非常感谢 Sam architecture 予gooood分享以下内容。更多关于他们，请至：Sam architecture on gooood。
Appreciations towards Sam architecture for providing the following description:

盎格鲁-撒克逊国家当前的教育课程演变，正引发学校建筑类型的根本性转变。这一转变摒弃了继承自19世纪的教学方法和空间模式——其特点是教室沿走廊排列，专为单向、被动的教学而设计。哥本哈根的Hellerup Skole和Ørestad College，以及德国Peter Hübner和瑞士Peter Märkli设计的华德福学校，都提出了”学习景观”或”学习集群”的概念，即将教室与大型、灵活、多用途且用途开放的空间相结合，从而支持个人或小组学习。

The evolution of educational programmes currently underway in Anglo-Saxon countries is leading to a radical transformation of school architecture typologies. This shift moves away from teaching methods and spatial models inherited from the 19th century, characterised by classrooms aligned along corridors and designed for frontal, passive instruction. Schools such as Hellerup Skole and Ørestad College in Copenhagen, as well as Waldorf schools by Peter Hübner in Germany and Peter Märkli in Switzerland, propose “learning landscapes” (Lernlandschaften) or “learning clusters”, in which classrooms are combined with large, flexible, multi-purpose spaces with openended uses, enabling individual or small-group learning.

▼莱格鲁埃斯地区的学校建筑群，The school complex in Les Groues district © Salem Mostefaoui

Peter Hübner的理念更为深入：由于学校构成了儿童白天的主要环境，他并不将其视为公共建筑或机构，而是一个符合儿童尺度的”村庄”，允许他们全天自由进出所需的空间和活动。支撑这些空间转变的教学法——尤其在德国Montagsstiftung基金会推动下发展起来的——提出了如下观点：为了让儿童在最佳条件下学习，教学必须适应其生理节奏和需求，并根据他们的专注力以及休息或体育活动的需求来安排学校日。由于这些周期因孩子而异，教学中也必须引入灵活性和自由度，给予每个个体一定程度的自主权。

Peter Hübner’s philosophy goes further: as the school constitutes the child’s primary environment during the day, he does not conceive it as a public building or an institution, but rather as a village at the child’s scale, allowing free access to the spaces and activities they need throughout the day. The pedagogy underlying these spatial transformations—particularly developed by the Montagsstiftung in Germany—advances the following idea: in order for children to learn under the best conditions, teaching must be adapted to their physiological rhythms and needs, and the school day organised according to their capacity for concentration as well as their need for rest or physical activity. As these cycles differ from one child to another, flexibility and freedom must also be introduced into teaching by granting a degree of autonomy to each individual.

▼学校建筑群的主立面和入口，Main façade and entrance of the school complex © Salem Mostefaoui

▼细部，detail © Salem Mostefaoui

与此同时，教学正变得更加多样化。单向式学习（全班面向老师）正在减少，转而支持更具体和互动的学习模式：个人学习、小组与大组合作，以及混龄班级——孩子们在其中相互学习，因为巩固知识最有效的方式就是通过传授。正如意大利瑞吉欧方法创始人洛里斯·马拉古齐所言“空间是第三位老师”，马克斯·普朗克研究所的神经科学家沃尔夫·辛格也断言，童年时期的感官体验越丰富，成年后应对智力与社会挑战的能力就越强。因此，我们的建筑环境和自然环境显然构成了感官体验的重要催化剂。借鉴玛丽亚·蒙台梭利的理论，他解释说，孩子是一块充满好奇心的“海绵”，首要追求是学习、体验新事物并每天进步。因此，成人或教育机构的角色在于：将孩子置于尽可能最佳的环境中，使教学适应其生理和心理能力，并且最重要的是——防止他们对学校和习产生挫败感。

At the same time, teaching is becoming more diverse. Frontal learning (the class facing the teacher) is receding in favour of more specific and interactive learning models: individual learning, small- and large-group work, and mixed-age classes where children learn from one another, as the most effective way to consolidate knowledge is through transmission. In line with Loris Malaguzzi, founder of the Reggio Emilia approach in Italy, who stated that “the third teacher is the space,” neuroscientist Wolf Singer of the Max Planck Institute asserts that the richer our sensory experiences are in childhood, the greater our ability to meet intellectual and social challenges as adults. Our built and natural environment therefore clearly constitutes a major catalyst for sensory experiences. Drawing on the theories of Maria Montessori, he explains that the child is a curious “sponge” who seeks above all to learn, to experience new things, and to improve every day. The role of adults or educational institutions is therefore to place the child in the best possible environment, to adapt teaching to their physiological and psychological capacities, and above all to prevent the development of frustration towards school and learning.

