Classroom sound environment optimization design method, device, equipment, medium and program

Abstract

The invention relates to the technical field of architectural acoustic design, and discloses a classroom acoustic environment optimization design method. The method comprises the following steps: determining a length-width ratio parameter of a target classroom based on normal mode theoretical analysis; determining the shape size of the classroom based on the first design specification and the length-width ratio parameter; the first design specification represents association between classroom sound environment requirements and range limitation of the body size of the classroom; performing modal frequency distribution calculation on the body size to obtain a body size result; determining a sound absorption material and a corresponding arrangement mode based on the shape size result and a second design specification; the second design specification represents the association between the classroom sound environment requirements and the sound absorption material and the corresponding arrangement mode; sound absorption materials, corresponding arrangement modes and arrangement of sound sources and sound receiving points are obtained, reverberation time and language transmission indexes are simulated based on the three-dimensional model of the target classroom, and a simulation result is obtained; if the simulation result does not meet the design requirement, the sound absorption coefficient or the arrangement mode of the sound absorption material is adjusted, and simulation is conducted again.

Description

Technical Field

[0001] The present invention relates to the technical field of architectural acoustic design, and in particular to a classroom acoustic environment optimization design method, device, equipment, medium and program. Background Art

[0002] As the core functional component of school buildings, classroom space has a good and comfortable acoustic environment that enables students to clearly identify and understand the teacher's lectures, thereby improving the quality of teaching. However, the acoustic environment of classrooms in many schools is not ideal, such as large echoes and short sound propagation distances, which seriously affects the teaching effect and reduces the students' learning experience.

[0003] Traditional classroom acoustic environment design usually adopts the "build first, then measure" approach, that is, the construction of the classroom is carried out first, and then the acoustic environment quality of the classroom is evaluated by measurement to see if it meets the standards. This approach not only wastes resources, but also fails to guarantee the quality of the classroom acoustic environment. Therefore, a design method that can predict and optimize the classroom acoustic environment in advance is needed.

[0004] In view of this, a method for optimizing the design of classroom acoustic environment is needed. Summary of the invention

[0005] In view of this, the present invention provides a classroom sound environment optimization design method, device, equipment, medium and program to solve the problem that the existing design specifications and standards only give requirements but do not provide an implementation path, resulting in high cost and poor effect of classroom sound environment optimization and transformation.

[0006] In a first aspect, the present invention provides a method for optimizing the design of a classroom sound environment, the method comprising: determining the aspect ratio parameters of a target classroom based on normal mode theory analysis; determining the physical dimensions of the classroom based on a first design specification and the aspect ratio parameters; the first design specification characterizing the association between the classroom sound environment requirements and the range limit of the classroom physical dimensions; performing modal frequency distribution calculations on the physical dimensions to obtain physical dimension results; determining sound-absorbing materials and corresponding arrangements based on the physical dimension results and a second design specification; the second design specification characterizing the association between the classroom sound environment requirements and the sound-absorbing materials and corresponding arrangements; obtaining the sound-absorbing materials and the corresponding arrangements as well as the settings of the sound source and the sound receiving point, simulating the reverberation time and the language transmission index based on the three-dimensional model of the target classroom, and obtaining simulation results; if the simulation results do not meet the design requirements, adjusting the sound absorption coefficient or arrangement of the sound-absorbing material, and re-simulating.

[0007] In a second aspect, the present invention provides a classroom sound environment optimization design device, the device comprising: a parameter determination module, used to determine the aspect ratio parameters of the target classroom based on normal mode theory analysis; a size determination module, used to determine the physical dimensions of the classroom based on a first design specification and the aspect ratio parameters; the first design specification characterizes the association between the classroom sound environment requirements and the range limit of the classroom physical dimensions; a size calculation module, used to perform modal frequency distribution calculation on the physical dimensions to obtain physical dimension results; a material determination module, used to determine the sound absorbing material and the corresponding arrangement method based on the physical dimension results and the second design specification; the second design specification characterizes the association between the classroom sound environment requirements and the sound absorbing material and the corresponding arrangement method; a result acquisition module, used to obtain the sound absorbing material and the corresponding arrangement method as well as the settings of the sound source and the sound receiving point, simulate the reverberation time and the language transmission index based on the three-dimensional model of the target classroom, and obtain a simulation result; a setting adjustment module, used to adjust the sound absorption coefficient or arrangement method of the sound absorbing material if the simulation result does not meet the design requirements, and re-simulate.

