这所学校设计，打破了传统 |最美学校

　　绿树掩映之中，浅色而完整的形态使学校呈现出一种谦逊的态度-摄影师夏至

　　学校西侧走廊的长条形开窗，教师休息室的自由开窗正对着校园西侧的大片田地-摄影师夏至

　　在明代，中国杭州发明了一种新的教学方式，让教育更自由、更开放、更接近自然，老师们在一条小船上给学生上课，船在荷花和水中的树木间漂浮。今天，杭州崇文实验小学，传承了这一地方数百年前的教学传统，立志创造一个新的空间，弘扬这种教育精神。

　　In Ming Dynasty in Hangzhou, China, a new way of teaching was invented to make education more free, open and closer to the nature, where teachers giving classes to students in a boat floating through the lotus and trees in the water. Today, Hangzhou Chovan Experimental School, inherited this local tradition from hundreds of years ago, aspired to create a new space to carry forward this spirit of education.

　　南入口的门厅可以作为家长的等候区-摄影师夏至

　　南入口等候门厅-摄影师宋肖澹

　　尊重自然就是尊重自由和开放。在设计杭州崇文实验小学时，我们从儿童认知的天性和教育的本质入手。

　　To respect nature is to respect freedom and openness. We started with the nature of children’s cognition and the nature of education when designing the campus of Hangzhou Chovan School.

　　南入口门廊是主体建筑内门厅的延伸，家长可以在此等候接送孩子-摄影师夏至

　　南校门的双入口门厅设计，上下学高峰时段可以分流；门廊提供雨雪天连续的通道空间-摄影师夏至

　　在传统的教育体系中，考试成绩已被公认为衡量学生学习成绩的唯一标准，这使得从教师到学生的“教学”要远远高于强调“循序渐进”的“教育”；教育活动也变得越来越简单。

　　因此，儿童文化教育的多样性逐渐被抹去。儿童认知的巨大自由决定了教育的多维发展，一个层次丰富、复杂的地方更有利于儿童智力的发展。

　　In traditional education system, the result of test has been recognized as the only criterion of evaluating the performance of a student, which brings “teaching” that goes from the teacher to the student much higher than “educating” that emphasizes on gradual cultivation; and the educational activities are getting simplified. Thus the diversity of children’s cultural education is gradually erased. The great freedom in children’s cognition determined the multi-dimensional development of education, and a place with multi-layered complexity would better help the intellectual development of children.

　　教室和港湾空间在立面上的滑动形成变化-摄影师夏至

　　南立面，巨型牛腿柱支撑起架空层-摄影师夏至

　　当孩子们来到学校，他们不知何故被封闭在一个小社会里，在那里不仅有时间，而且有空间供他们学习和发展。在一起学习的过程中，孩子们可以通过共同的项目和类似的活动互相学习，无论是短距离的比较还是远距离的观察，我们的目标是让这样的学习在校园更容易发生。

　　因此，我们抛弃了传统学校中强化的线性空间，而是建立了一个更复杂、层次更丰富、结构更丰富的空间。通过三维空间的编织，我们创造了更多的身体接触点和视觉接触点，这给孩子们带来了更多的机会去相互观察和学习。

　　When children come to the school, they are somehow enclosed in a small society where not only time but also space are provided for them to learn and develop. While studying together, children can learn from each other through shared projects and similar activities, either by comparison within a short distance or by observation from a long distance. Our goal is to make such learning easier in the campus. Therefore, we abandoned the intensified linear space in traditional school, instead, we established a more complicated space with rich layers and structure. By weaving the space in a three-three-dimensional manner, we created a lot more spots for physical and visual contact, which brings a lot more opportunities for the children to see and to learn.

