合班教室音质研究
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摘要
高校大规模扩招,在学生人数急剧增多,师资力量相对缺乏的情况下,很多教学都采用了合班教学的模式,听课人数有时高达200多人。此类教室如果不做声学处理,大多存在混响时间过长、背景噪声较高以及教室后排声压级明显降低等问题,从而影响教学质量及师生的健康。
本课题我们以太原理工大学研究生合班教室为例进行了音质研究。
首先我们通过问卷调查的形式对该教室的音质进行了主观调查,调查结果显示,师生对未做声学装修的教室音质不满意,具体表现在混响时间过长,背景噪声较高,而影响背景噪声的因素主要是周围人的谈话声。
第二我们使用了目前世界上最先进的双通道建筑声学分析系统Type2270对未进行声学装修的教室的混响时间及室内外噪声进行测量。测量的结果显示该教室混响时间较长,但空场时的背景噪声满足规范要求。
第三我们借助于绿色建筑分析软件Ecotect Analysis来模拟计算教室内的混响时间,对室内音质设计的两个方案进行对比确定设计方案。在整个设计过程中,我们必须考虑装饰效果、经济、防火等因素的影响。
第四我们对进行声学装修后的教室进行了混响时间测量。测量结果显示该教室音质设计的效果良好。
最后在调研的基础上总结归纳了一些国内外教室音质设计案例。可供将来类似教室音质设计作参考,具有一定的应用价值。
In case of large-scale expansion of universities and colleges,rapidly increasing number of students and relative lack of teachers,many universities and colleges apply the mode of combined class teaching, with the number of students attending a course more than200.If acoustical treatment lacks in such classrooms, there are problems,such as long reverberation time,high background noise and significantly decreasing sound pressure level at the back of the classrooms, which will affect the quality of teaching and the health of teachers and students.
The analysis on the acoustics in graduate classroom of Taiyuan University of Technology are researched.
Firstly,the subjective survey on the acoustical quality of classroom is conducted through questionnaire surveys.The results show that teachers and students are dissatisfied with the acoustics of classroom without acoustical treatment because of long reverberation time and high background noise whose main influencing factor is the ambient conversation.
Secondly, the reverberation times and noises of classroom are tested without acoustical treatment with Dual Channel Building Acoustics System Type2270.The results show that the reverberation time is long, but the background noise in empty classroom meets requirements.
Thirdly, the green building analysis software Ecotect Analysis is applied to make an analog calculation for the reverberation time in classroom, and to obtain the best design by contrasting two programs for room acoustical design. During the process of design, we must takes the factors (decorative effect, economical benefits,fireproofing,etc) into consideration.
Fourthly, reverberation times are tested in classroom after acoustical treatment. The results show that the effect of the acoustical design is good.
Finally, the acoustical designs of classroom at home and abroad are collected based on survey and author's research. It has certain practical value that can offer the references for acoustical designs of classrooms.
本课题我们以太原理工大学研究生合班教室为例进行了音质研究。
首先我们通过问卷调查的形式对该教室的音质进行了主观调查,调查结果显示,师生对未做声学装修的教室音质不满意,具体表现在混响时间过长,背景噪声较高,而影响背景噪声的因素主要是周围人的谈话声。
第二我们使用了目前世界上最先进的双通道建筑声学分析系统Type2270对未进行声学装修的教室的混响时间及室内外噪声进行测量。测量的结果显示该教室混响时间较长,但空场时的背景噪声满足规范要求。
第三我们借助于绿色建筑分析软件Ecotect Analysis来模拟计算教室内的混响时间,对室内音质设计的两个方案进行对比确定设计方案。在整个设计过程中,我们必须考虑装饰效果、经济、防火等因素的影响。
第四我们对进行声学装修后的教室进行了混响时间测量。测量结果显示该教室音质设计的效果良好。
最后在调研的基础上总结归纳了一些国内外教室音质设计案例。可供将来类似教室音质设计作参考,具有一定的应用价值。
In case of large-scale expansion of universities and colleges,rapidly increasing number of students and relative lack of teachers,many universities and colleges apply the mode of combined class teaching, with the number of students attending a course more than200.If acoustical treatment lacks in such classrooms, there are problems,such as long reverberation time,high background noise and significantly decreasing sound pressure level at the back of the classrooms, which will affect the quality of teaching and the health of teachers and students.
