教育学家卡尔·雅思贝尔斯谈论教育应该是“一棵树摇动另一棵树，一朵云推动另一朵云，一个灵魂唤醒另一个灵魂”。其根本任务是关注人的精神世界。基于当代教育建筑趋同化，传统教育建筑难以适应不断更新的开放式的教育理念，本案探索如何将水泥森林，束缚天性，缺乏关爱的传统校园建筑营造为绿树环绕，释放天性，温馨如家的创新型校园。希望通过对柏溪中小学的创新设计，为未来我国学校建筑的设计提供经验。

Abstract
Karl Theodor Jaspers, a German educator, said that education should be "a tree shaking a tree, a cloud to promote a cloud, a soul awaken another soul". Its fundamental task is to pay attention to people's spiritual world. Based on the convergence of contemporary educational architecture, traditional educational architecture is difficult to adapt to the constantly updated and optimistic education concept. Furthermore, this design would explore how to construct the cement forest, nature-binding and uncaring traditional education buildings into the liberating, warm as home, and innovative school surrounding with green trees. It is expected that the innovative design of Baixi Primary and Secondary school could provide extraordinary experience for the future school architectural design in China.




第一节背景

1.1 规划条件

在满足任务书规定的小学36个班，中学30个班的条件下，根据完全小学生均19.88㎡，完全中学21.24㎡的用地面积标准，需要63936㎡的用地面积，相对任务书的49600万㎡，用地情况较局促。场地内东西侧约158米宽，高差40米，南北向358米最大高差52米，山地特征明显，不利于较大密度的建筑布局；其次任务书要求布局400米标准操场，场地西侧边界有两条220千伏高压线贯穿用地南北，因此场地西侧不宜布置教学建筑。（附图：场地高差）

Background
1.1 Planning Condition
According to the standard of 19.88 square meters for primary school students and 21.24 square meters for middle school, 63,936 square meters of land area is required to meet the requirements of 36 classes for primary school and 30 classes for middle school. Compared with the 496 million square meters in the task book, the land situation is relatively limited. The site is about 158 meters wide from the east to the west, with a height difference of 40 meters, and 358 meters from the south to the north, with a maximum height difference of 52 meters. The mountain features are obvious, which is not beneficial to the building layout with large density. Secondly, the assignment requires the layout of a 400-meter standard playground. There are two 220kV high-voltage power lines on the western boundary of the site running through the north and south of the site, therefore, teaching buildings should not be arranged on the western side of the site.




第二节 策略

学校的发展使得未来学校不一定像学校，可能兼具各种功能，像游乐场，科技馆，体育场，也可能像一个小型社区或一个大公园，一切皆可能。学校依据学生独立个体的喜好与特征创造多元的物理环境，配合其素质教育的教学发展，更重要的是我们把学习和生活融入进去后发生的化学反应！（附图：草图推演）

Strategy
The development of schools makes the future school not necessarily like a simple school, it could be qualified with a variety of functions, such as amusement park, science museum, stadium, but also like a micro community or a tremendous park. Everything is possible. The school creates a diversified physical environment according to the preferences and characteristics of the students as independent individuals to cooperate with the teaching development of quality-oriented education. What is more important is the chemical reaction after we integrate study and life into the school!




2.1 梦想森林+Park

设计充分尊重生态本底，将公园绿地、黑沟水库、学校用地、市政绿地统一融合考虑，通过一个“大平层”有机缝合串联了场地周边，从而填补了最后一块绿色拼图。平层屋顶呈波浪起伏，内部形成采光天井，便于下层功能通风采光。起伏的绿色屋顶形成丰富的空间节点，在局促的用地上为孩子们搭建了一个开阔的屋顶平台，成为孩子们课后的“寻梦乐园”，鼓励学生释放天性，勇于探索。（附图：绿色拼图、梦想森林park）

2.1 Dream Forest+Park
The design sufficiently respects the ecological background, and considers the green park, Heigou reservoir, school land and municipal green space in a unified way. The final piece of the green puzzle is filled with a "penthouse garden", which is organically stitching and connecting the periphery of the site. The flat floor roof is undulating, forming a lighting atrium inside, facilitating the function of ventilation and lighting in the lower layer. The undulating green roof forms diverse space nodes, and constructs an open roof for children on the cramped land. It becomes a "dream paradise" for children after class, encouraging students to release the real nature and the dare to explore.