▼位于二楼的幼儿园庭院，The nursery courtyard on the first floor © Salem Mostefaoui

为了实施这些新型学习方式，学习环境也必须随之演变。然而，这项工作必须从规划设计阶段开始，与教学团队达成一致并协同合作。
凭借超过15年的学校建筑设计经验，我们致力于通过一系列方法为项目带来兼具趣味性和教育性的附加值：
• 通过融入功能元素（平台、图书馆、舞台等），将走廊转变为有用的空间；
• 整合可供自由使用的多用途、共享且灵活的空间；
• 设计适应儿童的差异化、趣味性教室；
• 提供充足的室外空间，鼓励不同使用者（不同年龄段的学生、教师、城市居民、家长、市民）之间的互动；
• 将学校向城市开放，促进公共设施的混合使用；
• 提供丰富、有趣且多样的空间体验（坡道、滑梯、山丘、攀岩墙、楼梯、凹室等）；
• 打造鼓励探索和自然游戏的自然空间、公园和花园（菜园、林地、植物、蜂箱、小木屋等）。

In order to implement these new forms of learning, learning environments must also evolve. However, this work must be initiated at the programming stage, in agreement and in collaboration with teaching teams.
With more than 15 years of experience in school architecture, we strive to bring playful and educational added value to our projects through a range of approaches:
• transforming corridors into useful spaces by integrating features (platforms, libraries, stages, etc.);
• integrating multi-purpose, shared and flexible spaces open to appropriation;
• designing differentiated, playful classrooms adapted to children;
• providing generous outdoor spaces that encourage interaction between different users (students from different age groups, teachers, the city, parents, citizens);
• opening the school to the city and promoting the mixed use of public facilities;
• offering rich, playful and varied spatial experiences (ramps, slides, hills, climbing walls, stairs, alcoves, etc.);
• creating natural spaces, parks and gardens that encourage exploration and play in nature (vegetable gardens, wooded areas, plants, beehives, cabins, etc.).

▼位于二楼的幼儿园庭院，The nursery courtyard on the first floor © Salem Mostefaoui

▼阶梯式庭院之间的视觉连接，Visual connections across the stepped courtyards © Salem Mostefaoui

如今，学校建筑受到过度规范的限制，这往往削弱了儿童及其家长的责任感。然而，创造一个过度消毒和过度保护的环境，无法帮助孩子们理解周围的世界及其潜在的危险。正如地理学家帕斯卡尔·克莱尔所描述的那样，“堡垒式学校”——这些在学校操场与公共空间之间形成不透明围墙的综合体——将儿童置于一个受纪律支配的封闭环境中。而在盎格鲁-撒克逊国家，操场通常融入公共空间，晚上和周末自由开放、充满活力。那里不需要监管人员、旋转闸门、报告手册或类似边境检查的设备。孩子们不是在监狱里，他们不会逃跑。传统的封闭式学校以单向教学为基础，需要一个纪律系统，因为其结构本身就制造了纪律问题。它将学生置于被动和从属的地位，无法培养他们的自主性、创造力或责任感。它也无法充分激发学生的认知、情感和社交能力，而这些能力对于融入未来世界至关重要。在德国，森林幼儿园的经验正在不断增加：孩子们只在需要休息或在温暖的地方用餐时才进入简易小屋或拖车，其余时间的学习都在与自然直接接触中进行，并承担由此带来的所有风险和冒险。学校不仅是学习知识的场所，更是学习如何在社会中生活的场所：通过避免过度保护来培养儿童的责任感，以及通过建造被动式可持续学校来培养他们的环境意识，这些都是其中的一部分。