The analysis on the acoustics in graduate classroom of Taiyuan University of Technology are researched.
Firstly,the subjective survey on the acoustical quality of classroom is conducted through questionnaire surveys.The results show that teachers and students are dissatisfied with the acoustics of classroom without acoustical treatment because of long reverberation time and high background noise whose main influencing factor is the ambient conversation.
Secondly, the reverberation times and noises of classroom are tested without acoustical treatment with Dual Channel Building Acoustics System Type2270.The results show that the reverberation time is long, but the background noise in empty classroom meets requirements.
Thirdly, the green building analysis software Ecotect Analysis is applied to make an analog calculation for the reverberation time in classroom, and to obtain the best design by contrasting two programs for room acoustical design. During the process of design, we must takes the factors (decorative effect, economical benefits,fireproofing,etc) into consideration.
Fourthly, reverberation times are tested in classroom after acoustical treatment. The results show that the effect of the acoustical design is good.
Finally, the acoustical designs of classroom at home and abroad are collected based on survey and author's research. It has certain practical value that can offer the references for acoustical designs of classrooms.
引文
[1]中华人民共和国教育部.教育统计数据[EB/OL].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s6200/index.html,2012-1/2 012-3
[2]张宗尧,李志民主编.中小学建筑设计.北京：中国建筑工业出版社.2009：86-87.
[3]Bronzaft, A. I. and McCarthy, D. P. (1975). The effect of elevated train noise on reading ability [J], Environmental Behavior,1975, (7):517-528.
[4]Lukas, J.S., DuPree, R. B and Swing, J. W. Effects of noise on academic achievement and classroom behavior[J]. Office of Noise Control.1981 (9)
[5]Hodgson M R. UBC-classroom acoustical survey[J]. Can Acoust.,1994,22(4):3-10.
[6]MarcoLosso Marco Losso, Elvira Viveiros, Thais Figueiredo. Subjective Evaluation of Acoustical Conditions in Educational Buildings in Brazil[R]. ICA2004, Japan:2004. 925-928.
[7]Kurra S. Results of a pilot study about teacher's annoyancerelative to noise exposure in 3 high schools inlstanbul[R]. Proceedings of the International Symposium on poise Control and Acoustics for Educational Buildings, Istanbul, May 2000, Proceedings of the Turkish Acoustical Society,2000.47-56.
[8]Evams, C. W., and Maxwell, L(1997), "Chronic nose exposure and reading deficits:The mediating effects of language acquisition, " Environment and Behavior 29(5),638-656.
[9]Prediction of typical speech and background noise in university classroom during lecture[J]. J Acoust Soc Am,1999,105(1):226-233.
[10]Buildings in Brazil[R], ICA2004, Japan:2004.925-928.
[11]Bridget Shield and Julie E. Dockrell. External and internal noise surveys of London primary schools[J].J Acoust.Soc Amt 004,115 (2):730-738.
[12]J. S. Bradley. Speech Intelligibility Studies in Classrooms[J]. Acoustical Society of America,1986; 80(3):846-854.
[13]Reich R D, Bradley J S. Optimizing classroom acoustics using computer mo-del studies[J], Canadian Acoustics,1999,26(4):15-21.
[14]Murray Hodgson. Experimental Investigation of the Acoustical Character-istics of University Classrooms[J], Acoustical Society of America,1999; 106(4):1810-1819.
[15]Sylvio R.Bistafaand John S. Bradley, Reverberation time and maximum background-noise level for classrooms from a comparative study of speech intelligibility metrics J. Acoust. Soc. Am.107 (2), February 2000.
[16]French, N.R.,and Steinberg, J. C. Factors governing the intelligibility of speech[J], Acoust. Soc. Am.1947(19):90-119.
[17]Plomp, R. and Mimpen, A.M. Speech-reception threshold for sentences as a function of age and noise level [J], Acoust. Soc. Am.,1979, (66):1333-1342.
