تطوير مناهج تعليم اللغة PDF

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‫ﺗﻄﻮﻳﺮ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬

Curriculum Development
in
Language Teaching
‫ﺗﺄﻟﻴﻒ‬
‫ﺟﺎﻙ ﺭﻳﺘﺸﺎﺭﺩﺯ‬
Jack C. Richards
‫ﺗﺮﲨﺔ‬
‫ ﺻﺎﱀ ﺑﻦ ﻧﺎﺻﺮ ﺍﻟﺸﻮﻳﺮﺥ‬.‫ﺩ‬ ‫ ﻧﺎﺻﺮ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻏﺎﱄ‬.‫ﺩ‬
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‫ﻣﻘﺪﻣﺔ ﺍﳌﺘﺮﲨﲔ‬
‫ﻳﻌﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ﺃﺣﺪ ﺃﻫﻢ ﺣﻘﻮﻝ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻭﻗﺪ ﺷﻬﺪ ﰲ ﺍﻟﻌﻘﺪﻳﻦ‬
‫ﺍﻷﺧﲑﻳﻦ ﺗﻄﻮﺭﺍ ﻫﺎﺋﻼ ﰲ ﲨﻴﻊ ﳎﺎﻻﺗﻪ‪ .‬ﻭﺭﻏﻢ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﰲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ‪ ،‬ﻋﺼﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻌﻮﳌﺔ‪ ،‬ﱂ ﻳﻠﻖ ﻣﺎ ﻳﺴﺘﺤﻖ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﺧﺎﺻﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺄﻟﻴﻒ‬
‫ﻛﻤﺎ ﻭﻛﻴﻔﺎ‪ .‬ﻭﺑﺎﳌﻘﺎﺑﻞ ﻓﻬﻨﺎﻙ ﺗﺮﺍﺙ ﻋﻠﻤﻲ ﺿﺨﻢ ﰲ ﻫﺬﺍ ﺍﳊﻘﻞ ﻣﻜﺘﻮﺏ ﻭﻣﻨﺸﻮﺭ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻭﻧﻈﺮﺍ ﻷﳘﻴﺔ ﺍﻟﺘﺮﲨﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﻧﻘﻞ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﻌﻠﻮﻡ‪ ،‬ﻭﺟﺪﻧﺎ ﻟﺰﺍﻣﺎ ﻋﻠﻴﻨﺎ –‬
‫ﺑﻮﺻﻔﻨﺎ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻧﻘﻞ ﺷﻲﺀ ﳑﺎ ﻛﺘﺐ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻗﺪ ﻭﻗﻊ ﺍﺧﺘﻴﺎﺭﻧﺎ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ )ﺗﻄﻮﻳﺮ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ(‪.‬‬
‫ﻭﺗﻌﻮﺩ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻭﺍﳊﺎﺟﺔ ﺍﳌﻠﺤﺔ ﻟﺘﺮﲨﺘﻪ ﺇﱃ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻗﻠﺔ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﰲ ﳎﺎﻝ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﺑﺸﻜﻞ ﺧﺎﺹ‪،‬‬
‫ﺑﻞ ﺇﻥ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﺎﱐ ﻧﻘﺼﺎ ﺣﺎﺩﺍ ﰲ ﳎﺎﻝ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﻟﻴﺲ ﰲ ﺣﻘﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﻓﺤﺴﺐ‪ ،‬ﻭﺇﳕﺎ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ ﻋﺎﻡ‪.‬‬
‫ﺛﺎﻧﻴﺎ ﻳﻌﺎﰿ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻮﺿﻮﻉ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺑﻄﺮﻳﻘﺔ ﴰﻮﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺴﺘﻌﺮﺽ ﲨﻴﻊ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻨﻬﺎ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺑﺪﺀﺍ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺘﻘﻮﱘ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻛﻤﺎ ﻳﻌﻜﺲ ﺍﻟﻜﺘﺎﺏ ﺁﺧﺮ ﻣﺎ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﻣﻦ ﻧﻈﺮﻳﺎﺕ ﻭﺃﻓﻜﺎﺭ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬
‫ﺛﺎﻟﺜﺎ ﻣﺆﻟﻒ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻫﻮ ﺍﻟﺪﻛﺘﻮﺭ ‪ Jack Richards‬ﺃﺣﺪ ﺃﺑﺮﺯ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﰲ‬
‫ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﻭﻟﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻜﺘﺐ ﻭﺍﳌﻘﺎﻻﺕ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻳﻌﺪ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‬
‫ﻣﻦ ﺃﻫﻢ ﺇﺳﻬﺎﻣﺎﺗﻪ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﻭﻗﺪ ﻭﺿﻊ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻋﺼﺎﺭﺓ ﺧﱪﺗﻪ ﺍﻟﱵ ﲤﺘﺪ ﻷﻛﺜﺮ ﻣﻦ‬
‫ﺛﻼﺛﲔ ﻋﺎﻣﺎ ﰲ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻪ ﻣﺪﺭﺳﺎ‪ ،‬ﻭﻣﺪﺭﺑﺎ ﻟﻠﻤﻌﻠﻤﲔ‪ ،‬ﻭﻣﺼﻤﻤﺎ ﻟﻠﻤﻨﺎﻫﺞ‬
‫ﻭﺍﳌﻘﺮﺭﺍﺕ‪ ،‬ﻭﻣﻨﺴﻘﺎ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﻭﺍﳉﺪﻳﺮ ﺑﺎﻹﺷﺎﺭﺓ ﺃﻧﻨﺎ ﺍﺳﺘﻌﻨﺎ ﰲ ﺗﺮﲨﺔ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻌﺎﺟﻢ ﺍﳌﺘﻮﻓﺮﺓ‪ :‬ﻣﺜﻞ ﻣﻌﺠﻢ‬
‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﺪﻛﺘﻮﺭ ﺷﻮﻗﻲ ﺍﻟﺸﺮﻳﻔﻲ‪ ،‬ﻭﻣﻌﺠﻢ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺪﻛﺘﻮﺭ ﺭﻣﺰﻱ‬
‫ﺑﻌﻠﺒﻜﻲ‪ ،‬ﻭﻣﻌﺠﻢ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻟﻠﺪﻛﺘﻮﺭ ﳏﻤﺪ ﺍﳋﻮﱄ‪ ،‬ﻭﻗﺎﻣﻮﺱ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻠﺪﻛﺘﻮﺭ ﳏﻤﺪ ﺍﳋﻮﱄ‪.‬‬
‫ﺃﻣﺎ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺼﻄﻠﺤﺎﺕ ﻓﻘﺪ ﺃﺛﺒﺘﻨﺎ ﺍﳌﺼﻄﻠﺢ ﺑﺎﻷﺣﺮﻑ ﺍﻟﻼﺗﻴﻨﻴﺔ ﰲ ﺃﻭﻝ ﻣﺮﺓ ﻳﺮﺩ ﻓﻴﻬﺎ ﺍﳌﺼﻄﻠﺢ‬
‫ﻭﻣﺎﻳﻘﺎﺑﻠﻪ ﺑﺎﻟﻌﺮﺑﻴﺔ ﰒ ﺍﻛﺘﻔﻴﻨﺎ ﺑﻌﺪ ﺫﻟﻚ ﺑﺎﳌﺼﻄﻠﺢ ﺍﻟﻌﺮﰊ ﰲ ﻛﻞ ﻣﺮﺓ ﺃﺧﺮﻯ ﻳﺮﺩ ﻓﻴﻬﺎ ﺍﳌﺼﻄﻠﺢ‪.‬‬
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‫ﻣﻘﺪﻣﺔ ﺍﶈﺮﺭ‬
‫ﻟﻘﺪ ﻛﺎﻥ ﻳﻨﻈﺮ ﻏﺎﻟﺒﺎﹰ ﺇﱃ ﺃﻧﺸﻄﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ ﻣﻨﻈﻮﺭ ﺿﻴﻖ‪ ،‬ﻭﻳﺘﻀﺢ ﻫﺬﺍ ﻣـﻦ ﺍﻻﻓﺘﺘـﺎﻥ ﺑﻄـﺮﻕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﻣﻴﺰﺕ ﺗﺎﺭﻳﺦ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺣﱴ ﻭﻗﺖ ﻗﺮﻳﺐ‪ .‬ﻓﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻛﺎﻧﺖ ﺗﻌﺪ ﰲ ﺍﻟﻐﺎﻟﺐ ﺃﻫﻢ‬
‫ﻋﺎﻣﻞ ﰲ ﲢﺪﻳﺪ ﳒﺎﺡ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻘﺪﻡ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻛﺎﻥ ﻳﺮﻯ ﺃﺣﻴﺎﻧﺎﹰ ﻛﻨﺘﻴﺠﺔ ﻟﺘﺒﲏ‬
‫ﺃﺣﺪﺙ ﺍﻟﻄﺮﻕ‪ .‬ﻭﺍﻟﺮﺅﻳﺔ ﺍﳌﻔﻘﻮﺩﺓ ﻏﺎﻟﺒﺎ ﰲ ﻧﻈﺮﺓ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ ﻛﻴﻒ ﳝﻜﻦ ﻟﻄـﺮﻕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺃﻥ ﺗﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ؟ ﻣﻦ ﻫﻢ ﺍﳌﺘﻌﻠﻤـﻮﻥ ﻭﻣـﻦ ﻫـﻢ‬
‫ﺍﳌﺪﺭﺳﻮﻥ؟ ﻭﻣﺎ ﻫﻲ ﺗﻮﻗﻌﺎ‪‬ﻢ ﻟﻠﱪﻧﺎﻣﺞ ؟ ﻣﺎ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﱵ ﳚﻠﺒﻮ‪‬ﺎ ﻣﻌﻬﻢ ﺇﱃ ﺍﻟﱪﻧﺎﻣﺞ؟ ﻣﺎ‬
‫ﺍﻷﻏﺮﺍﺽ ﺍﻟﱵ ﻣﻦ ﺃﺟﻠﻬﺎ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﻠﻐﺔ ؟ ﻣﺎ ﻫﻲ ﻏﺎﻳﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ؟ ﻭﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻌـﺒﲑ ﻋـﻦ ﻫـﺬﻩ‬
‫ﺍﻟﻐﺎﻳﺎﺕ؟ ﻣﺎ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﺘﺪﺭﻳﺲ؟ ﻣﺎ ﺍﻟﺒﻨﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺍﳌﺘﻮﻓﺮ ﻟﺪﻋﻢ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﻴﺪ ﻭﺍﶈﺎﻓﻈﺔ‬
‫ﻋﻠﻴﻪ؟ ﻣﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ ﻭﻣﺎ ﺩﻭﺭﻫﺎ؟ ﻣﺎ ﺩﻭﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺧﺮﻯ؟‬
‫ﻣﺎ ﺃﺩﻭﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﺪﻳﺪ ﳒﺎﺡ ﺍﻟﱪﻧﺎﻣﺞ؟ ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﻓﺈﻥ ﺍﺧﺘﻴـﺎﺭ ﻃﺮﻳﻘـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ ﺇﻻ ﺑﻌﺪ ﻣﻌﺮﻓﺔ ﺍﻟﺸﻲﺀ ﺍﻟﻜﺜﲑ ﻋﻦ ﺳﻴﺎﻕ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻋﻦ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺑﲔ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﺍﳌﻨﻈﻮﺭ ﺍﻟﺬﻱ ﻣﻴﺰ ﺍﳌﺬﻫﺐ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳌﻨﻬﺞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻘﺪﻡ ﻣﺬﻫﺒﺎﹰ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻳﺮﻯ ﺃﻥ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻠﻐﻮﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺃﻧﺸﻄﺔ ﺗﻄﻮﻳﺮ‬
‫ﺍﳌﻨﻬﺞ؛ ﺃﻱ ﺍﺳﺘﺨﺪﺍﻡ ﳎﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻄﺒﻴﻖ ﰲ ﺗﻄﻮﻳﺮ ﺃﻭ ﲡﺪﻳـﺪ ﺍﻟﱪﻧـﺎﻣﺞ‬
‫ﺍﻟﻠﻐﻮﻱ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗﺸﻤﻞ‪ :‬ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﲢﻠﻴﻞ ﺳﻴﺎﻕ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺃﺧﺬ ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻟﺴﻴﺎﻗﻴﺔ ﺑﺎﳊﺴﺒﺎﻥ‪ ،‬ﻭﲣﻄﻴﻂ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺓ ﺃﻭ ﺗﻨﻈﻴﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺇﻋﺪﺍﺩﻫﺎ‪ ،‬ﻭﺗﻘﺪﱘ ﳑﺎﺭﺳﺔ ﺗﺪﺭﻳﺴﻴﺔ ﻓﻌﺎﻟﺔ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺗﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻭﺗـﺸﻜﻞ‬
‫ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺘﺮﺍﺑﻄﺔ‪ ،‬ﻭﻃﺒﻴﻌﺔ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻭﻭﻇﻴﻔﺘﻬﺎ ﺗﺸﻜﻼﻥ ﻣﻮﺿﻮﻉ ﻫـﺬﺍ‬
‫ﺍﻟﻜﺘﺎﺏ‪ .‬ﻓﻬﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﺴﻌﻰ ﺇﱃ ﺗﻐﻄﻴﺔ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺿﻤﻦ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐـﻮﻱ؛‬
‫ﻣﻦ ﺃﺟﻞ ﺗﻮﻓﲑ ﺍﻟﻘﺎﻋﺪﺓ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻔﻌﺎﻝ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﱪﻧـﺎﻣﺞ ﺍﻟﻠﻐـﻮﻱ‬
‫ﻭﺗﻄﺒﻴﻘﻪ ﻭﻣﺮﺍﺟﻌﺘﻪ‪ .‬ﻭﺃﲤﲎ ﺃﻥ ﳚﺪ ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﳌﺘﺨﺼﺼﻮﻥ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﺴﺎﻋﺪﺍﹰ ﳍﻢ‬
‫ﰲ ﺍﺳﺘﻴﻌﺎﺏ ﻭﺗﻄﺒﻴﻖ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻔﻌﺎﻟﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪.‬‬
‫‪Jack Richards‬‬

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‫ﻣﻘﺪﻣﺔ ﺍﳌﺆﻟﻒ‬
‫ﻣﺜﻞ ﻛﺜﲑ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻟﻘﺪ ﺩﺧﻠﺖ ﺣﻘﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺼﻔﱵ ﻣﺪﺭﺳﺎﹰ ﻣﺘﻮﻗﻌﺎﹰ ﺃﻧﲏ‬
‫ﻛﻠﻤﺎ ﺣﺼﻠﺖ ﻋﻠﻰ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳋﱪﺓ ﻭﺍﳌﻌﺮﻓﺔ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﺳﻮﻑ ﺃﺻﺒﺢ ﻣﺪﺭﺳﺎﹰ ﺃﻓﻀﻞ‪ ،‬ﻭﻟﻜﻨﲏ ﺍﻛﺘـﺸﻔﺖ‬
‫ﺳﺮﻳﻌﺎﹰ ‪-‬ﻛﻤﺎ ﺍﻛﺘﺸﻒ ﺫﻟﻚ ﻛﺜﲑ ﻏﲑﻱ‪ -‬ﺃﻧﻚ ﺣﱴ ﺗﺼﺒﺢ ﻣﺪﺭﺳﺎﹰ ﻓﻌﺎﻻﹰ ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻣﺮﺍﹰ ﺃﴰﻞ ﻣـﻦ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﻣﺪﺭﺳﺎﹰ ﻣﺎﻫﺮﺍﹰ ﻭﺫﺍ ﻣﻌﺮﻓﺔ؛ ﻷﻥ ﺫﻟﻚ ﻳﺴﺘﻠﺰﻡ ﺃﻥ ﺗﺘﻌﻠﻢ ﻛﻴﻒ ﺗﻄﻮﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻭﺗﻜﻴﻔﻬـﺎ‪،‬‬
‫ﻭﻛﻴﻒ ﲣﻄﻂ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺗﻘﻮﻣﻬﺎ‪ ،‬ﻭﻛﻴﻒ ﺗﻜﻴﻒ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻭﺣﺎﺟـﺎﺕ ﺍﻟﻄـﻼﺏ‪،‬‬
‫ﻭﻛﻴﻒ ﺗﺆﺩﻱ ﻭﻇﻴﻔﺘﻚ ﺿﻤﻦ ﳏﻴﻂ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻭﺍﺿﺤﺎﹰ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ ﻳﻌﺘﻤـﺪ‬
‫ﻋﻠﻰ ﻓﻬﻢ ﺳﻴﺎﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺗﻔﻬﻢ ﺣﺎﺟﺎﺕ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺪﻗﻴﻖ ﻟﻠﺪﻭﺭﺍﺕ ﻭﺍﳌـﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺮﺍﻗﺒﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ .‬ﻭﺑﺎﺧﺘﺼﺎﺭ ﻓﻤﻦ ﺍﻟﻀﺮﻭﺭﻱ ﳏﺎﻭﻟـﺔ ﻓﻬـﻢ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍﹰ ﻣﻦ ﳎﻤﻮﻋﺔ ﻋﻮﺍﻣﻞ ﻭﻋﻤﻠﻴﺎﺕ ﺫﺍﺕ ﻋﻼﻗﺎﺕ ﺗﺒﺎﺩﻟﻴﺔ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﻏﺎﻟﺒﺎﹰ ﻣﺼﻄﻠﺢ‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪٠‬‬
‫ﳛﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻭﺻﻒ ﻭﻓﺤﺺ ﻋﻤﻠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ؛ ﻣﻦ ﺃﺟﻞ ﺗﻌﺮﻳـﻒ‬
‫ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﻭﺍﳌﺪﺭﺳﲔ ﲢﺖ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻟﻘﻀﺎﻳﺎ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‪.‬‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻫﻮ ﺃﺳﺎﺳﺎﹰ ﻧﺸﺎﻁ ﻋﻤﻠﻲ؛ ﺣﻴﺚ ﻳﺴﻌﻰ ﺇﱃ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐـﺔ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﺘﻈﻤﺔ ﰲ ﲨﻴﻊ ﺃﻭﺟﻪ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻛﻤﺎ ﳛـﺎﻭﻝ‬
‫ﺍﻟﻜﺘﺎﺏ ﺗﻘﺪﱘ ﺃﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﻋﺎﰿ ‪‬ﺎ ﺍﳌﺘﺨﺼﺼﻮﻥ ﺑﻌﺾ ﺍﳌـﺸﻜﻼﺕ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ .‬ﻭﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻮﻇﻔـﺔ ﰲ‬
‫ﺗﻄﻮﻳﺮ ﻭﲡﺪﻳﺪ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺗﻌﻜﺲ ﻧﻈﺮﻳﺎﺕ ﻭﺗﻄﻮﺭﺍﺕ ﺗﻨﻤﻮ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻧﻈﺮﻳﺔ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﺣﻘﻮﻝ ﺃﺧﺮﻯ ﺫﺍﺕ ﺻﻠﺔ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﻬﺬﺍ ﺍﻟﻜﺘـﺎﺏ ﻳـﺴﻌﻰ‬
‫ﻛﺬﻟﻚ ﺇﱃ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﻧﻈﺮﻳﺔ ﻣﻬﻤﺔ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺗﺄﺛﲑ ﻛﺒﲑ ﰲ ﺗﻄﺒﻴﻘـﺎﺕ‬
‫ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‪٠‬‬
‫ﺇﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻌﺪ ﻟﻴﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﺗﻘﺎﻡ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﻭﻭﺭﺵ ﺍﻟﻌﻤﻞ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﻛﻮﻧـﻪ‬
‫ﻣﺼﺪﺭﺍ ﻟﻠﻤﺪﺭﺳﲔ ﻭﻣﺪﻳﺮﻱ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﺍﻟﻜﺘﺎﺏ ﻛﻜﻞ ﻳﻨﺎﻗﺶ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻟﻨﻮﺍﺗﺞ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟـﺪﻭﺭﺍﺕ ‪،‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ‪ .‬ﻭﻗﺪ ﻗﺪﻣﺖ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﻧﺒﺬﺓ ﺗﺎﺭﳜﻴﺔ‬
‫ﻋﻦ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﻧﺸﺄ ‪‬ﺎ ﺣﻘﻞ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﺣﻴﺚ ﺇﻧﲏ ﺃﻋﺘﻘﺪ ﺃﻥ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳﺄﺧـﺬ‬
‫ﺍﳌﺘﺨﺼﺼﻮﻥ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻓﻜﺮﺓ ﻋﻦ ﺗﺎﺭﻳﺦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﻛﺎﻥ ﳍﺎ ﺩﻭﺭ ﰲ ﺗﺸﻜﻴﻞ ﺗﻄـﻮﻳﺮ ﺗـﺪﺭﻳﺲ‬

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‫ﺍﻟﻠﻐﺔ؛ ﺃﻣﺎ ﺍﻟﻔﺼﻮﻝ ﺍﻷﺧﺮﻯ ﻓﻘﺪ ﺳﻌﻴﺖ ﻣﻦ ﺧﻼﳍﺎ ﺇﱃ ﺍﺳﺘﻌﺮﺍﺽ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﳌﺘـﺼﻠﺔ ﺑﻘـﻀﺎﻳﺎ‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻭﻋﻤﻠﻴﺎﺗﻪ‪ ،‬ﻣﻘﺪﻣﺎﹰ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﳑﺪﺍﹰ ﺑﺄﻣﺜﻠﺔ ﻋﻤﻠﻴﺔ ﻣﻔﺼﻠﺔ ﻟﺘﻮﺿﻴﺢ ﻛـﺜﲑ ﻣـﻦ‬
‫ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﺗﻄﺮﻕ ﳍﺎ ﺍﻟﻜﺘﺎﺏ‪ .‬ﻭﺗﻌﻄﻲ ﺃﺳﺌﻠﺔ ﺍﳌﻨﺎﻗﺸﺔ ﺍﳌﻘﺪﻣﺔ ﰲ ‪‬ﺎﻳﺔ ﻛﻞ ﻓﺼﻞ ﻓﺮﺻﺎﹰ ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺄﻣﻞ‪،‬‬
‫ﻭﺗﻄﺒﻴﻖ ﺑﻌﺾ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﲤﺖ ﻣﻨﺎﻗﺸﺘﻬﺎ‪.‬‬
‫ﻭﻳﻌﻜﺲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺧﱪﰐ ﺍﳌﻤﺘﺪﺓ ﻷﻛﺜﺮ ﻣﻦ ‪ ٣٠‬ﻋﺎﻣﺎﹰ ﺑﺼﻔﱵ ﻣﺪﺭﺳﺎﹰ‪ ،‬ﻭﻣﺪﺭﺑﺎﹰ ﻟﻠﻤﻌﻠﻤﲔ‪ ،‬ﻭﻣـﺪﻳﺮﹰﺍ‬
‫ﻟﻠﱪﺍﻣﺞ‪ ،‬ﻭﻣﺆﻟﻔﺎﹰ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﻨﺎﻃﻖ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻌﺎﱂ‪ .‬ﺇﻥ ﺍﳋﱪﺓ ﺍﻟﱵ ﺃﺯﻋﻢ ﺃﻧﲏ ﺃﻣﺘﻠﻜﻬﺎ ﰲ ﺗﻄﻮﻳﺮ‬
‫ﺍﳌﻨﺎﻫﺞ ﻫﻲ ﻧﺘﻴﺠﺔ ﳌﺎ ﺗﻌﻠﻤﺘﻪ ﻣﻦ ﺧﻼﻝ ﺍﳋﱪﺓ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌـﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻭﰲ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻟﻘﺪ ﺑﺪﺃﺕ ﺭﺣﻠﱵ ﺍﻻﺳﺘﻜﺸﺎﻓﻴﺔ ﺍﻷﻭﻟﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‪ ،‬ﺣﻴـﺚ‬
‫ﺗﻠﻘﻴﺖ ﺃﻭﻝ ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﰒ ﲢﻮﻟﺖ ﺇﱃ ﻛﻮﻳﺒﻚ ﰲ ﻛﻨﺪﺍ‪ ،‬ﺣﻴﺚ ﺃ‪‬ﻴﺖ ﺭﺳﺎﻟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﰲ‬
‫ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﻣﻊ ‪ Mackey‬ﰲ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﺍﳌﻴﻼﺩﻳﺔ‪ .‬ﻭﺃﻣﻀﻴﺖ ﺑﻌﺪ ﺫﻟـﻚ ﻓﺘـﺮﺍﺕ ﳐﺘﻠﻔـﺔ ﰲ‬
‫ﺍﳉﺎﻣﻌﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﰲ‪ :‬ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ ،‬ﻭﺳﻨﻐﺎﻓﻮﺭﺓ‪ ،‬ﻭﻫﻮﻧﺞ ﻛﻮﻧﺞ‪ ،‬ﻭﻫﺎﻭﺍﻱ‪ ،‬ﻭﻧﻴﻮﺯﻳﻠﻨﺪﺍ‪،‬‬
‫ﺣﻴﺚ ﻋﻤﻠﺖ ﰲ ﻛﻞ ﳎﺎﻻﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﺇﱃ ﺍﻟﺘـﺪﺭﻳﺲ ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻟﱪﺍﻣﺞ‪ .‬ﻛﻤﺎ ﻋﻤﻠﺖ ﺃﻳﻀﺎﹰ ﻣﺴﺘﺸﺎﺭﺍﹰ ﰲ ﻋﺪﺩ ﻣﻦ ﻣﺸﺮﻭﻋﺎﺕ ﺍﳌﻨﻬﺞ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﻨـﺎﻃﻖ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﺎﱂ‪ .‬ﻛﻤﺎ ﻭﻓﺮﺕ ﱄ ﺍﻟﻌﺸﺮ ﺳﻨﻮﺍﺕ ﺍﻟﱵ ﻗﻀﻴﺘﻬﺎ ﻣﺴﺘﺸﺎﺭﺍﹰ ﻟﻮﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺳﻠﻄﻨﺔ ﻋﻤـﺎﻥ‬
‫ﻓﺮﺻﺔ ﻗﻴﻤﺔ ﻻﻛﺘﺴﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺧﱪﺍﺕ ﺗﺘﻌﻠﻖ ﲟﺸﺎﺭﻳﻊ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻟﻮﻃﲏ‪ .‬ﻭﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ ﻓﻘﺪ ﻭﻓﺮﺕ ﱄ ﺧﱪﰐ ﰲ ﺗﺄﻟﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﺍﻟﺘﺠﺎﺭﻳـﺔ ﺍﳌـﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ ﻓﺮﺻﺎﹰ ﻟﻠﻌﻤﻞ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻣﻊ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﻣﺪﺭﰊ ﺍﳌﻌﻠﻤﲔ ﰲ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻋﺸﺮﻳﻦ ﺑﻠﺪﺍﹰ‪ ،‬ﻭﻫﻲ ﺧﱪﺓ ﺃﺿﺎﻓﺖ ﱄ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺮﺅﻯ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺸﻜﻼﺕ ﺍﻟﱵ‬
‫ﺗﻌﺘﺮﺽ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ .‬ﻭﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﻛﻨﺖ ﰲ ﺍﳌﻮﻗﻊ ﺍﳌﻨﺎﺳـﺐ ﺍﻟـﺬﻱ‬
‫ﺟﻌﻠﲏ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺗﻘﺴﻴﻢ ﻭﻗﱵ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﺘﺄﻟﻴﻒ ﰲ ﺑﻴﺌﺔ ﻣﻼﺋﻤﺔ ﻭﻓﺮﻫﺎ ﱄ ﻣﺮﻛﺰ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﻗﻠﻴﻤﻲ ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ‪ ،‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻣﺼﺎﺩﺭ ﻣﻜﺘﺒﺘﻪ ﻭﳎﻤﻮﻋﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﱵ ﲢﻮﻳﻬـﺎ‬
‫ﺍﳌﻜﺘﺒﺔ ﻣﺼﺪﺭﺍﹰ ﺫﺍ ﻗﻴﻤﺔ ﻛﺒﲑﺓ ﺧﻼﻝ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺦ ﺍﻷﻭﻟﻴﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺑﺮﺍﻣﺞ ﺍﳌﻌﻠﻤﲔ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ‬
‫ﰲ ﺟﺎﻣﻌﺔ ﺃﺭﻳﺰﻭﻧﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺟﺎﻣﻌﺔ ﺃﻭﻛﻼﻧﺪ ﰲ ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‪ ،‬ﻭﻣﻌﻬﺪ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟـﻮﻃﲏ ﰲ‬
‫ﺳﻨﻐﺎﻓﻮﺭﺓ‪ ،‬ﻭﻣﺮﻛﺰ ﺍﻟﻠﻐﺔ ﺍﻹﻗﻠﻴﻤﻲ ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ‪ ،‬ﻭﻣﺮﻛﺰ ﺍﻟﺘـﺪﺭﻳﺐ ﺍﻹﻗﻠﻴﻤـﻲ )‪ (SEAMEO‬ﰲ‬
‫ﻓﻴﺘﻨﺎﻡ‪ .‬ﻭﺃﺷﻜﺮ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﰲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟـﱵ ﻗـﺪﻣﻮﻫﺎ‪.‬‬
‫ﻭﺃﺷﻜﺮ ﻛﺬﻟﻚ ﺍﻟﺪﻛﺘﻮﺭ ‪ Jun Liu‬ﻣﻦ ﺟﺎﻣﻌﺔ ﺃﺭﻳﺰﻭﻧﺎ‪ ،‬ﻭﺍﻟﺪﻛﺘﻮﺭ ‪ Ted Rodgers‬ﻣﻦ ﺟﺎﻣﻌـﺔ‬

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‫ﻫﺎﻭﺍﻱ‪ ،‬ﻭ‪ Geoffrey Crewes‬ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪-‬ﺍﻷﺳﺘﺮﺍﻟﻴﺔ ﻟﻠﻐﺔ ﰲ ﺟﺎﻛﺮﺗﺎ ﻭﳎﻤﻮﻋـﺔ‬

‫ﻣﻘﺪﺭﺓ ﻣﻦ ﺍﳌﺮﺍﺟﻌﲔ ﻋﻠﻰ ﺗﻌﻠﻴﻘﺎ‪‬ﻢ ﺍﳌﻔﺼﻠﺔ ﻋﻠﻰ ﻣﺴﻮﺩﺓ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫‪Jack Richards‬‬

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‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬
‫ﻣﻘﺪﻣﺔ ﺍﳌﺘﺮﺟﻢ‬
‫ﻣﻘﺪﻣﺔ ﺍﶈﺮﺭ‬
‫ﻣﻘﺪﻣﺔ ﺍﳌﺆﻟﻒ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺃﺻﻮﻝ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‬
‫ﺧﻠﻔﻴﺔ ﺗﺎﺭﳜﻴﺔ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺪﺭﳚﻬﺎ‬
‫ﻣﻨﻄﻠﻘﺎﺕ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻤﺬﺍﻫﺐ ﺍﻷﻭﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬
‫ﺃﺳﺌﻠﺔ ﻭﺃﻧﺸﻄﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﻣﺪﺍﺧﻞ ﻣﻦ ﻗﺎﺋﻤﺔ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻜﻠﻤﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻣﺪﺍﺧﻞ ﻣﻦ ﻣﻌﺠﻢ ﻛﻴﻤﱪﺝ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﺟﺰﺀ ﻣﻦ ﻣﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ ﳌﺮﺣﻠﺔ ﻣﺒﻜﺮﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﳌﺮﺍﺟﻊ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬

‫ﺍﻟﺒﺤﺚ ﻋﻦ ﻃﺮﻕ ﺟﺪﻳﺪﺓ‬
‫ﺗﻐﲑ ﺍﳊﺎﺟﺎﺕ ﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺃﻭﺭﻭﺑﺎ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ‬
‫ﻇﻬﻮﺭ ﻣﺬﻫﺐ ﺍﳌﻨﻬﺞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻛﻠﻤﺎﺕ ﺗﺮﺩ ﻏﺎﻟﺒﺎ ﰲ ﻣﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻷﻛﺎﺩﳝﻴﺔ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫ﺃﻏﺮﺍﺽ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫‪١٩‬‬
‫ﻣﺎ ﺍﳊﺎﺟﺎﺕ؟‬
‫ﻣﺴﺘﺨﺪﻣﻮ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‬
‫ﺗﻨﻔﻴﺬ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺇﺟﺮﺍﺀﺍﺕ ﻟﻠﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺗﺼﻤﻴﻢ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﲨﻌﻬﺎ‬
‫ﺃﻣﺜﻠﺔ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﺗﺼﻤﻴﻢ ﺍﺳﺘﺒﺎﻧﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﺍﺳﺘﺒﺎﻧﺔ ﻟﺘﺤﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﺍﺳﺘﺒﺎﻧﺔ ﻟﺘﺤﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻃﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺒﲏ‬
‫ﺗﻜﻮﻳﻦ ﻣﻠﻒ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﰎ ﲢﺪﻳﺪﻫﺎ ﰲ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﻣﻠﻒ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻣﻨﻈﻮﻣﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﺔ ﰲ ﻋﻤﻠﻴﺔ ﲡﺪﻳﺪ ﺍﳌﻨﻬﺞ‬
‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﲣﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ ﻭﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‬