Today, school architecture is subject to over-regulation, which tends to reduce the responsibility of both children and their parents. However, the creation of a sanitised and overprotected environment cannot prepare children to understand the world around them and its potential dangers. “Fortress schools,” as geographer Pascal Clerc describes these school complexes that form an opaque enclosure between the playground and the public space, place children in a closed environment governed by discipline. In Anglo-Saxon countries, playgrounds are often integrated into the public space, freely accessible and lively in the evenings and on weekends. There is no need for supervisors, turnstiles, report booklets, or such devices that evoke border control. Children are not in prison; they do not run away. The traditional school, closed and based on frontal teaching, requires a disciplinary system because its very structure creates disciplinary issues. By placing students in a passive and subordinate position, it does not foster autonomy, creativity or a sense of responsibility. It insufficiently stimulates their cognitive, emotional and social skills, which are nevertheless essential for integrating into the world of tomorrow. In Germany, experiences with Waldkindergärten, forest kindergartens, are multiplying; only a bungalow or a caravan allow children to rest or have a meal in a warm place, while the rest of the time their learning takes place in direct contact with nature, with all the risks and adventures this entails. Schools are not only places for learning knowledge, but above all places for learning how to live in society: developing children’s sense of responsibility by avoiding overprotection, as well as developing their awareness of the environment by building passive and sustainable schools, are part of this.

▼位于二楼的幼儿园庭院，The nursery courtyard on the first floor © Salem Mostefaoui

项目背景
Context

Yvonne Kerzrého 学校综合体位于巴黎西部郊区南泰尔市正在进行大规模城市转型的 Les Groues 社区中心，是一个结构性的公共设施，旨在满足该社区的教育、社会和文化需求。综合体容纳了20个班级（包括8个幼儿园班和12个小学班）、一个课后托管中心和一个学校食堂。该项目延续了 sam 建筑事务所长期坚持的两大主题： 一方面，基于生物基材料和被动式环境策略，设计低碳耐久的建筑； 另一方面，采用实验性和创新性的空间研究方法，以支持持续进行的教学创新。

▼总平面图，Master plan ©Sam architecture

At the heart of Les Groues neighbourhood, a district undergoing major urban transformation in Nanterre, a city in Paris’ western suburbs, the Yvonne Kerzrého school complex is a structuring public facility, responding to the educational, social and cultural needs of the neighbourhood. It accommodates 20 classes, including 8 nursery and 12 primary, an after-school care centre and a school cafeteria. This project develops two themes that have long underpinned the work of sam architecture: • on one hand, the design of low-carbon and durable architecture, based on the use of bio-based materials and passive environmental strategies; • on the other hand, an experimental and innovative spatial research approach, designed to support ongoing pedagogical innovation.

▼街景，Street view © Salem Mostefaoui

▼从铁路花园俯瞰学校建筑群，Aerial view of the school complex from the Jardin des Rails© Salem Mostefaoui

总体构成 – 一座如城市般设计的学校
Overall Composition – A school designed like a city

Yvonne Kerzrého 学校综合体彻底打破了传统学校的类型模式，被构想为一座向天空开放的城市，生活围绕着一个中央中庭展开。这个中庭由屋顶庇护，其两翼如蝴蝶般向上扬起，让光线得以穿透至建筑的心脏。从入口开始，连接门厅与屋顶露台的纪念性楼梯，穿行于这座紧凑而密集的“学习机器”的木结构之中。与北欧盛行的学校模式——通常简化为一个功能性的长方体——不同，Yvonne Kerzrého 学校综合体如同该事务所两年前在热讷维耶完成的姊妹项目一样，缓缓向天空攀升，逐层将 Jardin des Rails 广场与屋顶连接起来。

Breaking decisively with the typology of historical schools, the Yvonne Kerzrého school complex is conceived as a city open to the sky, where life develops around a central atrium. This atrium is protected by a roof, whose two wings lift like a butterfly to allow light to penetrate the heart of the building. From the entrance, the monumental staircase connecting the hall to the roof terrace makes its way through the timber structure of this dense and compact “learning machine.” In contrast to the school model predominant in Northern Europe—often reduced to a functional parallelepiped—the Yvonne Kerzrého school complex, like its counterpart in Gennevilliers completed by the practice two years earlier, rises gently into the sky, gradually linking, floor by floor, the Jardin des Rails square to the rooftop.