[0008] In a third aspect, the present invention provides a computer device comprising: a memory and a processor, the memory and the processor being communicatively connected to each other, the memory storing computer instructions, and the processor executing the computer instructions to thereby execute a classroom sound environment optimization design method according to the first aspect or any corresponding embodiment thereof.

[0009] In a fourth aspect, the present invention provides a computer-readable storage medium having computer instructions stored thereon, the computer instructions being used to enable a computer to execute a classroom acoustic environment optimization design method according to the first aspect or any corresponding embodiment thereof.

[0010] In a fifth aspect, the present invention provides a computer program product, comprising computer instructions for causing a computer to execute a classroom acoustic environment optimization design method according to the first aspect or any corresponding embodiment thereof.

[0011] The technical solution provided by one or more embodiments of the present invention uses the normal mode theory to determine the aspect ratio parameters of the classroom, determines the classroom shape dimensions according to the first design specification, and optimizes these dimensions through modal frequency distribution calculation. Subsequently, the sound-absorbing material and its arrangement are selected according to the second design specification and the shape dimension results to ensure that the acoustic performance meets the requirements. The reverberation time and speech transmission index are simulated by a three-dimensional model to evaluate the acoustic effect. If the simulation results do not meet the standards, the sound-absorbing material or its arrangement will be adjusted until the requirements of the design specifications are met.

[0012] The present invention combines graphic design and numerical simulation software to scientifically optimize the design and analysis of the acoustic environment of the classroom space from multiple angles, including the classroom shape and the classroom space sound-absorbing materials and their arrangement, scientifically design the classroom size, avoid the acoustic defects of the classroom itself, simulate the acoustic environment in advance, scientifically and accurately arrange the acoustic materials, and obtain the best acoustic environment quality with the least acoustic material settings, thereby reducing the cost of optimizing and transforming the classroom acoustic environment and improving the quality of the classroom acoustic environment. Not only can the data of the classroom reverberation time be simulated to determine whether it meets the design specification requirements, but also the language transmission index of the classroom acoustic environment can be obtained, which can more intuitively display the quality of the classroom acoustic environment, and provide a scientific design method for optimizing the classroom acoustic environment. BRIEF DESCRIPTION OF THE DRAWINGS

[0013] In order to more clearly illustrate the specific implementation methods of the present invention or the technical solutions in the prior art, the drawings required for use in the specific implementation methods or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are some implementation methods of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0014] Figure 1 is a flow chart of a classroom acoustic environment optimization design method according to an embodiment of the present invention;

[0015] Figure 2 is a schematic diagram of recommended arrangement of sound absorbing materials in a steel structure classroom according to an embodiment of the present invention;

[0016] Figure 3 is a schematic diagram of sound source and sound receiving point settings in acoustic environment simulation according to an embodiment of the present invention;

[0017] Figure 4 is a structural block diagram of a classroom acoustic environment optimization design device according to an embodiment of the present invention;

[0018] Figure 5 It is a schematic diagram of the hardware structure of a computer device according to an embodiment of the present invention. DETAILED DESCRIPTION

[0019] In order to make the purpose, technical solution and advantages of the embodiments of the present invention clearer, the technical solution in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative work are within the scope of protection of the present invention.

