旌學(xué)教育、致學(xué)教育

現(xiàn)代社會(huì)的壓力早就落在了學(xué)生的肩膀上，我們?cè)诿麨椤敖逃钡男锶艘槐居忠槐镜牧?xí)題，一堂又一堂的補(bǔ)習(xí)，一堆又一堆的試卷。似乎在這樣的重壓下，孩子才能茁壯成長(zhǎng)。▼圖片來(lái)自網(wǎng)絡(luò) from internet

凡事總有例外。有這樣一所學(xué)校，為孩子們搭建了五間房子。鼓勵(lì)孩子們愉快學(xué)習(xí)、自主交流，讓孩子們?cè)趷?ài)與快樂(lè)的氛圍中，茁壯成長(zhǎng)。

無(wú)錫佛蒙特國(guó)際學(xué)校 THE VIA, WUXI江蘇，無(wú)錫 JIANGSU ,WUXI佛蒙特國(guó)際學(xué)校（簡(jiǎn)稱 VIA）作為國(guó)際化精英人才的孵化基地，迄今在中國(guó)已創(chuàng)辦6個(gè)校區(qū)。其中，由駿地設(shè)計(jì)的無(wú)錫校區(qū)，即將迎來(lái)第一批學(xué)生。Vermont international academy, acting as an incubator for international elites, has founded six campuses in China. Designed by Jund, the Wuxi campus is going to welcome the first group of students.▼功能介紹 function analysis

學(xué)校總共有四層，首層主要布置學(xué)生共享區(qū)，設(shè)置大樓梯、圖書館、音樂(lè)教室、美術(shù)教室、物理教室和化學(xué)教室，及教師辦公區(qū)；二層和三層共設(shè)置16間學(xué)生標(biāo)準(zhǔn)教室，其中寬敞的共享交流空間，亦方便教師和學(xué)生的課外交流，地下一層主要為食堂兼多功能廳，后廚區(qū)域配置完整。The building has a total of four floors. The first floor is student sharing areas, with large staircases, libraries, music classrooms, art classrooms, physics & chemistry classrooms, and office areas. The second and third floors are mainly equipped with 16 standard classrooms. Shared communication space makes teachers and students communicate closer. The basement level is mainly a canteen and multi-purpose hall, and the rear kitchen area is completely configured.01 RENOVATION 拆改構(gòu)

在國(guó)際教育輕資產(chǎn)運(yùn)營(yíng)模式下，項(xiàng)目合理利用原有舊建筑，將原度假酒店改為國(guó)際學(xué)校，并拆除繁復(fù)裝飾。Under the mode of international educational light assets operation, the project has made full use of waste buildings by tearing down fussy decorations and makes the old hotel a nice school building.

設(shè)計(jì)旨在打破原本分層獨(dú)立的空間，通過(guò)大樓梯將空間聯(lián)系在一起，由于原建筑進(jìn)深關(guān)系，室內(nèi)光線昏暗，設(shè)計(jì)師巧妙地通過(guò)大面玻璃窗，將自然光線完美引入到室內(nèi)空間。A bug stairway is added as a spatial core in order to merge different spatial layers and connect spaces together. The indoor spaces of the building was pretty dark for the sake of the inappropriate total length，but natural light is introduced into the building with the help of newly-added windows.

同時(shí)在圖書館設(shè)置“五間屋”空間元素，使原本沉悶的空間充滿生機(jī)，為學(xué)生營(yíng)造充滿意趣的學(xué)習(xí)氛圍，推開一扇感知五彩世界，品五味人生的大門。Spatial elements which known as five houses helps to make the space vigorous and provides the students with nice learning atmosphere .02 THE FIVE HOUSES 五間屋▼使用場(chǎng)景 library

在全球化思維的浪潮中，“五間屋”作為圖書館的標(biāo)志符號(hào)，既被賦予了與五大洲緊密相連的宏大愿景，也滿含教育者對(duì)孩子德智體美勞全面發(fā)展的厚望。“五間屋”限定出的小空間組鼓勵(lì)獨(dú)處或分享、經(jīng)過(guò)與停留。各類場(chǎng)景圍繞它們展開，而學(xué)生們?cè)谥R(shí)與交流的氛圍中，也不斷獲得成長(zhǎng)。As the symbol of the library, the "five houses" symbolizes the five continents of the world, and also represents the comprehensive development of the students. Five little spaces shaped by the houses encourage being alone or sharing, passing by or staying, help the students to grow continually in such great ambient of knowledge and communications.▼圖書館入口 library entrance

