彩虹国际学校 / Spacefiction studio

Rainbow International School/Spacefaction Studio
彩虹国际学校 / Spacefiction studio

项目设计理念：该项目在设计理念上对传统教育模式进行了深刻反思，并试图重建一种更具活力和参与性的学习环境。设计者从印度古老的“Gurukul”教育模式中汲取灵感，强调了在自然环境中学习的重要性。通过开放的庭院、充足的自然光线和植物的运用，学校试图打破传统教室的封闭感，营造一个更加轻松、舒适的学习氛围。这种设计理念并非简单的复古，而是将传统智慧与现代教育需求相结合，旨在激发学生的学习兴趣和创造力。项目还关注了21世纪学习者的需求，倡导更灵活的教学模式，这体现了设计师对教育发展趋势的敏锐洞察。

空间设计与功能布局：建筑的空间设计是该项目的核心亮点。中央三层通高空间的设计不仅提供了充足的采光，也营造了宏伟的视觉效果，并连接了南北两翼，使得整个建筑更具凝聚力。错落的楼层设计、遮阳处理以及庭院的巧妙布局，都体现了对当地气候和环境的深入理解。教室与庭院的连接，以及“剩余”空间的设计，为学生提供了多样化的学习和交流场所，鼓励非正式的互动和协作，这与建构主义的学习理念高度契合。整体布局功能清晰，各空间既独立又相互联系，促进了学习与社交的融合。这种设计手法能够激发学生的探索精神，并提升学习体验。

材料与可持续性：项目在材料的选择上展现出对可持续性和地域性的关注。本土开采的科塔石与花岗岩的运用，不仅美观耐用，也降低了建筑的碳足迹。铝合金推拉门和当地坦都尔石等材料的选择，体现了对当地文化和环境的尊重。建筑的朝向和遮阳设计，以及对自然光线的利用，都是对被动式设计的积极实践，有效降低了能源消耗。通过整合光、风、树木等自然元素，设计者将学习体验融入自然，这不仅提升了学生的舒适度，也培养了他们对环境的意识。这种材料选择和设计策略，体现了建筑师对可持续发展理念的深刻理解。

One of the earliest forms of schools in India is Gurukul ("guru" means mentor, "kul" means residence). For those familiar with this concept, it evokes a vivid image of a learned mentor imparting knowledge to his disciples under the shade of a large tree. This unrestrained, simple, and indirect form of knowledge transmission gradually disappeared around the 19th century, and was replaced by a teaching model marked by classrooms and bell ringing, which dominated most educational institutions.
在印度，最早的学校形式之一是古鲁库尔（“guru”意为导师，“kul”意为居所）。对于熟悉这一概念的人来说，这让人联想到一幅生动的画面：一位博学的导师在一棵大树的树荫下向弟子传授知识。这种无拘无束、简约且间接的知识传授形式，在 19 世纪左右逐渐消失，取而代之的是以教室和铃声为标志的教学模式，这种模式占据了大多数教育机构。

The term 'school' comes from the Greek word 'schol ē', which originally meant 'leisure'. It is ironic that the learning atmosphere created by most learning environments in the country today places much greater pressure on learners than a sense of leisure. The teaching methods of education are undergoing a transformation, and the industrialized hierarchical knowledge transmission method where teachers unilaterally impart knowledge to students can no longer meet the needs and expectations of 21st century learners. Teaching innovation requires space for teachers and students to explore together.
“school”（学校）一词源自希腊语“σχολή”（scholē），最初意为“闲暇”。颇具讽刺意味的是，如今该国大多数学习环境所营造的学习氛围，给学习者的压力远大于闲适之感。教育教学方法正在发生变革，那种教师单向地向学生灌输知识的工业化层级式知识传授方式，已不再能满足 21 世纪学习者的需求与期望。教学创新需要能供教师和学生共同探索的空间。

一层及二层平面图

This three story building was designed as an expansion of the existing campus, with an east-west orientation and the longer side facing north-south to minimize heat absorption. The central part of the building is a large three story space that separates the north and south wings of the school, with each floor connected by a bridge in a staggered manner. The sunlight poured down through the skylight at the top, illuminating the large flower pots filled with tropical plants arranged along the length of the school in this three story space. The south wing building itself adopts a staggered design to protect the lower floors from direct sunlight from the south.
这栋三层高的建筑是作为现有校园的扩建部分而设计的，其东西走向，较长的一侧朝向南北，以最大限度地减少热量吸收。建筑中央的主体部分是一个大型的三层空间，它将学校的南北两翼分隔开来，各楼层之间通过桥梁相连，错落有致。阳光通过顶部的天窗倾泻而下，照亮了这个三层空间内沿学校长度方向摆放的、种满热带绿植的大型花盆。南翼建筑本身采用错落式设计，以保护较低楼层免受南方强烈阳光的直射。

The classroom on the first floor opens towards the shaded north or south courtyard. The classrooms on higher floors open towards the east or west, sharing a spacious courtyard with twice the height. The design of these courtyards aims to alleviate the oppressive feeling of a typical four sided walled classroom by removing the walls and bringing the classroom closer to the traditional Indian mentorship learning environment. In order to fully participate in constructivist learning, students need to flexibly switch between lectures, group studies, presentations, discussions, and personal learning time.
一楼的教室朝向有遮荫的北侧或南侧庭院敞开。较高楼层的教室则朝东或朝西开启，共享宽敞、层高两倍的庭院。这些庭院的设计旨在通过拆除围墙，让教室更贴近古鲁库尔（传统印度导师制学习场所）的模式，从而缓解典型四面围墙的教室所带来的压抑感。为了充分参与建构主义学习，学生需要在讲座、小组学习、展示、讨论和个人学习时间之间灵活转换。

三层及四层平面图

Remaining Space and Learning: In order to truly transform the educational paradigm, learning spaces have been planned along a series of interconnected spatial networks outside the classroom, allowing learning to naturally transition from one space to the next while cultivating a sense of community. These additional spaces can stimulate thinking by changing people's conventional expectations of spatial planning and efficient utilization. These 'surplus' spaces can facilitate valuable, unplanned, and informal communication and connections. They enhance the quality of discussions, encourage creativity, and promote collaboration.
“剩余”空间与学习：为了真正转变教育范式，学习空间已沿着教室外一系列相互连通的空间网络进行规划，让学习能够从一个空间自然过渡到下一个空间，同时培养社区感。这些额外空间通过改变人们对空间计划性和高效利用的常规预期，能够激发思考。这些“剩余”空间能够促成宝贵、无计划且非正式的交流联系。它们提升讨论质量，鼓励创造力，并促进协作。

The locally mined cool toned Kota stone is interlaced with granite, forming most of the ground. Aluminum alloy sliding doors serve as a partition between classrooms and courtyards. The outdoor courtyard is paved with traditional local tandoor stones. Despite the continuous advancement of technology over the past ten thousand years of human civilization, which has separated human experience from uncontrollable natural factors on Earth, humans still crave and even need to establish a connection with nature. This school integrates the learning experience back into the pattern and process of the natural world through the use of light, wind, trees, and spatial design.
当地开采的冷色调科塔石（Kota stone）与花岗岩交错铺设，构成了大部分地面。铝合金推拉门作为教室与庭院之间的分隔。室外庭院则采用当地传统的坦都尔（tandoor）石铺就。尽管在人类文明过去一万年的发展历程中，科技不断进步，使得人类体验与地球上不受控的自然因素日益分离，但人类仍然渴望，甚至需要与自然建立联系。这所学校通过运用光线、风、树木以及空间设计，将学习体验重新融入自然世界的格局与进程之中。