, light and shadow are constructed through the folding, interspersing and overhead of the architectural form. The use of light grey perforated panels, aluminum panels and fair-faced concrete with wood texture conveys different light and shadow effects to the interior. The same color tone while different surface texture forms full visual experience.

▲小学流畅的造型及材料组合

▲建筑局部

▲立面局部

▲轻盈的击孔铝板表皮

▲清水混凝土与光影

▲中庭的光与影

小小的光影变幻着，是孩子们最真实的游戏，追逐着，探索着，梦想着。我们希望在一个童趣柔和的环境里，由孩子们自己成为校园的画笔，有机生长。

The light and shadow chance is the most real game for children. They are chasing, exploring and dreaming in this campus. We hope children could become campus painter and grow organically in this childlike environment.