共享時(shí)間開(kāi)放平面幼兒園：未來(lái)學(xué)前教育建筑的提升

尤雷·科特尼克/Jure Kotnik

尚晉 譯/Translated by SHANG Jin

當(dāng)今的教育毫無(wú)疑問(wèn)是日新月異的，各種新的因素在不斷涌入這一領(lǐng)域和教育市場(chǎng)。在各個(gè)等級(jí)的教育上都能看到縱向和橫向的變化。大學(xué)教育要么走向線上，要么通過(guò)實(shí)體或虛擬形式的教育全球化在世界各地拓展品牌分支。例如，芬蘭的小學(xué)正致力于各種傳統(tǒng)學(xué)科融合為貫通知識(shí)的整體方法。在荷蘭，史蒂夫·喬布斯學(xué)校是小學(xué)個(gè)性化教育的旗手，并取得了驕人的成果。幼兒園也在發(fā)生各種變化，像蒙特梭利和華德福這樣的成功模式得以進(jìn)一步升級(jí)，像我們父輩那時(shí)一樣因循守舊的幼兒園建筑設(shè)計(jì)和空間變化尤為明顯。這正是共享時(shí)間幼兒園發(fā)展的道路，并對(duì)原有的成功教育模式進(jìn)行升級(jí)，為21世紀(jì)的孩子提供靈活多用的環(huán)境。共享時(shí)間幼兒園的理念是由教育建筑專家尤雷·科特尼克與兒童發(fā)展專家合作，在法國(guó)和斯洛文尼亞建立起來(lái)的。每年都有新的共享時(shí)間幼兒園建成。近期在斯洛文尼亞建成了4座共享時(shí)間幼兒園，并且都贏得了全球媒體的關(guān)注。例如，《經(jīng)濟(jì)學(xué)人》雜志將什馬特諾的共享時(shí)間幼兒園選為對(duì)未來(lái)教育建筑設(shè)計(jì)貢獻(xiàn)最大的教學(xué)設(shè)施之一。所有的共享時(shí)間幼兒園都以出色的性價(jià)比入選世界經(jīng)濟(jì)合作組織“教學(xué)設(shè)施投資最佳實(shí)踐”。在某些國(guó)家這可以使人均造價(jià)大幅降低，而在其他案例中，比如專注于體育活動(dòng)的明斯克體育共享時(shí)間幼兒園，由于對(duì)空間更有效的利用，造價(jià)僅為傳統(tǒng)幼兒園的50%。

共享時(shí)間：開(kāi)放式平面幼兒園的原則

共享時(shí)間幼兒園的原則主要關(guān)注的是增加孩子們的社會(huì)交往、能夠使用多樣化的教學(xué)材料、點(diǎn)對(duì)點(diǎn)的學(xué)習(xí)和非正式教育，以及每天至少一定的自學(xué)時(shí)間。它營(yíng)造出一種學(xué)習(xí)環(huán)境，讓孩子們可以在同一時(shí)間里共享所有空間，無(wú)論是持續(xù)性的還是暫時(shí)性的，并且能夠自己選擇活動(dòng)。這種方法降低了幼兒園的制度性，同時(shí)也讓傳統(tǒng)的教學(xué)課程從中受益。它的附帶效果是，所使用的活動(dòng)區(qū)最高可比傳統(tǒng)幼兒園多出3倍。對(duì)波德戈列共享時(shí)間幼兒園的觀察給出了相對(duì)于同一市區(qū)內(nèi)其他機(jī)構(gòu)驚人的結(jié)果。觀察顯示，孩子們?cè)趶膶W(xué)習(xí)到體育發(fā)展等多個(gè)領(lǐng)域都有超出平均水平的表現(xiàn)。波德戈列共享時(shí)間幼兒園的孩子們?cè)谛凶?、騎車及其他活動(dòng)中的平均活躍度要高出7倍，與其他孩子的互動(dòng)最多高出4倍——這會(huì)提高他們的智商和情商。同時(shí)，他們與教工的互動(dòng)一般也更多，并且由于共享時(shí)間幼兒園在設(shè)計(jì)上的開(kāi)放性和開(kāi)門策略，對(duì)不同活動(dòng)的體驗(yàn)最多可高出3倍。

