Abstract: Hygiene of the classroom.

Sanitary assessment of the classroom

Daylight ratio

(most remote location 1.75 - 2%)

according to the norms

Main stream of light

(left side only)

From the left side

The presence of light openings in the wall where the board hangs (not allowed)

Benefit location

front, side

Optimal orientation of classroom windows

according to the norms

Hygiene standards observance of windows

purity

The place of flowers in the classroom

behind, side

classroom lighting

according to the norms

Switching on lights

(separate)

separate

Work surface illumination

norm

Class room occupancy

classroom area

49.8 m 2

classroom shape

norm

Table arrangement in the classroom

according to the norms

Entry to class

side, front

Property name

Inventory number

Teacher's desk

Teacher's chair

Student desks

Student chairs

Wardrobe 2 parts

Board school 1x4

Wall Clock

Lamp above the board (daylight)

Benefit Cabinet

School desk

Name of working areas

Fixture placement

Lighting type

Workplaces for teachers and students

On the ceiling

daylight lamp

Chalkboard surface

Above the board

daylight lamp

Name of TCO

Inventory number

A computer

№ p/p

Timetable of classes

Time

stay

MONDAY

1. Literary reading

8.00-8.45

2.Mathematics

8.55-9.40

9.50-10.35

10.55-11.40

12.00-13.00

TUESDAY

8.00-8.45

2.Mathematics

8.55-9.40

3.Russian language

9.50-10.35

4. Ukrainian language and literary reading

10.55-11.40

12.00-13.00

WEDNESDAY

1.Mathematics

8.00-8.45

8.55-9.40

3.Russian language

9.50-10.35

4. Surrounding world

10.55-11.40

5.Fine art

12.00-12.45

12.55-13.55

THURSDAY

1. Literary reading

8.00-8.45

2.Russian language

8.55-9.40

3. Surrounding world

9.50-10.35

4.Technology

10.55-11.40

12.00-13.00

FRIDAY

1.Russian language

8.00-8.45

8.55-9.40

3.Mathematics

9.50-10.35

4. Ukrainian language and literary reading

10.55-11.40

12.00-13.00

Name

Literary reading

Electronic supplement to the textbook "ABC" by V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya

Literary reading

Audio supplement to the textbook "Literary reading" Klimanova L. F., Goretsky V. G., Golovanova M. V., Boykina M. V.

Russian language

Electronic supplement to the textbook by V.P. Kanakina, V.G. Goretsky

Maths

Electronic supplement to the textbook "Mathematics" by M.I. Moro, S.V. Volkova, S. V. Stepanova

The world

Electronic supplement to the textbook "The world around" by A. A. Pleshakov

What is planned

Responsible

Activities for the design of the classroom (decoration of the place of the teacher, student places, preparation of permanent and replaceable educational and information stands).

During a year

Grishina E. A.

Updating the teaching and methodological support of the classroom (compilation of didactic material, tests, texts of examinations, handouts).

During a year

Grishina E. A.

Complete student data by creating a portfolio for each student.

During a year

Grishina E. A.

To replenish the classroom library with methodological literature, reference literature, visual aids.

During a year

Grishina E. A.

Measures to ensure the safety of the material and technical base of the classroom.

During a year

Grishina E. A.

Measures to ensure compliance in the classroom with safety regulations and sanitary and hygienic requirements, ensuring the safety of the classroom as a whole (floor, walls, windows, furniture), ensuring the level of illumination.

During a year

Grishina E. A.

Classroom landscaping activities.

During a year

Grishina E. A.

Replenish storage folders.

During a year

Grishina E. A.

Equip shelves in the niches of the left wall.

During a year

A modern person from incomplete 7 to 16-17 years old spends most of his life within the walls of the school. At the same time, 75% of the time he is in the walls of his class or subject office. Naturally, the classroom becomes an important “habitat” for the student, and the conditions in it influence the formation of a growing organism, determine its further health. An analysis of the results of the annual medical examination shows that during the time of schooling, many students experience a deterioration in health. Thus, this year 25 students were identified with visual impairments, 15 with posture disorders, 17 with chronic diseases respiratory organs. Therefore, we decided to study the characteristics of the environment of our classroom, in which 8b grade students “live”.

The habitat is that part of nature that surrounds a living organism and with which it directly interacts. The components and properties of the environment are diverse and changeable. Any living being lives in a complex and changing world, constantly adapting to it and regulating its life activity in accordance with its changes.

Separate properties or parts of the environment that affect organisms are called environmental factors. Environmental factors are diverse. They may be necessary or, conversely, harmful to living beings, promote or hinder their survival and reproduction. Environmental factors have a different nature and specificity of action.

Abiotic factors - temperature, light, radioactive radiation, pressure, air humidity, salt composition of water, wind, currents, terrain - these are all properties of inanimate nature that directly or indirectly affect living organisms.

