Sanitary and hygienic condition of the classroom. Sanitary and hygienic assessment of the condition of classrooms

V. Requirements for premises and equipmenteducational institutions

5.1. The number of workplaces for students should not exceed the capacity of the educational institution provided for by the project for which the building was built (reconstructed).

Each student is provided with a workplace (at a desk or table, game modules and others) in accordance with his height.

5.2. Depending on the purpose of the classrooms, they can be used various types student furniture: school desk, student tables (single and double), classroom, drawing or laboratory tables complete with chairs, desks and others. Stools or benches are not used instead of chairs.

Student furniture must be made from materials that are harmless to the health of children and meet the height and age characteristics of children and ergonomic requirements.

5.3. The main type of student furniture for students of the first stage of education should be a school desk, equipped with a tilt regulator for the surface of the working plane. When learning to write and read, tilt work surface the plane of the school desk should be 7 - 15. The front edge of the seat surface should extend beyond the front edge of the working plane of the desk by 4 cm for desks number 1, by 5 - 6 cm for desks number 2 and 3, and by 7 - 8 cm for desks number 4.

The dimensions of educational furniture, depending on the height of students, must correspond to the values ​​​​given in Table 1.

Table 1

Furniture dimensions and markings

Furniture numbers according to GOST 11015-93 11016-93

Growth group
(in mm)

Height above the floor of the table edge facing the student, according to GOST 11015-93 (in mm)

Blows markings

Height above the floor of the front edge of the seat according to GOST 11016-93
(in mm)

orange

Violet

Combined use is allowed different types student furniture (desks, desks).

Depending on the height group, the height above the floor of the front edge of the desk top facing the student should have the following values: for a body length of 1150 - 1300 mm - 750 mm, 1300 - 1450 mm - 850 mm and 1450 - 1600 mm - 950 mm. The angle of inclination of the tabletop is 15 - 17.

The duration of continuous work at the desk for students of the 1st stage of education should not exceed 7 - 10 minutes, and for students of the 2nd - 3rd stage of education - 15 minutes.

5.4. To select educational furniture according to the growth of students, it is made color coding, which is applied to the visible side outer surface of the table and chair in the form of a circle or stripes.

5.5. Desks (tables) are arranged in classrooms by numbers: smaller ones are closer to the board, larger ones are further away. For children with hearing impairment, desks should be placed in the first row.

Children who often suffer from acute respiratory infections, sore throats, and colds should be seated further away from outer wall.

At least twice per academic year students sitting in the outer rows, rows 1 and 3 (with a three-row arrangement of desks), are swapped without disturbing the furniture's suitability for their height.

In order to prevent postural disorders, it is necessary to cultivate the correct working posture in students from the first days of attending classes in accordance with the recommendations of Appendix 1 of these sanitary rules.

5.6. When equipping classrooms, the following passage dimensions and distances in centimeters are observed:

Between rows of double tables - at least 60;

Between a row of tables and the outer longitudinal wall - at least 50 - 70;

Between a row of tables and the internal longitudinal wall (partition) or cabinets standing along this wall - at least 50;

From the last tables to the wall (partition) opposite the blackboard - at least 70, from the back wall, which is the outer wall - 100;

From the demonstration table to the training board - at least 100;

From the first desk to the blackboard - at least 240;

The greatest distance from the student's last place from the blackboard is 860;

The height of the lower edge of the teaching board above the floor is 70 - 90;

The distance from the chalkboard to the first row of tables in offices with a square or transverse configuration with a four-row arrangement of furniture is at least 300.

The visibility angle of the board from the edge of the board 3.0 m long to the middle of the student’s extreme seat at the front table must be at least 35 degrees for students of the 2nd - 3rd stages of education and at least 45 degrees for students of the 1st stage of education.

The place of study furthest from windows should not be further than 6.0 m.

In general educational institutions of the first climatic region, the distance of tables (desks) from the outer wall must be at least 1.0 m.

When installing desks in addition to the main student furniture, they are located behind the last row of tables or the first row from the wall opposite the light-carrying one, in compliance with the requirements for the size of passages and distances between equipment.

This furniture arrangement does not apply to classrooms equipped with interactive whiteboards.

In newly constructed and reconstructed buildings of general education institutions, it is necessary to provide a rectangular configuration of classrooms and classrooms with student desks located along the windows and left-side natural lighting.

5.7. Blackboards (using chalk) must be made of materials that have high adhesion to materials used for writing, can be easily cleaned with a damp sponge, be wear-resistant, have a dark green color and an anti-reflective coating.

Chalkboards should have trays for retaining chalk dust, storing chalk, rags, and a holder for drawing supplies.

When using marker board The color of the marker should be contrasting (black, red, brown, dark colors blue and green).

It is allowed to equip classrooms and classrooms with interactive whiteboards that meet hygienic requirements. When using interactive whiteboard and the projection screen, it is necessary to ensure its uniform illumination and the absence of light spots of increased brightness.

5.8. Physics and chemistry classrooms must be equipped with special demonstration tables. To ensure better visibility of educational visual aids, the demonstration table is installed on the podium. Student and demonstration tables must have a coating that is resistant to aggressive chemicals and protective edges along the outer edge of the table.

The chemistry room and laboratory are equipped with fume hoods.

