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‫ﻋﻠﻢ اﻷﺷﻜﺎل وﻣﻨﻬﺞ دراﺳﺔ اﻟﻌﻤﺎره‬

Article  in  Journal of University of Science and Technology of China · June 2014

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 ‫ﻋﻠﻡ ﺍﻷﺸﻜﺎل )‪ (Geometry‬ﻭﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻤﺎﺭﺓ‪.‬‬

‫ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﺴﻌﻴﺩ‪ ,‬ﺍﻝﻘﺴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﻬﻨﺩﺴﺔ‪ ,‬ﺠﺎﻤﻌﺔ ﺼﻼﺡ ﺍﻝﺩﻴﻥ‪ ،‬ﺃﺭﺒﻴل‪ ,‬ﺇﻗﻠﻴﻡ ﻜﺭﺩﺴﺘﺎﻥ ﺍﻝﻌﺭﺍﻕ‪.‬‬
‫ﺭﻗﻡ ﺍﻝﻤﻭﺒﺎﻴل ‪0750 4120951:‬‬ ‫ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ‪, mmsaid49@yahoo.com :‬‬

‫ﻤﺴﺘﺨﻠﺹ‪:‬‬

‫ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ ﻫﻭ ﺍﺤﺩ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﺭﻜﻴﺒﻴﺔ ﺍﻝﺘﻲ ﺘﺸﻜل ﻤﺴﺘﻭﻯ ﻤﺘﻘﺩﻤﺎ ﻓﻲ ﺘﺼﻨﻴﻑ ﺒﻠﻭﻡ )‪ . (Bloom‬ﻴﺴﺘﻨﺩ‪-‬‬
‫ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ‪ -‬ﺇﻀﺎﻓﺔ ﻝﻠﻤﻌﺎﺭﻑ ﺍﻝﻬﻨﺩﺴﻴﺔ )‪ (Engineering‬ﻭﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﺇﻝﻰ ﻤﻌﺎﺭﻑ ﺠﻴﻭﻤﺘﺭﻴﺔ )‪Geome-‬‬
‫‪ (trical‬ﻭﻓﻨﻴﺔ ﻭﺃﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻴﺔ ﻭ ﻓﻠﺴﻔﻴﺔ‪ .‬ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﺤﺘﻭﺍﺀ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﻘﺭﺭﺓ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻬﻨﺩﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻤﺤﻠﻴ ﹰﺎ ﻋﻠﻰ‬
‫ﻤﻌﻅﻡ ﺘﻠﻙ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻤﺘﻨﻭﻋﺔ ﻭﺍﻝﺘﻲ ﻻ ﺘﺸﻜل ﺃﻫﺩﺍﻓﺎ ﺒﺤﺩ ﺫﺍﺘﻬﺎ ﺒل ﻭﺴﺎﺌل ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺘﻜﺎﻤل ﻋﻤﻠﻴﺔ ﺍﻝﺘﺼﻤﻴﻡ‬
‫ﺍﻝﻤﻌﻤﺎﺭﻱ ﻓﺈﻨﻬﺎ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﺘﻔﺘﻘﺭ ﺍﻝﻰ ﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل )‪ (Geometry‬ﻭﻫﻭ ﻋﻠﻡ ﺨﻭﺍﺹ ﻭﻋﻼﻗﺎﺕ ﺍﻝﺨﻁﻭﻁ‬
‫ﻭﺍﻝﺴﻁﻭﺡ ﻭﺍﻷﺠﺴﺎﻡ‪.‬‬

‫يكتسب علم األشكال أھمية أكبر في اإلتجاھات المعمارية الحديثة نتيجة ألسباب عديدة منھا تطور وتغيرالمتطلبات‬
‫ﺍﻝﻔﻀﺎﺌﻴﺔ )ﺍﻝﻤﻜﺎﻨﻴﺔ( ﺍﻝﺘﻲ ﺍﹲﻝﺕ ﺇﻝﻰ ﺇﺴﺘﺨﺩﺍﻡ ﺍﻷﺸﻜﺎل ﺍﻝﻤﺭﻜﺒﺔ ﻭﺍﻝﻌﻀﻭﻴﺔ ﺜﻼﺜﻴﺔ ﺍﻷﺒﻌﺎﺩ‪ ,‬ﻤﻘﺎﺭﻨﺔ ﺒﺎﻷﺸﻜﺎل ﺍﻷﻭﻝﻴﺔ ﺍﻝﺒﺴﻴﻁﺔ‬
‫ﺍﻝﺘﻲ ﺃﺴﺘﺨﺩﻤﺕ ﻓﻲ ﻜل ﻤﻥ ﺍﻝﻌﻤﺎﺭﺓ ﺍﻝﻜﻼﺴﻴﻜﻴﺔ ﻭﻓﻲ ﺍﻝﻌﻤﺎﺭﺓ ﺍﻝﺤﺩﻴﺜﺔ )‪.(Modern Architecture‬‬

‫ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻝﻭﺭﻗﺔ ﺍﻝﻰ ﺩﺭﺍﺴﺔ ﺃﻫﻤﻴﺔ ﺇﻀﺎﻓﺔ ﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻝﻤﻨﺎﻫﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻜﺠﺯﺀ ﻤﺘﻤﻡ ﻝﻬﺎ ﺤﻴﺙ‬
‫ﻝﻭﺤﻅ ﻤﻥ ﺨﻼل ﻤﻤﺎﺭﺴﺔ ﺍﻝﺘﺩﺭﻴﺱ ﻓﻲ ﻋﺩﺩ ﻤﻥ ﺍﻷﻗﺴﺎﻡ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ ﺃﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﻭﺍﻝﺴﻠﺒﻴﺎﺕ ﺍﻝﺘﺼﻤﻴﻤﻴﺔ‬
‫ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺩﺭﺍﺴﻴﺔ ﺘﺭﺘﺒﻁ ﺒﻬﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ )ﻋﻠﻡ ﺍﻷﺸﻜﺎل( ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﺒﺩﻭﺭﻩ ﺍﻝﻰ ﺇﻨﺨﻔﺎﺽ ﻜﻔﺎﺀﺓ ﺃﺩﺍﺀ ﺒﻌﺽ‬
‫ﺍﻝﻁﻠﺒﺔ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ‪ .‬ﺃﻓﺘﺭﻀﺕ ﻫﺫﻩ ﺍﻝﻭﺭﻗﺔ ﺇﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ ﺇﺩﺭﺍﻙ ﺍﻝﻁﻠﺒﺔ ﻝﻤﻔﺎﻫﻴﻡ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻭﻨﺎﻗﺸﺕ‬
‫ﺃﻷﺴﺒﺎﺏ ﺍﻝﻤﺤﺘﻤﻠﺔ ﻝﺫﻝﻙ ﻭﺍﻝﺘﻲ ﻜﺎﻥ ﻤﻥ ﺃﻫﻤﻬﺎ ﺍﻓﺘﻘﺎﺭﺍﻝﻤﻨﻬﺞ ﻝﻬﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ‪.‬‬

‫ﺃُﺨﺘﺒﺭ ﺍﻓﺘﺭﺍﺽ ﺍﻝﺒﺤﺙ ﺒﺎﺠﺭﺍﺀ ﻋﺩﺓ ﺍﺨﺘﺒﺎﺭﺍﺕ ﻝﻁﻠﺒﺔ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺭﺍﺒﻌﺔ ﻭﺍﻝﺨﺎﻤﺴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻝﻌﺎﻤﻴﻥ‬
‫ﺩﺭﺍﺴﻴﻴﻥ ﻤﺘﺘﺎﻝﻴﺘﻴﻥ ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﺤﺴﺴﻬﻡ ﻭﺍﺩﺭﺍﻜﻬﻡ ﻝﻤﻔﺎﻫﻴﻡ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻭﺨﻭﺍﺹ ﺒﻌﺽ ﺍﻷﺸﻜﺎل ﺍﻝﻬﻨﺩﺴﻴﺔ ﻭﻜﺎﻨﺕ‬
‫ﺇﺠﺎﺒﺎﺕ ﺍﻝﻨﺴﺏ ﺍﻝﻌﻅﻤﻰ ﻤﻨﻬﻡ ﺴﻠﺒﻴﺔ ﺘﻤﺎﻤﺎ‪.‬‬

