‫ﺍﳉﻤﻬﻮﺭﻳ‪‬ﺔ ﺍﻟﺘﻮﻧﺴﻴ‪‬ﺔ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﻭﺍﻟﺘ‪‬ﻜﻮﻳﻦ‬

‫ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬
‫ﻟﻠﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬

‫ﺍﳌﺆﻟﹼﻔﻮﻥ‬

‫ﺳﺎﻣﻴﺔ ﺑﻦ ﺣﺴﲔ ﺍﻟﺘ‪‬ﻮﻣﻲ‬ ‫ﺧﻠﻴﻔﺔ ﺍﻟﺸﺮﻣﻴﻄﻲ‬

‫ﻋﻠﻲ ﻏﺮﺍﺏ‬ ‫ﺍﳉﻤﻌﻲ ﺧﻠﻒ‬

‫ﺍﳌﺮﻛﺰ ﺍﻟﻮﻃﻨـﻲ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬

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 ‫ﻣـﻘــﺪ‪‬ﻣــﺔ‬

‫‪ - I‬ﺃﻫﺪﺍﻑ ﺍﻟﻜﺘﺎﺏ ‪:‬‬

‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺇﱃ ﺗﻮﻓﲑ ‪:‬‬

‫‪ – 1‬ﺳﻨﺪ ﻣﻌﺮﰲ ﻟﻠﻤﻌﻠﹼﻢ ﻋﱪ ﻣﺎ ﻳﺘﻴﺤﻪ ﺍﳉﺰﺀ ﺍﻟﻨ‪‬ﻈﺮﻱ ﻣﻦ ﺇﳌﺎﻡ ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﻌﻠﻤﻴ‪‬ﺔ ﺍﳌﺪﺭ‪‬ﺳﺔ ﺑﺎﻟﱪﻧﺎﻣﺞ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻲ‪.‬‬
‫‪ – 2‬ﻣﺮﺟﻊ ﺑﻴﺪﺍﻏﻮﺟﻲ ﻟﻠﻤﻌﻠﹼﻢ ﺗ‪‬ﻤﺜﹼﻠﻪ ﻋﻴ‪‬ﻨﺔ ﺍﳉﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻄﻴ‪‬ﺔ ﻭﻣﺎ ﺗﺘﻀﻤ‪‬ﻨﻪ ﻣﻦ ﻣﻘﺎﺭﺑﺎﺕ ﺑﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ‪.‬‬
‫‪ – 3‬ﻣﺮﺟﻊ ﰲ ﳎﺎﻝ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﹼﰎ ﺍﻗﺘﺮﺍﺣﻪ ﻣﻦ ﻭﺿﻌﻴ‪‬ﺎﺕ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﺫﺍﺕ ﻃﺎﺑﻊ ﺇﺩﻣﺎﺟﻲ‪.‬‬
‫‪ – 4‬ﺳﻨﺪ ﰲ ﺍﻟﺘﻌﻠﹼﻢ ﺍﻹﺩﻣﺎﺟﻲ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﹼﰎ ﺍﻗﺘﺮﺍﺣﻪ ﻣﻦ ﻭﺿﻌﻴﺎﺕ ﺗﻌﻠﹼﻢ ﺇﺩﻣﺎﺟﻴ‪‬ﺔ‪.‬‬

‫ﻛﻤﺎ ﻳﻬﺪﻑ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﺧﻼﻝ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﻟﻠﻤﻌﻠﹼﻢ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﹼﱵ ﻳﻘﺘﺮﺣﻬﺎ ﻋﻠﻰ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺇﺭﺳﺎﺀ‬
‫ﻓﻜﺮﺓ ﺍﻟﺜﹼﻘﺎﻓﺔ ﺍﻟﻌﻠﻤﻴ‪‬ﺔ ﻟﺪﻳﻬﻢ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻋﻠﻰ ﺣ ﹼﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﹼﱵ ﺗﻌﺘﺮﺿﻬﻢ ﻭﲢﺴﻴﺴﻬﻢ ﺑﺎﻟﺒﻌﺪ ﺍﻟﺘ‪‬ﺎﺭﳜﻲ ﻟﻠﻌﻠﻢ‬
‫ﺑﺘﻮﺟﻴﻬﻬﻢ ﺇﱃ ﺍﻟﺒﺤﺚ ﻭﺍﳌﺴﺎﺀﻟﺔ ﻭﺇﺷﻌﺎﺭﻫﻢ ﺑﻘﻮ‪‬ﺓ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺧﻄﻮﺭﺗﻪ ﻣﱴ ﹼﰎ ﺍﺳﺘﻌﻤﺎﻝ ﻧﺘﺎﺋﺠﻪ ﺍﺳﺘﻌﻤﺎﻻ ﻏﲑ‬
‫ﳊﺠ‪‬ﺎﺝ ﻭﺍﻟﺘ‪‬ﺤﻠﻴﻞ‬ ‫ﺳﻠﻴﻢ ﻫﺬﺍ ﺇﱃ ﺟﺎﻧﺐ ﻣﺎ ﻳﻜﺘﺴﺒﻮﻧﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻤﺸ‪‬ﻲ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﻣﻦ ﻣﻮﺿﻮﻋﻴ‪‬ﺔ ﻭﻗﺪﺭﺓ ﻋﻠﻰ ﺍ ِ‬
‫ﻭﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻹﳌﺎﻡ ﺑﺎﻟﻄﹼﺮﻕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘﻤﺸ‪‬ﻲ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘ‪‬ﻮﺛﻴﻖ‪.‬‬
‫ﻫﺬﺍ‪ ،‬ﻭﰲ ﺍﻋﺘﻘﺎﺩﻧﺎ ﺃ ﹼﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﲟﺎ ﺗﻀﻤ‪‬ﻨﻪ ﻣﻦ ﺟﻮﺍﻧﺐ ﻧﻈﺮﻳ‪‬ﺔ ﻭﻣﻘﺎﺭﺑﺎﺕ ﺑﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﻬﻢ‬
‫ﰲ ﺍﻟﺘ‪‬ﻜﻮﻳﻦ ﺍﻟﺬﹼﺍﰐ ﻟﻠﻤﻌﻠﹼﻢ ﻣﱴ ﲤﺜﹼﻞ ﻫﺬﻩ ﺍﳌﻀﺎﻣﲔ ﻭﺃﻏﻨﺎﻫﺎ ﲟﺒﺎﺩﺭﺍﺗﻪ ﺍﻟﺸ‪‬ﺨﺼﻴ‪‬ﺔ ﰲ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘ‪‬ﻮﺛﻴﻖ‪.‬‬
‫ﻛﻤﺎ ﺃ ﹼﻥ ﺟﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ ﺍﳌﻘﺘﺮﺣﺔ ﰲ ﺑﻌﺾ ﺍﶈﺎﻭﺭ ﻭﺍﻟﹼﱵ ﺍﻋﺘﻤﺪﻧﺎ ﻓﻴﻬﺎ ﻣﻘﺎﺭﺑﺎﺕ ﺑﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ ﳐﺘﻠﻔﺔ‪،‬‬
‫ﻚ ﺟ‪‬ﺎﻫﺰﺓ‪ ،‬ﺃﻭ ﻗﻮﺍﻟﺐ ﻣﻨﻤ‪‬ﻄﺔ ﻳ‪‬ﻨﺴﺞ ﻋﻠﻰ ﻣﻨﻮﺍﳍﺎ‪ ،‬ﺑﻞ ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻓﻬﻲ‬ ‫ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳ‪‬ﻨﻈﺮ ﺇﹶﻟ‪‬ﻴﻬ‪‬ﺎ ﹶﻛﻤ‪‬ﺴﺎﻟِ ‪‬‬
‫ﺗﺸﻜﹼﻞ ﻣﺪﺍﺧﻞ ﳝﻜﻦ ﺍﻻﻧﻄﻼﻕ ﻣﻨﻬﺎ ﻟ‪‬ﺘ ‪‬ﻮ ِﺧّﻲ ﻣﻘﺎﺭﺑﺔ ﺫﺍﺗﻴﺔ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻭﺍﻗﻊ ﺍﻟﻘﺴﻢ ﻭﺧﺼﻮﺻﻴﺎﺕ ﺍﳌﺘﻌﻠﹼﻤﲔ‬
‫ﻭﻣﺎ ﻳﺘﻮﻓﹼﺮ ﰲ ﺍﶈﻴﻂ ﻣﻦ ﻣﻌﻴﻨﺎﺕ ﻭﻭﺳﺎﺋﻞ‪.‬‬
‫ﻭﰲ ﺍﻋﺘﻘﺎﺩﻧﺎ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﳌﺮﻭﻧﺔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﺸﺠ‪‬ﻊ ﺍﳌﻌﻠﹼﻢ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺇﻃﺎﺭ ﻣﺎ ﳛﺘﻠﹼﻪ ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ ﻣﻦ‬
‫ﻣﻜﺎﻧﺔ ﰲ ﺗﻜﻮﻳﻦ ﺍﳌﺘﻌﻠﹼﻢ‪ ،‬ﻭﻣﺎ ﻳﺴﺘﻨﺪ ﺇﻟﻴﻪ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮ‪‬ﲰﻲ ﻣﻦ ﻣﻘﻮ‪‬ﻣﺎﺕ‪ ،‬ﻭﻣﺎ ﺗﻘﺘﻀﻴﻪ ﻣﻨﻬﺠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺪﺭﻳﺲ ﻣﻦ ﺗﺪﺭ‪‬ﺝ‬
‫ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﲤﻠﹼﻚ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‪ ،‬ﻭﺇﺭﺳﺎﺀ ﺳﻠﻮﻛﺎﺕ ﺑﺬﻝ ﺍﳉﻬﺪ ﻭﺍﶈﺎﺟ‪‬ﺔ ﻭﺍﻟﺘ‪‬ﻌﺎﻭﻥ‪.‬‬
‫ﻛﻤﺎ ﳚﺪ ﺍﳌﻌﻠﹼﻢ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﺍﻻﻗﺘﺪﺭﺍﺕ ﻭﺍﳌﺆﺷﺮﺍﺕ ﺃﺩﺭﺟﻨﺎﻫﺎ – ﺭﻏﻢ ﻭﺟﻮﺩﻫﺎ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺍﻟﺮ‪‬ﲰﻲ – ﻟﺘﻜﻮﻥ ﺣﺎﺿﺮﺓ ﻟﺪﻳﻪ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺗﻴﺴ‪‬ﺮ ﻟﻪ ﺍﻟﺘ‪‬ﻌﺎﻣﻞ ﺍﳊﺼﻴﻒ ﻣﻊ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﻀﺎﻣﲔ‪.‬‬

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‫ﻱ ﳝﻜﻦ ﺍﻟﺘﺼﺮ‪‬ﻑ ﻓﻴﻪ ﻭﺗﻌﺪﻳﻠﻪ ﻛﻠﹼﻤﺎ ﺍﻗﺘﻀﻰ ﺍﻷﻣﺮ ﺫﻟﻚ ﺗﺒﻌﺎ ﻟﻮﺍﻗﻊ‬
‫ﻫﺬﺍ‪ ،‬ﻭﻳﺘﻀﻤ‪‬ﻦ ﺍﻟﻜﺘﺎﺏ ﻣﺜﺎﻻ ﳌﺨﻄﹼﻂ ﺳﻨﻮ ‪‬‬
‫ﺍﻟﻘﺴﻢ ﻭﻣﺪﻯ ﺗﺪ ‪‬ﺭﺝ ﺍﳌﺘﻌﻠﹼﻤﲔ ﰲ ﺍﻻﻛﺘﺴﺎﺏ‪.‬‬
‫ﻭﻗﺪ ﺣﺮﺻﻨﺎ ﻋﻠﻰ ﺇﻣﺪﺍﺩ ﺍﳌﻌﻠﹼﻢ ﰲ ﺍﳉﺰﺀ ﻗﺒﻞ ﺍﻷﺧﲑ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺑﻮﺛﺎﺋﻖ ﻣﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻳﺸﺘﻐﻞ ﻋﻠﻴﻬﺎ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬
‫ﻧﻈﺮﺍ ﺇﱃ ﻋﺪﻡ ﺇﻣﻜﺎﻧﻴ‪‬ﺔ ﺍﻟﻜﺘﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺨﺼ‪‬ﺺ ﳍﻢ‪ ،‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﻫﺬﻩ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺿﻌﻴﺎﺕ ﺇﺩﻣﺎﺟﻴﺔ ﻭﲤﺎﺭﻳﻦ‬
‫ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﻭﺭﺳﻮﻣﺎ ﻭﻓﻀﺎﺀﺍﺕ ﻟﻠﻜﺘﺎﺑﺔ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﻓﻴﻤﺎ ﻳﺘ‪‬ﺼﻞ ﺑﺎﻟﻮﺿﻌﻴﺎﺕ ﺍﻟﺘ‪‬ﻘﻴﻴﻤﻴ‪‬ﺔ ﺫﺍﺕ ﺍﻟﻄﹼﺎﺑﻊ ﺍﻹﺩﻣﺎﺟﻲ ﻓﻘﺪ ﺍﻗﺘﺮﺣﻨﺎ ﳕﻮﺫﺟﲔ ﺑﺈﻣﻜﺎﻥ ﺍﳌﻌﻠﹼﻢ ﺍﻻﺳﺘﺌﻨﺎﺱ‬
‫‪‬ﻤﺎ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴﺎﺕ*‪ ،‬ﻛﻤﺎ ﺃﺩﺭﺟﻨﺎ ‪‬ﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻭﺿﻌﻴ‪‬ﺔ ﺗﻌﻠﹼﻢ ﺇﺩﻣﺎﺟﻴﺔ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳝﻜﻦ ﺃﻥ‬
‫ﺗﺴﺎﻋﺪ ﰲ ﺑﻨﺎﺀ ﻫﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ ﻣﻦ ﺍﻟﻮﺿﻌﻴﺎﺕ‪.‬‬

‫)*( ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﺟﻌﻴ‪‬ﺔ ﰲ ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ )ﺑﺘﺼﺮ‪‬ﻑ(‪.‬‬

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 ‫ﺍﻟﺘ‪‬ﻤﺸﻲ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬

‫ﻳﻘﺘﻀﻲ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻠﻮﻡ ﺗﻮﺧ‪‬ﻲ ﻣﻘﺎﺭﺑﺎﺕ ﺑﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ ﻋﺪﻳﺪﺓ ﻭﺫﻟﻚ ﻧﻈﺮﺍ ﺇﱃ ﻃﺒﻴﻌﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﻨﺎﻭﻟﺔ ﺑﺎﻟﺪ‪‬ﺭﺱ‬
‫ﺇ ﹼﻻ ﺃ ﹼﻥ ﺍﻟﻘﺎﺳﻢ ﺍﳌﺸﺘﺮﻙ ﺑﲔ ﻫﺬﻩ ﺍﳌﻘﺎﺭﺑﺎﺕ ﻳﺘﻤﺜﹼﻞ ﰲ ﺍﻻﻧﻄﻼﻕ ﻣﻦ ﺇﺷﻜﺎﻟﻴﺎﺕ ﺇﻳﻘﺎﻇﻴﺔ ﺗﺮﻛﹼﺰ ﻋﻠﻰ ﻧﺸﺎﻁ ﺍﳌﺘﻌﻠﻢ‬
‫ﺴﻬِﻢ ﰲ ﺍﻣﺘﻼﻙ ﻛﻔﺎﻳﺎﺕ ﺃﻓﻘﻴ‪‬ﺔ ﺍﳍﺪﻑ ﻣﻨﻬﺎ ﺇﺩﺭﺍﻙ‬ ‫ﻭﺗ‪‬ﺤ ِﻔّﺰﻩ ﺇﱃ ﺍﻛﺘﺸﺎﻑ ﺍﶈﻴﻂ ﻭﺍﻛﺘﺴﺎﺏ ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍﺕ ‪‬ﺗ ‪‬‬
‫ﴰﻮﻟﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻌﻠﻤﺎﺕ ﻭﲤﻔﺼﻠﻬﺎ ﻭﺗﺪﺍﺧﻠﻬﺎ ﻭﺗﻜﺎﻣﻠﻬﺎ‪ ،‬ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﺈ ﹼﻥ ﺍﳌﻌﻠﹼﻢ ﺳﻴﻼﺣﻆ ﺃﻧ‪‬ﻨﺎ ﺍﻗﺘﺮﺣﻨﺎ ﻋﻠﻴﻪ ﲨﻠﺔ ﻣﻦ‬
‫ﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ ﻓﺄﺣﻴﺎﻧﺎ ﲤﹼﺖ ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﻮﺿﻌﻴﺎﺕ ‪:‬‬

‫‪ -‬ﻭﺿﻌﻴﺔ ﺍﺳﺘﻜﺸﺎﻑ‬
‫‪ -‬ﻭﺿﻌﻴﺔ ﺗﻌﻠﹼﻢ ﻣﻨﻬﺠﻲ‬
‫‪ -‬ﻭﺿﻌﻴﺔ ﺗﻌﻠﹼﻢ ﺇﺩﻣﺎﺟﻲ‬
‫‪ -‬ﻭﺿﻌﻴﺔ ﺗﻘﻴﻴﻢ‬
‫ﻭﺃﺣﻴﺎﻧﺎ ﹼﰎ ﺍﻋﺘﻤﺎﺩ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﻣﱴ ﺍﺳﺘﺪﻋﻰ ﺍﳌﻮﺿﻮﻉ ﻣﻘﺎﺭﺑﺔ ﴰﻮﻟﻴ‪‬ﺔ ﺇﺩﻣﺎﺟﻴﺔ ﺣﻴﺚ ‪‬ﺗ ‪‬ﻌﺘ‪‬ﻤﺪ ﺍﻟﺒﺤﻮﺙ‬
‫ﻣﻨﻄﻠﻘﺎ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﻭﺭﺑﻄﻬﺎ ﺑﺎﻟﻮﺍﻗﻊ ﺍﳌﻌﻴﺶ‪.‬‬
‫ﻭﺃﺣﻴﺎﻧﺎ ﹼﰎ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﻤﺸ‪‬ﻲ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬
‫‪ -‬ﺍﻹﺛﺎﺭﺓ ﺍﳌﻮﺟ‪‬ﻬﺔ‬
‫‪ -‬ﺍﻷﻧﺸﻄﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﻟﺒﻨﺎﺀ ﺍﳌﻔﻬﻮﻡ‬
‫‪ -‬ﺭﺑﻂ ﺍﳌﻔﺎﻫﻴﻢ ﺑﺎﻟﻮﺍﻗﻊ ﺍﳌﻌﻴﺶ‬
‫‪ -‬ﺍﻟﺘ‪‬ﻌﻤﻴﻢ‬
‫‪ -‬ﺍﻟﺘ‪‬ﻘﻴﻴﻢ‬
‫ﻭﳝﻜﻦ ﺍﻟﺘ‪‬ﻌﺒﲑ ﻋﻦ ﳐﺘﻠﻒ ﻫﺬﻩ ﺍﳌﻘﺎﺭﺑﺎﺕ ﺑﺎﳌﺨﻄﹼﻄﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬

‫‪5‬‬
 ‫‪ (1‬ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﻮﺿﻌﻴﺎﺕ ﺍﻹﺷﻜﺎﻟﻴﺔ‪.‬‬

‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻹﺷﻜﺎﻟﻴﺔ‬

‫ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘ‪‬ﺠﺮﻳﺐ )ﺇﳒﺎﺯ ﺃﻋﻤﺎﻝ‬

‫ﳏﺪ‪‬ﺩﺓ ‪ :‬ﻗﻴﺲ – ﺗﺮﻛﻴﺐ ‪ -‬ﺗﺼﻨﻴﻒ –‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺱ – ﺍﻟﻘﻴﺎﻡ ﲟﺤﺎﻭﻻﺕ –‬ ‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬
‫ﺍﺳﺘﻨﺒﺎﻁ ﻭﺳﺎﺋﻞ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ‪(...‬‬

‫ﺍﻻﺳﺘﻨﺘﺎﺝ ‪:‬‬ ‫ﻋﺮﺽ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ‬

‫)ﲤﻠﹼﻚ ﻟﻐﺔ ﻋﻠﻤﻴ‪‬ﺔ ﳐﺘﺼﺮﺓ(‬
‫ﻭﺍﻛﺘﺸﺎﻑ ﺍﳌﻔﻬﻮﻡ‬

‫ﺍﻟﺘ‪‬ﻄﺒﻴﻖ )ﺗﻮﻇﻴﻒ ﺍﳌﻔﻬﻮﻡ(‬ ‫ﲤﻠﹼﻚ ﺍﳌﻔﻬﻮﻡ‬

‫ﺍﻟﺘ‪‬ـﻘﻴـﻴـﻢ‬

‫‪ (2‬ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﻋﺘﻤﺎﺩ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ‪:‬‬

‫ﺇﺷﻜﺎﻟﻴ‪‬ﺔ ﺍﳌﺸﺮﻭﻉ‬

‫ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘ‪‬ﺨﻄﻴﻂ‬

‫ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ‬

‫ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﺸﺮﻭﻉ‬

‫ﺗﻘﻴﻴﻢ ﺍﳌﺸﺮﻭﻉ‬
‫‪6‬‬
 ‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﳕﻮﺫﺝ ﺇﺩﻣﺎﺝ ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬

‫‪ – 1‬ﻣﻌﻠﻮﻣﺎﺕ ﻋﺎﻣ‪‬ﺔ ﻋﻦ ﺍﳌﺸﺮﻭﻉ ‪:‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻲ ‪............. :‬‬ ‫‪.1 .1‬ﺍﳌﺎﺩ‪‬ﺓ ‪ :‬ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬

‫‪.....................‬‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫ﺍﻟﺒﺪﺍﻳﺔ ‪...................‬‬ ‫‪ .2.1‬ﻋﻨﻮﺍﻥ ﺍﳌﺸﺮﻭﻉ‬

‫‪..................................................................‬‬ ‫‪ .3.1‬ﻋﻨﻮﺍﻥ ﺍﳌﺸﺮﻭﻉ‬

‫‪..................................................................‬‬ ‫‪ .4.1‬ﻭﺻﻒ ﻋﺎ ‪‬ﻡ ﻟﻠﻤﺸﺮﻭﻉ‬
‫‪..................................................................‬‬ ‫)ﺇﺷﻜﺎﻟﻴﺔ ﺍﳌﺸﺮﻭﻉ(‬
‫‪..................................................................‬‬ ‫‪ .5.1‬ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻷﻓﻘﻴ‪‬ﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‬
‫‪..................................................................‬‬
‫‪..................................................................‬‬ ‫‪ .6.1‬ﺍﳌﻨﺘﻮﺝ ﺍﻟﻨ‪‬ﻬﺎﺋﻲ ﺍﳌﻨﺘﻈﺮ ﻣﻦ‬
‫‪..................................................................‬‬
‫ﺍﳌﺸﺮﻭﻉ‬

‫‪ – 2‬ﺃﻫﺪﺍﻑ ﺍﳌﺸﺮﻭﻉ ‪:‬‬

‫‪ .1.2‬ﺍﳍﺪﻑ ﺍﻟﺮ‪‬ﺋﻴﺴﻲ ﻟﻠﻤﺸﺮﻭﻉ ‪..................................................................‬‬

‫ﻭﺍﳌﺸﺘﺮﻙ ﺑﲔ ﳐﺘﻠﻒ ﺍﳌﻮﺍﺩ ﻭﺍﳌﺮﺗﺒﻂ ‪..................................................................‬‬
‫‪..................................................................‬‬
‫ﺑﺎﻟﻜﻔﺎﻳﺎﺕ ﺍﻷﻓﻘﻴﺔ‬
‫ﻗﺎﺋﻤﺔ ﻛﻔﺎﻳﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﹼﱵ‬ ‫ﻗﺎﺋﻤﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ‬ ‫‪ .2.2‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ‬
‫ﻳﺴﺘﻬﺪﻓﻬﺎ ﺍﳌﺸﺮﻭﻉ‬ ‫ﻟﻠﻤﺸﺮﻭﻉ‬ ‫ﻭﻛﻔﺎﻳﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻹﻳﻘﺎﻅ‬
‫ﺍﻟﻌﻠﻤﻲ‬

‫‪7‬‬
 ‫‪ – 3‬ﻣﺮﺍﺣﻞ ﺍﳌﺸﺮﻭﻉ ‪:‬‬

‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬ ‫ﺍﳌﺴﺆﻭﻝ‬ ‫ﺍﳌﻬﺎﻡ‪‬‬ ‫ﺍﻷﻧﺸﻄﺔ‬

‫ﺍﻷﺳﺒﻮﻉ )‪(1‬‬ ‫ﺍﳌﻌﻠﹼﻢ ﻭﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﺍﻹﺳﻬﺎﻡ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻹﺧﺘﻴﺎﺭ‬ ‫‪ .1.3‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﳌﻌﻠﹼﻢ ﻭﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫‪ -‬ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺘ‪‬ﺤﺎﻭﺭ ﻭﺇﺑﺪﺍﺀ ﺍﻟﺮ‪‬ﺃﻱ‬ ‫‪ .2.1.3‬ﻣﻨﺎﻗﺸﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻷﺳﺒﻮﻉ )‪(2‬‬ ‫ﻭﺍﻟﺘ‪‬ﻌﻠﻴﻞ‬ ‫ﻭﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﻭﻗﺎﺑﻠﻴﺔ ﺇﳒﺎﺯ‬
‫ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻷﺳﺒﻮﻉ )‪(2‬‬ ‫ﺍﳌﻌﻠﹼﻢ ﻭﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻗﺎﺋﻤﺔ‬ ‫‪ -‬ﻭﺿﻊ ﻗﺎﺋﻤﺔ ﰲ ﺍﳌﻮﺍﺭﺩ‬ ‫‪ .3.1.3‬ﺿﺒﻂ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﳌﻮﺍﺭﺩ‬ ‫ﻭﺍﻷﻭﻟﻴﺎﺀ ﺇﻥ‬ ‫‪ -‬ﲨﻊ ﺍﳌﻌﻄﻴﺎﺕ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﳌﻮﺍﺭﺩ‬ ‫ﺍﻟﻀ‪‬ﺮﻭﺭﻳﺔ ﻹﳒﺎﺯ ﺍﳌﺸﺮﻭﻉ‪.‬‬
‫ﺃﻣﻜﻦ‪.‬‬

‫‪ .2.1‬ﺇﳒﺎﺯ ﺍﳌﺸﺮﻭﻉ ‪:‬‬

‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬ ‫ﺍﳌﺴﺆﻭﻝ‬ ‫ﺍﳌﻬﺎﻡ‪‬‬ ‫ﺍﻷﻧﺸﻄﺔ‬

‫ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﹼﺬﻳﻦ‬ ‫‪ -‬ﺗﻔﺼﻴﻞ ﺍﳌﻬﺎﻡ‬
‫‪ .2.1.3‬ﲢﺪﻳﺪ ﻭﺇﳒﺎﺯ ﺍﳌﻬﺎ ‪‬ﻡ‬
‫ﺍﻷﺳﺒﻮﻉ‬ ‫ﹼﰎ ﺗﺄﻃﲑﻫﻢ ﻣﻦ‬
‫)‪(5 ،4 ،3‬‬ ‫ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﳌﺸﺮﻭﻉ‬
‫ﻗﺒﻞ ﺍﳌﻌﻠﹼﻢ‪.‬‬
‫‪ .2.2.3‬ﻋﺮﺽ ﻣﺪﻯ ﺍﻟﺘﻘﺪ‪‬ﻡ ‪ -‬ﻋﺮﺽ ﻣﺎ ﹼﰎ ﺍﻟﺘ‪‬ﻮﺻ‪‬ﻞ ﺇﻟﻴﻪ ﰲ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﹼﺬﻳﻦ‬
‫ﺍﻷﺳﺒﻮﻉ )‪(6‬‬ ‫ﻣﺴﺘﻮﻯ ﺗﻨﻔﻴﺬ ﺍﳌﻬﺎ ‪‬ﻡ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﹼﰎ ﺗﺄﻃﲑﻫﻢ ﻣﻦ‬ ‫ﰲ ﺇﳒﺎﺯ ﺍﳌﻬﺎ ‪‬ﻡ‬
‫ﻗﺒﻞ ﺍﳌﻌﻠﹼﻢ‪.‬‬ ‫ﻣﺪﻯ ﺗﻘﺪ‪‬ﻡ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻷﺳﺒﻮﻉ‬ ‫ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﹼﺬﻳﻦ‬ ‫‪ .3.2.3‬ﺗﻨﻔﻴﺬ ﺍﳌﻬﺎ ‪‬ﻡ‬
‫)‪(9 ،8 ،7‬‬ ‫ﹼﰎ ﺗﺄﻃﲑﻫﻢ ﻣﻦ‬ ‫‪ -‬ﺍﻟﺘ‪‬ﻨﻔﻴﺬ‬
‫ﻗﺒﻞ ﺍﳌﻌﻠﹼﻢ‪.‬‬
‫ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﹼﺬﻳﻦ‬ ‫‪ .4.2.3‬ﻋﺮﺽ ﻣﺪﻯ ﺍﻟﺘ‪‬ﻘﺪ‪‬ﻡ‬
‫ﺍﻷﺳﺒﻮﻉ‬ ‫ﹼﰎ ﺗﺄﻃﲑﻫﻢ ﻣﻦ‬ ‫‪ -‬ﺍﻟﺘ‪‬ﻨﻔﻴﺬ‬ ‫ﰲ ﺗﻨﻔﻴﺬ ﺍﳌﻬﺎ ‪‬ﻡ‪.‬‬
‫)‪(10‬‬ ‫ﻗﺒﻞ ﺍﳌﻌﻠﹼﻢ‪.‬‬

‫‪8‬‬
 ‫‪ .3.3‬ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ‪:‬‬

‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬ ‫ﺍﳌﺴﺆﻭﻝ‬ ‫ﺍﳌﻬﺎﻡ‪‬‬ ‫ﺍﻷﻧﺸﻄﺔ‬

‫ﺍﻷﺳﺎﺑﻴﻊ‬ ‫‪ -‬ﺍﻗﺘﺮﺍﺡ ﻣﺴﺎﻟﻚ ﻻﺳﺘﺜﻤﺎﺭ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﹼﺬﻳﻦ‬ ‫‪ .1.3.3‬ﺍﻻِﺳﺘﺜﻤﺎﺭ‬

‫)‪5 ،4 ،3‬‬ ‫ﹼﰎ ﺗﺄﻃﲑﻫﻢ‬ ‫ﺑﻴﺪﺍﻏﻮﺟﻴﺎ ‪:‬‬ ‫ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ‬
‫‪(9 ،8 ،7 ،6‬‬ ‫• ﺭﺑﻂ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﲟﺤﺘﻮﻯ ﻣﻦ ﻗﺒﻞ‬ ‫ﻟﻠﻤﺸﺮﻭﻉ‬
‫ﺍﳌﻌﻠﹼﻢ‪.‬‬ ‫ﺍﻟﺘﻌﻠﹼﻤﺎﺕ‬
‫• ﺩﻋﻢ ﻛﻔﺎﻳﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺘ‪‬ﺼﻠﺔ‬
‫ﺑﺎﳌﺸﺮﻭﻉ‬

‫‪ .4.3‬ﺇ‪‬ﺎﺀ ﻭﻣﺮﺍﺟﻌﺔ ﺍﳌﺸﺮﻭﻉ ‪:‬‬

‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬ ‫ﺍﳌﺴﺆﻭﻝ‬ ‫ﺍﳌﻬﺎﻡ‪‬‬ ‫ﺍﻷﻧﺸﻄﺔ‬

‫ﺍﻷﺳﺒﻮﻉ‬ ‫ﺍﳌﻌﻠﹼﻢ‬ ‫‪ -‬ﻣﺴﺎﻋﺪﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻋﻠﻰ ﺇ‪‬ﺎﺀ‬ ‫‪ .1.4.3‬ﺇ‪‬ﺎﺀ ﺍﳌﺸﺮﻭﻉ‬
‫)‪(10‬‬ ‫ﻭﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﺍﳌﺸﺮﻭﻉ‬
‫‪ .2.4.3‬ﺗﻘﺪﱘ ﺍﻟﺘ‪‬ﻘﺮﻳﺮ ﺍﻟﻨ‪‬ﻬﺎﺋﻲ ‪ -‬ﺗﻘﺪﱘ ﺍﻟﻨ‪‬ﺎﺗﺞ ﺍﻟﻨ‪‬ﻬﺎﺋﻲ ﻟﻠﻤﺸﺮﻭﻉ‬
‫‪ -‬ﺍﳌﻨﺎﻗﺸﺔ‬ ‫ﺣﻮﻝ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻷﺳﺒﻮﻉ‬ ‫ﺍﳌﻌﻠﹼﻢ‬ ‫‪ -‬ﻋﺮﺽ ﺍﻟﺼ‪‬ﻌﻮﺑﺎﺕ ﺍﳌﻌﺘﺮﺿﺔ‬
‫)‪(11‬‬ ‫ﻭﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻭﺍﻟﺪ‪‬ﺭﻭﺱ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﺇﳒﺎﺯ ﺍﳌﺸﺮﻭﻉ‬

‫‪ – 4‬ﺷﺒﻜﺔ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬

‫ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ‬ ‫ﺍﳌﺴﺆﻭﻝ‬ ‫ﺍﳌﻬﺎﻡ‪‬‬ ‫ﺍﻷﻧﺸﻄﺔ‬

‫‪ -‬ﺍﻗﺘﺮﺍﺡ ﻣﺆﺷﺮﺍﺕ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺑﻌﺎﺩ‬ ‫‪ .1.4‬ﺗﻘﻴﻴﻢ ﻧﺘﺎﺋﺞ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﻟﻠﻤﺸﺮﻭﻉ‬
‫ﺍﻷﺳﺒﻮﻉ‬ ‫ﺍﳌﻌﻠﹼﻢ‬ ‫‪ -‬ﺍﻗﺘﺮﺍﺡ ﻣﺆﺷﺮﺍﺕ ﻟﺘﻘﻴﻴﻢ ﻛﻔﺎﻳﺎﺕ‬
‫)‪(12‬‬
‫ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻣﻦ ﺍﳌﺸﺮﻭﻉ‬

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 ‫ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﻳﻠﻌﺐ ﺍﻷﺛﺮ ﺍﻟﻜﺘﺎﰊ ﺩﻭﺭﺍ ﻫﺎﻣ‪‬ﺎ ﰲ ﺇﻛﺴﺎﺏ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻮﺛﻴﻖ ﻟﺬﻟﻚ ﻻ ﲣﻠﻮ ﻣﻘﺎﺭﺑﺔ ﺑﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ‬
‫ﻣﻦ ﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﻘﺘﺮﺣﺔ ﰲ ﺍﻟﺘﻤﺸ‪‬ﻲ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﻣﻦ ﺍﻷﺛﺮ ﺍﻟﻜﺘﺎﰊ ﻭﳝﻜﻦ ﺃﻥ ﳒﺪ ﻟﻪ ﻣﻮﻗﻌﺎ ﻋﻨﺪ ﺻﻴﺎﻏﺔ‬
‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﻭﺃﺛﻨﺎﺀ ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺍﻻِﺳﺘﻨﺘﺎﺝ ﻭﺧﻼﻝ ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ﻭﺍﻟﺘ‪‬ﻘﻴﻴﻢ ﻋﻨﺪ ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﻮﺿﻌﻴﺎﺕ ﺍﻻِﺷﻜﺎﻟﻴﺔ‬
‫ﻛﻤﺎ ﳒﺪﻩ ﺃﻳﻀﺎ ﻋﻨﺪ ﺍﻋﺘﻤﺎﺩ ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﰲ ﲨﻴﻊ ﻣﺮﺍﺣﻠﻪ‪ ،‬ﻭﻳﻜﻮﻥ ﻣﻮﺟﻮﺩﺍ ﻛﺬﻟﻚ ﻋﻨﺪ‬
‫ﺍﻋﺘﻤﺎﺩ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻹﺛﺎﺭﺓ ﺍﳌﻮﺟ‪‬ﻬﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﻟﺒﻨﺎﺀ ﺍﳌﻔﻬﻮﻡ ﻭﺭﺑﻄﻪ ﺑﺎﻟﻮﺍﻗﻊ ﺍﳌﻌﻴﺶ ﻭﺍﻟﺘ‪‬ﻌﻤﻴﻢ‬
‫ﻭﺍﻟﺘ‪‬ﻘﻴﻴﻢ‪ ،‬ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﻳﻨﺒﻐﻲ ﺇﻳﻼﺀ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻣﺎ ﻳﺴﺘﺤ ‪‬ﻖ ﻣﻦ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺫﻟﻚ ﰲ ﻧﻄﺎﻕ ﺩﻋﻢ ﻛﻔﺎﻳﺔ ﺍﻹﻧﺘﺎﺝ‬
‫ﺍﻟﻜﺘﺎﰊ )ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ‪(...‬‬
‫ﺇ ﹼﻥ ﺍﳌﺮﺍﻭﺣﺔ ﺑﲔ ﳐﺘﻠﻒ ﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻜﺴﺐ ﺍﳌﺘﻌﻠﹼﻤﲔ ﲨﻠﺔ ﻣﻦ ﺍﻻﻗﺘﺪﺭﺍﺕ‬
‫ﻧﺬﻛﺮ ﻣﻨﻬﺎ ‪:‬‬
‫‪ -‬ﺗﻮﻇﻴﻒ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﰲ ﺗﻌﺮ‪‬ﻑ ﺍﻟﻈﹼﻮﺍﻫﺮ‬
‫‪ -‬ﺗﻮﻇﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﺇﳚﺎﺩ ﺣﻠﻮﻝ‬
‫‪ -‬ﺍﻟﺘ‪‬ﺨﻄﻴﻂ ﳌﺸﺎﺭﻳﻊ ﻭﲝﻮﺙ ﻭﺇﳒﺎﺯﻫﺎ‬
‫‪ -‬ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺒﺤﻮﺙ ﺍﳌﻨﺠﺰﺓ‬

‫ﻛﻤﺎ ﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﻻﻗﺘﺪﺭﺍﺕ – ﻣﱴ ﹼﰎ ﺍﻛﺘﺴﺎ‪‬ﺎ – ﺍﳌﺘﻌﻠﹼﻤﲔ ﻋﻠﻰ ﲡﺎﻭﺯ ﺍﻟﻌﻮﺍﺋﻖ )ﺍﳊﻮﺍﺟﺰ( ﺍﻟﹼﱵ ﺣﺪ‪‬ﺩﻧﺎﻫﺎ‬
‫ﺑﻄﺎﻟﻊ ﻋﻴ‪‬ﻨﺔ ﺟﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ ﺍﳌﻘﺘﺮﺣﺔ ﻭﺍﳌﺘﻤﺜﹼﻠﺔ ﰲ ‪:‬‬
‫‪ -‬ﺍﻹﺣﻴﺎﺋﻴﺔ ﻭﻫﻲ ﺇﺿﻔﺎﺀ ﺍﳊﻴﺎﺓ ﻋﻠﻰ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳉﺎﻣﺪﺓ ﻭﺟﻌﻠﻬﺎ ﺗﺘﺤﺮ‪‬ﻙ ﻭﺗﺸﻌﺮ ﻭﳍﺎ ﻗﺼﺪﻳﺔ ﻓﺎﳌﻄﺮ ﻣﺜﻼ‬
‫ﻛﺎﺋﻦ ﺣﻲ ﻳﺴﻘﻂ ﻣﻦ ﺍﻟﺴ‪‬ﻤﺎﺀ‪.‬‬
‫‪ -‬ﺍﻻِﺻﻄﻨﺎﻋﻴﺔ ﻭﻫﻲ ﻋﺪﻡ ﺍﻟﺘ‪‬ﻤﻴﻴﺰ ﺑﲔ ﻣﺎ ﻫﻮ ﻃﺒﻴﻌﻲ ﻭﻣﺎ ﻫﻮ ﺍﺻﻄﻨﺎﻋ ‪‬ﻲ‬
‫‪ -‬ﺍﻟﺪ‪‬ﳎﻴﺔ ﻭﻫﻲ ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﺤﻠﻴﻞ ﻭﺍﻟﺘ‪‬ﺮﻛﻴﺐ ﻭﺍﻟﺘ‪‬ﺼﻨﻴﻒ ﻭﺍﻟﺘ‪‬ﻨﻈﻴﻢ ﺣﻴﺚ ﻳﺪﻣﺞ ﺍﻟﻄﹼﻔﻞ ﺍﻟﻜ ﹼﻞ ﺑﺎﳉﺰﺀ‬
‫ﻭﻳﺪﺭﻙ ﺇﺩﺭﺍﻛﺎ ﺷﺎﻣﻼ ﻭﻣﺒﻬﻤﺎ‪.‬‬
‫‪ -‬ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﻫﻲ ﻋﺪﻡ ﺍﻟﺘ‪‬ﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻮﺍﻗﻊ ﻭﺍﻟﻈﹼﺎﻫﺮ ﻓﺎﻟﻄﹼﻔﻞ ﻳﺪﺭﻙ ﺍﻷﺷﻴﺎﺀ ﻋﻦ ﻃﺮﻳﻖ ﺗﺄﺛﲑﻫﺎ ﺍﻟﻈﹼﺎﻫﺮ ﺃﻭ‬
‫ﻧﺘﺎﺋﺠﻬﺎ ﺍﶈﺴﻮﺳﺔ‪.‬‬

‫ﺍﳌﺆﻟﻔﻮﻥ‬

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 ‫ﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﺍﻻﻗﺘﺪﺍﺭﺍﺕ ﻭﺍﳌﺆﺷﺮﺍﺕ‬

‫ﺳﻌﻴﺎ ﺇﱃ ﺗﻴﺴﲑ ﻋﻤﻞ ﺍﳌﻌﻠﹼﻢ‪ ،‬ﺧﻴ‪‬ﺮﻧﺎ ﺃﻥ ﻧﻮﺭﺩ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ ﺑﺎﻟﺪ‪‬ﺭﺟﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ‬
‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻻﻗﺘﺪﺭﺍﺕ ﻭﺍﳌﺆﺷ‪‬ﺮﺍﺕ‪ ،‬ﺭﻏﻢ ﻭﺟﻮﺩﻫﺎ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮ‪‬ﲰﻲ ﻟﻠﺪ‪‬ﺭﺟﺔ ﻭﺫﻟﻚ ﻟﺴﺒﺒﲔ ﻋﻠﻰ ﺍﻷﻗ ﹼﻞ ‪:‬‬
‫‪ – 1‬ﲤﻜﲔ ﺍﳌﻌﻠﹼﻢ ﻣﻦ ﻟﻮﺣﺔ ﻗﻴﺎﺩﺓ ﺿﻤﻦ ﺍﻟﻜﺘﺎﺏ ﺗﺴﺎﻋﺪﻩ ﺑﺼﻔﺔ ﻣﺴﺘﺪﳝﺔ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺣﺼﻴﻒ ﳌﻀﺎﻣﲔ‬
‫ﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﺍﻻﻗﺘﺪﺍﺭﺍﺕ ﻭﻣﺆﺷ‪‬ﺮﺍ‪‬ﺎ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﳉﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻄﻴ‪‬ﺔ ﻭﺍﻟﺘ‪‬ﺨﻄﻴﻂ ﻟﻺﳒﺎﺯ‪ ،‬ﺇ ﹼﻻ ﺃ ﹼﻥ ﻫﺬﺍ ﻻ ﻳﻌﲏ‬
‫ﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻠﹼﻮﺣﺔ ﺑﺎﻋﺘﺒﺎﺭ ﻋﻼﻗﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﻮﺛﻴﻘﺔ ﺑﺎﶈﺘﻮﻳﺎﺕ ﺍﳌﺪﺭﺟﺔ ﺑﺎﻟﱪﻧﺎﻣﺞ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﺈ ﹼﻥ ﺍﻟﻌﻮﺩ ﺇﱃ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺃﻣﺮ ﻃﺒﻴﻌ ‪‬ﻲ ﻭﺿﺮﻭﺭﻱ ﻻﺑ ‪‬ﺪ ﻣﻨﻪ‪.‬‬
‫‪ – 2‬ﺗﻮﻓﲑ ﻓﺮﺻﺔ ﺍﻹﳌﺎﻡ ﺑﺘﻄﻮ‪‬ﺭ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺩﺍﺧﻞ ﺍﻟﺪ‪‬ﺭﺟﺔ ﻭﺫﻟﻚ ﻗﺼﺪ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺃﺧﺬ ﻫﺬﺍ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺑﻌﲔ ﺍﻹﻋﺘﺒﺎﺭ‬
‫ﺇﱃ ﺟﺎﻧﺐ ﺍﻹﻃﹼﻼﻉ ﻋﻠﻰ ﺍﳌﺴﺎﺭ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻲ ﻟﻠﻤﺘﻌﻠﹼﻢ ﻃﻮﺍﻝ ﺍﻟﺴ‪‬ﻨﺘﲔ ﺍﳌﻜﻮ‪‬ﻧﺘﲔ ﻟﻠﺪ‪‬ﺭﺟﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬
‫ﻭﻣﺎ ﻳﻔﺮﺿﻪ ﺫﻟﻚ ﻣﻦ ﺗﻌﺎﻭﻥ ﻭﺗﺸﺎﻭﺭ ﻣﺴﺘﺪﱘ ﺑﲔ ﻣﻌﻠﹼﻤﻴﻬﺎ‪.‬‬

‫ﳎﺎﻝ ﺍﻟﺘ‪‬ﻌﻠﻢ‬

‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ‪ :‬ﺟ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺩﺍﻟﹼﺔ‬

‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻔﺮﻋﻴﺔ ‪1‬‬

‫ﺣ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ ﺑﺒﻌﺾ ﺍﻟﻈﹼﻮﺍﻫﺮ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬

‫‪2‬‬ ‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻔﺮﻋﻴﺔ‬

‫ﺣ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳ‪‬ﺔ ﻟﻠﻜﺎﺋﻨﺎﺕ‬

‫ﺍﳊﻴ‪‬ﺔ ﰲ ﻋﻼﻗﺘﻬﺎ ﺑﺎﶈﻴﻂ‪.‬‬

‫ﺗﻔﺮ‪‬ﻋﺖ ﻋﻦ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ "ﺣ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺩﺍﻟﹼﺔ"‪ .‬ﻛﻔﺎﻳﺘﺎﻥ ﻓﺮﻋﻴ‪‬ﺘﺎﻥ ﻣﻴ‪‬ﺰﺕ ﺍﻷﻭﱃ ﻧﺸﺎﻁ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﻣﻴ‪‬ﺰﺕ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ‪.‬‬
‫ﻭﺍﳉﺪﻳﺮ ﺑﺎﳌﻼﺣﻈﺔ ﺃ ﹼﻥ ﺍﻟﻨ‪‬ﺸﺎﻃﲔ ﻣﺘﻜﺎﻣﻼﻥ ﻭﻻ ﻳﻨﻔﺼﻼﻥ ﻣﻨﻬﺠﻴﺎ‪ ،‬ﳜﺪﻣﺎﻥ ﰲ ﺍﳌﺘﻌﻠﹼﻢ ﻗﺪﺭﺍﺕ ﻣﺘﺄﻛﹼﺪﺓ‪.‬‬
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 ‫ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬

‫ﺍﻟﻜﻔـﺎﻳـﺔ ﺍﻟـﻨﻬﺎﺋﻴـﺔ‬

‫ﺍﻟﻜﻔـﺎﻳـﺔ ﺍﻟﻔﺮﻋﻴﺔ ‪2‬‬ ‫ﺍﻟﻜﻔـﺎﻳـﺔ ﺍﻟﻔﺮﻋﻴﺔ ‪1‬‬

‫ﺍﻻﻗـﺘـﺪﺍﺭﺍﺕ‬

‫ﺍﳌــﺆﺷــﺮﺍﺕ‬

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 ‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻨ‪‬ﻬﺎﺋﻴﺔ ‪ :‬ﺣﻞﹼ ﻭﺿﻌﻴ‪‬ﺎﺕ ﻣﺸﻜﻞ ﺩﺍﻟﹼﺔ‬

‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻔﺮﻋﻴﺔ ‪ : 1‬ﺣ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ ﺑﺒﻌﺾ ﺍﻟﻈﹼﻮﺍﻫﺮ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ‪.‬‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻔﺮﻋﻴﺔ ‪ : 2‬ﺣ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳ‪‬ﺔ ﻟﻠﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ ﰲ‬
‫ﻋﻼﻗﺘﻬﺎ ﺑﺎﶈﻴﻂ‪.‬‬

‫ﺍﳌــﺆﺷــﺮﺍﺕ‬ ‫ﺍﻻﻗـﺘــﺪﺭﺍﺕ‬

‫* ﺇﳒﺎﺯ ﺃﻋﻤﺎﻝ ﳏﺪ‪‬ﺩﺓ ‪:‬‬

‫‪ -‬ﺍﻟﻘﻴﺲ‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺐ‬
‫‪ -‬ﺍﻟﺘ‪‬ﺼﻨﻴﻒ‬
‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺱ‬
‫‪... -‬‬ ‫* ﺗﻮﻇﻴﻒ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﰲ ﺗﻌﺮ‪‬ﻑ ﺍﻟﻈﹼﻮﺍﻫﺮ‬
‫* ﺍﺑﺘﻜﺎﺭ ﻭﺳﺎﺋﻞ ﻹﳒﺎﺯ ﻋﻤﻞ ‪:‬‬
‫‪ -‬ﺍﻟﻘﻴﺎﻡ ﲟﺤﺎﻭﻻﺕ‬
‫‪ -‬ﺍﺳﺘﻨﺒﺎﻁ ﻭﺳﺎﺋﻞ ﻋﻤﻞ ﺟﺪﻳﺪﺓ‬
‫‪... -‬‬

‫* ﲢﺪﻳﺪ ﻣﻌﻄﻴﺎﺕ ﺍﳌﺸﻜﻞ ﺑﺎﻟﺘ‪‬ﻌﺒﲑ ﻋﻨﻬﺎ ‪:‬‬

‫‪ -‬ﺗﻨﻮ‪‬ﻉ ﺃﺷﻜﺎﻝ ﺍﻟﺘ‪‬ﻌﺒﲑ )ﺍﻹﺧﺒﺎﺭ – ﺍﻟﺮ‪‬ﺳﻢ – ﺍﻟﺘ‪‬ﻤﺜﻴﻞ –‬
‫ﺍﳉﺪﻭﻟﺔ – ﺍﻟﺘ‪‬ﺨﻄﻴﻂ ‪(...‬‬
‫‪ -‬ﲤﻠﹼﻚ ﻟﻐﺔ ﻋﻠﻤﻴﺔ ﳐﺘﺼﺮﺓ ﻭﺳﻠﻴﻤﺔ‬
‫‪ -‬ﺗﻘﺪﱘ ﺣﻠﻮﻝ ﳐﺘﻠﻔﺔ‬
‫‪ -‬ﺇﺑﺮﺍﺯ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨ‪‬ﻔﻌﻴﺔ ﻟﻠﺤﻠﻮﻝ ﺍﳌﻌﺮﻭﺿﺔ‬ ‫* ﺗﻮﻇﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﺇﳚﺎﺩ ﺣﻠﻮﻝ‬
‫‪ -‬ﻣﻨﺎﻗﺸﺔ ﺣﻠﻮﻝ ﳐﺘﻠﻔﺔ‬
‫* ﺍﻟﺒﺤﺚ ﻋﻦ ﻋﻼﻗﺎﺕ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ‪:‬‬
‫‪ -‬ﺭﺑﻂ ﻋﻼﻗﺔ ﺑﲔ ﻣﻔﻬﻮﻡ ﻭﺁﺧﺮ‬
‫‪ -‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻣﺘﺪﺍﺩﺍﺕ ﻟﻠﻤﻔﻬﻮﻡ‬
‫‪… -‬‬

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 ‫ﺍﳌــﺆﺷــﺮﺍﺕ‬ ‫ﺍﻻﻗـﺘــﺪﺭﺍﺕ‬
‫* ﺗﺼﻮ‪‬ﺭ ﺧﻄﻮﺍﺕ ﺍﻟﺒﺤﺚ ﻭﻣﺮﺍﺣﻞ ﺍﳌﺸﺮﻭﻉ ‪:‬‬
‫‪ -‬ﲨﻊ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻀ‪‬ﺮﻭﺭﻳﺔ‬
‫‪ -‬ﲢﺪﻳﺪ ﻭﺳﺎﺋﻞ ﺍﻟﻌﻤﻞ‬
‫‪ -‬ﺿﺒﻂ ﺍﻟﺘﻤﺸ‪‬ﻲ ﺍﳌﻌﺘﻤﺪ‬
‫* ﺿﺒﻂ ﺍﻟﻌﻤﻠﻴ‪‬ﺎﺕ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻹﳒﺎﺯ ‪:‬‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﳌﺮﺍﺣﻞ‬ ‫* ﺍﻟﺘ‪‬ﺨﻄﻴﻂ ﳌﺸﺎﺭﻳﻊ ﻭﲝﻮﺙ ﻭﺇﳒﺎﺯﻫﺎ‬
‫‪ -‬ﺍﳌﺘﺎﺑﻌﺔ‬
‫‪ -‬ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ﺍﳌﺮﺣﻠﻲ ﹼﰒ ﺍﻟﻨ‪‬ﻬﺎﺋﻲ‬
‫‪... -‬‬

‫* ﲢﻘﻴﻖ ﺍﻟﺘ‪‬ﻮﺍﺻﻞ ﻣﻊ ﺍﻵﺧﺮ ‪:‬‬

‫ﺗﻘﺪﱘ ﺍﻟﺒﺤﺚ ﺃﻭ ﺍﳌﺸﺮﻭﻉ‬ ‫‪-‬‬
‫ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻨﺠﺰﺓ ﰲ ﻟﻐﺔ ﻋﻠﻤﻴ‪‬ﺔ ﳐﺘﺼﺮﺓ‬ ‫‪-‬‬
‫ﺗﻘﺪﱘ ﺍﻟﺘ‪‬ﻤﺸ‪‬ﻲ ﺍﳌﻌﺘﻤﺪ‬ ‫‪-‬‬
‫ﻋﺮﺽ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﻭﻓﻖ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ )ﳐﻄﹼﻄﺎﺕ – ﺭﺳﻮﻡ –‬ ‫‪-‬‬
‫ﻭﺛﻴﻘﺔ ﻣﻜﺘﻮﺑﺔ ‪(...‬‬ ‫* ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺒﺤﻮﺙ ﺍﳌﻨﺠﺰﺓ‬
‫ﺗﻘ‪‬ﺒﻞ ﺍﳌﻼﺣﻈﺎﺕ ﺍﳌﺪ ‪‬ﻋﻤﺔ ﺑﺎﳊﺠ‪‬ﺔ‬ ‫‪-‬‬
‫ﺇﺩﺧﺎﻝ ﺍﻟﺘ‪‬ﻌﺪﻳﻼﺕ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﻟﺒﺤﺚ ﺃﻭ ﺍﳌﺸﺮﻭﻉ‪.‬‬ ‫‪-‬‬

‫ﺗﺘﺤﻘﹼﻖ ﺍﻟﻜﻔﺎﻳﺘﺎﻥ ﺑﺼﻔﺔ ﻣﺪﳎﺔ ﻋﻠﻰ ﺍﻣﺘﺪﺍﺩ ﺍﻟﺪ‪‬ﺭﺟﺔ‪.‬‬

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15
 ‫ﺍﳌﺨﻄﹼﻂ ﺍﻟﺴ‪‬ﻨﻮﻱ‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬

‫ﻳﺘﻀﻤ‪‬ﻦ ﺍﳌﺨﻄﹼﻂ ﺍﻟﺴ‪‬ﻨﻮﻱ ‪:‬‬

‫‪ .‬ﺍﶈﺎﻭﺭ‬
‫‪ .‬ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ‬
‫‪ .‬ﺍﶈﺘﻮﻳﺎﺕ‬
‫‪ .‬ﺟﺮﺩ ﻟﻠﻤﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ‬
‫ﻭﻗﺪ ﺣﺮﺻﻨﺎ ﻋﻠﻰ ﻋﺪﻡ ﺗﻘﺴﻴﻢ ﻫﺬﺍ ﺍﳌﺨﻄﹼﻂ ﺇﱃ ﻓﺘﺮﺍﺕ ﺯﻣﻨﻴ‪‬ﺔ )ﺷﻬﺮﻳﺔ ﺃﻭ ﺛﻼﺛﻴﺔ( ﻭﺫﻟﻚ ﺍﻋﺘﺒﺎﺭﺍ ﳋﺼﻮﺻﻴ‪‬ﺔ ﻛ ﹼﻞ‬
‫ﻗﺴﻢ ﻭﺍﺣﺘﺮﺍﻣﺎ ﻷﻧﺴﺎﻕ ﺍﻟﺘﻌﻠﹼﻢ ﺍﳌﺨﺘﻠﻔﺔ ﺇﱃ ﺟﺎﻧﺐ ﺗﺮﻙ ﺍﳊﺮﻳ‪‬ﺔ ﻟﻠﻤﻌﻠﹼﻢ )ﺓ( ﰲ ﺗﻌﺪﻳﻞ ﺍﳌﺨﻄﹼﻂ ﺍﳌﺬﻛﻮﺭ ﻭﻓﻖ‬
‫ﺍﳊﺎﺟﻴﺎﺕ‪.‬‬
‫ﻫﺬﺍ ﻭﻧﻘﺘﺮﺡ ﻋﻠﻰ ﺍﳌﻌﻠﹼﻢ ﺇﳒﺎﺯ ﺍﳊﺼﺺ ﺑﺎﻟﺘ‪‬ﺪﺍﻭﻝ ﺑﲔ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ‪ ،‬ﻭﻟﻠﻤﻌﻠﹼﻢ )ﺓ( ﺣﺮﻳ‪‬ﺔ ﺍﻟﺘﺼﺮ‪‬ﻑ ﰲ‬
‫ﺗﻮﺯﻳﻌﻬﺎ ﺣﺴﺐ ﻣﺎ ﻳﻘﺘﻀﻴﻪ ﻧﺴﻖ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﻌﺎ ‪‬ﻡ ﰲ ﺍﻟﺘﻌﻠﹼﻢ ﻭﺍﻟﹼﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﺘﻨﺪ ﺇﱃ ﻣﺆﺷ‪‬ﺮ ﻣﺪﻯ ﲤﻠﹼﻚ ﺍﳌﺘﻌﻠﹼﻤﲔ‬
‫ﻟﻠﻜﻔﺎﻳﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻭﺍﻟﻜﻔﺎﻳﺘﲔ ﺍﻟﻔﺮﻋﻴﺘﲔ‪ ،‬ﺃﻣ‪‬ﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﹼﻖ ﺑﻮﺿﻌﻴﺎﺕ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ﺫﺍﺕ ﺍﻟﻄﹼﺎﺑﻊ ﺍﻹﺩﻣﺎﺟﻲ ﻭﻣﺎ ﻳﺘﺒﻌﻬﺎ ﻣﻦ ﺩﻋﻢ‬
‫ﻭﻋﻼﺝ‪ ،‬ﻓﻤﻦ ﺍﳌﺴﺘﺤﺴﻦ ﻛﻠﹼﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﳑﻜﻨﺎ ﺗﻨﺎﻭﻝ ﻣﻔﺎﻫﻴﻢ ﻣﺘﺠﺎﻭﺭﺓ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﺃﺧﺮﻯ ﰲ ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ ﺑﺼﻔﺔ‬
‫ﺍﻧﺪﻣﺎﺟﻴ‪‬ﺔ‪ ،‬ﻫﺬﺍ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻹﺩﻣﺎﺝ ﺩﺍﺧﻞ ﺍﳌﺎﺩ‪‬ﺓ ﺍﻟﻮﺍﺣﺪﺓ )ﺍﻟﻔﻴﺰﻳﺎﺀ ﺃﻭ ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ(‪.‬‬

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 ‫‪2‬‬ ‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﺱ‬

‫ﺍﳌﺨﻄﹼﻂ ﺍﻟﺴ‪‬ﻨﻮﻱ‬
‫ﻟﻠﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ‬ ‫ﺍﶈﻮﺭ‬

‫ﺗﻘﻴﻴﻢ ﺗﺸﺨﻴﺼﻲ ‪ :‬ﺍﳊﻮﺍﺱ‪ – ‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ – ﺍﻟﻨﻤﻮ‪ – ‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ – ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪.‬‬

‫ﻓــﺘــﺮﺓ ﺩﻋــﻢ ﻭﻋــﻼﺝ‬

‫ﻂ – ﻛﻠﺐ – ﺩﺟﺎﺟﺔ – ﻭﺯ‪‬ﺓ –‬ ‫* ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺃﻟﻴﻔﺔ ‪ :‬ﻗ ﹼ‬ ‫ﲤﻴﻴﺰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ‬
‫ﺑﻄﹼﺔ – ﺩﻳﻚ ﺭﻭﻣ ‪‬ﻲ – ﺧﺮﻭﻑ – ﻣﻌﺰﺍﺓ – ﺟﺪﻱ – ﻛﺒﺶ‬
‫ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ‪ - .‬ﺗﻌﺮ‪‬ﻓﻬﺎ ﻭﺗﻌﺮ‪‬ﻑ ﺍﻷﻣﺎﻛﻦ ﺍﻟﹼﱵ – ﺛﻮﺭ – ﺑﻘﺮﺓ – ﲪﺎﺭ – ﺣﺼﺎﻥ – ﲨﻞ – ﲪﺎﻣﺔ –‬
‫ﺃﺭﻧﺐ ‪...‬‬ ‫ﺗﻌﻴﺶ ﻓﻴﻬﺎ‪.‬‬
‫* ﺻﻮﺭ ﻟﺒﻌﺾ ﺍﻷﻣﺎﻛﻦ ﺍﻟﹼﱵ ﺗﻮﺟﺪ ‪‬ﺎ ‪:‬‬
‫ﺯﺭﻳﺒﺔ – ﻣﺮﻧﺒﺔ – ﻗ ‪‬ﻦ‪ /‬ﻣﺪﺟﻨﺔ – ﺇﺳﻄﺒﻞ – ﺣﺪﻳﻘﺔ ﺍﳌﱰﻝ –‬
‫ﻣﺮﻋﻰ ‪ /‬ﺣﻘﻞ ‪ /‬ﺿﻴﻌﺔ – ﻋﺶ – ﺧ ‪‬ﻢ – ﺧﻠﻴ‪‬ﺔ‪...‬‬
‫* ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺑﺮ‪‬ﻳﺔ ‪ :‬ﺃﺳﺪ – ﺧﱰﻳﺮ – ﻓﻴﻞ – ﺯﺭﺍﻓﺔ –‬

‫ﺍﻟـــﻮﺳـــﻂ ﺍﻟـــﺒــﻴــﺌـﻲ‬
‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟ ‪‬ﱪﻳ‪‬ﺔ‬
‫ﻛﻨﻐﺮ – ﻗﺮﺩ – ﻓﺮﺱ ﺍﻟﻨ‪‬ﻬﺮ – ﳕﺮ – ﻓﻬﺪ – ﻭﺭﻝ – ﻏﺰﺍﻟﺔ‬
‫– ﻧﺴﺮ – ﻧﻌﺎﻣﺔ – ﺫﺋﺐ – ﺛﻌﻠﺐ – ﻭﺣﻴﺪ ﺍﻟﻘﺮﻥ –‬ ‫‪ -‬ﺗﻌﺮ‪‬ﻓﻬﺎ ﻭﺗﻌﺮ‪‬ﻑ ﺍﻷﻣﺎﻛﻦ‬
‫ﲤﺴﺎﺡ – ﺿﺒﻊ – ﺛﻌﺒﺎﻥ ‪-‬‬ ‫ﺍﻟﹼﱵ ﺗﻌﻴﺶ ﻓﻴﻬﺎ‪.‬‬
‫* ﺻﻮﺭ ﻟﺒﻌﺾ ﺍﻷﻣﺎﻛﻦ ﺍﻟﹼﱵ ﺗﻮﺟﺪ ‪‬ﺎ ‪:‬‬
‫ﻏﺎﺑﺔ – ﺟﺒﻞ‪ /‬ﺛﻠﻮﺝ – ‪‬ﺮ – ﺻﺤﺮﺍﺀ ‪...‬‬
‫ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺇﱃ ﺃﻟﻴﻔﺔ ﻭﺑ ‪‬ﺮﻳ‪‬ﺔ ﺍﺳﺘﻐﻼﻝ ﺍﻟﺼ‪‬ﻮﺭ ﺍﻟﹼﱵ ﳚﻤﻌﻬﺎ ﺍﻷﻃﻔﺎﻝ ﳊﻴﻮﺍﻧﺎﺕ ﺃﻟﻴﻔﺔ ‪ /‬ﺑﺮﻳ‪‬ﺔ‬

‫ﻣﺸﺨ‪‬ﺼﺎﺕ – ﻣﺸﺎﻫﺪ – ﺻﻮﺭ – ﺑﻌﺾ ﺍﻷﻏﺬﻳﺔ ﺇﻥ ﺃﻣﻜﻦ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ‬

‫– ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳﺔ ‪ /‬ﻣﻜﺘﻮﺑﺔ‬
‫ﻣﻨﺎﻓﻊ ﺗﺮﺑﻴﺘﻬﺎ ﻭﺍﳌﻀﺎ ‪‬ﺭ ﺍﻟﹼﱵ ﺗﻨﺠ ‪‬ﺮ ﻣﻨﺘﻮﺟﺎﺕ ﺣﻴﻮﺍﻧﻴﺔ ‪ :‬ﻏﺬﺍﺀ ‪ :‬ﳊﻢ – ﺣﻠﻴﺐ – ﻳﺎﻏﻮﺭﺕ –‬
‫ﺯﺑﺪﺓ – ﺟﱭ – ﺑﻴﺾ – ﻋﺴﻞ ‪...‬‬ ‫ﻋﻦ ﺑﻌﻀﻬﺎ‪.‬‬
‫ﻛﺴﺎﺀ ‪ :‬ﻣﺼﻨﻮﻋﺎﺕ ﺟﻠﺪﻳ‪‬ﺔ – ﺻﻮﻓﻴ‪‬ﺔ – ﻣﻼﺑﺲ ﺻﻮﻓﻴ‪‬ﺔ‪.‬‬
‫ﻣﺸﺎﻫﺪ ‪ :‬ﺇﻣﺮﺃﺓ ﲢﻠﺐ ﺑﻘﺮﺓ ‪ /‬ﻃﻔﻞ ﻳﻘﺪ‪‬ﻡ ﺍﻟﻌﺸﺐ ﻟﻜﺒﺸﻪ ﺃﻭ‬
‫ﺺ ﺭﺣﻴﻖ ﺍﻷﺯﻫﺎﺭ‪.‬‬ ‫ﺍﳊﻠﻴﺐ ﻟﻘﻄﹼﺘﻪ ‪ /‬ﳓﻠﺔ ﲤﺘ ‪‬‬
‫ﺍﻣﺮﺃﺓ ﺗﻐﺰﻝ ﺍﻟﺼ‪‬ﻮﻑ ‪ /‬ﺗﺼﻨﻊ ﺍﻟﺰ‪‬ﺭﺑﻴﺔ ﺃﻣﺎﻡ ﺍﳌﻨﺴﺞ‪.‬‬
‫ﺧﺪﻣﺎﺕ ‪ :‬ﻣﺸﺎﻫﺪ ‪ :‬ﺣﺼﺎﻥ ﳚ ‪‬ﺮ ﻋﺮﺑﺔ ‪ /‬ﺛﻮﺭﺍﻥ ﳚﺮ‪‬ﺍﻥ‬
‫ﺍﶈﺮﺍﺙ – ﲪﺎﺭ ﳛﻤﻞ ﺍﻷﺛﻘﺎﻝ – ﺭﻛﻮﺏ ﲨﻞ ﰲ ﺍﻟﺼ‪‬ﺤﺮﺍﺀ‬
‫ﻂ‬
‫– ﻛﻠﺐ ﳛﺮﺱ ﺍﳌﱰﻝ ‪ /‬ﻣﻊ ﺍﻟﺮ‪‬ﺍﻋﻲ ‪ /‬ﻣﻊ ﺍﻟﺼﻴ‪‬ﺎﺩ – ﻗ ﹼ‬
‫ﻳﺼﻄﺎﺩ ﺍﻟﻔﺌﺮﺍﻥ‪.‬‬
‫‪ -‬ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ ‪ /‬ﻣﻜﺘﻮﺑﺔ‬
‫ﺾ ‪ /‬ﳜﺪﺵ ﻃﻔﻼ – ﻛﻠﺐ ﻳ‪‬ﻠﻘﹼﺢ‬ ‫ﻂ ‪ :‬ﻳﻌ ‪‬‬‫ﻣﺸﺎﻫﺪ ﻭﺻﻮﺭ ‪ :‬ﻗ ﹼ‬
‫ﻋﻨﺪ ﺍﻟﺒﻴﻄﺮﻱ‪.‬‬

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أء س ‪2‬‬

‫‪ -‬ﻛﺒﺶ ﻳﻨﻄﺢ ﻃﻔﻼ ﺻﻐﲑﺍ‪.‬‬ ‫ﺗﻌﺮ‪‬ﻑ ﺑﻌﺾ ﺍﳌﻨﺎﻓﻊ ﺗﺎﺑﻊ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ‬
‫‪ -‬ﺩﻳﻚ ﺃﻭ ﺑﻄﹼﺔ ﺗﻨﻘﺮ ﻃﻔﻼ ﳛﺎﻭﻝ ﺍﳌﺴﻚ ‪‬ﺎ‪.‬‬
‫ﺍﻟﹼﱵ ﺗﻮﻓﹼﺮﻫﺎ ﺍﳊﻴﻮﺍﻧﺎﺕ ‪ -‬ﺍﳌﻀﺎ ‪‬ﺭ ﺍﻟﹼﱵ ﺗﻨﺠ ‪‬ﺮ ﻋﻦ ﺑﻌﻀﻬﺎ ‪ -‬ﻏﺴﻞ ﺍﻟﻴﺪﻳﻦ ﺑﻌﺪ ﺍﻟﻠﹼﻌﺐ ﻣﻊ ﺍﳊﻴﻮﺍﻥ‪.‬‬
‫‪ -‬ﲪﺎﺭ ﻳﺮﻛﻞ ﺷﺨﺼﺎ …‬
‫‪ -‬ﻃﻔﻞ ﻧﺎﺋﻢ ﻭﻗﻄﹼﺔ ﲜﺎﻧﺒﻪ ﻋﻠﻰ ﺍﻟﺴ‪‬ﺮﻳﺮ‪.‬‬ ‫ﺍﻟﱪﻳ‪‬ﺔ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ‬
‫ﺍﻷﻟﻴﻔﺔ‪.‬‬

‫ﺍﻟـــــﻮﺳــــــﻂ ﺍﻟـــــﺒـــﻴــﺌـﻲ‬
‫ﻣﻨﺘﻮﺟﺎﺕ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪ‪‬ﻳﺔ‪.‬‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟ ‪‬ﱪﻳ‪‬ﺔ‬
‫ﻣﻌﻄﻒ ﻣﻦ ﻓﺮﻭ ﺍﻟﺪ‪‬ﺏ ‪ /‬ﺍﻟﺜﹼﻌﻠﺐ‪.‬‬
‫ﺣﻘﻴﺒﺔ ﻣﻦ ﺟﻠﺪ ﺍﻟﺘ‪‬ﻤﺴﺎﺡ ‪ /‬ﺍﻟﺜﹼﻌﺒﺎﻥ ‪ /‬ﺍﻟﻨ‪‬ﻤﺮ )ﺃﻭ ﺻﻮﺭ ﳍﺎ(‬ ‫ﺑﻌﺾ ﺍﳌﻨﺎﻓﻊ ﺍﻟﹼﱵ ﺗﻮﻓﹼﺮﻫﺎ‪.‬‬
‫‪ -‬ﻣﺸﻂ ﻣﻦ ﺍﻟﻌﺎﺝ ‪ /‬ﺃﻧﻴﺎﺏ ﺍﻟﻔﻴﻞ ‪ /‬ﳊﻢ ﺍﻟﻨ‪‬ﻌﺎﻡ ‪...‬‬
‫)ﺃﻭ ﺻﻮﺭ ﳍﺎ(‪.‬‬
‫ﻭﺿﻌﻴﺎﺕ ﺷﻔﻮﻳﺔ‪.‬‬

‫‪ -‬ﺻﻮﺭ ﻭﻣﺸﺎﻫﺪ ﳐﺘﻠﻔﺔ ﲤﺜﹼﻞ ﺿﻴﻌﺔ ‪ -‬ﺣﻘﻞ – ﻏﺎﺑﺎﺕ‬ ‫ﲤﻴﻴﺰ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﻳﻐﺮﺳﻬﺎ ﺍﻹﻧﺴﺎﻥ‬
‫ﺯﻳﺘﻮﻥ ﺃﻭ ﳔﻴﻞ – ﺣﺪﺍﺋﻖ – ﺧﻀﺮ ﳐﺘﻠﻔﺔ ‪ :‬ﺑﻘﺪﻧﻮﺱ – ﺟﺰﺭ‬
‫ﺲ – ﺑﻄﺎﻃﺎ‪.‬‬‫– ﺑﺼﻞ – ﺧ ‪‬‬ ‫ﻳﻐﺮﺳﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﻧﺒﺎﺗﺎﺕ ﺗﻐﺮﺱ‬
‫‪ -‬ﺑﺬﻭﺭ ﳐﺘﻠﻔﺔ ‪ :‬ﻗﻤﺢ – ﺷﻌﲑ – ﲪﺺ – ﻓﻮﻝ – ﺫﺭﺓ ‪...‬‬
‫‪ -‬ﲦﺎﺭ ﻣﺘﻨﻮ‪‬ﻋﺔ ﺃﻭ ﺻﻮﺭ ﳍﺎ ‪ :‬ﺯﻳﺘﻮﻥ – ﺭﻣ‪‬ﺎﻥ – ﲤﺮ – ﺇﺟ‪‬ﺎﺹ‬ ‫ﻧﺒﺎﺗﺎﺕ ﺗﺰﺭﻉ‬ ‫ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﺘ‪‬ﻠﻘﺎﺋﻴ‪‬ﺔ‪.‬‬
‫– ﺧﻮﺥ – ﻟﻮﺯ ‪...‬‬
‫ﻣﻌﺠﻮﻥ ﻟﺜﻤﺎﺭ ﳐﺘﻠﻔﺔ – ﺯﻳﻮﺕ ‪...‬‬
‫‪ -‬ﺑﻌﺾ ﺍﻷﺯﻫﺎﺭ ‪ :‬ﻳﺎﲰﲔ – ﻭﺭﺩ – ﻓ ﹼﻞ ‪) ...‬ﺃﻭ ﺻﻮﺭ ﳍﺎ(‬

‫ﺻﻮﺭ ﻭﻣﺸﺎﻫﺪ ﳐﺘﻠﻔﺔ ﲤﺜﹼﻞ ﻧﺒﺎﺗﺎﺕ ﺗﻠﻘﺎﺋﻴﺔ ﰲ ‪:‬‬ ‫ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﺘ‪‬ﻠﻘﺎﺋﻴ‪‬ﺔ‬

‫ﻏﺎﺑﺎﺕ – ﺟﺒﺎﻝ – ﻋﻠﻰ ﺿﻔﺎﻑ ﺍﻷﻭﺩﻳﺔ ‪ /‬ﻏﹸﺪﺭﺍﻥ‬
‫ﺑﻌﺾ ﺍﳉﻬﺎﺕ ﺍﻟﹼﱵ ﺗﻜﺜﺮ ﻓﻴﻬﺎ‪ * .‬ﻧﺒﺎﺗﺎﺕ ﺗﻠﻘﺎﺋﻴ‪‬ﺔ ﰲ ﻏﺎﺑﺔ ‪ /‬ﺟﺒﻞ ‪:‬‬
‫ﺯﻋﺘﺮ – ﺇﻛﻠﻴﻞ – ﺷﻴﺢ – ﺣﻠﻔﺎﺀ‪.‬‬
‫* ﰲ ﺣﻘﻮﻝ ‪ :‬ﺃﻋﺸﺎﺏ ﻃﻔﻴﻠﻴ‪‬ﺔ – ﺃﻗﺤﻮﺍﻥ – ﺣﺮ‪‬ﻳﻘﺔ –‬
‫ﻗﺮ‪‬ﻳﺼﺔ‪.‬‬
‫* ﻋﻠﻰ ﺿﻔﺎﻑ ﺍﻟﻮﺍﺩﻱ ‪ :‬ﺍﻟﺴ‪‬ﻤﺎﺭ – ﻗﺼﺐ – ﺍﻟﻔﻠﻴ‪‬ﻮ –‬
‫ﺷﺠﺮﺓ ﺍﻟﺪ‪‬ﻓﻠﺔ ‪...‬‬
‫* ﺃﻭﺭﺍﻕ ﺃﺷﺠﺎﺭ ﻏﺎﺑﻴ‪‬ﺔ ﺻﻨﻮﺑﺮ – ﻓﻠﹼﲔ ‪...‬‬
‫* ﺻﻮﺭﺓ ﲤﺜﹼﻞ ﻗﻄﻊ ﺃﺷﺠﺎﺭ ﺍﻟﻐﺎﺑﺔ‪.‬‬
‫* ﺣﺼﲑ ﻣﻦ ﺍﳊﻠﻔﺎﺀ – ﺳﺪ‪‬ﺍﺩ ﻣﻦ ﺍﻟﻔﻠﹼﲔ – ﻗﻄﻌﺔ ﺧﺸﺐ‪..‬‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣـــﺎﺟـــﻴ‪‬ـــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ"‬

‫ﻓـــﺘــــﺮﺓ ﺩﻋـــﻢ ﻭﻋــــﻼﺝ‬

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 ‫‪2‬‬ ‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﺱ‬

‫ﺗﻌﺮ‪‬ﻑ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﳉﺴﻢ ‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ ﻭﺑﺮﻳ‪‬ﺔ‬

‫‪ -‬ﻭﺿﻌﻴ‪‬ﺎﺕ ﺣﻴ‪‬ﺔ ‪ :‬ﺣﺮﻛﺎﺕ ﺭﻳﺎﺿﻴ‪‬ﺔ – ﻣﺸﻲ – ﺟﺮﻱ –‬
‫ﳉﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻭﺩﻭﺭ ﺍﻹﻧﺴﺎﻥ "ﺍﻟﺮ‪‬ﺃﺱ" – "ﺍﳉﺬﻉ" ﻗﻔﺰ – ﺗﻠﻘﹼﻒ ﻛﺮﺓ‪.‬‬
‫ﺻﻮﺭ ﻟـ ‪:‬‬
‫ﺃﺟﺰﺍﺀ ﻣﻬﺮ‪‬ﺝ )ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ(‬ ‫– "ﺍﻷﻃﺮﺍﻑ"‪.‬‬ ‫ﺍﳌﻔﺎﺻﻞ‪.‬‬

‫‪ -‬ﺃﻧﺸﻄﺔ ﺭﻳﺎﺿﻴ‪‬ﺔ ﻭﺃﻟﻌﺎﺏ‬ ‫ﺍﳌﻔﺎﺻﻞ ﻭﺩﻭﺭﻫﺎ ﰲ ﺍﳊﺮﻛﺔ‬

‫ﺟــــــــﺴــﻢ ﺍﻹﻧـــــﺴــــﺎﻥ‬
‫‪ -‬ﺻﻨﻊ ﺩﻣﻰ ﻣﺘﺤﺮ‪‬ﻛﺔ‬
‫ﺺ ‪ /‬ﺃﻗﻼﻡ ﻣﻠﻮ‪‬ﻧﺔ ‪ /‬ﻣﺴﺎﻣﲑ ﺑﺎﺭﻳﺴﻴ‪‬ﺔ –‬‫)ﻭﺭﻕ ﻣﻘﻮ‪‬ﻯ ‪ /‬ﻣﻘ ‪‬‬
‫ﺧﻴﻂ ‪ (-‬ﺩﻣﻴﺔ ﻣﻦ ﻭﺭﻕ ﻣﻘﻮ‪‬ﻯ ‪ -‬ﺩﻣﻴﺔ ﻣﻦ ﺍﻟﻠﹼﺪﺍﺋﻦ – ﻣﻨﺪﻳﻞ‬
‫– ﻗﻄﻌﺔ ﺧﺸﺒﻴ‪‬ﺔ‪.‬‬

‫ﺍﻟﻮﻋﻲ ﺑﻀﺮﻭﺭﺓ ﺍﶈﺎﻓﻈﺔ ﺑﻌﺾ ﺍﳊﻮﺍﺩﺙ ﺍﻟﹼﱵ ﻳﺘﻌﺮ‪‬ﺽ ﳍﺎ ‪ -‬ﺻﻮﺭ ﲡﺴ‪‬ﻢ ﺑﻌﺾ ﺍﳊﻮﺍﺩﺙ ﺍﻟﹼﱵ ﻳﺘﻌﺮ‪‬ﺽ ﳍﺎ ﺍﻹﻧﺴﺎﻥ ‪:‬‬
‫* ﻃﻔﻞ ﻳﺘﻌﻠﹼﻖ ﲟﺆﺧﺮ‪‬ﺓ ﺷﺎﺣﻨﺔ * ﺃﻃﻔﺎﻝ ﻳﻠﻌﺒﻮﻥ ﺑﺎﻟﻌﺼ ‪‬ﻲ ‪/‬‬
‫ﻳﺘﻘﺎﺫﻓﻮﻥ ﺍﳊﺠﺎﺭﺓ * ﻃﻔﻞ ﻳﻠﻌﺐ ﺑﺎﻟﻜﺮﺓ ﰲ ﺍﻟﻄﹼﺮﻳﻖ * ﻃﻔﻞ‬ ‫ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ ‪:‬‬ ‫ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﳉﺴﻢ‬
‫ﻳﻘﻄﻊ ﺧﺸﺒﺔ ﺑﺴﻜﹼﲔ * ﻃﻔﻞ ﳝﺴﻚ ﺃﺳﻼﻛﺎ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻋﺎﺭﻳﺔ‬
‫* ﻃﻔﻞ ﻳﻠﻌﺐ ﺑﺄﻋﻮﺍﺩ ﺍﻟﻜﱪﻳﺖ * ﻃﻔﻞ ﳛﺎﻭﻝ ﺟﺬﺏ ﺇﻧﺎﺀ ﺑﻪ‬ ‫ﺃﺧﻄﺎﺭﻫﺎ‬
‫ﻣﺎﺀ ﺳﺎﺧﻦ * ﺷﺨﺺ ﻣﻌﺼﻮﺏ ﺍﻟﻴﺪ ﺃﻭ ﺍﻟﺮ‪‬ﺟﻞ ﺃﻭ ﺍﻟﺮ‪‬ﺃﺱ *‬ ‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻨﻬﺎ‬
‫ﺷﺮﻳﻂ ﻣﺼﻮ‪‬ﺭ ‪ : 1‬ﻃﻔﻞ ﻳﻘﻮﺩ ﺍﻟ ‪‬ﺪﺭ‪‬ﺍﺟﺔ ﻭﻻ ﳝﺴﻚ ﺑﺎﳌﻘﻮﺩ‬
‫‪ : 2‬ﺍﻟﻄﹼﻔﻞ ﻣﻠﻘﻰ ﻋﻠﻰ ﺍﻷﺭﺽ ﺩﺍﺳﺘﻪ ﺳﻴ‪‬ﺎﺭﺓ ‪ : 3‬ﺍﻟﻄﹼﻔﻞ‬
‫ﰲ ﺍﳌﺴﺘﺸﻔﻰ ﻭﻗﺪ ﺃﺻﻴﺐ ﺑﻜﺴﻮﺭ‪.‬‬
‫ﺻﻮﺭ ﻟـ ‪:‬‬
‫‪ -‬ﺗﻼﻣﻴﺬ ﻳﺪﺧﻠﻮﻥ ﺍﻟﻘﺴﻢ ﰲ ﻫﺪﻭﺀ – ﻃﻔﻞ ﻳﺴﲑ ﻋﻠﻰ‬
‫ﺍﻟ ‪‬ﺮﺻﻴﻒ – ﻳﻌﱪ ﺍﻟﻄﹼﺮﻳﻖ ﰲ ﺍﳌﻤ ‪‬ﺮ‬
‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ ﺃﻭ ﻣﻜﺘﻮﺑﺔ‪.‬‬

‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺣﻴ‪‬ﺔ ‪ :‬ﺗﻨﻈﻴﻒ ﺍﻷﻧﻒ ﺑﺎﳌﻨﺪﻳﻞ – ﻏﺴﻞ ﺍﻟﻴﺪﻳﻦ –‬ ‫ﻗﻮﺍﻋﺪ ﺻﺤﻴ‪‬ﺔ‬

‫ﺗﻨﻈﻴﻒ ﺍﻷﺳﻨﺎﻥ ﺑﺎﻟﻔﺮﺷﺎﺓ ﻭﺍﳌﻌﺠﻮﻥ‪.‬‬
‫ﻣﺸﺎﻫﺪ ﻭﺻﻮﺭ ‪:‬‬ ‫)ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﳉﺴﻢ(‬
‫ﻋﲔ ﺭﻣﺪﺍﺀ – ﺭﺃﺱ ﺃﻗﺮﻉ – ﻃﻔﻞ ﰲ ﻣﻐﻄﺲ ﻳﺴﺘﺤ ‪‬ﻢ –‬
‫ﻓﺮﺷﺎﺓ ﻭﻣﻌﺠﻮﻥ ﺃﺳﻨﺎﻥ ‪ -‬ﳑﺮ‪‬ﺽ ﻳﺪﺍﻭﻱ ﻃﻔﻼ ﺃﺻﻴﺐ ﲜﺮﻭﺡ‬
‫‪ -‬ﻃﻔﻞ ﳚﻠﺲ ﻗﺮﻳﺒﺎ ﻣﻦ ﺷﺎﺷﺔ ﺍﻟﺘ‪‬ﻠﻔﺎﺯ‬
‫‪ -‬ﺣﻠﻖ ﺍﻟﺸ‪‬ﻌﺮ – ﺗﻘﻠﻴﻢ ﺍﻷﻇﺎﻓﺮ‬
‫ﺻﻮﺭ ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻧﻈﺎﻓﺔ ﺍﻟﺜﻴﺎﺏ ‪ /‬ﺍﻟﺒﻴﺖ ‪ /‬ﺍﳌﺪﺭﺳﺔ ‪ /‬ﺍﳊ ‪‬ﻲ‬
‫‪ ....‬ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣــــﺎﺟـــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ"‬

‫ﻓـــﺘــــﺮﺓ ﺩﻋـــﻢ ﻭﻋــــﻼﺝ‬

‫‪19‬‬
 ‫‪2‬‬ ‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﺱ‬

‫ﻣﺸﺎﻫﺪ ﻣﺼﻮ‪‬ﺭﺓ – ﺻﻮﺭ – ﻣﺸﺨ‪‬ﺼﺎﺕ‬ ‫ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﻭﻣﻮﺍﻋﻴﺪﻫﺎ‬ ‫ﺗﻌﺮ‪‬ﻑ ﺍﻟﻮﺟﺒﺎﺕ‬

‫‪ -‬ﻃﻔﻞ ﻳﺘﻨﺎﻭﻝ ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ )ﺧﺒﺰ – ﺯﺑﺪﺓ – ﻣﻌﺠﻮﻥ –‬
‫ﺣﻠﻴﺐ – ﻗﻬﻮﺓ(‪.‬‬ ‫ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﻭﺗﻮﺯﻳﻊ ﺃﻭﻗﺎ‪‬ﺎ‬
‫‪ -‬ﻋﺎﺋﻠﺔ ﺣﻮﻝ ﺍﳌﺎﺋﺪﺓ )ﻛﺴﻜﺲ – ﺳﻠﻄﺔ – ﻏﻼﻝ – ﻣﺎﺀ‬
‫– ﺧﺒﺰ(‪.‬‬ ‫ﰲ ﺍﻟﻴﻮﻡ‪.‬‬
‫‪ -‬ﻭﺟﺒﺔ ﻏﺬﺍﺋﻴﺔ ﰲ ﺍﻟﻌﺸﺎﺀ‪.‬‬
‫ﻣﺼﺒﺎﺡ ﻣﻨﲑ – ﻫﻼﻝ ﻭﳒﻮﻡ – ﺳﺎﻋﺔ – ﺻﻮﺭﺓ ﴰﺲ‪.‬‬
‫‪ -‬ﻃﻔﻞ ﻳﺘﻨﺎﻭﻝ ‪‬ﺔ‪.‬‬

‫ﻭﺿﻌﻴ‪‬ﺔ ﻣﻜﺘﻮﺑﺔ ‪ /‬ﺷﻔﻮﻳ‪‬ﺔ‬ ‫ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻮﺟﺒﺔ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ‪.‬‬

‫‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ ﻷﻏﺬﻳﺔ ﻣﺘﻨﻮ‪‬ﻋﺔ‬

‫ﺍﻟﹼـــــﺘ‪‬ــــﻐــــﺬﻳـــــــــﺔ‬
‫‪ -‬ﻣﻄﺒﻮﻋﺎﺕ ‪‬ﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻏﺬﻳﺔ ﺃﻭ ﺻﻮﺭ ﳍﺎ‪.‬‬
‫ﻣﺜﺎﻝ )ﺯﻳﺖ ‪ +‬ﳊﻢ ‪ +‬ﲪﺺ ‪ +‬ﺑﺼﻞ ‪ +‬ﻃﻤﺎﻃﻢ ‪ +‬ﺟﺰﺭ‬
‫‪ +‬ﲰﻦ ‪ +‬ﻓﻠﻔﻞ( ﻹﻋﺪﺍﺩ ‪ ...‬ﻛﺴﻜﺲ‬

‫‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ – ﻭﺑﺮﻳ‪‬ﺔ ‪ -‬ﻣﺄﻛﻮﻻﺕ‬ ‫ﺗﻌﺮ‪‬ﻑ ﻣﺼﺎﺩﺭ ﺍﻷﻏﺬﻳﺔ ﻣﺼﺎﺩﺭ ﺍﻷﻏﺬﻳﺔ ﺍﳌﻜﻮ‪‬ﻧﺔ‬

‫‪ -‬ﻭﺿﻌﻴ‪‬ﺔ ﺷﻔﻮﻳ‪‬ﺔ‪ .‬ﺟﺪﺍﻭﻝ‬
‫* ﺻﻮﺭ ﻷﻏﺬﻳﺔ ﻣﺘﻨﻮ‪‬ﻋﺔ ‪:‬‬ ‫ﻟﻠﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ‪.‬‬
‫‪ -‬ﺣﻴﻮﺍﻧﻴ‪‬ﺔ ‪ :‬ﳊﻢ – ﻳﺎﻏﻮﺭﺕ – ﲰﻚ – ﺑﻴﺾ – ﺟﱭ –‬
‫ﻋﺴﻞ – ﺣﻠﻴﺐ‪.‬‬
‫‪ -‬ﻧﺒﺎﺗﻴ‪‬ﺔ ‪ :‬ﺟﺰﺭ – ﺧﺒﺰ – ﻏﻼﻝ – ﻛﺴﻜﺴﻲ ‪ -‬ﲪﺺ‬

‫‪ -‬ﳏﻔﻮﻇﺔ ‪ :‬ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ )ﺩﻟﻴﻞ ﺍﳌﻌﻠﹼﻢ ﰲ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ‬ ‫ﻗﻮﺍﻋﺪ ﺻﺤﻴ‪‬ﺔ ‪:‬‬

‫ﺍﻟﺼﺤﻴ‪‬ﺔ(‬
‫‪ -‬ﻭﺿﻌﻴ‪‬ﺔ ﺷﻔﻮﻳ‪‬ﺔ ‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ‬ ‫ﺃﳘﻴ‪‬ﺔ ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ‬
‫ﺻﻮﺭ ‪ :‬ﴰﺲ ﻣﺸﺮﻗﺔ – ﻟﹼﻴﻞ – ﻫﻼﻝ – ﳒﻮﻡ – ﺳﺎﻋﺔ –‬
‫ﺷﺨﺺ ﻳﺘﻨﺎﻭﻝ ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ‪.‬‬ ‫ﺍﺣﺘﺮﺍﻡ ﻣﻮﺍﻋﻴﺪ ﺍﻷﻛﻞ‬
‫ﻃﻔﻞ ﻫﺰﻳﻞ ‪ /‬ﻃﻔﻞ ﺑﺪﻳﻦ ‪ /‬ﻃﻔﻞ ﰲ ﺻﺤ‪‬ﺔ ﺟﻴ‪‬ﺪﺓ‬
‫‪ -‬ﺻﻮﺭﺓ ﻟﺘﻠﻤﻴﺬ ﻧﺸﻴﻂ ﰲ ﺍﻟﻘﺴﻢ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﻃﻔﻞ ﺁﺧﺮ‬
‫ﻏﲑ ﻧﺸﻴﻂ‪.‬‬

‫ﻣﺸﺨ‪‬ﺼﺎﺕ ‪ :‬ﺍﻟﺸ‪‬ﺮﻭﻕ – ﺍﻟﹼﻠّﻴﻞ – ﻫﻼﻝ – ﳒﻮﻡ‬ ‫ﻗﻮﺍﻋﺪ ﺻﺤﻴ‪‬ﺔ ‪:‬‬

‫‪ -‬ﻣﺸﻬﺪ ﻃﻔﻞ ﻳﺸﺘﺮﻱ ‪‬ﺔ ﻣﻦ ﺑﺎﺋﻊ ﻣﺘﺠﻮ‪‬ﻝ‬
‫‪ -‬ﻃﻔﻞ ﳛﻔﻆ ﺍﻷﻏﺬﻳﺔ ﰲ ﺍﻟﺜﻼﹼﺟﺔ‬ ‫ﺣﻔﻆ ﺍﻷﻃﻌﻤﺔ‬
‫ﺵ‬
‫‪ -‬ﻃﻔﻞ ﻳﺴﻘﻲ ﺃﺯﻫﺎﺭ ﺍﳊﺪﻳﻘﺔ ﺑﺎﳌﺮ ‪‬‬
‫‪ -‬ﻃﻔﻞ ﻳﺴﺘﺤ ‪‬ﻢ ﰲ ﺍﳌﻐﻄﺲ‬ ‫ﺃﳘﻴ‪‬ﺔ ﺍﳌﺎﺀ ﺍﻟﺼ‪‬ﺎﱀ ﻟﻠﺸ‪‬ﺮﺍﺏ‬
‫‪ -‬ﺃ ‪‬ﻡ ﺗﻐﺴﻞ ﺍﻟﺜﹼﻴﺎﺏ‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺍﻟﻄﹼﻌﺎﻡ‬

‫ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ )ﻣﻌﺰﺍﺓ – ﺑﻘﺮﺓ – ﺧﺮﻭﻑ – ﲨﻞ –‬ ‫ﺗﻌﺮ‪‬ﻑ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ‬
‫ﻂ ‪ +‬ﻓﺄﺭ – ﺩﺟﺎﺟﺔ(‬ ‫ﺃﺭﻧﺐ – ﻗ ﹼ‬
‫ﺗﻌﺮ‪‬ﻑ ﺍﻷﻋﻀﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﻣﺸﺎﻫﺪ ‪ :‬ﺃﺭﻧﺐ ﻳﻘﻀﻢ ﺍﳉﺰﺭ ﺑﻘﻮﺍﻃﻌﻪ‬ ‫ﺍﻷﻏﺬﻳﺔ ﻣﻦ ﻗﺒﻞ‬
‫‪ -‬ﺩﺟﺎﺟﺔ ﺗﻠﺘﻘﻂ ﺍﻟﺪ‪‬ﻳﺪﺍﻥ ﲟﻨﻘﺎﺭﻫﺎ‬
‫ﺣﻴﻮﺍﻧﺎﺕ ﰲ ﺃﻭﺳﺎﻃﻬﺎ ﺗﻨﺎﻭﻝ ﺍﻟﻐﺬﺍﺀ ﻣﻦ ﻗﺒﻞ ﺣﻴﻮﺍﻧﺎﺕ ‪ -‬ﺧﺮﻭﻑ ﻳﺴﺘﺨﺪﻡ ﻗﻮﺍﻃﻌﻪ ﻋﻨﺪ ﺃﻛﻞ ﺍﻟﻌﺸﺐ‬
‫‪ -‬ﺿﻔﺪﻋﺔ ﺗﺴﺘﺨﺪﻡ ﺍﻟﻠﹼﺴﺎﻥ ﰲ ﺍﻟﺘﻘﺎﻁ ﺍﳊﺸﺮﺍﺕ‬ ‫ﳐﺘﻠﻔﺔ‬ ‫ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ‪.‬‬
‫‪ -‬ﻓﻴﻞ ﻳﺴﺘﻌﻤﻞ ﺍﳋﺮﻃﻮﻡ ﻷﻛﻞ ﺍﻟﻌﺸﺐ ﹼﰒ ﻗﻄﻌﻪ‬
‫ﻂ ﻳﻔﺘﺮﺱ ﻓﺄﺭﺍ‪.‬‬
‫"ﺍﻷﺳﻨﺎﻥ‪ -‬ﺍﳋﺮﻃﻮﻡ – ﺍﳌﻨﻘﺎﺭ" ‪ -‬ﻗ ﹼ‬
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 ‫‪2‬‬ ‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﺱ‬

‫‪ -‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﳚﻠﺒﻬﺎ ﺍﻷﻃﻔﺎﻝ‪.‬‬ ‫ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ‪:‬‬

‫ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‬
‫ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ ﺃﻭ ﻣﻜﺘﻮﺑﺔ‪.‬‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ‪.‬‬

‫ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬ ‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣــــﺎﺟــﻴ‪‬ــﺔ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‬

‫ﻓـــﺘــــﺮﺓ ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬

‫ﻭﺿﻌﻴ‪‬ﺔ ﺷﻔﻮﻳ‪‬ﺔ ‪ /‬ﻣﻜﺘﻮﺑﺔ‬ ‫ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ﰲ ﺍﻟ ‪‬ﱪ‬

‫‪ -‬ﺻﻮﺭﺓ ﺣﺼﺎﻥ ﳝﺸﻲ ‪ /‬ﻳﻌﺪﻭ ‪ /‬ﻳﻘﻔﺰ‬ ‫ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬

‫ﺍﻟــــﺘ‪‬ـــــــﻨــــــﻘﹼــــــــــﻞ‬
‫‪ -‬ﺃﺭﻧﺐ ‪ :‬ﺭﺳﻢ ﻟﻠﻘﺎﺋﻤﺘﲔ ﺍﳋﻠﻔﻴ‪‬ﺘﲔ‬ ‫‪ -‬ﺍﳌﺸﻲ ﻭﺍﻟﻌﺪﻭ ﻭﺍﻟﻘﻔﺰ‬
‫‪ -‬ﺻﻮﺭ ﻟﻘﻮﺍﺋﻢ ﳐﺘﻠﻔﺔ ‪‬ﺎ ‪:‬‬ ‫ﻛﻴﻔﻴ‪‬ﺔ ﺍﻟﺘﻨﻘﹼﻞ‬
‫ﺣﻮﺍﻓﺮ – ﺃﻇﻼﻑ – ﳐﺎﻟﺐ – ﺃﺧﻔﺎﻑ‬ ‫ﺑﺎﻟﻘﻮﺍﺋﻢ‪.‬‬
‫‪ -‬ﺣﻴﻮﺍﻧﺎﺕ ﳍﺎ ﺃﻇﻼﻑ ‪ :‬ﺧﺮﻭﻑ – ﺑﻘﺮﺓ – ﻣﻌﺰﺍﺓ ‪...‬‬ ‫ﻭﺍﻷﻋﻀﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ‬
‫‪ -‬ﳍﺎ ﺣﻮﺍﻓﺮ ‪ :‬ﲪﺎﺭ – ﺣﺼﺎﻥ ‪...‬‬ ‫ﰲ ﺫﻟﻚ‪.‬‬
‫‪ -‬ﳍﺎ ﺃﺧﻔﺎﻑ ‪ :‬ﲨﻞ ‪...‬‬
‫ﻂ – ﻓﻬﺪ ‪...‬‬‫‪ -‬ﳍﺎ ﳐﺎﻟﺐ ‪ :‬ﻛﻠﺐ – ﻗ ﹼ‬
‫‪ -‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺗﻘﻔﺰ ‪ :‬ﺃﺭﻧﺐ – ﻗﺮﺩ – ﻛﻨﻐﺮ –‬
‫ﺿﻔﺪﻉ‪...‬‬
‫‪ -‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺗﻌﺪﻭ ‪ :‬ﺣﺼﺎﻥ – ﻏﺰﺍﻝ – ﻓﻬﺪ – ﳕﺮ‬
‫– ﺃﺳﺪ ‪...‬‬

‫ﺐ‬
‫ﲪﺎﻣﺔ ﺣﻘﻴﻘﻴ‪‬ﺔ ﻣﻘﻴ‪‬ﺪﺓ ﲞﻴﻂ ‪ /‬ﺣ ‪‬‬ ‫ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ﰲ ﺍﳍﻮﺍﺀ‬
‫‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ ﻟﻄﻴﻮﺭ ﻣﻊ ﻋﻨﺎﺻﺮ ﺩﺧﻴﻠﺔ ‪ :‬ﺑﻠﺒﻞ ‪ -‬ﺣﺴ‪‬ﻮﻥ‬
‫– ﻧﺴﺮ – ﻟﻘﻠﻖ – ﺧﻄﹼﺎﻑ ‪...‬‬ ‫ﺍﻟﻄﹼﲑﺍﻥ ﺑﺎﻷﺟﻨﺤﺔ‬
‫ﺻﻮﺭ ﻟﺒﻌﺾ ﺍﻷﺟﻨﺤﺔ ‪...‬‬
‫ﻭﺿﻌﻴ‪‬ﺔ ﺷﻔﻮﻳ‪‬ﺔ ‪...‬‬

‫ﻱ‬
‫‪ -‬ﲰﻜﺔ ﰲ ﺇﻧﺎﺀ ﺑﻠﹼﻮﺭ ‪‬‬ ‫ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ﰲ ﺍﳌﺎﺀ‬
‫‪ -‬ﺻﻮﺭﺓ ﲰﻜﺔ ﻣﻜﺒ‪‬ﺮﺓ‬ ‫ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ﺑﺎﻟﺰ‪‬ﻋﺎﻧﻒ‬
‫‪ -‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺗﺴﺒﺢ ‪ :‬ﲰﻚ – ﺣﻮﺕ ‪ -‬ﺩﻟﻔﲔ ‪...‬‬
‫ﺺ–‬‫‪ -‬ﺻﻮﺭ ﻷﺟﺰﺍﺀ ﲰﻜﺔ ‪ :‬ﺍﳉﺴﻢ ‪ /‬ﺍﻟﺰ‪‬ﻋﺎﻧﻒ ‪ /‬ﻣﻘ ‪‬‬
‫ﻟﺼﺎﻕ – ﻭﺿﻌﻴ‪‬ﺔ ﻣﻜﺘﻮﺑﺔ‪.‬‬

‫‪ -‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﳐﺘﻠﻔﺔ ﳚﻠﺒﻬﺎ ﺍﻷﻃﻔﺎﻝ – ﺟﺪﺍﻭﻝ –‬ ‫ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ‬

‫ﻻﻓﺘﺎﺕ ﺣﻴﻮﺍﻧﺎﺕ ﺗﻄﲑ – ﺗﻘﻔﺰ – ﺗﻌﺪﻭ – ﺗﺴﺒﺢ‬ ‫ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ‬
‫ﺑﺎﻟﺰ‪‬ﻋﺎﻧﻒ‪.‬‬ ‫ﻛﻴﻔﻴ‪‬ﺔ ﺗﻨﻘﹼﻠﻬﺎ‬

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 ‫‪2‬‬ ‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﺱ‬

‫‪-‬ﻭﺿﻌﻴ‪‬ﺎﺕ ﻣﻜﺘﻮﺑﺔ ﺃﻭ ﺷﻔﻮﻳ‪‬ﺔ‬ ‫ﺍﻟ‪‬ﺘﻘﹼﻞ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‪.‬‬

‫ﺍﻟﺘ‪‬ﻨـﻘﹼﻞ‬
‫‪ -‬ﲡﺴﻴﻢ ﺣﺮﻛﺎﺕ ﺭﻳﺎﺿﻴ‪‬ﺔ ﰲ ﺍﻟﺴ‪‬ﺎﺣﺔ – ﺗﻘﻠﻴﺪ ﳕﻂ ﺗﻨﻘﹼﻞ‬ ‫ﺍﻟﻘﻔﺰ ﻭﺍﻟﻌﺪﻭ ﻭﺍﳌﺸﻲ‬
‫ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ– ﺣﺒﻞ‪.‬‬
‫‪ -‬ﺻﻮﺭﺓ ﻟﻠﻘﺪﻡ ﰲ ﺣﺎﻟﺔ ﻣﺸﻲ ‪ /‬ﻋﺪﻭ‪.‬‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣــــﺎﺟــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ"‬

‫ﻓـــﺘــــﺮﺓ ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬

‫ﺍﺳﺘﻐﻼﻝ ﺻﻮﺭ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﹼﱵ ﲨﻌﻬﺎ ﺍﻵﻃﻔﺎﻝ ﻗﺼﺪ ﺗﺼﻨﻴﻔﻬﺎ‬

‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ﰲ ﺍﳍﻮﺍﺀ ﺣﺴﺐ ﺍﻟﻮﺳﻂ ﺍﻟﹼﺬﻱ ﺗﺘﻨﻔﹼﺲ ﻓﻴﻪ‪.‬‬ ‫ﺗﻌﺮ‪‬ﻑ ﺍﻷﻭﺳﺎﻁ ﺍﻟﹼﱵ‬
‫‪ -‬ﲰﻜﺔ ﰲ ﺇﻧﺎﺀ ﺑﻠﹼﻮﺭﻱ ‪ /‬ﲰﻜﺔ ﻣﻴ‪‬ﺘﺔ ﰲ ﺻﺤﻦ‬ ‫ﻭﺍﳌﺎﺀ‪.‬‬ ‫ﻳﺘﻨﻔﹼﺲ ﻓﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ‬
‫‪ -‬ﺻﻮﺭﺓ ﺿﻔﺪﻋﺔ ﰲ ﺍﻟ ‪‬ﱪ ‪ /‬ﰲ ﺍﳌﺎﺀ‬

