To　investigate　the　variation　of　classroom　environment　during　typical　lecture　hours,　repeated　field　measurements　and　intervention　experiments　for　indoor　temperature　were　carried　out　in　a　typical　class　(95　min　in　duration,　0.32-0.39　person/m2　of　occupants　density)　in　a　spring　semester　of　a　university　in　Beijing.　Environmental　data　were　recorded　every　5　min,　including　indoor　temperature,　relative　humidity　and　carbon　dioxide　(CO2)　concentration.　Additionally,　volatile　organic　compounds　(VOCs)　were　sampled　and　indoor　air　quality　(IAQ)　were　evaluated　repeatedly.　The　results　of　field　measurements　showed　the　average　air　temperature　in　the　classroom　ranged　from　21.2　+/-　0.8　degrees　C　to　26.8　+/-　0.7　degrees　C,　relative　humidity　ranged　from　23.1　+/-　1.8%　to　57.5　+/-　0.2%,　and　the　average　concentrations　of　CO2　and　total　volatile　organic　compounds　(TVOC)　were　1,291-1,833　ppmv　and　1591,178　ppbm　respectively.　The　subjective　evaluations　collected　during　intervention　experiments　showed　that　perceived　odor　intensity　by　visitors　upon　entering　the　room　increased　significantly,　meanwhile　the　satisfaction　and　acceptability　of　air　quality　reduced　considerably　at　the　indoor　temperature　of　27　degrees　C　than　that　at　24　degrees　C.　Present　results　suggest　when　the　indoor　temperature　rises,　it　is　necessary　to　increase　the　outdoor　air　supply　rate　to　ensure　air　freshness　in　classrooms.　Subsequently,　the　calculated　CO2　emission　rate　by　students　increased　by　0.54　L/h　per　person　for　every　1　degrees　C　rise　in　indoor　temperature.　Corresponding　to　the　control　target　of　indoor　CO2　concentration　of　1,000　ppmv,　the　outdoor　air　ventilation　rate　required　to　eliminate　occupant-generated　pollution　needs　to　be　increased　by　0.25　L/s　per　person.