[18]Pavlovic, C.V. Derivation of primary parameters and procedures for use in speech intelligibility predictions [J]. Acoust. Soc. Am.1987, (82):413-422.
[19]Plomp, R. A signal-to-noise ratio model for the speech-reception threshold of the hearing impaired [J].Speech and Hearing Research 1986, (29):146-154.
[20]Finitzo-Hieber, T., and Tillman, T. Room acoustical effects on monosyllabic word discrimination ability for normal and hearing impaired children [J]. Speech and Hearing Research.1978, (21):440-448.
[21]Crandell, C. C., and Smaldino. Speech perception in noise by children for whom English is a second language [J], American Journal of Audiology 1996, (5):47-51.
[22]Classroom Acoustics-a Resource for Creating Learning Environments with Desirable Listening Conditions.2000.
[23]ANSI S12.60-2002. Acoustical Perfomance Criteria, Design Requirements, and Guidel fines for Schools [S]. American Natinal Standards Institute,2002.
[24]Acoustical Performance Criteria, Design requirement and guidelines for school[S], England,2003.
[25]王季卿.顾樯国.教室的声学设计标准[R].国际噪声控制会议Inter-noise 87论文集,北京：1987.
[26]彭建新.基于仿真的教室声学特性预测[J].电声技术,2004,(12)：12-15.
[27]彭建新.教室体形对声学特性影响分析[J].电声技术,2004,(07)：8-10.
[28]燕翔,徐学军,侯冰洋,汤静波.教室声学音质设计一例.绿色建筑与建筑物理.北京：中国建筑工业出版社.2004;157-160.
[29]陆凤华,李竹园.微穿孔吸声体的应用[J].声学学报(中文版)2001；2：185-187.
[30]陆凤华,籍仙蓉,王佐民.微穿孔板吸声结构在阶梯教室中的声反射和声吸收性能分析[J].声学学报(中文版),2006；31(3)：222-227.
[31]张宗尧,李志民主编.中小学建筑设计.北京：中国建筑工业出版社.2009.
[32]周逸湖,宋泽方主编.高等学校建筑.规划与环境设计.北京：中国建筑工业出版社.1994.
[33]吴硕贤主编.建筑声学设计原理.北京：中国建筑工业出版社.2000.
[34]中国建筑标准设计研究院组织编制.建筑隔声与吸声构造.北京：中国计划出版社.2008.
[35]中国人民共和国住房和城乡建设部编制.建筑隔声评价标准.北京：中国建筑工业出版社.2005.
[36]民用建筑隔声设计规范。(GB50118-2010).中华人民共和国住房和城乡建设部.2011.
[37]吴静.高层建筑室内外声环境评价与分析[D].重庆大学.2007.
[38]周新祥.噪声控制及应用实例.北京：海洋出版社.1999.
[39]黄静.厅堂建筑设计中音乐声学的应用[J].沈阳建筑大学学报(社会科学版),2012,(01).
[40]柳孝图主编.建筑物理.第三版.北京：中国建筑工业出版社.2010.
[41]William Cavanaugh and Joseph a. Wilkes, Architectural Acoustics [M],P.7,1999.
[42]刘玲玲.教室声学设计及声环境的综合评价[D].广西大学.2007.
[43]《注册建筑师考试辅导教材》编委会编.一级注册建筑师考试辅导教材第三分册.第五版.北京：中国建筑工业出版社.2008.78.
[44]Duncan Templeton, et al., Acoustics in the Built Environment[M], P.23,2000.
[45]声学环境噪声测量方法。(GB/T 3222-94).国家环境保护局.1995.
[46]声环境质量标准.(GB3096-2008).国家环境保护局.2008。
[47]厅堂混响时间测量规范.(GBJ 76-84).清华大学.1985.
[48]剧场电影院和多用途厅堂建筑声学设计规范.(GB/T50356-2005).中华人民共和国建设部.2005.
[49]陆凤华,王默识,路振光,赵斌.大学150人 阶梯教室音质研究[J].太原理工大学学报.2002.03.
