‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬

‫ﺃﺳﺎﻟﻴﺐ ﺇﻋﺪﺍﺩ ﺃﺳﺌﻠﺔ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‬

‫∗‬
‫ﺩ‪ .‬ﺻﺎﱀ ﳏﺠﻮﺏ ﳏﻤﺪ ﺍﻟﺘ‪‬ﻨﻘﺎﺭﻱ‬

‫ﻚ ﳏﻤ‪‬ﺪ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﻭﺑﻌﺪ‪،‬‬

‫ﻚ ﻭﺻﻔﻴ ‪‬‬
‫ﺃﲪﺪﻙ ﺭﰊ ﻭﺃﺻﻠﻲ ﻭﺃﺳﱢﻠ ‪‬ﻢ ﻋﻠﻰ ﺣﺒﻴﺒ ‪‬‬

‫ﺚ‬
‫ﺺ ﺍﻟﺒ‪‬ﺤ ‪‬‬
‫ﺨ ‪‬‬
‫ﻣﻠ ‪‬‬

‫‪‬ﺳ ‪‬ﻌﻰ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﺧﻼﻝ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔ ‪‬ﻲ ﺍﻻﺳﺘﻘﺮﺍﺋ ‪‬ﻲ ﺇﱃ ﻭﺿﻊ ﺗﺼﻨﻴﻒ ﻟﻠﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻳﺘﻮﺟﺐ ﺗﻀﻤﻴﻨﻬﺎ ﻋﻨﺪ ﻗﻴﺎﺱ‬
‫ﺺ ﺇﱃ ﺃﻧ‪‬ﻬﺎ ﻫﻲ )ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﻭﺍﻻﺳﺘﻨﺘﺎﺝ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ‪ ،‬ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺸﺨﺼﻴﺔ( ﻭﺃﻥ ﺃﺣﺴﻦ‬
‫ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻭ ‪‬ﺧﹸﻠ ‪‬‬
‫ﻼ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻘﺼﲑﺓ‪ .‬ﻭﺗﻮﺻﻞ ﺍﻟﺒﺤﺚ ﺑﻌﺪ‬
‫ﺑﻨﻮﺩ ﺍﻻﺧﺘﺒﺎﺭ ﻟﻘﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻫﻲ ﺃﺳﺌﻠﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‪ ،‬ﻭﺍﻟﺘﺘﻤﺔ ﻓﻀ ﹰ‬
‫ﺍﻟﻔﺤﺺ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻨﻬﺎ ﺃ ﱠﻥ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ ﲤﻴﻞ ﺇﱃ ﻗﻴﺎﺱ ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪،‬‬
‫ﺖ ﻣﺎ ﺑﲔ ‪ %1‬ﺇﱃ ‪.%1‬‬
‫ﺕ ﻧﺴﺒ ﹲﺔ ﻣﺌﻮﻳﺔ ﻋﺎﻟﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲ ﺗﺮﺍﻭﺣ ‪‬‬
‫ﻭﺗ‪‬ﻬﻤﻞ ﻗﻴﺎﺱ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴ‪‬ﺔ ﺍﻟﻌﻠﻴﺎ ﺇﺫ ﻇﻬﺮ ‪‬‬
‫ﺑﻴﻨﻤﺎ ﻛﺎﻥ ﻧﺼﻴﺐ ﳎ‪‬ﺎﻻﺕ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴ‪‬ﺔ ﺍﻟﻌﻠﻴﺎ ﺿﻌﻴﻔﹰﺎ‪ ،‬ﺇﺫ ﺣﺼﻠﺖ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺸ‪‬ﺨﺼﻴ‪‬ﺔ ﻋﻠﻰ  ‪ %‬ﰲ ﻣﺴﺘﻮﻯ ﻭﺍﺣﺪ‬
‫ﻓﻘﻂ‪ ،‬ﻭﻧﺎﻝ ﺍﻟﺘ‪‬ﻘﻮﱘ ﺻﻔﺮ‪‬ﺍ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ‪.‬‬

‫ﺍﳌﻘ ‪‬ﺪﻣﺔ‬

‫‪‬ﺗ ‪‬ﻌ ‪‬ﺪ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺃﻛﺜﺮ ﺍﳌﻬﺎﺭﺍﺕ ﺃﳘ‪‬ﻴ ﹰﺔ ﰲ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﱡﻐﺎﺕ ﻭﺗﻌﻠﱡﻤﻬﺎ ﺑﺼﻔ ‪‬ﺔ ﻋﺎﻣ‪‬ﺔ ﻭﻻ ﺳﻴﻤﺎ ﻟﻐﲑ‬
‫ﺱ ﻟﻠﺘ‪‬ﻤﻜﱡﻦ ﻣﻦ ﺑﻘﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ‬
‫ﺴ ‪‬ﺮ ﺍﻟﺪ‪‬ﺍﺭ ﹺ‬
‫ﺃﻫﻠﻬﺎ؛ ﳌﺎ ﺗﺆﺩﻳﻪ ﻣﻦ ﺩﻭﺭ ﻓﻌ‪‬ﺎﻝ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻫﻲ ﹺﺟ ‪‬‬
‫)ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﻜﻼﻡ‪ ،‬ﻭﺍﻟﻜﺘﺎﺑﺔ(‪ ،‬ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻤﻠﻴ‪‬ﺔ ﻣﻌﻘﱠﺪﺓ ﺗﺸﺘﺮﻙ ﻭﺗﺘﺪﺍﺧﻞ ﻓﻴﻬﺎ ﻋﻤﻠﻴﺎﺕ ﳐﺘﻠﻔﺔ )ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ‪،‬‬
‫ﺕ ﻭﺭﺳﺎﺋ ﹶﻞ ﺑﲔ ﺍﳌ ‪‬ﺦ ﻭﺍﻟﻌﻴﻨﲔ‪ ،‬ﰒ ﺭﺑﻂ ﻛ ﱢﻞ ﺫﻟﻚ ﺑﺎﳋﱪﺓ‬
‫ﻭﺍﻟﻔﻬﻢ‪ ،‬ﻭﺍﻟﻨ‪‬ﻘﺪ‪ ،‬ﻭﺍﻟﺘ‪‬ﻔﺎﻋﻞ(‪ .‬ﻭﻳﺘ ‪‬ﻢ ﻓﻴﻬﺎ ﺗﺒﺎﺩﻝ ﺇﺷﺎﺭﺍ ‪‬‬
‫ﺐ ﻗﻴﺎﺳﻬﺎ؛ ﻷﻧ‪‬ﻬﺎ – ﰲ ﺍﻟﻐﺎﻟﺐ –‬
‫ﺍﻟﺸ‪‬ﺨﺼﻴ‪‬ﺔ ﻟﻠﻘﺎﺭﺉ ﻭﺻﻮ ﹰﻻ ﻟﻠﻤﻌﲎ ﺍﳌﺮﺍﺩ‪ .‬ﻭﻋﻤﻠ‪‬ﻴ ﹲﺔ ﻫﺬﻩ ﻫﻲ ﻃﺒﻴﻌﺘﻬﺎ ﻳ‪‬ﺼﻌ ‪‬‬

‫∗دآر  ا
ت‪ ،‬ا
 ا  ا

   
‪  ! " #$% #&'  ً

 ،‬آ ا
ت‪.‬‬

‫‪1‬‬
‫ﺻﺎﻣﺘﺔ‪ ،‬ﻓﻬﻲ ﺃﻱ ﺍﻟﺼ‪‬ﺎﻣﺘﺔ ﺃﻛﺜﺮ ﺍﻧﺘﺸﺎﺭ‪‬ﺍ ﻣﻦ ﺭﺻﻴﻔﺘﻬﺎ ﺍﳉﻬﺮﻳ‪‬ﺔ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﱂ ﻳﻘﻒ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﻭﺍﻟ‪‬ﺘﺮﺑﻴﺔ ﻣﻜﺘﻮﰲ‬
‫ﺍﻷﻳﺪﻱ ﺃﻣﺎﻡ ﻫﺬﻩ ﺍﻟﺼ‪‬ﻌﻮﺑﺔ ﺍﻟﱵ ﺗﻜﺘﻨﻒ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼ‪‬ﺎﻣﺘﺔ‪ ،‬ﺑﻞ ﻋﻤﻠﻮﺍ ﺟﺎﻫﺪﻳ ‪‬ﻦ ﻟﻠﺘ‪‬ﻐﻠﺐ ﻋﻠﻴﻬﺎ ﻓﺄﺧﺮﺟﻮﺍ ﺃﻧﻮﺍﻋ‪‬ﺎ ﻣﻦ‬
‫ﻣﺜﻞ‬ ‫‪standardized test‬‬ ‫ﺖ ﺇﱃ ﺣ ‪‬ﺪ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺪ‪‬ﻭﻟﻴﺔ ﺍﳌﻘﻨﻨﺔ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ‪‬ﺪﻑ ﻟﻘﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻭﺻﻠ ‪‬‬
‫ﻭﻫﺬﺍ ﺍﳉﻬﺪ‬ ‫‪ ،TOEFL Test‬ﻭﺍﻣﺘﺤﺎﻥ‪(IELTS) International English Language Testing System‬‬ ‫ﺗﻮﻓﻞ‬
‫ﺐ ﰲ ﺧﺎﻧﺔ ﺗﻌﻠﻴﻢ ﺍﻹﳒﻠﻴﺰﻳ‪‬ﺔ ﺑﻮﺻﻔﻬﺎ ﻟﹸﻐ ﹰﺔ ﺛﺎﻧﻴﺔ ﺃﻭﺃﺟﻨﺒﻴ‪‬ﺔ‪ ،‬ﺃﻣ‪‬ﺎ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻓﺘﻌﺎﱐ ﻣﻦ ﻧﻘﺺ ﺷﺪﻳﺪ ﰲ ﻫﺬﺍ‬
‫ﺍﳌﺒﺎﺭﻙ ﺍﻧﺼ ‪‬‬
‫ﺍ‪‬ﺎﻝ‪ ،‬ﻓﻤﺎ ﻳﺘ ‪‬ﻢ ﺇﺟﺮﺍﺅﻩ ﻣﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﺟﺘﻬﺎﺩﺍﺕ ﻓﺮﺩﻳ‪‬ﺔ ﻟﻠﻤﺪﺭ‪‬ﺳﲔ ‪ ،‬ﻭﺃﻏﻠﺐ ﺗﻠﻚ‬
‫ﻟﺘﺼﻨﻴﻒ ﺍ‪‬ﺎﻝ ﺍﳌﻌﺮﰲﹼ‪ ،‬ﻓﺄﺳﺌﻠﺘﻬﺎ ﻣﺒﻨﻴ‪‬ﺔ ﻋﻠﻰ‬ ‫‪Bloom‬‬ ‫ﺼﻨ‪‬ﻒ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭ‪‬ﻝ ﻣﻦ ﻫﺮﻡ ﺑﻠﻮﻡ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ‪‬ﺗ ‪‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﳏﺪﺩﺓ ﰲ ﺍﻟﻨ‪‬ﺺ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ‪‬ﻤﻞ ﺗﻨﻤﻴﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴ‪‬ﺔ ﺍﻟﻌﻠﻴﺎ ‪ .Intellectual growth‬ﻭﻣﻦ‬
‫ﻫﻨﺎ ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪ‪‬ﻡ ﺑﻌﺾ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟ‪‬ﺘﻘﻨﻴﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋﺪ ﺍﳌﻤﺘﺤﻨﲔ ﰲ ﺗﻘﺪﱘ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﻘﻨﻨﺔ ﻟﻘﻴﺎﺱ‬
‫ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐ ﹰﺔ ﺛﺎﻧﻴ‪‬ﺔ ﺃﻭ ﺃﺟﻨﺒﻴ‪‬ﺔ‪.‬‬

‫ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‬

‫ﺳﻴﺤﺎﻭﻝ ﺍﻟﺒﺤﺚ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻵﰐ‪:‬‬

‫‪-1‬ﻣﺎ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻳﺘﻮﺟﺐ ﻋﻠﻰ ﺍ ﹸﳌ ‪‬ﻤ‪‬ﺘﺤ‪‬ﻦ ﺗﻀﻤﻴﻨﻬﺎ ﻋﻨﺪ ﻗﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ؟‬
‫‪-‬ﻣﺎ ﺃﻛﺜﺮ ﺃﻧﻮﺍﻉ ﺍﻷﺳﺌﻠﺔ ﺍﻧﺘﺸﺎﺭ‪‬ﺍ ﰲ ﻗﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ؟‬
‫"‪-‬ﻣﺎ ﻭﺍﻗﻊ ﺃﺳﺌﻠﺔ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﻟﻌﺎﳌﻴ‪‬ﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ؟‬

‫‬
 ‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬

‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ‪:‬‬

‫ﺇﺑﺮﺍﺯ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌ ﹺﻬﻤ‪‬ﺔ ﰲ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪.‬‬ ‫‪-1‬‬
‫ﺇﻟﻘﺎﺀ ﺍﻟﻀ‪‬ﻮﺀ ﻋﻠﻰ ﻧﻮﻋﻴ‪‬ﺔ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻘﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪.‬‬ ‫‪-‬‬
‫ﺗﻮﺿﻴﺢ ﺃﳘﻴ‪‬ﺔ ﺍﻷﺧﺬ ﺑﺎﻷﺳﺎﻟﻴﺐ ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﺼﻤﻴﻢ ﺃﺳﺌﻠﺔ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪.‬‬ ‫"‪-‬‬

‫ﺃﳘﻴ‪‬ﺔ ﺍﻟﺒﺤﺚ‬

‫ﺗﻈﻬﺮ ﺃﳘﻴ‪‬ﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﺗﻨﺎﻭﻟﻪ ﳉﺰﺋﻴﺔ ﻣﻬﻤ‪‬ﺔ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ – ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ – ﺗﻠﻚ ﺍﳉﺰﺋﻴ‪‬ﺔ‬
‫ﻼ ﻏﲑ ﺭﺷﻴﺪ ﻋﻨﺪ ﻗﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺑﻮﺻﻔﻬﺎ ﻟﹸﻐ ﹰﺔ ﺛﺎﻧﻴ ﹰﺔ ﺃﻭ ﺃﺟﻨﺒ‪‬ﻴ ﹰﺔ‪.‬‬
‫ﺕ ﺇﳘﺎ ﹰﻻ ﺃﻭ ﺗﻌﺎﻣ ﹰ‬
‫ﺍﻟﱵ ﺷﻬﺪ ‪‬‬

‫ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‬

‫ﺖ ﰲ ﻣﻴﺪﺍﻥ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ‬

‫‪‬ﻳ‪‬ﺘﺒﻊ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔ ‪‬ﻲ ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‪‬؛ ﻭﺫﻟﻚ ﺑﺎﺳﺘﻘﺮﺍﺀ ﺍﳉﻬﻮﺩ ﺍﻟﱵ ‪‬ﺑﺬ‪‬ﻟ ‪‬‬
‫ﺿﺢ ﺃﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺫﻟﻚ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻪ‪.‬‬
‫ﺍﳌﻘﺮﻭﺀ؛ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺧﺮﻳﻄﺔ ﺗﻮ ‪‬‬

‫ﻋ‪‬ﻴﻨﺔ ﺍﻟﺒﺤﺚ‬

‫ﺗﺘﻜﻮﻥ ﻣﻦ ‪ #‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻔﻬﻢ ﺍﳌﻘﺮﻭﺀ ﳌﺴﺘﻮﻳﺎﺕ ﻟﻐﻮﻳ‪‬ﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﱠﰎ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻋﺸﻮﺍﺋﻴ‪‬ﺎ ﻣﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻓﻬﻢ‬
‫ﺖ ﰲ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﻟﻌﺎﳌﻴ‪‬ﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ‪.‬‬
‫ﺍﳌﻘﺮﻭﺀ ﺍﻟﱵ ﺃﹸﺟﺮﻳ ‪‬‬

