全球最佳设计大奖 教育建筑设计

教育建筑设计 全球五强

获奖者：Christensen & Co. Architects

获奖作品：Nordøstamager School

NORDØSTAMAGER SCHOOL A communal epicentre for learning “The project clearly demonstrates how the architecture for leisure invites the users in and creates a sense of ownership. This can be seen in the large interconnected leisure zone with its high degree of visual openness, connecting the school’s interior to the outside area”.  Statement from the judges on how the architecture of leisure zone works as a driver for creating an active local community. Learning and Community The new school at Amager in Copenhagen is an open and inviting house, where every inch of the architecture offers spaces for learning. A central feature of the school is the leisure zone, which we have weaved into the fabric of the city by letting the school’s architecture melt with the surrounding area. The zone has multiple functions that invite by-passers to interact with the school. Towards the street, we have designed the building as community architecture with large staircases that function as both seating plateaus and workout spaces. “There’s a flow and an unusual visual profit from the interior design of the school. The project shows a great understanding of new ways of thinking and learning spaces. This is shown especially on the ground floor where the playing zone and the open auditorium are located.” Description of how possibilities of movement and flexibility are integrated into the architecture of the school, from the judge’s feedback on the winning project. A City Garden The outside stairs create a seamless transition between the urban cityscape and the school’s architecture. As the local users climb the stairs, an outside playscape opens above the city’s noise and traffic. Here the local community can enjoy a break under full-size trees while the kids have fun at the play sets and the climbing walls. When the time comes to go back down, the locals can either take the stairs or use the slide, which winds its way back to street level. Modern Take on Community Architecture Apart from being a school organized to facilitate ideal learning environments, the school doubles as a center for after-school activities for adults and children alike. Thus, on the ground floor, the school offers easy access to a gymnasium, workshops, maker spaces, and an auditorium. Here, we have designed the architecture in a manner that facilitates a vibrant social environment for activities such as lectures, crafts, concerts, and communal meetings. A Unifying Staircase To let in daylight, we have created an inner atrium with skylights and a large staircase for sitting. The staircase opens the rest of the school’s floors for the pupils. Moving up through the levels, the pupils will become more shielded from the outside world. By creating this vertical connection, we have organized the architecture, so the youngest pupils have their daily lives farthest from the bustling streets, thus ensuring a safe learning environment.

