本次專輯帶來了 跡·建筑事務所 最新作品海口寰島實驗學校初中部，并就此項目的設計對主創設計師華黎進行了深入采訪。更多關于他們，請至： TAO on gooood
Haikou Huandao Middle School is the latest project of Trace Architecture Office. We interviewed the leading architect of this project, Hua Li, about the design of the school. More: TAO on gooood
出品人：向玲。編輯：陳諾嘉，劉丹陽，武晨曦，歷劍，徐馨羽 / Producer: Xiang Ling. Editors: Chen Nuojia, Liu Danyang, Wu Chenxi, Li Jian, Xu Xinyu
▼視頻 ?是然建筑攝影，Schran Images
gooood十問華黎
gooood x Hua Li
1. 您先前在四川德陽設計過3個教育項目，包括兩個小學和一個幼兒園；這次寰島實驗學校的受眾主要是初中生，為不同年齡層的孩子設計學校，設計的出發點會有哪些變化？對此您做了哪些特殊的調研和考量？
TAO has now completed 3 educational projects in Deyang, Sichuan, including elementary school projects and one kindergarten project. Considering that the main user would be junior high school students who are from another age group, what kind of changes has happened to the starting point of the proposal? Did you conduct any specific investigation and examination for the proposal? How did you decide the site? How about the process and what is the reason of choosing this space? How does it prevent from the flooding?
初中生青春期了，有荷爾蒙，有叛逆心理，更好動、更社交、還有談戀愛吧。我們在設計之前在北京四中初中針對100名學生老師展開了一個問卷調研，有許多有趣的回答，對設計很有啟發。
摘錄幾位老師說的“初中生可是奇怪的動物，他們張口就喊，拔腿就跑！（叛逆呢）要是生源比較好就不會嚴重”；“ 他們（初中生）需要能吸引注意力的東西”；“大家會在樓道里聊天嗎？那也聊，但基本在追跑打鬧。那肯定打，男生女生都打。樓道里一塌糊涂！他們就不會小聲說話。要是真要聊天，還是得設計其他地方”。
一位學生說：“我最喜歡走廊。當時我們是單側教室、單側走廊，一下課就涌到走廊上鬧，七八個男生排排靠在欄桿上，饒有興致地打量著要去端頭上衛生間的女生，導致我們必須成群結隊去，不然臉皮太薄……考完試大家會把椅子別在欄桿上坐，有種懸浮在三樓的刺激感。老師躲在走廊后面偷看大家上課，女生躲在窗外偷看別班暗戀的男生，大抵都是這樣的事情……”；“有大大小小的小幫派聚會場所，有老師看不到的地方會比較好”。
這些回答很細節，很生動，正是這些細節，提示了這個群體的特點和空間需要去追尋的意義。從這些回答可以明顯地感受到走廊這樣的公共空間作為社交和課間活動的場所應該被重視，而且初中生好動好鬧的特性應該被關照等等。
▼項目外觀，external view of the project ?是然建筑攝影，Schran Images
Junior high students are in the age of adolescence, becoming rebellious, restless, sociable and starting to have a crush on someone due to hormonal changes. We conducted a pre-design survey with 100 students and teachers in Beijing No. 4 Middle School. There were many interesting responses which provide inspiration for the design.
Here are some excerpts of the teachers’ responses: “Junior high students are strange animals. They yell and run up and down (being rebellious). But it also depends on the sample”; “They (junior high students) need something that attracts their attention”; “Will they chat in the corridor? Maybe yes, but usually they are running and chasing each other, both boys and girls. The corridor is a mess! They shout loudly and there ought to be some spaces specially designed for chatting.”
One of the students said: “I like the corridor the most. We used to have single-loaded classrooms and we rushed to the corridors after class. A gang of boys would lean against the railing and look at the girls who were going to the restroom at the end of the corridor. We were too thin-skinned to go alone, that’s why we had to move in groups…After exams, we hung the chairs on railings and sat on them, having a sense of excitement of floating on the third floor. The teacher peeped through the backdoor window along the corridor to check the class in real time, girls hid behind the window to see her secret crush in another class. It’s all about such things…”; “I hope there are many gathering spaces in various scales. It’s better to have a place that the teachers can’t see.”
These detailed and vivid responses suggest characteristics of the group and purposes that the spaces need to achieve. From these responses, it can be clearly felt that public spaces like the corridors are a place for communication and extracurricular activities should be valued, and that we should pay attention and take care of the active nature of junior high students.