‫ﻱ ﻟﻠﺒﺤﺚ‬
‫ﺍ ِﻹﻃﹶﺎﺭ ﺍﻟﻨ‪‬ﻈ ﹺﺮ ‪‬‬

‫"‬
 ‫ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‬ ‫‪-1‬‬
‫ﺗﻨﺎﻭﻟﺖ ﻣﺆﻟﱠﻔﺎﺕ ﻭﺩﺭﺍﺳﺎﺕ ﻛﺜﲑﺓ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﺑﻮﺟﻪ ﻋﺎﻡ‪ ،‬ﻭﻟﻜﻦ ﱂ ﻳﻘﻒ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﻣ‪‬ﻨﻔﺼﻠﺔ ﻋﻦ‬
‫ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻟﻠﻨ‪‬ﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ‪ ،‬ﻭﻻ ﻧﻨﻜﺮ ﺃ ﱠﻥ ﻟﻠﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ 1‬ﻛﺘﺎﺑ‪‬ﺎ ﻗ‪‬ﻴﻤ‪‬ﺎ ﻋﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
‫ﺺ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﲟﺒﺤﺚ ﻓﻴﻪ‪،‬‬
‫ﺍﻟﻠﱡﻐﺔ ‪ ،‬ﻭﻫﻮ ﳛﻤﻞ ﺍﻻﺳﻢ ﻧﻔﺴﻪ‪ ،‬ﺗﻨﺎﻭﻝ ﻓﻴﻪ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﺧ ‪‬‬
‫ﻼ ﺑﻌﺾ ﺍﻟﺸ‪‬ﻲﺀ‪ ،‬ﻭﻗﺪ ﺭﻛﱠﺰ ﻋﺒﺪ ﺍﳋﺎﻟﻖ ﻋﻠﻰ‬
‫ﺗﻨﺎﻭﻝ ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨ‪‬ﺼﻮﺹ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻟﺒﻨﻮﺩ‪ ،‬ﻭﻗﺪ ﺗﻨﺎﻭﳍﺎ ﺗﻨﺎﻭ ﹰﻻ ﳎﻤ ﹰ‬
‫ﺍﻟﻨ‪‬ﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﺇﺫ ﺃﻭﺭﺩ ﳕﺎﺫﺝ ﻃﻴﺒﺔ ﻻﺧﺘﺒﺎﺭﺍﺕ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻭﻟﻄﻌﻴﻤﺔ ﺑﺎﺏ ﰲ ‪‬ﺳ ﹾﻔ ﹺﺮ ‪‬ﻩ ﺍﻟ ﹶﻘﻴ‪‬ﻢ – ﺍﳌﺮﺟﻊ ﰲ‬
‫ﺺ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠ‪‬ﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻠﻨ‪‬ﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ – ﻋﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ‪ ،‬ﻭﺣﺪﻳﺜﻪ ﻋﻨﻬﺎ ﻛﺎﻥ ﺣﺪﻳﺜﹰﺎ ﻋﺎﻣ‪‬ﺎ ﱂ ﳜ ‪‬‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﲜﺰﺋﻴﺔ ﳏﺪﺩﺓ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﻫﻮ ﺣﺎﻝ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﻋﻦ ﺍﺧﺘﺒﺎﺭ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﻓﺈ ﱠﻥ ﺣﺎﳍﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬
‫ﺐ ﻋﻦ ﺍﺧﺘﺒﺎﺭ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪ .2‬ﻭﻣﻦ ﺍﻟﺒﺤﻮﺙ‬
‫ﺕ ﻛ‪‬ﺘ ‪‬‬
‫ﺕ ﻓﻴﻬﺎ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻭﻇﻬﺮ ‪‬‬
‫ﺠ ‪‬ﺪ ﳐﺘﻠﻒ ﺇﺫ ﻛﺜﹸ ‪‬ﺮ ‪‬‬
‫ﺍﻹﳒﻠﻴﺰﻳ‪‬ﺔ ﹶﻟ ﹺ‬
‫ﺍﻟﻠﺼﻴﻘﺔ ‪‬ﺬﺍ ﺍﻟﺒﺤﺚ ﲝﺚ ﻗﺪ‪‬ﻣﻪ ﺑﺎﹶﺭﻙ‪ Park 3‬ﲢﺪ‪‬ﺙ ﻓﻴﻪ ﻋﻦ ﺗﺼﻨﻴ ‪‬‬
‫ﻒ ‪ Taxonomy‬ﻟﻔﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﺳﺘﺔ ﺃﻧﻮﺍﻉ‪،‬‬
‫ﻼ ﻣﻊ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﻔﺎﺩ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﻣﻦ ﺗﺼﻨﻴﻒ‬
‫ﻭﺃﺑﺮﺯ ﲬﺴﺔ ﺃﺳﺌﻠﺔ ﺫﻛﺮ ﺃﻧ‪‬ﻬﺎ ﻛﺎﻓ‪‬ﻴ ﹰﺔ ﳉﻌﻞ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺃﻛﺜﺮ ﺗﻔﺎﻋ ﹰ‬
‫‪4‬‬
‫?‪What Do We Test When We Test Reading‬‬ ‫ﲝﺚ ﺻﻐﲑ ﺑﻌﻨﻮﺍﻥ‪:‬‬ ‫‪Akmar‬‬ ‫ﺑﺎﺭﻙ ‪ .Park‬ﻭﻷﻗﻤﺎﺭ‬
‫ﻑ ﺍﻷﺳﺎﺱ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺿﺮﻭﺭﺓ ﺗﻘﺪﱘ ﻧﺼﻮﺹ ﻣﻨﺎﺳﺒﺔ‬
‫ﻣﺎﺫﺍ ﳔﺘﱪ ﻋﻨﺪﻣﺎ ﻧ‪‬ﻘﻴﺲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ؟ ﺗﻨﺎﻭﻝ ﺃﻗﻤﺎ ‪‬ﺭ ﺍﳍ ‪‬ﺪ ‪‬‬
‫ﻻﺧﺘﺒﺎﺭ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻟﻐﺘﻬﺎ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻀﻤﻨﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﲢﺪﺙ ﻛﺬﻟﻚ ﻋﻦ ﺗﺼﻨﻴﻒ‬
‫ﺍﳌﻔﺎﻫﻴﻢ‪ .‬ﻭﻫﻮ ﲝﺚ ﻣﻔﻴﺪ ﻟﻠﺒﺤﺚ ﺍﳊﺎﱄ ﻋﻨﺪ ﺍﳊﺪﻳﺚ ﻋﻦ ﺗﺼﻨﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﻭﺑﻨﺎﺀ ﺃﺳﺌﻠﺔ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪.‬‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫
‪-‬‬

‫‪1‬‬
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‪ ،56 7 8
9 :‬وه‪:‬‬
‫‪- Mee, Sherry, Steve, Handbook of Reading Assessment, Pearson, #.‬‬
‫‪- Calkins, Lucy, A Teacher‘s Guide to Standardized Reading Test, Heinemann, 1--#.‬‬
‫"‬
‫‪Park, Jeong-Suk, Charles, Developing Reading Comprehension Question , reading in a Foreign Language,r.17, No.1, April‬‬
‫‪.‬‬
‫‪4‬‬
‫‪Mahmud, Akmar, What Do We Test When We Test Reading? http://itelslj.org/Techniques/Reading/.html‬‬

‫‪4‬‬
‫ﺗ‪‬ﻌ ‪‬ﺪ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﹸﻌ ﱠﻘﺪﺓ ﺇﺫ ﺗﺘﺸﺎﺑﻚ ﻓﻴﻬﺎ ﻋﻤﻠﻴ‪‬ﺎﺕ ﻋﻘﻠ‪‬ﻴﺔ ﻋ‪‬ﻠﻴﺎ ﻣﺘﻌﺪﺩﺓ ﺑﺪﺀًﺍ ﻣﻦ ﺗﺮﻛﻴﺰ‬
‫ﻚ ﺍﻟﺮ‪‬ﻣﻮﺯ ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﻭﻓﻬﻢ ﻣﻌﺎﻧﻴﻬﺎ‪ ،‬ﻭﺍﻧﺘﻬﺎ ًﺀ ﺑﺮﺑﻄﻬﺎ ﺑﺎﳋﱪﺍﺕ‬
‫ﺍﻻﻧﺘﺒﺎﻩ ﻋﻠﻰ ﺍﳊﺮﻭﻑ ﺍﳌﻄﺒﻮﻋﺔ ﻭﺣﺮﻛﺔ ﺍﻟﻌﻴﻨﲔ ﻟ‪ ‬ﹶﻔ ‪‬‬
‫ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨ‪‬ﺎﺗﺞ ﰲ ﺣ ﱢﻞ ﺍﳌﺸﻜﻼﺕ‪.5‬‬
‫ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣﺎ ﺗ ﹶﻘﺪ‪‬ﻡ ﻓﺈ ﱠﻥ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳉﻴ‪‬ﺪﺓ ﳍﺎ ﲬﺴﺔ ﺃﺑﻌﺎﺩ‪ ،‬ﻭﻫﻲ‪:‬‬
‫ﺝ‪ -‬ﺍﻟﺘ‪‬ﻔﺎ ‪‬ﻋ ﹸﻞ‬ ‫ﺏ‪ -‬ﺍﻟ ﹶﻔ ‪‬ﻬ ‪‬ﻢ‬ ‫ﺃ – ﺍﻟﺘ‪‬ﻌ ‪‬ﺮﻑ‬
‫ﻫـ ‪ -‬ﺍﺳﺘﺨﺪ‪‬ﺍﻡ ﺍﻟﻨ‪‬ﺎﺗﺞ ﻣﻦ ﺍﳋﱪﺍﺕ ﰲ‬ ‫ﺩ‪ -‬ﺭﺑﻂ ﺍﳋﱪﺓ ﺍﳉﺪﻳﺪﺓ ﺑﺎﳋﱪﺍﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‬
‫ﺕ ﺍﻵﻧﻴﺔ ﺃﻭ ﺍﳌﺴﺘﻘﺒﻠﻴ‪‬ﺔ‪.‬‬
‫ﺣ ﱢﻞ ﺍﳌﺸﻜﻼ ‪‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﺇﱃ ﻗﺴﻤﲔ‪ -1 :‬ﻗﺮﺍﺀﺓ ﺻﺎﻣﺘﺔ ‪ -‬ﻗﺮﺍﺀﺓ ﺟﻬﺮﻳ‪‬ﺔ‪.‬‬
‫ﻭﻳﻬﻤ‪‬ﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻨ‪‬ﻮﻉ ﺍﻷ ‪‬ﻭﻝ – ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼﺎﻣﺘﺔ – ﻭﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗ‪‬ﻌﲎ ﺑﺎﻟﺘ‪‬ﻘﺎﻁ ﺍﳌﻌﺎﱐ‬
‫ﺺ‪ ،‬ﻭﻻ ﺩﺧﻞ ﻟﻠﺴﺎﻥ ﻭﺍﻟﺸ‪‬ﻔﺘﲔ ﻓﻴﻬﺎ‪ ،‬ﻭﻧﺴ‪‬ﺒ ﹰﺔ ﻷﳘﱠﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼ‪‬ﺎﻣﺘﺔ ﺃﻭﻟﺘﻬﺎ ﺍﻟﱪﺍﻣﺞ‬
‫ﻭﺇﺩﺭﺍﻛﻬﺎ ﻣﻦ ﺍﻟﻨ‪‬ﻈﺮ ﺍﳌﺘﺘﺎﺑﻊ ﻟﻠ‪‬ﻨ ‪‬‬
‫ﺻﺔﹰ‪ ،‬ﻻ ﺳﻴﻤﺎ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺑﻮﺻﻔﻬﺎ ﻟﹸﻐ ﹰﺔ ﺛﺎﻧﻴ ﹰﺔ ﺃﻭ ﺃﺟﻨﺒ‪‬ﻴﺔﹰ؛ ﻷﻧ‪‬ﻬﺎ ﻫﻲ ﻣﺎﻋﻮﻥ‬
‫ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻴ‪‬ﺔ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺃﳘ‪‬ﻴ ﹰﺔ ﺧﺎ ‪‬‬
‫ﻼ ﻋﻦ ﻛﺜﺮﺓ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺮﺻﻴﻔﺘﻬﺎ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳉﻬﺮﻳ‪‬ﺔ‪.‬‬
‫ﺍﳌﻌﺮﻓﺔ ‪ ،‬ﻭﺟﹺﺴﺮ ﺍﻟﺘ‪‬ﻮﺍﺻﻞ "ﺍﳌﻜﺘﻮﺏ" ﺑﲔ ﺍﻟﺒﺸﺮ‪ ،‬ﻓﻀ ﹰ‬
‫ﻭﻳﻌﻤﺪ ﺍﻟﺘ‪‬ﺮﺑﻮﻳ‪‬ﻮﻥ ﺇﱃ ﻗﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻣﻦ ﺧﻼﻝ ﻧﺼﻮﺹ ﻗﺮﺍﺋﻴ‪‬ﺔ ﻣﺼﺤﻮﺑ ﹰﺔ ﺑﺄﺳﺌﻠﺔ ﻟﻘﻴﺎﺱ ﻣﺪﻯ ﻓﻬﻢ ﺍﻟﺪ‪‬ﺍﺭﺱ ﰲ‬
‫ﺣﻴﺰ ﺯﻣﲏ ﳏﺪﺩ‪ .‬ﻭﳑﺎ ﻳﺰﻳﺪ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼ‪‬ﺎﻣﺘﺔ ﺻﻌﻮﺑ ﹰﺔ ﻭﺗﻌﻘﻴﺪ‪‬ﺍ ﺃﻧ‪‬ﻬﺎ ﻻ ﺗﺮﻛﱢﺰ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﺑﻞ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ‬
‫ﻼ ﻋﻦ ﺃﻧﻨﺎ ﻧ‪‬ﻘﻴﺲ ﺷﻴﺌﹰﺎ ﻋﻘﻠﻴ‪‬ﺎ ﻏﲑ ﻣﺴﻤﻮﻉ ﻭﻻ ﻣﺮﺋﻲ‪.‬‬
‫ﻣﺘﻌﺪﺩﺓ ﻭﻣﺘﺪﺍﺧﻠﺔﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺋﻴ‪‬ﺔ‬
‫ﺕ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺭﻣﻮﺯ ﻛﺘﺎﺑﻴ‪‬ﺔ ﻣﺮﺋﻴ‪‬ﺔ ﳛﻮﳍﺎ ﺍﻟﻘﺎﺭﺉ ﺇﱃ‬
‫ﲎ ﻭﻓﺎﻗﹰﺎ ﳌﻌﻠﻮﻣﺎ ‪‬‬
‫ﻻﺣﻈﻨﺎ ﳑﺎ ﺳﺒﻖ ﺃ ﱠﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻫﻲ ﺑﻨﺎﺀ ﻣﻌ ‪‬‬
‫ﻂ ﻭﺛﻴ ‪‬ﻖ ﺑﲔ ﻣﻬﺎﺭﰐ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﻻ ﺷﻚ ﺃ ﱠﻥ ﻫﺬﺍ ﻳﺰﻳﺪ‬
‫ﻣﻌﻨ‪‬ﻰ ﺃﻭ ﻟﻐ ‪‬ﺔ ﲢﻤﻞ ﻗﺼﺪ ﺍﻟﻜﺎﺗﺐ‪ ،‬ﻓﻬﻨﺎﻟﻚ ﺭﺑ ﹲ‬
‫ﺍﻟﻌﺐﺀ ﻋﻠﻰ ﺍﻟﻘﺎﺭﺉ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﻫﻮ ﺣﺎﻝ ﺍﻟﻘﺎﺭﺉ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻠﱡﻐﺔ ﺍﻷﻭﱃ‪ ،‬ﻓﺤﺎﻟﻪ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﺍﻟﹼﺜﺎﻧﻴﺔ‬

‫‬
‫را>=‪ ، ? :‬ر‪!E‬ي‪ ،‬ا
 >=  ‪ B C‬ا
 ‪A 7 6?@'
@ A‬ت أ‪ ,‬ى‪ ،‬أم ا
‪ 6‬ى‪ ،‬و!ة ا
‪-+‬ث وا
'ه‪ !F ،G‬ا
 ا
 ‪ ،@ A‬د‪.‬ت‪ ،.‬ج ‪ ،‬ص ‪.1#‬‬
‫وا
'‪6‬ري‪- O
P ،‬ب‪ ،‬ا ا‪  C‬ت ‪ BC‬ا
 ا
‪F  %M‬رة ا
‪ 6‬اءة ‪%‬ذ>ً‪ ،‬ا
‪? /‬م‪  ،‬ا
 ‪ A 7 6?'
@ A‬ه‪ > ،‬أ ‪  6‬ا

 ‪ ،‬ا
!د ‪' ،-‬‬
‫‪1‬م‪ ،‬ص‪.111‬‬

‫‬
‫ﺃﻭ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ ﺃﻛﺜﺮ ﺻﻌﻮﺑ ﹰﺔ ﻭﻏﻤﻮﺿ‪‬ﺎ؛ ﻷﻧ‪‬ﻪ ﻳﺮﺑﻂ ﺃﺛﻨﺎﺀ ﻗﺮﺍﺀﺗﻪ ﰲ )ﻝ( ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻟﻠﱡﻐﺔ‬
‫ﰊ ﻟﻠﱡﻐﺔ ﺍﻷﻭﱃ‪،‬‬
‫ﺕ ﺟﺪﻳﺪ ‪‬ﺓ ﻻ ﺳﻴﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻟﻚ ﺗﺒﺎﻳﻦ ﺑﲔ ﺍﻟﻨ‪‬ﻈﺎﻡ ﺍﻟﻜﺘﺎ ‪‬‬
‫ﺍﻟﺜﱠﺎﻧﻴﺔ ﺃﻭ ﺍﳍﺪﻑ ﳑﺎ ﻳﻘﻮﺩ ﺇﱃ ﺻﻌﻮﺑﺎ ‪‬‬
‫ﻚ‬
‫ﻑ ﻣﺘﻨﻮ‪‬ﻋ ‪‬ﺔ )ﹶﻓ ‪‬‬
‫ﻭﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪.‬ﺗﻨﺸﻄﺮ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﺇﱃ ﻣﻬﺎﺭﺍﺕ ﺛﺎﻧﻮﻳ‪‬ﺔ‪ ،‬ﻭﻛ ﱡﻞ ﻣﻬﺎﺭﺓ ﳛﺘﺎﺝ ﺍﻛﺘﺴﺎ‪‬ﺎ ﺇﱃ ﻣﻌﺎﺭ ‪‬‬
‫ﺭﻣﻮﺯﹺ‪ ،‬ﻭﻣﻌﻠﻮﻣﺎﺕ ﻓﻮﻧﻮﻟﻮﺟﻴ‪‬ﺔ‪ ،‬ﻭﺩﻻﻟﻴ‪‬ﺔ‪ ،‬ﻭﳓﻮﻳ‪‬ﺔ‪ ...‬ﺇﱁ(‪ .‬ﻭﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ ﻫﻨﺎﻟﻚ ﻣﻬﺎﺭﺗﺎﻥ ﺃﺳﺎﺳﻴﺘﺎﻥ ﻟﻠﻘﺮﺍﺀﺓ‬
‫ﺍﻟﺼ‪‬ﺎﻣﺘﺔ ‪ ،‬ﻭﳘﺎ‪:6‬‬
‫‪ -‬ﺍﻟﻔﹶﻬ ‪‬ﻢ‬ ‫‪ -1‬ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ‬

