高校教室室内温度对学习效率的影响-东南大学学报医学版

高校教室室内温度对学习效率的影响

单位：1. 南京林业大学土木工程学院, 江苏南京 210037;
2. 深圳大学土木工程学院, 广东深圳 518060;
3. 南京市疾病预防控制中心环境卫生科, 江苏南京 210003

分类号：G4

出版年·卷·期（页码）：2019·38·第一期（168-173）

摘要：

目的：研究高校教室的室内温度对于学习效率的影响，分析不同类型学习任务的适宜温度，为合理控制高校教室室内温度提供参考依据。方法：选择某高校教室为实验地点，利用空调将室内温度分别调节到凉爽环境（17.07±0.20℃）、舒适环境（22.07±0.50℃）和温暖环境（27.51±0.69℃），对10名受试者进行主观感受调查和认知能力测试，研究不同温度水平对学习效率的影响。结果：教室室内温度的变化对受试者的热感觉有显著影响（P<0.05），在舒适的环境中，人体感觉最为惬意；但温度的变化对情绪状态的波动和改变并不显著（P>0.05）。受试者在凉爽环境下不良建筑物综合征的症状相较于其他两种温度环境下更为明显（P<0.05）。温度对受试者的学习热情和学习效率自我评价都有显著影响（P<0.05），在舒适环境中，受试者的学习热情和学习效率均达到最高。对于不同类型的学习任务，除注意力（P>0.05）以外，温度对感知、思维、学习与记忆均有显著影响（P<0.05），受试者在舒适环境中的学习效率较高，而在凉爽环境和温暖环境中，学习效率相对下降。结论：高校教室室内温度的变化不仅会对人的主观感受造成影响，同时也对人的学习效率产生影响，应考虑学习任务的类型合理控制教室室内温度。

Objective:To study the effects of indoor temperature on learning efficiency in university classroom, and analyze the suitable temperature for different types of learning task, in order to provide the right reference for indoor temperature control in university classroom. Methods:A test was conducted in a university classroom and indoor temperature was controlled by air conditioner. 10 university students were chosen to engage in testing subjective sensation and learning efficiency in cool (17.07±0.20℃), thermoneutral (22.07±0.50℃) and warm (27.51±0.69℃) environment respectively. Effects of indoor temperature on different indicators were then analyzed. Results:Indoor temperature in university classroom exerted a significant effect on students' thermal sensation (P<0.05). In a comfortable environment, the human body feeled the most comfortable. But no significant effect was shown on their emotional state (P>0.05).Sick building syndrome (SBS) evidently increased in warm environment instead of in cool and thermoneutral (P<0.05). Indoor temperature significantly influenced both learning enthusiasm and self-assessment on learning efficiency (P<0.05). Indoor temperature exerted significant effects on learning efficiency related to perception, logic and memory (P<0.05) except concentration (P>0.05). Students learning efficiency was higher in comfortable environment than that in cool and warm environment. Conclusion:The change of indoor temperature in college classrooms will not only affect the subjective feelings of the students, but also affect the learning efficiency of the students. The types of learning tasks should be considered when reasonably controlling the indoor temperature of classrooms.

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