普罗建筑新作：深圳市云端学校，贯穿城市的“超叠栖地”

编辑：王子怡 | 校对：原源 | 2026.04.10 14:48

设计单位 普罗建筑设计事务所office PROJECT

项目地点 广东深圳

建成时间 2025年9月

建筑面积 58242.30平方米

本文文字由设计单位提供。

“超级学校”具有超高的空间密度、人口密度，以及组织密度的特征。可以说，“超级学校”既是一种站在全球角度，由我国特殊社会、人口、教育模式、城市建设模式所产生的特殊建筑空间类型，同时也是国内大量生产的普遍“教育社会模型”。所以，“超级学校”是一种资源集中的制度优势，同时，也是一个当前亟待研究的社会建筑问题。大量集中式的应试教育培训模式，伴随着人口与社会发展的变化，正在慢慢形成一种过去式。“超级学校”过去在组织形式与空间模式上，过于强调对于集中式机构管理的服从性与依赖性，对集体中公共场域的塑造，个体分歧的涌现，以及不断变化的社会与城市环境，没有相应的敏感与反馈。近十年来，带着对传统“超级学校”问题的反思，设计团队通过一系列研究与实践，试图对于中国地域化的社会性教育建筑设计，形成一些新的探索。

“Super schools” are characterized by extremely high spatial density, population density, and organizational density. It can be said that “super schools” represent both an unique “architectural spatial typology” that has emerged from a global perspective, shaped by China’s specific social, demographic, educational, and urban development models, and a widespread “educational social model” that is being mass-produced domestically. Therefore, “super schools” embody the institutional advantages of resource concentration, while also presenting a “social architectural issue” that urgently requires research. The widespread, centralized exam-oriented education and training model, in tandem with shifts in population and social development, is gradually becoming a thing of the past. In the past, “super schools” placed excessive emphasis on obedience to and dependence on centralized institutional management in their organizational forms and spatial configurations. They lacked the necessary sensitivity and responsiveness to the shaping of public spaces within the collective, the emergence of individual divergences, and the ever-changing social and urban environments. Over the past decade, reflecting on the issues of traditional “super schools,” we have undertaken a series of research projects and practical initiatives to explore new approaches to regionally tailored, socially oriented educational architecture in China.

近几年，深圳的“高密度学校实践”集体运动，“上天入地”利用有限的空间资源，为学生争取最大的教育自由，成为对当代空间社会问题的一次有效的实践反思。设计认为，高密度学校是“超级学校”的一种特殊表现。一方面，要解决高密度所带来的功能问题，要“透气”，避免进一步的空间压缩。另一方面，在高密度学校设计中，更要对“超级学校”这一普遍类型做出理性反思。设计思索的核心问题是，当“高密度”将“超级学校”对于资源的争夺、机构的管理，以及集体的塑造这些矛盾更加推到问题的前台时，是否反而会催生一种新的态度，模式与话语，从而形成一种带有新文脉背景的教育场域？通过4年时间，从竞赛方案研究，到实施落地运行1年有余，深圳云端学校给我们带来一次全流程的解答。

In recent years, Shenzhen’s collective movement of “high-density school practices”—which has utilized limited spatial resources in every conceivable way to secure maximum educational freedom for students—has emerged as an effective “practical reflection” on contemporary spatial and social issues. We believe that high-density schools represent a specific manifestation of the “super school” concept. On the one hand, to address the functional challenges posed by “high density,” we must ensure “breathability” and avoid further “spatial compression.” On the other hand, the design of “high-density schools” must also involve a rational re-examination of the broader “super school” typology. Our central question is this: when “high density” brings the contradictions inherent in “super schools”—such as the competition for resources, institutional management, and the shaping of the collective—to the forefront, might it instead give rise to new attitudes, models, and discourses, thereby forming an educational field with a new contextual backdrop? Over the course of four years—from the competition proposal phase to more than a year of implementation and operation—Shenzhen Cloud School has provided us with a comprehensive, end-to-end answer.

