‫ﻗﺼﺔ اﻷﻟﻌﺎب اﻟﺮﻳﺎﺿﻴﺔ‬

‫ﺎح َْﲝﺜًﺎ َﻋ ِﻦ‬ ‫ﱭ أَ ‪‬ن ﻧَ َﺸﺎﻃَﻬﺎ اﻟْ َﺴﻴﺎﺳﻲ َﻛﺎ َن ُﻣْﻨﺼﺒ‪‬ﺎ ﻋﻠﻰ اﻟْ ِﻜ َﻔ ِ‬ ‫‪‬ﻌﻮب ْاﻷوﱃ‪ ،‬ﺗَـ َ ‪‬‬ ‫ﻳﺦ اﻟﺸ ِ‬ ‫إِ َذا َد َر ْﺳﻨَﺎ ﺗَﺎ ِر َ‬
‫‪‬ﻀﺢ أَ ‪‬ن ﻫ ِﺬ ِﻩ اﻟﺸ‪‬ﻌﻮب ﻣﺎرﺳﺖ ﺑـﻌﺾ اﻷﻧ ِﺸﻄَِﺔ اﻟْﺒﺪﻧِﻴ‪ِ‬ﺔ‪ ،‬ﻟﻠﺘـ‪‬ﻌﺒ ِﲑ ﻋﻦ اﻧْ ِﻔ ِ‬ ‫ِ‬
‫ﻌﺎﻻ‪‬ﺎ‬ ‫ْ َ‬ ‫ََ‬ ‫َ َ َ َ ْ َْ َ‬ ‫اﻟﻄ‪َ‬ﻌ ِﺎم؛ َﻛﻤﺎَ ﻳﺘ ُ َ‬
‫اﺣﻲ اﻟﺘّـ ْﻌﺒﲑﻳِّﺔ‪.‬‬‫اﻃ ِﻔﻬﺎ‪ .‬وﻗَﺪ ﻳـﻌﺘـﺮ اﻟﺮﻗْﺺ ِﻣﻦ أَﺑـﺮِز ﻫ ِﺬ ِﻩ اﻟﻨ‪‬ﻮ ِ‬ ‫وﻋﻮ ِ‬
‫َ ُ َْ َ ّ ُ ْ ْ َ َ‬ ‫ََ‬
‫ِ‬ ‫ِ‬ ‫ﺎت ﺗـُﺆدى ﰲ ْ ِ ِ ِ‬ ‫وَﻛﺎﻧَﺖ ﺑـﻌﺾ ﻫﺬﻩ اﻟ‪‬ﺮﻗَ ِ‬
‫ُﺧﺮى ﻻَ‬ ‫ُﺧﺮى ﺗـُ َﺆّدى ﻟﻠْ َﺤْﺮ ِب َوﻟﻠﻨّﺼﺮ‪َ ،‬وأ ْ‬ ‫اﳊََﻔﻼت اﻟ ّﺪﻳﻨﻴّﺔ َوأ ْ‬ ‫ﺼ َّ‬ ‫َ‬ ‫َ ْ َْ ُ‬
‫ﺾ اﻷﻟﻮان ْاﻷ ْﺧﺮى ِﻣ َﻦ‬ ‫ﺺ ﻇَ َﻬَﺮت ﺑَـ ْﻌ ُ‬ ‫اﻟﺮﻗْ ِ‬‫ّ‬ ‫ﱃ‬ ‫ﺿﺎﻓﺔً إِ‬
‫َ‬ ‫وﻳﺞ‪ .‬وإِ‬
‫َ‬ ‫ِ‬ ‫اﻟﱰ‬
‫ّ‬
‫ْ‬ ‫و‬ ‫ﻮ‬‫ِ‬ ‫ﻬ‬
‫ْ‬ ‫ﻠ‬
‫ّ‬ ‫اﻟ‬‫و‬ ‫ح‬
‫ِ‬ ‫ﺮ‬
‫َ‬ ‫ﻤ‬
‫َ‬ ‫ﻟ‬
‫ْ‬ ‫ا‬ ‫ﻮى‬ ‫ﺳ‬ ‫َﻏﺎﻳﺔَ ﳍﺎ ِ‬
‫َ‬
‫ﺎت‬‫وﱃ ‪ِ ،‬ﻣﺜْﻞ ِﺳﺒﺎﻗَ ِ‬ ‫ﻮب اﻷْ َ‬ ‫اﻟﺸﻌ ِ‬ ‫ﺎط اﻟْﺒ َﺪ ِ‬ ‫اﻟﻨ َ ِ‬
