Green performance retrofitting design method for existing primary and secondary school buildings

Abstract

A green performance retrofitting design method for existing primary and secondary school buildings, comprising: investigating green retrofitting technical measures for existing school buildings, so as to screen for a certain number of most frequently used green retrofitting technical measures with energy-saving and emission-reduction effects; on the basis of the selected green retrofitting measures, constructing a green retrofitting potential assessment method for existing primary and secondary school buildings in hot-summer and cold-winter regions; using the assessment method to assess the existing primary and secondary school buildings, so as to determine existing primary and secondary school buildings with greater retrofitting potential; selecting the existing primary and secondary school buildings with greater retrofitting potential as cases, so as to construct a multi-objective optimization model; and using the multi-objective optimization model to optimize the green performance retrofitting technical solutions for the existing primary and secondary school buildings. The retrofitting design method better reflects dual-carbon goals, thus greatly improving the retrofitting effect.

Description

Green performance retrofit design methods for existing primary and secondary school buildings Technical Field

[0001] This invention relates to the field of building renovation, specifically to a design method for green performance renovation of existing primary and secondary school buildings. Background Technology

[0002] Faced with rapid urbanization and limited resource reserves, the renovation and upgrading of existing buildings has become a crucial measure for improving building energy efficiency and reducing energy consumption and carbon dioxide emissions. The existing stock of primary and secondary school buildings is large, and a considerable number of these buildings, due to their age, have poor thermal performance, resulting in low energy efficiency and high carbon emissions. Green retrofitting them is an important path for energy conservation and carbon reduction in the building sector. However, existing research on school building renovation often involves random selection of renovation targets, lacking systematic screening methods when dealing with large-scale regional renovations of similar buildings. Furthermore, most studies focus on reducing building operating energy consumption, and research on carbon emissions throughout the entire life cycle of building renovation is incomplete. In addition, there is insufficient comprehensive consideration of building renovation and renewable energy utilization, and different renovation scenarios are not adequately considered, making it difficult to better respond to energy conservation and carbon reduction goals in engineering practice.

[0003] Summary of the Invention

[0004] This invention provides a design method for green performance retrofitting of existing primary and secondary school buildings, thereby optimizing the design scheme for green performance retrofitting of existing primary and secondary school buildings.

[0005] Therefore, the present invention provides the following technical solution:

[0006] A method for green performance retrofitting of existing primary and secondary school buildings, the method comprising:

[0007] A survey was conducted on green renovation technologies for existing school buildings, and a number of green renovation technologies with energy-saving and emission-reduction effects that are used most frequently were selected.

[0008] Based on the selected green renovation measures, a method for assessing the potential of green renovation of existing primary and secondary school buildings in hot-summer and cold-winter regions was constructed.

[0009] The aforementioned assessment method was used to evaluate existing primary and secondary school buildings to identify those with significant renovation potential.

[0010] Existing primary and secondary school buildings with significant renovation potential were selected as case studies to construct a multi-objective optimization model.

[0011] The aforementioned multi-objective optimization model was used to optimize the green performance renovation technology scheme for existing primary and secondary school buildings.

[0012] Optionally, the survey on green renovation technologies for existing school buildings includes: conducting a survey on green renovation technologies for existing school buildings through literature review and actual engineering cases.

[0013] Optionally, the selection of a certain number of green renovation technologies with energy-saving and emission-reduction effects based on the most frequently used technology measures includes: based on the survey results, taking into account the regional characteristics of areas with lower summer and cold winter temperatures and the characteristics of school building renovation projects, selecting a certain number of green renovation technologies with energy-saving and emission-reduction effects based on the most frequently used technology measures.

[0014] Optionally, the criteria for selecting green renovation technologies and measures with energy-saving and emission-reduction effects include: high frequency of research in existing building renovation literature, clear relevant technical indicators in national standards, implementation in actual engineering cases or conditions for implementation, and strong willingness of the school to renovate.

[0015] Optionally, the renovation technical measures include any one or more of the following: increasing site greening, setting up vertical greening, changing the form of the external corridor, changing the window-to-wall ratio, replacing with high-performance windows, adding a roof insulation layer, adding an external wall insulation layer, adding external shading, replacing with high-efficiency air conditioners, replacing with LED energy-saving lamps, setting up a lighting zone control and illuminance detection automatic control system, replacing with high-water-saving appliances, adding a rainwater harvesting system, laying solar photovoltaic panels on the roof, and laying solar photovoltaic panels on the external walls.

