Research Centre for Learning and Teaching, Newcastle University, Newcastle, UK.
Int J Environ Res Public Health. 2010 Aug;7(8):3255-69. doi: 10.3390/ijerph7083255. Epub 2010 Aug 23.
Much of the research evidence relating to the physical learning environment of schools is inconclusive, contradictory or incomplete. Nevertheless, within this confusing area, research from a number of disciplines, using a range of methodologies, points to the negative impact of noise on students' learning. In this paper, drawing on our systematic review of learning environments we review the weight of evidence in relation to noise, considering what implications the results of these studies have for the design and use of learning spaces in schools. We make four key points. Firstly that noise over a given level does appear to have a negative impact on learning. Secondly that beneath these levels noise may or may not be problematic, depending on the social, cultural and pedagogical expectations of the students and teachers. Thirdly we argue that when noise is deemed to be a difficulty, this finding cannot simply be translated into design prescriptions. The reasons for this indeterminacy include differing understandings of the routes through which noise produces learning deficits, as well as relationships between noise and other elements of the environment, particularly the impacts of physical solutions to noise problems. Finally, we suggest that solutions to noise problems will not be produced by viewing noise in isolation, or even as part of the physical environment, but through participatory approaches to understanding and adapting the structure, organisation and use of learning spaces in schools.
虽然与学校物理学习环境相关的大部分研究证据尚无定论、相互矛盾或不完整，但在这一令人困惑的领域内，一些学科使用多种方法进行的研究表明，噪声会对学生的学习产生负面影响。在本文中，我们根据对学习环境的系统审查，综述了与噪声相关的证据权重，探讨了这些研究结果对学校学习空间设计和使用的意义。我们提出了四个要点。首先，超过一定水平的噪声似乎确实会对学习产生负面影响。其次，在这些水平以下，噪声可能会也可能不会成为问题，具体取决于学生和教师的社会、文化和教学期望。第三，我们认为，当噪声被认为是一个困难时，这一发现不能简单地转化为设计规范。造成这种不确定性的原因包括对噪声产生学习障碍的途径存在不同理解，以及噪声与环境其他要素之间的关系，特别是解决噪声问题的物理方法的影响。最后，我们建议，通过孤立地看待噪声，甚至将其视为物理环境的一部分，都无法解决噪声问题，而需要通过参与式方法来理解和调整学校学习空间的结构、组织和使用。
