社区生活圈基础教育设施空间可达性评价与布局优化研究

使用基于Rhino平台的UNA工具包，从住宅楼层面对大连市沙河口区幼儿园、小学和初中3类基础教育设施的空间可达性进行分析，并提出布局优化措施及新增选址方案。主要结论如下：① 各类基础教育设施空间分布不均，存在重复与缺失并存的现象；设施与住宅楼空间分布“错位”现象严重。② 各类基础教育设施均存在服务范围内住宅楼数量较少的问题，学区内的学生上下学需要耗费较长的路程与时间，若设施仅服务于规定服务范围内的居民，则部分设施会存在利用不足的情况。③ 在规定服务范围内，初中的可达比重最大，其次是小学和幼儿园。在规定服务范围外，幼儿园可达性为差及以下的比重最大，其次是初中和小学。④ 设施布局主要存在2个问题：设施供应不足和设施利用不足，对此提出相应的优化思路。并在考虑可达性和供需的情况下，提出2个新增设施参考选址方案，以改善设施可达性。其中方案一增加140所，方案二增加107所。

Spatial Accessibility Evaluation and Layout Optimization of Basic Education Facilities in Community Life Circle: A Case Study of Shahekou in Dalian

As an important part of basic public service facilities, basic education facilities are of great significance for improving the quality of life of residents and improving the efficiency of urban operations. At present, the research on educational facilities is comprehensive, mainly focusing on spatial layout, spatial accessibility and facility configuration. However, in the research scale, residential units and even subdistrict are mostly basic units. Such accuracy is obviously poor. This paper uses UNA toolkit, which based on Rhino, to analyze the spatial accessibility of three basic education facilities in kindergarten, elementary school and junior high school in Shahekou District of Dalian from the residential building and community level, and proposes optimization ideas and site-selection schemes. The main conclusions are as follows: 1) The spatial distribution of various basic education facilities is uneven, and there are phenomena of duplication and lack of coexistence; the phenomenon of “dislocation” of facilities and residential buildings is serious. 2) All kinds of basic education facilities have the problem of a small number of residential buildings within the service area. It will take a long time and distance to go to school. If the facility only serves residents within the scope of the specified service, some facilities may be underutilized. 3) In the scope of the prescribed services, junior high schools have the largest proportion of accessibility, followed by primary schools and kindergartens. Outside the prescribed scope of services, kindergartens have the worst accessibility, followed by junior high schools and primary schools. 2.97% of residential buildings with poor accessibility of the three types of facilities. These areas should give priority to adding education facilities. 4) In consideration of supply, demand and accessibility, two new facilities reference site selection schemes were proposed.