Biotic factors are all forms of influence of living beings on each other. Each organism constantly experiences the influence of others, enters into contact with representatives of its own species and other species, depends on them and itself influences them. The surrounding organic world is an integral part of the environment of every living being.

Anthropogenic factors are all forms of activity of human society that lead to a change in nature as a habitat for other species or directly affect their lives.

Changes in environmental factors over time can be: 1). regularly-periodic, changing the strength of the impact in connection with the time of day or season of the year or the rhythm of the tides in the ocean; 2). irregular, without a clear periodicity, for example, changes in weather conditions in different years; 3). directed over known, sometimes long, periods of time, for example, during cooling or warming of the climate.

Environmental factors of the environment can have different kinds of effects on living organisms:

As irritants that cause adaptive changes in physiological and biochemical functions;

As limiters, causing the impossibility of existence in these conditions;

As modifiers that cause anatomical and morphological changes in organisms;

As signals indicating changes in other environmental factors.

The positive or negative influence of a variable factor on living organisms depends on the strength of its manifestation. Both insufficient and excessive action of the factor negatively affects the life of individuals. Favorable impact force is called the optimum zone environmental factor or its optimum for organisms of this species. The maximum and minimum tolerated values ​​of the factor are critical points beyond which existence is no longer possible. The hygiene standards defined for classrooms by SanPiNami lie in the zone of optimum for a person.

Environmental factors that are farthest away from the optimum make it especially difficult for the species to exist under given conditions.

The totality of all environmental factors and resources within which a species can exist in nature constitute the ecological niche of a given species. The description of a particular ecological niche can have several dimensions.

3. Sanitary and hygienic assessment of the classroom.

Ensuring hygienically optimal conditions for the educational process is based on the requirements of SanPiN and strictly regulated quantitatively. These include: maintaining a favorable temperature and humidity in the classroom, proper lighting of the workplace, desks matched to the height of schoolchildren, the necessary room ventilation mode, and much more. All this is aimed at maintaining high performance among students throughout the entire period of classes. The microclimatic parameters of classrooms and classrooms should ensure the adequacy of thermoregulation in the body, normal tissue oxygenation, and optimal functioning of the visual system.

Our classroom is located on the third floor of the school building. It is located on the east side of the building. Interior decoration walls are made in accordance with hygienic requirements. The upper part of the walls and the ceiling are painted with whitewash, the lower part of the walls is painted with paint for internal works, which allows you to wash this part of the wall. The color of the walls is green-blue, the tone is cold. This is in line with recommendations as it is often sunny on the east side of the building in the morning. Redecorating walls and ceiling was produced in the summer of 2004. The floor has a linoleum coating, the color is brown. The floor covering does not give strong glare, makes it easy to produce wet cleaning premises.

3. 2. Assessment of the air regime.

Optimal air conditions - important factor maintaining human health and performance. Unfavorable changes in the air can cause significant disturbances in the body: hypoxia, the occurrence of infectious and other diseases, and a decrease in efficiency.

It is important to control chemical composition air in the classroom. The ideal option would be if the chemical composition of the air in the classroom corresponded to the chemical composition of clean atmospheric air(oxygen - 20.94%, carbon dioxide - 0.03-0.04%, nitrogen - 78.04%, inert gases - about 1%). But such a composition in enclosed spaces is possible only under two conditions: if the room is properly ventilated and there is no one in it. As soon as a person enters a room, the chemical composition of the air in it changes.

It is necessary to monitor the chemical composition of the air, since during the stay of people in the room, volatile products of human metabolism accumulate in the air, which have unpleasant odors(the smell of sweat and its decomposition products, ammonia compounds, volatile salts fatty acids, indole compounds - all that makes the air "stale"). These volatile products are called anthropotoxins. First of all, they have an adverse effect on the well-being and performance of a person. With a long stay in such an atmosphere, a person begins to have a headache, attention worsens, drowsiness, apathy appear, nausea may occur, sometimes even fainting. That is why it is necessary to monitor the chemical composition of the air.

Air change, or ventilation, can be natural, due to the temperature difference between inside and outside the room (thermal pressure), and artificial, due to the use of special devices (fans, ejectors). Artificial ventilation can be supply (when the room is supplied Fresh air), exhaust (when bad air is removed from the room) and mixed (supply and exhaust).

In our class, natural air exchange is carried out through windows and openings in them (transoms), doors, special ventilation holes, gaps in building structures.

Calculation of the floor area and volume of the room per one student in the class.

Class length Class width Class height Class height Floor area Class volume

8.66 m 6.02 m 3.07 m 52.13 m2 160.05 m3

Calculation of the area of ​​opening transoms.

Transom length Transom width Number of transoms Transom area Total transom area

0.97 m 0.32 m2 0.31 m2 0.62 m2

Calculation of the area of ​​exhaust vents.

