基于多样化教与学场景的小学普通教室竖向边界设计研究  

Vertical Boundary Design of Ordinary Primary School Classrooms Based on Diversified Teaching and Learning Scenarios

作　　者：常远 陈科[2] 贾莹[2] Chang Yuan;Chen Ke Jia Ying

机构地区：[1]重庆市设计有限公司 [2]重庆大学建筑城规学院

出　　处：《华中建筑》2025年第4期74-79,共6页Huazhong Architecture

摘　　要：在先进教育理念和新兴信息技术影响下,我国小学教与学活动趋向多样化、情境化。普通教室作为小学教与学空间的主体,承担多种教与学活动场景,因而对其灵活性、复合性提出更高诉求。该文研究视角从普通教室的水平延展转为竖向开发,根据当下教与学场景的空间需求,依托竖向边界的空间特性,整合适用多种教与学场景的设计方案,并提出竖向边界利用率的评价方法,从而建立竖向边界“需求—行为—设计—评价”的研究路径,寄希望从竖向边界设计角度提高小学普通教室对教与学场景的兼容性。Under the influence of advanced educational concepts and emerging information technologies,teaching and learning activities in primary schools in China tend to be diversified and situated.As the main part of the teaching and learning space in primary schools,the general classroom undertakes a variety of teaching and learning activity scenarios,thus placing higher demands on its flexibility and complexity.In this paper we change the research perspective from the horizontal extension of the general classroom to the vertical development.According to the current spatial requirements of teaching and learning scenarios,relying on the spatial characteristics of the vertical boundaries,we integrate design schemes applicable to a variety of teaching and learning scenarios,and propose an evaluation method for the utilization rate of vertical boundaries,thereby establishing a research path of"requirement-behavior-design-evaluation"for vertical boundaries,we hope to improve the compatibility of general classrooms in primary schools with teaching and learning scenarios from the perspective of vertical boundary design.

关 键 词：竖向边界 普通教室 教与学场景 复合设计 

分 类 号：TU244.2[建筑科学—建筑设计及理论]