深圳后海小學(xué)未來花園景觀設(shè)計(jì) | GND杰地景觀

2021年，在南山區(qū)相關(guān)部門的統(tǒng)籌、一系列社會組織機(jī)構(gòu)的參與下，“花開南山”南山區(qū)社區(qū)共建花園行動(dòng)計(jì)劃正式發(fā)布，現(xiàn)面向全社會招募對社區(qū)有情懷、有理想的設(shè)計(jì)師加入。

In 2021, with the overall planning of relevant departments in Nanshan District and the participation of a series of social organizations, the action plan "Flowering Nanshan" Nanshan District Community is officially released, and the whole society is now recruiting designers with ideals for the community to build gardens together.

生境營造，花園為媒

HABITAT CREATION, GARDEN AS MEDIUM

此次計(jì)劃以花園為媒介，連接人與自然，邀請?jiān)O(shè)計(jì)師共同關(guān)注城市小微空間環(huán)境提升，對修復(fù)城市破碎生態(tài)系統(tǒng)的價(jià)值。通過營造不同的生境，以針灸的方式一步一步改變城市的自然基底，讓城市居民能生活在一個(gè)更為鳥語花香的環(huán)境，學(xué)會與身邊的環(huán)境相處。

This plan uses gardens as a medium to connect people and nature, and invites designers to pay attention to the improvement of the urban environment of small and micro spaces and the value of restoring the broken urban ecosystem. By creating different habitats, acupuncture and moxibustion methods are utilized to change the natural base of the city step by step, so that urban residents can live in a more fragrant environment and learn to get along with the environment around them.

共建 x 設(shè)計(jì) | GND杰地與后海小學(xué)共建美好花園

CO-CONSTRUCTION X DESIGN | GND AND HOUHAI PRIMARY SCHOOL JOINTLY BUILD A BEAUTIFUL GARDEN

在由深圳市城市設(shè)計(jì)促進(jìn)中心主辦的小美賽第8期｜“共建×設(shè)計(jì)”——“花開南山”南山區(qū)社區(qū)共建花園項(xiàng)目中，GND杰地景觀從21家參選單位中脫穎而出，成為10家入圍單位之一。入圍后，主辦方組織了十家入選設(shè)計(jì)單位與十個(gè)意向地塊的“花園主”開了一次見面會，設(shè)計(jì)師與“花園主”雙向選擇并完成配對，最終，GND杰地景觀成功牽手深圳大學(xué)師范學(xué)院附屬后海小學(xué)，共建選址“百果園”。

In the 8th phase of the Little Beauty Contest sponsored by the Shenzhen Center for Design | "Co-construction × Design" - "Flowers in Nanshan" Nanshan District Community Garden Co-construction Project, GND Landscape was selected from 21 participating partners standing out as one of 10 shortlisted companies. After being shortlisted, the organizer held a meeting with 10 selected design companies and the "garden owners" of the ten intended plots. The designers and the "garden owners" made a two-way selection and completed the pairing. In the end, GND landscape successfully matched with a garden owner. The Houhai Primary School affiliated to the Teachers College of Shenzhen University will jointly build the site "Hundred Orchards" with GND.

▼多方共建

Multilateral construction

項(xiàng)目理念：共建-共生

PROJECT CONCEPTS：CO-BUILDING & SYMBIOSIS 

秉持共建-共生的核心理念，本項(xiàng)目為PBL（Project-based Learning）屬性，組建以小學(xué)生為主體，共建單位、專業(yè)學(xué)生共同參與的志愿者團(tuán)隊(duì)，旨在通過設(shè)計(jì)一系列工坊引導(dǎo)小學(xué)生從零開始認(rèn)知設(shè)計(jì)，激發(fā)學(xué)生們的主動(dòng)性和創(chuàng)造力，親身參與建造一個(gè)心中的理想花園。

Upholding the core concepts of co-building and symbiosis, the project was conducted as a PBL (Project-based Learning) practice, with primary school students acting as the main body and the construction unit & professional students serving as a volunteer team. It intends to guide pupils to understand designs based on a series of workshops, stimulate students' initiative and creativity, and motivate them to participate in building an ideal garden.

調(diào)研與溝通

SURVEY AND COMMUNICATION

本底調(diào)查

BACKGROUND INVESTIGATION

深圳大學(xué)附屬教育集團(tuán)（南山）后海小學(xué)籌建于1998年，是一所由南山區(qū)人民政府投資興建的全日制公辦小學(xué)，1999年9月正式建成開學(xué)。學(xué)校占地面10239㎡，建筑面積7550㎡，現(xiàn)有34個(gè)教學(xué)班，學(xué)生1600人，專任教師104人。

Founded in 1998, the Houhai Primary School of Shenzhen University's Affiliated Education Group (Nanshan) is a full-time public primary school funded by the People's Government of Nanshan District. It officially started operation in September 1999. Covering an area of 10,239 m2 and a floor area of 7,550m2, the primary school currently has 34 classes, 1,600 students, and 104 professional teachers.

