‫ﻤﻘﺭﺭﺍﺕ ﻗﺴﻡ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ‬

‫ﺭﻗﻡ ﺍﻟﻤﻘﺭﺭ‬ ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻡ‬

‫‪ ٢٠١‬ـ ‪٠٢٠٨‬‬ ‫ﺃﺴﺱ ﺍﻟﻤﻨﺎﻫﺞ‬ ‫‪١‬‬
‫‪ ٢٣٢‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻌﺎﻤﺔ‬ ‫‪٢‬‬
‫‪ ٣٠٣‬ـ ‪٠٢٠٨‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‬ ‫‪٣‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ) ﺇﺴﻼﻤﻴﺎﺕ (‬ ‫‪٤‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ) ﻟﻐﺔ ﻋﺭﺒﻴﺔ (‬ ‫‪٥‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ) ﻟﻐﺔ ﺇﻨﺠﻠﻴﺯﻴﺔ (‬ ‫‪٦‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ )ﺍﺠﺘﻤﺎﻋﻴﺎﺕ (‬ ‫‪٧‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ) ﺭﻴﺎﻀﻴﺎﺕ (‬ ‫‪٨‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ) ﺍﻟﻔﻴﺯﻴﺎﺀ (‬ ‫‪٩‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ) ﺍﻟﻜﻴﻤﻴﺎﺀ (‬ ‫‪١٠‬‬
‫‪ ٣٣٤‬ـ ‪٠٢٠٨‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ) ﺍﻷﺤﻴﺎﺀ (‬ ‫‪١١‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﺇﺴﻼﻤﻴﺎﺕ (‬ ‫‪١٢‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﻟﻐﺔ ﻋﺭﺒﻴﺔ (‬ ‫‪١٣‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﻟﻐﺔ ﺇﻨﺠﻠﻴﺯﻴﺔ (‬ ‫‪١٤‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﺍﺠﺘﻤﺎﻋﻴﺎﺕ (‬ ‫‪١٥‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﺭﻴﺎﻀﻴﺎﺕ (‬ ‫‪١٦‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ )ﻓﻴﺯﻴﺎﺀ (‬ ‫‪١٧‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ) ﻜﻴﻤﻴﺎﺀ (‬ ‫‪١٨‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﺃﺤﻴﺎﺀ (‬ ‫‪١٩‬‬
‫‪ ٤١٥‬ـ ‪٠٢٠٨‬‬ ‫ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ ) ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ (‬ ‫‪٢٠‬‬
‫‪٠٢٠٨ -٤٢٦‬‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ) ﻁﻼﺏ ‪ ،‬ﻁﺎﻟﺒﺎﺕ (‬ ‫‪٢١‬‬
‫‪٢١١ - ٢٠١‬‬ ‫ﺇﻨﺘﺎﺝ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪٢٢‬‬
‫‪ ٢٠٨‬ـ ‪٠٢١٩‬‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻭﻴﺔ ) ﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ (‬ ‫‪٢٣‬‬
‫‪ ٣١٠‬ـ ‪٠٢١٩‬‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ‬ ‫‪٢٤‬‬
‫‪ ٣١١‬ـ ‪٠٢١٩‬‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ ﻟﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ ) ‪( ١‬‬ ‫‪٢٥‬‬

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 ‫‪ ٣١٢‬ـ ‪٠٢١٩‬‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ ﻟﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ ) ‪( ٢‬‬ ‫‪٢٦‬‬
‫‪ ٤٠٣‬ـ ‪٠٢١٩‬‬ ‫ﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻟﻺﻋﺎﻗﺔ ) ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ (‬ ‫‪٢٧‬‬
‫‪ ٤١١‬ـ ‪٠٢١٩‬‬ ‫ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ‬ ‫‪٢٨‬‬

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 ‫ﻗﺴﻡ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ـ ﻗﺴﻡ ﻤﺴﺎﻋﺩ‬

‫ﻤﻘﺭﺭﺍﺕ ﻗﺴﻡ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ‬

‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺘﻭﺼﻴﻑ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﻲ ﻴﻘﺩﻤﻬﺎ ﺍﻟﻘﺴﻡ‬

‫‪ ٢٠١‬ـ ‪٠٢٠٨‬‬ ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ‪ :‬ﺃﺴﺱ ﺒﻨﺎﺀ ﺍﻟﻤﻨﺎﻫﺞ‬

‫ﻭﺤﺩﺘﺎﻥ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪:‬‬
‫ﺍﻷﻫﺩﺍﻑ‪:‬‬
‫ﺒﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻬﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ ‪:‬‬
‫‪ -‬ﻴﻌﺭﻑ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﻭﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻤﻘﺭﺭ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻨﺎﻫﺞ ﻓﻲ ﺒﺭﺍﻤﺞ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻤﻴﻥ ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺍﻟﻤﻨﻬﺞ ﻭﻴﻘﺎﺭﻥ ﺒﻴﻥ ﺘﻌﺭﻴﻔﺎﺘﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻴﻘﺘﺭﺡ ﺘﻌﺭﻴﻔﺎﹰ ﻟﻠﻤﻨﻬﺞ ﺨﺎﺼﺎﹰ ﺒﻪ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﻋﻨﺎﺼﺭ ﺍﻟﻤﻨﻬﺞ ﻤﻭﻀﺤﺎﹰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﺎ‪.‬‬
‫‪ -‬ﻴﻨﺎﻗﺵ ﻨﻅﺭﻴﺎﺕ ﺍﻟﻤﻨﻬﺞ ﻴﻘﺎﺭﻥ ﺒﻴﻨﻬﺎ‪.‬‬
‫‪ -‬ﻴﻨﺎﻗﺵ ﺍﻷﺴﺱ ﺍﻟﻔﻠﺴﻔﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻌﻭﺍﻤل ﻤﻌﺘﺒﺭﺓ ﻓﻲ ﺒﻨﺎﺀ ﺍﻟﻤﻨﻬﺞ ﻭﻴﻭﺠﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﺎ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﺼﺎﺩﺭ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﻴﺼﻨﻔﻬﺎ ﻭﻴﺼﻭﻍ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ -‬ﻴﻭﻀﺢ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻷﻫﺩﺍﻑ ﺤﺴﺏ ﻤﺴﺘﻭﻴﺎﺘﻬﺎ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻡ ﺒﻬﺎ ﺍﺨﺘﻴﺎﺭ ﻭﺘﺼﻤﻴﻡ ﻤﺤﺘﻭﻯ ﺍﻟﻤﻨﻬﺞ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﺘﺭﺒﻭﻱ ﻤﻭﻀﺤﺎﹰ ﻭﻅﺎﺌﻔﻪ ﻭﻤﺠﺎﻻﺘﻪ ﻭﺨﺼﺎﺌﺹ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﺠﻴﺩ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻤﻭﻀﺤﺎ ﻋﻨﺎﺼﺭﻩ ﻭﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﺎ‪.‬‬
‫‪ -‬ﻭﺨﺼﺎﺌﺼـــــﻬﺎ‬ ‫‪ -‬ﻴﻘﺎﺭﻥ ﺒﻴﻥ ﺃﻨﻭﺍﻉ ﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺤﻴﺙ ﻤﺎﻫﻴﺔ ﻜل ﻤﻨﻬﺎ‪،‬‬
‫ﻭﻤﻤﻴﺯﺍﺘﻬﺎ ‪ ،‬ﻭﻋﻴﻭﺒﻬﺎ‪.‬‬
‫‪ -‬ﻴﻨﺎﻗﺵ ﺃﻫﻤﻴﺔ ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﺎﻫﺞ ﻤﻭﻀﺤﺎﹰ ﺃﺴﺱ ﻭﺨﻁﻭﺍﺕ ﻭﻤﻌﻭﻗﺎﺕ ﺘﻁﻭﻴﺭﻫﺎ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﺩﻭﺭ ﻭﻤﺴﺎﻫﻤﺎﺕ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﻤﺴﻠﻤﻴﻥ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺍﻟﻤﻘﺼﻭﺩ ﺒﻁﺭﻴﻘﺔ ﺍﻟﺘﺩﺭﻴﺱ ‪.‬‬
‫‪ -‬ﻴﺴﺘﺨﺩﻡ ﺍﻟﻁﺭﻕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺘﺩﺭﻴﺱ ﻓﻲ ﻀﻭﺀ ﺨﺼﺎﺌﺹ ﺍﻟﺩﺍﺭﺴﻴﻥ ﻭﻨﻭﻉ ﺍﻷﻫﺩﺍﻑ ﻭﻁﺒﻴﻌـﺔ ﺍﻟﻤـﻭﺍﺩ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‪.‬‬
‫‪ -‬ﻴﺴﺘﻨﺘﺞ ﺍﻟﺤﻜﻤﺔ ﻤﻥ ﺩﺭﺍﺴﺔ ﻤﺎﺩﺓ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺃﻫﻤﻴﺘﻬﺎ ﻟﻪ ﻜﻤﺩﺭﺱ ‪.‬‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪:‬‬
‫‪ -‬ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻨﺎﻫﺞ ﻓﻲ ﺒﺭﺍﻤﺞ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻤﻴﻥ ‪.‬‬

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 ‫‪ -‬ﻤﻔﻬﻭﻡ ﺍﻟﻤﻨﻬﺞ ﻭﺘﻌﺭﻴﻔﺎﺘﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﺃﺴﺱ ﺒﻨﺎﺀ ﺍﻟﻤﻨﺎﻫﺞ‪.‬‬
‫‪ -‬ﺍﻷﺴﺱ ﺍﻟﻔﻠﺴﻔﻴﺔ‪ :‬ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‪ ،‬ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺤﺩﻴﺜﺔ ) ﻓﻠﺴﻔﺔ ﺍﻟﺨﺒﺭﺓ (‬
‫‪ -‬ﺍﻷﺴﺱ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ :‬ﺍﻟﻤﻨﻬﺞ ﻭﻤﻜﻭﻨﺎﺕ ﺍﻟﺒﻨﺎﺀ ) ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻁﺒﻴﻌﻴﺔ (‪.‬‬
‫‪ -‬ﺍﻷﺴﺱ ﺍﻟﻨﻔﺴﻴﺔ‪ :‬ﻭﻨﻤﻭ ﺍﻟﺘﻠﻤﻴﺫ ) ﺴﻤﺎﺕ ﺍﻟﻨﻤﻭ‪ ،‬ﻤﺠﺎﻻﺘﻪ (‪.‬‬
‫‪ -‬ﺍﻷﺴﺱ ﺍﻟﻤﻌﺭﻓﻴﺔ‪.‬‬
‫‪ -‬ﻋﻨﺎﺼﺭ ﺍﻟﻤﻨﻬﺞ‪.‬‬
‫‪ -‬ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ :‬ﻤﺼﺎﺩﺭﻫﺎ ﺘﺼﻨﻴﻔﺎﺘﻬﺎ ‪ ،‬ﺼﻴﺎﻏﺘﻬﺎ ﺴﻠﻭﻜﻴﺎﹰ(‬
‫‪ -‬ﺍﻟﻤﺤﺘﻭﻯ ‪ :‬ﻤﻌﺎﻴﻴﺭ ﺍﺨﺘﻴﺎﺭ ﻤﺤﺘﻭﻯ ﺍﻟﻤﻨﻬﺞ ‪ ،‬ﺇﺠﺭﺍﺀﺍﺕ ﺘﺤﺩﻴﺩ ﻭﺘﺼﻤﻴﻡ ﺍﻟﻤﺤﺘﻭﻯ‪.‬‬
‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻨﻬﻡ(‪.‬‬ ‫‪ -‬ﺍﻟﺘﺩﺭﻴﺱ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻋﻨﺎﺼﺭ ﺍﻟﺘﺩﺭﻴﺱ ) ﺍﻟﻤﺩﺭﺱ‪ ،‬ﺍﻟﺘﻠﻤﻴﺫ‪ ،‬ﺍﻟﻤﺎﺩﺓ‬
‫ﺍﻟﺠﻴﺩ‪.‬‬ ‫‪ -‬ﺍﻟﺘﻘﻭﻴﻡ ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﻘﻭﻴﻡ ‪ ،‬ﺃﻫﻤﻴﺘﻪ ‪ ،‬ﻭﻅﺎﺌﻔﻪ ﻭﻤﺠﺎﻻﺘﻪ ﻭﺨﺼﺎﺌﺹ ﺍﻟﺘﻘﻭﻴﻡ‬
‫ﺍﻟﻤﺸﺭﻭﻋﺎﺕ ‪ ،‬ﺍﻟﻤـﻨﻬﺞ‬ ‫‪ -‬ﺃﻨﻭﺍﻉ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺘﻨﻅﻴﻤﺎﺘﻬﺎ‪ :‬ﻤﻨﻬﺞ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻤﻨﻬﺞ‬
‫ﺍﻟﻤﺤﻭﺭﻱ ‪ ،‬ﺘﻨﻅﻴﻡ ﺍﻟﻤﻨﻬﺞ ﻓﻲ ﺼﻭﺭﺓ ﻭﺤﺩﺍﺕ ﺩﺭﺍﺴﻴﺔ ‪.‬‬
‫‪ -‬ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﺎﻫﺞ ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﻁﻭﻴﺭ ‪ ،‬ﺃﻫﻤﻴﺔ ﺍﻟﺘﻁﻭﻴﺭ ﻭﺩﻭﺍﻋﻴﻪ ‪ ،‬ﺃﺴﺱ ﺍﻟﺘﻁﻭﻴﺭ ﻤـﻊ ﺘﺤﻠﻴـل ﻭﻨﻘـﺩ ﻭ‬
‫ﻨﻤﺎﺫﺝ ﻤﻥ ﻤﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﺜﺎﻨﻭﻱ ﻓﻲ ﻀﻭﺀ ﻋﻨﺎﺼﺭ ﺍﻟﻤـﻨﻬﺞ ﻤـﻊ ﺍﻟﺘﺭﻜﻴـﺯ ﻋﻠـﻰ‬
‫ﺍﻟﻤﺤﺘﻭﻯ ﻭﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻘﻭﻴﻡ‪.‬‬
‫‪ -‬ﺨﻁﻭﺍﺕ ﺍﻟﺘﻁﻭﻴﺭ ‪ ،‬ﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻁﻭﻴﺭ ‪ ،‬ﻭﺩﻭﺭ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﻤﺴﻠﻤﻴﻥ ﻓﻲ ﺘﻁﻭﻴﺭﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪.‬‬
‫‪ -‬ﺍﻷﻫﺩﺍﻑ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺘﺩﺭﻴﺱ‪.‬‬
‫‪ -‬ﻁﺒﻴﻌﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬
‫‪ -‬ﺍﻟﺘﺩﺭﻴﺱ ﻋﻠﻡ ﻭﻓﻥ ‪.‬‬
‫‪ -‬ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﺍﻟﺘﺨﻁﻴﻁ ﺍﻟﺯﻤﻨﻲ ﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﻘﺭﺭ‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻷﻭل ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺃﻭﻻ – ﺍﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻘﻠﻴﺩﻱ ﻟﻠﻤﻨﻬﺞ ‪:‬‬
‫" ﻤﺠﻤﻭﻋﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺤﻘﺎﺌﻕ ﻭﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺘﻲ ﺘﻌﻤل ﺍﻟﻤﺩﺭﺴﺔ ﻋﻠﻰ ﺇﻜﺴﺎﺒﻬﺎ ﻟﻠﺘﻼﻤﻴﺫ ﺒﻬﺩﻑ ﺇﻋﺩﺍﺩﻫﻡ ﻟﻠﺤﻴـﺎﺓ‬
‫ﻭﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺘﻬﻡ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻟﻤﺎﻡ ﺒﺨﺒﺭﺍﺕ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ‪".‬‬
‫ﺜﺎﻨﻴﺎ – ﺨﻁﻭﺍﺕ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻨﻬﺞ ﻭﻓﻕ ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ‪:‬‬
‫‪ (١‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ‪.‬‬
‫‪ (٢‬ﺘﻭﺯﻴﻊ ﺍﻟﻤﺎﺩﺓ ﻋﻠﻰ ﻤﺭﺍﺤل ﻭﺴﻨﻭﺍﺕ ‪.‬‬
‫‪ (٣‬ﺇﻋﺩﺍﺩ ﺍﻟﻜﺘﺏ ‪.‬‬

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 ‫‪ (٤‬ﺘﻭﺯﻴﻊ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﻤﺎﺩﺓ ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻟﻌﺎﻡ ‪.‬‬
‫‪ (٥‬ﺘﺤﺩﻴﺩ ﺍﻟﻁﺭﻕ ﻭﺍﻟﻭﺴﺎﺌل ‪.‬‬
‫‪ (٦‬ﺘﺤﺩﻴﺩ ﻁﺭﻴﻘﺔ ﺍﻟﺘﻘﻭﻴﻡ ‪.‬‬
‫ﺜﺎﻟﺜﺎ – ﻤﻼﺤﻅﺎﺕ ﺤﻭل ﺍﻟﻤﻨﻬﺞ ﺒﻤﻔﻬﻭﻤﻪ ﺍﻟﺘﻘﻠﻴﺩﻱ ‪:‬‬
‫‪ (١‬ﺤﺠﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ‪.‬‬
‫‪ (٢‬ﻨﻭﻋﻴﺔ ﺍﻟﻤﻌﻠﻡ ‪.‬‬
‫‪ (٣‬ﻨﻭﻋﻴﺔ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ‪.‬‬
‫‪ (٤‬ﺍﻟﻨﺎﺘﺞ ‪.‬‬
‫ﺭﺍﺒﻌﺎ – ﺍﻟﻨﻘﺩ ﺍﻟﻤﻭﺠﻪ ﻟﻠﻤﻨﻬﺞ ﺒﻤﻔﻬﻭﻤﻪ ﺍﻟﺘﻘﻠﻴﺩﻱ ‪:‬‬
‫‪ (١‬ﺇﻫﻤﺎل ﺠﻭﺍﻨﺏ ﺃﺨﺭﻯ ﻓﻲ ﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ‪.‬‬
‫‪ (٢‬ﺇﻫﻤﺎل ﺤﺎﺠﺎﺕ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻭﻤﻴﻭﻟﻬﻡ ﻭﻤﺸﻜﻼﺘﻬﻡ ‪.‬‬
‫‪ (٣‬ﺇﻫﻤﺎل ﺘﻭﺠﻴﻪ ﺍﻟﺴﻠﻭﻙ ‪.‬‬
‫‪ (٤‬ﺇﻫﻤﺎل ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ‪.‬‬
‫‪ (٥‬ﺇﻫﻤﺎل ﺘﻜﻭﻴﻥ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ‪.‬‬
‫‪ (٦‬ﺍﻟﺘﻌﻭ‪‬ﺩ ﻋﻠﻰ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻋﺩﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺱ ‪.‬‬
‫‪ (٧‬ﺘﻀﺨﻡ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪.‬‬
‫‪ (٨‬ﻋﺩﻡ ﺘﺭﺍﺒﻁ ﺍﻟﻤﻭﺍﺩ ‪.‬‬
‫‪ (٩‬ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺸﺄﻥ ﺍﻟﻤﻌﻠﻡ ‪.‬‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺜﺎﻨﻲ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺨﺎﻤﺴﺎ – ﺍﻟﻤﻔﻬﻭﻡ ﺍﻟﺤﺩﻴﺙ ﻟﻠﻤﻨﻬﺞ ‪:‬‬
‫" ﻤﺠﻤﻭﻉ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻟﻤﺘﻌﻠﻡ ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺨﺎﺭﺠﻬﺎ ﻭﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﺘﺤﻘﻴﻕ ﻨﻤﻭﻩ ﺍﻟﺸﺎﻤل ﻨﻤﻭﺍ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﻌﺩﻴل ﺴﻠﻭﻜﻪ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻨﺸﻭﺩﺓ "‬
‫ﺴﺎﺩﺴﺎ – ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺴﺎﻋﺩﺕ ﻋﻠﻰ ﻨﺸﺄﺓ ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ‪:‬‬
‫‪ (١‬ﻅﻬﻭﺭ ﺍﻟﺼﻨﺎﻋﺔ ﺇﺫ ﺃﻜﺩﺕ ﺃﻫﻤﻴﺔ ﺍﻟﻌﻤل ‪.‬‬
‫‪ (٢‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺠﻭﺍﻨﺏ ﺍﻟﻨﻤﻭ ‪ ،‬ﻭﺇﻴﺠﺎﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ‪ ،‬ﻭﺃﻫﻤﻴﺔ ﺍﻟﻨﺸﺎﻁ ‪.‬‬
‫ﺴﺎﺒﻌﺎ ـ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻘﻠﻴﺩﻱ ﻭﺍﻟﻤﻔﻬﻭﻡ ﺍﻟﺤﺩﻴﺙ ‪:‬‬
‫‪ (١‬ﻤﻥ ﺤﻴﺙ ﺍﻟﻬﺩﻑ‬
‫‪ (٢‬ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺤﺘﻭﻯ‬
‫‪ (٣‬ﻤﻥ ﺤﺒﺙ ﻁﺭﻴﻘﺔ ﺍﻟﺘﺩﺭﻴﺱ‬
‫‪ (٤‬ﻤﻥ ﺤﻴﺙ ﺍﻟﻨﺸﺎﻁ‬

