環(huán)境設(shè)計外文翻譯--在任何地方都可以學(xué)習(xí)

1、<p>　　2800單詞，1.5萬英文字符，5000漢字</p><p>　　在任何地方都可以學(xué)習(xí)</p><p>　　LEARNING CAN HAPPEN ANYWHERE</p><p>　　學(xué) 部（院）： 建筑與藝術(shù)學(xué)院 </p><p>　　專 業(yè)： 環(huán)境設(shè)計 </

2、p><p>　　學(xué) 生 姓 名： </p><p>　　學(xué) 號： </p><p>　　指 導(dǎo) 教 師： </p><p>　　完 成 日 期： </p>

3、;<p>　　Learning Objective One—Identify how education architecture can enhance sustainability, ecological design, and innovation through space planning and site design.</p><p>　　A STORY OF SUSTAINABIL

4、ITY, ECOLOGICAL DESIGN AND INNOVATION</p><p>　　We will explore two case studies of replacement schools in the Pacific Northwest—Cherry Crest Elementary and Riverview Elementary. The design of both schools em

5、bodies the concept of 21st Century Learning and the idea that learning can happen anywhere. Together, these projects tell a story of sustainability, ecological design and innovation in education architecture.</p>

6、<p>　　The architecture firm on both projects was the Seattle office of NAC|Architecture. As a leading designer of educational facilities for more than 30 years, NAC|Architecture has completed over 160 major PK-12 sc

7、hool projects for 60-plus school districts. The total value of that construction exceeds $1 billion.</p><p>　　Embodying the experiential quality of architecture, both schools are designed to make one feel no

8、t so much "in the building" as "on the site." The buildings are woven into the landscape in patterns that people discover as they move through the spaces. This integrated experiential environment is i

9、ntended to enhance the curriculum and stimulate student engagement. The schools offer a variety of unique learning spaces, both formal and informal, which encourages the overlap of academic and social in</p><p

10、>　　The space planning and interior design are enhanced with furnishings that enable breakout learning zones and provide ready opportunities for individual or small-group activities. Movable walls and doors between cla

11、ssrooms allow flexible educational arrangements and accommodate team-teaching for groups of various sizes, depending on the learning task.</p><p>　　The schools—both highly energy-efficient buildings on small

12、 sites—also were designed to serve as community gathering places.</p><p>　　From the fields and playgrounds to the gyms and libraries, these schools are truly neighborhood destinations that have enriched thei

13、r communities and local education.</p><p>　　CHERRY CREST ELEMENTARY SCHOOL</p><p>　　Cherry Crest is a school in the Bellevue School District of Washington. The City of Bellevue lies across Lake

14、Washington from Seattle. Bellevue includes thriving retail, commercial and residential areas on the developing east side of Puget Sound; it's a part of Seattle's larger metropolitan area. A substantial taxpayer-a

15、pproved bond measure has enabled the Bellevue School District to replace all its existing elementary schools with new ones that are intended to serve the community for the next 5</p><p>　　A BUILDING INTERCON

16、NECTED WITH NATURE</p><p>　　A defining factor in the design of Cherry Crest was its heavily wooded site adjacent to a public park. The school district has a joint-use agreement with the City of Bellevue for

17、the neighboring park, which students use for physical education and recess. Initially, district officials considered swapping land, but ultimately they decided to keep the property and the school was built on the existin

18、g site.</p><p>　　When the school was constructed, great care was taken to preserve the surrounding trees and the wonderful character of the woodlands so that students, teachers and visitors could fully expe

19、rience life and learning in the middle of a mature forest. To that end, careful planning went into siting the new building to allow the forest environment to be a visible part of the school experience. This central theme

20、 required an understanding of how to site the building to preserve the trees and forest ar</p><p>　　A central theme of Cherry Crest's design was the preservation of surrounding woodlands while remaining

