With the implementation of the national "double-decrease" policy, China's basic education has undergone major changes, with the main teaching ground for students moving from the classroom to the entire campus. In this context, the need for interactive learning has gradually emerged, and the interactive space has become an important place for learning. Gray space is a suitable place for interactive learning, but it is often neglected in elementary school in the old urban areas of Hangzhou due to problems such as limited land use, long history of construction and lagging educational concepts. This study is a re-study as an elementary school series.
1 Analysis of the current situation of gray space in elementary school in the old urban area of Hangzhou
1.1 Brief overview of Hangzhou old town
The old city center of Hangzhou is dominated by the area enclosed by the ten ancient city gates. The old city is mainly a dense multi-storey residential area, with streets and alleys connected to form a community state, presenting the phenomenon of high residential density. Elementary school in this area are basically built in crowded residential areas due to the extremely high residential density, and the boundaries of streets and alleys are often the boundaries of these elementary school.
1.2 Current situation of elementary school in old urban areas of Hangzhou
1.2.1 Existing elementary school in old urban areas
The author got the following table according to the division range of Hangzhou's old urban areas:
1.2.2 Mixed state of elementary school and neighborhoods
In the old urban areas of Hangzhou, the land for elementary school has reached a highly saturated state, making it difficult to expand; elementary school are also being built in the "cracks" of residential areas. Although the space is limited, these elementary school are open to residents in the community, making up for the lack of activity space in the neighborhoods. This close relationship creates an interactive relationship between residents and schools.
1.2.3 Analysis of elementary school types
By abstracting the general plan types of these elementary schools, the author extracts them and divides them into two major categories: monolithic and detached. The monolithic type can be divided into monotype, branch type, L type, concave type, and enclosed type; the separated type can be divided into l type plus dotted type, concave type plus monotype, monotype plus monotype, and monotype plus l type.
1.3 Gray space status of elementary school in the old city of Hangzhou
1.3.1 Existing Types of Gray Spaces in Hangzhou Old City Elementary Schools
According to the research and analysis of gray space in elementary school in the old city, gray space can be roughly divided into four categories, which are corridor space, stair space, ground floor overhead and expanded gray space.
1.3.1.1 Corridor space
The gallery spaces are divided into two main categories, the classroom gallery spaces as well as the crossing spaces that connect the building blocks.
1. Classroom gallery space
(1) Classification by degree of openness
In terms of the degree of openness, it can be subdivided into the following categories, from the highest degree of openness to the lowest, namely, corridor space without columns, corridor space with columns, corridor space with hollow metal panels, corridor space with window holes, and corridor space with windows.
a. Colonnade spaces
Column-free gallery space is where columns are not set on the outside of the gallery and the gallery space exists in the form of a cantilever.
b. Colonnaded spaces
In contrast to a colonnaded space, a colonnaded space has the columns on the outside of the gallery, while the view is somewhat restricted.
c. Open-work metal panel gallery space
Instead, this type of gallery space has a piece of hollowed-out metal paneling hung on the outside and a small space where elementary school children can probe.
d. Window gallery space
The exterior of this type of gallery space is dominated by the form of window openings, so the sense of openness is greatly reduced.
e. Porch space available
This kind of gallery space is more special, in the author's research, I found that they were originally designed in the form of open, but after the design was completed, it was installed with a lot of windows, which are closely connected one by one without any gaps, the open side of the completely filled.
(2) Different types of expansion
Not all of the gallery spaces in these elementary schools are laid out in a single linear fashion. The gallery spaces in individual elementary schools will be expanded to a certain extent locally, namely, staircase expansion type, boundary expansion type, and staggered movement of the blocks.
a. Staircase extensions
This type of gallery space will have a buffer space that protrudes from the gallery space in the stairway section, creating a small piece of gathering space.
b. Boundary Expansion
The outside of the gallery space of tianshui elementary school abandons the orthogonal linear boundary and uses a non-linear curved boundary, which, combined with the l-shaped layout of the main body of the building, allows for the natural expansion of an additional space at the corner of the gallery space.
c. Block misalignment
This type of gallery space utilizes the localized staggering of the blocks to expand a square space.
The expansion of the corridor space is often combined with the form of stairs, followed by the use of block changes, such as Tianshui Elementary School, the use of unconventional boundaries is a more special handling techniques. In these elementary school, the width of the corridor space is between 1.8m-2.4m, the space is more confined, these expansion spaces are urgently needed in the corridor space of the old city elementary school.
2. Aisle space
There are two main types of corridor spaces, the connecting type, which is designed to connect building blocks that are separated from each other, and the through type, which opens up the ground floor of a building to minimize commuting paths.
(1) Connected
Connected breezeway spaces often exist in the form of multi-level connections.
(2) Through type
Walk-through gallery spaces are often found on the ground floor of a building, connecting two spaces that are separated by the main body of the building.
1.3.1.2 Stair space
Stair space is mainly used as vertical transportation in elementary school buildings, and in the elementary schools counted by the author, stair space is mainly divided into two categories, namely built-in and external stair space.
1. Built-in staircase space
According to the degree of openness, can be divided into two types of fully closed and semi-closed, according to the layout of the staircase space can be divided into two types of end type and middle type. Fully closed built-in staircase space is in the whole space does not rely on the window lighting, lighting by the open stairway; semi-closed type is a certain amount of window in the wall, can let the sky light into the staircase space, but the window is limited.