▼學(xué)習(xí)區(qū)域 learning area

▼走廊空間 corridor

▼“五間屋”之一 the house

03 THE KNOWLEDGE HUB 知識(shí)廣場(chǎng)▼使用場(chǎng)景 knowledge hub

大樓梯作為項(xiàng)目中主要的空間元素之一，將教學(xué)區(qū)域、辦公區(qū)域和教師行政區(qū)域緊密聯(lián)系在一起。也成為鼓勵(lì)共享與交流的彈性公共空間，將相對(duì)獨(dú)立的學(xué)生流線、家長(zhǎng)流線和教師流線適度交織在一起，在平面效率和空間氛圍之間找到了一個(gè)和諧的平衡點(diǎn)。As an important spatial element, the big stairway connects the teaching block, the office block and the teacher's administrative block together and provides public spaces which encourage sharing and communication. The separated streamlines of students, parents, and teachers are weaved measurably. finding a harmonious balance between efficiency and pleasure.▼空間細(xì)節(jié) spatial details

04 THE FUN SPACES 趣味空間區(qū)別于傳統(tǒng)的教學(xué)場(chǎng)所，本項(xiàng)目將提升學(xué)習(xí)空間的趣味性當(dāng)作重要的設(shè)計(jì)目標(biāo)：學(xué)習(xí)空間根據(jù)不同的功能而做出不同的設(shè)計(jì)，提供適合聽(tīng)講、思考或小組討論的各類場(chǎng)所。Different from the traditional study areas, this project is aimed at spatial enjoyment promotion. Classrooms are designed base on different functions which create spaces for listening, thinking alone and group discussions.▼學(xué)習(xí)單元 learning unit

教室外的走廊成為主要的活動(dòng)空間，跳躍的色彩營(yíng)造出輕松的氛圍、交流角的置入讓放大的交通空間扮演了更積極的角色：無(wú)論是三兩成群談天說(shuō)地，抑或結(jié)伴討論課業(yè)，交流的氛圍總是無(wú)處不在。The corridor is the main activity space. With the help of fancy colors and the communication corners, the original traffic space now plays a more positive role in chatting and discussions that makes the spirit of communication everywhere. ▼教學(xué)樓公區(qū) public spaces

以衛(wèi)生間與餐廳為代表的輔助空間也延續(xù)了本項(xiàng)目輕快的視覺(jué)氛圍。明快的色彩搭配馬賽克拼貼圖，營(yíng)造童趣而溫馨的氛圍，讓校園變成師生們共同的家。Functional spaces represented by restrooms and the canteen are designed with springy visual style . The beautiful light colors and mosaic tile icons help to make the spaces more innocence and cozier, make the campus the home for teachers and the students. ▼衛(wèi)生間 restrooms

▼食堂 canteen

05 OVERVIEW 總體設(shè)計(jì)矗立在太湖邊，浸潤(rùn)在余暉里。這座曾經(jīng)即將謝幕的建筑如今搖身一變，成為無(wú)數(shù)學(xué)生知識(shí)的海洋與成長(zhǎng)的舞臺(tái)。Standing next to the Taihu, enveloped in the beautiful sunset, the building which was once the ruin now become the ocean of knowledge and the stage for young students growth.▼校園一覽 the campus

老建筑的蛻變與年輕學(xué)子的蛻變?nèi)缤瑑傻酪糗?，共同譜寫下一曲動(dòng)人的樂(lè)章。貫穿始終的，是設(shè)計(jì)師對(duì)空間的關(guān)懷。The metamorphosis of the building and the development of students act as two tracks that composing one beautiful song, in which the core is the designer’s considerations of the space.

▼平面布置 plan

五間屋子帶來(lái)的趣味空間，明快色彩營(yíng)造的輕松氛圍，無(wú)錫 VIA 佛蒙特國(guó)際學(xué)校向所有人傳達(dá)著這樣的教育理念：快樂(lè)自主的學(xué)習(xí)交流，才能助力孩子茁壯成長(zhǎng)。項(xiàng)目信息 業(yè)主名稱：旌學(xué)（上海）信息科技有限公司項(xiàng)目地點(diǎn)：江蘇省無(wú)錫市濱湖區(qū)室內(nèi)設(shè)計(jì)：上海駿地建筑設(shè)計(jì)事務(wù)所股份有限公司合作單位：上海室內(nèi)裝飾集團(tuán)設(shè)計(jì)團(tuán)隊(duì)：方曉燕，彭會(huì)光，陳敏睿，蘇磊建筑面積：5,700平方米室內(nèi)拍攝：Lamiphotos表達(dá)制作：彭會(huì)光，蘇磊 Owner Name: Veritas (Shanghai) Infotech Co.Ltd.Location: Binhu District,Wuxi City,Jiangsu. Interior Design: JUND Architects Cooperation Unit: Shanghai Interior Construction Group Design team: Jane Fang，Alec Peng，Rex Chen，Steven Su.Building area: 5,700 squaremeters Photo shooting: Lamiphotos Production of Expression: Alec Peng，Steven Su.來(lái)源：本文由上海駿地建筑設(shè)計(jì)事務(wù)所股份有限公司提供稿件，所有著作權(quán)歸屬上海駿地建筑設(shè)計(jì)事務(wù)所股份有限公司所有。

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