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金鑰匙幼托中心的前世今生

來(lái)源：家居百科時(shí)間：2020年05月15日 17:26

改造前Before

業(yè)主方帶設(shè)計(jì)師第一次去看現(xiàn)場(chǎng)的時(shí)候，呈現(xiàn)在他們面前的是一個(gè)雜亂無(wú)章，充斥著夸張色彩的空間。130m2的實(shí)用面積，布局功能混亂，過(guò)道幽暗狹窄，沒(méi)有任何自然光線。因?yàn)楣δ軇澐植缓侠韽亩斐蓛砷g教室面積過(guò)大，以致于小朋友的教學(xué)，閱讀，玩耍，午休都只能在教室里完成。整個(gè)空間形式單一，功能模糊。

When the owner took the designer to see the scene for the first time, what was presented to them was a messy space filled with exaggerated colors, which made people feel bad. The practical area is 130m2, and the layout function is chaotic, while the aisle is so dark and narrow that there is almost no natural light. Because of the unreasonable division of functions, the size of two classrooms are so large that the teaching, reading, playing, and lunch breaks can only be completed in the classroom. The entire space has a single form and ambiguous functions.

行為習(xí)慣Behaviors and performances

鉆、爬、繞、滑、跨、夠、跳、藏等等，孩子的天性，就是對(duì)所有一切都充滿(mǎn)著好奇。在沒(méi)有形成一個(gè)固定的行為習(xí)慣之前，任何成人看起來(lái)不合理的動(dòng)作與行為，其實(shí)都是小朋友對(duì)這個(gè)世界做出的探索。

Drilling, climbing, winding, sliding, crossing, reach, jumping, hiding, etc., the child's nature is full of curiosity about everything. Any seemingly unreasonable actions and behaviors seen by adults are actually the exploration of the world by children before a fixed behavior habit is formed of children.

夾層環(huán)形跑道 Ring track

作為一個(gè)為低齡寶寶服務(wù)的托班中心，我們希望在有限的空間中，給孩子們營(yíng)造一個(gè)可以跑動(dòng)的，自由的，開(kāi)放的空間。它或許不像大自然那么美妙，不像玩具樂(lè)園那樣神奇，但是它可以多一點(diǎn)光，可以多一點(diǎn)探索的奇妙，多一點(diǎn)可以爬動(dòng)的空間。

As a kindergarten center for young children, we hope to create a free, open space where children can run and play for children in a limited space. It may not be as wonderful as nature, or as magical as a toy paradise, but it can have a little more light, a little more wonder for children to explore, and a little more space let children to crawl.

教室一

當(dāng)陽(yáng)光照進(jìn)來(lái)，給孩子們一個(gè)可以自由活動(dòng)的空間，讓好動(dòng)的天性在空間里自然的釋放。當(dāng)空間有了故事，他們便成了故事中的每一個(gè)角色。

When the sun shines in, there is a space for the children where they can move freely, allowing their nature of being active to naturally released in the space. When the space has a story, they become every character in the story.

設(shè)計(jì)構(gòu)思The Design Concept

現(xiàn)場(chǎng)測(cè)量時(shí)，設(shè)計(jì)師發(fā)現(xiàn)原始建筑空間層高有4.4M。釋放空間高度，擴(kuò)充空間，將其一分為二，同時(shí)保證兩層空間都互不影響成了設(shè)計(jì)師第一個(gè)思考方向。改造前現(xiàn)有教室與過(guò)道陰暗無(wú)光，但實(shí)際原始建筑朝南方位是有大面積窗戶(hù)的。如果空間被隔成兩層，4.4M的層高如何分配空間高度，在只有單面采光的情況下，將光線引進(jìn)室內(nèi)，如何保證每個(gè)空間都有自然光線成為了第二個(gè)思考方向。小孩子的好奇心，好動(dòng)性，如何被激發(fā)，老師如何照顧小朋友的安全，奔跑中，玩耍時(shí)，如何保證小朋友的安全？空間中避免直角，采用圓形的動(dòng)線規(guī)劃，既可以規(guī)避尖角帶來(lái)安全的隱患，也讓原本平淡無(wú)奇的空間動(dòng)線充滿(mǎn)的捉迷藏般的神秘性。

During the on-site measurement, the designer have found that the original building space had a height of 4.4M, and unleashing the height of the space, expanding and dividing the space into two parts, while ensuring that the two floors of space do not affect each other, have become our first part of considerations. Before the renovation, the existing classrooms and aisles were dark and dull, but the actual original building had large windows facing south. If the space is divided into two floors, how to allocate the height of the space to 4.4M, and when there is only one side lighting, how to introduce light into the room when each space has natural light, have become our second part of considerations. How can children's curiosity and agility be successfully inspired, how to take care of children's safety for teachers, and how can children's safety be ensured during running and playing? Avoiding right angles in the space and adopting circular moving line planning can significantly avoid the hidden dangers brought by sharp corners, and also make the original bland space moving lines full of hide-and-seek mysteries.