‫ﺇﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﳌﻨﻬﺞ‬

‫‪٢٠‬‬
‫ﲢﺪﻳﺪ ﻧﻮﺍﺗﺞ ﺍﳌﻨﻬﺞ‬

‫ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﶈﺎﺩﺛﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﻣﻌﺎﻳﲑ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻠﺼﻔﻮﻑ ‪٨-٤‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ‪ :‬ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬

‫ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺪﻭﺭﺓ‬
‫ﻭﺻﻒ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ‬
‫ﺍﺧﺘﻴﺎﺭ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‬
‫ﲢﺪﻳﺪ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ‬
‫ﲣﻄﻴﻂ ﺑﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ‬
‫ﺇﻋﺪﺍﺩ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﳌﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻭﺻﻒ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ‪ :‬ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﺃﻭﺻﺎﻑ ﻗﻮﺍﻟﺒﻴﺔ ﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺸﻔﻬﻲ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٤‬ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺘﺎﺑﻌﻬﺎ ﰲ ﺩﻭﺭﺓ ﻟﻠﺴﻨﺔ ﺍﻷﻭﱃ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٥‬ﻣﻘﺮﺭ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٦‬ﻣﻘﺮﺭ ﻣﻬﺎﺭﰐ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٧‬ﺗﺼﻤﻴﻢ ﺩﻭﺭﺓ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﺼﻮﺹ‬
‫‪Passages ١‬ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٨‬ﻭﺣﺪﺓ ﻣﻦ ﻛﺘﺎﺏ‬
‫ﺍﳉﺰﺀ ‪New Interchange‬ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٩‬ﺟﺰﺀ ﻣﻦ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ ﻣﻦ ﻛﺘﺎﺏ‬
‫ﺍﻷﻭﻝ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺗﻮﻓﲑ ﳑﺎﺭﺳﺔ ﺗﺪﺭﻳﺴﻴﺔ ﻓﻌﺎﻟﺔ‬

‫‪٢١‬‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﺪﺭﺳﻮﻥ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﺗﻘﺮﻳﺮ ﺭﺳﺎﻟﺔ ﳌﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﺃﻓﻀﻞ ﳑﺎﺭﺳﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﻣﻌﺎﻳﲑ ﻗﻴﺎﺱ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٤‬ﻗﺎﺋﻤﺔ ﻓﺤﺺ ﻟﺘﻘﻮﱘ ﺍﻟﺪﺭﻭﺱ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٥‬ﺧﺼﺎﺋﺺ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳉﻴﺪ ﻭﻛﻔﺎﻳﺎﺗﻪ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٦‬ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ ﻟﻠﻤﺪﺭﺳﲔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٧‬ﺍﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻄﺎﻟﺐ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٨‬ﺍﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻘﺮﻳﻦ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ‪ :‬ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ‬

‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻭﺍﳌﺼﻨﻮﻋﺔ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺗﻘﻮﱘ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺗﻜﻴﻴﻒ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﺑﺎﻟﱪﻧﺎﻣﺞ‬
‫ﺇﺩﺍﺭﺓ ﻣﺸﺮﻭﻉ ﺗﺄﻟﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺮﺍﻗﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﺇﺭﺷﺎﺩﺍﺕ ﻟﺘﻄﻮﻳﺮ ﺃﻧﺸﻄﺔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻗﺎﺋﻤﺔ ﻓﺤﺺ ﻟﺘﻘﻮﱘ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﺧﺘﻴﺎﺭﻫﺎ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‬

‫‪٢٢‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﺳﻊ‪ :‬ﻣﺬﺍﻫﺐ ﺍﻟﺘﻘﻮﱘ‬

‫ﺃﻏﺮﺍﺽ ﺍﻟﺘﻘﻮﱘ‬
‫ﺍﻟﺘﻘﻮﱘ ﺍﳌﺮﺣﻠﻲ‬
‫ﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﻮﺿﻴﺤﻲ‬
‫ﺍﻟﺘﻘﻮﱘ ﺍﻹﲨﺎﱄ‬
‫ﻗﻀﺎﻳﺎ ﰲ ﺗﻘﻮﱘ ﺍﻟﱪﺍﻣﺞ‬
‫ﺇﺟﺮﺍﺀﺍﺕ ﺗﺴﺘﺨﺪﻡ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻘﻮﱘ‬
‫ﻣﻠﺤﻖ‪ :‬ﺃﻣﺜﻠﺔ ﻟﺘﻘﻮﱘ ﺍﻟﱪﺍﻣﺞ‬

‫‪٢٣‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﺃﺻﻮﻝ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‬
‫ﻣﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻫﻮ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺘﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻭﺗﻘﻮﳝﻬﺎ ﻭﺃﻗﺼﺪ ﺑﺎﻟﱪﻧﺎﻣﺞ‬
‫ﺍﻟﻠﻐﻮﻱ ﺃﻱ ﺩﻭﺭﺓ ﻣﻨﻈﻤﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻳﻌﺪ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻷﺟﻨﺒﻴﺔ ﻣﻦ ﺃﺿﺨﻢ ﺍﳌﺸﺎﺭﻳﻊ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﻟﺼﻐﺎﺭ ﻭﺍﻟﻜﺒﺎﺭ ﰲ ﻛﻞ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﳜﺼﺼﻮﻥ ﺃﻭﻗﺎﺗﺎﹰ ﻃﻮﻳﻠﺔ‪،‬‬
‫ﻭﻳﺒﺬﻟﻮﻥ ﺟﻬﻮﺩﺍﹰ ﻛﺒﲑﺓ ﰲ ﺳﺒﻴﻞ ﺇﺗﻘﺎﻥ ﻟﻐﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﻳﺴﺘﺜﻤﺮﻭﻥ ﺟﺰﺀﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻦ‬
‫ﻃﺎﻗﺎ‪‬ﻢ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﻓﺼﻮﳍﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﻣﺎ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﱵ ﺗﺒﲎ ﻋﻠﻴﻬﺎ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ؟ ﻭﻣﺎ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﺗﻌﻜﺴﻬﺎ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ؟ ﻭﻣﺎ ﻫﻲ‬
‫ﺍﻟﺮﻏﺒﺎﺕ ﺍﻟﱵ ﲣﺪﻣﻬﺎ؟ ﻭﻫﻞ ﳝﻜﻦ ﲢﺴﲔ ﳑﺎﺭﺳﺎﺗﻨﺎ ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﺟﻌﺔ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﻧﻨﻄﻠﻖ ﻣﻨﻬﺎ‪ ،‬ﻭﻣﻦ‬
‫ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﻭﻧﻘﺪ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺘﺞ ﻋﻨﻬﺎ ؟ ﺇﻥ ﻫﺪﻑ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺗﻘﺪﱘ ﺑﻌﺾ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻼﺯﻣﺔ‬
‫ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺍﳌﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﺄﻣﻞ ﻣﻦ ﺧﻼﻝ ﺗﻐﻄﻴﺔ ﻣﺬﺍﻫﺐ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﻃﺮﻕ ﻣﻌﺎﳉﺔ‬
‫ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﺗﱪﺯ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺗﻘﻮﳝﻬﺎ‪ .‬ﺇﻥ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﻳﺘﻌﺎﻣﻞ‬
‫ﻣﻊ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺸﻜﻞ ﺇﻃﺎﺭ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪:‬‬
‫• ﻣﺎ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﺤﺪﻳﺪ ﳏﺘﻮﻯ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫• ﻣﺎ ﻫﻲ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ؟‬
‫• ﻛﻴﻒ ﳝﻜﻦ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ؟‬
‫• ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻴﺎﻗﻴﺔ ﺍﻟﱵ ﳚﺐ ﺃﺧﺬﻫﺎ ﺑﺎﳊﺴﺒﺎﻥ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫• ﻣﺎ ﻃﺒﻴﻌﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ؟ ﻭﻛﻴﻒ ﳝﻜﻦ ﺗﻄﻮﻳﺮﻫﺎ؟‬
‫• ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﺍﻟﺪﻭﺭﺓ ؟‬
‫• ﻛﻴﻒ ﳝﻜﻦ ﺗﻮﻓﲑ ﺗﺪﺭﻳﺲ ﺟﻴﺪ ﰲ ﺃﻱ ﺑﺮﻧﺎﻣﺞ؟‬
‫• ﻣﺎ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺍﺧﺘﻴﺎﺭ ﻭﺗﻜﻴﻴﻒ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ؟‬
‫• ﻛﻴﻒ ﳝﻜﻦ ﻗﻴﺎﺱ ﻓﻌﺎﻟﻴﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫ﺇﻥ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﻳﻌﺪ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﺣﻘﻞ ﻭﺍﺳﻊ ﰲ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺮﺑﻮﻱ ﻳﻌﺮﻑ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
‫‪ curriculum development‬ﺃﻭ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻨﻬﺞ ‪ .curriculum studies‬ﻭﻳﺮﻛﺰ‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﺍﻟﻄﻼﺏ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﻋﻠﻰ ﲢﺪﻳﺪ‬
‫ﺍﳋﱪﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑﻫﺎ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻤﻴﺔ ﺍﳌﻘﺼﻮﺩﺓ‪ ،‬ﻭﻋﻠﻰ ﻛﻴﻔﻴﺔ ﲣﻄﻴﻂ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﻌﻠﻢ ﰲ ﺍﳌﺪﺍﺭﺱ ﺃﻭ ﰲ ﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻗﻴﺎﺳﻬﺎ ﻭﺗﻘﻮﳝﻬﺎ‪ .‬ﻓﻬﻮ ﻳﺸﲑ ﺇﱃ ﺃﺣﺪ ﺣﻘﻮﻝ ﻋﻠﻢ ﺍﻟﻠﻐﺔ‬

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‫ﺍﻟﺘﻄﺒﻴﻘﻲ ﺍﻟﺬﻱ ﻳﻌﺎﰿ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ‪ ،‬ﻭﻳﺼﻒ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺘﺒﺎﺩﻟﺔ‪ ،‬ﺍﻟﱵ ﺗﺮﻛﺰ‬
‫ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﻭﻣﺮﺍﺟﻌﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻭﺗﻘﻮﳝﻬﺎ‪.‬‬
‫ﺧﻠﻔﻴﺔ ﺗﺎﺭﳜﻴﺔ‬
‫ﺇﻥ ﺗﺎﺭﻳﺦ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺪﺃ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﻬﻮﻡ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ‪syllabus‬‬
‫‪ ،design‬ﻭﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﻫﻮ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ ،‬ﻟﻜﻨﻪ ﻻ ﻳﺘﻄﺎﺑﻖ ﻣﻌﻪ ﺗﻄﺎﺑﻘﺎﹰ ﺗﺎﻣﺎﹰ‪ .‬ﻓﺎﳌﻘﺮﺭ‬
‫ﻫﻮ ﲢﺪﻳﺪ ﳏﺘﻮﻯ ﺩﻭﺭﺓ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻫﻮ ﻳﺮﺻﺪ ﻣﺎ ﺳﻮﻑ ﻳﺘﻢ ﺗﺪﺭﻳﺴﻪ ﻭﳚﺮﻯ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻴﻪ‪ .‬ﻭﻣﻦ ﻫﻨﺎ‬
‫ﻓﺈﻥ ﻣﻘﺮﺭ ﺩﻭﺭﺓ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻗﺪ ﳛﺪﺩ ﺃﻧﻮﺍﻉ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﻔﻬﻴﺔ ﺍﻟﱵ ﺳﻮﻑ ﻳﺘﻢ ﺗﺪﺭﻳﺴﻬﺎ ﻭﳑﺎﺭﺳﺘﻬﺎ‬
‫ﺧﻼﻝ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺃﻭ ﺟﻮﺍﻧﺐ ﺍﶈﺎﺩﺛﺔ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺳﻮﻑ ﺗﺪﺭﺱ‪،‬‬
‫ﻭﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﻈﻬﺮ ﻋﻠﻴﻪ ﰲ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﻫﻮ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻘﺮﺭ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﻨﺎﻗﺶ ﺍﳌﺬﺍﻫﺐ ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ؛ ﺃﻣﺎ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻓﻬﻮ ﻋﻤﻠﻴﺔ‬
‫ﺃﻛﺜﺮ ﴰﻮﻻ ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ؛ ﺇﺫ ﻳﺸﻤﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﺪﻳﺪ ﺣﺎﺟﺎﺕ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﻠﱪﻧﺎﻣﺞ ﻟﺘﻠﱯ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﻘﺮﺭ‬
‫ﻣﻨﺎﺳﺐ‪ ،‬ﻭﺑﻨﺎﺀ ﻟﻠﺪﻭﺭﺓ‪ ،‬ﻭﻃﺮﻕ ﺗﺪﺭﻳﺲ‪ ،‬ﻭﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﰒ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﻫﺬﻩ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪ .‬ﻭﺍﻟﻮﺍﻗﻊ ﺃﻥ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻛﻤﺎ ﻧﻌﺮﻓﻪ ﺍﻟﻴﻮﻡ ﺑﺪﺃ ﰲ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﺭﻏﻢ ﺃﻥ ﻗﻀﺎﻳﺎ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﻇﻬﺮﺕ ﺑﺼﻔﺘﻬﺎ ﻋﺎﻣﻼﹰ ﺭﺋﻴﺴﻴﺎﹰ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﻗﺒﻞ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﺑﻜﺜﲑ‪ .‬ﻭﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻣﺬﺍﻫﺐ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﺍﻟﱵ ﻇﻬﺮﺕ ﰲ ﺍﳉﺰﺀ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﻭﺍﻟﱵ ﻭﺿﻌﺖ ﺍﻷﺳﺲ ﺍﻷﻛﺜﺮ ﺍﺗﺴﺎﻋﺎ ﳌﺬﺍﻫﺐ ﺍﳌﻨﻬﺞ ﻭﻫﻲ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻴﻮﻡ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻧﻨﻈﺮ ﺇﱃ ﺍﻟﻮﺭﺍﺀ ﰲ ﺗﺎﺭﻳﺦ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺧﻼﻝ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﳒﺪ ﺃﻥ ﺃﻛﺜﺮ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻐﻴﲑ ﰲ‬
‫ﻣﺬﺍﻫﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺟﺎﺀﺕ ﻣﻦ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰲ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻓﻤﻔﻬﻮﻡ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ )ﻭﻫﻲ‬
‫ﻓﻜﺮﺓ ‪‬ﻤﻮﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻣﻦ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﻣﻌﻴﻨﺔ ﰲ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ( ﻛﺎﻥ ﻣﻔﻬﻮﻣﺎﹰ‬
‫ﺫﺍ ﻗﻮﺓ ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﻗﺪ ﺍﻧﺸﻐﻞ ﺑﻪ ﻛﺜﲑ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ‬
‫ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﻭﻗﺪ ﻇﻬﺮﺕ ﻛﺜﲑ ﻣﻦ ﺍﻟﻄﺮﻕ‪ ،‬ﰒ ﺍﺧﺘﻔﺖ ﰲ ﺍﳌﺌﺔ ﺳﻨﺔ ﺍﳌﺎﺿﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﰲ‬
‫ﺳﺒﻴﻞ ﺍﻟﺒﺤﺚ ﻋﻦ "ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻓﻀﻞ"‪ ،‬ﻛﻤﺎ ﻳﻮﺿﺢ ﺫﻟﻚ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺰﻣﲏ ﺍﻟﺘﺎﱄ ﻣﻊ ﺗﻮﺍﺭﻳﺦ ﺗﻘﺮﻳﺒﻴﺔ ﺗﺸﲑ‬
‫ﺇﱃ ﻓﺘﺮﺍﺕ ﺳﻴﻄﺮﺓ ﻛﻞ ﻃﺮﻳﻘﺔ‪:‬‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﺮﲨﺔ ‪٠(١٩٠٠-١٨٠٠)Grammar Translation Method‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ‪.(١٩٣٠ -١٨٩٠)Direct Method‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ ‪٠( ١٩٦٠ – ١٩٣٠ )Structural Method‬‬

‫‪٢٥‬‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﻘﺮﺍﺀﺓ ‪.( ١٩٥٠- ١٩٢٠)Reading Method‬‬

‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ ‪.( ١٩٧٠ – ١٩٥٠)Audiolingual Method‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻮﻗﻔﻴﺔ ‪٠( ١٩٧٠ – ١٩٥٠)Situational Method‬‬
‫ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ ‪ – ١٩٧٠)Communicative Approach‬ﺍﻟﻴﻮﻡ (‪٠‬‬
‫ﻟﻘﺪ ﻋﻠﻖ ‪" :(١٩٦٥:١٥١) Mackey‬ﺑﺄﻧﻪ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﻔﻀﻴﻞ ﻃﺮﻕ ﻣﻌﻴﻨﺔ ﰲ ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ ‪،‬‬
‫ﻓﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺗﺴﺘﻤﺮ ﰲ ﺍﻟﻐﺎﻟﺐ ﺑﺼﻮﺭﺓ ﻣﻌﻴﻨﺔ ﺣﱴ ﺑﻌﺪ ﺃﻥ ﺗﻨﺨﻔﺾ ﺷﻌﺒﻴﺘﻬﺎ ﺑﻮﻗﺖ ﻃﻮﻳﻞ"‪ .‬ﻭﻻﺯﺍﻟﺖ‬
‫ﻫﺬﻩ ﺍﳌﻼﺣﻈﺔ ﺻﺤﻴﺤﺔ ﺣﱴ ﺍﻟﻴﻮﻡ‪ ،‬ﺣﻴﺚ ﻻﺯﺍﻟﺖ ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﺣﻴﺔ ﻭﻣﺴﺘﺨﺪﻣﺔ ﰲ ﺑﻌﺾ‬
‫ﺍﻷﺟﺰﺍﺀ ﻣﻦ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻦ ﺍﳌﺄﻟﻮﻑ ﰲ ﻛﻞ ﻃﺮﻳﻘﺔ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﺗﺪﻋﻤﻬﺎ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺗﻘﺪﻡ ﺃﺳﺎﺳﺎﹰ ﻧﻈﺮﻳﺎﹰ ﺟﻴﺪﺍﹰ ﻭﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﺳﺒﻘﺘﻬﺎ‪ .‬ﻭﻟﻘﺪ ﰎ ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ‬
‫ﻛﺜﲑ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﺫﻛﺮﻧﺎﻫﺎ ﺳﺎﺑﻘﺎﹰ ﰲ ﺃﻣﺎﻛﻦ ﺃﺧﺮﻯ‪ ،‬ﻭﻻﺣﺎﺟﺔ ﺇﱃ ﺃﻥ ﻧﻌﻄﻴﻬﺎ ﻣﺰﻳﺪﺍﹰ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﻫﻨﺎ‬
‫)ﺭﺍﺟﻊ ﻣﺜﻼﹰ ‪ .( Richards and Rodgers ١٩٨٦‬ﻟﻜﻦ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻧﺪﺭﻙ ﺃﻧﻪ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬
‫ﺃﻥ ﺍﻟﻄﺮﻕ ﻋﺒﺎﺭﺓ ﻋﻦ ﲢﺪﻳﺪ ﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ‪ -‬ﻭﻫﻲ ﺃﺳﺌﻠﺔ ﺣﻮﻝ ﺍﻟﻜﻴﻔﻴﺔ‪-‬‬
‫ﻓﻬﻲ ﻛﺬﻟﻚ ﺗﻀﻊ ﺍﻓﺘﺮﺍﺿﺎﺕ ﺣﻮﻝ ﻣﺎ ﳚﺐ ﺗﺪﺭﻳﺴﻪ؛ ﻭﻫﻮ ﳏﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﻟﺸﻔﻬﻴﺔ ﺍﳌﻌﺮﻭﻓﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﱵ ﻃﻮﺭﺕ ﰲ ﻣﻘﺎﺑﻞ ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ‬
‫ﻋﺸﺮ ﺍﳌﻴﻼﺩﻱ ‪ ،‬ﻻ ﺗﺼﻒ ﻓﻘﻂ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺪﺭﺱ ‪‬ﺎ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻄﻠﻖ ﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﻜﺜﻔﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﻭﺍﳉﻮﺍﺏ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺸﺮﺡ ﺑﺎﻟﻌﺮﻭﺽ ﻭﺍﻟﺘﻤﺜﻴﻞ ﻟﺘﻮﺻﻴﻞ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ‪ ،‬ﺑﻞ ﺗﺼﻒ ﻛﺬﻟﻚ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﳚﺐ‬
‫ﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﻭﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺪﻡ ﺑﻪ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺗﻔﺘﺮﺽ ﻧﻮﻋﺎﹰ ﻣﻌﻴﻨﺎﹰ ﻣﻦ ﺍﳌﻘﺮﺭ‪.‬‬
‫ﻭﻟﻜﻦ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻄﺮﻕ ﺍﳉﺪﻳﺪﺓ ﻇﻬﺮﺕ ﻟﺘﺤﻞ ﳏﻞ ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ‪ ،‬ﻓﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﺮﺋﻴﺴﻲ ﱂ‬
‫ﻳﻜﻦ ﻣﻨﺼﺒﺎﹰ ﻋﻠﻰ ﺍﳌﻘﺮﺭ‪ ،‬ﺑﻘﺪﺭ ﻣﺎ ﻛﺎﻥ ﻣﻨﺼﺒﺎﹰ ﻋﻠﻰ ﻣﺬﺍﻫﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻋﻠﻰ ﻣﺒﺎﺩﺉ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺪﻋﻢ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﺬﻫﺐ ﺍﻟﺸﻔﻮﻱ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‬
‫ﺍﳍﺪﻑ‪ .‬ﻭﻗﺪ ﳋﺺ ‪) Harold Palmer‬ﻭﻫﻮ ﺃﺣﺪ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﺍﻟﺒﺎﺭﺯﻳﻦ ﰲ ﺑﺮﻳﻄﺎﻧﻴﺎ‪،‬‬
‫ﻭﺍﻟﺬﻱ ﻭﺿﻊ ﺃﺳﺲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ ﰲ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ( ﻣﺒﺎﺩﺉ ﻣﻨﻬﺠﻴﺔ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ -١‬ﺇﻋﺪﺍﺩ ﻣﺒﺪﺋﻲ – ﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﳓﻮ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ‪٠‬‬
‫‪ -٢‬ﺗﻜﻮﻳﻦ ﺍﻟﻌﺎﺩﺍﺕ – ﺗﺄﺳﻴﺲ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ ‪٠‬‬
‫‪ -٣‬ﺍﻟﺪﻗﺔ – ﲡﻨﺐ ﺍﻟﻠﻐﺔ ﻏﲑ ﺍﻟﺪﻗﻴﻘﺔ ‪٠‬‬
‫‪ -٤‬ﺍﻟﺘﺪﺭﺝ – ﻛﻞ ﻣﺮﺣﻠﺔ ﺗﻌﺪ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﱵ ﺗﻠﻴﻬﺎ‪٠‬‬

‫‪٢٦‬‬
‫ﺍﻟﺘﻨﺎﺳﺐ – ﺇﻋﻄﺎﺀ ﻛﻞ ﺟﺎﻧﺐ ﰲ ﺍﻟﻠﻐﺔ ﺣﻘﻪ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ‪٠‬‬ ‫‪-٥‬‬

‫ﺍﶈﺴﻮﺳﻴﺔ – ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﶈﺴﻮﺱ ﺇﱃ ﺍ‪‬ﺮﺩ‪٠‬‬ ‫‪-٦‬‬
‫ﺍﻟﺘﺸﻮﻳﻖ – ﺗﺸﻮﻳﻖ ﺍﻟﻄﺎﻟﺐ ﰲ ﻛﻞ ﺍﻷﻭﻗﺎﺕ‪٠‬‬ ‫‪-٧‬‬
‫ﺗﺮﺗﻴﺐ ﺍﳌﻬﺎﺭﺍﺕ ﲝﺴﺐ ﺍﻷﻭﻟﻮﻳﺎﺕ – ﺍﻟﺴﻤﺎﻉ ﻗﺒﻞ ﺍﻟﻜﻼﻡ ﻭﻛﻼﳘﺎ ﻗﺒﻞ ﺍﻟﻜﺘﺎﺑﺔ‪٠‬‬ ‫‪-٨‬‬
‫ﻣﺬﻫﺐ ﻣﺘﻌﺪﺩ‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﻛﺜﲑﺓ ﳐﺘﻠﻔﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬ ‫‪-٩‬‬
‫)‪(Palmer [١٩٢٢] ١٩٦٨: ٣٨-٣٩‬‬
‫ﻭﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﲤﺜﻞ ﺍﻷﺳﺎﺱ ﳌﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺸﻔﻬﻴﺔ‪ ،‬ﻳﻮﺟﻪ ﻋﻠﻤﺎﺀ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﺍﻫﺘﻤﺎﻣﻬﻢ ﳓﻮ ﻗﻀﺎﻳﺎ ﺍﶈﺘﻮﻯ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ‪ ،‬ﺍﻟﱵ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ‪.‬‬
‫ﻭﺍﳋﻄﻮﺍﺕ ﺍﻷﻭﻟﻴﺔ ﰲ ﻫﺬﺍ ﺍﻻﲡﺎﻩ ﺗﺘﻤﺮﻛﺰ ﺣﻮﻝ ﻣﺬﺍﻫﺐ ﲢﺪﻳﺪ ﳏﺘﻮﻯ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻟﻠﺪﻭﺭﺓ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻗﺪ ﺃﺩﻯ ﻫﺬﺍ ﺇﱃ ﻇﻬﻮﺭ ﺇﺟﺮﺍﺀﺍﺕ ﻋﺮﻓﺖ ﺑﺎﻻﺧﺘﻴﺎﺭ ‪ selection‬ﻭﺍﻟﺘﺪﺭﻳﺞ ‪.gradation‬‬
‫ﺇﻥ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﻟﻠﺘﺪﺭﻳﺲ ﰲ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ ﻫﻮ ﻭﻗﺖ ﳏﺪﻭﺩ‪ ،‬ﻭﻟﻌﻞ ﺇﺣﺪﻯ ﺍﳌﺸﻜﻼﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﱵ‬
‫ﳚﺐ ﺣﻠﻬﺎ ﻫﻲ ﲢﺪﻳﺪ ﻣﺎ ﻳﻨﺒﻐﻲ ﺍﺧﺘﻴﺎﺭﻩ ﻣﻦ ﻣﱳ ﺍﻟﻠﻐﺔ ﺍﻟﻜﻠﻲ‪ ،‬ﰒ ﺩﳎﻪ ﰲ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻭﻗﺪ ﻋﺮﻑ ﻫﺬﺍ ﲟﺸﻜﻠﺔ ﺍﻻﺧﺘﻴﺎﺭ‪ .‬ﻭﻳﻌﻠﻖ ‪ ( ١٩٦٥:١٦١) Mackey‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫"ﺇﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺻﻔﺔ ﻣﺘﺄﺻﻠﺔ ﰲ ﻛﻞ ﺍﻟﻄﺮﻕ‪ .‬ﻭﲟﺎ ﺃﻧﻪ ﻣﻦ ﺍﳌﺴﺘﺤﻴﻞ ﺗﺪﺭﻳﺲ ﻛﻞ ﺍﻟﻠﻐﺔ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻰ ﲨﻴﻊ‬
‫ﺍﻟﻄﺮﻕ ﺍﺧﺘﻴﺎﺭ ﺟﺰﺀ ﻣﻦ ﺍﻟﻠﻐﺔ ﻟﺘﺪﺭﻳﺴﻪ ﺑﻄﺮﻳﻘﺔ ﺃﻭ ﺑﺄﺧﺮﻯ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﻣﻘﺼﻮﺩﺍ ﺃﻡ ﻻ"‪ .‬ﻭﻳﻌﲎ‬
‫ﺣﻘﻞ ﺍﻻﺧﺘﻴﺎﺭ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺎﻧﺘﻘﺎﺀ ﻭﺣﺪﺍﺕ ﻣﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺑﺘﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ‬
‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺗﻘﻠﻴﺺ ﺍﻟﻠﻐﺔ ﺇﱃ ﺷﻲﺀ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﻓﺎﺋﺪﺓ ﻟﻠﻤﺘﻌﻠﻢ )‪.(Mackey ١٩٦٥‬‬
‫ﻭﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ ﻳﺘﻄﻠﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻌﺎﻣﺔ ﺍﻧﺘﻘﺎﺀ ﻣﺎ ﺳﻮﻑ ﻳﺪﺭﺱ ﻣﻦ ﺍﳊﻘﻞ ﺍﻟﻜﻠﻲ ﻟﻠﻤﺎﺩﺓ‪ ،‬ﻭﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺃﻳﻀﺎﹰ ﻳﺘﻄﻠﺐ ﰲ ﺃﻱ ﻣﺴﺘﻮﻯ ﻭﲢﺖ ﺃﻳﺔ ﻇﺮﻭﻑ ﺍﺧﺘﻴﺎﺭ ﺧﺼﺎﺋﺺ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﻭﺇﻗﺼﺎﺀ ﺧﺼﺎﺋﺺ‬
‫ﺃﺧﺮﻯ ﺑﻘﺼﺪ ﺃﻭ ﺑﻐﲑ ﻗﺼﺪ‪ .‬ﻭﻗﺪ ﻟﻘﻲ ﺟﺎﻧﺒﺎﻥ ﻣﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻫﺘﻤﺎﻣﺎﹰ ﻛﺒﲑﺍﹰ ﰲ ﺍﻟﻌﻘﻮﺩ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﻭﳘﺎ‪ :‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ‪ ،vocabulary selection‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ‪grammar‬‬
‫‪ ٠selection‬ﻭﻗﺪ ﺷﻜﻠﺖ ﻣﺬﺍﻫﺐ ﻫﺬﻳﻦ ﺍﳉﺎﻧﺒﲔ ﻣﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﺍﳌﺘﺒﻌﺔ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻫﻲ ﺇﺣﺪﻯ ﺃﺑﺮﺯ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻭﺍﺣﺪﺓ ﻣﻦ ﺃﻭﺍﺋﻞ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﺍﻫﺘﻢ ‪‬ﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ‪ .‬ﻭﻟﻜﻦ ﻣﺎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺗﺪﺭﻳﺴﻬﺎ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ؟ ﻳﻌﺘﻤﺪ ﻫﺬﺍ ﺍﻷﻣﺮ ﻋﻠﻰ ﺃﻫﺪﺍﻑ‬