▼項(xiàng)目區(qū)位

Project Location

后海小學(xué)陳校長為我們介紹了學(xué)校的基本情況，帶我們了解即將被改造的花園背后的故事：老師精心挑選的桑樹、楊桃樹、石榴、龍眼樹，學(xué)校給孩子們設(shè)立的小氣象站等等，無不體現(xiàn)出學(xué)校對學(xué)生課余生活的用心。為了加深對場地原本生態(tài)的了解，我們邀請了大自然保護(hù)協(xié)會的小伙伴帶領(lǐng)我們做了本底調(diào)查，了解到在我們眼里統(tǒng)稱為“雜草”的植物竟然多達(dá)70+個(gè)品種，現(xiàn)場還有很多小動(dòng)物活動(dòng)的蹤跡。在與學(xué)?？茖W(xué)老師交流的過程中我們也了解到了學(xué)校戶外自然教學(xué)場地的缺乏。我們甚至還“潛伏”進(jìn)了大隊(duì)委退役座談會，跟可愛的學(xué)生們做了一次出其不意的“第一次接觸”。

Houhai Primary School's president Chen introduced to us the school's basic status and led us to know the story behind the garden to be constructed: The mulberry, peach, pomegranate, and longan trees exquisitely selected by teachers, the meteorological station established for children, etc. These details all reflect the school's attention to students' extracurricular life. We invited the members of TNC to conduct a local survey, so as to deepen my knowledge of the local ecology on the site. According to our findings, there are 70+ categories of plants, which we referred to as weeds. Besides, we observed the traces of many small animals. When chatting with the school's science teacher, we also found that the school lacked the site for outdoor natural teaching. We even "lurked" in the symposium on retired group chefs, having the first surprising contact with lovely students.

通過現(xiàn)場詳細(xì)的本底調(diào)查，對現(xiàn)場現(xiàn)有的動(dòng)植物品種、數(shù)量以及生存狀態(tài)有較為詳細(xì)的了解，為后續(xù)設(shè)計(jì)過程提供技術(shù)支持。

Through the detailed background investigation on the site, we have a more detailed understanding of the existing species, quantity and living conditions of animals and plants on the site, and provide technical support for the subsequent design process.

▼后海小學(xué)生境花園前期植物調(diào)查表

Early investigation form of plants in Houhai Primary School Habitat Garden

▼后海小學(xué)生境花園（百果園）前期動(dòng)物調(diào)查表

Early Stage Animal survey form of Houhai Primary School Habitat Garden (Hundred Orchards)

共建花園的圓桌討論會丨心愿便利貼

ROUNDTABLE DISCUSSION ON BUILDING A GARDEN丨POST-IT NOTES OF IDEAS

孩子，是這座花園最重要的主人，GND杰地一直相信，每個(gè)孩子都是一座無窮無盡的寶藏。他們擁有新奇、自由、大膽的想法和屬于自己獨(dú)特的觀點(diǎn)與思考。為了不錯(cuò)失這些珍貴的寶藏，我們走進(jìn)后海小學(xué)大隊(duì)部，以“思辨·探討·發(fā)聲”的形式，與孩子們展開了一場關(guān)于共建花園的“圓桌討論會”，并讓各位“小主人”以便利貼形式提出自己的想法。

你想在未來花園看到什么?

Children are the most important owners of this garden. GND has always believed that every child is an endless treasure. They have novel, free and bold ideas, as well as their own unique viewpoints and thinking. In order not to miss these precious treasures, we walked into the brigade of Houhai Primary School and held a "round-table discussion" with the children in the form of "thinking, discussion, and voice" about building a garden together, and asked the children to present their ideas in the form of post-it notes as the hosts

What would you like to see in the Future Garden?

▼心愿便利貼

Post-it notes of ideas

共建工坊

CO-BUILDING WORKSHOP

未來設(shè)計(jì)師計(jì)劃

PLAN OF FUTURE DESIGNERS

要解放孩子的頭腦、雙手、腳、空間、時(shí)間，使他們充分得到自由的生活，從自由的生活中得到真正的教育。                   

——陶行知

It's necessary to free children's brains, hands, legs, space, and time, so that they can enjoy a fully free life and receive a real education in it.

