在鲁迅的笔下，百草园与三味书屋是两处氛围截然不同的场所：前者是充满想象、故事、趣味的儿童乐园，后者则是规矩、严肃、严厉的“学校”。时至今日，类似的感受在中小学生中仍较普遍。似乎，玩耍和学习是两个顾此失彼的事物，很难兼得：学生在学校的生活就应该以学习为主，玩耍只能作为学习的辅助，玩多了即为玩物丧志。
In Lu Xun’s writing, Hundred-Plant Garden and Three-flavour Study are two places with completely different atmospheres: the former is a children’s playground full of imagination, stories, and fun, while the latter is a “school” with rules, seriousness, and strictness. To this day, similar feelings are still common among primary and secondary school students. It seems that playing and learning are two things that cannot be achieved simultaneously: students should focus on learning in school, and playing can only serve as a supplement. Playing too much is a bad thing.
▼项目视频，project video ©️ 明境建筑摄影（郭明，徐超）
如今，设计一所为教育服务的学校，我们认为在设计之前，很有必要了解教育的发展趋势与最新特点，看看今天的教育已经或即将成为的样子。
Nowadays, designing a school that serves education, we believe that before designing, it is necessary to understand the development trends and latest characteristics of education, and see what education has become or is about to become today.
▼项目概览，overview of the project ©️明境建筑摄影
▼俯瞰项目，top view of the project©️明境建筑摄影
01
设计前提：教育的变化
The Premise of the Design : Changes in Education
当代，信息技术的革新改变了知识的存储方式与学习方式，使教育者不断探索新的教育方向与形式。总体而言，与以往关注知识技能掌握的多寡不同，如今的小学教育更加注重培养学生学习的能力。在具体的教学实践中，很多学校也突破传统的行政班授课制、班主任制，实行探究式、启发式教学。教学活动中的师生课堂关系也发生了改变，学生主体、教师主导，赋予学生更多的学习自主权。教学活动逐渐模糊“课上”与“课下”的界限，教学行为所发生的场所也模糊了课室内与课室外的界限。这一教育发展新特点为接下来的项目设计提供了落足前提。
In contemporary times, the innovation of information technology has changed the way knowledge is stored and learned, enabling educators to explore new forms of education. Overall, primary education today places more emphasis on cultivating students’ learning abilities rather than learning knowledge and skills. In teaching practice, many schools have also broken through the traditional administrative class teaching system and implemented exploratory and heuristic teaching. The teacher-student relationship has also changed, with students being the main body and teachers taking the lead, giving students more autonomy in learning. Teaching activities gradually blur the boundaries between “in class” and “out of class”, and teaching venues also blur the boundaries between inside and outside the classroom. This new characteristic of educational development provides a positioning prerequisite for the subsequent project design.
▼沿街主入口，main street entrance©️明境建筑摄影
▼不同高度的户外平台，outdoor decks of different heights©️明境建筑摄影
02
项目概况：何为示范？
Project Overview: What is a Demonstration?
普洱市思茅区第二小学曙光校区，占地面积约31000㎡，建筑面积约20000㎡，为一所36个班的小学。该学校在立项之初被定位为区域的示范学校。设计之初，团队首先就对这一问题进行了思考：什么样的学校才能称作示范学校？
The First light Campus of the Second Primary School in Simao District, Pu’er City is a 36 class primary school, covering an area of approximately 31000 ㎡ ,with a total floorage of approximately 20000 ㎡. The school is positioned as a regional demonstration school. At the beginning of the design, the team pondered: What kind of school can be called a demonstration?
