限杜纂诉求
沉庆约克北郡幼儿园位于两江新区约克郡北区， ，，， ，用地南隔城市路路与已建高层住宅区相邻， ，，， ，北侧、东侧为在建住宅区， ，，， ，西侧为城市公园， ，，， ，基地内部相对平展， ，，， ，高差不大。。。。。 。项目为9班幼儿园， ，，， ，用地面积3330㎡， ，，， ，总构筑面积2701㎡， ，，， ，项主张用地面积相对其班级规模而言较为局促， ，，， ，对幼儿园而言， ，，， ，占有一个愉悦的空间场所是必要的， ，，， ，若何在有限的用地前提下创造一个安全、健全、充斥关切且富有童趣的教育空间是构筑师必要面对的根基问题。。。。。 。
The project is a kindergarten situated at Yorkville North, a residential compound developed by Hongkong Land in Liangjiang New District, Chongqing, China. It was built on a smooth and level site, near an urban road and built residential high rises to the south, a green park to the west, and residential blocks under construction to the north and east. With a land area of 3,330 m2 and construction area of 2,701 m2, it will accommodate 9 classes. The site is relatively cramped from the perspective of the quantity of classes. For a kindergarten, providing a pleasant space and environment is very necessary, so the key issue that IDO had to think about was how to create a safe, healthy, human-oriented and playful educational space on the limited site.
△ 构筑表观 摄影：DID STUDIO
△ 构筑与周边 摄影：DID STUDIO& 尚筑科技
本项目为社区配套型幼儿园， ，，， ，属于教育地产与名校合作办学的公办民投模式。。。。。 。项目伊始， ，，， ，除了与业主单元达成优良的沟通， ，，， ，与园方的互换也颇为沉要， ，，， ，构筑师但愿从幼儿园一线教育工作者那得到其根基诉求， ，，， ，并将其讲授理想作为空间设计的凭据。。。。。 。
园方提出了“爱与乐趣”的盛开式讲授理想， ，，， ，蕴含三点：会呼吸（绿色天然）、面向将来（索求心灵）、无限可能（个性发展）， ，，， ，园方不仅愿幼儿成长在温室里， ，，， ，但愿他们能感触到天然的氛围与温度。。。。。 。
结合用地具体情况与园方的教育理想， ，，， ，构筑师提出了“村落”的概想， ，，， ，但愿该幼儿园建成后能成为一个孩子们能够自由索求的“城市村落”。。。。。 。
This project, as a supporting facility for the residential community, will be operated under the collaboration between the property developer and a prestigious school. It's a public kindergarten that welcomes private sponsorship. Therefore, it's very important to keep close communication with the property developer as well as the kindergarten team at the early design phase. The architects wanted to listen to the requests of the kindergarten and work on the design based on its teaching concept. The kindergarten adheres to an open teaching concept of “love and fun” which emphasizes embrace of nature, personality development and cultivation of exploration spirit, and hopes that children will feel and touch nature rather than grow up in a “greenhouse”. Combining this with site conditions, the architects proposed to create an “urban-village” where kids can explore freely.
△ 构筑西立面+材质散布图 摄影：DID STUDIO& 尚筑科技
概想与空间
这是一个垂直安插的“村落”， ，，， ，幼伴侣能够在分歧标高上感触村落的情景， ，，， ，构筑空间与活动场地的叠加设计亦化解了用地局促的矛盾， ，，， ，促成炼个单元体之间的分离， ，，， ，形成了“邻里关系”， ，，， ，思考到西侧城市公园的景观资源优势， ，，， ，主体构筑最终出现为U型院落布局， ，，， ，班级作为独立体块叠合安插， ，，， ，体块之间留出缝隙， ，，， ，使其维持 “自由呼吸”之状态。。。。。 。
构筑师但愿每个班级都能形成一个“家”的概想， ，，， ，每个生涯讲授用房就是一个怪异抽象的小屋子， ，，， ，但愿幼伴侣在园中能成立归属感：各个班级不仅在形体上是相对独立的， ，，， ，同时在材质上也是各不一样， ，，， ，使每个班级单元更个性化， ，，， ，拥有肯定的可鉴别性。。。。。 。
The "village" features a vertical layout, allowing kids to enjoy distinctive views at different elevations. The superposition of architectural blocks and activity spaces perfectly overcame the site restrictions, realized the separation of unit blocks, and formed a "neighborly relationship". In order to take advantage of the surrounding landscape resources, the overall building was given a U-shaped courtyard-style layout, facing a park to the west. Each classroom is an independent volume, which overlaps another one while leaving gaps in between to ensure natural ventilation. The architects wished to make every unique and abstract classroom a “home” for children in which they can build a sense of belonging. Independent of each other in shapes, the classrooms also differ in material palettes, so that each one is more personalized and identifiable.