▲ 项目视频视频拍摄：直角建筑摄影

我们认为，未来的学校应该不再仅仅是传授知识或组织管理的机构，而是专属于孩子们在社会中共同生活的“栖息地”。在这样的“教育栖息地”中，一方面是开放与自由的公共场域，以及不断变化的成长灵活性，从而建立普适性的个人与社会之间积极的位置关系。另一方面，作为地域文化的空间反映，“教育栖息地”独特与唯一的在地性，使地域的人文成为人思想最坚实的自由栖息之根。将高密度的“超级学校”思考为“教育栖息地”，是一种思维的转化。建筑学的密度问题可以转化为社会学的场域问题，从而走出学校功能的桎梏，走向学校类型的一种新未来。

We believe that the “school” of the future should no longer be merely an “institution” for “imparting knowledge” or “organizational management,” but rather a “habitat” exclusively for children to live together in society. Within such an “educational habitat,” on the one hand, there is an open and free “public sphere” and the flexibility of “constantly evolving” growth, thereby establishing a positive relationship between the universal “individual” and society. On the other hand, as a “spatial reflection” of “local culture,” the unique and singular locality of the “educational habitat” makes the region’s humanistic heritage the most solid foundation for the free habitation of the human mind. Conceiving of a high-density “super school” as an “educational habitat” represents a shift in thinking. The issue of density in architecture can be transformed into a sociological question of field, thereby breaking free from the shackles of the school’s “function” and moving toward a new future for the school as a typology.

深圳云端学校是一个设置54个班、预计超过2000名学生的九年制公立学校，其接近2.0的容积率与周边多阶段复杂的城市演化环境，使它不只是一所典型的“超级学校”，而且是一所自身高密度、社区极复杂、功能强复合、教学超创新的深圳高密度“超级学校”。我们认为，以云端学校为例，“超级学校”的这些束缚，恰恰可能利用“高密度”这一现实作为一种揭开问题的钥匙。将其密度、环境、功能、文化这些需求分步化解，最后像鲁班锁一样咬合成一个新的整体，形成属于云端学校自身的社会形式架构。就是以“地域化”的策略解法，形成了一个新的普遍性的“超级学校”问题的答案。这个回答的过程与结果，使建筑学工作不仅作为品味文化的形式，更是作为一种回应当下社会文化的具体实践动作。

Shenzhen Welkin School is a nine-year public school with 54 classes and an expected enrollment of over 2,000 students. With a floor area ratio of nearly 2.0 and situated within a complex, multi-stage urban environment, it is not merely a typical “super school,” but rather a high-density “super school” in Shenzhen characterized by its own high density, an extremely complex community, highly integrated functions, and ultra-innovative teaching methods. We believe that, taking Welkin School as an example, the “constraints” of “super schools” can actually be addressed by leveraging the reality of “high density” as a “key” to unlocking these challenges. By gradually resolving the demands of density, environment, function, and culture, and finally interlocking them like a Lu Ban lock to form a new whole, we create a social structural framework unique to Welkin School. This “localized” strategic approach provides a new, universal “answer” to the “super school” problem. The “process” and “result” of this response ensure that our architectural work serves not only as a form of cultural expression but also as a concrete, practical response to contemporary social and cultural realities.

深圳市云端学校作为深圳市重点的教育创新示范学校，选址位于龙岗区坂田街道侨联西住宅区旁一块东西向场地。场地西侧为城中村，北侧为新建高层住宅区，南侧为工业厂房，东侧临城市主要干道，眺望龙华山坂田社区的城市发展一直处于快速而混杂的更新状态中。学校现状位置周边对于城中村的逐渐拆迁形成了周边“小”“中”“大”不同的城市建筑尺度的混杂状态。学校本身作为一个高容积率、大尺度的城市公共建筑，如果再增加对社区街道的压迫感，将进一步加剧城市社区尺度之间的割裂。如何既塑造学校文化形式上的识别性，又能通过“碎化”体量空间从而弥合“小”与“大”的周边城市尺度，使学校并不再次成为一种地块内的“城市填空”，而是一种网络化与线性化的“社区尺度纽带”，成为设计最核心的出发点。

