华东师范大学附属双语幼儿园

华东师范大学附属双语幼儿园

Bilingual Kindergarten Affiliated to East China Normal University

项目名称：华东师范大学附属双语幼儿园

项目地点：上海市嘉定区安亭镇

建设用地：7 400平方米

建筑面积：6 600平方米

建筑结构：钢筋混凝土框架结构、部分走廊为钢结构

材料：白色氟碳涂料、透明及丝网印刷玻璃、铝型材、塑木。

设计/建成时间：2012年／2015年

业主：安亭国际汽车城（集团）有限公司

设计小组：祝晓峰、李启同、丁鹏华、杨宏、杜洁、石延安、蔡勉、

杜士刚、江萌、胡启明、郭瑛

结构与机电设计：上海江南建筑设计院有限公司

施工单位：甘肃第五建设集团公司

摄影：苏圣亮 文：祝晓峰

Project name: East China Normal University Affiliated Bilingual Kindergarten

Site: Anting, Jiading District, Shanghai

Site area: 7 400 m2

Building area: 6 600 m2

Structure: Reinforced concrete framework with part of the corridors made from steel

Material: White fluorocarbon coating, transparent and screen printing glass, aluminum profiles and wood-plastic composites

Time of design/completion: 2012/2015

Client: Shanghai International Automobile City Group Co.,Ltd

Design team: Zhu Xiaofeng, Li Qitong, Ding Penghua, Yang Hong, Du Jie, Shi Yan’an,

Cai Mian, Du Shigang, Jiang Meng, Hu Qiming and Guo Ying.

Structural and electromechanical design: Shanghai Jiangnan Architectural Design Institute Co.,Ltd Construction: Gansu Fifth Construction Grouption

Photographer: Su Shengliang Text: Zhu Xiaofeng

在中国的建筑里，庭院不仅仅是一种物理空间的传统，还是情感交流的中心。人们通过庭院维系一个家庭的凝聚力、增进亲友之间的交往、并得以用触手可及的方式与天地、与自然相通。而这对于今天生活在大城市的人来说，已经是一种妄想。

安亭位于上海西北角与苏州花桥接壤的地方。地铁11号线安亭站南边正在形成一片新的生活社区，社区的中心是社区教育、文化及商业设施，这座幼儿园是社区的三所学校之一，也是率先建造的公共建筑，由安亭汽车城出资，在办学上得到德威教育集团（Dulwich）和华东师范大学的支持。

在这片7400平方米的用地上，要容纳15个班，6600平方米三层以下的建筑以及各种室外活动场地，是颇为紧张的。不过，我们还是想通过这次机会，为现代都市里的儿童设计一个有庭院的幼儿园，给他们留下关于庭院生活的情感和记忆，并通过庭院帮助他们认识自然、认识社会、塑造自己。

庭院的营造需要建筑单元的围合，我们顺应场地西侧的斜向边界，将建筑群的平面布局规划成“W”形，加上自南向北的退台，最大限度地获得西、南、东三个方向的日光。

经过反复研究，我们发现六边形单元体是适应这一群体形态的最佳选择，蜂巢状的组合能够更好地适应斜边的转折，其内部和外部空间更有活力和凝聚感，也能够消解传统四合院中正交轴线所产生的压力。

总平面图

In Chinese architecture, courtyard is both a conventional physical space and the center for sharing of feelings. Families are connected to each other and the nature through courtyards, a luxury for inhabitants in metropolises.

The town of Anting is located in the northwest of Shanghai, adjacent to the town of Huaqiao, Suzhou. To the south of Anting station along the metro line 11, a new neighborhood is taking shape, with facilities for community education, culture and businesses at its center. One of the three schools in the community, the kindergarten is among the first public buildings, funded by Anting Shanghai International Automobile City and jointly operated by the education group Dulwich and East China Normal University.

It’s hard for the plot of 7,400 square metres to accommodate 15 classes, structures of less than three storeys covering an area of 6,600 square metres, as well as a variety of spaces for outdoor activities. But we still want to seize the opportunity and design a kindergarten with a courtyard for children in modern cities. Experience of courtyard life will enable them to understand the nature, the society and shape themselves .

As the enclosure of building units is needed to create courtyards,we came up with a W-shaped floor plan, in consistent with the slanted boundary in the west of the site. The plan, along with the terraced units arranged from south to north, ensures sunlight to the maximum at the west, south and east.

After continuous research, we figured out that hexagon units could best match with the features. Honeycomb-shaped combination could better adapt to the bending of the boundary, which not only makes the interior and exterior spaces more dynamic and cohesive, but also eliminates the pressure caused by orthogonal axes of conventional courtyard houses.

