校園：從修道院到都市村莊

安娜·德爾·莫納科

1 制度、身份認同、規(guī)模

最近，在各類城市環(huán)境下設計校園和教育建筑作為一類設計專題表現(xiàn)出日漸回潮的趨勢，為校園建筑如何為城市空間品質(zhì)提升做出貢獻，以及和建筑如何在社區(qū)中發(fā)揮作用帶來了新的契機和新的意義。

融資平臺出現(xiàn)債務急速膨脹、盈利能力微乎其微、資金運營缺乏效率，而部分平臺尚未建立內(nèi)審機構(gòu)，未配備專職的內(nèi)審人員，未建立起對潛在風險因素的識別、防范和控制。具體表現(xiàn)在：第一，未設內(nèi)審機構(gòu)，有的形式上設內(nèi)審機構(gòu)，未配備專職內(nèi)審人員；第二，對于企業(yè)的償債能力過于樂觀，缺乏對償債風險的考慮。融資平臺資產(chǎn)負債率偏高、收益率偏低，仍不斷借新債還舊債。第三，融資平臺不重視企業(yè)的財務及經(jīng)營分析，對于只需要通過簡單分析就能發(fā)現(xiàn)、識別的風險，融資平臺不理會，任其惡化發(fā)展。

根據(jù)一個國家所處不同歷史時期、人口狀況和所在城市基礎設施建設情況的不同，其教育空間也表現(xiàn)出不同的維度和特點。

通常，建筑師會把學校建筑或大學校園的設計轉(zhuǎn)譯為一系列“組合”和“功能”的問題，這些問題涉及建筑環(huán)境或教學密度方面的許多挑戰(zhàn)。盡管這類設計任務有助于改善城市區(qū)域的空間品質(zhì)，然而，中小學校和高校校園設計仍然反映了教育機構(gòu)的規(guī)劃政策水平，而它們是國家未來發(fā)展的基礎。因為這些校園建筑能為特定的城市社區(qū)帶來身份認同，增加鄰里社區(qū)設施數(shù)量，并讓年輕人在體驗高品質(zhì)環(huán)境的過程中逐漸認識到建筑空間的重要意義。

正如最近的研究成果所顯示的：“國際大學的背景正在形成多維度的創(chuàng)新動力……大學校園推動健康生活方式……鼓勵包容性的環(huán)境，推動空間功能的專門化使用，加強歸屬感，強調(diào)如大學環(huán)境的心理和情緒感知等方面的特征?！盵1]

然而，考慮到中國的中小學校園規(guī)模（通常由學生數(shù)量決定），比起中小學校園，其實與歐美國家的大學校園規(guī)模更具有可比性。因此，這篇短文將同時探討西方國家的中小學校園和高校校園。無論如何，對這兩類校園來說，相關(guān)教育空間標準的細節(jié)和建筑語匯的品質(zhì)都值得進行饒有趣味的比較研究。

1 勒·柯布西耶設計巴黎大學宿舍單元平面和剖面，1925，引自《Oeuvres Complète, 1910-29》，以及位于弗洛倫薩加盧佐的?，敽庸刃薜涝篖e Corbusier. Cité Universitaire, Paris,1925. Plan and section of cells. From Oeuvres Complète, 1910-29 and the Galuzzo Certosa near Florence

1 Institution, Identity, Scale

Designing school campuses and buildings for education, is recently making a comeback in various urban contexts as a design theme embodying new possibilities and meanings for the quality of urban space and the role of architecture for the community.

數(shù)據(jù)采用SPSS 23.0軟件進行分析，符合正態(tài)性檢驗的計量資料以（均數(shù)±標準差）（x-±s）表示，組間比較采用t檢驗。所有統(tǒng)計學檢驗均為雙側(cè)檢驗，檢驗水準為α=0.05，以P＜O.05為差異有統(tǒng)計學意義。

Space for learning takes on different dimensions and characters depending on the historical moment and demographic condition of a country, and the degree of infrastructural development of the city in which it was built.

In general terms, school building or university campus design, are interpreted by architects as a sum of "compositional" and "functional" problems related to an architectural artifact, full of pedagogical challenges. Although it is a design task that could also contribute to improving the qualities of a specific urban area. Moreover, school and university design corresponds to the quality of the policies programmed for educational institutions which are fundamental for the future of a country: they could give identity to a specific urban community, to increase the facilities of a neighbourhood and to raise the awareness of the importance of the architectural space among the young generations experiencing high quality standard environments.

As it is stated by recent studies "The international university context is generating multiple dynamics of innovation […] campuses promote wellbeing […] inspire inclusive environments, promote an appropriation of the space, and reinforce a sense of belonging, emphasizing aspects such as the psychological and emotional perception of university environments".[1]

However, this short note will discuss both school campuses and university campuses in the western countries considering that the school campuses in China have dimensions (depending on the number of students) more comparable to the western university campuses than to the western school campuses.Nevertheless, the specificity of space educational standards and the qualities in architectural terms of both cases are interesting to be investigated comparatively.

2 As a Monastery

The first structured environment comparable to university campus in Europe, as we can learn from the literature, were monasteries settled either in the countryside or in the urban areas.

Monasteries hosting university residences – or more in general school environments – appeared in Bologna, Naples, Pavia, Turin, Oxford (UK) and Sorbone (France) from Middle Ages to Renaissance, and improved toward modern standards before and after the Enlightenment, from the Seventeen Century institutions run by Jesuits to Napoleon's école Normale Supérieure. Then, the well-known example of Thomas Jefferson University in Virgina (1819) became a fundamental example in the United States of America and an important reference, for the central hall of Tsinghua University Campus in Beijing designed by Henry Murphy with the support of the young Tsin Chuang.

