宝应新城实验学校 / 都设设计

Baoying New City Experimental School/Urban Design
宝应新城实验学校 / 都设设计

设计理念：空间即教育：该项目最令人印象深刻的是其“空间即教育”的设计理念。建筑师没有将校园简单地定义为教室、走廊和操场的集合，而是将其视为一个激发学生探索和自主成长的生命有机体。这种转变的核心在于将建筑从控制者的角色中解放出来，转而赋予空间以催化剂的功能。通过“弹性空间预留、场景自主定义、空间边界消融”三大策略，建筑师创造了一个充满探索性和可塑性的学习环境，鼓励学生在其中自由探索、创造，并最终实现自我成长。

空间策略与赋能：项目在“从功能预设到用成长赋能空间”的实践中展现出创新性。首先，通过“弹性空间预留”来激发学生的自主性。其次，鼓励学生通过“场景自主定义”成为空间的主人，自由使用和改造空间。最后，“空间边界消融”将学习扩展到教室之外，将走廊、庭院、屋顶等都转化为潜在的学习场所。通过“自由容器”模块化空间体系，例如可书写的墙面、可移动的家具，建筑师赋予了空间无限的可能性，为学生提供了丰富多彩的互动和创造环境，使其可以自由地定义和改造空间，从而激发他们的想象力和创造力。

EOD城市设计与整体思考：该项目不仅仅局限于校园本身，更融入了EOD（生态导向发展）的城市设计理念。项目将校园打造成为连接教育、社区服务和生态环境的枢纽。通过与周边社区的联动，包括社区共享的运动公园、立体交通枢纽等设计，校园不再是封闭的教育场所，而是向社区开放的公共服务节点。这种设计思路体现了建筑师对教育和城市发展更深层次的理解，将学校融入城市肌理，促进了教育资源与社区的共享，最终构建一个充满活力、宜居的新城环境。这使得该项目成为一个兼具创新性和社会责任感的优秀案例。

1. Design Philosophy: Space as Education: Reconstructing Possible Fields for Growth

When traditional campuses divide space into standardized containers such as classrooms, corridors, and playgrounds, we choose to redefine the campus from the perspective of "space as education" - this is not a collection of functional containers, but a life organism that inspires exploration.. The innovative practice of Yangzhou Baoying Experimental School has proven that when buildings voluntarily relinquish control, space becomes a catalyst for independent growth.
1. 设计哲学：空间即教育：重构成长的可能场域

当传统校园将空间切割为教室、走廊、操场等标准化容器时，我们选择以"空间即教育"的视角重新定义校园 —— 这里不是功能容器的集合，而是激发探索欲的生命有机体。扬州宝应实验学校的创新实践证明：当建筑主动退让出控制权，空间便转化为自主成长的催化剂。

2. From Function Presets to Empowering Space with Growth

2.1. Three Space Strategies:
- Elastic Space Reservation: Blank space and elasticity are the soil that inspires self driven growth..
-Scene autonomy definition: The space should allow children to choose and use it freely, allowing them to become space directors rather than imposing routes and order.
-Spatial boundary melting: Education occurs not only in classrooms, but also in corners, corridors, courtyards, steps, and even roofs and under trees.

Therefore, educational buildings should reduce excessive control and create more "uncertain but empowering" spaces while ensuring safety and comfort. Yangzhou Baoying Experimental School adopts three strategies of "flexible space reservation, scene self definition, and spatial boundary melting" to guide students' growth in architectural and spatial changes: creating an exploratory, creative, and growable campus environment.
2. 从功能预设到用成长赋能空间

2.1. 三大空间策略：
- 弹性空间预留：留白和弹性是激发自我驱动成长的土壤。
- 场景自主定义：空间要允许孩子们自主选择、自由使用，让学生成为空间导演，而不是强加路线和秩序。
- 空间边界消融：教育不仅发生在教室内，还发生在角落、走廊、庭院、台阶、甚至屋顶和树下。

所以，教育建筑应该在满足安全舒适性的基本上，减少过度控制，多创造“不确定但可被赋能”的空间。扬州宝应实验学校通过 “弹性空间预留、场景自主定义、空间边界消融”三大策略，让学生的成长来引导建筑与空间变化：创造可探索、可创造、可生长的校园环境。