‫ﺇﺘﻀﺢ ﻤﻥ ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻷﺨﺘﺒﺎﺭﺍﺕ ﺼﺤﺔ ﻓﺭﻀﻴﺔ ﺍﻝﺒﺤﺙ‪ ,‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﻭﺭﻗﺔ ﺍﻝﻰ ﺃﻫﻤﻴﺔ ﺘﻀﻤﻴﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻌﻤﺎﺭﻱ ﻝﻌﻠﻡ‬
‫ﺍﻷﺸﻜﺎل ﻋﻠﻰ ﺃﻥ ﻴﺼﻤﻡ ﻝﻜﻲ ﻴﻁﻭﺭ ﻗﺩﺭﺍﺕ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻭﺍﻝﺘﺤﻠﻴﻠﻴﺔ ﻭﺍﻝﺘﺭﻜﻴﺒﻴﺔ ﻭﺍﻝﺘﻘﻭﻴﻤﻴﻪ ﺍﻝﺫﻴﻥ ﺃﺒﺩﻭﺍ ﺇﺴﺘﺠﺎﺒﺔ ﻭﺍﻋﻴﺔ ﻭ‬
‫ﻋﻠﻤﻴﺔ ﺴﺭﻴﻌﺔ ﺒﻌﺩ ﺇﻁﻼﻋﻬﻡ ﻋﻠﻰ ﺒﻌﺽ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻤﻭﻀﻭﻉ‪ .‬ﺘﻭﺼﻲ ﺍﻝﻭﺭﻗﺔ ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻲ‬
‫ﻻ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺭﻴﺎﻀﻴﺔ‬
‫ﺘﺴﺘﻨﺩ ﺍﻝﻰ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻐﺭﺍﻓﻴﻜﻴﺔ ﺍﻝﺘﻲ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻁﺎﻝﺏ ﺍﻝﻤﻌﻤﺎﺭﻱ ﺇﺴﺘﻴﻌﺎﺒﻬﺎ ﺒﻴﺴﺭ ﻭﺒﺸﻤﻭﻝﻴﺔ ﺒﺩ ﹰ‬
‫ﺍﻝﺒﺤﺘﺔ‪.‬‬
 ‫ﻤﻘﺩﻤﻪ‪:‬‬

‫ﻋﻠﻡ ﺍﻻﺸﻜﺎل )‪ (Geometry‬ﻫﻭ ﻋﻠﻡ ﺨﻭﺍﺹ ﻭﻋﻼﻗﺎﺕ ﺍﻝﺨﻁﻭﻁ ﻭ ﺍﻝﺴﻁﻭﺡ ﻭ ﺍﻻﺠﺴﺎﻡ‪ ,‬ﻭﺘﺘﻀﺢ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻘﻭﻴﺔ ﺒﻴﻥ‬
‫ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ ﻤﻊ ﻫﺫﺍ ﺍﻝﻌﻠﻡ ﻋﻨﺩ ﺘﺠﺭﻴﺩ ﺍﻱ ﺘﺼﻤﻴﻡ ﻤﻌﻤﺎﺭﻱ ﻓﺄﻨﻪ ﻴﻜ ‪‬ﻭﻥ ﻤﻨﻅﻭﻤﺎﺕ ﺠﻴﻭﻤﺘﺭﻴﺔ ﺃﺴﺎﺴﻴﺔ ﻗﺩ ﺘﺘﻔﺭﻉ ﻋﻨﻬﺎ‬
‫ﻤﻨﻅﻭﻤﺎﺕ ﺠﻴﻭﻤﺘﺭﻴﺔ ﺍﺼﻐﺭ‪.‬‬

‫ﺘﻜﻤﻥ ﺍﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﻜﻭﻨﻪ ﻤﻭﹼﻝﺩﺍ ﻭﻤﺠﺴﺩﹰﺍ ﻝﻔﻜﺭﺓ ﺍﻝﻬﻴﺌﺔ ﻭﺍﻝﻔﻀﺎﺀ )‪ (Form & Space‬ﻓﻲ ﺍﻝﻌﻤﺎﺭﺓ ﻭﻴﺘﻡ ﺫﻝﻙ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﺇﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻷﻭﻝﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻌﻠﻡ ﻭﻫﻲ ﺍﻝﺨﻁﻭﻁ ﻭﺍﻝﺴﻁﻭﺡ ﻭ ﺍﻻﺠﺴﺎﻡ ﺤﻴﺙ ﻴﻤﻜﻥ ﺒﻭﺍﺴﻁﺔ ﺘﻜﺭﺍﺭ ﻭ ﺭﺒﻁ‬
‫ﻫﺫﻩ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻀﺎﻓﺔ ﺍﻝﻰ ﺘﻘﺴﻴﻤﻬﺎ ﻭ ﻤﻌﺎﻝﺠﺘﻬﺎ ﻓﻲ ﺘﻜﻭﻴﻥ ﻭﺍﺨﺘﺭﺍﻉ ﺍﺸﻜﺎل ﺠﺩﻴﺩﺓ ﻏﻴﺭ ﻤﺤﺩﻭﺩﻩ‪ُ .‬ﺃﺴﺘﻐل ﻋﻠﻡ ﺍﻷﺸﻜﺎل‬
‫ﻜﻭﺴﻴﻠﺔ ﺘﺼﻤﻴﻤﻴﺔ ﻤﻨﺫ ﺒﺩﺍﻴﺎﺕ ﺘﺎﺭﻴﺦ ﺍﻝﻌﻤﺎﺭﺓ ﻜﻭﻨﺔ ﻴﻤﺘﻠﻙ ﺨﻭﺍﺼﹰﺎ ﻋﻠﻤﻴﺔ ﻤﺠﺭﺩﺓ ﻗﺎﺒﻠﺔ ﻝﻺﺩﺭﺍﻙ ﺒﺼﺭﻴ ﹰﺎ ﻴﻤﻜﻨﻬﺎ ﺍﻥ ﺘﺤﻘﻕ‬
‫ﺍﻝﺘﻭﺍﺯﻥ ﻭﺍﻝﺘﻤﺎﺜل ﻭ ﺍﻻﻴﻘﺎﻉ ﻭﺍﻝﺘﺩﺭﺝ ﻭ ﺍﻝﻭﺤﺩﺓ )‪ (Balance, Cemetery, rhythm, hierarchy& unity‬ﺍﻝﺘﻲ ﺘﻘﻭﻱ‬
‫ﻭﺘﻐﻨﻲ ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ‪[1].‬‬

‫ﺍﺴﺘﺨﺩﻡ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﻓﻲ ﺍﻝﻌﻤﺎﺭﺓ ﺍﻝﺤﺩﻴﺜﺔ ﻭ ﻤﺎ ﺒﻌﺩﻫﺎ ﻝﺘﻜﻭﻴﻥ ﻫﻴﺌﺎﺕ )‪ (Forms‬ﻤﻌﻤﺎﺭﻴﺔ ﺠﺩﻴﺩﺓ ﺘﻠﺒﻲ ﻤﺘﻁﻠﺒﺎﺕ ﻓﻀﺎﺌﻴﺔ ﻭ‬
‫ﺒﻴﺌﻴﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻨﺸﺎﺌﻴﺔ ﻭ ﺭﻤﺯﻴﺔ ﻓﻲ ﺃﺒﻨﻴﺔ ﻤﺘﻤﻴﺯﺓ ﻋﺩﻴﺩﺓ ﺇﺸﻴﺭﻝﻬﺎ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﺃﺠﻤﻊ‪ .‬ﺍﻝﺸﻜل )‪.(1‬‬

‫ﺸﻜل )‪ :(1‬ﺍﺴﺘﺨﺎﺩﻡ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﻓﻲ ﺍﻝﻌﻤﺎﺭﺓ ﺍﻝﺤﺩﻴﺜﺔ ﻝﺘﻜﻭﻴﻥ ﻫﻴﺌﺎﺕ )‪ (Forms‬ﺠﺩﻴﺩﺓ‪.‬‬

 ‫ﻨﻅﺭﺓ ﺘﺎﺭﻴﺨﻴﻪ‪:‬‬

‫ﺍﺨﺘﺭﺍﻉ ﻭ ﺘﻜﻭﻴﻥ ﺍﻝﻬﻴﺌﺎﺕ)‪ (Forms‬ﻓﻲ ﺍﻝﻌﻤﺎﺭﺓ ﺘﻐﻴﺭ ﺒﺄﺴﺘﻤﺭﺍﺭ ﻋﺒﺭ ﺍﻝﺘﺎﺭﻴﺦ ﻓﻔﻲ ﺤﻘﺏ ﻤﺎ ﻗﺒل ﺍﻝﺘﺎﺭﻴﺦ ﺍﺴﺘﺨﺩﻤﺕ‬
‫ﺍﻷﺸﻜﺎل ﺍﻷﻭﻝﻴﺔ ﺍﻝﻤﺠﺭﺩﺓ )‪ (Platonic Solids‬ﻜﻨﺼﻑ ﺍﻝﻜﺭﺓ ﺍﻭ ﺍﻝﻤﺨﺭﻭﻁ ﻭ ﻨﺼﻑ ﺍﻻﺴﻁﻭﺍﻨﻪ ﺸﻜل )‪ ,(2‬ﺜﻡ ﺘﻁﻭﺭﺕ‬
‫ﻓﻲ ﺤﻘﺒﺎﺕ ﻓﺠﺭ ﺍﻝﺤﻀﺎﺭﺓ ﺤﻴﺙ ﺇﺴﺘﺨﺩﻤﺕ ﻓﻴﻬﺎ ﺍﻷﺸﻜﺎل ﺍﻝﻌﻀﻭﻴﺔ ﻭﺍﻷﻭﻝﻴﺔ ﺍﻝﻤﺭﻜﺒﺔ ﻨﺘﻴﺠﺔ ﺘﻌﻘﺩ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻷﺠﺘﻤﺎﻋﻴﺔ‪ ,‬ﺍﻤﺎ‬
‫ﻓﻲ ﺤﻘﺏ ﺍﻝﺤﻀﺎﺭﺓ ﺍﻝﺭﻭﻤﺎﻨﻴﺔ ﻭﺍﻝﻔﺭﻋﻭﻨﻴﺔ ﻭﺤﻀﺎﺭﺓ ﻤﺎ ﺒﻴﻥ ﺍﻝﻨﻬﺭﻴﻥ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻻﺸﻜﺎل ﻤﺘﻭﺍﺯﻴﺔ ﺍﻝﻤﺴﺘﻁﻴﻼﺕ‬
‫ﻭﺍﻝﻬﺭﻤﻴﺔ ﺒﺘﻨﻅﻴﻡ ﻤﺘﻤﺎﺜل ﺩﺍﺌﻤﺎ‪ ,‬ﺸﻜل )‪.( 3‬‬