‫ﺃ ‪‬ﻭ ﹰﻻ‪ :‬ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ‬

‫ﲎ ﳍﺎ ﺇﱃ ﻛﻠﻤﺎﺕ ﺫﺍﺕ ﺩﻻﻻﺕ ﺃﻭ ﻣﻌﺎﱐ ﳏﺪﺩﺓ ﻣﺘﻮﺍﺿﻊ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﻭﻳ‪‬ﻘﺼﺪ ﺑﻪ ﲢﻮﻳﻞ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺭﻣﻮﺯ ﻻ ﻣﻌ ‪‬‬
‫ﻭﻣﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ ﻣﺎ ﻳﺄﰐ‪:‬‬

‫ﰊ‬
‫ﺭﺑﻂ ﺍﳌﻌﲎ ﺍﳌﻨﺎﺳﺐ ﺑﺎﻟﺮ‪‬ﻣﺰ ﺍﻟﻜﺘﺎ ‪‬‬ ‫ﺃ‪-‬‬
‫ﻱ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ ﻋﻠﻰ ﺃﺟﺰﺍﺀ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﺤﻠﻴﻞ ﺍﻟﺒﺼﺮ ‪‬‬
‫ﺝ‪ -‬ﺍﻟﺘ‪‬ﻤﻴﻴﺰ ﺑﲔ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺩ‪ -‬ﺭﺑﻂ ﺍﻟﺼ‪‬ﻮﺕ ﺑﺎﻟﺮ‪‬ﻣﺰ ﺍﳌﻜﺘﻮﺏ‪.‬‬
‫ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ ﻋﻠﻰ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺴ‪‬ﻴﺎﻕ‪.‬‬ ‫ﻩ‪-‬‬

‫ﺛﺎﻧﻴ‪‬ﺎ‪ :‬ﺍﻟ ﹶﻔ ‪‬ﻬ ‪‬ﻢ‬

‫‪6‬‬
‫را>=
! ‪ 7‬ا
‪ ، ?
&8‬ا
 >= ا
‪ ،TU8% .AU‬و‪ ،- ،S%‬أ ت ‪ B C‬ا
 ا
 ‪  A‬وا
 ‪ ّ A‬ا ّ‪ ،‬ا
‪6‬ه ة‪ ،‬دار ا
‪ "+W
 6M‬وا
' ‪،‬‬
‫‪1-#1‬م‪ ،‬ص ‪ 17‬و ‪!A‬ه‪! ،‬آر‪ " ،‬أ!‪!C ،‬ر‪' S‬ن ا
 ا
 ‪ ،ّ A‬ا
‪ +Y ،ZY‬ا
‪8‬ح‪1-#4 ،‬م‪ ،‬ص ‪ 16‬و ‪!A‬ه‪ .‬و‪ B C ،7U ،TC-E‬ا
‬
‫ا
 ‪ 7 A  A‬ا
'\  وا
‪ ،. +W‬ا
‪6‬ه ة‪ ،‬ا
!ار ا
& 
‪ ، %'+‬د‪.‬ت‪ .‬ص "‪.1‬‬
‫‪Alderson, Charles, Assessing Reading, Cambridge,-, p. 1- "1, and Mee, Sherry, Reading Assessment, Pearson, #, p.‬‬
‫‪"-, and Ur, Penny, A Course in Language Teaching, Cambridge, 1--7, p. 1"#.‬‬

‫‪6‬‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﻔﻬﻢ ﻣﻔﺘﺎﺡ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳉﻴ‪‬ﺪﺓ‪ ،‬ﻓﻤﻦ ﻳﻘﺮﺃ ﻗﺮﺍﺀ ﹰﺓ ﺳﻠﻴﻤ ﹰﺔ ﻣﻦ ﻏﲑ ﻓﻬ ﹴﻢ ﻻ ﻳ‪‬ﻌ ‪‬ﺪ ﻗﺎﺭﺋﹰﺎ‪ ،‬ﺑﻞ ﻫﻮ ﻓﺎ ‪‬ﻙ ﻟﻠﺮ‪‬ﻣﻮﺯ‪ .7‬ﻭﻣﻦ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﻔﻬﻢ ﻣﺎ ﻳﺄﰐ‪:‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﻭﺣﺪﺍﺕ ﻓﻜﺮﻳ‪‬ﺔ‪.‬‬ ‫ﺃ‪-‬‬
‫ﺏ‪ -‬ﻓﻬﻢ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ ﺃﻭ ﺍﻟﺒﻨﺎﺀ ﺍﻟﺬﻱ ﺍﺗ‪‬ﺒﻌﻪ ﺍﻟﻜﺎﺗﺐ‪.‬‬
‫ﺝ‪ -‬ﻓﻬﻢ ﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ‪ ،‬ﻭﻣﺰﺍﺝ ﺍﻟﻜﺎﺗﺐ‪.‬‬
‫ﺩ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻻﺳﺘﻨﺘﺎﺝ‪.‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻷﻓﻜﺎﺭ‪ ،‬ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪.‬‬ ‫ﻩ‪-‬‬
‫ﻭ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﻷﻓﻜﺎﺭ ﻭﺗﻔﺴﲑﻫﺎ ﰲ ﺿﻮﺀ ﺍﳋﱪﺍﺕ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‪.‬‬
‫ﺺ ﻭﻧﻘﺪﻩ‪.‬‬
‫ﺯ‪ -‬ﲢﺪﻳﺪ ﺃﺳﻠﻮﺏ ﺍﻟﻜﺎﺗﺐ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺘﺒﻊ ﺑﻨﻴﺔ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻓﻬﻢ ﻣﻌﲎ ﺍﳉﹸﻤﻞ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺑﻴﻨﻬﺎ‪.‬‬ ‫ﺡ‪-‬‬
‫ﻁ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺻﻴﺎﻏﺔ ﺍﳉﹸﻤﻞ؛ ﻟﻴﺘﻤﻜﻦ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻟﻔﺎﻇﻪ ﺍﳋﺎﺻ‪‬ﺔ‪.‬‬
‫ﻱ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻘﺎﻁ ﺍﳌﻌﲎ ﺍﻟﻌﺎﻡ ﻟﻠﻜﻠﻤﺔ‪ ،‬ﻭﻣﻌﻨﺎﻫﺎ ﺩﺍﺧﻞ ﺍﻟﺴ‪‬ﻴﺎﻕ‪.‬‬

‫ﺱ ﻣﻄﺎﻟﺐ ﺑﻔﻬﻢ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﺳﺎﺳﻴ‪‬ﺔ ﰲ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲣﻤﲔ ﺑﻌﺾ‬
‫ﻼ ﻋﻤ‪‬ﺎ ﺗﻘﺪﻡ ﻓﺈ ﱠﻥ ﺍﻟﺪ‪‬ﺍﺭ ‪‬‬
‫ﻓﻀ ﹰ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻣﻦ ﺍﻟﺴ‪‬ﻴﺎﻕ‪ ،‬ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﺃﻭ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﺃﻱ‬
‫ﺍﻻﺳﺘﻨﺘﺎﺟﻴ‪‬ﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺇﻋﻤﺎﻝ ﺫﻫ ﹴﻦ‪ ،‬ﻭﻓﻬ ﹴﻢ ﳌﺎ ﺑﲔ ﺍﻟﺴ‪‬ﻄﻮﺭ‪.‬‬

‫ﻼ ﻋﻠﻰ ﻛﺎﻫﻞ ﺍﳌﻌﻠﻢ ﺇﺫ ﻳﺘﻮﺟﺐ ﻋﻠﻴﻪ‬

‫‪‬ﻳﺘ‪‬ﻀﺢ ﳑﺎ ﺳﺒﻖ ﺃﳘﻴ‪‬ﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼ‪‬ﺎﻣﺘﺔ‪ ،‬ﻭﺗ‪‬ﻠﻘﻲ ﻫﺬﻩ ﺍﻷﳘﻴ‪‬ﺔ ﺑﺪﻭﺭﻫﺎ ﻋﺒﺌﹰﺎ ﺛﻘﻴ ﹰ‬
‫ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺍﻟﻘﺮﺍﺋﻴ‪‬ﺔ ﺑﺘﺪﺭﻳﺒﻪ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﲨﻠ ﹰﺔ ﲨﻠﺔﹰ‪ ،‬ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻟﻘﺮﺍﺀﺓ ﻛﻠﻤ ﹰﺔ ﻛﻠﻤﺔﹰ‪ ،‬ﻭﺗﺪﺭﻳﺒﻪ ﻋﻠﻰ‬
‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻷﻓﻜﺎﺭ ﺍﳌﻬﻤ‪‬ﺔ ﺃﺛﻨﺎﺀ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻊ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺳﺮﻋﺔ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻣﻊ‬

‫‪7‬‬
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‫‪7‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﺤﻠﻴﻞ‪ ،‬ﻭﺍﻟﻨ‪‬ﻘﺪ‪ ،‬ﻭﺍﻟﺘ‪‬ﻘﺪﻳﺮ‪ ،‬ﻭﺍﻹﺑﻘﺎﺀ ﻭﺍﻟﺮ‪‬ﻓﺾ؛ ﻟﻴﺼ ﹶﻞ ﺑﺎﻟﺪ‪‬ﺍﺭﺱ ﺇﱃ ﻣﺮﺣﻠﺔ ﺍﻟﻘﺎﺭﺉ ﺍﳌﺘﻔﺎﻋ‪‬ﻞ ﻣﻊ‬
‫ﺺ‪.‬‬
‫ﺍﻟ‪‬ﻨ ‪‬‬

‫ﺺ ﳛﺘﺎﺝ ﻣﺼﻤﻢ ﺃﻭ ﻭﺍﺿﻊ ﺃﺳﺌﻠﺔ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﺃﻥ ﻳﻜﻮﻥ ﻣﺪﺭﻛﹰﺎ‬

‫ﻭﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘ‪‬ﻔﺎﻋ‪‬ﻠﻴ‪‬ﺔ ﻣﻊ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﻟﻜﻴﻔﻴ‪‬ﺔ ﺗﺼﻨﻴﻒ ﺍﳌﻌﺎﺭﻑ ﻭﺗﺒﻮﻳﺒﻬﺎ ﺣﺘ‪‬ﻰ ﺗﻈﻬ ‪‬ﺮ ﺃﺳﺌﻠﺘﻪ ﺟﺎﻣﻌ ﹰﺔ ﻣﺎﻧﻌﺔﹰ‪ ،‬ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺱ ﻣﺪﻯ ﻓﻬﻢ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‬
‫ﻟﻠﻨ‪‬ﺼﻮﺹ ﺍﻟﻘﺮﺍﺋﻴ‪‬ﺔ‪.‬‬

‫ﺛﺎﻟﺜﹰﺎ‪ :‬ﺗﺼﻨﻴﻒ ﺑﻠﻮﻡ ﻟﻠﻤﻌﺎﺭﻑ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻴ‪‬ﺔ‬

‫ﰲ ﺇﱃ ﺳﺘﺔ ﺃﻗﺴﺎﻡﹴ‪ ،‬ﻭﻫﻲ ﻣﻦ ﺍﻷﺳﻔﻞ ﺇﱃ‬

‫ﻒ ﺍ‪‬ﺎ ﹶﻝ ﺍﳌﻌﺮ ﱠ‬
‫ﻳﺘ‪‬ﻀﺢ ﻣﻦ ﺍﻟﺸ‪‬ﻜﻞ ﺃﻋﻼﻩ ﺃ ﱠﻥ ﺑﻠﻮﻡ ‪ Bloom‬ﺻ‪‬ﻨ ‪‬‬
‫ﺍﻷﻋﻠﻰ‪:‬‬
‫‪ :‬ﺗﺬﻛﺮ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺣﻘﺎﺋﻖ؛ ﺃﻱ ﻣﻌﺮﻓﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴ‪‬ﺔ ﻭﺍﳌﺒﺎﺩﺉ‪ ،‬ﻭﺍﳊﻘﺎﺋﻖ‪.‬‬ ‫‪ -1‬ﺍﻟﺘ‪‬ﺬﻛﱡﺮ‬
‫‪ -‬ﺍﻻﺳﺘﻴﻌﺎﺏ ‪ :‬ﺇﺩﺭﺍﻙ ﻣﻌﲎ ﺍﳌﺎﺩ‪‬ﺓ ﻭﺍﺳﺘﻴﻌﺎ‪‬ﺎ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻔﺴﲑ ﻭﺍﻟﺸ‪‬ﺮﺡ‪ ،‬ﻭﺍﻟﺘ‪‬ﻠﺨﻴﺺ‪.‬‬
‫‪#‬‬
 ‫‪ :‬ﺗﻄﺒﻴﻖ ﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣﻮﺍﻗﻒ ﺟﺪﻳﺪﺓ ﳓﻮ ﺣ ﱢﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﺗﻄﺒﻴﻖ‬ ‫"‪ -‬ﺍﻟﺘ‪‬ﻄﺒﻴﻖ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫‪ :‬ﲡﺰﺋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻋﻨﺎﺻﺮﻫﺎ ﺍﳌﻜﻮ‪‬ﻧﺔ ﳍﺎ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻷﺟﺰﺍﺀ‪.‬‬ ‫‪ -4‬ﺍﻟﺘ‪‬ﺤﻠﻴﻞ‬
‫‪ :‬ﲡﻤﻴﻊ ﺍﻷﻓﻜﺎﺭ ﻹﻧﺘﺎﺝ ﻓﻜﺮﺓ ﺟﺪﻳﺪﺓ‪ ،‬ﳓﻮ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ ﺧﻄﺎﺏ ﻹﻧﺘﺎﺝ ﻋﻤﻞ‬ ‫‪ -‬ﺍﻟﺘﺮﻛﻴﺐ‬
‫ﺟﺪﻳﺪ‪.‬‬
‫‪ :‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳊﻜﻢ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﳌﺎﺩ‪‬ﺓ‪.‬‬ ‫‪ -6‬ﺍﻟﺘ‪‬ﻘﻮﱘ‬

‫ﺤﻨﲔ ﻋﻠﻰ ﺍﻷﻗ ﹼﻞ ﺛﻼﺛﺔ ﻧﺼﻮﺹ ﲤﺜﻞ ﳎﺎﻻﺕ‬

‫ﻭﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﻋﻨﺪ ﻗﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﺃﻥ ﻧﻘﺪ‪‬ﻡ ﻟﻠﻤﻤﺘ ‪‬‬
‫ﳐﺘﻠﻔﺔ ﻣﺜﻞ‪ :‬ﺍﳌﻮﺍﺩ ﺍﻻﺟﺘﻤﺎﻋﻴ‪‬ﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﻌﻠﻤﻴ‪‬ﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺪﻳﻨﻴ‪‬ﺔ‪ .‬ﻭﺃﻥ ﺗﺘﻨﻮ‪‬ﻉ ﺍﻷﺳﺌﻠﺔ ﺃﻭ ﺗﺼﻨﻒ ﻣﻦ ﺣﻴﺚ ﺍﳍﺪﻑ‬
‫ﺇﱃ ﺃﺳﺌﻠﺔ ﺍﺳﺘﺪﻋﺎﺀ ﻣﻦ ﺍﻟﺬﺍﻛﺮﺓ ‪ ،recall‬ﻭﺃﺳﺌﻠﺔ ﺗﻔﺴﲑﻳ‪‬ﺔ ‪ ،interpretation‬ﻭﺃﺳﺌﻠﺔ ﻧﻘﺪﻳﺔ ‪ ...‬ﺇﱁ‪ .‬ﻭﺗﺆﺩﻱ‬
‫ﺍﻷﺳﺌﻠﺔ ﺩﻭﺭ‪‬ﺍ ﻣﻬﻤ‪‬ﺎ ﰲ ﺗﻘﻮﱘ ﻧﻮﺍﺗﺞ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺪﻯ ﲢﻘﻴﻘﻬﻢ ﻟﻸﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ‪ .‬ﻭﻗﺪ ﺑﻴ‪‬ﻦ ﻃﻌﻴﻤﺔ ﺃﳘﻴ‪‬ﺔ‬
‫ﺍﻟﺴ‪‬ﺆﺍﻝ‪ ،‬ﻭﻗﻴﻤﺘﻪ ﻓﻴﻤﺎ ﻳﺄﰐ‪:8‬‬
‫‪-1‬ﺍﻷﺳﺌﻠﺔ ﺍﳉﻴ‪‬ﺪﺓ ﺗﻌﲏ ﺗﺪﺭﻳﺴ‪‬ﺎ ﺟ‪‬ﻴﺪ‪‬ﺍ‪.‬‬
‫‪-‬ﰲ ﺍﻷﺳﺌﻠﺔ ﻣﻨﻔﺬ ﺇﱃ ﺍﻟﻔﻜﺮ ﺍﳊﻲ‪.‬‬
‫"‪-‬ﰲ ﺍﻟﺴ‪‬ﺆﺍﻝ ﻛ ﹼﻞ ﺷﻲﺀ‪ ،‬ﺇﻧ‪‬ﻪ ﺭﻭﺡ ﺍﻟﻌﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﻌﻠﻴﻤﻴ‪‬ﺔ ﻭﻟﺒ‪‬ﻬﺎ‪.‬‬

