Method and device for improving classroom light environment, computer equipment and storage medium

Abstract

The invention relates to the technical field of light environments, and discloses a method and device for improving a classroom light environment, computer equipment and a storage medium. The method comprises the following steps: processing point cloud data obtained by performing laser scanning on internal and external spaces of a classroom, constructing a target three-dimensional model, and importing the target three-dimensional model into preset illumination simulation software for deepening processing and light environment simulation; generating a lighting simulation result according to the set light environment parameters; determining a rating result corresponding to the lighting simulation result according to a comprehensive evaluation standard; when it is determined that the lighting simulation result does not meet the target light environment standard according to the rating result, the light environment parameters are adjusted until the target light environment standard is met; and performing construction transformation on internal and external spaces of the classroom according to the light environment parameters. When it is found that the light environment does not meet the standard, the light environment parameters can be adjusted in a targeted mode, the optimal light environment parameters can be found, the overall light environment quality of a classroom is improved, and the requirements of different teaching scenes are met.

Description

Technical Field

[0001] The present invention relates to the technical field of light environment, and particularly to a method, device, computer equipment and storage medium for improving the light environment in classrooms. Background Art

[0002] At present, most classrooms only improve the illumination, reduce the stroboscopic effect, and reduce the color tolerance by replacing the eye-protecting education lamps to improve the quality of the light environment in the classroom. This method of simply relying on short-term sensory judgment of the light quality lacks scientific, systematic, and long-term evaluation criteria. Summary of the Invention

[0003] Therefore, the technical problem to be solved by the present invention is to overcome the problem in the related art that there is a lack of scientific, systematic, and long-term evaluation criteria for simply relying on short-term sensory judgment of the light quality.

[0004] To solve the above technical problem, a method for improving the light environment in a classroom provided by the present invention includes:

[0005] Performing laser scanning on the indoor and outdoor spaces of the classroom through a scanning device to obtain point cloud data;

[0006] Performing splicing processing on the point cloud data, and performing reverse modeling based on the spliced point cloud data to construct a target three-dimensional model;

[0007] Importing the target three-dimensional model into a preset lighting simulation software for in-depth processing and light environment simulation, and setting light environment parameters;

[0008] Generating a lighting simulation result according to the light environment parameters;

[0009] Determining a rating result corresponding to the lighting simulation result according to a preset comprehensive evaluation standard;

[0010] Determining whether the lighting simulation result meets the target light environment standard according to the rating result;

[0011] When it is determined that the lighting simulation result does not meet the target light environment standard, adjusting the light environment parameters until the generated lighting simulation result meets the target light environment standard;

[0012] Determining the light environment parameters when the lighting simulation result meets the target light environment standard as target parameters;

[0013] Performing construction transformation on the indoor and outdoor spaces of the classroom according to the target parameters.

[0014] In an optional embodiment, the light environment parameters include: lamp parameters, indoor decoration material parameters, at least one lighting scene, and lighting scene data corresponding to each lighting scene;

[0015] The parameters of the lighting fixture include: lighting fixture type, installation parameters, and optical parameters;

[0016] The installation parameters include: installation location, installation angle, and installation quantity;

[0017] The optical parameters include: luminous flux, luminous efficacy, beam angle, color temperature, luminous intensity, and illuminance;

[0018] The parameters of the interior decoration materials include: wall materials, ceiling materials, floor materials, surface materials and colors of teaching equipment, and reflectance;

[0019] The lighting scene data is determined according to the on / off state of the lighting fixtures, the optical parameters, and the collaborative working mode between the lighting fixtures.

[0020] In an alternative embodiment, when it is determined that the lighting simulation result does not meet the target light environment standard, adjusting the light environment parameters until the generated lighting simulation result meets the target light environment standard includes:

[0021] When it is determined that the lighting simulation result does not meet the target light environment standard, adjusting the lighting fixture parameters, the interior decoration material parameters, and the lighting scene until the generated lighting simulation result meets the target light environment standard.

[0022] In an alternative embodiment, the construction transformation of the indoor and outdoor spaces of the classroom according to the target parameters includes:

[0023] Purchasing interior decoration materials and lighting fixtures according to the target parameters for construction transformation.

[0024] In an alternative embodiment, after the construction transformation of the indoor and outdoor spaces of the classroom according to the target parameters, it includes:

[0025] Measuring the actual light environment parameters after the construction transformation;

[0026] Comparing the target parameters with the actual light environment parameters.

[0027] In an alternative embodiment, the preset lighting simulation software includes: DIALux evo software.

[0028] In an alternative embodiment, before determining the rating result corresponding to the lighting simulation result according to the comprehensive evaluation standard, it further includes: determining at least one preset index and the weight corresponding to each preset index, and determining multiple score intervals and the rating result corresponding to each score interval;

[0029] Determining the rating result corresponding to the lighting simulation result according to the comprehensive evaluation standard includes:

[0030] Determine the index value corresponding to each preset index according to the lighting simulation result, and determine the score interval to which the lighting simulation result belongs according to the weight corresponding to each preset index;

[0031] Determine the rating corresponding to the score interval to which the lighting simulation result belongs as the rating result corresponding to the lighting simulation result.

[0032] In a second aspect, the present invention provides a wireless control device for a lighting scene, and the wireless control device for a lighting scene includes:

[0033] A storage module for storing at least one lighting scene and lighting scene data corresponding to each lighting scene, where the lighting scene data is determined according to the on / off state, optical parameters of the lamps, and the cooperative working mode between the lamps;

[0034] A management software for transmitting a scene switching instruction to the control module through the Internet; the scene switching instruction includes a target scene;

[0035] The control module is configured to receive the scene switching instruction, generate a driving instruction according to the lighting scene data corresponding to the target scene in the storage module; and send the driving instruction to the driving module;

[0036] The driving module is configured to receive and execute the driving instruction;

[0037] A communication module for wirelessly sending and receiving lighting scene data, scene switching instructions, and driving instructions; the communication module accesses the Internet and is connected to the management software.

[0038] In a third aspect, the present invention provides a computer device, including: a memory and a processor, which are communicatively connected to each other, the memory stores computer instructions, and the processor executes the method for improving the light environment in a classroom according to the first aspect or any corresponding embodiment thereof by executing the computer instructions.

[0039] In a fourth aspect, the present invention provides a computer-readable storage medium, on which a computer instruction is stored, and the computer instruction is used to cause a computer to execute the method for improving the light environment in a classroom according to the first aspect or any corresponding embodiment thereof.

[0040] In a fifth aspect, the present invention provides a computer program product, including computer instructions, and the computer instructions are used to cause a computer to execute the method for improving the light environment in a classroom according to the first aspect or any corresponding embodiment thereof.

[0041] The technical solution provided by the present invention has the following technical effects:

[0042] The technical solution of the embodiment of the present invention uses laser scanning to obtain point cloud data, which can accurately capture the geometric shape, size, and complex object details of the indoor and outdoor spaces, such as the curvature of the corner, the actual position and shape of the lamp, the contour of the window, etc. The target three-dimensional model constructed through reverse modeling is almost exactly the same as the real classroom space, providing an accurate spatial basis for subsequent lighting simulation.

[0043] Importing the three-dimensional model into the lighting simulation software for in-depth processing can fully consider the influence of factors such as the material, color, and reflection characteristics of various object surfaces inside the classroom on the light environment. It can simulate the light propagation, reflection, scattering, etc. under different lamp types, positions, angles, and optical parameters, and obtain simulation calculation results of the light environment that are very close to the actual situation.

[0044] Generate simulation calculation results according to the set light environment parameters and rate them according to the comprehensive evaluation criteria, which can quantitatively, scientifically, and systematically evaluate the lighting effect.

[0045] By repeatedly adjusting the light environment parameters until the target light environment standard is met, this iterative optimization method can find the light environment parameters most suitable for the classroom and achieve a scientific and reasonable lighting design.

[0046] Determine the light environment parameters that meet the target light environment standard as the target parameters, providing a clear and accurate basis for construction transformation. Construction workers can carry out work such as lamp installation, selection and layout of indoor decoration materials according to these parameters, avoiding blindness and randomness during the construction process. It improves the construction efficiency and quality, ensuring that the actual light environment can achieve the simulated expected effect. BRIEF DESCRIPTION OF THE DRAWINGS

[0047] In order to more clearly illustrate the specific embodiments of the present invention or the technical solutions in related technologies, the following will briefly introduce the drawings required for use in the description of the specific embodiments or related technologies. Obviously, the following drawings are some embodiments of the present invention. For those of ordinary skill in the art, without creative efforts, other drawings can also be obtained based on these drawings.

[0048] Figure 1 It is a flowchart of the method for improving the classroom light environment according to the embodiment of the present invention;

[0049] Figure 2 It is an interface schematic diagram of the target three-dimensional model according to the embodiment of the present invention;

[0050] Figure 3 It is a schematic diagram of the interface for setting color and surface material parameters according to the embodiment of the present invention;

[0051] Figure 4is a schematic diagram of a lamp selection and installation height parameter setting interface according to an embodiment of the present invention;

[0052] Figure 5 is a schematic diagram of a lighting scene setting interface according to an embodiment of the present invention;

[0053] Figure 6 is a flow chart of another method for improving classroom lighting environment according to an embodiment of the present invention;

[0054] Figure 7 It is a schematic diagram of the overall process of the method for improving the classroom lighting environment according to an embodiment of the present invention;

[0055] Figure 8 is a schematic diagram of the structure of a lighting scene wireless control device according to an embodiment of the present invention;

[0056] Figure 9 is a schematic diagram of a specific layout of a lighting scene wireless control device according to an embodiment of the present invention;

[0057] Figure 10 is a schematic structural diagram of a device for improving classroom lighting environment according to an embodiment of the present invention;

[0058] Figure 11 It is a schematic diagram of the hardware structure of a computer device according to an embodiment of the present invention. DETAILED DESCRIPTION

[0059] 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.

[0060] The embodiments of the present invention provide a method, device, computer equipment and storage medium for improving the lighting environment of a classroom, which forms a closed-loop management from preliminary scanning, simulation, evaluation, design and construction guidance, completion lighting measurement, and re-evaluation and verification of the effect to solve the problems in related technologies.

