青少年綜合實(shí)踐基地及特殊教育中心，山東，中國(guó)

建筑設(shè)計(jì)：弋念祖，姚虹，董奇/清華大學(xué)建筑學(xué)院，清華大學(xué)建筑設(shè)計(jì)研究院有限公司

隨著社會(huì)的發(fā)展，青少年教育已逐漸擺脫單一的教學(xué)模式。社會(huì)實(shí)踐教育，與傳統(tǒng)學(xué)校系統(tǒng)教育、家庭教育一起，成為了青少年健康成長(zhǎng)體系的重要組成部分。相較于傳統(tǒng)學(xué)校系統(tǒng)教育的校園空間，社會(huì)實(shí)踐教育存在著探討新的校園空間范式的必要性。

本項(xiàng)目建設(shè)用地分為南北兩部分，北側(cè)為可建設(shè)用地，東西長(zhǎng)約412m，南北長(zhǎng)約162m，地勢(shì)起伏相對(duì)平緩，南側(cè)為現(xiàn)有水塘及保護(hù)林地，為青少年室外活動(dòng)提供了天然的場(chǎng)地。

在功能組織上，校園集特殊教育區(qū)（特殊教育中心及特奧館）、綜合實(shí)踐區(qū)（實(shí)踐館及主題館）、生活休閑區(qū)（宿舍、食堂及教師公寓）、學(xué)術(shù)交流區(qū)（報(bào)告廳及教師培訓(xùn)接待中心）與室外活動(dòng)拓展區(qū)于一體，形成了更為復(fù)雜的復(fù)合功能體系；在使用周期上，按照實(shí)踐教學(xué)規(guī)劃，打破了傳統(tǒng)校園空間的穩(wěn)定性，形成以“周”為單位的輪換式使用模式；在組織形式上，按照實(shí)踐教學(xué)安排，解構(gòu)了傳統(tǒng)的班級(jí)劃分概念，形成開放多元的互動(dòng)教學(xué)模式；在教學(xué)模式上，突破了傳統(tǒng)教育的專向性，形成了融合教育的新格局，特別是與特殊教育的雙向互動(dòng)，達(dá)到了教學(xué)、實(shí)踐、康復(fù)一體化的連續(xù)性功能。

基于以上特點(diǎn)，我們提出了“CO-Campus”的理念?！癈O”代表協(xié)同合作。在整體規(guī)劃中，我們以巨構(gòu)的建筑涵蓋復(fù)合功能，在超尺度空間中構(gòu)筑微觀城市的可讀性。依托空中環(huán)廊，圍繞操場(chǎng)串聯(lián)起學(xué)生活動(dòng)的人工生態(tài)體系，與南側(cè)以湖為中心的室外活動(dòng)區(qū)的自然生態(tài)體系形成對(duì)話與互動(dòng)。結(jié)合南北地形高差，每個(gè)分區(qū)形成獨(dú)立的院落空間。特殊教育區(qū)域和青少年實(shí)踐區(qū)域院落空間通過高差分隔，在保證獨(dú)立管理的基礎(chǔ)上可以實(shí)現(xiàn)相互的空間融合及交流互動(dòng)。而在建筑內(nèi)部的公共空間體系打造中，我們結(jié)合建筑功能設(shè)置多層次的院落及室外平臺(tái)，形成個(gè)性化、多維度的內(nèi)部交流空間，啟發(fā)青少年的想象與興趣，增進(jìn)有別于傳統(tǒng)校園的人際交往場(chǎng)所體驗(yàn)。

開放實(shí)踐、融合教育、個(gè)性探索、多元評(píng)價(jià)是本項(xiàng)目的設(shè)計(jì)定位。通過校園空間氛圍的營(yíng)造，青少年在日常學(xué)習(xí)生活、社會(huì)生活或與大自然的多方接觸中，主動(dòng)參與并親身經(jīng)歷實(shí)踐過程，形成室內(nèi)外一體化的教育場(chǎng)所，搭建校外實(shí)踐的新載體。

1 場(chǎng)地分析/Site analysis

2 總平面/Site plan

3 爆炸軸側(cè)圖/Exploded axonometric

4 鳥瞰效果圖/Aerial view

With the development of society, youth education has gradually got rid of the single teaching mode. Social practice education, together with traditional school system education and family education, has become an important part of the healthy growth system of teenagers. Compared with the campus space of traditional educational system, it is necessary to explore new campus space paradigm in social practice education.