漢斯·夏隆在德國呂嫩建設的泥灰?guī)r學校（圖3、4）——這所學校最近險遭拆除，并被改建為一所音樂學校[3]，在《建筑評論》雜志上重新發(fā)表——它采用了與在達姆施塔特學校（圖5）類似的設計手法，自1950年代起，成為許多歐洲建筑師的重要設計參考。當時，尤其是在意大利和英國等國家，紛紛啟動項目和設立公共機構(gòu)來推動公立學校建筑的研究與建設。最近有一系列周年紀念文章讓人們重新注意到夏隆設計的這座建筑，尤其是“其親切宜人、氛圍獨特、自由流動的空間，由夏隆親手締造，并經(jīng)一代代師生共同維護，傳承至今”。在同一篇文章中，作者還提到了呂西安·克羅爾（設計了在法國東北部城市康布雷附近科德里新建的法國公立中學）[4]、京特·貝尼施（位于埃戈爾丁的中學，有4層通高中庭的大廳）以及彼得·許布納（設計了默爾斯學校）等，這些建筑師繼夏隆在學校建筑項目的實驗性工作之后，開展了對高度集中式校園建筑的設計探索。

In fact, during one of his trips to Italy, in particular the one in 1907, the Swiss architect wrote to his parents that he had visited the Certosa and, after seeing the dwelling model of the monks, he had solved the design problem of the workers' housing he was dealing with. The monk's dwelling layout (or cella) is also a reference for the dwelling designed by Le Corbusier for the project La Cité Universitaire de Paris in 1925 (Fig. 1).

第二組用普通的模式,每天將嬰兒帶到專門設計的嬰兒淋浴中心洗浴、消毒嬰兒的臍帶和對嬰兒進行撫觸。治療室一塊對嬰兒進行注射疫苗。增加知識的基礎是每天十分鐘的錄像和集體講解。教育的內(nèi)容與第一組相同。

There is a relevant aspect that cannot be overlooked. Sapienza, like many other universities around the world, including Tsinghua University Campus and several other Chinese historical campuses, is an urban university. This is a specificity and an important institutional character, which radically modifies the impact that a university campus can potentially establish with its urban quadrant, with respect to the objectives of urban development and urban regeneration, as they are meant today.

3.4 德國呂嫩泥灰?guī)r學校，漢斯·夏隆設計，1950年代，引自《建筑評論》Marl School in Lünen by Hans Scharoun,1950s. From Architectural Review

5 達姆施塔特學校，引自參考文獻[2]Scharoun Darmstadt. From Ref[2]

2 作為修道院

In Europe, the conception of the modern school space began during the Enlightenment with the theories of Jean-Jacques Rousseau, Robert Owen and Johann Heinrich Pestalozzi. These ideas found continuity, about a century later, with the concept of "active school" of the American pedagogist John Dewey and the Italian Maria Montessori. For many schools built in the first half of the last century,the attempt was "reorganization of a social life having the school as its fulcrum" and "structural reform of the urban agglomeration"[2]. Before the Second World War, however, when many European cities were essentially "compact cities", in their grid fabric, schools were part of the urban fabric made up of blocks, not infrequently with an internal courtyard, and had a hierarchical or serial path within the system of fa?ades along a street or on a public square. For this reason, even today, they present a certain degree of transformability.

這些通常包含大學宿舍的修道院——或者更籠統(tǒng)地說是校園環(huán)境——最早出現(xiàn)在中世紀到文藝復興時期意大利的博洛尼亞、那不勒斯、帕維亞、都靈、英國牛津和法國索邦等城市，并在啟蒙時期前后根據(jù)現(xiàn)代標準進行了翻新，其中包括了從17世紀耶穌會士的組織到拿破侖時期的巴黎高等師范學院。隨后，位于美國弗吉尼亞州著名的托馬斯·杰斐遜大學（1819）成為美國大學校園的示范標準，它同時也成為了亨利·墨菲在北京設計的清華大學大禮堂建筑的重要參考，年輕的建筑師莊俊當時協(xié)助了設計工作。

修道院的概念在很長一段時間內(nèi)、甚至現(xiàn)在，仍然對教育建筑的設計具有客觀的參考價值——即一個自給自足的烏托邦式空間（回廊），其中包含了一系列無論是在教學上還是空間上都具有積極意義的有組織空間，形成和保護了城鄉(xiāng)間的文化。勒·柯布西耶在訪問了位于佛羅倫薩附近的加盧佐的?，敽庸刃薜涝旱那榫熬褪沁@樣。

實際上，在這位瑞士建筑師拜訪意大利的最初幾次旅程中，尤其是1907年那次，他寫信給雙親，提到自己拜訪了這座修道院，并在參觀了僧侶們的居住模式后，解決了他當時正在研究的工人住宅設計問題。僧侶們的居住格局（或單人小室，圖1）也為勒·柯布西耶在1925年為巴黎大學城做的宿舍設計提供了參考。

1930年代，在歐洲的一些首都城市新建大學校區(qū)作為對舊有大學機構(gòu)的升級或擴建的做法并不罕見。1935年建設的羅馬大學新校區(qū)（圖2）就是其中一例，這所大學于1303年由教皇卜尼法斯三世創(chuàng)立，此后一直延續(xù)至今。新建校區(qū)的時期正值法西斯主義盛行，對比之下，人們當時格外注重教育體系的現(xiàn)代化。羅馬大學歷史上的各個總部及其位置一直與羅馬城市空間的變遷息息相關(guān)。多年以來，羅馬大學校區(qū)的功能缺陷決定了自從它首次坐落在特拉斯泰韋雷區(qū)之后，就必然不斷經(jīng)歷搬遷、擴建和增設新校區(qū)。第一次搬遷到圣依華堂——一座位于文藝復興大街上的教堂和修道院，以弗朗切斯科·博羅米尼為其設計的螺旋造型穹頂聞名于世；之后又搬到維米那勒山附近的區(qū)域；直到1930年代，馬塞洛·皮亞琴蒂尼設計了大學城校區(qū)，其中的一些建筑單體由來自羅馬和米蘭的意大利頂級建筑師投入多年心血精心設計而成。直到最近，新建的大學城場地才在城市周邊地區(qū)進行分散建設。