[50]周耀,张鹏.高等学校合班教室声学指标缺陷及解决方法——以沈阳建筑大学为例[J].沈阳建筑大学学报(社会科学版),2010,(03).
[51]张新安,张晓岚.吸声帘幕的设计应用原则[J].噪声与振动控制,2007(81)：405-407.
[52]曹孝振,曹勤,姚安子.建筑的噪声控制[M].北京：国防工业出版社,2005：9-10.
[53]杜传梅,马芹永,尹楠.合班楼教室声学设计与分析[J].安徽理工大学学报(自然科学版),2008,(04).
[54]燕翔,徐学军,侯冰洋,汤静波.教室声学音质设计一例[A].绿色建筑与建筑物理——第九届全国建筑物理学术会议论文集(二)[C].2004.
[2]张宗尧,李志民主编.中小学建筑设计.北京：中国建筑工业出版社.2009：86-87.
[3]Bronzaft, A. I. and McCarthy, D. P. (1975). The effect of elevated train noise on reading ability [J], Environmental Behavior,1975, (7):517-528.
[4]Lukas, J.S., DuPree, R. B and Swing, J. W. Effects of noise on academic achievement and classroom behavior[J]. Office of Noise Control.1981 (9)
[5]Hodgson M R. UBC-classroom acoustical survey[J]. Can Acoust.,1994,22(4):3-10.
[6]MarcoLosso Marco Losso, Elvira Viveiros, Thais Figueiredo. Subjective Evaluation of Acoustical Conditions in Educational Buildings in Brazil[R]. ICA2004, Japan:2004. 925-928.
[7]Kurra S. Results of a pilot study about teacher's annoyancerelative to noise exposure in 3 high schools inlstanbul[R]. Proceedings of the International Symposium on poise Control and Acoustics for Educational Buildings, Istanbul, May 2000, Proceedings of the Turkish Acoustical Society,2000.47-56.
[8]Evams, C. W., and Maxwell, L(1997), "Chronic nose exposure and reading deficits:The mediating effects of language acquisition, " Environment and Behavior 29(5),638-656.
[9]Prediction of typical speech and background noise in university classroom during lecture[J]. J Acoust Soc Am,1999,105(1):226-233.
[10]Buildings in Brazil[R], ICA2004, Japan:2004.925-928.
[11]Bridget Shield and Julie E. Dockrell. External and internal noise surveys of London primary schools[J].J Acoust.Soc Amt 004,115 (2):730-738.
[12]J. S. Bradley. Speech Intelligibility Studies in Classrooms[J]. Acoustical Society of America,1986; 80(3):846-854.
[13]Reich R D, Bradley J S. Optimizing classroom acoustics using computer mo-del studies[J], Canadian Acoustics,1999,26(4):15-21.
[14]Murray Hodgson. Experimental Investigation of the Acoustical Character-istics of University Classrooms[J], Acoustical Society of America,1999; 106(4):1810-1819.
[15]Sylvio R.Bistafaand John S. Bradley, Reverberation time and maximum background-noise level for classrooms from a comparative study of speech intelligibility metrics J. Acoust. Soc. Am.107 (2), February 2000.
[16]French, N.R.,and Steinberg, J. C. Factors governing the intelligibility of speech[J], Acoust. Soc. Am.1947(19):90-119.
[17]Plomp, R. and Mimpen, A.M. Speech-reception threshold for sentences as a function of age and noise level [J], Acoust. Soc. Am.,1979, (66):1333-1342.
[18]Pavlovic, C.V. Derivation of primary parameters and procedures for use in speech intelligibility predictions [J]. Acoust. Soc. Am.1987, (82):413-422.
[19]Plomp, R. A signal-to-noise ratio model for the speech-reception threshold of the hearing impaired [J].Speech and Hearing Research 1986, (29):146-154.
[20]Finitzo-Hieber, T., and Tillman, T. Room acoustical effects on monosyllabic word discrimination ability for normal and hearing impaired children [J]. Speech and Hearing Research.1978, (21):440-448.
[21]Crandell, C. C., and Smaldino. Speech perception in noise by children for whom English is a second language [J], American Journal of Audiology 1996, (5):47-51.