▼中心庭院，central courtyard ?是然建筑攝影，Schran Images
2. 該項目場地最打動你的地方是什么？設計是如何開始的？
What do you think was the most touching thing about the site of this project? How did your initiate the design?
這項目場地也沒什么特別打動人的地方，如果一定說有，可能就是它的難度，一個是用地很局促，容積率比較高；再一個場地是個異形，旁邊的路是斜的。當然在城市中心區的學校項目用地局促是個普遍問題。所以如何解決密度問題，解放更多的地面空間服務于戶外活動，成為設計的關鍵因素，并由此產生架空、大臺階、地面連續等等想法。
There is nothing particularly impressive about the site. If there must be one, it may be its difficulty. On the one hand, the size of the site is constrained and the Floor Area Ratio is relatively high. On the other hand, the shape of the site is irregular and next to an oblique angled road. Of course, site constraint is a common issue in designing school buildings in downtown area. Therefore, how to solve the density problem and free up more ground floor spaces for outdoor activities has become the key factors of the design. As a result, the ideas of elevated building, grand staircase, continuous ground spaces, etc. have come up.
▼鳥瞰圖，場地容積率高，道路不規則，aerial view of the project in a high density site ?是然建筑攝影，Schran Images
3. 為什么選擇為建筑賦予全白的外觀？您希望建筑在使用多年以后呈現出怎樣的狀態？
Why did you choose to give the building an all-white appearance? What do you expect the building to be like after years of use?
選擇白色，是因為我并沒有找到用其它顏色或材料的強烈理由，因此白色成為純粹表達抽象形體與空間的自然選擇。在多雨的海南，白色會隨著時間長出包漿，它將具有時間的痕跡，設計歡迎這樣的狀態出現。
I chose white because there were no convincing reasons to use other colors or materials. As a result, white becomes a natural choice to purely express abstract forms and spaces. In Hainan, where there is heavy annual rainfall, white material will grow patina over time, and thus, having traces of time. The occurrence of such condition is favored in the design.
▼全白色建筑外觀，white appearance of the building ?是然建筑攝影，Schran Images
4. 為什么在項目里設置大量架空空間？
What are the considerations for the arrangement of the large amount of elevated spaces?
架空一是為了獲得更多的地面空間，因為場地太小；二是架空可以形成遮陰通風的空間，很適合海南炎熱的氣候。隔震層是為了確保地震時學校的安全性。
The buildings are elevated on pilotis to open up the ground floor space as the site is too small. Moreover, it provides shading and facilitates natural ventilation, which actively responses to the tropical climate of Hainan. The seismic base isolation system is adopted due to safety requirement.
▼架空空間，elevated space ?是然建筑攝影，Schran Images
5. 圍繞中庭的白色柱廊空間從某些角度看近似宗教性的純粹而具有永恒感。為何會考慮在中學校園設置一個這樣的公共空間？
The colonnade surrounding the central courtyard is finished in white, which looks pure and even sacred from some perspectives. What was the reason to create such a place for a senior high school?
學校應該有一個精神性空間，令人有敬畏之心。初中也一樣，鬧的時候盡情鬧，該靜的時候就得靜下來，團結緊張，嚴肅活潑嘛。教學樓的中心庭院就是這樣一個讓人能靜下來的空間。它是一個殿堂，或者神廟，以天為頂，十四米高的柱廊賦予了這個空間一定的紀念性。沿著縱向，位于盡端的塔的白墻，成為視線的匯集點。我設想這個空間可以舉行典禮、戶外演出、放電影等具有儀式感的活動。最初還在頂上設計了可伸縮的遮光膜，這樣它可以變成一個可遮陰的半室內空間，但是因為預算問題后來沒有實現。
Schools should have a spiritual space that inspires awe. Junior high schools are no excpetion. Play hard when it’s time to play, and be quiet when it’s time to calm down. The central courtyard in the teaching block acts like this type of space to allow people to calm down. It’s a palace, or a temple, with the sky as its ceiling. The fourteen-meter high colonnade endows the space with commemorative and monumental characteristics. Along the longitudinal direction, the white fa?ade of a tower at the end becomes the focal point of sight. I envision that this space can hold some ceremonial events such as ceremonies, outdoor performances, movies, etc. A retractable shading membrane was designed above at the beginning, making the central courtyard a shaded semi-indoor space. However, it was not realized because of the budget.
