‫)‪The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬

‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻤﺩﺭﺱ ﻤﺴﺎﻋﺩ‪ /‬ﺠﺎﻤﻌﺔ ﺒﺎﺒل‪ /‬ﻜﻠﻴﺔ ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﺃﺴﺘﺎﺫ ﻤﺴﺎﻋﺩ‪ /‬ﺠﺎﻤﻌﺔ ﺒﺎﺒل‪ /‬ﻜﻠﻴﺔ ﺍﻟﻬﻨﺩﺴﺔ‬
‫ﻗﺴﻡ ﺍﻟﻬﻨﺩﺴﺔ ﺍﻟﻤﺩﻨﻴﺔ‬ ‫ﻗﺴﻡ ﺍﻟﻬﻨﺩﺴﺔ ﺍﻟﻤﺩﻨﻴﺔ‬

‫ﺍﻟﺨﻼﺼﺔ‪:‬‬
‫ﺘﻌﺩ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻤﻥ ﺍﻟﺒﻨﻰ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﻤﻬﻤﺔ ﻓﻲ ﺍﻟﺒﻠﺩ ﻭﺍﻟﺘﻲ ﻴﺠﺏ ﻭﻀﻊ ﺍﻟﺠﻬﻭﺩ ﻟﻼﻫﺘﻤﺎﻡ ﺒﻬﺎ‬
‫ﻭﺇﻋﻁﺎﺀﻫﺎ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ‪ .‬ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﺍﻟﺒﺤﺙ ﺍﻟﺩﺍﺌﻡ ﻋﻥ ﺃﻓﻀل ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻓﻲ ﺘﻘﻴﻴﻤﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ‬
‫ﺨﺩﻤﺔ ﻟﻠﻤﺴﻴﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﺒﻠﺩ‪.‬‬
‫ﻴﻬﺩﻑ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺇﻟﻰ ﺘﻘﻴﻴﻡ ﺃﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻹﻨﺸﺎﺌﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ‬
‫ﻭﺘﺸﺨﻴﺹ ﺍﻟﻤﺸﺎﻜل ﺍﻹﻨﺸﺎﺌﻴﺔ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻟﺘﻨﻔﻴﺫ ﺃﻭ ﺍﻟﺘﺼﻤﻴﻡ ﺃﻭ ﺴﻭﺀ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻭﻭﻀﻊ ﺍﻟﺤﻠﻭل ﻟﺘﻔﺎﺩﻱ ﻫﺫﻩ‬
‫ﺍﻟﻤﺸﺎﻜل ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‪.‬‬
‫ﻭﻤﻥ ﺍﺠل ﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ﻓﻘﺩ ﺘﻡ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﻤﻥ ﺍﻷﺩﺒﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﻭﻀﻭﻉ ﺘﻘﻴﻴﻡ‬
‫ﻼ ﻋﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻟﻤﺴﺢ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻟﻸﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ‬
‫ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﺒﺎﺒل‪ ،‬ﻭﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺠﻤﺎﻋﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ ﻤﻊ ﺫﻭﻱ ﺍﻻﺨﺘﺼﺎﺼﺎﺕ ﻤﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻹﺩﺍﺭﺓ ﻭﻜﺫﻟﻙ ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻋﻥ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻔﻨﻲ ﻭﺍﻟﻬﻨﺩﺴﻲ ﻤﻥ ﺨﻼل ﺍﺨﺫ ﺁﺭﺍﺀ ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﻭﺍﻟﺫﻴﻥ ﻫﻡ ﻋﻠﻰ ﺘﻤﺎﺱ ﻤﻊ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪.‬‬
‫ﻟﻘﺩ ﺍﻀﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺴﻠﺒﻴﺔ ﻓﻲ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺃﻜﺩﺘﻬﺎ ﻨﺘﺎﺌﺞ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻴﺩﺍﻨﻲ ﺤﻴﺙ ﺘﻡ ﺘﺸﺨﻴﺹ ﺍﻟﻤﺸﺎﻜل ﺍﻹﻨﺸﺎﺌﻴﺔ ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﻭﻀﻭﺤﹰﺎ ﻭﻤﻨﻬﺎ ﻏﻴﺎﺏ ﺍﻟﺼﻴﺎﻨﺔ ﺍﻟﺩﻭﺭﻴﺔ‬
‫ﻟﻠﻤﺩﺍﺭﺱ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻜﺎﺩﺭ ﻤﺘﺨﺼﺹ ﺘﺎﺒﻊ ﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﺔ ﻴﻘﻭﻡ ﺒﺘﻠﻙ ﺍﻟﻤﻬﺎﻡ‪.‬‬

‫‪Constructional Evaluation of Primary Schools Buildings in Al-Hilla‬‬

‫‪City‬‬

‫‪Abstract:‬‬
‫‪The primary schools buildings are considered from the most important features‬‬
‫‪of the basic items in any country, which aid in evaluation and development, in which‬‬
‫‪we put our effort to take care and give it the needed consideration. Therefore it‬‬
‫‪demands continues research which is the best type of help in the evaluation as well as‬‬
‫‪development as to serve the evaluation of teaching series in our country.‬‬
‫‪This research aims to evaluate the building of the primary schools in Al-Hilla‬‬
‫‪city according to the construction, function and diagnoses of the construction problems‬‬
‫‪that result from execution or the design or miss using by giving the incomplete‬‬
‫‪solutions to get rid of these obstacles and its treatments.‬‬
‫‪In order to achieve this aim, data collection have been made from information that‬‬
‫‪have been obtained from some literatures about evaluation of the primary schools‬‬
‫‪buildings, in addition to other information that has been obtained from field survey for‬‬
‫‪the buildings of the schools in Babylon governorate, alongside collective and personal‬‬

‫‪424‬‬
 ‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬
‫‪interviews with specialist from teachers as well as administration, besides collecting‬‬
‫‪data about technical and engineering side by giving important engineering ideas, and‬‬
‫‪others which are really in touch with the concern matter.‬‬
‫‪Results of data analysis have showing many negative points exist in the schools‬‬
‫‪buildings, and it is assured by the results of field survey hence the diagnoses is‬‬
‫‪completed by the construction problems and more clarity. One of them the absence of‬‬
‫‪the periodic maintenance for schools, as well as the absence of the special staffs and‬‬
‫‪sub-staffs that under takes these responsibilities.‬‬
‫‪(١‬ﺍﻟﻤﻘﺩﻤﺔ‬
‫ﻤﻥ ﻴﻁﻠﻊ ﻋﻠﻰ ﺘﺄﺭﻴﺦ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﻋﻠﻰ ﻤﺭ ﺍﻟﻌﺼﻭﺭ ﺴﻭﻑ ﻴﺠﺩﻫﺎ ﻤﺭﻜﺯ ﺇﺸﻌﺎﻉ ﻓﻜﺭﻱ ﻭﺃﺩﺒﻲ ﻭﻓﻨﻲ ﻋﻠﻰ‬
‫ﺍﻟﺭﻏﻡ ﻤﻥ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻘﺎﺴﻴﺔ ﺍﻟﺘﻲ ﻤﺭ ﺒﻬﺎ ﺍﻟﻌﺭﺍﻕ ﻤﻥ ﺃﻁﻤﺎﻉ ﻭﻏﺯﻭﺍﺕ ﻭﺍﺤﺘﻼل ﻭﺍﻀﻁﻬﺎﺩ ﻭﻤﺴﺦ ﻟﺜﻘﺎﻓﺔ ﺍﻟﻤﻭﺍﻁﻥ‬
‫ﺍﻟﺤﻠﻲ‪ ،‬ﺃﻻ ﺃﻥ ﺃﺒﻨﺎﺀ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﻜﺎﻨﻭﺍ ﻤﺩﺭﻜﻴﻥ ﺤﺠﻡ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻤﻨﺫ ﺍﻷﺯل ‪.‬‬
‫ﻭﻟﺫﺍ ﻓﺄﻥ ﺘﻌﻠﻴﻡ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ ﺸﺄﻨﻪ ﺸﺄﻥ ﺍﻟﻤﺩﻥ ﺍﻷﺨﺭﻯ ﻜﺎﻥ ﻴﺠﺭﻱ ﻓﻲ ﺍﻟﻜﺘﺎﺘﻴﺏ‪١‬ﺤﺘﻰ ﺒﺩﺍﻴﺔ ﺍﻟﻘﺭﻥ‬
‫ﺍﻟﻌﺸﺭﻴﻥ ‪ ،‬ﻭﻓﻴﻬﺎ ﻴﻜﻭﻥ ﺘﻌﻠﻡ ﺍﻟﻨﺸﺄ ﺍﻟﺠﺩﻴﺩ ﺍﻟﺤﺭﻭﻑ ﺍﻟﻬﺠﺎﺌﻴﺔ ﻭﺒﻌﺽ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﺍﻟﺒﺴﻴﻁﺔ ﻭﺘﺤﻔﻴﻅ ﺍﻟﻘﺭﺁﻥ‬
‫ﺍﻟﻜﺭﻴﻡ ‪ ،‬ﻭﻜﺎﻥ ﻤﺤﺫﻭﺭﹰﺍ ﻋﻠﻰ ﺍﻟﻔﺘﺎﺓ ﺘﻌﻠﻡ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ ()ﻋﻮض‪.(٢٠٠٥،‬‬
‫ﻭ )) ﺘﺫﻜﺭ ﺍﻟﻭﺜﺎﺌﻕ ﺍﻟﺘﺎﺭﻴﺨﻴﺔ ﺍﻷﻜﻴﺩﺓ ﺃﻥ ﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻭﺠﻭﺩﹰﺍ ﻓﻲ ﺍﻟﻌﻬﺩ ﺍﻟﻌﺜﻤﺎﻨﻲ ﻭﺍﻟﻅﺎﻫﺭ ﺃﻨﻬﺎ ﺃﻏﻠﻘﺕ‬
‫ﻓﻲ ﺍﻟﻘﺭﻥ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ (() ﻋﻮض‪ ،(٢٠٠٥،‬ﻭﺒﻌﺩ ﻗﻴﺎﻡ ﺍﻟﺩﺴﺘﻭﺭ ﺍﻟﻌﺜﻤﺎﻨﻲ ) ﺃﻨﺸﺄﺕ ( ﺍﻟﺤﻜﻭﻤﺔ ﻓﻲ ﺍﻟﺤﻠﺔ ﻤﺩﺍﺭﺱ‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻨﺸﺄ ﺍﻟﺠﺩﻴﺩ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﻤﻌﺎﺭﻑ ﻓﺘﺤﺴﻨﺕ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻌﺎﻤﺔ ﻨﻭﻋﹰﺎ ﻤﺎ ‪ ،‬ﻭﺸﻌﺭ ﺍﻟﺤﻠﻴﻭﻥ ﺒﻀﺭﻭﺭﺓ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﻤﻌﺎﺭﻑ‬
‫‪ ،‬ﻓﻘﺎﻡ ﺒﻌﺽ ﻭﺠﻭﻩ ﺍﻟﺤﻠﻴﻴﻥ ﻭﺠﻤﻌﻭﺍ ﺍﻟﺘﺒﺭﻋﺎﺕ ﻋﻨﺩ ﺃﺤﺩ ﺘﺠﺎﺭﻫﺎ ﺍﻟﻤﻭﺜﻭﻕ ﺒﻬﻡ ‪ ،‬ﻭﻫﻭ ﺍﻟﻤﺭﺤﻭﻡ ﺍﻟﺤﺎﺝ ﻤﺼﻁﻔﻰ‬
‫ﺍﻟﺸﻬﺭﺒﻠﻲ ﻭﻟﻜﻥ ﻨﺸﻭﺀ ﺍﻟﺤﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻷﻭﻟﻰ ﺃﻭﺠﺒﺕ ﻤﺜل ﻫﺫﺍ ﺍﻟﻤﺸﺭﻭﻉ () آﺮآﻮش‪ ،(١٩٦٥،‬ﻜﻤﺎ ﺃﻥ ﻟﻠﻤﺩﺍﺭﺱ‬
‫ﺍﻟﻴﻬﻭﺩﻴﺔ ﻭﺠﻭﺩﹰﺍ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﺇﺫ ﻗﺎﻤﺕ ﺠﻤﻌﻴﺔ ) ﺍﻻﻟﻴﺎﻨﺱ ( ﺒﺘﺄﺴﻴﺱ ﻤﺩﺍﺭﺴﻬﺎ ﻓﻲ ﺍﻟﻤﺩﻥ ﺍﻟﻌﺭﺍﻗﻴﺔ ﻭﻤﻥ ﻀﻤﻨﻬﺎ‬
‫ﻓﺭﻉ ﻤﺩﺭﺴﺔ ﺍﻻﻟﻴﺎﻨﺱ ﻓﻲ ﺍﻟﺤﻠﺔ ﺍﻟﺫﻱ ﺃﻨﺸﺄ ﻋﺎﻡ ‪ ١٩٠٧‬ﻭﺒﻠﻎ ﻋﺩﺩ ﻁﻼﺒﻬﺎ ﻓﻲ ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ ‪( ١٧٥ ) ، ١٩١٠‬‬
‫ﻁﺎﻟﺒﹰﺎ ) اﻟﺒﺮاك‪ ،(١٩٨٥،‬ﻭﻟﻬﺫﻩ ﺍﻟﻤﺩﺭﺴﺔ ﻤﺅﺴﺴﺔ ﺘﺩﻴﺭﻫﺎ ﻭﻫﻲ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻴﻬﻭﺩﻴﺔ ﺍﻟﺘﻲ ﺘﻌﻨﻰ ﺒﺜﻘﺎﻓﺔ ﺍﻟﻨﺸﺄ ﺍﻟﺠﺩﻴﺩ‬
‫ﻭﻤﻥ ﻁﻼﺒﻬﺎ ﺍﻟﺫﻴﻥ ﺒﺯﻍ ﻨﺠﻤﻬﻡ ﻓﻲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺭﺍﻗﻴﺔ ﺍﻟﻤﻬﻨﺩﺱ ﻨﺴﻴﻡ ﺴﻭﺴﺔ ) ﺃﺤﻤﺩ ﺴﻭﺴﺔ ( ‪ ،‬ﻭﻜﺎﻥ ﻴﻁﻠﻕ ﻋﻠﻴﻬﺎ‬
‫ﺘﺴﻤﻴﺔ ) ﺍﻷﺴﻜﻭل ﺒﻤﻌﻨﻰ ﺍﻟﻤﺩﺭﺴﺔ( ‪ ،‬ﻭﺘﺸﻐل ﻤﻭﻗﻌﻬﺎ ﻓﻲ ﺍﻟﻌﻬﺩ ﺍﻟﻤﻠﻜﻲ ﻤﺩﺭﺴﺔ ﺤﻤﻭﺭﺍﺒﻲ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺍﻟﺘﻲ ﹸﻨﻘﻀﺕ‬
‫ﺴﻨﺔ ‪١٩٧٤‬ﻡ ﻭﺸﻐل ﻤﻭﻗﻌﻬﺎ ﺤﺎﻟﻴﹰﺎ ﺒﺩﺍﻟﺔ ﺍﻟﺤﻠﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ‪ ،‬ﻭﺃﺴﺴﺕ ﻤﺩﺭﺴﺔ ﻟﺘﻌﻠﻴﻡ ﺍﻟﺒﻨﺎﺕ ﻤﻥ ﻗﺒل ﺍﻟﺠﻤﻌﻴﺔ ﺃﻋﻼﻩ ﻓﻲ‬
‫ﺍﻟﺤﻠﺔ ﺴﻨﺔ ‪١٩١١‬ﻡ (() ﻋﻮض‪.(٢٠٠٥،‬‬
‫ﻜﻤﺎ )) ﺤﺎﻭل ﺍﻟﻌﺜﻤﺎﻨﻴﻭﻥ ﺃﻥ ﻴﺅﺴﺴﻭﺍ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﺩﻴﺜﺔ ﻭﻤﻨﻬﺎ ﻤﺩﺭﺴﺔ ) ﺍﻟﺭﺸﻴﺩ ( ﻭﻜﺎﻥ ﻤﻭﻗﻌﻬﺎ ﻓﻲ ﺴﻭﻕ ﺍﻟﻬﺭﺝ‬
‫ﺤﺎﻟﻴﹰﺎ ‪ ،‬ﻭﻜﺎﻨﺕ ﺘﺩﺭﺱ ﻤﻭﺍﺩﻫﺎ ﺒﺎﻟﻠﻐﺔ ﺍﻟﺘﺭﻜﻴﺔ ‪ ،‬ﻭﺃﻥ ﺃﻭل ﻤﺩﺭﺴﺔ ﺍﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺍﻟﺤﻠﺔ ﻫﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺸﺭﻗﻴﺔ ﺘﺄﺴﺴﺕ‬
‫ﻋﺎﻡ ‪١٩١٨‬ﻡ ﺒﺼﻑ ﻭﺍﺤﺩ ﻓﻴﻪ ﻋﺸﺭﻭﻥ ﺘﻠﻤﻴﺫﹰﺍ ﻓﻲ ﺍﻟﻁﺎﺒﻕ ﺍﻟﻌﻠﻭﻱ ﻤﻥ ﺍﻟﺠﺎﻤﻊ ﺍﻟﻜﺒﻴﺭ ﻭﺃﻭل ﻤﺩﻴﺭ ﻟﻬﺎ ﻫﻭ ﺍﻟﺴﻴﺩ ﻋﺒﺩ‬
‫ﺍﻟﻤﻬﺩﻱ ﺍﻟﻬﻼﻟﻲ ‪ ،‬ﺜﻡ ﺍﻨﺘﻘﻠﺕ ﺍﻟﻤﺩﺭﺴﺔ ﺇﻟﻰ ﺒﻨﺎﻴﺔ ﻋﻠﻰ ﺸﻁ ﺍﻟﺤﻠﺔ ﺒﺄﺭﺒﻊ ﺼﻔﻭﻑ ﻭﻟﻡ ﺘﻜﻥ ﻫﺫﻩ ﺍﻟﻤﺩﺍﺭﺱ ﻤﺴﺘﻘﺭﺓ ﻷﻥ‬
‫ﺃﻏﻠﺒﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻴﺘﺭﻜﻭﻥ ﻫﺫﻩ ﺍﻟﻤﺩﺭﺴﺔ ﻟﻠﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺤﻭﺯﺓ ﺍﻟﻌﻠﻤﻴﺔ(() اﻟﻤﺮزوق‪.(٢٠٠٨،‬‬
‫ﺘﻁﺭﻕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺇﻟﻰ ﻤﻭﻀﻭﻉ‬