‫ﺭﺍﺑﻌ‪‬ﺎ‪ :‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‬

‫‪#‬‬
‫? ‪ ،‬ر‪!E‬ي‪ ،‬إ"!اد ا‪  cj‬ا
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ّ‪!-‬ة‪1-- ،‬م‪ ،‬ص‪.‬‬

‫‪-‬‬
‫ﻫﻨﺎﻟﻚ ﺳﺘﺔ ﻋﻨﺎﺻﺮ ﻳﻔﺘﺮﺽ ﺃﻥ ﺗ‪‬ﻀﻤﻦ ﰲ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺇﺫﺍ ﻣﺎ ﻃﹸﺮﺣﺖ ﻣﻦ ﺧﻼﻝ ﺃﺳﺌﻠﺔ‬
‫ﺟﻴ‪‬ﺪﺓ ﻓﺈﻧ‪‬ﻬﺎ ﻛﺎﻓﻴﺔ ﻟﻘﻴﺎﺱ ﻣﻬﺎﺭﺓ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻟﺪﻯ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‪ ،‬ﻭﻗﺪ ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﰲ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻋﻠﻰ‬
‫ﻼ ﻋﻦ ﺗﺼﻨﻴﻒ ﺑﺎﺭﻙ ‪ ،9 Park‬ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻫﻲ‪:10‬‬
‫ﻫﺮﻡ ﺑﻠﻮﻡ ﻓﻀ ﹰ‬

‫‪literal comprehension‬‬ ‫ﰲ‬

‫ﳊ ‪‬ﺮ ﹼ‬
‫ﺱ ﺍﻟ ﹶﻔ ‪‬ﻬ ﹺﻢ ﺍ ﹶ‬
‫ﻗﻴﺎ ‪‬‬ ‫‪-1‬‬

‫ﺺ ﻣﺜﻞ ﻓﻬﻢ‬
‫ﻳﻬﺪﻑ ﺇﱃ ﻗﻴﺎﺱ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺩﱏ ﻣﻦ ﺍﻟﻔﻬﻢ ﺍﳌﺘﻤﺜﱢﻞ ﰲ ﻓﻬﻢ ﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﻌﺎﱐ ﺍﳌﺒﺎﺷﺮﺓ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﺍﻟﺘ‪‬ﻌﺮ‪‬ﻑ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻮﺍﺭﻳﺦ‪ ،‬ﻭﺍﳌﻮﺍﻗﻊ ﺍﳌﻜﺎﻧﻴ‪‬ﺔ‪ ...‬ﺇﱁ‪ ،‬ﻭﺃﺳﺌﻠﺔ ﻫﺬﺍ ﺍﻟﻌﻨﺼﺮ ﺗﻜﻮﻥ ﺇﺟﺎﺑﺘﻬﺎ ﻣﺒﺎﺷﺮﺓ ﻣﻦ‬
‫ﺺ ﺍﳌﻮﺟﻮﺩ ﺃﻣﺎﻡ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻨ‪‬ﻮﻉ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻣﻬﻢ‪‬؛ ﻷﻧﻨﺎ ﺑﻮﺍﺳﻄﺘﻪ ﻧﻘﻒ ﻋﻠﻰ ﻣﺪﻯ ﻓﻬﻢ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‬
‫ﺍﻟ‪‬ﻨ ‪‬‬
‫‪11‬‬
‫ﺺ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺃﺳﺌﻠﺘﻪ‪ :‬ﻣﱴ ‪‬ﻭ‪‬ﻟ ‪‬ﺪ ﺍﻹﻣﺎﻡ ﺍﻟﺸ‪‬ﺎﻓﻌﻲ؟‬
‫ﻟﻸﺳﺎﺳﻴﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟ‪‬ﻨ ‪‬‬

‫‪reorganization‬‬ ‫ﺇﻋﺎﺩﺓ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ‬ ‫‪-‬‬

‫ﺺ‬
‫ﻳﻨﺘﺴﺐ ﻫﺬ ﺍﻟﻌﻨﺼﺮ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺩﱏ ﺇﺫ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻓﺎﻟﺪ‪‬ﺍﺭﺱ ﻳﻘﺮﺃ ﺃﺟﺰﺍ ًﺀ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﺃ ﱠﻥ ﺍﻹﻣﺎﻡ ﺍﻟﺸ‪‬ﺎﻓﻌ ‪‬ﻲ ﻭ‪‬ﻟﺪ ﻋﺎﻡ ‪1‬ﻫـ‪ ،‬ﻭﳚﺪ ﻣﻌﻠﻮﻣﺔ ﺃﺧﺮﻯ ﰲ‬
‫ﻟﻠﺨﺮﻭﺝ ﺑﻔﻬﻢ ﺇﺿﺎﰲﹼ‪ ،‬ﻓﻘﺪ ﻳﻘﺮﺃ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﲔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴ‪‬ﺆﺍﻝ ﺍﻵﰐ‪:‬‬
‫ﲔ ﺍﳌﻌﻠﻮﻣﺘ ﹺ‬
‫ﺖ ﻋﺎﻡ ‪4‬ﻫـ‪ ،‬ﻓﲑﺑﻂ ﺑﲔ ﻫﺎﺗ ﹺ‬
‫ﺺ ﺃ ﱠﻥ ﻭﻓﺎﺓ ﺍﻟﺸ‪‬ﺎﻓﻌ ‪‬ﻲ ﻗﺪ ﺣﺪﺛ ‪‬‬
‫‪‬ﺎﻳﺔ ﺍﻟ‪‬ﻨ ‪‬‬

‫ﻛﻢ ﻛﺎﻥ ﻋﻤﺮ ﺍﻟﺸ‪‬ﺎﻓﻌ ‪‬ﻲ ﻋﻨﺪﻣﺎ ﺗﻮﰲ؟ﻭﻗﺪ ﺫﻛﺮ ﺑﺎﺭﻙ ‪ Park‬ﻭﺭﻳﺸﺎﺭﺩ ‪ ،12 Richard‬ﺃﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻤﻂ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‬
‫ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﻋﻨﺼﺮ ﺇﻋﺎﺩﺓ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ ﻣﻬ ‪‬ﻢ ﻟﻠﻐﺎﻳﺔ؛ ﻷﻧﻪ ﻳﻨﻘﻞ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻣﻦ ﺍﻟﻔﻬﻢ ﺍﳉﺰﺋ ‪‬ﻲ ﺇﱃ ﺍﻟﻔﻬﻢ ﺍﻟﺸ‪‬ﻤﻮﱄﹼ‪ ،‬ﻭﻳﺘﻮﻗﻊ ﺃﻥ‬
‫ﰲ‪.‬‬
‫ﺗﻜﻮﻥ ﺃﺳﺌﻠﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ ﺃﻛﺜﺮ ﺻﻌﻮﺑ ﹰﺔ ﻣﻦ ﺃﺳﺌﻠﺔ ﺍﻟﻔﻬﻢ ﺍﳊﺮ ﹼ‬

‫‪inference‬‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬ ‫"‪-‬‬

‫‪-‬‬
‫‪Park, Jeong-Suk, Richard, Developing Reading Comprehension Question, Reading in A Foreign Language, Volume 17, No.‬‬
‫‪1, April 6 , p.6.‬‬
‫‪1‬‬
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‪# ،‬م‪ ،‬ص ‪.6"-6‬‬
‫‪1‬‬
‫‪A‬رك ور‪E‬رد‪ ،.A =>  ،‬ص ‪.64‬‬

‫‪1‬‬
‫ﰲ ﻟﻠ‪‬ﻨﺺ‪ ،‬ﻓﺎﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ ﺍﻟﻌﻨﺼﺮ ﻣﻮﺟﻮﺩﺓ ﺑﺎﻟ‪‬ﻨﺺ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪، ،‬‬
‫ﻳﺘﻌﺪ‪‬ﻯ ﻫﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ ﺍﻟﻔﻬﻢ ﺍﳊﺮ ﹼ‬
‫ﻼ ﻋﻦ ﺍﳊﺪﺱ‬
‫ﺺ ﻭﺧﱪﺍﺗﻪ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ ﻓﻀ ﹰ‬
‫ﻭﺗﺘﻄﻠﺐ ﻣﻦ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺃﻥ ﻳﺒﺬﻝ ﺟﻬﺪ‪‬ﺍ ﻟﻠﺮﺑﻂ ﺑﲔ ﻣﺎ ﻓﻬﻤﻪ ﻣﻦ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﻣﺎ ﺍﻟﺬﻱ ﺧﺮﺝ ﺑﻪ ﺍﻟﺸ‪‬ﺎﻓﻌﻲ ﻣﻦ ﻛﺜﺮﺓ ﺃﺳﻔﺎﺭﻩ؟‬
‫ﻭﺍﻟﺘ‪‬ﺨﻤﲔ‪ .‬ﻭﻣﺜﺎﻝ ﻫﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ ﻫﻮ‪ :‬ﻣﻦ ﺧﻼﻝ ﻓﻬﻤﻚ ﻟﻠ‪‬ﻨ ‪‬‬
‫ﻓﺎﻹﺟﺎﺑﺔ ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﻭﻟﻜﻨ‪‬ﻬﺎ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪.‬‬

‫‪prediction‬‬ ‫‪ -4‬ﺍﻟﺘ‪‬ﻨ‪‬ﺒ ‪‬ﺆ‬

‫ﺺ ﻋﻼﻭﺓ ﻋﻠﻰ ﻣﻌﺎﺭﻓﻬﻢ‬

‫ﻫﺬﺍ ﺍﻟﻌﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻳﻠﺰﻡ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺎ ﻓﻬﻤﻮﻩ ﻣﻦ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﻭﺧﱪﺍ‪‬ﻢ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‪ ،‬ﻭﻣﺴﺎﺋﻞ ﺫﺍﺕ ﺻﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ ﺍﳌﻄﺮﺭﻭﺡ‪ ،‬ﻓ‪‬ﻴﻌﻤ ﹸﻞ ﺫﻫ ‪‬ﻦ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﳋﻠﻴﻂ؛ ﻟﻴﺘﻨﺒ‪‬ﺄ‬
‫ﲟﺎ ﺳﻴﺤﺪﺙ ﺃﺛﻨﺎﺀ ﻗﺮﺍﺀﺓ ﺍﳌﻮﺿﻮﻉ ﺃﻭ ﺑﻌﺪﻩ‪ .‬ﻓﺎﻟﺘﻨﺒﺆﺍﺕ ﺍﻟﱵ ﲢﺪﺙ ﺃﺛﻨﺎﺀ ﺍﻟﻘﺮﺍﺀﺓ ﺇﺫﺍ ﻭﺟﺪ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺗﻨﺒﺆﻩ ﺧﻼﳍﺎ‬
‫ﻱ ﻓﻴﺘ ‪‬ﻢ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺘﻮﻓﺮﺓ ﰲ ﺍﻟ‪‬ﻨﺺ‪،‬‬
‫ﻚ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﺃﻣ‪‬ﺎ ﺍﻟﺘ‪‬ﻨﺒ‪‬ﺆ ﺍﻟﺒﻌﺪ ‪‬‬
‫ﺻﺤﻴﺤ‪‬ﺎ ﺷﺠ‪‬ﻌﻪ ﺫﻟ ‪‬‬
‫ﻭﻫﻨﺎﻟﻚ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑﺎﻟﺘ‪‬ﻨﺒ‪‬ﺆ ﺍﻟﻘﺒﻠ ‪‬ﻲ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻋﻼﻗﺔ ﻟﻪ ﺑﺎﻻﺳﺘﻴﻌﺎﺏ‪ ،‬ﺑﻞ ﻫﻮ ﻣﻦ ﻧﺸﺎﻃﺎﺕ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﱵ ﺗﺮﻣﻲ ﺇﱃ‬
‫ﻣﻌﺮﻓﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﻋﻦ ﻣﻮﺿﻮﻉ ﻣﺎ‪.‬‬

‫‪evaluation‬‬ ‫‪ -‬ﺍﻟﺘ‪‬ﻘﻮﱘ‬

‫ﺺ‪ .‬ﻳﻨﻄﻠﻖ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ ﺍﻟ‪‬ﻨﻤﻂ‬

‫ﻳ‪‬ﻘﺼﺪ ﺑﻪ ﻗﺪﺭﺓ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻋﻠﻰ ﺍﳊﻜﻢ ﻋﻠﻰ ﻗﻴﻤﺔ ﺷﻲﺀ ﺩﺍﺧﻞ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﻣﻮﺿﻮﻉ ﺍﻟﻨﻘﺎﺵ‪ .‬ﻭﻣﻦ‬
‫ﻼ ﻋﻦ ﻣﻌﺎﺭﻓﻪ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺍﻟﺴ‪‬ﺎﺑﻘﺔ‪ ،‬ﻭﺧﱪﺍﺗﻪ ﺫﺍﺕ ﺍﻟﺼ‪‬ﻠﺔ ﺑﺎﻟ‪‬ﻨ ‪‬‬
‫ﻣﻦ ﻓﻬﻤﻪ ﺍﻟﺪ‪‬ﻗﻴﻖ ﻟﻠﻨﺺ ﻓﻀ ﹰ‬
‫ﻚ‪.‬‬
‫ﺃﻣﺜﻠﺔ ﺃﺳﺌﻠﺘﻪ‪ :‬ﻣﺎ ﺭﺃﻳﻚ ﰲ ﻋﺎﻃﻔﺔ ﺍﻟﻜﺎﺗﺐ ﳓﻮ ﺍﻟﺸ‪‬ﺎﻓﻌﻲ؟ ﻋﻠﻞ ﻹﺟﺎﺑﺘ ‪‬‬

‫‪ -6‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺸ‪‬ﺨﺼﻴ‪‬ﺔ‬

‫ﻫﺬﺍ ﺍﻟﻨ‪‬ﻤﻂ ﺃﺳﺌﻠﺘﻪ ﻻ ﻭﺟﻮ ‪‬ﺩ ﻟﻺﺟﺎﺑﺔ ﻋﻨﻬﺎ ﺩﺍﺧﻞ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﺑﻞ ﻫﻲ ﻣﻦ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻧﻔﺴﻪ‪ ،‬ﻭﻳﺘﻮﻗﻒ ﺻﻮﺍﺏ ﺍﻹﺟﺎﺑﺔ ﺃﻭ‬
‫ﺺ‪ .‬ﻣﺜﺎﻝ ﺃﺳﺌﻠﺘﻪ‪ :‬ﻣﺎ ﺍﻟﺬﻱ ﻧﺎﻝ ﺇﻋﺠﺎﺑﻚ‪ ،‬ﻭﻣﺎ ﱂ ﻳﻨﻞ ﺇﻋﺠﺎﺑﻚ ﻣﻦ ﺍﻟ‪‬ﻨﺺ‪‬؟ ﻭﳌﺎﺫﺍ؟‬
‫ﺧﻄﺌﻬﺎ ﻋﻠﻰ ‪‬ﻣﺪ‪‬ﻯ ﺻﻠﺘﻬﺎ ﺑﺎﻟ‪‬ﻨ ‪‬‬