‫ﺍﻟـــــﺘ‪‬ـــــﻨـــــــﻔﹼــــــــﺲ‬
‫‪ -‬ﺻﻮﺭﺓ ﻓﺄﺭ ﲢﺖ ﺇﻧﺎﺀ ﺑﻠﹼﻮﺭﻱ‬ ‫ﻭﺍﳊﻴﻮﺍﻥ‪.‬‬
‫‪ -‬ﻣﺸﻬﺪ ﺻﻴﺪ ﺍﻟﺴ‪‬ﻤﻚ )ﲰﻜﺔ ﻋﺎﻟﻘﺔ ﺑﺎﻟﺼ‪‬ﻨﺎﺭﺓ(‬
‫‪ -‬ﺻﻮﺭﺓ ﻛﻠﺐ ﰲ ﺍﳌﺎﺀ ﺭﺃﺳﻪ ﺇﱃ ﺃﻋﻠﻰ‬
‫‪ -‬ﻋﺼﻔﻮﺭ ﰲ ﻗﻔﺺ – ﻗﻄﹼﺔ ‪ /‬ﻛﻠﺐ‬

‫‪ -‬ﺣﺮﻛﺎﺕ ﺭﻳﺎﺿﻴ‪‬ﺔ ﰲ ﺍﻟﺴ‪‬ﺎﺣﺔ‬ ‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺗﻌﺮ‪‬ﻑ ﺍﳊﺎﻻﺕ ﺍﻟﹼﱵ‬

‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﻧﻔﹼﺎﺧﺔ ﳌﻼﺣﻈﺔ ﺍﻟﺸ‪‬ﻬﻴﻖ ‪ -‬ﺍﻟﺰ‪‬ﻓﲑ‬
‫‪ -‬ﻣﺘﺮ ﺷﺮﻳﻄﻲ )ﻗﻴﺲ ﳏﻴﻂ ﺍﻟﺼ‪‬ﺪﺭ(‬ ‫ﺣﺮﻛﺎﺕ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‬ ‫ﺗﺘﻌﻄﹼﻞ ﻓﻴﻬﺎ ﻋﻤﻠﻴ‪‬ﺔ‬
‫‪ -‬ﺻﻮﺭﺓ ﻟﺮﺍﺋﺪ ﻓﻀﺎﺀ ‪ -‬ﻏﻮ‪‬ﺍﺹ‬
‫ﺍﻟﺘ‪‬ﺪﺭ‪‬ﺏ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﺍﻟﻌﻤﻴﻖ ‪ -‬ﺻﻮﺭﺓ ﺇﻧﺴﺎﻥ ﰲ ﺣﺎﻟﱵ ‪ /‬ﺍﻟﺸ‪‬ﻬﻴﻖ ﻭﺍﻟﺰ‪‬ﻓﲑ )ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ(‬ ‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪.‬‬

‫ﺻﻮﺭ ‪ :‬ﺣﺪﻳﻘﺔ ﻋﻤﻮﻣﻴ‪‬ﺔ ﻭﺳﻂ ﻣﺪﻳﻨﺔ – ﻣﻨﺎﻃﻖ ﺭﻳﻔﻴ‪‬ﺔ ‪ /‬ﺟﺒﻠﻴ‪‬ﺔ‬ ‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‬
‫‪ -‬ﻣﺸﺎﻫﺪ ‪ :‬ﻃﻔﻞ ﻳﻔﺘﺢ ﻧﻮﺍﻓﺬ ﺍﻟﻐﺮﻓﺔ‬
‫‪ -‬ﻋﺎﺋﻠﺔ ﰲ ﻏﺮﻓﺔ ﻣﻐﻠﻘﺔ ‪‬ﺎ ﻛﺎﻧﻮﻥ‬ ‫ﺍﻻﺧﺘﻨﺎﻕ – ﺍﻟﺰ‪‬ﻛﺎﻡ ‪...‬‬
‫‪ -‬ﺗﻌﺎﻃﻲ ﺍﻟﺮ‪‬ﻳﺎﺿﺔ ﺍﻟﺒﺪﻧﻴ‪‬ﺔ ﰲ ﺍﳍﻮﺍﺀ ﺍﻟﻄﹼﻠﻖ‬
‫‪ -‬ﺻﻮﺭﺓ ﳌﺪﺧﻨﺔ ﻣﻌﻤﻞ ﺃﻭ ﻣﺼﻨﻊ ﺃﻭ ﺩﺧﺎﻥ ﺳﻴ‪‬ﺎﺭﺍﺕ‪.‬‬ ‫ﻗﻮﺍﻋﺪ ﺻﺤ‪‬ﻴﺔ‬
‫‪ -‬ﺻﻮﺭﺓ ﻟﻄﻔﻞ ﻧﺎﺋﻢ ﰲ ﻏﺮﻓﺘﻪ ﻣﺪﻓﺄﺓ‪.‬‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣــــﺎﺟــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﺘ‪‬ﻨﻔﹼﺲ"‬

‫ﻓـــﺘــــﺮﺓ ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬

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 ‫‪2‬‬ ‫ﻓﻴﺰﻳﺎﺀ ﺱ‬

‫ﺍﳌﺨﻄﹼﻂ ﺍﻟﺴ‪‬ﻨﻮﻱ‬
‫ﻓﻴﺰﻳﺎﺀ‬
‫ﻟﻠﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ‬ ‫ﺍﶈﻮﺭ‬

‫ﺗﻘﻴﻴﻢ ﺗﺸﺨﻴﺼﻲ ‪ :‬ﺍﻟﻔﻀﺎﺀ – ﺍﻟﺰ‪‬ﻣﻦ – ﺍﳌﺎﺩ‪‬ﺓ ‪ -‬ﺍﻟﻄﹼﺎﻗﺔ‪.‬‬

‫ﻓــﺘــﺮﺓ ﺩﻋــﻢ ﻭﻋــﻼﺝ‬

‫ﻭﺻﻒ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳﺔ ﺍﻟﺘ‪‬ﻐﻴﲑ ﺍﻟﻈﹼﺎﻫﺮﻱ ﻷﺑﻌﺎﺩ ﺟﺴﻢ‪ .‬ﺃﺟﺴﺎﻡ ﺻﻐﲑﺓ ‪ :‬ﳑﺤﺎﺓ – ﻗﺎﺭﻭﺭﺓ – ﻣﺴﻤﺎﺭ – ﻋﻠﺒﺔ‬
‫ﳉﺴﻢ ﻳﻮﺿﻊ ﻋﻠﻰ "ﺍﳉﺴﻢ ﺍﻟﺒﻌﻴﺪ ﻳﻈﻬﺮ ﺻﻐﲑﺍ" ﺻﻐﲑﺓ‪.‬‬
‫ﻣﺴﺎﻓﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ "ﺍﳉﺴﻢ ﺍﻟﻘﺮﻳﺐ ﻳﻈﻬﺮ ﻛﺒﲑﺍ" ﺻﻮﺭﺓ ﻟﻄﻔﻞ ﻳﻠﻌﺐ ﺑﺎﻟﻜﺠ‪‬ﺎﺕ ‪ /‬ﺑﺎﻟﻜﺮﺍﺕ‬
‫ﻣﻨﺎﺯﻝ ﻣﺘﺒﺎﻋﺪﺓ – ﺃﺷﺠﺎﺭ ﻋﻠﻰ ﺣﺎﻓﺔ ﺍﻟﻄﹼﺮﻳﻖ‪.‬‬ ‫ﻣﺸﺎﻫﺪ‪.‬‬

‫ﺍﻟــــــــــﻔـــــــــﻀـــــــــﺎﺀ‬
‫ﺃﺟﺴﺎﻡ ﻣﺘﻤﺎﺛﻠﺔ ‪ :‬ﻗﻮﺍﺭﻳﺮ – ﻋﻠﺐ ‪...‬‬ ‫ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﹼﱵ ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺑﺎﻻﻋﺘﻤﺎﺩ‬
‫‪ -‬ﺃﺷﺠﺎﺭ ﻋﻠﻰ ﺣﺎﻓﹼﺔ ﺍﻟﻄﹼﺮﻳﻖ‬ ‫ﺗﻔﺼﻞ ﻣﺸﺎﻫﺪﺍ ﻋﻦ ﺃﺟﺴﺎﻡ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ‪.‬‬
‫ﳐﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ‪" -‬ﺍﳉﺴﻢ ﺍﻷﺑﻌﺪ ﻳﻈﻬﺮ ﺃﺻﻐﺮ ‪ -‬ﻣﺸﻬﺪ ﻃﺒﻴﻌﻲ ‪ :‬ﻣﺮﺍﻛﺐ ﰲ ﺍﻟﺒﺤﺮ – ﻃﻴﻮﺭ ﰲ‬
‫ﺍﻟﻔﻀﺎﺀ – ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻈﻼﹼﺕ – ﺳﺒﺎﻕ ﺳﻴ‪‬ﺎﺭﺍﺕ –‬ ‫ﻣﻦ ﺍﳉﺴﻢ ﺍﻷﻗﺮﺏ"‬ ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ‪.‬‬
‫‪" -‬ﺍﳉﺴﻢ ﺍﻷﻗﺮﺏ ﻳﻈﻬﺮ ﺃﻛﱪ ﺳﺒﺎﻕ ﺩﺭ‪‬ﺍﺟﺎﺕ – ﺃﻋﻤﺪﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ – ﺧﺮﻓﺎﻥ ﰲ‬
‫ﺍﳌﺮﻋﻰ – ﺃﻋﻼﻡ ﻋﻠﻰ ﺣﺎﻓﹼﺔ ﺍﻟﻄﹼﺮﻳﻖ ‪...‬‬ ‫ﻣﻦ ﺍﳉﺴﻢ ﺍﻷﺑﻌﺪ"‬
‫‪ -‬ﺳﺒﺎﻕ ﺍﻟﻌﺪﻭ‬
‫ﻭﺑﺮﻳ‪‬ﺔ – ﻣﺸﺨ‪‬ﺼﺎﺕ – ﺻﻮﺭ – ﻣﺸﻬﺪ ﻃﺒﻴﻌﻲ –‬ ‫ﺗﻌﻴﲔ ﻣﻮﺍﻗﻊ ﺍﻷﺟﺴﺎﻡ ﰲ ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺑﺎﻻﻋﺘﻤﺎﺩ‬
‫ﺍﻟﻔﻀﺎﺀ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺗﻐﻄﻴﺔ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻐﻄﻴﺔ‪) .‬ﻭﺿﻊ ﺟﺴﻤﲔ ﺃﺛﺎﺙ ﺍﻟﻘﺴﻢ‪.‬‬
‫ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﺴ‪‬ﺎﺣﺔ )ﺃﻗﺴﺎﻡ ‪ /‬ﺃﺷﺠﺎﺭ ‪ /‬ﺳﺎﺣﺔ ﺍﻟﻌﻠﻢ ‪/‬‬ ‫ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ ﺇﺫﺍ ﻭﺿﻌﺖ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ(‬
‫‪(...‬‬ ‫ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬

‫ﺃﺩﻭﺍﺕ ﻣﺪﺭﺳﻴ‪‬ﺔ – ﻣﺸﺨ‪‬ﺼﺎﺕ ‪ :‬ﺣﻴﻮﺍﻧﺎﺕ – ﺃﺷﺠﺎﺭ‬
‫– ﺳﻴ‪‬ﺎﺭﺓ ﰲ ﺍﻟﻄﹼﺮﻳﻖ – ﺃﺛﺎﺙ ﺍﳌﱰﻝ – ﺃﺷﺨﺎﺹ –‬
‫ﻣﺸﺎﻫﺪ ﻃﺒﻴﻌﻴ‪‬ﺔ‪.‬‬
‫ﻭﺿﻌﻴ‪‬ﺔ ﻣﻜﺘﻮﺑﺔ‪.‬‬
‫)ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ(‬
‫ﺗﻌﻴﲔ ﺟﺴﻢ ﻣﻦ ﺟﺴﻤﲔ ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺑﺎﻋﺘﻤﺎﺩ‬
‫ﻳﻐﻄﹼﻲ ﺍﻟﺜﹼﺎﱐ ﻛﻠﻴ‪‬ﺎ ﺃﻭ ﺟﺰﺋﻴ‪‬ﺎ ﺍﻟﺘ‪‬ﻐﻄﻴﺔ‪.‬‬
‫ﺇﺫﺍ ﻭﺿﻌﺎ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﺗﻐﻄﻴﺔ ﺟﺰﺋﻴ‪‬ﺔ ‪ /‬ﺗﻐﻄﻴﺔ ﻛﻠﻴ‪‬ﺔ‬
‫ﻭﺍﺣﺪﺓ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﻣﺸﺎﻫﺪ‬
‫ﺣﺴﺐ ﻣﺴﺎﻓﺘﲔ ﳐﺘﻠﻔﺘﲔ‪.‬‬

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‫‪ -‬ﺟﺴﻢ ﻗﺮﻳﺐ ‪ :‬ﺍﳌﺴﺎﻓﺔ ﺍﻟﹼﱵ ﺃﻣﺜﻠﺔ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﻘﺴﻢ ﺃﻭ ﺍﳌﺪﺭﺳﺔ‬ ‫‪ -‬ﺗﻘﺪﻳﺮ ﺍﳌﺴﺎﻓﺔ‬
‫ﻣﺸﺨ‪‬ﺼﺎﺕ ‪ :‬ﻣﺘﻌﻠﹼﻢ – ﻣﺴﺎﻓﺮ‪.‬‬ ‫ﺗﻔﺼﻠﻪ ﻋﻦ ﺍﻟﻨ‪‬ﺎﻇﺮ ﻗﺼﲑﺓ‪.‬‬ ‫ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻣﺸﺎﻫﺪ‬
‫‪ -‬ﺟﺴﻢ ﺑﻌﻴﺪ ‪ :‬ﺍﳌﺴﺎﻓﺔ ﺍﻟﹼﱵ ﻭﺳﺎﺋﻞ ﻧﻘﻞ ﳐﺘﻠﻔﺔ …‬ ‫ﻭﺟﺴﻢ ﻣﺎ‪.‬‬
‫‪ -‬ﻣﺸﺎﻫﺪ ﻷﻣﺎﻛﻦ ﳐﺘﻠﻔﺔ ‪ :‬ﻣﺪﺭﺳﺔ ‪ /‬ﻣﻠﻌﺐ ‪ /‬ﺣﻘﻞ ‪ /‬ﲪ‪‬ﺎﻡ‬ ‫ﺗﻔﺼﻠﻪ ﻋﻦ ﺍﻟﻨ‪‬ﺎﻇﺮ ﻃﻮﻳﻠﺔ‪.‬‬
‫‪ -‬ﺍﺳﺘﻨﺘﺎﺝ ﺃ ﹼﻥ ﺑﻌﺪ‬

‫ﺍﻟــــــــــﻔـــــــــﻀـــــــــﺎﺀ‬
‫‪ /‬ﳏﻄﹼﺔ ‪ /‬ﺳﻮﻕ ‪ /‬ﺻﻴﺪﻟﻴ‪‬ﺔ ‪ /‬ﻣﻜﺘﺒﺔ ‪ /‬ﺷﺎﻃﺊ …‬ ‫ﺍﻷﺟﺴﺎﻡ ﺃﻭ ﻗﺮ‪‬ﺎ ﻣﻦ‬
‫ﻣﺸﺎﻫﺪ ﺑﺎﻋﺘﻤﺎﺩ ﻧﺴﺒﺔ‬
‫‪ -‬ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ ‪ /‬ﻣﻜﺘﻮﺑﺔ‬ ‫ﺍﻟﺘ‪‬ﻐﻄﻴﺔ ﻣﺮﺗﺒﻂ ﺑﻄﻮﻝ‬
‫ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﻤﺎ ﺃﻭ‬
‫ﻗﺼﺮﻫﺎ‪.‬‬
‫ﺧﻴﻂ – ﺷﺮﻳﻂ – ﺧﺸﺒﺔ – ﻣﺴﻄﺮﺓ – ﻣﺸﺨ‪‬ﺼﺎﺕ ‪ :‬ﻗﻤﺎﺵ‬ ‫ﻭﺣﺪﺓ ﻗﻴﺲ ﺍﻷﻃﻮﺍﻝ‬ ‫‪ -‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻮﺣﺪﺓ‬
‫– ﺧﺰﺍﻧﺔ – ﺑﻨﺎﻳﺎﺕ – ﺑﻌﺾ ﺍﻟﺴ‪‬ﻮﺍﺋﻞ ﰲ ﻛﺄﺱ ‪ /‬ﻗﺎﺭﻭﺭﺓ‬ ‫"ﺍﳌﺘﺮ"‬ ‫ﺍﳌﻼﺋﻤﺔ ﻟﻘﻴﺲ ﺍﻷﻃﻮﺍﻝ‬
‫ﺻﻮﺭ ﳊﺮﻓﻴ‪‬ﲔ ‪ :‬ﺑﻨ‪‬ﺎﺀ – ﺧﻴ‪‬ﺎﻁ – ﳒﹼﺎﺭ – ﺑﺎﺋﻊ ﻗﻤﺎﺵ‪.‬‬

‫ﱯ – ﺍﻟﺸ‪‬ﺮﻳﻄﻲ ‪ -‬ﺍﳌﻄﻮﻱ‬
‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺘﺮ "ﺍﳌﺘﺮ ‪ -‬ﺃﻧﻮﺍﻉ ﺍﳌﺘﺮ ‪ :‬ﺍﳊﺪﻳﺪﻱ – ﺍﳋﺸ ‪‬‬
‫ﻫﻮ ﺍﻟﻮﺣﺪﺓ ﺍﳌﺘ‪‬ﻔﻖ ﻋﻠﻴﻬﺎ ﻋﺎﳌﻴﹼﺎ ﺃﺛﺎﺙ ﺍﻟﻘﺴﻢ – ﺳﺎﺣﺔ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫ﻟﻘﻴﺲ ﺍﻷﻃﻮﺍﻝ ﻭﺍﳌﺴﺎﻓﺎﺕ"‬
‫‪ -‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻮﺣﺪﺓ‬
‫ﺃﻭﺍﻥ ﳐﺘﻠﻔﺔ ﺍﻟﺴ‪‬ﻌﺔ‪.‬‬ ‫ﻭﺣﺪﺓ ﻗﻴﺲ ﺍﻟﺴ‪‬ﻌﺎﺕ‬
‫ﺻﻮﺭ ‪‬ﺎ ‪ :‬ﻗﻮﺍﺭﻳﺮ ﺣﻠﻴﺐ ‪ /‬ﺯﻳﺖ ‪ /‬ﻣﺎﺀ‪.‬‬ ‫ﺍﳌﻼﺋﻤﺔ ﻟﻘﻴﺲ ﺍﻟﺴ‪‬ﻌﺎﺕ‪.‬‬
‫‪ -‬ﺃﻭﻋﻴﺔ ‪ :‬ﻛﺄﺱ – ﺣﻘﹼﺔ – ﻭﻋﺎﺀ ﻳﺎﻏﺮﺕ – ﻗﺎﺭﻭﺭﺓ –‬ ‫"ﺍﻟﻠﹼﺘﺮ"‬
‫ﻋﻠﺐ ﳐﺘﻠﻔﺔ‪.‬‬
‫ﺻﻮﺭ ﳊﺮﻓﻴ‪‬ﲔ ‪ :‬ﺑﺎﺋﻊ ﺣﻠﻴﺐ – ﺑﺎﺋﻊ ﺍﻟﺰ‪‬ﻳﺖ – ﺑﺎﺋﻊ ﺍﻟﻨ‪‬ﻔﻂ‬
‫)ﳏﻄﹼﺔ ﺑﱰﻳﻦ(‬

‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﹼﺘ ‪‬ﺮ "ﺍﻟﻠﹼﺘﺮ ﺃﻭﺍﻥ ﳐﺘﻠﻔﺔ ﺍﻟﺴ‪‬ﻌﺔ ‪ :‬ﺳﻄﻞ – ﺻﻔﻴﺤﺔ – ﻗﺪﺭ – ﻭﻋﺎﺀ –‬
‫ﻫﻮ ﺍﻟﻮﺣﺪﺓ ﺍﳌﺘ‪‬ﻔﻖ ﻋﻠﻴﻬﺎ ﻋﺎﳌﻴ‪‬ﺎ ﺩﻭﺭﻕ ‪... -‬‬
‫ﺍﻟﻠﹼﺘﺮ –‬ ‫ﻟﻘﻴﺲ ﺍﻟﺴ‪‬ﻌﺎﺕ"‪.‬‬
‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ‬
‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﻣﺼﻮ‪‬ﺭﺓ‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣـــــﺎﺟــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﻔﻀﺎﺀ"‬ ‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﺫﺍﺕ ﻃـﺎﺑﻊ ﺇﺩﻣـــﺎﺟﻲ‬

‫ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬ ‫ﻓـــﺘــــﺮﺓ‬

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‫ﺗﺮﺗﻴﺐ ﺍﻷﺣﺪﺍﺙ ﻭﻓﻖ ﺗﺴﻠﺴﻞ ‪ -‬ﺻﻮﺭ ﻷﺷﺠﺎﺭ ﰲ ﺛﻼﺙ ﻣﺮﺍﺣﻞ‬ ‫‪ -‬ﺗﺮﺗﻴﺐ ﺃﺣﺪﺍﺙ‬
‫ﺟﺮﺩﺍﺀ ‪ /‬ﻣﻮﺭﻗﺔ ‪ /‬ﻣﺜﻤﺮﺓ‪.‬‬
‫‪ -‬ﺃﺷﺮﻃﺔ ﻣﺼﻮ‪‬ﺭﺓ‪.‬‬ ‫ﺯﻣﲏ‬ ‫ﺣﺴﺐ ﺗﺴﻠﺴﻠﻬﺎ‬
‫* ﺃﻋﻤﺎﻝ ﺍﻟﻔﻼﹼﺡ ‪ :‬ﺑﺬﺭ – ﺣﺮﺍﺛﺔ – ﺩﺭﺱ – ﺣﺼﺎﺩ‪.‬‬
‫* ﻧﺸﺎﻁ ﻣﺘﻌﻠﹼﻢ ‪ :‬ﺍﻟﻨﻬﻮﺽ ﻣﻦ ﺍﻟﻨ‪‬ﻮﻡ – ﻏﺴﻞ ﺍﻷﻃﺮﺍﻑ –‬ ‫ﺍﻟﺰ‪‬ﻣﲏ‪.‬‬
‫ﺗﻨﺎﻭﻝ ﺍﻟﻔﻄﻮﺭ – ﺍﻟﺬﻫﺎﺏ ﺇﱃ ﺍﳌﺪﺭﺳﺔ ‪...‬‬
‫* ﻣﺮﺍﺣﻞ ﳕ ‪‬ﻮ ﺍﻹﻧﺴﺎﻥ ‪ :‬ﺭﺿﻴﻊ – ﻃﻔﻞ – ﺷﺎﺏ – ﻛﻬﻞ‬
‫‪ -‬ﺷﻴﺦ‬
‫* ﻣﺮﺍﺣﻞ ﺻﻴﺪ ﺍﻟﺴ‪‬ﻤﻚ‪.‬‬
‫* ﻣﺮﺍﺣﻞ ﺇﻋﺪﺍﺩ ﺍﻟﻄﹼﻌﺎﻡ – ﺇﻋﺪﺍﺩ ﺍﳌﺎﺋﺪﺓ – ﺣﻮﻝ ﺍﳌﺎﺋﺪﺓ –‬
‫ﻏﺴﻞ ﺍﻷﻭﺍﱐ‪.‬‬

‫ﺍﻟــــــــــﺰ‪‬ﻣــــــــــــﻦ‬
‫* ﻣﺮﺍﺣﻞ ﳕ ‪‬ﻮ ﻧﺒﺘﺔ ﻓﻮﻝ ‪..........‬‬

‫ﺃﺑﻄﺄ ﻭﻗﺖ ‪ -‬ﲡﺴﻴﻢ ﺣﺮﻛﺎﺕ ﰲ ﺍﻟﺴ‪‬ﺎﺣﺔ ‪:‬‬

‫ﰲ‬
‫ﺣﺮﻛﺔ ﺃﺳﺮﻉ ‪/‬‬
‫ﺍﳌﺴﺎﻓﺔ‬ ‫ﻳﻘﻄﻊ‬ ‫"‬ ‫‪-‬‬
‫‪ -‬ﲢﺪﻳﺪ ﺣﺮﻛﺔ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ‬ ‫ﺍﻷﺟﺴﺎﻡ‬
‫‪ -‬ﺳﺒﺎﻕ ﰲ ﺍﻟﻌﺪﻭ ﺑﲔ ﺗﻠﻤﻴﺬﻳﻦ ﻓﺄﻛﺜﺮ ‪...‬‬
‫ﻋﻠﻰ ﺗﻘﻄﻌﻬﺎ ﰲ ﻣﺪ‪‬ﺓ ‪" -‬ﻳﻘﻄﻊ ﺍﳌﺴﺎﻓﺔ ﰲ ﻭﻗﺖ ‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ ﻟﻮﺳﺎﺋﻞ ﻧﻘﻞ ﳐﺘﻠﻔﺔ ﺩﺭ‪‬ﺍﺟﺔ ‪ /‬ﺳﻴ‪‬ﺎﺭﺓ ‪ /‬ﻃﺎﺋﺮﺓ‬
‫"‬‫ﺃﺳﺮﻉ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻗﺼﺮ‬ ‫ﺍﳌﺴﺎﻓﺎﺕ‬ ‫ﻣﻘﺎﺭﻧﺔ‬
‫ﺍﻟﹼﱵ‬
‫‪ /‬ﺻﺎﺭﻭﺥ ‪ /‬ﻗﻄﺎﺭ‬ ‫"‬‫ﺃﺑﻄﺄ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻃﻮﻝ‬ ‫‪‬ﻨﺔ‬
‫ﻴ‬ ‫ﻣﻌ‬ ‫‪‬ﺔ‬
‫ﻴ‬ ‫ﺯﻣﻨ‬
‫‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ ﳊﻴﻮﺍﻧﺎﺕ ﳐﺘﻠﻔﺔ ‪:‬‬
‫ﺳﻠﺤﻔﺎﺓ ‪ /‬ﺃﺭﻧﺐ ‪ /‬ﺣﺼﺎﻥ ‪ /‬ﲨﻞ ‪ /‬ﻏﺰﺍﻝ ‪ /‬ﻓﻬﺪ‬
‫‪ -‬ﻣﺸﺨ‪‬ﺼﺎﺕ ﺷﻴﺦ ‪ /‬ﻃﻔﻞ ‪ /‬ﺭﺿﻴﻊ‬

‫ﻣﺸﺎﻫﺪ ﻭﺻﻮﺭ ﻷﺣﺪﺍﺙ ﺩﻭﺭﻳ‪‬ﺔ ‪ :‬ﻋﻴﺪ ﺍﳌﻴﻼﺩ – ﺍﻟﺬﹼﻫﺎﺏ‬ ‫ﲤﻴﻴﺰ ﺃﺣﺪﺍﺙ ﺩﻭﺭﻳ‪‬ﺔ ﺃﺣﺪﺍﺙ ﻣﺘﻜﺮ‪‬ﺭﺓ ﺑﺎﻧﺘﻈﺎﻡ‬
‫ﺇﱃ ﺍﳌﺪﺭﺳﺔ – ﺃﺿﻮﺍﺀ ﺍﻟﻄﹼﺮﻳﻖ‪.‬‬ ‫ﺩﻭﺭﻳ‪‬ﺔ‬ ‫ﻣﻦ ﺃﺣﺪﺍﺙ ﻏﲑ‬
‫ﺃﺣﺪﺍﺙ ﻣﺘﻜﺮ‪‬ﺭﺓ ﺑﺪﻭﻥ ﺍﻧﺘﻈﺎﻡ‬ ‫ﺩﻭﺭﻳ‪‬ﺔ‬
‫)ﻏﲑ ﺩﻭﺭﻳ‪‬ﺔ(‬

‫ﻣﺸﺎﻫﺪ ﻭﺻﻮﺭ ﻷﺣﺪﺍﺙ ﻏﲑ ﺩﻭﺭﻳ‪‬ﺔ ‪:‬‬

‫ﺗﺼﻨﻴﻒ ﺍﻷﺣﺪﺍﺙ ﺇﱃ ﺩﻭﺭﻳ‪‬ﺔ‬
‫ﺭﻛﻮﺏ ﺍﻟ ‪‬ﺪﺭ‪‬ﺍﺟﺔ – ﻣﺒﺎﺭﺍﺓ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ – ﻧﺰﻭﻝ ﺍﳌﻄﺮ –‬
‫ﻭﻏﲑ ﺩﻭﺭﻳ‪‬ﺔ‬
‫ﺍﻟﻠﹼﻌﺐ – ﺭﻧﲔ ﺟﺮﺱ ﺍﳍﺎﺗﻒ – ﻫﺒﻮﺏ ﺍﻟﺮ‪‬ﻳﺎﺡ – ﻣﺮﺽ ‪/‬‬
‫ﺯﻳﺎﺭﺓ ﺍﻟﻄﹼﺒﻴﺐ – ﺍﻟﺬﹼﻫﺎﺏ ﺇﱃ ﺍﻟﺴ‪‬ﻮﻕ ‪...‬‬
‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺷﻔﻮﻳ‪‬ﺔ ‪ /‬ﻣﻜﺘﻮﺑﺔ‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣـــــﺎﺟــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﺰ‪‬ﻣﻦ"‬

‫ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬ ‫ﻓـــﺘــــﺮﺓ‬

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 ‫ء س ‪2‬‬

‫ﻣﻘﺎﺭﻧﺔ ﺟﺴﻢ ﲜﺴﻢ ﻣﻘﺎﺭﻧﺔ ﺍﻷﺟﺴﺎﻡ ﻣﻦ ﺣﻴﺚ ﻗﻄﻌﺔ ﺻﺎﺑﻮﻥ – ﺗﻔﹼﺎﺣﺔ – ﺟﺰﺭ – ﺷﻜﻼﻃﺔ – ﻧﻔﹼﺎﺧﺔ –‬
‫ﺁﺧﺮ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼ‪‬ﻼﺑﺔ ﺻﻼﺑﺘﻬﺎ ﻭﺗﺮﺗﻴﺒﻬﺎ ﺣﺴﺐ ﳑﺤﺎﺓ – ﻗﻄﻌﺔ ﺍﺳﻔﻨﺞ – ﻛﺮﺓ – ﻣﺴﻄﺮﺓ – ﻗﺎﺭﻭﺭﺓ ﺑﻼﺳﺘﻴﻚ‬
‫– ﻗﻄﻊ ﻧﻘﺪﻳ‪‬ﺔ – ﻣﻔﺘﺎﺡ – ﻛﺠ‪‬ﺎﺕ – ﺣﺒ‪‬ﺎﺕ ﻟﻮﺯ – ﻗﻄﻊ‬ ‫ﺻﻼﺑﺘﻬﺎ‬
‫ﺻﻠﺐ – ﺃﺷ ‪‬ﺪ ﺻﻼﺑﺔ – ﻧﻔﺲ ﺧﺸﺐ ‪ -‬ﺑﻠﹼﻮﺭ‬
‫‪ -‬ﻛﺘﻠﺔ ﻣﻦ ﻗﻄﻦ – ﻃﻼﹼﺳﺔ – ﻋﺠﻠﺔ ﻣﻄﹼﺎﻃﻴ‪‬ﺔ – ﺣﺎﻓﻈﺔ ﺃﻗﻼﻡ‬ ‫ﺍﻟﺼ‪‬ﻼﺑﺔ‬
‫– ﳑﺤﺎﺓ – ﻃﺒﺎﺷﲑ – ﺩﻣﻴﺔ ﻣﻦ ﻟﺪﺍﺋﻦ‬ ‫ﻟﻴ‪‬ﻦ – ﺃﻛﺜﺮ ﻟﻴﻨﺎ‬

‫ﺍﻟــــــــــﻤــــــــــــــﺎﺩﺓ‬
‫ﺻﻮﺭ ‪ :‬ﺣﻘﻴﺒﺔ ﻣﻦ ﺟﻠﺪ ‪ /‬ﺣﺬﺍﺀ ﻣﻦ ﺟﻠﺪ ‪ /‬ﻛﺄﺱ ﻣﻦ ﺯﺟﺎﺝ‬
‫‪ /‬ﻛﻮﺏ ﻣﻦ ﺯﺟﺎﺝ ‪ /‬ﻣﺎﺋﺪﺓ ‪ /‬ﻛﺮﺳ ‪‬ﻲ‪.‬‬

‫ﺇﺩﺭﺍﻙ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ‪ -‬ﺍﳉﺴﻢ ﺍﻟﺼﻠﺐ ﻟﻪ ﺷﻜﻞ ‪ -‬ﺃﺟﺴﺎﻡ ﺻﻠﺒﺔ ﻣﺘﻨﻮ‪‬ﻋﺔ‬

‫‪ -‬ﺃﺟﺴﺎﻡ ﺳﺎﺋﻠﺔ ﻣﺘﻨﻮ‪‬ﻋﺔ‬ ‫ﻟﻜ ﹼﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﳊﺎﻻﺕ ﺧﺎﺹ ﺑﻪ‬
‫‪ -‬ﺍﳉﺴﻢ ﺍﻟﻐﺎﺯﻱ ﺃﻭ ﺍﻟﺴﺎﺋﻞ ‪ -‬ﻧﻔﹼﺎﺧﺎﺕ – ﻗﻮﺍﺭﻳﺮ ﻫﻮﺍﺀ‬ ‫ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ‬
‫ﻳﺄﺧﺬ ﺷﻜﻞ ﺍﻹﻧﺎﺀ ﺍﻟﹼﺬﻱ ﳛﻮﻳﻪ‬

‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣـــــﺎﺟــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬

‫ﺍﶈﻮﺭ ‪" :‬ﺍﳌﺎﺩ‪‬ﺓ"‬

‫ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬ ‫ﻓـــﺘــــﺮﺓ‬

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 ‫‪2‬‬ ‫ﻓﻴﺰﻳﺎﺀ ﺱ‬

‫ﺗﻌﺮﻳﻒ ﺍﻟﻘﻮ‪‬ﺓ ﻣﻦ ﺧﻼﻝ ﺻﻮﺭ ﻟﺮﻳﺎﺿﻲ ﰲ ﺃﻟﻌﺎﺏ ﳐﺘﻠﻔﺔ ‪ :‬ﺍﻟﻜﺮﺓ ﺍﳊﺪﻳﺪﻳﺔ ‪ /‬ﺭﻓﻊ‬ ‫ﺗﺒﻴ‪‬ﻦ ﺃ ﹼﻥ ﲢﺮﻳﻚ‬
‫ﺍﻷﺛﻘﺎﻝ ‪............‬‬ ‫ﻣﻔﻌﻮﳍﺎ‪.‬‬ ‫ﺍﻷﺟﺴﺎﻡ ﻭﺇﻳﻘﺎﻓﻬﺎ‬
‫ﻣﺸﺎﻫﺪ ﳐﺘﻠﻔﺔ ‪ :‬ﻃﻔﻞ ﳚﺬﺏ ﻋﺮﺑﺔ – ﺑﻨﺖ ﺗﺪﻓﻊ ﻋﺮﺑﺔ‬ ‫ﲢﺮﻳﻚ ﺟﺴﻢ ﺳﺎﻛﻦ‬ ‫ﻭﺗﻐﻴﲑ ﺣﺮﻛﺘﻬﺎ ﻭﺗﻐﻴﲑ‬
‫ﺺ ﺧﺸﺒﺔ – ﻋﺮﺑﺔ ﳚﺮ‪‬ﻫﺎ ﺣﺼﺎﻥ –‬ ‫ﺭﺿﻴﻊ – ﳒﹼﺎﺭ ﻳﻘ ‪‬‬ ‫ﺇﻳﻘﺎﻑ ﺟﺴﻢ ﻣﺘﺤﺮ‪‬ﻙ‬ ‫ﺷﻜﻠﻬﺎ ﻳﻜﻮﻥ ﲟﻔﻌﻮﻝ‬
‫ﺷﺨﺺ ﻳﺪﻓﻊ ﻧﻘﹼﺎﻟﺔ – ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﳝﺴﻚ ﺑﺎﻟﻜﺮﺓ‬ ‫ﺗﻐﻴﲑ ﺣﺮﻛﺔ ﺟﺴﻢ‬ ‫ﻗﻮ‪‬ﺓ‪.‬‬
‫‪ -‬ﻣﺘﻌﻠﹼﻢ ﳝﺴﺢ ﺍﻟﻠﹼﻮﺡ ﺑﺎﻟﻄﹼﻼﺳﺔ‬ ‫ﺗﻐﻴﲑ ﺷﻜﻞ ﺟﺴﻢ‬ ‫ﺗﺒﻴ‪‬ﻦ ﺃ ﹼﻥ ﲢﺮﻳﻚ ﺟﺴﻢ‬
‫‪ -‬ﻃﻔﻞ ﳚﻠﺲ ﻋﻠﻰ ﻣﻘﻌﺪ ﻣﻦ "ﺟﻠﺪ" ﻓﻴﻐﻴ‪‬ﺮ ﺷﻜﻠﻪ )ﺃﻭ‬ ‫ﺳﺎﻛﻦ ﳓﻮ ﺍﻷﻋﻠﻰ‬
‫ﻭﺳﺎﺩﺓ(‬ ‫ﻳﺘﻄﻠﹼﺐ ﺗﺴﻠﻴﻂ ﻗﻮ‪‬ﺓ‬
‫ﺃﺟﺴﺎﻡ ﺣﻘﻴﻘﻴ‪‬ﺔ ‪ :‬ﻧﻔﹼﺎﺧﺔ – ﻛﺮﺓ – ﻗﻄﻌﺔ ﺇﺳﻔﻨﺞ – ﺳﻜﹼﺮ‬ ‫ﺭﺍﻓﻌﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬

‫ﺍﻟــــــــــﻘـــــــــــــــــــﻮ‪‬ﺓ‬
‫ﺃﻭ ﻃﺒﺎﺷﲑ‪.‬‬
‫ﺻﺤﻦ – ﺣﺼﻰ – ﻛﺮﺓ – ﺃﻭﺭﺍﻕ – ﺻﻨﺪﻭﻕ‬ ‫ﺳﻘﻮﻁ ﺍﻷﺟﺴﺎﻡ ﻭﺭﻓﻌﻬﺎ‬ ‫ﺗﻐﻴﲑ ﺣﺮﻛﺔ ﺟﺴﻢ‬
‫ﺻﻮﺭﺓ ﺭﻳﺎﺿﻲ ﻳﺮﻓﻊ ﺍﻷﺛﻘﺎﻝ‪.‬‬ ‫ﺻﻌﻮﺩﺍ ﺃﻭ ﺳﻘﻮﻃﺎ‬
‫ﺭﻓﻊ ﺍﻷﺟﺴﺎﻡ ﺇﱃ ﺃﻋﻠﻰ ‪ -‬ﻣﺸﺎﻫﺪ ‪ :‬ﺭﺍﻓﻌﺔ ﺗﺮﻓﻊ ﺳﻴ‪‬ﺎﺭﺓ ﺃﻭ ﺟﺴﻤﺎ ﺁﺧﺮ‬
‫ﻃﻔﻞ ﻳﺮﻓﻊ ﻋﻠﻤﺎ – ﺑﻨﺖ ﻳﻨﻘﻠﺐ ﻣﻦ ﻳﺪﻫﺎ ﻃﺒﻖ ﺍﳊﻠﻮﻯ –‬ ‫ﻳﺴﺘﻮﺟﺐ ﺗﺴﻠﻴﻂ ﻗﻮ‪‬ﺓ‬
‫ﻛﺴ‪‬ﺎﺭ ﺍﳊﺼﻰ‬
‫‪ -‬ﺃﺷﻐﺎﻝ ﺍﻟﻌﻨﺎﻳﺔ ‪ :‬ﺭﻓﻊ ﺍﻟﻔﻀﻼﺕ – ﻣﺮﻛﺒﺔ ﻓﻀﺎﺋﻴ‪‬ﺔ ﺗﺘ‪‬ﺠﻪ‬
‫ﳓﻮ ﺍﻟﻘﻤﺮ – ﻃﻔﻞ ﳝﻘﻂ ﻛﺮﺓ‪.‬‬
‫ﺃﺩﻭﺍﺕ ﻣﺪﺭﺳﻴ‪‬ﺔ‬ ‫ﺗﺮﻙ ﺍﳉﺴﻢ ﻳﺴﻘﻂ‬ ‫ﺇﺩﺭﺍﻙ ﺣﺘﻤﻴ‪‬ﺔ ﻭﻗﻮﻉ‬
‫ﻣﺸﺎﻫﺪ ‪:‬‬ ‫ﺍﻷﺟﺴﺎﻡ ﻋﻠﻰ ﺍﻷﺭﺽ‬
‫)ﺟﺎﺫﺑﻴ‪‬ﺔ ﺍﻷﺭﺽ ﻗﻮ‪‬ﺓ ﺗﺴﻠﹼﻂ ‪ -‬ﲦﺮﺓ ﺗﺴﻘﻂ ﻋﻠﻰ ﺍﻷﺭﺽ – ﻟﻌﺒﺔ ﺗﺴﻘﻂ ﻣﻦ ﻳﺪ ﺭﺿﻴﻊ ﺃﻭ‬ ‫ﻋﻨﺪ ﺗﺮﻛﻬﺎ ﺗﺴﻘﻂ‪.‬‬
‫ﺭﺿ‪‬ﺎﻋﺔ – ﺭﺍﻓﻌﺔ ﺗﻠﻘﻲ ﺑﺎﳊﺠﺎﺭﺓ ﺃﻭ ﺍﻷﺗﺮﺑﺔ ﰲ ﺣﻮﺽ‪.‬‬ ‫ﻋﻠﻰ ﺍﻷﺟﺴﺎﻡ(‬
‫ﺍﻟﻐﻄﺲ ﰲ ﺣﻮﺽ ﺍﻟﺴ‪‬ﺒﺎﺣﺔ‬
‫ﺭﻣﻲ ﺍﻟﺴ‪‬ﻄﻞ ﰲ ﺍﻟﺒﺌﺮ – ﺣﻨﻔﻴ‪‬ﺔ ﻣﻔﺘﻮﺣﺔ ﲢﺘﻬﺎ ﻭﻋﺎﺀ –‬
‫ﻣﻈﻠﹼﻲ ﰲ ﺣﺎﻟﺔ ﻫﺒﻮﻁ‬
‫ﺴﻠﺔ‪ ،‬ﺍﻟﻜﺮﺓ ﺗﺼﻴﺐ ﺍﳍﺪﻑ‬ ‫‪ -‬ﻣﺒﺎﺭﺍﺓ ﻛﺮﺓ ﺍﻟ ‪‬‬
‫‪ -‬ﻫﺒﻮﺏ ﺭﻳﺎﺡ ﻭﺳﻘﻮﻁ ﺑﻌﺾ ﺍﻟﺜﻴﺎﺏ ﻣﻦ ﺍﳊﺒﻞ‬

‫ﺻﻮﺭﺓ ﺭﻳﺎﺿ ‪‬ﻲ )ﺭﻓﻊ ﺍﻷﺛﻘﺎﻝ – ﺭﻣﻲ ﻛﺮﺓ ﺣﺪﻳﺪﻳ‪‬ﺔ – ﻗﺬﻑ‬ ‫ﻗﻮ‪‬ﺓ ﻋﻀﻠﻴ‪‬ﺔ‬ ‫ﺫﻛﺮ ﺑﻌﺾ ﺃﻧﻮﺍﻉ‬
‫ﻛﺮﺓ ‪(...‬‬ ‫ﻗﻮ‪‬ﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ‬ ‫ﺍﻟﻘﻮﻯ‬
‫ﺺ ﻭﺭﻗﺔ ‪ /‬ﺧﻴ‪‬ﺎﻃﺔ ﺗﻔﺼ‪‬ﻞ ﻗﻤﺎﺷﺎ –‬ ‫ﺻﻮﺭﺓ ‪ :‬ﻃﻔﻞ ﻳﻘ ‪‬‬ ‫ﻗﻮ‪‬ﺓ ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‬
‫ﺣﺼﺎﻥ ﳚﺬﺏ ﻋﺮﺑﺔ ‪ /‬ﻣﻐﻨﺎﻃﻴﺲ ﳚﺬﺏ ﻣﺴﺎﻣﲑ‪.‬‬
‫ﺟﺰ‪‬ﺍﺭ ﻳﻘﻄﻊ ﺍﻟﻠﹼﺤﻢ ‪ /‬ﺭﻓﻊ ﺳﻄﻞ‬
‫ﲡﺮﺑﺔ ‪ :‬ﺩﻟﻚ ﻗﻠﻢ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﻭﺗﻘﺮﻳﺒﻪ ﻣﻦ ﻗﻄﻊ ﺻﻐﲑﺓ‬
‫ﻣﻦ ﺍﻟﻮﺭﻕ ‪ :‬ﻗﻮ‪‬ﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ‪.‬‬
‫ﺃﺟﺴﺎﻡ ﺣﻘﻴﻘﻴ‪‬ﺔ ‪ :‬ﻗﻠﻢ – ﻣﺸﻂ – ﺩﺑﺎﺑﻴﺲ – ﻣﻐﻨﺎﻃﻴﺲ –‬
‫ﺃﺩﻭﺍﺕ ﻣﺪﺭﺳﻴ‪‬ﺔ – ﻣﱪﺍﺓ – ﳑﺤﺎﺓ ‪...‬‬
‫ﻭﺿـــﻌـﻴـّـﺔ ﺇﺩﻣـــــﺎﺟــﻴ‪‬ــﺔ ﻟﻠـﺘ‪‬ـﻘـﻴـﻴــﻢ‬
‫ﺍﶈﻮﺭ ‪" :‬ﺍﻟﻘﻮ‪‬ﺓ"‬

‫ﻓـــﺘــــﺮﺓ ﺩﻋــﻢ ﻭﻋــــﻼﺝ‬

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 ‫ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‬
‫ﻳﺘﺄﻟﹼﻒ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻣﻦ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺣﻴ‪‬ﺔ )ﺣﻴﻮﺍﻧﺎﺕ ﻭﻧﺒﺎﺗﺎﺕ( ﻭﻣﻜﻮ‪‬ﻧﺎﺕ ﻏﲑ ﺣﻴ‪‬ﺔ )ﺗﺮﺑﺔ‪ ،‬ﻣﺎﺀ‪ ،‬ﻫﻮﺍﺀ‪،‬‬
‫ﺭﻃﻮﺑﺔ ‪ (...‬ﻭﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﺑﻴﻨﻬﺎ‪.‬‬
‫ﻭﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻫﻮ ﺃﻳ‪‬ﺔ ﻣﺴﺎﺣﺔ ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ )ﻳﺎﺑﺴﺔ ﺃﻭ ﻣﺎﺋﻴﺔ( ﻭﻣﺎ ﲢﺘﻮﻳﻪ ﻣﻦ ﻛﺎﺋﻨﺎﺕ ﺣﻴ‪‬ﺔ ﻭﻣﻮﺍﺩ ﻏﲑ‬
‫ﺣﻴ‪‬ﺔ‪ ،‬ﻳﺘﻔﺎﻋﻞ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ ﺣﻴﺚ ﻳﺆﺩ‪‬ﻱ ﻫﺬﺍ ﺍﻟﺘ‪‬ﻔﺎﻋﻞ ﻋﻤﻼ ﻭﻇﻴﻔﻴ‪‬ﺎ ﻳﻬﺪﻑ ﺇﱃ ﺍﺳﺘﻤﺮﺍﺭ ﺍﳊﻴﺎﺓ ﻋﻠﻰ ﺳﻄﺢ‬
‫ﺍﻷﺭﺽ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻏﺎﺑﺔ ﺃﻭ ﲝﲑﺓ‪ ،‬ﲟﺎ ﲢﺘﻮﻱ ﻋﻠﻴﻪ ﻛ ﹼﻞ ﻣﻨﻬﺎ ﻣﻦ ﺃﺣﻴﺎﺀ ﻭﻣﻮﺍﺩ ﻏﲑ ﺣﻴ‪‬ﺔ‪.‬‬
‫ﻓﻠﻮ ﺃﺧﺬﻧﺎ ﲝﲑﺓ ﺻﻐﲑﺓ ﻣﺜﻼ ﻧﻼﺣﻆ ﻭﺟﻮﺩ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫‪ – 1‬ﻣﻮﺍﺩ ﻣﻌﺪﻧﻴﺔ )ﻏﲑ ﻋﻀﻮﻳﺔ( ﻛﺎﳌﺎﺀ ﻭﺍﳍﻮﺍﺀ ﻭﻣﻮﺍﺩ ﻏﺬﺍﺋﻴﺔ ﺃﺧﺮﻯ ﻭﻫﻲ ﺍﳌﻜﻮ‪‬ﻧﺎﺕ ﻏﲑ ﺍﳊﻴ‪‬ﺔ ﰲ ﺍﻟﻮﺳﻂ ﺇ ﹼﻻ‬
‫ﺃﻧ‪‬ﻬﺎ ﺿﺮﻭﺭﻳﺔ‪.‬‬
‫‪ – 2‬ﻋﻮﺍﻟﻖ ﻧﺒﺎﺗﻴ‪‬ﺔ ﻭﻧﺒﺎﺗﺎﺕ ﺧﻀﺮﺍﺀ ﻃﺎﻓﻴﺔ ﻭﻣﻐﻤﻮﺭﺓ ﻭﻳﻨﺤﺼﺮ ﻭﺟﻮﺩﻫﺎ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﹼﱵ ﻳﺼﻠﻬﺎ ﺿﻮﺀ‬
‫ﺍﻟﺸ‪‬ﻤﺲ‪،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﳌﻨﺘﺸﺮﺓ ﺣﻮﻝ ﺍﻟﺒﺤﲑﺓ ﻭﰲ ﺍﳌﻨﺎﻃﻖ ﻗﻠﻴﻠﺔ ﺍﻟﻌﻤﻖ ﻣﻨﻬﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻷﺣﻴﺎﺀ ﺍﳋﻀﺮﺍﺀ )ﻷﻧ‪‬ﻬﺎ‬
‫ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺻﺒﺎﻍ ﺍﻟﻴﺨﻀﻮﺭ( ﻫﻲ ﻣﺼﺎﻧﻊ ﺍﻟﻐﺬﺍﺀ ﰲ ﻫﺬﺍ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻭﺗﺴﻤ‪‬ﻰ ﺍﻷﺣﻴﺎﺀ ﺍﳌﻨﺘﺠﺔ‪.‬‬
‫‪ – 3‬ﲨﺎﻋﺎﺕ ﺣﻴﻮﺍﻧﻴ‪‬ﺔ ﺗﻌﺘﻤﺪ ﰲ ﻏﺬﺍﺋﻬﺎ ﻋﻠﻰ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ )ﻣﺴﺘﻬﻠﻚ ﻣﻦ ﺍﻟﺪ‪‬ﺭﺟﺔ ﺍﻷﻭﱃ( ﻭﲨﺎﻋﺎﺕ ﺣﻴﻮﺍﻧﻴ‪‬ﺔ‬
‫ﺗﻌﺘﻤﺪ ﰲ ﻏﺬﺍﺋﻬﺎ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺱ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﹼﱵ ﺗﺘﻐﺬﹼﻯ ﺑﺎﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﻭﺗﺴﻤ‪‬ﻰ ﺁﻛﻼﺕ ﺍﻟﻠﹼﺤﻮﻡ )ﻣﺴﺘﻬﻠﻚ ﻣﻦ ﺍﻟﺪ‪‬ﺭﺟﺔ‬
‫ﺍﻟﺜﹼﺎﻧﻴﺔ(‬
‫‪ – 4‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﶈﻠﹼﻼﺕ ﺃﻭ ﺍﳌﻔﻜﹼﻜﺎﺕ ﻭﺗﻀ ‪‬ﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻜﺘﲑﻳﺎ ﻭﺍﻟﻔﻄﺮﻳﺎﺕ ﺍﳌﺎﺋﻴﺔ‪ ،‬ﻭﺗﻮﺟﺪ ﻫﺬﻩ ﺍﻷﺣﻴﺎﺀ‬
‫ﰲ ﺍﻟﺒﺤﲑﺓ ﻛﻠﹼﻬﺎ ﻭﺧﺎﺻ‪‬ﺔ ﰲ ﺍﻟﻘﻌﺮ‪ ،‬ﻭﺗﺘﻐﺬﹼﻯ ﻫﺬﻩ ﺍﻷﺣﻴﺎﺀ ﻋﻠﻰ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﳌﻴ‪‬ﺘﺔ ﻭﻋﻠﻰ ﺟﺜﺚ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺃﻭ ﳐﻠﹼﻔﺎ‪‬ﺎ‪،‬‬
‫ﻓﺘﻘﻮﻡ ﺑﺘﺤﺮﻳﺮ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﻴﻤﻴﺎﺋﻴ‪‬ﺔ ﺇﱃ ﺍﻟﻮﺳﻂ ﻟﻴﻌﺎﺩ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻣﻦ ﺟﺪﻳﺪ‪.‬‬
‫ﻭﻧﻼﺣﻆ ﳑ‪‬ﺎ ﺳﺒﻖ ﺃ ﹼﻥ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻣﺘﺮﺍﺑﻄﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻭﻳﻌﺘﻤﺪ ﻛ ﹼﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍﻵﺧﺮ‪ ،‬ﻓﺎﻷﺣﻴﺎﺀ‬
‫ﺍﳋﻀﺮﺍﺀ ﺗﻘﻮﻡ ﺑﺼﻨﻊ ﺍﻟﻐﺬﺍﺀ ﻣﻌﺘﻤﺪﺓ ﰲ ﺫﻟﻚ ﻋﻠﻰ ﺿﻮﺀ ﺍﻟﺸ‪‬ﻤﺲ ﻛﻤﺼﺪﺭ ﻟﻠ ﹼﻄﺎﻗﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻐﺬﺍﺋﻴﺔ ﻭﺍﳌﺎﺀ‪،‬‬
‫ﻛﻤﻮﺍ ‪‬ﺩ ﺃﻭ‪‬ﻟﻴ‪‬ﺔ‪ ،‬ﺣﻴﺚ ﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴ‪‬ﺎﺕ ﺍﻧﺘﻘﺎﻝ ﺍﻟﻄﹼﺎﻗﺔ ﻭﺍﳌﺎﺩ‪‬ﺓ ﺑﲔ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‪ ،‬ﻓﻬﺬﻩ ﺍﻷﺣﻴﺎﺀ ﺍﳋﻀﺮﺍﺀ ﺗﻜﻮﻥ‬
‫ﻏﺬﺍﺀ ﻟﻠﺤﻴﻮﺍﻧﺎﺕ ﺁﻛﻠﺔ ﺍﻟﻌﺸﺐ ﻭﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺗﻜﻮﻥ ﻏﺬﺍﺀ ﻵﻛﻼﺕ ﺍﻟﻠﹼﺤﻮﻡ‪ ،‬ﻭﺑﻌﺪ ﺗﻔﻜﹼﻚ ﺍﳌﻮﺍﺩ ﺍﻟﻌﻀﻮﻳ‪‬ﺔ ﺍﻟﹼﱵ‬
‫ﺗﺪﺧﻞ ﰲ ﺗﺮﻛﻴﺒﺔ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ ﺗﻔﻘﺪ ﺍﻟﻄﹼﺎﻗﺔ ﻭﻻ ﻳﻌﺎﺩ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻧﻈﺮﺍ ﺇﱃ ﺗﺒﺪ‪‬ﺩﻫﺎ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﻫﺬﺍ ﺍﻟﻨ‪‬ﻘﻞ ﻭﳝﻜﻦ‬
‫ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﺜﺎﻝ ﻋﻠﻰ ﺍﻟﻐﺎﺑﺔ ﻛﻮﺳﻂ ﺃﻭ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﺴﺎﺣﺎﺕ ﺍﻟﻴﺎﺑﺴﺔ ﺃﻭ ﺍﳌﺎﺋﻴﺔ‪.‬‬

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 ‫ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬

‫ﻳﺘﻜﻮ‪‬ﻥ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺍﻟﺮ‪‬ﺃﺱ ﻭﺍﳉﺬﻉ ﻭﺍﻷﻃﺮﺍﻑ )ﺍﻟﻄﹼﺮﻓﺎﻥ ﺍﻟﻌﻠﻮﻳﺎﻥ‪ ،‬ﻭﺍﻟﻄﹼﺮﻓﺎﻥ ﺍﻟﺴ‪‬ﻔﻠﻴﺎﻥ(‪.‬‬
‫• ﺍﻟﺮ‪‬ﺃﺱ ‪ :‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﳉﻤﺠﻤﺔ ﻭﻫﻲ ﺻﻨﺪﻭﻕ ﻋﻈﻤﻲ ﳎﻮ‪‬ﻑ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺪ‪‬ﻣﺎﻍ ﻭﺗﻮﺟﺪ ﺑﺎﻟﺮ‪‬ﺃﺱ ﺃﻋﻀﺎﺀ‬
‫ﺲ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪ :‬ﺍﻟﻌﻴﻨﺎﻥ – ﺍﻷﺫﻧﺎﻥ – ﺍﻷﻧﻒ – ﺍﻟﻠﹼﺴﺎﻥ‪.‬‬ ‫ﺍﳊ ‪‬‬
‫• ﺍﳉﺬﻉ ‪ :‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﺼ‪‬ﺪﺭ ﻭﺍﻟﺒﻄﻦ ﻭﺍﻟﻌﻤﻮﺩ ﺍﻟﻔﻘﺮﻱ‪.‬‬
‫‪ -‬ﺗﻜﻮ‪‬ﻥ ﺍﻷﺿﻼﻉ ﺍﻟﻘﻔﺺ ﺍﻟﺼ‪‬ﺪﺭﻱ ﺍﻟﹼﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻘﻠﺐ ﻭﺍﻟﺮ‪‬ﺋﺘﲔ‬
‫‪ -‬ﺗﻮﺟﺪ ﺑﺎﻟﺒﻄﻦ ﺍﳌﻌﺪﺓ ﻭﺍﻷﻣﻌﺎﺀ ﺍﻟﺪ‪‬ﻗﻴﻘﺔ ﻭﺍﻟﻐﻠﻴﻈﺔ ﻭﺍﻟﻜﺒﺪ ﻭﺍﳌﻌﺜﻜﻠﺔ ﻭﻋﺪﺩ ﻣﻦ ﺍﻟﻐﺪﺩ ﺍﻟﹼﱵ ﺗﺪﺧﻞ ﰲ ﺗﺮﻛﻴﺒﺔ‬
‫ﺍﳉﻬﺎﺯ ﺍﳍﻀﻤﻲ‪.‬‬
‫• ﺍﻷﻃﺮﺍﻑ ‪ :‬ﻳﺘﻜﻮ‪‬ﻥ ﻛ ﹼﻞ ﻃﺮﻑ ﻋﻠﻮﻱ ﻣﻦ ﻟﻮﺣﺔ ﺍﻟﻜﺘﻒ ﻭﺍﻟﻌﻀﺪ ﻭﻫﻮ ﺍﳉﺰﺀ ﺍﻷﻋﻠﻰ ﻣﻦ ﺍﻟﺬﹼﺭﺍﻉ ﻭﺍﻟﺴ‪‬ﺎﻋﺪ‬
‫ﻭﻫﻮ ﺍﳉﺰﺀ ﺍﻷﺳﻔﻞ ﻣﻨﻬﺎ ﻭﻳﺴﻤ‪‬ﻰ ﻣﻜﺎﻥ ﺍ‪‬ﺗﺼﺎﻝ ﺍﻟﻌﻀﺪ ﺑﺎﻟﺴ‪‬ﺎﻋﺪ ﺍﳌﺮﻓﻖ‪ ،‬ﻭﻳﻨﺘﻬﻲ ﺍﻟﻄﹼﺮﻑ ﺍﻟﻌﻠﻮﻱ ﺑﺎﻟﻴﺪ ﺍﻟﹼﱵ ﺗﺘﻜﻮ‪‬ﻥ‬
‫ﻒ ﻭﺍﻷﺻﺎﺑﻊ‪.‬‬‫ﻒ ﺑﺎﻟﺴ‪‬ﺎﻋﺪ( ﻭﺍﻟﻜ ‪‬‬ ‫ﻣﻦ ﺍﳌﻌﺼﻢ )ﻣﻮﺿﻊ ﺍﺗ‪‬ﺼﺎﻝ ﺍﻟﻜ ‪‬‬
‫‪ -‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﻛ ﹼﻞ ﻃﺮﻑ ﺳﻔﻠﻲ ﻣﻦ ﻋﻈﻢ ﺍﳊﻮﺽ ﺍﻟﹼﺬﻱ ﻳﺘ‪‬ﺼﻞ ﺑﻌﻈﻢ ﺍﻟﻔﺨﺬ ﺍﻟﹼﺬﻱ ﻳﺘ‪‬ﺼﻞ ﺑﺪﻭﺭﻩ ﺑﻌﻈﻢ ﺍﻟﺴ‪‬ﺎﻕ‬
‫)ﺍﻟﻘﺼﺒﺔ ﻭﺍﻟﺸ‪‬ﻈﻴﺔ( ﺍﻟﹼﱵ ﺗﻨﺘﻬﻲ ﺑﺎﻟﻘﺪﻡ ﻭﺍﻷﺻﺎﺑﻊ‪.‬‬
‫ﻒ ﺣﺴﺐ ﻣﻮﻗﻌﻬﺎ ﻣﻦ ﺍﳉﺴﻢ ﺇﱃ ‪:‬‬ ‫ﺗﻐﻄﹼﻲ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻋﻀﻼﺕ ﺗ‪‬ﺼ‪‬ﻨ ‪‬‬
‫‪ – 1‬ﻋﻀﻼﺕ ﻫﻴﻜﻠﻴ‪‬ﺔ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﻌﻈﺎﻡ ﻭﺗ‪‬ﺸ ‪‬ﺪ ﺇﻟﻴﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺍﻷﻭﺗﺎﺭ‪ ،‬ﻭﺗﻜﻮﻥ ﻋﺎﺩﺓ ﻣﻐﺰﻟﻴ‪‬ﺔ ﺍﻟﺸ‪‬ﻜﻞ‬
‫ﻛﻌﻀﻼﺕ ﺍﻷﻃﺮﺍﻑ ﻭﺍﻷﺻﺎﺑﻊ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﻭﺣﻴ‪‬ﺔ ﺍﻟﺸ‪‬ﻜﻞ ﻛﺎﻟﻌﻀﻠﺔ ﺍﻟﺼ‪‬ﺪﺭﻳﺔ ﺍﻟﻜﱪﻯ ﺍﻟﹼﱵ ﺗﺮﺗﻜﺰ ﻋﻠﻰ‬
‫ﺺ ﻭﺃﻋﻠﻰ ﻋﻈﻢ ﺍﻟﻌﻀﺪ ﻭﺍﻟﻐﻀﺎﺭﻳﻒ ﺍﻟﻀ‪‬ﻠﻌﻴﺔ ﺍﻟﺴ‪‬ﺘﺔ ﺍﻷﻭﱃ‪.‬‬ ‫ﻋﻈﻢ ﺍﻟﻘ ‪‬‬
‫‪ – 2‬ﻋﻀﻼﺕ ﺃﺣﺸﺎﺋﻴﺔ ﺗﻜﻮ‪‬ﻥ ﻋﺎﺩﺓ ﺟﺪﺍﺭ ﺍﻷﻋﻀﺎﺀ ﺍﻟﺪ‪‬ﺍﺧﻠﻴ‪‬ﺔ ﻟﻠﺠﺴﻢ ﻣﺜﻞ ﺍﳌﻌﺪﺓ ﻭﺍﻷﻣﻌﺎﺀ ﻭﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ‬
‫ﻭﺍﻟﻘﻠﺐ ﻭﺍﻟﺮ‪‬ﺣﻢ ﻭﺍﳌﺒﻴﺾ ﻭﺍﻟﻘﻨﺎﺓ ﺍﻟﺪ‪‬ﺍﻓﻘﺔ ‪...‬‬
‫ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﺗﺼﻨ‪‬ﻒ ﺍﻟﻌﻀﻼﺕ ﺣﺴﺐ ﻣﻈﻬﺮﻫﺎ ﺍ‪‬ﻬﺮﻱ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻟﻌﻀﻼﺕ ﺍﳌﺨ ﹼﻄﻄﺔ ﺍﻟﹼﱵ ﺗﺒﺪﻭ ﲢﺖ‬
‫ﺍ‪‬ﻬﺮ ﳐﻄﹼﻄﺔ ﲞﻄﻮﻁ ﺩﺍﻛﻨﺔ ﻭﲞﻄﻮﻁ ﻧﻴ‪‬ﺮﺓ ﻭﻫﺬﺍ ﺍﻟﻨ‪‬ﻮﻉ ﻣﻦ ﺍﻟﻌﻀﻼﺕ ﳝﻴ‪‬ﺰ ﻛ ﹼﻞ ﺍﻟﻌﻀﻼﺕ ﺍﳍﻴﻜﻠﻴ‪‬ﺔ – ﻋﻀﻠﺔ ﺍﻟﻘﻠﺐ‬
‫– ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻌﻀﻼﺕ ﺍﳌﻠﺴﺎﺀ ﺍﻟﹼﱵ ﻻ ﻧﻼﺣﻆ ‪‬ﺎ ﺧﻄﻮﻃﺎ ﲢﺖ ﺍ‪‬ﻬﺮ ﻭﻫﻲ ﺗ‪‬ﻤﻴﺰ ‪‬ﺟ ﹼﻞ ﺍﻟﻌﻀﻼﺕ‬
‫ﺍﻷﺣﺸﺎﺋﻴﺔ‪.‬‬
‫ﺼ ﹸﻞ ﺑﺎﳉﺰﺀ ﺍﻟﻌﻤﻴﻖ ﻣﻦ ﺍﳉﻠﺪ ﻭﻫﻲ ﻣﺴﻄﹼﺤﺔ ﺃﻭ ﻣﺮﻭﺣﻴ‪‬ﺔ ﺍﻟﺸ‪‬ﻜﻞ ﻣﺜﻞ ﻋﻀﻠﺔ ﺍﻟﺒﻄﻦ‬ ‫‪ – 3‬ﻋﻀﻼﺕ ﺟﻠﺪﻳﺔ ﻭﺗ‪‬ﺘ ِ‬
‫ﺃﻭ ﺩﺍﺋﺮﻳﺔ ﺍﻟﺸ‪‬ﻜﻞ ﻣﺜﻞ ﻋﻀﻼﺕ ﺍﻟﺸ‪‬ﻔﺘﲔ ﻭﻋﻀﻼﺕ ﺩﺍﺋﺮﺓ ﺍﳉﻔﻦ‪.‬‬
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‫ﺗﻌﺘﱪ ﺍﻟﻌﻀﻼﺕ ﺍﻷﻋﻀﺎﺀ ﺍﻟﻔﻌ‪‬ﺎﻟﺔ ﰲ ﺇﳒﺎﺯ ﺍﳊﺮﻛﺎﺕ‪ ،‬ﻭﺍﻟﻌﻈﺎﻡ ﺭﺍﻓﻌﺎﺕ ﺗﺘﺒﻊ ﰲ ﺣﺮﻛﺘﻬﺎ ﺍﳊﺮﻛﺔ ﺍﻟﹼﱵ ﺗﻔﺮﺿﻬﺎ‬
‫ﺍﻟﻌﻀﻼﺕ ﻭﺫﻟﻚ ﺑﻔﻀﻞ ﻭﺟﻮﺩ ﻧﻘﺎﻁ ﺍﻻﺗﻜﺎﺯ ﰲ ﺍﳌﻔﺎﺻﻞ‪.‬‬
‫ﻭﻧﻈﺮﺍ ﺇﱃ ﺃﳘﻴ‪‬ﺔ ﺍﳌﻔﺼﻞ ﰲ ﺗﺴﻬﻴﻞ ﺍﳊﺮﻛﺔ )ﲤﻔﺼﻞ ﺍﻟﻌﻈﺎﻡ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ( ﻧﺘﻌﺮ‪‬ﺽ ﺇﱃ ﺑﻌﺾ ﺧﺎﺻﻴﺎﺗﻪ ﺍﻟﺒﻨﻴﻮﻳﺔ ‪:‬‬
‫‪ -‬ﰲ ﻣﺴﺘﻮﻯ ﺍﳌﻔﺼﻞ‪ ،‬ﳝﺘﺎﺯ ﺍﻟﻌﻈﻤﺎﻥ ﺍﳌﺘﻤﻔﺼﻼﻥ ﺑﺄﺷﻜﺎﻝ ﻣﻘﻌ‪‬ﺮﺓ ﻭﳏﺪ‪‬ﺑﺔ ﺗﺘﻨﺎﺳﺐ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻭﺗﺰﻳﺪ ﻣﻦ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﺘﻤﺎﺱ ﺑﲔ ﺍﻟﻌﻈﻤﲔ ﻓﺘﺰﺩﺍﺩ ﳒﺎﻋﺔ ﺍﳌﻔﺼﻞ‪.‬‬
‫‪ -‬ﻳﻐ ﹼﻄﻲ ﺭﺃﺱ ﺍﳌﺸ‪‬ﺎﺷﺔ ﰲ ﻧﻘﻄﺔ ﺍﻟﺘ‪‬ﻤﻔﺼﻞ ﻏﻀﺮﻭﻑ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺸﺮﺓ ﻏﻀﺮﻭﻓﻴﺔ ﺭﻗﻴﻘﺔ ﻣﻠﺴﺎﺀ ﲤﻜﹼﻦ ﻣﻦ‬
‫ﺍﻧﺰﻻﻕ ﺍﻟﻌﻈﺎﻡ ﺍﳌﺘﻔﺼﻠﺔ ﺩﻭﻥ ﺣﺼﻮﻝ ﺃﻱ ﺍﺣﺘﻜﺎﻙ ﺑﻴﻨﻬﻤﺎ ﻭﻫﺬﺍ ﺭﺍﺟﻊ ﺃﻳﻀﺎ ﺇﱃ ‪:‬‬
‫ﱵ ﰲ ﲡﺎﻭﻳﻒ ﺍﳌﻔﺼﻞ )ﺍﶈﻔﻈﺔ ﺍﳌﻔﺼﻠﻴ‪‬ﺔ( ﻳﺴﻬ‪‬ﻞ ﺍﻧﺰﻻﻕ ﺍﻟﻌﻈﺎﻡ ﻋﻠﻰ ﺑﻌﻀﻬﺎ ﻭﳝﻨﻊ‬ ‫‪ -‬ﻭﺟﻮﺩ ﺳﺎﺋﻞ ﺯﻳ ‪‬‬
‫ﺍﺣﺘﻜﺎﻛﻬﺎ‪.‬‬
‫‪ -‬ﻭﺟﻮﺩ ﺃﺭﺑﻄﺔ ﻟﻴﻔﻴ‪‬ﺔ ﻣﺮﻧﺔ ﺗ‪‬ﻌﺮﻑ ﺑﺎﻷﺭﺑﻄﺔ ﺍﳌﻔﺼﻠﻴ‪‬ﺔ ﺍﳌﺘﻤﻔﺼﻠﺔ ﺇﱃ ﺑﻌﻀﻬﺎ ﻓﺘﺰﻳﺪ ﻣﻦ ﻣﺮﻭﻧﺔ ﺍﻟﺘ‪‬ﻤﻔﺼﻞ‬
‫ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﳒﺎﻋﺔ ﺍﳊﺮﻛﺔ‪.‬‬

‫ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‬

‫ﻳﺘﻨﻘﹼﻞ ﺍﻹﻧﺴﺎﻥ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﺸﻴﺎ ﺇ ﹼﻻ ﺃﻧ‪‬ﻪ ﺃﺣﻴﺎﻧﺎ ﻭﻟﻈﺮﻭﻑ ﻣﻌﻴ‪‬ﻨﺔ ﻳﺘﻨﻘﹼﻞ ﺟﺮﻳﺎ ﻛﻤﺎ ﳝﻜﻨﻪ ﺃﻥ ﻳﻘﻔﺰ ﻣﱴ ﺃﺭﺍﺩ ﺍﺟﺘﻴﺎﺯ‬
‫ﺑﻌﺾ ﺍﳊﻮﺍﺟﺰ ﺃﻭ ﻋﻨﺪ ﳑﺎﺭﺳﺔ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ )ﺍﻟﻮﺛﺐ ﺍﻟﻌﺎﱄ – ﺍﻟﻘﻔﺰ ﺑﺎﻟﺰ‪‬ﺍﻧﺔ – ﺍﻟﻮﺛﺐ ﺍﻟﻄﹼﻮﻳﻞ – ﺍﻟﻮﺛﺐ ﺍﻟﺜﻼﺛﻲ(‪.‬‬
‫ﻭﻳﺘ‪‬ﺨﺬ ﺃﺳﻔﻞ ﺍﻟﻘﺪﻡ ﻭﺿﻌﺎ ﻣﻌﻴ‪‬ﻨﺎ ﺗﺒﻌﺎ ﻟﻨﻤﻂ ﺍﻟﺘﻨﻘﹼﻞ ﻓﺄﺛﻨﺎﺀ ﺍﳌﺸﻲ ﻳﻜﻮﻥ ﺍﻻﺭﺗﻜﺎﺯ ﻋﻠﻰ ﻛﺎﻓﹼﺔ ﻣﺴﺎﺣﺔ ﺃﺳﻔﻞ‬
‫ﺍﻟﻘﺪﻡ ﺑﻴﻨﻬﺎ ﺃﺛﻨﺎﺀ ﺍﳉﺮﻱ ﺃﻭ ﺍﻟﻘﻔﺰ ﻳﻜﻮﻥ ﺍﻻﺭﺗﻜﺎﺯ ﻋﻠﻰ ﻣﻘﺪ‪‬ﻣﺔ ﺃﺳﻔﻞ ﺍﻟﻘﺪﻡ ﻛﻤﺎ ﻳﻼﺣﻆ ﺃﻧ‪‬ﻪ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻨﻘﹼﻞ ﻭﰲ‬
‫ﳐﺘﻠﻒ ﺍﻷﳕﺎﻁ ﻳﻠﻌﺐ ﺍﻟﻄﹼﺮﻓﺎﻥ ﺍﻟﻌﻠﻮﻳﺎﻥ ﺩﻭﺭﺍ ﻫﺎﻣ‪‬ﺎ ﰲ ﺩﻓﻊ ﺍﳉﺴﻢ ﺇﱃ ﺍﻷﻣﺎﻡ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻮﺍﺯﻥ‪.‬‬

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 ‫ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‬

‫‪ -‬ﳌﺎﺫﺍ ﺗﺘﻐﺬﹼﻯ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ ؟‬

‫ﺗﺘﻐﺬﹼﻯ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ )ﺍﻹﻧﺴﺎﻥ – ﺍﳊﻴﻮﺍﻥ – ﺍﻟﻨ‪‬ﺒﺎﺕ( ﻟﻠﻌﻴﺶ ﻭﺍﻟﻨﻤ ‪‬ﻮ ﺇ ﹼﻻ ﺃ ﹼﻥ ﺍﳊﺎﺟﺔ ﺍﻟﻐﺬﺍﺋﻴﺔ ﻟﻜ ﹼﻞ ﻛﺎﺋﻦ ﺣ ‪‬ﻲ‬
‫ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻨ‪‬ﻮﻉ ﺍﻟﹼﺬﻱ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻪ‪.‬‬
‫ﻭﺗﺘﻤﺜﹼﻞ ﻭﻇﺎﺋﻒ ﺍﻟﻐﺬﺍﺀ ﰲ ‪:‬‬
‫• ﺍﻟﻨﻤ ‪‬ﻮ‬
‫• ﺇﻧﺘﺎﺝ ﺍﻟﻄﹼﺎﻗﺔ ﺍﻟﻀ‪‬ﺮﻭﺭﻳﺔ ﻷﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳﺔ ﻟﻠﺠﺴﻢ‬
‫• ﺗﻌﻮﻳﺾ ﻣﺎ ﻳﻔﻘﺪﻩ ﺍﳉﺴﻢ ﻣﻦ ﻣﺎﺀ ﻭﺃﻣﻼﺡ‬
‫• ﻭﻗﺎﻳﺔ ﺃﻋﻀﺎﺀ ﺍﳉﺴﻢ‬
‫ﻭﻳﺴﺘﻮﺟﺐ ﺫﻟﻚ ﺗﺼﻨﻴﻒ ﺍﻷﻏﺬﻳﺔ ﺣﺴﺐ ﻭﻇﻴﻔﺘﻬﺎ‪.‬‬
‫ﺃ – ﺍﻷﻏﺬﻳﺔ ﺍﻟﺒﻨ‪‬ﺎﺀﺓ ‪ :‬ﺃﻏﺬﻳﺔ ﺍﻟﻨﻤ ‪‬ﻮ ﻭﺑﻨﺎﺀ ﺍﳉﺴﻢ ﺍﻟﻐﻨﻴ‪‬ﺔ ﺑﺎﻟﱪﻭﺗﻴﺪﺍﺕ ﻭﺗﺘﻮﻓﹼﺮ ﰲ ﺍﻟﻠﹼﺤﻮﻡ ﻭﺍﻷﲰﺎﻙ ﻭﺍﻟﺒﻴﺾ‬
‫ﻭﺍﳊﻠﻴﺐ ﻭﺍﻟﺒﻘﻮﻝ ﺍﳉﺎﻓﹼﺔ ﻭﺑﺎﻷﻣﻼﺡ ﺍﳌﻌﺪﻧﻴ‪‬ﺔ )ﺍﻟﻔﺴﻔﻮﺭ – ﺍﻟﻜﺎﻟﺴﻴﻮﻡ( ﺍﻟﹼﱵ ﺗﺴﺎﻋﺪ ﰲ ﺑﻨﺎﺀ ﺍﻟﻌﻈﺎﻡ ﻭﺍﻷﺳﻨﺎﻥ ﻭﺗﺘﻮﻓﹼﺮ‬
‫ﺑﻨﺴﺐ ﻫﺎﻣ‪‬ﺔ ﰲ ﺍﻷﲰﺎﻙ ﻭﻣﺸﺘﻘﹼﺎﺕ ﺍﳊﻠﻴﺐ )ﺍﳉﱭ ﺧﺎﺻ‪‬ﺔ( ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻣﻼﺡ ﺃﺧﺮﻯ ﻛﺎﻟﺼ‪‬ﻮﺩﻳﻮﻡ ﻭﺍﻟﻴﻮﺩ‬
‫ﻭﺍﳊﺪﻳﺪ‪.‬‬
‫ﺏ – ﺍﻷﻏﺬﻳﺔ ﺍﻟﻄﹼﺎﻗﻴﺔ ‪ :‬ﺃﻏﺬﻳﺔ ﺍﻟﻄﹼﺎﻗﺔ ﻭﲤﺜﹼﻠﻬﺎ ﺍﻟﺴﻜﹼﺮﻳﺎﺕ ﺍﻟﹼﱵ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﺴ‪‬ﻜﺎﻛﺮ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻨ‪‬ﺸﻮﻳﺎﺕ‬
‫ﻭﻫﻲ ﺳﻜﺎﻛﺮ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﺍ‪ ،‬ﺗ‪‬ﻮﺟﺪ ﰲ ﺃﻏﻠﺐ ﺍﻟﺜﹼﻤﺎﺭ ﻭﰲ ﺍﻟﻨﺸﺎ ﺍﳌﻮﺟﻮﺩ ﰲ ﺍﳋﺒﺰ ﻭﺍﻟﺒﻄﺎﻃﺎ ‪ ...‬ﻭﺍﻟﺪ‪‬ﻫﻨﻴﺎﺕ ﺍﹼﻟﱵ‬
‫ﺗﻮﺟﺪ ﰲ ﺍﻟﺸ‪‬ﺤﻮﻡ ﻭﺍﻟﺰ‪‬ﺑﺪﺓ ﻭﺍﻟﺰ‪‬ﻳﻮﺕ ﺍﻟﻨﺒﺎﺗﻴﺔ )ﺯﻳﺖ ﺍﻟﺰ‪‬ﻳﺘﻮﻥ(‪.‬‬
‫ﺝ – ﺍﻷﻏﺬﻳﺔ ﺍﻟﻮﺍﻗﻴﺔ ‪ :‬ﺃﻏﺬﻳﺔ ﺍﻟﻮﻗﺎﻳﺔ ﻭﳝﺜﹼﻠﻬﺎ ﺍﳌﺎﺀ ﺍﻟﹼﺬﻱ ﻳﻌﺘﱪ ﻋﺎﻣﻞ ﲢﻠﻴﻞ ﻭﺗﻠﻴﲔ ﻭﺍﻷﻣﻼﺡ ﺍﳌﻌﺪﻧﻴﺔ‬
‫ﻭﺍﻟﻔﻴﺘﺎﻣﻴﻨﺎﺕ ﻭﺍﻟﺴﻠﹼﻴﻠﻮﺯ ﺍﻟﹼﺬﻱ ﻳﺴﻬﻢ ﰲ ﺍﻟﺘﺨﻠﹼﺺ ﻣﻦ ﺍﻟﻔﻀﻼﺕ ﺑﺼﻔﺔ ﻣﻨﺘﻈﻤﺔ‪.‬‬
‫ﺴﻨﺔ ﺍﻷﻭﱃ ﻭﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻳﻬﺪﻑ ﺇﱃ ﺗﻌﺮ‪‬ﻑ ﺃﻫ ‪‬ﻢ ﺍﻷﻏﺬﻳﺔ ﺍﻟﹼﱵ‬
‫ﺇ ﹼﻥ ﺗﺪﺭﻳﺲ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﺑﺎﻟ ‪‬‬
‫ﻳﻌﻴﺶ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ ﻭﺍﻟﻨ‪‬ﺒﺎﺕ ﻭﺇﺑﺮﺍﺯ ﺃﳘﻴ‪‬ﺔ ﺍﻟﻐﺬﺍﺀ ﰲ ﺣﻴﺎﺓ ﺍﻟﻜﺎﺋﻦ ﺍﳊ ‪‬ﻲ ﻭﺗﻄﺒﻴﻖ ﻗﻮﺍﻋﺪ ﺣﻔﻆ ﺍﻟﺼﺤ‪‬ﺔ‬
‫ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺎﺳﺘﻬﻼﻙ ﺍﻷﻏﺬﻳﺔ ﺇ ﹼﻻ ﺃ ﹼﻥ ﺍﳍﺪﻑ ﺍﻷﲰﻰ ﻫﻮ ﺑﻨﺎﺀ ﺳﻠﻮﻛﺎﺕ ﻭﻋﺎﺩﺍﺕ ﻏﺬﺍﺋﻴﺔ ﺳﻠﻴﻤﺔ ﻟﺪﻯ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺗﻘﻴﻬﻢ‬
‫ﻣﻦ ﺃﻣﺮﺍﺽ ﺳﻮﺀ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﻭﺍﻷﻣﺮﺍﺽ ﺍﻟﻨ‪‬ﺎﲡﺔ ﻋﻦ ﺍﻻﺳﺘﻬﻼﻙ ﻏﲑ ﺍﳌﺮ ‪‬ﺷﺪ ﻟﻸﻏﺬﻳﺔ‪.‬‬

‫ﺍﻷﻏﺬﻳﺔ ﺍﻟﹼﱵ ﻳﻌﻴﺶ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ‪:‬‬

‫ﳝﻜﻦ ﺍﻻِﻧﻄﻼﻕ ﻋﻨﺪ ﺗﻨﺎﻭﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺎﻟﺪ‪‬ﺭﺍﺳﺔ ﻣﻦ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬

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‫• ﻫﻞ ﳝﻜﻦ ﻟﻺﻧﺴﺎﻥ ﺃﻥ ﻳﻌﻴﺶ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻐﺬﺍﺀ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮ‪‬ﺓ ﻛﺄﻥ ﻳﻘﺘﺼﺮ ﰲ ﺃﻛﻠﻪ ﻋﻠﻰ ﻛﻤﻴ‪‬ﺔ ﻛﺎﻓﻴﺔ‬
‫ﻣﻦ ﺳﻜﹼﺮ ﺍﻟﻘﺼﺐ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ؟‬
‫ﺇ ﹼﻥ ﲢﻠﻴﻞ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴﺔ ﻭﺇﺑﺮﺍﺯ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺼﻴﺐ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﳓﻮﻝ ﻭﻣﺮﺽ ‪ ...‬ﻳﻔﻀﻲ ﺇﱃ ﺍﻻِﻗﺘﻨﺎﻉ‬
‫ﺑﻀﺮﻭﺭﺓ ﺗﻨﻮ‪‬ﻉ ﺍﻟﻐﺬﺍﺀ ﻭﺍﻹﻗﺮﺍﺭ ﺑﺄ ﹼﻥ ﺍﻟﻐﺬﺍﺀ ﺍﻟﻜﺎﻣﻞ ﻭﺍﳌﺘﻨﻮ‪‬ﻉ ﻳﻮﻓﹼﺮ ﻟﻠﺠﺴﻢ ﻣﻮﺍﺩ ﺍﻟﺒﻨﺎﺀ ﻭﺍﻟﻄﹼﺎﻗﺔ ﻭﺍﻟﻮﻗﺎﻳﺔ‪.‬‬
‫ﺍﻷﻏﺬﻳﺔ ﺍﻟﹼﱵ ﻳﻌﻴﺶ ﻋﻠﻴﻬﺎ ﺍﳊﻴﻮﺍﻥ ‪:‬‬
‫ﳝﻜﻦ ﺍﻻِﻧﻄﻼﻕ ﻋﻨﺪ ﺗﻨﺎﻭﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺎﻟﺪ‪‬ﺭﺍﺳﺔ ﻣﻦ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫• ﻫﻞ ﺗﺘﻐﺬﹼﻯ ﲨﻴﻊ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻨ‪‬ﻮﻉ ﻣﻦ ﺍﻟﻐﺬﺍﺀ ؟‬
‫ﺇ ﹼﻥ ﲢﻠﻴﻞ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴﺔ ﻳﻔﻀﻲ ﺇﱃ ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻥ ﺇﱃ ‪:‬‬
‫‪ -‬ﻋـــﺎﺷــﺐ ﻳﺘﻐﺬﹼﻯ ﻋﻠﻰ ﺍﻟﻌﺸﺐ‪.‬‬
‫‪ -‬ﻻﺣـــــﻢ ﻳﺘﻐﺬﹼﻯ ﻋﻠﻰ ﺍﻟﻠﹼﺤﻮﻡ‪.‬‬
‫‪ -‬ﻛـــﺎﻟــﺶ ﻳﺘﻐﺬﹼﻯ ﻋﻠﻰ ﺍﻷﻋﺸﺎﺏ ﻭﺍﻟﻠﹼﺤﻮﻡ‪.‬‬
‫ﻭﺍﻹﻧﺴﺎﻥ ﻛﺎﻟﺶ ﻷﻧ‪‬ﻪ ﻳﺄﻛﻞ ﺃﻏﺬﻳﺔ ﻧﺒﺎﺗﻴﺔ ﻭﺃﺧﺮﻯ ﺣﻴﻮﺍﻧﻴﺔ ﻭﻣﻌﺪﻧﻴﺔ‪.‬‬

‫ﺍﻟﻐﺬﺍﺀ ﺍﻟﺼﺤ‪‬ﻲ ﻟﻺﻧﺴﺎﻥ ‪:‬‬

‫ﺇ ﹼﻥ ﻣﻔﻬﻮﻡ ﺍﻟﻐﺬﺍﺀ ﺍﻟﺼﺤ‪‬ﻲ ﺍﳌﺘﻮﺍﺯﻥ ﻳﻨﺒﻐﻲ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺇﻟﻴﻪ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺍﻟﻈﹼﻮﺍﻫﺮ ﻓﻤﺸﺎﻫﺪﺓ ﺻﻮﺭ ﻷﺷﺨﺎﺹ‬
‫ﻣﺼﺎﺑﲔ ﺑﺄﻣﺮﺍﺽ ﺳﻮﺀ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ )ﺍﳍﺰﺍﻝ‪ ،‬ﺍﻟﺴ‪‬ﻤﻨﺔ( ﻳﻔﻀﻲ ﺇﱃ ﺗﻌﺮ‪‬ﻑ ﺃﺳﺒﺎﺏ ﻫﺬﻩ ﺍﻟﻈﹼﻮﺍﻫﺮ ﻣﻦ ﻗﺒﻴﻞ ﺍﻟﻨ‪‬ﻘﺺ ﰲ ﺃﺣﺪ‬
‫ﺍﻷﻏﺬﻳﺔ ﺍﻟﻀ‪‬ﺮﻭﺭﻳﺔ ﻣﻦ ﺑﲔ ﺍﻟﺴﻜﹼﺮﻳﺎﺕ ﺃﻭ ﺍﻟﺪ‪‬ﻫﻨﻴﺎﺕ ﺃﻭ ﺍﻟﱪﻭﺗﻴﻨﺎﺕ ﺃﻭ ﺍﻹﻓﺮﺍﻁ ﻓﻴﻬﺎ ﺃﻭ ﺗﻨﺎﻭﻝ ﺃﻏﺬﻳﺔ ﻣﻠﻮ‪‬ﺛﺔ‬
‫ﻭﺍﻻِﻗﺘﻨﺎﻉ ﺑﻀﺮﻭﺭﺓ ﺗﻄﺒﻴﻖ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﺍﳊﺴﻨﺔ ﻭﺍﻷﺧﺬ ﺑﻘﻮﺍﻋﺪ ﺣﻔﻆ ﺍﻟﺼﺤ‪‬ﺔ )ﻧﻈﺎﻓﺔ ﺍﻟﻐﺬﺍﺀ ﻭﻋﺪﻡ ﺗﻠﻮ‪‬ﺛﻪ‪،‬‬
‫ﺣﻔﻆ ﺍﻷﻏﺬﻳﺔ – ﻧﻈﺎﻓﺔ ﺍﻟﻴﺪﻳﻦ ﻭﺍﻷﺳﻨﺎﻥ – ﻧﻈﺎﻓﺔ ﺍﳌﻜﺎﻥ ﺍﻟﹼﺬﻱ ﺗ‪‬ﻌ ‪‬ﺪ ﻓﻴﻪ ﺍﻷﻏﺬﻳﺔ‪ ،‬ﻧﻈﺎﻓﺔ ﺍﻷﻭﺍﱐ ‪.(...‬‬

‫ﺗﻐﺬﻳﺔ ﺍﻟﻨ‪‬ﺒﺎﺕ ‪:‬‬

‫ﳝﻜﻦ ﺍﻟﺘﻌﺮ‪‬ﻑ ﺇﱃ ﺍﳌﻮﺍ ‪‬ﺩ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﹼﱵ ﻳﺘﻐﺬﹼﻯ ﻋﻠﻴﻬﺎ ﺍﻟﻨ‪‬ﺒﺎﺕ ﺍﻷﺧﻀﺮ ﻣﻦ ﺧﻼﻝ ﺯﺭﺍﻋﺔ ﺃﻭ ﻏﺮﺍﺳﺔ ﻧﺒﺎﺗﺎﺕ‬
‫ﻭﻣﺘﺎﺑﻌﺔ ﳕﻮ‪‬ﻫﺎ ﻭﺃﻥ ﺗﺴﺘﺜﻤﺮ ﺣﺼ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﻘﻨﻴﺔ ﰲ ﺍﻟﻐﺮﺽ ﺑـ ‪:‬‬
‫‪ -‬ﻏﺮﺱ ﻧﺒﺘﺔ ﰲ ﻭﺳﻂ ﺟﺎﻑ‪) .‬ﻧﺒﺘﺔ ﰲ ﺃﺻﻴﺺ ﺑﻪ ﺗﺮﺑﺔ ﺟﺎﻓﹼﺔ(‬
‫‪ -‬ﻏﺮﺱ ﻧﺒﺘﺔ ﰲ ﻭﺳﻂ ﻳﻔﺘﻘﺮ ﺇﱃ ﺍﻷﻣﻼﺡ )ﻧﺒﺘﺔ ﰲ ﺃﺻﻴﺺ ﺑﻪ ﺗﺮﺑﺔ ﻣﺴﻘﻴﺔ ﲟﺎﺀ ﻣﻘﻄﹼﺮ(‬
‫‪ -‬ﻏﺮﺱ ﻧﺒﺘﺔ ﰲ ﻭﺳﻂ ﺗﺘﻮﻓﹼﺮ ﺑﻪ ﺍﻟﻈﹼﺮﻭﻑ ﺍﳌﻼﺋﻤﺔ ﻟﻺﻧﺒﺎﺕ )ﻧﺒﺘﺔ ﰲ ﺃﺻﻴﺺ ﺑﻪ ﺗﺮﺑﺔ ﻣﺴﻘﻴﺔ ﺑﺎﳌﺎﺀ(‪.‬‬

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 ‫ﲏ )ﻧﺒﺘﺔ ﰲ ﺃﺻﻴﺺ ﺑﻪ ﺗﺮﺑﺔ ﻣﺴﻘﻴﺔ ﲟﺎﺀ ﻣﻊ ﲰﺎﺩ(‪.‬‬ ‫‪ -‬ﻏﺮﺱ ﻧﺒﺘﺔ ﰲ ﻭﺳﻂ ﻏ ‪‬‬
‫‪ -‬ﻏﺮﺱ ﻧﺒﺘﺔ ﻣﺒﺘﻮﺭﺓ ﺍﳉﺬﻭﺭ ﰲ ﻭﺳﻂ ﺗﺘﻮﻓﹼﺮ ﺑﻪ ﺍﻟﻈﹼﺮﻭﻑ ﺍﳌﻼﺋﻤﺔ ﻟﻺﻧﺒﺎﺕ‪.‬‬
‫ﻭﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ‪ :‬ﻣﺎ ﻫﻲ ﺍﻟﻈﹼﺮﻭﻑ ﺍﳌﻼﺋﻤﺔ ﻟﻨﻤ ‪‬ﻮ ﺍﻟﻨ‪‬ﺒﺎﺕ ؟‬
‫ﻭﻫﺬﻩ ﺍﳌﻘﺎﺭﺑﺔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﺘﻨﺎﻭﻝ ﺍﻟﻜﻔﺎﻳﺔ ﺍﳌﺪﺭﺟﺔ ﺑﺎﻟﱪﻧﺎﻣﺞ )ﺣ ﹼﻞ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻞ ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ‬
‫ﻣﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳ‪‬ﺔ ﻟﻠﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ ﰲ ﻋﻼﻗﺘﻬﺎ ﺑﺎﶈﻴﻂ(‪.‬‬
‫ﻭﻫﻜﺬﺍ ﻓﺈ ﹼﻥ ﺗﻔﺴﲑ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﻭﺍﳌﺘﺎﺑﻌﺔ )ﲣﺼﻴﺺ ﺑﻄﺎﻗﺔ ﻣﺘﺎﺑﻌﺔ ﻟﻜ ﹼﻞ ﻧﺒﺘﺔ( ﺳﻴﻔﻀﻲ ﺇﱃ ‪:‬‬
‫‪ -‬ﺗﻌﺮ‪‬ﻑ ﺩﻭﺭ ﺍﳌﺎﺀ ﻭﺍﻷﻣﻼﺡ ﻭﺍﻟﺘ‪‬ﺮﺑﺔ ﰲ ﳕ ‪‬ﻮ ﺍﻟﻨ‪‬ﺒﺎﺕ‪.‬‬
‫ﺺ ﻏﺬﺍﺀﻫﺎ ﺑﻮﺍﺳﻄﺔ ﺍﳉﺬﻭﺭ‪.‬‬ ‫‪ -‬ﺗﻌﺮ‪‬ﻑ ﺃ ﹼﻥ ﺍﻟﻨ‪‬ﺒﺘﺔ ﲤﺘ ‪‬‬
‫‪ -‬ﺗﻌﺮ‪‬ﻑ ﺩﻭﺭ ﺍﻟﺴ‪‬ﻤﺎﺩ ﰲ ﳕ ‪‬ﻮ ﺍﻟﻨ‪‬ﺒﺘﺔ‪.‬‬

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 ‫ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ‬

‫• ﻣﺎ ﻫﻲ ﺃﳕﺎﻁ ﺍﻟﺘﻨﻘﹼﻞ ﻟﺪﻯ ﺍﳊﻴﻮﺍﻥ ؟‬

‫• ﻫﻞ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﻛﻴﻔﻴ‪‬ﺔ ﺗﻨﻘﹼﻞ ﺍﳊﻴﻮﺍﻥ ﻭﺍﻷﻋﻀﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺫﻟﻚ ؟‬
‫ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃ ﹼﻥ ﺟ ﹼﻞ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ ﻭﺍﻟﺒﺤﺮﻳ‪‬ﺔ ﺗﺘﻨﻘﹼﻞ ﲝﺜﺎ ﻋﻦ ﺍﻟﻐﺬﺍﺀ ﺃﻭ ﻟﻠﺘ‪‬ﻜﺎﺛﺮ‪ ،‬ﻭﻫﻲ ﻣﻜﻴ‪‬ﻔﺔ ﻷﳕﺎﻁ ﻣﻌﻴ‪‬ﻨﺔ‬
‫ﻣﻦ ﺍﻟﺘﻨﻘﹼﻞ ﺣﺴﺐ ﺍﻟﻮﺳﻂ ﺍﻟﹼﺬﻱ ﺗﻌﻴﺶ ﻓﻴﻪ‪.‬‬
‫ﻓﻔﻲ ﺍﻟ ‪‬ﱪ ﳒﺪ ﺣﻴﻮﺍﻧﺎﺕ ﺗﻌﺪﻭ ﻛﺎﳊﺼﺎﻥ ﻭﺃﺧﺮﻯ ﺗﻘﻔﺰ ﻛﺎﻷﺭﻧﺐ ﻭﺃﺧﺮﻯ ﲤﺸﻲ ﻭﺃﺧﺮﻯ ﺗﺰﺣﻒ‪.‬‬
‫ﻂ ﻭﺍﻟﻀ‪‬ﻔﺎﺩﻉ‪.‬‬
‫ﻭﰲ ﺍﳉ ‪‬ﻮ ﻧﺸﺎﻫﺪ ﻃﻴﻮﺭﺍ ﻭﺣﺸﺮﺍﺕ ﺗﻄﲑ‪ ،‬ﻭﰲ ﺍﳌﺎﺀ ﺗﺴﺒﺢ ﺍﻷﲰﺎﻙ ﻭﺍﻟﺴ‪‬ﻼﺣﻒ ﺍﻟﺒﺤﺮﻳ‪‬ﺔ ﻭﺍﻟﺒ ﹼ‬
‫ﺳﻨﻮﺍﺕ( ﳚﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻹﳌﺎﻡ ﲜﻤﻴﻊ ﺃﳕﺎﻁ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻓﺒﺎﻹﻣﻜﺎﻥ ﺍﻻِﻗﺘﺼﺎﺭ‬ ‫)‪8 – 7‬‬ ‫ﻭﲟﺎ ﺃ ﹼﻥ ﺗﻠﻤﻴﺬ ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻋﻠﻰ ‪:‬‬
‫‪ -‬ﺍﻟﻌﺪﻭ ﻭﺍﻟﻘﻔﺰ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻨﻘﹼﻞ ﰲ ﺍﻟ ‪‬ﱪ‪.‬‬
‫‪ -‬ﺍﻟﻄﹼﲑﺍﻥ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻨﻘﹼﻞ ﰲ ﺍﳉ ‪‬ﻮ‪.‬‬
‫‪ -‬ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﰲ ﺍﳌﺎﺀ‪.‬‬

‫‪ – 1‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﰲ ﺍﻟﱪ‪ * : ‬ﺍﻟﻌﺪﻭ‬

‫ﻣﺎ ﺍﻟﹼﺬﻱ ﳝﻴ‪‬ﺰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﹼﱵ ﺗﺘﻨﻘﹼﻞ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﺪﻭ ؟‬
‫ﺇ ﹼﻥ ﻣﺸﺎﻫﺪﺓ ﺣﻴﻮﺍﻥ ﻳﺘﻨﻘﹼﻞ ﺑﺮ‪‬ﺍ ﻭﻫﻮ ﻳﻌﺪﻭ ﻛﺎﳊﺼﺎﻥ ﺃﻭ ﺍﻟﻔﻬﺪ ﻣﺜﻼ ‪ ...‬ﲤﻜﹼﻨﻨﺎ ﻣﻦ ﻣﻼﺣﻈﺔ ﺍﺗ‪‬ﺴﺎﻉ ﺍﻟﻘﻔﺺ‬
‫ﺍﻟﺼ‪‬ﺪﺭﻱ ﻭﻗﻮ‪‬ﺓ ﻋﻀﻼﺗﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﻃﻮﻝ ﺍﻟﻘﻮﺍﺋﻢ ﻭﺩﻗﹼﺘﻬﺎ ﻭﻗﻮ‪‬ﺓ ﻋﻀﻼ‪‬ﺎ‪ ،‬ﻭﺿﻤﻮﺭ ﺍﻟﺒﻄﻦ ﻭﻫﺬﻩ ﺍﻟﺼ‪‬ﻔﺎﺕ ﻣﻦ ﺷﺄ‪‬ﺎ‬
‫ﺃﻥ ﲡﻌﻞ ﺍﳊﻴﻮﺍﻥ ﻣﻜﻴ‪‬ﻔﺎ ﻟﻠﺘ‪‬ﻨﻘﹼﻞ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﺪﻭ‪.‬‬

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 ‫* ﺍﻟﻘﻔﺰ ‪:‬‬
‫‪ -‬ﻣﺎ ﺍﻟﹼﺬﻱ ﺗﺘﻤﻴ‪‬ﺰ ﺑﻪ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﳌﻜﻴ‪‬ﻔﺔ ﻟﻠﺘ‪‬ﻨﻘﹼﻞ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻘﻔﺰ ؟‬
‫ﲤﺘﺎﺯ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﹼﱵ ﺗﺘﻨﻘﹼﻞ ﰲ ﺍﻟ ‪‬ﱪ ﻗﻔﺰﺍ ﺑـ ‪:‬‬
‫• ﺍﺧﺘﻼﻑ ﰲ ﻃﻮﻝ ﺍﻟﻘﺎﺋﻤﺘﲔ ﺍﳋﻠﻔﻴ‪‬ﺘﲔ ﻣﻘﺎﺭﻧﺔ ﺑﻄﻮﻝ ﺍﻟﻘﺎﺋﻤﻴﱳ ﺍﻷﻣﺎﻣﻴﺘﲔ‪ ،‬ﻓﺎﻟﻘﺎﺋﻤﺘﺎﻥ ﺍﳋﻠﻔﻴ‪‬ﺘﺎﻥ ﺃﻃﻮﻝ ﻣﻦ‬
‫ﺍﻷﻣﺎﻣﻴﺘﲔ‪.‬‬
‫• ﻗﻮ‪‬ﺓ ﻋﻀﻼﺕ ﺍﻟﻘﺎﺋﻤﺘﲔ ﺍﳋﻠﻔﻴ‪‬ﺘﲔ‬
‫• ﺿﻤﻮﺭ ﺍﻟﺒﻄﻦ ﰲ ﺃﻏﻠﺐ ﺍﳊﺎﻻﺕ‪.‬‬
‫• ﺷﻜﻞ ﺍﻟﻘﺎﺋﻤﺘﲔ ﺍﳋﻠﻔﻴ‪‬ﺘﲔ ﻋﻨﺪ ﺍﻹﺳﺘﻌﺪﺍﺩ ﻟﻠﻘﻔﺰ ‪ :‬ﺇﺫ ﺗﻜﻮﻧﺎﻥ ﻟﺪﻯ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﻘﺎﻓﺰﺓ ﻋﻠﻰ ﺷﻜﻞ ‪ Z‬ﹼﰒ‬
‫ﺗﻨﺒﺴﻄﺎﻥ ﻃﻮﻳﻠﺘﲔ ﻭﻫﻮ ﻣﺎ ﳝﻜﹼﻨﻬﺎ ﻣﻦ ﺍﻹﻧﻄﻼﻕ ﻗﻔﺰﺍ ﻭﳝﻜﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺸﺎﻫﺪﺓ ﻣﻼﺣﻈﺔ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻋﻨﺪ‬
‫ﺍﻷﺭﻧﺐ ﻭﺍﻟﻀ‪‬ﻔﺪﻋﺔ ﻭﺍﻟﻜﻨﻐﺮ‪ ،‬ﻭﻫﻲ ﻣﻜﻴ‪‬ﻔﺔ ﳍﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ ﻣﻦ ﺍﻟﺘﻨﻘﹼﻞ ﻷﻧ‪‬ﻬﺎ ﺑﻄﻴﺌﺔ ﺍﳋﻄﻮﺍﺕ‪.‬‬
‫ﻓﺎﻟﻮﺭﻛﺎﻥ ﺍﳌﻔﺘﻮﻟﺘﺎ ﺍﻟﻌﻀﻼﺕ ﻭﺍﳌﺘ‪‬ﺼﻠﺘﺎﻥ ﺑﺴﺎﻗﲔ ﻣﻄﻮﺍﻋﺘﲔ ﻳ‪‬ﻨ ﹶﻄﻠﹶﻖ ‪‬ﺎ ﺇﱃ ﺍﻷﻣﺎﻡ ﻫﻮ ﻣﺎ ﳝﻜﹼﻦ ﺍﻷﺭﻧﺐ‬
‫ﻭﺍﻟﻜﻨﻐﺮ ﻭﺍﳉﺮﺍﺩ ﻣﻦ ﺍﻟﻘﻔﺰ‪.‬‬