▼白色柱廊圍繞的中庭空間，courtyard enclosed by white colonnade ?是然建筑攝影，Schran Images
▼從走廊上可以看到中庭空間，the courtyard could be seen from the corridors ?是然建筑攝影，Schran Images
6. “光”在項目中扮演著怎樣的角色？
What is the role of “light” in this project?
光為建筑刻劃形體、訴說情緒，這里因為柱廊和后面的空間層次，光在這里演出很多不同的時刻，陰天時的彌漫，陽光下的冷暖交替，它豐富了空間的表情。
Light sculpts the form and expresses the emotions of a building. Because of the spatial hierarchy, which is created by the colonnade and the spaces behind, light performs in different ways. It diffuses on cloudy days, while its color alternates under the sun, enriching the spatial expression.
▼光幫助塑造建筑形體，light sculpts the form of the building ?華黎
7. 學校里沒有明確界定功能的空間是根據哪些因素形成并鏈接的？水平方向上的布局和垂直方向上的層級劃分是根據怎樣的方法和準則來完成的？
For the spaces of which the functions are not clearly defined, what was the initial idea to create them and connected them to the other parts of the project? What were the method and criteria for defining the layout and hierarchical division in both horizontal and vertical level?
學校建筑如何設計是和學校的教育方式、學生的活動模式密切相關的。學生的主要活動就是上課及課外兩種。我們研究過學生一天的作息表，幾乎是軍事化的日程，課外時間很少。課內主要就是教室，課外則是交通、公共空間等非教室部分。在目前這種應試教育體系下，教室的設計往往都是常規的，反倒是那些非教室部分成為設計的重點。這些課外空間最主要的意義就是去接納學生的天性，例如逗留、交往、觀望、嬉戲、游走、奔跑等等，所以走廊不僅僅是通過性的線性空間，而可以是附著有一個個節點，例如那些出挑的陽臺，我們叫它“幫派空間”，可以容納小群體的社交，而且通過立面上的錯動，可以在不同樓層之間交流，這樣就多一些機會認識其他年級的同學，在陽臺上還可以觀望中心庭院里的活動，猶如看臺。
平面布局上從外到內分別是教室、走廊與活動空間、庭院，從規則向自由過渡，這樣圍繞庭院形成一個互相觀望的關系。在剖面上，從14米高的柱廊的到兩層通高的層間聯系再到單層尺度的私密空間，對應于集體活動和個人活動的不同尺度，我希望多種尺度的空間可以很好地平衡集體與個體之間的關系。
▼學生一天的作息，activity patterns of the students
▼設計草圖，design sketches
School design is closely related to the school’s teaching methodology and students’ activity patterns. Students have two main activities: having classes and extracurricular activities. We have studied the students’ daily schedule, which is almost militarized with little extracurricular time (Figure 1). Students take classes mainly in academic classrooms, and participate in extracurricular activities outside classrooms in circulation and public spaces. Under such an examination-oriented education system, classrooms are usually designed in the conventional ways. As a result, those spaces outside classrooms become the focus of design. The core of these non-academic spaces is to embrace students’ nature, as they love pondering, socializing, observing, playing, wandering, running, and so on. Therefore, the corridors are not only linear spaces for people to pass through, but also with nodes attached to them. For example, the interlaced cantilevered balconies, which we called as “gathering dens”, can accommodate social activities of small groups and allow visual connections in different floors, offering opportunities for social interaction between students of different grades. Furthermore, the balconies also serve as a place to spectate activities in the central courtyard.
From outside to inside of the plan layout, there are classrooms, corridors and leisure spaces, and courtyard respectively, transiting from “rules” to “freedom” and forming a mutual observation relationship around the central courtyard. In the section, from the fourteen-meter high colonnade to a double height connective space and single-floor private space, it corresponds to different scales of group and individual activities. I hope the multi-scaled spaces can help balance the relationship between the collective and individuals.
▼走廊旁的“幫派空間”，“gathering dens” along the corridors ?是然建筑攝影，Schran Images
▼開放自由的公共空間，open public space with freedom ?是然建筑攝影，Schran Images
8. 中心庭院東側的“塔形空間”是整個校園中唯一色彩豐富的空間，您希望通過該空間為學生們營造一個怎樣的場所？
The“tower space” on the east side seems to be the only space in the campus with rich colors. What kind of place do you expect to provide for the students here?