                         —Xingzhi Tao

我們通過共建工坊實(shí)踐活動(dòng)帶領(lǐng)孩子們從書本走向?qū)嵺`，提高思辨能力，促進(jìn)知識向能力的轉(zhuǎn)化。首次工坊于8月6日舉行，引導(dǎo)后海小學(xué)的學(xué)生從尺度、光照等空間維度理解設(shè)計(jì)與場地之間的關(guān)系，并提出自己對場地的改造需求。GND杰地的設(shè)計(jì)師在綜合考慮之后轉(zhuǎn)化進(jìn)設(shè)計(jì)之中，并預(yù)留了兩個(gè)在時(shí)間維度的余白，與學(xué)生共同填補(bǔ)——再生磚和木作。學(xué)生們通過親手制作，將自己與學(xué)校之間的記憶紐帶存留在這片場地之中。而隨著時(shí)間變遷，將會有更多的學(xué)生用自己的雙手填滿這片場地的留白，也填滿他們記憶之中的留白。

With practical activities in the co-building workshop, we will guide children to shift from books to practice, enhance their critical thinking, and facilitate the change from knowledge to competence. The first workshop activity was held on October 6 to guide Houhai Primary School's students to understand the relations between design and site on the spatial dimension, such as scale and lighting, and propose their demands to reconstruct the site. GND's designers incorporated their comprehensive considerations into the design and reserved two blanks on the time dimension for students to fill up—regeneration bricks and woodwork. By making with both hands, students leave the memory that links themselves and the school on the site. As time passes, more students will fill out the blanks on the site with their hands and the space in their memories.

第一場共建工坊丨設(shè)計(jì)工坊

FIRST CO-BUILDING WORKSHOP丨DESIGN WORKSHOP

做足前期準(zhǔn)備功課之后，一個(gè)「未來設(shè)計(jì)師計(jì)劃」就在我們腦海中形成了。GND杰地團(tuán)隊(duì)策劃了第一場共建工坊，教學(xué)生們認(rèn)知“設(shè)計(jì)”與“尺度”。 同學(xué)們通過“觀察”、“問為什么”、“拆解與重組”三個(gè)階段來初步了解設(shè)計(jì)從想法到落地的全部過程。在此期間，我們搜集花園中最重要的“小主人”的改造建議，為后期設(shè)計(jì)出有意義、有趣、符合使用者需求的空間奠定基礎(chǔ)。

After making preliminary preparations, "a plan for future designers" took shape in our minds. GND's team planned the first co-building workshop to teach students about design and scale. Students understand the entire process from proposing the idea to implementation through three stages, including observing, asking why, disconnection & reconstruction. In this process, we collected advice on reconstructing the little masters, the most important part of the garden, to lay a foundation for designing a meaningful, interesting space that meets users' demands.

第二場共建工坊丨再生磚制作

SECOND CO-BUILDING WORKSHOP丨MAKING OF REGENERATION BRICKS

在「未來設(shè)計(jì)師計(jì)劃」的第二次共建工坊中，我們圍繞環(huán)?！ぴ偕じ脑扉_展此次活動(dòng)，通過林風(fēng)學(xué)院學(xué)生團(tuán)隊(duì)對環(huán)保再生磚的講解與引導(dǎo)，讓學(xué)生們從“使用者”的身份轉(zhuǎn)變?yōu)椤皠?chuàng)作者”。 小未來設(shè)計(jì)師們「后海小學(xué)的學(xué)生」與準(zhǔn)設(shè)計(jì)師們「華南農(nóng)業(yè)大學(xué)林學(xué)與風(fēng)景園林學(xué)院師生團(tuán)隊(duì)」以及現(xiàn)任設(shè)計(jì)師們「GND杰地景觀小伙伴」一起制作完成了六塊再生磚，它們的名字分別為《翠鳥春林1》 、《翠鳥春林2》、《蘑菇與蝸?！?、《我是一盆花》、《iDEER艾迪》、《快樂星球》。制作完成后將把它們鋪設(shè)在花園中。

In the second co-building workshop of the "Plan for Future Designers", we carried out this activity centered on environmental protection · rebirth · reconstruction. The students of Linfeng College were invited to teach environmentally-friendly regeneration bricks and guide students to change from users to creators. Little future designers (students of Houhai Primary School), would-be designers (the teachers and students from the Forestry and Landscape Architecture College of South China Agricultural University), and current designers (GND's partners) jointly made six regeneration bricks, which were named Spring Forest with Kingfishers1, Spring Forest with Kingfishers 2, Mushrooms and Snails, I Am a Pot of Flowers, iDEER Eddie, and A Happy Plant. 

After making these bricks, we laid them in the garden.

