超大规模高中普通教室多功能化的探讨

本文以超大规模高级中学普通教室作为研究对象,针对超大规模高中生学习的需求,以普通教室为中心展开研究,探讨超大规模高级中学普通教室与一般学校普通教室的区别,分析普通教室空间的功能构成和空间特性,探讨普通教室的多功能化研究.为目前超大规模高级中学设计研究提供现实依据和理论基础.     

西飞一中,陕西,中国

正注重教育成为西部官民的共识,在争议中兴建超大规模高中成为西部县域一常见现象。如何避免因规模超大对在校生成长带来负面影响,该项目成为设计团队探讨超大规模高中问题的示范。西飞一中是典型的超大规模中学,设计团队引入"校中校"布局模式,将超大规模学校划分为多个小型学校组团,共享体育运动场馆、图文信息中心等校园层级服务设施,专业教室及教师办公用房等按组团层级布置,保证各项教学活动有序、便捷展开的基础上,极大地提升体育运动场馆、图文信息中心等大型服务设施的使用效率。建筑形式紧扣阎良航空城地域特色,将轻盈、明快、飞翼概念与院落式布局相结合,形成了人文气息与航空特色相融合的设计风格。     

超大规模办学下高中校园空间环境集约化与适应性设计研究——以陕西为例

伴随着我国的城镇化进程,在以县域为单位的基础教育设施布局调整规划中,高中优质教育资源不断集中,使得在校生规模超3000人或办学规模50班以上的超大规模高中已大量存在。由于缺乏相应规模的建设标准指导,致使大量超大规模高中的新建与改扩建陷入盲目混乱状态。该文拟以西部县域超大规模高中为对象,选取陕西省为典型代表,探讨适宜超大规模办学的高中校园集约化与适应性设计策略,制定校园的新建、改扩建设计模式与依据,为完善现行中小学校建设标准探讨研究方法及提供基础数据。     

超大规模高中理科实验室数量计算方法

随着我国优化资源配置政策的推进和中小学布局的调整，超大规模高中作为一种既有现象不断存在和发展着。其理科实验室在规划建设中缺乏相应的理论指导，出现了资源浪费、教育资源不足等问题。本文结合7所超大规模高中的调研数据，分析了影响其数量计算的因素，并尝试提出了超大规模高中理科实验室数量的计算公式。     

充分利用好历史专用教室的教育价值

历史课是中学阶段教育的一门重要课程。新课改以来,历史学科专用教室的设置体现了教育管理者对历史课程的高度重视。然而,我国的历史学科专用教室仍处于起步阶段,要想使历史教室的功用得到最大限度的发挥,必须要做到几个方面并重。一是在使用历史专用教室的同时将学生对历史情境的体验与教师对历史知识的讲授相结合,做到直观性与科学性并重;二是在使用历史教室的同时将学生对历史环境的感知与历史思维的培养相结合,做到感性与理性并重;三是在使用历史教室的同时将学生的认知能力培养与情感、态度和价值观教育相结合,做到知识性与思想性并重。只有把握好上述原则,才能让历史专用教室的教育价值得到充分利用。     

"教育综合体"模式下超大规模高中集约化设计研究

受城镇化进程引发的人口流动等因素影响,城市教育用地不足、优质教育资源分布不均,使得超大规模高中大量存在。研究基于"教育综合体"模式特征,围绕超大规模高中校园现状,运用教育学、行为学、建筑计划学的研究方法,探索集约化的设计策略。结果表明:立体化的土地利用、集约化的功能复合以及社区化的开放共享等设计方法能够节约校园用地、有效指导设计实践,为学校空间环境的提升完善提供设计依据。     

浅谈超大规模高中校园规划与设计

高中教育作为向高等教育输送优秀人才的重要中转站,其人数规模日渐庞大,然而随着人数的增长,学校教学空间生活空间等形成紧张的局面,原有普通高中校园空间规划设计与现阶段大规模高中校园空间规划设计有诸多差异之处,完全遵从以前普通高中设计经验是不科学的。为满足时代要求,对新时代超大规模高中规划应有全新的认识。     

河北省实验中学设计

河北省实验中学设计李啸寒本方案经市初选，研究补充，并按照河北省光中校舍面积参考指标修改后，定为实施方案，学校规模初中设１２个班，高中９个班、另有３个职业班。实验室按省指标规定，专用教室微机为３个班，语音为２个班，增设了学生及教职员食堂、体育馆、科技馆...     

