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臺灣幼兒園現(xiàn)狀

The current situation of kindergarten in Taiwan由于臺灣人口出生率的下降，越來越多的學(xué)校習(xí)慣于把小學(xué)里的閑置教室直接當(dāng)作幼兒園使用。然而，幼兒園真的需要教室嗎？境衍設(shè)計與林柏陽建築師事務(wù)所給出的建議是：為閑置的教室賦予其他功能，例如社區(qū)大學(xué)學(xué)堂等；而幼兒園則應(yīng)該更多地融入城市的小角落與自然環(huán)境。

Because of the reduction the birthrate, more and more school get use to fill the program of kindergarten directly into the empty elementary school classroom. However, do kindergartens really need classrooms? We suggest the empty classroom could be another use such as community college classroom, and kindergarten should be more engage with little corner and nature environment.

▼項目鳥瞰

設(shè)計的核心旨在將建筑與環(huán)境融為一體，為人們帶來全新的視角與空間體驗。整個建筑就如同一系列學(xué)習(xí)角的組合。從室外到室內(nèi)，孩子們可以繞著曲面的墻壁追逐嬉戲，在他們自己最喜歡的地方聚集。本項目不僅開創(chuàng)了一種更好的學(xué)習(xí)單元模式，同時也在一定程度上打破了臺灣幼兒園的現(xiàn)狀，重塑了一個更好的校園環(huán)境范本。

The architecture merges with the environment and allows people to experience new perspectives. The whole architecture is a combination of learning corners.From exterior to interior, children can run around the curve walls and gather at their individual favorite spots. This project provides not only a better learning unit, but also reshape a better environment of the campus.

▼由操場看建筑

▼輕盈靈動的建筑包圍在密集的城市建筑環(huán)境中

兒童視角

From children’s view發(fā)自本能的探索｜Explore by instinct由空間所引發(fā)的曖昧情感會鐫刻在孩子們的記憶中。他們以獨特的視角感知空間，并對空間做出反應(yīng)。因此，為兒童而設(shè)計的空間應(yīng)該是無明確定義并充滿無限可能性的。由于孩子們的身心都處在迅速成長的階段，因此，本項目旨在利用豐富的空間尺度與規(guī)模，啟發(fā)他們的思維，為他們的成長帶來更多的靈感。

Feelings of ambiguous space will be engraved in children’s memories. They sense and react to the space with unique viewpoints as undefined uses allow numerous possibilities for children’s creation. Since their bodies and mind are rapidly growing, the design imagines a place that provides for more inspiration and exploration in every scale.

▼分析圖，

難以形容的氛圍｜Indescribable atmosphere對孩子來說，所有的事情都是迷人的，大多數(shù)時候，他們會持續(xù)觀察周圍環(huán)境的所有細(xì)節(jié)。因此，設(shè)計的優(yōu)先考慮事項是為孩子們提供一個安全且活躍的場所，以包容他們旺盛的好奇心，鼓勵他們可以去嘗試各種不同的活動內(nèi)容。

All things for children are fascinating and most of the time they keep observing all the details of surrounding environment. The design prioritizes the need to provide a secure and active place which the children can engage in a variety of activities.

▼軸測分析圖

學(xué)習(xí)表達(dá)的過程｜Process of learning to express學(xué)習(xí)的意義是什么? 孩子們試圖用語言表達(dá)自己的想法，但是，在將所有內(nèi)容清晰地表達(dá)成一個完整的句子的過程中難免會出現(xiàn)錯誤。有時候，他們表達(dá)出來的內(nèi)容，就如同把句子的成份分別放在括號中，再打亂組合一般。這不僅讓人好奇，當(dāng)所有語句和括號都以獨特的方式排列組合時，會帶來什么樣的體驗?zāi)兀勘卷椖康目臻g設(shè)計便巧用了這一概念。

What is the point of learning? Children try to express their idea in words, while making mistakes in the process of articulating all the content to form a complete sentence. Like the content in the brackets, the design plays with this spatial concept which makes one wonder how is the comprehending experience when all the content and brackets are arranged in an unique way?

▼剖面流線與視角分析圖

建筑視角

Architectural statement記憶空間｜Occasional encounter通過打破空間符號的規(guī)則，我們可以以多種方式對空間的組合進(jìn)行想象。這種靈活自由的組合方式，為孩子們在小空間里提供了無限的可能性。當(dāng)他們長大后回憶童年時，雖然不能記起具體的空間場景，但是卻能清晰地回憶起這里的氛圍。

By breaking the rule of symbols, we can imagine in multiple ways. The alternative combinations provide children infinite possibilities in little space. They can recall the atmosphere but not the specific plan.

