上海中学东校设计 / c+d设计中心

编辑：陈崚川（实习） | 校对：李博超 | 2024.08.19 14:25

设计单位 c+d设计中心

项目地点 上海临港片区

建成时间 2023.09

建筑面积 153804.82平方米

本文文字由设计单位提供。

本文通过对上海中学东校的设计解析，将“一城一岛”的设计策略从空间结构、场景塑造和手法选择三方面进行阐述，表达了设计过程中对校园与城市的共享关系，教学生活环境的收放关系和空间氛围营造的对偶关系的思考，并对岛城生活的愿景进行了展望。

Based on the analysis of the design of East Shanghai High School Senior Division, this article elaborates the design strategy of “One City, One Island” in terms of spatial structure, scenario shaping, and method selection, expresses the reflections on the sharing relationship between the campus and the city, the balancing relationship between the high-intense study life and the relaxing campus environment, and the contrasting relationship in creating spatial atmosphere and experience during the design process, and gives a vision of the island city life.

上海中学是上海市最负盛名的中学之一，其新校区的建设也自然被多方关注，希望在某些方面能成为校园建设的示范。项目基地范围在临港新城城市公共绿色走廊之中，一面沿路长向展开，两面临水，基地三面与景观相接，环境条件优越。

Shanghai High School is one of the most prestigious middle schools in Shanghai, and the construction of its new campus has naturally got much attention, hoping that it could be a model for campus construction in some ways. The project site is located in the urban public green corridor of Shanghai Lin-gang Special Area, with one longer side unfolding along the road, while two sides facing the water. Three sides of the site are connected to the landscape, providing favorable environmental conditions.

作为一个容积率达到1.2的全住宿的48班高中，需要应对一些从设计伊始就存在的问题：一是校园作为城市环境塑造的参与者，如何融入城市公共空间系统；二是如何从空间设计上，为高效紧张的学习生活带来纾解压力的可能；三是如何为新校区创造基于传统又具有独特性的空间语言与体验方式。

As a fully residential 48-class high school with a plot ratio of 1.2, there are a number of questions that need to be answered from the very beginning of the design process: First, how to integrate the campus into the urban public space system as a participant in shaping the urban environment; Second, how to bring out the possibility of relieving stress from efficient and intense study life in terms of spatial design; Third, how to create a traditional and unique spatial language and experience for the new campus.

而最终设计师选择了一种以“城”和“岛”作为主体的二元化叙事模式，试图在对比、互文和结构张力之中给出回应的策略。

Finally, a dualistic narrative mode with "city" and "island" as the main body has been chosen, trying to give responding strategies in contrastive, intertextual and structural tension.

一城一岛：互补的校园空间结构

设计首先要面对的就是校园与城市的关系，校园一方面沿城市主要道路展开，另一方面又处于城市公共绿色走廊之中。因此既要创造教育建筑鲜明的城市形象，又不希望打断绿色走廊的延续性；既要保证校园运行的完整，又希望有与城市共享校园设施的可能。这种互补的需求引发了互补的校园结构：一城一岛的策略给出了一个整体化的解决方案。

The first thing that the design has to face is the relationship between the campus and the city, with the campus unfolding along the main road of the city on one hand while being in the middle of the urban public green corridor on the other hand. Therefore, the design aims to create a distinctive urban image for educational buildings without interrupting the continuity of the green corridor, to guarantee the integrity of the campus’ operation while keep the possibility to share the campus facilities with the city. This complementary desire led to a complementary campus spatial structure: the strategy of One City, One Island gave a holistic solution.

龙门学城，叠加生活密度的微型城市

“龙门楼”是上海中学老校园具有历史意义的主楼，因此也作为文化符号移植到了新校园。新校园的容积率1.2，并不算低，如果按正常布局，可能会均匀地占满整个用地，但建筑必然会打断城市公共绿廊空间。因此设计做了一个反向而行的决定，将建设容量进一步聚集到沿路一侧，通过复合的功能设置将生活密度叠加起来，创造一个高度集约化的微型学习城市。

The Longmen Building is the main building with historical significance of the old campus of Shanghai High School, thus being transplanted to the new campus as a cultural symbol. The new campus has a plot ratio of 1.2, which is not too low, and if it were laid out in a normal way, the entire site would be occupied evenly, and the urban public green corridor would inevitably be interrupted by the building. Therefore, the design made a decision which went in the opposite direction, to further gather the construction capacity to the side along the road, and to superimpose the living density through composite functional settings, creating a highly intensive micro-study City.