2.2. From "preset functions" to "free container" modular space system, a large number of "undefined spaces" are embedded in the campus, such as the retreat plaza between teaching buildings, the cantilevered platform at the end of the corridor, the folded plate terrace on the roof, etc. The floor is paved with writable adhesive, the wall is pre installed with sliding rails and hooks, and students can freely transform the space use by moving furniture (such as block chairs and modular exhibition racks) - today it is a debate venue, tomorrow it can be turned into an art market. The library has a "staircase box" with a hollow interior. Students can pull out drawer style storage compartments to store their personal creative tools, transforming the staircase into a handmade workshop or mini theater. These undefined places with architectural suspense are performing educational miracles.
2.2. 从“预设功能”到“自由容器”模块化空间体系

在校园中嵌入大量“未定义空间”，如教学楼之间的退台广场、连廊尽端的悬挑平台、屋顶的折板露台等，地面铺设可书写地胶、墙面预装滑轨与挂钩，学生可通过移动家具（如积木座椅、模块化展架）自由改造空间用途 —— 今日是辩论赛场地，明日可变为艺术市集。图书馆设“阶梯盒子”，阶梯内部中空，学生可拉出抽屉式储物格存放个人创作工具，将阶梯转化为手作工坊或迷你剧场。这些未被定义的留有建筑悬念的场所正演绎着教育奇迹。

2.3. Scenario Autonomy: Democratic Experiment in Space Use

Through Triple Interface Innovation, Space Control is Transferred to Students:
Interactive Physical Interface: The walls, floors, and furniture are all designed as interactive interfaces that are "writable, detachable, and reconfigurable". The corridor walls are covered with magnetic whiteboard paint, and students can use programming tiles to construct "breathing mind maps".
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Informal social nodes: Set up "unexpected spaces" in the regular flow: triangular escape rooms below stairs, wedge-shaped corners at the entrance of multi-functional classrooms, and light and shadow mazes at the corners of corridors. These unnamed corners have become "secret bases" spontaneously created by students, stimulating their desire to possess and transform space.
Transforming Furniture Matrix: Corridor furniture combinations are encoded as "spatial Lego", the staircase boxes in the atrium automatically decompose into reading compartments at noon, and reassemble into micro theaters at dusk.
2.3. 场景自主权：空间使用的民主实验

通过三重界面革新，将空间控制权移交学生：
可交互的物理界面：墙面、地面、家具均设计为“可书写、可拆卸、可重组”的交互界面，—走廊墙面覆盖磁性白板漆，学生可用编程磁贴构建"会呼吸的思维导图"。
非正式社交节点：在常规动线中设置“意外空间”：楼梯下方的三角形密室、多功能教室门口的楔形拐角、走廊转角的光影迷宫等。这些未被命名的角落成为学生自发创造的“秘密基地”，激发对空间的占有欲与改造欲。
变形家具矩阵：走廊家具组合被编码为"空间乐高"，中庭的阶梯盒子在午间自动分解为阅读舱，黄昏重组为微剧场。

2.4. Space boundary melting: an ecological carrier for free exploration. We deliberately preserve 30% of the original terrain and design a "touchable ecosystem". Wild landscape: Preserve the earth mounds and wild vegetation in the original terrain of the campus, and set up a "barrier free" natural exploration area. Students can climb wooden boardwalks and build tree branch shelters. Safe natural adventure with zero accidents is achieved through soft paving (bark debris, sand) and electronic fences.
-Ecological observation window: intentionally leaving "wilderness patches" (such as insect inns overgrown with weeds, untrimmed shrub mazes), students can observe natural succession processes and experience primitive ecology without human intervention.
-Happy Farm: The 500 square meter green space is divided into 12 planting ponds, including seasonal farming area, medicinal plant area, grain rotation area, and pollination garden, which transform nature into a vivid ecological education interface.
2.4. 空间边界消融：自由探索的生态载体