WSY-6型袖珍水泥配料计算器

该计算器采用首创的专用超大规模集成电路,在一个芯片内包含了一个多达6种原料的配料计算软件和运算器、程序储存器、显示驱动器、键盘等硬件元件。具有体积小、总量轻、寿命长、抗干扰、耗电     

开放共享机制下超大规模高中校内外空间环境策划研究

开放、融合和共享是当前国内外学校发展的主流趋势,在超大规模办学背景下,校内外空间环境开放共享可以大大节约公共财政投入,提高资源利用率,增加社会效益。研究通过实地调研,对比借鉴国外优秀设计案例,构建校内外空间环境开放共享的双向机制,并基于不同类型的超大规模高中确立了空间模式策划、规划布局策划、开放共享策划三种模式,基于不同模式形成设计优化策略,为工程实践提供科学依据。     

Irritants and allergens at school in relation to furnishings and cleaning

In order to study the influence of furnishings and cleaning on the indoor air quality at school, 181 randomly chosen classrooms were investigated. The amounts of open shelves, textiles and other fittings were noted, data were gathered on cleaning routines, and a number of pollutants were measured in the classrooms. In classrooms with more fabrics there was more settled dust and the concentration of formaldehyde was higher. Classrooms with more open shelves had more formaldehyde, and more pet allergens in settled dust, and classrooms with a white board, instead of a chalk board, were less dusty. Classrooms mainly cleaned through wet mopping had more airborne viable bacteria but less settled dust than classrooms mainly cleaned by dry methods. In rooms where the desks and curtains were more often cleaned, the concentrations of cat and dog allergen in settled dust were lower. It is concluded that furnishings and textiles in the classroom act as significant reservoirs of irritants and allergens and have an impact on the indoor air quality at school.     

Assessment of ventilation and indoor air pollutants in nursery and elementary schools in France

The aim of this study was to characterize the relationship between Indoor Air Quality (IAQ) and ventilation in French classrooms. Various parameters were measured over one school week, including volatile organic compounds, aldehydes, particulate matter (PM_2.5 mass concentration and number concentration), carbon dioxide (CO₂), air temperature, and relative humidity in 51 classrooms at 17 schools. The ventilation was characterized by several indicators, such as the air exchange rate, ventilation rate (VR), and air stuffiness index (ICONE), that are linked to indoor CO₂ concentration. The influences of the season (heating or non‐heating), type of school (nursery or elementary), and ventilation on the IAQ were studied. Based on the minimum value of 4.2 l/s per person required by the French legislation for mechanically ventilated classrooms, 91% of the classrooms had insufficient ventilation. The VR was significantly higher in mechanically ventilated classrooms compared with naturally ventilated rooms. The correlations between IAQ and ventilation vary according to the location of the primary source of each pollutant (outdoor vs. indoor), and for an indoor source, whether it is associated with occupant activity or continuous emission.     

Ultrafine particle concentrations and exposures in six elementary school classrooms in northern California

Potential health risks may result from environmental exposure to ultrafine particles (UFP), i.e., those smaller than 0.1 μm in diameter. One important exposure setting that has received relatively little attention is school classrooms. We made time-resolved, continuous measurements of particle number (PN) concentrations for 2-4 school days per site (18 days total) inside and outside of six classrooms in northern California during normal occupancy and use. Additional time-resolved information was gathered on ventilation conditions, occupancy, and classroom activity. Across the six classrooms, average indoor PN concentrations when students were present were 5200-16,500/cm(3) (overall average 10,800/cm(3)); corresponding outdoor concentrations were 9000-26,000/cm(3) (overall average 18,100/cm(3)). Average indoor levels were higher when classrooms were occupied than when they were unoccupied because of higher outdoor concentrations and higher ventilation rates during occupancy. In these classrooms, PN exposures appear to be primarily attributable to outdoor sources. Indoor emission sources (candle use, cooking on an electric griddle, use of a heater, use of terpene-containing cleaning products) were seen to affect indoor PN concentrations only in a few instances. The daily-integrated exposure of students in these six classrooms averaged 52,000/cm(3) h/day for the 18 days monitored. PRACTICAL IMPLICATIONS: This study provides data and insight concerning the UFP exposure levels children may encounter within classrooms and the factors that most significantly affect these levels in an urban area in northern California. This information can serve as a basis to guide further study of children's UFP exposure and the potential associated health risks.     

Association between substandard classroom ventilation rates and students' academic achievement

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. PRACTICAL IMPLICATIONS: The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel.     

