溫州醫(yī)科大學(xué)國際交流中心，溫州，中國

溫州醫(yī)科大學(xué)國際交流中心，溫州，中國

Wenzhou Medical University International Exchange Centre, Wenzhou, China

評論

童明：提起學(xué)院，總令人不由得想起古希臘時，雅典城西的柏拉圖學(xué)園。所謂的學(xué)園，也就是今日所謂學(xué)術(shù)之起源，也就是在科斐索斯河谷中，一片帶有人工灌溉系統(tǒng)的蔥郁林地。后來亞里士多德的呂克昂也應(yīng)當(dāng)受此影響，由懸鈴、白楊、橄欖和月桂所構(gòu)成的林蔭道上，自由自在漫步著莘莘學(xué)子，因而這一族的哲學(xué)家也被稱為“逍遙派”。

似乎提到教育，總是與樹木分離不開。佛祖釋迦就是在菩提樹下開化頓悟，超凡脫俗；先師孔子，端坐杏壇，讀書彈琴，授業(yè)解惑。一顆撐張而開的大樹，從茫然荒野中界定出一塊微觀環(huán)境，不僅構(gòu)造了陰涼、宜人的停佇空間，而且從樹木到樹人，寓意著成長與發(fā)展。

非常建筑設(shè)計的溫州醫(yī)科大學(xué)留學(xué)生教學(xué)生活樓，所提供的第一幅圖景，即為一片帶有起伏地坪的樹林。樹陰之下，散落的學(xué)生乘涼、學(xué)習(xí)、野餐。而建筑，則作為一種填充，間歇性地漂浮于林木之間。

這樣的一種圖景與溫州醫(yī)科大學(xué)的現(xiàn)有校園似有不相吻合，基地由于中心放射模式而有些畸形。乍看之下，由教學(xué)樓、辦公樓、公寓樓、報告廳等功能所定義的八個建筑模塊，較為隨意地散落在場地之中，無論與校園中央的圓形廣場，還是與邊側(cè)其他的行列式教學(xué)樓，都沒有什么直接關(guān)系。

然而在接下來的發(fā)展中，隨著4組樹林的填入，8個獨立建筑開始兩兩成組，無論在功能方面還是空間方面，都形成了有效的對應(yīng)連接，構(gòu)造了另外一種模式的整體關(guān)系。而外圍樹林的填充，也體現(xiàn)了非常建筑對于場地關(guān)系的回應(yīng)。在這一過程中，那些無處不在的巨大挑檐，起到了非常重要的作用。從建筑4個側(cè)面撐張而出的巨大挑檐，不僅界定、呈現(xiàn)、烘托了由4組樹林所構(gòu)造的庭院環(huán)境，而且也營造了既獨立、又連續(xù)的活動場所。

方案效果圖呈現(xiàn)了建筑設(shè)計想要達成的意象圖景。圖紙描繪最多的，就是這4個庭院。8座建筑，32片巨型挑檐，共同營造了場地中的虛空，這些虛空經(jīng)由各類林木的填充，形成了蔭郁的環(huán)境，從庭院到檐下，從檐下到外廊，再到室內(nèi)空間，如此的空間系列關(guān)系，似乎也在陳述著非常建筑對于校園場景的理解。所謂的授業(yè)解惑，并不完全在于照本宣科、應(yīng)試趕考，而是互動交流，用心體驗。

由此可見，留學(xué)生教學(xué)生活樓的設(shè)計，并非開始于規(guī)則性、模式化的建筑實體，而是這4個“室外房間”。從這4個植滿大樹的室外房間懸浮而出的巨型挑檐，在場地上彼此結(jié)合，創(chuàng)造出更多的“半室外房間”，而真正的室內(nèi)房間，則作為一種標(biāo)準、成熟的模塊，參與到這一場景的營造過程之中。

Comment

TONG Ming:Speaking of Academy, it's hard not to think of the Plato Academy in the west of Athens in the time of Ancient Greece. The so-called Academy, which is what we call today the origin of academic science, is just an area of green woodland with man-made irrigation system in the Kephissos Valley. Later on, the Lyceum of Aristotle was also influenced by this, with carefree students strolling down a boulevard lined with sycamores, white poplars, olives and bay trees. Therefore this group of philosophers are called Peripatetics.

It seems like education can never be separated from trees. It was under the bodhi tree that the Buddha Sakyamuni got Instant Revelation and became a Buddha; the master Confucius was sitting on the Almond Altar when he read books, played music, and taught his students. A tree with its spreading crown can define a micro environment amongst the vast wilderness. It does not only create a pleasant shadow for people to rest under, but also represents growth and development from trees to people.

The first image provided by the International Student Building in Wenzhou Medical University designed by FCJZ, is an area of green woods on rising ground. Under the shadow of the trees, scattered students are resting, studying, and having picnics.Architectures, on the other hand, are acting as a kind of filling, floating in and out between the woods.

This image seems to be a little in discord with the present campus of Wenzhou Medical University, which has a radial pattern. On a first look, the 8 architecture modules defined by the function of classroom building, office building,apartment building, lecture hall etc. are scattered unintentionally in the site. They have no direct relationship with either the circular square in the center of the campus or the other classroom buildings lined up aside.

