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Experimental Primary School of Suzhou Science and Technology Town, Suzhou, Jiangsu Province 作为历史长达数千年的古城，苏州始终是中国文明传承的缩影。在农耕文明时代，就曾出现过54位文状元，6位武状元，居全国地方出状元之首。近代工业时期，苏州籍的两院院士也居全国数量之最。书院是苏州最早的教育机构。从宋代的和靖书院，元代的文正书院，明代的碧山书院，直至近代，苏州的书院数量之多，密度之大，早已傲世全国。 Suzhou, an ancient city witnessing thousands of years,has consistently reflected the spread of Chinese civilization. In the era of agricultural civilization, 54 Best Scholars and 6 Best Martial Artists hailedfrom Suzhou, sending the city to the first rank in terms of champions inimperial examination across the whole nation. In the era of modern industry,the number of academicians born in Suzhou comes the top in China. Academy ofclassical learning is Suzhou’s earliest educational institution. From the ancienttime to modern age, Suzhou has always be superior in China in both quantity anddensity of academies, including Hejing Academy in Song Dynasty, WenzhengAcademy in Yuan Dynasty, and Bishan Academy in Ming Dynasty. 苏州科技城，如同其他高歌猛进的城市开发一样，依照当代城市高效运转的原则，将土地分割成尺度相近，属性不同的网格。唯一具有差异化的是，整个规划对于宏大的自然地貌做了适时的避让。学校的用地则是这一状况的一种极端体现，场地的两个界面完全是对立矛盾的。一侧是由河道、湿地和山体组成的尚未被“侵占”的视线舒缓的自然界面。而另一侧则是近乎数学公式一般的高层高密度人才公寓。相同的户型，等距的空间，退界更是法规的极限，完完全全是根据日照“计算”出来的设计。 Just like vigorous and rapid urban development, SuzhouScience and Technology Town has, in principle of efficient operation in moderncity, divided the land into grids similar in scale but various in property. Interms of the mere discrepancy, the whole planning does not incorporate grandnatural terrains, which is sufficiently reflected in site of this school. The two interfaces of the site are opposite and contradictory. On one side, natural interface consists of unexploited river, wet land, and mountain, absolutely pleasant to human eyes. On the other side, stand high-density and high-riseapartments, seeming to be intensive mathematical formulas. The buildings are computed and designed in exact accordance with sunlight, including identical house types, isometric spaces, and extremely standard concession distance. 当代的基础教育一直是在探讨如何提高学生全方位的综合素质的争议中演进。一方面要保证学生有效的足量的知识摄取。另一方面，又希望学校模拟的微型社会环境，可以弥补学生在家庭中社会性教育的不足。 Contemporary basic education has evolved focusing on the debate about how to improve the comprehensive quality of students. On one side, students should effectively input sufficient knowledge. On the otherside, schools are expected to simulate miniature social environment and complement the deficient social education from parents.
我们想据此提出一个更为积极和谐的系统。首先，我们将学校的功能作了区分和组合。把用于普通教学的标准化教室，以效率最大化并满足间距要求的原则，组合成三个相对独立的教学院落，每个教室都在一个阵列式的网格体系里，布置在基地西侧靠近城市界面一侧，满足基本的教学需求。把教师办公和行政管理、讲堂、图书馆和合班选课教室、风雨操场和食堂等对于面积，形态，体量要求各不相同的功能，以分组退台跌落的方式组织起来，由南向北分四组布置在基地东侧靠近自然界面一侧，层层退台面向基地东侧的山体，表达对自然景观的一种尊重。户外运动场也布置在基地东侧，与建筑的退台肌理相呼应。 We intend to propose a more active and harmonious system based on the aforesaid element. First of all, we distinguish and combine the program of school. We, in the principle of maximizing efficiency and satisfying the requirements for spatial distance, combine the standard classrooms for general teaching into three independent teaching compounds. Each classroom situates in a array grid system along the western side of the site and adjacent to urban area, able to satisfy basic teaching demands. We systemize teaching office and administrative management, lecture hall, library and class-merging rooms for optional courses, gymnasium, canteen, and other facilities with different requirements for size, form, and volume through grouping, concession, and descent mode. Such volumes, in four groups, arearranged from south to north along eastern side of the site adjoining natural area. With terraces of set-back models facing the eastern mountains, there spect for natural landscape is fully embodied. Outdoor playground also stands on the east in concert with the textures of set-back models. ▼总平面
