共查询到19条相似文献，搜索用时 453 毫秒
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《河南职业技术师范学院学报(职业教育版)》2020,(1)
为研究郑州市小学教学楼夏季室内热环境状况,选取郑州地区15所小学,对室内学生进行热舒适度主观调查,并以其中一所为研究对象,对室内外温湿度进行现场测试分析,利用测试数据对人体温湿指数进行定量分析比较.结果显示:52%的学生认为教室内热,22%的学生认为教室内非常热.教室室内人体温湿指数ITH在78～88之间,人体感觉不舒适.同时发现,外墙垂直绿化可提升室内热环境.针对室内热环境存在的问题,从采用垂直绿化、窗口遮阳、围护结构的隔热设计三方面提出改善郑州市小学教学楼夏季室内热环境的措施. 相似文献
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《河南职业技术师范学院学报(职业教育版)》2017,(2)
以位于夏热冬冷地区的安徽工程大学典型教学楼为研究对象,利用现场实测方式对教学楼室内外热环境构成要素中的温度、相对湿度以及风速进行监测,通过分析测得的数据,提出相应的节能改进措施.结果表明:教学楼室内外温湿度曲线变化趋势一致;室内空气温度最高值出现在南向教室晚上19时左右,为30.8℃;室内空气相对湿度最高值出现在北向教室上午7时左右,为81.9%;北向教室室内通风情况优于南向教室.可通过增设建筑遮阳设施与导风构件、提高门窗隔热性能、增加绿化等几个途径改善室内热环境. 相似文献
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《武汉工程职业技术学院学报》2020,(3)
室内环境质量由热、声、光和空气品质等多方面因素共同决定。采用现场试验、问卷测试、数据分析等研究方法,对公共建筑室内环境影响因素进行了试验研究,分析了空气温度、相对湿度、风速等室内微环境参数对员工工作环境舒适度的影响,为建筑室内空调设计提供借鉴。 相似文献
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文章选取湖南岳阳郭镇乡民居为研究对象,对是否采用了低碳建筑技术的两种民居,分别进行冬、夏季热环境测试和能耗分析,并采用计算机软件对室内物理环境进行模拟分析。结果表明,采用了低碳建筑技术的住宅,在隔热保温、保湿和自然通风、采光方面都具有明显的优势,节能减排效果好。 相似文献
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针对高校教室照明的特殊性,应用智能控制技术,设计了照明节能控制系统。提出了一个基于AT89C51为控制核心的设计方案。单片机检测背景光强度,若背景光强度较弱启用热释电红外传感器开始探测人体信号。对移动或静止人体红外信号进行探测,实现对教学楼照明智能化控制。 相似文献
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随着近年来大量新建、改建的教学楼和校舍陆续投入使用,教室的环境质量问题日益引起社会各界的广泛关注.针对教室环境污染问题,文章探讨了智能化教室环境监测控制系统如何实现教室环境数据的综合实时监测、展示、分析、报警等功能,以便于学校掌握教室环境质量状况,并基于系统所收集的数据开展关于环境监测及污染治理的教学研究,为各级教育管理部门的校园环境管理工作提供决策依据. 相似文献
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《赤峰学院学报(自然科学版)》2017,(14)
有效提升室内环境质量,营造出安全、健康、舒适的生活环境,能够有利于人们的工作与学习生活,提升工作质量与学习质量.室内空气质量与热环境对室内环境质量有着重要的影响.本文将针对高校建筑室内热湿换将控制与处理进行相应的分析与探索. 相似文献
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Susan Bobbitt Nolen 《科学教学研究杂志》2003,40(4):347-368
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003 相似文献
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G. F. McVey 《Educational technology research and development : ETR & D》1979,27(2):121-147
Will student users prefer media presentation rooms specially designed, built, and equipped according to well-established and accepted environmental design and display system engineering principles to other, non-environmentally controlled media classrooms? The 503 university students questioned in this study did. The author concluded that given the proper instrument, students are capable of reliably evaluating factors in their learning environments — such things as acoustics, thermal conditions, visual display systems, and lighting — and that such factors are important to them. 相似文献
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Wolfgang Tietze Joaquim Bairrão Teresa Barreiros Leal Hans-Guenther Rossbach 《European Journal of Psychology of Education - EJPE》1998,13(2):283-298
Based on the knowledge that direct assessment of the quality of early childhood educational environments is becoming more and more important, this article deals with a coordinated adaptation of the Early Childhood Environment Rating Scale (ECERS) in Germany and Portugal. The ECERS, developed by Harms and Clifford (1980), is a complex rating scale, comprising 37 items, which is implemented to assess major quality characteristics of early childhood classrooms and has been used quite extensively in the US as well as in other countries. In this article we describe how the scale was adapted and we report selected results of a jointly coordinated comparative study on a sample of 103 early childhood classrooms in Germany and 88 in Portugal. The classrooms were classified according to three different types in each country. In particular, we report the item characteristics of the adapted versions, reliabilities and intercorrelations of the total scale and the apriori-subscales, and results of factor analyses. A one-way ANOVA indicates group differences between the six types of classrooms which can be meaningfully interpreted. 相似文献
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Tina Seidel 《Learning Environments Research》2006,9(3):253-271