The construction land of the project is divided into two parts: the north side is the construction land, which is about 412 m long from east to west and 162 m long from south to north. The terrain is relatively gentle. The south side has the existing pond and protected forest land, which provides a natural activity site for teenagers' outdoor activities.

In terms of programme organisation, the campus integrates special education area (special education centre and special olympics hall),comprehensive practice area (practice hall and theme hall), life and leisure area (dormitory, canteen and teacher apartment), academic exchange area(lecture hall and teacher training reception centre)and outdoor activity area, forming a more complex functional system. According to the practice teaching plan, it breaks the stability of the traditional campus space and forms a rotation mode with "week" as the unit; in the form of organisation, it deconstructs the traditional concept of class division and forms an open and diversified interactive teaching mode according to the practice teaching arrangement;in the mode of teaching, it breaks through the specificity of traditional education and forms a new pattern of integrated education. In particular,the two-way interaction with special education has achieved the continuous function of teaching,practice and rehabilitation.

Based on the above characteristics, we put forward the concept of "CO-Campus". "CO" stands for collaboration. In the overall planning, we use mega buildings to cover composite functions, and build readability of micro city in super scale space.Relying on the air corridor, the artificial ecological system of students' activities is connected around the playground, and the natural ecosystem of the outdoor activity area with the lake as the centre achieve dialogue and interaction. Combined with the elevation difference between the north and the south,each partition forms an independent courtyard space.The courtyard space of special education area and youth practice area is separated by height difference,which can realise independent management with mutual space integration and interaction. In the construction of internal public space system, we set multi-level courtyard and outdoor platform combined with architectural programmes to form personalised and multi-dimensional internal communication space, inspire teenagers' imagination and interests,and promote interpersonal communication place experience different from traditional campus.

Open practice, integrated education,personality exploration and multiple evaluation are the design orientations of this project. Through the construction of campus space atmosphere, teenagers actively participate in and experience the practice process in their daily study life, social life or contact with nature, so as to form an indoor and outdoor integrated educational place and build a new carrier of off campus practice.

5 外景效果圖/Exterior view

6 立面/Elevations

7 立面/Elevations

8 剖面/Section

項(xiàng)目信息/Credits and Data

項(xiàng)目負(fù)責(zé)人/Project Manager: 姚虹/YAO Hong

方案設(shè)計(jì)人/Design Team: 弋念祖，董奇，尤偉陽，張雨濛，賀麗瑋，康秋生，金基天/YI Nianzu, DONG Qi, YOU Weiyang, ZHANG Yumeng, HE Liwei, KANG Qiusheng,Kim Kichon

技術(shù)設(shè)計(jì)團(tuán)隊(duì)/Technical Design Team: 張葵，靳寶紅，董奇，沈敏霞，馬寶民，李晉春，徐京暉，張麗云，王一維，藍(lán)懷舟，高艷菊，武毅，劉素娜， 閆寶堂，崔麗君/ZHANG Kui, JIN Baohong, DONG Qi, SHEN Minxia,MA Baomin, LI Jinchun, XU Jinghui, ZHANG Liyun, WANG Yiwei, LAN Huaizhou, GAO Yanju, WU Yi, LIU Suna, YAN Baotang, CUI Lijun

結(jié)構(gòu)/Structure: 鋼筋混凝土結(jié)構(gòu)/Reinforced concrete

用地面積/Site Area: 157,109 m2

總建筑面積/Total Floor Area: 33,707 m2

9 外景/Exterior view

10 首層平面/Ground fioor plan