Exhaust opening length Exhaust opening width Number of exhaust openings Exhaust opening area Exhaust opening total area

0.2 m 0.2 m3 0.04 m2 0.12 m2

Area calculation front door class.

Door length Door width Door area

2 m 0.87 m 1.74 m2

There are 22 students in the class. There is an area of ​​2.37 m2 (52.13/22) per student in the class, which meets the requirements of sanitary standards (2-3 m2 per student). The volume per student is 7.28 m3 (160.05/22), which exceeds statutory requirements (5-6 m3 per 1 student).

but). Determination of the aeration coefficient.

KA= S1 \ S, where S1 is the area of ​​all ventilation openings; S is the floor area.

one). When operating only the exhaust vents.

KA \u003d 0.12 / 52.13 \u003d 0.0023

This figure is almost 9 times lower than the established standards (0.02). This means that the operation of only exhaust vents does not provide sufficient aeration of the air in the classroom.

2). During operation of exhaust vents and transoms.

KA = 0.74 / 52.13 = 0.014

In this case, the aeration coefficient is below the norm by 0.006. Complete replacement of air is also not guaranteed.

3). During the operation of exhaust ventilation openings, transoms, with the door open.

KA = 2.48 / 52.13 = 0.048

In this case, adequate ventilation of the classroom is ensured.

Conclusion: 1. To ensure complete ventilation of the class, it is recommended to fully open the transoms and the door. But at the same time, there should not be students in the class, because there is a strong draft. 2. There are 3 transoms in the classroom, but one of them cannot be opened because the window frame is very dilapidated. The frames in the classroom should be replaced in order to provide more efficient and safer air ventilation.

b). Determination of ventilation efficiency.

Vvent. = k \ (p - q) 0.67, where

Vvent. – required ventilation volume of air;

K is the amount of carbon dioxide emitted per hour in liters by one student (l / h) (on average, each student emits as many liters of carbon dioxide in 1 hour as he is old);

P - the maximum allowable content of carbon dioxide in the room (it should not exceed 1 l / m3 or 1%);

0.67 - coefficient, lesson duration (lesson 40 minutes).

Pupil's age k (l/h) Vvent. (m3) Number of students of a given total ventilation volume of age (m3)

13 years old 13 12.4 16 198.4

14 years old 14 13.4 6 80.4

Conclusion: 1. Since the required ventilation volume significantly exceeds the available air volume in the classroom, then in the absence of ventilation during one lesson, the amount of carbon dioxide in excess of the norm will accumulate in the classroom, which will adversely affect the performance of students. 2. Exhaust vents are required to operate during the lesson. 3. It is necessary to ventilate the classroom at every break to restore the normal content of carbon dioxide.

in). The study of the presence of particulate matter in the air.

This study was carried out using the simplest indicators made of adhesive tape. They were placed in different places in the classroom: No. 1 - at the blackboard, No. 2 - on the second desk of the central row, No. 3 - on the back wall of the classroom at eye level, No. 4 - control copy. The measurement was made within one day (December 17). On the received specimens, we see that indicators No. 2 and No. 3 differ from the control specimen by a slight graying of the background, on No. 3 there are traces of 3 polluting particles. This indicates that the air in the classroom contains mostly small amounts of particulate pollutants (dust). Traces of chalk dust are clearly visible on indicator No. 1.

Conclusion: 1. The dust content of the atmosphere in the classroom in winter period insignificant. Dust removal is facilitated by daily wet cleaning of the premises. 2. The air at the board is polluted with chalk dust particles. This can cause respiratory problems. It is necessary to wash the sponge more often, which is erased from the board, do not use a dry sponge, do wet cleaning around the board during the day.

3. 3. The study of the correspondence of the parameters of the desktop and chair to the anthropometric indicators of the students of the class.

Educational furniture must meet seven basic criteria:

1. The student's feet must be firmly planted on the floor.

2. There must be enough space between the knees and the bottom of the tabletop for unhindered movement.

3. The height of the table should be such that the elbows are at the same level as the top of the tabletop, while the shoulders should be straightened.

4. The back of the chair should firmly support the back at the level of the waist and shoulder blades.

5. There should be free space between the popliteal cavity and the front edge of the chair.

6. There must be free space between the back of the chair and the seat.

7. While sitting, there should be no tension in the knees.

To determine the conformity of the furniture, we carried out the following anthropometric measurements.

A - leg height (from heel to knee, without shoes);

B - thigh length (from the point of attachment to the knee);

B - anterior-posterior diameter of the chest (above the chest);

G - the length of the forearm from the elbow to the end of the hand;

D - the length of the forearm from the elbow to the beginning of the wrist.