[0020] The embodiment of the present invention provides a method for optimizing the acoustic environment of a classroom, which improves the acoustic quality in the classroom, enhances speech clarity, and meets specific acoustic standards by comprehensively applying normal mode theory, modal frequency distribution calculation, three-dimensional acoustic simulation, and precise selection and arrangement of sound-absorbing materials.

[0021] According to an embodiment of the present invention, an embodiment of a classroom acoustic environment optimization design method is provided. It should be noted that the steps shown in the flowchart of the accompanying drawings can be executed in a computer system such as a set of computer executable instructions, and although a logical order is shown in the flowchart, in some cases, the steps shown or described can be executed in an order different from that shown here.

[0022] In this embodiment, a method for optimizing the acoustic environment of a classroom is provided. Figure 1 is a flow chart of a method for optimizing the acoustic environment of a classroom according to an embodiment of the present invention. Figure 1 As shown, the process includes the following steps:

[0023] Step S101, determining the aspect ratio parameters of the target classroom based on normal mode theory analysis.

[0024] Specifically, the normal mode theory is a theory used to analyze the propagation of sound waves in a closed space. It can help calculate the natural frequency and mode of sound waves in a specific space. Based on the normal mode theory, it is analyzed that the core parameter affecting the classroom acoustic environment is the length-to-width ratio (L / W) of the classroom. This ratio affects the reflection and propagation of sound waves in the classroom, and thus affects the overall acoustic effect. The length-to-width ratio of a classroom with a good acoustic environment is within a certain range.

[0025] In this embodiment, the length-to-width ratio (L / W) of a classroom with a good acoustic environment is within a certain range, and the specific range is as follows:

[0026]

[0027] Step S102, determining the physical dimensions of the classroom based on the first design specification and the aspect ratio parameter; the first design specification represents the association between the classroom acoustic environment requirements and the range limit of the physical dimensions of the classroom.

[0028] Specifically, the first design specification usually includes a series of standards and requirements for architectural design, which may involve the minimum size, shape, volume, etc. of the classroom to ensure that specific acoustic and functional requirements are met. Combined with the aspect ratio parameters in step S101, the length and width of the designed classroom are adjusted, and the classroom height is determined in combination with the space requirements such as the classroom's clear height, structural beams, floor slabs and ceilings.

[0029] Step S103, performing modal frequency distribution calculation on the shape size to obtain the shape size result.

[0030] Specifically, for one or several suitable classroom space sizes, modal frequency distribution calculations are performed based on the normal mode theory, and the classroom size with the most uniform modal frequency distribution is selected, which is the classroom space size arrangement with the best sound environment, thus completing the shape design of the classroom itself. Among them, modal frequency distribution calculation is an acoustic analysis method used to determine the natural vibration frequencies of sound waves in a closed space (such as a classroom). These frequencies are called modal frequencies. Each modal frequency corresponds to a specific sound vibration mode in the space, called a normal mode. In the modal frequency distribution calculation, the geometric shape, size and boundary conditions of the space are taken into account, and the possible vibration modes and corresponding frequencies of sound waves under these conditions are calculated.

[0031] Step S104, based on the shape size result and the second design specification, determine the sound absorbing material and the corresponding arrangement; the second design specification represents the association between the classroom acoustic environment requirements and the sound absorbing material and the corresponding arrangement.

[0032] Specifically, the second design specification focuses on the specific indicators of the classroom sound environment and provides directional guidance for the selection and layout of acoustic materials. The most suitable sound-absorbing material is selected based on the shape and size results, the performance coefficient of the sound-absorbing material itself and these specifications, and its layout in the classroom is determined to achieve the best acoustic absorption effect.

[0033] Step S105, obtaining sound absorbing materials and corresponding arrangement methods as well as settings of sound sources and sound receiving points, simulating reverberation time and language transmission index based on the three-dimensional model of the target classroom, and obtaining simulation results.

