設(shè)計單位? hypersity architects殊至建筑

項目地點??北京市朝陽區(qū)

建筑面積??2243平方米

建成年份??2022年2月

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本文文字由設(shè)計單位提供。

01 | 回望教育空間

the Review of Educational Space

古代的教育，曾充盈著自然的氣息，學(xué)生們能夠盡情發(fā)揮天性。明代著名畫家仇英《稚子鬧學(xué)圖》展示了古代“神獸”們在村學(xué)里玩鬧的情景：趁著先生打瞌睡時，四處嬉戲、搗蛋和裝鬼臉，把書室弄得翻天覆地。氛圍是輕松愉悅的，戶外與室內(nèi)界限被打破，連結(jié)著深厚的師生情誼。

Ancient education, once filled with the breath of nature, students can give full play to their nature.The Ming Dynasty famous painter Qiu Ying "village children noisy learning picture" shows the ancient "god beasts" in the village learning play scene, in the gentleman doze off, play around, mischief and face, the library earth-shaking.The atmosphere is relaxed and pleasant, largely due to the boundary break between the outdoor space and the interior and the harmonious relationship between teachers and students. After the war, western countries made a lot of bold attempts on children's activity space in humanism.

戰(zhàn)后的西方國家在人本主義上對兒童活動空間做了很多大膽嘗試。荷蘭建筑師阿爾多·凡·艾克（Aldo van Eyck）在1947—1978年間設(shè)計了700多個游樂場，大部分位于城市的街區(qū)，其游樂場設(shè)計是一種理想化的人文主義空間實驗。野口勇的游樂場更加激進(jìn)，從城市蔓延到大自然，創(chuàng)立了著名的游戲地景（playscape）。孩子們可以擺脫對游戲器材的依賴，自主地在里面奔跑、跳躍、滑行、攀爬，創(chuàng)造設(shè)計師本人也不知道的新鮮玩法。對野口勇來說，“I think of playgrounds as a primer of shapes andfunctions; simple, mysterious, and evocative; thus educational.”?

Dutch architect Aldo van Eke (Aldo van Eyck) designed more than 700 playgrounds between 1947 and 1978, most of them in the city blocks. The playground design is an idealized experiment of humanist space.Noguchi's playground is even more radical, Spread from the city to the nature, Founded the famous game landscape (playscape) Children can get rid of the dependence on game equipment, Running, jumping, sliding, climbing inside independently, Create a new gameplay that the designer doesn't know about, For Mr.Noguchi, "I think of playgrounds as a primer of shapes andfunctions; simple, mysterious, and evocative; thus educational."

在當(dāng)代中國的一線城市，教育空間大部分是高密度、垂直型的，承載著高強度的被動式學(xué)習(xí)行為。陳丹青曾說過：“現(xiàn)在孩子很辛苦，從幼兒園開始，學(xué)校教育就讓孩子變得不像一個孩子。在“家長欲”的控制下一天到晚被逼著學(xué)鋼琴、古箏和英文?！狈叛弁?，大城市中并不是每個學(xué)校、家庭都在進(jìn)行真實的教育。在這樣的空間下，孩子的身心容易受到禁錮。一不留神還可能患上美國作家理查德·洛夫在《叢林中的最后一個孩子》所提到的 “自然缺失癥（NDD）”，即與大自然的完全割裂——“被電視、電腦、網(wǎng)絡(luò)游戲、智能手機(jī)等吸引，更喜歡室內(nèi)玩樂，在自然環(huán)境中反而會手足無措，感到無聊，喪失了與自然親近的本能。從而導(dǎo)致了一系列行為和心理上的問題?！?/p>

In China's first-tier cities, education space is often high-density and vertical.In such a space, children's body and mind are easily imprisoned.Chen Danqing once said: now the child is very hard, from the kindergarten, school education let the child become not like a child.At home, under the control of "parental desire", I am forced to learn the piano, guzheng and English.A unwary may also suffer from the American writer Richard love in the last child in the jungle mentioned "natural absence (NDD)", namely completely split with nature- " by TV, computer, network games, smart phones, prefer indoor play, but in the natural environment, bored, lost instinct close to nature.This leads to a range of behavioral and psychological problems." Looking ahead, not every school and family in big cities is conducting real education.