在這一過程中，有一個方面的因素不容忽視。羅馬大學和全世界許多其他高校一樣——包括清華大學校園和中國其他同樣歷史悠久的大學——是一所坐落在城市中的大學。這是一個顯著的特點，也是重要的制度性特色，它劇烈地改變了大學校園通過它們在城市中所處的區(qū)域和對人們今天設想的城市發(fā)展與更新目標的充分尊重所能夠形成的潛在影響。

3 打破“修道院”的壁壘

歐洲的現(xiàn)代學校空間理念肇始于啟蒙時期，受到讓·雅克·盧梭、羅伯特·歐文和約翰·亨里希·裴斯泰洛齊等學者提出理論的影響。將近100年后，這些理念在美國教育學家約翰·杜威和意大利的瑪利亞·蒙臺梭利提出的“積極學?！备拍钪械玫搅搜永m(xù)。對許多建立于20世紀前半葉的學校來說，這些概念意味著“讓校園成為支點，重新組織社會生活”和“城市融合的結(jié)構(gòu)性重組”的嘗試[2]。然而，在第二次世界大戰(zhàn)之前，許多歐洲城市在本質(zhì)上是棋盤式路網(wǎng)結(jié)構(gòu)的“緊湊城市”，而作為由這些街區(qū)構(gòu)成的城市肌理的一部分，擁有內(nèi)部庭院的學校并不少見；并且，它們也常常能在沿街或沿廣場建筑立面形式的層級結(jié)構(gòu)或序列體系中占有一席之地。正是出于這個原因，直至今日，這些校園建筑仍在某種程度上具有可適應性。

第二次世界大戰(zhàn)結(jié)束后開始重建的同時，許多其他城市也開始向郊區(qū)蔓延，“開放學?！钡男麄骺谔柺⑿幸粫r。

6 布雷西亞學校，朱莉婭·德阿波羅尼亞設計，2020 Fermi Secondary School in Brescia by Giulia de Appolonia, 2020 http://www.deappolonia-arch.com/e-fermi-secondary-school

7 迪多納托學校，奧古斯都·安東內(nèi)利設計，1924-1928 Di Donato School by Augusto Antonelli,1924-1928 https://www.cielosopr-aesquilino.it

For a long time and till now, the idea of the monastery, meaning a utopian self-sufficient space(cloisters) hosting educational and spatial active institutional places, producing and preserving culture in urban and extra-urban locations, is considered valuable for architectural design. As it happened to Le Corbusier after his visit to the Certosa of Val d' Ema at Galluzzo near Florence.

半夜的時候，溫簡還沒有睡著，顧青還在電腦前忙著工作。她看著他被汗?jié)裢傅纳碛埃睦锸氰F馬冰河的傷感。她可以為他傾盡所有，可以為他奮不顧身，但她卻勢單力薄，她不是那個可以拉他走出困境的人。原來，愛一個人，不是盡心盡力就已經(jīng)足夠，還需要生活，需要經(jīng)濟基礎，這就是現(xiàn)實給愛情最殘忍的難題。

3 Breaking the "Cloister" Walls' Limits

根據(jù)現(xiàn)有的文獻記載，最早出現(xiàn)在歐洲地區(qū)且與大學校園類似的建筑環(huán)境是坐落在城市或鄉(xiāng)間的修道院。

When reconstruction begins after World War II and many other European cities increase their suburbs, it was also time for the pedagogical slogans of the "open school".

Hans Scharoun's project of the Marl School in Lünen (Fig. 3-4) – recently rescued from demolition and transformed into a music school[3]and republished in an article in theArchitectural Review– not far from the design approach of the school in Darmstadt (Fig. 5) was a reference in the literature for many European designers from the mid-1950s onwards when, especially in countries such as Italy and Great Britain, programs and public agencies have been activated and established to study and build public school buildings. Recent anniversaries have brought attention to this building by Scharoun highlighting that"the intimacy, atmosphere and freedom of space which Scharoun created and which generations of pupils and staff have helped maintain, remain valid today". In the same article it is published Lucien Kroll (new Lycee at Caudry near Cambrai in north-east France),[4]Günter Behnisch (Secondary School Ergolding with quadruple-height assembly hall) and Peter Hübner (Moers School) continued in furrow of Scharoun's experimental lesson for the school building project, and they went on to design highly aggregated schools.

Other scholars[6]investigating the management of student residencies and university campuses have studied the efficiency of relevant example of diverse projects (mixing often student residencies and hotels)as the recovery of the former Hydric tower of Jagersborg in Denmark (2006, Fig. 18), the Residence UvADek of Amsterdam (2005, Fig. 19) including also mixed use functions, the residence Hof an der Saale in Germany (2005, Fig. 20), the Simmons Hall in Cambridge by Steven Holl (2002, Fig. 21), the Residence of Epinay-sur-Seine in France (2009, Fig. 22).

In general terms, it can be said that post-World War II schools' buildings tended to identify replicable"models" in different areas, on the basis of numerically expandable room-modules. This tendency recurs when there is an urgent need of housing or school buildings: design by catalogue. Many school buildings built in reinforced concrete for decades during the twentieth century are in degraded conditions today and interventions of demolition, recovery and transformation have begun – to mention one example the school by Giulia de Appolonia in Brescia (Fig. 6). There was also the experimental phase in prefabrication,which proceeded in parallel with buildings implemented for public housing during the seventies and that in Italy, for example, was considered a potential opportunity to enhance the construction industry in all its ordinary architectural application (housing, public buildings). While the school building constructed in more traditional techniques (masonry walls) are demonstrating more adaptability for new uses and building upgrades. The Di Donato school by the architect Augusto Antonelli (1885-1960), a "valiant" official of the Municipality of Rome, was considered an experiment beyond the idea of the school as barracks or as a hospital (Fig. 7). In fact, in line with the increasingly dynamic character of the urban environment and the evolution of social needs, the interest has been growing in the recent years for the construction or retrofitting of the old school campuses, especially the one which have demonstrated a significant resiliency in playing an important and multifunctional role for their neighbourhood: the possibility of using the building in the afternoon for collective purposes concerning the entire neighbourhood.