5.9. The equipment of computer science classrooms must meet the hygienic requirements for personal electronic computers and work organization.

5.10. Workshops for labor training must have an area of ​​6.0 m2 per 1 workplace. The placement of equipment in workshops is carried out taking into account the creation favorable conditions for visual work and maintaining correct working posture.

Carpentry workshops are equipped with workbenches placed either at an angle of 45 to the window, or in 3 rows perpendicular to the light-carrying wall so that the light falls from the left. The distance between workbenches must be at least 0.8 m in the front-to-back direction.

In metalworking workshops, both left- and right-side lighting is allowed with workbenches perpendicular to the light-carrying wall. The distance between the rows of single workbenches must be at least 1.0 m, double ones - 1.5 m. The vice is attached to the workbenches at a distance of 0.9 m between their axes. Mechanical workbenches must be equipped with a safety net 0.65 - 0.7 m high.

Drilling, grinding and other machines must be installed on a special foundation and equipped with safety nets, glass and local lighting.

Carpentry and plumbing workbenches must match the height of students and be equipped with footrests.

The sizes of tools used for carpentry and plumbing work must correspond to the age and height of the students (Appendix 2 of these sanitary rules).

Metalworking and carpentry workshops and service labor rooms are equipped with washbasins with cold and hot water, electric towels or paper towels.

5.11. In newly constructed and reconstructed buildings of general education institutions, it is necessary to provide at least two rooms in home economics classrooms: for teaching cooking skills and for cutting and sewing.

5.12. In the home economics classroom, used for teaching cooking skills, provision is made for the installation of double-sink sinks with cold and hot water supply and a mixer, at least 2 tables with hygienic covering, a refrigerator, an electric stove and a cabinet for storing dishes. Approved detergents for washing tableware must be provided near the sinks.

5.13. The housekeeping room, used for cutting and sewing, is equipped with tables for drawing patterns and cutting, and sewing machines.

Sewing machines are installed along the windows to provide left-side natural light on the work surface sewing machine or opposite a window for direct (front) natural lighting of the work surface.

5.14. IN existing buildings In general educational institutions, if there is one home economics classroom, a separate place is provided for placing an electric stove, cutting tables, a dishwasher and a washbasin.

5.15. Labor training workshops and home economics classrooms, gyms must be equipped with first aid kits for first aid.

5.16. Equipment of classrooms intended for classes artistic creativity, choreography and music, must comply with sanitary and epidemiological requirements for institutions additional education children.

5.17. In game rooms, furniture, play and sports equipment must correspond to the height of the students. Furniture should be placed around the perimeter of the playroom, thereby freeing up the maximum part of the area for outdoor games.

When using upholstered furniture It is necessary to have removable covers (at least two), with the obligatory replacement of them at least once a month and when dirty. Special cabinets are installed to store toys and manuals.

TVs are installed on special stands at a height of 1.0 - 1.3 m from the floor. When watching television programs, the placement of spectator seats should provide a distance of at least 2 m from the screen to the eyes of students.

5.18. Bedrooms for first-graders attending an after-school group must be separate for boys and girls. They are equipped with teenage (size 1600 x 700 mm) or built-in single-tier beds. Beds in bedrooms are placed in compliance with the minimum gaps: from external walls - at least 0.6 m, from heating devices - 0.2 m, the width of the passage between the beds is at least 1.1 m, between the headboards of two beds - 0.3 - 0.4 m.

VI. Requirements for air-thermal conditions

6.1. Buildings of educational institutions are equipped with centralized heating and ventilation systems, which must comply with the standards for the design and construction of residential and public buildings and ensure optimal parameters of the microclimate and air environment.

Steam heating is not used in institutions. When installing heating device enclosures, the materials used must be harmless to the health of children.

Fencing made of particle boards and others polymer materials are not allowed.

The use of portable heating devices, as well as heaters with infrared radiation, is not allowed.

6.2. The air temperature, depending on the climatic conditions in classrooms and offices, psychologist and speech therapist offices, laboratories, assembly hall, dining room, recreation, library, lobby, wardrobe should be 18 - 24 C; in the gym and rooms for sectional classes, workshops - 17 - 20 C; bedroom, playrooms, premises of preschool education departments and school boarding schools - 20 - 24 C; medical offices, changing rooms of the gym - 20 - 22 C, showers - 25 C.

For control temperature regime classrooms and classrooms must be equipped with household thermometers.

6.3. During non-school hours, in the absence of children, the temperature in the premises of a general education institution must be maintained at least 15 C.

6.4. In the premises of educational institutions, the relative air humidity should be 40 - 60%, the air speed should not exceed 0.1 m/sec.

6.5. If there is stove heating in existing buildings of educational institutions, the firebox is installed in the corridor. To avoid indoor air pollution from carbon monoxide chimneys They close no earlier than complete combustion of the fuel and no later than two hours before the arrival of students.

For newly constructed and reconstructed buildings of educational institutions stove heating not allowed.

6.6. Educational rooms are ventilated during breaks, and recreational rooms are ventilated during lessons. Before the start of classes and after their completion, it is necessary to carry out cross-ventilation of classrooms. The duration of through ventilation is determined by weather conditions, wind direction and speed, efficiency heating system. The recommended duration of through ventilation is given in Table 2.