‫ﺸﻜل )‪(2‬ﺍﻷﺸﻜﺎل ﺍﻷﻭﻝﻴﺔ ﺍﻝﻤﺠﺭﺩﺓ )‪ (Platonic Solids‬ﻓﻲ ﺤﻘﺏ ﻤﺎ ﻗﺒل ﺍﻝﺘﺎﺭﻴﺦ‪[ 2] .‬‬

‫ﺸﻜل )‪ .( 3‬ﺍﻻﺸﻜﺎل ﻤﺘﻭﺍﺯﻴﺔ ﺍﻝﻤﺴﺘﻁﻴﻼﺕ ﻓﻲ ﺤﻀﺎﺭﺓ ﻤﺎ ﺒﻴﻥ ﺍﻝﻨﻬﺭﻴﻥ‪[3 ] .‬‬

‫ﻓﻲ ﻓﺘﺭﺓ ﺍﻝﻌﺼﻭﺭ ﺍﻝﻭﺴﻁﻰ ﺍﺴﺘﻤﺭﺍﺴﺘﺨﺩﺍﻡ ﻨﻔﺱ ﺍﻻﺸﻜﺎل ﺍﻝﺴﺎﺒﻘﺔ ﻤﻊ ﺍﻀﺎﻓﺔ ﻨﺼﻑ ﺍﻝﻜﺭﺓ ﺍﻭ ﺍﻻﺴﻁﻭﺍﻨﺔ ﺃﻭﺍﻝﻬﺭﻡ‬
‫ﻭﺘﻘﺎﻁﻌﺎﺘﻬﺎ‪ .‬ﺃﻤﺎ ﻓﻲ ﺍﻝﻌﻤﺎﺭﺓ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻘﺩ ُﺃﺴﺘﺨﺩﻤﺕ ﺍﻴﻀﺎ ﺍﻻﺸﻜﺎل ﺍﻝﻬﻨﺩﺴﻴﺔ ﺍﻝﺒﺴﻴﻁﺔ ﻭ ﻝﻜﻥ ﺒﺘﻨﻅﻴﻡ ﻻ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺘﻤﺎﺜل‬
‫ﺒل ﻋﻠﻰ ﻤﻔﺎﻫﻴﻡ ﺍﺨﺭﻯ ﻓﻲ ﺍﻝﺘﻭﺍﺯﻥ ﻭﺍﻝﻭﺤﺩﺓ ﻭﺍﻻﻴﻘﺎﻉ ﻭﺍﻝﺘﺴﻠﺴل )‪.(Balance, unity, rhythm & hierarchy‬‬
 ‫ﻼ ﺘﺒﻌﺎ ﻝﺘﻐ‪‬ﻴﺭﻤﺘﻁﻠﺒﺎﺕ ﻋﺩﻴﺩﺓ ﻤﻨﻬﺎ ﺍﻝﻔﻀﺎﺌﻴﺔ‬
‫ﻤﺎ ﺫﻜﺭ ﺍﻨﻔﺎ ﻴﺩﻋﻭ ﻝﻠﺘﻨﺒﺄ ﺒﺄﻥ ﺍﻝﺘﻐﻴﺭ ﻓﻲ ﺍﻻﺸﻜﺎل ﺍﻝﻬﻨﺩﺴﻴﺔ ﻤﺴﺘﻤﺭ ﻤﺴﺘﻘﺒ ﹰ‬
‫ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻭﺍﻝﺒﻴﻴﺌﺔ ﻭﺍﻝﺭﻤﺯﻴﺔ ﻭ ﺍﻻﻨﺸﺎﺌﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﻪ‪ .‬ﺍﻥ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﻓﻲ ﺍﺴﺎﻝﻴﺏ ﻭ ﻨﻅﻡ ﺍﻝﺒﻨﺎﺀ ﻭ ﺍﻝﺘﻐﻴﺭ ﻓﻲ‬
‫ﺍﻝﺤﻴﺎﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻴﺘﻁﻠﺏ ﺍﻜﺘﺸﺎﻑ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﺸﻜﺎل ﻤﻌﻤﺎﺭﻴﺔ ﺠﺩﻴﺩﺓ ﺘﺘﻨﺎﻏﻡ ﻤﻊ ﺘﻠﻙ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻤﺴﺘﺠﺩﺓ ﻭ‬
‫ﻷﺠل ﺫﻝﻙ ﻴﻜﺘﺴﺏ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﺍﻫﻤﻴﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻘﺎﺒﻠﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻝﺩﺭﺍﺴﻲ ﻫﻨﺩﺴﺔ ﺍﻝﻌﻤﺎﺭﻩ ‪.‬‬

‫ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻓﻲ ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻓﻲ ﺍﻝﻌﺎﻝﻡ‪.‬‬

‫ُﻴﺩ ‪‬ﺭﺱ ﺤﺎﻝﻴ ﹰﺎ ﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻜﺄﺤﺩ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻨﻬﺞ ﻝﺩﺭﺍﺴﻲ ﺍﻝﻬﻨﺩﺴﺔ ﺨﺼﻭﺼﹰﺎ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻭ ﺍﻝﻤﺩﻨﻴﺔ ﻭﺍﻝﻤﻴﻜﺎﻨﻴﻜﻴﺔ ﻓﻲ‬
‫ﺠﺎﻤﻌﺎﺕ ﻋﺩﻴﺩﺓ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻭ ﻓﻴﻤﺎ ﻴﻠﻲ ﻤﻘﻁﺘﻔﺎﺕ ﻤﻥ ﺒﻌﺽ ﺍﻝﺒﺤﻭﺙ ﺘﻭﻀﺢ ﺍﻷﺴﺒﺎﺏ ﺍﻝﻤﻭﺠﺒﺔ ﻹﻀﺎﻓﺔ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﻭﺃﻫﺩﺍﻑ ﺍﻝﻤﻨﻬﺞ‪ .‬ﻓﻲ ﺒﺤﺙ ﺘﺤﺕ ﻋﻨﻭﺍﻥ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻱ ﻝﻠﺒﺎﺤﺙ ‪ [4] Katherine‬ﻓﻲ ﺠﺎﻤﻌﺔ‬
‫ﺘﻜﺴﺎﺱ _ﺃﻭﺴﺘﻥ ﺤﻴﺙ ﻴﺩﺭﺱ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﻀﻤﻥ ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻴﺸﻴﺭ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻰ ﺍﻨﻪ ﺒﺩﻭﻥ ﻓﻬﻡ ﻗﻭﺍﻋﺩ‬
‫ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻭ ﺍﻷﺴﺱ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻷﺴﺘﺨﺩﺍﻡ ﺍﻝﺭﺴﻡ ﺒﺎﻝﺤﺎﺴﺒﺔ ﻓﺄﻥ ﺍﻝﻘﺎﺒﻴﻠﺔ ﻷﺴﺘﻴﻌﺎﺏ ﺍﻝﺘﻁﻭﺭﺍﺕ ﻓﻲ ﺍﻷﻅﻬﺎﺭ ﺍﻝﻤﻌﻤﺎﺭﻱ ﻭ‬
‫ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﺘﻐﻴﺭﺓ ﺒﺄﺴﺘﻤﺭﺍﺭ ﺴﻴﻜﻭﻥ ﻤﺤﺩﻭﺩﺍ ‪ .‬ﺒﻐﻴﺔ ﺘﺤﺩﻴﺙ ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﺍﻗﺘﺭﺡ ﺍﻝﺒﺎﺤﺙ‬
‫‪[ 5] Mark, Earl‬ﺍﻀﺎﻓﺔ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ‪ :‬ﺘﻤﺜﻴل ﻋﻠﻡ ﺍﻷﺸﻜﺎل )‪ (Geometric Modeling‬ﻭﺍﻝﺫﻱ ﻴﺘﻀﻤﻥ ﻋﺭﻀﺎ ﻜﺎﻤﻼ‬
‫ﻝﺘﻜﻭﻴﻥ ﺍﻷﺠﺴﺎﻡ ﺍﻝﻤﺎﺩﻴﺔ ﺜﻼﺜﻴﺔ ﺍﻷﺒﻌﺎﺩ‪ ,‬ﻭﺍﻝﺘﻤﺜﻴل ﺍﻝﺭﻗﻤﻲ ﻝﻠﺒﻌﺩ ﺍﻝﺜﺎﻝﺙ )‪(Digitalization of the third dimension‬‬
‫ﺍﻝﺫﻱ ﻴﺘﻀﻤﻥ ﺘﻤﺜﻴل ﺍﻷﺠﺴﺎﻡ ﺍﻝﻤﺎﺩﻴﺔ ﻭ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺍﻝﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺭﻗﻤﻴﺔ ﺩﻗﻴﻘﺔ ﻭﺘﻤﻜﻥ ﻤﻥ ﺨﻠﻕ ﺍﺸﻜﺎل ﻤﺘﻁﻭﺭﺓ ﻭ ﻤﻌﻘﺩﻩ ‪.‬‬

