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ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ
ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ
ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ
) ﺍﻟﺮﺑﺎﻁ -ﺍﻟﻤﻐﺮﺏ( :ﺭﺋﻴﺲ ﺍﻟﻔﺮﻳﻖ -ﺃ ﺩ .ﻣﺤﻤﺪ ﺍﻟﺪﺭﻳﺞ
)ﺇﻣﻨﺘﺎﻧﻮﺕ -ﺍﻟﻤﻐﺮﺏ( -ﺩ .ﺟﻤﺎﻝ ﺍﻟﺤﻨﺼﺎﻟﻲ
) ﻣﺴﻘﻂ – ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ( -ﺃﺩ .ﻋﻠﻲ ﺍﻟﻤﻮﺳﻮﻱ
)ﻣﺴﻘﻂ – ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ( -ﺃﺩ .ﺳﺎﻡ ﻋﻤﺎﺭ
) ﺩﻣﺸﻖ -ﺳﻮﺭﻳﺎ( -ﺃﺩ .ﻋﻠﻲ ﺳﻌﻮﺩ ﺣﺴﻦ
) ﺩﻣﺸﻖ -ﺳﻮﺭﻳﺎ( -ﺩ .ﻣﺤﻤﺪ ﺍﻟﺸﻴﺦ ﺣﻤﻮﺩ
ﺍﻟﺳﻧﺔ ﺍﻟﺟﺎﻣﻌﻳﺔ2011:
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ6 .......................................................................
ﺗﻘﺩﻳﻡ
ﻟﻌﻝ ﻣﺎ ﻛﺎﻥ ﻳﻣﻳﺯ ﺍﻟﺣﺩﻳﺙ ﻋﻥ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻟﺩﺭﺍﺳﻳﺔ ﺍﻟﺭﺳﻣﻳﺔ ﺇﻟﻰ ﻋﻬﺩ ﻗﺭﻳ2ﺏ ،ﻫ2ﻭ
ﺍﺧﺗﺯﺍﻟﻬﺎ ﻓﻲ ﻟﻭﺍﺋﺢ ﺍﻟﻣﻭﺍﺩ ﻭ ﺍﻟﻣﻭﺍﺿﻳﻊ ﺍﻟﺗ2ﻲ ﻳ2ﺗﻡ ﺗﺩﺭﻳﺳ2ﻬﺎ ﻓ2ﻲ ﻣﺧﺗﻠ2ﻑ ﺍﻟﻣﺳ2ﺗﻭﻳﺎﺕ
ﺍﻟﺗﻌﻠﻳﻣﻳ22ﺔ .ﻛﻣ22ﺎ ﻛﺎﻧ22ﺕ ﺗﺧﺗﺻ22ﺭ ﻓ22ﻲ ﺟ22ﺩﺍﻭﻝ ﻭ ﻓ22ﻲ ﺍﺳ22ﺗﻌﻣﺎﻻﺕ ﺍﻟ22ﺯﻣﻥ ﺍﻟﺗ22ﻲ ﺗﺣ22ﺩﺩ
ﺍﻟﺗﻭﺯﻳﻊ ﺍﻷﺳﺑﻭﻋﻲ ﻟﺗﻠﻙ ﺍﻟﻣﻭﺍﺩ .ﻓﻌﻣﻝ ﺍﻟﺭﻭﺍﺩ ﺍﻷﻭﺍﺋﻝ ﻓﻲ ﺗﺧﻁﻳﻁ ﺍﻟﺑﺭﺍﻣﺞ ،ﻭﺣﺗ2ﻰ
ﻳﺛﺑﺗﻭﺍ ﺗﻣﻳﺯﻫﻡ ﻋﻥ ﻫﺫﺍ ﺍﻟﺗﻘﻠﻳﺩ ﺍﻟﺫﻱ ﻳﻭﻟﻲ ﺃﻫﻣﻳﺔ ﻛﺑ2ﺭﻯ ﻟﻣﺣﺗﻭﻳ2ﺎﺕ ﺍﻟﺗ2ﺩﺭﻳﺱ ،ﻋﻠ2ﻰ
ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺗﻠﻣﻳﺫ ﺑﺩﻝ ﺍﻟﻣﺎﺩﺓ ﺍﻟﺩﺭﺍﺳﻳﺔ ﻭ ﻣﺣﺗﻭﻳﺎﺗﻬ2ﺎ ،ﻓﻧﺣﺗ2ﻭﺍ ﻣﺻ2ﻁﻠﺢ ﺍﻟﻣﻧﻬ2ﺎﺝ
) ( curriculumﻭ ﺍﻟﺫﻱ ﻳﻌﺭﻓﻭﻧﻪ ﺑﺷﻛﻝ ﻋﺎﻡ ،ﺑﻛﻭﻧﻪ " ﻣﺟﻣ2ﻭﻉ ﺗﺟ2ﺎﺭﺏ ﺍﻟﺣﻳ2ﺎﺓ
ﺍﻟﺿﺭﻭﺭﻳﺔ ﻟﻧﻣﻭ ﺍﻟﺗﻠﻣﻳﺫ " ﻭ ﺑﻛﻭﻧﻪ ﺃﻳﺿﺎ " ﺟﻣﻠﺔ ﻣﺎ ﺗﻘﺩﻣﻪ ﺍﻟﻣﺩﺭﺳﺔ ﻣ2ﻥ ﻣﻌ2ﺎﺭﻑ ﻭ
ﻣﻬ22ﺎﺭﺍﺕ ﻭ ﺍﺗﺟﺎﻫ22ﺎﺕ ...ﻟﻣﺳ22ﺎﻋﺩﺓ ﺍﻟﻣ22ﺗﻌﻠﻡ ،ﻋﻠ22ﻰ ﺍﻟﻧﻣ22ﻭ ﺍﻟﻣﺗ22ﻭﺍﺯﻥ ﻭ ﺍﻟﺳ22ﻠﻳﻡ ﻓ22ﻲ
ﺟﻣﻳﻊ ﺟﻭﺍﻧﺏ ﺷﺧﺻﻳﺗﻪ " .
ﻋﻠ22ﻰ ﺍﻥ ﻣ22ﺎﻳﻣﻳﺯ ﻋﻣﻠﻧ22ﺎ ﻓ22ﻲ ﻫ22ﺫﺍ ﺍﻟﻣﻌﺟ22ﻡ ﺍﻟﺧ22ﺎﺹ ﺑﻣﻧ22ﺎﻫﺞ ﻭﻁ22ﺭﻕ ﺍﻟﺗ22ﺩﺭﻳﺱ ﻫ22ﻭ
ﺍﻧﻁﻼﻗﻧﺎ ﺑﻧﺎء ﻋﻠ2ﻰ ﻫ2ﺫﺍ ﺍﻟﺗﻌﺭﻳ2ﻑ ،ﻣ2ﻥ ﻧﻅ2ﺭﺓ ﺷ2ﻣﻭﻟﻳﺔ ﻟﻠﻣﻧﻬ2ﺎﺝ ﻭﺍﻟﺗ2ﻲ ﺗﺗﻌﺎﻣ2ﻝ ﻣﻌ2ﻪ
ﻓﻲ ﺟﻣﻳﻊ ﻣﻛﻭﻧﺎﺗﻪ ) ﺍﻷﻫ2ﺩﺍﻑ ،ﺍﻟﻣﻘ2ﺭﺭﺍﺕ ﻭﺍﻟﻣﺣﺗﻭﻳ2ﺎﺕ ،ﺍﻟﻁ2ﺭﻕ ﻭﺍﻟﻭﺳ2ﺎﺋﻝ،ﻧﻅﺎﻡ
ﺍﻟﺗﻘﻭﻳﻡ ،ﺍﻟﻔﺎﻋﻠﻭﻥ ﺍﻟﺗﺭﺑﻭﻳﻭﻥ (...ﻭ ﺍﻟﺗﻲ ﺗﻌﻣﻝ ﻭ ﺗﺗﻔﺎﻋﻝ ﺑﺷﻛﻝ ﺩﻳﻧﺎﻣﻳﻛﻲ .ﻓﻛﻠﻣ2ﺎ
ﺃﺻ22ﺎﺏ ﺍﻟﻌﻣ22ﻝ ﻭﺍﻟﻧﺷ22ﺎﻁ ﺍﻟﺗﻌﻠﻳﻣ22ﻲ ﺟﺎﻧﺑ22ﺎ ﻣ22ﻥ ﺍﻟﻣﻧﻅﻭﻣ22ﺔ ﺇﻻ ﻭﺗ22ﺄﺛﺭﺕ ﺑﺎﻟﺿ22ﺭﻭﺭﺓ
ﺍﻟﺟﻭﺍﻧ22ﺏ ﺍﻷﺧ22ﺭﻯ ﻭ ﺗﻔﺎﻋﻠ22ﺕ .ﺍﻷﻣ22ﺭ ﺍﻟ22ﺫﻱ ﺣﺎﻭﻟﻧ22ﺎ ﺑﻳﺎﻧ22ﻪ ﻣ22ﻥ ﺧ22ﻼﻝ ﺗﻌﺭﻳﻔﻧ22ﺎ ﻷﻫ22ﻡ
ﺍﻟﻣﺻ22ﻁﻠﺣﺎﺕ ﺣﻳ22ﺙ ﺗﺗﺑﻌﻧ22ﺎ ﻛ22ﻝ ﻣ22ﺎ ﺍﺳ22ﺗﺟﺩ ﻣ22ﻥ ﺃﻓﻛ22ﺎﺭ ﻭﻧﻅﺭﻳ22ﺎﺕ ﻋ22ﻥ ﺑﻌ22ﺽ ﺗﻠ22ﻙ
ﺍﻟﻣﻛﻭﻧﺎﺕ ،ﻭ ﺧﺎﺻ2ﺔ ﻣ2ﺎ ﺃﺻ2ﺑﺢ ﻳﻌ2ﺭﻑ ﺑﻣﺄﺳﺳ2ﺔ ﺍﻟﻣﺩﺭﺳ2ﺔ ﻭ ﺍﻟﺭﻓ2ﻊ ﻣ2ﻥ ﻣﺳ2ﺗﻭﻯ
ﺍﻷﺩﺍء ﺑﻬﺎ ﻭﺟﻭﺩﺓ ﺧﺩﻣﺎﺗﻬﺎ ﻭ ﺗﻁﻭﻳﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻭ ﺩﻭﺭﻫ2ﺎ ﺍﻟﻘﻳ2ﺎﺩﻱ ﻭﻛ2ﻝ ﻣ2ﺎ
ﻳﺳﻬﻝ ﺗﻧﻔﻳﺫ ﺍﻟﻣﻧﺎﻫﺞ .
ﺇﻧﻧﺎ ﻧﻌﺗﻘﺩ ﺃﻥ ﺍﻟﻌﻣ2ﻝ ﻣ2ﻥ ﺃﺟ2ﻝ ﺗﻁ2ﻭﻳﺭ ﺍﻟﻣﻧ2ﺎﻫﺞ ،ﻳﻧﺑﻐ2ﻲ ﺃﻥ ﻳﻧﻁﻠ2ﻕ ﻣ2ﻥ ﻫ2ﺫﻩ ﺍﻟﻧﻅ2ﺭﺓ
ﺍﻟﺷﻣﻭﻟﻳﺔ.ﻛﻣﺎ ﺍﻥ ﺍﻟﺑﺣﺙ ﻓﻳﻪ ﻭﺍﻟﺫﻱ ﻻﺑﺩ ﻟﻪ ﻣﻥ ﺍﻋﺗﻣ2ﺎﺩ ﻣﺛ2ﻝ ﻫ2ﺫﺍ ﺍﻟﻣﻌﺟ2ﻡ ﺑﺎﻋﺗﺑ2ﺎﺭﻩ
ﻣﻥ ﺍﻻﺩﻭﺍﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ﻓﻲ ﻛﻝ ﺑﺣﺙ ﻭﻓﻲ ﻛﻝ ﻋﻣﻝ ﺗﺭﺑ2ﻭﻱ ﻭﺗﻌﻠﻳﻣ2ﻲ ،ﻳﻧﺑﻐ2ﻲ ﺍﻥ
ﻳﻧﻅ22ﺭ ﺍﻟ22ﻰ ﺍﻟﻣﻧﻬ22ﺎﺝ ﻧﻅ22ﺭﺓ ﺩﻳﻧﺎﻣﻳ22ﺔ ﺗﻔﺎﻋﻠﻳ22ﺔ .ﻷﻥ ﺗﻁ22ﻭﻳﺭ ﺍﻟﻣﻧ22ﺎﻫﺞ ﻻﺑ22ﺩ ﺃﻥ ﻳﻣ22ﺱ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ6 .......................................................................
ﺗﻧﻅﻳﻣﺎﺗﻬﺎ ﻭ ﺍﻟﺗﻲ ﻣﺭﺕ ﺑﺎﻟﻔﻌﻝ ﺑﺳﻠﺳﻠﺔ ﻣﻥ ﺍﻟﺗﺟﺩﻳ2ﺩﺍﺕ ﺍﻟﺗ2ﻲ ﻋﻣﻠ2ﺕ ﻋﻠ2ﻰ ﺍﻟ2ﺗﺧﻠﺹ
ﻣﻥ ﺍﻻﺭﺗﺑﺎﻁ ﻛﻠﻳﺔ ﺑﻣﻧﻬﺎﺝ ﺍﻟﻣﻭﺍﺩ ﺍﻟﺩﺭﺍﺳﻳﺔ ﻭﺗﻭﻅﻳﻑ ﺍﻟﻣﺳﺗﺟﺩﺍﺕ ﺍﻟﺗﺭﺑﻭﻳ2ﺔ ﻓ2ﻲ ﺑﻧ2ﺎء
ﻧﻣﺎﺫﺝ ﺟﺩﻳﺩﺓ ﺗﻧﺎﺳﺏ ﻣﺧﺗﻠﻑ ﺍﻷﻋﻣﺎﺭ ﻭ ﻣﺧﺗﻠﻑ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ...ﻟﻌﻝ ﻣﻥ ﺃﻫﻣﻬﺎ :
-ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻣﺗﻌﻠﻡ ؛
-ﺍﺳ222ﺗﺑﻌﺎﺩ ﻓ222ﺭﺽ ﺍﻟﻣﻌﺭﻓ222ﺔ ﺍﻟﺟ222ﺎﻫﺯﺓ ،ﻟﺻ222ﺎﻟﺢ ﺍﻟ222ﺗﻌﻠﻡ ﺑﺎﻻﻛﺗﺷ222ﺎﻑ ﻭﺃﺳ222ﻠﻭﺏ ﺣ222ﻝ
ﺍﻟﻣﺷﻛﻼﺕ ﻭ ﻁﺭﻳﻘﺔ ﺍﻟﻣﺷﺭﻭﻉ ؛
-ﺍﻋﺗﻣﺎﺩ ﺗﻔﺭﻳﺩ ﺍﻟﺗﻌﻠﻳﻡ ﻭ ﺍﻟﺗﻌﻠﻡ ﺍﻟﺫﺍﺗﻲ ﻭ ﺍﻟﺗﻌﻠﻡ ﺍﻟﻣﺳﺗﻣﺭ ؛
-ﻭﺃﻥ ﻳﺑﻧ222ﻲ ﺍﻟﻁ222ﻼﺏ ﻣﻌ222ﺎﺭﻓﻬﻡ ﻭﺧﺑ222ﺭﺍﺗﻬﻡ ﺑﺎﻟﻌﻣ222ﻝ ﺿ222ﻣﻥ ﻣﺟﻣﻭﻋ222ﺎﺕ ﺍﻟﺑﺣ222ﺙ
ﻭﺍﻟﺣﻭﺍﺭ ،ﻣﺟﻣﻭﻋﺎﺕ ﻟﻬﺎ ﻗﺩﺭ ﻣﻥ ﺍﻻﺳﺗﻘﻼﻟﻳﺔ ﻓﻲ ﺍﻟﺗﻔﻛﻳﺭ ﻭ ﺍﻷﺩﺍء ؛
-ﺍﻟﺑﺣﺙ ﻓ2ﻲ ﺳ2ﺑﻝ ﺍﻛﺳ2ﺎﺏ ﺍﻟﻁ2ﻼﺏ ﻣﻬ2ﺎﺭﺍﺕ ﻭ ﻛﻔﺎﻳ2ﺎﺕ ﻗﺎﺑﻠ2ﺔ ﻟﻠﺗﺣﻭﻳ2ﻝ ﻭﺍﻟﻧﻘ2ﻝ ﻣ2ﻥ
ﻣﺟ22ﺎﻝ ﺇﻟ22ﻰ ﺁﺧ22ﺭ ،ﻣ22ﻊ ﺍﻷﺧ22ﺫ ﺑﻌ22ﻳﻥ ﺍﻻﻋﺗﺑ22ﺎﺭ ﻣﺳ22ﺗﻭﻯ ﺍﻟﺗﻁ22ﻭﺭ ﺍﻟﻌﻘﻠ22ﻲ ﻭ ﺍﻟﻭﺟ22ﺩﺍﻧﻲ
ﻟﻠﻁﺎﻟﺏ ؛
-ﺍﻟﺗﻔﺎﻋﻝ ﻣﻊ ﺍﻟﻣﺣﻳﻁ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻭ ﺭﺑﻁ ﺍﻟﻣﺣﺗﻭﻳﺎﺕ ﺍﻟﻣﻌﺭﻓﻳﺔ ﺑﺎﻫﺗﻣﺎﻣ2ﺎﺕ ﺍﻟﻁ2ﻼﺏ
ﻭ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻡ ﻭ ﺑﺄﻧﺷﻁﺔ ﺍﺟﺗﻣﺎﻋﻳﺔ؛
-ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻟﻣﻛﺗﺳﺑﺎﺕ ﺍﻟﻘﺑﻠﻳﺔ ﻟﻠﻁﻼﺏ ) ﺍﻟﺳ2ﺎﺑﻘﺔ( ﻭﺑﺧﺎﺻ2ﺔ ﺗﻣ2ﺛﻼﺗﻬﻡ )ﺗﺻ2ﻭﺭﺍﺗﻬﻡ( ﻭ
ﺃﺳﺎﻟﻳﺑﻬﻡ ﺍﻟﻌﻔﻭﻳﺔ ﻓﻲ ﺍﻟﺗﻔﻛﻳﺭ ؛
-ﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺍﻟﺗﺩﺍﺧﻝ ﻭﺍﻟﺗﻛﺎﻣﻝ ﺑ2ﻳﻥ ﺍﻟﻣ2ﻭﺍﺩ ،ﻭﺗﻭﻅﻳ2ﻑ ﺍﻟﻣﻔ2ﺎﻫﻳﻡ ﻭ ﺍﻟﻛﻔﺎﻳ2ﺎﺕ ﻓ2ﻲ
ﻋﻣﻠﻳﺔ ﺍﻟﺭﺑﻁ .
* * *
ﻛﺎﻧﺕ ﻫﺫﻩ ﺑﻌﺽ ﺃﻫﻡ ﺍﻟﻣﺣﺩﺩﺍﺕ ﻭﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺗﻲ ﻭﺟﻬﺕ ﻋﻣﻠﻧ2ﺎ ﻓ2ﻲ ﻫ2ﺫﺍ ﺍﻟﻣﻌﺟ2ﻡ ،
ﺑﺩء ﻣﻥ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻣﺻﻁﻠﺣﺎﺕ ﻭﺍﻧﺗﻬﺎء ﺑﺗﻘﺩﻳﻡ ﺗﻌﺭﻳﻔﺎﺕ ﻣﺭﻛﺯﺓ ﺗﺳﺟﻝ ﻣﺎ ﻫﻭ ﺍﺳﺎﺳ2ﻲ
ﻓﻲ ﺗﻌﺭﻳﻑ ﺍﻟﻣﺻﻁﻠﺢ ﻣﻊ ﺿﺑﻁ ﻣﻘﺎﺑﻼﺗﻬﺎ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻟ2ﺛﻼﺙ :ﺍﻻﻧﺟﻠﻳﺯﻳ2ﺔ ﻭﺍﻟﻔﺭﻧﺳ2ﻳﺔ
ﻭ ﺍﻟﻌﺭﺑﻳﺔ.
ﻳﻣﻛﻥ ﺗﻌﻣﻳﻡ ﻧﺗﺎﺋﺟﻪ ﻋﻠﻰ ﻭﺿ2ﻌﻳﺎﺕ ﻛ2222ﺎﻥ ﺑﺣﺛ2222ﺎ ﺃﺳﺎﺳ2222ﻳﺎ ﺃﻭ ﺗﻁﺑﻳﻘﻳ2222ﺎ ،
ﺟﺩﻳ22ﺩﺓ ﺃﻱ ﻳﻧ22ﺗﺞ ﻣﻌﺭﻓ22ﺔ ﻣﻌﻣﻣ222ﺔ ) ﺗﺟﺭﻳﺑﻳﺎ ﺃﻭ ﻭﺻﻔﻳﺎ ،(...ﻋﻠ2ﻰ ﺍﻟﻧﺣ2ﻭ
ﻗ22ﻭﺍﻧﻳﻥ( ﻭ ﻳﺳ22ﻬﻡ ﺑﺎﻟﺗ22ﺎﻟﻲ ﻓ22ﻲ ﺑﻧ22ﺎء ﺍﻟﺗﺎﻟﻲ :
ﺍﻟﻣﻌﺭﻓ2222ﺔ ﺍﻟﻧﻅﺭﻳ2222ﺔ ﻭ ﻓ2222ﻲ ﺍﻟﺗﻧﺑ2222ﺅ -ﺍﻟﺑﺣ>>>>>>ﺙ ﺍﻟﻌﻠﻣ>>>>>>ﻲ ﺍﻷﻛ>>>>>>ﺎﺩﻳﻣﻲ
ﺑﺎﻷﺣ2222ﺩﺍﺙ ﺍﻟﻣﺳ2222ﺗﻘﺑﻠﻳﺔ .ﻻ ﻳﻣﻛ2222ﻥ )ﺍﻷﺳﺎﺳ2222ﻲ ﺃﻭ ﺍﻟﺗﻁﺑﻳﻘ2222ﻲ(
ﺗﻌﻣ22ﻳﻡ ﻧﺗﺎﺋﺟ22ﻪ ﺣﺗ22ﻰ ﻓ22ﻲ ﻭﺿ22ﻌﻳﺎﺕ ﻣ222ﻥ ﺃﻏﺭﺍﺿ222ﻪ ﺇﻏﻧ222ﺎء ﺍﻟﻧﻅﺭﻳ222ﺔ ﻭ
ﻣﺗﺷ22ﺎﺑﻬﺔ ﻭﺑﺎﻟﺗ22ﺎﻟﻲ ﻻ ﻳﻧ22ﺗﺞ ﻣﻌﺭﻓ22ﺔ ﺗﻁ222222ﻭﻳﺭ ﺍﻟﻌﻠ222222ﻡ ﻭ ﺍﻟﺗﻛﻧﻭﻟﻭﺟﻳ222222ﺎ.
ﻣﻌﻣﻣ222222ﺔ ،ﻭﻧﺗﺎﺋﺟ222222ﻪ ﻻ ﺗﺳ222222ﺗﺧﺩﻡ ﻭﺍﻟﺑﺣ22ﺙ ﺍﻹﺟﺭﺍﺋ22ﻲ ﻣ22ﻥ ﺃﻏﺭﺍﺿ22ﻪ
ﻟﻠﺗﻧﻅﻳﺭ. ﺣ22ﻝ ﻣﺷ22ﻛﻼﺕ ﻣﺣ22ﺩﺩﺓ ﻓ22ﻲ ﺍﻟﺯﻣ22ﺎﻥ
-ﻋ22ﺎﺩﺓ ﻣ22ﺎ ﻳﻘ22ﻭﻡ ﺑ22ﻪ ﺃﻛ22ﺎﺩﻳﻣﻳﻭﻥ ﺃﻭ ﻭﺍﻟﻣﻛ222ﺎﻥ )ﻓ222ﻲ ﻅ222ﺭﻭﻑ ﻁﺑﻳﻌﻳ222ﺔ(
ﻳﻧﺟ222222ﺯ ﺗﺣ222222ﺕ ﺇﺷ222222ﺭﺍﻓﻬﻡ ﺃﻭﻓ222222ﻲ ﻭﺗﺣﺳﻳﻥ ﺍﻷﺩﺍء ﻭﺗﺣﺳﻳﻥ ﺍﻟﻣﻣﺎﺭﺳﺔ
ﻣﺅﺳﺳﺎﺕ ﻋﻠﻳﺎ ﻭﺟﺎﻣﻌﻳﺔ ﺃﻭ ﻣﺧ2ﺎﺑﺭ ﺍﻟﻌﻣﻠﻳﺔ ﺑﺷﻛﻝ ﻋﺎﻡ.
ﺃﻭ ﻣ222ﻥ ﻁ222ﺭﻑ ﻁ222ﻼﺏ ﺍﻟﺩﺭﺍﺳ222ﺎﺕ -ﻳﺳ222ﺗﻧﺩ ﺍﻟﺑﺎﺣ222ﺙ ﻋﻠ222ﻰ ﻧﻣ222ﻭﺫﺝ ﺃﻭ
ﺍﻟﻌﻠﻳ222ﺎ .ﻻ ﻳﻧﺟ222ﺯ ﻓ222ﻲ ﺍﻟﻌ222ﺎﺩﺓ ﻣ222ﻥ ﻧﻅﺭﻳ22ﺔ ﻭﻳﻧ22ﺩﺭﺝ ﺍﻟﺑﺣ22ﺙ ﻓ22ﻲ ﺇﻁ22ﺎﺭ
ﻁ22222222ﺭﻑ ﺍﻷﻛ22222222ﺎﺩﻳﻣﻳﻳﻥ ﻭﻟ22222222ﻳﺱ ﻣﻧﻅﻭﻣﺔ ﻓﻛﺭﻳﺔ ﻣﻌﻳﻧﺔ (ﻣﻧﻅ2ﻭﺭ =
ﺑﺎﻟﺿ2222ﺭﻭﺭﺓ ﺗﺣ2222ﺕ ﺇﺷ2222ﺭﺍﻓﻬﻡ ﻭﻻ ﺑ2ﺭﺍﺩﻳﻛﻡ paradigm).ﻻ ﻳﺳ2ﺗﻧﺩ
ﻳﻛ22ﻭﻥ ﺍﻟﻘﺻ22ﺩ ﻣﻧ22ﻪ ﺍﻟﺣﺻ22ﻭﻝ ﻋﻠ22ﻰ ﺍﻟﺑﺎﺣ2222ﺙ ﻓﻳ22222ﻪ ،ﻋﻠ2222ﻰ ﻧﻣ22222ﻭﺫﺝ ﺃﻭ
ﺷﻬﺎﺩﺓ ﻋﻠﻳﺎ. ﻧﻅﺭﻳ2222ﺔ ﻭﻻ ﻳﻧ2222ﺩﺭﺝ ﺍﻟﺑﺣ2222ﺙ ﻓ2222ﻲ
-ﺣ222ﻝ ﺍﻹﺷ222ﻛﺎﻟﻳﺎﺕ ﺍﻟﺑﺣﺛﻳ222ﺔ ﻳﺑﻘ222ﻰ ﺇﻁ222222ﺎﺭ ﺃﻳ222222ﺔ ﻣﻧﻅﻭﻣ222222ﺔ ﻓﻛﺭﻳ222222ﺔ.
ﺷ2222222ﺄﻧﺎ ﻭﻗﻔ2222222ﺎ ﻋﻠ2222222ﻰ ﺍﻟﺑ2222222ﺎﺣﺛﻳﻥ ﻳﻠﺗ222ﺯﻡ ﺍﻟﺑﺣ222ﺙ ﺍﻟﻌﻠﻣ222ﻲ ﺍﻷﻛ222ﺎﺩﻳﻣﻲ
ﺍﻟﻣﺗﺧﺻﺻ222ﻳﻥ ﻭﺍﻟﻣﺗﻣﺭﺳ222ﻳﻥ . ﺑﺷ22222222ﺭﻭﻁ ﺍﻟﻣﻧﻬﺟﻳ22222222ﺔ ﺍﻟﻌﻠﻣﻳ22222222ﺔ
ﺍﻟﻣﻌﻠﻣ2222ﻭﻥ ﻭﺍﻟﻁ2222ﻼﺏ ﻭﺍﻵﺧ2222ﺭﻭﻥ ﺍﻟﺻﺎﺭﻣﺔ .ﻣﺭﻭﻧﺔ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣ2ﻊ
ﺃﻁ2222222ﺭﺍﻑ ﺃﺳﺎﺳ2222222ﻳﺔ ﻓ2222222ﻲ ﺇﺩﺭﺍﻙ ﺷﺭﻭﻁ ﺍﻟﻣﻧﻬﺟﻳﺔ ﺍﻟﻌﻠﻣﻳﺔ ،ﺩﻭﻥ ﺃﻥ
ﺍﻟﻣﺷ22222222222ﻛﻠﺔ ﻭﺣﻠﻬ22222222222ﺎ. ﻳﻌﻧ222222ﻲ ﺫﻟ222222ﻙ ﺍﻟﻌﺷ222222ﻭﺍﺋﻳﺔ.
ﻋﺎﺩﺓ ﻣ2ﺎ ﻳﺑﻘ2ﻲ ﺍﻟﺑﺎﺣ2ﺙ ﻣﺳ2ﺎﻓﺔ ﺑﻳﻧ2ﻪ ﻛﺛﻳﺭﺍ ﻣﺎ ﻳﻠﺟﺄ ﺍﻟﺑﺎﺣﺛﻭﻥ ﺇﻟﻰ ﺗﻘﻧﻳﺎﺕ
ﻭﺑﻳﻥ ﻣﻭﺿﻭﻉ ﺑﺣﺛﻪ ﺃﻱ ﺑﻳﻧﻪ ﻭﺑ2ﻳﻥ ﻣﺗﻁﻭﺭﺓ ﻓ2ﻲ ﺍﻟﺗﺣﻠﻳ2ﻝ ﺍﻹﺣﺻ2ﺎﺋﻲ .
ﺍﻟﺣﺎﻻﺕ ﺍﻟﺗﻲ ﻳﺩﺭﺳﻬﺎ .ﺇﺷ2ﺭﺍﻙ ﺗ2ﺎﻡ ﻟﺟﻭء ﺍﻟﺑﺎﺣﺛﻳﻥ ﺇﻟﻰ ﺗﻘﻧﻳﺎﺕ ﺍﻟﺗﺣﻠﻳ2ﻝ
ﻟﻣﻭﺿ222ﻭﻉ ﺍﻟﺑﺣ222ﺙ ،ﻛ222ﺄﻥ ﻳﺷ222ﺭﻙ ﺍﻹﺣﺻ222ﺎﺋﻲ ﻟﻛ222ﻥ ﻓ222ﻲ ﻣﺳ222ﺗﻭﻳﺎﺗﻬﺎ
ﺍﻟﻁ22222222ﻼﺏ ﺃﻧﻔﺳ22222222ﻬﻡ ) ﺣ22222222ﺎﻻﺕ ﺍﻷﻭﻟﻳ222222222222ﺔ ﺍﻟ222222222222ﺩﻧﻳﺎ.
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ12 .......................................................................
ﺍﻟﻔﺭﺩ ﻭ ﺳﻠﻭﻛﺎﺗﻪ ﻧﺣﻭ ﺷﻳﺊ ﺃﻭ ﺃﻣﺭ ﻓﻠ22ﻙ ﻫ22ﺫﺍ ﺍﻟﺳ22ﺅﺍﻝ ﻭﺗﻧ22ﺩﺭﺝ ﺿ22ﻣﻥ
ﻣﻌ222ﻳﻥ .ﻓﺎﻻﺗﺟ222ﺎﻩ ﻣ222ﺛﻼ ﻧﺣ222ﻭ ﺍﻟﻠﻐ222ﺔ ﺃﻫﺩﺍﻓﻪ ﺍﻟﻌﺎﻣﺔ.
ﺍﻟﻌﺭﺑﻳ2222ﺔ ﻫ2222ﻭ ﻣﺣﺻ2222ﻠﺔ ﻣﺷ2222ﺎﻋﺭ ﻭ ﻗ222ﺩ ﺣ222ﺩﺩ ﻣﺣﻣ222ﺩ ﺍﻟﺳ222ﻳﺩ ﻋﻠ222ﻲ
ﺍﻟﻁﻠﺑ22ﺔ ﻧﺣ22ﻭ ﺍﻟﻠﻐ22ﺔ ﺍﻟﻌﺭﺑﻳ22ﺔ ،ﺍﻟﺗ22ﻲ ﺇﺟ22ﺭﺍءﺍﺕ ﺩﻳﺩﺍﻛﺗﻳﻛﻳ22ﺔ ﺧﺎﺻ22ﺔ ﺑﻬ22ﺫﺍ
ﺗﺗﻛ22ﻭﻥ ﻣ22ﻥ ﺧ22ﻼﻝ ﺗﻔ22ﺎﻋﻠﻬﻡ ﻣ22ﻊ ﻣ22ﺎ ﺍﻟﻧ22ﻭﻉ ﻣ22ﻥ ﺍﻟﻣﻧﻬ22ﺎﺝ ،ﺗﺟﻌﻠ22ﻪ ﻳﺳ22ﻬﻡ
ﻳﻘﺩﻡ ﻟﻬﻡ ﻣ2ﻥ ﻣﻌ2ﺎﺭﻑ ﻭ ﺧﺑ2ﺭﺍﺕ ﻭ ﻓﻲ ﺗﺟﻭﻳﺩ ﺍﻟﻔﻌﻝ ﺍﻟﺗﻌﻠﻳﻣﻲ ﺍﻟﺗﻌﻠﻣﻲ.
ﺃﻧﺷ222ﻁﺔ ﺗﺭﺑﻭﻳ222ﺔ ﻭ ﻟﻐﻭﻳ222ﺔ ،ﺗﺗﺻ222ﻝ
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ﺑﺩﺭﺍﺳ2222ﺔ ﺍﻟﻠﻐ2222ﺔ ﺍﻟﻌﺭﺑﻳ2222ﺔ ،ﺑﺣﻳ2222ﺙ
ﺗﻛ222ﻭﻥ ﻗ222ﺎﺩﺭﺓ ﻋﻠ222ﻰ ﺩﻓ222ﻊ ﺍﻟﻁﺎﻟ222ﺏ -ﻣﺣﻣ22222ﺩ ﺍﻟ22222ﺩﺭﻳﺞ)" ،(2005ﺗﻁ22222ﻭﻳﺭ
ﻣﻧﺎﻫﺞ :ﺍﻟﺗﻌﻠﻳﻡ ﻣﻌﺎﻳﻳﺭ ﻋﻠﻣﻳﺔ..
ﻻﺗﺧ222ﺎﺫ ﻣﻭﻗ222ﻑ ﺗﺟﺎﻫﻬ222ﺎ ،ﻭ ﻳﻘ222ﺎﺱ
ﺑﺎﻟﺩﺭﺟﺔ ﺍﻟﻛﻠﻳﺔ ﺍﻟﺗﻲ ﻳﺣﺻ2ﻝ ﻋﻠﻳﻬ2ﺎ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻭﺍﻗﻊ ..ﺃﻡ ﺿﻐﻭﻁ
ﺍﻟﻁﺎﻟ22222ﺏ ﻣ22222ﻥ ﺧ22222ﻼﻝ ﺍﺳ22222ﺗﺟﺎﺑﺗﻪ ﺧﺎﺭﺟﻳ22ﺔ؟" ،ﺳﻠﺳ22ﻠﺔ ﺍﻟﻣﻌ22ﺭﻑ ﻟﻠﺟﻣﻳ22ﻊ،
ﻟﻣﻘﻳﺎﺱ ﺍﻻﺗﺟﺎﻫﺎﺕ ﺍﻟﺫﻱ ﺃﻋ2ﺩ ﻟﻬ2ﺫﻩ ﺍﻟﻌ222222ﺩﺩ ،32ﻣﻧﺷ222222ﻭﺭﺍﺕ ﺭﻣﺳ2222222ﻳﺱ،
ﺍﻟﺩﺭﺍﺳﺔ. ﺍﻟﺭﺑﺎﻁ ، ،ﺹ14 :
-ﺍﻟﻣﺟﻠ222ﺱ ﺍﻷﻋﻠ222ﻰ ﻟﻠﺗﻌﻠ222ﻳﻡ ﻓ222ﻲ ﻗﻁ2222ﺭ
ﻭﻳﻘﺻﺩ ﺃﻳﺿﺎ ﺑﺎﻻﺳﺗﻌﺩﺍﺩ ﻣﺟﻣﻭﻋ2ﺔ http://www.education.gov.
ﺍﻟﺻﻔﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ ﺍﻟﺗﻲ ﺗﺟﻌﻝ ﺍﻟﻔﺭﺩ _qa/section/sec/evaluation
ﻗ222ﺎﺑﻼ ﻟﻼﺳ222ﺗﺟﺎﺑﺔ ﺑﻁﺭﻳﻘ222ﺔ ﻣﻌﻳﻧ222ﺔ institute/assessment/_int_t
ﻭﻗﺻ2222ﺩﻳﺔ؛ﺃﻱ ﺃﻥ ﺍﻻﺳ2222ﺗﻌﺩﺍﺩ ﻫ2222ﻭ ests/_timss
ﺗﺄﻫﻳﻝ ﺍﻟﻔﺭﺩ ﻷﺩﺍء ﻣﻌﻳﻥ ،ﺑﻧﺎء ﻋﻠﻰ -ﻣﺣﻣ22ﺩ ﺍﻟﺳ22ﻳﺩ ﻋﻠ22ﻲ) ،(2003ﺗﻁ22ﻭﻳﺭ
ﻣﻛﺗﺳ2222ﺑﺎﺕ ﺳ2222ﺎﺑﻘﺔ ،ﻣﻧﻬ2222ﺎ ﺍﻟﻘ2222ﺩﺭﺓ ﺍﻟﻣﻧ22ﺎﻫﺞ ﺍﻟﺩﺭﺍﺳ22ﻳﺔ ﻣ22ﻥ ﻣﻧﻅ22ﻭﺭ ﻫﻧﺩﺳ22ﺔ
ﻋﻠﻰ ﺍﻹﻧﺟﺎﺯ ﻭﺍﻟﻣﻬﺎﺭﺓ ﻓﻲ ﺍﻷﺩﺍء. ﺍﻟﻣﻧﻬﺞ ،ﺩﺍﺭ ﺍﻟﻔﻛﺭ ﺍﻟﻌﺭﺑﻲ ،ﺍﻟﻘﺎﻫﺭﺓ.
ﺃﻣ22ﺎ ﺍﻻﺗﺟ22ﺎﻩ ﺍﻟﺩﺭﺍﺳ22ﻲ ﻓﻬ22ﻭ ﺍﻟﺗﻌﺑﻳ22ﺭ
ﻋ2222ﻥ ﻣ2222ﺩﻯ ﺗﻘﺑ2222ﻝ ﺍﻟﻣ2222ﺗﻌﻠﻡ ﻟﻠﻣ2222ﺎﺩﺓ
Attitude
ﺍﻟﺩﺭﺍﺳ222ﻳﺔ ،ﻣ222ﻥ ﺧ222ﻼﻝ ﺍﺳ222ﺗﻣﺗﺎﻋﻪ
ﺑﺎﻟﻣﺎﺩﺓ ،ﻭ ﺗﻘ2ﺩﻳﺭ ﻗﻳﻣﺗﻬ2ﺎ ﻭ ﺃﻫﻣﻳﺗﻬ2ﺎ Attitude
ﻣﻥ ﺍﻟﻧﺎﺣﻳﺔ ﺍﻟﻌﻠﻣﻳﺔ ﻭ ﺍﻟﻌﻣﻠﻳﺔ. ﺍﺗﺟﺎﻩ
ﻭ ﻳﻌ2222ﺩ ﺍﻟﺗﻌﺭﻳ2222ﻑ ﺍﻟ2222ﺫﻱ ﻁﺭﺣ2222ﻪ
ﺍﻻﺗﺟﺎﻩ ﺣﺎﻟﺔ ﻣﻛﺗﺳﺑﺔ ﻣﻥ ﺍﻻﺳﺗﻌﺩﺍﺩ
ﺃﻟﺑﻭﺭﺕ Allportﻟﻼﺗﺟ2ﺎﻩ ،ﻣ2ﻥ
ﺍﻟﻧﻔﺳ2222ﻲ ﻛﺎﻣﻧ2222ﺔ ﻭﺭﺍء ﺍﺳ2222ﺗﺟﺎﺑﺎﺕ
ﺃﺷﻬﺭ ﺍﻟﺗﻌﺎﺭﻳﻑ ،ﺣﻳﺙ ﻳﻧﺹ ﻋﻠ2ﻰ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ16 .......................................................................
ﺧ222ﺎﺹ ﺍﻟﺻ222ﺭﺍﻋﺎﺕ ﺍﻟﺗ222ﻲ ﻛﺎﻧ222ﺕ ﺃﻥ ﺍﻻﺗﺟ222222ﺎﻩ ﻫ222222ﻭ " ﺣﺎﻟ222222ﺔ ﻣ222222ﻥ
ﺗﺩﻭﺭ ﺑﻳﻥ ﺍﻟﺳﻠﻭﻛﻳﺔ ﻭ ﺑ2ﻳﻥ ﻣﺩﺭﺳ2ﺔ ﺍﻻﺳﺗﻌﺩﺍﺩ ﺍﻟﻌﻘﻠ2ﻲ-ﺍﻟﻌﺻ2ﺑﻲ ،ﺗﻧ2ﺗﻅﻡ
ﺍﻟﻐﺭﺍﺋ22222ﺯ ﻭ ﻣﺩﺭﺳ22222ﺔ ﺍﻟﺟﺷ22222ﻁﻠﺕ ﻣ22ﻥ ﺧ22ﻼﻝ ﺧﺑ22ﺭﺓ ﺍﻟﻔ22ﺭﺩ ،ﻭ ﺗﻭﺟ22ﻪ
.Gestalt ﺍﺳﺗﺟﺎﺑﺗﻪ ﻧﺣﻭ ﻣﻭﺿ2ﻭﻉ ﺃﻭ ﻣﻭﻗ2ﻑ
-ﺃﻥ ﺍﻷﺧﺫ ﺑﻬ2ﺫﺍ ﺍﻟﻣﺻ2ﻁﻠﺢ ﻳﺟﻧ2ﺏ ﻣﻌﻳﻥ ".
ﺍﻟﺑﺎﺣﺙ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺍﻟﺟﺩﺍﻝ ﺣﻭﻝ ﻛﻣ222ﺎ ﻳﺗﻔ222ﻕ ﻣﻌﻅ222ﻡ ﻋﻠﻣ222ﺎء ﺍﻟ222ﻧﻔﺱ
ﻣﺷﻛﻠﺔ ﺍﻟﺑﻳﺋﺔ ﻭ ﺍﻟﻭﺭﺍﺛﺔ. ﺍﻻﺟﺗﻣﺎﻋﻲ ﻋﻠ2ﻰ ﺃﻥ ﺍﻻﺗﺟ2ﺎﻩ ﻫ2ﻭ "
-ﺇﻥ ﻣﻔﻬ22ﻭﻡ ﺍﻻﺗﺟ22ﺎﻩ ﻣﻔﻬ22ﻭﻡ ﻣ22ﺭﻥ ﺧﺑﺭﺓ ﺷﺧﺻﻳﺔ ﺛﺎﺑﺗﺔ ﻧﺳﺑﻳﺎ ﺗﺗﺿ2ﻣﻥ
ﻳﺳ2222ﻣﺢ ﺑﺎﺳ2222ﺗﺧﺩﺍﻣﻪ ﻋﻠ2222ﻰ ﻧﻁ2222ﺎﻕ ﺗﻘﻭﻳﻣ2222ﺎ ﻷﺷ2222ﺧﺎﺹ ﺃﻭ ﻗﺿ2222ﺎﻳﺎ ﺃﻭ
ﻭﺍﺳﻊ ﺑﻳﻥ ﺍﻷﻓﺭﺍﺩ ﻭ ﺍﻟﺟﻣﺎﻋ2ﺎﺕ .ﻭ ﺃﺷ222ﻳﺎء ،ﻭ ﻳﻛ222ﻭﻥ ﻫ222ﺫﺍ ﺍﻟﺗﻘ222ﻭﻳﻡ ﺇﻣ222ﺎ
ﻫ222ﺫﺍ ﺍﻷﻣ222ﺭ ﻛ222ﺎﻥ ﺳ222ﺑﺑﺎ ﻓ222ﻲ ﺍﺗﻔ222ﺎﻕ ﺇﻳﺟﺎﺑﻳﺎ ﺃﻭ ﺳﻠﺑﻳﺎ.
ﻋﻠﻣ22ﺎء ﺍﻟ22ﻧﻔﺱ ﻭ ﺍﻻﺟﺗﻣ22ﺎﻉ ﺣﻭﻟ22ﻪ، ﻭ ﻳﻔﺳ2222ﺭ ﺃﻟﺑ2222ﻭﺭﺕ ﺳ2222ﺑﺏ ﺇﻗﺑ2222ﺎﻝ
ﻣﻣﺎ ﺳﺎﻋﺩ ﻋﻠﻰ ﺍﻟﺗﻌﺎﻭﻥ ﻓ2ﻲ ﺇﻧﺟ2ﺎﺯ ﻋﻠﻣ222ﺎء ﺍﻟ222ﻧﻔﺱ ﺇﻗﺑ222ﺎﻻ ﻛﺑﻳ222ﺭﺍ ﻋﻠ222ﻰ
ﺩﺭﺍﺳﺎﺕ ﺣﻭﻟﻪ. ﺍﺳ22ﺗﺧﺩﺍﻡ ﻣﺻ22ﻁﻠﺢ " ﺍﻻﺗﺟﺎﻫ22ﺎﺕ "
----------------------------------------- ﻭ ﺍﻟﻘﻳ22ﺎﻡ ﺑﺩﺭﺍﺳ22ﺎﺕ ﺗﺟﺭﻳﺑﻳ22ﺔ ﺣﻭﻟ22ﻪ
-ﺃﺣﻣ22222ﺩ ﺃﻭﺯﻱ) " ،(200ﺍﻟﻣﺭﺍﻫ22222ﻕ ﻭ ﺑﻘﻭﻟﻪ " :ﺇﻥ ﻣﻔﻬﻭﻡ ﺍﻻﺗﺟﺎﻫ2ﺎﺕ ﻫ2ﻭ
ﺍﻟﻌﻼﻗ22ﺎﺕ ﺍﻟﻣﺩﺭﺳ22ﻳﺔ " ﺍﻟﻁﺑﻌ22ﺔ ﺍﻟﺛﺎﻧﻳ22ﺔ، ﺃﺑﺭﺯ ﺍﻟﻣﻔﺎﻫﻳﻡ ﻭ ﺃﻛﺛﺭﻫﺎ ﺇﻟﺯﺍﻣﺎ ﻓ2ﻲ
ﻣﻁﺑﻌﺔ ﺍﻟﻧﺟﺎﺡ ﺍﻟﺟﺩﻳﺩﺓ ،ﺍﻟﺩﺍﺭ ﺍﻟﺑﻳﺿ2ﺎء، ﻋﻠﻡ ﺍﻟ2ﻧﻔﺱ ﺍﻻﺟﺗﻣ2ﺎﻋﻲ ﺍﻟﻣﻌﺎﺻ2ﺭ؛
ﺍﻟﻣﻐﺭﺏ ﻓﻠﻳﺱ ﺛﻣﺔ ﺇﺻﻼﺡ ﻭﺍﺣﺩ ﻳﻔﻭﻗ2ﻪ ﻓ2ﻲ
-ﻧﺿﺎﻝ ﻛﻣﺎﻝ ﺍﻟﺷﺭﻳﻔﻳﻥ) " ،(2009ﺃﺛ2ﺭ ﻋﺩﺩ ﻣﺭﺍﺕ ﺍﻟﻅﻬﻭﺭ ﻓﻲ ﺍﻟﺩﺭﺍﺳ2ﺎﺕ
ﻧﻣ22ﻁ ﺻ22ﻳﺎﻏﺔ ﺍﻟﻔﻘ22ﺭﺓ ﻓ22ﻲ ﻣﻘﻳ22ﺎﺱ ﺍﺗﺟ22ﺎﻩ ﺍﻟﺗﺟﺭﻳﺑﻳﺔ ﻭ ﺍﻟﻧﻅﺭﻳ2ﺔ ﺍﻟﻣﻧﺷ2ﻭﺭﺓ .ﻭ
ﻓﻲ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺳﻳﻛﻭﻣﺗﺭﻳﺔ ﻟﻠﻔﻘﺭﺍﺕ ﻭ ﺍﻟﺳ22ﺑﺏ ﺍﻟ22ﺫﻱ ﺷ22ﺟﻊ ﺍﻟﺑ22ﺎﺣﺛﻳﻥ ﻋﻠ22ﻰ
ﻟﻠﻣﻘﻳﺎﺱ ﻭ ﺗﻘﺩﻳﺭﺍﺕ ﺍﻟﻘﺩﺭﺓ ﻟﻸﻓﺭﺍﺩ ﻭﻓﻕ ﺍﺳ222ﺗﺧﺩﺍﻡ ﻫ222ﺫﺍ ﺍﻟﻣﻔﻬ222ﻭﻡ ﻳﻌ222ﻭﺩ ﻓ222ﻲ
ﻧﻅﺭﻳ2222ﺔ ﺍﻻﺳ2222ﺗﺟﺎﺑﺔ ﻟﻠﻔﻘ2222ﺭﺓ " ،ﻣﺟﻠ2222ﺔ ﻧﻅ22ﺭ ﺃﻟﺑ22ﻭﺭﺕ ﺇﻟ22ﻰ ﻋ22ﺩﺓ ﻋﻭﺍﻣ22ﻝ
ﺍﻟﻌﻠ2222ﻭﻡ ﺍﻟﺗﺭﺑﻭﻳ2222ﺔ ﻭ ﺍﻟﺗﻘﺳ2222ﻳﺔ ،ﺍﻟﻣﺟﻠ2222ﺩ
ﺍﻟﻌﺎﺷﺭ ،ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ،ﺟﺎﻣﻌﺔ ﺍﻟﺑﺣﺭﻳﻥ،
ﻧﺫﻛﺭ ﻣﻥ ﺑﻳﻧﻬﺎ:
ﺹ16 : -ﺃﻥ ﻣﺻ22ﻁﻠﺢ " ﺍﻻﺗﺟ22ﺎﻩ " ﺭﺣ22ﺏ
-ﺟ22ﺎﺑﺭ ﻋﺑ22ﺩ ﺍﻟﺣﻣﻳ22ﺩ ﺟ22ﺎﺑﺭ)" ،(2002 ﺑ222ﻪ ﻋﻠﻣ222ﺎء ﺍﻟ222ﻧﻔﺱ ﺍﻟ222ﺫﻳﻥ ﻛ222ﺎﻧﻭﺍ ﻻ
ﻭ ﺗﺟﺎﺭﺏ ﻣﻌﺎﺻ2ﺭﺓ ﻓ2ﻲ ﺍﺗﺟﺎﻫﺎﺕ ﻳﻧﺗﻣﻭﻥ ﺇﻟﻰ ﺍﻟﻣﺩﺍﺭﺱ ﺍﻟﺳﻳﻛﻭﻟﻭﺟﻳﺔ
ﺍﻟﻣﺗﺻﺎﺭﻋﺔ .ﻭ ﻳﻘﺻ2ﺩ ﺑ2ﺫﻟﻙ ﺑﻭﺟ2ﻪ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ17 .......................................................................
ﻣﺧ2222ﺎﺭﺝ ﺍﻟﺣ2222ﺭﻭﻑ ﻓ2222ﻲ ﺗﺭﺗﻳ2222ﺏ ﺃﺩﺍء ﺍﻟﺗﻠﻣﻳ22222ﺫ " ،ﺩﺍﺭ ﺍﻟﻔﻛ22222ﺭ ﺍﻟﻌﺭﺑ22222ﻲ،
ﻣﺩﺍﺧﻠ2222222ﻪ؛ ﻭﺍﻟﻘ2222222ﺎﻣﻭﺱ ﺍﻟﻣﺣ2222222ﻳﻁ ﺍﻟﻘﺎﻫﺭﺓ ،ﻣﺻﺭ
ﻟﻠﻔﻳ22222ﺭﻭﺯ ﺁﺑ22222ﺎﺩﻱ ﺍﻟ22222ﺫﻱ ﺍﻋﺗﻣ22222ﺩ
ﺍﻟﺗﺻﻧﻳﻑ ﺇﻟﻰ ﺃﺑ2ﻭﺍﺏ ﻭﻓﺻ2ﻭﻝ ﻓ2ﻲ
ﻣﺭﺣﻠ2ﺔ ﺃﻭﻟ2ﻰ .ﻭﻟﻛ2ﻥ ﻫ2ﺫﻩ ﺍﻷﺑ2ﻭﺍﺏ Alphabet
ﻭﺍﻟﻔﺻﻭﻝ ﻣﺭﺗﺑﺔ ﺃﺻﻼً ﻓﻲ ﻣﺭﺣﻠ2ﺔ Alphabet
ﺛﺎﻧﻳ222222ﺔ ﻋﻠ222222ﻰ ﺃﺳ222222ﺎﺱ ﺃﻟﻔﺑ222222ﺎﺋﻲ.
ﻭﺍﻟﺣ22222ﺭﻑ ﺍﻟﺛ22222ﺎﻧﻲ ﻣ22222ﻥ ﺍﻷﺻ22222ﻝ
ﺍﻷﻟﻔﺑﺎء
ﺍﻟﺛﻼﺛ2222ﻲ )ﺑ2222ﻳﻥ ﺍﻟﺑ2222ﺎﺏ ﻭﺍﻟﻔﺻ2222ﻝ( ﺃﻟﻔﺑ222ﺎء )ﺍﻷﺑﺟﺩﻳ222ﺔ( ﻛﻠﻣ222ﺔ ﺗﺳ222ﺗﻌﻣﻝ
ﻣﺭﺗﺏ ﻓﻲ ﻣﺭﺣﻠﺔ ﺛﺎﻟﺛﺔ ﺃﻳﺿﺎ ً ﻋﻠ2ﻰ ﻟﻠﺩﻻﻟ22ﺔ ﻋﻠ22ﻰ ﻣﺟﻣﻭﻋ22ﺔ ﺍﻟﻌﻼﻣ22ﺎﺕ
ﺃﺳﺎﺱ ﺃﻟﻔﺑﺎﺋﻲ. ﺍﻟﺧﻁﻳﺔ )ﺍﻟﻛﺗﺎﺑﻳﺔ( ﺍﻟﻣﺳﻣﺎﺓ ﺣﺭﻭﻓ2ﺎً،
---------------------------------------- ﻓ22ﻲ ﻣﻘﺎﺑ22ﻝ ﺍﻷﺻ22ﻭﺍﺕ ﺍﻟﺗ22ﻲ ُﺗﻌ2َ 2ﺭﻑ
- Galisson, R. et al.
ﺑﻬ22ﺎ ُﻧﻁﻘ 2ﺎً ،ﻭﺍﻟﻣﺳ22ﺗﻌ َﻣﻠﺔ ﻓ22ﻲ ﺗ22ﺩﻭﻳﻥ
(1995). Dictionnaire de )ﻛﺗﺎﺑﺔ( ﻟﻐﺔ ﻣﺎ .ﻣﺛﺎﻝ ﺫﻟ2ﻙ :ﺃﺑﺟﺩﻳ2ﺔ
didactique des langues. ﺍﻟﻠﻐ2222ﺔ ﺍﻟﻌﺭﺑﻳ22222ﺔ ﺃﻭ ﺍﻹﻧﻛﻠﻳﺯﻳ22222ﺔ ﺃﻭ
4ème édition. Hachette. ﺍﻟﻔﺭﻧﺳ22ﻳﺔ ﺃﻭ ﺍﻟﺭﻭﺳ22ﻳﺔ ،ﺇﻟ22ﺦ .ﻭﻫ22ﺫﻩ
Paris. ﺍﻟﻣﺟﻣﻭﻋ22ﺔ ﻣ22ﻥ ﺍﻟﻌﻼﻣ22ﺎﺕ ﺍﻟﺧﻁﻳ22ﺔ
-ﺍﻟﻔﻳ222222ﺭﻭﺯ ﺁﺑ222222ﺎﺩﻱ ،ﺟ222222ﻼﻝ ﺍﻟ222222ﺩﻳﻥ ﻣﺭﺗﺑ222ﺔ ﺍﺗﻔﺎﻗﻳ222ﺎ ً ﻓ222ﻲ ﻛ222ﻝ ﻟﻐ222ﺔ َﺗ َﺑﻌ222ﺎ ً
) .(1952ﺍﻟﻘ>>>ﺎﻣﻭﺱ ﺍﻟﻣﺣ>>>ﻳﻁ .ﻁﺑﻌ222ﺔ ﻟﻠ ُﻌ22ﺭﻑ ﺍﻟﺧ22ﺎﺹ ﺑﻬ22ﺎ ،ﻭﻫ22ﻲ ُﺗﻌْ َﺗ َﻣُ 2ﺩ
ﻣﺻﺭ 4 ،ﺃﺟﺯﺍء. ﻓﻲ ﺗﺻﻧﻳﻑ ﻣﺩﺍﺧﻝ ﻣﻌﻅﻡ ﺍﻟﻣﻌ2ﺎﺟﻡ
ﺍﻟﻠﻐﻭﻳ2222ﺔ ﻟﻬ2222ﺫﻩ ﺍﻟﻠﻐ2222ﺔ .ﺇﻧﻬ2222ﺎ ﻓ2222ﻲ
ﺍﻟﻼﺗﻳﻧﻳ22ﺔ ﻣﺭﺗﺑ22ﺔ ﻣ22ﻥ) Aﺇﻟ22ﻰ ،(Z
ﻭﺑﺎﻟﻌﺭﺑﻳ222ﺔ ﻣ222ﻥ )ﺃﻟ222ﻑ ﺇﻟ222ﻰ ﻳ222ﺎء(
).(Galisson et al, 1995
ﻏﻳﺭ ﺃﻥ ﺍﻟﻠﻐ2ﺔ ﺍﻟﻌﺭﺑﻳ2ﺔ ﺗﺧ2ﺭﺝ ﻋ2ﻥ
ﻫ222ﺫﻩ ﺍﻟﻘﺎﻋ222ﺩﺓ ﺟﺯﺋﻳ222ﺎً ،ﺑﺎﻋﺗﺑ222ﺎﺭ ﺃﻥ
ﺑﻌﺽ ﻣﻌﺎﺟﻣﻬﺎ ﺍﻟﻘﺩﻳﻣﺔ ﺗﻌﺗﻣﺩ ،ﺇﻟﻰ
ﺟﺎﻧ22ﺏ ﻫ22ﺫﺍ ﺍﻟﺗﺻ22ﻧﻳﻑ ،ﺗﺻ22ﻧﻳﻔﺎﺕ
ﺃﺧ22ﺭﻯ ،ﻛﻣﻌﺟ22ﻡ ﺍﻟﻌ22ﻳﻥ ﻟﻠﺧﻠﻳ22ﻝ ﺑ22ﻥ
ﺃﺣﻣ2222ﺩ ﺍﻟﻔﺭﺍﻫﻳ2222ﺩﻱ ،ﺍﻟ2222ﺫﻱ ﺍﻋﺗﻣ2222ﺩ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ18 .......................................................................
ﺍﻟﺗﻌﻠﻳﻡ ,ﺩﻟﻳﻝ ﻟﺗﺩﺭﻳﺱ ﺃﻓﺿﻝ" .ﺗﺭﺟﻣﺔ
ﻋﺑﺩ ﷲ ﻣﻁﺭ ﺃﺑﻭ ﻧﺑﻌﺔ ( 2003): Alternative and
ﺍﻟﻛﻭﻳﺕ ,ﻣﻛﺗﺑﺔ ﺍﻟﻔﻼﺡ ,ﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ,
ﺹ.530
Authentic
Assessments
-Charles R. (1994).
& Alternative Assessment Evaluations
Second Language Study: Alternative et
What & Why? ERIC
Digest: Center for Applied Authentique
Linguistics. ﺍﻟﺗﻘﻭﻳﻣﺎﺕ ﺍﻟﺑﺩﻳﻠﺔ
ﻭ ﺍﻷﺻﻠﻳﺔ
Analytic Scoring ﻭﻫ2222222ﻲ ﺍﻻﺧﺗﺑ2222222ﺎﺭﺍﺕ ﺍﻟﺗ2222222ﻲ
Notation ﺗﺳﺗﺧﺩﻡ ﻛﺑ2ﺩﻳﻝ ﻟﻼﺧﺗﻳ2ﺎﺭﺍﺕ ﺍﻟﻌﺎﻣ2ﺔ
Analytique ﺍﻟﻣﻌﻳﺎﺭﻳ22222ﺔ .ﻭ ﺗﻘ22222ﻳﺱ ﺍﻟﺗﻘﻳﻳﻣ22222ﺎﺕ
ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﺗﺣﻠﻳﻠﻲ ﺍﻟﻔﻌﺎﻟ222ﺔ ﺍﻟﺗﺣﺻ222ﻳﻝ ﺑ222ﺎﻷﺩﺍﺓ ﺍﻷﻛﺛ222ﺭ
ﻣﻼءﻣ222222ﺔ .ﻭﻣ222222ﻥ ﻫﻧ222222ﺎ ﺟ222222ﺎءﺕ
ﻭﻫ22ﻭ ﻣ22ﺎ ﻳﻘ22ﻭﻡ ﺑ22ﻪ ﺍﻟﻣﻘ22ﻭﻡ ﻣ22ﻥ ﺍﻻﺧﺗﺑ22222222ﺎﺭﺍﺕ ﺍﻟﺑﺩﻳﻠ22222222ﺔ ﻟﺗﻛ22222222ﻭﻥ
ﺗﺣﻠﻳ2222222ﻝ ﺍﻟﻧﺗ2222222ﺎﺋﺞ ﺑﺈﻳﺟﺎﺑﻳﺎﺗﻬ2222222ﺎ ﻭ ﺍﻷﺳ2222ﻠﻭﺏ ﺍﻷﻛﺛ2222ﺭ ﻣﻼءﻣ2222ﺔ ﻣ2222ﻥ
ﺳﻠﺑﻳﺎﺗﻬﺎ ﻭ ﺗﻔﺳﻳﺭ ﻭ ﺗﻌﻠﻳ2ﻕ ﻋﻠﻳﻬ2ﺎ , ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻭﺍﻟﺗﻲ ﺗﻘ2ﻳﺱ
ﻣ22ﻥ ﺃﺟ22ﻝ ﺍﻟﺧ22ﺭﻭﺝ ﺑﺻ22ﻭﺭﺓ ﺩﻗﻳﻘ22ﺔ ﺍﻟﺗﺣﺻﻳﻝ ﺍﻟﻣﻧﺎﺳﺏ ﻭﺍﻟﺗﻘﻳ2ﻳﻡ ﺍﻟﺑ2ﺩﻳﻝ
ﻋ222ﻥ ﺍﻟﻣﻧﻬ222ﺎﺝ ﺗﺳ222ﺎﻋﺩ ﻓ222ﻲ ﺍﺗﺧ222ﺎﺫ ﻫﻭ ﻋﻣﻠﻳ2ﺔ ﻣﺳ2ﺗﻣﺭﺓ ﺗﺷ2ﻣﻝ ﺍﻟﻁﺎﻟ2ﺏ
ﺍﻹﺟ222ﺭﺍءﺍﺕ ﺍﻟﻣﺗﺭﺗﺑ222ﺔ ﻋﻠ222ﻰ ﻧﺗ222ﺎﺋﺞ ﻭﺍﻟﻣ22ﺩﺭﺱ ﻟﻠﺣﺻ22ﻭﻝ ﻋﻠ22ﻰ ﺃﺣﻛ22ﺎﻡ
ﻋﻣﻠﻳ2222222222222ﺔ ﺍﻟﺗﻘ2222222222222ﻭﻳﻡ ﻫ2222222222222ﺫﻩ. ﺣ222ﻭﻝ ﺗﻁ222ﻭﺭ ﺍﻟﻁﺎﻟ222ﺏ ﻓ222ﻲ ﺍﻟﻘ222ﺩﺭﺓ
)ﺑﺷ22ﺎﺭﺓ (,2006,ﻳﻣﻛ22ﻥ ﺍﺳ22ﺗﺧﺩﺍﻡ ﺍﻟﻠﻐﻭﻳ2222ﺔ ﺑﺎﺳ2222ﺗﺧﺩﺍﻡ ﺍﺳ2222ﺗﺭﺍﺗﻳﺟﻳﺎﺕ
ﺍﻟﺗﻘﻳ222ﻳﻡ ﺍﻟﺗﺣﻠﻳﻠ222ﻲ ﻷﺳ222ﺋﻠﺔ ﺍﻹﺟﺎﺑ222ﺔ ﺗﻘﻳﻳﻡ ﻏﻳﺭ ﺗﻘﻠﻳﺩﻳﺔ.
ﺍﻟﻣﻘﻳﺩﺓ ﻣ2ﻥ ﺧ2ﻼﻝ ﻣﻘﺎﺭﺑ2ﺔ ﺍﻷﺟﻭﺑ2ﺔ
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ﻟﻠﻧﻣﺎﺫﺝ ﺍﻟﺗﻲ ﺗﻡ ﺇﻋﻁﺎﺅﻫﺎ ﺍﻟﻌﻼﻣ2ﺔ،
- Donald .C; Orlich,
ﻭﻣ2222ﻥ ﺛ2222ﻡ ﺗﻌﻁ2222ﻲ ﻫ2222ﺫﻩ ﺍﻷﺟﻭﺑ2222ﺔ
;Robert.J; Richard.C
ﺍﻟﻌﻼﻣ2222ﺔ ﺍﻟﻣﺳ2222ﺗﺣﻘﺔ .ﻣ2222ﻥ ﺍﻟﻣﻔﻳ2222ﺩ Callahan
ﺍﺳﺗﺧﺩﺍﻡ ﻋﻼﻗ2ﺔ ﻛﻣﻳ2ﺔ ) 4ﻋﻼﻣ2ﺎﺕ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ .Harry.W.Gibson.
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ19 .......................................................................
Attention
Attention
ﻣﻼﺣﻅﺔ
ﺇﻥ ﺍﻟﻣﻼﺣﻅ2222ﺔ ﻫ2222ﻲ ﻋﺑ2222ﺎﺭﺓ ﻋ2222ﻥ
ﺍﻟﺟﻬ2222ﺩ ﺍﻟﺣﺳ2222ﻲ ﻭﺍﻟﻌﻘﻠ2222ﻲ ﺍﻟﻣ2222ﻧﻅﻡ
ﻭﺍﻟﻣﻧ22ﺗﻅﻡ ﺍﻟ22ﺫﻱ ﻳﻘ22ﻭﻡ ﺑ22ﻪ ﺍﻟﺑﺎﺣ22ﺙ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ26 .......................................................................
Basic Inquiry
Processes Axioms
Processus de Axioms
Renseignements ﺑﺩﻳﻬﻳﺎﺕ /ﺃﻭﻟﻳﺎﺕ
de base
ﻫﻲ ﺍﻟﻣﻌﻠﻭﻣ2ﺎﺕ ﺍﻷﻭﻟﻳ2ﺔ ﺍﻟﺗ2ﻲ ﺗﺑﻧ2ﻰ
ﻋﻣﻠﻳﺎﺕ ﺍﻻﺳﺗﻘﺻﺎء ﺍﻷﺳﺎﺳﻳﺔ ﻋﻠﻳﻬﺎ ﻣﻌﻠﻭﻣﺎﺕ ﺛﺎﻧﻭﻳﺔ.
ﻳﻣﻛ2222222ﻥ ﺗﻠﺧ2222222ﻳﺹ ﻋﻣﻠﻳ2222222ﺎﺕ ﻭﻫ22222ﻲ ":ﺍﻟﻘﺿ22222ﻳﺔ ﺍﻟﺿ22222ﺭﻭﺭﻳﺔ ﻭ
ﺍﻻﺳﺗﻘﺻ22ﺎء ﺍﻷﺳﺎﺳ22ﻳﺔ ﻋﻠ22ﻰ ﺍﻟﻧﺣ22ﻭ ﺃﺻﻝ ﺍﻟﻳﻘﻳﻧﻳﺎﺕ ".
ﺍﻟﺗﺎﻟﻲ:
ـ 22222ﺍﻟﻣﻼﺣﻅ22222ﺔ(Observing) :
ﺑﺗﺣﺩﻳ222222222ﺩ ﺍﻷﺷ222222222ﻳﺎء ﻭﺗﺭﺗﻳ222222222ﺏ
ﺍﻟﻣﻼﺣﻅﺎﺕ.
ـ ﺍﻟﺗﺻﻧﻳﻑ ).(Classifying
ـ 2222222222ﺍﻻﺳ2222222222ﺗﺩﻻﻝ )(inferring
ﺍﺳ222ﺗﺧﻼﺹ ﺍﻻﺳ222ﺗﺩﻻﻻﺕ ﺍﻟﻣﺑﻧﻳ222ﺔ
ﻋﻠ222222ﻰ ﺍﻟﻣﻼﺣﻅ222222ﺎﺕ ﻭﺍﺳ222222ﺗﺧﺩﺍﻡ
ﺍﻷﺭﻗﺎﻡ .using numbers
ـ22222222222222222222222222ﺎﻟﻘﻳﺎﺱ measuring
ﻭﺍﻟﺗﻭﺍﺻ2222222222222222222ﻝ ،ﻭﺍﻟﺗﻧﺑ2222222222222222222ﺅ
) (predictingﻻﺳ22222222222222222222ﺗﻧﺑﺎﻁ
ﺍﻟﻣﻌﻠﻭﻣ222222ﺎﺕ ﻭﺗﻛ222222ﻭﻳﻥ ﺃﺳ222222ﺎﻟﻳﺏ
ﻻﺧﺗﺑﺎﺭ ﺍﻟﺗﻧﺑﺅﺍﺕ.
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ31 .......................................................................
ﺍﻷﺳﺱ ﺍﻟﺗ2ﻲ ﻗﺎﻣ2ﺕ ﻋﻠﻳﻬ2ﺎ ﻧﻅﺭﻳﺗ2ﻪ ﻭﻻ ﻳﺧ222ﺭﺝ ﺗﻌﻠ222ﻡ ﺍﻟﻠﻐ222ﺔ ﻭﺍﻛﺗﺳ222ﺎﺑﻬﺎ
)ﻋﻣﺎﺭ.(2002 , ﻋ222222ﻥ ﺫﻟ222222ﻙ .ﺇﻥ ﻛﺗ222222ﺎﺏ ﺳ222222ﻛﻳﻧﺭ
-------------------------------------- ﺍﻟﻣﺷ222222ﻬﻭﺭ) :ﺍﻟﺳ222222ﻠﻭﻙ ﺍﻟﻠﻐ222222ﻭﻱ،
-ﻋﻣ22222ﺎﺭ ،ﺳ22222ﺎﻡ ) .(2002ﺍﺗﺟﺎﻫ22222ﺎﺕ (1957ﺗﺿﻣﻥ ﺃﺷﻬﺭ ﺍﻟﻣﺣ2ﺎﻭﻻﺕ
ﺣﺩﻳﺛ2222ﺔ ﻓ2222ﻲ ﺗ2222ﺩﺭﻳﺱ ﺍﻟﻠﻐ2222ﺔ ﺍﻟﻌﺭﺑﻳ2222ﺔ. ﺍﻟﻣﻌﺭﻭﻓ222ﺔ ﻟﺑﻧ222ﺎء ﻧﻣ222ﻭﺫﺝ ﺳ222ﻠﻭﻛﻲ
ﻣﺅﺳﺳﺔ ﺍﻟﺭﺳﺎﻟﺔ .ﺑﻳﺭﻭﺕ. ﻟﻠﻧﻅ222222ﺭﺓ ﺇﻟ222222ﻰ ﺍﻟ222222ﺗﻌﻠﻡ ﺍﻟﻠﻐ222222ﻭﻱ.
- Galisson, R. et al. ﻭﻧﻅﺭﻳﺔ ﺳ2ﻛﻳﻧﺭ ﻓ2ﻲ ﺍﻟ2ﺗﻌﻠﻡ ﺍﻟﻠﻐ2ﻭﻱ
(1995). Dictionnaire de ﺗﺷ222222ﻛﻝ ﺍﻣﺗ222222ﺩﺍﺩﺍً ﻟﻧﻅﺭﻳﺗ222222ﻪ ﻓ222222ﻲ
didactique des langues. ﺍﻹﺷ222ﺭﺍﻁ ﺍﻹﺟﺭﺍﺋ222ﻲ .ﻭﺗﺑﻌ222ﺎ ً ﻟﻬ222ﺫﻩ
4ème édition. Hachette. ﺍﻟﻧﻅﺭﻳﺔ ﻳﺭﺳﻝ ﺍﻟﻁﻔﻝ ﺇﺟ2ﺭﺍء ﻟ2ﻳﺱ
Paris. ﻟﻪ ﺑﺎﻟﺿ2ﺭﻭﺭﺓ ﺃﻱ ﻣ2ﺅﺛﺭ ﺧ2ﺎﺭﺟﻲ.
ﻭﻫ22ﺫﺍ ﺍﻹﺟ22ﺭﺍء ﻳﻣﻛ22ﻥ ﺍﻻﺣﺗﻔ22ﺎﻅ ﺑ22ﻪ
ﻋ22ﻥ ﻁﺭﻳ22ﻕ ﺍﻟﺗﻌﺯﻳ22ﺯ ،ﻓ22ﺈﺫﺍ ﺃﺻ22ﺩﺭ
Blended learning
ﺍﻟﻁﻔﻝ ﺟﻣﻠﺔ )ﺃﺭﻳ2ﺩ ﺣﻠﻳﺑ2ﺎً( ﻭﺃﻋﻁ2ﺎﻩ
Apprentissage ﺃﺣﺩ ﺍﻷﺑ2ﻭﻳﻥ ﺣﻠﻳﺑ2ﺎً ،ﺣﺻ2ﻝ ﺗﻌﺯﻳ2ﺯ
mixte ﺍﻹﺟ2222222ﺭﺍء .ﻭﺑﺗﻛ2222222ﺭﺍﺭ ﺍﻹﺟ2222222ﺭﺍء
ﻭﺗﻛ222ﺭﺍﺭ ﺍﻟﺗﻌﺯﻳ222ﺯ ﻳ222ﺗﻡ ﺍﻹﺷ222ﺭﺍﻁ.
