| 摘要: |
| 相对于新建校园，既有校园绿色改造
的应用面更广、问题更复杂，目前也缺乏针对性
的绿色改造评价标准。本文横向借鉴STARS、
LEED等国外相关评价标准在体系衔接、评价项
分类、评价维度与要素等方面的典型特征；纵向
整合国内相关标准中绿色校园、绿色改造评价
的具体差异，综合归纳我国高校校园绿色改造
评价框架的建构要点，提出《高校校园绿色改
造评价标准》框架的总体构想，以期为相关标
准的制定与优化提供参考。 |
| 关键词: 高校校园 绿色改造 评价标准 借
鉴 整合 |
| DOI：10.13791/j.cnki.hsfwest.20230512 |
| 分类号: |
| 基金项目:国家自然科学基金资助项目（52078325） |
|
| Reference and Integration: Framework Construction of Assessment Standard for Green Retrofitting of Higher Education Institutions Campus |
|
SONG Kun,LIU Jinri,CHEN Guorui,ZHONG Shuo
|
| Abstract: |
| China’s existing higher education institutions campus are large and wide in scope, and
many of them have green problems such as declining building performance, aging equipment, and
large consumption of energy resources on campus. In the context of green development, the demand
for green retrofitting of existing higher education institutions campus has become increasingly
obvious. However, at the present stage, China’s campus retrofitting is mostly a passive response to
local problems, lacking the overall concept of retrofitting, green retrofitting goals, and theoretical
and methodology guidance, and relevant standards do not make enough distinctions in campus
retrofitting evaluation so that the evaluation focus is not prominent enough. There is an urgent need
for more specific assessment standards to evaluate and guide the corresponding retrofitting work.
Based on this starting point, this paper takes the framework construction of Assessment Standard
for Green Retrofitting of Higher Education Institutions Campus (ASGREC for short) as the core,
analyses the typical characteristics of relevant foreign standards framework by horizontal reference,
vertically integrates and analyses the specific differences in the evaluation of campus and retrofitting
in relevant domestic standards, and comprehensively summarizes the key points of framework
construction by combining the current situation of green construction and retrofitting of higher
education institutions campus. The general conception of the framework of ASGREC is put forward.
First, this paper reviews the international typical green campus assessment standard
horizontally. The relevant standards are divided into derived and independent standards according
to the affiliations, and the two typical standards of LEED BD+C: Schools and STARS are selected
respectively and compared and analysed from three aspects: system connection, evaluation item
classification, evaluation dimension, and elements, to learn from advanced experience. In general,
compared with independent assessment standards, the derived standards often have a closer
connection with the standards in its evaluation system, which can provide sufficient reference for
its campus evaluation. In terms of the classification of evaluation items, controlling the threshold
index can promote the development of green campus to be more comprehensive and balanced. In
terms of evaluation dimensions and elements, the two standards have different emphases, but there
are shortcomings in the macro and comprehensive evaluation. Moreover, LEED BD+C: Schools pay
more attention to the construction of green campus hardware and pay less attention to the support of
soft environment, while STARS does the opposite.
Further, the paper longitudinally combs the relevant standards for the green retrofitting of
higher education institutions campus in China and selects the Assessment Standard for Green
Campus (GB/T 51356-2019, ASGC for short), Assessment Standard for Green Building (GB/T 50378-
2019, ASGB for short), Assessment Standard for Green Retrofitting of Existing Building (GB 51141-
202X, ASGREB for short) and Assessment Standard for Green Eco-District (GB/T 51255-2017,
ASGED for short), which are most relevant to the evaluation of green retrofitting of higher education
institutions campus, for integrated analysis, and discusses the particularity of higher education
institutions campus and retrofitting evaluation. In general, campus evaluation is macroscopic and
comprehensive, with more qualitative indicators, and it also eliminates the microscopic investigation
of some buildings and attaches importance to the embodiment of education promotion and campus attributes. The evaluation of retrofitting has the characteristics of difference and suitability, and it is not demanding that the retrofitting achieve the same
green level as the new construction, but also through the deletion and adjustment of indicators to make the evaluation more suitable. Taking ASGREB
and ASGB as examples, there is a relatively obvious index correlation between the assessment standard for retrofitting and the corresponding assessment
standard for new construction.
Finally, based on the previous analysis, four key points of assessment standard framework construction are summarized: attaching importance
to the correlation with other relevant standards, paying attention to the threshold role and practicability of control items, reflecting the macro and
comprehensiveness of campus evaluation dimensions, highlighting the difference and suitability of retrofitting evaluation elements. Based on this, combined
with the characteristics of the current green retrofitting of higher education institutions campus in China, the framework of ASGREC is constructed from
the aspects of system connection, evaluation item classification, evaluation dimension, and evaluation elements, and the overall conception of the assessment
standard framework is put forward, which includes 5 first-level indicators, 21 second-level indicators, and 83 third-level indicators. The framework basically
meets the requirements of the main points of assessment standard construction and covers all levels of elements related to the green retrofitting of higher
education institutions campus. It’s expected that it will provide references for the formulation and optimization of relevant assessment standards. |
| Key words: Higher Education Institutions Campus Green Retrofitting Assessment Standard Reference Integration |