教育建筑设计 全球五强

获奖者：Christensen & Co. Architects

获奖作品：NÆRHEDEN LEARNING CENTER

NÆRHEDEN LEARNING CENTRE The future of learning ”We’re getting a fantastic house for learning that meets our vision for a school with a great professional level of knowledge. A learning environment that stimulates and grants all children and young people, regardless of their background, the opportunity to explore ideas and give them an outlet to their creative instincts, as a part of solving real life problems.”  Michael Ziegler, Mayor of Høje-Taastrup Municipality. The new multipurpose school and communal house for learning in Høje-Taastrup municipality in central Zealand can house 1400 students and includes an integrated daycare and gymnasium. The architecture is designed to shape the future of learning, which means that the building itself works as a pedagogical tool, unfolding numerous possibilities for experimentation based on 21st-century learning skills, defined as science, technology, engineering, the arts, and mathematics. The overall structure is created as a grid, which can integrate several elements and functional requirements, without compromising the overall architectural concept. Outside, the structure weaves into the surrounding area with a variation of open, semi-open, and closed features, creating a playful transparency that invites both nature and people inside. Here, the Learning Loop – a vertical connection of stairs and pathways for climbing – unites smaller and larger atriums, which offers access to exhibition areas, fab labs, and maker spaces. A Pioneering Public School Nærheden is the first public school in Denmark based on 21st Century Learning Skills, also known as STEAM (Science Technology Engineering, the Arts and Mathematics). Through dialogues with teachers, educators, the municipality, and citizens, we have developed a pioneering new concept, where the architecture is a platform for a strong learning culture, a pedagogical tool designed to shape future learning. The visual connections between the activities are the driving force for synergy and meetings across the spaces. Students and teachers can therefore be inspired by each other. The future students do not only need to navigate the digital world, but they are also going to create it. That’s why the communal house Nærheden is designed as a tool that prepares students for the future with a fluid work life and increased focus on new rapid development in technology skills. The ability to understand and navigate in this digital world is a key point for teaching and is supported in the architecture. The entire building has access to the wireless network while fab-labs and maker spaces allow students to create digital models that can be 3D-printed and made into prototypes. According to the judges of the competition, the main architectural concept grants the “possibility of a changing scenography, which turns the building itself into a tool for learning”. Together with teachers, nursery teachers, the municipality, and the citizens, we have developed a groundbreaking new concept where the architectural design is a platform for fostering curiosity and a strong learning culture”. Material and Energy Reduction In the Learning Centre, energy initiatives and architecture naturally blend, and the educational potential is visible in the architecture on several levels and can therefore be easily included in the teaching. Green areas in, on, and around the building are a natural part of the learning environment of the future. In the landscape around the school, students can explore nature and gain insight into topics such as biodiversity and wildlife. Understanding and learning about biodiversity and vegetation thus become visible educational landmarks that strengthen the learning house’s position as an ambitious power center. In the project, we have focused on reducing the use of materials and energy-optimizing the building. For example, we have minimized the use of warm water, which eliminates the need for thick highly insulating walls required for water heating. This significantly reduces the use of materials in the façade subsequently reducing space needed for the walls and giving back space to the building’s users, while also reducing the energy consumption. This allows for a better use of the area, where more space is dedicated to a vibrant learning environment. The same goes for our acoustic solutions, which are integrated into the façade so that the façade actively works to improve acoustics in the house. Lastly, we have optimized our use of the area by placing most of the ventilation and technical installations on the roof. The building uses evaporative water cooling as a more natural and energy-efficient alternative to chemical cooling. By using this method, the building demands only 1/10 of the resources for regular cooling and significantly reduces the environmental impact as well. To save energy, we have optimized daylight conditions in the building. Instead of using an external, mechanical sunscreen, the sunscreen is integrated as a passive solution in the windows and the building design. We used 20-30 different windows in the building, which were chosen based on their direction and location in the house. In some places, the building itself acts as a passive sunscreen since some of the windows are strategically located to be shielded by the construction at certain times of the day. Throughout the Learning Centre, we have ensured a high level of natural daylight to save electricity from artificial lighting and create a healthy and inspiring indoor climate. Another energy initiative is the building’s extreme flexibility. The school has an open construction with no permanent walls, which makes it adjustable to changes over time. The building can easily be adapted to support new learning methods and needs so that it remains functional throughout its lifetime.

