教室荧光灯色温对学生学习效率和生理节律的影响  

Productivity and Physiological Response of Students Subjected to Fluorescent Lamps With Different Colour Temperatures and Luminance Level

作　　者：严永红[1] 关杨[1] 刘想德[2] 刘炜[1] 

机构地区：[1]重庆大学建筑城规学院,重庆400045 [2]重庆邮电大学自动化学院,重庆400065

出　　处：《土木建筑与环境工程》2010年第4期85-89,共5页Journal of Civil,Architectural & Environment Engineering

基　　金：国家自然科学基金资助项目(50778182)

摘　　要：为了研究教室荧光灯色温对学生学习效率和生理节律的影响,通过实验对比了3种典型色温T5荧光灯在不同照度水平下对受试人学习效率、视疲劳、脑疲劳的影响。实验采用安菲莫夫字母表和近点测定法对学习效率和视疲劳进行测试,用学习效率变化率作为特定光环境下出现的脑疲劳指标。结果表明,由于Cirtopic效应作用,中间色温荧光灯在恰当的时间长度内可对学生产生适量的良性刺激,对大脑起到"唤醒"或"放松"的作用,达到提高学习效率、缓解视/脑疲劳的效果;而高、低色温荧光灯的作用则相反;不同色温的荧光灯光源,其最佳照度值并不相同;在实验研究的基础上,提出了教室照明中应避免的色温—照度组合。The influence of luminance level on students, productivity, asthenopia （an eye strain）, and brainfag （a mental exhaustion and depressive disorder） was studied with three typical colour temperatures of T5 fluorescent lamps. The changing rate of productivity and asthenopia were measured by using anomalistic distance determination and AHφИHMOB alphabet test method and the changing rate of productivity was regarded as the brainfag index. It is found that medium colour temperature fluorescent lamps with appropriate exposure time can produce desirable consequences, stimulate the subjects＇ cognitive ability and enhance their productivity. However, some lamps with lower or higher colour temperature produced undesirable consequences. The optimal luminances levels were thus variable and correspond to the colour temperature of lamps. The worst combination of colour temperature ＆ luminance was identifies and should be avoided in classroom lighting design.

关 键 词：照明 荧光灯 学习效率 视疲劳 脑疲劳 

分 类 号：TU113.6[建筑科学—建筑理论]