青少年綜合實踐基地及特殊教育中心，山東，中國

建筑設計：弋念祖，姚虹，董奇/清華大學建筑學院，清華大學建筑設計研究院有限公司

隨著社會的發展，青少年教育已逐漸擺脫單一的教學模式。社會實踐教育，與傳統學校系統教育、家庭教育一起，成為了青少年健康成長體系的重要組成部分。相較于傳統學校系統教育的校園空間，社會實踐教育存在著探討新的校園空間范式的必要性。

本項目建設用地分為南北兩部分，北側為可建設用地，東西長約412m，南北長約162m，地勢起伏相對平緩，南側為現有水塘及保護林地，為青少年室外活動提供了天然的場地。

在功能組織上，校園集特殊教育區（特殊教育中心及特奧館）、綜合實踐區（實踐館及主題館）、生活休閑區（宿舍、食堂及教師公寓）、學術交流區（報告廳及教師培訓接待中心）與室外活動拓展區于一體，形成了更為復雜的復合功能體系；在使用周期上，按照實踐教學規劃，打破了傳統校園空間的穩定性，形成以“周”為單位的輪換式使用模式；在組織形式上，按照實踐教學安排，解構了傳統的班級劃分概念，形成開放多元的互動教學模式；在教學模式上，突破了傳統教育的專向性，形成了融合教育的新格局，特別是與特殊教育的雙向互動，達到了教學、實踐、康復一體化的連續性功能。

基于以上特點，我們提出了“CO-Campus”的理念。“CO”代表協同合作。在整體規劃中，我們以巨構的建筑涵蓋復合功能，在超尺度空間中構筑微觀城市的可讀性。依托空中環廊，圍繞操場串聯起學生活動的人工生態體系，與南側以湖為中心的室外活動區的自然生態體系形成對話與互動。結合南北地形高差，每個分區形成獨立的院落空間。特殊教育區域和青少年實踐區域院落空間通過高差分隔，在保證獨立管理的基礎上可以實現相互的空間融合及交流互動。而在建筑內部的公共空間體系打造中，我們結合建筑功能設置多層次的院落及室外平臺，形成個性化、多維度的內部交流空間，啟發青少年的想象與興趣，增進有別于傳統校園的人際交往場所體驗。

開放實踐、融合教育、個性探索、多元評價是本項目的設計定位。通過校園空間氛圍的營造，青少年在日常學習生活、社會生活或與大自然的多方接觸中，主動參與并親身經歷實踐過程，形成室內外一體化的教育場所，搭建校外實踐的新載體。

1 場地分析/Site analysis

2 總平面/Site plan

3 爆炸軸側圖/Exploded axonometric

4 鳥瞰效果圖/Aerial view

With the development of society, youth education has gradually got rid of the single teaching mode. Social practice education, together with traditional school system education and family education, has become an important part of the healthy growth system of teenagers. Compared with the campus space of traditional educational system, it is necessary to explore new campus space paradigm in social practice education.

The construction land of the project is divided into two parts: the north side is the construction land, which is about 412 m long from east to west and 162 m long from south to north. The terrain is relatively gentle. The south side has the existing pond and protected forest land, which provides a natural activity site for teenagers' outdoor activities.

In terms of programme organisation, the campus integrates special education area (special education centre and special olympics hall),comprehensive practice area (practice hall and theme hall), life and leisure area (dormitory, canteen and teacher apartment), academic exchange area(lecture hall and teacher training reception centre)and outdoor activity area, forming a more complex functional system. According to the practice teaching plan, it breaks the stability of the traditional campus space and forms a rotation mode with "week" as the unit; in the form of organisation, it deconstructs the traditional concept of class division and forms an open and diversified interactive teaching mode according to the practice teaching arrangement;in the mode of teaching, it breaks through the specificity of traditional education and forms a new pattern of integrated education. In particular,the two-way interaction with special education has achieved the continuous function of teaching,practice and rehabilitation.

Based on the above characteristics, we put forward the concept of "CO-Campus". "CO" stands for collaboration. In the overall planning, we use mega buildings to cover composite functions, and build readability of micro city in super scale space.Relying on the air corridor, the artificial ecological system of students' activities is connected around the playground, and the natural ecosystem of the outdoor activity area with the lake as the centre achieve dialogue and interaction. Combined with the elevation difference between the north and the south,each partition forms an independent courtyard space.The courtyard space of special education area and youth practice area is separated by height difference,which can realise independent management with mutual space integration and interaction. In the construction of internal public space system, we set multi-level courtyard and outdoor platform combined with architectural programmes to form personalised and multi-dimensional internal communication space, inspire teenagers' imagination and interests,and promote interpersonal communication place experience different from traditional campus.

Open practice, integrated education,personality exploration and multiple evaluation are the design orientations of this project. Through the construction of campus space atmosphere, teenagers actively participate in and experience the practice process in their daily study life, social life or contact with nature, so as to form an indoor and outdoor integrated educational place and build a new carrier of off campus practice.

5 外景效果圖/Exterior view

6 立面/Elevations

7 立面/Elevations

8 剖面/Section

項目信息/Credits and Data

項目負責人/Project Manager: 姚虹/YAO Hong

方案設計人/Design Team: 弋念祖，董奇，尤偉陽，張雨濛，賀麗瑋，康秋生，金基天/YI Nianzu, DONG Qi, YOU Weiyang, ZHANG Yumeng, HE Liwei, KANG Qiusheng,Kim Kichon

技術設計團隊/Technical Design Team: 張葵，靳寶紅，董奇，沈敏霞，馬寶民，李晉春，徐京暉，張麗云，王一維，藍懷舟，高艷菊，武毅，劉素娜， 閆寶堂，崔麗君/ZHANG Kui, JIN Baohong, DONG Qi, SHEN Minxia,MA Baomin, LI Jinchun, XU Jinghui, ZHANG Liyun, WANG Yiwei, LAN Huaizhou, GAO Yanju, WU Yi, LIU Suna, YAN Baotang, CUI Lijun

結構/Structure: 鋼筋混凝土結構/Reinforced concrete

用地面積/Site Area: 157,109 m2

總建筑面積/Total Floor Area: 33,707 m2

9 外景/Exterior view

10 首層平面/Ground fioor plan