通過理論+實(shí)踐教學(xué)方式，學(xué)生們可以清楚了解再生磚使用的材料、制作方法與整體結(jié)構(gòu)，豐富學(xué)生們的知識內(nèi)涵同時(shí)提升學(xué)生們的創(chuàng)新能力與團(tuán)隊(duì)協(xié)作，收獲成長樂趣。

By combining theories and practical teaching, students could learn about the materials, manufacturing techniques, and overall structure of regeneration bricks to enrich students' knowledge, enhance students' innovation ability and teamwork skills, and gain the fun of growth.

第三場共建工坊丨植物種植&可再生LOGO制作

THIRD SESSION OF CO-BUIDING WORKSHOP丨GROWING PLANTS & MAKING RENEWABLE LOGOS

本次「未來設(shè)計(jì)師計(jì)劃」工坊讓學(xué)生們親自參與種植活動(dòng)&可再生LOGO制作，通過觀察了解種植的每個(gè)步驟，學(xué)習(xí)簡單的勞動(dòng)技術(shù)，感受植物的生長變化并體驗(yàn)自己動(dòng)手的樂趣和成功的喜悅，后續(xù)進(jìn)行跟蹤觀察記錄，促使學(xué)生們更關(guān)注科學(xué)探究的過程和事物的變化，培養(yǎng)求實(shí)、嚴(yán)謹(jǐn)、細(xì)致的學(xué)習(xí)態(tài)度。

The "Plan for Future Designers" workshop enabled students to participate in planting activities and the making of renewable logos. By observing each planting procedure, students learned simple working technology, saw changes in plants' growth, and personally experienced the fun of operation and the joy of success. Subsequent follow-up, observation, and records urge students to pay more attention to the process of scientific explorations and changes in things, as well as foster the attitudes of practical, rigorous, and detailed learning.

未來花園LOGO內(nèi)的木塊全部來自場地內(nèi)被清理廢棄樹木，經(jīng)過精細(xì)加工選料-量尺-鋸木，以樹干樹枝作為LOGO填充材料，輔以膠水固定，巧用廢棄物對場地進(jìn)行回應(yīng)。

All the blocks for the logos in the future garden were collected from the abandoned trees on the site, which undergo delicate material selection—measuring scale—sawing wood. Then tree branches were used to fill the logo and fixed with glue. The genius use of waste is a response to the site.

竹構(gòu)工坊

BAMBOO FRAMWORK WORKSHOP

華南農(nóng)業(yè)大學(xué)林學(xué)與風(fēng)景園林學(xué)院的學(xué)生們再次出馬，現(xiàn)場制作竹篾和竹架。這是一次非正式的建造工坊，卻吸引到路過的小學(xué)生參與進(jìn)來。大學(xué)生們現(xiàn)場采集植物，用透明亞克力板在竹架上制作植物標(biāo)本，可用做教學(xué)用品和裝飾品，生機(jī)盎然妙趣橫生。

Students from the Forestry and Landscape Architecture College of South China Agricultural University started once again, making bamboo strips and frames on the site. Although it was an unofficial construction studio, it attracted pupils who passed by to join. College students collected plants on the site and made plant specimens on the bamboo frame with transparent acrylic plates. These specimens can be used as teaching props and decorations to create vitality and interest.

開園儀式 

OPENING CEREMONY

從最開始的入圍、互選、溝通、設(shè)計(jì)、工坊及建造歷經(jīng)五個(gè)月，一個(gè)共創(chuàng)共建+游樂天地+自然教育+生態(tài)可持續(xù)的未來花園在這里形成。這座花園，承載了美好的心愿與無限的期望。終于迎來正式開園了！我們給積極參與并堅(jiān)持下來的小未來設(shè)計(jì)師們頒發(fā)了獎(jiǎng)狀。同時(shí)，因?yàn)槲覀冃乱肓撕芏鄮熒鷤儾徽J(rèn)識的本土植物，我們就用紅酒木塞和燒烤簽自制了植物標(biāo)識牌。同學(xué)們在場地中找到相對應(yīng)的植物，給它們插上標(biāo)識牌。就像我們參加開園儀式的嘉賓所說：未來花園雖小，可是它“越逛越大”，因?yàn)闈M滿的都是細(xì)節(jié)和故事。

After five months from the initial shortlist, mutual selection, communication, design, workshop and construction, a future garden of co-creation and co-construction + playground + natural education + ecologically sustainable is formed. This garden carries beautiful wishes and infinite expectations. Finally, the park is official open! We awarded certificates to the young future designers who actively participated and persisted in this project. At the same time, because we have newly introduced many native plants that teachers and students do not know, we made our own plant signage with red wine corks and barbecue sticks. Students find the corresponding plants in the field and put identification cards on them. As our guests at the opening ceremony said: the future garden is small, but it "gets bigger and bigger" because it is full of details and stories.