‫‪ 1‬اﻟﻜﺘﺎﺗﻴﺐ ‪ ) :‬اﻟﻤﻼ ( آﺎﻧﺖ ﻣﺪارس وﻟﻜﻨﻬﺎ ﻣﺆﻟﻔﺔ ﻣﻦ ﻏﺮﻓﺔ واﺣﺪة ﻻ ﺗﺤﺘﻮي ﻋﻠﻰ اﻟﻜﺮاﺳﻲ واﻟﻤﻨﻀﺪ وﻻ ﺗﺤﺘﻮي اﻟﻤﺮاﺟﻊ واﻟﻜﺘﺐ اﻟﺘﺮﺑﻮﻳﺔ‬
‫‪ ،‬ﻓﻜﺎﻧﺖ هﺬﻩ اﻟﻤﺪرﺳﺔ ﻣﺠﻬﺰة ﺑﺎﻟﺤﺼﺮان واﻟﺒﺴﻂ اﻟﺘﻲ ﻳﺠﻠﺲ ﻋﻠﻴﻬﺎ اﻟﻤﻌﻠﻢ وﺗﻼﻣﺬﺗﻪ وﻣﺴﺎﻋﺪ اﻟﻤﻌﻠﻢ وﻻ ﺗﻮﺟﺪ ﻓﻲ ﺗﻠﻚ اﻟﻐﺮﻓﺔ ﺳﻮى ﻧﺴﺦ ﻣﻦ‬
‫اﻟﻘﺮﺁن اﻟﻜﺮﻳﻢ وﺑﻌﺾ أدوات )) اﻟﺘﺄدﻳﺐ (( آﺎﻟﺨﻴﺰران واﻟﻔﻠﻘﺔ ‪ ).‬اﻟﺤﻤﺪاﻧﻲ و ﻋﺒﺎس‪(١٩٨٢ ،‬‬

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‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫ﺍﻟﺘﻘﻴﻴﻡ ﺍﻹﻨﺸﺎﺌﻲ ﻟﻸﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﻭﻤﻥ ﺘﻠﻙ ﺍﻟﺒﺤﻭﺙ ﺍﻟﺒﺤﺙ ﺍﻟﺫﻱ ﻗﺎﻤﺕ ﺒﻪ ﻤﻨﻅﻤﺔ ﺍﻟﻴﻭﻨﺴﻜﻭ ﺍﻟﺩﻭﻟﻴﺔ ﻋﺎﻡ‬
‫‪ ،١٩٩٦‬ﻭﺒﺎﻟﺘﻌﺎﻭﻥ ﻤﻊ ﻗﺴﻡ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻡ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﺘﺎﻴﻠﻨﺩ ﺒﺈﻋﺩﺍﺩ ﺩﺭﺍﺴﺔ ﺤﻭل ﺁﻟﻴﺔ ﺘﻘﻴﻴﻡ ﺍﻷﺒﻨﻴﺔ‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ)‪.(UNESCO,1996‬‬
‫ﺤﺩﺩ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺨﻼل ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﺅﺨﺫ ﺒﻨﻅﺭ ﺍﻻﻋﺘﺒﺎﺭ ﻋﻨﺩ ﺘﻘﻴﻴﻡ ﺍﻷﺒﻨﻴﺔ‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﻭﺍ ﺇﻟﻰ ﺘﻠﻙ ﺍﻟﻨﻘﺎﻁ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻤﺴﺢ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻟـ)‪ (٢٠‬ﻤﺩﺭﺴﺔ ﺜﺎﻨﻭﻴﺔ‬
‫ﻭﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺃﺒﻨﻴﺘﻬﺎ ﻭﺒﺸﻜل ﻤﺴﻬﺏ‪.‬‬
‫ﻜﻤﺎ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﻌﺭﺽ ﺍﺴﺘﺒﻴﺎﻥ ﻤﻴﺩﺍﻨﻲ ﻤﻔﺘﻭﺡ ﻋﻠﻰ ﺸﺭﺍﺌﺢ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ‬
‫ﻭﺍﻟﻤﻤﺎﺭﺴﻴﻥ ﻷﻋﻤﺎل ﺒﻨﺎﺀ ﻭﺘﺼﻤﻴﻡ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﺤﻴﺙ ﺍﺴﺘﻨﺘﺠﻭﺍ ﻤﻥ ﺨﻼل ﻫﺫﺍ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺩﻭﺭ ﻜل ﻤﻥ ﺍﻟﻜﻠﻔﺔ‬
‫ﻭﺍﻟﻭﻗﺕ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺘﻘﻴﻴﻡ ﺍﻟﻤﺒﻨﻰ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ ﺘﺎﻴﻠﻨﺩ‪.‬‬
‫ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ ﻓﻘﺩ ﺘﺒﻠﻭﺭﺕ ﻓﻜﺭﺓ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺤﻴﺙ ﺇﻋﺘﻤﺩ ﺍﻟﺒﺤﺙ ﺍﻟﻤﻨﻬﺞ ﺍﻻﺴﺘﻁﻼﻋﻲ ﻭﺍﻟﻭﺼﻔﻲ‪،‬‬
‫ﺤﻴﺙ ﺇﻋﺘﻤﺩ ﺃﺴﺎﺴﹰﺎ ﻓﻲ ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺇﺴﻠﻭﺏ ﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﺠﻤﺎﻋﻴﺔ ﻤﻊ ﻤﺩﻴﺭ ﻭﻤﻬﻨﺩﺴﻲ ﻗﺴﻡ ﺍﻷﺒﻨﻴﺔ‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﻤﺤﺎﻓﻅﺔ ﺒﺎﺒل ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻤﺩﺭﺍﺀ ﻭﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ(‪ ،‬ﻜﻤﺎ ﺘﻡ‬
‫ﻤﺭﺍﺠﻌﺔ ﺍﻟﻭﺜﺎﺌﻕ ﺍﻟﺭﺴﻤﻴﺔ ﻭﺍﻟﺴﺠﻼﺕ ﻭﺍﻹﺤﺼﺎﺀﺍﺕ ﻭﺍﻟﻨﺸﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﻨﻁﺎﻕ ﺍﻟﺒﺤﺙ(‪ ،‬ﻭﻤﻥ‬
‫ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻓﻘﺩ ﺇﻋﺘﻤﺩ ﺍﻟﺒﺤﺙ ﺍﻟﻤﺸﺎﻫﺩﺍﺕ ﺍﻟﻤﻭﻗﻌﻴﺔ ﻟﻠﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ‪(Google‬‬
‫)‪ Earth‬ﺒﻬﺩﻑ ﺘﻜﺎﻤل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫‪ (٢‬ﻓﺭﻀﻴﺔ ﺍﻟﺒﺤﺙ‪-:‬‬
‫ﺘﻌﺘﻤﺩ ﻓﺭﻀﻴﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻭﺠﻭﺩ ﻀﻌﻑ ﻓﻲ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻸﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﻤﺭﻜﺯ ﻤﺩﻴﻨﺔ‬
‫ﺍﻟﺤﻠﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﻭﺠﻭﺩ ﺨﻠل ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻹﻨﺸﺎﺌﻴﺔ ﺤﻴﺙ ﺃﻓﺘﺭﺽ ﺍﻟﺒﺤﺙ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻟﺼﻴﺎﻨﺔ ﺍﻟﻤﺴﺘﻤﺭﺓ ﺃﻭ ﺍﻟﺩﻭﺭﻴﺔ ﻭ‬
‫ﺫﻟﻙ ﻻﺴﺘﻬﻼﻙ ﺒﻌﺽ ﺃﺠﺯﺍﺀ ﺍﻟﻤﺒﻨﻰ ﺃﻭ ﺘﺄﺜﺭﻫﺎ ﺒﺎﻟﻅﺭﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﺃﻭ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻭﺴﻭﺀ ﺍﻻﺴﺘﻌﻤﺎل ﻟﺒﻌﺽ ﺘﻠﻙ ﺍﻟﻤﺒﺎﻨﻲ‬
‫ﺃﻭ ﺘﻘﺎﺩﻡ ﺒﻌﺽ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻹﻨﺸﺎﺌﻴﺔ ﻤﺜل ﺍﻋﺘﻤﺎﺩ ﻤﻨﺎﺴﻴﺏ ﻭﺍﻁﺌﺔ ﻤﻤﺎ ﻭﻟﺩ ﻤﺸﺎﻜل ﺍﺭﺘﻔﺎﻉ ﺍﻟﺭﻁﻭﺒﺔ ﻓﻲ ﺠﺩﺭﺍﻥ‬
‫ﺍﻟﻤﺒﺎﻨﻲ ﺃﻭ ﺘﺭﺍﻜﻡ ﻤﻴﺎﻩ ﺍﻷﻤﻁﺎﺭ ﻓﻲ ﺍﻟﺴﺎﺤﺎﺕ ﻭﺍﻟﺤﺩﺍﺌﻕ‪ ،‬ﻤﻤﺎ ﺍﺜﺭ ﻋﻠﻰ ﺍﺴﺘﻌﻤﺎل ﺍﻟﺴﺎﺤﺔ ﻭ ﺍﻟﻤﻤﺭﺍﺕ ﻭﺍﻟﺯﺭﺍﻋﺔ ﻓﻲ‬
‫ﺍﻟﺤﺩﺍﺌﻕ‪.‬‬
‫‪ (٣‬ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪-:‬‬
‫ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﻤﻥ ﺍﻟﻔﺭﻀﻴﺔ ﺒﺘﻘﻴﻴﻡ ﺃﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺭﻜﺯ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬
‫ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻹﻨﺸﺎﺌﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ﻭﺘﺸﺨﻴﺹ ﺍﻟﻤﺸﺎﻜل ﺍﻹﻨﺸﺎﺌﻴﺔ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻟﺘﻨﻔﻴﺫ ﺃﻭ ﺍﻟﺘﺼﻤﻴﻡ ﺃﻭ ﺴﻭﺀ ﺍﻻﺴﺘﺨﺩﺍﻡ‬
‫ﻼ‪.‬‬
‫ﻭﻭﻀﻊ ﺍﻟﺤﻠﻭل ﻟﺘﻔﺎﺩﻱ ﻫﺫﻩ ﺍﻟﻤﺸﺎﻜل ﻭﻤﻌﺎﻟﺠﺘﻬﺎ ﺒﻤﺎ ﻴﺨﺩﻡ ﺍﻟﻤﺴﻴﺭﺓ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻤﺴﺘﻘﺒ ﹰ‬
‫‪ (٤‬ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ‪-:‬‬
‫ﻟﻐﺭﺽ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﻓﻘﺩ ﺘﻡ ﺘﻭﺠﻴﻪ ﺍﻟﺒﺤﺙ ﻀﻤﻥ ﺍﻟﻤﻨﻬﺠﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪-:‬‬
‫‪-‬ﺇﺠﺭﺍﺀ ﺍﻟﻤﺴﺢ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﺤﻴﺙ ﺸﻤﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ( ﺇﺠﺭﺍﺀ ﻤﻘﺎﺒﻼﺕ ﺸﺨﺼﻴﺔ ﻭﺠﻤﺎﻋﻴﺔ ﻤﻊ ﻤﺩﻴﺭ ﻭﻤﻬﻨﺩﺴﻲ ﻗﺴﻡ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﻤﺤﺎﻓﻅﺔ‬
‫ﺒﺎﺒل ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻤﺩﺭﺍﺀ ﻭﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ(‪.‬‬
‫ﺏ( ﺇﺠﺭﺍﺀ ﺍﺴﺘﺒﻴﺎﻥ ﻤﻴﺩﺍﻨﻲ ﺤﻭل ﺁﺭﺍﺀ ﺸﺎﻏﻠﻲ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻤﻥ ﻤﺩﺭﺍﺀ ﻭﻤﻌﻠﻤﻴﻥ‪.‬‬

‫‪426‬‬
 ‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫ﺝ( ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺄﻋﻤﺎل ﻗﺴﻡ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﻤﺤﺎﻓﻅﺔ ﺒﺎﺒل‬
‫ﻭﺍﻟﻜﻭﺍﺩﺭ ﺍﻟﻌﺎﻤﻠﺔ ﻓﻴﻪ‪.‬‬
‫‪ (٥‬ﻨﻁﺎﻕ ﺍﻟﺒﺤﺙ ‪-:‬‬
‫ﺘﻡ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺒﺤﺙ ﻤﻥ )‪ (١٣‬ﻤﺩﺭﺴﺔ ﺍﺒﺘﺩﺍﺌﻴﺔ ﻤﻭﺯﻋﺔ ﻀﻤﻥ ﻨﻁﺎﻕ ﻤﺭﻜﺯ ﻤﺤﺎﻓﻅﺔ‬
‫ﺒﺎﺒل‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻤﺩﺍﺭﺱ ﻜﻤﺎ ﻤﺒﻴﻨﺔ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪-:(١‬‬
‫‪ (٦‬ﺍﻨﺘﺨﺎﺏ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪-:‬‬
‫ﺤﺭﺹ ﺍﻟﺒﺎﺤﺙ ﻋﻠﻰ ﺃﻥ ﺘﻜﻭﻥ ﻋﻴﻨﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻤﻥ ﻤﺩﺭﺍﺀ ﻭﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ(‪،‬‬
‫ﻭﻗﺩ ﺘﻡ ﺘﻘﺴﻴﻡ ﻋﻤﻠﻴﺔ ﺍﻨﺘﺨﺎﺏ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺇﻟﻰ‪-:‬‬
‫‪ (١-٦‬ﺍﻨﺘﺨﺎﺏ ﺤﺠﻡ ﺍﻟﻌﻴﻨﺔ‪-:‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﻭﺯﻴﻊ ) ‪ ( ٣٣‬ﺍﺴﺘﻤﺎﺭﺓ ﺍﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻤﺩﺭﺍﺀ ﻭﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ‪.‬‬
‫‪ (٢-٦‬ﻤﻭﺍﺼﻔﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪-:‬‬
‫ﻟﻘﺩ ﺘﻤﻴﺯ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﻲ ﺘﻡ ﺍﻨﺘﺨﺎﺒﻬﺎ ﻤﻥ ﻗﺒل ﺍﻟﺒﺎﺤﺙ ﺒﻤﺎ ﻴﻠﻲ ﻭﻜﻤﺎ ﻓﻲ ﺍﻟﺠﺩﺍﻭل‬
‫ﺭﻗﻡ)‪-: (٤،٣،٢‬‬
‫‪ (٧‬ﺇﻋﺩﺍﺩ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪-:‬‬
‫ﻟﻘﺩ ﻤﺭﺕ ﻋﻤﻠﻴﺔ ﺇﻋﺩﺍﺩ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻴﺩﺍﻨﻲ ﺒﻤﺭﺤﻠﺘﻴﻥ ﻗﺒل ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺼﻴﻐﺘﻬﺎ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻭﻫﻲ‪:‬‬
‫‪ (١-٧‬ﻤﺭﺤﻠﺔ ﺘﻬﻴﺌﺔ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪-:‬‬
‫ﻟﻘﺩ ﺘﻡ ﺘﻬﻴﺌﺔ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻤﻥ ﺨﻼل ﺍﻟﻤﺭﺍﺠﻌﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻟﻸﺩﺒﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﺍﻫﻡ‬
‫ﺨﺼﺎﺌﺼﻬﺎ ﻭﺼﻴﺎﻨﺘﻬﺎ)‪ ،(2003 ،Whitehurst‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺘﻘﻴﻴﻡ ﺍﻹﻨﺸﺎﺌﻲ ﻟﻸﺒﻨﻴﺔ‬
‫)‪.( 1996 ،UNESCO‬‬
‫‪/١٢/٢٥‬‬