這個塔我們叫它“秘密之塔”，青春期有秘密，學校也應該有個秘密的地方。這個塔的色彩都在里面，外面想不到，進去有個驚喜。塔內部很幽暗，光從頂部以一種特殊的方式進入，與色彩共同作用營造出神秘的、戲劇性的甚至具有宗教性的氛圍。我覺得學校應該有一個能夠直擊心靈、讓人銘記的場所，成為這個學校的學生獨特的記憶。
We call it “Secret Tower”. Adolescents have secrets, and schools also need to contain a place for secrets. The colors of the tower are only inside and can’t be seen from outside. One will be surprised upon entering. The interior of the tower is dark, and light enters from the top in a special way, creating a mysterious, dramatic or even religious atmosphere through the colorful interior walls. In my opinion, there should be a striking and memorable place as the students’ unique memory of the school.
▼彩色塔形空間與其他白色空間形成對比，the colorful tower contrast with the white spaces ?是然建筑攝影，Schran Images
▼色彩豐富的“秘密之塔”，”Secret Tower” with rich colors ?是然建筑攝影，Schran Images
9. 學校猶如一個屬于孩子的微型城市。對于學生群體而言，建筑對他們有什么影響？一個有助于學生心靈成長、學會自我構建的理想校園應該具備哪些條件？在設計教育建筑方面，您還有哪些想分享的心得？
Schools are a micro-city that belongs to young persons. In which way do you think Architecture can influence the students? What are the primary requirements to build an ideal school campus that contributes to the growth and self-construction of students? Do you want to share some other experiences about educational project design?
在一個學校里日復一日地呆幾年，度過一段青春期，建筑對人的影響是潛移默化的。一個理想的學校建筑應該有這么一些特點：一是足夠大，大并不是規模要多大，而是足夠豐富、足夠復雜，足夠包容人性的需要，有不同尺度、不同氛圍的空間，有聚集的廣場、私密的角落，有嚴肅緊張的、也有輕松快樂的場所。這也如同城市帶給我們的意義，它應該包羅萬象，在學校學習本來就是認識世界認識自己嘛。書本里是一個虛擬和想象的世界，校園則是身體所在的物質世界，如果它太貧瘠太規范，那它是不利于心靈成長的。二是足夠自由，學校的公共空間應該是開放而連續的，而不是被墻和樓板這些壁壘分割的。所謂自由就是學生能感受到學校是屬于他們的場所，他不是被控制和監管的、可以釋放自己，也可以自我管理。例如教室走廊梅花狀布置的陽臺使得不同樓層之間（也即不同年級之間的）課間交往成為可能，而不是被傳統樓層完全隔開。又例如坡道聯系上下樓層使空間更為連續、使更多地視線交流和奔跑成為可能。三是足夠有趣，空間應該是帶給人想象力的、驚喜的，而不是循規蹈矩的。
▼連續的交通空間創造更多視線交流，continuous circulation space provides more visual connections ?是然建筑攝影，Schran Images
設計教育建筑更重要的，其實應該是與學校共同研究教育方式與建筑的關系，甚至是結合建筑去設計教育方式的可能性。例如教室的大小、可組合性、布局等等都與如何上課有關，只不過今天這一點很難觸及。所以我認為設計一個好的學校不僅僅是個建筑問題，應該與一位好校長，與真正對教育用心的老師群體去合作研究。
▼教室設計草圖，空間與教學方式結合，sketches of classrooms, corresponding with teaching methodology
As students spend years at school, including the period of adolescence, the architecture of the school has a long-term influence on them. An ideal school building should have the following characteristics: First, it should be large enough. It doesn’t mean the scale, but the content and variety to meet the users’ needs. It may have spaces in different scales and atmospheres, such as gathering squares or private corners, serious places or room for fun and relaxation. Just like a city, it should be all-inclusive. School is a place that helps you know the world and yourself better. Books contain a virtual and imaginary world, while the school is the real world that relates to students’ mental growth. Second, it should be free enough. Communal spaces in the school should be open and continuous, rather than being divided by walls and floor slabs. What I mean by free is that students can consider the school as their own territories where they are not controlled or monitored, they can release the real nature and be self- disciplined. For example, the plum blossom-shaped balconies along corridors allow social interaction between different floors (or different grades); the zigzag ramps serve as vertical circulation to ensure visual and physical continuity, making it possible for running and having more eye contacts. Third, it should be interesting enough. The spaces should stimulate imagination and surprise, instead of simply following the rules and regulations.
