Art and Design, Vol. 3, Issue 1, Mar  2020, Pages 11-23; DOI: https://doi.org/10.31058/j.ad.2020.31002 https://doi.org/10.31058/j.ad.2020.31002

The Organization Method of Uncertainty of “Promenade Architecture” in Parent-Child Reading Space

, Vol. 3, Issue 1, Mar  2020, Pages 11-23.

DOI: https://doi.org/10.31058/j.ad.2020.31002

Xuan Su 1*

School of Literature, Nankai University, Tianjin, China

Received: 1 December 2019; Accepted: 31 December 2019; Published: 15 January 2020

Abstract

“Promenade architecture” was first put forward by Le Corbusier. With the continuous progress and development of contemporary science and technology, the complexity and ambiguity of “Promenade architecture” is more obvious. This paper summarizes the characteristics of plane free organization, facade ambiguity and multi-choice path in the uncertainty of contemporary “Promenade architecture” after sorting out typical contemporary architectural cases, which correspond to the needs of parent-child reading space. As a functional type of parent-child space, parent-child reading space also has the tendency of neglecting parent-child interaction, lacking the connotation of “teaching for pleasure” and leaning towards the organization of indoor playgrounds. Therefore, major elements of the paper is how to combine the parent-child nature and interesting needs of parent-child reading space, and deeply study the architectural expression of the uncertain characteristics of “Promenade architecture”. In view of the design background of parent-child reading space, the changes that can be attempted and the organizational methods that can be implemented are the research focus of this paper.

Keywords

Promenade Architecture, Uncertainty, Blurred interface, Parent-Child Reading Space

1. Introduction

In recent years, with the continuous development of social economy, the parent groups gradually take the “post-80s”, “post-90s” and other younger parent groups as the main groups, and the industry for children is also constantly developing, among which, the space design with parent-child as the theme is becoming increasingly popular. Under the premise of such development, different forms of parent-child space gradually increase, and parent-child reading space is one of the more typical emerging space types.

1.1. Limitations of Traditional Parent-Child Space

At present, the common parent-child activity space, whether it is an outdoor park playground or an indoor parent-child experience Park, is mainly composed of children' s activities. Parents only take care of their children, and focus on professional parent-child groups. It is rare to emphasize the common participation and interaction between parents and children. Even if there are, most of them focus on children' s unilateral activities As well as the needs of behavior, little attention is paid to the interaction between parents and children, and the needs of parents in space are ignored,

1.2. The Quietly Rising of Parent-Child Reading Space

With the higher requirements of education, entertainment, safety and other aspects of parent-child space, the development of parent-child space is gradually refined, and the theme types are more abundant and clear. Under this premise, the parent-child library which extends from the general library appears quietly. Children of lower age do not have the ability to choose to read books independently. Therefore, parents are essential to guide children in the process of reading, which also emphasizes the interaction between parents and children. The reading space for parent-child groups should be interesting and playful. Reading space should not be limited to places for reading. With the continuous improvement of people' s life needs, reading space can be more complex and multi-functional space, focusing on people' s sense of reading experience and space experience in the space. In addition to reading content itself, reading space should not be limited to places for reading the architectural level of space can attract and guide people to participate through vivid modeling, changeable layout and comfortable environment atmosphere.

1.3. Experience Characteristics of “Architectural Walk”

A building must be able to be “passed” and “traveled”. In Le Corbusier talks with students, Le Corbusier once talked about architecture. He thought that only architecture that can “walk” can be called good and excellent architecture. Being able to “walk” has become the most important feature of “architectural walk”. Then, how to develop the spatial sequence organization method required under the premise of walking and experience? This includes whether the spatial organization method of interesting walking experience can be changed into the implementable organization method in parent-child reading space. This has aroused my interest and further research Thinking.

This paper studies the organization method of the uncertainty of “architectural stroll” in the parent-child reading space. Starting from the “architectural stroll” put forward by Corbusier, it analyzes and summarizes the typical architectural examples with the characteristics of “stroll”, sums up the uncertainty characteristics of “architectural stroll”, and at the same time, it aims at the parent-child and interesting needs of the parent-child reading space In this paper, the uncertainty of “architectural stroll” is studied in depth, aiming at the changes that can be carried out in the design background of parent-child reading space and the organizational methods that can be implemented.

