1.1 Key Interpretation of Guangdong Provincial Local Standard "Technical Specification for Lighting in Primary and Secondary School Classrooms" (DB44/T 2335-2021):

1.1.1 This standard specifies the technical requirements for fluorescent lamps, LED lamps, lighting quality and energy-saving requirements, installation and maintenance requirements, and acceptance rules for classroom lighting technology in primary and secondary schools.

1.1.2 The basis for the compilation of this standard is the national standard GB7793 "Hygienic Standards for Lighting and Lighting in Primary and Secondary School Classrooms", GB/T 36876 "Hygienic Requirements for Lighting Design and Installation in Ordinary Classrooms in Primary and Secondary Schools", and GB40070 "Hygienic Requirements for Myopia Prevention and Control of Children and Adolescents' Learning Supplies". Therefore, the terms of this standard fully comply with the relevant national standards.

1.1.3 provides detailed on-site testing items, testing methods, and requirements for testing institutions for the lighting environment of school classrooms, which helps the school's acceptance of lighting renovation projects, ensures that the classroom lighting environment meets standards, and provides a learning environment conducive to visual health for teenagers.

1.1.4 has proposed lighting products and lighting environment requirements that are beneficial to the visual health of teenagers, such as improving the illumination at the top of the classroom, requiring red light R9 greater than 50 for LED lamps, adding stroboscopic light to the on-site acceptance inspection items, and encouraging the use of certified products that are beneficial to visual health.

1.1.5 has implemented high-quality development concepts such as "health, intelligence, and energy conservation", such as considering the impact of blackboard lighting installation on teaching teachers, encouraging the use of lighting fixtures that can be connected to the network for intelligent control, and encouraging certified vision health products.

1.1.6 Innovatively propose that the requirements for classroom lighting and lighting environment are divided into two levels. The first level is the minimum requirement of national standards, and the second level is higher requirements that are conducive to visual health and lighting energy conservation, providing more choices for schools with conditions.

The main highlight of 1.3.1.7 is the proposal of specialized technical requirements for LED lighting fixtures, such as proposing LED lighting fixtures that are conducive to school installation and meet the requirements; And provisions have been proposed that are conducive to the visual health of teenagers. For example, in addition to improving the illumination at the top of the classroom, LED lighting fixtures require red light R9 to be greater than 50, on-site acceptance inspection items have added stroboscopic light, and the use of certified products that are beneficial to visual health is encouraged. In addition, full spectrum lighting fixtures that simulate sunlight are also encouraged, with relevant parameter requirements of R1-R15 being greater than 90.

1.2 The key interpretation of the Shanghai local standard "Code for Lighting Design of Classrooms in Primary and Secondary Schools and Kindergartens" (DB 31/T 539-2020):

1.2.1 The lighting quality indicators specified in this standard are relatively comprehensive compared to the national standard. In addition to being applicable to ordinary classrooms, it is also applicable to various professional classrooms. It distinguishes between classrooms without visual display terminals and classrooms with visual display terminals, innovatively incorporating vertical illumination indicators. In addition, it also introduces graded rating indicators such as contrast, glare, and recommended values, and proposes photosafety requirements for fluorescent lamps, Put forward blue light hazard requirements for LED lighting fixtures. This standard considers that differences in the spacing between measurement points may cause significant differences in illumination and uniformity. In order to improve the accuracy of measurement data, the horizontal illumination measurement point on the classroom desktop is 1m × At a spacing of 1m, the illumination measurement point of the writing board is 0.4m × 0.4m spacing. At the same time, focusing on the impact of light on human visual comfort and non visual health, it is proposed to "carry out lighting design to achieve optimized effects such as dynamic lighting and situational lighting" for the design of photobiological effects.

1.2.2Key interpretations of the local standard "Management Specification for Lighting Acceptance of Primary and Secondary School Kindergarten Classrooms" in Nanjing (DB3201/T 1006-2020):

1.2.3 specifies the management standards for classroom lighting acceptance in primary and secondary school kindergartens, and proposes the acceptance process, performance indicators, design requirements, and installation requirements for classroom lighting acceptance management. This standard has many innovations compared to similar standards, such as requiring the visualization design data of classroom lighting to run through the entire project process for the first time, and comparing and verifying the performance data of computer-aided design with on-site measurement data in multiple stages, Improve the quality controllability from design to acceptance; The blue light dual detection mechanism is proposed for the first time, which not only requires each type of lamp to provide a blue light hazard detection report that disregards the mesh film, but also adds a portable photosafety tester for on-site dual detection during the on-site acceptance process to carry out on-site testing to ensure that the risk of blue light hazards is minimized.

1.2.4 To ensure strong operability, the informative appendix of this standard provides up to 23 pages of explanatory documents such as "Common Tables for Lighting Acceptance Measurement" and "Lighting Measurement Items and Methods", as well as a special appendix "Classroom Lighting Project Acceptance Management Case". This case includes the real design scheme, information, and measurement data of classroom lighting in two pilot schools in Nanjing. The project implementation summary, acceptance organization, installation enterprise acceptance application, technical data review, entrusted professional department sampling, project school function verification, and the entire process of forming acceptance reports are presented through data charts and annotations according to the work progress path.

1.3 Key interpretations of the local standard "Technical Specifications for Indoor Lighting in Primary and Secondary Schools and Kindergartens (Draft for Soliciting Opinions)" in Henan Province:

1.3.1 This standard combines the actual indoor measurement results of newly built, renovated, and expanded classrooms in primary and secondary schools in Henan Province, as well as the current development trend of lighting technology. It fully considers that the target population of primary and secondary school students and kindergartens are in a critical period of growth and development, and considers glare, flicker, and photobiosafety. Fully considering the coordination with other relevant standards, such as on-site photobiosafety measurement conditions and methods.