Recent examples wishing to interpret the design theme mentioning the "open school" are the three schools design in Tirana, under construction, by Stefano Boeri (Kod?r-Kam?z School, Don Bosco School,Shqiponja School), a group of significant buildings with impact at an urban scale.

During 1930s it is not rare that the new university campuses were settled in the European capital cities as improvement or extensions of older universities institutions. This is what happened also to Sapienza new Campus in 1935 (Fig. 2), built during Fascism – a regimen particularly focused on the modernization of the educational system – while the university was already existing since 1303 funded by Pope Bonifacio VIII. The Sapienza University headquarters and locations have always been closely linked to the evolution of the city of Rome. Over the years, the functional insufficiency has determined the need for removals, expansions, increases, since the first ancient location in the Trastevere district,the first move to "Sant' Ivo alla Sapienza" – a Church and cloister in Corso del Rinascimento known for the spiral dome designed by Francesco Borromini, then in the Viminale hill area, up to the university city campus designed by Marcello Piacentini during the 1930s – with the involvement of the best Italian architects from Rome and Milan of those years for the single building design – up to the more recent times, with the new urban university poles located in scattered urban peripheral areas.

While the theme of the sustainable school, in recent times, has become fundamental in all geographical contexts (ecological materials, green and practicable roofs, emergency and climate change critical areas), both in Scandinavian countries and in Africa, India, Asia (Kéré Architecture, Sanjay Puri Architects, RUF Rural Urban Framework, etc…).

8 美國麻省理工學院貝克樓，阿爾瓦·阿爾托設計，1946 Baker House, by Alvar Aalto, 1946

9 烏爾比諾自由大學，賈恩卡洛·德卡洛設計，1962 Free University of Urbino by Giancarlo De Carlo, 1962 https://www.abitare.it/it/news/2015/04/27/;http://architectuul.com/architect/giancarlode-carlo

10 東安格利亞大學諾?？寺杜_，丹尼斯·拉斯頓設計，1962 Norfolk Terrace by Denys Lasdun, 1962 https://www.designingbuildings.co.uk

籠統(tǒng)地說，我們可以認為二戰(zhàn)之后的校園建筑設計傾向于以可通過數(shù)學方法擴充的房間模數(shù)為基礎，為不同的空間范圍確立可重復出現(xiàn)的“模型”。這種趨勢在住宅或?qū)W校建筑亟需進行某種設計的情況下重現(xiàn)——也就是類型學設計。許多建造于20世紀中葉的校園建筑采用鋼筋混凝土材料作為立面，現(xiàn)在出現(xiàn)了不同程度的殘損，因此拆除、修復或改建等干預手段開始出現(xiàn)，例如朱莉婭·德阿波羅尼亞在布雷西亞設計的學校 （圖6）。當時也有推崇預制建筑的試驗性階段，這一潮流后來延續(xù)到1970年代的公共住宅設計時期。例如，意大利人就把它當作是他們在所有一般建筑實踐領域中（住宅、公共建筑等）加強制造工業(yè)的潛在契機。與此同時，采用更傳統(tǒng)技術(shù)（如磚石墻面）進行建設的校園建筑則顯現(xiàn)出對新的使用功能和改造升級更為靈活的適應能力。由建筑師兼“勇敢的”羅馬市政府官員奧古斯都·安東內(nèi)利（1885-1960）設計的迪多納托學校，就被視為超越了學校作為兵營或醫(yī)院概念的實驗性項目（圖7）。實際上，伴隨城市環(huán)境中出現(xiàn)越來越多的活躍特征和社會需求的變革，近年來對舊有校園進行建設或翻新重建的興趣也日益增加，尤其是在那些已經(jīng)展現(xiàn)出自身在社區(qū)內(nèi)具有重要作用或多重角色方面很有韌性的校園——如出于全體社區(qū)居民的利益，有可能在下午把學校用作集體活動空間。

最近，還有些案例能闡釋前文提到的“開放學?！钡脑O計主題，其中包括斯特凡諾·博埃里在阿爾巴尼亞地拉那設計的3所學校：科德-卡姆茲學校、唐·博斯科學校和老鷹學校。

最近一段時期以來，可持續(xù)發(fā)展的校園建設主題在所有的地理背景下都已成為基礎性要求（如使用生態(tài)材料、環(huán)保實用型屋頂、緊急避難和氣候變化爭議地區(qū)等），在斯堪的納維亞地區(qū)和非洲、印度、亞洲等地都同樣如此（凱雷建筑師事務所、桑賈伊·普里建筑師事務所、城鄉(xiāng)框架事務所等）。

4 作為城市

納入研究的療程在2周～3個月，大多數(shù)研究集中在4周。其中，療程2周1項（7.14%），4周10項（71.43%），8周2項（14.29%），12周1項（7.14%）。

與之相關(guān)的還有對全球范圍內(nèi)學生公寓（或?qū)W生住宅、宿舍、大規(guī)模學生住房等）開展的討論。最近歐洲和國際上的學生公寓發(fā)展趨勢得到了一些重要周刊雜志的關(guān)注和報道，如《衛(wèi)報》早在2013年就有一篇由奧利弗·溫賴特撰寫的文章，“全球最佳學生公寓暨十大頂尖建筑項目——繼最丑新建筑獎之后，位于倫敦北部卡利多尼安路的倫敦大學學院學生宿舍引發(fā)評論：‘評委極不情愿地發(fā)現(xiàn)它與人類的宜居要求相去甚遠’。”“這里有10個來自全球各地的令人振奮的學生宿舍建筑作品，它們說明大學學生宿舍未必只能是局促無窗的陋室?！?/p>

11 美國哈佛大學皮博迪露臺，約瑟·路易斯·澤特設計，1963 Peabody Terrace, Harvard by Josep Luís Sert, Cambridge, 1963 https://www. archdaily.com/486015/adclassics-peabody-terrace-sert-jacksonand-gourley

