紅嶺實(shí)驗(yàn)小學(xué)

項(xiàng)目地址：中國(guó)，深圳福田區(qū)

建設(shè)單位：深圳市福田區(qū)建筑工務(wù)署

建筑總面積：33 721 平方米

高度：24 米

設(shè)計(jì)單位： 源計(jì)劃建筑師事務(wù)所

主持建筑師：何健翔，蔣瀅

項(xiàng)目建筑師：董京宇，陳曉霖

設(shè)計(jì)團(tuán)隊(duì)：吳一飛，張婉怡，王玥，黃城強(qiáng)，曾維，何文康，蔡樂歡，彭偉森，何振中

現(xiàn)場(chǎng)工程管理：深圳市萬(wàn)科房地產(chǎn)有限公司（代建）-趙偲翼，王川，黃鑫

結(jié)構(gòu)顧問：廣州容柏生建筑結(jié)構(gòu)設(shè)計(jì)事務(wù)所

結(jié)構(gòu)機(jī)電設(shè)計(jì)：申都設(shè)計(jì)集團(tuán)有限公司深圳分公司

其他顧問單位：廣州諾科建筑幕墻技術(shù)有限公司（幕墻設(shè)計(jì)），廣州尚點(diǎn)園林景觀設(shè)計(jì)有限公司（景觀植物），廣州哲外藝術(shù)設(shè)計(jì)（TheWhy art x design）有限公司（標(biāo)識(shí)設(shè)計(jì)），深圳市光藝規(guī)劃設(shè)計(jì)有限公司（照明設(shè)計(jì)），深圳千典建筑與工程設(shè)計(jì)顧問有限公司（結(jié)構(gòu)超限顧問）

建成時(shí)間：2019 年

攝影：張超，吳嗣銘

Project location: Futian District, Shenzhen, China

Client: Bureau Public Works of Shenzhen Municipality

Gross Built Area: 33 721 m2

Height: 24 meters

Design: O-office Architects

Chief Architects: He Jianxiang& Jiang Ying

Project Architects: Dong Jingyu, Chen Xiaolin

Design Team: Wu Yifei, Zhang Wanyi, Wang Yue, Huang Chengqiang, Zeng Wei, CaiLehuan,Peng Weisen, He Zhenzhong

Construction Project Management: Shenzhen Vanke Real Estate Co., Ltd.– Zhao Siyi,Huang Xin, Wang Chuan (SiteProject Management)

Structural Consultant: RBS Architectural Engineering Design Associates

Structural & M.E.Design: CMAD Design Group

Other Consultant: Neuco Building Facades Technology Co., Ltd.(Building Facades Design),TOP DESIGN (Landscape Design), TheWhy art x design (VI Design),Shenzhen Guangyi Lighting Planning and Design Co., Ltd.(Lighting Design),Shenzhen QianDian construction and Engineering Design Consulting Co., Ltd.(Structural Overrun Consultant)

Completion Date: 2019

Photography: Zhang Chao, Wu Siming

高密度的南中國(guó)小學(xué)

1，高密度

高速度和高密度已成了地處亞熱地帶的南中國(guó)城市深圳的代名詞。這座沿著珠江口出?？跂|側(cè)濱海帶狀規(guī)劃的超級(jí)城市中的人口和建筑密度依然與日俱增，超高層建筑中的居住和工作已成為這座城市的日常。城市里的休閑、甚至教育都被帶進(jìn)高空之中。

紅嶺實(shí)驗(yàn)小學(xué)及其周邊城市的所在地原本是福田區(qū)西北部的一座名為安托山的小山。這座小山在城市中廣為人知是因?yàn)樗┙o了大量用于城市填海擴(kuò)張的花崗巖土石方，以至于山體被基本削平，僅剩在小學(xué)西側(cè)的一座孤獨(dú)的小山包。其余場(chǎng)地在采石行動(dòng)逐步退出后被平整為城市開發(fā)用地。紅嶺實(shí)驗(yàn)小學(xué)的建設(shè)用地約100米見方，原規(guī)劃24班小學(xué)，后因?qū)W位缺口巨大而增容至36班?，F(xiàn)建筑面積約為原規(guī)劃的兩倍，建筑容積率超過3.0。加上用地東南角基礎(chǔ)對(duì)地鐵線路的避讓、道路退縮以及規(guī)范上對(duì)日照間距（雖然這在亞熱帶氣候的南方常被質(zhì)疑，但到目前為止仍是強(qiáng)制性的要求）的規(guī)定，使得建筑設(shè)計(jì)面臨諸多空間上的挑戰(zhàn)。,

