Kristiansen Jesper, Lund Søren Peter, Persson Roger, Challi Rasmus, Lindskov Janni Moon, Nielsen Per Møberg, Larsen Per Knudgaard, Toftum Jørn
The National Research Centre for the Working Environment, Lersø Parkalle 105, 2100, Copenhagen, Denmark.
Department of Psychology, Lund University, Lund, Sweden.
Int Arch Occup Environ Health. 2016 Feb;89(2):341-50. doi: 10.1007/s00420-015-1077-3. Epub 2015 Aug 11.
To investigate whether acoustical refurbishment of classrooms for elementary and lower secondary grade pupils affected teachers' perceived noise exposure during teaching and noise-related health symptoms.
Two schools (A and B) with a total of 102 teachers were subjected to an acoustical intervention. Accordingly, 36 classrooms (20 and 16 in school A and school B, respectively) were acoustically refurbished and 31 classrooms (16 and 15 in school A and school B, respectively) were not changed. Thirteen classrooms in school A were interim "sham" refurbished. Control measurements of RT and activity sound levels were measured before and after refurbishment. Data on perceived noise exposure, disturbance attributed to different noise sources, voice symptoms, and fatigue after work were collected over a year in a total of six consecutive questionnaires.
Refurbished classrooms were associated with lower perceived noise exposure and lower ratings of disturbance attributed to noise from equipment in the class compared with unrefurbished classrooms. No associations between the classroom refurbishment and health symptoms were observed. Before acoustical refurbishment, the mean classroom reverberation time was 0.68 (school A) and 0.57 (school B) and 0.55 s in sham refurbished classrooms. After refurbishment, the RT was approximately 0.4 s in both schools. Activity sound level measurements confirmed that the intervention had reduced the equivalent sound levels during lessons with circa 2 dB(A) in both schools.
The acoustical refurbishment was associated with a reduction in classroom reverberation time and activity sound levels in both schools. The acoustical refurbishment was associated with a reduction in the teachers' perceived noise exposure, and reports of disturbance from equipment in the classroom decreased. There was no significant effect of the refurbishment on the teachers' voice symptoms or fatigue after work.
调查针对小学和初中低年级学生教室的声学翻新是否会影响教师在教学过程中感知到的噪声暴露以及与噪声相关的健康症状。
对两所学校（A校和B校）共102名教师进行声学干预。相应地，对36间教室（A校20间，B校16间）进行了声学翻新，31间教室（A校16间，B校15间）未作改变。A校的13间教室进行了临时“假”翻新。在翻新前后测量了混响时间（RT）和活动声级的对照数据。在一年时间里，通过总共六份连续问卷收集了有关感知噪声暴露、不同噪声源造成的干扰、声音症状以及工作后疲劳的数据。
与未翻新的教室相比，翻新后的教室与较低的感知噪声暴露以及较低的因课堂设备噪声导致的干扰评级相关。未观察到教室翻新与健康症状之间存在关联。在进行声学翻新之前，教室的平均混响时间在A校为0.68秒，在B校为0.57秒，在假翻新教室中为0.55秒。翻新后，两所学校的混响时间均约为0.4秒。活动声级测量证实，干预措施使两所学校上课期间的等效声级降低了约2 dB(A)。
声学翻新与两所学校教室混响时间和活动声级的降低相关。声学翻新与教师感知到的噪声暴露减少相关，并且教室设备造成干扰的报告也有所减少。翻新对教师的声音症状或工作后的疲劳没有显著影响。