Outside temperature, 0 C

Ventilation duration, min

In small changes

During big breaks and between shifts

+10 to +6

-5 to -10

6.7. Physical education lessons and sports sections should be conducted in well-aerated gyms.

During classes in the hall, it is necessary to open one or two windows on the leeward side when the outside air temperature is above plus 5 C and the wind speed is no more than 2 m/s. At lower temperatures and higher air speeds, classes in the hall are conducted with one to three transoms open. When the outside air temperature is below minus 10 C and the air speed is more than 7 m/s, through ventilation of the hall is carried out in the absence of students for 1 - 1.5 minutes; during big breaks and between shifts - 5 - 10 minutes.

When the air temperature reaches plus 14 C, ventilation in the gym should be stopped.

6.8. Windows must be equipped with folding transoms with lever devices or vents. The area of ​​transoms and vents used for ventilation in classrooms must be at least 1/50 of the floor area. Transoms and vents must function at any time of the year.

6.9. When replacing window units, the glazing area must be maintained or increased.

The opening plane of the windows should provide ventilation.

6.10. Window glazing must be made of solid glass. Broken glass must be replaced immediately.

6.11. Separate exhaust ventilation systems should be provided for the following premises: classrooms and offices, assembly halls, swimming pools, shooting ranges, canteen, medical center, cinema room, sanitary facilities, premises for processing and storing cleaning equipment, carpentry and plumbing workshops.

Mechanical exhaust ventilation is equipped in workshops and service rooms where the stoves are installed.

6.12. Concentrations harmful substances in the air of premises of educational institutions should not exceed hygienic standards for atmospheric air in populated areas.

VII. Requirements for natural and artificial lighting

7.1. Natural lighting.

7.1.1. All classrooms must have natural light in accordance with hygienic requirements for natural, artificial, combined lighting of residential and public buildings.

7.1.2. Without natural lighting it is allowed to design: squat rooms, washrooms, showers, toilets in the gymnasium; showers and toilets for staff; storerooms and warehouses, radio centers; film and photo laboratories; book depositories; boiler rooms, pumping water supply and sewerage systems; ventilation and air conditioning chambers; control units and other premises for installation and management of engineering and technological equipment of buildings; premises for storing disinfectants.

7.1.3. In classrooms, natural left-side lighting should be designed. When the depth of classrooms is more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor.

The direction of the main light flux in front and behind the students is not allowed.

7.1.4. In workshops for labor training, assembly and sports halls, two-way side natural lighting can be used.

7.1.5. In the premises of educational institutions, normalized values ​​of the coefficient of natural illumination (NLC) are provided in accordance with the hygienic requirements for natural, artificial, and combined lighting of residential and public buildings.

7.1.6. In classrooms with one-way side natural lighting, the KEO on the working surface of the desks at the point of the room farthest from the windows should be at least 1.5%. With two-way side natural lighting, the KEO indicator is calculated on the middle rows and should be 1.5%.

The luminous coefficient (LC - the ratio of the area of ​​the glazed surface to the floor area) must be at least 1:6.

7.1.7. The windows of classrooms should be oriented to the southern, southeastern and eastern sides of the horizon. The windows of drawing and painting rooms, as well as the kitchen room, can be oriented towards the northern sides of the horizon. The orientation of computer science classrooms is north, northeast.

7.1.8. Light openings in classrooms, depending on the climate zone, are equipped with adjustable sun-shading devices (tilt-and-turn blinds, fabric curtains) with a length not lower than the level of the window sill.

It is recommended to use curtains made of light-colored fabrics that have a sufficient degree of light transmission and good light-diffusing properties, which should not reduce the level of natural light. The use of curtains (curtains), including curtains with lambrequins, made of polyvinyl chloride film and other curtains or devices that limit natural light, is not permitted.

When not in use, curtains must be placed in the walls between the windows.

7.1.9. To rationally use daylight and uniformly illuminate classrooms, you should:

Do not paint over window glass;

Do not place flowers on window sills; they are placed in portable flower boxes 65 - 70 cm high from the floor or hanging planters in the spaces between the windows;

Clean and wash glass as it gets dirty, but at least twice a year (autumn and spring).

The duration of insolation in classrooms and classrooms must be continuous, with a duration of at least:

2.5 hours in the northern zone (north of 58 degrees N);

2.0 hours in central zone(58 - 48 degrees N);

1.5 hours in the southern zone (south of 48 degrees N).

It is allowed that there is no insolation in classrooms for computer science, physics, chemistry, drawing and drawing, sports gyms, catering facilities, assembly halls, and administrative and utility rooms.

7.2. Artificial lighting

7.2.1. In all premises of a general education institution, levels of artificial illumination are provided in accordance with the hygienic requirements for natural, artificial, and combined lighting of residential and public buildings.

7.2.2. In classrooms, a general lighting system is provided ceiling lamps. Fluorescent lighting is provided using lamps according to the color spectrum: white, warm white, natural white.

Lighting fixtures used for artificial lighting classrooms must ensure a favorable distribution of brightness in the field of view, which is limited by the discomfort indicator (Mt). The discomfort index of a general lighting lighting installation for any workplace in a classroom should not exceed 40 units.

