基于尺度概念的“折返强化式”设计思维--以常州紫云小学暨幼儿园设计为例  

Thinking Model of “Returned Reinforcement” Based on the Concept of Scale:Taking Changzhou Primacy School & Kindergarten Design as an Example

作　　者：陈怡[1] 李鸣正[1] 汤朝晖[2] 

机构地区：[1]华南理工大学建筑学院 [2]华南理工大学建筑设计研究院

出　　处：《华中建筑》2016年第9期17-21,共5页Huazhong Architecture

基　　金：广东省自然科学基金项目“基于城市界面形成的建筑自适应性理论及数字化应用研究--以广州为例”(编号:2015A030313208);广州市科技计划项目科学研究专项(一般项目)“基于城市界面形成的建筑自适应性理论及数字化应用研究--以广州为例”(编号:1563000529)

摘　　要：尺度是一种动态、变化、模糊的度量体系,其作用可贯穿于整体意象、功能组织、空间体验三个层级。以不同层级的尺度体系作为构思的起点与推动力,往往会发展出不同的设计思维与设计过程。以功能组织为动力的"推进延伸式"设计思维,能保证建筑的基本适用性与设计过程的稳健。但当环境限定与个性诉求较为强烈时,这种方式就缺乏足够的发展空间适应其他层级的变化;从整体意象或空间体验切入的"折返强化式"设计思维,使各个层级的主题一开始就得以建立,并在整体深化的过程中得以不断交融和强化,反过来也对设计者协调功能矛盾的能力提出更高要求。该文结合常州紫云小学暨幼儿园的设计过程对"折返强化式"思维方法进行深入分析,并试图挖掘这一基于"尺度"概念的设计思维统筹不同设计诉求与技巧的潜力。＂Scale＂ is a measuring system which is dynamic, various and vague. Its effect covers three layers： holistic imagery, function organization and space experience. When architects start and deepen the design on different layer of the scale system, the thinking model and design process will change accordingly. The thinking model of ＂advancing and extension＂, which is based on the layer of function system, can guarantee basic applicability of the building and the stability of design process, but when the environmental limitation or individuality demand increases, this model will lack enough space to adapt to other layers＇ changes. The thinking model of ＂returned reinforcement＂, which is based on the layer of holistic imagery or space experience, can establish the themes in every layer of scale at the beginning, and strengthen them continuously through the whole process. However, it will challenge architects to improve their ability to deal with the conflicts in function organization. Taking the example of Changzhou Primacy school kindergarten design for example, we analyze the thinking model of ＂returned Reinforcement＂, and try to exploit its potentiality to coordinating different design demands and skills.

关 键 词：尺度 尺度层级 设计过程与方法 “折返强化式”设计思维 中小学校园建筑设计 

分 类 号：TU-024[建筑科学—建筑理论]