For comparison, measurements were made of the furniture available in the class.

a - the height of the chair from the floor to the seat; b - length from the back of the chair to the seat; c - the distance from the back of the chair to the front edge of the table (with a normal seat); g - the width of the desktop (half); e - vertical distance from the table top to the seat of the chair.

Then, according to the available formulas, we calculated the furniture indicators and compared them with sanitary and hygienic standards.

Conclusion: 1. Basically, the available furniture corresponds to the anthropometric indicators of the students in the class, but some deviations were also identified. 2. For students whose anthropometric indicators strongly deviate from the parameters of the existing furniture, it is necessary to select other furniture.

3. 4. Characteristics of the light regime in the classroom.

The class illumination requirements are as follows:

1. Sufficiency - depends on the size of windows and interwindow openings, the orientation of windows relative to the cardinal points, the location of shading objects, the cleanliness and quality of glass, the number and power of artificial lighting sources.

2. Uniformity - depends on the location of the windows, the configuration of the classroom, the contrast between the color of the walls, equipment, the type of fittings for the fixtures, their location.

3. The absence of shadows in the workplace - depends on the direction of incidence of light (the light falling from the left excludes shadows from the writing right hand, the overhead light is almost shadowless).

4. Lack of glare (glare) - depends on the presence of surfaces with a high reflection coefficient (polished furniture, glazed cabinets) and fixture fixtures.

Lighting in the classroom is provided by natural and by artificial means. Natural lighting is provided by windows, there are 3 of them, they are located on the eastern wall of the classroom, evenly. The area of ​​the existing windows is 11.7 m2. In sunny weather, they provide sufficient natural light. The light falls on workplace students on the left side, which corresponds hygiene requirements. In cloudy weather and short daylight hours, additional lighting is provided by incandescent electric lamps. There are 8 of them in the class, they are located in 2 rows. The lamps are equipped with matte shades, which eliminates the effect of glare. There are few highly reflective surfaces in the classroom, they are located in such a way that they do not worsen the illumination for students. The disadvantage is that the board is not equipped with additional lights.

We determined the sufficiency of lighting simple method, based on the following: if a student with normal vision freely reads the fine print of a book at a distance of about 50 cm from the eyes, then the illumination is considered sufficient. The test, carried out on the example of 2 students, showed that the illumination in the classroom is sufficient.

Conclusion: 1. Illumination in the classroom basically corresponds to sanitary hygiene standards. 2. It is necessary to replace burned-out incandescent lamps more quickly in the future. It is necessary to install additional lamps at the board.

4. Conclusion.

The cumulative analysis of the studied parameters of the classroom environment indicates that they generally correspond to hygienic standards. The students of the class must follow the recommendations that we developed during the performance of this work: regularly ventilate the classroom, do wet cleaning. The school administration needs to purchase furniture of various markings so that each student can choose a table and chair for their height. It is also necessary to provide for the replacement of window blocks and the installation of lamps near the board. Under these conditions, environmental factors will not adversely affect the health of students. This ecological niche will allow you to "dwell" in it safely.

The methods we have used to assess classroom environmental factors can be applied to other classes and other schools.

Our study was limited to studying only abiotic factors. In the future, it is interesting to trace the influence of the interaction of students with each other, with teachers on the well-being of the student.

Introduction

School hygiene is the science of protecting, strengthening and developing the health of the younger generation, children and adolescents.

School hygiene studies the developmental features and hygiene of the student's body; hygienic value of natural factors external environment and their use for tempering schoolchildren; hygienic requirements for the school building and sanitary facilities in the school, for school equipment and for teaching aids; hygienic bases of education and upbringing of children; food for schoolchildren; disease prevention in school-age children. Knowledge of these issues is necessary for every teacher, since non-compliance with the requirements of school hygiene can lead to a violation of the normal development of the child's body and cause various diseases. Therefore, school hygiene is a mandatory subject of study in all pedagogical institutions.

School hygiene in its development is based on such sciences as physiology, chemistry, microbiology. School hygiene is partly connected with technical sciences, architecture and sanitary engineering. It takes into account the basic requirements for the design of buildings of schools and preschool institutions, for their external and internal design, including the artistic and aesthetic design of the premises and equipment.

But architecture also receives from school hygiene data on the sanitary and hygienic requirements for school buildings, external and internal equipment. Sanitary engineering uses general school hygiene data to design sanitary installations in school buildings.

This essay discusses the 2 most important components hygiene of the classroom is the lighting and air-thermal regime of the classroom. The abstract contains information that is a synthesis of data from books of the past, XX century, and the latest information from 2002-2003. That is why the abstract is of significant value for a teacher who wants to get acquainted with the requirements for lighting and air-thermal conditions in the classroom.

Hygienic requirements for classroom lighting

Among the environmental factors affecting the body, light occupies one of the first places. Light affects not only the organ of vision, but also the whole organism as a whole. The idea of ​​the integrity of the organism, clearly expressed in the works of IP Pavlov, is also confirmed by the reactions of the organism in response to exposure to light. Light, acting through the organ of vision, causes excitation that spreads to the cerebral hemispheres.