活力绿岛，反哺城市的校园基础设施

释放的容积率则结合体育设施的需求，以地景化的手段，塑造了一个充满活力的绿色运动岛。绿岛通过内河与学城分开，彼此通过桥相连，同时延续至东侧的城市公园，在物理空间上创造了和城市分时共享的可能。在校园使用期间岛城一体，而在与城市共享的状态下则融入城市公园。这座岛屿将自己作为基础设施反哺给城市，成为城市绿色公共空间的一部分。

The released floor area ratio has been combined with the demand of sports facilities, shaping a vibrant green sports island by means of landscape. The Island is separated from the City by an inland river, connected to the City by bridges, and meanwhile extends to the urban park on the east side, which creates the possibility of time-sharing with the city in physical space. The Island is integrated with the City during campus use, and into the urban park during shared use with the city. The Island feeds back to the city as an infrastructure and becomes part of the urban green public space.

城间岛上：规训与释放的场景塑造

收与放是教育的两面，而在两者之间的切换也需要空间上的仪式感。由此，在学城和绿岛之中呈现了完全不同的空间气质。学城之内，分组院落和不同高度的桥梁串联了各个空间，处处体现着严谨的序列和高效的功能。而在绿岛之上则弥漫着一种郊野的氛围，在绿色空间里的自由时光，给学生们带来高强度压力下难得的松弛感。

Discipline and release are two sides of education, and switching between the two requires a sense of spatial ritual. As a result, completely different spatial qualities are presented in the Study City and the Green Island. Within the Study City, grouped courtyards and bridges of different heights connect various spaces, embodying rigorous sequences and efficient functions everywhere. On the Green Island, there is a suburban atmosphere, and moving freely in green spaces brings a rare sense of relaxation under the pressure of high-intensity study.

院落与桥，是秩序的线索

学城由三部分组成，中间的主教学区，西侧的艺术综合区和东侧的生活住宿区。主教学楼又称新“龙门楼”，围绕一个中庭和两个庭院展开，两个庭院分别和图书馆和报告厅相结合。艺术综合楼由大剧场、美术和音乐教室，以及交流中心组成，围绕一个可拓展为剧场户外舞台的广场展开。

The Study City consists of three parts: the main teaching area in the middle, the art complex area in the west, and the living accommodation area in the east. The main teaching building, also known as the new Longmen Building, is organized around an atrium and two courtyards which separately combined with the library and the lecture hall. The art complex building, consisting of the theater, the art and music classrooms, and the communication center, is organized around a plaza which can be an extended outdoor stage for the theater.

在主教学楼和艺术综合楼之间是一个半围合的艺术庭院。生活区由男生宿舍、女生宿舍和食堂组成，男女生宿舍区分别拥有自己不同性格的庭院，而作为食堂入口空间的一个下沉庭院则连接了生活区和主教学楼。同时，五座形态各异的桥梁在不同高度连接了三栋建筑，使之成为一个完整城市的映射。

Between the main teaching building and the art complex building is a semi-enclosed art courtyard. The living accommodation area consists of the boys’ dormitory, the girls’ dormitory and the cafeteria. The boys’ and girls’ dormitories each have their own courtyards with different characters, while a sunken courtyard that serves as the entrance space to the cafeteria connects the living area to the main teaching building. Meanwhile, five bridges of different forms connect the three buildings at different heights, making them a mapping of the complete city.