‫ﺻﻴﺎﻧﺔ‬
‫ﻻ ﻳﻮﺟﺪ‬

‫ﻻ ﻳﻮﺟﺪ‬

‫ﻻ ﻳﻮﺟﺪ‬

‫ﺗﺎرﻳﺦ‬
‫‪٢٠٠٧‬‬

‫‪٢٠٠٦‬‬
‫‪٢٠٠٨‬‬

‫‪٢٠٠٥‬‬

‫‪٢٠٠٤‬‬

‫‪٢٠٠٣‬‬

‫‪٢٠٠٣‬‬

‫‪٢٠٠٦‬‬

‫‪٢٠٠٨‬‬
‫ﺟﺪﻳﺪة‬

‫‪/٥/١‬‬

‫ﺁﺧﺮ‬
‫‪/١٢‬‬
‫واﻟﺨﺮﺳﺎﻧﺔ‬

‫واﻟﺨﺮﺳﺎﻧﺔ‬

‫واﻟﺨﺮﺳﺎﻧﺔ‬

‫واﻟﺨﺮﺳﺎﻧﺔ‬

‫واﻟﺨﺮﺳﺎﻧﺔ‬
‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫واﻟﺸﻴﻠﻤﺎن‬

‫اﻟﺘﺸﻴﻴﺪ‬
‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫اﻟﻄﺎﺑﻮق‬

‫ﻣﺎدة‬
‫اﻟﻄﻮاﺑﻖ‬
‫ﻋﺪد‬
‫‪١‬‬

‫‪١‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪١‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪١‬‬

‫‪٢‬‬

‫‪٢‬‬

‫‪١‬‬
‫ﺑﺎﻟﻮﺟﺒﺔ اﻟﻮاﺣﺪة‬
‫اﻟﺒﻨﺎء ﻟﻜﻞ ﻃﺎﻟﺐ‬
‫ﻣﺴﺎﺣﺔ‬
‫‪٤٫٠٧‬‬
‫‪٣٫٨‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫‪-‬‬

‫ﻧﺴﺒﺔ‬
‫‪٢٠٤‬‬
‫‪٣٫١‬‬

‫‪٦٫٢‬‬

‫‪٢٫٧‬‬

‫‪٤٫٣‬‬

‫‪١٫٥‬‬

‫‪٤٫٨‬‬

‫‪٥٫٢‬‬

‫‪٥٫٤‬‬

‫‪٤٫٧‬‬
‫‪٢‬‬

‫‪٢‬‬
‫‪-‬‬

‫‪427‬‬
 ‫اﻟﺒﻴﺎﻧﺎت اﻟﻜﺎﻣﻠﺔ ﻟﻠﻌﻴﻨﺎت اﻟﻤﻨﺘﺨﺒﺔ‬
‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫ﻣﺴﺎﺣﺔ‬ ‫ﻣﺴﺎﺣﺔ‬ ‫ﻧﻤﻮذج‬ ‫ﻋﺪد اﻟﻄﻼب ﻟﻜﻞ وﺟﺒﺔ‬ ‫ﻋﺪد‬ ‫ﺳﻨﺔ‬ ‫ت‬

‫ﺠﺩﻭل ﺭﻗﻡ )‪ (٢‬ﻭﺼﻑ ﻟﻠﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻟﻌﻴﻨﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‬

‫ﺠﺩﻭل ﺭﻗﻡ )‪ (٣‬ﻭﺼﻑ ﻟﻌﺩﺩ ﺍﻟﺴﻨﻭﺍﺕ ﺍﻟﺘﻲ ﻗﻀﺎﻫﺎ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﺒﻨﺎﻴﺔ‬

‫ﺠﺩﻭل ﺭﻗﻡ )‪ (٤‬ﻭﺼﻑ ﻟﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ﻟﻌﻴﻨﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‬

‫اﻟﺒﻨﺎء‬ ‫اﻟﻘﻄﻌﺔ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫اﻟﻮﺟﺒﺎت‬ ‫اﻟﺘﺸﻴﻴﺪ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫)م‪(٢‬‬ ‫)م‪(٢‬‬ ‫اﻟﻤﺪرﺳﺔ‬
‫‪٣٫٢‬‬ ‫‪١٣٠٢‬‬ ‫‪٤٥٦١‬‬ ‫هـ‬ ‫‪٣٢٠‬‬ ‫‪٢٨٠‬‬ ‫‪٤١١‬‬ ‫‪٣‬‬ ‫‪١٩٥٨‬‬ ‫‪١‬‬

‫‪١‬‬
‫ﺩﻭﺭﺓ ﺘﺭﺒﻭﻴﺔ‬
‫‪١٫٨‬‬ ‫‪٢٧٠٠‬‬ ‫‪٦٠٠٠‬‬ ‫أ‬ ‫‪-‬‬ ‫‪١٤٠٠‬‬ ‫‪١٥٠٠‬‬ ‫‪٢‬‬ ‫‪١٩٨٨‬‬ ‫‪٢‬‬
‫‪٢٫٤‬‬ ‫‪٨٣٩‬‬ ‫‪١٧٠٧‬‬ ‫و‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪٣٥٣‬‬ ‫‪١‬‬ ‫‪١٩٧٢‬‬ ‫‪٣‬‬

‫ﺩﺍﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‬
‫‪٩‬‬
‫‪٢٫٢‬‬ ‫‪١٢٩٨‬‬ ‫‪٤٨٠٠‬‬ ‫ب‬ ‫‪-‬‬ ‫‪٦٥١‬‬ ‫‪٦١٠‬‬ ‫‪٢‬‬ ‫‪١٩٦٣‬‬ ‫‪٤‬‬
‫‪٤‬‬ ‫‪٢١٥٤‬‬ ‫‪٧١٩٠‬‬ ‫د‬ ‫‪-‬‬ ‫‪٤٠٦‬‬ ‫‪٥٤٣‬‬ ‫‪٢‬‬ ‫‪١٩٦٦‬‬ ‫‪٥‬‬

‫‪٩-٠‬‬
‫‪٢١‬‬

‫‪428‬‬
‫ﻤﻌﻬﺩ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻤﻴﻥ‬
‫‪١٥‬‬
‫‪٥٫٩‬‬ ‫‪٢٧٠٠‬‬ ‫‪٥١٥٠‬‬ ‫أ‬ ‫‪-‬‬ ‫‪٥٢٠‬‬ ‫‪٤٥٨‬‬ ‫‪٢‬‬ ‫‪١٩٨٩‬‬ ‫‪٦‬‬
‫‪٥٫٤‬‬ ‫‪١١٥٨‬‬ ‫‪٤٥٦٩‬‬ ‫ب‬ ‫‪-‬‬ ‫‪٢٤٦‬‬ ‫‪٢١٨‬‬ ‫‪٢‬‬ ‫‪١٩٧٣‬‬ ‫‪٧‬‬

‫‪١٩-١٠‬‬
‫‪١١‬‬
‫‪١٫٤‬‬ ‫‪١٢٦٣‬‬ ‫‪٣٨٧٠‬‬ ‫ج‬ ‫‪-‬‬ ‫‪٨٥٠‬‬ ‫‪٩٥٠‬‬ ‫‪٢‬‬ ‫‪١٩٣٦‬‬ ‫‪٨‬‬

‫‪١‬‬
‫‪٢٩-٢٠‬‬
‫‪٥٫٤‬‬ ‫‪٢٧٠٠‬‬ ‫‪٥٣٠٠‬‬ ‫أ‬ ‫‪-‬‬ ‫‪٦٣٢‬‬ ‫‪٥٠٠‬‬ ‫‪٢‬‬ ‫‪٢٠٠٦‬‬ ‫‪٩‬‬

‫‪٧‬‬
‫ﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫‪٢٠٤‬‬ ‫‪١١٠٠‬‬ ‫‪٣٤٩٢‬‬ ‫ب‬ ‫‪-‬‬ ‫‪٤٦٠‬‬ ‫‪٤٦٠‬‬ ‫‪٢‬‬ ‫‪١٩٦٢‬‬ ‫‪١٠‬‬
‫‪٢٫٥‬‬ ‫‪١٠٠٥‬‬ ‫‪٣٠١٢‬‬ ‫ب‬ ‫‪-‬‬ ‫‪٣٨٠‬‬ ‫‪٤١٦‬‬ ‫‪٢‬‬ ‫‪٢٠٠٠‬‬ ‫‪١١‬‬

‫‪١‬‬
‫ﻤﺎﺠﺴﺘﻴﺭ‬
‫‪٦٫٢‬‬ ‫‪٢٠١٠‬‬ ‫‪٧١٠٠‬‬ ‫د‬ ‫‪-‬‬ ‫‪٣٢٥‬‬ ‫‪٣٢٧‬‬ ‫‪٢‬‬ ‫‪١٩٨٠‬‬ ‫‪١٢‬‬
‫‪٢٫٥‬‬ ‫‪٩٠٥‬‬ ‫‪٣٥٤٠‬‬ ‫ج‬ ‫‪٢٤٣‬‬ ‫‪٢٩٤‬‬ ‫‪٣٧٤‬‬ ‫‪٣‬‬ ‫‪١٩٥٦‬‬ ‫‪١٣‬‬
‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫‪٤٤-٣٥‬‬ ‫‪٣٤-٢٥‬‬ ‫‪٢٤-١٥‬‬ ‫‪١٤-٥‬‬

‫‪٥‬‬ ‫‪١٥‬‬ ‫‪٨‬‬ ‫‪٥‬‬

‫‪ (٢-٧‬ﺼﻴﺎﻏﺔ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪-:‬‬

‫ﺒﻌﺩ ﺃﻥ ﺘﻡ ﺇﻋﺩﺍﺩ ﻗﺎﺌﻤﺔ ﺃﻭﻟﻴﺔ ﺒﺄﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﺃﺠﺭﻯ ﺍﻟﺒﺎﺤﺙ ﻋﺩﺩﺍ ﻤﻥ ﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﺠﻤﺎﻋﻴﺔ‬
‫ﻤﻊ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﺫﻭﻱ ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﺼﻴﺎﻨﺔ ﻭﺘﻨﻔﻴﺫ ﺃﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ‪ ،‬ﺤﻴﺙ ﺘﻡ ﻤﻥ ﺨﻼل ﻫﺫﻩ ﺍﻟﻤﻘﺎﺒﻼﺕ ﺒﻠﻭﺭﺓ ﺃﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺼﻭﺭﺓ ﺃﻜﺜﺭ ﺸﻤﻭﻟﻴﺔ ﻭﺒﻤﺎ ﻴﺘﻼﺀﻡ ﻭﺨﺼﻭﺼﻴﺔ ﻫﺫﻩ ﺍﻷﺒﻨﻴﺔ )ﺍﻟﻘﻴﻡ‪ ،( ٢٠٠٧،‬ﻭﺘﺘﻜﻭﻥ ﺍﻻﺴﺘﻤﺎﺭﺓ ﻤﻥ‬
‫ﺠﺯﺌﻴﻥ‪:‬‬
‫‪ -‬ﺍﻟﺠﺯﺀ ﺍﻷﻭل‪ -:‬ﻴﺘﻀﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺸﺨﺼﻴﺔ ﻷﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ﻭﺍﻟﻤﺭﻜﺯ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﺤﺎﻟﻲ‪.‬‬
‫‪ -‬ﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻨﻲ‪ -:‬ﻴﺘﻀﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﻁﺭﻭﺤﺔ ﻋﻥ ﺁﺭﺍﺌﻬﻡ ﺤﻭل ﺍﻷﺒﻨﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ )‪،( 2007،WAMOA‬‬
‫ﻭﺍﻟﻤﻠﺤﻕ ﺭﻗﻡ )‪ (١‬ﻴﻤﺜل ﻨﻤﻭﺫﺝ ﻻﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫‪ (٨‬ﺠﺩﻭﻟﺔ ﺇﺠﺎﺒﺎﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪-:‬‬
‫ﻟﻘﺩ ﺘﻡ ﺘﻭﻀﻴﺢ ﻨﺘﺎﺌﺞ ﺇﺠﺎﺒﺎﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻋﻠﻰ ﺸﻜل ﺠﺩﺍﻭل ﺘﻜﺭﺍﺭﻴﺔ ﺘﺭﺒﻁ ﺒﻴﻥ ﻤﺤﺘﻭﻯ ﺍﻟﺴﺅﺍل‬
‫ﻭﻨﺴﺒﺔ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﻜﻤﺎ ﻤﻭﻀﺢ ﻓﻲ ﻤﻠﺤﻕ ﺭﻗﻡ )‪.(٢‬‬
‫‪ (١-٨‬ﻤﻭﻗﻊ ﺍﻟﺒﻨﺎﻴﺔ‪-:‬‬
‫‪ (١‬ﻤﻥ ﺨﻼل ﺠﻤﻊ ﺁﺭﺍﺀ ﺍﻟﻬﻴﺌﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻤﺸﺎﻫﺩﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﺒﺎﺤﺜﻴﻥ ﻭﺠﺩ ﺒﺄﻥ )‪ (%٣٣،٣٤‬ﻤﻥ‬
‫ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻤﻨﺘﺨﺒﺔ ﺸﻴﺩﺕ ﻋﻠﻰ ﻤﻭﺍﻗﻊ ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﻤﻨﺸﺂﺕ ﺃﺨﺭﻯ ﻗﺩ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﻤﻨﺸﺂﺕ ﺸﻴﺩﺕ ﻻﺤﻘﹰﺎ ﺃﻭ ﺇﻨﻬﺎ ﺃﺼﻼ‬
‫ﻜﺎﻨﺕ ﻤﻭﺠﻭﺩﺓ‪ .‬ﻭﺍﻟﺸﻜل ﺭﻗﻡ )‪ (١-٨‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٢‬ﺍﺘﻔﻕ ﺍﻏﻠﺏ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺇﻥ ﻤﻭﻗﻊ ﺃﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﻨﺘﺨﺒﺔ ﻤﻼﺌﻡ ﻟﻠﻐﺭﺽ ﺍﻟﺫﻱ ﺃﻨﺸﺄﺕ ﻤﻥ ﺍﺠﻠﻪ‬
‫ﻭﺒﻨﺴﺒﺔ ) ‪ .(%٨٧‬ﻭﺍﻟﺸﻜل ﺭﻗﻡ )‪ (٢-٨‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٣‬ﺍﻏﻠﺏ ﺍﻟﻤﺩﺍﺭﺱ ﺸﻴﺩﺕ ﻋﻠﻰ ﺍﻟﺸﻭﺍﺭﻉ ﺍﻟﻌﺎﻤﺔ ﻭﻤﻥ ﺍﻟﺴﻬﻭﻟﺔ ﺍﻟﻭﺼﻭل ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻫﺫﻩ ﻨﻘﻁﺔ ﺍﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫ﻤﻭﺍﻗﻊ ﺍﻟﻤﺩﺍﺭﺱ ﻤﺎﻋﺩﺍ ﻨﺴﺒﺔ ﻗﻠﻴﻠﺔ ﺠﺩﹰﺍ)‪ (%٣‬ﻜﺎﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺒﻨﺎﻴﺔ ﺍﻟﻤﺩﺭﺴﺔ ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺒﺭﻙ ﻤﺎﺀ ﺃﻭ ﺠﺩﺍﻭل ﺃﻭ‬
‫ﻁﺭﻕ ﻏﻴﺭ ﻤﻌﺒﺩﺓ ﺃﻭ ﻤﺒﺎﺯل ﻏﻴﺭ ﻨﻅﺎﻤﻴﺔ ﺒﻌﻀﻬﺎ ﻴﺸﻜل ﺨﻁﺭ ﻋﻠﻰ ﺍﻟﺘﻼﻤﺫﺓ‪ .‬ﻭﺍﻟﺸﻜل ﺭﻗﻡ )‪ (٣-٨‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٢-٨‬ﺍﻟﻨﺎﺤﻴﺔ ﺍﻹﻨﺸﺎﺌﻴﺔ‪-:‬‬
‫‪ (١‬ﺇﻥ ﺍﻏﻠﺏ ﻤﺩﺍﺭﺱ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﻤﺸﻴﺩﺓ ﺒﺄﺴﻠﻭﺏ ﺍﻟﺠﺩﺭﺍﻥ ﺍﻟﺤﺎﻤﻠﺔ ﻭﺴﻘﻭﻑ ﺍﻟﻌﻘﺎﺩﺓ ﻭﺨﺎﺼﺔ ﺍﻟﻘﺩﻴﻤﺔ ﻤﻨﻬﺎ‬
‫ﻭﺍﻏﻠﺒﻬﺎ ﺘﻌﺎﻨﻲ ﻤﻥ ﺘﺸﻘﻘﺎﺕ ﻤﺘﻭﺴﻁﺔ ﺤﻴﺙ ﺤﺼﻠﺕ ﻋﻠﻰ ﻨﺴﺒﺔ )‪ (%٤٢‬ﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻟﺘﻤﺩﺩ ﺍﻟﺤﺭﺍﺭﻱ‬
‫ﻭﻜﺫﻟﻙ ﺘﻘﺎﺩﻡ ﻤﺎﺩﺓ ﺍﻟﺠﺹ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﻌﻘﺎﺩﺓ‪ .‬ﺃﻤﺎ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﻬﻴﻜﻠﻴﺔ ﺫﺍﺕ ﺍﻟﺴﻘﻭﻑ ﺍﻟﺨﺭﺴﺎﻨﻴﺔ ﺒﻌﻀﻬﺎ‬
‫ﻴﻌﺎﻨﻲ ﻤﻥ ﺘﺸﻘﻘﺎﺕ ﺨﻁﺭﺓ ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺘﺸﻴﻴﺩﻫﺎ ﻓﻲ ﻭﻗﺕ ﻗﺭﻴﺏ ﻨﺎﺘﺞ ﻋﻥ ﻋﻼﻗﺔ ﺍﻟﺘﺭﺒﺔ ﺒﺒﻨﺎﻴﺔ ﺍﻟﻤﺩﺭﺴﺔ‬
‫)ﻫﺒﻭﻁ ﺍﻷﺴﺱ( ﻜﻤﺎ ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﺭﻗﻡ )‪ (٥‬ﻓﻲ ﺍﻟﻤﻠﺤﻕ ﺭﻗﻡ)‪ ،(٣‬ﻭﺍﻟﻨﻭﻉ ﺍﻟﺜﺎﻨﻲ ﻨﺎﺠﻡ ﻋﻥ ﺍﻟﺘﻤﺩﺩ ﺍﻟﺤﺭﺍﺭﻱ‬
‫ﻟﻸﺠﺯﺍﺀ ﺍﻟﺨﺭﺴﺎﻨﻴﺔ‪ ،‬ﻭﺍﻟﺒﻌﺽ ﺍﻷﺨﺭ ﻨﺎﺘﺞ ﻋﻥ ﺴﻭﺀ ﺍﻟﺘﺴﻁﻴﺢ ﺃﻭ ﺴﻭﺀ ﺘﺼﺭﻴﻑ ﻤﻴﺎﻩ ﺍﻷﻤﻁﺎﺭ ﻜﻤﺎ ﻓﻲ‬
‫ﺍﻟﺼﻭﺭﺓ ﺭﻗﻡ )‪.(٢‬‬