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‫ﺍﻟﺪﻭﺭﺓ ﻭﻋﻠﻰ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﻟﻠﺘﺪﺭﻳﺲ‪ ٠‬ﻭﻳﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ ﺑﺎﻟﻠﻐﺔ ﺍﳌﺜﻘﻒ ﻳﻌﺮﻑ ﺣﻮﺍﱄ ‪ ١٧‬ﺃﻟﻒ‬
‫ﻛﻠﻤﺔ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﻟﺮﻗﻢ ﺃﻛﱪ ﺑﻜﺜﲑ ﳑﺎ ﳝﻜﻦ ﺗﺪﺭﻳﺴﻪ ﰲ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ‪ ،‬ﺇﺫ ﻟﻴﺲ ﻛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﻌﺮﻓﻬﺎ‬
‫ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ ﺑﺎﻟﻠﻐﺔ ﻫﻲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻣﻔﻴﺪﺓ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺬﻳﻦ ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﺇﻻ ﻭﻗﺖ ﳏﺪﻭﺩ‬
‫ﻟﻠﺘﻌﻠﻢ‪ .‬ﻓﻬﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﺮﻋﻮﺍ ﰲ ﺗﻌﻠﻢ ‪ ٥٠٠‬ﺃﻭ ‪ ١٠٠٠‬ﺃﻭ ‪ ٥٠٠٠‬ﻛﻠﻤﺔ؟ ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻛﺬﻟﻚ‬
‫ﻓﺄﻱ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ؟ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ ﻫﻲ ﻣﺎ ﻳﻌﺮﻑ ﺑﺎﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﰒ ﻫﻞ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﺷﻲﺀ ﻳﻨﺒﻐﻲ ﺗﺮﻛﻪ ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﳊﺪﺱ ﻣﺆﻟﻔﻲ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﳐﻄﻄﻲ ﺍﻟﺪﻭﺭﺍﺕ؟ ﺃﻡ ﺃﻥ ﻫﻨﺎﻙ ﻣﺒﺎﺩﺉ‬
‫ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻹﻧﺸﺎﺀ ﻣﺬﻫﺐ ﺃﻛﺜﺮ ﻣﻮﺿﻮﻋﻴﺔ ﻭﻣﻨﻄﻘﻴﺔ؟ ﺇﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺣﺪﺱ ﻣﺆﻟﻔﻲ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﳝﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ ﻧﺘﺎﺋﺞ ﻏﲑ ﻣﻮﺛﻮﻗﺔ‪ ٠‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻗﺎﻡ ﻛﻞ‬
‫ﻣﻦ ‪ Li‬ﻭ ‪- (١٩٩٥ ) Richards‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﻔﺤﺺ ﲬﺴﺔ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ ﲤﻬﻴﺪﻳﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ )ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ ﰲ ﻫﻮﻧﺞ ﻛﻮﻧﺞ( ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺮﻯ ﻣﺆﻟﻔﻮ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃ‪‬ﺎ ﺃﺳﺎﺳﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻷﺟﺎﻧﺐ‪ ،‬ﰒ ﺑﻴﺎﻥ ﻣﺪﻯ ﺍﺗﻔﺎﻕ ﻣﺆﻟﻔﻲ ﺍﻟﻜﺘﺐ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻨﻬﺎ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻛﻞ ﻛﺘﺎﺏ ﻣﻦ ﻫﺬﻩ ﺍﻟﻜﺘﺐ ﻣﺼﻤﻤﺎﹰ‬
‫ﻟﻨﻮﻋﻴﺎﺕ ﻣﺘﺸﺎ‪‬ﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ ﻻ ﺗﺘﻄﻠﺐ ﻣﻌﻠﻮﻣﺎﺕ ﺳﺎﺑﻘﺔ ﻋﻦ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻣﻊ‬
‫ﺗﻔﺎﻭﺕ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﻛﺘﺎﺏ ﻵﺧﺮ‪ ،‬ﻟﻜﻨﻬﺎ ﲨﻴﻌﺎﹰ ﻛﺎﻧﺖ ﺗﺴﻌﻰ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻭﻗﺪ ﺧﺮﺝ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﺗﻀﺢ ﺃﻥ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ ﻗﺪﻣﺖ ﺗﻘﺮﻳﺒﺎ ‪ ١٨٠٠‬ﻛﻠﻤﺔ‬
‫ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻭﺭﻭﺩ ﻛﻞ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻛﻞ ﻛﺘﺎﺏ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻥ‬
‫ﺗﻮﺯﻳﻊ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ ١١٤١‬ﻛﻠﻤﺔ = ‪% ٦٣,٤‬‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻛﺘﺎﺏ ﻭﺍﺣﺪ‬
‫‪ ٣١٣‬ﻛﻠﻤﺔ = ‪%١٧,٤‬‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻛﺘﺎﺑﲔ‬
‫‪ ١٥٥‬ﻛﻠﻤﺔ = ‪% ٨,٦‬‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺛﻼﺛﺔ ﻛﺘﺐ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺃﺭﺑﻌﺔ ﻛﺘﺐ ‪ ١١٤‬ﻛﻠﻤﺔ =‪%٦,٣‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻜﺘﺐ ﻛﻠﻬﺎ ‪ ٧٧‬ﻛﻠﻤﺔ = ‪% ٤,٣‬‬
‫)‪(Li and Richards ١٩٩٥‬‬
‫ﻭﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻷﺭﻗﺎﻡ ﻣﻼﺣﻈﺔ ﺃﻥ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ )‪ (%٦٣,٤‬ﺗﺘﻜﻮﻥ ﻣﻦ ﻛﻠﻤﺎﺕ‬
‫ﻭﺭﺩﺕ ﰲ ﻛﺘﺎﺏ ﻭﺍﺣﺪ ﻓﻘﻂ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﻋﻠﻴﻪ ﻓﻼ ﺗﻌﺪ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﺗﺴﺘﺤﻖ ﺃﻥ ﻳﺘﻌﻠﻤﻬﺎ ﺍﻟﻄﻼﺏ‪ .‬ﻛﻤﺎ ﺃﻥ‬
‫ﻛﺜﲑﺍﹰ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﻗﺪ ﺗﻜﻮﻥ ﻣﻔﺮﺩﺍﺕ ﺧﺎﺻﺔ ﲟﻮﺿﻮﻉ ﺍﳊﻮﺍﺭ ﺃﻭ ﺍﳌﻮﻗﻒ ﺍﳌﺴﺘﺨﺪﻡ ﳌﻤﺎﺭﺳﺔ ﻗﺎﻋﺪﺓ‬
‫ﻣﻌﻴﻨﺔ ﺃﻭ ﺗﺮﻛﻴﺐ ﻣﻌﲔ‪ .‬ﻭﺍﻟﺸﻲﺀ ﻧﻔﺴﻪ ﳝﻜﻦ ﺃﻥ ﻳﻘﺎﻝ ﻋﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻭﺭﺩﺕ ﰲ ﻛﺘﺎﺑﲔ ﻓﻘﻂ‪ ،‬ﻭﺍﻟﱵ‬

‫‪٢٨‬‬
‫ﺗﺸﻜﻞ ‪ % ١٧,٤‬ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﺃﻣﺎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻭﺭﺩﺕ ﰲ ﺛﻼﺛﺔ ﻛﺘﺐ ﺃﻭ ﺃﻛﺜﺮ ﻓﻬﻲ ﺍﻟﱵ‬
‫ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻣﻔﺮﺩﺍﺕ ﻣﻬﻤﺔ؛ ﻷﻥ ﺛﻼﺛﺔ ﻣﺆﻟﻔﲔ ﺃﻭ ﺃﻛﺜﺮ ﺃﻭﺭﺩﻭﻫﺎ ﰲ ﻛﺘﺒﻬﻢ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺗﻀﻢ‬
‫‪ ٣٤٦‬ﻛﻠﻤﺔ ﺃﻭ ‪% ٢٠‬ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﻨﺘﺎﺟﻬﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻲ ﺃﻥ‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻳﺪﺭﺱ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﻜﺘﺐ ﺳﻮﻑ ﻳﻘﻀﻲ ﻭﻗﺘﺎﹰ ﻃﻮﻳﻼﹰ ﰲ ﳏﺎﻭﻟﺔ ﻓﻬﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﻔﺮﺩﺍﺕ‬
‫ﻏﲑ ﻣﻬﻤﺔ ‪ ،‬ﻭﻟﺘﺠﻨﺐ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻗﺎﻡ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﰲ‬
‫ﺍﻟﻌﻘﻮﺩ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺑﻘﻀﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ‪٠‬‬
‫ﻭﻗﺪ ﰎ ﻭﺻﻒ ﺃﻫﺪﺍﻑ ﺍﳌﺬﺍﻫﺐ ﺍﻷﻭﱃ ﻟﻼﺧﺘﻴﺎﺭ ﰲ ﺗﺼﺪﻳﺮ ﻛﺘﺎﺏ ‪ (١٩٥٣) West‬ﲟﺎ ﻳﻠﻲ‪:‬‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﻣﻌﻘﺪﺓ ﺟﺪﺍﹰ ﳑﺎ ﳚﻌﻞ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻨﻬﺎ ﺩﻭﻣﺎﹰ ﺃﻭﻝ ﺍﳌﺸﻜﻼﺕ ﻭﺃﺻﻌﺒﻬﺎ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺃﻱ ﺷﺨﺺ‬
‫ﻳﺮﻏﺐ ﰲ ﺗﺪﺭﻳﺴﻬﺎ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ‪ .‬ﻭﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺑﺪﺃ ﺍﻟﻨﺎﺱ ﻳﺪﺭﻛﻮﻥ ﺑﺸﻜﻞ ﻣﺘﺰﺍﻳﺪ ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﺍﻟﻌﺸﻮﺍﺋﻲ ﻣﺬﻫﺐ ﻣﻀﻴﺎﻉ‪ ،‬ﻛﻤﺎ ﺃﺻﺒﺢ ﻣﻌﻠﻮﻣﺎﹰ ﺃﻥ ﺑﻨﺎﺀ ﻧﻈﺎﻡ ﻣﺘﻜﺎﻣﻞ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﻮﺳﻊ ﺍﳌﺴﺘﻤﺮ ﳝﻜﻦ‬
‫ﻓﻘﻂ ﺃﻥ ﻳﺸﻜﻞ ﻫﺪﻓﺎﹰ ﻣﺮﺿﻴﺎﹰ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻷﻭﱃ ﰲ ﺃﻳﺔ ﳏﺎﻭﻟﺔ ﻟﻺﳌﺎﻡ ﺑﺄﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﻟﻠﻐﺔ ﻛﻠﻬﺎ‬
‫ﻭﺍﻟﺬﻱ ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺿﺮﻭﺭﻳﺎﹰ‪ .‬ﻭﻗﺪ ﻳﻨﻈﺮ ﺇﱃ ﻧﻈﺎﻡ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ ﺗﻘﺮﻳﺒﻴﺔ ﻋﻠﻰ ﺃﻧﻪ ﻳﺘﻜﻮﻥ ﻣﻦ‬
‫ﻛﻠﻤﺎﺕ ﺗﺪﺧﻞ ﰲ ﺃﺑﻨﻴﺔ ﻗﻮﺍﻋﺪﻳﺔ ﳏﻜﻴﺔ ﻣﻊ ﻧﱪ ﻭﺗﻨﻐﻴﻢ ﻋﺮﰲ‪ .‬ﻭﻟﺬﻟﻚ ﻓﻘﺪ ﻛﺎﻥ ﺇﳚﺎﺩ ﺍﳊﺪ ﺍﻷﺩﱏ ﻣﻦ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻞ ﺳﻮﻳﺎﹰ ﰲ ﺃﺑﻨﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺪﺧﻮﻝ ﰲ ﺗﺸﻜﻴﻠﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺴﻴﺎﻗﺎﺕ ﻫﻮ‬
‫ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻷﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﳛﺎﻭﻟﻮﻥ ﺗﺒﺴﻴﻂ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻤﺘﻌﻠﻢ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻳﲑ ﳐﺘﻠﻔﺔ ﰲ‬
‫ﺍﻧﺘﻘﺎﺀ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻨﺸﺎﻁ ﺍﳌﻬﻴﻤﻦ ﻃﻮﺍﻝ ﺍﻟﻔﺘﺮﺓ ﺑﲔ ﻛﻞ ﺃﻭﻟﺌﻚ ﺍﳌﻬﺘﻤﲔ ﺑﺎﻟﺘﺪﺭﻳﺲ ﺍﳌﻨﺘﻈﻢ‬
‫) ‪(Jeffery in West ١٩٥٣:‬‬ ‫ﻟﻺﳒﻠﻴﺰﻳﺔ ﻛﺎﻥ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬
‫ﻭﺇﻥ ﺃﺣﺪ ﺍﳌﺬﺍﻫﺐ ﺍﻷﻭﱃ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻛﺎﻥ ﻳﺘﻀﻤﻦ ﺣﺴﺎﺏ ﳎﻤﻮﻋﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻨﺼﻮﺹ‬
‫ﻟﺘﺤﺪﻳﺪ ﺷﻴﻮﻉ ﻭﺭﻭﺩ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﺇﺫ ﻳﺒﺪﻭ ﻭﺍﺿﺤﺎﹰ ﺃﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺫﺍﺕ ﺍﻟﺸﻴﻮﻉ ﺍﳌﺮﺗﻔﻊ ﻳﻨﺒﻐﻲ ﺗﺪﺭﻳﺴﻬﺎ‬
‫ﺃﻭﻻﹰ‪ .‬ﻭﻟﻜﻦ ﻣﺎ ﻧﻮﻉ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﲢﻠﻴﻠﻬﺎ؟ ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﻗﺎﺋﻤﺔ ﺷﻴﻮﻉ ﻣﺴﺘﻨﺒﻄﺔ ﻣﻦ ﻛﺘﺐ ﺍﻷﻃﻔﺎﻝ‬
‫ﻗﺪ ﺗﺴﺘﺨﻠﺺ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﲣﺘﻠﻒ ﻋﻦ ﲢﻠﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﻠﺔ " ‪Time‬‬
‫‪ ."Magazine‬ﻟﻘﺪ ﻛﺎﻧﺖ ﻗﻮﺍﺋﻢ ﺍﻟﺸﻴﻮﻉ ﺍﻷﻭﱃ ﺍﻟﱵ ﺃﻋﺪﺕ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﲢﻠﻴﻞ ﻣﻮﺍﺩ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﺸﻬﻮﺭﺓ ﻭﻧﺘﺞ ﻋﻨﻬﺎ ﻗﻮﺍﺋﻢ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ‪) word frequency list‬ﻭﻗﺪ ﻛﺎﻥ ﻫﺬﺍ ﻗﺒﻞ‬
‫ﻇﻬﻮﺭ ﺍﳌﺴﺠﻼﺕ ﺍﻟﱵ ﺟﻌﻠﺖ ﻣﻦ ﺍﳌﻤﻜﻦ ﲢﻠﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ‪ ،‬ﻭ ﻛﺬﻟﻚ ﻗﺒﻞ‬
‫ﻇﻬﻮﺭ ﺍﳊﺎﺳﺒﺎﺕ ﺍﻵﻟﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﲢﻠﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻄﺒﻮﻋﺔ(‪ .‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ‬
‫ﲝﻮﺙ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ﺑﻌﺾ ﺍﳊﻘﺎﺋﻖ ﺍﳌﺜﲑﺓ ﺣﻮﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﻓﻘﺪ ﰎ ﺍﻛﺘﺸﺎﻑ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﳌﺜﺎﻝ‪ -‬ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻗﻠﻴﻼﹰ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ )ﺣﻮﺍﱄ ‪ ٣٠٠٠‬ﻛﻠﻤﺔ( ﺗﺸﻜﻞ ﻣﺎ ﻧﺴﺒﺘﻪ ‪ % ٨٥‬ﻣﻦ‬

‫‪٢٩‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻧﺼﻮﺹ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺇﺿﺎﻓﺔ ‪ ٦٠٠٠‬ﻛﻠﻤﺔ ﻟﺘﺰﻳﺪ ﺗﻠﻚ‬
‫ﺍﻟﻨﺴﺒﺔ ‪ .%١‬ﻛﻤﺎ ﺗﺒﲔ ﺃﻳﻀﺎﹰ ﺃﻥ ﺣﻮﺍﱄ ﻧﺼﻒ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻧﺺ ﻣﺎ ﺗﺮﺩ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ ،‬ﻭﻟﻜﻦ ﻣﻌﺮﻓﺔ‬
‫‪ %٨٥‬ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻧﺺ ﻣﺎ ﻻ ﻳﻌﲏ ﻓﻬﻢ ‪ %٨٥‬ﻣﻦ ﺍﻟﻨﺺ‪ .‬ﻓﻬﻨﺎﻙ ﻛﻠﻤﺔ ﺃﻭ ﻛﻠﻤﺘﺎﻥ ﰲ ﻛﻞ ﺳﻄﺮ‬
‫ﺗﻈﻞ ﻏﲑ ﻣﻔﻬﻮﻣﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺍﻟﻐﺎﻟﺐ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻨﺺ ﺣﻴﺚ ﺗﻌﻜﺲ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻨﺺ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻓﻴﻪ‪ .‬ﻭﻗﺪ ﺃﺷﺎﺭ ﻛﻞ ﻣﻦ ‪ Van Els‬ﻭ ‪ Bongaerts‬ﻭ‬
‫‪ Extra‬ﻭ ‪ Van Os‬ﻭ ‪ (١٩٨٤:٢٠٦ ) Janssen-van Dieten‬ﺇﱃ ﺃﻥ‪:‬‬
‫ﻓﻬﻢ ﺍﻟﻨﺺ ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻧﺴﺒﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺄﻟﻮﻓﺔ ﻓﻘﻂ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ‬
‫ﺃﻳﻀﺎﹰ ﻣﺜﻞ ﻣﻮﺿﻮﻉ ﺍﻟﻨﺺ‪ ،‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﻬﺎ ﺍﻟﻜﺎﺗﺐ ﰲ ﺗﻨﺎﻭﻝ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﻣﺪﻯ ﺃﻟﻔﺔ ﺍﻟﻘﺎﺭﺉ‬
‫ﻟﻠﻤﻮﺿﻮﻉ‪.‬‬
‫ﺇﻥ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻬﻢ ﰲ ﲣﻄﻴﻂ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺸﻴﻮﻉ ﻻ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ‬
‫ﺍﻟﻔﺎﺋﺪﺓ؛ ﻷﻥ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻧﻮﻉ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﰎ ﲢﻠﻴﻠﻬﺎ‪ ،‬ﺇﺫ ﺇﻥ ﺃﻛﺜﺮ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﺷﻴﻮﻋﺎﹰ ﰲ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺳﺘﺨﺘﻠﻒ ﻋﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ ﰲ ﺍﻟﻘﺼﺺ‪ .‬ﻭﺣﱴ ﻧﺘﺄﻛﺪ‬
‫ﻣﻦ ﺃﻥ ﺷﻴﻮﻉ ﻭﺭﻭﺩ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻣﱳ ﻣﺎ ﻳﺘﻄﺎﺑﻖ ﻣﻊ ﺃﳘﻴﺘﻬﺎ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‪ ،‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻨﺼﻮﺹ ﺃﻭ‬
‫ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻨﺘﻘﺎﺓ ﺑﻮﺻﻔﻬﺎ ﺃﺳﺎﺳﺎﹰ ﻟﻠﻤﱳ ﺫﺍﺕ ﺻﻠﺔ ﲝﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﳌﺴﺘﻬﺪﻓﲔ‪ ،‬ﻛﻤﺎ ﳚﺐ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺷﺎﺋﻌﺔ ﰲ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻣﻦ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻜﻠﻤﺔ‬
‫‪ word range‬ﺃﻭ ﺗﺸﺘﺖ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﳌﱳ‪ .‬ﻓﺎﻟﻜﻠﻤﺎﺕ ﺫﺍﺕ ﺍﻟﺸﻴﻮﻉ ﺍﳌﺮﺗﻔﻊ ﻭﺫﺍﺕ ﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ‬
‫ﺗﻌﺪ ﺃﻛﺜﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻓﺎﺋﺪﺓ ﻷﻏﺮﺍﺽ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﺗﺒﲔ ﺍﻷﺭﻗﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺸﻴﻮﻉ ﻭﺍﻻﻧﺘﺸﺎﺭ ﰲ‬
‫ﻣﱳ ﻣﻜﻮﻥ ﻣﻦ ﻣﻠﻴﻮﻥ ﻛﻠﻤﺔ )ﻣﺬﻛﻮﺭ ﰲ ‪ .(McCarthy ١٩٩٠:٨٤-٨٥‬ﻓﺎﻟﻌﻤﻮﺩ ﺍﻷﻭﻝ ﻳﻈﻬﺮ‬
‫ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺔ ﰲ ﺍﳌﱳ‪ ،‬ﻭﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﱐ ﻳﺒﲔ ﻋﺪﺩ ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻟﻜﻠﻤﺔ )ﻣﺜﻞ ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﺳﺘﻌﺮﺍﺽ ﺍﻷﻓﻼﻡ ﻭﺍﻓﺘﺘﺎﺣﻴﺎﺕ ﺍﻟﺼﺤﻒ( ﳑﺎ ﳎﻤﻮﻋﻪ ‪ ١٥‬ﻧﺼﺎﹰ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻮﺿﺢ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﻟﺚ‬
‫ﻋﺪﺩ ﻋﻴﻨﺎﺕ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻔﺮﺩﺓ ﺍﻟﱵ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻟﻜﻠﻤﺔ‪ :‬ﺍﳊﺪ ﺍﻷﻗﺼﻰ ‪ ٥٠٠‬ﻋﻴﻨﺔ‪ ،‬ﻭﻛﻞ ﻧﺺ ﳛﺘﻮﻱ‬
‫ﻋﻠﻰ ‪ ٢٠٠‬ﻛﻠﻤﺔ‪.‬‬
‫‪٣٦‬‬ ‫‪٨‬‬ ‫‪٤٩ sections‬‬

‫‪٢٤‬‬ ‫‪٨‬‬ ‫‪٤٩‬‬ ‫‪farmers‬‬

‫‪٣٠‬‬
‫‪٢٢‬‬ ‫‪٨‬‬ ‫‪٤٩ worship‬‬

‫‪١٥‬‬ ‫‪٧‬‬ ‫‪٤٩ earnings‬‬
‫‪٣٩‬‬ ‫‪١١‬‬ ‫‪٤٨ huge‬‬
‫‪٣٦‬‬ ‫‪١١‬‬ ‫‪٤٨ address‬‬
‫‪٣٤‬‬ ‫‪١٤‬‬ ‫‪٤٧ conscious‬‬
‫‪٣٣‬‬ ‫‪١٣‬‬ ‫‪٤٧ protest‬‬
‫‪٣٠‬‬ ‫‪٧‬‬ ‫‪٤٧ dependent‬‬
‫‪٣٩‬‬ ‫‪١٤‬‬ ‫‪٤٦ comfort‬‬
‫‪٣٧‬‬ ‫‪١٣‬‬ ‫‪٤٦ exciting‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﻘﺪ ﺗﺒﲔ ﺑﻌﺪ ﻓﺘﺮﺓ ﻭﺟﻴﺰﺓ ﺃﻥ ﺍﻟﺸﻴﻮﻉ ﻭﺍﻻﻧﺘﺸﺎﺭ ﻟﻴﺴﺎ ﻛﺎﻓﻴﲔ ﻟﻴﻜﻮﻧﺎ ﺃﺳﺎﺳﺎﹰ ﺗﺒﲎ ﻋﻠﻴﻪ ﻗﻮﺍﺋﻢ‬
‫ﺍﻟﻜﻠﻤﺎﺕ؛ ﻷﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺫﺍﺕ ﺍﻟﺸﻴﻮﻉ ﺍﳌﺮﺗﻔﻊ ﻭﺫﺍﺕ ﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻜﺘﻮﺑﺔ ﻟﻴﺴﺖ‬
‫ﺑﺎﻟﻀﺮﻭﺭﺓ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﻛﺜﺮ ﻗﺎﺑﻠﻴﺔ ﻟﻠﺘﺪﺭﻳﺲ ﰲ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﲤﻬﻴﺪﻳﺔ‪ .‬ﻓﻜﻠﻤﺎﺕ ﻣﺜﻞ ‪ book‬ﻭ ‪ pen‬ﻭ‬
‫‪ desk‬ﻭ ‪– dictionary‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻟﻴﺴﺖ ﻛﻠﻤﺎﺕ ﺷﺎﺋﻌﺔ ﻭﻟﻜﻦ ﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﳍﺎ‬
‫ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻓﻬﻨﺎﻙ ﺇﺫﻥ ﻣﻌﺎﻳﲑ ﺃﺧﺮﻯ ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﺪﻳﺪ ﻗﻮﺍﺋﻢ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﻫﻲ ﺗﺸﻤﻞ‪:‬‬
‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﺪﺭﻳﺲ ‪ :Teachability‬ﻳﺘﻢ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ ﺍﶈﺴﻮﺳﺔ ﻣﺒﻜﺮﺍﹰ ﰲ ﺩﻭﺭﺓ ﺗﺘﺒﻊ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﳌﺒﺎﺷﺮﺓ ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳉﺴﺪﻳﺔ ﺍﻟﻜﺎﻣﻠﺔ ‪ Total Physical Response‬؛ ﻷﻧﻪ ﻳﺴﻬﻞ‬
‫ﺗﻮﺿﻴﺢ ﻣﻌﺎﻧﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻮﺭ ﺃﻭ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺸﺮﺡ ﺑﺎﻟﻌﺮﻭﺽ‪.‬‬
‫ﺍﻟﺘﺸﺎﺑﻪ ‪ :Similarity‬ﻗﺪ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻛﻠﻤﺎﺕ ﻣﻌﻴﻨﺔ ﻷ‪‬ﺎ ﺗﺸﺒﻪ ﻛﻠﻤﺎﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﺻﻠﻴﺔ‪ .‬ﻓﻬﻨﺎﻙ –‬
‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺃﺻﻞ ﻭﺍﺣﺪ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻣﺜﻞ ‪ table‬ﻭ ‪page‬‬
‫ﻭ ‪ ،nation‬ﻭﻫﺬﺍ ﻗﺪ ﻳﱪﺭ ﺗﻀﻤﲔ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﻗﺎﺋﻤﺔ ﻛﻠﻤﺎﺕ ﳌﺘﻌﻠﻤﲔ ﻧﺎﻃﻘﲔ ﺑﺎﻟﻔﺮﻧﺴﻴﺔ‪.‬‬
‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﻮﺭﻭﺩ ‪ :Availability‬ﻗﺪ ﺗﻜﻮﻥ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺷﺎﺋﻌﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ "ﻣﺘﺎﺣﺔ" ﲟﻌﲎ ﺃ‪‬ﺎ‬
‫ﺗﺘﺒﺎﺩﺭ ﺇﱃ ﺍﻟﺬﻫﻦ ﺑﺴﺮﻋﺔ ﻋﻨﺪ ﻭﺭﻭﺩ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻌﻴﻨﺔ‪ .‬ﻓﻜﻠﻤﺔ ‪ classroom‬ﻣﺜﻼﹰ ﺗﺜﲑ ﰲ ﺍﻟﺬﻫﻦ‬
‫ﻛﻠﻤﺎﺕ ‪ desk‬ﻭ ‪ chair‬ﻭ ‪ teacher‬ﻭ ‪ .pupil‬ﻭﻣﻦ ﰒ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﻗﺪ ﺗﻜﻮﻥ ﺟﺪﻳﺮﺓ‬
‫ﺑﺄﻥ ﺗﺪﺭﺱ ﰲ ﻭﻗﺖ ﻣﺒﻜﺮ ﻣﻦ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﺍﻟﺸﻤﻮﻟﻴﺔ ‪ :Coverage‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﻐﻄﻲ ﺃﻭ ﺗﺸﻤﻞ ﻣﻌﺎﱐ ﻛﻠﻤﺎﺕ ﺃﺧﺮﻯ ﺭﲟﺎ ﺗﻜﻮﻥ ﻣﻔﻴﺪﺓ‬
‫ﺃﻳﻀﺎﹰ‪ .‬ﻓﻜﻠﻤﺔ ‪ seat‬ﻣﺜﻼﹰ ﻗﺪ ﺗﺪﺭﺱ ﻷ‪‬ﺎ ﺗﺸﻤﻞ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ stool :‬ﻭ ‪ bench‬ﻭ‬
‫‪.chair‬‬

‫‪٣١‬‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﺘﻌﺮﻳﻔﻴﺔ ‪ :Defining Power‬ﻗﺪ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﻷ‪‬ﺎ ﻣﻔﻴﺪﺓ ﰲ ﺗﻌﺮﻳﻒ‬
‫ﻛﻠﻤﺎﺕ ﺃﺧﺮﻯ ﺣﱴ ﻭﺇﻥ ﱂ ﺗﻜﻦ ﻣﻦ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﻠﻐﺔ‪ .‬ﻓﻜﻠﻤﺔ ‪ container‬ﻣﺜﻼﹰ ﺭﲟﺎ‬
‫ﺗﻜﻮﻥ ﻣﻔﻴﺪﺓ ﻷ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﺗﻌﺮﻳﻒ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ bucket :‬ﻭ ‪ jar‬ﻭ ‪.carton‬‬
‫ﺇﻥ ﺇﺟﺮﺍﺀﺍﺕ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻳﺆﺩﻱ ﺇﱃ ﲡﻤﻴﻊ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ‪) basic vocabulary‬ﺃﻭ ﻣﺎ‬
‫ﻳﺴﻤﻰ ﺣﺎﻟﻴﺎﹰ ﺍﳌﻘﺮﺭ ﺍﻟﺪﻻﱄ ‪ ،(lexical syllabus‬ﺃﻱ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳍﺪﻑ ﻟﺪﻭﺭﺓ ﻟﻐﻮﻳﺔ ﻣﻘﺴﻤﺔ ﺃﻭ‬
‫ﻣﺪﺭﺟﺔ ﻋﺎﺩﺓ ﺇﱃ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺜﻞ ﺍﻟـ‪ ٥٠٠‬ﻛﻠﻤﺔ ﺍﻷﻭﱃ ﻭﺍﻟـ‪ ٥٠٠‬ﻛﻠﻤﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻫﻜﺬﺍ‪ .‬ﻭﻟﻘﺪ ﻛﺎﻧﺖ‬
‫ﲝﻮﺙ ﺷﻴﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻨﺸﻄﺔ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻨﺬ ‪١٩٢٠‬ﻡ ﻓﻤﺎﺑﻌﺪﻫﺎ‪ ،‬ﻭﻣﺎ ﺯﺍﻟﺖ‬
‫ﻛﺬﻟﻚ ﺑﺴﺒﺐ ﺳﻬﻮﻟﺔ ﺇﺟﺮﺍﺀ ﲝﻮﺙ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺃﳕﺎﻁ ﺗﻮﺯﻳﻊ ﺍﻟﻜﻠﻤﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﻭﻟﻌﻞ ﻣﻦ ﺃﻫﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﻻﻟﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻘﺮﺭ ‪ Michael West‬ﺍﳌﻌﺮﻭﻑ ﺑﺎﺳﻢ ﻗﺎﺋﻤﺔ‬
‫ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻜﻠﻤﺎﺕ ﺍﻹﳒﻠﻴﺰﻳﺔ ) ‪General Service List of English Words‬‬
‫‪ ،(١٩٥٣‬ﻭﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑـ‪" ٢٠٠٠‬ﻛﻠﻤﺔ ﺧﺪﻣﺔ ﻋﺎﻣﺔ ﺗﻌﺪ ﻣﻨﺎﺳﺒﺔ ﻟﺘﻤﺜﻞ ﺃﺳﺎﺳﺎﹰ ﻟﺘﻌﻠﻢ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ" ) ‪ .(vii‬ﻭﺗﻘﺪﻡ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻛﺬﻟﻚ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺸﻴﻮﻉ ﺍﳌﻌﺎﱐ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﻟﻜﻞ ﻛﻠﻤﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺇﺣﺼﺎﺀ ﺍﻟﺸﻴﻮﻉ ﺍﻟﺪﻻﱄ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ .(١‬ﻛﻤﺎ ﺍﺷﺘﻤﻠﺖ ﻗﺎﺋﻤﺔ‬
‫ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﺭﺋﻴﺴﺔ ﺣﻮﻝ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺑﻮﺍﺳﻄﺔ ﺑﻌﺾ ﺍﳋﱪﺍﺀ ﰲ ﺍﳊﻘﻞ ﰲ ﺫﻟﻚ‬
‫ﺍﻟﻮﻗﺖ‪ :‬ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﺆﻗﺖ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ) ‪Interim Report on Vocabulary‬‬
‫‪ .( Selection by Faucett, Palmer, West and Thorndike ١٩٣٦‬ﻭﻗﺪ‬
‫ﻛﺎﻥ ﺃﺣﺪ ﺃﻫﺪﺍﻑ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﺗﻴﺴﲑ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﻣﻘﺎﺑﻞ ﺗﻴﺴﲑ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻗﺪ ﰎ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﺑﻨﺎﺀ‬
‫ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻛﻠﻬﺎ ﺗﻘﺮﻳﺒﺎﹰ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﺣﱴ ﺛﻼﺛﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﺑﻌﺾ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﺍﻟﺒﺎﺭﺯﻳﻦ ﰲ ﺍﻟﻌﻘﺪ ﺍﻟﺬﻱ ﺳﺒﻖ‬
‫ﻧﺸﺮ ﺍﻟﺘﻘﺮﻳﺮ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻗﺎﺋﻤﺔ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺴﻨﻮﺍﺕ ﻃﻮﻳﻠﺔ ﻣﺮﺟﻌﺎﹰ ﻣﻌﻴﺎﺭﻳﺎﹰ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻓﻴﻤﺎ‬
‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﳚﺐ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻛﺘﺐ ﺍﻟﺪﻭﺭﺍﺕ ﻭﻛﺘﺐ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﺘﺪﺭﺟﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﻷﺧﺮﻯ‪ .‬ﻭﺗﻌﺪ ﻗﺎﺋﻤﺔ ‪ (١٩٨٠) Hindmarsh‬ﻣﻦ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻬﻤﺔ ﻛﺬﻟﻚ‪ ،‬ﻭﲢﺘﻮﻱ ﻋﻠﻰ‬
‫‪ ٤٥٠٠‬ﻛﻠﻤﺔ ﻣﻘﺴﻤﺔ ﺇﱃ ‪ ٧‬ﻣﺴﺘﻮﻳﺎﺕ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪.(٢‬‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺪﺭﳚﻬﺎ‬

‫ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﺬﻫﺐ ﻣﻨﺘﻈﻢ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﻷﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺲ ﻛﺎﻥ ﺃﻳﻀﺎﹰ ﻣﻦ ﺍﻷﻭﻟﻮﻳﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻌﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﻣﻨﺬ ﻋﺸﺮﻳﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﻴﻼﺩﻱ ﺍﳌﺎﺿﻲ‪ ،‬ﺣﻴﺚ ﺇﻥ ﻋﺪﺩ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﻛﺒﲑ‪ ،‬ﻛﻤﺎ ﻳﺘﻀﺢ ﻣﻦ ﳏﺘﻮﻯ ﺃﻱ ﻛﺘﺎﺏ ﻟﻠﻘﻮﺍﻋﺪ‪ .‬ﻭﻗﺪ ﲤﺖ ﻋﺪﺓ ﳏﺎﻭﻻﺕ ﻟﺘﻄﻮﻳﺮ ﻗﻮﺍﺋﻢ ﺑﺎﻟﺘﺮﺍﻛﻴﺐ‬

‫‪٣٢‬‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻟﻐﺮﺽ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ )ﺭﺍﺟﻊ ﻣﺜﻼ ‪Fries ١٩٥٢, Hornby ١٩٥٤, Alexander,‬‬
‫‪.(Allen, Close and O’Neill ١٩٧٥‬‬
‫ﻭﺗﺘﻀﺢ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ‪ grammar selection‬ﻣﻦ ﺧﻼﻝ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﳌﺄﺧﻮﺫﺓ ﻣﻦ‬
‫‪ ،(١٩٧٦:٥٩ ) Wilkins‬ﻭ ﻫﻲ ﺑﻌﺾ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﳊﺪﺙ ﺍﻟﻜﻼﻣﻲ‬
‫‪" speech act‬ﻃﻠﺐ ﺍﻹﺫﻥ"‪.‬‬
‫?‪Can/may I use your telephone‬‬
‫‪Please let me use your telephone.‬‬
‫?‪Is it all right to use your telephone‬‬
‫‪If it’s all right with you, I’ll use your telephone.‬‬
‫?‪Am I allowed to use your telephone‬‬
‫?‪Do you mind if I use your telephone‬‬
‫?‪Do you mind me using your telephone‬‬
‫?‪Would you mind if I used your telephone‬‬
‫?)‪You don’t mind if I use your telephone (do you‬‬
‫?‪I wonder if you have any objection to me using your telephone‬‬
‫?‪Would you permit me to use your telephone‬‬
‫?‪Would you be so kind as to allow me to use your telephone‬‬
‫?‪Would it be possible for me to use your telephone‬‬
‫?‪Do you think you could let me use your telephone‬‬
‫ﻛﻴﻒ ﳝﻜﻦ ﻷﻱ ﺷﺨﺺ ﺃﻥ ﳛﺪﺩ ﺃﻱ ﻫﺬﻩ ﺍﻟﺘﺮﺍﻛﻴﺐ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻔﻴﺪﺍﹰ ﰲ ﺍﻟﺘﺪﺭﻳﺲ؟ ﻟﻘﺪ ﺟﺮﺕ‬
‫ﺍﻟﻌﺎﺩﺓ ﺃﻥ ﻳﺘﻢ ﲢﺪﻳﺪ ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﺍﻟﺪﻭﺭﺍﺕ ﺗﻘﻠﻴﺪﻳﺎﹰ ﺑﻨﺎﺀ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﺒﺎﻳﻦ ﻛﺒﲑ ﻓﻴﻤﺎ ﻳﺪﺭﺱ ﻭﻣﱴ ﻳﺪﺭﺱ‪.‬‬
‫ﺗﺒﺪﺃ ﻏﺎﻟﺒﻴﺔ ﺍﻟﺪﻭﺭﺍﺕ ﺑﺘﺪﺭﻳﺲ ﺻﻴﻎ ﺍﻟﻔﻌﻞ ‪ be‬ﺍﶈﺪﻭﺩﺓ ﻭﻋﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﻴﲔ )’‪ ‘this is a pen‬ﺇﱁ(‪.‬‬
‫ﺃﻣﺎ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﺗﻌﻄﻲ ﺃﻭﻟﻮﻳﺔ ﻟﻠﻘﺮﺍﺀﺓ ﻓﺘﻘﺪﻡ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺒﺴﻴﻄﺔ )ﻷ‪‬ﺎ ﺃﺳﺎﺳﻴﺔ ﰲ ﺍﳊﻜﺎﻳﺔ(ﰲ ﺑﺪﺍﻳﺔ‬
‫ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻟﻜﻦ ﺗﻠﻚ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﺗﺪﻋﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺸﻔﻬﻴﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻓﺘﻘﺪﻡ ﺍﻟﺰﻣﻦ ﺍﳌﺴﺘﻤﺮ ﺃﻭﻻﹰ‬
‫ﻭﺗﺆﺧﺮ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺒﺴﻴﻄﺔ ) ‪.(Hornby ١٩٥٩:‬‬
‫ﻭﺍﻟﺸﻲﺀ ﻧﻔﺴﻪ ﺻﺤﻴﺢ ﻫﺬﻩ ﺍﻷﻳﺎﻡ ﺃﺣﻴﺎﻧﺎﹰ‪ ،‬ﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺒﻌﺾ ﺍﻟﻠﻐﺎﺕ ﺍﻷﻗﻞ ﺍﻧﺘﺸﺎﺭﺍﹰ‪ .‬ﻓﻔﻲ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﱵ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﺎﹰ –ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻭﺍﳌﺘﻌﻠﻘﺔ ﲟﺤﺘﻮﻯ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﻤﻬﻴﺪﻳﺔ ﻟﺘﺪﺭﻳﺲ‬

‫‪٣٣‬‬
‫ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ )‪ (Li and Richards ١٩٩٥‬ﰎ ﲢﻠﻴﻞ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻟﱵ ﲢﺘﻮﻳﻬﺎ ﺍﻟﻜﺘﺐ‬
‫ﺍﳋﻤﺴﺔ‪ ،‬ﻭﻗﺪ ﺗﺒﲔ ﺃﻥ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ ﺗﻘﺪﻡ ﻣﺎ ﳎﻤﻮﻋﻪ ‪ ٢٢١‬ﻋﻨﺼﺮﺍﹰ ﻗﻮﺍﻋﺪﻳﺎﹰ ﳐﺘﻠﻔﺎﹰ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬
‫ﺃ‪‬ﺎ ﺗﺘﻔﺎﻭﺕ ﺑﺸﻜﻞ ﻛﺒﲑ ﰲ ﻋﺪﺩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ‪ ،‬ﳑﺎ ﻳﺆﺛﺮ –ﺑﺪﻭﻥ ﺷﻚ‪ -‬ﰲ ﺇﺩﺭﺍﻙ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻟﺴﻬﻮﻟﺔ ﻛﻞ ﻛﺘﺎﺏ ﻭﺻﻌﻮﺑﺘﻪ‪ .‬ﻭﻋﺪﺩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﻛﻞ ﻛﺘﺎﺏ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫‪١٠٠‬‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﻷﻭﻝ‬

‫‪١٤٨‬‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﺜﺎﱐ‬
‫‪٧٤‬‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫‪٩١‬‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫‪٨٤‬‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﻭﻣﻊ ﺫﻟﻚ ﱂ ﺗﺮﺩ ﻛﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ ﻛﻠﻬﺎ‪ ،‬ﺣﻴﺚ ﺇﻥ ﺗﻮﺯﻳﻊ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬
‫ﻛﺎﻥ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪٢٢١‬‬ ‫ﺍ‪‬ﻤﻮﻉ ﺍﻟﻜﻠﻲ ﻟﻠﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ‬
‫‪% ٤١،٦‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ = ‪٩٢‬‬
‫‪% ٢٤،٤‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻛﺘﺎﺑﲔ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ= ‪٥٤‬‬
‫‪% ١٦،٣‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺛﻼﺛﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ = ‪٣٦‬‬
‫‪% ٧،٧‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺃﺭﺑﻌﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ = ‪١٧‬‬
‫‪%١٠‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ ﻛﻠﻬﺎ = ‪٢٢‬‬
‫) ‪(Li and Richards ١٩٩٥‬‬
‫ﻭﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺗﻮﺯﻳﻊ ﺍﳌﻔﺮﺩﺍﺕ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ‪ ،‬ﻓﻘﺪ ﻭﺭﺩﺕ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﻭﺍﺣﺪ ﻓﻘﻂ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳋﻤﺴﺔ )‪ ٤١،٦‬ﰲ ﺍﳌﺌﺔ( ﳑﺎ ﻳﻌﲏ ﺃﻥ ﺃﺣﺪﺍﺱ ﻣﺆﻟﻔﻲ ﺍﻟﻜﺘﺐ‬
‫ﳐﺘﻠﻔﺔ ﲤﺎﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﻣﺘﻌﻠﻤﻮ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺇﱃ ﻣﻌﺮﻓﺘﻬﺎ‪.‬‬
‫ﺃﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻓﻘﺪ ﺑﺪﺃ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﻣﻨﺬ ﺛﻼﺛﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‬
‫ﺍﳌﻴﻼﺩﻱ ﰲ ﺗﻄﺒﻴﻖ ﻣﺒﺎﺩﺉ ﺍﻻﺧﺘﻴﺎﺭ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ .‬ﻭﻟﻜﻦ ﺍﻻﺧﺘﻴﺎﺭ ﰲ ﺣﺎﻟﺔ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﻣﺮﺗﺒﻂ ﺑﻘﻀﻴﺔ ﺍﻟﺘﺪﺭﻳﺞ‪ .‬ﻭﻳﻌﲏ ﺍﻟﺘﺪﺭﻳﺞ ﻭﺿﻊ ﻋﻨﺎﺻﺮ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﳎﻤﻮﻋﺎﺕ ﻭﺟﻌﻠﻬﺎ ﻣﺘﺘﺎﺑﻌﺔ ﰲ ﺍﳌﻘﺮﺭ‪.‬‬

‫‪٣٤‬‬
‫ﻓﺎﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﳛﺪﺩ ﻛﻼﹰ ﻣﻦ ﳎﻤﻮﻋﺔ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺪﺭﺱ ﻭﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﺗﺪﺭﺱ ﻓﻴﻪ‪ .‬ﻭﻳﻔﺴﺮ ‪ ([١٩٢٢] ١٩٦٨:٦٨ ) Palmer‬ﻭﻫﻮ ﺃﺣﺪ ﺍﻟﺮﻭﺍﺩ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﻣﺒﺪﺃ ﺍﻟﺘﺪﺭﻳﺞ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺤﻮﻳﺔ ﻣﺘﺪﺭﺟﺔ‪ ،‬ﻓﺒﻌﺾ ﺍﻟﺼﻴﻎ ﻭﺍﻷﺯﻣﻨﺔ ﺃﻛﺜﺮ ﻓﺎﺋﺪﺓ ﻣﻦ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ‪ ،‬ﻟﺬﺍ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﻧﺮﻛﺰ ﺃﻭﻻ ﻋﻠﻰ ﺍﳌﻔﻴﺪ ﻣﻨﻬﺎ‪ .‬ﻓﻔﻲ ﻟﻐﺔ ﻟﺪﻳﻬﺎ ﻋﺪﺩ ﻣﻦ ﺍﳊﺎﻻﺕ‪ ،‬ﻟﻦ ﻧﺘﻌﻠﻢ ﳎﻤﻮﻋﺔ ﺣﺮﻭﻑ ﺍﳉﺮ‬
‫ﻭﺍﻟﺼﻠﺔﻛﻠﻬﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﺎ ﻭﻣﺘﻄﻠﺒﺎ‪‬ﺎ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﺳﻮﻑ ﳔﺘﺎﺭ ﻣﻨﻬﺎ ﻭﻓﻘﺎﹰ ﻟﺪﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ؛ ﺃﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﻘﻮﺍﺋﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺸﻮﺍﺫ ﻓﻠﻮ ﺗﻌﻠﻤﻨﺎﻫﺎ ﻓﺈﻧﻨﺎ ﺳﻮﻑ ﻧﺘﻌﻠﻤﻬﺎ ﺑﺘﺮﺗﻴﺐ ﺻﺎﺭﻡ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻀﺮﻭﺭﺓ‪ .‬ﻭﻗﺪ ﳒﺪ‬
‫ﰲ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻠﻐﺎﺕ ﻗﻮﺍﻧﲔ ﺃﺳﺎﺳﻴﺔ ﻣﻌﻴﻨﺔ ﰲ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻨﺤﻮ ﻭﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺑﻨﺎﺀ ﺍﻟﻠﻐﺔ ﻛﻜﻞ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻛﺎﻧﺖ ﺩﻭﺭﺗﻨﺎ ﺗﺸﻤﻞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺍﻋﻴﺔ ﻵﻟﻴﺎﺕ ﻟﻐﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺇﺫﻥ ﻭﻭﻓﻘﺎﹰ ﳌﺒﺪﺃ ﺍﻟﺘﺪﺭﻳﺞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﺘﻌﻠﻢ ﺃﻭﻻﹰ‬
‫ﻫﺬﻩ ﺍﻷﺳﺎﺳﻴﺎﺕ ﻭﻧﺘﺮﻙ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺇﱃ ﻣﺮﺣﻠﺔ ﻻﺣﻘﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻭﺻﻞ ﻓﻴﻪ ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﳎﺎﻝ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺇﱃ ﻗﻮﺍﺋﻢ ﻛﻠﻤﺎ‪‬ﻢ ﻣﻦ ﺧﻼﻝ‬
‫ﺃﺳﺎﻟﻴﺐ ﺗﻄﺒﻴﻘﻴﺔ ﺗﺒﺪﺃ ﺑﻘﻮﺍﺋﻢ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻓﺎﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺗﻄﻮﺭﺕ ﺑﺸﻜﻞ ﻋﺎﻡ ﻣﻦ ﺧﻼﻝ‬
‫ﻣﺒﺎﺩﺉ ﳐﺘﻠﻔﺔ ﻻﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺷﻴﻮﻉ ﻭﺭﻭﺩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﺍﻟﻨﺼﻮﺹ ﻭﻟﻜﻦ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﺣﺪﺳﻴﺔ ﻣﻦ‬
‫ﺍﻟﻴﺴﺮ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻌﻠﻢ‪ .‬ﻓﻘﺪ ﻛﺎﻥ ﺍﳍﺪﻑ ﺗﻄﻮﻳﺮ ﻗﺎﺋﻤﺔ ﺑﺎﻟﺘﺮﺍﻛﻴﺐ ﻣﺘﺪﺭﺟﺔ ﰲ ﺗﺼﺎﻋﺪ ﻣﻨﻄﻘﻲ ﳑﺎ ﻳﻮﻓﺮ‬
‫ﻣﻘﺪﻣﺔ ﺗﺪﺭﺟﻴﺔ ﺳﻬﻠﺔ ﻟﻘﻮﺍﻋﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﺍﳌﺬﻫﺐ ﺍﳌﺴﺘﺨﺪﻡ ﻳﻌﺪ ﻣﺬﻫﺒﺎﹰ ﲢﻠﻴﻠﻴﺎﹰ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻭ‬
‫ﺍﻗﺘﺮﺍﺡ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎﹰ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪.‬‬
‫ﺍﻟﻴﺴﺮ ﻭﺍﳌﺮﻛﺰﻳﺔ ‪ :Simplicity and Centrality‬ﻳﻮﺻﻲ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﺘﺮﺍﻛﻴﺐ‬

‫ﺍﻟﻴﺴﲑﺓ ﻭﺍﳌﺮﻛﺰﻳﺔ ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﺒﻨﺎﺀ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻐﺔ ﺑﺪﻻﹰ ﻣﻦ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﻌﻘﺪﺓ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‪ .‬ﻭﺑﺘﻄﺒﻴﻖ ﻫﺬﺍ‬
‫ﺍﳌﻌﻴﺎﺭ ﳝﻜﻦ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺩﻭﺭﺓ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺘﻤﻬﻴﺪﻱ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪:‬‬
‫ﻭﺻﻞ ﺍﻟﻘﻄﺎﺭ )ﺍﻟﻔﺎﻋﻞ ﻭﺍﻟﻔﻌﻞ( )‪The train arrived. (Subject Verb‬‬
‫ﻫﻲ ﺻﺤﻔﻴﺔ )ﺍﻟﻔﺎﻋﻞ ﻭﺍﻟﻔﻌﻞ ﻭﺍﻟﺘﺘﻤﺔ( ‪She is a journalist (Subject Verb‬‬
‫)‪Complement‬‬
‫ﺍﻷﻃﻔﺎﻝ ﰲ ﻏﺮﻓﺔ ﺍﻟﻨﻮﻡ )ﺍﻟﻔﺎﻋﻞ ﻭﺍﻟﻔﻌﻞ ﻭﺍﻟﻈﺮﻑ( ‪The children are in the bedroom‬‬
‫)‪(Subject Verb Adverb‬‬
‫ﺃﻛﻠﻨﺎ ﺍﻟﻔﺎﻛﻬﺔ )ﺍﻟﻔﺎﻋﻞ ﻭﺍﻟﻔﻌﻞ ﻭﺍﳌﻔﻌﻮﻝ ﺑﻪ( ‪We ate the fruit (Subject Verb‬‬
‫)‪Object‬‬

‫‪٣٥‬‬
‫ﻭﺿﻌﺖ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﳊﻘﻴﺒﺔ )ﺍﻟﻔﺎﻋﻞ ﻭﺍﻟﻔﻌﻞ ﻭﺍﳌﻔﻌﻮﻝ ﻭﺍﻟﻈﺮﻑ( ‪I put the book in the bag‬‬
‫)‪(Subject Verb Object Adverb‬‬
‫ﻭﳝﻜﻦ ﺣﺬﻑ ﻣﺎ ﻳﻠﻲ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﻌﻴﺎﺭ ﻧﻔﺴﻪ‪:‬‬

‫‪Having neither money nor time, we decided buying a ticket to‬‬
‫‪the opera was out of the question‬‬
‫ﲟﺎ ﺃﻧﻨﺎ ﻻ ﳕﻠﻚ ﺍﳌﺎﻝ ﻭﻻ ﺍﻟﻮﻗﺖ ﻓﻘﺪ ﻗﺮﺭﻧﺎ ﺃﻧﻪ ﻳﺴﺘﺤﻴﻞ ﻋﻠﻴﻨﺎ ﺷﺮﺍﺀ ﺗﺬﻛﺮﺓ ﻟﻠﺬﻫﺎﺏ ﺇﱃ ﺍﻷﻭﺑﺮﺍ‬
‫‪For her to speak to us like that was something we never‬‬

‫‪anticipated.‬‬
‫ﱂ ﻧﻜﻦ ﻧﺘﻮﻗﻊ ﺃﺑﺪﺍ ﺃﻥ ﺗﺘﺤﺪﺙ ﺇﻟﻴﻨﺎ ‪‬ﺬﺍ ﺍﻟﺸﻜﻞ‬
‫ﺍﻟﺸﻴﻮﻉ ‪ :Frequency‬ﻟﻘﺪ ﺍﻗﺘﺮﺡ ﻛﺬﻟﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺷﻴﻮﻉ ﺍﻟﻮﺭﻭﺩ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪،‬‬
‫ﻭﻟﻜﻦ ﱂ ﻳﺘﺤﻘﻖ ﺇﻻ ﺗﻘﺪﻡ ﺑﺴﻴﻂ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻟﺒﻌﺾ ﺍﻟﻮﻗﺖ ﺑﺴﺒﺐ ﺻﻌﻮﺑﺔ ﲢﺪﻳﺪ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬
‫ﺍﳌﻨﺎﺳﺒﺔ ﺣﱴ ﻳﺘﻢ ﻋﺪﻫﺎ ﻭﺻﻌﻮﺑﺔ ﺗﺸﻔﲑ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻷﻏﺮﺍﺽ ﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻭﻟﻘﺪ ﻣﻜﻨﺖ ﺍﳊﺎﺳﺒﺎﺕ‬
‫ﺍﻵﻟﻴﺔ ﻣﺆﺧﺮﺍ ﻣﻦ ﺩﺭﺍﺳﺔ ﺗﻮﺯﻳﻊ ﺍﻟﺘﺮﺍﻛﻴﺐ ﰲ ﺍﻟﻠﻐﺔ ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﻣﺴﺘﻐﺮﺑﺎﹰ ﺃﻥ ﳒﺪ ﺍﺧﺘﻼﻓﺎﺕ ﻛﺒﲑﺓ ﺑﲔ‬
‫ﻗﻮﺍﺋﻢ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﳌﻌﺪﺓ ﺣﺪﺳﻴﺎﹰ ﻣﻦ ﻗﺒﻞ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ‬
‫ﲢﻠﻴﻼﺕ ﻣﺘﻮﻥ ﺍﻟﻠﻐﺔ ﺍﳊﻘﻴﻘﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺷﺎﺭ ‪ McCarthy‬ﻭ ‪– (١٩٩٥) Carter‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪-‬‬
‫ﺇﱃ ﺑﻌﺾ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺄﺧﻮﺫﺓ ﻣﻦ ﻣﱳ ﻟﻐﺔ ﺍﶈﺎﺩﺛﺔ ﻭﻗﺪ ﺗﻮﺻﻼ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻟﻘﻮﺍﻋﺪ ﺍﶈﻜﻴﺔ‬
‫ﻭﺍﻟﱵ ﻻ ﺗﺸﻤﻠﻬﺎ ﻋﺎﺩﺓ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻣﺜﻞ‪:‬‬
‫ﺣﺬﻑ ﺍﻟﻔﺎﻋﻞ ﻭﺍﳌﻔﻌﻮﻝ ﻣﺜﻞ ’‪ ‘Don’t know‬ﺑﺪﻻﹰ ﻣﻦ ’‪‘I don’t know‬‬

‫ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻉ ﻣﺜﻞ ‪‘That house on the corner, is that where‬‬
‫’?‪you live‬‬
‫ﺍﻟﺬﻳﻮﻝ ﻣﺜﻞ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ‪‬ﺎﻳﺔ ﺍﳉﻤﻞ ?’‪‘you know’ 'don’t they‬‬
‫ﺍﻷﻓﻌﺎﻝ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﻣﺜﻞ ’‪‘I was saying’ ‘They were telling me‬‬
‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻌﻠﻢ ‪ :Learnability‬ﻳﻘﺎﻝ ﺃﺣﻴﺎﻧﺎﹰ ﺇﻥ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ‬

‫ﺗﺮﺗﻴﺐ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻋﻨﺪ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﻗﺪ ﺍﻗﺘﺮﺡ ‪ Dulay‬ﻭ ‪Burt‬‬

‫‪٣٦‬‬
‫)‪ (١٩٧٣،١٩٧٤‬ﻣﺜﻼﹰ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﺎﱄ ﻟﻨﻤﻮ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﻨﺎﺀ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﻣﺴﺘﺨﻠﺼﺔ ﻣﻦ‬
‫ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺧﻼﻝ ﻣﻘﺎﺑﻼﺕ ﺃﺟﺮﻳﺖ ﻣﻌﻬﻢ‪:‬‬
‫‪.١١‬ﺃﺳﺌﻠﺔ ‪wh‬‬ ‫‪.١‬ﺍﻷﲰﺎﺀ‬
‫‪.١٢‬ﺍﳌﻀﺎﺭﻉ ﺍﳌﺴﺘﻤﺮ‬ ‫‪.٢‬ﺍﻷﻓﻌﺎﻝ‬
‫‪ ١٣‬ﺍﻻﲡﺎﻫﺎﺕ‬ ‫‪.٣‬ﺍﻟﺼﻔﺎﺕ‬
‫‪ ١٤‬ﺻﻔﺎﺕ ﺍﳌﻠﻜﻴﺔ‬ ‫‪.٤‬ﺍﻟﻔﻌﻞ ‪be‬‬
‫‪ ١٥‬ﺻﻴﻎ ﺍﻟﺘﻔﻀﻴﻞ‬ ‫‪.٥‬ﺿﻤﺎﺋﺮ ﺍﳌﻠﻜﻴﺔ‬
‫‪ ١٦‬ﺍﻟﻌﺮﻭﺽ‬ ‫‪.٦‬ﺍﻟﻀﻤﺎﺋﺮ ﺍﻟﺸﺨﺼﻴﺔ‬
‫‪ ١٧‬ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺒﺴﻴﻂ‬ ‫‪.٧‬ﻇﺮﻭﻑ ﺍﻟﺰﻣﺎﻥ‬
‫‪ ١٨‬ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ‬ ‫‪.٨‬ﺍﻟﻄﻠﺐ‬
‫‪ ١٩‬ﺻﻴﻐﺔ ﺍﳌﺼﺪﺭ‬ ‫‪.٩‬ﺍﳌﻀﺎﺭﻉ ﺍﻟﺒﺴﻴﻂ‬
‫‪ ٢٠‬ﺻﻴﻐﺔ ﺍﻟﺸﺮﻁ ﺍﻷﻭﱃ‬ ‫‪.١٠‬ﺍﳌﺴﺘﻘﺒﻞ‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻣﺼﺪﺍﻗﻴﺔ ﻫﺬﺍ ﺍﻟﺘﺘﺎﺑﻊ ﰲ ﺍﻻﻛﺘﺴﺎﺏ ﻛﺎﻧﺖ ﳏﻞ ﺗﺴﺎﺅﻝ )ﺭﺍﺟﻊ ﻣﺜﻼﹰ ‪Nunan‬‬
‫‪ ،(١٩٩٢:١٣٨‬ﻓﺎﻟﻔﻜﺮﺓ ﺍﻟﱵ ﺗﻘﻮﻝ‪ :‬ﺇﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻳﺘﻢ ﺍﻛﺘﺴﺎ‪‬ﺎ ﺑﺘﺮﺗﻴﺐ ﻃﺒﻴﻌﻲ ﻭﺇﻥ ﻫﺬﺍ‬
‫ﺍﻟﺘﺮﺗﻴﺐ ﻳﻨﺒﻐﻲ ﺃﻥ ﳛﺪﺩ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻗﺪ ﺍﻗﺘﺮﺣﻬﺎ ﻋﺪﺩ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﲔ )ﻣﺜﻞ‬
‫‪ ،(Pienemann ١٩٨٩‬ﻭﻟﻜﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺜﻘﺔ ‪‬ﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﺘﺎﺑﻊ ﺍﻻﻛﺘﺴﺎﺏ ﻭﺍﻟﱵ‬
‫ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺫﺍﺕ ﻓﺎﺋﺪﺓ ﻋﻤﻠﻴﺔ ﰲ ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺗﻌﺪ ﳏﺪﻭﺩﺓ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻟﱵ ﳚﺐ ﺗﻀﻤﻴﻨﻬﺎ ﰲ ﺍﳌﻘﺮﺭ‪ ،‬ﳚﺐ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ‬
‫ﺃﻭ ﺗﺪﺭﻳﺞ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ .‬ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺗﺘﺎﺑﻊ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺘﻈﻤﺔ ﻟﻴﺴﺖ ﻗﻀﻴﺔ‬
‫ﺟﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‪) Comenius .‬ﳋﺼﻪ ‪ (Mackey ١٩٦٥:٢٠٥‬ﻳﻘﺮﺭ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺒﺪﺍﻳﺔ ﺑﻄﻴﺌﺔ ﻭﺩﻗﻴﻘﺔ ﻭﻣﻔﻬﻮﻣﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﻭﻳﺘﻢ ﺍﺧﺘﺒﺎﺭﻫﺎ ﻣﺒﺎﺷﺮﺓ‪ .‬ﻓﺈﺫﺍ ﱂ ﺗﻜﻦ‬
‫ﺍﻟﻄﺒﻘﺔ ﺍﻷﻭﱃ ﺛﺎﺑﺘﺔ ﻓﻼ ﳝﻜﻦ ﺃﻥ ﻧﺒﲏ ﻋﻠﻴﻬﺎ ﺷﻴﺌﺎﹰ‪ ،‬ﻓﺎﻟﺒﻨﺎﺀ ﻛﻠﻪ ﺳﻮﻑ ﻳﻨﻤﻮ ﻣﻦ ﺍﻷﺳﺎﺳﺎﺕ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﻛﻞ ﺍﻷﺟﺰﺍﺀ ﻣﺮﺗﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ ﺣﱴ ﻳﻔﻀﻲ ﻛﻞ ﺟﺰﺀ ﺇﱃ ﺍﳉﺰﺀ ﺍﻵﺧﺮ‪ ،‬ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺘﺄﺧﺮﺓ ﺗﺘﻀﻤﻦ‬
‫ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺘﻘﺪﻣﺔ‪ .‬ﻓﻤﺎ ﻳﺄﰐ ﺃﻭﻻ ﻳﺸﻜﻞ ﺧﻄﻮﺓ ﳌﺎ ﻳﺄﰐ ﺑﻌﺪﻩ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﳋﻄﻮﺓ ﺍﻷﺧﲑﺓ ﻣﺮﺗﺒﻄﺔ‬
‫ﺑﺎﳋﻄﻮﺓ ﺍﻷﻭﱃ ﻣﻦ ﺧﻼﻝ ﺳﻠﺴﻠﺔ ﻭﺍﺿﺤﺔ ﻣﻦ ﺍﻟﺮﻭﺍﺑﻂ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺬﺍﻫﺐ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺞ‪:‬‬

‫‪٣٧‬‬
‫ﺍﻟﺘﺒﺎﻋﺪ ﺍﻟﻠﻐﻮﻱ ‪ :Linguistic distance‬ﻳﺮﻯ ‪ (١٩٥٧) Lado‬ﺃﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ ﺗﺸﺒﻪ‬

‫ﺗﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺪﺭﺱ ﺃﻭﻻﹰ‪" .‬ﻓﺘﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﺸﺒﻪ ﻟﻐﺔ ]ﺍﳌﺘﻌﻠﻢ[ ﺍﻷﺻﻠﻴﺔ ﺳﺘﻜﻮﻥ‬
‫ﺳﻬﻠﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻪ‪ ،‬ﺃﻣﺎ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻓﺴﺘﻜﻮﻥ ﺻﻌﺒﺔ" )‪ .(Lado ١٩٥٧:٢‬ﻭﻳﺸﻜﻞ ﻫﺬﺍ‬
‫ﺍﳌﻨﻄﻠﻖ ﺍﻷﺳﺎﺱ ﳌﺬﻫﺐ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻌﺮﻭﻑ ﺑﺎﺳﻢ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻘﺎﺑﻠﻲ ‪contrastive‬‬
‫‪.analysis‬‬
‫ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ‪ :Intrinsic difficulty‬ﻭﻳﻘﺮﺭ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﺃﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻴﺴﲑﺓ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﺗﺪﺭﺱ ﻗﺒﻞ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﻌﻘﺪﺓ ﻭﻫﻮ ﺃﺷﻬﺮ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻌﻠﻴﻞ ﺗﺘﺎﺑﻊ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﺍﳌﻘﺮﺭ‪.‬‬
‫ﺍﳊﺎﺟﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ‪ :Communicative need‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﺒﻌﺾ ﺍﻟﺘﺮﺍﻛﻴﺐ ﰲ ﻭﻗﺖ ﻣﺒﻜﺮ‬
‫ﻭﻻ ﳝﻜﻦ ﺗﺄﺟﻴﻠﻬﺎ ﺭﻏﻢ ﺻﻌﻮﺑﺘﻬﺎ ﻣﺜﻞ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺣﻴﺚ ﺇﻧﻪ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ ﺗﻔﺎﺩﻱ‬
‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻷﺣﺪﺍﺙ ﺍﳌﺎﺿﻴﺔ ﻟﻔﺘﺮﺓ ﻃﻮﻳﻠﺔ ﰲ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ‪.‬‬
‫ﺍﻟﺸﻴﻮﻉ‪ :‬ﺷﻴﻮﻉ ﻭﺭﻭﺩ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻗﺪ ﻳﺆﺛﺮ ﻛﺬﻟﻚ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‬
‫ﺍﻟﺬﻱ ﺗﻈﻬﺮ ﻋﻠﻴﻪ ﰲ ﺍﳌﻘﺮﺭ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻟﺪﻯ ﳐﻄﻄﻲ ﺍﳌﻘﺮﺭﺍﺕ ﺣﻮﻝ ﻫﺬﻩ‬
‫ﺍﳌﺴﺄﻟﺔ ﺗﻌﺪ ﻗﻠﻴﻠﺔ ﻛﻤﺎ ﺃﺷﺮﻧﺎ ﺇﱃ ﺫﻟﻚ ﺳﺎﺑﻘﺎﹰ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺎﻟﺸﻴﻮﻉ ﻗﺪ ﻳﺘﻀﺎﺭﺏ ﻣﻊ ﺍﳌﻌﺎﻳﲑ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﻓﺎﳌﻀﺎﺭﻉ ﺍﳌﺴﺘﻤﺮ ﻟﻴﺲ ﻣﻦ ﺻﻴﻎ ﺍﻟﻔﻌﻞ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺭﻏﻢ ﺫﻟﻚ ﻓﻬﻮ ﻳﺪﺭﺱ ﻏﺎﻟﺒﺎﹰ‬
‫ﰲ ﻭﻗﺖ ﻣﺒﻜﺮ ﻣﻦ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺴﻬﻮﻟﺔ ﺷﺮﺣﻪ ﻭﳑﺎﺭﺳﺘﻪ ﻧﻮﻋﺎﹰ ﻣﺎ ﰲ ﺳﻴﺎﻕ ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﻳﻮﺍﺟﻪ ﺍﳌﺮﺀ ﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﻗﻀﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺑﲔ ﻣﺬﻫﺒﲔ ﰲ ﺗﺘﺎﺑﻊ ﻋﻨﺎﺻﺮ‬
‫ﺍﻟﺪﻭﺭﺓ ﻭﻫﻲ‪ :‬ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﻄﻮﱄ ‪ linear gradation‬ﻭﺍﻟﺘﺪﺭﻳﺞ ﺍﳊﻠﻘﻲ ﺃﻭ ﺍﳊﻠﺰﻭﱐ ‪cyclical or‬‬
‫‪ .spiral gradation‬ﻭﰲ ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﻄﻮﱄ ﻳﺘﻢ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺗﺘﻢ ﳑﺎﺭﺳﺘﻬﺎ ﻗﺒﻞ‬
‫ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﻠﻴﻬﺎ؛ ﺃﻣﺎ ﺍﻟﺘﺪﺭﻳﺞ ﺍﳊﻠﻘﻲ ﻓﻴﺘﻢ ﻓﻴﻪ ﺇﻋﺎﺩﺓ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﻃﻮﺍﻝ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﰲ ﺍﻟﺪﻭﺭﺓ ﺍﻟﱵ ﺗﺮﺗﺐ ﻓﻴﻬﺎ ﺍﳌﻮﺍﺩ ﺑﺸﻜﻞ ﺣﻠﻘﻲ ﻻ ﻳﺘﻢ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻔﺮﺩﺓ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‬
‫ﻛﻤﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﻄﻮﱄ ﺍﻟﺼﺎﺭﻡ‪ ،‬ﻭﻟﻜﻦ ﻳﺘﻢ ﺗﻘﺪﱘ ﺍﻷﻭﺟﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻌﻨﺼﺮ ﺍﻟﺬﻱ ﳓﻦ ﺑﺼﺪﺩﻩ ﰲ‬
‫ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﰒ ﻳﺘﻢ ﻭﺭﻭﺩ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﰲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﰲ ﻛﻞ ﻣﺮﺓ ﻳﺘﻢ ﺗﻘﺪﱘ ﺃﻭﺟﻪ ﺟﺪﻳﺪﺓ‬
‫ﻣﺮﺗﺒﻄﺔ ﻭﻣﻨﺪﳎﺔ ﻣﻊ ﻣﺎ ﰎ ﺗﻌﻠﻤﻪ ﻣﻦ ﻗﺒﻞ )‪.(Van Els et al. ١٩٨٤:٢٢٨‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻗﻠﺔ ﻣﻦ ﻳﺸﻚ ﰲ ﺃﻓﻀﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺞ ﺍﳊﻠﻘﻲ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﻄﻮﱄ‪ ،‬ﻓﺈﻋﺎﺩﺓ ﺍﻟﺘﺪﻭﻳﺮ ﺗﺘﺮﻙ‬
‫ﻋﺎﺩﺓ ﻟﻠﻤﺪﺭﺱ ﰲ ﺍﻟﺘﻄﺒﻴﻖ؛ ﻷﻥ ﺍﻟﺘﺪﺭﻳﺞ ﺍﳊﻠﻘﻲ ﻳﺆﺩﻱ ﻏﺎﻟﺒﺎ ﺇﱃ ﺇﻧﺘﺎﺝ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ ﻃﻮﻳﻠﺔ‪.‬‬

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‫ﻭﻗﺪ ﺑﺪﺃﺕ ﺗﻈﻬﺮ ﺩﻭﺭﺍﺕ ﻟﻠﻤﺒﺘﺪﺋﲔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﻷﺭﺑﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﺣﻴﺚ‬
‫ﻛﺎﻥ ﻭﺍﺿﺤﺎﹰ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺒﺎﺩﺉ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺤﻜﻢ ﺍﻟﻘﻮﺍﻋﺪﻱ ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻣﻨﻈﻤﺔ ﰲ‬
‫ﺗﺘﺎﺑﻌﺎﺕ ﻣﺘﺪﺭﺟﺔ‪ .‬ﻭﻗﺪ ﺭﻛﺰﺕ ﺍﻟﻄﺮﻕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻠﻚ ﺍﻷﻳﺎﻡ ﻋﻠﻰ ﺗﻌﻠﻢ "ﺍﻟﺘﺮﺍﻛﻴﺐ"‪ .‬ﻭﻗﺪ ﺣﺪﺩ ﻋﺎﱂ‬
‫ﺍﻟﻠﻐﺔ ﺍﻷﻣﺮﻳﻜﻲ ‪ Fries‬ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻳﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ ﲝﺎﺟﺔ ﺇﱃ ﺗﻌﻠﻤﻬﺎ ﰲ‬
‫ﻛﺘﺎﺑﻴﻪ ‪Teaching and Learning English as a Foreign Language‬‬
‫)‪ (١٩٤٦‬ﻭ ‪ .(١٩٥٢) The Structure of English‬ﻭﻗﺪ ﺷﻜﻠﺖ ﻫﺬﻩ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻋﻨﺼﺮ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻟﻠﺪﻭﺭﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﰎ ﺗﻄﻮﻳﺮﻫﺎ ﰲ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺫﻱ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻜﺒﲑ ﰲ ﺟﺎﻣﻌﺔ‬
‫ﻣﺘﺸﺠﺎﻥ‪ .‬ﻭﻗﺪ ﺃﺧﺬﺕ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳉﺎﻣﻌﺔ ﻣﺘﺸﺠﺎﻥ –ﻣﻊ ﺗﺮﻛﻴﺰﻫﺎ ﻋﻠﻰ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬
‫ﺍﳉﻮﻫﺮﻳﺔ ﻟﻺﳒﻠﻴﺰﻳﺔ‪ -‬ﰲ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺴﺮﻳﻊ ﻋﻠﻰ ﻛﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﰎ ﺗﻄﻮﻳﺮﻫﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬
‫ﻟﺘﺪﺭﻳﺲ ﻃﻼﺏ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﺴﻴﻄﺮﺓ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬
‫ﻷﻛﺜﺮ ﻣﻦ ﻋﺸﺮﻳﻦ ﻋﺎﻣﺎﹰ )‪ .(Darian ١٩٧٢‬ﺃﻣﺎ ﰲ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻓﻘﺪ ﻗﺎﻡ ‪- Hornby‬ﻭﺫﻟﻚ ﺑﺎﻻﻋﺘﻤﺎﺩ‬
‫ﻋﻠﻰ ﺟﻬﻮﺩ ‪ Palmer‬ﰲ ﺗﺪﺭﻳﺞ ﺃﳕﺎﻁ ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﻗﺒﻞ ﺍﳊﺮﺏ‪ -‬ﺑﺘﻄﻮﻳﺮ ﻣﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ ﺷﺎﻣﻞ‬
‫)ﻣﻊ ﻣﺬﻫﺐ ﺑﻨﺎﺋﻲ ﰲ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ( ﰲ ﻛﺘﺎﺑﻴﻪ ‪Guide to Patterns and Usage in‬‬
‫‪ (١٩٥٤) English‬ﻭ ‪The Teaching of Structural Words and Sentence‬‬
‫‪ .(١٩٥٩) Patterns‬ﻭﻗﺪ ﻭﺻﻒ ﻫﺬﺍﻥ ﺍﻟﻜﺘﺎﺑﺎﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﰲ‬
‫ﻣﻘﺮﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺩﻭﺭﺍ‪‬ﺎ ﰲ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻭﻗﺪ ﺷﻜﻞ ﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻺﳒﻠﻴﺰﻳﺔ )ﺃﻭ ﺃﻧﻮﺍﻉ‬
‫ﳐﺘﻠﻔﺔ ﻣﻨﻪ( ﺍﻷﺳﺎﺱ ﻟﻠﻤﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﻟﻐﺎﻟﺒﻴﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﺃﻧﺘﺠﺖ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ‬
‫ﺭﻗﻢ ‪ .(٣‬ﻭﻣﻨﺬ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﻗﺎﻡ ﺍﳌﺘﺨﺼﺼﻮﻥ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺘﻌﺪﻳﻞ ﻣﻮﺍﺻﻔﺎﺕ ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ‬
‫ﻭﺗﻄﻮﻳﺮﻩ ﻟﻴﺼﺒﺢ ﺍﻷﺳﺎﺱ ﻟﺘﺼﻤﻴﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )ﺭﺍﺟﻊ ﻣﺜﻼ ‪Alexander et‬‬
‫‪.(al. ١٩٧٥‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻛﻼ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﻻﻟﻴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻗﺪ ﻗﺪﻣﺖ ﺇﺭﺷﺎﺩﺍﺕ ﻣﻬﻤﺔ ﻟﺘﻄﻮﻳﺮ ﻛﺘﺐ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻨﺬ ﻇﻬﻮﺭ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻷﻭﱃ ﰲ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﻴﻼﺩﻱ ﺍﳌﺎﺿﻲ‪،‬‬
‫ﻓﺎﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻫﻲ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﻌﺪ ﺟﻮﻫﺮ ﺍﻟﺪﻭﺭﺓ ﺃﻭ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﻳﻼﺣﻆ ‪Wilkins‬‬
‫)‪ (١٩٧٦:٧‬ﺫﻟﻚ ﻓﻴﻘﻮﻝ‪:‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﻫﻮ ﺍﳌﺬﻫﺐ ﺍﻟﺘﻘﻠﻴﺪﻱ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ؛ ﻧﻈﺮﺍﹰ ﻷﻥ ﺟﻮﻫﺮ ﻏﺎﻟﺒﻴﺔ‬
‫ﺍﳌﻘﺮﺭﺍﺕ ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﳌﻨﺸﻮﺭﺓ ﻫﻮ ﻗﺎﺋﻤﺔ ﻣﺮﺗﺒﺔ ﻣﻦ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ .‬ﺃﻣﺎ ﺍﶈﺘﻮﻯ ﺍﳌﻔﺮﺩﺍﰐ ﻓﻘﺪ ﻛﺎﻥ‬
‫ﺛﺎﻧﻮﻳﺎﹰ ﰲ ﺍﻷﳘﻴﺔ‪ ،‬ﻭﻧﺎﺩﺭﺍﹰ ﻣﺎ ﻳﻮﻓﺮ –ﻣﻦ ﻏﲑ ﺷﻚ‪ -‬ﺍﻟﺘﺮﻛﻴﺐ ﺍﻷﺳﺎﺳﻲ ﻟﻠﺪﻭﺭﺓ‪ .‬ﻓﺎﻟﻨﻈﺮﺓ ﺍﻟﺴﺎﺋﺪﺓ ﺗﻘﻮﻝ‬

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‫ﺇﻧﻪ ﺣﱴ ﻳﺘﻢ ﺗﻌﻠﻢ ﺍﳉﺰﺀ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﻮﺍﻋﺪﻱ‪ ،‬ﻳﻨﺒﻐﻲ ﲣﻔﻴﻒ ﺍﻟﻌﺐﺀ ﺍﳌﻔﺮﺩﺍﰐ ﳌﺎ ﻫﻮ ﺿﺮﻭﺭﻱ‬
‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺇﱃ ﻣﺎ ﻫﻮ ﻣﺮﻏﻮﺏ ﻓﻴﻪ ﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﺗﻨﻮﻉ ﻛﺎﻑ ﰲ ﳏﺘﻮﻯ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻣﻨﻄﻠﻘﺎﺕ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻤﺬﺍﻫﺐ ﺍﻷﻭﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬

‫ﳝﻜﻨﻨﺎ ﺍﻵﻥ ﻓﺤﺺ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﱵ ﺗﻘﻒ ﺧﻠﻒ ﻣﺬﺍﻫﺐ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﻭﺍﻟﱵ ﻇﻬﺮﺕ ﰲ ﺍﳉﺰﺀ ﺍﻷﻭﻝ‬
‫ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﻭﳝﻜﻨﻨﺎ ﺃﺛﻨﺎﺀ ﺫﻟﻚ ﺗﻮﺿﻴﺢ ﻧﻮﺍﺣﻲ ﺍﻟﻘﺼﻮﺭ ﰲ ﻫﺬﻩ ﺍﳌﺬﺍﻫﺐ ﺍﻟﱵ ﺣﺎﻭﻟﺖ ﻣﻌﺎﳉﺘﻬﺎ‬
‫ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‪.‬‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻫﻲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻠﻐﺔ‬

‫ﺇﻥ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻋﻤﻠﻮﺍ ﺿﻤﻦ ﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﱵ ﻧﺎﻗﺸﻨﺎﻫﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺗﻄﺮﻗﻮﺍ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ‬
‫ﻛﺒﲑ ﻣﻦ ﺧﻼﻝ ﻣﻔﺮﺩﺍ‪‬ﺎ ﻭﻗﻮﺍﻋﺪﻫﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻋﺪﻡ ﲡﺎﻫﻞ ﺩﻭﺭ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻨﻄﻖ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻔﻌﻠﻲ ﻟﻠﻐﺔ‪ ،‬ﻓﺎﻷﻭﻟﻮﻳﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﻛﺎﻧﺖ ﻟﻠﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﻛﺎﻥ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﻭﺣﺪﺍﺕ‬
‫ﺍﻟﺒﻨﺎﺀ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻳﻌﺘﻘﺪ ﺃﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﳝﻜﻦ ﺃﻥ ﻳﺒﲎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻛﺜﺮ‬
‫ﻣﻨﻄﻘﻴﺔ ﻭﻗﺒﻮﻻ ﺇﺫﺍ ﰎ ﺗﻨﻈﻴﻢ ﻫﺬﻳﻦ ﺍ‪‬ﺎﻟﲔ ﻭﺗﺮﺗﻴﺒﻬﻤﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﻟﻠﻤﻘﺮﺭ‪.‬‬
‫ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻣﺘﻄﺎﺑﻘﺔ ﰲ ﻛﻞ ﻣﻜﺎﻥ‬

‫ﻟﻘﺪ ﻛﺎﻥ ﺍﻟﺘﺮﻛﻴﺰ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ "ﺍﻟﻌﺎﻣﺔ"‪ ،‬ﻭﳍﺬﺍ ﺍﻟﺴﺒﺐ ﻛﺎﻧﺖ ﻗﺎﺋﻤﺔ ﻛﻠﻤﺎﺕ ‪West‬‬
‫‪‬ﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ‪ .‬ﻓﻘﺪ ﻛﺎﻥ ﻳﻌﺘﻘﺪ ﺃﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﻮﻫﺮﻳﺔ ﰲ ﻗﺎﺋﻤﺔ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻣﻊ ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﺍﻟﺬﻱ‬
‫ﻃﻮﺭﻩ ‪ Hornby‬ﳝﻜﻦ ﺃﻥ ﻳﺸﻜﻼ ﺍﻷﺳﺎﺱ ﻟﻜﻞ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺗﻘﺮﻳﺒﺎﹰ‪.‬‬
‫ﻳﺘﻢ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺣﺼﺮﻳﺎﹰ ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬

‫ﻟﻘﺪ ﻛﺎﻥ ﻳﻈﻦ ﺃﻥ ﺇﺗﻘﺎﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺳﻮﻑ ﳛﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻄﻼﺏ ﻛﻠﻬﻢ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﻧﻮﻋﻴﺔ‬
‫ﺍﻟﻄﻼﺏ ﺃﻭ ﻇﺮﻭﻑ ﺗﻌﻠﻤﻬﻢ‪ .‬ﻓﻬﺪﻑ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻫﻮ ﺗﺪﺭﻳﺲ ﺍﻟﻄﻼﺏ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﻟﻴﺲ ﺗﺪﺭﻳﺴﻬﻢ‬
‫ﻛﻴﻔﻴﺔ ﺣﻞ ﻣﺸﻜﻼ‪‬ﻢ ﻣﻦ ﺧﻼﻝ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻳﺘﻢ ﲢﺪﻳﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﲢﺪﻳﺪﺍ ﻛﺒﲑﺍ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﺇﻥ ﺍﳌﺪﺧﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﱵ ﻳﺴﺘﻘﺒﻠﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻫﻲ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﻣﻦ‬
‫ﻫﻨﺎ ﺟﺎﺀﺕ ﺃﳘﻴﺔ ﻣﺒﺎﺩﺉ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺞ ﺑﻮﺻﻔﻬﺎ ﻃﺮﻳﻘﺔ ﻟﻠﺘﺤﻜﻢ ﲟﺤﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺗﺴﻬﻴﻞ‬
‫ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪.‬‬

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‫ﺳﻴﺎﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻮ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‬

‫ﻏﺎﻟﺒﻴﺔ ﺍﻷﻋﻤﺎﻝ ﺍﻷﻭﱃ ﺑﻮﺍﺳﻄﺔ ‪ Palmer‬ﻭ ‪ West‬ﻭ ‪ Hornby‬ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﲤﺖ ﰲ ﺳﻴﺎﻗﺎﺕ ﻛﺎﻧﺖ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﻄﻼﺏ ﻳﺪﺭﺳﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺑﻮﺻﻔﻬﺎ ﻣﺎﺩﺓ ﺭﲰﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺣﻘﻴﻘﻴﺔ ﳍﺎ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ‪ .‬ﻓﺎﻟﻔﺼﻞ ﻭﺍﻟﻜﺘﺎﺏ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﳘﺎ ﺍﳌﺼﺪﺭﺍﻥ ﺍﻟﺮﺋﻴﺴﺎﻥ ﻟﻠﻤﺪﺧﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻣﻦ ﰒ ﻛﺎﻥ ﻫﺪﻑ ﻣﻄﻮﺭﻱ‬
‫ﺍﳌﻘﺮﺭﺍﺕ ﺗﻴﺴﲑ ﻫﺬﻩ ﺍﳌﺪﺧﻼﺕ ﻭﺟﻌﻠﻬﺎ ﻣﻨﻄﻘﻴﺔ ﻗﺪﺭ ﺍﳌﺴﺘﻄﺎﻉ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺞ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﻣﻜﺎﻧﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺣﻮﻝ ﺍﻟﻌﺎﱂ ﻭﰲ ﺍﻷﻏﺮﺍﺽ ﺍﻟﱵ ﺗﺪﺭﺱ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺃﺟﻠﻬﺎ ﻣﻨﺬ‬
‫ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺃﺩﺕ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﳕﻮ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﻫﺬﻩ‬
‫ﺍﻟﺘﻐﲑﺍﺕ ﻭﻣﺎ ﻧﺘﺞ ﻋﻨﻬﺎ ﻣﻦ ﻣﺬﺍﻫﺐ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﺳﺘﻜﻮﻥ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪.‬‬

‫‪.١‬ﺍﺫﻛﺮ ﺛﻼﺛﺔ ﺟﻮﺍﻧﺐ ﺗﺴﺘﺤﻮﺫ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻣﻚ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺗﻄﺒﻴﻘﻬﺎ ﻭﺍﻟﱵ ﺗﺸﻜﻞ ﻣﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﺍﺻﻔﺎﹰ ﺇﻳﺎﻫﺎ ﰲ ﺻﻴﻐﺔ ﺃﺳﺌﻠﺔ ﻣﻊ ﻣﻘﺎﺭﻧﺔ ﺭﺃﻳﻚ ﺑﺂﺭﺍﺀ‬
‫ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫‪.٢‬ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ؟‬
‫‪.٣‬ﻛﻴﻒ ﻳﺘﻢ ﺗﻄﻮﻳﺮ ﺍﳌﻘﺮﺭﺍﺕ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﺮﻓﻬﺎ؟‬
‫‪.٤‬ﻣﺎ ﺧﺼﺎﺋﺺ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ؟ ﻛﻴﻒ ﳝﻜﻦ ﻟﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻥ ﺗﱪﺯ ﻗﻀﺎﻳﺎ ﳍﺎ ﻋﻼﻗﺔ ﺑﺘﻄﻮﻳﺮ‬
‫ﺍﳌﻨﻬﺞ؟‬
‫‪.٥‬ﻣﺎ ﻋﻼﻗﺔ ﻗﻀﺎﻳﺎ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺞ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ؟ ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻵﺭﺍﺀ‬
‫ﺍﳊﺪﻳﺜﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺞ؟‬
‫‪.٦‬ﺍﻓﺤﺺ ﺃﺣﺪ ﺍﻟﻨﺼﻮﺹ ﰲ ﻛﺘﺎﺏ ﻣﺒﺴﻂ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻟﻄﻼﺏ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‪ ،‬ﰒ ﺣﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻟﱵ ﻛﺎﻥ ﳍﺎ ﺗﺄﺛﲑ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻭﺗﺪﺭﳚﻬﺎ‪،‬ﰲ ﺫﻟﻚ ﺍﻟﻨﺺ؟‬
‫‪.٧‬ﻫﻞ ﻣﻔﺎﻫﻴﻢ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺞ ﻣﻨﺴﺠﻤﺔ ﻣﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺼﻮﺹ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻷﺻﻴﻠﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ؟‬
‫‪.٨‬ﻣﺎ ﻣﺪﻯ ﻓﺎﺋﺪﺓ ﻗﻮﺍﺋﻢ ﺍﻟﻜﻠﻤﺎﺕ ﻣﺜﻞ ﺗﻠﻚ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻘﲔ ‪ ١‬ﻭ‪ ٢‬ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ؟‬

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‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :١‬ﻣﺪﺍﺧﻞ ﻣﻦ ﻗﺎﺋﻤﺔ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻜﻠﻤﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬

‫ﲢﺪﺩ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ )ﻣﻦ ‪ ٢٠٠٠ (West ١٩٥٣‬ﻛﻠﻤﺔ ﺃﺳﺎﺳﻴﺔ ﻣﻊ ﺗﻮﺿﻴﺢ ﺷﻴﻮﻉ ﺍﳌﻌﺎﱐ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻜﻞ‬
‫ﻛﻠﻤﺔ‬

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‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻣﺪﺍﺧﻞ ﻣﻦ ﻣﻌﺠﻢ ﻛﻴﻤﱪﺝ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬

‫ﻫﺬﻩ ﻗﺎﺋﻤﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ ٤٥٠٠‬ﻛﻠﻤﺔ ﻣﻘﺴﻤﺔ ﺇﱃ ‪ ٧‬ﻣﺴﺘﻮﻳﺎﺕ )‪(Hindmarsh ١٩٨٠‬‬

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Hornby ‫ ﺟﺰﺀ ﻣﻦ ﻣﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ ﳌﺮﺣﻠﺔ ﻣﺒﻜﺮﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ )ﻣﻦ‬: ٣ ‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ‬
(١٩٥٩

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‬
‫ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬
‫ﺇﻥ ﻣﺬﻫﺐ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﺬﻱ ﻭﺿﺤﻨﺎﻩ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ ،‬ﻛﺎﻥ ﻛﺎﻓﻴﺎﹰ ﻟﺪﻋﻢ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺣﱴ‬
‫ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ ‪General‬‬
‫‪ English‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺘﺪﺭﺟﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ,‬ﺇﺫ ﻛﺎﻧﺖ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺗﺪﺭﺱ ﻣﻦ ﺧﻼﻝ ﺃﺑﻨﻴﺘﻬﺎ ﻭﻣﻔﺮﺩﺍ‪‬ﺎ‪ .‬ﻭﻳﺸﺘﻜﻲ ‪- ( ١٩٧٢:٩٤ ) Darian‬ﻋﻨﺪ ﺗﻌﻠﻴﻘﻪ ﻋﻠﻰ‬
‫ﺗﺄﺛﲑ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺘﺠﺔ ﰲ ﺟﺎﻣﻌﺔ ﻣﺘﺸﺠﺎﻥ‪ -‬ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻻﻳﻮﺟﺪ ﺇﻻ ﺍﻟﻘﻠﻴﻞ ﻣﻦ " ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺴﻴﺎﻗﻴﺔ "‪ .‬ﻓﺎﳉﻤﻞ ﺍﳌﺨﺘﺎﺭﺓ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻫﻲ‬
‫ﺗﻌﺒﲑﺍﺕ ﻃﺒﻴﻌﻴﺔ ﺗﺎﻣﺔ‪ ,‬ﻭﻟﻜﻦ ﻧﺎﺩﺭﺍﹰ ﻣﺎ ﻳﻜﻮﻥ ﳍﺎ ﻋﻼﻗﺔ ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ‪ ....‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﻜﻞ‬
‫ﺍﻹﺟﺎﺑﺎﺕ ﺗﻘﺮﻳﺒﺎﹰ ﻣﺘﺤﻜﻢ ﻓﻴﻬﺎ ﺑﺸﻜﻞ ﻣﻌﻘﺪ‪ ,‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺇﻻ ﻋﺪﺩ ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﻔﺮﺹ ﻳﺴﻤﺢ ﻓﻴﻬﺎ ﻟﻠﻄﻼﺏ‬
‫ﺑﺘﻮﻟﻴﺪ ﺗﻌﺒﲑﺍﺕ ﳐﺘﻠﻔﺔ ﻋﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﳌﺘﺤﻜﻢ ﻓﻴﻬﺎ ﺍﻟﱵ ﲤﺖ ﳑﺎﺭﺳﺘﻬﺎ ‪.‬‬
‫ﻭﻗﺪ ﻛﺎﻥ ﻫﻨﺎﻙ ﺃﻳﻀﺎﹰ ﻣﺬﺍﻫﺐ ﺃﺧﺮﻯ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‪ ،‬ﻣﺜﻞ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻷﻏﺮﺍﺽ ﺍﻟﺴﻔﺮ ﻭﺍﻟﺘﺠﺎﺭﺓ ﻭﺍﻟﱵ ﻛﺎﻥ ﻳﺘﻢ ﺗﻨﻈﻴﻤﻬﺎ ﺣﻮﻝ ﻣﻮﺿﻮﻋﺎﺕ ﻭﻣﻮﺍﻗﻒ ﻭﻋﺒﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺇﺿﺎﻓﺔ‬
‫ﺇﱃ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻘﻨﻴﺔ ﺃﻭ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻣﻬﻦ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻨﻮﻉ ﺍﻷﺧﲑ ﻣﻦ ﺍﻟﻜﺘﺐ ﺃﻭ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻛﺎﻥ ﺗﻮﺟﻬﺎﹰ ﺛﺎﻧﻮﻳﺎﹰ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻮﺟﻪ ﺍﻟﻌﺎﻡ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺮﻛﺰ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺃﻭ ﻛﻤﺎ ﻛﺎﻥ‬
‫ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺃﺣﻴﺎﻧﺎﹰ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﻏﲑ ﳏﺪﺩﺓ ‪.English for No Specific Purposes‬‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ ﻃﺮﻕ ﺟﺪﻳﺪﺓ‬

‫ﻟﻘﺪ ﺃﺻﺒﺢ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻧﺸﺎﻃﺎﹰ ﻣﺘﺰﺍﻳﺪ ﺍﻷﳘﻴﺔ ﺑﻌﺪ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ‪ ,‬ﻓﻘﺪ ﻛﺎﻥ ﻫﻨﺎﻙ ﻃﻠﺐ ﻫﺎﺋﻞ ﻋﻠﻰ ﺩﻭﺭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﻭﻛﻨﺪﺍ ﻭﺍﻟﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺃﺳﺘﺮﺍﻟﻴﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﻬﺎﺟﺮﻳﻦ ﻭﺍﻟﻼﺟﺌﲔ ﻭﺍﻟﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ‪ .‬ﻛﻤﺎ ﺃﻥ ﺩﻭﺭ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﻟﻐﺔ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻌﺎﳌﻴﺔ ﻗﺪ ﺍﻧﺘﺸﺮ ﺑﺴﺮﻋﺔ ﲝﻠﻮﻝ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﺇﺫ ﻛﺎﻥ ﺍﻟﻨﺎﺱ ﻳﺘﻨﻘﻠﻮﻥ‬
‫ﺑﺸﻜﻞ ﻛﺒﲑ ﻧﺘﻴﺠﺔ ﻟﺘﻄﻮﺭ ﺍﻟﻨﻘﻞ ﺍﳉﻮﻱ ﻭﺍﻟﺴﻴﺎﺣﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ .‬ﻛﻤﺎ ﺍﺯﺩﺍﺩﺕ ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﻟﺘﺠﺎﺭﺓ‬
‫ﺍﻟﻌﺎﳌﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺗﻄﻮﺭ ﺍﻹﺫﺍﻋﺔ ﻭﺍﻟﺘﻠﻔﺎﺯ ﻭﺻﻨﺎﻋﺔ ﺍﻷﻓﻼﻡ ﻗﺪ ﺃﺳﻬﻢ ﰲ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭ‬
‫ﻳﻌﻠﻖ ‪ ( ١٩٨٨:٩ ) White‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺑﻴﻨﻤﺎ ﻛﺎﻧﺖ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ ﻟﻐﺔ ﺃﻣﺔ ﺗﻘﻄﻦ ﺟﺰﻳﺮﺓ ﻭﻛﺎﻧﺖ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻟﻐﺔ ﻗﺎﺭﻳﺔ‪ ,‬ﺃﺻﺒﺤﺖ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻟﻐﺔ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺍﻟﻔﻀﻞ ﰲ ﺫﻟﻚ ﻳﻌﻮﺩ ﺇﱃ ﺍﻟﺘﺮﺍﺙ ﺍﻟﻠﻐﻮﻱ ﻟﻺﻣﱪﺍﻃﻮﺭﻳﺔ‬

