上海金鼎平和学校 / c+d Design Center

Shanghai Jinding Pinghe School/C+D Design Center
上海金鼎平和学校 / c+d Design Center

城市与校园的融合：上海金鼎平和学校项目最引人注目之处在于其将校园与城市环境巧妙地融合。设计者敏锐地捕捉到项目所处的城市中心地带，高容积率的限制以及国际化教学模式的特点，将校园定位为城市开放的“剧场”。这颠覆了传统校园封闭的形象，使得校园不再仅仅是象牙塔，而是城市的一部分，与周边的城市空间、功能产生积极互动。设计者通过开放的空间设计，预留了与城市共享的功能，例如文化基础设施，从而促进了校园与城市的共建、共享与共荣，体现了对未来教育模式的深刻理解。

双剧场核心设计：该项目的核心设计理念在于构建两个主题剧场：智慧剧场和活力剧场。智慧剧场以阶梯教室和环绕的图书馆花园为特色，打造学习交流的场所；活力剧场则利用多层环廊和下沉式运动场，为体育和表演活动提供舞台。这种“剧场”的设计理念，将校园空间转化为充满活力和互动性的场所，激发了学生的参与性和创造力。两个剧场的设计不仅满足了多样化的学习需求，也促进了校园内不同人群的交流，营造出丰富多元的生活场景，体现了建筑空间对教育理念的深度诠释，将教育与生活紧密结合。

教育与生活的同构：项目的设计理念强调教育与生活的同构关系。建筑师将校园空间的高密度转化为学习生活的高密度，这与怀特海“教育是对于生活探险的训练”的观点不谋而合。通过高度复合的功能和空间设计，将生活的复杂性转化为教育资源，适应多元化的学习场景。从细节上看，项目通过灵活的空间布局和多样的功能设置，为学生提供了自主探索、实践学习的机会。这种设计理念体现了对未来教育发展趋势的深刻洞察，即教育不仅仅是知识的传授，更是对生活和世界的探索，从而培养学生的创新精神和综合能力，让校园成为一个充满活力与创造力的生命共同体。

Shanghai Jinding Pinghe School is located in the new CBD of the city, with a high plot ratio requirement of 3.0, an international teaching mode, and a high-density urban environment surrounding it, making it a unique presence. Most campuses operate their own independent kingdoms in the city, but when they abandon their ivory tower identity and transform from observers of the city to participants in the city, even becoming leaders of urban space, their roles become diverse.
上海金鼎平和学校处于城市新的 CBD 中，高达 3.0 的容积率要求、国际化的教学模式和周边高密度的城市环境使其必然成为独特的存在。大多数校园在城市中经营着自己的独立王国，但当校园抛开象牙塔的身份，从城市的观望者变成了城市的参与者，甚至成为城市空间的引领者的时候，其角色也就具有了多种可能。

设计者捕捉了这种在校园中罕见的强烈的城市性，以聚集为主题，在这里创造了一座能激发教与学的交流欲望，没有围墙的城市梦剧场。

The theater is a public stage, and this campus is located in the center of the city. The surrounding urban image, urban space, and urban functions are all reflected in the campus design. The campus has become a theater open to the city, with multiple functional spaces reserved for time-sharing sharing with the city, serving as cultural infrastructure for co construction, sharing, and prosperity with the city.
剧场是公共的舞台，这座校园处于城市的中心，周边的城市形象、城市空间和城市功能都在校园设计中得到了回应。校园成为一座向城市开放的剧场，多种功能空间预留了与城市分时共享的可能，作为文化基础设施与城市共建、共享、共荣。

The theater is a space for viewing and being watched, as well as a center for gathering activities. The core space of the campus consists of two different themed theaters. One is the Smart Theater, which organizes various learning activities with classrooms that have stepped back layer by layer as stands and gardens surrounded by libraries as stages; One is the Vitality Theater, which serves as a platform for various sports and performances, with multi-level corridors connecting public functions as stands and a sunken sports field as a stage.
剧场是看与被看的空间，也是活动聚集的中心，校园的核心空间由两个不同主题的剧场组成，一个是智慧剧场，以层层退台的教室为看台，以图书馆环绕的花园为舞台，组织起各种学习活动；一个是活力剧场，以连接公共功能的多层环廊为看台，以下沉的运动场为舞台，成为各种运动和演出的场地。

Theater is a condensed living scene, and in design, it transforms the high density of space into a high density of learning and living. Education and life are isomorphic, and it is essentially exploratory, as Whitehead pointed out: "Education is the training of life exploration." The campus, which is highly complex in function and space, transforms the complexity of life into educational resources to better adapt to the needs of diverse learning environments.
剧场是浓缩的生活场景，而在设计中则是将空间的高密度转化为学习生活的高密度。教育与生活同构，它在本质上是探究性的，正如怀特海所指出的那样：“教育是对于生活探险的训练”，功能和空间高度复合的校园把生活的复杂性转换为教育的资源，以更好地适应多元学习场景的需求。