‫ﺍﻭﻀﺢ ﺍﻝﺒﺎﺤﺙ ‪ [6] Retha van Niekerk‬ﺘﻔﺎﺼﻴل ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺠﺎﻤﻌﻲ ﻝﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﺍﻝﺫﻱ ﻴﻘﺘﺭﺡ ﺍﻀﺎﻓﺘﻪ‬
‫ﻝﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﺒﻐﻴﺔ ﻤﺴﺎﻴﺭﺓ ﻤﻨﺎﻫﺞ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺠﺎﻤﻌﻲ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻭ ﻴﺸﻴﺭ ﺍﻝﻰ ﺍﻥ ﻤﺤﺘﻭﻯ ﺍﻝﻤﻨﺎﻫﺞ‬
‫ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻭ ﻁﺭﻕ ﺘﺩﺭﻴﺴﻬﺎ ﻝﻤﻭﻀﻭﻉ ﺍﻝﻜﺭﺍﻓﻙ ﻝﻡ ﻴﻌﺩ ﺫﻭ ﻗﻴﻤﺔ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﺘﺴﻴﺭ ﻨﺤﻭ ﺍﻝﺘﻁﻭﺭ ‪.‬‬
‫ﺍﻭﻀﺢ ﺍﻝﺒﺎﺤﺙ ‪ [7]Lotte B. Jensen‬ﺘﻔﺎﺼﻴل ﺍﻝﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﻲ ﻝﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻓﻲ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻓﻲ‬
‫ﺍﻝﺩﺍﻨﻴﻤﺎﺭﻙ ﺍﻝﺫﻱ ﻴﺘﻀﻤﻥ ﺩﺭﺍﺴﺔ ﺨﻭﺍﺹ ﻭﺘﺤﻠﻴل ﺍﻷﺸﻜﺎل ﻓﻲ ﺍﻝﻔﻀﺎﺀ ﻭﺒﻴﻥ ﺒﺄﻥ ﻫﺫﺍ ﺍﻝﻌﻠﻡ ﻫﻭ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻝﻠﺘﺼﻤﻴﻡ‬
‫التكويني )‪.(Constructive Design‬‬
‫ﺍﺸﺎﺭ ﺍﻝﺒﺎﺤﺙ‪ [8] Kenjiro Suzuki‬ﺍﻝﻰ ﺍﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﻭﻋﺩﻡ ﺍﻷﻜﺘﻔﺎﺀ ﺒﺘﻌﻠﻴﻡ ﺒﺭﺍﻤﺞ ) ‪3D-‬‬
‫‪ (CAD‬ﻜﻭﻨﻬﺎ ﻭﺴﻴﻠﺔ ﻝﻠﺘﺼﻤﻴﻡ ﻓﺤﺴﺏ ﻭﻻ ﻴﻤﻜﻥ ﻝﻬﺎ ﺍﻥ ﺘﺤل ﻤﺴﺎﺌل ﻋﻠﻡ ﺍﻷﺸﻜﺎل‪ .‬ﻴﺸﻴﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻴﻀﺎ ﺍﻝﻰ ﺍﻥ ﻤﻭﻀﻭﻉ‬
‫ﺍﻝﻬﻨﺩﺴﺔ ﺍﻝﻭﺼﻔﻴﺔ ﻴﺘﻁﻠﺏ ﺍﻋﺎﺩﺓ ﻨﻅﺭ ﻝﻴﺴﺎﻴﺭ ﺍﻝﺘﻁﻭﺭ ‪.‬‬

‫ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ‪.‬‬

‫ﻝﻭﺤﻅ ﻤﻥ ﺨﻼل ﻤﻤﺎﺭﺴﺔ ﻭﻤﺭﺍﺠﻌﺔ ﺍﻝﺘﺼﺎﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ ﻝﻔﺘﺭﺓ ﺘﻘﺎﺭﺏ ﺍﻷﺭﺒﻌﻴﻥ ﻋﺎﻤﺎ ﺇﻗﺘﺼﺎﺭﺇﺴﺘﺨﺩﺍﻡ ﺍﻷﺸﻜﺎل‬
‫ﺍﻷﻭﻝﻴﺔ )‪ (Platonic Solids‬ﺍﻝﺒﺴﻴﻁﺔ ﺍﻭ ﺍﻝﻤﺭﻜﺒﺔ ﺃﻭ ﺍﻷﺸﻜﺎل ﺍﻝﻤﺘﻌﺎﻤﺩﺓ ﺍﻝﺴﻁﻭﺡ ) ﺍﻝﺼﻨﺩﻭﻗﻴﺔ ( ﺍﻭ ﺍﻝﺘﻲ ﺘﻨﺘﺞ ﻋﻥ ﺍﻨﺒﺜﺎﻕ‬
‫ﺍﻝﻤﺨﻁﻁ ﺍﻻﻓﻘﻲ ﻋﻤﻭﺩﻴﺎ‪ ,‬ﻓﻲ ﻤﻌﻅﻡ ﺍﻷﺒﻨﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ ‪-‬ﻋﺩﺍ ﺒﻌﺽ ﺍﻹﺴﺘﺜﻨﺎﺀﺍﺕ‪ -‬ﻭﻫﻲ ﺍﺤﺩﻯ ﺍﻝﺴﻤﺎﺕ ﺍﻝﻐﺎﻝﺒﺔ ﻝﻌﻤﺎﺭﺓ ﺍﻝﺤﺩﺍﺜﺔ‪.‬‬
 ‫ﻗﺩ ﻻ ﺘﻠﺒﻲ ﺘﻠﻙ ﺍﻻﺸﻜﺎل ﺍﻷﻭﻝﻴﺔ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ‪ -‬ﺨﺼﻭﺼ ﹰﺎ ﻋﻨﺩ ﺇﺯﺩﻴﺎﺩ ﺍﻝﻔﻀﺎﺀ)‪ (Span‬ﺃﻭ ﺤﺠﻡ ﺍﻝﻤﺒﻨﻰ‪ -‬ﺍﻝﻤﺘﻁﻠﺒﺎﺕ‬
‫ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ‪ :‬ﺍﻝﻔﻀﺎﺌﻴﺔ )‪ (Spatial‬ﺃﻭ ﺍﻻﻨﺸﺎﺌﻴﺔ ﺍﻭ ﺍﻝﺒﻴﺌﻴﺔ ﺍﻭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺃﻭ ﺍﻝﺭﻤﺯﻴﺔ ﻤﻤﺎ ﻗﺩ ﻴﺘﻭﻝﺩ ﻋﻨﻬﺎ‬
‫ﺍﻨﻌﻜﺎﺴﺎﺕ ﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻝﺘﺼﻤﻴﻡ‪ .‬ﻤﻥ ﺍﻷﻤﺜﻠﺔ ﺍﻝﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺫﻝﻙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺸﻜﺎل ﺍﻝﻤﻜﻌﺒﺔ ﻓﻲ ﺍﺒﻨﻴﺔ ﺍﻝﻤﺭﻜﺯ ﺍﻝﺤﻜﻭﻤﻲ ﻓﻲ‬
‫ﺒﻐﺩﺍﺩ‪ ,‬ﺍﻝﺸﻜل ﺍﻷﺴﻁﻭﺍﻨﻲ ﻝﻤﺴﺭﺡ ﺍﻝﺭﺒﺎﻁ ﻓﻲ ﺍﻻﻋﻅﻤﻴﺔ ‪ ,‬ﺍﻷﺸﻜﺎل ﺍﻝﻬﻨﺩﺴﻴﺔ ﺍﻝﺼﻨﺩﻭﻗﻴﺔ ) ﺍﻝﻤﺘﻭﺍﺯﻴﺔ ﺍﻝﻤﺴﺘﻁﻴﻼﺕ( ﻝﻘﺎﻋﺎﺕ‬
‫ﺍﻝﺴﻴﻨﻤﺎ ﻭﺍﻝﻤﺴﺎﺭﺡ ﻭﺍﻝﻤﻼﻋﺏ ﻭﻝﻠﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻌﻤﺎﺭﺍﺕ ﺍﻝﺴﻜﻨﻴﺔ ﻭ ﺍﻝﺘﺠﺎﺭﻴﺔ ﻭ ﺍﻝﺠﺴﺭ ﺫﻭ ﺍﻝﻁﺎﺒﻘﻴﻥ‪.‬‬