2.2 共享综合体

教学空间更像是一个个的神经元，学生穿梭其中，素质教育的发展使得孩子们对综合课程的需求增多，往来交互频繁，基于空间组织高效的前提，本案构建了一个“超级神经元”的综合体，将中小学共用的图书馆，风雨操场以及文化、艺术等素质教育功能集中布局在“大平层屋顶”之下，形成校区庞大的“教育共享综合体”。强化校区的素质教育体系。（附图：共享综合体）

2.2 Education Sharing Complex
The teaching space is more like a series of neurons, and students wander through it. With the development of quality education, children have more demands for comprehensive courses and frequent interactions. Based on the efficient organizational space, this design builds a complex with "super neurons". In this design, the library, playground, culture, art and other quality education functions shared by primary and secondary schools are concentrated under the "penthouse garden", forming a enormous "education sharing complex" of the schools, and strengthening the quality education system of the schools.




2.3 独立教区

校区的基本教学单元呈聚落组团式布局，建筑层层退台，形成四个独立的“山形”组团，便于不同年级学生独立参与课程，互不打扰。建筑退台形成丰富的共享露台，为学生的交流提供了更多的场所。四个教学组团漂浮在起伏的屋面之上，整体形态呼应了山城的丘陵地形，营造了一个丘陵上的公园式学校。（附图：独立校区）

2.3 Separated Teaching Units
The basic teaching units of the campus are arranged in a cluster. Each unit has the open terrace and forms four separated "hill-shaped" blocks. Therefore, students of different grades can participate in the course independently without disturbing each other. The open terraces provide more shared places for students to communicate. Furthermore, these four teaching units floating above the rolling roof echoes the typical topography of Chongqing, which creates a park-like school on the hill.




2.4 社区融合

传统学校由于布局受限，以及自身安全考虑，因此很难做到对公众开放，但是学生寒暑假长达三个多月的时间内，学校处于空置期，势必造成公众资源的浪费。本案得益于大高差而衍生的“垂直校园”具有较强的可实施性。独立布置的基本教学单元和垂直布置的交通体便于校区形成封闭的上行出入口，保证基本教学单元的独立使用。同时也保留下行出入口，将校区的“教育综合体”如图书馆、操场等功能整体对外开放。（附图：社区融合）

2.4 Community Integration
Considering the functional layout and students’ safety, the traditional school usually is not open to the public, which inevitably causes the waste of public resources during the vacation period. The concept of "vertical school" derived from the typical topography is supposed to an effective resolution. Separated teaching units and vertical circulation form two separated systems. One is working for basic teaching activities, the other is working for the public use such as the muti-functional building, libraries, playground, etc.




第三节 形态生成

建设场地较平坦一侧植入“教育共享综合体”功能空间；结合内部功能在屋顶上形成天井采光通风；在金通大道形成校区的主要出入口，嵌入校区的精神堡垒构筑物“星光大厅”，让星光洒满孩子们的童年，也可作为家长接送孩子的一个前驱广场；四个独立教学组团架空于“屋顶”之上；核心教室像插件，标准化的置入到每个组团内部，形成核心教学区；最终通过对整体形态的优化，形成一个错落有致的空间形态，达到建筑屋顶、露台、直至全方位的绿化系统覆盖。（附图：形态生成系列图，最好合成gif生成动图）

3.0 Design Process
The main functional spaces are located on more flat areas of the site which forms a "Sharing Education Complex". Embodying the spirit of the school, the main entrance of the school named "Starlight Hall" is located on Jintong Avenue and it can also be used as an open square for parents to pick up and drop off their children. Four separated teaching units are laid on the “green roof”. Classrooms are inserted to each block like plug-ins to form the core teaching area. Combining with the landscape , the all-round green system is formed by the “green roof”, open terraces, and playground.