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 ‫‪ – 2‬ﺍﻟﺘﻨﻘﹼﻞ ﰲ ﺍﳍﻮﺍﺀ ‪ :‬ﺍﻟﻄﹼﲑﺍﻥ‬
‫ﺍﻟﻄﹼﲑﺍﻥ ﳕﻂ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﻨﻘﹼﻞ‪ ،‬ﻭﻛ ﹼﻞ ﺣﻴﻮﺍﻥ ﻳﺘﻨﻘﹼﻞ ‪‬ﺬﻩ ﺍﻟﻄﹼﺮﻳﻘﺔ ﻳﺪﻋﻰ ﺍﻟﻄﹼﺎﺋﺮ ﺇ ﹼﻻ ﺃﻧ‪‬ﻪ ﺗﻮﺟﺪ ﻃﻴﻮﺭ ﻻ ﺗﻄﲑ‬
‫ﻧﻈﺮﺍ ﺇﱃ ﻛﱪ ﻛﺘﻠﺘﻬﺎ ﻛﺎﻟﻨ‪‬ﻌﺎﻣﺔ‪.‬‬
‫ﻭﻣﻬﻤﺎ ﺗﻨﻮ‪‬ﻋﺖ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﻄﹼﺎﺋﺮﺓ ﻧﻼﺣﻆ ﺃﻧ‪‬ﻬﺎ ﺗﺸﺘﺮﻙ ﰲ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺣ‪‬ﺘﻰ ﻳﺘﺴﻨ‪‬ﻰ ﳍﺎ ﺍﻟﻄﹼﲑﺍﻥ‪.‬‬
‫• ﻋﻨﺪ ﺍﻹﻗﻼﻉ ﳜﺒ‪‬ﻂ ﺍﻟﻄﹼﺎﺋﺮ ﲜﻨﺎﺣﻴﻪ ﺑﺴﺮﻋﺔ ﰲ ﺍﳍﻮﺍﺀ‪ .‬ﻓﺘﺘﻜﻮ‪‬ﻥ ﺣﻮﳍﻤﺎ ﻣﻨﺎﻃﻖ ﳐﺘﻠﻔﺔ ﺍﻟﻀ‪‬ﻐﻂ ﻭﻫﻮ ﻣﺎ ﳝﻜﹼﻦ‬
‫ﺍﳍﻮﺍﺀ ﻣﻦ ﻣﻘﺎﻭﻣﺔ ﻛﺘﻠﺔ ﺍﻟﻄﹼﺎﺋﺮ ﻭﺗﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﻗﻮ‪‬ﺗﺎﻥ ‪:‬‬
‫‪ -‬ﻗﻮ‪‬ﺓ ﺣﺎﻣﻠﺔ ﲤﻜﹼﻦ ﺍﻟﻄﹼﺎﺋﺮ ﻣﻦ ﺍﻹﺭﺗﻔﺎﻉ‪.‬‬
‫‪ -‬ﻗﻮ‪‬ﺓ ﺳﺎﺣﺒﺔ ﺗﻘﺎﻭﻣﻬﺎ ﺍﻷﺟﻨﺤﺔ ﺑﺎﳋﻔﻘﺎﻥ ﺇﺫ ﺗﻘﻮﻡ ﺭﺅﻭﺱ ﺍﳉﻨﺎﺣﲔ ﲝﺮﻛﺔ ﺩﺍﺋﺮﻳﺔ ﺗﺪﻓﻊ ﺑﺎﳍﻮﺍﺀ ﺇﱃ ﺍﳋﻠﻒ‬
‫ﺑﻴﻨﻤﺎ ﻳﺸﻜﹼﻞ ﺍﳊﺮﻓﺎﻥ ﺍﻷﻣﺎﻣﻴﺎﻥ ﻟﻠﺠﻨﺎﺣﲔ ﺣ ‪‬ﺪﻳ‪‬ﻦ ﻳﺸﻘﹼﺎﻥ ﺍﳍﻮﺍﺀ ﺇﱃ ﺍﻷﻣﺎﻡ‪.‬‬
‫• ﻣﺎ ﺍﻟﹼﺬﻱ ﺟﻌﻞ ﺍﻟﻄﺎﺋﺮ ﻳﻜﺘﺴﺐ ﻗﻮ‪‬ﰐ ﺍﳊﻤﻞ ﻭﺍﻟﺴ‪‬ﺤﺐ ؟‬
‫ﺇ ﹼﻥ ﺍﻟﺸ‪‬ﻜﻞ ﺍﳌﻐﺰﱄ ﻟﻠﺠﺴﻢ ﺍﻟﹼﺬﻱ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻫﻴﻜﻞ ﻋﻈﺎﻣﻪ ﻃﻮﻳﻠﺔ ﻭﺩﻗﻴﻘﺔ ﻭﻧﻮﻋﻴ‪‬ﺔ ﺍﻟﺮ‪‬ﻳﺶ ﻭﻋﻀﻼﺕ ﺍﻟﺼ‪‬ﺪﺭ‬
‫ﺍﻟﻘﻮﻳ‪‬ﺔ ‪ ...‬ﻛﻠﹼﻬﺎ ﺧﺼﺎﺋﺺ ﺗﻜﻴ‪‬ﻒ ﺍﻟﻄﺎﺋﺮ ﻟﻠﻄﹼﲑﺍﻥ‪ ،‬ﻫﺬﺍ ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺍﻷﻛﻴﺎﺱ ﺍﳍﻮﺍﺋﻴﺔ ﺍﻟﺼ‪‬ﻐﲑﺓ ﺍﳌﺮﻓﻘﺔ ﺑﺮﺋﺘﻪ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻭﻓﺮ ﻛﻤﻴ‪‬ﺔ ﻣﻦ ﺍﻷﻛﺴﺠﲔ ﻭﺍﻟﺒﻘﺎﺀ ﳏﻤﻮﻻ ﰲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫ﻭﻧﻈﺮﺍ ﺇﱃ ﺃﳘﻴ‪‬ﺔ ﺍﻟﺮ‪‬ﻳﺶ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﻄﹼﲑﺍﻥ ﻓﻤﻦ ﺍﳌﻔﻴﺪ ﺍﻟﺘﻌﺮ‪‬ﻑ ﺇﱃ ﺗﺮﻛﻴﺒﺘﻪ‪.‬‬
‫ﻱ ﰲ ﺍﻟﻮﺳﻂ ﻳﺘﻔﺮ‪‬ﻉ ﻋﻨﻪ ﺳﻌﻒ ﺻﻐﲑ ﻧﺎﻋﻢ ﻣﺮﺗﺒﻂ ﺑﺒﻌﻀﻪ ﺑﻮﺍﺳﻄﺔ ﺳﻌﻴﻔﺎﺕ‪.‬‬ ‫ﺗﺘﻜﻮ‪‬ﻥ ﺍﻟﺮ‪‬ﻳﺸﺔ ﻣﻦ ﻋﻤﻮﺩ ﻗﻮ ‪‬‬
‫ﺹ ﺑﺎﻟﻄﹼﲑﺍﻥ ﻳﻮﺟﺪ ﻋﻠﻰ ﺍﳉﻨﺎﺣﲔ ﺃﻣ‪‬ﺎ ﺍﻟﺰ‪‬ﻏﺐ ﺍﻟﻌﺎﺯﻝ ﺍﻟﻨ‪‬ﺎﻋﻢ ﻓﻴﻜﻮ‪‬ﻥ ﺍﻟﻄﹼﺒﻘﺔ ﺍﻟﹼﱵ ﺗﻐﻄﹼﻲ ﺍﳉﻠﺪ‬ ‫ﻱ ﺍﳋﺎ ‪‬‬‫ﻭﺍﻟﺮ‪‬ﻳﺶ ﺍﻟﻘﻮ ‪‬‬
‫ﻭﻫﻜﺬﺍ‪ ،‬ﻧﻼﺣﻆ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﳌﻤﻴ‪‬ﺰﺍﺕ ﳎﺘﻤﻌﺔ )ﺷﻜﻞ ﺍﳉﺴﻢ‪ ،‬ﺍﳍﻴﻜﻞ ﺍﻟﻌﻈﻤﻲ‪ ،‬ﺍﻷﻛﻴﺎﺱ ﺍﳍﻮﺍﺋﻴﺔ ﺍﳌﺮﻓﻘﺔ ﺑﺎﻟﺮ‪‬ﺋﺔ –‬
‫ﻧﻮﻋﻴ‪‬ﺔ ﺍﻟﺮ‪‬ﻳﺶ ‪ (...‬ﻫﻲ ﺍﻟﹼﱵ ﺟﻌﻠﺖ ﺍﻟﻄﹼﺎﺋﺮ ﻣﻜﻴ‪‬ﻔﺎ ﳍﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ ﻣﻦ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‪.‬‬

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 ‫‪ – 3‬ﺍﻟﺘﻨﻘﹼﻞ ﰲ ﺍﳌﺎﺀ ‪ :‬ﺍﻟﺴ‪‬ﺒﺎﺣﺔ‬
‫ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ﳕﻂ ﻣﻦ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‪ .‬ﻭﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﺴ‪‬ﺎﲝﺔ ﰲ ﺍﳌﺎﺀ ﻣﻜﻴ‪‬ﻔﺔ ﳍﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ‪ .‬ﻛﻴﻒ ﺫﻟﻚ ؟‬
‫ﺇ ﹼﻥ ﻣﺸﺎﻫﺪﺓ ﺷﻜﻞ ﺍﳉﺴﻢ ﻋﻨﺪ ﺍﻟﺴ‪‬ﻤﻜﺔ ﻭﺷﻜﻞ ﺍﻟﻘﺎﺋﻤﺘﲔ ﺍﳋﻠﻔﻴ‪‬ﺘﲔ ﻟﻠﻀ‪‬ﻔﺪﻋﺔ ﻭﺷﻜﻞ ﻗﺎﺋﻤﱵ ﺍﻟﺒﻄﹼﺔ ﳚﻌﻠﻨﺎ‬
‫ﻧﺪﺭﻙ ﺗﻜﻴ‪‬ﻒ ﻫﺬﻩ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻣﻊ ﺍﻟﻮﺳﻂ ﺍﳌﺎﺋﻲ )ﺍﻟﺴ‪‬ﺒﺎﺣﺔ(‪.‬‬
‫ﻓﺠﺴﻢ ﺍﻟﺴ‪‬ﻤﻜﺔ ﺗﻜﻴ‪‬ﻒ ﻟﺘﺴﻬﻴﻞ ﺍﳊﺮﻛﺔ ﰲ ﺍﳌﺎﺀ ‪ :‬ﺭﺃﺱ ﻛﺮﻭﻱ ﺣﺎ ‪‬ﺩ ﰲ ﺍﻷﻣﺎﻡ ﻭﺟﺴﻢ ﻣﻐﺰﱄ ﻳﻘﻠﹼﻞ ﻣﻦ‬
‫ﻣﻘﺎﻭﻣﺔ ﺍﳌﺎﺀ ﻭﺯﻋﺎﻧﻒ ﻣﺘﺨﺼ‪‬ﺼﺔ ﻣﻨﻬﺎ ﻣﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻮﺍﺯﻥ )ﺍﻟﺰ‪‬ﻋﻨﻔﺔ ﺍﻟﻈﹼﻬﺮﻳﺔ ﻭﺍﻟﺰ‪‬ﻋﻨﻔﺔ ﺍﻟﺸﺮﺟﻴ‪‬ﺔ( ﻭﻣﻨﻬﺎ ﻣﺎ‬
‫ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘﺤﻜﹼﻢ ﰲ ﺍﳊﺮﻛﺔ ﻋﻨﺪ ﺍﻟﺴ‪‬ﺒﺎﺣﺔ )ﺯﻭﺝ ﺍﻟﺰ‪‬ﻋﺎﻧﻒ ﺍﳊﻮﺿﻲ ﻭﺯﻭﺝ ﺍﻟﺰ‪‬ﻋﺎﻧﻒ ﺍﻟﺼ‪‬ﺪﺭﻱ( ﻭﺫﻧﺐ ﻳﺪﻓﻊ‬
‫ﺇﱃ ﺍﻷﻣﺎﻡ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﺍﻟﺒﻄﹼﺔ ﻓﻬﻲ ﻣﻜﻔﹼﻔﺔ ﺍﻟﻘﺪﻣﲔ ﻣﻬﻴ‪‬ﺎﺓ ﻟﻠﺴ‪‬ﺒﺎﺣﺔ ﺑﻔﻀﻞ ﺃﺻﺎﺑﻌﻬﺎ ﺍﻟﺜﹼﻼﺛﺔ ﺍﻟﹼﱵ ﻳﺼﻞ ﺑﻴﻨﻬﺎ ﻏﺸﺎﺀ ﺭﻗﻴﻖ‪.‬‬
‫ﻭﺍﻟﻀ‪‬ﻔﺪﻋﺔ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ﺑﻔﻀﻞ ﺃﺻﺎﺑﻊ ﻗﺎﺋﻤﺘﻴﻬﺎ ﺍﳋﻠﻔﻴ‪‬ﺘﲔ ﺍﳌﻜﻔﹼﻔﺘﲔ‪.‬‬
‫ﻛﻤﺎ ﺃ ﹼﻥ ﻫﻨﺎﻙ ﺣﻴﻮﺍﻧﺎﺕ ﺃﺧﺮﻯ ﻣﻜﻴ‪‬ﻔﺔ ﻟﻠﺴ‪‬ﺒﺎﺣﺔ ﻋﻦ ﻃﺮﻳﻖ ﻛﺎﻣﻞ ﺟﺴﻤﻬﺎ ﺃﻭ ﺟﺰﺀ ﻣﻨﻪ ﻛﺎﻟﺴ‪‬ﻠﺤﻔﺎﺓ ﺍﻟﺒﺤﺮﻳ‪‬ﺔ‬
‫ﻭﺍﻟﻔﻘﻤﺔ ﻭﺃﺳﺪ ﺍﻟﺒﺤﺮ ﻭﺍﻟﺘ‪‬ﻤﺴﺎﺡ ‪...‬‬

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 ‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‬

‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ‪:‬‬

‫ﺇ ﹼﻥ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳝﻜﹼﻨﻨﺎ ﻣﻦ ﺍﻟﺘﻌﺮ‪‬ﻑ ﺇﱃ ﺍﻟﺪ‪‬ﻭﺭ ﺍﳊﻴﻮﻱ ﻟﻠﻬﻮﺍﺀ ﰲ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﻭﺁﻟﻴﺎﺕ‬
‫ﺍﳊﺮﻛﺎﺕ ﺍﻟﺘﻨﻔﺴﻴ‪‬ﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﺤﻴ‪‬ﺔ ﻟﻠﺘﻨﻔﹼﺲ ‪:‬‬
‫ﳌﺎﺫﺍ ﻳﺘﻨﻔﹼﺲ ﺍﻹﻧﺴﺎﻥ ؟ ﺃﻳﻦ ؟ ﻛﻴﻒ ؟‬
‫ﻳﺘﻨﻔﹼﺲ ﺍﻹﻧﺴﺎﻥ ﻟﻴﺒﻘﻰ ﻋﻠﻰ ﻗﻴﺪ ﺍﳊﻴﺎﺓ ﻓﺒﺪﻭﻥ ﻫﻮﺍﺀ ﻻ ﳝﻜﻨﻪ ﺃﻥ ﻳﻌﻴﺶ‪ ،‬ﻓﺎﻟﺘﻨ ﹼﻔﺲ ﻇﺎﻫﺮﺓ ﺣﻴﻮﻳ‪‬ﺔ ﻻ ﺗﺘﻮﻗﹼﻒ ﺇ ﹼﻻ‬
‫ﻋﻨﺪ ﺍﻟﻮﻓﺎﺓ ﻭﻫﻮ ﺗﺒﺎﺩﻝ ﻏﺎﺯﻱ ﻣﻊ ﺍﻟﻮﺳﻂ‪ ،‬ﻓﺎﳉﺴﻢ ﻳﺄﺧﺬ ﻣﻦ ﺍﻟﻮﺳﻂ ﺍﳋﺎﺭﺟﻲ ﺃﻛﺴﺠﲔ ﺍﳍﻮﺍﺀ ﻭﻳﻄﺮﺡ ﺛﻨﺎﺋﻲ‬
‫ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﻣﻊ ﲞﺎﺭ ﺍﳌﺎﺀ ﻭﻛﻤﻴ‪‬ﺔ ﻣﻦ ﺍﳊﺮﺍﺭﺓ‪.‬‬
‫ﻳﺘﻨﻔﹼﺲ ﺍﻹﻧﺴﺎﻥ ﰲ ﺍﻟ ‪‬ﱪ ﺍﻟﹼﺬﻱ ﻳ‪‬ﻌﺘﱪ ﺍﻟﻮﺳﻂ ﺍﻟﻄﹼﺒﻴﻌﻲ ﻟﺘﻨﻔﹼﺴﻪ ﻭﻟﻼﺳﺘﺪﺍﻝ ﻋﻠﻰ ﺫﻟﻚ ﻧﻼﺣﻆ ﺃ‪‬ﻧﻪ ﻻ ﻳﻘﺪﺭ ﻋﻠﻰ‬
‫ﺍﻟﺒﻘﺎﺀ ﲢﺖ ﺍﳌﺎﺀ ﺇ ﹼﻻ ﳌﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﻗﺼﲑﺓ ﺇﺫﺍ ﱂ ﳛﻤﻞ ﻣﻌﻪ ﻗﺎﺭﻭﺭﺓ ﺃﻛﺴﻴﺠﲔ ﻛﻤﺎ ﻫﻮ ﺍﻟﺸ‪‬ﺄﻥ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺭﻭ‪‬ﺍﺩ ﺍﻟﻔﻀﺎﺀ‬
‫ﺍﻟﹼﺬﻳﻦ ﳛﻤﻠﻮﻥ ﻣﻌﻬﻢ ﻛﻤﻴ‪‬ﺔ ﻛﺎﻓﻴﺔ ﻣﻦ ﺍﻷﻛﺴﻴﺠﲔ ﺃﺛﻨﺎﺀ ﺇﳒﺎﺯ ﻣﻬﻤ‪‬ﺎﺕ ﰲ ﺍﻟﻔﻀﺎﺀ ﺍﳋﺎﺭﺟﻲ ﺣﻴﺚ ﻳﻨﻌﺪﻡ ﺍﳍﻮﺍﺀ‪.‬‬
‫ﲢﺪ‪‬ﺙ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘﻨﻔﹼﺲ ﻋﻠﻰ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﻣﺘﺘﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﺍﻣﺘﺼﺎﺹ ﺍﻷﻛﺴﻴﺠﲔ ﺣﻴﺚ ﻳﺘﻨﻘﹼﻞ ﺍﻷﻛﺴﻴﺠﲔ ﻋﱪ ﺍﻟﺪ ‪‬ﻡ ﻭﻳﺘ ‪‬ﻢ ﺍﻣﺘﺼﺎﺻﻪ ﻣﻦ ﻗﺒﻞ ﺍﻷﻋﻀﺎﺀ )ﺍﻣﺘﺼﺎﺹ‬
‫ﺍﻷﻛﺴﻴﺠﲔ ﻭﺍﳌﻐﺬﹼﻳﺎﺕ( ﻭﺍﳋﻼﻳﺎ‪.‬‬
‫‪ -‬ﺍﻟﺪ‪‬ﻭﺭﺍﻥ ﺍﻟﹼﺬﻱ ﳛﻘﹼﻖ ﺗﻮﺯﻳﻊ ﺍﻷﻛﺴﻴﺠﲔ ﻋﻠﻰ ﲨﻴﻊ ﺃﻋﻀﺎﺀ ﺍﳉﺴﻢ ﺣﻴﺚ ﺗﻘﻊ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻷﻛﺴﺪﺓ ﻓﻴﻘﻊ ﻃﺮﺡ‬
‫ﺛﻨﺎﺋﻲ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﺩﺍﺧﻞ ﺍﻟﺸ‪‬ﻌﲑﺍﺕ ﺍﻟﺪ‪‬ﻣﻮﻳﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ‪‬ﺬﻩ ﺍﻷﻋﻀﺎﺀ ﹼﰒ ﻳﻨﺘﻘﻞ ﺍﻟﺪ‪‬ﻡ ﺇﱃ ﺍﻟﺮ‪‬ﺋﺘﲔ ﻓﻴﻄﺮﺡ ﺛﻨﺎﺋﻲ‬
‫ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﰲ ﻣﺴﺘﻮﻯ ﺍﳊﻮﻳﺼﻼﺕ ﺍﻟﺮ‪‬ﺋﻮﻳﺔ‪.‬‬
‫ﻭﻫﻜﺬﺍ ﻓﺈ ﹼﻥ ﺍﻟﺘﻨﻔﹼﺲ ﰲ ﻋﻼﻗﺔ ﺑﺒﻘﻴ‪‬ﺔ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳ‪‬ﺔ )ﺍﻟﺪ‪‬ﻭﺭﺍﻥ‪ ،‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ‪ (...‬ﻭﻳﺘﻨﻔﹼﺲ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺍﻟﺮ‪‬ﺋﺘﲔ ﻟﺬﺍ ﻓﺈ ﹼﻥ ﻧﻮﻉ ﺗﻨﻔﹼﺴﻪ ﺭﺋﻮﻱ ﻭﻟﻌﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻇﺎﻫﺮﺗﺎﻥ ‪:‬‬
‫‪ -‬ﺣﺮﻛﺎﺕ ﺍﻟﻘﻔﺺ ﺍﻟﺼ‪‬ﺪﺭﻱ ﺍﻟﹼﺬﻱ ﻳﺮﺗﻔﻊ ﻭﻳﻨﺨﻔﺾ ﺑﺼﻔﺔ ﻣﻨﺘﻈﻤﺔ‪.‬‬
‫‪ -‬ﺣﺮﻛﺎﺕ ﺍﳍﻮﺍﺀ ﺍﻟﹼﺬﻱ ﻳﺪﺧﻞ ﻭﳜﺮﺝ ﻣﻦ ﺍﳊﻔﺮﺗﲔ ﺍﻷﻧﻔﻴﺘﲔ‪.‬‬
‫ﻭﺗﺮﺗﺒﻂ ﺍﻟﻈﹼﺎﻫﺮﺗﺎﻥ ﺑـ ‪:‬‬
‫‪ -‬ﺣﺮﻛﺔ ﺍﻟﺸ‪‬ﻬﻴﻖ ‪ :‬ﻋﻨﺪﻣﺎ ﻳﺮﺗﻔﻊ ﺍﻟﺼ‪‬ﺪﺭ ﻳﺪﺧﻞ ﺍﳍﻮﺍﺀ ﺇﱃ ﺍ‪‬ﺎﺭﻱ ﺍﻟﺘﻨﻔﹼﺴﻴ‪‬ﺔ‪.‬‬
‫‪ -‬ﺣﺮﻛﺔ ﺍﻟﺰ‪‬ﻓﲑ ‪ :‬ﻋﻨﺪﻣﺎ ﻳﻨﺨﻔﺾ ﺍﻟﺼ‪‬ﺪﺭ ﳜﺮﺝ ﺍﳍﻮﺍﺀ ﻣﻦ ﺍ‪‬ﺎﺭﻱ ﺍﻟﺘﻨﻔﹼﺴﻴ‪‬ﺔ‪.‬‬
‫ﺍﻟﺸ‪‬ﻬﻴﻖ ﻭﺍﻟﺰ‪‬ﻓﲑ ﳝﺜﹼﻼﻥ ﺍﳊﺮﻛﺔ ﺍﻟﺘﻨﻔﺴﻴ‪‬ﺔ ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ ﺍﻟﹼﱵ ﺗﺘﻜﺮ‪‬ﺭ ﺑﺼﻔﺔ ﻣﻨﺘﻈﻤﺔ ﻭﻟﻌﻀﻼﺕ ﺍﻟﺼ‪‬ﺪﺭ ﺩﻭﺭ ﺃﺳﺎﺳﻲ‬
‫ﰲ ﺍﳊﺮﻛﺎﺕ ﺍﻟﺘ‪‬ﻨﻔﹼﺴﻴﺔ ﻭﻫﻲ ﺍﻟﹼﱵ ﺗﻮﺟ‪‬ﻪ ﺁﻟﻴﱵ ﺍﻟﺸ‪‬ﻬﻴﻖ ﻭﺍﻟﺰ‪‬ﻓﲑ‪.‬‬
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 ‫‪ -‬ﺁﻟﻴﺔ ﺍﻟﺸ‪‬ﻬﻴﻖ ‪:‬‬
‫ﺗﺘﻘﻠﹼﺺ ﺍﻟﻌﻀﻼﺕ ﺍﳌﻮﺟﻮﺩﺓ ﺑﲔ ﺍﻷﺿﻼﻉ ﻓﲑﺗﻔﻊ ﺍﻟﻘﻔﺺ ﺍﻟﺼ‪‬ﺪﺭﻱ ﻭﻳﻜﱪ ﺣﺠﻤﻪ ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺗﺘﻘﻠﹼﺺ‬
‫ﻋﻀﻼﺕ ﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ ﻓﻴﺼﺒﺢ ﻣﺴﺘﻮﻳﺎ ﻭﻳﻨﺪﻓﻊ ﳓﻮ ﲡﻮﻳﻒ ﺍﻟﺒﻄﻦ ﻓﻴﺰﺩﺍﺩ ﺣﺠﻢ ﺍﻟﻘﻔﺺ ﺍﻟﺼ‪‬ﺪﺭﻱ ﻭﻳﻨﺘﺞ ﻋﻦ‬
‫ﺫﻟﻚ ﲤﺪ‪‬ﺩ ﰲ ﺍﻟﺮ‪‬ﺋﺘﲔ ﻧﻈﺮﺍ ﺇﱃ ﻣﺮﻭﻧﺘﻬﺎ‪ ،‬ﻓﻴﺤﺪﺙ ﻓﺮﺍﻍ ﰲ ﺍﻟﺸ‪‬ﻌﺐ ﺍﻟﺮﺋﻮﻳﺔ ﳑ‪‬ﺎ ﳚﻌﻞ ﺍﳍﻮﺍﺀ ﺍﳋﺎﺭﺟﻲ ﻳﺪﺧﻞ ﺇﱃ‬
‫ﺍﻟﺮ‪‬ﺋﺘﲔ ﳌﻞﺀ ﺫﻟﻚ ﺍﻟﻔﺮﺍﻍ‪ ،‬ﻫﺬﺍ ﺍﻻﺗ‪‬ﺴﺎﻉ ﻳﺆﺩ‪‬ﻱ ﺇﱃ ﺍﳔﻔﺎﺽ ﺍﻟﻀ‪‬ﻐﻂ ﻭﻫﻜﺬﺍ ﻳﺪﺧﻞ ﺍﳍﻮﺍﺀ ﻣﻦ ﺍﻟﻮﺳﻂ ﺍﳌﺮﺗﻔﻊ‬
‫ﺍﻟﻀﻐﻂ )ﺍﻟﻮﺳﻂ ﺍﳋﺎﺭﺟﻲ( ﺇﱃ‬
‫ﺍﻟﻮﺳﻂ ﻣﻨﺨﻔﺾ‬
‫ﺍﻟﻀﻐﻂ ﻓﻴﺪﺧﻞ‬
‫ﺩﺧﻮﻝ ﺍﳍﻮﺍﺀ‬ ‫ﺍﳍﻮﺍﺀ ﻣﻦ ﺍﻷﻧﻒ‬
‫ﺇﱃ ﺍﻟﺒﻠﻌﻮﻡ ﻓﺎﻟﻘﺼﺒﺔ‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻷﺿﻼﻉ‬ ‫ﺍﳍﻮﺍﺋﻴﺔ ﻭﻣﻨﻬﺎ ﺇﱃ‬
‫ﺍﻟﺸﻌﺐ ﺍﻟﺮ‪‬ﺋﻮﻳﺔ‬
‫ﲤﺪ‪‬ﺩ ﺍﻟﺮ‪‬ﺋﺘﲔ‬ ‫ﻭﺑﺬﻟﻚ ﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴ‪‬ﺔ‬
‫ﺍﻟﺸ‪‬ﻬﻴﻖ‬
‫ﺗﻘﻠﹼﺺ ﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ‬

‫ﺁﻟﻴﺔ ﺍﻟﺸ‪‬ﻬﻴﻖ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‬

‫‪ -‬ﺁﻟﻴﺔ ﺍﻟﺰ‪‬ﻓﲑ ‪:‬‬

‫ﺗﺮﲣﻲ ﻋﻀﻼﺕ ﺍﻟﺼ‪‬ﺪﺭ ﻓﺘﱰﻝ ﺍﻷﺿﻼﻉ ﻭﺗﺮﲣﻲ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻋﻀﻼﺕ ﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ ﺍﻟﹼﺬﻱ ﻳﺄﺧﺬ‬
‫ﺷﻜﻞ ﺍﻟﻘﺒ‪‬ﺔ‪.‬‬
‫ﻳﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﺍﻧﻘﺒﺎﺽ ﰲ ﺣﺠﻢ ﲡﻮﻳﻒ ﺍﻟﺼ‪‬ﺪﺭ ﻓﺘﻀﻐﻂ ﺍﻟﺮ‪‬ﺋﺘﺎﻥ ﻭﻛﺬﻟﻚ ﺍﳍﻮﺍﺀ ﺍﻟﹼﺬﻱ ﺑﺪﺍﺧﻠﻬﺎ ﻓﻴﺨﺮﺝ ﺍﳍﻮﺍﺀ‬
‫ﻣﻦ ﺍﻟﺸﻌﺐ ﺍﻟﺮ‪‬ﺋﻮﻳﺔ ﰲ ﺍﺗ‪‬ﺠﺎﻩ ﺍﻟﻘﺼﺒﺔ ﺍﳍﻮﺍﺋﻴﺔ ﺇﱃ ﺃﻥ ﻳﺼﻞ ﺇﱃ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ ﻋﱪ ﺍﻟﻘﺼﺒﺔ ﺍﳍﻮﺍﺋﻴﺔ ﻓﺎﻟﺒﻠﻌﻮﻡ ﻓﺎﻷﻧﻒ‬
‫ﺃﻭ ﺍﻟﻔﻢ ﺃﺣﻴﺎﻧﺎ‪.‬‬

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 ‫ﺧﺮﻭﺝ ﺍﳍﻮﺍﺀ‬

‫ﻫﺒﻮﻁ ﺍﻷﺿﻼﻉ‬

‫ﺍﻧﻜﻤﺎﺵ ﺍﻟﺮ‪‬ﺋﺘﲔ‬

‫ﺍﺭﲣﺎﺀ ﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ‬

‫ﺁﻟﻴﺔ ﺍﻟﺰ‪‬ﻓﲑ‬

‫ﻣﻼﺣﻈﺔ ‪ :‬ﳜﺘﻠﻒ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﺣﺴﺐ ﺍﳊﺎﻟﺔ ﺍﻟﹼﱵ ﻳﻜﻮﻥ ﻋﻠﻴﻬﺎ ﺍﻟﻔﺮﺩ‪ ،‬ﻓﺎﳌﺮﺃﺓ ﺍﳊﺎﻣﻞ ﲢﺘﺎﺝ ﺃﻛﺜﺮ ﺇﱃ ﺍﻷﻛﺴﻴﺠﲔ‬
‫ﺗﺒﻌﺎ ﳊﺎﺟﺔ ﺍﳉﻨﲔ ﻟﺬﻟﻚ‪ ،‬ﻭﺍﻟﺮ‪‬ﻳﺎﺿﻲ ﰲ ﺣﺎﻟﺔ ﺍﻟﻨ‪‬ﺸﺎﻁ ﳛﺘﺎﺝ ﺃﻳﻀﺎ ﺇﱃ ﻛﻤ‪‬ﻴﺔ ﺃﻛﱪ ﻣﻦ ﺍﻷﻛﺴﺠﲔ ﻣﻦ ﺗﻠﻚ ﺍﻟﹼﱵ‬
‫ﳛﺘﺎﺟﻬﺎ ﻭﻫﻮ ﰲ ﺣﺎﻟﺘﻪ ﺍﻟﻌﺎﺩﻳﺔ‪.‬‬
‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺻﺤ‪‬ﺔ ﺍﳉﻬﺎﺯ ﺍﻟﺘ‪‬ﻨﻔﹼﺴﻲ ‪:‬‬
‫ﻱ ﻻﺳﺘﻤﺮﺍﺭ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻓﻴﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﻓﹼﺮ ﻓﻴﻪ ﻣﻘﻮ‪‬ﻣﺎﺕ ﲡﻌﻠﻪ ﺻﺎﳊﺎ ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ‪:‬‬‫ﲟﺎ ﺃ ﹼﻥ ﺍﳍﻮﺍﺀ ﺿﺮﻭﺭ ‪‬‬
‫ﲡﺪﻳﺪ ﺍﳍﻮﺍﺀ ﺑﺼﻔﺔ ﻣﺘﻮﺍﺻﻠﺔ )‪‬ﻮﺋﺔ ﺍﻟﻐﺮﻑ ‪ /‬ﻗﺎﻋﺎﺕ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ‪(...‬‬ ‫‪-‬‬
‫ﺧﻠ ‪‬ﻮ ﺍﳍﻮﺍﺀ ﻣﻦ ﺍﳌﻠﻮ‪‬ﺛﺎﺕ ﻭﺍﻟﻐﺎﺯﺍﺕ ﺍﻟﺴ‪‬ﺎﻣﺔ )ﻛﺄﻭ‪‬ﻝ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﺍﻟﹼﺬﻱ ﻳﻌﻄﹼﻞ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪(...‬‬ ‫‪-‬‬
‫ﺍﻧﻌﺪﺍﻡ ﺍﻟﻐﺒﺎﺭ ﻭﺍﳉﺮﺍﺛﻴﻢ ﰲ ﻫﻮﺍﺀ ﺍﻟﺘﻨﻔﹼﺲ‬ ‫‪-‬‬
‫ﲏ ﺑﺎﻟﺸ‪‬ﻌﺮ ﺍﻟﹼﺬﻱ ﻳﺮﻃﹼﺐ ﺍﳍﻮﺍﺀ ﻭﻳﺪﻓﺌﻪ ﻭﻳﻨﻘﹼﻴﻪ(‪.‬‬
‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﻧﻒ )ﺍﻟﺘ‪‬ﺠﻮﻳﻒ ﺍﻷﻧﻔﻲ ﻏ ‪‬‬ ‫‪-‬‬
‫ﳑﺎﺭﺳﺔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮ‪‬ﻳﺎﺿﻴﺔ ﰲ ﺍﳍﻮﺍﺀ ﺍﻟﻄﹼﻠﻖ ﺫﻟﻚ ﺃ ﹼﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺗﻘﻮ‪‬ﻱ ﺍﻟﺮ‪‬ﺋﺘﲔ‪ ،‬ﻭﺗﻮﺳ‪‬ﻊ ﺍﻟﻘﻔﺺ‬ ‫‪-‬‬
‫ﺍﻟﺼ‪‬ﺪﺭﻱ‪.‬‬
‫ﲡﻨ‪‬ﺐ ﺍﻟﺘ‪‬ﺪﺧﲔ ﺃﻭ ﺍﻟﺒﻘﺎﺀ ﰲ ﻣﻜﺎﻥ ﺑﻪ ﻣﺪﺧ‪‬ﻨﻮﻥ )ﺍﻟﺘ‪‬ﺪﺧﲔ ﺍﻟﺴ‪‬ﻠﱯ( ﻧﻈﺮﺍ ﺇﱃ ﺗﺄﺛﹼﺮ ﺍﳉﻬﺎﺯ ﺍﻟﺘﻨﻔﹼﺴﻲ ‪‬ﺬﻩ ﺍﻵﻓﺔ‬ ‫‪-‬‬
‫ﻭﻣﺎ ﻳﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﻣﻦ ﺃﻣﺮﺍﺽ ﺧﻄﲑﺓ‪.‬‬

‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ‪:‬‬

‫ﳜﺘﻠﻒ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻟﺪﻯ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻋﻀﺎﺀ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪.‬‬
‫ﻓﺎﻷﲰﺎﻙ ﺗﺘﻨﻔﹼﺲ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻐﻼﺻﻢ )ﺗﻨﻔﹼﺲ ﻏﻠﺼﻤﻲ( ﺇﺫ ﺗﺴﺘﺨﻠﺺ ﺍﻷﻛﺴﻴﺠﲔ ﺍﻟﺬﹼﺍﺋﺐ ﰲ ﺍﳌﺎﺀ‪.‬‬
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‫ﺃﻣ‪‬ﺎ ﺍﻟﻀ‪‬ﻔﺪﻋﺔ ﻓﺘﺘﻨﻔﹼﺲ ﺗﻨﻔﹼﺴﺎ ﺭﺋﻮﻳﺎ ﰲ ﺍﳍﻮﺍﺀ ﻭﺗﻨﻔﹼﺴﺎ ﺟﻠﺪﻳ‪‬ﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﰲ ﺍﳌﺎﺀ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ﺃ ﹼﻥ ﺍﳊﺸﺮﺍﺕ ﻣﺜﻞ‬
‫ﱯ‪.‬‬
‫ﺍﳉﺮﺍﺩ‪ ،‬ﺗﺘﻨﻔﹼﺲ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻘﺼﺒﺎﺕ ﻟﺬﻟﻚ ﻧﻘﻮﻝ ﺇ ﹼﻥ ﺗﻨﻔﹼﺴﻬﺎ ﻗﺼ ‪‬‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺟﺪﻭﻝ ﻳﺒﻴ‪‬ﻦ ﺃﳕﺎﻁ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻟﺪﻯ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ‬

‫ﻋﻀﻮ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‬ ‫ﳕﻂ ﺍﻟﺘﻨﻔﹼﺲ‬ ‫ﺍﻟﻮﺳﻂ‬ ‫ﺍﳊﻴﻮﺍﻥ‬

‫ﺍﳋﺮﻭﻑ‬
‫ﺍﻟﻀ‪‬ﻔﺪﻋﺔ‬
‫ﺍﳊﻠﺰﻭﻥ‬
‫ﺍﻟﺮ‪‬ﺋﺔ‬ ‫ﺭﺋﻮﻱ‬ ‫ﺍﳍﻮﺍﺀ‬ ‫ﺍﳊﻤﺎﻣﺔ‬
‫ﺍﻟﻌﻘﺮﺏ‬
‫ﺍﻟﺜﹼﻌﺒﺎﻥ‬
‫ﻗﺼﺒﺎﺕ ﻫﻮﺍﺋﻴﺔ‬ ‫ﻗﺼﱯ‬ ‫ﺍﳍﻮﺍﺀ‬ ‫ﺍﳉﺮﺍﺩﺓ‬
‫ﺍﻟﻌﻨﻜﺒﻮﺕ‬
‫ﺍﻟﺴ‪‬ﻤﻜﺔ‬
‫ﺍﻟﻐﻼﺻﻢ‬ ‫ﻏﻠﺼﻤﻲ‬ ‫ﺍﳌﺎﺀ‬ ‫ﺍﻷﺧﻄﺒﻮﻁ‬
‫ﻗﻨﻔﺬ ﺍﻟﺒﺤﺮ‬
‫ﺍﳌﺎﺀ ﺃﻭ‬ ‫ﺍﻟﻀ‪‬ﻔﺪﻋﺔ‬
‫ﺍﳉﻠﺪ‬ ‫ﺟﻠﺪﻱ‬ ‫ﺍﳍﻮﺍﺀ‬ ‫ﺩﻭﺩ ﺍﻷﺭﺽ‬

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43
 ‫ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫ﺍﶈﻮﺭ ‪ :‬ﺍﻟﻔﻀﺎﺀ‬

‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﻔﻀﺎﺀ ؟‬

‫ﺍﻟﻔﻀﺎﺀ ﻫﻮ ﻛ ﹼﻞ ﻣﺎ ﳛﻴﻂ ﺑﺎﻟﻜﺮﺓ ﺍﻷﺭﺿﻴ‪‬ﺔ‪ ،‬ﻭﻫﻮ ﳑﺘ ‪‬ﺪ ﰲ ﲨﻴﻊ ﺍﻹﺗ‪‬ﺠﺎﻫﺎﺕ ﺗﺴﺒﺢ ﻓﻴﻪ ﺍﻷﺭﺽ ﻭﺍﻟﻜﻮﺍﻛﺐ‬
‫ﻭﺍﻟﻨ‪‬ﺠﻮﻡ ﻭﻛ ﹼﻞ ﺟﺴﻢ ﻣﻦ ﻫﺬﻩ ﺍﻷﺟﺴﺎﻡ ﻳﺴﻤ‪‬ﻰ »ﺟﺮﻡ ﻛﻮﱐ«‬
‫ﺗﻨﺘﻈﻢ ﺑﻌﺾ ﻫﺬﻩ ﺍﻷﺟﺮﺍﻡ ﺍﻟﻜﻮﻧﻴ‪‬ﺔ ﰲ ﻣﻨﻈﻮﻣﺎﺕ ﺃﻭ ﳎﻤﻮﻋﺎﺕ ﻭﻓﻖ ﻧﻈﺎﻡ ﻣﻌﻴ‪‬ﻦ ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪:‬‬
‫‪ -‬ﺍﻟﻨ‪‬ﺠﻮﻡ ﻭﺍﻟﻜﻮﺍﻛﺐ‬
‫‪ -‬ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻨ‪‬ﺠﻤﻴﺔ‬
‫‪ -‬ﺍ‪‬ﻤﻮﻋﺔ ﺃﻭ ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﺸ‪‬ﻤﺴﻴﺔ‬
‫‪ -‬ﺍﳌﺬﻧﺒﺎﺕ‬
‫‪ -‬ﺍﻟﺸ‪‬ﻬﺐ ﻭﺍﻟﻨ‪‬ﻴﺎﺯﻙ‬
‫ﻣﱴ ﺗﻘﻮﻝ ﻫﺬﺍ ﳒﻢ ؟ ﻭﻫﺬﺍ ﻛﻮﻛﺐ ؟‬
‫ﱐ ﻣﻀﻲﺀ ﺑﺬﺍﺗﻪ‪ ،‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻏﺎﺯﺍﺕ ﻣﻠﺘﻬﺒﺔ ﺗﺸ ‪‬ﻊ ﺍﳊﺮﺍﺭﺓ ﻭﺍﻟﻀ‪‬ﻮﺀ‪ ،‬ﻭﻳﻮﺟﺪ ﰲ ﺍﻟﻜﻮﻥ ﻋﺪﺩ‬ ‫• ﺍﻟﻨ‪‬ﺠﻢ ﺟﺮﻡ ﻛﻮ ﹼ‬
‫ﻻ ‪‬ﺎﺋ ‪‬ﻲ ﻣﻦ ﺍﻟﻨ‪‬ﺠﻮﻡ ﳜﺘﻠﻒ ﻣﻦ ﺣﻴﺚ ﺍﳊﺠﻢ ﻭﺍﻟﺒﻌﺪ ﻭﻗﻮ‪‬ﺓ ﺍﻹﺿﺎﺀﺓ‪ ،‬ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﻣﺸﺎﻫﺪ ﻋﻠﻰ ﺍﻷﺭﺽ ﻭﺍﻟﺸ‪‬ﻤﺲ‬
‫ﳒﻢ ﻣﻦ ﺍﻟﻨ‪‬ﺠﻮﻡ ﻭﻫﻮ ﺃﻗﻮﺍﻫﺎ ﺇﺿﺎﺀﺓ ﻧﻈﺮﺍ ﺇﱃ ﻗﺮﺑﻪ ﻣﻨ‪‬ﺎ ﻭﺑﻌﺪ ﺍﻟﻨ‪‬ﺠﻮﻡ ﺍﻷﺧﺮﻯ ﻋﻨ‪‬ﺎ‪.‬‬
‫• ﺍﻟﻜﻮﻛﺐ ﺟﺮﻡ ﻛﻮﱐ ﺑﺎﺭﺩ ﻏﲑ ﻣﻀﻲﺀ ﺑﺬﺍﺗﻪ ﻭﺇﻧ‪‬ﻤﺎ ﻳﺘﻠﻘﹼﻰ ﺍﻟﻀ‪‬ﻮﺀ ﻣﻦ ﺍﻟ‪‬ﻨﺠﻮﻡ ﻭﻳﻌﻜﺴﻬﺎ ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﻀﻴﺌﺎ‪.‬‬
‫ﻭﻛ ﹼﻞ ﻣﻦ ﺍﻟﻨ‪‬ﺠﻮﻡ ﻭﺍﻟﻜﻮﺍﻛﺐ ﰲ ﺣﺮﻛﺔ ﺩﺍﺋﻤﺔ‪.‬‬
‫ﻱ ﳒﻢ ﺑﺎﻟﻨ‪‬ﻈﺮ‬
‫• ﺗﻨﺘﻈﻢ ﺍﻟﻨ‪‬ﺠﻮﻡ ﰲ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ ﺣﺴﺐ ﺗﺮﺗﻴﺐ ﺛﺎﺑﺖ‪ ،‬ﻟﺬﻟﻚ ﻛﺎﻥ ﻣﻦ ﺍﻟﺴ‪‬ﻬﻞ ﺗﻌﺮ‪‬ﻑ ﺃ ‪‬‬
‫ﺇﱃ ﳎﻤﻮﻋﺘﻪ ﻭﻫﻜﺬﺍ ﺃﻃﻠﻖ ﻋﻠﻰ ﻛ ﹼﻞ ﻣﻨﻬﺎ ﺍﺳﻢ ﳏﺪ‪‬ﺩ ﻛﺎ‪‬ﻤﺮﺓ‪ ،‬ﻭﺍﳌﺜﻠﹼﺚ ﺍﳉﻨﻮﰊ ﻭﺩﺭﺏ ﺍﻟ‪‬ﺘﺒ‪‬ﺎﻧﺔ ﻭﺍﻟﺪ‪‬ﺏ ﺍﻷﺻﻐﺮ‪،‬‬
‫ﻭﺍﻟﺪ‪‬ﺏ ﺍﻷﻛﱪ‪... ،‬‬
‫• ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﺸ‪‬ﻤﺴﻴ‪‬ﺔ ‪ :‬ﺗﺘﻜﻮ‪‬ﻥ ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﺸ‪‬ﻤﺴﻴ‪‬ﺔ ﻣﻦ ﺍﻟﺸ‪‬ﻤﺲ ﻭﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻮﺍﻛﺐ ﺗﺪﻭﺭ ﺣﻮﳍﺎ ﻣﺮﺗ‪‬ﺒﺔ ﻣﻦ‬
‫ﺃﻗﺮ‪‬ﺎ ﺇﱃ ﺃﺑﻌﺪﻫﺎ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻟﺸ‪‬ﻤﺲ )ﻋﻄﺎﺭﺩ – ﺍﻟﺰﻫﺮﺓ – ﺍﻷﺭﺽ – ﺍﳌﺮ‪‬ﻳﺦ – ﺍﳌﺸﺘﺮﻱ – ﺯﺣﻞ – ﺃﻭﺭﺍﻧﻮﺱ –‬
‫ﻧﺒﺘﻮﻥ – ﺑﻠﻮﺗﻮﻥ( ﻭﺃﺧﲑﺍ ﺍﻛﺘﺸﻒ ﺍﻟﻌﺎﱂ ﺍﻟﺪ‪‬ﺍﳕﺎﺭﻛﻲ "ﺭﻳﺸﺎﺭ ﻣﺎﺭﺗﺎﻥ ﻭﺍﺳﺖ" ﻳﻮﻡ ‪ 19‬ﻣﺎﻱ ‪ 1979‬ﻛﻮﻳﻜﺒﺎ ﺻﻐﲑﺍ‬
‫ﺃﻃﻠﻖ ﻋﻠﻴﻪ ﺍﺳﻢ ﻛﻮﻳﻜﺐ ﺗﻮﻧﺲ )*( ﺍﻟﹼﺬﻱ ﻳﻘﻊ ﺑﲔ ﻛﻮﻛﺐ ﺍﳌﺮ‪‬ﻳﺦ ﻭﻛﻮﻛﺐ ﺍﳌﺸﺘﺮﻱ‪ ،‬ﻭﻳﺘﺮﺍﻭﺡ ﺑﻌﺪﻩ ﻋﻦ ﺍﻟﺸ‪‬ﻤﺲ‬

‫)*( ﻋﻦ ﳎﻠﹼﺔ ﻋﻼﺀ ﺍﻟﺪ‪‬ﻳﻦ‪.‬‬

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 ‫ﺑﲔ ‪ 400‬ﻭ‪ 450‬ﻣﻠﻴﻮﻥ ﻛﻴﻠﻮﻣﺘﺮ ﺣﺴﺐ ﻣﻮﻗﻌﻪ ﰲ ﻣﺪﺍﺭﻩ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ ﻣﺜﻞ ﺍﻟﻜﻮﺍﻛﺐ ﺍﻷﺧﺮﻯ ﺍﻟﹼﱵ ﻳﺘﻐﻴ‪‬ﺮ‬
‫ﺑﻌﺪﻫﺎ ﺣﺴﺐ ﻣﻮﻗﻌﻬﺎ ﰲ ﻣﺪﺍﺭﻫﺎ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ‪ ،‬ﺃﻣ‪‬ﺎ ﺣﺠﻤﻪ ﻓﺼﻐﲑ ﺟﺪ‪‬ﺍ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻜﻮﺍﻛﺐ ﺍﻷﺧﺮﻯ ﺫﻟﻚ ﺃ ﹼﻥ‬
‫ﻗﻄﺮﻩ ﻻ ﻳﺘﺠﺎﻭﺯ ‪ 22‬ﻛﻢ‪.‬‬

‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻨ‪‬ﺠﻤﻴﺔ‬

‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺸ‪‬ﻤﺴﻴﺔ‬

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‫• ﺍﳌﺬﻧ‪‬ﺒﺎﺕ ﻭﻫﻲ ﺃﺟﺴﺎﻡ ﻛﻮﻧﻴ‪‬ﺔ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻛﺘﻠﺔ ﻣﻦ ﺟﺴﻴﻤﺎﺕ ﺧﺸﻨﺔ ﻭﻏﺎﺯﺍﺕ ﻣﺘﺠﻤ‪‬ﺪﺓ ﻭﺗﺸﻜﹼﻞ ﻣﻊ ﺑﻌﻀﻬﺎ‬
‫ﺭﺃﺳﺎ ﻭﺫﻧﺒﺎ‪ ،‬ﻭﺗﺪﻭﺭ ﻫﺬﻩ ﺍﳌﺬﻧ‪‬ﺒﺎﺕ ﰲ ﻣﺪﺍﺭﺍﺕ ﺃﻫﻠﻴﻠﻴﺠﻴ‪‬ﺔ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ ﻭﺑﺴﺮﻋﺔ ﻣﺘﻔﺎﻭﺗﺔ‪ ،‬ﻭﻋﻨﺪ ﺍﻗﺘﺮﺍ‪‬ﺎ ﻣﻦ‬
‫ﺍﻟﺸ‪‬ﻤﺲ ﻳﻈﻬﺮ ﳍﺎ ﺫﻧﺐ ﻳﻜﻮﻥ ﻣﻦ ﺍﳉﻬﺔ ﺍﳌﻌﺎﻛﺴﺔ ﻟﻠﺸ‪‬ﻤﺲ ﲟﻔﻌﻮﻝ ﺍﻟﺮ‪‬ﻳﺎﺡ ﺍﻟﺸ‪‬ﻤﺴﻴ‪‬ﺔ ﺑﻴﻨﻤﺎ ﻳﺘﻸﻷ ﺭﺃﺱ ﺍﳌﺬﻧ‪‬ﺐ‬
‫ﺑﻔﻌﻞ ﺿﻮﺀ ﺍﻟﺸ‪‬ﻤﺲ‪.‬‬
‫ﻫﻨﺎﻙ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﳌﺬﻧ‪‬ﺒﺎﺕ ﻭﻟﻜ ‪‬ﻦ ﺍﻟﻘﻠﻴﻞ ﻣﻨﻬﺎ ﻳﺴﻤﺢ ﺑﺮﺅﻳﺘﻪ ﻣﻦ ﺍﻷﺭﺽ ﻭﺗﺘﻔﺎﻭﺕ ﻓﺘﺮﺍﺕ ﻇﻬﻮﺭ ﺍﳌﺬﻧ‪‬ﺒﺎﺕ ﻣﻦ‬
‫ﻋﺪ‪‬ﺓ ﺳﻨﻮﺍﺕ ﺇﱃ ﻣﻼﻳﲔ ﺍﻟﺴ‪‬ﻨﲔ ﻭﻣﻦ ﺃﺷﻬﺮ ﺍﳌﺬﻧ‪‬ﺒﺎﺕ ﻣﺬﻧ‪‬ﺐ "ﻫﺎﱄ" ﺍﻟﹼﺬﻱ ﻳﻌﻮﺩ ﻟﻠﻈﹼﻬﻮﺭ ﻣﺮ‪‬ﺓ ﻛ ﹼﻞ ‪ 86‬ﺳﻨﺔ‪.‬‬

‫ﺍﳌﺬﻧ‪‬ﺐ‬

‫• ﺍﻟﺸ‪‬ﻬﺐ ﻭﺍﻟﻨ‪‬ﻴﺎﺯﻙ ﻭﻫﻲ ﺃﺟﺴﺎﻡ ﺻﺨﺮﻳ‪‬ﺔ ﻭﻣﻌﺪﻧﻴ‪‬ﺔ ﺭﺑ‪‬ﻤﺎ ﺗﻜﻮﻥ ﻗﺪ ﺍﻧﻔﺼﻠﺖ ﻋﻦ ﺍﻟﻜﻮﻳﻜﺒﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﺑﲔ‬
‫ﺍﳌﺮ‪‬ﻳﺦ ﻭﺍﳌﺸﺘﺮﻱ )ﻛﻜﻮﻳﻜﺐ ﺗﻮﻧﺲ( ﻭﺍﺳﺘﻤﺮ‪‬ﺕ ﰲ ﺣﺮﻛﺘﻬﺎ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ‪ ،‬ﻭﻋﻨﺪ ﺩﺧﻮﳍﺎ ﺇﱃ ﺍﻟﻐﻼﻑ ﺍﳉﻮ‪‬ﻱ‬
‫ﻟﻸﺭﺽ ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭ‪‬ﺎ ﻧﺘﻴﺠﺔ ﺍﻹﺣﺘﻜﺎﻙ ﲜﺰﻳﺌﺎﺕ ﺍﳍﻮﺍﺀ ﳑ‪‬ﺎ ﻳﺆﺩ‪‬ﻱ ﺇﱃ ﺍﺣﺘﺮﺍﻗﻬﺎ ﻓﺘﺘﺤﻮ‪‬ﻝ ﺇﱃ ﻏﺎﺯﺍﺕ ﻣﻠﺘﻬﺒﺔ‬
‫ﺴﻤﺎﺀ ﻟﻔﺘﺮﺓ ﻭﺟﻴﺰﺓ ﹼﰒ ﳜﺘﻔﻲ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻷﺟﺴﺎﻡ ﺻﻐﲑﺓ ﺍﳊﺠﻢ ﻓﺈ ﹼﻥ ﺍﺧﺘﺮﺍﻗﻬﺎ ﻳﺘﺴﺒ‪‬ﺐ ﰲ‬ ‫ﻭﺿﻴﺎﺀ ﻧﺮﺍﻩ ﰲ ﺍﻟ ‪‬‬
‫ﺍﻧﺪﺛﺎﺭﻫﺎ ﻗﺒﻞ ﺑﻠﻮﻍ ﺍﻷﺭﺽ ﻭﺗﺴﻤ‪‬ﻰ ﻫﺬﻩ ﺍﻷﺟﺴﺎﻡ ﺍﳌﻠﺘﻬﺒﺔ ﺑﺎﻟﺸ‪‬ﻬﺐ‪.‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺒﲑﺓ ﺍﳊﺠﻢ ﻓﺈ ﹼﻥ ﺍﻻﺣﺘﺮﺍﻕ ﺍﻟﹼﺬﻱ ﻳﺒﺪﺃ ﻋﻨﺪ ﺩﺧﻮﳍﺎ ﻃﺒﻘﺎﺕ ﺍﳉ ‪‬ﻮ ﻻ ﳛﺮﻕ ﻛﺎﻣﻞ ﻛﺘﻠﺘﻬﺎ ﺑﻞ ﻳﺒﻘﻰ‬
‫ﻣﻨﻬﺎ ﺟﺰﺀ ﺻﻠﺐ ﻭﻳﺴﻤ‪‬ﻰ ﻧﻴﺰﻙ ﻓﲑﺗﻄﻢ ﺑﺎﻷﺭﺽ ﰲ ﺷﻜﻞ ﻛﺘﻞ ﺻﻠﺒﺔ ﻳﺘﻜﻮ‪‬ﻥ ﺑﻌﻀﻬﺎ ﺃﺳﺎﺳﺎ ﻣﻦ ﺍﳊﺪﻳﺪ ﻭﺍﻟﻨ‪‬ﻴﻜﻞ‬
‫ﻭﺍﻟﺮ‪‬ﻣﻞ ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﺆﺩ‪‬ﻱ ﺍﻹﺭﺗﻄﺎﻡ ﺍﳌﺒﺎﺷﺮ ﻟﻨﻴﺰﻙ ﺇﱃ ﺗﺪﻣﲑ ﻣﺪﻳﻨﺔ ﻛﺎﻣﻠﺔ ﻭﻳﻨﺘﺞ ﺍﻟﺪ‪‬ﻣﺎﺭ ﻋﻦ ﻣﻮﺟﺔ ﺍﻟﻀ‪‬ﻐﻂ‬
‫ﻭﺍﻟﺰ‪‬ﻟﺰﻟﺔ ﺍﻟﹼﱵ ﺗﻠﻲ ﺍﻻﺻﻄﺪﺍﻡ‪.‬‬

‫ﺇﺣﺪﻯ ﻓﺠﻮﺍﺕ ﺍﻟﻨ‪‬ﻴﺎﺯﻙ ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‬

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 ‫• ﻛﻴﻒ ﳝﻜﻦ ﺗﻌﻴﲔ ﻣﻮﻗﻊ ﺟﺴﻢ ﰲ ﺍﻟﻔﻀﺎﺀ ؟‬

‫ﺇ ﹼﻥ ﺍﻷﺟﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻔﻀﺎﺀ ﻭﺍﻟﹼﱵ ﺳﺒﻖ ﺃﻥ ﺗﻌﺮ‪‬ﺿﻨﺎ ﺇﻟﻴﻬﺎ ﻫﻲ ﺍﻟﹼﱵ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺗﻌﻴﲔ ﻣﻮﻗﻊ‬
‫ﺟﺴﻢ ﻣﺎ ﰲ ﺍﻟﻔﻀﺎﺀ ﺫﻟﻚ ﺃ ﹼﻥ ﻫﺬﺍ ﺍﻟﺘ‪‬ﻌﻴﲔ ﻳﺘ ‪‬ﻢ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺟﺴﻢ ﺁﺧﺮ ﻳ‪‬ﺨﺘﺎﺭ ﻛﻤﺮﺟﻊ ﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﺟﺴﺎﻡ‬
‫ﻭﻳ‪‬ﺴﻤ‪‬ﻰ ‪‬ﻣ ‪‬ﻌﹶﻠﻤ‪‬ﺎ ﻭﻋﻨﺪﺋﺬ ﺗﺴﺘﻌﻤﻞ ﻣﻘﺎﺩﻳﺮ ﺃﻭ ﺃﻟﻔﺎﻅ ﻟﻠﺪ‪‬ﻻﻟﺔ ﻋﻠﻰ ﻣﻮﺍﻗﻊ ﺗﻠﻚ ﺍﻷﺟﺴﺎﻡ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺫﻟﻚ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﹶﻠ ِﻢ‬
‫ﻓﻨﻘﻮﻝ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ " :‬ﻫﺬﺍ ﺍﳉﺴﻢ ﻓﻮﻕ ﺃﻭ ﲢﺖ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﹶﻠﻢِ‪ ،‬ﺃﻋﻠﻰ ﺃﻭ ﺃﺳﻔﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﹶﻠ ِﻢ ‪ ،‬ﺃﻣﺎﻡ ﺃﻭ ﻭﺭﺍﺀ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﹶﻠ ِﻢ ‪،‬‬
‫ﻋﻠﻰ ﳝﲔ ﺃﻭ ﻋﻠﻰ ﻳﺴﺎﺭ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﹶﻠ ِﻢ ‪ ،‬ﺃﻗﺮﺏ ﺃﻭ ﺃﺑﻌﺪ ﻣﻦ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﹶﻠ ِﻢ‪...‬‬
‫ﻭﰲ ﺍﻟﻮﺍﻗﻊ ﻓﺈ ﹼﻥ ﻫﺬﻩ ﺍﻷﻟﻔﺎﻅ ﻧﺴﺒﻴ‪‬ﺔ ﻻ ﲣﻀﻊ ﻟﻨﻈﺎﻡ ﻗﻴﺲ ﻣﻌﻴ‪‬ﻦ ﺑﻞ ﻭﺗﺼﺒﺢ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﻣﺘﻨﺎﻗﻀﺔ ﺇﺫﺍ ﹼﰎ‬
‫ﺗﻐﻴﲑ ﺍﳌﺮﺟﻊ ﺍﻟﹼﺬﻱ ﻧ‪‬ﺴﺒﺖ ﺇﻟﻴﻪ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﺈﻧ‪‬ﻪ ﻻ ﳝﻜﻦ ﺗﻌﻴﲔ ﻣﻮﻗﻊ ﺟﺴﻢ ﻣﺎ ﰲ ﺍﻟﻔﻀﺎﺀ ﺑﺪﻭﻥ ﻭﺟﻮﺩ ‪‬ﻣ ‪‬ﻌﹶﻠ ٍﻢ ﻳ‪‬ﺴﺘﻨﺪ‬
‫ﺇﻟﻴﻪ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻌﻴﲔ‪.‬‬
‫ﻋﺼﻔﻮﺭ‬

‫ﺍﻟﺸ‪‬ﺠﺮﺓ ) ‪‬ﻣ ‪‬ﻌ ﹶﻠ ‪‬ﻢ(‬ ‫ﺣﺼﺎﻥ‬

‫• ﻣﻔﻬﻮﻡ ﺃﻗﺮﺏ ‪ /‬ﺃﺑﻌﺪ ‪ /‬ﻧﻔﺲ ﺍﻟﺒﻌﺪ ‪:‬‬

‫ﻳﻘﺘﻀﻲ ﺇﺑﺮﺍﺯ ﻣﺪﻟﻮﻝ ﻫﺬﻩ ﺍﳌﻘﺎﺩﻳﺮ ﺗﻌﺮ‪‬ﻑ ﻣﺪﻟﻮﻝ ﻣﻔﺎﻫﻴﻢ ﺃﺧﺮﻯ ﲤﻬ‪‬ﺪ ﻟﺒﻨﺎﺀ ‪ :‬ﺃﻗﺮﺏ ‪ /‬ﺃﺑﻌﺪ ‪ /‬ﻧﻔﺲ ﺍﻟﺒﻌﺪ‪،‬‬
‫ﻭﻧﻘﺼﺪ ‪‬ﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻤﻬ‪‬ﺪﺓ ‪ :‬ﻓﻮﻕ – ﲢﺖ‪ ،‬ﻛﺄﻥ ﻧﻘﻮﻝ ﻣﺜﻼ ﺍﳌﺰﻫﺮﻳﺔ ﻓﻮﻕ ﺍﻟﻄﹼﺎﻭﻟﺔ ﺑﺎﺗ‪‬ﺨﺎﺫ ﺍﻟﻄﹼﺎﻭﻟﺔ ﻣﺮﺟﻌﺎ‪.‬‬
‫ﻓﺈﺫﺍ ﻏﻴ‪‬ﺮﻧﺎ ﻣﻮﻗﻊ ﺍﳌﺰﻫﺮﻳﺔ ﺑﻮﺿﻌﻬﺎ ﻋﻠﻰ ﺍﳌﺼﻄﺒﺔ ﻣﺒﺎﺷﺮﺓ ﲢﺖ ﺍﻟﻄﹼﺎﻭﻟﺔ ﻳﻜﻮﻥ ﺍﻟﺘ‪‬ﻌﻴﲔ ﻋﻨﺪﺋﺬ ﺑﺎﺳﺘﻌﻤﺎﻝ »ﲢﺖ«‬
‫ﻟﻜﻨ‪‬ﻨﺎ ﺇﺫﺍ ﺃﺯﺣﻨﺎ ﺍﻟﻄﹼﺎﻭﻟﺔ ﻋﻦ ﻣﻮﻗﻌﻬﺎ ﺩﻭﻥ ﺗﻐﻴﲑ ﻣﻮﻗﻊ ﺍﳌﺰﻫﺮﻳ‪‬ﺔ ﻳﺼﺒﺢ ﺍﻟﺘ‪‬ﻌﻴﲔ ﺑﺎﺳﺘﻌﻤﺎﻝ »ﻓﻮﻕ« ﻓﻨﻘﻮﻝ ‪" :‬ﺍﳌﺰﻫﺮﻳﺔ‬
‫ﻓﻮﻕ ﺍﳌﺼﻄﺒﺔ" ﻭﻫﻜﺬﺍ ﻳﺘ‪‬ﻀﺢ ﻟﻨﺎ ﺃﳘﻴ‪‬ﺔ ﻭﺟﻮﺩ ﺍﳌﺮﺟﻊ )ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﻠﹶﻢ( ﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻌﻴﲔ ﻣﻮﻗﻊ ﺟﺴﻢ ﰲ ﺍﻟﻔﻀﺎﺀ‪.‬‬

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‫ﺃﻣ‪‬ﺎ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ‪ :‬ﻋﻠﻰ ﳝﲔ ‪ /‬ﻋﻠﻰ ﻳﺴﺎﺭ‪ ،‬ﺃﻣﺎﻡ ‪ /‬ﻭﺭﺍﺀ ﻓﺈ ﹼﻥ ﺍﻷﻧﺸﻄﺔ ﺍﻟﹼﱵ ﳝﻜﻦ ﺍﻗﺘﺮﺍﺣﻬﺎ ﻟﺒﻨﺎﺋﻬﺎ‬
‫ﻋﺪﻳﺪﺓ ﻭﻣﺘﻨﻮ‪‬ﻋﺔ ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳝﻜﻦ ﺍﻻﻧﻄﻼﻕ ﻣﻦ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪ :‬ﻛﻴﻒ ﳝﻜﻦ ﺗﻌﻴﲔ ﻣﻮﻗﻊ ﻛﺮﺓ ﰲ ﻫﺬﻩ‬
‫ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ؟‬

‫ﺣﻜﻢ ﺍﳌﺒﺎﺭﺍﺓ‬

‫ﺍﻟﻜﺮﺓ‬

‫ﺇ ﹼﻥ ﻭﺟﻮﺩ ﺍﳌﺮﺟﻊ )ﺣﻜﻢ ﺍﳌﺒﺎﺭﺍﺓ( ﻫﻮ ﺍﻟﹼﺬﻱ ﻳﻴﺴ‪‬ﺮ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻌﻴﲔ ﻓﺎﻟﻜﺮﺓ ﻋﻠﻰ ﻳﺴﺎﺭ ﺍﳊﻜﻢ‪ ،‬ﻭﺑﺘﻐﻴﲑ ﻣﻮﻗﻌﻬﺎ‬
‫ﺩﻭﻥ ﺗﻐﻴﲑ ﻣﻮﻗﻊ ﺍﳊﻜﻢ ﻧﺴﺘﻌﻤﻞ ﺃﻟﻔﺎﻇﺎ ﺃﺧﺮﻯ ﻓﻨﻘﻮﻝ ‪" :‬ﺍﻟﻜﺮﺓ ﻋﻠﻰ ﳝﲔ ﺍﳊﻜﻢ"‪" ،‬ﺍﻟﻜﺮﺓ ﺃﻣﺎﻡ ﺍﳊﻜﻢ"‪" ،‬ﺍﻟﻜﺮﺓ‬
‫ﻭﺭﺍﺀ ﺍﳊﻜﻢ" ﻛﻤﺎ ﳝﻜﻦ ﺗﻐﻴﲑ ﻣﻮﻗﻊ ﺍﳊﻜﻢ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻟﻜﺮﺓ ﺣﻴﺚ ﺗﺼﺒﺢ ﺍﻟﻜﺮﺓ ﻣﺮﺟﻌﺎ ﻭﻧﻌﻴ‪‬ﻦ ﻣﻮﻗﻊ ﺍﳊﻜﻢ‬
‫ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﻟﻴﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻟﻔﺎﻅ ‪ :‬ﺃﻣﺎﻡ ‪ /‬ﻭﺭﺍﺀ ‪ /‬ﻋﻠﻰ ﳝﲔ ‪ /‬ﻋﻠﻰ ﻳﺴﺎﺭ‪.‬‬
‫ﺇ ﹼﻥ ﺍﻋﺘﻤﺎﺩ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﻭﺗﻨﻮﻳﻌﻬﺎ ﻋﺎﻣﻼﻥ ﺃﺳﺎﺳﻴ‪‬ﺎﻥ ﻋﻨﺪ ﺍﻟﺘﻌﺮ‪‬ﺽ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺘﻌﻴﲔ ﻣﻮﻗﻊ‬
‫ﺟﺴﻢ ﰲ ﺍﻟﻔﻀﺎﺀ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺟﺴﻢ ﺁﺧﺮ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﺈ ﹼﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﹼﱵ ﻳﻨﺒﻐﻲ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺇﱃ ﺇﺑﺮﺍﺯﻫﺎ ﻫﻲ ﻋﻼﻗﺔ ﺑﲔ ﺍﳉﺴﻢ‬
‫ﺍﳌﺮﺍﺩ ﺗﻌﻴﲔ ﻣﻮﻗﻌﻪ ﻭﻣﻮﻗﻊ ﺍﳉﺴﻢ ﺍﻟﹼﺬﻱ ﻳﺘ ‪‬ﻢ ﺍﺗ‪‬ﺨﺎﺫﻩ ﻛﻤﺮﺟﻊ‪ .‬ﻫﺬﺍ ﺍﻟﺘ‪‬ﻤﻬﻴﺪ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺴﻬﻢ ﰲ ﻃﺮﺡ ﺇﺷﻜﺎﻟﻴﺔ‬
‫ﺃﺧﺮﻯ ﺗﺘ‪‬ﺼﻞ ﺑﺘﻌﻴﲔ ﻣﻮﻗﻊ ﺟﺴﻢ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ :‬ﺃﻗﺮﺏ‪ ،‬ﺃﺑﻌﺪ‪ ،‬ﻧﻔﺲ ﺍﻟﺒﻌﺪ‪.‬‬

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 ‫• ﻟﻨﻨﻄﻠﻖ ﻣﻦ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪ :‬ﰲ ﺣﺼ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﻘﻨﻴﺔ ﻣﺜﻼ ‪:‬‬
‫ﺍﳌﻌﻠﹼﻤﺔ‬
‫ﺻﺎﱀ‬ ‫ﺃﲪﺪ‬ ‫ﺭﱘ‬

‫• ﻛﻴﻒ ﳝﻜﻦ ﺗﻌﻴﲔ ﻣﻮﻗﻊ ﻛ ﹼﻞ ﻣﻦ ﺭﱘ ﻭﺃﲪﺪ ﻭﺻﺎﱀ ؟‬

‫ﻱ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺃﻗﺮﺏ ؟‬ ‫‪-‬ﺃ ‪‬‬
‫ﻱ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺃﺑﻌﺪ ؟‬‫‪-‬ﺃ ‪‬‬
‫‪ -‬ﺳ ‪‬ﻢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬﻳﻦ ﺍﻟﻠﹼﺬﻳﻦ ﳍﻤﺎ ﻧﻔﺲ ﺍﻟﺒﻌﺪ‪.‬‬
‫ﻧﻼﺣﻆ ﰲ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴﺔ ﺃﻧ‪‬ﻪ ﻻ ﳝﻜﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ ﺭﱘ ﺃﻭ ﺃﲪﺪ ﺃﻭ ﺻﺎﱀ ﰲ ﻏﻴﺎﺏ ﺍﳌﺮﺟﻊ‪.‬‬
‫ﻓﺈﺫﺍ ﻋﻴ‪‬ﻨﺎ ﺍﳌﺮﺟﻊ »ﺍﳌﻌﻠﻤﺔ« ﻳﺼﺒﺢ ﻟﻠﺘ‪‬ﻌﻴﲔ ﻣﺪﻟﻮﻝ ﻭﺍﺿﺢ‬
‫ﻓﺼﺎﱀ ﺃﺑﻌﺪ ﻣﻦ ﺃﲪﺪ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﳌﻌﻠﹼﻤﺔ‬
‫ﻭﺭﱘ ﻛﺬﻟﻚ ﺃﺑﻌﺪ ﻣﻦ ﺃﲪﺪ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺻﺎﱀ ﺇﺫﺍ ﺍﺗ‪‬ﺨﺬﻧﺎ ﺻﺎﳊﺎ ﻣﺮﺟﻌﺎ ﻭﺭﱘ ﻛﺬﻟﻚ ﺃﺑﻌﺪ ﻣﻦ ﺃﲪﺪ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ‬
‫ﺇﱃ ﺻﺎﱀ ﺇﺫﺍ ﺍﺗ‪‬ﺨﺬﻧﺎ ﺻﺎﳊﺎ ﻣﺮﺟﻌﺎ ﻭﺭﱘ ﻭﺃﲪﺪ ﳍﻤﺎ ﻧﻔﺲ ﺍﻟﺒﻌﺪ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﳌﻌﻠﹼﻤﺔ )ﺍﳌﻌﻠﹼﻤﺔ ﻣﺮﺟﻊ(‬
‫ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻟﹼﱵ ﳝﻜﻦ ﺍﻗﺘﺮﺍﺣﻬﺎ ﻋﻠﻰ ﺍﳌﺘﻌﻠﹼﻤﲔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﲤﻜﹼﻨﻬﻢ )ﻣﻊ ﺗﻐﻴﲑ ﻣﻮﻗﻊ ﺍﳉﺴﻢ ﺃﻭ ﻣﻮﻗﻊ‬
‫ﺍﳌﺮﺟﻊ( ﻣﻦ ﺑﻨﺎﺀ ﺍﳌﻔﻬﻮﻡ ﺍﻟﻌﻠﻤﻲ ﺳﻴ‪‬ﻤﺎ ﺇﺫﺍ ﻣﺎ ﹼﰎ ﺍﺳﺘﺜﻤﺎﺭ ﻣﺎ ﳝﺎﺭﺳﻮﻧﻪ ﻣﻦ ﺍﻷﻟﻌﺎﺏ ﻭﺍﻷﻋﻤﺎﻝ ﰲ ﻭﺍﻗﻌﻬﻢ ﺍﳌﻌﻴﺶ‪.‬‬
‫• ﻣﻘﺎﺭﻧﺔ ﺟﺴﻢ ﲜﺴﻢ ﺁﺧﺮ ﻣﻦ ﺣﻴﺚ ﺍﳊﺠﻢ‪.‬‬
‫ﻗﺒﻞ ﺍﻟﺘﻌﺮ‪‬ﺽ ﺇﱃ ﻣﻘﺎﺭﻧﺔ ﺟﺴﻢ ﲜﺴﻢ ﺁﺧﺮ ﻣﻦ ﺣﻴﺚ ﺍﳊﺠﻢ ﻻ ﺑ ‪‬ﺪ ﻣﻦ ﺃﻥ ﻧﺘﻌﺮ‪‬ﻑ ﻣﻔﻬﻮﻡ ﺍﳊﺠﻢ‪.‬‬
‫‪ -‬ﺣﺠﻢ ﺟﺴﻢ ‪ :‬ﻫﻮ ﻣﻘﺪﺍﺭ ﺍﳊﻴ‪‬ﺰ ﻣﻦ ﺍﻟﻔﻀﺎﺀ ﺍﻟﹼﺬﻱ ﻳﺸﻐﻠﻪ ﺍﳉﺴﻢ‪.‬‬
‫ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃ ﹼﻥ ﻟﻸﺟﺴﺎﻡ ﺍﳉﺎﻣﺪﺓ ﺷﻜﻼ ﺛﺎﺑﺘﺎ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺸ‪‬ﻜﻞ ﻳﻜﻮﻥ ﻣﻨﺘﻈﻤﺎ ﻛﺸﻜﻞ ﻋﻠﺒﺔ ﺍﻟﺜﹼﻘﺎﺏ ﺃﻭ ﻋﻠﺒﺔ‬
‫ﺍﳌﺼﺒ‪‬ﺮﺍﺕ ﺃﻭ ﺍﻟﻜﺮﺓ‪ ،‬ﻭﻳﻜﻮﻥ ﻛﺬﻟﻚ ﻏﲑ ﻣﻨﺘﻈﻢ ﻛﺎﳊﺠﺮ ﻣﺜﻼ ‪...‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴﻢ ﻣﻨﺘﻈﻢ ﺍﻟﺸ‪‬ﻜﻞ ﳝﻜﻦ ﺇﳚﺎﺩ ﻣﻘﺪﺍﺭ ﺍﳊﻴ‪‬ﺰ ﺍﻟﹼﺬﻱ ﻳﺸﻐﻠﻪ )ﺣﺠﻤﻪ( ﺑﻄﺮﻳﻘﺔ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﺃﻣ‪‬ﺎ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳉﺴﻢ ﻏﲑ ﻣﻨﺘﻈﻢ ﺍﻟﺸ‪‬ﻜﻞ ﻓﺒﺎﻹﻣﻜﺎﻥ ﺇﳚﺎﺩ ﺣﺠﻤﻪ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪.‬‬

‫ﻋﻠﺒﺔ ﺛﻘﺎﺏ‬

‫ﻋﻠﺒﺔ ﻣﺼﺒ‪‬ﺮﺍﺕ‬

‫ﺣﺠﺮ‬

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‫‪ -‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴﻢ ﻣﻨﺘﻈﻢ ﺍﻟﺸ‪‬ﻜﻞ ﻓﺒﺎﻹﻣﻜﺎﻥ ﻗﻴﺲ ﺣﺠﻤﻪ )ﺍﳌﻜﻌ‪‬ﺐ‪ ،‬ﻣﺘﻮﺍﺯﻱ ﺍﳌﺴﺘﻄﻴﻼﺕ ‪ (...‬ﻓﻘﻴﺲ ﺣﺠﻢ‬
‫ﻣﻜﻌ‪‬ﺐ ﻃﻮﻝ ﺿﻠﻌﻪ ‪ 5‬ﺻﻢ ﻫﻮ ‪ 125‬ﺻﻢ‪) ³‬ﺿﻠﻊ × ﺿﻠﻊ × ﺿﻠﻊ( ﻭﻗﻴﺲ ﺣﺠﻢ ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ ﻃﻮﻝ‬
‫ﻗﺎﻋﺪﺗﻪ ‪ 4‬ﺻﻢ ﻭﻋﺮﺿﻬﺎ ‪ 3‬ﺻﻢ ﻭﺍﺭﺗﻔﺎﻋﻪ ‪ 2‬ﺻﻢ ﻫﻮ ‪ 24‬ﺻﻢ‪) ³‬ﻣﺴﺎﺣﺔ ﺍﻟﻘﺎﻋﺪﺓ × ﺍﻻﺭﺗﻔﺎﻉ(‪.‬‬
‫ﻭﺑﺎﻹﻣﻜﺎﻥ ﺇﳚﺎﺩ ﺣﺠﻢ ﺟﺴﻢ ﻏﲑ ﻣﻨﺘﻈﻢ ﺍﻟﺸ‪‬ﻜﻞ ﺑﻄﺮﻳﻘﺔ ﺍﻹﺯﺍﺣﺔ‪ .‬ﻓﻜﻴﻒ ﻳﺘ ‪‬ﻢ ﺫﻟﻚ ؟‬
‫• ﻟﻮ ﺍﻧﻄﻠﻘﻨﺎ ﻣﻦ ﺍﻟﻈﹼﻮﺍﻫﺮ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻓﻤﺎﺫﺍ ﻧﻼﺣﻆ ؟‬
‫• ﺇﺩﺧﺎﻝ ﺍﻟﻴﺪ ﰲ ﺇﻧﺎﺀ ﳑﻠﻮﺀ ﻣﺎﺀ‬
‫• ﻭﺿﻊ ﺣﺠﺮ ﰲ ﻛﺄﺱ ﳑﻠﻮﺀﺓ ﻣﺎﺀ‬
‫• ﻗﻠﺐ ﺯﺟﺎﺟﺔ ﳑﻠﻮﺀﺓ ﻫﻮﺍﺀ ﰲ ﺇﻧﺎﺀ ﺑﻪ ﻣﺎﺀ‬

‫‪ -‬ﺇ ﹼﻥ ﺧﺮﻭﺝ ﺍﳌﺎﺀ ﻣﻦ ﺍﻹﻧﺎﺀ ﰲ ﺍﳊﺎﻟﺔ ﺍﻷﻭﱃ ﻭﻣﻦ ﺍﻟﻜﺄﺱ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺩﺧﻮﻝ ﺍﳌﺎﺀ ﰲ ﺍﻟﻘﺎﺭﻭﺭﺓ‬
‫ﺑﻌﺪ ﺧﺮﻭﺝ ﺍﳍﻮﺍﺀ ﻣﻨﻬﺎ ﰲ ﺷﻜﻞ ﻓﻘﺎﻗﻴﻊ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﺸﺎﻫﺪﺍﺕ ﺗﺪ ﹼﻝ ﻋﻠﻰ ﺃﻧ‪‬ﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺸﻐﻞ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺟﺴﻢ ﻭﺍﺣﺪ ﺍﳊﻴ‪‬ﺰ ﻧﻔﺴﻪ ﰲ ﺁﻥ ﻭﺍﺣﺪ ﻭﻫﺬﻩ ﺍﳋﺎﺻﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ﺗﻌﺮﻑ ﲞﺎﺻﻴ‪‬ﺔ ﻋﺪﻡ ﺍﻟﺘ‪‬ﺪﺍﺧﻞ ﻭﻫﻲ‬
‫ﺍﻟﹼﱵ ﲤﻜﹼﻨﻨﺎ ﻣﻦ ﺇﳚﺎﺩ ﺃﺣﺠﺎﻡ ﺍﻷﺟﺴﺎﻡ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -‬ﻓﺎﳊﺠﺮ ﻗﺪ ﺃﺯﺍﺡ ﻣﻦ ﺍﳊﻴ‪‬ﺰ ﻛﻤﻴ‪‬ﺔ ﻣﻦ ﺍﳌﺎﺀ‪ ،‬ﻭﺣ ﹼﻞ ﳏ ﹼﻞ ﺍﳌﺎﺀ ﺍﳌﺰﺍﺡ ﻭﺣﺠﻢ ﺍﳌﺎﺀ ﺍﳌﺰﺍﺡ ﻣﺴﺎﻭ ﳊﺠﻢ‬
‫ﺍﳊﺠﺮ‪ ،‬ﻭﻟﻜﻲ ﻧﺘﻤﻜﹼﻦ ﻣﻦ ﺗﻌﺮ‪‬ﻑ ﺣﺠﻢ ﺍﳉﺴﻢ ﺍﳌﺰﺍﺡ ﻭﻣﻦ ﹼﰒ ﺣﺠﻢ ﺍﳊﺠﺮ‪ ،‬ﻧﺴﺘﺨﺪﻡ ﺍﳌﺨﺒﺎﺭ ﺍﳌﺪﺭ‪‬ﺝ‬
‫ﻭﻫﻮ ﺃﻧﺒﻮﺏ ﺯﺟﺎﺟﻲ ﻣﺪﺭ‪‬ﺝ ﻭﻣﺮﻗﹼﻢ ﲝﻴﺚ ﺗﺪ ﹼﻝ ﺍﻷﺭﻗﺎﻡ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﺼ‪‬ﻨﺘﻤﺘﺮﺍﺕ ﺍﳌﻜﻌ‪‬ﺒﺔ ﺃﻭ ﺍﳌﻠﹼﻠﺘﺮﺍﺕ‪،‬‬
‫ﻓﺎﻟﺮ‪‬ﻗﻢ ‪ 20‬ﻣﺜﻼ ﻳﺪﻟﹼﻨﺎ ﻋﻠﻰ ﺃﻧ‪‬ﻪ ﺇﺫﺍ ﺳﻜﺒﻨﺎ ﺳﺎﺋﻼ ﻣﺎ ﰲ ﺍﳌﺨﺒﺎﺭ ﻭﻭﺻﻞ ﺍﺭﺗﻔﺎﻋﻪ ﺇﱃ ﺍﻟﺮ‪‬ﻗﻢ ‪ ،20‬ﺗﻜﻮﻥ ﻗﺪ‬
‫ﺳﻜﺒﻨﺎ ‪ 20‬ﺻﻢ‪ 20) ³‬ﻣﻠﻠﺘﺮ( ﻣﻦ ﺍﻟﺴﺎﺋﻞ ﰲ ﺍﳌﺨﺒﺎﺭ ﺍﳌﺪﺭ‪‬ﺝ‪.‬‬
‫ﻋﲔ ﺍﳌﺸﺎﻫﺪ‬

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 ‫‪ -‬ﻛﻤﺎ ﳝﻜﻦ ﺇﳚﺎﺩ ﺣﺠﻢ ﺟﺴﻢ ﻣﻨﺘﻈﻢ ﺑﻄﺮﻳﻘﺔ ﺍﻹﺯﺍﺣﺔ ﺷﺮﻳﻄﺔ ﺃﻥ ﻻ ﻳﻨﺤ ﹼﻞ ﺍﳉﺴﻢ ﰲ ﺍﻟﺴ‪‬ﺎﺋﻞ ﺍﳌﺴﺘﻌﻤﻞ ﻭﺃﻥ‬
‫ﻻ ﳛﺘﻮﻱ ﻋﻠﻰ ﻓﺠﻮﺍﺕ‪.‬‬
‫ﻟﻮ ﺃﺧﺬﻧﺎ ﻗﻄﻌﺔ ﻣﻌﺪﻧﻴﺔ ﰲ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ )‪ 5‬ﺻﻢ × ‪ 3‬ﺻﻢ × ‪ 2‬ﺻﻢ( ﻭﻭﺿﻌﻨﺎ ﻫﺬﻩ ﺍﻟﻘﻄﻌﺔ ﰲ‬
‫ﺇﻧﺎﺀ ﺑﻪ ﻣﺎﺀ ﺣﺘ‪‬ﻰ ‪‬ﺗ ‪‬ﻐﻤ‪‬ﺮ ﲤﺎﻣﺎ‪ ،‬ﻭﲨﻌﻨﺎ ﺍﳌﺎﺀ ﺍﳌﺰﺍﺡ ﰲ ﻛﻮﺏ ﹼﰒ ﺳﻜﺒﻨﺎﻩ ﰲ ﳐﺒﺎﺭ ﻣﺪﺭ‪‬ﺝ ﻟﻮﺟﺪﻧﺎ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻗﺮﺍﺀﺓ‬
‫ﺍﻷﺭﻗﺎﻡ ﺃ ﹼﻥ ﺣﺠﻤﻬﺎ ﻳﻜﻮﻥ ﻣﺴﺎﻭﻳﺎ ﻟـ ‪ 30‬ﺻﻢ‪ ³‬ﻭﻫﻮ ﺍﳊﺠﻢ ﺍﻟﹼﺬﻱ ﻧﺘﻮﺻ‪‬ﻞ ﺇﻟﻴﻪ ﻛﺬﻟﻚ ﺑﺎﻟﻄﹼﺮﻳﻘﺔ ﺍﳊﺴﺎﺑﻴ‪‬ﺔ‪.‬‬

‫ﻭﻫﻜﺬﺍ ﻓﻌﻤﻠﻴ‪‬ﺔ ﺇﳚﺎﺩ ﺣﺠﻢ ﺟﺴﻢ ﻣﻨﺘﻈﻢ ﺍﻟﺸ‪‬ﻜﻞ ﺃﻭ ﻏﲑ ﻣﻨﺘﻈﻢ ﺍﻟﺸ‪‬ﻜﻞ ﲤﻜﹼﻨﻨﺎ ﻣﻦ ﻣﻘﺎﺭﻧﺔ ﺟﺴﻢ ﲜﺴﻢ ﺁﺧﺮ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﳊﺠﻢ‪ ،‬ﻭﻳﺘﻢ ﺗﻨﺎﻭﻝ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻣﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺍﻷﺟﺴﺎﻡ ﻣﻨﺘﻈﻤﺔ ﺃﻭ‬
‫ﻱ ﻧﻈﺎﻡ ﻗﻴﺲ‪.‬‬
‫ﻏﲑ ﻣﻨﺘﻈﻤﺔ ﺍﻷﺷﻜﺎﻝ ﻟﻴﺘ ‪‬ﻢ ﺍﻟﺘﻮﺻ‪‬ﻞ ﺇﱃ ﺇﺑﺮﺍﺯ ﻣﻔﻬﻮﻡ ﺃﻛﱪ ‪ /‬ﺃﺻﻐﺮ ﺩﻭﻥ ﺃﻥ ﲣﻀﻊ ﺍﳌﻘﺎﺭﻧﺔ ﺇﱃ ﺃ ‪‬‬

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 ‫ﺍﻟﺰ‪‬ﻣﻦ‬

‫ﺇ ﹼﻥ ﺍﻟﺰ‪‬ﻣﻦ ﻫﻮ ﳏﻮﺭ ﺃﻧﺸﻄﺘﻨﺎ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮ‪‬ﻥ ﻟﺪﻳﻨﺎ ﺍﻹﺣﺴﺎﺱ ﺍﻷﻭ‪‬ﱄ ‪‬ﺬﺍ ﺍﳌﻔﻬﻮﻡ )ﻣﺮﻭﺭ ﺍﻟﺰ‪‬ﻣﻦ‪ (... ،‬ﻣﻦ‬
‫ﺧﻼﻝ ﻣﺎ ﳕﺎﺭﺳﻪ ﻣﻦ ﺃﻣﻮﺭ ﺣﻴﺎﺗﻨﺎ ﻋﱪ ﺍﻟﺸ‪‬ﻌﻮﺭ ﲝﺪﻭﺙ ﺍﻟﻈﹼﻮﺍﻫﺮ ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﻨﺤﻦ ﻧﻘﺪ‪‬ﺭ ﺍﻟﺰ‪‬ﻣﻦ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ‬
‫ﺍﻟﻈﹼﻮﺍﻫﺮ ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ ﺍﻟﹼﱵ ﻧﻌﻴﺸﻬﺎ ﻭﻟﻜﻲ ﻧﻘﻴﺴﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﳔﺘﺎﺭ ﺃﺣﺪﺍﺛﺎ ﺗﻜﺮ‪‬ﺭ ﺑﺎﻧﺘﻈﺎﻡ ﹼﰒ ﻧﺒﺘﻜﺮ ﺍﻟﻮﺳﺎﺋﻞ ﻟﻘﻴﺎﺱ ﺍﳌﺪﺩ‬
‫ﺍﻟﺰ‪‬ﻣﻨﻴﺔ ﺍﻟﹼﱵ ﻳﺴﺘﻐﺮﻗﻬﺎ ﺣﺪﻭﺛﻬﺎ ﺍﳌﺘﻜﺮ‪‬ﺭ‪.‬‬
‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ ؟‬
‫ﺇﻧ‪‬ﻨﺎ ﻧﻌﻴﺶ ﺃﺣﺪﺍﺛﺎ ﻳﻮﻣﻴ‪‬ﺔ ﻋﺪﻳﺪﺓ ﻛﺎﻷﻛﻞ ﻭﺍﻟﺬﹼﻫﺎﺏ ﺇﱃ ﺍﻟﺴ‪‬ﻮﻕ ﻭﺍﻟﺪ‪‬ﺭﺍﺳﺔ ﻭﺍﻟﻨ‪‬ﻮﻡ ‪ ...‬ﻭﻫﺬﻩ ﺍﻷﺣﺪﺍﺙ‬
‫ﺗﺴﺘﻐﺮﻕ ﻣﺪﺩﺍ ﺯﻣﻨﻴ‪‬ﺔ ﻃﻮﻳﻠﺔ ﻛﻤﺪ‪‬ﺓ ﺍﻟﺪ‪‬ﺭﺍﺳﺔ ﻭﻣﺪﺩﺍ ﺯﻣﻨﻴ‪‬ﺔ ﻗﺼﲑﺓ ﻛﺰﻣﻦ ﺣﺪﻭﺙ ﺍﻟﱪﻕ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﺈ ﹼﻥ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬
‫ﻫﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﹼﱵ ﻳﺴﺘﻐﺮﻗﻬﺎ ﺣﺪﻭﺙ ﻇﺎﻫﺮﺓ ﻣﺎ‪.‬‬
‫ﻛﻴﻒ ﻧﻌﻴ‪‬ﻦ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴ‪‬ﺔ ؟‬
‫ﻱ ﺗﺄﺛﲑ ﰲ ﻣﻘﺪﺍﺭ ﻣﺪ‪‬ﺓ‬ ‫ﻟﺘﻌﻴﲔ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﻳﻨﺒﻐﻲ ﺍﺧﺘﻴﺎﺭ ﺑﺪﺍﻳﺔ ﻟﻠﺰ‪‬ﻣﻦ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺒﺪﺍﻳﺔ ﺍﺧﺘﻴﺎﺭﻳ‪‬ﺔ ﻭﻟﻴﺲ ﳍﺎ ﺃ ‪‬‬
‫ﺣﺪﻭﺙ ﺍﻟﻈﹼﺎﻫﺮﺓ ﺃﻭ ﻧﺘﺎﺋﺠﻬﺎ ﻓﻴﻤﻜﻦ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺍﻋﺘﻤﺎﺩ ﻣﻨﺘﺼﻒ ﺍﻟﻠﹼﻴﻞ ﻟﺘﺤﺪﻳﺪ ﺯﻣﻦ ﺣﺪﻭﺙ ﺍﻟﻈﹼﻮﺍﻫﺮ ﺍﻟﹼﱵ ﹼﰎ‬
‫ﰲ ﺍﻟﻴﻮﻡ ﻭﺑﺪﺍﻳﺔ ﺍﻟﺸ‪‬ﻬﺮ ﻟﺘﻌﻴﲔ ﺃﻳ‪‬ﺎﻡ ﺍﻟﻌﻤﻞ ﻭﺍﳌﻮﺍﻋﻴﺪ ﻭﺭﻭﺯﻧﺎﻣﺔ ﺍﻟﻌﻄﻞ ‪ ...‬ﻭﻳﻮﻡ ﺍﳌﻴﻼﺩ ﻟﺘﻌﻴﲔ ﻋﻤﺮ ﺍﳌﻮﻟﻮﺩ ‪...‬‬
‫ﻭﺣﺪﺓ ﺍﻟﺰ‪‬ﻣﻦ ‪:‬‬
‫ﺍﻟﺰ‪‬ﻣﻦ ﻗﺎﺑﻞ ﻟﻠﻘﻴﺲ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﻬﻮ ﻣﻘﺪﺍﺭ ﻣﻘﻴﺲ ﺫﻟﻚ ﺃﻧ‪‬ﻪ ﺑﺎﻹﻣﻜﺎﻥ ﻣﻘﺎﺭﻧﺔ ﺃﺯﻣﻨﺔ ﻭﻗﻮﻉ ﺍﻷﺣﺪﺍﺙ ﺑﻌﻀﻬﺎ‬
‫ﺑﺒﻌﺾ‪.‬‬
‫ﻟﻠﺰ‪‬ﻣﻦ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻧﻈﺎﻣﻴ‪‬ﺔ ﻫﻲ ﺍﻟﺜﹼﺎﻧﻴﺔ‪.‬‬
‫ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻃﻮﻝ ﻭﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻗﺼﺮ ‪:‬‬
‫ﻛﻴﻒ ﻧﻘﺎﺭﻥ ﺍﳌﺪﺩ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻄﹼﻮﻝ ﻭﺍﻟﻘﺼﺮ ﻟﻨﻘﻮﻝ ﻫﺬﻩ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻃﻮﻝ‪ ،‬ﻭﻫﺬﻩ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻗﺼﺮ ؟‬
‫ﺇ ﹼﻥ ﻣﻘﺎﺭﻧﺔ ﺍﳌﺪﺩ ﺍﻟﺰ‪‬ﻣﻨﻴ‪‬ﺔ ﻳﺘﺄﺗ‪‬ﻰ ﰲ ﺍﻟﻮﺍﻗﻊ ﻣﻦ ﻣﻘﺎﺭﻧﺔ ﺃﺣﺪﺍﺙ ﻣﺄﻟﻮﻓﺔ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ ﻣﻦ ﺣﻴﺚ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ ﺍﻟﹼﱵ‬
‫ﺗﺴﺘﻐﺮﻗﻬﺎ ﻭﻟﺪﺭﺍﺳﺔ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ‪ :‬ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻃﻮﻝ ‪ /‬ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻗﺼﺮ ﺑﺎﻟﺴ‪‬ﻨﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻳﻨﺒﻐﻲ‬
‫ﻃﺮﺡ ﺇﺷﻜﺎﻟﻴ‪‬ﺔ ﻣﻨﻄﻠﻘﻬﺎ ﳑﺎﺭﺳﺔ ﺃﻧﺸﻄﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﺘﻌﻠﹼﻤﲔ ﻛﺄﻥ ﻧﻘ ‪‬ﺪﻡ ﺍﻟﻮﺿﻌﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻭﻧﺪﻋﻮ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺇﱃ ﺍﳌﻘﺎﺭﻧﺔ‬
‫ﺩﻭﻥ ﺃﻥ ﻧﻨﺴﻰ ﺃ ﹼﻥ ﺍﺧﺘﻴﺎﺭ ﺑﺪﺍﻳﺔ ﻟﻠﺰ‪‬ﻣﻦ ﻫﻮ ﺍﻟﹼﺬﻱ ﻳﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺗﻌﻴﲔ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‪.‬‬

‫ﺑﻨﺖ ﲤﻸ ﺳﻄﻼ ﺑﺎﳌﺎﺀ‬ ‫ﻃﻔﻞ ﳝﻸ ﻛﺄﺳﺎ ﺑﺎﳌﺎﺀ‬

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 ‫ﻱ ﻣﻦ ﺍﻟﻄﹼﻔﻞ ﻭﺍﻟﺒﻨﺖ‬ ‫ﺇﺫﺍ ﹼﰎ ﻓﺘﺢ ﺍﳊﻨﻔﻴ‪‬ﺘﲔ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻣﻊ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻧﺴﻖ ﺳﻴﻼﻥ ﺍﳌﺎﺀ ﻣﻨﻬﻤﺎ‪ ،‬ﺃ ‪‬‬
‫ﺍﺳﺘﻐﺮﻕ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻃﻮﻝ ﺃﻭ ﺃﻗﺼﺮ ﳌﻞﺀ ﺍﻵﻧﻴﺔ )ﺍﻟﻜﺄﺱ‪ ،‬ﺍﻟﺴ‪‬ﻄﻞ( ؟‬
‫ﺇ ﹼﻥ ﺗﻨﻮﻳﻊ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻘﺪ‪‬ﺭ ﺍﳌﺘﻌﻠﹼﻤﲔ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﰲ ﺗﻌﺮ‪‬ﻑ ﺍﻟﻈﹼﻮﺍﻫﺮ‬
‫ﻋﱪ ﺍﻟﻘﻴﺲ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺱ )ﺍﻟﻌﲔ ﻟﻠﻤﻼﺣﻈﺔ( ﻭﺗﻮﻇﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﺇﳚﺎﺩ ﺍﳊﻠﻮﻝ ﻋﱪ ﻣﺎ ﻳﺘﻴﺤﻪ ﲢﺪﻳﺪ‬
‫ﻣﻌﻄﻴﺎﺕ ﺍﳌﺸﻜﻞ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﻣﻦ ﺗﺼﺮ‪‬ﻓﺎﺕ ﳑﻴ‪‬ﺰﺓ ﻭﻫﻲ ﻣﺆﺷ‪‬ﺮﺍﺕ ﻟﻼﻗﺘﺪﺍﺭﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﳌﺪﺍﺧﻞ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﺴﻬﻢ ﰲ ﺍﻻﻗﺘﻨﺎﻉ ﺑﺄ ﹼﻥ ﻛ ﹼﻞ ﺣﺪﺙ ﻭﻛ ﹼﻞ ﻋﻤﻞ ﻳﺴﺘﻐﺮﻕ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﻣﻌﻴ‪‬ﻨﺔ ﻭﺃ ﹼﻥ‬
‫ﺑﻌﺾ ﺍﻷﺣﺪﺍﺙ ﺗﺴﺘﻐﺮﻕ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﻗﺼﲑﺓ ﻭﺃﺣﺪﺍﺛﺎ ﺃﺧﺮﻯ ﺗﺴﺘﻐﺮﻕ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻃﻮﻝ‪.‬‬
‫ﻛﻤﺎ ﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﻷﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻘﻴﻤﺔ ﺍﻟﺰ‪‬ﻣﻦ ﰲ ﺣﻴﺎﺓ ﺍﻟﻔﺮﺩ ﻣﻦ ﺧﻼﻝ ﺇﺭﺳﺎﺀ ﺳﻠﻮﻛﺎﺕ‬
‫ﺼﺼﺔ ﻹﳒﺎﺯ ﻋﻤﻞ ﻣﺎ‪ ،‬ﺳﻴﻤﺎ ﰲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺍﻟﹼﺬﻱ ﻳﺘﻤﻴ‪‬ﺰ ﺑﺎﻟ ‪‬ﻮ ﹾﻗ ِﻊ‬ ‫ﺍﻟﺘﺤﻜﹼﻢ ﻓﻴﻪ ﻭﺍﺳﺘﺜﻤﺎﺭﻩ ﺑﺎﺣﺘﺮﺍﻡ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ ﺍﳌﺨ ‪‬‬
‫ﺍﳌﺘﺴﺎﺭﻉ ﻟﻸﺣﺪﺍﺙ‪.‬‬

‫ﺍﻟﻠﹼﻴﻞ ﻭﺍﻟﻨ‪‬ﻬﺎﺭ ‪:‬‬

‫ﻧﻼﺣﻆ ﺗﻌﺎﻗﺐ ﻇﺎﻫﺮﺓ ﺍﻟﻠﹼﻴﻞ ﻭﺍﻟﻨ‪‬ﻬﺎﺭ‪ ،‬ﻓﺎﻟﺸ‪‬ﻤﺲ ﺗﺸﺮﻕ ﻭﺗﺮﺗﻔﻊ ﺇﱃ ﻛﺒﺪ ﺍﻟﺴ‪‬ﻤﺎﺀ ﹼﰒ ﺗﻨﺤﺪﺭ ﺇﱃ ﺟﻬﺔ ﺍﻟﻐﺮﺏ‪،‬‬
‫ﹼﰒ ﺗﻐﻴﺐ ﻓﻴﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﺍﻟﻈﹼﻼﻡ ﻭﻳﺄﰐ ﺍﻟﻠﹼﻴﻞ ﹼﰒ ﺗﻌﻮﺩ ﺍﻟﺸ‪‬ﻤﺲ ﺇﱃ ﺍﻟﺸ‪‬ﺮﻭﻕ ﻣﻦ ﺟﺪﻳﺪ ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ‪.‬‬
‫ﻭﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﻈﹼﺎﻫﺮﺓ ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻨ‪‬ﻬﺎﺭ ﺑﺄﻧ‪‬ﻪ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴ‪‬ﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺷﺮﻭﻕ ﺍﻟﺸ‪‬ﻤﺲ‬
‫ﻭﻏﺮﻭ‪‬ﺎ ﻭﺃ ﹼﻥ ﺍﻟﻠﹼﻴﻞ ﳝﺜﹼﻞ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰﻣﻨﻴ‪‬ﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻏﺮﻭﺏ ﺍﻟﺸ‪‬ﻤﺲ ﻭﺷﺮﻭﻗﻬﺎ ﻭﺃ ﹼﻥ ﺍﻟﻴﻮﻡ ﻫﻮ ﳎﻤﻮﻉ ﺍﻟﻨ‪‬ﻬﺎﺭ ﻭﺍﻟﻠﹼﻴﻞ‪.‬‬
‫ﻟﻜ ‪‬ﻦ ﺍﻹﺷﻜﺎﻟ‪‬ﻴﺔ ﺍﻟﹼﱵ ﳝﻜﻦ ﻃﺮﺣﻬﺎ ﻫﻲ ﻣﺎ ﺳﺒﺐ ﺗﻌﺎﻗﺐ ﺍﻟﻠﹼﻴﻞ ﻭﺍﻟﻨ‪‬ﻬﺎﺭ ؟‬
‫ﺇﻧ‪‬ﻨﺎ ﻧﻌﺮﻑ ﺃ ﹼﻥ ﺍﻷﺭﺽ ﺗﺪﻭﺭ ﺣﻮﻝ ﻧﻔﺴﻬﺎ ﻛﻤﺎ ﺃﻧ‪‬ﻬﺎ ﺗﺪﻭﺭ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ‪ ،‬ﻓﻌﻨﺪ ﺩﻭﺭﺍ‪‬ﺎ ﺣﻮﻝ ﻧﻔﺴﻬﺎ ﻳﻮﺍﺟﻪ‬
‫ﻗﺴﻢ ﻣﻨﻬﺎ ﺍﻟﺸ‪‬ﻤﺲ ﻭﻳﻜﻮﻥ ﻣﻀﺎﺀ ﰲ ﺣﲔ ﻳﻜﻮﻥ ﺍﻟﻘﺴﻢ ﺍﻵﺧﺮ ﻣﻈﻠﻤﺎ‪ ،‬ﻭﻫﻜﺬﺍ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺇ ﹼﻥ ﺍﻟﻨ‪‬ﻬﺎﺭ ﻫﻮ ﺍﻟﻔﺘﺮﺓ‬
‫ﺍﻟﺰ‪‬ﻣﻨﻴ‪‬ﺔ ﺍﹼﻟﱵ ﻳﻮﺍﺟﻪ ﻓﻴﻬﺎ ﻣﻜﺎﻥ ﻣﺎ ﻣﻦ ﺍﻷﺭﺽ ﺍﻟﺸ‪‬ﻤﺲ‪ ،‬ﻭﺍﻟﻠﹼﻴﻞ ﻫﻮ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴ‪‬ﺔ ﺍﻟﹼﱵ ﻻ ﻳﻮﺍﺟﻪ ﻓﻴﻬﺎ ﻫﺬﺍ ﺍﳌﻜﺎﻥ ﻣﻦ‬
‫ﺍﻷﺭﺽ ﺍﻟﺸ‪‬ﻤﺲ ﻭﻣﻦ ﺍﳌﻌﺮﻭﻑ ﻛﺬﻟﻚ ﺃ ﹼﻥ ﺍﻷﺭﺽ ﺗﺪﻭﺭ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ‪ ،‬ﻭﺍﻟﻔﺘﺮﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ ﺍﻟﹼﱵ ﺗﺴﺘﻐﺮﻗﻬﺎ ﺍﻷﺭﺽ‬
‫ﻟﺘﻜﻤﻞ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ ﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ ﻭﺗﺴﻤ‪‬ﻰ ﺍﻟﺴ‪‬ﻨﺔ ﻭﻳﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﺍﻟﻔﺼﻮﻝ ﺍﻷﺭﺑﻌﺔ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺳﺒﻖ ﺍﻟﺘﻌﺮ‪‬ﺽ‬
‫ﺇﻟﻴﻪ ﻳﺘﺒﻴ‪‬ﻦ ﺃﻧ‪‬ﻨﺎ ﻧﻌﺘﻤﺪ ﰲ ﻗﻴﺲ ﺍﻟﺰ‪‬ﻣﻦ ﻋﻠﻰ ﺣﺮﻛﺔ ﺍﻷﺭﺽ ﺣﻮﻝ ﻧﻔﺴﻬﺎ ﻭﺣﻮﻝ ﺍﻟﺸ‪‬ﻤﺲ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﻓﺈ ﹼﻥ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴ‪‬ﺔ‬
‫ﺗﻌﺘﱪ ﻣِﻴﻘﹶﺎِﺗ‪‬ﻴ ﹰﺔ ﻭﻫﻲ ﻭﺳﻴﻠﺘﻨﺎ ﻟﻘﻴﺎﺱ ﺍﻟﺰ‪‬ﻣﻦ‪.‬‬
‫ﺍﻟﻘﻤﺮ ﻛﺬﻟﻚ ﻳﺪﻭﺭ ﺣﻮﻝ ﺍﻷﺭﺽ ﻭﻳﻜﻤﻞ ﺩﻭﺭﺗﻪ ﺧﻼﻝ ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺗﺴﻤ‪‬ﻰ ﺷﻬﺮﺍ ﻗﻤﺮﻳ‪‬ﺎ‪ ،‬ﻭﺃﺛﻨﺎﺀ ﻫﺬﺍ ﺍﻟﺸ‪‬ﻬﺮ ﳝ ‪‬ﺮ‬
‫ﺍﻟﻘﻤﺮ ﺑﺄﺭﺑﻌﺔ ﺃﻃﻮﺍﺭ ‪ :‬ﺍﳍﻼﻝ ﹼﰒ ﺍﻟﺒﺪﺭ ﹼﰒ ﺍﶈﺎﻕ ﹼﰒ ﺍﻟﺒﺪﺀ‪.‬‬
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‫ﻓﺎﻟﻘﻤﺮ ﰲ ﻫﺬﺍ ﺍﻟﺸ‪‬ﻬﺮ ﳝ ‪‬ﺮ ﺧﻼﻝ ﺃﺯﻣﺎﻥ ﻣﺘﺴﺎﻭﻳﺔ ﺑﺄﺭﺑﻌﺔ ﺃﻃﻮﺍﺭ ﻭﻫﻜﺬﺍ ﻓﺈﻧ‪‬ﻨﺎ ﻧﻘﺴﻢ ﺍﻟﺸ‪‬ﻬﺮ ﺍﻟﻘﻤﺮﻱ ﺇﱃ ﺃﺭﺑﻌﺔ‬
‫ﺃﺳﺎﺑﻴﻊ ﺗﻘﺮﻳﺒﺎ ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻓﺎﻷ ِﻫﱠﻠ ﹸﺔ ﻫﻲ ﻣﻮﺍﻗﻴﺖ ﻧﻌﺮﻑ ﻣﻨﻬﺎ ﺍﻟﺰ‪‬ﻣﻦ‪.‬‬
‫ﻭﻗﺪ ﻻﺣﻆ ﺍﻻﻧﺴﺎﻥ ﻣﻨﺬ ﺍﻟﻘﺪﱘ ﺗﻌﺎﻗﺐ ﺍﻟﻠﹼﻴﻞ ﻭﺍﻟﻨ‪‬ﻬﺎﺭ ﻭﺃﻃﻮﺍﺭ ﺍﻟﻘﻤﺮ ﻓﺎﻋﺘﻤﺪ ﻋﻠﻴﻬﺎ ﰲ ﻗﻴﺎﺱ ﺍﻟﺰ‪‬ﻣﻦ ‪ ...‬ﻭﻗﺴ‪‬ﻢ‬
‫ﺍﻟﻴﻮﻡ ﺍﻟﻮﺍﺣﺪ ﺇﱃ ‪ 24‬ﺳﺎﻋﺔ ﻭﺍﻟﺴ‪‬ﺎﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺇﱃ ‪ 60‬ﺩﻗﻴﻘﺔ ﻭﺍﻟﺪ‪‬ﻗﻴﻘﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺇﱃ ‪ 60‬ﺛﺎﻧﻴﺔ ﻭﺍﺧﺘﺮﻉ ﻭﺳﺎﺋﻞ ﻋﺪﻳﺪﺓ‬
‫ﻟﻘﻴﺎﺱ ﺍﻟﺰ‪‬ﻣﻦ ﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻷﺳﺲ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﻓﺎﺧﺘﺮﻉ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﺍﻟﺸ‪‬ﻤﺴﻴﺔ ﺑﻌﺪ ﺃﻥ ﻻﺣﻆ ﺃ ﹼﻥ ﻇﻼﻝ ﺍﻷﺟﺴﺎﻡ ﰲ ﺍﻟﺼ‪‬ﺒﺎﺡ‬
‫ﻭﰲ ﺍﳌﺴﺎﺀ ﺗﺒﻠﻎ ﺃﻗﺼﻰ ﻃﻮﻝ ﳍﺎ ﻭﺃﻧ‪‬ﻬﺎ ﺗﻜﻮﻥ ﺃﻗﺼﺮ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺸ‪‬ﻤﺲ ﰲ ﻛﺒﺪ ﺍﻟﺴ‪‬ﻤﺎﺀ‪.‬‬
‫ﻭﺍﻟﺴ‪‬ﺎﻋﺔ ﺍﻟﺸ‪‬ﻤﺴﻴ‪‬ﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻀﻴﺐ ﻳﻐﺮﺱ ﰲ ﺍﻷﺭﺽ ﺷﺎﻗﻮﻟﻴ‪‬ﺎ ﻭﻋﻦ ﻃﺮﻳﻖ ﻣﺮﺍﻗﺒﺔ ﻇ ﹼﻞ ﻫﺬﺍ ﺍﻟﻘﻀﻴﺐ‬
‫ﻳ‪‬ﻌﺮﻑ ﺍﻟﺰ‪‬ﻣﻦ ﻓﻈ ﹼﻞ ﺍﻟﻘﻀﻴﺐ ﻃﻮﻳﻞ ﰲ ﺍﻟﺼ‪‬ﺒﺎﺡ ﻭﻳﻜﻮﻥ ﻣﻦ ﺟﻬﺔ ﺍﻟﻐﺮﺏ‪ ،‬ﻭﻫﻮ ﻗﺼﲑ ﻋﻨﺪ ﺍﻟﻈﹼﻬﺮ )ﻣﻨﺘﺼﻒ ﺍﻟﻨ‪‬ﻬﺎﺭ(‬
‫ﰒﹼ ﻳﺰﺩﺍﺩ ﻃﻮﻟﻪ ﺗﺪﺭﳚﻴ‪‬ﺎ ﻣﻦ ﺟﻬﺔ ﺍﻟﺸ‪‬ﺮﻕ ﺣﺘ‪‬ﻰ ﺗﻐﻴﺐ ﺍﻟﺸ‪‬ﻤﺲ‪.‬‬