‫َ َ‬ ‫اﺋﻲ ﻋْﻨ َﺪ ّ ُ‬ ‫‪‬ﺸ َ ّ‬
‫ﺾ‬ ‫ﺎﺣ ِﺔ‪َ ،‬وﺑَـ ْﻌ ِ‬ ‫ِ‬ ‫ِ‬
‫اﳊَﺮاب‪ ،‬واﻟْ ُﻤﻼَ َﻛ َﻤﺔ‪ ،‬واﻟﺘّ َﺴﻠ‪ِ ‬ﻖ‪ ،‬واﻟ‪‬ﺮَﻣﺎﻳَﺔ‪،‬واﻟ ‪‬ﺴﺒَ َ‬
‫اس و ِْ ِ‬ ‫اﺳﺘِ ْﺨ َﺪ ِام اﻷﻗْـ َﻮ ِ‬ ‫اﳉﺮي واﻟْﻤ ِ‬
‫ﺼ َﺎر َﻋﺔ و ْ‬ ‫ُ َ‬ ‫َْ‬
‫ﺎب اﻟْ ُﻜَﺮِة‪.‬‬‫أَﻟْ َﻌ َ‬
‫ﻳﺎﺿ ِﺔ‪،‬‬
‫ﺎﻟﺮ َ‬ ‫ِ ِ ِ‬
‫ﻮم ُﻣﺘَـ َﻌ ّﺪدةٌ ﻋﻠﻰ ْاﻫﺘ َﻤﺎﻣﻬﻢ ﺑ ّ‬ ‫ﺻ َﻮٌر َوُر ُﺳ ٌ‬
‫ﺼﺮﻳّ َﻦ‪ُ ،‬‬
‫ِ‬
‫ﻘﻮش َﻣ َﻘﺎﺑِ ِﺮ ﻗُ َﺪ َﻣﺎء اﻟْﻤ ْ‬ ‫ت ﰲ ﻧُ ِ‬ ‫َوﻗَ ْﺪ ﻇَ َﻬَﺮ ْ‬
‫ﺼ َﺎر َﻋ ِﺔ واﻟْ ُﻤﺒَ َﺎرَزِة‬
‫‪‬ﻬ ْﻢ ﺑَـَﺮﻋُﻮا ﰲ اﻟْ ُﻤ َ‬ ‫ﻮش َﻣﺎ ﻳَ ُﺪ ّل ﻋﻠﻰ أَﻧـ ُ‬ ‫ﺎط اﻟْﺒَ َﺪ ‪‬ﱐ؛ وﰲ آﺛﺎ ِرِﻫﻢ ِﻣ َﻦ اﻟﻨّـ ُﻘ ِ‬ ‫‪‬ﺸ ِ‬ ‫َووﻟَ َﻌ ِﻬﻢ ﺑِﺎﻟﻨ َ‬
‫ِ‬
‫س َواﻟ ‪‬ﺴ َﻬ َﺎم واﻟﻨّﺒَﺎل‪.‬‬‫اﺳﺘَـ ْﻌ َﻤﻠُﻮا اﻟ َﻘ ْﻮ َ‬ ‫ﺑِﺎﻟْﻌﺼ ‪‬ﻲ‪َ ،‬و ْ‬
‫ﺖ ُﺟْﺰءًا َﺣﻴَ ِﻮﻳ‪‬ﺎ ِﻣ ْﻦ ﻧِﻈَ ٍﺎم‬ ‫اﳊ ِﺪﻳﺜﺔُ ﰲ ﻣﺒ ِﺎدﺋﻬﺎ إﱃ اﻟْﻴﻮﻧَ ِ ِ‬
‫ﺚ َﻛﺎﻧَ ْ‬ ‫ﺎن اﻟْ َﻘﺪﳝَِﺔ َﺣْﻴ ُ‬ ‫ُ‬
‫ِ‬
‫ﺟﻊ اﻟﺘّـْﺮﺑِﻴَﺔُ اﻟ‪‬ﺮﻳﺎﺿﻴ‪‬ﺔُ َْ َ َ َ‬ ‫َوﺗَـْﺮ ُ‬