As a key educational innovation demonstration school in Shenzhen, Shenzhen Welkin School is situated on an east-west oriented site adjacent to the Qiaolian West Residential Area in Bantian Subdistrict, Longgang District. To the west lies an urban village, to the north a newly constructed high-rise residential area, to the south industrial buildings, and to the east a major urban thoroughfare. Overlooking Longhua Mountain, the urban development of the Bantian community has been undergoing rapid and complex renewal. The gradual demolition of the surrounding urban villages has created a mixed landscape of “small,” “medium,” and “large” urban building scales in the area. As a high-density, large-scale urban public building, the school risks exacerbating the disconnect between urban community scales if it further intensifies the sense of oppression on the neighborhood streets. The central design premise is to shape the school’s cultural identity while simultaneously “fragmenting” its spatial volume to bridge the gap between the “small” and “large” urban scales of the surrounding area. This approach ensures the school does not merely serve as another “urban infill” within the site, but rather functions as a networked and linear “community-scale connector.”

城中村老社区人群，新开发住宅的外来定居人群，周边工业区工作人员，都会因为新学校的建立产生更深的交流与联系。学校的新建筑形象一方面带来社区文化性的一种激活，但是另一方面，学校也需要消解自身的封闭性、中心性，以及独立性。这使得新的社区结构不是对拆迁后的场地进行一个新的“填补”，反而应该变成连接周边城市空间的“纽带”。

Residents of older neighborhoods in urban villages, newcomers settling in newly developed residential areas, and workers from nearby industrial zones will all develop deeper connections and interactions as a result of the new school’s establishment. While the school’s new architectural presence revitalizes the community’s cultural fabric, it must also overcome its own sense of isolation, centrality, and independence. This ensures that the new community structure does not merely “fill in” the space left after demolition, but rather serves as a “link” connecting the surrounding urban spaces.

第一步，通过首尾连接的三条“线性教学廊”，将整个学校变成一个互相关联的整体，而不是三堵封闭的大墙体。第二步，将线性廊通过更小尺度的平面错动，变成更小单元的“像素化锯齿”，从而创造出9个不同尺度的内院，进一步形成更人性尺度的体验。第三步，通过立体层叠错动，形成连续阶梯形层台，将六层教学楼连续跌落消解，与周边城市高度融合。

Step 1: By connecting three “linear teaching corridors” end-to-end, the entire school is transformed into an interconnected whole, rather than three isolated “massive walls.” Step 2: Through small-scale plan shifts, the linear corridors are transformed into “pixelated jagged edges” composed of smaller units, thereby creating nine “inner courtyards” of varying scales and fostering a more human-scale experience. Step three: Through three-dimensional layering and offsetting, a series of continuous stepped terraces is formed, allowing the six-story academic building to cascade down seamlessly and blend harmoniously with the surrounding urban landscape.

通过这三个层面的尺度操作，学校与周边城市发生了底层逻辑的关系建构，将巨大的新学校形成一种城市肌理本身的构造，变成一种社区的文化景观。同时，针对在地的具体逻辑构建，并不存在先天的类型或符号的直接借用，却最终形成了新的属于这块社区自己的当代城市形式语言，其形式化的新凝聚力将促进周边社区共同价值的再次凝聚。

Through the manipulation of “scale” across these three levels, the school establishes a fundamental relationship with the surrounding city, integrating the massive new school into the very fabric of the urban texture and transforming it into a “cultural landscape” of the community. At the same time, the construction of this site-specific logic does not rely on the direct borrowing of pre-existing typologies or symbols; instead, it ultimately gives rise to a new, contemporary “urban formal language” unique to this community. The new cohesion derived from this formalization will foster a renewed sense of shared values among the surrounding neighborhoods.