‫ﺳﺎﻋﺔ ﴰﺴﻴ‪‬ﺔ‬

‫ﻭﻫﺬﻩ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﺗﻘﻴﺲ ﺍﻟﻮﻗﺖ ﺑﺸﻜﻞ ﺗﻘﺮﻳﱯ‪ ،‬ﳝﻜﻦ ﺗﻘﺪﻳﺮ ﺍﻟﺴ‪‬ﺎﻋﺎﺕ ‪‬ﺎ ﻟﺬﺍ ﻭﺿﻌﺖ ﻗﻄﻌﺔ ﺧﺸﺐ ﻣﺪﺭﺟﺔ‬
‫ﲢﺘﻬﺎ ﻣﻘﺴ‪‬ﻤﺔ ﺇﱃ ‪ 12‬ﻗﺴﻤﺎ ﳝﺜﹼﻞ ﻛ ﹼﻞ ﻗﺴﻢ ﻣﻨﻬﺎ ﺳﺎﻋﺔ ﻭﺍﺣﺪﺓ ﺇ ﹼﻻ ﺃﻧ‪‬ﻪ ﻻ ﳝﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﻣﱴ ﻛﺎﻧﺖ‬
‫ﺍﻟﺴ‪‬ﻤﺎﺀ ﻏﺎﺋﻤﺔ‪.‬‬
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 ‫ﺳﺎﻋﺔ ﺭﻣﻠﻴ‪‬ﺔ‬

‫ﻭﻗﺪ ﺻﻨﻊ ﺍﳌﺼﺮﻳ‪‬ﻮﻥ ﺳﻨﺔ ‪ 1450‬ﻕ‪.‬ﻡ‪ .‬ﻣﻴﻘﺎﺗﻴ‪‬ﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺰ‪‬ﻣﻦ ﻭﻫﻲ ﺃﻗﺪﻡ ﻣﻴﻘﺎﺗﻴ‪‬ﺔ‪.‬‬
‫ﻛﻤﺎ ﻋ‪‬ﺮﻓﺖ ﺍﳌﻴﺎﻗﺘﻴ‪‬ﺔ ﺍﻟﺰ‪‬ﻳﺘﻴﺔ ﻭﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﺍﻟﺮ‪‬ﻣﻠﻴ‪‬ﺔ ﻭﺍﳌﻴﻘﺎﺗ‪‬ﻴﺔ ﺍﳌﺎﺋﻴ‪‬ﺔ ﻭﻳ‪‬ﺴﺘﻌﻤﻞ ﺍﻟﻨ‪‬ﻮﻋﺎﻥ ﺍﻷﺧﲑﺍﻥ ﰲ ﺑﻌﺾ ﺍﳌﺆﺳ‪‬ﺴﺎﺕ‬
‫ﺍﻟﺼﺤﻴ‪‬ﺔ ﻣﺜﻼ ﻟﺘﺜﺒﻴﺖ ﺍﻟﺰ‪‬ﻣﻦ ﺍﻟﻼﹼﺯﻡ ﻟﻌﻤﻠﻴ‪‬ﺔ ﻣﻌﻴ‪‬ﻨﺔ ﻛﻤﺎ ﻳﺴﺘﻌﻤﻼﻥ ﰲ ﺍﳌﻨﺎﺯﻝ ﻟﻌﺪﻳﺪ ﺍﻷﻏﺮﺍﺽ )ﺗﻘﺪﻳﺮ ﺍﳌﺪ‪‬ﺓ ﺍﻟﺰ‪‬ﻣﻨﻴﺔ‬
‫ﳌﻜﺎﳌﺔ ﻫﺎﺗﻔﻴ‪‬ﺔ ‪(...‬‬
‫ﹼﰒ ﹼﰎ ﺍﺧﺘﺮﺍﻉ ﺍﳌﻴﻘﺎﺗﻴﺎﺕ ﺍﻵﻟﻴﺔ ﺍﳌﻌﺮﻭﻓﺔ ﺍﻟﻴﻮﻡ ﻭﺍﻟﹼﱵ ﺗﺴﺘﻨﺪ ﺇﱃ ﺍﳌﺒﺪﺇ ﺍﻟﺘ‪‬ﺎﱄ ‪ :‬ﺗﻜﺮﺍﺭ ﻣﻨﺘﻈﻢ ﳊﺮﻛﺔ ﺁﻟﻴﺔ‪،‬‬
‫ﻭﺗﺘﻮﻗﹼﻒ ﺩﻗﹼﺔ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﻋﻠﻰ ﺁﻟﻴﺔ ﺍﻹﻧﻔﻼﺕ ﺍﻟﹼﱵ ﲢﺮ‪‬ﺭ ﻃﺎﻗﺔ ﻧﺎﺑﺾ ﺃﻭ ﺛﻘﻞ ﺑﺎﻧﺘﻈﺎﻡ ﺑﺪﻓﻌﺎﺕ ﺻﻐﲑﺓ ﻟﻘﺴﻢ ﻣﻦ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ‬
‫)ﺍﻟﻌﻘﺎﺭﺏ( ﺍﻟﹼﺬﻱ ﻳﻘﻴﺲ ﺍﻟﺰ‪‬ﻣﻦ )ﺍﻟﺴ‪‬ﺎﻋﺎﺕ ﺃﻭ ﺍﻟﺪ‪‬ﻗﺎﺋﻖ ﺃﻭ ﺍﻟﺜﹼﻮﺍﱐ(‪.‬‬
‫ﻛﻤﺎ ﹼﰎ ﺻﻨﻊ ﻣﻴﻘﺎﺗﻴ‪‬ﺎﺕ ﺻﻐﲑﺓ ﺫﺍﺕ ﻧﻮﺍﺑﺾ‪ ،‬ﻭﺗﻮﺟﺪ ﺍﻟﻴﻮﻡ ﺃﺟﻬﺰﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﺴﺘﺨﺪﻡ ﳏﺮ‪‬ﻛﺎ ﻛﻬﺮﺑﺎﺋﻴﺎ ﻟﺘﺪﻭﻳﺮ‬
‫ﻕ ﻣﻦ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﺍﻵﻟﻴﺔ ﺇﺫ ﺗﺒﻠﻎ ﺩﻗﹼﺘﻬﺎ ﺣﻮﺍﱄ ‪ 1/10‬ﻣﻦ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬‫ﻧﺎﺑﺾ ﺃﻭ ﺛﻘﻞ ﻭﻫﻲ ﺃﺩ ‪‬‬
‫ﻕ ﻣﻴﻘﺎﺗﻴ‪‬ﺔ ﻫﻲ ﺍﻟﺴ‪‬ﺎﻋﺔ ﺍﻟﺬﺭﻳ‪‬ﺔ ﺍﶈﻔﻮﻇﺔ ﺑﺎﳌﻜﺘﺐ ﺍﻟﻮﻃﲏ ﻟﻠﻮﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺳﻴ‪‬ﺔ ﰲ ﺃﻣﺮﻳﻜﺎ‪،‬‬ ‫ﻛﻤﺎ ﻧﺸﲑ ﺇﱃ ﺃ ﹼﻥ ﺃﺩ ‪‬‬
‫ﻭﲤﺘﺎﺯ ﻫﺬﻩ ﺍﳌﻴﻘﺎﺗﻴ‪‬ﺔ ﺑﺪﻗﹼﺘﻬﺎ ﺍﻟﻔﺎﺋﻘﺔ‪.‬‬

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 ‫ﺍﳌﺎﺩ‪‬ﺓ ﻭﲢﻮ‪‬ﻻ‪‬ﺎ‬

‫‪ – 1‬ﺻﻔﺎﺕ ﺍﳌﺎﺩ‪‬ﺓ ‪:‬‬

‫ﻟﻘﺪ ﺍﺳﺘﺨﺪﻡ ﺍﻹﻧﺴﺎﻥ ﻣﻨﺬ ﻗﺪﱘ ﺍﻟﺰ‪‬ﻣﺎﻥ ﺣﻮﺍﺳ‪‬ﻪ ﰲ ﺗﻌﺮ‪‬ﻑ ﺍﳌﻮﺍﺩ ﻭﺩﺭﺍﺳﺔ ﺧﺼﺎﺋﺼﻬﺎ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺻﻠﺒﺔ‬
‫ﻛﺎﻟﻔﺤﻢ ﻭﺍﳊﺪﻳﺪ ‪ ...‬ﺃﻭ ﺳﺎﺋﻠﺔ ﻛﺎﳌﺎﺀ ﻭﺍﻟﺰ‪‬ﻳﺖ ‪ ...‬ﺃﻭ ﻏﺎﺯﻳ‪‬ﺔ ﻛﺎﻹﻛﺴﺠﲔ ﻭﺍﻷﺯﻭﺕ ‪...‬‬
‫ﺗﺸﺘﺮﻙ ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﰲ ﺻﻔﺘﲔ ﺃﺳﺎﺳﻴ‪‬ﺘﲔ ﳘﺎ ﺍﳊﻴ‪‬ﺰ ﻭﺍﻟﺜﹼﻘﻞ ﻓﻤﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﳊﻴ‪‬ﺰ ﻭﺑﺎﻟﺜﹼﻘﻞ ؟‬
‫‪ -‬ﺍﳊﻴ‪‬ﺰ ‪ :‬ﻛ ﹼﻞ ﻣﺎﺩ‪‬ﺓ ﺗﺸﻐﻞ ﺣﻴ‪‬ﺰﺍ ﰲ ﺍﻟﻔﻀﺎﺀ ﺃﻱ ﺃﻧ‪‬ﻬﺎ ﲢﺘ ﹼﻞ ﺟﺰﺀ ﻣﻦ ﺍﻟﻔﻀﺎﺀ ﺍﶈﻴﻂ ﺑﻨﺎ‪ ،‬ﻭﻻ ﳝﻜﻦ ﳌﺎﺩ‪‬ﺗﲔ ﺃﻥ‬
‫ﺗﺸﻐﻼ ﻣﻌﺎ ﻧﻔﺲ ﺍﳊﻴ‪‬ﺰ‪ ،‬ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻓﻘﻄﻌﺔ ﺍﻟﺴﻜﹼﺮ ﻭﻗﻄﺮﺓ ﺍﳌﺎﺀ ﻭﻛﻤﻴ‪‬ﺔ ﻣﻦ ﺍﳍﻮﺍﺀ ﻛ ﹼﻞ ﻣﻨﻬﺎ ﻳﺸﻐﻞ ﺣﻴ‪‬ﺰﺍ ﰲ‬
‫ﻫﺬﺍ ﺍﻟﻔﻀﺎﺀ ﻭﳝﻜﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘ‪‬ﺠﺮﻳﺐ ﺍﻻﺳﺘﺪﻻﻝ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬

‫)ﻛـ ‪(2‬‬ ‫)ﻛـ ‪(2‬‬

‫ﻼ ﻣﻦ ﺍﳌﺎﺀ ﻭﺍﳊﺠﺮ ﻳﺸﻐﻞ ﺣﻴ‪‬ﺰﺍ‪ ،‬ﻓﺪﺧﻮﻝ‬

‫• ﺧﺮﻭﺝ ﺍﳌﺎﺀ ﻣﻦ ﺍﻟﻜﺄﺱ ‪ 1‬ﺇﱃ ﺍﻟﻜﺄﺱ ‪ 2‬ﺩﻟﻴﻞ ﻋﻠﻰ ﺃ ﹼﻥ ﻛ ﹶ‬
‫ﺍﳊﺠﺮ ﰲ ﻣﺎﺀ ﺍﻟﻜﺄﺱ ‪ 1‬ﹼﰎ ﻋﻠﻰ ﺣﺴﺎﺏ ﺧﺮﻭﺝ ﺟﺰﺀ ﻣﻦ ﺍﳌﺎﺀ‪.‬‬

‫ﺧﺮﻭﺝ ﺟﺰﺀ ﻣﻦ ﺍﳍﻮﺍﺀ ﰲ ﺷﻜﻞ ﻓﻘﺎﻗﻴﻊ ﻳﺪ ﹼﻝ ﻋﻠﻰ ﺃ ﹼﻥ ﻟﻠﻬﻮﺍﺀ ﺣﻴ‪‬ﺰﺍ ﻳﺸﻐﻠﻪ‪.‬‬

‫ﺍﻟﺜﹼﻘﻞ ‪ :‬ﻛ ﹼﻞ ﻣﺎﺩ‪‬ﺓ ﳍﺎ ﺛﻘﻞ ﲜﻮﺍﺭ ﺍﻷﺭﺽ‪ ،‬ﻭﺛﻘﻞ ﺟﺴﻢ ﻫﻮ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮ‪‬ﺓ ﺍﻟﹼﱵ ﲡﺬﺏ ‪‬ﺎ ﺍﻷﺭﺽ ﺫﻟﻚ ﺍﳉﺴﻢ‬
‫ﰲ ﺍﺗ‪‬ﺠﺎﻩ ﻣﺮﻛﺰﻫﺎ‪.‬‬
‫ﻭﺛﻘﻞ ﺟﺴﻢ ﻣﺘﻐﻴ‪‬ﺮ ﻣﻦ ﻣﻜﺎﻥ ﺇﱃ ﺁﺧﺮ ﻭﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺜﹼﻘﻞ ﻫﻲ ﺍﻟﻨﻴﻮﺗﻦ ﻭﺍﳉﻬﺎﺯ ﺍﻟﹼﺬﻱ ﻳﺴﺘﻌﻤﻞ ﻟﻘﻴﺲ ﺍﻟﺜﹼﻘﻞ‬
‫ﻫﻮ ﺍﻟﺪ‪‬ﻳﻨﺎﻣﻮﻣﺘﺮ ﺃﻭ ﺍﳌﻴﺰﺍﻥ ﺫﻭ ﺍﻟﻨ‪‬ﺎﺑﺾ‪ ،‬ﻭﻟﻮ ﺍﻧﺘﻘﻠﻨﺎ ﺇﱃ ﻣﻜﺎﻥ ﺁﺧﺮ ﻭﻗﻤﻨﺎ ﺑﻌﻤﻠﻴ‪‬ﺔ ﺍﻟﻘﻴﺲ ﻟﺘﻐﻴ‪‬ﺮ ﺛﻘﻞ ﺍﳉﺴﻢ ﻓﻔﻲ‬
‫ﺍﻟﻘﻄﺐ ﺍﻟﺸ‪‬ﻤﺎﱄ ﻣﺜﻼ ﻳﺼﺒﺢ ﺛﻘﻞ ﻧﻔﺲ ﺍﳉﺴﻢ ‪ 100,260‬ﻧﻴﻮﺗﻦ‪.‬‬

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 ‫ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﺍﻟﻜﺘﻠﺔ ‪ :‬ﻛﺘﻠﺔ ﺟﺴﻢ ﻣﻘﺪﺍﺭ ﳝﻴ‪‬ﺰ ﻛﻤﻴ‪‬ﺔ ﺍﳌﺎﺩ‪‬ﺓ ﺍﻟﹼﱵ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻨﻬﺎ ﺍﳉﺴﻢ ﻭﻫﻲ ﺛﺎﺑﺘﺔ ﻻ ﺗﺘﻐﻴ‪‬ﺮ ﻣﻊ ﺗﻐﻴ‪‬ﺮ ﺍﳌﻜﺎﻥ ﻭﻻ‬
‫ﺗﺘﻐﻴ‪‬ﺮ ﺑﺘﻐﻴ‪‬ﺮ ﺷﻜﻞ ﺍﳉﺴﻢ ﻭﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﺘﻠﺔ ﻫﻲ ﺍﻟﻜﻎ‪.‬‬
‫ﻒ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ‬
‫ﻭﳝﻜﻦ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻴﺰﺍﻥ ﺫﻱ ﺍﻟﻜﻔﹼﺘﲔ ﻣﻘﺎﺭﻧﺔ ﻛﺘﻠﺔ ﺟﺴﻤﲔ ﻭﺑﺎﻟﺘ‪‬ﺎﱄ ﺗﻌﻴﲔ ﺍﻷﺛﻘﻞ ﺃﻭ ﺍﻷﺧ ‪‬‬
‫ﺍﻵﺧﺮ‪.‬‬
‫ﻭﻫﻜﺬﺍ‪ ،‬ﺇﺫﻥ ﻭﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻟﺼ‪‬ﻔﺘﲔ ﺍﳌﻤﻴ‪‬ﺰﺗﲔ ﻟﻠﻤﺎﺩ‪‬ﺓ )ﺍﳊﻴﺰ ﻭﺍﻟﺜﹼﻘﻞ( ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﳌﺎﺩ‪‬ﺓ ﻋﻠﻰ ﺍﻟﻨ‪‬ﺤﻮ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬

‫ﺍﳌﺎﺩ‪‬ﺓ ﻫﻲ ﻛ ﹼﻞ ﻣﺎ ﻧﺪﺭﻙ ﻭﺟﻮﺩﻩ ﲝﻮ‪‬ﺍﺳﻨﺎ ﻭﻟﻪ ﺛﻘﻞ ﲜﻮﺍﺭ ﺍﻷﺭﺽ‬

‫ﻭﻳﺸﻐﻞ ﺣﻴ‪‬ﺰﺍ ﰲ ﺍﻟﻔﻀﺎﺀ ﺍﶈﻴﻂ ﺑﻨﺎ‪.‬‬

‫‪ – 2‬ﺃﺷﻜﺎﻝ ﺍﳌﺎﺩ‪‬ﺓ ‪:‬‬

‫ﺗﻮﺟﺪ ﺍﳌﺎﺩ‪‬ﺓ ﰲ ﺍﻟﻄﹼﺒﻴﻌﺔ ﻭﻓﻖ ﺃﺷﻜﺎﻝ ﻋﺪﻳﺪﺓ ﳐﻠﺘﻔﺔ ‪:‬‬
‫• ﻣﺴﻄﹼﺤﺔ ﻳﻜﻮﻥ ﲰﻜﻬﺎ ﻣﻬﻤﻼ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺑﻘﻴ‪‬ﺔ ﺃﺑﻌﺎﺩ ﺍﳉﺴﻢ ﻛﻮﺭﻗﺔ ﺍﻟﻜﺮ‪‬ﺍﺱ ﻭﺻﻔﺎﺋﺢ ﺍﳌﻌﺎﺩﻥ ‪...‬‬
‫• ﳎﺴ‪‬ﻤﺔ ﻭﻫﻲ ﺍﻷﺟﺴﺎﻡ ﺫﺍﺕ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﹼﻼﺛﺔ )ﺍﻟﻄﹼﻮﻝ‪ ،‬ﺍﻟﻌﺮﺽ‪ ،‬ﺍﻻﺭﺗﻔﺎﻉ( ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺫﺍﺕ ﺷﻜﻞ ﻣﻨﺘﻈﻢ‬
‫)ﺍﳌﻜﻌ‪‬ﺐ‪ ،‬ﻣﺘﻮﺍﺯﻱ ﺍﳌﺴﺘﻄﻴﻼﺕ ‪ (...‬ﺃﻭ ﻣﻨﺤﺮﻓﺔ ﺍﻟﺸ‪‬ﻜﻞ )ﻗﻄﻌﺔ ﺣﺠﺮ‪ ،‬ﻗﻄﻌﺔ ﺧﺸﺐ ‪(...‬‬

‫ﻗﻄﻌﺔ ﺧﺸﺐ‬ ‫ﻣﻜﻌ‪‬ﺐ ﻣﻦ ﺍﳊﺪﻳﺪ‬ ‫ﻗﻄﻌﺔ ﺻﺎﺑﻮﻥ‬ ‫ﺻﻔﻴﺤﺔ ﻣﻦ ﺍﻟﻔﻀ‪‬ﺔ‬ ‫ﻭﺭﻗﺔ ﻛﺮ‪‬ﺍﺱ‬

‫‪ – 3‬ﺍﳊﺎﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ‪:‬‬

‫ﺗﺼﻨ‪‬ﻒ ﺍﳌﺎﺩ‪‬ﺓ ﰲ ﺍﻟﻄﹼﺒﻴﻌﺔ ﺇﱃ ﺣﺎﻻﺕ ﺛﻼﺙ ﺷﺎﺋﻌﺔ ‪:‬‬
‫‪ -1-3‬ﺍﳊﺎﻟﺔ ﺍﻟﺼ‪‬ﻠﺒﺔ ﻭﻫﻲ ﺍﻟﹼﱵ ﺗﺘﻤﻴ‪‬ﺰ ﲝﺠﻢ ﻣﻌﻴ‪‬ﻦ ﻭﺷﻜﻞ ﺛﺎﺑﺖ ﻣﻬﻤﺎ ﻛﺎﻥ ﻭﺿﻌﻬﺎ‬
‫‪ -2-3‬ﺍﳊﺎﻟﺔ ﺍﻟﺴ‪‬ﺎﺋﻠﺔ ﻭﻫﻲ ﺍﻟﹼﱵ ﺗﺘﻤﻴ‪‬ﺰ ﲝﺠﻢ ﻣﻌﻴ‪‬ﻦ ﻟﻜﻨ‪‬ﻬﺎ ﺗﺄﺧﺬ ﺷﻜﻞ ﺍﻹﻧﺎﺀ ﺍﻟﹼﺬﻱ ﳛﻮﻳﻬﺎ‪.‬‬

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‫»ﻟﺘﺮ ﻣﻦ ﺍﳌﺎﺀ ﻳﺒﻘﻰ ﺣﺠﻤﻪ ﺛﺎﺑﺘﺎ )‪ 1‬ﻝ( ﻟﻜﻦ ﺷﻜﻠﻪ ﺗﻐﻴ‪‬ﺮ ﻓﻬﻮ ﻛﺮﻭ‪‬ﻱ ﰲ ﺍﻟﺪ‪‬ﻭﺭﻕ ﻭﺍﺳﻄﻮﺍﱐ ﰲ‬
‫ﺍﻟﻘﺎﺭﻭﺭﺓ ﻭﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ ﰲ ﺍﻟﺼ‪‬ﻨﺪﻭﻕ ﺍﻟﺰ‪‬ﺟﺎﺟﻲ‪.‬‬
‫‪ -3-3‬ﺍﳊﺎﻟﺔ ﺍﻟﻐﺎﺯﻳﺔ ﻭﻫﻲ ﺍﻟﹼﱵ ﺗﺘﻤﻴ‪‬ﺰ ﺑﺄ ﹼﻥ ﻟﻴﺲ ﳍﺎ ﺷﻜﻞ ﻭﻻ ﺣﺠﻢ ﳏﺪ‪‬ﺩﻳﻦ ﺑﻞ ﺗﺸﻐ‪‬ﻞ ﺍﳊﻴﺰ ﺍﻟﹼﺬﻱ ﻳﺘﻮﻓﹼﺮ ﳍﺎ‬
‫ﰲ ﺍﻟﻔﻀﺎﺀ ﻭﺫﻟﻚ ﺭﺍﺟﻊ ﺇﱃ ﻗﺎﺑﻠﻴﺘﻬﺎ ﻟﻼﻧﻀﻐﺎﻁ ﻭﺍﻻﻧﺘﺸﺎﺭ‪.‬‬

‫ﻣﻔﺘﻮﺡ‬ ‫ﻣﻐﻠﻖ‬

‫ﻏﺎﺯ‬

‫‪ – 4‬ﺍﻟﺒﻨﻴﺔ ﺍ‪‬ﻬﺮﻳ‪‬ﺔ ﻟﻸﺟﺴﺎﻡ ﺍﻟﺼ‪‬ﻠﺒﺔ ﻭﺍﻟﺴ‪‬ﺎﺋﻠﺔ ﻭﺍﻟﻐﺎﺯﻳ‪‬ﺔ ‪:‬‬

‫ﺭﻏﻢ ﻣﺎ ﻻﺣﻈﻨﺎﻩ ﻣﻦ ﻓﺮﻭﻕ ﰲ ﳑﻴ‪‬ﺰﺍﺕ ﺣﺎﻻﺕ ﺍﳌﺎﺩ‪‬ﺓ ﺍﻟﺜﻼﺙ ﻓﺈﻧ‪‬ﻬﺎ ﺗﺘﺄﻟﹼﻒ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﰲ ﺣﺮﻛﺔ ﻣﺴﺘﺪﳝﺔ‬
‫ﻓﺠﺰﻳﺌﺎﺕ ﺍﳉﺴﻢ ﺍﻟﺼ‪‬ﻠﺐ ﺗﺘﺤﺮ‪‬ﻙ ﻭﻓﻖ ﺣﺮﻛﺔ ﺍﻫﺘﺰﺍﺯﻳ‪‬ﺔ ﺣﻮﻝ ﻭﺿﻊ ﺗﻮﺍﺯ‪‬ﺎ ﻭﲡﺎﺫﺏ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﺑﻘﻮﻯ ﲤﺎﺳﻚ‬
‫ﻛﺒﲑﺓ ﻧﺴﺒﻴ‪‬ﺎ ﻭﻫﻮ ﻣﺎ ﻳﻜﺴﺒﻬﺎ ﺧﺎﺻﻴ‪‬ﺔ ﺍﻟﺼ‪‬ﻼﺑﺔ ﻭﻳﻌﻄﻴﻬﺎ ﺷﻜﻼ ﻣﻌﻴ‪‬ﻨﺎ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﺟﺰﻳﺌﺎﺕ ﺍﳉﺴﻢ ﺍﻟﺴ‪‬ﺎﺋﻞ ﻓﻬﻲ ﺃﻗ ﹼﻞ ﲤﺎﺳﻜﺎ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﺍﳉﺴﻢ ﺍﻟﺼ‪‬ﻠﺐ ﻭﻫﺬﺍ ﺍﻟﺘ‪‬ﻤﺎﺳﻚ ﺍﻟﻀ‪‬ﻌﻴﻒ ﻫﻮ ﺍﻟﹼﺬﻱ‬
‫ﳚﻌﻞ ﺟﺰﻳﺌﺎﺕ ﺍﳉﺴﻢ ﺍﻟﺴ‪‬ﺎﺋﻞ ﻣﺘﻘﺎﺭﺑﺔ ﻣﻦ ﺑﻌﻀﻬﺎ ﻭﻟﻜﻨ‪‬ﻬﺎ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻧﺰﻻﻕ ﻭﺍﳊﺮﻛﺔ ﰲ ﲨﻴﻊ ﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ ﻭﻫﻮ‬
‫ﻣﺎ ﻳﻔﺴ‪‬ﺮ ﺍﻧﺘﺸﺎﺭ ﻗﻄﺮﺓ ﻣﻦ ﺍﳌﺎﺀ ﺍﳌﻠ ‪‬ﻮﻥ ﺗﻮﺿﻊ ﰲ ﻛﺄﺱ ﻣﻦ ﺍﳌﺎﺀ ﻏﲑ ﺍﳌﻠﻮ‪‬ﻥ ﻣﻦ ﻧﺎﺣﻴﺔ ﻭﻋﺪﻡ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﺴﻮﺍﺋﻞ ﺷﻜﻼ‬
‫ﳏﺪ‪‬ﺩﺍ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﰲ ﺣﲔ ﺃ ﹼﻥ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯﺍﺕ ﺗﻜﻮﻥ ﻣﺘﺒﺎﻋﺪﺓ ﻋﻦ ﺑﻌﻀﻬﺎ ﻧﻈﺮﺍ ﺇﱃ ﺿﻌﻒ ﻗﻮﻯ ﺍﻟﺘ‪‬ﺠﺎﺫﺏ ﺑﻴﻨﻬﺎ ﻭﺗﺒﻌﺎ ﻟﺬﻟﻚ‬
‫ﻓﻬﻲ ﺗﺘﺤﺮ‪‬ﻙ ﺣﺮﻛﺔ ﻋﺸﻮﺍﺋﻴ‪‬ﺔ ﻭﺑﺴﺮﻋﺔ ﻛﺒﲑﺓ ﻭﰲ ﲨﻴﻊ ﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ ﻭﻫﻮ ﻣﺎ ﳚﻌﻠﻬﺎ ﲢﺘ ﹼﻞ ﻛ ﹼﻞ ﺣﻴ‪‬ﺰ ﻳﺘﻮﻓﹼﺮ ﳍﺎ ﻣﻦ‬
‫ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫ﻭﻫﻜﺬﺍ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﻨﺘﺞ ﺃ ﹼﻥ ﻭﺟﻮﺩ ﺍﳌﺎﺩ‪‬ﺓ ﺻﻠﺒﺔ ﺃﻭ ﺳﺎﺋﻠﺔ ﺃﻭ ﻏﺎﺯﻳﺔ ‪‬ﻳ ‪‬ﻌﺰ‪‬ﻯ ﺃﺳﺎﺳﺎ ﺇﱃ ﻣﻘﺪﺍﺭ ﻗﻮ‪‬ﺓ ﺍﻟﺘ‪‬ﻤﺎﺳﻚ ﺑﲔ‬
‫ﺟﺰﻳﺌﺎ‪‬ﺎ ﻭﺍﻟﹼﱵ ﲢﺪ‪‬ﺩ ﻧﻮﻋﻴﺔ ﺣﺮﻛﺘﻬﺎ ﻭﺫﻟﻚ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻟﻨ‪‬ﻈﺮﻳﺔ ﺍﳊﺮﻛﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ﺍﻟﹼﱵ ﺗﻔﺘﺮﺽ ﺃ ﹼﻥ ﺟﺰﻳﺌﺎﺕ ﺍﻷﺟﺴﺎﻡ‬
‫ﰲ ﺣﺮﻛﺔ ﺩﺍﺋﻤﺔ‪.‬‬

‫‪ – 5‬ﺍﻟﺘﺤﻮ‪‬ﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ‪:‬‬

‫ﳝﻜﻦ ﻟﻠﻤﺎﺩ‪‬ﺓ ﺍﻟﻮﺍﺣﺪﺓ ﺃﻥ ﺗﻮﺟﺪ ﰲ ﺣﺎﻻﺕ ﳐﺘﻠﻔﺔ ﺣﺴﺐ ﻇﺮﻭﻑ ﻣﻌﻴ‪‬ﻨﺔ ﺇﺫ ﳝﻜﻦ ﺃﻥ ﺗﺘﺤﻮ‪‬ﻝ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺼ‪‬ﻠﺒﺔ‬
‫ﺇﱃ ﺳﻮﺍﺋﻞ ﹼﰒ ﺇﱃ ﻏﺎﺯﺍﺕ ﲟﻔﻌﻮﻝ ﺍﳊﺮﺍﺭﺓ‪.‬‬

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 ‫ﻳﻄﻠﻖ ﻋﻠﻰ ﲢﻮ‪‬ﻝ ﺍﳉﺴﻢ ﺍﻟﺼ‪‬ﻠﺐ ﺇﱃ ﺳﺎﺋﻞ ﺍﻻﻧﺼﻬﺎﺭ ﻭﻳﻌﺮﻑ ﲢﻮ‪‬ﻝ ﺍﳉﺴﻢ ﺍﻟﺴ‪‬ﺎﺋﻞ ﺇﱃ ﺻﻠﺐ ﺑﺎﻟﺘﺠﻤ‪‬ﺪ‪ ،‬ﻛﻤﺎ‬
‫ﻳﻄﻠﻖ ﻋﻠﻰ ﲢﻮ‪‬ﻝ ﺍﳉﺴﻢ ﺍﻟﺴﺎﺋﻞ ﺇﱃ ﻏﺎﺯ ﺍﻟﺘﺒﺨ‪‬ﺮ ﺇﺫﺍ ﻣﺎ ﺣﺪﺙ ﻣﻦ ﺳﻄﺢ ﺍﻟﺴ‪‬ﺎﺋﻞ ﻭﺍﻟﻐﻠﻴﺎﻥ ﺇﺫﺍ ﻣﺎ ﺣﺪﺙ ﰲ ﺩﺍﺧﻞ‬
‫ﺍﳉﺴﻢ ﺍﻟﺴﺎﺋﻞ‪ ،‬ﻛﻤﺎ ﻳﻌﺮﻑ ﲢﻮ‪‬ﻝ ﺍﻟﻐﺎﺯ ﺇﱃ ﺳﺎﺋﻞ ﺑﺎﻹﺳﺎﻟﺔ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﺍﳌﺮﻭﺭ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺼ‪‬ﻠﺒﺔ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﻐﺎﺯﻳﺔ ﻣﺒﺎﺷﺮﺓ ﻓﻴﺴﻤ‪‬ﻰ ﺍﻟﺘﺼﻌ‪‬ﺪ ﺃﻭ ﺍﻟﺘ‪‬ﺴﺎﻣﻲ‪.‬‬
‫ﺑﺎﳔﻔﺎﺽ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‬
‫ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ ﺍﻟﺘﺤﻮ‪‬ﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ﰲ ﺍﳌﺨﻄﹼﻂ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬

‫ﺍﳊﺎﻟﺔ ﺍﻟﻐﺎﺯﻳﺔ‬

‫ﺍﻹﺳﺎﻟﺔ‬ ‫ﺍﻟﻐﻠﻴﺎﻥ‬

‫ﺍﳊﺎﻟﺔ ﺍﻟﺴ‪‬ﺎﺋﻠﺔ‬

‫ﺍﻟﺘ‪‬ﺠﻤ‪‬ﺪ‬ ‫ﺍﻻﻧﺼﻬﺎﺭ‬

‫ﺍﳊﺎﻟﺔ ﺍﻟﺼ‪‬ﻠﺒﺔ‬

‫ﺑﺎﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ‬
‫ﺍﳊﺮﺍﺭﺓ‬

‫ﻱ ﻳﻨﺒﻐﻲ ﺍﻻﻧﻄﻼﻕ ﻓﻴﻪ ﻣﻦ‬

‫ﻒ ‪ /‬ﻧﻔﺲ ﺍﻟﺜﹼﻘﻞ ﻭﻣﻔﻬﻮﻡ ﺻﻠﺐ ‪ /‬ﺳﺎﺋﻞ ‪ /‬ﻏﺎﺯ ‪‬‬ ‫ﺇ ﹼﻥ ﺑﻨﺎﺀ ﻣﻔﻬﻮﻡ ﺃﺛﻘﻞ ‪ /‬ﺃﺧ ‪‬‬
‫ﻭﺿﻌﻴ‪‬ﺎﺕ ﺇﺷﻜﺎﻟﻴﺔ ﺗﻀﻤﻦ ﺇﺳﻬﺎﻡ ﺍﳌﺘﻌﻠﹼﻤﲔ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺒﻨﺎﺀ ﺍﳌﻌﺮﰲ ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻻ ﺍﳊﺼﺮ ﳝﻜﻦ ‪:‬‬
‫ﻒ ‪ /‬ﻧﻔﺲ ﺍﻟﺜﹼﻘﻞ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪ :‬ﳌﺎﺫﺍ ﺍﺧﺘﻠﻔﺖ ﺃﻭﺿﺎﻉ‬‫‪ – 1‬ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﻣﻔﻬﻮﻡ ﺃﺛﻘﻞ ‪ /‬ﺃﺧ ‪‬‬
‫ﺍﻟﺸ‪‬ﺨﺼﻴﺎﺕ ﺍﻟﺜﻼﺙ ؟‬
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 ‫ﺍﻟﻌﺎﻣﻞ ﻳﺘﻨﻘﹼﻞ ﺑﺼﻌﻮﺑﺔ‬ ‫ﻣﲎ ﺗﺮﻓﻊ ﺳﻄﻞ‬ ‫ﺳﻠﻤﻰ ﺗﺴﲑ ﳓﻮ ﺍﳌﺪﺭﺳﺔ ﻭﻫﻲ‬
‫ﻷﻧ‪‬ﻪ ﳛﻤﻞ ﻛﻴﺴﺎ ﻣﻦ ﺍﻹﲰﻨﺖ‬ ‫ﺍﳌﺎﺀ ﲜﻬﺪ ﻛﺒﲑ‬ ‫ﲢﻤﻞ ﳏﻔﻈﺘﻬﺎ ﺑﺪﻭﻥ ﻋﻨﺎﺀ‬

‫‪ – 2‬ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻟﺘ‪‬ﻤﻴﻴﺰ ﺑﲔ ﳐﻠﺘﻒ ﺍﳊﺎﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ﳝﻜﻦ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫ﺗﺮﻙ ﺳﺎﻣﻲ ﻗﻄﻌﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﻟﺜﹼﻠﺞ ﰲ ﺇﻧﺎﺀ ﻣﻌﺮ‪‬ﺽ ﻟﻠﺸ‪‬ﻤﺲ ﻭﺧﺮﺝ ﻳﻠﻌﺐ ﻣﻊ ﺃﺻﺪﻗﺎﺋﻪ ﻭﺑﻌﺪ ﺳﺎﻋﺔ ﻋﺎﺩ ﻓﻠﻢ‬
‫ﳚﺪ ﺷﻴﺌﺎ‪ .‬ﻣﺎﺫﺍ ﺣﺪﺙ ﻟﻘﻄﻌﺔ ﺍﻟﺜﹼﻠﺞ ؟‬

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 ‫ﺍﻟﻘﻮ‪‬ﺓ‬
‫ﻳﻘﺘﺼﺮ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺮ‪‬ﲰﻴﺔ ﺑﺎﻟﺴ‪‬ﻨﺔ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻋﻠﻰ ﺑﻨﺎﺀ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺪ‪‬ﻓﻊ ﻭﺍﳉﺬﺏ ﻣﻦ ﺧﻼﻝ‬
‫ﺗﻌﺮ‪‬ﻑ ﺑﻌﺾ ﺍﻟﻘﻮﻯ ﻭﺗﻌﻴﲔ ﻣﺎ ﻛﺎﻥ ﻣﻨﻬﺎ ﺩﻓﻌﺎ ﺃﻭ ﺟﺬﺑﺎ ﻭﺗﺒﻌﺎ ﻟﺬﻟﻚ ﺳﻨﺘﻌﺮ‪‬ﺽ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺇﱃ ‪:‬‬
‫‪ -‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﻮ‪‬ﺓ‬
‫ﺃﻣ‪‬ﺎ ﺑﺎﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻨﺘﻌﺮ‪‬ﺽ ﺇﱃ ‪:‬‬
‫‪ -‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﻮﻯ ﻭﻣﻔﻌﻮﳍﺎ‬

‫‪ – 1‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﻮ‪‬ﺓ ‪:‬‬

‫ﺍﻟﻘﻮ‪‬ﺓ ﻫﻲ ﻛﻞﹼ ﻣﺎ ﻳﺴﺒ‪‬ﺐ ﺗﻐﻴﲑ ﺷﻜﻞ ﺍﳉﺴﻢ ﺃﻭ ﺗﻐﻴﲑ ﺣﺎﻟﺔ ﺍﳉﺴﻢ ﺍﳊﺮﻛﻴ‪‬ﺔ )ﲢﺮﻳﻜﻪ ﺃﻭ ﺇﻳﻘﺎﻓﻪ ﺃﻭ ﺗﻐﻴﲑ ﻗﻴﻤﺔ‬
‫ﺳﺮﻋﺘﻪ ﺃﻭ ﺗﻐﻴﲑ ﻣﻨﺤﻰ ﺣﺮﻛﺘﻪ ﺃﻭ ﺗﻐﻴﲑ ﺷﻜﻠﻪ(‪.‬‬
‫ﻭﳝﻜﻦ ﺇﺩﺭﺍﻙ ﻣﻔﻬﻮﻡ ﺍﻟﻘﻮ‪‬ﺓ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺣ ﹼﻞ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﳌﺎﺫﺍ ﺗﻐﻴ‪‬ﺮ ﺷﻜﻞ ﻛ ﹼﻞ ﻣﻦ ﺍﻟﺼ‪‬ﻔﻴﺤﺔ ﺍﳌﺮﻧﺔ ﻭﺍﻟﻠﹼﻮﻟﺐ ؟‬
‫ﻭﳌﺎﺫﺍ ﲢﺮ‪‬ﻙ ﺍﳌﻜﻌ‪‬ﺐ ﺍﳊﺪﻳﺪﻱ ﺍﻟﹼﺬﻱ ﻛﺎﻥ ﰲ ﺣﺎﻟﺔ ﺳﻜﻮﻥ ؟‬
‫ﻣﻜﻌ‪‬ﺐ ﻣﻦ ﺍﳊﺪﻳﺪ‬
‫ﺻﻔﻴﺤﺔ ﻣﺮﻧﺔ‬

‫‬ ‫‬ ‫
‬

‫• ﻧﺪﻓﻊ ﺑﺎﻟﻴﺪ ﺻﻔﻴﺤﺔ ﻣﺮﻧﺔ ﻣﺴﺘﻮﻳﺔ ﻣﻦ ﻣﻨﺘﺼﻔﻬﺎ ﳓﻮ ﺍﻷﺳﻔﻞ ﻛﻤﺎ ﻳﺒﻴ‪‬ﻨﻪ ﺍﻟﺮ‪‬ﺳﻢ ‪ 1‬ﻓﻤﺎﺫﺍ ﳛﺪﺙ ؟ ﺇﻧ‪‬ﻬﺎ‬
‫ﺗﺘﻘﻌ‪‬ﺮ ﻭﻳﺘﻐﻴ‪‬ﺮ ﺷﻜﻠﻬﺎ‪.‬‬
‫ﻱ ﺛﺎﺑﺖ ﻓﻤﺎﺫﺍ ﻧﻼﺣﻆ ؟‬ ‫• ﳒﺬﺏ ﺍﻟﻠﹼﻮﻟﺐ ﺍﳌﺸﺪﻭﺩ ﺇﱃ ﻣﺴﻤﺎﺭ ﺣﺪﻳﺪ ‪‬‬
‫‪ -‬ﺗﺘﺒﺎﻋﺪ ﺣﻠﻘﺎﺕ ﺍﻟﻠﹼﻮﻟﺐ ﻭﻳﺰﺩﺍﺩ ﻃﻮﻟﻪ ﻭﻳﺘﻐﻴ‪‬ﺮ ﺷﻜﻠﻪ‬
‫• ﳒﺬﺏ ﺍﳌﻜﻌ‪‬ﺐ ﺍﳊﺪﻳﺪﻱ ﲞﻴﻂ ﻓﻤﺎﺫﺍ ﻧﺸﺎﻫﺪ ؟ ﻟﻘﺪ ﲢﺮ‪‬ﻙ ﺑﻌﺪﻣﺎ ﻛﺎﻥ ﰲ ﺣﺎﻟﺔ ﺳﻜﻮﻥ‪.‬‬
‫ﺇ ﹼﻥ ﻫﺬﻩ ﺍﻟﻈﹼﻮﺍﻫﺮ ﺗﺪ ﹼﻝ ﻋﻠﻰ ﺃ ﹼﻥ ﲨﻴﻊ ﺍﻷﺟﺴﺎﻡ ﻻ ﺗﺴﺘﻄﻴﻊ ﺗﻐﻴﲑ ﺷﻜﻠﻬﺎ ﺃﻭ ﺣﺎﻟﺘﻬﺎ ﺍﳊﺮﻛﻴ‪‬ﺔ ﺑﺪﻭﻥ ﺗﺄﺛﲑ ﻗﻮﻯ‬
‫ﺧﺎﺭﺟﻴ‪‬ﺔ ﺑﻞ ﺑﺎﻟﻌﻜﺲ ﻧﻼﺣﻆ ﺃﻧ‪‬ﻬﺎ ﺗﻘﺎﻭﻣﻬﺎ ﻟﺬﻟﻚ ﻧﻘﻮﻝ ﺇ ﹼﻥ ﻟﻸﺟﺴﺎﻡ ﻋِﻄﺎﻟﺔ‪.‬‬
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‫ﻓﺎﳉﺴﻢ ﺍﻟﺴ‪‬ﺎﻛﻦ ﻳﺒﻘﻰ ﰲ ﺣﺎﻟﺔ ﺳﻜﻮﻥ‪ ،‬ﻭﺍﳉﺴﻢ ﺍﳌﺘﺤﺮ‪‬ﻙ ﻳﻮﺍﺻﻞ ﺣﺮﻛﺘﻪ ﻋﻠﻰ ﻣﺴﺎﺭ ﺧﻄﹼﻲ ﻣﺴﺘﻘﻴﻤﻲ ﳏﺎﻓﻈﺎ‬
‫ﻋﻠﻰ ﺳﺮﻋﺘﻪ‪.‬‬

‫‪ – 2‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﻮﻯ ‪:‬‬

‫ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺍﻟﻘﻮﻯ ﺍﳌﺆﺛﹼﺮﺓ ﰲ ﺟﺴﻢ ﻣﺎ ﺑﺼﻔﺔ ﻋﺎﻣ‪‬ﺔ ﺇﱃ ‪:‬‬
‫• ﻗﻮﻯ ﳑﺎﺳﻴﺔ ﺗﺆﺛﹼﺮ ﻣﺒﺎﺷﺮﺓ ﰲ ﺍﳉﺴﻢ ﻭﻳﻌﲏ ﺫﻟﻚ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﺍﳌﺆﺛﹼﺮ ﻭﺍﳉﺴﻢ ﺍﳌﺆﺛﹼﺮ ﻓﻴﻪ ﻳﺘﻤﺎﺳ‪‬ﺎﻥ ﻭﻳﺘﺒﻴ‪‬ﻦ ﺫﻟﻚ‬
‫ﺑﺎﻟﺮ‪‬ﺟﻮﻉ ﺇﱃ ﺍﻟﺘ‪‬ﺠﺮﺑﺔ ‪ 1‬ﻋﻠﻰ ﺳﻴﺒﻞ ﺍﳌﺜﺎﻝ ﻭﺍﻟﹼﱵ ﻛﺎﻥ ﻓﻴﻬﺎ ﺗﺄﺛﲑ ﺍﻟﻘﻮ‪‬ﺓ ﺍﻟﻌﻀﻠﻴ‪‬ﺔ ﻋﻠﻰ ﺍﻟﺼ‪‬ﻔﻴﺤﺔ ﻣﺒﺎﺷﺮﺓ ﻭﻫﻲ ﰲ‬
‫ﻫﺬﺍ ﺍﳌﺜﺎﻝ ﻗﻮ‪‬ﺓ ﺩﻓﻊ‪.‬‬
‫ﻛﻤﺎ ﻧﻜﺘﺸﻒ ﺫﻟﻚ ﺃﻳﻀﺎ ﰲ ﺍﻟ‪‬ﺘﺠﺮﺑﺔ ‪ 2‬ﺣﻴﺚ ﻛﺎﻥ ﺗﺄﺛﲑ ﺍﻟﻘﻮ‪‬ﺓ ﺍﻟﻌﻀﻠﻴ‪‬ﺔ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﻟﻨ‪‬ﺎﺑﺾ ﻭﻫﻲ ﰲ ﻫﺬﻩ‬
‫ﺍﳊﺎﻟﺔ ﻗﻮ‪‬ﺓ ﺟﺬﺏ‪.‬‬
‫• ﻗﻮﻯ ﻣﺆﺛﹼﺮﺓ ﻋﻦ ﺑﻌﺪ ﻭﻫﻲ ﻗﻮﻯ ﺗﺆﺛﹼﺮ ﰲ ﺍﳉﺴﻢ ﻋﻦ ﺑﻌﻴﺪ ﺩﻭﻥ ﺿﺮﻭﺭﺓ ﺍﺗ‪‬ﺼﺎﻝ ﻣﺒﺎﺷﺮ ﺑﲔ ﺍﳉﺴﻢ ﺍﳌﺆﺛﺮ‬
‫ﻭﺍﳉﺴﻢ ﺍﳌﺆﺛﺮ ﻓﻴﻪ ﻓﺎﻟﻘﻮ‪‬ﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ ﻫﻲ ﻗﻮ‪‬ﺓ ﻳﺆﺛﹼﺮ ‪‬ﺎ ﻣﻐﻨﺎﻃﻴﺲ ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪ‪‬ﺑﺎﺑﻴﺲ ﺃﻭ ﰲ ﻟﻌﺒﺔ ﻣﻦ ﻣﻌﺪﻥ‬
‫ﺍﳊﺪﻳﺪ )ﺳﻴ‪‬ﺎﺭﺓ ﻣﺜﻼ( ﺩﻭﻥ ﺗﻼﻣﺲ ﺑﲔ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻭﺍﻟﺪ‪‬ﺑﺎﺑﻴﺲ ﺃﻭ ﺍﻟﻠﹼﻌﺒﺔ ﻣﻊ ﺍﳌﻼﺣﻆ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﻟﻘﻮﻯ ﺗﺒﻘﻰ ﻋﻠﻰ‬
‫ﻧﻔﺲ ﺍﻟﺘ‪‬ﺼﻨﻴﻒ ﺣﺘ‪‬ﻰ ﻭﺇﻥ ﺗﻼﻣﺲ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻭﺍﻟﺪ‪‬ﺑﺎﺑﻴﺲ‪.‬‬

‫ﻣﻐﻨﺎﻃﻴﺲ‬

‫ﺩﺑﺎﺑﻴﺲ‬

‫ﻛﻤﺎ ﺗﻌﺘﱪ ﺍﻟﻘﻮﻯ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﻦ ﺑﲔ ﺍﻟﻘﻮﻯ ﺍﳌﺆﺛﹼﺮﺓ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻓﻌﻨﺪﻣﺎ ﻧﺪﻟﻚ ﻗﻀﻴﺒﺎ ﻣﻦ ﺍﻹﻳﺒﻮﻧﻴﺖ ﺃﻭ ﻣﺸﻄﺎ ﺃﻭ‬
‫ﻑ ﺑﻘﻄﻌﺔ ﻣﻦ ﺍﻟﺼ‪‬ﻮﻑ ﻭﻧﻘﺮ‪‬ﺏ ﻣﻨﻪ ﻗﺼﺎﺻﺎﺕ ﺻﻐﲑﺓ ﻣﻦ ﺍﻟﻮﺭﻕ ﻧﻼﺣﻆ ﺃﻧ‪‬ﻪ ﻳﺆﺛﹼﺮ ﻓﻴﻬﺎ ﻭﳚﺬ‪‬ﺎ‪.‬‬ ‫ﻗﻠﻤﺎ ﺣﱪ ﺟﺎ ‪‬‬

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 ‫ﺗﻔﺮﻳﻊ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ﺇﱃ ﺃﻫﺪﺍﻑ ﺣﺼﺺ‬

‫ﳚﺪ ﺍﳌﻌﻠﹼﻢ ﰲ ﺟﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ ﺍﳌﻘﺘﺮﺣﺔ ﺃﻭ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﶈﺘﻮﻯ ﻭﻫﻮ ﻣﺪﻋ ‪‬ﻮ ﺇﱃ ﺗﻔﺮﻳﻊ ﻛ ﹼﻞ‬
‫ﻫﺪﻑ ﳑﻴ‪‬ﺰ ﺇﱃ ﺃﻫﺪﺍﻑ ﺣﺼﺺ‪.‬‬
‫ﻣﺜﺎﻝ ﰲ ﺗﻔﺮﻳﻊ ﻫﺪﻑ ﳑﻴ‪‬ﺰ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ‬

‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ ‪:‬‬

‫ﺍﶈﻮﺭ ‪ :‬ﺍﻟﻔﻀﺎﺀ )ﻓﻴﺰﻳﺎﺀ(‬

‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﹼﱵ ﺗﻔﺼﻞ ﻣﺸﺎﻫﺪﺍ ﻋﻦ ﺃﺟﺴﺎﻡ ﳐﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳﺔ‬

‫ﻫﺪﻑ ﺍﳊﺼ‪‬ﺔ ‪:‬‬

‫‪ – 1‬ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ ﺇﱃ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﺍﻷﺑﻌﺪ ﻳﻈﻬﺮ ﺃﺻﻐﺮ ﻣﻦ ﺍﳉﺴﻢ ﺍﻷﻗﺮﺏ ﻭﺃ ﹼﻥ ﺍﳉﺴﻢ ﺍﻷﻗﺮﺏ ﻳﻈﻬﺮ ﺃﻛﱪ ﻣﻦ ﺍﳉﺴﻢ‬
‫ﺍﻷﺑﻌﺪ‪.‬‬

‫ﺍﶈﻮﺭ ‪ :‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ )ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ(‬

‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﲤﻴﻴﺰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪ‪‬ﻳﺔ‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﳊﺼﺺ ‪:‬‬

‫‪ 1‬ﺗﻌﺮ‪‬ﻑ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﻭﺍﻷﻣﺎﻛﻦ ﺍﻟﹼﱵ ‪‬ﺗﻌِﻴﺶ ﻓﻴﻬﺎ‪.‬‬
‫‪ 2‬ﺗﻌﺮ‪‬ﻑ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟ ‪‬ﱪﻳ‪‬ﺔ ﻭﺍﻷﻣﺎﻛﻦ ﺍﻟﹼﱵ ﺗﻌﻴﺶ ﻓﻴﻬﺎ‪.‬‬
‫‪ 3‬ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺇﱃ ﺃﻟﻴﻔﺔ ﻭﺑ ‪‬ﺮﻳ‪‬ﺔ‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ ‪1 :‬‬

‫‪ :‬ﺍﻟﻔﻀﺎﺀ‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳﺔ‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﹼﱵ ﺗﻔﺼﻞ ﻣﺸﺎﻫﺪﺍ ﻋﻦ ﺃﺟﺴﺎﻡ ﳐﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳﺔ‪.‬‬
‫‪ :‬ﻛﺮﺍﺕ ﳍﺎ ﻧﻔﺲ ﺍﳊﺠﻢ ﳐﺘﻠﻔﺔ ﺍﻷﻟﻮﺍﻥ – ﳏﺎﻓﻆ ﳍﺎ ﻧﻔﺲ ﺍﳊﺠﻢ ﳐﺘﻠﻔﺔ ﺍﻷﻟﻮﺍﻥ – ﺃﺻﺺ ﳍﺎ‬ ‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ‬
‫ﺹ ﺑﺎﳌﻌﻠﹼﻢ‪.‬‬
‫ﻧﻔﺲ ﺍﳊﺠﻢ ﳐﺘﻠﻔﺔ ﺍﻷﻟﻮﺍﻥ – ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ – ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫‪ - :‬ﺍﻟﺘ‪‬ﻘﺪﻳﺮ ﺍﳊﺪﺳﻲ ﻟﻠﻤﺴﺎﻓﺎﺕ‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺍﻻﺳﺘﺪﻻﻝ ﻋﻠﻰ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﻳﺒﺪﻭ ﻛﺒﲑﺍ ﻛﻠﹼﻤﺎ ﻗﺮﺏ‪.‬‬
‫• ﺍﻻﺳﺘﺪﻻﻝ ﻋﻠﻰ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﻳﺒﺪﻭ ﺻﻐﲑﺍ ﻛﻠﹼﻤﺎ ﺑﻌﺪ‪.‬‬

‫‪ – 1‬ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ‪ :‬ﺗﻄﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻋﻠﻰ ﺍﳌﺘﻌﻠﹼﻤﲔ‪.‬‬

‫ﺧﺮﺝ ﺳﺎﻣﻲ ﻭﺃﺧﻮﻩ ﰲ ﻧﺰﻫﺔ ﻋﻠﻰ ﺷﺎﻃﺊ ﺍﻟﺒﺤﺮ‪.‬‬
‫ﻗﺎﻝ ﺳﺎﻣﻲ ﻷﺧﻴﻪ ‪» :‬ﻣﻦ ﻫﺬﺍ ﺍﳌﻮﻗﻊ ﺃﺭﻯ ﺍﳌﺮﻛﺐ ﺍﻷﲪﺮ ﻛﺒﲑﺍ ﻭﺃﺭﻯ ﺍﳌﺮﻛﺐ ﺍﻷﺻﻔﺮ ﻛﺬﻟﻚ ﻛﺒﲑﺍ«‪.‬‬
‫ﻭﳌﹼﺎ ﺍﺑﺘﻌﺪ ﺍﳌﺮﻛﺐ ﺍﻷﺻﻔﺮ ﻗﺎﻝ ﺳﺎﻣﻲ ﻷﺧﻴﻪ ‪» :‬ﻣﻦ ﻧﻔﺲ ﺍﳌﻮﻗﻊ ﺃﺭﻯ ﺍﻵﻥ ﺍﳌﺮﻛﺐ ﺍﻷﲪﺮ ﻛﺒﲑﺍ ﻭﺍﳌﺮﻛﺐ‬
‫ﺍﻷﺻﻔﺮ ﺻﻐﲑﺍ«‪.‬‬
‫ﻓﻠﻤﺎﺫﺍ ﻳﺎ ﺗﺮﻯ ؟‬
‫* ﻳﺘ ‪‬ﻢ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﺍﳌﺘﻤﺜﹼﻠﺔ ﰲ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻭﺍﻟﹼﱵ ﻳﻔﺘﺮﺽ ﺃﻧ‪‬ﻪ ﻗﺪ ﹼﰎ ﲤﻠﹼﻜﻬﺎ ﰲ ﺍﻟﺴ‪‬ﻨﺔ ﺍﻷﻭﱃ‪ :‬ﺃﻣﺎﻡ‬
‫– ﻭﺭﺍﺀ – ﻓﻮﻕ – ﲢﺖ – ﻋﻠﻰ ﳝﲔ – ﻋﻠﻰ ﻳﺴﺎﺭ ‪ ...‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺜﻤﺎﺭ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﺍﻟﹼﱵ ﺗﺘﻀﻤ‪‬ﻦ ﺑﻌﺾ‬
‫ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻋﺘﻤﺎﺩ ﺍﻟﺴ‪‬ﻨﺪ ﺍﻟﺒﺼﺮﻱ ﺍﳌﺪﺭﺝ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻭﺍﳌﻮﺟﻮﺩ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ‪.‬‬

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 ‫‪ – 2‬ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫ﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﻟﻠﻤﺘﻌﻠﹼﻤﲔ ﻹﺑﺪﺍﺀ ﻣﻼﺣﻈﺎ‪‬ﻢ ﺣﻮﻝ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﻣﻦ ﻗﺒﻴﻞ ‪:‬‬
‫‪ -‬ﺍﻟﺮ‪‬ﻳﺢ ﻧﻔﺨﺖ ﰲ ﺷﺮﺍﻉ ﺍﳌﺮﻛﺐ ﺍﻷﲪﺮ ﻓﻈﻬﺮ ﻛﺒﲑﺍ‪.‬‬
‫‪ -‬ﺍﳌﺮﻛﺐ ﺍﻷﺻﻔﺮ ﺑﻌﻴﺪ ﻋﻨ‪‬ﺎ‪.‬‬
‫‪ -‬ﺷﺮﺍﻉ ﺍﳌﺮﻛﺐ ﺍﻷﲪﺮ ﻛﺒﲑ‪.‬‬
‫‪ -‬ﺍﳌﺮﻛﺐ ﺍﻷﺻﻔﺮ ﺃﺻﻐﺮ ﻣﻦ ﺍﳌﺮﻛﺐ ﺍﻷﲪﺮ ﻷ ﹼﻥ ﺷﺮﺍﻋﻪ ﺻﻐﲑ‪.‬‬
‫‪ -‬ﺳﺎﻣﻲ ﻻ ﻳﺴﺘﻄﻴﻊ ﺗﻘﺪﻳﺮ ﺍﳌﺴﺎﻓﺎﺕ‪.‬‬
‫‪ -‬ﺃﲪﺪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﺍﳌﺴﺎﻓﺎﺕ‪.‬‬
‫* ﻳﺴﺠ‪‬ﻞ ﺍﳌﻌﻠﹼﻢ ﻋﻠﻰ ﺍﻟﺴﺒ‪‬ﻮﺭﺓ ﻣﺎ ﻳﺮﺗﺒﻂ ﺑﺎﳌﻔﻬﻮﻡ ﺍﳌﱪﻣﺞ‪.‬‬
‫* ﻳﺪﻋﻮ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻣﻨﺎﻗﺸﺔ ﺍﳊﻠﻮﻝ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫* ﻳﻘﺒﻞ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﳌﺪﻋ‪‬ﻤﺔ ﺑﺎﳊﺠ‪‬ﺔ‪.‬‬

‫‪ – 3‬ﺍﳌﻤﺎﺭﺳﺎﺕ ‪:‬‬
‫‪ -‬ﺗﻨﻮﻳﻊ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻣﻦ ﻗﺒﻴﻞ ‪:‬‬
‫* ﺍﳋﺮﻭﺝ ﻣﻊ ﺍﻷﻃﻔﺎﻝ ﺇﱃ ﺳﺎﺣﺔ ﺍﳌﺪﺭﺳﺔ ﻭﺩﻋﻮ‪‬ﻢ ﺇﱃ ﺗﺴﻤﻴﺔ ‪:‬‬
‫‪ -‬ﺃﺟﺴﺎﻡ ﺗﺒﺪﻭ ﳍﻢ ﺻﻐﲑﺓ‬
‫‪ -‬ﺃﺟﺴﺎﻡ ﺗﺒﺪﻭ ﳍﻢ ﻛﺒﲑﺓ‬
‫‪ -‬ﺃﺟﺴﺎﻡ ﺗﺒﺪﻭ ﺑﻌﻴﺪﺓ‬
‫‪ -‬ﺃﺟﺴﺎﻡ ﺗﺒﺪﻭ ﻗﺮﻳﺒﺔ‬
‫* ﻋﺮﺽ ﻣﺸﺎﻫﺪ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺃﺟﺴﺎﻡ ﺗﺒﺪﻭ ﺃﺻﻐﺮ ﻣﻦ ﻏﲑﻫﺎ ﻛﻤﺸﺎﻫﺪﺓ ﺍﳌﺎﺭ‪‬ﺓ ﰲ ﺁﺧﺮ ﺷﺎﺭﻉ‬
‫ﻃﻮﻳﻞ ﻣﻦ ﺷﺮﻓﺔ ﰲ ﺑﻨﺎﻳﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫* ﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺣﺎﻻﺕ ﺗﺒﺪﻭ ﻓﻴﻬﺎ ﺍﻷﺟﺴﺎﻡ ﻛﺒﲑﺓ ﻭﺻﻐﲑﺓ ﻛـ ‪ :‬ﻣﺸﺎﻫﺪﺓ ﺳﺮﺏ ﻣﻦ‬
‫ﺍﻟﻄﹼﻴﻮﺭ‪ ،‬ﺃﺷﺠﺎﺭ‪ ،‬ﺃﻋﻤﺪﺓ ‪...‬‬
‫‪ – 4‬ﺍﻟﺘ‪‬ﺠﺮﻳﺐ ‪:‬‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘ‪‬ﺠﺎﺭﺏ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﰲ ﺳﺎﺣﺔ ﺍﳌﺪﺭﺳﺔ ﺑﺄﺟﺴﺎﻡ ﻣﻦ ﻧﻔﺲ ﺍﳊﺠﻢ‪.‬‬

‫ﺍﳌﺸﺎﻫﺪ‬

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 ‫ﺍﳌﺸﺎﻫﺪﺓ‬

‫ﺍﳌﺸﺎﻫﺪ‬
‫* ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺘ‪‬ﺠﺮﻳﺐ ﺑـ ‪:‬‬
‫‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﳌﺸﺎﻫﺪ ﻭﺍﻷﺟﺴﺎﻡ ﰲ ﻛ ﹼﻞ ﲡﺮﺑﺔ‪.‬‬
‫‪ -‬ﺫﻛﺮ ﺍﳉﺴﻢ ﺍﻟﹼﺬﻱ ﻳﺒﺪﻭ ﻛﺒﲑﺍ ﰲ ﻛ ﹼﻞ ﲡﺮﺑﺔ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﳌﺸﺎﻫﺪ‪.‬‬
‫‪ -‬ﺗﻌﻴﲔ ﺍﳉﺴﻢ ﺍﻟﹼﺬﻱ ﻳﺒﺪﻭ ﺻﻐﲑﺍ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﳌﺸﺎﻫﺪ‬
‫* ﺗﻐﻴﲑ ﻣﻮﻗﻊ ﺍﳌﺸﺎﻫﺪ ﰲ ﻛ ﹼﻞ ﲡﺮﺑﺔ ﻣﻦ ﺍﻟﺘ‪‬ﺠﺎﺭﺏ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﻭﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ‪.‬‬

‫ﺍﳌﺸﺎﻫﺪ‬

‫ﺍﳌﺸﺎﻫﺪﺓ‬

‫ﺍﳌﺸﺎﻫﺪ‬
‫* ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ‪.‬‬
‫* ﺍﻟﺘ‪‬ﻌﻠﻴﻞ‪.‬‬
‫* ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﻳﺒﺪﻭ ﺃﻛﱪ ﻛﻠﹼﻤﺎ ﻗﺮﺏ‪.‬‬
‫* ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﻳﺒﺪﻭ ﺃﺻﻐﺮ ﻛﻠﹼﻤﺎ ﺑﻌﺪ‪.‬‬
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 ‫‪ – 5‬ﺍﻹﺳﺘﻨﺘﺎﺝ ‪:‬‬

‫ﺍﳉﺴﻢ ﺍﻟﻘﺮﻳﺐ ﻳﻈﻬﺮ ﻟﻠﻨ‪‬ﺎﻇﺮ ﻛﺒﲑﺍ‪.‬‬ ‫‪1‬‬

‫ﺍﳉﺴﻢ ﺍﻟﺒﻌﻴﺪ ﻳﻈﻬﺮ ﻟﻠﻨ‪‬ﺎﻇﺮ ﺻﻐﲑﺍ‪.‬‬ ‫‪2‬‬
‫ﺍﳉﺴﻢ ﺍﻷﺑﻌﺪ ﻳﻈﻬﺮ ﺃﺻﻐﺮ ﻣﻦ ﺍﳉﺴﻢ ﺍﻷﻗﺮﺏ‪.‬‬ ‫‪3‬‬
‫ﺍﳉﺴﻢ ﺍﻷﻗﺮﺏ ﻳﻈﻬﺮ ﺃﻛﱪ ﻣﻦ ﺍﳉﺴﻢ ﺍﻷﺑﻌﺪ‪.‬‬ ‫‪4‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﻟﻨ‪‬ﺎﻇﺮ ﻭﺃﻗﺮﺏ ﺟﺴﻢ ﻣﻨﻪ ﺗﻜﻮﻥ ﻗﺼﲑﺓ‪.‬‬ ‫‪5‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﻟﻨ‪‬ﺎﻇﺮ ﻭﺃﺑﻌﺪ ﺟﺴﻢ ﻋﻨﻪ ﺗﻜﻮﻥ ﻃﻮﻳﻠﺔ‪.‬‬ ‫‪6‬‬

‫‪ – 6‬ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ‪:‬‬
‫ﻒ »ﻭﺻﻒ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳﺔ« ﰲ ﻓﻘﺮﺓ »ﺃﲝﺚ« ﻭﻫﻲ‬
‫ﺇﳒﺎﺯ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﳌﺪﺭﺟﺔ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺿﻤﻦ ﻣﻠ ‪‬‬
‫ﲤﺎﺭﻳﻦ ﻗﺪ‪‬ﻣﺖ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻭﳝﻜﻦ ﺩﻋﻤﻬﺎ ﺑﺘﻤﺎﺭﻳﻦ ﺃﺧﺮﻯ‪.‬‬

‫‪ – 7‬ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﺤﻘﹼﻖ ﻣﻦ ﲤﻠﹼﻚ ﺍﳌﻔﻬﻮﻡ ﺍﳌﺪﺭ‪‬ﺱ ﺑﺎﻗﺘﺮﺍﺡ ﳕﺎﺫﺝ ﻣﻦ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﳌﺪﺭﺟﺔ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺍﳌﻀﻤ‪‬ﻨﺔ‬
‫ﺑﺎﳌﻠﺤﻖ ﺍﻷﺧﲑ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ ﻭﺍﳌﺘ‪‬ﺼﻠﺔ ﲟﺤﻮﺭ ﺍﻟﻔﻀﺎﺀ )ﺭﺳﻢ – ﺗﺮﺗﻴﺐ – ﺗﻜﻤﻴﻞ – ﲣﻴ‪‬ﺮ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ(‪.‬‬
‫ﻭﺑﺎﻹﻣﻜﺎﻥ ﺍﻗﺘﺮﺍﺡ ﻏﲑ ﻫﺬﻩ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺷﺮﻁ ﺻﻴﺎﻏﺘﻬﺎ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﻮﺿﻮﺡ ﻭﺍﻟﺘﺪﺭ‪‬ﺝ ﻭﺍﻻِﺳﺘﻨﺎﺩ ﺇﱃ ﻣﻌﺎﻳﲑ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ‬
‫)ﲢﻠﻴﻞ ﻭﺿﻌﻴ‪‬ﺔ – ﺗﻌﻠﻴﻞ ﺇﺟﺎﺑﺔ – ﺇﺻﻼﺡ ﺧﻄﺈ(‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ ‪2 :‬‬

‫‪ :‬ﺍﻟﺰ‪‬ﻣﻦ‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﺘ‪‬ﺴﻠﺴﻞ ﺍﻟﺰ‪‬ﻣﲏ ﻟﻸﺣﺪﺍﺙ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺗﺮﺗﻴﺐ ﺃﺣﺪﺍﺙ ﺣﺴﺐ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﻣﺸﺎﻫﺪ ﻣﺼﻮ‪‬ﺭﺓ – ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‪.‬‬
‫‪ - :‬ﻣﻔﻬﻮﻡ ﺍﳊﺪﺙ‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳊﺪﺙ ﻭﺍﻟﺰ‪‬ﻣﻦ ﺍﻟﹼﺬﻱ ﺗﻘﻊ ﻓﻴﻪ‪.‬‬
‫‪ -‬ﺗﺮﺗﻴﺐ ﺍﻷﺣﺪﺍﺙ ﻭﻓﻖ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺇﺩﺭﺍﻙ ﻣﻔﻬﻮﻡ ﺍﳊﺪﺙ‪.‬‬
‫• ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﻛ ﹼﻞ ﺣﺪﺙ ﻳﻘﻊ ﰲ ﺯﻣﻦ ﻣﻌﻴ‪‬ﻦ‪.‬‬
‫• ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺮﺗﻴﺐ ﺃﺣﺪﺍﺙ ﻭﻓﻖ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ‪.‬‬

‫ﻳﺘﻀﻤ‪‬ﻦ ﳏﻮﺭ ﺍﻟﺰ‪‬ﻣﻦ ﻋﺪ‪‬ﺓ ﻣﻔﺎﻫﻴﻢ ‪ :‬ﺗﺮﺗﻴﺐ ﺍﻷﺣﺪﺍﺙ ﻭﻓﻖ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ – ﺣﺮﻛﺔ ﺃﺳﺮﻉ ‪ /‬ﺃﺑﻄﺄ –‬
‫ﺍﻷﺣﺪﺍﺙ ﺍﻟﺪ‪‬ﻭﺭﻳﺔ ﻭﺍﻷﺣﺪﺍﺙ ﻏﲑ ﺍﻟﺪ‪‬ﻭﺭﻳﺔ‪.‬‬
‫ﻭﰲ ﻫﺬﻩ ﺍﳉﺬﺍﺫﺓ ﻧﻘﺘﺼﺮ ﻋﻠﻰ ﺗﻘﺪﱘ ﻣﺜﺎﻝ ﰲ ﻛﻴﻔﻴ‪‬ﺔ ﻣﻘﺎﺭﺑﺔ ﺇﺣﺪﻯ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ‪.‬‬

‫ﻭﺿﻌﻴ‪‬ﺔ ﺍﻻﺳﺘﻜﺸﺎﻑ ‪:‬‬

‫* ﻋﺮﺽ ‪ 3‬ﻣﺸﺎﻫﺪ ‪:‬‬
‫‪ -‬ﻣﺸﻬﺪ ﻳﻮﺣﻲ ﺑﺎﻟﺼ‪‬ﺒﺎﺡ‬
‫‪ -‬ﻣﺸﻬﺪ ﻳﻮﺣﻲ ﲟﻨﺘﺼﻒ ﺍﻟﻨ‪‬ﻬﺎﺭ‪.‬‬
‫‪ -‬ﻣﺸﻬﺪ ﻳﻮﺣﻲ ﺑﺎﻟﻠﹼﻴﻞ‪.‬‬
‫* ﺍﻟﻌﻤﻞ ﺿﻤﻦ ‪ 3‬ﺃﻓﺮﻗﺔ ﻭﻓﻖ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﺫﻛﺮ ﺍﻷﻋﻤﺎﻝ ﺍﻟﹼﱵ ﳝﻜﻦ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﰲ ﻛ ﹼﻞ ﻓﺘﺮﺓ ﺯﻣﻨﻴ‪‬ﺔ ﻣﻦ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﹼﱵ ﺗﻮﺣﻲ ‪‬ﺎ ﺍﳌﺸﺎﻫﺪ‬
‫ﺍﳌﻘﺘﺮﺣﺔ‪.‬‬
‫* ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ‪:‬‬
‫‪ -‬ﺗﺴﺘﺜﻤﺮ ﻭﺿﻌﻴ‪‬ﺔ ﺍﻻِﺳﺘﻜﺸﺎﻑ ﰲ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﺍﳊﺎﺻﻠﺔ ﰲ ﺍﻟﺴ‪‬ﻨﺔ ﺍﻷﻭﱃ ‪:‬‬
‫‪ .‬ﺍﻟﻠﹼﻴﻞ ﻭﺍﻟﻨ‪‬ﻬﺎﺭ ‪ /‬ﺃﻧﺸﻄﺔ ﻟﻴﻠﻴ‪‬ﺔ ‪ /‬ﺃﻧﺸﻄﺔ ‪‬ﺎﺭﻳ‪‬ﺔ‬

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 ‫‪ .‬ﺍﻟﻴﻮﻡ ‪ /‬ﺍﻷﺳﺒﻮﻉ ‪ /‬ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻗﺼﺮ ‪ /‬ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻃﻮﻝ‬
‫* ﺍﺳﺘﺜﻤﺎﺭ ﻋﻤﻞ ﺍﻷﻓﺮﻗﺔ ﻭﻫﻴﻜﻠﺘﻪ ﻋﻠﻰ ﺍﻟﺴﺒ‪‬ﻮﺭﺓ ﰲ ﺟﺪﻭﻝ‪.‬‬

‫‪ -‬ﳝﻜﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘ‪‬ﻤﺸ‪‬ﻴﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﺃﺛﻨﺎﺀ ﺍﻻِﺳﺘﺜﻤﺎﺭ‬

‫‪ -‬ﺩﻋﻮﺓ ﻣﻘﺮ‪‬ﺭ ﻛ ﹼﻞ ﻓﺮﻳﻖ ﻟﻌﺮﺽ ﻣﺎ ﹼﰎ ﺍﻟﺘ‪‬ﻮﺻ‪‬ﻞ ﺇﻟﻴﻪ – ﺍﳌﻨﺎﻗﺸﺔ – ﺗﺪﻭﻳﻦ ﺇﺧﺒﺎﺭ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺑﺎﳉﺪﻭﻝ‬
‫)ﺷﻔﻮﻱ – ﻛﺘﺎﰊ – ﻋﻠﻰ ﺍﻷﻟﻮﺍﺡ( ﻭﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﺇﺛﺮ ﺫﻟﻚ ﻟﻠﺘ‪‬ﺤﺎﻭﺭ ﻭﺗﻌﻠﻴﻞ ﺍﻹﺟﺎﺑﺎﺕ ﻭﺇﺻﻼﺡ‬
‫ﺍﳋﻄﺈ‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﹼﻢ ﺍﳌﻨﻬﺠﻲ ‪:‬‬

‫* ﺍﻟﺘ‪‬ﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻮﺍﺭﺩﺓ ﺑﻜ ﹼﻞ ﺧﺎﻧﺔ ﻣﻦ ﺍﳉﺪﻭﻝ ﻭﺍﻟﺪ‪‬ﻋﻮﺓ ﺇﱃ ﺗﺮﺗﻴﺒﻬﺎ ﺣﺴﺐ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ‬
‫)ﺍﳊﺮﺹ ﻋﻠﻰ ﺗﻨﻮﻳﻊ ﺍﻷﺳﺎﻟﻴﺐ ﻟﻀﻤﺎﻥ ﺇﺷﺮﺍﻙ ﺃﻛﱪ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻭﺇﺛﺎﺭﺓ ﺍﻟﺼ‪‬ﺮﺍﻋﺎﺕ ﺍﳌﻌﺮﻓﻴ‪‬ﺔ(‪.‬‬
‫* ﻳﺪﻋ‪‬ﻢ ﻫﺬﺍ ﺍﻟﻨ‪‬ﺸﺎﻁ ﲟﺎ ﻭﺭﺩ ﰲ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﳏﻮﺭ ﺍﻟﺰ‪‬ﻣﻦ ‪ :‬ﺗﺮﺗﻴﺐ ﺃﺣﺪﺍﺙ(‪.‬‬
‫* ﻫﺬﻩ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺗﻔﻀﻲ ﺇﱃ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬

‫• ﻳﻘﻊ ﻛ ﹼﻞ ﺣﺪﺙ ﰲ ﺯﻣﻦ ﻣﻌﻴ‪‬ﻦ‬

‫• ﺗ‪‬ﺮﺗ‪‬ﺐ ﺍﻷﺣﺪﺍﺙ ﺣﺴﺐ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ‬

‫* ﻳﺘ ‪‬ﻢ ﺗﺪﻋﻴﻢ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺑﺈﳒﺎﺯ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﻟﻮﺍﺭﺩﺓ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﻓﻘﺮﺓ "ﺃﻃﺒ‪‬ﻖ" ﻣﻮﺿﻮﻉ ﺗﺮﺗﻴﺐ‬
‫ﺍﻷﺣﺪﺍﺙ‪.‬‬

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 ‫ﺍﻟﺘ‪‬ﻌﻠﹼﻢ ﺍﻹﺩﻣﺎﺟﻲ ‪:‬‬
‫ﺗﻘﺪﱘ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪ :‬ﻳﻮﻡ ﺻﺤﺒﺔ ﺳﺎﻣﻴﺔ‬
‫ﻳﺘ ‪‬ﻢ ﺇﻋﺪﺍﺩ ﺍﻟﻘﺼﺎﺻﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻣﺴﺒﻘﺎ ﻭﺗﻌﺮﺽ ﻣﺸﻮ‪‬ﺷﺔ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻭﻳﺪﻋﻮﻥ ﺇﱃ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ‬
‫ﺑﺎﻋﺘﺒﺎﺭ ﺿﺎﻏﻄﺔ ﺗﺮﺗﻴﺐ ﺍﻷﺣﺪﺍﺙ ﻭﻓﻖ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ ﻭﻳﺘ ‪‬ﻢ ﺇﻏﻨﺎﺀ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺑﺎﺳﺘﺜﻤﺎﺭ ﺍﻟﻨ‪‬ﺸﺎﻁ ﻣﻦ ﻓﻘﺮﺓ‬
‫"ﺃﲝﺚ" ﻟﻠﺘ‪‬ﻮﺻ‪‬ﻞ ﺇﱃ ﺣﺪﺙ ﺗﻨﺎﻭﻝ ﺳﺎﻣﻴﺔ ﻟﻮﺟﺒﺔ ﺍﻟﻌﺸﺎﺀ‪.‬‬

‫ﻭﺫﻫﺒﺖ ﺇﱃ ﺍﳌﺪﺭﺳﺔ‬ ‫ﺣﻴ‪‬ﺖ ﺳﺎﻣﻴﺔ ﺍﻟﻌﻠﻢ ﺍﻟﻮﻃﲏ ﻣﻊ ﺃﺻﺪﻗﺎﺋﻬﺎ‬ ‫ﻓﻨﻈﹼﻔﺖ ﺃﺳﻨﺎ‪‬ﺎ‬

‫ﻭﺗﻨﺎﻭﻟﺖ ﻭﺟﺒﺔ ﺍﻟﻐﺪﺍﺀ‬ ‫ﻭﻏﺴﻠﺖ ﻭﺟﻬﻬﺎ ﻭﻳﺪﻳﻬﺎ‬ ‫ﺛـ ‪‬ﻢ ﺗﻨﺎﻭﻟﺖ ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ‬

‫‪‬ﻀﺖ ﺳﺎﻣﻴﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻮﻡ‬ ‫ﻭﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺼ‪‬ﺒﺎﺣﻴ‪‬ﺔ ﻣﻦ ﺍﻟﺪ‪‬ﺭﺍﺳﺔ ﻋﺎﺩﺕ ﺇﱃ ﺍﳌﱰﻝ‬

‫* ﻳﺘ ‪‬ﻢ ﺍﳊﺮﺹ ﺃﺛﻨﺎﺀ ﻫﺬﺍ ﺍﻟﻨ‪‬ﺸﺎﻁ ﻋﻠﻰ ﺿﻤﺎﻥ ﺇﺳﻬﺎﻡ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﺑﻨﺎﺀ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﻛﺘﻮﺯﻳﻊ ﺍﻟﻘﺼﺎﺻﺎﺕ‬
‫ﺴﺒ‪‬ﻮﺭﺓ‪.‬‬ ‫ﻋﻠﻴﻬﻢ ﻭﻫﻴﻜﻠﺘﻬﺎ ﻋﻠﻰ ﺍﻟ ‪‬‬

‫ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﺗﻘﺘﺮﺡ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﻟﺘ‪‬ﻘﻴﻴﻤﻴ‪‬ﺔ ﺍﻟﻮﺍﺭﺩﺓ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺪﻯ ﲤﻠﹼﻚ ﺍﳌﻔﻬﻮﻡ‬
‫ﺍﳌﺪﺭ‪‬ﺱ‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ ‪3 :‬‬

‫‪ :‬ﺍﳌﺎﺩ‪‬ﺓ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺧﺼﺎﺋﺺ ﺍﳊﺎﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺇﺩﺭﺍﻙ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﻟﻜ ﹼﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﻣﻮﺍﺩ ﺻﻠﺒﺔ – ﻣﻮﺍﺩ ﺳﺎﺋﻠﺔ – ﺻﻮﺭ – ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ – ﻛﺮﺓ – ﻧﻔﹼﺎﺧﺔ ‪...‬‬
‫‪ :‬ﻋﺪﻡ ﺇﺩﺭﺍﻙ ﺃ ﹼﻥ ﻟﻜ ﹼﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ ﺧﺼﺎﺋﺺ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫ﺹ ﺑﻪ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺗﻌﺮ‪‬ﻑ ﺃ ﹼﻥ ﻟﻠﺠﺴﻢ ﺍﻟﺼ‪‬ﻠﺐ ﺷﻜﻞ ﺧﺎ ‪‬‬
‫• ﺗﻌﺮ‪‬ﻑ ﺃ ﹼﻥ ﺍﳉﺴﻢ ﺍﻟﻐﺎﺯﻱ ﺃﻭ ﺍﳉﺴﻢ ﺍﻟﺴ‪‬ﺎﺋﻞ ﻳﺄﺧﺬ ﺷﻜﻞ ﺍﻹﻧﺎﺀ ﺍﻟﹼﺬﻱ ﳛﻮﻳﻪ‪.‬‬

‫ﻭﺿﻌﻴ‪‬ﺔ ﺍﻻﺳﺘﻜﺸﺎﻑ ‪:‬‬

‫ﺯﺍﺭﺕ ﻧﻮﺭﺷﺎﻥ ﻣﻐﺎﺯﺓ ﻛﺒﲑﺓ ﻭﳌﹼﺎ ﻋﺎﺩﺕ ﻗﺎﻟﺖ ﻷﺧﻴﻬﺎ ﻋﻼﺀ ‪» :‬ﻟﻘﺪ ﺭﺃﻳﺖ ﻣﻮﺍ ‪‬ﺩ ﻣﺘﻨﻮ‪‬ﻋﺔ ﻣﻌﺮﻭﺿﺔ ﻟﻠﺒﻴﻊ ‪:‬‬
‫‪ -‬ﻣﻮﺍ ‪‬ﺩ ﻏﺬﺍﺋﻴ‪‬ﺔ ﻭﻟﻌﺐ ﻭﻣﻮﺍﺩ ﺗﻨﻈﻴﻒ‪ ،‬ﻓﻬﻞ ﳝﻜﻨﻚ ﻳﺎ ﺃﺧﻲ ﺗﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﻷﻣﺎﻛﻦ ﺍﳌﺨﺼ‪‬ﺼﺔ ﳍﺎ ؟ ﹼﰒ ﻗﺪ‪‬ﻣﺖ‬
‫ﻟﻪ ﻫﺬﺍ ﺍﳉﺪﻭﻝ‪«.‬‬

‫ﻣﻮﺍﺩ ﺗﻨﻈﻴﻒ‬ ‫ﻣﻮﺍ ‪‬ﺩ ﺗﻨﻈﻴﻒ‬ ‫ﻣﻮﺍﺩ ﻏﺬﺍﺋﻴ‪‬ﺔ‬ ‫ﻣﻮﺍﺩ ﻏﺬﺍﺋﻴ‪‬ﺔ‬

‫ﻟﻌﺐ‬ ‫ﺻﻠﺒﺔ‬ ‫ﺳﺎﺋﻠﺔ‬ ‫ﺳﺎﺋﻠﺔ‬ ‫ﺻﻠﺒﺔ‬

‫ﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﻋﻼﺀ ﻋﻠﻰ ﺣ ﹼﻞ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﻭﺫﻟﻚ ﺑﺘﻌﻤﲑ ﺍﳉﺪﻭﻝ ﺿﻤﻦ ﺃﻓﺮﻗﺔ ﺛﻼﺛﺔ )ﻳﺘ ‪‬ﻢ ﺇﻋﺪﺍﺩ‬
‫ﺍﳉﺪﻭﻝ ﻣﺴﺒﻘﺎ( ﺑﺬﻛﺮ ﻣﻮﺍﺩ ﺗﻨﺘﻤﻲ ﺇﱃ ﺧﺎﻧﺔ ﻣﻦ ﺧﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ‪.‬‬
‫* ﺗﺴﺘﺜﻤﺮ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﰲ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫ﻣﻘﺎﺭﻧﺔ ﺍﻷﺟﺴﺎﻡ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼ‪‬ﻼﺑﺔ )ﺻﻠﺐ ‪ /‬ﺃﺷ ‪‬ﺪ ﺻﻼﺑﺔ ‪ /‬ﻧﻔﺲ ﺍﻟﺼ‪‬ﻼﺑﺔ ‪ /‬ﻟﻴ‪‬ﻦ ‪ /‬ﺃﻛﺜﺮ ﻟﻴﻨﺎ – ﺃﻏﺬﻳﺔ‬
‫ﻧﺒﺎﺗﻴ‪‬ﺔ – ﺃﻏﺬﻳﺔ ﺣﻴﻮﺍﻧﻴ‪‬ﺔ ‪ (...‬ﺍﻋﺘﻤﺎﺩ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻮﺍﺭﺩﺓ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﳏﻮﺭ ﺍﳌﺎﺩ‪‬ﺓ‪.‬‬
‫* ﺍﺳﺘﺜﻤﺎﺭ ﻋﻤﻞ ﺍﻷﻓﺮﻗﺔ ﻭﻫﻴﻜﻠﺘﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺴ‪‬ﺎﺑﻖ‪.‬‬
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 ‫* ﺗﻨﻮﻳﻊ ﺍﻟﺘ‪‬ﻤﺸ‪‬ﻴﺎﺕ ﺃﺛﻨﺎﺀ ﺍﻻﺳﺘﺜﻤﺎﺭ )ﺍﻟﻌﻤﻞ ﺍﻟﻔﺮﺩﻱ – ﺍﻟﻌﻤﻞ ﺍ‪‬ﻤﻮﻋﻲ – ﺍﻹﺧﺒﺎﺭ ﺍﻟﺸ‪‬ﻔﻮﻱ – ﺍﻹﺧﺒﺎﺭ‬
‫ﺍﻟﻜﺘﺎﰊ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻟﻮﺍﺡ ﻭﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﻟﻠﺘ‪‬ﺤﺎﻭﺭ ﻭﺍﻟﺘ‪‬ﻌﻠﻴﻞ ﻭﺍﻹﺻﻼﺡ(‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﹼﻢ ﺍﳌﻨﻬﺠﻲ ‪:‬‬

‫ﺍﺳﺘﺜﻤﺎﺭ ﺃﻧﺸﻄﺔ ﺃﺧﺮﻯ ﻟﻠﺘﻮﺻ‪‬ﻞ ﺇﱃ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺹ ‪" 134‬ﺍﻵﻥ ﻋﺮﻓﺖ"‬
‫* ﺗﺪﻋ‪‬ﻢ ﺍﻻِﺳﺘﻨﺘﺎﺟﺎﺕ ﺑﺈﳒﺎﺯ ﲤﺎﺭﻳﻦ ﺗﻘﺘﺮﺡ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﹼﻢ ﺍﻹﺩﻣﺎﺟﻲ ‪:‬‬

‫ﺗﻘﺘﺮﺡ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫ﰲ ﺍﻟﺼ‪‬ﺒﺎﺡ ﻧﻈﹼﻔﺖ ﺳﺎﻣﻴﺔ ﺿﺮﻉ ﺍﻟﺒﻘﺮﺓ ﻭﺣﻠﺒﺘﻬﺎ – ﻭﺿﻌﺖ ﺳﺎﻣﻴﺔ ﺍﳊﻠﻴﺐ ﰲ ﺳﻄﻞ ﻧﻈﻴﻒ ﻭﺗﺮﻛﺘﻪ ﲟﻜﺎﻥ‬
‫ﺩﺍﻓﺊ – ﻭﳌﹼﺎ ﲣﺜﹼﺮ ﺍﳊﻠﻴﺐ )ﺭﺍﺋﺐ( ﺻﺒ‪‬ﺘﻪ ﰲ "ﳐﹼﺎﺿ ﹼﺔ ﻭﺃﺧﺬﺕ ﲢﺮ‪‬ﻛﻬﺎ )ﺩﻓﻊ‪ ،‬ﺟﺬﺏ( ﺣﺘ‪‬ﻰ ﲢﺼ‪‬ﻠﺖ ﻋﻠﻰ ﻟﱭ‬
‫ﻭﺯﺑﺪﺓ‪.‬‬
‫* ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺜﻤﺎﺭ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴ ﹼﺔ ﺍﳌﺘﻀﻤ‪‬ﻨﺔ ﻟﻠﻤﻔﺎﻫﻴﻢ ﺍﳌﺪﳎﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﺃﺟﺴﺎﻡ ﺻﻠﺒﺔ ‪ :‬ﺳﻄﻞ‬
‫‪ -‬ﺃﺟﺴﺎﻡ ﺳﺎﺋﻠﺔ ‪ :‬ﺣﻠﻴﺐ – ﻟﱭ‬
‫‪ -‬ﻟﻴ‪‬ﻦ ‪ :‬ﺣﻠﻴﺐ ﻣﺘﺨﺜﹼﺮ – ﺯﺑﺪﺓ‬
‫‪ -‬ﺃﻏﺬﻳﺔ ﺣﻴﻮﺍﻧﻴ‪‬ﺔ – ﺣﻠﻴﺐ – ﻟﱭ – ﺯﺑﺪﺓ‬
‫ﺑﺘﻮﺯﻳﻊ ﺍﻷﻧﺸﻄﺔ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻭﺇﻏﻨﺎﺀ ﺍﻷﻣﺜﻠﺔ ﻣﻦ ﻗﺒﻠﻬﻢ ﻣﻊ ﺇﻣﻜﺎﻧﻴ‪‬ﺔ ﺩﻋﻢ ﻫﺬﺍ ﺍﻟﻨ‪‬ﺸﺎﻁ ﲟﻘﺎﺭﻧﺔ ﺍﻷﺟﺴﺎﻡ ﻣﻦ‬
‫ﺼﺤ‪‬ﺔ‬
‫ﺣﻴﺚ ﺍﻟﺼ‪‬ﻼﺑﺔ ﻭﺫﻛﺮ ﺃﻏﺬﻳﺔ ﻧﺒﺎﺗﻴ‪‬ﺔ ‪ ...‬ﻣﻊ ﺍﻟﺘ‪‬ﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘ‪‬ﺮﺑﻮﻳ‪‬ﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﻘﻮﺍﻋﺪ ﺣﻔﻆ ﺍﻟ ‪‬‬
‫ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﺘ‪‬ﺸﺠﻴﻊ ﻋﻠﻰ ﺍﺳﺘﻬﻼﻙ ﺍﳌﻨﺘﻮﺝ ﺍﶈﻠﹼﻲ‪.‬‬

‫ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﻟﻠﺘ‪‬ﺤﻘﹼﻖ ﻣﻦ ﲤﻠﹼﻚ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻟﻠﻤﻔﻬﻮﻡ ﺍﳌﺪﺭ‪‬ﺱ ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺪﻯ ﲡﺎﻭﺯ ﺍﳊﻮﺍﺟﺰ ﺍﳌﺬﻛﻮﺭﺓ ﺑﻄﺎﻟﻊ ﺍﳉﺬﺍﺫﺓ‬
‫ﻳﺘ ‪‬ﻢ ﺇﳒﺎﺯ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﻟﺘ‪‬ﻘﻴﻴﻤﻴ‪‬ﺔ )ﲣﻴ‪‬ﺮ ﺍﻷﻧﺴﺐ ﻣﻨﻬﺎ( ﺍﳌﺪﺭﺟﺔ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺍﱂ ﺍﳌﻀﻤ‪‬ﻨﺔ ﺑﻜﺘﺎﺏ‬
‫ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‪.‬‬

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‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ ‪4 :‬‬

‫‪ :‬ﺍﻟﻘﻮ‪‬ﺓ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﻮﻯ ‪ :‬ﻋﻀﻠﻴ‪‬ﺔ ‪ /‬ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ ‪ /‬ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺫﻛﺮ ﺑﻌﺾ ﺃﻧﻮﺍﻉ ﺍﻟﻘﻮﻯ‪.‬‬
‫ﺹ ﺑﺎﳌﻌﻠﹼﻢ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﻣﻐﻨﺎﻃﻴﺲ – ﻣﺴﺎﻣﲑ – ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ – ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫‪ • :‬ﺭﺑﻂ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﻘﻮ‪‬ﺓ ﻭﻣﺼﺪﺭﻫﺎ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫• ﺗﺼﻨﻴﻒ ﺍﻟﻘﻮﻯ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﻟﻠﻘﻮ‪‬ﺓ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ‪.‬‬
‫• ﺗﺼﻨﻴﻒ ﺑﻌﺾ ﺍﻟﻘﻮﻯ ﺇﱃ ﻋﻀﻠﻴ‪‬ﺔ ﻭﻛﻬﺮﺑﺎﺋﻴﺔ ﻭﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‪.‬‬

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 ‫‪ – 1‬ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ‪:‬‬
‫ﺃﻗﺒﻞ ﻋﻼﺀ ﻋﻠﻰ ﺃﺻﺪﻗﺎﺋﻪ ﻭﻣﻌﻪ ﺳﻴ‪‬ﺎﺭﺓ ﻣﻌﺪﻧﻴ‪‬ﺔ ﺻﻐﲑﺓ‪ ،‬ﺻﺎﺡ ﺑﺄﺻﺪﻗﺎﺋﻪ ﻗﺎﺋﻼ ‪» :‬ﺃﻧﺎ ﺳﺎﺣﺮ‪ ،‬ﺃﻧﺎ‬
‫ﺳﺎﺣﺮ ‪ ...‬ﺍﹸﻧﻈﺮﻭﺍ ‪ ...‬ﺍﻟﺴﻴ‪‬ﺎﺭﺓ ﺳﺎﻛﻨﺔ‪ ،‬ﻭﺍﻵﻥ ﺇﻧ‪‬ﻬﺎ ﺗﺘﻘﺪ‪‬ﻡ ‪ ...‬ﻭﺍﻵﻥ ﺇﻧ‪‬ﻬﺎ ﺗﻐﻴ‪‬ﺮ ﺍﲡﺎﻫﻬﺎ ‪«...‬‬
‫‪ -‬ﻫﻞ ﺃ ﹼﻥ ﻋﻼﺀ ﺳﺎﺣﺮ ﺣﻘﹼﺎ ؟‬
‫ﺴﻴ‪‬ﺎﺭﺓ ﻭﺇﻳﻘﺎﻓﻬﺎ ﻭﺗﻐﻴﲑ ﺍﺗ‪‬ﺠﺎﻩ ﺣﺮﻛﺘﻬﺎ ؟‬‫‪ -‬ﻛﻴﻒ ﲤﻜﹼﻦ ﻋﻼﺀ ﻣﻦ ﲢﺮﻳﻚ ﺍﻟ ‪‬‬
‫• ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﰲ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ‪:‬‬
‫‪ -‬ﻗﻮ‪‬ﺓ ﺍﻟﺪ‪‬ﻓﻊ ‪ /‬ﻗﻮ‪‬ﺓ ﺍﳉﺬﺏ‪.‬‬
‫‪ -‬ﲢﺮﻳﻚ ﺟﺴﻢ ﺳﺎﻛﻦ ﻭﺇﻳﻘﺎﻑ ﺟﺴﻢ ﻣﺘﺤﺮ‪‬ﻙ‪.‬‬
‫‪ -‬ﺗﻐﻴﲑ ﺍﺗ‪‬ﺠﺎﻩ ﺣﺮﻛﺔ ﺟﺴﻢ‪.‬‬

‫‪ - 2‬ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬
‫ﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﻟﻠﻤﺘﻌﻠﹼﻤﲔ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﳊﻠﻮﻝ ﺍﳌﻼﺋﻤﺔ ﻟﻺﺷﻜﺎﻟﻴﺔ ﺍﳌﻄﺮﻭﺣﺔ ﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻻِﻓﺘﺮﺍﺿﺎﺕ ﻣﻦ‬
‫ﻗﺒﻴﻞ‪:‬‬
‫* ﻋﻼﺀ ﺣﺮ‪‬ﻙ ﺍﻟﺴﻴ‪‬ﺎﺭﺓ ﲜﻬﺎﺯ ﲢﻜﹼﻢ ﻋﻦ ﺑﻌﺪ‬
‫ﺹ‬
‫ﺴﻴ‪‬ﺎﺭﺓ ﻣﺰﻭ‪‬ﺩﺓ ﲜﻬﺎﺯ ﺧﺎ ‪‬‬
‫* ﺍﻟ ‪‬‬
‫ﺴﻴ‪‬ﺎﺭﺓ‬
‫* ﻋﻼﺀ ﳜﻔﻲ ﺑﻴﺪﻩ ﺁﻟﺔ ﲢﺮ‪‬ﻙ ﺍﻟ ‪‬‬
‫ﺴﻴ‪‬ﺎﺭﺓ ﻭﺃﻭﻗﻔﻬﺎ ‪...‬‬
‫* ﻋﻼﺀ ﺍﺳﺘﻌﻤﻞ ﻣﻐﻨﺎﻃﻴﺴﺎ ﺣﺮ‪‬ﻙ ﺑﻪ ﺍﻟ ‪‬‬
‫ﻳﺴﺠ‪‬ﻞ ﺍﳌﻌﻠﹼﻢ ﺍﻻِﻓﺘﺮﺍﺿﺎﺕ ﺍﻟﹼﱵ ﳍﺎ ﻋﻼﻗﺔ ﺑﻨﻮﻉ ﺍﻟﻘﻮ‪‬ﺓ‬

‫‪ – 3‬ﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﻟﺘ‪‬ﺠﺮﻳﺐ ‪:‬‬

‫‪ -‬ﺗﺸﺨﻴﺺ ﺩﻭﺭ ﻋﻼﺀ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘ‪‬ﺠﺮﺑﺔ )ﺳﻴ‪‬ﺎﺭﺓ ﻟﻌﺒﺔ – ﻣﻐﻨﺎﻃﻴﺲ(‬
‫‪ -‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺴﺎﻣﲑ ﺍﳊﺪﻳﺪﻳ‪‬ﺔ – ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﺴﻴ‪‬ﺎﺭﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻴﺪ‬
‫‪ -‬ﲢﺮﻳﻚ ﺍﻟ ‪‬‬
‫‪ -‬ﺩﻟﻚ ﻗﻠﻢ ﺟﺎﻑ ﻭﺗﻘﺮﻳﺒﻪ ﻣﻦ ﻗﺼﺎﺻﺎﺕ ﻣﻦ ﺍﻟﻮﺭﻕ‬
‫‪ -‬ﺳﻴ‪‬ﺎﺭﺓ ﻟﻌﺒﺔ ﺗﻌﻤﻞ ﺑﺎﻟﻨ‪‬ﺎﺑﺾ‬
‫* ﺍﻟﻘﻴﺎﻡ ‪‬ﺬﻩ ﺍﻟﺘ‪‬ﺠﺎﺭﺏ ﺿﻤﻦ ﺃﻓﺮﻗﺔ‬
‫* ﺍﺳﺘﺜﻤﺎﺭ ﻧﺘﺎﺋﺞ ﺍﻟﺘ‪‬ﺠﺎﺭﺏ ﻟﺘﻌﻤﲑ ﺍﳉﺪﻭﻝ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬
‫ﻗﻮ‪‬ﺓ ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‬ ‫ﻗﻮ‪‬ﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ‬ ‫ﻗﻮ‪‬ﺓ ﻋﻀﻠﻴ‪‬ﺔ‬