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 ‫‪ (٥‬ﻤﻥ ﺤﻴﺙ ﺩﻭﺭ ﺍﻟﻤﻌﻠﻡ‬
‫‪ (٦‬ﻤﻥ ﺤﻴﺙ ﺩﻭﺭ ﺍﻟﻤﺘﻌﻠﻡ‬
‫‪ (٧‬ﻤﻥ ﺤﻴﺙ ﻁﺭﻴﻘﺔ ﺍﻟﺘﻘﻭﻴﻡ‬
‫‪ (٨‬ﻤﻥ ﺤﻴﺙ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻡ‬

‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺜﺎﻟﺙ ) ﺴﺎﻋﺘﺎﻥ (‬

‫ﺴﺎﺒﻌﺎ – ﺍﻟﺸﺭﻭﻁ ﺍﻟﻭﺍﺠﺏ ﺘﻭﺍﻓﺭﻫﺎ ﻓﻲ ﺍﻟﺨﺒﺭﺍﺕ ‪:‬‬
‫‪ (١‬ﺘﺤﻘﻴﻕ ﺍﻟﺘﻭﺍﺯﻥ ﺒﻴﻥ ﺍﻟﻔﺭﺩ ﻭﺍﻟﺒﻴﺌﺔ ) ﺍﻟﻌﻨﺎﻴﺔ ﺒﺎﻟﻔﺭﺩ ‪ ،‬ﻭﺍﻟﻌﻨﺎﻴﺔ ﺒﺎﻟﺒﻴﺌﺔ (‬
‫‪ (٢‬ﺍﻻﺴﺘﻤﺭﺍﺭﻴﺔ ) ﻻﺒﺩ ﺃﻥ ﺘﺴﻬﻡ ﻜل ﺨﺒﺭﺓ ﻓﻲ ﺒﻨﺎﺀ ﺨﺒﺭﺓ ﺠﺩﻴﺩﺓ (‬
‫‪ (٣‬ﺘﺭﺍﺒﻁ ﺍﻟﺨﺒﺭﺍﺕ ﻭﺘﻨﻅﻴﻤﻬﺎ ) ﺩﺍﺨل ﻜل ﻤﺭﺤﻠﺔ ‪ ،‬ﻭﻜل ﺼﻑ ‪ ،‬ﻭﻜل ﻤﺎﺩﺓ ‪ ،‬ﻭﺒـﻴﻥ ﺍﻟﻤـﻭﺍﺩ ﺒﻌﻀـﻬﺎ‬
‫ﻭﺒﻌﺽ (‬
‫‪ (٤‬ﺍﻟﺘﻨﻭﻉ ‪.‬‬
‫ﺜﺎﻤﻨﺎ ‪ -‬ﺃﻨﻭﺍﻉ ﺍﻟﺨﺒﺭﺍﺕ ‪:‬‬
‫‪ (١‬ﻤﺒﺎﺸﺭﺭﺓ ‪ :‬ﻴﻤﺭ ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻨﻔﺴﻪ ‪ ،‬ﻭﻴﻜﺘﺴﺒﻬﺎ ﻤﺒﺎﺸﺭﺓ ﺒﺩﻭﻥ ﻤﻌﻠﻡ ‪ ).‬ﺃﻤﺜﻠﺔ ‪(.....‬‬
‫‪ (٢‬ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ‪ :‬ﻴﻤﺭ ﺒﻬﺎ ﺍﻵﺨﺭﻭﻥ ﻭﻴﻜﺘﺴﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻤﻥ ﺨﻼل ﺍﻟﻘﺭﺍﺀﺓ ‪ ،‬ﺃﻭ ﺍﻻﺴﺘﻤﺎﻉ ‪ ،‬ﺃﻭ ﺍﻟﻤﺸﺎﻫﺩﺓ ‪.‬‬
‫) ﺃﻤﺜﻠﺔ ‪(......‬‬
‫ﺘﺎﺴﻌﺎ – ﺃﻫﻤﻴﺔ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﺒﺎﺸﺭﺓ ‪:‬‬
‫‪ (١‬ﺘﺠﻌل ﺍﻟﺘﻌﻠﻡ ﺃﻜﺜﺭ ﻭﻀﻭﺤﺎ ‪.‬‬
‫‪ (٢‬ﺘﻌﻠﻕ ﺒﺎﻟﺫﺍﻜﺭﺓ ‪.‬‬
‫‪ (٣‬ﻴﺠﻌل ﺩﻭﺭ ﺍﻟﻤﺘﻌﻠﻡ ﺇﻴﺠﺎﺒﻴﺎ ‪.‬‬
‫‪ (٤‬ﺘﻨﻤﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ‪.‬‬
‫‪ (٥‬ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺱ ‪ ،‬ﻭﺘﺤﻘﻴﻕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺫﺍﺘﻲ ‪.‬‬
‫‪ (٦‬ﺘﺨﻔﻴﻑ ﺍﻟﻌﺏﺀ ﻋﻥ ﺍﻟﻤﻌﻠﻡ ‪.‬‬
‫‪ (٧‬ﺘﻜﻭﻴﻥ ﺒﻌﺽ ﺍﻻﺘﺠﺎﻫﺎﺕ ‪ ،‬ﻭﺍﻜﺘﺴﺎﺏ ﺒﻌﺽ ﺍﻟﻤﻬﺎﺭﺍﺕ ‪.‬‬
‫‪ (٨‬ﺘﻅﻬﺭ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ‪.‬‬
‫ﻋﺎﺸﺭﺍ – ﺃﻫﻤﻴﺔ ﺍﻟﺨﺒﺭﺍﺕ ﻏﻴﺭ ﺍﻟﻤﺒﺎﺸﺭﺓ ‪:‬‬
‫‪ (١‬ﺘﺤﻘﻴﻕ ﺍﻟﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻷﺠﻴﺎل ‪.‬‬
‫‪ (٢‬ﺒﺩﻴل ﻟﻠﺨﺒﺭﺓ ﺍﻟﻤﺒﺎﺸﺭﺓ ‪.‬‬
‫‪ (٣‬ﺃﺴﺎﺴﻴﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻤﺒﺎﺸﺭﺓ ‪.‬‬
‫‪ (٤‬ﻴﺴﻬل ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ‪.‬‬

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 ‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺭﺍﺒﻊ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﻴﻤﻜﻥ ﺇﺠﻤﺎﻟﻬﺎ ﺒﺸﻜل ﻤﺨﺘﺼﺭ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺜﻼﺙ ﺍﻵﺘﻴﺔ ‪:‬‬
‫‪ (١‬ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﻓﻬﻡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ‪.‬‬
‫‪ (٢‬ﺍﻟﺒﻨﺎﺀ ﺍﻟﺴﻴﺎﺴﻲ ﻭﺍﻟﺜﻘﺎﻓﻲ ﻟﻠﻤﺠﺘﻤﻊ ‪.‬‬
‫‪ (٣‬ﺤﺎﺠﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﻭﺨﺼﺎﺌﺹ ﻨﻤﻭﻫﻡ ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻔﺼﻴﻠﻬﺎ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﺅﺜﺭ ﻓﻲ ﺒﻨﺎﺀ ﺍﻟﻤﻨﻬﺞ ﻭﻫﻲ ‪:‬‬
‫‪ (١‬ﺘﻁﻭﺭ ﺍﻟﻤﻌﺭﻓﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪.‬‬
‫‪ (٢‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻔﻨﻲ ﻟﻠﻤﻌﻠﻡ ‪.‬‬
‫‪ (٣‬ﻨﺘﺎﺌﺞ ﺍﻟﺒﺤﻭﺙ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪.‬‬
‫‪ (٤‬ﻁﺒﻴﻌﺔ ﺨﺼﺎﺌﺹ ﻨﻤﻭ ﺍﻟﺘﻼﻤﻴﺫ ‪.‬‬
‫‪ (٥‬ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺍﻟﺘﺭﺒﻴﺔ ‪.‬‬
‫‪ (٦‬ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺌﺩﺓ ‪.‬‬
‫‪ (٧‬ﺍﻟﺤﺭﺍﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪.‬‬
‫‪ (٨‬ﺍﻻﻨﻔﺘﺎﺡ ﺍﻟﻌﺎﻟﻤﻲ ‪.‬‬
‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺨﺎﻤﺱ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺃ – ﻤﺼﺎﺩﺭ ﺍﺸﺘﻘﺎﻕ ﺍﻷﻫﺩﺍﻑ ‪:‬‬
‫‪ (١‬ﻓﻠﺴﻔﺔ ﺍﻟﻤﺠﺘﻤﻊ‬
‫‪ (٢‬ﻓﻠﺴﻔﺔ ﺍﻟﺘﺭﺒﻴﺔ‬
‫‪ (٣‬ﻁﺒﻴﻌﺔ ﺍﻟﺘﻌﻠﻡ‬
‫‪ (٤‬ﺍﻟﻤﺘﺨﺼﺼﻭﻥ ﻓﻲ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ‬
‫ﺏ – ﻤﺴﺘﻭﻴﺎﺕ ﺍﻷﻫﺩﺍﻑ ‪:‬‬
‫‪ (١‬ﻏﺎﻴﺎﺕ ‪ :‬ﻴﺤﺩﺩﻫﺎ ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺩﻭﻟﺔ ﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻟﺭﺅﺴﺎﺀ ﺃﻭ ﺍﻟﺤﻜـﺎﻡ ﺃﻭ ﺍﻟـﻭﺯﺭﺍﺀ ﺃ ﺃﻭ ﻓﻼﺴـﻔﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ‪.‬‬
‫‪ (٢‬ﺃﻏﺭﺍﺽ ‪ :‬ﻴﺤﺩﺩﻫﺎ ﺨﺒﺭﺍﺀ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪ ،‬ﻭﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﻟﺘﺤﺩﻴﺩ ﺍﻟﻐﺭﺽ ﻤﻥ ﻜل ﻤﺎﺩﺓ ‪ ،‬ﻭﻤﻥ ﻜل‬
‫ﻤﺭﺤﻠﺔ ‪.‬‬
‫‪ (٣‬ﺴﻠﻭﻜﻴﺔ ) ﺇﺠﺭﺍﺌﻴﺔ ( ‪ :‬ﻴﺤﺩﺩﻫﺎ ﺍﻟﻤﻌﻠﻡ ﻭﻫﻲ ﺨﺎﺼﺔ ﺒﻜل ﺤﺼﺔ ‪ ،‬ﻭﺒﻜل ﺩﺭﺱ ‪ ،‬ﺃﻭ ﻭﺤﺩﺓ ﺼﻐﻴﺭﺓ ‪.‬‬
‫ﺝ – ﺘﺼﻨﻴﻑ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴ‪‬ﺔ ﻭﻤﺴﺘﻭﻴﺎﺘﻬﺎ ‪:‬‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺴﺎﺩﺱ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﻤﻜﻭﻨﺎﺕ ﺍﻟﻬﺩﻑ ﺍﻟﺴﻠﻭﻜﻲ ‪:‬‬
‫ﺃﻥ ـ ﻓﻌل ﺴﻠﻭﻜﻲ ـ ﺍﻟﻤﺘﻌﻠﻡ ـ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ـ ﺸﺭﻁ ﺍﻷﺩﺍﺀ ـ ﻤﻌﻴﺎﺭ ﺍﻷﺩﺍﺀ‬

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 ‫ﺸﺭﻭﻁ ﺍﻟﻬﺩﻑ ﺍﻟﺴﻠﻭﻜﻲ ‪:‬‬
‫‪ .١‬ﺃﻥ ﻴﻜﻭﻥ ﻤﺤﺩﺩﺍ ﻭﻭﺍﻀﺤﺎ ‪.‬‬
‫‪ .٢‬ﻗﺎﺒﻠﻴﺘﻪ ﻟﻠﻘﻴﺎﺱ ‪.‬‬
‫‪ .٣‬ﻴﺼﻑ ﻨﻭﺍﺘﺞ ﺍﻟﺘﻌﻠﻡ ‪.‬‬
‫‪ .٤‬ﺃﻥ ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﺤﺩ ﺍﻷﺩﻨﻰ ﻟﻸﺩﺍﺀ ‪.‬‬
‫‪ .٥‬ﺃﻥ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﻓﻌل ﺴﻠﻭﻜﻲ ﻴﻌﺒﺭ ﻋﻥ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ‪.‬‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺼﻴﺎﻏﺔ ﺍﻵﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴﺔ‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺴﺎﺒﻊ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺍﻟﻤﺤﺘﻭﻯ‬
‫‪ ý‬ﺍﻟﺘﻔﺭﻴﻕ ﺒﻴﻥ ﺒﻌﺽ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ‪ ) :‬ﺍﻟﻤﺤﺘﻭﻯ ـ ﺍﻟﻤﻘﺭﺭ ـ ﺍﻟﻤﻨﻬﺞ (‬
‫‪ (a‬ﺍﻟﻤﺤﺘﻭﻯ‬
‫‪ (b‬ﺍﻟﻤﻘﺭﺭ‬
‫‪ (c‬ﺍﻟﻤﻨﻬﺞ‬
‫‪ ý‬ﺍﻟﻤﺭﺍﺤل ﺍﻟﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺤﺘﻭﻯ ‪:‬‬
‫‪ (a‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺭﺌﻴﺴﺔ ‪.‬‬
‫‪ (b‬ﺍﺨﺘﻴﺎﺭ ﺍﻷﻓﻜﺎﺭ ﺍﻷﺴﺎﺴﻴﺔ ‪.‬‬
‫‪ (c‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻷﻓﻜﺎﺭ ‪.‬‬
‫‪ ý‬ﻤﻌﺎﻴﻴﺭ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺤﺘﻭﻯ ﺃﻥ ﻴﻜﻭﻥ ‪:‬‬
‫‪ (a‬ﻤﺭﺘﺒﻁﺎ ﺒﺎﻷﻫﺩﺍﻑ ‪.‬‬
‫‪ (b‬ﺼﺎﺩﻗﺎ ﻭﻟﻪ ﺩﻻﻟﺔ ‪.‬‬
‫‪ (c‬ﻤﺭﺘﺒﻁﺎ ﺒﺎﻟﻭﺍﻗﻊ ﺍﻟﺜﻘﺎﻓﻲ ‪.‬‬
‫‪ (d‬ﻤﺘﻭﺍﺯﻨﺎ ﺒﻴﻥ ﺸﻤﻭﻟﻪ ﻭﻋﻤﻘﻪ ‪.‬‬
‫‪ (e‬ﻤﺭﺍﻋﻴﺎ ﻟﻤﻴﻭل ﻭﺤﺎﺠﺎﺕ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ‪.‬‬
‫‪ ý‬ﻜﻴﻔﻴﺔ ﺘﻨﻅﻴﻡ ﺍﻟﻤﺤﺘﻭﻯ ‪:‬‬
‫‪ (a‬ﻴﺠﺏ ﺃﻥ ﻴﻨﻅﻡ ﺍﻟﻤﺤﺘﻭﻯ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺒﺎﺩﺉ ﻫﻲ ‪:‬‬
‫‪ (b‬ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﺍﻟﻤﻌﻠﻭﻡ ﺇﻟﻰ ﺍﻟﻤﺠﻬﻭل ‪.‬‬
‫‪ (c‬ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﺍﻟﻤﺤﺱ ﺇﻟﻰ ﺍﻟﻤﺠﺭﺩ ‪.‬‬
‫‪ (d‬ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﺍﻟﻤﺄﻟﻭﻑ ﺇﻟﻰ ﺍﻟﻐﺭﻴﺏ ‪.‬‬
‫‪ (e‬ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﺍﻟﻤﺒﺎﺸﺭ ﺇﻟﻰ ﻏﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ ‪.‬‬
‫‪ (f‬ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﺍﻟﺒﺴﻴﻁ ﺇﻟﻰ ﺍﻟﻤﺭﻜﺏ ‪.‬‬

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 ‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺜﺎﻤﻥ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺍﻟﺘﻘﻭﻴﻡ‬
‫‪ (١‬ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ‪:‬‬
‫‪ (a‬ﺍﻟﺘﻘﻭﻴﻡ ‪:‬‬
‫‪ (b‬ﺍﻟﺘﻘﻴﻴﻡ ‪:‬‬
‫‪ (c‬ﺍﻟﻘﻴﺎﺱ ‪:‬‬
‫‪ (٢‬ﺍﻷﺴﺱ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻘﻭﻴﻡ ‪:‬‬
‫‪ (a‬ﺍﻟﺸﻤﻭل ‪:‬‬
‫‪ (b‬ﺍﻻﺴﺘﻤﺭﺍﺭﻴﺔ ‪:‬‬
‫‪ (c‬ﺍﻟﺘﻜﺎﻤل ‪:‬‬
‫‪ (d‬ﺍﻟﺘﻌﺎﻭﻥ ‪:‬‬
‫‪ (e‬ﺍﻟﺘﻨﺎﺴﻕ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ‪:‬‬
‫‪ (f‬ﺃﻥ ﻴﻜﻭﻥ ﺍﻗﺘﺼﺎﺩﻴﺎ ‪:‬‬
‫‪ (g‬ﺃﻥ ﻴﺒﻨﻰ ﻋﻠﻰ ﺴﺎﺱ ﻋﻠﻤﻲ ‪:‬‬
‫‪ (٣‬ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺘﻘﻭﻴﻡ ‪:‬‬
‫‪ (a‬ﺍﻟﺼﺩﻕ ‪:‬‬
‫‪ (b‬ﺍﻟﺜﺒﺎﺕ ‪:‬‬
‫‪ (c‬ﺍﻟﻤﻭﻀﻭﻋﻴﺔ ‪:‬‬
‫‪ (d‬ﺍﻟﺘﻨﻭﻉ ‪:‬‬
‫‪ (e‬ﺍﻟﺘﺨﻁﻴﻁ ‪:‬‬
‫‪ (f‬ﻤﺭﺍﻋﺎﺓ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ‪:‬‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺘﺎﺴﻊ ) ﺴﺎﻋﺘﺎﻥ (‬
‫‪ (٤‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ ‪:‬‬
‫ﻓﺭﺩﻱ ) ﻤﻤﻴﺯﺍﺘﻪ ـ ﻋﻴﻭﺒﻪ (‬
‫ﺠﻤﺎﻋﻲ ) ﻤﻤﻴﺯﺍﺘﻪ ـ ﻋﻴﻭﺒﻪ (‬
‫‪ (٥‬ﻭﺴﺎﺌل ﺍﻟﺘﻘﻭﻴﻡ ‪:‬‬
‫‪ (a‬ﺍﻟﻤﻘﺎﺒﻠﺔ ‪:‬‬
‫‪ (b‬ﺍﻟﻤﻼﺤﻅﺔ ‪:‬‬
‫‪ (c‬ﺍﻻﺴﺘﺒﺎﻨﺔ ‪:‬‬
‫‪ (d‬ﺍﻟﺘﻘﺎﺭﻴﺭ ‪:‬‬