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‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫ﻼ‬
‫‪ (٢‬ﻨﺴﺒﺔ )‪ (%٢٤‬ﻤﻥ ﻋﻴﻨﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﻨﺘﺨﺒﺔ ﺸﻴﺩﺕ ﺒﻅﺭﻭﻑ ﻟﻡ ﺘﺴﻤﺢ ﺒﺈﻜﻤﺎل ﻓﻘﺭﺍﺕ ﺍﻟﺘﻨﻔﻴﺫ ﺒﺄﻜﻤﻠﻬﺎ ﻤﺜ ﹰ‬
‫ﻼ‬
‫) ﺍﻟﻜﺎﺸﻲ‪ ،‬ﺼﺏ ﺍﻟﻤﻤﺎﺸﻲ‪ ،‬ﺍﻟﺴﺎﺤﺎﺕ ‪..‬ﺍﻟﺦ( ﻭﻋﻭﻀ ﹰﺎ ﻋﻥ ﻫﺫﺍ ﺇﻥ ﺒﻌﻀﻬﺎ ﻨﻔﺫ ﺒﺄﺴﻠﻭﺏ ﺭﺩﻱﺀ ﺠﺩﹰﺍ ﻤﺜ ﹰ‬
‫ﻓﺸل ﺨﺭﺴﺎﻨﺔ ﺼﺒﺔ ﺍﻟﺴﺎﺤﺎﺕ‪ ،‬ﻋﺩﻡ ﺍﺴﺘﻭﺍﺌﻴﺔ ﺒﻌﻀﻬﺎ ﻭﻫﺫﺍ ﻤﺎ ﻴﺴﺒﺏ ﺒﻌﺽ ﺍﻟﺤﻭﺍﺩﺙ ﺍﻟﺒﺴﻴﻁﺔ ﻟﻠﻁﻠﺒﺔ‪.‬‬
‫ﻭﺍﻟﺸﻜل ﺭﻗﻡ )‪ (٥-٨‬ﻭ ﺭﻗﻡ )‪ (٨-٨‬ﻴﻭﻀﺤﺎﻥ ﺫﻟﻙ‪.‬‬
‫‪ (٣‬ﻤﻥ ﺍﻟﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ ﺒﺎﻥ ﺤﺸﺭﺓ ﺍﻷﺭﻀﺔ ﺫﺍﺕ ﻫﻴﻤﻨﺔ ﻭﺍﺴﻌﺔ ﻋﻠﻰ ﻜل ﺍﻟﻤﻨﺸﺂﺕ ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﻤﻭﺍﺩ‬
‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺘﻨﺎ ﺍﺴﺘﻨﺘﺠﻨﺎ ﺒﺎﻥ ﺃﻜﺜﺭ ﻤﻥ )‪ (%٦٠‬ﻤﻥ ﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﻨﺘﺨﺒﺔ‬
‫ﺘﻌﺎﻨﻲ ﻤﻥ ﻀﺭﺭ ﻜﺒﻴﺭ ﻭﻤﺘﻭﺴﻁ ﻤﻥ ﺤﺸﺭﺓ ﺍﻷﺭﻀﺔ‪ .‬ﻭﺍﻟﺸﻜل ﺭﻗﻡ )‪ (٦-٨‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٤‬ﺒﻤﺎ ﺇﻥ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﻻ ﺘﻤﺘﻠﻙ ﻤﺠﺎﺭﻱ ﺼﺭﻑ ﺼﺤﻲ ﻤﺘﻜﺎﻤﻠﺔ‪ ،‬ﺸﻴﺩﺕ ﺍﻟﻤﺩﺍﺭﺱ ﺒﺄﺴﻠﻭﺏ ﻴﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﺃﺤﻭﺍﺽ ﺘﻌﻔﻴﻥ ﻤﻨﻔﺫﺓ ﺒﺄﺴﻠﻭﺏ ﻏﻴﺭ ﻫﻨﺩﺴﻲ ﻭﻤﻤﺘﻠﺌﺔ ﺍﻏﻠﺏ ﺍﻷﺤﻴﺎﻥ ﻤﻤﺎ ﺴﺎﺀ ﻭﺒﺸﻜل ﻜﺒﻴﺭ ﻋﻠﻰ ﺘﺼﺭﻴﻑ‬
‫ﻤﻴﺎﻩ ﺍﻟﻔﻀﻼﺕ ﻭﺍﻟﺘﻲ ﺤﺠﻤﻬﺎ ﻻ ﻴﺴﺘﻬﺎﻥ ﺒﻪ)ﻟﻜﺒﺭ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ( ﻭﻫﺫﺍ ﻤﺎ ﺠﻌل ﻤﻨﻅﻭﻤﺔ ﺍﻟﻤﺠﺎﺭﻱ ﺒﺤﺎﻟﺔ‬
‫ﺴﻴﺌﺔ ﺒﺸﻜل ﻋﺎﻡ ﻜﻤﺎ ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﺭﻗﻡ)‪ ، (٦)،(٣‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺘﻪ ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻴﺩﺍﻥ ﺤﻴﺙ ﺇﻥ ﺃﻜﺜﺭ‬
‫ﻤﻥ )‪ (%٥٠‬ﻤﻥ ﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﻨﺘﺨﺒﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﻫﺫﻩ ﺍﻟﻤﺸﻜﻠﺔ‪ .‬ﻭﺍﻷﺸﻜﺎل ﺭﻗﻡ )‪ (٩،١٠-٨‬ﺘﻭﻀﺢ‬
‫ﺫﻟﻙ‪.‬‬
‫‪ (٥‬ﻁﺒﻴﻌﺔ ﺍﺴﺘﻌﻤﺎل ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﻌﺎﻤﺔ ﺭﻜﺯﺕ ﻋﻠﻰ ﺍﻟﻔﺎﺌﺩﺓ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻠﺒﻨﺎﻴﺔ )ﺍﻟﺘﻌﻠﻴﻡ( ﻭﻟﻡ ﺘﻌﻁﻲ ﺃﻫﻤﻴﺔ ﻟﻠﺼﻴﺎﻨﺔ‬
‫ﺍﻟﺩﻭﺭﻴﺔ ﻟﻤﺒﻨﻰ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﺫﻱ ﺒﺩﻭﺭﻩ ﻴﻌﺎﻨﻲ ﻜﻤﺎ ﻴﻌﺎﻨﻲ ﺃﻱ ﻤﺒﻨﻰ )ﺍﻟﺒﻴﻭﺕ‪ ،‬ﺍﻟﻌﻤﺎﺭﺍﺕ ﺍﻟﺘﺠﺎﺭﻴﺔ‪..‬ﺍﻟﺦ( ﻤﻥ‬
‫ﺍﻻﺴﺘﻬﻼﻙ ﺃﻭ ﺍﻟﻀﺭﺭ ﺍﻟﻨﺎﺠﻡ ﻋﻥ ﺴﻭﺀ ﺍﻻﺴﺘﻌﻤﺎل )ﻭﺨﺎﺼﺔ ﺇﻥ ﻋﺩﺩ ﺍﻟﺘﻼﻤﻴﺫ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻭﺍﺤﺩﺓ ﻻ ﻴﻘل‬
‫ﻋﻥ ‪ ٥٠٠‬ﺘﻠﻤﻴﺫ ﻭﺒﻭﺍﻗﻊ ‪ ١٠‬ﻡ‪ ٢‬ﻟﻜل ﺘﻠﻤﻴﺫ( ﻓﻤﻥ ﻫﺫﺍ ﻨﺴﺘﻨﺘﺞ ﺇﻥ ﻟﻠﺼﻴﺎﻨﺔ ﺍﻟﺩﻭﺭﻴﺔ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﺩﻴﻤﻭﻤﺔ‬
‫ﺍﺴﺘﻌﻤﺎل ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﺒﺎﻨﻲ‪ .‬ﻭﺍﻷﺸﻜﺎل ﺭﻗﻡ )‪ (١٣ ،١٢ ،١١-٨‬ﺘﻭﻀﺢ ﺫﻟﻙ‪.‬‬

‫‪ (٣-٨‬ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻭﻅﻴﻔﻴﺔ‪-:‬‬
‫‪ (١‬ﻟﻭﺤﻅ ﺇﻥ ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ ﺘﻜﺎﺩ ﺘﻜﻭﻥ ﻤﻨﺎﺴﺒﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻟﺤﺠﻡ ﻭﺍﻟﻌﺩﺩ‪ ،‬ﻟﻜﻨﻬﺎ ﺘﻔﺘﻘﺭ ﻟﻠﺘﺄﺴﻴﺱ‬
‫ﺍﻟﺼﺤﻲ ﺍﻟﻤﻼﺌﻡ ﺤﻴﺙ ﺒﻌﻀﻬﺎ ﻜﺎﻥ ﻋﺎﻁل ﻭﺍﻟﻐﺎﻟﺒﻴﺔ ﻤﻠﻐﺎﺓ ﻜﻤﺎ ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﺭﻗﻡ)‪.(٤‬ﻭﺍﻷﺸﻜﺎل ﺭﻗﻡ‬
‫)‪ (١٨ ،١٥-٨‬ﺘﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٢‬ﺸﻴﺩﺕ ﺍﻏﻠﺏ ﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﻋﻠﻰ ﻗﻁﻊ ﺃﺭﺍﻀﻲ ﻤﻨﺎﺴﺒﺔ ﻤﻤﺎ ﺘﺎﺡ ﻟﻠﻤﺼﻤﻡ ﺃﻥ ﻴﺘﺭﻙ ﺴﺎﺤﺎﺕ‬
‫ﻭﻤﻤﺭﺍﺕ ﻤﻨﺎﺴﺒﺔ ﻭﺨﺎﺼﺔ ﺍﻟﺘﺼﻤﻴﻡ ﺫﻭ ﺍﻟﻨﻤﻁ ﺍﻟﻤﻔﺘﻭﺡ )‪ (U Shape‬ﻟﻜﻥ ﻏﺎﻟﺒﻴﺔ ﻫﺫﻩ ﺍﻟﺴﺎﺤﺎﺕ ﻏﻴﺭ‬
‫ﻤﺭﺼﻭﻓﺔ ﺃﻭ ﻤﺭﺼﻭﻓﺔ ﺒﺸﻜل ﺭﺩﻱﺀ‪ ،‬ﻻ ﺇﻥ ﺒﻌﻀﻬﺎ ﻏﻴﺭ ﻤﺭﺩﻭﻤﺔ ﻤﻤﺎ ﺴﺒﺏ ﺘﺭﺍﻜﻡ ﻤﻴﺎﻩ ﺍﻷﻤﻁﺎﺭ‪.‬‬
‫ﻭﺍﻷﺸﻜﺎل ﺭﻗﻡ )‪ (١٧ ،١٦-٨‬ﺘﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٣‬ﺸﺒﺎﺒﻴﻙ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻏﻠﺒﻬﺎ ﻜﺎﻓﻲ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻟﻤﺴﺎﺤﺎﺕ ﻭﺍﻟﺘﻭﺯﻴﻊ ﻟﻜﻨﻬﺎ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻹﻫﻤﺎل ﻤﻥ ﻨﺎﺤﻴﺔ‬
‫ﺍﻟﺯﺠﺎﺝ ﺍﻟﻤﻬﺸﻡ ﺃﻭ ﺃﺴﻼﻙ ﺍﻟﺫﺒﺎﺏ ﺍﻟﻤﻤﺯﻗﺔ ﺃﻭ ﺍﻟﻐﻴﺭ ﻤﻭﺠﻭﺩﺓ‪ .‬ﻭﺍﻥ ﺍﻏﻠﺏ ﺍﻟﺸﺒﺎﺒﻴﻙ ﻏﻴﺭ ﻤﺤﻤﻴﺔ ﻤﻥ‬
‫ﺍﻟﻅﺭﻭﻑ ﺍﻟﺠﻭﻴﺔ ﻭﻻ ﺘﻤﺘﻠﻙ ﻤﻀﻼﺕ ﺤﻤﺎﻴﺔ‪ .‬ﻭﺍﻷﺸﻜﺎل ﺭﻗﻡ )‪ (١٩،٢٠،٢١،٢٢-٨‬ﺘﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٩‬ﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫‪ (١‬ﻋﻨﺩ ﺘﺸﻴﻴﺩ ﻤﺒﻨﻰ ﻤﺩﺭﺴﺔ ﺠﺩﻴﺩ ﻴﺠﺏ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻋﻼﻗﺔ ﺍﻟﻤﺒﻨﻰ ﺒﺎﻟﻤﻨﺸﺂﺕ ﺍﻟﻤﺠﺎﻭﺭﺓ ﻭﺒﺎﻟﻤﺜل ﺇﻥ‬
‫ﺘﺸﻴﻴﺩ ﺃﻱ ﻤﻨﺸﺄ ﻤﺠﺎﻭﺭ ﻟﻠﻤﺩﺭﺴﺔ ﻴﺠﺏ ﺍﺨﺫ ﻤﻭﺍﻓﻘﺎﺕ ﻤﺩﻴﺭﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ /‬ﻗﺴﻡ ﺍﻟﻤﺒﺎﻨﻲ ﻟﻜﻲ ﻻ ﺘﺘﻌﺎﺭﺽ ﻤﻊ‬
‫ﻼ ﺘﺸﻴﻴﺩ ﺠﺴﺭ ﺃﻤﺎﻡ ﻤﺩﺭﺴﺔ ﻤﺸﻴﺩﺓ ﺴﺎﺒﻘﹰﺎ ﻭﻫﺫﺍ ﻤﺎ ﻴﻌﺭﺽ ﺴﻼﻤﺔ ﺍﻟﺘﻼﻤﻴﺫ ﻟﺨﻁﺭ ﺍﻟﺩﻫﺱ‪،‬‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺸﻴﺩﺓ‪ .‬ﻤﺜ ﹰ‬

