室内环境碳/氧浓度对青少年学习效率影响机理研究

Thermal environment and air quality in the classroom have complex and comprehensive effects on adolescents'learning performance. In a comfortable thermal environment, further understanding the impact of air quality on learning performance is conducive to analyze the impact of the environment on learning performance in-depth. O2 and CO2 in the classroom directly participate in various physiological activities, such as human breathing, blood circulation, neurophysiological regulation and so on. It directly affects the oxygen supply into human brain, thereby affecting the cerebral cortex, which plays an important role in cognitive processes. Nevertheless, the cognitive level and metabolic intensity of adolescents are different from those of adults. The intensity of thinking and the type of activity involved in the learning process are also different from work. The project intends to combine neurophysiology to reveal the physiological mechanism of the influence of indoor carbon/oxygen environment on adolescents'learning performance. Through the analysis of human brain information cognitive processing, the evaluation index of learning performance reflecting the cognitive ability of adolescents is proposed. The characteristics conditions of typical carbon/oxygen combination environment in different seasons are investigated and classified. Through the experimental study in controlled environment, the change rules of subjective evaluation, psychological adjustment and physiological response of adolescents and their influences on learning performance are obtained. Combined with the previous research, the air quality and thermal environment parameters suitable for higher efficient learning of adolescents in classroom are proposed, which provides a scientific basis for the design of indoor environment design standards in primary and secondary schools.

教室内热环境和空气质量对青少年学习效率产生着复杂的综合影响。在舒适的热环境下，进一步掌握空气质量对学习效率的影响，有利于深入剖析环境对学习效率的影响机制。空气中O2、CO2参与人体呼吸、血液循环、神经调节等生理活动，直接影响人脑供氧量，从而影响大脑皮层活跃水平，进而对人的学习认知过程产生重要作用。而青少年认知水平、代谢强度等不同于成年人，学习过程涉及的思维强度、任务类型也区别于工作劳动。项目拟结合神经生理学，揭示室内碳/氧环境对青少年学习效率影响的生理机制；通过对人脑信息认知过程分析，提出反映青少年认知能力的学习效率评价指标；调查并归类分析出不同季节典型碳/氧组合环境特征工况；通过可控环境人体实验研究，获得青少年主观评价、心理调节、生理反应的变化规律及对学习效率的影响关系。结合前期研究，提出有利于青少年高效学习的教室空气质量和热环境参数体系，为中小学教学建筑室内环境设计标准提供科学化依据。

教室环境参数对青少年的舒适健康、身心发展、学习效率等产生着重要影响。碳/氧浓度等空气质量主要从降低舒适度、危害健康和降低工作效率等方面对室内人员产生重要影响。通过理论分析“人体外环境-脑内供氧量”的脑部供氧动态平衡机理；明确了大脑皮层活跃水平与脑内供氧量的相互作用关系；根据大脑布罗德曼分区系统，获得了大脑皮层活跃水平与学习认知的对应关系，建立了人体脑部血液的供、需氧平衡；掌握不同活动强度下反映青少年学习效率的敏感性生理指标。提出了以“专注力、感知能力、理解记忆和逻辑推理”四因子表征学习认知能力的评价指标体系；建立了“室内环境-生理反应-学习效率”的多维耦合学习效率评价方法。通过不同季节的问卷调研及现场测试，归类分析了不同季节典型教室内环境特征。通过大量典型工况实验，获得了学习认知能力评价指标与环境参数的关系，归纳了学生主观评价、心理调节、生理反应的变化规律，提出了适宜于高效学习的空气质量参数体系。