[22]Classroom Acoustics-a Resource for Creating Learning Environments with Desirable Listening Conditions.2000.
[23]ANSI S12.60-2002. Acoustical Perfomance Criteria, Design Requirements, and Guidel fines for Schools [S]. American Natinal Standards Institute,2002.
[24]Acoustical Performance Criteria, Design requirement and guidelines for school[S], England,2003.
[25]王季卿.顾樯国.教室的声学设计标准[R].国际噪声控制会议Inter-noise 87论文集,北京：1987.
[26]彭建新.基于仿真的教室声学特性预测[J].电声技术,2004,(12)：12-15.
[27]彭建新.教室体形对声学特性影响分析[J].电声技术,2004,(07)：8-10.
[28]燕翔,徐学军,侯冰洋,汤静波.教室声学音质设计一例.绿色建筑与建筑物理.北京：中国建筑工业出版社.2004;157-160.
[29]陆凤华,李竹园.微穿孔吸声体的应用[J].声学学报(中文版)2001；2：185-187.
[30]陆凤华,籍仙蓉,王佐民.微穿孔板吸声结构在阶梯教室中的声反射和声吸收性能分析[J].声学学报(中文版),2006；31(3)：222-227.
[31]张宗尧,李志民主编.中小学建筑设计.北京：中国建筑工业出版社.2009.
[32]周逸湖,宋泽方主编.高等学校建筑.规划与环境设计.北京：中国建筑工业出版社.1994.
[33]吴硕贤主编.建筑声学设计原理.北京：中国建筑工业出版社.2000.
[34]中国建筑标准设计研究院组织编制.建筑隔声与吸声构造.北京：中国计划出版社.2008.
[35]中国人民共和国住房和城乡建设部编制.建筑隔声评价标准.北京：中国建筑工业出版社.2005.
[36]民用建筑隔声设计规范。(GB50118-2010).中华人民共和国住房和城乡建设部.2011.
[37]吴静.高层建筑室内外声环境评价与分析[D].重庆大学.2007.
[38]周新祥.噪声控制及应用实例.北京：海洋出版社.1999.
[39]黄静.厅堂建筑设计中音乐声学的应用[J].沈阳建筑大学学报(社会科学版),2012,(01).
[40]柳孝图主编.建筑物理.第三版.北京：中国建筑工业出版社.2010.
[41]William Cavanaugh and Joseph a. Wilkes, Architectural Acoustics [M],P.7,1999.
[42]刘玲玲.教室声学设计及声环境的综合评价[D].广西大学.2007.
[43]《注册建筑师考试辅导教材》编委会编.一级注册建筑师考试辅导教材第三分册.第五版.北京：中国建筑工业出版社.2008.78.
[44]Duncan Templeton, et al., Acoustics in the Built Environment[M], P.23,2000.
[45]声学环境噪声测量方法。(GB/T 3222-94).国家环境保护局.1995.
[46]声环境质量标准.(GB3096-2008).国家环境保护局.2008。
[47]厅堂混响时间测量规范.(GBJ 76-84).清华大学.1985.
[48]剧场电影院和多用途厅堂建筑声学设计规范.(GB/T50356-2005).中华人民共和国建设部.2005.
[49]陆凤华,王默识,路振光,赵斌.大学150人 阶梯教室音质研究[J].太原理工大学学报.2002.03.
[50]周耀,张鹏.高等学校合班教室声学指标缺陷及解决方法——以沈阳建筑大学为例[J].沈阳建筑大学学报(社会科学版),2010,(03).
[51]张新安,张晓岚.吸声帘幕的设计应用原则[J].噪声与振动控制,2007(81)：405-407.
[52]曹孝振,曹勤,姚安子.建筑的噪声控制[M].北京：国防工业出版社,2005：9-10.
[53]杜传梅,马芹永,尹楠.合班楼教室声学设计与分析[J].安徽理工大学学报(自然科学版),2008,(04).
[54]燕翔,徐学军,侯冰洋,汤静波.教室声学音质设计一例[A].绿色建筑与建筑物理——第九届全国建筑物理学术会议论文集(二)[C].2004.