臺灣博碩士論文加值系統

摘要
教室內環境舒適度會影響學生學習效率，在台灣溼熱的氣候下高溫帶來的熱不舒適尤其應受到關注。教室的遮陽和通風性能是決定教室熱舒適的關鍵因素，本文選擇教室朝向、開窗面積、遮陽深度及可通風面積做為研究變數。通過蒙地卡羅分析法隨機產生大量模擬案例，以及EnergyPlus模擬獲得各案例教室夏季的逐時熱環境狀況，並以標準化迴歸係數(SRC)來解析各研究變數對教室長期過熱嚴重度的靈敏度。透過靈敏度分析結果討論現行AWSG指標的合理性，並找出更接近合理的計算公式。
研究結果發現：1.雖然台北屬副熱帶氣候區，高雄屬熱帶氣候區，但台北室外過熱及過冷的情形皆比高雄嚴重，表示在台北感覺不舒適的時間多於高雄。2.以室內環境溫度來看高雄模擬案例教室過熱時間及各項不舒適的百分比都比台北的模擬教室高，可見在高雄教室案例設計的優劣對造成室溫過熱情形的影響教顯著。3.以400個模擬案例來看以高雄的熱季換氣量最高，台北的涼季換氣量最低，這也可說明，同樣的案例設計在台北及高雄教室的換氣量會有明顯的差異。4. 根據熱風險及學習效率的研究結果發現台灣國小教室中普遍存在著教室過熱的情形，對學生的學習效率也有影響。以現行建築物外殼節能設計評估指標公式計算出的AWSG與教室熱風險及學習效率之間無明顯的線性關係。5.經過靈敏度分析可能與影響教室內溫度變化有關的因素，以此推估可能適用的評估指標公式則可以看出與過熱風險及學習效率已稍具有可解釋能力。如何建立具合理性的AWSG節能設計評估指標公式作為自然通風建築設計和運行的依據，使之能發揮更大的節能效力是未來自然通風建築熱舒適性研究的方向之一。

Abstract
The environmental comfort in the classroom will affect the efficiency of students learning. In the hot and humid climate of Taiwan, the heat and heat caused by high temperature should be paid attention to. The shading and ventilation performance of the classroom is the key factor determining the thermal comfort of the classroom. This paper selects the classroom orientation, window opening area, shading depth, and ventilation area as research variables. A large number of simulation cases were randomly generated by Monte Carlo analysis, and EnergyPlus simulation obtained the summertime hot environment conditions of each case classroom, and the sensitivity of each research variable to the long-term superheat severity of the classroom was analyzed by the standardized regression coefficient (SRC). Through the sensitivity analysis results, the rationality of the current AWSG indicators is discussed, and a more reasonable calculation formula is found.
The results of the study found that: 1. Although Taipei is a subtropical climate zone and Kaohsiung is a tropical climate zone, Taipeis outdoor overheating and coldness are more serious than those of Kaohsiung, indicating that it is more uncomfortable in Taipei than Kaohsiung. 2. According to the indoor ambient temperature, the overheating time and the percentage of discomfort in the Kaohsiung simulation case are higher than those in the simulation classroom in Taipei. It can be seen that the advantages and disadvantages of the case design in Kaohsiung classrooms have a significant impact on the situation of overheating at room temperature. 3. In 400 simulated cases, Kaohsiung has the highest heat exchange rate in the hot season, and Taipei has the lowest air exchange rate in the cool season. This also shows that the same case design will have significant ventilation in Taipei and Kaohsiung classrooms. difference. 4. According to the research results of thermal risk and learning efficiency, it is found that there is a general overheating of classrooms in Taiwans national classrooms, which also has an impact on students learning efficiency. There is no obvious linear relationship between AWSG and classroom heat risk and learning efficiency calculated by the current building envelope energy-saving design evaluation index formula. 5. After the sensitivity analysis may be related to the factors affecting the temperature change in the classroom, it can be seen that the applicable evaluation formula can be seen to have a slightly interpretable ability with overheating risk and learning efficiency. How to establish a reasonable AWSG energy-saving design evaluation index formula as the basis for the design and operation of natural ventilation buildings, so that it can play a greater energy-saving effect is one of the directions of future research on the thermal comfort of natural ventilation buildings.

目次
謝誌..........................................................................I
摘要.........................................................................II
Abstract..................................................................III
目次......................................................................V
表次......................................................................VII
圖次....................................................................VII
第一章 緒論............................................................1
第一節 研究背景與目的......................................1
第二節 文獻回顧................................................3
第三節 研究架構................................................6
第二章 研究方法...................................................7
第一節 研究對象.......................................7
第二節 模擬工具..................................9
第三節 教室設計參數和模擬樣本..................12
第四節 模擬樣本的產生............................14
第五節 熱舒適模式和學習效率評估...............15
第六節 靈敏度分析.................................16
第三章 研究結果與討論..............................................18
第一節 台北及高雄全年環境氣候...............18
第二節 模擬案例的熱狀況彙整.................26
第三節 換氣量模擬結果...............................31
第四節 學習效率的模擬結果................35
第五節 熱風險之模擬結果...........................38
第六節 現行建築物外殼節能設計評估指標.......43
第七節 靈敏度分析(SRC).............................48
第八節 修正後的建築物外殼節能設計評估指標..54
第四章 結論與建議........................................59
第一節 結論..................................59
第二節 建議...............................60
參考文獻.................................................................62
附錄一 2018『能源與冷凍空調』學術研討會................65
附錄二 10th IAQVEC 2019..... ...............................73







表次
表2-1建築模型的輸入變數、機率分布以及變化範圍........15
表3-1台灣學校建物外殼節能設計規範...........................43
表3-2各項因子之SRC結果彙整...................................49

圖次
圖1-1研究架構圖....................................................6
圖2-1台灣常見的小學學校校舍建築..........................7
圖2-2做為研究模擬對象的小學校舍和標準教室..........8
圖2-3 EnergyPlus 整體模擬基本架構..........................10
圖2-4 EnergyPlus主程式運作架構圖..........................11
圖2-5 打開教室窗戶對開始開冷氣溫度的推遲效果說明...12
圖2-6 台灣目前大多數的國小教室內設置.......................13
圖3-1 台北及高雄全年室外溫度分布圖...........................18
圖3-2台北及高雄不舒適時數......................................19
圖3-3各月不舒適時間百分比(a)台北(b)高雄.................21
圖3-4 風玫瑰圖........................................................23
圖3-5平均風速圖.....................................................24
圖3-6 操作溫度散佈圖...............................................28
圖3-7全部案例的接受範圍分布圖...............................29
圖3-8三間案例教室換氣量模擬結果..............31
圖3-9所有案例換氣量模擬結果.....................32
圖3-10三等級之學習效率模擬結果............................34
圖3-11所有案例學習效率排序模擬結果....................35
圖3-12 所有樣本教室的不舒適時數模擬結果..............37
圖3-13所有樣本教室的Iop模擬結果....................39
圖3-14所有樣本教室的Ippd模擬結果..................40
圖 3-15模擬的400個案例之AWSG值...................43
圖3-16 AWSG與Iop、Ippd、學習效率之關...........45
圖3-17 對Iop、Ippd的SRC.................................49
圖3-18 對PR的SRC..........................................50
圖3-19 模擬的400個案例建議之新AWSG值...........52
圖3-20新AWSG與Iop、Ippd、學習效率之關係........56

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