2. Functional Needs and Age Analysis of Parent-Child Reading Space

2.1. Concepts

2.1.1. Parent-child Reading

The concept of parent-child reading was put forward by D. Holloway, a New Zealand educator in the 20th century. It evolved from a kind of interactive shared hook reading based on adults and children. It refers to a kind of reading process with books as the medium and reading as the link, emphasizing that children and parents can share various forms of reading together. Parent-child reading does not simply represent " parents and parents read to their children" , but focuses more on the physical and mental participation, sharing and interaction. In the process of parent-child reading, parents and children interact with each other for the purpose of cultivating interest, acquiring knowledge and cultivating parent-child emotion, which is the organic unity of knowledge, emotion and practical ability. For parents, while interacting with their children, it will also cause them to reflect on the existing knowledge views and logics and acquire new cognition. For children, in the process of reading sharing interaction, it is conducive to the development of children' s social personality, transfer the emotional value between parents and children, stimulate reading interest and acquire knowledge.

2.1.2. Parent-child Reading Space

Parent-child reading space is not simply a place for parents and children to read, but a place to provide different parent-child reading means and a variety of parent-child reading experience to enable parents and children to obtain three-dimensional memory.

2.2. Analysis of Children' s Age and Reading Style

This paper aims at the research on the uncertainty of " walking space" in the parent-child reading space. Then, the parent-child group including children and parents is the design object of this paper. The design object in this paper mainly refers to the parent-child group of 4-12-year-old children and their parents. Among them, children group is the main consideration, followed by parents, and children group can be further divided into 4-6-year-old and 7-12-year-old groups. The reading behavior and psychological characteristics of different groups of children must be different. Therefore, it is necessary to analyze and understand the reading behavior and psychological characteristics of the two groups of children, so that the space design can be more closely combined with the applicable groups, and more abundant and appropriate design methods can be used.

2.2.1. Age Analysis of Children

4-6-year-old children' s way of thinking is mainly through the understanding of the object image and its association. Therefore, the ability of independent thinking and selection of 4-6-year-old children is relatively weak. They need to read and select with the help of parents' guidance and timely provide game guidance and participation. The main purpose of parent-child reading at the age of 4-6 is to cultivate children' s reading interest and good reading habits. As children enter the age of 7, they gradually start to think independently, establish their own thinking mode, and abstract logical thinking gradually develops and becomes the main way of thinking. In the previous image-based cognitive mode, they have increased their understanding of the text. With the growth of age, from the age of 9-12, the reading mode gradually approaches to adults, and they begin to have their own ideas, not only full It' s enough to be guided by parents, but hope to carry out activities through independent choice and participation. At this time, the role of parents' guidance and help is slightly reduced, while the role of sharing communication, answering questions and solving doubts is gradually enhanced.

2.2.2. Analysis of Children' s Reading Style

Children' s reading style is not fixed and their freedom is high. In reading posture, children' s reading posture is very free, there is no fixed form. Sitting, lying, squatting, standing, lying and other postures are all possible reading postures for children. In terms of reading time, 20-40 minutes is the general reading duration of 4-6-year-old children. Since the age of 7, the reading time has gradually increased, and the reading time of 12-year-old children can gradually last to 1 hour. In terms of reading choice, 4-6-year-old children are more likely to play and learn with strong playfulness and guidance, while 7-12-year-old children gradually tend to read quietly. Playfulness also exists, but with the growth of age, the proportion will decrease moderately, some will read in quiet small space, some will read on the sofa, some will sit on the ground directly, and it is also not fixed , high degree of freedom. Therefore, on the whole, for 4-12 children, fun and playfulness in the reading process is essential, especially for children before the age of 7, it is very necessary to participate in the process of interesting knowledge acquisition.

2.3. Functional Requirements of Parent-Child Reading Space

The service object of parent-child reading space is the parent-child group. When considering the characteristics of space function demand, it’s necessary to consider not only the activities between parents and children, but also the different demands of children and parents in the space

2.3.1. Security

Security is the primary consideration in space. The stability of the spatial structure, the spatial layout relationship between parents and children, and the natural and comfortable materials should be considered

2.3.2. Game

Play is the most important form of children' s activities. According to the psychologist Vygotsky, play is to recreate some life phenomenon in action besides the real practice. In this kind of activity, children understand, learn and master the basic social relationship between people with the help of language and role as the intermediary. Children have the characteristics of strong curiosity and low concentration. Through games, children can be guided to participate in parent-child reading. In this process, children' s hands-on practice ability can be improved, participation enthusiasm can be aroused, and emotional input can be increased. In the space, there are several ways to think about it, including interesting space division, flexible space organization change, various guiding forms and furnishing methods of interior design. However, to avoid making parent-child reading space into a playground, the ultimate goal of the playground is to play, and in the parent-child reading space, playfulness is a means to guide parent-child reading and parent-child interaction, and it is also an inevitable choice in line with children' s reading habits.