02?| 重塑校園場景——場域的尺度、設(shè)計的適度干預(yù)和戶外空間

Reformation of Campus Scenarios-Scale of the field, designed moderate intervention, and outdoor space

事實上，中國已經(jīng)有一些教育先驅(qū)在努力挑戰(zhàn)強調(diào)“紀(jì)律、效率、秩序以及標(biāo)準(zhǔn)化”工業(yè)時代范式。在北京屈指可數(shù)的創(chuàng)新學(xué)校之中，如一土、日日新、探月學(xué)院等，愛哲（Agilearning）算是一匹黑馬，在創(chuàng)新教育的艱辛與挑戰(zhàn)中逐步壯大。業(yè)主的育人目標(biāo)，是成為敏捷的終生學(xué)習(xí)者?！罢嬲慕逃强辞迨澜绲恼嫦唷馔馐浅B(tài)，意外是包含諸多的可能性和多樣性?！标P(guān)于如何去應(yīng)對復(fù)雜的未來，校長馬志娟曾說過一句令人深省的話，大概意思是這樣的：“我不確定孩子的未來在哪里，但孩子的當(dāng)下是最重要的。”

In fact, there are already some educational pioneers in China trying to challenge the industrial age paradigm of emphasizing "discipline, efficiency, order, and standardization".There are only a few innovative schools in Beijing, such as Etu, Ririxin, Lunar Exploration Institute, etc.Agilearning??is a dark horse, gradually growing in the hardships and challenges of innovative education.Our educational goal is to become an agile and lifelong learner."Real education is to see the truth of the world- -accidents are the norm, accidents are a lot of possibilities and diversity," to deal with the complex future.The most touching sentence that the principal Ma Zhijuan once said probably means this: I am not sure where the child's future is, but the child's present moment is the most important.

在設(shè)計項目啟動前，校長便向全校教職員工征集對新空間的期待，并分為“我覺得需要有”“如果有……會更好”“萬一可以實現(xiàn)”這三種優(yōu)先級。對業(yè)主來說，校園不僅是一棟棟的教學(xué)樓，教室也不僅僅是滿足教學(xué)的功能需求，還是承載了愛、安全、親密的溫暖空間。業(yè)主認(rèn)為，教育空間不僅僅是建筑設(shè)計視角，和學(xué)生們朝夕相處的教職員工所擁有的教育視角，也應(yīng)得到充分的體現(xiàn)。

Before the launch of the Future School Design Project, the principal solicited expectations for the new space from the staff of the school, and divided them into three priorities: "I think it needs", "If there is... it would be better" and "if it can be realized".For Agilearning, the campus is not only a teaching building, the classroom is not only to meet the functional needs of teaching, but also a warm space with love, safety and intimacy.Agilearning?believes that the educational space is not only the perspective of architectural design, but also the educational perspective that the faculty and staff who get along with students should be fully reflected.

新校址位于北京將府公園內(nèi)，前身是安民學(xué)校，即政府為棚戶區(qū)居民提供的義務(wù)教育小學(xué)校址。由于快速城市化導(dǎo)致的棚戶區(qū)拆除，安民學(xué)校在多年前已經(jīng)停止使用。原六排平房教室，完全是一種沒有被現(xiàn)代化的質(zhì)樸面孔，其破舊的面貌讓人既喜又驚。

The new campus of Agilearning?is located in Beijing Jiangfu Park, formerly known as Anmin School, which is the compulsory education primary school site provided by the government for shantytown residents. Due to the rapid demolition of the urban shantytowns, Anmin School has been out of use many years ago.The original six-row bungalow classroom is a simple face that has not been modernized, but its shabby appearance is both happy and surprised.