[0034] Specifically, 3D modeling software was used to create a virtual model of the classroom, and the previously determined sound absorption material arrangement and sound source / receiving point settings were applied to the model. Then, acoustic simulation software was used to predict reverberation time and speech transmission index, which are key indicators for evaluating acoustic performance.

[0035] In this embodiment, according to the classroom shape design results and the requirements for the classroom space acoustic environment in the second design specification, appropriate sound absorbing materials and their arrangement methods are selected, and a three-dimensional model of the classroom space is established in combination with modeling software. It should be noted that the three-dimensional modeling software in this embodiment is Sketch up, and the acoustic environment simulation software is ODEON.

[0036] Step S106: If the simulation result does not meet the design requirements, the sound absorption coefficient or arrangement of the sound absorbing material is adjusted and the simulation is repeated.

[0037] Specifically, if the simulation results show that the acoustic performance of the classroom does not meet the expected goals, the coefficient of the sound-absorbing material or its arrangement in the classroom needs to be adjusted. After adjustment, the acoustic simulation is performed again until a satisfactory acoustic effect is achieved. This is an iterative process to ensure that the final design meets the requirements of all acoustic and design specifications.

[0038] In this embodiment, the classroom reverberation time meets the requirements of existing specifications (for example, the reverberation time of 500Hz~1000Hz in an empty ordinary classroom with a room volume ≤200m3 should be ≤0.8s; the reverberation time of 500Hz~1000Hz in an empty ordinary classroom with a room volume >200m3 should be ≤1.0s.), and the design is completed; if it is not satisfied, the sound absorption coefficient of the sound-absorbing material or the material arrangement is adjusted until the reverberation time simulation result meets the design requirements.

[0039] The classroom sound environment optimization design method provided in this embodiment can optimize the acoustic characteristics of the classroom through scientific calculation and reasonable arrangement, ensure speech clarity, meet acoustic standards, reduce costs, improve teaching effects, adapt to different classroom conditions, and support verification of design effects through simulation before construction, which is convenient for adjustment and optimization.

[0040] In some optional implementations, the above step S103 performs modal frequency distribution calculation on the shape size to obtain the shape size result including:

[0041] Step S1031, based on the normal mode theory, calculate the modal frequency distribution of different body sizes.

[0042] Specifically, first define the parameters of the space, such as length, width, and height, based on the geometry and size of the space. Use the wave equation to describe the behavior of sound waves in the space, combined with boundary conditions, such as the reflection characteristics of walls, floors, and ceilings. Solve the wave equation mathematically to calculate all possible normal frequencies in the space. Evaluate the calculated normal frequencies and analyze their distribution characteristics, such as whether there are frequency clusters, which may cause acoustic resonance. Based on the results of the modal frequency distribution, adjust the shape and size of the space to optimize the acoustic performance.

[0043] Step S1032, screening out the shape sizes whose modal frequency distribution meets the preset standard as shape size results.

[0044] Specifically, after calculating the modal frequency distribution of different shape sizes, the sizes whose modal frequency distributions meet the preset standards are screened out. The screened out sizes will be considered shape size results, which provide the best acoustic characteristics for the classroom.

[0045] The method provided in this embodiment is a process of optimizing classroom acoustic design through scientific calculations, with the purpose of improving acoustic quality and teaching effect by selecting the most appropriate classroom size.

[0046] In some optional implementations, the above step S105 simulates the reverberation time and the language transmission index based on the three-dimensional model of the target classroom, and before obtaining the simulation result, further includes:

[0047] Based on the classroom's shape and size results, sound-absorbing materials and corresponding layout methods, a three-dimensional modeling software is used to create a three-dimensional model of the target classroom.

[0048] Specifically, 3D modeling software will be used to create a detailed 3D model of the target classroom based on the classroom's shape and size results, the selected sound-absorbing materials and their layout. The 3D model of the classroom space will be imported into the acoustic simulation software. According to the design data, the materials, sound absorption coefficients, and reflection coefficients of the classroom walls, ceilings, floors, and sound-absorbing materials will be selected or customized one by one in the acoustic simulation software. The sound source and sound receiving point will be set to simulate the reverberation time and language transmission index of the empty classroom.