‫‪11‬‬
 ‫ﺧﺎﻣﺴ‪‬ﺎ‪ :‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨ‪‬ﺼﻮﺹ‬
‫ﺺ ﺍﳌﻨﺎﺳﺐ ﻳﺮﺟﻊ‬
‫ﻳﺘ ‪‬ﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨ‪‬ﺼﻮﺹ ﻣﻦ ﻣﺼﺎﺩﺭ ﻣﺘﻌﺪﺩﺓ ﳓﻮ‪ :‬ﺍﻟﻜﺘﺐ‪ ،‬ﻭﺍ‪‬ﻼﺕ‪ ،‬ﻭﺍﳉﺮﺍﺋﺪ‪...‬ﺇﱁ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺲ ﻭﺳﻼﻣﺘﻪ‪ ،‬ﻭﻗﺪ ﻭﺿﻊ ﺑﻌﺾ ﺍﳌﺆﻟﻔﲔ ﻗﻮﺍﻋﺪ ﻭﺃﺳﺲ ﺗﻌﲔ‬
‫ﺃﺳﺎﺳ‪‬ﺎ ﺇﱃ ﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﳋﱪﺓ ﺍﻟﻄﱠﻮﻳﻠﺔ‪ ،‬ﻭﺣﺴﻦ ﺍﳊ ‪‬‬
‫ﺺ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﻫﻲ‪:13‬‬
‫ﻣﺼﻤﻢ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﻭﻗﺼﺮﻩ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻧﻮﻋﻴ‪‬ﺔ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃ ﹼﻥ‬
‫ﻳﺘﻮﱠﻗﻒ ﻃﻮﻝ ﺍﻟ‪‬ﻨ ‪‬‬ ‫ﺃ‪-‬‬
‫ﺺ ﺍﳌﻘﺪ‪‬ﻡ ﻟﻠﻤﺒﺘﺪﺋﲔ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻟﻪ ﻣﺎ ﺑﲔ  – ‪ 1‬ﻛﻠﻤﺔ‪ ،‬ﻭﻟﻠﻤﺘﻮﺳﻄﲔ ‪– 1‬‬
‫ﺍﻟ‪‬ﻨ ‪‬‬
‫ ﻛﻠﻤﺔ‪ ،‬ﺃﻣ‪‬ﺎ ﻟﻠﻤﺘﻘﺪ‪‬ﻣﲔ  – " ﻛﻠﻤﺔ‪ ،‬ﻷ ﱠﻥ ﻭﺍﺿﻊ ﺃﻭ ﻣﺼﻤﻢ ﺍﻻﺧﺘﺒﺎﺭ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﺐ ﺃﻥ‬
‫ﻳﻀﻊ ﺃﻛﺜﺮ ﻣﻦ ‪ 4‬ﺃﺳﺌﻠﺔ ﻣﻦ ‪ 1‬ﻛﻠﻤﺔ‪ .‬ﻭﻟﻜﻲ ﻧﺒﺘﻌﺪ ﻋﻦ ﳏﺎﺑﺎﺓ ﻓﺌﺔ ﻣﻌﻴ‪‬ﻨﺔ ﻣﻦ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﻳ‪‬ﺴﺘﺤ ‪‬‬
‫ﺺ‪.‬‬
‫ﻧ‪‬ﻘﺪ‪‬ﻡ ﳍﻢ ﺃﻛﺜﺮ ﻣﻦ ﻧ ‪‬‬
‫ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻣﻮﺍﺻﻔﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﺍﺧﺘ ‪‬ﺮ ‪‬ﻋﻴ‪‬ﻨﺔ ً ﻟﻜ ﱢﻞ ﺟﺰﺋﻴ‪‬ﺔ ﻣﻦ ﺟﺰﺋﻴ‪‬ﺎﺕ ﺍﳌﻮﺍﺻﻔﺎﺕ‪.‬‬ ‫ﺏ‪-‬‬
‫ﺹ ﻋﻠﻰ ﺍﻷﻗ ﹼﻞ ﻟﻀﻤﺎﻥ ﺛﺒﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ‪.reliability‬‬
‫ﺍﺧﺘﻴﺎ ‪‬ﺭ ﺛﻼﺛ ‪‬ﺔ ﻧﺼﻮ ﹴ‬ ‫ﺝ‪-‬‬
‫ﺍﺧ‪‬ﺘ ‪‬ﺮ ﻧﺼﻮﺻ‪‬ﺎ ‪‬ﺎ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ ﻣﺒﺜﻮﺛﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬ ‫‪scanning‬‬ ‫ﻟﻘﻴﺎﺱ ﻣﻬﺎﺭﺓ ﺍﻟﻔﺤﺺ ﺍﻟﺪﻗﻴﻖ‬ ‫ﺩ‪-‬‬
‫ﺺ‪.‬‬
‫ﻓﻘﺮﺍﺕ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﲔ ﻭﺧﺎﻟﻴﺔ ﻣﻦ ﺍﻹﺛﺎﺭﺓ‪.‬‬
‫ﺹ ﻣﻦ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﺪ‪‬ﺍﺭﺳ ‪‬‬
‫ﺍﺧﺘﻴﺎﺭ ﻧﺼﻮ ﹴ‬ ‫ﻩ‪-‬‬
‫ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻟﻨ‪‬ﺼﻮﺹ ﺍﻟﱵ ﲢﻤﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻫﻲ ﺟﺰﺀ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﺎﻣ‪‬ﺔ ﻟﻠﺪ‪‬ﺍﺭﺳﲔ‪‬؛ ﻟﻀﻤﺎﻥ ﻋﺪﻡ ﺇﺟﺎﺑﺔ‬ ‫ﻭ‪-‬‬
‫ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺩﻭﻥ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ‪.‬‬
‫ﺹ ﺍﳌﺸﺤﻮﻧﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘ‪‬ﺮﺍﻛﻴﺐ ﺍﳌﻌﻘﱠﺪﺓ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻻ ﺑ ‪‬ﺪ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪،‬‬
‫ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻟ‪‬ﻨﺼﻮ ﹺ‬ ‫ﺯ‪-‬‬
‫ﻓﻴﺠﺐ ﺃﻥ ﺗﺼﺎﻍ ﺻﻴﺎﻏ ﹰﺔ ﺟﺪﻳﺪﺓﹰ؛ ﻹﺯﺍﻟﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻐﺮﻳﺒﺔ ﻭﺍﻟﺘ‪‬ﺮﺍﻛﻴﺐ ﺍﳌﻌﻘﱠﺪﺓ‪ ،‬ﻭﻟﻜﻦ ﳚﺐ ﺃ ﱠﻻ ﻧﺒﺎﻟﻎ ﰲ‬
‫ﻋﻤﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺴﻬﻴﻞ‪.‬‬

‫"‪1‬‬
‫ا
ّ'‪6‬ري‪- O
P ،‬ب‪ ،‬أ
‪ #‬إ"!اد ا‪+,i‬رات ا
ّّ‪ ،‬آُ ‪' g #‬ر‪ ،‬ا
 ا ّ ا

 ّ  
‪1--7 ' ،‬م‪ ،‬ص "‪ ،‬و"‪ !+‬ا
‪،.
/‬‬
‫‪ ،!-‬ا‪+,‬رات ا
‪ > ،‬ا
) د‪1-#- ،‬م‪ ،‬ص ‪ ،1-#‬و‬
‫‪Hughes, Arthur, Testing for Language Teachers, Cambridge University Press, 1-#-, p.11- – 1.‬‬

‫‪1‬‬
 ‫ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻟﻨ‪‬ﺼﻮﺹ ﺍﻟﱵ ﺍﻃﱠﻠﻊ ﻋﻠﻴﻬﺎ ﺍﻟﺪ‪‬ﺍﺭﺳﻮﻥ ﻣﻦ ﻗﺒﻞ‪ ،‬ﺃﻭ ﺗﻠﻚ ﺍﻟﱵ ‪‬ﻳ ﹶﻈ ‪‬ﻦ ﻭﻟﻮ ﺗﻘﺪﻳﺮ‪‬ﺍ ﺃﻧ‪‬ﻬﺎ ﻗﺮﻳﺒﺔ‬ ‫ﺡ‪-‬‬
‫ﻣﻦ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‪.‬‬

‫ﻭﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ‪‬ﺗﺜﺎﺭ ﺩﺍﺋﻤ‪‬ﺎ‪ ،‬ﻭﻫﻲ ﺫﺍﺕ ﺻﻠﺔ ﺑﺎﻟﻨ‪‬ﺼﻮﺹ ﺃﻳﺴﻤﺢ ﻟﻠ ‪‬ﺪﺍﺭﺳﲔ ﺑﺎﻟ ‪‬ﺮﺟﻮﻉ ﺇﱃ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﺃﻡ ﻳ‪‬ﺴﺤﺐ‬
‫ﺺ ﳛﻮ‪‬ﻝ ﺍﻻﺧﺘﺒﺎﺭ ﺇﱃ ﺍﺧﺘﺒﺎﺭ ﻟﻠﺬﺍﻛﺮﺓ ﺃﻛﺜﺮ ﳑﺎ‬
‫ﺺ ﳊﻈ ﹶﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ؟ ﻣﻦ ﺍﻟﺒﺪﻫ ‪‬ﻲ ﺃﻥ ﺳﺤﺐ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺍﻟ‪‬ﻨ ‪‬‬
‫‪14‬‬
‫ﻼ ﻋﻦ ﻻ ﺳﺎﺳﻮ‬
‫ﻧﻘ ﹰ‬ ‫‪Charles‬‬ ‫ﻭﺷﺎﺭﻟﺲ‬ ‫‪Park‬‬ ‫ﻳﻜﻮﻥ ﻫﻮ ﺍﺧﺘﺒﺎﺭ ﻟﻠﻔﻬﻢ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‪ .‬ﻭﻗﺪ ﺃﺷﺎﺭ ﺑﺎﺭﻙ‬
‫ﺺ ﺑﲔ ﺃﻳﺪﻳﻬﻢ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺴﺤﺒﻪ ﻣﻨﻬﻢ‪،‬‬
‫ﺖ ﺣﺴﻦ‪ ‬ﺃﺩﺍﺀ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‪ ،‬ﻭﺍﻟ‪‬ﻨ ‪‬‬
‫ﺇﱃ ﺃ ﱠﻥ ﺍﻷﺧ ‪‬ﲑ ﰲ ﺩﺭﺍﺳ ‪‬ﺔ ﻟﻪ ﺃﺛﺒ ‪‬‬ ‫‪Lassaso‬‬

‫ﻭﻳ‪‬ﻼﺣﻆ ﺃ ﱠﻥ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻨﺸﺄﺓ ‪ ،constructed response‬ﻭﺃﺳﺌﻠﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ ﺗﺘﺄﺛﺮ ﺑﻮﺟﻮﺩ‬
‫ﺺ ﻭﺳﺤﺒﻪ‪ ،‬ﻓﺎﻷﺧﲑﺓ ﺗﺴﻬﻞ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺼﻌ‪‬ﺐ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻨﺸﺄﺓ‪ .‬ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃ ﱠﻥ‬
‫ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﺃﻣﺎﻣﻪ ﺣﱴ ﻻ ﳒﻌﻠﻪ ﻳﻌﺎﱐ ﻣﻦ ﻣﺸﻜﻠﺘﲔ ﰲ ﺁ ‪‬ﻥ‬
‫ﺩﺍﺭﺱ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﻟﻨ‪‬ﺎﻃﻖ ﺑﻐﲑﻫﺎ ﰲ ﺣﺎﺟﺔ ﻣﺎ ‪‬ﺳ ‪‬ﺔ ﺇﱃ ﺃﻥ ﻳﻜﻮ ﹶﻥ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﻭﺍﺣ ‪‬ﺪ ﺇﺣﺪﺍﳘﺎ ﺍﺧﺘﺒﺎﺭ ﻟﺬﺍﻛﺮﺗﻪ‪ ،‬ﻭﺍﻷﺧﺮﻯ ﻟﻔﻬﻤﻪ ﻭﺍﺳﺘﻴﻌﺎﺑﻪ ﺍﻟﺬﻱ ﺗﺘﺼﺎﺭﻉ ﻓﻴﻪ ﻟﻐﺘﺎ ‪‬ﻥ ﺍﻟﻠﱡﻐﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻟﻠﱡﻐﺔ‬
‫ﺍﳍﺪﻑ‪.‬‬

‫ﺳﺎﺩﺳ‪‬ﺎ‪ :‬ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭ‬

‫‪‬ﻳﺘ‪‬ﺒﻊ ﻋﻨﺪ ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭ ﻣﺎ ﻳﺄﰐ‪:15‬‬

‫ﺏ‪ -‬ﺗﺼﻤﻴﻢ ﺟﺪﻭﻝ ﺍﳌﻮﺍﺻﻔﺎﺕ‪.‬‬ ‫ﺃ‪ -‬ﲢﺪﻳﺪﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫ﺩ‪ -‬ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒﻠ ‪‬ﻲ )ﲢﻠﻴﻞ ﺍﻟﻨ‪‬ﺘﺎﺋﺞ‪ ،‬ﻭﻣﺮﺍﺟﻌﺔ ﺍﻻﺧﺘﺒﺎﺭ(‬ ‫ﺝ‪ -‬ﻭﺿﻊ ﺍﳋﻄﻮﻁ ﺍﻟﻌﺮﻳﻀﺔ ﻟﻠﺒﻨﻮﺩ‪.‬‬
‫ﻭ‪ -‬ﻣﺮﺍﻗﺒﺔ ﺛﺒﺎﺕ ﺍﳌﻤﺘﺤ‪‬ﻦ ‪examiner reliability‬‬ ‫ﲔ‪.‬‬
‫ﻫـ‪ -‬ﺗﺪﺭﻳﺐ ﺍﳌﻤﺘﺤ‪‬ﻨ ‪‬‬
‫ﺯ‪ -‬ﻭﺿﻊ ﺍﻟﺪ‪‬ﺭﺟﺎﺕ‪ ،‬ﻭﺩﺭﺟﺔ ﺍﳌﺮﻭﺭ ﺃﻭ ﺍﻟﻨ‪‬ﺠﺎﺡ‪ .‬ﺡ‪ -‬ﺻﺪﻕ ﺍﻻﺧﺘﺒﺎﺭ ‪.test validation‬‬
‫ﻱ‪ -‬ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭ ﻭﲢﺴﻴﻨﻪ‪.‬‬ ‫ﻁ‪ -‬ﺍﻟﺘ‪‬ﻘﺮﻳﺮ ﳌﺎ ﺑﻌﺪ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫‪14‬‬
‫‪Alderson, p.17.‬‬
‫‪1‬‬
‫‪Alderson, p. 16#.‬‬

‫"‪1‬‬
 ‫ﺳﺎﺑﻌ‪‬ﺎ‪ :‬ﻣﻮﺍﺻﻔﺎﺕ ﺍﺧﺘﺒﺎﺭ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺗﺆﺩ‪‬ﻱ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺩﻭﺭ‪‬ﺍ ﻓﻌﺎ ﹰﻻ ﰲ ﺍﳋﺮﻭﺝ ﺑﺎﺧﺘﺒﺎﺭ ﻣﺘﻮﺍﺯﻥ ﻓﻴﻪ ﺭﺑﻂ ﺑﲔ ﺍﻷﻫﺪﺍﻑ ﻭﺍﶈﺘﻮﻯ‪ ،‬ﻭﲢﺪﺩ ﻓﻴﻪ ﻓﻴﻪ‬
‫ﺍﻷﻭﺯﺍﻥ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻜﻞ ﻣﺴﺘﻮﻯ ﺃﻭ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﺍﻟﱵ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﹰﺎ‪ .16‬ﻭﳛﺘﻮﻱ ﺟﺪﻭﻝ‬
‫ﺍﳌﻮﺍﺻﻔﺎﺕ ‪ specifications‬ﻋﻠﻰ ﻣﺎ ﻳﺄﰐ‪:‬‬

‫‪ -‬ﺃﻣﻮﺭ ﺗﺘﻌﻠﻖ ﺑﺎﳌﻤﺘﺤﻦ )ﻋﻤﺮﻩ‪ ،‬ﻧﻮﻋﻪ‪ ،‬ﻣﺴﺘﻮﺍﻩ ﺍﻟﻠﱡﻐﻮﻱ‪ ،‬ﻟﹸﻐﺘﻪ‬ ‫‪ -1‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫ﺍﻷﻭﱃ‪ ،‬ﺧﻠﻔﻴﺘﻪ ﺍﳌﻌﺮﻓﻴ‪‬ﺔ(‪.‬‬

‫"‪ -‬ﻣﺴﺘﻮﻯ ﺍﻻﺧﺘﺒﺎﺭ )ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺪﺭﺍﺕ ﺍﳌﻤﺘﺤ‪‬ﻦ(‪ -4 .‬ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫‪ -6‬ﺍﻟﺰ‪‬ﻣﻦ ﺍﶈﺪ‪‬ﺩ ﻟﻜ ﱢﻞ ﻗﺴﻢ‪.‬‬ ‫‪ -‬ﻋﺪﺩ ﺃﻗﺴﺎﻡ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫‪ -#‬ﻧﻮﻉ ﺍﻟﻨ‪‬ﺼﻮﺹ‪ ،‬ﻭﻃﻮﳍﺎ‪.‬‬ ‫‪ -7‬ﺍﻟﻮﺯﻥ ﺍﶈﺪ‪‬ﺩ ﻟﻜ ﱢﻞ ﻗﺴﻢ‪.‬‬

