北克教室的声学条件和学生的感知:一个案例研究
Timothy Pommée1, Rachel Bouserhal2, Tiffany Chang1,3
1École D'orthophonie et d'audiologie, Université de Montréal, Montréal, Québec, Canada.
Noise & health
|November 19, 2025
概括
较高的课堂噪音水平与学生的注意力减少有关,但主观感知不同. 需要进一步的研究来了解课堂声学和学生的意识.
科学领域:
- 声学科学 声学科学 声学科学
- 教育心理学教育心理学
- 环境心理学 环境心理学
背景情况:
- 课堂噪音对学习有负面影响,但学生对其声环境的感知仍未得到充分研究.
- 青少年对课堂声音景观的主观经验需要进一步调查.
研究的目的:
- 探索青少年 (12-13岁) 如何感知他们的课堂音景.
- 为了将主观的声学感知与客观的噪声测量相关联.
主要方法:
- 一个横截面的观测研究在一个单一的教室超过11个学日.
- 学生 (N=957) 填写了关于声学感知的课后问卷.
- 客观噪声测量 (LAeq,LA10,LA90,LAmax,LA10-LA90) 是同时记录的.
主要成果:
- 较高的连续和峰值噪音水平与较少的学生感到满意/专注相关 (r=-0.49至-0.59,P<0.05).
- 噪声测量和感知之间的个人相关性很弱 (r=-0.14到-0.19).
- 定性分析揭示了四种感知模式 (强度,音景,源,自中心),声音和学习之间有限的明确联系.
结论:
- 噪音水平对学生的烦和专注有适度的影响,但影响有限.
- 这些发现表明需要进行更大规模的研究,将主观和客观数据结合起来.
- 建议开发教师噪音管理和学生意识的工具.
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