What is more important in designing educational buildings is to investigate the relationship between teaching methodology and architecture in collaboration with the school, or even to develop teaching methodology in combination with architectural design. For example, sizes of the classrooms, flexibility, layout, etc. are all related to teaching methodology. However, it is still hard to achieve nowadays. Therefore, to design a good school, I think it’s not only about architectural design, but also a collaborative work with the principal and teachers who are dedicated to education.
▼舞蹈教室，dance classroom ?是然建筑攝影，Schran Images
▼音樂教室，music classroom ?是然建筑攝影，Schran Images
▼美術教室，art classroom ?是然建筑攝影，Schran Images
10. 學校目前投入使用的狀況如何？校方和學生的反饋如何？有哪些在您意料之外或者讓您感到驚喜的反饋？
What is the current state of the school since it came into use? How did the students like their new school?Have you received any unexpected or surprising feedback?
學校從去年九月開始已投入使用一年多了。最近，我們對校內學生和老師展開了一個問卷調查，了解他們對學校建筑的感受，在回答中學生有這樣一些描述——“魔幻……像迷宮一樣，有很多意想不到的小空間”；“給人許多幻想，也給人強大的空間感”；“柱子交錯，樓梯縱橫，初一時還迷了次路呢”；“新奇，因為每天都可以發現一些偏僻的小道和隱蔽的建筑”；“樓道曲折，可以輕輕松松爬上三四樓，不像以前的學校，爬上三四樓已經很累了”，“不時刻被老師盯著”等等。 關于秘密之塔——“心情不好時喜歡在塔形空間里站一會”；“在這可以思考人生”；最逗的是一個學生說：“建筑簡潔干凈的如同人們的心一樣純白，而那多彩塔形空間代表了純白內心中的‘鬼點子’，樂趣十足”。從這些生動的描述里可以真切感受到空間與內心的對話，那些大臺階、陽臺、坡道、外廊、塔等從不會出現在任務書里的空間成為了最受學生歡迎的場所，這個建筑在未來如果能夠多培養一些心里的“鬼點子”，會變得更有意義。
The school has now been in use for more than one year since last September. Recently, we conducted a survey with the students and teachers of Haikou Huandao Middle school to find out how they feel about the school buildings. The students gave us the following descriptions: “Magical…like a maze, there are lots of unexpected spaces”; “It’s a place full of imaginations and also has a strong sense of space”; “The colonnade and staircases are staggered. I even got lost when I was a fresher”; “Novel, because you can find some side pathways and hidden buildings everyday”; “The zigzag ramps allow me to climb up to the third or fourth floor easily without effort. Unlike my previous school, which always made me feel exhausted to get to the upper floors”; “We are not getting stared by the teachers any more”, and so on. For the secret tower——“I prefer to stand inside the tower for a while when I’m in a bad mood”; “You can think about life here”. One of the most interesting answers is that one student said: “The building is as pure as people’s heart, and the colorful tower spaces represent the ‘tricks’ in the heart, which full of fun.” From these vivid descriptions, we can feel the dialogue between the spaces and the students’ mind. Programs that are not specified in design brief have become the most popular spaces for students, such as the grand staircase, balconies, ramps, verandah, tower, etc. It will be more meaningful if the school can cultivate more “tricks” in the heart in the future.
▼宿舍樓，dormitory building ?是然建筑攝影，Schran Images
▼食堂下沉廣場，sunken square in front of the canteen ?是然建筑攝影，Schran Images
更多關于海口寰島實驗學校初中部
More about Haikou Huandao Middle School
海口寰島實驗學校初中部位于海南省海口市，設計需要容納1200多名學生，并包括24個班級的教學教室、興趣活動室、學生宿舍和食堂等。項目起始于思考學校如何成為學生心靈成長的場所，而非應試教育制度的機器。
由于場地位于市區內，周邊的高層住宅建筑對場地形成了較強的包圍感和壓迫感。因此在平面布局上強調建筑的向內性，操場位于場地中心，教學樓與宿舍樓各位于場地南北兩側集中布置。教學樓內通過建筑體量對空間的劃分，進而創造出一大一小兩個庭院，形成豐富的校園空間層次與視線聯系。
▼頂視圖，top view of the project ?是然建筑攝影，Schran Images
Located in Haikou, Hainan, China, Haikou Huandao Middle school is designed to accommodate teaching classrooms, function classrooms, students’ dormitory and dining hall for more than 1200 students, 24 classes. The design initiated from thinking about how to create a nurturing environment that celebrates creativity and interaction rather than examination-oriented learning cultures.