‫اﻃﻨًﺎ ُﻣ ْﺴﺘَﻌِ ًﺪا‬ ‫اﺣﻲ‪ ،‬ﻟﻴﺼﺒِﺢ ﻣﻮ ِ‬
‫ُْ َُ‬
‫ف إﱃ ﺗَـْﻨ ِﻤﻴ ِﺔ ﻗﻮى اﻟْ َﻔﺮِد ِﻣﻦ ُﻛ ‪‬ﻞ اﻟﻨ‪‬ـﻮ ِ‬
‫َ‬ ‫ْ ْ‬ ‫َ‬ ‫اﻟﺘّـْﺮﺑِﻴَ ِﺔ ا ِﻹ ْﻏ ِﺮﻳﻘﻴ‪ِ ‬ﺔ‪ ،‬اﻟِّﱵ ﺗَـ ْﻬ ِﺪ ُ‬
‫ِ‬ ‫ﻗﺎﻋ َﺪﺗُﻪ ِْ‬
‫ﺿﻼ ِع‪ِ ،‬‬ ‫ﺎن أَ ْن ﺗﻜﻮ َن ُﻣﺜﻠّﺜًﺎ ُﻣﺘَ َﺴﺎ ِوي اﻷ ْ‬ ‫ﳋِِ ْﺪﻣ ِﺔ أُﻣﺘِ ِﻪ‪ .‬و ْاﻋﺘَـﺮوا ِوﺣ َﺪة اﻹﻧْﺴ ِ‬
‫اﳉ ْﺴ ُﻢ َوﺿ ْﻠ َﻌﺎﻩُ‬ ‫ُ‬ ‫َ‬ ‫َ ْ‬ ‫َ ّ‬
‫وح َواﻟْ َﻌ ْﻘ َﻞ‪.‬‬ ‫ِ‬
‫َﳝﺜ ّﻼن اﻟ‪‬ﺮ َ‬
‫ﺐ َو َﺣﻴَ ِﻮﻳ‪‬ﺘِ ِﻪ‪ّ ،‬اﲣَ َﺬﻫﺎ‬ ‫ِ‬ ‫ِ‬
‫ﺖ َﻋ ِﺎﻣﺎً َﻫﺎ ‪‬ﻣﺎ ﰲ ﻟﻴَﺎﻗَ ِﺔ ّ‬
‫اﻟﺸ ْﻌ ِ‬ ‫ِ‬
‫اﻟﱰﺑِﻴَﺔَ اﻟ‪‬ﺮﻳﺎﺿﻴ‪‬ﺔَ ا ِﻹ ْﻏ ِﺮﻳﻘﻴ‪‬ﺔَ‪َ ،‬ﻛﺎﻧَ ْ‬
‫ﻚ ﻧَـَﺮى أَ ‪‬ن ّْ‬ ‫ِﻣ ْﻦ َذﻟ َ‬
‫اﻟﺮِﺷ ِﻴﻖ‪َ ،‬وﺗَـْﻨ ِﻤﻴَ ِﺔ‬ ‫ﺼ ‪‬ﺤ ِﺔ واﻟْ ُﻘﻮِة اﻟْﺒ َﺪﻧِﻴ‪ِ ‬ﺔ‪ ،‬وﺗَـْﻨ ِﻤﻴ ِﺔ اﻟﺜّـ َﻘ ِﺔ ﺑِﺎﻟﻨّـ ْﻔ ِ ِ ِ ِ ِ‬ ‫و ِﺳﻴﻠَﺔً ﻟِْﻠﺤ ِ‬
‫ﺲ َوﺗَـْﺮﺑﻴَﺔ اﻟْﻘ َﻮام ّ‬ ‫َ َ‬ ‫ّ َ‬ ‫ﺼﻮل ﻋﻠﻰ اﻟ ‪‬‬ ‫ُ‬ ‫َ‬
‫اﳋُﻠﻖ اﻟْ َﻜ ِﺮﱘ‪.‬‬ ‫ﺲوْ‬ ‫ﺿْﺒ ِﻂ اﻟﻨّـ ْﻔ ِ‬ ‫ﺎت ِ ِ‬ ‫ِﺻ َﻔ ِ‬
‫اﳉُْﺮأَة َو َ‬
‫أﺣﻤﺪ اﻟﻘﺼﺎب‬