[0061] According to an embodiment of the present invention, a method embodiment for improving the lighting environment in a classroom is provided. It should be noted that the steps shown in the flowchart of the accompanying drawings can be executed in a computer device 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.

[0062] Figure 1 It is a flow chart of a method for improving classroom lighting environment according to an embodiment of the present invention.

[0063] As Figure 1 shown, in the embodiment of the present invention, a method for improving the light environment of a classroom is provided. This method for improving the light environment of a classroom can not only be applied to the improvement of the classroom light environment, but also to other building spaces.

[0064] The method for improving the light environment of a classroom includes:

[0065] S101: Laser scan the indoor and outdoor spaces of the classroom through a scanning device to obtain point cloud data. Perform stitching processing on the point cloud data, and construct a target three-dimensional model based on the stitched point cloud data through reverse modeling.

[0066] In this embodiment, the constructed target three-dimensional model is as Figure 2 shown.

[0067] In this embodiment, as an example, the specific solution for laser scanning the indoor and outdoor spaces of the classroom through a scanning device, obtaining point cloud data, and performing stitching processing and reverse modeling to construct a target three-dimensional model:

[0068] Select a laser scanner suitable for scanning the indoor and outdoor spaces of the classroom, and determine a suitable instrument model according to requirements such as scanning accuracy, range, and resolution. Before scanning, calibrate the laser scanner, including checking the accuracy of the laser emission and reception systems, adjusting the level and verticality of the instrument, etc., to ensure the reliability of the obtained point cloud data accuracy. For example, commonly used laser scanners such as Focus3D. It is possible to scan the indoor space of the classroom: Clean up the sundries and obstacles inside and outside the classroom to ensure that the scanning area is unobstructed so that the laser can reach all surfaces that need to be scanned. Inside the classroom, fix or remove some items that are easy to move or cause reflection interference (such as small ornaments, etc.). According to the size and shape of the classroom, plan the scanning path and scanning stations to ensure that the point cloud data of the entire space can be obtained comprehensively and without omission, while minimizing the scanning blind spots and overlapping areas.

[0069] Start from a corner of the classroom and place the laser scanner at each scanning station in turn according to the predetermined scanning path. At each scanning station, start the scanner to rotate it around the horizontal and vertical axes, emit laser beams, and measure the time or phase information of the reflected light, thereby obtaining the three-dimensional coordinate point cloud data of the surrounding object surfaces. For the main areas of the classroom, such as the area where desks and chairs are placed, the podium area, the blackboard area, etc., conduct key scans, such as planning a more detailed scanning path, setting more scanning stations, and improving the point cloud data density and accuracy of these areas. At the same time, comprehensively scan the ceiling, walls, floor, and doors and windows of the classroom and record their shapes, sizes, and position information.

[0070] It is possible to perform scans of the outdoor space outside the classroom: The outdoor space within a preset distance range outside the classroom can be scanned, and the preset distance can be set and modified according to the actual situation. If the light environment in the classroom is affected by the outdoor environment (such as surrounding buildings, trees, etc.), or if it is necessary to consider the overall relationship between the classroom and the outdoor space, the outdoor area around the classroom is scanned. The scanning range includes areas such as the exterior facade of the classroom, surrounding roads, courtyards, etc. that may affect the classroom lighting. A method similar to indoor scanning is used to obtain the point cloud data of the outdoor space, and it should be noted that the impact of weather conditions (such as avoiding scanning under direct strong light or windy weather) on the scanning accuracy should be considered during the scanning process.

[0071] The point cloud data collected by the laser scanner can be transmitted to a computer and processed subsequently using professional point cloud processing software, such as commonly used point cloud data processing software like Cloud Compare, Bentley Pointools, etc. In the software, the point cloud data obtained from each scanning site is sorted, classified according to the scanning order and site location, and the integrity and accuracy of the data are checked. Obvious noise points and incorrect data are deleted. Feature points and feature geometric shapes are extracted from the point cloud data, such as parts with obvious geometric features like the corners of walls, edges of doors and windows, columns, etc. Using these features, through point cloud registration algorithms, the point cloud data from different scanning sites are accurately aligned. Common registration algorithms include the Iterative Closest Point algorithm and its improved algorithms. Through continuous iterative optimization, the point cloud data from different sites achieve the best match in space, thus being stitched into a complete and continuous classroom point cloud model. After the initial stitching is completed, the stitched classroom point cloud model is optimized, and the continuity and accuracy at the stitching points are checked to eliminate possible problems such as gaps, overlaps, or misalignments. Through visual inspection and data analysis, it is ensured that the overall quality of the classroom point cloud model meets the requirements of subsequent reverse modeling. For some areas with unsatisfactory stitching effects, the position of the point cloud can be adjusted manually or feature extraction and registration can be performed again to improve the stitching accuracy and quality.

[0072] The stitched point cloud data is imported into reverse modeling software, such as commonly used reverse modeling software like Image Ware, Copy CAD, etc. According to the geometric shape of the classroom space reflected by the point cloud data, a corresponding three-dimensional geometric model is created. For planar structures such as walls, ceilings, and floors, a plane fitting tool is used to fit the point cloud data into an accurate plane; for objects with a certain shape and volume such as desks, chairs, lecterns, and blackboards, their three-dimensional solid models are created through boundary extraction and surface reconstruction of the point cloud data. During the modeling process, the detailed information of the point cloud data is fully utilized to accurately restore the geometric features and surface textures of the objects.

[0073] Refine the created 3D model, including repairing holes in the model, smoothing the model surface, adjusting the topology of the model, etc. Check whether the connection relationships between various parts of the model are correct to ensure the integrity and accuracy of the model. At the same time, according to actual needs, simplify the model. Without affecting the key features of the model and the light environment simulation effect, reduce the number of faces and data volume of the model to improve the processing efficiency and visualization effect of the model, and obtain the final target 3D model.

[0074] S102: Import the target 3D model into the preset lighting simulation software for in-depth processing and light environment simulation, and set the light environment parameters.

[0075] In this embodiment, the light environment parameters include, but are not limited to: lamp parameters, indoor decoration material parameters, at least one lighting scene, and the lighting scene data corresponding to each lighting scene.

[0076] The lamp parameters include, but are not limited to: lamp type, installation parameters, and optical parameters, etc.

[0077] The installation parameters include, but are not limited to: the installation position, installation angle, and installation quantity of the lamp, as well as the alignment method, etc.

[0078] The optical parameters include, but are not limited to: luminous flux, luminous efficacy, beam angle, color temperature, luminous intensity, and illuminance, etc.

[0079] The indoor decoration material parameters include, but are not limited to: wall materials, ceiling materials, floor materials, surface materials and colors of teaching equipment, as well as reflectance, etc.

[0080] The lighting scene data is determined according to the on / off state of the lamp, optical parameters, and the collaborative working mode between lamps.

[0081] In this embodiment, the preset lighting simulation software includes: DIALux evo software.

[0082] As an example, the following is a specific solution for importing the target 3D model into DIALux evo software for in-depth processing and light environment simulation and setting parameters:

[0083] Model Import and Layout Adjustment: Import the previously constructed target 3D model that includes classroom walls, ceiling (top surface), floor, teaching equipment (such as smart blackboards, desks and chairs, storage cabinets, etc.), and interior decorations (such as ceiling acoustic structures, wall acoustic soft packs, curtains) into the DIALux evo software completely. Ensure that the position and scale of the target 3D model in the DIALux evo software are accurate, and the relative position relationship between components is consistent with the actual classroom layout. According to actual needs, further fine-tune the layout of the imported target 3D model, such as precisely adjusting the arrangement of desks and chairs, the placement position of teaching equipment, etc., to make it meet the actual usage scenarios and space planning requirements of teaching activities.

[0084] Setting Parameters of Interior Decoration Materials: In the material editing function module of the DIALux evo software, for the wall materials of the classroom, select the corresponding material types (such as latex paint, wallpaper, wood panels, etc.), and set parameters such as its color and reflectance according to the material properties of the actual materials used. For example, parameter settings can be carried out in the color and surface material setting interface as shown in Figure 3 the figure. For example, for a common white latex paint wall, set its reflectance to be around 0.7 - 0.8; for a dark wood wall, set the corresponding lower reflectance and specific color values. Similarly, set appropriate material parameters for the top surface materials (such as gypsum board ceiling, mineral wool board ceiling, etc.), including color, reflectance, and surface glossiness. For the floor materials (such as wooden floors, floor tiles, etc.), adjust parameters such as reflectance and roughness according to their actual material characteristics to accurately simulate the reflection and scattering effects of light on the floor. For the surface materials of teaching equipment, such as the glass material of the smart blackboard, the metal or plastic material of desks and chairs, and the wood or metal material of storage cabinets, select the matching material presets in the software respectively, and precisely set parameters such as their color, reflectivity, transparency (if applicable), etc., to ensure that the simulated light environment can truly reflect the performance of these devices under actual light.

[0085] Lamp Parameter Setting:

[0086] Lamp Selection: According to the lighting requirements and design style of the classroom, select appropriate lamp types in the lamp library of the DIALux evo software, such as fluorescent lamps, LED panel lights, spotlights, etc. Consider factors such as the energy efficiency, light distribution characteristics, and aesthetics of the lamps to ensure that the selected lamps can meet the lighting standards and functional requirements of the classroom.

[0087] Installation parameter setting: In the lighting layout function module of the software, determine the installation coordinates of the luminaires (accurate positions in the X, Y, and Z axis directions) according to the actual installation location and method. For the installation angle, set its horizontal and vertical angles according to the luminaire type and lighting design intention. For example, for the main lighting luminaires in a classroom, usually set its horizontal angle parallel to the long axis direction of the classroom, and the vertical angle is set to tilt downward at a certain angle (such as 15° - 30°) to provide a uniform light distribution; at the same time, determine the reasonable number of installations according to the area of the classroom and the luminous flux of the luminaires, and make corresponding arrangements in the software. For example, the parameter setting can be carried out in the luminaire selection and installation height setting interface as shown in Figure 4 shown.

