Research On The Evolution Of Preschool Education Architecture In China

The modernization of a country cannot be separated from the modernization of the people,and education has long been proved to have a decisive role in the modernization of people.As the foundation of the modernization of the whole education system,the modernization of preschool education is of great significance to the modernization of people and even the country.More than a century ago,Liang Qichao expressed his recognition of the importance of it by saying,“A hundred years of life,standing in preschool education.” Preschool education architecture,as the place where infant and early child live for the longest time except the family and the most important physical environment for social preschool education,have an immeasurable impact on the modernization of preschool education.However,the practice and research related to preschool education architecture have not received in-depth and continuous attention,thus forming a huge gap between its importance.In practice,although preschool education buildings should be responsible for promoting quality and fair education,stimulating the physical and mental development of preschool children and building a suitable physical environment.Due to too much “historical debt”,construction is still limited to the individual and basic level,even cannot achieve the type of reform.The construction involved in have not taken this as the goal,so it is impossible to carry out in-depth discussion and exploration on relevant issues;In the aspect of research,preschool education architecture is either reduced to a "footnote" for the development of preschool education,or retired as a "scrap" to make up for the missing in the research of Chinese architecture and Chinese educational architecture,and eventually become a "vacuum zone" between the two fields.As it is located in a "marginal" position of relevant disciplines,the existing achievements present fragmented,leap-forward and non-dynamic cognition,which can be condensed into three aspects: incomplete research process,unclear mechanism of action,and unclear judgment basis of development.In order to form a response to this,the paper discusses the evolution of preschool education buildings in China logically and progressively,and the relevant achievements and innovations are also included:(1)Based on the dual context of "education-engineering",it systematically combs the evolution course of "Chinese preschool education architecture" for the,and forms the cognitive feedback of "Chinese education architecture" category and "Chinese architecture" as a whole on the basis of deepening the cognition of types of architecture.Specifically,Chapter 3 excavates relevant historical materials in accordance with the dual context and initially presents the picture of architectural evolution,and then divides the process into 4 stages and 9 periods according to different spatio-temporal characteristics.This not only fills the "blank" of the research between the two fields of preschool education and architecture,but also initially constructs the understanding foundation of related research and practice.Moreover,it is constructed as a section of the category of "Chinese educational architecture" through horizontal contrast in space,and then connects the overall narrative of modern and modern "Chinese architecture" through the continuous evolution of specific objects in time,thus forming the feedback of relevant cognition.(2)Three important constituent relationships of the evolution of preschool education buildings are defined and studied separately,and then a specific evolution system and cognitive evaluation principle of "ecological transformation of preschool education buildings" are constructed from a multidisciplinary perspective,deepening the meta-research and exploration based on the characteristics of architectural types.Specifically,in Chapter 2,the paper divides the influencing factors into three categories of "political economy--institutional policy","social consciousness--educational goal","cultural thought--architectural culture",and then forms a corresponding relationship with the "planning and construction","function and organization" and "form and tectonics" composed of architectural elements.Then,with the individual development of preschool children as the core,the "biological ecological theory" and the understanding of "architectural transformation" were integrated to build a targeted evolution system of "architectural ecological transformation of preschool education".Next,the macro effects of different periods are comprehensively presented through the effects of influencing factors in Chapter 4.On this basis,the evolution of each component element is thoroughly studied and its sub-characteristics are extracted through Chapter 5～7.Finally,the evaluation principle of future research and practice is constituted by combining the related evolution system.As the above contents discuss the basic problems of the discipline and revise the basic understanding of the discipline through the medium of preschool education architecture,it is actually the construction of the theory or method of the discipline itself rather than the direct appropriation of the knowledge of other disciplines,so it can be considered as a beneficial attempt to the meta-research of preschool education architecture.(3)Put forward the evolution mechanism of all aspects of architectural composition through "functional mediation",and carried out targeted vision setting and situation response according to the characteristics of relevant mechanisms.In Chapter 8,based on the analysis of the evolution of the three components,the author puts forward the evolution mechanism with a specific "function intermediary" as the core,and clarifies the logic of the operation of "planning and construction","function and organization" and "form and tectonics" around "institutional attributes","educational mode" and "architectural concept" respectively.Furthermore,based on this,combined with the current development situation and the possible trend in the future,the vision setting and situation response are respectively carried out on the three aspects of the elements.A clear mechanism of action is not only conducive to a better understanding of the causes of current problems,but also conducive to the adoption of targeted solutions for different aspects of problems in the future,gradually breaking away from direct imitation of external references and reducing blind and repetitive exploration.To sum up,the evolution of preschool education architecture in China is a mechanism in the past,a vision in the present,and a response in the future.It not only has an important practical enlightenment for the construction of type buildings,but also plays an important theoretical complementary role for the research of type buildings,the understanding and development of related fields and even the evolution of the process of Chinese-style modernization.The research significance of the evolution of Chinese preschool education buildings is reflected in this.