7.2.3. Should not be used in the same room fluorescent lamps and incandescent lamps for general lighting.

7.2.4. In classrooms, classrooms, laboratories, illumination levels must comply with the following standards: on desktops - 300 - 500 lux, in technical drawing and drawing rooms - 500 lux, in computer science classrooms on tables - 300 - 500 lux, on a blackboard - 300 - 500 lux, in assembly and sports halls (on the floor) - 200 lux, in recreation (on the floor) - 150 lux.

When using computer technology and the need to combine the perception of information from the screen and writing in a notebook, the illumination on students’ desks should be at least 300 lux.

7.2.5. A general lighting system should be used in classrooms. Lamps with fluorescent lamps are located parallel to the light-carrying wall at a distance of 1.2 m from the outer wall and 1.5 m from the inner wall.

7.2.6. A blackboard that does not have its own glow is equipped with local lighting - spotlights designed to illuminate blackboards.

7.2.7. When designing an artificial lighting system for classrooms, it is necessary to provide for separate switching of lamp lines.

7.2.8. For the rational use of artificial light and uniform illumination of classrooms, it is necessary to use finishing materials and paints that create a matte surface with reflection coefficients: for the ceiling - 0.7 - 0.9; for walls - 0.5 - 0.7; for the floor - 0.4 - 0.5; for furniture and desks - 0.45; for chalkboards - 0.1 - 0.2.

It is recommended to use the following paint colors: for ceilings - white, for walls of classrooms - light colors yellow, beige, pink, green, blue; for furniture (cabinets, desks) - color natural wood or light green; for chalkboards - dark green, dark brown; for doors, window frames- white.

7.2.9. It is necessary to clean the lighting fixtures of the lamps as they become dirty, but at least 2 times a year, and promptly replace burnt-out lamps.

7.2.10. Faulty, burnt-out fluorescent lamps are collected in a container in a specially designated room and sent for disposal in accordance with current regulations.

VIII. Requirements for water supply and sewerage

8.1. Buildings of educational institutions must be equipped centralized systems domestic and drinking water supply, sewerage and drainage systems in accordance with the requirements for public buildings and structures for domestic and drinking water supply and sanitation.

Cold and hot centralized water supply is provided to the premises of a general education institution, preschool education and boarding school at a general education institution, including: catering facilities, dining room, pantry, showers, washrooms, personal hygiene cabins, medical premises, labor training workshops, home economics rooms, premises primary classes, drawing, physics, chemistry and biology classrooms, laboratory rooms, rooms for processing cleaning equipment and toilets in newly built and reconstructed educational institutions.

8.2. In the absence of locality centralized water supply in existing buildings of educational institutions it is necessary to ensure a continuous supply cold water in the premises of the catering unit, medical premises, toilets, premises of a boarding school at a general education institution and pre-school education and the installation of water heating systems.

8.3. General educational institutions provide water that meets the hygienic requirements for the quality and safety of drinking water supply.

8.4. In buildings of educational institutions, the canteen sewage system must be separate from the rest and have an independent outlet in external system sewerage. The sewage system risers from the upper floors should not pass through the industrial premises of the canteen.

8.5. In non-sewered rural areas, buildings of educational institutions are equipped with internal sewerage (such as flush closets), provided that local treatment facilities. The installation of outdoor toilets is permitted.

8.6. In general educational institutions, the drinking regime of students is organized in accordance with the sanitary and epidemiological requirements for the organization of meals for students in general educational institutions, institutions of primary and secondary vocational education.

IX. Requirements for premises and equipment of educational institutions located in adapted buildings

9.1. Accommodation of general education institutions in adapted premises is possible for the duration of the event. overhaul(reconstruction) of existing main buildings of educational institutions.

9.2. When placing a general education institution in an adapted building, it is necessary to have a mandatory set of premises: classrooms, catering facilities, medical premises, recreation, administrative and utility premises, bathrooms, and a wardrobe.

9.3. The area of ​​classrooms and classrooms is determined based on the number of students in one class in accordance with the requirements of these sanitary rules.

9.4. If it is not possible to equip your own gym, you should use sports facilities located near a general education institution, provided that they meet the requirements for the design and maintenance of places for physical education and sports.

9.5. For small educational institutions located in rural areas, in the absence of the opportunity to equip their own medical center, it is allowed to organize medical care at medical and obstetric stations and outpatient clinics.

9.6. In the absence of a wardrobe, it is allowed to equip individual lockers located in recreation areas and corridors.

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 natural factors external environment and using them to harden schoolchildren; hygienic requirements for the school building and sanitary facilities in the school, for school equipment and textbooks; hygienic principles of teaching and raising children; food for schoolchildren; prevention of diseases in children school age. Knowledge of these issues is necessary for every teacher, since failure to comply with school hygiene requirements can disrupt 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 also partly related to technical sciences, architecture and sanitary engineering. It takes into account the basic requirements for the design of school buildings and children's preschool institutions, to 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 conditions of the classroom. The abstract contains information that represents a synthesis of data from books of the past, the 20th century, and the latest information from 2002-2003. That is why the essay is of significant value for a teacher who wants to get acquainted with the requirements for lighting and air-thermal conditions of the classroom.

Hygienic requirements to classroom lighting

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

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

Numerous impact studies natural light on the human body, it has been established that light affects various physiological processes in the body, promotes growth, activates metabolic processes, and increases gas exchange.