[0088] Optical parameter setting: For the selected luminaires, input the actual optical parameters such as luminous flux (unit: lm), luminous efficacy (unit: lm / W), beam angle (unit: °), color temperature (unit: K), luminous intensity (unit: cd), and illuminance (unit: lx) in the luminaire property editing window of the software. These parameters can be obtained from the product specification of the luminaire or the data provided by the manufacturer to ensure that the simulated lighting effect of the software is consistent with the performance of the actual luminaire.

[0089] Lighting scene setting: According to different usage scenarios of the classroom, such as class mode, projection demonstration mode, self-study mode, etc., create corresponding lighting scenes in the DIALux evo software. For each lighting scene, control which luminaires are on or off by setting the switch state of the luminaires to achieve different lighting effects and atmosphere creation. At the same time, combined with the optical parameters and installation layout of the luminaires, accurately set the illuminance under each lighting scene. By adjusting the brightness of the luminaires (which can be achieved by adjusting the luminous flux or dimming coefficient) and the collaborative working mode between luminaires (such as group control, dimming control, etc.), make the illuminance in different areas meet the corresponding lighting standards and comfort requirements. For example, in class mode, ensure that the average illuminance on the desks in the classroom reaches 300 lx - 500 lx, and the illuminance on the blackboard reaches 500 lx - 800 lx; in projection demonstration mode, appropriately reduce the overall illuminance of the classroom, turn off the luminaires that may cause glare, and at the same time increase the local illuminance around the projection area to ensure the clarity and visibility of the projection screen. When setting the lighting scene, the real-time rendering function of the DIALux evo software can be used to intuitively view the light environment effects under different scenes, and make repeated adjustments and optimizations according to actual observations and requirements until a satisfactory lighting design scheme is achieved. For example, the lighting scene setting can be carried out in the lighting scene setting interface as shown in Figure 5 shown.

[0090] Through the above steps, the in-depth processing of the target 3D model and the setting of light environment parameters are completed in the DIALux evo software, so as to accurately and realistically simulate the actual effects of the classroom under different light environments.

[0091] S103: Generate an illumination simulation result according to the light environment parameters. Determine the rating result corresponding to the illumination simulation result according to the preset comprehensive evaluation criteria.

[0092] In this embodiment, before determining the rating result corresponding to the illumination simulation result according to the comprehensive evaluation criteria, at least one preset index and the weight corresponding to each preset index are determined, and multiple score intervals and the rating results corresponding to each score interval are determined.

[0093] Correspondingly, determining the rating result corresponding to the illumination simulation result according to the comprehensive evaluation criteria specifically includes:

[0094] Determine the index value corresponding to each preset index according to the illumination simulation result, and determine the score interval to which the illumination simulation result belongs according to the weight corresponding to each preset index.

[0095] Determine the rating corresponding to the score interval to which the illumination simulation result belongs as the rating result corresponding to the illumination simulation result. Determine the comprehensive evaluation criteria as the "Evaluation Criteria for the Light Environment of Smart Classrooms", and apply it to the evaluation of the light environments of other smart classrooms.

[0096] The present invention takes into account that there are many factors affecting light comfort, including light environment factors: illuminance, brightness, color temperature, etc.; user factors: age, gender, psychology and working status, etc. Based on this, this embodiment provides a comprehensive evaluation criteria for the light environment in the classroom. This comprehensive evaluation criteria can quantify and score factors such as basic lighting parameters, lighting control methods, for example, the control methods of lamps in the lighting scene, the internal and external environments of the classroom, etc., to obtain the total score by weighted statistics, and set the ratings corresponding to the score intervals to determine whether the current illumination simulation result meets the healthy light environment standards.

[0097] The present invention takes into account that there is currently no national standard for the classroom light environment evaluation system in China. Therefore, referring to the group standard T / SLDA 009-2023 "Evaluation Specification for the Light Environment Quality of Kindergarten Living Rooms" and relevant literature, and comprehensively considering the convenience and feasibility of implementing the evaluation, adapting and modifying in combination with the classroom scenarios of primary and secondary schools and universities, the "Evaluation Criteria for the Light Environment of Smart Classrooms" is finally obtained. The "Evaluation Criteria for the Light Environment of Smart Classrooms" includes the following evaluation indicators (preset indicators): mandatory indicators, scoring item indicators, and bonus item indicators. The scoring item indicators include but are not limited to visual lighting, control systems, environments, and equipment, etc.

[0098] The evaluation result of mandatory indicators is either up to standard or not up to standard. All indicators are in "AND" logic. If one mandatory indicator is not up to standard, the overall evaluation result (rating result) is unqualified. When all mandatory indicators are up to standard, the scoring items and bonus items are scored and evaluated. The specific contents included in the mandatory indicators are shown in Table 1.

[0099] Table 1 Mandatory Items Table

[0100]

[0101] The specific contents included in the scoring item indicators are shown in Table 2.

[0102] Table 2 Scoring Item Table

[0103]

[0104]

[0105]

[0106]

[0107] The specific contents included in the bonus item indicators are shown in Table 3.

[0108] Table 3 Scoring Item Table

[0109]

[0110] In the present invention, the light environment parameters can be set based on the preset indicators in the preset comprehensive evaluation standard (i.e., the "Evaluation Standard for the Light Environment of Smart Classrooms").

[0111] The total score of the evaluation of the light environment quality of the smart classroom corresponding to the lighting simulation result can be calculated according to the following formula, and then the score interval to which it belongs can be determined.

[0112] The score of the evaluation of the light environment quality of the smart classroom is calculated according to the following formula:

[0113] Q = W 1 × Q 1 + W 2 × Q 2 + W 3 × Q 3 + Q 4 , where Q represents the score of the evaluation of the light environment quality of the smart classroom, and when the calculated score is greater than 100 points, it is counted as 100 points; W 1 , W 2 , W 3 successively represent the weights of the mandatory indicators, scoring item indicators, and bonus item indicators, Q 1 , Q 2 , Q 3, Q 4 It represents the scores of visual lighting, control system, environment and equipment indicators, and bonus items respectively.

[0114] The light environment quality rating of smart classrooms should be divided into one-star, two-star and three-star, and should comply with the provisions of Table 4; the three levels of light environment quality should first meet the mandatory index requirements, and the score of each scoring item should not be less than 30% of the full score of the type. When the total score of the light environment quality evaluation is not less than 60 points, 70 points, and 85 points respectively, the light environment quality level should be one-star, two-star, and three-star, among which two-star and above are healthy light environments, and three-star is the highest.

[0115] The ratings corresponding to each score range are shown in Table 4.

[0116] Evaluation Level One-star Two-star Three-star Score Range 60 ≤ Total Score < 70 70 ≤ Total Score < 85 85 ≤ Total Score

[0117] In this embodiment, as another example, the comprehensive evaluation criteria can be quantitatively scored based on preset indicators such as basic lighting parameters, such as optical parameters, lamp control methods, such as lamp control methods in lighting scenes, and the indoor and outdoor environment of the classroom, to weight the total score and set the score range classification to determine whether the healthy light environment standard is met.

[0118] Illumination level (15%): Use a illuminance meter to measure the illuminance in key areas of the classroom, such as desks and blackboards, and score according to national standards (for example, the illuminance of desks in ordinary classrooms should not be less than 300lx, and the illuminance of blackboards should not be less than 500lx). 13-15 points will be awarded for reaching 90%-100% of the standard value; 10-12 points for 80%-90%; 7-9 points for 70%-80%; and 0-6 points for less than 70%.

[0119] Illumination uniformity (10%): Calculate the illumination uniformity (ratio of minimum illumination to average illumination), which should be no less than 0.7. 8-10 points for 0.8-1.0, 5-7 points for 0.7-0.8, 3-4 points for 0.6-0.7, and 0-2 points for less than 0.6.

[0120] Color rendering index (8%): ​​Use a spectrum analyzer to measure the color rendering index (Ra) of the lamps. The color rendering index of a general classroom should not be less than 80. Ra between 90-100 gets 7-8 points; 80-90 gets 4-6 points; 70-80 gets 2-3 points; and less than 70 gets 0-1 point.

[0121] Glare control (7%): The glare of the lamps is evaluated through subjective observation and glare tester. No obvious glare is scored 6-7 points; slight glare but not affecting vision is scored 3-5 points; severe glare is scored 0-2 points.

[0122] Dimming function (10%): The lighting fixture has a continuous dimming function with a wide dimming range (e.g., 0 - 100%) and gets 8 - 10 points; has a segmented dimming function and gets 4 - 7 points; has no dimming function and gets 0 - 3 points.

[0123] Scene switching (10%): It can achieve one - key switching according to different scenarios such as teaching, projection, and break time, and has a good switching effect and gets 8 - 10 points; has basic scene switching but is not flexible enough and gets 4 - 7 points; has no scene switching function and gets 0 - 3 points.

[0124] Intelligent control (10%): The lighting fixture is connected to an intelligent system, can automatically adjust the brightness according to the ambient light change, or can be remotely controlled through a mobile phone APP, remote control, etc. and gets 8 - 10 points; has some intelligent functions (such as only being able to turn on and off at a fixed time) and gets 4 - 7 points; has no intelligent control and gets 0 - 3 points.

[0125] Indoor wall reflectivity (8%): Use a reflectivity tester to measure the wall reflectivity. For light - colored walls, the reflectivity is between 50% - 70% and gets 6 - 8 points; between 40% - 50% and gets 3 - 5 points; below 40% and gets 0 - 2 points.

[0126] Window area and orientation (7%): The proportion of the window area to the classroom wall area is appropriate (e.g., 1 / 4 - 1 / 3) and the orientation is reasonable (avoiding direct sunlight) and gets 6 - 7 points; there are certain deviations in the area or orientation and gets 3 - 5 points; the area is too small or the orientation is poor and gets 0 - 2 points.

[0127] External occlusion situation (5%): There are no obvious occluders around the classroom and the daylighting is good and gets 4 - 5 points; there are a small number of occlusions but with little impact and gets 2 - 3 points; the occlusion is serious and gets 0 - 1 point.