ﺗﻌﻠﻡ ﻣﺯﻳﺞ
ﻭﻋ2222ﺩﺩ ﻣ2222ﺭﺍﺕ ﺍﻹﺟ2222ﺭﺍء ﺗ2222ﺗﺣﻛﻡ
ﻫﻭ ﺍﻟﺗﺩﺍﺧﻝ ﺑ2ﻳﻥ ﺃﻓﺿ2ﻝ ﻣ2ﺎ ﻳﻘﺩﻣ2ﻪ ﺑﺎﻟﺳ22ﻠﻭﻙ ﺍﻟﻠﻐ22ﻭﻱ ﻣﺛ22ﻝ ﺃﻱ ﺳ22ﻠﻭﻙ
ﺍﻟ2222ﺗﻌﻠﻡ ﺍﻹﻟﻛﺗﺭﻭﻧ2222ﻲ ﻭﺃﻓﺿ2222ﻝ ﻣ2222ﺎ ﺁﺧ22ﺭ .ﻓﻌﻧ22ﺩﻣﺎ ﺗﻛ22ﻭﻥ ﺭﺩﻭﺩ ﺍﻷﻓﻌ22ﺎﻝ
ﻳﻘﺩﻣ22ﻪ ﺍﻟﺗﻌﻠ22ﻳﻡ ﺍﻟﺗﻘﻠﻳ22ﺩﻱ .ﺇﻥ ﺍﻟ22ﺗﻌﻠﻡ ﻋﻠ22ﻰ ﺍﻟﺳ22ﻠﻭﻙ ﺇﻳﺟﺎﺑﻳ22ﺔ ،ﺃﻱ ﻋﻧ22ﺩﻣﺎ
ﺍﻟﻣ222ﺯﻳﺞ ﻳ222ﺗﻣﻡ ﺍﻟ222ﺗﻌﻠﻡ ﺍﻹﻟﻛﺗﺭﻭﻧ222ﻲ، ﻳﺗﻛ22ﺭﺭ ﺍﻟﺗﻌﺯﻳ22ﺯ ﺑﺗﻛ22ﺭﺍﺭ ﺍﻟﺳ22ﻠﻭﻙ،
ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻛ2ﻭﻥ ﻫ2ﺫﺍ ﺍﻟ2ﺗﻌﻠﻡ ﺧﻠﻳﻁ2ﺎ ً ﺳ222ﻳُﺣ َﺗ َﻔﻅ ﺑ222ﻪ ﻭﺳ222ﻳﺗﻛﺭﺭ .ﻭﻋﻧ222ﺩﻣﺎ
ﻣ22ﻥ ﺃﻣ22ﻭﺭ ﻣﺗﻌ22ﺩﺩﺓ ،ﻫ22ﻲ :ﺍﻟﺗ22ﺩﺭﻳﺏ ﺗﻛ2222ﻭﻥ ﺭﺩﻭﺩ ﺍﻷﻓﻌ2222ﺎﻝ ﺳ2222ﻠﺑﻳﺔ ،ﺃﻱ
ﺍﻟﺗﻘﻠﻳﺩﻱ ﺍﻟﻣﻭﺟّﻪ ﻣﻥ ﻗﺑﻝ ﺍﻟﻣﺩﺭﺱ، ﺣﻳﻧﻣﺎ ﻻ ﻳﻌ2ﺯﺯ ﺍﻟﺳ2ﻠﻭﻙ ،ﺃﻭ ﺣﻳﻧﻣ2ﺎ
ﻭﺍﻟﻣ2222222222222ﺅﺗﻣﺭﺍﺕ ﺃﻭ ﺍﻟﺗ2222222222222ﺩﺭﻳﺏ ﻳﻌﻘﺑ22ﻪ ﻋﻘ22ﺎﺏ ،ﺳﻳﺿ22ﻣﺣﻝ ﺍﺣﺗﻣ22ﺎﻝ
ﺍﻹﻟﻛﺗﺭﻭﻧ2222ﻲ ﺍﻟﻣﺗ2222ﺯﺍﻣﻥ ،ﻭﺍﻟ2222ﺗﻌﻠﻡ ﺣﺩﻭﺛﻪ ،ﻭﺭﺑﻣ2ﺎ ﺍﻧﺗﻬ2ﻰ ﺗﻣﺎﻣ2ﺎً .ﻏﻳ2ﺭ
ﺫﺍﺗ2222ﻲ ﺍﻟﺳ2222ﺭﻋﺔ ﻏﻳ2222ﺭ ﺍﻟﻣﺗ2222ﺯﺍﻣﻥ، ﺃﻥ ﺳﻛﻳﻧﺭ ﺗﻌﺭﺽ ﻻﻧﺗﻘﺎﺩﺍﺕ ﻋﻧﻳﻔﺔ
ﻭﺍﻟﺗ2ﺩﺭﻳﺏ ﺍﻟ2ﻭﻅﻳﻔﻲ ﺍﻟ2ﺫﻱ ﻳﻘ2ﻭﻡ ﺑ22ﻪ ﻣ22ﻥ ﺷﻭﻣﺳ22ﻛﻲ ﻓ22ﻲ ﻛﺗﺎﺑ22ﻪ ﺍﻟﺷ22ﻬﻳﺭ:
ﻣﺭﺍﻗ2ﺏ ﺃﻭ ﻣﻭﻅ2ﻑ ﺫﻭ ﺧﺑ2ﺭﺓ .ﻭﻗ22ﺩ )ﺍﻟﺑﻧﻰ ﺍﻟﻧﺣﻭﻳ2ﺔ ،(1957 ،ﻧﻘﺿ2ﺕ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ37 .......................................................................
Brainstorming Board
Brainstorming Tableau
ﻋﺻﻑ ﺫﻫﻧﻲ ﺳﺑﻭﺭﺓ
ﺗﻘﻧﻳ22ﺔ ﺟﻣﺎﻋﻳ22ﺔ ﻓ22ﻲ ﺣ>>ﻝ ﺍﻟﻣﺷ>>ﻛﻼﺕ ﻟ222ﻭﺡ ﻋ222ﺭﻳﺽ ﻣﺳ222ﺗﻭﻱ ﻭﺧﺷ222ﻥ،
ﻳﺗﺑ222222ﺎﺩﻝ ﻣ222222ﻥ ﺧﻼﻟﻬ222222ﺎ ﺃﻋﺿ222222ﺎء ﺃﺑ22ﻳﺽ ﺃﻭ ﻣﻠ22ﻭﻥ ،ﻳﺳ22ﺗﺧﺩﻡ ﻟﻠﻛﺗﺎﺑ22ﺔ
ﺍﻟﻣﺟﻣﻭﻋ222222ﺔ ﺍﻷﻓﻛ222222ﺎﺭ ﻭﺍﻟﺣﻠ222222ﻭﻝ ﻋﻠﻳ222ﻪ ﻭﺷ222ﺭﺡ ﺍﻟ222ﺩﺭﻭﺱ ﻟﻠﻁ222ﻼﺏ
ﺑﺻﻭﺭﺓ ﺗﻠﻘﺎﺋﻳ2ﺔ ﻭﺍﺳﺗﺑﺻ2ﺎﺭﻳﺔ؛ ﻣ2ﻊ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻟﻁﺑﺷﻭﺭﺓ ﺃﻭ ﺃﻗﻼﻡ ﺍﻟﺧﻁ
ﻣﺣﺎﻭﻟ22ﺔ ﺣ22ﻝ ﺍﻟﻣﺷ22ﻛﻠﺔ ﻋ22ﻥ ﻁﺭﻳ22ﻕ ﺍﻟﻌ2222222ﺭﻳﺽ ﺍﻟﻣﻠﻭﻧ2222222ﺔ ﻭﺍﻟﺳ2222222ﻭﺩﺍء
ﺍﻟﺗﻔﻛﻳ222222ﺭ ﺑﺷ222222ﻛﻝ ﻣﻛﺛ222222ﻑ ﺣ222222ﻭﻝ ﻭﺍﻟﺑﻳﺿﺎء.
ﻣﻭﺿ2222ﻭﻉ ﻣﻌ2222ﻳّﻥ ﻟﻔﻬ2222ﻡ ﺍﻟﻣﻭﺍﻗ2222ﻑ --------------------------------------
ﺍﻟﻣﻌﻘ2222ﺩﺓ ﻓﻳ2222ﻪ ﻭﺗﻁ2222ﺎﺭﺡ ﺍﻟﺣﻠ2222ﻭﻝ - Kumar, K. L. (1996).
ﺑﺷ22ﺄﻧﻬﺎ .ﻭﺗﻘ22ﻭﻡ ﻫ222ﺫﻩ ﺍﻟﺗﻘﻧﻳ22ﺔ ﻋﻠ222ﻰ Educational Technology,
ﻣﺑ22ﺩﺃﻳﻥ :ﺗﺄﺟﻳ22ﻝ ﺍﻟﺣﻛ22ﻡ ﻋﻠ22ﻰ ﻗﻳﻣ22ﺔ New Age International,
ﺍﻷﻓﻛ22222ﺎﺭ ﻓ22222ﻲ ﺍﻟﻣﺭﺍﺣ22222ﻝ ﺍﻻﻭﻟ22222ﻰ New Delhi, India.
ﻟﻠﻌﺻ22ﻑ ،ﻭﻋ22ﺩﻡ ﺍﻟﻛ22ﻑ ﻋ22ﻥ ﺗﻭﻟﻳ22ﺩ Dictionary.com (2010). -
ﺍﻷﻓﻛﺎﺭ ﻷﻥ ﺍﻹﻛﺛﺎﺭ ﻣﻧﻬﺎ ﻳﻣﻛ2ﻥ ﺃﻥ Board. Retrieved on:
ﻳﻭﺻ2222ﻝ ﺇﻟ2222ﻰ ﺃﻓﻛ2222ﺎﺭ ﻗﻳﻣ2222ﺔ ﻓ22222ﻲ 5.5.2010. Available at:
ﺍﻟﻣﺭﺍﺣ2222ﻝ ﺍﻟﺗﺎﻟﻳ2222ﺔ .ﻛﻣ2222ﺎ ﺃﻥ ﻟﻬ2222ﺫﻩ http://dictionary.reference.
ﺍﻟﺗﻘﻧﻳﺔ ﺃﺭﺑ2ﻊ ﻗﻭﺍﻋ2ﺩ ،ﺍﻷﻭﻟ>ﻰ :ﻋ2ﺩﻡ com/browse/board
ﺍﻧﺗﻘ222ﺎﺩ ﺃﻓﻛ222ﺎﺭ ﺃﻋﺿ222ﺎء ﺍﻟﻔﺭﻳ222ﻕ ﺃﻭ
ﺍﻟﻁ22ﻼﺏ ،ﻭﺍﻟﺛﺎﻧﻳ>>ﺔ :ﺍﻟﺗﺷ22ﺟﻳﻊ ﻋﻠ22ﻰ
ﺇﻋﻁ2222ﺎء ﺃﻛﺑ2222ﺭ ﻋ2222ﺩﺩ ﻣﻣﻛ2222ﻥ ﻣ2222ﻥ
ﺍﻷﻓﻛ222ﺎﺭ ،ﻭﺍﻟﺛﺎﻟﺛ>>>>ﺔ :ﺍﻹﻛﺛ222ﺎﺭ ﻣ2222ﻥ
ﻁ222ﺭﺡ ﺍﻷﻓﻛ222ﺎﺭ ،ﻭﺍﻟﺭﺍﺑﻌ>>>ﺔ :ﻣﻠﻛﻳ222ﺔ
ﺍﻷﻓﻛ2222ﺎﺭ ﻟﻛﺎﻓ2222ﺔ ﺍﻷﻋﺿ2222ﺎء ،ﻣ22222ﻊ
ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺟﻣﻊ ﺑﻳﻥ ﻋ2ﺩﺓ ﺃﻓﻛ2ﺎﺭ
ﺃﻭ ﺗﺣﺳﻳﻧﻬﺎ ﺃﻭ ﺗﻛﻳﻳﻔﻬﺎ.
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ39 .......................................................................
ﺇﻥ ﺍﻟﺗﺭﺑﻳ222ﺔ ﺍﻟﻣﻌﺭﻓﻳ222ﺔ ﺗﻘ222ﺩﻡ ﻧﻔﺳ222ﻬﺎ ﻧﻣﻭﺫﺟﺎً" ،ﻣﺟﻠﺔ ﺭﺳﺎﻟﺔ ﺍﻟﺧﻠﻳﺞ ﺍﻟﻌﺭﺑ2ﻲ.
ﺑﺎﻋﺗﺑﺎﺭﻫ222222ﺎ ﺣﺭﻛ222222ﺔ ﺑﻳ222222ﺩﺍﻏﻭﺟﻳﺎ ﺍﻟﻌ222ﺩﺩ .71ﺍﻟﺳ222ﻧﺔ ﺍﻟﻌﺷ222ﺭﻭﻥ .ﻣﻛﺗ222ﺏ
ﻣﺗﻧﻭﻋﺔ ﻣﻥ ﺣﻳﺙ ﻁﺭﺍﺋﻘﻬ2ﺎ .ﻭ ﻫ2ﻲ ﺍﻟﺗﺭﺑﻳﺔ ﺍﻟﻌﺭﺑﻲ ﻟﺩﻭﻝ ﺍﻟﺧﻠﻳﺞ.
-Galisson, R. et alt. -
ﺗﻘ22ﻭﻡ ﻋﻠ22ﻰ ﻣﺳ22ﻠﻣﺔ ﺃﺳﺎﺳ22ﻳﺔ ﻣﻔﺎﺩﻫ22ﺎ 1995. Dictionnaire de
ﺃﻧ22ﻪ ﻣ22ﻥ ﺍﻟﻣﻣﻛ22ﻥ ﺗﺭﺑﻳ22ﺔ ﺍﻟ22ﺫﻛﺎء ﺃﻱ didactique des langues.
ﺃﻧ22ﻪ ﺑﺎﻹﻣﻛ22ﺎﻥ ،ﻭ ﺑﻁ22ﺭﻕ ﺧﺎﺻ22ﺔ، 4ème édition. Hachette.
ﺗﻧﻣﻳ22ﺔ ﺍﻻﺳ22ﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﻌﻘﻠﻳ22ﺔ ﺍﻟﺗ22ﻲ Paris.
ﺗﺳ2222ﻬﻝ ﺍﻟﻧﺟ2222ﺎﺡ ﻓ2222ﻲ ﺍﻟﺗﻌﻠﻣ2222ﺎﺕ ﻭ -Vigner, G. 1979. Lire du
ﺍﻟﺗﻛﻳ22ﻑ ﻣ22ﻊ ﺍﻟﻭﺿ22ﻌﻳﺎﺕ ﺍﻟﻁﺎﺭﺋ22ﺔ. texte au sens. Clé
ﺇﻥ ﺍﻷﻣ222ﺭ ﻳﺗﻌﻠ222ﻕ ﺑﺎﺧﺗﺻ222ﺎﺭ ﻛﻣ222ﺎ international.
ﻳ22ﺫﻛﺭ ) ( Huteauﺑﺗﻌﻠ22ﻳﻡ ﺍﻟ22ﺗﻌﻠﻡ
ﻭ ﺍﻟﺗﻔﻛﻳ222222ﺭ ﻭ ﻟ222222ﻳﺱ ﺗﻌﻠ222222ﻡ ﻫ222222ﺫﻩ
ﺍﻟﻣﻌﺭﻓﺔ ﺃﻭ ﺗﻠﻙ. Cognitive
ﻭ ﻳﺭﺟ22ﻊ ﺍﻟﻔﺿ22ﻝ ﻓ22ﻲ ﺍﻟﺗﻔﻛﻳ22ﺭ ﻓ22ﻲ education
ﻣﺛﻝ ﻫﺫﻩ ﺍﻟﺗﻁﺑﻳﻘﺎﺕ ﺇﻟﻰ ) Jean Education
( Itardﺍﻟﺫﻱ ﻳﻌﺗﺑﺭ ﺃﻭﻝ ﻣ2ﻥ ﺃﺧ2ﺫ cognitive
ﺍﻟﺗﺭﺑﻳﺔ ﺍﻟﻣﻌﺭﻓﻳﺔ ﻋﻠﻰ ﻣﺣﻣ2ﻝ ﺍﻟﺟ2ﺩ
ﻋﻧ22ﺩﻣﺎ ﺃﻭﻛﻠ22ﺕ ﺇﻋ22ﺎﺩﺓ ﺗﺭﺑﻳ22ﺔ ﺍﻟﻁﻔ22ﻝ ﺗﺭﺑﻳﺔ ﻣﻌﺭﻓﻳﺔ
ﺍﻟﻣﺗ222ﻭﺣﺵ "ﻓﻛﺗ222ﻭﺭ" ﺣﻳ222ﺙ ﺍﺑﺗ222ﺩﻉ ﻳﺳ2222ﺗﻌﻣﻝ ﻟﻔ2222ﻅ ﺍﻟﺗﺭﺑﻳ2222ﺔ ﺍﻟﻣﻌﺭﻓﻳ2222ﺔ
ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻁ2ﺭﻕ ﻟﺿ2ﻣﺎﻥ ﻧﻣ2ﻭ ﻟﻺﺷ222222ﺎﺭﺓ ﺑﺻ222222ﻔﺔ ﻋﺎﻣ222222ﺔ ﺇﻟ222222ﻰ
ﻋﻘﻠﻲ ﻭ ﻓﻛﺭﻱ ﺳﻠﻳﻡ ﻟﺩﻳﻪ. ﺍﻻﻧﺟ22ﺎﺯﺍﺕ ﻭﺍﻟﻣﻣﺎﺭﺳ22ﺎﺕ ﺍﻟﻣﻌﺗﻣ22ﺩﺓ
ﻭ ﻓ2222222ﻲ ﻧﻔ2222222ﺱ ﺍﻹﻁ2222222ﺎﺭ ﺳ2222222ﻳﻌﺩ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﻳﺩﺍﻥ ،ﺭﻏﻡ ﺃﻧﻪ ﻋ2ﺎﺩﺓ ﻣ2ﺎ
) ( Alfred Binetﺧ2ﻼﻝ ﺑﺩﺍﻳ2ﺔ ﻳﺗﻡ ﺍﻟﺣ2ﺩﻳﺙ ﻋ2ﻥ ﺍﻟﺗﺭﺑﻳ2ﺔ ﺍﻟﻣﻌﺭﻓﻳ2ﺔ
ﺍﻟﻘ2222ﺭﻥ ﺍﻟﻌﺷ2222ﺭﻳﻥ ،ﻭ ﻓ2222ﻲ ﺇﻁ2222ﺎﺭ ﻛﻠﻣ222ﺎ ﺗﻌﻠ222ﻕ ﺍﻷﻣ222ﺭ ﺑﺗﺳ222ﻬﻳﻝ ﺍﻟﻧﻣ222ﻭ
ﺃﺑﺣﺎﺛ22ﻪ ﻟﻣﺳ22ﺎﻋﺩﺓ ﺍﻟﻣﺗﺧﻠﻔ22ﻳﻥ ﺫﻫﻧﻳ22ﺎ ﻭﺍﻻﺷﺗﻐﺎﻝ ﺍﻟﺫﻫﻧﻲ ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﺍﻟﺫﻱ
ﺑﺭﻧﺎﻣﺟ222ﺎ ﺳ222ﻣﻲ ﺑ222ﺎﻟﺗﺭﻣﻳﻡ ﺍﻟ222ﺫﻫﻧﻲ ﻳﺷﻛﻭ ﻣﻥ ﻧﻭﺍﻗﺹ ﻣﻌﺭﻓﻳﺔ ﺧﺎﺻﺔ،
.mentale Orthopédie ﻭﻋ2ﻥ ﺍﻟﻌ22ﻼﺝ ﺍﻟﻣﻌﺭﻓ22ﻲ ﻛﻠﻣ22ﺎ ﺗﻌﻠ22ﻕ
ﻫﺫﻩ ﺍﻟﻣﺣ2ﺎﻭﻻﺕ ﺍﻟﻣﺣﺗﺷ2ﻣﺔ ﻭ ﺍﻟﺗ2ﻲ ﺍﻷﻣ22ﺭ ﺑﺈﻣﻛﺎﻧﻳ22ﺔ ﺗﺻ22ﺣﻳﺢ ﺍﻟﻧ22ﻭﺍﻗﺹ
ﻗ222ﺩﻣﺕ ﻧﻔﺳ222ﻬﺎ ﻛﻣﺣ222ﺎﻭﻻﺕ ﻭﺍﻋ222ﺩﺓ ﺍﻟﻧﺎﺗﺟﺔ ﻋ2ﻥ ﺍﻟﻌﻭﺍﻣ2ﻝ ﺍﻟﺗ2ﻲ ﻋﻁﻠ2ﺕ
ﺫﻟﻙ ﺍﻟﻧﻣﻭ ﺃﻭ ﺍﻻﺷﺗﻐﺎﻝ ﺍﻟﺫﻫﻧﻲ.
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ46 .......................................................................
ﺍﻟﺗﺻ22ﺭﻑ ﺍﻟﺗ22ﻲ ﻫ22ﻲ ﻁ22ﺭﻑ ﻓﺎﻋ22ﻝ ﺍﻟﻣﻔﻬﻭﻡ ﺇﺫﻥ ،ﻣﺟﺭﺩ ﻓﺭﺿ2ﻳﺔ ﻳﺑﻐ2ﻲ
ﻓ22222ﻲ ﺣ22222ﻝ ﺍﻟﻣﺷ22222ﻛﻝ ﺍﻟﻣﻁ22222ﺭﻭﺡ. ﺗﻣﺣﻳﺻ2222222ﻬﺎ ،ﻭ ﻧﺗﺎﺋﺟﻬ2222222ﺎ ﻏﻳ2222222ﺭ
ﻓﺎﻟﺻ22ﻌﻭﺑﺔ ﺇﺫﻥ ،ﻟﻳﺳ22ﺕ ﺑﺳ22ﺑﺏ ﻛ22ﻝ ﻣﺿ2222ﻣﻭﻧﺔ ،ﻓﻘ2222ﺩ ﺩﻟ2222ﺕ ﺍﻷﺑﺣ2222ﺎﺙ
ﻋﻣﻠﻳ22ﺔ ﻣ22ﻥ ﺍﻟﻌﻣﻠﻳ22ﺎﺕ ﺍﻟﺗ22ﻲ ﻳﻧﺑﻐ22ﻲ ﺍﻟﺗﺭﺑﻭﻳ222ﺔ ﺑ222ﺄﻥ ﺑﻌ222ﺽ ﺍﻷﺷ222ﺧﺎﺹ
ﺇﻧﺟﺎﺯﻫﺎ ،ﻟﻛﻧﻬﺎ ﺭﺍﺟﻌﺔ ﻟﺗﻌﺎﻟﻕ ﻫ2ﺫﻩ ﺍﻟ22ﺫﻳﻥ ﻟ22ﻡ ﻳﺑﻠﻐ22ﻭﺍ ﻣﺳ22ﺗﻭﻯ ﺩﺭﺍﺳ22ﻳﺎ
ﺍﻟﻌﻣﻠﻳﺎﺕ ﻓﻳﻣﺎ ﺑﻳﻧﻬﺎ. ﻋﺎﻟﻳ22ﺎ ،ﺣ22ﻳﻥ ﻭﺿ22ﻌﻭﺍ ﻓ22ﻲ ﻅ22ﺭﻭﻑ
ﺃﺧﻳ222ﺭﺍ ،ﺇﺫﺍ ﻛ222ﺎﻥ ﺍﻟﻁ222ﺎﺑﻊ ﺍﻟﻣﻌﻘ222ﺩ ﺧﺎﺻ22222ﺔ ،ﻓ22222ﺈﻧﻬﻡ ﻗ22222ﺩ ﺍﺳ22222ﺗﻁﺎﻋﻭﺍ
ﻟﻠﻭﺿﻌﻳﺔ ﺫﺍﺗﻲ ﻓ2ﻲ ﻋﻣﻭﻣ2ﻪ ،ﻧﻅ2ﺭﺍ ﺍﻟﺗﻭﺻ222ﻝ ﺇﻟ222ﻰ ﻣﻧﻬﺟﻳ222ﺎﺕ ﺃﺻ222ﻳﻠﺔ
ﻻﺭﺗﺑﺎﻁ22222ﻪ ﺑﺗ22222ﺎﺭﻳﺦ ﻭ ﺧﺻ22222ﺎﺋﺹ ﺗﺣﻝ ﻣﺷﻛﻼﺕ ﺷﺩﻳﺩﺓ ﺍﻟﺗﻌﻘﻳﺩ.
ﺍﻟﺗﻠﻣﻳ22222ﺫ ﺍﻟﻣﺳ22222ﺗﻬﺩﻑ ،ﻓﺑﺎﻹﻣﻛ22222ﺎﻥ ﻣﺛﻠﻣ22ﺎ ﺃﻥ ﺍﻟﻣﻬﻣ22ﺔ ﺍﻟﻣﻌﻘ22ﺩﺓ ﻣﻔﻬ22ﻭﻡ
ﺍﻟﻘ222222ﻭﻝ ﺑ222222ﺄﻥ ﺍﻟﻁ222222ﺎﺑﻊ ﺍﻟﻣﺭﻛ222222ﺏ ﻧﺳﺑﻲ ) (..ﻓﺎﻟﻭﺿﻌﻳﺔ ﺍﻟﻣﻌﻘ2ﺩﺓ ﻫ2ﻲ
ﻟﻠﻭﺿ222222ﻌﻳﺔ ﻣﻭﺿ222222ﻭﻋﻲ ،ﻧﻅ222222ﺭﺍ ﺍﻷﺧﺭﻯ ﻧﺳﺑﻳﺔ ﻛﺫﻟــــــﻙ ،ﻭ ﻫﻧ2ﺎﻙ
ﻻﺭﺗﺑﺎﻁ222ﻪ ﺑﻌﻧﺎﺻ222ﺭ ﻣﺳ222ﺗﻘﻠﺔ ﻋ222ﻥ ﻁﺭﻳﻘﺗ222ﺎﻥ ﻟﺗﻘﻠ222ﻳﺹ ﻫ222ﺎﻣﺵ ﺍﻧﻌ222ﺩﺍﻡ
ﺍﻟﺗﻠﻣﻳﺫ ﺍﻟﺫﻱ ﻳﻭﺍﺟﻪ ﻫﺫﻩ ﺍﻟﻭﺿ2ﻌﻳﺔ، ﺍﻟﻳﻘ222222ﻳﻥ ﺣ222222ﻭﻝ ﺍﻟﻁ222222ﺎﺑﻊ ﺍﻟﻣﻌﻘ222222ﺩ
ﻭ ﻧﻌﻧ22ﻲ ﺑﺗﻠ22ﻙ ﺍﻟﻌﻧﺎﺻ22ﺭ :ﺍﻟﺳ22ﻳﺎﻕ، ﻟﻠﻭﺿ222ﻌﻳﺔ :ﻓﻌﻠ222ﻰ ﻣﺳ222ﺗﻭﻯ ﺍﻟﻘﺳ222ﻡ
ﻛﻡ ﺍﻟﻣﻌﺎﺭﻑ ،ﻭ ﺍﻟﻣﻌﺎﺭﻑ ﺍﻟﻌﻣﻠﻳﺔ. ﻳﻣﻛ22ﻥ ﻟﻠﻣ22ﺩﺭﺱ ﺃﻥ ﻳﺿ22ﻁﻠﻊ ﺑﺗﻠ22ﻙ
-------------------------------------- ﺍﻟﻣﻬﻣﺔ ﺑﻧ2ﺎء ﻋﻠ2ﻰ ﻣﻌﺭﻓﺗ2ﻪ ﺍﻟﻣﺳ2ﺑﻘﺔ
-ﻋﺑ22ﺩ ﺍﻟﻠﻁﻳ22ﻑ ﺍﻟﺟ22ﺎﺑﺭﻱ)" ،،(2009 ﺑﺗﻼﻣﻳ222ﺫﻩ ،ﺃﻣ222ﺎ ﺇﺫﺍ ﺗﺟ222ﺎﻭﺯ ﺍﻷﻣ222ﺭ
ﺇﺩﻣ222ﺎﺝ ﻭ ﺗﻘﻳ222ﻳﻡ ﺍﻟﻛﻔﺎﻳ222ﺎﺕ ﺍﻷﺳﺎﺳ222ﻳﺔ "، ﺣ222ﺩﻭﺩ ﺍﻟﻘﺳ222ﻡ ،ﻓﺑﺎﻹﻣﻛ222ﺎﻥ ﺍﻟﻠﺟ222ﻭء
ﻣﺭﺍﺟﻌﺔ ﻭ ﺗﻘ2ﺩﻳﻡ :ﻋﺑ2ﺩ ﺍﻟﻛ2ﺭﻳﻡ ﻏﺭﻳ2ﺏ، ﺣﻳﻧﻬ222ﺎ ﺇﻟ222ﻰ ﺍﻟﺗﺟﺭﻳ222ﺏ ﻣ222ﻊ ﺑﻌ222ﺽ
ﻣﻧﺷﻭﺭﺍﺕ ﻋﺎﻟﻡ ﺍﻟﺗﺭﺑﻳﺔ ،ﻣﻁﺑﻌﺔ ﺍﻟﻧﺟﺎﺡ ﺍﻟﺗﻼﻣﻳﺫ.
ﺍﻟﺟﺩﻳﺩﺓ ،ﺍﻟﺩﺍﺭ ﺍﻟﺑﻳﺿﺎء ،ﺹ30 :
ﺗﻘ2222ﻭﻡ ﺍﻟﻭﺿ2222ﻌﻳﺔ ﺍﻟﻣﺭﻛﺑ2222ﺔ ﻋﻠ2222ﻰ
-ﻣﺣﻣ222222ﺩ ﻣﺣﻣ222222ﻭﺩ) " ،(2007ﺑﻧ222222ﺎء ﻣﻌﻁﻳﺎﺕ ﻣﻐﺎﻳﺭﺓ ﻟﻣﺎ ﺳﺑﻕ ،ﻓﺩﺭﺟ2ﺔ
ﺍﻟﻛﻔﺎﻳﺎﺕ ﻭ ﺗﻘﻭﻳﻣﻬﺎ " ،ﺳﻠﺳﻠﺔ ﺍﻟﺧ2ﺩﻣﺎﺕ
ﺍﻟﺗﺭﺑﻭﻳﺔ ﻭ ﺍﻹﺩﺍﺭﻳﺔ ،ﻣﻧﺷ2ﻭﺭﺍﺕ ﺻ2ﺩﻯ
ﺍﻟﺗﺭﻛﻳ222ﺏ ﻻ ﺗﺧﺿ222ﻊ ﻛﻠﻳ222ﺎ ﻟﺻ222ﻧﻑ
ﺍﻟﺗﺿ2222ﺎﻣﻥ ،ﻣﻁﺑﻌ2222ﺔ ﺍﻟﻧﺟ2222ﺎﺡ ﺍﻟﺟﺩﻳ2222ﺩﺓ، ﺍﻷﻧﺷ22222ﻁﺔ ﺍﻟﻣﻧﺟ22222ﺯﺓ ،ﺃﻭ ﻟﺻ22222ﻧﻑ
ﺍﻟ222ﺩﺍﺭ ﺍﻟﺑﻳﺿ222ﺎء ،ﺍﻟﻣﻐ222ﺭﺏ ،ﺹ-88 : ﺍﻟﻣﻌ222ﺎﺭﻑ ،ﺃﻭ ﺍﻟﻣﻌ222ﺎﺭﻑ ﺍﻟﻌﻣﻠﻳ222ﺔ،
90-89 ﺃﻭ ﻟﻣﻌﺎﺭﻑ ﺍﻟﺗﺻ2ﺭﻑ ﺍﻟﺗ2ﻲ ﻳﻧﺑﻐ2ﻲ
-Dalongeville, A et ﺍﺳ222ﺗﻧﻔﺎﺭﻫﺎ ،ﻟﻛﻧﻬ222ﺎ ﺗﺧﺿ222ﻊ ﺃﺳﺎﺳ222ﺎ
)Huber(2001), « (se ﻟﻛﻡ ﺍﻟﻣﻌ2ﺎﺭﻑ ﺍﻟﻌﻣﻠﻳ2ﺔ ،ﻭ ﻟﻣﻌ2ﺎﺭﻑ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ57 .......................................................................
New Age International, former par les situations
New Delhi, India. problèmes », Lyon :
-TechTerms.com (2010). - chronique sociale.
Computer. Retrieved on:
25.6.2010. Available at:
http://www.techterms.com/
definition/computer
Computer
Computer assisted
instruction Ordinateur
Enseignement ﺣﺎﺳﻭﺏ
assisté par ﻫ22ﻭ ﺟﻬ22ﺎﺯ ﻗﺎﺑ22ﻝ ﻟﻠﺑﺭﻣﺟ22ﺔ ،ﺑﻣﻌﻧ22ﻰ
ordinateur ﺃﻧ22222ﻪ ﻳﻣﻛﻧ22222ﻪ ﺗﻧﻔﻳ22222ﺫ ﻗﺎﺋﻣ22222ﺔ ﻣ22222ﻥ
ﺍﻟﺗﻌﻠﻳﻣ222ﺎﺕ ﺍﻟﻣﺑﺭﻣﺟ222ﺔ ﻭﺍﻻﺳ222ﺗﺟﺎﺑﺔ
ﺗﺩﺭﻳﺱ ﺑﻣﺳﺎﻋﺩﺓ ﺍﻟﺣﺎﺳﻭﺏ ﻟﻠﺗﻌﻠﻳﻣ222ﺎﺕ ﺍﻟﺟﺩﻳ222ﺩﺓ ﺍﻟﺗ222ﻲ ﺗﺑ222ﺭ َﻣﺞ.
ﺗ222ﺩﺭﻳﺱ ﻳﻌﺗﻣ222ﺩ ﻓﻳ222ﻪ ﺍﻟﻣﻌﻠ222ﻡ ﻋﻠ222ﻰ ﻭﻋ22ﺎﺩﺓ ﻣ22ﺎ ﻳﺳ22ﺗﺧﺩﻡ ﻫ22ﺫﺍ ﺍﻟﻣﺻ22ﻁﻠﺢ
ﺍﻟﺣﺎﺳ2222ﻭﺏ؛ ﻭﻋ2222ﺎﺩﺓ ﻣ2222ﺎ ﻳﺻ2222ﻣﻳﻡ ﻟﻺﺷﺎﺭﺓ ﺇﻟ2ﻰ ﺍﻟﺣﺎﺳ2ﻭﺏ ﺍﻟﺷﺧﺻ2ﻲ
ﺍﻟﺗﻌﻠ22222ﻳﻡ ﻟﻳﻛ22222ﻭﻥ ﺫﺍﺗﻳ22222ﺎً ،ﻣﺣ22222ﻭﺭﻩ ﺍﻟﻣﻛﺗﺑ22222ﻲ ﺃﻭ ﺍﻟﻣﺣﻣ22222ﻭﻝ .ﻭﻳﻌﻧ22222ﻲ
ﺍﻟﻁﺎﻟ22ﺏ ،ﻭﺫﻟ22ﻙ ﻓ222ﻲ ﺳ22ﺗﺔ ﺃﻧﻣ222ﺎﻁ، ﻣﺻﻁﻠﺢ "ﺍﻟﺣﺎﺳﻭﺏ" ،ﻣﻥ ﺍﻟﻧﺎﺣﻳ2ﺔ
ﻫ222222ﻲ :ﺍﻟﺗ222222ﺩﺭﻳﺱ ﺍﻟﺧﺻﻭﺻ222222ﻲ، ﺍﻟﻔﻧﻳﺔ ،ﺍﻟﺟﻬﺎﺯ ﻧﻔﺳﻪ ،ﺍﻟﺫﻱ ﻳﺗﺿﻣﻥ
ﻭﺍﻟﺗ222222ﺩﺭﻳﺏ ﻭﺍﻟﻣﻣﺎﺭﺳ222222ﺔ ،ﻭﺣ222222ﻝ )ﻭﺣ222222ﺩﺓ ﺍﻟﻣﻌﺎﻟﺟ222222ﺔ ﺍﻟﻣﺭﻛﺯﻳ222222ﺔ(،
ﺍﻟﻣﺷ222ﻛﻼﺕ ﻭﺍﻟﺗﻣ222ﺎﺭﻳﻥ ،ﻭﺍﻷﻟﻌ222ﺎﺏ ﻭﻟ22ﻳﺱ ﻣﻠﺣﻘﺎﺗ22ﻪ ،ﻛﺎﻟﺷﺎﺷ22ﺔ ﻭﻟﻭﺣ22ﺔ
ﺍﻟﺗﻌﻠﻳﻣﻳ222ﺔ ،ﻭﺍﻟﺗﺷ222ﺧﻳﺹ ﻭﺍﻟﻌ222ﻼﺝ، ﺍﻟﻣﻔ222ﺎﺗﻳﺢ ﻭﺍﻟﻔ222ﺄﺭﺓ .ﻭﻣ222ﻥ ﺍﻟﻣﻘﺑ222ﻭﻝ
ﻭﺍﻟﻣﺣﺎﻛ222222ﺎﺓ ﻭﺗﻣﺛﻳ222222ﻝ ﺍﻟﻣﻭﺍﻗ222222ﻑ. ﻋﺭﻓﺎً ،ﺃﻥ ﻳﺷﺎﺭ ﺇﻟ2ﻰ ﻛ2ﻝ ﺫﻟ2ﻙ ﻣﻌ2ﺎ ً
ﻭﻳﻛ2222ﻭﻥ ﻓﻳ2222ﻪ ﺍﻟﻣﻌﻠ2222ﻡ ﻣﺳ2222ﺗﺧﺩﻣﺎً، ﺑﺎﺳﻡ ﺍﻟﺣﺎﺳﻭﺏ.
