业主：北京大学附属中学（本校）

建设地点：北京

景观设计：Crossboundaries

项目负责人：Binke Lenhardt（蓝冰可）、董灏

设计团队：于兆雄、侯京慧、胡冰煜、高旸、郝洪漪、Irene Sola、汤佳音、王旭东

联合设计：北京市建筑设计研究院-元景景观建筑规划工作室、北京市建筑设计研究院-第五建筑设计院

场地总面积：51 560m²

设计时间：2018.03～2018.05

建设时间：2018.07～2018.09

摄影：杨超英、郝洪漪

业主：北京大学附属中学（朝阳未来学校）

建设地点：北京

景观设计：Crossboundaries

项目负责人：Binke Lenhardt（蓝冰可）、董灏

设计团队：高旸、Andra Ciocoiu、Natalie Bennett、郝洪漪、王旭东

联合设计：北京市建筑设计研究院-元景景观建筑规划工作室、北京市建筑设计研究院-第五建筑设计院

场地总面积：25 916m²

设计时间：2015.10～2018.03

建设实践：2017.09～2018.05

摄影：杨超英、郝洪漪、董灏

回想少年时光，多少人记忆当中最难忘的经历、最精彩的一瞬、最知心的对话，都发生在校园里的某个角落。去年，Crossboundaries在为北大附中本校及其朝阳未来学校分校改造校园景观的过程中，重温了校园的青春飞扬，也重新思考了设计对于教育的意义。

如今在很多创新教学空间，自由布局的教室和走廊正成为“标配”，其背后的理念是将对空间的支配权更多地还给学习者，激发他们的主动性。那么校园该如何设计呢？作为全校师生通行、活动、驻留的综合场所，具有丰富层次的校园能够更加接近真实社会，这比很多功能空间蕴含更多跨界、多元的教育和交流机会。所以，校园同样——甚至更需要一个宽松、友善的语境，让孩子们在一生当中最富生机、充满可能的年华，有机会在这座“舞台”上反复彩排自己的人生未来。

于是在此次两校改造过程中，我们确定的设计原则就是围绕学生的真实需求和体验，将传统高度分割而封闭的“刻板空间”，化解成更加开放而连续的“自由空间”。

在国内略有些年头的校园或单位大院里，总能见到教学楼、运动场、绿化区等功能区规矩排布，其间以车行干道串连的空间格局。始建于20世纪60年代初的北大附中本校也不例外。半个多世纪以来，该校校园面貌虽几经更迭，却仍保留了很多历史的痕迹。

时值今日，北大附中提出“以学生为中心”的全新教育理念，鼓励学生释放天性、自主决策。校方继2016年委托Crossboundaries对其教学空间、体育馆和艺术中心进行改造后，又计划调整这座老校园核心区的景观。

我们发现，传统校园里的交通动线基本是以车行干道为主导，人行动线依附于两侧。虽然人员在校园内通行与活动的频率、范围远远大于车辆，其优先级却被排在车辆之后。当“车行”逻辑凌驾了“人行”逻辑，一方面，灵活的双脚总要跟在车轮后面“绕远路”，降低了行人通行的效率和可达性，而随时可能发生的人车混行又会降低校园的舒适度和安全感。另一方面——更重要的是，师生们在校园里除了基本通行，还需要进行各种休闲和交流活动，而在被车道切割的校园里，这些空间又在哪里？显然，这座校园需要一轮人车优先级的调换。于是我们同校方协商，把校园核心区的一条主要机动车道彻底取消，把更多路权和活动/停留的自由还给师生。

路的问题解决后，为将整个校园连缀成更完整的自由区域，我们又逐个优化了若干封闭空间和功能单一的“孤岛”。

校园中央原有一座四周高耸着铁丝网的封闭篮球训练场。校方在向全校师生征求校园改造意见时，呼声最高的就是“保留老球场”，因为那里承载了许多校友和在校生最美好的校园记忆：课间十分钟也要冲下楼打会儿球，烈日下或大雪天都不在乎，切磋出的友谊、帅气的中场三分、集体荣誉的巅峰、怦然心动的时刻……

当学校的新体育馆建成后，我们综合考虑了空间利用效率，将其改造为一处四通八达的“下沉式活动场”——拆掉“铁笼”，把两片练习场合并为一个标准的篮球比赛场，并于四周添加了看台和一些自由形状的坐凳。于是，这片场地被充分打开，自然而然地融入了行人通行的路径，强化了校园实体空间和视觉上的联系。现在，全校师生不仅仍有机会在户外热烈地为篮球赛呐喊助威，还能更加轻松惬意地在这里通行或休息。

虽然学校允许大家进入校园核心区的大草坪，然而学生们并不习惯直接坐在草坪上，也没人愿意在这空荡荡的地方久留，使得这片区域成为一处面积很大、利用率却很低的场所。为了让所有“看的绿化”都转化为“人的空间”，我们在草坪内部及道旁树周边添加了各种户外座椅，使之摇身一变成为“露天教室/客厅”，让惬意的交流随时随地发生。