[0049] In some optional implementations, the above step S106 of adjusting the sound absorption coefficient or arrangement of the sound absorbing material includes:

[0050] Step S1061, obtaining a layout plan of the sound absorbing material, including the distribution and coverage area of ​​the sound absorbing material.

[0051] Specifically, the current sound absorbing material arrangement plan is obtained, which includes analyzing the distribution of the sound absorbing materials in the classroom and the specific areas covered.

[0052] In this embodiment, the sound absorbing material can be selected from different types of resistive sound absorbing materials (porous sound absorbing materials such as mineral wool board, calcium silicate board, etc.), or resistant sound absorbing structures (such as ultra-microporous sound absorbing bodies). The arrangement of the sound absorbing material can be full-covered on the ceiling, partially set in the middle of the ceiling and the corners around the classroom, or fully covered on the wall or locally set in points. For example, for a steel structure classroom, it is recommended to wrap the sound absorbing material such as Figure 2 The effect is as good as that of covering the entire ceiling with sound-absorbing materials, that is, the same sound environment quality can be obtained while using less acoustic materials.

[0053] Step S1062: based on the simulation results, adjust the type, quantity or arrangement position of the sound absorbing material until the design requirements are met.

[0054] Specifically, the simulation results are used to evaluate whether the existing sound-absorbing material arrangement has achieved the expected acoustic effect. If the simulation shows that the current arrangement fails to meet the design requirements, such as the reverberation time is too long or the speech transmission index is not up to standard, the sound-absorbing material is adjusted, including changing the type of sound-absorbing material to improve its sound absorption efficiency, increasing or decreasing the amount of material to adjust the total amount of acoustic absorption, or changing the arrangement position of the material to optimize the absorption and distribution of sound waves.

[0055] The method provided in this embodiment is an iterative adjustment process, which will continuously evaluate the simulation results and make necessary adjustments until the acoustic performance standards required by the design specifications are ultimately met or exceeded, thereby ensuring the effectiveness and adaptability of the classroom sound environment optimization design method.

[0056] In some optional implementations, the setting of the sound source and the sound receiving point in step S105 includes:

[0057] The location, height, type, decibel and directivity of the sound source and the number, height and directivity of the sound receiving points.

[0058] Specifically, setting the sound source and receiving point includes determining the specific location and height of the sound source to simulate the sound source conditions of the teacher's lecture, selecting the sound source type and setting its decibel level to simulate the actual speech volume, and defining the directivity of the sound source to simulate the propagation direction of the sound. At the same time, this process also includes determining the number and height of the receiving points, which are usually distributed in different locations in the classroom to simulate the situation of students receiving sound, and setting the directivity of the receiving points to evaluate the reception effect of sound in a specific direction.

[0059] In this embodiment, setting the sound source specifically includes setting the location, height, type (white noise, pink noise, etc.), decibel, and directivity of the sound source. Generally, the sound source of a classroom is set at the podium, about 1.5 meters above the ground. Generally, at least 9 sound receiving points need to be set, evenly distributed in the classroom space, and the height of the sound receiving points is about 1.2 meters above the ground. The directivity of each sound receiving point needs to be set. Figure 3 As shown, P1 is the sound source, numbers 1-9 are the sound receiving points, and the straight line on the numbers indicates the direction of the sound receiving point.

[0060] The method provided in this embodiment ensures the accuracy of acoustic simulation, so that the simulation results can truly reflect the sound wave propagation and reception conditions in the classroom, thereby providing a basis for optimizing the acoustic environment.

[0061] In this embodiment, a classroom acoustic environment optimization design device is also provided, which is used to implement the above-mentioned embodiments and preferred implementation modes, and the descriptions that have been made will not be repeated. As used below, the term "module" can implement a combination of software and / or hardware of a predetermined function. Although the device described in the following embodiments is preferably implemented in software, the implementation of hardware, or a combination of software and hardware, is also possible and conceivable.

