簡約的辦公空間

設計 03-29

該項目是生物工程系教學基礎設施的延伸。蒙特雷科技大學的克雷塔羅校區的第一個建築體量構建在直角網格中，從北側任意旋轉41度。鑒於在過去20年中建立的基礎設施缺乏秩序和意旨，Sasaki Design被委託制定新的總體規劃。Sasaki的目標旨在為校園提供秩序和形象，因為目前的校園缺乏意旨和身份。

該方案以羅馬方式定義了兩條軸線，它起源於一個新的「心臟」，一切都從中開始。該項目位於這兩條導向軸之一的東端。這意味著要有一定的層次結構，而不是成為最重要的建築。新的實驗室試圖在他們的基地創造三種不同屬性的新公共空間:兩個戶外廣場，一個連廊及一個室內花園。

Text description provided by the architects. The project is an extension to the teaching infrastructure for the BioEngineering Department. Tecnológico de Monterrey』s Queretaro campus was initially organized in a more or less recognizable Cartesian mesh in its first built volumes, arbitrarily rotated 41 degrees from the north. Given the absence of order and intention in the infrastructure that was built in the last 20 years, Sasaki Design was invited to develop a new master plan. Sasaki』s attempt aims to give order and meaning to the campus, as the current set lacks meaning and identity. The plan defines two axes in a Roman way that originate in a new "heart" from which everything would start. The project is located at the east end of one of these two guiding axes. This implies a certain hierarchy without becoming the most important building. The new Laboratories seek at their site to generate three types of new public spaces with different qualities among them: two exterior piazzas, a portico and an interior garden.

蒙特雷科技大學為「科技21教育模型」的前瞻性願景規劃，目的是全面重塑大學總體的教育模型，以最直接的途徑應對嶄新且日益邁進數字化的授課與學習方式，它摒棄了傳統的教學方法。所需的空間挑戰了最大的靈活性和適應性，這對研究和實驗室設施來說是一項挑戰。

Tecnológico de Monterrey is undergoing one of its most profund and radical transformations with the creation of Tec21 Educational Model, a methodology that is based in challenges and practical experimentation that sets aside the traditional way of teaching. The spaces required challenge maximum flexibility and adaptability, which is not an easy endeavor with research and laboratory facilities.

形式概型是由12個同等的結構模塊和4個特殊結構模塊組成的等邊棱晶體。結構方案是一個環形體，排除了使用結構接縫。在剖面圖中，建築有時會根據立面和平均值，雙層高度或地下層對項目的需求做出回應。全部調整為允許最大靈活性和適應性的教育模式。

The formal scheme is a prism of identical sides conformed by 12 equal structural modules and 4 special ones in the corners. The structural scheme is a ring that eliminates the use of constructive joints to work monolithically. In section, the building reacts to the demands of the program sometimes with heights and averages, double heights or underground levels. All adjusted to an educational model that allows maximum flexibility and adaptability.

該場址是一個大型校區。為此，項目試圖在其入口處呈現完全的透明性。該項目被抬高，只留下公共使用空間，允許通過屋頂可以看到一系列遮陽花園。其立面允許光線滲透，控制熱量增加，促進內部舒適。

The site was the last big campus garden. For this reason, the project seeks to present a complete transparency in its access level. The program is raised to leave only the spaces of common use, allowing the possibility of seeing through the building a sequence of gardens with shades of intense shadows thanks to the roofed program. The perimeter skin is a responsive facade that allows maximum indirect light without heat gain, promoting internal comfort.

建築設計的三個主要理念：中央花園的通用空間，結構的清晰度和力量，以及應用於學術研究空間的間接自然光的使用。

The three main ideas around the design of the building are: the and universal space of the contained central garden, the clarity and power of the structure, and the use of indirect natural light applied to an academic research space.