[0016] Optionally, the method for assessing the potential for green renovation of existing primary and secondary school buildings in hot-summer and cold-winter regions, based on the selected green renovation technologies and measures, includes:

[0017] The comprehensive renovation potential coefficient of the green renovation technology is determined based on carbon reduction effect, construction difficulty, and economic investment.

[0018] Calculate the potential improvement score of relevant parameters for each green renovation technology measure, where potential improvement refers to the potential improvement range of the existing building's performance at different renovation levels;

[0019] The potential score for comprehensive renovation of existing primary and secondary school buildings is obtained by weighting the score of the potential improvement space of each green renovation technology measure using the comprehensive renovation potential coefficient.

[0020] Optionally, the comprehensive renovation potential coefficient of the green renovation technology is determined based on carbon reduction effect, construction difficulty, and economic investment:

[0021] The calculation results of building renovation cases in the statistical literature were selected with priority given to school buildings in hot summer and cold winter regions. At the same time, other public building cases in similar climate zones were also referenced, and the calculation results of cases in different school building renovation design studies were compared and verified.

[0022] The overall energy saving rate of a single technical measure compared to the baseline building before the renovation is used as a measurement parameter to obtain the theoretical range of energy saving rates for each renovation measure. The median value of the range is taken as the carbon reduction rate of the renovation measure, and the carbon reduction coefficient C is obtained through normalization. The analytic hierarchy process is used to conduct a questionnaire survey and expert scoring on each green renovation technical measure to determine the difficulty coefficient D.

[0023] The cost input of various technical measures in the renovation cases in the references was compared and verified with the project budget data of the renovation cases in Hangzhou. The cost data of each renovation measure was obtained, and the cost per unit building area was used for comparison. Finally, the cost coefficient B of each renovation measure was obtained by normalization.

[0024] Optionally, the calculation of the potential improvement score for each green renovation technology measure includes:

[0025] Setting parameters for various green renovation technologies and measures can improve the spatial scoring method;

[0026] The potential for improvement of each green transformation technology measure is calculated based on the scoring method described above.

[0027] Optionally, the weighted calculation of the potential improvement scores for each green renovation technology measure using the comprehensive renovation potential coefficient to obtain the comprehensive renovation potential score for existing primary and secondary school buildings includes:

[0028] Based on the carbon reduction coefficient C, construction difficulty coefficient D, and cost coefficient B, determine the comprehensive renovation potential coefficient P of existing primary and secondary school buildings for low-carbon renovation technology measures;

[0029] The potential score for comprehensive renovation of existing primary and secondary school buildings is obtained by weighting the score of the potential improvement space of each green renovation technology measure based on the comprehensive renovation potential coefficient P.

[0030] Optionally, selecting existing primary and secondary school buildings with significant renovation potential as cases and constructing a multi-objective optimization model includes:

[0031] Establish a physical model-based building performance simulation model;

[0032] A neural network model is established, and a training dataset is created using the building performance simulation model to train and debug the neural network model;

[0033] An optimization algorithm model is established, with optimization objectives including: minimizing carbon emissions throughout the entire life cycle, minimizing building operating energy consumption, and minimizing initial investment costs.

[0034] This invention provides a method for green performance retrofitting of existing primary and secondary school buildings. It selects mature green retrofitting technologies from practical engineering projects in primary and secondary school buildings and constructs an evaluation method for the retrofitting potential of existing primary and secondary school buildings based on carbon reduction effects, construction difficulty, and economic investment. For primary and secondary school buildings with significant retrofitting potential, a multi-objective optimization model for green performance retrofitting design based on a genetic algorithm is constructed, considering life-cycle carbon emissions, operational energy consumption, and economic efficiency. Based on this model, the green performance retrofitting design scheme for existing primary and secondary school buildings is optimized, thereby better reflecting the dual carbon objectives in the retrofitting design scheme and effectively improving the retrofitting effect. Attached Figure Description

[0035] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the embodiments will be briefly described below. Obviously, the drawings described below are merely some embodiments of the present invention, and those skilled in the art can obtain other drawings based on these drawings without creative effort.

[0036] Figure 1 is a flowchart of a green performance retrofit design method for existing primary and secondary school buildings provided by the present invention.

