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作為歷史長達(dá)數(shù)千年的古城，蘇州始終是中國文明傳承的縮影。在農(nóng)耕文明時(shí)代，就曾出現(xiàn)過54位文狀元，6位武狀元，居全國地方出狀元之首。近代工業(yè)時(shí)期，蘇州籍的兩院院士也居全國數(shù)量之最。書院是蘇州最早的教育機(jī)構(gòu)。從宋代的和靖書院，元代的文正書院，明代的碧山書院，直至近代，蘇州的書院數(shù)量之多，密度之大，早已傲世全國。

Suzhou, an ancient city witnessing thousands of years,has consistently reflected the spread of Chinese civilization. In the era of agricultural civilization, 54 Best Scholars and 6 Best Martial Artists hailedfrom Suzhou, sending the city to the first rank in terms of champions inimperial examination across the whole nation. In the era of modern industry,the number of academicians born in Suzhou comes the top in China. Academy ofclassical learning is Suzhou’s earliest educational institution. From the ancienttime to modern age, Suzhou has always be superior in China in both quantity anddensity of academies, including Hejing Academy in Song Dynasty, WenzhengAcademy in Yuan Dynasty, and Bishan Academy in Ming Dynasty.

蘇州科技城，如同其他高歌猛進(jìn)的城市開發(fā)一樣，依照當(dāng)代城市高效運(yùn)轉(zhuǎn)的原則，將土地分割成尺度相近，屬性不同的網(wǎng)格。唯一具有差異化的是，整個(gè)規(guī)劃對(duì)于宏大的自然地貌做了適時(shí)的避讓。學(xué)校的用地則是這一狀況的一種極端體現(xiàn)，場(chǎng)地的兩個(gè)界面完全是對(duì)立矛盾的。一側(cè)是由河道、濕地和山體組成的尚未被“侵占”的視線舒緩的自然界面。而另一側(cè)則是近乎數(shù)學(xué)公式一般的高層高密度人才公寓。相同的戶型，等距的空間，退界更是法規(guī)的極限，完完全全是根據(jù)日照“計(jì)算”出來的設(shè)計(jì)。

Just like vigorous and rapid urban development, SuzhouScience and Technology Town has, in principle of efficient operation in moderncity, divided the land into grids similar in scale but various in property. Interms of the mere discrepancy, the whole planning does not incorporate grandnatural terrains, which is sufficiently reflected in site of this school. The two interfaces of the site are opposite and contradictory. On one side, natural interface consists of unexploited river, wet land, and mountain, absolutely pleasant to human eyes. On the other side, stand high-density and high-riseapartments, seeming to be intensive mathematical formulas. The buildings are computed and designed in exact accordance with sunlight, including identical house types, isometric spaces, and extremely standard concession distance.

當(dāng)代的基礎(chǔ)教育一直是在探討如何提高學(xué)生全方位的綜合素質(zhì)的爭(zhēng)議中演進(jìn)。一方面要保證學(xué)生有效的足量的知識(shí)攝取。另一方面，又希望學(xué)校模擬的微型社會(huì)環(huán)境，可以彌補(bǔ)學(xué)生在家庭中社會(huì)性教育的不足。

Contemporary basic education has evolved focusing on the debate about how to improve the comprehensive quality of students. On one side, students should effectively input sufficient knowledge. On the otherside, schools are expected to simulate miniature social environment and complement the deficient social education from parents.

我們想據(jù)此提出一個(gè)更為積極和諧的系統(tǒng)。首先，我們將學(xué)校的功能作了區(qū)分和組合。把用于普通教學(xué)的標(biāo)準(zhǔn)化教室，以效率最大化并滿足間距要求的原則，組合成三個(gè)相對(duì)獨(dú)立的教學(xué)院落，每個(gè)教室都在一個(gè)陣列式的網(wǎng)格體系里，布置在基地西側(cè)靠近城市界面一側(cè)，滿足基本的教學(xué)需求。把教師辦公和行政管理、講堂、圖書館和合班選課教室、風(fēng)雨操場(chǎng)和食堂等對(duì)于面積，形態(tài)，體量要求各不相同的功能，以分組退臺(tái)跌落的方式組織起來，由南向北分四組布置在基地東側(cè)靠近自然界面一側(cè)，層層退臺(tái)面向基地東側(cè)的山體，表達(dá)對(duì)自然景觀的一種尊重。戶外運(yùn)動(dòng)場(chǎng)也布置在基地東側(cè)，與建筑的退臺(tái)肌理相呼應(yīng)。