通过打开东西向的视野，西部的城中村景观与东部的山体绿色廊被引入到学校内部。这使学校不再是一个封闭的内部，而成为城市共生的有机部分。学生从每个教室出来都能感受到身处于真实的城市社会中，一种集体与个人关系的不断触碰与思考，一种个体自由意志的解放，而不再是仅仅被单一教育组织所设计的“理想校园生活”。

By opening up the east-west view, the landscape of the urban villages to the west and the green mountain corridor to the east are brought into the school grounds. This transforms the school from a closed “interior” into an organic part of the urban ecosystem. When students step out of each classroom, they feel as though they are “part of a real urban society”—a constant engagement with and reflection on the relationship between the “collective” and the “individual,” and a liberation of individual free will—rather than merely an “ideal campus life” “designed” by a single educational institution.

密度如何带来集约，而不是仅仅集中？效率与场所哪个才是底层逻辑？这些问题往往是学校面临的核心矛盾。我们认为，享有平等的时间权利才是最大的善待。如何解决学生“课间十分钟”的活动问题，往往是高密度的学校是否能成为一个“栖息地”式的场所最重要的底层问题。设计在学校教学区中设立了一套层叠空间系统。每条教学走廊尽端都能抵达屋顶花园平台。一方面使每个孩子在半分钟内可达开阔的活动场地，才能利用宝贵的下课时间建立更多轻松的社交体验。另一方面，每一层平层可达的活动平台避免了设置集中式的活动平台所导致的资源争抢、霸凌，以及楼梯上的奔跑与危险。多个散落的活动空间创造了“栖息地”中小团体的组织与建立，有效消解了学校集中式权力的压迫感。

How can density foster integration rather than mere concentration? Which is the underlying principle: efficiency or place? These questions often represent the core dilemmas facing schools. We believe that ensuring equal access to time is the greatest form of care. How to address students’ activities during “ten-minute breaks” is often the most fundamental issue determining whether a high-density school can become a “habitat”-like space. We have established a system of stacked spaces within the school’s academic zone. Every teaching corridor leads to a rooftop garden platform at its end. On one hand, this ensures that every child can reach an open activity area within thirty seconds, allowing them to use their precious break time to build more relaxed social experiences. On the other hand, the activity platforms accessible from each floor level avoid the resource competition, bullying, and the dangers of running on staircases that result from centralized activity platforms. Multiple scattered activity spaces foster the formation of “small groups” within the “habitat,” effectively alleviating the oppressive feeling of centralized authority in the school.

将这些层叠平台进行错动，形成两层通高的单廊教室系统。一方面打开了公共空间的城市视野，另一方面形成了多层之间的无差别交流场域。通过水平和立体的错动，整个学校空间像真实城市生长一样，形成了各种不规则的自然街道穿插体验，进一步碎化了学校的超尺度，使“栖息地”社区好似多个聚落的汇集与碰撞，与周边城市空间肌理融合。

By offsetting these stacked platforms, a double-height, single-corridor classroom system is created. On the one hand, this opens up urban views from the public spaces; on the other, it establishes seamless interaction zones across multiple levels. Through horizontal and vertical offsets, the entire school space grows like a real city, creating a variety of “irregular” natural street-like experiences that further fragment the school’s oversized scale. This makes the “Habitat” community resemble a convergence and collision of multiple “settlements,” blending seamlessly with the surrounding urban fabric.

根据云端学校自身功能要求以及龙岗区学校的通用配套规范，对于学生文体活动，生活休闲设施的要求很高。如何将这些公共功能从配套，变成整个高密度学校社区构建的核心“介质”，使教学溶解于这些公共交流场域中，是在学校组织高效的基础上实现“生活性”的重要措施。西侧的立体艺体中心与东侧的立体生活中心在学校两端形成同时与外部城市和学校内部互动的公共场域介质。这些介质与主教学单元深度链接与融合，成为“栖息地”的公共基础设施。

Based on the functional requirements of the Welkin School itself and the general supporting facility standards for schools in Longgang District, there are high demands for facilities supporting students’ cultural, sports, and recreational activities, as well as daily life and leisure. How to transform these public functions from mere “supporting facilities” into the core “medium” for constructing the entire high-density school community—and how to integrate “teaching” into these public interaction spaces—is a crucial measure for achieving a “lifestyle-oriented” environment while maintaining the school’s organizational efficiency. The multi-level Arts and Sports Center on the west side and the multi-level Lifestyle Center on the east side form public mediating spaces at both ends of the campus that interact simultaneously with both the external city and the school’s internal environment. These mediating spaces are deeply linked and integrated with the main teaching units, serving as the public infrastructure of the “habitat.”

