Teaching Room Space Design Of Urban Non-government Primary School

Our country has a large population,and the demand for primary education resources is huge.However,the proportion of state-funded education expenditure is still lower than many developing countries and even low-income countries.It is difficult to rely solely on the government’s increased investment in educational resources to meet growing primary education funding demand.With the continuous development of the economy and society,the non-government primary schools that have emerged in urban areas have,to a certain extent,eased the allocation of quality education resources,and have also coincided with the increasing demand for diversified basic education resources.As a supplement to public education resources,non-government primary schools play an innovator role in education reform practices such as educational concepts,school-running characteristics,and teaching models.Correspondingly,in the specific appeal of the reform of education model,the teaching space,especially the design mode of a large number of teaching room space,is also in urgent need of exploration.This study starts with the teaching room space composition,based on a review of the three basic elements: function composition,scale and form,and space combination discusses the urban private management model under the teaching and learning model featuring diversification and flexibility non-government primary schools teaching room space design research method.Based on the analysis of the specific behavioral activities of teachers and students under the influence of specific teaching and learning patterns,this paper systematically analyzes the spatial function of teaching rooms,and through analyzing the spatial behavior scale of teachers and students in different levels of teaching rooms,we can predict the spatial scale and form of adaptation.Scale analysis,estimation of the spatial scale and form of adaptation;and then based on the principle of utilization optimization,integrate the combined modes of classroom space.In the process of in-depth analysis of the three basic elements of space,based on its differential teaching model,it conducts comparative analysis of the spatial functions and forms of a large number of primary and secondary school classrooms in the United States,Japan,and Taiwan.At the same time,combined with the current situation of the field investigation in some non-government and public primary schools,this paper analyzes the current situation and demand of the school running concept,teaching mode and teaching room,and provides guidance for the direction and results of the follow-up design research.The paper was selected as the case study of the Weifang Yansheng International School(primary department)which selected the entire 271 Education Mode.Through the specific analysis of the school’s concept of running schools and the educational model,the specific function of the classroom space for teaching needs is clarified,and then based on the specific the teaching and learning behavior characteristics combined with the principle of optimal utilization,research and design for the spatial combination of target schools mode.Finally,by comparing the United States,Japan,and Taiwan,Analysis for early design as teaching space design of the space reference classroom’s average index.