12 英國牛津大學弗洛里大樓，詹姆斯·斯特林設計，1966 Florey Building by James Stirling, Oxford,1966 https://www.cca.qc.ca/en/search?page=3&_=1646986453831&digigroup=386736

13 艾哈邁達巴德印度管理學院，路易·康設計，1963 Indian Institute of Management by Louis Kahn, 1963 https://www.archdaily.com/83697/adclassics-indian-institute-of-managementlouis-kahn

4 As a City

In recent years, analysts and real estate operators highlighted that Italian university students living in a student residence are about 3% compared to the European average, which corresponds to 18% (Social and Economic Conditions of Student Life in Europe, 2016-2018) of the total student population. The European trend of investment in the student residence sector is confirmed by post-pandemic data, despite the consequences of the pandemic event. The opportunity of the funds of the PNRR National Recovery and Resilience Plan allocates important funds to student residences that would allow to change the position of Italy in the lists of European countries that attract foreign students because of their high-quality university infrastructure.

世行：提高資本配置效率是中國可持續(xù)增長的關(guān)鍵。5月31日，世行發(fā)布《中國經(jīng)濟簡報》稱，中國當前投資水平和增速仍然偏高，中國在投資上面臨的主要挑戰(zhàn)是資本配置效率而不是絕對增速。預計近期有若干因素或?qū)е陆?jīng)濟增速放慢，貿(mào)易緊張局勢加劇是威脅中國增長前景的主要風險之一。美國最近宣布的貿(mào)易措施的經(jīng)濟影響是可控的，但投資限制可能會造成較大影響。

It is relevant, discussing about the architectural quality student residences (or student housing,dorms, student residencies, massive student housing) around the world, that the latest European and international trend on student housing was also recorded by important weekly newspaper such as The Guardian, which, already in 2013, titled an article by Oliver Wainwright, The world's best student housing:the top 10 architecture projects: Following the disastrous Carbuncle Cup winner, UCL student housing on Caledonian Road, north London: "The jury struggled to see it as remotely fit for human habitation": "here are 10 inspiring student accommodation blocks from around the world – showing that uni digs don't have to be mean, windowless sheds".

堅持解放思想與實事求是相結(jié)合，是改革開放取得巨大成就的一個根本方法。“改革開放的過程就是思想解放的過程。沒有思想大解放，就不會有改革大突破。解放思想不是脫離國情的異想天開，也不是閉門造車的主觀想象，更不是毫無章法的莽撞蠻干。解放思想的目的在于更好實事求是。要堅持解放思想和實事求是的有機統(tǒng)一，一切從國情出發(fā)、從實際出發(fā)?！盵11]

The selection proposed by the English magazine, listed below, is interesting especially from the point of view of the morphological reading of the urban layout of the campuses selected (in addition to the analysis of the typical rooms). They are mostly the university campuses listed in the qualified architectural history book reviews and correspond to the idea of city mostly diffused in the years corresponding to the projects' construction: corridor building, tower buildings combined with clusters, terraced buildings, small residential buildings, urban or suburban location: Baker House, MIT, Cambridge, by Alvar Aalto, USA,1946 (Fig. 8); Free University of Urbino, by Giancarlo de Carlo, Italy, 1962 (Fig. 9); Norfolk Terrace, UEA,by Denys Lasdun, Norwich, UK, 1962 (Fig. 10); Peabody Terrace, Harvard, by Josep Luís Sert, Cambridge,1963 (Fig. 11); Florey Building, Oxford, by James Stirling, Oxford, UK, 1966 (Fig. 12); Indian Institute of Management, Ahmedabad, by Louis Kahn, 1963 (Fig. 13); Casa dell'Accademia, Mendrisio, by K?nz-Molo,1998 (Fig. 14); Tietgen Student Halls, ?restad, by Lundgaard & Tranberg, 2006 (Fig. 15); Vara?din, Croatia,SANGRAD+AVP architects, 2017 (Fig. 16); Tenaya Towers UC, Santa Barbara, California, UCSB San Joaquin Villages by SOM, 2019 (Fig. 17). In the case of the projects carried out in recent years, however,the interventions inserted in the context of urban regeneration paths was prevalent: transforming existing buildings and neighbourhoods. Then, the analysis of the typical room within the whole architectural design is a relevant element to be considered; scrolling the most recent international literature, it is evident that the typical student room (or combination of rooms) have become more articulated and varied, compared to Alvar Alto's project for Baker House at MIT – due to, perhaps, more general changes in lifestyles, the coexistence of different ethnic groups on campuses, and financial availability[5].

14 蒙特利索學院大樓，康茨-莫洛建筑事務所設計，1998 Casa dell' Accademia, Mendrisio, by K?nz-Molo, 1998 https://www.swiss-architects.com

15 蒂根學生大樓，倫加德和特蘭貝里事務所設計，2006 Tietgen Student Halls by Lundgaard &Tranberg, 2006

16 克羅地亞瓦拉日丁學校，桑格拉德和AVP建筑師事務所設計，2017 Vara?din, Croatia by SANGRAD+AVP architects, 2017 https://www.archdaily.com/963280/campus-varazdin-student-dormitorysangrad-plus-avp-architects

17 美國加州大學圣芭芭拉分校圣華金村，SOM設計，2019 UCSB San Joaquin Villages by SOM,2019 https://www.dezeen.com/2019/06/06/tenaya-towers-california-universityuscb-som