[0062] This embodiment provides a classroom acoustic environment optimization design device, such as Figure 4 As shown, including:

[0063] A parameter determination module 401 is used to determine the length-width ratio parameters of the target classroom based on normal mode theory analysis;

[0064] The size determination module 402 is used to determine the physical size of the classroom based on the first design specification and the aspect ratio parameter; the first design specification represents the association between the classroom acoustic environment requirements and the range limit of the physical size of the classroom;

[0065] The size calculation module 403 is used to calculate the modal frequency distribution of the shape size to obtain the shape size result;

[0066] A material determination module 404 is used to determine the sound absorbing material and the corresponding arrangement based on the shape size result and the second design specification; the second design specification represents the association between the classroom acoustic environment requirements and the sound absorbing material and the corresponding arrangement;

[0067] The result acquisition module 405 is used to acquire the sound absorbing materials and the corresponding arrangement mode as well as the settings of the sound source and the sound receiving point, simulate the reverberation time and the language transmission index based on the three-dimensional model of the target classroom, and obtain the simulation results;

[0068] An adjustment module 406 is provided to adjust the sound absorption coefficient or arrangement of the sound absorbing material and perform the simulation again if the simulation result does not meet the design requirements.

[0069] In some optional implementations, the size calculation module 403 includes:

[0070] A first size calculation unit is used to calculate the modal frequency distribution of different body sizes based on the normal mode theory;

[0071] The second size calculation unit is used to select the shape size whose modal frequency distribution reaches a preset standard as the shape size result.

[0072] In some optional implementations, the result acquisition module 405 further includes:

[0073] The model creation unit is used to create a three-dimensional model of the target classroom using three-dimensional modeling software based on the classroom's shape and size results, sound-absorbing materials and corresponding layout methods.

[0074] The sound source setting unit is used for the position, height, type, decibel and directivity of the sound source and the number, height and directivity of the sound receiving points.

[0075] In some optional implementations, the above-mentioned setting adjustment module 406 includes:

[0076] The first setting adjustment unit is used to obtain a layout plan of the sound absorbing material, including the distribution and coverage area of ​​the sound absorbing material.

[0077] The second setting adjustment unit is used to adjust the type, quantity or arrangement position of the sound absorbing material based on the simulation result until the design requirements are met.

[0078] The further functional description of each of the above modules and units is the same as that of the above corresponding embodiments and will not be repeated here.

[0079] The classroom sound environment optimization design device in this embodiment is presented in the form of a functional unit, where the unit refers to an ASIC (Application Specific Integrated Circuit) circuit, a processor and memory that executes one or more software or fixed programs, and / or other devices that can provide the above functions.

[0080] The embodiment of the present invention also provides a computer device having the above Figure 4 The classroom sound environment optimization design device shown.

[0081] See also Figure 5 , Figure 5 is a schematic diagram of the structure of a computer device provided by an optional embodiment of the present invention, such as Figure 5 As shown, the computer device includes: one or more processors 10, a memory 20, and interfaces for connecting various components, including high-speed interfaces and low-speed interfaces. Various components are connected to each other using different buses for communication, and can be installed on a common mainboard or installed in other ways as needed. The processor can process the instructions executed in the computer device, including instructions stored in or on the memory to display the graphical information of the GUI on an external input / output device (such as, a display device coupled to the interface). In some optional embodiments, if necessary, multiple processors and / or multiple buses can be used together with multiple memories and multiple memories. Similarly, multiple computer devices can be connected, and each device provides some necessary operations (for example, as a server array, a group of blade servers, or a multi-processor system). Figure 5A processor 10 is taken as an example.