‫ﺍﻓﺘﺭﺽ ﺍﻝﺒﺤﺙ ﺍﻥ ﺍﻝﺴﺒﺏ ﺍﻝﺭﺌﻴﺴﻲ ﻝﻌﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺸﻜﺎل ﻏﻴﺭﺍﻷﻭﻝﻴﺔ ﻜﺎﻝﻌﻀﻭﻴﺔ ﺍﻭ ﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﺘﻌﺎﻜﺴﺔ ﺍﻷﻨﺤﻨﺎﺀﺍﺕ‬
‫)‪ (Hyperbolic parabola‬ﺍﻭ ﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﻨﺤﻨﻴﺔ ﺍﻝﻤﻭ‪‬ﻝﺩﺓ ﻤﻥ ﺍﻝﺨﻁﻭﻁ ﺍﻝﻤﺴﺘﻘﻴﻤﺔ )‪ (Ruled surfaces‬ﺃﻭ ﺍﻝﻤﺜﻨﻴﺔ‬
‫)‪ .. (Folded plates‬ﺍﻝﺦ ) ﺸﻜل‪ [9]( 4‬ﻫﻭ ﺍﻓﺘﻘﺎﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻌﻤﺎﺭﻱ ﻝﺘﻌﻠﻴﻡ ﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻷﺸﻜﺎل ﺍﻝﺫﻱ ﺃﺩﻯ ﺍﻝﻰ ﻀﻌﻑ‬
‫ﻗﺩﺭﺓ ﺍﻷﺒﺘﻜﺎﺭ ﻭ ﺘﻜﻭﻴﻥ ﺍﻷﺸﻜﺎل ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺴﺎﻋﺩ ﻓﻲ ﺍﻴﺠﺎﺩ ﺤﻠﻭل ﻤﻌﻤﺎﺭﻴﺔ ﺨﻼﻗﺔ ﻝﻜﺜﻴﺭﻤﻥ ﺍﻝﻤﺸﺎﻜل ﺍﻝﻔﻀﺎﺌﻴﺔ‬
‫ﻭ ﺍﻷﻨﺸﺎﺌﻴﺔ ﻭ ﺍﻝﺘﻌﺒﻴﺭﻴﺔ ﻭ ﺍﻷﻗﺘﺼﺎﺩﻴﺔ‪.‬‬

‫) ﺸﻜل‪ ( 4‬ﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﺘﻌﺎﻜﺴﺔ ﺍﻷﻨﺤﻨﺎﺀﺍﺕ )‪ (Hyperbolic parabola‬ﻭﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﻨﺤﻨﻴﺔ ﺍﻝﻤﻭ‪‬ﻝﺩﺓ ﻤﻥ ﺍﻝﺨﻁﻭﻁ‬

‫‪[10].(Folded‬‬
‫ﺍﻝﻤﺴﺘﻘﻴﻤﺔ) ‪ (Ruled surfaces‬ﻭﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﺜﻨﻴﺔ)‪Folded Plates‬‬

‫ﻤﻥ ﺍﻝﺠﺩﻴﺭﺒﺎﻝﺫﻜﺭﺍﻨﻪ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﺤﺘﻭﺍﺀ ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻋﻠﻰ ﻤﻭﺍﻀﻴﻊ ﻤﻬﻤﺔ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﻌﻠﻡ ﺍﻷﺸﻜﺎل ﻜﺎﻝﻬﻨﺩﺴﺔ‬
‫ﺍﻝﻭﺼﻔﻴﺔ ﻭ ﺍﻝﺭﺴﻡ ﺍﻝﺤﺭ ﻭ ﺍﻝﻜﺭﺍﻓﻴﻙ ﻭﺍﻝﺘﻲ ﻝﻬﺎ ﺍﻫﻤﻴﺔ ﻓﻲ ﺨﻠﻕ ﺍﻝﻭﻋﻲ ﻭ ﺘﺤﺴﺱ ﺍﻷﺸﻜﺎل ﻝﻜﻨﻬﺎ ﻻ ﺘﺭﻗﻰ ﺍﻝﻰ ﺘﻌﻠﻴﻡ ﺍﻝﻁﺎﻝﺏ‬
‫ﻗﺩﺭﻩ ﻭ ﺨﻠﻕ ﺘﻜﻭﻴﻥ ﺍﻷﺸﻜﺎل ﺍﻝﺠﺩﻴﺩﻩ‪.‬‬
 ‫ﻁﺭﻴﻘﺔ ﺍﻝﺒﺤﺙ‪:‬‬

‫ﺘﻔﺘﺭﺽ ﻫﺫﻩ ﺍﻝﻭﺭﻗﺔ ﺍﻥ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻋﺎﻤﺔ‪ ,‬ﺘﺸﻤل ﻜﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ ﻭ ﺫﻝﻙ ﻝﺘﻁﺎﺒﻕ ﻤﻨﺎﻫﺠﻬﺎ ﺍﻝﺩﺭﺍﺴﻴﺔ‪.‬‬
‫ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻻﻓﺘﺭﺍﺽ ﺘﻤﺕ ﺒﺄﺴﺘﺨﺩﺍﻡ ﺍﻷﺨﺘﺒﺎﺭﺍﺕ ﻝﻁﻠﺒﺔ ﻗﺴﻤﻲ ﺍﻝﻌﻤﺎﺭﺓ ﻓﻲ ﺠﺎﻤﻌﺘﻲ‬
‫ﺼﻼﺡ ﺍﻝﺩﻴﻥ ﻭ ﻜﻭﻴﺎ ﻭﺍﻝﺘﻲ ﺘﻔﺘﺭﺽ ﺍﻝﻭﺭﻗﺔ ﺍﻨﻬﻤﺎﻋﻴﻨﺘﺎﻥ ﺘﻤﺜﻼﻥ ﺒﻘﻴﺔ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻤﺤﻠﻴﺔ‪ .‬ﺃُﻋﺩ‪‬ﺕ ﺍﻷﺨﺘﺒﺎﺭﺍﺕ ﻝﻠﺘﺤﻘﻕ ﻤﻥ‬
‫ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻻﺭﺒﻌﺔ ﺍﻻﻭﻝﻰ ﻤﻥ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﻨﺴﺒﺔ ﺍﻝﻰ ﺘﺼﻨﻴﻑ ﺒﻠﻭﻡ ) ﺍﻝﺤﻔﻅ ﻭ ﺍﻝﻔﻬﻡ ﻭ ﺍﻝﺘﻁﺒﻴﻕ ﻭ ﺍﻝﺘﺤﻠﻴل‬
‫(‪,‬ﺇﻀﺎﻓﺔ ﺍﻝﻰ ﺘﺸﺨﻴﺹ ﺒﻌﺽ ﺍﻷﺨﻁﺎﺀ ﺍﻝﻤﺘﻜﺭﺭﺓ ﺍﻝﺘﻲ ﺘﻡ ﻤﻼﺤﻅﺘﻬﺎ ﻋﺒﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ‪.‬‬

‫ﺍﺠﺭﻴﺕ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻝﻁﻠﺒﺔ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺭﺍﺒﻌﺔ ﻭﺍﻝﺨﺎﻤﺴﻪ ﻝﻼﻗﺴﺎﻡ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻓﻲ ﺠﺎﻤﻌﺘﻲ ﺼﻼﺡ ﺍﻝﺩﻴﻥ ﻭ ﻜﻭﻴﺎ‬
‫ﻝﻸﻋﻭﺍﻡ ﺍﻝﺩﺭﺍﺴﻴﺔ ‪ 2011- 2012 ,2011-2010 ,2010 -2009‬ﻭﺘﻀﻤﻨﺕ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻝﺠﺩﻭل )‪(1‬و )‪ (2‬ﻭ‬
‫ﻨﺴﺏ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻝﺼﺤﻴﺤﻪ‪ .‬ﺃﻤﺎ ﺍﻝﻤﺴﺘﻭﻴﻴﻥ ﺍﻻﺨﻴﺭﻴﻥ ﻭ ﻫﻤﺎ ﺍﻝﺘﺭﻜﻴﺏ)ﺃﻭ ﺍﻝﺘﻜﻭﻴﻥ( ﻭﺍﻝﺘﻘﻭﻴﻡ ﻓﺘﻤﺕ ﻤﻥ ﺨﻼل ﻤﺭﺍﺠﻌﺔ‬
‫ﻼ ﻓﻲ ﺍﻝﻌﺭﺍﻕ‪.‬‬
‫ﺍﻝﺘﺼﺎﻤﻴﻡ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻝﻠﻁﻠﺒﺔ ﺃﻭ ﻝﻸﻋﻤﺎل ﺍﻝﺒﻨﺎﺌﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ ﺍﻝﻤﻨﺠﺯﺓ ﻓﻌ ﹰ‬

‫ﺠﺩﻭل )‪ :(1‬ﺇﺨﺘﺒﺎﺭﺍﺕ ﻁﻠﺒﺔ ﺍﻻﻗﺴﺎﻡ ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻭ ﻨﺴﺏ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻝﺼﺤﻴﺤﻪ‪.‬‬