第四节 场景营造

丰富的建筑退台，带来更多的景观机会，教室内绿树环绕，为学生提供了一个怡人的学习环境。（配图）针对尺度较大的露台可以进行趣味化的交互空间设计，满足学生更多的交流需求，甚至可以作为学生的课外教室，开展如农业苗圃，夜间观星屋等课程。（附图：场景轴测）

4.0 Scenario Recreation
Open terraces and greens in the classroom provide a pleasant learning environment for students. The large scale terrace can even be used as outdoor classrooms for students, organizing agricultural nursery, night stargazing activities.








本设计对场地内的大高差进行了回应，多层地面的设计试图为孩子们构建一个更立体的社交空间，呈现一个“垂直校园”的空间模式；同时构建了一个“超级共享屋面”与周边城市景观相互渗透，建筑组团从地表剥离，悬浮在起伏的屋面，像四座漂浮在山林中的城市半岛；（附图：鸟瞰及实景融入）

Responding to the topography, the concept of “vertical school” attempts to make muti-dimension spaces for students to communicate. At the same time, the "super shared roof" penetrates with the surrounding urban landscape. All the buildings are located on the rolling green roof, like four urban peninsulas floating in the mountains and forests.




夜间晚自习，学校灯光璀璨，教学组团如同漂浮在海浪之上的一艘艘航船，寓意莘莘学子乘风破浪前行；（配图）




清晨薄雾由湖面冉冉升起，整个校区静谧淡雅，准备迎接孩子们奇幻的一天；（配图）




东侧与城市主干道相隔40米宽的市政公园，架空的建筑空间让周边公园景观无息的渗透到校园内部，营造建筑，景观，室内融合的无边界感。（配图）




入口大厅区别于传统的学校入口：传统校区入口较小，上下学瞬间人流量增多易造成拥挤，且未考虑到父母接送时停留空间；作为校区核心公共开放空间，为学校举办课外活动：书画展，跳蚤市场等活动提供场所；连续拱券型构筑物也是学校的精神堡垒；（配图）




北侧为小学专属出入口，南侧为初中部专属出入口，后期可以根据学校管理需求进行出入口的平衡封闭管理；（配图）




“超级共享屋面”承担了校园的慢行系统，起伏的微地形与趣味化的中庭景观成为学生课后的“动力站”天井与架空可以实现自然采光通风，且相对于特殊天气有遮风避雨的功能；（配图）




突破传统教学空间，本案将整个学校的非正式教学空间及其它综合功能合理串联在“超级共享屋顶"之下，形成“共享教育综合体”这是当下教育建筑对不断更新的教育理念最好的回应；（配图）



项目名称：柏溪九年一贯制学校
地点：重庆市渝北区金通大道
设计单位：中机中联工程有限公司 建筑创作与城市发展研究院
建筑师：黄莺
设计团队：余定军 罗飞 白娟 李观瞳 陈梅 唐熙林 罗家睿 汪思涵
业主：重庆渝高新兴科技发展有限公司
基底面积：49600㎡
建筑面积：65890㎡
项目设计 & 完成年份：2021.03（在建，预计21年年底落成）

Project name: Adaptation design of educational space：Baixi Nine-year School
Location: Chongqing Yubei Distract Jintong Avenue
Keywords: Vertical campus, sharing complex, Forest park, community integration
Design company: Institute of Architectural Design and Urban Development，CMCU Engineering Co.,Ltd.  
Architecture: Ying Huang
Design team: Dingjun Yu, Fei Luo, Juan Bai, Guantong Li, Mei Chen, Xilin Tang, Jiarui Luo, Sihan Wang
Owner: Yugao Xinxing Technology Development Co., Ltd.
Site area: 49600㎡
Construction area: 65890㎡
Design year & Completion Year: 2021.03（Under Construction)


来源：本文由中机中联工程有限公司提供稿件，所有著作权归属中机中联工程有限公司所有。