【摘要】：正在追求效率、管控與安全的國(guó)內(nèi)基礎(chǔ)教育模式中,雖然也開(kāi)始逐漸重視學(xué)生成長(zhǎng)中的社會(huì)性、創(chuàng)造性與自主性,但是這些新的教育理念在通常條件的學(xué)校設(shè)計(jì)中往往很難在空間上得到切實(shí)回應(yīng)。通常的用地標(biāo)準(zhǔn)、建設(shè)指標(biāo)與使用模式所導(dǎo)致的還是講求效率、管控與安全的空間樣式,比如,過(guò)于明確的功能分區(qū)與固定的使用方式,過(guò)于均質(zhì)的空間分配與單一的流線組織,這樣的標(biāo)準(zhǔn)空間對(duì)于小學(xué)生來(lái)說(shuō)更是缺乏啟發(fā)與想象力的。而在蘇州科技城實(shí)驗(yàn)小學(xué)的設(shè)計(jì)中,因?yàn)樘?br/>[Abstract]:Is pursuing the efficiency, control and safety of the domestic basic education model, although also began to pay attention to the growing social, creative and autonomy of students, But these new educational concepts often find it difficult to respond in space in the design of a school under normal conditions. Common land use standards, construction indicators and usage patterns lead to spatial patterns of efficiency, control, and safety, such as overly explicit functional zoning and fixed usage patterns, Too homogeneous space allocation and a single streamline organization, such a standard space for pupils is lack of inspiration and imagination. In the design of Suzhou Science and Technology City Experimental Primary School,
【作者單位】： 致正建筑工作室;同濟(jì)大學(xué)建筑與城市規(guī)劃學(xué)院;大正建筑工作室;
【分類號(hào)】：TU244.2;TU984.14

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