2. External staircase space
Due to the openness of the external staircase itself, the school authority will have some safety measures for the safety concern of students, and this leads to the sense of openness being diminished. According to the degree of openness, it can be categorized into the following three types, which are open, semi-open and closed; and according to the layout of the staircase it can be categorized into parallel and perpendicular.
1.3.1.3 Ground floor elevation
Ground floor elevated space is the first floor space as a place for distribution and activities, there are two main types of ground floor elevated space in elementary school in the old city of Hangzhou, they are open type and semi-open type. Open type overhead space is overhead space at least one side is completely open. Semi-open type overhead space is a solid wall plus semi-open doorway enclosure.
1.3.1.4 Expanded gray space
Expanded gray spaces are gray spaces that are not part of the main structural system of the building and are divided into two categories: dependent and detached.
Sub-section 1.3.1.5
The type of grey space of elementary school in the old city of Hangzhou can be organized to get the following type of tree diagram.
1.3.2 Current situation of gray space use in elementary school in old urban areas of Hangzhou
Two tables were obtained by organizing the grey space data: the percentage of grey space types and the use of grey space. From the gray space type percentage table, it can be seen that except for the necessary stair space and gallery space, overhead space and expanded gray space are relatively scarce. According to another table, exhibition is a function that is set in all gray spaces, with a higher percentage of gallery spaces and overhead spaces; except for stair spaces, all other gray spaces have a slight rest and reading function, with a higher percentage of overhead spaces and expanded spaces; and sports and games only exist in overhead spaces and expanded gallery spaces. Overhead spaces and expanded spaces are typically used for functions with gathering, while stair spaces and gallery spaces are used for functions with higher mobility.
1.4 Gray space analysis of Hangzhou old city elementary school based on interactive learning
1.4.1 Analysis of Interactive Learning Factors in Gray Spaces of Elementary Schools in the Old City of Hangzhou
The school realizes the importance of interactive learning for students and will use the grey space as a place for interactive learning. In gray spaces, schools set up different types of interactional learning factors, such as exhibitions, discussion breaks and reading, sports and games. However, different types of gray spaces can affect the effectiveness of these interactional learning factors.
1. Exhibition factors
Schools often set up exhibits to promote interactive learning in gray spaces, including gallery spaces and expanded gray spaces. However, gallery spaces are limited in terms of exhibition setup, and the frequency and quality of exhibit updates are also affected, making them less interactive.
The exhibition in the expanded gray space is a more immersive experience, with the entire space being part of the exhibition.
2. Discussion of the leisure and reading factor
Tables and chairs are set up to allow students to discuss, rest and read. Some schools have placed tables and chairs in the gallery space, but due to the narrowness of the space and the single boundary, these tables and chairs are placed in a scattered and unattractive manner.
More comfortable tables, chairs and bookshelves in the gallery extension to provide a more comfortable environment.
In the expanded gray space, the entire space is filled with tables and chairs, with bookshelves for each set, and a metal structure draped in green vines to create a more interactive learning atmosphere.
3. Movement factors
Due to the large space required for sports, elementary schools rarely place sports elements in the gray space. However, the curved corridor space at Tin Shui Elementary School has a special form that expands a larger area of gray space, and ping pong tables are placed on one of the floors to provide a place for students to play sports.
4. Game factors
Play is an important means of interaction and learning among elementary school students, but few elementary school have installed play factors in gray spaces. Tianchang Elementary School set up a playground in the overhead space, posted playful decorations and lines on the floor, and set up playful metal components to promote interactive learning among students.
1.4.2 "Transportation" and "Non-transportation" of Gray Spaces in Elementary Schools in Old Town Hangzhou
Expanded gray space and the expanded portion of the gallery space will have a richer function than the gallery space and the stair space for the same interactional learning factor. Overhead spaces will have functions that gallery spaces do not, and expanded gray spaces and overhead spaces are more aggregated than gallery spaces and stair spaces.
The corridor space and staircase space are for high efficiency and have "transportation"; the expanded grey space exists to promote students' interaction and learning, and does not have transportation function, which belongs to "non-transportation"; the elevated space has transportation function and promotes diversified interaction and learning, which belongs to "transportation" and "non-transportation". Both belong to "transportation" and "non-transportation". The difference between them lies in the strength of their transportation attributes.
"Transportable" gray space is a residual product of the instructional space, designed to meet evacuation needs with minimal requirements, confined and small in scale.
The biggest difference between "non-traffic" grey space and "traffic" grey space is that the encroachment of traffic on the space is reduced or even eliminated, so the whole grey space has more space as a place for interaction and learning.
The author argues that in grey spaces, transportation attributes show a negative correlation with the creation of an interactive learning atmosphere.
1.4.3 Absence of non-transportable gray space and confined transportable gray space
Non-transportation gray space is the most suitable place for students to interact and learn, but this kind of gray space is very scarce. This is due to the fact that there is not enough space for this type of gray space because of the constraints of the school site, and the designers have ignored these gray spaces because education in the past has emphasized on test taking and efficiency, and has neglected the experience of the students.
In order to be cost-effective, transportation grey space is often arranged in a single form, such as long corridors between classrooms, and this arrangement ignores the space needed for interaction and learning, resulting in the current transportation grey space being used in a constricted manner.