However, in the following development,with the filling of 4 sets of woods, 8 individual architectures start to form in pairs. Whether it's in terms of function or space, they all created effective connection, and formed an integral relationship in another mode. The filling of woods on the outside also ref l exes how FCJZ responds to the site. In this process, those huge cornices everywhere played an important role. The huge cornices spreading from all 4 fa?ades of the architectures, not only defined,showed and emphasized the courtyard environment created by the 4 sets of woods, but also built activity spaces that are both independent and connected.

The impression drawings represent the image that the design wants to achieve. What the drawings describe the most are these 4 courtyards. Eight architectures,32 pieces of huge cornices, shaped the voids in the site together. These voids were filled by the woods and created a green space, from courtyard to under the cornice, from there to the corridors, then to the indoor space. This series of space seems to be also stating FCJZ's understanding of campus image. Teaching shouldn't be just studying the books to prepare for exams, but also communicating and experiencing.

We can see from this that the design of international student building did not begin from the regular and modular architecture solids, but from the 4 "outdoor rooms". The huge cornices floating from these 4 trees-filled "outdoor rooms" are combined together and created more "semi-outdoor rooms".But the real indoor rooms took part in the creation of this image as a kind of standard and well-developed module. (Translated by CHEN Yuxiao)

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氣候

顧名思義，項目所在地溫州是一個氣候溫和的城市。是不是可以如此假設(shè)：斯里蘭卡建筑師巴瓦鼓吹的人和自然的親密關(guān)系，即戶外生活，在溫州比在炎熱的南亞更具備實現(xiàn)的條件？在這個設(shè)計中，氣候成為了起點。

為了達到建筑與環(huán)境融合的目標(biāo)，首先，我們化整為零，將內(nèi)容豐富的交流中心布置成由8棟建筑組成的群體，分別承擔(dān)的功能是：大講堂、教室、圖書館、專家宿舍、學(xué)生中心、學(xué)生宿舍（兩棟）及行政辦公。然后，我們?yōu)閱误w建筑設(shè)計了傘形的剖面，打破建筑的封閉性，從中心向邊緣形成4層空間：中心庭院，室外；空調(diào)區(qū)，室內(nèi)；廊下，半室內(nèi)；檐下，半室外。師生們可以在不同氣候條件下，選擇適當(dāng)?shù)目臻g進行學(xué)習(xí)、交流或其他活動。巨大的挑檐（最大達10m）在兩個單體建筑之間構(gòu)成室外大廳，使公共性的集體活動——如音樂會或體育項目也成為可能。也許可以認為，我們通過建筑設(shè)計邀請溫醫(yī)大的師生體驗一種室內(nèi)外模糊生活的方式，這種生活方式使他們更多意識到他們所處的地理位置。

結(jié)構(gòu)

在結(jié)構(gòu)設(shè)計上，我們采取了國內(nèi)普遍使用的混凝土框架體系，通過預(yù)應(yīng)力獲得深挑檐。再一次把設(shè)計重點放在空間上。□

項目信息/Credits and Data

客戶/Client: 溫州醫(yī)科大學(xué)/Wenzhou Medical University

地點/Location: 浙江省溫州市溫州醫(yī)科大學(xué)茶山校區(qū)/Chashan Campus of Wenzhou Medical University, Wenzhou,Zhejiang, China

建筑設(shè)計/Architets: 非常建筑/Atelier FCJZ

項目主持設(shè)計/Principal Architect: 張永和/Yung Ho Chang項目團隊/Project Team: 王玥，于躍，陳優(yōu)優(yōu)，龍斌，李相廷/WANG Yue, YU Yue, CHEN Youyou, LONG Bin, LI Xiangting面積/Area: 建筑面積/Building Area: 42,586.54m2; 基地面積/Site Area: 45,474.74m2; 基底面積/Footprint Area: 10,315.42m2建筑高度/Building Height: 14.2m-15.1m

結(jié)構(gòu)材料/Structure and Material: 混凝土密肋梁結(jié)構(gòu)/Dense ribbed beam concrete structure

設(shè)計時間/Design Period: 2016.04-至今/2016.04-Present

預(yù)計竣工時間/Estimated Completion Time: 2020

Climate

As suggested by its name, Wenzhou, the site of this project, is a city with a mild climate. Therefore,is it possible to make the following assumption:An intimate human-nature relationship, namely outdoor living, encouraged by Sri Lankan architect,Geoffrey Bawa, is more likely to be realized in Wenzhou than in the hot South Asia? In this design,climate becomes the starting point.

In order to reach the goal of integrating architecture and environment, we first organized the exchange center with mixed programs into a complex of eight buildings, housing a large auditorium, classrooms, a library, a guest house for visiting scholars, a student center, students'dormitories (two blocks), and an administrative office respectively. Breaking away from the typical enclosed architecture, we then designed each building with an umbrella-inspired section with four layers of spaces from the center to the edge:the central courtyard, outdoor; the air-conditioned area, indoor; the veranda, semi-indoor; and under the eaves, semi-outdoor. Under different weather conditions, teachers and students can choose the most appropriate space for their learning,communications, or other activities. The large overhanging eaves (up to 10 meters) between two buildings form a large outdoor hall, making public activities such as concerts or sports possible. Maybe one could consider that we are inviting the teachers and students of Wenzhou Medical University to experience a lifestyle that blurs the boundaries between indoors and outdoors, which hopefully makes them to be more appreciative of their geographical location.

Structure

In terms of structure, we adopted the concrete frame system that is commonly used in China,and achieved deep overhanging eaves through pre-stressing. Once again, our design focus is on space.□

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