模型

最终形成的单元体和庭院是不规则的六边形，其中三个边等长，这使我们能够根据日照和功能的需要进行更加灵活的组合。

园内的廊道沿六边形边缘布置，进入大门，学生和老师就沿着曲折的廊道行走，经过入口庭院和门厅，经过路径的分岔与合并，经过邻班的教室与重重院落的花草，抵达孩子们所在的班级。

在我们为孩子们设计的班级单元里，没有按照规范要求把空间分割成教室和卧室两个房间，而是将两个房间合并，使孩子们的室内空间成为一个灵活的整体：教室内的集中活动围绕中心的圆柱展开，分区活动则可以和六边形的墙面结合。

The building units and courtyards produced are irregular hexagons with three sides of equal length, enabling us to make more flexible arrangement in accordance with natural lighting and functions.

Corridors in the yards are arranged along the edges of the hexagons. After entering the gate, teachers and pupils walk along the winding corridors, past the courtyard at the entrance and the hallway, past the forked or merged paths, past the neighboring classrooms and abundant plants, and finally arrive at their classrooms.

In terms of the class units for children, we chose not to divide the space into classrooms and bedrooms as per the building codes. Instead, we makeit intact andflexible by merging them. Collective activities in the classrooms are carried out around the column at the center while group ones can revolve round the hexagon walls.

在幼儿园教室的设计规范中，窗户的开启把手必须设在1.4米以上，以排除幼儿自行开窗的风险。我们以此为起点，结合幼儿和老师的身体尺度对窗户进行了特别的设计，在离地面30公分到130公分的高度内专门为孩子设计了凸窗空间，成为他们摆放玩具、阅读和照料小植物的场所，凸窗的上方才是手柄高度在1.4米的采光通风窗，这道较高的窗户内凹，方便女性老师控制开启。

对幼儿行为的过度保护是现实的“中国特色”之一。在设计过程中，我们还曾经尝试在室外有活动场地的凸窗上设置推拉窗扇，允许孩子们爬进爬出。这样，除了正式的大门，孩子们可以在户外活动时间用自己的方式自由进出室内外。但这一想法由于规范的限制和管理问题未能实现，凸窗部分的窗户仍然只能做成固定扇，不能开启。

As provided for in the codes for kindergarten-classroom design, knobs of windows shall be installed 1.4 metres above the ground to eliminate risks of children opening them. Unique ideas are thus incorporated according to varied heights of children and teachers. Bay windows ranging from 30 to 130 centimetres above the ground are designed for children to put their toys on, read books and look after plants. Above them are concaved windows with 1.4-metre-high knobs for natural lighting and ventilation, for the convenience of teachers.

退台的设计策略使我们可以在二层和三层设置庭院。这样，一到三层的每间教室都与室外的分班活动庭院直接相连，两个班级分享一个庭院。从每个庭院开始，孩子们又可以再次出发，去往图书室、音乐室、美术室、游戏室、食堂、多功能厅、小小农场以及其它班级的庭院和教室。同时，室外楼梯使二楼和三楼的孩子能够便捷地从自己的庭院加入到一楼大操场的活动中。

在精心的组织下，我们将各种尺度的室内空间和庭院空间串联在路径上，使孩子们的每一次“外出”都能够通过庭院获得更多与“自然”和“社会”接触的机会。我们相信这些探索、发现和交流的经验，将以潜移默化的方式成为他们童年记忆的一部分。

Overprotection of children is a characteristic of China. During the process, we once attempted to install sliding sashes on the bay windows with spaces for outdoor activities, enabling children to climb in and out. They are thus able to switch between the interior and exterior spaces during the time for outdoor activities in ways whatever they like instead of using the actual doors. However, the idea fails to be implemented due to the stringent codes and management issues. Some sashes of the bay windows have to be fixed and cannot be opened.

The strategies for terraced units allow us to put courtyards on the second and third floor so that all the classrooms are connected, in a direct way, to courtyards for specific classes, with two classes sharing one courtyard. Starting from each courtyard, children are allowed to set off to the reading room, the music room, the painting room, the play room, the canteen, the multipurpose hall, the mini farm as well as classrooms and courtyards for other classes. Meanwhile, the external staircases make it so convenient for childrenon the second and third floor to join in the activities on the first-floor playground from their courtyards.

We have connected interior spaces of all volumes with courtyards through paths in the most elaborate way, which exposes children to the nature and the “society” during each little “trip”. We are convinced that these experiences of exploration, discovery and interaction will be engraved in their childhood memories even if they themselves are almost unconscious.

一层平面图

二层平面图

三层平面图