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

Unfavorable lighting conditions cause a deterioration in overall health, 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 systematic strain on the organ of vision due to insufficient illumination.

Of particular hygienic importance is the bactericidal effect of ultraviolet rays included in the spectrum sunlight. Under the influence of ultraviolet rays, the development of bacteria is delayed, and with sufficiently long exposure, the bacteria die.

The role of the radiant energy of the sun is especially great in the formation of a growing organism. By activating metabolic processes, it promotes proper growth and development. Ultraviolet rays, transforming provitamin D found in the child’s skin from an inactive state to an active one, ensure normal bone formation. Light exerts and psychological impact; the abundance of light creates an emotionally uplifted, joyful mood.

When choosing the orientation of child care facilities, solar radiation conditions are taken into account. The most favorable orientation in all climatic regions is southern and southeastern. With a southern orientation, insolation is longest in the autumn, winter and spring periods. When the rooms are oriented to the west in the second half of the day, the sun's rays penetrate deep into the room and cause significant overheating.

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

Despite the fact that window glass largely blocks the biologically most active rays of the solar spectrum, the tonic and bactericidal effect of the sun's rays penetrating into the premises is quite great. The intensity of ultraviolet radiation in a room increases with widespread aeration, so pharmacies should be installed in all main rooms of children's institutions.

Natural light

The level of natural light in a classroom primarily depends on the size of the windows. The larger their size, the more light rays penetrate into the room, the greater the illumination of the student’s workplace. It has been established that the area of ​​the glazed surface of a window in urban schools should be related to the floor area as 1:4 or 1:5. This ratio is called the light coefficient. In rural areas, where schools are usually built in open areas, the light coefficient can be 1:6. The upper level of the window should be located as close to the ceiling as possible (20-30 cm), since the places in the classroom farthest 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 part or in the form of a triangle, since in this case the light-carrying part of the window is reduced. The lighting of the classroom depends on the size of the partitions between the windows, since student seats located opposite the wide partitions will not be sufficiently illuminated. Therefore, the partitions between the windows should be made as small as possible (from 30 to 50 cm). Classroom windows should not be obscured by opposing buildings. Houses located opposite school windows should be painted in light colors, preferably white. The furniture in the classroom should be positioned so that the light falls on the left side in relation to the students, since otherwise the shadow from the student’s hand while writing will obscure the notebook.

The listed requirements for natural lighting of school premises are taken into account during the construction of a school building and depend little on school employees. But there are a number of points that affect illumination and can be entirely 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 large number light rays and thereby reduce the degree of illumination. The ceiling in the classroom should be painted white, the walls should be painted light (yellow, beige, light pink), the desks should be painted in light colors: the lids should be light green, and the sides and seats should be white.

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

To create coziness and beauty, flowers are necessary in the school, 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.

In some classrooms and laboratories used for display educational films, there are blackout curtains. Teachers should be very careful to ensure that the curtains are raised above the top edge of the window after viewing, otherwise they will block the most light-bearing part of the window.

Dust on window glass also blocks light, which means it worsens the lighting. About 50% of light rays do not pass through dirty, dusty windows. Window glass must be smooth, since wavy glass, like dirty glass, blocks up to 50% of the light.

It is absolutely unacceptable to paint glass with white oil paint or paste frosted glass, as is sometimes done in some schools, so that children do not look out the window and are not distracted from their studies. This is doubly harmful. Firstly, because the classroom will be darker (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 voltage eye muscles. To rest your eyes, it is useful to relax your muscles by looking into the distance, into infinity. Students instinctively look away from the book from time to time and look out the window, but when the windows are painted over, they cannot look into the distance, since their gaze constantly encounters an opaque white surface.

To assess the level of illumination they use special device- lux meter. In its absence, natural illumination can be determined more in simple ways. One of them is the following: if from the most remote place in the room the sky is visible throughout the entire window opening, then the illumination is considered good; if 2/3 of the window opening is satisfactory, and if the sky is visible only in 1/3 of the window, unsatisfactory.

Desks or tables in the classroom are arranged in rows (usually 3 rows) so that the light falls from the left side, while maintaining the established distances. In classrooms of a regular rectangular configuration, these distances are as follows: from the outer wall to the first row (counted from the window) at least 0.6 - 0.7 m, from the inner wall to the third row - 0.5 m, from the back wall to the last tables (desks) – 0.5 – 0.65 m, from the chalkboard to the first tables (desks) – at least 2 m (optimally 2.4 – 2.7 m), between rows – 0.6 – 0.7 m The distance from the windows to the third row of tables should be no more than 6 m, since otherwise the workplaces of students sitting in this row will be poorly illuminated by natural light. The back desks should be located no more than 8 m from the blackboard, since their further removal causes excessive strain on the students' vision and hearing. In rooms with a square and transverse configuration, when arranging furniture in four rows, the distance from the board to the first tables should be at least 2.5 m to provide students sitting at the first tables in the outer rows with a “viewing angle” of at least 30°; the distance from the windows to the first row should be 0.5 m; from the last tables to back wall– 0.8 m; between rows at least 0.6 m.