‫‪ -1‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﺳﺘ‪‬ﻘﺎﺱ‪.‬‬ ‫ﺺ ﻣﻦ ﺣﻴﺚ ﺩﺭﺟﺔ ﺍﻟﺴ‪‬ﻬﻮﻟﺔ ﺃﻭ ﺍﻟﺼ‪‬ﻌﻮﺑﺔ‪.‬‬

‫‪ --‬ﺍﻟ‪‬ﻨ ‪‬‬

‫‪ -11‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ )ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ‪ ،‬ﺍﳌﻌﺠﻢ‪ ،‬ﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﺍﻟﻮﻇﺎﺋﻒ(‪.‬‬

‫"‪ -1‬ﻃﺮﻕ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬ ‫‪ -1‬ﻋﺪﺩ ﺍﻟﺒﻨﻮﺩ‪ ،‬ﻭﻭﺯﻥ ﻛ ﱢﻞ ﺑﻨ ‪‬ﺪ ﻣﻨﻬﺎ‪.‬‬

‫‪ -1‬ﺍﻟﻮﺻﻒ ﺍﻟﺪ‪‬ﻗﻴﻖ ﻟﻜ ﱢﻞ ﻣﺴﺘﻮﻯ‪.‬‬ ‫‪ -14‬ﻣﻌﺎﻳﲑ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫‪ -16‬ﻋﻴ‪‬ﻨﺔ ﻷﺩﺍﺀ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﻟﻠﻤﻬﻤﺎﺕ‪.17‬‬

‫‪16‬‬
‫ا‪ \%‬ص ‪ 7 1‬ه‪d‬ا ا
‪.m-+‬‬
‫‪17‬‬
‫‪Alderson, p.1-.‬‬

‫‪14‬‬
 ‫ﺛﺎﻣﻨ‪‬ﺎ‪ :‬ﺗﻘﻨﻴﺎﺕ ﻗﻴﺎﺱ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‬

‫ﻀ ‪‬ﻤﻦ ﰲ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﻣﻘﺮﻭﺀ ﻣﻦ ﻗﻴﺎﺱ ﻟﻠﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻭﻗﻴﺎﺱ‬

‫ﺗﻌﺮﺿﻨﺎ ﻓﻴﻤﺎ ﺳﺒﻖ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﳚﺐ ﺃﻥ ‪‬ﺗ ‪‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ‪ ،‬ﻭﺍﻻﺳﺘﻨﺘﺎﺝ‪ ...‬ﺇﱁ‪ .‬ﻭﻛﻴﻔﻴﺔ ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﻣﻮﺍﺻﻔﺎﺗﻪ ﻭﺗﺄﰐ ﺑﻌﺪ ﻫﺬﻩ ﺍﳌﺮﺍﺣﻞ‬
‫ﻣﺮﺣﻠﺔ ﺗﺼﻤﻴﻢ ﺑﻨﻮﺩ ﺃﻭ ﺃﺳﺌﻠﺔ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﻮﺟ‪‬ﻪ ﻟﻘﻴﺎﺱ ﻣﺎ ﺻﻤﻤﺖ ﻟﻪ‪ ،‬ﻭﻫﻮ ﻗﻴﺎﺱ ﺍﳌﻘﺮﻭﺀ‬
‫ﻭﺃ ﱠﻻ ﺗﺘﻌﺪ‪‬ﺍﻩ ﺇﱃ ﻗﻴﺎﺱ ﻣﻬﺎﺭﺍﺕ ﺃﺧﺮﻯ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺪﻓﻊ ﺇﱃ ﺗﻮﺧ‪‬ﻲ ﺍﳊﺬﺭ ﻋﻨﺪ ﺳﺆﺍﻝ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺳﺆﺍ ﹰﻻ ﻳﺘﻄﻠﱠﺐ‬
‫ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﲪﻞ ﻋﻠﻰ ﺍﳌﻨﺎﺩﺍﺓ ﺑﺎﺧﺘﻴﺎﺭ ﺑﻨﻮﺩ ﺍﺧﺘﺒﺎﺭ ﻻ ﺗﺘﻄﻠﺐ ﻗﺪﺭ‪‬ﺍ ﻛﺒﲑ‪‬ﺍ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ ﻣﺎ‬
‫ﻳﺄﰐ‪:‬‬

‫ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‬

‫ﻳ‪‬ﻌ ‪‬ﺪ ﻣﻦ ﺃﻓﻀﻞ ﺍﻟﺒﻨﻮﺩ ﻟﻘﻴﺎﺱ ﻓﻬ ‪‬ﻢ ﺍﳌﻘﺮﻭﺀ‪ ،‬ﻭﺗﻘﻮﻡ ﻓﻜﺮﺗﻪ ﻋﻠﻰ ﺗﻘﺪﱘ ﻣﻘﺪ‪‬ﻣﺔ ﰲ ﺻﻮﺭﺓ ﲨﻠﺔ ﻧﺎﻗﺼﺔ‪ ،‬ﺃﻭ ﺳﺆﺍﻝ ﺗﻠﻴﻪ‬
‫ﻋﺪﺓ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺃﻭ ﺑﺪﺍﺋﻞ ﺃﺣﺪﻫﺎ ﺻﺤﻴﺢ ﻭﺍﻟﺒﻘﻴ‪‬ﺔ ﺧﺎﻃﺌﺔ‪ ،‬ﻭﻳﺘﻮﺟﺐ ﻋﻠﻰ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺳ ‪‬ﺪ ﺍﻟﻔﺮﺍﻍ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺔ ﺃﻭ‬
‫ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ ﻣﻦ ﺑﲔ ﻛﻠﻤﺎﺕ ﺃﻭ ﻋﺒﺎﺭﺍﺕ ﺧﺎﻃﺌﺔ ‪‬ﺗﺴﻤ‪‬ﻰ ﺑﺎﶈﻮﻻﺕ ‪ ،distracters‬ﻭﻣﻦ ‪‬‬
‫ﺻﻮ‪‬ﺭﻩ ﺗﻘﺪﱘ ﲨﻴﻊ‬
‫ﺍﻟﺒﺪﺍﺋﻞ ﺻﺤﻴﺤﺔ ﻋﺪﺍ ﺑﺪﻳﻞ ﻭﺍﺣﺪ‪ ،‬ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﻟﺒﺪﻳﻞ ﺍﳋﻄﺄ‪ ،‬ﻭﻳﻌﺎﺏ ﻋﻠﻴﻪ ﺗﺮﻛﻴﺰﻩ ﻋﻠﻰ‬
‫ﺍﳋﻄﺄ‪ ،‬ﻭﻣﻦ ﻗﻮﺍﻋﺪﻩ‪:18‬‬

‫ﺹ ﻣﻮﺿﻊ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬
‫ﺺ ﺃﻭ ﺍﻟﻨ‪‬ﺼﻮ ‪‬‬
‫ﺍﻥ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﻣﺘﻨﻮﻋﺔ ﲝﻴﺚ ﺗﻐﻄﻲ ﺍﻟ‪‬ﻨ ‪‬‬ ‫ﺃ‪-‬‬
‫ﺏ‪ -‬ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﺘﺠﺎﻧﺴ ﹰﺔ ﻣﻦ ﺣﻴﺚ ﺍﶈﺘﻮﻯ ﻭﺍﻟﻄﻮﻝ‪.‬‬
‫ﺃﻥ ﻳ‪‬ﺮﺍﻋﻲ ﰲ ﺍﶈﺎﻭﻻﺕ ﺍﳋﺎﻃﺌﺔ ﻣﺎ ﻳﺄﰐ‪:‬‬ ‫ﺝ‪-‬‬
‫‪ -‬ﺍﻟﺘ‪‬ﺴﺎﻭﻱ ﻣﻦ ﺣﻴﺚ ﺍﻟﻄﱡﻮﻝ ﻭﺍﻟﻘﺼﺮ ﻣﻊ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ‪.‬‬
‫‪ -‬ﺍﻹﳚﺎﺯ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ‪.‬‬

‫‪1#‬‬
‫ا
ّ'‪6‬ري‪- O
P ،‬ب و‪ ، ,a‬ا‪+,i‬رات ا
ّّ‪ ،‬ا
 ا
 ‪!
ّ A‬رات ا
‪ ،‬ا
‪? /‬م‪ !F ،‬ا
‪? /‬م ا
!و
‪ ،‬ا
!د ‪ ،‬د‪6 ، +U‬م‪ ،‬ص‬
‫‪.#‬‬

‫‪1‬‬
 ‫‪ -‬ﺍﻻﺗ‪‬ﻔﺎﻕ ﻣﻊ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼ‪‬ﺤﻴﺤﺔ ﻣﻦ ﺍﻟﻨ‪‬ﺎﺣﻴﺔ ﺍﻟﻨ‪‬ﺤﻮﻳ‪‬ﺔ‪.‬‬
‫‪ -‬ﻇﻬﻮﺭ ﲨﻴﻊ ﺍﻟﻌﻨﺎﺻﺮ ﻓﻴﻤﺎ ﻳﺒﺪﻭ ﻣﻘﻨﻌﺔ‪.‬‬
‫ﺩ‪ -‬ﻭﺿﻊ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻋﺸﻮﺍﺋﻴ‪‬ﺎ‪.‬‬

‫ﻭﱂ ﻳﺴﻠﻢ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ ﻣﻦ ﺍﻟﻨ‪‬ﻘﺪ ﺇﺫ ﻭﺻﻒ ﺑﺄﻧ‪‬ﻪ‪:‬‬

‫ﱯ‬
‫ﺳﻠ ‪‬‬ ‫ﺃ‪-‬‬
‫ﺏ‪ -‬ﻳ ‪‬ﻌﺮ‪‬ﺽ ﺍﻟﻄﺎﻟﺐ ﻟﻠﺨﻄﺄ‬
‫ﺍﺣﺘﻤﺎﻝ ﺍﻟﺘ‪‬ﺨﻤﲔ ﻓﻴﻪ ﳚﻌﻞ ﻧﺘﺎﺋﺠﻪ ﻣﻮﺿﻊ ﺷﻚ‪.‬‬ ‫ﺝ‪-‬‬
‫ﺾ ﺍﻟﻘﻮﻝ ﺑﺄﻧﻪ ﻳ‪‬ﻘﺪﻡ ﺍﳋﻄﺄ ﻟﻠﺪﺍﺭﺱ؛ ﻷ ﱠﻥ ﺍﻟﺴﺎﻕ ﺃﻭ ﺍﳉﻤﻠﺔ ﺍﻷﺳﺎﺱ ﻻ ﲢﺘﻮﻱ ﻋﻠﻰ‬
‫‪ -‬ﻭﻫﻨﺎﻟﻚ ﻣﻦ ‪‬ﺩ ‪‬ﺣ ‪‬‬
‫ﻼ ﻋﻠﻰ ﺃ ﱠﻥ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻻ ﳝﻜﻦ ﺃﻥ ﳛﻘﻖ ﺍﻟﻨﺠﺎﺡ‬
‫ﺧﻄﺄ‪ ،‬ﺑﻞ ﺍﶈﻮﻻﺕ ﻫﻲ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳋﻄﺄ‪ ،‬ﻓﻀ ﹰ‬
‫ﺑﻮﺳﻴﻠﺔ ))ﺍﻟﺘﺨﻤﲔ(( ﻓﻘﻂ‪.‬‬

‫ﺖ ﻣﻨﻪ‬ ‫ﻭﻣﻦ ﺍﻟﺒﻨﻮﺩ ﺍﻟﱵ ﳝﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ‪‬ﺎ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﺘﻤﺔ‪ ،close test 19‬ﻭﻫﻮ ﺍﺧﺘﺒﺎﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻘﺪﱘ ﻧ ‪‬‬
‫ﺺ ﺣ‪‬ﺬﹶﻓ ‪‬‬
‫ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺑﺎﻧﺘﻈﺎﻡ ﻣﺜﻞ ﺣﺬﻑ ﺍﻟﻜﻠﻤﺔ ﺭﻗﻢ ‪ -‬ﺃﻭ ‪ ،11‬ﻭﻟﻜﻦ ﺑﺸﺮﻁ ﺃ ﱠﻻ ﻳ‪‬ﺘ ‪‬ﻢ ﺍﳊﺬﻑ ﻣﻦ ﺍﻟﺴ‪‬ﻄﺮ ﺍﻷﻭ‪‬ﻝ ﺃﻭ‬
‫ﺍﻷﺧﲑ ﻣﻦ ﺍﻟ‪‬ﻨﺺ‪ ،‬ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺳ ‪‬ﺪ ﺍﻟﻔﺮﺍﻍ ﺑﻜﻠﻤﺔ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻭﻳﻘﻴﺲ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﻗﺪﺭﺓ ﺍﻟﺪ‪‬ﺍﺭﺱ ﻋﻠﻰ ﻓﻬﻢ‬
‫ﻱ ﻟﻠﺪ‪‬ﺍﺭﺱ‪.‬‬
‫ﻼ ﻋﻦ ﺍﻟﺮ‪‬ﺻﻴﺪ ﺍﻟﻠﱡﻐﻮ ‪‬‬
‫ﺺ ﻭﺟﺰﺋﻴ‪‬ﺎﺗﻪ‪ ،‬ﻓﻀ ﹰ‬
‫ﻛﻠﱢﻴﺎﺕ ﺍﻟ‪‬ﻨ ‪‬‬

‫ﺺ ﻟﻠﻔﻬﻢ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‪ ،‬ﲝﺠﺔ ﺃ‪‬ﺎ ﺃﻛﺜﺮ ﺇﳚﺎﺑﻴﺔ‬

‫ﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ ﻫﻨﺎﻟﻚ ﻣ‪‬ﻦ ﻳ‪‬ﻨﺎﺩﻱ ﺑﻮﺿﻊ ﺃﺳﺌﻠﺔ ﻗﺼﲑﺓ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻧ ‪‬‬
‫ﺼ ‪‬ﻖ ﺑﻘﻴﺎﺱ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﻣﻦ ﻣﻬﺎﺭﺓ‬
‫ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‪ ،‬ﻭﻫﻲ ﺍﻷﺧﺮﻯ – ﺃﻳﻀﹰﺎ – ﻣﻮﺿﻊ ﻧﻘﺪ؛ ﻷﻧ‪‬ﻬﺎ ﺃﹶﻟ ‪‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ‪.20‬‬

‫‪1-‬‬
‫را>= ا
ّ'‪6‬ري‪ ،‬أ
‪ #‬إ"!اد ا‪ ,i‬رات ا
ّ‪ ،.A =>  ،‬ص ‪ 17‬و‬
‫‪Madsen, Harold, Techniques in Testing, Oxford University Press, 1-#", p.-".‬‬
‫‬
‫را>= ‪ ،.A =>  ،Madsen‬ص ‪.-‬‬

‫‪16‬‬
‫ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃ ﱠﻥ ﺃﻓﻀﻞ ﻭﺭﻗﺔ ﺍﺧﺘﺒﺎﺭ ﻟﻔﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﲡﻤﻊ ﺑﲔ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ ﻭﺍﻟﺬﹶﺍﺗﻴ‪‬ﺔ‪ ،‬ﻓﻌﻦ‬
‫ﻼ ﻋﻦ ﺃﻧ‪‬ﻬﺎ ﲤﺘﺎﺯ‬
‫ﻃﺮﻳﻖ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ ﻧﺘﻤﻜﻦ ﻣﻦ ﻗﻴﺎﺱ ﻋﻴ‪‬ﻨ ‪‬ﺔ ﻛﺒﲑ ‪‬ﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﺑﺎﻟﺜﺒﺎﺕ‪ ،‬ﻭﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺍﳌﺼﺤﺢ ﻣﻦ ﻏﲑ ﺧﻮﻑ ﻣﻦ ﺗﺄﺛﲑ ﺫﺍﺗﻪ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫ﻱ ﺳﻬ ﹴﻞ ﻻ ﻳﺘﺠﺎﻭﺯ ﻗﺪﺭﺍﺕ ﺍﻟﺪ‪‬ﺍﺭﺱ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺣﱴ ﻻ ﺗﻀﺎﻑ‬