2，垂直機(jī)制

因此，校園垂直向度的策略變得至關(guān)重要。超過24米的高層校舍在深圳小學(xué)建筑中已經(jīng)被廣泛采用，但相應(yīng)的副作用是垂直方向的交通過多以及樓梯間需要被封閉和增加前室而阻隔了小學(xué)生們的交往。建筑師在紅嶺實(shí)驗(yàn)小學(xué)的設(shè)計(jì)中努力把建筑總高控制在24米以下，以創(chuàng)造水平交往和在建筑/景觀空間上回應(yīng)對(duì)兒童的身體和心理特點(diǎn)。

A High-density Primary School in the Tropical South China

1.High-density

High speed and high density have become synonymous with Shenzhen, the southern Chinese city in the sub-tropical coast area.The population and urban density of this hyper-city along the eastern side of the Pearl River Estuary is still booming,even after 40 years of rapid development.Living and working in super high-rises has become the daily life of the city.Leisure and even education have also been brought into the sky.

The building site of Hongling Experimental Primary School (HEPS) and its surrounding cities was originally a hill named Antuoshan in the north-west part of Futian District.This hill is widely known in the city because it had provided a huge quantity of granite earthwork for urban reclamation.As a result, the hillalmostdisappears, excepta small lonely part standingto the west of the school site.The rest of the terrain was levelled into urban development land after the gradual withdraw of the quarrying operation.The site of HEPS, originally planned for a 24-class school, is about 100by 100 meters.Its current capacity has increased to 36 classes due to the huge pressure from the lack of school places, with a totalfloor areadoubled of theoriginal planning.The building ratio is over 3.Besides, giving way to the subway line at the southeast corner, the retreat from the road on all sides, and the building code of the sunshine spacing (although often questioned in the south of the country, but it is still a mandatory requirement), the architectural design has to confront many challenges form the space.

2.Organism of the vertical

Therefore, design strategy on the vertical orientation becomes crucial.School buildings over 24 meters (the division number between low-rise and high-rise buildings) have been widely applied in Shenzhen’s primary schools, but the side-effectis the obstruction of the students’ interaction caused byovermany vertical traffic and thecompulsory closed fire staircases.In the scheme of the HEPS, the architect make effort to control the building height of within 24 meters, to encourage horizontal interactions and tries to respond to the physical and psychological characteristics of children in the architectural/landscape spatial design.

教學(xué)建筑幾乎滿鋪可以建設(shè)的用地，建筑分為東西高度不同的兩個(gè)半?yún)^(qū)，平面上以兩個(gè)鏡像的E字形連接。西半?yún)^(qū)利用學(xué)習(xí)單元之間所必須的間距創(chuàng)造出兩個(gè)曲線形邊界的“山谷”庭院。庭院下沉至地下一層，結(jié)合由道路退縮距離中取得的邊坡綠化，為地下一層的文體設(shè)施和餐廳空間爭(zhēng)取充足的采光和自然通風(fēng)。下沉庭院通過緩坡和露天階梯劇場(chǎng)與架空且自然起伏的首層地面連接成為一個(gè)整體的地景兒童樂園。200米環(huán)形跑道和運(yùn)動(dòng)場(chǎng)被置于建筑東半?yún)^(qū)三層屋面，與西側(cè)主教學(xué)建筑的三層平面相連，便于在二、三、四樓上課的小學(xué)生們課間到運(yùn)動(dòng)區(qū)域活動(dòng)。運(yùn)動(dòng)場(chǎng)下方中部是可容納300人的小禮堂，懸掛于鑲嵌在地景樂園中的半戶外泳池。主教學(xué)建筑的四、五層分別為課外教室和教師辦公室，而天面屋頂是學(xué)校的園藝農(nóng)場(chǎng)。