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‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫ﻭﻓﻲ ﻨﻔﺱ ﺍﻟﻭﻗﺕ ﻓﻘﺩﺍﻥ ﻋﺎﻤل ﺍﻟﻬﺩﻭﺀ ﺍﻟﻤﻁﻠﻭﺏ ﻟﻠﺩﺭﺍﺴﺔ)ﺍﻟﻀﻭﻀﺎﺀ(‪ ،‬ﻭﻜﺫﻟﻙ ﻭﺠﻭﺩ ﺒﻌﺽ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﺘﻲ ﺘﺨﻠﻕ‬
‫ﻀﻭﻀﺎﺀ ﻭﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺃﺴﻤﺎﻉ ﺍﻟﻁﻠﺒﺔ ﺃﺜﻨﺎﺀ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬
‫‪ (٢‬ﻨﻭﺼﻲ ﺒﺈﺠﺭﺍﺀ ﺼﻴﺎﻨﺔ ﺇﻨﺸﺎﺌﻴﺔ )ﻤﻌﺎﻟﺠﺔ ﺘﺸﻘﻘﺎﺕ ﻤﻅﻬﺭﻴﺔ( ﻟﻠﻤﺒﺎﻨﻲ ﺍﻟﺘﻲ ﺘﻌﺎﻨﻲ ﻤﻥ ﺘﺸﻘﻘﺎﺕ ﺇﻨﺸﺎﺌﻴﺔ‬
‫ﻤﺘﻭﺴﻁﺔ ﻭﺒﺄﺴﻠﻭﺏ ﺩﻭﺭﻱ‪ .‬ﺃﻤﺎ ﺒﻌﺽ ﺍﻟﺘﺸﻘﻘﺎﺕ ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﺨﺭﺴﺎﻨﻴﺔ ﻓﻴﺠﺏ ﺘﻘﻴﻴﻤﻬﺎ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‬
‫ﺇﻨﺸﺎﺌﻴﺎ ﻟﻤﺎ ﻟﻠﻤﻭﻀﻭﻉ ﻤﻥ ﺨﻁﻭﺭﺓ ﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺴﻼﻤﺔ ﺍﻟﺸﺎﻏﻠﻴﻥ‪ ،‬ﺤﻴﺙ ﺇﻥ ﺒﻌﺽ ﻫﺫﻩ ﺍﻟﺘﺸﻘﻘﺎﺕ ﻨﺎﺠﻡ ﻋﻥ‬
‫ﻫﺒﻭﻁ ﺍﻷﺴﺱ)ﻭﺨﺎﺼﺔ ﺇﻥ ﺘﺭﺒﺔ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ ﻤﻥ ﺍﻟﺘﺭﺏ ﺍﻟﻀﻌﻴﻔﺔ ﻭﺍﻟﺘﻲ ﻻ ﺘﺘﺠﺎﻭﺯ ﻤﻘﺎﻭﻤﺘﻬﺎ ﻋﻥ)‪٥‬ﻁﻥ‪/‬ﻡ‪(٢‬‬
‫ﻭﻜﺫﻟﻙ ﻗﺭﺏ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺠﻭﻓﻴﺔ ﻭﺘﺄﺜﻴﺭﻩ ﺴﻠﺒ ﹰﺎ ﻋﻠﻰ ﻤﻘﺎﻭﻤﺔ ﺘﺤﻤل ﺍﻟﺘﺭﺒﺔ(‪.‬‬
‫‪ (٣‬ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﺴﺘﻜﻤﺎل ﻓﻘﺭﺍﺕ ﺍﻹﻨﻬﺎﺀ ﺍﻟﻤﻬﻤﺔ ﻭﺒﺄﺴﻠﻭﺏ ﻫﻨﺩﺴﻲ ﻤﻘﺒﻭل‪.‬‬
‫‪ (٤‬ﻟﻐﺭﺽ ﺘﻔﺎﺩﻱ ﺘﺄﺜﻴﺭ ﺤﺸﺭﺓ ﺍﻷﺭﻀﺔ ﻋﻠﻰ ﺍﻟﻤﺒﺎﻨﻲ‪ ،‬ﻴﺠﺏ ﺇﺘﺒﺎﻉ ﺍﻟﺴﺒل ﺍﻟﻬﻨﺩﺴﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺃﻀﺭﺍﺭﻫﺎ‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺒﺎﻨﻲ ﺍﻟﻤﺸﻴﺩﺓ ﺤﺩﻴﺜﹰﺎ ﻤﻥ ﺨﻼل ﺍﻨﺘﺸﺎﺀ ﻤﻨﻅﻭﻤﺎﺕ ﻤﻌﺎﻟﺠﺔ ﺩﺍﺌﻤﺔ ﻭﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﺒﺎﻟﺸﻜل ﺭﻗﻡ‬
‫)‪ ،(١‬ﻭ ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎﻟﻬﺎ ﻜﺫﻟﻙ ﻟﻸﺒﻨﻴﺔ ﺍﻟﻘﺩﻴﻤﺔ‪.‬‬

‫ﺗﺮﺑــﺔ ﻧﺎﻋﻤﺔ‬

‫ﺛﻘــﻮﺏ ﺑﻘﻄــﺮ (‪ 5‬ﻣﻠﻢ) ﻟ ﻜ ﻞ ‪ 500‬ﻣﻠﻢ‬

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‫ﺍﻧﺒــﻮﺏ ﺑﻼﺳـــــﺘﻴﻜﻲ‬
‫ﺍﻓﻘــﻲ ﺑﻘﻄــﺮ ‪ 100‬ﻣﻠﻢ‬

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‫ﺸﻜل ﺭﻗﻡ )‪ (١‬ﺨﻨﺩﻕ ﻨﻤﻭﺫﺠﻲ ﻟﻤﻜﺎﻓﺤﺔ ﺍﻷﺭﻀﺔ ﺩﺍﺌﻤﻲ ﺍﻻﺴﺘﻌﻤﺎل‬

‫‪ (٥‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺼﻤﻴﻡ ﺸﺒﻜﺔ ﻤﺠﺎﺭﻱ ﻭﺃﺤﻭﺍﺽ ﺘﻌﻔﻴﻥ ﻭﺁﺒﺎﺭ ﺘﺼﺭﻴﻑ ﺒﺤﺠﻡ ﻤﻼﺌﻡ ﻟﻌﺩﺩ ﺍﻟﺘﻼﻤﻴﺫ ﻓﻲ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﻤﻊ ﺍﻹﻜﺜﺎﺭ ﻤﻥ ﻨﻘﺎﻁ ﺍﻟﺘﻔﺘﻴﺵ ﻤﻊ ﺍﻟﺼﻴﺎﻨﺔ ﺍﻟﺩﻭﺭﻴﺔ ﻭﺍﻟﺘﻨﻅﻴﻑ ﺍﻟﻤﺴﺘﻤﺭ ﻭﻓﻴﻤﺎ ﻴﻠﻲ‬
‫ﺍﺸﺘﺭﺍﻁﺎﺕ ﺍﻟﺴﻼﻤﺔ ﺒﺎﻟﻤﺭﺍﻓﻕ ﺍﻟﺼﺤﻴﺔ ‪:‬‬
‫ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﺍﻟﻤﺩﺭﺴﺔ ﻤﺠﻬﺯﺓ ﺒﺎﻟﻤﺭﺍﻓﻕ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻼﺯﻤﺔ ﻤﻥ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ ﺍﻟﻨﻘﻴﺔ ﻭﺍﻟﻨﻅﻴﻔﺔ ﻭﺍﻟﺨﺎﻟﻴﺔ ﻤﻥ‬
‫ﻤﺴﺒﺒﺎﺕ ﺍﻹﻤﺭﺍﺽ ﻜﺎﻟﺒﻜﺘﺭﻴﺎ ﻭﺍﻟﻁﻔﻴﻠﻴﺎﺕ ﻭﺍﻟﻔﻴﺭﻭﺴﺎﺕ ﻭﺍﻟﻔﻁﺭﻴﺎﺕ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺨﻠﻭﻫﺎ ﻤﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻀﺎﺭﺓ ﻭﺍﻟﺴﺎﻤﺔ‬
‫‪ ،‬ﻭﻴﺠﺏ ﻤﺭﺍﻋﺎﺓ ﻨﺴﺒﺔ ﺍﻷﻤﻼﺡ ﺍﻟﺫﺍﺌﺒﺔ ﻓﻴﻬﺎ ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﻤﻁﺎﺒﻘﺔ ﻟﻠﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻫﺫﺍ ﺒﺠﺎﻨﺏ ﺘﺠﻬﻴﺯ ﺍﻟﻤﺩﺭﺴﺔ‬
‫ﺒﺄﻋﺩﺍﺩ ﺩﻭﺭﺍﺕ ﺍﻟﻤﻴﺎﻩ ﻭﺍﻟﻤﻐﺎﺴل ﺍﻟﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺃﻋﺩﺍﺩ ﺍﻟﻁﻼﺏ ﻭﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪-:‬‬
‫ﺨﺯﺍﻨﺎﺕ ﻭﻤﺒﺭﺩﺍﺕ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ‬

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‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫أ( ﻴﺠﺏ ﺃﻥ ﺘﻭﻓﻴﺭ ﺨﺯﺍﻨﺎﺕ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻤﺼﻨﻭﻋﺔ ﻤﻥ ﻤﺎﺩﺓ ﻏﻴﺭ ﻗﺎﺒﻠﺔ ﻟﻠﺼﺩﺃ‪ ،‬ﻭﺃﻥ ﺘﺘﻨﺎﺴﺏ ﺃﻋﺩﺍﺩﻫﺎ ﻤﻊ ﺃﻋﺩﺍﺩ‬
‫ﺍﻟﻁﻠﺒﺔ‪.‬‬
‫ب( ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺨﺯﺍﻥ ﺒﺸﻜل ﻴﺴﻬل ﻋﻤﻠﻴﺔ ﻏﺴﻠﻪ ﻭﺘﻨﻅﻴﻔﻪ ﻭﺘﻬﻭﻴﺘﻪ ﻭﺫﻟﻙ ﺒﻭﺠﻭﺩ ﻓﺘﺤﺔ ﻤﻥ‬
‫ﺍﻷﺴﻔل ﻴﻤﻜﻥ ﺍﻟﺘﺤﻜﻡ ﻓﻴﻬﺎ ‪ ،‬ﻭﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺨﺯﺍﻥ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﻤﻜﺎﻥ ﻤﺭﺘﻔﻊ ﻭﻤﺯﻭﺩ ﺒﻔﻼﺘﺭ ﻗﺒل ﺩﺨﻭل‬
‫ﺍﻟﻤﻴﺎﻩ ﻭﻓﻲ ﻤﻜﺎﻥ ﺒﻌﻴﺩ ﻋﻥ ﻤﺼﺎﺩﺭ ﺍﻟﺘﻠﻭﺙ‪.‬‬
‫ت( ﻴﺠﺏ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﻨﻅﺎﻓﺔ ﺨﺯﺍﻨﺎﺕ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ ﻭﺇﺤﻜﺎﻡ ﻏﻠﻘﻬﺎ ﻟﻤﻨﻊ ﺩﺨﻭل ﺍﻟﺤﺸﺭﺍﺕ ﺃﻭ ﺍﻟﻬﻭﺍﻡ ﺃﻭ ﺃﻱ‬
‫ﺃﺠﺴﺎﻡ ﻏﺭﻴﺒﺔ ﺒﺩﺍﺨﻠﻬﺎ‪.‬‬
‫ث( ﻴﺠﺏ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺼﻼﺤﻴﺔ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ ﺒﺼﻔﺔ ﻤﺴﺘﻤﺭﺓ ﻭﺫﻟﻙ ﺒﺄﺨﺫ ﻋﻴﻨﺔ ﻤﻥ ﻤﻴﺎﻩ ﺍﻟﺨﺯﺍﻥ ﻤﺭﺓ ﻜل ﺜﻼﺜﺔ‬
‫ﺸﻬﻭﺭ ﻟﻔﺤﺼﻬﺎ ﺒﻤﻌﺭﻓﺔ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺨﺘﺼﺔ ‪.‬‬
‫ج( ﻴﺠﺏ ﺘﺯﻭﻴﺩ ﺍﻟﻤﺩﺭﺴﺔ ﺒﺄﻋﺩﺍﺩ ﻤﺒﺭﺩﺍﺕ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺃﻋﺩﺍﺩ ﺍﻟﻁﻼﺏ ﻭﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﻜﺎﻓﺔ‬
‫ﻤﺭﺍﻓﻕ ﺍﻟﻤﺩﺭﺴﺔ ﻟﻤﻨﻊ ﺍﻟﺘﺯﺍﺤﻡ ﻓﻲ ﻤﻜﺎﻥ ﻭﺍﺤﺩ‪.‬‬
‫ح( ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﻨﻅﺎﻓﺔ ﻏﺭﻓﺔ ﻤﺒﺭﺩﺍﺕ ﺍﻟﻤﻴﺎﻩ ﻭﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﻤﺤﻴﻁﺔ ﺒﻬﺎ ﻟﻤﻨﻊ ﺩﺨﻭل ﺍﻟﺤﺸﺭﺍﺕ ﺇﻟﻰ ﺩﺍﺨل‬
‫ﺍﻟﻤﺒﺭﺩﺍﺕ‪ ،‬ﻭﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻟﺘﺨﺯﻴﻥ ﺃﻱ ﺃﻏﺭﺍﺽ ﻭﺫﻟﻙ ﻟﻀﻤﺎﻥ ﺍﻟﺘﻬﻭﻴﺔ ﺍﻟﺠﻴﺩﺓ ﻟﻠﻤﺒﺭﺩﺍﺕ ﻭﺘﺠﻨﺏ‬
‫ﺤﺩﻭﺙ ﺃﻋﻁﺎل ﺒﻬﺎ ‪.‬‬
‫خ( ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﻤﺒﺭﺩﺍﺕ ﺍﻟﻤﻴﺎﻩ ﻤﺜﺒﺕ ﻋﻠﻴﻬﺎ ﻓﻠﺘﺭ ﺘﺭﺸﻴﺢ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ ﻭﻴﺠﺏ ﻤﺭﺍﻋﺎﺓ ﺘﻨﻅﻴﻔﻪ ﻭﻤﺭﺍﻗﺒﺘﻪ‬
‫ﻭﺍﺴﺘﺒﺩﺍﻟﻪ ﺒﺼﻔﺔ ﺩﻭﺭﻴﺔ ﻜﻠﻤﺎ ﺩﻋﺕ ﺍﻟﺤﺎﺠﺔ ﻟﺫﻟﻙ‪.‬‬
‫ﻤﺭﺍﻋﺎﺓ ﺼﻼﺤﻴﺔ ﺼﻨﺎﺒﻴﺭ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ ﻟﻤﻨﻊ ﺘﺴﺭﺏ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺒﺎﺭﺩﺓ ﻤﻨﻬﺎ ﺒﻬﺩﻑ ﺘﻘﻠﻴل ﺍﻟﻔﺎﻗﺩ ﻓﻲ ﺍﻟﻤﻴﺎﻩ‬ ‫د(‬
‫ﻭﺨﻔﺽ ﺍﺴﺘﻬﻼﻙ ﺍﻟﻜﻬﺭﺒﺎﺀ ‪.‬‬
‫ﺃﻓﻀل ﻭﺴﺎﺌل ﺍﻟﺸﺭﺏ ﻫﻲ ﺼﻨﺎﺒﻴﺭ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻤﺭﻜﺒﺔ ﻋﻠﻰ ﺸﻜل ﻨﺎﻓﻭﺭﺍﺕ ﺼﻐﻴﺭﺓ ﻟﻀﻤﺎﻥ ﻋﺩﻡ ﻤﻼﻤﺴﺔ‬ ‫ذ(‬
‫ﻓﻡ ﺍﻟﺘﻠﻤﻴﺫ ﻋﻨﺩ ﺍﻟﺸﺭﺏ ﻤﻨﻬﺎ ﻟﻘﻭﺓ ﺍﻟﺼﻨﺒﻭﺭ ﻜﻤﺎ ﺍﻨﻪ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﻜﻭﺍﺏ ﺍﻟﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻟﻤﺭﺓ‬
‫ﻭﺍﺤﺩﺓ‪.‬ﻟﻀﻤﺎﻥ ﺴﻼﻤﺔ ﻭﺼﺤﺔ ﺍﻟﻁﻼﺏ ﺒﺎﻟﻤﺩﺍﺭﺱ‪.‬‬
‫ر( ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﻭﺠﻭﺩ ﻤﻀﺨﺎﺕ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﻤﻜﺎﻥ ﺁﻤﻥ ﺠﻴﺩ ﺍﻟﺘﻬﻭﻴﺔ ﻭﺍﻥ ﺍﻟﺘﻭﺼﻴﻼﺕ ﺍﻟﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻬﺎ‬
‫ﻤﺄﻤﻭﻨﺔ ﻭﺒﻌﻴﺩﺓ ﻋﻥ ﻤﺘﻨﺎﻭل ﺃﻴﺩﻱ ﺍﻟﻁﻼﺏ‪.‬‬
‫ﺩﻭﺭﺍﺕ ﺍﻟﻤﻴﺎﻩ ﻭﺍﻟﻤﻐﺎﺴل‬
‫أ( ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻋﺩﺩ ﺍﻟﻤﺭﺍﺤﻴﺽ ) ﺩﻭﺭﺍﺕ ﺍﻟﻤﻴﺎﻩ ( ﻤﻨﺎﺴﺒﺎ ﻟﻌﺩﺩ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ‪ ،‬ﻜﻤﺎ ﻴﺠﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻨﻅﺎﻓﺘﻬﺎ‬
‫ﻭﺘﻁﻬﻴﺭﻫﺎ ﻭﺘﻬﻭﻴﺘﻬﺎ ﻭﺍﻥ ﺘﻜﻭﻥ ﺇﻀﺎﺀﺘﻬﺎ ﺠﻴﺩﺓ ﻭﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﻤﻭﺯﻋﺔ ﺒﻁﺭﻴﻘﺔ ﻤﻨﺎﺴﺒﺔ ﺩﺍﺨل ﺍﻟﻤﺩﺭﺴﺔ ﻤﻊ‬
‫ﺘﻭﻓﻴﺭ ﻭﺴﺎﺌل ﺍﻻﻏﺘﺴﺎل ﻭﺍﻟﺘﺠﻔﻴﻑ ﺍﻟﻤﻨﺎﺴﺏ‪ ،‬ﻭﻴﺠﺏ ﺍﻟﺘﺨﻠﺹ ﻤﻥ ﻤﻴﺎﻩ ﺍﻟﺼﺭﻑ ﻭﺍﻟﻔﻀﻼﺕ ﻭﺍﻟﻘﻤﺎﻤﺔ ﺒﻁﺭﻴﻘﺔ‬
‫ﺼﺤﻴﺔ ﺘﻤﻨﻊ ﺍﻨﺘﺸﺎﺭ ﺍﻷﻤﺭﺍﺽ ﻭﺍﻟﻌﺩﻭﻯ‪.‬‬
‫ب( ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﻨﻅﺎﻓﺔ ﺩﻭﺭﺍﺕ ﺍﻟﻤﻴﺎﻩ ﻭﺘﻭﻓﻴﺭ ﻤﺭﺍﻭﺡ ﺸﻔﻁ ﺍﻟﻬﻭﺍﺀ ﺒﻬﺎ ﻭﻤﺭﺍﻋﺎﺓ ﺼﻼﺤﻴﺔ ﺼﻨﺎﺒﻴﺭ ﺍﻟﻤﻴﺎﻩ ﻭﺍﻟﻤﻐﺎﺴل‬
‫ﻭﺃﻨﺎﺒﻴﺏ ﺍﻟﺼﺭﻑ‪.‬‬
‫ت( ﻴﺠﺏ ﺘﻭﻓﻴﺭ ﺃﺤﻭﺍﺽ ﺍﻟﻐﺴﻴل ﺒﺤﻴﺙ ﺘﺘﻨﺎﺴﺏ ﺃﻋﺩﺍﺩﻫﺎ ﻤﻊ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻟﻤﺩﺭﺴﺔ ﻭﺍﻥ ﻴﻜﻭﻥ ﺍﺭﺘﻔﺎﻋﻬﺎ ﻤﻼﺌﻤﺎ‬
‫ﻟﻌﻤﺭ ﺍﻟﺘﻼﻤﻴﺫ ﻭﻤﺯﻭﺩﺓ ﺒﺎﻟﻤﺎﺀ ﻭﺍﻟﺼﺎﺒﻭﻥ ﻭﻤﻨﺎﺸﻑ ﻭﺭﻗﻴﺔ‪.‬‬
‫‪ (٦‬ﻨﻭﺼﻲ ﺒﺎﺴﺘﺤﺩﺍﺙ ﻓﺭﻕ ﺼﻴﺎﻨﺔ ﺘﺎﺒﻌﺔ ﻟﻜل ﻤﺩﺭﺴﺔ ﻤﺭﺘﺒﻁﺔ ﻭﻅﻴﻔﻴﹰﺎ ﻤﻊ ﻤﺩﻴﺭﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ)ﻗﺴﻡ ﺍﻟﻤﺒﺎﻨﻲ(‪.‬‬