這份英國報刊在文后羅列的項目頗耐人尋味，尤其是從解讀城市設計平面形態(tài)學的角度（以及對典型房間的分析）來看。這些項目大部分涵蓋了合格的建筑史論著書評都會列入的大學校園建筑，其建筑設計也回應了這些年來發(fā)展出的城市理念——包括環(huán)廊和塔樓，加上成組的階梯式建筑和小型公寓建筑，并且位于城市或城郊區(qū)域。例如，阿爾瓦·阿爾托于1946年為美國麻省理工學院設計的貝克樓（圖8）、賈恩卡洛·德卡洛于1962年在意大利設計的烏爾比諾自由大學（圖9）、丹尼斯·拉斯頓于1962年在英國諾威奇設計的東安格利亞大學諾福克露臺（圖10）、約瑟·路易斯·澤特于1963年為美國哈佛大學設計的公寓樓皮博迪露臺（圖11）、詹姆斯·斯特林于1966年在英國牛津大學設計的弗洛里大樓（圖12）、路易·康于1963年在艾哈邁達巴德設計的印度管理學院（圖13）、康茨-莫洛建筑事務所于1988年在瑞士蒙特利索市設計的學院大樓（圖14）、倫加德和特蘭貝里建筑師事務所于2006年在丹麥奧雷斯塔德設計的蒂根學生大樓（圖15）、桑格拉德和AVP建筑師事務所于2017年在克羅地亞瓦拉日丁設計的學校（圖16）、SOM于2019年在美國加州大學圣芭芭拉分校圣華金村設計的可容納350位學生的特納亞塔（圖17）等。而在更近幾年的案例中則流行在城市更新路徑的背景下加入干預手段的設計——即對現(xiàn)有建筑和街區(qū)的改造。于是，在整個建筑設計中對特定功能房間的分析成為密切相關(guān)的考慮因素；通過瀏覽最近的國際文獻發(fā)現(xiàn)，相比起阿爾瓦·阿爾托為美國麻省理工學院設計的貝克樓，典型學生單間（或單間組合）的設計已經(jīng)明顯得到了更為充分的表達和呈現(xiàn)出更多樣化的狀態(tài)。這可能是由于更廣泛意義上的生活方式變化、不同種族在大學校園內(nèi)和睦相處，以及經(jīng)濟適用要求等因素導致的[5]。

統(tǒng)計學處理 連續(xù)變量以中位數(shù)(四分位間距)表示；分類變量以例數(shù)(百分比)表示。各組比較采用Wilcoxon’s秩和檢驗(連續(xù)變量)和卡方檢驗(分類變量)。使用Logistic回歸分析尋找發(fā)生夜間睡眠中重度低氧(minSaO2<85%)的相關(guān)因素。多元統(tǒng)計模型中調(diào)整的變量包括年齡、性別、高血壓、糖尿病、冠心病、腎功能不全和吸煙史。采用SPSS 17.0統(tǒng)計軟件包進行統(tǒng)計學分析。P<0.05為差異有統(tǒng)計學意義。

其他調(diào)查學生公寓和大學校園管理模式的學者[6]則研究了各種相關(guān)案例的有效性（這些項目通常會與學生公寓和酒店結(jié)合），如丹麥雅閣斯堡的水塔改造（2006，圖18）、荷蘭阿姆斯特丹包含其他功能在內(nèi)的UvA-Dek公寓（2005，圖19）、德國霍夫市的公寓（2005，圖20）、斯蒂芬·霍爾在英國劍橋設計的西蒙宿舍樓（2002，圖21）以及法國塞納河畔埃皮奈公寓（2009，圖22）等。

對1960-1970年代建設的學生宿舍進行傳統(tǒng)文獻研究表明，那些校園設計和當時主導的城市理念有密切關(guān)聯(lián)，尤其是在文化領域，由此形成了最先進的建筑類型學與居住模式實驗密不可分的城市文化理念。歐洲的這些設計實驗也同樣蔓延到了地中海地區(qū)和泛地中海地區(qū)，通過一些羅馬建筑學院大師在西班牙南部、意大利南部和非洲國家設計的項目可見一斑。

奇羅·奇孔切利和路易吉· 佩萊格林曾對意大利教育建筑建設做出了巨大貢獻，他們在1969年又為巴塞羅那自治大學的設計競賽提交了一項非常有意義的作品（圖23）。盧喬·巴爾貝拉在1972年也贏得了利比亞塞卜哈校園設計競賽的大獎（項目中標，但由于政治局勢不穩(wěn)定而未能建成，圖24）。其建筑類型學的設計方案部分來源于他本人在意大利波滕扎設計的巴西利卡塔大學新中央辦公樓，于1990年建成（圖25）。這所巴西利卡塔大學建筑采用了“脊柱系統(tǒng)”，由大樓—廊橋按一定模數(shù)有節(jié)奏地排列組成一整套步行系統(tǒng)，整體跨越山谷，銜接歷史城區(qū)和距離最近的服務設施；建筑可以從屋頂上的展廊空間進入其中，設計受到古羅馬宮殿地道的啟發(fā)，作為對其重新轉(zhuǎn)譯的現(xiàn)代變奏形式，把大學的校園建筑作為對城市進行干預和地域重組的間接解決方案。盧多維科·夸羅尼和薩爾瓦托雷·迪耶爾納于1973年設計了位于索馬里摩加迪沙的大學校園（圖26），在最后一年也僅僅完成了其中部分內(nèi)容的規(guī)劃。這些對城市空間進行干預的設計手法都屬于二戰(zhàn)之后在歐洲南部地區(qū)和非洲國家開展的有效方法和政策。

近年來，有分析師和房地產(chǎn)商強調(diào)指出，在意大利大約只有3%的大學生住在學生公寓內(nèi)，作為對比，歐洲的平均水平則高達18%（2016-2018）。盡管受到新冠疫情影響，對學生公寓進行投資的趨勢也仍然為后疫情調(diào)查數(shù)據(jù)所證實。國家復蘇基金的啟動為學生公寓的建設提供了重要的資金幫助，讓意大利能夠改善其學生公寓狀況在歐洲國家中的排名，以便通過高品質(zhì)的大學基礎設施吸引外國學生。