3，單元組織

學(xué)習(xí)單元——傳統(tǒng)上稱為課室，是小學(xué)生們學(xué)習(xí)和交往基本空間細(xì)胞單元。建筑師針對(duì)深圳所在的亞熱帶氣候在水平的E字形板式樓層平面上構(gòu)想了成對(duì)組合的鼓形平面的教學(xué)單元，避免課室過長(zhǎng)的連排阻隔自然通風(fēng)。每層12間課室分3列共6對(duì)布置。每個(gè)單元對(duì)組合可以通過開閉連接部的靈活隔斷以滿足合班和分班等不同空間需要。鼓形平面展現(xiàn)出比傳統(tǒng)矩形學(xué)習(xí)單元更大的靈活性與自由度，更有利于單元課室里面的多樣化的教學(xué)模式。課室經(jīng)過連接后產(chǎn)生的富有韻律的折曲線與各層樓板在內(nèi)庭院一側(cè)的自由曲線間形成的線性活動(dòng)場(chǎng)地，為小朋友們課間提供了一個(gè)富有活力的半戶外活動(dòng)場(chǎng)地。建筑師利用了場(chǎng)地北高南低的條件讓每層的三排課室從南往北各有一米的高差，在E形平板上產(chǎn)生了爬升的地景式行進(jìn)體驗(yàn)。最終，兩個(gè)“山谷”庭院中各有兩道連接庭院兩側(cè)不同樓層的階梯式花園廊橋，在“山谷”的上空懸置了一份獨(dú)特的觀賞和游戲體驗(yàn)。

The school building, divided into two halves with different heights on the east and west, almost fully covers the land that can be constructed in the site.The general plan is an inter-linking mirrored E-shapes.The West Half uses the obligatory spacing between classroom rows to create a “valley” courtyard with two curved boundaries.The courtyards sink to the underground level, combining with the greenery slope garden obtained from the retreating distance site boundary, strivesfor the underground cultural/sport facilities and canteen space fully illuminated and naturally ventilated.The sinking courtyard is connected to the overhead and naturally undulating ground floorthrough a gentle slope in the south courtyard and an open-air steppingtheaterin the north courtyard, all together becoming a children’s landform park.The 200-meter circular runway and sports ground are placed on the 3rd floor of the Eastern Half, linked to the 2nd level of the main teaching building on the west side, which offers convenience for students on the 2nd,3rd and 4th floors to run to the sports area.Underneathof the stadium is a 300-seat auditorium, hanging abovethe semi-outdoor swimming pool in the landform park.The fourth and fifth floors of the West Half are the extracurricular classrooms and the teacher's office, while the roof is the school's horticultural farm.

3.Cellular Fabric

The learning unit, traditionally the classroom, is the basic spatial cell for primary school students to learn and communicate.The architect conceived separated pairs of drum-shaped learning units on the horizontal E-shaped floor plan, for the subtropical climate in which Shenzhen is located, to avoid blocking fluent ventilation on the facade.Every 12 classrooms are divided into 3 rows and arranged in 6 pairs.Each unit-pair combination can be flexible in opening to join the two units,and closingto separate the two, by the moveable division wall in-between two units.The drum-shaped plan shows greater flexibility and freedom when compared to the traditional rectangular classrooms.It is also more conducive to a variety of learning and teaching patterns.The rhythmic folding curve outline of the learning units and the curve edge of the courtyard form the linear activity space to shapea dynamic semi-outdoor venue for the children.The architectmaintains and uses the height different between the north and south of the site,to make 1-meter slopes to connectbetween the three rows of learning unitson each floor and createalso the landform experience on the E-shaped floor plate.In the end, two steel stepped garden bridges hung in the middle of the two “Valley” courtyards, connecting the different floors of the courtyard, are adding unique viewing and gaming experiences over the “Valley”.

攝影：張超

“山谷”庭院、上下錯(cuò)動(dòng)的水平層板、疏松的細(xì)胞組織以及有機(jī)的綠化植入系統(tǒng)均是項(xiàng)目中回應(yīng)高密度和亞熱帶的南方氣候的建造策略。而更為重要的是，建筑師希望通過紅嶺實(shí)驗(yàn)小學(xué)的建造過程和結(jié)果進(jìn)一步探索高速發(fā)展之后的高密度城市里公共性設(shè)施的全新空間范式。

“Valley” courtyards, dynamic horizontal slabs, loose cellular fabric, and the implanted organic greening systemsare the design strategies to response to high-density urban condition and the subtropical southern climates.Furthermore, through the process and results of the HEPS, the architect aims ata new spatialproductive paradigm for designingof public facilities in high-density Shenzhen.