1 共享時(shí)間、空間和體驗(yàn)/Sharing time, space and experiences

2 波德戈列幼兒園與同區(qū)其他幼兒園的對(duì)比/Comparison of Podgorje kindergarten to other kindergartens in the same district

3 傳統(tǒng)游樂(lè)室與共享時(shí)間幼兒園中共享時(shí)間的空間使用間的差別示意/Scheme explaining the difference among the traditional playrooms and time shared use of space in Timeshare kindergarten

（1-3 尤雷·科特尼克供圖/Courtesy of Jure Kotnik）

The education of today is changing without any doubt, as new players are entering the field and educational market. Changes can be seen vertically as well as horizontally along the all levels of education. University levels of educations are either going online or spreading their brand name branches around the world in form of physical and virtual globalisation of the education. Primary schools in Finland for example are merging the traditional subjects into holistic approach to knowledge, while in the Netherlands Steve Jobs schools are flag bearers of the personalised education in primary schools with remarking results. Changes are entering kindergartens as well as successful models like Montessori or Waldorf can be upgraded and this goes especially for the building design and space use, still being in many cases very conventional as in the time of our parents. This is how timeshare kindergarten was evolved to upgrade the existing successful educational model and offer a flexible multiuse environment for the 21st century kids. The timeshare kindergarten concept was developed in France and Slovenia by educational architecture specialist Jure Kotnik in cooperation with experts for child development. Each year new timeshare kindergartens are being built. Recently in Slovenia four timeshare kindergartens were built and all got worldwide media attention. For exampleThe Economistmagazine has selected Timeshare Kindergarten in ?martno among the educational facilities that are contributing most to future educational design, 100% of the all Timeshare kindergartens are selected among OECD "Best Practices in Educational Facilities Investments" due to outstanding price performance ratio. In some countries costs per one child can be gravely reduced,while in some examples, as in Sport Timeshare Kindergarten Minsk, a facility especially focused on the sport activities, the costs halved the traditional kindergarten cost due to more efficient use of space.

Timeshare: Open Plan Kindergarten Principles

Timeshare kindergarten principle primarily focuses on increasing social interaction among kids,their access to diverse didactical materials, peer to peer learning and informal education as well as selflearning for at least part of the day. It is a creation of a learning environment where kids can share all available spaces at the same time, all the time or just part of the time and they can pick the activities by their choice. Such approach makes their kindergarten less institutional while at the same time traditional educational curriculum profits from it. As a side effect the active area accessible and used is up to three times higher than in traditional kindergarten. The monitoring in the Podgorje Timeshare Kindergarten gave amazing results in comparison to other facilities within the same municipality. Monitoring the kids show above average results in several fields from learning to physical development. Kids in Podgorje Timeshare kindergarten on average did seven times more active counting into account walking, riding a bike and other activities, had up to four times more encounters with other kids which is strengthening their IQ and EQ while they also had on average more interaction with staff and had up to three times more experiences with different activities due to the open character of the design and open door policy in time share kindergartens.

4 波德戈列幼兒園中一位選定孩子的運(yùn)動(dòng)和活動(dòng)的示意/Scheme showing the movement of a selected child and the activities in Podgorje Kindergarten（尤雷·科特尼克供圖/Courtesy of Jure Kotnik）

The design of such facility is a vital step of any timeshare kindergarten; architects and designers need to focus on diverse and didactically rich environment that encourage kids to move freely and with interest among the playrooms, central spaces and other play areas. Architects or interior designers of the new timeshare facilities should focus on creating diverse thematic environments in the playrooms and choose such furniture that maximises kid's free access. This means kids can use it on their own initiative. The design should be done in a way that enables contacts among spaces, as sliding doors among playrooms or folding or slide doors between specialised playrooms(gym, theatre, music rooms) in order to open them and naturally invite kids to use the space. Designers should pick diverse as possible didactical materials and equipment while also using mobile furniture and mobile equipment that can fast (and efficiently)change the use of the spaces inside the preschool building. All these principles allow children to meet more other kids, which adds to peer to peer learning,they have interaction with more staff (also outside their base group). By moving around the building they have more physical activity, diverse environment encourages into self-learning and pursuing their own interests while overall the space use is much higher than in traditional kindergarten as traditional poorly used spaces such as corridors, wardrobes even stairs are converted into learning and play environment.The good news is that timeshare approach can inexpensively be done in existing buildings as well,while with the new ones, designed especially for this purpose, the effect can be much greater.

