Development of Teaching Materials and Programs for Built-Environmental Education

1.我们首先确认了建筑环境教育的目的如下：让人们知道不浪费能源的生活方式实际上可以实现舒适的建筑环境，这种生活方式对于普通人来说是可能的，可以利用直接自然环境中的各种自然潜力。我们对试验的结果进行了评估，以了解什么样的方案是有效的，例如，调查研讨会参与者的感官和意识是否发生了变化。我们发现，参与者通过自己测量温度或尝试自己创造环境空间，可以有效地让自己直接感受建筑环境。3.我们按类型和目标整理了迄今为止开发的建筑环境教育研讨会项目。我们有四个关于照明环境的项目，三个关于热环境的项目，一个关于室内空气质量的项目，还有一个关于了解建筑环境与全球环境之间的关系的项目。对于声环境和水环境的方案是必需的，但在本研究期间我们不能尝试这样的方案。4.我们举办了两次关于建筑环境教育的研讨会。参加研讨会的人提出了这样的意见，即除了普通人之外，还应该为专业人士开发建筑环境教育项目。我们相信，建筑环境教育项目的丰富将为更多的人提供连接建筑设计师和用户的机会。目前已开发的项目和未来将进一步开发的项目将在创造更好的社会建筑环境方面发挥重要作用。

1.We first confirmed that the aim of built-environmental education is as follows : letting people know that the lifestyle without wasting energy resources can actually realize the comfortable built environment and such lifestyle is possible for the common people with the use of various natural potentials to be found in the immediate natural environment.2.Workshop programs aimed at what is mentioned above were developed and tried. We evaluated the results of the trials to know what kind of programs are effective, by for example, investigating whether the senses and the consciousness of the workshop participants change or not. We found it effective for the participants to sense themselves directly the built environment by measuring the temperature themselves or by trying to make the environmental space themselves.3.We sorted out the workshop programs for built-environmental education developed so far by types and objectives. We had four programs for lighting environment, three for thermal environment, one for indoor air quality, and one for understanding the relationship between the built environment and the global environment. Programs for acoustic environment and water environment would be required, but we could not try such programs within the period of this research. They are to be further developed.4.We had two symposia with respect to the built-environmental education that we developed so far. Those participated in the symposia gave us such opinions that, the built-environmental education programs should also be developed for professionals in addition to the common people. We were convinced that the enrichment of built-environmental education programs will provides more people with the chances to connect building designers and users. The programs developed so far and to be further developed in the future will play an important role to create the better built environment in our society.