“儿童建筑”：为什么所有孩子都必须学习建筑学！！！
“Architecture for kids “: Why all children must learn architecture !!!

由专筑网李韧，韩平编译

2015年，在西班牙加利西亚的Ceip Praza de Barcelos小学举办了一个叫做“Arquitectura Para NiñOS”的活动项目，也可以称为“儿童建筑教育计划”，主要为学校四年级的学生们介绍建筑课程。

In 2015, an educational initiative of a local project called “Arquitectura Para Niños” or “Architecture for Children” had taught an introductory architecture course to fourth-year students of the Ceip Praza de Barcelos primary school in Galicia, Spain.


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“在当今这个信息爆炸时代，孩子们必须学会如何定位和筛选开发自己的内容。”团队领导者Ana Barreiro、Marta Guirado和Africa Martinez解释说。

该项目成功地通过合作的学生，教师和家长来扩大教育内容，他们一直非常支持这种创新的思想。通过亲身体验，孩子们现在可以观察和反思建筑内容，同时还能学习其他科目，例如自然科学、地理、数学、艺术教育和英语等相关学科。

“Society today is under information overload, children need to learn to locate and filter it through and develop their own content, explains the initiative team led by Ana Barreiro, Marta Guirado and Africa Martinez.”
The project succeeded through the collaboration of students, teachers, and parents who have been very interactive and receptive to this innovative idea and are now working on extending the educational project. Through hands-on experience, children are now able to observe and reflect on architectural content while learning other school subjects like Natural Sciences, Geography, Mathematics, Art Education and English.


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另外，该项目也入选为2014-2015年度是为EducaBarrié学术计划，从而成为一种新的教育模式在加利西亚的公立学校中推广。

The project was selected for the EducaBarrié scholarly program from 2014 to 2015 and was supported by the Barrié Foundation to be considered as a new model of education in the public school in Galicia.


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该项目采用积极的学习方法，鼓励孩子通过学习来探索更深层次的具体内容。通过引导游戏让孩子们学习批判性思维，从而更加了解他们所生活的环境。

学习内容由七个单元组成，在这里孩子们可以探索材料、观察空间，并从他们的生活中发现更多有用的信息。

The program was developed to adopt active learning methodologies to encourage children to learn through activities designed to explore specific content more deeply. The children learn critical thinking and become more aware of their environment through guided play and discovery-learning.
It consists of seven units where children explore the characteristics of materials, make observations about space and discover more about the areas they live inhabit.


七个单元设置如下：

第一部分：躲避。动物和人类行为：孩子们学习如何通过一些节点和线条建立一个休息场所，从而了解建筑的结构系统。

The seven units or sessions that children are taught are:
Session 1: Shelter. Animal and human behavior: The children learn all about building a shelter using a set of bars and nodes to understand structural systems.


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第二部分：住房。地方和社会因素：让他们了解一个模型的建立过程，每个孩子用纸箱、彩纸、剪刀和胶水建立一个假想的房子。

Session 2: Housing. Territorial and social factors: They learn about the Construction of a model: Each child builds a model of an imaginary house from a cardboard box using colored paper, markers, scissors and glue.


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第三部分：人体测量学。测量和比例：孩子们学习规划和测量：
A）选定一个标准间。每一个孩子用彩色胶带创造了一个比例为1:1的房间。
B）测量。每个孩子用卷尺测量他们每天使用的桌椅。
C）规划出一个房间。每个孩子在30×30厘米的网格内画定区域，然后他们在其中放置卧室的主要物品（门，窗，家具），并记录它们的尺寸。

Session 3: Anthropometry. Measure and proportion: Children learn about planning and measurements through various processes as:
a) Staking a standard room, each child recreates a room at a 1:1 scale using colored tape.
b) Measurements, where each child uses a tape measure to take measurements of the chair and desk that they use every day.
c) Planning out a room as each child draws the floor of his room on a grid of 30 x 30 cm. They then place the major aspects of their bedroom (doors, windows, furniture) and record their dimensions.


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第四部分：尺寸与基本建筑词汇。孩子们玩各种游戏来学习建筑词汇
（A）尺寸游戏：每个孩子画一个木棍人物来展示适当的尺寸。
（B）孩子们的建筑：每个学生写一篇名为“我最喜欢的房子”的故事，必须用到指定的词汇表中的一些单词（30个单词中至少用到6个）。

第五部分：建筑工具。模型和规划：在这一节中，孩子们将从规划发展到真正的实地考察，他们的任务是纠正实际规划中所出现的错误，包括那些没有表达在图面上的错误。

第六部分：即时环境。观察：小组观察一个1：100的广场模型，通过头脑风暴进行讨论，每个学生列出广场空间的优缺点。然后在两周的时间里，学生们独立地为该空间提出改进意见。

Session 4: Scale and basic architectural vocabulary: The kids play various games and undertake activities to learn architectural vocabulary through
a) The scale game: where each child draws a stick figure person to demonstrate the appropriate size.
b) Architecture for kids: Each student writes a story with an architectural theme titled “My favorite house” using some words from an assigned vocabulary list (at least 6 of the 30 words).
Session 5: Tools of the architect: Models and plans: In this session, the children go from plans to the real word in a Fieldwork where their task is to identify objects on plans in reality and then correct the plans to include objects that didn’t appear on their sheets.
Session 6: Immediate surroundings. Observations: Group brainstorming session are undertaken on an up to date model of the Plaza de Barcelos made at 1: 100 scale, where each student makes a list of advantages and disadvantages of the space. Then the students move on to a related exercise where, over the course of two weeks, they work individually on a new proposal for the space.


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第七部分：即时环境。实践。

收集学生提出的改造环境的建议，找出学生们提及次数最多的问题，并予以解决。

Session 7: Immediate surroundings. Action
All the individual proposals made by students to transform the environment are collected, and the most commonly repeated aspects are combined in attempting to solve the problems of the spaces.


Courtesy of Taller Abierto


Courtesy of Taller Abierto


Courtesy of Taller Abierto


Courtesy of Taller Abierto


Courtesy of Taller Abierto


Courtesy of Taller Abierto


Courtesy of Taller Abierto


Courtesy of Taller Abierto
   

出处：本文译自www.arch2o.com/，转载请注明出处。