這種設(shè)施的設(shè)計(jì)是任何共享時(shí)間幼兒園的關(guān)鍵步驟；建筑師和設(shè)計(jì)師需要聚焦在多樣化、教學(xué)形式豐富的環(huán)境上，以此鼓勵(lì)孩子們?cè)谟螛?lè)室、中心空間和其他游樂(lè)場(chǎng)地自由的運(yùn)動(dòng)中培養(yǎng)興趣。新共享時(shí)間設(shè)施的建筑師或室內(nèi)設(shè)計(jì)師應(yīng)當(dāng)關(guān)注的是創(chuàng)造游樂(lè)室中多樣化的主題環(huán)境，并選擇最能讓孩子們自由使用的家具。這就意味著孩子們可以根據(jù)自己的意愿去使用。設(shè)計(jì)應(yīng)當(dāng)滿足各個(gè)空間的連接，比如游樂(lè)室之間的推拉門或者專門的活動(dòng)室（體育室、小劇場(chǎng)、音樂(lè)室）之間的推拉門或折疊門，它們?cè)诖蜷_(kāi)后會(huì)自然地引導(dǎo)孩子們?nèi)ナ褂眠@些空間。設(shè)計(jì)師應(yīng)當(dāng)選擇盡可能多樣化的教學(xué)材料和器材，同時(shí)使用可移動(dòng)的家具和器材，以便快速（且有效地）改變學(xué)前教育建筑內(nèi)各種空間的使用功能。所有這些原則都會(huì)讓孩子們與更多的孩子交往，從而促進(jìn)點(diǎn)對(duì)點(diǎn)的學(xué)習(xí)，并與更多的教工交流（在他們的基本小組之外）。通過(guò)在建筑內(nèi)來(lái)回運(yùn)動(dòng)，他們會(huì)有更多的體育活動(dòng)，多樣化的環(huán)境會(huì)鼓勵(lì)自學(xué)，并追求自己的興趣。總體上看，空間的使用要比傳統(tǒng)的幼兒園高得多，因?yàn)樵趥鹘y(tǒng)上使用不足的走廊、衣櫥、甚至樓梯等空間，都被改造成學(xué)習(xí)和游樂(lè)的環(huán)境。一個(gè)優(yōu)勢(shì)在于，共享時(shí)間的模式也可以在現(xiàn)有建筑中找到廉價(jià)的實(shí)施方法。但在專門為這個(gè)目的設(shè)計(jì)的新建筑中，這種效果會(huì)更為突出。