▼低层舒缓的体量，the soothing lower volume©️明境建筑摄影
▼室内外活动的共融，the integration of indoor and outdoor activities©️明境建筑摄影
▼中心活动内院，thecenter courtyard©️明境建筑摄影
解题思路可以有很多种，在本项目紧张的投资与有限的规模前提下，我们想尝试这一种思路：打造适应教育变化的全新校园空间。力图使教育的新变化在新校园中得以回应，突出教育因素在学校设计中的重要作用，为接下来其他学校的建设提供创作思路。
There are many solutions available, under the premise of tight investment and limited scale, we would like to try another approach: creating space to adapt to educational changes. We strive to respond to the new changes in education in school, highlight the important role of educational factors in school design, and provide creative ideas for other schools in the future.
▼中心活动内院，thecenter courtyard©️明境建筑摄影
03
设计思考：玩耍与学习的再理解
Design Thinking: Re-Understanding Playing and Learning
玩耍与学习的概念愈发模糊，甚至共融。玩耍可以作为学习的一种方式，学习也可以吸收玩耍的特征以吸引学生的兴趣，从而提高效率。很多校本课程的设置初衷就是基于学生的兴趣，教学方式基于提升学生热情，以达到在放松舒服的氛围下实现教学目标的目的。在实际的教学行为中，玩耍与学习的表现形式就千变万化了：一段即兴的演讲、对昆虫植物的观察、无目的的快闪表演、有组织的作品展等等，都可以作为玩耍或者学习的手段。
The concept of play and learning is becoming increasingly vague and even integrated. Play can be used as a way of learning, and learning can also absorb the characteristics of play to attract students’ interest and improve efficiency. Develop courses and teaching methods based on students’ interests and enthusiasm to achieve teaching objectives in a comfortable atmosphere. In practical teaching, there are various forms of expression for play and learning: an impromptu speech, observations of insects and plants, aimless flashes, work exhibitions, and so on.
▼不同标高处的活动空间，activity space at different heights©️明境建筑摄影
▼共享空间与立面相容，the shared space isintegrated into the facade©️明境建筑摄影
▼穿孔遮阳板，eerforated sun visor©️明境建筑摄影
04
空间设计：空间的教学需求应对
Space Design: Space Responds to Teaching and Learning Needs
基于上述研究与思考，在新学校的设计中，团队主要的着力点就是为形式多元的教学方式提供多元的教学空间，助力在学校中实现寓教于乐。
Based on the above research, the main focus of the team in the design of the new school is to provide diverse spaces for diverse teaching methods, and achieve the integration of playing and learning in education.
▼架空风雨门廊，covered porch©️明境建筑摄影
▼临近教室的户外平台，outdoor terrace adjacent to the classroom©️明境建筑摄影
首先，在大尺度上。结合不同年级和风雨操场，将整个校园划分为6个相对独立的方整体块。各体块根据用地情况、周边交通等因素进行组合，形成多个开合有序、尺度各异的方整院落，构成整体空间框架。
▼功能布局，function layout©️ Tao-zhi Studio
Firstly, on a large scale. According to different grades and the stormy playground, the entire school is divided into six relatively independent blocks. Each block is combined based on factors such as site conditions and transportation routes to form multiple orderly and scaled courtyards, forming an overall framework.
▼连廊亦是活动场地，corridoras activity space©️明境建筑摄影
其次，进入到中尺度。设计将专业教室、教学辅助用房整合成服务带，错落布置在教学楼栋下方，并处于不同的楼层。这些服务带的屋面就在不同标高形成户外活动平台和垂直院落，实现每个年级、每个年级的每层班级都有自己的专属院落，和可与其他年级或班级共用的共享院落。高低错落的布置在不同标高形成平台与架空层，丰富空间的形式、层次与体验。
Secondly, at the mesoscale, the design integrates professional classrooms and auxiliary rooms into service belts, which are staggered below the teaching building and located on different floors. The roofs of these service strips form outdoor platforms and vertical courtyards at different elevations, enabling each grade and class on each floor to have their own courtyards and shared courtyards that can be shared with other grades or classes. The staggered layout creates platforms and elevated floors at different elevations, enriching the form, level, and experience of the space.