2.3.3. Convenience

The traditional children’s library, the parent-child reading area in the public library and the parent-child public reading space have a single functional layout. The reading area and the book collection area are divided each other. The book collection area is classified and placed according to different document categories. Different forms of activities are separated from each other without interference. This kind of functional layout is not suitable for parent-child reading space, which is not convenient for parent-child interactive experience reading and other activities. At the same time, children' s reading habits are not fixed and freedom is high. The traditional space division methods will interfere with each other seriously, and the space streamline is chaotic. Parent-child group should be the basis of spatial distribution, and children as the main consideration group among the parent-child groups. According to the age stage of children, the division can better adapt to the characteristics of different children' s Reading Styles and behavior differences in different age stages, and is more suitable for the development of parent-child interaction.

2.3.4. Interactive Participation

In the existing parent-child theme public space, there are enough thoughts on children in both space function characteristics and activity content, but the parents are too despised. The use needs, traffic space and service space of parents in the space should also be reflected in the overall space design, so that parents can not only play the role of nursing but also play a more important role in the space Good participation in parent-child interaction. Therefore, in the process of spatial function division and traffic flow line organization, the mutual participation and interaction between different roles in the space should be fully considered.

3. On theCharacteristics of Uncertainty in " Architectural Walk"

3.1. Concepts

“Architectural walk” was first proposed by Le Corbusier, who believed that a building must be able to be “passed” and “traveled”. In my opinion, “architectural walk” focuses on people and their movement in space, and considers the connection between space and space. People can experience the changes in space in a coherent way when they move. They are buildings that can respond to people and are full of vitality.

The “architectural walk” discussed in this paper is based on the original expansion, not only refers to the specific space in the “architectural walk”, but also includes the contemporary space that can reflect the “walk” characteristics. Because of the different types of space, different regional environment, they also have different ways of spatial expression, but the common is that they all have the " walk" characteristics, emphasizing the human space a coherent and three-dimensional experience resulting from the change between.

3.2. The Composition of Walking in “Architectural Walking”

In the initial concept of “architectural stroll”, Le Corbusier emphasized the movement of people in the space, not aimless stroll, simple “through”, but through the architecture to guide people to have a rhythmic walk, so as to interact with people' s emotions. It can be seen that “walking” in “architectural walking” consists of two parts, the building entity itself and the movement of people in it.

3.2.1. Building Entity

The building entity is the material basis for “walking”, that is, the path and node for “walking”, that is, the traffic moving line. The path and node together constitute the “walking” route. The ramps, escalators, stairs, corridors, etc. in the space belong to the path, while the nodes include atrium, hall, etc

3.2.2. Human Movement

In the rich spatial structure, people’s “walking” is less constrained by the interface and level. Whether it is horizontal or vertical direction, space walking can be carried out. The path of walking is flexible and more independent, which can bring more diverse experience. It is precisely because of people’s movement in the “architectural stroll” environment that can bring this kind of private and perceptual experience. Through the architectural space, it can bring different feelings to people, which is also the original intention of this kind of architecture.

3.3. On the Characteristics of Uncertainty in “Architectural Walk”

The formation of architecture in space is complementary to the interface. The space division of architecture is limited by the interface, and the interface presents more diverse changes because of the building itself. With the continuous improvement and development of social construction technology, material technology and aesthetic ability, from the traditional central architecture to a variety of contemporary architecture, the diversity of spatial organization is also expanding, complex, transparent, flowing, boundless organization and so on. The interface in the space is also becoming more and more diverse, more and fuzzier, getting rid of the traditional the geometric spatial structure of architectural laws shows various, uncertain and fuzzy interface organization modes. There is no fixed path to go through at a glance. It is no longer a rectangular spatial form under the orthogonal system, but a whole building with continuous flow and rich spatial levels.

