田園學(xué)校
——北京四中房山校區(qū)，北京，中國

建筑設(shè)計：OPEN建筑事務(wù)所Architects: OPEN Architecture

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田園學(xué)校
——北京四中房山校區(qū)，北京，中國

建筑設(shè)計：OPEN建筑事務(wù)所
Architects: OPEN Architecture

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1 室外樓梯/Outdoor stairs

1 設(shè)計概念

這個占地4.5hm2的新建公立中學(xué)位于北京西南五環(huán)外的一個新城的中心，是著名的北京四中的分校區(qū)。新學(xué)校是這個避免了早期單一功能的郊區(qū)開發(fā)模式、更加健康和可持續(xù)的新城計劃中重要的一部分，對新近城市化的周邊地區(qū)的發(fā)展起著至關(guān)重要的作用。

創(chuàng)造更多充滿自然的開放空間是設(shè)計出發(fā)點(diǎn)——這是今天中國城市學(xué)生所迫切需要的東西，加上場地的空間限制，激發(fā)了我們在垂直方向上創(chuàng)建多層地面的設(shè)計策略。學(xué)校的功能空間被組織成上下兩部分，并在其間插入了花園。垂直并置的上部建筑和下部空間，及它們在 “中間地帶”（架空的夾層）以不同方式相互接觸、支撐或連接，這既是營造空間的策略，也象征了這個新學(xué)校中正式與非正式教學(xué)空間的關(guān)系。

下部空間包含一些大體量、非重復(fù)性的校園公共功能，如食堂、禮堂、體育館和游泳池等。每個不同的空間，以其不同的高度需求，從下面推動地面隆起，形成不同形態(tài)的山丘并觸碰到上部建筑的“肚皮”，它們的屋頂以景觀園林的形式成為新的起伏開放的“地面”。上部建筑是根莖狀的板樓，包含了那些重復(fù)性的和更嚴(yán)格的功能，如教室、實驗室、學(xué)生宿舍和行政樓等。它們形成了一座巨構(gòu)，有擴(kuò)展、彎曲和分支，但全部連接在一起。在這個巨大的結(jié)構(gòu)中，主要交通流線被拓展為創(chuàng)建社交空間的室內(nèi)場所，就像一條河流，其中還包含自由形態(tài)的“島嶼”，為小型的群組活動提供半私密的圍合空間。教學(xué)樓的屋頂被設(shè)計成一個有機(jī)農(nóng)場，為36個班的學(xué)生提供36塊實驗田，不僅讓師生有機(jī)會學(xué)習(xí)耕種，還對這片土地曾作為農(nóng)田的過去留存敬意。

兩種類型的教育空間之間的張力，及其各自包含的豐富的功能，造就了令人驚訝的空間的復(fù)雜性。為每類不同的功能所做的適合其個性的空間，使得這個功能繁雜的校園建筑具備了城市性的體驗。與一個典型的校園通常具有的分等級的空間組織和用軸線來約束大致對稱的運(yùn)動所不同，這個新學(xué)校的空間形式是自由的、多中心的，可以根據(jù)使用者的需求從任意可能的序列中進(jìn)入?？臻g的自由通透鼓勵積極的探索并期待不同個體在使用上的再創(chuàng)造。希望學(xué)校的物理環(huán)境能啟發(fā)并影響當(dāng)前中國教育中一些亟需的變化。

在中國當(dāng)前的環(huán)境下，可以說最迫切的問題和挑戰(zhàn)就是人與社會之間以及人與自然之間的關(guān)系，而教育承擔(dān)著巨大的責(zé)任。面對這些問題，我們以這個新校區(qū)項目作為試金石和力所能及的回應(yīng)。

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2 夜景，從操場看教學(xué)樓/Night view， from the sports feld to

teaching building

Concept

Situated in the center of a new town just outside Beijing's southwest ffth ring road， this new public school on 4.5 hectares of land is designed as the branch campus for the renowned Beijing No.4 High School. As an important piece in a grand scheme to build a healthier and self-sustainable new town， avoiding problems of the earlier monofunctional suburban developments， the school is vital to the newly urbanized surrounding area.

The intention of creating more open spaces filled with nature， something that urban Chinese students today desperately need， combined with the space limitations of the site， inspired a strategy on the vertical dimension to create multiple grounds，by separating the programs into above and below，and inserting gardens in-between. Te juxtaposition of the resultant upper and lower building， connected at the "middle-ground" in various ways， is as much an interesting spatial strategy as a signifier of the relationship between formal and informal educational spaces in the new school.

