Chengdu Haiyang Road Middle School is located in Tianfu New District, Chengdu, which is known as the Garden City. The north, west and south sides of the site are surrounded by high-density residential areas. The uniform residential towers with dense windows create an extremely oppressive visual experience for the site. The primary school and kindergarten on the east side of the site are located on both sides of a southeast-northwest landscape water system axis, facing the site across the road.

Ocean Road Middle School will become a junior high school with 54 classes and 2,700 places. Future education reform requires campus design to fully consider the space requirements of the shift system, three-dimensional sharing, and efficient interconnection; on the other hand, the school's gymnasium, lecture hall, track and field and other facilities can be shared with surrounding residents in a time-sharing manner, reshaping the school boundary. City-school symbiosis; another topic that students and parents pay special attention to is the garden-like creation of schools. A better ecological environment will make the campus itself a textbook for natural education, creating diverse, flexible, interactive indoor and outdoor spaces, enriching Students choose space in classrooms, recesses, and extracurriculars, and the campus as a whole becomes a coherent spatial experience that fully penetrates indoors and outdoors.

The site is like an open space in the center of a high-density neighborhood overlooked by high-rise buildings. In such a special context, the school we envisioned should be like an oasis, giving precious respite to the high-density urban neighborhood. Campus buildings can fully enclose the internal space of the campus and create a series of intimate and pleasant courtyard spaces for children in a high-density city. At the same time, the cultural functions of the school also feed back into the surrounding communities and can be closely linked and shared with existing educational facilities in the surrounding areas. We tried to create a landscape-like school integrated into the community, an educational complex hidden in the garden.


Friendly campus in the courtyard: three-dimensional sharing and efficient interconnection

The dynamically changing volume activates every inch of space in the irregular site, forming a huge courtyard, enclosing the site into a quiet, friendly, and pleasantly sized introverted space. The main entrance of the campus is located on the north side with a wide view, carrying parents' walking route for picking up and dropping off, forming a spacious and pleasant waiting area for parents under the eaves. The secondary entrance is located on the west side, and parents can drive into the pick-up and drop-off area formed by the entrance. There is a school bus drop-off area in the basement, which is adjacent to the central sunken courtyard, making it convenient for students to get off the bus and enter various teaching buildings through the garden.

The main teaching space is located in three interconnected strips on the southwest side, which are divided into teaching groups for three grades. The standard floor of each group includes ordinary classrooms on the south side and teacher offices and classrooms for various subjects on the north side. Different groups of buildings adopt different colors on their facades, and each have three courtyards with different themes. Classrooms for each subject are arranged in groups to form a variety of indoor and outdoor themed spaces, and provide an important sense of belonging and identification for the three courtyards. The Art Building located in the southwest corner gathers art, music, and dance disciplines and becomes the artistic and spiritual core of the campus.


Open campus in the community: reshape boundaries and open sharing

"One community, three schools." The new school attempts to form an educational group with neighboring primary schools and kindergartens to provide teaching and activity facilities for children aged 3 to 15 years old. The landscape axis between the primary school and the kindergarten extends northwest to the interior of the campus, forming a shared axis from the shared entrance on the east side to the main entrance on the north side, and organizes adjacent shared functions. Large spaces such as lecture halls, libraries, and gymnasiums are relatively independent public facilities on campus. Their shapes are freer, and structural forms have become an important element of interior design, creating memorable public space nodes.

The main entrance on the north side exits the square within the red line and faces the green belt on the north side of the road. Combined with the street landscape design, a spacious and pleasant waiting area for parents under the eaves is formed. This important public interface represents the appearance of the campus to the entire community and city. It also hopes to give an overall improvement to the surrounding environment so that the school can better integrate into the community.


Interconnected campus in the landscape: multiple layers of ground, transparent and porous

In a city that develops vertically, the school volume is spread out horizontally to form a ground landscape, which is hidden as much as possible and becomes an extension of the ground. Various public facilities are arranged in the podium to become a landscape-style public ground full of rich functions for the entire school; the dynamic horizontal building volume is slightly folded, staggered, transparent and porous. The artificial landscape is a subtle response to the local landforms of Chengdu, and the courtyard sequence of Yiyi Jingyi attempts to create a more oriental landscape experience. The rich layers in the limited campus space add depth to the space and become a source of surprise and inspiration for children in their daily lives. The sunken courtyard, first-floor ground, second-floor corridor, and roof landscape—the multi-layered ground not only provides the entire campus with diverse and dispersed open spaces for social games and natural exploration, but also serves as an outdoor penetration and extension of the indoor teaching space. , also provides a variety of options for walking through the campus: the ground floor connects all public functions, and the intersecting moving lines form large and small squares to promote communication and interaction between children of different grades; the wind and rain corridor on the second floor makes the entire campus located in "one "Under the common roof", there is smooth interconnection regardless of rain or shine.

The three courtyards each have different landscape themes: the native garden on the north side is planted with local characteristic plants and provides an outdoor classroom for students to observe nature science; the edible garden in the middle is adjacent to the canteen, where students can take care of and pick fruits and vegetables on a small farm. , children learn about the agronomic experience of local production; the rain garden on the south side is an important component of the sponge campus, where children interact with water, explore scientifically, and educate through fun. The roof of the teaching building leaves space for birds to inhabit, so that children can interact with nature, have a distant view, and coexist harmoniously.