北(běi)京大(dà)學公共教室樓 (北(běi)大(dà)二教)
2010年3月(yuè)，《北(běi)京大(dà)學公共教室樓》獲得(de)了(le)由中國勘察設計協會舉辦的(de)2009年度全國優秀工程勘察設計行業評選中建築工程類的(de)三等獎。
2009年12月(yuè)，獲得(de)了(le)由北(běi)京規劃委員(yuán)會舉辦的(de)北(běi)京市第十四屆優秀工程設計評選中的(de)二等獎。
基于對(duì)教室及學習(xí)方式的(de)研究，設計設置了(le)以中庭爲核心的(de)多(duō)種公共空間，促進學生之間的(de)交流。
多(duō)專業綜合節能措施的(de)使用(yòng)，将教學管理(lǐ)自動化(huà)與節能降耗聯系起來(lái)，做(zuò)到了(le)綜合的(de)智能化(huà)設計，其經濟性可(kě)以量化(huà)。是國内最早的(de)基于可(kě)持續發展原則的(de)實踐之一。
建築擁有大(dà)小74間教室，同時(shí)使用(yòng)的(de)師生約7400人(rén)。設計以疏導的(de)概念合理(lǐ)解決大(dà)量人(rén)流在短時(shí)間内的(de)集散問題。
在功能布局上主要有四大(dà)特點：
1. 教室布局契合教學特性，人(rén)流量大(dà)的(de)教室位于建築的(de)底部，利于快(kuài)速疏散。
2. 貫穿全樓的(de)中庭系統，打破了(le)傳統的(de)中走道教學樓模式。通(tōng)過中庭組織自然通(tōng)風系統，同時(shí)把讓自然光(guāng)引入教學樓中部。
3. 設置多(duō)種公共交流與學習(xí)的(de)場(chǎng)所，豐富校園生活。
4. 多(duō)出入口設置，接納來(lái)自各個(gè)方向的(de)人(rén)流。
Public Classroom Building of Peking University (Second Classroom Building)
Public Classroom Building of Peking University, 2010 The Third Prize of the 2009 National Excellent Engineering Survey and Design Industry Organized by China Engineering and Consulting association.
2009 Second Prize of the 14th Beijing Excellent Engineering Design Selection held by the Beijing Planning Commission.
Based on the study of classrooms and learning methods, a variety of public spaces with an atrium as the core were designed to promote communication between students.
Multi-disciplinary comprehensive energy-saving measures connects teaching management automation which cause energy consumption reduction. The economic efficiency can be quantified. It is one of the earliest domestic practices based on the principles of sustainable development.
The building has 74 classrooms with a capacity of 7,400 students. The concept of dredge is the main point to reasonably solve the problem of mass evacuation in a short time.
There are four main features in functional layout:
1. The large classroom is located at the bottom of the building, which facilitates rapid evacuation.
2. The atrium system organizes a natural ventilation system while introducing natural light into the middle of the building.
3.A variety of places for public communication and learning enrich campus life.
4.Multiple entrances and exits to accommodate people from all directions.