案例研究1：第一個(gè)共享時(shí)間幼兒園，什馬特諾

最早的共享時(shí)間項(xiàng)目之一建在斯洛文尼亞小鎮(zhèn)什馬特諾。什馬特諾共享時(shí)間幼兒園的孩子平均每天至少有2～3個(gè)小時(shí)可以自由選擇活動(dòng)和玩伴。這就讓他們能和其他小組的同學(xué)融在一起，并認(rèn)識(shí)其他組的大朋友、小朋友和老師。室內(nèi)設(shè)計(jì)采用了處處不同、人人可選的理念：每個(gè)房間都有不同的游樂(lè)器材和學(xué)習(xí)環(huán)境，而不是所有游樂(lè)室都一樣。有些游樂(lè)室更側(cè)重科學(xué)，有些器材更傾向于音樂(lè)和藝術(shù)，或是體育，或者就是游樂(lè)。共有超過(guò)65個(gè)活動(dòng)角可供孩子們自由選擇。共享時(shí)間的方法給了孩子們根據(jù)自己的興趣調(diào)整時(shí)間表的機(jī)會(huì)，并提供了比傳統(tǒng)幼兒園更多的游樂(lè)和學(xué)習(xí)活動(dòng)。社會(huì)交往的次數(shù)增加了，這對(duì)培養(yǎng)青少年的社交技能、情商和智商是有益的。大部分家具都有輪子，能夠?qū)崿F(xiàn)快速有效的變化和幼兒園內(nèi)不同的空間配置。各種主題活動(dòng)角、大量黑板、各類體育器材以及便捷的使用條件會(huì)培養(yǎng)孩子們活潑的性格，去發(fā)現(xiàn)和追求自己的愛(ài)好。這是孩子們喜歡的，教師也喜歡。他們經(jīng)過(guò)簡(jiǎn)短的培訓(xùn)，能最充分地利用幼兒園的特殊設(shè)計(jì)和共享時(shí)間原則，并且為教學(xué)結(jié)果和工作條件激動(dòng)不已。

5.6 所有的空間都可以用作學(xué)習(xí)區(qū)，例如用樓梯學(xué)習(xí)顏色和數(shù)字，旁邊的室內(nèi)曲形滑梯會(huì)鼓勵(lì)孩子們運(yùn)動(dòng)、爬樓梯和滑梯/All spaces can be used as learning areas as for example stairs for learning colours and numbers, next to the indoor toboggan that encourages kids to move,climb the stairs and slide

7 游樂(lè)室之間的聯(lián)系對(duì)于不同小組和年齡的孩子們之間的交流是非常重要的，而大推拉門是實(shí)現(xiàn)它的最佳手段/Connection among the playrooms is very important for contacts among the kids of different groups and ages, this can best be achieved with large sliding doors

8 走廊其實(shí)是游樂(lè)室的延伸，并被用于各種小組活動(dòng)以及獨(dú)自活動(dòng)的角落/Corridors are merely extensions of the playrooms and are used for various group activities and corners for individual work and play

（5-8 尤雷·科特尼克供圖/Courtesy of Jure Kotnik）

Case Study 1: First Timeshare Kindergarten ?martno

One of the first timeshare projects was built in a small Slovenian village ?martno. Children in ?martno Timeshare Kindergarten spend at least two to three hours daily on average with a free choice of activity and company. This allows them to mix with peers from other groups and get to know younger and older children, as well as teachers from other groups. The interior design follows this philosophy of everyone everywhere: instead of making same playrooms, each room has different play equipment and learning environments. Some playrooms are more into science, others are better furnished for music and art, or sports, or just play. There are more than 65 activity corners children can freely choose from. The timeshare approach gives children the chance to enjoy an adjusted schedule according to their interests, and provides comparatively more access to play and learning activities in comparison to traditional kindergartens. The number of social contacts is increased, which benefits the development of the youngsters' social skills, EQ and IQ. Most furniture is on wheels, allowing fast and efficient changes and different spatial configurations inside of the kindergarten. Thematic nooks, numerous blackboards, sports equipment of all kinds, and the accessibility of equipment encourage children to be active, discovering and pursuing their passions. Kids love it, so do their educators, who were briefly trained to make the best use of the kindergarten's specific design and timeshare principle, and they are excited with the results and working conditions.

Case Study 2: Time Share Kindergarten and School Podgorje

New timeshare kindergarten is located in the central area of small Slovenian village settlement Podgorje. The building is an extension of an existing school and hosts four playrooms and a classroom for first graders. The kindergarten's special feature is its open plan approach with unified play space, which covers as much as 86% of the entire kindergarten and can be closed off if necessary.Children can move inside the kindergarten without restrictions, according to the so-called timeshare principle. Movement is even encouraged by a series of elements like sliding doors between playrooms,accordion doors of the central common room, and the road meandering between playrooms, which visually connects different spaces and invites children to follow it (walk, run, ride their kick scooter or bike). Even special road signs have been designed, encouraging children to mimic movements of a particular animal (butterfly, crab, lizard, etc.),and go either fast (cheetah) or slow (snail).