‫ﻭﺃﻱ ﻛﺎﻥ ﻧﻮﻉ ﺍﻟﺴ‪‬ﺆﺍﻝ ﳚﺐ ﺃﻥ ﻳ‪‬ﻮﺿﻊ ﰲ ﻗﺎﻟﺐ ﻟﹸﻐﻮ ‪‬‬
‫ﺃﻋﺒﺎﺀ ﺟﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻟﺪ‪‬ﺍﺭﺱ‪ ،‬ﻭﺃﻥ ﳛﺎﻭ ﹶﻝ ﻭﺍﺿ ‪‬ﻊ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺿ ‪‬ﻊ ﺃﺳﺌﻠﺔ ﺫﺍﺗﻴ‪‬ﺔ ﻗﺼﲑﺓ ﻻ ﺗﺘﻄﻠﺐ ﻗﺪﺭ‪‬ﺍ ﻛﺒﲑ‪‬ﺍ ﻣﻦ‬
‫ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺃﻱ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻭﺍﺿﺤ‪‬ﺎ ﰲ ﺫﻫﻨﻪ ﺃ ﱠﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭ ﻫﻮ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻻ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﻛﺘﺎﺑﺔ ﺍﻷﺳﺌﻠﺔ‬
‫ﺺ ﺇﺫ ﺗﻄﻠﺐ‬
‫ﺺ ﻗﺮﺍﺀ ﹰﺓ ﺩﻗﻴﻘﺔﹰ؛ ﻻﺳﺘﺨﻼﺹ ﺃﻓﻜﺎﺭﻩ ﺍﻟﺜﺎﻧﻮﻳ‪‬ﺔ‪ ،‬ﻭﺍﻷﺳﺎﺳﻴ‪‬ﺔ‪ ،‬ﻭﺗﻌﺪﻳﻞ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﻫﻲ ﻣﺮﺣﻠﺔ ﺗﺎﻟﻴﺔ ﻟﻘﺮﺍﺀﺓ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﻭﺃﺳﺌﻠﺘﻪ ﻟﺒﻌﺾ ﺍﻟﺰ‪‬ﻣﻼﺀ ﻟﻠﻤﺮﺍﺟﻌﺔ‬
‫ﻼ ﻋﻦ ﺗﺮﻗﻴﻢ ﺍﻟﻔﻘﺮﺍﺕ؛ ﻟﺘﺴﻬ ﹶﻞ ﺍﻹﺣﺎﻟﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺍﻷﻣﺮ ﺫﻟﻚ‪ ،‬ﻓﻀ ﹰ‬
‫ﻭﺇﺑﺪﺍﺀ ﻭﺟﻬﺎﺕ ﻧﻈ ﹴﺮ ﺟﺪﻳﺪﺓ‪ ،‬ﰒ ﺗﺄﰐ ﻣﺮﺣﻠﺔ ﺍﻟﺘ‪‬ﻄﺒﻴﻖ‪.21‬‬

‫ﺗﺎﺳﻌ‪‬ﺎ‪ :‬ﺃﺳﺌﻠﺔ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ‬

‫ﰲ ﺿﻮﺀ ﻣﺎ ﱠﰎ ﻋﺮﺿﻪ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﻮ ‪‬ﺩ ﺃﻥ ﳔﺘﻤﻪ ﺑﺪﺭﺍﺳﺔ ﻋﻦ ﻭﺍﻗﻊ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﻣﺮﻛﺰ‬
‫ﺍﻟﻠﱡﻐﺎﺕ‪ ،‬ﻭﻗﺪ ﱠﰎ ﺍﺧﺘﻴﺎﺭ ‪ #‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴ‪‬ﺔ‪ ،‬ﻭﲤﺜﻞ ﻫﺬﻩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ‪ #‬ﻣﺴﺘﻮﻳﺎﺕ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ‬
‫ﺕ ﻋﻠﻰ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻷﻭ‪‬ﻝ ‪11 – 1‬ﻡ‪.‬‬
‫ﺼ ‪‬ﺮ ‪‬‬
‫ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺍﻟﱵ ﻳ‪‬ﻘﺪ‪‬ﻣﻬﺎ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ‪ ،‬ﻭﻗﺪ ﹸﻗ ‪‬‬

‫ﻭﺍﳍﺪﻑ ﻣﻦ ﻓﺤﺺ ﻫﺬﻩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻫﻮ‪:‬‬

‫ﺃ‪ -‬ﺗﺼﻨﻴﻔﻬﺎ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺬﻱ ﺗﺒﻨ‪‬ﺎﻩ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻊ ﺇﻳﺮﺍﺩ ﻧﺴﺒﺔ ﻛ ﹼﻞ ﻣﻔﻬﻮﻡ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ‪.‬‬
‫ﺏ‪ -‬ﲢﺪﻳﺪ ﻧﺴﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻛ ﹼﻞ ﺳﺆﺍﻝ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻮﺿﻮﻋ‪‬ﻴﺔ ﺃﻭ ﺍﻟﺬﹼﺍﺗﻴ‪‬ﺔ‪.‬‬
‫ﺝ‪ -‬ﺍﳋﺮﻭﺝ ﺑﺘﻮﺻﻴﺎﺕ ﻋﻦ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﺍﳌﺮﻛﺰ‪.‬‬

‫‪1‬‬
‫را>=
! ‪ 7‬ا
@‪Hughes, p.1- :
&8‬‬

‫‪17‬‬
 ‫ﺃ ‪‬ﻭ ﹰﻻ‪ :‬ﺍﻟﻨ‪‬ﺼﻮﺹ‬

‫ﺖ ﻟﻘﻴﺎﺱ ﺍﻟﻔﻬﻢ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﻣﻮﺿﻊ ﺍﻟﻌﻴ‪‬ﻨﺔ ﻫﻲ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺜﺒﺘﺔ ﰲ‬

‫ﲨﻴﻊ ﺍﻟﻨ‪‬ﺼﻮﺹ ﺍﻟﱵ ﻗﺪ‪‬ﻣ ‪‬‬
‫ﺻ‪‬ﻠﺐ ﺍﳌﻘﺮﺭ‪ ،‬ﻭﺳﺒﻖ ﻟﻠﺪ‪‬ﺍﺭﺳﲔ ﻗﺮﺍﺀ‪‬ﺎ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﻭﺧﺎﺭﺟﻪ‪ ،‬ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻟﻮﺭﻗﺔ ﺍﳋﺎﺻ‪‬ﺔ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻣﻦ )ﻝ‪.‬‬
‫ﺺ ﻳﺪﻭﺭ ﺑﺼﻮﺭﺓ ﺃﻭ ﺃﺧﺮﻯ ﰲ ﺩﺍﺋﺮﺓ‬
‫ﺺ ﱂ ﻳﺴﺒﻖ ﻟﻠﺪ‪‬ﺍﺳﲔ ﻗﺮﺍﺀﺗﻪ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻳﺆﺧﺬ ﻋﻠﻴﻪ ﺃﻧ‪‬ﻪ ﻧ ‪‬‬
‫‪ ،(4‬ﻓﺎﻟ‪‬ﻨ ‪‬‬
‫ﺺ‬
‫ﻣﻌﺎﺭﻑ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﻓﻬﻮ ﳛﻤﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺜﲑﺓ ﻫﻲ ﺟﺰﺀ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﺎﻣ‪‬ﺔ ﻟﻠﺪ‪‬ﺍﺭﺳﲔ‪ ،‬ﻭﺫﻟﻚ ﺇﺫ ﻋﻠﻤﻨﺎ ﺃ ﱠﻥ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺑﻌﻨﻮﺍﻥ‪ :‬ﺍﻷﻣﺜﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻔﺌﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻓﺌﺔ ﻣﺘﺨﺼﺼﺔ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺃﻭ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ‪.‬‬

‫ﺖ ﻋﻴﺒ‪‬ﺎ‬
‫ﻒ ﺍﻟﻨ‪‬ﺼﻮﺹ ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺴ‪‬ﺒﻌﺔ ﺑﻨﻘﻴﺼﺔ ﺃ‪‬ﺎ ﻣﻄﱠﻠﻊ ﻋﻠﻴﻬﺎ ﻣﻦ ﹶﻗ‪‬ﺒ ﹸﻞ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﺑﻞ ﲪﻠ ‪‬‬
‫ﻭﱂ ﺗﻜﺘ ‪‬‬
‫ﺺ! ﺇﺫ ﻫﻲ ﺗﺘﻨﺎﻭﻝ‬
‫ﺁﺧﺮ ﻭﻫﻮ ﺃ ﱠﻥ ﺍﻟﺪ‪‬ﺍﺭﺱ ﳝﻜﻦ ﺃﻥ ﳚﻴﺐ ﻋﻠﻰ ﻧﺴﺒ ‪‬ﺔ ﻛﺒﲑﺓ ﻣﻦ ﺃﺳﺌﻠﺘﻬﺎ ﺩﻭﻥ ﺍﻟﺮ‪‬ﺟﻮﻉ ﺇﱃ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﻼ ﻋﻦ ﺃﻧ‪‬ﻬﺎ ﻣﺒﺴﻄﺔ ﺇﱃ ﺩﺭﺟﺔ ﺃﺧﺮﺟﺘﻬﺎ ﻋﻦ ‪‬ﺣ ‪‬ﺪ ﺍﳌﻌﻘﻮﻝ‪.‬‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﺇﺳﻼﻣﻴ‪‬ﺔ )ﺍﻷﻋﻴﺎﺩ‪ ،‬ﺍﳉﻬﺎﺩ( ﻓﻀ ﹰ‬

‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭﻣﻦ ﹶﺛ ‪‬ﻢ ﺑﻨﺎﺀ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻴﻪ‪ ،‬ﻭﻫﺬﺍ ﻛﻤﺎ ﺃﺷﺮﻧﺎ ﺳﺎﺑﻘﹰﺎ ﰲ‬
‫ﺖ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻣﻮﺿﻊ ﺍﻟﻌﻴ‪‬ﻨﺔ ﺑﺘﻘﺪﱘ ﻧ ‪‬‬
‫ﺍﻛﺘﻔ ‪‬‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻻ ﻳﻀﻤﻦ ﺛﺒﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ‪ .reliability‬ﻭﻣﻦ ﺍﻟﺴ‪‬ﻴﺎﺳﺎﺕ ﺍﶈﻤﻮﺩﺓ ﰲ ﺗﻄﺒﻴﻖ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﰲ ﺍﳌﺮﻛﺰ ﺃ ﱠﻥ‬
‫ﺖ ﻵﺧﺮ ﺿﻤﻦ ﺍﳊﺪﻭﺩ‬
‫ﺺ ﻣﻦ ﻭﻗ ‪‬‬
‫ﺍﻟﺪ‪‬ﺍﺭﺱ ﺗ‪‬ﻘﺪ‪‬ﻡ ﻟﻪ ﺍﻟﻨ‪‬ﺼﻮﺹ ﻣﺼﺤﻮﺑﺔ ﺑﺎﻷﺳﺌﻠﺔ‪ ،‬ﻓﻠﺪﻳﻪ ﺍﻟﻔﺮﺻﺔ ﳌﺮﺍﺟﻌﺔ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺍﻟﺰ‪‬ﻣﻨﻴ‪‬ﺔ ﺍﻟﱵ ﻳﺘﻴﺤﻬﺎ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﻫﺬﺍ ﺍﳌﺴﻠﻚ ﻳﺘﻤﺎﺷﻰ ﻣﻊ ﻣﺎ ﻳ‪‬ﻨﺎﺩﻱ ﺑﻪ ﺍﳌﺨﺘﺼﻮﻥ؛ ﻷ ﱠﻥ ﺍﳍﺪﻑ ﻫﻮ ﻗﻴﺎﺱ ﻓﻬﻢ‬
‫ﺍﳌﻘﺮﻭﺀ‪ ،‬ﻻ ﻗﻴﺎﺱ ﺍﻟﺬﱠﺍﻛﺮﺓ‪.‬‬

‫ﺛﺎﻧﻴ‪‬ﺎ‪ :‬ﺗﻮﺯﻳﻊ ﻋﻨﺎﺻﺮ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪.22‬‬

‫ﺑﺎﺳﺘﻘﺮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻣﻮﺿﻊ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻭﲢﻠﻴﻬﺎ ﺍﺗ‪‬ﻀﺢ ﻟﻨﺎ ﺍﻵﰐ‪:‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭ‪‬ﻝ‬

‫‬
‫ن ا
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‫‪ Bّ C‬ا‪+‬د "'& ا
ّ'‪
-C !'" 9t+‬أوراق ا‪+,‬ر ‪ BF‬ا
‪ 6‬وء؛ ‪ Tّ%j‬أ
&‪ 6A .‬س ‪ BF‬ا
‪ 6‬وء دا‪ 
,‬ات ا
!‪h‬را‪ :' ،‬ذ
) أ ّ‬
‫إ"دة ا
@'\ ‪ ،B‬ا‪'i‬ج‪ ،‬ا
@‪ B6‬ا‪ Ai‬ا
ّ‪.(ّ &/‬‬

‫‪1#‬‬
‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭﻗﻌﺖ ﲨﻴﻊ ﺗﻠﻚ ﺍﻷﺳﺌﻠﺔ ﺩﻭﻥ ﺍﺳﺘﺜﻨﺎﺀ ﲢﺖ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻷﻭﱃ ﻣﻦ‬
‫ﱠﰎ ﻋﺮﺽ ‪ 1‬ﺳﺆﺍ ﹰﻻ ﻣﺒﻨﻴ‪‬ﺎ ﻋﻠﻰ ﻧ ‪‬‬
‫ﺺ‪ .‬ﻭﻫﺬﺍ ﺍﻻﲡﺎﻩ ﻳﻨﺎﺳﺐ‬
‫ﺗﺼﻨﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ )ﺍﻟﺘ‪‬ﺬﻛﱡﺮ(‪ ،‬ﻓﺎﻷﺳﺌﻠﺔ ﻣﺒﺎﺷﺮﺓ ﺃﻱ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻣﺒﺎﺷﺮ ﹰﺓ ﻣﻦ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺺ ﺃﻱ ﻫﻮ‬
‫ﲔ ﻟﻸﺳﺎﺳﻴ‪‬ﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟ‪‬ﻨ ‪‬‬
‫ﺤﻨ ‪‬‬
‫ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺇﺫ ﺇﻧ‪‬ﻪ ﻳﻬﺪﻑ ﺇﱃ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﺪﻯ ﻓﻬﻢ ﺍﳌﻤﺘ ‪‬‬
‫ﻓﺤﺺ ﺳﻄﺤ ‪‬ﻲ ﻻ ﻋﻤﻖ ﻓﻴﻪ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﱠﺜﺎﱐ‬

‫ﺖ ﺑﻨﺴﺒﺔ ‪ %6‬ﳌﺴﺘﻮﻯ ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ %14 ،‬ﻹﻋﺎﺩﺓ‬

‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭﻗﺪ ﻭﺯ‪‬ﻋ ‪‬‬
‫ﱠﰎ ﻋﺮﺽ ‪ 1‬ﺳﺆﺍ ﹰﻻ ﻗﺎﺋﻤ‪‬ﺎ ﻋﻠﻰ ﻧ ‪‬‬
‫ﺍﻟﺘ‪‬ﻨﻈﻴﻢ‪ ،‬ﻭ‪ %6‬ﳌﺴﺘﻮﻯ ﺍﻻﺳﺘﻨﺘﺎﺝ‪ .‬ﻭﻳﻼﺣﻆ ﺃ ﹼﻥ ﻫﺬﺍ ﺍﻟ‪‬ﺘﻮﺯﻳﻊ ﻣﻨﺎﺳﺐ ﺟﺪ‪‬ﺍ ﳍﺬﺍ ﺍﳌﺴﺘﻮﻯ‪ ،‬ﻋﻠﻰ ﺍﻟﺮ‪‬ﻏﻢ ﻣﻦ ﻋﻠﻮ‬
‫ﻧﺴﺒﺔ ﺍﻻﺳﺘﻨﺘﺎﺝ ﻓﻴﻪ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﱠﺜﺎﻟﺚ‬

‫ﺺ ﻭﺍﺣ ‪‬ﺪ‪ ،‬ﻭ‪ 1‬ﺳﺆﺍﻻﹰ‪ %# ،‬ﻟﻠﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻭ‪ %17‬ﻹﻋﺎﺩﺓ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ ﻭ"‪ %1‬ﻟﻼﺳﺘﻨﺘﺎﺝ‪ .‬ﻭﻫﺬﺍ ﺍﻟﺘ‪‬ﻮﺯﻳﻊ‬
‫ﺑﻪ ﻧ ‪‬‬
‫ﻏﲑ ﺍﻟﻌﺎﺩﻝ ﻳ ‪‬ﺪ ﱡﻝ ﻋﻠﻰ ﺃ ﱠﻥ ﺗﻘﺴﻴﻢ ﺍﻟﻌﻨﺎﺻﺮ ﹼﰎ ﻋﺸﻮﺍﺋﻴ‪‬ﺎ‪ ،‬ﻓﻌﻠﻰ ﺍﻟﺮ‪‬ﻏﻢ ﻣﻦ ﻭﺟﻮﺩ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺑﲔ ﻳﺪﻱ ﻭﺍﺿﻊ‬
‫ﰲ ﺇﱃ ﺩﺭﺟﺔ ﻛﺒﲑﺓ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﺗﻘ ﹼﻞ ﻧﻮﻋ‪‬ﺎ‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺇﻻ ﺃﻧﻪ ﱂ ﻳﻠﺘﺰﻡ ‪‬ﺎ‪ ،‬ﺇﺫ ﲤﺪﺩﺕ ﻣﺴﺎﺣﺔ ﺍﻟﻔﻬﻢ ﺍﳊﺮ ﹼ‬
‫ﲔ‪.‬‬
‫ﲔ ﺍﻟﺴ‪‬ﺎﺑﻘ ﹺ‬
‫ﻣﺎ ﻋﻦ ﺍﳌﺴﺘﻮﻳ ﹺ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟ ‪‬ﺮﺍﺑﻊ‬

