基于空间句法的传统村落公共空间认知与优化策略研究OACHSSCD
Study on public space cognition and optimization strategies in traditional villages based on spatial syntax
在传统村落保护背景下,公共空间优化是乡村人居环境重点关注的领域.为剖析其形态与认知特征,以国家级传统村落焦作市长岭村为例,在实地调研的基础上,结合空间句法与认知意向分析,定量解析整合度、可理解度等形态指标.结果显示:①长岭村公共空间整合度与认知意象存在正向关联;②长岭村整合度和可理解度较低,整体空间的可达性较差,难以从局部感知整体空间结构;③长岭村公共空间认知程度较高,主要分布在主路等整合度较高的轴线两侧.针对公共空间形态问题和认知偏差,提出合理布局交通路网、优化村落空间肌理与加强文化景观建设等策略.
In the context of traditional village conservation,optimizing public space represents a key focus in enhancing rural living environments.This paper took Changling village in Jiaozuo City,a nationally designated traditional village,as a case study.Based on field investigations and by integrating spatial syntax with cognitive intention analysis,this paper quantitatively analyzed morphological in-dicators such as integration and intelligibility.The results showed that:① A positive correlation existed between the integration level of public space and residents' cognitive imagery in Changling village.② The village showed low integration and intelligibility,leading to poor overall accessibility and making it difficult for residents to perceive the entire spatial structure from a local perspective.③ Resi-dents demonstrated a relatively high level of cognitive recognition of public space,which mainly concentrated along the main roads and axes with higher integration values.To address the spatial form issues and cognitive biases,this paper proposed strategies including the rational layout of transportation networks,the optimization of village spatial texture,and the strengthening of cultural landscape construc-tion.
职晓晓;石文韬;丁其建;王春野
河南理工大学建筑与艺术设计学院,河南焦作 454000河南理工大学建筑与艺术设计学院,河南焦作 454000河南理工大学建筑与艺术设计学院,河南焦作 454000河南理工大学建筑与艺术设计学院,河南焦作 454000
社会科学
空间句法传统村落公共空间空间认知优化策略长岭村
spatial syntaxtraditional villagepublic spacespatial cognitionoptimization strategyChangling village
《资源开发与市场》 2026 (2)
293-302,10
2020年河南省一流本科线下课程《城乡基础设施规划》(编号:豫教[2020]13009号)国家社会科学基金项目(编号:21BGL261)2021年河南省高等教育教学改革研究与实践项目(编号:2021SXHLX166)2023年度河南省哲社科学规划年度项目(编号:2023BSH008)2024年河南省教育厅人文社会科学研究项目(编号:2024-ZZJH-250).
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