架构师提供的文本描述。通江小学位于中国东南部的江西省.世界展望组织委托香港大学建筑系的乔舒亚·博尔乔夫和林书豪设计一座新校舍，而不增加在中国发现的典型校舍的费用。这些建筑一般有两层楼高，有开放的阳台，由钢筋混凝土和砖块填充而成。我们的目标是在这些限制范围内工作，建立一座符合现场环境的建筑，并为学习和社会互动创造独特的空间体验。

Text description provided by the architects. Tongjiang Primary School is located in Jianxi Province, south-east China. The charity World Vision commissioned Joshua Bolchover and John Lin at The University of Hong Kong, Faculty of Architecture, to design a new school building at no additional cost to a typical school building found in China. These buildings are generic two story buildings with open balconies constructed from reinforced concrete and brick infill. Our aim was to work within these constraints to produce a building that responded to the site context and could create unique spatial experiences for learning and social interaction.

其目的是将现有的一所学校从220名儿童扩大到450名，办法是新建一栋有11间教室的大楼，为目前没有受教育机会的农村网络提供一个学习中心。该学校位于一个农村村庄，大约有5000名农民种植莲子和烟草，年收入约1700元人民币(260美元)。虽然我们不知道政府对这一地区的具体计划，但有可能通过基础设施建设和工厂发展，将该村纳入中国国家的城市化进程，以减轻农村贫困。在村庄周围，有迹象表明这一潜在的变化：政府规划条例规定，所有建筑物都必须从道路边缘后退；旧房子正在被现代化的新混凝土住宅所取代；路边有一堆旧砖瓦材料。

The brief was to expand an existing school from 220 children to 450 through the creation of a new building with 11 classrooms to provide a learning hub for a network of rural villages that currently do not have access to education. The school is situated in a rural village of approximately 5000 farmers growing crops of lotus seed and tobacco with yearly incomes of about 1700RMB, ($260 US). Although we are not aware of the exact government plans for the area, it is possible that the village could be subsumed within China’s national drive to urbanise many rural areas, through infrastructure building and factory development, in order to alleviate rural poverty. Around the village there are indicators of this potential change: government planning regulations enforce that all buildings are set back from the road’s edge; old houses are being replaced by new modernized concrete dwellings; and stacks of old materials of brick and tiles line the roadside.

我们的目的是在兴建新学校时，利用这些废料，以创新的方式重新调配这些物料。屋顶是由回收砖废料和瓦砾形成的，使屋顶变厚，在夏季为建筑物提供额外的热质量冷却，并在冬季保持热量。瓦砾是从风吹来的植物、苔藓和地衣中天然绿化的基质.屋顶走下，与墙壁接合，墙逐渐变得更加开放，在砖的图案穿孔。这种外部皮肤保护内部教室免受过度的太阳能获取，同时允许通过教学空间进行自然通风。墙和屋顶形成了街道外墙的加厚边缘，使院子的门面受到更多保护，由混凝土鳍和垂直玻璃组成。不同功能的鱼鳍大小不同：用于太阳能保护的薄条和在教室内装有书架的更宽的C部分。

The intention is to make use of these waste materials in the construction of the new school through re-deploying this material in innovative ways. The roof is formed from recycled brick waste and rubble that thickens the roof to provide additional thermal mass cooling the building in summer and retaining heat during the winter. The rubble acts as a substrate for natural greening from wind-blown plants, mosses and lichens. The roof steps down to join the wall which gradually becomes more open through perforations in the brick patterning. This external skin protects the internal classrooms from excessive solar gain yet allows for natural ventilation through the teaching spaces. The wall and roof form a thickened edge to the street façade allowing the more protected façade to the courtyard to be opened up comprising concrete fins and vertical glazing. The fins vary in size for different functions: thin strips for solar protection and wider C-sections that contain bookshelves within the classrooms.

一个关键的概念是允许学校开放供社区使用和参与。该网站的自然地形被操纵，以创造一系列的室外台阶，从正门延伸到建筑和庭院以外。这创造了一个受保护的露天会议室，可以直接从街道进入。水平变化有利地产生了地面一级的大型集会大厅，该大厅还作为社区学习空间或图书馆发挥作用。

A key concept is to allow the school to open up for community use and participation. The natural topography of the site is manipulated to create a series of outdoor steps that stretch from the main entrance across the building and through to the courtyard beyond. This creates a protected open air meeting room that is directly accessible from the street. The level change advantageously produces a large assembly hall at ground level that also functions as a community learning space or library.

通过强调浪费材料的潜力、简单的环境战略和创造不同的室内和室外学习空间，学校具有足够的活力和适应能力，能够承受周围环境中的潜在变化。

Through an emphasis on the potential of waste material, simple environmental strategies and the creation of a diversity of learning spaces, both indoor and outdoor, the school is robust and adaptable enough to withstand the potential transformation in the surrounding context.