‫‪ %‬ﻨﺴﺒﺔ‬ ‫ﻤﻭﻀﻭﻉ ﺍﻷﺨﺘﺒﺎﺭ‬ ‫ﻋﺩﺩ‬ ‫ﺍﻝﻤﺭﺤﻠﺔ‬ ‫ﺍﻝﻌﺎﻡ‬ ‫ﺍﻝﺠﺎﻤﻌﻪ‬ ‫ﺭﻗﻡ‬

‫ﺍﻻﺠﺎﺒﺎﺕ‬ ‫ﺍﻝﻁﻠﺒﺔ‬ ‫ﺍﻝﺩﺭﺍﺴﻲ‬ ‫ﺍﻷﺨﺘﺒﺎﺭ‬
‫ﺍﻝﺼﺤﻴﺤﻪ‬

‫‪7‬‬ ‫ﺇﺭﺴﻡ ﺩﺍﺌﺭﺓ ﺘﻤﺭ ﺒﺜﻼﺙ ﻨﻘﺎﻁ ﻝﻴﺴﺕ ﻋﻠﻰ ﺍﺴﺘﻘﺎﻤﺔ‬ ‫‪60‬‬ ‫ﺍﻝﺭﺍﺒﻌﺔ‬ ‫‪-2009‬‬ ‫ﺼﻼﺡ‬ ‫‪1‬‬
‫‪2010‬‬
‫ﻭﺍﺤﺩﻩ‬ ‫ﺍﻝﺩﻴﻥ‬
‫ﻤﺭﺒﻊ ﻭ ﻤﺜﻠﺙ ﻴﻤﻠﻜﺎﻥ ﻨﻔﺱ ﺍﻝﻤﺴﺎﺤﺔ‪ ,‬ﺃﻱ ﺍﻝﺸﻜﻠﻴﻥ ﻝﻪ ‪18‬‬ ‫‪96‬‬ ‫ﺍﻝﺜﺎﻨﻴﺔﻭ‬ ‫‪-2010‬‬ ‫ﺼﻼﺡ‬ ‫‪2‬‬
‫‪2011‬‬
‫ﻤﺤﻴﻁ ﺍﺼﻐﺭ؟‬ ‫ﺍﻝﺭﺍﺒﻌﺔ‬ ‫ﺍﻝﺩﻴﻥ ﻭ‬
‫ﻜﻭﻴﺎ‬
‫ﻤﺭﺒﻊ ﻭ ﺩﺍﺌﺭﺓ ﻴﻤﻠﻜﺎﻥ ﻨﻔﺱ ﺍﻝﻤﺴﺎﺤﺔ‪ ,‬ﺃﻱ ﺍﻝﺸﻜﻠﻴﻥ ﻝﻪ ‪71‬‬ ‫ﺍﻝﺭﺍﺒﻌﺔ ‪60‬‬ ‫‪-2011‬‬ ‫ﺼﻼﺡ‬ ‫‪3‬‬
‫‪2012‬‬
‫ﻤﺤﻴﻁ ﺍﺼﻐﺭ؟‬ ‫ﺍﻝﺩﻴﻥ‬
‫‪14‬‬ ‫ﻝﺤﺴﺎﺏ ﺤﺠﻡ ﺴﻠﻡ ﺤﻠﺯﻭﻨﻲ ﺍﻋﻁﻴﺕ ﺍﺒﻌﺎﺩﻩ ﻜﺎﻤﻠﺔ ﻭ‬ ‫ﺍﻝﺨﺎﻤﺴﻪ ‪58‬‬ ‫‪-2011‬‬ ‫ﺼﻼﺡ‬ ‫‪4‬‬
‫‪2012‬‬
‫ﺴﻤﺢ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭ ﻝﻠﻁﻠﺒﺔ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻓﻲ ﺍﻝﺤل ﻭ‬ ‫ﺍﻝﺩﻴﻥ‬
‫ﺒﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ‪.‬‬
‫‪33‬‬ ‫ﺇﺤﺴﺏ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝﻤﺤﺼﻭﺭﺓ ﺒﻴﻥ ﺜﻼﺙ ﺩﻭﺍﺌﺭ ﻜل‬ ‫ﺍﻝﺨﺎﻤﺴﻪ ‪58‬‬ ‫‪-2011‬‬ ‫ﺼﻼﺡ‬ ‫‪5‬‬
‫‪2012‬‬
‫ﻭﺍﺤﺩﺓ ﻤﻨﻬﺎ ﺘﻤﺱ ﺍﻝﺩﺍﺌﺭﺘﻴﻥ ﺍﻻﺨﺭﺘﻴﻥ ‪ .‬ﺴﻤﺢ ﻝﻠﻁﻠﺒﺔ‬ ‫ﺍﻝﺩﻴﻥ‬
‫ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻓﻲ ﺍﻝﺤل ﻭ ﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
 ‫ﺠﺩﻭل )‪:(2‬أمثلة من ﺍﻷﺨﻁﺎﺀ ﺍﻝﻤﺘﻜﺭﺭﺓ ﺍﻝﺘﻲ ﺘﻡ ﻤﻼﺤﻅﺘﻬﺎ‬

‫ﻤﻭﻀﻊ ﺍﻹﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻭﻀﻭﻋﻬﺎ‬ ‫ﺭﻗﻡ‬

‫ﺍﻝﻤﻼﺤﻅﻪ‬
‫ﺘﺼﻤﻴﻡ ﺍﻷﻗﻭﺍﺱ) ‪ ,(Arches‬ﺠﺩﺭﺍﻥ ﻤﻘﻭﺴﺔ ﺒﺄﻗﻁﺎﺭ ﻤﺨﺘﻠﻔﻪ‬ ‫ﺇﻴﺠﺎﺩ ﻨﻘﻁﺔ ﺘﻤﺎﺱ ﻤﻨﺤﻨﻴﻥ ﺒﺄﻗﻁﺎﺭ ﻤﺨﺘﻠﻔﻪ‬ ‫‪1‬‬
‫ﻓﻲ ﺍﻝﻤﺨﻁﻁ ﺍﻷﻓﻘﻲ‪ ,‬ﺘﻔﺎﺼﻴل ﺘﻨﻔﻴﺫﻴﺔ‪.‬‬
‫ﺘﺼﻤﻴﻡ ﺍﻝﺸﻭﺍﺭﻉ ﻭ ﺍﻝﻤﻤﺎﺸﻲ‪ ,‬ﻋﻨﺎﺼﺭﺒﻨﺎﺌﻴﺔ ﻤﻘﻭﺴﺔ ﺒﺴﻤﻙ ﺜﺎﺒﺕ‬ ‫ﺘﻭﺍﺯﻱ ﻤﻨﺤﻨﻴﻥ ﺒﺄﻗﻁﺎﺭ ﻤﺨﺘﻠﻔﻪ‬ ‫‪2‬‬
‫ﺘﻌﻴﻴﻥ ﻤﺭﻜﺯ ﺍﻝﺩﺍﺌﺭﺓ ﺍﻝﺘﻲ ﺘﻤﺱ ﻤﺴﺘﻘﻴﻤﻴﻥ ﺘﺼﻤﻴﻡ ﺍﻝﺸﻭﺍﺭﻉ ﻭ ﺍﻝﻤﻤﺎﺸﻲ‪ ,‬ﻋﻨﺎﺼﺭﺒﻨﺎﺌﻴﺔ ﺒﻨﻬﺎﻴﺎﺕ ﻤﻘﻭﺴﻪ‪,‬‬ ‫‪3‬‬
‫ﺘﻔﺎﺼﻴل ﺘﻨﻔﻴﺫﻴﺔ‪.‬‬ ‫ﻏﻴﺭ ﻤﺘﻭﺍﺯﻴﻴﻥ‬

‫ﺃﻤﺎ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻻﻓﺘﺭﺍﺽ ﻝﻠﻤﺴﺘﻭﻴﻴﻥ ﺍﻻﺨﻴﺭﻴﻥ ﻭ ﻫﻤﺎ ﺍﻝﺘﺭﻜﻴﺏ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻓﺘﻤﺕ ﻤﻥ ﺨﻼل ﻤﺭﺍﺠﻌﺔ ﺍﻝﺘﺼﺎﻤﻴﻡ‬
‫ﻼ ﻭﺍﻝﺘﻲ ﻝﻭﺤﻅ ﻓﻴﻬﺎ ﺇﻗﺘﺼﺎﺭ ﻤﻌﻅﻡ ﺍﻷﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻷﺸﻜﺎل ﺍﻷﻭﻝﻴﺔ‬
‫ﺍﻝﻤﻌﻤﺎﺭﻴﺔ ﻝﻠﻁﻠﺒﺔ ﻭﻝﻸﻋﻤﺎل ﺍﻝﺒﻨﺎﺌﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ ﺍﻝﻤﻨﺠﺯﺓ ﻓﻌ ﹰ‬
‫ﺍﻝﺒﺴﻴﻁﺔ ﺍﻭ ﺍﻝﻤﺭﻜﺒﺔ ﺃﻭ ﺍﻷﺸﻜﺎل ﺍﻝﺼﻨﺩﻭﻗﻴﺔ )ﺍﻝﻤﺘﻌﺎﻤﺩﺓ ﺍﻝﺴﻁﻭﺡ( ﺃﻭ ﺍﻝﺘﻲ ﺘﻨﺘﺞ ﻋﻥ ﺍﻨﺒﺜﺎﻕ ﺍﻝﻤﺨﻁﻁ ﺍﻻﻓﻘﻲ ﻋﻤﻭﺩﻴﺎ‪ ,‬ﺃﻭ‬
‫ﺍﻝﻬﻴﺎﻜل ﺍﻷﻨﺸﺎﺌﻴﺔ ﺍﻝﻤﺘﻌﺎﻤﺩﺓ )‪ ( Beam & Post Frames‬ﻭ ﺍﻷﻗﺘﺼﺎﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﺨﻁﻲ ﺍﻭ ﺍﻝﺤﻠﻘﻲ ﻓﻲ ﺘﻨﻅﻴﻡ‬
‫ﺍﻻﺒﻨﻴﺔ‪.‬‬