‫ﰲ‪ ،‬ﻭ‪ %‬ﻹﻋﺎﺩﺓ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ‪ %7 ،‬ﻟﻼﺳﺘﻨﺘﺎﺝ‪ .‬ﻭﻫﻲ ﻧﺘﻴﺠﺔ ﻣﻘﺒﻮﻟﺔ‬

‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭ‪ 1‬ﺳﺆﺍ ﹰﻻ‪ %" ،‬ﻟﻠﺤﺮ ﹼ‬
‫ﺑﻪ ﻧ ‪‬‬
‫ﺇﱃ ﺣ ‪‬ﺪ ﻣﺎ‪ ،‬ﻭﻛﻨﺎ ﻧﺘﻮﻗﻊ ﻇﻬﻮﺭ ﻧﺴﺒﺔ ﻭﻟﻮ ﺿﺌﻴﻠﺔ ﲢﺖ ﻋﻨﺼﺮﻱ ﺍﻟﺘ‪‬ﻘﻮﱘ‪ ،‬ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﳋﺎﻣﺲ‬

‫‪1-‬‬
‫ﰲ‪ ،‬ﻭ‪ %47‬ﻟﻼﺳﺘﻨﺘﺎﺝ‪ .‬ﻭﰲ ﻫﺬﺍ ﺩﻟﻴﻞ ﻭﺍﺿﺢ ﺃﻥ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‬
‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭ‪ 1‬ﺳﺆﺍ ﹰﻻ‪ %" ،‬ﻟﻠﺤﺮ ﹼ‬
‫ﺑﻪ ﻧ ‪‬‬
‫ﺑﺎﳌﺮﻛﺰ ﻳﺮﻛﺰ ﺑﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﻨﻔﻚ ﻣﻨﻪ ﻳﻨﺘﻘﻞ ﺇﱃ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﺬﻱ ﻳﺪﻭﺭ ﺣﻮﻝ‬
‫ﻼ ﻋﻦ ﺍﳋﱪﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﳊﺪﺱ‪ ،‬ﻭﺍﻟﺘﺨﻤﲔ‪.‬‬
‫ﺍﻟﻨﺺ ﻓﻀ ﹰ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺴﺎﺩﺱ‬

‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭ‪ 1‬ﺳﺆﺍ ﹰﻻ‪ %6 ،‬ﻟﻠﺤﺮﰲﹼ‪ ،‬ﻭ‪ %4‬ﻟﻼﺳﺘﻨﺘﺎﺝ‪.‬‬

‫ﺑﻪ ﻧ ‪‬‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺴ‪‬ﺎﺑﻊ‬

‫ﺺ ﻭﺍﺣﺪ‪ ،‬ﻭ ﺳﺆﺍﻻﹰ‪ % ،‬ﻟﻠﺤﺮﰲ ﻭ ‪ %‬ﻟﻼﺳﺘﻨﺘﺎﺝ‪ .‬ﻭﻳﻼﺣﻆ ﺃﻥ ﺍﻟﺘﻮﺯﻳﻊ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺴﺎﺩﺱ‬
‫ﺑﻪ ﻧ ‪‬‬
‫ﲔ‪.‬‬
‫ﻭﺍﻟﺴﺎﺑﻊ ﻗﺪ ﻭﻗﻊ ﰲ ﻗﺎﻋﺪﺓ ﻫﺮﻡ ﺗﺼﻨﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﻭﻫﻮ ﺃﻣﺮ ﻻ ﻳﻨﺎﺳﺐ ﻫﺬﻳ ﹺﻦ ﺍﳌﺴﺘﻮﻳ ﹺ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﱠﺎﻣﻦ‬

‫ﺺ ﻭﺍﺣ ‪‬ﺪ ﻭ‪ #‬ﺃﺳﺌﻠﺔ ‪ %1.‬ﻟﻠﺤﺮﰲﹼ‪ ،‬ﻭ‪ %"7.‬ﻟﻼﺳﺘﻨﺘﺎﺝ‪ ،‬ﻭ‪ %‬ﻟﻼﺳﺘﺠﺎﺑﺔ ﺍﻟﺸﺨﺼﻴ‪‬ﺔ‪ .‬ﻭﻫﺬﺍ ﻫﻮ‬
‫ﺑﻪ ﻧ ‪‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﻮﺣﻴﺪ ﺍﻟﺬﻱ ﻇﻬﺮﺕ ﻓﻴﻪ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺸﺨﺼﻴ‪‬ﺔ‪ ،‬ﻭﻻ ﻋﺠﺐ ﰲ ﺫﻟﻚ؛ ﻷ ﱠﻥ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ‬
‫ﻫﻢ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺃﻭ ﰲ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﻳﻈﻬﺮ ﻋﻨﺼﺮ ﺍﻟﺘ‪‬ﻘﻮﱘ ﺃﻱ‬
‫ﺍﳊﻜﻢ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺸﻲﺀ ﻷﻧ‪‬ﻪ ﻳ‪‬ﻨﺎﺳﺐ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻣﻦ ﺍﻟﺪ‪‬ﺍﺭﺳﲔ‪.‬‬

‫ﳔﻠﱢﺺ ﺃ ﹼﻥ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﺑﺎﳌﺮﻛﺰ ﻣﻦ ﺣﻴﺚ ﺗﺼﻨﻴﻒ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻱ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﳌﻔﺎﻫﻴﻢ ﳛﺘﺎﺝ ﺇﱃ ﺇﻋﺎﺩﺓ‬
‫ﰲ ﻳﺘﻤﺪﺩ ﰲ ﻣﺴﺎﺣﺎﺕ ﻭﺍﺳﻌﺔ‪ ،‬ﻣﻦ ﻭﺭﻗﺔ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻨﻤﻂ‬
‫ﻧﻈﺮ ﺇﺫ ﻇ ﹼﻞ ﺍﻟﺘ‪‬ﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻔﻬﻢ ﺍﳊﺮ ﹼ‬
‫ﺺ‪ ،‬ﻭﺍﻟﻨ‪‬ﺘﺎﺋﺞ ﺍﻟﱵ ﳔﺮﺝ ‪‬ﺎ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨ‪‬ﻮﻉ ﻣﻦ‬
‫ﻚ – ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺼ ﹶﻞ ﺑﺎﻟﺪ‪‬ﺍﺭﺱ ﺇﱃ ﺩﺭﺟﺔ ﺍﻟﺘ‪‬ﻔﺎﻋﻞ ﻣﻊ ﺍﻟ‪‬ﻨ ‪‬‬
‫–ﻻﺷ ‪‬‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺗﻈ ﹼﻞ ﻣﻮﺿ ‪‬ﻊ ﺗﺴﺎﺅﻻﺕ ﻛﺜﲑﺓ‪.‬‬

‫‬
 ‫ﺑﻨﻮﺩ ﺃﺳﺌﻠﺔ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﰲ ﺍﳌﺮﻛﺰ‬

‫ﺑﻔﺤﺺ ﺍﻷﻭﺭﺍﻕ ﺍﻻﺧﺘﺒﺎﺭﻳ‪‬ﺔ ﻣﻮﺿﻊ ﺍﻟﻌﻴ‪‬ﻨﺔ ﹸﻟﻮﺣﻆﹶ ﺃﻧ‪‬ﻬﺎ ﲡﻤﻊ ﺑﲔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ ﻭﺍﻟﺬﺍﺗﻴ‪‬ﺔ ﺍﻷﻭﱃ ﺑﻨﺴﺒﺔ‬
‫ﺐ ﻣﻦ‬
‫ﺖ ﺃﺳﺌﻠﺔ ﺍﻟﺼ‪‬ﻮﺍﺏ ﻭﺍﳋﻄﺄ‪ ،‬ﻭﻟﻠﺤ ‪‬ﺪ ﻣﻦ ﺍﻟﺘ‪‬ﺨﻤﲔ ﻃﹸﻠ ‪‬‬
‫‪ ،%7‬ﻭﺍﻟﺜﺎﻧﻴﺔ ‪ .%‬ﻣﻦ ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ ﺍﹸﺳﺘ‪‬ﺨﺪﻣ ‪‬‬
‫ﺕ ﺑﻨﺴﺒﺔ ‪ %‬ﰲ ﻛﻞ‬
‫ﺼﻮ‪‬ﺏ ﺍﻹﺟﺎﺑﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺧﻄﺄ‪ ،‬ﺃﻣ‪‬ﺎ ﺃﺳﺌﻠﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‪ ،‬ﻓﻘﺪ ﻭﺭﺩ ‪‬‬
‫ﺍﳌﻤﺘﺤ‪‬ﻦ ﺃﻥ ‪‬ﻳ ‪‬‬
‫ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﰲ ﳎﻤﻠﻬﺎ ﺃﺳﺌﻠﺔ ﺟﻴﺪﺓ ﻭﺇﻥ ﺑﺪﹶﺃ ﺑﻌﻀﻬﺎ ﻏﲑ ﺩﻗﻴﻖ ﰲ ﻋﺮﺽ ﺍﶈﻮﻻﺕ‪ .‬ﺃﻣ‪‬ﺎ ﺍﻷﺳﺌﻠﺔ‬
‫ﺖ ﻟﻮﺍﺿﻌﻲ‬
‫ﻼ ﻛﺘﺎﺑﻴ‪‬ﺎ ﻣﻄ ‪‬ﻮﻻﹰ‪ ،‬ﻭﻫﺬﻩ ﳏﻤ‪‬ﺪ ﹲﺓ ﺗ‪‬ﺜﹺﺒ ‪‬‬
‫ﺖ ﺃﺳﺌﻠﺔ ﻗﺼﲑﺓ ﻻ ﺗﺘﻄﻠﺐ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ ﻋﻤ ﹰ‬
‫ﺍﻟﺬﺍﺗﻴﺔ ﻓﻘﺪ‪‬ﻣ ‪‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬

‫ﺗﻮﺻﻞ ﺍﻟﺒﺤﺚ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻨﻬﺎ‪:‬‬

‫‪ -1‬ﺃﻫ ‪‬ﻢ ﻣﺎ ﻳﻘﺪﻡ ﻣﻦ ﻋﻨﺎﺻﺮ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ )ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺍﻟﺘ‪‬ﻨﻈﻴﻢ‪ ،‬ﻭﺍﻻﺳﺘﻨﺘﺎﺝ‪ ،‬ﻭﺍﻟﺘ‪‬ﻘﻮﱘ‪،‬‬
‫ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺸ‪‬ﺨﺼﻴ‪‬ﺔ(‪.‬‬
‫ﺃﻓﻀﻞ ﺃﺳﺌﻠﺔ ﺍﺧﺘﺒﺎﺭ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻫﻲ‪ :‬ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‪ ،‬ﻭﺍﻟﺘ‪‬ﺘﻤ‪‬ﺔ‪ ،‬ﻭﺍﻷﺳﺌﻠﺔ ﺍﻟﻘﺼﲑﺓ‪ ,‬ﻭﻫﺬﺍ ﻣﺎ‬ ‫‪-‬‬
‫ﻳﻄﺒﻘﻪ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺗﻪ ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻟﺘ‪‬ﺘﻤ‪‬ﺔ‪.‬‬
‫"‪ -‬ﻣﻴ ﹸﻞ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﺮﻛﺰ ﺍﻟﻠﱡﻐﺎﺕ ﺇﱃ ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲﹼ‪ ،‬ﻭﺇﳘﺎﻝ ﻗﻴﺎﺱ ﺍﻟﻌﻤﻠﻴ‪‬ﺎﺕ ﺍﻟﻌﻘﻠﻴ‪‬ﺔ ﺍﻟﻌﻠﻴﺎ‪.‬‬

‫ﺏ ﺍﻟﻌﺎﳌﲔ‪.‬‬
‫ﻭﺁﺧﺮ ﺩﻋﻮﺍﻧﺎ ﺃ ‪‬ﻥ ﺍﳊﻤﺪ ﷲ ﺭ ‪‬‬

‫ﻛﻮﺍﻻ ﳌﺒﻮﺭ  ﻣﺎﺭﺱ ‪11‬ﻡ‬

‫‪1‬‬
 ‫ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ‬

‫ﺃ ‪‬ﻭ ﹰﻻ‪ :‬ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‬

‫ﺍﻟﺘ‪‬ﻨﻘﺎﺭﻱ‪ ،‬ﺻﺎﱀ ﳏﺠﻮﺏ‪ ،‬ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻌﻠﹼﻢ ﺍﻟﻠﹼﻐﺔ ﺍﻟﺜﹼﺎﻧﻴﺔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﳕﻮﺫﺟ‪‬ﺎ‪ ،‬ﺍﳋﺮﻃﻮﻡ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻓﺮﻳﻘﻴﺎ‬
‫ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،-‬ﻳﻨﺎﻳﺮ ‪1‬ﻡ‪.‬‬

‫_____‪ ،‬ﺃﺳﺎﻟﻴﺐ ﺇﻋﺪﺍﺩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ‪ ،‬ﻛﺘﻴﺐ ﻏﲑ ﻣﻨﺸﻮﺭ‪ ،‬ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﻟﻌﺎﳌﻴ‪‬ﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ‪ ،‬ﻳﻨﺎﻳﺮ‬
‫‪1--7‬ﻡ‪.‬‬

‫_____‪ ،‬ﻭﺁﺧﺮ‪ ،‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ‪ ،‬ﺍ‪‬ﻠﹼﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﹼﻐﻮﻳﺔ‪ ،‬ﺍﳋﺮﻃﻮﻡ‪ ،‬ﻣﻌﻬﺪ ﺍﳋﺮﻃﻮﻡ ﺍﻟﺪﻭﱄ‪،‬‬
‫ﺍﻟﻌﺪﺩ ‪ ،‬ﺩﻳﺴﻤﱪ ﻡ‪.‬‬

‫ﺷﺤﺎﺗﺔ‪ ،‬ﺣﺴﻦ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺑﲔ ﺍﻟﻨ‪‬ﻈﺮﻳ‪‬ﺔ ﻭﺍﻟﺘ‪‬ﻄﺒﻴﻖ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳌﺼﺮﻳ‪‬ﺔ‪ ،‬ﺍﻟﻠﺒﻨﺎﻧﻴ‪‬ﺔ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬

‫ﻃﻌﻴﻤﺔ‪ ،‬ﺭﺷﺪﻱ‪ ،‬ﺍﳌﺮﺟﻊ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺃﻡ ﺍﻟﻘﹸﺮﻯ‪ ،‬ﻭﺣﺪﺓ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﻨﺎﻫﺞ‪ ،‬ﻣﻌﻬﺪ‬
‫ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺩ‪.‬ﺕ‪ ،.‬ﺝ‪. .‬‬

‫_____‪ ،‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺌﻠﺔ ﰲ ﺍﻟﻮﺭﻗﺔ ﺍﻻﻣﺘﺤﺎﻧﻴ‪‬ﺔ‪ ،‬ﻣ‪‬ﺬﻛﱢﺮﺓ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﺘ‪‬ﺤﺪﺓ‪،‬‬
‫‪1--‬ﻡ‪.‬‬

‫ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ ،‬ﳏﻤﺪ‪ ،‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪1-#- ،‬ﻡ‪.‬‬

‫ﻣﺪﻛﻮﺭ‪ ،‬ﻋﻠﻲ ﺃﲪﺪ‪ ،‬ﻓﻨﻮﻥ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻟﻔﻼﺡ‪1-#4 ،‬ﻡ‪.‬‬

‫ﻳﻮﻧﺲ‪ ،‬ﻓﺘﺤﻲ‪ ،‬ﻭﺁﺧﺮ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﺍﻟﺘﺮﺑﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻄﹼﺒﺎﻋﺔ ﻭﺍﻟﻨ‪‬ﺸﺮ‪،‬‬
‫‪1-#1‬ﻡ‪.‬‬

‫‬
 ‫ﺔ‬‫ ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴ‬:‫ﺎ‬‫ﺛﺎﻧﻴ‬
Alderson, Charles, Assessing Reading, Cambridge, 2000.

Calkins, Lucy, A Teacher‘s Guide to Standardized Reading Test, Heinemann, 1998.

Hughes, Arthur, Testing for Language Teachers, Cambridge University Press, 1989.

Madsen, Harold, Techniques in Testing, Oxford University Press, 1983.

Mee, Sherry, Steve, Handbook of Reading Assessment, Pearson, 2008.

Park, Jeong-Suk, Charles, Developing Reading Comprehension Question, reading in a Foreign

Language,r.17, No.1, April 2005.

Ur, Penny, A Course in Language Teaching, Cambridge, 1997.

‫ ﻣﻮﺍﻗﻊ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﻴﺖ‬:‫ﺛﺎﻟﺜﹰﺎ‬

Mahmud, Akmar, What Do We Test When We Test Reading?
http://itelslj.org/Techniques/Reading/.html

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