Research On Some Environmental Factors In Instruction

The abundant content of instructional environment has been affecting all kinds of instructional actions. Measuring for one year with infrared CO2 instrument, the relationship of class size and the consistency of CO2 in classroom was analyzed with statistics method. Besides, with a series of experiments, the effect of metacognitional slogans in classroom on student's metacognition and learning performance was analyzed instatistics and the foreign method for metacognitional training--questioning with direction was used for reference, in order to offer some references to improve instructional environment and promote instructional actions. The main results showed as follows:1.The average consistencies of CO2 at the ends of classes in university classrooms in the whole year were above 1000 vpm in both big classes and middle classes. It was below 1000 vpm in small classes. People should pay enough attention to reducing the class size in order that the consistency of CO2 in classroom at the end of class will decline.2. The consistencies of CO2 before classes in university classrooms didn't change much in the whole year and the average consistencies of CO2 before classes were not distinctly different in the three kinds ofclassrooms mentioned above. But the consistencies of CO2 at the ends ofclasses in university classrooms changed much in the whole year, especially in big and middle classes. The average consistencies of CO2 at the ends of classes were not distinctly different between big and middle classes, but they were all above the one in small classes distinctly. People should make great efforts to reduce the consistencies of CO2 in classrooms of big class and middle class during the fastigium of CO2.3. The original regression equation of the consistencies of CO2 in university classrooms at the ends of classes was:c= 4174.376- 11 1.962X a- 3089.095 XbNote, a: the temperature in the classroom (C)b: the ratio of the maximum ventilative area available to the number of the totalstudents (m2/student) c: the consistencies of CO2 in university classrooms at the ends of classes (vpm)It can be used to forecast the consistencies of CO2 in university classrooms at the ends of classes and provide an evidence to decide class size since the consistency of CO2 in classroom should be below 1000 vpm.4. After 4 weeks, the metacognitional slogans in classroom didn't distinctly affect the metacognition and the general knowledge of the pupil in grade 3 and grade 5 without metacognitional training. Nor did it after one and a half months.5. After 4 weeks, the metacognitional slogans in classroom distinctly improved the metacognition and the general knowledge of the pupil in grade 5 who had got metacognitional training. So did it after one and ahalf months.6. The interaction between the slogans in classroom and the different types of students (good students in learning and students with learning difficulties) was not distinct when they affected the metacognition of pupil in grade 3 without metacognitional training. But it was distinct to the pupil in grade 3 who had got metacognitional training. The slogans in classroom could distinctly improve the metacognition of the good students in learning while it could not distinctly affect the metacognition of the students with learning difficulties.The fruit of biology and psychology was used in this research about instructional environment. It developed the fruit which had been got and made the analysis more scientific in this research. The content was new.