　　架空拓宽了校园的活动范围，模糊了建筑的内外边界-摄影师夏至

　　架空层-摄影师夏至

　　我们在校园中轴线的中庭设计了一座橘红色的“山峰”。它是一组从地面到天花板的曲折和旋转楼梯。透明的玻璃屋顶引入自然光，为“山峰”增添了明亮和温暖。“山峰”有不同的入口，通向不同使用功能的平台(如表演舞台、画廊、阅读空间等)。楼梯悬挂在中庭，被分成不同高度和角度的组。当学生沿着楼梯走的时候，他或她将能够捕捉到这个三维空间中发生的各种活动。

　　We designed an orange-red “mountain” in the atrium on the central axis of the campus. It is a group of folding and turning staircases that go from the ground to the ceiling. The transparent ceiling with glass windows brings in the natural light, which adds brightness and warmth to the “mountain”. The “mountain” has difference entrances which lead to platforms of different functions (for example, performance stage, gallery, reading space, among many others). The stairs are suspended in the atrium and are divided into groups of different heights and angles. When a student is walking along the stairs, he or she will be able to capture the various activities taking place in this three-dimensional space.

　　体育馆朝向操场的一面设计为全落地玻璃，提供了无遮挡的视野和充足的光照-摄影师夏至

　　体育馆北立面-摄影师夏至

　　另一方面，正统教育体系注重知识的灌输，而忽视了独立思考的培养。世界不仅宽广，而且深刻。除了掌握全面的知识，还应该培养学生独立思考，深度探索世界的能力。独立思考需要身体上的独处。因此，除了交流和玩耍，学生们还需要在这个公共区域安静地思考和反思，一个允许公共和私人之间切换的空间。

　　On the other hand, orthodoxy education system focuses on the indoctrination of knowledge while somewhat ignores the training of independent thinking. The world is not onlyof great width but also profundity. In addition to the taking of comprehensive knowledge, the students should also be cultivated to think independently to explore through the depth of the world. Independent thinking requires physical solitude. Therefore, the students also need quietness to think and reflect in this communal area in addition to communicate and play, a space that allows the switch between the public and the private.

　　体育馆东北角，学生可以从一层直接到操场，也可以通过二层平台转折而下-摄影师夏至

　　体育馆东立面窗户的构成-摄影师夏至

　　首先，我们将校园定义为一个拥有许多不同功能的小庭院。小学部有三个庭院，幼儿园有一个庭院，综合体和操场之间有一个庭院。与传统规划中的线性布局不同，庭院规划给空间带来一种中心感，给我们的心灵带来平静和专注；除了幼儿园的庭院，其他的庭院都下沉到地下，给空间带来更多的安静。

　　二是将一楼三间图书馆的平面图设计为一个三角形、一个圆形、一个正方形，它们都“漂浮”在下沉的庭院之上，享受着最宁静的阅读和思考氛围；

　　第三，我们在每层留下了一些“无用”的空间，可以灵活地用于不同的目的。教室之间也有由走廊连接的“港湾”。这些“港湾”的面积与教室的总面积相似，几乎是教室学习和活动空间的两倍，每个学生在这里也更容易找到自己的位置。其中一些“港湾”可以被用作小型剧院、图书馆、画廊和小型工作室。

　　当有集体活动时，它们就是富有活力的港口，当只有一个学生独自享受孤独时，他们就像一个安静的港湾一样平静下来。

　　First, we defined the campus as a courtyard with many smaller courtyards of different functions. There are three courtyards in the primary department, one courtyard in the kindergarten and one between the mixed-use and the playground. Different from the liner layout in traditional planning, the courtyard plan offers a sense of centricity to the space, which brings calmness and concentration to our mind; Except the courtyard of the kindergarten, other courtyards were all sunken to the underground to acquire more quietness to the space. Second, the floor plans of the three libraries in the first floor were defined as a triangle, a circle and a square, all of which were “floating” over the sunken courtyards, enjoying the most tranquil atmosphere for reading and reflection; Third, we left a few “useless” spaces in each floor which can be flexibly occupied for different purposes. There are also “ports” between classrooms that are connected by the corridor. The area of those “ports” are similar to the total area of the classrooms, which almost doubled the space for learning and activities, it is also much easier for each student to find a place for himself or herself here. Some of these “ports” can be occupied as small theaters, libraries, galleries and small studios. They become energetic when there are group activities, and calm down as a quiet harbor when there is only one student enjoying his or her solitude alone.

