摘要
作为第二次世界大战后重构空间的尝试,开放式学校是20世纪60-70年代风靡一时的建筑设计,一度被视为教育变革的催化剂。重新考察开放式学校的兴衰历程,聚焦空间实践,研究发现,开放式学校宽松的空间结构在破除物理障碍的同时,塑造出普遍喧嚣的新声景,提升教学能见度,给教师带来诸多新挑战。由于缺乏前期培训、系统评估与后续支持,未能适应新空间的多数教师为应对声音和视觉干扰,纷纷选择重塑物理与规则屏障,最终导致开放式学校名存实亡。学校空间的生成是一个动态的持续性过程,单方面地革新学校建筑设计,最终只能实现某种形式化的学校空间革新,且隐含着僵化学校时间、限制教学体验的风险。
As an attempt to transform postwar school space,open plan school used to be popular school architecture design in the 1960s and 1970s,being viewed as catalyst for educational innovation.Through re-examining the rise and fall of open plan school with a focus on spatial practice,the study finds that the loose spatial structure of open plan created noisy soundscape and promoted teaching visibility universally while breaking down physical barriers,which posed various new challenges for teachers.Without adequate pre-training,systematic evaluation and follow-up support,many teachers couldn't adapt to the new teaching environments smoothly.They gradually chose to rebuild a series of physical and rule barriers in face of sound and visual interference,and consequently open plan school declined rapidly.The transformation of school space is a dynamic continuing process.Renewing school design unilaterally could only partially changes school space,and often at the risk of ossifying school time and confining teaching and learning experience.
作者
钱晓菲
QIAN Xiaofei(Jing Hengyi School of Education,Chinese Education Modernization Research Institute,Hangzhou Normal University,Hangzhou Zhejiang 311121)
出处
《比较教育研究》
北大核心
2024年第7期102-111,共10页
International and Comparative Education
基金
国家社会科学基金“十四五”规划2021年度教育学青年课题“知识、社团与话语权:美国进步时代教师职业化路径研究”(课题编号:COA210240)。