△ 构筑南立面 摄影：DID STUDIO
△ 前院与构筑 摄影：DID STUDIO& 尚筑科技
空间设计趣味性：引发幼儿索求
多样化的讲授课程是为了引发儿童的设想力与创造力， ，，， ，同时也对空间设计提出了更多的要求。。。。。 。除了设置通例的儿童生涯单元、音体室、医护区、合班教室等满足根基讲授需要的空间， ，，， ，构筑师还设置了更多的盛开式讲授空间：
如在二层设置架空层活动平台、设置幼舞台使其成为前后院的“视觉焦点”， ，，， ，结合中心天井设计了大台阶看台空间、并设置了供幼伴侣游玩的树屋、滑梯及斜面攀岩区等活动场所；；；； ；；；；充分利用一、二层的构筑屋面作为室表拓展活动场地；；；； ；；；；班级与班级之间的缝隙同样也形成为了幼伴侣下课游玩的趣味空间， ，，， ，大量多职能趣味空间的设置， ，，， ，为儿童自觉游戏及情境讲授提供了盛开性场所之可能。。。。。 。
设计上试图提高音体室空间的使用效能， ，，， ，结合场地环境， ，，， ，买通了音体室南北两个界面， ，，， ，使其成为盛开通透的多职能复合空间的可能：封关时可作为独立的讲授空间使用， ，，， ，盛开时可结合南北两侧天井成为多职能的讲授场所。。。。。 。
With a view to inspiring children's imagination and creativity, the kindergarten developed diversified curricula, which set more requirements to space arrangement. Apart from the spaces meeting basic teaching needs, such as children's living unit, music & sports room, infirmary, and mixed-class teaching room, the architects also designed a variety of open spaces for educational activities. For instance, they created an open floor space on 2F, and designed a small stage, making it a "visual focus" when viewing from the front and back yards. Around the central courtyard, there is a large staircase-shaped bleacher and activity areas where the kids can enjoy playing including a room with a tree, a slide and a sloped climbing area, etc. Besides, the architects fully utilized the roofs of 1F and 2F and turned them into outdoor activity areas. Moreover, the gaps between classrooms also offer spaces for kids to play after class. Various multifunctional open areas are helpful to stimulate children's spontaneous activities and carry out situational teaching. To maximize the use of the music & sports room and based on site conditions, the architects opened up its interfaces on the south and north sides, making it an open and transparent multifunctional space. If closed, it can be an independent teaching room, while it becomes a larger versatile area when opened, well blending with the yards.
△大台阶与构筑中庭 摄影：DID STUDIO& 尚筑科技
△屋顶看台看向中庭 摄影：DID STUDIO& 尚筑科技
根基讲授单元
与园方屡次互换沟通， ，，， ，最终根基讲授单元的平面安插选取活动室与卧室一体化设计的模式， ，，， ，洗手间、衣帽间以及靠山墙一侧的床位收纳空间共同业了“服务空间系统”。。。。。 。
除了服务空间体下凤设置了固定家具及收纳空间， ，，， ，平面内未设置其他固定家具， ，，， ，但愿获得更为自由的活动空间， ，，， ，老师可凭据分歧的活动情境， ，，， ，矫捷安插家具。。。。。 。
园长说：“但愿通过家具的安插过程， ，，， ，慢慢造就幼伴侣的生涯习惯， ，，， ，让他们（大班和中班）逐步学会自己整顿生涯及进建工具。。。。。 。”主题单元靠近山墙一侧设置了900mm高的阅读台， ，，， ，丰硕了室内竖向空间的档次， ，，， ，架空部门也成为了床位的收纳空间。。。。。 。
After full communication with the kindergarten team, the architects decided the layout for each basic teaching unit, which integrates the activity room and bedroom. The washroom, cloakroom and bed storage area beside the gable wall together constitute the "service space system". Fixed furniture and storage area were only set in those service spaces, which guarantees a more free activity area and also enables teachers to arrange furniture according to the needs of different activity scenarios flexibly. "We hope to gradually cultivate the kids' living habits and guide them to learn to tidy up their living and learning tools through participating in the process of furniture arrangement", the principal said. In each basic teaching unit, a 0.9m-high reading desk was placed adjacent to the gable wall, with the empty area under it used for storing beds. Combined with bay windows carved out on the architectural facade, the architects created many windows of various heights in the interior space based on kids' body size, so as to encourage them to observe the outside courtyard at different angles.
