深圳后海小學未來花園景觀設計 | GND杰地景觀

2021年，在南山區(qū)相關部門的統(tǒng)籌、一系列社會組織機構的參與下，“花開南山”南山區(qū)社區(qū)共建花園行動計劃正式發(fā)布，現(xiàn)面向全社會招募對社區(qū)有情懷、有理想的設計師加入。

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

此次計劃以花園為媒介，連接人與自然，邀請設計師共同關注城市小微空間環(huán)境提升，對修復城市破碎生態(tài)系統(tǒng)的價值。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更為鳥語花香的環(huán)境，學會與身邊的環(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 設計 | GND杰地與后海小學共建美好花園

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

在由深圳市城市設計促進中心主辦的小美賽第8期｜“共建×設計”——“花開南山”南山區(qū)社區(qū)共建花園項目中，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計單位與十個意向地塊的“花園主”開了一次見面會，設計師與“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師范學院附屬后海小學，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，本項目為PBL（Project-based Learning）屬性，組建以小學生為主體，共建單位、專業(yè)學生共同參與的志愿者團隊，旨在通過設計一系列工坊引導小學生從零開始認知設計，激發(fā)學生們的主動性和創(chuàng)造力，親身參與建造一個心中的理想花園。

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.

調研與溝通

SURVEY AND COMMUNICATION

本底調查

BACKGROUND INVESTIGATION

深圳大學附屬教育集團（南山）后海小學籌建于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，1999年9月正式建成開學。學校占地面10239㎡，建筑面積7550㎡，現(xiàn)有34個教學班，學生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.

▼項目區(qū)位

Project Location

后海小學陳校長為我們介紹了學校的基本情況，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，學校給孩子們設立的小氣象站等等，無不體現(xiàn)出學校對學生課余生活的用心。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協(xié)會的小伙伴帶領我們做了本底調查，了解到在我們眼里統(tǒng)稱為“雜草”的植物竟然多達70+個品種，現(xiàn)場還有很多小動物活動的蹤跡。在與學校科學老師交流的過程中我們也了解到了學校戶外自然教學場地的缺乏。我們甚至還“潛伏”進了大隊委退役座談會，跟可愛的學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)場詳細的本底調查，對現(xiàn)場現(xiàn)有的動植物品種、數(shù)量以及生存狀態(tài)有較為詳細的了解，為后續(xù)設計過程提供技術支持。

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.

▼后海小學生境花園前期植物調查表

Early investigation form of plants in Houhai Primary School Habitat Garden

▼后海小學生境花園（百果園）前期動物調查表

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特的觀點與思考。為了不錯失這些珍貴的寶藏，我們走進后海小學大隊部，以“思辨·探討·發(fā)聲”的形式，與孩子們展開了一場關于共建花園的“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

未來設計師計劃

PLAN OF FUTURE DESIGNERS

要解放孩子的頭腦、雙手、腳、空間、時間，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踐活動帶領孩子們從書本走向實踐，提高思辨能力，促進知識向能力的轉化。首次工坊于8月6日舉行，引導后海小學的學生從尺度、光照等空間維度理解設計與場地之間的關系，并提出自己對場地的改造需求。GND杰地的設計師在綜合考慮之后轉化進設計之中，并預留了兩個在時間維度的余白，與學生共同填補——再生磚和木作。學生們通過親手制作，將自己與學校之間的記憶紐帶存留在這片場地之中。而隨著時間變遷，將會有更多的學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計工坊

FIRST CO-BUILDING WORKSHOP丨DESIGN WORKSHOP

做足前期準備功課之后，一個「未來設計師計劃」就在我們腦海中形成了。GND杰地團隊策劃了第一場共建工坊，教學生們認知“設計”與“尺度”。 同學們通過“觀察”、“問為什么”、“拆解與重組”三個階段來初步了解設計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，為后期設計出有意義、有趣、符合使用者需求的空間奠定基礎。

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「未來設計師計劃」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，通過林風學院學生團隊對環(huán)保再生磚的講解與引導，讓學生們從“使用者”的身份轉變?yōu)椤皠?chuàng)作者”。 小未來設計師們「后海小學的學生」與準設計師們「華南農業(yè)大學林學與風景園林學院師生團隊」以及現(xiàn)任設計師們「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?！贰ⅰ段沂且慌杌ā?、《iDEER艾迪》、《快樂星球》。制作完成后將把它們鋪設在花園中。

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+實踐教學方式，學生們可以清楚了解再生磚使用的材料、制作方法與整體結構，豐富學生們的知識內涵同時提升學生們的創(chuàng)新能力與團隊協(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「未來設計師計劃」工坊讓學生們親自參與種植活動&可再生LOGO制作，通過觀察了解種植的每個步驟，學習簡單的勞動技術，感受植物的生長變化并體驗自己動手的樂趣和成功的喜悅，后續(xù)進行跟蹤觀察記錄，促使學生們更關注科學探究的過程和事物的變化，培養(yǎng)求實、嚴謹、細致的學習態(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內的木塊全部來自場地內被清理廢棄樹木，經過精細加工選料-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行回應。

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.