Ventilation rates in schools

Research shows that poor indoor air quality (IAQ) in school buildings can cause a reduction in the students’ performance assessed by short-term computer-based tests; whereas good air quality in classrooms can enhance children's concentration and also teachers’ productivity. Investigation of air quality in classrooms helps us to characterise pollutant levels and implement corrective measures. Outdoor pollution, ventilation equipment, furnishings, and human activities affect IAQ. In school classrooms, the occupancy density is high (1.8–2.4 m²/person) compared to offices (10 m²/person). Ventilation systems expend energy and there is a trend to save energy by reducing ventilation rates. We need to establish the minimum acceptable level of fresh air required for the health of the occupants. This paper describes a project, which will aim to investigate the effect of IAQ and ventilation rates on pupils’ performance and health using psychological tests. The aim is to recommend suitable ventilation rates for classrooms and examine the suitability of the air quality guidelines for classrooms. The air quality, ventilation rates and pupils’ performance in classrooms will be evaluated in parallel measurements. In addition, Visual Analogue Scales will be used to assess subjective perception of the classroom environment and SBS symptoms. Pupil performance will be measured with Computerised Assessment Tests (CAT), and Pen and Paper Performance Tasks while physical parameters of the classroom environment will be recorded using an advanced data logging system. A total number of 20 primary schools in the Reading area are expected to participate in the present investigation, and the pupils participating in this study will be within the age group of 9–11 years. On completion of the project, based on the overall data recommendations for suitable ventilation rates for schools will be formulated.     

The effect of horizontal elements and building orientation on PM2.5 concentration in classrooms

This study aimed to evaluate the effect of horizontal elements and building orientation on indoor particulate matter with a diameter of less than 2.5 μm (PM_2.5) concentration and airflow. We added horizontal elements to the envelope of a standard Thai school building using computational fluid dynamics for testing the dispersion and concentration of PM_2.5 in classrooms under the PM_2.5 crisis condition in Chiang Mai Province. The results showed that the building orientation and the addition of horizontal elements to the front wall of the school building had different effects on the concentration of PM_2.5 and airflow within the classroom in eight directions. Classrooms in standard school buildings facing NE and SW directions had the highest indoor PM_2.5 concentrations, and those facing NW and SW had the least compared to all directions. Adding horizontal elements on the front wall of the standard school building was found to reduce the PM_2.5 concentration in the classrooms of the building facing the N, NE, E, and SE directions. Increasing the horizontal element width from 1 m to 2 m reduced the PM_2.5 concentration in classrooms of the N- and SE-facing buildings but had little effect in the classrooms of the NE- and E-facing buildings. This study will provide insight into the optimization of air quality in school buildings, informing the decision-making for adding horizontal elements and controlling their widths.     

The effects of building‐related factors on classroom relative humidity among North Carolina schools participating in the ‘Free to Breathe,Free to Teach’ study

Both high and low indoor relative humidity (RH) directly impact Indoor Air Quality (IAQ), an important school health concern. Prior school studies reported a high prevalence of mold, roaches, and water damage; however, few examined associations between modifiable classroom factors and RH, a quantitative indicator of dampness. We recorded RH longitudinally in 134 North Carolina classrooms (n = 9066 classroom‐days) to quantify the relationships between modifiable classroom factors and average daily RH below, within, or above levels recommended to improve school IAQ (30–50% or 30–60% RH). The odds of having high RH (>60%) were 5.8 [95% Confidence Interval (CI): 2.9, 11.3] times higher in classrooms with annual compared to quarterly heating, ventilating, and air‐conditioning (HVAC) system maintenance and 2.5 (95% CI: 1.5, 4.2) times higher in classrooms with HVAC economizers compared to those without economizers. Classrooms with direct‐expansion split systems compared to chilled water systems had 2.7 (95% CI: 1.7, 4.4) times higher odds of low RH (<30%). When unoccupied, classrooms with thermostat setbacks had 3.7 (95% CI: 1.7, 8.3) times the odds of high RH (>60%) of those without setbacks. This research suggests actionable decision points for school design and maintenance to prevent high or low classroom RH.     

My School

<正>Hello,everyone.I’d like to talk about my school.I study at Luoyang Middle School.It’s a big and beautiful school.There are eighteen classrooms in our school.And my favorite place is the library.I like reading books there.I like the playground,too.I like playing football with my classmates.And of course,I like all the subjects.My favorite subject is Maths because it’s interesting.I live near the school.So I go to school     

某中学配电系统设计

本文主要介绍了某中学的配电设计,重点讲述了该学校实验室的配电设计及教室的照明设计。