[0082] The processor 10 may be a central processing unit, a network processor or a combination thereof. The processor 10 may further include a hardware chip. The hardware chip may be a dedicated integrated circuit, a programmable logic device or a combination thereof. The programmable logic device may be a complex programmable logic device, a field programmable gate array, a general purpose array logic or any combination thereof.

[0083] The memory 20 stores instructions executable by at least one processor 10, so that at least one processor 10 executes the method shown in the above embodiment.

[0084] The memory 20 may include a program storage area and a data storage area, wherein the program storage area may store an operating system, an application required for at least one function; the data storage area may store data created according to the use of the computer device, etc. In addition, the memory 20 may include a high-speed random access memory, and may also include a non-transient memory, such as at least one disk storage device, a flash memory device, or other non-transient solid-state storage device. In some optional embodiments, the memory 20 may optionally include a memory remotely arranged relative to the processor 10, and these remote memories may be connected to the computer device via a network. Examples of the above-mentioned network include, but are not limited to, the Internet, an intranet, a local area network, a mobile communication network, and combinations thereof.

[0085] The memory 20 may include a volatile memory, such as a random access memory; the memory may also include a non-volatile memory, such as a flash memory, a hard disk or a solid state drive; the memory 20 may also include a combination of the above types of memory.

[0086] The computer device also includes an input device 30 and an output device 40. The processor 10, the memory 20, the input device 30 and the output device 40 may be connected via a bus or other means. Figure 5 The example of connecting through bus is taken in the following.

[0087] The input device 30 can receive input digital or character information, and generate key signal input related to the user settings and function control of the computer device, such as a touch screen, a keypad, a mouse, a track pad, a touch pad, an indicator bar, one or more mouse buttons, a trackball, a joystick, etc. The output device 40 may include a display device, an auxiliary lighting device (e.g., an LED) and a tactile feedback device (e.g., a vibration motor), etc. The above-mentioned display device includes but is not limited to a liquid crystal display, a light emitting diode, a display and a plasma display. In some optional embodiments, the display device can be a touch screen.

[0088] The embodiment of the present invention also provides a computer-readable storage medium. The method according to the embodiment of the present invention can be implemented in hardware, firmware, or can be implemented as a computer code that can be recorded in a storage medium, or can be implemented as a computer code that is originally stored in a remote storage medium or a non-temporary machine-readable storage medium and will be stored in a local storage medium through a network download, so that the method described herein can be stored in such software processing on a storage medium using a general-purpose computer, a dedicated processor, or programmable or dedicated hardware. Among them, the storage medium can be a magnetic disk, an optical disk, a read-only storage memory, a random access memory, a flash memory, a hard disk or a solid-state hard disk, etc.; further, the storage medium can also include a combination of the above types of memories. It can be understood that a computer, a processor, a microprocessor controller, or programmable hardware includes a storage component that can store or receive software or computer code. When the software or computer code is accessed and executed by a computer, a processor, or hardware, the method shown in the above embodiment is implemented.

[0089] A part of the present invention may be applied as a computer program product, such as a computer program instruction, which, when executed by a computer, can call or provide the method and / or technical solution according to the present invention through the operation of the computer. Those skilled in the art should understand that the existence of the computer program instruction in a computer-readable medium includes, but is not limited to, a source file, an executable file, an installation package file, etc., and accordingly, the way in which the computer program instruction is executed by the computer includes, but is not limited to: the computer directly executes the instruction, or the computer compiles the instruction and then executes the corresponding compiled program, or the computer reads and executes the instruction, or the computer reads and installs the instruction and then executes the corresponding installed program. Here, the computer-readable medium may be any available computer-readable storage medium or communication medium accessible to the computer.

[0090] Although the embodiments of the present invention have been described in conjunction with the accompanying drawings, those skilled in the art may make various modifications and variations without departing from the spirit and scope of the present invention, and such modifications and variations are all within the scope defined by the appended claims.