This study explored the role of student characteristics in studying micro teaching–learning environments. The overarching hypothesis is that teachers teach differently to micro environments in their classrooms. This study is the first of a series exploring the following four questions: (1) What student profiles are identified at the beginning of a school year with respect to cognitive and motivational-affective factors? (2) How do students with different profiles perceive conditions in their learning environment? (3) To what degree do classrooms differ in the composition of student profiles? (4) What are possible consequences for examining micro teaching–learning environments? The study investigated 82 randomly selected high school science classrooms. Student characteristics were assessed at the beginning of the school year. After a video taped teaching unit, students were asked to rate the degree to which they experienced learning conditions as supportive. Latent class analysis (LCA) showed five distinct student profiles that varied along cognitive and motivational-affective dimensions. Multilevel analyses showed effects of student profiles assessed at the beginning of the school year on the students’ perception of learning conditions in a teaching unit 4 months later. To illustrate consequences for examining micro teaching–learning environments, student profiles were linked to video examples. The examples point to the special value of LCA in studying micro teaching–learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment. 相似文献
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Catalina-Patricia Morales-Murillo María-Dolores Grau-Sevilla R. A. McWilliam Pau García-Grau 《Infancia y Aprendizaje》2020,43(2):395-442
ABSTRACT This study evaluated the quality of early childhood education (ECE) environments, the quality of teacher-child interactions and the duration of free play in 22 ECE classrooms in the Valencian Community, Spain. Twenty-two ECE teachers of four- and five-year-old preschoolers participated in the study. The quality of ECE environments and teacher-child interactions were evaluated using the ECERS-3 and TSRS, respectively. The time children spent in free play and non-free play was also registered. The study concluded that the quality of ECE environments was minimal. The scores of teachers on emotional support were in the medium-high range and scores in instructional support were low, with direct instruction as the predominant teaching style. Indoor free play was positively related to the overall quality of ECE environments and the quality of teacher-child interactions. The findings of this study are discussed in relation to the results of other studies in the Spanish context. 相似文献
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This study reports on the impact of a 2-month classroom intervention that sought to alter the learning environment of two
Hong Kong Primary Year 3 general studies classrooms. Mixed methodology, employing quantitative and qualitative data-gathering
strategies, was used to investigate changes to the learning environments, including changes to the teachers' language and
ultimately the students' metacognition. The quantitative facet of the research involved the development of a 15-item learning
environments instrument, the General Studies Metacognitive Orientation Scale (GSMOS), that evaluated elements of the metacognitive
orientation of the classrooms' learning environments. While the data from the administration of the GSMOS suggested no statistical
differences between the pre- and post-intervention environments of the classrooms, student interviews and classroom observations
provided supportive data for some changes, which resulted in students developing metacognitive knowledge of teacher-selected
thinking and learning strategies, as well as some awareness and limited control of their use of such strategies in their classrooms. 相似文献