[0037] Figure 2 is a schematic diagram of the application frequency of green transformation technologies obtained through literature research in the embodiments of the present invention;

[0038] Figure 3 is a schematic diagram of the application frequency of green renovation technology in 12 existing school buildings obtained through field surveys in this embodiment of the invention.

[0039] Figure 4 is an example diagram of calculating the carbon reduction coefficient based on various technical measures in an embodiment of the present invention;

[0040] Figure 5 is an example diagram of calculating the difficulty coefficient based on multiple green transformation technologies in an embodiment of the present invention;

[0041] Figure 6 is an example diagram of calculating cost coefficients based on multiple technical measures in an embodiment of the present invention;

[0042] Figure 7 is an example diagram of the calculation results of the comprehensive transformation potential coefficient in an embodiment of the present invention;

[0043] Figure 8 is a schematic diagram of the calculation results of the comprehensive potential score of 12 existing school buildings using the method of the present invention;

[0044] Figure 9 is a flowchart illustrating the process of constructing an assessment system for the green renovation potential of existing primary and secondary school buildings in hot summer and cold winter regions, according to an embodiment of the present invention.

[0045] Figure 10 is a flowchart of constructing a multi-objective optimization model in an embodiment of the present invention;

[0046] Figure 11 shows an example of building images and drawings modified using the solution of the present invention;

[0047] Figure 12 is a building performance simulation model corresponding to the building shown in Figure 11;

[0048] Figure 13 shows the measured and simulated values ​​when calibrating the model shown in Figure 12. Detailed Implementation

[0049] To make the above-mentioned objectives, features and beneficial effects of this application more apparent and understandable, the specific embodiments of this application will be described in detail below with reference to the accompanying drawings.

[0050] To address the issue that current research schemes for school building renovation fail to adequately reflect dual carbon objectives, this invention provides a green performance renovation design method for existing primary and secondary school buildings. It selects mature green renovation technologies from practical engineering projects in primary and secondary school buildings and constructs a renovation potential assessment system for existing primary and secondary school buildings based on carbon reduction effects, construction difficulty, and economic investment. This assessment system can quickly evaluate the renovation potential of existing primary and secondary school buildings. For primary and secondary school buildings with significant renovation potential, a multi-objective optimization model for green performance renovation design based on a genetic algorithm is constructed, considering life-cycle carbon emissions, operational energy consumption, and economic efficiency. Based on this model, the green performance renovation design scheme for existing primary and secondary school buildings is optimized.

[0051] Figure 1 shows a flowchart of a green performance retrofit design method for existing primary and secondary school buildings provided by the present invention, which includes the following steps:

[0052] Step 101: Conduct a survey on green renovation technologies for existing school buildings and select a certain number of green renovation technologies with energy-saving and emission-reduction effects that are used most frequently.

[0053] Specifically, research can be conducted on green renovation technologies for existing school buildings through literature and actual engineering cases.

[0054] For example, by searching for keywords such as "primary and secondary school buildings", "energy-saving renovation", "low-carbon renovation", and "green renovation technology" on academic literature retrieval platforms such as CNKI and Web of Science, 124 Chinese and English literature articles related to green renovation of existing buildings were obtained. By classifying and statistically analyzing the research cases and objects in the literature, the application frequency of green renovation technology can be obtained as shown in Figure 2.

[0055] In addition, field surveys can be conducted to obtain information on the characteristics of existing primary and secondary school buildings and the current status of green technology applications in hot-summer and cold-winter regions.

[0056] For example, on-site inspections and questionnaire surveys can be used to investigate and statistically analyze the physical characteristics and green technology application status of existing primary and secondary school buildings within a certain area. The survey found that, in terms of geographical distribution and surrounding conditions, most primary and secondary school buildings are located in densely populated residential areas, especially smaller primary schools, which are often divided into multiple campuses and scattered throughout. In terms of building form, existing primary and secondary school buildings are typically 3-6 stories high, 80% are brick-concrete structures, and are mostly U-shaped, L-shaped, or linear, with most facing due north and south. The building area ranges from 2100 to 5500 square meters, and the number of students per building ranges from 300 to 1200.