Under the influence of light, the physiological and mental reactions of the body are rebuilt.

Numerous studies of the effects of natural light on the human body have established that light affects a variety of physiological processes in the body, promotes growth, activates metabolic processes, and increases gas exchange.

Light is of great importance in the prevention of visual fatigue and the most common visual disorders, in particular myopia, since it is in childhood that the refraction of the eye is formed, which affects the level of visual functions and visual performance. Therefore, in rooms for children and adolescents, optimal lighting conditions must be created.

Unfavorable lighting conditions cause a deterioration in general well-being, a decrease in physical and mental performance. Back in 1870, F. F. Erisman convincingly proved that the development of myopia in schoolchildren is a consequence of the systematic strain of the organ of vision in low light.

Of particular hygienic importance is the bactericidal action of ultraviolet rays, which are part of the spectrum of sunlight. Under the influence of ultraviolet rays, the development of bacteria is delayed, and with a sufficiently long exposure, the bacteria die.

The role of the radiant energy of the sun in the formation of a growing organism is especially great. By activating metabolic processes, it promotes proper growth and development. Ultra-violet rays, transferring provitamin D, which is in the skin of a child, from an inactive state to an active state, they ensure normal bone formation. Light renders and psychological impact; an abundance of light creates an emotionally elevated, joyful mood.

When choosing the orientation of children's institutions, they proceed from the conditions of solar radiation. The most favorable orientation in all climatic regions is the south and southeast. With southern orientation, insolation is the longest in autumn, winter and spring periods. When the rooms are oriented to the west in the afternoon, the sun's rays penetrate deep into the room and cause significant overheating.

To eliminate the blinding effect of direct and reflected glare during insolation in II, III, IV climatic regions, sun protection devices should be provided in the light openings of educational and industrial premises.

Despite the fact that window glass largely retains the most biologically active rays of the solar spectrum, the tonic and bactericidal effect of sunlight penetrating into the premises is quite large. The intensity of ultraviolet radiation in the room increases with wide aeration, therefore farmugas should be installed in all the main premises of children's institutions.

Daylight

The level of natural light in the classroom primarily depends on the size of the windows. The larger their size, the more light rays penetrate the room, the greater the illumination of the student's workplace. It has been established that the area of ​​the glazed window surface in urban schools should be related to the floor area as 1:4 or 1:5. This ratio is called the light factor. IN countryside where schools are typically built in open areas, the light factor may be as high as 1:6. The upper level of the window should be located as close as possible to the ceiling (20-30 cm), since the most distant places in the classroom from the windows are illuminated by this part of the window. In this regard, it is unacceptable to install windows in schools with a semicircular top or in the form of a triangle, since in this case the light-carrying part of the window is reduced. The lighting of the class depends on the size of the walls between the windows, since student places located against wide walls will not be sufficiently illuminated. Therefore, the walls between the windows should be arranged as small as possible (from 30 to 50 cm). Classroom windows should not be obscured by opposing buildings. Houses facing school windows must be painted bright hues, best in White color. The furniture in the classroom should be positioned so that the light falls on the left side of the students, otherwise the shadow from the hand while the student is writing will obscure the notebook.

The listed requirements for natural lighting of school premises are taken into account during the construction of the school building and little depends on the school employees. But there are a number of points that affect the illumination and can be fully carried out by teachers and other school employees.

The illumination of the classroom depends on the color of the walls, ceiling and furniture. Dark colors absorb a large amount of light rays and thus reduce the degree of illumination. The ceiling in the classroom should be painted white, the walls should be light (yellow, beige, light pink), the desks should be painted in light colors: the covers should be light green, and the sides and seats should be white.

Tall flowers located on the windowsills also reduce the light. It is absolutely unacceptable to arrange in window opening special shelves-ladders, which, together with flowers, completely closing the window, darken the classroom. It is known that if the flowers obscure even about 20% window opening, then this results in a loss of 15-22.6% of the light in the class.

To create coziness and beauty, flowers at school are necessary, but they should be placed on the wall opposite the windows, and large flowers on the floor so that they do not block the light.

Some classrooms and labs used for screening educational films have blackout curtains. Teachers must be very careful that the curtains rise above the top edge of the window after viewing, otherwise they will block the most light-bearing part of the window.

Dust on window panes also traps light, which means it worsens lighting. About 50% of light rays do not pass through dirty, dusty windows. Window panes should be even, since wavy panes, like dirty ones, block up to 50% of the light.