面對這樣的場地，首先需要放下固有的設(shè)計習(xí)氣，讓接地氣的場地重塑成未來被多樣性使用的模樣。場域的尺度、設(shè)計的適度干預(yù)和戶外空間最大化成為教育的載體。本著環(huán)保經(jīng)濟(jì)的原則，設(shè)計盡量保留原有的資源，確保在校內(nèi)生活學(xué)習(xí)的師生的安全；同時，結(jié)合教學(xué)上的功能需求，將各個空間進(jìn)行功能性的改造，并融入新的設(shè)計語言、教育理念和教學(xué)需求。

In the face of such a site, we first need to put down the inherent design habits, so that the ground gas site is reshaped into the appearance of diversified use in the future.The field scale, moderate intervention and outdoor space maximization become the carrier of Agilearning?education.In line with the principle of environmental protection and economy, try to retain the original resources to ensure the safety of teachers and students living and learning in the school; in addition, according to the functional needs of teaching, the functional transformation of each space, into the new design language, into the educational concept and teaching needs of teaching.

策略一：場域的氣質(zhì)

低密度的校舍空間和三邊環(huán)繞的森林環(huán)境賦予校園一種生動的力量。就像一個在鬧市中自然生成的自給自足的小村落，這種舒適的場域尺度需要被強化、被看見、被改善。由于原安民校舍建筑的平房質(zhì)量堪憂，解決現(xiàn)有場地的一些遺留問題，如安全性檢測、加固維修等基礎(chǔ)設(shè)施整改工作是這個場域功能最大化中很重要的一個環(huán)節(jié)。

The low-density school building space and the three-sided forest environment surrounding it endow the campus with a vibrant energy. Like a self-sufficient small village that naturally emerged in the bustling city, this comfortable field scale needs to be enhanced, seen, and used. Because the quality of the original Anmin School building's flat roof was poor, solving some of the legacy issues on the site, such as safety inspections, reinforcement and repair of infrastructure, is an important step in maximizing the function of this field.

由于平房間距較小采光不足，再加上原教室層高較低，教室改造成為首要解決的問題。在拆除原教室二次裝修的梁下巖棉吊頂后，平房的坡屋頂?shù)谋┞冻鰝鹘y(tǒng)的木構(gòu)架，年月久遠(yuǎn)的木梁出現(xiàn)破裂的狀況，在加固完畢后，工人依次對屋頂瓦片進(jìn)行鋁鎂錳板的更換，并對部分木梁粗壯且狀態(tài)好的教室采取結(jié)構(gòu)裸露的方式呈現(xiàn)。

Because the spacing between the flat roofs was small and there was not enough light, and because the original classroom ceiling height was low. After removing the rock wool ceiling of the original classroom's secondary renovation, the traditional wooden frame of the flat roof was exposed. The aged wooden beams had broken, and after reinforcement, the aluminum-magnesium-manganese roof tiles were replaced one by one. Some of the thick and well-conditioned wooden beams in the classrooms were left exposed.

建筑師將平房坡屋頂朝北的天窗開啟，高舉架的天窗教室形成了獨特的特色教室空間。天窗既可以加強室內(nèi)穩(wěn)定光源，又可以觀察天空的剪影。天窗高效地導(dǎo)入光線到各個空間，使師生無論在教室、圖書室、辦公室的各個角落都能享受到均勻、舒適的自然光照。

The architect opened the north-facing skylights on the flat roof to enhance the stability of the indoor light source and to observe the silhouette of the sky. Thus, the high-ceilinged skylight classroom was formed as a unique feature space of Agilearning.This allowed for more efficient lighting to be introduced into the various spaces, so that teachers and students could enjoy even and comfortable natural light no matter where they were in the classroom, library, or office. This was the top priority in solving the problems of the teaching space.

策略二：設(shè)計的適度干預(yù)

六排平房的南邊是安民學(xué)校使用的后期加蓋的彩鋼房，這是多功能教室和室內(nèi)運動場。根據(jù)法規(guī)這部分房子拆除后將不能被重建，因此設(shè)計師采用最簡單、安全、低成本的方式去更新這個建筑。首先加固彩鋼房的內(nèi)部結(jié)構(gòu)，像三明治一樣，彩鋼房的外皮都噴成單一的顏色，并在外面加一層穿孔鋁板，內(nèi)部的燈光可以從穿孔板上的圓孔陣列圖案照射出來。同樣的改造策略在原有門衛(wèi)房也被使用，設(shè)計師在其彩鋼房基礎(chǔ)上增加雨棚和穿孔鋁板。

The south side of the six-row house is a later addition of a color steel building for the Anmin School during its use, which serves as Aze's multi-functional classroom and indoor sports field. Since this part of the building cannot be rebuilt according to regulations, the simplest, safest, and lowest-cost way to update the building was used. The color steel building was first reinforced internally, like a sandwich, and the color steel exterior was sprayed with a single color. An aluminum plate with perforations was then added on the outside, and the interior light could be projected through the circular array pattern on the perforated plate. The same transformation strategy was used for the original guard house, with a rain canopy and perforated aluminum plate added to the color steel building.