Claims

1. A classroom acoustic environment optimization design method, characterized in that: The method comprises: Based on the normal mode theory analysis, the length-to-width ratio parameters of the target classroom are determined; Based on the first design specification and the aspect ratio parameter, determining the physical dimensions of the classroom; the first design specification characterizes the association between the classroom acoustic environment requirements and the range limit of the physical dimensions of the classroom; Performing modal frequency distribution calculation on the shape size to obtain shape size results; Determine the sound absorbing material and the corresponding arrangement based on the shape size result and the second design specification; the second design specification represents the association between the classroom acoustic environment requirements and the sound absorbing material and the corresponding arrangement; Acquire the sound absorbing materials and the corresponding arrangement as well as the settings of the sound source and the sound receiving point, simulate the reverberation time and the language transmission index based on the three-dimensional model of the target classroom, and obtain simulation results; If the simulation result does not meet the design requirements, the sound absorption coefficient or arrangement of the sound absorbing material is adjusted and the simulation is repeated.

2. The method according to claim 1, characterized in that The performing of modal frequency distribution calculation on the shape size to obtain the shape size result comprises: Based on the normal mode theory, the modal frequency distribution of different body sizes is calculated; The shape dimensions whose modal frequency distribution meets the preset standard are screened out as shape dimension results.

3. The method according to claim 2, characterized in that Before simulating the reverberation time and the language transmission index based on the three-dimensional model of the target classroom to obtain the simulation result, the method further includes: Based on the shape and size results, sound-absorbing materials and corresponding layout of the classroom, a three-dimensional modeling software is used to create a three-dimensional model of the target classroom.

4. The method according to any one of claims 1 to 3, characterized in that: The adjusting of the sound absorption coefficient or arrangement of the sound absorbing material comprises: Obtaining a layout plan of the sound absorbing material, including the distribution and coverage area of ​​the sound absorbing material; Based on the simulation results, the type, quantity or arrangement position of the sound absorbing material is adjusted until the design requirements are met.

5. The method according to any one of claims 1 to 3, characterized in that: The settings of the sound source and the sound receiving point include: The position, height, type, decibel and directivity of the sound source and the number, height and directivity of the sound receiving points.

6. A classroom sound environment optimization design device, characterized in that: The device comprises: A parameter determination module is used to determine the length-width ratio parameters of the target classroom based on normal mode theory analysis; A size determination module, used to determine the physical size of the classroom based on a first design specification and the aspect ratio parameter; the first design specification represents the association between the classroom acoustic environment requirements and the range limit of the physical size of the classroom; A size calculation module is used to calculate the modal frequency distribution of the shape size to obtain the shape size result; A material determination module, for determining the sound absorbing material and the corresponding arrangement based on the shape size result and the second design specification; the second design specification represents the association between the classroom acoustic environment requirements and the sound absorbing material and the corresponding arrangement; A result acquisition module is used to acquire the sound absorbing materials and the corresponding arrangement mode as well as the settings of the sound source and the sound receiving point, simulate the reverberation time and the language transmission index based on the three-dimensional model of the target classroom, and obtain the simulation result; An adjustment module is provided for adjusting the sound absorption coefficient or arrangement of the sound absorbing material and re-simulating if the simulation result does not meet the design requirements.

7. The device according to claim 6, characterized in that The size calculation module is also used for: Based on the normal mode theory, the modal frequency distribution of different body sizes is calculated; The shape dimensions whose modal frequency distribution meets the preset standard are screened out as shape dimension results.

8. A computer device, characterized in that: include: A memory and a processor, wherein the memory and the processor are communicatively connected to each other, the memory stores computer instructions, and the processor executes the method according to any one of claims 1 to 5 by executing the computer instructions.

9. A computer-readable storage medium, characterized in that: The computer-readable storage medium stores computer instructions, and the computer instructions are used to enable a computer to execute the method according to any one of claims 1 to 5.

10. A computer program product, characterized in that The method comprises computer instructions for causing a computer to execute the method according to any one of claims 1 to 5.

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