　　教学建筑面向操场的一侧需要良好的视野，加强运动的参与感-摄影师夏至

　　宿舍的立面直接反映了内部空间的功能分布-摄影师夏至

　　在校园景观设计方面，我们在保留尽可能多的绿地后，设置了一条越野跑道。模拟并设置道路上的各种地质环境，如沙漠、湿地、草原、原始森林等。我们进一步结合了越野跑道和建筑内部的空间，创造了一条水平穿过整个校园的道路，同时在垂直方向发生了巨大的变化，这对学生的身体和智力状况都提出了更大的挑战。

　　Regarding the landscape design of the campus, we put a cross-country runway after retaining as much green land as possible. Various geological environments were simulated and set on the path, for example, desert, wetland, grassland, primeval forest, among many others. We further combined the cross-country runway and the space inside the buildings to create a path that horizontally go through the entire campus while changes dramatically in vertical direction, which posed bigger challenge to both physical and intellectual status of the students.

　　宿舍东立面窗户构成-摄影师宋肖澹

　　直达二层的大楼梯更好地分流学生-摄影师夏至

　　最后，我们升级了景观设计和多功能建筑的屋顶变成一个小农田，种植季节性大米、水果和蔬菜,然后学生不仅可以欣赏绿色植物，也能从事一些农活能知道更深层次学习的价值。

　　Finally, we upgraded the landscape design and turned the rooftop of the multifunctional building into a small farmland, planted with seasonal rice, fruits and vegetables, then students can not only appreciate the greenery, but also engage themselves to some of the farm work to possibly know deeper the value of learning.

　　正方形图书馆庭院，大阶梯下是阶梯教室-摄影师夏至

　　三角形图书馆及下沉水庭院-摄影师夏至

　　圆形图书馆及圆形剧场-摄影师夏至

　　圆形图书馆及圆形剧场日景-摄影师夏至

　　圆形图书馆及圆形剧场夜景-摄影师夏至

　　中轴线空间局部放大成为学生课外共享活动场所-摄影师夏至

　　上下错动的采光中庭空间-摄影师宋肖澹

　　上下错动的中庭空间-摄影师宋肖澹

　　中庭展览空间-摄影师宋肖澹

　　不同楼层的空间渗透和视线交汇-摄影师宋肖澹

　　中轴线楼梯的上下贯通的空间-摄影师宋肖澹

　　橙色的楼梯群-摄影师夏至

　　中轴线楼梯用了三种基本形态的楼梯形式，组合出了富有动感的空间-摄影师夏至

　　楼梯成为交流空间-摄影师宋肖澹

　　中轴线楼梯-摄影师宋肖澹

　　中轴线楼梯成为师生最喜欢的活动空间-摄影师夏至

　　楼梯的悬空设计，让学生体验到简洁的力学美感-摄影师夏至

　　中轴线楼梯下望，可以直接到达地下层空间-摄影师夏至

　　中轴线楼梯的转折变化-摄影师夏至

　　中轴线楼梯的转折变化，提供多样的视角和相遇-摄影师夏至

　　中轴线的楼梯群-“山峰”，在阳光照耀下熠熠生辉-摄影师夏至

　　学校总平面

　　综合楼屋顶平面

　　综合楼一层平面

　　综合楼二层平面

　　综合楼三层平面

　　综合楼四层平面

　　综合楼地下层平面

　　宿舍一层平面

　　宿舍二层平面

　　宿舍六层平面

　　模型

　　校园整体轴测图解

　　空间分解轴测图

　　上课时间活动图解

　　课余时间活动图解

　　建筑师：度向建筑

　　设计负责人：宋小超、王克明

　　设计团队：熊天宇、高鹏飞、莫言、唐福明、张昊、邵一梁

　　面积：64000.0平方米

　　年份：2018

　　摄影：夏至、宋肖澹

　　客户：杭州市世纪新城管委会

　　-end-

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