我们还在一条原先光线昏暗、功能模糊、利用低效的楼间消防通道地面铺设了跑道，墙体间嵌入功能件，将其升级为一处集跑道、休息区、宣传栏于一体的复合功能空间。其中，百米跑道是学校利用率最高的体育训练场地之一。

朝阳未来学校是一个改造项目，改造前的校园里充斥着20世纪80年代建成的怀旧教学楼，原有的6栋建筑布局紧凑，教室走廊千篇一律。大楼随处可见褪色脱落的墙面、杂乱生长的爬山虎，不同时期的改建加建随意而不协调，电网线路杂乱外露——整座校园全然没有学校应有的蓬勃朝气和阳光活力。该校教育者相信，“教育无处不在”。所以在进行整体设计时，团队特别注重将校园作为室内教学空间的延续，以保证二者价值观的一致性。于是我们基于“从建筑到标识”的整体设计方法，从一开始就将景观纳入考量范围内。

改造前，朝阳未来学校的整体室外活动空间仅为一条60m的直线跑道和一块7人足球场。显而易见，这远远无法满足新招收的1 200名师生的使用需求。校园四周建筑密集林立，很难单纯地通过增加校园面积来延伸跑道或扩大运动场规模。为此，一条穿梭于整个校园的不规则400m环形慢跑道，就这样应运而生了。同时，原来60m跑道的位置被重新布置成了两块篮球场地，这一布局不仅满足了师生的日常需求，更集中体现了景观语言与教育理念的一致性。这条跑道不仅为师生提供了必要的运动空间，还是一条高效利用场地的校内步行主路。它以自由形状连缀起校园各空间，与沿途的建筑、场地分别形成尺度适宜的关系；“环形”路径均等的可达性宣示了校内所有空间的平等地位。“桃李不言，下自成蹊”，跑道在潜移默化间成为鼓励学生自在、自主决策路线与行动的“教育者”。

通常，校园围墙这类所谓的“次要”元素由于不受重视，缺乏设计投入，最终只能成为极少与人产生互动的消极空间。在很多人的印象中，校园围墙无非是一堵高墙，亦或是重复无聊排列的栏杆。我们认为，一所面向未来的学校应该与社区产生更多的互动，在本身校区面积不宽裕的情况下，采用传统方式无法给它赋予更加积极、开放的功能。所以，改造后的朝阳未来学校边缘并没有围墙，取而代之的是一段内置了屋顶和座椅、最大程度增加了通透性的“游廊围墙”。增加的屋檐和座椅将校园围墙转化为江南园林中的游廊。无论是酣畅淋漓运动后的休憩，还是同学、师生在学习间隙的讨论，蜿蜒的游廊为大家提供了一处非正式的社交空间。同时，通透材料的使用让邻里路人能够了解校园内发生的点点滴滴，强化着校区与社区的联系，鼓励学生接触真实世界。

提起景观，很多人觉得就是小事一桩。确实，对于包括学校在内的很多公共建筑项目，景观通常都属于较次要的环节，往往在项目主体完成后，根据经费、工期等现实条件“填个空”。尤其学校，很多时候更是侈谈“景观”，只能在满足了教学必需的核心功能后，依照绿化率要求布置些植被，再点缀几处校园小品。但校园景观真的等于可有可无的装饰吗？

今天，个人与物理空间及人文环境间的关系、学生如何获得自我认知和充盈的内心，都日益成为现代教育探索的范畴，也是我们设计的起点。两座经过改造的校园将之前一直被需要、却受传统布局约束的自由空间一步步释放了出来，以各种形式和尺度相互融为一体，使得校园空间的总体利用效率得以提升。这令我们愈发体会到教育的迷人之处——美好的效果往往取决于细节上的匠心。

Last year,Crossboundaries injected brand new landscapes into two existing campuses,the Affiliated High School of Peking University and its branch school Chaoyang Future School,and during the process,rethough about the meaning of campus design for education.

The free layout for indoor learning spaces has become ubiquitous in innovative education.The idea is to stimulate learners’initiative by returning more ownership of space to its users.A campus,with a variety of activities taking place within and between different groups,is with its complexity similar to the real world beyond the boundary fence and thus contains even more diverse opportunities for learning beyond the formal learning spaces.Continuing the same idea of design to promote self-learning campus landscapes should be equally relaxed,friendly and inviting.

When intervening with a campus landscape,we put focus on the needs and experiences of students,to resolve the utilitarian“rigid space”into a more open and continuous“free space”.

In traditional campuses in China,you can always see a similar layout of buildings and sports fields connected by roads for vehicular traffic and filled in with lawns.The Affiliated High School of Peking University,dating back to the early 1960s,was no exception.Over more than half a century,the campus experienced several shifts but still kept many of its original characteristics.