讓我們一起來看看最終的共建花園發(fā)生了什么樣的變化

LET'S TAKE A LOOK WHAT HAS CHANGED IN THE FINAL CO-CONSTRUCTION GARDEN

場地現(xiàn)狀 

SITE STATUS

花園位于學(xué)校教學(xué)樓北側(cè)，操場西側(cè)。花園原本被綠籬和植物牌圍合起來，上層喬木郁閉，下層或是土壤裸露，或是地被散布，許多小動(dòng)物雕塑和石頭彩繪閑置在地面上?；▓@里還有學(xué)校老師特意挑選種植的各種果樹。豐富的內(nèi)容和基底為我們改造預(yù)留了很多可能性。

The garden is located on the north side of the school building and on the west side of the playground. The garden was originally enclosed by hedges and plant cards. The upper arbor layer was closed, and the lower layer was either bare or scattered soil on the ground. Many small animal sculptures and stone paintings were left idle on the ground. There are also various fruit trees specially selected and planted by the school teachers in the garden. The rich content and base keep many possibilities for our transformation. 

▼基地現(xiàn)狀

Site status

設(shè)計(jì)策略 

DESIGN STRATEGY

本案景觀設(shè)計(jì)在多方協(xié)作共同努力下，秉持共創(chuàng)-共建-共生的核心理念。將生態(tài)適應(yīng)性景觀設(shè)計(jì)、多樣的功能需求、場地使用者的訴求，以及后期運(yùn)營的可持續(xù)性相結(jié)合，以生態(tài)為基底，構(gòu)建層次豐富的景觀布局，重新激發(fā)場地活力，促進(jìn)人與自然友好相處，為師生提供感受與體驗(yàn)自然的更多契機(jī)。

The landscape design adheres to the core concept of co-creation-co-construction-symbiosis under the joint efforts of multiple parties. Combining ecologically adaptive landscape design, diverse functional requirements, users' demands, and the sustainability of future operations, we constructed a rich landscape layout based on ecology, re-energize the site, and promote friendship between human and nature, which has provided teachers and students with more opportunities to feel and experience nature.

▼功能分區(qū)

Functional layout

▼設(shè)計(jì)手稿

Design sketch

花園運(yùn)營 

GARDEN OPERATION

在項(xiàng)目建設(shè)過程中，通過組織系列共建工坊，讓師生們深度參與到花園策劃、設(shè)計(jì)、建造的全過程中，幫助師生成為自己環(huán)境的管理員。為后期花園維護(hù)、管理及運(yùn)營奠定了基礎(chǔ)，也為校園生活帶來更多趣味與活力。

In the process of project construction, teachers and students can deeply participate in the whole process of garden planning, design and construction by organizing a series of co-construction workshops, which help teachers and students become administrators of their own environment. It laid the foundation for the maintenance, management and operation of the garden in the later period, and brought more interest and vitality to campus life.

藝術(shù)生態(tài) 

ART ECOLOGY

設(shè)計(jì)融合生態(tài)與藝術(shù)，植物設(shè)計(jì)以場地原生大喬木為主，打開下層空間，維護(hù)管理便利，結(jié)合鋪裝營造可參與的趣味空間。讓師生們在課間休息時(shí)感受到植物的氣息，獲得樂趣與健康。廢棄資源回收利用降低成本的同時(shí)，實(shí)現(xiàn)環(huán)保可持續(xù)發(fā)展。設(shè)計(jì)師回收原場地被移除植物，為LOGO、指示標(biāo)牌、園路籬笆、戶外創(chuàng)意坐凳展示面提供了原材料，這些裝置隨時(shí)間變化會收獲意想不到的驚喜?；厥战ㄖU料瓦片、磚、玻璃瓶等，在設(shè)計(jì)師和專業(yè)學(xué)生們的引導(dǎo)下，小學(xué)生們通過構(gòu)思、設(shè)計(jì)、重組、拼接、制作，形成獨(dú)一無二的再生磚，用來作為園路汀步，藝術(shù)創(chuàng)作讓舊物重新煥發(fā)生機(jī)且有情感記憶點(diǎn)。

The design integrates ecology and art. The plant design is mainly based on the large trees on the original site, which opens up the lower space, facilitates maintenance and management, and creates an interesting space for participation in combination with paving. Teachers and students can feel the breath of plants during class break, and have fun and health. Recycling and utilization of waste resources reduces costs while achieving environmental protection and sustainable development. The designer recycled the removed plants from the original site to provide raw materials for display surface such as LOGO, signage, garden road fence, and outdoor creative bench. These installations will receive unexpected surprises over time. The design recycles construction wastes such as tiles, bricks, glass bottles, etc. Under the guidance of designers and professionals, primary school students form unique recycled bricks which are used as garden paths through conception, design, reorganization, splicing, and production. Artistic creation brings old things back to life and has emotional memory points.

