深圳國際交流學(xué)院新校區(qū)，深圳，廣東，中國

李曉東工作室

客戶：深圳國際交流學(xué)院

主創(chuàng)建筑師：李曉東

設(shè)計(jì)團(tuán)隊(duì)：張思慧，陳梓瑜，王古恬，李樂，張晨陽，許曉佳

建筑面積：102,800m2

設(shè)計(jì)時間：2015.07-2017.05

竣工時間：2021.05

繪圖：李曉東工作室，深圳市同濟(jì)人建筑設(shè)計(jì)有限公司

攝影：UK Studio

Client: Shenzhen College of International Education

Principal Architect: LI Xiaodong

Project Team: ZHANG Sihui,CHEN Ziyu,WANG Gutian,LI Le,ZHANG Chenyang,XU Xiaojia Floor Area: 102,800 m2

Design Period: 2015.07-2017.05

Completion Time: 2021.05

Drawings: Li Xiaodong Atelier,Tongji Architects Co.,Ltd.,Shenzhen

Photos: UK Studio

深圳國際交流學(xué)院項(xiàng)目位于深圳市的中心地帶，占地約20,000m2，可同時滿足2000 名學(xué)生和200 多名教師的使用需求。該項(xiàng)目在容積率接近5 的條件下，不僅容納了超過100,000m2的教學(xué)、生活空間，而且在高密度的建筑中創(chuàng)造出豐富的運(yùn)動場地，同時通過提升建筑孔隙率引導(dǎo)自然通風(fēng)、形成可以自由呼吸的空間。

深圳國際交流學(xué)院項(xiàng)目的核心設(shè)計(jì)目標(biāo)是確立亞熱帶城市教育建筑的身份認(rèn)同。具體包括以下幾個方面：

（1）柔性邊界：重新定義傳統(tǒng)校園的邊界，打破封閉的空間格局，使校園以更加開放的姿態(tài)與城市對話。

（2）公共平臺：將校園的主要功能空間布置在平臺層以上，為學(xué)校創(chuàng)造豐富的活動場地，在地面層留出庭院作為校園對自然的回饋。

（3）垂直綠化：引入垂直綠化作為遮陽系統(tǒng)，恢復(fù)人與自然環(huán)境之間的親密性。

（4）立體活動空間：為了緩解用地緊張的問題，將集中的運(yùn)動場地分為16 個活動單元，融入到不同維度的空間體系當(dāng)中，在提升使用效率的同時增加了校園空間的靈活性、趣味性和交互性。

（5）空中花園：在教學(xué)與生活區(qū)內(nèi)穿插布置空中花園，形成豐富的室外休閑和交流平臺。

該設(shè)計(jì)將建筑、場地和人作為整體，通過三者之間的對話不斷推動設(shè)計(jì)理念的生成與發(fā)展，最終得以形成獨(dú)特的空間構(gòu)想。

評委評語

在有限用地條件下，深圳國際交流學(xué)院新校區(qū)以其開放、輕盈和通透的姿態(tài)，通過對不同功能合理緊湊的布局，以及多類空間和界面的有機(jī)組織，塑造了一所有著豐富的空間多樣性和生態(tài)友好的立體校園。這一外觀簡潔、以人為本的創(chuàng)新型學(xué)校，是對具有開放性和包容性的教育建筑的反思，也是對亞熱帶高密度地區(qū)校園空間形態(tài)的有益探索。

The Shenzhen College of International Education (SCIE) was designed to accommodate 2000 students and over 200 teachers on a site of around 20,000 m2in the heart of Shenzhen city.With a plot ratio of almost 5,the great challenge of the project is not only to accommodate a total floor area of over 100,000 m2including all the teaching facilities,dormitories,staff apartments in an efficient way,but also to provide enough sports facilities in a compact compound,while at the same time improving the porosity,allowing for cross-ventilation,and creating a space that breathes freely.

To give a clear and solid definition of identity for a school project in the centre of subtropical city of Shenzhen is the main focus of the design concept.The main concept of the design consists of several layers of meaning addressing different aspects of the programme.

(1) Blurred boundary.There are no solid walls surrounding the school.For us,the campus should not be an ivory tower that is isolated,rather,it is open and is interactive with the city.

(2) Platforms.Most of the functional spaces are elevated above the platform level to provide more open space for activities and at the same time reserve courtyards on the ground level to respond to nature.

(3) Vertical greenery.A vertical green system is introduced to provide sun-shading while building a close relationship between human and the natural environment.

2 外景Exterior view

3 遠(yuǎn)景Distant view

(4) Three-dimensional sports space.Due to the lack of space,the sport programmes are divided into 16 different units and incorporated into the building complex on different levels,adding flexibility,playfulness,interaction,efficiency and unique experience to the whole campus.

(5) Sky gardens.In both living quarters and educational buildings,sky gardens are densely distributed to provide enough outdoor space and fresh air.

The design for SCIE integrates different ideas that were generated through constant dialogues with the place,programmes and the people in a holistic and organic manner to give the school a unique identity.

Jury Statement

Under the condition of limited land,the new campus of the Shenzhen College of International Education has shaped a three-dimensional campus with rich spatial diversity and ecofriendliness in an open,light,and transparent posture,through the rational and compact layout of different functions and the organic organisation of multiple types of spaces and interfaces.This innovative school with a simple appearance and a human-centred approach is a reflection on educational architecture with openness and inclusiveness,as well as a useful exploration of the spatial form of campuses in subtropical high-density areas.

4 東西剖面East-west Section

5 地面層平面Ground floor plan

6 總平面Site plan

7 平臺層平面Terrace floor plan

8 剖面Section

9 外景Exterior views

10 外景Exterior views

11 外景Exterior views

12 外景Exterior views