Basic hygienic requirements for chalkboard, the following: board coating color - green, dark brown, matte black (reflection coefficient of at least 80%). The most physiological color is dark green in combination with the bright yellow color of chalk. For drawing rooms, it is recommended to use black boards with white chalk. In grades 1-4, the board should be installed so that the bottom edge is at a height of 80-85 cm, and in high grades - at a height of 90-95 cm. To prevent contamination of the floor with chalk, a tray is attached to the board, which is also used for storage chalk.



In order to maintain posture and high performance of the student important acquires selection of optimal school furniture and student education correct landing .

During classroom training, an upright posture with a slight forward lean is most appropriate. The distance from the eyes to the notebook (book) should be approximately equal to the length of the forearm and hand with extended fingers, the shoulders should be parallel to the edge of the table top, the forearms and hands should be symmetrically on the table, the torso should be moved 5-6 cm from the edge of the table. To avoid compressing the vessels of the popliteal region, the depth of the seat should be approximately 2/3 - 3/4 of the length of the thigh. The height of the seat should be equal to the length of the lower leg with the foot plus 2-3 cm for the heel: in this case, the student’s legs in all three joints (hip, knee and ankle) are bent at approximately right angles, which prevents blood stagnation in the lower extremities and pelvic organs . The seat must have a backrest - either solid, profiled, or at least with two crossbars - at lumbar level and at the level of the shoulder blades.

Providing a direct fit is possible if the size of the furniture matches the height of the students. Currently, in our country there are certain state standards for school furniture (GOST 11015-71 “Student tables”, GOST 11016-71 “Student chairs” and GOST 5994-72 “School desks”). According to these standards, five groups of furniture are produced: A, B, C, D and E, having both letter and color markings (color markings in the form of a circle with a diameter of 25 mm or a horizontal strip 20 mm wide are applied on the sides of the desk or table).

Behind furniture group A (marking yellow color) children up to 130 cm tall should sit; furniture of group B (red marking) is intended for schoolchildren with a height of 130 to 144 cm. Schoolchildren with a height of 145 to 159 cm should sit behind furniture of group B (marking blue), from 160 to 174 cm - behind furniture of group G (marking green colors). Furniture group D (marking white) is intended for students 175 cm tall and above.

To find out which group of furniture is needed for a student of a given height, you can use the empirical formula of N. N. Kartashikhin:

serial number of the letter = [student height (cm) - 100]: 15.

Example: a student’s height is 153 cm. (153 – 100): 15 = 3 (without remainder). Serial number (alphabetically) - letter B.

Quite often, schools do not have furniture markings (both letter and color). In order to find out which furniture group a given table (chair) belongs to, you can use the following formulas:

Table group (letter) = table height (cm):5 - 10.

Chair group (letter) = chair height (cm): 3 - 10. Example: table height above floor level = 68 cm. 68: 5 – 10 = 3 (without remainder). Serial number of the letter B.

A significant role in ensuring the correct comfortable posture of the student when reading and writing is played by such components of school furniture as seat distance And differentiation . Distance seat is the horizontal distance between the edge of the table facing the student and the edge of the seat. Correct seating is achieved by the so-called negative seat distance, at which the edge of the seat extends beyond the edge of the table cover by 3-6 cm. With a zero seat distance (when the edges of the table and the seat are at the same perpendicular) and especially with a positive distance (when the edge of the seat is distant from the edge table), the student has to lean forward strongly, which increases the static load on the postural muscles and leads to rapid fatigue. Desks, that is, a table and a seat connected to each other, are designed in such a way that when the lid is closed, the seat distance automatically becomes negative (in this case, however, it is quite difficult to sit at a desk and get up from behind it - you need to fold back the lid so that the seat distance becomes positive ). If there are no desks in the classroom, but tables and chairs that are not connected to each other (and this very often happens nowadays even in primary classes), it is necessary that the student, having sat down, push the chair so that its edge is 3-6 cm went over the edge of the table. The teacher (especially in the elementary grades) should achieve automaticity of such a position so that it becomes as comfortable and familiar as possible for the student. It is very important to ensure that the student works at a negative seat distance at home.

Differentiation is the vertical distance between the edge of the table (desk) facing the student and the plane of the seat. It is clear that this value is a function of two variables: it will be large if the table is of normal height, but the chair is low, or if the table is too high and the chair is normal, and vice versa. With a large differential, the student is forced to raise his right shoulder high when writing, which can lead to curvature of the spine with a convexity to the right side. With little differentiation, the student is forced to hunch over, which leads to the rapid development of fatigue.

Thus, correct selection furniture will provide the student with the most physiological straight fit. It should be remembered, however, that long-term maintenance of even this position leads to muscle fatigue, to reduce which it is necessary to allow students to change their body position during the lesson (or create conditions for working while standing at desks).

As for the rules for seating students, the main requirement is that the size of the furniture matches the height of the students. Typically, students in each class belong to at least 3-4 height groups, and therefore each class (this is especially important for primary classes) should have at least three groups of furniture. If difficulties arise with the selection of furniture, it is better to seat the student at a table (desk) larger than required rather than smaller.

