幼兒園為幼兒生活及學習的環境，一天約有三分之一的時間待於此場所中，因此室內環境舒適性對幼兒學習成效及生活品質皆有影響。近年來環境舒適度議題越來越受到重視，然而多數學者針對不同教育場所進行研究，鮮少探討幼兒園環境情況。因此，探討幼兒園環境舒適度為一項重要的議題。
本研究針對台中市某間幼兒園進行室內空氣品質量測，探討CO2與PM2.5在春季與秋季的不同通風狀況下分布及特性；並且調查幼兒舒適度情形，瞭解幼兒中性溫度以及評估熱舒適指標之適用性。
研究結果顯示在自然通風下CO2濃度不易累積，但啟動空調系統後，因門窗關閉，導致CO2濃度容易累積至1000 ppm以上；室內環境中PM2.5在氣溫較高時期(10/03~07與05/08~12)濃度比在氣溫較低時期(11/14~18與03/27~31)來得高；而幼兒園中性溫度在秋季與春季分別為27.2~27.3℃與28.6~28.8 ℃。以熱舒適模式中顯示ASHRAE 55與ISO 15251的熱平衡模式均可使用於幼兒園的室內環境舒適性評估，而熱適應模式則建議只使用ASHRAE 55規範。Kindergarten is for child living and learning environment, about one-third of the day to stay in this place, so the comfort of indoor environment has an effect on child's learning achievement and quality of life. In recent years, the issue of environmental comfort has been paid more and more attention. However, most scholars study for different educational establishments, rarely explore the kindergarten environment. Therefore, the study of kindergarten environmental comfort is an important issue.
In this study, we investigated the indoor air quality measurement in a kindergarten in Taichung, discussed the distributions and characteristics of CO2 and PM2.5 in different ventilation conditions in the spring and autumn. We investigated the situation of child's comfort, understood the child's neutral temperature and evaluated the thermal comfort index.
The results show that the CO2 concentration is not easy to accumulate under natural ventilation. However, the air conditioning system is started under the opposite doors and windows. The CO2 concentration tends to accumulate above 1000 ppm. PM2.5 in the indoor environment in the warm period of concentration is higher than the cool period. The neutral temperature in kindergarten in the autumn and spring were 27.2~27.3 ℃ and 28.6~28.8 ℃, respectively. The thermal balance mode of ASHRAE 55 and ISO 15251 can be used in thermal comfort mode in the kindergarten, while the thermal adaptation model is recommended using only the ASHRAE 55 specification.