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 ‫‪ (e‬ﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﺔ ‪:‬‬
‫‪ (f‬ﺍﻟﺴﺠﻼﺕ ﺍﻟﻤﺠﻤﻌﺔ ‪:‬‬
‫‪ (g‬ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ) ﺍﻟﺘﺤﺼﻴل ـ ﺍﻟﻘﺩﺭﺍﺕ ـ ﺍﻟﻠﻴﺎﻗﺔ ـ ﺍﻻﺴﺘﻌﺩﺍﺩ ـ ﺍﻟﺫﻜﺎﺀ ‪....‬ﺍﻟﺦ (‬

‫ﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﻤﻨﺎﻫﺞ‬
‫‪ v‬ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ ‪.‬‬
‫‪ v‬ﻤﻨﻬﺞ ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪.‬‬
‫‪ v‬ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ ‪.‬‬
‫‪ v‬ﻤﻨﻬﺞ ﺍﻟﻤﺸﺭﻭﻋﺎﺕ ‪.‬‬
‫‪ v‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺤﻭﺭﻱ ‪.‬‬
‫‪ v‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ ‪.‬‬
‫‪ v‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﺨﻔﻲ ‪.‬‬
‫ﺃﻭﻻ ـ ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﻌﺎﺸﺭ ) ﺴﺎﻋﺘﺎﻥ (‬
‫‪ (١‬ﺍﻷﺼﻭل ﺍﻟﺘﺎﺭﻴﺨﻴﺔ ﻟﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ ‪:‬‬
‫‪ (٢‬ﺍﻟﻜﻴﻔﻴﺔ ‪:‬‬
‫‪ (٣‬ﻟﺴﻤﺎﺕ ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻌﺎﻤﺔ ﻟﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ ‪:‬‬
‫‪ (a‬ﺍﻟﺘﻨﻅﻴﻡ ﺍﻟﻤﻨﻁﻘﻲ ﻟﻠﺤﻘﺎﺌﻕ ‪.‬‬
‫‪ (b‬ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺸﺭﺡ ﻭﺍﺴﺘﻴﻌﺎﺏ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ‪.‬‬
‫‪ (c‬ﻋﺩﻡ ﺘﻜﺎﻤل ﺃﻫﺩﺍﻑ ﺍﻟﺘﻌﻠﻡ ‪.‬‬
‫‪ (d‬ﺃﺴﺒﻘﻴﺔ ﺍﻟﺘﺨﻁﻴﻁ ‪.‬‬
‫‪ (e‬ﻋﺯل ﺍﻟﻨﺸﺎﻁ ﻋﻥ ﺍﻟﻤﻘﺭﺭ ﺍﻟﺩﺭﺍﺴﻲ ‪.‬‬
‫‪ (٤‬ﻤﺯﺍﻴﺎ ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ ‪:‬‬
‫‪ (٥‬ﻋﻴﻭﺏ ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ ‪:‬‬
‫‪ (٦‬ﺍﻟﺠﻬﻭﺩ ﺍﻟﻤﺒﺫﻭﻟﺔ ﻟﺘﺤﺴﻴﻥ ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻨﻔﺼﻠﺔ ‪:‬‬
‫‪ (a‬ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ ‪.‬‬
‫‪ (b‬ﻤﻨﻬﺞ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺩﻤﺠﺔ ‪.‬‬
‫‪ (c‬ﻤﻨﻬﺞ ﺍﻟﺘﻜﺎﻤل ‪.‬‬

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 ‫ﺜﺎﻨﻴﺎ ـ ﻤﻨﻬـﺞ ﺍﻟﻨﺸـﺎﻁ‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺭ ) ﺴﺎﻋﺘﺎﻥ (‬
‫‪ (١‬ﺘﻌﺭﻴﻔﻪ ‪:‬‬
‫ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﻓﺭﺩ ﺃﻭ ﺠﻤﺎﻋﺔ ﻟﺘﺤﻘﻴﻕ ﺃﻏﺭﺍﺽ ﻭﺍﻀﺤﺔ ﻭﻤﺤﺩﺩﺓ ﻓـﻲ ﻤﺤـﻴﻁ ﺍﺠﺘﻤـﺎﻋﻲ‬
‫ﺒﺭﻏﺒﺔ ﻭﺤﻤﺎﺱ ‪.‬‬
‫‪ (٢‬ﻤﺘﻁﻠﺒﺎﺕ ﻫﺫﺍ ﺍﻟﻤﻨﻬﺞ ﻓﻲ ﻀﻭﺀ ﺘﻌﺭﻴﻔﻪ ‪:‬‬
‫‪ (٣‬ﺘﺎﺭﻴﺦ ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ‪:‬‬
‫ﻋﺎﻡ ‪١٨٩٦‬ﻋﻨﺩﻤﺎ ﺃﻨﺸﺄ ﺠﻭﻥ ﺩﻴﻭﻱ ﻤﺩﺭﺴﺔ ﻤﻠﺤﻘﺔ ﺒﺠﺎﻤﻌﺔ ﺸﻴﻜﺎﻏﻭ ﺒﺎﻟﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ‬
‫‪ (٤‬ﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﺘﻲ ﻗﺎﻡ ﻋﻠﻴﻬﺎ ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ ‪:‬‬
‫‪ (a‬ﺩﺍﻓﻊ ﺍﺠﺘﻤﺎﻋﻲ ‪:‬‬
‫‪ (b‬ﺩﺍﻓﻊ ﺇﻨﺴﺎﻨﻲ ‪:‬‬
‫‪ (c‬ﺩﺍﻓﻊ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺘﺠﺭﻴﺏ ‪:‬‬
‫‪ (d‬ﺩﺍﻓﻊ ﺍﻟﺘﻌﺒﻴﺭ ‪:‬‬
‫‪ (٥‬ﻤﺤﻭﺭ ﻨﺸﺎﻁ ﺍﻟﻤﺩﺭﺴﺔ ﻓﻲ ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ ‪:‬‬
‫‪ (٦‬ﺍﻟﻬﺩﻑ ﻤﻥ ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ ‪:‬‬
‫ﺘﺤﻘﻴﻕ ﺍﻟﻨﻤﻭ ﺍﻟﺸﺎﻤل ﻭﻫﻭ ﻫﺩﻑ ﺍﻟﺘﺭﺒﻴﺔ ﺒﻭﺠﻪ ﻋﺎﻡ‬
‫‪ (٧‬ﻜﻴﻔﻴﺔ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ ‪:‬‬
‫‪ (a‬ﺘﺨﻁﻴﻁ ﻤﺴﺒﻕ ‪:‬‬
‫‪ (b‬ﺘﺨﻁﻴﻁ ﺁﻨﻲ ‪:‬‬
‫‪ (٨‬ﺨﺼﺎﺌﺹ ﻤﻨﻬﺞ ﺍﻟﻨﺸﺎﻁ ‪:‬‬
‫‪ (a‬ﻴﺭﺍﻋﻲ ﺤﺎﺠﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﻭﺃﻏﺭﺍﻀﻬﻡ ﻓﻴﺘﺤﺩﺩ ﺍﻟﻤﺤﺘﻭﻯ ﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻙ ‪.‬‬
‫‪ (b‬ﻴﺘﺨﻁﻰ ﺍﻟﺤﺩﻭﺩ ﻭﺍﻟﺤﻭﺍﺠﺯ ﺍﻟﻔﺎﺼﻠﺔ ﺒﻴﻥ ﺍﻟﻤﻭﺍﺩ ‪.‬‬
‫‪ (c‬ﻻ ﻴﻌﺩ ﻤﻘﺩﻤﺎ ‪.‬‬
‫‪ (d‬ﻁﺭﻴﻘﺔ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﻫﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺴﺎﺌﺩﺓ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﻨﻬﺞ ‪.‬‬
‫‪ (e‬ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ ﻭﺍﻟﺘﺨﻁﻴﻁ ﺍﻟﻤﺸﺘﺭﻙ ‪.‬‬

‫ﻤﻨﻬﺞ ﺍﻟﻤﺸﺭﻭﻋﺎﺕ‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺜﺎﻨﻲ ﻋﺸﺭ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺃﻭل ﻤﻥ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﻫﺫﺍ ﺍﻻﺴﻡ ﻭﻟﻴﺎﻡ ﻜﻠﺒﺎﺘﺭﻙ ﻋﺎﻡ ‪. ١٩١٨‬‬
‫‪ (١‬ﻤﻌﻨﻰ ﺍﻟﻤﺸﺭﻭﻉ ‪ :‬ﻫﻭ ﺘﻨﻅﻴﻡ ﻤﻨﻬﺠﻲ ﻭﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ‪.‬‬

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 ‫‪ (٢‬ﺍﻟﺸﺭﻭﻁ ﺍﻟﻭﺍﺠﺏ ﺘﻭﺍﻓﺭﻫﺎ ﻓﻲ ﺍﻟﻤﺸﺭﻭﻉ ‪:‬‬
‫ﺃﻥ ﻴﻜﻭﻥ ﺫﺍ ﺃﻫﻤﻴﺔ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪.‬‬ ‫‪(a‬‬
‫‪ (b‬ﺃﻥ ﻴﻜﻭﻥ ﻟﻪ ﻫﺩﻑ ﻭﺍﻀﺢ ‪.‬‬
‫ﺃﻥ ﻴﺒﻌﺙ ﻋﻠﻰ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺘﻨﻘﻴﺏ ﻭﺤل ﺍﻟﻤﺸﻜﻼﺕ ‪.‬‬ ‫‪(c‬‬
‫‪ (d‬ﺃﻥ ﻴﺸﺘﺭﻙ ﻓﻲ ﺘﻨﻅﻴﻤﻪ ﺍﻟﻤﺘﻌﻠﻤﻭﻥ ﺠﻤﻴﻌﺎ ‪.‬‬
‫‪ (٣‬ﺃﻨﻭﺍﻉ ﺍﻟﻤﺸﺭﻭﻋﺎﺕ ‪:‬‬
‫ﻤﺸﺭﻭﻉ ﺇﻨﺘﺎﺠﻲ ‪.‬‬ ‫‪(a‬‬
‫‪ (b‬ﻤﺸﺭﻭﻉ ﺍﺴﺘﻬﻼﻜﻲ ‪.‬‬
‫ﻤﺸﺭﻭﻉ ﺨﺎﺹ ﺒﺤل ﺍﻟﻤﺸﻜﻼﺕ ‪.‬‬ ‫‪(c‬‬
‫‪ (d‬ﻤﺸﺭﻭﻉ ﺘﻌﻠﻴﻤﻲ ‪.‬‬
‫‪ (٤‬ﺨﻁﻭﺍﺕ ﺒﻨﺎﺀ ﺍﻟﻤﺸﺭﻭﻉ ‪:‬‬
‫ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺸﺭﻭﻉ ‪ .‬ﻭﻴﻨﺒﻐﻲ ﺃﻥ ﺘﺘﻭﺍﻓﺭ ﻓﻲ ﺍﻟﻤﺸﺭﻭﻉ ﺍﻟﺸﺭﻭﻁ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬ ‫‪(a‬‬
‫‪ .١‬ﺃﻥ ﻴﺘﻔﻕ ﻤﻊ ﻤﻴﻭل ﺍﻟﺘﻼﻤﻴﺫ ﻭﺃﻏﺭﺍﻀﻬﻡ ‪.‬‬
‫‪ .٢‬ﺃﻥ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﻨﻤﻭ ﺍﻟﺤﺴﻲ ﻭﺍﻟﻌﻘﻠﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻠﺘﻼﻤﻴﺫ ‪.‬‬
‫‪ .٣‬ﺃﻥ ﻴﺅﺩﻱ ﺇﻟﻰ ﺍﻜﺘﺴﺎﺏ ﺨﺒﺭﺍﺕ ﻭﻓﻴﺭﺓ ﻭﻤﺘﻌﺩﺩﺓ ‪.‬‬
‫‪ .٤‬ﺃﻥ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻼﻤﻴﺫ ﻭﻗﺩﺭﺍﺘﻬﻡ ﻭﺍﺴﺘﻌﺩﺍﺩﺍﺘﻬﻡ ‪.‬‬
‫‪ .٥‬ﺃﻥ ﺘﻜﻭﻥ ﺍﻟﻤﺸﺭﻭﻋﺎﺕ ﻤﺘﺯﻨﺔ ﻭﻤﺘﻨﻭﻋﺔ ‪.‬‬
‫‪ (b‬ﺘﻨﻔﻴﺫ ﺍﻟﻤﺸﺭﻭﻉ ‪.‬‬
‫ﺘﻘﻭﻴﻡ ﺍﻟﻤﺸﺭﻭﻉ ‪.‬‬ ‫‪(c‬‬
‫‪ (٥‬ﺍﻟﻴﻭﻡ ﺍﻟﻤﺩﺭﺴﻲ ﻓﻲ ﻤﻨﻬﺞ ﺍﻟﻤﺸﺭﻭﻉ ‪:‬‬
‫ﻴﻘﺴﻡ ﺍﻟﻴﻭﻡ ﺍﻟﻤﺩﺭﺴﻲ ﺇﻟﻰ ﺜﻼﺙ ﻓﺘﺭﺍﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ ‪:‬‬
‫ﻓﺘﺭﺓ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻤﺸﺭﻭﻉ ‪..‬‬ ‫‪(a‬‬
‫‪ (b‬ﻓﺘﺭﺓ ﺍﻟﻤﺸﺭﻭﻉ‬
‫ﻓﺘﺭﺓ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﻔﻨﻭﻥ ‪.‬‬ ‫‪(c‬‬

‫ﺜﺎﻟﺜﺎ ـ ﻤﻨﻬﺞ ﺍﻟﻭﺤﺩﺍﺕ‬

‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺜﺎﻟﺙ ﻋﺸﺭ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺍ ( ﺘﻌﺭﻴﻑ ﺍﻟﻭﺤﺩﺓ ‪:‬‬
‫ﺘﻨﻅﻴﻡ ﺨﺎﺹ ﻴﻀﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻓﻲ ﻤﻭﻗﻑ ﺘﻌﻠﻴﻤﻲ ﻤﺘﻜﺎﻤل ﻴﺜﻴﺭ ﺍﻫﺘﻤﺎﻤﻬﻡ ‪ ،‬ﻭﻴﺘﻁﻠﺏ ﻤﻨﻬﻡ ﻨﺸﺎﻁﺎ ﻤﺘﻨﻭﻋـﺎ‬
‫ﻴﺅﺩﻱ ﺇﻟﻰ ﻤﺭﻭﺭﻫﻡ ﻓﻲ ﺨﺒﺭﺍﺕ ﻤﻌﻴﻨﺔ ‪ ،‬ﻭﺇﻟﻰ ﺘﻌﻠﻤﻬﻡ ﺘﻌﻠﻤﺎ ﺨﺎﺼﺎ ﻴﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ‬
‫ﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ ‪.‬‬

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 ‫ﺏ ( ﺍﻟﺭﻜﺎﺌﺯ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﻤﻨﻬﺞ ﺍﻟﻭﺤﺩﺍﺕ ‪:‬‬
‫‪ .١‬ﺍﻟﺘﻜﺎﻤل ﺍﻟﻤﻌﺭﻓﻲ ‪.‬‬
‫‪ .٢‬ﺍﻟﺭﺒﻁ ﺒﻴﻥ ﺍﻟﺤﻴﺎﺓ ﺩﺍﺨل ﺍﻟﻤﺩﺭﺴﺔ ﻭﺨﺎﺭﺠﻬﺎ ‪.‬‬
‫‪ .٣‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺄﻨﻤﺎﻁ ﺍﻟﻨﺸﺎﻁ ‪.‬‬
‫‪ .٤‬ﺘﺤﻘﻴﻕ ﻤﺒﺩﺃ ﺸﻤﻭل ﺍﻟﺨﺒﺭﺓ ‪.‬‬
‫‪ .٥‬ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻟﺘﻘﻭﻴﻡ ﻭﺸﻤﻭﻟﻪ ‪.‬‬
‫ﺝ ( ﺃﻨﻭﺍﻉ ﺍﻟﻭﺤﺩﺍﺕ‬
‫‪ .١‬ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪:‬ﻗﺩ ﺘﺄﺨﺫ ﺸﻜل ﻤﻭﻀﻭﻉ ؛ ﻤﺜل ‪ :‬ﺍﻟﻁﺎﻗﺔ ـ ﺍﻟﺼـﺤﺔ ‪،..‬‬
‫ﺃﻭ ﺸﻜل ﻤﺸﻜﻼﺕ ﻤﺜل ‪ :‬ﻜﻴﻑ ﻨﺭﺒﻲ ﺃﺒﻨﺎﺀﻨﺎ ؟ ـ ﻜﻴﻑ ﻨﺼﻨﻊ ﺍﻟﺭﺨﺎﺀ ؟‬
‫‪ .٢‬ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﺨﺒﺭﺓ ‪ .‬ﻭﻋﻨﺩﺌﺫ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﺭﺍﻋﻰ ﺤﺎﺠﺎﺕ ‪ ،‬ﻭﻤﻴﻭل ﺍﻟﺘﻼﻤﻴـﺫ ﻤﺜـل ‪:‬‬
‫ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ـ ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺍﺕ ـ ﺍﻟﺴﺒﺎﺤﺔ ‪..‬ﺍﻟﺦ‬
‫ﺩ ( ﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﻭﺤﺩﺓ ‪:‬‬
‫ﺃﻤﻭﺭ ﻴﻨﺒﻐﻲ ﻤﺭﺍﻋﺎﺘﻬﺎ ﻋﻨﺩ ﺍﻟﺘﺨﻁﻴﻁ ﻟﻠﻭﺤﺩﺓ ‪:‬‬
‫‪ .١‬ﺘﺤﺩﻴﺩ ﺤﺎﺠﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﻭﻤﻴﻭﻟﻬﻡ ‪.‬‬
‫‪ .٢‬ﺘﺤﺩﻴﺩ ﺃﻫﺩﺍﻑ ﺍﻟﻭﺤﺩﺓ ‪.‬‬
‫‪ .٣‬ﺘﺤﺩﻴﺩ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬
‫‪ .٤‬ﺘﻨﻅﻴﻡ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬
‫‪ .٥‬ﺘﺤﺩﻴﺩ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬
‫‪ .٦‬ﺘﺤﺩﻴﺩ ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ ‪.‬‬
‫‪ .٧‬ﺘﺤﺩﻴﺩ ﺍﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ ‪.‬‬
‫‪ .٨‬ﻭﻀﻊ ﺩﻟﻴل ﻟﻠﻭﺤﺩﺓ ‪.‬‬