5 作為城市中的修道院

最近幾十年以來還有一種趨勢，尤其是在美國，即建設以創(chuàng)新目標為明確特征的研究中心，尤其是高科技的“主題校園”。它們通常以幫助某些社區(qū)城市更新為目標。例如，康奈爾科技校區(qū)就在紐約羅斯福島上新建了一座科技校園建筑。新校區(qū)為了最大限度地有效利用能源，采用了許多綠色建筑設計策略。墨菲西斯建筑師事務所的總建筑師翁珠·斯科特·李形容這個項目突出了建筑綜合體的高性能品質(zhì)，尤其是在熱工耗能方面：“通過團隊合作設計與研究，我們形成了多種因地制宜的策略……它符合當代綠色建筑設計的關(guān)鍵標準，并克服了傳統(tǒng)建筑實踐的諸多挑戰(zhàn)?！?/p>

18 水塔改造，2009 Vandt?rn ved j?gersborg station, 2009

19 UvA-Dek公寓，2002 Residence UvA-Dek of Amsterdam, 2002 https://www.felixclaus.com/en/projects/student-housing-amsterdam/

20 德國霍夫市學生公寓Student Residence, Hof an der Saale in Germany https://www.bez-kock.de/en/projects/40/student-residence-at-saalepark-hof-2004

21 劍橋大學西蒙宿舍樓，斯蒂芬·霍爾設計，2002 Simmons Hall in Cambridge by Steven Holl, 2002 https://architizer.com/projects/mitsimmons-hall/

22 法國埃皮奈學生公寓，2004 Student Housing, Epinay-sur-Seine in France, 2004 https://www.archdaily.com/28390/student-housing-in-epinay-ecdm

23 巴塞羅那自治大學競賽方案，奇羅·奇孔切利與路易吉·佩萊格林設計，1969 University of Barcellona Competition Project by Ciro Cicconcelli & Luigi Pellegrin, 1969

另一個通過大學校園干預城市更新的重要項目是坐落于曼哈頓地區(qū)、由倫佐·皮亞諾在哈萊姆區(qū)設計的哥倫比亞大學新校園曼哈頓維爾校區(qū)（2016，圖27）。這是一個城市尺度的更新項目，其中包含若干新的研究大樓和基礎設施的建設。

現(xiàn)階段，我國的光伏發(fā)電在農(nóng)村已得到了部分利用，但尚未普及；而在城市內(nèi)幾乎不見開發(fā)利用。經(jīng)過對石家莊本地市場調(diào)查，進行對于安裝成本和成本回收周期的估算，可以略窺其一二。

The traditional literature on student residences built during the 1960s and 1970s demonstrate the strong nexus between the campus design and the idea of cities dominating in those years in a specific cultural area producing ideas on the urban culture intertwined with the most advanced experiments on typology and dwelling. These European experiments were also tested in the Mediterranean and in the extended Mediterranean as it is evident in the projects designed for Southern Spain and Southern Italy and for African Countries by some masters of the Roman School of Architecture.

In 1969, Ciro Cicconcelli and Luigi Pellegrin, in addition to their very important contribution to Italian school buildings construction, presented to a very interesting project for the design competition of the Universidad Autonoma de Barcelona (Fig. 23). Lucio Barbera also won the competition for the Sebha Campus (Fig. 24) in Libya in 1972 (the contract was won, but not realized due to political instability) whose typological schemes are partly drawn for those of the new central offices of the University of Basilicata in Potenza, designed and realized by the same author, in 1990 (Fig. 25). The University of Basilicata building is a "spinal system" of buildings-bridges rhythmically-metrically marked, which in the design intentions should have crossed the valley with the intent to connect pedestrianly the historic city and the most recent services, entering from the roof a space-gallery, reinterpreted as a modern variant and inspired by the cryptoporticus of the Roman imperial palaces, placing the university building as an indirect solution for an intervention of urban and territorial reorganization. In 1973, Ludovico Quaroni and Salvatore Dierna designed a university campus in Mogadiscio, in Somalia (Fig. 26), which during the last year, only partially,planning important variations. These interventions were part of qualified post-WWII development and cooperation policies and interventions in the Southern Europe and in African countries.

24 利比亞塞卜哈校園，路易吉·佩萊格林設計，1972，競賽獲勝方案University of Sebha, Lybia by Lucio Barbera, Winning Competition project,1972

25 巴西利卡塔大學新中央辦公樓，盧喬·巴爾貝拉設計，1990 Università di Basilicatxwxa, Potenza by Lucio Barbera, 1990

26 索馬里摩加迪沙大學校園，盧多維科·夸羅尼與薩爾瓦托雷·迪耶爾納設計，1973，引自《盧多維科·夸羅尼，五十年來的建筑，甘杰米》（1985）University of Mogadiscio by Ludovico Quaroni & Salvatore Dierna, 1973, From Antonino Terranova, Ludovico Quaroni.Architetture per cinquant'anni, Gangemi,1985

27 哥倫比亞大學新校園曼哈頓維爾校區(qū)，倫佐·皮亞諾設計，2002-2007 New Campus of Columbia University by Renzo Piano, 2002-2007 http://www.rpbw.com/project/columbiauniversity-campus-plan

28 復旦布達佩斯大學，2014至今Fudan Budapest University, 2014-now https://thebudapester.hu/bp/a-fudan-egyetem-es-a-diakvaros-is-megepulhet-a-deli-varoskapu-elyszinen

29 特斯聯(lián)科技集團，BIG設計，2020Terminous Group by BIG, 2020https://www.archdaily.com/948764/big-designs-ai-city-an-innovation-campus-hosting-headquarters-of-tech-firm-in-chongqing-china

30 羅馬大學“禮堂”，盧喬·巴爾貝拉設計，2021，為居民、學習和文藝活動而設置的學術(shù)中心Studanteum by Lucio Barbera, 2021,Project of an "Academic center for residency,study and cultural and artistic events"