The lower building contains large and nonrepetitive public functions of the school， such as the canteen， the auditorium， the gymnasium， and the swimming pool. Each of these spaces with their varying height requirements， push the ground up from below into various mound shapes that touch the belly of the upper building； their roofs in the form of landscaped gardens become the undulating new open "ground". The upper building is a thin rhizome shaped slab that contains the more repetitive and rigid programs of classrooms， labs，dormitories and administration. Its mega form extends， bends， and branches， forming 6 different gardens in between. The main circulation spine within this mega structure is widened to allow rapid foot trafc during class breaks. It also accommodates some semi-enclosed spaces for small group activities，like a river with organic shaped islands. Te roof-top of the upper building is designed to be an organic farm， with 36 plots for the 36-classes of students in the school， providing students the chance to learn the techniques of farming， and also paying tribute to the site's pastoral past.

The contrast between the two types of educational spaces and the rich mix of programs within create a surprising spatial complexity. With the unique character for each different space， an urban experience is created within this complex of education facilities. Unlike a typical campus with hierarchical spatial organization and often clear axis to organize more or less symmetrical movements， this new school is free form and meant to have multiple centers that can be accessed in any possible sequences. It is a place with a free spirit that encourages explorations and awaits reinventions by different individuals. Hopefully the physical environment can inspire and initiate some much needed changes in the education system of China today.

In the contemporary Chinese context， arguably the most pertinent issue and challenge is that of the relationship among individual， society， and nature. Education bears great responsibilities. It is to these issues that this new campus project aspires to be both a touchstone and a response.

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3.4 剖面/Sections

項目信息/Credits and Data

業(yè)主/Client: 北京市房山區(qū)長陽鎮(zhèn)人民政府/Changyang Government of Fangshan District， Beijing

承建商/Construction: 北京中糧萬科房地產(chǎn)開發(fā)有限公司/Vanke COFCO

主持建筑師/Principal-in-Charge: 李虎，黃文菁/LI Hu，HUANG Wenjing

設(shè)計團(tuán)隊/Design Team: 中山代次郎（項目建筑師），葉青，張浩，周亭婷，托馬斯·巴森斯拉格爾，張暢，朱特·希格斯，王一帆，于清波/Daijiro Nakayama （Project Architect）， YE Qing， ZHANG Hao， ZHOU Tingting， Tomas Batzenschlager， ZHANG Chang， Jotte Seghers， WANG Yifan， YU Qingbo

合作設(shè)計院/Local Design Institute: 北京市建筑設(shè)計研究院有限公司/Beijing Institute of Architectural Design Co.，Ltd.

綠色建筑顧問/Sustainability Consultant: 清華大學(xué)建筑學(xué)院/School of Architecture， Tsinghua University

幕墻顧問/Curtain Wall Consultant: 英海特工程咨詢有限公司/Inhabit Group

照明顧問/Lighting Consultant: 萊亭迪賽燈光設(shè)計有限公司/Lighting Design Partnership International

聲學(xué)顧問/Acoustics Consultant: 深圳洛賽聲學(xué)技術(shù)有限公司/Clocell

景觀設(shè)計/Landscape Architects: OPEN建筑事務(wù)所 + 北京世紀(jì)麥田園林設(shè)計有限責(zé)任公司/OPEN Architecture +

MILAND DESIGN

標(biāo)識設(shè)計/Signage Design: 北京天樹文化藝術(shù)傳播責(zé)任有限公司/Beijing Trycool Culture and Art Development Co.，Ltd.

功能/Program: 共有36個初中及高中班級的中學(xué)/36-class junior and senior high school

建筑面積/Building Area: 57，773m2

設(shè)計時間/Design Period: 2010-2012

建設(shè)時間/Construction Period: 2012-2014

攝影/Photos: 蘇圣亮/SU Shengliang （fg.1，2，10，12），

Spirit of Space （fg.5），夏至/XIA Zhi （fg.9，11，14），

陳誠/CHEN Cheng （fg.13）

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5 人與空間的互動/Interactions between students and spaces