As the site is situated in the city center, where surrounding high-rise residential buildings heighten a sense of encirclement and compression, the overall layout of the school emphasizes on an introverted nature of architecture. Playground is placed centrally, while the teaching block and dormitory building are located at South and North sides of the site respectively. Two courtyards within the teaching block, one big and one small, are formed through a complex interplay of different volumes, enriching spatial hierarchy and visual connections.
▼總平面圖，site plan
基于場地局促的條件，教學樓與宿舍樓均底層架空以釋放出更多的地面空間并使之連續。抬升至二層的教學樓中心庭院通過大臺階與操場相聯系，既是休憩交流之所，又成為面向操場的看臺。教學樓的常規教室分布于教學樓的東、南兩側，形成嚴肅有序的對外界面，興趣教室則分別以獨立體塊面向庭院展開。其中美術教室利用弧形屋頂創造均勻穩定的用光環境，音樂和舞蹈教室采用了拱形吊頂以達到良好的聲學效果。建筑形態同時又是對熱帶氣候的積極回應：架空以遮風擋雨，柱廊強化自然通風。屋頂活動平臺為學生提供了額外活動空間的同時，減少吸熱并降低室內溫度。
▼設計草圖，底層架空并使地面空間連續，design sketches, elevated buildings create open up ground floor space
▼1比100教學樓剖面模型，1 to 100 teaching block section model
Due to site constraints, the teaching block and the dormitory building are elevated on pilotis to open up the ground floor spaces, which allows visual and physical continuity. The central courtyard of the teaching block is raised up to the second floor and is connected with the playground through a grand staircase. The grand staircase serves not only as a place for relaxation and communication, but also a grandstand for spectators. Classrooms face outward and are distributed orderly in the east and south part of the teaching block, whereas function classrooms are more inward-facing and act as independent volumes. Among the function classrooms, art classroom adopts a curved roof to ensure even and stable ambient lighting, while music and dance classrooms are under arched roofs that help to enhance acoustics. The architecture also actively responses to the local tropical climate: stilt floor provides shading and protection against wind and rain; colonnade facilitates natural ventilation; rooftop platform offers additional activity spaces for students, and at the same time, reduces heat absorption and lowers indoor temperature.
▼連續的架空空間，continuous ground floor space ?上：是然建筑攝影，Schran Images，下：華黎，HUA Li
▼半地下展示與交流活動空間，half-underground exhibition and communication space ?是然建筑攝影，Schran Images
學生對校園空間的使用絕非僅僅在于教學場所，更在于那些沒有明確界定功能的空間。從這個意義而言，學校即是一座城市，需要提供除上課外的多重日常體驗。建筑因此尋求空間組織的豐富性，以期包容自發的活動和激發多樣的事件，成為滋潤自由的場所——中心庭院形成了具有內聚性的場地，成為集體活動的舞臺；擴大的走廊形成了一系列突出、錯動的半室外陽臺，三兩好友可在此互相張望；曲折多變的坡道與樓梯創造出富于變化的交流機會，聯系豎向各層，青春的身影流連其間。
▼中庭提供聚會場地，courtyard provides gathering space ?是然建筑攝影，Schran Images
The ways students utilize campus are not only confined to the use of traditional classrooms, but also the inhabitation of undefined public spaces, which contributes to a huge part of education. In this sense, school is a miniature city, bringing various everyday experience to the students apart from attending classes. The design therefore seeks to create diversified and integrated spaces that promote active and spontaneous learning: the central courtyard acts as a cohesive area for outdoor group activities; widened corridor forms a series of interlaced semi-open balconies that allow small groups of friends to observe and contemplate; the zigzag ramps and stairs create more spaces for social interaction and also serve as vertical circulation.
