The Impact of Campus Space on Teacher-Student Social Behaviour: A Comparative Study of Shanxi Yuci No.2 Middle School and UCL Academy
Journal: Architecture Engineering and Science DOI: 10.32629/aes.v5i4.3207
Abstract
This paper explores spatial differences in campus design and their impact on teacher-student social behaviour, using Space Syntax theory as a framework. School buildings in China are characterized by a strong programme that emphasizes collectivism, order, and functionality, featuring symmetrical layouts and clear boundaries. In contrast, British school buildings prioritize individuality and innovation, with flexible layouts and dispersed functional spaces that encourage outdoor activities and social interaction, fostering independence and creativity. These differences reflect the cultural values and educational philosophies of China and the UK, significantly influencing social behaviour. This paper examines the distinct architectural styles and internal organisation of school buildings in China and the UK through a case study of Shanxi Yuci No.2 Middle School and UCL Academy. By studying these two school cases, this research explores how different educational environments shape teaching methods and student behaviour, providing insights for school design and educational practice.
Keywords
school buildings; cultural differences; spatial layout; space syntax
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[2]Hillier, B. (1996). Space is the machine: A configurational theory of architecture. Cambridge University Press. Retrieved from http://eprints.ucl.ac.uk/3881/
[3]Hillier, B., & Hanson, J. (1984). The social logic of space. Cambridge University Press.
[4]Hillier, B., Hanson, J., & Peponis, J. (1984). What do we mean by building function? In J. A. Powell, I. Cooper, & S. Lera (Eds.), Designing for building utilisation (pp. 61-72). Spon Ltd.
[5]Jones, G. (2005). Gatekeepers, midwives and fellow travellers: The craft and artistry of adult educators. In Gatekeepers, midwives and fellow travellers (pp. 5-16). Mary Ward Centre.
[6]Kishimoto, T., & Taguchi, M. (2014). Spatial configuration of Japanese elementary schools: Analyses by the space syntax and evaluation by school teachers. Journal of Asian Architecture and Building Engineering, 13(2), 373-380.
[7]Markus, T. A. (1993). Buildings and power: Freedom and control in the origin of modern building types. Routledge.
[8]Sailer, K. (2015). The spatial and social organisation of teaching and learning: The case of Hogwarts School of Witchcraft and Wizardry. In Proceedings of the 10th International Space Syntax Symposium (p. 34). Space Syntax Laboratory, Bartlett School of Architecture, UCL.
[9]Sailer, K. (2018). Corridors, classrooms, classification: The impact of school layout on pedagogy and social behaviours. In Designing buildings for the future of schooling (pp. 87-111). Routledge.
[10]Sailer, K., & Penn, A. (2009). Spatiality and transpatiality in workplace environments. Paper presented at the 7th International Space Syntax Symposium, Stockholm, Sweden.
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