▼植物造景

Plant landscaping

▼環(huán)保再生

Environmentally-friendly regeneration

空間設(shè)計(jì)：自然與藝術(shù)相結(jié)合的參與性景觀

SPACE DESIGN : A PARTICIPATORY LANDSCAPE COMBINING NATURE AND ART

戶外活動(dòng)區(qū)

OUTDOOR ACTIVITY AREA

學(xué)生們表達(dá)了對戶外桌凳和交流空間的渴望，設(shè)計(jì)團(tuán)隊(duì)的回應(yīng)是創(chuàng)造了一個(gè)靈活的戶外活動(dòng)空間，靠墻一側(cè)放置竹構(gòu)筑物-植物標(biāo)本花架及裝飾圍欄，是空間創(chuàng)意裝飾品也是自然教育教具。蜂窩狀休憩長凳由鍍鋅鋼、防腐木、建筑廢料和場地回收的樹干制成，可作為坐凳和講臺，供休憩或演講者使用。長凳旁場地原生喬木為戶外坐凳提供了舒適的休憩遮陰區(qū)域。 

The students expressed their desire for outdoor tables, stools and communication spaces. The design team responded by creating a flexible outdoor activity space. Bamboo structures - herbarium flower stands and decorative fences were placed on the side of the wall, which are used as creative decorations for the space and also natural educational tools. The honeycomb rest bench is made from galvanized steel, preservative wood, construction waste and tree trunks recycled from the site, and can be used as a bench and podium for speakers and visitors to relax. The native arbors beside the benches provide a comfortable shade area for rest on the outdoor benches.

趣味秋千

FUN SWING

隱于林間的趣味秋千，擇址廊架和走廊欄桿之間的半圍合空間，在滿足孩子們歡樂要求的同時(shí)，保證孩子們在游玩時(shí)的安全性。入口園路蜿蜒的形狀延續(xù)了場地設(shè)計(jì)思路，利用場地回收的樹干樹枝作為圍欄，放置于種植區(qū)域邊緣。常綠、落葉、觀花與原生景觀植物在此創(chuàng)造了獨(dú)特的生態(tài)系統(tǒng)。

The fun swing hidden in the forest not only meets the children's requirements for fun, but also ensure the safety of the children when they play which is located in a semi-enclosed space between the gallery frame and the corridor railings. The meandering shape of the entrance garden road continues the design idea of the site, using the reclaimed trunks and branches of the site as a fence and placing it on the edge of the planting area. Where evergreen, deciduous, ornamental flowers and native landscape plants create a unique ecosystem.

隨著時(shí)間的推移，回收的木材將通過再生過程溶解到土壤中。

Over time, the reclaimed wood will dissolve into the soil through a process of rebirth.

未來花園

FUTURE GARDEN

「后?！钩鲎浴抖Y記·學(xué)記》: 「三王之祭川也，皆先河而后海。或源也，或委也。此之謂務(wù)本?！?「后?！故亲员驹闯霭l(fā)，「未來」是希望?！竸?wù)本求是，共建未來」是我們對所有孩子的期許。

Houhai is a term from the Book of Rites · Learning and Memorizing, "When it comes to worshipping water, three emperors place rivers before the ocean because they are the source of origin or are meandering. Such is the so-called root. Houhai means starting from the origin, while "future" means hope. "Realism, seeking-truth, and co-building of future" are our expectations for all children.

生境花園

HABITAT GARDEN

方案設(shè)計(jì)頭腦風(fēng)暴階段，未來設(shè)計(jì)師們對水塘充滿了熱情?？紤]到學(xué)校已設(shè)置有幾處養(yǎng)魚的地方，不如做一些新的嘗試吧！雨水花園能美化環(huán)境、凈化空氣、改善局部小氣候，從而形成獨(dú)特的生態(tài)系統(tǒng)。

In the brainstorming stage of the concept design, the future designers are full of enthusiasm for the pond. Considering that the school has set up a few places to raise fish, why not try something new! Rain gardens can beautify the environment, purify the air, and improve the local microclimate, thus forming a unique ecosystem.