△幼舞台看向中庭 摄影：DID STUDIO& 尚筑科技
△幼舞台内部 摄影：DID STUDIO& 尚筑科技
资料表白
每个班级都是一个“家”， ，，， ，每个家都占有自己的个性， ，，， ，幼伴侣们从幼对自己的教室形成“家”的归属感——“我是住在木头屋子里的， ，，， ，你是住在砖屋子里的”， ，，， ，每个别量均占有怪异的材质。。。。。 。
在立面系统上构筑师尝试使用了分歧的材质：陶板、红砖、青砖、仿木资料、水泥纤维板、聚碳酸酯板。。。。。 。通过使用聚碳酸酯板， ，，， ，探求半通明资料在幼儿园教育空间中的氛围营造可能性， ，，， ，使其在阳光下体现出多彩的韵律。。。。。 。
在屋面系统上构筑师则使用了铝镁锰板金属屋面系统， ，，， ，较为单纯的屋面统一了多彩的立面系统， ，，， ，造作出了“雪景”的幻像。。。。。 。
Every classroom is a "home" which has its own characteristics. IDO intended to let the kids to build a sense of belonging in their respective classrooms, which were built with distinctive materials such as wood and bricks. Each volume features a unique material palette. The architects applied various materials to the exteriors, including terracotta panels, red and gray bricks, faux wood, cement fiber boards, and polycarbonate sheets, etc. By utilizing polycarbonate sheets, they worked to explore the possibility of creating spatial ambience via translucent materials, which present colorful rhythm under the sunshine. The roofs were finished with Al-Mg-Mn alloy in a unified way, which not only coordinates with the colorful facade but also creates an illusionary "snow-covered" landscape.
△门厅及金属屋面 摄影：DID STUDIO
结合构筑表立面分歧尺寸的凸窗， ，，， ，凭据幼儿的身段尺度， ，，， ，在室内设置了凹凸分歧的观察窗口， ，，， ，引发幼伴侣以分歧的视角去观察室表天井空间。。。。。 。
△ 屋面关系 摄影：DID STUDIO
实现度的节造
该项目于2016年5月起头设计， ，，， ，元象构筑不仅实现了构筑规划设计、室内概想设计及景观概想设计， ，，， ，同时作为设计全程的总控方， ，，， ，两年半以来深度参加了对构筑施工图设计、幕墙施工图设计、景观深入设计以及室内深入设计的全过程设计品控， ，，， ，在深入设计中对细节及资料审慎把控、施工期间实现现场巡场领导数十次， ，，， ，确保了设计概想最终得以较高实现度的出现。。。。。 。
目前， ，，， ，该项目构筑部门已竣工验收， ，，， ，期待景观及室内设计的施工。。。。。 。由于项目临时还处于半工地状态， ，，， ，为了更齐全地表白构筑概想， ，，， ，文中部门图片选取构筑现场照片与景观成效图“实景合成”的方式出现。。。。。 。
The project was launched in May 2016. IDO was responsible for the architectural design scheme development and overall quality control. Within two and a half years, the team was deeply engaged in quality management of the whole design process, including the design of architectural construction drawings, exterior construction drawings, the landscape and interiors. Besides, IDO was meticulous in material selection and has carried out on-site inspections for dozens of times during the architectural construction phase, thereby optimized the execution and realization of design solutions. So far, the acceptance procedure of the architecture was finished, and interior and landscape construction is yet to be started. Since the whole project is not completely finished, some images provided are composite ones that were made from both landscape renderings andgenuine photos of the architecture and site.
项目名称：沉庆约克北郡幼儿园
项目地址：沉庆市两江新区怡和路约克北郡
设计单元：IDO元象构筑
构筑设计：陈俊、苏云锋、宗德新、李剑、柴克非
构筑施工图单元：沉庆市设计院
构筑：邓洪波、马晓婧、胡珑铧 总图：赖韬
结构：朱海超、徐向茜 给排水：蓝鹏 电气：胡轶， ，，， ，暖通：吴志勇
幕墙施工图单元：中机中联工程有限公司
幕墙设计：熊联波、严政、赵宇、陈青术
业主单元：香港置地
治理团队：郑海川、汤照晖、刘颖
建成状态：构筑竣工， ，，， ，景观、室内待施工
设计功夫：2016.05-2017.9
建造功夫：2017.04-2018.10
构筑面积：2701㎡
用地面积：3330㎡
景观设计单元：路蓝图观
景观设计：周雪梅、陈文龙、莫贻海
室内设计单元：一夕幼儿园设计钻研室
室内设计：焦樵、陈诺、金庆锦、谢国飞
摄影：DID STUDIO
成效图：尚筑科技
实景合成：DID STUDIO + 尚筑科技
您当前地位：主页 > 
