2. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﻣواﺿﯾﻊ‬ ‫ﻓﮭرس‬
١-‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻲ‬ ‫اﻟﻧﻔﺳﯾﮫ‬ ‫اﻻﻋﺗﺑﺎرات‬
-‫اﻟﻧﻔﺳﻲ‬ ‫اﻟﺗﺣﻠﯾل‬)‫ﻟﻼﻧﺳﺎن‬(
‫اﻟﺷﺧﺻﻰ‬ ‫اﻟﻔراغ‬
‫اﻟﺣﯾﺎزة‬)‫اﻟﻣﻠﻛﯾﺔ‬(
٢-‫اﻟﺧﺎﺻﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬)‫اﻟﻧﻔﺳﯾﮫ‬ ‫ﺑﺎﻟراﺣﮫ‬(‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺑﺗﺻﻣﯾم‬)‫اﻗﺻﻰ‬ ‫ﺑﺗﺣﻘﯾق‬
‫اﺳﺗﻔﺎده‬:(
‫اﻟﻣﻌﻣﺎري‬ ‫اﻟﻔراغ‬ ‫ﺗﻌﺎرﯾف‬.
-‫اﻟﺷﻛل‬.
-‫واﻻﺑﻌﺎد‬ ‫اﻟﻧﺳب‬.
-‫اﻟﻠون‬.
-‫اﻟﻣﻠﻣس‬.
-‫اﻻﺿﺎءه‬.
٣-‫اﻟدراﺳﮫ‬ ‫ﺣﺎﻻت‬:
-‫اﻟراھن‬ ‫ﻟﻠوﺿﻊ‬ ‫ﻋﺎم‬ ‫ﺷرح‬).‫ﺗﺻﻣﯾﻣﯾﺎ‬(
-‫ﻓﻲ‬ ‫اﻟﺳﺎﺑﻘﮫ‬ ‫اﻟﻧﻘﺎط‬ ‫ﻣن‬ ‫اﻟراھن‬ ‫اﻟوﺿﻊ‬ ‫ﺗﺣﻠﯾل‬)٢(
-‫اﻟﺗﺻﻣﯾم‬ ‫ﻣن‬ ‫اﻟﻧﺎﺗﺞ‬ ‫اﻟﻧﻔﺳﻲ‬ ‫اﻟﺗﺄﺛﯾر‬.
-‫اﻟﻣﻘﺗرح‬ ‫واﻟﺣل‬ ‫اﻟﻧﺗﺎﺋﺞ‬.

3. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻲ‬ ‫اﻟﻧﻔﺳﯾﮫ‬ ‫اﻻﻋﺗﺑﺎرات‬)٣(
(1)”A LIBRARY SHOULD BE LIKE A PAIR OF OPEN ARMS“
ROGER ROSENBLA
"‫اﻻﺧﺮﯾﻦ‬ ‫ﻟﻤﺴﺎﻋﺪة‬ ‫اﻟﺬراﻋﯿﻦ‬ ‫ﻣﻔﺘﻮﺣﺔ‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﺗﻜﻮن‬ ‫ان‬ ‫ﯾﺠﺐ‬"‫روزﻧﺒﻼ‬ ‫روﺟﺮ‬.)١(
‫اﻷﻧﺴﺎﻧﯿﺔ‬ ‫اﻟﺬات‬ ‫طﺒﯿﻌﺔ‬
‫اﻟﺤﻔﺰة‬ ‫اﻟﻌﻮاﻣﻞ‬ ‫ﻣﻦ‬ ‫ﻟﺴﻠﺴﻠﺔ‬ ‫ﻛﺨﺰﯾﻨﺔ‬ ‫اﻻ‬ ‫ھﻲ‬ ‫ﻣﺎ‬ ‫اﻷﻧﺴﺎﻧﯿﺔ‬ ‫اﻟﻄﺒﯿﻌﺔ‬،‫ﻣﺘﺄﺻﻞ‬ ‫ﺑﻌﻀﮭﺎ‬
innate‫اﻟﺜﻘﺎﻓﯿﺔ‬ ‫اﻟﺨﻠﻔﯿﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻣﺒﻨﻰ‬ ‫اﻷﺧﺮ‬ ‫و‬culturally based‫ﻛﺎن‬ ‫ﻣﮭﻤﺎ‬ ‫و‬
‫اﻟﻤﺼﺪر‬،‫ﻣﺘﻨﻮﻋﺔ‬ ‫ﺑﻄﺮق‬ ‫ﺗﺘﻔﺎﻋﻞ‬ ‫اﻟﻌﻮاﻣﻞ‬ ‫ھﺬة‬ ‫ﻓﺄن‬،‫ﻣﺨﺘﻠﻔﺔ‬ ‫أوﻗﺎت‬ ‫ﻓﻰ‬ ‫و‬،‫ﻞ‬‫ﻜ‬‫ﺸ‬‫ﺘ‬‫ﻟ‬
‫اﻷﻧﺴﺎن‬ ‫طﺒﯿﻌﺔ‬ ‫ﻋﻠﯿﮭﺎ‬ ‫ﻧﻄﻠﻖ‬ ‫اﻟﺘﻰ‬ ‫اﻟﻈﺎھﺮة‬.
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
‫اﻟﻨﻔﺴﻲ‬ ‫اﻟﺘﺤﻠﯿﻞ‬)‫ﻟﻼﻧﺴﺎن‬()٢(
‫اﻟﺸﻤﺎﻟﯿﺔ‬ ‫أﻣﺮﯾﻜﺎ‬ ‫ﻓﻲ‬ ‫ﺷﺎﺋﻌﺎ‬ ‫و‬ ‫طﺒﯿﻌﯿﺎ‬ ‫أﻣﺮا‬ ‫اﻟﺸﺨﺼﻲ‬ ‫ﺑﺎﻟﻔﺮاغ‬ ‫اﻷﺣﺴﺎس‬ ‫ﯾﻌﺪ‬،‫ﻣﻦ‬ ‫ﻟﻜﻦ‬ ‫و‬
‫ﻋﺎﻟﻤﯿﺎ‬ ‫اﺣﺴﺎﺳﺎ‬ ‫ﯾﻜﻮن‬ ‫أن‬ ‫اﻟﻀﺮورى‬،‫اﻷ‬ ‫ﻓﺎﻟﻤﺠﺘﻤﻌﺎت‬×}‫ﻋﻦ‬ ‫ﻣﺨﺘﻠﻔﺔ‬ ‫أﺣﺎﺳﯿﺲ‬ ‫ﻟﮭﺎ‬ ‫ى‬
‫اﻟﺒﺪﻧﻰ‬ ‫اﻷﺣﺘﻜﺎك‬ ‫و‬ ‫اﻟﺨﺼﻮﺻﯿﺔ‬.
‫اﻟﺤﻤﯿﻤﺔ‬ ‫اﻟﻤﺴﺎﻓﺔ‬:
‫اﻟﻰ‬ ‫اﻟﺰوﺟﯿﻦ‬ ‫ﺑﯿﻦ‬ ‫اﻟﻄﺒﯿﻌﻲ‬ ‫اﻷﺣﺘﻜﺎك‬ ‫ﻣﻦ‬ ‫ﺗﺘﺮاوح‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫ھﺬة‬ ‫و‬١٨‫ﺔ‬‫ﺻ‬‫ﻮ‬‫ﺑ‬)٤٦‫ﻢ‬‫ﺳ‬. (‫و‬
‫ﺟﺪا‬ ‫اﻟﻤﻘﺮﺑﯿﻦ‬ ‫اﻷﺻﺪﻗﺎء‬ ‫و‬ ‫اﻷطﻔﺎل‬ ‫و‬ ‫اﻟﻌﺎﺋﻠﺔ‬ ‫أﻓﺮاد‬ ‫و‬ ‫اﻟﻤﺤﺒﯿﻦ‬ ‫ﺑﯿﻦ‬ ‫ﺗﻜﻮن‬ ‫ﻣﺎ‬ ‫ﻋﺎدة‬ ‫ھﻲ‬.
‫اﻟﺸﺨﺼﯿﺔ‬ ‫اﻟﻤﺴﺎﻓﺔ‬:
‫ﺑﯿﻦ‬ ‫ﻣﺎ‬ ‫ﺗﺘﺮاوح‬١.٥‫اﻟﻰ‬ ‫أﻗﺪام‬٤‫ﻟﻠﻔﺮاغ‬ ‫ﺑﺎﻓﻘﺎﻋﺔ‬ ‫ﯾﺴﻤﻰ‬ ‫ﺑﻤﺎ‬ ‫اﻷرﻗﺎم‬ ‫ھﺬة‬ ‫ﺗﺤﺪد‬ ‫و‬ ‫ﻗﺪم‬
‫اﻟﻨﺎس‬ ‫ﻏﺎﻟﺒﯿﺔ‬ ‫ﯾﺤﯿﻂ‬ ‫اﻟﺬى‬ ‫اﻟﺸﺨﺼﻲ‬.‫اﻟﻤﺤﻤﯿﺔ‬ ‫اﻟﻨﻘﻄﮫ‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫ھﺬة‬ ‫ﺗﻤﺜﻞ‬ ‫و‬،‫ﯾﺤﺒﺬ‬ ‫ﻻ‬ ‫ﺣﯿﺚ‬
‫اﻟﻐﺮﺑﺎء‬ ‫دﺧﻮل‬،‫اﻟﺬراع‬ ‫طﻮل‬ ‫ﺑﻤﺴﺎﻓﺔ‬ ‫اﻟﺪﺧﻮل‬ ‫ﻣﻦ‬ ‫اﻷﺧﺮﯾﻦ‬ ‫ﯾﻤﻨﻊ‬ ‫اﻟﺤﺪود‬ ‫أﺑﻌﺪ‬ ‫ﻓﻲ‬ ‫و‬.
‫اﻟﺸﺨﺼﻰ‬ ‫اﻟﻔﺮاغ‬
)( !) G.EDWARDS EVANS,ANTHONY J. AMODEO,THOMAN L . CARTER . INTRODUCTION TO LIBRARY PUBLIC
SERVICES.LIBRARIES UNLIMITED ,INC. ENGLEWOOD,COLORADO.1999
٣(‫ك‬/ .‫دﯾﺴﻰ‬،‫د‬.‫ﻻﺳﻮﯾﻞ‬ ‫ﺗﻮﻣﺎس‬،‫اﻟﻤﻌﻤﺎرى‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻓﻰ‬ ‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬،‫اﻟﻤﻄﺎﺑﻊ‬ ‫و‬ ‫اﻟﻌﻠﻤﻰ‬ ‫اﻟﻨﺸﺮ‬–‫ﺳﻌﻮد‬ ‫اﻟﻤﻠﻚ‬ ‫ﺟﺎﻣﻌﺔ‬١٩٩٨
‫أو‬ ‫دراﺳﺘﮭﻢ‬ ‫او‬ ‫اﻟﻤﺜﺎل‬ ‫ﺳﺒﯿﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺑﻌﻤﻠﮭﻢ‬ ‫اﻟﺨﺎﺻﺔ‬ ‫اﻟﻤﺠﺎﻻت‬ ‫ﻣﺨﺘﻠﻒ‬ ‫ﻓﻰ‬ ‫ﻟﻠﻤﻌﻠﻮﻣﺎت‬ ‫داﺋﻢ‬ ‫اﺣﺘﯿﺎج‬ ‫ﻓﻰ‬ ‫اﻻﺷﺨﺎص‬ ‫ﻣﻦ‬ ‫ﻛﺜﯿﺮ‬
‫اﻟﺪراﺳﯿﺔ‬ ‫اﻧﺸﻄﺘﮭﻢ‬.
‫اﻟﻤﻮاد‬ ‫ﺑﻌﺾ‬ ‫ﺗﻮﺟﺪ‬ ‫ﻟﻜﻦ‬ ‫و‬ ‫اﻟﺪورﯾﺎت‬ ‫أو‬ ‫اﻟﺠﺮاﺋﺪ‬ ‫ﻣﺜﻞ‬ ‫ﻣﺘﺎﺣﺔ‬ ‫ﻋﺎﻣﺔ‬ ‫ﻣﺼﺎدر‬ ‫ﻣﻦ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﻋﻠﻰ‬ ‫ﺗﺤﺼﻞ‬ ‫اﻻﻓﺮاد‬ ‫ﻏﺎﻟﺒﯿﺔ‬
‫اﻟﯿﮭﺎ‬ ‫اﻟﻮﺻﻮل‬ ‫اﻟﺼﻌﺐ‬“‫ھﺬه‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮل‬ ‫اﻟﻮﺣﯿﺪ‬ ‫اﻟﺤﻞ‬ ‫ھﻰ‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻟﺬﻟﻚ‬ ‫و‬ ‫اﻟﺘﻜﻠﻔﺔ‬ ‫ﻋﺎﻟﯿﺔ‬ ‫أو‬ ‫ﻣﺘﺨﺼﺼﺔ‬
‫اﻟﻤﻌﻠﻮﻣﺎت‬)١(
‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﻤﻜﺘﺒﺎت‬ ‫دور‬:

4. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﺤﯿﺎزي‬ ‫اﻟﺴﻠﻮك‬ ‫ﻟﻤﺸﺎھﺪة‬ ‫اﻷﻣﺎﻛﻦ‬ ‫أﻓﻀﻞ‬ ‫ﻣﻦ‬ ‫اﻟﻘﺮاء‬ ‫و‬ ‫ﺑﺎﻟﺒﺎﺣﺜﯿﻦ‬ ‫اﻟﻤﺸﻐﻮﻟﺔ‬ ‫اﻟﻤﻜﺘﺒﺎت‬ ‫ﺗﻌﺪ‬،‫ﻧﻈﺮا‬
‫اﺿﺎﻓﯿﺔ‬ ‫ﻣﻌﻠﻮﻣﺎت‬ ‫ﻋﻦ‬ ‫ﺑﺎﺣﺜﯿﻦ‬ ‫اﻟﻜﺘﺐ‬ ‫أرﻓﻒ‬ ‫اﻟﻰ‬ ‫ﺑﺎﻧﺘﻈﺎم‬ ‫ﯾﺘﺮددون‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﻣﺴﺘﺨﺪﻣﻲ‬ ‫ﻷن‬،‫ﻓﮭﻢ‬
‫اﻟﻄﺎوﻟﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺟﻠﻮﺳﮭﻢ‬ ‫أﻣﺎﻛﻦ‬ ‫و‬ ‫ﻣﻘﺎﻋﺪھﻢ‬ ‫ﻟﮭﻢ‬ ‫ﺗﺤﻔﻆ‬ ‫ﻣﺎ‬ ‫وﺳﯿﻠﺔ‬ ‫اﻟﻰ‬ ‫ﺑﺤﺎﺟﺔ‬،‫ﺣﺪدود‬ ‫وﺿﻊ‬ ‫ﻓﺎن‬ ‫ﻟﺬﻟﻚ‬
‫اﻟﺨﺎﺻﺔ‬ ‫أﻣﺘﻌﺘﮭﻢ‬ ‫ﯾﺤﻔﻆ‬ ‫ﻟﻠﻤﺴﺘﺨﺪﻣﯿﻦ‬ ‫واﺿﺤﺔ‬.
‫اﻟﺴﻠﻮك‬ ‫ھﺬا‬ ‫ﺟﺮاء‬ ‫ﻣﻦ‬ ‫اﻟﻤﺘﻮﻗﻌﺔ‬ ‫اﻟﻨﺘﯿﺠﺔ‬ ‫إن‬،‫و‬ ‫اﻟﻤﻜﺘﺒﺎت‬ ‫ﻓﺮش‬ ‫ﻓﻲ‬ ‫اﻟﻤﺄﻟﻮﻓﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬ ‫أن‬ ‫ھﻲ‬
‫اﻟﻌﺪد‬ ‫اﻟﻮاﻗﻊ‬ ‫ﻓﻲ‬ ‫ﺗﺴﺘﻮﻋﺐ‬ ‫ﻻ‬ ‫ﻣﺘﺤﺮﻛﺔ‬ ‫ﻣﻘﺎﻋﺪ‬ ‫و‬ ‫ﻣﺴﺘﻄﯿﻠﺔ‬ ‫أو‬ ‫ﻣﺮﺑﻌﺔ‬ ‫طﻮﻻت‬ ‫وﺿﻊ‬ ‫ﻓﻲ‬ ‫اﻟﻤﺘﻤﺜﻠﺔ‬
‫أﺟﻠﮫ‬ ‫ﻣﻦ‬ ‫ﺻﻤﻤﺖ‬ ‫اﻟﺘﻲ‬ ‫اﻷﻓﺮاد‬ ‫ﻣﻦ‬ ‫ﻧﻔﺴﮫ‬.‫اﻟﻤﺜﺎل‬ ‫ﺳﺒﯿﻞ‬ ‫ﻓﻌﻠﻰ‬،‫ﻟﺜﻤﺎﻧﯿﺔ‬ ‫اﻟﺘﻰ‬ ‫اﻟﻄﺎوﻟﺔ‬ ‫ﺗﺴﺘﻮﻋﺐ‬ ‫ﻗﺪ‬
‫ﻟﻸﻓﺮاد‬ ‫اﻟﺤﯿﺎزي‬ ‫اﻟﺘﻤﺪد‬ ‫ﺑﺴﺒﺐ‬ ‫ﻓﻘﻂ‬ ‫أﻓﺮاد‬ ‫ﺳﺘﺔ‬ ‫أو‬ ‫ﺧﻤﺴﺔ‬ ‫أﻓﺮاد‬.
‫ﯾﺠﺐ‬ ‫اﻟﺤﯿﺎزة‬ ‫ﻣﺸﻜﻼت‬ ‫ﻟﺘﻘﻠﯿﺺ‬ ‫و‬:
١-‫اﻟﻜﺘﺎﺑﺔ‬ ‫ﻓﻲ‬ ‫ﯾﺮﻏﺐ‬ ‫ﻟﻤﻦ‬ ‫ﻣﻔﺮدة‬ ‫طﺎوﻻت‬ ‫أو‬ ‫ﻣﻘﺼﻮرات‬ ‫و‬ ‫ﻟﻠﻘﺮاءة‬ ‫ﻣﻔﺮدة‬ ‫ﻣﻘﺎﻋﺪ‬ ‫ﺗﻮﻓﯿﺮ‬.
٢-‫ﻋﺎﻣﺔ‬ ‫طﺎوﻻت‬ ‫اﺳﺘﺨﺪام‬ ‫ﻋﻨﺪ‬ ‫ﻣﺮﻛﺰﯾﺔ‬ ‫ﻗﻮاطﻊ‬ ‫ﺗﻮﻓﯿﺮ‬.
٣-‫اﻟﺠﻤﺎﻋﯿﺔ‬ ‫ﻟﻠﻤﺬاﻛﺮات‬ ‫ﺧﺎﺻﺔ‬ ‫وﺣﺪات‬ ‫ﺗﻮﻓﯿﺮ‬.
‫اﻟﺤﯿﺎزة‬)‫اﻟﻤﻠﻜﯿﺔ‬(
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
-‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﻔﺮاغ‬ ‫ﺗﻌﺎرﯾﻒ‬.
-‫اﻟﺸﻜﻞ‬.
-‫واﻻﺑﻌﺎد‬ ‫اﻟﻨﺴﺐ‬.
-‫اﻟﻠﻮن‬.
-‫اﻟﻤﻠﻤﺲ‬.
-‫اﻻﺿﺎءه‬.
٣-‫اﻟﺪراﺳﮫ‬ ‫ﺣﺎﻻت‬:
-‫اﻟﺮاھﻦ‬ ‫ﻟﻠﻮﺿﻊ‬ ‫ﻋﺎم‬ ‫ﺷﺮح‬).‫ﺗﺼﻤﯿﻤﯿﺎ‬(
-‫ﻓﻲ‬ ‫اﻟﺴﺎﺑﻘﮫ‬ ‫اﻟﻨﻘﺎط‬ ‫ﻣﻦ‬ ‫اﻟﺮاھﻦ‬ ‫اﻟﻮﺿﻊ‬ ‫ﺗﺤﻠﯿﻞ‬)٢(
-‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻣﻦ‬ ‫اﻟﻨﺎﺗﺞ‬ ‫اﻟﻨﻔﺴﻲ‬ ‫اﻟﺘﺄﺛﯿﺮ‬.
-‫اﻟﻤﻘﺘﺮح‬ ‫واﻟﺤﻞ‬ ‫اﻟﻨﺘﺎﺋﺞ‬.
-‫اﻟﺨﺎﺻﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬)‫اﻟﻨﻔﺴﯿﮫ‬ ‫ﺑﺎﻟﺮاﺣﮫ‬(‫اﻟﻤﻜﺘﺒﺎت‬ ‫ﺑﺘﺼﻤﯿﻢ‬)‫اﺳﺘﻔﺎده‬ ‫اﻗﺼﻰ‬ ‫ﺑﺘﺤﻘﯿﻖ‬:(
‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﻣﺳﺎﻓﺔ‬:
‫ﺑﯿﻦ‬ ‫ﻣﺎ‬ ‫اﻟﻤﺴﺎﻓﺔ‬ ‫ھﺬة‬ ‫ﺗﺘﺮاوح‬١٢‫اﻟﻰ‬ ‫ﻗﺪﻣﺎ‬٢٥‫ﯾﺒﺪا‬ ‫اﻟﺤﺪ‬ ‫ھﺬا‬ ‫ﻓﻲ‬ ‫و‬ ‫ﻗﺪﻣﺎ‬
‫اﻟﻨﺎس‬ ‫ﺑﯿﻦ‬ ‫ﺑﺎﻟﻌﺰﻟﺔ‬ ‫ﯾﻌﺮف‬ ‫ﻣﺎ‬.
‫ﻣﺪاﺧﻞ‬ ‫و‬ ‫ﻣﻤﺮات‬ ‫ﯾﻮﻓﺮوا‬ ‫أن‬ ‫اﻟﻤﺼﻤﻤﯿﻦ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻐﺮض‬ ‫ذﻟﻚ‬ ‫ﻟﺘﺤﻘﯿﻖ‬ ‫و‬،
‫اﺗﺴﺎﻋﮭﺎ‬ ‫ﯾﺘﺠﺎوز‬١٢‫ﺎ‬‫ﻣ‬‫ﺪ‬‫ﻗ‬

5. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
-‫اﺳﺘﺎﺗﯿﻜﮫ‬ ‫ﻓﺮاﻏﺎت‬:
‫اﻻﺳﺎﺳﯿﮫ‬ ‫اﻻﺷﻜﺎل‬ ‫ﻣﺜﻞ‬)‫ﺐ‬‫ﻌ‬‫ﻜ‬‫ﻣ‬-‫ھﺮم‬-‫ﻛﺮه‬. (
-‫دﯾﻨﺎﻣﯿﻜﯿﮫ‬ ‫ﻓﺮاﻏﺎت‬:
‫اﻟﺨﺎرج‬ ‫اﻟﻰ‬ ‫ﻣﻤﺘﺪه‬ ‫داﺧﻠﯿﮫ‬ ‫ﻓﺮاﻏﺎت‬)‫ﻣﺜﻼ‬ ‫اﻟﺰﺟﺎج‬ ‫طﺮﯾﻖ‬ ‫ﻋﻦ‬(‫اﻟﻠﻮﻓﺮ‬ ‫ھﺮم‬ ‫ﻣﺜﻞ‬.
-‫ﺑﺼﺮﯾﺎ‬ ‫ﻣﻤﺘﺪه‬ ‫ﻓﺮاﻏﺎت‬
-‫ﻣﻐﻠﻘﮫ‬ ‫ﻏﯿﺮ‬ ‫ﻓﺘﺤﺎت‬ ‫طﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫اﻟﻤﺠﺎوره‬ ‫اﻟﻔﺮاﻏﺎت‬ ‫اﻟﻰ‬.
‫اﻟﻤﻔﺘﻮﺣﮫ‬ ‫اﻻﻓﻨﯿﮫ‬ ‫طﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫اﻟﺴﻤﺎء‬ ‫اﻟﻰ‬ ‫ﺑﺼﺮي‬ ‫اﻣﺘﺪاد‬.
‫واﻟﺮﻣﻮز‬ ‫ﻟﻼﺷﻜﺎل‬ ‫اﻟﺤﺴﯿﮫ‬ ‫اﻻﺳﺘﺠﺎﺑﮫ‬ ‫ھﻮ‬،‫ﻋﻠﻰ‬ ‫اﻻﺷﻜﺎل‬ ‫وﻓﮭﻢ‬ ‫اﺳﯿﻌﺎب‬ ‫درﺟﺔ‬ ‫وﺗﺨﺘﻠﻒ‬
‫وﺧﻼﻓﮫ‬ ‫واﻟﻤﺮﻛﺒﮫ‬ ‫اﻟﺒﺴﯿﻄﮫ‬ ‫اﻻﺷﻜﺎل‬ ‫ﻣﻦ‬ ‫وﺗﺘﺪرج‬ ‫اﻻﺷﻜﺎل‬ ‫ﺗﻜﻮﯾﻦ‬ ‫وﺻﻌﻮﺑﺔ‬ ‫ﺳﮭﻮﻟﺔ‬.‫زاد‬ ‫وﻛﻠﻤﺎ‬
‫ﻓﮭﻤﮫ‬ ‫ﺻﻌﺐ‬ ‫ﻛﻠﻤﺎ‬ ‫اﻟﺘﻜﻮﯾﻦ‬.
‫اطﻮار‬ ‫ﺑﺜﻼﺛﺔ‬ ‫اﻻدراك‬ ‫ﻋﻤﻠﯿﺔ‬ ‫ادراج‬ ‫وﯾﻤﻜﻦ‬:
-‫ﻟﻠﺸﻜﻞ‬ ‫ﺗﻠﻔﯿﻘﯿﮫ‬ ‫اﺟﻤﺎﻟﯿﮫ‬ ‫ﻧﻈﺮﯾﮫ‬.
-‫ﺗﺤﻠﯿﻠﯿﮫ‬ ‫ﻧﻈﺮﯾﮫ‬.
-‫اﻻﺟﻤﺎﻟﯿﮫ‬ ‫اﻟﻨﻈﺮه‬ ‫اﻟﻰ‬ ‫اﻟﻌﻮده‬ ‫و‬ ‫اﻟﺸﻜﻞ‬ ‫ﺗﺄﻟﯿﻒ‬ ‫اﻋﺎدة‬.
‫اﻟﻌﻤﺎره‬ ‫وﻓﻲ‬ ‫اﻟﻌﻘﻞ‬ ‫وﻣﺨﯿﻠﺔ‬ ‫واﻟﺬاﻛﺮه‬ ‫اﻟﺤﻮاس‬ ‫ﻓﯿﮭﺎ‬ ‫ﺗﺴﺎھﻢ‬ ‫ﻣﻌﻘﺪه‬ ‫ﻋﻘﻠﯿﮫ‬ ‫ﻋﻤﻠﯿﮫ‬ ‫ھﻮ‬ ‫اﻻدراك‬
‫ورﺑﻄﮭﺎ‬ ‫اﺟﺰاؤه‬ ‫ﺗﺤﻠﯿﻞ‬ ‫ﯾﺤﺎول‬ ‫ﺛﻢ‬ ‫اﻟﺒﺪاﯾﮫ‬ ‫ﻓﻲ‬ ‫واﺣﺪه‬ ‫دﻓﻌﺔ‬ ‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﺸﻜﻞ‬ ‫اﻻﻧﺴﺎن‬ ‫ﯾﺮى‬
‫ﯾﻜﻮن‬ ‫ﻟﻠﺸﻜﻞ‬ ‫ﻧﮭﺎﺋﯿﮫ‬ ‫اﺟﻤﺎﻟﯿﮫ‬ ‫ﻧﻈﺮه‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ذﻟﻚ‬ ‫ﯾﺘﻢ‬ ‫ان‬ ‫وﺑﻌﺪ‬ ‫اﻟﺒﻌﺾ‬ ‫ﺑﻌﻀﮭﺎ‬ ‫ﻣﻊ‬ ‫ﺑﻌﻼﻗﺎت‬
‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﺸﻜﻞ‬ ‫ﺑﻨﺎء‬ ‫اﺗﻢ‬ ‫ﻗﺪ‬ ‫اﻻﻧﺴﺎن‬.
‫ھﺬه‬ ‫وﻣﻦ‬ ‫ﻟﮫ‬ ‫وإدراﻛﮫ‬ ‫واﻟﻤﺠﺘﻤﻊ‬ ‫وﻣﻔﮭﻮﻣﮫ‬ ‫اﻟﺘﺸﻜﯿﻞ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺗﺘﻨﺎول‬ ‫اﻟﺘﻲ‬ ‫اﻟﻨﻈﺮﯾﺎت‬ ‫وﻣﻦ‬
‫اﻟﻤﺪاﺧﻞ‬:
١-‫إﻧﺴﺎﻧﻲ‬ ‫اﻟﻤﺪﺧﻞ‬:
‫اﻻﻧﺴﺎﻧﻲ‬ ‫ﻟﻼدراك‬ ‫اﻻﺳﺘﻌﺪادﯾﮫ‬ ‫اﻟﺨﺼﺎﺋﺺ‬ ‫اﻟﻰ‬ ‫اﻟﺘﺸﻜﯿﻞ‬ ‫ظﺎھﺮة‬ ‫ﯾﺮﺟﻊ‬ ‫وھﻮ‬.
٢-‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﻤﺪﺧﻞ‬:
‫واﻟﮭﻨﺪﺳﯿﮫ‬ ‫اﻟﺮﯾﺎﺿﯿﮫ‬ ‫اﻟﻌﻼﻗﺎت‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫اﻟﻰ‬ ‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﺘﺸﻜﯿﻞ‬ ‫ظﺎھﺮة‬ ‫ﯾﺮﺟﻊ‬ ‫وھﻮ‬
‫اﻟﻄﺒﯿﻌﮫ‬ ‫ﻓﻲ‬ ‫اﻟﺠﻤﺎل‬ ‫ﻣﻨﺒﻊ‬ ‫اﻻﻋﺪاد‬ ‫ان‬ ‫ﻓﻲ‬ ‫ﻓﯿﺜﺎﻏﻮرس‬ ‫ﻓﻠﺴﻔﺔ‬ ‫اﻟﻰ‬ ‫ﻣﺴﺘﻨﺪا‬.
‫اﻟﻤﻌﻤﺎرﯾﮫ‬ ‫اﻟﻔﺮاﻏﺎت‬ ‫اﻧﻮاع‬)‫اﻟﺪاﺧﻠﯿﮫ‬(
‫اﻻدراك‬)‫ادراك‬‫اﻟﺸﻜﻞ‬:(
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬

6. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
٣-‫اﻟﻌﻘﺎﺋﺪي‬ ‫اﻟﻤﺪﺧﻞ‬:
‫ﺑﻤﺜﺎﻟﮫ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﺗﺮﺑﻂ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﻌﺎﻧﻲ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﮫ‬ ‫اﻟﻰ‬ ‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﺘﺸﻜﯿﻞ‬ ‫ظﺎھﺮة‬ ‫ﯾﺮﺟﻊ‬ ‫وھﻮ‬
‫اﻟﻮﺣﺪاﻧﯿﮫ‬ ‫ﻣﻔﮭﻮم‬ ‫ﻣﺜﻞ‬ ‫اﻻﻋﻠﻰ‬.
٤-‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﻤﺪﺧﻞ‬:
‫اﻟﮭﻨﺪﺳﯿﮫ‬ ‫ﺧﺼﺎﺋﺼﮭﺎ‬ ‫وﻣﻌﺮﻓﺔ‬ ‫ﺑﺼﺮﯾﺎ‬ ‫ادراﻛﮫ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﻌﻤﺎرﯾﮫ‬ ‫اﻻﺷﻜﺎل‬ ‫اﺳﯿﻌﺎب‬ ‫درﺟﺔ‬ ‫ﺗﻌﺘﻤﺪ‬
‫ﺧﻮاﺻﮫ‬ ‫ﻋﺮﻓﺖ‬ ‫اذا‬ ‫ﺑﺴﮭﻮﻟﮫ‬ ‫واﺳﺘﯿﻌﺎﺑﮫ‬ ‫ﻣﻌﺮﻓﺘﮫ‬ ‫ﯾﻤﻜﻦ‬ ‫اﻟﺮﯾﺎﺿﯿﮫ‬ ‫اﻟﻌﻼﻗﺎت‬ ‫ذو‬ ‫اﻟﮭﻨﺪﺳﻲ‬ ‫واﻟﺠﺴﻢ‬
‫اﻟﮭﻨﺪﺳﯿﮫ‬.
‫اﻟﻣﻌﻣﺎري‬ ‫ﻟﻠﻔراغ‬ ‫اﻟﺗﺷﻛﯾﻠﯾﮫ‬ ‫اﻟﻣﻌﺎﻟﺟﺎت‬
‫اﻟﻣﻌﻣﺎري‬ ‫اﻟﻔراغ‬ ‫ﺗﻌرﯾف‬
‫اﻟﻣﻌﻣﺎرﯾﮫ‬ ‫اﻟﻔراﻏﺎت‬ ‫اﻧواع‬
‫اﻟﻣﻌﻣﺎري‬ ‫اﻟﻔراغ‬ ‫ﺻﯾﺎﻏﺔ‬ ‫ﻋﻧﺎﺻر‬
‫اﻟﺷﻛل‬‫اﻟﻧﺳب‬
‫واﻻﺑﻌﺎد‬
‫اﻟﻠون‬‫اﻟﻣﻠﻣس‬

7. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫د‬-‫اﻟﻌﻤﻞ‬ ‫ﻟﻄﺎﻗﻢ‬ ‫اﻟﻔﺮاﻏﯿﺔ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت‬:
‫اﻟﻤﻜﺘﺒﺔ‬ ‫اﻣﻨﺎء‬ ‫ﺑﮭﺎ‬ ‫ﯾﻘﻮم‬ ‫اﻟﺘﻰ‬ ‫اﻟﻨﺸﺎطﺎت‬ ‫ﻧﻮﻋﯿﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻔﺮاﻏﺎت‬ ‫ھﺬه‬ ‫ﻣﺴﺎﺣﺔ‬ ‫ﺗﻌﺘﻤﺪ‬.‫اﻻﻓﺮاد‬ ‫ﺑﻌﺾ‬
‫ﻟﻠﻌﻤﻞ‬ ‫ﻣﺘﻌﺪدة‬ ‫اﻣﺎﻛﻦ‬ ‫اﻟﻰ‬ ‫ﯾﺤﺘﺎج‬multiple work stations‫وﺣﺪات‬ ‫ﺗﻮﺟﺪ‬ ‫ان‬ ‫اﯾﻀﺎ‬ ‫ﯾﻤﻜﻦ‬ ‫و‬
‫ﺷﺨﺺ‬ ‫ﻣﻦ‬ ‫اﻛﺜﺮ‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﺸﺘﺮك‬ ‫ﻟﻠﻌﻤﻞ‬.
‫و‬ ‫ﺑﺎﻟﺠﻤﮭﻮر‬ ‫ﻣﺮﺣﺐ‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ﺗﺠﻌﻞ‬ ‫اﻟﺘﻰ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﺧﻮاص‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫اﻟﻤﻌﻤﺎرﯾﺔ‬ ‫اﻟﺼﻮرة‬ ‫ﺗﺘﻜﻮن‬
‫ﻣﻜﺘﺒﺔ‬ ‫ﻛﻮﻧﮫ‬ ‫ﺗﻌﺒﺮ‬ ‫اﻟﺘﻰ‬ ‫ھﻮﯾﺘﮫ‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ﻛﺬﻟﻚ‬ ‫ﺑﮫ‬ ‫اﻟﻤﺤﯿﻄﺔ‬ ‫اﻟﺒﯿﺌﺔ‬ ‫ﻣﻊ‬ ‫ﻣﺘﻮاﺋﻢ‬
١(‫اﻟﻤﺮﺣﺐ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﺧﻮاص‬Inviting design characteristics
‫و‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺘﺮدد‬ ‫اﻟﻤﻌﺘﺎدى‬ ‫اﻟﺰوار‬ ‫ﻛﺬﻟﻚ‬ ‫اﻟﺠﺪد‬ ‫ﺑﺎﻟﺰوار‬ ‫ﻣﺮﺣﺒﺎ‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ﯾﻜﻮن‬ ‫ان‬ ‫اﻟﻤﻔﻀﻞ‬ ‫ﻣﻦ‬
‫ﻟﻠﺰاﺋﺮ‬ ‫ﺗﻌﺒﯿﺮه‬ ‫ﻛﯿﻔﯿﺔ‬ ‫و‬ ‫اﻟﺴﯿﺎرات‬ ‫طﺮق‬ ‫ﻛﺬاﻟﻚ‬ ‫و‬ ‫اﻟﻤﺸﺎة‬ ‫ﺑﻤﻤﺮات‬ ‫ﻋﻼﻗﺘﮫ‬ ‫و‬ ‫اﻟﻤﺪﺧﻞ‬ ‫ﻣﻮﻗﻊ‬ ‫ﺧﺎﺻﺔ‬.
‫ﺑﺎﻟﻤﻜﺘﺒﺔ‬ ‫اﻟﻤﻮﺟﻮدة‬ ‫اﻟﻨﺸﺎطﺎت‬ ‫طﺒﯿﻌﺔ‬ ‫و‬ ‫ﺣﺠﻢ‬ ‫ﯾﻌﻜﺲ‬ ‫ان‬ ‫ﯾﺠﺐ‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﺗﺼﻤﯿﻢ‬.
٢(‫اﻟﻤﺤﯿﻄﺔ‬ ‫اﻟﺒﯿﺌﺔ‬ ‫ﻣﻊ‬ ‫اﻟﺘﻜﯿﻒ‬:
‫اﻟﻌﻮاﻣﻞ‬ ‫ﻣﻊ‬ ‫ﺧﺎﺻﺔ‬ ‫اﻟﻤﺤﯿﻄﺔ‬ ‫اﻟﺒﯿﺌﺔ‬ ‫ﻣﻊ‬ ‫ﺗﻜﯿﻔﮫ‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ﻣﺒﻨﻰ‬ ‫اى‬ ‫ﺗﺼﻤﯿﻢ‬ ‫ﻧﺠﺎح‬ ‫ﻗﯿﺎس‬ ‫ﯾﻤﻜﻦ‬
‫اﻟﻤﻨﺎخ‬ ‫و‬ ‫اﻟﻤﻮﻗﻊ‬ ‫ﻣﺜﻞ‬ ‫اﻟﻤﺨﺘﻠﻔﺔ‬
٣(‫ﻟﮫ‬ ‫اﻟﺒﺼﺮى‬ ‫اﻻدراك‬ ‫و‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ھﻮﯾﺔ‬:Facility identity and perception
‫اﺣﺠﺎم‬ ‫ﻛﺬﻟﻚ‬ ‫و‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ﻛﺘﻞ‬ ‫ﺷﻜﻞ‬ ‫و‬ ‫ﺣﺠﻢ‬ ‫ﻣﺜﻞ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﺧﻼل‬ ‫ﺑﮭﺎ‬ ‫اﻻھﺘﻤﺎم‬ ‫ﯾﺠﺐ‬ ‫اﻟﻌﻨﺎﺻﺮ‬ ‫ﺑﻌﺾ‬
‫اﻟﻔﺮاﻏﺎت‬ ‫ﺗﻠﻚ‬ ‫اﺿﺎءة‬ ‫و‬ ‫ﻣﻠﻤﺴﮭﺎ‬ ‫و‬ ‫اﻟﻮاﻧﮭﺎ‬ ‫و‬ ‫اﻟﺪاﺧﻠﯿﺔ‬ ‫اﻟﻜﺘﻞ‬.
٤(‫اﻟﺨﺎرﺟﯿﺔ‬ ‫اﻟﺘﻔﺎﺻﯿﻞ‬:
‫ﻛﺬﻟﻚ‬ ‫و‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ﻓﻰ‬ ‫اﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫اﻟﻤﻮاد‬ ‫و‬ ‫اﻟﻤﻠﻤﺲ‬ ‫و‬ ‫اﻟﻠﻮن‬
‫اﻟﻤﻌﻤﺎرﯾﺔ‬ ‫اﻟﺼﻮرة‬
:
‫اﻟﺘﺼﻤﯿﻤﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
(2) http://www.usace.army.mil/inet/information/usace-docs/design-guides/dg1110-3-110/c-2.pdf
Us armies corps of engineers , Design guide for libraries,
‫اﻟﻮظﯿﻔﯿﮫ‬ ‫اﻻﺣﺘﯿﺎﺟﺎت‬ ‫ﺗﻠﺒﯿﺔ‬ ‫ﻓﻲ‬ ‫دور‬ ‫ﺗﻠﻌﺐ‬ ‫ﻣﺎدﯾﮫ‬ ‫وﻏﯿﺮ‬ ‫ﻣﺎدﯾﮫ‬ ‫ﺑﻌﻨﺎﺻﺮ‬ ‫ﺻﻔﺎﺗﮫ‬ ‫ﺗﺘﺤﺪد‬ ‫ﺣﺠﻢ‬ ‫ﺑﺄﻧﮫ‬ ‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﻔﺮاغ‬ ‫ﯾﻌﺮف‬
‫اﻟﻔﺮاغ‬ ‫ورؤﯾﺔ‬ ‫ﻣﻔﮭﻮم‬ ‫ﺗﻜﻮن‬ ‫ﺑﮫ‬ ‫اﻟﺨﺎﺻﺔ‬ ‫اﻟﻔﺮاﻏﯿﮫ‬ ‫ﺑﺎﻟﺸﺨﺼﯿﮫ‬ ‫اﻻﺣﺴﺎس‬ ‫ﺗﻌﻄﻲ‬ ‫اﻟﺘﻲ‬ ‫واﻻﺟﺘﻤﺎﻋﯿﮫ‬ ‫واﻟﺴﯿﻜﻠﻮﺟﯿﮫ‬( ) .
‫اﻟﺸﻜﻞ‬
‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﻔﺮاغ‬ ‫ﺗﻌﺮﯾﻒ‬:

8. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
(2) http://www.usace.army.mil/inet/information/usace-docs/design-guides/dg1110-3-110/c-2.pdf
Us armies corps of engineers , Design guide for libraries,
‫اﻟﻤﻜﺘﺒﺎت‬ ‫ﺗﺼﻤﯿﻢ‬ ‫و‬ ‫ﻟﺘﺨﻄﯿﻂ‬ ‫ﻋﺎﻣﺔ‬ ‫اﻋﺘﺒﺎرات‬:)٢(
‫اﻻﻋﺘﺒﺎر‬ ‫ﻓﻰ‬ ‫وﺿﻌﮭﺎ‬ ‫ﯾﺠﺐ‬ ‫اﻟﺘﻰ‬ ‫اﻟﻌﻮاﻣﻞ‬ ‫ﺑﻌﺾ‬:
.١‫اﻟﺧدﻣﺔ‬ ‫ﺳﯾﺎرات‬ ‫و‬ ‫اﻟﺳﯾﺎرات‬ ‫و‬ ‫اﻟﻣﺷﺎه‬ ‫وﺻول‬ ‫طرق‬.
.٢‫اﻟرﯾﺎح‬ ‫اﺗﺟﺎه‬ ‫و‬ ‫اﻟﺷﻣﺳﯾﺔ‬ ‫اﻟزواﯾﺎ‬.
.٣‫اﻻرض‬ ‫ﺷﻛل‬.
.٤‫اﻟﻣﺣﯾطﺔ‬ ‫اﻟﻣﻧﺎظر‬) )VIEW
.٥‫اﻟﻣﺳﺗﻘﺑﻠﻰ‬ ‫اﻻﻣﺗداد‬ ‫اﺣﺗﻣﺎﻻت‬.
‫أ‬.‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﻄﺮﯾﻘﺔ‬:
‫ھﺬه‬ ‫ﺳﺘﻘﺪﻣﮭﺎ‬ ‫اﻟﺘﻰ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻟﺤﺠﻢ‬ ‫ﻓﻘﺎ‬ ‫ﻣﻜﺘﺒﺔ‬ ‫ﻻى‬ ‫اﻟﻔﺮاﻏﯿﺔ‬ ‫اﻻﺣﺘﯿﺎﺟﺎت‬ ‫ﺗﺤﺪد‬ ‫ان‬ ‫ﯾﺠﺐ‬
‫ﻟﻤﺪه‬ ‫اﻟﻜﺘﺐ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺣﺠﻢ‬ ‫و‬ ‫اﻟﻤﻜﺘﺒﺔ‬٥‫ﻣﺴﺘﻘﺒﻠﯿﺔ‬ ‫ﺳﻨﻮات‬.
‫ﻣﺤﺪدة‬ ‫ﻓﺮاﻏﺎت‬ ‫ﺑﺪورھﺎ‬ ‫ﺗﺘﻄﻠﺐ‬ ‫اﻟﺘﻰ‬ ‫ﻣﻌﺪات‬ ‫و‬ ‫أﺛﺎث‬ ‫ﺗﺘﻄﻠﺐ‬ ‫اﻟﺨﺪﻣﺎت‬ ‫و‬ ‫اﻟﻮظﺎﯾﻒ‬ ‫ھﺬه‬
‫اﻟﺨﺪﻣﺎت‬ ‫ھﺬه‬ ‫ﻻداء‬.‫اﻟﺘﻰ‬ ‫اﻟﻔﻌﻠﯿﺔ‬ ‫اﻟﻔﺮاﻏﯿﺔ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت‬ ‫ﯾﺸﻜﻞ‬ ‫اﻟﻔﺮاﻏﺎت‬ ‫ھﺬه‬ ‫ﻣﺠﻤﻮع‬
‫دورھﺎ‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﺗﻮﻓﻰ‬ ‫ان‬ ‫ﯾﻤﻜﻦ‬ ‫ﻻ‬ ‫ﺑﺪوﻧﮭﺎ‬.
‫ب‬.‫اﻟﻜﺘﺐ‬ ‫ﻟﻤﺠﻤﻮﻋﺔ‬ ‫اﻟﻔﺮاﻏﯿﺔ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت‬:
‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﻣﺠﮭﺰة‬ ‫ﺗﻜﻦ‬ ‫ان‬ ‫ﯾﺠﺐ‬ ‫ﻣﺴﺘﻘﺒﻠﯿﺎ‬ ‫اﻟﻤﻄﻠﻮﺑﺔ‬ ‫و‬ ‫اﻟﻤﻮﺟﻮدة‬ ‫اﻟﻤﻮﺿﻮﻋﺎت‬ ‫ﻣﻦ‬ ‫ﻗﺎﺋﻤﺔ‬
‫ﺑﺎﻟﺘﺼﻤﯿﻢ‬ ‫ﺳﺘﻘﻮم‬ ‫اﻟﺘﻰ‬ ‫اﻟﻤﻮﺳﺴﺎت‬ ‫ﻟﺘﺴﺎﻋﺪ‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫اﻣﯿﻦ‬،‫اﻟﺘﺨﺰﯾﻦ‬ ‫وﺣﺪات‬ ‫اﻋﺪاد‬ ‫ﻛﺬﻟﻚ‬
‫اﻟﻤﻮاد‬ ‫ﻣﻦ‬ ‫ﻧﻮع‬ ‫ﻟﻜﻞ‬ ‫ﻟﻠﻜﺘﺐ‬.‫اﻟﺠﺪول‬ ‫اﻧﻈﺮ‬)١. (
‫اﻟﻌﺎم‬ ‫اﻟﻤﻮﻗﻊ‬
‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﺗﺼﻤﯿﻢ‬:
‫اﻟﺘﺼﻤﯿﻤﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
‫اﻻﺑﻌﺎد‬ ‫و‬ ‫اﻟﻨﺴﺐ‬

9. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫ج‬.‫اﻟﺪراﺳﺔ‬ ‫و‬ ‫اﻟﻘﺮاءة‬ ‫ﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﻔﺮاﻏﯿﺔ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت‬:
‫اﻟﻘﺮاءة‬ ‫وﺣﺪات‬ ‫ﻋﺪد‬ ‫ﻟﺘﺤﺪﯾﺪ‬ ‫ﺗﺴﺘﺨﺪم‬ ‫ﻗﻮاﻋﺪ‬ ‫ﺛﻼث‬ ‫ﺗﻮﺟﺪ‬)READING STATIONS(
i.‫اﻟﻜﺘﺐ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺣﺠﻢ‬ ‫ﺣﺴﺐ‬.
NASF for user seating = 1.15 x NASF for collection
No of reader stations = NASF for user seating / 30 sf/reader
station
ii.‫اﻟﺨﺒﺮة‬ ‫ﺣﺴﺐ‬:
‫ﻟﺘﺤﺪﯾﺪ‬ ‫ﻛﻘﻮاﻋﺪ‬ ‫اﺳﺘﺨﺪاﻣﮭﺎ‬ ‫ﯾﻤﻜﻦ‬ ‫اﻟﻤﺴﻨﺨﺪﻣﯿﻦ‬ ‫اﻧﻮاع‬ ‫و‬ ‫ﺑﻌﺪد‬ ‫ﻣﺨﺘﺼﺔ‬ ‫اﺣﺼﺎﺋﯿﺎت‬ ‫ﺗﻮﺟﺪ‬ ‫ﻋﻨﺪﻣﺎ‬
‫اﻟﺠﻠﻮس‬ ‫ﻻﻣﺎﻛﻦ‬ ‫اﻟﻔﺮاﻏﯿﺔ‬ ‫ﻣﺘﻄﻠﺒﺎت‬.‫اﻟﻌﻤﻞ‬ ‫اداء‬ ‫ﻛﻔﺎءة‬ ‫ﻋﻠﻰ‬ ‫اﻟﻀﻮﺿﺎء‬ ‫و‬ ‫اﻟﺰﺣﺎم‬ ‫ﻟﺘﺄﺛﯿﺮ‬ ‫ﻧﺘﯿﺠﺔ‬ ‫و‬
‫اﻟﻨﻔﺴﻰ‬ ‫اﻟﻌﺎﻣﻞ‬ ‫ﻋﻠﻰ‬ ‫و‬"‫اﻟﻤﻠﻜﯿﺔ‬ ‫او‬ ‫اﻟﺤﯿﺎزة‬"‫اﻟﻘﺮاءة‬ ‫وﺣﺪات‬ ‫ﺑﻌﺾ‬ ‫اﻟﻤﺴﺘﺨﺪﻣﯿﻦ‬ ‫ﯾﺤﺘﺎﺟﮭﺎ‬ ‫اﻟﺘﻰ‬
‫اﻟﺠﺪول‬ ‫اﻧﻈﺮ‬ ‫اﺳﺘﺨﺪاﻣﮭﺎ‬ ‫ﯾﻔﻀﻞ‬)٢(
‫اﻟﻤﻨﻔﺮدة‬ ‫اﻟﺪراﺳﺔ‬ ‫وﺣﺪة‬ ‫ان‬ ‫ﻧﺠﺪ‬ ‫ھﻜﺬا‬ ‫و‬individual study carrels‫داﺋﻤﺎ‬ ‫اﻣﺘﻼﺋﮭﺎ‬ ‫ﯾﺘﻢ‬
‫آﺧﺮھﺎ‬ ‫اﻟﻰ‬ ‫ﺗﻤﺘﻞء‬ ‫ﻣﺎ‬ ‫ﻧﺎدرا‬ ‫اﻟﻜﺮاﺳﻰ‬ ‫ﻣﺘﻌﺪة‬ ‫اﻟﻄﺎوﻻت‬ ‫اﻣﺎ‬.
‫اﻣﺘﻼء‬ ‫اﻓﺘﺮﺿﻨﺎ‬ ‫اذا‬١٦‫ب‬ ‫اﻟﻤﻜﺘﺒﺔ‬ ‫ﺗﺰود‬ ‫ان‬ ‫ﯾﺠﺐ‬ ‫اﻟﺰروة‬ ‫ﻓﺘﺮات‬ ‫ﺧﻼل‬ ‫ﻛﺮﺳﻰ‬ ‫و‬ ‫طﺎوﻟﺔ‬٢٠
‫ﻟﻠﻌﻤﻞ‬ ‫اﻟﻤﻨﺎﺳﺐ‬ ‫اﻟﺠﻮ‬ ‫ﻟﺘﻮﻓﯿﺮ‬ ‫ﻛﺮﺳﻰ‬ ‫و‬ ‫طﺎوﻟﺔ‬.
‫اﻟﺘﺤﻤﯿﻞ‬ ‫ﻣﻌﺎﻣﻞ‬
‫اﻟﺬروة‬ ‫ﺳﺎﻋﺎت‬
‫ﺗﻮﻓﯿﺮ‬ ‫ﻣﻌﺎﻣﻞ‬
‫اﻟﺮاﺣﺔ‬
‫اﻟﻘﺮاءة‬ ‫ﻣﺤﻄﺎت‬
Peak load
factor
Comfort factor Reader station
١.٦٧
١.٥٠
١.٠
١.٢٥
١.٠
١.٠
١.٠
٢.٠
١.١٥
١.٢٥
١.٠
١.٠
١.٠
١.٠
١.٠
١.٠
Lounge
Table (general reading )
Table (conference & ceminar)
Carrel
Research carrel
Terminal
Microform /av , index
tables
Typing / listing
‫ﻋﺎﻣﺔ‬ ‫ﻗﺮاءة‬ ‫اﻟﻄﺎوﻟﺔ‬
‫ﻣﻨﺎﻗﺸﺎت‬ ‫و‬ ‫اﺟﺘﻤﺎﻋﺎت‬ ‫اﻟﻄﺎوﻟﺔ‬
‫اﻟﺘﺼﻤﯿﻤﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
(2) http://www.usace.army.mil/inet/information/usace-docs/design-guides/dg1110-3-110/c-2.pdf
Us armies corps of engineers , Design guide for libraries,

10. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
iii.‫اﻟﻔﺮاغ‬ ‫ذﻟﻚ‬ ‫ﻓﻰ‬ ‫ﺳﺘﻘﺎم‬ ‫اﻟﺘﻰ‬ ‫اﻟﻮظﯿﻔﺔ‬ ‫ﻣﺘﻄﻠﺒﺎت‬ ‫ﺣﺴﺐ‬:
‫ﺗﺴﺘﺨﺪم‬‫ﻢ‬‫ﻈ‬‫ﻌ‬‫ﻤ‬‫ﻟ‬‫اﻟﻤﻜﺘﺒﺎت‬‫اﻟﻤﺘﺨﺼﺼﺔ‬‫و‬‫اﻟﻌﻠﻤﯿﺔ‬‫و‬‫ﯾﺘﻢ‬‫ﺗﺤﺪﯾﺪ‬‫اﻣﺎﻛﻦ‬‫اﻟﺠﻠﻮس‬‫ﻓﯿﮭﺎ‬‫ﻦ‬‫ﻋ‬
‫طﺮﯾﻖ‬‫ﺗﺤﻠﯿﻞ‬‫اﻻﻧﺸﻄﺔ‬‫اﻟﻮظﯿﯿﺔ‬‫اﻟﻤﻘﺪﻣﺔ‬‫ﻦ‬‫ﻣ‬‫ﻞ‬‫ﺒ‬‫ﻗ‬‫اﻟﻤﻜﺘﺒﺔ‬.
‫و‬‫ﺳﺘﻜﻮن‬‫اﻋﺪاد‬‫اﻣﺎﻛﻦ‬‫اﻟﺠﻠﻮس‬‫داﻟﺔ‬‫ﻰ‬‫ﻓ‬‫ﻧﻮﻋﯿﺔ‬‫و‬‫ﻓﺘﺮة‬‫ء‬‫ﺎ‬‫ﻀ‬‫ﻗ‬‫اﻟﻨﺸﺎط‬‫و‬‫ﻚ‬‫ﻟ‬‫ﺬ‬‫ﻛ‬‫درﺟﺔ‬
‫اﻟﺘﺮﻛﯿﺰ‬‫اﻟﻤﻄﻠﻮﺑﺔ‬.‫و‬‫ﻚ‬‫ﻟ‬‫ﺬ‬‫ﻛ‬‫ﻋﺪد‬‫اﻟﻤﺮات‬‫اﻟﺘﻰ‬‫ﯾﻘﺎم‬‫ﻓﯿﮭﺎ‬‫اﻟﻨﺸﺎط‬‫ﯾﻮﻣﯿﺎ‬.‫و‬‫ﻋﺪد‬
‫اﻻﺷﺨﺎص‬‫اﻟﻤﺸﺘﺮﻛﯿﻦ‬‫ﻰ‬‫ﻓ‬‫اﻟﻘﯿﺎم‬‫ﺑﺎﻟﻨﺸﺎط‬.‫و‬‫ﻚ‬‫ﻟ‬‫ﺬ‬‫ﻛ‬‫ﯾﻮﺿﻊ‬‫ﻰ‬‫ﻓ‬‫اﻻﻋﺘﺒﺎر‬‫ﻞ‬‫ﻣ‬‫ﺎ‬‫ﻌ‬‫ﻣ‬
‫اﻟﺮاﺣﺔ‬comfort factor‫اﻟﻤﻮﺿﺢ‬‫ﻰ‬‫ﻓ‬‫اﻟﺠﺪول‬‫اﻟﺴﺎﺑﻖ‬.‫ﯾﺘﻢ‬‫ﻊ‬‫ﻤ‬‫ﺟ‬‫اﻻﺷﺘﺨﺪاﻣﺎت‬
‫اﻟﻤﺨﺘﻠﻔﺔ‬‫اﻟﻤﻄﻠﻮﺑﺔ‬‫و‬‫ﯾﺘﻢ‬‫ﺿﺮﺑﮭﺎ‬‫ﻰ‬‫ﻓ‬‫اﻟﻤﻌﺎﻣﻞ‬‫اﻟﻤﻄﻠﻮب‬‫ﺎ‬‫ﻤ‬‫ﻛ‬‫ﻰ‬‫ﻓ‬‫اﻟﻤﺜﺎل‬‫اﻻﺗﻰ‬:
‫اﻟﺠﻠﻮس‬ ‫اﻣﺎﻛﻦ‬ ‫اﻟﻨﺸﺎط‬ ‫ﻧﻮع‬
١.٣
‫اﻟﻣﺣﺎدﺛﺔ‬
٢.٥ ‫اﻟﺗﺻﻔﺢ‬
٠.٣
‫اﻟﻔﻧﯾﺔ‬ ‫اﻟﻣﻘﺎﻻت‬ ‫ﻋﻠﻰ‬ ‫اﻻﺗطﻼع‬
٠.٤
‫اﻟﻣﻌﻠوﻣﺎت‬ ‫ﻋن‬ ‫ﺑﺣث‬
١.٥ ‫اﻟﻣﺷﻛﻼت‬ ‫ﺣل‬
‫ﻓﻧﯾﺔ‬ ‫دراﺳﺎت‬
٦.٨‫ﺪ‬‫ﻌ‬‫ﻘ‬‫ﻣ‬
‫اﻟذروة‬ ‫وﻗت‬ ‫ﻣﻌﺎﻣل‬x
٦.٨=١٠.٢ ١.٥٠x
١٠.٢
‫اﻟراﺣﺔ‬ ‫ﻣﻌﺎﻣل‬x
١٠.٢=١٢.٧٥‫ﺪ‬‫ﻌ‬‫ﻘ‬‫ﻣ‬ ١.٢٥x
‫ﻦ‬‫ﻣ‬‫اﻟﺤﺴﺎﺑﺎت‬‫اﻟﺴﺎﺑﻘﺔ‬‫وﺟﺪﻧﺎ‬‫ان‬‫اﻟﻤﻄﻠﻮب‬‫ﻣﻨﻀﺪﺗﯿﻦ‬‫ﻞ‬‫ﻛ‬‫ﻣﻨﮭﺎ‬‫ﺔ‬‫ﺘ‬‫ﺴ‬‫ﺑ‬‫ﺪ‬‫ﻋ‬‫ﺎ‬‫ﻘ‬‫ﻣ‬
٠.٨
‫اﻟﺘﺼﻤﯿﻤﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
(2) http://www.usace.army.mil/inet/information/usace-docs/design-guides/dg1110-3-110/c-2.pdf
Us armies corps of engineers , Design guide for libraries,

11. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﺘﺼﻤﯿﻤﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
(2) http://www.usace.army.mil/inet/information/usace-docs/design-guides/dg1110-3-110/c-2.pdf
Us armies corps of engineers , Design guide for libraries,

12. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﻠﻮﻧﻲ‬ ‫اﻻدراك‬:
‫ﻣﻦ‬ ‫اﻟﻌﯿﻦ‬ ‫ﺷﺒﻜﯿﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻀﻮء‬ ‫ﻣﻮﺟﺎت‬ ‫ﺑﻌﺾ‬ ‫ﺳﻘﻮط‬ ‫ﻋﻨﺪ‬ ‫ﯾﺘﻮﻟﺪ‬ ‫اﻟﺬي‬ ‫اﻻﺣﺴﺎس‬ ‫ذﻟﻚ‬ ‫ھﻮ‬ ‫اﻟﻠﻮن‬
‫واﻟﻤﺦ‬ ‫اﻟﻌﯿﻦ‬ ‫ﻣﻦ‬ ‫ﻣﻜﻮن‬ ‫اﻻﻧﺴﺎن‬ ‫ﻓﻲ‬ ‫ﺧﺎص‬ ‫ﻣﻌﻤﻞ‬ ‫طﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫ﺑﺎﻻدراك‬ ‫وﯾﺄﺗﻲ‬ ‫اﻟﻀﻮء‬ ‫ﻣﺼﺪر‬
‫اﻟﺘﻲ‬ ‫اﻟﻌﺼﺒﯿﮫ‬ ‫اﻟﺨﻼﯾﺎ‬ ‫ﻣﻦ‬ ‫ﺑﻤﺠﻤﻮﻋﺔ‬ ‫اﻟﺸﺒﻜﯿﮫ‬ ‫ﺗﺘﺼﻞ‬ ‫اﻟﻌﯿﻦ‬ ‫اﻟﻰ‬ ‫اﻟﻠﻮﻧﻲ‬ ‫اﻟﻄﯿﻒ‬ ‫وﺻﻮل‬ ‫ﻓﻤﺒﺠﺮد‬
‫اﻟﺒﺼﺮي‬ ‫اﻟﻌﺼﺐ‬ ‫طﺮﯾﻖ‬ ‫ﻋﻦ‬ ‫ادراﻛﮭﺎ‬ ‫اﻟﻤﺮاد‬ ‫اﻟﻠﻮﻧﯿﮫ‬ ‫اﻟﺮﺳﺎﻟﮫ‬ ‫ﺗﺤﻤﻞ‬.
‫اﻻدراﻛﯿﮫ‬ ‫اﻟﻨﺎﺣﯿﮫ‬ ‫ﻣﻦ‬ ‫اﻻﻟﻮان‬ ‫اﺧﺘﯿﺎر‬:
‫ھﺎﻣﮫ‬ ‫ﻋﻮاﻣﻞ‬ ‫ﺛﻼﺛﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻻدراﻛﯿﮫ‬ ‫اﻟﻨﺎﺣﯿﮫ‬ ‫ﻣﻦ‬ ‫ﻟﻼﻟﻮان‬ ‫اﺧﺘﯿﺎره‬ ‫ﻓﻲ‬ ‫اﻟﻤﺼﻤﻢ‬ ‫ﯾﻌﺘﻤﺪ‬:
‫اﻟﻠﻮن‬ ‫رؤﯾﺔ‬ ‫ﻓﯿﮭﺎ‬ ‫ﺗﺘﻢ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻀﻮﺋﯿﮫ‬ ‫اﻟﻈﺮف‬.
‫اﻟﻤﺸﺎھﺪ‬ ‫ﻟﺪى‬ ‫اﻟﻠﻮﻧﯿﮫ‬ ‫اﻟﺤﺴﺎﺳﯿﮫ‬.
‫اﻟﻄﺒﯿﻌﯿﮫ‬ ‫اﻻﺟﺴﺎم‬ ‫ﺧﺼﺎﺋﺺ‬.
‫اﻟﻀﻮﺋﯿﮫ‬ ‫اﻟﻈﺮوف‬:
‫ﻋﻠﯿﮫ‬ ‫اﻟﺴﺎﻗﻂ‬ ‫اﻟﻀﻮء‬ ‫ﻟﻄﺒﯿﻌﺔ‬ ‫ﺗﺒﻌﺎ‬ ‫اﻟﻠﻮن‬ ‫درﺟﺔ‬ ‫ﺗﺘﻐﯿﺮ‬.‫اﺧﺘﯿﺎر‬ ‫ﻗﺒﻞ‬ ‫ﻋﻤﻠﯿﺎ‬ ‫ذﻟﻚ‬ ‫دراﺳﺔ‬ ‫اﻟﻤﮭﻢ‬ ‫ﻓﻤﻦ‬
‫اﻻﻟﻮان‬
‫اﻻﺿﺎءة‬ ‫ظﺮوف‬ ‫ﻣﻦ‬ ‫واﺳﻊ‬ ‫ﺑﻤﺪى‬ ‫اﻟﻄﺒﯿﻌﯿﮫ‬ ‫ﺑﺸﺨﺼﯿﺘﮭﺎ‬ ‫اﻻﻟﻮان‬ ‫ﺗﺤﺘﻔﻆ‬ ‫ﻋﺎﻣﮫ‬ ‫ﺑﺼﻔﮫ‬ ‫ذﻟﻚ‬ ‫وﻣﻊ‬
‫اﻟﻠﻮﻧﯿﮫ‬ ‫اﻻﺳﺘﻤﺮارﯾﮫ‬ ‫ﻋﻠﯿﮫ‬ ‫ﯾﻄﻠﻖ‬ ‫ﻣﺎ‬ ‫وھﻮ‬.
‫اﻟﻤﻠﻮﻧﮫ‬ ‫اﻻﺳﻄﺢ‬ ‫ﺑﯿﻦ‬ ‫اﻟﻌﻼﻗﺎت‬ ‫ﺗﺼﻤﯿﻢ‬ ‫اﺳﺲ‬:
‫اﻟﺘﻨﺎﻏﻢ‬ ‫ﺗﺤﻘﯿﻖ‬ ‫وﺳﺎﺋﻞ‬ ‫وﻣﻦ‬ ‫واﻻھﺎرﻣﻮﻧﻲ‬ ‫اﻟﮭﺎرﻣﻮﻧﻲ‬ ‫اھﻤﮭﺎ‬ ‫اﺳﺲ‬ ‫ﻋﺪة‬ ‫ھﻨﺎك‬)‫اﻟﮭﺎرﻣﻮﻧﻲ‬:(
‫اﻟﺼﺒﻐﮫ‬ ‫ﻧﻔﺲ‬ ‫ﻟﮭﻢ‬ ‫اﻟﻠﻮﻧﺎن‬ ‫ﯾﻜﻮن‬ ‫ان‬ ‫وھﻲ‬ ‫اﻟﺸﺨﺼﯿﮫ‬.Hue
‫واﻟﺸﺪه‬ ‫اﻟﺪرﺟﮫ‬ ‫اﺧﺘﻼف‬ ‫ﻣﻊ‬ ‫اﻟﺘﺸﺎﺑﮫ‬.
‫اﻟﻠﻮﻧﻲ‬ ‫اﻟﻤﻔﺘﺎح‬ ‫ﻓﻲ‬ ‫وﻣﺸﺘﺮﻛﮫ‬ ‫اﻟﺼﺒﻐﮫ‬ ‫ﻓﻲ‬ ‫ﻣﺨﺘﻠﻔﮫ‬ ‫اﻟﺘﺒﺎﯾﻦ‬.
١-‫ﺑﯿﺌﯿﮫ‬ ‫اﻟﻮان‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫اﻟﺘﺼﻤﯿﻢ‬
‫ﻓﯿﮭﺎ‬ ‫اﻟﻤﻘﺎم‬ ‫اﻟﺒﯿﺌﮫ‬ ‫ﻟﻮن‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ﻋﻠﻰ‬ ‫ﯾﻐﻠﺐ‬)‫اﻻﻧﺴﺎن‬ ‫ﺻﻨﻊ‬ ‫ﻣﻦ‬ ‫اﻧﮫ‬ ‫ﯾﻈﮭﺮ‬ ‫وﻻ‬(
٢-‫اﻟﻠﻮﻧﯿﺔ‬ ‫اﻟﻠﻮﺣﺔ‬ ‫ﺑﺄﺳﻠﻮب‬ ‫اﻟﺘﺼﻤﯿﻢ‬:
‫ﻣﺰﻋﺠﮫ‬ ‫او‬ ‫ھﺎدﺋﮫ‬ ‫ﻓﻨﯿﮫ‬ ‫ﻟﻮﺣﮫ‬ ‫اﻟﻰ‬ ‫اﻟﻤﺒﻨﻰ‬ ‫ﯾﺘﺤﻮل‬) .‫اﻟﻤﻠﻞ‬ ‫ﻛﺴﺮ‬ ‫او‬ ‫اﻻﺑﮭﺎر‬ ‫ﺑﻐﺮض‬(
٣-‫واﻟﺤﺬف‬ ‫اﻟﺠﻤﻌﻲ‬ ‫اﻻﻟﻮان‬ ‫ﻣﺰج‬ ‫ﺑﻮاﺳﻄﺔ‬ ‫اﻟﺘﺼﻤﯿﻢ‬:
‫ﺑﻮاﺳﻄﺔ‬ ‫ﻣﺮﺋﻲ‬ ‫طﯿﻒ‬ ‫اﻟﻰ‬ ‫اﻟﺸﻤﺲ‬ ‫اﺷﻌﺔ‬ ‫ﺣﺰﻣﺔ‬ ‫ﻟﺘﺤﻠﯿﻞ‬ ‫اﻟﺸﮭﯿﺮه‬ ‫ﻧﯿﻮﺗﻦ‬ ‫ﺗﺠﺮﺑﺔ‬ ‫اﺛﻨﺎء‬ ‫ظﮭﺮت‬ ‫واﻟﺘﻲ‬
‫اﺧﺮ‬ ‫زﺟﺎﺟﻲ‬ ‫ﻣﻨﺸﻮر‬ ‫ﺑﻮاﺳﻄﺔ‬ ‫ﺗﺠﻤﯿﻌﮫ‬ ‫إﻋﺎدة‬ ‫ﺛﻢ‬ ‫زﺟﺎﺟﻲ‬ ‫ﻣﻨﺸﻮر‬.
‫ﺑﺎﻟﻠﻮن‬ ‫اﻟﺘﺼﻤﯿﻢ‬
‫ﺑﺎﻟﻠﻮن‬ ‫ﻟﻠﺘﺼﻤﯿﻢ‬ ‫اﻟﺤﺪﯾﺜﮫ‬ ‫اﻻﺗﺠﺎھﺎت‬:
‫اﻟﻠﻮن‬

13. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
.١‫اﻻﺣﻤﺮ‬ ‫اﻟﻠﻮن‬:
‫اﻟﻨﺸﺎط‬ ‫وإﺿﻔﺎء‬ ‫ﺑﺎﻟﺤﯿﻮﯾﮫ‬ ‫ﯾﺘﻤﯿﺰان‬ ‫واﻟﺒﺮﺗﻘﺎﻟﻲ‬ ‫ﻓﺎﻻﺣﻤﺮ‬ ‫ﻟﺪرﺟﺎﺗﮫ‬ ‫ﺗﺒﻌﺎ‬ ‫ﺗﺄﺛﯿﺮه‬ ‫ﯾﺨﺘﻠﻒ‬
‫اﻟﺴﺤﺮ‬ ‫وﻣﻨﮭﺎ‬ ‫ﻋﺪﯾﺪه‬ ‫ﺑﺨﺼﺎﺋﺺ‬ ‫اﻟﮭﺎدئ‬ ‫اﻻرﺟﻮاﻧﻲ‬ ‫واﻻﺣﻤﺮ‬ ‫واﻻﺛﺎره‬
‫واﻟﻐﻤﻮض‬.‫ﻟﻠﺨﻄﺮ‬ ‫رﻣﺰ‬ ‫ھﻮ‬.‫ﻟﻠﺸﮭﯿﮫ‬ ‫ﻛﻔﺎﺗﺢ‬ ‫ﻣﻌﺮوف‬ ‫وھﻮ‬.
.٢‫اﻟﺒﺮﺗﻘﺎﻟﻲ‬ ‫اﻟﻠﻮن‬:
‫واﻟﺜﺒﺎت‬ ‫ﻟﻠﻘﻮه‬ ‫ﯾﺮﻣﺰ‬
.٣‫اﻻﺻﻔﺮ‬ ‫اﻟﻠﻮن‬:
‫اﻟﺘﺠﻨﺐ‬ ‫ﯾﻔﻀﻠﻮا‬ ‫وﻣﻦ‬ ‫ﺑﺎﻟﺬﻛﺎء‬ ‫ﯾﺘﻤﯿﺰون‬ ‫اﻟﺬﯾﻦ‬ ‫اﻻﺷﺨﺎص‬ ‫ﯾﻨﺘﻘﯿﮫ‬ ‫ﻋﺎدة‬.
‫اﻟﻌﻘﻠﻲ‬ ‫ﻟﻠﺘﻮازن‬ ‫وﯾﺮﻣﺰ‬.
.٤‫اﻻﺧﻀﺮ‬ ‫اﻟﻠﻮن‬:
‫اﻻھﺪاف‬ ‫ﺗﺤﻘﯿﻖ‬ ‫ﻋﻠﻰ‬ ‫ﯾﺸﺠﻊ‬ ‫ﻓﮭﻮ‬ ‫واﻟﻄﺒﯿﻌﮫ‬ ‫اﻻﻧﺴﺎن‬ ‫ﺑﯿﻦ‬ ‫ﺟﯿﺪ‬ ‫وﺳﯿﻂ‬ ‫ھﻮ‬
‫اﻟﻌﻘﻞ‬ ‫ﺑﺪاﺧﻞ‬ ‫اﻟﻤﻮﺟﻮده‬.‫واﻟﻨﻤﻮ‬ ‫واﻻﻣﻞ‬ ‫واﻟﺨﯿﺮ‬ ‫ﻟﻠﻄﺒﯿﻌﮫ‬ ‫وﯾﻤﺰ‬
.٥‫اﻻزرق‬:
‫واﻟﺮوﺣﺎﻧﯿﮫ‬ ‫اﻟﺜﻘﮫ‬ ‫اﻟﻰ‬ ‫وﯾﺮﻣﺰ‬ ‫واﻟﻜﻤﺎل‬ ‫اﻟﻘﺪﯾﻢ‬ ‫ﻋﻠﻰ‬ ‫واﻟﻤﺤﺎﻓﻈﮫ‬ ‫اﻟﻨﺠﺎح‬ ‫ﻟﻮن‬
‫واﻟﺴﻠﻄﮫ‬.
.٦‫اﻻﺑﯿﺾ‬:
‫ﻓﻲ‬ ‫ﺑﯿﻨﻤﺎ‬ ‫اﻟﻘﻤﺮ‬ ‫ﻟﻮن‬ ‫ھﻮ‬ ‫ﻓﺎﻻﺑﯿﺾ‬ ‫ورﻣﺰﯾﺎ‬ ‫واﻟﺴﮭﻮﻟﮫ‬ ‫اﻟﺒﺴﺎطﮫ‬ ‫ﻟﻮن‬ ‫ھﻮ‬
‫واﻟﻄﮭﺎره‬ ‫اﻟﺒﺮاءه‬ ‫رﻣﺰ‬ ‫ھﻮ‬ ‫اﻟﻐﺮﺑﯿﮫ‬ ‫اﻟﻤﺠﺘﻤﻌﺎت‬
‫ﻟﻼﻟﻮان‬ ‫واﻟﻔﺴﯿﻮﻟﻮﺟﻲ‬ ‫اﻟﻨﻔﺴﻲ‬ ‫اﻟﺘﺄﺛﯿﺮ‬:
Interior of the newly opened Fintry Library, 1967
‫اﻻﻟوان‬ ‫ﺣﯾث‬ ‫ﻣن‬ ‫واﻟﻧﺷﺎط‬ ‫ﺑﺎﻟﺣﯾوﯾﮫ‬ ‫ﯾوﺣﻲ‬ ‫ﻟﻠﻣﻛﺗﺑﮫ‬ ‫اﻟداﺧﻠﻲ‬ ‫اﻟﺗﺻﻣﯾم‬
‫اﻟﻣﻛﺎن‬ ‫ﻓﻲ‬ ‫ﺟذاﺑﮫ‬ ‫ﻋﻧﺎﺻر‬ ‫ووﺿﻊ‬.
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬

14. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫اﻟﺘﺼﻤﯿﻢ‬
‫ﻓﻲ‬ ‫اﻟﻤﺴﺘﺨﺪﻣﮫ‬ ‫اﻟﻤﻮاد‬ ‫اﻧﻮاع‬
‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻋﻤﻠﯿﺔ‬
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫اھﺪاف‬
‫ﻣﺪرﻛﮫ‬ ‫اﻟﻐﯿﺮ‬ ‫اﻟﺘﺄﺛﯿﺮات‬
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫ﻟﻠﺘﺼﻤﯿﻢ‬
‫اﻟﻤﺪرﻛﺔ‬ ‫اﻟﺘﺄﺛﯿﺮات‬
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫ﻟﻠﺘﺼﻤﯿﻢ‬
‫اﻟﺘﺸﻜﯿﻠﯿﮫ‬ ‫اﻻﺳﺲ‬
‫اﻟﻤﻠﻤﺲ‬ ‫ﺑﯿﻦ‬ ‫ﻟﻠﻌﻼﻗﺎت‬
‫اﻟﻤﺨﺘﻠﻒ‬
‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻣﺴﺘﻮﯾﺎت‬
‫ﺲ‬‫ﻤ‬‫ﻠ‬‫ﻤ‬‫ﻟ‬‫ﺎ‬‫ﺑ‬
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬
‫اﻟﻤﻠﻤﺲ‬

15. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
.١‫طﺒﯿﻌﯿﮫ‬ ‫ﻣﻮاد‬.
.٢‫ﻣﺨﻠﻮطﮫ‬ ‫ﻣﻮاد‬.
.٣‫ﻣﺼﻨﻌﮫ‬ ‫ﻣﻮاد‬.
.١‫اﻟﻄﺒﯿﻌﯿﮫ‬ ‫اﻟﻤﻮاد‬:
-‫اﻟﻤﺒﻨﻰ‬ ‫وﻓﺨﺎﻣﺔ‬ ‫ﺑﺼﻼﺑﺔ‬ ‫اﯾﺤﺎء‬ ‫اﻟﻤﻮاد‬ ‫ھﺬه‬ ‫وﺗﻌﻄﻰ‬ ‫ﺻﺨﺮﯾﮫ‬ ‫ﻣﻮاد‬.
-‫ﻋﻀﻮﯾﮫ‬ ‫ﻣﻮاد‬)‫ﻣﺜﻼ‬ ‫اﻻﺧﺸﺎب‬(‫طﺒﯿﻌﺘﮭﺎ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﻌﺎﻟﺠﺎت‬ ‫ﻓﻲ‬ ‫اﺳﺘﺨﺪاﻣﮭﺎ‬ ‫وﯾﻤﻜﻦ‬
‫ﺑﺎﻟﻄﺒﯿﻌﮫ‬ ‫اﺣﺴﺎس‬ ‫وﺗﻌﻄﻲ‬.
.٢‫اﻟﻤﺨﻠﻮطﮫ‬ ‫اﻟﻤﻮاد‬:
‫واﺷﮭﺮھﺎ‬ ‫ﻣﻮاد‬ ‫ﻋﺪة‬ ‫ﻣﻦ‬ ‫ﺧﻠﯿﻂ‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎره‬ ‫وھﻲ‬:
.١‫ﻋﺪﯾﺪه‬ ‫ووﺳﺎﺋﻞ‬ ‫طﺮق‬ ‫وﻟﮭﺎ‬ ‫اﻻﻧﺸﺎﺋﯿﮫ‬ ‫اﻟﺼﺮاﺣﮫ‬ ‫ﻋﻦ‬ ‫ﺗﻌﺒﯿﺮا‬ ‫اﻟﻤﻮاد‬ ‫اﻛﺜﺮ‬ ‫اﻟﺨﺮﺳﺎﻧﮫ‬
‫ﻣﻠﻤﺴﮭﺎ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﺤﻜﻢ‬.
.٢‫اﻟﻤﺤﯿﻄﮫ‬ ‫ﺑﺎﻟﺒﯿﺌﮫ‬ ‫اﻟﻌﻼﻗﮫ‬ ‫ﻋﻦ‬ ‫وﯾﻤﺜﻞ‬ ‫ﻟﻠﻄﺒﯿﻌﮫ‬ ‫اﻣﺘﺪاد‬ ‫ﻋﻦ‬ ‫ﯾﻌﺒﺮ‬ ‫اﻟﻄﯿﻦ‬.
.٣‫اﻟﻤﺨﺘﻠﻔﮫ‬ ‫اﻟﺮﺳﻮم‬ ‫وﯾﻘﺒﻞ‬ ‫اﻟﻤﺨﺘﻠﻔﮫ‬ ‫ﻟﻼﺿﺎﺋﺎت‬ ‫ﺑﻘﺎﺑﻠﯿﺘﮫ‬ ‫وﯾﺘﻤﯿﺰ‬ ‫اﻟﺒﯿﺎض‬
‫ﺑﺴﮭﻮﻟﮫ‬.
.٣‫اﻟﻤﺼﻨﻌﮫ‬ ‫اﻟﻤﻮاد‬:
‫اﺳﺘﺨﺪاﻣﮭﺎ‬ ‫ﻗﺒﻞ‬ ‫ﺗﺼﻨﯿﻌﮭﺎ‬ ‫ﯾﺘﻢ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﻮاد‬ ‫ﻣﻦ‬ ‫وﻏﯿﺮھﺎ‬ ‫واﻟﺤﺪﯾﺪ‬ ‫اﻟﻄﻮب‬ ‫ﻣﺜﻞ‬.
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻓﻲ‬ ‫اﻟﻤﺴﺘﺨﺪﻣﮫ‬ ‫اﻟﻤﻮاد‬:
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬

16. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻓﺸﻞ‬ ‫او‬ ‫ﺑﻨﺠﺎح‬ ‫وﻣﻠﻤﺴﮭﺎ‬ ‫اﻟﻤﺨﺘﻠﻔﮫ‬ ‫اﻟﻤﻮاد‬ ‫ﺑﯿﻦ‬ ‫واﻟﺤﺴﻲ‬ ‫اﻟﻨﻔﺴﻲ‬ ‫اﻟﺘﺄﺛﯿﺮ‬ ‫ارﺗﺒﻂ‬
‫اﻟﻤﻌﻤﺎري‬.‫ﻓﯿﮭﺎ‬ ‫ﻣﺮﻏﻮب‬ ‫ﻏﯿﺮ‬ ‫ﻓﺮاﻏﯿﮫ‬ ‫اﺣﺎﺳﯿﺲ‬ ‫ﺗﻨﺘﺞ‬ ‫ان‬ ‫ﻣﻤﻜﻦ‬ ‫ﻓﮭﻲ‬،‫اﺣﺎﺳﯿﺲ‬ ‫ﺗﻨﺘﺞ‬ ‫ان‬ ‫وﯾﻤﻜﻦ‬
‫ﻟﻠﻌﯿﻦ‬ ‫ﻣﺮﯾﺤﮫ‬.
‫أ‬-‫اﻟﻮاﺣﺪ‬ ‫اﻟﻤﻠﻤﺲ‬ ‫اﻟﺘﺼﻤﯿﻢ‬:
‫ﻧﻔﺴﯿﺎ‬ ‫واﺣﺪ‬ ‫اﺗﺠﺎه‬ ‫ﻓﻲ‬ ‫ھﺪف‬ ‫ذا‬ ‫اﻟﻌﻤﻞ‬ ‫وﯾﻜﻮن‬،‫او‬ ‫درو‬ ‫ﻓﺎن‬ ‫ﻣﯿﺰ‬ ‫ﻣﺒﺎﻧﻲ‬ ‫ﻣﺜﻞ‬ ‫ﻣﺤﺪد‬ ‫وﻏﺮض‬
‫اﻟﻔﺮﻋﻮﻧﯿﮫ‬ ‫اﻟﻤﺒﺎﻧﻲ‬.
‫ب‬-‫ﻣﻨﺎﻗﺾ‬ ‫واﺧﺮ‬ ‫ﻣﺘﻐﻠﺐ‬ ‫ﺑﺴﻄﺢ‬ ‫اﻟﺘﺼﻤﯿﻢ‬:
‫ﻣﻨﺎﻓﺲ‬ ‫وﻣﻠﻤﺲ‬ ‫اﻗﻞ‬ ‫ﻣﺴﺎﺣﮫ‬ ‫ذو‬ ‫واﺧﺮ‬ ‫ﻣﻠﻤﺲ‬ ‫ذو‬ ‫ﻛﺒﯿﺮ‬ ‫ﻣﺴﻄﺢ‬ ‫اﺳﺘﺨﺪام‬ ‫ﻣﺜﻞ‬.
‫ج‬-‫ﺳﺎﺋﺪ‬ ‫وﺛﺎﻟﺚ‬ ‫ﻣﺘﻨﺎﻗﺾ‬ ‫وﺛﺎن‬ ‫ﻣﺘﻐﻠﺐ‬ ‫ﺑﺴﻄﺢ‬ ‫ﺗﺼﻤﯿﻢ‬:
‫اﻟﻐﺎﻟﺐ‬ ‫ﺑﯿﻦ‬ ‫ﺛﻼﺛﯿﮫ‬ ‫ﻋﻼﻗﮫ‬ ‫اﯾﺠﺎد‬ ‫ﻓﻲ‬ ‫اﻟﺒﺸﺮﯾﮫ‬ ‫اﻟﻄﺒﯿﻌﮫ‬ ‫ﻣﻊ‬ ‫ﻣﺘﻔﻖ‬ ‫ﻣﺒﺪأ‬ ‫وھﻮ‬
‫واﻟﺴﺎﺋﺪ‬ ‫واﻟﻤﺘﻨﺎﻗﺾ‬.
)‫ﺧﺸﺒﯿﮫ‬ ‫وﻣﺸﺮﺑﯿﺎت‬ ‫زﺟﺎج‬ ‫وﻣﺴﻄﺤﺎت‬ ‫ﺣﺠﺮ‬ ‫ﺑﺎﻟﺮﯾﺎض‬ ‫اﻟﺨﺎرﺟﯿﮫ‬ ‫وزارة‬ ‫ﻣﺒﻨﻰ‬(
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫اﻟﻤﻌﻤﺎري‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻣﺴﺘﻮﯾﺎت‬:
‫ﺑﺎﻟﻤﻠﻤﺲ‬ ‫ﻟﻠﺘﺼﻤﯿﻢ‬ ‫اﻟﺘﺸﻜﯿﻠﯿﮫ‬ ‫اﻻﺳﺲ‬)١(
)١(‫ﻋﻠﻲ‬ ‫رأﻓت‬–‫اﻟﻌﻣﺎره‬ ‫ﻓﻲ‬ ‫اﻟﻔﻧﻲ‬ ‫اﻻﺑداع‬
‫اﻻﻧﺴﺎﻧﯿﺔ‬ ‫اﻻﻋﺘﺒﺎرات‬

17. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
http://www.dundeecity.gov.uk
‫ﻛﺑﯾر‬ ‫ﺑﺷﻛل‬ ‫اﻟطﺑﯾﻌﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﻋﻠﻰ‬ ‫ﺗﺻﻣﯾﻣﮫ‬ ‫ﻓﻲ‬ ‫اﻟﻣﺻﻣم‬ ‫اﻋﺗﻣد‬
‫اﻟﺻﻧﺎﻋﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﺑﻣﺳﺎﻋدة‬.
‫اﻟدراﺳﯾﮫ‬ ‫اﻟﺣﺎﻟﺔ‬:
‫وﺗﺳﺟﯾل‬ ‫ﺑداﺧﻠﮭﺎ‬ ‫اﻟﻣﺳﺗﺧدﻣﯾن‬ ‫وﺳﻠوك‬ ‫اﻟﻣرﻛزﯾﮫ‬ ‫اﻟﻛﻠﯾﮫ‬ ‫ﻣﻛﺗﺑﮫ‬ ‫ﺑﻣﺗﺎﺑﻌﺔ‬ ‫ﺧﺎص‬ ‫اﻟﺟزء‬ ‫وھذا‬
‫اﻟﻣﺧﺗﻠﻔﮫ‬ ‫رﻏﺑﺎﺗﮭم‬ ‫ﺣﺎﻻت‬ ‫ﻓﻲ‬ ‫ﻋﻠﯾﮭم‬ ‫اﻟﻣﻛﺗﺑﮫ‬ ‫ﺗﺄﺛﯾر‬.
‫ﺟدﯾد‬ ‫ﻣﻘﺗرح‬ ‫ﻓﻲ‬ ‫ﻟﺗﻌدﯾﻠﮭﺎ‬ ‫اﻟﺗﺻﻣﯾم‬ ‫ﻋﯾوب‬ ‫اﻛﺗﺷﺎف‬ ‫وﻣﺣﺎوﻟﺔ‬،‫ﻋﻠﻰ‬ ‫ﺗﻌﺗﻣد‬ ‫اﻟﻔرﺿﯾﮫ‬ ‫وھذه‬
‫وﺧواﺻﮫ‬ ‫ﻓﻘط‬ ‫ﺑﺎﻟﻔراغ‬ ‫ﯾﺗﺄﺛر‬ ‫طﺑﯾﻌﻲ‬ ‫ﺳﻠوك‬ ‫اﻻﻧﺳﺎﻧﻲ‬ ‫اﻟﺳﻠوك‬ ‫اﻋﺗﺑﺎر‬.
)٢(
)٢(‫اﻟﺑﺎﺣﺛﯾن‬ ‫ورﺳوﻣﺎت‬ ‫ﺗﺻوﯾر‬

18. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
١-‫اﻟﻌﺎم‬ ‫اﻟوﺻف‬
:
‫اﻟﻣدﺧل‬
‫اﻟﻧﮭو‬ ‫ﻣواد‬:
‫ﻓﯾﻧﯾل‬ ‫اﻻرﺿﯾﻠت‬–‫ﺑﯾﺎض‬ ‫اﻟﺣواﺋط‬
‫اﻻﺛﺎث‬:
‫ﻣﺗﻛرره‬ ‫اﻓراد‬ ‫ﻻرﺑﻌﺔ‬ ‫ﻣﺳﺗطﯾﻠﮫ‬ ‫طﺎوﻻت‬
‫ﻲ‬‫ﻓ‬١١‫ﺑﺎﻟﺣﺎﺋط‬ ‫ﻣﻠﺗﺻﻘﮫ‬ ‫ﻣﺗﺟﺎوره‬ ‫ﺻف‬.
‫اﻟﺣرﻛﮫ‬ ‫ﻣﺳﺎر‬:
‫ﻣﻐﻠﻘﮫ‬ ‫ﻧﮭﺎﯾﮫ‬ ‫ذو‬ ‫واﺣد‬ ‫اﺗﺟﺎه‬ ‫ﻓﻲ‬ ‫ﺧطﻲ‬
‫اﻻﺿﺎءه‬:
‫ﻓﮭﻲ‬ ‫اﻟﻣﻛﺗﺑﮫ‬ ‫ﻣؤﺧرة‬ ‫ﻣﺎﻋدا‬ ‫ﺻﻧﺎﻋﯾﮫ‬ ‫اﻏﻠﺑﮭﺎ‬
‫ﻣﻠﺗﺻﻘﮫ‬ ‫ﻣرﺗﻔﻌﮫ‬ ‫اﻟﺻﻧﺎﻋﯾﮫ‬ ‫اﻟوﺣدات‬ ‫و‬ ‫طﺑﯾﻌﯾﮫ‬
‫ﺑﺎﻟﺳﻘف‬.

19. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
٢-‫اﻟﻣؤﺛره‬ ‫اﻟﻣﺷﺎﻛل‬
‫اﻟﻣﺳﺗﺧدم‬ ‫ﻋﻠﻰ‬:
-‫ﯾﺳﺑب‬ ‫اﻟﻔﯾﻧﯾل‬ ‫ﺑﻣﺎده‬ ‫اﻻرﺿﯾﺎت‬ ‫ﻧﮭو‬
‫ﻟﻠﻣﺳﺗﺧدﻣﯾن‬ ‫ﻣزﻋﺟﮫ‬ ‫اﺻوات‬.
-‫اﻻﺣﺳﺎس‬ ‫ﺗﺳﺑب‬ ‫اﻟﺗﻲ‬ ‫اﻟﻘﺎﺗﻣﮫ‬ ‫اﻻﻟوان‬
‫اﻟﻣﻛﺎن‬ ‫ﻓﻲ‬ ‫ﺑﺎﻟﻛﺎﺑﮫ‬.
-‫اﻟطﺎوﻻت‬ ‫ﺗوزﯾﻊ‬
‫ﺗﻘﻠﯾدي‬ ‫ﺷﻛل‬ ‫ﻓﻲ‬ ‫اﻟﻣﻣل‬
-‫اﻟﺣﺎﺋط‬ ‫ﺑﺟوار‬ ‫اﻟطﺎوﻻت‬ ‫ﻟﺻق‬
‫اﻟوﺻول‬ ‫ﺻﻌﺑﺔ‬ ‫اﻟطﺎوﻟﮫ‬ ‫ﯾﺟﻌل‬.
-‫واﻧﺣﺳﺎر‬ ‫اﻟﺻﻧﺎﻋﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﺳوء‬
‫اﻟﻣؤﺧره‬ ‫ﻓﻲ‬ ‫اﻟطﺑﯾﻌﯾﮫ‬ ‫اﻻﺿﺎءه‬
-‫اﻟواﺣد‬ ‫اﻟﺣرﻛﮫ‬ ‫ﻣﻣر‬
‫اﻟﻧﮭﺎﯾﮫ‬ ‫اﻟﻣﻐﻠق‬.
-‫ﺑﺎﻟﻣوظﻔﯾن‬ ‫اﻟﻣﺣﺎط‬ ‫اﻟﺿﯾق‬ ‫اﻟﻣدﺧل‬.
-‫ﻟﻠطﺎﻟب‬ ‫واﺿﺢ‬ ‫ﺗﺻﻧﯾف‬ ‫وﺟود‬ ‫ﻋدم‬
‫اﻟﻣﻛﺗﺑﮫ‬ ‫داﺧل‬..

20. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟدراﺳﮫ‬ ‫ﺣﺎﻻت‬:
)‫اﻟﮭﻧدﺳﮫ‬ ‫ﻛﻠﯾﺔ‬ ‫اﻟﻣرﻛزﯾﮫ‬ ‫اﻟﻣﻛﺗﺑﮫ‬(‫اﻻوﻟﻰ‬ ‫اﻟﺣﺎﻟﺔ‬:

21. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻻوﻟﻰ‬ ‫اﻟﺣﺎﻟﮫ‬:
-‫اﻣﺎﻛن‬ ‫ﺗوﺿﺢ‬ ‫اﻟﺣﻣراء‬ ‫اﻟﻌﻼﻣﺎت‬
‫اﻟﻣﻛﺗﺑﮫ‬ ‫ﻓﻲ‬ ‫اﻟﺟﺎﻟﺳﯾن‬ ‫ﺗوزﯾﻊ‬.
-‫اﻛﺛر‬ ‫ان‬ ‫ﯾﺑدو‬ ‫اﻻوﻟﻰ‬ ‫اﻟﻣﻼﺣظﮫ‬ ‫ﻣن‬
‫ﻣن‬٩٠%‫ﻏﯾر‬ ‫اﻟداﺧﻠﯾﮫ‬ ‫اﻟﺻﻔوف‬ ‫ﻣن‬
‫اﺣد‬ ‫ﻋﻠﯾﮫ‬ ‫وﻻﯾﺟﻠس‬ ‫ﻣﺳﺗﻐل‬.
-‫ﻣؤﺧرة‬ ‫ﻓﻲ‬ ‫ﺗﻛدس‬ ‫ﻛذﻟك‬ ‫وﯾظﮭر‬
‫اﻟﻣﻛﺗﺑﮫ‬)‫اﻻﺿﺎءه‬ ‫ﺑﺟﺎﻧب‬(‫او‬)‫ﻣﺟﻣوﻋﺔ‬
‫اﺻدﻗﺎء‬.(
-‫ﺑﺟوار‬ ‫ﯾﺟﻠﺳون‬ ‫اﻟﺑﻌض‬ ‫ان‬ ‫وﯾظﮭر‬
‫اﻟدﺧول‬ ‫ﺻﻌوﺑﺔ‬ ‫ﺑﺳﺑب‬ ‫اﻟﻣﻣر‬.‫وﻛذﻟك‬
‫اﻟﻣﻌﻠﻘﮫ‬ ‫اﻟﺻﻧﺎﻋﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﻣن‬ ‫اﻟﻘرب‬
‫اﻟﻣﯾزاﻧﯾن‬ ‫ﻋﻠﻰ‬.

22. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟدراﺳﮫ‬ ‫ﺣﺎﻻت‬:
)‫اﻟﮭﻧدﺳﮫ‬ ‫ﻛﻠﯾﺔ‬ ‫اﻟﻣرﻛزﯾﮫ‬ ‫اﻟﻣﻛﺗﺑﮫ‬(‫اﻟﺛﺎﻧﯾﮫ‬ ‫اﻟﺣﺎﻟﺔ‬:

23. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
‫اﻟﺛﺎﻧﯾﮫ‬ ‫اﻟﺣﺎﻟﮫ‬:
-‫اﻣﺎﻛن‬ ‫ﺗوﺿﺢ‬ ‫اﻟﺣﻣراء‬ ‫اﻟﻌﻼﻣﺎت‬
‫اﻟﻣﻛﺗﺑﮫ‬ ‫ﻓﻲ‬ ‫اﻟﺟﺎﻟﺳﯾن‬ ‫ﺗوزﯾﻊ‬.
-‫ا‬ ‫ﺟﻠﺳو‬ ‫اﻻﻓراد‬ ‫ﺑﻌض‬ ‫اﻟﻣﻼﺣظﮫ‬ ‫ﻣن‬
‫اﻟداﺧﻠﯾﮫ‬ ‫اﻟﻣﻘﺎﻋد‬ ‫ﻓﻲ‬،‫ﯾﻼﺣظ‬ ‫وﺑﺎﻟﺗدﻗﯾق‬
‫اﻟﻣﻛﺎن‬ ‫ﻣن‬ ‫ﺣﯾﺎزﺗﮭم‬ ‫ﺗوﺳﯾﻊ‬ ‫ﯾرﯾدون‬ ‫اﻧﮭم‬
‫ﻋﻠﻰ‬ ‫اﻟﺣﺻول‬ ‫ﯾرﯾد‬ ‫اﻻﺧر‬ ‫واﻟﺑﻌض‬
‫اﻟﺧﺻوﺻﯾﮫ‬.
-‫ﻣؤﺧرة‬ ‫ﻓﻲ‬ ‫ﺗﻛدس‬ ‫ﻛذﻟك‬ ‫وﯾظﮭر‬
‫اﻟﻣﻛﺗﺑﮫ‬)‫اﻻﺿﺎءه‬ ‫ﺑﺟﺎﻧب‬(‫او‬)‫ﻣﺟﻣوﻋﺔ‬
‫اﺻدﻗﺎء‬.(
-‫ﺑﺟوار‬ ‫ﯾﺟﻠﺳون‬ ‫اﻟﺑﻌض‬ ‫ان‬ ‫وﯾظﮭر‬
‫اﻟدﺧول‬ ‫ﺻﻌوﺑﺔ‬ ‫ﺑﺳﺑب‬ ‫اﻟﻣﻣر‬.‫وﻛذﻟك‬
‫اﻟﻣﻌﻠﻘﮫ‬ ‫اﻟﺻﻧﺎﻋﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﻣن‬ ‫اﻟﻘرب‬
‫اﻟﻣﯾزاﻧﯾن‬ ‫ﻋﻠﻰ‬.

24. ‫اﻟﻣﻛﺗﺑﺎت‬ ‫ﺗﺻﻣﯾم‬ ‫ﻓﻰ‬ ‫اﻻﻧﺳﺎﻧﯾﺔ‬ ‫اﻻﻋﺗﺑﺎرات‬
١-‫اﻟطﺑﯾﻌﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﻣﺻﺎدر‬ ‫ﻟﺿﯾق‬ ‫اﻟﻣﻛﺗﺑﮫ‬ ‫ﻓﻲ‬ ‫اﻟﺻﻧﺎﻋﯾﮫ‬ ‫ﺑﺎﻻﺿﺎءه‬ ‫اﻻھﺗﻣﺎم‬.
٢-‫اﻟﻣﺳﺎﺣﮫ‬ ‫اﺳﺗﻐﻼل‬ ‫ﻟﺗﺣﺳﯾن‬ ‫وﻛذﻟك‬ ‫اﻟطﺑﯾﻌﯾﮫ‬ ‫اﻻﺿﺎءه‬ ‫ﯾﺳﺗﻐل‬ ‫ﺑﺷﻛل‬ ‫اﻟطﺎوﻻت‬ ‫ﺗوزﯾﻊ‬ ‫اﻋﺎدة‬
‫ﻛﻠﮭﺎ‬.
٣-‫اﻻﺳﺗﺧدام‬ ‫ﺣﺳب‬ ‫ﻣﺧﺗﻠﻔﮫ‬ ‫ﺑﺄﺣﺟﺎم‬ ‫طﺎوﻻت‬ ‫ﻋﻣل‬.
٤-‫ﻓﺎﺗﺣﮫ‬ ‫واﻟوان‬ ‫ﺑﻣواد‬ ‫اﻻرﺿﯾﮫ‬ ‫ﻧﮭو‬ ‫ﻣواد‬ ‫ﺗﻐﯾﯾر‬.
٥-‫ﻣرﯾﺢ‬ ‫ﺑﺷﻛل‬ ‫اﻟطﺎوﻻت‬ ‫ﺑﯾن‬ ‫ﺣرﻛﮫ‬ ‫ﻣﻣرات‬ ‫ﺧﻠق‬.
٦-‫اﻟطﺎوﻻت‬ ‫ﻣﻊ‬ ‫ﯾﺗﻧﺎﺳب‬ ‫ﺑﺷﻛل‬ ‫اﻟﻛﺗب‬ ‫ارﻓف‬ ‫ﺗوزﯾﻊ‬ ‫اﻋﺎدة‬.
‫اﻟﺗوﺻﯾﺎت‬: