Abstract Current thermal comfort evaluation models are based on the average level of an entire society, which is difficult to use as a direct guide for the design of classroom thermal environments in primary and secondary schools. Research was made on a group of pupils during winter in rural areas in Northwest China to analyze their thermal comfort level and regulation of their thermal adaptability under controlled and uncontrolled environments. Using questionnaire surveys and field measurements, 781 sets of valid data in controlled conditions and 345 sets in uncontrolled conditions were collected. Along with the measured air temperature, relative humidity, air velocity, globe temperature, and clothing level, a significant difference was observed between the thermal sensation vote and predicted mean vote. The preferred temperature and comfortable temperature range were obtained by analyzing the actual percentage of dissatisfied pupils and their thermal expectations. The result subsequently indicated that the comfortable temperature ranges for 90% of the pupils was 13.0–18.0 °C. The upper limit of comfortable temperature was 3.0 °C lower than the lower limit of the current recommended international standard in winter, and the clothing insulation was approximately 0.5 clo higher than the recommended value. By considering the influence of outdoor climate on the behavioral habits, psychological expectations, and physiological regulation, an adaptive thermal comfort model for primary and secondary school students in cold environments is proposed. The findings can serve as a guideline for the design and evaluation of heating systems in primary and secondary schools in rural areas.

中文翻译：

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西北地区冬季中小学教室适应性热舒适性现场研究

摘要 目前的热舒适性评价模型基于全社会平均水平，难以作为中小学课堂热环境设计的直接指导。对西北农村地区冬季的一组小学生进行研究，分析他们在受控和非受控环境下的热舒适度和热适应性调节。通过问卷调查和实地测量，共收集到781组受控条件下的有效数据和345组非受控条件下的有效数据。除了测量的气温、相对湿度、风速、地球温度和衣服水平外，热感觉投票和预测平均投票之间也存在显着差异。通过分析不满意学生的实际百分比和他们的热期望值，获得了首选温度和舒适温度范围。结果随后表明，90% 的学生的舒适温度范围为 13.0-18.0 °C。冬季舒适温度上限比现行国际推荐标准下限低3.0℃，服装保温比推荐值高约0.5clo。通过考虑室外气候对行为习惯、心理期望和生理调节的影响，提出了寒冷环境下中小学生的适应性热舒适模型。