[0128] Indoor layout (5%): The desks and chairs are placed reasonably, without obvious occlusion of the lighting fixture and the light propagation path and gets 4 - 5 points; there are certain problems with the layout and gets 2 - 3 points; the layout is chaotic, affecting the daylighting and lighting effects and gets 0 - 1 point.

[0129] Indoor pollution degree (5%): Use an air quality detection device to detect the concentration of pollutants such as dust and smoke indoors. The pollution degree is low and gets 4 - 5 points; there is a certain degree of pollution and gets 2 - 3 points; the pollution is serious and gets 0 - 1 point.

[0130] Set score intervals for grading and classification, for example:

[0131] 85 - 100 points: Excellent, meeting high - standard healthy light environment, with comfortable lighting and excellent indicators in all aspects, flexible and intelligent lighting fixture control, and good internal and external environments.

[0132] 70 - 84 points: Good, meeting the basic requirements of a healthy light environment, with relatively reasonable parameters in all aspects, basically complete lighting fixture control functions, and no obvious defects in environmental factors.

[0133] 55 - 69 points: Pass. The basic light environment parameters meet the standards, but there is still room for improvement in some aspects, such as the lighting control is not intelligent enough or there are some minor problems in the environment.

[0134] 40 - 54 points: Need improvement. There are many problems, such as uneven illuminance, single lighting control method, poor internal and external environment, etc., and the lighting fixtures or the environment need to be renovated.

[0135] 0 - 39 points: Fail. Seriously does not meet the healthy light environment standard, and the lighting system and environmental conditions need to be comprehensively redesigned and improved.

[0136] In this embodiment, as another example, the specific scheme for generating lighting simulation results based on light environment parameters and determining the rating result:

[0137] Generate lighting simulation results: Use the light environment parameters (including lighting fixture parameters, indoor decoration material parameters, lighting scene data, etc.) set in the DIALux evo software (or other lighting simulation software) as input, and run the lighting simulation calculation function of the software. Based on these parameters, the software uses technologies such as ray tracing and radiosity algorithms to simulate the processes of light propagation, reflection, refraction, and scattering in the target three - dimensional model, thereby generating detailed lighting simulation results. The lighting simulation results usually include, but are not limited to, the following content: the illuminance distribution (presented in the form of a two - dimensional or three - dimensional distribution map of illuminance values) of each area of the classroom (such as the desk surface, blackboard surface, floor, passage, etc.), the brightness distribution, the glare index, the color rendering index distribution, the uniformity (such as illuminance uniformity, brightness uniformity), etc. These result data can intuitively reflect the lighting quality and effect of the classroom under the set light environment.

[0138] Determine the preset indicators and weights: According to relevant lighting design standards (such as the "Building Lighting Design Standard", etc.) and the specific functional requirements of the classroom, determine at least one preset indicator for evaluating the lighting simulation results. For example, the possible preset indicators selected may include: average illuminance, illuminance uniformity, glare index, color rendering index, lighting power density, etc. Assign corresponding weights to each preset indicator. The determination of the weights can be based on methods such as expert experience, actual research data, or the analytic hierarchy process. For example, for classroom lighting, the average illuminance and illuminance uniformity may be relatively more important, so higher weights are given (such as the weight of the average illuminance is 0.3, and the weight of the illuminance uniformity is 0.25); while the glare index and color rendering index also have a greater impact on visual comfort and color reproducibility, and are given weights of 0.2 and 0.15 respectively; the lighting power density is considered from the perspective of energy efficiency and given a weight of 0.1. The sum of the weights should be 1.

[0139] Determine the score intervals and rating results: Based on the value ranges of the preset indicators and the lighting quality requirements in actual applications, determine multiple score intervals and set corresponding rating results for each score interval. For example, divide the overall lighting quality into four grades: excellent, good, qualified, and unqualified. The light environment standards corresponding to the excellent and good grades are the "healthy light environment standards":

[0140] Excellent: The corresponding score interval is [85, 100] points. When the lighting simulation results perform excellently in all preset indicators, such as the average illuminance meeting the standard with high uniformity, low glare index, excellent color rendering index, and the lighting power density being lower than the standard value by a certain percentage, this rating can be obtained.

[0141] Good: The score interval is [70, 85). On the basis of meeting the basic standards, the indicator values have better performance in some aspects, but there may be some minor deficiencies. For example, the illuminance uniformity is slightly lower than the excellent level, but other indicators are better.

[0142] Qualified: The score interval is [60, 70). The overall lighting effect basically meets the standard requirements, but may be at the critical value in multiple indicators or there is certain room for improvement. For example, the average illuminance is close to the lower limit of the standard, and the glare index is close to the maximum allowable value, etc.

[0143] Unqualified: The score interval is [0, 60). When there are serious problems in the lighting simulation results, such as severely insufficient average illuminance, prominent glare problems, too low color rendering index, or a large over - standard of the lighting power density, it is judged as unqualified.

[0144] Determine the rating of the lighting simulation results: Determine the indicator values corresponding to each preset indicator according to the lighting simulation results. For example, extract the average illuminance value of the desk surface, the calculated value of the illuminance uniformity of the entire classroom, the measured value of the glare index, the actual value of the color rendering index, and the calculated value of the lighting power density from the simulation result data. - Calculate the weighted sum of the indicator values of each preset indicator according to the pre - set weights to obtain the comprehensive score of the lighting simulation results. For example, if the actual value of the average illuminance is 90% of the standard value (assuming 90 points out of 100 full marks), the illuminance uniformity is 85% of the standard value (85 points), the glare index meets the standard requirements (100 points), the color rendering index is 80 (80 points), and the lighting power density is 95% of the standard value (95 points), then the comprehensive score = 0.3×90 + 0.25×85 + 0.2×100 + 0.15×80 + 0.1×95 = 89.75 points.

[0145] Determine the score interval to which the lighting simulation result belongs based on the comprehensive score, and determine the rating corresponding to this score interval as the rating result corresponding to the lighting simulation result. In the above example, 89.75 points belong to the "excellent" score interval, so the rating of this lighting simulation result is excellent, and the corresponding rating result is excellent.

[0146] Through the above steps, the lighting simulation result can be generated according to the set light environment parameters, and its corresponding rating result can be objectively and accurately determined based on the comprehensive evaluation criteria, thereby providing a quantitative basis and an intuitive quality judgment for the evaluation and optimization of the lighting design scheme.

[0147] S104: Determine whether the lighting simulation result meets the target light environment standard according to the rating result. When it is determined that the lighting simulation result does not meet the target light environment standard, adjust the light environment parameters until the generated lighting simulation result meets the target light environment standard.

[0148] In this embodiment, when it is determined that the lighting simulation result does not meet the target light environment standard, the lamp parameters, indoor decoration material parameters, and lighting scenes can be adjusted until the generated lighting simulation result meets the target light environment standard.

[0149] In this embodiment, when the rating result corresponding to the lighting simulation result is the target rating (for example, a rating of excellent or above), it is determined that the lighting simulation result meets the target light environment standard. The target light environment standard is the "healthy light environment standard", and the rating result corresponding to the lighting simulation result is the target rating.

[0150] In this embodiment, as an example, the following is a specific scheme for adjusting the light environment parameters according to the rating result until the target light environment standard is met:

[0151] Judge whether the lighting simulation result meets the standard: Compare the rating result obtained from the previous lighting simulation with the rating corresponding to the pre-set target light environment standard. If the rating result reaches or exceeds the target rating (for example, the target rating is "good" or above, and the actual obtained rating is "excellent" or "good"), it is determined that the lighting simulation result meets the target light environment standard; otherwise, if the actual rating is lower than the target rating (such as the target rating is "qualified", but the actual obtained is "unqualified"), it is determined that the lighting simulation result does not meet the target light environment standard and parameter adjustment is required.

[0152] Adjust the lamp parameters:

[0153] Lamp type: If the currently used lamp type results in poor lighting effects, such as low illuminance uniformity or serious glare problems, consider changing the lamp type. For example, change from ordinary straight tube fluorescent lamps to LED panel lights with better light distribution characteristics, or add spotlights in areas that require local key lighting (such as above the blackboard) to improve the illuminance and visual effects in specific areas.

[0154] Installation parameters: Installation location: If the illuminance in some areas is insufficient or too high, adjust the installation location of the lamps. For example, move the lamps closer to the areas with insufficient illuminance, or redistribute the lamps that are too concentrated in some areas to achieve a more uniform illuminance distribution. Simulate different installation locations by directly dragging the lamp models in the DIALux evo software and observe the changes in the lighting effects in real time. Installation angle: Fine-tune the installation angle of the lamps according to the glare situation or illuminance distribution in the simulation results. If obvious glare problems are found, adjust the irradiation angle of the lamps downward to avoid direct irradiation into the human eyes; or adjust the horizontal angle of the lamps as needed to change the coverage and distribution mode of the light in the classroom space. Similarly, make angle adjustments in the software and view the effects in real time. Installation quantity: When the overall illuminance is insufficient, consider appropriately increasing the installation quantity of the lamps. However, it should be noted to avoid excessive increase resulting in other problems such as energy waste and glare. You can gradually increase the number of lamps and re-run the simulation, observe the changes in illuminance and other indicators, and find a lamp quantity configuration that meets the standards and is economically reasonable.

[0155] Optical parameters: Luminous flux and luminous intensity: If the overall illuminance is low, the luminous flux or luminous intensity value of the luminaire can be appropriately increased. However, it is necessary to comprehensively consider indicators such as the lighting power density to avoid exceeding the energy efficiency standard. After modifying the luminous flux parameter of the luminaire in the software, re-simulate to observe the improvement of illuminance and the impact on other indicators, such as whether it will cause an increase in the glare index. Luminous efficacy: Prioritize choosing luminaires with higher luminous efficacy, which helps reduce energy consumption while meeting the illuminance requirements. If the luminous efficacy of the current luminaire is not ideal, similar luminaires with higher luminous efficacy can be selected from the luminaire library for replacement, and the lighting effect and energy indicators can be re-evaluated. Beam angle: Adjust the beam angle of the luminaire according to needs. For example, in areas that require uniform lighting over a large area, luminaires with a larger beam angle can be selected; while for areas that require accent lighting (such as display areas, podiums, etc.), luminaires with a smaller beam angle can be used to increase the local illuminance and visual focus effect. Determine the most suitable beam angle configuration by replacing luminaires with different beam angles in the software and simulating. Color temperature: Adjust the color temperature of the luminaire according to the usage function and atmosphere requirements of the classroom. Generally speaking, for teaching areas, a color temperature of 4000K - 5000K is more appropriate, which can not only ensure a clear visual effect but also not give people a feeling of being too cold or too warm. If the current color temperature is not suitable, the color temperature parameter of the luminaire can be modified in the software, and the overall visual perception of the lighting environment and the potential impact on students' learning status can be observed again.

