摘要
如何为儿童设计环境?当下的设计者和国内的研究者普遍存在着认识上的偏差。因牵涉建筑学之外的知识,研究者认为是它超过建筑学"艺术与技术"层面的"更高层次的设计";实践建筑师在设计教育相关建筑时,尽管他们中有人希望把儿童作为设计主体,却除了知道儿童"尺度"不同于成人外,对儿童的心理和行为了解甚少。在现代建筑学观念中,为儿童设计建造空间的任务,既是心理层面的"奢侈需要",也是社会层面的"基本需要",更是当下每一位建筑学、景观建筑学、城市规划实践者共同面临的任务。这任务要求设计者提出新的设计理念,在极权的现代主义空间之外,为使用者提供与他们自由意志一致的另一种选择,作为对泯灭个性的教育和管理模式的一种抵抗。这既不超越建筑学范畴,也绝非只有"儿童尺度"一个工具。事实上,环境心理学、发展心理学和认知心理学领域50多年的发展,已积累了大量的研究成果,可以为设计提供依据和创意灵感,但设计者和研究者都需要意识到双方在知识体系、话语和思维逻辑上存在隔阂,并且努力去实现沟通。
How to design built environment for children？ There seems to be some common bias among architects and architectural researchers in China's Mainland. Researchers tend to regard design for children as something mightier than the problems of ＇art and technology＇ that architects usually deal with. Architects, on the other hand, have very limited knowledge on children＇s psychological needs and hehaviour than ＇children＇s scale＇, even though some them are willing to take the children as those people whom they really design for. However, from the viewpoint of contemporary architecture, design for children is not only the psychological and therefore ＇luxury need＇, but also the social and therefore ＂basic need＂, and moreover, the task for every architect, landscape architect and urban planner. Such task requires designers to create new ideas to provide solutions according to the will of the users other than the authorities, as a resistant to the educational and administrational system that eliminate individualities. This is neither beyond the architectural territory nor has merely the tool of ＇children scale＇. In fact, the development of over 50 years in environmental psychology, development psychology and cognitive psychology has accumulated sound evidence and knowledge available for designers. For better understanding and cooperating, both designers and researchers need to acknowledge and try to bridge the communication gaps in their knowledge, discourse and mentality.
出处
《住区》
2013年第5期30-34,共5页
Design Community
关键词
儿童空间
游戏空间
社交行为
幼儿园建筑
学校建筑
环境心理学
发展心理学
认知心理学
行为学
行为研究
规训机构
维果斯基
皮亚杰
福柯
children＇s space, playground, social interaction, kindergarten design, school architecture environmental psychology, development psychology, cognitive psychology, ethnology, behavioral research disciplinary institution, Lev Vygotsky, Jean Piaget, Foucault