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‫ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‪ ،‬ﻭﺇﱃ ﻇﻬﻮﺭ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻗﻮﺓ ﻋﻈﻤﻰ ﻧﺎﻃﻘﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺇﱃ‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﺍﶈﻈﻮﻅ ﻟﻺﳒﻠﻴﺰﻳﺔ ﺑﺎﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﺍﻟﻘﺮﻧﲔ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﻭﺍﻟﻌﺸﺮﻳﻦ ‪.‬‬
‫ﻭﻗﺪ ﺃﺩﺕ ﻛﻞ ﻫﺬﻩ ﺍﻟﺘﻄﻮﺭﺍﺕ ﺇﱃ ﺣﺎﺟﺔ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﰲ ﻣﻨﺎﻃﻖ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻌﺎﱂ ﺇﱃ ﺍﻟﺘﻤﻜﻦ ﺍﻟﻌﻤﻠﻲ‬
‫ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻟﻴﺲ ﻓﻘﻂ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻛﻤﺎ ﳛﺪﺙ ﻋﻨﺪﻣﺎ ﻳﻜﺘﺴﺐ ﺷﺨﺺ ﻣﺎ‬
‫ﺍﻟﻠﻐﺔ ﰲ ﺩﻭﺭﺓ ﻣﺪﺭﺳﻴﺔ ﳕﻮﺫﺟﻴﺔ ‪.‬‬
‫ﻭﻟﻘﺪ ﻛﺎﻧﺖ ﺭﺩﺓ ﺍﻟﻔﻌﻞ ﺍﻷﻭﻟﻴﺔ ﳊﻘﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻫﻲ ﺍﺳﺘﻜﺸﺎﻑ ﺍﲡﺎﻫﺎﺕ ﺟﺪﻳﺪﺓ ﰲ‬
‫ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻓﻘﺪ ﻛﺎﻥ ﻣﻦ ﺍﳌﺴﻠﻢ ﺑﻪ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺣﺪﻳﺜﺔ ﺗﻌﻜﺲ ﺁﺧﺮ ﻣﺎ ﰎ‬
‫ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﰲ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻣﻦ ﺃﺟﻞ ﺇﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺘﻐﲑﺓ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻥ‬
‫ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻣﺼﺪﺭﺍﹰ ﻟﻨﻈﺮﻳﺎﺕ ﻣﺘﻌﺪﺩﺓ ﺣﻮﻝ ﺗﻨﻈﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺑﻨﺎﺋﻬﺎ‪ ،‬ﻭﻗﺪ ﰎ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﲝﻤﺎﺱ‬
‫ﻛﺒﲑ‪ ،‬ﳑﺎ ﻛﺎﻥ ﺳﺒﺒﺎﹰ ﰲ ﻇﻬﻮﺭ ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺟﺪﻳﺪﺓ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺃﺳﺲ ﻋﻠﻤﻴﺔ‪ .‬ﻭﻣﻦ ﰒ ﻓﻘﺪ ﻛﺎﻧﺖ‬
‫ﲬﺴﻴﻨﺎﺕ ﻭﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻫﻲ ﺯﻣﻦ ﺍﻹﺛﺎﺭﺓ ﰲ ﻣﻨﻬﺠﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﺇﺫ ﻗﺎﻡ ﻋﻠﻤﺎﺀ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﰲ ﺑﺮﻳﻄﺎﻧﻴﺎ ﺑﺘﻄﻮﻳﺮ ﻣﻨﻬﺠﻴﺔ ﺗﺪﺭﻳﺴﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﺬﻫﺐ ﺍﻟﺸﻔﻬﻲ‪ ،‬ﻭﺍﻟﺬﻱ ﰎ ﺗﻄﻮﻳﺮﻩ‬
‫ﰲ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻭﺍﻟﺜﻼﺛﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺍﳌﺎﺿﻲ‪ ،‬ﻭﺍﳌﺮﺗﺒﻂ ﺑﺎﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ‬
‫ﺍﳌﺪﺭﺟﺔ ﺑﻌﻨﺎﻳﺔ‪ .‬ﻭﺗﺘﺼﻒ ﻫﺬﻩ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ ٠‬ﻣﻘﺮﺭ ﺑﻨﺎﺋﻲ ﻣﻊ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺘﺪﺭﺟﺔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬
‫‪ ٠‬ﺍﻟﺘﻘﺪﱘ ﺍﳍﺎﺩﻑ ﻟﻠﺘﺮﺍﻛﻴﺐ ﰲ ﺳﻴﺎﻗﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﻗﻒ ﻟﻮﺿﻊ ﻋﻨﺎﺻﺮ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﺪﻳﺪﺓ‬
‫ﰲ ﺳﻴﺎﻗﺎ‪‬ﺎ ‪.‬‬
‫‪ ٠‬ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ ﻭﺍﻟﱵ ﺗﺒﺪﺃ ﺑﺎﻟﻌﺮﺽ ‪ ،presentation‬ﰒ ﺍﳌﻤﺎﺭﺳﺔ ﺍﶈﻜﻮﻣﺔ‬
‫‪ ،controlled practice‬ﰒ ﺍﻹﻧﺘﺎﺝ ﺍﳊﺮ ‪ ) freer production‬ﻃﺮﻳﻘﺔ ‪.(PPP‬‬
‫ﻭﻗﺪ ﻋﺮﻓﺖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺎﺳﻢ ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ ‪ Situational approach‬ﺃﻭ ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ‬
‫‪ Structural-Situational approach‬ﺃﻭ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﳌﻮﻗﻔﻲ ‪Situational‬‬
‫‪ ،Language Teaching‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺗﻠﻚ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺩﻭﺍﺋﺮ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ‬
‫ﺑﺮﻳﻄﺎﻧﻴﺎ ﻣﻨﺬ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻣﻦ ﺳﻼﺳﻞ ﺍﻟﻜﺘﺐ ﺍﳌﻌﺮﻭﻓﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺳﻠﺴﻠﺔ ‪ .(Longman ١٩٧٨)Robert O’Neil’s Kernel‬ﺃﻣﺎ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺍﳌﻨﺎﻃﻖ ﺍﻟﱵ‬
‫ﻛﺎﻧﺖ ﲢﺖ ﺇﺩﺍﺭﺓ ﺍﳌﺴﺘﻌﻤﺮﺍﺕ ﻣﺜﻞ ﺳﻨﻐﺎﻓﻮﺭﺓ " ﻓﻘﺪ ﻛﺎﻥ ﻣﻨﻬﺞ ﺍﳌﺪﺍﺭﺱ ﺍﻟﱵ ﺗﺪﺭﺱ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ‬
‫ﺑﺪﺍﻳﺔ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻳﺘﺒﻊ ﺗﻘﺎﻟﻴﺪ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻣﻊ ﺩﻣﺞ‬

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‫ﺍﻟﻠﻐﺔ ﺑﺎﻷﺩﺏ " )‪ .( Ho ١٩٩٤: ٢٢٢‬ﻭﺍﻟﺸﻲﺀ ﻧﻔﺴﻪ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﻣﺴﺘﻌﻤﺮﺍﺕ ﺃﺧﺮﻯ ﻣﺜﻞ ﻣﺎﻟﻴﺰﻳﺎ‬
‫ﻭﺍﳍﻨﺪ ﻭﻫﻮﻧﺞ ﻛﻮﻧﺞ ‪.‬‬
‫ﱂ ﻳﺘﻢ ﺗﻮﻓﲑ ﻣﻨﺎﻫﺞ ﻟﻐﻮﻳﺔ ﻣﺼﻤﻤﺔ ﺧﺼﻴﺼﺎﹰ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺘﻌﻠﻢ ﻏﲑ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ‪ .‬ﺑﻞ ﻗﺪ ﰎ ﺍﺳﺘﲑﺍﺩ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺪﺭﺳﻴﺔ ‪-‬ﻣﺜﻞ ﻗﻮﺍﻋﺪ ‪ J.C.Nesfield‬ﻭﺍﻟﱵ ﻛﺘﺒﺖ ﺃﺻﻼﹰ ﳌﺴﺎﻋﺪﺓ ﺍﻷﻃﻔﺎﻝ ﺍﻟﱪﻳﻄﺎﻧﻴﲔ‬
‫ﻋﻠﻰ ﺍﺟﺘﻴﺎﺯ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﶈﻠﻴﺔ ﻷﻛﺴﻔﻮﺭﺩ ﻭﻛﻴﻤﱪﺝ‪ -‬ﺇﱃ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﺴﺘﻌﻤﺮﺍﺕ ‪.....‬ﻭﻗﺪ ﻛﺎﻧﺖ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻨﺬ ﺍﻷﻳﺎﻡ ﺍﻷﻭﱃ ﺣﱴ ﻣﻨﺘﺼﻒ ﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .......‬ﺗﺪﺭﺱ ﰲ ﺗﻠﻚ‬
‫ﺍﳌﺪﺍﺭﺱ ﻣﺎﺩﺓ ﻣﻨﻔﺼﻠﺔ‪ ،‬ﺍﳍﺪﻑ ﻣﻨﻬﺎ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﻗﻮﺍﻋﺪ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﻧﺼﻮﺹ ﳐﺘﺎﺭﺓ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻭﺃﻳﺔ ﻣﻔﺮﺩﺍﺕ ﺿﺮﻭﺭﻳﺔ ﻟﻔﻬﻢ ﺍﻟﻨﺼﻮﺹ‬
‫ﻭﺫﻟﻚ ﲟﺴﺎﻋﺪﺓ ﻣﻌﺠﻢ ﺛﻨﺎﺋﻲ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻐﺎﻟﺐ ) ‪.( Ho ١٩٩٤: ٢٢٢-٢٢٦‬‬
‫ﻭﻗﺪ ﰎ ﻓﻴﻤﺎ ﺑﻌﺪ ﺍﺳﺘﺒﺪﺍﻝ ﺫﻟﻚ ﲟﺬﻫﺐ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﻘﺮﺭ ﺑﻨﺎﺋﻲ ﻭﻣﻨﻬﺠﻴﺔ ﺗﺪﺭﻳﺲ ﻗﻮﺍﻣﻬﺎ ﺗﺪﺭﻳﺒﺎﺕ ﻣﻮﻗﻔﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ ﺍﺳﺘﺨﺪﻡ‬
‫ﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﰲ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻤﻬﺎﺟﺮﻳﻦ ﻣﻨﺬ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‬
‫)‪ .(Ozolins ١٩٩٣‬ﺃﻣﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻓﻘﺪ ﻛﺎﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‬
‫ﺍﳌﻴﻼﺩﻱ ﺃﻳﻀﺎﹰ ﻭﺍﻗﻌﺎﹰ ﲢﺖ ﺳﻴﻄﺮﺓ ﻃﺮﻳﻘﺔ ﺫﺍﺕ ﻧﻔﻮﺫ ﻭﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ‪ .‬ﻭﻗﺪ ﻭﺻﻔﺖ‬
‫‪ ( ١٩٧٤: ٦٣ )Stern‬ﺍﻟﻔﺘﺮﺓ ﻣﻦ ‪١٩٥٨‬ﺇﱃ ‪ ١٩٦٤‬ﺑﺄ‪‬ﺎ "ﺍﻟﻌﺼﺮ ﺍﻟﺬﻫﱯ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ‬
‫"‪ ،‬ﻭﻗﺪ ﺍﻋﺘﻤﺪﺕ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺒﻨﺎﺋﻲ ﺍﻷﻣﺮﻳﻜﻲ ‪Structural‬‬
‫‪ ،Linguistics‬ﻭﺍﻟﺬﻱ ﻭﻓﺮ ﺍﻷﺳﺎﺱ ﳌﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ ﻭﻣﺬﻫﺐ ﺗﺪﺭﻳﺲ ﺍﻋﺘﻤﺪ ﺍﻋﺘﻤﺎﺩﺍ ﻛﺒﲑ ﻋﻠﻰ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ‪ ،Behaviorism‬ﺇﺫ ﻛﺎﻥ ﻳﻌﺘﻘﺪ ﺃﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﱵ ﳝﻜﻦ‬
‫ﺗﺮﺳﻴﺨﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻜﺮﺍﺭ‪ .‬ﻭﻗﺪ ﻭﺿﻊ ﻋﺎﱂ ﺍﻟﻠﻐﺔ ‪ ( ١٩٤٢:١٢) Bloomfield‬ﰲ ﻭﻗﺖ ﻣﺒﻜﺮ‬
‫ﻣﺒﺪﺃﹶ ﺃﺻﺒﺢ ﺍﻟﻌﻘﻴﺪﺓ ﺍﳉﻮﻫﺮﻳﺔ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ ‪ " :‬ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻫﻮ ﺗﻌﻠﻢ ﻣﻔﺮﻁ ‪ ,‬ﻭﺃﻱ ﺷﻲﺀ ﻳﻘﻞ‬
‫ﻋﻦ ﻫﺬﺍ ﻓﻼ ﻓﺎﺋﺪﺓ ﻣﻨﻪ"‪ .‬ﻭﻗﺪ ﺍﻋﺘﻤﺪﺕ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻰ ﺗﻜﺮﺍﺭ ﺍﳊﻮﺍﺭﺍﺕ ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻨﻤﻄﻴﺔ‬
‫ﺑﻮﺻﻔﻬﺎ ﺃﺳﺎﺳﺎﹰ ﻟﻼﺳﺘﺮﺟﺎﻉ ﺍﻟﺘﻠﻘﺎﺋﻲ ‪ automatization‬ﻣﺘﺒﻮﻋﺎﹰ ﺑﺘﻤﺎﺭﻳﻦ ﺗﺘﻀﻤﻦ ﻧﻘﻞ ﺍﻷﳕﺎﻁ‬
‫ﺍﳌﺘﻌﻠﻤﺔ ﺇﱃ ﻣﻮﺍﻗﻒ ﺟﺪﻳﺪﺓ‪ .‬ﻭﲢﺪﺩ ‪ ( ١٩٦٤) Rivers‬ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ‬
‫ﺍﻟﺸﻔﻬﻴﺔ‪:‬‬
‫‪ ٠‬ﻳﺘﻢ ﺗﻘﻮﻳﺔ ﺍﻟﻌﺎﺩﺍﺕ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺘﻌﺰﻳﺰ ‪.reinforcement‬‬
‫‪ ٠‬ﻳﺘﻢ ﺗﺸﻜﻴﻞ ﻋﺎﺩﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﺇﻋﻄﺎﺀ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻟﻴﺲ ﻣﻦ ﺧﻼﻝ ﺍﺭﺗﻜﺎﺏ‬
‫ﺍﻷﺧﻄﺎﺀ ‪.‬‬

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‫‪ ٠‬ﺍﻟﻠﻐﺔ ﺳﻠﻮﻙ ﻭﻻ ﳝﻜﻦ ﺗﻌﻠﻢ ﺍﻟﺴﻠﻮﻙ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺣﺚ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﺍﻟﺴﻠﻮﻙ ‪.‬‬
‫ﺇﻥ ﺳﻠﺴﻠﺔ ‪ ( Lado ١٩٧٨ ) Lado English‬ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺬﻫﺐ‪ .‬ﻭﻗﺪ ﰎ ﺗﻄﻮﻳﺮ ﻃﺮﻳﻘﺔ‬
‫ﻣﺸﺎ‪‬ﺔ ﰲ ﺃﻭﺭﻭﺑﺎ ﻋﺮﻓﺖ ﺑﺎﺳﻢ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ ‪ Audiovisual Method‬ﺑﺴﺒﺐ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﻮﺳﺎﺋﻞ ﺍﻟﺒﺼﺮﻳﺔ ﰲ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻭﳑﺎﺭﺳﺘﻬﺎ‪.‬‬
‫ﻭﻗﺪ ﺑﻘﻲ ﺍﻻﻓﺘﺘﺎﻥ ﺑﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺜﻠﻰ ﻫﻮ ﺍﳌﺴﻴﻄﺮ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺳﻨﺔ ﺍﻟﱵ ﺗﻠﺖ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ‪ .‬ﻭﻳﻼﺣﻆ ﺫﻟﻚ ‪ (١٩٩٠:٢٥٣ ) Lange‬ﻓﻴﻘﻮﻝ ‪:‬‬
‫ﻛﺎﻥ ]ﻟﺘﺪﺭﻳﺲ[ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ‪ ..........‬ﺗﻮﺟﻪ ﺃﺳﺎﺳﻲ ﳓﻮ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻟﺴﻮﺀ ﺍﳊﻆ ﻓﻘﺪ ﺳﺎﺩﺕ‬
‫"ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ" ﺍﳊﺪﻳﺜﺔ ﺫﺍﺋﻌﺔ ﺍﻟﺼﻴﺖ ﺩﻭﻥ ﺩﺭﺍﺳﺔ ﻣﺴﺘﻔﻴﻀﺔ ﺃﻭ ﻓﻬﻢ‪ ،‬ﺧﺎﺻﺔ ﺗﻠﻚ ﺍﻟﱵ ﻳﺴﻬﻞ‬
‫ﺗﻄﺒﻴﻘﻬﺎ ﻓﻮﺭﻳﺎ ﰲ ﺍﻟﻔﺼﻞ ﺃﻭ ﺗﻠﻚ ﺍﳌﺪﻋﻮﻣﺔ "ﺑﺮﺃﻱ ﺧﺒﲑ"‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻟﻴﺲ‬
‫ﻗﻀﻴﺔ ﺟﺪﻳﺪﺓ‪ ,‬ﻓﺎﻻﳒﺬﺍﺏ ﺍﳊﺎﱄ ﳓﻮ "ﺍﻟﻄﺮﻳﻘﺔ" ﻧﺘﺞ ﻣﻨﺬ ‪‬ﺎﻳﺔ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻋﻨﺪﻣﺎ‬
‫ﺍﻗﺘﻴﺪ ﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺧﻄﺄ ﺇﱃ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ ﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﻟﻌﻼﺝ " ﻣﺸﻜﻠﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ "‬
‫‪.‬‬
‫ﺗﻐﲑ ﺍﳊﺎﺟﺎﺕ ﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺃﻭﺭﻭﺑﺎ‬

‫ﺇﻥ ﺍﻟﻌﻨﺼﺮ ﺍﳌﻔﻘﻮﺩ ﰲ ﺧﻀﻢ ﺍﻟﺘﺤﻤﺲ ﻟﻄﺮﻕ ﺗﺪﺭﻳﺲ ﺟﺪﻳﺪﺓ ﻛﺎﻥ ﺍﻟﻨﻈﺮ ﰲ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻋﺎﳉﺖ ﺑﻪ‬
‫ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ,‬ﻭﻗﺪ ﺃﺛﺎﺭ ‪ Jupp‬ﻭ‪ Hodlin‬ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ ﻋﺎﻡ ‪: ١٩٧٥‬‬
‫ﻟﻘﺪ ﺻﺎﺣﺐ ﺍﻟﻨﻤﻮ ﺍﻟﺴﺮﻳﻊ ﻭﺍﳌﻔﺎﺟﺊ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ] ﻣﻨﺬ ﻣﻨﺘﺼﻒ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‬
‫ﺍﳌﻴﻼﺩﻱ[ ﺗﻘﺪﱘ ﻃﺮﻕ ﻭﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻔﺼﻮﻝ ﺧﺎﺻﺔ ﺧﻼﻝ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‬
‫ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰲ ﺍﻟﻐﺎﻟﺐ ﺟﺬﺭﻳﺔ ﻭﳝﻜﻦ ﺃﻥ ﻧﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺛﻮﺭﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﺜﻮﺭﺓ ﱂ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺑﺸﻜﻞ ﻛﺒﲑ ﻣﻮﻗﻒ ﺃﻭ ﺩﺍﻓﻌﻴﺔ ﺍﳌﺘﻌﻠﻤﲔ‪ ,‬ﻓﻘﺪ ﻛﺎﻥ ﺍﻻﻫﺘﻤﺎﻡ ﻣﻨﺼﺒﺎﹰ‬
‫ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻨﺎﺱ ﻟﻠﻐﺔ ﻭﻣﻜﻮﻧﺎ‪‬ﺎ ‪ ...‬ﺃﻣﺎ ﺍﻟﻨﻈﺮ ﰲ ﺳﺒﺐ ﺗﻌﻠﻢ ﺍﻟﻨﺎﺱ ﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺃﻭ ﺗﻘﻮﱘ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﻓﻘﺪ ﻛﺎﻥ ﻣﻔﻘﻮﺩﺍﹰ ﺇﱃ ﺣﺪ ﻣﺎ‪(٨ ) .‬‬
‫ﻭﻗﺪ ﻛﺎﻧﺖ ﺇﺣﺪﻯ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﳍﺬﻩ ﺍﻟﻘﻀﻴﺔ ﺇﻋﺎﺩﺓ ﺗﻘﻮﱘ ﺳﻴﺎﺳﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ‬
‫ﺍﻷﻭﺭﻭﺑﻴﺔ ﰲ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺑﻐﺮﺽ ﲢﺪﻳﺪ ﺃﺷﻴﺎﺀ ﻣﺜﻞ ﺃﻱ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﱵ‬
‫ﻳﻨﺒﻐﻲ ﺗﺪﺭﻳﺴﻬﺎ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺪﺭﺳﻲ‪ ،‬ﻭﰲ ﺃﻳﺔ ﺳﻨﺔ ﻳﻨﺒﻐﻲ ﺗﻘﺪﱘ ﺍﻟﻠﻐﺎﺕ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻣﺎ ﻣﺪﻯ ﻛﺜﺎﻓﺔ‬

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‫ﺍﻟﺘﺪﺭﻳﺲ ) ﺃﻱ ﺣﺼﺘﲔ ﺃﻭ ﺃﺭﺑﻊ ﺃﻭ ﺳﺖ ﺣﺼﺺ ﰲ ﺍﻷﺳﺒﻮﻉ (‪ .‬ﻛﻤﺎ ﰎ ﻛﺬﻟﻚ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﻭﺿﻊ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬
‫ﻭﻗﺪ ﻗﺮﺭ ﺍ‪‬ﻠﺲ ﺍﻷﻭﺭﻭﰊ ) ﻭﻫﻮ ﻣﻨﻈﻤﺔ ﺇﻗﻠﻴﻤﻴﺔ ﻟﻠﺪﻭﻝ ﺍﻷﻭﺭﻭﺑﻴﺔ ﻫﺪﻓﻬﺎ ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﺜﻘﺎﰲ‬
‫ﻭﺍﻟﺘﺮﺑﻮﻱ( ﻋﺎﻡ ‪ -١٩٦٩‬ﻭﺫﻟﻚ ﻟﺘﺸﺠﻴﻊ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ‪ -‬ﺃﻧﻪ‪:‬‬
‫‪ ٠‬ﳚﺐ ﺇﺯﺍﻟﺔ ﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﻠﻐﻮﻳﺔ ﺑﲔ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﻭﺭﻭﺑﻴﺔ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺗﻔﺎﻫﻢ ﻛﺎﻣﻞ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍﻷﻭﺭﻭﺑﻴﺔ‪.‬‬
‫‪ ٠‬ﺍﻟﺘﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ ﻫﻮ ﺟﺰﺀ ﻣﻦ ﺍﻟﺘﺮﺍﺙ ﺍﻟﺜﻘﺎﰲ ﺍﻷﻭﺭﻭﰊ‪ ،‬ﻭﻳﻨﺒﻐﻲ –ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺎﺕ ﺍﳊﺪﻳﺜﺔ‪-‬‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻣﺼﺪﺭﺍ ﻟﻠﺜﺮﺍﺀ ﺍﻟﻌﻘﻠﻲ ﻭﻟﻴﺲ ﻋﻘﺒﺔ ﰲ ﻃﺮﻳﻖ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫‪ ٠‬ﺇﻥ ﲢﻘﻴﻖ ﺍﻟﺘﻔﺎﻫﻢ ﺍﳌﺘﺒﺎﺩﻝ ﺍﻟﺘﺎﻡ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻟﻦ ﻳﻜﻮﻥ ﳑﻜﻨﺎﹰ ﰲ ﺃﻭﺭﻭﺑﺎ ﺇﻻ ﺇﺫﺍ ﺃﺻﺒﺤﺖ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﻭﺭﻭﺑﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺷﺎﺋﻌﺔ ) ‪(Council of Europe ١٩٦٩:٨‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺢ ﻭﺍﺿﺤﺎﹰ ﺃﻥ ﺍﻟﺴﻴﺎﺳﺎﺕ ﳚﺐ ﺃﻥ ﺗﺒﲎ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺣﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻣﻦ ﺃﺟﻞ‬
‫ﺍﻟﺘﺠﺎﻭﺏ ﻣﻊ ﻫﺬﻩ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ‪ .‬ﻭﻗﺪ ﻃﺮﺡ ‪Van Els‬ﻭ ‪Bongaerts‬ﻭ ‪ G.Extra‬ﻭ‬
‫‪ C.Van Os‬ﻭ ‪ (١٩٨٤:١٥٩ ) A.Janssen-van Dieten‬ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺑﺪﺃﺕ ﺗﺆﺧﺬ‬
‫ﺑﺎﳊﺴﺒﺎﻥ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‪:‬‬
‫‪ ٠‬ﻫﻞ ﻳﺮﻯ ﺍ‪‬ﺘﻤﻊ ﺃﻧﻪ ﻣﻦ ﺍﳌﻬﻢ ﻟﻜﻞ ﺃﻋﻀﺎﺋﻪ ﻣﻌﺮﻓﺔ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﺃﻡ ﺃﻥ ﻫﺬﺍ ﻳﻌﺪ ﻣﻬﻤﺎ ﻓﻘﻂ ﳊﻘﻮﻝ‬
‫ﻣﻬﻨﻴﺔ ﻣﻌﻴﻨﺔ؟‬
‫‪ ٠‬ﻛﻢ ﻋﺪﺩ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻬﻤﺔ ﻭﻣﺎ ﻫﻲ؟‬
‫‪ ٠‬ﻣﺎ ﻣﺪﻯ ﺍﳊﺎﺟﺔ ﺇﱃ ﻛﻞ ﻟﻐﺔ؟ ﻭﻫﻞ ﻛﻞ ﺷﺨﺺ ﳛﺘﺎﺝ ﺇﱃ ﺍﳌﻬﺎﺭﺍﺕ ﻧﻔﺴﻬﺎ ﺃﻭ ﳛﺘﺎﺝ ﺇﱃ ﺍﳌﺴﺘﻮﻯ‬
‫ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﺘﻤﻜﻦ ﰲ ﻛﻞ ﻣﻬﺎﺭﺓ؟‬
‫‪ ٠‬ﻫﻞ ﻫﻨﺎﻙ ﳕﻂ ﺩﺍﺋﻢ ﻟﻠﺤﺎﺟﺎﺕ؟‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻛﻞ ﺑﻠﺪ ﺍﺳﺘﺠﺎﺏ ﳍﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ‪ ,‬ﻓﻬﻨﺎﻙ ﺍﺳﺘﺠﺎﺑﺔ ﻭﺍﺣﺪﺓ ﻣﻬﻤﺔ‬
‫ﺍﺳﺘﻬﻠﻬﺎ ﺍ‪‬ﻠﺲ ﺍﻷﻭﺭﻭﰊ‪ ،‬ﻭﺍﻟﱵ ﻛﺎﻧﺖ ﺗﻘﺘﺮﺡ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ "ﻧﻈﺎﻡ ﺍﻟﻮﺣﺪﺍﺕ ﻭﺍﻟﺴﺎﻋﺎﺕ ﺍﳌﻌﺘﻤﺪﺓ"‬
‫‪ Unit credit system‬ﻭﻳﺴﺘﺨﺪﻡ ﺇﻃﺎﺭﺍﹰ ﻟﺘﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻟﻠﻜﺒﺎﺭ‪ .‬ﻭﻗﺪ ﰎ ﺗﻌﺮﻳﻒ ﻫﺬﺍ‬
‫ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻫﻮ ﻧﻈﺎﻡ ﺗﻌﻠﻴﻤﻲ ﻳﺘﻢ ﻓﻴﻪ ﺗﻘﺴﻴﻢ ﺍﳌﻘﺮﺭ ﺃﻭ ﺍﳌﻨﻬﺞ ﺃﻭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ( ﺍﻟﱵ ﺗﺪﺭﺱ ﺃﻭ‬
‫ﺗﻌﻠﻢ ﺃﻭ ﺗﻜﺘﺴﺐ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺼﻐﲑﺓ‪ ,‬ﻭﻣﻊ ﻛﻞ ﻭﺣﺪﺓ ﺗﻌﺮﻳﻔﻬﺎ ﺍﻟﺪﻗﻴﻖ ﻟﻠﺴﻠﻮﻙ ﺍﻟﻨﻬﺎﺋﻲ‬

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‫ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﳛﻘﻘﻪ ﺍﳌﺘﻌﻠﻢ‪ ,‬ﻭﻳﺼﺎﺣﺐ ﻛﻞ ﺍﻟﻮﺣﺪﺍﺕ ﻧﻈﺎﻡ ﻣﺮﻛﺐ ﺑﻌﻨﺎﻳﺔ ﻣﻦ ﺗﻘﺪﻳﺮ‬

‫ﺍﻟﺮﺻﻴﺪ‪(Kingsbury ١٩٧١:١١).‬‬
‫ﻭﻗﺪ ﰎ ﻭﺿﻊ ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ ﻋﺮﻑ ﺑﺎﺳﻢ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ ‪ Threshold Level‬ﻭﻭﺻﻒ ﺑﺄﻧﻪ‬
‫"ﺍﳌﺴﺘﻮﻯ ﺍﻷﺩﱏ ﻣﻦ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﳝﻜﻦ ﺍﻻﻋﺘﺮﺍﻑ ﺑﻪ ﰲ ﻧﻈﺎﻡ ﺍﻟﻮﺣﺪﺍﺕ ﻭﺍﻟﺴﺎﻋﺎﺕ‬
‫ﺍﳌﻌﺘﻤﺪﺓ" ) ‪ .(Van Ek and Alexander ١٩٧٥:٧‬ﻛﻤﺎ ﻇﻬﺮ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ‪ Communicative Language Teaching‬ﺑﻮﺻﻔﻪ ﺍﲡﺎﻫﺎﹰ ﺟﺪﻳﺪﺍﹰ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ,‬ﻭﻗﺪ ﻟﻘﻲ ﺍﻫﺘﻤﺎﻣﺎﹰ ﻭﲪﺎﺳﺔ ﻭﺍﺳﻌﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻪ ﻃﺮﻳﻘﺔ ﻳﺘﺨﻠﺺ ‪‬ﺎ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ‬
‫ﺍﺳﺘﺤﻮﺍﺫ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﻹﻋﺎﺩﺓ ﻓﺤﺺ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺣﻮﻝ ﺃﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﻭﻃﺒﻴﻌﺘﻪ ﻭﻋﻤﻠﻴﺎﺗﻪ‪ ) .‬ﺳﺘﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ﻻﺣﻘﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ(‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ ﰲ ﻫﺬﻩ‬
‫ﺍﻟﻨﻘﻄﺔ ﻣﻼﺣﻈﺔ ﺃﻧﻪ ﺑﺪﻻﹰ ﻣﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺘﻘﺪﻡ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺃﻧﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰲ ﻃﺮﻕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﺃﺻﺒﺢ ﻣﻌﺘﱪﺍﹰ ﺍﻵﻥ ﻫﻮ ﺳﻴﺎﻕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻨﻈﺮ ﺇﱃ‬
‫ﺣﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻊ ﻭﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺃ‪‬ﺎ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺇﻋﺎﺩﺓ ﺗﻘﻮﱘ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻳﺘﻢ ﲢﺪﻳﺪ‬
‫ﺍﳊﺎﺟﺎﺕ‪ ،‬ﳝﻜﻦ ﻭﺻﻒ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﻛﻤﺎ ﳛﺪﺙ ﰲ ﻧﻈﺎﻡ ﺍﻟﺴﺎﻋﺎﺕ ﺍﳌﻌﺘﻤﺪﺓ ﻭﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‬
‫ﺍﳌﻘﺘﺮﺣﲔ ﻣﻦ ﻗﺒﻞ ﺍ‪‬ﻠﺲ ﺍﻷﻭﺭﻭﰊ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪.‬‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‬

‫ﺇﻥ ﺍﻟﺮﻏﺒﺔ ﰲ ﺟﻌﻞ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ ﺻﻠﺔ ﺃﻛﱪ ﲝﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﺃﺩﻯ ﻛﺬﻟﻚ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‬
‫ﺇﱃ ﻇﻬﻮﺭ ﺣﺮﻛﺔ ﺍﻟﻠﻐﺎﺕ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪Languages for Specific Purposes‬‬
‫ﻭﺍﳌﻌﺮﻭﻓﺔ ﰲ ﺩﻭﺍﺋﺮ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺎﺳﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ‪English for‬‬
‫‪ .Specific Purposes‬ﻭﻗﺪ ﻇﻬﺮ ﻣﺬﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﺳﺘﺠﺎﺑﺔ‬
‫ﻟﻌﺪﺩ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ‪:‬‬
‫‪ ٠‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﺄﻫﻴﻞ ﺃﻋﺪﺍﺩ ﻣﺘﺰﺍﻳﺪﺓ ﻣﻦ ﺍﻟﻄﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ ﻟﻠﺪﺭﺍﺳﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻣﻨﺬ ﲬﺴﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪.‬‬
‫‪ ٠‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﳚﻴﺪﻭﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ ,‬ﻭﻟﻜﻨﻬﻢ ﺍﻵﻥ‬
‫ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻭﻇﺎﺋﻔﻬﻢ ﻣﺜﻞ‪ :‬ﺍﻷﻃﺒﺎﺀ‪ ،‬ﻭﺍﳌﻤﺮﺿﺎﺕ‪ ،‬ﻭﺍﳌﻬﻨﺪﺳﲔ‪ ،‬ﻭﺍﻟﻌﻠﻤﺎﺀ‬
‫ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ‪.‬‬
‫‪ ٠‬ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻷﻧﺎﺱ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺍﻷﻋﻤﺎﻝ‪.‬‬
‫‪ ٠‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﳌﻬﺎﺟﺮﻳﻦ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻮﺍﻗﻒ ﺍﻟﻌﻤﻞ‪.‬‬