It is absolutely unacceptable to paint over the glass with white oil paint or put in frosted glass, as is sometimes done in some schools, so that children do not look out the window and are not distracted from classes. This is doubly harmful. Firstly, because it will be darker in the classroom (only 60% of the light passes through frosted glass), and secondly, in this case, students do not have the opportunity to rest their eyes. Academic work, as noted above, is associated with constant tension in the muscles of the eyes. To relax the eyes, it is useful to relax the muscles by looking into the distance, to infinity. Students instinctively from time to time avert their eyes from the book and look out the window, but with the windows painted over, they cannot look into the distance, as their gaze constantly encounters an opaque white surface.

To assess the level of illumination, a special device is used - a luxmeter. In its absence, natural light can be determined in simpler ways. One of them is the following: if from the most distant place of the room the sky is visible through the entire opening of the window, then the illumination is recognized as good; if 2/3 of the window opening is satisfactory, and if the sky is visible only in 1/3 of the window, it is unsatisfactory.

There is also another method. If a student with normal vision in a ventilated place freely reads the fine print of a book at a distance of 50 cm from the eyes, then the illumination is considered to be sufficient. Both of these methods of determining the level of illumination can be easily used by the teacher.

artificial lighting

To improve natural lighting on cloudy days and during the second shift, school buildings are equipped with artificial light sources. Artificial lighting in schools is usually electric, using incandescent or fluorescent lamps.

It should be emphasized that if the level of natural lighting in the classrooms does not always depend on the teacher, then the sufficiency of artificial lighting depends only on the attention of the school staff to this issue.

Artificial lighting, in comparison with natural lighting, is deprived of a number of advantages (primarily of the general biological effect) of sunlight. However, its influence on the visual functions and working capacity of students is quite large. It has been established that visual acuity of students is directly proportional to the level of illumination. With illumination of workplaces of 100 lux, visual acuity does not decrease during the school day, while with illumination of 50 lux, by the end of training sessions, there is a slight decrease in visual acuity, and with illumination of 30 lux, visual acuity decreases sharply already in the second and third lessons.

With an increase in the level of artificial lighting, efficiency increases.

Mass eye examinations of students have shown that there are more nearsighted children in schools with poor lighting than in schools with good lighting.

In order for artificial lighting not to contribute to a decrease in working capacity and not to impair the visual functions of students, it must meet a number of hygienic requirements.

The first hygienic requirement for artificial lighting is enough level illumination. The acceptable hygienic minimum for classrooms, laboratories and workshops is 150 lux for incandescent lamps and 300 lux for fluorescent lamps. To ensure such a level of illumination in a classroom with an area of ​​50 m 2, there should be 6-8 lamps with a power of 300 W each, that is, about 48 watts per 1 m 2. The highest illumination (200 lx) at the workplace is required in the drafting and drawing rooms.

In addition to general lighting, classrooms provide additional local lighting for blackboards, workplaces in workshops, and tables in reading rooms.

Another hygienic requirement is the uniform distribution of light over the entire area of ​​​​the room. To create uniform lighting, it is necessary to correctly place the fixtures. For this purpose, in a typical classroom of 50 m 2, the lamps are located approximately at the same distance from each other in two rows, four in each, the height of the suspension of the lamps is at least 3 m from the floor.

The light coming from the lamps must be diffused, which is achieved by using special lamps that provide not only diffused lighting, but also exclude excessive brightness. The use in classes of open lamps, when the light from a hot filament enters the eyes, is completely unacceptable. Such illumination, irritating the retina, has a harmful effect on the eyes, causing headaches and early onset of fatigue. Therefore, different lamps are used.

IN last years schools began to be equipped with fluorescent lamps, which have significant advantages over incandescent lamps. The light spectrum of these lamps is close to the visible part of the spectrum of natural light; in addition, fluorescent lighting gives diffused light, does not have much brightness and does not create harsh shadows. Fluorescent lamps, unlike incandescent lamps, do not affect the air temperature, as they give a cold light. This circumstance makes it possible to provide a high level of illumination without an increase in air temperature.

Hygienic studies of the effect of fluorescent lighting on the body of schoolchildren showed that when the class is illuminated fluorescent lamps the performance of students is better than when illuminated by incandescent lamps.

mixed lighting

Many people think that mixed lighting is bad for the eyes. However, this is not quite true. Mixed lighting consists of different wavelengths, this fact makes it less desirable than, for example, sufficient natural lighting. But it does not have a negative effect on the human body. It is harmful to perform visual work with an insufficient level of natural light, in which case mixed lighting will favor visual functions. Therefore, turn on the electric light without waiting until it gets completely dark. In some foreign schools, artificial light is turned on automatically, with the help of photocells, as soon as the lighting drops to a certain level. This device is expedient, but even without it, with a sufficiently attentive attitude of teachers to the protection of students' eyesight, it is possible to provide a sufficient level of lighting in the classroom in a timely manner.