ﻭﻣﺅﻟﻔ2ﺎ ً ﻟﻠﺑﺭﻣﺟﻳ22ﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳ22ﺔ ،ﻛﻣ22ﺎ --------------------------------------
ﻳﻣﻛﻧ2222ﻪ ﺍﺳ2222ﺗﺧﺩﺍﻡ ﺍﻟﺣﺎﺳ2222ﻭﺏ ﻓ2222ﻲ - Kumar, K. L. (1996).
ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﺗﻘﻠﻳﺩﻱ. Educational Technology,
--------------------------------------
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ58 .......................................................................
-------------------------------------- -ﺩﻳ222222ﻙ ،ﻭﻟﺗ222222ﺭ ﻭﺭﻳ222222ﺯﺭ ،ﺭﻭﺑ222222ﺭﺕ
-ﺳﻠﻁﺎﻥ ،ﻋ2ﺎﺩﻝ ) .(2008ﺗﻛﻧﻭﻟﻭﺟﻳ2ﺎ ) .(1989ﺍﻟﺗﺧﻁ2222ﻳﻁ ﻟﻠﺗﻌﻠ2222ﻳﻡ ﺍﻟﻔﻌ2222ﺎﻝ،
ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﺗ2ﺩﺭﻳﺏ ،ﻣﻛﺗﺑ2ﺔ ﺍﻟﻔ2ﻼﺡ ﻟﻠﻧﺷ2ﺭ ﺗﺭﺟﻣ222ﺔ ﻏ222ﺯﺍﻭﻱ ،ﻣﺣﻣ222ﺩ ،ﺩﺍﺭ ﺣﻧ222ﻳﻥ،
ﻭﺍﻟﺗﻭﺯﻳﻊ ،ﺍﻟﻛﻭﻳﺕ. ﻋﻣﺎﻥ ،ﺍﻷﺭﺩﻥ.
- Business Dictionary - -ﺳ222222222ﻼﻣﺔ ،ﻋﺑ222222222ﺩﺍﻟﺣﺎﻓﻅ ).(2001
(2010). Computer based ﻭﺳ22ﺎﺋﻝ ﺍﻻﺗﺻ22ﺎﻝ ﻭﺗﻛﻧﻭﻟﻭﺟﻳ22ﺎ ﺍﻟﺗﻌﻠ22ﻳﻡ،
training (CBT). Retrieved ﺩﺍﺭ ﺍﻟﻔﻛﺭ ،ﻋﻣﺎﻥ ،ﺍﻷﺭﺩﻥ.
on: 14.5.2010. Available -Encyclopedia.com -
at: (2010). Computer-assisted
http://www.businessdiction learning. Retrieved on:
ary.com/definition/comput 17.4.2010. Available at:
er-based-training- http://www.encyclopedia.c
CBT.html om/doc/1O11-
computerassistedlearning.
html
Computer
Mediated
Communication Computer based
training
Communication
par l’intermédiaire Entraînement
de l’ordinateur assisté par
ordinateur
ﺍﺗﺻﺎﻝ ﻣﺭﺗﺑﻁ ﺑﺎﻟﺣﺎﺳﻭﺏ
ﺍﻟﻌﻣﻠﻳ2222ﺔ ﺍﻟﺗ2222ﻲ ﻳ2222ﺗﻡ ﻓﻳﻬ2222ﺎ ﺗﺑ2222ﺎﺩﻝ
ﺗﺩﺭﻳﺏ ﺑﻣﺳﺎﻋﺩﺓ ﺍﻟﺣﺎﺳﻭﺏ
ﺍﻟﻣﻌﻠﻭﻣ22ﺎﺕ ﺑ22ﻳﻥ ﺍﻷﻓ22ﺭﺍﺩ ﺑﺎﺳ22ﺗﺧﺩﺍﻡ ﺍﺳﺗﺧﺩﺍﻡ ﺃﺟﻬﺯﺓ ﺍﻟﺣﺎﺳﻭﺏ ﻓﻲ
ﺍﻟﺣﺎﺳ22222ﻭﺏ ،ﻭﻣ22222ﻥ ﺧ22222ﻼﻝ ﻧﻅ22222ﻡ ﺗﻘ222ﺩﻳﻡ ﺍﻟﺗ222ﺩﺭﻳﺏ ،ﻭﺭﺭﺻ222ﺩ ﺍﻟﺗﻘ222ﺩﻡ
ﺍﻻﺗﺻ2222ﺎﻻﺕ ﺍﻟﺳ2222ﻠﻛﻳﺔ ﻭﺍﻟﻼﺳ2222ﻠﻛﻳﺔ ﺍﻟ222ﺫﻱ ﺃﺣ222ﺭﺯﻩ ﺍﻟﻣﺗ222ﺩﺭﺏ ،ﻭﺗ222ﻭﻓﻳﺭ
ﺍﻟﺷ222222ﺑﻛﻳﺔ ﻭﻋﺑﺭﻫ222222ﺎ )ﺃﻭ ﺃﺟﻬ222222ﺯﺓ ﺍﻟﺗﻐﺫﻳﺔ ﺍﻟﺭﺍﺟﻌﺔ ﻟﻪ ،ﻭﺗﻘﻭﻳﻡ ﺍﻟﻧﺗ2ﺎﺋﺞ
ﺍﻟﺣﺎﺳ2222ﻭﺏ ﻏﻳ2222ﺭ ﺍﻟﺷ2222ﺑﻛﻳﺔ( ﻣﻣ2222ﺎ ﺍﻟﻧﻬﺎﺋﻳ22222ﺔ) .ﺍﻧﻅ22222ﺭ ﺃﻳﺿ22222ﺎ ً ﻣ22222ﺎﺩﺓ:
ﺣﺎﺳﻭﺏ(
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ59 .......................................................................
Constructive
theory and Concepts
Practice
Concepts
Théorie
constructive et la ﻣﻔﺎﻫﻳﻡ
pratique ﻳﺷ2222ﻳﺭ ﻣﺻ2222ﻁﻠﺢ ﺍﻟﻣﻔﻬ2222ﻭﻡ ﺇﻟ2222ﻰ
ﻣﺟﻣﻭﻋ22ﺔ ﻣ22ﻥ ﺍﻷﺷ22ﻳﺎء ﺃﻭ ﺍﻟﺭﻣ22ﻭﺯ
ﻧﻅﺭﻳﺔ ﺍﻟﺑﻧﺎﺋﻳﺔ )ﺍﻟﺑﻧﻳﻭﻳﺔ( ﺍﻟﺗﻲ ﺗﻌﺑﺭ ﻋﻥ ﺧﺻﺎﺋﺹ ﻭﺻ2ﻔﺎﺕ
ﻭﺍﻟﺗﻁﺑﻳﻕ ﻣﺷ2222ﺗﺭﻛﺔ ﻟﻅ2222ﺎﻫﺭﺓ ﺃﻭ ﺣﺎﺩﺛ2222ﺔ ﻣ2222ﺎ
ﻭﻳﻣﻛﻥ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻳﻬﺎ ﺑﺭﻣﺯ ﺃﻭ ﺍﺳ2ﻡ
ﻧﺷ22222ﺄﺕ ﺍﻟﻔﻠﺳ22222ﻔﺔ ﺍﻟﺑﻧﺎﺋﻳ22222ﺔ ﺧ22222ﻼﻝ ﻣﻌ222ﻳﻥ ،ﻭﻫﻧ222ﺎﻙ ﺍﻟﻣﻔ222ﺎﻫﻳﻡ ﺍﻟﻣﺎﺩﻳ222ﺔ
ﺍﻟﻧﺻ222222ﻑ ﺍﻷﺧﻳ222222ﺭ ﻣ222222ﻥ ﺍﻟﻘ222222ﺭﻥ Concrete conceptsﺍﻟﺗ22ﻲ
ﺍﻟﻌﺷ22ﺭﻳﻥ ،ﻭﻫ22ﻲ ﻣﺟﻣﻭﻋ22ﺔ ﻓﺭﻋﻳ22ﺔ ﻳﻣﻛﻥ ﺇﺩﺭﺍﻙ ﻣﻌﻧﺎﻫﺎ ﻭﻣ2ﺩﻟﻭﻟﻬﺎ ﻋ2ﻥ
ﻣ2222ﻥ ﺍﻟﻣﻧﻅ2222ﻭﺭ ﺍﻟﻣﻌﺭﻓ2222ﻲ .ﺗﺷ2222ﻛﻝ ﻁﺭﻳ2222222ﻕ ﺍﻟﻣﻼﺣﻅ2222222ﺔ ﺑﺎﺳ2222222ﺗﺧﺩﺍﻡ
ﺍﻟﻧﻅﺭﻳ22ﺔ ﺍﻟﺑﻧﺎﺋﻳ22ﺔ ﻧﻣﻭﺫﺟ 2ﺎ ً ﺗﺩﺭﻳﺳ22ﻳﺎ ً ﺍﻟﺣ2222ﻭﺍﺱ ﻣﺛ2222ﻝ ﺍﻟﺯﻫ2222ﺭﺓ ،ﻭﺍﻟﻛ2222ﺭﺓ
ﺃﻛﺛ22222ﺭ ﺗﻣﺭﻛ22222ﺯﺍً ﺣ22222ﻭﻝ ﺍﻟﻁﺎﻟ22222ﺏ، ﻭﺍﻟﻣﻔ22ﺎﻫﻳﻡ ﺍﻟﻣﺟ22ﺭﺩﺓ Abstract
ﻭﺗﺣﺗﻭﻱ ﻋﻠﻰ ﺳﻠﺳﻠﺔ ﻣﻥ ﺍﻟﻁﺭﺍﺋ2ﻕ conceptsﻭﺍﻟﺗ22222222ﻲ ﻻ ﻳﻣﻛ22222222ﻥ
ﺍﻟﺗﻌﻠﻳﻣﻳﺔ. ﺍﻹﺷ22ﺎﺭﺓ ﺇﻟﻳﻬ22ﺎ ﻣ22ﻥ ﺧ22ﻼﻝ ﺍﻷﺷ22ﻳﺎء
ﺍﻟﺣﺳ222ﻳﺔ ﺑ222ﻝ ﺗﺷ222ﺗﻕ ﻣ222ﻥ ﺍﻷﻓﻛ222ﺎﺭ
Prior experienceﻭﺗﻌﺗﺑ2ﺭ ﺍﻟﻣﺟﺭﺩﺓ ﻣﺛﻝ ﺍﻟﻌﻘﻝ ،ﻭﺍﻟﺣﺭﻳﺔ.
ﺍﻟﺧﺑ222ﺭﺓ ﺍﻟﺳ222ﺎﺑﻘﺔ ﺃﺳ222ﺎﺱ ﺍﻟﻧﻣ222ﻭﺫﺝ
ﺍﻟﺑﻧﺎﺋﻲ ﺣﻳ2ﺙ ﻳﺑﻧ2ﻰ ﺍﻟ2ﺗﻌﻠﻡ ﻋﻠ2ﻰ ﻣ2ﺎ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ60 .......................................................................
ﺗﻛﻭﻳﻥ ﻣﺳﺗﻣﺭ
ﺍﻟﺗﻛ22ﻭﻳﻥ ﺍﻟﻣﺳ22ﺗﻣﺭ ﻭﺟ22ﻪ ﻣ22ﻥ ﻭﺟ22ﻭﻩ Criterion of
ﺍﻟﺗﺭﺑﻳ2222ﺔ ﺍﻟﻣﺳ22222ﺗﺩﺍﻣﺔ ،ﻅﻬ2222ﺭ ﻓ22222ﻲ continuity
ﻓﺭﻧﺳ222ﺎ ﺑﻌ222ﺩ ﺗﻁﺑﻳ222ﻕ ﻗ222ﺎﻧﻭﻥ ﺗﻣ222ﻭﺯ
،1971ﺍﻟ22222ﺫﻱ ﺃﻟ22222ﺯﻡ ﺃﺻ22222ﺣﺎﺏ Critère de la
ﺍﻷﻋﻣ222ﺎﻝ ﺑﺗﻧﻅ222ﻳﻡ ﺩﻭﺭﺍﺕ ﺗﺭﺑﻭﻳ222ﺔ continuation
ﻟﻠﺗﻛ22ﻭﻳﻥ ﺍﻟﻣﺳ22ﺗﻣﺭ ﻟﺟﻣﻳ22ﻊ ﺍﻟﻌ22ﺎﻣﻠﻳﻥ ﻣﻌﻳﺎﺭ ﺍﻻﺳﺗﻣﺭﺍﺭﻳﺔ
ﻟ222ﺩﻳﻬﻡ .ﺛ222ﻡ ﺻ222ﺩﺭ ﻗ222ﺭﺍﺭ ﺑﺈﻧﺷ222ﺎء
ﺍﻟﻭﻛﺎﻟ22ﺔ ﺍﻟﻘﻭﻣﻳ22ﺔ ﻟﻠﺗﻛ22ﻭﻳﺭ ﺍﻟﻣﺳ22ﺗﻣﺭ ﻳﺷ222ﻳﺭ ﻣﻌﻳ222ﺎﺭ ﺍﻻﺳ222ﺗﻣﺭﺍﺭﻳﺔ ﺇﻟ222ﻰ
ﻓ22ﻲ ﺷ22ﺑﺎﻁ .1973ﻭﻫ22ﺫﻩ ﺍﻟﺻ22ﻳﻐﺔ ﺍﻟﺗﻛﺭﺍﺭ ﻟﻠﻣﻔﺎﻫﻳﻡ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻟﻣ2ﻧﻬﺞ،
ﻓ222ﻲ ﺍﻟﺗﻛ222ﻭﻳﻥ ﺍﻟﻣﺳ222ﺗﻣﺭ ﺗﺗﺟ222ﻪ ﺇﻟ222ﻰ ﻭﻳﻘﺻﺩ ﺑﺎﻟﺗﺗﺎﺑﻊ Sequence
ﺗﻧﻔﻳﺫ ﺑﺭﺍﻣﺞ ﺇﻋ2ﺩﺍﺩ ﻣﻬﻧﻳ2ﺔ ﻟﻠﻌ2ﺎﻣﻠﻳﻥ ﺍﻟﺗﺭﺗﻳﺏ ﺍﻟﺫﻱ ﻳﻌﺭﺽ ﺑ2ﻪ ﻣﻛﻭﻧ2ﺎﺕ
ﻓﻲ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ. ﻓ22ﻲ ﻣﺣﺗ22ﻭﻯ ﺍﻟﻣ22ﻧﻬﺞ ﻋﻠ22ﻰ ﺍﻣﺗ22ﺩﺍﺩ
ﺯﻣﻧ22222ﻲ ﻣﺣ22222ﺩﺩ ,ﻭﻳﻣﻛ22222ﻥ ﺗﺭﺗﻳ22222ﺏ
ﻭﺍﻟﻣﺅﺳﺳ22ﺎﺕ ﺍﻟﺗﺭﺑﻭﻳ22ﺔ ﺍﻟﻌﺎﻣﻠ22ﺔ ﻓ22ﻲ ﻣﺣﺗ2222ﻭﻯ ﺍﻟﻣ2222ﻧﻬﺞ ﻭﻓﻘ2222ﺎ ً ﻟﻠﺗﺭﺗﻳ2222ﺏ
ﺇﻁ2222ﺎﺭ ﻫ2222ﺫﺍ ﺍﻟﻘ2222ﺎﻧﻭﻥ ﻓ2222ﻲ ﻓﺭﻧﺳ2222ﺎ ﺍﻟﻣﻧﻁﻘﻲ ﺃﻭ ﺍﻟﺗﺭﺗﻳﺏ ﺍﻟﺳﻳﻛﻭﻟﻭﺟﻲ.
ﺗﺻ 222ﱠﻧﻑ ﻓ222ﻲ ﺃﺭﺑﻌ222ﺔ ﺃﻧ222ﻭﺍﻉ ﺗﺑﻌ222ﺎ ً
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ﻟﻸﻫ22222ﺩﺍﻑ ﻭﺍﻟﻣﻌﻠﻣ22222ﻳﻥ ﻭﻁﺭﺍﺋ22222ﻕ
ﻣﺣﻣ2222222222ﺩ ﻋﻠ2222222222ﻲ ﺍﻟﺳ2222222222ﻳﺩ )(1998
ﺍﻟﺗﻛ222ﻭﻳﻥ ﻓﻳﻬ222ﺎ) :ﻗﻣﺑ222ﺭ.(1985 ،
ﻣﺻ22222ﻁﻠﺣﺎﺕ ﻓ22222ﻲ ﺍﻟﻣﻧ22222ﺎﻫﺞ ﻭﻁ22222ﺭﻕ
ﻓﻬﻧ222ﺎﻙ ﺃﺟﻬ222ﺯﺓ ﺷ222ﺑﻪ ﻣﺩﺭﺳ222ﻳﺔ ﺃﻭ ﺍﻟﺗ22ﺩﺭﻳﺱ ،ﺍﻟﻁﺑﻌ22ﺔ ﺍﻷﻭﻟ22ﻰ .ﺟﻣﻬﻭﺭﻳ22ﺔ
ﺧﺎﺭﺟﻳ2222ﺔ ،ﻳُﻌّ 2222ﺩ ﺍﻟﻣﻌﻠﻣ2222ﻭﻥ ﻓﻳﻬ2222ﺎ ﻣﺻﺭ ﺍﻟﻌﺭﺑﻳﺔ ،ﻋﺎﻣﺭ ﻟﻠﻁﺑﺎﻋﺔ ﻭﺍﻟﻧﺷﺭ،
ﻣﺗ222222ﺩﺭﺑﻳﻬﻡ ﻻﻣﺗﺣﺎﻧ222222ﺎﺕ ﻣﺣ222222ﺩﺩﺓ ﺍﻟﻣﻧﺻﻭﺭﺓ.
)ﻛ2222222ﺎﻟﻣﺭﻛﺯ ﺍﻟﻘ2222222ﻭﻣﻲ ﻟﻠﺑ2222222ﺭﺍﻣﺞ
ﺍﻟﺗﻌﻠﻳﻣﻳ22222222222222222ﺔ ﺑ22222222222222222ﺎﻟﺗﻠﻔﺯﻳﻭﻥ،
ﻭﺍﻟﻛﻭﻧﺳ22ﺭﻓﺎﺗﻭﺍﺭ ﺍﻟﻘ22ﻭﻣﻲ ﻟﻠﺣ22ﺭﻑ Continuing
ﻭﺍﻷﻋﻣ22222ﺎﻝ( .ﻭﻫﻧ22222ﺎﻙ ﻣﺅﺳﺳ22222ﺎﺕ Education, In-
ﺇﻋ22ﺩﺍﺩ ﺑ22ﺭﺍﻣﺞ ﺗﻌﻣ22ﻝ ﻋﻠ22ﻰ ﺍﻟﺗﻛ22ﻭﻳﻥ
service Training
ﺍﻟﻣﻬﻧ222222ﻲ ﺍﻟﻣﺗﺧﺻ222222ﺹ .ﻭﻫﻧ222222ﺎﻙ
ﺭﻭﺍﺑﻁ ﺍﻟﺛﻘﺎﻓ2ﺔ ﺍﻟﺷ2ﻌﺑﻳﺔ ﻭﺣﺭﻛﺎﺗﻬ2ﺎ. Formation
ﻭﻫﻧ222ﺎﻙ ﺃﺟﻬ222ﺯﺓ ﻫﺎﻣﺷ222ﻳﺔ ﻣﺧﺗﻠﻔ222ﺔ continue
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ66 .......................................................................
ﺍﻟﻔﺻ22ﺣﻰ .ﻭﻓ22ﻲ ﺣ22ﻳﻥ ﻳﻛ22ﻭﻥ ﺩﻭﺭ ﺍﻟﻣﺣﺎﺩﺛ22ﺔ ﻧﺷ22ﺎﻁ ﺗﻌﻠﻳﻣ22ﻲ ﻳﻘ22ﻭﻡ ،ﻓ22ﻲ
ﺍﻟﻣﻌﻠﻡ ﻣﺣﻭﺭﻳ2ﺎ ً ﻓ2ﻲ ﺍﻟﺣﻠﻘ2ﺔ ﺍﻷﻭﻟ2ﻰ ﺃﺑﺳ22ﻁ ﺃﺷ22ﻛﺎﻟﻪ ،ﻓ22ﻲ ﺍﻟﺣﻠﻘ22ﺔ ﺍﻷﻭﻟ22ﻰ
ﻳﺗﺣﻭﻝ ﺩﻭﺭﻩ ﻓﻲ ﺍﻟﺣﻠﻘﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺇﻟ2ﻰ ﻣ22ﻥ ﺍﻟﺗﻌﻠ22ﻳﻡ ﺍﻷﺳﺎﺳ22ﻲ ،ﻋﻠ22ﻰ ﺩﻋ22ﻭﺓ
ﻣﻧﺷ222222ﻁ ﻟﻠﺣ222222ﻭﺍﺭ ،ﻭﻣ222222ﻧﻅﻡ ﻟ222222ﻪ، ﺍﻟﺗﻼﻣﻳﺫ ﺇﻟﻰ ﺍﻟﺗﺣﺩﺙ ﻓ2ﻲ ﻣﻭﺿ2ﻭﻉ
ﻭﻣﻁﻭﺭ ﻷﻓﻛﺎﺭﻩ. ﻣﻌﻳﻥ ،ﻣ2ﻥ ﺧ2ﻼﻝ ﺻ2ﻭﺭﺓ ﺃﻭ ﺭﺳ2ﻡ
ﻭﻫﺫﺍ ﺍﻟﺗﻣﺭﻳﻥ ﻳﺻ2ﺑﺢ ﻓ2ﻲ ﺍﻟﻣﺭﺣﻠ2ﺔ ﺃﻭ ﺃﻱ ﻣﺛﻳ222ﺭ ﺑﺻ222ﺭﻱ ﺁﺧ222ﺭ .ﻭﺩﻭﺭ
ﺍﻟﺛﺎﻧﻭﻳ22ﺔ ﺃﻭ ﺍﻟﺟﺎﻣﻌﻳ22ﺔ ﺣﻠﻘ22ﺔ ﻧﻘ22ﺎﺵ ﺍﻟﻣﻌﻠ22ﻡ ﻓ22ﻲ ﻫ22ﺫﺍ ﺍﻟﻧﺷ22ﺎﻁ ﻳﻧﺑﻐ22ﻲ ﺃﻥ
ﺣ222ﻭﻝ ﻣﻭﺿ222ﻭﻉ ﻣﺣ222ﺩﺩ ﺃﻭ ﻣﺳ222ﺄﻟﺔ ﻳﻛ222ﻭﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻣﺣﺎﺩﺛ222ﺔ ﻭﺗﻧﺷ222ﻳﻁﻬﺎ
ﻣﺣ22222ﺩﺩﺓ .ﻭﻳﻣﻛ22222ﻥ ﺃﻥ ﻳﻠﺟ22222ﺄ ﺇﻟﻳ22222ﻪ ﺑﺎﺳ22222ﺗﻣﺭﺍﺭ ﻋﺑ22222ﺭ ﻁ22222ﺭﺡ ﺃﺳ22222ﺋﻠﺔ
ﺍﻟﻣ22ﺩﺭﺱ ﻓ22ﻲ ﺃﻱ ﺗﺧﺻ22ﺹ ﻛ22ﺎﻥ، ﺗﻔﺻ22ﻳﻠﻳﺔ ﻭﻣﺗﻧﻭﻋ22ﺔ ﺣ22ﻭﻝ ﻣﻛﻭﻧ22ﺎﺕ
ﻣﻌﺗﻣ22ﺩﺍً ﻓ22ﻲ ﺫﻟ22ﻙ ﺍﻟﻣﻧﺎﻗﺷ>>ﺔ ﻁﺭﻳﻘ22ﺔ ﺍﻟﻣﺛﻳ222222ﺭ ﺍﻟﺑﺻ222222ﺭﻱ ﻭﺇﻳﺣﺎءﺍﺗ222222ﻪ.
ﻟﻠﺗ2222ﺩﺭﻳﺱ .ﻭﻓ2222ﻲ ﻫ2222ﺫﺍ ﺍﻟﻣﺳ2222ﺗﻭﻯ ﻭﺍﻟﻬ2ﺩﻑ ﻣ2ﻥ ﻫ2ﺫﺍ ﺍﻟﺗﻣ2ﺭﻳﻥ ﺍﻟﻠﻐ2ﻭﻱ
ﺗﺗﺟﻠ222ﻰ ﺑﺭﺍﻋ222ﺔ ﺍﻟﻣ222ﺩﺭﺱ ﻭﻗﺩﺭﺗ222ﻪ ﻓ22222ﻲ ﻫ22222ﺫﻩ ﺍﻟﻣﺭﺣﻠ22222ﺔ ﻫ22222ﻭ ﺗﻧﻣﻳ22222ﺔ
ﻋﻠ222ﻰ ﺗﻭﻅﻳ222ﻑ ﻁﺭﺍﺋ222ﻕ ﺍﻟﺗ222ﺩﺭﻳﺱ ﻣﻛﺗﺳ2222222ﺑﺎﺕ ﺍﻟﺗﻼﻣﻳ2222222ﺫ ﺍﻟﻠﻐﻭﻳ2222222ﺔ،
ﺗﺑﻌ 2ﺎ ً ﻟﻁﺑﻳﻌ22ﺔ ﺍﻟﻣﻭﺿ22ﻭﻉ ﻭﻅ22ﺭﻭﻑ ﻭﺗ222222ﺩﺭﻳﺑﻬﻡ ﺷ222222ﻳﺋﺎ ً ﻓﺷ222222ﻳﺋﺎ ً ﻋﻠ222222ﻰ
ﺍﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﺗﻌﻠﻣﻳﺔ. ﺍﺳ222ﺗﻌﻣﺎﻝ ﺍﻟﻔﺻ222ﺣﻰ ﻓ222ﻲ ﺍﻟﺗ222ﺩﺍﻭﻝ
ﺍﻟﺷﻔﻭﻱ.
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-ﻋﻣ22222ﺎﺭ ،ﺳ22222ﺎﻡ ) .(2002ﺍﺗﺟﺎﻫ22222ﺎﺕ ﻭﻓﻲ ﺗﻁﻭﻳﺭ ﺗﺎﻝ ٍ ﻟﻬ2ﺫﺍ ﺍﻟﻧﺷ2ﺎﻁ ﻓ2ﻲ
ﺣﺩﻳﺛ2222ﺔ ﻓ2222ﻲ ﺗ2222ﺩﺭﻳﺱ ﺍﻟﻠﻐ2222ﺔ ﺍﻟﻌﺭﺑﻳ2222ﺔ. ﺍﻟﺣﻠﻘﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻣﻥ ﺍﻟﺗﻌﻠ2ﻳﻡ ﺍﻷﺳﺎﺳ2ﻲ
ﻣﺅﺳﺳﺔ ﺍﻟﺭﺳﺎﻟﺔ .ﺑﻳﺭﻭﺕ. ﺗﺻﺑﺢ ﺍﻵﻟﻳﺔ ﺣ2ﺙ ﺍﻟﻣﺗﻌﻠﻣ2ﻳﻥ ﻋﻠ2ﻰ
-ﺟ22ﺎﺑﺭ ،ﻭﻟﻳ22ﺩ ﺃﺣﻣ22ﺩ ) .(2005ﻁ22ﺭﻕ
ﺍﻟﺣﺩﻳﺙ ﻓﻲ ﻣﻭﺿﻭﻉ ﻣﻌﻳﻥ ،ﺣ2ﺩﻳﺛﺎ ً
ﺍﻟﺗﺩﺭﻳﺱ ﺍﻟﻌﺎﻣ2ﺔ :ﺗﺧﻁﻳﻁﻬ2ﺎ ﻭﺗﻁﺑﻳﻘﺎﺗﻬ2ﺎ ﻣﻧﻅﻣ 2ﺎ ً ﻣﺗﺳ22ﻘﺎ ً ﻣ22ﺎ ﺃﻣﻛ22ﻥ ،ﺑﺣﺿ22ﻭﺭ
ﺍﻟﺗﺭﺑﻭﻳ22222222ﺔ .ﺩﺍﺭ ﺍﻟﻔﻛ22222222ﺭ :ﻧﺎﺷ22222222ﺭﻭﻥ ﺍﻟﻣﺛﻳ222ﺭ ﺍﻟﺑﺻ222ﺭﻱ ﺃﻭ ﻓ222ﻲ ﻏﻳﺎﺑ222ﻪ.
ﻭﻣﻭﺯﻋﻭﻥ .ﻋﻣّﺎﻥ .ﺍﻟﻁﺑﻌﺔ ﺍﻟﺛﺎﻧﻳﺔ. ﻭﺍﻟﻬﺩﻑ ﻣ2ﻥ ﺫﻟ2ﻙ ﺇﻛﺳ2ﺎﺑﻬﻡ ﺍﻟﺟ2ﺭﺃﺓ
- Galisson, R. et alt. ﻋﻠ222222ﻰ ﺍﻟﺣ222222ﺩﻳﺙ ﻣ222222ﻊ ﺍﻵﺧ222222ﺭﻳﻥ
(1995). Dictionnaire de ﻭﻣﺣ222ﺎﻭﺭﺗﻬﻡ ﻓ222ﻲ ﻣﺧﺗﻠ222ﻑ ﺍﻷﻣ222ﻭﺭ
didactique des langues. ﺍﻟﺗ22222ﻲ ﺗﺷ22222ﻛﻝ ﻗﺎﺳ22222ﻣﺎ ً ﻣﺷ22222ﺗﺭﻛﺎً،
4ème édition. Hachette. ﻭﺗ222ﺩﺭﻳﺑﻬﻡ ﻋﻠ2222ﻰ ﻗﻭﺍﻋ2222ﺩ ﺍﻟﺣ2222ﺩﻳﺙ
Paris
ﻭﺁﺩﺍﺑ222ﻪ ،ﻭﺗﻭﺳ222ﻳﻊ ﺁﻓ222ﺎﻕ ﺗﻔﻛﻳ222ﺭﻫﻡ،
ﻭﺗﺣﺳ222ﻳﻥ ﺃﺩﺍﺋﻬ222ﻡ ﺍﻟﺷ222ﻔﻭﻱ ﺑﺎﻟﻠﻐ222ﺔ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ68 .......................................................................
ﺍﻟﺣﻭﺍﺭﻳ22ﺔ ﻭ ﻟﻛ22ﻥ ﻫ22ﺫﺍ ﻻ ﻳﻌﻧ22ﻲ ﺃﻧ22ﻪ ﻳ22ﺗﻛﻠﻡ ﻭﺣ22ﺩﻩ ،ﺑ22ﻝ ﻳﻘ22ﺩﻡ ﺩﺭﺳ22ﻪ ﻓ22ﻲ
ﻳﻛﺗﺷ22ﻑ ﺇﺫ ﻳﺑﻘ22ﻰ ﺍﻟﻣ22ﺩﺭﺱ ﻣﻭﺟﻬ22ﺎ ﺷ222222ﻛﻝ ﻣﺣ222222ﺎﻭﺭﺓ ﻣﺑﻧﻳ222222ﺔ ﻋﻠ222222ﻰ
ﻟﻠﺣﻭﺍﺭ ﻓﻲ ﺟﻣﻳﻊ ﺍﻷﺣﻭﺍﻝ. ﺍﻟﻣﻼﺣﻅ22222222222ﺔ ،ﻭ ﺍﻟﻣﻘﺎﺭﻧ22222222222ﺔ ،ﻭ
ﻭ ﻣ22ﻥ ﺣﺳ22ﻧﺎﺕ ﺍﻟﻁﺭﻳﻘ22ﺔ ﺍﻟﺣﻭﺍﺭﻳ22ﺔ ﺍﻻﺳ2222ﺗﻧﺑﺎﻁ ،ﻳﺷ2222ﺎﺭﻙ ﻓﻳ2222ﻪ ﺟﻣﻳ2222ﻊ
ﺃﻥ ﺍﻟﺗﻠﻣﻳﺫ ﺍﻟﺫﻱ ﻳﺟﺩ ﻧﻔﺳ2ﻪ ﻋﺭﺿ2ﺔ ﺍﻟﺗﻼﻣﻳ2222ﺫ .ﻓﺎﻟﻣ2222ﺩﺭﺱ ﻳﺿ2222ﻊ ﺃﻣ2222ﺎﻡ
ﻟﻠﺳ222ﺅﺍﻝ ،ﻓ222ﻲ ﻛ222ﻝ ﻟﺣﻅ222ﺔ ،ﻳﺑﻘ222ﻰ ﺗﻼﻣﻳ2222ﺫ ﺻ2222ﻭﺭﺓ ،ﺃﻭ ﺧﺭﻳﻁ2222ﺔ ،ﺃﻭ
ﺣﺎﺿ22ﺭ ﺍﻟ22ﺫﻫﻥ ،ﺷ22ﺩﻳﺩ ﺍﻻﻧﺗﺑ22ﺎﻩ ،ﻭ ﺟ22222ﺩﻭﻻ ﺣﺳ22222ﺎﺑﻳﺎ ،..ﺛ22222ﻡ ﻳﻁ22222ﺎﻟﺑﻬﻡ
ﻫ22ﻭ ﺑ22ﺫﻟﻙ ﻳﻠﻌ22ﺏ ﺩﻭﺭﺍ ﺣﻳﻭﻳ22ﺎ ﻓ22ﻲ ﺑﻘ2222222222ﺭﺍءﺓ ﻫ2222222222ﺫﻩ ﺍﻟﻭﺳ2222222222ﺎﺋﻝ ،ﻭ
ﺗﺷ222ﻳﻳﺩ ﺍﻟﺗﻌﻠﻣ222ﺎﺕ ﻭ ﺑﻧ222ﺎء ﺍﻟﻛﻔﺎﻳ222ﺎﺕ ﻣﻼﺣﻅﺗﻬ2ﺎ ،ﻭ ﻣﻘﺎﺭﻧ2ﺔ ﻣﺣﺗﻭﻳﺎﺗﻬ2ﺎ،
ﺍﻟﺗﻲ ﺗﺳﻌﻰ ﺍﻟﻣﺩﺭﺳﺔ ﺗﺣﻘﻳﻘﻬﺎ. ﺛ22222ﻡ ﻳ22222ﺩﻋﻭﻫﻡ ﺑﻌ22222ﺩ ﺫﻟ22222ﻙ ،ﺇﻟ22222ﻰ
ﺍﺳ2222ﺗﺧﺭﺍﺝ ﺍﻷﻓﻛ22222ﺎﺭ ،ﻭ ﺍﻛﺗﺷ22222ﺎﻑ
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ﺍﻟﻌﻼﻗ222ﺎﺕ ،ﻭ ﺍﺳ222ﺗﻧﺑﺎﻁ ﺍﻟﺣﻘ222ﺎﺋﻕ
-ﺍﻟﻌﺭﺑﻲ ﺍﻛﻧﻳﻧﺢ ،ﻓﻲ ﺍﻟﻣﺳﺄﻟﺔ ﺍﻟﺗﻌﻠﻳﻣﻳ2ﺔ، ﺑﺄﻧﻔﺳ22ﻬﻡ .ﻭ ﻫ22ﻭ ﺃﺛﻧ22ﺎء ﺫﻟ22ﻙ ،ﻳﺑ22ﺫﻝ
ﻣﻁﺑﻌﺔ ﺍﻟﻧﺟﺎﺡ ﺍﻟﺟﺩﻳﺩﺓ ،ﺍﻟﺩﺍﺭ ﺍﻟﺑﻳﺿ2ﺎء،
ﺍﻟﻣﻐﺭﺏ ،(2009) ،ﺹ29-28 : ﺟﻬﺩﻩ ﻟﻛﻲ ﻳﻣﻧ2ﻊ ﻧﻔﺳ2ﻪ ﻣ2ﻥ ﺍﻹﺟﺎﺑ2ﺔ
ﻋﻠﻰ ﺳ2ﺅﺍﻝ ﺑﺎﺳ2ﺗﻁﺎﻋﺔ ﺍﻟﺗﻼﻣﻳ2ﺫ ﺃﻥ
-ﻋ222ﺎﺭﻑ ﻋﺑ222ﺩ ﺍﻟﻐ222ﺎﻧﻲ)" ،(1990
ﻳﻔﻬﻣﻭﻩ ،ﻭ ﻳﺟﻳﺑ2ﻭﺍ ﻋﻠﻳ2ﻪ .ﻭ ﻳﻌﺗﻣ2ﺩ
ﺍﻟﻁﺭﻕ ﺍﻟﺩﻳﺩﺍﻛﺗﻳﻛﻳ2ﺔ " ﻣﺟﻠ2ﺔ ﺍﻟﺩﺭﺍﺳ2ﺎﺕ
ﺍﻟﻧﻔﺳ222ﻳﺔ ﺍﻟﺗﺭﺑﻭﻳ222ﺔ .ﻋ222ﺩﺩ ،11 :ﻣﻣﻠﻛ222ﺔ ﺍﻟﻣ222ﺩﺭﺱ ﻓ222ﻲ ﺫﻟ222ﻙ ،ﻋﻠ222ﻰ ﺃﺳ222ﺋﻠﺔ
ﺍﻟﺑﺣﺭﻳﻥ. ﺩﻗﻳﻘﺔ ﺗﻛﻭﻥ ﻗ2ﺩ ﺣﺿ2ﺭﻫﺎ ﻣﺳ2ﺑﻘﺎ ،ﻭ
-ﺑﻧﻌﻳﺳ2222222ﻰ ﺍﺣﺳ2222222ﻳﻧﺎﺕ " ﺩﻳﺩﺍﻛﺗﻳﻛﻳ2222222ﺔ
ﺑﻌﻧﺎﻳ2ﺔ ﻛﺑﻳ2ﺭﺓ .ﻓﻬ2ﻭ ﺑﻬ2ﺫﻩ ﺍﻟﻁﺭﻳﻘ22ﺔ،
ﺍﻟﻁﺭﺍﺋﻕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻓﻲ ﺍﻟﻣﺟ2ﺎﻝ ﺍﻟﺗﺭﺑ2ﻭﻱ ﻳﻠﻌﺏ ﺩﻭﺭ ﺍﻟﻘﺎﺋﺩ ﻭ ﺍﻟﻣﻧﺷ2ﻁ ،ﻳﺿ2ﻊ
ﺍﻟﺗﻌﻠﻳﻣﻲ " ﻋﻥ : ﺗﻼﻣﻳﺫﻩ ﻋﻠ2ﻰ ﻁﺭﻳ2ﻕ ﺍﻻﺳﺗﻛﺷ2ﺎﻑ،
http://www.almoudaris.co ﻭ ﻳﻘ2222ﻭﺩﻫﻡ ﺗ2222ﺩﺭﻳﺟﻳﺎ ﺇﻟ2222ﻰ ﻭﺿ2222ﻊ
=m/articles.php?article_id ﺃﻳﺩﻳﻬﻡ ﻋﻠﻰ ﺍﻟﻣﻌﻁﻳ2ﺎﺕ ﻭ ﺍﻟﺣﻘ2ﺎﺋﻕ
443 ﺍﻟﺗﻲ ﻳﻧﻭﻱ ﺗﻠﻘﻳﻧﻬﺎ ﺇﻳﺎﻫﻡ.