Research shows that the timeshare principle in kindergartens boosts social contacts by more than twice, children's access to equipment increases threefold and their physical activity is seven times that of their peers in traditional kindergartens. The children of the Podgorje kindergarten run or walk an average 20 laps a day, which equals 1.5 km. Various thematic play nooks (there are as many as 42),numerous blackboards, sports equipment of all kinds,and the accessibility of equipment encourage children to be active, discovering and pursuing their passions;children can use them whenever they are not doing group work.

9 教學(xué)環(huán)境的多樣性使學(xué)習(xí)的過(guò)程豐富多彩，這是共享時(shí)間幼兒園的一個(gè)關(guān)鍵因素/Diversity of educational environment enriches the learning process and is a key element of a Timeshare kindergarten（尤雷·科特尼克供圖/Courtesy of Jure Kotnik）

案例研究2：波德戈列共享時(shí)間幼兒園和學(xué)校

這座新的共享時(shí)間幼兒園位于斯洛文尼亞小鎮(zhèn)波德戈列的中心。建筑對(duì)一座原有學(xué)校進(jìn)行了擴(kuò)建，有4個(gè)游樂(lè)室和一個(gè)一年級(jí)教室。幼兒園的特別之處在于一體化游樂(lè)空間的開(kāi)放平面，它占整個(gè)幼兒園的86%，并可以根據(jù)需要圍合起來(lái)。根據(jù)共享時(shí)間原則，孩子們可以在幼兒園內(nèi)自由自在地運(yùn)動(dòng)。還有一系列要素在鼓勵(lì)孩子們運(yùn)動(dòng)，比如游樂(lè)室之間的推拉門、中心公共室的折疊門，以及游樂(lè)室之間蜿蜒曲折的通路——它在視覺(jué)上將不同空間連接起來(lái)，并鼓勵(lì)孩子們沿路而行（行走、奔跑、騎滑板車或自行車）。這里甚至設(shè)計(jì)了特殊的路標(biāo)，鼓勵(lì)孩子們?nèi)ツ７乱环N特定動(dòng)物（蝴蝶、螃蟹、蜥蜴等）的姿態(tài)，還可以快跑（獵豹）或慢行（蝸牛）。

研究表明，幼兒園的共享時(shí)間原則使社交活動(dòng)提高了兩倍多，孩子們對(duì)器材的使用增加了3倍，而他們的體育活動(dòng)是傳統(tǒng)幼兒園中同齡人的7倍。波德戈列幼兒園的孩子們平均每天要跑或走20圈，相當(dāng)于1.5km。各種主題活動(dòng)角（多達(dá)42處）、大量黑板、各類體育器材以及便捷的使用條件會(huì)培養(yǎng)孩子們活潑的性格，去發(fā)現(xiàn)和追求自己的愛(ài)好；不論是否處于小組活動(dòng)中，他們都可以隨時(shí)去使用它們。

游樂(lè)室只在午休和活動(dòng)需要高度集中時(shí)關(guān)閉。開(kāi)放式的設(shè)計(jì)為教師提供了良好的合作條件，并讓孩子們能與興趣相同的小伙伴一起玩耍，而不在乎年齡的差距。游樂(lè)室采用了各不相同的設(shè)計(jì)，以滿足不同的興趣：有些更適合音樂(lè)，有些則像藝術(shù)工作室，等等。它們的共同點(diǎn)在于都將鼓勵(lì)運(yùn)動(dòng)作為孩子身心健康成長(zhǎng)的基礎(chǔ)之一。

大部分家具和器材都有輪子，可以快速高效地調(diào)整，實(shí)現(xiàn)不同的空間配置。它也便于快捷地將任何器材移到公共室里，使它從大廳變成一個(gè)多功能空間，滿足從體育到戲劇表演各種不同的單人或小組活動(dòng)需要。

幼兒園的外部也是為孩子們訂制的，并將一系列立面元素作為游戲。朝西的墻面上有一幅成長(zhǎng)身高表，上面有特定動(dòng)物的典型高度。幼兒園南面玻璃窗之間的墻面上有黑板涂料，讓孩子們可以在那里涂涂畫(huà)畫(huà)。轉(zhuǎn)角還有一面可以攀爬的墻。