[0057] Regarding the application of green technologies, all school buildings have adopted good greening measures, with 62% of school buildings using multi-layered greening and 54% using vertical wall greening. None of the school walls have thermal insulation layers. 92% of schools use north- or south-facing external corridors; when open external corridors are used, they are considered to have external sunshade measures. All schools have internal sunshade curtains, with only a few schools using sunshades on the west side of their buildings. In terms of air conditioning, all classrooms use split-type air conditioners, and some large multi-functional halls use multi-split air conditioning (VRF). No classrooms use mechanical ventilation or air purification systems; all rely on natural ventilation through open windows. Regarding lighting systems, some schools participated in a lighting replacement program, updating classroom lights, while offices and other spaces did not. The pre-update lighting parameters are considered: ordinary fluorescent tubes, manually controlled. Regarding water-saving technologies, one-third of the schools have adopted sensor-activated faucets or flush toilets, while the remaining schools still rely on manual water control. Only a very small number of schools have adopted drip irrigation technology for green space irrigation, and none of the schools have implemented rainwater harvesting systems. No schools have adopted renewable energy systems, although some schools have expressed a willingness to install photovoltaic systems in the future. Except for the canteen, existing primary and secondary school buildings do not use hot water. None of the surveyed teaching buildings use air-source heat pumps or solar water heating systems. No schools have installed mechanical ventilation systems, and school administrators show little interest in installing them. In the surveyed school buildings, electricity consumption was not metered separately for each area.

[0058] Through on-site surveys of 12 existing school buildings, the application rates of the 22 green technologies recommended in national standards were statistically analyzed, as shown in Figure 3.

[0059] Based on literature review and field survey results, and taking into account the regional characteristics of areas with lower summer temperatures and cold winter temperatures, as well as the characteristics of school building renovation projects, a number of green renovation technologies and measures with energy-saving and emission-reduction effects were selected.

[0060] The renovation technical measures include any one or more of the following: increasing site greening, setting up vertical greening, changing the shape coefficient, changing the window-to-wall ratio, replacing with high-performance windows, adding a roof insulation layer, adding an external wall insulation layer, adding external shading, replacing with high-efficiency air conditioners, replacing with LED energy-saving lamps, setting up a lighting zone control and illuminance detection automatic control system, replacing with high-water-saving appliances, adding a rainwater harvesting system within the site, laying solar photovoltaic panels on the roof, and laying solar photovoltaic panels on the external walls.

[0061] Step 102: Based on the selected green renovation technologies and measures, construct an assessment method for the potential of green renovation of existing primary and secondary school buildings in hot summer and cold winter regions.

[0062] The potential for low-carbon retrofitting of existing primary and secondary school buildings can be quantified by calculating the upside potential of relevant parameters of green retrofitting technologies. The upside potential of these parameters refers to the extent to which the performance of the existing building can be improved at different levels of retrofitting. Quantitative parameters for calculating the upside potential of different retrofitting technologies can be selected through literature review, as shown in Table 1. The scoring levels for the upside potential are based on existing standards such as the "Evaluation Standard for Green Retrofitting of Existing Buildings" (GB / T51141-2015), the "Evaluation Standard for Green Buildings" (GB / T50378-2019), the "Evaluation Standard for Near-Zero Energy Consumption" (GB / T51350-2019), and the "Zhejiang Provincial Standard for Energy-Saving Design of Public Buildings" (DB331036-2021), which allocate scores for the upside potential of building performance. A total score of 5 points is uniformly set, with scores allocated in segments based on the upside potential; the higher the upside potential, the higher the score. Specifically, an evaluation system for the technological upside potential of low-carbon retrofitting of existing primary and secondary school buildings can be established according to Table 1.

[0063] Table 1

[0064] Considering the differences in energy-saving effects, construction difficulty, and economic costs among various retrofit technologies, three evaluation dimensions are established: carbon reduction effect, construction difficulty, and economic input, represented by the carbon reduction coefficient C, difficulty coefficient D, and cost coefficient B, respectively. Evaluation methods are constructed for each evaluation dimension, and the coefficients are determined as follows:

[0065] Carbon reduction coefficient C: The calculation results of building renovation cases in the statistical literature were selected, with priority given to school buildings in hot-summer and cold-winter regions. Other public building cases in similar climate zones were also referenced, and the calculation results of cases from different school building renovation design studies were compared and verified. The overall energy saving rate of a single technical measure compared to the baseline building before renovation was used as a parameter to obtain the theoretical range of energy saving rates for each renovation measure. The median value of the range was taken as the carbon reduction rate of that renovation measure, and the carbon reduction coefficient was obtained through normalization. Figure 4 shows an example diagram of calculating the carbon reduction coefficient based on multiple technical measures.

