基于“行为-要素-空间”评估体系的儿童教育型花园研究  

Study on Children Educational Garden Based on the Evaluation System of “Behavior-Element-Space”

作　　者：董楠楠[1] 吴静 樊嘉雯 Dong Nannan;Wu Jing;Fan Jiawen(College of A rchitecture and Urban Planning,Tongji University,Shanghai 200092,China;Shanghai Guanyin Environmental Technology Co.,Ltd.,Shanghai 200092,China;Guangzhou Huangpu District Urban Renewal Project Center,Guangzhou Guangdong 510705,China)

机构地区：[1]同济大学建筑与城市规划学院,上海200092 [2]上海冠茵环境生态科技有限公司,上海200092 [3]广州市黄埔区城市更新改造项目中心,广东广州510705

出　　处：《城市建筑》2020年第19期174-179,共6页Urbanism and Architecture

基　　金：上海市哲学社会科学规划基金(2019BCK012);自然资源部大都市区国土空间生态修复工程技术创新中心

摘　　要：自然有利于儿童的身心健康和全面发展,在体验式教育兴起与儿童自然缺失症等背景下,首先,本文从儿童活动需求角度出发,利用行为地图分析儿童行为与场地要素的相关性,根据儿童行为特征对教育型花园空间进行分类;其次,从家长、教师和设计师角度出发,结合国内外案例和相关导则,筛选出儿童教育花园的特征要素;最后,控制不同空间类型的特征要素,构建“行为-要素-空间”评估体系,从而有助于从儿童能力发展的角度重新审视和规划设计儿童户外环境,使之更好地发挥促进儿童发展的教育功能。Nature is conducive to the healthy and all-round development of children’s body and mind.Under the background of the rise of experiential education and children’s nature-deficit disorder,the relationship between children’s learning behavior and educational garden elements is summarized by behavioral map methods from the perspective of children’s activity needs.The educational gardens are classified according to the behavior characters of the children.Then,combined with domestic and international cases and relevant guidelines,the feature elements are concluded from the perspective of teachers,parents and designers.Finally,controlling the characteristic elements of different space types and constructing the evaluation system of“Behavior-Element-Space”are helpful to re-examine and design children’s outdoor environment from the perspective of children’s ability development,so as to improve the educational function of promoting children’s development.

关 键 词：风景园林 教育型花园 儿童行为 特征要素 空间类型 

分 类 号：TU984.14[建筑科学—城市规划与设计]