▼幼兒園外觀

縫隙空間｜In-between space建筑師探索了一系列空間平面組合的方式，重點在于創(chuàng)造氛圍而不是建筑本身。密斯·凡·德羅強(qiáng)調(diào)空間的延展性、透明性與通用性，奧爾多·凡·艾克強(qiáng)調(diào)空間的順序與層級。然而，日本建筑師小嶋一浩 (kazuhiro kojima)卻削弱了建筑的力量。在他的學(xué)校建筑作品中，所有教學(xué)與娛樂活動都匯總在同一屋檐下，家具成為界定空間最重要的對象，每面墻壁都是L型的，并總有一個角落向外開放。縫隙空間在小嶋一浩的作品案例中展現(xiàn)出無與倫比的靈活性，而本案的建筑師也將這種靈活性運用在了設(shè)計之中。

There is a series of plan which is designed to mostly create atmosphere and less about the building itself. We learn about the sense of extension, transparency and universal space emphasized by Mies van der Rohe, and the order of numbers and hierarchy of architecture from Aldo van Eyck. However, the Japanese architect Kazuhiro Kojima has reduced the power of architecture further more. In his studies of the school typology, furniture became the most important object to define the space, while all the walls are L-shaped and always open to a corner. All the activities are juxtaposed under a big roof. We learn a spectrum of flexibilities of in-between spaces from these projects.

▼底層的廊下空間

▼豐富的空間層級與自由的交通流線

▼由底層縫隙空間看室外

柔性空間｜Wrinkles in the universal space建筑讓位于家具，柔性的邊界在最大限度地提高了空間的水平延伸感和活動感。然而，幼兒園所在的新竹市的城市環(huán)境本身就如同一個無序景觀的集合。單純地在這種混亂的環(huán)境中放置一個輕盈、透明、靈活的建筑是不夠的，因為類似的場景會不斷重復(fù)，并不能引起足夠深刻的印象。面對這種情況，建筑師利用曲線形的墻壁圍合出一系列微妙的封閉空間，使空間脫離同質(zhì)化。這種設(shè)計營造出獨特的空間效果，在提升校園空間品質(zhì)的同時，使建筑融于環(huán)境之中。

The power of architecture gives way to furniture arrangement maximizing the sense of horizontal extension and activities. However, the urban environment of Hsinchu City is already a landscape without order. It is not settled enough to place a light, transparent and flexible architecture in this messy environment, since similar scenes will keep repeating themselves. To confront this situation, we found that a little curve on wall will make a subtle enclosure and free the space from homogeneity. We use the effect to reengage the campus environment and enhance the quality of space in traditional Taiwan campus planning.

▼二層露臺

▼室外露臺為孩子們提供了聚會游戲的場所

項目借鑒了小嶋一浩的設(shè)計理念，在未被明確定義的通用空間中引入了一系列帶有雕塑感的柔性邊界，以劃分出不同的學(xué)習(xí)角落。因此，雖然人們可能不記得空間的具體安排，但仍然可以對在公共空間中移動的體驗印象深刻。

The project focuses on the layer of in-between spaces like Kazuhiro Kojima, but introduces some random sculptural quality in the universal space to distinguish different learning corners. So while we may not remember the spatial arrangement, we can still impressed by the moving experience in the public spaces.

▼弧線形的外墻與天窗

▼由露臺看周邊環(huán)境

空間設(shè)計策略

Spatial strategy創(chuàng)建空間角落｜Create several corner流線形的墻體取代了傳統(tǒng)的網(wǎng)格式平面規(guī)劃，創(chuàng)造出獨特的空間特征。所有設(shè)計元素都能成為活動的發(fā)生器，比如：墻壁視平線上隨機(jī)開設(shè)的小洞，能夠引起孩子們的好奇心，讓他們不自覺地踮起腳尖從洞口張望。豐富的活動與意想不到的隨機(jī)性使整個空間充滿了童趣與活力。

▼不同空間形式對兒童心理產(chǎn)生不同影響

▼未被明確定義的公共活動空間

▼墻壁視平線上隨機(jī)開設(shè)的小洞引發(fā)孩子們的好奇心

▼二層通高的中庭空間

平衡空間效率與流動性｜Balance between efficiency and fluidity安全是幼兒園設(shè)計的第一原則，為了防止兒童磕碰到墻體邊緣發(fā)生危險，建筑師設(shè)計了一種弧形的空間，大大減少了空間邊緣的尖銳程度。所有的結(jié)構(gòu)墻都是直線和曲線的組合，既滿足了儲物的需要，又迎合了整個項目流動的空間特點。可以說，本項目的空間幾何形態(tài)所尋求的就是空間效率與空間流動性之間的平衡。

Since it is important to prevent children colliding to the edge of the wall, we designed a rounded space and reduced the sharp edge of the space. All the structural walls are combination of the straight line and curve to meet both the need of storage and characterized corner. The geometry of the space is the balance between efficiency and fluidity.

▼弧線形的墻壁避免了安全隱患

▼寬敞明亮的活動空間

▼公共走廊

塑造場景靈活性｜The flexibility in a sculptural scene不可預(yù)測的活動在雕塑般的空間背景中發(fā)生，這種雕塑感與靈活性的結(jié)合為設(shè)計增添了一種看似矛盾又不失和諧的辯證關(guān)系。這種設(shè)計，不僅為使用者提供了更多的自由，同時也使空間更具感染力與影響力，達(dá)到了重塑教學(xué)環(huán)境的目的。

It is contradictory that this project combines a sort of sculptural quality and flexibility. This contradictory idea allows the unpredictable activities happen in the sculptural background. Through this kind of design, we remain the customized freedom for users and maintain a formal influence to reorganize the environment of the campus.

▼活動室概覽