[0066] Difficulty coefficient D: The Analytic Hierarchy Process (AHP) can be used to conduct questionnaire surveys and expert scoring on each level of transformation and each green transformation technology to obtain the difficulty coefficient of each green transformation technology. Figure 5 shows an example diagram of calculating the difficulty coefficient based on multiple green transformation technologies.

[0067] Cost coefficient B: The cost input of various technical measures in the renovation cases in the references is compared and verified with the project budget data of the actual renovation cases in Hangzhou to obtain the cost data of each renovation measure. The cost per unit building area is used for comparison. Finally, the cost coefficient B of each renovation measure is obtained by normalization. Figure 6 shows an example diagram of calculating the cost coefficient based on multiple technical measures.

[0068] Finally, the analytic hierarchy process (AHP) was used to compare the importance of the three evaluation dimensions and set weights to obtain the comprehensive renovation potential coefficient P of the green renovation technology for existing primary and secondary school buildings. This coefficient was used to assign weights to the space improvement scores of each renovation measure. The obtained comprehensive renovation potential coefficients were then classified into levels: P values ​​greater than 0.1 were considered high-potential renovation measures, P values ​​between 0.05 and 0.1 were considered medium-potential renovation measures, and P values ​​less than 0.05 were considered low-potential renovation measures. The comprehensive potential of 15 renovation measures was obtained. Figure 7 shows an example of the calculation results of the comprehensive renovation potential coefficient.

[0069] For example, Figure 8 shows the comprehensive potential assessment of 12 existing primary and secondary school buildings in a hot-summer, cold-winter region. The comprehensive renovation potential is divided into three levels: 0-1.5 points indicate low comprehensive renovation potential, 1.5-3.5 points indicate medium comprehensive renovation potential, and 3.5-5 points indicate high comprehensive renovation potential.

[0070] The overall evaluation system construction process is shown in Figure 9.

[0071] Step 103: Use the assessment method to assess existing school buildings and identify existing primary and secondary school buildings with great potential for renovation.

[0072] Step 104: Select the existing primary and secondary school buildings with great renovation potential as cases and construct a multi-objective optimization model.

[0073] In this embodiment of the invention, the multi-objective optimization model can be constructed based on deep learning neural network (DNN) and genetic algorithm (NSGA II). The process of constructing the multi-objective optimization model is shown in Figure 10.

[0074] Based on the characteristics of the buildings in the renovation case and the school's renovation intentions, specific feasible renovation measures were determined from the aforementioned 15 green renovation technologies. Optimization parameters and value ranges were set by conducting on-site investigations of the existing buildings' renovability conditions; for example, the optimization parameters for the renovation measures shown in Table 2 could be set.

[0075] Table 2

[0076] Step 1: Establish a building performance simulation model based on a physical model.

[0077] When establishing a multi-objective optimization model, the Ladybug and Honeybee plugins built into Rhinoceros and Grasshopper can be used to establish a baseline model of the building before renovation and a photovoltaic power generation simulation model. Monthly energy consumption data of the building before renovation can be collected, and error analysis can be performed between the simulation data and the measured data.

[0078] Taking the building shown in Figure 11 as an example, a performance simulation model for the building is established, as shown in Figure 12.

[0079] Furthermore, the model shown in Figure 12 was calibrated, and the simulated and measured values ​​during the calibration process are shown in Figure 13.

[0080] Step 2: Build a neural network model, use the established building performance simulation model to create a training dataset, and train and debug the neural network model.

[0081] A deep learning neural network model was built using the Pytoch deep learning framework in Python. Latin hypercube sampling (LHS) was used to sample the parameters of the renovation measures in Table 2. The number of training samples was set according to the number of optimization variables; in this case, 2200 input samples were generated and input into the established building performance simulation model to obtain data such as the building's annual energy consumption, photovoltaic power generation, and the proportion of buildings meeting solar thermal environmental standards—these were the output samples. This resulted in a final sample set of 2200. 2000 samples were randomly selected as training samples, 100 samples as test samples, and 100 samples were used as validation samples for the model after training.

[0082] Step 3: Establish an optimization algorithm model. For example, you can choose the NSGA II genetic algorithm as a multi-objective optimization algorithm.