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 ‫‪ - 4‬ﺍﻻِﺳﺘﻨﺘﺎﺝ ‪:‬‬
‫* ﲢﺮﻳﻚ ﺟﺴﻢ ﺳﺎﻛﻦ ﺃﻭ ﺇﻳﻘﺎﻓﻪ ﺃﻭ ﺗﻐﻴﲑ ﺣﺮﻛﺘﻪ ﺃﻭ ﺍﺗ‪‬ﺠﺎﻫﻪ ﺃﻭ ﺷﻜﻠﻪ ﻳﺘﻄﻠﹼﺐ ﺗﺴﻠﻴﻂ ﻗﻮ‪‬ﺓ‪.‬‬
‫* ﺍﻟﻘﻮ‪‬ﺓ ﺃﻧﻮﺍﻉ ‪ :‬ﻋﻀﻠﻴ‪‬ﺔ ‪ /‬ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ ‪ /‬ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‪.‬‬
‫‪ – 5‬ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ‪:‬‬
‫ﺃ( ﺩﻋﻮﺓ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺇﱃ ﺫﻛﺮ ‪:‬‬
‫• ﺃﻋﻤﺎﻝ ﺃﳒﺰﻭﻫﺎ ﰲ ﺣﺼ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﻘﻨﻴﺔ ﻭﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴ‪‬ﺔ ﺳﻠﹼﻄﻮﺍ ﻓﻴﻬﺎ ﻗﻮ‪‬ﺓ ﻋﻀﻠﻴ‪‬ﺔ ﻋﻠﻰ ﺍﻷﺟﺴﺎﻡ‪.‬‬
‫• ﲡﺎﺭﺏ ﻗﺎﻣﻮﺍ ‪‬ﺎ ﰲ ﺍﻟﻘﺴﻢ ﺗﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﻗﻮ‪‬ﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ‪.‬‬
‫• ﺣﺎﻻﺕ ﺗﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ ﻗﻮ‪‬ﺓ ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‪.‬‬
‫ﺏ( ﺍﺳﺘﺜﻤﺎﺭ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﰲ ﺭﻛﻦ "ﺃﻭﻇﹼﻒ ﻣﻜﺘﺴﺒﺎﰐ ﺍﳌﻀﻤ‪‬ﻦ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﳏﻮﺭ ﺍﻟﻘﻮ‪‬ﺓ ‪ :‬ﻗﻮ‪‬ﺓ‬
‫ﻋﻀﻠﻴ‪‬ﺔ ‪ /‬ﻗﻮ‪‬ﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ ‪ /‬ﻗﻮ‪‬ﺓ ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ(‪.‬‬
‫‪ - 6‬ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺪﻯ ﲤﻠﹼﻚ ﺍﳌﺘﻌﻠﹼﻤﲔ ﻟﻠﻤﻔﻬﻮﻡ ﺍﳌﺪﺭ‪‬ﺱ ﻭﲡﺎﻭﺯ ﺍﳊﻮﺍﺟﺰ ﺍﳌﺬﻛﻮﺭﺓ ﺑﻄﺎﻟﻊ ﺍﳉﺬﺍﺫﺓ ﳝﻜﻦ‬
‫ﺍﻗﺘﺮﺍﺡ ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﳑ‪‬ﺎ ﺃﺩﺭﺝ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺍﳌﻀﻤ‪‬ﻨﺔ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﳏﻮﺭ ﺍﻟﻘﻮ‪‬ﺓ( ﺃﻭ‬
‫ﺑﻨﺎﺀ ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﺃﺧﺮﻯ‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ ‪1 :‬‬

‫‪ :‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‪.‬‬ ‫ﺍﶈﻮﺭ‬

‫‪ :‬ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ‪ /‬ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ ‪ /‬ﻣﻨﺎﻓﻊ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﻭﺍﻟﱪﻳ‪‬ﺔ ‪ /‬ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﳌﻐﺮﻭﺳﺔ‬ ‫ﺍﶈﺘﻮﻯ‬
‫‪ /‬ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﺘ‪‬ﻠﻘﺎﺋﻴ‪‬ﺔ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ‪ - :‬ﲤﻴﻴﺰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ‪.‬‬
‫‪ -‬ﺗﻌﺮ‪‬ﻑ ﺑﻌﺾ ﺍﳌﻨﺎﻓﻊ ﺍﻟﹼﱵ ﺗﻮﻓﹼﺮﻫﺎ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ ﻭﺍﻷﻟﻴﻔﺔ‪.‬‬
‫‪ -‬ﲤﻴﻴﺰ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﻳﻐﺮﺳﻬﺎ ﺃﻭ ﻳﺰﺭﻋﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﺘ‪‬ﻠﻘﺎﺋﻴﺔ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ - :‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﰲ ﻭﺳﻄﻬﺎ ﺍﻟﻄﹼﺒﻴﻌﻲ‪.‬‬
‫‪ -‬ﺻﻮﺭ ﻟﺒﻌﺾ ﺍﻷﻏﺬﻳﺔ ﺍﳊﻴﻮﺍﻧﻴ‪‬ﺔ ‪ /‬ﺻﻮﺭ ﳌﺼﻨﻮﻋﺎﺕ ﻣﻦ ﻣﺼﺎﺩﺭ ﺣﻴﻮﺍﻧﻴ‪‬ﺔ ﻭﻧﺒﺎﺗﻴﺔ‬
‫‪ -‬ﺻﻮﺭ ﻟﻨﺒﺎﺗﺎﺕ ﻣﻐﺮﻭﺳﺔ ﺃﻭ ﻣﺰﺭﻭﻋﺔ‪.‬‬
‫‪ -‬ﺻﻮﺭ ﻟﻨﺒﺎﺗﺎﺕ ﺗﻠﻘﺎﺋﻴﺔ‪.‬‬
‫‪ - :‬ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﳊﻴ‪‬ﺔ ﻟﻠﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ ﻋﻼﻗﺎﺕ ﺑﲔ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ ﰲ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ‪ :‬ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺍﳊﻴﻮﺍﻥ‪،‬‬
‫ﺍﻟﻨ‪‬ﺒﺎﺕ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ - :‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﺼﻨﻴﻒ‪.‬‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ ﺍﻟﻌﻼﻗﺎﺕ‪.‬‬

‫ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ ﳌﻠﻒ‪ ‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ‪:‬‬

‫ﻒ ﻭﺣﺪﺓ ﺑﻴﺪﺍﻏﻮﺟﻴ‪‬ﺔ ﻟﺬﻟﻚ ﳝﻜﻦ ﻣﻘﺎﺭﺑﺘﻪ ﻣﻘﺎﺭﺑﺔ ﴰﻮﻟﻴ‪‬ﺔ ﺇﺩﻣﺎﺟﻴ‪‬ﺔ ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳝﻜﻦ ‪:‬‬ ‫‪ -‬ﻳﺸﻜﹼﻞ ﻫﺬﺍ ﺍﳌﻠ ‪‬‬
‫* ﺍﻋﺘﻤﺎﺩ ﺍﻟﺒﺤﻮﺙ ﻛﻤﻨﻄﻠﻖ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﻭﺭﺑﻄﻬﺎ ﺑﺎﻟﻮﺍﻗﻊ ﺍﳌﻌﻴﺶ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻹﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﺍﻟﹼﱵ ﳝﻜﻦ‬
‫ﺩﻋﻤﻬﺎ ﺑﺘﻄﺒﻴﻘﺎﺕ ﻳﺴﺘﻨﺪ ﻓﻴﻬﺎ ﺇﱃ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﳏﻮﺭ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ‪:‬‬

‫• ﺗﻮﺟﺪ ﰲ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﺣﻴﻮﺍﻧﺎﺕ ‪:‬‬

‫‪ -‬ﺃﻟﻴﻔﺔ ﺗﻌﻴﺶ ﻣﻊ ﺍﻹﻧﺴﺎﻥ ﻭﳍﺎ ﻣﻨﺎﻓﻊ ﻛﺜﲑﺓ ﻭﺑﻌﺾ ﺍﳌﻀﺎ ‪‬ﺭ‬
‫‪ -‬ﺑﺮﻳ‪‬ﺔ ﺗﻌﻴﺶ ﺑﻌﻴﺪﺓ ﻋﻦ ﺍﻹﻧﺴﺎﻥ ﰲ ﺍﻟﻐﺎﺑﺔ ﺃﻭ ﺍﳉﺒﻞ ﺃﻭ ﰲ ﺍﻟﺼ‪‬ﺤﺮﺍﺀ‬
‫• ﺗﻮﺟﺪ ﰲ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻧﺒﺎﺗﺎﺕ ‪:‬‬
‫‪ .‬ﻣﻐﺮﻭﺳﺔ ﺃﻭ ﻣﺰﺭﻭﻋﺔ ﻣﻦ ﻗﺒﻞ ﺍﻹﻧﺴﺎﻥ‬
‫‪ .‬ﺗﻠﻘﺎﺋﻴﺔ ﺗﻮﺟﺪ ﰲ ﺍﳊﻘﻮﻝ ﻭﺍﻟﻐﺎﺑﺎﺕ ‪...‬‬
‫* ﲪﺎﻳﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺿﺮﻭﺭﻳ‪‬ﺔ‬

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‫ﻒ ﺑﻄﺮﺡ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﺍﻟﹼﱵ ﺗﺘﺒ‪‬ﻊ ﰲ ﺣﻠﹼﻬﺎ ﺍﳋﻄﻮﺍﺕ ﺍﻟﹼﱵ ﺩﺃﺑﻨﺎ ﻋﻠﻴﻬﺎ ﰲ ﺍﳉﺬﺍﺫﺍﺕ‬ ‫ﻭﳝﻜﻦ ﻣﻘﺎﺭﺑﺔ ﻫﺬﺍ ﺍﳌﻠ ‪‬‬
‫ﺍﻟﹼﱵ ﲤﹼﺖ ﻓﻴﻬﺎ ﻣﻘﺎﺭﺑﺔ ﺍﳌﻮﺍﺿﻴﻊ ﻋﻠﻰ ﺍﻟﻨ‪‬ﺤﻮ ﺍﳌﺬﻛﻮﺭ )ﺍﻻﻧﻄﻼﻕ ﻣﻦ ﻭﺿﻌﻴ‪‬ﺔ ﺇﺷﻜﺎﻟﻴ‪‬ﺔ(‪.‬‬
‫* ﻫﻞ ﳝﻜﻦ ﻟﻺﻧﺴﺎﻥ ﺃﻥ ﻳﻌﻴﺶ ﰲ ﻭﺳﻂ ﻻ ﺗﻮﺟﺪ ﻓﻴﻪ ﻧﺒﺎﺗﺎﺕ ﻭﺣﻴﻮﺍﻧﺎﺕ ؟‬
‫ﳝﻜﻦ ﻛﺬﻟﻚ ﻣﻘﺎﺭﺑﺔ ﻣﻮﺿﻮﻉ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﺍِﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﺘ‪‬ﺴﺎﺅﻝ ﺍﻟﺘ‪‬ﺎﱄ ‪:‬‬
‫‪ -‬ﳌﺎﺫﺍ ﲢﺘﻔﻞ ﺑﻼﺩﻧﺎ ﻳﻮﻡ ‪ 30‬ﻣﺎﻱ ﻣﻦ ﻛ ﹼﻞ ﺳﻨﺔ ﺑﺎﻟﻴﻮﻡ ﺍﻟﻮﻃﲏ ﻟﻠﺒﻴﺌﺔ ؟‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻘﻮﻟﺔ ﻣﺪﺧﻼ ﻟﺪﺭﺍﺳﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ )ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ( »ﻟﺒﻴﺐ ﻟﻠﺒﻴﺌﺔ ﺣﺒﻴﺐ«‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻳﺴﺘﺜﻤﺮ ﻛ ﹼﻞ ﻣﺎ ﻳﺘﻮﻓﹼﺮ ﻋﻦ ﻫﺬﻩ ﺍﻟﺸ‪‬ﺨﺼﻴ‪‬ﺔ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ‬
‫ﻋﻠﻰ ﺗﻨﻮ‪‬ﻋﻬﺎ ﻭﺍﺧﺘﻼﻓﻬﺎ ﻭﻋﻼﻗﺔ ﺍﻹﻧﺴﺎﻥ ‪‬ﺎ ﻭﻛﻴﻔﻴ‪‬ﺔ ﺗﻌﺎﻣﻠﻪ ﻣﻌﻬﺎ‪.‬‬

‫ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﻟﺘﻘﻴﻴﻢ ﻣﺪﻯ ﲤﻠﹼﻚ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﳌﻔﻬﻮﻡ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻭﻣﺎ ﺍﺗ‪‬ﺼﻞ ﺑﻪ ﻣﻦ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺣﻴ‪‬ﺔ ﳝﻜﻦ ﺍﻻِﺳﺘﻨﺎﺩ ﺇﱃ‬
‫ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﳌﻘﺘﺮﺣﺔ ﺑﺎﳌﻠﺤﻖ ﺍﳌﻀﻤ‪‬ﻦ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ ﺃﻭ ﺍﻗﺘﺮﺍﺡ ﲤﺎﺭﻳﻦ ﺃﺧﺮﻯ ﻳﻐﻠﺐ ﻋﻠﻴﻬﺎ ﺍﻟﻄﹼﺎﺑﻊ ﺍﻹﺩﻣﺎﺟﻲ‬
‫ﻳﻮﻇﹼﻒ ﻓﻴﻬﺎ ﺍﳌﺘﻌﻠﹼﻤﻮﻥ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﳊﺎﺻﻠﺔ‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪2‬‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ‬
‫‪ :‬ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﺮ‪‬ﺃﺱ – ﺍﳉﺬﻉ – ﺍﻷﻃﺮﺍﻑ – ﺣﺮﻛﺔ ﺍﳌﻔﺎﺻﻞ – ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﳊﻮﺍﺩﺙ – ﻗﻮﺍﻋﺪ ﺻﺤﻴ‪‬ﺔ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ‪ • :‬ﺗﻌﺮ‪‬ﻑ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﳉﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻭﺩﻭﺭ ﺍﳌﻔﺎﺻﻞ‪.‬‬
‫• ﺍﻟﻮﻋﻲ ﺑﻀﺮﻭﺭﺓ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﳉﺴﻢ‪.‬‬
‫‪ :‬ﻫﻴﻜﻞ ﻋﻈﻤﻲ ﺇﻥ ﺗﻮﻓﹼﺮ ﺃﻭ ﺻﻮﺭﺓ ﺗﻌﻮ‪‬ﺿﻪ – ﺩﻣﻰ ﻣﺘﺤﺮ‪‬ﻛﺔ – ﺻﻮﺭ ﻟﺮﻳﺎﺿﻴ‪‬ﲔ ﰲ ﺃﻭﺿﺎﻉ‬ ‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ‬
‫ﳐﺘﻠﻔﺔ – ﺻﻮﺭ ﻟﺒﻌﺾ ﺍﳊﻮﺍﺩﺙ )ﻛﺴﺮ ﰲ ﺍﻟﺮ‪‬ﺟﻞ ‪ /‬ﰲ ﺍﻟﻴﺪ ‪(...‬‬
‫‪ - :‬ﻋﺪﻡ ﺗﻌﺮ‪‬ﻑ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﳉﺴﻢ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﻋﺪﻡ ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳊﺮﻛﺔ ﻭﺩﻭﺭ ﺍﳌﻔﺼﻞ ﻓﻴﻬﺎ‪.‬‬
‫‪ -‬ﻋﺪﻡ ﺍﻟﻮﻋﻲ ﺑﺄﳘﻴ‪‬ﺔ ﺳﻼﻣﺔ ﺍﳉﺴﻢ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺗﺴﻤﻴﺔ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﳉﺴﻢ ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫• ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻔﺼﻞ ﻭﺍﳊﺮﻛﺔ‪.‬‬
‫• ﺇﺩﺭﺍﻙ ﺿﺮﻭﺭﺓ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﳉﺴﻢ‪.‬‬

‫ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ‪:‬‬

‫ﻫﺬﻩ ﻣﻘﺎﺭﺑﺔ ﺃﺧﺮﻯ ﰲ ﺗﺪﺭﻳﺲ ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ ﻭﺗﺘﻤﺜﹼﻞ ﰲ ﺍﳌﺮﺣﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -1‬ﻣﺮﺣﻠﺔ ﺍﻹﺛﺎﺭﺓ ﺍﹾﻟﻤ‪‬ﻮﺟ‪‬ﻬﺔ ‪:‬‬
‫ﻣﺜﺎﻝ ‪ :‬ﺗﻮﺟﻴﻪ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻣﻼﺣﻈﺔ ﺑﻌﻀﻬﻢ ﺃﺛﻨﺎﺀ ﺍﻟﻘﻴﺎﻡ ﲝﺮﻛﺎﺕ ﺭﻳﺎﺿﻴﺔ ﰲ ﺣﺼﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻧﻄﻼﻗﺎ ﻣﻦ‬
‫ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﻣﺎ ﺍﻟﺬﻱ ﻣﻜﹼﻦ ﺻﺪﻳﻘﻚ ﺍﻟﻮﺍﻗﻒ ﰲ ﻣﻜﺎﻧﻪ ﻣﻦ ﺍﻻﻟﺘﻔﺎﺕ ﳝﻴﻨﺎ ﻭﻳﺴﺎﺭ‪‬ﺍ ؟‬
‫‪ -‬ﻣﺎ ﻫﻲ ﺍﻷﻋﻀﺎﺀ ﺍﻟﹼﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻫﺎ ؟‬
‫‪ -‬ﻣﺎ ﻫﻲ ﺍﻷﻋﻀﺎﺀ ﺍﻟﹼﱵ ﺣﺮ‪‬ﻛﻬﺎ ﺻﺪﻳﻘﻚ ﻋﻨﺪﻣﺎ ﻗﺎﻡ ﺑﺪﻭﺭ ﺍﻟﺪﺭ‪‬ﺍﺝ ﻭﻫﻮ ﻣﺴﺘﻠﻖ ﻋﻠﻰ ﻇﻬﺮﻩ ؟‬
‫ﻱ ﺟﺰﺀ ﻣﻦ ﺍﳉﺴﻢ ﻳﻔﺼﻞ ﺑﲔ ﺍﻟﺮ‪‬ﺃﺱ ﻭﺍﻟﺮ‪‬ﺟﻠﲔ ؟‬‫‪-‬ﺃ‪‬‬
‫* ﺗﺴﺘﺜﻤﺮ ﺍﻷﺟﻮﺑﺔ ﻭ‪‬ﻴﻜﻞ ﰲ ﺟﺪﻭﻟﺔ ﻛﺎﻵﰐ ‪:‬‬
‫ﺍﳉﺰﺀ ﺍﻟﻔﺎﺻﻞ‬ ‫ﺍﻷﻋﻀﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻣﻦ ﻗﺒﻞ‬ ‫ﺍﻻﻟﺘﻔﺎﺕ ﳝﻴﻨﺎ ﻭﻳﺴﺎﺭﺍ‬
‫ﺑﲔ ﺍﻟﺮ‪‬ﺃﺱ ﻭﺍﻟﺮ‪‬ﺟﻠﲔ‬ ‫ﺣﺎﺭﺱ ﺍﳌﺮﻣﻰ ﻭﺍﻟﺪﺭ‪‬ﺍﺝ‬
‫‪ -‬ﺍﳉﺬﻉ‬ ‫‪ -‬ﺍﻟﻴﺪﺍﻥ‬ ‫ﺍﻟﺮ‪‬ﺃﺱ‬
‫ﺍﻷﻃﺮﺍﻑ‬
‫‪ -‬ﺍﻟﺮ‪‬ﺟﻼﻥ‬

‫* ﺗﺪﻋ‪‬ﻢ ﻫﺬﻩ ﺍﳍﻴﻜﻠﺔ ﺑﺘﻘﺪﱘ ﺭﺳﻢ ﻳﻌﻴ‪‬ﻦ ﻓﻴﻪ ﺍﳌﺘﻌﻠﹼﻤﻮﻥ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﻟﻠﺠﺴﻢ‪.‬‬

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 ‫‪ -2‬ﻣﺮﺣﻠﺔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﻟﺒﻨﺎﺀ ﺍﳌﻔﺎﻫﻴﻢ ‪:‬‬
‫* ‪ -‬ﳑﺎﺭﺳﺔ ﺃﻧﺸﻄﺔ ﲢﺮﻳﻚ ﻷﻋﻀﺎﺀ ﺍﻟﺪ‪‬ﻣﻰ ﺍﻟﹼﱵ ﺟﻠﺒﻬﺎ ﺍﳌﺘﻌﻠﹼﻤﻮﻥ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺘﻌﻄﻴﻞ ﻫﺬﻩ ﺍﳊﺮﻛﺔ )ﺍﻟﺮ‪‬ﺑﻂ‬
‫ﺑﻀﻤ‪‬ﺎﺩﺓ ﻣﺜﻼ ‪(...‬‬
‫‪ -‬ﺗﻌﺮ‪‬ﻑ ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﳉﺴﻢ ﺍﻹﻧﺴﺎﻥ‬
‫‪ -‬ﺗﻌﺮ‪‬ﻑ ﺩﻭﺭ ﺍﳌﻔﺎﺻﻞ )ﺩﻋﻢ ﺫﻟﻚ ﺑﺎﻟﻘﻴﺎﻡ ﲝﺮﻛﺎﺕ ﺗﱪﺯ ﺩﻭﺭ ﺍﳌﻔﺼﻞ ﰲ ﺗﺴﻬﻴﻞ ﺍﳊﺮﻛﺔ(‬
‫* ﺻﻨﻊ ﺩﻣﻰ ﻣﺘﺤﺮ‪‬ﻛﺔ ﺗﱪﺯ ﺩﻭﺭ ﺍﳌﻔﺎﺻﻞ) ﳝﻜﻦ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺬﻟﻚ ﰲ ﺣﺼ‪‬ﱵ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﺸﻜﻴﻠﻴ‪‬ﺔ ﻭﺍﻟﺘ‪‬ﺮﺑﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻘﻨﻴ‪‬ﺔ(‬

‫‪ - 3‬ﻣﺮﺣﻠﺔ ﺭﺑﻂ ﺍﳌﻔﺎﻫﻴﻢ ﺑﺎﻟﻮﺍﻗﻊ ﺍﳌﻌﻴﺶ ‪:‬‬

‫ﺇ ﹼﻥ ﺗﻌﺮ‪‬ﻑ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻟﻸﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﻟﻠﺠﺴﻢ ﻭﺩﻭﺭ ﺍﳌﻔﺎﺻﻞ ﰲ ﺗﺴﻬﻴﻞ ﺍﳊﺮﻛﺔ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺴﻬﻢ ﰲ‬
‫ﺍﻟﺘ‪‬ﺤﺴﻴﺲ ﺑﻀﺮﻭﺭﺓ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﳉﺴﻢ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺃﻣﺜﻠﺔ ﻣﻀﺎﺩ‪‬ﺓ )ﺷﺨﺺ ﻳﺘﻨﻘﹼﻞ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ‬
‫ﻋﻜﹼﺎﺯ ﻧﺘﻴﺠﺔ ﺇﺻﺎﺑﺘﻪ ﺑﻜﺴﺮ ﰲ ﻃﺮﻓﻪ ﺍﻟﺴ‪‬ﻔﻠﻲ – ﺇﻋﺎﻗﺔ ﻧﺎﲡﺔ ﻋﻦ ﺣﺎﺩﺙ ﻣﺮﻭﺭ – ﺃﻟﻌﺎﺏ ﻋﻨﻴﻔﺔ ﺗﻨﺘﺞ ﻋﻨﻬﺎ ﺟﺮﻭﺡ‬
‫ﺃﻭ ﺍﻟﺘﻮﺍﺀﺍﺕ ﺃﻭ ﻛﺴﻮﺭ – ﺟﻠﺴﺔ ﻏﲑ ﻣﺴﺘﻘﻴﻤﺔ – ﻋﺎﻣﻞ ﰲ ﺣﻀﲑﺓ ﺑﻨﺎﺀ ﺑﺪﻭﻥ ﺧﻮﺫﺓ – ﺭﺍﻛﺐ ﺩﺭ‪‬ﺍﺟﺔ ﻧﺎﺭﻳ‪‬ﺔ‬
‫ﺑﺪﻭﻥ ﺧﻮﺫﺓ‪ ،‬ﺍﻟﺘﻌﻠﹼﻖ ﲟﺆﺧ‪‬ﺮﺓ ﺷﺎﺣﻨﺔ ‪.(...‬‬

‫‪ - 4‬ﻣﺮﺣﻠﺔ ﺍﻟﺘ‪‬ﻌﻤﻴﻢ ‪:‬‬

‫ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺗﻔﻀﻲ ﺇﱃ ﺗﻮﻇﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﻭﺿﻌﻴ‪‬ﺎﺕ ﺃﺧﺮﻯ ‪:‬‬

‫‪ -‬ﺍﻷﻋﻤﺎﻝ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ ﺍﻟﹼﱵ ﳝﺎﺭﺳﻬﺎ ﺍﻹﻧﺴﺎﻥ‬
‫‪ -‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬
‫‪ -‬ﳑﺎﺭﺳﺔ ﺍﻟﺮ‪‬ﻳﺎﺿﺔ ‪ :‬ﺍﻟﻌﺪﻭ ‪ /‬ﺍﻟﻘﻔﺰ ‪ /‬ﺍﳌﺸﻲ – ﺍﻟﺴ‪‬ﺒﺎﺣﺔ – ﺭﻛﻮﺏ ﺍﻟ ‪‬ﺪﺭ‪‬ﺍﺟﺔ ‪ ...‬ﻭﺍﻟﹼﱵ ﻳﺴﺘﻌﻤﻞ ﻓﻴﻬﺎ‬
‫ﺍﻷﺟﺰﺍﺀ ﺍﻟﺮ‪‬ﺋﻴﺴﻴ‪‬ﺔ ﻟﻠﺠﺴﻢ‪.‬‬
‫ﻒ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ( ﻭﻛﺬﻟﻚ‬ ‫* ﺗﺘﻮ‪‬ﺝ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺑﺈﳒﺎﺯ ﲤﺎﺭﻳﻦ ﺗﻄﺒﻴﻘﻴ‪‬ﺔ ﳝﻜﻦ ﲣﻴ‪‬ﺮﻫﺎ ﻣﻦ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﻣﻠ ‪‬‬
‫ﻒ )ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﳉﺴﻢ(‪.‬‬ ‫ﲟﻠ ‪‬‬

‫‪ -5‬ﻣﺮﺣﻠﺔ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬

‫ﻒ ﺑﺈﳒﺎﺯ ﻣﺎ ﻳﺮﺍﻩ ﺍﳌﻌﻠﹼﻢ ﻣﻨﺎﺳﺒﺎ ﻣﻦ ﲤﺎﺭﻳﻦ‬

‫ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺤﻘﹼﻖ ﻣﻦ ﲡﺎﻭﺯ ﺍﳊﻮﺍﺟﺰ ﻭﲤﻠﹼﻚ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺪﺭﺟﺔ ‪‬ﺬﺍ ﺍﳌﻠ ‪‬‬
‫ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﻣﺪﺭﺟﺔ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺍﳌﻀﻤ‪‬ﻨﺔ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ )ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﺧﺎﺻ‪‬ﺔ ﲜﺴﻢ ﺍﻹﻧﺴﺎﻥ(‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪3‬‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ‬

‫‪ :‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﻭﻣﻮﺍﻋﻴﺪﻫﺎ ﻭﻣﻜﻮ‪‬ﻧﺎ‪‬ﺎ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ‪ - :‬ﻣﻌﺮﻓﺔ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴﺔ ﻭﺗﻮﺯﻳﻊ ﺃﻭﻗﺎ‪‬ﺎ ﰲ ﺍﻟﻴﻮﻡ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﻣﺼﺎﺩﺭ ﺍﻷﻏﺬﻳﺔ‪.‬‬
‫‪ :‬ﻳﺘ ‪‬ﻢ ﺇﻋﺪﺍﺩﻫﺎ ﻭﻓﻖ ﻃﺒﻴﻌﺔ ﺍﳌﻮﺿﻮﻉ ‪ :‬ﺻﻮﺭ ﻷﻏﺬﻳﺔ ﺣﻴﻮﺍﻧﻴ‪‬ﺔ ‪ /‬ﻧﺒﺎﺗﻴ‪‬ﺔ – ﺃﻏﺬﻳﺔ ﺣﻘﻴﻘﻴ‪‬ﺔ –‬ ‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ‬
‫ﺟﺪﺍﻭﻝ‪.‬‬
‫‪ - :‬ﻋﺪﻡ ﺇﺩﺭﺍﻙ ﺍﺭﺗﺒﺎﻁ ﺍﻷﻛﻞ ﲟﻮﻋﺪ ﳏﺪ‪‬ﺩ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﻋﺪﻡ ﺇﺩﺭﺍﻙ ﺃﳘﻴ‪‬ﺔ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻮﺟﺒﺔ ﺍﻟﻐﺬﺍﺋﻴﺔ‪.‬‬
‫‪ -‬ﺍﳋﻠﻂ ﺑﲔ ﻣﺼﺎﺩﺭ ﺍﻷﻏﺬﻳﺔ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺍﺣﺘﺮﺍﻡ ﻣﻮﺍﻋﻴﺪ ﺍﻷﻛﻞ‬
‫• ﺗﻌﺮ‪‬ﻑ ﻣﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﻛﻠﺔ ﺍﳌﺘﻮﺍﺯﻧﺔ‪.‬‬
‫• ﲤﻴﻴﺰ ﺍﻷﻏﺬﻳﺔ ﺍﳊﻴﻮﺍﻧﻴ‪‬ﺔ ﻣﻦ ﺍﻟﻨ‪‬ﺒﺎﺗﻴ‪‬ﺔ‪.‬‬
‫• ﺍﺣﺘﺮﺍﻡ ﻗﻮﺍﻋﺪ ﺣﻔﻆ ﺍﻟﺼﺤ‪‬ﺔ‪.‬‬

‫ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ‪:‬‬
‫ﳝﻜﻦ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﺍﻟﹼﱵ ﲤﻜﹼﻦ ﻣﻦ ﺍﻹﳌﺎﻡ ﺑﻜﺎﻓﹼﺔ ﻋﻨﺎﺻﺮ ﺍﳌﻮﺿﻮﻉ‬
‫‪ – 1‬ﳌﺎﺫﺍ ﻳﺘﻐﺬﹼﻯ ﺍﻹﻧﺴﺎﻥ ؟ ﻣﱴ ؟ ﻭﻛﻴﻒ ؟‬
‫‪ – 2‬ﻣﱴ ﻳﻜﻮﻥ ﺍﻟﻐﺬﺍﺀ ﺻﺤ‪‬ﻴﹼﺎ ؟‬
‫‪ – 3‬ﻫﻞ ﳝﻜﻦ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺷﺮﺏ ﺍﳌﺎﺀ ؟ ﳌﺎﺫﺍ ؟‬

‫‪ -‬ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ‪:‬‬
‫‪ -‬ﺍﺳﺘﺜﻤﺎﺭ ﺗﺼﻮ‪‬ﺭﺍﺕ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺧﺎﺻ‪‬ﺔ ﻣﺎ ﺍﺭﺗﺒﻂ ﻣﻨﻬﺎ ﺑﺎﳊﻮﺍﺟﺰ‪.‬‬

‫‪ -‬ﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﻟﺘ‪‬ﺠﺮﻳﺐ ‪:‬‬

‫ﺗﺮﻛﹼﺰ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﻣﻮﺍﻗﻒ ﻣﻦ ﺍﻟﻮﺍﻗﻊ ﺍﳌﻌﻴﺶ ‪‬ﺪﻑ ﺇﱃ ﺗﻌﺪﻳﻞ ﺍﻟﺘﺼﻮ‪‬ﺭﺍﺕ ﻭﺗﻘﻮﱘ ﺍﻟﺴ‪‬ﻠﻮﻛﺎﺕ‬
‫ﺍﻟﻐﺬﺍﺋﻴ ﹼﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑـ ‪:‬‬

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 ‫‪ -‬ﻣﻮﺍﻋﻴﺪ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ‬
‫‪ -‬ﻣﺼﺎﺩﺭ ﺍﻷﻏﺬﻳﺔ‪.‬‬
‫‪ -‬ﺃﳘﻴ‪‬ﺔ ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ‪.‬‬
‫‪ -‬ﺃﳘﻴ‪‬ﺔ ﺍﳌﺎﺀ ﺍﻟﺼ‪‬ﺎﱀ ﻟﻠﺸ‪‬ﺮﺏ‪.‬‬
‫‪ -‬ﺷﺮﻭﻁ ﺣﻔﻆ ﺍﻷﻃﻌﻤﺔ‪.‬‬
‫* ﳝﻜﻦ ﺍﺳﺘﺜﻤﺎﺭ ﻣﺎ ﻭﺭﺩ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻣﻦ ﺃﻧﺸﻄﺔ ﰲ ﺍﻟﻐﺮﺽ )ﳏﻮﺭ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ(‬

‫ﺍﻻِﺳﺘﻨﺘﺎﺟﺎﺕ ‪:‬‬
‫• ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﺛﻼﺙ ‪ :‬ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ‪ ،‬ﺍﻟﻐﺪﺍﺀ‪ ،‬ﺍﻟﻌﺸﺎﺀ ﺗﻜﻤ‪‬ﻠﻬﻤﺎ ‪‬ﺘﺎﻥ‬
‫• ﻟﻜ ﹼﻞ ﻭﺟﺒﺔ ﻏﺬﺍﺋﻴ‪‬ﺔ ﻣﻜﻮ‪‬ﻧﺎﺕ ﻣﺘﻨﻮ‪‬ﻋﺔ ﻧﺒﺎﺗﻴ‪‬ﺔ ﻭﺣﻴﻮﺍﻧﻴ‪‬ﺔ‪.‬‬
‫• ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ ﻭﺟﺒﺔ ﻏﺬﺍﺋﻴ‪‬ﺔ ﻫﺎﻣ‪‬ﺔ‪.‬‬
‫ﺐ ﺷﺮﺑﻪ ﺃﺛﻨﺎﺀ ﺍﻷﻛﻞ‪.‬‬
‫ﻱ‪ .‬ﻭﲡ‪‬ﻨ ِ‬‫• ﺷﺮﺏ ﺍﳌﺎﺀ ﺑﲔ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﺿﺮﻭﺭ ‪‬‬
‫ﻱ‪.‬‬
‫• ﺷﺮﻭﻁ ﺣﻔﻆ ﺍﻷﻏﺬﻳﺔ ﺿﺮﻭﺭ ‪‬‬

‫ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ‪:‬‬
‫ﺍﺳﺘﺜﻤﺎﺭ ﻣﺎ ﻭﺭﺩ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﺍﻟﻔﻘﺮﺓ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑـ ‪:‬‬
‫"ﺃﻭﻇﹼﻒ ﻣﻜﺘﺴﺒﺎﰐ" ﻭﺍﻟﹼﱵ ﳝﻜﻦ ﺩﻋﻤﻬﺎ ﺑﺘﻄﺒﻴﻘﺎﺕ ﺃﺧﺮﻯ‪.‬‬

‫ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﻭﺭﺩﺕ ﺑﺎﳌﻼﺣﻖ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﻟﺘ‪‬ﻘﻴﻴﻤﻴ‪‬ﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﺘ‪‬ﻐﺬﻳﺔ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻗﺘﺮﺍﺣﻬﺎ ﻋﻠﻰ‬
‫ﻒ ﻭﺧﺎﺻ‪‬ﺔ ﻣﺎ ﺗﻌﻠﹼﻖ ﻣﻨﻬﺎ‬
‫ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺃﻭ ﺍﺧﺘﻴﺎﺭ ﻏﲑﻫﺎ ﻭﺫﻟﻚ ﻗﺼﺪ ﺍﻟﺘ‪‬ﺤﻘﹼﻖ ﻣﻦ ‪ :‬ﲤﻠﹼﻚ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺪﺭﺟﺔ ‪‬ﺬﺍ ﺍﳌﻠ ‪‬‬
‫ﺼﺤ‪‬ﻲ ﻭﺍﻷﺑﻌﺎﺩ ﺍﻟﻨ‪‬ﻔﻌﻴ‪‬ﺔ‪.‬‬
‫ﺑﺎﳉﺎﻧﺐ ﺍﻟ ‪‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪4‬‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺗﻌﺮ‪‬ﻑ ﺍﻷﻋﻀﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻣﻦ ﻗﺒﻞ ﺣﻴﻮﺍﻧﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﺗﻨﺎﻭﻝ ﺍﻟﻐﺬﺍﺀ ‪ :‬ﺍﻷﺳﻨﺎﻥ – ﺍﳋﺮﻃﻮﻡ –‬
‫ﺍﳌﻨﻘﺎﺭ‪.‬‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺗﻌﺮ‪‬ﻑ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ ﻣﻦ ﻗﺒﻞ ﺣﻴﻮﺍﻧﺎﺕ ﰲ ﺃﻭﺳﺎﻃﻬﺎ ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺃﻟﻴﻔﺔ ﻭﺣﻴﻮﺍﻧﺎﺕ ﺑ ‪‬ﺮﻳ‪‬ﺔ – ﺟﺪﺍﻭﻝ ‪ ...‬ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫ﺹ ﲟﺤﻮﺭ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‬
‫ﺹ ﺑﺎﳌﻌﻠﹼﻢ(‪.‬‬
‫‪ -‬ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫‪ - :‬ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﻮﻉ ﺍﻟﻐﺬﺍﺀ ﻭﺍﻟﻌﻀﻮ ﺍﳌﺴﺘﻌﻤﻞ ﻟﻼﻟﺘﻘﺎﻁ‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻐﺬﹼﻯ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﳐﺘﻠﻔﺔ‪.‬‬
‫‪ - 1‬ﻭﺿﻌﻴ‪‬ﺔ ﺍﻻﺳﺘﻜﺸﺎﻑ ‪:‬‬
‫ﺍﻟﻨ‪‬ﺸﺎﻁ ﺍﻷﻭ‪‬ﻝ‬
‫• ﺍﻹﺟﺎﺑﺔ ﺿﻤﻦ ﺃﻓﺮﻗﺔ )‪ 3‬ﺃﻓﺮﻗﺔ ‪ (...‬ﻋﻦ ﺍﻟﺴ‪‬ﺆﺍﻝ ﺍﻟﻮﺍﺭﺩ ﺑﺎﻟﻘﺼﺎﺻﺎﺕ ‪:‬‬

‫ﺗﺴﻤﻴﺔ ‪ 3‬ﺣﻴﻮﺍﻧﺎﺕ ﺃﻟﻴﻔﺔ‬ ‫‪ -‬ﺍﻟﻔﺮﻳﻖ ﺍﻷﻭ‪‬ﻝ ‪:‬‬

‫ﺗﺴﻤﻴﺔ ‪ 3‬ﺣﻴﻮﺍﻧﺎﺕ ﺑﺮ‪‬ﻳﺔ‬ ‫‪ -‬ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﹼﺎﱐ ‪:‬‬

‫‪ -‬ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﹼﺎﻟﺚ ‪ :‬ﺗﺴﻤﻴﺔ ﺍﻷﻭﺳﺎﻁ ﺍﻟﹼﱵ ﺗﻌﻴﺶ ﻓﻴﻬﺎ ﺍﳊﻴﻮﺍﻧﺎﺕ‪.‬‬

‫• ﺍﺳﺘﺜﻤﺎﺭ ﻫﺬﺍ ﺍﻟﻨ‪‬ﺸﺎﻁ ﰲ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﻮﺳﻂ ﺍﻟﺒﻴﺊ ‪ :‬ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ – ﺍﳊﻴﻮﺍﻧﺎﺕ‬
‫ﺍﻟ ‪‬ﱪﻳ‪‬ﺔ – ﺍﻷﻣﺎﻛﻦ ﺍﻟﹼﱵ ﺗﻮﺟﺪ ‪‬ﺎ – ﺑﻌﺾ ﺍﳌﻨﺎﻓﻊ ﻭﺍﳌﻀﺎ ‪‬ﺭ‪.‬‬
‫ﻛﻤﺎ ﳝﻜﻦ ﰲ ﺇﻃﺎﺭ ﺍﻟﺘ‪‬ﻤﻬﻴﺪ ﻟﺪﺭﺍﺳﺔ ﻣﻔﻬﻮﻡ ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﺍﻟﺘﻌﺮ‪‬ﺽ ﺇﱃ ﻣﻔﺎﻫﻴﻢ ‪ :‬ﻋﺎﺷﺐ ‪ /‬ﻻﺣﻢ ‪ /‬ﻛﺎﻟﺶ ﺍﻟﹼﱵ ﻣﻦ‬
‫ﺍﳌﻔﺮﻭﺽ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺘﻌﹼﻠﻢ ﻗﺪ ﲤﻠﹼﻜﻬﺎ ﺧﻼﻝ ﺍﻟﺴ‪‬ﻨﺔ ﺍﻷﻭﱃ‪.‬‬

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 ‫‪ – 2‬ﺍﻟﺘ‪‬ﻌﻠﹼﻢ ﺍﳌﻨﻬﺠﻲ ‪:‬‬

‫ﺍﻟﻨ‪‬ﺸﺎﻁ ﺍﻟﺜﹼﺎﱐ‬
‫ﺗﻮﺯﻳﻊ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﺍﳌﻌﺪ‪‬ﺓ ﻣﺴﺒﻘﺎ ﻋﻠﻰ ﺍﻷﻓﺮﻗﺔ ﺍﻟﺜﻼﺛﺔ )ﻋﻤﻞ ﳎﻤﻮﻋﻲ ﳝﺜﹼﻞ ﺍﻣﺘﺪﺍﺩﺍ ﻟﻠﻨ‪‬ﺸﺎﻁ ﺍﻷﻭ‪‬ﻝ(‬
‫ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﹼﺎﻟﺚ‬ ‫ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﹼﺎﱐ‬ ‫ﺍﻟﻔﺮﻳﻖ ﺍﻷﻭ‪‬ﻝ‬
‫ﺍﳊﻴﻮﺍﻥ‬ ‫ﺍﻟﻮﺳﻂ‬ ‫ﺍﻟﻐﺬﺍﺀ‬ ‫ﺍﳊﻴﻮﺍﻥ ﺍﻟﱪ‪‬ﻱ‬ ‫ﺍﻟﻐﺬﺍﺀ‬ ‫ﺍﳊﻴﻮﺍﻥ ﺍﻷﻟﻴﻒ‬
‫‪................ ................ 1‬‬ ‫‪................ ................ 1‬‬ ‫‪................ ................ 1‬‬
‫‪................ ................ 2‬‬ ‫‪................ ................ 2‬‬
‫‪................ ................ 2‬‬ ‫‪................ ................ 3‬‬ ‫‪................ ................ 3‬‬

‫• ﻋﺮﺽ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻨﺠﺰﺓ ﻣﻦ ﻗﺒﻞ ﻣﻘﺮ‪‬ﺭ ﻛ ﹼﻞ ﻓﺮﻳﻖ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‬

‫• ﺍﺳﺘﺜﻤﺎﺭ ﻣﺎ ﺗﻀﻤ‪‬ﻨﻪ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﻣﻮﺿﻮﻉ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ ﻣﻦ ﻗﺒﻞ ﺣﻴﻮﺍﻧﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﺃﻭﺳﺎﻃﻬﺎ ﺍﻟﻄﹼﺒﻴﻌﻴ‪‬ﺔ ‪:‬‬
‫ﺍﻷﺳﻨﺎﻥ – ﺍﳋﺮﻃﻮﻡ – ﺍﳌﻨﻘﺎﺭ(‬
‫ﺃﻻﺣﻆ ﺍﻟﺼ‪‬ﻮﺭ ﹼﰒ ﺍﺫﻛﺮ ﺍﻷﻋﻀﺎﺀ ﺍﻟﹼﱵ ﺍﺳﺘﻌﻠﻤﻬﺎ ﻛ ﹼﻞ ﺣﻴﻮﺍﻥ ﰲ ﺍﻟﺘﻘﺎﻁ ﻏﺬﺍﺋﻪ ﺹ ‪ 53‬ﻭ ﺹ ‪ 54‬ﻣﻦ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‪.‬‬
‫• ﺍﻟﺘ‪‬ﻮﺻ‪‬ﻞ ﺇﱃ ﺍﳉﺪﻭﻟﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻭﺇﻏﻨﺎﺅﻫﺎ‪.‬‬

‫ﻋﻀﻮ ﺍﻟﺘﻘﺎﻁ ﺍﻟﻐﺬﺍﺀ‬ ‫ﺍﻟﻐﺬﺍﺀ‬ ‫ﺍﳊﻴﻮﺍﻥ‬

‫ﺍﳋﺮﻃﻮﻡ‬ ‫ﺍﻟﻌﺸﺐ‬ ‫ﺍﻟﻔﻴﻞ‬
‫ﺍﻷﺳﻨﺎﻥ‬ ‫ﺍﻟﻌﺸﺐ‬ ‫ﺍﳋﺮﻭﻑ‬
‫ﺍﳌﻨﻘﺎﺭ‬ ‫ﺍﳊﺒﻮﺏ‬ ‫ﺍﻟﺪ‪‬ﺟﺎﺟﺔ‬
‫ﺍﻟﻠﹼﺤﻢ‬ ‫ﺍﻟﻨ‪‬ﺴﺮ‬
‫‪.........................‬‬ ‫‪.........................‬‬ ‫‪.........................‬‬

‫ﺍﻟﻨ‪‬ﺸﺎﻁ ﺍﻟﺜﹼﺎﻟﺚ‬
‫ﺍﺳﺘﺜﻤﺎﺭ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ ﺑﺈﳒﺎﺯ ﺍﻟﺘ‪‬ﺼﻨﻴﻒ ﺍﳌﻄﻠﻮﺏ‪.‬‬

‫ﺍﳌﻨﻘﺎﺭ‬ ‫ﺍﳋﺮﻃﻮﻡ‬ ‫ﺍﻷﺳﻨﺎﻥ‬

‫‪..............................‬‬ ‫‪.............................. ..............................‬‬

‫‪..............................‬‬ ‫‪.............................. ..............................‬‬
‫‪..............................‬‬ ‫‪.............................. ..............................‬‬

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 ‫ﺍﻻِﺳﺘﻨﺘﺎﺝ ‪:‬‬
‫• ﺗﺘﻐﺬﹼﻯ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻋﻀﺎﺀ ﳐﺘﻠﻔﺔ ‪:‬‬
‫‪ -‬ﺍﳌﻨﻘﺎﺭ ‪ :‬ﺍﻟﻄﹼﻴﻮﺭ‬
‫‪ -‬ﺍﳋﺮﻃﻮﻡ ‪ :‬ﺍﻟﻔﻴﻞ ‪...‬‬
‫‪ -‬ﺍﻷﺳﻨﺎﻥ ‪ :‬ﺍﳋﺮﻭﻑ ‪...‬‬

‫‪ – 3‬ﺍﻟﺘﻌﻠﹼﻢ ﺍﻹﺩﻣﺎﺟﻲ ‪:‬‬

‫ﺍﻟﻨ‪‬ﺸﺎﻁ ﺍﻟﺮ‪‬ﺍﺑﻊ‬

‫‪ -‬ﻋﺮﺽ ﺍﳉﺪﻭﻝ ﺍﻟﺘ‪‬ﺎﱄ ﻋﻠﻰ ﺍﻟﺴﺒ‪‬ﻮﺭﺓ ﻭﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﺍﻹﺳﻬﺎﻡ ﰲ ﺗﻌﻤﲑﻩ )ﺷﻔﻮﻳ‪‬ﺎ ‪ /‬ﻛﺘﺎﺑﻴ‪‬ﺎ ﻋﻠﻰ ﺍﻷﻟﻮﺍﺡ(‬
‫ﻭﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﻟﻠﺘ‪‬ﺤﻠﻴﻞ ﻭﺍﻹﺻﻼﺡ ﻭﺍﻟﺘ‪‬ﻌﻠﻴﻞ‪.‬‬
‫• ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪ :‬ﺗﻮﺯﻳﻊ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ﻋﻠﻰ ﺧﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ‪:‬‬
‫ﺍﻷﺳﻨﺎﻥ – ﺍﻟ ‪‬ﱪ – ﺍﻟﻔﻴﻞ – ﺍﻟﻐﺰﺍﻝ – ﺍﳋﺮﻃﻮﻡ – ﺍﻟﺒﻘﺮﺓ – ﺍﳌﻨﻘﺎﺭ – ﺍﻟ ‪‬ﱪ ‪ /‬ﺍﳌﺎﺀ – ﺍﻟﻌﺸﺐ –‬
‫ﺍﳊﻤﺎﻣﺔ – ﺍﻟﻠﹼﺤﻢ – ﺍﻟﺘ‪‬ﻤﺴﺎﺡ – ﺍﳊﺒﻮﺏ – ﺍﻟﻨ‪‬ﻤﺮ‬
‫ﻋﻀﻮ ﺍﻟﺘﻘﺎﻁ ﺍﻟﻐﺬﺍﺀ‬ ‫ﺍﻟﻐﺬﺍﺀ‬ ‫ﺍﻟﻮﺳﻂ ﺍﻟﹼﺬﻱ ﻳﻌﻴﺶ ﻓﻴﻪ‬ ‫ﺍﳊﻴﻮﺍﻥ‬
‫‪..............................‬‬ ‫‪.................................‬‬ ‫‪.................................‬‬ ‫‪.......................‬‬
‫‪..............................‬‬ ‫‪.................................‬‬ ‫‪.................................‬‬ ‫‪.......................‬‬
‫‪..............................‬‬ ‫‪.................................‬‬ ‫‪.................................‬‬ ‫‪.......................‬‬
‫‪..............................‬‬ ‫‪.................................‬‬ ‫‪.................................‬‬ ‫‪.......................‬‬

‫‪ – 4‬ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫‪ -‬ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺪﻯ ﲤﻠﹼﻚ ﺍﳌﻔﻬﻮﻡ ﺍﳌﺪﺭ‪‬ﺱ ﻭﲡﺎﻭﺯ ﺍﳊﻮﺍﺟﺰ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺮﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﻮﻉ ﺍﻟﻐﺬﺍﺀ ﻭﺍﻟﻌﻀﻮ‬
‫ﺍﳌﺴﺘﻌﻤﻞ ﻻﻟﺘﻘﺎﻃﻪ ﻭﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ ﻳﺘ ‪‬ﻢ ﺇﳒﺎﺯ ‪:‬‬
‫• ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ ‪ 3‬ﺍﳌﻀﻤ‪‬ﻦ ﺑﺎﳌﻼﺣﻖ )ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ( ﺭﺑﻂ ﺻﻮﺭﺓ ﺍﳊﻴﻮﺍﻥ ﺑﺎﻟﻌﻀﻮ ﺍﻟﹼﺬﻱ ﻳﻠﺘﻘﻂ ﺑﻪ ﻏﺬﺍﺀﻩ‪.‬‬
‫• ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ ‪ 4‬ﺍﳌﻀﻤ‪‬ﻦ ﺑﺎﳌﻼﺣﻖ )ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ( ‪ :‬ﺇﺻﻼﺡ ﺍﳋﻄﺈ ﻭﺗﻌﻠﻴﻞ ﺍﻹﺟﺎﺑﺔ‪.‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪5‬‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ‬

‫‪ :‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ = ﺍﳌﺸﻲ ‪ /‬ﺍﻟﻘﻔﺰ ‪ /‬ﺍﻟﻌﺪﻭ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻛﻴﻔﻴ‪‬ﺔ ﺍﻟﺘﻨﻘﹼﻞ ﻭﺍﻷﻋﻀﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺫﻟﻚ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﺻﻮﺭ ﻟﺮﻳﺎﺿﻴ‪‬ﲔ – ﻣﺒﺎﺭﻳﺎﺕ ﻣﺘﻨﻮ‪‬ﻋﺔ ‪ -‬ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ‪) -‬ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫ﺹ ﺑﺎﳌﻌﻠﹼﻢ(‪.‬‬
‫‪ - :‬ﻧﻮﻋﻴ‪‬ﺔ ﺣﺮﻛﺔ ﺍﻟﻌﻀﻮ ﺃﺛﻨﺎﺀ ﻛ ﹼﻞ ﳕﻂ ﺗﻨﻘﹼﻞ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﺍﻹﻧﺴﺎﻥ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺃﺻﺎﺑﻊ ﺍﻟﻘﺪﻡ ﻋﻨﺪﻣﺎ ﻳﻌﺪﻭ ﺃﻭ ﻳﻘﻔﺰ‪.‬‬
‫• ﺍﻹﻗﺮﺍﺭ ﺃ ﹼﻥ ﺍﻹﻧﺴﺎﻥ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻛﺎﻣﻞ ﺍﻟﻘﺪﻡ ﻋﻨﺪ ﺍﳌﺸﻲ‪.‬‬

‫‪ - 1‬ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ‪:‬‬

‫ﺇﺛﺮ ﺍﻧﺘﻬﺎﺀ ﺣﺼ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴ‪‬ﺔ ﺍﻟﹼﱵ ﺗﺘﻜﺮ‪‬ﺭ ﻣﺮ‪‬ﺓ ﰲ ﺍﻷﺳﺒﻮﻉ ﻋﺎﺩ ﻋﻼﺀ ﺇﱃ ﺍﳌﱰﻝ ﻭﳌﹼﺎ ﻗﻄﻊ ﻧﺼﻒ ﺍﳌﺴﺎﻓﺔ ﺍﻟﹼﱵ‬
‫ﺗﻔﺼﻞ ﺍﳌﱰﻝ ﻋﻦ ﺍﳌﺪﺭﺳﺔ ﻓﺎﺟﺄﻩ ﺍﳌﻄﺮ‪.‬‬
‫ﺃﺳﺮﻉ ﻋﻼﺀ‪ ،‬ﻭﳌﹼﺎ ﱂ ﺗﻌﺪ ﺗﻔﺼﻠﻪ ﻋﻦ ﺍﳌﱰﻝ ﺇ ﹼﻻ ﻣﺴﺎﻓﺔ ﻗﺼﲑﺓ ﻓﻮﺟﺊ ﺑﻮﺟﻮﺩ ﺑﺮﻛﺔ ﻣﺎﺀ ﺻﻐﲑﺓ ﺃﻣﺎﻣﻪ‪.‬‬
‫* ﺗﺴﺘﺜﻤﺮ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ﰲ ﻣﺮﺍﺟﻌﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﻣﺴﺎﻓﺔ ﺃﻗﺼﺮ ‪ /‬ﻣﺴﺎﻓﺔ ﺃﻃﻮﻝ )ﺍﻟﻔﻀﺎﺀ(‬
‫‪ -‬ﻣﻔﻬﻮﻡ ﺍﻟﺰ‪‬ﻣﻦ ‪ :‬ﺃﺣﺪﺍﺙ ﺩﻭﺭﻳ‪‬ﺔ )ﺣﺼ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴ‪‬ﺔ( ‪...‬‬
‫‪ -‬ﺃﺣﺪﺍﺙ ﻏﲑ ﺩﻭﺭﻳ‪‬ﺔ )ﻧﺰﻭﻝ ﺍﳌﻄﺮ( ‪...‬‬

‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬
‫‪ -‬ﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﻟﻠﻤﺘﻌﻠﹼﻤﲔ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﳊﻠﻮﻝ ﺍﳌﻼﺋﻤﺔ‬
‫‪ -‬ﺍِﺳﺘﺜﻤﺎﺭ ﺍﻟﺒﻌﺾ ﻣﻨﻬﺎ‬
‫‪ -‬ﻣﻮﺍﺻﻠﺔ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳊﻠﻮﻝ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﺴ‪‬ﻨﺪ ﺍﻟﺒﺼﺮﻱ ﺍﳌﻘﺘﺮﺡ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﺃﻻﺣﻆ ﻭﺃﻋﺒ‪‬ﺮ( ﻭﺑﺎﺳﺘﺜﻤﺎﺭ‬
‫ﺑﻌﺾ ﺍﻷﺟﻮﺑﺔ ﻣﻦ ﻓﻘﺮﺓ "ﺃﲝﺚ" ﻣﺜﺎﻝ ‪:‬‬
‫‪ -‬ﻋﺎﺩ ﻋﻼﺀ ﺇﱃ ﺍﻟﺒﻴﺖ ﻣﺸﻴﺎ‪.‬‬
‫‪ -‬ﻋﺎﺩ ﻋﻼﺀ ﺇﱃ ﺍﻟﺒﻴﺖ ﻗﻔﺰﺍ‪.‬‬
‫‪ -‬ﻋﺎﺩ ﻋﻼﺀ ﺇﱃ ﺍﻟﺒﻴﺖ ﻋﺪﻭﺍ‬
‫* ﻳﺴﺠ‪‬ﻞ ﺍﳌﻌﻠﹼﻢ ﻋﻠﻰ ﺍﻟﺴﺒ‪‬ﻮﺭﺓ ﻣﺎ ﻳﺮﺗﺒﻂ ﺑﺎﳌﻔﻬﻮﻡ ﺍﳌﱪﻣﺞ‪.‬‬

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 ‫* ﻳﺪﻋﻮ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻣﻨﺎﻗﺸﺔ ﺍﳊﻠﻮﻝ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫* ﻳﻘﺒﻞ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﳌﺪﻋ‪‬ﻤﺔ ﺑﺎﳊﺠ‪‬ﺔ‪.‬‬

‫ﺍﳌﻤﺎﺭﺳﺎﺕ )ﲡﺮﻳﺐ( ‪:‬‬

‫ﻳﻘﺴ‪‬ﻢ ﺍﳌﻌﻠﹼﻢ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﳎﻤﻮﻋﺎﺕ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻷﻧﺸﻄﺔ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﳎﻤﻮﻋﺔ ﲤﺎﺭﺱ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪.‬‬
‫‪ -‬ﳎﻤﻮﻋﺔ ﲤﺎﺭﺱ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻴﺪ‬
‫‪ -‬ﳎﻤﻮﻋﺔ ﲤﺎﺭﺱ ﻟﻌﺒﺔ ﺍﻟﻮﺛﺐ ﺍﻟﻄﹼﻮﻳﻞ‬
‫* ﻣﻼﺣﻈﺔ ‪ :‬ﻻ ﺗﺘﺠﺎﻭﺯ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﻣﺪ‪‬ﺓ ﻃﻮﻳﻠﺔ‬
‫ﻱ ﻧﺸﺎﻁ ﺁﺧﺮ ﻟﺘﻮﻇﻴﻒ ﺍﳌﻜﺘﺴﺐ )ﺃﳕﺎﻁ ﺍﻟﺘﻨﻘﹼﻞ ﻟﺪﻯ‬ ‫‪ -‬ﻫﺬﻩ ﺃﻧﺸﻄﺔ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻭﻟﻠﻤﻌﻠﹼﻢ ﺣﺮﻳ‪‬ﺔ ﺍﺧﺘﻴﺎﺭ ﺃ ‪‬‬
‫ﺍﻹﻧﺴﺎﻥ(‬
‫‪ -‬ﻓﺴﺢ ﺍ‪‬ﺎﻝ ﻟﻠﺘ‪‬ﻼﻣﻴﺬ ﻟﺬﻛﺮ ﺍﻟﺘﻨﻘﹼﻞ ﺃﺛﻨﺎﺀ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮ‪‬ﻳﺎﺿﻴﺔ ﺍﻟﹼﱵ ﻣﺎﺭﺳﻮﻫﺎ ﰲ ﺳﺎﺣﺔ ﺍﳌﺪﺭﺳﺔ‪.‬‬

‫ﺍﻻِﺳﺘﻨﺘﺎﺝ ‪:‬‬
‫• ﺍﻹﻧﺴﺎﻥ ﻳﺘﻨﻘﹼﻞ ﻣﺸﻴﺎ ﻭﻗﻔﺰﺍ ﻭﻋﺪﻭﺍ‪.‬‬
‫• ﺍﻹﻧﺴﺎﻥ ﻳﺘﻨﻘﹼﻞ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﺸﻴﺎ‪.‬‬

‫ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ‪ :‬ﺇﳒﺎﺯ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﳌﺪﺭﺟﺔ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﻓﻘﺮﺓ "ﺃﲝﺚ"‬

‫* ﳝﻜﻦ ﻟﻠﻤﻌﻠﹼﻢ ﺃﻥ ﻳﺪﻋ‪‬ﻢ ﺍﳌﻔﻬﻮﻡ ﺑﺎﻗﺘﺮﺍﺡ ﲤﺎﺭﻳﻦ ﻭﺃﻋﻤﺎﻝ ﺗﻄﺒﻴﻘﻴ‪‬ﺔ ‪.‬‬

‫ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪ :‬ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺤﻘﹼﻖ ﻣﻦ ﲤﻠﹼﻚ ﺍﳌﻔﻬﻮﻡ ﺍﳌﺴﺘﻬﺪﻑ ﻭﺗﺪﻋﻴﻤﻪ ﺑﺎﺳﺘﺜﻤﺎﺭ ﻋﻴ‪‬ﻨﺎﺕ ﻣﻦ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﻳﺘﺨﻴ‪‬ﺮﻫﺎ ﺍﳌﻌﻠﹼﻢ ﻣﻦ‬
‫ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺍﻟﻮﺍﺭﺩﺓ ﲟﻠﺤﻖ ﻛﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ )ﳏﻮﺭ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ(‬
‫* ﳝﻜﻦ ﻟﻠﻤﻌﻠﹼﻢ ﺍﺳﺘﺜﻤﺎﺭ ﺣﺼﺺ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﺸﻜﻴﻠﻴ‪‬ﺔ ﻭﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴ‪‬ﺔ ﻟﺘﺪﻋﻴﻢ ﺍﳌﻔﻬﻮﻡ )ﺃﻟﻌﺎﺏ ﺍﻟﺘ‪‬ﻘﻠﻴﺪ ‪ :‬ﺗﻘﻠﻴﺪ ﻣﺸﻴﺔ‬
‫ﺍﻟﺒﻄﹼﺔ‪ ،‬ﺗﻘﻠﻴﺪ ﻗﻔﺰ ﺍﻷﺭﻧﺐ ‪.(...‬‬

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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪6‬‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ = ﺍﻟﻘﻔﺰ ‪ -‬ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ‪ -‬ﺍﻟﻄﹼﲑﺍﻥ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ ﺃﳕﺎﻁ ﺗﻨﻘﹼﻠﻬﺎ‪.‬‬
‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﺟﺪﻭﻝ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺒﺤﻮﺙ ﻋﻠﻰ ﺍﻟﺴﺒ‪‬ﻮﺭﺓ ﻭﻋﻠﻰ ﺃﻭﺭﺍﻕ ﻃﺎﺋﺮﺓ – ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻘﹼﻞ ﺣﺴﺐ ﺃﳕﺎﻁ‬
‫ﳐﺘﻠﻔﺔ ﺇﺫﺍ ﺗﻌﺬﹼﺭﺕ ﻣﻼﺣﻈﺔ ﺣﻴﻮﺍﻧﺎﺕ ﺣﻘﻴﻘﻴ‪‬ﺔ ‪ :‬ﺃﺭﻧﺐ – ﺿﻔﺪﻋﺔ – ﲰﻜﺔ – ﲪﺎﻣﺔ – ﲝﻮﺙ‬
‫ﺹ ﺑﺎﳌﻌﻠﹼﻢ(‪.‬‬
‫ﻣﻌﺪ‪‬ﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺿﻤﻦ ﺍﻷﻓﺮﻗﺔ ‪-‬ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫‪ – :‬ﺃﳕﺎﻁ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫– ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻮﺳﻂ ﻭﺍﻟﻌﻀﻮ ﻭﺃﳕﺎﻁ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ ﳕﻂ ﺗﻨﻘﹼﻠﻬﺎ‪.‬‬
‫• ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻭﻇﻴﻔﺔ ﺍﻟﻌﻀﻮ ﻭﳕﻂ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‪.‬‬
‫‪ - 1‬ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ‪:‬‬
‫ﻋﺪﺩ ‪ 1‬ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺴ‪‬ﻨﺪ ﺍﻟﺒﺼﺮﻱ ﻋﺪﺩ ‪ 1‬ﺍﳌﻘﺘﺮﺡ ﰲ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﺻﻮﺭﺓ ﳏﻤﻴ‪‬ﺔ(‪.‬‬
‫ﻋﺪﺩ ‪ 2‬ﺍﺳﺘﺜﻤﺎﺭ ﻧﺘﺎﺋﺞ ﺯﻳﺎﺭﺓ ﶈﻤﻴ‪‬ﺔ )ﺇﻥ ﺃﻣﻜﻦ(‪.‬‬
‫ﻋﺪﺩ ‪ 3‬ﲝﺚ ﻣﻴﺪﺍﱐ‪.‬‬
‫ﺗﻘﺴﻴﻢ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ‪ 3‬ﺃﻓﺮﻗﺔ ‪:‬‬ ‫‪ -‬ﲝﺚ ﻣﻮﺟ‪‬ﻪ ﺑﺄﺳﺌﻠﺔ ﺣﻮﻝ ﺃﳕﺎﻁ ﺗﻨﻘﹼﻞ ﻣﻮﺟﻮﺩﺓ ﺑﻮﺳﻂ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‬
‫ﺍﻟﻔﺮﻳﻖ ‪ 1‬ﻳﻘﻮﻡ ﺑﺒﺤﺚ ﺣﻮﻝ ﺗﻨﻘﹼﻞ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﻟ ‪‬ﱪ‪.‬‬
‫ﺍﻟﻔﺮﻳﻖ ‪ 2‬ﻳﻨﺠﺰ ﲝﺜﺎ ﺣﻮﻝ ﺗﻨﻘﹼﻞ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﳉ ‪‬ﻮ‪.‬‬
‫ﺍﻟﻔﺮﻳﻖ ‪ 3‬ﻳﻘﻮﻡ ﺑﺒﺤﺚ ﺣﻮﻝ ﺗﻨﻘﹼﻞ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫ﻫﺬﻩ ﺃﺳﺌﻠﺔ ﳝﻜﻦ ﺃﻥ ﺗﻮﺟ‪‬ﻪ ﺍﻟﺒﺤﺚ ‪:‬‬
‫ﻣﺜﺎﻝ ‪ : 1‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﰲ ﺍﳉﻮ‪‬‬
‫‪ - 1‬ﻣﺎ ﺍﻟﹼﺬﻱ ﳝﻜﹼﻦ ﺍﻟﻨ‪‬ﺴﺮ ﻣﻦ ﺍﻟﺘ‪‬ﺤﻠﻴﻖ ﰲ ﺍﻟﻔﻀﺎﺀ ؟‬
‫‪ – 2‬ﻫﻞ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺪﺟﺎﺟﺔ ﺍﻟﻄﹼﲑﺍﻥ ؟ ﻋﻠﹼﻞ ﺟﻮﺍﺑﻚ‬
‫‪ – 3‬ﺍِﲨﻊ ﺻﻮﺭﺍ ﻟﻄﺎﺋﺮ ﻋﻨﺪ ﺍﻹﻗﻼﻉ‪ ،‬ﻋﻨﺪ ﺍﻟﻄﹼﲑﺍﻥ‪ ،‬ﻋﻨﺪ ﺍﻟﺘ‪‬ﺤﻠﻴﻖ‪ ،‬ﻋﻨﺪ ﺍﻟﻨ‪‬ﺰﻭﻝ ﻭﻗﺎﺭﻥ ﺑﲔ ﺣﺮﻛﺔ ﺍﳉﻨﺎﺣﲔ ﰲ‬
‫ﻛ ﹼﻞ ﺣﺎﻟﺔ‪.‬‬
‫ﻣﺜﺎﻝ ‪: 2‬‬
‫‪ -‬ﻣﺎ ﺍﻟﹼﺬﻱ ﳝﻜﹼﻦ ﺍﳊﺼﺎﻥ ﻣﻦ ﺍﻟﻌﺪﻭ ؟‬
‫‪ -‬ﻫﻞ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﻴﻞ ﺍﻟﻘﻔﺰ ؟ ﻋﻠﹼﻞ ﺟﻮﺍﺑﻚ‬

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‫‪ -‬ﺍِﲨﻊ ﺻﻮﺭﺍ ﳊﻴﻮﺍﻧﺎﺕ ‪ :‬ﺃﺭﻧﺐ ﻳﻘﻔﺰ – ﻏﺰﺍﻝ ﻳﻌﺪﻭ – ﲨﻞ ﳝﺸﻲ ‪ ...‬ﻭﻗﺎﺭﻥ ﺑﲔ ﺣﺮﻛﺔ ﺍﻟﻘﻮﺍﺋﻢ ﰲ ﻛ ﹼﻞ ﳕﻂ‪.‬‬
‫ﻣﺜﺎﻝ ‪: 3‬‬
‫‪ -‬ﻣﺎ ﺍﻟﹼﺬﻱ ﳝﻜﹼﻦ ﺍﻟﺴ‪‬ﻤﻜﺔ ﻣﻦ ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ؟‬
‫‪ -‬ﻫﻞ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻀ‪‬ﻔﺪﻋﺔ ﺍﻟﺴ‪‬ﺒﺎﺣﺔ ؟ ﻋﻠﹼﻞ ﺟﻮﺍﺑﻚ‪.‬‬
‫‪ -‬ﺍِﲨﻊ ﺻﻮﺭﺍ ﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻘﹼﻞ ﰲ ﺍﳌﺎﺀ ﻭﻗﺎﺭﻥ ﺑﻴﻨﻬﺎ‪.‬‬
‫‪ – 2‬ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺒﺤﻮﺙ ‪:‬‬
‫* ﳝﻜﻦ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﺍﳌﺘﻤﺜﹼﻠﺔ ﰲ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬
‫‪ -‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ )ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻷﻏﺬﻳﺔ(‬
‫‪ -‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ‪ :‬ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ‪.‬‬
‫‪ -‬ﺍﻟﺰ‪‬ﻣﻦ ‪ :‬ﺃﺳﺮﻉ ‪ /‬ﺃﺑﻄﺄ‪.‬‬
‫‪ -‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺒﻞ ﻣﻘﺮ‪‬ﺭ ﻛ ﹼﻞ ﻓﺮﻳﻖ‬
‫‪ -‬ﻓﺴﺢ ﺍ‪‬ﺎﻝ ﻟﻠﺘ‪‬ﻼﻣﻴﺬ ﳌﻨﺎﻗﺸﺔ ﺍﻟﻌﺮﺽ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ )ﺍﻟﺘ‪‬ﺤﻠﻴﻞ – ﺍﻟﺘ‪‬ﻌﻠﻴﻞ – ﺇﺻﻼﺡ ﺍﳋﻄﺈ(‪.‬‬
‫‪ -‬ﻳﻜﻮﻥ ﺍﳌﻌﻠﹼﻢ ﻗﺪ ﺃﻋ ‪‬ﺪ ﺟﺪﻭﻻ ﻣﺴﺒ‪‬ﻘﺎ ﻋﻠﻰ ﺍﻟﺴ‪‬ﺒﻮﺭﺓ ﻭﻋﻠﻰ ﺃﻭﺭﺍﻕ ﺗﻮﺯ‪‬ﻉ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺿﻤﻦ ﺃﻓﺮﻗﺔ ﻟﺘﺪﻭﻳﻦ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﳌﺘ‪‬ﻔﻖ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺍﳊﺼﺎﻥ‬ ‫ﺍﻟﺴ‪‬ﻤﻜﺔ‬ ‫ﺍﳊﻤﺎﻣﺔ‬ ‫ﺍﻷﺭﻧﺐ‬

‫ﳕﻂ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﳕﻂ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﳕﻂ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﳕﻂ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬
‫‪............................... ............................... .............................‬‬ ‫‪..........................‬‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﺃﻋﻀﺎﺀ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﻋﻀﻮ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﻋﻀﻮ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬
‫‪............................... ............................... .............................‬‬ ‫‪..........................‬‬
‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﺧﺼﺎﺋﺼﻪ‬ ‫ﺷﻜﻠﻪ‬
‫‪............................... ............................... .............................‬‬ ‫‪..........................‬‬

‫‪ – 3‬ﺍﳌﻼﺣﻈﺔ ‪:‬‬
‫ﻳﺘ ‪‬ﻢ ﺩﻋﻢ ﻣﺎ ﺗﻮﺻ‪‬ﻞ ﺇﻟﻴﻪ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻣﻦ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺃﻭ‪‬ﻟﻴ‪‬ﺔ ﲟﻼﺣﻈﺔ ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻘﹼﻞ ﺣﺴﺐ ﺃﳕﺎﻁ ﳐﺘﻠﻔﺔ ﰲ‬
‫ﺃﻭﺳﺎﻃﻬﺎ – ﻣﻌﺎﻳﻨﺔ ﺣﻴﻮﺍﻧﺎﺕ ﺣﻘﻴﻘﻴ‪‬ﺔ )ﺃﺭﻧﺐ – ﺿﻔﺪﻋﺔ – ﲰﻜﺔ – ﲪﺎﻣﺔ(‪.‬‬

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 ‫‪ - 4‬ﺍﻻﺳﺘﻨﺘﺎﺝ ‪:‬‬
‫• ﺗﺘﻨﻘﹼﻞ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﻟ ‪‬ﱪ ﻋﺪﻭﺍ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻗﻮﺍﺋﻤﻬﺎ ﺍﻟﻄﹼﻮﻳﻠﺔ ﻛﺎﳊﺼﺎﻥ ﻭﺍﻟﻐﺰﺍﻝ‪.‬‬
‫• ﺗﺘﻨﻘﹼﻞ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﻟ ‪‬ﱪ ﻗﻔﺰﺍ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻗﻮﺍﺋﻤﻬﺎ ﺍﳋﻠﻔﻴ‪‬ﺔ ﻛﺎﻷﺭﻧﺐ ﻭﺍﻟﻜﻨﻐﺮ ﻭﺍﻟﻀ‪‬ﻔﺪﻋﺔ‪.‬‬
‫• ﺗﺘﻨﻘﹼﻞ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﳉ ‪‬ﻮ ﻃﲑﺍﻧﺎ ﺑﻮﺍﺳﻄﺔ ﺃﺟﻨﺤﺘﻬﺎ‪.‬‬
‫• ﺗﺘﻨﻘﹼﻞ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﳌﺎﺀ ﺳﺒﺎﺣﺔ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺰ‪‬ﻋﺎﻧﻒ ﻛﺎﻟﺴ‪‬ﻤﻜﺔ‪.‬‬
‫‪ - 5‬ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ‪ :‬ﲣﻴ‪‬ﺮ ﺑﻌﺾ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﳌﺪﺭﺟﺔ ﺿﻤﻦ ﻣﻠ ‪‬‬
‫ﻒ ﺍﻟﺘﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻣﻊ ﺍﳊﺮﺹ ﻋﻠﻰ‬
‫ﺃﻥ ﺗﻐﻄﹼﻲ ﺍﻷﻧﺸﻄﺔ ﳐﺘﻠﻒ ﺃﳕﺎﻁ ﺍﻟ‪‬ﺘﻨﻘﹼﻞ ﺍﳌﺪﺭﻭﺳﺔ‪ .‬ﻭﺑﺎﻹﻣﻜﺎﻥ ﺍﻗﺘﺮﺍﺡ ﲤﺮﻳﻦ ﺇﺩﻣﺎﺟﻲ ﻛﺎﻵﰐ ‪) :‬ﻭﺿﻊ ﻋﻼﻣﺔ )×(‬
‫ﰲ ﺍﳋﺎﻧﺔ ﺍﳌﻨﺎﺳﺒﺔ(‪.‬‬
‫ﺃﻋـﻀﺎﺀ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬ ‫ﻃــﺮﻕ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬
‫ﺃﺟﻨﺤﺔ‬ ‫ﻗﻮﺍﺋﻢ‬ ‫ﺯﻋﺎﻧﻒ‬ ‫ﺗﻄﲑ‬ ‫ﺗﺰﺣﻒ‬ ‫ﺗﺴﺒﺢ‬ ‫ﺗﻘﻔﺰ‬ ‫ﲤﺸﻲ‬ ‫ﺍﳉ ‪‬ﻮ‬ ‫ﺍﳌﺎﺀ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟ ‪‬ﱪ‬
‫ﻭﲡﺮﻱ‬

‫ﺍﻟﻐﺰﺍﻟﺔ‬
‫ﺍﻟﺒﻄﹼﺔ‬
‫ﺍﻟﺒﻮﻣﺔ‬
‫ﺍﻷﻓﻌﻰ‬
‫ﺍﻟﻜﻨﻐﺮ‬
‫ﺍﻟﻀ‪‬ﻔﺪﻋﺔ‬
‫ﺍﻟﺴ‪‬ﻤﻜﺔ‬

‫‪ - 6‬ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫‪ -‬ﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﺤﻘﹼﻖ ﻣﻦ ﲤﻠﹼﻚ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﳌﻔﻬﻮﻡ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻭﺭﺑﻂ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﻮﺳﻂ ﻭﺍﻟﻌﻀﻮ ﻭﺃﳕﺎﻁ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﺑﺈﳒﺎﺯ ﲤﺎﺭﻳﻦ‬
‫ﺗﻘﻴﻴﻤﻴ‪‬ﺔ ﻣﻦ ﺍﻟﻌﻴ‪‬ﻨﺎﺕ ﺍﳌﻀﻤ‪‬ﻨﺔ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺍﻟﻮﺍﺭﺩﺓ ﲟﻠﺤﻖ ﻛﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ )ﳏﻮﺭ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ(‪.‬‬
‫‪ - 7‬ﺇﳒﺎﺯ ﻣﺸﺎﺭﻳﻊ ‪:‬‬
‫* ﺍﺳﺘﺜﻤﺎﺭ ﺭﻛﻦ "ﺃﳒﺰ ﻣﺸﺮﻭﻋﺎ" ﺑﻌﺮﺽ ﺃﻓﻀﻞ ﺍﻟﺘ‪‬ﺼﻨﻴﻔﺎﺕ ﺍﻟﹼﱵ ﺃﻋﺪ‪‬ﻫﺎ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﰲ ﺍﻟﺮ‪‬ﻛﻦ ﺍﳌﺨﺼ‪‬ﺺ ﻟﻺﻳﻘﺎﻅ‬
‫ﺍﻟﻌﻠﻤﻲ ﺑﻘﺎﻋﺔ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ‪.‬‬
‫* ﺗﺮﺑﻴﺔ ﺣﻴﻮﺍﻥ )ﺃﺭﻧﺐ ﻣﺜﻼ( ﻭﺇﻋﺪﺍﺩ ﺑﻄﺎﻗﺔ ﻣﺘﺎﺑﻌﺔ ﺗﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻛﻴﻔﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻭﺍﻟﻐﺬﺍﺀ ﻭﺍﻟﻨﻤ ‪‬ﻮ ﻭﳝﻜﻦ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺫﻟﻚ ﰲ ﺣﺼﺺ ﺍﻟﹼﺘﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﻘﻨﻴﺔ ﰲ ﺇﻃﺎﺭ ﺗﺮﺍﺑﻂ ﺍﳌﻮﺍ ‪‬ﺩ ﻭﺗﻜﺎﻣﻠﻬﺎ‪ ،‬ﻭﰲ ﻧﻄﺎﻕ ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﻋﺘﻤﺎﺩ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﺍﻟﹼﺬﻱ ﺍﻗﺘﺮﺣﻨﺎ ﳕﻮﺫﺟﺎ ﰲ ﻛﻴﻔﻴ‪‬ﺔ ﺍﻻﺷﺘﻐﺎﻝ ﻋﻠﻴﻪ ﺑﺎﳌﻘﺪ‪‬ﻣﺔ ﺍﳌﻮﺟ‪‬ﻬﺔ ﻟﻠﻤﻌﻠﹼﻢ‪.‬‬

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‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪7‬‬ ‫ﺟﺬﺍﺫﺓ ﺗﻨﺸﻴﻂ ﻋﺪﺩ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪.‬‬ ‫ﺍﶈﻮﺭ‬
‫‪ :‬ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ‪.‬‬ ‫ﺍﶈﺘﻮﻯ‬
‫ﺍﳍﺪﻑ ﺍﳌﻤﻴ‪‬ﺰ ‪ :‬ﺗﻌﺮ‪‬ﻑ ﺍﻷﻭﺳﺎﻁ ﺍﻟﹼﱵ ﻳﺘﻨﻔﹼﺲ ﻓﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ‪.‬‬
‫ﺹ ﺑﺎﳌﻌﻠﹼﻢ – ﺭﺳﻮﻡ ﻭﻣﻮﺿ‪‬ﺤﺎﺕ ‪...‬‬ ‫ﺍﳌﺴﺘﻠﺰﻣﺎﺕ ‪ :‬ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ – ﺍﳌﻠﺤﻖ ﺍﳋﺎ ‪‬‬
‫‪ - :‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻭﺍﻟﻮﺳﻂ ﺍﻟﹼﺬﻱ ﻳﻌﻴﺶ ﻓﻴﻪ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ‪.‬‬ ‫ﺍﳊﻮﺍﺟﺰ‬
‫‪ -‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺳﺮﻋﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻭﺍﳊﺎﻟﺔ ﺍﻟﹼﱵ ﻳﻜﻮﻥ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ‪.‬‬
‫‪ -‬ﺃﺳﺒﺎﺏ ﺗﻌﻄﹼﻞ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪.‬‬
‫ﻣﻌﺎﻳﲑ ﺍﻟﻨ‪‬ﺠﺎﺡ ‪ • :‬ﺭﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻭﺍﻟﻮﺳﻂ‪.‬‬
‫• ﺗﻌﺮ‪‬ﻑ ﺃ ﹼﻥ ﻧﺴﻖ ﺍﻟﺘﻨ ﹼﻔﺲ ﻣﺮﺗﺒﻂ ﺑﺎﳊﺎﻟﺔ ﺍﻟﹼﱵ ﻳﻜﻮﻥ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ‪.‬‬
‫• ﺗﻌﺮ‪‬ﻑ ﺍﳊﺎﻻﺕ ﺍﻟﹼﱵ ﺗﺘﻌﻄﹼﻞ ﻓﻴﻬﺎ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‪.‬‬

‫ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺷﻜﺎﻟﻴ‪‬ﺔ ‪:‬‬

‫ﳝﻜﻦ ﺃﻥ ﺗﺘ ‪‬ﻢ ﺩﺭﺍﺳﺔ ﻣﻔﻬﻮﻡ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﲨﻠﺔ ﻣﻦ ﺍﻹﺷﻜﺎﻟﻴﺎﺕ ﺍﻟﺘ‪‬ﺎﻟﻴﺔ ‪:‬‬

‫‪ – 1‬ﺯﻳﺎﺭﺓ ﺍﻟﻄﹼﺒﻴﺐ ﻋﻨﺪ ﺍﻹﺻﺎﺑﺔ ﲟﺮﺽ ﺍﻟﺰ‪‬ﻛﺎﻡ )ﻳﻄﻠﺐ ﻣﻨﻪ ﺃﻥ ﻳﺘﻨﻔﹼﺲ(‬

‫‪ – 2‬ﻗﺎﻝ ﻋﻼﺀ ﻷﺧﺘﻪ ﻭﻫﻮ ﻳﺸﺎﻫﺪ ﺑﺮﻧﺎﳎﺎ ﺗﻠﻔﺰﻳ‪‬ﺎ ﻋﻦ ﻋﺎﱂ ﺍﻟﺒﺤﺎﺭ ‪» :‬ﳌﺎﺫﺍ ﳛﻤﻞ ﺍﻟﻐﻮ‪‬ﺍﺹ ﻗﺎﺭﻭﺭﺓ ﻋﻠﻰ‬
‫ﻇﻬﺮﻩ ؟«‬
‫‪ – 3‬ﻋﻨﺪ ﻭﺻﻮﻝ ﺍﻟﻌﺪ‪‬ﺍﺋﲔ ﻻﺣﻆ ﻋﻼﺀ ﺃﻧ‪‬ﻬﻢ ﻳﺘﻨﻔﹼﺴﻮﻥ ﺑﺴﺮﻋﺔ‪ .‬ﳌﺎﺫﺍ ؟‬
‫‪ – 4‬ﻫﻞ ﻳﺒﻘﻰ ﺍﻟﻔﺄﺭ ﺣﻴ‪‬ﺎ ﺇﺫﺍ ﻭﺿﻊ ﲢﺖ ﺇﻧﺎﺀ ﻣﻐﻠﻖ ؟‬

‫ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻫﺬﻩ ﻭﺿﻌﻴ‪‬ﺔ ﺇﺷﻜﺎﻟﻴ‪‬ﺔ ﺃﺧﺮﻯ ﺗﻌﺎﰿ ﻧﻔﺲ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫ﺍﺭﲤﻰ ﻋﻼﺀ ﰲ ﺍﳌﺴﺒﺢ ﻣﻊ ﺑﻘﻴ‪‬ﺔ ﺍﻟﺴﺒ‪‬ﺎﺣﲔ ﻭﺑﻌﺪ ﳊﻈﺎﺕ ﻇﻬﺮﺕ ﺭﺅﻭﺳﻬﻢ ﻓﻮﻕ ﺍﳌﺎﺀ‪ .‬ﳌﺎﺫﺍ ؟‬
‫ﻛﺎﻥ ﻋﻼﺀ ﺃﺳﺮﻉ ﺍﻟﺴﺒ‪‬ﺎﺣﲔ ﻓﻔﺎﺯ ﺑﺎﳌﻴﺪﺍﻟﻴ‪‬ﺔ ﺍﻟﺬﹼﻫﺒﻴ‪‬ﺔ‬
‫* ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺜﻤﺎﺭ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﰲ ﺗﻌﻬ‪‬ﺪ ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑـ ‪:‬‬
‫‪ -‬ﺍﻟﺰ‪‬ﻣﻦ ‪ :‬ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴﺔ ﺃﻃﻮﻝ ‪ /‬ﻣﺪ‪‬ﺓ ﺯﻣﻨﻴ‪‬ﺔ ﺃﻗﺼﺮ ‪ /‬ﺃﺳﺮﻉ ‪ /‬ﺃﺑﻄﺄ ‪...‬‬
‫‪ -‬ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ – ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ‪...‬‬

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 ‫ﲢﻠﻴﻞ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ‪:‬‬
‫ﺴﺒ‪‬ﻮﺭﺓ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ﺗ‪‬ﺠﺪﻭﻝ ﺍﻟ ‪‬‬
‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﻈﹼﺎﻫﺮﺓ‬
‫‪ -‬ﺍﻻﻧﻄﻼﻕ ﺇﱃ ﻣﺴﺎﻓﺔ ﺃﺑﻌﺪ‬ ‫ﺍﻟﻐﻮﺹ ﲢﺖ ﺍﳌﺎﺀ‬ ‫ﺍﺭﲤﺎﺀ ﺍﻟﺴﺒ‪‬ﺎﺣﲔ ﰲ ﺍﳌﺎﺀ‬
‫‪ -‬ﺍﻟﺘﻘﺪ‪‬ﻡ ﺑﺴﺮﻋﺔ‬
‫……………………‬
‫‪ -‬ﺍﻟﺘ‪‬ﻌﺐ‬ ‫ﻇﻬﻮﺭ ﺍﻟﺮ‪‬ﺅﻭﺱ ﻓﻮﻕ ﺍﳌﺎﺀ‬ ‫ﺍﻟﺴ‪‬ﺒﺎﺣﺔ‬
‫‪ -‬ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﲢﺖ‬
‫ﺍﳌﺎﺀ‪.‬‬
‫……………………‬

‫ﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻِﻓﺘﺮﺍﺽ ﺍﻟﺜﹼﺎﱐ )ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﲢﺖ ﺍﳌﺎﺀ( ﻭﻳﻘﻊ ﺍﻟﺘﺤﻘﹼﻖ ﻣﻦ ﺻﺤ‪‬ﺘﻪ ﺑﺎﺳﺘﺜﻤﺎﺭ‬
‫ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ )ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ( ﻓﻘﺮﺓ ﺃﲝﺚ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃ ﹼﻥ ‪:‬‬
‫* ﺍﳌﺎﺀ ﻭﺳﻂ ﻏﲑ ﻃﺒﻴﻌﻲ ﻟﻠﺘ‪‬ﻨﻔﹼﺲ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﻟﺘ‪‬ﺠﺮﻳﺐ ‪:‬‬
‫‪ -1‬ﺩﻋﻮﺓ ﺑﻌﺾ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻣﻼﺣﻈﺔ ﺑﻌﻀﻬﻢ ﻭﻫﻢ ﻳﺘﻨﻔﹼﺴﻮﻥ‬
‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻔﺺ ﺍﻟﺼ‪‬ﺪﺭﻱ ﻋﻨﺪ ﺍﻟﺸ‪‬ﻬﻴﻖ )ﺩﺧﻮﻝ ﺍﳍﻮﺍﺀ(‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﺍﻟﻘﻔﺺ ﺍﻟﺼ‪‬ﺪﺭﻱ ﻋﻨﺪ ﺍﻟﺰ‪‬ﻓﲑ )ﺧﺮﻭﺝ ﺍﳍﻮﺍﺀ(‬
‫* ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻭﺿﻊ ﺍﻟﺴﺒ‪‬ﺎﺣﲔ ﻭﻭﺿﻊ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﻮﺻ‪‬ﻞ ﺇﱃ ﺃ ﹼﻥ ‪:‬‬

‫ﺍﻟﱪ‪ ‬ﻭﺳﻂ ﻃﺒﻴﻌﻲ‪ ‬ﻟﻠﺘ‪‬ﻨﻔﹼﺲ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻹﻧﺴﺎﻥ‬

‫‪ - 2‬ﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﻌﺮ‪‬ﺽ ﺇﱃ ﺗﻨﻔﹼﺲ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ ﻭﺍﻷﻟﻴﻔﺔ ﰲ ﺍﳍﻮﺍﺀ ﺑﺎﺳﺘﺜﻤﺎﺭ ﻋﻤﻠﻴ‪‬ﺔ ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ‬
‫ﺍﻟﻮﺳﻂ ﺍﻟﹼﺬﻱ ﺗﺘﻨﻔﹼﺲ ﻓﻴﻪ )ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺹ ‪ : 80‬ﺃﻻﺣﻆ ﺍﳌﺸﺎﻫﺪ ﻭﺃﺻﻨ‪‬ﻒ ‪ (...‬ﻟﻠﺘﻮﺻ‪‬ﻞ ﺇﱃ ﺃ ﹼﻥ ‪:‬‬

‫ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻔﹼﺲ ﰲ ﺍﳍﻮﺍﺀ‬

‫‪ - 3‬ﲪﻞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻋﻠﻰ ﻣﻼﺣﻈﺔ ﺃ ﹼﻥ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﰲ ﺍﻟﻨ‪‬ﺸﺎﻁ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﱂ ﺗﺬﻛﺮ )ﺍﻟﺴ‪‬ﻤﻜﺔ – ﺍﻟﻘﺮﺵ –‬
‫ﺍﻷﺧﻄﺒﻮﻁ(‪.‬‬
‫* ﻃﺮﺡ ﺍﻟﺴ‪‬ﺆﺍﻝ ‪ :‬ﺃﻳﻦ ﺗﺘﻨﻔﹼﺲ ﺍﻟﺴ‪‬ﻤﻜﺔ ﻭﺍﻟﻘﺮﺵ ﻭﺍﻷﺧﻄﺒﻮﻁ ؟‬

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 ‫‪ -‬ﺩﻋﻢ ﺫﻟﻚ ﲟﻼﺣﻈﺔ ﲰﻜﺔ ﺗﺴﺒﺢ ﰲ ﺩﻭﺭﻕ ﺃﻭ ﺻﻮﺭﺓ ﳍﺎ‪.‬‬
‫* ﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﻮﺻ‪‬ﻞ ﺇﱃ ﺃ ﹼﻥ ‪:‬‬
‫ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻔﹼﺲ ﰲ ﺍﳌﺎﺀ‬

‫ﺍﻻِﺳﺘﻨﺘﺎﺝ ‪:‬‬
‫• ﺍﻹﻧﺴﺎﻥ ﻳﺘﻨﻔﹼﺲ ﰲ ﺍﳍﻮﺍﺀ ﺑﺼﻮﺭﺓ ﻃﺒﻴﻌﻴ‪‬ﺔ‪.‬‬
‫• ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻔﹼﺲ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬
‫• ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻔﹼﺲ ﰲ ﺍﳌﺎﺀ‪.‬‬

‫ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥﹼ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺗﺘﻨﻔﹼﺲ ﰲ ﺍﳌﺎﺀ ﻭﰲ ﺍﳍﻮﺍﺀ ﻣﺜﻼ ﺍﻟﻀ‪‬ﻔﺪﻋﺔ ‪...‬‬
‫‪ - 4‬ﺍﻟﺘﻌﺮ‪‬ﺽ ﺇﱃ ﺍﳊﺎﻻﺕ ﺍﻟﹼﱵ ﺗﺘﻌﻄﹼﻞ ﻓﻴﻬﺎ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘﻨﻔﹼﺲ ‪ :‬ﺍﻟﺘ‪‬ﺴﻤ‪‬ﻢ – ﺍﻹﺧﺘﻨﺎﻕ – ﺍﻟﺘﻠﻮ‪‬ﺙ – ﺍﻧﻌﺪﺍﻡ ﺍﻟﺘ‪‬ﻬﻮﺋﺔ‬
‫* ﻳﺘ ‪‬ﻢ ﺗﺪﻋﻴﻢ ﺫﻟﻚ ﺑﺎﺳﺘﺜﻤﺎﺭ ﻓﻘﺮﺓ ﺃﺟﺮ‪‬ﺏ ﻣﻦ ﻛﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺃﻭ ﺑﺎﻗﺘﺮﺍﺡ ﺣﺎﻻﺕ ﺃﺧﺮﻯ‬
‫‪ -‬ﻣﺸﻬﺪ ﻟﻔﺄﺭ ﲢﺖ ﻧﺎﻗﻮﺱ ﺯﺟﺎﺟﻲ‬
‫‪ -‬ﲰﻜﺔ ﰲ ﺻﻨﺪﻭﻕ ﻣﻌﺰﻭﻝ ﻋﻦ ﺍﳍﻮﺍﺀ ﺍﳋﺎﺭﺟﻲ‬
‫ﻭﺫﻛﺮ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ ﺍﻷﺧﺮﻯ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻹﻧﺴﺎﻥ ﺧﺎﺻ‪‬ﺔ‬
‫)ﻭﺟﻮﺩ ﺷﺨﺺ ﰲ ﻏﺮﻓﺔ ﻣﻐﻠﻘﺔ ‪‬ﺎ ﻛﺎﻧﻮﻥ ﻳﺸﺘﻌﻞ ‪(...‬‬
‫• ﺗﺜﻤﲔ ﺍﻟﻘﻴﻢ ﺍﻟﺼﺤﻴ‪‬ﺔ ﻭﺍﻷﺑﻌﺎﺩ ﺍﻟﺘ‪‬ﺮﺑﻮﻳ‪‬ﺔ ﺍﳌﺘ‪‬ﺼﻠﺔ ﲟﻔﻬﻮﻡ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﺍﻟﺼﺤ‪‬ﻲ ﰲ ﳏﻴﻂ ﺳﻠﻴﻢ‪.‬‬
‫ﺍﻟﺘ‪‬ﻄﺒﻴﻖ ‪:‬‬
‫‪ – 1‬ﺇﳒﺎﺯ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ‪:‬‬
‫ﺃ( ﺃﺻﻨ‪‬ﻒ ﺣﺴﺐ ﻭﺳﻂ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ )ﻭﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﰲ ﺍﳋﺎﻧﺔ ﺍﳌﻨﺎﺳﺒﺔ(‬

‫ﺍﻟﻮﺳﻂ‬
‫ﺍﳌﺎﺀ ‪ /‬ﺍﳍﻮﺍﺀ‬ ‫ﺍﳌﺎﺀ‬ ‫ﺍﳍﻮﺍﺀ‬ ‫ﺍﻟﻜﺎﺋﻦ ﺍﳊﻲ‬

‫ﺇﻧﺴﺎﻥ‬
‫ﲪﺎﻣﺔ‬
‫ﲰﻜﺔ‬
‫ﺿﻔﺪﻋﺔ‬

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 ‫ﺏ( ﲣﻴ‪‬ﺮ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ ﻣﻊ ﺍﻟﺘ‪‬ﻌﻠﻴﻞ ‪:‬‬
‫‪ -‬ﺗﺘﻮﻗﹼﻒ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻟﻨ‪‬ﻮﻡ‬
‫ﺴﻴ‪‬ﺎﺭﺍﺕ ﻳﻌﻄﹼﻞ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‬
‫‪ -‬ﺍﻟ‪‬ﺘﺪﺧﲔ ﻭﺩﺧﺎﻥ ﺍﻟ ‪‬‬
‫‪ -‬ﻻ ﳝﻜﻦ ﺃﻥ ﻧﻌﻴﺶ ﺑﺪﻭﻥ ﻫﻮﺍﺀ‪.‬‬
‫‪ -‬ﻧﺘﻨﻔﹼﺲ ﺑﺴﺮﻋﺔ ﻋﻨﺪﻣﺎ ﻧﺮﺗﺎﺡ‪.‬‬

‫ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬
‫ﻟﻠﺘ‪‬ﺤﻘﹼﻖ ﻣﻦ ﲤﻠﹼﻚ ﺍﳌﺘﻌﻠﹼﻤﲔ ﳌﻔﻬﻮﻡ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﰲ ﺃﻭﺳﺎﻁ ﳐﺘﻠﻔﺔ ﻭﺗﺒﻴ‪‬ﻦ ﺃﺳﺒﺎﺏ ﺗﻌﻄﹼﻞ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﺗﻨﺠﺰ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ‬
‫ﺍﻟﺘ‪‬ﻘﻴﻴﻤﻴ‪‬ﺔ ﺍﳌﻘﺘﺮﺣﺔ ﰲ ﺍﳌﻠﺤﻖ ﺍﳌﻀﻤ‪‬ﻦ ﺑﻜﺘﺎﺏ ﺍﳌﻌﻠﹼﻢ )ﳏﻮﺭ ﺍﻟﺘ‪‬ﻨﻔﹼﺲ(‪.‬‬

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95
 ‫ﺍﻟﻮﺿﻌﻴ‪‬ﺎﺕ ﺍﻹﺩﻣﺎﺟﻴ‪‬ﺔ‬

‫ﻟﻘﺪ ﺃﻭﺭﺩﻧﺎ ﺑﺎﻟﻮﺛﺎﺋﻖ ﺍﳌﻌﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴﺦ ﻭﺿﻌﻴﺎﺕ ﺇﺩﻣﺎﺟﻴ‪‬ﺔ ﺗﻨﺠﺰ ﺇﺛﺮ ﻣﺮﺣﻠﺔ ﺗﻌﻠﹼﻢ ﻭﺗﺘ‪‬ﺼﻞ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴ‪‬ﺎﺕ ﺑـ ‪:‬‬
‫‪ - 1‬ﻓﻴﺰﻳﺎﺀ ﻭﻋﻠﻢ ﺃﺣﻴﺎﺀ ‪ :‬ﻭﺻﻒ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ ﻭﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ –‬
‫ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻐﻄﻴﺔ – ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‪.‬‬
‫‪ - 2‬ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﻭﻓﻴﺰﻳﺎﺀ ‪ :‬ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ – ﺍﻟﺘ‪‬ﻐﺬﻳﺔ – ﺍﳌﺎﺩ‪‬ﺓ‬
‫‪ - 3‬ﻋﻠﻢ ﺃﺣﻴﺎﺀ ﻭﻓﻴﺰﻳﺎﺀ ‪ :‬ﺍﻟﺘ‪‬ﻨﻘﹼﻞ – ﺍﻟﺘ‪‬ﻨﻔﹼﺲ – ﺍﻟﺰ‪‬ﻣﻦ‬
‫‪ - 4‬ﻓﻴﺰﻳﺎﺀ ﻭﻋﻠﻢ ﺃﺣﻴﺎﺀ ‪ :‬ﺍﳌﺎﺩ‪‬ﺓ – ﺍﻟﻄﹼﺎﻗﺔ ‪ -‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‬
‫ﻭﻧﻘﺘﺮﺡ ﻓﻴﻤﺎ ﻳﻠﻲ ﻣﺜﺎﻻ ﻹﻋﺪﺍﺩ ﺟﺬﺍﺫﺍﺕ ﰲ ﺍﻟﻐﺮﺽ‬

‫ﺍﳌﺎﺩ‪‬ﺓ ‪ :‬ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻲ ‪ :‬ﺍﻟﺴ‪‬ﻨﺔ ‪2‬‬

‫ا ارات ‪:‬‬ ‫ﺍﻟﻜﻔﺎﻳﺔ ‪:‬‬

‫‪ -‬ﺗﻮﻇﻴﻒ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﰲ ﺗﻌﺮ‪‬ﻑ ﺍﻟﻈﹼﻮﺍﻫﺮ‬ ‫‪ - 1‬ﺣ ﹼﻞ ﻭﺿﻌﻴ‪‬ﺎﺕ ﻣﺸﻜﻞ‬
‫‪ -‬ﺗﻮﻇﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﺇﳚﺎﺩ ﺣﻠﻮﻝ‬ ‫ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ‬
‫ﺑﺒﻌﺾ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬
‫‪ - 2‬ﺣ ﹼﻞ ﻭﺿﻌﻴ‪‬ﺎﺕ ﻣﺸﻜﻞ‬
‫‪ -‬ﺍﻟﺘ‪‬ﺨﻄﻴﻂ ﳌﺸﺎﺭﻳﻊ ﻭﲝﻮﺙ ﻭﺇﳒﺎﺯﻫﺎ‬ ‫ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ‬
‫‪ -‬ﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺒﺤﻮﺙ ﺍﳌﻨﺠﺰﺓ‬ ‫ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳ‪‬ﺔ ﻟﻠﻜﺎﺋﻨﺎﺕ‬
‫ﺍﳊﻴ‪‬ﺔ ﰲ ﻋﻼﻗﺘﻬﺎ ﺑﺎﶈﻴﻂ‪.‬‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ‪:‬‬

‫ﺗﻌﺘﻤﺪ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﹼﱵ ﺗﺘﻀﻤ‪‬ﻨﻬﺎ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺩﻣﺎﺟﻴ‪‬ﺔ ﻭﺫﻟﻚ ﺑﺎﻟﺮ‪‬ﺟﻮﻉ ﺇﱃ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺮ‪‬ﲰﻴ‪‬ﺔ‪.‬‬
‫‪ -‬ﺗﺴﺘﻬﺪﻑ ﺍﻟﻮﺿﻌﻴ‪‬ﺎﺕ ﺍﻹﺩﻣﺎﺟﻴ‪‬ﺔ‬
‫ﺇﺩﻣﺎﺝ ‪:‬‬ ‫‪1‬‬

‫‪ -‬ﻣﻔﺎﻫﻴﻢ ﻓﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻭﺑﻴﻮﻟﻮﺟﻴ‪‬ﺔ )ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ( ﻗﺎﺑﻠﺔ ﻟﻺﺩﻣﺎﺝ‪.‬‬

‫ﺩﻋﻢ ‪:‬‬ ‫‪2‬‬

‫• ﺍﳌﻜﺘﺴﺒﺎﺕ ﺍﳊﺎﺻﻠﺔ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ‪.‬‬

‫• ﺍﻟﻘﻴﻢ ﻭﺍﻷﺑﻌﺎﺩ ﺍﻟﺘ‪‬ﺮﺑﻮﻳ‪‬ﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‪.‬‬
 ‫ﺗﻮﻇﻴﻒ ‪:‬‬ ‫‪3‬‬

‫• ﺍﳌﺆﺷﺮﺍﺕ ﺍﳌﺘ‪‬ﺼﻠﺔ ﺑﺎﻹﻗﺘﺪﺍﺭﺍﺕ )ﺍﻟﻘﻴﺲ – ﺍﻟﺘ‪‬ﺮﻛﻴﺐ – ﺍﻟﺘ‪‬ﺼﻨﻴﻒ ‪.(.....................‬‬

‫* ﻣﻼﺣﻈﺔ ‪ :‬ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻐﺮﻕ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺍﻹﺩﻣﺎﺟﻴ‪‬ﺔ ﺃﻛﺜﺮ ﻣﻦ ﺣﺼ‪‬ﺔ ﺃﻭ ﺣﺼ‪‬ﺘﲔ ‪ ...‬ﻭﺗﻨﺠﺰ ﺑﻌﺪ ﻓﺘﺮﺓ ﺃﻭ ﻓﺘﺮﺍﺕ‬
‫ﺗﻌﻠﹼﻢ ﻭﺃﺛﺮ ﺩﺭﺍﺳﺔ ﳏﺎﻭﺭ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ‪.‬‬

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 ‫ﻓﻴﺰﻳﺎﺀ ﻭﻋﻠﻢ ﺃﺣﻴﺎﺀ ‪ :‬ﻭﺻﻒ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ ﻭﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ‬ ‫ﻣﺜﺎﻝ ﻟﻮﺿﻌﻴ‪‬ﺔ ﺇﺩﻣﺎﺟﻴ‪‬ﺔ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳﺔ – ﺍﻟﺘ‪‬ﻐﻄﻴﺔ‬
‫ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﻤﻴ‪‬ﺰﺓ ‪:‬‬
‫• ﻭﺻﻒ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ ﳉﺴﻢ ﻳﻮﺿﻊ ﻋﻠﻰ ﻣﺴﺎﻓﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﻣﺸﺎﻫﺪ‪.‬‬
‫• ﻣﻘﺎﺭﻧﺔ ﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﹼﱵ ﺗﻔﺼﻞ ﻣﺸﺎﻫﺪﺍ ﻋﻦ ﺃﺟﺴﺎﻡ ﳐﺘﻠﻔﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﹼﺎﻫﺮﻳ‪‬ﺔ‪.‬‬
‫• ﺗﻌﻴﲔ ﻣﻮﺍﻗﻊ ﺍﻷﺟﺴﺎﻡ ﰲ ﺍﻟﻔﻀﺎﺀ ﺍِﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺗﻐﻄﻴﺔ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ ﺇﺫﺍ ﻭﺿﻌﺖ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫• ﺗﻌﻴﲔ ﺟﺴﻢ ﻣﻦ ﺟﺴﻤﲔ ﻳﻐﻄﹼﻲ ﺍﻟﺜﹼﺎﱐ ﻛﻠﻴ‪‬ﺎ ﺃﻭ ﺟﺰﺋﻴ‪‬ﺎ ﺇﺫﺍ ﻭﺿﻌﺎ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﻣﺸﺎﻫﺪ ﺣﺴﺐ ﻣﺴﺎﻓﺘﲔ ﳐﺘﻠﻔﺘﲔ‪.‬‬
‫• ﺗﻘﺪﻳﺮ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻣﺸﺎﻫﺪ ﻭﺟﺴﻢ ﻣﺎ‪.‬‬
‫• ﺍِﺳﺘﻨﺘﺎﺝ ﺃ ﹼﻥ ﺑﻌﺪ ﺍﻷﺟﺴﺎﻡ ﺃﻭ ﻗﺮ‪‬ﺎ ﻣﻦ ﻣﺸﺎﻫﺪ ﻣﺮﺗﺒﻂ ﺑﻄﻮﻝ ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﻤﺎ ﺃﻭ ﻗﺼﺮﻫﺎ‪.‬‬
‫• ﲤﻴﻴﺰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟ ‪‬ﱪﻳ‪‬ﺔ‪.‬‬
‫• ﺗﻌﺮ‪‬ﻑ ﺑﻌﺾ ﺍﳌﻨﺎﻓﻊ ﺍﻟﹼﱵ ﺗﻮﻓﹼﺮﻫﺎ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟ ‪‬ﱪﻳ‪‬ﺔ ﻭﺍﻷﻟﻴﻔﺔ‪.‬‬
‫• ﲤﻴﻴﺰ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﻳﻐﺮﺳﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﺘ‪‬ﻠﻘﺎﺋﻴ‪‬ﺔ‪.‬‬
‫ﻣﻼﺣﻈﺎﺕ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ‬ ‫ﺃﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﹼﻤﲔ‬ ‫ﺃﻧﺸﻄﺔ ﺍﳌﻌﻠﹼﻢ‬ ‫ﺍﻟﺴ‪‬ﻨﺪ‬ ‫ﺍﳌﻘﺎﻃﻊ‬