[0156] Adjust the parameters of interior decoration materials: Wall materials: If the reflectance of the wall material is too low, resulting in insufficient overall space illumination or uneven light distribution, consider replacing it with a wall material with a higher reflectance. For example, change the dark wall paint to a light-colored, highly reflective paint. After modifying the property parameters of the wall material in the software, re-simulate the reflection and propagation of light in the room and observe the improvement in the overall lighting effect. Ceiling materials and floor materials: Similarly, for ceiling materials and floor materials, their reflectance, color, and material properties can also be adjusted as needed. For example, choosing a floor material with a certain glossiness and moderate reflectance helps improve the secondary reflection efficiency of light and increase the overall brightness of the room. For ceiling materials, if their color is too dark or the material has strong light absorption, consider replacing it with a light-colored, reflective ceiling material to optimize the reflection and scattering of light and improve the illuminance uniformity in the room. Surface materials and colors of teaching equipment: For teaching equipment (such as desks and chairs, smart blackboards, storage cabinets, etc.), if the reflection characteristics of their surface materials are not conducive to uniform light distribution or cause glare problems, corresponding adjustments can be made. For example, change the black desktop of the desks and chairs to a light-colored desktop to reduce light absorption and reflection glare; or optimize the frame material of the smart blackboard to make its reflected light softer and more uniform, avoiding interference with students' vision. After modifying the surface material parameters of the teaching equipment one by one in the software, re-simulate and evaluate the impact on the overall lighting environment, and make repeated adjustments according to the actual situation until a satisfactory lighting effect is achieved.

[0157] Adjust the lighting scenarios: Lamp switch status: According to different usage scenarios of the classroom (such as classes, self-study, projection demonstrations, etc.), re-examine whether the combination of lamp switches is reasonable. For example, during projection demonstrations, turn off the lamps that may cause reflection glare on the screen, and at the same time ensure sufficient auxiliary lighting in key areas (such as the student seating area and near the podium). In the self-study mode, the overall illumination level can be appropriately reduced, and only some necessary lamps can be kept on to create a comfortable and energy-saving lighting environment. By setting different combinations of lamp switch statuses in the software and simulating and observing the lighting effects and changes in various indicators in each scenario, determine the most suitable lamp switch scheme for each scenario. Lamp collaborative working mode: Consider the collaborative working methods such as dimming control and group control between lamps. For large-area classroom lighting, the lamps can be divided into several groups, and group dimming control can be carried out according to the illuminance requirements and usage time of different areas. For example, in the area near the window during the day, with sufficient light, the brightness of the lamps in this area can be appropriately reduced, while in the depths of the classroom or in darker corners, the brightness of the corresponding lamp groups can be increased to achieve more precise illuminance control and energy conservation. Through the dimming control function of the software, simulate different combinations of brightness settings for the lamp groups, and optimize the collaborative working mode of the lamps in combination with the actual usage situation and lighting standard requirements to improve the performance and adaptability of the overall lighting system.

[0158] Repeated simulation and optimization: After each adjustment of the light environment parameters, it is necessary to re-run the lighting simulation function of the DIALux evo software to generate new lighting simulation results, and determine the new rating results according to the preset comprehensive evaluation criteria. Then, compare the new rating results with the target light environment standards. If the standards are still not met, continue to adjust and optimize the light environment parameters, and repeat the above process until the lighting simulation results meet the target light environment standards. This process may require multiple repeated attempts and fine-tuning to achieve the best lighting design effect, taking into account multiple factors such as energy efficiency, visual comfort, and teaching function requirements.

[0159] Through the above system adjustment and optimization process, the light environment parameters can be adjusted targeted according to the actual lighting simulation rating results, and the classroom lighting design plan that meets the target light environment standards can be gradually realized, which can improve the adjustment efficiency of the light environment parameters and determine the light environment parameters when the target light environment standards are met more quickly.

[0160] S105: Determine the light environment parameters when the lighting simulation results meet the target light environment standards as the target parameters. Carry out construction and transformation on the indoor and outdoor spaces of the classroom according to the target parameters.

[0161] In this embodiment, carrying out construction and transformation on the indoor and outdoor spaces of the classroom according to the target parameters specifically includes: purchasing indoor decoration materials and lamps according to the target parameters for construction and transformation.

[0162] In this embodiment, as an example, the following is a specific plan for determining the target parameters based on the lighting simulation results that meet the target light environment standard and then carrying out construction and renovation on the indoor and outdoor spaces of the classroom: Determine the target parameters: When the lighting simulation results obtained through repeated lighting simulations and parameter adjustments finally meet the target light environment standard (such as achieving a predetermined rating result, with all preset index values within the qualified range and meeting the design expectations), the lamp parameters, indoor decoration material parameters, and lighting scene data set in the lighting simulation software (such as DIALux evo) at this time are the determined target parameters. Record these target parameters in detail, including the specific type of the lamp (such as brand, model, specification), the installation position of the lamp (accurate X, Y, Z coordinates or a layout description relative to the classroom space), the installation angle (specific values of the horizontal and vertical angles), the installation quantity; the optical parameters of the lamp (accurate values of luminous flux, luminous efficacy, beam angle, color temperature, luminous intensity, illuminance, etc.); the detailed information of the indoor decoration materials, such as the name, brand, color, and reflectance of the wall materials, the corresponding parameters of the ceiling materials and floor materials, the surface material and color of the teaching equipment and its reflectance; and the switch state combinations and dimming settings of the lamps under each lighting scene, etc., to form a complete list of target parameters as the basis for subsequent construction and renovation.

[0163] Purchase of interior decoration materials and lighting fixtures: Purchase of interior decoration materials: According to the interior decoration material parameters in the target parameter list, purchase the corresponding materials. For wall materials, select paints, wallpapers, or boards that meet the specified reflectance, color, and environmental protection requirements. Ensure that the quantity of materials purchased meets the area requirements of the classroom walls, and consider a certain loss coefficient (it is generally recommended to increase the material allowance by 5%-10% to cope with cutting, splicing, and possible accidental losses during construction). For ceiling materials, such as ceiling tiles, select suitable gypsum boards, mineral wool boards, or metal ceiling panels according to the reflectance characteristics, fire resistance performance, and installation method requirements determined by the target parameters. Calculate the area and quantity of materials required based on the actual size of the classroom ceiling, and at the same time purchase supporting installation accessories such as keels and hangers. The purchase of floor materials also depends on the target parameters. Select floor tiles, wooden floors, or floor adhesives with appropriate friction coefficients, wear resistance, stain resistance, and reflectance. Accurately calculate the quantity of materials required based on the floor area, and consider the loss of offcuts. It is generally recommended to purchase 3%-5% more floor materials. When purchasing surface decoration materials for teaching equipment (such as the tabletops and cabinet panels of desks and chairs), ensure that their materials and colors are consistent with the target parameters and meet environmental protection and durability standards. Determine the purchase quantity according to the actual quantity and size of the equipment. Purchase of lighting fixtures: Purchase lighting fixtures according to the lighting fixture types, brands, models, and specifications determined in the target parameters. Ensure that the optical performance parameters (luminous flux, luminous efficacy, beam angle, color temperature, etc.) of the lighting fixtures are exactly matched with the target parameters in the simulation results. During the purchase process, select lighting fixture products with reliable quality and relevant certifications (such as CCC certification, energy efficiency label, etc.), and clarify the warranty period and after-sales service terms of the lighting fixtures with the supplier. Accurately purchase the required quantity of lighting fixtures according to the lighting fixture installation quantity in the target parameters, and at the same time consider purchasing a certain quantity (recommended 1-2 sets) of spare lighting fixtures to cope with possible lighting fixture damage or quality problems. For lighting fixture systems that require dimming control, also purchase supporting dimming drivers, controllers, and relevant wire and cable accessories to ensure that their compatibility and stability meet the lighting design requirements.

[0164] Construction and renovation: Interior decoration material construction: Before wall construction, the wall surface shall be treated at the base layer to ensure the wall surface is flat, dry, free of oil stains and dust, etc. Then, according to the construction process requirements provided by the material supplier, carry out the painting, paving or installation operations of wall materials. For example, when paving wallpaper, pay attention that the splicing seams of the wallpaper shall be neat and tight to avoid air bubbles and wrinkles; when painting wall coatings, ensure uniform painting and reach the specified coating thickness to ensure that the reflectance and color effect of the wall surface meet the target parameter requirements. When constructing the ceiling on the top surface, according to the type and installation method of the ceiling material, first install the keel framework to ensure the flatness and firmness of the keel. Then install the ceiling materials on the keel one by one according to the design plan, and pay attention that the splicing between the ceiling boards shall be tight and flat, and the closing part shall be beautifully processed. During the installation process, strictly control the height and levelness of the ceiling to ensure the accurate installation position and angle of the lamps. When constructing the floor materials, for the paving of floor tiles, first level the base layer of the floor, and then lay the floor tiles according to the designed layout plan to ensure that the gaps between the floor tiles are uniform and the flatness meets the requirements. For the installation of wooden floors, pay attention to moisture-proof treatment and the splicing method of the floors to ensure the flatness and stability of the floor, and at the same time ensure that the reflection characteristics of the floor materials meet the target parameter settings. During the replacement of the surface decoration materials of teaching equipment, carefully remove the original materials to avoid damaging the main body of the equipment, and then install and fix the new surface materials on the equipment according to the correct installation method to ensure that the color and material effect are consistent with the lighting design.