教育建筑设计 全球五强

获奖者：andblack design studio

获奖作品：Cocoon, Pre-primary Extension, Bloomingdale International School

Year of Completion: 2024   andblack team : Jwalant Mahadevwala Adity Rawat   Location :  Bloomingdale International school (Galileo Campus) Vijayawada, Andhra Pradesh India   Structural Consultant : Shehzad Irani Schafbock design+workshop     Photography : Vinay Panjwani     andblack design studio reveals yet another dynamic project for preschoolers : Cocoon, Pre-primary Extension; a zestful addition to Bloomingdale International School (Galileo Campus) in Vijayawada, India       A harbinger of architectural influence on moulding the creation of upcoming educational environments.   In a region where traditional education systems dominate the sector, Bloomingdale International School in Vijayawada, highlights the transformative power of parametric architecture in pushing the boundaries of education and challenging the conventional norms. It is the first-of-its-kind institute, and the only International School in the state of Andhra Pradesh, India, that has: in its core value a vision to provide education that is unconventional by standards; in its heart to go beyond what other pre-schools in the region provide; and in its brief to bring a paradigm shift in the early education through thoughtful architectural design.   The pre-school occupies a 4000 sq. ft. area within the campus, adjoining the existing school building. Connecting the two buildings is a sunken courtyard, following the topography of the site and ascending towards the new extension as if climbing a hill. This site arrangement, along with the need to cater to about 100 pre-schoolers, offered the architects a unique opportunity to develop something that was unique to the school campus. The outcome is a design that challenges the notion of what a school should be. It does so by bringing the built form, landscape, and interiors together into a single entity, using non-conventional spatial organization, modern technology, and robust materials.   In line with its vision, the architecture of Bloomingdale International School breaks away from the typical school design norms. Instead of the usual box-like classrooms for an undulating 3000-sqft indoor space, the layout envisions classrooms as fluid, interconnected spaces that foster free movement and interactions. The design seamlessly merges spaces for playing and learning, blurring the lines between the two. The courtyard adds to this effect by adapting itself as a playground, a classroom, an amphitheater or a puddle pool as the function demands. These unique spatial experience is further enhanced by the use of full-height glass panels in place of walls and skylights in the roof. By doing so, the design completely eliminates the understanding of what is inside and what is outside, thereby making the landscape an extension of the built space and vice versa.   Another point of departure from conventional school architecture is the design’s reliance on built form instead of bright colors to generate visual interest. Central to this idea lies the thought: “the building, instead of being a part of the landscape, should be a form of the landscape in itself.” This is evident by the curved, undulating roof emulating a wave or perhaps rolling hills. When one views this building from a distance, the viewer can immediately catch glimpses of the landscape beyond, making the building seem like a part of the scene itself. A closer look reveals the real ingenuity of the design: kids inhabiting the building, as if protected within a cocoon.   The fluid form of the roof – covered in turf and resting on an unobstructed structural space devoid of any internal supports or partitions – has been conceptualized using computational tools. Its ingenuity lies in how the green surface outcasts the rest of the built form, making it a landmark in the area. Even more surprising, is the fact that the structure itself has been realized within a limited budget by adopting an efficient construction process that considers readily available resources and technologies.   Its reliance, especially, on prefabricated materials is another critical aspect of the design. The structural core of the roof has been erected on site using prefabricated elements and construction techniques that involved directing unique junction plates at each intersection of bent circular hollow sections along along the X and Y axes. Whereas the required curvature has been attained by varying the heights of precisely fabricated and assembled junctions. Structural complexities in achieving the smooth external skin were resolved with a ferrocement shell integrated above the unique metal structure.   When this structure is viewed from inside, the roof creates a captivating sense of wonder and mystery at the same time. Exposed structural elements along the ceiling present a beautiful contrast to the exterior turfed surface, thereby allowing the true character of materials to shine. The visual effect of this austere material palette is heightened by natural light dissipating through the skylights, punctuating the seamless curvature and creating an anchor point in each classroom. The movement of the light and shadow, diffusing in the classroom across the day, adds another playful element to the design.   The architecture of this school is unique in its structural expression, innovation in design and the resoluteness in its unconventional approach, where every part has been thoughtfully designed to reinvent the concept of educational spaces and leave an impression on its users. The use of full-height glass panels and turfed roof; fluid spatial organization of classrooms; reliance on prefabrication and computational technologies; and a parametric architectural form, deviate from ‘typical box building’, creating a distinct, non-conformist and playful structure that could keep childlike curiosity alive. In doing so, Bloomingdale International School stands as a harbinger of the power of architecture in shaping the design of future educational spaces.