21、innovative in developing the site. Photo Credit: Benjamin Benschneider/OTTO</p><p>　　With the district's strong support, the architectural team decided to use photovol- taics (PVs) on the project. Thus,

22、the building's southern orientation takes best advantage of direct sunlight. Even in rainy Bellevue, the architects felt that using photovoltaics to provide part of the school's power was feasible on this buildin

23、g. Construction crews installed 434 rooftop solar panels, which offset approximately 10 percent of the building's total annual energy use.</p><p>　　Another state-of-the-art step was the use of a ground-s

24、ource heat-pump system. Ground-source exchange wells were sunk under a sand playfield on the adjacent park property. They allow fluid exchange with the building's mechanical system to either cool or heat the building

25、, reducing long-term operating costs. The wells were placed under a sand playfield on the adjacent city park property; they provide all heating and cooling, as well as hot water. The system eliminates the need to burn fo

26、ssil fuel</p><p>　　The architects wanted the theme of green space and a school sited in a wonderful natural setting to continue onto the building itself. Rooftop gardens and outdoor courtyards are living cla

27、ssrooms - and also provide storm water management. Meanwhile, large garden tubs on the first floor rooftop are accessible from the second floor. The flora is far more than attractive: students help care for the plants, u

28、se them to conduct experiments and track their growth. It's a very pleasant place to be and </p><p>　　The courtyards around the school offer students convenient and abundant spaces where they can observe

29、 the abounding outdoor flora and fauna. The courtyards also provide quiet spaces for individual study as well as meeting places for large groups. Groups often use the space to hear speakers deliver presentations.</p&g

30、t;<p>　　FOSTERING 21st CENTURY SKILLS</p><p>　　Now we move on to the building itself, which was conceived to allow views and access to the magnificent natural surroundings. A wealth of windows and win

31、dow-walls provide outdoor vistas. Even when they are deep within the building, students and staff can see outside as though there were no wall and can look directly into the forest. The opportunity to view the outdoors o

32、ccurs in many areas of the school, including classrooms and walkways where students and teachers circulate from space to space.</p><p>　　The school was conceived to allow views and access to the magnificent

33、natural surroundings. Photo Credit: Benjamin Benschneider/OTTO</p><p>　　The building is composed of learning clusters; each comprises four classrooms that surround a shared flex space. The idea is that the f

34、our- teacher teams are working with a smaller group of students, approximately 100, and are able to use both their classroom space and the shared space in the middle to conduct activities. This arrangement accommodates t

35、he development of 21st Century Skills.</p><p>　　The principle behind 21st Century Skills is that successfulstudents must do more than simply retain facts. Students need to learn creativity, collaboration, co

36、mmunication and critical thinking—the 4Cs. Educators are finding that to teach these additional competencies, lecture cannot be the exclusive method by which teaching occurs.</p><p>　　Learning by doing is th

37、e essential principle behind the 4Cs. Students work on projects in small groups or individually, which allows lessons to "stick" much better than by simply memorizing subject matter. Students are actually perfo

38、rming tasks or creating things that are relevant to their learning. The shared flex spaces provide "hubs" for project-based learning to occur. These areas also allow access to the outdoors, expanding the learni

39、ng space and experience outside the building.</p><p>　　Inside, the classrooms are technology rich. Electronic whiteboards used by students and teachers allow large-scale computer-based instruction. In additi

40、on, classrooms contain many typical surfaces for displaying projects, artwork and class materials. There is a variety of built-in casework surfaced with laminate. Laminate was chosen for its durability, which is very imp

41、ortant in a high-traffic school environment, and it also adds significant color appropriate to the theme of the building. The fl</p><p>　　THE LEARNING STAIR</p><p>　　The central design feature i

42、n the school is what the architects call the "learning stair." As you enter the building, there is a 30-foot wide central stairway leading from the first floor to the second floor, surrounded by a balcony above

43、. The area resembles an amphitheater.</p><p>　　The stairs do more than help people ascend to the second floor; they offer a place for spontaneous gatherings and organized activities for teachers and guests.&