6 概念設(shè)計圖解/Conceptual diagram

2 關(guān)于節(jié)能

這個項目是中國第一個獲得綠色建筑三星級（其標(biāo)準(zhǔn)超過LEED金級認(rèn)證）認(rèn)證的中學(xué)。為了最大化地利用自然通風(fēng)和自然光線，并減少冬天及夏天的冷熱負(fù)荷，被動式節(jié)能策略幾乎運(yùn)用在設(shè)計的方方面面，大到建筑的布局和幾何形態(tài)，小到窗戶的細(xì)部設(shè)計。地面透水磚的鋪裝和屋頂綠化有助于減少地表徑流，3個位于地下的大型雨水回收池從操場收集寶貴的雨水灌溉農(nóng)田和花園。地源熱泵技術(shù)為大型公共空間提供了可持續(xù)能源，同時獨(dú)立控制的VRV機(jī)組服務(wù)于所有單獨(dú)的教學(xué)空間，確保使用的靈活性。整個項目使用了簡單、自然和耐用的材料，如竹木膠合板、水刷石（一項正在消失的工藝）、石材和暴露混凝土等。具體措施如下：

2.1 被動式綠色建筑設(shè)計策略

架空設(shè)計：在布局時充分考慮整個區(qū)域的引風(fēng)策略，借助CFD模擬手段進(jìn)行空間布局優(yōu)化，夏季校園整體平均風(fēng)速達(dá)到2.2m/s，有效改善了室外微環(huán)境。

屋頂綠化/種植屋面：減緩校園的熱島效應(yīng)和屋面的冷熱沖擊，延長建筑屋頂?shù)氖褂脡勖?/p>

自然通風(fēng)：教學(xué)樓在風(fēng)壓作用下，通風(fēng)換氣次數(shù)達(dá)到了7.9次/h，宿舍樓達(dá)到了3.6次/h，有效改善通風(fēng)。

天然采光：校園滿足采光規(guī)范要求的主要功能區(qū)面積達(dá)到了91.7％。風(fēng)雨操場條形天窗，引太陽光線進(jìn)入風(fēng)雨操場內(nèi)部；音樂教室、技術(shù)教室設(shè)立斜天窗進(jìn)行漫反射采光；階梯教室采用南北雙側(cè)窗的采光方式。

遮陽設(shè)計：教室均朝南向布置，窗套外遮陽形式可有效地遮擋太陽輻射進(jìn)入室內(nèi)；西側(cè)辦公采用三角式外遮陽，既保證了室內(nèi)天然采光，又最大程度地遮擋住直射光，解決了西曬問題。

2.2 空調(diào)設(shè)計

考慮教室、辦公及宿舍的間歇性和即時使用性特點(diǎn)，這些區(qū)域夏季制冷采用可靈活控制的多聯(lián)機(jī)系統(tǒng)。

地源熱泵：在操場地面下共鋪設(shè)144根垂直雙U型地埋管，孔深120m，為禮堂、餐廳等大型空間制冷供暖。

新風(fēng)熱回收：禮堂、門廳處采用全空氣系統(tǒng)、排風(fēng)全熱回收技術(shù)，熱回收全年可節(jié)能4，4000KWh。

2.3 可再生能源與節(jié)水設(shè)計

項目采用太陽能熱水系統(tǒng)作為一次熱源，下沉的操場及籃球場兼具雨水收集利用功能，并設(shè)立容積750m3的蓄水池。周邊有市政中水供給，市政中水供給日平均用水量110.2m3/d，非傳統(tǒng)水源利用率達(dá)到了45.0％。衛(wèi)生間內(nèi)采用節(jié)水衛(wèi)生器具，節(jié)水率達(dá)到8％。

2.4 建筑能耗分析

通過圍護(hù)結(jié)構(gòu)全年模擬優(yōu)化、被動式設(shè)計、新風(fēng)熱回收、地源熱泵、太陽能熱水、照明節(jié)能設(shè)計等建筑節(jié)能策略，建筑的全年采暖空調(diào)能耗從516，000KWh降低到425，000KWh，采暖空調(diào)系統(tǒng)的節(jié)能率達(dá)到17.6％。照明系統(tǒng)節(jié)能率達(dá)到22.4％。

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7 綠色建筑策略/Green strategies diagram

Sustainable Design Intent and Innovation

Te project is the frst high school in China to achieve Chinese Three-star Green Building Rating （a standard that exceeds LEED Gold）. In this large school for 1500 students， one typical challenge is the amount of energy required to heat and cools those large shared facilities， like the gymnasium，auditorium， and dining hall. Another challenge is the flexible control requirement as classrooms and labs are often not used at the same time. We dealt with these issues separately. Large shared facilities are set to be partially below grade with fully landscaped roofs， this envelope greatly reduces the energy load of these spaces. Then， geothermal ground-source heat pump， a sustainable source of energy， is used for the cooling of these large spaces. For the upper building containing classrooms and labs， independently controlled VRV units are employed to ensure fexible operation. Te roof-top of the teaching building is made into an urban farm，with 36 plots for the 36-classes of students， not only reduces the heat gain and loss of the spaces down below， but also provides students opportunities to learn farming.