We intend to propose a more active and harmonious system based on the aforesaid element. First of all, we distinguish and combine the program of school. We, in the principle of maximizing efficiency and satisfying the requirements for spatial distance, combine the standard classrooms for general teaching into three independent teaching compounds. Each classroom situates in a array grid system along the western side of the site and adjacent to urban area, able to satisfy basic teaching demands. We systemize teaching office and administrative management, lecture hall, library and class-merging rooms for optional courses, gymnasium, canteen, and other facilities with different requirements for size, form, and volume through grouping, concession, and descent mode. Such volumes, in four groups, arearranged from south to north along eastern side of the site adjoining natural area. With terraces of set-back models facing the eastern mountains, there spect for natural landscape is fully embodied. Outdoor playground also stands on the east in concert with the textures of set-back models.

▼總平面

▼一層平面

▼二層平面

▼三層平面

▼四層平面

▼地下一層

▼公共空間

▼交通流線

▼主入口及半室外劇場(chǎng)剖透視

其次，我們通過一個(gè)脊椎狀的公共空間系統(tǒng)，將東西兩側(cè)氛圍不同的空間串聯(lián)起來。它既是連接整個(gè)學(xué)校南北向功能的必要通道，也是東西兩側(cè)標(biāo)準(zhǔn)教學(xué)功能和交流體驗(yàn)功能轉(zhuǎn)換過度的空間。這一公共空間系統(tǒng)由南往北逐次由寬收窄。最南側(cè)由學(xué)校主入口進(jìn)來是一個(gè)四層通高、帶有充足高側(cè)頂光的開放式入口中庭，并有大臺(tái)階把師生直接引向二層。入口中庭北側(cè)是和講堂的地形變化相延續(xù)的、帶有不規(guī)則分布的圓型天窗的多功能半室外劇場(chǎng)，是激發(fā)師生自主交流活動(dòng)的空間裝置。再往北側(cè)則是一段寬大的多層連廊聯(lián)系東西兩側(cè)。

Secondly, we connect the two spaces of different atmosphere respectively on east and west side through a spine-shaped public space system, which functions as the essential passage connecting south-north spaces in the whole campus and a transitional space for standard teaching sector and exchange-experience sector respectively on west and east side. The central public space system is gradually narrowed from south to north. From the south most main entrance, you can see a four-story open entrance court with sufficient top light and big steps leading teachers and students to the second floor. On the northern side of entrance court, with irregularly arranged circular skylight, a multi-functional outdoor theater, whose steps are extended from the lecture hall, is for independent communication activities.To the most northern part, one section of broad andmulti-floor corridor spans the east and west side. 

▼主入口 

▼半室外劇場(chǎng)

▼中央連廊

▼教學(xué)樓走廊

▼公共空間分布

▼南立面

最終，我們?cè)谶@樣一個(gè)用地緊張的基地上，通過高密度的水平與垂直相結(jié)合的空間模式，構(gòu)建了一個(gè)親近自然的多層次的交往空間，提供了一系列靈活多變的教學(xué)場(chǎng)所，鼓勵(lì)學(xué)生在此漫步、玩耍、相遇，形成了多樣的教學(xué)模式，同時(shí)其公共屬性也有益于培養(yǎng)學(xué)生的社會(huì)能力。園林般的空間體驗(yàn)延續(xù)了這個(gè)城市的文脈，而將其在豎向疊加的做法有效地解決了本項(xiàng)目校園活動(dòng)空間不足的缺陷，形成了一個(gè)垂直的書院。

In despite of limited land resource, we have ultimately constructed a multi-level communication space close to nature and provided a series of flexible teaching places through a high-density spatial mode integrating horizontal and vertical space. We have encouraged students toroam, play, and exchange with others, forming a diversified model ofinstruction. Meanwhile, the public prosperity is also beneficial to the cultivation of social competence. Garden-type space experience continues the context of Suzhou. Vertical overlapping has efficiently offset the deficiency of activity space within the campus, providing a unique vertical Academy .

