无窗户空调教室中的热舒适性别差异  

Gender Differences in Thermal Comfort of the Windowless Lecture Theatre with the HVAC System

作　　者：苏婳 SU Hua(Institute for Environmental Design and Engineering,The Bartlett,University College London(UCL),London WC1H0NN,Britain)

机构地区：[1]伦敦大学学院巴特莱特建筑学院环境设计与工程研究所,伦敦WC1H0NN

出　　处：《建筑节能（中英文）》2021年第7期69-75,共7页Building Energy Efficiency

摘　　要：为了探究无窗户空调教室这一特定空间类型中的热舒适度的性别差异,对伦敦大学学院(University College London)的4间典型无窗户教室的环境数据和被调查者的热环境主观感知评价数据进行分析,研究了两个热舒适影响因子(衣着、气温)与热舒适度在性别上的差异。在结合了前人的各项相关研究进行分析讨论后得出如下结论:(1)无窗空调教室可以满足大部分被调查者的热舒适和适合学习的热环境,但温度主观评价存在显著的性别差异,该差异主要体现在男性和女性的温度主观评价平均值和非平均水平投票上。具体而言,在相同教室的热环境条件下,男性的温度主观评价平均值高于中性(>0),投票非平均水平偏向感到热;女性的温度主观评价平均值低于中性(<0),投票非平均水平偏向感到偏冷。(2)在强调了针对学习行为的前提下,热偏好主观评估表现出性别差异。为了获得更好的学习状态,女性的要求比男性更高,男性对学习环境的热舒适满意域更大。这表明男性和女性不仅在生理上对感知热环境存在差异,在心理需求上,针对某一特定任务或行为也存在差异。(3)对热环境的适应行为存在显著的性别差异。当男性和女性均表现出对热环境的不满时,女性的适应行为为增减衣物和控制空调温度,但男性对改变教室整体温度的需求较少,他们更倾向于调整衣物隔热水平。(4)男性在感受到更高通风水平时,可以在一定程度上获得更高的热舒适度。根据上述结论提出建议,建议男性坐在靠近通风口的位置,并且在教室中放置额外织物以供女性使用。In order to explore the gender difference of thermal comfort in the windowless lecture theatre with the HVAC system, the gender differences in the two thermal comfort impact factors(clothing, mean air temperature) and thermal comfort are studied, analyzing the environmental data of the four typical HVAC lecture theatres in University College London and the subjective perception evaluation data of the occupants. After discussing the other related research, the following conclusions were drawn:(1) The windowless lecture theatre with the HVAC system can meet the thermal comfort demand of the most of the respondents and the thermal environment suitable for learning, but there was a significant gender difference in the subjective perception of temperature. The difference was mainly shown in the mean of the temperature subjective evaluation and the average voting level of the two groups. Specifically, under the same thermal environment situation, men students’ mean of the temperature.(2) With the emphasis on learning behaviors, subjective evaluation of thermal preferences showed gender differences. In order to obtain a better learning condition, female students had higher requirements than male students, and males were more satisfied with the thermal comfort for learning. This showed that gender differences were not only reflected in the physiological perception of the thermal environment, but also in the psychological needs for a predetermined specific task or behavior.(3) There were significant gender differences in adaptive behavior. When men and women both showed dissatisfaction with the thermal environment, women were likely to increase or decrease the clothes and obtain a flexible control of the air conditioner set point. But men had less demand for changing the overall temperature of the classroom, and they were more inclined to adjust the insulation level of the clothes.(4) When men feeling obvious air movement, they can get a higher level of thermal comfort. Therefore, it is recommended that men sit close to

关 键 词：性别差异 阶梯教室热环境 空调建筑 热舒适 

分 类 号：TU18[建筑科学—建筑理论] TU244.3