華東師范大學(xué)附屬雙語(yǔ)幼兒園

華東師范大學(xué)附屬雙語(yǔ)幼兒園

Bilingual Kindergarten Affiliated to East China Normal University

項(xiàng)目名稱：華東師范大學(xué)附屬雙語(yǔ)幼兒園

項(xiàng)目地點(diǎn)：上海市嘉定區(qū)安亭鎮(zhèn)

建設(shè)用地：7 400平方米

建筑面積：6 600平方米

建筑結(jié)構(gòu)：鋼筋混凝土框架結(jié)構(gòu)、部分走廊為鋼結(jié)構(gòu)

材料：白色氟碳涂料、透明及絲網(wǎng)印刷玻璃、鋁型材、塑木。

設(shè)計(jì)/建成時(shí)間：2012年／2015年

業(yè)主：安亭國(guó)際汽車城（集團(tuán)）有限公司

設(shè)計(jì)小組：祝曉峰、李啟同、丁鵬華、楊宏、杜潔、石延安、蔡勉、

杜士剛、江萌、胡啟明、郭瑛

結(jié)構(gòu)與機(jī)電設(shè)計(jì)：上海江南建筑設(shè)計(jì)院有限公司

施工單位：甘肅第五建設(shè)集團(tuán)公司

攝影：蘇圣亮 文：祝曉峰

Project name: East China Normal University Affiliated Bilingual Kindergarten

Site: Anting, Jiading District, Shanghai

Site area: 7 400 m2

Building area: 6 600 m2

Structure: Reinforced concrete framework with part of the corridors made from steel

Material: White fluorocarbon coating, transparent and screen printing glass, aluminum profiles and wood-plastic composites

Time of design/completion: 2012/2015

Client: Shanghai International Automobile City Group Co.,Ltd

Design team: Zhu Xiaofeng, Li Qitong, Ding Penghua, Yang Hong, Du Jie, Shi Yan’an,

Cai Mian, Du Shigang, Jiang Meng, Hu Qiming and Guo Ying.

Structural and electromechanical design: Shanghai Jiangnan Architectural Design Institute Co.,Ltd Construction: Gansu Fifth Construction Grouption

Photographer: Su Shengliang Text: Zhu Xiaofeng

在中國(guó)的建筑里，庭院不僅僅是一種物理空間的傳統(tǒng)，還是情感交流的中心。人們通過庭院維系一個(gè)家庭的凝聚力、增進(jìn)親友之間的交往、并得以用觸手可及的方式與天地、與自然相通。而這對(duì)于今天生活在大城市的人來說，已經(jīng)是一種妄想。

安亭位于上海西北角與蘇州花橋接壤的地方。地鐵11號(hào)線安亭站南邊正在形成一片新的生活社區(qū)，社區(qū)的中心是社區(qū)教育、文化及商業(yè)設(shè)施，這座幼兒園是社區(qū)的三所學(xué)校之一，也是率先建造的公共建筑，由安亭汽車城出資，在辦學(xué)上得到德威教育集團(tuán)（Dulwich）和華東師范大學(xué)的支持。

在這片7400平方米的用地上，要容納15個(gè)班，6600平方米三層以下的建筑以及各種室外活動(dòng)場(chǎng)地，是頗為緊張的。不過，我們還是想通過這次機(jī)會(huì)，為現(xiàn)代都市里的兒童設(shè)計(jì)一個(gè)有庭院的幼兒園，給他們留下關(guān)于庭院生活的情感和記憶，并通過庭院幫助他們認(rèn)識(shí)自然、認(rèn)識(shí)社會(huì)、塑造自己。

庭院的營(yíng)造需要建筑單元的圍合，我們順應(yīng)場(chǎng)地西側(cè)的斜向邊界，將建筑群的平面布局規(guī)劃成“W”形，加上自南向北的退臺(tái)，最大限度地獲得西、南、東三個(gè)方向的日光。

經(jīng)過反復(fù)研究，我們發(fā)現(xiàn)六邊形單元體是適應(yīng)這一群體形態(tài)的最佳選擇，蜂巢狀的組合能夠更好地適應(yīng)斜邊的轉(zhuǎn)折，其內(nèi)部和外部空間更有活力和凝聚感，也能夠消解傳統(tǒng)四合院中正交軸線所產(chǎn)生的壓力。

總平面圖

In Chinese architecture, courtyard is both a conventional physical space and the center for sharing of feelings. Families are connected to each other and the nature through courtyards, a luxury for inhabitants in metropolises.

The town of Anting is located in the northwest of Shanghai, adjacent to the town of Huaqiao, Suzhou. To the south of Anting station along the metro line 11, a new neighborhood is taking shape, with facilities for community education, culture and businesses at its center. One of the three schools in the community, the kindergarten is among the first public buildings, funded by Anting Shanghai International Automobile City and jointly operated by the education group Dulwich and East China Normal University.

It’s hard for the plot of 7,400 square metres to accommodate 15 classes, structures of less than three storeys covering an area of 6,600 square metres, as well as a variety of spaces for outdoor activities. But we still want to seize the opportunity and design a kindergarten with a courtyard for children in modern cities. Experience of courtyard life will enable them to understand the nature, the society and shape themselves .

As the enclosure of building units is needed to create courtyards,we came up with a W-shaped floor plan, in consistent with the slanted boundary in the west of the site. The plan, along with the terraced units arranged from south to north, ensures sunlight to the maximum at the west, south and east.

After continuous research, we figured out that hexagon units could best match with the features. Honeycomb-shaped combination could better adapt to the bending of the boundary, which not only makes the interior and exterior spaces more dynamic and cohesive, but also eliminates the pressure caused by orthogonal axes of conventional courtyard houses.