我们刻意保留 30% 原始地貌，设计"可触摸的生态系统"：
- 野趣化景观：保留校园原始地貌中的土丘与野生植被，设置“无护栏”自然探险区：学生可攀爬原木栈道、搭建树枝庇护所。安全通过软质铺装（树皮屑、沙地）与电子围栏保障，实现零事故的自然冒险。
- 生态观察窗：故意留出“荒野斑块”（如杂草丛生的昆虫旅馆、未修剪的灌木迷宫），学生可观察自然演替过程，体验不受人类干预的原始生态。
- 开心农场：500㎡的绿地被划分为 12 个种植池，其中节气农耕区、药用植物区、谷物轮作区和传粉花园等特色分区，将自然转化为生动的生态教育界面。

3. Design Exploration

The proposed location for the new construction project of Yangzhou Baoying Experimental School is S3-01-10 plot in the southern part of Baoying County, Yangzhou, located on the northeast side of the intersection of Xincheng Road and Jingsan Road. The surrounding area is a residential community that will be a key focus of the future development of the new city, and the New City Experimental School will serve as an important supporting facility.. The distance from Baoying High speed Railway Station is about 2.2km. The educational goal is set as a modern demonstration nine-year integrated school, covering an area of about 91500 square meters, with a total construction area of 77000 square meters, and an underground garage (including about 72000 square meters above ground and about 5000 square meters underground). The final scale of the school is set at 36 primary school classes, with 6 classes per grade and around 45 students per class; There are 36 classes in junior high school, with 12 classes per grade and around 50 students per class. The total number of students is 3420.
3. 设计探索

扬州宝应实验学校新建工程项目拟选址位于扬州宝应县南部新城火车站地区 S3-01-10 地块，位于新城路和经十三路交叉口东北侧，基地周边为新城未来重点打造的居住社区，新城实验学校将作为其重要配套。距离宝应高铁站约 2.2km。办学目标设定为现代化示范性九年一贯制学校，占地面积约为 9.15 万㎡，总建筑面积为 7.7 万平方米，并设立地下车库(其中地上约 7.2 万㎡，地下约 0.5 万㎡)。最终办学规模设定为小学 36 班，每年级 6 个班级，每班 45 人左右;初中 36 班，每年级 12 班，每班 50 人左右。学生总人数为 3420 人。

3.1. Academy style spatial layout: an educational field where ritual and music complement each other. The school design plan takes inspiration from traditional academies and adopts a "character" shaped teaching group layout, with each group having an independent inner courtyard, forming a hierarchical teaching space. Through the implicit control of the axis and the overlapping design of the garden landscape, the integration of "ritual system" and "music system" is achieved. For example, shared functional areas such as libraries, gyms, and cafeterias connect the main axis and become the core link for student activities and socialization. The layered and staggered platform design not only enriches the spatial hierarchy, but also provides students with a free exploration platform. This layout not only preserves the cultural order of traditional academies, but also promotes cross grade communication and cooperation through open and shared space design.
3.1. 书院式空间布局：礼乐相成的教育场域

学校设计方案以传统书院为灵感，采用“品”字形教学组团布局，每个组团均设有独立内院，形成层次分明的教学空间。通过轴线隐性控制与园林景观的叠套设计，实现“礼制”与“乐制”的融合。例如，共享功能区（如图书馆、体育馆、食堂）串联主轴，成为学生活动与社交的核心纽带。层叠交错的平台设计不仅丰富了空间层次，还为学生提供了自由探索的游乐载体。这种布局既保留了传统书院的文化秩序感，又通过开放共享的空间设计促进跨年级交流与合作。

3.2. Functional Composite and Sustainable Development

Primary school teaching units and classrooms are designed in the form of enlarged corridors to provide students and teachers with a teaching "living room" concept. In this space, students can reach the living room activity area in the shortest distance during their spare time.
. Within the activity area, each class is divided into spatial soft partitions, ensuring safety and autonomy while also preserving the possibility of communication between regions. Students' break time and after-school activities are no longer separated from each other like traditional educational campuses, but are closer to learning, communication, and leisure as much as possible. This case also fully reserves mobile classrooms in the teaching space to ensure the possibility of increasing and expanding the student population in the future.
3.2. 功能复合与可持续发展

小学教学单元，教室均以放大走廊的形式为学生和老师提供了一个教学“客厅”的理念，在这部分空间中，学生可以在课余时间以最短的距离到达客厅活动区域。在活动区域内，各班之间以空间软隔段的形式分制，在保证安全性，自主性的同时，也保留了区域之间交流的可能性。学生的课间和课后生活，不再像传统教育校区相互隔断，而是将学习与交流休闲尽量贴近。本案还在教学空间中充分预留了机动教室以保证未来学生量增加拓展的可能性。