▼剖面圖

Section Diagram

植物的搭配充分考慮了顏色和質(zhì)地的變化，豐富的品種也為后期自然教育提供了合適的場所。結(jié)合校園不同場地的植物生境合理運(yùn)用鄉(xiāng)土樹種，讓學(xué)生們用體驗(yàn)探索來獲得本地區(qū)自然植被的實(shí)踐經(jīng)驗(yàn)，培養(yǎng)環(huán)境管理意識，實(shí)現(xiàn)可持續(xù)發(fā)展教育。

The arrangement of plants fully considers the changes in color and texture, and the rich variety also provides a suitable place for post nature education. Combining with the plant habitats of different sites on the campus, the native tree species are applied reasonably, so that students can explore deeply to gain practical experiences about natural vegetation in the region, which helps to cultivate their environmental management awareness, and realizes sustainable development education.

植物造景

PLANT LANDSCAPING

景觀設(shè)計(jì)師希望師生們在這個(gè)空間內(nèi)時(shí)能感覺到自己沉浸在一個(gè)豐富的花園中，圍繞原場地廊架打造多處植物組團(tuán)景觀，希望大家慢下來體驗(yàn)、觀賞園景。并保留一直都「駐守」在花園中的小動(dòng)物雕塑們和石頭彩繪，并將它們與植物相結(jié)合，形成新的景觀，等待孩子們?nèi)ヌ剿靼l(fā)現(xiàn)。

The landscape designer hopes that teachers and students can feel that they are immersed in a prosperous and interesting natural garden when they are in this space, and hopes everyone can slow down to experience and enjoy the garden by creating a number of plant group landscapes around the galleries on the original site. Also, the design keeps the small animal sculptures and stone paintings that have been "stationed" in the garden, and combine them with plants to form a new landscape, waiting for children to explore and discover.

思維碰撞、多次工坊、每個(gè)節(jié)點(diǎn)籌建過程中，是一群共同熱愛著未來花園的人，才讓它取得從有到優(yōu)的良好開端，后續(xù)共生階段期待大家一起創(chuàng)造更多可能性。

The collision of thoughts, several workshops, and the construction of each node started and got better under the joint efforts of people who love the future garden. We hope that everyone will work together in the symbiosis stage to create more possibilities.

▼前后對比

Before-After

探索自然·感受美好

EXPLORE NATURE · FEEL THE BEAUTY

項(xiàng)目建成后建立起學(xué)校與環(huán)境、自然、人的關(guān)聯(lián)，可以讓孩子們用體驗(yàn)探索來感知教育，豐富孩子們的精神文化成長。

After the project is completed, the connection between the school and the environment, nature and people will be established, allowing children to perceive education through experiential exploration and enrich their spiritual and cultural growth.

孩子們來到花園親近自然，在林間穿梭、嬉戲玩耍、探索自然，感受大自然的美好與饋贈。

Children come to the garden to get close to nature, shuttle among the forests, play and explore nature, and feel the beauty and gifts of nature.

? 車迪

本案景觀設(shè)計(jì)基于功能需求和使用者訴求營造自然、交往、健康的空間環(huán)境。通過游樂、社交、學(xué)習(xí)等多種生活場景的構(gòu)建，為師生們提供觀賞、休憩、自然教育和戶外活動(dòng)的花園。生境花園、植物造景照顧到動(dòng)植物的共生關(guān)系和可持續(xù)性；戶外活動(dòng)區(qū)、趣味秋千提高了空間使用率，為孩子們課余的活動(dòng)空間創(chuàng)造了更多的可能性；通過組織共建工坊，為后續(xù)可不定期組織學(xué)生手作實(shí)踐活動(dòng)奠定基礎(chǔ)。

The landscape design creates a natural, social and healthy space environment based on functional requirements and user demands. Through the construction of various real-life scenarios such as play, social interaction, and learning, it provides teachers and students with gardens for viewing, resting, nature education and outdoor activities. Habitat gardens and plant landscaping take care of the symbiotic relationship and sustainability of animals and plants; outdoor activity areas and fun swings improve space utilization and create more possibilities for children's after-school activity space; The workshop will lay the foundation for the following organizations of hand-made practical activities for students from time to time.