ﻋ22ﺎﺩﺓ ﻣ22ﺎ ﻳﺧﻠ22ﻁ ﺍﻟ22ﺑﻌﺽ ﺍﻟﻁﺭﻳﻘ22ﺔ
ﺍﻟﺣﻭﺍﺭﻳﺔ ﻣﻊ ﻁﺭﻳﻘﺔ ﺍﻻﻛﺗﺷ2ﺎﻑ ،ﻭ
ﻫ222ﺫﺍ ﺧﻁ222ﺄ ﻷﻧ222ﻪ ﻳﻣﻛ222ﻥ ﻟﻠﻣ222ﺩﺭﺱ ﺃ
Correspondence ﻳﻁﺑ22ﻕ ﺍﻟﻁﺭﻳﻘ22ﺔ ﺍﻟﺣﻭﺍﺭﻳ22ﺔ ﺩﻭﻥ ﺃﻥ
Instruction ﻳﻁ222ﻭﺭ ﻛﻔﺎﻳ222ﺔ ﺍﻻﻛﺗﺷ222ﺎﻑ ) .(..ﺇﻥ
ﺍﻟﻣﺗﻌﻠﻡ ﻓﺎﻋﻝ ﻭ ﻧﺷﻳﻁ ﻓ2ﻲ ﺍﻟﻁﺭﻳﻘ2ﺔ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ70 .......................................................................
ﻣﺻﺭ ﺍﻟﻌﺭﺑﻳﺔ ،ﻋﺎﻣﺭ ﻟﻠﻁﺑﺎﻋﺔ ﻭﺍﻟﻧﺷﺭ، Enseignement par
ﺍﻟﻣﻧﺻﻭﺭﺓ.
correspondance
-Honeyman and Miller ﺗﻌﻠﻳﻡ ﺑﺎﻟﻣﺭﺍﺳﻠﺔ
(1993). "Agriculture
distance education: A
valid alternative for higher ﻳﻘﻭﻡ ﺍﻟﺗﻌﻠ2ﻳﻡ ﺑﺎﻟﻣﺭﺍﺳ2ﻠﺔ ﻋﻠ2ﻰ ﻣﺑ2ﺩﺃ
education? Proceedings .- ﺗﺑ22222ﺎﺩﻝ ﺍﻟﻣﻌﻠﻭﻣ22222ﺎﺕ ﺑ22222ﻳﻥ ﺍﻟﻣﻌﻠ22222ﻡ
of the National Agricultural ﻭﺍﻟﻣ2222ﺗﻌﻠﻡ ﻣ2222ﻥ ﺧ2222ﻼﻝ ﺍﻻﺗﺻ22222ﺎﻝ
Education Research ﺍﻟﺑﺭﻳﺩﻱ ،ﻭﺑ2ﺫﻟﻙ ﻳﻌﺗﺑ2ﺭ ﻫ2ﺫﺍ ﺍﻟﻧ2ﻭﻉ
Meeting67-73
ﻣ2222ﻥ ﺍﻟ2222ﺗﻌﻠﻡ ﺃﺣ2222ﺩ ﺃﺷ2222ﻛﺎﻝ ﺍﻟ2222ﺗﻌﻠﻡ
ﺍﻟ2222ﺫﺍﺗﻲ .ﻭﻳﻣﻛ2222ﻥ ﺃﻥ ﻳﺷ2222ﻣﻝ ﻫ2222ﺫﺍ
ﺍﻟﻧ222ﻭﻉ ﻣ222ﻥ ﺍﻟﺗﻌﻠ222ﻳﻡ ﻣﺟﻣﻭﻋ222ﺔ ﻣ222ﻥ
ﺍﻟﺗﻣﺭﻳﻧ22ﺎﺕ ﻳﻘ22ﻭﻡ ﺍﻟﻣ22ﺗﻌﻠﻡ ﺑﺈﺟﺭﺍﺋﻬ22ﺎ
ﻭﻳﺟ22222ﺭﻱ ﺗﺻ22222ﺣﻳﺣﻬﺎ ﻣ22222ﻥ ﻗﺑ22222ﻝ
ﺍﻟﻣﻌﻠﻡ.
Course ﻭ ﻫ222ﻭ ﺣﻘ222ﻝ ﺍﻟﺗﻌﻠ222ﻳﻡ ﺍﻟ222ﺫﻱ ﻳﺭﻛ222ﺯ
Programme ﻋﻠ22ﻰ ﺍﻟﺗﻛﻧﻭﻟﻭﺟﻳ22ﺎ ،ﻭ ﻳﻬ22ﺩﻑ ﺇﻟ22ﻰ
scolaire ﺗ22222ﻭﻓﻳﺭ ﺍﻟﺗﻌﻠ22222ﻳﻡ ﻟﻠﻁ22222ﻼﺏ ﺍﻟ22222ﺫﻳﻥ
ﻻﻳﺗ22ﻭﺍﻓﺭﻭﻥ ﺟﺳ22ﺩﻳﺎ "ﻋﻠ22ﻰ ﻣﻭﻗ22ﻊ"
ﻣﻘﺭﺭ ﺩﺭﺍﺳﻲ ﻓﻲ ﺍﻟﻔﺻ2ﻭﻝ ﺍﻟﺩﺭﺍﺳ2ﻳﺔ ﺍﻟﺗﻘﻠﻳﺩﻳ2ﺔ ﺃﻭ
ﻳﺗﺿ22222222ﻣﻥ ﺍﻟﻣﻘ22222222ﺭﺭ ﺍﻟﺩﺭﺍﺳ22222222ﻲ ﺍﻟﺣﺭﻡ ﺍﻟﺟ2ﺎﻣﻌﻲ .ﻭﻗ2ﺩ ﻭﺻ2ﻑ ﺑﺄﻧ2ﻪ
ﻣﺟﻣﻭﻋ2222222ﺔ ﻣ2222222ﻥ ﺍﻟﻣﻭﺿ2222222ﻭﻋﺎﺕ "ﻋﻣﻠﻳ2222ﺔ ﻟﺧﻠ2222ﻕ ﻭﺗ2222ﻭﻓﻳﺭ ﻓ2222ﺭﺹ
ﺍﻟﺩﺭﺍﺳ22ﻳﺔ ﻳﻘ22ﻭﻡ ﺍﻟﻁ22ﻼﺏ ﺑﺩﺭﺍﺳ22ﺗﻬﺎ ﺍﻟﺣﺻ22ﻭﻝ ﻋﻠ22ﻰ ﺍﻟﺗﻌﻠ22ﻳﻡ ﻋﻧ22ﺩﻣﺎ ﻳ22ﺗﻡ
ﻓ22ﻲ ﻓﺻ22ﻝ ﺩﺭﺍﺳ22ﻲ ﻭﺍﺣ22ﺩ ﺃﻭ ﻋﻠ22ﻰ ﺍﻟﻔﺻ222ﻝ ﺑ222ﻳﻥ ﻣﺻ222ﺩﺭ ﻟﻠﻣﻌﻠﻭﻣ222ﺎﺕ
ﻣ22ﺩﺍﺭ ﺍﻟﺳ22ﻧﺔ ﺍﻟﺩﺭﺍﺳ22ﻳﺔ ﻭﻓ22ﻕ ﺧﻁ22ﺔ ﻭ ﺍﻟﻣﺗﻌﻠﻣ22ﻳﻥ ﺑﺎﻟﻭﻗ22ﺕ ﺃﻭ ﺍﻟﻣﺳ22ﺎﻓﺔ ،
ﻣﻌﻳﻧ22ﺔ ﻭﺗﺷ22ﻛﻝ ﻣﺟﻭﻋ22ﺔ ﺍﻟﻣﻘ22ﺭﺭﺍﺕ ﺃﻭ ﻛﻠﻳﻬﻣﺎ.
ﺍﻟﺑﺭﻧ22ﺎﻣﺞ ﺍﻟﺩﺭﺍﺳ22ﻲ ﺍﻟ22ﺫﻱ ﻳﻌ22ﺩ ﻟﻔﺋ22ﺔ -----------------------------------------
ﻣﻌﻳﻧﺔ ﻣﻥ ﺍﻟﻁ2ﻼﺏ ﻟﻠﺣﺻ2ﻭﻝ ﻋﻠ2ﻰ ﻣﺣﻣ2222222222ﺩ ﻋﻠ2222222222ﻲ ﺍﻟﺳ2222222222ﻳﺩ )(1998
ﺩﺭﺟﺔ ﻋﻠﻣﻳﺔ ﻣﺣﺩﺩﺓ. ﻣﺻ22222ﻁﻠﺣﺎﺕ ﻓ22222ﻲ ﺍﻟﻣﻧ22222ﺎﻫﺞ ﻭﻁ22222ﺭﻕ
ﺍﻟﺗ22ﺩﺭﻳﺱ ،ﺍﻟﻁﺑﻌ22ﺔ ﺍﻷﻭﻟ22ﻰ .ﺟﻣﻬﻭﺭﻳ22ﺔ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ71 .......................................................................
ﺍﻟﻣﻁﻠ22ﻭﺏ ﻭﺫﻟ22ﻙ ﻣﻘﺎﺭﻧ22ﺔ ﺃﺩﺍﺋ22ﻪ ﻣ22ﻊ ﻭﻓﻳﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻣﺣﻙ ﻟﻠﺻ2ﻑ ﻛﻛ2ﻝ
ﺑﺎﻗﻲ ﺯﻣﻼﺋﻪ. ﺃﻡ ﻟﻠﻁﺎﻟﺏ ﺍﻟﻭﺍﺣﺩ ،ﻭﻣ2ﺎﺫﺍ ﻳﺟ2ﺏ ﺃﻥ
ﻭ ﻓﻲ ﺇﻁ2ﺎﺭ ﺍﻟﺗﺧﻁ2ﻳﻁ ﺍﻟﺑﻳ2ﺩﺍﻏﻭﺟﻲ، ﻳﻌﻣ22ﻝ ﺗﺟ22ﺎﻩ ﺍﻟﻁ22ﻼﺏ ﺍﻟ22ﺫﻳﻥ ﻓﺷ22ﻠﻭﺍ
ﻳﺣ222ﺩﺩ ) ﻧﻳﻛ222ﻭﻝ ﻟﺑ222ﺭﻭﻥ ﻭ ﺳ222ﻳﺭﺝ ﻓ2222ﻲ ﺍﻻﻣﺗﺣ2222ﺎﻥ ﺃﻭ ﻋﻠ2222ﻰ ﺍﻟﻣﺣ2222ﻙ.
ﺑﻳﺭﺗﻠ2ﻭﻁ ( ﺃﺭﺑ22ﻊ ﺗﻁﺑﻳﻘ22ﺎﺕ ﺃﺳﺎﺳ22ﻳﺔ )ﺍﻧﻅﺭ ﺃﻳﺿﺎ ً ﻣﺎﺩﺓ :ﺍﺧﺗﺑﺎﺭ ﻣﻌﻳﺎﺭﻱ
ﻻﺧﺗﺑﺎﺭ ﺍﻟﻣﻌﻳﺭ ﻭ ﻫﻲ ﻛﺎﻷﺗﻲ: ﺍﻟﻣﺭﺟﻊ(
üﺍﺧﺗﺑﺎﺭ ﺑﻣﺛﺎﺑﺔ ﺍﻟﻔﺣﺹ ﺍﻷﻭﻟﻲ؛ -----------------------------------------
üﺍﺧﺗﺑﺎﺭ ﻓﻲ ﺧﺿﻡ ﺍﻟﺗﻌﻠﻣﺎﺕ؛ -ﺍﻟﺧ2222ﻭﻟﻲ ،ﻣﺣﻣ2222ﺩ ﻋﻠ2222ﻲ ).(1981
üﺍﺧﺗﺑﺎﺭ ﺑﻌﺩﻱ؛ ﻗ222ﺎﻣﻭﺱ ﺍﻟﺗﺭﺑﻳ222ﺔ ،ﺩﺍﺭ ﺍﻟﻌﻠ222ﻡ ﻟﻠﻣﻼﻳ222ﻳﻥ،
ﺑﻳﺭﻭﺕ ،ﻟﺑﻧﺎﻥ.
-----------------------------------------
-ﺳ2222ﻣﺎﺭﺓ ،ﻋﺯﻳ2222ﺯ؛ ﺍﺑ2222ﺭﺍﻫﻳﻡ ،ﻣﺣﻣ2222ﺩ
-Nicole Lebrun,Serge
ﻋﺑ222ﺩﺍﻟﻘﺎﺩﺭ؛ ﺍﻟﻧﻣ222ﺭ ،ﻋﺻ222ﺎﻡ ).(1989
Berthelot(1994), “Plan
ﻣﺑﺎﺩﺉ ﺍﻟﻘﻳﺎﺱ ﻭﺍﻟﺗﻘﻭﻳﻡ ﻓﻲ ﺍﻟﺗﺭﺑﻳﺔ ،ﺩﺍﺭ
pédagogique: une
ﺍﻟﻔﻛﺭ ﻟﻠﻧﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ ،ﻋﻣﺎﻥ ،ﺍﻷﺭﺩﻥ
démarche systématique
de planification de
l'enseignement », De
Boeck Université, Les
nouvelle édition, Ottawa, Criterion-referenced
P : 113 test
Test critérié
Creative ability ﺍﺧﺗﺑﺎﺭ ﻣﻌﻳﺭ /ﺍﺧﺗﺑﺎﺭ ﻣﺣﻛﻲ
Capacité créative ﺍﻟﻣﺭﺟﻊ
ﻗﺩﺭﺓ ﺍﺑﺗﻛﺎﺭﻳﺔ /ﺇﺑﺩﺍﻋﻳﺔ
ﺍﻻﺧﺗﺑ2222222ﺎﺭ ﺍﻟﻣﻌﻳ2222222ﺭ ﺃﻭ ﺍﺧﺗﺑ2222222ﺎﺭ
ﺍﻟﻣﺭﺟﻌﻳ2222ﺔ ﻳﻌ2222ﺭﻑ ﺑﺄﻧ2222ﻪ ﺍﺧﺗﺑ2222ﺎﺭ
ﻋ22ﺭﻑ ﺍﻻﺑﺗﻛ22ﺎﺭ ﺑﺄﻧ22ﻪ ﺍﻟﻌﻣﻠﻳ22ﺔ ﺍﻟﺗ22ﻲ ﻫﺩﻓ2222ﻪ ﻣﻘﺎﺭﻧ2222ﺔ ﺃﺩﺍء ﺍﻟﻣ2222ﺗﻌﻠﻡ ﻣ2222ﻊ
ﻳﺻ222222ﺑﺢ ﻓﻳﻬ222222ﺎ ﺍﻟﻔ222222ﺭﺩ ﺣﺳﺎﺳ222222ﺎ ﻣﻌﻳﺎﺭ ﻟﻠﻧﺟ2ﺎﺡ ﻣﺣ2ﺩﺩ ﻣﺳ2ﺑﻘﺎ ،ﺣﻳ2ﺙ
ﻟﻠﻣﺷ22222ﻛﻼﺕ ﻭ ﺃﻭﺟ22222ﻪ ﺍﻟ22222ﻧﻘﺹ ﻭ ﺃﻥ ﺍﻟﻌﻼﻣ22ﺔ ﺍﻟﺗﻘﺩﻳﺭﻳ22ﺔ ﺗﺣ22ﺩﺩ ﻣ22ﺎ ﺇﺫﺍ
ﺍﻟﻔﺟ2ﻭﺍﺕ ﻓ2ﻲ ﺍﻟﻣﻌﺭﻓ2ﺔ ﻭ ﺍﻟﻌﻧﺎﺻ2ﺭ ﺍﺳ222ﺗﻁﺎﻉ ﺍﻟﻣ222ﺗﻌﻠﻡ ﺑﻠ222ﻭﻍ ﺍﻟﻣﺳ222ﺗﻭﻯ
ﺍﻟﻧﺎﻗﺻ222ﺔ ﻭ ﻋ222ﺩﻡ ﺍﻻﻧﺳ222ﺟﺎﻡ .ﻛﻣ222ﺎ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ75 .......................................................................
Normes du
Curriculum et
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ82 .......................................................................
ﻟَِ 222ﻡ ﻳﻛﺗﺑﻭﻧﻬ222ﺎ ﻫﻛ222ﺫﺍ ،ﻭﻻ ﻳﻛﺗﺑﻭﻧﻬ222ﺎ ﻓﻐ22ﺩﺕ ﻋُﺭﻓ22ﺎ ً ﻳُﻠﺗ22ﺯﻡ ﺑ22ﻪ ﻭﻻ ﻳُﻘ22ﺎﺱ
ﻋﻠ222ﻰ ﺃﻟ222ﻑ ﻁِ ﺑﻘ222ﺎ ً ﻟﻘﺎﻋ222ﺩﺓ ﺍﻟﻬﻣ222ﺯﺓ ﻋﻠﻳ22ﻪ )ﺃﺳ22ﻣﺎء ﺍﻹﺷ22ﺎﺭﺓ ،ﻭﺍﻟﺑﺳ22ﻣﻠﺔ،
ﺍﻟﻣﺗﻭﺳ22ﻁﺔ ﺍﻟﻌﺎﻣ22ﺔ ﺍﻟﻘﺎﺑﻠ22ﺔ ﻟﻼﻁ22ﺭﺍﺩ ﺇﻟﺦ( ،ﻓﻠِ َﻡ ﺍﻻﺧ2ﺗﻼﻑ ﺑ2ﻳﻥ ﺃﺻ2ﺣﺎﺏ
ﻭﺍﻟﻣﻧﺳ22222ﺟﻣﺔ ﻣ22222ﻊ ﺍﻟﻣﻧﻁ22222ﻕ؟ ﻭﺇﺫﺍ ﺍﻻﺧﺗﺻ22ﺎﺹ ﻋﻠ22ﻰ ﺇﻣ22ﻼء ﺍﻟﻬﻣ22ﺯﺓ
ﻛﺎﻧﺕ ﺍﻟﻛﺳﺭﺓ ﻭﺍﻟﻳﺎء ﺍﻟﺳﺎﻛﻧﺔ ﺑﻌﺩﻫﺎ ﺍﻟﻣﺗﻭﺳﻁﺔ ﻓﻲ ﻛﻠﻣ2ﺔ ﻣﺛ2ﻝ) :ﺷ2ﺅﻭﻥ
)ﺑﻳْﺋ22ﺔ ﻭﻣَﺷِ 2ﻳْﺋﺔ( ﺗﺧﻠﻘ22ﺎﻥ ﻣُﻧﺎﺧ 2ﺎ ً
ﻓ22ﻲ ِ ﻭﻣﺷ222ﺅﻭﻡ( ﺍﻟﻠﺗ222ﻳﻥ ﺗﻛﺗﺑ222ﺎﻥ ﺃﺣﻳﺎﻧ222ﺎ ً
ُﻣ َﺗﻛﻠﱠﻔ222ﺎ ً ﻟﻛﺗﺎﺑﺗﻬ222ﺎ ﻋﻠ222ﻰ ﻧﺑْ222ﺭﺓ ﻓ222ﺈﻥ ﻋﻠ22222ﻰ ﻧ ْﺑ22222ﺭﺓ؟ ﺃﻭﻟﻳﺳ22222ﺕ ﺍﻟﻘﺎﻋ22222ﺩﺓ
ﺍﻷﻣﺭ ﻟﻳﺱ ﻛﺫﻟﻙ ﺑﺧﺻﻭﺹ ) َﻫﻳﺋﺔ ﺍﻟﻣﻁ222ﺭﺩﺓ ﻓ222ﻲ ﺍﻟﻬﻣ222ﺯﺓ ﺍﻟﻣﺗﻭﺳ222ﻁﺔ
ﻭﺟﻳﺋ22ﺔ( .ﻓﻠَِ 2ﻡ ﻧﺛﻘ22ﻝ ﻋﻠ22ﻰ ﺍﻟﻣﺗﻌﻠﻣ22ﻳﻥ َ ﺗﻘ222ﻭﻡ ﻋﻠ222ﻰ ﺍﻟﻣﻘﺎﺭﻧ222ﺔ ﺑ222ﻳﻥ ﺣﺭﻛ222ﺔ
ﺑﻣ22ﺎ ﻳﺳ22ﻣﻰ ﺍﻟﻘﺎﻋ22ﺩﺓ ﺍﻟﺷ22ﺎﺫﺓ ﻟﻠﻬﻣ22ﺯﺓ ﺍﻟﻬﻣ2222ﺯﺓ ﻭﺣﺭﻛ2222ﺔ ﻣ2222ﺎ ﻗﺑﻠﻬ2222ﺎ ،ﺛ2222ﻡ
ﺍﻟﻣﺗﻭﺳﻁﺔ؟ ﻛﺗﺎﺑﺗﻬﺎ ﻋﻠﻰ ﺣﺭﻑ ﻳﻧﺎﺳﺏ ﺍﻟﺣﺭﻛﺔ
ﻭﺍﻹﻣ>>>ﻼء ،ﻓ222ﻲ ﻣﻌﻧ222ﻰ ﺁﺧ222ﺭ ﺃﻛﺛ222ﺭ ﺍﻷﻗﻭﻯ؟ ﻭﻫﻧﺎﻙ ﺍﺗﻔﺎﻕ ﻋﻠﻰ ﺗﺳﻠﺳﻝ
ﺗﻘﻳﻳ22ﺩﺍً ،ﻫ22ﻭ :ﻛﻳﻔﻳ22ﺔ ﻛﺗﺎﺑ22ﺔ ﺍﻟﻛﻠﻣ22ﺎﺕ ﻗ22ﻭﻯ ﺍﻟﺣﺭﻛ22ﺎﺕ .ﻭﻟﻣ22ﺎﺫﺍ ﻳُ22ﺩﻏِ ﻣﻭﻥ
ﺃﻟ22ﻑ ﺍﻟﺗﺛﻧﻳ22ﺔ )ﺑﺻ22ﻔﺗﻬﺎ ﺣﺭﻓ 2ﺎ ً ﺑ22ﺩﻳﻼً
ﺑﻣﻘﺗﺿ2222ﻰ ﻧﻅ2222ﺎﻡ ﺍﻟﻛﺗﺎﺑ2222ﺔ )ﺍﻟﺭﺳ2222ﻡ
ﺍﻟﺧﻁ2222ﻲ( ﺍﻟﺧ2222ﺎﺹ ﺑﻠﻐ2222ﺔ ﻣﻌﻳﻧ2222ﺔ، ﻟﻠﺿ2222ﻣﺔ ﻓ2222ﻲ ﺭﻓ2222ﻊ ﺍﻟﻣﺛﻧ2222ﻰ( ﻓ2222ﻲ
ﻭﺗﺑﻌ222ﺎ ً ﻟﻠﻌﻼﻗ222ﺎﺕ ﺍﻟﻣﺧﺗﻠﻔ222ﺔ ﺍﻟﻘﺎﺋﻣ222ﺔ ﺍﻟﻬﻣﺯﺓ ﺍﻟﻣﺗﻁﺭﻓﺔ ﻣﻥ ﺍﻻﺳﻡ ﺍﻟﻣﻔ2ﺭﺩ
ﻣﻊ ﺍﻷﻧﻅﻣﺔ ﺍﻟﺛﺎﻧﻭﻳﺔ ﺍﻷﺧ2ﺭﻯ ﻟﻬ2ﺫﻩ ﻓ222ﻲ ﻣﺛ222ﻝَ ) :ﻣ ْﻠ َﺟ222ﺂﻥ ﻭ َﻣ ْﻧ َﺷ222ﺂﻥ( ﻭﻻ
ﺍﻟﻠﻐ22222222ﺔ )ﺍﻟﻧﺣ22222222ﻭﻱ ﻭﺍﻟﺻ22222222ﺭﻓﻲ ُﻳ2222ﺩﻏِ ﻣﻭﻥ ﺃﻟ2222ﻑ ﺍﻟﺗﺛﻧﻳ2222ﺔ )ﺑﺻ2222ﻔﺗﻬﺎ
ﻭﺍﻟﻣﻌﺟﻣ2222222ﻲ( .ﻭﺑﺗﻁﺑﻳ2222222ﻕ ﻫ2222222ﺫﺍ ﺿﻣﻳﺭ ﺭﻓﻊ ﻳﻘﻊ ﻓﺎﻋﻼً( ﻓﻲ ﺍﻟﻔﻌﻠﻳﻥ
ﺍﻟﺗﻌﺭﻳ22ﻑ ﻋﻠ22ﻰ ﺍﻟﻠﻐ22ﺔ ﺍﻟﻌﺭﺑﻳ22ﺔ ﻧﺟ22ﺩ )ﻳﻠﺟ22ﺄﺍﻥ ﻭﻳﻧﺷ22ﺄﺍﻥ(؟! ﻭﻫ22ﻝ ﺟ22ﺎءﺕ
ﺃﺛ222ﺭ ﺍﻟﺗﻐﻳ222ﺭﺍﺕ ﺍﻟﻧﺣﻭﻳ222ﺔ ﺍﻟﺻ222ﺭﻓﻳﺔ ﺿ222ﻣﺎﺋﺭ ﺍﻟﺭﻓ222ﻊ ﺍﻟﻣﺗﺻ222ﻠﺔ )ﺃﻟ222ﻑ
ﻓ222ﻲ ﻛﺗﺎﺑ222ﺔ ﺍﻟﻛﻠﻣ222ﺎﺕ ﻋﻠ222ﻰ ﺷ222ﺎﻛﻠﺔ ﺍﻻﺛﻧﻳﻥ ﻭﻭﺍﻭ ﺍﻟﺟﻣﺎﻋﺔ ﻭﺗﺎء ﺍﻟﻔﺎﻋﻝ
ﻣﺣﺩﺩﺓ .ﺇﻥ ﺟﺯﻡ ﺍﻟﻣﺿﺎﺭﻉ ﺍﻟﻣﻌﺗ2ﻝ ﺃﻭ ﻧﺎﺋ2222ﺏ ﺍﻟﻔﺎﻋ2222ﻝ ﻭﻳ2222ﺎء ﺍﻟﻣﺅﻧﺛ2222ﺔ
ﺍﻵﺧﺭ ﻳﻘﺗﺿﻲ ﺣﺫﻑ ﻻﻡ ﺍﻟﻔﻌﻝ ﻓﻲ ﺍﻟﻣﺧﺎﻁﺑ2222ﺔ( ﻳﻭﻣ2222ﺎ ً ﺇﻻ ﺟ2222ﺯءﺍً ﻣ2222ﻥ
22ﺭﻡ ،ﻭﻟ222ﻡ ﻳﺳَ 222ﻊ ،ﻭﻟ222ﻡ ﺍﻟﻛﻠﻣﺔ ،ﻣﻥ ﺣﻳﺙ ﻫﻲ ﻭﺣﺩﺓ ﺧﻁﻳﺔ
ﻣﺛ222ﻝ) :ﻟ222ﻡ ﻳِ 2 ﻣﺳ>>ﺑﻭﻗﺔ ﺑﻔ>>>ﺭﺍﻍ ﻭﻣﺗﻠ>>ﻭﺓ ﺑﻔ>>>ﺭﺍﻍ؟
ﻳ222ﺩﻥُ ( ،ﻭﺍﺷ222ﺗﻘﺎﻕ ﺍﻟﻣﺿ222ﺎﺭﻉ ﻣ222ﻥ
ﺍﻟﻣﺎﺿ22ﻲ ﺍﻟﻣﺛ22ﺎﻝ ﺍﻟ22ﻭﺍﻭﻱ ﻳﻘﺗﺿ22ﻲ ﺃﻭﻟﻳﺳ222ﺕ ﺍﻟﻣﻬ222ﺯﺓ ﻗﺑﻠﻬ222ﺎ،ﻋﻠﻰ ﻫ222ﺫﺍ
ﺣ22ﺫﻑ ﻓ22ﺎء ﺍﻟﻔﻌ22ﻝ ﻓ22ﻲ ﻣﺛ22ﻝ) :ﻳ2ِ 2ﺭﺙ ﺍﻷﺳ222222ﺎﺱ ،ﻣﺗﻭﺳ222222ﻁﺔ؟ ﺃﻭﻟﻳﺳ222222ﺕ
ﻭﻳﻌِﺩ ،ﻭﻳﻘِﻑ( ،ﻭﺍﺷﺗﻘﺎﻕ ﺍﻷﻣﺭ ﻣ2ﻥ )ﺑﻳﺋ222ﺔ
ﺍﻟﻬﻣ222ﺯﺓ ﻓ222ﻲ ﻛﻠﻣ222ﺎﺕ ﻣﺛ222ﻝِ :
ﺍﻟﺛﻼﺛ22ﻲ ﺍﻟﻠﻔﻳ22ﻑ ﺍﻟﻣﻔ22ﺭﻭﻕ ﻳﻘﺗﺿ22ﻲ ﻭﺟﻳﺋ22ﺔ( ﻣﺗﻭﺳ22ﻁﺔ؟ ﻭﻣَﺷِ 22ﻳﺋﺔ ﻭ َﻫﻳﺋ22ﺔ َ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ100 .......................................................................
ﺑﺭﺯ ﻣﺻ2ﻁﻠﺢ " ﺍﻟﺩﻳ2ﺩﺍﻛﺗﻳﻙ " ﻓ2ﻲ ﺣﺎﻟﺗﻲ ﺣﺫﻑ) :ﺻﺭﻓﻲ ﻟﻔﺎء ﺍﻟﻔﻌﻝ،
ﻣﻧﺗﺻ2222222ﻑ ﺍﻟﻘ2222222ﺭﻥ ﺍﻟﻌﺷ2222222ﺭﻳﻥ ﻭ ﻭﻧﺣﻭﻱ ﻟﻼﻣﻪ( ،ﻓﻳﺑﻘﻰ ﺍﻟﻔﻌ2ﻝ ﻋﻠ2ﻰ
ﺍﺳﺗﺧﺩﻡ ﺑﻣﻌﻧﻰ ﻓﻥ ﺍﻟﺗﺩﺭﻳﺱ ﺃﻭ ﻓ2ﻥ ﺣﺭﻑ ﻭﺍﺣ2ﺩ ﻓ2ﻲ ﻣﺛ2ﻝ) :ﺇِ ﻳ2ﺎ ﺳ2ﻌﻳﺩ
ْ
ﺍﻟﺗﻌﻠﻳﻡ .Art d’enseigner ﻭﺃﻳ2ﺎ ً ﺻ22ﺎﺩﻗﺎًِ ،
ﻭﻕ ﻳ22ﺎ ﻧﺎﺻ22ﺭ ﻧﻔ َﺳ22ﻙ
ﻭ ﺗﻧﺣ2222ﺩﺭ ﻛﻠﻣ2222ﺔ ﺩﻳ2222ﺩﺍﻛﺗﻳﻙ ،ﻣ2222ﻥ ﻣﻥ ﺍﻷﺫﻯ( .ﻭﺇﺫﺍ ﺟﺎء ﻫﺫﺍ ﺍﻟﻔﻌ2ﻼﻥ
ﺣﻳﺙ ﺍﻻﺷﺗﻘﺎﻕ ﺍﻟﻠﻐﻭﻱ ،ﻣ2ﻥ ﺃﺻ2ﻝ ﻓﻲ ﺁﺧ2ﺭ ﺍﻟﺟﻣﻠ2ﺔ ﺃﻟﺣﻘ2ﺕ ﺑﻬﻣ2ﺎ ﻫ2ﺎء
ﻳﻭﻧ2222222222222222222222ﺎﻧﻲ didactikosﺃﻭ ﺍﻟﺳ222ﻛﺕ؛ ﻟ222ﻳﻣﻛﻥ ﺍﻟﻭﻗ222ﻑ ﻋﻠﻳﻬﻣ222ﺎ،
،didaskeinﻭﺗﻌﻧ2222222ﻲ ﺣﺳ2222222ﺏ ﻓﻳﻁﺭﺃ ﻋﻠﻳﻬﻣﺎ ﺑﺳﺑﺏ ﺍﻟﻭﻗ2ﻑ ﺗﻐﻳ2ﺭ
ﻗﺎﻣﻭﺱ ﺭﻭﺑﻳﺭ ﺍﻟﺻﻐﻳﺭ Le Petit ﺇﻣﻼﺋﻲ ﺛﺎﻟ2ﺙ ،ﻓ2ﻲ ﻣﺛ2ﻝ) :ﻳ2ﺎ ﺳ2ﻌﻳ ُﺩ
" ،Robertﺩﺭﱞ ﺱ ﺃﻭ ﻋﻠﱞ2222222222222222ﻡ " ﺇِﻩ ،ﻭﻧﻔ َﺳﻙ ﻳﺎ ﻧﺎﺻ ُﺭ ﻗِﻪ(.
.enseignerﻭﻳﻘﺻ222222222ﺩ ﺑﻬ222222222ﺎ -----------------------------------------
ﺍﺻ222ﻁﻼﺣﺎ ،ﻛ222ﻝ ﻣ222ﺎ ﻳﻬ222ﺩﻑ ﺇﻟ222ﻰ -ﻋﻣ22222ﺎﺭ ,ﺳ22222ﺎﻡ ﻭﺩﻳﺷ22222ﻲ ،ﺟﻭﺯﻳ22222ﻑ
ﺍﻟﺗﺛﻘﻳ2222ﻑ ،ﻭﺇﻟ2222ﻰ ﻣ2222ﺎ ﻟ2222ﻪ ﻋﻼﻗ2222ﺔ ) .(1999ﺍﻟﺷ222222ﺎﻣﻝ ﻓ222222ﻲ ﺗﺻ222222ﺭﻳﻑ
ﺑ22222ﺎﻟﺗﻌﻠﻳﻡ .ﻭﻟﻘ22222ﺩ ﻋ22222ﺭﻑ ﻣﺣﻣ22222ﺩ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻌﺭﺑﻳﺔ .ﺩﺍﺭ ﻫﺎﺗﻳﻳﻪ .ﺑﺎﺭﻳﺱ.
ﺍﻟ2222ﺩﺭﻳﺞ ،ﺍﻟﺩﻳ2222ﺩﺍﻛﺗﻳﻙ ﻓ2222ﻲ ﻛﺗﺎﺑ2222ﻪ - Galisson, R. et al. (1995).
Dictionnaire de didactique des
" ﺗﺣﻠﻳ22ﻝ ﺍﻟﻌﻣﻠﻳ22ﺔ ﺍﻟﺗﻌﻠﻳﻣﻳ22ﺔ " ،ﻛﻣ22ﺎ langues. 4ème édition.
ﻳﻠ2222ﻲ " :ﻫ2222ﻲ ﺍﻟﺩﺭﺍﺳ2222ﺔ ﺍﻟﻌﻠﻣﻳ2222ﺔ Hachette. Paris.
ﻟﻁ22222222ﺭﻕ ﺍﻟﺗ22222222ﺩﺭﻳﺱ ﻭﺗﻘﻧﻳﺎﺗ22222222ﻪ،
ﻭﻷﺷ222ﻛﺎﻝ ﺗﻧﻅ222ﻳﻡ ﻣﻭﺍﻗ222ﻑ ﺍﻟﺗﻌﻠ222ﻳﻡ
ﺍﻟﺗ222ﻲ ﻳﺧﺿ222ﻊ ﻟﻬ222ﺎ ﺍﻟﻣ222ﺗﻌﻠﻡ ،ﻗﺻ222ﺩ
ﺑﻠ222ﻭﻍ ﺍﻷﻫ222ﺩﺍﻑ ﺍﻟﻣﻧﺷ222ﻭﺩﺓ ،ﺳ222ﻭﺍء
ﻋﻠﻰ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﻌﻘﻠ2ﻲ ﺍﻟﻣﻌﺭﻓ2ﻲ ﺃﻭ
ﺍﻻﻧﻔﻌ22222ﺎﻟﻲ ﺍﻟﻭﺟ22222ﺩﺍﻧﻲ ﺃﻭ ﺍﻟﺣ22222ﺱ
ﺣﺭﻛ222ﻲ ﺍﻟﻣﻬ222ﺎﺭﻱ .ﻛﻣ222ﺎ ﺗﺗﺿ222ﻣﻥ
ﺍﻟﺑﺣﺙ ﻓ2ﻲ ﺍﻟﻣﺳ2ﺎﺋﻝ ﺍﻟﺗ2ﻲ ﻳﻁﺭﺣﻬ2ﺎ
ﺗﻌﻠ222ﻳﻡ ﻣﺧﺗﻠ222ﻑ ﺍﻟﻣ222ﻭﺍﺩ .ﻭﻣ222ﻥ ﻫﻧ222ﺎ Didactic
ﺗ22ﺄﺗﻲ ﺗﺳ22ﻣﻳﺔ " ﺗﺭﺑﻳ22ﺔ ﺧﺎﺻ22ﺔ " ﺃﻱ Didactique
ﺧﺎﺻ222ﺔ ﺑﺗﻌﻠ2222ﻳﻡ ﺍﻟﻣ2222ﻭﺍﺩ ﺍﻟﺩﺭﺍﺳ2222ﻳﺔ
)ﺍﻟﺩﻳ22ﺩﺍﻛﺗﻳﻙ ﺍﻟﺧ22ﺎﺹ ﺃﻭ ﺩﻳ22ﺩﺍﻛﺗﻳﻙ ﺩﻳﺩﺍﻛﺗﻳﻙ
ﺍﻟﻣ222ﻭﺍﺩ( ﺃﻭ " ﻣﻧﻬﺟﻳ222ﺔ ﺍﻟﺗ222ﺩﺭﻳﺱ "
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ101 .......................................................................
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ﻣﻛﺗﺑﺔ ﺭﻗﻣﻳﺔ
ﻓﺟﻭﺓ ﺭﻗﻣﻳﺔ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ110 .......................................................................
ﻏﻳ222ﺭ ﺍﻟﻘﺎﺑ222ﻝ ﻟﻠﻘﻳ222ﺎﺱ ،ﻋ222ﺩﺩﺍً ﻣ222ﻥ ﺑﺭﻣﺗ22ﻪ .ﺇﻧﻬ22ﺎ ،ﺑﺳ22ﺑﺏ ﺫﻟ22ﻙ ،ﺗﺷ22ﺗﻕ
ﺍﻷﻫﺩﺍﻑ ﺍﻟﺗﻲ ﻳُﻌﻣﻝ ﻋﻠﻰ ﺗﺣﻘﻳﻘﻬ2ﺎ، ﻣ2222ﻥ ﻓﻠﺳ2222ﻔﺔ ﺍﻟﻣﺟﺗﻣ2222ﻊ ﻭﺳﻳﺎﺳ2222ﺎﺗﻪ
ﻋﻠ2222ﻰ ﻣﺳ2222ﺗﻭﻯ ﻣﺭﺣﻠ2222ﺔ ﺩﺭﺍﺳ2222ﻳﺔ ﻭﺣﺎﺟﺎﺗﻪ ﺍﻟﺗﺭﺑﻭﻳ2ﺔ ،ﻭﺗﺭﺳ2ﻣﻪ ﻋ2ﺎﺩﺓ
ﺑﻌﻳﻧﻬ22ﺎ .ﻭﻧﺳ22ﺗﻁﻳﻊ ﻛ22ﺫﻟﻙ ﺃﻥ ﻧﺷ22ﺗﻕ ﺍﻟﺳ22ﻠﻁﺎﺕ ﺍﻟﺗﺭﺑﻭﻳ22ﺔ ﻋﻠ22ﻰ ﻣﺳ22ﺗﻭﻯ
ﻣﻧﻪ ﻋﺷﺭﺍﺕ ﺍﻷﻏﺭﺍﺽ ﺍﻹﺟﺭﺍﺋﻳ2ﺔ ﺍﻟﺩﻭﻟ22ﺔ ﻣﻣﺛﻠ22ﺔ ﺑ22ﺎﻟﻭﺯﺍﺭﺍﺕ ﺍﻟﻣﻌﻧﻳ22ﺔ،
ﺍﻟﺳﻠﻭﻛﻳﺔ ،ﺍﻟﺗ2ﻲ ﺗﻧﻔ2ﺫ ﻋﻠ2ﻰ ﻣﺳ2ﺗﻭﻯ ﺍﻟﺗﻲ ﻫﻲ ﻭﺯﺍﺭﺗﺎ ﺍﻟﺗﺭﺑﻳ2ﺔ ،ﻭﺍﻟﺗﻌﻠ2ﻳﻡ
ﺩﺭﻭﺱ ﺑﻌﻳﻧﻬﺎ . ﺍﻟﻌ2222ﺎﻟﻲ .ﻭﺗﺻ2222ﺎﻍ ﻫ2222ﺫﻩ ﺍﻷﻫ2222ﺩﺍﻑ
--------------------------------------- ﺑﻌﺑﺎﺭﺍﺕ ﻋﺎﻣﺔ ﺟﺩﺍً ،ﻣﺑﻬﻣﺔ ﺃﺣﻳﺎﻧﺎ،
-ﻋﻣ22222ﺎﺭ ،ﺳ22222ﺎﻡ ) .(2002ﺍﺗﺟﺎﻫ22222ﺎﺕ ﻏﻳﺭ ﻗﺎﺑﻠﺔ ﻟﻠﻣﻼﺣﻅﺔ ﻭﺍﻟﻘﻳﺎﺱ .ﺇﻧﻬﺎ
ﺣﺩﻳﺛ2222ﺔ ﻓ2222ﻲ ﺗ2222ﺩﺭﻳﺱ ﺍﻟﻠﻐ2222ﺔ ﺍﻟﻌﺭﺑﻳ2222ﺔ. ﺗﻌﺑ22ﺭ ﻋ22ﻥ ﺍﻟﻐﺎﻳ22ﺎﺕ ﺍﻟﻘﺻ22ﻭﻯ ﺍﻟﺗ22ﻲ
ﻣﺅﺳﺳﺔ ﺍﻟﺭﺳﺎﻟﺔ .ﺑﻳﺭﻭﺕ. ﻳﻁﻣ222ﺢ ﺍﻟﻣﺟﺗﻣ222ﻊ ﺇﻟ222ﻰ ﺑﻠﻭﻏﻬ222ﺎ .ﻭ
-ﺍﻟﻘ22ﻼ ،ﻓﺧ22ﺭ ﺍﻟ22ﺩﻳﻥ ﻭﻧﺎﺻ22ﺭ ،ﻳ22ﻭﻧﺱ ﻳﺟﻧ222ﺩ ﻟﻬ222ﺎ ،ﻣ222ﻥ ﺃﺟ222ﻝ ﺫﻟ222ﻙ ،ﻛ222ﻝ
) .(1995ﺃﺻ2222ﻭﻝ ﺍﻟﺗ2222ﺩﺭﻳﺱ ﻟﻁ2222ﻼﺏ ﻁﺎﻗﺎﺗ22222222ﻪ ﻭﺇﻣﻛﺎﻧﺎﺗ22222222ﻪ ﺍﻟﺑﺷ22222222ﺭﻳﺔ
ﺩﺑﻠ2222ﻭﻡ ﺍﻟﺗﺄﻫﻳ2222ﻝ ﺍﻟﺗﺭﺑ2222ﻭﻱ .ﻣﻧﺷ2222ﻭﺭﺍﺕ ﻭﺍﻟﻣﺎﺩﻳﺔ.
ﺟﺎﻣﻌﺔ ﺩﻣﺷﻕ .ﺩﻣﺷﻕ.
ﻭﺳ22ﻧﻘﺩﻡ ﻣﺛ22ﺎﻻً ﻟﻠﻐﺎﻳ22ﺔ ﺗﺭﺑﻭﻳ22ﺔ ،ﻫ22ﻭ
-ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳ22ﺔ ﺑﺎﻟﺟﻣﻬﻭﺭﻳ22ﺔ ﺍﻟﻌﺭﺑﻳ22ﺔ ﺍﻟﻬ22222ﺩﻑ ﺍﻟﺛ22222ﺎﻧﻲ ﻣ22222ﻥ ﺍﻷﻫ22222ﺩﺍﻑ
ﺍﻟﺳ222ﻭﺭﻳﺔ ) .(1967ﺍﻟﻘ222ﺭﺍﺭ ﺍﻟ222ﻭﺯﺍﺭﻱ ﺍﻟﺗﺭﺑﻭﻳ222ﺔ ﺍﻟﻌﺎﻣ222ﺔ ﻓ222ﻲ ﺍﻟﺟﻣﻬﻭﺭﻳ222ﺔ
ﺭﻗﻡ 1285ﻭﺗ2ﺎﺭﻳﺦ .1967 /9 /17
ﺩﻣﺷﻕ. ﺍﻟﻌﺭﺑﻳ222222ﺔ ﺍﻟﺳ222222ﻭﺭﻳﺔ ،ﺍﻟﺻ222222ﺎﺩﺭﺓ
ﺑ2222ﺎﻟﻘﺭﺍﺭ ﺍﻟ2222ﻭﺯﺍﺭﻱ ﺭﻗ2222ﻡ 1285
ﻭﺗ2222ﺎﺭﻳﺦ .1967 /9 /17ﻳ2222ﻧﺹ
ﺍﻟﻬ222ﺩﻑ ﺍﻟﺛ222ﺎﻧﻲ ﺇﺫﻥ ﻋﻠ222ﻰ" :ﺧﻠ222ﻕ
ﺍﻹﻧﺳ222222ﺎﻥ ﺍﻟﻌﺭﺑ222222ﻲ ﺫﻱ ﺍﻟﺗﻔﻛﻳ222222ﺭ
ﺍﻟﻣﻭﺿ2222ﻭﻋﻲ ،ﻭﺍﻟﻧﻅ2222ﺭﺓ ﺍﻟﻌﻠﻣﻳ2222ﺔ
ﺍﻟﻭﺍﺿﺣﺔ ،ﺍﻟﻣﺅﻣﻥ ﺑﺎﻟﻌﻠﻡ ،ﺍﻟﻣﺣﺗﻛﻡ
ﺇﻟﻳ22222ﻪ ،ﺍﻟﺑﻌﻳ22222ﺩ ﻋ22222ﻥ ﺍﻻﺳﺗﺳ222222ﻼﻡ
ﻭﺍﻻﺭﺗﺟ222ﺎﻝ ،ﺍﻟﻣﻧ222ﺩﻓﻊ ﻧﺣ222ﻭ ﺍﻟﻌﻣ222ﻝ
ﻋﻥ ﻗﻧﺎﻋﺔ ﻭﺇﺭﺍﺩﺓ ﻭﺗﺻﻣﻳﻡ".
Educational ﺇﻧﻧ222ﺎ ﻧﺳ222ﺗﻁﻳﻊ ﺃﻥ ﻧﺷ222ﺗﻕ ﻣ222ﻥ ﻫ222ﺫﺍ
games ﺍﻟﻬﺩﻑ ﺍﻟﻌﺎﻡ ﺟ2ﺩﺍً ،ﺍﻟﻭﺍﺳ2ﻊ ﺍﻟﻣ2ﺩﻯ،
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ122 .......................................................................
ﺍﻟﺟﺩﻳ22ﺩ ﺇﺫﻥ ،ﻫ22ﻭ ﺃﻧ22ﻪ ﻭﻣﻧ22ﺫ ﺃﻭﺍﺳ22ﻁ -ﺃﺣﻣ22222ﺩ ﺃﻭﺯﻱ ) " ،(2007ﺍﻟﺷ22222ﺭﺍﻛﺔ
ﺍﻟﺛﻣﺎﻧﻳﻧ22ﺎﺕ ،ﺑ22ﺩﺃﺕ ﺍﻟﺷ22ﺭﺍﻛﺔ ﺗﺑ22ﺭﺯ ﺍﻟﺗﺭﺑﻭﻳ2222ﺔ ﻗ2222ﺎﻁﺭﺓ ﺍﻟﺗﻧﻣﻳ2222ﺔ ﻭ ﺍﻟﺗﻁ2222ﻭﻳﺭ
ﻭﺗﺗﺳﻊ ﻟﺗﺷﻣﻝ ﻗﻁﺎﻋ2ﺎﺕ ﻣ2ﻥ ﻣﺟ2ﺎﻝ ﺍﻟﺑﻳﺩﺍﻏﻭﺟﻲ " ،ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ ،ﻣﻁﺑﻌ2ﺔ
ﺍﻟﻧﺟ22ﺎﺡ ﺍﻟﺟﺩﻳ22ﺩﺓ ،ﺍﻟ22ﺩﺍﺭ ﺍﻟﺑﻳﺿ22ﺎء ،ﺹ:
ﺍﻟﺗﺭﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟ2ﺫﻱ ﻟ2ﻡ ﻳﻛ2ﻥ ﻗ2ﺩ .19
ﻋ222ﺭﻑ ﻫ222ﺫﺍ ﺍﻟﻧﻅ222ﺎﻡ ،ﻣﺛ222ﻝ ﺍﻟﺗﻌﻠ222ﻳﻡ
ﺍﻟﻌﻣﻭﻣﻲ ﺑﺎﻹﻋﺩﺍﺩﻳﺎﺕ ﻭ ﺍﻟﺛﺎﻧﻭﻳ2ﺎﺕ
ﻓﻲ ﺑﻌﺽ ﺍﻟﺩﻭﻝ ﺍﻷﻣﺭﻳﻛﻳ2ﺔ (ﻛﻛﻧ2ﺩﺍ Educational
ﻭﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻋﻠ2ﻰ Partnership
ﻭﺟ222ﻪ ﺍﻟﺧﺻ222ﻭﺹ( ﻗﺑ222ﻝ ﺃﻥ ﻳﻧﺗﻘ222ﻝ Partenariat
ﺇﻟ22ﻰ ﺍﻟﻌﺩﻳ22ﺩ ﻣ22ﻥ ﺍﻟ22ﺩﻭﻝ ﺍﻷﻭﺭﻭﺑﻳ22ﺔ pedagpgique
ﻣﺛﻝ ﺇﺳﺑﺎﻧﻳﺎ ﻭﻓﺭﻧﺳﺎ (Lorcerie F. ﺷﺭﺍﻛﺔ ﺗﺭﺑﻭﻳﺔ
1991 ).
ﻭﻟﻌﻝ ﺃﻫﻡ ﻣﺎ ﺃﺗﻰ ﺑﻪ ﻧﻅﺎﻡ ﺍﻟﺷ2ﺭﺍﻛﺔ
ﻓ22ﻲ ﺍﻟﻣﺟ22ﺎﻝ ﺍﻟﺗﺭﺑ22ﻭﻱ ﻓ22ﺈﻥ ﻣﺧﺗﻠ22ﻑ
ﻫ222ﻭ ﺍﻟﻌﻣ222ﻝ ﻋﻠ222ﻰ ﺗﺣﻘﻳ222ﻕ ﻣﺩﺭﺳ222ﺔ
ﺍﻟﺗﻌﺭﻳﻔ22222ﺎﺕ ﻟﻣﺻ22222ﻁﻠﺢ ﺍﻟﺷ22222ﺭﺍﻛﺔ
ﻣﻧﺳﺟﻣﺔ ﻣﻊ ﻣﺣﻳﻁﻬﺎ .ﺇﻥ ﻣﺎ ﻳﻔﺳ2ﺭ
ﻭﻛﻠﻬﺎ ﺣﺩﻳﺛﺔ ﻧﺳﺑﻳﺎ ،ﺗﺣﺩﺩ ﺍﻟﺷ2ﺭﻭﻁ
ﻅﻬ22222ﻭﺭ ﻣﺻ22222ﻁﻠﺢ ﺷ22222ﺭﺍﻛﺔ ﻫ22222ﻭ
ﺍﻟ222ﺩﻧﻳﺎ ﺍﻟﺗ222ﻲ ﺗﻣﻳ222ﺯ ﺍﻟﺷ222ﺭﺍﻛﺔ ﻋ222ﻥ
ﺍﻟﺗﻐﻳﻳﺭ ﻓﻲ ﺍﻟﺭﺅﻳﺔ ﻟﻌﻼﻗﺔ ﺍﻟﻣﺩﺭﺳﺔ
ﻏﻳﺭﻫ22ﺎ ﻣ22ﻥ ﺃﺷ22ﻛﺎﻝ ﺍﻟﺗﻌ22ﺎﻭﻥ .ﺗﻠ22ﻙ
ﻣﻊ ﻛﻝ ﻣﻥ ﻛ2ﺎﻥ ﻳﻌﺗﺑ2ﺭ ﺷ2ﺭﻳﻛﺎ ﻟﻬ2ﺎ
ﺍﻟﺷﺭﻭﻁ ﺍﻟﺗﻲ ﺗﻠﺗﻘﻲ ﻛﻠﻬﺎ ﻋﻧﺩ ﻓﻛﺭﺓ
ﻣ2222ﻥ ﻗﺑ2222ﻝ .ﻟﻘ2222ﺩ ﺃﺻ2222ﺑﺢ ﻟﻬ2222ﺅﻻء
ﺍﻧﻔﺗ222ﺎﺡ ﺍﻟﻣﺅﺳﺳ222ﺔ ﺍﻟﺗﻌﻠﻳﻣﻳ222ﺔ ﻋﻠ222ﻰ
ﺍﻟﺷ22ﺭﻛﺎء ﺩﻭﺭ ﻳﻠﻌﺑﻭﻧ22ﻪ ﻓ22ﻲ ﺇﻧﺟ22ﺎﺯ
ﺍﻟﻣﺟﺗﻣ2222ﻊ ؛ ﺑﺣﻳ2222ﺙ ﻳﻬﻳ2222ﺄ ﺍﻟﻣﺟ2222ﺎﻝ
ﻣﻬﺎﻡ ﻭﺃﻫ2ﺩﺍﻑ ﺍﻟﻣﺻ2ﺎﻟﺢ ﻭ ﺍﻟﻬﻳ2ﺂﺕ
ﻟﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﻣﻥ ﻁﺭﻑ ﻣﺗ2ﺩﺧﻠﻳﻥ
ﺍﻟﺗﺭﺑﻭﻳ2222222222ﺔ ﺍﻟﻭﻁﻧﻳ2222222222ﺔ.
ﻣ22222ﻥ ﺧ22222ﺎﺭﺝ ﺍﻟﻣﺅﺳﺳ22222ﺔ ﻭﺗﻘ22222ﺩﻳﻡ
ﻭﺑﺻ22222ﻔﺔ ﻋﺎﻣ22222ﺔ ﻋﻧ22222ﺩﻣﺎ ﺗﻁﺑ22222ﻕ
ﺍﻟﻣﺳ22ﺎﻋﺩﺍﺕ ﻣ22ﻥ ﺍﻟﻣﻣ22ﻭﻟﻳﻥ ﻭﺇﻗﺎﻣ22ﺔ
ﺍﻟﺷ222ﺭﺍﻛﺔ ﻓ222ﻲ ﺍﻟﻣﺟ222ﺎﻝ ﺍﻟﺗﺭﺑ222ﻭﻱ ،
ﻋﻼﻗﺎﺕ ﺗﺑ2ﺎﺩﻝ ﻭﺍﺗﺻ2ﺎﻝ ﻓ2ﻲ ﺇﻁ2ﺎﺭ
ﻓﺈﻧﻬ2222ﺎ ﺗﻛ2222ﻭﻥ ﻓ2222ﻲ ﺍﻟﻐﺎﻟ2222ﺏ ﺑ2222ﻳﻥ
ﺷﺑﻛﺎﺕ ﻭﺑﻧﻳﺎﺕ ﻣﺭﻧﺔ .ﻛﻣ2ﺎ ﻳﺳ2ﻣﺢ
ﻣﺅﺳﺳ22ﺗﻳﻥ ﺃﻭ ﺃﻛﺛ22ﺭ ،ﻭﺗﻧ22ﺩﺭﺝ ﻓ22ﻲ
ﻟﻠﻣﺅﺳﺳ22222ﺔ ﺍﻟﺗﻌﻠﻳﻣﻳ22222ﺔ ﺑﺎﻟﺗﻔ22222ﺎﻭﺽ
ﺇﻁ2ﺎﺭ ﻣﺷ2ﺎﺭﻳﻊ ﺗﻁ2ﻭﻳﺭ ﺍﻟﻣﺅﺳﺳ22ﺎﺕ
ﻭﺇﺑ22222ﺭﺍﻡ ﺍﺗﻔﺎﻗﻳ22222ﺎﺕ ﺑﻳﻧﻬ22222ﺎ ﻭﺑ22222ﻳﻥ
ﻭﺗﺣﺩﻳﺛﻬﺎ ،ﻭﺗﺟﻧﻳﺩ ﺟﻣﻳ2ﻊ ﺍﻟﻔ2ﺎﻋﻠﻳﻥ
ﺃﻁ22ﺭﺍﻑ ﺃﺧ22ﺭﻯ ﻣﻌﺗ22ﺭﻑ ﺑﻬ22ﺎ ﻭﻟﻬ2ﺎ
) ﺍﻟﻁﻼﺏ ،ﺍﻟﻣﺩﺭﺳﻳﻥ ،ﺍﻟﻣﻬﻧﻳﻳﻥ ،
ﺳ222222222222ﻠﻁﺔ ﺍﻟﻘ222222222222ﺭﺍﺭ.
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ128 .......................................................................
ﻛﺎﻓ2222222ﺔ ﺍﻷﺻ2222222ﻌﺩﺓ ،ﺑﻣ2222222ﺎ ﻓﻳﻬ2222222ﺎ ﺍﻟﺩﺭﺍﺳﺔ ﻭﻣﺎ ﻳﺧﻠﻔ2ﻪ ﻣ2ﻥ ﺁﺛ2ﺎﺭ ﺳ2ﻳﺋﺔ
ﺍﻟﻣﺅﺳﺳ222222ﺎﺕ ﺍﻟﻣﺩﺭﺳ222222ﻳﺔ ﻭﺍﻟﺗ222222ﻲ ﻋﻠ2222ﻰ ﺍﻷﻓ2222ﺭﺍﺩ ﻭﺍﻟﺟﻣﺎﻋ2222ﺎﺕ .
ﺃﺻ22ﺑﺣﺕ ﻓ22ﻲ ﻣﺳ22ﺗﻭﻯ ﺍﻟﺗﻔ22ﺎﻭﺽ ﻭ ﻛﻣﺎ ﺍﺭﺗﺑﻁﺕ ﺍﻟﺷ2ﺭﺍﻛﺔ ﻓ2ﻲ ﺍﻟﻣﺟ2ﺎﻝ
ﺇﺑ2222ﺭﺍﻡ ﺍﻻﺗﻔﺎﻗﻳ2222ﺎﺕ ﻭﺍﻟ2222ﺩﺧﻭﻝ ﻓ2222ﻲ ﺍﻟﺗﺭﺑ222ﻭﻱ ﺑﺎﻟﻌﺩﻳ222ﺩ ﻣ222ﻥ ﺍﻟﺗﺣ222ﻭﻻﺕ
ﻋﻼﻗﺎﺕ ﺗﻌﺎﻭﻧﻳﺔ ﻣﻊ ﻣﺣﻳﻁﻬﺎ. ﺍﻷﺧ222222ﺭﻯ ﺳﻳﺎﺳ222222ﻳﺔ ﻭﺍﺟﺗﻣﺎﻋﻳ222222ﺔ
ﺃﻧﻣ>>>>>ﺎﻁ ﺍﻟﺷ>>>>>ﺭﺍﻛﺔ ﻓ>>>>>ﻲ ﺍﻟﺗﺭﺑﻳ>>>>>ﺔ: ﻭﺛﻘﺎﻓﻳ22ﺔ ﻭﺍﻟﺗ22ﻲ ﺷ22ﻬﺩﻫﺎ ﺍﻟﻌ22ﺎﻟﻡ ﻓ22ﻲ
ﻋﻠ2222ﻰ ﺍﻟ2222ﺭﻏﻡ ﻣ2222ﻥ ﺣ2222ﺩﻳﺛﻧﺎ ﻋ2222ﻥ ﺍﻟﻌﻘﻭﺩ ﺍﻷﺧﻳﺭﺓ.
ﺍﻟﺷﺭﺍﻛﺔ ﺍﻟﺗﺭﺑﻭﻳ2ﺔ ﺑ2ﻳﻥ ﺍﻟﻣﺅﺳﺳ2ﺎﺕ "ﻓﻘﺩ ﺍﺭﺗﺑﻁ2ﺕ ﺑ2ﺎﻟﺗﺣﻭﻝ ﺍﻟ2ﺫﻱ ﻁ2ﺭﺃ
ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ،ﻓﺈﻥ ﻣﻔﻬﻭﻡ ﺍﻟﺷﺭﺍﻛﺔ ﻓﻲ ﻋﻠ222ﻰ ﺍﻟﻌﺩﻳ222ﺩ ﻣ222ﻥ ﺍﻷﻧﻅﻣ222ﺔ ﺍﻟﺗ222ﻲ
ﻧﻅﺭﻧ22222ﺎ ،ﺃﻭﺳ22222ﻊ ﺑﻛﺛﻳ22222ﺭ ﻣ22222ﻥ ﺃﻥ ﻣ222222ﺭﺕ ﻣ222222ﻥ ﻓﺗ222222ﺭﺓ "ﺍﻟﺻ222222ﺭﺍﻉ
ﻧﺣﺻ22ﺭﻩ ﻭﻧﺻ22ﻧﻔﻪ ﻓ22ﻲ ﻧ22ﻭﻉ ﻭﺍﺣ22ﺩ ﺍﻟﻁﺑﻘ222ﻲ" ،ﺫﻱ ﺍﻟﺗﻭﺟ222ﻪ ﺍﻟﻣﺎﺭﻛﺳ222ﻲ
ﺃﻱ ﻓ22ﻲ ﺍﻟﺷ22ﺭﺍﻛﺔ ﺑ22ﻳﻥ ﺍﻟﻣﺅﺳﺳ22ﺎﺕ ﻭﺍﻟ22ﺫﻱ ﻣﻳ22ﺯ ﺍﻟﺳ22ﺗﻳﻧﺎﺕ ﻭﺍﻟﺳ22ﺑﻌﻳﻧﺎﺕ
ﺍﻟﺗﻌﻠﻳﻣﻳ22ﺔ .ﻓﻬﻧ22ﺎﻙ ﺇﻣﻛﺎﻧﻳ22ﺔ ﺍﻟﺷ22ﺭﺍﻛﺔ ﻣ222222ﻥ ﻗﺭﻧﻧ222222ﺎ ﺍﻟﺣ222222ﺎﻟﻲ )ﺻ222222ﺭﺍﻉ
ﺑ2222ﻳﻥ ﻣﺅﺳﺳ2222ﺎﺕ ﺗﻌﻠﻳﻣﻳ2222ﺔ ﻭﻁﻧﻳ2222ﺔ ﺍﻟﻁﺑﻘ222ﺎﺕ ،ﺻ222ﺭﺍﻉ ﺍﻟﻧﻘﺎﺑ222ﺎﺕ ﻓ2222ﻲ
ﻭﻣﻧﻅﻣ22ﺎﺕ ﺩﻭﻟﻳ22ﺔ ﻣﺛ22ﻝ ﺍﻟﻳﻭﻧﻳﺳ22ﻳﻑ ﻣﻭﺍﺟﻬﺔ ﺍﻟﻣﻘﺎﻭﻻﺕ (...ﺇﻟﻰ ﻣﺟﺗﻣﻊ
ﺃﻭ ﺍﻟﻳﻭﻧﺳ22222222ﻛﻭ ﺃﻭ ﺍﻷﻳﺳﻳﺳ22222222ﻛﻭ ، ﺍﻟﺗﻭﺍﻓ22222222ﻕ ﻭﺍﻟﺗﻌ22222222ﺎﻳﺵ ﻭﺗﺑ22222222ﺎﺩﻝ
ﻭﻣﺅﺳﺳ22222ﺎﺕ ﺍﻟﺑﻌﺛ22222ﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳ22222ﺔ ﺍﻟﻣﺻﺎﻟﺢ ،ﻭﺣﺩﺙ ﺫﻟﻙ ﺑﻣﻭﺍﺯﺍﺓ ﻣﻊ
ﻭﺍﻟﻣﺭﺍﻛ2222222ﺯ ﺍﻟﺛﻘﺎﻓﻳ2222222ﺔ ﺍﻷﺟﻧﺑﻳ2222222ﺔ ﺃﻓ222ﻭﻝ ﺍﻟﺷ222ﻳﻭﻋﻳﺔ ﻭﺗﻔﻛ222ﻙ ﺍﻻﺗﺣ222ﺎﺩ
...ﻭﺍﻟﺗﻲ ﺗﻘﺩﻡ ﻣﺳﺎﻋﺩﺍﺕ ﻓ2ﻲ ﺇﻁ2ﺎﺭ ﺍﻟﺳ22ﻭﻓﻳﺗﻲ ﻭﺑﺩﺍﻳ22ﺔ ﺍﻧﺷ22ﺗﺎﺭ ﺍﻟﻧﻣ22ﻭﺫﺝ
ﺍﺗﻔﺎﻗﻳ22ﺎﺕ ﺍﻟﺗﻌ22ﺎﻭﻥ ﺍﻟﺛﻧ22ﺎﺋﻲ ﻭ ﻛ22ﺫﻟﻙ ﺍﻟﻠﻳﺑﺭﺍﻟ2222ﻲ ﺧﺎﺻ2222ﺔ ﺍﻷﻟﻣ2222ﺎﻧﻲ ﻓ2222ﻲ
ﻫﻧ222ﺎﻙ ﺍﻟﻣﺭﺍﻛ222ﺯ ﺍﻟﺗﺎﺑﻌ222ﺔ ﻟﻠﺑﻌﺛ2222ﺎﺕ ﺍﻟﺛﻣﺎﻧﻳﻧ22222ﺎﺕ " ) .ﻣﺣﻣ22222ﺩ ﺳﺎﺳ22222ﻲ
ﺍﻟﻌﺭﺑﻳ2222222ﺔ ...ﺍﻟ2222222ﺦ .ﻛ2222222ﻝ ﻫ2222222ﺫﻩ .(1995
ﺍﻟﻣﺅﺳﺳ222ﺎﺕ ﻟﻬ222ﺎ ﺇﻣﻛﺎﻧﻳ222ﺎﺕ ﻣﻬﻣ222ﺔ ﻛﻣ 2ﺎ ﻧﺷ22ﻁﺕ ﺍﻟﺷ22ﺭﺍﻛﺔ ﻓ22ﻲ ﺍﻟﻣﺟ22ﺎﻝ
ﻳﻣﻛ2222ﻥ ﺃﻥ ﺗﻭﻅ2222ﻑ ﻓ2222ﻲ ﻣﺷ2222ﺎﺭﻳﻊ ﺍﻟﺗﺭﺑﻭﻱ ﺑﻔﻌﻝ ﻅﻬﻭﺭ "ﺍﻟﺗﻭﺟﻪ ﺇﻟ2ﻰ
ﺷ2222ﺭﺍﻛﺔ ﺑﻳﻧﻬ2222ﺎ ﻭﺑ2222ﻳﻥ ﺍﻟﻣﺅﺳﺳ2222ﺎﺕ ﺍﻟﻣﺣﻠ222ﻲ "ﻭﺑﺎﻷﻫﻣﻳ222ﺔ ﺍﻟﻣﺗﻌﺎﻅﻣ222ﺔ
ﺍﻟﺗﻌﻠﻳﻣﻳ22ﺔ ﺍﻟﻭﻁﻧﻳ22ﺔ ،ﻟﻬ22ﺩﻑ ﺍﻟﺭﻓ22ﻊ ﻟﻸﻗ22222ﺎﻟﻳﻡ ﻭ ﺍﻟﻣﻧ22222ﺎﻁﻕ ﻭﺍﻟﺟﻬ22222ﺎﺕ
ﻣ22ﻥ ﻣﺭﻭﺩﻳ22ﺔ ﺍﻟﺗﻌﻠ22ﻳﻡ ﻭﻣ22ﻥ ﺟﻭﺩﺗ22ﻪ، ﺍﻻﻗﺗﺻ222ﺎﺩﻳﺔ ﻭﺍﻟﻣ222ﺩﻥ ﻭﺍﻟﺗﺟﻣﻌ222ﺎﺕ
ﻭﻟﻬ22ﺩﻑ ﺗﻘ22ﺩﻳﻡ ﺍﻟ22ﺩﻋﻡ ﻟﺣ22ﻝ ﺍﻟﻌﺩﻳ22ﺩ ﺍﻟﺳ22ﻛﻧﻳﺔ ﻓ22ﻲ ﺍﻷﺣﻳ22ﺎء .ﺍﻷﻣ22ﺭ ﺍﻟ22ﺫﻱ
ﻣ222ﻥ ﺍﻟﻣﺷ222ﺎﻛﻝ ﺍﻟﺗ222ﻲ ﺗﻌ222ﺎﻧﻲ ﻣﻧﻬ222ﺎ ﺃﺗ222ﺎﺡ ﺇﻣﻛﺎﻧﻳ222ﺎﺕ ﻭﺍﺳ222ﻌﺔ ﻟﻠﻣﺑ222ﺎﺩﺭﺓ
ﺍﻟﻣﺅﺳﺳﺎﺕ ،ﺑﻣ2ﺎ ﻳﻌ2ﻭﺩ ﺑ2ﺎﻟﻧﻔﻊ ﻋﻠ2ﻰ ﻭﺍﻻﺳﺗﻘﻼﻝ ﻓﻲ ﺍﺗﺧ2ﺎﺫ ﺍﻟﻘ2ﺭﺍﺭ ﻋﻠ2ﻰ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ130 .......................................................................
ﻓﻳﻬ22ﺎ" .ﻭﻗ22ﺩ ﺃﻭﺟ22ﺯ ﺇﻋ22ﻼﻥ ﻣ22ﺅﺗﻣﺭ ﻋﻠ22ﻰ ﺍﻟﻣﻛ22ﺎﻥ ﺍﻟ22ﺫﻱ ﻳ ﱠﺗﺧ22ﺫﻩ ﺍﻹﻧﺳ22ﺎﻥ
ﺍﻟﺑﻳﺋ2222ﺔ ﺍﻟﺑﺷ2222ﺭﻳﺔ ﺍﻟ2222ﺫﻱ ﻋﻘ2222ﺩ ﻓ2222ﻲ ﻣﺳ2222ﺗﻘﺭً ﺍ ﻟﺣﻠﻭﻟ2222ﻪ ﻭﻟﻧﺯﻭﻟ2222ﻪ ،ﻭﻗ2222ﺩ
ﺍﺳ222ﺗﻭﻛﻬﻭﻟﻡ ﻋ222ﺎﻡ 1972ﻡ ﻣﻔﻬ222ﻭﻡ ﺍﺳ222ﺗﺧﺩﻡ ﻋﻠﻣ2222ﺎء ﺍﻟﻣﺳ2222ﻠﻣﻳﻥ ﻛﻠﻣ2222ﺔ
ﺍﻟﺑﻳﺋ222ﺔ ﺑﺄﻧﻬ222ﺎ" :ﻛ222ﻝ ﺷ222ﻲء ﻳﺣ222ﻳﻁ "ﺍﻟﺑﻳﺋﺔ" ﺍﺳ2ﺗﺧﺩﺍﻣًﺎ ﺍﺻ2ﻁﻼﺣﻳًﺎ ﻣﻧ2ﺫ
ﺑﺎﻹﻧﺳﺎﻥ". ﺍﻟﻘ22ﺭﻥ ﺍﻟﺛﺎﻟ22ﺙ ﺍﻟﻬﺟ22ﺭﻱ ،ﻟﻺﺷ22ﺎﺭﺓ
----------------- ﺇﻟ22ﻰ ﺍﻟﻭﺳ22ﻁ ﺍﻟﻁﺑﻳﻌ22ﻲ :ﺍﻟﺟﻐﺭﺍﻓ22ﻲ
http://boumansouraeducati ﻭﺍﻟﻣﻛ22ﺎﻧﻲ ﻭﺍﻹﺣﻳ22ﺎﺋﻲ ﺍﻟ22ﺫﻱ ﻳﻌ22ﻳﺵ
on.ahlamountada.com/mo ﻓﻳ222ﻪ ﺍﻟﻛ222ﺎﺋﻥ ﺍﻟﺣ222ﻲ ﺑﻣ222ﺎ ﻓ222ﻲ ﺫﻟ222ﻙ
ntada-f56/topic-t1068.htm ﺍﻹﻧﺳ222ﺎﻥ ،ﻭﻟﻺﺷ222ﺎﺭﺓ ﺇﻟ222ﻰ ﺍﻟﻣﻧ222ﺎﺥ
ﺍﻻﺟﺗﻣ22ﺎﻋﻲ :ﺍﻟﺳﻳﺎﺳ22ﻲ ﻭﺍﻷﺧﻼﻗ22ﻲ
ﻭﺍﻟﻔﻛ22ﺭﻱ ﺍﻟﻣﺣ22ﻳﻁ ﺑﺎﻹﻧﺳ22ﺎﻥ .ﻭﻗ22ﺩ
Effective method 2ﺎﺯﺍ :ﺃﻭﻟﺋ22ﻙ ﺍﻟﺑﺷ22ﺭ ﻳ22ﺭﺍﺩ ﺑﺎﻟﺑﻳﺋ22ﺔ ﻣﺟً 2
Méthode active ﺍﻟﺫﻳﻥ ﻳﺳﻛﻧﻭﻥ ﻓﻳﻬ2ﺎ ﺃﻭ ﻳﻘﻳﻣ2ﻭﻥ ،ﺃﻭ
ﻛﺎﻓ2222ﺔ ﺍﻟﻣﺧﻠﻭﻗ2222ﺎﺕ ﻭﺍﻟﻣﻭﺟ2222ﻭﺩﺍﺕ
ﻁﺭﻳﻘﺔ ﻓﻌﺎﻟﺔ
ﺍﻟﺗﻲ ﺗﺣﻝ ﻣﻊ ﺍﻹﻧﺳ2ﺎﻥ ،ﻭﺗﺳ2ﺗﻭﻁﻥ
ﻳﺳﺗﻌﻣﻝ ﻣﺻﻁﻠﺢ :ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﻔﻌﺎﻟ2ﺔ ﻣﻭﺍﺿ22ﻊ ﻋﻳﺷ22ﻪ ،ﻣﺛ22ﻝ :ﺍﻟﺣﻳﻭﺍﻧ22ﺎﺕ
ﻏﺎﻟﺑ2ﺎ ً ﻓ22ﻲ ﻣﻌﻧ22ﻰ ﻗﺭﻳ22ﺏ ﻣ22ﻥ ﻣﻌﻧ22ﻰ ﻭﺍﻟﻧﺑﺎﺗ22222222222222222ﺎﺕ ﻭﺍﻷﺷ22222222222222222ﺟﺎﺭ.