▼功能布局，function layout©️ Tao-zhi Studio
最后，在近人尺度方面。设计根据不同年龄段小学生身心发展特点，在每个教学楼栋的普通教室周边设置形式多样、尺度各异的“无定义空间”。在形式上，有供学生进行即兴演讲、表演的小舞台和观众座椅，有供做功课的读书角，有供开展公共课程的开放教室。在尺度上，有供学生个体独处的私密休息间，有供三两个学生临时聚集的半开放讨论处，有供一个班甚至一个年级学生共享的开放阶梯教室……当然，这些场所并没有固定的使用方式，可由师生根据教学需要自行定义和重组。
Finally, in terms of human scale, design “undefined spaces” with various forms and scales around the ordinary classrooms of each teaching building based on the development and growth characteristics of students of different ages. In terms of spatial form, there are small stages for impromptu speeches and performances, reading corners for homework, and open classrooms for public courses. On a spatial scale, there are rest rooms for solitude, semi open discussion rooms for three or two students to gather temporarily, and open lecture halls for one class or even one grade students to share… Of course, these places do not have fixed usage methods and can be defined and restructured by teachers and students according to teaching.
▼秩序的柱廊与非秩序的行为，the order portico and disordered behavior©️明境建筑摄影
▼建筑语言成为行为的背景，architectural language becomes the background of behavior©️明境建筑摄影
05
教学场景：玩耍与学习在行为上的共融
Teaching and Learning Scenario: Integration of Playing and Learning in Behavior
空间只是舞台，教育才是主角，教学空间的设计其实就是教学场景的设计。在二小中，我们设想，整个学校集学习、休憩、游戏、交流于一体，空间跟随学生足迹所致。学生在这里除了进行常规学习外，还可以像鲁迅一样，种植“碧绿的菜畦”、“高大的皂荚树”，品尝到“又酸又甜的覆盆子”和“吃了可以成仙的何首乌根”。不仅与伙伴们嬉戏，也可以与鸣蝉、肥胖的黄蜂、蟋蟀们玩耍，实现寓教于乐。当然，我们的想象力仍然有限，这些只是作为师生进行教学活动的参考，后期还有赖于师生根据教学目的去继续挖掘与创造，呈现出设计不曾想过、令人惊喜的使用场景。
Space is just a stage, education is the protagonist，and the design of teaching space is actually the design of teaching scenes. In the second primary school, we imagine that the entire school integrates learning, rest, gaming, and communication, with the space following the students’ footsteps. In addition to regular learning, students can also plant “green vegetable beds” and “tall acacia trees” like Lu Xun here, taste “sour and sweet raspberries” and “eat the roots of Polygonum multiflorum that can become immortals”, and play with friends，cicadas, fat wasps, and crickets，realize the combination of education and entertainment.Of course, our imagination is still limited, and these are only used as reference for teaching activities. In the later stage, it also depends on teachers and students to continue to explore and create according to the teaching objectives, presenting surprising usage scenarios for design.
▼架空风雨操场，covered playground©️明境建筑摄影
▼结构即为装饰，structure as adornment©️明境建筑摄影
06
后记
Postscript
在普洱市思茅区第二小学曙光校区设计中，团队力图以多样化的空间形式服务教育多样化的教学需求、满足师生多样化的行为需求，将学校打造为师生学习生活的乐土，所谓“智趣方院”。“方院”，并非强调庭院或者书院，而是一种可以进行多样化学习的场所，但目的是相同的，即在过程中拥有快乐。
In the design of the First light Campus of the Second Primary School in Simao District, Pu’er City, the team strives to serve the diverse teaching needs of education and meet the diverse behavioral needs of teachers and students through diverse spatial forms, creating the school as a paradise for teachers and students to learn and live, known as the “A paradise”.”Fang Yuan” does not emphasize courtyards or academies, but rather a place where diverse learning can be conducted, but the purpose is the same, that is, to have happiness in the process.
