李曉東工作室

設(shè)計核心的理念是為深圳亞熱帶城市中心區(qū)的教育建筑提供一個清晰而明確的身份認同。

深圳國際交流學(xué)院位于深圳市中心，占地約20,000m2，可同時滿足2000名學(xué)生和200多名教師的使用需求。該項目面臨的最大挑戰(zhàn)是，在容積率接近5的條件下，不僅需要容納超過100,000m2的教學(xué)設(shè)施、學(xué)生宿舍、教師公寓等室內(nèi)功能空間，而且要在緊湊的建筑群內(nèi)提供足夠的體育運動設(shè)施，同時通過提升建筑的孔隙率，引導(dǎo)自然通風(fēng)，營造可以自由呼吸的空間氛圍等。

項目的核心概念形成于對不同設(shè)計問題的現(xiàn)實回應(yīng)：

（1）模糊的邊界。取消傳統(tǒng)校園建筑的實體圍墻。我們認為，校園建筑不應(yīng)該是一座孤立的象牙塔，而是開放的、可以與城市展開積極對話的教育場所。

（2）豐富的平臺。將校園的主要功能空間提升到平臺層以上，以此為學(xué)校提供更多的室外活動場地，同時在地面層設(shè)置核心庭院作為校園對自然的回饋。

（3）垂直綠化。通過垂直綠化系統(tǒng)的引入，提供遮陽的同時建立人與自然環(huán)境的密切關(guān)系。

（4）立體活動空間。由于基地用地條件緊張，體育運動場地被分為16個活動單元，并在不同的維度上融入到建筑的空間體系當(dāng)中，增加了校園整體的靈活性、趣味性和交互性，提升了建筑的使用效率，形成獨特的空間體驗。

（5）空中花園。在生活區(qū)和教學(xué)區(qū)的建筑中，穿插布置密集的空中花園，為校園空間提供豐富的室外休息和交流平臺。

深圳國際交流學(xué)院的設(shè)計通過項目、場地與使用者之間的對話產(chǎn)生不同的設(shè)計理念與想法，并以一種整體和有機的方式聚集在一起，形成這座校園建筑獨特的身份認同?！?（張思慧 譯）

1 概念草圖Sketches

To give a clear and solid definition of identity for a school project in the centre of sub-tropical city of Shenzhen is the main focus of the design concept.

The College of International Education (SCIE)was designed to accommodate 2000 students and over 200 teachers on a site of around 20,000 m2in the heart of Shenzhen city. With a plot ratio of almost 5, the great challenge of the project is not only to accommodate a total floor area of over 100,000 m2including all the teaching facilities,dormitories, staff apartments in an efficient way,but also to provide enough sport facilities in a compact compound, at the same time to improve the porosity to allow for cross ventilation and create a space one can breathe feely.

2 外景Exterior view

3 剖透視Section perspective

4 分解模型Decomposition models

The main concept of the design consists of several layers of meaning addressing different aspects of the programme.

(1) Blurred boundary. There are no solid walls surrounding the school. For us, the campus should not be an ivory tower that is isolated,rather, it is open and is interactive with the city.

(2) Platforms. Most of the functional spaces are elevated above the platform level to provide more open space for activities and at the same time reserve courtyards on the ground level to respond to nature.

(3) Vertical greenery. A vertical green system is introduced to provide sun-shading while building a close relationship between human and the natural environment.

(4) Three-dimensional sports space. Due to the lack of space, the sport programmes are divided into 16 different units and incorporated into the building complex on different levels, adding flexibility, playfulness, interaction, efficiency and unique experience to the whole campus.

(5) Sky gardens. In both living quarters and educational buildings, sky gardens are densely distributed to provide enough outdoor space with fresh air.

The design for SCIE integrates different ideas that were generated through constant dialogues with the place, programmes and the people in a holistic and organic manner to give the school a unique identity.□

5 總平面Site plan

6 剖面ASection A

7 剖面BSection B

8 剖面CSection C

9 剖面DSection D

10 標準層平面Typical floor plan

11 跑道層平面Runway floor plan

12 平臺層平面Platform floor plan

13 首層平面Ground floor plan

14 地下一層平面B1 floor plan