‫ﻋﺪﺩ ‪ : 1‬ﺧﺮﺝ ﺍﳉﺪﻱ ﻣﻦ ﺍﻟﺰ‪‬ﺭﻳﺒﺔ ﻭﺃﺧﺬ‬

‫ﻋﻨﺪ ﺍﻟﺘﻌﺜﹼﺮ ﻳﻘﺪ‪‬ﻡ ﺍﳌﻌﻠﹼﻢ‬ ‫ﺺ ﺍﳌﻘﻄﻊ ﺃﻭ ﻳﺴﻤﻌﻪ ﻣﺴﺠ‪‬ﻼ ﻳﺴﺘﻤﻌﻮﻥ – ﻳﺘﻔﺎﻋﻠﻮﻥ‬ ‫‪ -‬ﻳﻘﺮﺃ ﻧ ‪‬‬ ‫ﻳﺘﻘﺪ‪‬ﻡ ﺑﺎﺗ‪‬ﺠﺎﻩ ﺍﻟﻐﺎﺑﺔ ﻓﺘﺎﻩ‪ ،‬ﺭﺃﻯ ﻧﺒﺎﺗﺎﺕ ﻣﺘﻨﻮ‪‬ﻋﺔ‬
‫ﺍﻟﺪ‪‬ﻋﻢ ﰲ ﺍﻹﺑ‪‬ﺎﻥ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ‬ ‫ﰊ ﲰﻌ ‪‬ﻲ* ﺃﻭ ﻳﺪﻋﻮ ﺃﺣﺪ ﻳﻘﺮﺅﻭﻥ‬ ‫ﺿﻤﻦ ﺗﺮﻛﻴﺐ ﺃﺩ ‪‬‬ ‫ﺍﳌﻘﻄﻊ )‪ (1‬ﻭﺃﺷﺠﺎﺭﺍ ﳐﺘﻠﻔﺔ ﻭﻓﺠﺄﺓ ﻭﺟﺪ ﻧﻔﺴﻪ ﳏﺎﺻﺮﺍ‬
‫ﺇﱃ ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﺍﳌﺘﻤﻴ‪‬ﺰﻳﻦ ﻣﻦ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻟﻘﺮﺍﺀﺗﻪ )ﺇﺫﺍ ﻛﺎﻥ‬ ‫ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ ﻓﻬﺬﺍ ﺍﻟﺜﹼﻌﻠﺐ‬
‫ﺃﻟﻴﻔﺔ ﻭﺑﺮﻳ‪‬ﺔ ﻛﻤﺎ ﳝﻜﻦ‬ ‫ﺗﻼﻣﻴﺬ ﺍﻟﻘﺴﻢ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﻓﺈ ﹼﻥ‬ ‫ﻋﻠﻰ ﻳﺴﺎﺭﻩ ﻭﺫﺍﻙ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ ﻋﻠﻰ ﳝﻴﻨﻪ‬
‫ﺍﻋﺘﻤﺎﺩ ﺍﳉﺪﻭﻟﺔ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻣﺎﻛﻦ‬ ‫ﺍﳌﻌﻠﹼﻢ ﻳﺪﻋﻮﻫﻢ ﺇﱃ ﺫﻟﻚ ﺍﻧﻄﻼﻗﺎ ﻣﻦ‬ ‫ﺃﻣ‪‬ﺎ ﺍﻟﺬﹼﺋﺐ ﻓﻘﺪ ﻭﻗﻒ ﻭﺭﺍﺀﻩ ﺑﻴﻨﻤﺎ ﻣﻜﺚ ﺍﻟﻔﻬﺪ‬
‫ﻭﺟﻮﺩﻫﺎ ﻭﻣﻨﺎﻓﻌﻬﺎ‬ ‫ﻋﻠﻰ ﺍﻟﺴﺒ‪‬ﻮﺭﺓ‪.‬‬ ‫ﻛﺘﺒﻬﻢ(‪.‬‬ ‫ﺃﻣﺎﻣﻪ‬
‫ﻭﻣﻀﺎﺭ‪‬ﻫﺎ‪.‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪ : 1‬ﺳ ‪‬ﻢ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﻮﺍﺭﺩ ﺫﻛﺮﻫﺎ ‪ -‬ﻳﺼﻨ‪‬ﻔﻮﻥ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺇﱃ ‪:‬‬
‫• ﺃﻟﻴﻔﺔ ‪ :‬ﺍﳉﺪﻱ‬ ‫ﺑﺎﻟﻨ‪‬ﺺ ﻭﺻﻨ‪‬ﻔﻬﺎ ﺇﱃ ﺃﻟﻴﻔﺔ ﻭﺑﺮﻳ‪‬ﺔ‪.‬‬
‫• ﺑﺮﻳ‪‬ﺔ ‪ :‬ﺍﻟﺜﹼﻌﻠﺐ‪ ،‬ﺍﻟﺬﹼﺋﺐ‪ ،‬ﺍﻟﻔﻬﺪ‪ ،‬ﺍﳊﻤﺎﺭ‬
‫ﺍﻟﻮﺣﺸﻲ‪.‬‬
‫* ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺘ‪‬ﺮﻛﻴﺐ ﺍﻷﺩﰊ ﺍﻟﺴ‪‬ﻤﻌﻲ ﺗﺴﺠﻴﻞ ﺍﻟﻨ‪‬ﺺ ﻭﺇﺩﺭﺍﺝ ﻣﻘﺎﻃﻊ ﻣﻮﺳﻴﻘﻴ‪‬ﺔ ﺿﻤﻨﻪ‪.‬‬

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 ‫ﻣﻼﺣﻈﺎﺕ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ‬ ‫ﺃﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﹼﻤﲔ‬ ‫ﺃﻧﺸﻄﺔ ﺍﳌﻌﻠﹼﻢ‬ ‫ﺍﻟﺴ‪‬ﻨﺪ‬ ‫ﺍﳌﻘﺎﻃﻊ‬

‫ﻋﻨﺪ ﻣﻼﺣﻈﺔ ﺍﻟﺘ‪‬ﻌﺜﹼﺮ ﰲ‬ ‫* ﻳﻜﻤﻠﻮﻥ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻗﺮﺏ ‪ /‬ﺃﺑﻌﺪ ﺷﻔﻮﻳ‪‬ﺎ‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪2‬‬
‫ﻋﺪﺩ ‪ : 2‬ﻣﺸﻬﺪ ‪ 1‬ﻣﺼﻮ‪‬ﺭ ﻟﻠﻮﺿﻌﻴ‪‬ﺔ ﻣﻀﻤ‪‬ﻦ‬
‫ﺍﳌﺮﺍﻭﺣﺔ ﺑﲔ‬ ‫ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‪.‬‬
‫ﺍﻟﺸ‪‬ﻔﻮﻱ ﻭﺍﻟﻜﺘﺎﰊ ﺍﺳﺘﻌﻤﺎﻝ ﺃﺑﻌﺪ ‪ /‬ﺃﻗﺮﺏ‬ ‫ﻳﺪﻋﻮ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﺗﻜﻤﻴﻞ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﹼﱵ ‪ -‬ﺍﻟﺬﹼﺋﺐ ﺃﻗﺮﺏ ﺇﱃ ﺍﳉﺪﻱ ﻣﻦ ﺍﻟﺜﹼﻌﻠﺐ‬
‫ﻳﺪﻋﻮ ﺍﳌﻌﻠﹼﻢ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ‬ ‫‪ -‬ﺍﻟﺸ‪‬ﺠﺮﺓ ﻋﺪﺩ ‪ 2‬ﺃﺑﻌﺪ ﻋﻦ ﺍﳉﺪﻱ ﻣﻦ ﺍﻟﺸ‪‬ﺠﺮﺓ ﻋﻠﻰ ﺍﻷﻟﻮﺍﺡ‬ ‫ﺗﺬﻳﻞ ﺍﳌﺸﻬﺪ ‪:‬‬
‫ﺍﻟﻌﻮﺩﺓ ﺇﱃ ﺍﳌﺸﻬﺪ ﻛﻤﺎ‬ ‫)ﺃﺳﻠﻮﺏ‬ ‫ﻋﺪﺩ ‪1‬‬ ‫ﺃﻗﺮﺏ ‪ /‬ﺃﺑﻌﺪ‬
‫ﳝﻜﻦ ﺗﻘﺪﱘ ﺍﻟﺪ‪‬ﻋﻢ ﺍﻵﱐ‬ ‫‪ -‬ﺍﻟﻔﻬﺪ ﺃﺑﻌﺪ ﻣﻦ ﺍﳉﺪﻱ ﻋﻦ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ ﻻﻣﺎﺭﺗﻴﺘﻴﺎﺭ(‪.‬‬
‫ﺑﺈﳒﺎﺯ ﺃﻧﺸﻄﺔ ﰲ ﺍﻟﻘﺴﻢ‬ ‫‪ -‬ﺍﻟﺸ‪‬ﺠﺮﺓ ﻋﺪﺩ ‪ 2‬ﺃﺑﻌﺪ ﻋﻦ ﺍﻟﺬﹼﺋﺐ ﻣﻦ ﺍﻟﻔﻬﺪ‬ ‫ﺍﳌﻘﻄﻊ )‪(1‬‬
‫)ﺗﻌﻴﲔ ﻣﺮﺟﻊ ﻭﻣﻮﺿﻌﺔ‬
‫ﺗﻠﻤﻴﺬﻳﻦ ﰲ ﻣﻜﺎﻧﲔ‬
‫ﳐﺘﻠﻔﲔ ﻭﺍﻟﺪ‪‬ﻋﻮﺓ ﺇﱃ‬ ‫‪ -‬ﻳﺴﻤ‪‬ﻮﻥ ﺍﳊﻴﻮﺍﻥ ﺍﳌﻘﺼﻮﺩ ‪:‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪3‬‬
‫‪ -‬ﺇﺟﺎﺑﺎﺕ ﻓﺮﺩﻳ‪‬ﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻗﺮﺏ ‪ /‬ﺃﺑﻌﺪ‬ ‫ﻳﺪﻋﻮ ﺇﱃ ﺗﺴﻤﻴﺔ ﺍﳊﻴﻮﺍﻥ ﺍﻟﱪ‪‬ﻱ ﺍﻟﹼﺬﻱ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ‬
‫‪ -‬ﻋﻨﺪ ﺍﻟﺘﻌﺜﹼﺮ ﻳﺪﻋﻮ ﺇﱃ‬ ‫ﺷﻔﻮﻳ‪‬ﺔ‬ ‫ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﳉﺪﻱ ﻣﻊ ﺗﻌﻠﻴﻞ ‪ -‬ﻳﻌﻠﹼﻠﻮﻥ ‪ :‬ﻷ ﹼﻥ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ ﻋﺎﺷﺐ‪.‬‬
‫‪ -‬ﺇﻓﺴﺎﺡ ﺍ‪‬ﺎﻝ ﺗﺴﻤﻴﺔ ﺣﻴﻮﺍﻧﺎﺕ ﻋﺎﺷﺒﺔ‬ ‫ﺍﻹﺟﺎﺑﺔ‪.‬‬
‫ﻟﻠﺘ‪‬ﺤﺎﻭﺭ ﻭﺇﺑﺪﺍﺀ ﺃﻭ ﻳﻘﺪ‪‬ﻡ ﺻﻮﺭﺍ ﳍﺎ‪.‬‬
‫ﺍﻟﺮ‪‬ﺃﻱ‪.‬‬

‫‪ -‬ﻋﻤﻞ ﻓﺮﺩﻱ‬ ‫* ﻳﻨﺠﺰﻭﻥ ﺍﳌﻄﻠﻮﺏ‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪4‬‬ ‫ﻋﺪﺩ ‪ : 3‬ﻓﻜﹼﺮ ﺍﳉﺪﻱ ﻭﻫﻮ ﻳﺮﺗﻌﺶ ﻣﻦ‬
‫ﳝﻜﹼﻦ ﺍﳌﻌﻠﹼﻢ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻣﻦ‬ ‫ﺍﳋﻮﻑ ﰲ ﺣﻴﻠﺔ ﻳﻨﺠﻮ ‪‬ﺎ ﻣﻦ ﺍﻟﺜﹼﻌﻠﺐ ﻭﺍﻟﺬﹼﺋﺐ‬
‫ﺇﺻﻼﺡ ﺍﳋﻄﺈ ﻭﺗﻌﻠﻴﻞ‬ ‫ﺷﻔﻮﻱ ﺃﻭ ﻛﺘﺎﰊ‬ ‫ﻳ‪‬ﻄﻠﺐ ﻣﻦ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﻛﻤﺎﻝ ﺍﳉﻤﻞ ‪ -‬ﺍﻟﺸ‪‬ﺠﺮﺓ ‪ 2‬ﺗﻐﻄﹼﻲ ﺟﺰﺋﻴ‪‬ﺎ ﺍﻟﺴ‪‬ﻨﺠﺎﺏ‪.‬‬ ‫ﺍﳌﻘﻄﻊ )‪ (2‬ﻭﺍﻟﻔﻬﺪ ﻓﺎﻧﻄﻠﻖ ﳓﻮ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ ﻭﺃﺧﺬ‬
‫ﺍﻹﺟﺎﺑﺔ ﻭﻋﻨﺪ ﺍﻟﺘﻌﺜﹼﺮ‬ ‫ﻋﻠﻰ ﺍﻷﻟﻮﺍﺡ‪.‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻳﻐﻄﹼﻲ ‪ /‬ﻻ ﻳﻐﻄﹼﻲ – ﻣﺴﺎﻓﺔ ‪ -‬ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ ﻳﻐﻄﹼﻲ ﺟﺰﺋﻴ‪‬ﺎ ﺍﳉﺪﻱ‪.‬‬ ‫ﻳﺴﺘﻌﻄﻔﻪ ﻭﻫﻮ ﳜﺘﻔﻲ ﺧﻠﻔﻪ »ﺃﻧﻘﺬﱐ‪ ،‬ﺃﻧﻘﺬﱐ«‬
‫ﻳﻘﺪ‪‬ﻡ ﺍﻟﺪ‪‬ﻋﻢ‪.‬‬ ‫ﻃﻮﻳﻠﺔ – ﻣﺴﺎﻓﺔ ﻗﺼﲑﺓ – ﺻﻐﲑﺍ – ‪ -‬ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸﻲ ﻳﻐﻄﹼﻲ ﺟﺰﺋﻴ‪‬ﺎ ﺍﻟﺸ‪‬ﺠﺮﺓ ﻋﺪﺩ ‪3‬‬
‫‪ -‬ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﻟﻔﻬﺪ ﻭﺍﻟﺴ‪‬ﻨﺠﺎﺏ ﻗﺼﲑﺓ‪.‬‬ ‫ﻛﺒﲑﺍ‪.‬‬
‫ﻋﺪﺩ ‪ : 4‬ﻣﺸﻬﺪ ‪ 2‬ﻣﺼﻮ‪‬ﺭ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‬
‫‪ -‬ﻳﻈﻬﺮ ﺍﻟﺴ‪‬ﻨﺠﺎﺏ ﺻﻐﲑﺍ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻟﺬﹼﺋﺐ‬
‫ﻷ ﹼﻥ ﺍﳌﺴﺎﻓﺔ ﺍﻟﹼﱵ ﺗﻔﺼﻠﻪ ﻋﻨﻪ ﻃﻮﻳﻠﺔ‪.‬‬
‫‪ -‬ﻳﻈﻬﺮ ﺍﻟﺴ‪‬ﻨﺠﺎﺏ ﻛﺒﲑﺍ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻟﻔﻬﺪ ﻷ ﹼﻥ‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﹼﱵ ﺗﻔﺼﻠﻪ ﻋﻨﻪ ﻗﺼﲑﺓ‪.‬‬

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 ‫ﻣﻼﺣﻈﺎﺕ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ‬ ‫ﺃﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﹼﻤﲔ‬ ‫ﺃﻧﺸﻄﺔ ﺍﳌﻌﻠﹼﻢ‬ ‫ﺍﻟﺴ‪‬ﻨﺪ‬ ‫ﺍﳌﻘﺎﻃﻊ‬

‫ﻳﻘﺪ‪‬ﻡ ﺍﻟﺪ‪‬ﻋﻢ ﰲ ﺍﻹﺑ‪‬ﺎﻥ‬ ‫* ﻳﺴﻤ‪‬ﻮﻥ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻫﻠﻴ‪‬ﺔ ‪ :‬ﺍﳌﻌﺰﺍﺓ ﺍﻷ ‪‬ﻡ – ﺍﳊﺼﺎﻥ –‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪5‬‬
‫ﻋﺪﺩ ‪ : 4‬ﲰﻊ ﺍﻟﺴ‪‬ﻨﺠﺎﺏ ﺻﻮﺕ ﺍﳉﺪﻱ‬
‫ﻭﻳﺴﺘﺜﻤﺮ ﺍﳌﺸﻬﺪ ‪ 3‬ﰲ‬ ‫ﻳﺪﻋﻮ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﺗﺴﻤﻴﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﳊﻤﺎﺭ – ﺍﳋﺮﻭﻑ – ﺍﻟﺒﻘﺮﺓ – ﺍﻟﻌﺠﻞ‪.‬‬ ‫ﻓﺼﺎﺡ ﺑﺎﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ ‪» :‬ﺍﲪﻠﻪ ﻋﻠﻰ‬
‫ﺩﻋﻢ ﻣﻔﻬﻮﻡ ﺃﻗﺮﺏ –‬ ‫ﺍﻷﻫﻠﻴ‪‬ﺔ ﺍﻟﹼﱵ ﺍﺳﺘﻘﺒﻠﺖ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ‬ ‫ﻇﻬﺮﻙ ﻭﺍﻫﺮﺏ ﺑﻪ« ﻭﺃﻧﺎ ﺳﺄﺷﻐﻞ‬
‫ﻋﻤﻞ ﻓﺮﺩﻱ ﻣﻊ ﺃﺑﻌﺪ – ﻣﺴﺎﻓﺔ ﻃﻮﻳﻠﺔ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﳌﺘﻮﺣ‪‬ﺸﺔ ﺑﺮﻗﺼﻲ ﻭﺃﻟﻌﺎﰊ‬
‫– ﻣﺴﺎﻓﺔ ﻗﺼﲑﺓ –‬ ‫ﺍﻟﺒﻬﻠﻮﺍﻧﻴ‪‬ﺔ‪.‬‬
‫ﻣﺮﺍﻭﺣﺔ ﺑﲔ‬ ‫ﺭﻛﺐ ﺍﳉﺪﻱ ﻇﻬﺮ ﺍﳊﻤﺎﺭ ﺍﻟﻮﺣﺸ ‪‬ﻲ‬
‫ﺍﻟﺸ‪‬ﻔﻮﻱ ﻭﺍﻟﻜﺘﺎﰊ ﺍﻟﺘ‪‬ﻐﻄﻴﺔ – ﻣﻨﺎﻓﻊ‬ ‫ﻭﺃﻣﺴﻚ ﺑﺮﻗﺒﺘﻪ ﻓﺎﻧﻄﻠﻖ ﺑﻪ ﳓﻮ ﺍﻟﺰ‪‬ﺭﻳﺒﺔ‬
‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻫﻠﻴ‪‬ﺔ‬ ‫ﻋﻠﻰ ﺍﻷﻟﻮﺍﺡ‬ ‫ﻭﺃﻧﺰﻟﻪ ﻓﻮﺟﺪ ﺃﻣ‪‬ﻪ ﺑﺎﻧﺘﻈﺎﺭﻩ ﺑﺎﻛﻴﺔ ﻓﺤﻜﻰ ﳍﺎ‬
‫ﺍﳌﻘﻄﻊ )‪ (3‬ﲟﺎ ﺟﺮﻯ ﻟﻪ‪.‬‬
‫ﻓﺮﺣﺖ ﺣﻴﻮﺍﻧﺎﺕ ﺍﻟﺰ‪‬ﺭﻳﺒﺔ ﻭﺃﺣﺎﻃﺖ ﺑﺎﳊﻤﺎﺭ‬
‫ﺍﻟﻮﺣﺸ ‪‬ﻲ ﺗﺮﻗﺺ ﻭﺗﻐﻨ‪‬ﻲ ﻭﻗﺪ‪‬ﻣﺖ ﻟﻪ ﺣﺰﻣﺔ‬
‫ﻣﻦ ﻧﺒﺎﺕ ﺍﻟﺸ‪‬ﻌﲑ ﺗﺰﻳ‪‬ﻨﻬﺎ ﺃﺯﻫﺎﺭ ﺷﻘﺎﺋﻖ‬
‫‪ -‬ﻳﺘﺄﻣ‪‬ﻠﻮﻥ ﺍﳌﺸﻬﺪ ﻭﻳﺴﺘﻌﻴﻨﻮﻥ ﺑﻪ ﰲ ﺗﺴﻤﻴﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪6‬‬
‫ﺍﻟ‪‬ﻨﻌﻤﺎﻥ ﻭﺍﻷﻗﺤﻮﺍﻥ‪.‬‬
‫ﺍﻷﻫﻠﻴ‪‬ﺔ‬ ‫ﻋﺪﺩ ‪ : 5‬ﻣﺸﻬﺪ ‪ 3‬ﻣﺼﻮ‪‬ﺭ ﺑﻜﺘﺎﺏ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻳﺪﻋﻮ ﺇﱃ ﺗﺄﻣ‪‬ﻞ ﺍﳌﺸﻬﺪ‬
‫‪ -‬ﻳﻌﻤ‪‬ﺮﻭﻥ ﺍﳉﺪﻭﻝ ﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻟﻨ‪‬ﺺ ﻭﻳﻐﻨﻮﻧﻪ ﺑﺬﻛﺮ ﻧﺒﺎﺗﺎﺕ‬
‫‪ -‬ﳝﻜﻦ ﺇﳒﺎﺯ‬ ‫ﺃﺧﺮﻯ ﻣﻦ ﻛ ﹼﻞ ﺻﻨﻒ‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ‪7‬‬
‫‪ -‬ﻋﻨﺪ ﺍﻟﺘﻌﺜﹼﺮ ﻳﻌﻴﺪ‬ ‫ﻫﺬﺍ ﺍﻟﻨ‪‬ﺸﺎﻁ‬ ‫ﺗﻌﻤﲑ ﺍﳉﺪﻭﻝ ﺍﳌﺘ‪‬ﺼﻞ ﺑﺘﺼﻨﻴﻒ‬
‫ﻓﺮﺩﻳ‪‬ﺎ ﺃﻭ ﰲ ﻧﻄﺎﻕ ﺍﳌﻌﻠﹼﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻨ‪‬ﺺ ﺃﻭ‬ ‫ﻧﺒﺎﺗﺎﺕ ﺗﻠﻘﺎﺋﻴ‪‬ﺔ ﻧﺒﺎﺗﺎﺕ ﻳﻐﺮﺳﻬﺎ ﻧﺒﺎﺗﺎﺕ ﻳﺰﺭﻋﻬﺎ‬ ‫ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺇﱃ ‪:‬‬
‫ﻳﺪﻋﻮ ﺇﱃ ﻗﺮﺍﺀﺗﻪ‪.‬‬ ‫ﺍﻷﻓﺮﻗﺔ ﻣﻊ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫‪ -‬ﺗﻠﻘﺎﺋﻴ‪‬ﺔ‬
‫ﺍﳌﺮﺍﻭﺣﺔ ﺑﲔ‬ ‫‪ -‬ﻣﻐﺮﻭﺳﺔ ﻣﻦ ﻗﺒﻞ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﻟﺸ‪‬ﻔﻮﻱ ﻭﺍﻟﻜﺘﺎﰊ‬ ‫ﺍﻟﺸ‪‬ﻌﲑ‬ ‫‪ -‬ﺷﻘﺎﺋﻖ ﺍﻟﻨ‪‬ﻌﻤﺎﻥ ﺍﻟﺰ‪‬ﻳﺘﻮﻥ‬ ‫‪ -‬ﻣﺰﺭﻭﻋﺔ ﻣﻦ ﻗﺒﻞ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﻟﻘﻤﺢ‬ ‫ﺍﻟﱪﺗﻘﺎﻝ‬ ‫‪ -‬ﺍﻷﻗﺤﻮﺍﻥ‬
‫ﺍﻟﺬﹼﺭﺓ‬ ‫ﺍﻟﺘ‪‬ﻔﺎﺡ‬
‫‪................ ................ ................‬‬

‫ﻣﻼﺣﻈﺔ ‪ : 1‬ﺗﺘﻴﺢ ﻫﺬﻩ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ ﺇﺩﻣﺎﺝ ﻣﻔﺎﻫﻴﻢ ﺑﻴﺌﻴ‪‬ﺔ ﻭﺻﺤﻴ‪‬ﺔ ﻣﻦ ﻗﺒﻴﻞ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻋﺘﺒﺎﺭﺍ ﳉﻮﺍﻧﺒﻬﺎ ﺍﻟﻨ‪‬ﻔﻌﻴ‪‬ﺔ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺍﻹﻧﺴﺎﻥ‬
‫ﻣﻼﺣﻈﺔ ‪ : 2‬ﰲ ﻧﻄﺎﻕ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ )ﺣ ﹼﻞ ﻭﺿﻌﻴ‪‬ﺎﺕ ﻣﺸﻜﻞ ﺑﺈﳒﺎﺯ ﲝﻮﺙ ﻭﻣﺸﺎﺭﻳﻊ ﻣﺘ‪‬ﺼﻠﺔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳊﻴﻮﻳ‪‬ﺔ ﻟﻠﻜﺎﺋﻨﺎﺕ ﺍﳊﻴ‪‬ﺔ ﰲ ﻋﻼﻗﺘﻬﺎ ﺑﺎﶈﻴﻂ( ﳝﻜﻦ ﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻣﺴﺒﻘﺎ ﺇﱃ ﺍﻟﺘ‪‬ﺨﻄﻴﻂ ﳌﺸﺮﻭﻉ ﺃﻭ ﲝﺚ‬
‫ﻳﺘ‪‬ﺼﻞ ﺑﻐﺮﺍﺳﺔ ﻧﺒﺘﺔ )ﺣﺼ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﺍﻟﺘ‪‬ﻘﻨﻴﺔ( ﻭﺇﻋﺪﺍﺩ ﺑﻄﺎﻗﺔ ﻣﺘﺎﺑﻌﺔ ﳍﺎ ﺃﻭ ﺗﺮﺑﻴﺔ ﺣﻴﻮﺍﻥ ﻭﻣﺘﺎﺑﻌﺔ ﳕﻮ‪‬ﻩ ﻭﺗﻐﺬﻳﺘﻪ ﻭﺍﻹﺧﺒﺎﺭ ﻋﻦ ﺫﻟﻚ‪.‬‬

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 ‫ﻭﺿﻌﻴﺎﺕ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺫﺍﺕ ﻃﺎﺑﻊ ﺇﺩﻣﺎﺟﻲ‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬

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 ‫ﻭﺿﻌﻴ‪‬ﺔ ﺗﻘﻴﻴﻢ ﺫﺍﺕ ﻃﺎﺑﻊ ﺇﺩﻣﺎﺟﻲ‬ ‫ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬
‫ﺹ‪1‬‬
‫ﻋـــ‪1‬ـــﺪﺩ‬ ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﺘ‪‬ﻤﺮﻳﺮ ﻭﺍﻹﺻﻼﺡ‬

‫‪ - 1‬ﺍﻟﻜﻔﺎﻳﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ‪:‬‬

‫ﻳﻜﻮﻥ ﺍﳌﺘﻌﻠﹼﻢ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺣ ﹼﻞ ﻭﺿﻌﻴ‪‬ﺎﺕ ﺗﺘ‪‬ﺼﻞ ﺑﺎﻟﻔﻀﺎﺀ ﻭﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﰲ ﻭﺿﻌﻴ‪‬ﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‪.‬‬

‫‪ – 2‬ﻣﻌﺎﻳﲑ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬

‫ﺃ – ﻣﻌﺎﻳﲑ ﺍﳊﺪ‪ ‬ﺍﻷﺩﱏ‬
‫ﻣﻌـ‪ 1‬ﲢﻠﻴﻞ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ‬
‫ﻣﻌـ‪ 2‬ﺗﻌﻠﻴﻞ ﺇﺟﺎﺑﺔ‬
‫ﺏ – ﻣﻌﻴﺎﺭ ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬
‫ﻣﻌـ‪ 3‬ﺇﺻﻼﺡ ﺧﻄﺈ‬

‫‪ – 3‬ﻭﺿﻌﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬

‫ﺃ – ﺍﻟﺴ‪‬ﻨﺪ ‪:‬‬
‫ﻗﺼ‪‬ﺔ ﳛﻜﻴﻬﺎ ﺍﳌﻌﻠﹼﻢ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﻭﻳﻨﺠﺰ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺑﲔ ﺍﳌﺮﺣﻠﺔ ﻭﺍﻷﺧﺮﻯ‬
‫ﺏ – ﺍﻟﻮﺳﺎﺋﻞ ‪:‬‬
‫ﻣﺬﻛﹼﺮﺍﺕ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬
‫ﻗﻠﻢ ﺃﺯﺭﻕ – ﺃﻗﻼﻡ ﻣﻠﻮ‪‬ﻧﺔ‬

‫‪ – 4‬ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺎﺕ ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﻟﻌﺎﻣ‪‬ﺔ ‪:‬‬
‫‪ – 1‬ﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻛﺘﺎﺑﺔ ﺍﻻﺳﻢ ﻭﺍﻟﻠﹼﻘﺐ ﻋﻠﻰ ﺑﻄﺎﻗﺎ‪‬ﻢ‪.‬‬
‫‪ – 2‬ﺍﳊﺮﺹ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺼ‪‬ﺔ ﺑﺘﺄ ﹼﻥ ﻭﻗﺮﺍﺀﺓ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﺑﻮﺿﻮﺡ‪.‬‬
‫‪ – 3‬ﻻ ﺗﻘﺪ‪‬ﻡ ﺗﻮﺿﻴﺤﺎﺕ ﻣﻮﺣﻴﺔ ﺑﺎﻹﺟﺎﺑﺔ‪.‬‬
‫‪ – 4‬ﺍﻟﺘ‪‬ﺜﺒ‪‬ﺖ ﻣﻦ ﺃ ﹼﻥ ﻛ ﹼﻞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﺍﳌﻨﺎﺳﺐ ﻟﻠﺘ‪‬ﻌﻠﻴﻤﺎﺕ‪.‬‬
‫‪ – 5‬ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺘ‪‬ﻮﻗﻴﺖ ﺍﳌﻨﺼﻮﺹ ﻋﻠﻴﻪ‪.‬‬
‫‪ – 6‬ﺍﳊﺮﺹ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﺍﻹﳒﺎﺯ ﻓﺮﺩﻳ‪‬ﺎ‪.‬‬

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 ‫ﺹ‪2‬‬
‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 1‬‬
‫ﺍﻟﺘ‪‬ﺜﺒ‪‬ﺖ ﻣﻦ ﺍﻟﻔﻬﻢ‬ ‫ﺐ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ‪ .‬ﻳﺘﺎﺑﻌﻮﻥ ﻭﻳﻼﺣﻈﻮﻥ‬
‫ﻣﺮﺍﺩ ﺗﻠﻤﻴﺬ ﰲ ﺳﻨ‪‬ﻚ ﻳﺪﺭﺱ ﺑﺎﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ ﳛ ‪‬‬
‫ﺻﻨﻊ ﻣﺮﺍﺩ ﺑﻴﺘﺎ ﻣﻦ ﺍﳋﺸﺐ ﰲ ﺣﺪﻳﻘﺔ ﺍﳌﱰﻝ ﻷﺣﺪ ﻫﺬﻩ ﺍﳊﻴﻮﺍﻧﺎﺕ‪ .‬ﺍﻟﺮ‪‬ﺳﻢ‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 1‬‬
‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪1‬‬ ‫ﺃﻛﺘﺐ ﺍﺳﻢ ﺍﳊﻴﻮﺍﻥ ﺍﻟﹼﺬﻱ ﺳﻴﻌﻴﺶ ﰲ ﻫﺬﺍ ﺍﻟﺒﻴﺖ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 2‬‬

‫ﻳﻮﻡ ﺍﻷﺣﺪ ﺍﻟﻔﺎﺭﻁ‪ ،‬ﺫﻫﺐ ﻣﺮﺍﺩ ﺇﱃ ﺣﺪﻳﻘﺔ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻓﻼﺣﻆ ﺃ ﹼﻥ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺇﺩﺍﺭﺓ ﺍﳊﺪﻳﻘﺔ ﺟﻠﺒﺖ ﲤﺴﺎﺣﺎ ﻛﺒﲑﺍ‪.‬‬
‫ﺳﺘﻀﻊ ﺇﺩﺍﺭﺓ ﺍﳊﺪﻳﻘﺔ ﺍﻟﺘ‪‬ﻤﺴﺎﺡ ﰲ ﻣﻜﺎﻥ ﻣﺎ ﻣﻦ ﺍﳊﺪﻳﻘﺔ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 2‬‬
‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪2‬‬ ‫ﺃﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﰲ ﺍﻟﺘ‪‬ﺮﺑﻴﻌﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻤﻜﺎﻥ ﺍﻟﹼﺬﻱ ﺳﺘﻀﻊ ﻓﻴﻪ ﺇﺩﺍﺭﺓ‬
‫ﺍﳊﺪﻳﻘﺔ ﺍﻟﺘ‪‬ﻤﺴﺎﺡ‪.‬‬
‫ﺍﻟﺘ‪‬ﺜﺒ‪‬ﺖ ﻣﻦ ﻓﻬﻢ‬ ‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 3‬‬
‫ﻣﻌﲎ ﻛﻠﻤﺔ‬ ‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻱ ﺑﻮﺿﻊ ﺍﻟﻨ‪‬ﻤﺮ ﰲ‬
‫ﻱ ﻳﻌﺎﰿ ﳕﺮﺍ ﻣﺮﻳﻀﺎ‪ .‬ﺃﻣﺮ ﺍﻟﺒﻴﻄﺮ ‪‬‬
‫ﺭﺃﻯ ﻣﺮﺍﺩ ﺍﻟﺒﻴﻄﺮ ‪‬‬
‫ﺍﻟﺒﻴﻄﺮﻱ ‪ :‬ﻃﺒﻴﺐ‬ ‫ﻣﻜﺎﻥ ﺁﺧﺮ ﻣﻦ ﺍﳊﺪﻳﻘﺔ ﺣﺘ‪‬ﻰ ﻳﺸﻔﻰ‪.‬‬
‫ﻳﻌﺎﱀ ﺍﳊﻴﻮﺍﻧﺎﺕ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 3‬‬
‫ﻣﻌـ‪2‬‬ ‫‪3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪3‬‬ ‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‬
‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 4‬‬
‫ﺑﻌﺪ ﺃﻥ ﺷﺎﻫﺪ ﻣﺮﺍﺩ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺧﺮﺝ ﻣﻦ ﺍﳊﺪﻳﻘﺔ ﻣﺘ‪‬ﺠﻬﺎ ﳓﻮ ﻣﱰﻟﻪ‪.‬‬
‫ﺷﻌﺮ ﺑﺎﳉﻮﻉ ﻓﻮﻗﻒ ﺃﻣﺎﻡ ﺩﻛﹼﺎﻥ ﺑﺎﺋﻊ ﺍﳌﺮﻃﹼﺒﺎﺕ ﻟﻴﺸﺮﻱ ﻋﻠﺒﺔ ﻳﺎﻏﻮﺭﺕ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫‪ ...‬ﻟﻜﻦ ﻗﻄﻊ ﺍﳊﻠﻮﻯ ﺃﺳﺎﻟﺖ ﻟﻌﺎﺑﻪ‪.‬‬
‫ﺍﺣﺘﺎﺭ ﻣﺮﺍﺩ ‪ :‬ﺃﻳ‪‬ﻬﻤﺎ ﺃﻧﻔﻊ ﻗﻄﻌﺔ ﺍﳊﻠﻮﻯ ﺃﻡ ﺍﻟﻴﺎﻏﻮﺭﺕ ؟‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 4‬‬
‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪4‬‬ ‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬

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‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 5‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻧﻈﺮ ﻣﺮﺍﺩ ﺇﱃ ﻋﻠﺒﺔ ﺍﻟﻴﺎﻏﻮﺭﺕ ﻓﺘﺬﻛﹼﺮ ﺿﻴﻌﺔ ﺧﺎﻟﻪ ﺭﺷﻴﺪ ﻭﺑﻘﺮﺍﺗﻪ ﺍﹼﻟﱵ‬
‫ﺗﻌﻄﻲ ﻛﺜﲑﺍ ﻣﻦ ﺍﳊﻠﻴﺐ‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 5‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪5‬‬ ‫ﺃﻻﺣﻆ ﺍﻟﺮ‪‬ﺳﻢ ﻭﺃﺷﻄﺐ ﺍﻷﺷﻴﺎﺀ ﺍﻟﹼﱵ ﻻ ﺗﻮﻓﹼﺮﻫﺎ ﺍﻟﺒﻘﺮﺓ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 6‬‬

‫ﺧﺮﺝ ﻣﺮﺍﺩ ﻣﻦ ﺩﻛﹼﺎﻥ ﺑﺎﺋﻊ ﺍﳌﺮﻃﹼﺒﺎﺕ ﻭﱂ ﻳﺒﻖ ﻟﻪ ﻛﺜﲑ ﻣﻦ ﺍﻟﻮﻗﺖ ﻟﻴﺸﺎﻫﺪ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺍﻟﺼ‪‬ﻮﺭ ﺍﳌﺘﺤﺮ‪‬ﻛﺔ ﰲ ﺍﻟﺘ‪‬ﻠﻔﺎﺯ ﻟﻜﻨ‪‬ﻪ ﺗﺬﻛﹼﺮ ﺍﻟﻠﹼﻌﺒﺔ ﺍﻟﹼﱵ ﻭﻋﺪ ‪‬ﺎ ﺃﺧﺘﻪ‬
‫ﺍﻟﺼ‪‬ﻐﲑﺓ‪.‬‬
‫ﺃﻣﺎﻡ ﻣﺮﺍﺩ ﺩﻛﹼﺎﻥ "ﺃ" ﻭﺩﻛﹼﺎﻥ "ﺏ" ﺣﻴﺚ ﺗﺒﺎﻉ ﻧﻔﺲ ﺍﻟﻠﹼﻌﺐ ﻭﺑﻨﻔﺲ‬
‫ﺍﻟﺜﹼﻤﻦ‪.‬‬
‫ﻱ ﺩﻛﹼﺎﻥ ﺳﻴﺸﺮﻱ ﻣﺮﺍﺩ ﺍﻟﻠﹼﻌﺒﺔ ؟ ﻭﳌﺎﺫﺍ ؟‬ ‫ﻣﻦ ﺃ ‪‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 6‬‬

‫ﻣﻌـ‪1‬‬ ‫‪3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪6‬‬ ‫ﺃﻻﺣﻆ ﺍﻟﺮ‪‬ﺳﻢ ﹼﰒ ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬
‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 7‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻭﻗﻒ ﻣﺮﺍﺩ ﻳﻨﻈﺮ ﺇﱃ ﺍﻟﺪ‪‬ﻛﺎﻧﲔ ﺑﺎﺣﺜﺎ ﻋﻦ ﺃﻗﺼﺮ ﻣﺴﺎﻓﺔ‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 7‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 4‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪7‬‬ ‫ﺃﺻﻠﺢ ﺍﳋﻄﺄ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 8‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺃﺧﲑﺍ ﺍﻛﺘﺸﻒ ﻣﺮﺍﺩ ﺃﻗﺼﺮ ﻣﺴﺎﻓﺔ ﻭﺃﻗﺮﺏ ﺩﻛﹼﺎﻥ ﻣﻨﻪ‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 8‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 4‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪8‬‬ ‫ﺃﺻﻠﺢ ﺍﳋﻄﺄ‪.‬‬

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‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 9‬‬

‫ﺭﺟﻊ ﻣﺮﺍﺩ ﺇﱃ ﺍﳌﱰﻝ ﻓﺮﺃﻯ ﺃﺑﺎﻩ ﻳﻘﺴ‪‬ﻢ ﻗﻄﻌﺔ ﻣﻦ ﺍﳊﺪﻳﻘﺔ ﺇﱃ ﺃﺣﻮﺍﺽ‪.‬‬
‫ﺃﺭﺍﺩ ﻣﺮﺍﺩ ﺃﻥ ﻳﺴﺎﻋﺪ ﺃﺑﺎﻩ ﻋﻠﻰ ﻗﻴﺲ ﻃﻮﻝ ﺍﻷﺣﻮﺍﺽ ﻣﺴﺘﻌﻤﻼ ﺣﺒﻼ‬
‫ﻓﻘﺎﻝ ﻟﻪ ﺃﺑﻮﻩ ‪» :‬ﺍﺭﺟﻊ ﺇﱃ ﺍﳌﱰﻝ ﻭﺃﺣﻀﺮ ﺍﻟﻮﺳﻴﻠﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻘﻴﺲ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬
‫ﺍﻷﻃﻮﺍﻝ‪«.‬‬
‫ﻣﺎ ﻫﻲ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﹼﱵ ﺳﻴﺄﰐ ‪‬ﺎ ﻣﺮﺍﺩ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 9‬‬

‫ﺃﻛﺘﺐ ﰲ ﺍﻹﻃﺎﺭ ﺍﺳﻢ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﹼﱵ ﺳﻴﺄﰐ ‪‬ﺎ ﻣﺮﺍﺩ‪.‬‬
‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪9‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 10‬‬

‫ﲢﻮ‪‬ﻝ ﻣﺮﺍﺩ ﺇﱃ ﺍﳊﺪﻳﻘﺔ ﻓﻼﺣﻆ ﻧﺒﺎﺗﺎﺕ ﱂ ﻳﺰﺭﻋﻬﺎ ﺃﺑﻮﻩ ﻇﻬﺮﺕ ﲜﺎﻧﺐ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬
‫ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﺯﺭﻋﻬﺎ ﻣﻨﺬ ﻣﺪ‪‬ﺓ‪.‬‬
‫ﻣﺎ ﻫﻲ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﱂ ﻳﺰﺭﻋﻬﺎ ﺃﺑﻮ ﻣﺮﺍﺩ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 10‬‬

‫ﺃﺷﻄﺐ ﺃﲰﺎﺀ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ ﱂ ﻳﺰﺭﻋﻬﺎ ﺃﺑﻮ ﻣﺮﺍﺩ‪.‬‬
‫ﻣﻌـ‪1‬‬ ‫‪3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪10‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 11‬‬

‫ﺗﺴﺎﺀﻝ ﻣﺮﺍﺩ ﻋﻦ ﺳﺒﺐ ﻇﻬﻮﺭ ﺗﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﲜﺎﻧﺐ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﹼﱵ‬
‫ﺯﺭﻋﻬﺎ ﺃﺑﻮﻩ‪.‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬
‫ﺳﺎﻋﺪ ﻣﺮﺍﺩﺍ ﻋﻠﻰ ﺗﻌﺮ‪‬ﻑ ﺳﺒﺐ ﻇﻬﻮﺭ ﺗﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺑﻮﺿﻊ ﺍﻟﻌﻼﻣﺔ‬
‫)×( ﺃﻣﺎﻡ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ‪.‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 11‬‬

‫ﻣﻌـ‪2‬‬ ‫‪ 3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪11‬‬ ‫ﺃﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ‪.‬‬
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‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 12‬‬
‫ﺃﺧﺬ ﻣﺮﺍﺩ ﻳﻔﻜﹼﺮ ﰲ ﺗﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ‪ .‬ﻟﻮ ﻛﻨﺖ ﻣﻜﺎﻥ ﻣﺮﺍﺩ ﻣﺎﺫﺍ ﺗﻔﻌﻞ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺑﺘﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ؟ ﳌﺎﺫﺍ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 12‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪12‬‬ ‫ﺿﻊ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ ﰲ ﺇﻃﺎﺭ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 13‬‬

‫ﺷﻌﺮ ﻣﺮﺍﺩ ﺑﺎﻟﺘ‪‬ﻌﺐ ﻓﺪﺧﻞ ﻏﺮﻓﺔ ﺍﻟﻨ‪‬ﻮﻡ ﻟﻴﺴﺘﺮﻳﺢ ﻗﻠﻴﻼ ﻭﺑﻌﺪ ﻣﺪ‪‬ﺓ ﻗﺼﲑﺓ‪،‬‬
‫ﻂ ﻧﺎﺋﻤﺎ ﲜﺎﻧﺐ ﻣﺮﺍﺩ‪ ،‬ﻓﻘﺎﻝ ﻹﺑﻨﻪ ‪:‬‬
‫ﺩﺧﻞ ﺍﻷﺏ ﻏﺮﻓﺔ ﺍﻟﻨ‪‬ﻮﻡ ﻓﺮﺃﻯ ﺍﻟﻘ ﹼ‬
‫ﻂ ﰲ ﻧﻔﺲ ﺍﻟﻔﺮﺍﺵ " ؟‬ ‫"ﻛﻴﻒ ﺗﻨﺎﻡ ﻣﻊ ﺍﻟﻘ ﹼ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺃﺟﺎﺑﻪ ﻣﺮﺍﺩ ‪" :‬ﺍﻟﻘﻂ" ﺣﻴﻮﺍﻥ ﺃﻟﻴﻒ‪ ،‬ﻳﺎ ﺃﰊ"‪.‬‬
‫ﻂ ﺣﻴﻮﺍﻥ ﺃﻟﻴﻒ ﻭﻟﻜﻦ ‪...‬‬ ‫ﻓﺮ ‪‬ﺩ ﻋﻠﻴﻪ ﺃﺑﻮﻩ ‪ :‬ﺻﺤﻴﺢ ﺍﻟﻘ ﹼ‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 13‬‬

‫ﻣﻌـ‪1‬‬ ‫‪2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪13‬‬ ‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 14‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻂ ﻣﻦ ﻏﺮﻓﺔ ﺍﻟﻨ‪‬ﻮﻡ ﻭﺗﺬﻛﹼﺮ ﻛﻠﺒﻪ ﺍﻟﹼﺬﻱ ﺻﻨﻊ ﻟﻪ ﺑﻴﺘﺎ ﻣﻦ‬
‫ﺃﺧﺮﺝ ﻣﺮﺍﺩ ﺍﻟﻘ ﹼ‬
‫ﺍﳋﺸﺐ ﰲ ﺣﺪﻳﻘﺔ ﺍﳌﱰﻝ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 14‬‬
‫ﻣﻌـ‪2‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪14‬‬ ‫ﺃﺻﻠﺢ ﺍﳋﻄﺄ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 15‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺧﺮﺝ ﻣﺮﺍﺩ ﻣﻦ ﻏﺮﻓﺔ ﺍﻟﻨ‪‬ﻮﻡ ﻭﺍﺗ‪‬ﺠﻪ ﳓﻮ ﻣﻜﺘﺒﺔ ﻭﺍﻟﺪﻩ ﻓﺄﺧﺬ ﻛﺘﺎﺑﺎ ﺑﻪ‬
‫ﻋﺪ‪‬ﺓ ﺻﻮﺭ ﳊﻴﻮﺍﻧﺎﺕ ﳐﺘﻠﻔﺔ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 15‬‬
‫ﻣﻌـ‪3‬‬ ‫‪ 3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪15‬‬ ‫ﺃﺻﻠﺢ ﺍﳋﻄﺄ‪.‬‬

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 ‫ﺹ‪6‬‬ ‫‪ - 5‬ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺎﻹﺻﻼﺡ ‪:‬‬
‫‪ – 1‬ﺗﻮﺿﻴﺤﺎﺕ ﻹﺻﻼﺡ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ‪:‬‬
‫ﺍﳌﻌﺎﻳﲑ‬ ‫ﺍﻟــﺤــﻞﹼ‬ ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﻜﺘﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻛﻠﻤﺔ "ﺍﻟﻜﻠﺐ" ﰲ ﺍﻹﻃﺎﺭ – ﺗﻌﺘﱪ ﺍﻹﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ ﺇﺫﺍ ﻛﺘﺐ ﺍﺳﻢ ﺣﻴﻮﺍﻥ ﺁﺧﺮ‪.‬‬ ‫‪01‬‬

‫‪ 3‬ﺩﻕ ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ "ﰲ ﻣﻜﺎﻥ ﻓﺴﻴﺢ ﻓﻴﻪ ﻣﺎﺀ ﻛﺜﲑ" )ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ(‬ ‫‪02‬‬
‫ﻣﻌـ‪1‬‬
‫ﺗﻌﺘﱪ ﺍﻹﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ ﺇﺫﺍ ﻭﺿﻊ ﺍﻟﻌﻼﻣﺔ ﰲ ﺗﺮﺑﻴﻌﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﻣﻌـ‪2‬‬ ‫‪ 3‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ "ﺧﺎﺭﺝ ﺍﻟﻘﻔﺺ ﻷﻧ‪‬ﻪ ﺣﻴﻮﺍﻥ ﺃﻟﻴﻒ" ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬ ‫‪03‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ ‪ :‬ﺍﳊﻠﻮﻯ ﻏﺬﺍﺀ ﻧﺎﻓﻊ ﻟﻸﺳﻨﺎﻥ‪.‬‬ ‫‪04‬‬

‫ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ "ﺧﺒﺰ – ﺯﻳﺖ ﻭﺑﻴﺾ" ﺇﺫﺍ ﺷﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻏﺬﺍﺀ ﻣﺼﺪﺭﻩ ﺍﻟﻨ‪‬ﺒﺎﺕ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫‪05‬‬
‫ﺍﻷﻏﺬﻳﺔ ﺍﳊﻴﻮﺍﻧﻴ‪‬ﺔ ﺍﻟﺜﻼﺛﺔ ﺗﻌﺘﱪ ﺍﻹﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ‪.‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 3‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ "ﻳﺸﺮﻱ ﻣﺮﺍﺩ ﺍﻟﻠﹼﻌﺒﺔ ﻣﻦ ﺍﻟﺪ‪‬ﻛﺎﻥ ﺏ ﻷﻧ‪‬ﻪ ﺑﻌﻴﺪ ﻋﻨﻪ"‪.‬‬ ‫‪06‬‬

‫ﻣﻌـ‪2‬‬ ‫‪ 4‬ﺩﻕ ﻳﺼﻠﺢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ ﻓﺘﺼﺒﺢ "ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻣﻮﻗﻊ ﻣﺮﺍﺩ ﻭﺍﻟﺪ‪‬ﻛﺎﻥ ﺏ ﻃﻮﻳﻠﺔ"‪.‬‬ ‫‪07‬‬

‫ﻳﺼﻠﺢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻓﺘﺼﺒﺢ "ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻣﻮﻗﻊ ﻣﺮﺍﺩ ﻭﺍﻟﺪ‪‬ﻛﺎﻥ ﺃ ﻗﺼﲑﺓ ﻷ ﹼﻥ ﺍﻟﺪﻛﹼﺎﻥ »ﺃ« ﺃﻗﺮﺏ"‪ .‬ﻣﻌـ‪3‬‬ ‫‪ 4‬ﺩﻕ‬ ‫‪08‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﻜﺘﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻛﻠﻤﺔ "ﺍﳌﺘﺮ" ﰲ ﺍﻹﻃﺎﺭ‪.‬‬ ‫‪09‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ "ﺷﻘﺎﺋﻖ ﺍﻟﻨ‪‬ﻌﻤﺎﻥ"‪.‬‬ ‫‪10‬‬

‫ﻣﻌـ‪2‬‬ ‫‪ 3‬ﺩﻕ ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺜﺎﻟﺜﺔ ‪ :‬ﻷ ﹼﻥ ﺃﺑﺎ ﻣﺮﺍﺩ ﻻ ﻳﻘﻮﻡ ﺑﺈﺯﺍﻟﺔ ﺍﻷﻋﺸﺎﺏ ﺍﳌﻀﺎﻳﻘﺔ‪.‬‬ ‫‪11‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 3‬ﺩﻕ ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺇﻃﺎﺭ ‪:‬‬ ‫‪12‬‬

‫ﻟﻘﻤﺖ ﺑﺈﺯﺍﻟﺔ ﺗﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﳌﻀﺎﻳﻘﺔ ﻷﻧ‪‬ﻬﺎ ﺗﻌﻄﹼﻞ ﳕ ‪‬ﻮ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﳌﺰﺭﻭﻋﺔ‪.‬‬

‫ﻣﻌـ‪1‬‬ ‫ﻂ ﻳﻨﺎﻡ ﻣﻌﻨﺎ ﰲ ﻧﻔﺲ ﺍﻟﻔﺮﺍﺵ‪.‬‬

‫‪ 2‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ :‬ﻧﺘﺮﻙ ﺍﻟﻘ ﹼ‬ ‫‪13‬‬

‫ﻣﻌـ‪2‬‬ ‫‪ 2‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻋﺪﺩ ‪ : 2‬ﺍﺗﺮﻙ ﺍﻟﻜﻠﺐ ﺑﻼ ﺗﻠﻘﻴﺢ ﻷﻧ‪‬ﻪ ﺳﻠﻴﻢ‪.‬‬ ‫‪14‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 3‬ﺩﻕ ﻳﺼﻠﺢ ﺍﻟ‪‬ﺘﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻋﺪﺩ ‪ 2‬ﻓﺘﺼﺒﺢ "ﺍﻷﺳﺪ ﻭﺍﻟﺬﹼﺋﺐ ﻭﺍﻟﺜﹼﻌﻠﺐ ﺣﻴﻮﺍﻧﺎﺕ ﺑﺮﻳ‪‬ﺔ"‪.‬‬ ‫‪15‬‬

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 ‫ﺹ‪7‬‬
‫‪ – 2‬ﺗﻮﺿﻴﺤﺎﺕ ﻟﺘﻌﻤﲑ ﺟﺪﻭﻝ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ‪.‬‬
‫‪ -‬ﺗﺴﻨﺪ ﺍﻟﻌﻼﻣﺔ )‪ (+‬ﻛﻠﹼﻤﺎ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻭﺗﺴﻨﺪ ﺍﻟﻌﻼﻣﺔ )‪ (-‬ﻛﻠﹼﻤﺎ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ‬
‫ﺃﻭ ﻣﻔﻘﻮﺩﺓ‪.‬‬
‫‪ -‬ﻳﺴﻨﺪ ﺍﻟﻌﺪﺩ ﺍﳌﺴﺘﺤ ‪‬ﻖ ﺣﺴﺐ ﺍﳉﺪﻭﻝ ﺍﻟﻮﺍﺭﺩ ﺑﺒﻄﺎﻗﺔ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‪.‬‬
‫ﺹ ﺑﻨﺘﺎﺋﺞ ﻛ ﹼﻞ ﺗﻠﻤﻴﺬ‪.‬‬
‫‪ -‬ﻳﻌﻤ‪‬ﺮ ﺟﺪﻭﻝ ﺟﺮﺩ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ ﺑﺎﻟﺮ‪‬ﺟﻮﻉ ﺇﱃ ﺍﳉﺪﻭﻝ ﺍﳋﺎ ‪‬‬

‫• ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻹﺻﻼﺡ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ ﻳﺴﺘﺜﻤﺮ ﺟﺪﻭﻝ ﺗﺸﺨﻴﺺ ﺍﻷﺧﻄﺎﺀ ﻭﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﺨﻄﻴﻂ ﻟﻌﻤﻠﻴ‪‬ﺔ ﺍﻟﺪ‪‬ﻋﻢ‬
‫ﻭﺍﻟﻌﻼﺝ‪.‬‬

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‫ﺟـﺪﻭﻝ ﺗﻌـﻴﲔ ﺍﻷﺧـﻄﺎﺀ‬

‫ﻣﺼـﺪﺭ ﺍﳋﻄـﺈ‬ ‫ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﳌﻌـﻨﻴﻮﻥ‬ ‫ﻧـﻮﻉ ﺍﳋﻄﺈ‬

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 ‫ﺹ‪9‬‬

‫ﺍﳉـﺪﻭﻝ ﺍﶈﻮﺻﻞ ﻟﻨﺘﺎﺋﺞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬

‫ﻣﻌﻴﺎﺭ ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬ ‫ﻣﻌﺎﻳﲑ ﺍﳊﺪ‪ ‬ﺍﻷﺩﱏ‬
‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﺃﲰﺎﺀ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻉ‪/‬ﺭ‬
‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬
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‫‪25‬‬
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‫‪27‬‬
‫‪28‬‬
‫‪29‬‬

‫‪110‬‬
 ‫ﺹ ‪10‬‬

‫ﺍﳉـﺪﻭﻝ ﺍﶈﻮﺻﻞ ﻟﻨﺘﺎﺋﺞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬

‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﻣﻌﻴﺎﺭ ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬ ‫ﻣﻌﺎﻳﲑ ﺍﳊﺪ‪ ‬ﺍﻷﺩﱏ‬
‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﺃﲰﺎﺀ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻉ‪/‬ﺭ‬
‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬

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‫‪31‬‬
‫‪32‬‬
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‫‪34‬‬
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‫‪37‬‬
‫‪38‬‬
‫‪39‬‬
‫‪40‬‬
‫‪41‬‬

‫ﻋﺪﺩ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﶈﻘﹼﻘﲔ ﻟﻠﺘﻤﻠﹼﻚ ﺍﻷﺩﱏ‬

‫ﺍﻟﻨ‪‬ﺴﺒﺔ ﺍﳌﺎﺋﻮﻳﺔ‬

‫‪111‬‬
‫ﺍﻻﺳﻢ ‪...................... :‬‬ ‫ﻭﺿﻌﻴ‪‬ﺔ ﺗﻘﻴﻴﻢ ﺫﺍﺕ ﻃﺎﺑﻊ ﺇﺩﻣﺎﺟﻲ‬ ‫ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻟﻠﹼﻘﺐ ‪..................... :‬‬ ‫ﻋـــ‪1‬ـــﺪﺩ‬ ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪1‬ـﺪﺩ‬
‫ﺖ ‪............‬‬
‫ﺶ ﻓِﻲ ‪‬ﻫﺬﹶﺍ ﺍﹾﻟ‪‬ﺒ‪‬ﻴ ِ‬
‫ﺤ‪‬ﻴﻮ‪‬ﺍ ِﻥ ﺍﱠﻟﺬِﻱ ‪‬ﺳ‪‬ﻴﻌِﻴ ‪‬‬
‫ﺐ ِﺍ ‪‬ﺳ ‪‬ﻢ ﺍﹾﻟ ‪‬‬ ‫ﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬
‫ﻣﻌـ‪1‬‬
‫ﺍ َﻷ ‪‬ﺳ ‪‬ﺪ‬
‫ﺍﹾﻟﻔِﻴ ﹸﻞ‬
‫ﺐ‬
‫ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﻂ‬
‫ﺍﹾﻟ ِﻘ ﱡ‬
‫ﺍﻟ‪‬ﻨ ِﻤ ‪‬ﺮ‬
‫ﺍﹾﻟ‪‬ﺒ ﹶﻘ ‪‬ﺮ ﹸﺓ‬
‫ﺐ‬
‫ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪2‬ـﺪﺩ‬
‫ﺤﺪِﻳ ﹶﻘ ِﺔ‬
‫ﻀ ‪‬ﻊ ﻓِﻴ ِﻪ ِﺇﺩ‪‬ﺍ ‪‬ﺭ ﹸﺓ ﺍﹾﻟ ‪‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﻓِﻲ ﺍﻟ‪‬ﺘ ‪‬ﺮﺑِﻴ ‪‬ﻌ ِﺔ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ‪‬ﺒ ِﺔ ِﻟ ﹾﻠ ‪‬ﻤ ﹶﻜﺎ ِﻥ ﺍﱠﻟﺬِﻱ ‪‬ﺳ‪‬ﺘ ‪‬‬ ‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫ﹶﺃ ‪‬‬
‫ﻣﻌـ‪1‬‬
‫ﺡ‪.‬‬‫ﺍﻟِّﺘ ‪‬ﻤﺴ‪‬ﺎ ‪‬‬
‫ﺲ ﻓِﻴ ِﻪ ﻣ‪‬ﺎ ٌﺀ ‪...........‬‬
‫ﺡ ﻓِﻲ ‪‬ﻣﻜﹶﺎ ٍﻥ ﹶﻓﺴِﻴ ٍﺢ ﹶﻟ‪‬ﻴ ‪‬‬ ‫ﺤﺪِﻳ ﹶﻘ ِﺔ ﺍﻟِّﺘ ‪‬ﻤﺴ‪‬ﺎ ‪‬‬
‫ﻀ ‪‬ﻊ ِﺇﺩ‪‬ﺍ ‪‬ﺭ ﹸﺓ ﺍﹾﻟ ‪‬‬
‫‪‬ﺳ‪‬ﺘ ‪‬‬
‫ﲑ ‪.................‬‬ ‫ﻓِﻲ ‪‬ﻣﻜﹶﺎ ٍﻥ ﹶﻓﺴِﻴ ٍﺢ ﻓِﻴ ِﻪ ﻣ‪‬ﺎ ٌﺀ ﹶﻛِﺜ ‪‬‬
‫ﺲ ﻓِﻴ ِﻪ ‪‬ﻣﺎ ٌﺀ ‪..................‬‬ ‫ﺿِّﻴ ٍﻖ ﹶﻟ‪‬ﻴ ‪‬‬‫ﻓِﻲ ‪‬ﻣﻜﹶﺎ ٍﻥ ‪‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪3‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ‬
‫ﺐ ﺍﹾﻟ ‪‬‬ ‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﻣﻌـ‪2‬‬
‫ﺱ‪.‬‬
‫ﻱ ‪‬ﻣ ﹾﻔ‪‬ﺘ ِﺮ ‪‬‬
‫ﺺ ِﺑ ‪‬ﻤ ِﻔ ‪‬ﺮ ِﺩ ِﻩ َﻷ‪‬ﻧ ‪‬ﻪ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍ ﹲﻥ ‪‬ﺑ ِّﺮ ‪‬‬
‫ﺤﺪِﻳ ﹶﻘ ِﺔ ﺍﻟ‪‬ﻨ ِﻤ ‪‬ﺮ ‪ * :‬ﻓِﻲ ﺍﹾﻟ ﹶﻘ ﹶﻔ ِ‬
‫ﻀ ‪‬ﻊ ِﺇﺩ‪‬ﺍ ‪‬ﺭ ﹸﺓ ﺍﹾﻟ ‪‬‬
‫‪‬ﺳ‪‬ﺘ ‪‬‬
‫ﺾ‪.‬‬ ‫ﺺ ِﺑ ‪‬ﻤ ﹾﻔ ‪‬ﺮ ِﺩ ِﻩ َﻷ‪‬ﻧ ‪‬ﻪ ‪‬ﻣﺮِﻳ ‪‬‬ ‫* ﻓِﻲ ﺍﹾﻟ ﹶﻘ ﹶﻔ ِ‬
‫ﻒ‪.‬‬ ‫ﺺ َﻷ‪‬ﻧ ‪‬ﻪ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍ ﹲﻥ ﹶﺃﻟِﻴ ‪‬‬ ‫ﺝ ﺍﹾﻟ ﹶﻘ ﹶﻔ ِ‬‫* ﺧ‪‬ﺎ ِﺭ ‪‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪4‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬ ‫ﻣﻌـ‪1‬‬
‫ﺴ ِﻢ‪.‬‬
‫ﺠ‪‬‬ ‫ﺕ ِﻏﺬﹶﺍ ٌﺀ ﻧ‪‬ﺎِﻓ ‪‬ﻊ ِﻟ ﹾﻠ ِ‬ ‫‪ -‬ﺍﹾﻟﻴ‪‬ﺎﻏﹸﻮ ‪‬ﺭ ‪‬‬
‫ﻸ ‪‬ﺳﻨ‪‬ﺎ ِﻥ‪.‬‬‫ﺤ ﹾﻠﻮ‪‬ﻯ ِﻏﺬﹶﺍ ٌﺀ ﻧ‪‬ﺎِﻓ ‪‬ﻊ ﻟ َ‬ ‫‪ -‬ﺍﹾﻟ ‪‬‬
‫ﺕ ِﻏﺬﹶﺍ ٌﺀ ﻧ‪‬ﺎِﻓ ‪‬ﻊ ِﻟ ﹾﻠ ِﻌﻈﹶﺎ ِﻡ ﻭ‪‬ﺍ َﻷ ‪‬ﺳﻨ‪‬ﺎ ِﻥ‪.‬‬ ‫‪ -‬ﺍﹾﻟﻴ‪‬ﺎﻏﹸﻮ ‪‬ﺭ ‪‬‬
‫‪112‬‬
 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪5‬ـﺪﺩ‬
‫ﺐ ﺍ َﻷ ‪‬ﺷﻴ‪‬ﺎ َﺀ ﺍﱠﻟﺘِﻲ ﹶﻻ ‪‬ﺗ ‪‬ﻮِّﻓ ‪‬ﺮﻫ‪‬ﺎ ﺍﹾﻟ‪‬ﺒ ﹶﻘ ‪‬ﺮ ﹸﺓ‬
‫ﻆ ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻢ ﹸﺛ ‪‬ﻢ ﺃﹶ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﹸﺃ ﹶﻻ ِﺣ ﹸ‬ ‫ﻣﻌـ‪1‬‬

‫ﺾ‬
‫‪‬ﺑ‪‬ﻴ ‪‬‬ ‫‪‬ﺧ‪‬ﺒ ‪‬ﺰ‬
‫ﺤ ‪‬ﻢ‬
‫ﹶﻟ ‪‬‬

‫ِﺟ ﹾﻠ ‪‬ﺪ‬ ‫ﺐ‬

‫‪‬ﺣﻠِﻴ ‪‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪6‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ‪.‬‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﻆ ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻢ ﹸﺛ ‪‬ﻢ ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﹸﺃ ﹶﻻ ِﺣ ﹸ‬
‫ﻣﻌـ‪1‬‬

‫‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ‬
‫ﺸﺮِﻱ ‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ ﺍﻟﱡﻠ ‪‬ﻌ‪‬ﺒ ﹶﺔ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬ﺪﻛﱠﺎ ِﻥ ﺏ َﻷ‪‬ﻧ ‪‬ﻪ ‪‬ﺑﻌِﻴ ‪‬ﺪ ‪‬ﻋ‪‬ﻨ ‪‬ﻪ‪.‬‬
‫‪ -‬ﻳ ‪‬‬
‫ﺸﺮِﻱ ‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ ﺍﻟﱡﻠ ‪‬ﻌ‪‬ﺒ ﹶﺔ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬ﺪﻛﱠﺎ ِﻥ ﺃ َﻷ‪‬ﻧ ‪‬ﻪ ﹶﻗﺮِﻳ ‪‬‬
‫ﺐ ِﻣ‪‬ﻨ ‪‬ﻪ‪.‬‬ ‫‪ -‬ﻳ ‪‬‬
‫ﺤ ِّﺮ ﹶﻛ ِﺔ‪.‬‬
‫ﺼ ‪‬ﻮ ِﺭ ﺍﹾﻟ ‪‬ﻤ‪‬ﺘ ‪‬‬
‫ﺖ ﺣ‪‬ﺎ ﹶﻥ ِﻟ ‪‬ﻤﺸ‪‬ﺎ ‪‬ﻫ ‪‬ﺪ ِﺓ ﺍﻟ ‪‬‬
‫ﺸﺮِﻱ ‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ ﺍﻟﱡﻠ ‪‬ﻌ‪‬ﺒ ﹶﺔ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬ﺪﻛﱠﺎ ِﻥ ﺃ َﻷ ﱠﻥ ﺍﻟﹾ ‪‬ﻮ ﹾﻗ ‪‬‬
‫‪ -‬ﻳ ‪‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪7‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬
‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫ﹸﺃ ‪‬‬ ‫ﻣﻌـ‪3‬‬
‫ﺼ ‪‬ﲑ ﹲﺓ‪.‬‬
‫ﺻﹶﻠ ﹸﺔ ‪‬ﺑ‪‬ﻴ ‪‬ﻦ ‪‬ﻣ ‪‬ﻮِﻗ ِﻊ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ ﻭ‪‬ﺍﻟ ‪‬ﺪﻛﱠﺎ ِﻥ ﺏ ﹶﻗ ِ‬
‫‪ -‬ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﻓﹶ ﹸﺔ ﺍﹾﻟﻔﹶﺎ ِ‬
‫‪........................................................................‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪8‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ‬
‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫ﹸﺃ ‪‬‬
‫ﻣﻌـ‪3‬‬
‫ﺻﹶﻠ ﹸﺔ ‪‬ﺑ‪‬ﻴ ‪‬ﻦ ‪‬ﻣ ‪‬ﻮِﻗ ِﻊ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ ﻭ‪‬ﺍﻟ ‪‬ﺪﻛﱠﺎ ِﻥ ﺃ ﹶﻃﻮِﻳﹶﻠ ﹲﺔ َﻷ ﱠﻥ ﺍﻟ ‪‬ﺪﻛﱠﺎ ﹶﻥ ﺃ ‪‬ﺑﻌِﻴ ‪‬ﺪ ‪‬ﻋ‪‬ﻨ ‪‬ﻪ‪.‬‬
‫‪ -‬ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﻓﹶ ﹸﺔ ﺍﹾﻟﻔﹶﺎ ِ‬
‫‪...................................................................... -‬‬

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 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪9‬ـﺪﺩ‬
‫‪.........................‬‬
‫ﺲ ِﺑﻬ‪‬ﺎ‬
‫ﺐ ﻓِﻲ ﺍ ِﻹﻃﹶﺎ ِﺭ ِﺇ ‪‬ﺳ ‪‬ﻢ ﺍﹾﻟ ‪‬ﻮﺳِﻴﹶﻠ ِﺔ ﺍﱠﻟﺘِﻲ ‪‬ﻳﻘِﻴ ‪‬‬ ‫ﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬ ‫ﻣﻌـ‪1‬‬
‫‪.‬‬
‫‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ ﺍ َﻷ ﹾﻃﻮ‪‬ﺍ ﹶﻝ‪.‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪10‬ـﺪﺩ‬
‫ﺕ ﺍﱠﻟﺘِﻲ ﹶﻟ ‪‬ﻢ ‪‬ﻳ ‪‬ﺰ ‪‬ﺭ ‪‬ﻋﻬ‪‬ﺎ ﹶﺃ‪‬ﺑﻮ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ‪.‬‬
‫ﹶﺃ ‪‬ﺷ ﹸﻄﺐ‪ ‬ﹶﺃ ‪‬ﺳﻤ‪‬ﺎ َﺀ ﺍﻟ‪‬ﻨﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬ ‫ﻣﻌـ‪1‬‬

‫ﺲ‪.‬‬
‫ﺨ ‪‬‬
‫ﺖ – ﺍﹾﻟ ‪‬‬ ‫ﺠ ‪‬ﺰ ‪‬ﺭ – ﺍﻟِّﻠ ﹾﻔ ‪‬‬ ‫ﺼ ﹸﻞ – ‪‬ﺷﻘﹶﺎِﺋ ‪‬ﻖ ﺍﻟ‪‬ﻨ ‪‬ﻌﻤ‪‬ﺎ ِﻥ – ﺍﹾﻟ ‪‬‬ ‫ﺍﹾﻟ‪‬ﺒ ‪‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪11‬ـﺪﺩ‬
‫ﺤ ِﺔ ‪:‬‬
‫ﺼﺤِﻴ ‪‬‬ ‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍ ِﻹﺟ‪‬ﺎ‪‬ﺑ ِﺔ ﺍﻟ ‪‬‬
‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫ﹶﺃ ‪‬‬ ‫ﻣﻌـ‪2‬‬

‫ﺤﺪِﻳ ﹶﻘ ﹶﺔ ﺑِﺎ ‪‬ﺳِﺘ ‪‬ﻤﺮ‪‬ﺍ ٍﺭ‪.‬‬

‫ﻒ ﺍﹾﻟ ‪‬‬‫* َﻷﻥﱠ ﹶﺃﺑ‪‬ﺎ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ ‪‬ﻳ‪‬ﻨ ِّﻈ ‪‬‬
‫ﺤﺪِﻳ ﹶﻘ ِﺔ‪.‬‬
‫* َﻷ ﱠﻥ ﹶﺃﺑ‪‬ﺎ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ ‪‬ﻳ ‪‬ﻌ‪‬ﺘﻨِﻲ ﺑِﺎﹾﻟ ‪‬‬
‫ﺏ ﺍﹾﻟ ‪‬ﻤﻀ‪‬ﺎِﻳ ﹶﻘ ِﺔ‪.‬‬
‫* َﻷ ﱠﻥ ﹶﺃﺑ‪‬ﺎ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ ﹶﻻ ‪‬ﻳﻘﹸﻮ ‪‬ﻡ ِﺑِﺈﺯ‪‬ﺍﹶﻟ ِﺔ ﺍ َﻷ ‪‬ﻋﺸ‪‬ﺎ ِ‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪12‬ـﺪﺩ‬
‫ﺤ ﹶﺔ ﻓِﻲ ِﺇﻃﹶﺎ ٍﺭ‪.‬‬
‫ﺼﺤِﻴ ‪‬‬ ‫ﺿ ‪‬ﻊ ﺍ ِﻹﺟ‪‬ﺎ‪‬ﺑ ﹶﺔ ﺍﻟ ‪‬‬ ‫ﹶﺃ ‪‬‬ ‫ﻣﻌـ‪3‬‬

‫ﺖ ‪‬ﻣﻜﹶﺎ ﹶﻥ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ ‪:‬‬ ‫ﹶﻟ ‪‬ﻮ ﹸﻛ‪‬ﻨ ‪‬‬

‫ﺕ ﺍﹾﻟ ‪‬ﻤ ‪‬ﺰﺭ‪‬ﻭ ‪‬ﻋ ﹶﺔ ‪‬ﻋﻠﹶﻰ ﺍﻟ‪‬ﻨ ‪‬ﻤ ِّﻮ‪.‬‬
‫ﺕ ﺍﹾﻟ ‪‬ﻤﻀ‪‬ﺎِﻳ ﹶﻘ ِﺔ َﻷ‪‬ﻧ ‪‬ﻬﺎ ‪‬ﺗﺴ‪‬ﺎ ِﻋ ‪‬ﺪ ﺍﻟ‪‬ﻨﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬ ‫ﻚ ﺍﻟ‪‬ﻨﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬ ‫ﺖ ِﺗ ﹾﻠ ‪‬‬ ‫* ﹶﻟ‪‬ﺘ ‪‬ﺮ ﹶﻛ ‪‬‬
‫ﺕ ﺍﹾﻟ ‪‬ﻤ ‪‬ﺰﺭ‪‬ﻭ ‪‬ﻋ ِﺔ‪.‬‬
‫ﺕ ﺍﹾﻟ ‪‬ﻤﻀ‪‬ﺎِﻳ ﹶﻘ ِﺔ َﻷ‪‬ﻧﻬ‪‬ﺎ ‪‬ﺗ ‪‬ﻌ ِّﻄ ﹸﻞ ‪‬ﻧ ‪‬ﻤ ‪‬ﻮ ﺍﻟ‪‬ﻨﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬‫ﻚ ﺍﻟ‪‬ﻨﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬
‫ﺖ ِﺑِﺈﺯ‪‬ﺍﹶﻟ ِﺔ ِﺗ ﹾﻠ ‪‬‬
‫* ﹶﻟ ﹸﻘ ‪‬ﻤ ‪‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪13‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬ ‫ﺐ ﺍﹾﻟ ‪‬‬‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬ ‫ﻣﻌـ‪1‬‬

‫ﺹ ِﺑ ِﻪ‪.‬‬
‫ﻂ ﻓِﻲ ‪‬ﻣﻜﹶﺎ ٍﻥ ﺧ‪‬ﺎ ٍّ‬ ‫ﺐ ﹶﺃ ﹾﻥ ‪‬ﻳﻨ‪‬ﺎ ‪‬ﻡ ﺍﹾﻟ ِﻘ ﱡ‬‫ﺠ ‪‬‬ ‫‪ -‬ﻳ ِ‬
‫ﺵ‪.‬‬
‫ﺲ ﺍﹾﻟ ِﻔﺮ‪‬ﺍ ِ‬
‫ﻂ ‪‬ﻳﻨ‪‬ﺎ ‪‬ﻡ ‪‬ﻣ ‪‬ﻌﻨ‪‬ﺎ ﻓِﻲ ‪‬ﻧ ﹾﻔ ِ‬
‫‪ -‬ﻧ‪‬ﺘ ‪‬ﺮ ‪‬ﻙ ﺍﹾﻟ ِﻘ ﱠ‬
‫ﺹ ِﺑ ِﻪ‪.‬‬
‫ﻂ ِﻭﻋ‪‬ﺎ ٌﺀ ﺧ‪‬ﺎ ‪‬‬‫ﺐ ﹶﺃ ﹾﻥ ‪‬ﻳﻜﹸﻮ ﹶﻥ ِﻟ ﹾﻠ ِﻘ ِّ‬ ‫ﺠ ‪‬‬ ‫‪ -‬ﻳ ِ‬
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 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪14‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬
‫ﺐ ﺍﹾﻟ ‪‬‬ ‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬ ‫ﻣﻌـ‪1‬‬

‫ﺤِﺘ ِﻪ‪.‬‬
‫ﺼ‪‬‬‫ﺐ َﻷ ﱠﻥ ﺍﻟ‪‬ﺘ ﹾﻠﻘِﻴ ‪‬ﺢ ﻧ‪‬ﺎِﻓ ‪‬ﻊ ِﻟ ِ‬‫ﻱ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫‪ -‬ﻳﹶﻠ ِّﻘ ‪‬ﺢ ﺍﹾﻟ‪‬ﺒ‪‬ﻴ ﹶﻄ ِﺮ ‪‬‬
‫ﻼ ‪‬ﺗ ﹾﻠﻘِﻴ ٍﺢ َﻷ‪‬ﻧ ‪‬ﻪ ‪‬ﺳﻠِﻴ ‪‬ﻢ‪.‬‬
‫ﺐ ِﺑ ﹶ‬ ‫‪ -‬ﹶﺃ‪‬ﺗ ‪‬ﺮ ‪‬ﻙ ﺍﹾﻟ ﹶﻜﹶﻠ ‪‬‬
‫ﺽ‪.‬‬ ‫ﺐ ‪‬ﺣﺘ‪‬ﻰ ﹶﻻ ﹶﺃ ‪‬ﻣ ‪‬ﺮ ‪‬‬ ‫ﺲ ﺍﹾﻟ ﹶﻜ ﹾﻠ ِ‬‫ﻱ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ﹶﻟ ‪‬ﻤ ِ‬
‫ﺴ ﹸﻞ ‪‬ﻳ ‪‬ﺪ ‪‬‬ ‫‪ -‬ﹶﺃ ﹾﻏ ِ‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪15‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬ ‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫ﹸﺃ ‪‬‬ ‫ﻣﻌـ‪3‬‬

‫ﺕ ﹶﺃﻟِﻴ ﹶﻔ ﹲﺔ‪.‬‬
‫ﺐ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ‪‬‬
‫ﺐ ﻭ‪‬ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ‪‬‬
‫‪ -‬ﺍ َﻷ ‪‬ﺳ ‪‬ﺪ ﻭ‪‬ﺍﻟ ِّﺬﹾﺋ ‪‬‬
‫‪.............................................................................‬‬

‫ﺟﺪﻭﻝ ﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ )ﺧﺎﺹ‪ ‬ﺑﺎﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬ ‫ﺍﳌﻌﺎﻳﲑ ﺍﻟﺪ‪‬ﻧﻴﺎ‬ ‫ﺩﺭﺟﺎﺕ‬

‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ‬

‫ﺍﻟﻌـﺪﺩ‬ ‫ﺇﺝﺹ‬ ‫ﺍﻟﻌـﺪﺩ‬ ‫ﺇﺝﺹ‬ ‫ﺍﻟﻌـﺪﺩ‬ ‫ﺇﺡﺹ‬

‫‪0‬‬ ‫‪0‬‬
‫‪1‬‬ ‫‪1‬‬ ‫ﺍﻧﻌﺪﺍﻡ‬
‫‪2‬‬ ‫‪2‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬
‫‪3‬‬ ‫‪3‬‬ ‫ﺩﻭﻥ‬
‫‪4‬‬ ‫‪4‬‬
‫‪5‬‬ ‫‪5‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ ﺍﻷﺩﱏ‬
‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪3‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ ﺍﻷﺩﱏ‬

‫‪8‬‬ ‫‪7‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ ﺍﻷﻗﺼﻰ‬

‫‪9‬‬ ‫‪8‬‬
‫‪5‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪10‬‬ ‫‪9‬‬
‫ﺇ ﺝ ﺹ ‪ :‬ﺇﺟﺎﺑﺎﺕ ﺻﺤﻴﺤﺔ‪.‬‬

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 ‫ﻭﺿﻌﻴ‪‬ﺔ ﺗﻘﻴﻴﻢ ﺫﺍﺕ ﻃﺎﺑﻊ ﺇﺩﻣﺎﺟﻲ‬ ‫ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬
‫ﺹ‪1‬‬
‫ﻋـــ‪2‬ـــﺪﺩ‬ ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﺘ‪‬ﻤﺮﻳﺮ ﻭﺍﻹﺻﻼﺡ‬

‫‪ - 1‬ﺍﻟﻜﻔﺎﻳﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ‪:‬‬

‫ﻳﻜﻮﻥ ﺍﳌﺘﻌﻠﹼﻢ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺣ ﹼﻞ ﻭﺿﻌﻴ‪‬ﺎﺕ ﺗﺘ‪‬ﺼﻞ ﺑﺎﻟﻔﻀﺎﺀ ﻭﺍﻟﺰ‪‬ﻣﻦ ﻭﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ ﻭﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬
‫ﻭﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﰲ ﻭﺿﻌﻴ‪‬ﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‪.‬‬

‫‪ – 2‬ﻣﻌﺎﻳﲑ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬

‫ﺃ – ﻣﻌﺎﻳﲑ ﺍﳊﺪ‪ ‬ﺍﻷﺩﱏ‬
‫ﻣﻌـ‪ 1‬ﲢﻠﻴﻞ ﺍﻟﻮﺿﻌﻴ‪‬ﺔ‬
‫ﻣﻌـ‪ 2‬ﺗﻌﻠﻴﻞ ﺇﺟﺎﺑﺔ‬
‫ﺏ – ﻣﻌﻴﺎﺭ ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬
‫ﻣﻌـ‪ 3‬ﺇﺻﻼﺡ ﺧﻄﺈ‬

‫‪ – 3‬ﻭﺿﻌﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻘﻴﻴﻢ ‪:‬‬

‫ﺃ – ﺍﻟﺴ‪‬ﻨﺪ ‪:‬‬
‫ﻗﺼ‪‬ﺔ ﳛﻜﻴﻬﺎ ﺍﳌﻌﻠﹼﻢ ﻋﻠﻰ ﻣﺮﺍﺣﻞ )ﺍﻧﻈﺮ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ( ﻭﻳﻨﺠﺰ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ﺍﳌﻄﻠﻮﺑﺔ ﺑﲔ‬
‫ﻛ ﹼﻞ ﻣﺮﺣﻠﺔ ﻭﺃﺧﺮﻯ‪.‬‬

‫‪ – 4‬ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺎﺕ ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﻟﻌﺎﻣ‪‬ﺔ ‪:‬‬
‫‪ – 1‬ﺍﳊﺮﺹ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻤﺮﻳﺮ ﰲ ﺟ ‪‬ﻮ ﻧﻔﺴﻲ ﻣﻄﻤﺌﻦ‪.‬‬
‫‪ – 2‬ﺩﻋﻮﺓ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﻛﺘﺎﺑﺔ ﺍﻻﺳﻢ ﻭﺍﻟﻠﹼﻘﺐ ﻋﻠﻰ ﺑﻄﺎﻗﺎ‪‬ﻢ‪.‬‬
‫‪ – 3‬ﺍﳊﺮﺹ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﺴ‪‬ﻨﺪ ﺑﺘﺄ ﹼﻥ ﻭﻗﺮﺍﺀﺓ ﻛ ﹼﻞ ﺗﻌﻠﻴﻤﺔ ﺑﻮﺿﻮﺡ‪.‬‬
‫‪ – 4‬ﻻ ﺗﻘﺪ‪‬ﻡ ﺗﻮﺿﻴﺤﺎﺕ ﻣﻮﺣﻴﺔ ﺑﺎﻹﺟﺎﺑﺔ‪.‬‬
‫‪ – 5‬ﺍﻟﺘ‪‬ﺜﺒ‪‬ﺖ ﻣﻦ ﺃﻥﹼ ﻛ ﹼﻞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﻳﻨﺠﺰﻭﻥ ﻓﻌﻼ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﺍﳌﻨﺎﺳﺐ ﻟﻠﺘ‪‬ﻌﻠﻴﻤﺔ‪.‬‬
‫‪ – 6‬ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺘ‪‬ﻮﻗﻴﺖ ﺍﳌﻨﺼﻮﺹ ﻋﻠﻴﻪ‪.‬‬
‫‪ – 7‬ﺍﳊﺮﺹ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﺍﻹﳒﺎﺯ ﻓﺮﺩﻳ‪‬ﺎ‪.‬‬

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 ‫ﺹ‪2‬‬

‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻣﺮﺍﺩ ﺗﻠﻤﻴﺬ ﰲ ﺳﻨ‪‬ﻚ ﻳﺪﺭﺱ ﺑﺎﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 1‬‬
‫ﻳﻮﻡ ﺍﻷﺣﺪ ﺍﻟﻔﺎﺭﻁ ﻗﺎﻣﺖ ﺍﳌﺪﺭﺳﺔ ﺍﻟﹼﱵ ﻳﺪﺭﺱ ‪‬ﺎ ﻣﺮﺍﺩ ﺑﺮﺣﻠﺔ ﺇﱃ ﺍﻟﻐﺎﺑﺔ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 1‬‬
‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬
‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪1‬‬ ‫ﻻﺣﻆ ﺍﻟﺼ‪‬ﻮﺭ ﹼﰒ ﺭﺗ‪‬ﺒﻬﺎ ﺣﺴﺐ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ ﻭﺫﻟﻚ ﺑﻜﺘﺎﺑﺔ ﺍﻷﺭﻗﺎﻡ‬
‫ﻣﻦ ‪ 1‬ﺇﱃ ‪ 4‬ﰲ ﺍﻟﺘ‪‬ﺮﺑﻴﻌﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 2‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺑﻌﺪ ﺳﺎﻋﺔ ﻣﻦ ﺍﻟﺴ‪‬ﲑ‪ ،‬ﻭﺻﻠﺖ ﺍﳊﺎﻓﻠﺔ ﺇﱃ ﺍﻟﻐﺎﺑﺔ ﻭﻧﺰﻝ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‪ .‬ﻫﻞ ﺃﻥ‬
‫ﺗﻮﻗﹼﻒ ﺍﳊﺎﻓﻠﺔ ﰲ ﺍﻟﻐﺎﺑﺔ ﺣﺪﺙ ﺩﻭﺭﻱ ﺃﻡ ﺣﺪﺙ ﻏﲑ ﺩﻭﺭﻱ ؟‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪2‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 2‬‬

‫ﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 3‬‬

‫ﺷﺮﻉ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﰲ ﺍﻟ‪‬ﺘﱰﹼﻩ ﻭﺍﻟﻠﹼﻌﺐ ﰲ ﺭﻛﻦ ﻣﻦ ﺍﻟﻐﺎﺑﺔ‪ .‬ﺗﺴﺎﺑﻖ ﻣﺮﺍﺩ‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬
‫ﻭﺳﺎﻣﻲ ﻭﻗﺪ ﺍﻧﻄﻠﻘﺎ ﻣﻦ ﻧﻔﺲ ﺍﳌﻜﺎﻥ ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻣﻦ ﻓﺎﺯ ﰲ‬
‫ﺍﻟﺴ‪‬ﺒﺎﻕ ؟ ﻭﳌﺎﺫﺍ ؟‬

‫ﻣﻌـ‪2‬‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪3‬‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 3‬‬
‫‪ 4‬ﺩﻕ‬
‫ﻻﺣﻆ ﺍﻟﺮ‪‬ﲰﲔ ‪ 1‬ﻭ‪ 2‬ﻭﺃﲤﻢ ﺍﳉﻤﻠﺔ‪.‬‬
‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 4‬‬
‫ﻂ ﺍﻟﻮﺻﻮﻝ ﰲ ﺟ ‪‬ﻮ ﻣﻦ ﺍﳍﺘﺎﻑ ﻭﺍﻟﺘ‪‬ﺼﻔﻴﻖ‪.‬‬‫ﻭﺻﻞ ﺍﳌﺘﺴﺎﺑﻘﺎﻥ ﺇﱃ ﺧ ﹼ‬
‫ﻣﻦ ﻭﺻﻞ ﻣﻦ ﺍﻟﺼ‪‬ﺪﻳﻘﲔ ﺑﻌﺪ ﺍﻵﺧﺮ ؟‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪4‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 4‬‬

‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬

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‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺘ‪‬ﺜﺒ‪‬ﺖ ﻣﻦ ﻓﻬﻢ‬ ‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 5‬‬
‫ﻣﻌﲎ ﻛﻠﻤﺔ‬ ‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺗﺼﺎﻓﺢ ﺍﳌﺘﺴﺎﺑﻘﺎﻥ ﻭﺗﻌﺎﻧﻘﺎ ﻷﻧ‪‬ﻬﻤﺎ ﺻﺪﻳﻘﺎﻥ ﲪﻴﻤﺎﻥ‪.‬‬
‫"ﲪﻴﻤﺎﻥ"‬ ‫ﻣﺎ ﻫﻲ ﺍﳌﻔﺎﺻﻞ ﺍﻟﹼﱵ ﺗﺘﺤﺮ‪‬ﻙ ﰲ ﻛ ﹼﻞ ﺣﺎﻟﺔ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 5‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪5‬‬ ‫ﺃﻻﺣﻆ ﺍﻟﺮ‪‬ﺳﻢ ﻭﺃﻛﺘﺐ ﺭﻗﻢ ﺍﳌﻔﺼﻞ ﺩﺍﺧﻞ ﺍﻹﻃﺎﺭ ﰲ ﻛ ﹼﻞ ﺣﺎﻟﺔ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 6‬‬

‫ﺟﻠﺲ ﺍﻟﺼ‪‬ﺪﻳﻘﺎﻥ ﲢﺖ ﺷﺠﺮﺓ ﻭﳘﺎ ﻳﻠﻬﺜﺎﻥ ﻣﻦ ﺷﺪ‪‬ﺓ ﺍﻟﺘ‪‬ﻌﺐ‪.‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻗﺎﻝ ﺳﺎﻣﻲ ﳌﺮﺍﺩ »ﺣﻘﹼﺎ ﺇ ﹼﻥ ﺍﻟﺮ‪‬ﻳﺎﺿﺔ ﻣﻔﻴﺪﺓ ﻟﻸﺟﺴﺎﻡ ﻭﺃ ﹼﻥ ﺍﳌﻔﺎﺻﻞ ﺗﻴﺴ‪‬ﺮ‬
‫ﺣﺮﻛﺔ ﺍﳉﺴﻢ«‪ .‬ﻫﻞ ﺗﻮﺍﻓﻖ ﺳﺎﻣﻲ ﻋﻠﻰ ﺫﻟﻚ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 6‬‬

‫ﻣﻌـ‪1‬‬ ‫‪3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪6‬‬ ‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 7‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻗﺎﻝ ﻣﺮﺍﺩ ‪» :‬ﻳﻨﺒﻐﻲ ﻋﻠﻴﻨﺎ ﺃﻥ ﳓﺎﻓﻆ ﻋﻠﻰ ﺳﻼﻣﺔ ﺃﺟﺴﺎﻣﻨﺎ«‪.‬‬
‫ﻭﺃﻧﺖ ﻛﻴﻒ ﲢﺎﻓﻆ ﻋﻠﻰ ﺳﻼﻣﺔ ﺟﺴﻤﻚ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 7‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪7‬‬
‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬
‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 8‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺴﻠﹼﺔ ﺍﻟﹼﱵ ﻭﺿﻌﻬﺎ ﲢﺖ‬
‫ﺑﻌﺪ ﺍﻟﺴ‪‬ﺒﺎﻕ‪ ،‬ﺷﻌﺮ ﻣﺮﺍﺩ ﺑﺎﳉﻮﻉ‪ .‬ﺗﻨﺎﻭﻝ ‪‬ﺘﻪ ﻣﻦ ﺍﻟ ‪‬‬
‫ﺍﻟﺸ‪‬ﺠﺮﺓ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 8‬‬
‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪8‬‬ ‫ﺃﻻﺣﻆ ﺍﻟﺮ‪‬ﺳﻢ ﻭﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬

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‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 9‬‬

‫ﺴﹼﻠﺔ ﻭﺍﻟﻜﺮﺓ ﺍﻟﹼﱵ ﻛﺎﻥ ﻳﻠﻌﺐ ‪‬ﺎ ﺃﺗﺮﺍﺑﻪ‬
‫ﻭﻗﻒ ﻣﺮﺍﺩ ﻳﻨﻈﺮ ﺇﱃ ﺍﻟﺸ‪‬ﺠﺮﺓ ﻭﺍﻟ ‪‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬
‫ﻣﻦ ﻗﺒﻞ‪.‬‬
‫ﻣﺎ ﻫﻮ ﺃﻗﺮﺏ ﺟﺴﻢ ﻣﻦ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺜﹼﻼﺛﺔ ﻣﻦ ﻣﺮﺍﺩ ؟‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪9‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 9‬‬

‫ﺃﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 10‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺃﺧﺮﺝ ﻛ ﹼﻞ ﻃﻔﻞ ﻃﻌﺎﻡ ﺍﻟﻐﺪﺍﺀ ﻣﻦ ﺳﻠﹼﺘﻪ ﻭﻭﺿﻌﻪ ﻋﻠﻰ ﺑﺴﺎﻁ ﻧﻈﻴﻒ‬
‫ﻭﺷﺮﻉ ﰲ ﺍﻷﻛﻞ‪.‬‬

‫ﻣﻌـ‪1‬‬ ‫‪2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪10‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 10‬‬

‫ﺃﻻﺣﻆ ﺍﻟﺮ‪‬ﺳﻢ ﻭﺃﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﲢﺖ ﺍﻷﻏﺬﻳﺔ ﺍﻟﹼﱵ ﻣﺼﺪﺭﻫﺎ ﺍﳊﻴﻮﺍﻥ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 11‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺃﺛﻨﺎﺀ ﺍﻷﻛﻞ ﻗﺎﻝ ﺳﺎﻣﻲ ﳌﺮﺍﺩ ‪» :‬ﳓﻦ ﺍﻵﻥ ﻧﺘﻨﺎﻭﻝ ﻭﺟﺒﺔ ﺍﻟﻐﺪﺍﺀ‪ ،‬ﻓﻬﻞ‬
‫ﻟﻮﺟﺒﺔ ﻓﻄﻮﺭ ﺍﻟﺼ‪‬ﺒﺎﺡ ﺃﳘﻴ‪‬ﺔ ﻛﱪﻯ ﰲ ﺗﻐﺬﻳﺘﻨﺎ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ ؟«‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪11‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 11‬‬

‫ﺳﺎﻋﺪ ﻣﺮﺍﺩﺍ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴ‪‬ﺆﺍﻝ ﺑﺸﻄﺐ ﺍﳋﻄﺈ‪.‬‬
‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 12‬‬
‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺃﺧﺬ ﻣﺮﺍﺩ ﻳﻔﻜﹼﺮ ﰲ ﺗﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ‪ .‬ﻟﻮ ﻛﻨﺖ ﻣﻜﺎﻥ ﻣﺮﺍﺩ ﻣﺎﺫﺍ ﺗﻔﻌﻞ‬
‫ﺑﺘﻠﻚ ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ؟ ﳌﺎﺫﺍ ؟‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 12‬‬
‫ﻣﻌـ‪2‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪12‬‬
‫ﺃﺿﻊ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﳉﻮﺍﺏ ﺍﻟﺼ‪‬ﺤﻴﺢ‪.‬‬

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‫ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﻟﺘ‪‬ﻤﺮﻳﺮ‬

‫ﺍﳌﻼﺣﻈﺎﺕ‬ ‫ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬ ‫ﻧﺸﺎﻁ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻧﺸﺎﻁ ﺍﳌﻌﻠﹼﻢ‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 13‬‬

‫‪2‬ﺩﻕ‬ ‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﻧﺰﻝ ﻋﺼﻔﻮﺭﺍﻥ ﻣﻦ ﺍﻟﺸ‪‬ﺠﺮﺓ ﻭﺃﺧﺬﺍ ﻳﻠﺘﻘﻄﺎﻥ ﻓﺘﺎﺕ ﺍﳋﺒﺰ‪ ،‬ﻧﻈﺮ ﺇﻟﻴﻬﻤﺎ‬
‫ﻣﺮﺍﺩ ﻭﻗﺎﻝ ﳌﻬﺪﻱ ‪» :‬ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﺿﺮﻭﺭﻳ‪‬ﺔ ﳊﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ«‪.‬‬
‫ﺗﻌﺎﻝ ﺍﻧﻈﺮ ﻛﻴﻒ ﺗﻠﺘﻘﻂ ﺍﻟﻌﺼﺎﻓﲑ ﻏﺬﺍﺀﻫﺎ‪.‬‬

‫ﻣﻌـ‪3‬‬ ‫‪3‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪13‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 13‬‬

‫ﺃﺻﻠﺢ ﺍﳋﻄﺄ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 14‬‬

‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﻔﻄﻮﺭ ﺫﻫﺐ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺇﱃ ﺍﳊﻨﻔﻴ‪‬ﺔ ﻟﻴﻐﺴﻠﻮﺍ ﺃﻳﺪﻳﻬﻢ ﻭﻛﺎﻥ‬
‫‪1‬ﺩﻕ‬
‫ﻣﺮﺍﺩ ﺁﺧﺮ ﻣﻦ ﻏﺴﻞ ﻳﺪﻳﻪ ﻟﻜﻨ‪‬ﻪ ﺗﺮﻙ ﺍﳌﺎﺀ ﻳﺴﻴﻞ ﺩﻭﻥ ﺃﻥ ﻳﻐﻠﻖ ﺍﳊﻨﻔﻴ‪‬ﺔ‬
‫‪ -‬ﻟﻮ ﻛﻨﺖ ﻣﻜﺎﻥ ﻣﺮﺍﺩ ﻫﻞ ﺗﺘﺮﻙ ﺍﳊﻨﻔﻴ‪‬ﺔ ﻣﻔﺘﻮﺣﺔ ؟ ﳌﺎﺫﺍ ؟‬

‫ﻣﻌـ‪2‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪14‬‬ ‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 14‬‬

‫ﺃﺷﻄﺐ ﺍﳋﻄﺄ‪.‬‬

‫ﺍﻟﺴ‪‬ﻨﺪ ﻋﺪﺩ ‪: 15‬‬

‫ﻗﻀ‪‬ﻰ ﺍﻷﻃﻔﺎﻝ ﻳﻮﻣﺎ ﳑﺘﻌﺎ ﰲ ﺍﳌﺮﺡ ﻭﺍﻟﺘ‪‬ﺠﻮﺍﻝ ﹼﰒ ﻏﺎﺩﺭﺕ ﺍﳊﺎﻓﻠﺔ ﺍﻟﻐﺎﺑﺔ‬
‫‪1‬ﺩﻕ‬ ‫ﻳﺘﺎﺑﻌﻮﻥ‬ ‫ﺗﺴﻠﻚ ﻃﺮﻳﻖ ﺍﻟﻌﻮﺩﺓ ﳓﻮ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻣﺮﺍﺩ ﻳﻨﻈﺮ ﺇﱃ ﺍﳌﺸﺎﻫﺪ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﻨﺎﹼﻓﺬﺓ ﻣﺘﺴﺎﺋﻼ ‪:‬‬
‫ﳌﺎﺫﺍ ﺗﺒﻌﺪ ﺃﺷﺠﺎﺭ ﺍﻟﻐﺎﺑﺔ ﺷﻴﺌﺎ ﻓﺸﻴﺌﺎ ﻓﺘﺒﺪﻭ ﺻﻐﲑﺓ ؟‬

‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﺔ ﻋﺪﺩ ‪: 15‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 2‬ﺩﻕ‬ ‫ﻳﻨﺠﺰﻭﻥ ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋﺪﺩ‪15‬‬ ‫ﺳﺎﻋﺪ ﻣﺮﺍﺩﺍ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴ‪‬ﺆﺍﻝ ﺑﺈﺻﻼﺡ ﺍﳋﻄﺈ‬

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 ‫ﺹ‪6‬‬ ‫‪ - 5‬ﺍﻟﺘ‪‬ﻮﺻﻴﺎﺕ ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺎﻹﺻﻼﺡ ‪:‬‬
‫‪ – 1‬ﺗﻮﺿﻴﺤﺎﺕ ﻹﺻﻼﺡ ﺍﻟﺘ‪‬ﻤﺎﺭﻳﻦ ‪:‬‬

‫ﺍﳌﻌﺎﻳﲑ‬ ‫ﺍﻟــﺤــﻞﹼ‬ ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﺍﻟﺘ‪‬ﻮﻗﻴﺖ‬

‫‪ 2‬ﺩﻕ ﻳﺮﺗ‪‬ﺐ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﻟﺼ‪‬ﻮﺭ ﺣﺴﺐ ﺗﺴﻠﺴﻠﻬﺎ ﺍﻟﺰ‪‬ﻣﲏ ﻣﻦ ﺍﻟﻴﻤﲔ ﺇﱃ ﺍﻟﻴﺴﺎﺭ ﺣﺴﺐ ﻫﺬﺍ ﺍﻟﺘ‪‬ﺮﺗﻴﺐ‪.‬‬ ‫‪01‬‬
‫ﻣﻌـ‪1‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪4‬‬

‫ﺗﻌﺘﱪ ﺍﻹﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ ﺇﺫﺍ ﺃﺧﻄﺄ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﰲ ﺇﺣﺪﻯ ﺍﳋﺎﻧﺎﺕ‪.‬‬

‫ﻣﻌـ‪1‬‬
‫ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻹﺟﺎﺑﺔ ﻋﺪﺩ ‪2‬‬ ‫‪ 2‬ﺩﻕ‬ ‫‪02‬‬

‫ﻣﻌـ‪2‬‬ ‫‪ 4‬ﺩﻕ ﻳﺘﻤﻢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺑـ ‪ :‬ﻣﺮﺍﺩ ﺃﺳﺮﻉ ﻣﻦ ﺳﺎﻣﻲ‪.‬‬ ‫‪03‬‬

‫ﻓﺘﺼﺒﺢ ﻓﺎﺯ ﻣﺮﺍﺩ ﰲ ﺍﻟﺴ‪‬ﺒﺎﻕ ﻷﻧ‪‬ﻪ ﺃﺳﺮﻉ ﻣﻦ ﺳﺎﻣﻲ‪.‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 4‬ﺩﻕ ﻳﺼﻠﺢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻷﻧ‪‬ﻬﺎ ﺧﺎﻃﺌﺔ ﻓﺘﺼﺒﺢ ‪:‬‬ ‫‪04‬‬
‫ﻭﺻﻞ ﺳﺎﻣﻲ ﺑﻌﺪ ﻣﺮﺍﺩ ﻷ ﹼﻥ ﺳﺎﻣﻲ ﺃﺑﻄﺄ ﻣﻦ ﻣﺮﺍﺩ‪.‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 3‬ﺩﻕ ﻳﻜﺘﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﺮ‪‬ﻗﻢ ﰲ ﺍﻹﻃﺎﺭ ﻛﺎﻵﰐ ‪:‬‬ ‫‪05‬‬

‫‪1‬‬ ‫ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ ‪ 2‬ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﻣﻌـ‪1‬‬ ‫‪ 3‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻋﺪﺩ ‪ 2‬ﻓﻘﻂ‪.‬‬ ‫‪06‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 4‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﺒﺎﺭﺓ ﻋﺪﺩ ‪.2‬‬ ‫‪07‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 4‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻋﺪﺩ ‪.3‬‬ ‫‪08‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻟﻜﺮﺓ‪.‬‬ ‫‪09‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﻼﻣﺔ )×( ﲢﺖ ‪ :‬ﺑﻴﺾ ﻣﺴﻠﻮﻕ – ﺣﻠﻴﺐ – ﺟﱭ – ﳊﻢ ﺍﻟﺪ‪‬ﺟﺎﺝ‪.‬‬ ‫‪10‬‬

‫ﻣﻌـ‪1‬‬ ‫‪ 2‬ﺩﻕ ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻋﺪﺩ ‪.2‬‬ ‫‪11‬‬

‫ﻣﻌـ‪2‬‬ ‫ﻳﻀﻊ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﻟﻌﻼﻣﺔ )×( ﺃﻣﺎﻡ ﺍﻹﺟﺎﺑﺔ ﻋﺪﺩ ‪3‬‬ ‫‪ 3‬ﺩﻕ‬ ‫‪12‬‬

‫ﻣﻌـ‪3‬‬ ‫ﻳﺼﻠﺢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﺍﳋﺎﻃﺌﺔ ﻓﺘﺼﺒﺢ ‪ :‬ﺗﺴﺘﻌﻤﻞ ﺍﻟﻄﹼﻴﻮﺭ ﻣﻨﻘﺎﺭﻫﺎ ﺃﻭ )ﻣﻨﺎﻗﲑﻫﺎ(‬ ‫‪ 3‬ﺩﻕ‬ ‫‪13‬‬

‫ﻣﻌـ‪2‬‬ ‫ﻳﺸﻄﺐ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻋﺪﺩ ‪2‬‬ ‫‪ 3‬ﺩﻕ‬ ‫‪14‬‬

‫ﻣﻌـ‪3‬‬ ‫‪ 3‬ﺩﻕ ﻳﺼﻠﺢ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﺍﳉﻤﻠﺔ ﻷﻧ‪‬ﻬﺎ ﺧﺎﻃﺌﺔ ﻓﺘﺼﺒﺢ ‪ :‬ﺍﳉﺴﻢ ﺍﻷﺑﻌﺪ ﺗﻔﺼﻠﻨﺎ ﻋﻨﻪ ﻣﺴﺎﻓﺔ ﺃﻃﻮﻝ ﻓﻴﺒﺪﻭ ﺻﻐﲑﺍ‬ ‫‪15‬‬

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 ‫ﺹ‪7‬‬
‫‪ – 2‬ﺗﻮﺿﻴﺤﺎﺕ ﻟﺘﻌﻤﲑ ﺟﺪﻭﻝ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ‪.‬‬
‫‪ -‬ﺗﺴﻨﺪ ﺍﻟﻌﻼﻣﺔ )‪ (+‬ﻛﻠﹼﻤﺎ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻭﺗﺴﻨﺪ ﺍﻟﻌﻼﻣﺔ )‪ (-‬ﻛﻠﹼﻤﺎ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ‬
‫ﺃﻭ ﻣﻔﻘﻮﺩﺓ‪.‬‬
‫‪ -‬ﻳﺴﻨﺪ ﺍﻟﻌﺪﺩ ﺍﳌﺴﺘﺤ ‪‬ﻖ ﺣﺴﺐ ﺍﳉﺪﻭﻝ ﺍﻟﻮﺍﺭﺩ ﺑﺒﻄﺎﻗﺔ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ‪.‬‬
‫ﺹ ﺑﻨﺘﺎﺋﺞ ﻛ ﹼﻞ ﺗﻠﻤﻴﺬ‪.‬‬
‫‪ -‬ﻳﻌﻤ‪‬ﺮ ﺟﺪﻭﻝ ﺟﺮﺩ ﺍﻟ‪‬ﻨﺘﺎﺋﺞ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ ﺑﺎﻟﺮ‪‬ﺟﻮﻉ ﺇﱃ ﺍﳉﺪﻭﻝ ﺍﳋﺎ ‪‬‬

‫• ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﻋﻤﻠﻴ‪‬ﺔ ﺍﻹﺻﻼﺡ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ ﻳﺴﺘﺜﻤﺮ ﺟﺪﻭﻝ ﺗﺸﺨﻴﺺ ﺍﻷﺧﻄﺎﺀ ﻭﻳﺘ ‪‬ﻢ ﺍﻟﺘ‪‬ﺨﻄﻴﻂ‬
‫ﻟﻌﻤﻠﻴ‪‬ﺔ ﺍﻟﺪ‪‬ﻋﻢ ﻭﺍﻟﻌﻼﺝ‪.‬‬

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 ‫ﺹ‪8‬‬

‫ﺟـﺪﻭﻝ ﺗﻌـﻴﲔ ﺍﻷﺧـﻄﺎﺀ‬

‫ﻣﺼـﺪﺭ ﺍﳋﻄـﺈ‬ ‫ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﳌﻌـﻨﻴﻮﻥ‬ ‫ﻧـﻮﻉ ﺍﳋﻄﺈ‬

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 ‫ﺹ‪9‬‬

‫ﺍﳉـﺪﻭﻝ ﺍﶈﻮﺻﻞ ﻟﻨﺘﺎﺋﺞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬

‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﻣﻌﻴﺎﺭ ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬ ‫ﻣﻌﺎﻳﲑ ﺍﳊﺪ‪ ‬ﺍﻷﺩﱏ‬
‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﺃﲰﺎﺀ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻉ‪/‬ﺭ‬
‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬

‫‪01‬‬
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 ‫ﺹ ‪10‬‬

‫ﺍﳉـﺪﻭﻝ ﺍﶈﻮﺻﻞ ﻟﻨﺘﺎﺋﺞ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬

‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﻣﻌﻴﺎﺭ ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬ ‫ﻣﻌﺎﻳﲑ ﺍﳊﺪ‪ ‬ﺍﻷﺩﱏ‬
‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﺃﲰﺎﺀ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬ ‫ﻉ‪/‬ﺭ‬
‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬

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‫ﻋﺪﺩ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﺍﶈﻘﹼﻘﲔ ﻟﻠﺘﻤﻠﹼﻚ ﺍﻷﺩﱏ‬

‫ﺍﻟﻨ‪‬ﺴﺒﺔ ﺍﳌﺎﺋﻮﻳﺔ‬

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‫ﺍﻻﺳﻢ ‪...................... :‬‬ ‫ﻭﺿﻌﻴ‪‬ﺔ ﺗﻘﻴﻴﻢ ﺫﺍﺕ ﻃﺎﺑﻊ ﺇﺩﻣﺎﺟﻲ‬ ‫ﺍﻹﻳﻘﺎﻅ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻟﻠﹼﻘﺐ ‪..................... :‬‬ ‫ﻋـــ‪2‬ـــﺪﺩ‬ ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪1‬ـﺪﺩ‬
‫ﺴِﻠﻬ‪‬ﺎ ﺍﻟ ‪‬ﺰ ‪‬ﻣﻨِﻲ‪.‬‬‫ﺴ ﹾﻠ ‪‬‬
‫ﺐ ‪‬ﺗ ‪‬‬
‫ﺴ ‪‬‬
‫ﺼ ‪‬ﻮ ‪‬ﺭ ﹸﺛ ‪‬ﻢ ﹸﺃ ‪‬ﺭِّﺗ‪‬ﺒﻬ‪‬ﺎ ‪‬ﺣ ‪‬‬
‫ﻆ ﺍﻟ ‪‬‬
‫ﹸﺃ ﹶﻻ ِﺣ ﹸ‬ ‫ﻣﻌـ‪1‬‬

‫ﺕ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ‪‬ﺒ ِﺔ‪.‬‬

‫ﻚ ِﺑ ِﻜﺘ‪‬ﺎ‪‬ﺑ ِﺔ ﺍ َﻷ ‪‬ﺭﻗﹶﺎ ِﻡ ِﻣ ‪‬ﻦ ‪ِ 1‬ﺇﻟﹶﻰ ‪ 4‬ﻓِﻲ ﺍﻟ‪‬ﺘ ‪‬ﺮﺑِﻴﻌ‪‬ﺎ ِ‬
‫‪‬ﻭ ﹶﺫِﻟ ‪‬‬

‫ﺴ ‪‬ﲑ‬‫ﺍﹾﻟﺤ‪‬ﺎِﻓﹶﻠ ﹸﺔ ‪‬ﺗ ِ‬ ‫ﻼﻣِﻴ ﹸﺬ‬ ‫ﺐ ﺍﻟ‪‬ﺘ ﹶ‬

‫‪‬ﻳ‪‬ﺘ ‪‬ﺮﱠﻗ ‪‬‬ ‫ﻼﻣِﻴ ﹸﺬ‬‫ﺐ ﺍﻟ‪‬ﺘ ﹶ‬ ‫‪‬ﻳ ﹾﻠ ‪‬ﻌ ‪‬‬ ‫ﺖ ﺍﹾﻟﺤ‪‬ﺎِﻓﹶﻠ ﹸﺔ‬ ‫‪‬ﺭ ‪‬ﺟ ‪‬ﻌ ِ‬
‫ﺤ ‪‬ﻮ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ‬
‫‪‬ﻧ ‪‬‬ ‫‪‬ﻭﺻ‪‬ﻮ ﹶﻝ ﺍﹾﻟﺤ‪‬ﺎِﻓﹶﻠ ِﺔ‬ ‫ﻓِﻲ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ‬ ‫ِﺇﻟﹶﻰ ﺍﹾﻟ ‪‬ﻤ ‪‬ﺪ ‪‬ﺭ ‪‬ﺳ ِﺔ‬
‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪2‬ـﺪﺩ‬
‫ﺤ ِﺔ‪.‬‬
‫ﺼﺤِﻴ ‪‬‬‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍ ِﻹﺟ‪‬ﺎ‪‬ﺑ ِﺔ ﺍﻟ ‪‬‬‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫ﹶﺃ ‪‬‬ ‫ﻣﻌـ‪1‬‬
‫‪........‬‬
‫‪.‬‬ ‫ﻱ‬
‫ﺙ ‪‬ﺩ ‪‬ﻭ ِﺭ ‪‬‬‫ﺖ ﺍﹾﻟﺤ‪‬ﺎِﻓﹶﻠ ﹸﺔ ﻓِﻲ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ ‪ :‬ﺣ ‪‬ﺪ ﹲ‬
‫‪ -‬ﺗ ‪‬ﻮﱠﻗ ﹶﻔ ِ‬
‫‪........‬‬ ‫ﻱ‬
‫ﺙ ﹶﻏ‪‬ﻴ ‪‬ﺮ ‪‬ﺩ ‪‬ﻭ ِﺭ ٍّ‬
‫ﺖ ﺍﹾﻟﺤ‪‬ﺎِﻓﹶﻠ ﹸﺔ ﻓِﻲ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ ‪ :‬ﺣ ‪‬ﺪ ﹲ‬
‫‪ -‬ﺗ ‪‬ﻮﱠﻗ ﹶﻔ ِ‬
‫‪.‬‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪3‬ـﺪﺩ‬
‫ﺠ ‪‬ﻤﹶﻠ ﹶﺔ‬
‫ﻆ ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻤ‪‬ﻴ ِﻦ ‪ 1‬ﻭ‪ 2‬ﻭﹸﺃ‪‬ﺗ ِّﻤ ‪‬ﻢ ﺍﹾﻟ ‪‬‬
‫ﹸﺃ ﹶﻻ ِﺣ ﹸ‬ ‫ﻣﻌـ‪2‬‬
‫ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻢ )‪(1‬‬ ‫‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ‬
‫ﻂ‬
‫‪‬ﺧ ﱡ‬ ‫ﻂ‬
‫‪‬ﺧ ﱡ‬
‫ﺍﹾﻟ ‪‬ﻮﺻ‪‬ﻮ ِﻝ‬ ‫ﻕ‬
‫ﻼِ‬
‫ﺍ ِﻻ‪‬ﻧ ِﻄ ﹶ‬
‫ﺳ‪‬ﺎﻣِﻲ‬

‫ﻂ‬
‫‪‬ﺧ ﱡ‬ ‫ﺳﺎﻣﻰ‬ ‫ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻢ )‪(2‬‬ ‫ﻂ‬
‫‪‬ﺧ ﱡ‬
‫ﺍﹾﻟ ‪‬ﻮﺻ‪‬ﻮ ِﻝ‬ ‫ﻕ‬
‫ﻼِ‬
‫ﺍ ِﻻ‪‬ﻧ ِﻄ ﹶ‬
‫‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ‬
‫‪.......................................‬‬ ‫ﻕ َﻷ‪‬ﻧ ‪‬ﻪ‬
‫ﺴﺒ‪‬ﺎ ِ‬
‫ﻓﹶﺎ ‪‬ﺯ ‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ ﻓِﻲ ﺍﻟ ِّ‬
‫‪126‬‬
 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪4‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ‬‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫ﹸﺃ ‪‬‬ ‫ﻣﻌـ‪3‬‬

‫ﺻ ﹶﻞ ‪‬ﻣﺮ‪‬ﺍ ‪‬ﺩ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ﺳ‪‬ﺎﻣِﻲ َﻷ ﱠﻥ ‪‬ﻣﺮ‪‬ﺍﺩ‪‬ﺍ ﹶﺃ‪‬ﺑ ﹶﻄﹸﺄ ِﻣ ‪‬ﻦ ﺳ‪‬ﺎﻣِﻲ‪.‬‬
‫‪‬ﻭ ‪‬‬
‫‪..............................................................................................................‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪5‬ـﺪﺩ‬
‫ﺼ ِﻞ ﺩ‪‬ﺍ ِﺧ ﹶﻞ ﺍ ِﻹﻃﹶﺎ ِﺭ ﻓِﻲ ﹸﻛ ِّﻞ ﺣ‪‬ﺎﹶﻟ ٍﺔ ‪:‬‬
‫ﺐ ﺭ‪ ‬ﹾﻗ ‪‬ﻢ ﺍﹾﻟ ‪‬ﻤ ﹾﻔ ‪‬‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ‪‬ﻭﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬
‫ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬ ‫ﻣﻌـ‪1‬‬

‫‪........‬‬
‫ﺼ ﹶﻞ ‪‬ﺭ ﹾﻗ ‪‬ﻢ‬
‫ﹶﺃﹾﺛﻨِﻲ ِﺫﺭ‪‬ﺍﻋِﻲ ﹶﻓﹸﺄ ‪‬ﺣ ِّﺮ ‪‬ﻙ ﺍﹾﻟ ‪‬ﻤ ﹾﻔ ‪‬‬ ‫‪1‬‬

‫‪2‬‬

‫‪........‬‬ ‫ﺼ ﹶﻞ ‪‬ﺭ ﹾﻗ ‪‬ﻢ‬

‫ﹶﺃ ‪‬ﺭﹶﻓ ‪‬ﻊ ‪‬ﻳﺪِﻱ ِﺇﻟﹶﻰ ﹶﺃ ‪‬ﻋﻠﹶﻰ ﹶﻓﹸﺄ ‪‬ﺣ ِّﺮ ‪‬ﻙ ﺍﹾﻟ ‪‬ﻤ ﹾﻔ ‪‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪6‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬ ‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬ ‫ﻣﻌـ‪1‬‬

‫ﺤ ‪‬ﺮ ﹶﻛ ﹶﺔ‪.‬‬
‫ﺴ ‪‬ﺮ ﺍﹾﻟ ‪‬‬‫ﺻ ﹸﻞ ‪‬ﺗ‪‬ﻴ ِّ‬
‫• ﺍﹾﻟ ‪‬ﻤﻔﹶﺎ ِ‬
‫ﻑ‪.‬‬
‫ﺻ ﹸﻞ ‪‬ﺗ ‪‬ﻌ ِّﻄ ﹸﻞ ‪‬ﺣ ‪‬ﺮ ﹶﻛ ﹶﺔ ﺍ َﻷ ﹾﻃﺮ‪‬ﺍ ِ‬‫• ﺍﹾﻟ ‪‬ﻤﻔﹶﺎ ِ‬
‫ﻑ‪.‬‬
‫ﺴ ‪‬ﺮ ‪‬ﺣ ‪‬ﺮ ﹶﻛ ﹶﺔ ﺍ َﻷ ﹾﻃﺮ‪‬ﺍ ِ‬‫ﺻ ﹸﻞ ‪‬ﺗ‪‬ﻴ ِّ‬‫• ﺍﹾﻟ ‪‬ﻤﻔﹶﺎ ِ‬
‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪7‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﻣﻌـ‪1‬‬
‫ﻉ‬
‫ﺤﻤ‪‬ﺎ ِﻡ ‪‬ﻣ ‪‬ﺮ ﹰﺓ ﻓِﻲ ﺍ ُﻷ ‪‬ﺳﺒ‪‬ﻮ ِ‬ ‫ﺏ ِﺇﻟﹶﻰ ﺍﹾﻟ ‪‬‬ ‫‪ -‬ﺑِﺎﻟ ﱠﺬﻫ‪‬ﺎ ِ‬
‫ﺏ ﺍﹾﻟ ‪‬ﻌﻨِﻴ ﹶﻔ ِﺔ‬‫‪ِ -‬ﺑ ‪‬ﻤﻤ‪‬ﺎ ‪‬ﺭ ‪‬ﺳ ِﺔ ﺍ َﻷﹾﻟﻌ‪‬ﺎ ِ‬ ‫ﺴﻤِﻲ‬
‫ﻼ ‪‬ﻣ ِﺔ ِﺟ ‪‬‬
‫ﻆ ‪‬ﻋﻠﹶﻰ ‪‬ﺳ ﹶ‬
‫ﹸﺃﺣ‪‬ﺎِﻓ ﹸ‬
‫ﺿ ِﺔ ﺑِﺎ‪‬ﻧِﺘﻈﹶﺎ ٍﻡ‬
‫‪ِ -‬ﺑ ‪‬ﻤﻤ‪‬ﺎ ‪‬ﺭ ‪‬ﺳ ِﺔ ﺍﻟ ِّﺮﻳ‪‬ﺎ ‪‬‬

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 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪8‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﻆ ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻢ ﹸﺛ ‪‬ﻢ ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﺃُ ﹶﻻ ِﺣ ﹸ‬ ‫ﻣﻌـ‪1‬‬

‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ‪.‬‬‫ﺠ ‪‬ﺮ ِﺓ ﺑِﺎﻟِّﻨ ‪‬‬

‫ﺸ‪‬‬‫ﺴﱠﻠ ﹸﺔ ‪‬ﺗ ‪‬ﻐ ِﻄّﻲ ‪‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬
‫• ﺍﻟ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ‪.‬‬
‫ﺏ ﺑِﺎﻟِّﻨ ‪‬‬‫ﺴﺤ‪‬ﺎ ِ‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪‬ﺗ ‪‬ﻐ ِﻄّﻲ ‪‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬
‫ﺸ‪‬‬‫• ﺍﻟ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ‪‬ﻣﺮ‪‬ﺍ ٍﺩ‪.‬‬
‫ﺴﱠﻠ ِﺔ ﺑِﺎﻟِّﻨ ‪‬‬‫ﺠ ‪‬ﺮ ﹸﺓ ‪‬ﺗ ‪‬ﻐ ِﻄّﻲ ‪‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬
‫ﺸ‪‬‬‫• ﺍﻟ ‪‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪9‬ـﺪﺩ‬
‫ﺤ ِﺔ ‪:‬‬
‫ﺼﺤِﻴ ‪‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍ ِﻹﺟ‪‬ﺎ‪‬ﺑ ِﺔ ﺍﻟ ‪‬‬
‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫ﹶﺃ ‪‬‬ ‫ﻣﻌـ‪1‬‬

‫ﺍﹾﻟ ﹸﻜ ‪‬ﺮ ﹸﺓ‬

‫ﺠ ‪‬ﺮ ﹸﺓ‬
‫ﺸ‪‬‬ ‫ﺍﻟ ‪‬‬
‫ﺴﱠﻠ ﹸﺔ‬
‫ﺍﻟ ‪‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪10‬ـﺪﺩ‬
‫ﺤ‪‬ﻴﻮ‪‬ﺍ ﹸﻥ‪.‬‬
‫ﺼ ‪‬ﺪ ‪‬ﺭﻫ‪‬ﺎ ﺍﹾﻟ ‪‬‬
‫ﺖ ﺍ َﻷ ﹾﻏ ِﺬ‪‬ﻳ ِﺔ ﺍﱠﻟﺘِﻲ ‪‬ﻣ ‪‬‬
‫ﺤ ‪‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ‪‬ﺗ ‪‬‬
‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫ﻆ ﺍﻟ ‪‬ﺮ ‪‬ﺳ ‪‬ﻢ ﹸﺛ ‪‬ﻢ ﹶﺃ ‪‬‬
‫ﹸﺃ ﹶﻻ ِﺣ ﹸ‬ ‫ﻣﻌـ‪1‬‬

‫‪‬ﻣ ‪‬ﻮ ‪‬ﺯ‬ ‫ﺝ‬

‫ﺤ ‪‬ﻢ ‪‬ﺩﺟ‪‬ﺎ ٍ‬
‫ﹶﻟ ‪‬‬ ‫‪‬ﺧ‪‬ﺒ ‪‬ﺰ‬
‫ﺡ‬
‫‪‬ﺗﻔﱠﺎ ‪‬‬
‫ﺹ‬
‫ِﺇﺟ‪‬ﺎ ‪‬‬
‫ﻣ‪‬ﺎ ٌﺀ‬ ‫ِﺟ‪‬ﺒ ‪‬ﻦ‬

‫ﺾ‬
‫‪‬ﺑ‪‬ﻴ ‪‬‬

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 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪11‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬ ‫ﻣﻌـ‪1‬‬
‫ﻁ‪.‬‬‫ﺡ ‪‬ﻳ ‪‬ﺰ ِّﻭ ‪‬ﺩﻧِﻲ ﺑِﺎﹾﻟ ﹸﻘ ‪‬ﻮ ِﺓ ﻭ‪‬ﺍﻟ‪‬ﻨﺸ‪‬ﺎ ِ‬
‫ﺼﺒ‪‬ﺎ ِ‬‫• ﻓﹶﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬
‫ﺿﺮ‪‬ﻭ ِﺭﻳ‪‬ﺎ ‪‬ﻭ‪‬ﻧ ﹾﻜ‪‬ﺘﻔِﻲ ﻓِﻴ ِﻪ ِﺑ ﹶﻄﻌ‪‬ﺎ ٍﻡ ﹶﻗﻠِﻴ ٍﻞ‪.‬‬ ‫ﺲ ‪‬‬ ‫ﺡ ﹶﻟ‪‬ﻴ ‪‬‬ ‫ﺼﺒ‪‬ﺎ ِ‬‫• ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬
‫ﺱ‪.‬‬
‫ﺡ ‪‬ﻳﺴ‪‬ﺎ ِﻋﺪ‪‬ﻧِﻲ ‪‬ﻋﻠﹶﻰ ﺍ ِﻻ‪‬ﻧِﺘﺒ‪‬ﺎ ِﻩ ‪‬ﻭ ‪‬ﻋﻠﹶﻰ ‪‬ﻣﺘ‪‬ﺎ‪‬ﺑ ‪‬ﻌ ِﺔ ﺍﻟ ‪‬ﺪﺭ‪‬ﻭ ِ‬ ‫ﺼﺒ‪‬ﺎ ِ‬‫• ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪12‬ـﺪﺩ‬
‫ﺼﺤِﻴ ِﺢ‪.‬‬
‫ﺏ ﺍﻟ ‪‬‬
‫ﺠﻮ‪‬ﺍ ِ‬ ‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍﹾﻟ ‪‬‬ ‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬‫ﹶﺃ ‪‬‬ ‫ﻣﻌـ‪2‬‬

‫ﹶﻟ ‪‬ﻢ ‪‬ﻳ‪‬ﺘﻨ‪‬ﺎ ‪‬ﻭ ﹾﻝ ‪‬ﻣ ‪‬ﻬﺪِﻱ ‪‬ﻭ ‪‬ﺟ‪‬ﺒ ﹶﺔ ﺍﹾﻟ ‪‬ﻐﺪ‪‬ﺍ ِﺀ‪.‬‬

‫ﺡ‪.‬‬
‫ﺼﺒ‪‬ﺎ ِ‬
‫• َﻷ‪‬ﻧ ‪‬ﻪ ‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭ ﹶﻝ ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬
‫ﺤ ‪‬ﺪ ‪‬ﺩ ٍﺓ‪.‬‬
‫ﺕ ‪‬ﻣ ‪‬‬
‫• َﻷﻧ‪ ‬ﻪ ‪‬ﺗ ‪‬ﻌ ‪‬ﻮ ‪‬ﺩ ‪‬ﻋﻠﹶﻰ ﺍ َﻷ ﹾﻛ ِﻞ ﻓِﻲ ﹶﺃ ‪‬ﻭﻗﹶﺎ ٍ‬
‫ﺤ‪‬ﺘ ِﺮ ‪‬ﻡ ‪‬ﻣﻮ‪‬ﺍﻋِﻴ ‪‬ﺪ ﺍ َﻷ ﹾﻛ ِﻞ‪.‬‬
‫• َﻷ‪‬ﻧ ‪‬ﻪ ﹶﻻ ‪‬ﻳ ‪‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪13‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬‫ﹸﺃ ‪‬‬ ‫ﻣﻌـ‪3‬‬

‫ﻁ ِﻏﺬﹶﺍِﺋﻬ‪‬ﺎ‪.‬‬
‫ﺴ‪‬ﺘﻌ‪ِ ‬ﻤ ﹸﻞ ﺍﻟ ﱡﻄﻴ‪‬ﻮ ‪‬ﺭ ﹶﺃ ‪‬ﺳﻨ‪‬ﺎ‪‬ﻧﻬ‪‬ﺎ ﻓِﻲ ﺍﹾﻟِﺘﻘﹶﺎ ِ‬
‫‪ -‬ﺗ ‪‬‬
‫‪.................................................................................................................‬‬ ‫‪-‬‬

‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪14‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬ ‫ﻣﻌـ‪2‬‬

‫ﲔ‪.‬‬‫ﻆ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ َﻷ‪‬ﻧ ‪‬ﻪ ﹶﺛ ِﻤ ‪‬‬ ‫• ﹸﺃﺣ‪‬ﺎِﻓ ﹸ‬

‫ﺖ ﻓِﻲ ﺣ‪‬ﺎ ‪‬ﺟ ٍﺔ ِﺇﹶﻟ‪‬ﻴ ِﻪ‪.‬‬
‫ﺴ ‪‬‬ ‫ﻼ ِﻙ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ ‪‬ﻭﹸﺃ ‪‬ﻫ ِﻤﹸﻠ ‪‬ﻪ َﻷ‪‬ﻧِﻨﻲ ﹶﻟ ‪‬‬
‫ﻁ ﻓِﻲ ﺍ ‪‬ﺳِﺘ ‪‬ﻬ ﹶ‬ ‫• ﹸﺃ ﹾﻓ ِﺮ ﹸ‬
‫ﺕ‪.‬‬‫ﺤ‪‬ﻴﻮ‪‬ﺍ ِﻥ ﻭ‪‬ﺍﻟ‪‬ﻨﺒ‪‬ﺎ ِ‬‫ﻺ‪‬ﻧﺴ‪‬ﺎ ِﻥ ﻭ‪‬ﺍﹾﻟ ‪‬‬
‫ﻱﻟ ِ‬ ‫ﺿﺮ‪‬ﻭ ِﺭ ‪‬‬ ‫ﻆ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ ﻷَ‪‬ﻧ ‪‬ﻪ ‪‬‬ ‫• ﹸﺃﺣ‪‬ﺎِﻓ ﹸ‬
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 ‫ﺍﻟﺘ‪‬ﻤﺮﻳﻦ ﻋـ‪15‬ـﺪﺩ‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬
‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫ﹸﺃ ‪‬‬
‫ﺻ ِﻐﲑ‪‬ﺍ‪.‬‬
‫ﺼ ‪‬ﺮ ﹶﻓ‪‬ﻴ‪‬ﺒﺪ‪‬ﻭ ‪‬‬
‫ﺼﹸﻠﻨ‪‬ﺎ ‪‬ﻋ‪‬ﻨ ‪‬ﻪ ‪‬ﻣﺴ‪‬ﺎﹶﻓ ﹲﺔ ﹶﺃ ﹾﻗ ‪‬‬
‫ﺴ ‪‬ﻢ ﺍ َﻷ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ‪‬ﺗ ﹾﻔ ِ‬
‫ﺠ‪‬‬ ‫• ﺍﹾﻟ ِ‬
‫‪.............................................................................‬‬

‫ﺟﺪﻭﻝ ﺇﺳﻨﺎﺩ ﺍﻷﻋﺪﺍﺩ )ﺧﺎﺹ‪ ‬ﺑﺎﳌﻌﻠﹼﻢ(‬

‫ﺍﻟﺘ‪‬ﻤﻴ‪‬ﺰ‬ ‫ﺍﳌﻌﺎﻳﲑ ﺍﻟﺪ‪‬ﻧﻴﺎ‬ ‫ﺩﺭﺟﺎﺕ‬

‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ‬

‫ﺍﻟﻌـﺪﺩ‬ ‫ﺇﺝﺹ‬ ‫ﺍﻟﻌـﺪﺩ‬ ‫ﺇﺝﺹ‬ ‫ﺍﻟﻌـﺪﺩ‬ ‫ﺇﺡﺹ‬

‫‪0‬‬ ‫‪0‬‬
‫‪1‬‬ ‫‪1‬‬ ‫ﺍﻧﻌﺪﺍﻡ‬
‫‪2‬‬ ‫‪2‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬
‫‪3‬‬ ‫‪3‬‬ ‫ﺩﻭﻥ‬
‫‪4‬‬ ‫‪4‬‬
‫‪5‬‬ ‫‪5‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ ﺍﻷﺩﱏ‬
‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪3‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ ﺍﻷﺩﱏ‬

‫‪8‬‬ ‫‪7‬‬ ‫ﺍﻟﺘﻤﻠﹼﻚ ﺍﻷﻗﺼﻰ‬

‫‪9‬‬ ‫‪8‬‬

‫‪5‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪10‬‬ ‫‪9‬‬

‫ﺇ ﺝ ﺹ ‪ :‬ﺇﺟﺎﺑﺎﺕ ﺻﺤﻴﺤﺔ‪.‬‬

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131
132
 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻓﻴﺰﻳﺎﺀ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺍﹾﻟ ﹶﻔﻀ‪‬ﺎ ُﺀ‬
‫‪‬ﺣﺘ‪‬ﻰ ‪‬ﻳﺮ‪‬ﻯ ﺍ َﻷ ‪‬ﺷﺠ‪‬ﺎ ‪‬ﺭ ﹶﻛﻤ‪‬ﺎ ِﻫ ‪‬ﻲ ‪‬ﻣ ‪‬ﺮﺳ‪‬ﻮ ‪‬ﻣ ﹲﺔ‬ ‫ﺐ ‪‬ﻋ ‪‬ﻴ ‪‬ﻦ ﺍﹾﻟ ‪‬ﻤﺸ‪‬ﺎ ِﻫﺪِ‬
‫‪ 1‬ﹶﺃ ‪‬ﺭ ‪‬ﺳ ‪‬ﻢ ﻓِﻲ ﺍ ِﻹﻃﹶﺎ ِﺭ ﺍِﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ ِ‬

‫ﺏ ﺑِﺎ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ﺍ َﻷ ‪‬ﺭﻗﹶﺎ ِﻡ‪.‬‬

‫ﺕ ِﻣ ‪‬ﻦ ﺍ َﻷ‪‬ﺑ ‪‬ﻌ ِﺪ ِﺇﻟﹶﻰ ﺍ َﻷ ﹾﻗ ‪‬ﺮ ِ‬
‫ﺐ ﺍﻟﻄﱠﺎِﺋﺮ‪‬ﺍ ِ‬
‫‪ 2‬ﹸﺃ ‪‬ﺭِﺗّ ‪‬‬

‫* ﹸﺃ ﹶﻛ ِﻤّ ﹸﻞ ِﺑ ِﻜﺘ‪‬ﺎ‪‬ﺑ ِﺔ ‪‬ﺭ ﹾﻗ ‪‬ﻢ ﺍﻟﻄﱠﺎِﺋ ‪‬ﺮ ِﺓ ‪‬ﻭﺑِـ ‪ :‬ﺑﻌِﻴ ‪‬ﺪ ﹲﺓ ‪ /‬ﹶﻗﺮِﻳ‪‬ﺒ ﹲﺔ‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺳ‪‬ﺎﻣِﻲ َﻷ‪‬ﻧﻬ‪‬ﺎ ‪ِ ................‬ﻣ‪‬ﻨ ‪‬ﻪ‬
‫‪‬ﺗ ﹾﻈ ‪‬ﻬ ‪‬ﺮ ﹶﻛِﺒ ‪‬ﲑ ﹰﺓ ﺑِﺎﻟِّﻨ ‪‬‬ ‫‪ -‬ﺍﻟﻄﱠﺎِﺋ ‪‬ﺮ ﹸﺓ ‪‬ﺭ ﹾﻗ ‪‬ﻢ‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺳ‪‬ﺎﻣِﻲ َﻷ‪‬ﻧﻬ‪‬ﺎ ‪ ...............‬ﻋﻨ‪‬ﻪ‬
‫ﺻ ِﻐ ‪‬ﲑ ﹰﺓ ﺑِﺎﻟِّﻨ ‪‬‬‫‪‬ﺗ ﹾﻈ ‪‬ﻬ ‪‬ﺮ ‪‬‬ ‫‪ -‬ﺍﻟﻄﱠﺎِﺋ ‪‬ﺮﺓﹸ ‪‬ﺭ ﹾﻗ ‪‬ﻢ‬

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 ‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﻟﺮ‪‬ﺍﻋِﻲ‪.‬‬ ‫ﺠ ‪‬ﺮ ِﺓ ﺑِﺎﻟِّﻨ ‪‬‬
‫ﺸ‪‬‬ ‫ﺐ ‪‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺳ‪‬ﺎﻣِﻲ‪.‬‬ ‫ﺠ ‪‬ﺮ ِﺓ ﺑِﺎﻟِّﻨ ‪‬‬
‫ﺸ‪‬‬‫ﺐ ﻛﹶﺄ ِﻣ ﹶﻞ ﺍﻟ ‪‬‬ ‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﻟﹾ ﹶﻜ ﹾﻠ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﻟﺮ‪‬ﺍﻋِﻲ‪.‬‬ ‫ﻑ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (1‬ﺑِﺎﻟِّﻨ ‪‬‬ ‫ﺨﺮ‪‬ﻭ ‪‬‬ ‫ﺐ ﺍﹾﻟ ‪‬‬‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺳ‪‬ﺎﻣِﻲ‪.‬‬ ‫ﺐ ﺑِﺎﻟِّﻨ ‪‬‬‫ﻑ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (2‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﹾﻟ ﹶﻜ ﹾﻠ ِ‬ ‫ﺨﺮ‪‬ﻭ ‪‬‬‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﹾﻟ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺳ‪‬ﺎﻣِﻲ‪.‬‬
‫ﺠ‪‬ﺒ ِﻞ ﺑِﺎﻟِّﻨ ‪‬‬
‫ﻑ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (1‬ﻭ ‪‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬ ‫ﺨﺮ‪‬ﻭ ‪‬‬ ‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﻟﺮ‪‬ﺍﻋِﻲ ﺍﹾﻟ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﻟﺮ‪‬ﺍﻋِﻲ‪.‬‬ ‫ﺠ‪‬ﺒ ِﻞ ﺑِﺎﻟِّﻨ ‪‬‬
‫ﻑ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (1‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬ ‫ﺨﺮ‪‬ﻭ ‪‬‬‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﹾﻟ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﻟﺮ‪‬ﺍﻋِﻲ‪.‬‬ ‫ﺠ‪‬ﺒ ِﻞ ﺑِﺎﻟِّﻨ ‪‬‬‫ﺠ ‪‬ﺮ ﹸﺓ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (2‬ﺟ ‪‬ﺰﺀًﺍ ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬
‫ﺸ‪‬‬ ‫‪ -‬ﺗ ‪‬ﻐ ِﻄّﻲ ﺍﻟ ‪‬‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺳ‪‬ﺎﻣِﻲ‪.‬‬ ‫ﺠ‪‬ﺒ ِﻞ ﺑِﺎﻟِّﻨ ‪‬‬
‫ﻑ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (2‬ﻛﹶﺎ ِﻣ ﹶﻞ ﺍﹾﻟ ‪‬‬ ‫ﺨﺮ‪‬ﻭ ‪‬‬‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﹾﻟ ‪‬‬
‫ﻑ ‪‬ﺭﹶﻗ ِﻢ )‪.(2‬‬ ‫ﺨﺮ‪‬ﻭ ِ‬ ‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﹾﻟ ‪‬‬ ‫ﺠ ‪‬ﺮ ﹶﺓ ‪‬ﺭ ﹾﻗ ‪‬ﻢ )‪ (1‬ﺑِﺎﻟِّﻨ ‪‬‬
‫ﺸ‪‬‬ ‫‪ -‬ﻳ ‪‬ﻐ ِﻄّﻲ ﺍﻟﺮ‪‬ﺍﻋِﻲ ﺍﻟ ‪‬‬

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 ‫ﻓﻴﺰﻳﺎﺀ‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺍﶈﻮﺭ ‪ :‬ﺍﹾﻟ ﹶﻔﻀ‪‬ﺎ ُﺀ‬
‫ﺍﹾﻟ ِﻤ ‪‬ﺘ ‪‬ﺮ ‪ -‬ﺍﻟ ِﻠّ ‪‬ﺘ ‪‬ﺮ‬
‫ﺲ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ‪‬ﺒ ِﺔ‪.‬‬
‫ﻂ ِﺑ ِﻮ ‪‬ﺣ ‪‬ﺪ ِﺓ ﺍﹾﻟ ﹶﻘ ‪‬ﻴ ِ‬
‫‪ 1‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬
‫ﺖ‬
‫• ﺍﻟ ‪‬ﺰ‪‬ﻳ ‪‬‬
‫ﺵ‬
‫• ﺍﹾﻟ ﹸﻘﻤ‪‬ﺎ ‪‬‬
‫ﺐ‬
‫ﺤِﻠﻴ ‪‬‬ ‫• ﺍﹾﻟ ‪‬‬ ‫ﺲ ﺑِﺎِﻟ ِﻤ‪‬ﺘ ِﺮ •‬
‫ﹶﺃﻗِﻴ ‪‬‬
‫ﻂ‬
‫• ﺍﻟ‪‬ﻨ ﹾﻔ ﹶ‬
‫ﺴﺒ‪‬ﻮ ‪‬ﺭ ﹶﺓ‬ ‫• ﺍﻟ ‪‬‬
‫ﺏ‬
‫• ﺍﹾﻟﺒ‪‬ﺎ ‪‬‬
‫• ﺍﹾﻟِﺒ‪‬ﻨﺰِﻳ ‪‬ﻦ‬
‫• ﺳ‪‬ﺎ ‪‬ﺣ ﹶﺔ ﺍﹾﻟ ‪‬ﻤ ‪‬ﺪ ‪‬ﺭ ‪‬ﺳ ِﺔ‬
‫ﺐ ﺍﹾﻟ ﹸﻜ ‪‬ﺮ ِﺓ‬ ‫• ‪‬ﻣ ﹾﻠ ‪‬ﻌ ‪‬‬
‫• ﺍﹾﻟﻤ‪‬ﺎ َﺀ‬ ‫ﺲ ﺑِﺎِﻟ ِﻤ‪‬ﺘ ِﺮ •‬
‫ﹶﺃﻗِﻴ ‪‬‬
‫• ﺍﹾﻟ ‪‬ﻬﻮ‪‬ﺍ َﺀ‬
‫• ﺍﻟﱠﻠ‪‬ﺒ ‪‬ﻦ‬
‫ﺴ ﱠﻜ ‪‬ﺮ‬ ‫• ﺍﻟ ‪‬‬
‫ﺢ‪.‬‬
‫ﺏ ﺍﻟﺼ‪‬ﺤِﻴ ِ‬
‫ﺠﻮ‪‬ﺍ ِ‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍﹾﻟ ‪‬‬
‫ﺿ ‪‬ﻊ ‪‬ﻋ ﹶ‬
‫‪ 2‬ﹶﺃ ‪‬‬
‫ﺴﺒ‪‬ﻮ ‪‬ﺭ ﹸﺓ ﹶﺃ ﹾﻃ ‪‬ﻮ ﹸﻝ ِﻣ ‪‬ﻦ ﹶﻟ ‪‬ﻮ ‪‬ﺣﺘِﻲ‪.‬‬ ‫ﺍﻟ ‪‬‬ ‫‪-‬‬
‫ﺴﻴ‪‬ﺎ ‪‬ﺭ ﹸﺓ ﹶﺃ ﹾﻃ ‪‬ﻮ ﹸﻝ ِﻣ ‪‬ﻦ ﺍﹾﻟ ِﻘﻄﹶﺎ ِﺭ‪.‬‬
‫ﺍﻟ ‪‬‬ ‫‪-‬‬
‫ﺼ ‪‬ﺮ ِﻣ ‪‬ﻦ ﺍﹾﻟ ِﻘ ‪‬ﺰ ِﻡ‪.‬‬
‫ﻕ ﹶﺃ ﹾﻗ ‪‬‬
‫ﻼ‪‬‬ ‫ﺍﹾﻟ ِﻌ ‪‬ﻤ ﹶ‬ ‫‪-‬‬
‫ﺴ ِﻢ‪.‬‬
‫ﺴ ِﻢ ﹶﺃ ﹾﻃ ‪‬ﻮ ﹸﻝ ِﻣ ‪‬ﻦ ﻧ‪‬ﺎِﻓ ﹶﺬ ِﺓ ﺍﹾﻟ ِﻘ ‪‬‬ ‫ﺏ ﺍﹾﻟ ِﻘ ‪‬‬
‫ﺑ‪‬ﺎ ‪‬‬ ‫‪-‬‬

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 ‫ﺠ ‪‬ﺮ ِﺓ ﺍﻟ ‪‬ﺰ‪‬ﻳﺘ‪‬ﻮ ِﻥ‪.‬‬
‫ﺨﹶﻠ ﹸﺔ ﹶﺃ ﹾﻃ ‪‬ﻮ ﹸﻝ ِﻣ ‪‬ﻦ ‪‬ﺷ ‪‬‬‫‪ -‬ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺼ ﹸﻞ ‪‬ﺑ‪‬ﻴ ‪‬ﻦ ﻗﹶﺎ ‪‬ﻋ ِﺔ‬
‫ﺱ ‪‬ﻭﺳ‪‬ﺎ ‪‬ﺣ ِﺔ ﺍﹾﻟ ‪‬ﻌﹶﻠ ِﻢ ﹶﺃ ﹾﻃﻮ‪ ‬ﹸﻝ ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﹶﻓ ِﺔ ﺍﱠﻟﺘِﻲ ‪‬ﺗ ﹾﻔ ِ‬ ‫‪ -‬ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﹶﻓ ﹸﺔ ﺍﱠﻟﺘِﻲ ‪‬ﺗ ﹾﻔﺼِ ﹸﻞ ‪‬ﺑ‪‬ﻴ ‪‬ﻦ ﻗﹶﺎ ‪‬ﻋ ِﺔ ﺍﻟ ‪‬ﺪ ‪‬ﺭ ِ‬
‫ﺱ ‪‬ﻭ ‪‬ﻣ‪‬ﻨ ِﺰﻟِﻲ‪.‬‬‫ﺍﻟ ‪‬ﺪ ‪‬ﺭ ِ‬
‫ﺸِﺒ ِّﻲ‪.‬‬
‫ﺨ‪‬‬
‫ﻱ ﹶﺃ ﹾﻃ ‪‬ﻮ ﹸﻝ ِﻣ ‪‬ﻦ ﺍﹾﻟ ِﻤ‪‬ﺘ ِﺮ ﺍﹾﻟ ‪‬‬
‫ﺤﺪِﻳ ِﺪ ‪‬‬ ‫‪ -‬ﺍﹾﻟ ِﻤ‪‬ﺘﺮ‪ ‬ﺍﹾﻟ ‪‬‬

‫ﺐ ﺑِـ ‪" :‬ﻧ ‪‬ﻌ ‪‬ﻢ" ﹶﺃ ‪‬ﻭ " ﹶﻻ"‬

‫‪ 1‬ﹸﺃﺟ‪‬ﻴ ‪‬‬

‫ﺼ ‪‬ﻬﺮِﻳ ِﺞ‪.‬‬ ‫‪‬ﺳ ‪‬ﻌ ﹸﺔ ﺍﹾﻟِﺒ ‪‬ﺮﻣِﻴ ِﻞ ﹶﺃ ﹾﻛ‪‬ﺒ ‪‬ﺮ ِﻣ ‪‬ﻦ ‪‬ﺳ ‪‬ﻌ ِﺔ ﺍﻟ ِّ‬ ‫‪-‬‬
‫ﺴ ﹾﻄ ِﻞ ﹶﺃ ﹾﻛ‪‬ﺒ ‪‬ﺮ ِﻣ ‪‬ﻦ ‪‬ﺳ ‪‬ﻌ ِﺔ ‪‬ﺯﺟ‪‬ﺎ ‪‬ﺟ ِﺔ ﺍﹾﻟ ِﻌ ﹾﻄ ِﺮ‪.‬‬ ‫‪‬ﺳ ‪‬ﻌ ﹸﺔ ﺍﻟ ‪‬‬ ‫‪-‬‬
‫ﺱ‪.‬‬
‫ﺖ ﹶﺃ ﹾﻛ‪‬ﺒ ‪‬ﺮ ِﻣ ‪‬ﻦ ‪‬ﺳ ‪‬ﻌ ِﺔ ﺍﹾﻟ ﹶﻜ ﹾﺄ ِ‬‫‪‬ﺳ ‪‬ﻌ ﹸﺔ ﻗﹶﺎﺭ‪‬ﻭ ‪‬ﺭ ِﺓ ﺍﻟ ‪‬ﺰ‪‬ﻳ ِ‬ ‫‪-‬‬
‫ﻱ(‪.‬‬
‫‪‬ﺳ ‪‬ﻌ ﹸﺔ ﺍﹾﻟ ِﻘ ‪‬ﺪ ِﺭ ﹶﺃ ﹾﻛ‪‬ﺒ ‪‬ﺮ ِﻣ ‪‬ﻦ ‪‬ﺳ ‪‬ﻌ ِﺔ ﺍﻟ‪‬ﺒﺮ‪‬ﺍ ِﺩ‪).‬ﺁِﻧ‪‬ﻴ ِﺔ ﹶﻃ‪‬ﺒ ِﺦ ﺍﻟﺸ‪‬ﺎ ِ‬ ‫‪-‬‬
‫ﺻ ‪‬ﻐ ‪‬ﺮ ِﻣ ‪‬ﻦ ‪‬ﺳ ‪‬ﻌ ِﺔ ﺍﹾﻟﻘﹶﺎﺭ‪‬ﻭ ‪‬ﺭ ِﺓ‪.‬‬‫‪‬ﺳ ‪‬ﻌ ﹸﺔ ‪‬ﺟ ‪‬ﺮ ِﺓ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ ﹶﺃ ‪‬‬ ‫‪-‬‬

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 ‫ﻓﻴﺰﻳﺎﺀ‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺍﻟﺰ‪ ‬ﻣ ‪‬ﻦ‬
‫ﺴ ِﻞ ﺍﻟﺰ‪ ‬ﻣﻨِﻲ‪.‬‬
‫ﺴ ﹾﻠ ‪‬‬
‫ﺐ ﺍﻟﺘ‪ ‬‬
‫ﺴ ‪‬‬
‫ﺐ ‪‬ﻣﺮ‪‬ﺍﺣِ ﹶﻞ ‪‬ﻧ ‪‬ﻤ ِﻮّ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ِﻥ ‪‬ﺣ ‪‬‬
‫‪ 1‬ﹸﺃ ‪‬ﺭِﺗّ ‪‬‬
‫ﺏ‬
‫ﺷ‪‬ﺎ ‪‬‬ ‫ِﻃ ﹾﻔ ﹲﻞ‬ ‫‪‬ﺷ‪‬ﻴ ‪‬ﺦ‬ ‫‪‬ﺭﺿِﻴ ‪‬ﻊ‬ ‫ﹶﻛ ‪‬ﻬ ٌﹲﻞ‬

‫‪….....‬‬ ‫‪….....‬‬ ‫‪….....‬‬ ‫‪….....‬‬ ‫‪….....‬‬

‫ﺴ ِﻠﻬ‪‬ﺎ ﺍﻟﺰ‪ ‬ﻣﻨِﻲ‪.‬‬

‫ﺴ ﹾﻠ ‪‬‬
‫ﺐ ‪‬ﺗ ‪‬‬
‫ﺴ ‪‬‬
‫‪ 5‬ﺣ ‪‬‬ ‫ﻦ‪1‬‬
‫ﺿ ِﻊ ﺍ َﻷ ‪‬ﺭﻗﹶﺎ ِﻡ ِﻣ ‪‬‬
‫ﺐ ﺍﻟﺮ‪‬ﺳ‪‬ﻮ ‪‬ﻡ ِﺑ ‪‬ﻮ ‪‬‬
‫‪ 2‬ﹸﺃ ‪‬ﺭِﺗّ ‪‬‬

‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬

‫‪.‬‬ ‫‪.‬‬

‫‪137‬‬
 ‫ﻀّﻴ‪ِ ‬ﺔ – ﺍﹾﻟ‪‬ﺒ ‪‬ﺮ‪‬ﻧ ِﺰﻳ‪ِ ‬ﺔ(‬
‫ﺕ )ﺍﻟﺬﱠ ‪‬ﻫِﺒﻴ‪ِ ‬ﺔ – ﺍﹾﻟ ِﻔ ِ‬
‫ﻉ ﺍﹾﻟﻤِﻴﺪ‪‬ﺍِﻟﻴ‪‬ﺎ ِ‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ‪‬ﻭﹸﺃ ‪‬ﻭ ِﺯّ ‪‬‬
‫‪ • 3‬ﹶﺃ‪‬ﺗﹶﺄﻣ‪ ‬ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺳ‪‬ﺎ ِﻣﻴ‪‬ﺔ‬
‫ﺡ‬
‫‪‬ﺳﻤ‪‬ﺎ ‪‬‬

‫ﹸﺃ ‪‬ﻣ‪‬ﻴ ‪‬ﻤ ﹸﺔ‬

‫‪‬ﻫﺪ‪‬ﻯ‬

‫ﺖ ﺳ‪‬ﺎ ِﻣ‪‬ﻴ ﹸﺔ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟﻤِﻴﺪ‪‬ﺍِﻟ‪‬ﻴ ِﺔ ‪.................‬‬

‫ﺼﹶﻠ ‪‬‬
‫ﺤ‪‬‬
‫‪ – 1‬ﺗ ‪‬‬
‫ﺖ ﹸﺃ ‪‬ﻣ‪‬ﻴ ‪‬ﻤ ﹸﺔ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟﻤِﻴﺪ‪‬ﺍِﻟ‪‬ﻴ ِﺔ ‪.................‬‬
‫ﺼﹶﻠ ‪‬‬
‫ﺤ‪‬‬
‫‪ – 2‬ﺗ ‪‬‬
‫ﺖ ‪‬ﻫﺪ‪‬ﻯ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟﻤِﻴﺪ‪‬ﺍِﻟ‪‬ﻴ ِﺔ ‪.................‬‬
‫ﺼﹶﻠ ‪‬‬
‫ﺤ‪‬‬
‫‪ – 3‬ﺗ ‪‬‬
‫ﻉ ‪ /‬ﹶﺃ‪‬ﺑ ﹶﻄﹸﺄ‬
‫• ﹸﺃ ‪‬ﻋ ِﻠّ ﹸﻞ ِﺇﺟ‪‬ﺎ‪‬ﺑﺘِﻲ ﺑِﺎ ‪‬ﺳِﺘ ‪‬ﻌﻤ‪‬ﺎ ِﻝ ‪ :‬ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬
‫ﺡ‪.‬‬
‫ﺕ ﺳ‪‬ﺎ ِﻣ‪‬ﻴ ﹸﺔ ﺑِﺎﹾﻟ ‪‬ﻤ ‪‬ﺮ‪‬ﺗ‪‬ﺒ ِﺔ ﺍﻷُﻭﻟﹶﻰ َﻷ‪‬ﻧ ‪‬ﻬﺎ ‪ِ ................‬ﻣ ‪‬ﻦ ‪‬ﻫﺪ‪‬ﻯ ‪‬ﻭﹸﺃ ‪‬ﻣ‪‬ﻴ ‪‬ﻤ ﹶﺔ ‪‬ﻭ ‪‬ﺳﻤ‪‬ﺎ ‪‬‬
‫‪ 1‬ﻓﹶﺎ ‪‬ﺯ ‪‬‬
‫ﺼﹶﻠﺖ‪ ‬ﹸﺃ ‪‬ﻣ‪‬ﻴ ‪‬ﻤ ﹸﺔ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟ ‪‬ﻤ ‪‬ﺮ‪‬ﺗ‪‬ﺒ ِﺔ ﺍﻟﺜﱠﺎِﻟﹶﺜ ِﺔ َﻷ‪‬ﻧﻬ‪‬ﺎ ‪ِ ....................‬ﻣ ‪‬ﻦ ‪‬ﻫﺪ‪‬ﻯ‪.‬‬ ‫ﺤ‪‬‬‫‪ 2‬ﺗ ‪‬‬
‫ﻀ‪‬ﻴ ِﺔ َﻷ‪‬ﻧﻬ‪‬ﺎ ‪ِ .................‬ﻣ ‪‬ﻦ ﹸﺃﻣ‪‬ﻴ ‪‬ﻤ ﹶﺔ‪.‬‬
‫ﺖ ‪‬ﻫﺪ‪‬ﻯ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟﻤِﻴﺪ‪‬ﺍِﻟ‪‬ﻴ ِﺔ ﺍﹾﻟ ِﻔ ِّ‬ ‫ﺼﹶﻠ ‪‬‬
‫ﺤ‪‬‬‫‪ 3‬ﺗ ‪‬‬
‫ﺠ ‪‬ﺪ ‪‬ﻭ ﹶﻝ‪.‬‬
‫‪ • 4‬ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﹸﺛﻢ‪َ ‬ﹸﺃ ‪‬ﻋ ِﻤّ ‪‬ﺮ ﺍﹾﻟ ‪‬‬
‫ﻼ ُﺀ‬
‫ﺴﻢِ‪ ،‬ﺷ‪‬ﺎ ‪‬ﺭ ‪‬ﻙ ‪‬ﻋ ﹶ‬
‫ﺤ‪‬ﻴ ِﺔ ﺍﹾﻟ ‪‬ﻌﹶﻠ ِﻢ ‪‬ﺩ ‪‬ﺧ ﹶﻞ ِﺇﻟﹶﻰ ﺍﹾﻟ ِﻘ ‪‬‬
‫ﺼ ‪‬ﺪ ﺍﹾﻟ ‪‬ﻤ ‪‬ﺪ ‪‬ﺭ ‪‬ﺳ ﹶﺔ ‪‬ﻭ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ‪‬ﺗ ِ‬
‫ﺡ ‪‬ﻭﹶﻗ ‪‬‬
‫ﺼﺒ‪‬ﺎ ِ‬
‫ﻼ ُﺀ ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬
‫‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭ ﹶﻝ ‪‬ﻋ ﹶ‬

‫ﺼﺤ‪‬ﻮ‪‬ﺑ ﹲﺔ‬
‫ﻁ‪ .‬ﹸﺛ ‪‬ﻢ ﻋ‪‬ﺎ ‪‬ﺩ ِﺇﻟﹶﻰ ﺍﹾﻟ ‪‬ﻤ‪‬ﻨ ِﺰ ِﻝ ‪‬ﻭﻓِﻲ ﺍﻟﻄﱠﺮِﻳ ِﻖ ﻓﹶﺎ ‪‬ﺟﹶﺄ‪‬ﺗ ‪‬ﻪ ﺭِﻳ ‪‬ﺢ ﹶﻗ ِﻮ‪‬ﻳ ﹲﺔ ‪‬ﻣ ‪‬‬
‫ﺼﺒ‪‬ﺎ ِﺣ‪‬ﻴ ِﺔ ِﺑ‪‬ﻨﺸ‪‬ﺎ ٍ‬
‫ﺱ ﺍﻟ ‪‬‬
‫ﻓِﻲ ﺍﻟ ‪‬ﺪﺭ‪‬ﻭ ِ‬

‫ﺑِﺎﹾﻟ ‪‬ﻤ ﹶﻄ ِﺮ‪.‬‬

‫ﺙ ﹶﻏ ‪‬ﻴ ‪‬ﺮ ‪‬ﺩ ‪‬ﻭ ِﺭﻳ‪ٍ ‬ﺔ‬

‫ﹶﺃ ‪‬ﺣﺪ‪‬ﺍ ﹲ‬
‫‪.........................................‬‬
‫‪.........................................‬‬
‫‪.........................................‬‬
‫‪.........................................‬‬
‫ﺙ ‪‬ﺩ ‪‬ﻭ ِﺭﻳ‪ ‬ﹲﺔ‬
‫ﹶﺃ ‪‬ﺣﺪ‪‬ﺍ ﹲ‬
‫‪.........................................‬‬
‫‪.........................................‬‬
‫‪.........................................‬‬
‫‪.........................................‬‬

‫ﺙ ‪‬ﻋ ‪‬ﺪ ‪‬ﺩ ‪.4‬‬

‫ﺤ ‪‬ﺪ ﹶ‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫• ﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬
‫‪...............................................................................................‬‬

‫‪138‬‬
 ‫ﻜﺮ‪ ‬ﺭ ﹸﻛﻞﱠ ‪‬ﻳ ‪‬ﻮ ٍﻡ‪.‬‬
‫ﺙ ‪‬ﻳ‪‬ﺘ ﹶ‬
‫ﺡ ‪‬ﺣ ‪‬ﺪ ﹲ‬
‫‪ 5‬ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟﺼ‪‬ﺒ‪‬ﺎ ِ‬

‫ﹶﺃ ﹸﺫ ﹸﻛ ‪‬ﺮ‬
‫ﺸ ‪‬ﻬ ِﺮ ‪......................... :‬‬
‫ﺼ ﹶﻔ ٍﺔ ‪‬ﺩ ‪‬ﻭ ِﺭ‪‬ﻳ ٍﺔ ‪‬ﻣ ‪‬ﺮ ﹰﺓ ﻓِﻲ ﺍﻟ ‪‬‬
‫‪ -‬ﺣ ‪‬ﺪﺛﹰﺎ ‪‬ﻳ‪‬ﺘ ﹶﻜ ‪‬ﺮ ‪‬ﺭ ِﺑ ِ‬
‫ﺴ‪‬ﻨ ِﺔ ‪.......................... :‬‬
‫ﺼ ﹶﻔ ٍﺔ ‪‬ﺩ ‪‬ﻭ ِﺭ‪‬ﻳ ٍﺔ ‪‬ﻣ ‪‬ﺮ ﹰﺓ ﻓِﻲ ﺍﻟ ‪‬‬
‫‪ -‬ﺣ ‪‬ﺪﺛﹰﺎ ‪‬ﻳ‪‬ﺘ ﹶﻜ ‪‬ﺮ ‪‬ﺭ ِﺑ ِ‬
‫ﻉ ‪.......................... :‬‬
‫ﺼ ﹶﻔ ٍﺔ ‪‬ﺩ ‪‬ﻭ ِﺭ‪‬ﻳ ٍﺔ ‪‬ﻣ ‪‬ﺮ ﹰﺓ ﻓِﻲ ﺍ ُﻷ ‪‬ﺳﺒ‪‬ﻮ ِ‬
‫‪ -‬ﺣ ‪‬ﺪﺛﹰﺎ ‪‬ﻳ‪‬ﺘ ﹶﻜ ‪‬ﺮ ‪‬ﺭ ِﺑ ِ‬

‫‪139‬‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻓﻴﺰﻳﺎﺀ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺍﳌﺎﺩ‪‬ﺓ‬

‫ﺡ‪.‬‬
‫‪ 1‬ﹶﺃ‪‬ﺗﹶﺄﻣ‪ ‬ﹸﻞ ﺻ‪‬ﻮ ‪‬ﺭ ﹶﺓ ﺳ‪‬ﺎ ِﻣ‪‬ﻴ ﹶﺔ ‪‬ﻭ ِﻫ ‪‬ﻲ ‪‬ﺗ‪‬ﺘﻨ‪‬ﺎ ‪‬ﻭ ﹸﻝ ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟﺼ‪‬ﺒ‪‬ﺎ ِ‬

‫ﺝ‬
‫ﺤ ﹶﻔ ﹲﺔ ِﻣ ‪‬ﻦ ‪‬ﺯﺟ‪‬ﺎ ٍ‬
‫ﺻ‪‬‬
‫‪‬‬
‫‪‬ﺯ‪‬ﺑ ‪‬ﺪ ﹲﺓ‬
‫ﻗﹶﺎﺭ‪‬ﻭ ‪‬ﺭ ﹸﺓ‬
‫‪‬ﺗﻔﱠﺎ ‪‬ﺣ ﹲﺔ‬ ‫ﻼ ‪‬ﺳﺘِﻴﻚ‬ ‫‪‬ﺑ ﹶ‬
‫‪‬ﺧ‪‬ﺒ ‪‬ﺰ‬ ‫ﺱ‬
‫ﹶﻛ ﹾﺄ ‪‬‬
‫‪‬ﺷ ‪‬ﻮ ﹶﻛ ﹲﺔ‬
‫ﲔ‬
‫ِﺳ ِّﻜ ‪‬‬

‫ﺕ ﺍﻟﱠﺘِﻲ ﺗ‪‬ﻮﺟ‪‬ﺪ ُ ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺳ‪‬ﺎ ِﻣ‪‬ﻴ ﹶﺔ‪.‬‬

‫ﺐ ﹶﺃ ‪‬ﺳﻤ‪‬ﺎ َﺀ ﺍ َﻷﻭ‪‬ﺍﻧِﻲ ﻭ‪‬ﺍ َﻷ ‪‬ﺩﻭ‪‬ﺍ ِ‬
‫ﺃ ‪ -‬ﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬
‫‪....................................................................................................................‬‬ ‫‪-‬‬
‫ﺴ‪‬ﺘﻌِﻴﻨ‪‬ﺎ ﺑِﺎﻟﺼ‪‬ﻮ ‪‬ﺭ ِﺓ ﺍﻟﺴ‪‬ﺎِﺑ ﹶﻘ ِﺔ ‪:‬‬
‫ﺠ ‪‬ﺪ ‪‬ﻭ ِﻝ ‪‬ﻣ ‪‬‬
‫ﲑ ﺍﹾﻟ ‪‬‬
‫ﺏ – ﹸﺃ ﹶﻛ ِﻤّ ﹸﻞ ‪‬ﺗ ‪‬ﻌ ِﻤ ‪‬‬
‫ﺐ‬
‫ﺻ ﹾﻠ ‪‬‬
‫ﺴ ‪‬ﻢ ‪‬‬
‫ِﺟ ‪‬‬ ‫ﺴ ‪‬ﻢ ﹶﻟِﻴّ ‪‬ﻦ‬
‫ِﺟ ‪‬‬

‫‪........................................ ........................................‬‬
‫‪........................................ ........................................‬‬
‫‪........................................ ........................................‬‬

‫ﻼ‪‬ﺑ ِﺔ" – "ﹶﺃ ﹾﻛﹶﺜ ‪‬ﺮ ﻟِﻴﻨ‪‬ﺎ"‪.‬‬

‫ﺲ ﺍﻟﺼ‪ ‬ﹶ‬
‫ﻼ‪‬ﺑ ﹰﺔ" – "‪‬ﻧ ﹾﻔ ‪‬‬
‫ﺻﹶ‬
‫‪ 2‬ﹸﺃ ﹶﻛ ِﻤّ ﹸﻞ ِﺑـ"ﹶﺃ ‪‬ﺷﺪ‪ ‬‬
‫ﺍﻟ ﱠﻄﺒ‪‬ﺎ ِﺷ ‪‬ﲑ ‪ِ ....................................‬ﻣ ‪‬ﻦ ﺍﹾﻟ ِﻤ ‪‬ﻤﺤ‪‬ﺎ ِﺓ‪.‬‬
‫ﺴ ﹶﻔ ‪‬ﺮ ‪‬ﺟ ِﻞ‪.‬‬ ‫ﲔ ‪ِ ........................................‬ﻣ ‪‬ﻦ ﺍﻟ ‪‬‬ ‫ﺍﻟِّﺘ ‪‬‬
‫ﺕ ‪ 5‬ﻣِﻲ‬
‫ﺍﹾﻟ ِﻘ ﹾﻄ ‪‬ﻌ ﹸﺔ ﺍﻟ‪‬ﻨ ﹾﻘ ِﺪ‪‬ﻳ ﹸﺔ ﺫﹶﺍﺕُ ‪ 100‬ﻣﻲ ‪ِ .....................‬ﻣ ‪‬ﻦ ﺍﹾﻟ ِﻘ ﹾﻄ ‪‬ﻌ ِﺔ ﺍﻟ‪‬ﻨ ﹾﻘ ِﺪ‪‬ﻳ ِﺔ ﺫﹶﺍ ِ‬
‫ﻜ ِﺮ ‪‬ﻋﻠﹶﻰ ِﻗ ﹶﻄ ٍﻊ ﹶﻟﻬ‪‬ﺎ ‪.........................‬‬ ‫ﺴﱠ‬
‫ﻕ ﺍﻟ ‪‬‬
‫ﺻ‪‬ﻨﺪ‪‬ﻭ ‪‬‬‫ﺤ‪‬ﺘﻮِﻱ ‪‬‬ ‫‪‬ﻳ ‪‬‬

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 ‫ﻂ ﹸﻛﻞﱠ ﺻ‪‬ﻮ ‪‬ﺭ ٍﺓ ﺑِﺎﻟﻼﱠ ِﻓ‪‬ﺘ ِﺔ ﺍِﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ‪‬ﺒ ِﺔ‪.‬‬
‫‪ 3‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬

‫•‬
‫•‬
‫ﺡ‬
‫ِﻣ ﹾﻔﺘ‪‬ﺎ ‪‬‬
‫ِﻣ ﹾﻄ ‪‬ﺮﹶﻗ ﹲﺔ‬ ‫•‬ ‫ﺤﻮِﻳ ِﻪ‬
‫‪‬ﻳ ﹾﺄ ‪‬ﺧ ﹸﺬ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍ ِﻹﻧ‪‬ﺎ ِﺀ ﺍﱠﻟﺬِﻱ ‪‬ﻳ ‪‬‬ ‫•‬

‫ﺼ ‪‬ﲑ‬
‫‪‬ﻋ ِ‬ ‫•‬
‫•‬ ‫ﺐ‬
‫‪‬ﺣﻠِﻴ ‪‬‬

‫ﻣ‪‬ﺎ ٌﺀ‬ ‫•‬

‫•‬ ‫ﺤﻮِﻳ ِﻪ‬
‫ﹶﻻ ‪‬ﻳ ﹾﺄ ‪‬ﺧ ﹸﺬ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍ ِﻹﻧ‪‬ﺎ ِﺀ ﺍﱠﻟﺬِﻱ ‪‬ﻳ ‪‬‬ ‫• •‬

‫•‬ ‫‪‬ﺩ ‪‬ﻣ‪‬ﻴ ﹲﺔ‬

‫•‬ ‫ِﺣ‪‬ﺒ ‪‬ﺮ‬

‫‪‬ﻫﻮ‪‬ﺍ ٌﺀ‬
‫ﺨ ﹶﻄﹶﺄ‪.‬‬
‫ﺢ ﺍﹾﻟ ‪‬‬
‫ﺻ ِﻠ ‪‬‬
‫‪ 4‬ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ‪‬ﻭﹸﺃ ‪‬‬
‫ﺱ‪.‬‬
‫ﻼ ِﻝ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍﹾﻟ ﹶﻜ ﹾﺄ ِ‬
‫ﺼ ‪‬ﲑ ﺍﹾﻟ ِﻐ ﹶ‬
‫‪ -‬ﻳ ﹾﺄ ‪‬ﺧ ﹸﺬ ‪‬ﻋ ِ‬
‫‪...................................................‬‬

‫ﺤ ِﻦ‪.‬‬
‫ﺼ‪‬‬‫‪ -‬ﻳ ﹾﺄ ‪‬ﺧ ﹸﺬ ﺍﹾﻟ‪‬ﺒ ‪‬ﺮ‪‬ﺗﻘﹶﺎ ﹸﻝ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍﻟ ‪‬‬
‫‪...................................................‬‬

‫‪ -‬ﹶﻻ ‪‬ﻳ ﹾﺄ ‪‬ﺧ ﹸﺬ ﺍﹾﻟ ‪‬ﻬ ‪‬ﻮﺍ ُﺀ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍﻟ‪‬ﻨﻔﱠﺎ ‪‬ﺧ ِﺔ‪.‬‬
‫‪...................................................‬‬
‫‪141‬‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻓﻴﺰﻳﺎﺀ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺍﻟ ﹸﻘﻮ‪ ‬ﹸﺓ‬

‫ﺳ‪‬ﺒ ِﺔ‪.‬‬
‫ﺠ ‪‬ﻤ ﹶﻠ ِﺔ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِ‬
‫ﺖ ﹸﻛ ِﻞّ ﺻ‪‬ﻮ ‪‬ﺭ ٍﺓ ‪‬ﺭ ﹾﻗ ‪‬ﻢ ﺍﹾﻟ ‪‬‬
‫ﺤ ‪‬‬
‫ﺐ ‪‬ﺗ ‪‬‬
‫‪ 1‬ﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬
‫ﺽ ِﻋ‪‬ﻨ ‪‬ﺪ ‪‬ﺗ ‪‬ﺮ ِﻛ ِﻪ‪.‬‬‫ﻂ ‪‬ﻋﻠﹶﻰ ﺍ َﻷ ‪‬ﺭ ِ‬ ‫ﺴ ﹸﻘ ﹸ‬
‫ﺴ ‪‬ﻢ ‪‬ﻳ ‪‬‬ ‫ﺠ‪‬‬ ‫ﺍﹾﻟ ِ‬ ‫‪1‬‬

‫ﺤ ِّﺮﻛﹰﺎ‪.‬‬
‫ﺴﻤ‪‬ﺎ ‪‬ﻣ‪‬ﺘ ‪‬‬ ‫ﻒ ِﺟ ‪‬‬ ‫ﺍﹾﻟ ﹸﻘ ‪‬ﻮ ﹸﺓ ﺗ‪‬ﻮِﻗ ‪‬‬ ‫‪2‬‬

‫ﺴ ٍﻢ‪.‬‬‫ﺍﹾﻟ ﹸﻘ ‪‬ﻮ ﹸﺓ ‪‬ﺗ ‪‬ﻐِّﻴ ‪‬ﺮ ِﺍِّﺗﺠ‪‬ﺎ ‪‬ﻩ ‪‬ﺣ ‪‬ﺮ ﹶﻛ ِﺔ ِﺟ ‪‬‬ ‫‪3‬‬

‫ﺴﻤ‪‬ﺎ ﺳ‪‬ﺎ ِﻛﻨ‪‬ﺎ‪.‬‬ ‫ﺤ ِّﺮ ‪‬ﻙ ِﺟ ‪‬‬‫ﺍﹾﻟ ﹸﻘ ‪‬ﻮ ﹸﺓ ‪‬ﺗ ‪‬‬ ‫‪4‬‬

‫ﺴ ِﻢ‪.‬‬
‫ﺠ‪‬‬ ‫ﺍﹾﻟ ﹸﻘ ‪‬ﻮ ﹸﺓ ‪‬ﺗ ‪‬ﻐِّﻴ ‪‬ﺮ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍﹾﻟ ِ‬ ‫‪5‬‬

‫•‬
‫•‬ ‫•‬

‫•‬ ‫•‬ ‫•‬

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 ‫ﻉ ﺍﹾﻟ ﹸﻘﻮ‪ِ ‬ﺓ ‪‬ﻭﻣ‪‬ﺎ ‪‬ﻳﻨ‪‬ﺎ ِﺳ‪‬ﺒﻬ‪‬ﺎ‪.‬‬
‫ﺴ ‪‬ﻬ ٍﻢ ‪‬ﺑ ‪‬ﻴ ‪‬ﻦ ‪‬ﻧ ‪‬ﻮ ِ‬
‫ﻂ ِﺑ ‪‬‬
‫‪ 2‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬
‫•‬

‫ﻀِﻠ‪‬ﻴ ﹲﺔ •‬
‫ﹸﻗ ‪‬ﻮ ﹲﺓ ‪‬ﻋ ‪‬‬

‫•‬

‫•‬ ‫ﹸﻗ ‪‬ﻮ ﹲﺓ ﹶﻛ ‪‬ﻬ ‪‬ﺮﺑ‪‬ﺎِﺋ‪‬ﻴ ﹲﺔ •‬

‫•‬
‫ﺴ‪‬ﻴ ﹲﺔ •‬
‫ﹸﻗ ‪‬ﻮ ﹲﺓ ِﻣ ‪‬ﻐﻨ‪‬ﺎﻃِﻴ ِ‬

‫•‬
‫‪ 3‬ﹶﺃ‪‬ﺗﹶﺄﻣ‪ ‬ﹸﻞ ﺍﹾﻟ ‪‬ﻤﺸ‪‬ﺎ ِﻫ ‪‬ﺪ ‪‬ﻭﹸﺃﹶﻟ ِﻮّ ﹸﻥ ﺍ َﻷ ‪‬ﺟﺴ‪‬ﺎ ‪‬ﻡ ﺍﻟﺴ‪‬ﺎ ِﻗ ﹶﻄ ﹶﺔ‪.‬‬

‫‪143‬‬
 ‫ﺨ ﹶﻄﹶﺄ‪.‬‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫‪ 4‬ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬

‫ﻀِﻠ‪‬ﻴ ﹰﺔ‪.‬‬
‫ﻂ ﹸﻗ ‪‬ﻮ ﹰﺓ ‪‬ﻋ ‪‬‬ ‫ِﻋ‪‬ﻨ ‪‬ﺪﻣ‪‬ﺎ ﹶﺃ ‪‬ﺭﹶﻓ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌﹶﻠ ‪‬ﻢ ﹸﺃ ‪‬ﺳِّﻠ ﹸ‬ ‫‪-‬‬
‫ﺤﺪِﻳ ِﺪ ﹶﻓ‪‬ﻴ ‪‬ﻐِّﻴ ‪‬ﺮ ‪‬ﺷ ﹾﻜﹶﻠ ‪‬ﻪ‪.‬‬‫ﺴ‪‬ﻴ ﹰﺔ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟ ‪‬‬ ‫ﺤﺪ‪‬ﺍ ‪‬ﺩ ﹸﻗ ‪‬ﻮ ﹰﺓ ِﻣ ‪‬ﻐﻨ‪‬ﺎﻃِﻴ ِ‬ ‫ﻂ ﺍﹾﻟ ‪‬‬ ‫ﺴِّﻠ ﹸ‬
‫‪‬ﻳ ‪‬‬ ‫‪-‬‬
‫ﺏ ‪‬ﻣﺴ‪‬ﺎ ِﻣ ‪‬ﲑ ‪‬ﺣﺪِﻳ ِﺪ‪‬ﻳ ٍﺔ‪.‬‬ ‫ﺠ ﹾﺬ ِ‬ ‫ﺲ ِﻟ ‪‬‬ ‫ﹶﺃ ‪‬ﺳ‪‬ﺘ ‪‬ﻌ ِﻤ ﹸﻞ ﺍﹾﻟ ِﻤ ‪‬ﻐﻨ‪‬ﺎﻃِﻴ ‪‬‬ ‫‪-‬‬
‫ﻀِﻠ‪‬ﻴ ٍﺔ‪.‬‬
‫ﺴﺒ‪‬ﺎ ‪‬ﺣ ِﺔ ﹶﺃ ‪‬ﺩﹶﻓ ‪‬ﻊ ﺍﹾﻟﻤ‪‬ﺎ َﺀ ‪‬ﺑ ﹸﻘ ‪‬ﻮ ٍﺓ ‪‬ﻋ ‪‬‬ ‫ِﻋ‪‬ﻨ ‪‬ﺪ ﺍﻟ ِّ‬ ‫‪-‬‬
‫ﺠ ِﺬ‪‬ﺑﻬ‪‬ﺎ‪.‬‬‫ﻼ ‪‬ﻳ ‪‬‬
‫ﻕ ﹶﻓ ﹶ‬ ‫ﺸ ‪‬ﻌﺮِﻱ ‪‬ﻭﹸﺃﹶﻗ ِّﺮ‪‬ﺑ ‪‬ﻪ ِﻣ ‪‬ﻦ ِﻗ ﹶﻄ ِﻊ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺭ ِ‬ ‫ﻂ ِﺑ ‪‬‬ ‫ﺸﹶ‬ ‫ﻚ ﺍﹾﻟ ‪‬ﻤ ‪‬‬ ‫ﹶﺃ ‪‬ﺩﹸﻟ ‪‬‬ ‫‪-‬‬

‫‪144‬‬
 ‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ‬
‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬ ‫ﻂ ﺍﻟﹾﺒِﻴِﺌﻲ‪‬‬
‫ﺍﶈﻮﺭ ‪ :‬ﺍﹾﻟ ‪‬ﻮ ‪‬ﺳ ﹸ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫‪ 1‬ﹸﺃ ‪‬ﺳ ِﻤّﻲ ‪ 3 :‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ٍ‬
‫ﺕ ﹶﺃﻟِﻴ ﹶﻔ ٍﺔ ﻋ‪‬ﺎ ِﺷ‪‬ﺒ ٍﺔ ‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ‪‬ﺑﺮ‪‬ﺍ‪.‬‬
‫ﺕ ‪‬ﺑ ِﺮ‪‬ﻳ ٍﺔ ﹶﻻ ِﺣ ‪‬ﻤ ٍﺔ ‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ‪‬ﺑﺮ‪‬ﺍ‪.‬‬
‫• ﹸﺃ ‪‬ﺳ ِﻤّﻲ ‪ 3‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ٍ‬
‫ﺠ ِّﻮ‪.‬‬
‫ﺕ ‪‬ﺑ ِﺮ‪‬ﻳ ٍﺔ ﹶﻻ ِﺣ ‪‬ﻤ ٍﺔ ‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﻓِﻲ ﺍﹾﻟ ‪‬‬ ‫• ﹸﺃ ‪‬ﺳ ِﻤّﻲ ‪ 3‬ﺣﻴ‪‬ﻮ‪‬ﺍﻧ‪‬ﺎ ٍ‬
‫ﺕ ‪‬ﺑ ِﺮ‪‬ﻳ ٍﺔ ﹶﻻ ِﺣ ‪‬ﻤ ٍﺔ ‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﻓِﻲ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ‪.‬‬ ‫• ﹸﺃ ‪‬ﺳ ِﻤّﻲ ‪ 3‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ٍ‬
‫ﺱ‪.‬‬‫• ﹸﺃ ‪‬ﺳ ِﻤّﻲ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ﹶﺃﻟِﻴﻔﹰﺎ ‪‬ﻳ‪‬ﻨ ﹶﻔ ‪‬ﻌﻨِﻲ ﺑِﺎﹾﻟ ِﻐﺬﹶﺍ ِﺀ ﻭ‪‬ﺍﻟِّﻠﺒ‪‬ﺎ ِ‬
‫ﺐ ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﹸﻛ ِﻞّ ‪‬ﻣ ‪‬ﻌﻠﹸﻮ ‪‬ﻣ ٍﺔ ‪" :‬ﻧ ‪‬ﻌ ‪‬ﻢ" ﹶﺃ ‪‬ﻭ " ﹶﻻ" ‪‬ﻭﹸﺃ ‪‬ﻋ ِﻠّ ﹸﻞ ِﺇﺟ‪‬ﺎ‪‬ﺑﺘِﻲ‪.‬‬
‫‪ 2‬ﹶﺃ ﹾﻛ‪‬ﺘ ‪‬‬
‫ﺐ‪.‬‬ ‫ﻱ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬‫‪ -‬ﹶﻻ ‪‬ﻳﹶﻠ ﱠﻘ ‪‬ﺢ ﺍﹾﻟ‪‬ﺒ‪‬ﻴ ﹶﻄ ِﺮ ‪‬‬
‫ﺼ ‪‬ﻪ‪.‬‬
‫ﺤ‪‬‬ ‫ﺝ ‪‬ﻭ‪‬ﻳ ﹾﻔ ‪‬‬ ‫ﻱ ﺍﻟ ‪‬ﺪﺟ‪‬ﺎ ‪‬‬ ‫ﺐ ﺍﹾﻟ‪‬ﺒ‪‬ﻴ ﹶﻄ ِﺮ ‪‬‬
‫‪ -‬ﻳﺮ‪‬ﺍِﻗ ‪‬‬
‫ﺏ‪.‬‬ ‫ﻼ ِ‬ ‫ﻂ ﻭ‪‬ﺍﹾﻟ ِﻜ ﹶ‬ ‫ﺴ ‪‬ﺢ ‪‬ﻋﻠﹶﻰ ‪‬ﺷ ‪‬ﻌ ِﺮ ﺍﹾﻟ ِﻘ ﹶﻄ ِ‬ ‫‪ -‬ﹶﺃ ‪‬ﻣ ‪‬‬
‫ﺐ ﹶﺃ ‪‬ﺣﺸ‪‬ﺎ َﺀ ﹶﻏ‪‬ﻴ ‪‬ﺮ ‪‬ﻣ ﹾﻄﺒ‪‬ﻮ ‪‬ﺧ ٍﺔ‪.‬‬ ‫‪ -‬ﹸﺃ ‪‬ﻋﻄِﻲ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﺐ ِﺇ ﱠﻻ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ‪‬ﺗ ‪‬ﻐِﻠ‪‬ﻴِﺘ ِﻪ‪.‬‬
‫ﺤﻠِﻴ ‪‬‬ ‫ﺏ ﺍﹾﻟ ‪‬‬‫‪ -‬ﹶﻻ ﹶﺃ ‪‬ﺷ ‪‬ﺮ ‪‬‬
‫ﺤ ﹾﻘ ِﻞ ﹶﺃ ‪‬ﻭ ﻓِﻲ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ‪.‬‬ ‫‪ -‬ﹶﺃ ‪‬ﻣﺸِﻲ ﺣ‪‬ﺎِﻓﻴ‪‬ﺎ ﻓِﻲ ﺍﹾﻟ ‪‬‬
‫ﺻِﻨّ ﹸﻔﻬ‪‬ﺎ ِﺇﻟﹶﻰ ‪:‬‬
‫ﺕ ‪‬ﻭﹸﺃ ‪‬‬
‫ﺻ ‪‬ﻮ ‪‬ﺭ ﺍﻟﻨ‪‬ﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬
‫‪ 3‬ﹶﺃ‪‬ﺗﹶﺄﻣ‪ ‬ﹸﻞ ‪‬‬
‫ﺕ ‪‬ﻳ ‪‬ﺰ ‪‬ﺭ ‪‬ﻋﻬ‪‬ﺎ ﹶﺃ ‪‬ﻭ ‪‬ﻳ ‪‬ﻐ ِﺮ ‪‬ﺳﻬ‪‬ﺎ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ﹸﻥ‪.‬‬ ‫‪ -‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ٍ‬
‫ﺕ ِﺗ ﹾﻠﻘﹶﺎِﺋ‪‬ﻴ ٍﺔ‪.‬‬
‫‪ -‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ٍ‬
‫ﺻ‪‬ﻨ ‪‬ﻮ‪‬ﺑ ‪‬ﺮ‬
‫‪‬‬ ‫ﺻﺒ‪‬ﺎ ‪‬ﺭ‬
‫‪‬‬ ‫‪‬ﺯ‪‬ﻳﺘ‪‬ﻮ ﹲﻥ‬ ‫ِﻓ ﹾﻄ ‪‬ﺮ‬
‫ﺕ ‪‬ﻳ ‪‬ﺰ ‪‬ﺭ ‪‬ﻋﻬ‪‬ﺎ ﹶﺃ ‪‬ﻭ‪‬ﻳ ‪‬ﻐ ِﺮ ‪‬ﺳﻬ‪‬ﺎ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ﹸﻥ‬
‫‪‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ‪‬‬
‫‪...................................................‬‬
‫‪...................................................‬‬
‫ﺤﻮ‪‬ﺍ ﹲﻥ‬
‫ﹸﺃ ﹾﻗ ‪‬‬ ‫ﺐ‬
‫ِﻋ‪‬ﻨ ‪‬‬ ‫ﹶﻗ ‪‬ﻤ ‪‬ﺢ‬ ‫ﺖ‬
‫ِﻟ ﹾﻔ ‪‬‬
‫ﺕ ِﺗ ﹾﻠﻘﹶﺎﺋ‪‬ﻴ ﹲﺔ‬
‫‪‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ‪‬‬
‫‪...................................................‬‬
‫‪...................................................‬‬

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‫ﹶﻓﺮ‪‬ﺍ ِﻭﹶﻟ ﹲﺔ‬ ‫ﹸﻓ ﱞﻞ‬ ‫‪‬ﻭ ‪‬ﺭ ‪‬ﺩ‬ ‫‪‬ﺷﻘﹶﺎﺋِﻖ‬ ‫ﻑ‬
‫‪‬ﺧ ‪‬ﺮﺷ‪‬ﻮ ‪‬‬
‫ﺍﻟ‪‬ﻨ ‪‬ﻌﻤ‪‬ﺎ ِﻥ‬

‫‪‬ﺟ ‪‬ﺰ ‪‬ﺭ‬

‫ﺼ ﹲﻞ‬
‫‪‬ﺑ ‪‬‬ ‫ﹶﻃﻤ‪‬ﺎ ِﻃ ‪‬ﻢ‬
‫‪‬ﺟﹸﻠﺒ‪‬ﺎ ﹲﻥ‬

‫ﹶﺛ ‪‬ﻮ ‪‬ﻡ‬

‫‪146‬‬
 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ‬
‫ﺴ ‪‬ﻢ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ِﻥ‬
‫ﺍﶈﻮﺭ ‪ِ :‬ﺟ ‪‬‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺴ ِﻢ‪.‬‬
‫ﺠ‪‬‬
‫ﻍ ِﺑ ِﺬ ﹾﻛ ِﺮ ﹶﺃ ‪‬ﻋﻀ‪‬ﺎ َﺀ ﺍﹾﻟ ِ‬
‫‪ 1‬ﹸﺃ ‪‬ﻋ ِﻤّ ‪‬ﺮ ﺍﹾﻟ ﹶﻔﺮ‪‬ﺍ ﹶ‬

‫‪.........................‬‬

‫‪.........................‬‬

‫‪..............................‬‬

‫ﺐ‪.‬‬
‫ﻀ ِﻮ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ ِ‬
‫ﺼ ﹶﻞ ﺑِﺎﹾﻟ ‪‬ﻌ ‪‬‬
‫ﻂ ﺍﹾﻟ ‪‬ﻤ ﹾﻔ ِ‬
‫‪ 2‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬
‫ﺱ‬
‫• ﺍﻟ ‪‬ﺮﹾﺃ ‪‬‬ ‫ﺼ ﹸﻞ ﺍﻟ ‪‬ﺮﹶﻗ‪‬ﺒ ِﺔ •‬‫‪ -‬ﻣ ﹾﻔ ِ‬
‫ﺼ ﹸﻞ ﺍﻟ ‪‬ﺮ ﹾﻛ‪‬ﺒ ِﺔ •‬‫‪ -‬ﻣ ﹾﻔ ِ‬
‫ﺼ ﹸﻞ ﺍﹾﻟ ِﻤ ‪‬ﺮﹶﻓ ِﻖ •‬
‫‪ -‬ﻣ ﹾﻔ ِ‬
‫ﺍﹾﻟ‪‬ﻴ ‪‬ﺪ‬
‫•‬ ‫ﺼ ِﻢ •‬
‫ﺼ ﹸﻞ ﺍﹾﻟ ِﻤ ‪‬ﻌ ‪‬‬‫‪ -‬ﻣ ﹾﻔ ِ‬
‫ﺼ ﹸﻞ ﺍﹾﻟ ﹶﻘ ‪‬ﺪ ِﻡ •‬‫‪ -‬ﻣ ﹾﻔ ِ‬
‫ﻕ‬
‫• ﺍﻟﺴ‪‬ﺎ ‪‬‬
‫ﺴ ِﻢ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ِﻥ ‪:‬‬
‫ﺠ‪‬‬
‫ﻀﺮ‪ِ ‬ﺑ ِ‬
‫ﻒ ﺍﻟﱠﺘِﻲ ‪‬ﺗ ِ‬
‫ﺐ ﺍﹾﻟ ‪‬ﻤﻮ‪‬ﺍ ِﻗ ‪‬‬
‫‪ 3‬ﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﺿ ﹶﺔ‪.‬‬
‫ﺱ ﺍﻟ ِّﺮﻳ‪‬ﺎ ‪‬‬
‫‪ -‬ﹸﺃﻣ‪‬ﺎ ِﺭ ‪‬‬
‫ﺏ‪.‬‬ ‫ﻒ ﹸﺃ ﹸﺫِﻧ ‪‬ﻲ ِﺑﻌ‪‬ﻮ ِﺩ ِﺛﻘﹶﺎ ٍ‬ ‫‪ -‬ﹸﺃ‪‬ﻧ ِّﻈ ‪‬‬
‫ﻼ ‪‬ﻙ ﺍِﻟ ﹶﻜ ‪‬ﻬ ‪‬ﺮﺑ‪‬ﺎِﺋ‪‬ﻴ ﹶﺔ ﺍﹾﻟﻌ‪‬ﺎ ِﺭ‪‬ﻳ ﹶﺔ‪.‬‬ ‫ﺲ ﺍ َﻷ ‪‬ﺳ ﹶ‬ ‫‪ -‬ﹶﺃﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺏ ﺍﹾﻟ ‪‬ﻌﻨِﻴ ﹶﻔ ﹶﺔ‪.‬‬
‫ﺐ ﺍ َﻷﹾﻟﻌ‪‬ﺎ ‪‬‬ ‫ﺠ‪‬ﻨ ‪‬‬‫‪ -‬ﹶﺃ‪‬ﺗ ‪‬‬
‫ﺼ ﹾﻠ‪‬ﺒ ﹶﺔ ِﺑﹶﺄ ‪‬ﺳﻨ‪‬ﺎﻧِﻲ‪.‬‬ ‫ﺴ ‪‬ﺮ ﺍ َﻷ ‪‬ﺟﺴ‪‬ﺎ ‪‬ﻡ ﺍﻟ ‪‬‬ ‫‪ -‬ﹸﺃ ﹶﻛ ‪‬‬
‫ﻼ ‪‬ﻣِﺘ ِﻪ‪.‬‬
‫ﺴﻤِﻲ ‪‬ﻭ ‪‬ﺳ ﹶ‬ ‫ﻆ ‪‬ﻋﻠﹶﻰ ‪‬ﻧﻈﹶﺎﹶﻓ ِﺔ ِﺟ ‪‬‬ ‫‪ -‬ﹸﺃﺣ‪‬ﺎِﻓ ﹸ‬
‫‪147‬‬
 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﺕ‪.‬‬
‫ﺐ ﺍﻟﻼﱠ ِﻓﺘ‪‬ﺎ ِ‬
‫ﺤ ‪‬ﻢ –‬
‫ﻼ ﹲﻝ – ﹶﻟ ‪‬‬
‫ﺴ ﹲﻞ – ِﻏ ﹶ‬ ‫ﺐ – ‪‬ﺷ ‪‬ﺮ‪‬ﺑ ﹲﺔ – ‪‬ﺯ‪‬ﺑ ‪‬ﺪ ﹲﺓ – ‪‬ﻋ ‪‬‬
‫ﻚ–‬ ‫ﻼ ﹶﻃ ﹲﺔ – ‪‬ﺑ ‪‬ﺮ ﹸﻏ ﹲﻞ – ‪‬ﻣ ﹾﻘﺮ‪‬ﻭ‪‬ﻧ ﹲﺔ – ‪‬ﺳ ‪‬ﻤ ‪‬‬
‫ﺾ – ‪‬ﺳ ﹾﻠ ﹶﻄ ﹲﺔ‪.‬‬
‫ﺍﹾﻟ ‪‬ﻌﺸ‪‬ﺎ ُﺀ‬
‫‪........................‬‬
‫‪........................‬‬
‫‪........................‬‬
‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ‬
‫ﺍﶈﻮﺭ ‪ :‬ﺍﻟﺘ‪ ‬ﻐ ِﺬﻳ‪ ‬ﹸﺔ‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬
‫ﺴ ‪‬‬
‫ﺕ ‪‬ﺟ ‪‬ﺰِﺋﻴ‪ٍ ‬ﺔ ‪‬ﺣ ‪‬‬
‫ﺠﻤ‪‬ﻮﻋ‪‬ﺎ ٍ‬
‫ﺻِﻨّﻔﹸﻬ‪‬ﺎ ِﺇﻟﹶﻰ ‪‬ﻣ ‪‬‬
‫‪ 1‬ﻫ ِﺬ ِﻩ ﹶﺃ ﹾﻏ ِﺬ‪‬ﻳ ﹲﺔ ‪‬ﻣ‪‬ﺘ‪‬ﻨ ِﻮّ ‪‬ﻋ ﹲﺔ ﹸﺃ ‪‬‬
‫ﻼﺑِﻲ ‪ -‬ﻋﺼِﻴ ‪‬ﺪ ﹲﺓ – ‪‬ﺧ‪‬ﺒ ‪‬ﺰ – ‪‬ﺣﻠِﻴ ‪‬‬ ‫ﹶﻟ‪‬ﺒ ﹶ‬
‫ﺕ – ‪‬ﺷ ﹾﻜ ﹶ‬
‫ﺴ ﹲﺔ – ﹶﺃ ‪‬ﺭ ‪‬ﺯ – ﻳ‪‬ﺎ ﹸﻏ ‪‬ﺮ ‪‬‬
‫‪‬ﻣﻠﹸﻮ ِﺧ‪‬ﻴ ﹲﺔ – ‪‬ﺑﺴِﻴ ‪‬‬
‫ﻉ" – ‪‬ﺑ‪‬ﻴ ‪‬‬
‫ﺲ – ﻣ‪‬ﺎ ٌﺀ – " ‪‬ﺩ ‪‬ﺭ ‪‬‬ ‫ﺴ ﹸﻜ ‪‬‬‫ﺕ – ﹸﻛ ‪‬‬‫‪‬ﻣ ‪‬ﺮ ﱠﻃﺒ‪‬ﺎ ‪‬‬
‫ﺍﹾﻟ ‪‬ﻐﺪ‪‬ﺍ ُﺀ‬ ‫ﺡ‬
‫ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟﺼ‪‬ﺒ‪‬ﺎ ِ‬
‫‪............‬‬ ‫‪........................‬‬ ‫‪............‬‬ ‫‪........................‬‬
‫‪........................‬‬
‫‪............‬‬ ‫‪........................‬‬ ‫‪............‬‬ ‫‪........................‬‬
‫‪........................‬‬
‫‪............‬‬ ‫‪........................‬‬ ‫‪............‬‬ ‫‪........................‬‬
‫ﺠ ﹲﺔ‬
‫ﹸﻟ ‪‬ﻤ ‪‬‬ ‫ﺠ ﹲﺔ‬
‫ﹸﻟ ‪‬ﻤ ‪‬‬
‫ﻒ ﺍﻟﺴ‪‬ﻠِﻴ ‪‬ﻤ ِﺔ‪.‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍﹾﻟ ‪‬ﻤﻮ‪‬ﺍ ِﻗ ِ‬
‫ﻂ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫‪ 2‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬
‫ﻒ ﹶﺃ ‪‬ﺳﻨ‪‬ﺎﻧِﻲ ِﺇﹾﺛ ‪‬ﺮ ﹸﻛ ِّﻞ ‪‬ﻭ ‪‬ﺟ‪‬ﺒ ٍﺔ‪.‬‬ ‫‪ -‬ﹸﺃ‪‬ﻧ ِّﻈ ‪‬‬
‫ﺕ‪.‬‬‫ﺤﹶﻠ ِﻮﻳ‪‬ﺎ ِ‬ ‫‪ -‬ﹸﺃ ﹾﻛِﺜ ‪‬ﺮ ِﻣ ‪‬ﻦ ‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭ ِﻝ ﺍﹾﻟ ‪‬‬
‫ﻼ ‪‬ﺟ ِﺔ‪.‬‬‫ﻆ ﺍ َﻷ ﹾﻏ ِﺬ‪‬ﻳ ﹶﺔ ﻓِﻲ ﺍﻟﱠﺜ ﱠ‬ ‫‪ -‬ﹶﺃ ‪‬ﺣ ﹶﻔ ﹸ‬
‫ﺏ ﻣ‪‬ﺎ َﺀ ﺍﹾﻟﻮ‪‬ﺍﺩِﻱ‪.‬‬ ‫‪ -‬ﹶﺃ ‪‬ﺷ ‪‬ﺮ ‪‬‬
‫‪ -‬ﹶﺃ ‪‬ﺣ‪‬ﺘ ِﺮ ‪‬ﻡ ‪‬ﻣﻮ‪‬ﺍﻋِﻴ ‪‬ﺪ ﺍ َﻷ ِﻛ ِﻞ‪.‬‬
‫‪ -‬ﹶﺃ‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭ ﹸﻝ ﹶﺃ ﹾﻏ ِﺬ‪‬ﻳ ﹰﺔ ‪‬ﻣ‪‬ﺘ‪‬ﻨ ِّﻮ ‪‬ﻋ ﹰﺔ‪.‬‬
‫ﻁ ﻭ‪‬ﺍ ِﻻ‪‬ﻧِﺘﺒ‪‬ﺎ ِﻩ‪.‬‬‫ﺡ ‪‬ﻳﺴ‪‬ﺎ ِﻋ ‪‬ﺪ ‪‬ﻋﻠﹶﻰ ﺍﻟ‪‬ﻨﺸ‪‬ﺎ ِ‬ ‫ﺼﺒ‪‬ﺎ ِ‬ ‫‪ -‬ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬
‫ﺠ ِّﻮ ِﻝ‪.‬‬
‫ﺠﺘِﻲ ِﻣ ‪‬ﻦ ﺍﹾﻟﺒ‪‬ﺎِﺋ ِﻊ ﺍﹾﻟ ‪‬ﻤ‪‬ﺘ ‪‬‬ ‫‪ -‬ﹶﺃ ‪‬ﺷ‪‬ﺘﺮِﻱ ﹸﻟ ‪‬ﻤ ‪‬‬
‫‪148‬‬
 ‫ﻂ ِﺑ ِﻪ ِﻏﺬﹶﺍ َﺀ ‪‬ﻩ‪.‬‬
‫ﻀ ِﻮ ﺍﻟﱠﺬِﻱ ‪‬ﻳ ﹾﻠ‪‬ﺘ ِﻘ ﹸ‬
‫ﻂ ﺻ‪‬ﻮ ‪‬ﺭ ﹶﺓ ﺍﹾﻟﺤ‪‬ﻴﻮ‪‬ﺍ ِﻥ ﺑِﺎﹾﻟ ‪‬ﻌ ‪‬‬
‫‪ 3‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬

‫•‬ ‫•‬

‫•‬ ‫ﺍ َﻷ ‪‬ﺳﻨ‪‬ﺎ ﹸﻥ‬ ‫•‬

‫•‬ ‫•‬

‫ﺨ ‪‬ﺮﻃﹸﻮ ‪‬ﻡ‬
‫ﺍﹾﻟ ‪‬‬

‫•‬ ‫•‬

‫•‬ ‫ﺍﹾﻟ ِﻤ‪‬ﻨﻘﹶﺎ ‪‬ﺭ‬ ‫•‬

‫•‬ ‫•‬

‫‪149‬‬
 ‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﹶﺃﻣ‪‬ﺎ ‪‬ﻡ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﻠﹸﻮ ‪‬ﻣ ِﺔ ﺍﹾﻟﺨ‪‬ﺎ ِﻃﹶﺌ ِﺔ‪.‬‬
‫ﺿ ‪‬ﻊ ‪‬ﻋ ﹶ‬
‫‪ 4‬ﹶﺃ ‪‬‬
‫•‬‫ﺸ ‪‬ﻮ ِﻛ‪‬ﻴ ِﺔ ﹶﻓ‪‬ﻴ ﹾﻠ‪‬ﺘ ِﻘ ﹸﻄﻬ‪‬ﺎ ‪‬ﺑﹶﺄ ‪‬ﺳﻨ‪‬ﺎِﻧ ِﻪ‪.‬‬
‫ﺕ ﺍﻟ ‪‬‬ ‫ﺠ ‪‬ﻤ ﹸﻞ ‪‬ﻋﻠﹶﻰ ﺍﻟ‪‬ﻨﺒ‪‬ﺎﺗ‪‬ﺎ ِ‬ ‫‪‬ﻳ‪‬ﺘ ‪‬ﻐﺬﱠﻯ ﺍﹾﻟ ‪‬‬
‫•‬ ‫‪‬ﺗ‪‬ﺘ ‪‬ﻐﺬﱠﻯ ﺍﹾﻟﺒ‪‬ﻮ ‪‬ﻣ ﹸﺔ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟ ِﻔﹾﺌﺮ‪‬ﺍ ِﻥ ﹶﻓ‪‬ﺘ ﹾﻠ‪‬ﺘ ِﻘ ﹸﻄﻬ‪‬ﺎ ِﺑﹶﺄ ‪‬ﺳﻨ‪‬ﺎِﻧﻬ‪‬ﺎ‪.‬‬
‫•‬ ‫ﺠ ‪‬ﺰ ‪‬ﺭ ِﺑﹶﺄ ‪‬ﺳﻨ‪‬ﺎِﻧ ِﻪ‪.‬‬
‫ﺐ ﺍﹾﻟ ‪‬‬
‫ﻂ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬ ‫‪‬ﻳ ﹾﻠ‪‬ﺘ ِﻘ ﹸ‬
‫•‬ ‫ﻁ ِﻏﺬﹶﺍِﺋ ِﻪ‪.‬‬ ‫ﺴ ‪‬ﺮ ِﻣ‪‬ﻨﻘﹶﺎ ‪‬ﺭ ‪‬ﻩ ﻓِﻲ ﺍﹾﻟِﺘﻘﹶﺎ ِ‬ ‫ﺴ‪‬ﺘ ‪‬ﻌ ِﻤ ﹸﻞ ﺍﻟِّﻨ ‪‬‬
‫‪‬ﻳ ‪‬‬
‫•‬ ‫ﻀ ﹾﻔ ‪‬ﺪ ‪‬ﻋ ﹸﺔ ِﻏﺬﹶﺍ َﺀﻫ‪‬ﺎ ِﺑﹶﺄ ‪‬ﺳﻨ‪‬ﺎِﻧﻬ‪‬ﺎ‪.‬‬
‫ﻂ ﺍﻟ ِّ‬ ‫‪‬ﺗ ﹾﻠ‪‬ﺘ ِﻘ ﹸ‬

‫ﺤ ﹰﺔ‪.‬‬
‫ﺻﺤِﻴ ‪‬‬
‫ﺨ ﹶﻄﹶﺄ ِﺑِﺈﻋ‪‬ﺎ ‪‬ﺩ ِﺓ ِﻛﺘ‪‬ﺎ‪‬ﺑ ِﺔ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻌﻠﹸﻮ ‪‬ﻣ ِﺔ ﺍﹾﻟﺨ‪‬ﺎ ِﻃﹶﺌ ِﺔ ‪‬‬
‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫‪ -‬ﹸﺃ ‪‬‬

‫‪.............................................................................................................‬‬
‫‪.............................................................................................................‬‬
‫‪.............................................................................................................‬‬

‫‪150‬‬
 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ‬
‫ﺍﶈﻮﺭ ‪ :‬ﺍﻟﺘ‪‬ﻨ ﱡﻘ ﹸﻞ‬
‫ﺸ ‪‬ﻲ – ﺍﹾﻟ ﹶﻘ ﹾﻔ ‪‬ﺰ – ﺍﹾﻟ ‪‬ﻌ ‪‬ﺪ ‪‬ﻭ‪.‬‬
‫ﺴﺒ‪‬ﺎ ‪‬ﺣ ﹸﺔ – ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺍﻟ ﱠﻄ‪‬ﻴﺮ‪‬ﺍ ﹸﻥ – ﺍﻟ ِّ‬
‫ﺕ‪.‬‬
‫ﺤ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ِ‬
‫ﻂ ‪‬ﺗ‪‬ﻨ ﱡﻘ ِﻞ ﺍﹾﻟ ‪‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﻓِﻲ ﺍﹾﻟﺨ‪‬ﺎ‪‬ﻧ ِﺔ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ‪‬ﺒ ِﺔ ِﻟ‪‬ﻨ ‪‬ﻤ ِ‬
‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫‪ 1‬ﹶﺃ ‪‬‬

‫ﺴّ‪‬ﺒﺎ ‪‬ﺣ ﹸﺔ‬

‫ﺍﻟ ِ‬ ‫ﺍﻟﻄﱠ‪‬ﻴﺮ‪‬ﺍ ﹸﻥ‬ ‫ﺍﹾﻟ ﹶﻘ ﹾﻔ ‪‬ﺰ‬ ‫ﺍﹾﻟ ‪‬ﻌ ‪‬ﺪ ‪‬ﻭ‬ ‫ﺸ ‪‬ﻲ‬
‫ﺍﹾﻟ ‪‬ﻤ ‪‬‬ ‫ﺤ‪‬ﻴﻮ‪‬ﺍ ﹸﻥ‬
‫ﺍﹾﻟ ‪‬‬