不同的公共基础设施融入在立体的穿梭交互系统中，形成同时与学校内外的交互 ©普罗建筑设计事务所

a. “穿梭”体育港

在空中操场下，室内篮球馆、羽球馆、活动中心、报告厅、图书馆、艺体中心等功能围被“吊在空中的”环形的廊道所串联，形成了一个超多元的立体“运动街区”。通过与外部城市社区和内部绿谷院落的层层渗透，将城市与校园内部形成有深度的沟通。空中游廊在校园与城市的边界上不断“扰动”，将学生不断从校园内部的氛围中带入外部真实的城市街道，从而模糊学校物理上封闭的边界。其串联围合起的弧形小剧场、阶梯羽毛球场、“风扇”气候调节墙等丰富的局部空间让多层面的场景联动起来。

Beneath the elevated playground, functional spaces such as the indoor basketball court, badminton hall, activity center, auditorium, library, and arts and sports center are interconnected by a circular corridor “suspended in the air,” forming a highly diverse, three-dimensional “sports district.” Through layered integration with the surrounding urban community and the internal Green Valley courtyard, a profound connection is established between the city and the campus. The aerial promenade continuously “disturbs” the boundary between the campus and the city, constantly drawing students from the campus atmosphere into the real urban streets outside, thereby blurring the school’s physically enclosed boundaries. The rich local spaces it connects—such as the arc-shaped small theater, tiered badminton courts, and “fan-shaped” climate-regulating walls—create a dynamic interplay of multi-layered scenes.

巨大的半室内风雨操场通过高效的结构与运动设施构建自由透明民主的活动空间 ©孔锦权

环形的空中“交互廊道”不断穿越不同活动空间之间可开启的“气候调节墙” ©直角建筑摄影

穿梭体育港剖面图，天窗与气候调节墙对架空空间气候的调节示意 ©普罗建筑设计事务所

b. “书山”—走廊式的图书馆

整个校园呼应周边城市社区的体量，从西到东层层升高，其外部的活动空间伴随着充足的视野阶梯状展开。同时，在建筑的内部及城市的界面上，设计将传统的图书馆拉长，变成了一个水平向和垂直向均贯通的“交互长廊”。这就将过去利用率不高的独立图书馆功能变成一个链接空中体育场和地面的公共交流空间，从而弱化其刻意的功能性，而变成不断变化的非正式休闲交通空间。让交流、阅读、休憩成为一种自然发生的生活方式,而不是固定的功能化流程。

The entire campus echoes the scale of the surrounding urban community, rising in tiers from west to east, with its external activity spaces unfolding in a stepped configuration that offers ample views. Meanwhile, within the building and at the urban interface, we have elongated the traditional “library” into an “interactive promenade” that connects both horizontally and vertically. This transforms the previously underutilized standalone library function into a “public exchange space” linking the elevated sports stadium and the ground level, thereby downplaying its deliberate functionality and turning it into an ever-changing, informal, leisurely “transitional space.” It allows for interaction, reading, and relaxation to become a naturally occurring “lifestyle” rather than a fixed, functional process.

c. “超叠盒子”—包裹身体的视听剧场

在“书山”延伸的尽端，空中操场下方是学校的演艺厅，设计称之为“超叠盒子”。通过整体木纹肌理材料的包裹，使盒子内部具有极强的沉浸感。两层看台分别连接教学区不同层高，使学生可以从教学走廊，体育馆内等不同空间自然步入。层叠状的天花是学校本身的设计概念的艺术雕塑，同时将注意力完全引导向舞台空间。