‫دﻟﻴﻞ اﻷﺳﺘﺎذ ﻟﻠﺴﻨﺔ اﻷوﻟﻰ ﻣﻦ اﻟﺘﻌﻠﻴﻢ اﻟﻤﺘﻮﺳﻂ ص‪153‬‬
 ‫اﻟﻮﺳﺎﺋﻞ‬ ‫اﻟﻤﺤﺘﻮى اﻟﻤﻌﺮﻓﻲ‬ ‫اﳌﻴﺪان‬ ‫اﳌﻘﻄﻊ ‪08‬‬
‫دليل األستاذ للسنة األولى من التعليم المتوسط ص‪153‬‬ ‫ﻗﺼﺔ اﻷﻟﻌﺎب اﻟﺮﻳﺎﺿﻴﺔ‬ ‫ﻓﻬﻢ اﻟﻤﻨﻄﻮق‬ ‫اﻟﺼﺤﺔ واﻟﺮﻳﺎﺿﺔ‬

‫اﳌﻮارد اﳌﺴﺘﻬﺪﻓﺔ أﺣﺴﻦ اﻻﺳﺘﻤﺎع إﻟﻴﻪ واﻹﺻﻐﺎء ل ‪:‬‬

‫• ﺗﻔﻬﻢ ﺟﻴّﺪا ﻣﻮﺿﻮﻋﻪ وﺗﺴﺘﻮﻋﺐ ﻣﻌﺎﻧﻴﻪ‪،‬‬
‫ﺗﺘﻔﺎﻋﻞ ﻣﻊ ﻓﻜﺮﺗﻪ وﲢﺴﻦ ﻣﻨﺎﻗﺸﺘﻬﺎ‪.‬‬
‫اﳌﺘﻨﻮﻋﺔ‬
‫• ﺗﺴﺘﺨﺮج ﻗﻴﻤﻪ اﳌﺨﺘﻠﻔﺔ وﻋﻮاﻃﻔﻪ ّ‬
‫وأﺑﻌﺎدﻩ اﳊ ّﻔﻴﺔ‪.‬‬
‫ﻳﺴﻬﻞ ﻋﻠﻴﻚ اﻟﺘّﻮاﺻﻞ ﻣﺸﺎﻓﻬﺔً ﺑﻠﻐﺔ ﺳﻠﻴﻤﺔ‬
‫ﻣﺘّﺴﻘﺔ‪ ،‬وﺗﺴﺘﻄﻴﻊ إﻧﺘﺎج ﻧﺼﻮص ﳑﺎﺛﻠﺔ اﳌﻮﺿﻮع‬
‫واﻟﻨّﻤﻂ ذا‪‬ﻤﺎ‪ .‬أﺣﺴﻦ اﻻﺳﺘﻤﺎع إﻟﻴﻪ واﻹﺻﻐﺎء‬

‫اﻟﺘﻘﻮﱘ‬ ‫اﻟﻮﺿﻌﻴﺎت اﻟﺘﻌﻠﻤﻴﺔ واﻷﻧﺸﻄﺔ اﳌﻘﱰﺣﺔ‬ ‫اﳌﺮاﺣﻞ‬

‫ﺗﺸﺨﻴﺼﻲ‬ ‫* اﻟﻮﺿﻌﻴﺔ اﻟﺘﻌﻠﻤﻴﺔ ‪:‬‬ ‫وﺿﻌﻴﺔ‬
‫اﻟﺘﺸﺨﻴﺼﻲ‪:‬‬ ‫اذﻛﺮ ﺑﻌﺾ أﻧﻮاع اﻟﺮﻳﺎﺿﺔ ؟‬
‫ﻳﺴﺘﺬﻛﺮ ‪ ،‬ﻳﺘﺬﻛﺮ‪....‬‬
‫اﻻﻧﻄﻼق‬
‫ﺗﻜﻮﻳﲏ‬ ‫وﺿﻌﻴﺔ ﺑﻨﺎء ) ﻗﺮاءة اﻟﻨﺺ اﳌﻨﻄﻮق ﻣﻦ ﻃﺮف اﻷﺳﺘﺎذ وأﺛﻨﺎء ذﻟﻚ ﳚﺐ اﶈﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺘﻮاﺻﻞ‬
‫اﻟﺘﺪرﻳﺐ ﻋﻠﻰ‬ ‫اﻟﺘﻌﻠﻢ اﻟﺒﺼﺮي ﺑﻴﻨﻪ وﺑﲔ ﻣﺘﻌﻠﻤﻴﻪ‪ ،‬ﻣﻊ اﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻵداء واﳊﺲ اﳊﺮﻛﻲ و اﻟﻘﺮاﺋﻦ اﻟﻠﻐﻮﻳﺔ‬
‫اﻻﺻﻐﺎء‬ ‫وﻏﲑ اﻟﻠﻐﻮﻳﺔ ـ ﻳﻬﻲء اﻷﺳﺘﺎذ اﻟﻈﺮوف اﳌﺜﻠﻰ ﻟﻼﺳﺘﻤﺎع (‪.‬‬
‫اﺳﺘﺨﺮاج‬ ‫ُول؟‬
‫ﻮب اﻷ َ‬ ‫ِ‬
‫ﺖ ُﻣ ْﻬﺘَ ‪‬ﻤﺔً اﻟﺸ‪‬ﻌُ ُ‬
‫س_ ﰈَ َﻛﺎﻧَ ْ‬
‫اﻻوﺻﺎف‬ ‫ﱭ أَ ‪‬ن ﻧَ َﺸﺎﻃَﻬﺎ اﻟْ َﺴﻴﺎﺳﻲ َﻛﺎ َن ُﻣْﻨﺼﺒ‪‬ﺎ ﻋﻠﻰ اﻟْ ِﻜ َﻔ ِ‬
‫ﺎح َْﲝﺜًﺎ َﻋ ِﻦ اﻟﻄ‪َ ‬ﻌ ِﺎم‬ ‫ج _ اﻟﺸ ِ‬
‫‪‬ﻌﻮب ْاﻷوﱃ‪ ،‬ﺗَـ َ ‪‬‬
‫اﳌﺎدﻳﺔ واﳌﻌﻨﻮﻳﺔ‬ ‫ﺖ ﺑﻌﺾ اﻷﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ ؟ وﻛﻴﻒ ؟‬ ‫س_ َوَﻫ ْﻞ َﻣ َﺎر َﺳ ْ‬
‫اﻃ ِﻔﻬﺎ‪َ .‬وﻗَﺪ‬ ‫ََ‬
‫اﻷﻧﺸﻄَِﺔ اﻟْﺒ َﺪﻧِﻴ‪ِ ‬ﺔ‪ ،‬ﻟﻠﺘـ‪‬ﻌﺒ ِﲑ ﻋﻦ اﻧْ ِﻔ ِ‬
‫ﻌﺎﻻ‪‬ﺎ وﻋﻮ ِ‬
‫ْ َ‬ ‫َ‬
‫ج _ ﻣﺎرﺳﺖ ﺑـﻌﺾ ِ‬
‫َ َ َ ْ َْ َ‬
‫اﻟﻘﺪرة ﻋﻠﻰ‬ ‫اﺣﻲ اﻟﺘّـ ْﻌﺒﲑﻳِّﺔ‪.‬‬ ‫ﻳـﻌﺘَـﺮ اﻟﺮﻗْﺺ ِﻣﻦ أَﺑـﺮِز ﻫ ِﺬﻩِ اﻟﻨ‪‬ﻮ ِ‬
‫ُ ْ َ ّ ُ ْ َْ َ‬
‫ِ‬ ‫ِ‬ ‫س_ ﻫﻞ اﻫﺘﻢ ﻗُﺪﻣﺎء اﳌِﺼﺮﻳِ ِ‬
‫ﺳﺮد اﻷﺣﺪاث‬ ‫ﻚ َﻣ َﻊ ﺗَـ ْﻘﺪ ِﱘ أ َْﻣﺜِﻠَ ٍﺔ َﻋﻠﻰ ذَﻟ َ‬
‫ﻚ‪.‬‬ ‫ﲔ ﺑِﺎﻟّﺮﻳ‪َ ‬‬
‫ﺎﺿﺔ؟ َﻋﻠ‪ْ ‬ﻞ إِ َﺟﺎﺑَـﺘَ َ‬ ‫َ ْ َْ َ َ َ ُ ْ َ‬