▼錯動的半室外空間草圖，sketches of the interlaced semi-open balconies
▼突出、錯動的半室外陽臺，interlaced semi-open balconies ?是然建筑攝影，Schran Images
▼坡道，ramp ?是然建筑攝影，Schran Images
▼走廊漫游空間，corridors for wandering ?是然建筑攝影，Schran Images
此外，考慮到“體驗”與“探索”也是青少年認知成長過程中的重要環節，設計在中心庭院東側的盡端創造了一個充滿趣味的塔形空間，抽象的白色高塔外部被水景環繞，內部以鮮明的色彩、豎向的空間尺度和奇妙的光線共同營造出充滿想象力的體驗。
Furthermore, a colorful tower-shaped space is placed at the eastern end of the central courtyard. The tower’s white and abstract fa?ade is dramatically contrasted with the multiple scales of vertical geometry, colorful interiors and fascinating lighting variations, all of which create experience that embraces imagination and art.
▼1比100教學樓剖面模型，1 to 100 teaching block section model
▼塔形空間內部，創造神秘的體驗，interior of the tower space, creating a mysterious experience ?是然建筑攝影，Schran Images
結構上，由于寰島特殊的地質條件，項目采用了特殊的隔震結構，教學樓建筑整體坐落于由數個隔震器支撐起的空腔上。發生地震時，隔震層底部的阻尼樁可以通過自身變形有效吸收地震能，使建筑主體結構形變量降至最小，充分保證結構的安全性。
Structurally, seismic base isolation system is adopted for earthquake resistance due to the special seismic geological conditions in Huandao. The teaching block is supported by a series of seismic isolators which are placed between the building and foundation. During earthquake, the damper underneath absorbs the vibration through elastic deformation, improving the seismic performance of structures and thus providing the building with strength and stiffness.
▼夜景，night view ?是然建筑攝影，Schran Images
▼剖透視圖，采用隔震結構，perspective section, the building was built with earthquake resistance structure
▼一層平面圖，first floor plan
▼二層平面圖，second floor plan
▼剖面圖，sections
項目名稱：海口寰島實驗學校初中部
業主：海南寰島實業發展有限公司
項目地點：海南省海口市
項目功能：教學樓、多功能廳、辦公室、學生宿舍、食堂等
設計單位：跡·建筑事務所（TAO）
主持建筑師：華黎
項目建筑師：沈麗君
設計團隊：李若星、閆亞東、張曉驍、張鋒、Luca Ronchi、郭聰、金龍強、田濤、梁卓嘉、譚笑、劉舟行、曹鵬飛、秦銘煊、盛智棋、魏鳴宇、梁國培、尹謙謙、曲悅、許鈺、高兆佳
項目建筑師（后期服務）：閆亞東、陳瑗
結構工程師：馬智剛、孫凱、趙曉雷
機電工程師：呂建軍及kcalin卡林機電：李偉、周勇、李鑫、張安鋒
施工單位：甘肅省第八建設集團有限責任公司
基地面積：14108平方米
建筑面積：19020平方米
結構形式：鋼筋混凝土框架
設計時間：2014-2016
施工時間：2016-2018
攝影：是然建筑設計（除標注外）
Project title: Huandao Middle School, Haikou
Client: Hainan Huandao Industrial Development CO. Ltd.
Location: Haikou, Hainan, China
Program: classroom, multi-purpose rooms, office, student dormitory, dining hall, etc.
Architect: HUA Li / TAO (Trace Architecture Office)
Design team: SHEN Lijun, LI Ruoxing, YAN Yadong, ZHANG Xiaoxiao, ZHANG Feng, Luca Ronchi, GUO Cong, JIN Longqiang, TIAN Tao, LIANG Zhuojia, TAN Xiao, LIU Zhouxing, CAO Pengfei, QIN Mingxuan, SHENG Zhiqi, WEI Mingyu, LIANG Guopei, YIN Qianqian, QU Yue, XU Yu, GAO Zhaojia, CHEN Yuan
Structural engineer: MA Zhigang, SUN Kai, ZHAO Xiaolei
MEP engineer: LV Jianjun and Kcalin design group MEP engineer: LI Wei, ZHOU Yong, LI Xin, ZHANG Anfeng
General contractor: Gansu Eighth Construction Group Co., Ltd.
Site area: 14108 sq. m.
Floor area: 19020 sq. m.
Structural system: Reinforced concrete frame structure
Design: 2014-2016
Construction: 2016-2018
Photographer: Schran Images (except as otherwise noted)