ﺍﻟﻁﺭﻳﻘ222222ﺔ ﺍﻟﺣﺩﻳﺛ222222ﺔ .ﻭﺍﻟﻁﺭﺍﺋ222222ﻕ
ﺍﻟﺣﺩﻳﺛ22222222222ﺔ ﺃﺩﺧﻠﻬ22222222222ﺎ ﻓﺭﻳﻧﻳ22222222222ﻪ ﺃﻣ22ﺎ ﺍﻟﺑﻳﺋ22ﺔ ﻓ22ﻲ ﺍﻟﻣﻌ22ﺎﺟﻡ ﺍﻹﻧﺟﻠﻳﺯﻳ22ﺔ
) (Freinetﺇﻟ22ﻰ ﻓﺭﻧﺳ22ﺎ ﻓﻳﻣ22ﺎ ﺑ22ﻳﻥ ﻓﻠﻬﺎ ﻣﺻﻁﻠﺣﺎﻥ ﻣﺗﺩﺍﺧﻼﻥ:
ﺍﻟﺣ2222222ﺭﺑﻳﻥ ﺍﻟﻌ2222222ﺎﻟﻣﻳﺗﻳﻥ .ﻭﺍﺗﺳ2222222ﻊ Enviroment
ﺍﺳﺗﻌﻣﺎﻟﻬﺎ ﺑﺩءﺍً ﻣﻥ ﻋﺎﻡ .1940 ﻭﻫﻭ ﻳﻌﻧﻲ :ﻣﺟﻣﻭﻋ2ﺔ ﺍﻟﻅ2ﺭﻭﻑ ﺃﻭ
ﺃﻣ22222ﺎ ﻣﺗﻁﻠﺑﺎﺗﻬ22222ﺎ ﻓﻬ22222ﻲ" :ﺗﻛﻳﻳ22222ﻑ ﺍﻟﻣﺅﺛﺭﺍﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ ﺍﻟﺗﻲ ﻟﻬﺎ ﺗﺄﺛﻳﺭ
ﺍﻟﻣﺩﺭﺳ2222ﺔ ﻣ2222ﻊ ﺍﻟﻁﻔ2222ﻝ ،ﻭﺍﻟﺗﺭﺑﻳ2222ﺔ ﻓ2222ﻲ ﺣﻳ2222ﺎﺓ ﺍﻟﻛﺎﺋﻧ2222ﺎﺕ )ﺑﻣ2222ﺎ ﻓﻳﻬ2222ﺎ
ﺍﻟﻔﺎﺭﻗﻳ22ﺔ )ﺭﺍﺟ22ﻊ ﻣﺻ22ﻁﻠﺢ ﺍﻟﺗﺭﺑﻳ22ﺔ ﺍﻹﻧﺳﺎﻥ( Ecology: .ﻭﻣﺻﻁﻠﺢ
ﺍﻟﻔﺎﺭﻗﻳ2222222ﺔ( ﺗﺑﻌ2222222ﺎ ً ﻟﻼﺳ2222222ﺗﻌﺩﺍﺩﺍﺕ )ﺍﻹﻳﻛﻭﻟﻭﺟﻳ22222ﺎ( ،ﻭﻳُﻌ22222ﺭﱢ ﻑ ﻋﻠ22222ﻡ
ﻭﺍﻟﻣﻳ222222ﻭﻝ ،ﻭﺍﻻﺳ222222ﺗﻌﻣﺎﻝ ﺍﻟ222222ﺩﺍﺋﻡ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺣﺩﻳﺙ ﺍﻟﺑﻳﺋﺔ ﺑﺄﻧﻬﺎ" :ﺍﻟﻭﺳﻁ
ﻟﻠﺣ2222222ﺎﻓﺯ ﻭﻟﻸﻧﺷ2222222ﻁﺔ ﺍﻟﻣﺣﻔ2222222ﺯﺓ ﺃﻭ ﺍﻟﻣﺟﺎﻝ ﺍﻟﻣﻛﺎﻧﻲ ﺍﻟﺫﻱ ﻳﻌﻳﺵ ﻓﻳﻪ
)ﺍﻟﻣﻼﺣﻅ2222ﺔ ﻭﺍﻟﺗﺄﻣ2222ﻝ ﻭﺍﻟﺗﺟﺭﻳ2222ﺏ ﺍﻹﻧﺳ22ﺎﻥ ،ﺑﻣ22ﺎ ﻳﺿ22ﻡ ﻣ22ﻥ ﻅ22ﺎﻫﺭﺍﺕ
ﻭﺍﺳ22222ﺗﻌﻣﺎﻝ ﻣﺭﺍﻛ22222ﺯ ﺍﻻﻫﺗﻣ222222ﺎﻡ(، ﻁﺑﻳﻌﻳ22ﺔ ﻭﺑﺷ22ﺭﻳﺔ ﻳﺗ22ﺄﺛﺭ ﺑﻬ22ﺎ ﻭﻳ22ﺅﺛﺭ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ139 .......................................................................
Electronic learning
Electronic mail (e- management system
mail)
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ146 .......................................................................
· ﺍﻟﺗﺫﻛﺭ :ﻭﻫﻭ ﺳﻠﻭﻙ ﺇﻋ2ﺎﺩﺓ ﺇﻧﺗ2ﺎﺝ ﻋﻠﻰ ﺍﻟﻣﻌ2ﺎﻳﻳﺭ ﺍﻟﺧﺎﺻ2ﺔ ﺍﻟﺗ2ﻲ ﻳﺑﻧ2ﻲ
ﺣﺭﻓﻲ ﺃﻭ ﺳﺭﺩ؛ ﺍﻟﻁ222ﻼﺏ ﺃﺣﻛ222ﺎﻣﻬﻡ ﻋﻠﻳﻬ222ﺎ .ﻣﺛ222ﺎﻝ:
ﻟﻣ222ﺎﺫﺍ ﻳﻌﺗﺑ2222ﺭ ﺷ2222ﻲء ﻣ2222ﺎ ﺟﻳ2222ﺩﺍً ﺃﻭ
· ﻭﺍﻟﺗﻌ222222222ﺭﱡ ﻑ :ﻭﻫ222222222ﻭ ﺳ222222222ﻠﻭﻙ
ﺭﺩﻳﺋ2222ﺎً؟ ﻟﻣ2222ﺎﺫﺍ ﺗﻔﺳ2222ﺭ ﻧﻅﺭﻳ2222ﺔ ﻣ2222ﺎ
ﺍﻟﻣﻁﺎﺑﻘﺔ ،ﺍﻟﺫﺍﻛﺭﺓ ﺍﻹﺩﺭﺍﻛﻳﺔ؛
ﺍﻟﺣﻘ222ﺎﺋﻕ ﻋﻠ222ﻰ ﻧﺣ222ﻭ ﺃﻓﺿ222ﻝ ﻣ222ﻥ
· ﻭﺇﻋ22222ﺎﺩﺓ ﺍﻟ22222ﺗﻌﻠّﻡ :ﻭﻫ22222ﻭ ﺍﻟ22222ﺗﻌﻠّﻡ ﻏﻳﺭﻫ222ﺎ؟ ﻭﻳﻛ222ﻭﻥ ﺩﻭﺭ ﺍﻟﻣﻌﻠ222ﻡ ﻓ222ﻲ
ﺍﻟﻣﺳ2222ﺗﺄ َﻧﻑ ﺑﻌ2222ﺩ ﺍﻧﻘﻁ2222ﺎﻉ ﻁﻭﻳ2222ﻝ، ﻫ222ﺫﻩ ﺍﻻﺳ222ﺗﺭﺍﺗﻳﺟﻳﺔ ﻫ222ﻭ ﻣﺳ222ﺎﻋﺩﺓ
ﺍﻟ22ﺫﻱ ُﻳ ﱠﺗﺻ22ﻑ ﺑﺎﻟﺳ22ﻬﻭﻟﺔ ﻭﺍﻟﺳ22ﺭﻋﺔ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺗﻧﻣﻳﺔ ﺃﺳﺎﺳﻲ ﻣﻧﻁﻘﻲ
ﺍﻟﻣﺗﻧﺎﻣﻳﺗﻳﻥ. ﻟﺑﻧ22ﺎء ﻣﻌ22ﺎﻳﻳﺭ ﺗﻘﻭﻳﻣﻳ22ﺔ :ﻓ22ﺎﻟﻣﻌﻠﻡ ﻗ22ﺩ
ﺃﻣﺎ ﺑﻳﺎﺟﻪ ﻓﻳﻘ2ﺩﻡ ﻣ2ﻥ ﺟﺎﻧﺑ2ﻪ ﺗﺻ2ﻧﻳﻔﺎ ً ﻳﻁ22222ﺭﺡ ﺳ22222ﺅﺍﻻً ﻭﺍﻟﻁﺎﻟ22222ﺏ ﻳﻘ22222ﺩﻡ
ﺫﺍ ﻁﺑﻳﻌ22ﺔ ﺗﺭﺍﺗﺑﻳ22ﺔ ﻓ22ﻲ ﺛ22ﻼﺙ ﺻ22ﻳﻎ ﺍﻹﺟﺎﺑ222222ﺔ ,ﺛ222222ﻡ ﻳﺗﺳ222222ﺎءﻝ ﺍﻟﻣﻌﻠ222222ﻡ
ﺟﻭﻫﺭﻳ22222ﺔ ،ﺃﻭ ﺛﻼﺛ22222ﺔ ﻣﺳ22222ﺗﻭﻳﺎﺕ، "ﻭﻟﻣﺎﺫﺍ" ﻭﻳﺟﻳﺏ ﺍﻟﻁﺎﻟ2ﺏ "ﻷﻧ2ﻪ ﺃﻭ
ﺗﺟﻣﻌﻬ222ﺎ ﺍﻵﻟﻳ222ﺔ ﺍﻟﻭﻅﻳﻔﻳ222ﺔ ﻧﻔﺳ222ﻬﺎ، ﺍﻟﺳﺑﺏ".
ﻭﻫ222ﻲ :ﺍﻟﺗﻌ222ﺭﱡ ﻑ )ﺍﻟﺗﻣﻳﻳ222ﺯ( :ﻭﻫ222ﻲ
ﺻﻳﻐﺔ ﺃﻭﻟﻳﺔ؛ ﻭﺇﻋﺎﺩﺓ ﺍﻟﺑﻧ2ﺎء :ﻭﻫ2ﻲ
ﻧ2222222ﻭﻉ ﻣ2222222ﻥ ﻓﻌ2222222ﻝ ﺍﺳ2222222ﺗﺑﻁﺎﻧﻲ Evocation
ﻟﻠﻣﻭﺿ22ﻭﻉ؛ ﻭﺍﻟﺗ22ﺫﻛﺭ :ﻭﻫ22ﻭ ﺷ22ﻛﻝ Évocation
ﺭﺍﻕ ،ﻧ2222ﻭﻉ ﻣ2222ﻥ ﺻ2222ﻭﺭﺓ ﻋﻘﻠﻳ2222ﺔ.ٍ ﺗﺫﻛﺭ
).(Galisson et al, 1995
--------------------------------------- ﻳﺷ2222ﻛﻝ ﺍﻟﺗ2222ﺫﻛﺭ ﻓ2222ﻲ ﻋﻠ2222ﻡ
ﺍﻟﻧﻔﺱ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻷﺧﻳﺭﺓ ﻣﻥ ﻋﻣﻠﻳ2ﺔ
-ﻗﻁ2222ﺎﻣﻲ ،ﻳﻭﺳ2222ﻑ ﻭﻗﻁ2222ﺎﻣﻲ ،ﻧﺎﻳﻔ2222ﺔ
) .(1998ﻧﻣ222ﺎﺫﺝ ﺍﻟﺗ222ﺩﺭﻳﺱ ﺍﻟﺻ222ﻔﻲ. ﺍﻟﺗﺛﺑﻳﺕ ﻓﻲ ﺍﻟ2ﺫﺍﻛﺭﺓ .ﻭﻛﻠﻣ2ﺔ ﺗ>ﺫﻛﺭ
ﺩﺍﺭ ﺍﻟﺷﺭﻭﻕ ﻟﻠﻧﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ .ﻋﻣّﺎﻥ. ﺗﻌﺑﺭ ﻋﻥ ﺟﻣﻠﺔ ﻣﻥ ﺍﻷﻧﺷ2ﻁﺔ ﺗﺿ2ﻡ
- Galisson, R. et al.
ﻛﺛﻳ222222ﺭﺍً ﺻ222222ﻳﻎ ﺇﻋ222222ﺎﺩﺓ ﺗﻧﺷ222222ﻳﻁ
(1995). Dictionnaire de ﺍﻟ22ﺫﻛﺭﻳﺎﺕ ،ﻭﺗﺗﻛ22ﻭﻥ ﻣ22ﻥ ﺳ22ﻠﻭﻛﺎﺕ
didactique des langues. ﻣﺳﺎﻋﺩﺓ ﻟﻠﺫﺍﻛﺭﺓ ،ﻣﺗﻣ2ﺎﻳﺯﺓ ﻭﻣﺣ2ﺩﺩﺓ
4ème édition. Hachette. ﺑﻛﻠﻣ2222ﺎﺕ )ﻣﺻ2222ﻁﻠﺣﺎﺕ ﻧﻭﻋﻳ2222ﺔ(.
Paris. ﻭﺑﻬ22ﺫﺍ ﺍﻟﺷ22ﻛﻝ ﻳﻣﻳ22ﺯ ﻓﻠ22ﻭﺭﻳﺱ ﺑ22ﻳﻥ
):(Florès
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ155 .......................................................................
- Galisson, R. et alt. Example
(1995). Dictionnaire de
didactique des langues. Exemple
4ème édition. Hachette.
Paris.
ﻣﺛﺎﻝ
ﺍﻟﻣﺛ22ﺎﻝ ﻓ22ﻲ ﺍﻟﺗﻌﻠ22ﻳﻡ ﻫ22ﻭ :ﺟﻣﻠ22ﺔ ﺃﻭ
ﻋﺑ2222ﺎﺭﺓ ﺃﻭ ﺗﺭﻛﻳ2222ﺏ ﻋ2222ﺩﺩﻱ ﻳﻠ2222ﻲ
Exercise ﺗﻌﺭﻳﻑ ﺍﻟﻣﻔﻬ2ﻭﻡ ،ﻭﻳﻛ2ﻭﻥ ﺍﻟﻐ2ﺭﺽ
Exercice ﻣﻧﻪ ﺗﻭﺿﻳﺣﻪ ﻓﻲ ﺻﻭﺭﺓ ﺍﺳ2ﺗﻌﻣﺎﻝ
ﺗﻣﺭﻳﻥ ﺣﻲ ﻟ2ﻪ ﺿ2ﻣﻥ ﺳ2ﻳﺎﻕ ﻣﺣ2ﺩﺩ .ﻣﺛ2ﺎﻝ
ﺫﻟ222ﻙ ﻓ2222ﻲ ﺍﻟﻧﺣ222ﻭ :ﺃﻥ ﻧ2222ﻭﺭﺩ ﺑﻌ2222ﺩ
ﺍﻟﺗﻣ22ﺭﻳﻥ ﺃﻭ ﺍﻟﺗ22ﺩﺭﻳﺏ ﻣﻔﻬ22ﻭﻡ ﻭﺛﻳ22ﻕ ﺗﻌﺭﻳﻑ ﻣﻔﻬ2ﻭﻡ ﺍﻟﺣ2ﺎﻝ ،ﻣﺛ2ﺎﻻً ﻋﻠ2ﻰ
ﺍﻟﺻ22ﻠﺔ ﺑﻌﻠ22ﻡ ﺍﻟ22ﻧﻔﺱ ﻭﺍﻟﺗﺭﺑﻳ22ﺔ .ﻓﻬ22ﻭ ﺍﺳ22222ﺗﻌﻣﺎﻟﻪ ﻓ22222ﻲ ﺍﻟﻛ22222ﻼﻡ؛ ﻓﻧﻘ22222ﻭﻝ:
ﻓﻲ ﻋﻠﻡ ﺍﻟﻧﻔﺱ ﻳﻌﻧﻲ :ﻓﻌ2ﻝ ﺍﻟﺗّ 2ﺩﺭﺏ "ﺍﻟﺣﺎﻝ ﻭﺻ2ﻑ ﻓﺿ2ﻠﺔ ﻳ2ﺫﻛﺭ ﻟﻳﺑ2ﻳﻥ
ﺃﻭ ﺍﻟﺗﻣ22222222ﺭّﻥ ،ﻋﺑ222222222ﺭ ﺍﻟﺗﻛ222222222ﺭﺍﺭ ﻫﻳﺋﺔ ﺍﺳﻡ ﺳﺎﺑﻕ ﻟ2ﻪ ﻳﺳ2ﻣّﻰ ﺻ2ﺎﺣﺏ
ﻭﺍﻟﻣﺣ222ﺎﻭﻻﺕ ﺍﻟﻣﺗﺗﺎﻟﻳ222ﺔ ﻣ222ﻥ ﺃﺟ222ﻝ ﺍﻟﺣ222ﺎﻝ ،ﻭﻳﻛ222ﻭﻥ ﻣﻧﺻ222ﻭﺑﺎ ً ﺩﺍﺋﻣ222ﺎً،
ﺏ ﻣﺗ َﻘ ٍﻥ ﻟﺳﻠﻭﻙ ﻣﺎ .ﻭﺗﺣﺳ2ﻳﻥ ﺍﻛﺗﺳﺎ ٍ ﺷ2ﺎ ً ﻓ2ﻲ ﻭﺟﻬ2ﻙ". ﻣﺛﺎﻝ :ﺍﺳﺗﻘﺑﻠﺗﻙ ﺑﺎ ّ
ﺍﻷﺩﺍء ﺃﻭ ﺍﻟﻣ2222ﺭﺩﻭﺩ ﻓ2222ﻲ ﺍﻟﺗﻣ2222ﺭﻳﻥ ﻭﻣﺛﺎﻝ ﺫﻟﻙ ﻓﻲ ﺍﻟﺭﻳﺎﺿﻳﺎﺕ ،ﻗﻭﻟﻧﺎ:
ﻣ22ﺭﺗﺑﻁ ﺑﻌ22ﺩﺩ ﺍﻟﻣﺣ22ﺎﻭﻻﺕ ﺍﻟﻣﺑﺫﻭﻟ22ﺔ "ﺍﻟﻘﺳ22ﻣﺔ ﻓ22ﻲ ﺍﻟﺣﺳ22ﺎﺏ ﻫ22ﻲ :ﻗﺳ22ﻣﺔ
ﻓﻳ222ﻪ )ﺍﻟﺗﻛ222ﺭﺍﺭﺍﺕ( ﻭﻣ222ﺩﺗﻬﺎ .ﻓﻔ222ﻲ ﻋ22ﺩﺩ ﻋﻠ22ﻰ ﺁﺧ22ﺭ :ﺃﻱ ﺗﺟﺯﺋ22ﺔ ﺍﻷﻭﻝ
ﺯﻣ22ﻥ ﻣﻌ22ﻳﻥ ﻟﻠﺗﻣ22ﺭﻳﻥ ﺗﺑ22ﻳﻥ ﻗ22ﻭﺍﻧﻳﻥ ﺃﺟﺯﺍ ًء ﺑﻘﺩﺭ ﺍﻟﻌ2ﺩﺩ ﺍﻟﺛ2ﺎﻧﻲ ،ﻭﻳﺳ2ﻣﻰ
ﺍﻟﺗﻣ2222ﺭﻳﻥ ﺃﻥ ﺗﺣﺳ2222ﻧﺎ ً ﺳ2222ﺭﻳﻌﺎ ً ﻓ2222ﻲ ﺍﻷﻭﻝ ﺍﻟﻣﻘﺳ22ﻭﻡ ،ﻭﺍﻟﺛ22ﺎﻧﻲ ﺍﻟﻣﻘﺳ22ﻭﻡ
ﺍﻷﺩﺍء ﻳﻅﻬ22ﺭ ﻓ22ﻲ ﺑﺩﺍﻳ22ﺔ ﺍﻟﺗﻣ22ﺭﻳﻥ، ﻋﻠﻳ2222ﻪ ،ﻭﺍﻟﻧ2222ﺎﺗﺞ ﺧ2222ﺎﺭﺝ ﺍﻟﻘﺳ2222ﻣﺔ
ﺛﻡ ﻳﻠﻳﻪ ﺗﺑﺎﻁﺅ ,ﺛﻡ ﺗﺭﺍﺟﻊ ﺑﻁ2ﻲء ﺃﻭ )ﺍﻟﻭﺳ22ﻳﻁ ،(2005 ،ﻣﺛ22ﺎﻝ÷ 15 :
ﺳ222ﺭﻳﻊ ،ﻣ222ﺭﺗﺑﻁ ﺑﺗﻌ222ﺏ )ﻭﻻﺳ222ﻳﻣﺎ ."3 = 5
ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﻣﺩﺓ ﺍﻟﺗ2ﺩﺭﻳﺏ ﻁﻭﻳﻠ2ﺔ( ---------------------------------------
).(Galisson et al, 1995
-ﻣﺻ22222222ﻁﻔﻰ ،ﺇﺑ22222222ﺭﺍﻫﻳﻡ ﻭﺁﺧ22222222ﺭﻭﻥ
ﻭﻳ22222ﺗﺣﻛﻡ ﺑﻧﺟ22222ﺎﺡ ﺍﻟﺗﻣ22222ﺭﻳﻥ ﻋ22222ﺩﺓ ) :(2005ﺍﻟﻣﻌﺟ>>>>ﻡ ﺍﻟﻭﺳ>>>>ﻳﻁ ،ﻣﺟﻣ2222ﻊ
ﻋﻭﺍﻣ22ﻝ ،ﻫ22ﻲ :ﻁﺑﻳﻌ22ﺔ ﺍﻟﻣﺣ22ﺎﻭﻻﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ ،ﺍﻟﻘﺎﻫﺭﺓ ،ﺍﻟﻁﺑﻌﺔ ﺍﻟﺭﺍﺑﻌﺔ.
ﺍﻟﻣﺑﺫﻭﻟ2222ﺔ ﻓ2222ﻲ ﺍﻟﺗﻣ2222ﺭﻳﻥ ،ﻭﻣﺩﺗ2222ﻪ،
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ156 .......................................................................
ﻭﺍﻟﺭﻏﺑ22ﺔ ﻓ22ﻲ ﺍﻟﻣﺯﻳ22ﺩ ﻣ22ﻥ ﺍﻟﺗﻌ 2ﺭّﻑ ﻭﺗﻁ22222ﻭﻳﺭ ﺍﻟﺗ22222ﺩﺭﻳﺱ؟ ﻣﺟﻠ22222ﺔ ﺭﺳ22222ﺎﻟﺔ
ﻭﺍﻻﻁ2222ﻼﻉ .ﺃﻣ22222ﺎ ﺍﻟﺣﺎﻟ22222ﺔ ﺍﻟﺛﺎﻧﻳ22222ﺔ ﺍﻟﺗﺭﺑﻳ2222ﺔ .ﺍﻟﻌ2222ﺩﺩ 27ﻣ2222ﺎﺭﺱ .2010
ﻓﺗﺗﻌﻠﻕ ﺑﺩﺭﻭﺱ ﺍﻟﻘ2ﺭﺍءﺓ ﺍﻟﺭﺍﻓ2ﺩﺓ ﺃﻭ ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ .ﻣﺳﻘﻁ.
ﺍﻟﻣﻁﺎﻟﻌ22ﺔ ﻓ22ﻲ ﺍﻟﻠﻐ22ﺔ ﺍﻟﻌﺭﺑﻳ22ﺔ ،ﺍﻟﺗ22ﻲ -ﻳ22222ﻭﻧﺱ ،ﻓﺗﺣ22222ﻲ ﻋﻠ22222ﻲ ﻭﺁﺧ22222ﺭﻭﻥ.
ﺗﻌ َﻁ22ﻰ ﻓ22ﻲ ﺃﻭﺍﺧ22ﺭ ﻣﺭﺣﻠ22ﺔ ﺍﻟﺗﻌﻠ22ﻳﻡ .2004ﺍﻟﻣﻧ22ﺎﻫﺞ :ﺍﻷﺳ22ﺱ ،ﺍﻟﻣﻛﻭﻧ22ﺎﺕ،
ﺍﻟﺗﻧﻅﻳﻣ222222ﺎﺕ ،ﺍﻟﺗﻁ222222ﻭﻳﺭ .ﺩﺍﺭ ﺍﻟﻔﻛ222222ﺭ.
ﺍﻷﺳﺎﺳ22ﻲ ،ﻭﻓ22ﻲ ﺍﻟﻣﺭﺣﻠ22ﺔ ﺍﻟﺛﺎﻧﻭﻳ22ﺔ
ﻋﻣّﺎﻥ.
ﻋﻠ2222222ﻰ ﻭﺟ2222222ﻪ ﺍﻟﺧﺻ2222222ﻭﺹ .ﺇﻥ
ﻧﺻ2222ﻭﺹ ﺍﻟﻘ2222ﺭﺍءﺓ ﺍﻟﺭﺍﻓ2222ﺩﺓ :ﻫ2222ﻲ
ﻧﺻﻭﺹ ﻣﺗﻭﺳﻁﺔ ﺍﻟﻁﻭﻝ )ﻣ2ﺎ ﺑ2ﻳﻥ
4ﺻﻔﺣﺎﺕ ﻭ 10ﺻﻔﺣﺎﺕ ﻋﺎﺩﺓ(، Extracurricular
ﻭﻫ2ﺩﻓﻬﺎ ﺃﻥ ﺗﻘ2ﺩﻡ ﻣ22ﺎﺩﺓ ﻧﻘﺩﻳ2ﺔ ﺗﻭﺳ22ﻊ reading
ﻭﺗﻌﻣﻕ ﻭﺗﻛﻣﻝ ﺩﺭﻭﺱ ﺍﻷﺩﺏ ﺍﻟﺗ2ﻲ Lecture
ﻋﻭﻟﺟﺕ ﻓﻲ ﺍﻟﺻﻑ .ﺃﻣ2ﺎ ﻧﺻ2ﻭﺹ parascolaires
ﺍﻟﻣﻁﺎﻟﻌ22222ﺔ ﻓﻁﻭﻳﻠ22222ﺔ ﺗﺄﺧ22222ﺫ ﺷ22222ﻛﻝ
ﻗﺭﺍءﺓ ﻏﻳﺭ ﺻﻔﻳﺔ
ﻣﻭﺿ2222ﻭﻋﺎﺕ ﻛﺎﻣﻠ2222ﺔ :ﻣﺟﻣﻭﻋ2222ﺎﺕ
ﻗﺻ222222ﺹ ،ﺃﻭ ﺷ222222ﻛﻝ ﻛﺗ222222ﺏ ﺫﺍﺕ ﻫﻲ ﺃﻧﺷﻁﺔ ﻗﺭﺍءﺓ ﺧﺎﺭﺟﻳﺔ )ﺗﺟﺭﻱ
ﻣﻭﺿ22222222ﻭﻉ ﻭﺍﺣ22222222ﺩ :ﺭﻭﺍﻳ22222222ﺔ ﺃﻭ ﺧ222ﺎﺭﺝ ﺍﻟﺻ222ﻑ ﺍﻟﺩﺭﺍﺳ222ﻲ( ﺗﻛﻣ222ﻝ
ﻣﺳﺭﺣﻳﺔ ﻁﻭﻳﻠﺔ ،ﺷﻌﺭﻳﺔ ﺃﻭ ﻧﺛﺭﻳﺔ. ﺃﺣﻳﺎﻧ2ﺎ ً ﻣ22ﺎ ﺃﻧﺟ22ﺯ ﻓﻳ22ﻪ ،ﻭﺗﺷ22ﻛﻝ ﻓ22ﻲ
ﻭﻫ22222ﺫﻩ ﺍﻟﻧﺻ22222ﻭﺹ ﻛﻠﻬ22222ﺎ ﺗﺷ22222ﻛﻝ ﺃﺣﻳ22222ﺎﻥ ﺃﺧ22222ﺭﻯ ﺧﻁ22222ﻭﺓ ﺳ22222ﺎﺑﻘﺔ
ﻣﻭﺿ22ﻭﻋﺎﺕ ﻣﻁﺑﻭﻋ22ﺔ ﻣﻘ22ﺭﺭﺓ ﻓ22ﻲ ﻭﺿ22222ﺭﻭﺭﻳﺔ ﻹﻧﺟ22222ﺎﺯ ﻧ22222ﻭﻉ ﻣ22222ﻥ
ﺍﻟﻛﺗ222ﺏ ﺍﻟﻣﺩﺭﺳ222ﻳﺔ ،ﻭﺗﻌ222ﺎﻟﺞ ﻋﻠ222ﻰ ﺍﻟﺩﺭﻭﺱ ﺑﻌﻳﻧﻪ .ﻓﻔﻲ ﺍﻟﺣﺎﻟﺔ ﺍﻷﻭﻟ2ﻰ
ﺷ2ﻛﻝ ﺗﻌﻳﻳﻧ2ﺎﺕ ﺃﺳ2ﺑﻭﻋﻳﺔ ﺃﻭ ﻧﺻ22ﻑ ﻳﻛﻠﱠ22ﻑ ﺍﻟﻁ22ﻼﺏ ﺑﻬ22ﺎ ﺑﺻ22ﻔﺗﻬﺎ ﺳ22ﺑﻳﻼً
ﺷ22ﻬﺭﻳﺔ ،ﻳﻧﺟ22ﺯ ﺍﻟﻁ22ﻼﺏ ﺍﻷﻧﺷ22ﻁﺔ ﺇﻟ2ﻰ ﺇﻏﻧ2ﺎء ﺍﻟﻣﻌ22ﺎﺭﻑ ﺍﻟﺗ2ﻲ ُﺩ ِﺭﺳ22ﺕ
ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻬﺎ ،ﺍﻟﻣﻭﺟ2ﻭﺩﺓ ﺃﺣﻳﺎﻧ2ﺎ ً ﻓ2ﻲ ﻓ22222ﻲ ﺍﻟﺻ22222ﻑ ،ﻭﺇﻟ22222ﻰ ﺗﻁﻭﻳﺭﻫ22222ﺎ
ﺍﻟﻛﺗ22ﺎﺏ ﺍﻟﻣﻘ22ﺭﺭ ،ﺃﻭ ﺍﻟﺗ22ﻲ ﻳﺣ22ﺩﺩﻫﺎ ﺗﻭﺳﻳﻌﻬﺎ ﻭﺗﻌﻣﻳﻘﻬﺎ .ﻫ2ﺫﺍ ﺍﻟﻧ2ﻭﻉ ﻣ2ﻥ
ﺍﻟﻣ22222ﺩﺭﺱ ﺃﺣﻳﺎﻧ22222ﺎً؛ ﻟﺗﻧ22222ﺎﻗﺵ ﻓ22222ﻲ ﺍﻟﻘ222ﺭﺍءﺓ ﺍﻹﺿ222ﺎﻓﻳﺔ ﻣ222ﻥ ﺷ222ﺄﻧﻪ ﺃﻥ
ﺍﻟﺻﻑ ﺟﻣﺎﻋﻳﺎ ً ﺑﺗﻭﺟﻳﻬﻪ ﻭﻣﺗﺎﺑﻌﺗﻪ. ﻳ22222ﺩﺭﺏ ﺍﻟﻁ222222ﻼﺏ ﻋﻠ222222ﻰ ﺗﻧﻭﻳ222222ﻊ
ﻭﻗ22ﺩ ﺗﻛ22ﻭﻥ ﻣﻭﺿ22ﻭﻋﺎﺕ ﺍﻟﻣﻁﺎﻟﻌ22ﺔ ﻣﺻﺎﺩﺭ ﺍﻟﻣﻌﺭﻓ2ﺔ ،ﻭﻋﻠ2ﻰ ﺍﻟﻣﻘﺎﺭﻧ2ﺔ
ﻏﻳ2222ﺭ ﻣﻘ2222ﺭﺭﺓ .ﻭﻋﻧ2222ﺩ ﺫﺍﻙ ﻳﺗﻔ2222ﻕ ﻭﺍﻟﻣﻭﺍﺯﻧﺔ ﺑﻳﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﻣﺧﺗﻠﻔ2ﺔ؛
ﺍﻟﻁ222222ﻼﺏ ﻣ222222ﻊ ﺍﻟﻣ222222ﺩﺭﺱ ﻋﻠ222222ﻰ ﻭﺃﻥ ﻳﻧﻣ222ﻲ ﻟ222ﺩﻳﻬﻡ ﺍﻟﺣ222ﺱ ﺍﻟﻧﻘ222ﺩﻱ،
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ164 .......................................................................
Family situation
Famille de
F
situation
ﻋﺎﺋﻠﺔ ﺍﻟﻭﺿﻌﻳﺎﺕ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ165 .......................................................................
ﻳ22ﺩﺧﻠﻭﺍ ﺑﻌ22ﺩ ﻓ22ﻲ ﻣﺭﺣﻠ22ﺔ ﺍﻟﻌﻠﻣﻳ22ﺎﺕ ﻫﻲ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺭﺍﺑﻌ2ﺔ ﻣ2ﻥ ﻣﺭﺍﺣ2ﻝ
ﺍﻟﻣﺎﺩﻳ22ﺔ ﺍﻟﻣﺑﻛ22ﺭﺓ ﻭﺁﺧ22ﺭﻭﻥ ﻭﺻ22ﻠﻭﺍ ﺍﻟﻧﻅﺭﻳﺔ ﺍﻟﺗﻁﻭﺭﻳﺔ
ﺇﻟ222ﻰ ﺍﻟﻣﺭﺣﻠ222ﺔ ﺍﻟﻣﺟ222ﺭﺩﺓ ،ﻛﻣ222ﺎ ﻗ222ﺩ ”“DevelopmentalTheory
ﻳﻛ2222ﻭﻥ ﻫﻧ2222ﺎﻙ ﻋ2222ﺩﻡ ﺗﺟ2222ﺎﻧﺱ ﻓ2222ﻲ Piaget Jean ﻟﺟﺎﻥ ﺑﻳﺎﺟﻳﻪ
ﺍﻟﻔ2222ﺭﻭﻉ ﺍﻷﻛﺎﺩﻳﻣﻳ2222ﺔ ﻓﻘ2222ﺩ ﻳﺻ2222ﻝ
ﺗﻔﺗﺭﺽ ﻫ2ﺫﻩ ﺍﻟﻧﻅﺭﻳ2ﺔ ﺃﻥ ﺍﻷﻁﻔ2ﺎﻝ
ﺍﻟﻁﺎﻟﺏ ﺇﻟﻰ ﺍﻟﻣﺭﺣﻠ2ﺔ ﺍﻟﻣﺟ2ﺭﺩﺓ ﻓ2ﻲ
ﻳﺗﻁ22ﻭﺭﻭﻥ ﺫﻫﻧﻳ2ﺎ ً ﻓ22ﻲ ﻋ22ﺩﺓ ﻣﺭﺍﺣ22ﻝ
ﺍﻟﻌﻠﻭﻡ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻭﻟﻛﻧﻪ ﻳﻛﻭﻥ ﻓ2ﻲ
ﻣﺗﺩﺍﺧﻠ22ﺔ ،ﻓﻬﻧ22ﺎﻙ ﺃﺭﺑ22ﻊ ﻣﺭﺍﺣ22ﻝ ﺃﻭ
ﻣﺭﺣﻠ22222ﺔ ﺍﻟﻌﻣﻠﻳ22222ﺎﺕ ﺍﻟﻣﺎﺩﻳ22222ﺔ ﻓ22222ﻲ
ﻓﺗﺭﺍﺕ ﻟﻠﺗﻁﻭﺭ:
ﺍﻟﺭﻳﺎﺿﻳﺎﺕ ﻣﺛﻼً.