課間是孩子們放飛的時間，為了在課間結(jié)束時使學(xué)生可以迅速找到目的地，六排平房新增的門窗通過色彩系統(tǒng)和造型提高教室辨識度。
The break time is a time for children to let loose at Aze School. In order to help students quickly find their destination after break time, the newly added windows and doors in the six-row house were enhanced with a color system and design to increase the visibility of classrooms.

策略三：戶外空間最大化

曾經(jīng)在入口廣場盡頭放置的孔子像，宣告著教師的絕對權(quán)威，但缺少人性的尺度。在廣場設(shè)計中，設(shè)計師賦予了戶外開放空間的不同使用場景，增加主動學(xué)習(xí)的促進(jìn)因素。改造后的小廣場的尺度更加宜人舒適。廣場盡頭改造后成為弧形鏤空墻的“愛哲秘園”，是一個未被定義的開放空間，原有的大樹被保留在內(nèi)。小廣場的意義已超越集會的功能，它是一個低密度校園里的開敞空間和日常教學(xué)空間。

The statue of Confucius that used to be placed at the end of the entrance plaza declared the absolute authority of teachers and lacked human scale. In the plaza design, different uses of outdoor open spaces are given, increasing the promoting factors of active learning. The scale of the small plaza after renovation is more comfortable and human-friendly. The end of the plaza after renovation has become the "Aizhi Secret Garden" with an arc-shaped hollow wall, which is an undefined open space with the original big trees preserved inside. The meaning of the small plaza has gone beyond the function of gathering. It is an open space and daily teaching space in a low-density campus.

除此之外，在校園里有意的保留和增加了不同功能形式的戶外空間，如小廣場樹下增設(shè)了造型凳子，入口通往操場的走道邊緣增加了種植區(qū)和展示公告欄，以班級負(fù)責(zé)制的“一米菜園”等。這種場景不是以大鳥瞰的形式出現(xiàn)，而是發(fā)生在校園中的各個角落里，并潛移默化影響著使用這個環(huán)境中的每一個人。
In addition, intentional preservation and increase of different functional forms of outdoor spaces are carried out in the campus, such as adding sculptural benches under the trees in the small square, increasing planting and display boards along the walkway leading to the playground, and the "one-meter vegetable garden" managed by classes with the responsibility system. These scenes do not appear in a bird's eye view form, but occur in various corners of the campus and subtly influence the people using this environment.

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03 |?有機(jī)生長的學(xué)習(xí)聚落

the Organic Growth of Learning Settlements

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學(xué)校一直倡導(dǎo)“小孩子，大教育”。新校區(qū)啟用后，空間充分體現(xiàn)了師生的“主導(dǎo)權(quán)”。這個以“人”、以大小伙伴們的日常使用為出發(fā)點的空間環(huán)境，不僅僅是為了滿足教學(xué)功能分區(qū)，更是教育理念的體現(xiàn)。

Agilearning has always advocated "small children, big education".After the opening of the new campus surrounded by the park on three sides, the space especially fully reflects the "dominance" of teachers and students.This space environment based on "people" and the daily use of Agilearning partners is not only to meet the teaching function zoning of Agilearning, but also the embodiment of Agilearning's educational concept.