▼一层平面
▼二层平面
▼三层平面
▼四层平面
▼地下一层
▼公共空间
▼交通流线
▼主入口及半室外剧场剖透视
其次，我们通过一个脊椎状的公共空间系统，将东西两侧氛围不同的空间串联起来。它既是连接整个学校南北向功能的必要通道，也是东西两侧标准教学功能和交流体验功能转换过度的空间。这一公共空间系统由南往北逐次由宽收窄。最南侧由学校主入口进来是一个四层通高、带有充足高侧顶光的开放式入口中庭，并有大台阶把师生直接引向二层。入口中庭北侧是和讲堂的地形变化相延续的、带有不规则分布的圆型天窗的多功能半室外剧场，是激发师生自主交流活动的空间装置。再往北侧则是一段宽大的多层连廊联系东西两侧。 Secondly, we connect the two spaces of different atmosphere respectively on east and west side through a spine-shaped public space system, which functions as the essential passage connecting south-north spaces in the whole campus and a transitional space for standard teaching sector and exchange-experience sector respectively on west and east side. The central public space system is gradually narrowed from south to north. From the south most main entrance, you can see a four-story open entrance court with sufficient top light and big steps leading teachers and students to the second floor. On the northern side of entrance court, with irregularly arranged circular skylight, a multi-functional outdoor theater, whose steps are extended from the lecture hall, is for independent communication activities.To the most northern part, one section of broad andmulti-floor corridor spans the east and west side. ▼主入口
▼半室外剧场
▼中央连廊
▼教学楼走廊
▼公共空间分布
▼南立面
最终，我们在这样一个用地紧张的基地上，通过高密度的水平与垂直相结合的空间模式，构建了一个亲近自然的多层次的交往空间，提供了一系列灵活多变的教学场所，鼓励学生在此漫步、玩耍、相遇，形成了多样的教学模式，同时其公共属性也有益于培养学生的社会能力。园林般的空间体验延续了这个城市的文脉，而将其在竖向叠加的做法有效地解决了本项目校园活动空间不足的缺陷，形成了一个垂直的书院。 In despite of limited land resource, we have ultimately constructed a multi-level communication space close to nature and provided a series of flexible teaching places through a high-density spatial mode integrating horizontal and vertical space. We have encouraged students toroam, play, and exchange with others, forming a diversified model ofinstruction. Meanwhile, the public prosperity is also beneficial to the cultivation of social competence. Garden-type space experience continues the context of Suzhou. Vertical overlapping has efficiently offset the deficiency of activity space within the campus, providing a unique vertical Academy . ▼活动平台
▼东立面
儿童的生活环境和学习习惯直接影响他们的行为与记忆能力。自然景观、阳光、丰富宽阔的视野都能增强学童的记忆力。在这一新校园中，水平方向形成园林般的空间体验，垂直方向有层次丰富的共享空间，并沿景观面有宽阔的活动平台，既使自然空间得以最大化，同时也使课室和交流空间得以延伸。师生漫步其中，感受着对面山体轮廓的步移景异的变化，学校有如环绕在自然环境当中，退台也为观山提供了多样的视野。 Children's living environment and learning habits may exert direct influence on their behaviors and memory ability. Natural landscape, warm sunlight, and rich broad view can enhance the memory ofstudents. In this new campus, horizontal and vertical space can respectively provide garden-type experience and multi-level shared space, and wide activity platform along landscape can maximize natural space and extend classroom andcommunication space. Walking in the platform, students and teachers can enjoy changing sceneries of the opposite mountains with different steps. In addition,set-back models can also provide diversified views of the mountain. Therefore,the school is barely surrounded by natural environment. ▼活动平台