[0083] This paper implements a multi-objective optimization algorithm based on the NSGAⅡ genetic algorithm using the Deap evolutionary algorithm framework in Python. The optimization objectives are set as the carbon emissions throughout the building's life cycle, the building's energy consumption during operation, and the initial investment cost of the renovation. Accordingly, the optimization objectives can include: minimizing the carbon emissions throughout the building's life cycle, minimizing the building's energy consumption during operation, and minimizing the initial investment cost. This will be explained in detail below.

[0084] Optimization Objective 1: Carbon emissions throughout the building life cycle refer to the carbon emissions generated during the building materials production stage, building materials transportation stage, construction stage, operation stage, maintenance stage, demolition stage and waste recycling stage. The calculation formula is shown in Equation (1), where carbon emissions refer to carbon dioxide equivalent (CO2e), which is the sum of the six types of greenhouse gases stipulated in the Kyoto Protocol.

[0085] LCCO2=C p +C t +C co +C op +C m +C d +C w (1)

[0086] In the formula:

[0087] LCCO2 refers to the carbon emissions throughout the entire life cycle of a building;

[0088] C p Carbon emissions during the building materials production stage are the carbon emissions generated during the extraction and processing of building materials due to energy consumption and chemical reactions. The calculation formula is as follows: Where M p，i Let F be the amount of the i-th building material used. p，i Let be the carbon emission factor (kgCO2 / t) of the i-th building material;

[0089] C t The carbon emissions during the building materials transportation phase are calculated using the following formula: Where M t，i Let D be the amount of the i-th building material used. t，i Let F be the transportation distance for the i-th type of building material. t，i For the i-th type of building material, the carbon emission factor per unit transportation distance is kgCO2 / t·km.

[0090] C co The carbon emissions during the construction phase are calculated using the following formula: Where E co，i F represents the amount of the i-th energy source used during the construction phase, expressed in kWh or kg.co，i Let be the carbon emission factor of the i-th energy source, kgCO2 / kWh or kgCO2 / m2.

[0091] C op For carbon emissions during the operation phase, in practical applications, only the carbon emissions from electricity consumption for heating, cooling, and lighting can be considered. Therefore, the calculation formula is: Where E op F represents the electricity consumption for heating, cooling, and lighting during the operation phase. op，i The power grid carbon emission factor is taken as the average value of the national power grid carbon emission factor in China in 2022, which is 0.5703 tCO2 / MWh.

[0092] C m Carbon emissions during the maintenance phase refer to the carbon emissions generated when some building materials need to be replaced due to their lifespan being shorter than the lifespan of the building after renovation. Carbon emissions during this phase include those generated during the production, transportation, construction, and demolition / disposal of the replacement building materials. Since construction and demolition are primarily done manually during maintenance, only the carbon emissions from the production, transportation, disposal, and recycling of building materials are calculated. The calculation formula is as follows: Among them, C mp，i C mt，i C mw，i , respectively, represent the carbon emissions from the production, transportation, and waste and recycling stages of the i-th material that needs to be replaced during the building maintenance stage, and r represents the number of times the building materials involved in the renovation measures are replaced during the building's life cycle after the renovation.

[0093] C d For carbon emissions during the demolition and waste transportation phase, 10% of the carbon emissions during the physicalization phase is taken as the carbon emissions for the demolition and waste transportation phase, calculated using the following formula:

[0094] C w represents carbon emissions during the recycling phase. Where μ is the recovery rate of the i-th material.

[0095] Table 3 below shows the carbon emission factors for green transformation technologies.

[0096] Table 3

[0097] Optimization Objective Two: The energy consumption of the renovated building can be evaluated using the comprehensive building energy consumption value. Comprehensive building energy consumption refers to the difference between the annual terminal energy consumption per unit area for heating, ventilation, air conditioning, lighting, domestic hot water, and elevators, and the power generation from renewable energy systems, after being converted to standard coal equivalent using energy conversion factors, under specified calculation conditions. In hot-summer and cold-winter regions, primary and secondary school buildings generally do not have natural gas heating; only buildings such as canteens use natural gas. The comprehensive building energy consumption refers to the difference between the building's own electricity consumption and renewable energy power generation, calculated as follows:

[0098] Wherein, sEUI refers to the building's overall energy consumption, kWh / (m2·a); EUI refers to the building's internal energy consumption, kWh / m2; E r E refers to renewable energy generation. heat E cool E vent E light E water E appliance These refer to the energy consumption of building heating, cooling, ventilation, lighting, domestic hot water, elevators, and other equipment; A refers to the building area, in square meters. 2 ;f i The conversion factor for energy type i.

