臺灣博碩士論文加值系統

摘要
提高教室設定溫度可以減少學校的空調系統的耗電。但不當的溫度設定卻會影響學習效率。為了解ASHRAE STANDARD55所規範熱舒適條件是否適用於習慣漫熱、潮濕的氣候型態的台灣居民?本研究以七所大學院校共944人學生為對象，以現場實測及問卷調查兩種方法進行國人熱舒適性的調查。調查時間為2003/09至2004/06。收集有效問卷1294份，通風和空氣調節的教室共36班。
受訪者除被要求對教室內的熱環境給於七個等級的熱感覺評估外，亦被要求回答是否可接受教室熱環境與希望如何調整教室熱環境。以機率迴歸分析得到的中性溫度在空調教室為26.2C ET*,在自然通風教室為26.5C ET*。同時，雖然教室的熱環境多數在舒適區外，但有超過80%的受訪者表示接受，顯示台灣的居民有較寬的舒適區。

ABSTRACT
To raise the temperature set-point in classroom can reduce the energy consumption of air-conditioning system, but an inappropriate set-point will make a negative influence on learning efficiency. This project examines the comfort criteria of ASHRAE STANDARD 55 for their application in Taiwan. A filed study conducted in university classrooms used survey questionnaires and physical measurements to collect data. A total of 1294 students completed questionnaires in 36 naturally ventilated and air-conditioned classrooms in seven universities.
The chi-square test were applied to test the influence of demographic data, health status and satisfaction about classroom environment and school policy on students’ satisfactions of thermal indoor environment. The result shows that only air temperature, air movement and mean radiant temperature in the classroom have significant influence on students’ thermal sensation. Profit regression analyses were applied to find the thermal neutrality and thermal preference. Thermal neutrality occurred at 26.2C ET* in naturally ventilated classrooms and 26.5C ET* in air-conditioned classrooms. Acceptability voted by students exceeded the standard’s 80% acceptability criteria, regardless of whether physical conditions were out or in the comfort zone. Responses from those students suggest a wider thermal comfort zone for occupants in Taiwan.

目錄：
摘要
第一章 緒論
第一節 研究動機…………………………………………………第二節 文獻回顧…………………………………………………第三節 研究目的…………………………………………………第四節 研究方法與流程……………………………………… 1255
第二章 研究內容
第一節 研究對象…………………………………………………第二節 儀器設備…………………………………………………第三節 問卷內容…………………………………………………第四節 實驗步驟………………………………………………… 771013
第三章 受訪者背景
第一節 受訪者背景說明………………………………………第二節 受訪者基本資料說明…………………………………第三節 對教室內熱環境調查…………………………………第四節 課業表現與學校環境調查……………………………第五節 個人健康狀況調查……………………………………第六節 小結個人健康狀況調查……………………………… 141521283646
第四章 結果與討論
第一節 物理環境實測結果……………………………………第二節 熱感指標問卷統計……………………………………第三節 衣著量計算………………………………………………第四節 熱接受度…………………………………………………第五節 熱喜好與熱中性 ………………………………………第六節 性別影響…………………………………………………第七節 空調教室與通風教室比較……………………………第八節 與其他地區文獻比較………………………………… 4750525863666869
第五章 結論與建議
第一節 研究結論…………………………………………………第二節 未來研究………………………………………………… 7273

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