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‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫‪ (٧‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺴﺎﺤﺎﺕ ﻭﺍﻟﺤﺩﺍﺌﻕ ﻭﺘﻭﻓﻴﺭ ﺴﺎﺤﺎﺕ ﻟﻠﺭﻴﺎﻀﺔ ﻭﻤﻤﺎﺸﻲ ﻤﺭﺼﻭﻓﺔ ﺒﻤﺎﺩﺓ ﻤﻘﺒﻭﻟﺔ ﻫﻨﺩﺴﻴ ﹰﺎ ﻜﺎﻟﺼﺏ‬
‫ﺍﻟﻤﺼﻘﻭل ﺃﻭ ﺍﻟﺒﻼﻁ ﺍﻟﻤﺘﺩﺍﺨل )ﺍﻟﻤﻘﺭﻨﺹ(‪ .‬ﻜﻤﺎ ﻴﺠﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻁﺒﻘﺎﺕ ﺘﺤﺕ ﺍﻟﻜﺎﺸﻲ ﻟﺘﺅﻤﻥ ﺘﺤﻤل ﻤﻨﺎﺴﺏ ﻭﻗﻁﻊ‬
‫ﻟﻠﺭﻁﻭﺒﺔ ﺍﻟﻌﻤﻭﺩﻴﺔ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺸﻜل ﺭﻗﻡ )‪.(٢‬‬
‫‪ (١٠‬ﺘﻭﺼﻴﺎﺕ ﻋﺎﻤﺔ‪:‬‬
‫‪ (١‬ﻋﻠﻰ ﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﺒﺎﺒل )ﻗﺴﻡ ﺍﻟﻤﺒﺎﻨﻲ( ﺃﻭ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺌﻭﻟﺔ ﻋﻥ ﺇﺤﺎﻟﺔ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﺘﺸﺨﻴﺹ‬
‫ﻭﺘﺼﻨﻴﻑ ﺍﻟﺸﺭﻜﺎﺕ ﻭﺍﻟﻤﻘﺎﻭﻟﻴﻥ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﺒﺎﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﻤﺎ ﻷﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﻤﺒﺎﻨﻲ ﻭﺍﻟﺘﻲ ﺘﻤﺜل‬
‫ﻭﺍﺠﻬﺔ ﻟﺘﻁﻭﺭ ﺍﻟﺒﻠﺩﺍﻥ ﻭﺍﻫﺘﻤﺎﻤﻬﺎ ﺒﺎﻟﺠﺎﻨﺏ ﺍﻟﺘﺭﺒﻭﻱ ﻟﺘﻨﺸﺌﺔ ﺍﻷﺠﻴﺎل ﺍﻟﻘﺎﺩﻤﺔ‪.‬‬
‫‪ (٢‬ﺃﻓﻀل ﺸﻜل ﻫﻨﺩﺴﻲ ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﻋﻠﻴﻪ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺩﺭﺍﺴﻴﺔ ﻫﻭ ﺍﻟﺸﻜل ﺍﻟﻤﺴﺘﻁﻴل ﺫﻭ ﺍﻟﺯﻭﺍﻴﺎ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺍﻷﺴﻁﺢ‬
‫ﺍﻟﻤﺘﻘﺎﺒﻠﺔ ﺍﻟﻤﺘﻭﺍﺯﻴﺔ ﻭﺍﻟﻤﺴﺎﺤﺔ ﺫﺍﺕ ﺍﻟﺒﻌﺩﻴﻥ ‪ ٨‬ﻭ ‪ ٦‬ﺃﻤﺘﺎﺭ )‪ ٤٨‬ﻤﺘﺭﹰﺍ ﻤﺭﺒﻌﹰﺎ( ﻟﻠﺼﻑ ﺍﻟﻭﺍﺤﺩ‪ .‬ﺃﻤﺎ ﺍﺭﺘﻔﺎﻉ ﺍﻟﺴﻘﻑ‬
‫ﻓﻴﺠﺏ ﺃﻥ ﻴﺘﺭﺍﻭﺡ ﺒﻴﻥ ‪ ٣,٥‬ﻭ ‪ ٤‬ﺃﻤﺘﺎﺭ‪ .‬ﻭﻴﺠﺏ ﺃﻥ ﺘﺘﻭﻓﺭ ﻓﻲ ﺍﻟﻔﺼل ﻤﺴﺎﺤﺔ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ‪١,٥‬ﺇﻟﻰ ‪ ٢‬ﻤﺘﺭ ﻤﺭﺒﻊ‬
‫ﻟﻜل ﻁﺎﻟﺏ‪ ،‬ﻭﺃﻻ ﻴﺘﺠﺎﻭﺯ ﻋﺩﺩ ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﻭﺍﺤﺩ ‪ ٣٠‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺘﻭﻓﻴﺭ ﺍﻹﻀﺎﺀﺓ ﻭﺍﻟﺘﻬﻭﻴﺔ‬
‫ﺍﻟﻼﺯﻤﺔ ﻁﺒﻘﹰﺎ ﻟﻤﺴﺘﻭﻴﺎﺕ ﺤﺩﻭﺩ ﺍﻷﻤﺎﻥ ﺍﻟﻤﻌﻤﻭل ﺒﻬﺎ ﻓﻲ ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﻭﺍﻗﻊ‪.‬‬
‫‪ (٣‬ﺍﻟﻤﺩﺍﺭﺱ ﺒﺤﺎﺠﺔ ﻤﺎﺴﺔ ﻟﻐﺭﻑ ﺃﻭ ﻤﺨﺎﺯﻥ ﻀﻤﻥ ﺒﻨﺎﻴﺔ ﺍﻟﻤﺩﺭﺴﺔ ﺃﻭ ﻤﻔﺼﻭﻟﺔ ﻋﻨﻬﺎ ﻟﺘﻔﺎﺩﻱ ﺘﻜﺩﺱ ﺍﻷﻨﻘﺎﺽ ﺃﻭ‬
‫ﺍﻷﺜﺎﺙ ﺍﻟﺯﺍﺌﺩ ﻓﻲ ﻤﻭﺍﻗﻊ ﻏﻴﺭ ﻻﺌﻘﺔ‪ ،‬ﺤﻴﺙ ﺍﺴﺘﺨﺩﻤﺕ ﺒﻌﺽ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺴﻼﻟﻡ ﻭﺍﻟﺴﻁﻭﺡ ﻻ ﺒل ﺃﻟﻐﺕ ﺒﻌﺽ‬
‫ﺍﻟﺼﻔﻭﻑ ﻭﺠﻌﻠﻬﺎ ﻤﺨﺎﺯﻥ‪.‬‬

‫ﻛﺎﺷﻲ‬
‫‪6 4‬‬

‫ﻣﻮﻧﺔ ﺳﻤﻨﺖ ‪٣:١‬‬

‫ﺧﺮﺳﺎﻧﺔ ‪٤:٢:١‬‬
‫‪10‬‬

‫ﻣﺴﻠﺤﺔ ﺑﺎﻝ )‪(B.R.C.‬‬

‫ﺳﺒﻴﺲ‬
‫‪20‬‬

‫ﺟﻠﻤﻮﺩ‬
‫‪10‬‬

‫ﺸﻜل ﺭﻗﻡ )‪ (٢‬ﻁﺒﻘﺎﺕ ﺘﻨﻔﻴﺫ ﺃﺭﻀﻴﺔ ﻨﻤﻭﺫﺠﻲ‬

‫‪ (٤‬ﺍﻓﺘﻘﺎﺭ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻟﻤﺩﺍﺭﺱ ﺇﻟﻰ ﺼﻔﻭﻑ ﺒﻌﺽ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺼﻔﻴﺔ ﻤﺜل ﺍﻟﻤﺭﺴﻡ‪ ،‬ﻏﺭﻓﺔ ﺍﻟﺭﻴﺎﻀﺔ ﻭﺍﻟﻤﻜﺘﺒﺔ‪.‬‬
‫‪ (٥‬ﻟﻜل ﻤﺩﺭﺴﺔ ﻗﺎﻋﺔ ﺘﻔﻴﺩ ﻻﺠﺘﻤﺎﻋﺎﺕ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ ﺃﻭ ﻤﺴﺎﻫﻤﺔ ﺍﻟﻤﺩﺭﺴﺔ ﻓﻲ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻟﻠﻤﻨﻁﻘﺔ)ﺍﻟﻤﺠﻠﺱ ﺍﻟﺒﻠﺩﻱ(‪ ،‬ﻋﻼﻭﺓ ﻋﻠﻰ ﻓﺎﺌﺩﺘﻬﺎ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺘﻭﻓﻴﺭ ﻗﺎﻋﺎﺕ ﺩﺭﺍﺴﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﻓﺘﺭﺓ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‪ ،‬ﺃﻭ‬
‫ﺍﺴﺘﻐﻼﻟﻬﺎ ﻓﻲ ﺍﺤﺘﻔﺎﻻﺕ ﺍﻟﻤﻨﺎﺴﺒﺎﺕ ﺍﻟﺩﻴﻨﻴﺔ ﻭﺍﻟﻭﻁﻨﻴﺔ‪.‬‬
‫‪ (٦‬ﺒﺸﻜل ﻋﺎﻡ ﺘﺤﺘﺎﺝ ﺍﻟﻤﺩﺍﺭﺱ ﺇﻟﻰ ﺴﻴﺎﺝ ﺫﻭ ﺍﺭﺘﻔﺎﻉ ﻤﻨﺎﺴﺏ ﻭﻤﺘﺎﻨﺔ ﺇﻨﺸﺎﺌﻴﺔ ﻤﻨﺎﺴﺒﺔ) ﻤﺴﺘﻘﺭ ﺘﺠﺎﻩ ﺍﻷﺤﻤﺎل ﺍﻟﺠﺎﻨﺒﻴﺔ‬
‫ﻤﺜل ﺍﻟﺭﻴﺎﺡ ﻭﺍﻟﺩﻓﻊ ﺍﻟﺠﺎﻨﺒﻲ ﻟﻠﺘﺭﺒﺔ( ﻭﺍﻟﺸﻜل ﺭﻗﻡ )‪ (٣‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫‪ (٧‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﻅﻬﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺨﺎﺭﺠﻲ ﻤﻥ ﻨﺎﺤﻴﺔ ﻨﻅﺎﻓﺔ ﺍﻟﺭﺼﻴﻑ ﻭﺍﻟﺤﺩﻴﻘﺔ ﻭﻤﺩﺨل ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬

‫‪433‬‬
‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫ﺭﺑـــــﺎﻁ ﻋﻠـــــﻮﻱ ﻣﺴـــــﻠﺢ‬

‫‪30‬‬
‫‪h > =2 0 0‬‬

‫‪206‬‬
‫‪2 4‬‬

‫‪N .C .L .‬‬
‫‪D .P .C .‬‬

‫‪12‬‬
‫‪3 6‬‬
‫‪h > =1 0 0‬‬

‫‪106‬‬
‫‪4 8‬‬

‫‪R .C .F o u n d a t i o n‬‬
‫‪B .L .‬‬

‫‪15 10‬‬
‫‪B o u ld e r‬‬
‫‪8 0‬‬
‫‪b > =8 0‬‬

‫ﺸﻜل ﺭﻗﻡ )‪ (٣‬ﻁﺒﻘﺎﺕ ﺘﻨﻔﻴﺫ ﺴﻴﺎﺝ ﻨﻤﻭﺫﺠﻲ‬

‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‬
‫ﻭﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺒﺤﺙ ﻨﻭﺩ ﺍﻟﺘﻘﺩﻡ ﺒﺎﻟﺸﻜﺭ ﺍﻟﺠﺯﻴل ﺇﻟﻰ ﻤﺩﻴﺭﻴﺔ ﺘﺭﺒﻴﺔ ﺒﺎﺒل ﻭﺍﻟﻰ ﻤﺩﺭﺍﺀ ﻭﻜﻭﺍﺩﺭ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﻨﺘﺨﺒﺔ ﻟﻤﺎ‬
‫ﺃﺒﺩﻭﻩ ﻤﻥ ﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺇﺘﻤﺎﻡ ﻫﺫﺍ ﺍﻟﺒﺤﺙ‪.‬‬
‫ﻤﺼﺎﺩﺭ ﺍﻟﺒﺤﺙ‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﻤﺩﺭﺠﺔ ﺤﺴﺏ ﺍﻟﺘﺴﻠﺴل ﺍﻷﺒﺠﺩﻱ ﻟﻬﺎ‬
‫* ﺍﻟﺒﺭﺍﻙ‪ ،‬ﺩ‪ .‬ﻓﺎﻀل‪١٩٨٥ ،‬ﻡ‪" ،‬ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻴﻬﻭﺩﻴﺔ ﻭﺍﻹﻴﺭﺍﻨﻴﺔ ﻓﻲ ﺍﻟﻌﺭﺍﻕ ) ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ("‪ ،‬ﻁ‪ ،٢‬ﺒﻐﺩﺍﺩ‪ ،‬ﺍﻟﺩﺍﺭ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺹ‪.٣١-٣٠‬‬
‫* اﻟﺤﻤﺪاﻧﻲ ‪ ،‬د‪ .‬ﻣﻮﻓﻖ و ﻋﺒﺎس‪ ،‬د‪ .‬ﻧﻮري‪١٩٨٢ ،‬م‪" ،‬اﻟﻤﺴﺘﺤﺪﺛﺎت اﻟﺘﺮﺑﻮﻳﺔ"‪ ،‬ﺑﻐﺪاد‪ ،‬اﻟﻤﻜﺘﺒﺔ اﻟﻮﻃﻨﻴﺔ‪ ،‬ص‪.٤٥‬‬
‫* ﺍﻟﻘﻴﻡ‪ ،‬ﻜﺎﻤل ﺤﺴﻭﻥ‪٢٠٠٧ ،‬ﻡ‪" ،‬ﻤﻨﺎﻫﺞ ﻭﺃﺴﺎﻟﻴﺏ ﻜﺘﺎﺒﺔ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ"‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻡ‬
‫ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﺎﺒل‪ ،‬ﺍﻟﺴﻴﻤﺎﺀ ﻟﻠﺘﺼﺎﻤﻴﻡ ﻭﺍﻟﻁﺒﺎﻋﺔ‪ ،‬ﺒﻐﺩﺍﺩ‪ ،‬ﺹ ﺹ‪.٢٦٨‬‬
‫* ﺍﻟﻤﺭﺯﻭﻕ‪ ،‬ﺩ‪ .‬ﺼﺒﺎﺡ ﻨﻭﺭﻱ‪٢٠٠٨ ،‬ﻡ‪" ،‬ﺍﻟﻨﻬﻀﺔ ﺍﻟﻔﻜﺭﻴﺔ ﻓﻲ ﺍﻟﺤﻠﺔ"‪ ،‬ﺒﻐﺩﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻷﺭﻗﻡ ﻟﻠﻁﺒﺎﻋﺔ‪ ،‬ﺹ‪.١١‬‬
‫* ﺴﺎﻜﻭ‪ ،‬ﺯﻫﻴﺭ‪١٩٨٣ ،‬ﻡ ‪"،‬ﺇﻨﺸﺎﺀ ﺍﻟﻤﺒﺎﻨﻲ" ‪ ،‬ﺍﻟﺩﺍﺭ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻨﺸﺭ ﻭﺍﻟﻁﺒﺎﻋﺔ‪،‬ﺒﻐﺩﺍﺩ‪.‬‬
‫* ﻋﻭﺽ‪ ،‬ﻋﺒﺩ ﺍﻟﺭﻀﺎ‪٢٠٠٥ ،‬ﻡ‪" ،‬ﺃﻭﺭﺍﻕ ﺤﻠﻴﺔ"‪ ،‬ﻁ‪ ،١‬ﺍﻟﺤﻠﺔ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻟﺼﺎﺩﻕ‪ ،‬ﺹ‪.١٥‬‬
‫* ﻜﺭﻜﻭﺵ‪ ،‬ﺍﻟﺸﻴﺦ ﻴﻭﺴﻑ‪١٩٦٥ ،‬ﻡ‪ " ،‬ﺘﺎﺭﻴﺦ ﺍﻟﺤﻠﺔ"‪ ،‬ﺝ‪ ،١‬ﻁ‪ ،١‬ﺍﻟﻨﺠﻑ‪ ،‬ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺤﻴﺩﺭﻴﺔ‪ ،‬ﺹ‪.١٦٠‬‬
‫‪*UNESCO, 1996,”Evaluation of the Small Secondary Schools Project in Thailand‬‬
‫‪(Building Evaluation)”, published by the UNESCO principal regional office for Asia‬‬
‫‪and Pacific.‬‬
‫‪* WAMOA, Washington Association of Maintenance and Operations Administrators,‬‬
‫‪2007, “ Study of School Deficiency Repair Grant and Facilities Maintenance‬‬
‫‪Operations in Washington School Districts”, Washington.‬‬

