Study On The Influence Of Summer Classroom Environment Parameters On Learning Efficiency

As the main study place for students,the quality of the indoor environment directly affects students’physical and mental health and learning efficiency.At present,indoor thermal environment design standards are mainly for residential buildings and office buildings,and there is relatively little research on classroom environment.In addition,the existing indoor thermal environment design standards mainly consider the thermal comfort requirements of the human body,and less consider the impact of the indoor thermal environment on personnel work and learning efficiency.As a learning place,the indoor environment of the classroom should not only meet the thermal comfort needs of indoor personnel,but also help improve learning efficiency.Based on theoretical analysis and work efficiency test evaluation methods,this paper takes college students as research objects,and proposes a study efficiency test evaluation method that is suitable for this study.By creating an experimental space with controllable environmental parameters,and subjective evaluation,physiological parameter measurement,and learning efficiency tests in different experimental environments,the relationship between thermal comfort,learning efficiency,and classroom environmental parameters（temperature,CO₂ concentration）was grasped.Based on the experimental test results and related mathematical methods,a method for grading the environmental parameters of summer classrooms based on improving learning efficiency is proposed.Finally,according to the results of the summer classroom environment parameter values and grading standards,a range of summer classroom temperature and CO₂ concentration values that are conducive to improving the learning efficiency of students is obtained.The specific conclusions are:（1）The thermal neutral temperature of the students was about 25.3℃,which was lower than the specified value of ASHRAE55-2013 standard of 26.5℃.And the TSV（actual thermal sensation）curve is higher than the PMV（predicted thermal sensation）curve,indicating that there is a difference between the actual thermal sensation（TSV）and the predicted thermal sensation（PMV）.（2）The effect of classroom temperature and CO₂ concentration on learning efficiency varies with the test tasks.In the range of experimental temperature and CO₂ concentration,the learning efficiency was the highest at 24.0℃,and the learning efficiency deviated from 24.0℃;however,as the CO₂ concentration increased,the learning efficiency continued to decrease.（3）According to the classroom environment parameter value method and grading standard,the summer classroom temperature range（22.6℃～26.6℃）and the upper limit of CO₂concentration（681.2ppm）which are conducive to improving learning efficiency are obtained.The obtained temperature range is slightly wider than the existing domestic and foreign standards,and the upper limit value of the CO₂ concentration is lower than the recommended value of the existing domestic and foreign standards.This paper studies the relationship between the summer classroom environment and thermal comfort and learning efficiency,and proposes a range of recommended values for the summer classroom environment temperature and CO₂concentration,whichis conducive to improving learning efficiency,and provides a basis for the design and regulation of classroom summer thermal environment parameters.