教育建筑设计 全球五强

获奖者：奥意建筑工程设计有限公司/深圳市建筑设计研究总院

获奖作品：深圳第十三高级中学

一、项目背景 深圳市燕川中学（深圳市第十三高级中学）位于宝安区燕罗街道燕川社区，南邻广田路，北接大华路，用地面积87085.29平方米，总建筑面积110000平方米，是一所60班能容纳3000学位的寄宿制高中。项目于2022年9月投入使用。 校园作为为学生提供文化教育的场所，它承载着社会对下一代人才成长的寄托，也承载了建筑师对于未来教育空间的构想。方案提出“旅途”的设计构想，不希望寄宿制学校的学生每日活动仅限于教学区、生活区和运动区的三点一线，而是在学习与生活之间，打造一条充满未知与可能性的新奇“旅途”，为学生三点一线的生活添加风景。 二、向心型“C型”院落串联——传统院落布局适应性衍生 1.院落面向中轴开放 教学及宿舍建筑以串联的“C型”院落形态，面向中轴呈现出开放性特征，像张开的臂膀般拥抱校园。C型串联院落围合成数个静谧的庭院，单面不围合的手法弱化了围合的闭塞，模糊了场所边界，形成宁静舒适而不失流动开放的庭院空间，呼应现代开放创新的教学理念。 2.趣味置入 我们在这些院落空间中置入一些趣味元素。“方与园”自古以来都是中国传统智慧哲学，亦常映射于中国古建之中。我们在教学区方形院落之间嵌入半圆形连廊，在宿舍区中心设置半圆形下沉户外剧场，丰富了整个庭院的内部空间。方与园,高与低，虚与实的空间处理手法，拓展空间维度，增强空间的丰富性与趣味性，为学生的业余生活创造了更多的可能性。 三、营造一条“街巷”，激发活力再生 我们希望在教学区、宿舍生活区及运动区之间创造的这条“旅途”不仅是一条三点一线必经的路径，而是高度复合的空间场所，不再是封闭的功能堡垒，而是包容、开放、交融、共享的多元空间。这条旅途更似中国传统街巷，以功能空间为媒介，营造动态的生活场景，进而为空间带来活力。 1、多义旅途 我们设计了一条高低错落的风雨连廊串联整个校园，形成高效便捷，多维复合的立体交通系统，创造属于师生的多义旅途。错落有致的空间在阳光下徐徐展开，从清晨一角的晨读，到课间激烈的辩论，廊架里的谈笑，坐在台阶上看书，在柱廊中奔跑，为操场的健儿们呐喊加油，到黄昏赏日落晚霞。在这里，丰富的空间给多样的活动提供了更多可能，人与建筑实现静默而优美的对话。 2、复合功能载体 这不仅是一条风雨连廊，更是高度复合功能空间的载体。我们将报告厅，小剧场，活动室，图书馆，体育馆及食堂，布局于这条三点一线必经的街巷之中，提高了功能空间的使用率，而这些非正式教学功能空间正是激发学生创意的场所。同时架空，楼梯，骑楼，檐廊，屋顶球场等趣味空间穿插其中，为师生的学习生活添瓦加彩。 四、塑造“场所精神“，实现人文共鸣 1、材质表情 一个好的校园应该具有独特的体验感和场所属性，并让人与之产生共鸣和对话。建筑立面主材采用棕红色陶砖，温暖的色调和材质为校园增添浓厚的人文气息。具有历史感的陶砖与现代金属窗框之间的碰撞，呈现厚重与轻盈，粗糙与精致并存的别样美感，精细的砌筑，光影变化演绎出细腻的气质和生动的立面表情，实现无地域性的新文化建筑语言，体现在传承中创新的设计内涵。 2、工艺美学 建筑外墙以红砖、清水混凝土、玻璃为主要材料。借助现代化的幕墙技术，一块小小的红砖呈现出十余种不同的建筑细部，通过砌筑方式的变化，演化出叠涩、券廊、镂空、叠字等构成手法，传统砖石建筑语汇在更大的建筑尺度上获得了新的阐释。 叠涩，一种古代砖石艺术手法，我们将此手法运用到立面设计中。通过一层层的堆叠向外挑出图书馆的入口空间，极富韵律和秩序，对知识的敬畏感油然而升。钟塔设计一根根高耸的线条强化一点透视构图，将视线引至钟塔的时钟，是校园标志性的存在。 券廊，由拱券演化而来，在图书馆与体育馆中的架空及交通空间中得到了充分的运用，极具序列感与指引性。作为建筑的灰空间，既是建筑内外空间的过渡，也是不同功能区域的衔接，券廊本身亦是校园独具特色的节点空间。 镂空，通过在墙面抽离砖块的做法将实墙虚化，立面在统一之中创造明暗显隐的变化。镂空手法在食堂主立面做到了极致的设计效果，阳光穿过砖的空隙洒落于走廊或室内，模糊了建筑内与外的界限。 叠字，传统砖石建筑讲究磨砖对缝，砖块凸出的做法由此延续而生，通过砖块的凸出构成与该建筑功能相匹配的中文字体，配合光影的强化，让传统文化蕴意具体落位到建筑的细节之中。