如果在全球范圍內(nèi)回顧研究中心和大學建設，還有一類相關(guān)案例就是像中國這樣的國家在過去幾十年內(nèi)、向研究領域投入了大量的資金，其中就包括建設海外聯(lián)合校區(qū)的項目。在此類聯(lián)合體大學中值得提到的項目包括復旦布達佩斯大學（圖28）——據(jù)估計，它可能是中國在海外建設的最大規(guī)模的高等學校，位于匈牙利布達佩斯，能容納6000名學生，其中來自匈牙利、中國和其他國家的學生各占約1/3。這個項目屬于布達佩斯南大門總體規(guī)劃的一部分，總規(guī)于2018年由挪威斯諾赫塔建筑師事務所設計，由于疫情影響放緩了建設速度。復旦布達佩斯大學項目將建設成為一座由普通建筑、而非綠色數(shù)字建筑綜合體組成的新社區(qū)，同時具有生態(tài)可持續(xù)性，與之類似的是BIG建筑師事務所的比亞克·英厄爾斯在作為人工智能城市的重慶為特斯聯(lián)科技集團設計的項目（圖29）。

現(xiàn)階段的經(jīng)濟發(fā)展，一個國家或者地區(qū)很難獨立在全球一體化經(jīng)濟體系之外。這就決定了國內(nèi)經(jīng)濟對于國際經(jīng)濟環(huán)境的高度依賴。這一規(guī)律在世界范圍內(nèi)的任何國家都比較適用。這也就決定了國際財經(jīng)合作具有一定的必然性。我國也并不例外，從改革開放初期對于外資的需求到近年來中國資本的對外輸出與企業(yè)的并購都是在不斷的將我國經(jīng)濟納入到世界經(jīng)濟一體化體系中去的過程。為此，新形勢下國際財經(jīng)合作對于我國的作用是十分重要的，具體而言則分為如下五個重要方面：

最后，羅馬大學在2021年紀念但丁·阿利吉耶里逝世700周年時提出了一個研究性項目。它由盧喬·巴爾貝拉設計，名為“禮堂”，是一處同時容納了公寓和研究室的羅馬大學學術(shù)中心，將在全球每座城市進行建設。建筑將在其中對我們偉大詩人但丁的作品進行展示紀念，用鋼結(jié)構(gòu)和光影共同形成一盞燈的形式，象征祝福之環(huán)圍繞著最高智慧的景象。新項目的底座采用充滿動感的金色螺旋樣式，和朱塞佩·特拉尼在其著名的但丁紀念堂（1983）中設計的一樣。這個建筑可以根據(jù)不同城市地段的條件進行調(diào)整，改變尺寸（圖30）。

過了夜，日本憲兵在門外輕輕敲門，走進來的，看樣像個中國人，他的長靴染了濕淋的露水，從口袋取出手巾，擺出泰然的樣子坐在炕沿慢慢擦他的靴子，訪問就在這時開始：

據(jù)工信部安排，目前已有多家化肥生產(chǎn)企業(yè)參與產(chǎn)品追溯體系建設試點。2018年4月19日，全國化肥電子防偽追溯體系服務平臺正式上線，已具備企業(yè)接入條件。試點的順利推進及全行業(yè)的推廣亟需《化肥追溯體系規(guī)范》標準作為準則和指導。

在未來，我們都將面臨新的契機和挑戰(zhàn)，以形成滿足未來要求的高品質(zhì)學習環(huán)境?！?/p>

5 As a Monasteries in the City

The trend in recent decades, especially in the United States of America, is to create research centres explicitly characterized by innovative objectives, especially high-tech "theme campuses", built in urban areas, with the aim of contributing to the regeneration of certain neighbourhoods. For example, Cornell Tech has opened a technological campus building on a lot on Roosevelt Island in New York. The new campus leverages a number of green building strategies to maximize energy efficiency. Ung-Joo Scott Lee, principal architect of Morphosis Architects, describes the project, highlighting the performance qualities of the complex, especially in terms of energy consumption: "Through our team's collaborative design and research, we developed multiple site-specific strategies […] addressing key criteria in the design of modern green buildings and overcoming the challenges of traditional construction practices."

Another significant intervention of urban regeneration in Manhattan, through the university campuses, is represented by the project of New Campus of Columbia University designed by Renzo Piano in Harlem, the Manhattanville Campus (2016, Fig. 27), an intervention conceived as an urban regeneration project at urban scale, including the construction of new research buildings and infrastructures.

Another relevant case, if we think about research and university centres around the world, is represented by the strong investment in research that countries like China have implemented in the last decades, including the initiatives to create joint campuses abroad. This is the case, among the several consortia which could be mentioned, of Fudan Budapest University (Fig. 28), estimated to be the largest Chinese university outside China, to be located in Budapest – 6000 students: 1/3 Hungarian, 1/3 Chinese and 1/3 from another country – a project slowed down by the pandemic conceived within the Budapest South Gate Master plan designed in 2018 by Sn?hetta, the Norway architectural firm. The project is intended as a new neighbourhood, ecologically sustainable, composed by ordinary buildings, rather than a green and digital complex building, like the project proposed by Bjarke Ingels for Terminous group in Chongqing, as the AI City (Fig. 29).

地域性：裕固族人多居草原、高山，生產(chǎn)力水平不高，交通不便利，信息閉塞，受此影響，孕育出來的體育文化，必然帶有很強的地域性。裕固族的游牧生活，精騎善射，從而形成了以騎射為特點的賽馬、賽駱駝等傳統(tǒng)體育項目。

Finally, in 2021, Sapienza University of Rome, celebrating the 700 anniversaries of the death of Dante Alighieri, has proposed a research project, designed by Lucio Barbera, called Studanteum, an academic centre of residence and study of Sapienza, to be built in every city in the world. In it will be presented the memory of the work of Dante, our great poet, both by drawing a Lampa in steel and light from the image of the circles of the blessed around the supreme wisdom, and by basing the new project on the dynamic use of the golden spiral that Giuseppe Terragni used in his famous Danteum (1938). The project is scalable; it can be adapted to different urban lots (Fig. 30).

New opportunities and challenges will be open in the near future, to shape the quality of the future learning environments.□