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‫ﻭﻋﻠﻰ ﻧﻘﻴﺾ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﻋﺎﻣﺔ ﻭﺍﻟﺬﻳﻦ ﻫﺪﻓﻬﻢ ﺍﻷﻭﻝ ﻫﻮ ﺇﺗﻘﺎﻥ ﺍﻟﻠﻐﺔ‬
‫ﻣﻦ ﺃﺟﻞ ﺍﻟﻠﻐﺔ ﺫﺍ‪‬ﺎ ﺃﻭ ﻣﻦ ﺃﺟﻞ ﺍﺟﺘﻴﺎﺯ ﺍﺧﺘﺒﺎﺭ ﻋﺎﻡ‪ ,‬ﻓﺈﻥ ﻃﺎﻟﺐ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ ﻳﺪﺭﺱ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺃﺟﻞ ﺃﺩﺍﺀ ﺩﻭﺭ ﻣﻌﲔ‪ ،‬ﻣﺜﻞ ﻃﺎﻟﺐ ﺃﺟﻨﱯ ﰲ ﺟﺎﻣﻌﺔ ﺗﺪﺭﺱ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺃﻭ ﻣﻀﻴﻔﺔ ﺟﻮﻳﺔ‪,‬‬
‫ﺃﻭ ﻣﻴﻜﺎﻧﻴﻜﻲ ﺃﻭ ﻃﺒﻴﺐ‪ .‬ﻭﻳﺼﻒ ‪ Jupp‬ﻭ ‪ (١٩٧٥:١٠ )Hodlin‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﻤﺮﺣﻠﺔ‬
‫ﺍﻟﱵ ﺳﺒﻘﺖ ﺣﺮﻛﺔ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﳍﺬﺍ ﺍﳌﻮﻗﻒ ﰲ ﺍﳋﻤﺴﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‬
‫ﺫﺍﻛﺮﻳﻦ ﻣﺜﺎﻻﹰ ﻟﺒﻠﺪ ﳛﺘﺎﺝ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺇﱃ ﻣﻮﻇﻔﲔ ﻣﻬﻤﲔ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ ﺍﻟﺘﺠﺎﺭﺓ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﺣﻴﺚ ﰎ ﺗﻔﺮﻳﻎ ﺍﳌﺘﺪﺭﺑﲔ ﳌﺪﺓ ﺃﺭﺑﻊ ﺳﺎﻋﺎﺕ ﻳﻮﻣﻴﺎﹰ ﳌﺪﺓ ﻋﺎﻡ‪ ،‬ﻛﻤﺎ ﰎ ﺗﺰﻭﻳﺪ ﻣﻌﻤﻠﲔ ﻟﻠﻐﺔ ﺑﺎﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻗﺪ ﺍﳔﺮﻁ ﺍﳌﺘﺪﺭﺑﻮﻥ ﰲ ﺩﻭﺭﺓ ﲰﻌﻴﺔ ﺑﺼﺮﻳﺔ ﺣﺪﻳﺜﺔ ﰲ "ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﶈﻜﻴﺔ ﺍﻟﻌﺎﻣﻴﺔ" ‪spoken‬‬
‫‪ ,colloquial English‬ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﺑﻨﺎﺋﻴﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﻭﺗﺪﺭﳚﻪ ﻣﻊ ﺇﺿﺎﻓﺔ ﻟﻐﺔ‬
‫"ﻣﻮﻗﻔﻴﺔ"‪ .‬ﻭﻟﻜﻦ ﺍﻟﺪﻭﺭﺓ‪:‬‬
‫ﱂ ﲢﺴﺐ ﺣﺴﺎﺏ ﺍﳊﺎﺟﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺃﻭ ﺍﳌﻮﻗﻒ ﺍﳊﺎﱄ ﻟﻠﻤﺘﻌﻠﻢ‪ .‬ﻓﺎﶈﻴﻂ ﺍﻟﺬﻱ ﺗﺪﺭﺱ ﻓﻴﻪ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻫﻮ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﺎﺋﻠﺔ ﻭﺑﻴﺌﺔ ﺇﳒﻠﻴﺰﻳﺔ‪ ,‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺑﺎﻟﻄﺒﻊ ﳏﺎﻭﻟﺔ ﻟﺘﺪﺭﻳﺲ " ﻗﻮﺍﻋﺪ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ" ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﻌﻼﻗﺎﺕ‪ .‬ﻭﻣﻔﻬﻮﻡ "ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﶈﻜﻴﺔ ﺍﻟﻌﺎﻣﻴﺔ" ﻫﻮ ﺇﱃ‬
‫ﺣﺪ ﻛﺒﲑ ﻣﺒﲏ ﻋﻠﻰ ﻭﺻﻒ ﺑﻨﺎﺋﻲ ﻟﻺﳒﻠﻴﺰﻳﺔ ﺍﳌﻜﺘﻮﺑﺔ ﺩﻭﻥ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﺇﱃ‬
‫ﺍﻷﺩﻭﺍﺭ‪(Jupp and Hodlin ١٩٧٥:١١ ) .‬‬
‫ﻭﻳﻨﻄﺒﻖ ﺍﻟﻜﻼﻡ ﻧﻔﺴﻪ ﻋﻠﻰ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻃﻮﺭﺕ ﰲ ﺟﺎﻣﻌﺔ ﻣﺘﺸﻘﺎﻥ ﰲ‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﰲ ﺑﺪﺍﻳﺔ ﺍﳋﻤﺴﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﻭﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﺃﺳﺎﺳﺎﹰ ﻟﺪﻭﺭﺍﺕ‬
‫ﺧﺎﺻﺔ ﺑﺎﻟﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ ﺍﻟﺬﻳﻦ ﻳﻠﺘﺤﻘﻮﻥ ﺑﺎﳉﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ .‬ﻓﺎﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺗﻌﺎﰿ ‪-‬ﺇﱃ ﺣﺪ‬
‫ﻛﺒﲑ‪ -‬ﺃﳕﺎﻁ ﺍﻟﻠﻐﺔ ﻭﺍﳌﻔﺮﺩﺍﺕ )‪ .(Darian ١٩٧٢‬ﻭﻣﻨﺬ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﻭﻃﻮﺍﻝ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺑﺪﺃ ﺍﻟﻨﺎﺱ ﻳﺪﺭﻛﻮﻥ ﻋﻠﻰ ﳓﻮ ﻣﺘﺰﺍﻳﺪ ﺃﻥ ﻣﺎ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ‬
‫ﻟﻴﺲ ﺩﺭﻭﺳﺎﹰ ﺇﺿﺎﻓﻴﺔ ﰲ "ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺘﻘﺪﻣﺔ" ‪ advanced English‬ﺃﻭ "ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﻴﺔ"‬
‫‪ ,colloquial English‬ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﺪﺭﻭﺱ‪ ,‬ﻭﻟﻜﻨﻬﻢ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﺃﻧﻮﺍﻉ‬
‫ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻗﺪ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﺃﻭ ﻳﻮﺍﺟﻬﻮ‪‬ﺎ ﰲ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﳌﻮﺍﻗﻒ ﺍﳋﺎﺻﺔ ‪‬ﻢ‪ .‬ﻭﻳﺒﺪﻭ ﺃﻥ ﻫﺬﺍ ﻳﺘﻄﻠﺐ‬
‫ﲢﺪﻳﺪ ﺍﳌﻼﻣﺢ ﺍﻟﻠﻐﻮﻳﺔ ﳍﺬﻩ ﺍﳌﻮﺍﻗﻒ‪ .‬ﻭﻟﺬﺍ ﻓﻘﺪ ﺷﻬﺪﺕ ﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻇﻬﻮﺭ ﻋﺪﺩ ﻣﻦ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﻃﺒﻘﺖ ﻣﺒﺎﺩﺉ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺞ ﻋﻠﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳋﺎﺻﺔ ﲟﺠﺎﻝ ﺍﻟﻌﻠﻮﻡ‪ ،‬ﺃﻭ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺃﻭ‬
‫ﺍﻟﻄﺐ‪ ،‬ﺃﻭ ﺍﳍﻨﺪﺳﺔ ﺃﻭ ﺍﻟﺼﻨﺎﻋﺔ‪ ,‬ﻭﻫﻲ ﺍﳌﺒﺎﺩﺉ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺴﺘﺨﺪﻡ ﺣﱴ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﰲ ﺗﺼﻤﻴﻢ‬
‫ﺩﻭﺭﺍﺕ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻓﻘﺪ ﻛﺎﻥ ﻣﻦ ﺍﳌﺴﻠﻢ ﺑﻪ ﺃﻥ ﻫﻨﺎﻙ ﺿﺮﻭﺑﺎﹰ ﻣﺘﺨﺼﺼﺔ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ,‬ﻣﺜﻞ‬

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‫"ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻮﻡ" ﺃﻭ "ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ" ﺃﻭ "ﺍﻹﳒﻠﻴﺰﻳﺔ‬

‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻘﻨﻴﺔ"‪ .‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ ﻫﺬﻩ ﺍﻟﻀﺮﻭﺏ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺘﺨﺼﺼﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﻗﻮﺍﺋﻢ ﺷﻴﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ ﻭﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ‪:discourse analysis‬‬
‫ﺇﻥ ﺍﻟﻔﻜﺮﺓ ﺍﳌﻘﺒﻮﻟﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﰲ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻛﺎﻧﺖ ﺃﺳﺎﺳﺎﹰ ﻓﻜﺮﺓ ﻟﻐﻮﻳﺔ‪:‬‬
‫ﻓﻘﺪ ﻛﺎﻥ ﻫﻨﺎﻙ ﺿﺮﻭﺏ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ,‬ﻭﳝﻜﻦ ﻭﺻﻒ ﺍﳋﺼﺎﺋﺺ ﺍﳌﻤﻴﺰﺓ ﳍﺬﻩ ﺍﻟﻀﺮﻭﺏ‬
‫ﻭﺗﺪﺭﻳﺴﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺼﻮﺹ ﺍﳌﺨﺘﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻣﺎ ﻣﻨﺎﺳﺒﺎ ﻭﻣﻦ ﺧﻼﻝ ﲤﺎﺭﻳﻦ ﺍﳌﻤﺎﺭﺳﺔ ﺍﳌﻌﺪﺓ‬
‫ﺑﻌﻨﺎﻳﺔ )‪.( Howatt ١٩٨٤:٢٢٢‬‬
‫ﻭﻗﺪ ﺍﻧﻌﻜﺲ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﰲ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺍﳌﺴﺘﺨﺪﻣﺔﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﰲ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ ﻣﺜﻞ ﻛﺘﺎﺏ‬
‫‪ Course in Basic Scientific English‬ﻟـ‪ Ewer‬ﻭ ‪،(١٩٦٩) Latorre‬‬
‫ﻭﻛﺘﺎﺏ ‪ Writing Scientific English‬ﻟـ‪ .(١٩٧١) Swales‬ﻭﻛﺘﺎﺏ ‪ Ewer‬ﻭ‬
‫‪ Latorre‬ﻣﺒﲏ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺷﻴﻮﻉ ﻟﺜﻼﺛﺔ ﻣﻼﻳﲔ ﻛﻠﻤﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺗﻐﻄﻲ ﻋﺸﺮﺓ ﳎﺎﻻﺕ ﻣﻦ‬
‫ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﻗﺪ ﺻﻤﻢ ﻟﺘﺪﺭﻳﺲ‪:‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻺﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ,‬ﻭﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺃﳕﺎﻁ ﺍﳉﻤﻠﺔ‪ ،‬ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺒﻨﺎﺋﻴﺔ‬
‫)ﺍﻟﻮﻇﻴﻔﻴﺔ( ﻭﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺍﻟﺒﻨﺎﺋﻴﺔ‪ ،‬ﻭﺍﳌﻨﺘﺸﺮﺓ ﰲ ﻛﻞ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﱵ ﺗﺸﻜﻞ ﺇﻃﺎﺭﺍ ﺃﺳﺎﺳﻴﺎ‬
‫ﺗﺘﺮﻛﺐ ﻣﻨﻪ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﳎﺎﻝ ﻋﻠﻤﻲ ) ‪.( Ewer and Latorre ١٩٦٩‬‬
‫ﻭﻗﺪ ﺃﻇﻬﺮ ﺍﻟﺘﺤﻠﻴﻞ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﲣﺘﻠﻒ ﻋﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ‪،‬‬
‫ﻭﺍﻟﱵ ﻋﺎﺩﺓ ﻣﺎ ﻳﺘﻢ ﺇﳘﺎﳍﺎ ﰲ ﻛﺘﺐ ﺩﻭﺭﺍﺕ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫﻲ‪:‬‬
‫ﺍﻟﺼﻴﻎ ﺍﳌﻨﺘﻬﻴﺔ ﺏ ‪ ing‬ﺍﻟﱵ ﲢﻞ ﳏﻞ ﺍﻻﺳﻢ ﺍﳌﻮﺻﻮﻝ‬
‫ﺍﳌﺼﺪﺭ ﺑﻮﺻﻔﻪ ﺑﺪﻳﻼﹰ ﻋﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻄﻮﻳﻠﺔ‬
‫ﻛﻠﻤﺎﺕ ﻣﺘﺸﺎ‪‬ﺔ ﰲ ﺍﻟﺼﻴﻐﺔ ﻭﻟﻜﻦ ﲟﻌﺎﻥ ﳐﺘﻠﻔﺔ ﻟﻠﻮﻇﻴﻔﺔ ﻧﻔﺴﻬﺎ ‪.‬‬
‫ﻏﺎﻟﺒﻴﺔ ﺍﻟﺴﻮﺍﺑﻖ ﻭﺍﻟﻠﻮﺍﺣﻖ‬
‫ﻏﺎﻟﺒﻴﺔ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺒﻨﺎﺋﻴﺔ ﻭﺍﻟﻮﺍﺻﻔﺔ‬
‫ﺍﻷﲰﺎﺀ ﺍﳌﺮﻛﺒﺔ‬
‫ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‬
‫ﲨﻞ ﺍﻟﺸﺮﻁ‬
‫ﺍﻷﻓﻌﺎﻝ ﺍﶈﺪﺩﺓ ﺍﻟﺸﺎﺫﺓ‬
‫ﺃﺑﻨﻴﺔ ﺍﻟﺴﺒﺐ ﻭﺍﻟﻨﺘﻴﺠﺔ‬

‫‪٥٦‬‬
‫ﻛﻠﻤﺎﺕ ﻣﺘﺸﺎ‪‬ﺔ ﰲ ﺍﻟﺼﻴﻎ ﻟﻜﻦ ﻭﻇﺎﺋﻔﻬﺎ ﳐﺘﻠﻔﺔ ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻷﻓﻌﺎﻝ ﺍﳌﻜﻮﻧﺔ ﻣﻦ ﺟﺰﺃﻳﻦ‬
‫)‪(Ewer and Hughes-Davies ١٩٧١:٦٥-٧٠‬‬
‫ﻭﳛﺘﻮﻱ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ١‬ﻋﻠﻰ ﻣﺜﺎﻝ ﻟﻠﻜﺘﺎﺑﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻣﺄﺧﻮﺫ ﻣﻦ ﺩﻭﺭﺓ ﻣﺒﻜﺮﺓ ﻟﻺﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‬
‫ﻭﺍﻟﺬﻱ ﳝﺜﻞ ﺑﻌﺾ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ‪ .‬ﻭﻗﺪ ﻗﺎﻣﺖ ‪ ( ١٩٧٢) Praninskas‬ﺑﺪﺭﺍﺳﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ‬
‫ﳌﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﺣﻴﺚ ﻗﺎﻣﺖ ﺑﻌﻤﻞ ﻗﺎﺋﻤﺔ ﺷﻴﻮﻉ ﻣﻔﺮﺩﺍﺕ ﻟﻌﺸﺮﺓ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ ﺟﺎﻣﻌﻴﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﰲ ﺩﻭﺭﺍﺕ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ ﺑﲑﻭﺕ‪ ،‬ﻭﻗﺪ ﺭﻛﺰﺕ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ‬
‫ﺍﻟﱵ ﱂ ﺗﺮﺩ ﰲ ﻗﺎﺋﻤﺔ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ) ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪.( ٢‬‬
‫ﺍﻋﺘﻤﺪ ﻣﺬﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻃﻮﺍﻝ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﺍﳌﻴﻼﺩﻳﺔ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﻟﻨﻮﻉ‬
‫ﺍﻟﻠﻐﻮﻱ ‪ register analysis‬ﻭﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﻟﺘﺤﺪﻳﺪ ﺿﻮﺍﺑﻂ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻌﻠﻮﻡ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻣﺜﻞ ﺍﻟﻄﺐ ﻭﺍﳍﻨﺪﺳﺔ ﻭﺍﻟﻌﻠﻮﻡ‪ .‬ﻭﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ ﻫﻮ ﺿﺮﺏ ﻣﻦ ﺍﻟﻠﻐﺔ ﻳﺘﺤﺪﺩ ﻭﻓﻘﺎ ﻻﺳﺘﺨﺪﺍﻣﻪ‪:‬‬
‫ﲣﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﰲ ﺛﻼﺙ ﻧﻮﺍﺡ‪ ,‬ﺍﻷﻭﱃ ﺗﺘﻌﻠﻖ ﲟﺎ ﳛﺪﺙ‬
‫ﻓﻌﻼ‪ ,‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﺆﺩﻳﻪ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺜﺎﻟﺜﺔ ﺗﺘﻌﻠﻖ ﺑﺎﳌﺸﺎﺭﻛﲔ ﰲ ﺍﳌﻮﻗﻒ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﲢﺪﺩ ﻫﺬﻩ‬
‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺜﻼﺛﺔ ﳎﺘﻤﻌﺔ ﺍﻟﻨﻄﺎﻕ ﺍﻟﺬﻱ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻌﺎﱐ ﻭﺍﻟﺼﻴﻎ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻟﻠﺘﻌﺒﲑ ﻋﻨﻬﺎ‪.‬‬
‫ﻭﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ ﻫﻲ ﲢﺪﺩ "ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ" )‪.( Halliday ١٩٧٨:٣١‬‬
‫ﻭﻳﺪﺭﺱ ﲢﻠﻴﻞ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ ﻟﻐﺔ ﺑﻌﺾ ﺍﳊﻘﻮﻝ ﻣﺜﻞ ﺍﻟﺼﺤﺎﻓﺔ ﺃﻭ ﺍﻟﻄﺐ ﺃﻭ ﺍﻟﻘﺎﻧﻮﻥ ﻻﺳﺘﺨﺮﺍﺝ ﺍﻷﳕﺎﻁ‬
‫ﺍﳌﻤﻴﺰﺓ ﻟﻮﺭﻭﺩ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺻﻴﻎ ﺍﻷﻓﻌﺎﻝ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻻﲰﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺯﻣﻨﺔ‪ .‬ﻭﻗﺪ ﻗﺎﻣﺖ ‪Chiu‬‬
‫)‪ (١٩٧٥‬ﻣﺜﻼ –ﻭﻫﻲ ﺗﻌﺪ ﺗﺼﻤﻴﻤﺎ ﻟﺪﻭﺭﺍﺕ ﰲ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ‪ -‬ﺑﺘﺤﻠﻴﻞ‬
‫ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳌﺮﺍﺳﻼﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﰲ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﱵ ﺗﺘﻢ ﰲ ﻏﺮﻓﺔ ﺍﻟﻠﻘﺎﺀﺍﺕ ﰲ ﻛﻨﺪﺍ‪ ,‬ﻭﻭﺟﺪﺕ ‪-‬‬
‫ﻭﻫﻮ ﺃﻣﺮ ﻏﲑ ﻣﺴﺘﻐﺮﺏ‪ -‬ﺃﻥ ﺃﻓﻌﺎﻻﹰ ﻣﻌﻴﻨﺔ ﻣﺜﻞ ‪ attach‬ﻭ ‪ enclose‬ﻭ ‪ appreciate‬ﻭ ‪refer‬‬
‫ﻭ ‪ forward‬ﻭ ‪ request‬ﻭ ‪ advice‬ﻭ ‪ thank‬ﺗﺘﻜﺮﺭ ﰲ ﺍﳌﱳ ﺍﻟﺬﻱ ﲨﻌﺘﻪ ﺃﻛﺜﺮ ﺑﻜﺜﲑ ﻣﻦ‬
‫ﺗﻜﺮﺍﺭﻫﺎ ﰲ ﻣﺘﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻛﻤﺎ ﻭﺟﺪﺕ ﺃﻳﻀﺎ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﳑﻴﺰﺓ ﻟﺼﻴﻎ ﺍﻟﻔﻌﻞ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻔﻌﻠﻴﺔ‪ .‬ﻭﻗﺪ ﻭﺻﻒ ‪ ١٩٧٦) Martin‬ﺍﳌﺬﻛﻮﺭ ﰲ ‪ ( Jordan ١٩٩٧:٥٣‬ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ‬
‫ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﻭﺿﻌﻬﺎ ﰲ ﺛﻼﺙ ﳎﻤﻮﻋﺎﺕ‪:‬‬

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‫ﺃ – ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ ‪ :‬ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻓﻌﺎﻝ ﻭﺃﲰﺎﺀ "ﻭﺗﻘﺪﻡ ﰲ ﺳﻴﺎﻕ ﻳﻨﺎﻗﺶ‬
‫ﺍﳋﻄﻮﺍﺕ ﺍﳋﻤﺲ ﻟﻠﺒﺤﻮﺙ ‪ :‬ﺍﻟﺼﻴﺎﻏﺔ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻭﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺍﻟﻨﺘﺎﺋﺞ "‪.‬‬
‫ﺏ – ﻣﻔﺮﺩﺍﺕ ﺍﻟﺘﺤﻠﻴﻞ ‪ :‬ﻭﺗﺸﻤﻞ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ﻭﺍﻷﻓﻌﺎﻝ ﺍﳌﻜﻮﻧﺔ ﻣﻦ ﻛﻠﻤﺘﲔ ﻭﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ "ﻣﻦ‬
‫ﺃﺟﻞ ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﰲ ﺗﺘﺎﺑﻊ ﻣﻨﻈﻢ" ﻣﺜﻞ ‪ consist of‬ﻭ ‪ group result from‬ﻭ ‪derive‬‬
‫ﻭ ‪ base on‬ﻭ ‪.be noted for‬‬
‫ﻭﻗﺪ ﰎ ﻭﺿﻊ ﺃﻓﻌﺎﻝ ﺍﻟﺘﺤﻠﻴﻞ ﰲ ﻋﺪﺩ ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ ﻣﺜﻞ ‪ consist of‬ﻭ ‪be‬‬
‫‪ composed of‬ﻭ ‪ contain‬ﻭ ‪.be made up of‬‬
‫ﺝ – ﻣﻔﺮﺩﺍﺕ ﺍﻟﺘﻘﻮﱘ‪ :‬ﻭﺗﺸﻤﻞ ﺍﻟﺼﻔﺎﺕ ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺗﺘﻜﺮﺭ ﰲ ﺍﳌﺮﺍﺟﻌﺎﺕ ﻭﺍﻟﻨﻘﺪ ﻭﺑﻌﺾ ﺍﻟﺘﻘﺎﺭﻳﺮ‬
‫ﻣﺜﻞ ‪ exhaustive‬ﻭ ‪ controversial‬ﻭ ‪ coherent‬ﻭ ‪ indispensable‬ﻭ‬
‫‪ comprehensive‬ﻭ ‪ distinctive‬ﻭ ‪ pervasive‬ﻭ ‪objective- :substantive‬‬
‫‪ subjective‬ﻭ ‪ implicit-explicit‬ﻭ ‪ inductive-deductive‬ﻭ ‪significant-‬‬
‫‪.insignificant‬‬
‫ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﻳﺮﻛﺰ ﲢﻠﻴﻞ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺔ ﻭﺍﳉﻤﻠﺔ‪ ،‬ﻭﻳﺴﻌﻰ ﺇﱃ ﺍﻟﺘﻌﺮﻑ‬
‫ﻋﻠﻰ ﺍﻷﻧﻮﺍﻉ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﲤﻴﺰ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻐﺔ‪ ،‬ﻣﺜﻞ ﺭﺳﺎﺋﻞ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻔﻨﻴﺔ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺤﺪﺍﺙ ﻣﺬﻫﺐ ﲰﻲ ﺑﺘﺤﻠﻴﻞ ﺍﳋﻄﺎﺏ ﰲ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺑﻐﺮﺽ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻠﻐﻮﻱ ﻟﻌﻴﻨﺎﺕ ﺃﻃﻮﻝ ﻣﻦ ﺍﻟﻜﻼﻡ ﺃﻭ ﻣﻦ ﺍﻟﻨﺼﻮﺹ‪ .‬ﻭﻳﻌﺘﻤﺪ‬
‫ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻋﻠﻰ ﲢﻠﻴﻞ ﻭﺣﺪﺍﺕ ﺗﻨﻈﻴﻤﻴﺔ ﺿﻤﻦ ﺍﻟﻨﺼﻮﺹ ) ﻣﺜﻞ ﺍﻟﻘﺼﺺ ﻭﺍﻹﺭﺷﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ‬
‫ﻭﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ( ﺃﻭ ﺃﺣﺪﺍﺙ ﻛﻼﻣﻴﺔ‪ ،‬ﻭﻳﺪﺭﺱ ﺃﳕﺎﻁ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺒﻼﻏﻲ ﻣﺜﻞ‪:‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻭﺍﻟﺘﻄﺎﺑﻖ‪ :‬ﻭﺍﳌﻘﺎﺭﻧﺔ‪ .‬ﻭﻳﺼﻒ ‪ (١٩٩٧:٢٢٩ ) Jordan‬ﺣﻘﻞ ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺇﻧﻪ ﻳﺪﺭﺱ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻛﻤﺎ ﰲ ﺍﻟﺘﻌﺎﻣﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﳋﻄﺎﺏ ﻭﺍﳌﺘﻜﻠﻤﲔ ﻭﺍﳌﺴﺘﻤﻌﲔ‪ .‬ﻓﻬﻮ ﻳﺪﺭﺱ ﻣﺜﻼ ﻛﻴﻒ ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﺃﺯﻣﻨﺔ ﺍﻟﻔﻌﻞ ﺃﻭ ﺧﺼﺎﺋﺺ ﻗﻮﺍﻋﺪﻳﺔ‬
‫ﺃﺧﺮﻯ ﺗﺆﺛﺮ ﰲ ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ‪ .‬ﻛﻤﺎ ﻳﺪﺭﺱ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻠﻔﻮﻇﺎﺕ‪ ،‬ﻣﺜﻞ ﺃﻭﺟﻪ ﺍﻟﺘﻤﺎﺳﻚ‪ ،‬ﻭﻭﺍﲰﺎﺕ‬
‫ﺍﳋﻄﺎﺏ‪ ،‬ﻭﺃﺩﻭﺍﺕ ﺍﻟﺘﻤﺎﺳﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ‪.‬‬
‫ﻓﻬﺬﺍ ﺍﳌﺬﻫﺐ ﻳﺮﻛﺰ ﻋﻠﻰ ﲢﺪﻳﺪ ﺃﳕﺎﻁ ﺗﻨﻈﻴﻢ ﺍﻟﻨﺼﻮﺹ‪ ,‬ﻓﺒﻨﺎﺀ ﺍﳋﻄﺎﺏ ﺍﳌﻨﺘﺸﺮ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﻭﺭﺍﻕ‬
‫ﺍﻟﻌﻠﻤﻴﺔ –ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻫﻮ ﺑﻨﺎﺀ ﺍﳌﺸﻜﻠﺔ ﻭﺍﳊﻞ‪ .‬ﻭﻳﺼﻒ ‪ (١٩٧٩،١٩٨٣) Hoey‬ﻫﺬﺍ ﺍﻟﺒﻨﺎﺀ‬
‫ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

‫‪٥٨‬‬
‫‪.١‬ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ -‬ﺗﻮﺟﻴﻪ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻘﺎﺭﺉ ﳓﻮ ﺍﳌﻮﺿﻮﻉ ﺃﻭ ﺍﳌﺸﻜﻠﺔ ‪.‬‬
‫ﺏ‪-‬ﺗﻮﺿﻴﺢ ﺧﱪﺗﻚ ﰲ ﺍﳌﻮﺿﻮﻉ ‪ -‬ﺍﻟﺴﺒﺐ ﺍﻟﺬﻱ ﺟﻌﻠﻚ ﲤﺘﻠﻚ ﺍﻷﺣﻘﻴﺔ ﻟﻠﻜﺘﺎﺑﺔ ﰲ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫ﺝ‪-‬ﺗﺄﺳﻴﺲ ﺟﺴﻮﺭ ﻣﻊ ﺍﻟﻘﺎﺭﺉ ﻣﻦ ﺧﻼﻝ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﳋﱪﺍﺕ ﺍﳌﺸﺘﺮﻛﺔ‪.‬‬
‫‪.٢‬ﺍﳋﻠﻔﻴﺔ‬
‫ﺃ‪-‬ﺗﻮﺿﻴﺢ ﻃﺒﻴﻌﺔ ﺍﳌﺸﻜﻠﺔ ﻭﺗﺎﺭﳜﻬﺎ ﻭﺃﺳﺒﺎ‪‬ﺎ‪.‬‬
‫ﺏ‪ -‬ﺗﻮﺿﻴﺢ ﺻﻠﺘﻬﺎ ﲟﺸﻜﻼﺕ ﺍﻟﻘﺎﺭﺉ ﻭﺭﻏﺒﺎﺗﻪ ﻭﺍﻫﺘﻤﺎﻣﺎﺗﻪ – ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﳌﺸﻜﻠﺔ ﻣﻬﻤﺔ‬
‫ﻟﻠﻘﺎﺭﺉ‪.‬‬
‫‪.٣‬ﺍﳌﻨﺎﻗﺸﺔ‬
‫ﺃ‪ -‬ﻋﺮﺽ ﺍﳌﻘﺪﻣﺔ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﺮﺋﻴﺴﺔ‪ ,‬ﻭﺗﻀﻤﲔ ﺃﻳﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺿﺮﻭﺭﻳﺔ ﳉﻌﻠﻬﺎ ﻭﺍﺿﺤﺔ ﻭﻣﻘﺒﻮﻟﺔ‪.‬‬
‫ﺏ – ﻋﺮﺽ ﺍﳌﻘﺪﻣﺔ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ‪ ,‬ﻣﻊ ﺗﻀﻤﲔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻣﺮﺓ ﺃﺧﺮﻯ‪.‬‬
‫ﺝ – ﻋﺮﺽ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ‪.‬‬
‫ﺩ – ﺇﻇﻬﺎﺭ ﺃﻓﻀﻠﻴﺔ ﺍﳌﻮﻗﻒ ﺍﻟﺬﻱ ﺍﲣﺬﺗﻪ ﻣﻦ ﺧﻼﻝ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﰲ ﺍﳌﻘﺪﻣﺔ ﺍﳌﻨﻄﻘﻴﺔ ﺃﻭ‬
‫ﺍﺳﺘﺪﻻﻻﺕ ﺍﳌﻮﺍﻗﻒ ﺍﻷﺧﺮﻯ‪ ,‬ﻭﺗﻮﺿﻴﺢ ﺍﻟﺴﺒﺐ ﺍﻟﺬﻱ ﳚﻌﻞ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺒﺪﻳﻠﺔ ﻏﲑ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺣﻞ‬
‫ﺍﳌﺸﻜﻠﺔ‪ ,‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺣﻠﻬﺎ ﻓﻴﺠﺐ ﺗﻮﺿﻴﺢ ﺍﻟﺴﺒﺐ ﺍﻟﺬﻱ ﳚﻌﻞ ﻣﻮﻗﻔﻚ ﻳﻘﺪﻡ ﺣﻼﹰ ﺃﻓﻀﻞ‬
‫ﻟﻠﻤﺸﻜﻠﺔ‪.‬‬
‫‪.٤‬ﺍﳋﺎﲤﺔ‬
‫ﺃ – ﺷﺮﺡ ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﱵ ﺳﻠﻜﺘﻬﺎ‪.‬‬
‫ﺏ – ﺗﻠﺨﻴﺺ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﱵ ﺳﻠﻜﺘﻬﺎ‪ ,‬ﺍﳌﺸﻜﻠﺔ ) ‪٢‬ﺃ (‪ ،‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ )‪ ٣‬ﺝ (‪ ،‬ﻭﺃﺳﺒﺎﺏ‬
‫ﻗﺒﻮﳍﺎ ) ‪٣‬ﺃﻭ ‪٣‬ﺏ(‪.‬‬
‫ﻭﻗﺪ ﺷﻜﻠﺖ ﻣﻔﺎﻫﻴﻢ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ ﻭﺍﳋﻄﺎﺏ ﺍﻷﺳﺎﺱ ﻟﻠﺠﻴﻞ ﺍﻷﻭﻝ ﻣﻦ ﺩﻭﺭﺍﺕ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ‬
‫ﺧﺎﺻﺔ( ﰲ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻣﺜﻞ ﺳﻠﺴﻠﺔ ‪Allen and ) English in Focus‬‬
‫‪.(Widdowson ١٩٧٤‬‬

‫‪٥٩‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺃﺣﺪ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﺮﺋﻴﺴﺔ ﳌﺬﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(ﺧﻼﻝ ﺳﺘﻴﻨﺎﺕ‬
‫ﻭﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻛﺎﻥ ﺗﻄﻮﻳﺮ ﺩﻭﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻭﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺪﺭﺱ ﺍﻷﻧﻮﺍﻉ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻭﺍﳋﺼﺎﺋﺺ ﺍﳋﻄﺎﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺃﻭ ﺍﻷﻋﻤﺎﻝ ﺃﻭ ﺍﻟﻄﺐ‪ ,‬ﻓﺘﺮﻛﻴﺰ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻋﻠﻰ ﺍﻷﻏﺮﺍﺽ‬
‫ﺍﻟﱵ ﻣﻦ ﺃﺟﻠﻬﺎ ﳛﺘﺎﺝ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺇﱃ ﺍﻟﻠﻐﺔ ﻫﻮ ﺍﻟﺬﻱ ﺃﺩﻯ ﺇﱃ ﺗﻄﻮﺭ ﻣﺬﺍﻫﺐ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ‪needs‬‬
‫‪ ,analysis‬ﻭﻫﻮ ﺃﺣﺪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﻘﺮﺭﺍﺕ‪ .‬ﻭﺳﻴﻜﻮﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﻫﻮ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ ,‬ﻭﻟﻜﻦ ﻣﻦ ﺍﳌﻔﻴﺪ ﻫﻨﺎ ﺗﻮﺿﻴﺢ ﻋﻼﻗﺔ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑـ)ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ‬
‫ﺧﺎﺻﺔ( ‪.‬‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‬

‫ﺇﻥ ﺃﺣﺪ ﺍﳌﺒﺎﺩﺉ ﺍﳌﻬﻤﺔ ﰲ ﻣﺬﺍﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻫﻮ ﺃﻥ ﺍﻷﻏﺮﺍﺽ ﺍﻟﱵ‬
‫ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﺍﻟﻠﻐﺔ ‪-‬ﻭﻟﻴﺲ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻳﻌﻜﺲ ﺑﻨﺎﺀ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ -‬ﻫﻲ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﺗﺴﺘﺨﺪﻡ ﰲ ﲣﻄﻴﻂ ﺩﻭﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻓﻤﺬﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻳﺒﺪﺃ ﺑﺘﺤﻠﻴﻞ ﺣﺎﺟﺎﺕ‬
‫ﺍﳌﺘﻌﻠﻢ ﺑﺪﻻﹰ ﻣﻦ ﺗﻄﻮﻳﺮ ﺩﻭﺭﺓ ﺗﺪﻭﺭ ﺣﻮﻝ ﲢﻠﻴﻞ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻳﺸﲑ ﻛﻞ ﻣﻦ ‪ Schutz‬ﻭ ‪Derwing‬‬
‫)‪ (١٩٨١:٣٠‬ﺇﱃ ﺃﻥ ﻫﺬﺍ ﺍﻟﺘﻮﺟﻪ ﻛﺎﻥ ﺍﻫﺘﻤﺎﻣﺎﹰ ﺟﺪﻳﺪﺍﹰ ﰲ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( "ﺣﻴﺚ ﻛﺎﻥ‬
‫ﻏﺎﻟﺒﻴﺔ ﺍﳌﺨﻄﻄﲔ ﺍﻟﻠﻐﻮﻳﲔ ﰲ ﺍﳌﺎﺿﻲ ﻳﺘﺠﺎﻫﻠﻮﻥ ﺧﻄﻮﺓ ﺃﻭﻟﻴﺔ ﻣﻨﻄﻘﻴﺔ ﻭﺿﺮﻭﺭﻳﺔ‪ .‬ﻓﻘﺪ ﻛﺎﻧﻮﺍ ﻳﺴﻠﻤﻮﻥ‬
‫ﺑﺎﻟﺬﻫﺎﺏ ﺇﱃ ﻣﻜﺎﻥ ﻣﺎ ﺩﻭﻥ ﺃﻥ ﳛﺪﺩﻭﺍ ﺃﻭﻻ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﳏﻄﺎﺕ ﻭﺻﻮﳍﻢ ﺍﳌﺨﻄﻂ ﳍﺎ ﻣﻌﻘﻮﻟﺔ ﺃﻭ‬
‫ﻣﻨﺎﺳﺒﺔ"‪ .‬ﻓﺎﻟﻄﻼﺏ ﺑﺎﺧﺘﻼﻓﻬﻢ ﻟﺪﻳﻬﻢ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻣﺎ ﻳﺪﺭﺳﻮﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻣﻘﺼﻮﺭﺍﹰ‬
‫ﻋﻠﻰ ﻣﺎ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ‪ .‬ﻭﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﳏﺪﺩﺓ ﲢﺪﻳﺪﺍ ﻛﺒﲑﺍ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﻭﺑﺎﻟﺘﺎﱄ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﲢﺪﺩ ﳏﺘﻮﻯ ﺃﻱ ﺩﻭﺭﺓ‪ .‬ﻭﻳﺸﲑ ‪ (١٩٧٧) Strevens‬ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﳊﺼﺮ‪:‬‬
‫ﺇﻥ ﳏﺘﻮﻯ ﺩﻭﺭﺍﺕ ]ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ[ ﻳﺘﺤﺪﺩ ﻣﻦ ﺧﻼﻝ ﺑﻌﺾ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺎﻟﻴﺔ ﺃﻭ ﻛﻠﻬﺎ )‪(١‬‬
‫ﺍﳊﺼﺮ‪ :‬ﳚﺐ ﺗﻀﻤﲔ ﻓﻘﻂ ﺗﻠﻚ "ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ" ) ﻓﻬﻢ ﺍﻟﻜﻼﻡ‪ ,‬ﻭﺍﻟﺘﺤﺪﺙ‪ ,‬ﻭﺍﻟﻘﺮﺍﺀﺓ‪ ,‬ﻭﺍﻟﻜﺘﺎﺑﺔ(‬
‫ﻭﺍﻟﱵ ﺗﻨﺴﺠﻢ ﻣﻊ ﺃﻏﺮﺍﺽ ﺍﳌﺘﻌﻠﻢ )‪ (٢‬ﺍﻻﺧﺘﻴﺎﺭ‪ :‬ﳚﺐ ﺗﻀﻤﲔ ﻓﻘﻂ ﺗﻠﻚ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺃﳕﺎﻁ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻭﻭﻇﺎﺋﻒ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﺗﻨﺴﺠﻢ ﻣﻊ ﺃﻏﺮﺍﺽ ﺍﳌﺘﻌﻠﻢ ) ‪ (٣‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﺔ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ‪ :‬ﳚﺐ‬
‫ﺗﻀﻤﲔ ﻓﻘﻂ ﺗﻠﻚ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﺔ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ ﻭﺟﻮﺍﻧﺐ ﺍﳋﻄﺎﺏ ﺇﱁ‪ ,‬ﺍﻟﱵ ﺗﻨﺴﺠﻢ ﻣﻊ‬
‫ﺃﻏﺮﺍﺽ ﺍﳌﺘﻌﻠﻢ )‪ (٤‬ﺍﳊﺎﺟﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‪ :‬ﳚﺐ ﺗﻀﻤﲔ ﻓﻘﻂ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ… ﺍﻟﱵ ﺗﻨﺴﺠﻢ‬
‫ﻣﻊ ﺃﻏﺮﺍﺽ ﺍﳌﺘﻌﻠﻢ‪.‬‬

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‫ﻭﻏﺎﻟﺒﺎﹰ ﻣﺎ ﻳﺘﻢ ﻭﺻﻒ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻢ ﰲ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻋﻠﻰ ﺷﻜﻞ ﺃﺩﺍﺀ؛ ﺃﻱ ﻣﻦ ﺧﻼﻝ ﻣﺎ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﻳﻘﻮﻡ ﺑﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻭﰲ ﺣﲔ ﺃﻥ ﺍﳍﺪﻑ ﰲ ﺩﻭﺭﺍﺕ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻳﻜﻮﻥ ﻋﺎﺩﺓ ﺍﻟﺘﻤﻜﻦ ﺍﻟﻌﺎﻡ ﻣﻦ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭﻩ ﻣﻦ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ‬
‫ﻟﻐﻮﻱ ﺷﺎﻣﻞ‪ ,‬ﻳﻜﻮﻥ ﺍﳍﺪﻑ ﰲ ﺩﻭﺭﺍﺕ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻫﻮ ﺇﻋﺪﺍﺩ ﺍﳌﺘﻌﻠﻤﲔ ﻟﻠﻘﻴﺎﻡ ﲟﻬﻤﺔ‬
‫ﻣﻌﻴﻨﺔ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﻡ‪ .‬ﻭﻳﻌﻠﻖ ‪ (١٩٨٠:١١) Robinson‬ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻳﺪﺭﺱ ﺍﻟﻄﺎﻟﺐ ﰲ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻋﺎﺩﺓ ﻟﻴﺆﺩﻱ ﺩﻭﺭﺍﹰ‪ .‬ﻭﻗﻴﺎﺱ ﳒﺎﺡ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻤﻮﻥ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻌﻤﻞ ﻧﺪﻻﺀ ﰲ ﻓﻨﺪﻕ ﺃﻭ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻘﻨﻴﺔ ﺍﻷﻏﺬﻳﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬
‫ﻣﺪﻯ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺩﻭﺭ ﻧﺪﻻﺀ ﺍﻟﻔﻨﺪﻕ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﻣﻘﻨﻊ ﺃﻭ ﻋﻠﻰ ﻣﺪﻯ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﺪﻭﺭ ﺗﻘﲏ ﺍﻷﻏﺬﻳﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻋﻠﻰ ﳓﻮ ﻣﻨﺎﺳﺐ ) ﻭ ﳚﺘﺎﺯﻭﻥ ﺍﺧﺘﺒﺎﺭﺍﺕ ﰲ ﺗﻘﻨﻴﺔ ﺍﻷﻏﺬﻳﺔ ﻭﻟﻴﺲ‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ(‪.‬‬
‫ﻭﻗﺪ ﰎ ﺍﻗﺘﺮﺍﺡ ﻋﺪﺩ ﻣﻦ ﺍﳌﺬﺍﻫﺐ ﻟﺘﺤﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻢ ﺑﻮﺻﻔﻬﺎ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺗﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ‬
‫)ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‪ .‬ﻭﻳﻘﺘﺮﺡ ‪ Richterich‬ﻭ ‪ ،(١٩٧٨) Chanceril‬ﺍﻟﻠﺬﺍﻥ ﻳﻌﻤﻼﻥ‬
‫ﺿﻤﻦ ﺇﻃﺎﺭ ﺍ‪‬ﻠﺲ ﺍﻷﻭﺭﻭﰊ‪ ،‬ﺃﻥ ﻛﻼ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﳌﺪﺭﺳﲔ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﳝﻜﻦ ﺃﻥ ﻳﺸﺎﺭﻛﻮﺍ ﰲ‬
‫ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﳝﻜﻦ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻷﻫﺪﺍﻑ ﻭﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ,‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻃﻮﺍﻝ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺃﻧﻮﺍﻉ ﺍﻷﻧﺸﻄﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻓﻴﻬﺎ ) ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ‬
‫ﻭﺍﳌﻘﺎﺑﻼﺕ ( ﻭﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ) ﻣﺜﻞ ﺍﻟﺸﺮﺡ ﻭﺍﻟﻄﻠﺐ ﻭﺍﻟﺸﻜﻮﻯ (‬
‫ﻭﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﻮﺍﻗﻒ ) ﻣﺜﻞ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻤﻞ (‪ ،‬ﻭﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺃﻱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺭﺑﻊ ﺍﻟﱵ‬
‫ﺳﻴﻜﻮﻥ ﻟﻪ ‪‬ﺎ ﺣﺎﺟﺔ ﺣﺎﺟﺔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻟﻠﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ :‬ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‬
‫ﻭﺍﳌﺴﻮﺡ ﻭﺍﳌﻘﺎﺑﻼﺕ‪.‬‬
‫ﻭﻗﺪ ﻭﺻﻒ ‪ (١٩٧٨) Munby‬ﰲ ﻛﺘﺎﺏ ﻛﺎﻥ ﻟﻪ ﺗﺄﺛﲑ ﻛﺒﲑ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‪ ،‬ﻣﺬﻫﺒﺎﹰ ﻣﻨﺘﻈﻤﺎﹰ ﰲ‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺗﺼﻤﻴﻢ ﺩﻭﺭﺍﺕ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‪ ,‬ﻭﻗﺪ ﺭﻛﺰ ﻋﻠﻰ ﺑﻌﺪﻳﻦ ﻣﻦ ﺃﺑﻌﺎﺩ ﲢﻠﻴﻞ‬
‫ﺍﳊﺎﺟﺎﺕ‪ :‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺴﺘﻮﻯ ﺍﳍﺪﻑ ﻟﻠﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻟﻠﻄﺎﻟﺐ‪ ,‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ‬
‫ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﻮﻳﻞ ﻣﺎ ﰎ ﲨﻌﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺗﺼﻤﻴﻢ ﻣﻘﺮﺭ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‪.‬‬
‫ﻭﻳﺼﻒ ﳕﻮﺫﺝ ‪ Munby‬ﻧﻮﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻟﺘﻄﻮﻳﺮ ﻣﻠﻒ ﳛﺘﻮﻱ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻢ‬
‫ﺍﻻﺗﺼﺎﻟﻴﺔ‪ ،‬ﻭﻗﺪ ﳋﺼﻬﺎ ﻛﻞ ﻣﻦ ‪ Schutz‬ﻭ ‪ (١٩٨١:٣٢) Derwing‬ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

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‫ﻣﻠﻒ ﺍﳊﺎﺟﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‬

‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﻬﻤﺔ ﺛﻘﺎﻓﻴﺎﹰ ﺣﻮﻝ ﺍﻟﻔﺮﺩ ﻣﺜﻞ ﺍﳋﻠﻔﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫‪ -١‬ﺷﺨﺼﻲ‬
‫ﺍﳍﺪﻑ ﺍﳌﻬﲏ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺬﻱ ﻣﻦ ﺃﺟﻠﻪ ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻣﻄﻠﻮﺑﺔ‪.‬‬ ‫‪ -٢‬ﺍﻟﻐﺮﺽ‬
‫ﺍﶈﻴﻂ ﺍﳌﺎﺩﻱ ﻭﺍﻟﻨﻔﺴﻲ‪/‬ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻓﻴﻪ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻣﻄﻠﻮﺑﺔ‪.‬‬ ‫‪ -٣‬ﺍﶈﻴﻂ‬
‫ﻣﺜﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﻛﻞ ﺩﻭﺭ ﻣﻦ ﺃﺩﻭﺍﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪.‬‬ ‫‪ -٤‬ﺍﳌﺘﻐﲑﺍﺕ‬
‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬
‫ﻭﺳﺎﺋﻞ ﺍﺗﺼﺎﻟﻴﺔ‪.‬‬ ‫‪ -٥‬ﺍﻟﻮﺳﻴﻠﺔ‬
‫ﻭﺍﻟﺸﻜﻞ‬
‫ﻭﺍﻟﻮﺳﻂ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﱵ ﺳﺘﺴﺘﺨﺪﻡ‪.‬‬ ‫‪ -٦‬ﺍﻟﻠﻬﺠﺎﺕ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻘﺪﺭﺓ ﺍﳌﻄﻠﻮﺏ ﰲ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪.‬‬ ‫‪ -٧‬ﺍﳌﺴﺘﻮﻯ‬
‫ﺍﳍﺪﻑ‬
‫ﺃﻧﺸﻄﺔ ﻛﺒﲑﺓ ﻭﺻﻐﲑﺓ‪.‬‬ ‫‪ -٨‬ﺍﻷﺣﺪﺍﺙ‬
‫ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫ﺍﳌﺘﻮﻗﻌﺔ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﶈﺪﺩﺓ ﺍﻟﱵ ﺳﻮﻑ ﻳﺘﻢ ‪‬ﺎ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻻﺗﺼﺎﻝ ﻓﻌﻠﻴﺎ‪.‬‬ ‫‪ -٩‬ﺃﺳﺎﺳﻲ‬
‫ﺇﻥ ﺿﺮﺏ ﻣﺜﺎﻝ ﻣﻌﲔ ﺳﻮﻑ ﻳﻮﺿﺢ ﻛﻴﻒ ﳝﻜﻦ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻤﻮﺫﺝ ﰲ ﺗﻄﻮﻳﺮ ﻣﻠﻒ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ‬
‫ﻫﻨﺎﻙ ﺷﺨﺺ ﻣﺎ ﻳﺮﻳﺪ ﺗﺄﺳﻴﺲ ﻣﻠﻒ ﲝﺎﺟﺎﺕ ﻃﺎﻗﻢ ﻣﻄﻌﻢ ﻣﺜﻞ ﺍﻟﻨﺎﺩﻝ ﻭﺍﻟﻨﺎﺩﻟﺔ‪ ,‬ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ‬
‫ﳕﻮﺫﺝ ‪ Munby‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﻦ ﺍﳌﻮﻇﻔﻮﻥ ﻭﺃﻋﻤﺎﺭﻫﻢ ﻭﺟﻨﺴﻴﺎ‪‬ﻢ ﻭﺟﻨﺴﻬﻢ ﻭﺧﻠﻔﻴﺎ‪‬ﻢ‬ ‫‪ -١‬ﺷﺨﺼﻲ‬

‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺧﱪﺍ‪‬ﻢ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﻨﻮﺍﺗﺞ ﺍﳌﺘﻮﻗﻌﺔ ﻣﺜﻞ ﺃﻧﻮﺍﻉ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺍﻟﻌﻤﻼﺀ ﺇﱃ‬ ‫‪ -٢‬ﺍﻟﻐﺮﺽ‬
‫ﺗﻄﻮﻳﺮﻫﺎ ‪.‬‬
‫ﻧﻮﻉ ﺍﳌﻄﻌﻢ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﻌﻤﻞ ﻓﻴﻪ ﺍﳌﻮﻇﻔﻮﻥ ﻭﻧﻮﻋﻴﺔ ﺍﻟﺰﺑﺎﺋﻦ ﺍﻟﺬﻳﻦ ﺳﻮﻑ‬ ‫‪ -٣‬ﺍﶈﻴﻂ‬
‫ﻳﺮﺗﺎﺩﻭﻥ ﺍﳌﻄﻌﻢ ‪.‬‬
‫‪ -٤‬ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﻣﺜﻞ ﻋﻼﻗﺔ ﺍﻟﻨﺎﺩﻝ‪/‬ﺍﻟﻨﺎﺩﻟﺔ ﻣﻊ ﺍﻟﺰﺑﻮﻥ‪ ،‬ﺃﻭ ﺍﻟﻨﺎﺩﻝ‪ /‬ﺍﻟﻨﺎﺩﻟﺔ ﻣﻊ ﻣﺪﻳﺮ‬
‫ﺍﳌﻄﻌﻢ‪ ،‬ﺃﻭ ﺍﻟﻨﺎﺩﻝ‪/‬ﺍﻟﻨﺎﺩﻟﺔ ﻣﻊ ﻣﻮﻇﻔﻲ ﺍﳌﻄﺒﺦ‪.‬‬

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‫ﳏﻜﻴﺔ ﺃﻡ ﻣﻜﺘﻮﺑﺔ‪ ,‬ﻭﺟﻬﺎ ﻟﻮﺟﻪ‪.‬‬ ‫‪ -٥‬ﺍﻟﻮﺳﻴﻠﺔ ﻭﺍﻟﺸﻜﻞ ﻭﺍﻟﻮﺳﻂ‬

‫ﻫﻞ ﻛﻼ ﺍﻷﺳﻠﻮﺑﲔ ﺍﻟﺮﲰﻲ ﻭﺍﻟﻌﻔﻮﻱ‪.‬‬ ‫‪ -٦‬ﺍﻟﻠﻬﺠﺎﺕ‬
‫ﻫﻞ ﻫﻮ ﻣﺴﺘﻮﻯ ﺃﺳﺎﺳﻲ ﺃﻭ ﻣﺘﻮﺳﻂ ﺃﻭ ﻣﺘﻘﺪﻡ‪.‬‬ ‫‪ -٧‬ﺍﳌﺴﺘﻮﻯ ﺍﳍﺪﻑ‬
‫ﻣﺜﻞ ﺍﻟﺘﺤﻴﺔ‪ ،‬ﻭﺃﺧﺬ ﺍﻟﻄﻠﺒﺎﺕ‪ ،‬ﻭﺗﻮﺿﻴﺢ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻭﺻﻒ‬ ‫‪ -٨‬ﺍﻷﺣﺪﺍﺙ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﳌﺘﻮﻗﻌﺔ‬
‫ﻋﻨﺎﺻﺮ ﻗﺎﺋﻤﺔ ﺍﻟﻄﻌﺎﻡ‪.‬‬
‫ﻣﺜﻞ ﻋﺪﻡ ﺍﻟﺘﻌﺠﻞ‪ ،‬ﻭﺍﳍﺪﻭﺀ‪ ،‬ﻭﺍﻷﺩﺏ‪.‬‬ ‫‪ -٩‬ﺃﺳﺎﺳﻲ‬
‫ﰒ ﻳﺘﻢ ﺑﻌﺪ ﺫﻟﻚ ﺗﺮﲨﺔ ﻣﻠﻒ ﺍﳊﺎﺟﺎﺕ ﺇﱃ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﶈﺪﺩﺓ ﺍﻟﱵ ﺳﻮﻑ ﳛﺘﺎﺟﻬﺎ‬
‫ﺍﻟﻄﻼﺏ ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺬﻱ ﻗﺪﻣﻪ ‪ ،Munby‬ﻭﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﻣﻦ ‪ ٣٠٠‬ﻣﻬﺎﺭﺓ ﻓﺮﻋﻴﺔ‬
‫ﻣﻘﺴﻤﺔ ﺇﱃ ‪ ٥٤‬ﳎﻤﻮﻋﺔ‪ .‬ﻭﻗﺪ ﺫﻛﺮ ‪ Munby‬ﻣﺜﻼ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪:‬‬
‫• ﻓﻬﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺃﺟﺰﺍﺀ ﺍﻟﻨﺺ ﻣﻦ ﺧﻼﻝ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻤﺎﺳﻚ ﺍﻟﺪﻻﻟﻴﺔ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫ﺍﻟﺘﺮﺍﺩﻑ‬
‫ﺍﻻﻧﻀﻮﺍﺀ‬
‫ﺍﻟﺘﻀﺎﺩ‬
‫ﺍﳌﻘﺎﺑﻠﺔ‬
‫ﳎﻤﻮﻋﺔ ﺩﻻﻟﻴﺔ ‪ /‬ﺗﻼﺯﻡ ﺍﻷﻟﻔﺎﻅ‬
‫ﺍﻟﺼﻴﻎ ﺍﳊﺎﻟﺔ ‪ /‬ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺎﻣﺔ‬
‫• ﻓﻬﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺃﺟﺰﺍﺀ ﺍﻟﻨﺺ ﻣﻦ ﺧﻼﻝ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻤﺎﺳﻚ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪:‬‬
‫ﺍﻹﺣﺎﻻﺕ )ﺍﻹﺣﺎﻟﺔ ﻭﺍﻹﳌﺎﻉ(‬
‫ﺍﳌﻘﺎﺭﻧﺔ‬
‫ﺍﻹﺑﺪﺍﻝ‬
‫ﺍﳊﺬﻑ‬
‫ﺍﻟﻮﺍﺻﻼﺕ ﺍﻟﺰﻣﺎﻧﻴﺔ ﻭﺍﳌﻜﺎﻧﻴﺔ‬
‫ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻨﻄﻘﻴﺔ‬
‫ﻻ ﻳﻌﺪﻭ ﺗﺼﻨﻴﻒ ﺍﳌﻬﺎﺭﺍﺕ ﻫﺬﺍ ﻛﻮﻧﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻵﺭﺍﺀ ﺍﳊﺪﻳﺜﺔ ﺣﻮﻝ ﻣﻜﻮﻧﺎﺕ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﻧﺸﺮ ﳕﻮﺫﺝ ‪ Munby‬ﺭﺣﺐ ﺑﻪ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ ﻭﺍﳌﻮﺿﻮﻋﻴﺔ‬
‫ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﺗﻄﺎﺑﻖ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻭﻟﻜﻦ ﺍﻛﺘﺸﻒ ﺃﻭﻟﺌﻚ‬

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‫ﺍﻟﺬﻳﻦ ﺣﺎﻭﻟﻮﺍ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺳﺮﻳﻌﺎﹰ ﺃﻧﻪ ﻛﺎﻥ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺃﺣﻜﺎﻡ ﻭﻗﺮﺍﺭﺍﺕ ﺫﺍﺗﻴﺔ ﻭﺍﻋﺘﺒﺎﻃﻴﺔ ﻋﻠﻰ ﻛﻞ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺗﻘﺮﻳﺒﺎﹰ‪ .‬ﻭﺑﻌﺪ ﺃﻥ ﺃ‪‬ﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍ‪‬ﻠﺲ ﺍﻟﱪﻳﻄﺎﱐ ﻓﺘﺮﺓ ﺗﺪﺭﻳﺒﻴﺔ ﳌﺪﺓ ﻳﻮﻣﲔ‬
‫ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ‪ ،Munby‬ﻭﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻗﺎﻣﻮﺍ ﺑﺈﻧﺘﺎﺝ ﻣﻠﻒ ﻟﻄﻼﺏ ﻏﲑ ﺣﻘﻴﻘﻴﲔ‪ ،‬ﺫﻛﺮﻭﺍ‬
‫ﺃﻧﻪ‪ " :‬ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺩﻟﻴﻞ ﻋﻠﻰ ﺃﻥ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﺃﺷﺨﺎﺻﺎﹰ ﺣﻘﻴﻘﻴﲔ ﻛﺎﻧﺖ ﺃﻓﻀﻞ ﺣﺎﻻﹰ" )‬
‫ﻣﺬﻛﻮﺭ ﰲ ‪.(Robinson ١٩٨٠:٣٠‬‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ‬
‫ﺇﻥ ﻇﻬﻮﺭ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻣﻊ ﺗﺸﺪﻳﺪﻩ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑﻮﺻﻔﻪ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺗﺼﻤﻴﻢ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻛﺎﻥ ﻋﺎﻣﻼﹰ ﻣﻬﻤﺎﹰ ﰲ ﺗﻄﻮﺭ ﺍﳌﺬﺍﻫﺐ ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﺍﻟﻌﺎﻣﻞ ﺍﳌﺆﺛﺮ‬
‫ﺍﻟﺜﺎﱐ ﻛﺎﻥ ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻇﻬﺮ ﰲ ﺃﻭﺍﺧﺮ ﺳﺘﻴﻨﺎﺕ ﻭﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺑﻮﺻﻔﻪ ﺑﺪﻳﻼًﻟﻠﻄﺮﻕ ﺍﻟﺒﻨﺎﺋﻴﺔ – ﺍﳌﻮﻗﻔﻴﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ‪ .‬ﺇﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ‬
‫ﻣﺬﻫﺐ ﻭﺍﺳﻊ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻧﺸﺄ ﺑﺴﺒﺐ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﻮﺻﻔﻪ ﻣﺒﺪﺃ ﺗﻨﻈﻴﻤﻴﺎ ﻟﻠﺘﺪﺭﻳﺲ ﺑﺪﻻﹰ ﻣﻦ‬
‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﻤﻜﻦ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﻮﺍﻋﺪﻱ ﻟﻠﻐﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺍﻟﻔﺘﺮﺓ‬
‫ﺍﻟﱵ ﺃﺻﺒﺢ ﻓﻴﻬﺎ ﻛﻞ ﺷﺨﺺ "ﻣﺘﺠﻬﺎﹰ ﳓﻮ ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ" ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺘﻔﺎﻭﺕ ﺍﻟﻜﺒﲑ ﻓﻴﻤﺎ ﻳﻘﺼﺪ‬
‫‪‬ﺬﺍ ﺍﳌﺬﻫﺐ‪ .‬ﻭﱂ ﻳﻜﻦ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ﺗﻐﲑﺍﹰ ﰲ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻘﺪﺭ ﻣﺎ ﻛﺎﻥ ﺗﻐﲑﺍﹰ ﰲ‬
‫ﺍﳌﻨﻄﻠﻘﺎﺕ ﺣﻮﻝ ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﻭﺍﳌﻘﺮﺭ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﻣﻨﻬﺠﻴﺔ‬
‫ﺗﺪﺭﻳﺲ ﻣﻨﺎﺳﺒﺔ ﰲ ﺿﻮﺀ ﺗﻠﻚ ﺍﻟﺘﻐﲑﺍﺕ‪.‬‬
‫ﻭﻗﺪ ﻛﺎﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ﺍﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺣﺪﺛﺖ ﰲ ﺣﻘﻞ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﻭﺍﺳﺘﺠﺎﺑﺔ ﻛﺬﻟﻚ ﻟﻠﺤﺎﺟﺔ ﺇﱃ ﻣﺬﺍﻫﺐ ﺟﺪﻳﺪﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺃﻭﺭﻭﺑﺎ‪ ،‬ﻧﺘﻴﺠﺔ‬
‫ﻟﻠﻤﺒﺎﺩﺭﺍﺕ ﺍﻟﱵ ﻗﺎﻣﺖ ‪‬ﺎ ﺑﻌﺾ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻣﺜﻞ ﺍ‪‬ﻠﺲ ﺍﻷﻭﺭﻭﰊ‪ :‬ﺇﺫ ﲢﻮﻝ ﺍﻟﺘﺮﻛﻴﺰ ﰲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻣﻦ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺑﻮﺻﻔﻬﺎ ﻣﻜﻮﻧﺎﹰ ﺟﻮﻫﺮﻳﺎﹰ ﻟﻠﻘﺪﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻜﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﺘﺤﺪﺛﲔ‬
‫ﰲ ﺳﻴﺎﻗﺎﺕ ﺍﺗﺼﺎﻟﻴﺔ ﳐﺘﻠﻔﺔ‪ .‬ﻓﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﺳﺘﺨﺪﺍﻣﺎ ﺍﺗﺼﺎﻟﻴﺎﹰ ﻭﻓﻘﺎﹰ ﻟﻠﻤﺤﻴﻂ ﻭﻷﺩﻭﺍﺭ‬
‫ﺍﳌﺸﺎﺭﻛﲔ ﻭﻟﻄﺒﻴﻌﺔ ﺍﻟﺘﺤﻮﻻﺕ ﺃﻃﻠﻖ ﻋﻠﻴﻬﺎ ﺍﺳﻢ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ ‪communicative‬‬
‫‪ .competence‬ﻭﻗﺪ ﺣﺎﻭﻝ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ,‬ﻓﻔﻲ‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺑﲏ ﻓﻴﻪ ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ‪grammatical‬‬
‫‪) competence‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳝﻠﻜﻬﺎ ﺍﻟﻨﺎﺱ ