深圳国际交流学院，广东，中国

2022-03-19李晓东工作室

世界建筑 2022年3期

李晓东工作室

设计核心的理念是为深圳亚热带城市中心区的教育建筑提供一个清晰而明确的身份认同。

深圳国际交流学院位于深圳市中心，占地约20,000m2，可同时满足2000名学生和200多名教师的使用需求。该项目面临的最大挑战是，在容积率接近5的条件下，不仅需要容纳超过100,000m2的教学设施、学生宿舍、教师公寓等室内功能空间，而且要在紧凑的建筑群内提供足够的体育运动设施，同时通过提升建筑的孔隙率，引导自然通风，营造可以自由呼吸的空间氛围等。

项目的核心概念形成于对不同设计问题的现实回应：

（1）模糊的边界。取消传统校园建筑的实体围墙。我们认为，校园建筑不应该是一座孤立的象牙塔，而是开放的、可以与城市展开积极对话的教育场所。

（2）丰富的平台。将校园的主要功能空间提升到平台层以上，以此为学校提供更多的室外活动场地，同时在地面层设置核心庭院作为校园对自然的回馈。

（3）垂直绿化。通过垂直绿化系统的引入，提供遮阳的同时建立人与自然环境的密切关系。

（4）立体活动空间。由于基地用地条件紧张，体育运动场地被分为16个活动单元，并在不同的维度上融入到建筑的空间体系当中，增加了校园整体的灵活性、趣味性和交互性，提升了建筑的使用效率，形成独特的空间体验。

（5）空中花园。在生活区和教学区的建筑中，穿插布置密集的空中花园，为校园空间提供丰富的室外休息和交流平台。

深圳国际交流学院的设计通过项目、场地与使用者之间的对话产生不同的设计理念与想法，并以一种整体和有机的方式聚集在一起，形成这座校园建筑独特的身份认同。□ （张思慧译）

1 概念草图Sketches

To give a clear and solid definition of identity for a school project in the centre of sub-tropical city of Shenzhen is the main focus of the design concept.

The College of International Education (SCIE)was designed to accommodate 2000 students and over 200 teachers on a site of around 20,000 m2in the heart of Shenzhen city. With a plot ratio of almost 5, the great challenge of the project is not only to accommodate a total floor area of over 100,000 m2including all the teaching facilities,dormitories, staff apartments in an efficient way,but also to provide enough sport facilities in a compact compound, at the same time to improve the porosity to allow for cross ventilation and create a space one can breathe feely.

2 外景Exterior view

3 剖透视Section perspective

4 分解模型Decomposition models

The main concept of the design consists of several layers of meaning addressing different aspects of the programme.

(1) Blurred boundary. There are no solid walls surrounding the school. For us, the campus should not be an ivory tower that is isolated,rather, it is open and is interactive with the city.

(2) Platforms. Most of the functional spaces are elevated above the platform level to provide more open space for activities and at the same time reserve courtyards on the ground level to respond to nature.

(3) Vertical greenery. A vertical green system is introduced to provide sun-shading while building a close relationship between human and the natural environment.

(4) Three-dimensional sports space. Due to the lack of space, the sport programmes are divided into 16 different units and incorporated into the building complex on different levels, adding flexibility, playfulness, interaction, efficiency and unique experience to the whole campus.

(5) Sky gardens. In both living quarters and educational buildings, sky gardens are densely distributed to provide enough outdoor space with fresh air.

The design for SCIE integrates different ideas that were generated through constant dialogues with the place, programmes and the people in a holistic and organic manner to give the school a unique identity.□