建造過(guò)程：加建的鋼構(gòu)柱體和橫梁被墻體和頂棚完美隱藏

Construction process: the additional steel columns and beams are perfectly hidden by the walls and ceiling

通過(guò)重新規(guī)劃設(shè)計(jì)師保留了兩間教室，將原先混合使用的活動(dòng)區(qū)、閱讀區(qū)、午休室釋放出來(lái)，根據(jù)空間使用頻率進(jìn)行歸納，活動(dòng)屬性偏弱的午休室被放在了夾層二樓靠墻角位置，繪本區(qū)及活動(dòng)區(qū)分別與一樓過(guò)道及二層開(kāi)放區(qū)重疊。通過(guò)圓形開(kāi)窗及天井的設(shè)置，解決了空氣流通及采光的問(wèn)題，同時(shí)在視覺(jué)上將一樓教室的層高進(jìn)行拉升，避免了有限層高帶來(lái)的空間閉合感，另一方面教室一的頂棚被設(shè)計(jì)成了一個(gè)可以自由追逐玩耍的環(huán)形跑道，給孩子們?cè)黾恿艘粋€(gè)自由奔跑的空間。

Through re-planning, the desginer choose to reserve two classrooms in order to release the original mixed-use activity area, reading area, and lunch break room. According to the frequency of space use, summarize different spaces: the lunch break room with weak activity attributes was placed on the second floor of the mezzanine near the corner; the picture and book area and activity area overlap with the first floor aisle and the second floor open area, respectively. The circular windows and patios are installed to solve the problem of air circulation and lighting; in the meantime, on one hand, the floor height of the classroom on the first floor is visually raised to avoid the sense of space closure caused by the limited floor height; on the other hand, in the classroom one, the ceiling of it has been designed as a circular track that can be chased and played freely, adding a space for children to run freely.

接待臺(tái)及家長(zhǎng)等候區(qū) Reception desk and parent waiting area

接待臺(tái)及家長(zhǎng)等候區(qū)的座椅被設(shè)計(jì)成弧形及圓形以呼應(yīng)這個(gè)空間

The seats in the reception desk and parent waiting area are designed to be curved and round to echo this space

從入口向內(nèi)望 Looking inside from the entrance

從內(nèi)向入口望 Looking outside from the inside to the entrance

入口被設(shè)置成一個(gè)獨(dú)立的蘑菇洞形狀，分別設(shè)立兩個(gè)獨(dú)立的門(mén)洞，一個(gè)為家長(zhǎng)，一個(gè)為小朋友，分別指向家長(zhǎng)等候區(qū)和教學(xué)區(qū)。獨(dú)立的入口玄關(guān)是從外部進(jìn)入內(nèi)部空間的一個(gè)緩沖，同時(shí)也是內(nèi)與外的一個(gè)界限。

The entrance has been set in the shape of an independent mushroom hole, and two independent door holes are set up: one for parents and another one for children, pointing to the waiting area and teaching area of the parents, respectively. The independent entrance porch is a buffer from the outside into the internal space, and also a boundary between inside and outside.

教室一&通道 Classroom 1 & aisle

通道 Aisle

通向夾層空間的<a href= 通向夾層空間的樓梯 Stairs leading to mezzanine space

左：教室一 & 右：教室二 & 中：繪本柜 Left: Classroom 1 & Right: Classroom 2 & Center: Picture Bookcase

項(xiàng)目信息：

項(xiàng)目地點(diǎn)：江蘇省蘇州市

Project location: Suzhou City, Jiangsu Province

項(xiàng)目面積：130平方米

Project area: 130 square meters

項(xiàng)目主創(chuàng)：祝年微

Designer: Niven

設(shè)計(jì)團(tuán)隊(duì)：江偉，郭小帥，石曉曼

Dseign Team: Wei, Shawn,Fiona

設(shè)計(jì)時(shí)間：2019年11月

Design time: Nov, 2019

建成時(shí)間：2020年3月

Completion date: Mar, 2020

攝影單位：楊森

Photography unit: Sen Yang

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