▼活動(dòng)平臺(tái)

▼東立面

兒童的生活環(huán)境和學(xué)習(xí)習(xí)慣直接影響他們的行為與記憶能力。自然景觀、陽光、豐富寬闊的視野都能增強(qiáng)學(xué)童的記憶力。在這一新校園中，水平方向形成園林般的空間體驗(yàn)，垂直方向有層次豐富的共享空間，并沿景觀面有寬闊的活動(dòng)平臺(tái)，既使自然空間得以最大化，同時(shí)也使課室和交流空間得以延伸。師生漫步其中，感受著對(duì)面山體輪廓的步移景異的變化，學(xué)校有如環(huán)繞在自然環(huán)境當(dāng)中，退臺(tái)也為觀山提供了多樣的視野。

Children's living environment and learning habits may exert direct influence on their behaviors and memory ability. Natural landscape, warm sunlight, and rich broad view can enhance the memory ofstudents. In this new campus, horizontal and vertical space can respectively provide garden-type experience and multi-level shared space, and wide activity platform along landscape can maximize natural space and extend classroom andcommunication space. Walking in the platform, students and teachers can enjoy changing sceneries of the opposite mountains with different steps. In addition,set-back models can also provide diversified views of the mountain. Therefore,the school is barely surrounded by natural environment.

▼活動(dòng)平臺(tái)

▼景觀

▼剖面

課業(yè)繁重的學(xué)生無暇展開社交活動(dòng)，獨(dú)生子女的成長方式欠缺社會(huì)性的發(fā)展。多樣的集體活動(dòng)場(chǎng)域?qū)θ藗兘⒑椭C健康的關(guān)系起到關(guān)鍵的作用。在本項(xiàng)目中，學(xué)校的主要交通空間圍繞著公共性最強(qiáng)的功能單元，這使得這些單元擁有所有學(xué)生的必達(dá)性，促使每個(gè)學(xué)生都能有效的參與多種活動(dòng)。我們?cè)谶@一校園里注入了大量的社會(huì)交往空間。這些空間擁有不同的進(jìn)深和尺度、不同的公共/私密層級(jí)和豐富的情感內(nèi)涵，可以適用于多種的課外教學(xué)功能。這些社交空間鼓勵(lì)使用者的自主使用和參與，并在不同的高程布置喬木，似乎實(shí)現(xiàn)了Kahn所期望的能在樹下教學(xué)的理想模式。

Heavy school work has stripped students’ time for social activities, and only children cannot enjoy sufficient social development.Here upon, diversified fields of collective activities play a key role in the establishment of harmonious and sound relationship. In this project, main circulation spaces connect functional units with strong public character, available to all the students and motivating them to participate diversified activities. We have incorporated massivesocial intercourse spaces in the campus. These spaces are endowed with different depths andscales, various public/private levels, and rich emotional connotations,suitable for diversified extracurricular teaching activities.

Suchsocial space can encourage users in independent use and participation. Inaddition, the trees planted on different elevations seem to have realized theideal pattern expected by Kahn, teaching under trees.

▼圖書館

▼報(bào)告廳

▼體育館

在近期的回訪當(dāng)中，沿山體方向的平臺(tái)已經(jīng)被年輕的老師們賦予多個(gè)主題，諸如校園農(nóng)場(chǎng)、開心集市等。這些用途最終實(shí)現(xiàn)了設(shè)計(jì)的初衷，這似乎是我們最大的欣慰。當(dāng)大片的土地被城市化的浪潮挾持的時(shí)候，我們也算為孩子們解救出一小片與自然相關(guān)聯(lián)的天地吧。

During recent return visits, we have been informed of multiple topics conceived by young teachers for the platforms along the mountain, such as School Farm and Happy Market. The realization of designed purposes seems to be the greatest comfort for us. Against waves of large-scale urbanization, we have presented a world close to nature for children.

▼開心農(nóng)場(chǎng)

1 . 深灰色鋁披水板  2 . 中空 LOW-E 玻璃  

3 . 氟碳噴涂彩色穿孔鋁板  4 . 淺米色面磚

1 . 深灰色鋁披水板  2 . 中空 LOW-E 玻璃  3 . 深灰色面磚  4 . 淺米色面磚

1 . 深灰色鋁披水板 2 . 淺米色面磚 3. 中空 LOW-E 玻璃  

4 . 深灰色面磚  5 . 淺米色面磚