[0099] Optimization Objective 3: The initial investment cost of building renovation can specifically include the initial investment cost arising from the material costs of the renovation measures and the labor costs of construction and installation, which can be expressed as: In the formula, C i Let be the initial investment cost of the i-th modification measure.

[0100] Initial investment cost data was obtained through manufacturer and literature research.

[0101] Table 4 shows the initial cost data for each of the renovation measures in Table 2.

[0102] Table 4

[0103] Step 105: Optimize the green performance renovation design scheme of existing primary and secondary school buildings using the multi-objective optimization model.

[0104] The present invention provides a green performance retrofit design method for existing primary and secondary school buildings. It establishes a multi-objective optimization model for the green retrofit design of existing primary and secondary school buildings from multiple levels, including landscaping, building envelope, HVAC, electrical lighting, water-saving appliances, and renewable energy, which comprehensively considers the carbon emissions, operating energy consumption, and economic efficiency throughout the entire life cycle. By using this multi-objective optimization model to optimize the green performance retrofit design scheme of existing primary and secondary school buildings, a Pareto preface solution set that balances the three optimization objectives of building operating energy consumption, carbon emissions throughout the life cycle of building retrofit, and initial investment cost of building retrofit can be obtained. By screening and analyzing the solution set, the optimal retrofit scheme for the target building under different initial investment costs and different building energy efficiency constraints can be obtained.

[0105] In the embodiments of this invention, "multiple" refers to two or more.

[0106] It should be noted that the terms "comprising" and "having" and any variations thereof in the specification, claims and accompanying drawings of this invention are intended to cover non-exclusive inclusion. For example, a process, method, system, product or device that includes a series of steps or units is not necessarily limited to those steps or units that are explicitly listed, but may include other steps or units that are not explicitly listed or that are inherent to such processes, methods, products or devices.

[0107] The various embodiments in this specification are described in a progressive manner. Similar or identical parts between embodiments can be referred to interchangeably. Each embodiment focuses on its differences from other embodiments. Furthermore, the system embodiments described above are merely illustrative. The modules and units described as separate components may or may not be physically separate; that is, they may be located on a single network unit or distributed across multiple network units. Some or all of the modules can be selected to achieve the purpose of this embodiment according to actual needs. Those skilled in the art can understand and implement this without any creative effort.

[0108] The embodiments of the present invention have been described in detail above. Specific implementation methods have been used to illustrate the present invention. The descriptions of the embodiments above are only for the purpose of helping to understand the methods and systems of the present invention, and are merely some, not all, embodiments of the present invention. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort should fall within the scope of protection of the present invention, and the content of this specification should not be construed as a limitation of the present invention. Therefore, any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present invention should be included within the scope of protection of the present invention.

Claims

1. A design method for green performance retrofitting of existing primary and secondary school buildings, characterized in that, The method includes: A survey was conducted on green renovation technologies for existing school buildings, and a number of green renovation technologies with energy-saving and emission-reduction effects that are used most frequently were selected. Based on the selected green renovation measures, a method for assessing the potential of green renovation of existing primary and secondary school buildings in hot-summer and cold-winter regions was constructed. The aforementioned assessment method was used to evaluate existing primary and secondary school buildings to identify those with significant renovation potential. Existing primary and secondary school buildings with significant renovation potential were selected as case studies to construct a multi-objective optimization model. The aforementioned multi-objective optimization model was used to optimize the green performance retrofit technology scheme for existing primary and secondary school buildings; The method for assessing the potential for green renovation of existing primary and secondary school buildings in hot-summer and cold-winter regions, based on the selected green renovation technologies and measures, includes: The comprehensive renovation potential coefficient of the green renovation technology is determined based on carbon reduction effect, construction difficulty, and economic investment. Calculate the potential improvement score of relevant parameters for each green renovation technology measure, where potential improvement refers to the potential improvement range of the existing building's performance at different renovation levels; The potential score for comprehensive renovation of existing primary and secondary school buildings is obtained by weighting the score of the potential improvement space of each green renovation technology measure using the comprehensive renovation potential coefficient. The selection of existing primary and secondary school buildings with significant renovation potential as case studies, and the construction of a multi-objective optimization model, includes: Establish a physical model-based building performance simulation model; A neural network model is established, and a training dataset is created using the building performance simulation model to train and debug the neural network model; An optimization algorithm model is established, with optimization objectives including: minimizing carbon emissions throughout the entire life cycle, minimizing building operating energy consumption, and minimizing initial investment costs.