44、lt;/p><p>　　The learning stair is an assembly spot for administrators, teachers and guest speakers to address large groups of students. Parents often congregate there to socialize while waiting for their studen

45、ts at the end of the school day</p><p>　　More importantly, the learning stair is a welcoming place for multiple classes of students to meet and collaborate (though not the entire student body at once). Small

46、 groups also gather on the stairs to work together. If students have free time between bells, they can lounge on the stairs amid the natural light streaming in from surrounding windows. Students like to congregate in the

47、 space that connects with the outdoors and reinforces the theme of Cherry Crest.</p><p>　　The Learning Stair is a main feature of the school and a central assembly space. Photo Credit: Benjamin Benschneider/

48、OTTO</p><p>　　In traditional elementary schools, classrooms or specialized spaces such as the library are meant for learning while corridors are reserved for travel. The architect's approach to these two

49、 schools, however, was utilizing the entire school and environment as potential learning areas. The architects created spaces they liken to an eddy in a river: as a river flows there are pools to the side where canoe pad

50、dlers often pull off. Similarly, there are multiple places throughout Cherry Crest where st</p><p>　　The learning stair is one such eddy, but there are also smaller spaces throughout the building. School adm

51、inistrators have found that the children like both sizes of eddy, depending on the situation, such as when they prefer a smaller and more enclosed space to think or do a quiet activity. Essentially, the spaces are as fle

52、xible as possible so they can respond to the changing demands of educational environments. The goal is to be able to respond to that change by providing an adaptable environ</p><p>　　Learning Objective Two—

53、Examine the process followed to design a state-of-the-art educational environment, and the resulting architectural features.</p><p>　　EXAMINING THE EXTERIOR</p><p>　　Now let's return to the

54、building's exterior. The site is so heavily wooded that the building is difficult to see from off-site. Still, the architects arranged ample parking, drop-off space, bus lanes and other ingress/egress necessities. Th

55、ese transportation zones were precisely plotted to maintain smooth function and convenience while minimizing disruption to the forest.</p><p>　　Given the region's rainy climate, the architectural team de

56、signed a large covered area at the front entrance to shelter students, staff and visitors. It is a welcoming entry with a comfortable scale.</p><p>　　The architects worked hard to diminish the scale of the b

57、uilding where it faces the parking lot, which is the view most people see upon arrival. And even though all interior spaces are connected, the building appears to be a series of smaller entities or pavilions that fit nea

58、tly within the landscape.</p><p>　　The site is so heavily wooded that it is difficult to see the building from off-site. Photo Credit: Benjamin Benschneider/OTTO</p><p>　　modern and nobody would

59、 think of it as traditionally residential, by using the textured horizontal siding and a variety of other sidings the architects were able to create an interesting composition that breaks down the scale of the large, 77,

60、000 square foot single building. Trees are visible behind and around the building so that even though it's brand new, it is very nestled into the forest setting.</p><p>　　The colors used on Cherry Crest

61、feature a deep red, selected to complement the evergreen site characteristics, that allows the building to feel that it has been there for a long time.</p><p>　　Cherry Crest was designed prior to the campus

62、tragedies that have made recent national news headlines. Nevertheless, the school uses principles from Crime Prevention Through Environmental Design (CPTED) to create a secure campus. The number of doors is limited in or

63、der to control access, the main entrance requires people to go past the front office in a controlled manner so administrators can know who is entering, and of course all visitors must sign in. The school becomes much eas

64、ier to control</p><p>　　LANDSCAPING A LEARNING ENVIRONMENT</p><p>　　Low-maintenance landscaping is a must for school districts that want to save on operational costs due to limited maintenance o

65、r custodial budget. That's why the landscape design at Cherry Crest called for new low- ground cover and taller hardy species that all are native. This means they can survive and thrive in the area's wet and dry

66、seasons. The native plantings also enhance and reinforce the site's old-forest character.</p><p>　　Another important landscape feature is its contribution to local water quality. Run-off requirements are