When seating students, you need to take into account their health status, namely: visual acuity, hearing and susceptibility to colds. As you know, usually short children at their respective desks are seated closer to the board, while taller children are seated at the back. In the case where a tall student has visual impairments (for example, myopia), it is advisable to move him closer to the board, behind the outer column, naturally, with the desk he needs. It should be noted here that if such a student’s vision is corrected with glasses, then he does not need to be moved forward, but you need to make sure that he uses glasses. If hearing is weakened (for example, in the case of a history of otitis), it is also advisable for a tall student (along with the required desk) to be seated closer to the board, but behind a column close to interior wall class. It is not advisable to seat students who are not hardened, weakened, or often catch colds on the outdoor column. Once a year (after winter break), students sitting at the outermost columns should be swapped, without violating the principles correct landing. Such a change of places, firstly, eliminates the one-sided orientation of the head and body relative to the board, and secondly, creates more uniform lighting conditions.

Computer classes.

Computer equipment is a source of electromagnetic field radiation that is potentially hazardous to human health. Improper organization of workplaces with PCs leads to increased electromagnetic fields, exceeding maximum permissible levels and an unfavorable electromagnetic environment around them. Each workstation in the computer class creates a unique electromagnetic field with a radius of 1.5 m or more, and the radiation comes not only from the screen, but also from the back and side walls of the monitor. The optimal location of the equipment should exclude the influence of radiation from the computer on students working on other computers. To do this, the arrangement of desktops must ensure a distance between the side surfaces of the monitor of at least 1.2 m, between desktops with video monitors (towards the rear surface of one video monitor and the screen of another video monitor) - at least 2.0 m.

Classrooms are equipped with single tables designed for working with PCs. The design of a single-seater table should include: two separate surfaces - one horizontal for placing a PC with smooth adjustment in height within the range of 520-760 mm and the second - for the keyboard with smooth adjustment by -15 0.

The design of the work chair (chair) should ensure the maintenance of a rational working posture when working on a PC, allow you to change the posture in order to reduce the static tension of the muscles of the cervical-shoulder region and back to prevent the development of fatigue. The type of work chair (chair) should be selected taking into account the height of the user, the nature and duration of work with the PC. The work chair (chair) must be lift-and-swivel, adjustable in height and angles of inclination of the seat and back, as well as the distance of the back from the front edge of the seat, while the adjustment of each parameter must be independent, easy to carry out and have a reliable fixation. The surface of the seat, back and other elements of the chair (armchair) should be semi-soft, with a non-slip, slightly electrified and breathable coating, ensuring easy cleaning from dirt.

The size of educational furniture (table and chair) must correspond to the height of the child. When using one computer science classroom for students of different ages, which we observe in almost all rural schools, the most difficult problem to solve is the selection of furniture in accordance with the height of schoolchildren. In this case, it is advisable to equip the workplace with a footrest with a width of at least 300 mm, a depth of at least 400 mm, which should be adjustable in height up to 150 mm and in angle of inclination. supporting surface stands up to 20 0. The surface of the stand must be corrugated and have a rim 10 mm high along the front edge.

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

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 creature lives in a complex and changing world, constantly adapting to it and regulating its life activity in accordance with its changes.

Individual properties or parts of the environment that affect organisms are called environmental factors. Environmental factors are diverse. They can be necessary or, conversely, harmful to living beings, promote or hinder their survival and reproduction. Environmental factors have different natures and specific actions.

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 component environment of every living being.

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

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

Environmental environmental factors can have various types of impacts on living organisms:

As irritants causing adaptive changes in physiological and biochemical functions;

As limiters that make it impossible to exist in given conditions;

As modifiers that cause anatomical and morphological changes in organisms;

As signals indicating changes in other environmental factors.

Positive or negative impact The 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 activity of individuals. The favorable force of influence is called the optimum zone environmental factor or its optimum for organisms of a given species. The maximum and minimum transferable values ​​of a factor are critical points, beyond which existence is no longer possible. Hygienic standards determined for classrooms by SanPiNami lie in the optimal zone for humans.

Environmental factors that are furthest from the optimum make it especially difficult for a species to exist under these conditions.

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

3. Sanitary and hygienic assessment of the condition of the classroom.

Providing hygienic optimal conditions carrying out educational process based on the requirements of SanPiNov and strictly regulated quantitatively. These include: maintaining favorable temperature and humidity in the classroom, correct lighting workplace, desks selected according to the height of schoolchildren, the required ventilation mode for the room and much more. All this is aimed at maintaining students’ high performance throughout the entire period of classes. The microclimatic parameters of classrooms and offices must ensure adequate thermoregulation in the body, normal tissue oxygenation, and optimal functioning of the visual system.

Our classroom is 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 ceiling are painted with whitewash, bottom part the walls are painted with paint for interior work, 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 accordance with the recommendations, since on the east side of the building it is often sunny in the first half of the day. Cosmetic repairs walls and ceiling were produced in the summer of 2004. The floor has a linoleum covering, the color is brown. The floor covering does not produce strong glare and makes it easy to produce wet cleaning premises.

3. 2. Air condition assessment.

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

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 appears in 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, having unpleasant odors(the smell of sweat and its decomposition products, ammonia compounds, volatile salts of fatty acids, indole compounds - everything that makes the air “stale”). These volatile products are called “anthropotoxins”. They primarily have an adverse effect on a person’s well-being and performance. With a long stay in such an atmosphere, a person begins to have a headache, attention deteriorates, drowsiness and apathy appear, nausea may occur, and sometimes even fainting occurs. That is why it is necessary to monitor the chemical composition of the air.