2. The green performance retrofit design method for existing primary and secondary school buildings according to claim 1, characterized in that, The survey on green renovation technologies for existing school buildings includes: This study investigates green renovation technologies for existing school buildings through literature review and practical engineering case studies.

3. The green performance retrofit design method for existing primary and secondary school buildings according to claim 1, characterized in that, The selected green renovation technologies and measures with energy-saving and emission-reduction effects, which are the most frequently used, include: Based on the survey results, and taking into account the regional characteristics of areas with lower summer temperatures and cold winter temperatures, as well as the characteristics of school building renovation projects, a certain number of green renovation technologies and measures with energy-saving and emission-reduction effects that are used most frequently were selected.

4. The green performance retrofit design method for existing primary and secondary school buildings according to claim 3, characterized in that, The criteria for selecting green renovation technologies and measures with energy-saving and emission-reduction effects include: high frequency of research in existing building renovation literature, clear relevant technical indicators in national standards, implementation in actual engineering cases or conditions for implementation, and strong willingness of the school to renovate.

5. The green performance retrofit design method for existing primary and secondary school buildings according to claim 1, characterized in that, The renovation technical measures include any one or more of the following: increasing site greening, setting up vertical greening, changing the form of the external corridor, changing the window-to-wall ratio, replacing with high-performance windows, adding a roof insulation layer, adding an external wall insulation layer, adding external shading, replacing with high-efficiency air conditioners, replacing with LED energy-saving lamps, setting up a lighting zone control and illuminance detection automatic control system, replacing with high-water-saving appliances, adding a rainwater harvesting system, laying solar photovoltaic panels on the roof, and laying solar photovoltaic panels on the external walls.

6. The green performance retrofit design method for existing primary and secondary school buildings according to claim 1, characterized in that, The comprehensive renovation potential coefficient of the green renovation technology is determined based on carbon reduction effect, construction difficulty, and economic investment. The calculation results of building renovation cases in the statistical literature were selected with priority given to school buildings in hot summer and cold winter regions. At the same time, other public building cases in similar climate zones were also referenced, and the calculation results of cases in different school building renovation design studies were compared and verified. The overall energy saving rate of a single technical measure compared to the baseline building before the renovation is used as a measurement parameter to obtain the theoretical range of energy saving rates for each renovation measure. The median value of the range is taken as the carbon reduction rate of the renovation measure, and the carbon reduction coefficient C is obtained through normalization. The Analytic Hierarchy Process (AHP) was used to conduct a questionnaire survey and expert scoring on various green transformation technologies and measures to determine the difficulty coefficient D. The cost input of various technical measures in the renovation cases in the references was compared and verified with the project budget data of the renovation cases in Hangzhou. The cost data of each renovation measure was obtained, and the cost per unit building area was used for comparison. Finally, the cost coefficient B of each renovation measure was obtained by normalization.

7. The green performance retrofit design method for existing primary and secondary school buildings according to claim 6, characterized in that, The calculation of the potential improvement score for each green renovation technology measure includes: Setting parameters for various green renovation technologies and measures can improve the spatial scoring method; The potential for improvement of each green transformation technology measure is calculated based on the scoring method described above.

8. The green performance retrofit design method for existing primary and secondary school buildings according to claim 6, characterized in that, The comprehensive renovation potential coefficient is used to weight and calculate the potential improvement scores of various green renovation technologies, resulting in the comprehensive renovation potential score of existing primary and secondary school buildings, which includes: Based on the carbon reduction coefficient C, construction difficulty coefficient D, and cost coefficient B, determine the comprehensive renovation potential coefficient P of existing primary and secondary school buildings for low-carbon renovation technology measures; The potential score for comprehensive renovation of existing primary and secondary school buildings is obtained by weighting the score of the potential improvement space of each green renovation technology measure based on the comprehensive potential renovation coefficient P.

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