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‫ﺨ ﹾﻠ ِﻔ‪‬ﻴ‪‬ﺘ‪‬ﻴ ِﻦ ‪:‬‬
‫ﺤ ِﺔ – ﺍﹾﻟﻘﹶﺎِﺋ ‪‬ﻤ‪‬ﺘ‪‬ﻴ ِﻦ ﺍﹾﻟ ‪‬‬‫ﻒ – ﺍﹾﻟ‪‬ﺒ ِّﺮ – ﺍ َﻷ ‪‬ﺟِﻨ ‪‬‬
‫‪...................‬‬
‫‪...................‬‬
‫ﻋﻠﹶﻰ ‪...................‬‬
‫‪...................‬‬
‫‪...................‬‬
‫ﺸﻴ‪‬ﺎ – ﹶﻗ ﹾﻔﺰ‪‬ﺍ ‪ -‬ﻋ ‪‬ﺪﻭ‪‬ﺍ‬
‫‪‬ﻣ ‪‬‬
‫ﺕ ﺍﻟﺘ‪‬ﺎِﻟ‪‬ﻴ ِﺔ ‪:‬‬
‫ﺕ ِﺑﻤ‪‬ﺎ ‪‬ﻳﻨ‪‬ﺎ ِﺳ‪‬ﺒﻬ‪‬ﺎ ِﻣ ‪‬ﻦ ﺍﹾﻟ ﹶﻜ ِﻠﻤ‪‬ﺎ ِ‬
‫‪ 2‬ﹸﺃ ‪‬ﻋ ِﻤّ ‪‬ﺮ ﺍﹾﻟ ﹶﻔﺮ‪‬ﺍﻏﹶﺎ ِ‬
‫ﺠ ِّﻮ – ﺍﻟ ‪‬ﺰﻋ‪‬ﺎِﻧ ِ‬
‫ﺍﹾﻟﻤ‪‬ﺎ ِﺀ – ﺍﹾﻟ ﹶﻘﻮ‪‬ﺍِﺋ ِﻢ – ﺍﹾﻟ ‪‬‬
‫‪ ...................‬ﺑِﺎ ِﻻ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ‪‬ﻋﻠﹶﻰ‬ ‫ﺴ ‪‬ﻤ ﹶﻜ ﹸﺔ ﻓِﻲ‬
‫ﺴ‪‬ﺒ ‪‬ﺢ ﺍﻟ ‪‬‬ ‫‪ -‬ﺗ ‪‬‬
‫‪ ...................‬ﺑِﺎ ِﻻ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ‪‬ﻋﻠﹶﻰ‬ ‫ﺤﻤ‪‬ﺎ ‪‬ﻣ ﹸﺔ ﻓِﻲ‬‫‪ -‬ﺗ ِﻄ ‪‬ﲑ ﺍﹾﻟ ‪‬‬
‫ﺤﺼ‪‬ﺎ ﹸﻥ ﻓِﻲ ‪ ...................‬ﺑِﺎ ِﻻ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ‪‬‬ ‫‪ -‬ﻳ ‪‬ﻌﺪ‪‬ﻭ ﺍﹾﻟ ِ‬
‫‪ ...................‬ﺑِﺎ ِﻻ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ‪‬ﻋﻠﹶﻰ‬ ‫‪ -‬ﻳ ﹾﻘ ِﻔ ‪‬ﺰ ﺍﹾﻟ ﹶﻜ‪‬ﻨ ‪‬ﻐ ‪‬ﺮ ﻓِﻲ‬
‫ﻑ ﻓِﻲ ‪ ...................‬ﺑِﺎ ِﻻ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ‪‬ﻋﻠﹶﻰ‬ ‫ﺨﺮ‪‬ﻭ ‪‬‬ ‫‪ -‬ﻳ ‪‬ﻤﺸِﻲ ﺍﹾﻟ ‪‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ﻓِﻲ ﺍﹾﻟﺨ‪‬ﺎ‪‬ﻧ ِﺔ ﺍﹾﻟ ‪‬ﻤﻨ‪‬ﺎ ِﺳ‪‬ﺒ ِﺔ ‪:‬‬
‫ﺿ ‪‬ﻊ ‪‬ﻋ ﹶ‬
‫‪ 3‬ﹶﺃ ‪‬‬
‫ﺍﹾﻟ ‪‬ﻌ ‪‬ﺪ ‪‬ﻭ‬ ‫ﺍﻟﺴ‪‬ﺒ‪‬ﺎ ‪‬ﺣ ﹸﺔ‬ ‫ﺍﹾﻟ ﹶﻘ ﹾﻔ ‪‬ﺰ‬ ‫ﺸ ‪‬ﻲ‬
‫ﺍﹾﻟ ‪‬ﻤ ‪‬‬ ‫ﻁ‬
‫ﺍﻟﻨ‪‬ﺸ‪‬ﺎ ﹸ‬
‫ﺤﻮ‪‬ﺍﺟِﺰ‬
‫ﻕ ﺍﹾﻟ ‪‬‬
‫ِﺳﺒ‪‬ﺎ ‪‬‬
‫‪‬ﻣﻘﹶﺎ‪‬ﺑﹶﻠ ﹲﺔ ﻓِﻲ ﹸﻛ ‪‬ﺮ ِﺓ ﺍﹾﻟ‪‬ﻴ ِﺪ‬
‫‪‬ﻣﻘﹶﺎ‪‬ﺑﹶﻠ ﹲﺔ ﻓِﻲ ﹸﻛ ‪‬ﺮ ِﺓ ﺍﹾﻟ ﹶﻘ ‪‬ﺪ ِﻡ‬
‫ﺴﺒ‪‬ﺎ ‪‬ﺣ ِﺔ‬
‫ﻕ ﻓِﻲ ﺍﻟ ِّ‬
‫ِﺳﺒ‪‬ﺎ ‪‬‬
‫ﻕ ﺍﹾﻟﻤِﺎﹶﺋ ِﺔ ِﻣ‪‬ﺘ ٍﺮ ‪‬ﻋ ‪‬ﺪﻭ‪‬ﺍ‬
‫ِﺳﺒ‪‬ﺎ ‪‬‬
‫‪‬ﻣﻘﹶﺎ‪‬ﺑﹶﻠ ﹲﺔ ﻓِﻲ ﺍﹾﻟ ﹸﻜ ‪‬ﺮ ِﺓ ﺍﻟﻄﱠﺎِﺋ ‪‬ﺮ ِﺓ‬
‫ﻀ ِﺔ‬
‫ﹸﻟ ‪‬ﻌ‪‬ﺒ ﹸﺔ ﺍﹾﻟ ‪‬ﻐ ‪‬ﻤ‪‬ﻴ ‪‬‬
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 ‫ﺍﻟﺴ‪‬ﻨﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ‬
‫ﻋﻠﻢ ﺃﺣﻴﺎﺀ‬
‫ﺲ‬
‫ﺍﶈﻮﺭ ‪ :‬ﺍﻟﺘ‪‬ﻨ ﱡﻔ ‪‬‬
‫ﲤﺎﺭﻳﻦ ﺗﻘﻴﻴﻤﻴ‪‬ﺔ‬

‫ﺲ ﻓِﻴ ِﻪ ‪:‬‬
‫ﻂ ﺍﻟﱠﺬِﻱ ‪‬ﻳ‪‬ﺘ‪‬ﻨﻔﱠ ‪‬‬
‫ﺤ‪‬ﻴﻮ‪‬ﺍ ِﻥ ﻭ‪‬ﺍﹾﻟ ‪‬ﻮ ‪‬ﺳ ِ‬
‫ﻂ ‪‬ﺑ ‪‬ﻴ ‪‬ﻦ ﺍﹾﻟ ‪‬‬
‫‪ 1‬ﹶﺃ ‪‬ﺭ‪‬ﺑ ﹸ‬

‫•‬ ‫ﻂ‬
‫• ﺍﹾﻟ ِﻘ ﱡ‬

‫•‬ ‫ﺼﻔﹸﻮ ‪‬ﺭ‬

‫• ﺍﹾﻟ ‪‬ﻌ ‪‬‬

‫•‬ ‫ﺴ ‪‬ﻤ ﹶﻜ ﹸﺔ‬

‫• ﺍﻟ ‪‬‬
‫•‬ ‫ﺐ‬
‫• ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬
‫ﺍﹾﻟﻤ‪‬ﺎ ُﺀ‬
‫•‬ ‫• ﺍﹾﻟﻔِﻴ ﹸﻞ‬

‫•‬ ‫• ﺍﻟﱠﻠ ﹾﻘﹶﻠ ‪‬ﻖ‬

‫•‬ ‫ﻀ ﹾﻔ ‪‬ﺪ ‪‬ﻋ ﹸﺔ‬
‫• ﺍﻟ ِّ‬

‫ﺍﹾﻟ‪‬ﺒ ‪‬ﺮ‬ ‫•‬ ‫• ﺍﹾﻟ‪‬ﺒ ﱠﻄ ﹸﺔ‬

‫•‬ ‫• ﺍﹾﻟ ِﻘ ‪‬ﺮ ‪‬ﺩ‬

‫•‬ ‫ﺤﺼ‪‬ﺎ ﹸﻥ‬

‫• ﺍﹾﻟ ِ‬

‫•‬ ‫ﻁ‬
‫• ﺍ ُﻷ ‪‬ﺧ ﹸﻄﺒ‪‬ﻮ ﹸ‬

‫•‬ ‫ﺠ ‪‬ﻤ ﹸﻞ‬

‫• ﺍﹾﻟ ‪‬‬

‫•‬ ‫ﺡ‬
‫• ﺍﻟِّﺘ ‪‬ﻤﺴ‪‬ﺎ ‪‬‬

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‫ﺲ‪.‬‬
‫ﺸ ‪‬ﻬ ِﺪ ﺍﻟﱠﺬِﻱ ‪‬ﺗ‪‬ﺘ ‪‬ﻌﻄﱠ ﹸﻞ ﻓِﻴ ِﻪ ‪‬ﻋ ‪‬ﻤ ِﻠﻴ‪ ‬ﹸﺔ ﺍﻟﺘ‪‬ﻨ ﱡﻔ ِ‬
‫ﺖ ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺤ ‪‬‬
‫ﻼ ‪‬ﻣ ﹶﺔ )×( ‪‬ﺗ ‪‬‬
‫ﺿ ‪‬ﻊ ﺍﹾﻟ ‪‬ﻌ ﹶ‬
‫ﹶﺃ ‪‬‬

‫ﺲ‪.‬‬
‫ﻀﺮ‪ِ ‬ﺑ ‪‬ﻌ ‪‬ﻤ ِﻠﻴ‪ِ ‬ﺔ ﺍﻟﺘ‪‬ﻨ ﱡﻔ ِ‬
‫ﺐ ﺍﻟﺴ‪‬ﻠﹸﻮ ‪‬ﻙ ﺍﻟﱠﺬِﻱ ‪‬ﻳ ِ‬
‫‪ 3‬ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ‪‬ﻭﹶﺃ ‪‬ﺷ ﹸﻄ ‪‬‬
‫ﺸ‪‬ﺘ ِﻐ ﹲﻞ‪.‬‬
‫ﻂ ﹸﻏ ‪‬ﺮﹶﻓ ٍﺔ ‪‬ﻣ ‪‬ﻐﹶﻠ ﹶﻘ ٍﺔ ِﺑﻬ‪‬ﺎ ﻛﹶﺎﻧ‪‬ﻮ ﹲﻥ ‪‬ﻣ ‪‬‬‫ﹶﺃﻧ‪‬ﺎ ‪‬ﻡ ‪‬ﻭ ‪‬ﺳ ﹶ‬ ‫‪-‬‬
‫ﹶﺃ‪‬ﺗ‪‬ﻨ ‪‬ﺰ ‪‬ﻩ ﻓِﻲ ‪‬ﺣﺪِﻳ ﹶﻘ ٍﺔ‪.‬‬ ‫‪-‬‬
‫ﺿ ﹶﺔ‪.‬‬‫ﹶﺃ‪‬ﺗﻌ‪‬ﺎﻃﹶﻰ ﺍﻟ ِّﺮﻳ‪‬ﺎ ‪‬‬ ‫‪-‬‬
‫ﺏ ‪‬ﺭ ‪‬ﺟ ٍﻞ ‪‬ﻳ ‪‬ﺪ ِّﺧ ‪‬ﻦ‬ ‫ﺲ ﹸﻗ ‪‬ﺮ ‪‬‬
‫ﹶﺃ ‪‬ﺟِﻠ ‪‬‬ ‫‪-‬‬
‫ﺤ ِﺮ‬‫ﹶﺃ ‪‬ﺳ‪‬ﺒ ‪‬ﺢ ﻓِﻲ ﺍﹾﻟ‪‬ﺒ ‪‬‬ ‫‪-‬‬
‫ﺠ ‪‬ﻮ ﹸﻝ ﻓِﻲ ِﻣ‪‬ﻨ ﹶﻄ ﹶﻘ ٍﺔ ِﺑﻬ‪‬ﺎ ‪‬ﻣﺼ‪‬ﺎِﻧ ‪‬ﻊ‪.‬‬ ‫ﹶﺃ‪‬ﺗ ‪‬‬ ‫‪-‬‬

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155
 ‫ﺟﻴ‪ ‬ﹲﺔ‪1‬‬
‫ﺿ ِﻌﻴ‪ ‬ﹲﺔ ِﺇ ِﺩﻣ‪‬ﺎ ِ‬
‫‪‬ﻭ ‪‬‬

‫ﺴ ٍﻢ‬
‫ﲑ ﺍﻟﻈﱠﺎ ِﻫ ِﺮﻱ‪َ ‬ﻷ‪‬ﺑﻌ‪‬ﺎ ِﺩ ِﺟ ‪‬‬
‫ﺍﻟﺘ‪ ‬ﻐِﻴ ‪‬‬
‫ﺕ ﺑِﺎ ِﻹ ‪‬ﻋِﺘﻤ‪‬ﺎ ِﺩ ‪‬ﻋﻠﹶﻰ ﺍﻟﺘ‪ ‬ﻐ ِﻄﻴ‪ِ ‬ﺔ‬
‫‪‬ﻣﻘﹶﺎ ‪‬ﺭﻧ‪ ‬ﹸﺔ ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﻓﹶﺎ ِ‬
‫ﻂ ﺍﹾﻟﺒِﻴِﺌﻲ‪‬‬
‫ﺍﹾﻟ ‪‬ﻮ ‪‬ﺳ ﹸ‬

‫ﺿ ِﻌﻴ‪ ‬ﹶﺔ‬
‫ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬ﻮ ‪‬‬

‫ﺕ‬‫ﻱ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬ﺰﺭِﻳ‪‬ﺒﺔِ ‪‬ﻭﹶﺃ ‪‬ﺧ ﹶﺬ ‪‬ﻳ‪‬ﺘ ﹶﻘ ‪‬ﺪ ‪‬ﻡ ﺑِﺎِّﺗﺠ‪‬ﺎ ِﻩ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ ﹶﻓﺘ‪‬ﺎ ‪‬ﻩ‪ .‬ﺭﺃﹶﻯ ‪‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ٍ‬ ‫ﺠ ‪‬ﺪ ‪‬‬‫ﺝ ﺍﹾﻟ ‪‬‬‫* ‪‬ﺧ ‪‬ﺮ ‪‬‬
‫ﺠﻤ‪‬ﻮ ‪‬ﻋ ٍﺔ ِﻣ ‪‬ﻦ‬ ‫ﻂ ‪‬ﻣ ‪‬‬ ‫ﺴ ‪‬ﻪ ‪‬ﻭ ‪‬ﺳ ﹶ‬ ‫ﺠﹶﺄ ﹰﺓ ‪‬ﻭ ‪‬ﺟ ‪‬ﺪ ‪‬ﻧ ﹾﻔ ‪‬‬ ‫ﺨ‪‬ﺘ ﹾﻠ ﹶﻔ ﹰﺔ ‪‬ﻭﹶﻓ ‪‬‬
‫‪‬ﻣ‪‬ﺘ‪‬ﻨ ِّﻮ ‪‬ﻋ ﹰﺔ ‪‬ﻭﹶﺃ ‪‬ﺷﺠ‪‬ﺎﺭ‪‬ﺍ ‪‬ﻣ ‪‬‬
‫ﺸ ‪‬ﻲ ‪‬ﻋﻠﹶﻰ ‪‬ﻳﻤِﻴِﻨ ِﻪ ﹶﺃﻣ‪‬ﺎ‬
‫ﺤﻤ‪‬ﺎ ‪‬ﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬‫ﺐ ‪‬ﻋﻠﹶﻰ ‪‬ﻳﺴ‪‬ﺎ ِﺭ ِﻩ ﻭ‪‬ﺫﹶﺍ ‪‬ﻙ ﺍﹾﻟ ِ‬ ‫ﺤ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎﺕِ‪ ،‬ﹶﻓ ‪‬ﻬﺬﹶﺍ ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ‪‬‬ ‫ﺍﹾﻟ ‪‬‬
‫ﺚ ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ‪‬ﺪ ﹶﺃﻣ‪‬ﺎ ‪‬ﻣ ‪‬ﻪ‪.‬‬
‫ﻒ ‪‬ﻭﺭ‪‬ﺍ َﺀ ‪‬ﻩ ‪‬ﺑ‪‬ﻴ‪‬ﻨﻤ‪‬ﺎ ‪‬ﻣ ﹶﻜ ﹶ‬
‫ﺐ ﹶﻓ ﹶﻘ ‪‬ﺪ ‪‬ﻭﹶﻗ ‪‬‬
‫ﺍﻟ ِّﺬﹾﺋ ‪‬‬

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 ‫ﻆ ‪‬ﻭﹸﺃ ‪‬ﻋِﺒّ ‪‬ﺮ‬
‫ﹸﺃ ﹶﻻ ِﺣ ﹸ‬
‫ﺏ" – "ﹶﺃ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ"‬
‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣﻞﹸ ﺍﻟﺼ‪‬ﻮ ‪‬ﺭ ﹶﺓ ‪‬ﻭﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ‪‬ﺷ ﹶﻔ ِﻮﻳ‪‬ﺎ ﹸﻛ ﱠﻞ ِﻋﺒ‪‬ﺎ ‪‬ﺭ ٍﺓ ﺑِـ ‪" :‬ﹶﺃ ﹾﻗ ‪‬ﺮ ‪‬‬
‫ﺠ ‪‬ﺮ ﹸﺓ ‪3‬‬
‫ﺸ‪‬‬‫ﺍﻟ ‪‬‬

‫ﺏ‬
‫ﺴ‪‬ﻨﺠ‪‬ﺎ ‪‬‬
‫ﺍﻟ ِّ‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪2‬‬
‫ﺸ‪‬‬‫ﺍﻟ ‪‬‬
‫ﺸ ‪‬ﻲ‬
‫ﺤﻤ‪‬ﺎ ‪‬ﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬
‫ﺍﹾﻟ ِ‬ ‫‪1‬‬ ‫ﺠ ‪‬ﺮ ﹸﺓ‬
‫ﺸ‪‬‬‫ﺍﻟ ‪‬‬

‫ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ‪‬ﺪ‬ ‫ﺐ‬

‫ﺍﻟ ِّﺬﹾﺋ ‪‬‬

‫ﺐ‬
‫ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ‪‬‬ ‫ﻱ‬
‫ﺠ ‪‬ﺪ ‪‬‬
‫ﺍﹾﻟ ‪‬‬
‫ﺐ‪.‬‬‫ﻱ ِﻣ ‪‬ﻦ ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ِ‬ ‫ﺠ ‪‬ﺪ ِ‬
‫ِﺇﻟﹶﻰ ﺍﹾﻟ ‪‬‬ ‫ﺐ‬
‫
ﺍﻟ ِّﺬﹾﺋ ‪‬‬
‫ﺠ ‪‬ﺮ ِﺓ ‪.3‬‬ ‫ﺸ‪‬‬ ‫ﻱ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬ ‫ﺠ ‪‬ﺪ ِ‬
‫‪‬ﻋ ِﻦ ﺍﹾﻟ ‪‬‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪2‬‬‫ﺸ‪‬‬ ‫
ﺍﻟ ‪‬‬
‫ﺸ ِّﻲ‪.‬‬
‫ﺤﻤ‪‬ﺎ ِﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬‫ﻱ ‪‬ﻋ ِﻦ ﺍﹾﻟ ِ‬ ‫ﺠ ‪‬ﺪ ِ‬
‫ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬ ‫
ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ‪‬ﺪ‬
‫ﺐ ِﻣ ‪‬ﻦ ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ِﺪ‪.‬‬‫‪‬ﻋ ِﻦ ﺍﻟ ِّﺬﹾﺋ ِ‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪2‬‬‫ﺸ‪‬‬ ‫
ﺍﻟ ‪‬‬

‫ﻱ ‪‬ﻭ‪‬ﻳ ‪‬ﻤ ِﻜ ‪‬ﻦ ﹶﺃ ﹾﻥ ‪‬ﺗ ﹾﺄ ﹸﻛﹶﻠﻪ‪ ،‬ﹶﻓ ‪‬ﻬ ‪‬ﻲ‬

‫ﺠ ‪‬ﺪ ‪‬‬
‫ﺕ ﺍﹾﻟ‪‬ﺒ ِﺮ‪‬ﻳ ﹶﺔ ﺍﱠﻟﺘِﻲ ﺭ‪‬ﺁﻫﹶﺎ ﺍﹾﻟ ‪‬‬
‫ﺤ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ِ‬
‫* ﹸﺃ ‪‬ﺳ ِﻤّﻲ ﺍﹾﻟ ‪‬‬
‫‪.‬‬ ‫ﺕ‬
‫‪‬ﻭﹸﺃﺧ‪‬ﺮ‪‬ﻯ ﹶﻻ ‪‬ﺗ ﹾﺄ ﹸﻛﹸﻠ ‪‬ﻪ ﹶﻓ ِﻬ ‪‬ﻲ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ‪‬‬ ‫ﺕ‬
‫‪‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ‪‬‬

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 ‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‪:‬‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺐ‬
‫ﻑ ﻓِﻲ ﺣِﻴﹶﻠ ٍﺔ ‪‬ﻳ‪‬ﻨﺠ‪‬ﻮ ِﺑﻬ‪‬ﺎ ِﻣ ‪‬ﻦ ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ِ‬ ‫ﺨ ‪‬ﻮ ِ‬ ‫ﺶ ِﻣﻦ‪ ‬ﺍﹾﻟ ‪‬‬ ‫ﻱ ‪‬ﻭ ‪‬ﻫ ‪‬ﻮ ‪‬ﻳ ‪‬ﺮ‪‬ﺗ ِﻌ ‪‬‬
‫ﺠ ‪‬ﺪ ‪‬‬ ‫* ﹶﻓ ﱠﻜ ‪‬ﺮ ﺍﹾﻟ ‪‬‬
‫ﺴ‪‬ﺘ ‪‬ﻌ ِﻄ ﹸﻔ ‪‬ﻪ ‪‬ﻭ ‪‬ﻫ ‪‬ﻮ‬
‫ﺸ ِّﻲ ‪‬ﻭﹶﺃ ‪‬ﺧ ﹶﺬ ‪‬ﻳ ‪‬‬
‫ﺤ ‪‬ﻤﺎ ِﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬
‫ﺤ ‪‬ﻮ ﺍِﻟ ِ‬
‫ﺐ ﻭ‪‬ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ِﺪ ﻓﹶﺎ‪‬ﻧ ﹶﻄﹶﻠ ‪‬ﻖ ‪‬ﻧ ‪‬‬
‫ﻭ‪‬ﺍﻟ ِّﺬﹾﺋ ِ‬
‫ﺨ‪‬ﺘﻔِﻲ ِﺑﺠ‪‬ﺎِﻧِﺒ ِﻪ »ﹶﺃ‪‬ﻧ ِﻘ ﹾﺬﻧِﻲ‪ ،‬ﹶﺃ‪‬ﻧ ِﻘ ﹾﺬﻧِﻲ ‪«....‬‬ ‫‪‬ﻳ ‪‬‬
‫ﺨﻬ‪‬ﺎ ‪‬ﻋﻠﹶﻰ ﹸﻛﺮ‪‬ﺍﺳِﻲ ﺑِـ ‪ :‬ﻳ ‪‬ﻐ ِﻄّﻲ ‪/‬‬ ‫ﺴِ‬ ‫ﺠ ‪‬ﻤ ﹶﻞ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ‪‬ﻧ ‪‬‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ‪‬ﻭﹸﺃﻛﹾ ِﻤ ﹸﻞ ﺍﹾﻟ ‪‬‬ ‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺻ ِﻐﲑ‪‬ﺍ – ﹶﻛِﺒﲑ‪‬ﺍ –‬ ‫ﺼ ‪‬ﲑ ﹰﺓ – ‪‬‬ ‫ﹶﻻ ‪‬ﻳ ‪‬ﻐ ِﻄّﻲ – ‪‬ﻣﺴ‪‬ﺎﹶﻓ ﹶﺔ ﹶﻃﻮِﻳﹶﻠ ﹰﺔ – ‪‬ﻣﺴ‪‬ﺎﹶﻓ ﹰﺔ ﹶﻗ ِ‬
‫ﺠ ‪‬ﺮ ﹸﺓ ‪2‬‬
‫ﺸ‪‬‬‫ﺍﻟ ‪‬‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪3‬‬
‫ﺸ‪‬‬‫ﺍﻟ ‪‬‬

‫ﻱ‬
‫ﺠ ‪‬ﺪ ‪‬‬
‫ﺍﹾﻟ ‪‬‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪1‬‬
‫ﺸ‪‬‬‫ﺍﻟ ‪‬‬

‫ﺸ ‪‬ﻲ‬
‫ﺤﻤ‪‬ﺎ ‪‬ﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬
‫ﺍﹾﻟ ِ‬
‫ﺏ‬
‫ﺴ‪‬ﻨﺠ‪‬ﺎ ‪‬‬
‫ﺍﻟ ِّ‬
‫ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ‪‬ﺪ‬
‫ﺐ‬
‫ﺍﻟ ِّﺬﹾﺋ ‪‬‬
‫ﺐ‬
‫ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ‪‬‬
‫ﺏ‪.‬‬ ‫ﺴ‪‬ﻨﺠ‪‬ﺎ ‪‬‬ ‫‪‬ﺟ ‪‬ﺰِﺋﻴ‪‬ﺎ ﺍﻟ ِّ‬ ‫ﺠ ‪‬ﺮ ﹸﺓ ‪2‬‬‫ﺸ‪‬‬ ‫
ﺍﻟ ‪‬‬
‫ﺠ ‪‬ﺮ ﹸﺓ ‪.3‬‬
‫ﺸ‪‬‬‫ﹸﻛِّﻠﻴ‪‬ﺎ ﺍﻟ ‪‬‬ ‫ﺸ ‪‬ﻲ‬‫ﺤﻤ‪‬ﺎ ‪‬ﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬
‫
ﺍﹾﻟ ِ‬
‫ﻱ‪.‬‬
‫ﺠ ‪‬ﺪ ‪‬‬ ‫‪‬ﺟ ‪‬ﺰِﺋﻴ‪‬ﺎ ﺍﹾﻟ ‪‬‬ ‫ﺸ ‪‬ﻲ‬ ‫ﺤﻤ‪‬ﺎ ‪‬ﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬
‫
ﺍﹾﻟ ِ‬
‫‪.‬‬ ‫ﺏ‬
‫ﺴ‪‬ﻨﺠ‪‬ﺎ ِ‬ ‫
ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﹶﻓ ﹸﺔ ﺍﹾﻟﻔﹶﺎﺻِﹶﻠ ﹸﺔ ‪‬ﺑ‪‬ﻴ ‪‬ﻦ ﺍﹾﻟ ﹶﻔ ‪‬ﻬ ِﺪ ﻭ‪‬ﺍﻟ ِّ‬

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 ‫ﺐ َﻷ ﱠﻥ ﺍﹾﻟ ‪‬ﻤﺴ‪‬ﺎﹶﻓ ﹶﺔ ﺍﱠﻟﺘِﻲ‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﻟ ِّﺬﹾﺋ ِ‬
‫ﺑِﺎﻟ‪‬ﻨ ‪‬‬ ‫ﺏ‬
‫ﺴ‪‬ﻨﺠ‪‬ﺎ ‪‬‬ ‫
‪‬ﻳ ﹾﻈ ‪‬ﻬ ‪‬ﺮ ﺍﻟ ِّ‬
‫‪.‬‬ ‫ﺼﹸﻠ ‪‬ﻪ ‪‬ﻋ‪‬ﻨ ‪‬ﻪ‬
‫‪‬ﺗ ﹾﻔ ِ‬
‫ﺐ َﻷ ﱠﻥ ﺍﹾﻟ ِﻤﺴ‪‬ﺎﹶﻓ ﹶﺔ‬
‫ﺴ‪‬ﺒ ِﺔ ِﺇﻟﹶﻰ ﺍﻟﱠﺜ ‪‬ﻌﹶﻠ ِ‬
‫ﺑِﺎﻟِّﻨ ‪‬‬ ‫ﺸ ‪‬ﻲ‬
‫ﺤﻤ‪‬ﺎ ‪‬ﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬‫
‪‬ﻳ ﹾﻈ ‪‬ﻬ ‪‬ﺮ ﺍِﻟ ِ‬
‫ﺼ ‪‬ﲑ ﹲﺓ‪.‬‬
‫ﺼﹸﻠ ‪‬ﻪ ‪‬ﻋ‪‬ﻨ ‪‬ﻪ ﹶﻗ ِ‬‫ﺍﱠﻟﺘِﻲ ‪‬ﺗ ﹾﻔ ِ‬
‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺸ ِّﻲ ‪ِ» :‬ﺍ ‪‬ﺣ ِﻤ ﹾﻠ ‪‬ﻪ ‪‬ﻋﻠﹶﻰ‬ ‫ﺤﻤ‪‬ﺎ ِﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬ ‫ﺡ ﺑِﺎﹾﻟ ِ‬
‫ﻱ ﹶﻓﺼ‪‬ﺎ ‪‬‬ ‫ﺠ ‪‬ﺪ ِ‬‫ﺕ ﺍﹾﻟ ‪‬‬ ‫ﺻ ‪‬ﻮ ‪‬‬ ‫ﺏ ‪‬‬ ‫ﺴ‪‬ﻨﺠ‪‬ﺎ ‪‬‬ ‫‪‬ﺳ ِﻤ ‪‬ﻊ ﺍﻟ ِّ‬
‫ﺸ ﹶﺔ ِﺑ ‪‬ﺮ ﹾﻗﺼِﻲ ‪‬ﻭﹶﺃﹾﻟﻌ‪‬ﺎﺑِﻲ‬ ‫ﺕ ﺍﹾﻟ ‪‬ﻤ‪‬ﺘ ‪‬ﻮ ِﺣ ‪‬‬‫ﺤ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ِ‬‫ﺏ ِﺑ ِﻪ« ‪‬ﻭﹶﺃﻧ‪‬ﺎ ‪‬ﺳﹶﺄ ‪‬ﺷ ‪‬ﻐ ﹸﻞ ﺍﹾﻟ ‪‬‬ ‫ﹶﻇ ‪‬ﻬ ِﺮ ‪‬ﻙ ﻭ‪‬ﺍ ‪‬ﻫ ‪‬ﺮ ‪‬‬
‫ﺍﻟ‪‬ﺒ ‪‬ﻬﹶﻠﻮ‪‬ﺍِﻧ‪‬ﻴ ِﺔ‪.‬‬
‫ﺤ ‪‬ﻮ‬
‫ﻚ ِﺑ ‪‬ﺮﹶﻗ‪‬ﺒِﺘ ِﻪ ﻓﹶﺎ‪‬ﻧ ﹶﻄﹶﻠ ‪‬ﻖ ِﺑ ِﻪ ‪‬ﻧ ‪‬‬‫ﺴ ‪‬‬ ‫ﺤﻤ‪‬ﺎ ِﺭ ﺍﹾﻟ ‪‬ﻮﺣ‪‬ﺸِﻲ ‪‬ﻭﹶﺃ ‪‬ﻣ ‪‬‬ ‫ﻱ ﹶﻇ ‪‬ﻬ ‪‬ﺮ ﺍﹾﻟ ِ‬ ‫ﺠ ‪‬ﺪ ‪‬‬ ‫ﺐ ﺍﹾﻟ ‪‬‬ ‫‪‬ﺭ ِﻛ ‪‬‬
‫ﺤ ﹶﻜﻰ ﹶﻟﻬ‪‬ﺎ ﻣ‪‬ﺎ ‪‬ﺟﺮ‪‬ﻯ ﹶﻟ ‪‬ﻪ‪.‬‬ ‫ﺍﻟ ‪‬ﺰﺭِﻳ‪‬ﺒ ِﺔ ‪‬ﻭﹶﺃ‪‬ﻧ ‪‬ﺰﹶﻟ ‪‬ﻪ ﹶﻓ ‪‬ﻮ ‪‬ﺟ ‪‬ﺪ ﹸﺃ ‪‬ﻣ ‪‬ﻪ ﺑِﺎ‪‬ﻧِﺘﻈﹶﺎ ِﺭ ِﻩ ﺑ‪‬ﺎ ِﻛ‪‬ﻴ ﹰﺔ ﹶﻓ ‪‬‬
‫ﺺ ‪‬ﻭ‪‬ﺗ ‪‬ﻐِﻨّﻲ‬ ‫ﺸ ِّﻲ ‪‬ﺗ ‪‬ﺮﹸﻗ ‪‬‬ ‫ﺤﻤ‪‬ﺎ ِﺭ ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬ ‫ﺖ ﺑِﺎﹾﻟ ِ‬ ‫ﺕ ﺍﻟ ‪‬ﺰﺭِﻳ‪‬ﺒ ِﺔ ‪‬ﻭﹶﺃﺣ‪‬ﺎ ﹶﻃ ‪‬‬ ‫ﺖ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ‪‬‬ ‫ﹶﻓ ِﺮ ‪‬ﺣ ‪‬‬
‫ﺤﻮ‪‬ﺍ ِﻥ‪.‬‬‫ﺸ ِﻌ ِﲑ ‪‬ﺗ ‪‬ﺰِّﻳ‪‬ﻨﻬ‪‬ﺎ ‪‬ﺷﻘﹶﺎِﺋ ‪‬ﻖ ﺍﻟ‪‬ﻨ ‪‬ﻌﻤ‪‬ﺎ ِﻥ ﻭ‪‬ﺍ ُﻷ ﹾﻗ ‪‬‬‫ﺕ ﺍﻟ ‪‬‬ ‫ﺖ ﹶﻟ ‪‬ﻪ ِﺣ ‪‬ﺰ ‪‬ﻣ ﹰﺔ ِﻣ ‪‬ﻦ ‪‬ﻧﺒ‪‬ﺎ ِ‬ ‫‪‬ﻭﹶﻗ ‪‬ﺪ ‪‬ﻣ ‪‬‬

‫ﺤﻤ‪‬ﺎ ‪‬ﺭ‬
‫ﺖ ﺍﹾﻟ ِ‬
‫ﺕ ﺍ َﻷ ‪‬ﻫِﻠ‪‬ﻴ ﹶﺔ ﺍﱠﻟﺘِﻲ ﺍ ‪‬ﺳ‪‬ﺘ ﹾﻘ‪‬ﺒﹶﻠ ِ‬
‫ﺤ‪‬ﻴﻮ‪‬ﺍﻧ‪‬ﺎ ِ‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ‪‬ﻭﹸﺃ ‪‬ﺳ ِّﻤﻲ ﺍﹾﻟ ‪‬‬
‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺸ ‪‬ﻲ‪.‬‬
‫ﺍﹾﻟ ‪‬ﻮ ‪‬ﺣ ِ‬

‫‪159‬‬
 ‫ﺐ‪.‬‬
‫ﺠ ‪‬ﺪ ‪‬ﻭ ﹶﻝ ‪‬ﻋﻠﹶﻰ ﹸﻛﺮ‪‬ﺍﺳِﻲ‪ .‬ﻭﹸﺃ ﹶﻛ ِّﻤﹸﻠ ‪‬ﻪ ِﺑﻤ‪‬ﺎ ‪‬ﻳﻨ‪‬ﺎ ِﺳ ‪‬‬
‫ﺴ ‪‬ﺦ ﺍﹾﻟ ‪‬‬
‫‪ -‬ﹶﺃ‪‬ﻧ ‪‬‬

‫ﺕ ‪‬ﻳ ‪‬ﺰ ‪‬ﺭ ‪‬ﻋﻬ‪‬ﺎ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ﹸﻥ‬

‫‪‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ‪‬‬ ‫ﺕ ‪‬ﻳ ‪‬ﻐ ِﺮ ‪‬ﺳﻬ‪‬ﺎ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ﹸﻥ‬
‫‪‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ‪‬‬ ‫ﺕ ِﺗ ﹾﻠﻘﹶﺎِﺋﻴ‪ ‬ﹲﺔ‬
‫‪‬ﻧﺒ‪‬ﺎﺗ‪‬ﺎ ‪‬‬
‫ﺸ ِﻌ ‪‬ﲑ‬
‫ﺍﻟ ‪‬‬ ‫ﺍﻟ ‪‬ﺰ‪‬ﻳﺘ‪‬ﻮ ﹸﻥ‬ ‫‪‬ﺷ ﹶﻘﺎِﺋ ‪‬ﻖ ﺍﻟ‪‬ﻨ ‪‬ﻌﻤ‪‬ﺎ ِﻥ‬

‫‪160‬‬
 ‫ﺟﻴ‪ ‬ﹲﺔ ‪2‬‬
‫ﺿ ِﻌﻴ‪ ‬ﹲﺔ ِﺇ ‪‬ﺩﻣ‪‬ﺎ ِ‬
‫‪‬ﻭ ‪‬‬
‫ﺴ ‪‬ﻢ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ِﻥ – ﺍﻟﺘ‪ ‬ﻐ ِﺬ‪‬ﻳ ﹸﺔ – ﺍﹾﻟﻤ‪‬ﺎﺩ‪ ‬ﹸﺓ‬
‫ِﺟ ‪‬‬

‫ﺿ ِﻌﻴ‪ ‬ﹶﺔ‬
‫ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﺤ ‪‬ﺮ‪.‬‬‫ﺼ ‪‬ﺪ ﺍﹾﻟ‪‬ﺒ ‪‬‬‫ﺻﻨ‪‬ﺎ ‪‬ﺭ‪‬ﺗ ‪‬ﻪ ‪‬ﻭﹶﻗ ‪‬‬
‫ﺡ ﹸﺛ ‪‬ﻢ ﹶﺃ ‪‬ﺧ ﹶﺬ ِ‬
‫ﺼﺒ‪‬ﺎ ِ‬
‫ﻼ ُﺀ ﹶﻓﻄﹸﻮ ‪‬ﺭ ﺍﻟ ‪‬‬
‫‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭ ﹶﻝ ‪‬ﻋ ﹶ‬
‫ﺻﻨ‪‬ﺎ ‪‬ﺭ‪‬ﺗ ‪‬ﻪ ﻓِﻲ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ ‪‬ﻭ‪‬ﺑ ِﻘ ‪‬ﻲ ‪‬ﻳ‪‬ﻨ‪‬ﺘ ِﻈ ‪‬ﺮ‪.‬‬
‫ﺨ ‪‬ﺮ ٍﺓ ‪‬ﻭ ‪‬ﺭﻣ‪‬ﻰ ِ‬
‫ﺻ‪‬‬‫ﻼ ُﺀ ‪‬ﻋﻠﹶﻰ ‪‬‬ ‫ﺲ ‪‬ﻋ ﹶ‬‫‪‬ﺟﹶﻠ ‪‬‬

‫ﺡ‪:‬‬
‫ﺼﺒ‪‬ﺎ ِ‬
‫ﻼ ُﺀ ﻓِﻲ ﹶﻓﻄﹸﻮ ِﺭ ﺍﻟ ‪‬‬
‫* ‪‬ﻫ ِﺬ ِﻩ ﹶﺃ ﹾﻃ ِﻌ ‪‬ﻤ ﹲﺔ ‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭﹶﻟﻬ‪‬ﺎ ‪‬ﻋ ﹶ‬
‫ﺐ – ‪‬ﺧ‪‬ﺒ ‪‬ﺰ – ‪‬ﺯ‪‬ﺑ ‪‬ﺪ ﹲﺓ – ‪‬ﺗﻔﱠﺎ ‪‬ﺣ ﹲﺔ‬
‫‪‬ﺣﻠِﻴ ‪‬‬

‫ﺠ ‪‬ﺪ ‪‬ﻭ ﹶﻝ ‪‬ﻋﻠﹶﻰ ﹸﻛﺮ‪‬ﺍﺳِﻲ ‪‬ﻭﹸﺃ ‪‬ﻋ ِّﻤ ‪‬ﺮ ‪‬ﻩ‬

‫ﺴ ‪‬ﺦ ﺍﹾﻟ ‪‬‬
‫* ﹶﺃ‪‬ﻧ ‪‬‬
‫ِﻏﺬﹶﺍ ٌﺀ ‪‬ﻧﺒ‪‬ﺎِﺗ ‪‬ﻲ‬ ‫ِﻏﺬﹶﺍ ٌﺀ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍِﻧ ‪‬ﻲ‬

‫ﻼ‪‬ﺑ ﹰﺔ – ﹶﺃ ‪‬ﺷ ‪‬ﺪ ﻟِﻴﻨ‪‬ﺎ‪.‬‬

‫ﺻﹶ‬
‫ﻒ ‪ :‬ﹶﺃ ‪‬ﺷ ‪‬ﺪ ‪‬‬ ‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﹸﻛ ﱠﻞ ‪‬ﺟ ‪‬ﻤﹶﻠ ٍﺔ ‪‬ﻭﹸﺃﺿِﻴ ‪‬‬
‫ﺨ‪‬ﺒ ِﺰ‪.‬‬
‫ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬ ‫
ﺍﻟ‪‬ﺘﻔﱠﺎ ‪‬ﺣ ﹸﺔ‬ ‫ﺨ‪‬ﺒ ِﺰ‪.‬‬
‫ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬ ‫
ﺍﻟ ‪‬ﺰ‪‬ﺑ ‪‬ﺪ ﹸﺓ‬
‫‪161‬‬
 ‫ﺸ ‪‬ﻬ ‪‬ﺪ ‪:‬‬
‫* ﹶﺃ‪‬ﺗﹶﺄﻣ‪ ‬ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺐ‬
‫ﺤ ‪‬‬
‫‪‬ﺳ ‪‬‬

‫‪‬ﻣﻨ‪‬ﺎ ‪‬ﺭ ﹲﺓ‬

‫ِﺟﺒ‪‬ﺎ ﹲﻝ‬
‫ﺻﻨ‪‬ﺎ ‪‬ﺭ ﹲﺓ‬
‫ِ‬
‫ﺨ ‪‬ﺮ ﹲﺓ‬
‫ﺻ‪‬‬‫‪‬‬
‫ﺻ ﹾﻠ‪‬ﺒ ﹰﺔ – ﺳ‪‬ﺎِﺋﹶﻠ ﹰﺔ ‪ -‬ﻏﹶﺎ ِﺯ‪‬ﻳ ﹰﺔ‬ ‫‪ -‬ﹸﺃ ‪‬ﺳ ِﻤّﻲ ﹶﺃ ‪‬ﺟﺴ‪‬ﺎﻣ‪‬ﺎ ‪ :‬‬
‫ﺐ‪.‬‬
‫‪ -‬ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﹸﻛ ﱠﻞ ‪‬ﺟ ‪‬ﻤﹶﻠ ٍﺔ ‪‬ﻭﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ِﺑﻤ‪‬ﺎ ‪‬ﻳﻨ‪‬ﺎ ِﺳ ‪‬‬
‫ِﺑ ِﻤ ﹶﻈﱠﻠ ٍﺔ‪.‬‬ ‫ﻼ ٌﺀ‬‫
ﹶﻏﻄﱠﻰ ‪‬ﻋ ﹶ‬
‫‪.‬‬ ‫ﺼﻨ‪‬ﺎ ‪‬ﺭ ﹶﺓ ﺑِـ‬
‫ﻼ ٌﺀ ﺍﻟ ِّ‬
‫ﻚ ‪‬ﻋ ﹶ‬ ‫ﺴ ‪‬‬
‫
ﹶﺃ ‪‬ﻣ ‪‬‬
‫ﻓِﻲ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ‪.‬‬ ‫ﻼ ٌﺀ‬
‫
ﹶﺃ ‪‬ﺩﻟﹶﻰ ‪‬ﻋ ﹶ‬
‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺖ ِﺑﻬ‪‬ﺎ‪.‬‬
‫ﺴ ‪‬ﻤ ﹶﻜ ٍﺔ ﹶﻗ ‪‬ﺪ ‪‬ﻋِﻠ ﹶﻘ ‪‬‬
‫ﺼﻨ‪‬ﺎ ‪‬ﺭﺓﹶ‪ ،‬ﹶﻓِﺈﺫﹶﺍ ِﺑ ‪‬‬
‫ﺏ ﺍﻟ ِّ‬ ‫ﺠ ﹶﺬ ‪‬‬
‫ﺶ ﹶﻓ ‪‬‬ ‫ﺼ‪‬ﺒ ِﺔ ‪‬ﺗ ‪‬ﺮ‪‬ﺗ ِﻌ ‪‬‬
‫ﻼ ٌﺀ ﺑِﺎﹾﻟ ﹶﻘ ‪‬‬
‫ﺲ ‪‬ﻋ ﹶ‬
‫ﹶﺃ ‪‬ﺣ ‪‬‬
‫ﺏ‪.‬‬‫ﺠ ﹾﺬ ِ‬ ‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﻟﺼ‪‬ﻮ ‪‬ﺭ‪‬ﺗ‪‬ﻴ ِﻦ ‪‬ﻭﹶﺃ ﹾﺫ ﹸﻛ ‪‬ﺮ ‪‬ﺭ ﹾﻗ ‪‬ﻢ ﺍﻟﺼ‪‬ﻮ ‪‬ﺭ ِﺓ ﺍﱠﻟﺘِﻲ ‪‬ﺗ ‪‬ﻤِّﺜ ﹸﻞ ‪‬ﺣ ‪‬ﺮ ﹶﻛ ﹶﺔ ﺍﹾﻟ ‪‬‬

‫‪1‬‬ ‫‪2‬‬
‫ﻉ‪.‬‬
‫ﺠ ﹾﺬ ِ‬
‫ﺻ ﹸﻞ – ﺍﹾﻟ ِ‬
‫ﺱ – ﺍﹾﻟ ‪‬ﻤﻔﹶﺎ ِ‬
‫ﻑ – ﺍﻟ ‪‬ﺮﹾﺃ ِ‬
‫* ﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ﺑِـ ‪ :‬ﺍ َﻷ ﹾﻃﺮ‪‬ﺍ ِ‬
‫‪162‬‬
 ‫ﺤ ‪‬ﺮ ﹶﻛ ِﺔ‬
‫ﻑ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟ ‪‬‬
‫ﺍ َﻷ ﹾﻃﺮ‪‬ﺍ ‪‬‬ ‫
‪‬ﺗﺴ‪‬ﺎ ِﻋ ‪‬ﺪ‬
‫‪‬ﻭ‬ ‫‪‬ﻭ‬ ‫ﺴ ‪‬ﻢ ﺍ ِﻹ‪‬ﻧﺴ‪‬ﺎ ِﻥ ِﻣ ‪‬ﻦ‬
‫
‪‬ﻳ‪‬ﺘ ﹶﻜ ‪‬ﻮ ﹸﻥ ِﺟ ‪‬‬

‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﻚ‬
‫ﺼ ﹶﻞ ‪‬ﻋﻠﹶﻰ ‪‬ﺳ ‪‬ﻤ ٍ‬
‫ﺼ‪‬ﻴﺪ‪ ،‬ﻭ ِﻋ‪‬ﻨ ‪‬ﺪﻣ‪‬ﺎ ‪‬ﺣ ‪‬‬ ‫ﺻ ﹶﻞ ﺍﻟ ‪‬‬ ‫ﺴﱠﻠﺔِ ‪‬ﻭﻭ‪‬ﺍ ‪‬‬ ‫ﺴ ‪‬ﻤ ﹶﻜ ﹶﺔ ﻓِﻲ ﺍﻟ ‪‬‬ ‫ﻼ ٌﺀ ﺍﻟ ‪‬‬
‫ﺿ ‪‬ﻊ ‪‬ﻋ ﹶ‬ ‫‪‬ﻭ ‪‬‬
‫ﺐ ِﻣ ‪‬ﻦ ﹸﺃ ِّﻣ ِﻪ ﹶﺃ ﹾﻥ ‪‬ﺗ ِﻌ ‪‬ﺪ ‪‬ﻭ ‪‬ﺟ‪‬ﺒ ﹶﺔ ﺍﹾﻟ ‪‬ﻐﺪ‪‬ﺍ ِﺀ‪.‬‬
‫ﹶﻛِﺜ ٍﲑ ﻋ‪‬ﺎ ‪‬ﺩ ِﺇﻟﹶﻰ ﺍﹾﻟ ‪‬ﻤ‪‬ﻨ ِﺰ ِﻝ ﻭ‪ ‬ﹶﻃﹶﻠ ‪‬‬

‫ﺐ – ﺳ‪‬ﺎِﺋ ﹲﻞ – ﻏﹶﺎ ‪‬ﺯ‪.‬‬ ‫ﺻ ﹾﻠ ‪‬‬

‫* ﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ﺑِـ ‪ :‬‬
‫ﺴ ‪‬ﻢ‬
‫ﺖ ِﺟ ‪‬‬ ‫ﺍﻟ ‪‬ﺰ‪‬ﻳ ‪‬‬ ‫ﻼ ِﺓ‪.‬‬
‫ﺖ ﻓِﻲ ﺍﹾﻟ ِﻤ ﹾﻘ ﹶ‬ ‫ﺖ ﺍ ُﻷ ‪‬ﻡ ﺍﻟ ‪‬ﺰ‪‬ﻳ ‪‬‬
‫ﺻ‪‬ﺒ ِ‬
‫
‪‬‬
‫ﺴ ‪‬ﻢ‬‫ﻼ ﹸﺓ ِﺟ ‪‬‬ ‫ﺍﹾﻟ ِﻤ ﹾﻘ ﹶ‬ ‫ﻼ ِﺓ‪.‬‬
‫ﻚ ﻓِﻲ ﺍﹾﻟ ِﻤ ﹾﻘ ﹶ‬ ‫ﺴ ‪‬ﻤ ‪‬‬ ‫ﺖ ﺍ ُﻷ ‪‬ﻡ ﺍﻟ ‪‬‬‫ﺿ ‪‬ﻌ ِ‬
‫
‪‬ﻭ ‪‬‬
‫ﺖ‬
‫‪‬ﺑﺨ‪‬ﺎ ‪‬ﺭ ﺍﻟ ‪‬ﺰ‪‬ﻳ ِ‬ ‫ﺤﺮ‪‬ﺍ ‪‬ﺭ ِﺓ ﺍﹾﻟ ‪‬ﻤ ‪‬ﻮِﻗ ِﺪ‪.‬‬
‫ﺖ ِﺑ ‪‬‬
‫ﺨ ‪‬ﺮ ﺍﻟ ‪‬ﺰ‪‬ﻳ ‪‬‬
‫
‪‬ﺗ‪‬ﺒ ‪‬‬

‫ﺤ ﹶﺔ ‪:‬‬
‫ﺼﺤِﻴ ‪‬‬ ‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍ ِﻹﻓﹶﺎ ‪‬ﺩ ﹶﺓ ﺍﻟ ‪‬‬
‫ﻼ ِﺓ‪.‬‬
‫ﺖ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍﹾﻟ ِﻤ ﹾﻘ ﹶ‬‫
ﹶﺃ ‪‬ﺧ ﹶﺬ ﺍﻟ ‪‬ﺰ‪‬ﻳ ‪‬‬
‫ﻼ ِﺓ‪.‬‬‫ﻚ ‪‬ﺷ ﹾﻜ ﹶﻞ ﺍﹾﻟ ِﻤ ﹾﻘ ﹶ‬ ‫ﺴ ‪‬ﻤ ‪‬‬‫
ﹶﺃ ‪‬ﺧ ﹶﺬ ﺍﻟ ‪‬‬
‫ﺖ ﻓِﻲ ﺍﹾﻟ ‪‬ﻤ ﹾﻄ‪‬ﺒ ِﺦ‪.‬‬ ‫ﺸ ‪‬ﺮ ‪‬ﺑﺨ‪‬ﺎ ‪‬ﺭ ﺍﻟ ‪‬ﺰ‪‬ﻳ ِ‬ ‫
ِﺍ‪‬ﻧ‪‬ﺘ ‪‬‬

‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﻚ ﻳ‪‬ﺎ ﹸﺃ ِﻣّﻲ ! «‬
‫ﺴ ‪‬ﻤ ِ‬
‫ﺤ ﹶﺔ ﺍﻟ ‪‬‬
‫ﻼ ٌﺀ ُﻷ ِّﻣ ِﻪ ‪» :‬ﻣﹶﺎ ﹶﺃ ‪‬ﺷﻬ‪‬ﻰ ﺭ‪‬ﺍِﺋ ‪‬‬
‫ﻗﹶﺎ ﹶﻝ ‪‬ﻋ ﹶ‬

‫‪163‬‬
‫ﺖ ﻳ‪‬ﺎ ‪‬ﻭﹶﻟﺪِﻱ‪،‬‬
‫ﺴ‪‬ﻨ ‪‬‬
‫ﺖ ﹶﻟ ‪‬ﻪ ﹸﺃ ‪‬ﻣ ‪‬ﻪ ‪» :‬ﻟ ‪‬ﻮ ﹶﻻ ‪‬ﻙ ﻣ‪‬ﺎ ﻛﹶﺎ ﹶﻥ ﻏﹶﺪ‪‬ﺍ ‪‬ﺅﻧ‪‬ﺎ ‪‬ﺳ ‪‬ﻤﻜﹰﺎ ‪‬ﻣ ﹾﻘِﻠﻴ‪‬ﺎ‪ ،‬ﹶﺃ ‪‬ﺣ ‪‬‬
‫ﻗﹶﺎﹶﻟ ‪‬‬
‫ﺻ‪‬ﻴ ِﺪ ‪‬ﻙ«‪.‬‬
‫ﺐ ِﻣ ‪‬ﻦ ‪‬‬ ‫ﺍﻟﹾ ِﻘ ﱠﻄ ﹸﺔ ﹶﺃ‪‬ﻳﻀ‪‬ﺎ ‪‬ﺳ‪‬ﻴﻜﹸﻮ ﹸﻥ ﹶﻟﻬ‪‬ﺎ ‪‬ﻧﺼِﻴ ‪‬‬
‫ﺻ ﹸﻞ ‪‬ﺗ ‪‬ﻌ ِﻤ ‪‬ﲑ ‪‬ﻩ‪.‬‬
‫ﺠ ‪‬ﺪ ‪‬ﻭ ﹶﻝ ‪‬ﻋﻠﹶﻰ ﹸﻛﺮ‪‬ﺍﺳِﻲ ‪‬ﻭﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺴ ‪‬ﺦ ﺍﹾﻟ ‪‬‬
‫* ﹶﺃ‪‬ﻧ ‪‬‬

‫‪‬ﻭ ‪‬ﺟ‪‬ﺒ ﹸﺔ ﺍﹾﻟ ‪‬ﻐﺪ‪‬ﺍ ِﺀ‬

‫ﻚ ‪‬ﻣ ﹾﻘِﻠ ‪‬ﻲ‬
‫‪‬ﺳ ‪‬ﻤ ‪‬‬
‫‪...............‬‬
‫‪...............‬‬

‫ﺠ ‪‬ﻤ ﹶﻞ ‪‬ﻭﹶﺃ ‪‬ﺧﺘ‪‬ﺎ ‪‬ﺭ ﻣِ‪‬ﻨﻬ‪‬ﺎ ﻣ‪‬ﺎ ﹸﺃﻭ‪‬ﺍِﻓ ‪‬ﻖ ‪‬ﻋﹶﻠ‪‬ﻴ ِﻪ ‪‬ﻭﹸﺃ ‪‬ﻋِّﻠ ﹸﻞ ِﺍ ‪‬ﺧِﺘﻴ‪‬ﺎﺭِﻱ‬ ‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬‬
‫ﻚ ﹸﻛﱠﻠ ‪‬ﻪ‪.‬‬ ‫ﺴ ‪‬ﻤ ‪‬‬ ‫ﻼ ٌﺀ ﺍﻟ ‪‬‬ ‫
ﹶﺃ ﹶﻛ ﹶﻞ ‪‬ﻋ ﹶ‬
‫ﻼ ٌﺀ ‪‬ﻳ ‪‬ﺪ‪‬ﻳ ِﻪ ﹶﻗ‪‬ﺒ ﹶﻞ ﺍ َﻷ ﹾﻛ ِﻞ ‪‬ﻭ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ‪‬ﻩ‪.‬‬ ‫ﺴ ﹶﻞ ‪‬ﻋ ﹶ‬‫
ﹶﻏ ‪‬‬
‫ﻚ ِﺑِﻠﺴ‪‬ﺎِﻧﻬ‪‬ﺎ‪.‬‬ ‫ﺴ ‪‬ﻤ ِ‬ ‫ﺖ ﺍﹾﻟ ِﻘ ﱠﻄ ﹸﺔ ‪‬ﺑﻘﹶﺎﻳ‪‬ﺎ ﺍﻟ ‪‬‬ ‫
ﺍِﹾﻟ‪‬ﺘ ﹶﻘ ﹶﻄ ِ‬
‫ﻼ ٌﺀ ﺍﹾﻟ ‪‬ﻐﺪ‪‬ﺍ َﺀ ‪‬ﺑ‪‬ﺘﹶﺄ ٍّﻥ‪.‬‬
‫
‪‬ﺗﻨ‪‬ﺎ ‪‬ﻭ ﹶﻝ ‪‬ﻋ ﹶ‬
‫ﺴ ِﻞ ﺍ َﻷﻭ‪‬ﺍﻧِﻲ‪.‬‬ ‫ﻼ ٌﺀ ﹸﺃ ‪‬ﻣ ‪‬ﻪ ﻓِﻲ ﹶﻏ ‪‬‬ ‫
ﺳ‪‬ﺎ ‪‬ﻋ ‪‬ﺪ ‪‬ﻋ ﹶ‬
‫ﺖ ﺍ ُﻷ ‪‬ﻡ ﹶﻏ ﹾﻠ ‪‬ﻖ ﻗﹶﺎﺭ‪‬ﻭ ‪‬ﺭ ﹶﺓ ﺍﹾﻟﻐ‪‬ﺎ ِﺯ‪.‬‬ ‫
ﹶﺃ ‪‬ﺣ ﹶﻜ ‪‬ﻤ ِ‬

‫‪164‬‬
 ‫ﺟﻴ‪ ‬ﹲﺔ ‪3‬‬
‫ﺿ ِﻌﻴ‪ ‬ﹲﺔ ِﺇ ‪‬ﺩﻣ‪‬ﺎ ِ‬
‫‪‬ﻭ ‪‬‬
‫ﺲ – ﺍﻟﺰ‪ ‬ﻣ ‪‬ﻦ‬
‫ﺍﻟﺘ‪‬ﻨ ﱡﻘ ﹸﻞ – ﺍﻟﺘ‪‬ﻨ ﱡﻔ ‪‬‬

‫ﺿ ِﻌﻴ‪ ‬ﹶﺔ‬
‫ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﺼ‪‬ﻴ ِﺪ‪.‬‬
‫‪‬ﺣ ﱠﻞ ‪‬ﻣ ‪‬ﻮ ِﺳ ‪‬ﻢ ﺍﻟ ‪‬‬
‫ﻼ ٍﺀ ِﺇﻟﹶﻰ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ ‪‬ﻭ ‪‬ﻣ ‪‬ﻌ ‪‬ﻪ ﹶﻛ ﹾﻠ‪‬ﺒ ‪‬ﻪ‪.‬‬
‫ﺝ ﹶﺃﺑ‪‬ﻮ ‪‬ﻋ ﹶ‬ ‫‪‬ﺧ ‪‬ﺮ ‪‬‬

‫ﺻ ﹸﻞ ‪‬ﺗ ‪‬ﻌ ِﻤ ‪‬ﲑ ‪‬ﻩ‪.‬‬

‫ﺠ ‪‬ﺪ ‪‬ﻭ ﹶﻝ ‪‬ﻋﻠﹶﻰ ﹸﻛﺮ‪‬ﺍﺳِﻲ ‪‬ﻭﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺴ ‪‬ﺦ ﺍﹾﻟ ‪‬‬
‫* ﹶﺃ‪‬ﻧ ‪‬‬

‫ﻱّ‬
‫ﺙ ﹶﻏ ‪‬ﻴ ‪‬ﺮ ‪‬ﺩ ‪‬ﻭ ِﺭ ٍ‬
‫‪‬ﺣ ‪‬ﺪ ﹲ‬ ‫ﺙ ‪‬ﺩ ‪‬ﻭ ِﺭﻱ‪‬‬
‫‪‬ﺣ ‪‬ﺪ ﹲ‬
‫ﺼ‪‬ﻴ ِﺪ‬
‫ﻼ ٍﺀ ‪‬ﻣ ‪‬ﻊ ﹶﺃﺑِﻴ ِﻪ ِﺇﻟﹶﻰ ﺍﻟ ‪‬‬
‫ﺏ ‪‬ﻋ ﹶ‬
‫ﹶﺫﻫ‪‬ﺎ ‪‬‬ ‫ﺼ‪‬ﻴ ِﺪ‬
‫‪‬ﻣ ‪‬ﻮ ِﺳ ‪‬ﻢ ﺍﻟ ‪‬‬

‫‪165‬‬
 ‫ﺸ ‪‬ﻬ ‪‬ﺪ‪.‬‬
‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬

‫ﺸﻴ‪‬ﺎ – ‪‬ﻋ ‪‬ﺪﻭ‪‬ﺍ – ﹶﻗ ﹾﻔﺰ‪‬ﺍ – ِﺳﺒ‪‬ﺎ ‪‬ﺣ ﹰﺔ – ﹶﻃ‪‬ﻴﺮ‪‬ﺍﻧ‪‬ﺎ‪.‬‬ ‫* ﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ﺑِـ ‪ :‬ﻣ ‪‬‬
‫‪.‬‬ ‫ﻼ ٍﺀ ﻓِﻲ ﺍﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ‬
‫
‪‬ﻳ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﹶﺃﺑ‪‬ﻮ ‪‬ﻋ ﹶ‬
‫‪.‬‬ ‫ﺐ‬
‫
‪‬ﻳ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫‪.‬‬ ‫ﺐ‬
‫
‪‬ﻳ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬
‫‪.‬‬ ‫
‪‬ﻳ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﺍﻟﱠﻠ ﹾﻘﹶﻠ ‪‬ﻖ‬
‫‪.‬‬ ‫ﺴ ‪‬ﻤﻜﹶﺔ ُ‬ ‫
‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﺍﻟ ‪‬‬
‫‪.‬‬ ‫ﺤﻤ‪‬ﺎ ‪‬ﻣ ﹸﺔ‬ ‫
‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻘ ﹸﻞ ﺍﹾﻟ ‪‬‬

‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ِ‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺨ‪‬ﺘِﻠ ﹶﻔ ٍﺔ‪.‬‬
‫ﺕ ‪‬ﻣ ‪‬‬
‫ﺐ ‪‬ﺗ ‪‬ﻌﺪ‪‬ﻭ ﻓِﻲ ﺍِّﺗﺠ‪‬ﺎﻫ‪‬ﺎ ٍ‬ ‫ﺕ ﹶﺃ ‪‬ﺭ‪‬ﻧ ‪‬‬‫ﹶﻗﻔﹶ ‪‬ﺰ ‪‬‬
‫ﺏ ‪‬ﺑ‪‬ﻨ ‪‬ﺪِﻗ‪‬ﻴ‪‬ﺘ ‪‬ﻪ‬‫ﺻ ‪‬ﻮ ‪‬‬‫ﻼ ٍﺀ ‪‬ﻭ ‪‬‬
‫ﻉ ﹶﺃ‪‬ﺑﻮ ‪‬ﻋ ﹶ‬‫ﺚ‪ .‬ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬ ‫ﺠﺮِﻱ ‪‬ﻭ ‪‬ﻫ ‪‬ﻮ ‪‬ﻳ ﹾﻠ ‪‬ﻬ ﹸ‬
‫ﺐ ‪‬ﻳ ‪‬‬
‫ﺤ ‪‬ﻖ ِﺑﻬ‪‬ﺎ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﹶﻓﹶﻠ ِ‬
‫ﺠ ِّﻮ‪.‬‬
‫ﺕ ﻓِﻲ ﺍﹾﻟ ‪‬‬‫ﺖ ‪‬ﺣﻤ‪‬ﺎ ‪‬ﻣ ﹲﺔ ﹶﻓﻄﹶﺎ ‪‬ﺭ ‪‬‬ ‫ﺤ ‪‬ﻮﻫ‪‬ﺎ‪ .‬ﻭﹶﺃ ﹾﻃﹶﻠ ‪‬ﻖ ﺍﻟﻨ‪‬ﺎ ‪‬ﺭ ﹶﻓﹶﺄﺻ‪‬ﺎ‪‬ﺑﻬ‪‬ﺎ‪ .‬ﺧ‪‬ﺎﹶﻓ ‪‬‬‫‪‬ﻧ ‪‬‬
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 ‫ﻀ ِﻮ ﺍﱠﻟﺬِﻱ ‪‬ﻳﺴ‪‬ﺎ ِﻋ ‪‬ﺪ ‪‬ﻋﻠﹶﻰ ‪:‬‬
‫* ﹶﺃ ﹾﺫ ﹸﻛ ‪‬ﺮ ‪‬ﺭ ﹾﻗ ‪‬ﻢ ﺍﹾﻟ ‪‬ﻌ ‪‬‬
‫
ﺍﹾﻟ ﹶﻘ ﹾﻔ ِﺰ‬
‫‪2‬‬ ‫‪1‬‬ ‫
ﺍﻟ ﱠﻄ‪‬ﻴﺮ‪‬ﺍ ِﻥ‬
‫‪3‬‬ ‫
ﺍﹾﻟ ‪‬ﻌ ‪‬ﺪ ِﻭ‬
‫‪4‬‬ ‫ﺴﺒ‪‬ﺎ ‪‬ﺣ ِﺔ‬ ‫
ﺍﻟ ِّ‬
‫‪5‬‬ ‫ﺸ ِﻲ‬ ‫
ﺍﹾﻟ ‪‬ﻤ ‪‬‬

‫ﺤ ﹶﺔ ‪:‬‬‫ﺼﺤِﻴ ‪‬‬ ‫* ﹶﺃ ‪‬ﺧﺘ‪‬ﺎ ‪‬ﺭ ﺍ ِﻹﻓﹶﺎ ‪‬ﺩ ﹶﺓ ﺍﻟ ‪‬‬

‫ﺐ‪.‬‬‫ﻉ ِﻣ ‪‬ﻦ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ِ‬ ‫ﻼ ٍﺀ ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬‫
ﹶﺃﺑ‪‬ﻮ ‪‬ﻋ ﹶ‬
‫ﺼﻴ‪‬ﺎ ِﺩ‪.‬‬
‫ﺐ ﹶﺃ‪‬ﺑ ﹶﻄﹸﺄ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬ ‫
ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﺼﻴ‪‬ﺎ ِﺩ‪.‬‬‫ﻉ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬ ‫
ﺍﹾﻟ ‪‬ﻐﺰ‪‬ﺍ ﹸﻝ ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬
‫ﻉ ِﻣ ‪‬ﻦ ﺍﻟﱠﻠ ﹾﻘﹶﻠ ِﻖ‪.‬‬
‫ﺤﻤ‪‬ﺎ ‪‬ﻣ ﹸﺔ ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬‫
ﺍﹾﻟ ‪‬‬
‫ﺐ‪.‬‬‫ﻉ ِﻣ ‪‬ﻦ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ِ‬ ‫ﺤﻔﹶﺎ ﹸﺓ ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬‫ﺴﹶﻠ ‪‬‬
‫
ﺍﻟ ‪‬‬
‫ﺤ ِﺮ‪‬ﻳ ِﺔ‪.‬‬
‫ﺤﻔﹶﺎ ِﺓ ﺍﹾﻟ‪‬ﺒ ‪‬‬
‫ﺴﹶﻠ ‪‬‬ ‫ﻉ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬ ‫ﲔ ﹶﺃ ‪‬ﺳ ‪‬ﺮ ‪‬‬ ‫
ﺍﻟ ‪‬ﺪﹾﻟ ِﻔ ‪‬‬

‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺐ ﻓِﻲ ﹶﻓ ِﻤ ِﻪ ﹶﻓﹶﺄ ‪‬ﺧ ﹶﺬﻫ‪‬ﺎ‬
‫ﺤ ِﻤ ﹸﻞ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬
‫ﺐ ‪‬ﻳ ‪‬‬
‫ﺼﻴ‪‬ﺎ ‪‬ﺩ ﻟِﻠﺮ‪‬ﺍ ‪‬ﺣ ِﺔ ﹶﻓﹶﺄ ﹾﻗ‪‬ﺒ ﹶﻞ ‪‬ﻋﹶﻠ‪‬ﻴ ِﻪ ﺍﹾﻟ ﹶﻜ ﹾﻠ ‪‬‬
‫ﺲ ﺍﻟ ‪‬‬
‫‪‬ﺟﹶﻠ ‪‬‬
‫ﺿ ‪‬ﻌﻬ‪‬ﺎ ﻓِﻲ ِﺟﺮ‪‬ﺍِﺑ ِﻪ‪.‬‬ ‫ﻼ ٍﺀ ‪‬ﻭ ‪‬ﻭ ‪‬‬
‫ﹶﺃﺑ‪‬ﻮ ‪‬ﻋ ﹶ‬
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 ‫ﺲ‬
‫ﺲ ‪ -‬ﹶﻻ ‪‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻔ ‪‬‬ ‫ﺲ – ﺍﹾﻟﻤ‪‬ﺎ ِﺀ – ﺍﹾﻟ ‪‬ﻬﻮ‪‬ﺍ ِﺀ – ﺍﻟ‪‬ﺘ‪‬ﻨ ﱡﻔ ِ‬ ‫* ﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ﺑِـ ‪ :‬ﺗ‪‬ﺘ‪‬ﻨ ﱠﻔ ‪‬‬
‫ﺴ ‪‬ﺮ ‪‬ﻋ ٍﺔ‪.‬‬
‫ِﺑ ‪‬‬ ‫ﺐ ‪‬ﺗ ‪‬ﻌﺪ‪‬ﻭ ‪‬ﻭ ِﻫ ‪‬ﻲ‬‫ﺖ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬ ‫
ِﺍ‪‬ﻧ ﹶﻄﻠﹶ ﹶﻘ ِ‬
‫‪.‬‬ ‫ﻓِﻲ‬ ‫ﺴ ‪‬ﻤ ﹶﻜ ﹸﺔ‬
‫
ﺍﻟ ‪‬‬
‫‪.‬‬ ‫ﻓِﻲ‬ ‫ﺤﻤ‪‬ﺎ ‪‬ﻣ ﹸﺔ‬‫
ﺍﹾﻟ ‪‬‬
‫‪.‬‬ ‫ﺖ ‪‬ﻋ ‪‬ﻤِﻠ‪‬ﻴ ﹸﺔ‬‫ﺐ ﹶﻓ‪‬ﺘ ‪‬ﻌ ﱠﻄﹶﻠ ‪‬‬
‫ﺖ ﺍ َﻷ ‪‬ﺭ‪‬ﻧ ‪‬‬ ‫
ﻣ‪‬ﺎ‪‬ﺗ ِ‬

‫ﺿ ِﻌﻴ‪ِ ‬ﺔ‬
‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﺸ ‪‬ﻲ‬
‫ﻼ ٍﺀ ﺑِﺎﻟﺮ‪‬ﺍ ‪‬ﺣ ِﺔ ‪‬ﺭ ﹾﻏ ‪‬ﻢ ﺍﻟ‪‬ﺘ ‪‬ﻌﺐِ‪ ،‬ﻓﹶﺎﹾﻟ ‪‬ﻬﻮ‪‬ﺍ ُﺀ ﺑِﺎﹾﻟﻐ‪‬ﺎ‪‬ﺑ ِﺔ ‪‬ﻧ ِﻘ ‪‬ﻲ ﻭ‪‬ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﺲ ﹶﺃﺑ‪‬ﻮ ‪‬ﻋ ﹶ‬
‫ﹶﺃ ‪‬ﺣ ‪‬‬
‫ﺴ ‪‬ﻤ ‪‬ﻪ‪.‬‬
‫ﺝ ِﺇﹶﻟ‪‬ﻴﻬ‪‬ﺎ ِﺟ ‪‬‬
‫ﺤﺘ‪‬ﺎ ‪‬‬‫ﺿ ﹲﺔ ‪‬ﻳ ‪‬‬‫ﻱ ِﺭﻳ‪‬ﺎ ‪‬‬
‫ﺠ ‪‬ﺮ ‪‬‬
‫ﻭ‪‬ﺍﹾﻟ ‪‬‬

‫ﺠ ‪‬ﻤ ﹶﻞ ‪‬ﻭﹶﺃ ‪‬ﺧﺘ‪‬ﺎ ‪‬ﺭ ﻣِ‪‬ﻨﻬ‪‬ﺎ ﻣ‪‬ﺎ ﹸﺃﻭ‪‬ﺍِﻓ ‪‬ﻖ ‪‬ﻋﹶﻠ‪‬ﻴ ِﻪ ‪‬ﻭﹸﺃ ‪‬ﻋِّﻠ ﹸﻞ ِﺍ ‪‬ﺧِﺘﻴ‪‬ﺎﺭِﻱ‪.‬‬ ‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬‬
‫ﺙ‪.‬‬‫ﺲ ﺍﹾﻟ ‪‬ﻬﻮ‪‬ﺍ َﺀ ﺍﹾﻟ ‪‬ﻤﹶﻠ ‪‬ﻮ ﹶ‬‫
ﹶﺃ‪‬ﺗ‪‬ﻨ ﱠﻔ ‪‬‬ ‫ﺲ ﺍﹾﻟ ‪‬ﻬﻮ‪‬ﺍ َﺀ ﺍﻟ‪‬ﻨ ِﻘ ‪‬ﻲ‪.‬‬
‫
ﹶﺃ‪‬ﺗ‪‬ﻨ ﱠﻔ ‪‬‬
‫ﺴﻤِﻲ‪.‬‬ ‫ﻼ ‪‬ﻣ ِﺔ ِﺟ ‪‬‬ ‫ﻆ ‪‬ﻋﻠﹶﻰ ‪‬ﺳ ﹶ‬ ‫
ﹸﺃﺣ‪‬ﺎِﻓ ﹸ‬ ‫ﺿ ﹶﺔ ﺑِﺎ ‪‬ﺳِﺘ ‪‬ﻤﺮ‪‬ﺍ ٍﺭ‪.‬‬
‫ﺱ ﺍﻟ ِّﺮﻳ‪‬ﺎ ‪‬‬ ‫
ﹸﺃﻣ‪‬ﺎ ِﺭ ‪‬‬
‫ﺿ ِﺔ‪.‬‬
‫ﺤ ‪‬ﻢ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ ‪‬ﻣﻤ‪‬ﺎ ‪‬ﺭ ‪‬ﺳ ِﺔ ﺍﻟ ِّﺮﻳ‪‬ﺎ ‪‬‬
‫
ﹶﺃ ﹾﻓ‪‬ﺘ ‪‬ﺢ ﺍﻟ‪‬ﻨﻮ‪‬ﺍِﻓ ﹶﺬ ِﻟ‪‬ﺘ ‪‬ﻬ ِﻮﹶﺋ ِﺔ ﹸﻏ ‪‬ﺮﹶﻓﺘِﻲ ‪‬ﻳ ‪‬ﻮ ِﻣﻴ‪‬ﺎ‪
.‬ﹶﺃ ‪‬ﺳ‪‬ﺘ ِ‬
‫ﺏ ‪‬ﻭﺑِﺎ ‪‬ﺳِﺘ ‪‬ﻤﺮ‪‬ﺍ ٍﺭ‪.‬‬‫
ﹸﺃﺷ‪‬ﺎ ِﻫ ‪‬ﺪ ﺍﻟِّﺘ ﹾﻠﻔﹶﺎ ‪‬ﺯ ‪‬ﻋ ‪‬ﻦ ﹸﻗ ‪‬ﺮ ٍ‬

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 ‫ﺟﻴ‪ ‬ﹲﺔ ‪4‬‬
‫ﺿ ِﻌﻴ‪ ‬ﹲﺔ ِﺇ ‪‬ﺩﻣ‪‬ﺎ ِ‬
‫‪‬ﻭ ‪‬‬
‫ﺍﹾﻟﻤ‪‬ﺎﺩ‪ ‬ﹸﺓ – ﺍﹾﻟ ﹸﻘﻮ‪ ‬ﹸﺓ – ﺍﻟﺘ‪ ‬ﻐ ِﺬ‪‬ﻳ ﹸﺔ‬
‫ﺿ ِﻌﻴ‪ ‬ﹶﺔ ‪:‬‬
‫ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﺠ‪‬ﺒ‪‬ﺘ ‪‬ﻪ ‪:‬‬
‫ﻀ‪‬ﻴ ‪‬ﻌ ِﺔ ﹶﻓ ‪‬ﺮﺃﹶﻯ ‪‬ﻣﺸ‪‬ﺎ ِﻫ ‪‬ﺪ ﹶﺃ ‪‬ﻋ ‪‬‬ ‫ﻼ ٌﺀ ‪‬ﻣ ‪‬ﻊ ‪‬ﻋ ‪‬ﻤ ِﻪ ِﺇﻟﹶﻰ ﺍﻟ ‪‬‬
‫ﺝ ‪‬ﻋ ﹶ‬‫‪‬ﺧ ‪‬ﺮ ‪‬‬
‫ﺡ ‪...‬‬‫ﺠﻨِﻲ ﺍﻟ‪‬ﺘﻔﱠﺎ ‪‬‬
‫ﺠ ‪‬ﺰ ‪‬ﺭ ﻭ‪‬ﺍﻵ ‪‬ﺧ ‪‬ﺮ ‪‬ﻳ ‪‬‬ ‫ﺙ ﺍ َﻷ ‪‬ﺭﺽ‪ ،‬ﻭﺫﹶﺍ ‪‬ﻙ ‪‬ﻳ ﹾﻘِﻠ ‪‬ﻊ ﺍﹾﻟ ‪‬‬ ‫ﺤ ِﺮ ﹸ‬‫‪‬ﻫﺬﹶﺍ ﻋ‪‬ﺎ ِﻣ ﹲﻞ ‪‬ﻳ ‪‬‬
‫ﺲ‬
‫ﺐ ‪‬ﺟﹶﻠ ‪‬‬
‫ﺲ ﺑِﺎﻟ‪‬ﺘ ‪‬ﻌ ِ‬
‫ﻀ‪‬ﻴ ‪‬ﻌ ِﺔ ‪‬ﻭﹶﻟﻤ‪‬ﺎ ﹶﺃ ‪‬ﺣ ‪‬‬ ‫ﻼ ٌﺀ ‪‬ﻣ ‪‬ﻊ ‪‬ﻋ ِّﻤ ِﻪ ﻓِﻲ ﹶﺃ‪‬ﻧﺤ‪‬ﺎ ِﺀ ﺍﻟ ‪‬‬ ‫ﺠ ‪‬ﻮ ﹶﻝ ‪‬ﻋ ﹶ‬ ‫‪‬ﺗ ‪‬‬
‫‪‬ﻋﻠﹶﻰ ﺣ‪‬ﺎﱠﻓ ِﺔ ﺍﻟﺴ‪‬ﺎِﻗ‪‬ﻴ ِﺔ ‪‬ﻳ‪‬ﻨ ﹸﻈ ‪‬ﺮ ِﺇﻟﹶﻰ ﺍﹾﻟﻤ‪‬ﺎ ِﺀ ﺍﹾﻟﺠ‪‬ﺎﺭِﻱ ‪...‬‬
‫ﺻ ﹾﻠ‪‬ﺒ ﹰﺔ ‪‬ﻭﹶﺃ ‪‬ﺟﺴ‪‬ﺎﻣ‪‬ﺎ ﺳ‪‬ﺎِﺋﹶﻠ ﹰﺔ ‪‬ﻭﹶﺃ ‪‬ﺟﺴ‪‬ﺎﻣ‪‬ﺎ ﻏﹶﺎ ِﺯ‪‬ﻳ ﹰﺔ‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ‪‬ﻭﹸﺃ ‪‬ﺳ ِﻤّﻲ ﹶﺃ ‪‬ﺟﺴ‪‬ﺎﻣ‪‬ﺎ ‪‬‬
‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﹾﻟ ‪‬ﻤ ‪‬‬
‫ﻀ‪‬ﻴ ‪‬ﻌ ِﺔ‪.‬‬
‫ﻼ ٌﺀ ﻓِﻲ ﺍﻟ ‪‬‬ ‫ﺭ‪‬ﺁﻫ‪‬ﺎ ‪‬ﻋ ﹶ‬

‫ﺏ – ‪‬ﺣ ‪‬ﺮ ‪‬ﻙ –‬

‫ﺠ ِﺬ ‪‬‬
‫ﺐ – ‪‬ﻳ ﹾﻘِﻠ ‪‬ﻊ – ‪‬ﻳ ‪‬‬
‫ﺠ ‪‬ﻤ ﹶﻞ ‪‬ﻭﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ﺑِـ ‪ :‬ﻳ ﹾﻘِﻠ ‪‬‬
‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬‬
‫ﻂ‪.‬‬‫ﺴ ﹸﻘ ﹸ‬‫ﺳ‪‬ﺎ ِﻛﻨ‪‬ﺎ – ‪‬ﻳ ‪‬‬
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 ‫ﺏ‪.‬‬
‫ﻂ ‪‬ﻋﹶﻠ‪‬ﻴ ِﻪ ﹸﻗ ‪‬ﻮ ﹶﺓ ‪‬ﺟ ﹾﺬ ٍ‬
‫ﺴِّﻠ ﹸ‬
‫ﺙ ﹶﻓ‪‬ﻴ ‪‬‬ ‫ﺤﺮ‪‬ﺍ ﹶ‬ ‫ﺤﺼ‪‬ﺎ ﹸﻥ ﺍﹾﻟ ِﻤ ‪‬‬ ‫ﺍﹾﻟ ِ‬ ‫
‬
‫ﺽ ﹶﻓ‪‬ﻴ ‪‬ﻐِّﻴ ‪‬ﺮ ‪‬ﺷ ﹾﻜﹶﻠﻬ‪‬ﺎ‪.‬‬ ‫ﺙ ﺍ َﻷ ‪‬ﺭ ‪‬‬ ‫ﺤﺮ‪‬ﺍ ﹸ‬ ‫ﺍﹾﻟ ِﻤ ‪‬‬ ‫
‬
‫ﺠ ‪‬ﺰ ‪‬ﺭ‪.‬‬‫ﺍﹾﻟﻌ‪‬ﺎ ِﻣ ﹸﻞ ﺍﹾﻟ ‪‬‬ ‫
‬
‫ﺴﱠﻠ ِﺔ‪.‬‬
‫ﻓِﻲ ﺍﻟ ‪‬‬ ‫ﺡ ‪‬ﻭ‪‬ﻳ‪‬ﺘ ‪‬ﺮ ﹸﻛ ‪‬ﻪ‬‫ﺠﻨِﻲ ﺍﹾﻟﻌ‪‬ﺎ ِﻣ ﹸﻞ ﺍﻟ‪‬ﺘﻔﱠﺎ ‪‬‬ ‫
‪‬ﻳ ‪‬‬
‫ﺙ‪.‬‬
‫ﺤﺮ‪‬ﺍ ﹶ‬
‫ﺍﹾﻟ ِﻤ ‪‬‬ ‫ﺤﺼ‪‬ﺎ ِﻥ ﹶﻓ‪‬ﺘ ﹶﻘ ‪‬ﺪ ‪‬ﻡ ‪‬ﻭ‬ ‫ﺡ ﺍﹾﻟﻌ‪‬ﺎ ِﻣ ﹸﻞ ﺑِﺎﹾﻟ ِ‬
‫
ﺻ‪‬ﺎ ‪‬‬
‫‪.‬‬ ‫ﺙ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪﻣ‪‬ﺎ ﻛﹶﺎ ﹶﻥ‬ ‫ﺤﺮ‪‬ﺍ ﹸ‬ ‫ﺤ ‪‬ﺮ ‪‬ﻙ ﺍﹾﻟ ِﻤ ‪‬‬
‫
‪‬ﺗ ‪‬‬
‫ﺨ ﹶﻄﹶﺄ ‪:‬‬ ‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬‫ﺠ ‪‬ﻤ ﹶﻞ ‪‬ﻭﹸﺃ ‪‬‬ ‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ﺍﹾﻟ ‪‬‬
‫ﺼ ِﻌ ‪‬ﺪ ﺍﹾﻟﻤ‪‬ﺎ ُﺀ ِﻣ ‪‬ﻦ ﺍﹾﻟِﺒﹾﺌ ِﺮ‪ .‬ﹸﻗ ‪‬ﻮ ﹲﺓ ﹶﻛ ‪‬ﻬ ‪‬ﺮﺑ‪‬ﺎِﺋ‪‬ﻴ ﹲﺔ‬ ‫ﺤ ِّﺮ ِﻙ ﹶﻓ ‪‬‬
‫ﻂ ﺻ‪‬ﺎِﻟ ‪‬ﺢ ‪‬ﻋﻠﹶﻰ ِﺯ ِّﺭ ﺍﹾﻟ ‪‬ﻤ ‪‬‬ ‫ﺿ ‪‬ﻐ ﹶ‬ ‫
‪‬‬
‫ﻀِﻠ‪‬ﻴ ﹲﺔ‬
‫ﺙ ِﺑ‪‬ﻴ ‪‬ﺪ‪‬ﻳ ِﻪ‪ .‬ﹸﻗ ‪‬ﻮ ﹲﺓ ‪‬ﻋ ‪‬‬ ‫ﺤﺮ‪‬ﺍ ِ‬ ‫ﻂ ﹶﺃ ‪‬ﺣ ‪‬ﻤ ‪‬ﺪ ‪‬ﻋﻠﹶﻰ ﺍﹾﻟ ِﻤ ‪‬‬ ‫ﺿ ‪‬ﻐ ﹶ‬ ‫
‪‬‬
‫ﻀِﻠ‪‬ﻴ ﹲﺔ‬
‫ﺏ ﺍﻟ ﱡﻄ ﹶﻔ‪‬ﻴِﻠ‪‬ﻴ ﹶﺔ‪ .‬ﹸﻗ ‪‬ﻮ ﹲﺓ ‪‬ﻋ ‪‬‬
‫
ﹶﻗﱠﻠ ‪‬ﻊ ‪‬ﻣ‪‬ﺒﺮ‪‬ﻭ ‪‬ﻙ ﺍ َﻷ ‪‬ﻋﺸ‪‬ﺎ ‪‬‬
‫ﻀِﻠ‪‬ﻴ ﹲﺔ‬
‫ﺴ ِﻪ‪ .‬ﹸﻗ ‪‬ﻮ ﹲﺓ ‪‬ﻋ ‪‬‬ ‫ﲔ ِﺑ ِﻤ ‪‬ﻐﻨ‪‬ﺎﻃِﻴ ِ‬
‫ﺚ ‪‬ﻋ‪‬ﻨ ‪‬ﻬﺎ ﹶﺃ ِﻣ ‪‬‬ ‫ﺤ ﹶ‬ ‫ﺖ ﺍ ُﻷ ‪‬ﻡ ِﺇ‪‬ﺑ ‪‬ﺮ ﹰﺓ ﹶﻓ‪‬ﺒ ‪‬‬
‫
ﹶﺃﺿ‪‬ﺎ ‪‬ﻋ ِ‬

‫ﺿ ِﻌﻴ‪ِ ‬ﺔ ‪:‬‬

‫ﺻ ﹸﻞ ِﻗﺮ‪‬ﺍ َﺀ ﹶﺓ ﺍﹾﻟ ‪‬ﻮ ‪‬‬
‫ﹸﺃﻭ‪‬ﺍ ِ‬
‫ﻼ ِﻝ‪.‬‬
‫ﻀ ِﺮ ﻭ‪‬ﺍﹾﻟ ِﻐ ﹶ‬
‫ﺨ‪‬‬ ‫ﺴﱠﻠ ٍﺔ ِﻣ ‪‬ﻦ ﺍﹾﻟ ‪‬‬‫ﻼ ٌﺀ ﺇِﻟﹶﻰ ﺍﹾﻟ ‪‬ﻤ‪‬ﻨ ِﺰ ِﻝ ِﺑ ‪‬‬
‫ﻋ‪‬ﺎ ‪‬ﺩ ‪‬ﻋ ﹶ‬
‫ﺖ ‪‬ﻋﹶﻠ‪‬ﻴﻬ‪‬ﺎ‬‫ﺻ‪‬ﺒ ‪‬‬ ‫ﺕ ‪‬ﺳ ﹾﻠ ﹶﻄ ﹰﺔ ‪‬ﻭ ‪‬‬ ‫ﺼ‪‬ﺘﻬ‪‬ﺎ‪ ،‬ﹶﺃﻣ‪‬ﺎ ﹸﺃ ‪‬ﻣ‪‬ﻴ ‪‬ﻤ ﹸﺔ ﹶﻓﹶﺄ ‪‬ﻋ ‪‬ﺪ ‪‬‬ ‫ﺖ ﺍ ُﻷ ‪‬ﻡ ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ ‪‬ﻭﹶﻗ ‪‬‬ ‫ﺴﹶﻠ ِ‬‫ﹶﻏ ‪‬‬
‫ﺠ ‪‬ﺰﺭِ‪ ،‬ﹶﺃﻣ‪‬ﺎ‬ ‫ﺼ ِﲑ ﺍﹾﻟ ‪‬‬ ‫ﻼ ٌﺀ ِﺑِﺈ ‪‬ﻋﺪ‪‬ﺍ ِﺩ ‪‬ﻋ ِ‬ ‫ﺸ ‪‬ﻐ ﹶﻞ ‪‬ﻋ ﹶ‬ ‫ﺖ ﺍﻟ ‪‬ﺰ‪‬ﻳﺘ‪‬ﻮﻥِ‪ ،‬ﺑ‪‬ﻴ‪‬ﻨﻤ‪‬ﺎ ِﺍﻧ‪ ‬‬ ‫ﻼ ِﻣ ‪‬ﻦ ‪‬ﺯ‪‬ﻳ ِ‬ ‫ﹶﻗﻠِﻴ ﹰ‬
‫ﺿ ‪‬ﻌ‪‬ﺘ ‪‬ﻪ ‪‬ﻋﻠﹶﻰ ﺍﻟﻄﱠﺎ ِﻭﹶﻟ ِﺔ ﻓِﻲ ِﺇﻧ‪‬ﺎ ٍﺀ ِﻣ ‪‬ﻦ ﺍﹾﻟ ﹶﻔﺨ‪‬ﺎ ِﺭ‪.‬‬ ‫ﺡ ‪‬ﻭ ‪‬ﻭ ‪‬‬ ‫ﺖ ﺍﻟ‪‬ﺘﻔﱠﺎ ‪‬‬ ‫ﺴﹶﻠ ِ‬
‫ﻧ‪‬ﻮ ‪‬ﺭﺷ‪‬ﺎ ﹸﻥ ﹶﻓ ‪‬ﻐ ‪‬‬
‫ﻕ‬
‫ﺤ ِﺔ ‪‬ﻣ ‪‬ﺮ ِ‬‫ﺼﺤ‪‬ﻮ ﹶﻥ ‪‬ﻋﻠﹶﻰ ﺍﻟﻄﱠﺎ ِﻭﹶﻟ ِﺔ ‪»:‬ﻣ‪‬ﺎ ﹶﺃ ‪‬ﺷﻬ‪‬ﻰ ﺭ‪‬ﺍِﺋ ‪‬‬ ‫ﻀ ‪‬ﻊ ﺍﻟ ‪‬‬ ‫ﺏ ‪‬ﻭ ‪‬ﻫ ‪‬ﻮ ‪‬ﻳ ‪‬‬ ‫ﻗﹶﺎ ﹶﻝ ﺍ َﻷ ‪‬‬
‫ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ ! «‪.‬‬
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 ‫ﻼ‪‬ﺑﺔِ‪ ،‬ﹶﻟِّﻴﻦ‪ ،‬ﹶﺃ ﹾﻛﹶﺜ ‪‬ﺮ ﻟِﻴﻨ‪‬ﺎ‪.‬‬
‫ﺼﹶ‬
‫ﺲ ﺍﻟ ‪‬‬‫ﻼ‪‬ﺑﺔﹰ‪ ،‬ﻧ ﹾﻔ ‪‬‬
‫ﺻﹶ‬ ‫ﺻ ﹾﻠﺐ‪ ،‬ﹶﺃ ‪‬ﺷ ‪‬ﺪ ‪‬‬ ‫* ﹸﺃ ﹶﻛ ِّﻤ ﹸﻞ ﺑِـ ‪ :‬‬
‫‪.‬‬ ‫ﺴ ‪‬ﻢ‬
‫
ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ ِﺟ ‪‬‬
‫ِﻣ ‪‬ﻦ ﺍﻟ‪‬ﺘﻔﱠﺎﺡِ‪.‬‬ ‫ﺴ ﹾﻠ ﹶﻄ ﹸﺔ‬
‫
ﺍﻟ ‪‬‬
‫‪.‬‬ ‫ﺼ‪‬ﺘﻬ‪‬ﺎ ﺍ ُﻷ ‪‬ﻡ ﺑﺎﻵﹶﻟ ِﺔ ﹶﻟﻬ‪‬ﺎ‬
‫
ِﻗ ﹶﻄ ‪‬ﻊ ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ ﺍﱠﻟﺘِﻲ ﹶﻗ ‪‬‬
‫ﻒ ﺍ َﻷ ‪‬ﺟﺴ‪‬ﺎ ‪‬ﻡ ﺍﻟﺘ‪‬ﺎِﻟ‪‬ﻴ ﹶﺔ ‪:‬‬ ‫ﺻِّﻨ ‪‬‬‫ﺠ ‪‬ﺪ ‪‬ﻭﻝﹶ ‪‬ﻋﻠﹶﻰ ﹸﻛﺮ‪‬ﺍﺳِﻲ ‪‬ﻭﹸﺃ ‪‬‬ ‫* ﹶﺃ‪‬ﻧ ﹸﻘ ﹸﻞ ﺍﹾﻟ ‪‬‬
‫ﺡ – ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ‬
‫ﻕ ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ – ﺍﻟ‪‬ﺘﻔﱠﺎ ‪‬‬ ‫ﺖ ﺍﻟ ‪‬ﺰ‪‬ﻳﺘ‪‬ﻮ ِﻥ – ‪‬ﺑﺨ‪‬ﺎ ‪‬ﺭ ‪‬ﻣ ‪‬ﺮ ِ‬‫‪‬ﻫﻮ‪‬ﺍ ُﺀ ﺍﹾﻟ ‪‬ﻐ ‪‬ﺮﹶﻓ ِﺔ – ‪‬ﺯ‪‬ﻳ ‪‬‬
‫ﻕ ﺍﹾﻟ‪‬ﺒﻄﹶﺎﻃﹶﺎ‪.‬‬ ‫ﺤ ﹸﺔ ‪‬ﻣ ‪‬ﺮ ِ‬
‫ﻀ‪‬ﻴ ‪‬ﻌ ِﺔ – ﺭ‪‬ﺍِﺋ ‪‬‬
‫ﻼ ُﺀ ِﻣ ‪‬ﻦ ﺍﻟ ‪‬‬
‫ﺍﱠﻟﺘِﻲ ‪‬ﺟﹶﻠ‪‬ﺒﻬ‪‬ﺎ ‪‬ﻋ ﹶ‬

‫ﹶﺃ ‪‬ﺟﺴ‪‬ﺎ ‪‬ﻡ ﻏﹶﺎ ِﺯﻳ‪ ‬ﹲﺔ‬ ‫ﹶﺃ ‪‬ﺟﺴ‪‬ﺎ ‪‬ﻡ ﺳ‪‬ﺎِﺋ ﹶﻠ ﹲﺔ‬ ‫ﺻ ﹾﻠ‪‬ﺒ ﹲﺔ‬
‫ﹶﺃ ‪‬ﺟﺴ‪‬ﺎ ‪‬ﻡ ‪‬‬

‫ﺼ ‪‬ﻮ ‪‬ﺭ ‪‬ﻭﹸﺃ ﹶﻛ ِّﻮ ﹸﻥ ‪:‬‬‫* ﹶﺃ‪‬ﺗﹶﺄ ‪‬ﻣ ﹸﻞ ﺍﻟ ‪‬‬

‫ﺡ‪.‬‬
‫ﺼﺒ‪‬ﺎ ِ‬ ‫
‪‬ﻭ ‪‬ﺟ‪‬ﺒ ﹶﺔ ﹶﻓﻄﹸﻮ ِﺭ ﺍﻟ ‪‬‬
‫
‪‬ﻭ ‪‬ﺟ‪‬ﺒ ﹶﺔ ﺍﹾﻟ ‪‬ﻐﺪ‪‬ﺍ ِﺀ‪.‬‬
‫
‪‬ﻭ ‪‬ﺟ‪‬ﺒ ﹶﺔ ﺍﹾﻟ ‪‬ﻌﺸ‪‬ﺎ ِﺀ‪.‬‬
‫ﺠ ﹰﺔ‪.‬‬
‫
ﹸﻟ ‪‬ﻤ ‪‬‬
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‫ﺲ‬
‫ﺴ ﹸﻜ ‪‬‬
‫ﹸﻛ ‪‬‬ ‫‪‬ﺧ‪‬ﺒ ‪‬ﺰ‬ ‫ﺝ‬
‫ﺤ ‪‬ﻢ ‪‬ﺩﺟ‪‬ﺎ ٍ‬
‫ﹶﻟ ‪‬‬ ‫ﻚ‬
‫‪‬ﺳ ‪‬ﻤ ‪‬‬

‫ﻑ‬
‫‪‬ﺧ ‪‬ﺮﺷ‪‬ﻮ ‪‬‬ ‫ﺕ‬
‫ﻳ‪‬ﺎﻏﹸﻮ ‪‬ﺭ ‪‬‬ ‫ﺴ ﹲﻞ‬
‫‪‬ﻋ ‪‬‬ ‫ﺹ‬
‫ِﺇﺟ‪‬ﺎ ‪‬‬

‫ﹶﻃﻤ‪‬ﺎ ِﻃ ‪‬ﻢ‬ ‫‪‬ﺑﻄﹶﺎﻃﹶﺎ‬ ‫ِﺟ‪‬ﺒ ‪‬ﻦ‬ ‫‪‬ﺯ‪‬ﺑ ‪‬ﺪ ﹲﺓ‬

‫ﺐ‬
‫‪‬ﺣﻠِﻴ ‪‬‬ ‫ﺼ ﹲﻞ‬
‫‪‬ﺑ ‪‬‬ ‫‪‬ﺟ ‪‬ﺰ ‪‬ﺭ‬ ‫ﺲ‬
‫‪‬ﺧ ‪‬‬

‫ﲔ‬
‫ِﺗ ‪‬‬ ‫‪‬ﺗ ‪‬ﻤ ‪‬ﺮ‬ ‫‪‬ﻣ ﹾﻘﺮ‪‬ﻭ‪‬ﻧ ﹲﺔ‬ ‫ﺾ‬
‫‪‬ﺑ‪‬ﻴ ‪‬‬

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 ‫ﺨ ﹶﻄﹶﺄ‬
‫ﺻِﻠ ‪‬ﺢ ﺍﹾﻟ ‪‬‬
‫ﻸ ﹾﻏ ِﺬ‪‬ﻳ ِﺔ ‪‬ﻭﹸﺃ ‪‬‬
‫ﻒ ﹸﺃ ‪‬ﻣ‪‬ﻴ ‪‬ﻤ ﹶﺔ ِﻟ َ‬
‫ﺼﻨِﻴ ‪‬‬
‫* ﹶﺃ ﹾﻗ ‪‬ﺮﹸﺃ ‪‬ﺗ ‪‬‬

‫ﹶﺃ ﹾﻏ ِﺬ‪‬ﻳ ﹲﺔ ‪‬ﺣ‪‬ﻴﻮ‪‬ﺍِﻧﻴ‪ ‬ﹲﺔ‬ ‫ﹶﺃ ﹾﻏ ِﺬ‪‬ﻳ ﹲﺔ ‪‬ﻧﺒ‪‬ﺎِﺗﻴ‪ ‬ﹲﺔ‬

‫ﺐ‬
‫‪‬ﺣﻠِﻴ ‪‬‬ ‫ﻑ‬
‫‪‬ﺧ ‪‬ﺮﺷ‪‬ﻮ ‪‬‬ ‫ﺲ‬
‫ﺴ ﹸﻜ ‪‬‬
‫ﹸﻛ ‪‬‬ ‫‪‬ﺧ‪‬ﺒ ‪‬ﺰ‬
‫ﺕ‬
‫ﻳ‪‬ﺎﻏﹸﻮ ‪‬ﺭ ‪‬‬ ‫ﹶﺛ ‪‬ﻮ ‪‬ﻡ‬ ‫ﻚ‬
‫‪‬ﺳ ‪‬ﻤ ‪‬‬ ‫‪‬ﻣ ﹾﻘﺮ‪‬ﻭ‪‬ﻧ ﹲﺔ‬
‫ﺾ‬
‫‪‬ﺑ‪‬ﻴ ‪‬‬ ‫‪‬ﺑﻄﹶﺎﻃﹶﺎ‬ ‫ﲔ‬
‫ِﺗ ‪‬‬ ‫‪‬ﺗ ‪‬ﻤ ‪‬ﺮ‬
‫ﺼ ﹲﻞ‬
‫‪‬ﺑ ‪‬‬ ‫‪‬ﺯ‪‬ﺑ ‪‬ﺪ ﹲﺓ‬ ‫ﺲ‬
‫‪‬ﺧ ‪‬‬ ‫ﺝ‬
‫‪‬ﺩﺟ‪‬ﺎ ‪‬‬
‫ﺐ‬
‫‪‬ﺣﻠِﻴ ‪‬‬ ‫ﺴ ﹲﻞ‬
‫‪‬ﻋ ‪‬‬ ‫‪‬ﺟ ‪‬ﺰ ‪‬ﺭ‬ ‫ﹶﻃﻤ‪‬ﺎ ِﻃ ‪‬ﻢ‬
‫ﺤ ‪‬ﻢ‬
‫ﹶﻟ ‪‬‬ ‫ِﺟ‪‬ﺒ ‪‬ﻦ‬ ‫ﺹ‬
‫ِﺇﺟ‪‬ﺎ ‪‬‬ ‫ﺖ‬
‫ِﻟ ﹾﻔ ‪‬‬

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 ‫ﺍﻟﻔﻬﺮﺱ‬

‫ﺍﻟﺼ‪‬ﻔﺤﺔ‬ ‫ﺍﶈﺘﻮﻯ‬
‫‪14-3‬‬ ‫ﺍﳌﻘﺪ‪‬ﻣﺔ‬
‫‪27-15‬‬ ‫ﺍﳌﺨﻄﹼﻂ ﺍﻟﺴ‪‬ﻨﻮﻱ‬
‫‪62-28‬‬ ‫ﺍﳉﺰﺀ ﺍﻟﻨ‪‬ﻈﺮﻱ )ﻋﻠﻢ ﺃﺣﻴﺎﺀ ‪ /‬ﻓﻴﺰﻳﺎﺀ(‬

‫ﺟﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ‬

‫‪ – 1‬ﺍﻟﻔﻴﺰﻳﺎﺀ ‪:‬‬

‫ﺍﻟﺼ‪‬ﻔﺤﺔ‬ ‫ﳏﺘﻮﻯ ﺍﳉﺬﺍﺫﺓ‬ ‫ﺟﺬﺍﺫﺓ ﺍﻟﺘﻨﺸﻴﻂ‬ ‫ﺍﶈﻮﺭ‬

‫‪68-63‬‬ ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﻈﺎﻫﺮﻳﺔ‬ ‫ﻋﺪﺩ ‪(*) 1‬‬ ‫ﺍﻟﻔﻀﺎﺀ‬

‫‪71-69‬‬ ‫ﺍﻟﺘ‪‬ﺴﻠﺴﻞ ﺍﻟﺰ‪‬ﻣﲏ ﻟﻸﺣﺪﺍﺙ‬ ‫ﻋﺪﺩ ‪(*) 2‬‬ ‫ﺍﻟﺰ‪‬ﻣﻦ‬

‫‪73-72‬‬ ‫ﺧﺼﺎﺋﺺ ﺍﳊﺎﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴ‪‬ﺔ ﻟﻠﻤﺎﺩ‪‬ﺓ‬ ‫ﻋﺪﺩ ‪(*) 3‬‬ ‫ﺍﳌﺎﺩ‪‬ﺓ‬

‫ﺃﻧﻮﺍﻉ ﺍﻟﻘﻮﻯ ‪ :‬ﻗﻮ‪‬ﺓ ﻋﻀﻠﻴ‪‬ﺔ ‪ /‬ﻗﻮ‪‬ﺓ ﻛﻬﺮﺑﺎﺋﻴ‪‬ﺔ ‪ /‬ﻗﻮ‪‬ﺓ‬

‫‪75-74‬‬ ‫ﻋﺪﺩ ‪(*) 4‬‬ ‫ﺍﻟﻘﻮ‪‬ﺓ‬
‫ﻣﻐﻨﺎﻃﻴﺴﻴ‪‬ﺔ‪.‬‬

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 ‫ﺍﻷﺣﻴﺎﺀ ‪:‬‬ ‫ﻋﻠﻢ‬ ‫‪–2‬‬

‫ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ‪ /‬ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻟﱪﻳ‪‬ﺔ‬

‫ﻣﻨﺎﻓﻊ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﻷﻟﻴﻔﺔ ﻭﺍﻟﱪﻳ‪‬ﺔ‬
‫‪78-76‬‬ ‫ﻋﺪﺩ ‪(*) 1‬‬ ‫ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﺌﻲ‬
‫ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﳌﻐﺮﻭﺳﺔ‬
‫ﺍﻟﻨ‪‬ﺒﺎﺗﺎﺕ ﺍﻟﺘ‪‬ﻠﻘﺎﺋﻴ‪‬ﺔ‬
‫ﺍﻟﺮ‪‬ﺃﺱ – ﺍﳉﺬﻉ – ﺍﻷﻃﺮﺍﻑ – ﺣﺮﻛﺔ ﺍﳌﻔﺎﺻﻞ –‬
‫‪80-79‬‬ ‫ﻋﺪﺩ ‪(*) 2‬‬ ‫ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﻟﻮﻗﺎﻳﺔ ﻣﻦ ﺍﳊﻮﺍﺩﺙ‬

‫ﻋﺪﺩ ‪(*) 3‬‬

‫‪85-81‬‬ ‫ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻐﺬﺍﺋﻴ‪‬ﺔ ﻭﻣﻮﺍﻋﻴﺪﻫﺎ ﻭﻣﻜﻮ‪‬ﻧﺎ‪‬ﺎ‬ ‫ﺍﻟﺘ‪‬ﻐﺬﻳﺔ‬
‫ﻋﺪﺩ ‪(*) 4‬‬
‫ﺍﻟﺘ‪‬ﻐﺬﻳﺔ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ‪ :‬ﺃﻋﻀﺎﺀ ﺍﻟﺘﻘﺎﻁ ﺍﻟﻐﺬﺍﺀ‬

‫ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ‪ :‬ﺍﳌﺸﻲ – ﺍﻟﻘﻔﺰ ‪ -‬ﺍﻟﻌﺪﻭ‬ ‫ﻋﺪﺩ ‪(*) 5‬‬

‫‪90-86‬‬ ‫ﺍﻟﺘ‪‬ﻨﻘﹼﻞ‬
‫ﺍﻟﺘ‪‬ﻨﻘﹼﻞ ﻋﻨﺪ ﺍﳊﻴﻮﺍﻥ ‪ :‬ﺍﻟﻘﻔﺰ – ﺍﻟﺴ‪‬ﺒﺎﺣﺔ – ﺍﻟﻄﹼﲑﺍﻥ‬ ‫ﻋﺪﺩ ‪(*) 6‬‬

‫‪94-91‬‬ ‫ﻋﺪﺩ ‪(*) 7‬‬

‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻭﺍﳊﻴﻮﺍﻥ‬ ‫ﺍﻟﺘ‪‬ﻨﻔﹼﺲ‬

‫‪100-95‬‬ ‫ﺍﻟـــﻮﺿﻌـﻴ‪‬ــــﺎﺕ ﺍﻹﺩﻣـــــﺎﺟـــــﻴ‪‬ـﺔ‬

‫‪130-101‬‬ ‫ﻭﺿﻌـﻴ‪‬ــﺎﺕ ﺗـﻘـﻴﻴﻢ ﺫﺍﺕ ﻃــﺎﺑـﻊ ﺇﺩﻣــــﺎﺟـــﻲ‬

‫‪173-131‬‬ ‫ﻭﺛــــــﺎﺋـــــﻖ ﻣﻌــﺪ‪‬ﺓ ﻟﻠﻨ‪‬ﺴــــﺦ‬

‫* ﻣﻼﺣﻈﺔ ‪ (*) :‬ﻫﺬﻩ ﻋﻴ‪‬ﻨﺎﺕ ﻣﻦ ﺟﺬﺍﺫﺍﺕ ﺍﻟﺘ‪‬ﻨﺸﻴﻂ ﻭﺍﳌﻌﻠﹼﻢ )ﺓ( ﻣﺪﻋ ‪‬ﻮ )ﺓ( ﺇﱃ ﺇﻋﺪﺍﺩ ﺟﺬﺍﺫﺍﺕ ﺑﺎﻟﻨ‪‬ﺴﺒﺔ ﺇﱃ ﺑﻘﻴ‪‬ﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺪﺭﺟﺔ‬
‫ﺑﺎﻟﱪﺍﻣﺞ ﺍﻟﺮ‪‬ﲰﻴﺔ‪.‬‬

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