67、 strict in the Puget Sound region. Even a site where a previous building stood must be restored to pre-Columbian condition as part of any redevelopment. The goal is to prevent runoff and fertilizers from polluting Puget

68、Sound, a vital ecosystem for salmon in the Pacific Northwest. Puget Sound's near-shore region is composed of shallow saltwater, nearby wetlands, estuaries, beaches and bluffs. </p><p>　　At Cherry Crest,

69、plantings in the parking lot and other areas of the site act as biofiltration swales or rain gardens. Rain and fluids from other sources flow from hard outdoor surfacesinto these planted areas. The roots and other vegeta

70、tion naturally filter the water, helping separate contaminants that come from vehicles and other sources. The cleaner water is collected, detained and finally allowed off-site.</p><p>　　THE DESIGN PROCESS<

71、;/p><p>　　To guide the design of its redeveloped schools, the Bellevue School District uses a model educational specification. This specification describes the educational program at the school, the required sp

72、aces, their sizes, their planned uses, etc. Additionally, the school district applies an individual process for each school to specify modifications that represent the unique design aspects of that particular building. T

73、he district's goal is to satisfy the needs and wants of the community served by </p><p>　　The design process was conducted with a planning and design team composed primarily of teachers, along with some

74、parents and community representatives. This user group helped design the school and provided a better understanding of existing problems and site challenges. The architects initially worked with the group using blocks re

75、presenting different areas of the school. The group discussed their wants, needs, and perceived issues, and then they tried to arrange the blocks on the site to solve </p><p><b>　　QUIZ</b></p&

76、gt;<p>　　1.Which elementary school is located on a heavily wooded site?</p><p>　　a. Cherry Crest Elementaryb. Riverview Elementary</p><p>　　True or False: No fossil fuels are burned on-s

77、ite at Cherry Crest Elementary.</p><p>　　2.What is the term used in education to describe a style of deeper learning that develops the natural curiosity, creativity, and interest of students?</p><

78、p>　　a. Memorizationb. 21st Century Skills</p><p>　　c. Montessorid. Parochial</p><p>　　3.What architectural feature was incorporated into Cherry Crest Elementary to serve as a central assemb

79、ly space? a. The Learning Stairb. The I.D.E.A Lab</p><p>　　c. Elevated walkways above the wetland</p><p>　　True or False: The design process at both schools mirrors the experiential project-bas

80、ed learning that the schools themselves are using.</p><p>　　4.Which elementary school is located adjacent to a wetland?</p><p>　　a. Cherry Crest Elementaryb. Riverview Elementary</p><

81、;p>　　5.What is the special classroom at Riverview Elementary called that is located close to the front of the school and can be used for art and science purposes and also by the community?</p><p>　　a. The

82、 I.D.E.A. Labb. The Library</p><p>　　c. The Courtyardd. The Learning Stair</p><p>　　True or False: At Riverview Elementary most of the materials from the demolished school were re-used onsite.

83、</p><p>　　6.Which energy-saving measure was used at Riverview Elementary?</p><p>　　a. Photovoltaicsb. Ground source heat pump system</p><p>　　c. Daylightingd. Triple-glazed window

84、s</p><p>　　e. Super-insulated wallsf. All of the above</p><p>　　7.What material was used in the community meeting spaces at Riverview Elementary to create a level of sophistication?</p>

85、<p>　　a. Concrete blockb. Horizontal siding</p><p>　　c. Ochre colored cementitious panels d. Woodgrain laminate</p><p>　　In 1956, Ralph Wilson, Sr. founded Wilsonart on a lofty promise:

86、 to deliver laminate anywhere in the United States in 10 days or less. More than half a century later, Wilsonart remains committed to providing unparalleled service and high-quality, innovative products that surpass the

87、expectations of our customers without sacrificing the future of our planet. Our dedication to service, sustainability, and quality is what continues to drive Wilsonart's success into the 21st century.</p><