‫ﺭﺍﺒﻌﺎ ـ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺤﻭﺭﻱ‬

‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺭﺍﺒﻊ ﻋﺸﺭ ) ﺴﺎﻋﺘﺎﻥ (‬
‫ﺃﻭﻻ ـ ﺘﻌﺭﻴﻔﻪ ‪:‬‬
‫ﻤﺠﻤﻭﻋﺔ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻲ ﻴﻜﺘﺴﺒﻬﺎ ﺍﻟﺘﻼﻤﻴﺫ ﻭﺍﻟﻤﺘﻤﺭﻜﺯﺓ ﺤﻭل ﺤﺎﺠﺎﺘﻬﻡ ‪ ،‬ﻭﻤﺸﻜﻼﺘﻬﻡ ﺍﻟﻌﺎﻤﺔ ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﻬﺩﻑ‬
‫ﺇﻟﻰ ﺇﺸﺒﺎﻉ ﺘﻠﻙ ﺍﻟﺤﺎﺠﺎﺕ ‪ ،‬ﻭﺤل ﺍﻟﻤﺸﻜﻼﺕ ‪.‬‬
‫ﺜﺎﻨﻴﺎ ـ ﻤﻜﻭﻨﺎﺕ ﺍﻟﻤﺤﻭﺭ ‪:‬‬
‫‪ .١‬ﻋﺩﺩ ﻤﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﻤﺘﻜﺎﻤﻠﺔ ﺍﻟﻤﻨﻅﻤﺔ ﻤﻨﻁﻘﻴﺎ ﻴﻤﻜﻥ ﺘﺩﺭﻴﺴﻬﺎ ﻤﺴﺘﻘﻠﺔ ‪.‬‬
‫‪ .٢‬ﻋﺩﺩ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻭﺍﺴﻌﺔ ﺍﻟﻤﺨﻁﻁ ﻟﻬﺎ ﻤﺴﺒﻘﺎ ﻭﺍﻟﺘﻲ ﺘﻔﻴﺩ ﻓﻲ ﺇﺸـﺒﺎﻉ ﺤﺎﺠـﺎﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﻭﺍﻟﺴﻴﻜﻭﻟﻭﺠﻴﺔ ‪.‬‬

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 ‫‪ .٣‬ﻋﺩﺩ ﻤﻥ ﻭﺤﺩﺍﺕ ﺍﻟﻌﻤل ‪ ،‬ﺃﻭ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻤﺨﻁﻁ ﻤﻥ ﻗﺒل ﺍﻟﻤﻌﻠﻤﻴﻥ ‪.‬‬
‫‪ .٤‬ﻋﺩﺩ ﻤﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ‪ ،‬ﺃﻭ ﻤﺠﺎﻻﺕ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻤﻭﺤﺩﺓ ﺍﻟﺘﻲ ﺘﺨﺩﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻷﺨﺭﻯ ﻤﺜل ‪ :‬ﺍﻟﺘﺎﺭﻴﺦ‬
‫ـ ﺍﻟﺒﻴﺌﺔ ‪...‬ﺍﻟﺦ‬
‫ﺜﺎﻟﺜﺎ ـ ﺨﺼﺎﺌﺹ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺤﻭﺭﻱ ‪:‬‬
‫‪ .١‬ﻤﺭﺍﻋﺎﺓ ﺤﺎﺠﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﻭﻤﺸﻜﻼﺘﻬﻡ ﺍﻟﻤﺸﺘﺭﻜﺔ ‪.‬‬
‫‪ .٢‬ﺇﻋﺩﺍﺩ ﺍﻟﻤﺘﻌﻠﻡ ﻟﻠﻤﻭﺍﻁﻨﺔ ‪.‬‬
‫‪ .٣‬ﺘﺠﺎﻭﺯ ﺍﻟﺤﺩﻭﺩ ﺍﻟﻔﺎﺼﻠﺔ ﺒﻴﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪.‬‬
‫‪ .٤‬ﺍﻟﺘﺨﻁﻴﻁ ﺍﻟﻤﺸﺘﺭﻙ ‪.‬‬
‫‪ .٥‬ﻜﺒﺭ ﺤﺠﻡ ﺍﻟﻌﺎﺌﺩ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪.‬‬
‫‪ .٦‬ﺍﻹﻋﺩﺍﺩ ﺍﻟﻤﺘﻜﺎﻤل ﺍﻟﺠﻴﺩ ﻟﻠﻤﻌﻠﻡ ‪.‬‬
‫ﺭﺍﺒﻌﺎ ـ ﻤﻤﻴﺯﺍﺕ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺤﻭﺭﻱ ‪:‬‬
‫‪ .١‬ﺍﺭﺘﺒﺎﻁ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺒﺤﻴﺎﺓ ﺍﻟﻁﺎﻟﺏ ‪ ،‬ﻭﺒﻤﺠﺘﻤﻌﻪ ‪.‬‬
‫‪ .٢‬ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺒﻤﺎ ﻟﻬﺎ ﻤﻥ ﺇﻴﺠﺎﺒﻴﺎﺕ ‪.‬‬
‫‪ .٣‬ﻤﺭﺍﻋﺎﺓ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ‪.‬‬
‫‪ .٤‬ﺯﻴﺎﺩﺓ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ‪.‬‬
‫‪ .٥‬ﺯﻴﺎﺩﺓ ﺜﻘﺔ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻓﻲ ﺃﻨﻔﺴﻬﻡ ‪.‬‬
‫‪ .٦‬ﺇﻜﺴﺎﺏ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﺭﻭﺡ ﺍﻟﺘﻌﺎﻭﻥ ﻭ ﺴﻴﺎﺩﺓ ﺍﻟﺤﺏ ﺒﻴﻨﻬﻡ ‪.‬‬
‫‪ .٧‬ﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ‪.‬‬
‫ﺨﺎﻤﺴﺎ ـ ﻋﻴﻭﺏ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺤﻭﺭﻱ ‪:‬‬
‫‪ .١‬ﻁﻭل ﻓﺘﺭﺓ ﺍﻹﻋﺩﺍﺩ ‪.‬‬
‫‪ .٢‬ﺼﻌﻭﺒﺔ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻡ ‪.‬‬
‫‪ .٣‬ﻋﺩﻡ ﺍﻜﺘﻤﺎل ﺍﻟﻨﻤﻭ ﺍﻟﻌﻘﻠﻲ ﻟﻠﺘﻼﻤﻴﺫ ‪.‬‬

‫ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﻬﺞ‬
‫ﺍﻷﺴﺒﻭﻉ ﺍﻟﺨﺎﻤﺱ ﻋﺸﺭ ) ﺴﺎﻋﺘﺎﻥ (‬
‫‪ (١‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﻁﻭﻴﺭ ‪:‬‬
‫‪ (٢‬ﺩﻭﺍﻋﻲ ﺍﻟﺘﻁﻭﻴﺭ ‪:‬‬
‫‪ (٣‬ﺍﻷﺴﺱ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻁﻭﻴﺭ ‪:‬‬
‫‪ (٤‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻁﻭﻴﺭ ﻗﺩﻴﻤﺎ ﻭﺤﺩﻴﺜﺎ ‪:‬‬
‫‪ (٥‬ﺨﻁﻭﺍﺕ ﺍﻟﺘﻁﻭﻴﺭ ‪:‬‬
‫ﺍﻟﺘﻘﻭﻴﻡ ‪.‬‬

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 ‫ﻴﺘﻡ ﺘﻘﻭﻴﻡ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﻭﻓﻘﺎ ﻟﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ %٢٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﺼﻔﻲ ‪.‬‬
‫‪ %٣٠‬ﻷﻋﻤﺎل ﺍﻟﺴﻨﺔ ‪ ،‬ﺘﻘﺩﻴﻡ ﻤﺸﺎﺭﻴﻊ ﺒﺤﺜﻴﺔ ﺫﺍﺕ ﻋﻼﻗﺔ ﺒﺎﻟﻤﻘﺭﺭ ) ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻤﻠﻲ( ‪.‬‬
‫‪ %٥٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﻬﺎﺌﻲ ‪.‬‬

‫ﺍﻟﻤﺭﺍﺠﻊ ‪:‬‬
‫‪ (١‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺩﺭﺴﻲ ﺍﻟﻤﻌﺎﺼﺭ ) ‪ ( ٢٠٠٨‬ﺃﺤﻤﺩ ﺍﻟﻤﻬﺩﻱ ﻋﺒﺩ ﺍﻟﺤﻠﻴﻡ ﻭﺁﺨﺭﻭﻥ ‪.‬‬
‫‪ (٢‬ﺃﺴﺱ ﺒﻨﺎﺀ ﺍﻟﻤﻨﻬﺞ ﻭﺘﻨﻅﻴﻤﺎﺘﻬﺎ ) ‪ (٢٠٠٧‬ﺤﻠﻤﻲ ﺃﺤﻤﺩ ﺍﻟﻭﻜﻴل ‪ ،‬ﻤﺤﻤﺩ ﺃﻤﻴﻥ ﺍﻟﻤﻔﺘﻲ‬
‫‪ (٣‬ﺍﻟﻤﻨﻬﺞ ‪ :‬ﻫﻨﺩﺴﺘﻪ ﻭﺘﻨﻅﻴﻤﺎﺘﻪ ‪ ،‬ﻭﺘﻘﻭﻴﻤﻪ ) ) ‪ ( ٢٠٠٥‬ﺭﺠﺏ ﺃﺤﻤﺩ ﺍﻟﻜﻠﺯﺓ ﻭﺁﺨﺭﻭﻥ ‪.‬‬
‫‪ (٤‬ﻤﻭﺴﻭﻋﺔ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﺭﺒﻭﻴﺔ ) ‪ (٢٠٠٠‬ﻤﺠﺩﻱ ﻋﺯﻴﺯ ﺇﺒﺭﺍﻫﻴﻡ ‪.‬‬
‫‪ (٥‬ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ) ‪ ١٩٩٧‬ﻜﻭﺜﺭ ﺤﺴﻴﻥ ﻜﻭﺠﻙ ‪.‬‬
‫‪ (٦‬ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﻌﺎﺼﺭﺓ ) ) ‪ ( ١٩٩٦‬ﻓﻭﺯﻱ ﻁﻪ ﺇﺒﺭﺍﻫﻴﻡ ‪ ،‬ﻭﺭﺠﺏ ﺃﺤﻤﺩ ﺍﻟﻜﻠﺯﺓ ‪.‬‬
‫‪ (٧‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺩﺭﺴﻲ ﻤﻥ ﻤﻨﻅﻭﺭ ﺠﺩﻴﺩ ) ‪ (١٩٩٦‬ﺇﺒﺭﺍﻫﻴﻡ ﻤﺤﻤﺩ ﺍﻟﺸﺎﻓﻌﻲ ‪.‬ﻭﺁﺨﺭﻭﻥ‬
‫‪ (٨‬ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﺭﺒﻭﻴﺔ ) ‪ (١٩٩٦‬ﺃﺴﻤﺎ ﺇﻟﻴﺎﺱ ‪ ،‬ﻭﻓﻬﺩ ﺁل ﻋﻤﺭﻭ‬

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 ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ‪ :‬ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ‬
‫ﻭﺤﺩﺘﺎﻥ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪:‬‬
‫ﺇﻁﺎﺭ ﻋﺎﻡ ﻟﻤﺎﺩﺓ ﺘﺨﻁﻴﻁ ﺍﻟﺩﺭﻭﺱ ﻟﺠﻤﻴﻊ ﺍﻟﺘﺨﺼﺼﺎﺕ ) ﻋﻠﻤﻲ ﻭﺃﺩﺒﻲ (‬
‫ﺘﻘﺩﻡ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﺒﻤﺎ ﻴﺘﻭﺍﻓﻕ ﻭﻁﺒﻴﻌﺔ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﺨﺼﺼﻴﺔ ﻟﻤﻭﺍﺩ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻡ ﻟﺘﺩﺭﻴﺴﻬﺎ ﺒﻤﺎ ﺘﺸﻤﻠﻪ ﻤﻥ ﻓـﺭﻭﻉ‬
‫ﻭﻴﻘﺩﻤﻬﺎ ﺃﺴﺘﺎﺫ ﺠﺎﻤﻌﻲ ﻤﺘﺨﺼﺹ ﻓﻲ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫ﺍﻷﻫﺩﺍﻑ ‪:‬‬
‫ﻴﻬﺩﻑ ﻫﺫﺍ ﺍﻟﻤﻘﺭﺭ ﺇﻟﻰ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﺒﺎﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻤﺔ ﻟﻭﻀﻊ ﺨﻁﺔ ﺩﺭﺱ ﻭﺘﻨﻔﻴﺫﻩ ﻭﺘﻘﻭﻴﻤﻪ ﻭﻓﻕ ﺃﺴـﺱ‬
‫ﻤﺘﻁﻭﺭﺓ ‪.‬‬
‫ﻭﺒﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺔ ﻫﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﻜﻭﻥ ﺍﻟﻁﺎﻟﺏ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ ‪:‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺘﺨﻁﻴﻁ ﺍﻟﺩﺭﻭﺱ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﻨﻬﺞ‪.‬‬
‫‪ -‬ﻴﻘﺎﺭﻥ ﺒﻴﻥ ﺃﺴﺎﻟﻴﺏ ﺘﺨﻁﻴﻁ ﺍﻟﺩﺭﻭﺱ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﻴﺼﻑ ﺩﻭﺭ ﻜل ﻤﻥ ﺍﻟﻁﺎﻟﺏ ﻭﺍﻟﻤﺩﺭﺱ ﺩﺍﺨل ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫‪ -‬ﻴﻌﺩﺩ ﻭﻴﺸﺭﺡ ﻋﻨﺎﺼﺭ ﺨﻁﺔ ﺍﻟﺩﺭﺱ ‪.‬‬
‫‪ -‬ﻴﺼﻭﻍ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺱ ﺼﻴﺎﻏﺔ ﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ -‬ﻴﺨﺘﺎﺭ ﻭﻴﻭﻅﻑ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺘﻨﻔﻴﺫ ﺩﺭﺱ ﺠﻴﺩ‪.‬‬
‫‪ -‬ﻴﺨﺘﺎﺭ ﻭﻴﻭﻅﻑ ﺃﻨﺸﻁﺔ ﻤﻨﺎﺴﺒﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ -‬ﻴﻀﻊ ﺨﻁﺔ ﺘﻘﻭﻴﻡ ﻓﻲ ﻀﻭﺀ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻠﺩﺭﺱ‪.‬‬
‫‪ -‬ﻴﺴﺘﺨﺩﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻼﺯﻤﺔ ﻟﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‪.‬‬
‫‪ -‬ﻴﻀﻊ ﺨﻁﺔ ﺩﺭﺱ ﻤﺘﻜﺎﻤﻠﺔ‪.‬‬
‫‪ -‬ﻴﻨﻔﺫ ﺩﺭﺱ ﻭﺍﻗﻌﻲ ﺘﻁﺒﻴﻘﻲ‪.‬‬
‫‪ -‬ﻴﺸﺎﺭﻙ ﻓﻲ ﻨﻘﺩ ﺩﺭﺱ ﻤﻘﺩﻡ ﻤﻥ ﺯﻤﻼﺌﻪ‪.‬‬
‫‪ -‬ﻴﻨﻔﺫ ﺩﺭﺴﺎﹰ ﻭﻓﻘﺎ ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺼﻐﺭ‪.‬‬
‫‪ -‬ﻴﺴﺘﻨﺘﺞ ﺍﻟﺤﻜﻤﺔ ﻤﻥ ﺩﺭﺍﺴﺔ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﻭﻋﻼﻗﺘﻬﺎ ﺒﻤﻭﺍﺩ ﺍﻹﻋﺩﺍﺩ ﺍﻟﺘﺭﺒﻭﻱ ﺍﻷﺨﺭﻯ‬
‫ﺍﻟﺘﻘﻭﻴﻡ ‪.‬‬

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 ‫ﻴﺘﻡ ﺘﻘﻭﻴﻡ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﻭﻓﻘﺎ ﻟﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ %٢٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﺼﻔﻲ ‪.‬‬
‫‪ %٣٠‬ﻷﻋﻤﺎل ﺍﻟﺴﻨﺔ ‪ ،‬ﺘﻘﺩﻴﻡ ﻤﺸﺎﺭﻴﻊ ﺒﺤﺜﻴﺔ ﺫﺍﺕ ﻋﻼﻗﺔ ﺒﺎﻟﻤﻘﺭﺭ ) ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻤﻠﻲ( ‪.‬‬
‫‪ %٥٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﻬﺎﺌﻲ ‪.‬‬

‫ﺍﻟﻤﺭﺍﺠﻊ‬
‫‪ -‬ﺃﺠﻤﺩ ﻋﻔﺕ ﻗﺭﺸﻡ )‪ (٢٠٠٤‬ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﻟﻤﻌﻠﻤﻲ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻤﺭﻜﺯ‬
‫ﺍﻟﻜﺘﺎﺏ ﻟﻠﻨﺸﺭ‪.‬‬
‫‪ -‬ﺠﻤﺎل ﺍﻟﺨﻁﻴﺏ‪ ،‬ﻤﻨﻰ ﺍﻟﺤﺩﻴﺩﻱ )‪ (٢٠٠٤‬ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﻟﻸﻁﻔﺎل ﺍﻟﻤﻌﺎﻗﻴﻥ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ‪.‬‬
‫‪ -‬ﻤﺎﺠﺩﺓ ﺍﻟﺴﻴﺩ ﻋﺒﻴﺩ )‪ (٢٠٠١‬ﺃﺴﺎﺴﻴﺎﺕ ﺘﺼﻤﻴﻡ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺼﻔﺎﺀ‪.‬‬
‫‪ -‬ﻨﺫﻴﺭ ﺍﻟﻌﺒﺎﺩﻱ‪ ،‬ﺃﻴﻭﺏ ﻋﺎﻟﻴﺔ )‪ (٢٠٠٦‬ﺘﺼﻤﻴﻡ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﺩﺍﺭ ﻴﺎﻓﺎ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫‪ -‬ﻜﻤﺎل ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺯﻴﺘﻭﻥ )‪ (٢٠٠٨‬ﺘﺼﻤﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺒﻔﻜﺭ ﺍﻟﺒﻨﺎﺌﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‪.‬‬
‫‪ -‬ﺯﻴﺩ ﺍﻟﻌﺩﻭﺍﻥ‪ ،‬ﻤﺤﻤﺩ ﺍﻟﺤﻭﺍﻤﺩﺓ )‪ (٢٠٠٨‬ﺘﺼﻤﻴﻡ ﺍﻟﺘﺩﺭﻴﺱ ﺒﻴﻥ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‬
‫ﺍﻟﺤﺩﻴﺙ‪.‬‬
‫‪ -‬ﻤﺼﻁﻔﻰ ﺨﻠﻴل‪ ،‬ﺯﻫﺩﻱ ﻤﺤﻤﺩ‪ ،‬ﺇﺒﺭﺍﻫﻴﻡ ﺍﻟﺨﻁﻴﺏ )‪ (٢٠٠٧‬ﺃﺴﺎﺴﻴﺎﺕ ﺘﺼﻤﻴﻡ ﺍﻟﺘﺩﺭﻴﺱ‪،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬

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 ‫ﺘﻭﺼﻴﻑ ﻤﻘﺭﺭ ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺨﺎﺼﺔ‬
‫)ﻟﻁﻼﺏ ﺸﻌﺒﺔ ﺘﺭﺒﻴﺔ ﺨﺎﺼﺔ(‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻤﻘﺭﺭ‪.‬‬
‫‪ .١‬ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ‪ :‬ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺨﺎﺼﺔ‬
‫‪ .٢‬ﺭﻤﺯ ﺍﻟﻤﻘﺭﺭ ﻭﺭﻗﻤﻪ ‪ :‬ﻨﻬﺞ ‪٣٣٤‬‬
‫‪ .٣‬ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﻤﻌﺘﻤﺩﺓ ‪ :‬ﺴﺎﻋﺘﺎﻥ ﻨﻅﺭﻯ‪.‬‬
‫‪ .٤‬ﺍﺴﺘﺎﺫ ﺍﻟﻤﻘﺭﺭ‪:‬‬
‫‪ .٥‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻰ ﺍﻟﺫﻯ ﻴﺩﺭﺱ ﻓﻴﻪ ﻫﺫﺍ ﺍﻟﻤﻘﺭﺭ ‪ :‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺴﺎﺩﺱ‪.‬‬
‫‪ .٦‬ﺍﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻟﺩﺭﺍﺴﺔ ﻫﺫﺍ ﺍﻟﻤﻘﺭﺭ‪ :‬ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﻋﺎﻤﺔ‪.‬‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﻤﻘﺭﺭ‪:‬‬
‫ﻤﻥ ﺍﻟﻤﺘﻭﻗﻊ ﺒﻌﺩ ﺩﺭﺍﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻤﻭﻀﻭﻋﺎﺕ ﻫﺫﺍ ﺍﻟﻤﻘﺭﺭ ﺃﻥ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫‪ .١‬ﻴﺤﺩﺩ ﻤﺒﺎﺩﺉ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻔﻌﺎل ﻟﻠﻁﻼﺏ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ .٢‬ﻴﺘﻌﺭﻑ ﺍﻟﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻁﻼﺏ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ .٣‬ﻴﺫﻜﺭ ﻁﺭﻕ ﻭﻓﻨﻴﺎﺕ ﺘﻜﻴﻴﻑ ﺍﻟﺘﺩﺭﻴﺱ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻟﻁﻼﺏ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ .٤‬ﻴﺨﻁﻁ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻰ ﻀﻭﺀ ﻁﺒﻴﻌﺔ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﻌﻠﻴﻤﻰ ﺍﻟﻔﺭﺩﻯ‪.‬‬
‫‪ .٥‬ﻴﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺘﻰ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻟﺨﺎﺼﺔ‪) .‬ﺘﺤﻠﻴل ﺍﻟﻤﻬﻤﺔ‪ ،‬ﺘﺸﻜﻴل ﺍﻟﺴﻠﻭﻙ‪ ،‬ﺍﻟﻨﻤﺫﺠﺔ ‪...‬ﺍﻟﺦ(‬
‫‪ .٦‬ﻴﻁﺒﻕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺩﺨل ﺍﻟﺒﻴﺌﻰ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻟﻁـﻼﺏ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬
‫ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ .٧‬ﻴﻁﺒﻕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﻷﻗﺭﺍﻥ‪.‬‬
‫‪ .٨‬ﻴﻁﺒﻕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻰ ﻀﻭﺀ ﺨﻁﻭﺍﺕ ﺍﻟﻤﺩﺨل ﺍﻟﺩﺭﺍﻤﻰ‪.‬‬
‫‪ .٩‬ﻴﻁﺒﻕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﺩﺨل ﺍﻟﻠﻌﺏ‪.‬‬
‫‪ .١٠‬ﻴﻁﺒﻕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺍﻟﻘﺼﺔ‪.‬‬

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 ‫‪ .١١‬ﻴﻁﺒﻕ ﺨﻁﻭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻌﺎﻭﻨﻰ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻁﺒﻴﻌـﺔ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬
‫ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ .١٢‬ﻴﺤﺩﺩ ﻁﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺍﻟﺘﻰ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻁﺒﻴﻌﺔ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﻓﻰ ﻀﻭﺀ ﻨﻅﺭﻴﺔ‬
‫ﺍﻟﺫﻜﺎﺀﺍﺕ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫‪ .١٣‬ﻴﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺘﻰ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺼﻌﻭﺒﺎﺕ ﺘﻌﻠﻡ ﻓـﻰ ﻤﺠـﺎل‬
‫)ﺍﻟﻘﺭﺍﺀﺓ‪ ،‬ﺍﻟﻜﺘﺎﺒﺔ‪ ،‬ﺍﻟﺤﺴﺎﺏ ‪(...‬‬

‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺭﺌﻴﺴﺔ ﻟﻠﻤﻘﺭﺭ‪.‬‬

‫ﺴﺎﻋﺎﺕ ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻋﺩﺩ ﺍﻷﺴﺎﺒﻴﻊ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻡ‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﻤﺒﺎﺩﺉ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻔﻌﺎل ﻟﻠﻁﻼﺏ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫‪١‬‬
‫ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻁﻼﺏ ﺫﻭﻯ‬ ‫‪٢‬‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫ﺃﺴﺎﻟﻴﺏ ﺘﻜﻴﻴﻑ ﺍﻟﺘﺩﺭﻴﺱ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻟﻁﻼﺏ ﺫﻭﻯ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﺘﺨﻁﻴﻁ ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﻓﻰ‬ ‫‪٣‬‬
‫ﻀﻭﺀ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺭﺒﻭﻯ ﺍﻟﻔﺭﺩﻯ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫‪٤‬‬
‫ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ -‬ﺘﺤﻠﻴل ﺍﻟﻤﻬﻤﺔ‪.‬‬
‫‪ -‬ﺘﺸﻜﻴل ﺍﻟﺴﻠﻭﻙ‪.‬‬
‫‪ -‬ﺍﻟﻨﻤﺫﺠﺔ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺩﺨل‬ ‫‪٥‬‬
‫ﺍﻟﺒﻴﺌﻰ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﺩﺭﻴﺱ‬ ‫‪٦‬‬
‫ﺍﻷﻗﺭﺍﻥ‪.‬‬
‫‪٤‬‬ ‫‪٢‬‬ ‫ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺩﺨل‬ ‫‪٧‬‬
‫ﺍﻟﺩﺭﺍﻤﻰ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﺩﺨل‬ ‫‪٨‬‬
‫ﺍﻟﻘﺼﺔ‪.‬‬

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 ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻌﻠﻡ‬ ‫‪٩‬‬
‫ﺍﻟﺘﻌﺎﻭﻨﻰ‪.‬‬
‫‪٢‬‬ ‫‪١‬‬ ‫‪ ١٠‬ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﻓﻰ ﻀﻭﺀ ﻨﻅﺭﻴﺔ‬
‫ﺍﻟﺫﻜﺎﺀﺍﺕ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫‪٤‬‬ ‫‪٢‬‬ ‫ﺍﻟﺘﺩﺭﻴﺱ ﻟﻠﻁﻼﺏ ﺫﻭﻯ ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ‪.‬‬ ‫‪١١‬‬

‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‪:‬‬

‫‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻀﺭﺓ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﻷﻗﺭﺍﻥ‪.‬‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﻜﻠﻑ ﺒﻬﺎ ﺍﻟﻁﻼﺏ‪:‬‬
‫‪ -‬ﺘﻁﺒﻴﻘﺎﺕ ﻋﻤﻠﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﻭﺭﺍﻕ ﺍﻟﻌﻤل ﻟﻠﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺘﺨﻁﻴﻁ ﻭﺘﻨﻔﻴﺫ ﺍﻟﺘﺩﺭﻴﺱ ﻓـﻰ ﻀـﻭﺀ ﻁﺒﻴﻌـﺔ‬
‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺴﺎﺒﻕ ﺫﻜﺭﻫﺎ‪.‬‬
‫‪ -‬ﻗﻴﺎﻡ ﺍﻟﻁﻼﺏ ﺒﻌﺭﻭﺽ ﺸﻔﻭﻴﺔ ﺨﻼل ﻭﻗﺕ ﺍﻟﻤﺤﺎﻀﺭﺓ ﻟﻌﺭﺽ ﺃﻓﻜﺎﺭﻫﻡ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻜﻴﻔﻴﺔ ﺘﻁﺒﻴﻕ ﻁـﺭﻕ‬
‫ﺍﻟﺘﺩﺭﻴﺱ ﻤﻊ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ -‬ﻗﻴﺎﻡ ﺍﻟﻁﻼﺏ ﺒﻌﻤل ﺒﺤﻭﺙ ﻗﺼﻴﺭﺓ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﻤﻭﺍﻗﻊ ﺍﻹﻨﺘﺭﻨﺕ‪.‬‬
‫ﻨﺴﺒﺔ ﺘﻭﺯﻴﻊ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‪.‬‬
‫ﻨﺴﺒﺔ ﺍﻟﺩﺭﺠﺔ ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻁﺒﻴﻌﺔ ﻤﻬﻤﺔ ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻡ‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻨﻬﺎﺌﻴﺔ‬
‫‪%٢٠‬‬ ‫‪٢٠‬‬ ‫ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﻜﻠﻑ ﺒﻬﺎ ﺍﻟﻁﻼﺏ‪.‬‬ ‫‪١‬‬
‫‪%٥‬‬ ‫‪٥‬‬ ‫ﻨﺴﺒﺔ ﺍﻟﺤﻀﻭﺭ‬ ‫‪٢‬‬
‫‪%٢٥‬‬ ‫‪٢٥‬‬ ‫ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻨﺼﻔﻰ‬ ‫‪٣‬‬
‫‪%٥٠‬‬ ‫‪٥٠‬‬ ‫ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻨﻬﺎﺌﻰ‬ ‫‪٤‬‬
‫‪%١٠٠‬‬ ‫‪١٠٠‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﻤﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻡ‪:‬‬
‫‪ -١‬ﺍﻟﺴﻴﺩ ﻋﺒﺩ ﺍﻟﻨﺒﻲ ﺍﻟﺴﻴﺩ )‪ (٢٠٠٤‬ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﻸﻁﻔﺎل ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻘـﺎﻫﺭﺓ ﻤﻜﺘﺒـﺔ‬
‫ﺍﻻﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫‪ -٢‬ﺇﺴﻤﺎﻋﻴل ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ ﻋﺒﺩ ﺍﻟﻜﺎﻓﻲ )‪ (٢٠٠٤‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﻔﻜﺭﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻘـﺎﻫﺭﺓ‪،‬‬
‫ﺍﻟﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬

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 ‫‪ -٣‬ﺒﻭﺸﻴل ﻭﺁﺨﺭﻭﻥ )‪ (٢٠٠٤‬ﺍﻷﻁﻔﺎل ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺭﺠﻌـﻲ ﻵﺒـﺎﺀ ﺍﻷﻁﻔـﺎل ﺫﻭﻯ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺘﺭﺠﻤﺔ‪ ،‬ﻜﺭﻴﻤﺎﻥ ﺒﺩﻴﺭ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‪.‬‬
‫‪ -٤‬ﺯﻴﻨﺏ ﻤﺤﻤﻭﺩ ﺸﻘﻴﺭ )‪ (٢٠٠٥‬ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﻼﺠﻲ ﻭﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﻤﺘﻜﺎﻤﻠﺔ ﻟﻐﻴﺭ ﺍﻟﻌـﺎﺩﻴﻴﻥ‪ ،‬ﺍﻟﻘـﺎﻫﺭﺓ‪،‬‬
‫ﻤﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫‪ -٥‬ﺴﻭﺯﺍﻥ ﻭﺍﻴﻨﺒﺭﻨﺭ )‪ (٢٠٠٢‬ﺘﺩﺭﻴﺱ ﺍﻷﻁﻔﺎل ﺫﻭﻯ ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻓﻰ ﺍﻟﺼﻔﻭﻑ ﺍﻟﻌﺎﺩﻴﺔ‪ .‬ﺘﺭﺠﻤـﺔ ﻋﺒـﺩ‬
‫ﺍﻟﻌﺯﻴﺯ ﺍﻟﺴﺭﻁﺎﻭﻱ‪ ،‬ﻭﺁﺨﺭﺍﻥ‪،‬ﺩﺒﻰ‪،‬ﺩﺍﺭ ﺍﻟﻘﻠﻡ‪.‬‬
‫‪ -٦‬ﻜﻤﺎل ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺯﻴﺘﻭﻥ )‪ (٢٠٠٣‬ﺍﻟﺘﺩﺭﻴﺱ ﻟﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‪.‬‬
‫‪ -٧‬ﻤﺠﺩﻱ ﻋﺯﻴﺯ ﺇﺒﺭﺍﻫﻴﻡ )‪ (٢٠٠٨‬ﺘﺩﺭﻴﺱ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ ﻟﺫﻭﻱ ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ‪ .‬ﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﺩﺭﺍﺴـﻴﺎ ﻭﺒﻁﺌـﻲ‬
‫ﺍﻟﺘﻌﻠﻡ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‪.‬‬
‫‪ -٨‬ﻤﻨﻰ ﺍﻟﺤﺩﻴﺩﻱ )‪ (٢٠٠٥‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺘﻌﻠﻴﻡ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ‪.‬‬
‫‪ -٩‬ﻨﺒﻴﻪ ﺇﺒﺭﺍﻫﻴﻡ ﺇﺴﻤﺎﻋﻴل )‪ (٢٠٠٦‬ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫ﻤﻭﺍﻗﻊ ﻤﻥ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‪:‬‬

‫‪www.aamr.org.‬‬
‫‪http://ericec.org/‬‬
‫‪www.hmc.psu.edu/contact/‬‬
‫‪http://www.nichcy.org‬‬

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 ‫ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺨﺎﺼﺔ ) ﺍﻟﻌﻠﻭﻡ ( ‪٠٢٠٨٣١٨‬‬ ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ﻭﺭﻤﺯﻩ ‪:‬‬
‫ﻭﺤﺩﺘﺎﻥ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ‪:‬‬
‫ﺍﻷﻫﺩﺍﻑ‪:‬‬
‫ﺒﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻬﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺒﺎﻟﺘﻔﺼﻴل ﺘﺴﺎﺅﻻﺕ ﻗﻀﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺩﺭﺴﻲ ﻭﻴﺠﻴﺏ ﻋﻨﻬﺎ ﻤﻭﻀﺤﺎ ﺃﺴﺴﻬﺎ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‪.‬‬
‫‪ -‬ﻴﺴﺘﻨﺘﺞ ﺍﻟﺤﻜﻤﺔ ﻤﻥ ﺩﺭﺍﺴﺔ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﻲ ﺘﺨﺼﺹ ﻓﻲ ﺘﺩﺭﻴﺴﻬﺎ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻭﻋﻼﻗﺘﻪ ‪ ،‬ﺒﺎﻟﻤﻨﻬﺞ ﺍﻟﻤﺩﺭﺴﻲ ﻭﻴﺤﻠل ﻭﻴﻨﻘﺩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﻘﺭﺭ ﻭﺘﻜﺎﻤﻠﻪ ﻤـﻊ ﺍﻟﻜﺘـﺎﺏ‬
‫ﺍﻟﻤﻘﺭﺭ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺒﻘﻪ ﻭﺍﻟﺘﻲ ﺘﻠﻴﻪ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬
‫‪ -‬ﻴﺼﻑ ﺨﺼﺎﺌﺹ ﻭﻅﺎﺌﻑ ﺍﻟﻤﺩﺭﺱ ﺍﻟﻨﺎﺠﺢ‪.‬‬
‫‪ -‬ﻴﻭﺍﺯﻥ ﺒﻴﻥ ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺍﻟﻌﻠﻭﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻴﺴﺘﻨﺘﺞ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﺎ ﻭﻴﺩﺍﻓﻊ ﻋﻥ ﺍﻟﻁﺭﻴﻘـﺔ )ﺍﻟﻁـﺭﻕ( ﺍﻟﺘـﻲ‬
‫ﻴﺘﺒﻨﺎﻫﺎ ﻭﻴﻤﻴل ﺇﻟﻴﻬﺎ‪.‬‬
‫‪ -‬ﻴﻁﺒﻕ ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﻤﺘﻨﻭﻋﺔ ﻭﻤﻨﺎﺴﺒﺔ ﻟﻤﺎﺩﺓ ﺘﺨﺼﺼﻪ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺒﺎﻟﺘﻔﺼﻴل ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻁﻼﺏ ﻜل ﻤﺭﺤﻠﺔ ﺩﺭﺍﺴﻴﺔ ﻭﻴﺤﺩﺩ ﺍﻟﺘﻁﺒﻴﻘـﺎﺕ ﺍﻟﺘﺭﺒﻭﻴـﺔ‬
‫ﺍﻟﻤﻼﺌﻤﺔ ﻟﻜل ﻤﺭﺤﻠﺔ ‪.‬‬
‫‪ -‬ﻴﺼﻤﻡ ﻭﻴﻁﻭﺭ )‪ (٤-٢‬ﺒﺩﺭﻭﺱ ﻋﻠﻰ ﺍﻷﻗل ﻭﻴﻘﻭﻡ ﺒﺘﺩﺭﻴﺴﻬﺎ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺃﺴﺱ ﻭﻤﺒﺎﺩﺉ ﻨﻅﺭﻴﺔ ﺒﻴﺎﺠﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻟﻌﻠﻭﻡ ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺃﺴﺱ ﻭﻤﺒﺎﺩﺉ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫‪ -‬ﻴﺸﺎﻫﺩ ﻭﻴﻨﻘﺩ ﻨﻤﺎﺫﺝ ﺘﺩﺭﻴﺴﻴﺔ ﻤﺴﺠﻠﺔ ﻋﻠﻰ ﺃﺸﺭﻁﺔ ﻓﻴﺩﻭ‪.‬‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪:‬‬
‫‪ -‬ﻗﻀﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺩﺭﺴﻲ ﻭﺃﺴﺴﻬﺎ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‬
‫‪ -‬ﺍﻟﺤﻜﻤﺔ ﻤﻥ ﺩﺭﺍﺴﺘﻪ ﻭﺘﺩﺭﻴﺴﻪ ﻟﻤﻭﺍﺩ ﺍﻟﻌﻠﻭﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﻨﻬﺞ‪.‬‬

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 ‫‪ -‬ﺃﺩﻭﺍﺭ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻤﺩﺭﺱ ﺍﻟﻨﺎﺠﺢ‪.‬‬
‫‪ -‬ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺍﻟﻌﻠﻭﻡ ﻤﺎﻫﻴﺘﻬﺎ‪ ،‬ﻤﻤﻴﺯﺍﺘﻬﺎ‪ ،‬ﻋﻴﻭﺒﻬﺎ‪ ،‬ﺨﻁﻭﺍﺕ ﺘﻁﺒﻴﻘﻬﺎ‪.‬‬
‫‪ -‬ﻨﻅﺭﻴﺔ ﺒﻴﺎﺠﻴﺔ ﻭﺘﻁﺒﻴﻘﻬﺎ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬
‫‪ -‬ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺘﻨﻤﻴﺔ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻻﺒﺩﺍﻋﻲ‪.‬‬
‫‪ -‬ﺍﻟﻤﺭﺍﺤل ﺍﻟﻌﻤﺭﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺃﺜﺭﻫﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﺔ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻟﻌﻠﻭﻡ‪.‬‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺩﺭﻭﺱ‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻟﻌﻠﻭﻡ‪.‬‬
‫‪ -‬ﺍﺸﺘﻘﺎﻕ ﻭﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ -‬ﺇﻋﺩﺍﺩ ﺃﺴﺎﻟﻴﺏ ﺘﻘﻭﻴﻡ ﻤﻨﺎﺴﺒﺔ‪.‬‬
‫‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴﻲ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻁﻼﺏ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ‪.‬‬
‫‪ -‬ﺘﺤﻠﻴل ﻭﻨﻘﺩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ ﺘﻁﺒﻴﻘﺎﹰ ﻋﻠﻰ ﻤﻘﺭﺭﺍﺕ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺼﻐﺭ‪.‬‬
‫‪ -‬ﻤﺸﺎﻫﺩﺓ ﻨﻤﺎﺫﺝ ﺘﺩﺭﻴﺴﻴﺔ ﺤﻴﺔ ﻭﺃﺨﺭﻯ ﻤﺴﺠﻠﺔ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﻨﻘﺩﻫﺎ‪.‬‬
‫‪ -‬ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻔﻌﻠﻲ ﻭﺒﻤﻌﺩل ﺃﺭﺒﻊ ﺤﺼﺹ ﻓﻲ ﺃﻱ ﻤﺭﺤﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺨﺎﺼﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﻭﻜﺘﺎﺒﺔ‬
‫ﺘﻘﺭﻴﺭ ﻤﻔﺼل ﻋﻥ ﻜل ﺤﺼﺔ‪.‬‬
‫‪ -‬ﺒﻨﻴﺔ ﺍﻟﻌﻠﻡ‪ ،‬ﻭﻤﻔﺎﻫﻴﻤﻪ‪ ،‬ﻭﺨﺼﺎﺌﺼﻪ‪.‬‬
‫ﺍﻟﺘﻘﻭﻴﻡ‪:‬‬
‫ﻴﺘﻡ ﺘﻘﻭﻴﻡ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﻭﻓﻘﺎﹰ ﻟﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ %٢٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﺼﻔﻲ‪.‬‬
‫‪ %٣٠‬ﻷﻋﻤﺎل ﺍﻟﺴﻨﺔ ) ﺍﺨﺘﺒﺎﺭﺍﺕ ﺩﻭﺭﻴﺔ‪ ،‬ﺒﺤﺙ‪ ،‬ﻤﻨﺎﻗﺸﺔ‪،‬‬
‫‪ %٥٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﻬﺎﺌﻲ‪.‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫‪ .١‬ﺍﻟﻤﺭﺸﺩ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ )‪:(٢٠٠٢‬ﺴﻠﻤﺎﻥ ﺨﻠﻑ ﺍﷲ‪،‬ﺠﻬﻴﻨﺔ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ‪٠‬‬
‫‪ .٢‬ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻌﺎﻤﺔ )‪:(٢٠٠٣‬ﻭﻟﻴﺩ ﺃﺤﻤﺩ ﺠﺎﺒﺭ‪،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﺍﻟﻌﺭﺒﻲ ‪٠‬‬
‫‪ .٣‬ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﺩﺭﻴﺱ )‪ :(٢٠٠٣‬ﺤﺴﻥ ﺯﻴﺘﻭﻥ ‪،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ ‪٠‬‬
‫‪ .٤‬ﻤﺩﺨل ﺇﻟﻰ ﻋﻠﻡ ﺍﻟﺘﺩﺭﻴﺱ )‪:(٢٠٠٣‬ﻤﺤﻤﺩ ﺍﻟﺩﺭﻴﺞ ‪،‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ ‪٠‬‬
‫‪ .٥‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ )‪: (٢٠٠٤‬ﻟﻴﻠﻰ ﺍﻟﺒﻴﻁﺎﺭ ‪،‬ﺩﺍﺭ ﺍﻟﺸﺭﻭﻕ ‪٠‬‬
‫‪ .٦‬ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻴﺔ )‪ : (٢٠٠٤‬ﺕ ‪،‬ﺸﺭﻴﻥ ﻨﻭﻓل ‪،‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ ‪٠‬‬
‫‪ .٧‬ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻴﻬﺎ )‪: (٢٠٠٤‬ﺴﺎﻫﺭﺓ ﻋﺒﺎﺱ ‪،‬ﺍﻟﻭﺭﺍﻕ ﻟﻠﻨﺸﺭ ‪٠‬‬

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 ‫‪ .٨‬ﺘﻌﻠﻴﻡ ﻭﺘﻌﻠﻡ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺱ )‪ : (٢٠٠٥‬ﺼﻼﺡ ﺍﻟﺩﻴﻥ ﻋﺭﻓﺔ ‪،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ ‪٠‬‬
‫‪ .٩‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺱ ‪،‬ﺩﻟﻴل ﺍﻟﻤﻌﻠﻡ )‪ : (٢٠٠٥‬ﺫﻭﻗﺎﻥ ﻋﺒﻴﺩﺍﻥ ‪،‬ﻤﺭﻜﺯ ﺒﻴﺘﻭ ﻟﺘﻌﻠﻴﻡ ﺍﻟﺘﻔﻜﻴﺭ ‪٠‬‬
‫‪ .١٠‬ﻁﺭﺍﺌﻕ ﻭﻤﻨﺎﻫﺞ ﺍﻟﺘﺩﺭﻴﺱ )‪: (٢٠٠٦‬ﺤﺴﺎﻥ ﺤﻼﻕ ‪،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺭﺒﻴﺔ ‪٠‬‬
‫‪ .١١‬ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻌﺎﻤﺔ )‪: (٢٠٠٦‬ﻓﺨﺭ ﺍﻟﺩﻴﻥ ﺍﻟﻘﻼ ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ ‪٠‬‬
‫‪ .١٢‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﺩﺭﻴﺱ ﺍﻻﺒﺩﺍﻋﻰ )‪: (٢٠٠٦‬ﻁﺎﺭﻕ ﺍﻟﺴﻭﻴﺩﺍﻥ ‪،‬ﺩﺍﺭ ﺍﻹﺒﺩﺍﻉ ﺍﻟﻔﻜﺭﻱ ‪٠‬‬
‫‪ .١٣‬ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻡ )‪ : (٢٠٠٧‬ﻤﻬﺩﻱ ﺍﻟﺘﻤﻴﻤﻲ ‪ ،‬ﺩﺍﺭ ﻜﻨﻭﺯ ﺍﻟﻤﻌﺭﻓﺔ ‪٠‬‬

‫‪٠٢٠٨٣٠٣‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ﻭﺭﻤﺯﻩ ‪:‬‬

‫ﺜﻼﺙ ﻭﺤﺩﺍﺕ ) ﻭﺤﺩﺓ ﻨﻅﺭﻱ ‪ +‬ﻭﺤﺩﺘﺎﻥ ﻋﻤﻠﻲ(‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ‪:‬‬
‫ﺍﻷﻫﺩﺍﻑ‪:‬‬
‫ﻓﻲ ﻨﻬﺎﻴﺔ ﻫﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﺩﺍﺭﺱ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫‪ -‬ﻴﻌﺭﻑ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫‪ -‬ﻴﺫﻜﺭ ﺘﺎﺭﻴﺦ ﺘﻁﻭﺭ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫‪ -‬ﻴﻌﺩﺩ ﺃﻨﻭﺍﻉ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﺍﻟﻤﺎﺩﻴﺔ ﻭﻏﻴﺭ ﺍﻟﻤﺎﺩﻴﺔ‪.‬‬
‫‪ -‬ﻴﻔﺭﻕ ﺒﻴﻥ ﻤﺠﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﻴﺫﻜﺭ ﺃﻫﻡ ﺘﻁﺒﻴﻘﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﻴﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ )ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل "ﻤﻌﺎﻟﺠﺔ ﻨﺼـﻭﺹ – ﺠـﺩﺍﻭل‬
‫ﺍﻟﻜﺘﺭﻭﻨﻴﺔ – ﻋﺭﻭﺽ ﺘﻭﻀﻴﺤﻴﺔ( ﺍﻟﺭﺴﻭﻡ‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻜﺄﺩﺍﺓ ﻓﻌﺎﻟﺔ ﻟﻠﻤﻌﻠﻡ‪.‬‬
‫‪ -‬ﻴﻌﺩﺩ ﻤﻤﻴﺯﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﻴﺫﻜﺭ ﺒﻌﺽ ﺼﻌﻭﺒﺎﺕ ﺘﻌﻤﻴﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﺩﻭﺭ ﺍﻟﻤﻌﻠﻡ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﻴﻌﺭﻑ ﻤﻔﻬﻭﻡ ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺍﻟﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ ﺒﺈﻅﻬﺎﺭ ﺨﻤﺱ ﻋﻠﻰ ﺍﻷﻗل ﻤﻥ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻤﻤﻴﺯﺓ ﻟﻬﺎ‪.‬‬
‫‪ -‬ﻴﺘﻌﺭﻑ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺃﻫﻤﻴﺔ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫‪ -‬ﻴﻜﺘﺏ ﻗﺎﺌﻤﺔ ﺒﺎﻟﺨﺩﻤﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﺘﻘﺩﻤﻬﺎ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﻤﺠﺎﻻﺕ ﺍﻹﻓﺎﺩﺓ ﺒﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺍﻟﻤﻘﺼﻭﺩ ﺒﺎﻟﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌﺩ‪.‬‬
‫‪ -‬ﻴﻘﻭﻡ ﺍﻟﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺠﺎﻫﺯﺓ ﻓﻲ ﻤﺠﺎل ﺘﺨﺼﺼﻪ‪.‬‬

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 ‫‪ -‬ﻴﺸﺭﺡ ﻤﺭﺍﺤل ﺇﻋﺩﺍﺩ ﺍﻟﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪:‬‬
‫‪ -١‬ﻤﻘﺩﻤﺔ ﻟﻠﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫· ﺘﻌﺭﻴﻑ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻭﺘﻁﻭﺭﻩ‪.‬‬
‫· ﺃﻨﻭﺍﻉ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫· ﻋﻨﺎﺼﺭ ﻨﻅﺎﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫‪Hardware‬‬ ‫ﻤﻜﻭﻨﺎﺕ ﻤﺎﺩﻴﺔ‬
‫‪Software‬‬ ‫ﺒﺭﻤﺠﻴﺎﺕ‬
‫‪-٢‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫· ﺘﺼﻨﻴﻑ ﻤﺠﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﻵﻟﻲ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪ ٠٠‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻌﻠﻡ‪.‬‬
‫‪ ٠٠‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ‪.‬‬
‫‪ ٠٠‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﻤﺠﺎل ﺍﻟﺒﺤﺙ ﺍﻟﺘﺭﺒﻭﻱ‪.‬‬
‫‪ ٠٠‬ﺘﻨﻤﻴﺔ ﺍﻟﺘﻔﻜﻴﺭ ﺒﺎﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ‪.‬‬
‫· ﻤﻤﻴﺯﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺼﻌﻭﺒﺎﺕ ﺍﺴﺘﺨﺩﺍﻤﻪ‪.‬‬
‫· ﺩﻭﺭ ﺍﻟﻤﻌﻠﻡ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -٣‬ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫· ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺒﺭﺍﻤﺞ ) ﻤﻌﺎﻟﺠﺔ ﺍﻟﻨﺼﻭﺹ‪ -‬ﻨﻅـﺎﻡ ﺍﻟﺘﺸـﻐﻴل – ﺍﻟﺠـﺩﺍﻭل ﺍﻻﻟﻜﺘﺭﻭﻨﻴـﺔ –‬
‫ﺍﻟﻌﺭﻭﺽ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ( ﺍﻟﺭﺴﻭﻡ‬
‫· ﺘﻭﻅﻴﻑ ﻫﺫﻩ ﺍﻟﺒﺭﺍﻤﺞ ﻓﻲ ﺍﻟﻤﺠﺎل ﺍﻟﺘﻌﻠﻴﻡ ﻭﻓﻲ ﺨﺩﻤﺔ ﺍﻟﻤﻌﻠﻡ‪.‬‬
‫‪ -٤‬ﺍﻻﻨﺘﺭﻨﺕ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫· ﻁﺒﻴﻌﺔ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫· ﻭﺴﺎﺌل ﻋﺭﺽ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺨﻼل ﺍﻻﻨﺘﺭﻨﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫· ﺍﻟﺨﺩﻤﺎﺕ ﺍﻟﺘﻲ ﺘﻘﺩﻤﻬﺎ ﺍﻻﻨﺘﺭﻨﺕ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻹﻏﺭﺍﺽ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫· ﺍﻟﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌﺩ‪.‬‬
‫‪ -٥‬ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺍﻟﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫· ﻤﻔﻬﻭﻡ ﺍﻟﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫· ﺨﺼﺎﺌﺹ ﺒﺭﺍﻤﺞ ﺍﻟﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫· ﻋﻨﺎﺼﺭ ﺍﻟﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫‪ -٦‬ﺇﻋﺩﺍﺩ ﺍﻟﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺘﻘﻭﻴﻤﻬﺎ‪.‬‬

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 . ‫· ﺘﻘﻭﻴﻡ ﺒﺭﻤﺠﻴﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺠﺎﻫﺯﺓ ﻓﻲ ﻀﻭﺀ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﺍﻟﻼﺯﻤﺔ ﻟﺫﻟﻙ‬
.‫· ﺇﻋﺩﺍﺩ ﺍﻟﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺨﺼﺹ‬
.‫ ﻭﺍﻗﻊ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻟﻤﻤﻠﻜﺔ‬-٧
: ‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻤﻠﻲ‬
: ‫ﻭﻴﺸﻤل ﻤﺎ ﻴﻠﻲ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺒﺭﻨﺎﻤﺞ ﺍﻟﻁﺒﺎﻋﺔ ﻤﻊ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻁﺒﺎﻋﺔ ﻭﺇﺨﺭﺍﺝ ﻤﺎﻟﻪ ﻋﻼﻗﺔ ﺒﺄﻋﻤﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ‬
.‫ﻭﺃﻋﻤﺎل ﺍﻟﻤﺩﺭﺴﻴﻥ‬
. ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺒﺭﻨﺎﻤﺞ ﺇﺨﺭﺍﺝ ﺍﻟﺩﺭﻭﺱ ﻤﺜل ﺒﺭﻨﺎﻤﺞ ﺍﻟﺒﺎﻭﺭﺒﻭﻨﺕ‬
. ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺒﺭﻨﺎﻤﺞ ﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﺼﺤﻴﺢ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬
، ‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺒﺭﻨﺎﻤﺞ ﺭﺼﺩ ﻭﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ﻤﺜل ﺒﺭﻨﺎﻤﺞ ﺇﻜﺴل ﻭﺒﺭﻨﺎﻤﺞ‬
. ( SPSS )
. EMAIL.‫ﺍﻟﺘﺩﺭﺏ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل ﺒﻭﺍﺴﻁﺔ‬
.‫ﺍﻟﺘﺩﺭﺏ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل ﻤﻥ ﺨﻼل ﺍﻻﻨﺘﺭﻨﺕ‬
‫ﺘﺸﻐﻴل ﺒﻌﺽ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺴﺎﺒﻘﺔ ﺍﻟﺼﻨﻊ‬
:‫ﺍﻟﻤﺭﺍﺠﻊ‬
. ‫ﻫـ‬١٤٢٨ ، ‫ ﺍﻟﻘﺎﻫﺭﺓ‬، ‫ ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﺍﻟﻌﺭﺒﻲ‬، ‫ ﺘﺭﺒﻭﻴﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ‬، ‫ ﺇﺒﺭﺍﻫﻴﻡ ﺍﻟﻔﺎﺭ‬-١
‫ﻡ‬٢٠٠٨ ‫ﺍﻟﺭﻴﺎﺽ‬، ‫ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‬، ‫ ﻋﺒﺩ ﺍﷲ ﺍﻟﻤﻭﺴﻰ‬-٢
‫ﻫـ‬١٤٢٣ (٢.‫ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻪ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ )ﻁ‬، ‫ ﺃﻟﻔﺕ ﻤﺤﻤﺩ ﻓﻭﺩﻩ‬-٣
: ‫ﻤﻭﺍﻗﻊ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ‬
¨ Welcome To Computers 4 Kids. A Non Profit Computer Recycler.
URL: http://www.c4k.org/
Excite Directory Match: A_z_industries Computers and It Associations Educational
Orgs ');return true"Business/Associations/Educational Orgs
Companies get information on how to donate older pentiums to be recycled. Compuetrs
are made internet ready and redistributed throughout the Northeast region.
¨ Logo - Computer Programming for Kids - Using MicroWorlds Project Build...
URL: http://www.magmacom.com/~dsleeth/
This lively site features 'hands on' with MicroWorld's Project Builder Logo Language for
teaching programming to children. MicroWorlds is also available for purchase. A Java
Powered Logo
¨ PhysicsEd: Physics Education Resources
URL: http://www-hpcc.astro.washington.edu/scied/physics.html
Excite Directory Match: Science and Nature Physics Physics For K 12 ');return
true"Introductory Physics for K-12
PhysicsEd: Physics Education Resources If you wish to make a comment or submit a link
for this page please send mail to scied@bootes.astro.washington.edu .

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 ¨ Times Educational Supplement - TES
URL: http://www.tes.co.uk/
Times Educational Supplement is the UK's foremost weekly publication for education,
covering the world of primary, secondary and further education.
¨ NCRTEC
URL: http://www.ncrtec.org/
Home page for NCRTEC, the North Central Regional Technology in Education
Consortium.
¨ Education
URL: http://www.apple.com/education/
Excite Directory Match: Hardware Macintosh Imac ');return true"Apple iMac News,
Downloads and Retailers
The Apple Store. Apple Support. Mac OS X Hot News Small Biz Where to Buy Higher
Education The Apple Store Creating the Digital High School Creating the Digital High
School
¨ Australian Council for Computers in Education
URL: http://www.acce.edu.au/
ACCE - Australian Council for Computers in Education
¨ Welcome to Engines for Education
URL: http://www.ils.nwu.edu/~e_for_e/
Excite Directory Match: Politics and Society Issues and Policy Education Issues
Instructional Tech News and Articles ');return true"Technology in Teaching News and
Articles
Engines is a "hyper-book" written by Roger Schank, Director of ILS, and Chip Cleary, a
graduate student of Dr. Schank, about what's wrong with the education system, how to
reform it.
¨ International Technology Education Association
URL: http://www.tmn.com/Organizations/Iris/ITEA.html
ITEA HUB - http://www.iteawww.org/
¨ Resource Guide to Federal Funding
URL: http://www.ed.gov/Technology/tec-guid.html
Resource Guide to Federal Funding For Technology in Education Department of
Education Technology Literacy Challenge Fund A five-year, $2 billion fund to provide
formula grants to state education age.
¨ education sites
URL: http://www.education-sites.com/
education links, education shareware, education software, educational media, educational
media center, education and computers, education online, education and technology,
educational links the best source.
¨ Apple - Education - People with Special Needs
URL: http://www.apple.com/education/k12/disability/
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true"Assistive Technology Software
Visit www.apple.com for the latest news, the hottest products, and technical support
resources from Apple Computer, Inc.
¨ SeniorNet: Computers and Internet Education for Seniors and Older Adul...
URL: http://www.seniornet.org/
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 and education about computer technology and the Internet to enhance their lives and
enable them to share their skills.
¨ Northwest Council for Computer Education
URL: http://www.ncce.org/
The Northwest Council for Computer Education (NCCE) supports and advances the use
of educational technology in the Pacific Northwest. Nominations for 2001 Awards
(Deadline: Feb. 15, 2001) Past NCCE.
¨ Dan Online - Computer orders online, Computers for education, Computer...
URL: http://www.dan.co.uk/
Dan Technology provides IT Solutions for business, education and the home. From our
award-winning PC's to networking and internet services, we have a reputation for quality,
reliability and service.
¨ ICCE 99 : Top Page
URL: http://www.ai.is.uec.ac.jp/icce99/
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Okura Akademia Park Hotel. We have received 488 submissions from 45 countries which
assure a well-supported, high.

¨ National Education Association - Focus on Technology

URL: http://www.nea.org/cet/
NEA's Web site offers parents and teachers, citizens and students -- everyone interested
in creating great public schools -- a place to find information on elementary, secondary or
higher education.

¨ Tangent Computer : Technology for Education & Government

URL: http://www.tangent.com/
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Companies T Companies Ta Td ');return true"US Computer & IT Companies Ta-Td
The largest computer manufacturer selling directly and exclusively to educational
institutions and state & local governments.

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 ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ‪ :‬ﺇﻨﺘﺎﺝ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺤﺩﺘﺎﻥ ) ﻭﺤﺩﺓ ﻨﻅﺭﻱ ‪ +‬ﻭﺤﺩﺘﺎﻥ ﻋﻤﻠﻲ (‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪:‬‬
‫ﺍﻷﻫﺩﺍﻑ‪:‬‬
‫ﺒﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻬﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ ‪:‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻤﻭﻀﺤﺎ ﻋﻭﺍﻤل ﻨﺠﺎﺡ ﻭﻤﻌﻭﻗﺎﺕ ﺍﻻﺘﺼﺎل ﻓﻲ ﺤﺠﺭﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻭﻀـﺤﺎ‬
‫ﺃﺠﺎﺒﺘﻪ ﺒﺎﻟﺭﺴﻭﻡ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‪.‬‬
‫‪ -‬ﻴﺼﻑ ﺍﻟﺘﻁﻭﺭ ﺍﻟﺘﺎﺭﻴﺨﻲ ﻟﻤﻔﻬﻭﻡ ﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﻤﺴﻤﻴﺎﺘﻬﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬ﻭﻴﻘﺎﺭﻥ ‪ - -‬ﺒـﻴﻥ ﺘﻘﻨﻴـﺔ ﺍﻟﺘﻌﻠـﻴﻡ‬
‫ﻭﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺍﻷﺴﺱ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ ﻟﻠﻭﺴﺎﺌل ﻭﻟﻜل ﻤﺼﻁﻠﺢ ﻴﺘﻌﻠﻕ ﺒﻬﺎ‬
‫ﻴﻨﺎﻗﺵ ﺩﻭﺭ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻌﻠﻡ ﺩﺍﺨل ﻭﺨﺎﺭﺝ ﺤﺠﺭﺓ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺘﻘﻨﻴﺔ ﻭﻤﻔﻬﻭﻡ ﺍﻟﻨﻅﻡ ﻭﻓﻠﺴﻔﺔ ﻭﻏﺎﻴﺎﺕ ﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﻴﺴﺘﻨﺘﺞ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻐﺎﻴﺎﺕ ﻭﺍﻟﻔﻠﺴﻔﺎﺕ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻷﺴﻠﻭﺏ ﺍﻟﻨﻅﻡ ﻓﻲ ﺍﻟﺘﺼﻤﻴﻡ ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﻤﻌﺎﻴﻴﺭ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻌﺎﻤﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬ﻭﻴﺼﻑ ﺍﻟﺨﻁﻭﺍﺕ ﺍﻟﺭﺌﻴﺴـﻴﺔ ﻻﺴـﺘﺨﺩﺍﻡ ﺍﻟﻭﺴـﺎﺌل‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺘﺒﻌﺎﹰ ﻷﺴﻠﻭﺏ ﺍﻟﻨﻅﻡ ﻭﺫﻟﻙ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻼﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫‪ -‬ﻴﻨﺘﺞ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺫﻜﻭﺭﺓ ﻓﻲ ﺍﻟﺠﺯﺀ ﺍﻟﻌﻤﻠﻲ‪.‬‬
‫ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘـﺭﺭ ﻭﺫﻟـﻙ ﺒﺎﻟﻨﺴـﺒﺔ‬ ‫‪ -‬ﻴﺴﺘﺨﺩﻡ ﺃﺠﻬﺯﺓ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺫﻜﻭﺭﺓ ﻓﻲ ﺍﻟﺠﺯﺀ ﺍﻟﻌﻤﻠﻲ ﻤﻥ‬
‫ﻟﻼﺴﺘﺨﺩﺍﻡ ﺍﻵﻟﻲ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺘﺭﺒﻭﻱ‪،‬‬
‫‪ -‬ﻴﺴﺘﻨﺘﺞ ﺍﻟﺤﻜﻤﺔ ﻤﻥ ﺩﺭﺍﺴﺔ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﻭﻴﻌﺭﻑ ﺍﻟﻤﻔﺎﻫﻴﻡ ﻭﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﺠﺯﺀ ﺍﻟﻨﻅﺭﻱ‪:‬‬

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 ‫ﺃ‪ -‬ﻤﻔﻬﻭﻡ ﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ‪.‬‬
‫ﺏ‪ -‬ﺘﻌﺭﻴﻑ ﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻤﻔﻬﻭﻡ ﺍﻟﻨﻅﻡ‪ ،‬ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻟﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻓﻠﺴﻔﺔ ﻭﻏﺎﻴﺎﺕ ﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ‪،‬‬
‫ﺍﻟﻌﻨﺎﺼﺭ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻷﺴﻠﻭﺏ ﺍﻟﻨﻅﻡ ﻓﻲ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪ -١‬ﺘﻔﺭﻴﺩ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫· ﺘﻌﺭﻴﻑ ﺘﻔﺭﻴﺩ ﺍﻟﺘﻌﻠﻴﻡ ﻭﻤﺭﺘﻜﺯﺍﺘﻪ ﺍﻷﺴﺎﺴﻴﺔ‪.‬‬
‫· ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺘﻔﺭﻴﺩ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫· ﺇﺠﺭﺍﺀﺍﺕ ﺘﻔﺭﻴﺩ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫· ﻤﻬﺎﻡ ﺍﻟﻤﻌﻠﻡ ﻓﻲ ﻅل ﺘﻔﺭﻴﺩ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫ﺏ‪ -‬ﺘﻌﺭﻴﻑ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻤﺴﻤﻴﺎﺘﻬﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﺘﻁﻭﺭ ﻤﻔﻬﻭﻤﻬﺎ‪ ،‬ﻓﻠﺴﻔﺔ ﻭﻏﺎﻴﺎﺕ ﺍﻟﻭﺴـﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﻭﻅﺎﺌﻔﻬﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺩﺭﺱ ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻁﺎﻟﺏ‪.‬‬
‫ﺕ‪ -‬ﻨﻅﺭﻴﺎﺕ ﺍﻻﺘﺼﺎل‪:‬‬
‫ﺙ‪ -‬ﻤﻔﻬﻭﻤﻬﺎ‪ ،‬ﻋﻨﺎﺼﺭﻫﺎ‪ ،‬ﺃﻨﻭﺍﻉ ﺍﻻﺘﺼﺎل‪ ،‬ﺍﻟﺸﺭﻭﻁ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻨﺠﺎﺡ ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل‪ ،‬ﻤﻌﻭﻗـﺎﺕ‬
‫ﺍﻻﺘﺼﺎل ﻓﻲ ﺤﺠﺭﺓ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺝ‪ -‬ﺃﻨﻭﺍﻉ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪:‬‬
‫ﺡ‪ -‬ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬ﻤﺨﺭﻭﻁ ﺍﻟﺨﺒﺭﺓ‪.‬‬
‫ﺥ‪ -‬ﺃﻫﻤﻴﺔ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪:‬‬
‫ﺩ‪ -‬ﺩﻭﺭ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻌﻠﻡ ﻭﻓﻲ ﻤﻭﺍﺠﻬﺔ ﻤﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻴﻡ ‪.‬‬
‫‪ -‬ﺍﻷﺴﺱ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻌﺎﻤﺔ ﻻﺨﺘﻴﺎﺭ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -٢‬ﺍﻟﻤﺴﺘﺤﺩﺜﺎﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ‪:‬‬
‫· ﺍﻨﻌﻜﺎﺴﺎﺕ ﺍﻟﻤﺴﺘﺤﺩﺜﺎﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﻋﻠﻰ ﻤﻜﻭﻨﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫· ﺃﺴﺒﺎﺏ ﻅﻬﻭﺭ ﺍﻟﻤﺴﺘﺤﺩﺜﺎﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫· ﺨﺼﺎﺌﺹ ﺍﻟﻤﺴﺘﺤﺩﺜﺎﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ‪.‬‬
‫· ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺒﻌﺽ ﺍﻟﻤﺴﺘﺤﺩﺜﺎﺕ ﻤﺜل ‪:‬‬
‫‪-‬ﺍﻟﻭﺴﺎﺌﻁ ﺍﻟﻤﺘﻌﺩﺩﺓ‪.‬‬
‫‪-‬ﺍﻻﻨﺘﺭﻨﺕ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -٣‬ﺍﻟﺘﻠﻔﺯﻴﻭﻥ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ‪:‬‬
‫· ﻤﺘﻁﻠﺒﺎﺕ ﻋﺭﺽ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺩﺍﺨل ﺍﻟﻤﺩﺍﺭﺱ‪.‬‬
‫· ﺃﻨﻭﺍﻉ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺃﺸﻜﺎل ﺘﻘﺩﻴﻤﻬﺎ‪.‬‬

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 ‫· ﻤﻤﻴﺯﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫· ﺩﻭﺭ ﺍﻟﻤﻌﻠﻡ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪ -٤‬ﺍﻟﺸﻔﺎﻓﻴﺎﺕ ﻭﺍﻟﺸﺭﺍﺌﺢ ﻭﺍﻟﻠﻭﺤﺎﺕ‪:‬‬
‫· ﺃﺴﺎﺴﻴﺎﺕ ﻋﺭﺽ ﻜل ﻤﻨﻬﺎ‪.‬‬
‫· ﺘﺼﻤﻴﻡ ﻭﺇﻨﺘﺎﺝ ﻜل ﻤﻨﻬﺎ‪.‬‬
‫‪ -٥‬ﺍﻟﻌﺭﻭﺽ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‪:‬‬
‫· ﻤﻔﻬﻭﻡ ﺍﻟﻌﺭﻭﺽ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ ﻭﺃﻫﺩﺍﻓﻬﺎ‪.‬‬
‫· ﻤﺯﺍﻴﺎ ﺍﻟﻌﺭﻭﺽ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‪.‬‬
‫· ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﻌﺭﻭﺽ ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‪.‬‬
‫‪ -٦‬ﺍﻟﺘﺼﻭﻴﺭ ﺍﻟﻔﻭﺘﻭﻏﺭﺍﻓﻲ ‪:‬‬
‫· ﺇﻨﺘﺎﺝ ﺼﻭﺭﺓ ﺘﻌﻠﻴﻤﻴﺔ ﻨﺎﺠﺤﺔ‪.‬‬
‫‪ -٧‬ﺍﻟﺭﺴﻭﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫· ﺘﻌﺭﻴﻑ ﺍﻟﺭﺴﻭﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫· ﺃﻨﻭﺍﻉ ﺍﻟﺭﺴﻭﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫· ﻤﻤﻴﺯﺍﺕ ‪.‬‬
‫· ﻁﺭﻕ ﺇﻨﺘﺎﺝ‪.‬‬
‫‪ -٨‬ﺇﻨﺘﺎﺝ ﺍﻟﺒﺭﻤﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺨﺼﺹ‪.‬‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﻭﻤﺯﺍﻴﺎ ﻭﻨﻭﺍﺤﻲ ﻗﺼﻭﺭ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺍﻟﻭﺴﺎﺌل ﺍﻟﺒﺼﺭﻴﺔ ‪:‬‬
‫ﺒﺼﺭﻴﺔ ﻏﻴﺭ ﻤﻌﺭﻭﻀﺔ ﻀﻭﺌﻴﺎﹰ ‪:‬‬
‫ﺍﻟﺼﻭﺭﺓ ﺍﻟﺜﺎﺒﺘﺔ ‪ ،‬ﺍﻟﺭﺴﻭﻡ ﻭﺍﻟﺘﻜﻭﻴﻨﺎﺕ ﺍﻟﺨﻁﻴﺔ ‪ ،‬ﺍﻷﺸﻴﺎﺀ ﻭﺍﻟﻌﻴﻨﺎﺕ ﻭﺍﻟﻨﻤﺎﺫﺝ ‪ ،‬ﺍﻟﻠﻭﺤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬
‫ﺒﺼﺭﻴﺎﺕ ﻤﻌﺭﻭﻀﺔ ﻀﻭﺌﻴﺎ ) ﺜﺎﺒﺘﺔ (‪:‬‬
‫ﺸﻔﺎﻓﻴﺎﺕ ﺍﻟﻌﺭﺽ ﻓﻭﻕ ﺍﻟﺭﺃﺱ ‪ ،‬ﺍﻷﻓﻼﻡ ﺍﻟﺜﺎﺒﺘﺔ ‪ ،‬ﺍﻟﺸﺭﺍﺌﺢ ﺍﻟﺸﻔﺎﻓﺔ ﺍﻟﺴﻼﻴﺩﺍﺕ(‪.‬‬
‫ﺒﺼﺭﻴﺔ ﻤﻌﺭﻭﻀﺔ ﻀﻭﺌﻴﺎﹰ ) ﻤﺘﺤﺭﻜﺔ ( ‪:‬‬
‫ﺍﻷﻓﻼﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )‪١٦.٨‬ﻤﻠﻡ(‪ ،‬ﺍﻟﺘﻠﻔﺯﻴﻭﻥ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫ﺍﻟﻭﺴﺎﺌل ﺍﻟﺴﻤﻌﻴﺔ‪:‬‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺤﻠﻴﺔ‪.‬‬
‫ﺃﺠﻬﺯﺓ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻟﺠﺯﺀ ﺍﻟﻌﻤﻠﻲ‪:‬‬
‫ﺇﻨﺘﺎﺝ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪:‬‬

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 ‫‪ -‬ﺸﻔﺎﻓﻴﺎﺕ ﺍﻟﻌﺭﺽ ﻓﻭﻕ ﺍﻟﺭﺃﺱ‪.‬‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻭﺇﻨﺘﺎﺝ ﺸﻔﺎﻓﻴﺎﺕ ﻤﺘﻌﺩﺩﺓ ﺍﻟﻁﺒﻘﺎﺕ‪.‬‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻭﺇﻨﺘﺎﺝ ﺸﻔﺎﻓﻴﺎﺕ ﻤﺯﻭﺩﺓ ﺒﻐﻁﺎﺀ‪.‬‬
‫‪ -‬ﺘﻜﺒﻴﺭ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﺘﻜﺒﻴﺭ ﻤﺎﺩﺓ ﺘﻌﻠﻴﻤﻴﺔ ) ﺼﻭﺭﺓ ‪ ،‬ﺨﺎﺭﻁﺔ ‪ .. ،‬ﺍﻟﺦ ﺒﻁﺭﻴﻘﺔ ﺍﻟﻤﺭﺒﻌﺎﺕ(‬
‫‪ -‬ﺘﻜﺒﻴﺭ ﻤﺎﺩﺓ ﺘﻌﻠﻴﻤﻴﺔ ) ﺼﻭﺭﺓ ‪ ،‬ﺨﺎﺭﻁﺔ ‪ ..‬ﺍﻟﺦ ﺒﺠﻬﺎﺯ ﺍﻟﻌﺭﺽ ﺍﻟﻤﻌﺘﻡ‪.‬‬
‫‪ -‬ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺭﻴﺔ‪.‬‬
‫‪ -‬ﺘﺴﺠﻴل ﻤﺎﺩﺓ ﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺸﺭﻴﻁ ﻓﻴﺩﻴﻭ‪.‬‬
‫‪ -‬ﺘﺴﺠﻴل ﻤﺎﺩﺓ ﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺸﺭﻴﻁ ﺼﻭﺘﻲ )ﻜﺎﺴﻴﺕ(‪.‬‬
‫‪ -‬ﺍﻟﻠﻭﺤﺎﺕ ﻭﺍﻟﺭﺴﻭﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻭﺇﻨﺘﺎﺝ ﻟﻭﺤﺔ ﺘﻌﻠﻴﻤﻴﺔ ) ﻭﺒﺭﻴﺔ ﺃﻭ ﻤﻐﻨﻁﻴﺴﻴﺔ‪ ،‬ﺍﻟﺦ (‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻭﺇﻨﺘﺎﺝ ﺭﺴﻡ ﺃﻭ ﻤﻠﺼﻕ ﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪ -‬ﺍﻟﺸﺭﺍﺌﺢ ﺍﻟﺸﻔﺎﻓﻴﺔ ) ﺍﻟﺴﻼﻴﺩﺍﺕ ( ‪.‬‬
‫‪ -‬ﺇﻨﺘﺎﺝ ‪ ٢٠ ،١٠‬ﺸﺭﻴﺤﺔ ﺸﻔﺎﻓﺔ ﺤﻭل ﻤﻭﻀﻭﻉ ﺘﻌﻠﻴﻡ ﻤﻌﻴﻥ ‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﺍﻵﻟﻲ ﻜﻭﺴﻴﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻤﺒﺴﻁ ‪.‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫‪ -١‬ﺗﻜﻨﻮﻟﻮﺟﯿﺎ ﻋﺮض وإﻧﺘﺎج اﻟﻤﻮاد اﻟﺘﻌﻠﯿﻤﯿﺔ )‪: (٢٠٠٦‬ﻣﺎھﺮ إﺳﻤﺎﻋﯿﻞ ﺻﺒﺮي ‪،‬ﻓﺎﺋﺰة ﻣﺤﻤﺪ اﻟﻤﻐﺮﺑﻲ‬
‫) ط ‪ ، (١‬ﻣﻜﺘﺒﺔ اﻟﺮاﺷﺪ ﺑﺎﻟﺮﯾﺎض ‪٠‬‬
‫‪ -٢‬ﺗﺼﻤﯿﻢ اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﯿﻤﯿﺔ وإﻧﺘﺎﺟﮭﺎ )‪ : (٢٠٠٦‬ﺳﻌﺪ ﺑﻦ ﻋﺒﺪ اﻟﺮﺣﻤﻦ اﻟﺪاﯾﻞ ‪،‬ﻋﺒﺪ اﻟﺤﺎﻓﻆ ﻣﺤﻤﺪ ﺳﻼﻣﺔ‬
‫‪،‬دار اﻟﺨﺮﯾﺠﻰ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ ‪٠‬‬
‫‪ -٣‬وﺳﺎﺋﻞ اﻻﺗﺼﺎل و اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ ﻓﻲ اﻟﺘﻌﻠﯿﻢ )‪: (٢٠٠٥‬ﺳﻼﻣﺔ ﻋﺒﺪ اﻟﺤﺎﻓﻆ ‪)،‬ط ‪، (٥‬دار اﻟﻔﻜﺮ ‪،‬ﻋﻤﺎن ‪٠‬‬
‫‪ -٤‬ﺯﻜﺭﻴﺎ ﻴﺤﻲ ﻻل ‪ ،‬ﻋﻠﻴﺎﺀ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻨﺩﻱ ‪ ،‬ﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻻﺘﺼﺎل ﻭﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺍﻟﺘﻌﻠﻴﻡ ‪ ،‬ﺍﻟﺭﻴﺎﺽ ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻟﻌﺒﻴﻜﺎﻥ ‪.١٩٩٥‬‬
‫‪ -٥‬ﻋﺒﺩ ﺍﻟﺤﺎﻓﻅ ﺴﻼﻤﺔ ‪ ،‬ﺃﺴﺎﺴﻴﺎﺕ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﺘﺩﺭﻴﺱ ‪ ،‬ﺩﺍﺭﺍﻟﺒﺎﺯﻭﺭﻱ ‪ ،‬ﻋﻤﺎﻥ ‪١٤٢٢ ،‬ﻫـ‪.‬‬
‫‪ -٦‬ﺯﻜﺭﻱ ‪ ،‬ﻋﻤﺭ ﻤﺩﻨﻲ ‪ ،‬ﻨﺤﻭ ﻨﻅﺭﻴﺔ ﻟﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﺘﺭﺒﻭﻴﺔ ‪ ،‬ﺭﺍﺒﻁﺔ ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‬
‫‪.١٩٩٢‬‬
‫‪ -٧‬ﻋﺒﺩ ﺍﻟﺤﺎﻓﻅ ﺴﻼﻤﺔ )) ﺃﺴﺎﺴﻴﺎﺕ ﻓـﻲ ﺘﺼـﻤﻴﻡ ﺍﻟﺘـﺩﺭﻴﺱ (( ﺩﺍﺭ ﺍﻟﺒـﺎﺯﺩﺭﻱ ‪ ،‬ﻋﻤـﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ‬
‫‪١٤٢٢‬ﻫـ‬

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 ‫‪٠٢٠٨٣١٨‬‬ ‫ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺨﺎﺼﺔ ) ﺁﺩﺍﺏ(‬ ‫‪:‬‬ ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ﻭﺭﻤﺯﻩ‬
‫ﻭﺤﺩﺘﺎﻥ‪.‬‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ‪:‬‬
‫ﺍﻷﻫﺩﺍﻑ‪:‬‬
‫ﺒﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻬﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ ‪:‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺒﺎﻟﺘﻔﺼﻴل ﺘﺴﺎﺅﻻﺕ ﻭﺇﺠﺎﺒﺎﺕ ﻗﻀﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺩﺭﺴﻲ ﻤﻊ ﺫﻜﺭ ﺍﻷﺴﺱ ﺍﻟﻨﻅﺭﻴـﺔ ﺍﻟﻨﻔﺴـﻴﺔ‬
‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﻜل ﺘﺴﺎﺅل‪.‬‬
‫‪ -‬ﻴﺴﺘﻨﺘﺞ ﺍﻟﺤﻜﻤﺔ ﻤﻥ ﺘﺩﺭﻴﺱ ﻤﺎﺩﺓ ﺘﺨﺼﺼﻪ ﺍﻟﺘﻲ ﺴﻴﻘﻭﻡ ﺒﺘﺩﺭﻴﺴﻬﺎ‪.‬‬
‫‪ -‬ﻴﺼﻑ ﺃﺩﻭﺍﺭ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻤﺩﺭﺱ ﺍﻟﻨﺎﺠﺢ‪.‬‬
‫‪ -‬ﻴﻭﺍﺯﻥ ﺒﻴﻥ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻤﻥ ﺤﻴﺙ ﻤﻤﻴﺯﺍﺕ ﻭﻋﻴﻭﺏ ﻭﺨﻁﻭﺍﺕ ﺘﻁﺒﻴﻕ ﻜل ﻤﻨﻬﺎ‪.‬‬
‫‪ -‬ﻴﻁﺒﻕ ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﻤﻨﺎﺴﺒﺔ ﻟﻤﺩﺓ ﺘﺨﺼﺼﻪ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﻨﻬﺞ ﺍﻟﻤﺩﺭﺴﻲ ﻭﻴﺤﻠل ﻭﻴﻨﻘﺩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﻘﺭﺭ ﻭﺘﻜﺎﻤﻠـﻪ ﻤـﻊ ﺍﻟﻜﺘـﺎﺏ‬
‫ﺍﻟﻤﻘﺭﺭ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺒﻘﻪ ﻭﺍﻟﺘﻲ ﺘﻠﻴﻪ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬
‫‪ -‬ﻴﺨﺘﺎﺭ ﻭﻴﺴﺘﺨﺩﻡ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﺩﺭﻴﺱ ﺘﺨﺼﺼﻪ ﻭﻴﺒﺭﺭ ﺍﺨﺘﻴﺎﺭﻩ ﻟﻭﺴﻴﻠﺔ ﺩﻭﻥ ﺃﺨﺭﻱ‪.‬‬
‫‪ -‬ﻴﺸﺭﺡ ﺒﺎﻟﺘﻔﺼﻴل ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻁﻼﺏ ﻜل ﻤﺭﺤﻠﺔ ﺩﺭﺍﺴﻴﺔ ﻭﻴﺤﺩﺩ ﺍﻟﺘﻁﺒﻴﻘـﺎﺕ ﺍﻟﺘﺭﺒﻭﻴـﺔ‬
‫ﻟﻜل ﻤﺭﺤﻠﺔ‪.‬‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪:‬‬
‫‪ -‬ﺍﻟﺤﻜﻤﺔ ﻓﻲ ﺩﺭﺍﺴﺔ ﻭﺘﺩﺭﻴﺱ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ‪.‬‬
‫‪ -‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﺩﺭﻴﺱ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﻨﻬﺞ‪.‬‬
‫‪ ٠‬ﺇﺩﺍﺭﺓ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻤﺩﺭﺱ ﺍﻟﻨﺎﺠﺢ‪.‬‬
‫‪ -‬ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ‪ :‬ﺃﻨﻭﺍﻋﻬﺎ ‪ ،‬ﻤﻤﻴﺯﺍﺘﻬﺎ ‪ ،‬ﻋﻴﻭﺒﻬﺎ ‪ ،‬ﺨﻁﻭﺍﺕ ﺘﻁﺒﻴﻘﻬﺎ‪.‬‬
‫ﺃﻤﺜﻠﻪ ﻋﻠﻰ ﺒﻌﺽ ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺨﺎﺼﺔ ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﻘﻭﺍﻋﺩ‪.‬‬

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 ‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﻘﺭﺍﺀﺓ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻹﻤﻼﺀ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﺘﻌﺒﻴﺭ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻨﺒﻭﻱ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﻘﺭﺁﻥ ﺍﻟﻜﺭﻴﻡ ﻭﺘﻔﺴﻴﺭﻩ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﻔﻘﻪ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﻤﺸﺭﻭﻉ ‪.‬‬
‫‪ -‬ﻁﺭﻴﻘﺔ ﺤل ﺍﻟﻤﺸﻜﻼﺕ‪.‬‬
‫‪ -‬ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ ‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬
‫‪ -‬ﺃﺴﺎﻟﻴﺏ ﺘﺩﺭﻴﺱ ﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ) ﺍﻟﺘﺤﺩﺙ‪ ،‬ﻭﺍﻟﺴﻤﺎﻉ‪ ،‬ﻭﺍﻟﻘﺭﺍﺀﺓ‪ ،‬ﻭﺍﻟﻜﺘﺎﺒﺔ‪ ،‬ﻭﺍﻟﻠﻔﻅ‪..‬‬
‫ﺍﻟﺦ(‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻭﺇﻋﺩﺍﺩ ﺨﻁﺔ ﺍﻟﺩﺭﺱ ) ﺍﻟﺘﺤﻀﻴﺭ (‪.‬‬
‫‪ -‬ﻤﺭﺍﺠﻌﺔ ﺼﻴﺎﻏﺔ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺴﻠﻭﻜﻴﺔ‪.‬‬
‫‪ -‬ﻤﺭﺍﺠﻌﺔ ﻭﺇﻋﺩﺍﺩ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ‪.‬‬
‫‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﻔﺼل‪ ،‬ﻁﺭﻗﻬﺎ‪ ،‬ﺃﺴﺎﻟﻴﺒﻬﺎ ﺃﻨﻭﺍﻋﻬﺎ‪..‬ﺍﻟﺦ‪.‬‬
‫‪ -‬ﺘﺤﻠﻴل‪ ،‬ﻭﻨﻘﺩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﺘﻁﺒﻴﻘﺎ ﻋﻠﻰ ﻤﻘﺭﺭﺍﺕ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻭﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ -‬ﻤﺸﺎﻫﺩﺓ ﻨﻤﺎﺫﺝ ﺘﺩﺭﻴﺴﻴﺔ ﺤﻴﺔ ﻭﺃﺨﺭﻯ ﻤﺴﺠﻠﺔ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﻨﻘﺩﻫﺎ‪.‬‬
‫‪ -‬ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻔﻌﻠﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺤﻠﻴﺔ )‪ (٤-٢‬ﺤﺼﺹ‪.‬‬
‫ﺍﻟﺘﻘﻭﻴﻡ‪:‬‬
‫ﻴﺘﻡ ﺘﻘﻭﻴﻡ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺎﺩﺓ ﻭﻓﻘﺎﹰ ﻟﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ %٢٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﺼﻔﻲ‪.‬‬
‫‪ %٣٠‬ﻷﻋﻤﺎل ﺍﻟﺴﻨﺔ ) ﺍﺨﺘﺒﺎﺭﺍﺕ ﺩﻭﺭﻴﺔ‪ ،‬ﺒﺤﺙ‪ ،‬ﻤﺸﺎﺭﻜﺔ (‬
‫‪ %٥٠‬ﻟﻼﺨﺘﺒﺎﺭ ﺍﻟﻨﻬﺎﺌﻲ‪.‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫‪1. Paulson . Brooder Teaching English as a Foreign. Language Foreman‬‬
‫) ‪C. ( Glenview . ILL. USA‬‬
‫‪2. Revel. Jane0 Teaching‬‬ ‫‪Techniques for Co,,unicative English0‬‬
‫‪London. U0K : Macmillan‬‬

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 ‫· ﻓﺨﺭﻯ ﺭﺸﻴﺩ ﺨﻀﺭ )‪ (٢٠٠٦‬ﻁﺭﺍﺌﻕ ﺘﺩﺭﻴﺱ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻟﻤﺴﻴﺭﺓ‪.‬‬
‫· ﺯﻜﻲ ﺇﺒﺭﺍﻫﻴﻡ ﺍﻟﺼﻭﻓﻲ )‪ (٢٠٠٧‬ﺘﺩﺭﻴﺱ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻟﻌﻠﻡ ﻭﺍﻹﻴﻤﺎﻥ‪.‬‬
‫· ﻤﺤﻤﺩ ﺇﺒﺭﺍﻫﻴﻡ ﻗﻁﺎﻭﻯ )‪ (٢٠٠٧‬ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ‪.‬‬
‫ﺁل ﻋﻤﺭﻭ‪ ،‬ﻓﻬﺩ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺁل ﻋﻤﺭﻭ ‪ ،‬ﻁﺭﻕ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻟﻤﺘﻨﺒـﻲ ‪،‬‬ ‫‪-٣‬‬
‫‪١٤٢٤‬ﻫـ‪.‬‬
‫‪ -٦‬ﺤﺴﻥ ﺤﺴﻴﻥ ﺯﻴﺘﻭﻥ‪ :‬ﺘﺼﻤﻴﻡ ﺍﻟﺘﺩﺭﻴﺱ ﺠﺯﺀ ‪ ،٢ .١ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪،١٤٢١‬‬

‫‪٠٢٠٨٤٢٤‬‬ ‫ﺘﺭﺒﻴﺔ ﻋﻤﻠﻴﺔ‬ ‫ﺍﺴﻡ ﺍﻟﻤﻘﺭﺭ ﻭﺭﻤﺯﻩ ‪:‬‬

‫‪ ١٢‬ﺴﺎﻋﺔ ﻋﻤﻠﻲ‬ ‫)‪ (٦‬ﻭﺤﺩﺍﺕ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ‪:‬‬
‫ﺍﻷﻫﺩﺍﻑ‪:‬‬
‫ﺒﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻬﺫﺍ ﺍﻟﻤﻘﺭﺭ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺃﻥ‪:‬‬
‫‪ -‬ﻴﻁﺒﻕ ﻤﺎ ﺘﻌﻠﻤﻪ ﻨﻅﺭﻴﺎﹰ ﻜﺘﺨﻁﻴﻁ ﺍﻟﺩﺭﻭﺱ ﻭﻁﺭﻕ ﺘﺩﺭﻴﺱ ﻤﺘﻨﻭﻋﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴـﻲ ﻭﺇﺠـﺭﺍﺀ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ‪.‬‬
‫‪ -‬ﻴﺭﺒﻁ ﻤﺎ ﺘﻌﻠﻤﻪ ﻓﻲ ﺘﺨﺼﺼﻪ ﺒﺎﻟﻤﻨﻬﺞ ﻟﺩﺭﺍﺴﻲ ﺍﻟﺫﻱ ﺴﻭﻑ ﺩﺭﺴﻪ‪.‬‬
‫‪ -‬ﺘﻨﻔﻴﺫ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻼﺼﻔﻴﺔ ﺍﻟﻤﻼﺌﻤﺔ ﻭﺍﻟﻤﻜﻤﻠﺔ ﻟﻸﻨﺸﻁﺔ ﺍﻟﺼﻴﻔﻲ‬
‫‪ -‬ﻴﻨﺎﻗﺵ ﻤﻥ ﺨﻼل ﻭﺭﺵ ﺍﻟﻌﻤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﻤﻭﺍﻗﻑ ﺘﻌﻠﻴﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ‪.‬‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪:‬‬
‫ﺃﺴﺒﻭﻋﻴﺎﹰ ﻭﺨﻼل ﻓﺼل ﺩﺭﺍﺴـﻲ‬ ‫ﻴﺘﻡ ﺘﻨﻔﻴﺫ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻤﻥ ﺨﻼل ﻗﻀﺎﺀ ﺍﻟﻁﺎﻟﺏ ﺃﺭﺒﻌﺔ ﺃﻴﺎﻡ‬
‫ﻜﺎﻤل ﻴﺘﻡ ﺨﻼﻟﻬﺎ ﻗﻴﺎﻤﻪ ﺒﺘﻭﻟﻲ ﺘﺩﺭﻴﺱ ﺠﺩﻭل ﺩﺭﺍﺴﻲ ﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺍﻟﻤﺸﺭﻑ ﺍﻟﺘﺭﺒﻭﻱ ﺤﻴﺙ ﻴﻘﻭﻡ ﺒﺘﻁﺒﻴﻕ‬
‫ﻤﺎ ﺴﺒﻕ ﺩﺭﺍﺴﺘﻪ ﻨﻅﺭﻴﺎﹰ ﻓﻲ ﻤﺨﺘﻠﻑ ﻤﻭﺍﺩ ﺍﻹﻋﺩﺍﺩ ﺍﻟﺘﺭﺒﻭﻱ‪ ،‬ﻤﻊ ﺍﻟﺘﻨﺴﻴﻕ ﻤﻊ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻡ ﻓﻴﻤﺎ ﻴﺨـﺹ‬
‫ﺘﺤﺩﻴﺩ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺘﻲ ﺴﻭﻑ ﻴﻁﺒﻕ ﻓﻴﻬﺎ ﺍﻟﻁﺎﻟﺏ‪.‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫‪ -٢‬ﻤﻁﺎﻭﻉ ‪ ،‬ﺇﺒﺭﺍﻫﻴﻡ ﻋﺼﻤﺕ ‪ ،‬ﻭﺍﺼﻑ ﻋﺯﻴﺯ ﻭﺍﺼـﻑ ‪ )) ،‬ﺍﻟﺘﺭﺒﻴـﺔ ﺍﻟﻌﻤﻠﻴـﺔ ﻭﺃﺴـﺱ ﻁـﺭﻕ‬
‫ﺍﻟﺘﺩﺭﻴﺱ(( ‪ ،‬ﺒﻴﺭﻭﺕ ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ‪١٩٩٦ ،‬ﻡ‪.‬‬
‫‪ -٣‬ﻋﺎﻤﺭ ﺍﻟﺸﻬﺭﺍﻨﻲ ‪ ،‬ﻤﺭﺸﺩ ﺍﻟﻁﺎﻟﺏ ﺍﻟﻤﻌﻠﻡ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﺠﺩﺓ‪١٩٩٣.‬ﻡ‪.‬‬
‫‪ -٤‬ﺤﺴﺎﻥ ﻤﺤﻤﺩ ﺤﺴﺎﻥ ‪ ،‬ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻲ ﺩﻭل ﺍﻟﺨﻠﻴﺞ ﺍﻟﻌﺭﺒﻴﺔ ‪ ،‬ﻭﺍﻗﻌﻬـﺎ ﻭﺴـﺒل ﺘﻁﻭﻴﺭﻫـﺎ ‪،‬‬
‫ﺍﻟﺭﻴﺎﺽ ‪ ،‬ﻤﻜﺘﺏ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻌﺭﺒﻲ ﻟﺩﻭل ﺍﻟﺨﻠﻴﺞ‪١٩٩٢.‬ﻡ‪.‬‬
‫‪ -٥‬ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ ﺼﺎﻟﺢ ﻋﺒﺩ ﺍﷲ ‪ ،‬ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻫﺩﺍﻓﻬﺎ ﻭﻤﺒﺎﺩﺌﻬﺎ ‪ ،‬ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ ‪ ،‬ﻤﺅﺴﺴﺔ ﻤﻜـﺔ‬
‫ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻷﻋﻼﻡ ‪.١٩٨٥ ،‬‬

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 ‫ﺍﻟﺘﻘﻭﻴﻡ‪:‬‬
‫ﻴﺸﺘﺭﻙ ﻓﻲ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﻤﺘﺩﺭﺏ ﻜل ﻤﻥ ‪:‬‬
‫‪ .١‬ﺍﻟﻤﺸﺭﻑ ﺍﻟﻤﺘﺨﺼﺹ ‪%٧٠‬‬
‫‪ .٢‬ﺍﻟﻤﻌﻠﻡ ﺍﻟﻤﺘﻌﺎﻭﻥ ﻭﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ‪%٢٠‬‬
‫‪ .٣‬ﻭﺭﺸﺔ ﺍﻟﻌﻤل ‪%١٠‬‬

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