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‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫‪*Whitehurst, Grover J., 2003,”Planning Guide for Maintaining School Facilities”,‬‬

‫‪the National Center for Education Statistics and the National Cooperative Education‬‬
‫‪Statistics System, Washington.‬‬
‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪(١‬‬
‫ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ‪ /‬آﻠﻴﺔ اﻟﻬﻨﺪﺳﺔ‬
‫ﻗﺴﻢ اﻟﻬﻨﺪﺳﺔ اﻟﻤﺪﻧﻴﺔ‬
‫إﻟﻰ‪ /‬اﻟﺴﻴﺪ اﻟﻤﻌﻠﻢ اﻟﻤﺤﺘﺮم‬
‫اﺳﺘﻤﺎرة اﺳﺘﺒﻴﺎن‬
‫ﻋﻨﻮان اﻟﺒﺤﺚ‪ :‬ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺭﻜﺯ ﻤﺤﺎﻓﻅﺔ ﺒﺎﺒل‬

‫هﺪف اﻟﺒﺤﺚ‪ :‬ﺘﻘﻴﻴﻡ ﺃﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺭﻜﺯ ﻤﺤﺎﻓﻅﺔ ﺒﺎﺒل ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻹﻨﺸﺎﺌﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ﻭﺘﺸﺨﻴﺹ‬
‫ﺍﻟﻤﺸﺎﻜل ﺍﻹﻨﺸﺎﺌﻴﺔ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻟﺘﻨﻔﻴﺫ ﺃﻭ ﺍﻟﺘﺼﻤﻴﻡ ﺃﻭ ﺴﻭﺀ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻭﻭﻀﻊ ﺍﻟﺤﻠﻭل ﻟﺘﻔﺎﺩﻱ ﻫﺫﻩ ﺍﻟﻤﺸﺎﻜل‬
‫ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‪.‬‬
‫ﻨﻬﺩﻴﻜﻡ ﺃﻁﻴﺏ ﺘﺤﻴﺎﺘﻨﺎ ‪....‬‬
‫ﻨﺭﻓﻕ ﻁﻴﹰﺎ ﺍﺴﺘﻤﺎﺭﺓ ﺍﺴﺘﺒﻴﺎﻥ ﺘﻡ ﻭﻀﻌﻬﺎ ﻟﻐﺭﺽ ﺘﻘﻴﻴﻡ ﺃﺒﻨﻴﺔ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺭﻜﺯ ﻤﺤﺎﻓﻅﺔ ﺒﺎﺒل‪،‬‬
‫ﺃﻤﻠﻴﻥ ﺘﻌﺎﻭﻨﻜﻡ ﻤﻌﻨﺎ ﻭ ﺍﻹﺩﻻﺀ ﺒﻤﺎ ﺘﺭﻭﻨﻪ ﻤﻨﺎﺴﺒﺎ ً ﻭﺼﺭﻴﺤﹰﺎ ﻭﻭﺍﻀﺤﹰﺎ ﻷﺠل ﺇﻥ ﺘﺼﺒﺢ ﺍﻟﺩﺭﺍﺴﺔ ﺫﺍﺕ ﻤﻌﻁﻴﺎﺕ ﻋﻠﻤﻴﺔ‬
‫ﻭﺍﻗﺘﺼﺎﺩﻴﺔ ﺼﺤﻴﺤﺔ ﻭﻤﻨﺘﺠﺔ‪ ،‬ﻭﻟﺘﺴﻬﻴل ﻤﻬﻤﺘﻨﺎ ﻓﻲ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﻌﻠﻤﻲ ﻟﻸﺒﻨﻴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﻷﺠل ﺘﻁﻭﻴﺭﻫﺎ ﻭﺇﺜﺭﺍﺀﻫﺎ‪ .‬ﺒﻤﺎ‬
‫ﻴﺨﺩﻡ ﺍﻟﻤﺴﻴﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻋﺭﺍﻗﻨﺎ ﺍﻟﺠﺩﻴﺩ‪.‬‬
‫ﺸﺎﻜﺭﻴﻥ ﺘﻌﺎﻭﻨﻜﻡ ﻤﻌﻨﺎ‪.....‬‬
‫ﻤﻊ ﺍﻟﺘﻘﺩﻴﺭ‪.‬‬
‫ﺍﻟﺒﺎﺤﺙ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻌﺎﻤﺔ‬
‫ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴــﻲ‪:‬‬
‫ﺍﻟﻤﻭﻗﻊ ﺍﻟﻭﻅﻴﻔﻲ‪:‬‬
‫ﻋﺩﺩ ﺍﻟﺴﻨﻭﺍﺕ ﺍﻟﺘﻲ ﻗﻀﻴﺘﻬﺎ ﻓﻲ ﺍﻟﺒﻨﺎﻴﺔ‪:‬‬
‫ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺩﻤﺔ ‪:‬‬
‫ﻴﺭﺠﻰ ﻭﻀﻊ ﻋﻼﻤﺔ )‪ (9‬ﺃﻤﺎﻡ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﻤﻨﺎﺴﺏ‪ ،‬ﻭﻴﺭﺠﻰ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻷﺴﺌﻠﺔ ﺒﺤﺴﺏ ﻁﺭﻴﻘﺔ‬
‫ﺇﺠﺎﺒﺎﺘﻬﺎ ‪ ،‬ﺒﻌﺩ ﻗﺭﺍﺀﺓ ﻤﺤﺘﻭﻯ ﺍﻟﺴﺅﺍل ﻭﺒﺩﺍﺌﻠﻪ ﻤﻊ ﻓﺎﺌﻕ ﺍﻟﺘﻘﺩﻴﺭ‪.‬‬
‫ﻤﻭﻗﻊ ﺍﻟﺒﻨﺎﻴﺔ‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫‪ .١‬ﻫل ﻴﺘﻌﺎﺭﺽ ﺍﺴﺘﻌﻤﺎل ﺍﻟﺒﻨﺎﻴﺔ ﻤﻊ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺠﺎﻭﺭﺓ‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫‪ .٢‬ﻤﻭﻗﻊ ﺍﻟﺒﻨﺎﻴﺔ ﻤﻼﺌﻡ ﻟﻠﻐﺭﺽ ﺍﻟﺫﻱ ﺃﻨﺸﺄﺕ ﻤﻥ ﺃﺠﻠﻪ‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫‪ .٣‬ﻫل ﻤﻥ ﺍﻟﺴﻬﻭﻟﺔ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﺒﻨﺎﻴﺔ‬
‫ﺍﻟﻨﺎﺤﻴﺔ ﺍﻹﻨﺸﺎﺌﻴﺔ‬
‫ﻀﻌﻴﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭ‬ ‫‪ .١‬ﺘﺸﻘﻕ ﺍﻟﻬﻴﻜل ﺍﻹﻨﺸﺎﺌﻲ‬
‫ﻻ ﻴﻭﺠﺩ‬

‫‪435‬‬
‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫ﻀﻌﻴﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭ‬ ‫‪ .٢‬ﻨﻘﺹ ﻤﻭﺍﺩ ﺍﻻﻨﻬﺎﺀﺍﺕ‬

‫ﻻ ﻴﻭﺠﺩ‬
‫ﻀﻌﻴﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭ‬ ‫‪ .٣‬ﻀﺭﺭ ﺍﻟﺒﻨﺎﻴﺔ ﺒﺴﺒﺏ ﺤﺸﺭﺓ ﺍﻷﺭﻀﺔ‬
‫ﻻ ﻴﻭﺠﺩ‬
‫ﻀﻌﻴﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭ‬ ‫‪ .٤‬ﺘﺤﻭﻁﺎﺕ ﺍﻷﻤﺎﻥ ﻟﻠﻤﺤﺠﺭﺍﺕ ﻭﺍﻟﻤﺭﺩﺍﺕ‬
‫ﻻ ﻴﻭﺠﺩ‬

‫ﻀﺭﺭ ﻤﺘﻭﺴﻁ‬ ‫ﻀﺭﺭ ﻜﺒﻴﺭ‬ ‫‪ .٥‬ﺘﻀﺭﺭ ﺘﺴﻁﻴﺢ ﺍﻟﺒﻨﺎﻴﺔ ﻭﻁﺒﻘﺎﺘﻬﺎ‬

‫ﻻ ﻴﻭﺠﺩ‬
‫ﻀﺭﺭ ﻤﺘﻭﺴﻁ‬ ‫ﻀﺭﺭ ﻜﺒﻴﺭ‬ ‫‪ .٦‬ﺘﻀﺭﺭ ﺸﺒﻜﺔ ﺍﻟﻤﺠﺎﺭﻱ ﻟﻠﺼﺤﻴﺎﺕ‬
‫ﻻ ﻴﻭﺠﺩ‬
‫ﻏﻴﺭ‬ ‫ﺼﺎﻟﺢ‬ ‫‪ .٧‬ﻋﺩﻡ ﺼﻼﺤﻴﺔ ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ‬
‫ﺼﺎﻟﺢ‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫‪ .٨‬ﻭﺠﻭﺩ ﺼﻴﺎﻨﺔ ﺴﻨﻭﻴﺔ ﻟﻠﺒﻨﺎﻴﺔ‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫‪ .٩‬ﻭﺠﻭﺩ ﻓﺭﻗﺔ ﺼﻴﺎﻨﺔ ﻟﻜل ﺒﻨﺎﻴﺔ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻹﺩﺍﺭﺓ‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫‪ .١٠‬ﻭﺠﻭﺩ ﻤﻴﺯﺍﻨﻴﺔ ﺘﻤﻭﻴل ﺼﻴﺎﻨﺔ ﻤﺴﺘﻤﺭﺓ‬
‫ﻨﻌﻡ‬ ‫‪.١١‬ﻫل ﺘﻔﻀل ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻟﺘﻤﻭﻴل ﺍﻟﺫﺍﺘﻲ )ﺍﻟﺤﺎﻨﻭﺕ‪،‬ﻟﺠﻨﺔ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ(‬
‫ﻻ‬
‫ﺍﻟﺴﺒﺏ‪........................................................................... :‬‬
‫ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻭﻅﻴﻔﻴﺔ‬
‫ﺼﻐﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭ‬ ‫‪ .١‬ﺤﺠﻡ ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ‬
‫ﺼﻐﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭ‬ ‫‪ .٢‬ﺤﺠﻡ ﺍﻟﺴﺎﺤﺔ ﻭﺍﻟﻤﻤﺭﺍﺕ‬
‫ﻏﻴﺭ ﻤﺒﻠﻁ‬ ‫ﺭﺩﻱﺀ ﺍﻟﺘﺒﻠﻴﻁ‬ ‫ﻤﺒﻠﻁ‬ ‫‪.٣‬ﺘﺒﻠﻴﻁ ﺍﻟﺴﺎﺤﺔ ﻭﺍﻟﻤﻤﺭﺍﺕ‬
‫ﻏﻴﺭ ﻤﻭﺠﻭﺩ‬ ‫ﻏﻴﺭ ﻜﺎﻓﻲ‬ ‫ﻜﺎﻓﻲ‬ ‫‪ .٤‬ﺘﺠﻬﻴﺯ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺼﺎﻟﺤﺔ ﻟﻠﺸﺭﺏ‬
‫ﻏﻴﺭ‬ ‫ﻜﺎﻓﻲ‬ ‫‪ .٥‬ﻜﻔﺎﻴﺔ ﻋﺩﺩ ﺍﻟﺸﺒﺎﺒﻴﻙ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻹﻨﺎﺭﺓ ﻭﺍﻟﺘﻬﻭﻴﺔ‬
‫ﻜﺎﻓﻲ‬
‫ﻏﻴﺭ‬ ‫ﺴﻠﻴﻡ‬ ‫‪ .٦‬ﻨﻭﻋﻴﺔ ﻭﺼﻼﺤﻴﺔ ﺍﻟﺸﺒﺎﺒﻴﻙ ﻭﺴﻼﻤﺘﻬﺎ‬
‫ﺴﻠﻴﻡ‬
‫ﻏﻴﺭ‬ ‫ﻜﺎﻓﻲ‬ ‫‪ .٧‬ﺭﺍﺤﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺴﻼﻟﻡ ﻭﻜﻔﺎﻴﺘﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﻌﺩﺩ‬
‫ﻜﺎﻓﻲ‬
‫ﻏﻴﺭ‬ ‫ﻤﻭﺠﻭﺩﺓ‬ ‫‪ .٨‬ﻭﺠﻭﺩ ﻤﻅﻼﺕ ﺤﻤﺎﻴﺔ ﺨﺎﺭﺠﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺸﻤﺱ ﻭﺍﻷﻤﻁﺎﺭ‬
‫ﻤﻭﺠﻭﺩﺓ‬

‫‪436‬‬
 ‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪ (٢‬ﺍﻻﺸﻜﺎل‬

‫‪87.87%‬‬ ‫‪66.6‬‬
‫‪100‬‬
‫‪70‬‬
‫‪80‬‬ ‫‪60‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫‪60‬‬ ‫‪50‬‬
‫‪33.4‬‬
‫‪40‬‬
‫‪40‬‬
‫‪30‬‬
‫‪12.13%‬‬
‫‪20‬‬ ‫‪20‬‬
‫‪10‬‬
‫‪0‬‬
‫ﻨﻌﻡ‬
‫‪0‬‬
‫ﻻ‬ ‫ﺘﻼﺅﻡ ﻤﻭﻗﻊ ﺍﻟﺒﻨﺎﻴﺔ ﻟﻠﻐﺭﺽ‬ ‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﺘﻌﺎﺭﺽ ﺍﺴﺘﻌﻤﺎل ﺍﻟﺒﻨﺎﻴﺔ‬
‫ﺍﻟﺫﻱ ﺃﻨﺸﺄﺕ ﻤﻥ ﺃﺠﻠﻪ‬
‫)‪ (٢-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻤﺩﻯ ﺘﻼﺅﻡ ﻤﻭﻗﻊ ﺍﻟﺒﻨﺎﻴﺔ‬ ‫ﻤﻊ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺠﺎﻭﺭﺓﺍﻟﺸﻜل )‪ (١-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻤﺩﻯ ﺘﻌﺎﺭﺽ ﺍﻟﺸﻙ‬
‫ﻟﻠﻐﺭﺽ ﺍﻟﺫﻱ ﺃﻨﺸﺄﺕ ﻤﻥ ﺃﺠﻠﻪ‬ ‫ﺍﺴﺘﻌﻤﺎل ﺍﻟﺒﻨﺎﻴﺔ ﻤﻊ ﺍﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺠﺎﻭﺭﺓ‬

‫‪96.96‬‬
‫‪50‬‬ ‫‪42.42%‬‬ ‫‪%‬‬
‫‪100‬‬

‫‪40‬‬ ‫‪30.3‬‬ ‫‪80‬‬

‫‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪30‬‬ ‫‪60‬‬
‫‪18.18%‬‬
‫‪20‬‬ ‫‪40‬‬
‫‪9.1%‬‬
‫‪3.04‬‬
‫‪10‬‬ ‫‪20‬‬
‫‪%‬‬