3.3. The overall facade design of the campus draws inspiration from classic educational buildings both domestically and internationally, reflecting an elegant and stable architectural image and cultural temperament, and establishing a cultural and educational benchmark for Baoying County from the architectural image. The teaching building forms a rhythmic facade through vertical shading components, resembling books on a bookshelf. The overall color of the campus is mainly white and wood, with red, blue, and green accents in some areas. As comprehensive buildings on campus, the Comprehensive Building and Food Transport Building have a simpler and more atmospheric architectural image, and have landmark significance.

The facade adopts the craftsmanship of civil engineering window walls, combined with the construction of masonry to achieve rich vertical facade layering effects. All vertical lines are replicated using standard unit modules, which saves construction and construction costs and cycles. In order to ensure exquisite completion and safety, the framework is supported by civil engineering methods as the most basic form, with curtain wall nodes at the ends and aluminum panels wrapped to form the finished surface.
3.3. 立面材料工艺

校园整体立面设计借鉴了国内外经典的教育建筑，体现典雅沉稳的建筑形象与文化气质，从建筑形象上树立宝应县的文化与教育标杆。教学楼通过竖向遮阳构件形成富有韵律感的建筑立面，如同书架上的书籍。校园整体颜色以白色和木色为主，局部使用红色、蓝色、与绿色点缀。综合楼与食运楼作为校园的综合性建筑，建筑形象更简洁大气，并具有地标性。

立面采用土建窗墙的工艺手法，结合构造砌体实现丰富的竖向立面层次效果。所有的竖向线条采用标准单元模块复制的方法，节约了施工和建设成本及周期。为了保证精致的完成度和安全性，框架以土建做法作为最基本支撑形式，端部采用幕墙节点，铝板包裹形成完成面。

4. Campus driven livable new city - EOD urban design concept

Baoying Chengnan New City redefines the value dimension of high-quality supporting facilities from the perspective of urban design - under the collaborative framework of "education core+service environment+ecological chain", the new city has built a three-level supporting system: education center (Baoying Experimental School, childcare complex), livelihood service environment (smart vegetable market, embedded elderly care station, police civilian linkage station), and waterfront vitality belt (ecological commercial complex, cultural and creative market). The three are interwoven into a 15 minute high-quality living circle through a three-dimensional slow-moving system.
. As the core engine, Baoying Experimental School runs through the concept of "spatial education" from overall planning to spatial design. Design to break through traditional campus boundaries and transform the campus into an educational complex and a public service node radiating within a 3-kilometer radius through innovative modules such as convertible sports halls, community shared sports parks, and three-dimensional transportation hubs.
4. 校园驱动宜居新城 - EOD 城市设计理念

宝应城南新城从城市设计的层面重新定义了高品质配套的价值维度 —— 在"教育核+服务环+生态链"的协同框架下，新城构建了三级配套体系：教育中枢（宝应实验学校、幼托综合体）、民生服务环（智慧菜场、嵌入式养老驿站、警民联动站）与滨水活力带（生态商业体、文创市集），三者通过立体慢行系统交织成 15 分钟优质生活圈。作为核心引擎的宝应实验学校从总图规划到空间设计贯穿"空间育人"理念。设计突破传统校园边界，通过可转换的体育馆、社区共享的运动公园、立体交通枢纽等创新模块，使校园既成为教育综合体，更化作辐射3公里范围的公共服务节点。

Conclusion

The architectural and spatial design of Yangzhou Baoying Experimental School has constructed an educational ecosystem with warmth, memory, and elasticity through two main lines: "scenarized learning engine" and "community shared genes".. Its essence is to use space as a medium to transform educational goals such as cultural inheritance, mental health, and social adaptation into tangible environments, truly realizing the deep value of "space as education".
结语

扬州宝应实验学校的建筑与空间设计，通过“场景化学习引擎”与“社区共享基因”两条主线，构建了一个有温度、有记忆、有弹性的教育生态系统。其本质是以空间为媒介，将文化传承、心理健康、社会适应等教育目标转化为可感知的实体环境，真正实现“空间即教育”的深层价值。