The dormitory hot water is supplied by solar panels installed on the roof. Almost all lighting fixtures in the school building are energy saving type using LED luminaires.

Passive solar strategies are adopted throughout the building. The building's spatial arrangement is optimized with CFD simulation tools. Average wind velocity on campus during the summer reaches 2.2m/s， effectively improves the microclimate. Classrooms are arranged in single loaded slab building branches， all south facing with projecting window frames. Te depth of the projection （450mm from outer wall） is calculated to effectively cut down direct summer light and minimize glare.

Three large underground water retention basins collect rain water from the athletics feld for irrigation of the farms and gardens. Most of the ground paving is permeable to reduce the surface runoffs.

Throughout the project， simple， natural，durable， economic and environmental-friendly materials are used， a few examples here:

-Outdoor permeable ground pavers are made from compressed Gobi desert sand and recycled concrete aggregate.

-Bamboo plywood is used throughout the school. Bamboo is a fast regenerating grass， easily workable.

-Student lockers are made by strawboard which is entirely made of straw， an agriculture waste abundantly available. Strawboards are 100％ recyclable and biodegradable and do not incorporate any harmful substances.

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8 生態(tài)可持續(xù)系統(tǒng)分析/Sustainability system diagram

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9 夜景，竹園上空/Night view， above the bamboo garden

10 三角形窗套外遮陽/Triangular window frame shading

11 懸挑的階梯教室/Cantilevered lecture hall

評論

布魯諾·斯塔尼奧：這個項目是一個非常冷靜的建筑表達(dá)，令人回想起1960年代的現(xiàn)代主義建筑。 建筑外部的白色墻體與彩色室內(nèi)之間的對比，體現(xiàn)了細(xì)心的建筑設(shè)計和景觀設(shè)計?？梢娫撔５穆殬I(yè)教育項目綜合了學(xué)術(shù)成績和表現(xiàn)評估；體育和農(nóng)業(yè)學(xué)科成為通過實驗進(jìn)行教學(xué)的科目。種植區(qū)域位于綠色屋頂上。該項目突出了標(biāo)準(zhǔn)的建筑水準(zhǔn)，并反應(yīng)出了學(xué)生的紀(jì)律性。（王欣欣 譯）

王海松：這是一組空間利用極度緊湊的校園建筑，其地下、地面、屋頂層的充分利用，既滿足了功能聯(lián)系，又為師生創(chuàng)造了豐富的交往空間、活動空間，還具“節(jié)地”的效果；由體育館（風(fēng)雨操場）、食堂、禮堂等建筑體量形成的綠色山丘為校園增色不少，且有實際的節(jié)能意義；建筑群所采用的綠色技術(shù)比較妥帖，并無堆砌的痕跡，且與建筑形態(tài)的結(jié)合比較平實。在少雨的北京地區(qū)，設(shè)置大型的雨水回收裝置似較浪費(fèi)，應(yīng)注重于食堂、衛(wèi)生間、浴室的廢水搜集、回用。

Comments

Bruno Stagno: The project has a very sober architectural expression in which modern architectural reminiscent of the 1960's， is appreciated. The outer white walls of the building contrast with the colorful interior that shows a careful design as well as landscaping. It is understood that the vocational educational program integrates academics with performance； sports and agriculture become a unit subject that is learned by experimenting. Te planting areas are located in green roofs. Te building highlights the quality of standard construction and student discipline seen in the images.

WANG Haisong: Tis is a group of compact campus buildings with extremely utilization of space. The fully use of the underground， floor and roof layer meets the functional connection between different spaces and creates for teachers and students spaces of communication and activities， with also the landsaving effect. The green hills formed by the buldings of stadium a（wind and rain playground）， cafeteria，and auditorium considerably burnish the campus with practical significance in saving energy. The environment-friendly technology applied to the architectural complex is appropriate with no trace of excessive decoration but simple and natural combination with the architectural form. In Beijing and neighboring areas， with little precipitation， to set up a large rainwater recycling system seems to be a waste. However， importance should be attached to the collection and reuse of waste water from the dining room， toilet and bathroom.

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12 風(fēng)雨操場上方的山丘/Te mound above the gymnasium

13 階梯教室下方的荷花水池/Lily pond under the lecture hall

14 可見花園全景的舞蹈教室/Dance room with full garden view

Garden School: Beijing No.4 High School Fangshan Campus， Beijing， China， 2014