[0165] Lamp installation: According to the lamp installation position and angle in the target parameters, after the construction of the wall, ceiling and floor is completed, carry out the lamp installation operation. First, accurately mark the lamp installation holes on the ceiling or wall, use tools such as electric drills to drill holes, and install expansion bolts or other fixing parts. Then, install the lamp on the fixing parts at the predetermined angle and connect the wires. During the installation process, pay attention that the wiring of the lamp shall be firm and safe to avoid problems such as wire short circuit and leakage, and at the same time ensure that the installation height and levelness of the lamp meet the design requirements to ensure that the light distribution effect is consistent with the lighting simulation results. For the lamp system that requires dimming control, according to the installation instructions of the dimming controller, install the dimming driver and controller in a suitable position, and correctly connect and debug the lamp with the dimming system. During the debugging process, check whether the dimming function of the lamp is normal and whether it can meet the brightness adjustment requirements under different lighting scenarios, and ensure that the collaborative working mode of the lamps matches the lighting scenario data in the target parameters.

[0166] Through the implementation of the above detailed plan, the target parameters determined by the lighting simulation can be accurately applied to the construction and renovation process of indoor and outdoor spaces in the classroom, so as to achieve the actual lighting effect that meets the target light environment standard.

[0167] As Figure 6 shown, in an embodiment of the present invention, another method for improving the light environment in a classroom is provided. The method for improving the light environment in a classroom includes:

[0168] S201: Laser scan the indoor and outdoor spaces of the classroom through a scanning device to obtain point cloud data. Perform stitching processing on the point cloud data, and perform reverse modeling based on the stitched point cloud data to construct a target three-dimensional model. For detailed content, refer to the relevant description of S101, and details will not be elaborated here.

[0169] S202: Import the target three-dimensional model into a preset lighting simulation software for in-depth processing and light environment simulation, and set light environment parameters. For detailed content, refer to the relevant description of S102, and details will not be elaborated here.

[0170] S203: Generate a lighting simulation result according to the light environment parameters. Determine the rating result corresponding to the lighting simulation result according to a preset comprehensive evaluation standard. For detailed content, refer to the relevant description of S103, and details will not be elaborated here.

[0171] S204: Determine whether the lighting simulation result meets the target light environment standard according to the rating result. When it is determined that the lighting simulation result does not meet the target light environment standard, adjust the light environment parameters until the generated lighting simulation result meets the target light environment standard. For detailed content, refer to the relevant description of S104, and details will not be elaborated here.

[0172] S205: Determine the light environment parameters when the lighting simulation result meets the target light environment standard as the target parameters. Perform construction transformation on the indoor and outdoor spaces of the classroom according to the target parameters. For detailed content, refer to the relevant description of S105, and details will not be elaborated here.

[0173] S206: Measure the actual light environment parameters after construction transformation. Compare the target parameters and the actual light environment parameters.

[0174] In this embodiment, as an example, the following is a specific implementation solution for measuring the actual light environment parameters after construction transformation and comparing the target parameters and the actual light environment parameters:

[0175] Measure the actual light environment parameters after construction transformation:

[0176] Select measuring instruments: Use a professional illuminance meter to measure the illuminance values in different areas of the classroom (such as desks, blackboards, floors, aisles, etc.), ensuring that the accuracy of the illuminance meter meets the measurement requirements. Generally, it is recommended to select an illuminance meter with an accuracy within ±5%. For the measurement of the glare index, a glare tester can be used, which can accurately measure the glare degree at a specific position. The color rendering index can be measured by a spectral radiometer, and the color rendering index is determined by analyzing the spectral distribution of the light source.

[0177] Determine measurement points: On the desk surface, select multiple measurement points according to a certain grid distribution (for example, select a point every 0.5 meters or 1 meter) to comprehensively reflect the illuminance distribution of the desk surface. For the blackboard surface, set measurement points in its central area and at the upper, lower, left, and right edge positions to ensure that the uniformity and clarity of blackboard lighting meet the teaching requirements. On the classroom floor, select several representative areas (such as the four corners of the classroom, the central position, and the positions near the windows and doors) for illuminance measurement to evaluate the lighting level of the entire classroom floor. At the same time, set glare measurement points at positions where glare may occur (such as directly below the lamp, the intersection of the normal line of the human eye and the lamp, etc.), and set color rendering index measurement points in different areas of the classroom to obtain comprehensive and accurate data on the light environment parameters.

[0178] Measurement steps: When performing illuminance measurement, place the photosensitive probe of the illuminance meter horizontally on the selected measurement point, avoid blocking the light, and read and record the illuminance value. For the measurement of the glare index, according to the operation instructions of the glare tester, place the instrument at the corresponding measurement position, adjust the measurement angle and parameters to align it with the lamp that may cause glare, start the measurement program and record the glare index. When using a spectral radiometer to measure the color rendering index, aim the probe of the instrument at the light source, ensure that the measurement environment is stable, avoid interference from external light, and perform measurement and data acquisition according to the operation process of the instrument to obtain the value of the color rendering index.

[0179] Compare the target parameters with the actual light environment parameters:

[0180] Data sorting and analysis: Sort and classify the actual light environment parameters (illuminance value, glare index, color rendering index, illuminance uniformity, etc.) obtained from the measurement, and establish a one-to-one comparison relationship with the previously determined target parameters. The numerical differences between the target parameters and the actual parameters can be intuitively displayed in the form of a table or chart. For example, create a table with columns such as "measurement area", "target parameter value", "actual parameter value", and "difference", and fill in the relevant data of each measurement point to facilitate clear comparative analysis.

[0181] Comparison method: For the illuminance value, compare whether the illuminance of each measured area is within the allowable error range of the target illuminance (generally, according to the lighting design standard, the allowable error is between ±10% - ±15%). Calculate the actual illuminance uniformity (the ratio of the minimum illuminance to the average illuminance), and compare it with the target illuminance uniformity to determine whether it meets the design requirements. For the glare index, check whether the actual measured value is lower than the limit value of the target glare index to determine whether the glare control has achieved the expected effect. Similarly, compare the actual color rendering index with the target color rendering index to evaluate whether the ability of the light source to restore the color of objects meets the design expectation. Through the comparison and analysis of each parameter one by one, comprehensively understand the compliance degree between the actual light environment and the target light environment.

[0182] If the actual light environment parameters are highly consistent with the target parameters, it indicates that the lighting system after construction transformation has achieved the expected design effect and can provide a good visual environment for the classroom.

[0183] Compare the actual lighting power density (calculated by measuring the actual power of the lamps and the classroom area) with the target lighting power density to evaluate the energy utilization efficiency of the lighting system. If the actual lighting power density is close to or lower than the target value, it indicates that while meeting the lighting requirements, good energy-saving effects have been achieved, reducing the school's energy consumption and operating costs. This may benefit from factors such as the rationality of lamp selection (such as using high-efficiency and energy-saving LED lamps), the optimized configuration of the number of lamps, and the intelligent control of lighting scenes, etc., to achieve energy-saving effects.

[0184] Through the comparative analysis of the glare index and the color rendering index, judge the visual comfort of the classroom. A lower glare index means that students and teachers are not easily disturbed by glare in the classroom, reducing eye fatigue and discomfort, and improving visual comfort and concentration. A good color rendering index can truly restore the color of objects, making the classroom environment more natural and comfortable, which is beneficial to students' perception and learning of colors, and at the same time provides better visual conditions for multimedia displays and art teaching in teaching activities.

[0185] If a large deviation is found between the actual light environment parameters and the target parameters during the comparison process, it is necessary to further analyze the reasons and propose optimization and improvement measures. For example, if the illuminance in some areas is insufficient, it may be caused by inaccurate installation position or angle of the lamps, lamp aging or damage, wall reflectance lower than expected, etc. For these problems, corresponding measures can be taken, such as readjusting the installation parameters of the lamps, replacing the damaged lamps, adding wall reflective materials or cleaning the lamp surface, etc., to improve the lighting effect. Similarly, if the glare index is too high or the color rendering index is not ideal, it can also be optimized by adjusting the light-shielding angle of the lamps, replacing the light source or improving the optical design of the lamps, etc., so as to continuously improve the light environment of the classroom and make it better meet the needs of teaching and learning.

[0186] Through the above detailed implementation of the solution and analysis of technical effects, the light environment quality of the classroom after construction transformation can be comprehensively and accurately evaluated, problems can be promptly discovered and optimized, and the performance of the classroom lighting system can be ensured to reach the optimal state.

[0187] The specific implementation process of the technical solution of the present invention is as Figure 7 shown. Laser scanning, point cloud stitching, and reverse modeling are performed on the classroom to obtain a three-dimensional model. Based on the three-dimensional model, the DIALux evo lighting simulation software is imported for light environment simulation. By adjusting the number, layout, installation height, and angle of educational lighting fixtures with different optical parameters, as well as the reflectivity settings of indoor decoration materials and large-area screens such as blackboards, the best setting that meets the "healthy light environment" in the comprehensive evaluation standard is configured. During the transformation implementation stage, the refined materials and lighting fixtures are purchased and installed according to the set parameters. After the transformation, the light environment is measured, and the transformation effect is verified against the comprehensive evaluation standard again.

[0188] It should be noted that the content not described in detail in the specification of the present invention belongs to the well-known technology of those skilled in the art.

[0189] In this embodiment, a wireless control device for lighting scenes is also provided. A single device is used to implement the above embodiments and optional implementation manners, and those that have been described will not be repeated. As used hereinafter, the term "module" can be a combination of software and / or hardware that can achieve a predetermined function. Although the devices described in the following embodiments are preferably implemented in software, implementation in hardware, or a combination of software and hardware is also possible and contemplated.

[0190] Figure 8 is a schematic structural diagram of the wireless control device for lighting scenes according to an embodiment of the present invention.

[0191] The present invention provides a wireless control device for lighting scenes, as Figure 8 shown, the wireless control device for lighting scenes includes:

[0192] A storage module 11 for storing at least one lighting scene and the lighting scene data corresponding to each lighting scene, where the lighting scene data is determined according to the on / off state, optical parameters of the lighting fixtures, and the collaborative working mode between the lighting fixtures.

[0193] A management software 12 for transmitting a scene switching instruction to the control module through the Internet. The scene switching instruction includes a target scene.

