中学校园非正式学习空间营造策略研究
Research on Strategies for Creating Informal Learning Spaces in Secondary School Campuses
提交：2026-03-04录用：2026-05-21出版：2026-06-30
空间, 2026, 2(2); https://doi.org/10.58244/spatium.264018
课题资助：华侨大学科研启动费项目（编号：20241XD057）；全国教育科学规划（教育部）项目（编号：2506104838）；教育部协同育人项目（编号：250603492244738）
摘要：“双减”政策促使校园空间发生转变，中学非正式学习空间承担着自主学习以及深度思考的功能，对其育人价值进行重新审视变得有了现实必要性，然而从当前状况而言，校园里的走廊、架空层、楼梯间等过渡性区域，大多时候功能较为单一且氛围比较刻板，对学生行为的有效引导存在欠缺，很难切实支持自主研习以及专注思考。本研究打算在环境行为学与教育心理学相互交叉的视野之下开展，理论【更多...】
关键词：中学校园；非正式学习空间；环境行为学；设计策略；武夷山一中
关键词： 中学校园；非正式学习空间；环境行为学；设计策略；武夷山一中
摘要
摘 要：
“双减”政策促使校园空间发生转变，中学非正式学习空间承担着自主学习以及深度思考的功能，对其育人价值进行重新审视变得有了现实必要性，然而从当前状况而言，校园里的走廊、架空层、楼梯间等过渡性区域，大多时候功能较为单一且氛围比较刻板，对学生行为的有效引导存在欠缺，很难切实支持自主研习以及专注思考。本研究打算在环境行为学与教育心理学相互交叉的视野之下开展，理论支撑主要源自注意力恢复理论、可供性理论以及私密性调节理论。在研究路径方面，按照“理论—策略—案例—启示”的顺序依次展开，针对中学空间所存在的具体问题，提出了一套包含择境、序列、分层、浸润、赋能五个维度的营造策略，择境主要聚焦于引入自然元素，依靠被动的方式促使学生恢复注意力，序列着重关注空间梯度的组织情况，以此引导使用者从公共氛围逐渐过渡至私密心理状态，分层依据声学隐私需求以及社交强度的差异，对功能区域进行较为细致的划分，浸润着重依靠材料质感、光环境以及界面的参与性，营造出一种相对沉静的学习氛围。赋能依靠适度的数字化集成，可辅助学生开展专注力管理工作，该研究选取武夷山一中作为方案样本，针对架空层、廊道以及过渡空间、景观学习节点等关键区域，进行了相对具体落地推演，还针对材质选择、灯光配置以及界面处理等细节展开了探讨，结果说明，这五项策略之间存在着一定程度的协同关系，对于不同场景都有不错的适应性，不管是对已有校园进行改造还是在新建项目中预留空间，都有一定的参考意义。整体而言，此思路在成本控制与可操作性方面较为友好，可为中学存量空间的品质提升提供有理论支撑且有一定可行性的设计参考。
关键词：中学校园；非正式学习空间；环境行为学；设计策略；武夷山一中
Abstract:
Under the impetus of the "Double Reduction" policy, the transformation of campus space has become a key issue. Informal learning spaces in secondary schools are very important places for students to conduct self-directed learning and think deeply. Now, these informal learning spaces need to be re-examined again. However, the current secondary school campuses have many transitional spaces, such as corridors, ground-level open areas, and stairwells. These transitional spaces usually have relatively monotonous functional positioning, a rigid atmosphere, and no behavioral guidance. It is difficult to provide effective support for students' independent study and focused thinking. This paper draws upon the interdisciplinary perspectives of environment-behavior studies and educational psychology, and based on the attention restoration theory, affordance theory, and PThe sequence strategy can make people gradually transition from the public psychological threshold to the private psychological threshold by utilizing spatial gradients, while the stratification strategy can achieve refined functional zoning according to the different demands of acoustic privacy and social intensity.The immersion strategy can create a relatively calm learning atmosphere, which is mainly reflected in aspects such as materials, lighting environment, and interface participation.The empowerment strategy helps students manage their own attention by integrating digital content in a moderate manner. Selecting Wuyishan No.1 Middle School as an example, this paper elaborates on the implementation of these strategies in key areas such as the ground floor open space, corridors, and transitional spaces, and also conducts design deductions on the details of the space, such as materials, lighting, and interfaces. The research results show that these five strategies support each other and gradually reinforce each other, demonstrating strong system synergy and contextual adaptability. These strategies can be widely used for the renovation of existing campuses, as well as for the spatial reservation of newly built campuses, providing cost-effective and easy-to-implement solutions.
Keywords: Secondary school campus; Informal learning space; Environment-behavior studies; Design strategy; Wuyishan No. 1 Middle School
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