‫ِ‬
‫ﺗﻌﻤﻴﻖ اﻟﻔﻬﻢ‬ ‫ﻮم ُﻣﺘَـ َﻌ ّﺪدةٌ ﻋﻠﻰ‬
‫ﺻ َﻮٌر َوُر ُﺳ ٌ‬ ‫ﺼﺮﻳّ َﻦ‪ُ ،‬‬ ‫ﻘﻮش َﻣ َﻘﺎﺑِ ِﺮ ﻗُ َﺪ َﻣﺎء اﻟْﻤ ْ‬
‫ت ﰲ ﻧُ ِ‬ ‫ج _ ﻧﻌﻢ ﻇَ َﻬَﺮ ْ‬
‫ﺎط اﻟْﺒَ َﺪ ‪‬ﱐ؛ وﰲ آﺛﺎ ِرِﻫﻢ ِﻣ َﻦ اﻟﻨّـ ُﻘ ِ‬
‫ﻮش َﻣﺎ ﻳَ ُﺪ ّل‬ ‫‪‬ﺸ ِ‬ ‫ووﻟَ َﻌ ِﻬﻢ ﺑِﺎﻟﻨ َ‬ ‫اﻫﺘِﻤ ِﺎﻣﻬﻢ ﺑِﺎﻟﺮ ِ‬
‫ﻳﺎﺿﺔ‪َ ،‬‬
‫ّ َ‬ ‫ْ َ‬
‫ِ‬ ‫ﻋﻠﻰ أَﻧـ‪‬ﻬﻢ ﺑـﺮﻋﻮا ﰲ اﻟْﻤ ِ‬
‫اﻟﻔﻜﺮة اﻟﻌﺎﻣﺔ‬ ‫اﻟﺴ َﻬ َﺎم‬
‫س َو ‪‬‬ ‫ﺼ َﺎر َﻋﺔ واﻟْ ُﻤﺒَ َﺎرَزةِ ﺑِﺎﻟْﻌﺼ ‪‬ﻲ‪َ ،‬و ْ‬
‫اﺳﺘَـ ْﻌ َﻤﻠُﻮا اﻟ َﻘ ْﻮ َ‬ ‫َُ‬ ‫ُ ْ ََ ُ‬ ‫وﺿﻌﻴﺔ ﺑﻨﺎء‬
‫واﻟﻨّﺒَﺎل‬
‫اﻟﺘﻌﻠﻢ‬
 ‫ِِ‬ ‫ﺎﺿﻴ‪‬ﺔُ اﳊ ِﺪﻳﺜﺔُ ِﰲ أ ِ‬
‫ﻒ؟‬ ‫ُﺻﻮﳍَﺎ َوَﻣﺒَﺎدﺋ َﻬﺎ؟ َوَﻛْﻴ َ‬ ‫ُ‬ ‫اﻟﱰﺑِﻴ‪‬ﺔُ اﻟ‪‬ﺮﻳَ ِ َ َ‬ ‫س_ إِﻻَ َم ﺗَـْﺮ َﺟ ُﻊ ‪‬‬
‫ﺖ ُﺟ ْﺰءًا َﺣﻴَ ِﻮﻳ‪‬ﺎ ِﻣ ْﻦ ﻧِﻈَ ٍﺎم اﻟﺘّـْﺮﺑِﻴَ ِﺔ ا ِﻹ ْﻏ ِﺮﻳﻘﻴ‪ِ ‬ﺔ‪ ،‬اﻟِّﱵ‬ ‫ج _ اﻟْﻴﻮﻧَ ِ ِ‬
‫ﺚ َﻛﺎﻧَ ْ‬‫ﺎن اﻟْ َﻘﺪﳝَِﺔ َﺣْﻴ ُ‬ ‫ُ‬
‫اﻃﻨًﺎ ﻣﺴﺘَﻌِ ًﺪا ﳋِِ ْﺪﻣﺔِ‬ ‫اﺣﻲ‪ ،‬ﻟﻴﺼﺒِﺢ ﻣﻮ ِ‬ ‫ف إﱃ ﺗَـْﻨ ِﻤﻴ ِﺔ ﻗﻮى اْﻟ َﻔﺮِد ِﻣﻦ ُﻛ ‪‬ﻞ اﻟﻨـ‪‬ﻮ ِ‬ ‫ﺗَـ ْﻬ ِﺪ ُ‬