3.3.1. Rich Spatial Level

The traditional plane space segmentation is mostly carried out under the orthogonal system, horizontal and vertical, and there is a parallel relationship between the spaces. In the space with “walking”, the space form is more variable and flexible, and the relationship between the spaces is more uncertain, which will form a variety of organizational relationships such as parallel, surrounded and scattered. The traffic flow line is also more abundant and changeable, which greatly increases the drama of the experience, and the experience of people in it will be more coherent and changeable. In the vertical space, although it can also move and change in the vertical direction through elevators, escalators and so on, but through ramps and other ways, it not only realizes the resolution of the vertical level, but also prolongs the experience process, and brings people a sense of physical drama

3.3.2. Various Alternative Paths

In the “architectural walk” space with the characteristics of “walking”, the choice of path is diverse. Because of the abundant organization levels of space plane and the superposition of vertical paths, the rich space experience paths can not only be carried out on the plane, but also on the facade. The traditional stairs divide the layers, so that the vertical path is cut off, and the space experience feeling is incoherent, while the ramp and the changeable path shape can clear up the boundary between the interfaces, and obtain the continuous changing facade space experience feeling. At the same time, the rich level of plane space makes the internal traffic relationship and path selection more mobile and optional. Therefore, the choice of path is more coherent and rich both in the plane direction and the vertical direction. Different path choices bring different experience to people.

4. Research on the Uncertainty of " Architectural Stroll" in Parent-Child Reading Space

4.1. The Influence on the Method of Parent-Child Reading Spatial Organization

In space organization, in theory, functional space and traffic space should be placed in the same important position, the latter is not only the subsidiary of the former; in the actual design of crowd needs, children are the main consideration object, parents are slightly less, so the space should have the following characteristics: first, stimulate children' s desire for exploration in the way of suggestion, guide parents and children to carry out exploration There are various interactive explorations. Among the design groups including children, the unpredictability and uncertainty of behavior activities are greatly increased. Therefore, the necessity of connection and linkage between public space and functional space should be considered. Second, due to the uncertain characteristics of children' s behavior, children' s time of focusing on reading cannot last very long. Therefore, the space should be inclusive to a certain extent, and in the space, it can take into account the space needs of reading, communication, games and other open, flexible changes and interesting features.

4.1.1. Plane Free Organization

Through the free organization of plane space to create interesting experience space, with the more open and interesting spatial attributes the spatial form will become more complex and changeable. Because of the unpredictable and playful characteristics of children' s behavior, irregular spatial form and multi-choice path also make the behavior activities that can be carried in the space more abundant.

i. Dynamic Place - Irregular Spatial Form

Compared with the traditional spatial distribution organization, the irregular spatial form is more flexible and uncertain. The irregular organic spatial form formed by the more flexible interface can not only form a more closed and independent space, but also integrate with the public transport space and become more open. The flexible spatial form organization is more similar to the game in children’s behavior. The tendency and the uncertain characteristics of behavior activities are suitable.

Many irregular curvilinear space interfaces are different from the straight-line walls under the orthogonal system, which also forms a certain distance between the space and the space, enriches the level of the space, so that the experiencer can not only stay and visit in the fixed space nodes, but also be attracted in the process of public space travel, with the experience of travel, rather than just arriving at another one In the process of functional space route.

In addition, with the constant change of the curvature of the surface, the distance of the curve interface is also changing, and the public transportation space formed is more free and flowing, which has a good effect on enriching the experience of parents and children in the public space, and also provides the possibility of forming new uncertain interfaces such as multi-choice path, corner, etc., which is greatly abundant It is rich in spatial level

ii. Multi Choice Path Flow Traffic Space

In the parent-child group, children’s needs are the priority in the space. When children are in the activity, the uncertainty of direction is a major feature. Most of the children in the environment will carry out activities and exploration without fixed direction within the scope of activity. The multi-choice path adapts to this feature. The path corner and path atmosphere that seem to be considered casually and actually in the space can bring children experience similar to “maze”. There are many possibilities of independent choice. The designer guides people to explore in the space by means of suggestion.

At the same time, there must be intersection, transition and other organizational relationships similar to streets between multi-choice paths, which will inevitably produce new path turning corners, and the corner interface generated by these uncertainties is more likely to selectively show information to children, with stronger Uncertainty, and provide information to participants in an explicit way. In the parent-child group, when the children' s exploration in the space is mobilized, the parents will actively cooperate with the children to carry out interaction. Therefore, it is more appropriate to take multi-choice path as the main content of public transport in the parent-child experience space.

4.1.2. Façade Free Blur

Through the fuzzy interface of the facade, the original experience feeling of being split can be connected, and integrate the separated functional space and public space. In my opinion, the use of ramps in the space is a more representative way to realize the uncertain characteristics of “architectural walking”. Ramps themselves have a strong guiding and moving feeling, and can be more naturally connected with other functional spaces In addition, the scale places inserted in the interface at the right time are combined with the needs of the crowd, and the setting of different interactive devices at the corner of the interface and the path is also a way to guide the direction of travel, increase the experience of interest and novelty, meet the needs of space inclusiveness, enhance the experience of sharing in public space, and carry out more abundant activities.

i. Ramp

The ramp breaks the original independent disconnected layer structure in the space, making the experience of segmentation become three-dimensional and coherent. When people move on the ramp, because of the slope angle of the ramp itself, people will spend more energy on the ramp than the traditional stairs, and the change of viewpoint is more complex and changeable, which also leads to stronger walking on the ramp Dynamic feeling. The space connected by the ramp as the main path is more confusing at the turning, and the occlusion relationship between space and space will trigger the desire to explore in space, which can make the children' s interest in traveling in space more intense.

Each part of the functional space connected by ramps reduces the sense of artificial division of the space, which makes the ramps more closely connected with each other and more integrated. This also makes the ramps not only a traffic space, but also a public space with strong openness. Parents and children can experience interactive feelings not only on fixed functional space nodes, but also in the process of traveling It is a good parent-child travel experience. With the gradual rise and fall of the ramp, it is naturally guided to different spaces, and the ramp itself can also be an interface to provide information. At the same time, reading related display can also be a natural expansion in the process of people' s travel on the ramp. After combining with specific parent-child experience devices and indoor and outdoor landscape, it will bring about different step-by-step scenery Experience, the combination of ramps and interactive devices such as graffiti, projection interaction and other ways widens the role of ramps as public spaces.

In addition, the extended ramp itself has a good spatial orientation, which can let parents and children travel in the most natural state. In the space with parents and children as the group, it can guide children to travel in the space. Due to the large age difference of children, the ability of direction identification of children of lower age is weak, and this orientation is not text identification, etc Language vocabulary, but the natural organization of the building itself, to a certain extent, to avoid children' s loss in space.

ii. Scale Place

Children will always create the behavior of using space in any possible environment, that is, the uncertainty of children' s behavior activities. Therefore, in order to give participants the possibility of using space autonomously, It’s necessary to dig places suitable for children' s size in the space, and most of these places are relatively small, so they are also known as scale reduction places. According to different forms, the scale reduction place can be divided into two types: one is to redefine the space size on the original interface by means of hollowing, yielding, bulging on the interface, etc.; the other is to reconstruct a relatively independent scale reduction place in the space. The size of the scale place is different, which can be the size of a single child, a single adult, multiple children, or the size suitable for children and adults to get along with each other. Different sizes can meet the needs of different groups of people. In this way, it can be used for children' s reading alone, hand-made, graffiti, or small space between children. The same it can be a place for parents to communicate with each other, a place for parents and children to read interactively, or a place for collective activities between parents and children' s families.

iii. Interactive Experience Device

The device itself has strong participation and interactivity, and because of the nature of children' s play, interactive devices are widely used in all kinds of children' s related spaces, which is also applicable in the parent-child reading space designed for children and parents. The device experience setting can not only guide parents and children to participate in the interactive experience together, but also provide the interactive body Comprehensive place for inspection? As a reading space suitable for 4-12-year-old children and their parents, children' s reading and interaction style diversity and sense of interest are very important. Due to the limited attention time and active nature of younger children, it is limited for children to try to read quietly through the traditional reading way of sitting down, and how to promote children through interesting ways How to acquire knowledge in reading space should be considered. The appropriate device settings can solve this problem well. Through graffiti, projection interaction, virtual reality experience, hand-made and other ways, parents and children can be guided to actively participate in the process of knowledge acquisition and emotion transfer

4.2. The Influence of Reading Space Experience in Parents and Children

4.2.1. Walking Experience

The experience of walking and walking is a kind of feeling of moving scenery which is obtained by the later generation who dispels the sense of direction and distance in the process of moving and moving along with the continuous movement of body and the continuous change of viewpoint. Public space and functional space change with the same interface change rhythm. At the same time, functional space penetrates each other, making the interface transparent, meeting the needs of open and flexible route and reading retrieval at the same time. Multi choice route provides more complex and varied journey experience, and constantly forms new corners and channels. Ramp resolution levels the interface and experience between them also become more coherent and three-dimensional. On the basis of the uncertain characteristics of the interface and level relationship, this kind of way breaks the original way of spatial organization and gives the space more abundant dimensions, paths, forms and other elements, which brings the feeling of walking and moving in the space.