▼多功能厅，multi-purpose hall©️明境建筑摄影
▼阶梯阅览室不同位置处的阅览行为，reading behavior at different places in the Staircase Reading Room©️明境建筑摄影
▼行为的看与被看，seeing and being seen©️明境建筑摄影
▼总平面图，site plan©️ Tao-zhi Studio
▼首层平面图，ground floor plan©️ Tao-zhi Studio
▼二层平面图，first floor floor plan©️ Tao-zhi Studio
项目名称：普洱市思茅区第二小学曙光校区
设计单位：华南理工大学建筑设计研究院有限公司，陶郅工作室
建设单位：普洱教育体育产业发展有限公司
施工单位：中交一公局集团有限公司
主创建筑师：陈子坚，苏笑悦，郭嘉
设计团队：
建筑：陈向荣，甘永俊，郭佳，刘晨蕾，刘键宏
结构：江毅，易伟文，洪洲，何啸
给排水：余晓龙，刘小刚，王琪海，马双群
电气：黄晓峰，杨翔云，原继业，刘敏君
智能化：黄志炜，苏瑞昌，高范森
景观：晏忠，冯彩霞，伍朝晖，王珊珊
暖通：陈祖铭，胡谦
节能：石刚，李宇航，许玲玲
造价：周华忠，刘付娴，吴应成
驻场：李克毅
室内设计顾问：广州中颐装饰设计有限公司（黄小青，林博凯，黄勤智）
摄影版权: 明境建筑摄影
图纸及分析图版权：华南理工大学建筑设计研究院有限公司，陶郅工作室
文字：苏笑悦
设计时间：2021年
竣工时间：2023年
基地面积：31022㎡
建筑面积：19659㎡
结构形式：钢筋混凝土框架结构
联系邮箱：251502013@qq.com
Project Name: The First Light Campus Of The Second Primary School In Simao District, Pu ‘er City
Design Company：Tao-zhi Studio, Architectural Design & Research Institute of SCUT Co.,LTD
Client: PU’ER EDUCATION AND SPORTS INDUSTRY DEVELOPMENT CO., LTD
General Contractor: CCCC FIRST HIGHWAY ENGINEERING GROUP CO.,LTD.
Leader designer :Zijian Chen , Xiaoyue Su, Jia Guo
Design Team:
Architectural Design: Xiangrong Chen, Yongjun Gan, Jia Guo, Chenlei Liu,Jianhong Liu
Structural Engineering:Yi Jiang ,Weiwen Yi, Hong Zhou, Xiao He
Water supply and Drainage Design:Xiaolong Yu , Xiaogang Liu, Qihai Wang , Shuangqun Ma
Electrical Design:Xiaofeng Huang, Xiangyun Yang, Jiye Yuan, Minjun Liu
Intelligent Design: Zhiwei Huang , Ruichang Su, Fansen Gao
Landscape Design: Zhong Yan, Caixia Feng, Chaohui Wu , Shanshan Wang
HVAC Engineering:Zuming Chen, Qian Hu
Energy Saving Design:Gang Shi, Yuehang Li, Lingling Xu
Cost：Huazhong Zhou,Fuxian Liu,Yingcheng Wu
Cost：Huazhong Zhou,Fuxian Liu,Yingcheng Wu
Interior Design Consultant: GUANGZHOU ZHONGYI DECORATION DESIGN CO., LTD(Xiaoqing Huang, Bokai Lin, Qinzhi Huang)
Photo Credits:Ming Jing Architectural Photographing
Drawing Copyright: Tao-zhi Studio, Architectural Design & Research Institute of SCUT Co.,LTD
Copywriting:Xiaoyue Su
Design Year：2021
Completion Year：2023
Site Area:31022㎡
Floorage: 19659㎡
Structural Form: Reinforced concrete frame structure
Contact: 251502013@qq.com
More：华南理工大学建筑设计研究院陶郅工作室。更多关于：Architectural Design & Research Institute of SCUTon gooood