‫َ‬ ‫ُْ‬ ‫ُْ َُ‬ ‫َ‬ ‫ْ ْ‬ ‫َ‬
‫اﳉِ ْﺴ ُﻢ‬ ‫ﻼع‪ِ ،‬‬
‫ﻗﺎﻋ َﺪﺗُﻪُ ْ‬ ‫اﻷﺿ ِ‬ ‫ﺎن أَ ْن ﺗﻜﻮ َن ُﻣﺜﻠّﺜًﺎ ُﻣﺘَ َﺴﺎ ِوي ْ‬ ‫أُﻣﺘِ ِﻪ‪ .‬و ْاﻋﺘَـﺮوا ِوﺣ َﺪة اﻹﻧْﺴ ِ‬
‫َ‬ ‫َ ْ‬ ‫ّ‬
‫وح َواﻟْ َﻌ ْﻘ َﻞ‪.‬‬ ‫ِ‬ ‫ِ‬
‫َوﺿ ْﻠ َﻌﺎﻩُ َﳝ ّﺜﻼن اﻟ‪‬ﺮ َ‬
‫ﺎﺿﻴ‪‬ﺔُ اﻹ ْﻏ ِﺮ ِﻳﻘﻴ‪‬ﺔ؟‬ ‫اﻟﱰ ﺑِﻴ‪‬ﺔُ اﻟ‪‬ﺮﻳ ِ‬
‫َ‬ ‫ف ‪‬‬ ‫ﺖ ﺗَـ ْﻬ ِﺪ ُ‬‫س_ إﻻَ َم َﻛﺎﻧَ ْ‬
‫ﺼ ‪‬ﺤ ِﺔ واﻟْ ُﻘ ّﻮةِ اﻟْﺒَ َﺪﻧِﻴ‪ِ ‬ﺔ‪َ ،‬وﺗَـْﻨ ِﻤﻴَ ِﺔ اﻟﺜّـ َﻘ ِﺔ ﺑِﺎﻟﻨّـ ْﻔ ِ‬
‫ﺲ َوﺗَـْﺮﺑِﻴَ ِﺔ‬ ‫ﺼﻮل ﻋﻠﻰ اﻟ ‪‬‬ ‫ج _ و ِﺳﻴﻠَﺔً ﻟِﻠْﺤ ِ‬
‫ُ‬ ‫َ‬
‫اﳋُﻠﻖ اﻟْ َﻜ ِﺮﱘ‪.‬‬ ‫ﺲوْ‬ ‫ﺿْﺒ ِﻂ اﻟﻨّـ ْﻔ ِ‬ ‫ﺎت ِ ِ‬ ‫اﻟْ ِﻘﻮ ِام اﻟﺮِﺷ ِﻴﻖ‪ ،‬وﺗَـْﻨ ِﻤﻴ ِﺔ ِﺻ َﻔ ِ‬
‫اﳉُْﺮأَة َو َ‬ ‫َ َ‬ ‫َ ّ‬
‫اﻟﻔﻜﺮة اﻟﻌﺎﻣﺔ ‪:‬‬
‫ﳑﺎرﺳﺔ اﻟﺮﻳﺎﺿﺔ واﻟﻨﺸﺎط اﻟﺒﺪﱐ ﻣﻔﻴﺪ ﺟﺪاً ﻷﺟﺴﺎدﻧﺎ وﻓﻮاﺋﺪﻫﺎ ﺗﺘﺠﺎوز ﺑﻜﺜﲑ ﳎﺮد اﻟﻘﺪرة ﻋﻠﻰ‬
‫ﲢﺪﻳﺪ اﳌﻌﻄﻴﺎت‬ ‫اﳊﻔﺎظ ﻋﻠﻰ اﻟﻮزن‬
‫ﻳﻜﻠﻒ اﻷﺳﺘﺎذ اﳌﺘﻌﻠﻤﲔ ﺑﺈﻧﺘﺎج اﳌﻮﺿﻮع ﺷﻔﻮﻳﺎ ﺑﻠﻐﺔ ﺳﻠﻴﻤﺔ ﻣﺴﺘﻌﻴﻨﻴﻨﻦ ﲟﺎ ﺳﺠﻠﻮا اﺳﺘﻨﺘﺎج اﻟﻘﻴﻤﺔ‬