4.2.2. Play and Play Experience

Having the experience of playing games is an essential theme in parent-child space, but it should be distinguished from the playground. In the playground, the game is the purpose, and in the parent-child reading space, the game experience is the means to guide parent-child reading and parent-child interaction. This includes: first, directly set up small components and facilities in the space to render the game atmosphere and increase the interaction between games The second is to guide parents and children to participate in the game experience spontaneously by changing the spatial form, such as setting up independent gathering places, path characteristics similar to " maze" , interactive devices and public places with dynamic feelings and guidance to stimulate participants' participation in interactive behavior. Based on the rich spatial level relations and fuzzy level, the exploration of parents and children in space is guided.

4.2.3. Teaching and Learning

When parents and children interact in the reading space, the main purpose is to read and transfer knowledge. Therefore, it is necessary to have certain educational and teaching significance. Simple happy experience is the most attractive for children, but in the space to be able to " teach and enjoy" , let children have a harvest is the most important thing for parents as the final consumers.

i. Parent Child Interaction

In the parent-child reading space, after the parent-child group is attracted by reading, the stay time of the parent-child group in the space should be extended. At this time, it is very necessary to guide children and parents to participate in the interaction at the same time on the architectural level, including the communication and interaction between parents and children, children, parents, people and scenery, and things. Let participants cultivate interest, acquire knowledge and get happiness in the process of interactive participation experience. At the same time, creating an interesting, warm and natural scene atmosphere is conducive to children' s feeling of affinity, calm and equal communication with parents. Therefore, it is the key point of spatial organization to construct the parent-child dynamic and static areas. In the dynamic parent-child space, parents can read together with their children, carry out hand-made, interesting graffiti, joint catering and other activities to enhance their emotions, help their children develop their interest and practical ability, and have a strong space in the dynamic space composed of ramps and multi-choice paths In the static space, it can be focused reading, watching silent films and other activities to improve children' s concentration, reading under the guidance of parents. In addition, the children in the space can also gather for collective activities independently, and parents can also communicate. In the static space, soft materials are often used, and the " node" semi open space structure is the main structure. In the " path" traffic space, it can be combined with the scale reduction place to provide a relatively personal and comfortable environment, but the space boundary is not strictly divided, It is to create a more open and integrated space atmosphere.

ii. Children' s Autonomous Participation and Interaction

“Teaching for pleasure” is put forward in the parent-child reading space with children as the main consideration. It not only includes children' s acquisition of knowledge, reading and other activities under the direct guidance of parents, but also includes children' s independent activities under the indirect guidance, which can be reading alone, or several or more children together. It is reflected in the space that the space should have certain guidance, order and interest. For example, in the process of moving forward on the ramp, as the height of the ramp rises and falls slowly, the children' s direction will be naturally guided. At the same time, the unit space will be interspersed in the multi-choice path dominated by the ramp, so that the children will be inadvertently guided to different spaces, and at the same time, the ramp will be dominated In the transparent interface at the corner of the path and path, such as independent graffiti, light and shadow interaction, reading scale places and so on are set to attract children to shuttle through the space and move forward in the game, and acquire knowledge and ability in the space activities.

Conclusions

With the increasing popularity of experiential business, parent-child reading space is no longer similar to the traditional space only to provide reading space, but to pay attention to the parent-child experience, more and more complex space. Inspired by the concept of “architectural walk” proposed by Corbusier, I summarized the uncertainty characteristics of " architectural walk" in contemporary architecture, and after further analysis and understanding, I can see that the uncertainty characteristics are multi-choice path of plane, irregular space form and level model Paste as the main content. These characteristics are suitable for the needs of safety, playfulness, convenience and participation in interaction in parent-child space, which can organize a space with great capacity for children’s activities, interesting guidance and meeting the needs of parent-child interaction. Different from the traditional way of unilateral output of information in space, it tries to stimulate people’s more independent participation in space. The emphasis on the interaction between human and space, the active exploration of space experience mode, and the emphasis on human experience in the environment are also opportunities for children' s activity buildings and experience space in the future.

Conflicts of Interest

The author declares that there is no conflict of interest regarding the publication of this article.

Author Contributions

Xuan Su contributed to the design of the research, to the analysis of the results.

Funding

This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Acknowledgments

The author would like to acknowledge Dr. Yuhong Li for her support throughout the study.

Copyright

© 2017 by the authors. Licensee International Technology and Science Press Limited. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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