建筑設(shè)計? 零壹城市建筑事務(wù)所

配合設(shè)計院? 浙江天然建筑設(shè)計有限公司

項目地點? 浙江衢州

建成時間? 2024年8月

項目面積? 67,500平方米

本文文字由零壹城市建筑事務(wù)所提供。

衢州第六實驗學(xué)校由零壹城市建筑事務(wù)所（LYCS Architecture）擔(dān)綱建筑設(shè)計。項目位于衢州市高鐵新城常山路，總建筑面積約67,500平方米，是一座涵蓋36 班小學(xué)和18 班中學(xué)的綜合性校園。

The Quzhou No.6 Experimental School is designed by LYCS Architecture. Located on Changshan Road in Quzhou’s High-Speed Rail New Town, the campus spans approximately 67,500 square meters. It is a comprehensive educational complex accommodating a 36-class primary school and an 18-class middle school.

傳統(tǒng)校園通常由廣場、院落和道路構(gòu)成，彼此邊界分明。然而，隨著教育理念的革新，教學(xué)模式正從教師單向傳授轉(zhuǎn)變?yōu)閷W(xué)生自主學(xué)習(xí)，單一的教室空間已無法滿足當(dāng)代教育對于多樣化學(xué)習(xí)環(huán)境的需求。本項目的核心設(shè)計目標(biāo)，便是營造一個開放自由的校園環(huán)境，以促進(jìn)學(xué)生的觀察、探索和交流，打造富有活力的學(xué)習(xí)場所。

Traditional school campuses are often composed of plazas, courtyards, and roads with clearly defined boundaries. However, as educational philosophies evolve, teaching models shift from teacher-centered instruction to student-driven learning. A single classroom can no longer accommodate the diverse spatial needs of contemporary education. The core design goal of this project is to create an open and flexible campus environment that encourages observation, exploration, and communication among students—ultimately fostering a vibrant atmosphere for learning.

發(fā)散的“成長之樹”

The Diverging Tree of Growth

設(shè)計從傳統(tǒng)教學(xué)空間中抽離創(chuàng)意性公共空間，以“成長之樹”為概念，將教學(xué)空間、復(fù)合空間與創(chuàng)新空間分別比作樹根、樹干與樹冠（花、枝、葉），并沿著西至東的方向布置，形成校園的整體規(guī)劃體系。

The design departs from conventional educational spaces by introducing creative public areas guided by the concept of a “Tree of Growth.” In this metaphorical framework, teaching spaces represent the roots, hybrid spaces form the trunk, and innovation spaces correspond to the canopy—comprising flowers, branches, and leaves. These elements are organized along a west-to-east axis, shaping the overall spatial structure of the campus.

此外，校園內(nèi)分布著不同尺度的公共與半公共空間，如教室門口的口袋公園、走道盡頭的山墻面，以及校園中心的大型文體活動聚落，分別對應(yīng)課間、課中、課后的不同活動需求。這些空間通過街道與連廊串聯(lián)，使傳統(tǒng)教學(xué)空間獲得新的功能賦能，轉(zhuǎn)化為面向未來的創(chuàng)新自主學(xué)習(xí)場所。

In addition, the campus features a variety of public and semi-public spaces in different scales—pocket parks at classroom entrances, gable-end alcoves at the end of corridors, and a central cluster of large-scale venues for cultural and sports activities. These spaces respond to different rhythms of school life, from in-between class breaks to during-class interactions and after-class gatherings.Connected by streets and corridors, they enrich the traditional teaching spaces with new functions, transforming them into future-oriented environments that support innovation and self-directed learning.