▼与铁轨花园相连的天然庭院，The natural courtyard, connected to the Jardin des Rails © Salem Mostefaoui

▼庭院细部，Detail of the garden © Salem Mostefaoui

▼外观细部，Detail of exterior view © Salem Mostefaoui

组织与功能
Organisation and uses

每层楼容纳空间规划的一个单元：
底层：共享和多用途空间——媒体图书馆、运动技能室、食堂和行政办公室。幼儿园课后托管中心也位于底层，朝向庭院一侧。
二层：幼儿园和小学课后托管中心。
三层：小学。
每一层都配有庭院和私人露台，形成环绕内部空间的多个“人造地面层”。这样一来，每个教室都享有直接的户外延伸——无论是通过露台还是通行廊道——即使在密集的城市环境中，也扩展了教育活动的可能性范围。

▼分析图，analysis diagram ©Sam architecture

Each floor accommodates a unit of the spatial programme:
On the ground floor, shared and multi-purpose spaces: the media library, the motor skills room, the cafeteria and the administration offices. The nursery after-school care centre is also located on the ground floor on the courtyard side.
On the first floor, the nursery school and the primary after-school care centre.
On the second floor, the primary school.
Each level is accompanied by courtyards and private terraces, forming as many artificial ground planes surrounding the interior spaces. Each classroom thus benefits from a direct outdoor extension, whether through terraces or access galleries, expanding the range of possibilities for educational activities, even in a dense urban environment.

▼入口大厅处的宏伟大阶梯，The monumental bleachers in the entrance hall © Salem Mostefaoui

▼中央中庭的底层室内广场，The ground-floor plaza in the central atrium © Salem Mostefaoui

▼中庭下方的中央室内广场作为小朋友们的共享空间，The central plaza at the base of the atrium, a shared social space © Salem Mostefaoui

▼图书馆 —— 与大厅及周边社区相连的开放空间，The library, an open space connected to the hall and the neighbourhood © Salem Mostefaoui

▼走廊细部，Detail of the circulation space © Salem Mostefaoui

空间的多样性
Diversity of spaces

作为项目核心的内部中庭，提供了许多在学校项目中不常见的空间形态：
• 俯瞰门厅的纪念性看台；
• 幼儿园和小学的通行廊道之间形成对视，如同四合院建筑中的场景；
• 面向食堂的中央广场，配有大型阶梯式座椅；
• 上层走道上的半圆形座椅；
• 交通流线尽端的共享小广场。
这些差异化的空间为希望将学习活动延伸到教室之外的孩子们和教师们，提供了一系列富有启发性的场所。

The interior atrium, the heart of the project, offers a multitude of spatial situations unusual for a school programme:
• monumental bleachers overlooking the hall;
• cross views between the access galleries of the nursery and primary schools, as in a courtyard building;
• a central plaza facing the cafeteria, equipped with large stepped seating;
• semi-circular seating on the upper walkways;
• shared small squares at the ends of circulation routes.
These differentiated spaces provide a range of stimulating places available to children and teachers wishing to extend learning activities beyond the classroom.

▼中央中庭沐浴在自然光中，Central atrium bathed in natural light © Salem Mostefaoui

▼上层步道设有半圆形座椅的夹层空间：适合小团体互动，Mezzanine with semi-circular seating on the upper walkways: spaces for small-group interaction © Salem Mostefaoui

氛围与材料
Atmosphere and materials

以木材为主的内部空间，与带有阳台和柱网的混凝土外立面形成鲜明对比。这种双重读解源于对碳排放影响与材料耐久性之间平衡的深入思考。木材被用于室内或通行廊道下方的立面，以得到持久的耐候保护并确保可控的老化过程。立面采用木-混凝土双层结构，保证了保温的连续性，同时最大程度减少了热桥。木材与混凝土的结合还优化了楼板的技术性能：复合楼板将混凝土板与木搁栅连接起来，减少了混凝土的使用量，同时保留了传统且成熟的平屋顶系统，并覆盖连续混凝土找平层。通过取消吊顶，技术系统得以暴露，从而在各个方面展现了建筑构造本身。

The interior, dominated by timber, contrasts with the building’s façade in concrete, marked by balconies and columns. This dual reading is the result of a thorough reflection on the balance between carbon impact and material durability. Timber is used inside or in the façades beneath the access galleries in order to be durably protected from weathering and to ensure controlled ageing. The double timber-concrete structure of the façade ensures continuity of insulation while minimising thermal bridges. The combination of timber and concrete also allows optimised technical performance in the floors: composite floors connect concrete slabs to timber joists, reducing the use of concrete while remaining within a traditional and proven flat roof system, covered with a continuous concrete screed. Technical systems are left exposed through the removal of suspended ceilings, thus expressing the construction in all its dimensions.