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classroom hygiene

School hygiene studies the developmental features and hygiene of the student's body; hygienic significance of natural environmental factors and their use for hardening schoolchildren; hygienic requirements for the school building and sanitary facilities in the school, for school equipment and teaching aids; hygienic bases of education and upbringing of children; food for schoolchildren; disease prevention in school-age children. Knowledge of these issues is necessary for every teacher, since non-compliance with the requirements of school hygiene can lead to a violation of the normal development of the child's body and cause various diseases. Therefore, school hygiene is a mandatory subject of study in all pedagogical institutions.

School hygiene in its development is based on such sciences as physiology, chemistry, microbiology. School hygiene is partly connected with technical sciences, architecture and sanitary engineering. It takes into account the basic requirements for the design of buildings of schools and preschool institutions, for their external and internal design, including the artistic and aesthetic design of the premises and equipment.

But architecture also receives from school hygiene data on the sanitary and hygienic requirements for school buildings, external and internal equipment. Sanitary engineering uses general school hygiene data to design sanitary installations in school buildings.

This essay discusses the 2 most important components of classroom hygiene - lighting and air-thermal regime of the classroom. The abstract contains information that is a synthesis of data from books of the past, XX century, and the latest information from 2002-2003. That is why the abstract is of significant value for a teacher who wants to get acquainted with the requirements for lighting and air-thermal conditions in the classroom.

Hygienic requirements for classroom lighting

Among the environmental factors affecting the body, light occupies one of the first places. Light affects not only the organ of vision, but also the whole organism as a whole. The idea of ​​the integrity of the organism, clearly expressed in the works of IP Pavlov, is also confirmed by the reactions of the organism in response to exposure to light. Light, acting through the organ of vision, causes excitation that spreads to the cerebral hemispheres.

Under the influence of light, the physiological and mental reactions of the body are rebuilt.

Numerous studies of the effects of natural light on the human body have established that light affects a variety of physiological processes in the body, promotes growth, activates metabolic processes, and increases gas exchange.

Light is of great importance in the prevention of visual fatigue and the most common visual disorders, in particular myopia, since it is in childhood that the refraction of the eye is formed, which affects the level of visual functions and visual performance. Therefore, in rooms for children and adolescents, optimal lighting conditions must be created.

Unfavorable lighting conditions cause a deterioration in general well-being, a decrease in physical and mental performance. Back in 1870, F. F. Erisman convincingly proved that the development of myopia in schoolchildren is a consequence of the systematic strain of the organ of vision in low light.

Of particular hygienic importance is the bactericidal action of ultraviolet rays, which are part of the spectrum of sunlight. Under the influence of ultraviolet rays, the development of bacteria is delayed, and with a sufficiently long exposure, the bacteria die.

The role of the radiant energy of the sun in the formation of a growing organism is especially great. By activating metabolic processes, it promotes proper growth and development. Ultraviolet rays, by transferring provitamin D, which is in the skin of a child, from an inactive state to an active state, ensure normal bone formation. Light also has a psychological effect; an abundance of light creates an emotionally elevated, joyful mood.

When choosing the orientation of children's institutions, they proceed from the conditions of solar radiation. The most favorable orientation in all climatic regions is the south and southeast. With southern orientation, insolation is the longest in autumn, winter and spring periods. When the rooms are oriented to the west in the afternoon, the sun's rays penetrate deep into the room and cause significant overheating.

To eliminate the blinding effect of direct and reflected glare during insolation in II, III, IV climatic regions, sun protection devices should be provided in the light openings of educational and industrial premises.

Despite the fact that window glass largely retains the most biologically active rays of the solar spectrum, the tonic and bactericidal effect of sunlight penetrating into the premises is quite large. The intensity of ultraviolet radiation in the room increases with wide aeration, therefore farmugas should be installed in all the main premises of children's institutions.

Sanitary and hygienic requirements for classrooms.

1. Placement of student tables (desks) in the office.

In classrooms of a voluminous rectangular configuration, tables are placed in three rows with the necessary illumination of workplaces, gaps between the rows of desks (tables) and walls.
The following distance must be maintained:
from outer wall to the first row of desks (tables) - not less than 0.5 m;
- from inner wall to the third row 0.5 m;
- from the back wall to the last desks (tables) - 0.65 m;
- from the blackboard to the first desks (tables) - 2m;
from the blackboard to the last desk (table) - no more than 8 m;
- between rows - 0.6 m

In each class, in accordance with the number of height groups, it is necessary to place furniture at least three different groups (rooms). If there is a difficulty with the selection of furniture, it is better to put the student at the desk of a larger number than required.

For schoolchildren, a growth scale was adopted with an interval of 15 cm. In accordance with this scale, desks and sets of student tables with chairs of six numbers are made.