‫ﺍﻝﻨﺘﺎﺌﺞ ﻭ ﺍﻝﻤﻨﺎﻗﺸﻪ‬

‫ﺃﻭﻀﺤﺕ ﻨﺘﺎﺌﺞ ﺍﻹﺨﺘﺒﺎﺭﺍﺕ ﻤﺎ ﻴﻠﻲ ‪:‬‬

‫‪ -1‬ﻋﺩﻡ ﺘﺫﻜﺭ ﺍﻝﻁﻠﺒﺔ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻻﺴﺎﺴﻴﺔ ﻝﻌﻠﻡ ﺍﻷﺸﻜﺎل ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻹﺨﺘﺒﺎﺭ ﺭﻗﻡ )‪.(1‬‬
‫‪ -2‬ﻀﻌﻑ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻠﻴل ﻭ ﺘﺤﺴﺱ ﺍﻻﺸﻜﺎل ﺩﻭﻥ ﺍﺠﺭﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺤﺴﺎﺒﻴﺔ ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻷﺨﺘﺒﺎﺭ ﺭﻗﻡ )‪ ,(2‬و‬
‫األشكال ‪ 5‬و ‪ 6‬و‪.7‬‬

‫‪ -3‬ﺃﺒﺩﻯ ﻤﻌﻅﻡ ﺍﻝﻁﻠﺒﺔ ﺇﺴﺘﺠﺎﺒﺔ ﻭﺍﻋﻴﺔ ﻭ ﻋﻠﻤﻴﺔ ﺴﺭﻴﻌﺔ ﻝﻠﻤﻭﺍﻀﻴﻊ ﺍﻝﺘﻲ ﻴﺘﻡ ﺸﺭﺤﻬﺎ ﻝﻬﻡ ﻭﻜﻤﺎ ﺍﺘﻀﺢ ﻤﻥ ﺍﻹﺨﺘﺒﺎﺭ)‪ (3‬ﺤﻴﺙ‬
‫ﻜﺎﻨﺕ ﺃﺠﺎﺒﺎﺕ ﺃﻜﺜﺭ ﻤﻥ ‪ %70‬ﻤﻥ ﺍﻝﻁﻠﺒﺔ ﺼﺤﻴﺤﺔ ﻜﻤﺎ ﻴﻭﻀﺢ الشكل ‪.8‬‬

‫‪ -4‬ﻀﻌﻑ ﻗﺩﺭﺓ ﺘﻁﺒﻴﻕ ﺍﻝﻘﻭﺍﻋﺩ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻻﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻴﺠﺎﺩ ﺤﻠﻭل ﻝﻤﺸﺎﻜل ﺠﻴﻭﻤﺘﺭﻴﺔ ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﻤﻼﺤﻅﺎﺕ ﻓﻲ‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (2‬ﻭ ﻤﻥ ﺍﻷﺨﺘﺒﺎﺭﺍﺕ ﺭﻗﻡ )‪ (4,5‬و األشكال ‪ 9‬و ‪.10‬‬

‫‪ -5‬ﻀﻌﻑ ﻗﺩﺭﺓ ﺍﻻﺨﺘﺭﺍﻉ ﻭ ﺍﻝﺘﻜﻭﻴﻥ ﻝﻼﺸﻜﺎل ﺍﻝﺠﺩﻴﺩﺓ ﻭﺘﻘﻭﻴﻤﻬﺎ ﻜﻤﺎ ﺇﺘﻀﺢ ﻤﻥ ﺨﻼل ﻤﺭﺍﺠﻌﺔ ﻭﺘﺩﻗﻴﻕ ﺍﻝﺘﺼﺎﻤﻴﻡ‪.‬‬

‫ﻤﻥ ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻹﺨﺘﺒﺎﺭﺍﺕ ﻴﺘﻀﺢ ﺃﻥ ﺍﻝﺨﻠل ﻨﺎﺘﺞ ﻋﻥ ﺇﻓﺘﻘﺎﺭﺍﻝﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﻲ ﻝﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﻭﻝﻴﺱ ﻓﻲ ﻗﺩﺭﺍﺕ‬
‫ﺍﻝﻁﻠﺒﺔ‪ .‬ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﺤﺘﻭﺍﺀ ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ ﻋﻠﻰ ﻤﻭﻀﻭﻉ ﻋﻠﻡ ﺍﻻﺸﻜﺎل ﻓﺄﻥ ﺍﻫﺩﺍﻓﻪ ﻻ ﺘﺘﻌﺩﻯ ﺤﻔﻅ ﺍﻝﻤﺒﺎﺩﻱﺀ‬
 ‫‪50%‬‬ ‫‪60%‬‬
‫‪40%‬‬ ‫كال المحيطين‬ ‫‪50%‬‬ ‫كال المحيطين‬
‫متساويين‬ ‫‪40%‬‬ ‫متساويين‬
‫‪30%‬‬
‫‪30%‬‬
‫‪20%‬‬ ‫محيط المربع أكبر‬ ‫محيط المربع أكبر‬
‫‪20%‬‬
‫‪10%‬‬ ‫‪10%‬‬
‫‪0%‬‬ ‫محيط المثلث أكبر‬ ‫‪0%‬‬ ‫محيط المثلث أكبر‬
‫اجابات طلبة المرحلة‬ ‫اجابات طلبة المرحلة‬
‫الثانية ‪ 2011-2010‬عدد‬ ‫ال يمكن معرفة‬ ‫الرابعه ‪ 2011-2010‬عدد‬ ‫ال يمكن معرفة‬
‫الطلبة‪ 33 :‬جامعة صالح‬ ‫األجابة‬ ‫الطلبة‪ 48 :‬جامعة صالح‬ ‫األجابة‬
‫الدين‬ ‫الدين‬

‫ﺸﻜل‪5‬‬ ‫ﺸﻜل‪6‬‬

‫‪35%‬‬ ‫كال المحيطين‬

‫‪80%‬‬
‫‪30%‬‬ ‫متساويين‬ ‫كال المحيطين‬
‫محيط المربع أكبر‬ ‫‪60%‬‬ ‫متساويين‬
‫‪25%‬‬
‫‪20%‬‬ ‫‪40%‬‬
‫محيط المثلث أكبر‬ ‫محيط المربع أكبر‬
‫‪15%‬‬ ‫‪20%‬‬
‫‪10%‬‬
‫‪5%‬‬ ‫ال يمكن معرفة‬ ‫‪0%‬‬ ‫محيط الدائرة أكبر‬
‫‪0%‬‬ ‫األجابه‬ ‫اجابات طلبة المرحلة‬
‫الخامسه ‪2012-2011‬‬
‫اجابات طلبة المرحلة الرابعة ‪ 2011-2010‬عدد الطلبة‪,15 :‬‬ ‫ال يمكن معرفة‬
‫عدد الطلبة‪ 40 :‬جامعة‬
‫صالح الدين‬ ‫األجابة‬

‫ﺸﻜل ‪7‬‬ ‫ﺸﻜل ‪8‬‬

‫حساب المساحة بين ثالثة دوائر‬

‫حساب حجم سلم حلزوني‬
‫متماسة‬
‫المرحلة الخامسه‪,2012-2011,‬‬
‫المرحلة الخامسه‪,2012-2011,‬‬
‫عدد الطلبة‪ ,58:‬جامعة صالح الدين‬
‫عدد الطلبة‪ ,58:‬جامعة صالح الدين‬
‫‪14%‬‬
‫‪33%‬‬ ‫اجابة‬ ‫اجابة صحيحه‬
‫صحيحه‬ ‫‪86%‬‬ ‫اجابة خاطئه‬
‫اجابة خاطئه‬
‫‪67%‬‬

‫ﺸﻜل ‪10‬‬
‫ﺸﻜل ‪9‬‬
 ‫ﺍﻷﺴﺎﺴﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻌﻠﻡ ﻭ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻁﺎﻝﺏ ﺇﺠﺘﻴﺎﺯ ﺇﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻝﻤﺎﺩﺓ )ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ( ﺒﺄﻤﺘﻴﺎﺯ ﺍﺫﺍﺤﻔﻅ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭ‬
‫ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﻤﻘﺭﺭﺓ ﻋﻥ ﻅﻬﺭ ﻗﻠﺏ ﺩﻭﻥ ﻓﻬﻤﻬﺎ ‪.‬‬