----------------------------------------- ﺍﻟﻣﺭﺣﻠ22ﺔ ﺍﻟﺣﺳ22ﻳﺔ –ﺍﻟﺣﺭﻛﻳ22ﺔ ,ﻭ
ﺗﺑ2222ﺩﺃ ﻣﻧ2222ﺫ ﺍﻟ2222ﻭﻻﺩﺓ ﻭﺣﺗ2222ﻰ ﻋﻣ2222ﺭ
ﺍﺳ222ﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﻌﻠ222ﻳﻡ ـ ﺩﻟﻳ222ﻝ ﻧﺣ222ﻭ
ﺗﺩﺭﻳﺱ ﺃﻓﺿ2ﻝ :ﺗ2ﺄﻟﻳﻑ Donald C. ﺍﻟﺳﻧﺗﻳﻥ.
Orlich; Robert J; Richard ﻭ ﻣﺭﺣﻠ222ﺔ ﻣ222ﺎ ﻗﺑ222ﻝ ﺍﻟﻌﻣﻠﻳ222ﺎﺕ ﻣ222ﻥ
C.Callahan;Harry ﺳ22222ﻧﺗﻳﻥ ﺇﻟ22222ﻰ ﺛﻣ22222ﺎﻧﻲ ﺳ22222ﻧﻭﺍﺕ،ﻭ
W.Gibson-ﺗﺭﺟﻣ2ﺔ ﻋﺑ2ﺩ ﷲ ﻣﻁ2ﺭ ﻣﺭﺣﻠ22ﺔ ﺍﻟﻌﻣﻠﻳ22ﺎﺕ ﺍﻟﻣﺎﺩﻳ22ﺔ ﻣ22ﻥ 8
ﺃﺑ2222222222222222222222222222ﻭ ﻧﺑﻌﺔ.ﺍﻟﻁﺑﻌ2222222222222222222222222222ﺔ
ﺍﻷﻭﻟﻰ)(2003ﺍﻟﻛﻭﻳﺕ :ﻣﻛﺗﺑﺔ ﺍﻟﻔﻼﺡ. ﺇﻟ22ﻰ 11ﺳ22ﻧﺔ ،ﻭﻣﺭﺣﻠ22ﺔ ﺍﻟﻌﻣﻠﻳ22ﺎﺕ
ﺍﻟﻣﺟ22ﺭﺩﺓ Formal stageﻣ22ﻥ
11ـ 15ﺳ222ﻧﺔ ﻓﻣ222ﺎ ﻓﻭﻕ.ﻭﻫ222ﺫﻩ
Formative ﺍﻟﻣﺭﺣﻠ22222222ﺔ ﺍﻷﺧﻳ22222222ﺭﺓ ،ﻣﺭﺣﻠ22222222ﺔ
assessment ﺍﻟﻌﻣﻠﻳ222ﺎﺕ ﺍﻟﻣﺟ222ﺭﺩﺓ ﻫ222ﻲ ﺍﻟﻣﺭﺣﻠ222ﺔ
Evaluation ﺍﻟﺗ222ﻲ ﻳﺣ222ﺎﻭﻝ ﺍﻟﻣ222ﺩﺭﺱ ﺍﻟﻭﺻ222ﻭﻝ
ﺇﻟﻳﻬﺎ ﻓﻲ ﺃﺛﻧ2ﺎء ﺍﻟﺗ2ﺩﺭﻳﺱ ،ﻭﻫ2ﻲ ﻣ2ﺎ
formative ﻧﻁﻠ22222ﻕ ﻋﻠﻳﻬ22222ﺎ ﻣﺭﺣﻠ22222ﺔ ﺍﻟﺗﻔﻛﻳ22222ﺭ
ﺗﻘﻭﻳﻡ ﺗﻛﻭﻳﻧﻲ ﻭﺍﻟﺗﺣﻠﻳﻝ .ﻭﻻ ﺑﺩ ﻣ2ﻥ ﺍﻹﺷ2ﺎﺭﺓ ﺇﻟ2ﻰ
ﻳﻌ2222222222ﺭﻑ ) ﺝ .ﺩﻭﻻﻧﺩﺷ2222222222ﻳﺭ ﺃﻥ ﺍﻟﻣﺭﺍﺣﻝ ﺍﻟﺗﻁﻭﺭﻳ2ﺔ ﻓ2ﻲ ﻧﻣ2ﻭﺫﺝ
( Delandsheere Gilbert ﺑﻳﺎﺟﻳ222ﻪ "" Piagetﻟﻳﺳ222ﺕ ﺛﺎﺑﺗ222ﺔ،
ﺍﻟﺗﻘ2222ﻭﻳﻡ ﺍﻟﺗﻛ2222ﻭﻳﻧﻲ ﺑﺄﻧ2222ﻪ " ﺗﻘ2222ﻭﻳﻡ ﺑﻝ ﺇﻧﻬﺎ ﺗﻣﻳﻝ ﺇﻟﻰ ﺍﻟﺗﺩﺍﺧﻝ ،ﻛﻣ2ﺎ ﺃﻥ
ﻳﺗ222ﺩﺧﻝ -ﻣﺑ222ﺩﺋﻳﺎ – ﻋﻧ222ﺩ ﺍﻻﻧﺗﻬ222ﺎء ﻫﻧﺎﻙ ﻣﺩﻯ ﻭﺍﺳ2ﻌﺎ ً ﻣ2ﻥ ﺍﻟﻣﺳ2ﺗﻭﻳﺎﺕ
ﻣ222ﻥ ﺇﻧﺟ222ﺎﺯ ﻛ222ﻝ ﻣﻬﻣ222ﺔ ﻣ222ﻥ ﻣﻬ222ﺎﻡ ﺍﻟﺗﻁﻭﺭﻳ22ﺔ ﻟ22ﺩﻯ ﺍﻟﻁﻠﺑ22ﺔ ﻓ22ﻧﺣﻥ ﻧﺟ22ﺩ
ﻣﺛﻼً ﺃﻥ ﻫﻧ2ﺎﻙ ﻣ2ﻥ ﺍﻟﻁﻠﺑ2ﺔ ﻣﻣ2ﻥ ﻟ2ﻡ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ168 .......................................................................
ﺇﻥ ﺍﻟﻧﻣ22ﻭﺫﺝ ﺍﻷﻳﻘ22ﻭﻧﻲ ﻫ22ﻭ ﺗﻌﻠ22ﻡ ﻧﻅﺭﻳﺔ ﻟﺑﺭﺍﻣﺞ ﺗﻌﻠﻳﻣﻳﺔ ﺗﻌﺭﺽ ﻣﻥ
ﻗ222ﺎﺋﻡ ﻋﻠ222ﻰ ﺍﺳ222ﺗﺧﺩﺍﻡ ﺍﻟﺣ222ﻭﺍﺱ ﺃﻭ ﺧﻼﻟﻬﺎ ﺍﻟﻭﺳﺎﺋﻁ ﺍﻟﻣﺗﻌﺩﺩﺓ ﺍﻟﻣﺗﻔﺎﻋﻠ2ﺔ
ﺍﻟﻭﺳ22ﺎﺋﻁ ﺍﻟﺣﺳ22ﻳﺔ ﺍﻟﺑﺻ22ﺭﻳﺔ ،ﺣﻳ22ﺙ ﺑﺻﻭﺭﺓ ﻏﻳﺭ ﺧﻁﻳﺔ ،ﻭﺗﻣ2ﺩ ﺍﻟﻣ2ﺗﻌﻠﻡ
ﺗﺣ222ﻝ ﺍﻟﺻ222ﻭﺭﺓ ﺃﻭ ﺍﻷﻳﻘﻭﻧ222ﺔ ﻣﺣ222ﻝ ﺑﺗﻌﻠﻳﻣﺎﺕ ﻭﺍﺿﺣﺔ ﻭﻣﺣﺩﺩﺓ ﺗﺳﺎﻋﺩﻩ
ﺍﻟﺷ2222ﻲء ﺍﻟﻔﻌﻠ2222ﻲ ﻭ ﻳﺣ2222ﺩﺙ ﺗﻣﺛﻳ2222ﻝ ﻋﻧﺩ ﺍﻻﻧﺗﻘﺎﻝ ﻣﻥ ﺇﻁﺎﺭ ﻵﺧﺭ ﺧﻼﻝ
ﻣﻌﺭﻓﻲ ﻟﻬﺎ. ﺍﻟﺑﺭﻧ22ﺎﻣﺞ .ﻭﻫ22ﻭ ﻋﺑ22ﺎﺭﺓ ﻋ22ﻥ ﻧﻅ22ﺎﻡ
ﻭ ﻣ22ﻥ ﺧﺻ22ﺎﺋﺹ ﻧﻣ22ﻁ ﺍﻟ22ﺗﻌﻠﻡ ﺍﺳ222ﺗﺭﺟﺎﻉ ﺍﻟﻣﻌﻠﻭﻣ222ﺎﺕ ﺍﻟﺣﺎﺳ222ﻭﺑﻳﺔ
ﺍﻷﻳﻘﻭﻧﻲ ﺃﻭ ﺍﻟﺗﺻﻭﻳﺭﻱ: ﺍﻟ222ﺫﻱ ﻳﺗ222ﻳﺢ ﻟﻠﻣﺳ222ﺗﺧﺩﻡ ﺍﻟﺣﺻ222ﻭﻝ
ﻋﻠ2222ﻰ ﺃﻭ ﺗ2222ﻭﻓﻳﺭ ﺍﻟﻭﺻ2222ﻭﻝ ﺇﻟ22222ﻰ
üﻳﻘ2ﻭﻡ ﻋﻠ2ﻰ ﺍﺳ2ﺗﺧﺩﺍﻡ ﺍﻟﺗﺻ2ﻭﻳﺭ ﺍﻟﻧﺻﻭﺹ ﻭ ﺍﻟﺗﺳ2ﺟﻳﻼﺕ ﺍﻟﺻ2ﻭﺗﻳﺔ
ﺃﻭ ﺍﻟﺻ2ﻭﺭ ﻓ2ﻲ ﺍﻛﺗﺳ2ﺎﺏ ﺍﻟﻣﻔ2ﺎﻫﻳﻡ ﻭ ﺍﻟﻔﻳ22ﺩﻳﻭ ﻭ ﺍﻟﺻ22ﻭﺭ ﺍﻟﻔﻭﺗﻭﻏﺭﺍﻓﻳ22ﺔ
ﻭﺗﺗﺯﺍﻳ22ﺩ ﺃﻫﻣﻳ22ﺔ ﻧﻣ22ﻁ ﺍﻟ22ﺗﻌﻠﻡ ﻭ ﺍﻟﺭﺳ22ﻭﻣﺎﺕ ﺍﻟﺣﺎﺳ22ﻭﺑﻳﺔ ﺍﻟﻣﺗﺻ2ﻠﺔ
ﺍﻟﺗﺻﻭﻳﺭﻱ ﻣﻊ ﺗﺯﺍﻳﺩ ﺍﻟﻌﻣﺭ ﺣﻳ2ﺙ ﺑﻣﻭﺿﻭﻉ ﻣﻌﻳﻥ.
ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺗﻌﻠﻡ ﺍﻟﻣﻔﺎﻫﻳﻡ ﻭﺍﻟﻣﺑﺎﺩﺉ --------------------------------------------
ﺍﻟﺗﻲ ﻻ ﻳﺳﻬﻝ ﺗﻘﺩﻳﻡ ﻧﻣﺎﺫﺝ ﺗﻁﺑﻳﻘﻳﺔ ® -The American Heritage
ﻟﻬ2ﺎ .ﻓﻣ2ﺛﻼ ﻣﻌﺭﻓ2ﺔ ﺧﺻ2ﺎﺋﺹ Dictionary of the English
ﻭﺣﻳﺎﺓ ﺍﻟﺷﻌﻭﺏ ﺍﻷﺧﺭﻯ. Language, Fourth Edition,
Copyright©2007-2008 by
üﻳﻣﻛ2ﻥ ﻟﻠﻣﺩﺭﺳ2ﻳﻥ ﺗ2ﺩﺭﻳﺱ ﺃﻱ Houghton Mifflin Company.
ﻣﺣﺗ2ﻭﻯ ﺑﺗﻘ2ﺩﻳﻡ ﺻ2ﻭﺭ ﻭﻧﻣ2ﺎﺫﺝ
ﻭﺭﺳ22ﻭﻡ ﻣﺭﺗﺑﻁ22ﺔ ﺑﺎﻟﻣﻭﺿ22ﻭﻉ
ﻭﺧﺭﺍﺋﻁ ﻭﺭﺑﻣﺎ ﻧﻣﺎﺫﺝ ﻣﺟﺳ2ﻣﺔ ﺃﻭ
ﻣﺻ2ﻭﺭﺓ ﺗﺳ2ﺎﻋﺩ ﺍﻟﻁ2ﻼﺏ ﻋﻠ2ﻰ
ﺗﻛﻭﻳﻥ ﺻﻭﺭ ﺫﻫﻧﻳﺔ ﺃﻭ ﺗﺻ2ﻭﺭﺍﺕ I
ﻋﻘﻠﻳﺔ ﻟﻣﺎ ﻳﺭﺍﺩ ﺗﻌﻠﻣﻪ.
üﻳﻔﻳ22ﺩ ﺍﻟﺗﺻ22ﻭﻳﺭ ﺃﻭ ﺍﻟﺗﻣﺛﻳ22ﻝ
ﺍﻷﻳﻘ2222ﻭﻧﻲIconic mode
Iconic mode
ﺍﻷﻁﻔ2ﺎﻝ ﻓ2ﻲ ﻣﺭﺣﻠﺗ2ﻲ ﻣ2ﺎ ﻗﺑ2ﻝ
ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﻣﺣﺳﻭﺳﺔ ﻛﻣﺎ ﺃﻧﻪ ﻣﻔﻳ2ﺩ Mode iconique
ﺃﻳﺿﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻛﺑﺎﺭ ﻣﻣﻥ ﻳﺩﺭﺳﻭﻥ ﻧﻣﻭﺫﺝ ﺃﻳﻘﻭﻧﻲ
ﺍﻟﻣﻬ2ﺎﺭﺍﺕ ﻭﺍﻟﻣﻔ2ﺎﻫﻳﻡ ﺍﻟﻣﺭﻛﺑ2ﺔ ،
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ186 .......................................................................
lumière de la psychologie ﻭﺑﺻ2ﻭﺭﺓ ﻋﺎﻣ2ﺔ ﻳﺄﺧ2ﺫ ﻫ2ﺫﺍ ﺍﻟ2ﻧﻣﻁ
culturelle ». Retz : Paris, p :
193 ﺯﻣﻧ22ﺎ ﺃﻗ22ﻝ ﻣ22ﻥ ﻧﻣ22ﻁ ﺍﻟ22ﺗﻌﻠﻡ
ﺑﺎﻟﻌﻣﻝ.ﺗﻌﺗﻣ2ﺩ ﻓﺎﻋﻠﻳ2ﺔ ﻫ2ﺫﺍ ﺍﻟ2ﻧﻣﻁ
ﻋﻠ2ﻰ ﺍﺳ2ﺗﺧﺩﺍﻡ ﺍﻟﻣ2ﺩﺭﺱ ﻟﻠﺷ2ﺭﺍﺋﺢ
ﻭﺍﻟﺷﻔﺎﻓﻳﺎﺕ ﻭﺍﻷﻓﻼﻡ ﻭﻏﻳﺭﻫ2ﺎ ﻣ2ﻥ
Idea
ﺍﻟﻣﻌﻳﻧﺎﺕ ﺍﻟﺑﺻﺭﻳﺔ.
Idée
ﻓﻛﺭﺓ ﺇﻥ ﺍﻷﺳ222ﻠﻭﺏ ﺍﻟﺗﺻ222ﻭﻳﺭﻱ
)ﺍﻷﻳﻘ2ﻭﻧﻲ ( ﺑﺎﺳ2ﺗﺧﺩﺍﻡ ﺍﻟﺻ2ﻭﺭﺓ
ﺍﻟﺗﺟﺳﻳﺩﻳﺔ ﺃﻱ ﺍﻟﺑﺻﺭﻳﺔ ﻓﻲ ﺍﻟﺗﻌﻠ2ﻳﻡ
ﺍﻟﻔﻛ22ﺭﺓ ﻫ22ﻲ ﺍﻟﺗﺻ22ﻭﺭ ﺍﻟﻣﺗﻛ22ﺎﻓﺊ ﺃﻭ
ﻳﻌﺗﺑ222ﺭ ﻣﻬﻣ222ﺎ ﺃﺛﻧ222ﺎء ﻣﻣﺎﺭﺳ222ﺔ ﻓﻌ222ﻝ
ﺍﻟﺻ222222ﺩﻕ ﺍﻟﻣﻭﺿ222222ﻭﻋﻲ ﺃﻭ ﻫ222222ﻲ
ﺍﻟﺗﻌﻠﻳﻡ ﻭ ﺍﻟﺗﻌﻠﻡ ،ﺣﻳﺙ ﻳﺭﻯ
ﺍﻟﺻ222ﺩﻕ ﻣ222ﻥ ﺣﻳ222ﺙ ﻫ222ﻭ ﺻ222ﺩﻕ .
) ﺑﺭﻭﻧﺭ ( Jerome Bruner
ﻋﻧ22ﺩﻣﺎ ﻳﻛ22ﻭﻥ ﺷ22ﻳﺊ ﻣ22ﻥ ﺍﻷﺷ22ﻳﺎء ﺫﺍ
ﺃﻥ ﺍﻷﻁﻔﺎﻝ ﻣﻥ ﺳﻥ ﺍﻟﺛﺎﻟﺛﺔ ﻭﺣﺗ2ﻰ
ﺣﻘﻳﻘ2222ﺔ ﻣ2222ﺎ ﻓﺎﻧﻣ2222ﺎ ﻳﻛ2222ﻭﻥ ﻛ2222ﺫﻟﻙ
ﺍﻟﺛﺎﻣﻧﺔ ﻳﺳﺗﻁﻳﻌﻭﻥ ﺗﻛ2ﻭﻳﻥ ﺻ2ﻭﺭﺓ
ﺑﻭﺍﺳﻁﺔ ﻓﻛﺭﺗﻪ.
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ﺫﻫﻧﻳ22ﺔ ﻟﻸﺷ22ﻳﺎء ﻭﺍﻷﻓﻌ22ﺎﻝ ،
-ﺻ22222ﺎﻟﺣﺔ ﺳ222222ﻧﻘﺭ،(1995),ﺍﻟﺛﻘﺎﻓ222222ﺔ ﻓﻳﺻﺑﺣﻭﻥ ﺃﻛﺛﺭ ﻗﺩﺭﺓ ﻋﻠ2ﻰ ﺍﻟ2ﺗﻌﻠﻡ
ﺍﻟﻔﻠﺳﻔﻳﺔ ،ﻛﻠﻳﺔ ﺍﻟﺗﺭﺑﻳﺔ ﺟﺎﻣﻌﺔ ﺩﻣﺷ2ﻕ ، ﺑﺎﻟﺻ22ﻭﺭﺓ ،ﻛﺑ22ﺩﻳﻝ ﻟﻠﺧﺑ22ﺭﺍﺕ
ﺳﻭﺭﻳﺔ ،ﺩﻣﺷﻕ ،ﻁ، 5ﺹ .263 ﺍﻟﻣﺑﺎﺷ2ﺭﺓ ،ﻭﻣﺛ2ﺎﻝ ﺫﻟ2ﻙ ﻳﺳ2ﺗﻁﻳﻊ
ﺍﻟﻁﻔﻝ ﻗﺭﺏ ﻧﻬﺎﻳﺔ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺃﻥ -
Imaginary play - ﻳﺗﺻ2ﻭﺭ ﺍﻟﻌ2ﺩﺩ ) ، ( 5ﻣ2ﻥ ﻏﻳ2ﺭ
Jeux d'imagination - ﻭﺟﻭﺩ ﺑﺭﺗﻘﺎﻻﺕ ﺃﻣﺎﻣﻪ.
-ﻟﻌﺏ ﺗﺧﻳﻠﻲ -------------------------------
-ﻋ22ﺯ ﺍﻟ22ﺩﻳﻥ ﺍﻟﺧﻁﺎﺑﻲ)ﻣ22ﺎﻱ - " ،(2010
ﺍﻷﻁ2222222222ﺭ ﺍﻟﻣﺭﺟﻌﻳ2222222222ﺔ ﻟﻠﻣﻘﺎﺭﺑ2222222222ﺎﺕ -ﺍﻟﻠﻌﺏ ﺍﻟﺗﺧﻳﻠﻲ ﻫﻭ ﺍﻟﻠﻌﺏ ﺍﻟﺫﻱ ﻳﻧﺗﺞ
ﻋ2222ﻥ ﺧﻳ2222ﺎﻝ ﺍﻟﻁﻔ2222ﻝ ﻭﻳﻌﺑ2222ﺭ ﻋ2222ﻥ ﺍﻟﺑﻳﺩﺍﻏﻭﺟﻳ222222ﺔ " ،ﺩﻓ222222ﺎﺗﺭ ﺍﻟﺗﺭﺑﻳ222222ﺔ ﻭ
ﻣﻛﻧﻭﻧﺎﺕ ﻧﻔﺳﻪ ﻭﻳﻛﻭﻥ ﻫﻭ ﺍﻟﻣﺣ2ﺭﻙ ﺍﻟﺗﻛ222ﻭﻳﻥ ،ﺍﻟﻌ222ﺩﺩ ،2ﻣﻛﺗﺑ222ﺔ ﺍﻟﻣ222ﺩﺍﺭﺱ،
ﻣﻧﺷ222ﻭﺭﺍﺕ ﺍﻟﻣﺟﻠ222ﺱ ﺍﻷﻋﻠ222ﻰ ﻟﻠﺗﻌﻠ222ﻳﻡ،
ﻟ222ﻪ ﻣﺛ222ﺎﻝ ﻋﻠ222ﻰ ﺫﻟ222ﻙ ﻫ222ﻭ ﺗﻘﻣ222ﺹ ﺍﻟﺩﺍﺭ ﺍﻟﺑﻳﺿﺎء ،ﺍﻟﻣﻐﺭﺏ ،ﺹ11 :
ﺍﻟﻁﻔﻝ ﻷﺩﻭﺍﺭ ﻣﺧﺗﻠﻔﺔ ﻷﺷ2ﺧﺎﺹ ﺃﻭ Bruner (J)(1996), « L’éducation,
ﻟﺣﻳﻭﺍﻧ222ﺎﺕ ﻓﺗ222ﺎﺭﺓ ﻳﻛ222ﻭﻥ ﻁﺑﻳﺑ222ﺎ ً ﺃﻭ entrée dans la culture. Les
problèmes de l’école à la
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ187 .......................................................................
ﻭﺍﻟ2222222222ﺗﻌﻠﻡ" ﺍﻟﻘ2222222222ﺎﻫﺭﺓ :ﺩﺍﺭ ﺍﻟﻔﻛ2222222222ﺭ ﺳ22222ﺎﺋﻘﺎ ً ﺃﻭ ﻣﻌﻠﻣ22222ﺔ ﻭﺗ22222ﺎﺭﺓ ﺃﺧ22222ﺭﻯ
ﺍﻟﻌﺭﺑﻲ,ﺹ.19, ﻳﺻﺑﺢ ﺃﺳﺩﺍً ﺃﻭ ﻗﻁﺔ ﺻﻐﻳﺭﺓ
www.dahsha.com -ﻳﺳ22ﺎﻋﺩ ﺍﻟﻠﻌ22ﺏ ﺍﻟﺗﺧﻳﻠ22ﻲ ﺍﻟﻁﻔ22ﻝ ﻋﻠ22ﻰ
ﻓﻬ222ﻡ ﺍﻟﻌ222ﺎﻟﻡ ﻣ222ﻥ ﺣﻭﻟ222ﻪ ﻭﻫ222ﻭ ﻣ222ﺭﺁﺓ
ﻟﺑﻳﺋ2222ﺔ ﺍﻟﻁﻔ2222ﻝ ﻓﻣ2222ﻥ ﺧ2222ﻼﻝ ﺍﻟﻠﻌ2222ﺏ
Inductive Inquiry ﺍﻟﺗﺧﻳﻠ22ﻲ ﻳﻌﻛ22ﺱ ﺍﻟﻁﻔ22ﻝ ﺍﻟﺑﻳﺋ22ﺔ ﺍﻟﺗ22ﻲ
Inductif enquête ﻳﻌ222ﻳﺵ ﺑﻬ222ﺎ ﺇﻥ ﻛﺎﻧ222ﺕ ﺑﻳﺋ222ﺔ ﺻ222ﺣﻳﺔ
ﺍﺳﺗﻘﺻﺎء ﺍﺳﺗﻘﺭﺍﺋﻲ ﻣﺑﻧﻳ22ﺔ ﻋﻠ22ﻰ ﺍﺣﺗ22ﺭﺍﻡ ﺍﻵﺧ22ﺭ ﺃﻭ ﺑﻳﺋ22ﺔ
ﺗﻘﻭﻡ ﻋﻠﻰ ﺍﻟﻌﻧﻑ ﻭﻋﺩﻡ ﺍﻻﺣﺗﺭﺍﻡ
ﺃﺳ222ﻠﻭﺏ ﻳﺳ222ﺗﺧﺩﻣﻪ ﺍﻟﻣﻌﻠ222ﻡ ﺣﻳﻧﻣ222ﺎ -
ﻳﺳ222ﺄﻝ ﺍﻟﻁ222ﻼﺏ ﺃﻥ ﻳﺳ222ﺗﺩﻟﻭﺍ ﻋﻠ222ﻰ http://alsalwabooks.postero -
ﻧﺗﻳﺟﺔ ﺃﻭ ﻗﺎﻋﺩﺓ ﻋﺎﻣﺔ ﻣﻥ ﻣﺟﻣﻭﻋﺔ us.com/30282913
ﻣ22ﻥ ﺍﻟﻣﻌ22ﺎﺭﻑ ﺃﻭ ﺍﻟﺣﻘ22ﺎﺋﻕ .ﻳﻼﺣ22ﻅ
ﺍﻟﻁﺎﻟﺏ ﺍﻷﻣﻭﺭ ﺍﻟﺗﻔﺻﻳﻠﻳﺔ ﻭﻣ2ﻥ ﺛ2ﻡ
ﻳﺻ22ﺩﺭ ﻗﻭﺍﻋ22ﺩ ﻋﺎﻣ222ﺔ ﻣﺑﻧﻳ22ﺔ ﻋﻠ222ﻰ Indirect Experience
ﻣﻼﺣﻅﺗ22222222222ﻪ.ﻭﻳﻣﻛﻥ ﺃﻥ ﻳﻛ22222222222ﻭﻥ
ﺍﻻﺳﺗﻘﺻ2ﺎء ﺍﻻﺳ2ﺗﻘﺭﺍﺋﻲ ﻣﻭﺟﻬ2ﺎ ً ﺃﻭ Expérience
ﻏﻳ22222ﺭ ﻣﻭﺟ22222ﻪ ،ﻓ22222ﺈﺫﺍ ﺗ22222ﻡ ﺗﻘ22222ﺩﻳﻡ indirecte
ﺍﻟﻣﻌﻠﻭﻣ22ﺎﺕ ﺃﻭ ﺍﻟﺣﻘ22ﺎﺋﻕ ﺍﻟﺗﻔﺻ22ﻳﻠﻳﺔ ﺧﺑﺭﺓ ﻏﻳﺭ ﻣﺑﺎﺷﺭﺓ
ﻟﻳﻘ22ﻭﻡ ﺍﻟﻁﺎﻟ22ﺏ ﺑﺈﺻ22ﺩﺍﺭ ﺍﻟﺗﻌﻠﻳﻣ22ﺎﺕ
ﻋﻧ222222ﺩﻣﺎ ﺗﻛ222222ﻭﻥ ﻫﻧ222222ﺎﻙ ﻋﻘﺑ222222ﺎﺕ
ﻓﺈﻥ ﻫ2ﺫﺍ ﺍﻟﻧ2ﻭﻉ ﻣ2ﻥ ﺍﻻﺳ2ﺗﻘﺭﺍء ﻫ2ﻭ
ﻭﻣﻌﻭﻗ222222ﺎﺕ ﻟﻠﻣﻣﺎﺭﺳ222222ﺔ ﺍﻟﻔﻌﻠﻳ222222ﺔ
ﺍﺳﺗﻘﺻ2222222ﺎء ﺍﺳ2222222ﺗﻘﺭﺍﺋﻲ ﻣﻭﺟ2222222ﻪ
Guided Inductive inquiry
ﻭﺍﻛﺗﺳﺎﺏ ﺍﻟﺧﺑﺭﺓ ﺍﻟﻣﺑﺎﺷﺭﺓ" .ﻭﻫ2ﻲ
ﺃﻣﺎ ﺇﺫﺍ ﺳﻣﺢ ﺍﻟﻣﺩﺭﺱ ﻟﻠﻁﻼﺏ ﺑ2ﺄﻥ ﺧﺑ222ﺭﺍﺕ ﻏﻳ222ﺭ ﻭﺍﻗﻌﻳ222ﺔ ﺃﻭ ﻣﻁﺎﺑﻘ222ﺔ
ﻳﻛﺗﺷﻔﻭﺍ ﺍﻷﻣﻭﺭ ﺍﻟﺗﻔﺻﻳﻠﻳﺔ ﺑﺄﻧﻔﺳ2ﻬﻡ ﻟﻠﺣﻘﻳﻘﺔ ،ﻓﻬﻲ ﻟﻳﺳﺕ ﺍﻟﺣﻘﻳﻘﺔ ﺫﺍﺗﻬ2ﺎ
ﻗﺑ22ﻝ ﺃﻥ ﻳﺻ22ﺩﺭﻭﺍ ﺍﻟﻘﻭﺍﻋ22ﺩ ﺍﻟﻌﺎﻣ22ﺔ ﻭ ﺇﻧﻣﺎ ﻫﻲ ﺻﻭﺭﺓ ﻣﻧﻘﺣ2ﺔ ﻟﻬ2ﺎ ﻣﺛ2ﻝ
ﻓﺈﻧﻪ ﻳﻛﻭﻥ ﺑﺫﻟﻙ ﻗﺩ ﺍﺳﺗﺧﺩﻡ ﺃﺳﻠﻭﺏ )ﺍﻷﻓ222222ﻼﻡ ﺍﻟﺛﺎﺑﺗ222222ﺔ ﻭﺍﻟﻣﺗﺣﺭﻛ222222ﺔ ،
ﺍﻻﺳﺗﻘﺻ222222ﺎء ﺍﻻﺳ222222ﺗﻘﺭﺍﺋﻲ ﻏﻳ222222ﺭ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺩﺭﺍﺳﻳﺔ .... ،ﺍﻟﺦ
ﺍﻟﻣﻭﺟﻪ --------------------------------
-ﻣﺣﻣ2222222222222222222222222222222ﺩ ﺭﺿ2222222222222222222222222222222ﺎ
ﺍﻟﺑﻐ22ﺩﺍﺩﻱ)(",2002ﺗﻛﻧﻭﻟﻭﺟﻳ22ﺎ ﺍﻟﺗﻌﻠ22ﻳﻡ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ188 .......................................................................
UnguidedInductive
Individualizing .Inquiry
Instruction
Individualisation
Indeterminancy
de l’enseignement
Indétermination
ﺗﻔﺭﻳﺩ ﺍﻟﺗﻌﻠﻳﻡ ﻻﺣﺗﻣﻳﺔ
ﺗﻭﺻ22ﻝ ﺍﻟﻛﺛﻳ222ﺭ ﻣ22ﻥ ﺍﻟﻔﻳﺯﻳ222ﺎﺋﻳﻳﻥ ﺇﻟ222ﻰ
ﻫ22ﻭ ﺍﻟﺗﻌﻠ22ﻳﻡ ﺍﻟ22ﺫﻱ ﻳﺟﻌ22ﻝ ﺍﻟﻔ222ﺭﺩ
ﻧﺗ222ﺎﺋﺞ ﻫ222ﺯﺕ ﻣﺑ222ﺩﺃ ﺍﻟﺣﺗﻣﻳ222ﺔ ﻭﻣ222ﻥ
ﻳﺗﻘ22222ﺩﻡ ﻭﻳﻧﻣ22222ﻭ ﻭﻓ22222ﻕ ﺍﺳ22222ﺗﻌﺩﺍﺩﺍﺗﻪ
ﺫﻟ22ﻙ ﻣ22ﺎ ﺃﻓﺿ22ﺗﺈﻟﻳﻪ ﺑﺣ22ﻭﺙ "ﻣ22ﺎﻛﺱ
ﻭﻗﺩﺭﺍﺗ222ﻪ .ﻭﺑﻌﺑ222ﺎﺭﺓ ﺃﺧ222ﺭﻯ ،ﻳﻘ222ﻭﻡ
ﺑﻼﻧﻙ" ﺃﻥ ﺍﻟﺫﺭﺓ ﺍﻟﻣﺷﻌﺔ ﻻ ﺗﺻ2ﺩﺭ
ﺍﻟﻣ2222ﺩﺭﺱ ﺑﺎﺳ2222ﺗﺧﺩﺍﻡ ﺍﻹﺟ2222ﺭﺍءﺍﺕ
ﻁﺎﻗﺗﻬﺎ ﺑﺻﻔﺔ ﻣﻧﺗﻅﻣﺔ
ﺍﻟﻼﺯﻣ222ﺔ ﻟﺗﺗﻧﺎﺳ222ﺏ ﻣ222ﻊ ﺧﺻ222ﺎﺋﺹ
ﺃﻭ ﻣﺗﺻ222222ﻠﺔﻳﻣﻛﻥ ﺇﺧﺿ222222ﺎﻋﻬﺎ ﻟﻣﺑ222222ﺩﺃ
ﻛﻝ ﻓﺭﺩ ﻋﻠﻰ ﺣﺩﺓ.
ﺍﻟﺣﺗﻣﻳﺔ،ﺑﻝ
Information ﺑﺻ2222ﻔﺔ ﻏﻳ2222ﺭ ﻣﻧﺗﻅﻣ2222ﺔ ﻭﻓ2222ﻲ ﺷ2222ﻛﻝ
Processing ﺻﺩﻣﺎﺕ.
Theory ﺃﻣ22ﺎ ﺍﻟﺛ22ﺎﻧﻲ ﻓﻬ22ﻭﺍﻟﻌﻠﻡ ﺍﻷﻣﺭﻳﻛ22ﻲ ﻫ22ﺎﻳﺯ
ﻧﺑﺭﻍ
Théorie de ﺍﻟﺫﻱ ﺗﻭﺻﻝ ﺇﻟﻰ ﺗﺄﻛﻳ2ﺩ ﺍﺳ2ﺗﺣﺎﻟﺔ ﻗﻳ2ﺎﺱ
traitement de ﻛﻣﻳﺔ ﺣﺭﻛﺔ ﺍﻟﺟﺳﻳﻡ ﺩﺍﺧ2ﻝ ﺍﻟ2ﺫﺭﺓ ﻭ
l'information ﺗﺣﺩﻳ222ﺩ ﻣﻭﻗﻌ222ﻪ ﻓ222ﻲ ﺁﻥ ﻭﺍﺣ222ﺩ ﻣﻣ222ﺎ
ﻧﻅﺭﻳﺔ ﻣﻌﺎﻟﺟﺔ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻳ22ﺅﺩﻱ ﺇﻟ22ﻰ ﺍﺳ22ﺗﺣﺎﻟﺔ ﺍﻟﺗﻧﺑ22ﺅ ﺍﻟ22ﺩﻗﻳﻕ
ﻭﺍﻟﺣﺗﻣ222ﻲ ﺑﻛﻣﻳﺔﺍﻟﺣﺭﻛ222ﺔ ﻭﺍﻟﻣﻭﻗ222ﻊ
ﻭﺗﻌﻧﻲ ﺃﻥ ﻋﻣﻠﻳ2ﺔ ﺍﻟ2ﺗﻌﻠﻡ ﺩﺍﺋ2ﺭﺓ ﻓﻲ ﺁﻥ ﻭﺍﺣﺩ.
ﻣﺗﺻ222ﻠﺔ ،ﺣﻳ222ﺙ ﺗﻧﺗﻘ222ﻝ ﺍﻟﻣﻌﻠﻭﻣ222ﺎﺕ ---------------------
ﻣﻥ ﺃﺟﻬﺯﺓ ﺍﻻﺳﺗﻘﺑﺎﻝ ﺍﻟﺣﺳ2ﻳﺔ ﻋﺑ2ﺭ http://montada.echoroukonlin
ﺍﻟﺫﺍﻛﺭﺓ ﻗﺻﻳﺭﺓ ﺍﻟﻣﺩﻯ ﺇﻟﻰ ﺍﻟﺫﺍﻛﺭﺓ =e.com/showthread.php?t
ﻁﻭﻳﻠ222222ﺔ ﺍﻟﻣ222222ﺩﻯ ﺇﻟ222222ﻰ ﺍﺳ222222ﺗﺟﺎﺑﺔ 77413
ﺍﻟﻣﺗﻌﻠﻡ ،ﻭﻣﻥ ﻧﺗﺎﺋﺞ ﺍﻟﺗﺣﻭﻳﻝ ﻁﻭﻳﻝ
ﺍﻟﻣ2222ﺩﻯ ﻟﻠﻣﻌﻠﻭﻣ2222ﺎﺕ ﺇﻟ2222ﻰ ﺭﻣ2222ﻭﺯ
ﻣﻌﺟﻡ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﻧﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ189 .......................................................................