在“街頭巷尾”邂逅

Unexpected Encounters Along the Campus Streets

在傳統(tǒng)教學(xué)空間、復(fù)合空間與創(chuàng)新空間之間，設(shè)計創(chuàng)新性地引入“街道”概念，以蜿蜒曲折的主街與穿越高差的支路，串聯(lián)起各個校園功能區(qū)域，構(gòu)建多元復(fù)合的校園空間體系，激發(fā)豐富的校園生活體驗。

The design introduces the concept of a “street” as an organizing element between the traditional teaching spaces, hybrid spaces, and innovation spaces. A meandering main street and secondary paths that navigate level changes weave through the campus and connect its functional zones. This spatial system fosters a rich and diverse campus experience, encouraging interaction, movement, and a sense of discovery throughout daily school life.

自南向北，校園中軸線上的一條曲折主街將整個校園聯(lián)結(jié)起來，沿途步移景異，綠意盎然的地景公共空間、教學(xué)樓趣味十足的山墻面與庭院空間依次展開。這條街道不僅鏈接了教育教學(xué)、藝術(shù)人文、聚集活動三個核心區(qū)域，更為學(xué)生提供了在“街頭巷尾”觀察、探索、邂逅與交流的機(jī)會。

Running from south to north, a winding main street forms the central axis of the campus, stitching together the entire site. As one moves along the route, the scenery shifts continuously—lush landscaped public spaces, playful gable-end fa?ades, and layered courtyard environments unfold one after another. More than just a circulation path, this street connects the three core zones of the campus: education, arts and humanities, and communal gathering. It also offers students opportunities to observe, explore, encounter, and connect—along the familiar paths and everyday corners of campus life.

從西向東，數(shù)條支路串聯(lián)起半圍合的院落、下沉庭院和空中連廊，并連接至校園的文體活動中心，營造出起伏變化的空間體驗。這些路徑在引導(dǎo)動線的同時，也形成了多個尺度各異、層次豐富的交匯節(jié)點。

Extending from west to east, a series of secondary paths connect various spatial elements—semi-enclosed courtyards, sunken gardens, and elevated walkways—leading toward the campus’s cultural and athletic center. These routes not only guide circulation, but also create layered intersections at varying scales throughout the journey.

教室門口的“口袋公園”

Mini pocket gardens at the classroom threshold

校園主街一側(cè)的教學(xué)區(qū)由兩座“E”形教學(xué)組團(tuán)組成，建筑山墻面形成具有“厚度”的端頭空間，在其中巧妙置入直跑樓梯、雙跑樓梯，連接休息平臺與緩沖空間，同時在頂層形成開放露臺，在底層打造架空入口。通過虛實對比、色彩運用與形態(tài)變化，強(qiáng)化端頭空間的可識別性，使其成為街道界面的重要標(biāo)志。

On one side of the main campus street, the teaching area comprises two “E”-shaped academic clusters. The gable-end fa?ades of these buildings are designed as spatially “thickened” terminal volumes, ingeniously integrating single-flight and double-flight staircases that connect rest platforms and transitional spaces. At the top, these volumes open up into rooftop terraces; at the base, they form sheltered, open-air entrances. Through contrasts of solid and void, the use of color, and variations in form, the design enhances the visibility and identity of these terminal spaces—establishing them as key markers along the campus street.

此外，“空中口袋公園”作為街道在教學(xué)空間中的延伸，以多樣主題、形態(tài)和色彩的非正式學(xué)習(xí)空間散落在教學(xué)樓之間。這些空間不僅激發(fā)了交流與探索，也為教學(xué)樓之間的日常流動注入了更多活力與趣味。

In addition, “sky pocket parks” extend the idea of the campus street into the upper levels of the teaching blocks. Scattered between buildings, these informal learning spaces vary in theme, form, and color. They foster interaction and exploration while bringing vibrancy and playfulness to the everyday circulation between blocks.

教學(xué)區(qū)形成了“端頭空間—走廊—空中口袋公園”的富有韻律的空間序列，這些空間通過樓層錯動和功能配置，構(gòu)建多層次的灰空間，使學(xué)生在日常行走間即可進(jìn)行交流討論、宣講演出或?qū)嵺`活動。

The teaching area forms a rhythmic spatial sequence of “terminal space – corridor – sky pocket park,” embedding opportunities for interaction and learning throughout the campus experience.Through staggered floor plates and strategic program placement, they create a multi-layered system of semi-open “grey spaces,” where students can spontaneously engage in conversation, discussion, performances, or hands-on activities as part of their daily movement through the campus.

