摘要
目的 了解2016-2020年北京市中小学教学环境卫生状况变化趋势,为改善中小学校教学环境提供依据.方法 采用按比例系统抽样,2016-2019年每年在北京市抽取50％以上学校,2020年抽取34％学校.抽中学校根据结构等选取有代表性的2间教室进行检测,共对6 196间教室的卫生学指标进行监测,其中2016-2020年各年分别监测1 330,1 312,1 384,1 322,848间教室.结果 2016-2020年教室总体采光合格率(采光系数72.8％,窗地面积比41.8％,后侧墙反射比42.2％,黑板反射比37.4％),黑板平均照度、均匀度合格率(50.6％,34.9％)和课桌椅分配合格率(58.6％)均低于80％,教室人均面积(87.5％)、黑板尺寸(83.2％)、课桌面平均照度(80.1％)、课桌面照度均匀度(82.9％)、灯桌间距(99.1％)、二氧化碳(86.6％)、温度(84.9％)、噪声(96.6％)指标总体合格率均高于80％.黑板尺寸、灯桌间距、黑板平均照度、采光系数、黑板反射比、后侧墙反射比、二氧化碳、温度、噪声指标年份间差异均有统计学意义(x2值分别为78.38,9.71,11.76,320.59,37.63,58.45,236.45,1 347.56,101.97),其中黑板尺寸、黑板反射比、采光系数、噪声指标合格率逐年升高(x2趋势值分别为69.98,15.82,240.02,5.77)(P值均＜0.05).小学教室人均面积、窗地面积比、黑板反射比指标合格率(81.6％,39.8％,36.3％)均低于中学(94.9％,44.5％,40.3％)(x2值分别为246.32,12.03,10.51),黑板尺寸、黑板平均照度、黑板照度均匀度、课桌椅配置指标合格率(89.3％,55.6％,36.0％,60.2％)均高于中学(75.4％,44.1％,33.3％,56.5％)(x2 值分别为 209.33,78.41,4.44,8.22)(P值均＜0.05).城区课桌面平均照度和均匀度、黑板平均照度、后侧墙反射比、课桌椅配置、二氧化碳、温度、噪声指标城区合格率(82.9％,84.1％,51.9％,45.0％,60.9％,91.2％,89.5％,97.8％)均高于郊区(77.3％,81.7％,49.2％,39.5％,56.3％,82.3％,80.4％,95.5％)(x2 值分别为 31.16,6.28,4.36,16.40,13.39,105.29,98.23,24.66),灯桌间距、采光系数、窗地面积比、黑板尺寸、黑板反射比、黑板照度均匀度、教室人均面积指标城区合格率(98.8％,65.2％,34.3％,76.7％,35.9％,30.1％,84.6％)均低于郊区(99.4％,81.4％,49.8％,89.7％,40.2％,39.6％,90.3％)(x2 值分别为 6.80,171.67,132.43,188.46,12.45,60.28,44.82)(P值均＜0.05).结论 北京市学校教室环境主要问题在教室采光照明和课桌椅配置.各部门修订标准时应考虑标准各项条款的合理性和可操作性,加强标准培训和监督管理,逐步改善中小学校教室环境.
Abstract
Objective To understand the trend of changes of hygiene status in the teaching environment among primary and sec-ondary schools in Beijing City during 2016-2020,so as to provide basis for further improving the teaching environment and campus hygiene conditions in primary and secondary schools.Methods A proportional systematic sampling method covered over 50％of schools selected annually in Beijing from 2016 to 2019,and 34％were selected in 2020.Two representative classrooms were select-ed from each selected school for testing based on their structure and other factors,with 6 196 classrooms supervised,from 2016 to 2020,1 330,1 312,1 384,1 322,848 classrooms were monitored for each year.Results From 2016 to 2020,the overall lighting qualification rate of classrooms(lighting coefficient 72.8％,window to floor area ratio 41.8％,rear wall reflectance ratio 42.2％,blackboard reflection ratio 37.4％),the overall qualification rate of average blackboard illumination and uniformity(50.6％,34.9％),and the overall qualification rate of desk and chair allocation(58.6％)were all below 80％.The overall qualification rate of per capita classroom area(87.5％),blackboard size(83.2％),average desk illumination(80.1％),average desk illumination and uniformity(82.9％),the distance between lamp and desk(99.1％),carbon dioxide(86.6％),temperature(84.9％),and noise(96.6％)were all above 80％.The following indicators,blackboard size,the distance between lamp and desk,average black-board illumination,lighting coefficient,blackboard reflectance,rear wall reflectance,carbon dioxide,temperature,and noise(x2=78.38,9.71,11.76,320.59,37.63,58.45,236.45,1 347.56,101.97),had statistically significance between years.Among those indicators,the qualified rates of blackboard size,blackboard reflectance,lighting coefficient,and noise had been increasing year by year(x2trend=69.98,15.82,240.02,5.77)(P＜0.05).The qualified rates of per capita classroom area,window to floor area ratio,and blackboard reflection ratio in primary schools(81.6％,39.8％,36.3％)were all lower than those in secondary schools(94.9％,44.5％,40.3％)(x2=246.32,12.03,10.51,P＜0.05).The qualified rates of blackboard size,average blackboard illumi-nation,average blackboard illumination and uniformity,and desk and chair allocation(89.3％,55.6％,36.0％,and 60.2％)were all higher than those in secondary schools(75.4％,44.1％,33.3％,and 56.5％)(x2=209.33,78.41,4.44,8.22)(P＜0.05).The qualified rates of average desk illumination and uniformity,average blackboard illumination,rear wall reflectance ratio,desk and chair allocation,carbon dioxide,temperature,and noise indicators in urban area(82.9％,84.1％,51.9％,45.0％,60.9％,91.2％,89.5％,97.8％)were all higher than those in suburban area(77.3％,81.7％,49.2％,39.5％,56.3％,82.3％,80.4％,95.5％)(x2=31.16,6.28,4.36,16.40,13.39,105.29,98.23,24.66,P＜0.05).The qualified rates of the distance between lamp and desk,lighting coefficient,window to floor area ratio,blackboard size,blackboard reflection ratio,average blackboard illumina-tion and uniformity,and per capita classroom area in urban areas(98.8％,65.2％,34.3％,76.7％,35.9％,30.1％,84.6％)were all lower than those in suburban areas(99.4％,81.4％,49.8％,89.7％,40.2％,39.6％,90.3％)(x2=6.80,171.67,132.43,188.46,12.45,60.28,44.82)(P＜0.05).Conclusions The main problems in the teaching environment of schools in Beijing are classroom lighting,as well as desk and chair allocation.The findings suggest technical rationality and operability of relevant stand-ard should be considered when under revision,and standard training and supervision management should be strengthened,with the aim of teaching environment improvement.
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万方数据