| 摘要: |
| 评价尺度是建筑使用后评价的基
本问题之一，它是使用者评判建成环境好
坏、优劣的重要测度标准。为弥补目前环境
评价尺度研究方面的缺失，建立与儿童使用
主体相一致的建成环境评价尺度，对儿童常
用语义量词进行汇总和筛选，采用五级线
分刻度方法进行问卷调查研究。基于儿童的
理解，通过问卷试验分析，结果表明：双侧
5级区间评价尺度为：很（负面）；有点（负
面）；中等；有点（正面）；很（正面）；单侧
5级区间评价尺度为：不；好像有点；比较；
很；特别。 |
| 关键词: 建成环境 使用后评价 儿童 评价尺度 语义量词 |
| DOI：10.13791/j.cnki.hsfwest.20190212 |
| 分类号: |
| 基金项目:国家自然科学基金资助项目（51878281）；华
南理工大学亚热带建筑科学国家重点实验室
开放基金资助项目（2018ZB22） |
|
| A Study on the Evaluation Scale of Built Environment Based on Children as Users |
|
WANG Yan,LIU Dongsheng
|
| Abstract: |
| As an important criterion for users to judge the quality of built environment, the
evaluation scale is one of the basic problems in building post-occupancy evaluation (POE).
However, the rational use of Chinese semantic quantifiers in building POE has not attracted
enough attention of researchers, and there is still a lack of corresponding evaluation scale for
children at present. As a result, researchers have to choose evaluation quantifiers arbitrarily
when formulating POE questionnaires due to lack of appropriate reference. The current situation
leads to two problems: 1. The arbitrary choice of semantic quantifiers can’t scientifically reflect
a clear psychological scale of evaluators; 2. The non-uniform scales are not conducive to the
comparison of research results. In particular, as minors, children may understand semantic
quantifiers differently from adults. Therefore, choosing semantic quantifiers that children can
understand to establish environmental evaluation scale is the basis and key of POE research
on built environment with children as the main users (such as primary schools, children’s
amusement parks, children’s palaces, etc.).
In order to establish a five-level built environment evaluation scale which is consistent with
children’s users, firstly, the semantic quantifiers commonly used by children are summarized
through field surveys, and these words are preliminarily selected for further research. The
selection principles are as follows: 1. The evaluation semantic quantifiers should be recognized
and understood by children; 2. The evaluation semantic quantifiers should be simple enough,
commonly used, easy to pronounce, and be able to match various evaluation words more
widely; 3. The evaluation semantic quantifiers can roughly cover the evaluation scales from
the maximum to the minimum evenly. According to above principles, 10 alternative quantifiers
for bilateral evaluation are selected as follows: extraordinarily (Chinese abbreviation: FC),
extremely (JQ), very (H), specially (TB), relatively (BJ), quite (T), a little (YD), somewhat
(YX), seems a little (HXYD), a little bit (SWYD); and 15 alternative quantifiers for unilateral
evaluation are selected as follows: extraordinarily (FC), extremely (JQ), specially (TB), very
(H), quite (T), truly (Z), relatively (BJ), really (QS), somewhat (YX), a little (YD), seems a
little (HXYD), a little bit (SWYD), not very (BZM), not (B), not at all (YDYB). Secondly,
the semantic quantifiers corresponding to the intermediate level of bilateral evaluation are
determined separately. Because of the symmetry of the intermediate level (level 3) of the
bilateral five-level evaluation, the semantic quantifiers corresponding to the intermediate level
can’t be used together with adjectives, so it needs to be determined separately. By comparing
the characteristics of two commonly used middle-level evaluation semantic quantifiers, namely
“general” (YB) and “medium” (ZD), the word “medium” is chosen as the middle-level semantic
quantifier based on the principle that children are easy to recognize and understand. Finally,a five-level linear scale method is used to determine the five-level evaluation scale for built environment based on children’s understanding level
through a questionnaire test. The children in primary schools (grade 4-6) and the built environments of primary schools are selected as the research
objects. Children are asked to fill in five corresponding words according to the intensity of semantic quantifiers. The questionnaires are collected
from 458 pupils in three primary schools. The sex ratio of these pupils is 1.12:1. According to the statistics of these questionnaires, the semantic
quantifiers corresponding to grades 1-5 (low to high) are assigned 0, 0.25, 0.5, 0.75, 1, and then calculate the intensity of each semantic quantifier
and rank them. On the basis of the ranking results, the final establishment of evaluation scale mainly considers three factors: 1. The intensity
value of the tested semantic quantifier; 2. The frequency of the tested semantic quantifier; 3. The standard deviation (SD) of intensity value of the
tested semantic quantifier. Taking these three factors into account, the five-level evaluation scale of built environment based on children are finally
established as follows: 1. Bilateral evaluation scale: very (FC) (negative); a little (YD) (negative); medium (ZD); a little (YD) (positive); very (FC)
(positive); 2. Unilateral evaluation scale: not (B); seems a little (HXYD); relatively (BJ); very (H); specially (TB).
The 5-level evaluation scale of built environment corresponding to above result represents the midpoint value of each interval evaluation,
which is different from other commonly used evaluation scales. It is suitable for the general subjective evaluation of built environment for primary
school children, and should not be over-extended to other age groups or other research objects. In fact, the relative intensity values of each
evaluation semantic quantifier measured in this study can provide basic measurement reference data for the selection of other types of evaluation
scales, such as the determination of 7-level evaluation scale, the selection of evaluation endpoint value, the selection of evaluation midpoint
value and so on. In the future researches on subjective evaluation of built environment for similar groups, the use of this scale for psychological
measurement would be conducive to the horizontal comparison between different results of evaluation studies in building POE. |
| Key words: Built Environment Post-occupancy Evaluation Children Evaluation Scale Semantic Quantifiers |