‫ﻤﻥ ﺫﻝﻙ ﺘﺘﻀﺢ ﻀﺭﻭﺭﺓ ﺍﻋﺎﺩﺓ ﺘﺩﺭﻴﺱ ﻫﺫﻩ ﺍﻝﻤﺎﺩﺓ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺔ ﻋﻠﻰ ﺍﻥ ﺘﺘﻀﻤﻥ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻻﺨﺭﻯ ﺍﻀﺎﻓﺔ ﺍﻝﻰ‬
‫ﺤﻔﻅ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻻﺴﺎﺴﻴﺔ ﻭ ﻓﻬﻤﻬﺎ ﻭﻫﻲ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻁﺒﻴﻕ ﻭ ﺍﻝﺘﺤﻠﻴل ﻭ ﺍﻝﺘﺭﻜﻴﺏ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻭ ﻫﻭ ﻤﺎﻴﻔﺘﻘﺭ ﺍﻝﻴﻪ ﺍﻝﻁﻠﺒﺔ ﻓﻲ‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺠﺎﻤﻌﻴﻪ ‪ .‬ﻤﻤﺎ ﻴﺠﺩﺭ ﺫﻜﺭﻩ ﺍﻥ ﺍﻝﻁﻠﺒﺔ ﻴﺘﻤﻜﻨﻭﻥ ﺒﻤﺴﺎﻋﺩﺓ ﺍﺴﺎﻝﻴﺏ ﺍﻝﺭﺴﻡ ﺒﺎﻝﺤﺎﺴﺒﺔ ) ‪ (3D CAD‬ﻤﻥ ﺍﺨﺘﺭﺍﻉ ﻭ‬
‫ﺘﻜﻭﻴﻥ ﺍﺸﻜﺎل ﻤﺨﺘﻠﻔﺔ ﻭ ﻝﻜﻥ ﺩﻭﻥ ﺘﺤﺩﻴﺩ ﻤﺴﺒﻕ ﻝﻠﺨﻭﺍﺹ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺒل ﺘﺤﺩﺩ ﺍﻻﺸﻜﺎل ﺍﺨﺘﻴﺎﺭﻴﺎ ﻭ ﺒﺸﻜل ﻤﺠﺭﺩ ﺜﻡ ﺘﺴﺘﺨﺭﺝ‬
‫ﺨﻭﺍﺹ ﺍﻝﺸﻜل ﻜﻨﺘﻴﺠﺔ ﺒﺄﺴﺘﺨﺩﺍﻡ ﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺎﺴﻭﺏ ﻭﺫﻝﻙ ﻻ ﻴﻠﺒﻲ ﻓﻲ ﻤﻌﻅﻡ ﺍﻷﺤﻴﺎﻥ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺘﺼﻤﻴﻤﻴﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ‬
‫ﹸﺘﺤﺩﺩ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺨﺹ ﺍﻝﺸﻜل ﻤﺴﺒﻘ ﹰﺎ ‪.‬‬

‫ﺘﻭﺼﻴﺎﺕ ﺍﻝﻭﺭﻗﻪ‬

‫ﻭﻝﻌﻼﺝ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻴﺘﻁﻠﺏ ﺇﺘﺨﺎﺫ ﺍﻻﺘﻲ ﻀﻤﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺠﺎﻤﻌﻲ‪:‬‬

‫‪ – 1‬ﺘﺩﺭﻴﺱ ﻤﻨﻬﺎﺝ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻻﻋﺩﺍﺩﻴﺔ ﻝﻌﻠﻡ ﺍﻷﺸﻜﺎل ﺍﻝﻤﺴﺘﻭﻱ ﻭﺍﻝﻤﺠﺴﻡ ﻭ ﺒﻤﺴﺘﻭﻯ ﻤﺘﻘﺩﻡ ﻀﻤﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺠﺎﻤﻌﻲ ﻋﻠﻰ ﺇﻥ‬
‫ﻴﺘﻀﻤﻥ ﺤﻔﻅ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻻﺴﺎﺴﻴﺔ ﻭ ﻓﻬﻤﻬﺎ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻘﺩﺭﺍﺕ ﻋﻠﻰ ﺍﻝﺘﻁﺒﻴﻕ ﻭ ﺍﻝﺘﺤﻠﻴل ﻭ ﺍﻝﺘﺭﻜﻴﺏ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻤﻊ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﻋﻠﻰ‬
‫ﺍﻻﺒﻨﻴﺔ ‪.‬‬

‫‪ – 2‬ﺘﻀﻤﻴﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻔﻀﺎﺌﻲ ﻭﺍﻝﺭﻤﺯﻱ ﻭﺍﻻﻨﺸﺎﺌﻲ ﻭﺍﻝﺒﻴﺌﻲ ﻭﺍﻹﻗﺘﺼﺎﺩﻱ ﻝﻼﺸﻜﺎل‪.‬‬

‫‪ – 3‬ﻋﻤل ﺍﻝﻤﺠﺴﻤﺎﺕ ﻝﻼﺸﻜﺎل ﺍﻝﻤﻌﻘﺩﺓ ﻭ ﺍﻝﻤﻨﺤﻨﻴﺔ ﻜﺎﻝﻌﻀﻭﻴﺔ ﺍﻭ ﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﺘﻌﺎﻜﺴﺔ ﺍﻷﻨﺤﻨﺎﺀﺍﺕ ) ‪Hyperbolic‬‬
‫‪ (parabola‬ﺍﻭ ﺍﻝﺴﻁﻭﺡ ﺍﻝﻤﻨﺤﻨﻴﺔ ﺍﻝﻤﻭ‪‬ﻝﺩﺓ ﻤﻥ ﺍﻝﺨﻁﻭﻁ ﺍﻝﻤﺴﺘﻘﻴﻤﺔ )‪ (Ruled surfaces‬ﺃﻭ ﺍﻝﻤﺜﻨﻴﺔ )‪(Folded plates‬‬
‫ﺒﻌﺩ ﺍﻨﺠﺎﺯ ﺭﺴﻤﻬﺎ ‪.‬‬
References

[1]. Roger H. Clark , Michael pause, Precedents in Architecture, John Wiley & Sons ,
INC .pp 6. (2005).

[2]. Vandenberg , Martiz, AJ Hand book of Building Enclosure , The Architectural press .
London pp 10-15. (1974).

[3]. Sir Banister Fletcher, A History of Architecture , ELSEVIER , Architectural Press 20th
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[4] J. Archit. Eng. Katherine A. Liapi. Geometry in Architectural Engineering Education

Revisited , Univ. of Texas at Austin, ECJ 5.2, Austin, TX 78712 (2002).

[5] Mark, Earl; Martens, Bob; Oxman, Rivka.The Ideal Computer Curriculum
University of Virginia, Charlottesville, Virginia, USA.

[6] Retha van Niekerk,The State Of Geometry Education In South Africa ,Wits University
South Africa, Proceedings of the16th Annual Congress of the Association for
Mathematics Education of South Africa (AMESA)“Mathematics: The Pulse of the
Nation”28 March – 1 George Campbell School of Technology Durban, Kwazulu-Natal,
April 2010.

[7] Lotte B. Jensen ,Mutual Workshops enhancing Curriculum Integration

Technical University of Denmark, Department of Civil Engineering

[8] Kenjiro Suzuki, Activities of the Japan Society for Graphic Science Research
and Education1,Journal for Geometry and Graphics, Volume 6 (2002).
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[9] Francis D .K Ching, Architecture , Form , Space and Order , 3rd Education , John Wiley
& Sons ,Inc .2007

[10] Abercrombie, Ferro cement , Building with Cement , Sand and Wire mesh
SCHOCHEN Books . New York 1977
 Geometry and the Curriculum of Architecture.
Mohamed Mohamed Said, Department of Architecture, College of Engineering,

University of Salahaddin, Erbil, Kurdistan Region of Iraq.

E-mail: mmsaid49@yahoo.com , mobile: 0750 4120951

Abstract:

Architectural design is a synthetic skill that makes up an advanced level of Bloom's

Classification . It is based -the architectural design-mainly on engineering and applied
science knowledge, in addition to geometrical, artistic, social, economic and philosophical
disciplines, which does not form goals themselves, but tools used in integration of the design
process. Although the local curriculum for architecture contains most of the mentioned trends
of knowledge, they lack the topic of Geometry, defined as the science of the properties and
relations of lines , surfaces and solids.

Geometry acquires more importance in the new architectural trends for many reasons, mostly
due to the development and evolution of spatial requirement that led to the use of complex
and organic three-dimensional forms, compared to the Platonic solids that were used in both
Classical and Modern Architecture.

This paper aims to examine the importance of adding the topic of Geometry to the
architectural curriculum. It has been noticed during teaching in many local architectural
departments, that many of the mistakes and misunderstanding in the design process at all
stages of study are related to the lack of Geometry knowledge. that imperfection, in turn,
leads to decrease the performance efficiency of architectural design for many students. This
paper assumed that the students level awareness to the concepts of Geometry is low, and
discussed the possible relevant reasons, and found that the most important one is the loss of
the subject in the curriculum.

To test the assumption of the paper, several exams were conducted to the students of
architecture, of the second fourth and fifth year, for two consecutive semesters to evaluate
their awareness and understanding of geometry concepts and properties of shapes: the results
to most of them were quite negative.

An analysis of the tests result validates the paper hypothesis. The paper concludes the
importance of including Geometry to the curriculum. The topic should be designed to
develop the application, analytical, synthetic and evaluation ability of the students who
showed conscious and rapid scientific response after briefing them on some of the scientific
bases of the topic. The paper recommends the use of educational tools based on graphical
methods, rather than purely mathematical ones, that can accommodate students easily and
holistically,.

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