架构师提供的文本描述。新的埃尔戈丁中学的中心是一个大的开放的中庭，作为一个集会大厅，一个内部的交汇点，以及学校各部门和职能之间的视觉连接。通过这个中心枢纽，学生们可以轻松直观地从上层的教室到音乐区、体育馆、自助餐厅和地面上的娱乐室找到自己的路。

Text description provided by the architects. The heart of the new Ergolding Secondary School is a large open atrium that serves as an assembly hall, an interior meeting point, and a visual connection between the school’s various departments and functions. Through this central hub, students can easily and intuitively find their way from the classrooms on the upper levels down to the music area, the gymnasium, the cafeteria, and the recreation rooms that sit on the ground level.

 © David Matthiessen

(C)David Matthiessen

教室和车间的走廊逐渐开放和扩大，成为“教室的延伸”，有了个人和团体的工作空间。这些活动为学生、教师和家长提供了非正式的聚会点，以便收集、规划课外活动和交流信息。这些“学习景观”从本质上加强了新建筑内的教学工作。

The hallways that lead from the classrooms and workshops gradually open up and broaden to become ‘extensions of the classrooms’ themselves with individual and group working spaces. These provide the students, teachers and parents with informal meeting points for gathering, planning extracurricular activities, and exchanging information. These ‘learning landscapes’ essentially strengthen the pedagogical work within the new building.

 © David Matthiessen

(C)David Matthiessen

教室的设置灵活多样，更多的是学生的需要，而不是纯粹的课堂教学。不同的工作方法，无论是噪音密集的协作小组工作，还是集中的、单独的办公桌工作，都是通过分散的“学习站点”来完成的，在那里，可选择的、交互式的教育环境可以发展学校可容纳800名学生，每个年级有四个班，其中包括自助餐厅、图书馆、辅助学习区以及娱乐和休闲室。两个场地的体育馆也可供外部团体使用，例如附近的学校，或特殊的俱乐部。

The classrooms are setup for flexible and versatile layouts that are informed more by the needs of the students than by pure, lecture-based teaching. Different working methods, both noise-intensive collaborative group work and concentrated, individual desk work, are both fulfilled by decentralized ‘learning stations’ where alternative, interactive educational situations can develop. The school accommodates 800 students with four classes per grade level and includes a cafeteria, a library, areas for assisted studying, and breakout rooms for play and relaxation. The two-field gymnasium is also available for use to external groups such as the adjacent school nearby, or to special clubs.

 © David Matthiessen

(C)David Matthiessen

有一句瑞典谚语说：“孩子有三位老师：老师、其他孩子和教室。”全日制学校各方面的配合，完全是由Ergolding中学背后的整体教学概念所决定。在一楼，日托通过校园连接到外部，连接到室内，连接到音乐室、艺术室和计算机实验室。三楼是自然科学：物理、化学和生物学。根据教育顾问的建议，教师的预备空间和工作间设在个别讲堂和实验室之间。对于这三门自然科学中的每一门学科，都计划了一个灵活的教室，既可以用作大的演讲空间，也可以通过隔墙分成较小的教室。

There is a Swedish proverb that says: "A child has three teachers: the teacher, the other children, and the (class)room." The alignment of the various areas of the full-time school is informed entirely by the holistic pedagogic concept behind the Ergolding Secondary School. On the ground floor, the daycare links to the exterior through the schoolyard, and to the interior, to the music room, the arts room, and the computer labs. The third floor houses the natural sciences: Physics, Chemistry, and Biology. Following advice from educational consultants, the teachers’ prep space and workrooms have been placed between the individual lecture rooms and laboratories. For each of the three natural sciences, a flexible classroom has been planned that can be used both as large lecture space, or divided into smaller classrooms through a partition wall.

 © David Matthiessen

(C)David Matthiessen

为学校发展了一个个人的气候和舒适的概念，这说明了建筑的位置和方向。其目标是实现视觉、热和空气质量，优化能源消耗，权衡投资成本和运营成本，利用再生资源，减少技术设备的投入。

An individual climate and comfort concept has been developed for the school that accounts for the siting and orientation of the building. It was the goal to achieve visual, thermal and air quality with optimized energy consumption weighing up the investment costs and the costs of operation, with the use of regenerative resource and minimal input of technical appliances.

就能源和经济资源而言，最有效的系统是热泵和燃气锅炉的结合。为了满足加热和冷却的基本负荷要求，在热活化钢筋混凝土板上使用热泵。燃气锅炉满足了最大负荷要求.校园下面的地热探测仪获得了热泵的能量，覆盖了建筑加热负荷的85%。

The most efficient system in terms of energy and economic resources is the combination of a heat pump and a gas-fueled boiler. To meet the base load demand for heating and cooling, the heat pump is used over the thermally-activated reinforced steel concrete slabs. The peak load demand is met by the gas-fueled boiler. A field of geothermal probes beneath the schoolyard obtains the energy for the heat pump and covers 85% of the building’s heating load.

 © David Matthiessen

(C)David Matthiessen

104，7千瓦时/平方米的一次能源需求比现行“节能法令”(ENEV，2009年)低37%。混合空调系统手动和自动工作，以确保持续的，高空气质量的整个一天。为了优化自然日光，北面教室使用光指示系统，从南部走廊向北的8米深的教室引入日光。在整个学年的大部分日子里，人工照明的能源需求都可以减少。在第4层，日光穹顶取代了光指示系统。室内自然日光的存在对学生和教师的舒适、专注和幸福都有很大的影响。整个建筑物，无论是内外，LED照明是使用和节省高达70%的能源消耗比传统照明系统。新的埃尔戈丁中学是一个简单的，技术优化的结构，建立了一个温暖，丰富多彩和诱人的内部学习，一个反应和加强学校的教学远景的质量。

The primary energy demand of 104,7 kWh/m²a undercuts the current Energy Saving Ordinance (EnEV 2009) by 37%. A hybrid air conditioning system works manually and automatically to ensure a continuous, high air quality throughout the day. To optimize natural daylight, the north facing classrooms use light directing systems that bring daylight in from the southern corridors to the north facing classrooms with 8 m depth. On most days throughout the school year, t he energy demand for artificial lighting can be reduced. On level 4, daylight domes replace the light directing system. The presence of natural daylight throughout the interior greatly impacts both to students’ and teachers’ comfort, attentiveness, and well-being. Throughout the whole building, both inside and outside, LED lighting is used and saves up to 70% of energy consumed compared to conventional lighting systems. The new Ergolding Secondary School is a simple, technically optimized structure that establishes a warm, colorful and inviting interior for learning, one that reacts to and reinforces the qualities of the School's pedagogical vision.