模型

最終形成的單元體和庭院是不規(guī)則的六邊形，其中三個(gè)邊等長(zhǎng)，這使我們能夠根據(jù)日照和功能的需要進(jìn)行更加靈活的組合。

園內(nèi)的廊道沿六邊形邊緣布置，進(jìn)入大門，學(xué)生和老師就沿著曲折的廊道行走，經(jīng)過入口庭院和門廳，經(jīng)過路徑的分岔與合并，經(jīng)過鄰班的教室與重重院落的花草，抵達(dá)孩子們所在的班級(jí)。

在我們?yōu)楹⒆觽冊(cè)O(shè)計(jì)的班級(jí)單元里，沒有按照規(guī)范要求把空間分割成教室和臥室兩個(gè)房間，而是將兩個(gè)房間合并，使孩子們的室內(nèi)空間成為一個(gè)靈活的整體：教室內(nèi)的集中活動(dòng)圍繞中心的圓柱展開，分區(qū)活動(dòng)則可以和六邊形的墻面結(jié)合。

The building units and courtyards produced are irregular hexagons with three sides of equal length, enabling us to make more flexible arrangement in accordance with natural lighting and functions.

Corridors in the yards are arranged along the edges of the hexagons. After entering the gate, teachers and pupils walk along the winding corridors, past the courtyard at the entrance and the hallway, past the forked or merged paths, past the neighboring classrooms and abundant plants, and finally arrive at their classrooms.

In terms of the class units for children, we chose not to divide the space into classrooms and bedrooms as per the building codes. Instead, we makeit intact andflexible by merging them. Collective activities in the classrooms are carried out around the column at the center while group ones can revolve round the hexagon walls.

在幼兒園教室的設(shè)計(jì)規(guī)范中，窗戶的開啟把手必須設(shè)在1.4米以上，以排除幼兒自行開窗的風(fēng)險(xiǎn)。我們以此為起點(diǎn)，結(jié)合幼兒和老師的身體尺度對(duì)窗戶進(jìn)行了特別的設(shè)計(jì)，在離地面30公分到130公分的高度內(nèi)專門為孩子設(shè)計(jì)了凸窗空間，成為他們擺放玩具、閱讀和照料小植物的場(chǎng)所，凸窗的上方才是手柄高度在1.4米的采光通風(fēng)窗，這道較高的窗戶內(nèi)凹，方便女性老師控制開啟。

對(duì)幼兒行為的過度保護(hù)是現(xiàn)實(shí)的“中國(guó)特色”之一。在設(shè)計(jì)過程中，我們還曾經(jīng)嘗試在室外有活動(dòng)場(chǎng)地的凸窗上設(shè)置推拉窗扇，允許孩子們爬進(jìn)爬出。這樣，除了正式的大門，孩子們可以在戶外活動(dòng)時(shí)間用自己的方式自由進(jìn)出室內(nèi)外。但這一想法由于規(guī)范的限制和管理問題未能實(shí)現(xiàn)，凸窗部分的窗戶仍然只能做成固定扇，不能開啟。

As provided for in the codes for kindergarten-classroom design, knobs of windows shall be installed 1.4 metres above the ground to eliminate risks of children opening them. Unique ideas are thus incorporated according to varied heights of children and teachers. Bay windows ranging from 30 to 130 centimetres above the ground are designed for children to put their toys on, read books and look after plants. Above them are concaved windows with 1.4-metre-high knobs for natural lighting and ventilation, for the convenience of teachers.

退臺(tái)的設(shè)計(jì)策略使我們可以在二層和三層設(shè)置庭院。這樣，一到三層的每間教室都與室外的分班活動(dòng)庭院直接相連，兩個(gè)班級(jí)分享一個(gè)庭院。從每個(gè)庭院開始，孩子們又可以再次出發(fā)，去往圖書室、音樂室、美術(shù)室、游戲室、食堂、多功能廳、小小農(nóng)場(chǎng)以及其它班級(jí)的庭院和教室。同時(shí)，室外樓梯使二樓和三樓的孩子能夠便捷地從自己的庭院加入到一樓大操場(chǎng)的活動(dòng)中。

在精心的組織下，我們將各種尺度的室內(nèi)空間和庭院空間串聯(lián)在路徑上，使孩子們的每一次“外出”都能夠通過庭院獲得更多與“自然”和“社會(huì)”接觸的機(jī)會(huì)。我們相信這些探索、發(fā)現(xiàn)和交流的經(jīng)驗(yàn)，將以潛移默化的方式成為他們童年記憶的一部分。

Overprotection of children is a characteristic of China. During the process, we once attempted to install sliding sashes on the bay windows with spaces for outdoor activities, enabling children to climb in and out. They are thus able to switch between the interior and exterior spaces during the time for outdoor activities in ways whatever they like instead of using the actual doors. However, the idea fails to be implemented due to the stringent codes and management issues. Some sashes of the bay windows have to be fixed and cannot be opened.

The strategies for terraced units allow us to put courtyards on the second and third floor so that all the classrooms are connected, in a direct way, to courtyards for specific classes, with two classes sharing one courtyard. Starting from each courtyard, children are allowed to set off to the reading room, the music room, the painting room, the play room, the canteen, the multipurpose hall, the mini farm as well as classrooms and courtyards for other classes. Meanwhile, the external staircases make it so convenient for childrenon the second and third floor to join in the activities on the first-floor playground from their courtyards.

We have connected interior spaces of all volumes with courtyards through paths in the most elaborate way, which exposes children to the nature and the “society” during each little “trip”. We are convinced that these experiences of exploration, discovery and interaction will be engraved in their childhood memories even if they themselves are almost unconscious.

一層平面圖

二層平面圖

三層平面圖