▼幼儿园教室，View of a nursery classroom © Salem Mostefaoui

▼教室，Classroom © Salem Mostefaoui

▼细部，Detail © Salem Mostefaoui

▼教室内部设有专门用于开展基础自闭症教育的单元，View of a classroom accommodating an elementary autism education unit © Salem Mostefaoui

室外空间
Outdoor spaces

该项目提供了丰富多样的庭院，数量几乎是规定要求的两倍：底层是一个自然泥地的庭院；一层和二层是矿物铺装的庭院，适合春秋季和冬季使用，可用于球类及带轮玩具的游戏；屋顶则是一个由光伏板遮阳的大型露台。在顶部，蝴蝶状的屋顶——一种为中庭带来采光和通风的双坡天窗——设有一个户外剧场。这令人联想到现代主义运动的重要成就——光辉城市中的“第五立面”及其设施，它们通过这一设计手法重新定义了建筑的形象与用途。

The project offers a wide variety of courtyards, almost double the required programme, with on the ground floor a natural courtyard in open ground, on the first and second floors mineral courtyards suited to mid-season and winter conditions, to ball games and wheeled play, and on the roof a large terrace shaded by photovoltaic panels. At the top, the butterfly roof, a double shed that brings light and ventilation to the atrium, accommodates an outdoor theatre. It recalls the fifth façades of the Cités Radieuses and their facilities, key achievements of the modern movement, which, through this device, redefined the image and use of architecture.

▼光伏板的阴影下屋顶露台，The roof terrace in the shade of the photovoltaic panels © Salem Mostefaoui

▼开放式走廊将教室延伸至户外，The access gallery extends the classroom to the outdoors © Salem Mostefaoui

▼蝴蝶屋顶，露天剧场，Butterfly roof, the open-air theatre © Salem Mostefaoui

▼悬于城市之上的庭院景观：将儿童置于更广阔的自然环境中，View of the courtyard suspended above the city: situating children within the wider landscape © Salem Mostefaoui

▼底层平面图，Ground floor plan ©Sam architecture

▼二层平面图，First floor plan ©Sam architecture

▼三层平面图，Second floor plan ©Sam architecture

▼四层平面图，Third floor plan ©Sam architecture

▼剖面图，Sections ©Sam architecture

▼细部详图，Construction details ©Sam architecture

Program
Nursery school (8 classrooms)
Primary school (12 classrooms)
After-school care centre, school cafeteria
Address
24 rue Joséphine Baker
92000 Nanterre, France
Client
City of Nanterre
Design Team
Sam architecture (lead architect)
Bollinger + Grohmann (structural engineer)
Ecallard (cost consultant)
BET Choulet (building services, environmental engineering)
Pollen (landscape architect)
2IDF (civil engineering – roads and utilities)
Altia (acoustics)
Contractors
Lot 01 – Rubner + Génétin (timber structure, structural works, building envelope), DBS (waterproofing)
Lot 02 – Roux Frères (joinery, partitions)
Lot 03 – Axima (plumbing, HVAC)
Lot 04 – Salmon (electrical)
Lot 05 – Flipo (floor finishes, painting)
Lot 06 – MP Ascenseurs (lifts)
Lot 07 – Urban TP (external works, landscape)
Lot 08 – Sunvie (solar panels)
Construction cost
€14,500,000 excl. VAT
Floor area
4,856 m²
Timeline
competition 2019 – delivery 2025
SAM Project team
Boris Schneider (design)
Lucas Eydoux (project lead)
Jean-Baptiste Péron (site supervision)
Isabel Manzanares (design studies)

More: Sam architecture，更多关于：Sam architecture on gooood

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