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

In our classroom there is natural air exchange through windows and openings in them (transoms), doors, special ventilation holes, cracks in building structures.

Calculation of floor area and room volume per class student.

Class length Class width 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 area transom

0.97 m 0.32 m2 0.31 m2 0.62 m2

Calculation of the area of ​​exhaust ventilation openings.

Exhaust opening length Exhaust opening width Number of exhaust openings Exhaust opening area Total area of ​​exhaust openings

0.2 m 0.2 m 3 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 classroom, which meets the requirements sanitary standards(2-3 m2 per 1 student). The volume per 1 student is 7.28 m3 (160.05/22), which exceeds the requirements established by the standards (5-6 m3 per 1 student).

A). Determination of aeration coefficient.

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

1). When operating exhaust vents only.

KA = 0.12 / 52.13 = 0.0023

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

2). When operating 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 air replacement is also not provided.

3). When operating exhaust vents, transoms, or with the door open.

KA = 2.48 / 52.13 = 0.048

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

Conclusion: 1. To ensure complete ventilation of the classroom, it is recommended to open the transoms and door completely. But at the same time, there should be no 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. Frames in the classroom should be replaced to provide more efficient and safe air ventilation.

b). Determination of ventilation efficiency.

Vvent. = k\(p – q) 0.67, where

Vvent. – required ventilation air volume;

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

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

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

Student age k (l/hour) Vvent. (m3) Number of students of a given age Total ventilation volume (m3)

13 years 13 12.4 16 198.4

14 years 14 13.4 6 80.4

Conclusion: 1. Since the required ventilation volume significantly exceeds the available air volume in the classroom, in the absence of ventilation during one lesson, an amount of carbon dioxide will accumulate in the classroom exceeding the norm, which will negatively affect the performance of students. 2. Exhaust vents must be operational during class. 3. It is necessary to ventilate the classroom at every break to restore normal carbon dioxide levels.

V). Study of the presence of particulate matter in the air.

This study was carried out using simple indicators made from 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 measurements were taken over 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 suggests that the air in the classroom generally contains low amounts of particulate matter (dust). Traces of chalk dust are clearly visible on indicator No. 1.

Conclusion: 1. The dustiness of the atmosphere in the classroom is winter period insignificant. Dust removal is facilitated by daily wet cleaning of the room. 2. The air near the board is contaminated with chalk dust particles. This can cause respiratory diseases. You should wash the sponge used to wipe the board more often, do not use a dry sponge, and wet clean the area of ​​the board throughout the day.

3. 3. Study of the correspondence of the parameters of the desk and chair to the anthropometric indicators of the students in the class.

Educational furniture must meet seven basic criteria:

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

2. There should be enough space between the knees and the bottom of the tabletop for unobstructed movement.

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

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

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

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

7. There should be no tension in your knees while sitting.

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

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

B – length of the thigh (from the point of articulation to the knee);

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

G – 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 taken of the furniture available in the classroom.

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 normal seating); g – desktop width (half); d – vertical distance from the table top to the chair seat.

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

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

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

The class illumination requirements are as follows:

1. Sufficiency - depends on the size of windows and inter-window openings, the orientation of windows relative to the cardinal directions, the location of shading objects, the cleanliness and quality of glass, the quantity and power of artificial lighting sources.

2. Uniformity - depends on the location of the windows, the configuration of the classroom, the contrast between the colors of the walls, equipment, the type of fixtures of the lamps, and their location.

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

4. Lack of glare (brilliance) - depends on the presence of surfaces with a high coefficient of reflection (polished furniture, glazed cabinets) and 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 evenly along the eastern wall of the classroom. The area of ​​the existing windows is 11.7 m2. In sunny weather they provide sufficient natural light. The light falls on the students' workplace from the left side, which meets hygienic requirements. In cloudy weather and short daylight hours, additional lighting is provided using incandescent light bulbs. There are 8 of them in the class, they are located in 2 rows. The lamps are equipped with matte shades, which eliminates the glare effect. There are few high-reflective surfaces in the classroom, and they are located in such a way that they do not reduce the illumination for students. The disadvantage is that the board is not equipped with additional lights.

We determined the sufficiency of lighting using a simple method based on the following: if a student with normal vision can freely read the small print of a book at a distance of approximately 50 cm from the eyes, then the lighting is considered sufficient. A test carried out on the example of 2 students showed that the lighting in the classroom was sufficient.

Conclusion: 1. The lighting in the classroom generally complies with sanitary and hygienic standards. 2. In the future, it is necessary to more promptly replace burnt-out incandescent lamps. It is necessary to install additional lamps near the board.

4. Conclusion.

A cumulative analysis of the studied parameters of the classroom environment indicates that they generally comply with hygienic standards. Students in the class must follow the recommendations we developed when performing 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 according to their height. It is also necessary to provide for the replacement of window units and the installation of lamps near the board. Under these conditions, environmental factors will not have an adverse effect on the health of students. This ecological niche will allow you to “live” in it safely.

The methods we used to assess classroom environmental factors can be used in other classrooms and in other schools.

Our research was limited to studying only abiotic factors. In the future, it will be interesting to trace the impact of interaction between students and with teachers on the student’s well-being.