竹構工坊

BAMBOO FRAMWORK WORKSHOP

華南農業(yè)大學林學與風景園林學院的學生們再次出馬，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生參與進來。大學生們現(xiàn)場采集植物，用透明亞克力板在竹架上制作植物標本，可用做教學用品和裝飾品，生機盎然妙趣橫生。

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、設計、工坊及建造歷經五個月，一個共創(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持下來的小未來設計師們頒發(fā)了獎狀。同時，因為我們新引入了很多師生們不認識的本土植物，我們就用紅酒木塞和燒烤簽自制了植物標識牌。同學們在場地中找到相對應的植物，給它們插上標識牌。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”，因為滿滿的都是細節(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

花園位于學校教學樓北側，操場西側。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，許多小動物雕塑和石頭彩繪閑置在地面上?；▓@里還有學校老師特意挑選種植的各種果樹。豐富的內容和基底為我們改造預留了很多可能性。

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

設計策略 

DESIGN STRATEGY

本案景觀設計在多方協(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)適應性景觀設計、多樣的功能需求、場地使用者的訴求，以及后期運營的可持續(xù)性相結合，以生態(tài)為基底，構建層次豐富的景觀布局，重新激發(fā)場地活力，促進人與自然友好相處，為師生提供感受與體驗自然的更多契機。

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

▼設計手稿

Design sketch

花園運營 

GARDEN OPERATION

在項目建設過程中，通過組織系列共建工坊，讓師生們深度參與到花園策劃、設計、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、管理及運營奠定了基礎，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.

藝術生態(tài) 

ART ECOLOGY

設計融合生態(tài)與藝術，植物設計以場地原生大喬木為主，打開下層空間，維護管理便利，結合鋪裝營造可參與的趣味空間。讓師生們在課間休息時感受到植物的氣息，獲得樂趣與健康。廢棄資源回收利用降低成本的同時，實現(xiàn)環(huán)保可持續(xù)發(fā)展。設計師回收原場地被移除植物，為LOGO、指示標牌、園路籬笆、戶外創(chuàng)意坐凳展示面提供了原材料，這些裝置隨時間變化會收獲意想不到的驚喜。回收建筑廢料瓦片、磚、玻璃瓶等，在設計師和專業(yè)學生們的引導下，小學生們通過構思、設計、重組、拼接、制作，形成獨一無二的再生磚，用來作為園路汀步，藝術創(chuàng)作讓舊物重新煥發(fā)生機且有情感記憶點。

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

空間設計：自然與藝術相結合的參與性景觀

SPACE DESIGN : A PARTICIPATORY LANDSCAPE COMBINING NATURE AND ART

戶外活動區(qū)

OUTDOOR ACTIVITY AREA

學生們表達了對戶外桌凳和交流空間的渴望，設計團隊的回應是創(chuàng)造了一個靈活的戶外活動空間，靠墻一側放置竹構筑物-植物標本花架及裝飾圍欄，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，保證孩子們在游玩時的安全性。入口園路蜿蜒的形狀延續(xù)了場地設計思路，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

「后海」出自《禮記·學記》: 「三王之祭川也，皆先河而后海?；蛟匆?，或委也。此之謂務本?！?「后?！故亲员驹闯霭l(fā)，「未來」是希望?！竸毡厩笫牵步ㄎ磥怼故俏覀儗λ泻⒆拥钠谠S。

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

方案設計頭腦風暴階段，未來設計師們對水塘充滿了熱情?？紤]到學校已設置有幾處養(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。結合校園不同場地的植物生境合理運用鄉(xiāng)土樹種，讓學生們用體驗探索來獲得本地區(qū)自然植被的實踐經驗，培養(yǎng)環(huán)境管理意識，實現(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

景觀設計師希望師生們在這個空間內時能感覺到自己沉浸在一個豐富的花園中，圍繞原場地廊架打造多處植物組團景觀，希望大家慢下來體驗、觀賞園景。并保留一直都「駐守」在花園中的小動物雕塑們和石頭彩繪，并將它們與植物相結合，形成新的景觀，等待孩子們去探索發(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、每個節(jié)點籌建過程中，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

項目建成后建立起學校與環(huán)境、自然、人的關聯(lián)，可以讓孩子們用體驗探索來感知教育，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

本案景觀設計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、學習等多種生活場景的構建，為師生們提供觀賞、休憩、自然教育和戶外活動的花園。生境花園、植物造景照顧到動植物的共生關系和可持續(xù)性；戶外活動區(qū)、趣味秋千提高了空間使用率，為孩子們課余的活動空間創(chuàng)造了更多的可能性；通過組織共建工坊，為后續(xù)可不定期組織學生手作實踐活動奠定基礎。

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，不單是因為我們的項目叫「未來設計師計劃」 ，而是因為我們都不知道這個花園最終呈現(xiàn)的樣子，因為它和它的建造者一樣會隨著時間的流逝而生長，因為它需要所有人一點一滴的堅持和努力。這個花園來自未來，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。我們希望每一個為它付出過時間和汗水的人，都可以真正自豪的指著它說，這個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、大自然保護協(xié)會、深圳市綠色基金會、深圳市城市設計促進中心}

_{支持單位：深圳大學師范學院附屬后海小學、華南農業(yè)大學林學與風景園林學院}

_{設計執(zhí)行：GND杰地景觀}

_{項目地址：廣東 深圳-深圳大學師范學院附屬后海小學}

_{社區(qū)花園：校園型}

_{設計面積：約350㎡}

_{設計內容：景觀改造提升}

_{設計時間：2021年7月}

_{竣工時間：2021年12月}

_{主持設計：丘戈、李冰、岳雪}

_{方案設計：羅峰、楊柯}

_{園建設計：戴建利、李冬美}

_{植物設計：曾鳳玲}

_{師生團隊：林毅穎、李劍、胡志杰、羅嘉綺（導師團隊）。徐翔、鄭志德、葉田田、伍思妍、黃洋、羅婉清、茹芷瑩（學生團隊）。}

_{施工單位：深圳市景秀綠業(yè)園林綠化工程有限公司}

_{項目攝影：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}

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

_{投稿郵箱：info@landscape.cn}

_{項目咨詢：18510568018（微信同號）}