▼總平面圖

Master Plan

我們的未來花園，未來可期

OUR FUTURE GARDEN CARRIES A PROMISING FUTURE

它叫做未來花園，不單是因?yàn)槲覀兊捻?xiàng)目叫「未來設(shè)計(jì)師計(jì)劃」 ，而是因?yàn)槲覀兌疾恢肋@個(gè)花園最終呈現(xiàn)的樣子，因?yàn)樗退慕ㄔ煺咭粯訒S著時(shí)間的流逝而生長，因?yàn)樗枰腥艘稽c(diǎn)一滴的堅(jiān)持和努力。這個(gè)花園來自未來，它建造的全過程是一場未來與我們對話。這個(gè)花園承載著參與者們的記憶，也承載著它對參與者們的期許，它希望不要被遺忘，它需要陪伴。我們希望每一個(gè)為它付出過時(shí)間和汗水的人，都可以真正自豪的指著它說，這個(gè)花園是我親自參與建造的，而這磚，這木樁，這一草一花就是證明。

It is called the future garden not only because our project is named the Plan of Future Designers, but because none of us knows what the garden will eventually look like. Also, this garden and its constructor will grow over time. Therefore, it requires everyone to insist and work hard bit by bit. This garden is from the future, and its construction process is a dialogue between the future and us. This garden carries not only participators' memories but also their expectations. It hopes not to be forgotten but to be accompanied. We hope that everyone who paid time and effort for it can point at it and proudly say, "I participated in building this garden. This brick, the timber pole, and plants are perfect proof.

▼共建過程

Co-construction  process

_{項(xiàng)目信息}

_{主辦單位：南山區(qū)城市管理和綜合執(zhí)法局}

_{聯(lián)合承辦：GND杰地景觀、蛇口社區(qū)基金會、大自然保護(hù)協(xié)會、深圳市綠色基金會、深圳市城市設(shè)計(jì)促進(jìn)中心}

_{支持單位：深圳大學(xué)師范學(xué)院附屬后海小學(xué)、華南農(nóng)業(yè)大學(xué)林學(xué)與風(fēng)景園林學(xué)院}

_{設(shè)計(jì)執(zhí)行：GND杰地景觀}

_{項(xiàng)目地址：廣東 深圳-深圳大學(xué)師范學(xué)院附屬后海小學(xué)}

_{社區(qū)花園：校園型}

_{設(shè)計(jì)面積：約350㎡}

_{設(shè)計(jì)內(nèi)容：景觀改造提升}

_{設(shè)計(jì)時(shí)間：2021年7月}

_{竣工時(shí)間：2021年12月}

_{主持設(shè)計(jì)：丘戈、李冰、岳雪}

_{方案設(shè)計(jì)：羅峰、楊柯}

_{園建設(shè)計(jì)：戴建利、李冬美}

_{植物設(shè)計(jì)：曾鳳玲}

_{師生團(tuán)隊(duì)：林毅穎、李劍、胡志杰、羅嘉綺（導(dǎo)師團(tuán)隊(duì)）。徐翔、鄭志德、葉田田、伍思妍、黃洋、羅婉清、茹芷瑩（學(xué)生團(tuán)隊(duì)）。}

_{施工單位：深圳市景秀綠業(yè)園林綠化工程有限公司}

_{項(xiàng)目攝影：曾天培、車迪}

_{策劃/視效：iDEER LAB}

_{Organizer and Sponsor: Nanshan District Urban Management and Comprehensive Law Enforcement Bureau}

_{Co-organized by: GND Jiedi Landscape Design, Shekou Community Foundation，The Nature Conservancy (TNC), Shenzhen Green Fund Association, Shenzhen Center for Design}

_{Supported by: Houhai Primary School, South China Agricultural University丨College of Forestry and Landscape Architecture}

_{Design Execution: GND Jiedi Landscape Design}

_{Project Address: Shenzhen, Guangdong - Houhai Primary School Affiliated to Shenzhen University}

_{Community Garden: Campus Type}

_{Design area: about 350㎡}

_{Design content: landscape renovation and improvement}

_{Design time: July 2021}

_{Completion time: December 2021}

_{Chief Designer: Qiu Ge,Li Bing, Yue Xue}

_{Concept design: Luo feng, Yang Ke}

_{Garden construction design: Dai Jianli, Li Dongmei}

_{Plant Design: Zeng Fengling}

_{Teacher-student team: Lin Yiying, Li Jian, Hu Zhijie, Luo Jiaqi (mentor team). Xu Xiang, Zheng Zhide, Ye Tiantian, Wu Siyan, Huang Yang, Luo Wanqing, Ru Zhiying (student team).}

_{Landscape construction: Shenzhen jingxiulvye Landscaping Engineering Co., Ltd}

_{Photography: Zeng Tianpei、Che Di}

_{Planning/Visual Effects: iDEER LAB}

_{版權(quán)聲明：本文版權(quán)歸原作者所有，請勿以景觀中國編輯版本轉(zhuǎn)載。如有侵犯您的權(quán)益請及時(shí)聯(lián)系，我們將第一時(shí)間刪除。}

_{投稿郵箱：info@landscape.cn}

_{項(xiàng)目咨詢：18510568018（微信同號）}