88、p>　　Wilsonart is one of the world's leading manufacturers and distributors of high pressure laminates and other engineered surfaces used in furniture, office and retail space, countertops, worktops, and other appl

89、ications.</p><p>　　The company operates today under the Wilsonart, Resopal, Polyrey and Arborite brands and has achieved success through a combination of outstanding service, high-quality products, and a foc

90、us on continuously redefining the laminate surface through improved performance and aesthetics.</p><p>　　在任何地方都可以學(xué)習(xí)</p><p>　　本文是針對位于西雅圖地區(qū)的兩個教育類建筑的設(shè)計案例進行探索研究。</p><p><b>　　學(xué)習(xí)目標(biāo)&

91、lt;/b></p><p>　　閱讀這篇文章之后，你將能夠：</p><p>　　1．學(xué)會如何通過空間規(guī)劃與設(shè)計來提高教育建筑的可持續(xù)性，生態(tài)性以及創(chuàng)新性。</p><p>　　2．根據(jù)一個國家的藝術(shù)教育環(huán)境的發(fā)展過程，了解由此產(chǎn)生的建筑特色及其發(fā)展。</p><p>　　3．描述如何利用學(xué)校的自然環(huán)境優(yōu)勢來創(chuàng)造一個創(chuàng)新的學(xué)習(xí)環(huán)境。&

92、lt;/p><p>　　4．以學(xué)習(xí)可以發(fā)生在任何地方為主題進行討論，同時對自然景觀空間設(shè)計有所了解。</p><p><b>　　繼續(xù)教育</b></p><p>　　學(xué)習(xí)目標(biāo)一：學(xué)會如何通過空間規(guī)劃與設(shè)計來提高教育建筑的可持續(xù)性，生態(tài)性以及創(chuàng)新性。</p><p>　　關(guān)于可持續(xù)性，生態(tài)性和創(chuàng)新性的問題。我們將針對位于美國

93、西北部的櫻桃頂小學(xué)和江景小學(xué)的這兩個案例對此進行深入研究。兩個學(xué)校的設(shè)計同時體現(xiàn)了二十一世紀(jì)的新的學(xué)習(xí)觀念，即學(xué)習(xí)可以發(fā)生在任何地方。這些項目共同講述了教育建筑未來的可持續(xù)發(fā)展，生態(tài)設(shè)計以及創(chuàng)新性。</p><p>　　該項目的建筑公司是西雅圖的NAC建筑公司。NAC建筑公司作為一個對教育設(shè)施設(shè)計擁有超過三十年經(jīng)驗的建筑公司，這個公司已經(jīng)完成了超過60所學(xué)校的160多個項目，也包含了學(xué)區(qū)的建設(shè)，創(chuàng)造出超過1000

94、000000美元的總價值。</p><p>　　建筑的品質(zhì)主要體現(xiàn)在，學(xué)校的建筑目的不僅僅是讓人感覺處在建筑內(nèi)部，更應(yīng)該是帶來一種身臨其境的感覺。當(dāng)人們通過這個空間時，會發(fā)現(xiàn)由建筑編織成的景觀模式。這種綜合環(huán)境體驗的目的是為了提高學(xué)習(xí)的積極性，以及激發(fā)學(xué)生參與學(xué)習(xí)的主動性。學(xué)?？梢蕴峁└鞣N獨特的學(xué)習(xí)空間，包括正式和非正式的，以鼓勵學(xué)術(shù)和社會交互彼此重疊。通過自我學(xué)習(xí)與教師合作，利用透明度和視覺連通性以促進共同學(xué)習(xí)