游樂(lè)場(chǎng)的設(shè)計(jì)盡可能地使用了天然材料，并且所有體育和游樂(lè)活動(dòng)場(chǎng)地都有景觀環(huán)繞。那里有橡膠地面、草坪，包括沙箱、戲水區(qū)、攀爬區(qū)和帶隧道的多功能小山、滑梯和爬繩。背面用于冬季滑雪橇，其他季節(jié)則作為橢圓形的足球場(chǎng)。

這個(gè)項(xiàng)目的一個(gè)組成部分是一年級(jí)的教室。它的標(biāo)志性特征是包含多種能有效幫助孩子們掌握不同類型知識(shí)的設(shè)計(jì)元素。門旁的地面量角器就是一例，它標(biāo)示出門在開(kāi)合時(shí)的不同角度。天花板上還畫(huà)有各種幾何元素。教室中的每把座椅背后都有白色的字母，幫助孩子們潛移默化地學(xué)習(xí)大小寫(xiě)字母。

10 許許多多的活動(dòng)角讓幼兒園成了游樂(lè)場(chǎng)，比如帶黑板的藏貓貓角，以及能讓3個(gè)孩子一起玩的曲形滑梯/Several nooks as hidding nook with blackboard and toboggan for three kids at once make kindergarten a fun place to be

11 這里采用了多種被動(dòng)學(xué)習(xí)要素。例如，孩子們可以通過(guò)門的移動(dòng)學(xué)習(xí)角度/Several passive learning elements were introduced. For example kids learn about the angles with the movement of the doors

12.13 走廊和游樂(lè)室的通路將各個(gè)空間連接起來(lái)，并鼓勵(lì)孩子們運(yùn)動(dòng)/Road along the corridors and playrooms connects spaces and encourages movements

（10-13 波德戈列共享時(shí)間幼兒園，尤雷·科特尼克供圖/Timeshare Podgorje, Courtesy of Jure Kotnik）

Playrooms are only closed for naps and activities demanding a high level of concentration,the open design fostering excellent cooperation among teachers and allowing children to play with peers with shared interests regardless of age.Playrooms are designed differently to accommodate different interests: some are better for music, others resemble art studios, etc. What they all have in common is that they encourage movement as one of the foundations for a child's healthy physical and mental development.

Most furniture and equipment is on wheels,allowing fast and efficient changes and different spatial configurations. It is also easy and timeeffective to move any equipment into the common room and transform it from a hall into a multifunctional space that can accommodate various individual or group activities, from sports to drama acting.

The exterior of the kindergarten is also tailored to its inhabitants, with a series of fa?ade elements functioning as play elements. The westfacing wall has a growth chart with typical heights of selected animals indicated in it. The segments of wall interrupting the glazed south side of the kindergarten are covered in blackboard paint so children can scribble and draw on it, and it also features a climbing wall in the corner.

The playground is designed to use as much natural materials as possible, and the landscape is meant to cover all areas of physical activity and play.There are rubber surfaces, grass surfaces, including sandboxes, a water game area, a climbing area and a multi-functional hill with a tunnel, slide and climbing rope. Its back side will be used for sledging in winter, and as an amphitheatre for a football field during the rest of the year.

A component part of this project is a classroom for first graders. Its signature feature is design elements that effectively help children gain different types of knowledge. An example is the floor angle metre next to the door, which indicates various angles as the door swings back and forth, or ceiling paintings with geometry elements. Each chair in the classroom has white letters attached to its back, helping children passively learn small and capital letters.

14 各空間的流動(dòng)性和連通性/Fluidity and connectivity of spaces

15 地面游戲與不同的活動(dòng)角/Floor games, different nooks

16 幼兒園以體育為重點(diǎn)/Kindergarten with the focus on the sports

（14-16 明斯克體育共享時(shí)間幼兒園，尤雷·科特尼克供圖/Timeshare Sports kindergarten Minsk, Courtesy of Jure Kotnik）