The seating of students should be carried out by teachers and class teachers under the guidance of a doctor (nurse) after measuring the height of students (in shoes) at the beginning of each academic year.
According to hygienic requirements, workplaces in classrooms (in classrooms) behind the first and second desks in any row should be assigned to students with hearing loss. Visually impaired students should be seated at the front of the row by the window. With good visual acuity correction, students can sit in any row. For students with rheumatic diseases who are prone to frequent sore throats and acute inflammation of the upper respiratory tract, it is better to take jobs away from windows.
At least twice during the school year, students sitting in the 1st and 3rd rows change places without violating the correspondence of the desk number to their height.

When equipped classrooms for students of the age of six it is recommended to use preschool furniture.

When arranged in a classroom, smaller furniture is placed closer to the chalkboard and large sizes farther. In cases where it becomes necessary to place the furniture of large rooms closer to the blackboard, it should only be placed first in the 1st and 3rd (4th) rows.

The surface of the chalkboard must be flat. The color of the coating can be dark green, dark brown, black. The state of visual functions, as well as the working capacity of students, are more favorable when reading and copying text written on a dark green board with bright yellow chalk. The lower edge of the blackboard above the floor is set: for elementary school at the level of 75-80 cm, for students in grades 5-11 - 80-90 cm.

2. Lighting of classrooms.

Natural lighting in classrooms, classrooms, laboratories, workshops and other essential spaces is considered sufficient when the natural light factor
illumination at the most distant place from the window reaches 1.75-2.0% (central Russia).
The main flow of light in classrooms should be provided only on the left side of the students. During training sessions, bright light should not blind the eyes, so light openings in the wall on which the blackboard is located are not allowed.
Visual aids should be hung on the wall opposite the board, so that the top edge of the items is not higher than 1.75 cm from the floor. Cabinets and other equipment should be installed against the rear wall of the room.
In drawing and drawing classrooms, the windows are optimally oriented to the north, northeast, northwest, and in biology classrooms - to the south.

The light openings of the classrooms are equipped with adjustable sun protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture. Curtains made of PVC film are not used. Artificial lighting is just as important as natural lighting. IN middle lane In Russia, at the beginning, classes at 8 hours 30 minutes, in the first two lessons, the illumination at the workplace with natural light is insufficient. In this regard, it is necessary to turn on artificial lighting for the first two lessons.
The blackboard is illuminated by two mirror lamps installed parallel to it. These lamps are placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.

To maximize the use of daylight and uniform illumination of classrooms, it is recommended:
- do not color window panes;
- do not place flowers on window sills - they should be placed in portable flower beds 65-70 cm high from the floor or hanging planters in the window piers;
- cleaning and washing of glasses about 2 times a year (in autumn and spring).

3. Finishing classrooms.
Used to furnish classrooms Decoration Materials and paints that create matte surface with reflection coefficients:
- for the ceiling - 0.7-0.8;
- for walls - 0.5-0.6;
- for the floor - 0.3-0.5.
You should use the following paint colors:
- for the walls of classrooms - light colors of yellow, beige, pink, green, blue;
-for furniture (desks, tables, cabinets) - natural wood color or light green;
- for blackboards - dark green, dark brown;
- for doors, window frames - White.

4. Air-thermal regime.
The area of ​​properly functioning transoms and vents in classrooms must be at least 1/50 of the floor area. Transoms and vents should function at any time of the year.
Study rooms are ventilated during breaks. The duration of cross-ventilation is determined weather conditions, and before and after classes, cross-ventilation is carried out.
At an outside air temperature of more than + 10 ° C, it is advisable to conduct classes with open transoms and vents.

Air temperature in classrooms, classrooms, laboratories, depending on climatic conditions should be:

-18-20°C with their usual glazing;
- in training workshops - 15-17°C;
- in the assembly hall, music class, club room - 18-20 °C;
- in display classes optimum temperature -19-21°С, permissible - 18-22°С;
- in a sports hall and rooms for carrying out section occupations - 15-17°C;
in the gym locker room -19-23°C;
- in medical offices - 21-23°C;
- in recreations - 16-18°C;
- in library 17-21°C.

Temperature fluctuations in the classroom, both vertically and horizontally, should not exceed 2-3 °C.

Physical education lessons should be held in well-aerated halls. To do this, it is necessary to open one or two windows on the leeward side during classes in the hall at an outdoor temperature above +5 ° C and a light wind. At lower temperatures and higher air speeds, classes in the hall are held with open transoms, and cross-ventilation is carried out during breaks in the absence of students.

When the air temperature in the room reaches 15-14 ° C, the ventilation of the hall should be stopped.
In the premises of the school relative air humidity must be respected within 40-60%.
In school workshops, where work on machines and mechanisms is associated with the release of a large amount of heat and dust, a mechanical exhaust ventilation: The air exchange rate should be at least 20 m3 per hour per child. Machines and mechanisms must meet the requirements of sanitary standards and have appropriate protective devices.

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