95、。</p><p>　　在為個人或小型團體活動而準(zhǔn)備的空間規(guī)劃和室內(nèi)設(shè)計上，增強擺設(shè)的擺放，使之突破學(xué)習(xí)區(qū)的限制。根據(jù)不同的學(xué)習(xí)任務(wù)，教室之間的墻壁和門可以進行靈活的移動，以此來適應(yīng)不同的教育安排，還可以容納不同大小，不同規(guī)模的成組教學(xué)團隊。學(xué)校的交流聚會場所，也被設(shè)計成高度節(jié)能的建筑模式。</p><p>　　從田野上的體育館以及操場的圖書館來看，這些學(xué)校真正的接近了目標(biāo)，豐富了他們社區(qū)

96、和地方的教育資源。</p><p><b>　　櫻桃頂小學(xué)</b></p><p>　　櫻桃頂小學(xué)在華盛頓貝爾維尤市學(xué)區(qū)。貝爾維尤市橫跨華盛頓湖，西雅圖。貝爾維尤擁有蓬勃發(fā)展的零售業(yè)，在普吉特海灣東區(qū)的開發(fā)商業(yè)及住宅區(qū)；它是西雅圖大都市區(qū)的一部分。大量的納稅人核定債券措施使得貝爾維尤市學(xué)區(qū)新的目標(biāo)是在未來50年，讓社區(qū)取代所有現(xiàn)有的小學(xué)。在新建筑中的一個臨時學(xué)校度過兩

97、年的建設(shè)期后，2012年9月，櫻桃頂小學(xué)的學(xué)生在這里正式開始上課。</p><p><b>　　建筑與自然的關(guān)聯(lián)</b></p><p>　　在櫻桃頂設(shè)計小學(xué)的一個決定性的因素是毗鄰樹林茂密的公園。學(xué)校有一個與貝爾維尤市聯(lián)合使用鄰近公園的協(xié)議，既學(xué)生在體育課和課間可以使用該公園。最初，區(qū)官員要求交換土地，但最終他們決定用留下的財產(chǎn)在現(xiàn)有的地點上建立學(xué)校。在學(xué)校建造之初

98、，他們十分注意保護周圍的樹木和森林，教師和游客可以充分體驗學(xué)習(xí)生活，在一個茂密的森林中自由學(xué)習(xí)。為此，他們進行了仔細的規(guī)劃和選址，使森林環(huán)境變成學(xué)校景觀的一個組成部分。這個主題的中心是如何讓樹木和森林環(huán)繞兩倍大小的新校區(qū)。為滿足這一挑戰(zhàn)，他們將建筑變?yōu)樾鐾?，同時盡可能讓森林靠近學(xué)校的邊緣。</p><p>　　櫻桃頂?shù)脑O(shè)計主題是圍繞林地在開發(fā)網(wǎng)站保存剩余的創(chuàng)新 攝影：本杰明本施奈德/奧托</p>

99、<p>　　在地區(qū)政府的大力支持下，建筑團隊決定使用泰科公司（PVS）的項目。因此，建筑朝向為南部方向，這樣可以充分利用陽光直射。建筑師認為即使在貝爾維尤是陰雨天時，利用太陽能電池做為能源為學(xué)校的建筑提供電力這一方案仍然是可行的的舉措。施工人員在屋頂安裝了434個太陽能電池板，抵消了全年建筑所消耗的約百分之10的能源使用量。</p><p>　　另一個國家最先進的技術(shù)是地源熱泵系統(tǒng)的使用。威爾斯地源埋在

100、公園相鄰的沙球場下。他們使用流體與建筑機械系統(tǒng)作為冷熱交換，降低長期運行所產(chǎn)生的巨大費用。威爾斯被放置在相鄰的城市公園物業(yè)沙球場下；它們提供各種加熱和冷卻的設(shè)施，以及熱水。同時，該系統(tǒng)不需要燃燒化石燃料的場所。</p><p>　　建筑師希望建筑本身和學(xué)校坐落在優(yōu)美的自然環(huán)境之中。因此他們提供了屋頂花園，戶外庭院生活的教室，以及雨水管理。同時，在一樓的屋頂大花園浴缸可以直接到達二樓。植物更是吸引人：學(xué)生幫助照顧植