[0194] A control module 13 for receiving the scene switching instruction and generating a driving instruction according to the lighting scene data corresponding to the target scene in the storage module. Sending the driving instruction to the driving module.

[0195] The driving module 14 is configured to receive and execute driving instructions.

[0196] The communication module 15 is used to wirelessly send and receive lighting scene data, scene switching instructions, and driving instructions. The communication module is connected to the Internet and the management software.

[0197] As an example, the schematic diagram of the specific layout of the wireless lighting scene control device in the classroom is as Figure 9 shown.

[0198] As an example, the storage module 11 is used to store a variety of pre-set lighting scene data. These data can be written into the storage module during the device initialization phase or through a specific programming interface. For each lighting scene, its data structure should include the unique identifier of the lighting fixture (such as the fixture number or address), the switch state (on / off), the optical parameters (such as the set values of luminous flux, color temperature, etc.), and the cooperative working mode between the lighting fixtures (for example, some lighting fixtures form a group for dimming control, or the lighting fixtures in different areas are turned on and off in a specific order). To facilitate the management and update of the lighting scene data, corresponding read and write interfaces can be designed so that external devices (such as a computer or a dedicated configuration tool) can easily view, modify, and add the stored scene data.

[0199] As an example, the management software 12 can be a management software platform based on an Internet connection, which can be a desktop application, a web application, or a mobile application (APP). The management software should have a friendly user interface to facilitate the user to perform lighting scene switching operations and management settings. By logging in to the management software, the user can intuitively see a list of various pre-stored lighting scenes (such as "class scene", "self-study scene", "projection demonstration scene", etc.) on the interface and select the target scene to switch to. The management software internally implements a stable connection function with the Internet and uses common network communication protocols (such as the TCP / IP protocol) to send the scene switching instructions selected by the user to the control module. Before sending the instructions, the software should encapsulate and convert the format of the instructions to ensure that the instructions can be accurately recognized and parsed by the control module. At the same time, to improve the security of the system, the management software can use encryption technology to encrypt the transmitted instruction data to prevent the instructions from being stolen or tampered with during the transmission process.

[0200] As an example, the control module 13 can select a high-performance microcontroller (such as a single-chip microcomputer) as the core control unit, which is responsible for receiving the scene switching instructions from the management software and parsing and processing the instructions. After receiving the instructions, the control module quickly reads the lighting scene data corresponding to the target scene from the storage module and generates corresponding driving instructions based on these data. The generation process of the driving instructions involves encoding and combining the control signals of the lamps to meet the control requirements of different lamps.

[0201] The control module should have multiple communication interfaces. On the one hand, it conducts data interaction with the storage module to read the scene data; on the other hand, it is connected to the driving module to send the generated driving instructions to the driving module. At the same time, the control module also needs to communicate with the communication module to receive the scene switching instructions from the Internet and feedback the current status information of the device (such as which lighting scene it is currently in, the working status of the lamps, etc.) to the management software through the communication module, so as to achieve the closed-loop control and status monitoring of the system.

[0202] As an example, the driving module 14: can design corresponding driving circuits for different types of lamps (such as LED lamps, fluorescent lamps, etc.). The driving module receives the driving instructions from the control module and converts them into electrical signals that can directly control the operation of the lamps. For LED lamps, the driving module may include a constant current driving chip and related power amplification circuits to accurately control the current and brightness of the LEDs; for fluorescent lamps, a corresponding ballast driving circuit needs to be equipped to achieve the on / off and dimming control of the fluorescent lamps. The driving module should have sufficient driving ability to be able to control the operation of multiple lamps at the same time and be able to quickly respond to the instructions of the control module to achieve the fast switching and dimming operations of the lamps. When designing the driving module, the electrical characteristics and working requirements of the lamps should be considered to ensure the compatibility and stability between the driving module and the lamps, and to avoid damaging the lamps or affecting the lighting effect due to improper driving.

[0203] As an example, the communication module 15 can adopt wireless communication technologies such as Wi-Fi, Bluetooth, ZigBee, etc. to achieve wireless transmission of lighting scene data, scene switching instructions, and driving instructions. The communication module should have the function of accessing the Internet and can be connected to the Internet through a wireless router, so as to achieve remote communication with the management software. At the same time, the communication module also needs to perform local wireless communication with the control module, forward the instructions received from the Internet to the control module, and send the status information feedback by the control module back to the management software. Configure and program the communication module according to the selected wireless communication technology. For example, when using a Wi-Fi module, parameters such as the correct wireless network name, password, and IP address need to be set to ensure that the communication module can stably connect to the wireless network and perform data transmission. For Bluetooth and ZigBee modules, device pairing and networking settings need to be carried out to achieve communication connection and data interaction with other Bluetooth or ZigBee devices (such as the built-in Bluetooth or ZigBee control modules of lamps).

[0204] Users can remotely control the switching of lighting scenes at any time through the management software connected to the Internet, without manually operating the switches and dimmers of each lamp on site. This provides great convenience for users, especially for the lighting management of large venues (such as school teaching buildings, office buildings, etc.). Administrators can easily control the lighting scenes of each classroom or room in the office or even through the mobile APP when they are out, flexibly adjust the lighting environment according to the actual usage needs, and improve the management efficiency and response speed. Through the generation of detailed lighting scene data in the storage module and accurate instructions of the control module, precise control of the on / off state, optical parameters, and collaborative working mode of the lamps can be achieved. This makes the lighting effects under different lighting scenes more in line with the actual needs. For example, in the class scene, it can ensure that the illuminance on the desk surface and the blackboard surface is uniform and meets the teaching standard requirements; in the projection demonstration scene, it can quickly dim the classroom lights while ensuring appropriate auxiliary lighting around the projection area to avoid affecting the projection effect, providing a high-quality lighting environment for teaching, meetings and other activities, and enhancing the visual experience and activity effect.

[0205] Automatically switch the lighting state and parameters according to different usage scenarios, avoiding the lamps from running at full power for a long time under unnecessary circumstances, thus effectively reducing energy consumption. For example, in the self-study scene, the overall illuminance level can be appropriately reduced and some unnecessary lamps can be turned off; when the natural light is sufficient during the day, the use of artificial lighting can be reduced through intelligent control, realizing the energy-saving operation of the lighting system, meeting the concept of modern energy conservation and environmental protection, and helping to reduce operating costs and environmental impact.

[0206] Based on the modular design architecture, each module (storage, management software, control, drive, communication) is relatively independent, facilitating subsequent function expansion and system upgrade. For example, if new lighting scenes need to be added, corresponding scene data can be conveniently added to the storage module through the management software; if new lamp types appear or the control algorithm needs to be improved, only the drive module and the control module need to be adjusted and optimized accordingly, without the need to conduct large-scale re-design of the entire system, reducing the cost and difficulty of system maintenance and upgrade, and improving the adaptability and scalability of the system.

[0207] As an example, the lighting scene switching example is the class scene switching: The user (such as a teacher) logs in to the lighting scene wireless control device system through the management software APP on the mobile phone before class. On the main interface of the APP, select "class scene" as the target scene and click the "switch" button. The management software sends the switching instruction of the "class scene" to the control module through the Internet.

[0208] After receiving the instruction, the control module reads the lighting scene data corresponding to the "class scene" from the storage module. This data may include: all the blackboard lights in the front of the classroom are turned on, and the luminous flux is adjusted to the maximum value to ensure high illuminance and clarity of the blackboard surface; a part of the main lighting fixtures on the top of the classroom are turned on according to a certain spacing and arrangement (for example, every other lamp is turned on), and the color temperature is adjusted to about 4500K to provide comfortable white light to meet the illuminance requirements of the desks; at the same time, the auxiliary lighting fixtures on both sides of the classroom are appropriately dimmed to reduce glare and increase the sense of layering of the space.

[0209] The control module generates corresponding drive instructions according to this data and sends them to the drive module through the communication module. After receiving the drive instructions, the drive module sends electrical signals to the corresponding lamps respectively. After receiving the instruction, the drive circuit of the blackboard lamp increases the output current to make the blackboard lamp reach the maximum brightness; the drive circuit of the main lighting fixture controls the switch and dimming of the corresponding lamp according to the instruction, adjusting the luminous flux and color temperature; the drive circuit of the auxiliary lighting fixture reduces the output power to achieve dimming. The lights in the whole classroom quickly switch to the lighting environment suitable for class, providing good visual conditions for teaching activities.

[0210] The drive module controls the lamps accordingly according to the instructions of the control module to realize the switching of the lighting scene. Such self-study scene lighting not only meets the basic lighting needs of students, but also avoids the stimulation of too bright lights to students' eyes and the waste of energy, creating a suitable self-study environment for students.

[0211] Through the above specific implementation solutions and examples of lighting scene switching, the working principle and advantages of the wireless lighting scene control device can be clearly understood, as well as how to achieve efficient and intelligent lighting scene control in practical applications, providing users with a more convenient, comfortable and energy-saving lighting experience.

[0212] In this embodiment, a device for improving the classroom light environment is also provided. A single device is used to implement the above-mentioned embodiment and optional implementation manners, and those that have been described will not be repeated. As used hereinafter, the term "module" can be a combination of software and / or hardware that realizes a predetermined function. Although the devices described in the following embodiments are preferably implemented in software, implementation in hardware, or a combination of software and hardware is also possible and contemplated.

[0213] Figure 10 It is a schematic structural diagram of the device for improving the classroom light environment according to an embodiment of the present invention.

[0214] The present invention provides a device for improving the classroom light environment, as Figure 10 shown, the device for improving the classroom light environment includes:

[0215] A first processing module 21, configured to perform laser scanning on the indoor and outdoor spaces of the classroom through a scanning device to obtain point cloud data. Perform splicing processing on the point cloud data, and perform reverse modeling based on the spliced point cloud data to construct a target three-dimensional model.

[0216] A second processing module 22, configured to import the target three-dimensional model into a preset lighting simulation software for in-depth processing and light environment simulation, and set light environment parameters.

[0217] A third processing module 23, configured to generate a lighting simulation result according to the light environment parameters. Determine the rating result corresponding to the lighting simulation result according to a preset comprehensive evaluation standard.

