基于SD法的校园绿色空间恢复性知觉效益  

Restorative Perception Benefits of Campus Green Space Based on Semantic Analysis Method

作　　者：羿可 杨定海[1] Yi Ke;Yang Dinghai(College of Forestry,Hainan University,Haikou 570100,China)

机构地区：[1]海南大学林学院,海口570100

出　　处：《中国城市林业》2022年第5期125-130,共6页Journal of Chinese Urban Forestry

基　　金：海南省自然科学基金(520RC547)。

摘　　要：具有恢复性作用的校园绿色空间可以促进学生人群的心理健康、缓解精神压力。为探究不同类型校园绿色空间的恢复性知觉效益,运用语义分析法(SD法)列举描述共计20个项目的形容词对,对不同校园绿地空间的自然要素、人工要素和感知要素进行定量分析,并结合恢复性知觉评价量表探究学生人群对校园恢复性环境景观要素的需求和偏好。结果表明:校园绿色空间的自然要素对学生人群的恢复性知觉效益最显著,是影响环境恢复性的主要因素;感知要素对提升学生恢复性知觉效益有正向影响;人工要素需结合其他要素对学生恢复性知觉效益产生积极影响。因此,校园恢复性环境规划设计需重点营造自然要素,同时兼顾与其他要素的搭配,从而构建满足学生群体身心健康需求的校园景观环境。Campus green space with restorative effects can improve students’ mental health and relieve their mental pressure. In order to explore the perceived restorative benefits of different types of campus green spaces, semantic analysis(SD) method is used to list adjective pairs describing 20 items in total for the quantitative analysis of natural elements, artificial elements and perceptual elements of different campus green spaces, and the needs and preferences of students on campus restorative landscape elements are studied in combination with restorative perceptual evaluation questionnaire. The results show that the natural elements in campus green spaces have the most significant effect on students’ restorative perception, which is the dominant factor affecting environmental restorative perception;perceptual elements have the positive influence on students’ restorative perception improvement, and artificial elements need to be combined with other elements to impose positive influence on students’ restorative perception. Therefore, the planning and design of the campus restorative environment should be focused on the creation of natural elements, and take into account the quality of collocation with other elements, so as to build a campus landscape that meets the physical and mental health needs of students.

关 键 词：恢复性知觉 恢复性环境 校园景观 SD 法 

分 类 号：TU984.14[建筑科学—城市规划与设计]