Today,based on the school's new concept of student-centered education,Crossboundaries adjusted this bygone campus’landscape,liberating its spacial constraints,complimenting the 2016 transformation of indoor learning space,sports and art center.

We found in these traditional campuses,pedestrian flow is usually pushed to the sides of the road,people prioritized after vehicles,despite the frequency and volume of people’s traffic surpassing any vehicular activity.The perceived presence of cars reduces the sense to move around the campus comfortably and maintains an underlying sense of unsafety.People don’t only walk to pass from one point to another,they also have the appetite to spend time in the outdoor spaces to rest or shake off excess energy.So where is the space for these activities?To shift in the priority of spaces for pedestrians and cars,a main road in the central area was canceled,leaving more space for students and teachers.

Removing the road,we also reinvented several previously enclosed,single-functioned spaces on the campus,giving way to more consistent free space to meander,rest or play.

In the center of the campus,there was a closed basketball training ground surrounded by barbed wire.When the school asked the teachers and students of the whole school for their opinions on campus reconstruction,the most appealing one was"keep the old stadium",because it carried many of the best memories of the alumni and the students in the school.Ten minutes after class,you have to rush downstairs to play basketball,even in the hot sun or snowy days.The friendship,the handsome midfield three points,the peak of collective honor,the moment of heartbeat,etc.are unforgettable.

Flipping a“caged”basketball court into an open sunken activity ground,its boundary fence was entirely removed and seating added to form a new edge.Now entirely open,the area is transformed giving both simplified visual and physical connections,offering alternative space in the campus for communication,exchange,and interaction.

In the center of the campus,there is a large lawn,a formerly underused place for no one would enjoy such a large empty space,especially in a context where it is not customary to sit on the grass.Converting this uninviting lawn into a functional and useful space for students and teachers,we added a variety of benches on and near the lawn,creating an“outdoor classroom”or“living room”for all kinds of gatherings.

Hidden just around the corner is another outdoor space that served only to allow firetrucks to pass in the event of an emergency,severing two active parts of the same building.Ultimately its greatest asset now is adding purpose and appeal to a former dead space,serving as a complex set of functions,featuring a 100-meter running track,display walls and some seating.

Chaoyang Future School is a renovation project.The existing old campus was built in the’80s,and there are six buildings with small distances,and they all have compact interior layouts with uniform classrooms and corridors.Faded walls and randomly growing plants can be seen everywhere in the existing buildings.Uncoordinated reconstruction and open walls and ceilings with exposed cables make the whole campus loose energy.The educators of this school believe that education should be everywhere,resulting in a need for the campus to be a continuation of the indoor and outdoor learning space under the same educational idea.From the outset,this project was considered across the scales of architecture to signage and from inside to outside.

Before the renovation,the whole outside activity space for students was a 60-meter running track and a small football field,obviously,the current outside space can not accommodate 1200 students and teachers.However,a high-density neighborhood surrounds the campus and therefore limits the expansion of track and field.Considering this situation,an unregular shaped 400meters loop track crosses the campus,at the same time,the former site of the 60 meters track was transformed into two basketball fields.This new design and layout not only meet the daily needs of students and staff but also illustrates the consistency of the landscaping and educational model.This running track doesn’t only provide the basic function for sport,but is also a pedestrian route in this small enclosed area and with its free shape,links every corner in the campus.The open accessibility of this circular path encourages students to make decisions on their routes and actions and presents a message of integration and equal weighing of choice of how to move and where to move to.

A campus fence is usually limited to delineating property limits,often down played and lacking in design,rarely interacting with people.Generally,the campus boundary to the existing,sometimes very urban neighborhood is neglected,and a fence as a visual boundary is separating the two clearly and allows for no interaction.Chaoyang Future School instead has an interactive boundary,a living fence,projecting inwards and bending,introducing areas to stay,with benches covered by roofs and maximum transparency to the neighborhood,an informal social space for students and teachers to rest,observe and communicate.This“active”fence strengthens the connection between campus and community and exposes students to the real world outside–simultaneously passersby understand everything that happens on campus.

Many view landscapes as a minor topic.Indeed,in many publicly funded architectural projects,landscapes are usually considered as a secondary element,fulfilled to meet the basic necessities.For schools especially,it usually means grassing over areas to meet the required campus standards,with maybe several funky highlights,rather than sophisticated-designed landscapes.Why is landscaping in school campuses often only a dispensable decoration?

The relationship and interaction between individual learners and the environment have become an important consideration of modern education,as well as a starting point of Crossboundaries’design.In the two projects above,freedom of space,previously constrained by former rigid approaches,now are integrated into various forms,scales and functions with the whole school campus.Meanwhile,the overall efficiency of campus space has been improved.Crossboundaries believe that the fascinating element about education is that excellent results often lie in the detail of less significant things.