[0218] A fourth processing module 24, configured to determine whether the lighting simulation result meets the target light environment standard according to the rating result. When it is determined that the lighting simulation result does not meet the target light environment standard, adjust the light environment parameters until the generated lighting simulation result meets the target light environment standard.

[0219] A fifth processing module 25, configured to determine the light environment parameters when the lighting simulation result meets the target light environment standard as target parameters. Perform construction transformation on the indoor and outdoor spaces of the classroom according to the target parameters.

[0220] In an optional implementation manner, the light environment parameters include: lamp parameters, indoor decoration material parameters, at least one lighting scene, and lighting scene data corresponding to each lighting scene.

[0221] The lamp parameters include: lamp type, installation parameters, and optical parameters.

[0222] The installation parameters include: installation location, installation angle, and installation quantity.

[0223] The optical parameters include: luminous flux, luminous efficacy, beam angle, color temperature, luminous intensity, and illuminance.

[0224] The indoor decoration material parameters include: wall materials, ceiling materials, floor materials, surface materials and colors of teaching equipment, and reflectivity.

[0225] The lighting scene data is determined according to the on / off state of the lamps, optical parameters, and the collaborative working mode between the lamps.

[0226] In an alternative embodiment, the fourth processing module 24 is specifically configured to, when determining that the lighting simulation result does not meet the target light environment standard, adjust the lamp parameters, indoor decoration material parameters, and lighting scene until the generated lighting simulation result meets the target light environment standard.

[0227] In an alternative embodiment, the fifth processing module 25 is specifically configured to purchase indoor decoration materials and lamps according to the target parameters for construction and renovation.

[0228] In an alternative embodiment, the device for improving the classroom light environment further includes: an acceptance module, configured to measure the actual light environment parameters after the construction and renovation of the indoor and outdoor spaces according to the target parameters, and compare the target parameters with the actual light environment parameters.

[0229] In an alternative embodiment, the preset lighting simulation software includes: DIALux evo software.

[0230] In an alternative embodiment, the device for improving the classroom light environment further includes: a standard determination module, configured to determine at least one preset index and the weight corresponding to each preset index, determine multiple score intervals and the rating results corresponding to each score interval, before determining the rating result corresponding to the lighting simulation result according to the comprehensive evaluation standard.

[0231] In an alternative embodiment, the third processing module 23 is specifically configured to determine the index value corresponding to each preset index according to the lighting simulation result, and determine the score interval to which the lighting simulation result belongs according to the weight corresponding to each preset index.

[0232] Determine the rating corresponding to the score interval to which the lighting simulation result belongs as the rating result corresponding to the lighting simulation result.

[0233] The further function descriptions of the above-mentioned various modules and units are the same as those in the corresponding embodiments above, and will not be elaborated here.

[0234] The lighting scene wireless control device and the device for improving the classroom lighting environment in this embodiment are presented in the form of functional units. Here, the unit refers to an ASIC (Application Specific Integrated Circuit) circuit, a processor and a memory that execute one or more software or fixed programs, and / or other devices that can provide the above functions.

[0235] An embodiment of the present invention further provides a computer device having the above Figure 10 device for improving the classroom lighting environment shown.

[0236] Please refer to Figure 11 , Figure 11 which is a schematic diagram of the hardware structure of the computer device according to an embodiment of the present invention. As Figure 11 shown, the computer device includes: one or more processors 10, a memory 20, and an interface for connecting each component, including a high-speed interface and a low-speed interface. Each component communicates with each other using different buses and can be installed on a common motherboard or installed in other ways as needed. The processor can process instructions executed within the computer device, including instructions stored in the memory or on the memory to display graphical information of the GUI on an external input / output device (such as a display device coupled to the interface). In an alternative embodiment, if necessary, multiple processors and / or multiple buses can be used with multiple memories and multiple memories. Similarly, multiple computer devices can be connected, and each device provides some necessary operations (such as a server array, a set of blade servers, or a multi-processor device). Figure 11 In

[0237] FIG. 1, a processor 10 is taken as an example.

[0238] 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.

[0239] The memory 20 may include a program storage area and a data storage area. Among them, the program storage area can store an operating device and application programs required for at least one function. The data storage area can store data created according to the use of the computer device and the like. In addition, the memory 20 may include a high-speed random access memory, and may also include a non-transitory memory, such as at least one magnetic disk storage device, a flash memory device, or other non-transitory solid-state storage devices. In an alternative embodiment, the memory 20 may optionally include a memory remotely provided with respect to the processor 10, and these remote memories can be connected to the computer device through a network. Examples of the above network include but are not limited to the Internet, an intranet, a local area network, a mobile communication network, and combinations thereof.

[0240] The memory 20 may include a volatile memory, for example, a random access memory. The memory may also include a non-volatile memory, for example, a flash memory, a hard disk, or a solid-state drive. The memory 20 may also include a combination of the above types of memories.

[0241] The computer device further includes a communication interface 30 for the computer device to communicate with other devices or communication networks.

[0242] An 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 be implemented as computer code that can be recorded on a storage medium, or be implemented as computer code originally stored in a remote storage medium or a non-transitory machine-readable storage medium and to be downloaded through a network and stored in a local storage medium, 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 memory, a random access memory, a flash memory, a hard disk, or a solid-state drive, etc. Further, the storage medium may 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, and when the software or computer code is accessed and executed by the computer, the processor, or the hardware, the method shown in the above embodiment is implemented.

[0243] A part of the present invention can be applied as a computer program product, such as computer program instructions, which, when executed by a computer, can invoke or provide the methods and / or technical solutions according to the present invention through the operations of the computer. Those skilled in the art should understand that the forms in which computer program instructions exist in a computer-readable medium include but are not limited to source files, executable files, installation package files, etc. Correspondingly, the ways in which computer program instructions are executed by a computer include but are not limited to: the computer directly executes the instructions, or the computer compiles the instructions and then executes the corresponding compiled program, or the computer reads and executes the instructions, or the computer reads and installs the instructions and then executes the corresponding installed program. Herein, the computer-readable medium can be any available computer-readable storage medium or communication medium accessible to the computer.

[0244] Although the embodiments of the present invention have been described in conjunction with the accompanying drawings, those skilled in the art can make various modifications and variations without departing from the spirit and scope of the present invention, and such modifications and variations all fall within the scope defined by the appended claims.

Claims

1. A method for improving the light environment of a classroom, characterized in that: include: Use scanning equipment to perform laser scanning of the space inside and outside the classroom to obtain point cloud data; The point cloud data are spliced ​​together, and a target three-dimensional model is constructed by reverse modeling based on the spliced ​​point cloud data; Importing the target three-dimensional model into a preset lighting simulation software for in-depth processing and light environment simulation, and setting light environment parameters; Generate lighting simulation results according to the light environment parameters; Determine a rating result corresponding to the lighting simulation result according to a preset comprehensive evaluation standard; Determining whether the lighting simulation result meets the target light environment standard according to the rating result; When it is determined that the lighting simulation result does not meet the target light environment standard, adjusting the light environment parameter until the generated lighting simulation result meets the target light environment standard; Determine the light environment parameters when the lighting simulation results meet the target light environment standards as target parameters; The space inside and outside the classroom is renovated according to the target parameters.

2. The method according to claim 1, characterized in that The light environment parameters include: lamp parameters, interior decoration material parameters, at least one light scene and light scene data corresponding to each light scene; The lamp parameters include: lamp type, installation parameters and optical parameters; The installation parameters include: installation position, installation angle and installation quantity; The optical parameters include: luminous flux, luminous efficiency, beam angle, color temperature, luminous intensity and illumination; The interior decoration material parameters include: wall material, ceiling material, floor material, surface material and color of teaching equipment, and reflectance; The lighting scene data is determined according to the switch state, optical parameters and cooperative working mode between lamps.

3. The method according to claim 2, characterized in that When it is determined that the illumination simulation result does not meet the target light environment standard, adjusting the light environment parameter until the generated illumination simulation result meets the target light environment standard includes: When it is determined that the lighting simulation result does not meet the target light environment standard, the lamp parameters, the interior decoration material parameters and the light scene are adjusted until the generated lighting simulation result meets the target light environment standard.

4. The method according to claim 1, characterized in that: The step of constructing and renovating the space inside and outside the classroom according to the target parameters includes: Purchase interior decoration materials and lamps according to the target parameters for construction and renovation.

5. The method according to claim 1, characterized in that After the renovation of the classroom interior and exterior spaces according to the target parameters, including: Measure the actual light environment parameters after construction and renovation; The target parameter is compared with the actual light environment parameter.

6. The method according to claim 1, characterized in that The preset lighting simulation software includes: DIALux evo software.

7. The method according to claim 1, characterized in that Before determining the rating result corresponding to the lighting simulation result according to the comprehensive evaluation standard, the method further includes: determining at least one preset indicator and a weight corresponding to each preset indicator, and determining multiple score intervals and a rating result corresponding to each score interval; Determining the rating result corresponding to the lighting simulation result according to the comprehensive evaluation standard includes: Determine the index value corresponding to each preset index according to the lighting simulation result, and determine the score interval to which the lighting simulation result belongs according to the weight corresponding to each preset index; The rating corresponding to the score interval to which the lighting simulation result belongs is determined as the rating result corresponding to the lighting simulation result.

8. A lighting scene wireless control device, characterized in that: include: A storage module, used to store at least one lighting scene and lighting scene data corresponding to each lighting scene, wherein the lighting scene data is determined according to the switch state, optical parameters and cooperative working mode between the lamps; Management software, used to transmit the scene switching instruction to the control module via the Internet; the scene switching instruction includes a target scene; The control module is used to generate a driving instruction according to the lighting scene data corresponding to the target scene in the storage module when receiving the scene switching instruction; and send the driving instruction to the driving module; The driving module is used to receive and execute the driving instruction; The communication module is used to wirelessly transmit and receive lighting scene data, scene switching instructions and driving instructions; the communication module is connected to the Internet and the management software.

9. 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 for improving the classroom light environment according to any one of claims 1 to 7 by executing the computer instructions.

10. 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 for improving the classroom lighting environment according to any one of claims 1 to 7.

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