▼景观
▼剖面
课业繁重的学生无暇展开社交活动，独生子女的成长方式欠缺社会性的发展。多样的集体活动场域对人们建立和谐健康的关系起到关键的作用。在本项目中，学校的主要交通空间围绕着公共性最强的功能单元，这使得这些单元拥有所有学生的必达性，促使每个学生都能有效的参与多种活动。我们在这一校园里注入了大量的社会交往空间。这些空间拥有不同的进深和尺度、不同的公共/私密层级和丰富的情感内涵，可以适用于多种的课外教学功能。这些社交空间鼓励使用者的自主使用和参与，并在不同的高程布置乔木，似乎实现了Kahn所期望的能在树下教学的理想模式。 Heavy school work has stripped students’ time for social activities, and only children cannot enjoy sufficient social development.Here upon, diversified fields of collective activities play a key role in the establishment of harmonious and sound relationship. In this project, main circulation spaces connect functional units with strong public character, available to all the students and motivating them to participate diversified activities. We have incorporated massivesocial intercourse spaces in the campus. These spaces are endowed with different depths andscales, various public/private levels, and rich emotional connotations,suitable for diversified extracurricular teaching activities. Suchsocial space can encourage users in independent use and participation. Inaddition, the trees planted on different elevations seem to have realized theideal pattern expected by Kahn, teaching under trees. ▼图书馆
▼报告厅 ▼体育馆
在近期的回访当中，沿山体方向的平台已经被年轻的老师们赋予多个主题，诸如校园农场、开心集市等。这些用途最终实现了设计的初衷，这似乎是我们最大的欣慰。当大片的土地被城市化的浪潮挟持的时候，我们也算为孩子们解救出一小片与自然相关联的天地吧。 During recent return visits, we have been informed of multiple topics conceived by young teachers for the platforms along the mountain, such as School Farm and Happy Market. The realization of designed purposes seems to be the greatest comfort for us. Against waves of large-scale urbanization, we have presented a world close to nature for children.
▼开心农场
1 . 深灰色铝披水板 2 . 中空 LOW-E 玻璃 3 . 氟碳喷涂彩色穿孔铝板 4 . 浅米色面砖
1 . 深灰色铝披水板 2 . 中空 LOW-E 玻璃 3 . 深灰色面砖 4 . 浅米色面砖
1 . 深灰色铝披水板 2 . 浅米色面砖 3. 中空 LOW-E 玻璃 4 . 深灰色面砖 5 . 浅米色面砖 项目档案 项目名称：苏州科技城实验小学 建筑师： 周 蔚 + 张 斌 / 致正建筑工作室；李 硕 / 大正建筑工作室 主持建筑师：张 斌、李 硕 项目建筑师： 陈颢（方案 + 扩初）、丁心慧（竞赛） 设计团队： 吴人洁、张金霞、谢林波、徐家金 合作设计：中铁工程设计院有限公司 建设地点：苏州高新技术产业开发区科技城科业路88号 建设单位：苏州科技城社会事业服务中心 施工单位：苏州建鑫建设集团有限公司 设计时间：2013.06-2014.02 建造时间：2014.03-2015.09 基地面积：43880m2 占地面积：14478 m2 建筑面积：53422m2 结构形式：钢筋混凝土框架，局部钢结构 建筑层数：4层 主要用途：54班小学 主要用材：面砖，涂料，烤漆穿孔铝板，烤漆铝板，铝型材，铝镁锰板，型钢，平板玻璃 工程造价：2.5亿元人民币 摄 影 师：陈颢、夏至 Project Name: Experimental Primary School of Suzhou Science and Technology Town Architects: ZHOU Wei + ZHANG Bin / Atelier Z+, LI Shuo / D-plus Studio Partner in Charge: ZHANG Bin, LI Shuo Project Architect: CHEN Hao (Schematic Design & Developing Design), DING Xinhui (Compitition) Project Team: WU Renjie, ZHANG Jinxia, XIE Linbo, XU Jiajin Design Cooperation: China Railway Engineering Design Institute Co., Ltd. Location: 88 Keye Road, Science and Technology Town, National New and Hi-tech Industrial Development Zone, Suzhou, Jiangsu Province Client: Social Programs Service Center of Suzhou Science and Technology Town General Contractor: Suzhou Jianxin Construction Group Co.,Ltd Design Period: Jun., 2013 - Feb., 2014 Construction Period: Mar., 2014 - Sep., 2015 Site Area: 43880m2 Building Area: 14478m2 Gross Floor Area: 53422m2 Structure: Reinforced Concrete Frame; Partly Steel Frame; 4 Stories Principal Use: Primary School with 54 Classes Primary Materials: Painting, Pre-coated Perforated Aluminum Sheeting, Pre-coated Aluminum Sheeting and Profile, Al-Mg-Mn Alloy Sheeting, Steel Profile, Slab Glass, Cost: 250,000,000Yuan RMB Photography: CHEN Hao, XIA Zhi |
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