低密度的容積率使孩子們可以隨時從教室里走向戶外。就像我們“回到了小時候”，坐在靠近窗口的教室，可以馬上感知到下雨、下雪這樣的四季天氣變化；夏天能夠聽到知了叫聲，甚至可能上著課就能看著鳥飛進(jìn)了教室。總之，是一種和自然接觸的純真狀態(tài)。

The low-density floor area ratio enables children to go outdoors from the classroom at any time.Just like we "go back to our childhood", sitting in the classroom against the window, you can immediately feel the four seasons weather changes of rain, snow; summer can hear the cicadas, or even in class can watch the birds fly into the classroom, in short, is a state of contact with nature.

四月，小廣場前的木蘭開放。一進(jìn)入學(xué)校，孩子們和老師們就會被簇?fù)沓蓤F(tuán)的白色花瓣所迷住。半年后，詩文老師池玉璽給他所在的書院空間取名為“木蘭堂”，并賦詩若干：

In April, Mulan in front of Agilearning small Square opens, as soon as he enters the school, the children and teachers will be fascinated by the white petals surrounded by him. Half a year later, the poetry teacher Chi Yuxi gave the space named Agilearning Academy "Mulan Hall", and composed several poems.

菩薩蠻

木蘭花下徘徊久，

黃昏欲去仍回首。

何事晚歸家，惜春數(shù)落花。

花殘春亦暮，無計留春住。

留影事紛紛，相機(jī)空寫真。

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書院即景

品茶觀竹惜流光，

閑坐談詩興正長。

風(fēng)起幽香何處度，

木蘭花下木蘭堂。

“愛哲秘園”掛著部分師生的“秘語”。七月，太陽由鏤空磚映射在地面形成彩色的神秘光斑，給室外的喧鬧中帶來靜謐的氣息。老師們不時組織在大樹下的讀書分享和集會活動。同學(xué)們在這里自由地進(jìn)行奔跑、展覽、游戲等場景切換，隨著四季交替的使用不斷變化和生長。

"The Secret Garden" hangs the "secret language" of some teachers and students.In July, the sun is reflected on the ground by hollow bricks to form a colorful mysterious light spot, bringing a quiet breath to the noise outside.From time to time, teachers organize reading sharing activities and assembly activities under the trees. Students are here to switch freely in running, exhibition, games and other scenes, and constantly change and grow with the alternating use of the four seasons.

本項目對整個校園內(nèi)部和戶外環(huán)境系統(tǒng)的改變和提升，使孩子感知所處的空間，對所處環(huán)境保持敏感，并參與其中，從而更有可能激發(fā)出創(chuàng)造的力量。教育不拘泥于書本和教室的學(xué)習(xí)，學(xué)校周邊被公園和各個園區(qū)圍繞，充滿了豐富的人文資源、自然資源和藝術(shù)資源等，這些都是孩子們探索學(xué)習(xí)的角落。這個無限接近自然的校區(qū)處處體現(xiàn)了建筑設(shè)計與教育的雙重視角，成為師生“共創(chuàng)”與“互相賦能”的承載體。

Education is not limited to the study of books and classrooms. The school is surrounded by parks and various parks. The rich cultural resources, natural resources and artistic resources are all the corners for children to explore and learn.The change and improvement of the entire campus internal and outdoor environment system, so that children perceive the space, remain sensitive to the environment, and participate in it, so that it is more likely to stimulate the power of creativity.This campus which is infinitely close to nature embodies the dual perspective of architectural design and education everywhere, and has become the carrier of "creating" and "mutual empowerment" by teachers and students.

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完整項目信息

項目名稱：北京愛哲未來學(xué)校

項目類型：建筑、景觀、室內(nèi)

項目地點：北京市朝陽區(qū)將府公園內(nèi)

設(shè)計單位：hypersity architects

事務(wù)所網(wǎng)站：www.hypersity.cn

主創(chuàng)建筑師：史洋、黎少君

設(shè)計團(tuán)隊完整名單：袁楚陽，殷漫宇，陳韋光，劉昱彤，陳祉勻

業(yè)主：愛哲教育

造價：600萬

建成狀態(tài)：建成

設(shè)計時間（起迄年月）：2021年3月—2021年8月

建設(shè)時間（起迄年月）：2021年06月—2022年2月

建筑面積：2243平方米

用地面積：7486平方米

攝影師：Agilearning、hypersity、Zhang Weiwei

投稿方聯(lián)系郵箱：studio@hypersity.cn

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