恣意的“文體聚落”

A Playful Cluster of Culture and Sports

校園主街的另一側(cè)被打造為“文體活動中心”，建筑由四個大小不一、形態(tài)各異、富有趣味的體量組成，分散布局在景觀坡地之上，為孩子們創(chuàng)造自由穿梭、互動交流的活動場所。

On the opposite side of the campus’s main street lies the Cultural and Sports Center—a collection of four volumes, each varying in size, shape, and character. Playfully scattered across a landscaped slope, these buildings offer children a dynamic environment where they can move freely, interact with one another, and engage in a wide range of activities.

地景設(shè)計既解決了場地的豎向高差問題，又承載了豐富的文體活動功能。起伏的地形使教學(xué)區(qū)與運動場有機(jī)銜接，塑造出一個極具活力的校園樂園。它不僅拓展了學(xué)生的活動邊界，也激發(fā)了更多戶外交流的可能。

The landscape design resolves the site’s vertical elevation changes and integrates a wide range of cultural and athletic functions. The undulating terrain creates a seamless transition between the teaching area and the sports field, shaping a vibrant and playful campus landscape for students to explore and enjoy. It expands the boundaries of student activity and encourages more spontaneous outdoor interaction.

“大臺階”空間作為運動場與文體中心的過渡區(qū)域，滿足學(xué)生日常通行、升旗儀式等功能，同時也因坡地景觀的點綴，成為適合合唱表演、讀書分享、鍛煉打卡等活動的理想場所。

The “Grand Steps” is a transitional zone between the sports field and the Cultural and Sports Center, accommodating daily circulation, flag-raising ceremonies, and other routine functions. Enriched by the surrounding sloped landscape, this area also becomes an ideal setting for choral performances, reading sessions, casual workouts, and various spontaneous student activities.

結(jié)語

Conclusion

在多元化教育趨勢下，對“學(xué)習(xí)”方式的認(rèn)知正在發(fā)生轉(zhuǎn)變，校園設(shè)計也正從單一教學(xué)空間走向復(fù)合型學(xué)習(xí)場所。衢州第六實驗學(xué)校的設(shè)計創(chuàng)新性地引入“校園街道”概念，使其成為連接多層次活動空間與非正式教學(xué)場所的紐帶，創(chuàng)造一個充滿探索、交流與成長可能性的校園環(huán)境。

As education embraces greater diversity, the way we understand learning continues to evolve—and so does the architecture that supports it. At Quzhou No.6 Experimental School, introducing the “campus street” reimagines how students move, connect, and engage within a learning environment. By linking formal and informal spaces, structured programs, and spontaneous moments, the design creates a vibrant setting where exploration, communication, and growth can take root every day.

設(shè)計圖紙 ▽

完整項目信息

項目地點：中國，浙江，衢州

業(yè)主：衢州市西區(qū)投資有限公司

項目面積：67,500平方米

詳細(xì)地址：衢州市柯城區(qū)常山路199號

設(shè)計時間：2021年4月—2023年3月

建造時間：2023年3月—2024年8月

建筑設(shè)計：零壹城市建筑事務(wù)所

設(shè)計團(tuán)隊：阮昊、詹遠(yuǎn)；于志強(qiáng)、趙霖、袁嘉妮、段琴、袁叢遠(yuǎn)、湯朱秒，章敬一、杭高峰、周飛霞、殷悅，沈成龍，陳慶舜，阮子明

景觀設(shè)計：上海廣畝景觀設(shè)計有限公司

配合設(shè)計院：浙江天然建筑設(shè)計有限公司

施工方：中國機(jī)械工業(yè)建設(shè)集團(tuán)有限公司

攝影：山間影像

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