‫اﻷﺧﻼﻗﻴﺔ‬ ‫ﻣﻦ رؤوس أﻗﻼم ﺣﻴﺚ ﻳﺪﱄ اﻟﺴﺎﻣﻌﻮن ﻟﻠﻌﺮوض ﺑﺂراﺋﻬﻢ وﺗﺼﻮﻳﺒﺎ‪‬ﻢ ‪ ،‬وﻳﺪاﻓﻊ‬
‫اﻻﺳﱰﺳﺎل‬ ‫اﻟﻌﺎرﺿﻮن ﻋﻦ ﻋﺮوﺿﻬﻢ ﲜﺮأة ‪.‬‬
‫ﻣﺸﺎﻓﻬﺔ‬ ‫_ ﻳﻌﻘﺐ اﻷﺳﺘﺎذ ﻋﻠﻰ ﻛﻞ ﻣﺎ دار ﺑﲔ اﳌﺘﻌﻠﻤﲔ ‪ ،‬ﻣﺆﻳﺪا وﻣﺼﻮﺑﺎ ﻣﻦ ﺣﻴﺚ‬
‫ﺑﺎﻋﺘﻤﺎد ﺗﻘﻨﺔ‬ ‫اﻟﻌﺎرف واﳌﻌﻠﻮﻣﺎت‬
‫اﻟﺴﺮد‬ ‫‪-‬ﻣﺎ ھي اﻟﻘﻴﻢ اﳌﺴﺘﺨﻠﺼﺔ ﻣﻦ اﻟﻨﺺ اﳌﺴﻤﻮع؟‬
‫اﻟﺘﺪرب ﻋﻠﻰ‬ ‫اﻟﻘﻴﻤﺔ اﻟﱰﺑﻮﻳﺔ‬
‫أدب اﻟﺴﲑ‬ ‫وﺿﻌﻴﺔ ﺑﻨﺎء ﳌﻤﺎرﺳﺔ اﻟﺘﻤﺎرﻳﻦ اﻟﺮﻳﺎﺿﻴﺔ أﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﺳﻦ اﻟﻄﻔﻮﻟﺔ واﻟﺸﺒﺎب ﺣﻴﺚ أن‬
‫اﳉﺴﻢ ﰲ ﳕﻮ ﻣﺴﺘﻤﺮ‪ ،‬ﻓﻬﻮ ﳛﺘﺎج إﱃ اﻟﺮﻳﺎﺿﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ أن اﻟﻌﻀﻼت واﻟﻌﻈﺎم‬ ‫اﻟﺘﻌﻠﻢ‬
‫واﻟﻘﻠﺐ واﻟﺮﺋﺘﲔ‬
‫ﺧﺘﺎﻣﻲ‬ ‫أﻓﻬﻢ ﻛﻠﻤﺎﺗﻲ‪:‬‬
‫ُ‬ ‫اﻟﻮﺿﻌﻴﺔ‬
‫الح َراب ‪:‬ج ‪.‬ال ِحرْ بَة‪ ،‬آلة لِ ْل َحرْ ِ‬
‫ب ِمنَ ال َح ِدي ِد قَصيرة ُم َح ّددَة‪،‬‬ ‫نصبًّا ‪ُ :‬مر ﱠك ًزا ‪ِ .‬‬
‫ُم َ‬ ‫اﳋﺘﺎﻣﻴﺔ‬
‫وو َل ِع ِھم ‪:‬و ُحبﱢھم‪ ،‬ولَ َع به ‪َ :‬‬
‫أحبﱠهُ ‪.‬النﱢبَال ‪:‬ال ﱢسھَام‪.‬‬ ‫خ‪َ .‬‬‫وھي ُدونَ الرﱡ ْم ِ‬
‫ﺮح َﻛﻠِ َﻤﺎﺗِﻲ‪:‬‬
‫أَ ْﺷ ُ‬
‫التّويج ‪.‬القِوام‪.‬‬