越过山丘，是自由的气息

而在学城的另一侧，在绵延贯穿校园的内河彼岸，跨过连接的桥梁之后，运动岛以缓缓起伏的山丘形式出现。岛屿以地景化的空间包裹了篮球馆、羽毛球馆、游泳馆、乒乓球馆等一系列运动空间，同时在连绵的绿色屋顶之上设置了运动场地和运动步道，步道也和标准运动场的跑道相连。一气呵成的地形塑造，低矮的高度和自然化的环境使岛屿成为校园中一片自由的领地和释放压力的场所。

On the other side of the campus, on the other side of the river which stretches across the campus, after crossing the connecting bridge, the Sport Island appears in the form of a gentle rolling hill. The Island wraps a series of sports spaces such as basketball, badminton, swimming, table tennis, etc. in a landscaped space, while at the same time setting up a sports field and a sports trail on top of the rolling green roof. The sports trail is connected to the running track of the standard sports ground as well. The sweeping topography, low height and naturalized environment make the Island a free enclave and a pressure-releasing gathering place in the campus.

城岛相望：空间、色彩与材料的对偶

城与岛作为一组对偶的存在，希望展现的是两者之间因为差异而产生的戏剧性的空间张力。因此在设计语言上，学城和绿岛也显示了各自独特的处理原则：“城”以几何正交体系和温暖的大地色系搭配，体现出有温度的经典现代空间特征；而“岛”则采用了流动曲面和金属质感素色搭配，反映出返璞归真、自然融为一体的特征。

As a set of contrasting existence, the City and the Island are expected to display the dramatic spatial tension between the two which is caused by their differences. Therefore, in terms of design language, the Study City and the Green Island also show their own unique processing principles. The "City" uses a geometric orthogonal system, matching with warm earth tones, to reflect classic modern space characteristics with warmth, while the "Island" uses flowing curved surfaces, matching with metallic plain colors, to reflect the characteristics of returning to nature and integrating with nature.

刚柔并济：正交网格与自由路径

在学城之中，正交网格是不断被重复的语言，从平面到立面都以规整的模数出现，强调学习生活的规律与逻辑。但在其中也有一些结合入口、交通空间的金属异质空间介入，这些异质空间提示了某些特殊的坐标，成为网格的入侵者。而在绿岛之上，自由线条和曲面是主题，空间模拟自然，路径也不被限定，尽可能地提供自由语境下的选择。

In Study City, the geometric orthogonal system is a constantly repeated language, appearing as a regular modulus from plan to façade, emphasizing the regularity and logic of learning and living. However, there are also some interventions of metallic heterogeneous spaces combined with entrances and transportation spaces, which suggest certain special coordinates and become intruders of the grid. While on the Green Island, free lines and curved surfaces are the theme, where the space mimics nature and the paths area not limited, providing choices in a free context as much as possible.

浓淡相宜：大地色系与素色自然

同样，在色彩和材质选择上，城与岛也做出了不同的表达：在学城中用色较为浓重，褐色、暗红色、浅橘色，米色等一系列温暖的大地色系结合陶板和GRC幕墙被使用在外立面上，穿插了一些银色和古铜色的金属材质；而在绿岛之中则多用素色，除了被绿色植被覆盖的屋顶之外，露出的立面则采用统一的银白色铝板，勾勒对岛屿进行切割的断面。

Similarly, in terms of color and material selection, the Study City and the Green Island also perform in different ways. In Study City, thicker colors have been mostly used. A series of warm earth tones such as brown, dark red, light orange, beige, etc. has been used on the façade, combined with ceramic panels and GRC curtains, interspersed with some silver and bronze metal materials. While on the Green Island, plain colors are mostly used, except for the roof covered with green vegetation. The exposed façade is made of uniform silver-white aluminum panels, outlining the cross section of the island.

岛城生活

当师生入驻，“岛城生活”才真实地展开。事实上，这是一种游走于规训与释放、秩序与自由、自足与共享、专注与多元之间的生活。学生在城岛之间穿梭，“出城、上岛”，“离岛、入城”，为日常生活带来了某种仪式感和戏剧性。城、院、桥、岛，也将成为在这里学习生活过的师生们脑海中长久的空间烙印。

Only when students and faculty move in truly starts the “Island City Life”. In fact, it is a life that wanders between discipline and release, order and freedom, self-sufficiency and sharing, concentration and diversity. Students shuttle between the City and the Island, “going out of the City, getting on the Island”, “leaving the Island, entering the City”, bringing a certain sense of ritual and drama to their daily life. The city, the courtyards, the bridge, and the island will become a long-lasting spatial imprint in the minds of the students and teachers who would ever have studied and lived here.