‫‪0‬‬ ‫‪0‬‬
‫ﻜﺒﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻀﻌﻴﻑ‬ ‫ﻻ ﻴﻭﺠﺩ‬ ‫ﺘﺸﻘﻕ ﺍﻟﻬﻴﻜل ﺍﻹﻨﺸﺎﺌﻲ‬ ‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﺴﻬﻭﻟﺔ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﺒﻨﺎﻴﺔ‬

‫)‪ (٤-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻤﺩﻯ ﺘﺸﻘﻕ ﺍﻟﻬﻴﻜل ﺍﻹﻨﺸﺎﺌﻲ‬ ‫ﺍﻟﺸﻜل )‪ (٣-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻤﺩﻯ ﺴﻬﻭﻟﺔ‬
‫ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﺒﻨﺎﻴﺔ ﺍﻟﺸﻜل‬
‫‪50‬‬ ‫‪42.43‬‬ ‫‪33.34%‬‬
‫‪%‬‬ ‫‪35‬‬
‫‪27.27%‬‬ ‫‪27.27%‬‬
‫‪40‬‬ ‫‪30‬‬
‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪24.24%‬‬ ‫‪25‬‬
‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪30‬‬
‫‪15.15%‬‬ ‫‪20‬‬
‫‪20‬‬ ‫‪15.15%‬‬ ‫‪12.12%‬‬
‫‪15‬‬

‫‪10‬‬ ‫‪10‬‬
‫‪5‬‬
‫‪0‬‬
‫‪0‬‬
‫ﻜﺒﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻀﻌﻴﻑ‬ ‫ﻻ ﻴﻭﺠﺩ‬ ‫ﺘﻀﺭﺭ ﺍﻟﺒﻨﺎﻴﺔ ﺒﺴﺒﺏ‬ ‫ﻜﺒﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻻ ﻴﻭﺠﺩ ﻀﻌﻴﻑ‬ ‫ﻨﻘﺹ ﻤﻭﺍﺩ ﺍﻹﻨﻬﺎﺀﺍﺕ‬
‫ﺤﺸﺭﺓ ﺍﻷﺭﻀﺔ‬
‫ﺍﻟﺸﻜل)‪ (٦-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻤﺩﻯ ﺘﻀﺭﺭ ﺍﻟﺒﻨﺎﻴﺔ‬ ‫ﺍﻟﺸﻜل )‪ (٥-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻨﻘﺹ‬
‫ﺒﺴﺒﺏ ﺤﺸﺭﺓ ﺍﻷﺭﻀﺔ‬
‫ﻤﻭﺍﺩ ﺍﻹﻨﻬﺎﺀﺍﺕ‬
‫‪45.45%‬‬
‫‪50‬‬ ‫‪42.42%‬‬ ‫‪50‬‬ ‫‪42.43‬‬
‫‪39.4‬‬
‫‪%‬‬
‫‪40‬‬ ‫‪40‬‬
‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪30‬‬ ‫‪30‬‬
‫‪18.18%‬‬
‫‪20‬‬ ‫‪20‬‬

‫‪10‬‬ ‫‪6.06% 6.06%‬‬

‫‪10‬‬

‫‪0‬‬ ‫‪0‬‬
‫ﻻ ﻴﻭﺠﺩ ﻀﺭﺭ ﻤﺘﻭﺴﻁ ﻀﺭﺭ ﻜﺒﻴﺭ‬ ‫ﻜﺒﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺘﺤﻭﻁﺎﺕ ﺍﻷﻤﺎﻥ ﻟﻠﻤﺤﺠﺭﺍﺕ ﻻ ﻴﻭﺠﺩ ﻀﻌﻴﻑ‬
‫ﺘﻀﺭﺭ ﺘﺴﻁﻴﺢ ﺍﻟﺒﻨﺎﻴﺔ‬
‫ﻭﻁﺒﻘﺎﺘﻬﺎ‬ ‫ﻭﺍﻟﻤﺭﺩﺍﺕ‬

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‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫)‪ (٨-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل‬ ‫ﺍﻟﺸﻜل )‪ (٧-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﺘﺤﻭﻁﺎﺕ ﺍﻷﻤﺎﻥ ﺍﻟﺸﻜل‬
‫ﺍﻟﺒﻨﺎﻴﺔ ﻭﻁﺒﻘﺎﺘﻬﺎ‬ ‫ﻤﺩﻯ ﺘﻀﺭﺭ ﺘﺴﻁﻴﺢ ﻟﻠﻤﺤﺠﺭﺍﺕ ﻭﺍﻟﻤﺭﺩﺍﺕ‬
‫‪54.55%‬‬
‫‪50‬‬ ‫‪42.42%‬‬
‫‪60‬‬ ‫‪45.45%‬‬
‫‪50‬‬ ‫‪33.34%‬‬
‫‪40‬‬

‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫‪40‬‬ ‫‪24.24%‬‬
‫‪30‬‬
‫‪30‬‬
‫‪20‬‬
‫‪20‬‬

‫‪10‬‬ ‫‪10‬‬

‫‪0‬‬ ‫‪0‬‬
‫ﺼﺎﻟﺤﺔ‬ ‫ﻏﻴﺭ ﺼﺎﻟﺤﺔ‬ ‫ﻋﺩﻡ ﺼﻼﺤﻴﺔ‬ ‫ﻻ ﻴﻭﺠﺩ ﻀﺭﺭ ﻤﺘﻭﺴﻁ ﻀﺭﺭ ﻜﺒﻴﺭ‬ ‫ﺘﻀﺭﺭ ﺸﺒﻜﺔ ﺍﻟﻤﺠﺎﺭﻱ‬
‫ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ‬ ‫ﻟﻠﺼﺤﻴﺎﺕ‬
‫ﺍﻟﺸﻜل ) ‪ (١٠-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺸﻜل )‪ (٩-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻤﺩﻯ ﺘﻀﺭﺭ ﺸﺒﻜﺔ ﺍﻟﻤﺠﺎﺭﻱ ﻟﻠﺼﺤﻴﺎﺕ‬
‫ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﻟﺒﺩﺍﺌل ﻋﺩﻡ ﺼﻼﺤﻴﺔ‬
‫‪100%‬‬ ‫‪93.93%‬‬
‫‪100‬‬ ‫‪100‬‬

‫‪80‬‬ ‫‪80‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫‪60‬‬ ‫‪60‬‬

‫‪40‬‬ ‫‪40‬‬
‫‪6.07‬‬
‫‪20‬‬ ‫‪0%‬‬ ‫‪20‬‬ ‫‪%‬‬
‫‪0‬‬
‫‪0‬‬
‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﻭﺠﻭﺩ ﻓﺭﻗﺔ ﺼﻴﺎﻨﺔ ﻟﻜل‬
‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﻭﺠﻭﺩ ﺼﻴﺎﻨﺔ ﺴﻨﻭﻴﺔ ﻟﻠﺒﻨﺎﻴﺔ‬
‫ﺒﻨﺎﻴﺔ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻹﺩﺍﺭﺓ‬

‫ﺍﻟﺸﻜل ) ‪ (١٢-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل‬ ‫ﺍﻟﺸﻜل ) ‪ (١١-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻭﺠﻭﺩ ﺼﻴﺎﻨﺔ ﺴﻨﻭﻴﺔ ﻟﻠﺒﻨﺎﻴﺔ‬
‫ﻭﺠﻭﺩ ﻓﺭﻗﺔ ﺼﻴﺎﻥ ﻟﻜل ﺒﻨﺎﻴﺔ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻹﺩﺍﺭﺓ‬

‫‪100%‬‬
‫‪100‬‬ ‫‪81.82%‬‬
‫‪100‬‬
‫‪80‬‬
‫‪80‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫‪60‬‬
‫‪60‬‬
‫‪40‬‬
‫‪18.18%‬‬ ‫‪40‬‬
‫‪20‬‬
‫‪20‬‬ ‫‪0%‬‬
‫‪0‬‬
‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﻴﺯﺍﻨﻴﺔ ﺍﻟﺘﻤﻭﻴل ﺍﻟﺫﺍﺘﻲ‬ ‫‪0‬‬

‫)ﺍﻟﺤﺎﻨﻭﺕ‪،‬ﻟﺠﻨﺔ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ(‬ ‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﻭﺠﻭﺩ ﻤﻴﺯﺍﻨﻴﺔ ﺘﻤﻭﻴل ﺼﻴﺎﻨﺔ‬
‫ﻤﺴﺘﻤﺭﺓ‬

‫ﺍﻟﺸﻜل ) ‪ (١٤-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺸﻜل ) ‪ (١٣-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻭﺠﻭﺩ ﻤﻴﺯﺍﻨﻴﺔ‬
‫ﻤﻴﺯﺍﻨﻴﺔ ﺍﻟﺘﻤﻭﻴل ﺍﻟﺫﺍﺘﻲ )ﺍﻟﺤﺎﻨﻭﺕ‪،‬ﻟﺠﻨﺔ ﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﺍﻟﻁﻠﺒﺔ(‬ ‫ﻟﺒﺩﺍﺌل ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺘﻤﻭﻴل ﺼﻴﺎﻨﺔ ﻤﺴﺘﻤﺭﺓ‬

‫‪438‬‬
 ‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬
‫‪48.49‬‬ ‫‪54.54%‬‬
‫‪50‬‬ ‫‪60‬‬

‫‪50‬‬
‫‪40‬‬ ‫‪30.3%‬‬ ‫‪33.33‬‬

‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪40‬‬ ‫‪%‬‬
‫‪30‬‬ ‫‪21.21%‬‬
‫‪30‬‬
‫‪20‬‬ ‫‪12.13‬‬
‫‪20‬‬

‫‪10‬‬ ‫‪10‬‬

‫‪0‬‬ ‫‪0‬‬
‫ﻜﺒﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺤﺠﻡ ﺍﻟﺴﺎﺤﺔ ﻭﺍﻟﻤﻤﺭﺍﺕ ﺼﻐﻴﺭ‬ ‫ﻜﺒﻴﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺤﺠﻡ ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ ﺼﻐﻴﺭ‬

‫ﺍﻟﺸﻜل ) ‪ (١٥-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﺤﺠﻡ ﺍﻟﻤﺠﺎﻤﻴﻊ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺸﻜل ) ‪ (١٦-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﺤﺠﻡ ﺍﻟﺴﺎﺤﺔ‬
‫ﻭﺍﻟﻤﻤﺭﺍﺕ‬

‫‪60.6%‬‬
‫‪50‬‬ ‫‪42.43%‬‬ ‫‪70‬‬
‫‪60‬‬
‫‪40‬‬
‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪30.3%‬‬
‫‪27.27‬‬

‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ‪%‬‬

‫‪50‬‬
‫‪30‬‬ ‫‪%‬‬
‫‪40‬‬
‫‪21.22%‬‬
‫‪20‬‬ ‫‪30‬‬ ‫‪18.18%‬‬

‫‪20‬‬
‫‪10‬‬
‫‪10‬‬
‫‪0‬‬ ‫‪0‬‬
‫ﻜﺎﻓﻲ‬ ‫ﻏﻴﺭ ﻜﺎﻓﻲ‬ ‫ﺘﺠﻬﻴﺯ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺼﺎﻟﺤﺔ ﻟﻠﺸﺭﺏ ﻏﻴﺭ ﻤﻭﺠﻭﺩ‬ ‫ﻤﺒﻠﻁ‬ ‫ﺘﺒﻠﻴﻁ ﺍﻟﺴﺎﺤﺔ ﻭﺍﻟﻤﻤﺭﺍﺕ ﻏﻴﺭ ﻤﺒﻠﻁ ﺭﺩﻱﺀ ﺍﻟﺘﺒﻠﻴﻁ‬

‫ﺍﻟﺸﻜل ) ‪ (١٨-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﺘﺠﻬﻴﺯ‬ ‫ﺍﻟﺸﻜل ) ‪ (١٧-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﺘﺒﻠﻴﻁ ﺍﻟﺴﺎﺤﺔ ﻭﺍﻟﻤﻤﺭﺍﺕ‬
‫ﺍﻟﻤﻴﺎﻩ ﺍﻟﺼﺎﻟﺤﺔ ﻟﻠﺸﺭﺏ‬
‫‪57.58%‬‬ ‫‪75.76%‬‬
‫‪60‬‬ ‫‪80‬‬
‫‪42.42%‬‬ ‫‪70‬‬
‫‪50‬‬
‫‪60‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫‪40‬‬ ‫‪50‬‬
‫‪30‬‬ ‫‪40‬‬ ‫‪24.24%‬‬
‫‪30‬‬
‫‪20‬‬
‫‪20‬‬
‫‪10‬‬ ‫‪10‬‬
‫‪0‬‬ ‫‪0‬‬
‫ﺴﻠﻴﻡ‬ ‫ﻏﻴﺭ ﺴﻠﻴﻡ‬ ‫ﻨﻭﻋﻴﺔ ﻭﺼﻼﺤﻴﺔ ﺍﻟﺸﺒﺎﺒﻴﻙ‬ ‫ﻜﺎﻓﻲ‬ ‫ﻏﻴﺭ ﻜﺎﻓﻲ‬ ‫ﻜﻔﺎﻴﺔ ﻋﺩﺩ ﺍﻟﺸﺒﺎﺒﻴﻙ ﻤﻥ‬
‫ﻭﺴﻼﻤﺘﻬﺎ‬ ‫ﻨﺎﺤﻴﺔ ﺍﻹﻨﺎﺭﺓ ﻭﺍﻟﺘﻬﻭﻴﺔ‬
‫ﺍﻟﺸﻜل ) ‪ (٢٠-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺸﻜل ) ‪ (١٩-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻜﻔﺎﻴﺔ ﻋﺩﺩ ﺍﻟﺸﺒﺎﺒﻴﻙ‬
‫ﺍﻟﺸﺒﺎﺒﻴﻙ ﻭﺴﻼﻤﺘﻬﺎ‬ ‫ﻟﺒﺩﺍﺌل ﻨﻭﻋﻴﺔ ﻭﺼﻼﺤﻴﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻹﻨﺎﺭﺓ ﻭﺍﻟﺘﻬﻭﻴﺔ‬

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‫)‪Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C‬‬

‫‪84.84%‬‬ ‫‪54.54%‬‬
‫‪100‬‬ ‫‪56‬‬
‫‪54‬‬
‫‪80‬‬
‫‪52‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ‪%‬‬

‫‪60‬‬ ‫‪50‬‬
‫‪45.46%‬‬
‫‪48‬‬
‫‪40‬‬
‫‪15.16%‬‬ ‫‪46‬‬
‫‪20‬‬ ‫‪44‬‬
‫‪42‬‬
‫‪0‬‬ ‫‪40‬‬
‫ﻤﻭﺠﻭﺩﺓ‬ ‫ﻏﻴﺭ ﻤﻭﺠﻭﺩﺓ‬ ‫ﻭﺠﻭﺩ ﻤﻅﻼﺕ ﺤﻤﺎﻴﺔ ﺨﺎﺭﺠﻴﺔ‬ ‫ﻜﺎﻓﻲ‬ ‫ﻏﻴﺭ ﻜﺎﻓﻲ‬ ‫ﺭﺍﺤﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺴﻼﻟﻡ‬
‫ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺸﻤﺱ ﻭﺍﻷﻤﻁﺎﺭ‬ ‫ﻭﻜﻔﺎﻴﺘﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﻌﺩﺩ‬
‫ﺍﻟﺸﻜل ) ‪ (٢٢-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﻭﺠﻭﺩ‬ ‫ﺍﻟﺸﻜل ) ‪ (٢١-٨‬ﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﺒﺩﺍﺌل ﺭﺍﺤﺔ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺸﻤﺱ ﻭﺍﻷﻤﻁﺎﺭ‬ ‫ﻤﻅﻼﺕ ﺤﻤﺎﻴﺔ ﺨﺎﺭﺠﻴﺔ ﻟﺴﻼﻟﻡ ﻭﻜﻔﺎﻴﺘﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﻌﺩﺩ‬

‫ﻤﻠﺤﻕ ﺭﻗﻡ )‪ (٣‬ﺍﻟﺼﻭﺭ‬

‫ﺻﻮرة رﻗﻢ )‪(٢‬‬ ‫ﺻﻮرة رﻗﻢ )‪(١‬‬

‫ﺻﻮرة رﻗﻢ )‪(٤‬‬ ‫ﺻﻮرة رﻗﻢ )‪(٣‬‬

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‫ﺘﻘﻴﻴﻡ ﺇﻨﺸﺎﺌﻲ ﻟﻤﺒﺎﻨﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻟﺤﻠﺔ‬ ‫ﺩ‪.‬ﻫﻴﺜﻡ ﺤﺴﻥ ﺍﻟﺩﻋﻤﻲ‬
‫ﻫﺎﺠﺭ ﻓﺎﺌﻕ ﺨﻀﻴﺭ‬

‫ﺻﻮرة رﻗﻢ )‪(٥‬‬

‫ﺻﻮرة رﻗﻢ )‪(٦‬‬

‫ﺻﻮرة رﻗﻢ )‪(٧‬‬

‫ﺻﻮرة رﻗﻢ )‪(٨‬‬

‫ﺻﻮرة رﻗﻢ )‪(١٠‬‬

‫ﺻﻮرة رﻗﻢ )‪(٩‬‬

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Dr. Haitham The Iraqi Journal For Mechanical And Material Engineering, Special Issue (C)

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