At the far end of the “mountain of books,” beneath the aerial playground, lies the school's “performance hall,” which we call the “Stacked Box.” Enveloped in materials featuring an overall wood-grain texture, the interior of the box offers a deeply immersive experience. The two tiers of seating connect to different levels of the academic zone, allowing students to enter naturally from various spaces such as the teaching corridors and the gymnasium. The tiered ceiling serves as an artistic “sculpture” that embodies the school’s design concept while directing attention entirely toward the stage space.

d. “阶梯食堂”—教师与学生共享的立体生活社区

在学校东部端头是学校的生活区，包括教师宿舍、教师休闲区、教师食堂、学生食堂等功能。通过在紧凑的用地中将这些功能融入在“社区花园”中，使老师与学生在此可以平等地共享与交流，而不再是教学模式下的身份对立，是空间的出发点。通过整合阶梯生活花园与食堂，形成一个三层的立体结构。最下层为学生食堂，中层为教师食堂，顶层为共享生活花园。在用餐中，学生与教师各自独立，又共享一个空间。

Located at the eastern end of the campus is the school’s “living area,” which includes faculty housing, a faculty lounge, a faculty cafeteria, and a student cafeteria. The design concept centers on integrating these functions into a “community garden” within the compact site, enabling teachers and students to interact and share the space on equal footing—moving beyond the hierarchical dynamics of the traditional teaching model. By combining the “terraced living garden” with the cafeterias, a three-story vertical structure is created. The lowest level houses the student cafeteria, the middle level the faculty cafeteria, and the top level the shared living garden. During mealtimes, students and faculty dine separately yet share the same space.

通过学校自身布局与城市肌理的紧密关系，云端学校在极其紧凑狭长的用地条件下，集约了建筑用地，在学校中心争取了一条东西向贯通的“自然绿谷”，从而一方面打开了学校内部向城市的封闭的视野，另一方面也将周边自然、光线、风、植物，引入了校园内部。这不仅从文化上延续了城市空间肌理，从生态角度，也同时解决了学校内部针对深圳南方湿热气候的系统性问题。

As mentioned earlier, by leveraging the close relationship between the school’s layout and the urban fabric,Welkin School has maximized the use of its extremely compact and narrow site. It has carved out an east-west “natural green valley” at the school’s center, thereby opening up the previously closed-off views from the school toward the city while simultaneously bringing the surrounding nature—including light, breeze, and vegetation—into the campus. This not only culturally extends the urban spatial fabric but also, from an ecological perspective, addresses systemic challenges within the school related to Shenzhen’s hot and humid southern climate.

绿谷方向顺应龙岗区主导风向，其漏斗的形状在学校内部创造了一条“风压廊道”。通过这条主风道，带动了建筑外廊多条次级风道的运作，使学校任何一个角落在任何时段都有徐徐凉风吹过。层叠平台通高的高度变化进一步增强了这种通风的效果。经过学校建成后的现场实测，可感知身体始终保持在凉爽及干燥的状态下，这大大降低了学校夏季对于空调能源的依赖，使“栖息地”的生活始终保持在舒适的状态。

The Green Valley design aligns with the prevailing wind direction in Longgang District, and its “funnel” shape creates a “wind pressure corridor” within the school. This primary airflow channel drives the operation of multiple secondary airflow channels along the building’s exterior corridors, ensuring that a gentle breeze flows through every corner of the school at all times. The varying heights of the stacked terraces further enhance this ventilation effect. On-site measurements taken after the school’s completion confirm that occupants remain cool and dry at all times, significantly reducing the school’s reliance on air conditioning during the summer and ensuring that life within this “habitat” remains consistently comfortable.

“社会化建造”一直是事务所工程上坚持的建造策略。从结构、材料、节点、机电设备逻辑等角度，事务所始终钟情于项目现实社会背景的限制与机会。云端学校作为政府全资的公立学校之一，其预算等级均维持于公共建筑中等偏下的水平。如何在时间周期、施工水平、造价制约的环境中，实现学校空间的最高均衡品质，是项目设计当中重要的管控策略。

“Socialized construction” has always been the core strategy our firm adheres to in our projects. From the perspectives of structure, materials, details, and MEP systems, we remain committed to addressing both the constraints and opportunities presented by the project’s real-world social context. As a government-funded public school, Cloud School operates within a budget range that falls in the lower-middle tier for public buildings. Achieving the highest possible balanced quality in the school’s spaces while navigating constraints related to timeline, construction standards, and cost was a key management strategy throughout the design process.

首先是吊顶与外墙的权衡。通过对多个公立学校的走访，团队发现吊顶对学校空间品质影响极大。学生头顶裸露的管线成为建筑系统的不稳定因素。所以设计采取了“弱外墙”“强吊顶”的策略。降低外墙的材料等级，仅使用仿砖白色质感涂料保证外墙的形体完整性，从而保证了学校走廊通体吊顶的预算实现，最终呈现了高品质的空间效果。

First is the trade-off between the ceiling and the exterior walls. Through visits to multiple public schools, we discovered that ceilings have a significant impact on the quality of school spaces. Exposed piping above students’ heads creates instability in the building systems. Therefore, we adopted a “weak exterior walls, strong ceilings” strategy. By downgrading the material grade of the exterior walls and using only white textured paint with a brick-like finish to ensure the integrity of the building’s form, we secured the budget for full-height ceilings in the school corridors, ultimately achieving a high-quality spatial effect.

考虑到学校运营中对高频检修（如灯具、管线维护）的硬性需求，以及材料重量对学生安全的隐患，设计最终使用集成化的椭圆形穿孔铝板这一轻质、耐用且易于拆卸安装的材料，形成了全包裹式吊顶效果，以避免传统格栅式吊顶的商业化风格。

Considering the mandatory requirement for frequent maintenance (such as lighting and piping upkeep) during school operations, as well as the safety risks posed by heavy materials to students, we ultimately selected integrated elliptical perforated aluminum panels—a lightweight, durable, and easily removable material—to create a fully enclosed ceiling effect, thereby avoiding the commercial aesthetic of traditional grid-style ceilings.

教室的分体式空调外机也是学校建筑立面必须处理的硬性问题。通过建筑错层廊道的设计，使每层空调外机布置于同层走廊异侧、下层走廊上层。这样的好处是在实现外走廊的基础上不会出现空调吹人的烦恼。同时，隔层出现的空调外机不会成为影响立面的主要元素，这种系统化的布局设计使外立面感觉不到空调外机的影响。教室门窗系统采取一体式设计，预留大面积内凹黄色金属漆墙面，作为每个教室的公告区。教师与孩子们可以将各种告示、作品磁吸在墙面，作为班级交流的界面。

The outdoor units of the split-system air conditioners in the classrooms also present a critical issue that must be addressed on the school’s building facade. Through the design of staggered-level corridors, the outdoor units on each floor are positioned on opposite sides of the corridor—on the lower level’s corridor and the upper level’s corridor. The advantage of this approach is that it allows for the creation of an external corridor without the inconvenience of air conditioning blowing directly on people. At the same time, the outdoor units located on the intermediate levels do not become dominant elements affecting the facade; this systematic layout ensures that the facade remains visually unimpeded by the outdoor units. For the classroom door and window systems, we have adopted an integrated design, reserving large recessed areas of yellow-painted metal walls to serve as notice boards for each classroom. Teachers and students can attach various notices and artwork to these walls using magnetic strips, creating a space for class communication.

一所“学校”到底是如何诞生的？从云端学校这个案例来看，如何将高密度校园通过与周边城市发展的现状进行深度关联来将城市性变成校园的一部分，是一个挑战。同时，多种校园活动的公共性与“教学单元”的制度性之间的关系是否能被解读为“社区性生活内容”，而非教育指标的硬性匹配，也是复杂的超级学校自身携带的问题。

How exactly does a “school” come into being? Taking the Welkin School as a case study, the challenge lies in how to integrate a high-density campus into the surrounding urban landscape by establishing deep connections with the city’s current development, thereby making urban characteristics an integral part of the campus. At the same time, whether the public nature of diverse campus activities and the institutional framework of “teaching units” can be interpreted as “community life” rather than a rigid alignment with educational metrics is a complex issue inherent to the super-school itself.

团队选择将这样两个问题合二为一综合考虑。通过对校园活动功能建立城市性的方式，来达到“社区性”的合理发展，从而使校园既是普遍教育规则的延伸，同时又是地方社会文化的个性产物。在现存的公立教育责任体系的共识下，团队力图通过空间的组织架构创新与多方社会资源形成更多显性或隐形的关联，在封闭的场地中利用不同元素的关系去创造一种“松动”和“陌生”，从而传达一种更加松弛的“新教育生活内容”的共识。

We have chosen to integrate these two issues into a unified consideration. By establishing urbanity through the functional aspects of campus activities, we aim to achieve the rational development of “community life,” thereby ensuring that the campus serves as both an extension of universal educational norms and a unique product of local social culture. Within the existing consensus of the public education system, we strive to establish more “explicit” or “implicit” connections through innovative spatial organization and the integration of diverse social resources. By leveraging the “relationships” between different elements within a closed site, we aim to create a sense of “looseness” and “strangeness,” thereby fostering a consensus around a more relaxed “new educational lifestyle.”

打开视野、空间平权、增强交流、链接城市，这些设计的核心观念从初始竞赛方案到最终完整落地，是一个多方共同协作的结果。通过关联教育建筑中内存的不同“体制”“系统”“空间”“场所”等框架，将“学校”这一当代被识别为散落化的功能聚合物的场所，重新形成新的整体共识，是设计的出发点。但同时，学校是教育政策制定者，教育方、学生、家长、周边社区居民所形成的价值共同体，让学校成为一个具有共识的“公民成长”平台，成为社会多角度观念的协调器，是整个公共建筑项目营造的核心价值。

Broadening horizons, promoting spatial equity, enhancing communication, and connecting cities—these core design concepts, from the initial competition proposal to the final implementation, are the result of collaboration among multiple stakeholders. The design’s starting point was to re-establish a new, shared consensus around the “school”—a space currently perceived as a fragmented collection of functions—by linking the various frameworks of “systems,” “spaces,” and “places” inherent in educational architecture. At the same time, however, the school constitutes a community of shared values formed by educational policymakers, educators, students, parents, and residents of the surrounding neighborhood. Making the school a platform for “civic growth” based on shared consensus, and a coordinator of diverse societal perspectives, is the core value of the entire public building project’s “creation.”

在整个“共营”的过程中，对于城市性的尊重，对于未来学校内容与形式之间关系的讨论，对于地域化建造背景适应性的优化，这些课题成为校方、工务署、设计方、施工方必须共同面对的过程。令人欣喜的是，工务署、校方、施工方对设计价值充分坚持，在整个营造过程中不断形成共识，最终完成了这座公共建筑的精神内核。

Throughout the entire “co-creation” process, respecting the urban context, discussing the relationship between the content and form of future schools, and optimizing adaptability to the local construction environment have become challenges that the school administration, the Public Works Department, the design team, and the construction team must collectively address. These shared understandings ultimately form the spiritual core of urban public architecture.

云端学校项目对团队自身的启示是：学校设计并不应该成为一种高度成熟化的产品。学校作为一个生活方式场所的模式潜力往往还没有被深入挖掘，就被组织模式所固化。“超叠栖地”在意的是人自身的发展与社会机构机器发展之间的复杂关系的共识，也同时形成不同认知的边界。这也是为什么团队如此强调在中国的社会空间中创造关联，而不仅仅是呈现各种现象的拥挤并置。这种共识既是一种关联与协调，同时也是一种警惕和反思。

The Cloud School project offers us this insight: “school” design should not become a highly standardized product. The potential of the school as a model for a way of life is often not fully explored before it becomes rigidified by organizational structures. “Superimposed Habitats” focuses on establishing a consensus regarding the complex relationship between human development and the development of social institutional machinery, while simultaneously defining the boundaries of differing perceptions. This is why we place such emphasis on creating connections within China’s social spaces, rather than merely presenting a crowded juxtaposition of various phenomena. This consensus is both a form of connection and coordination, as well as a call for vigilance and reflection.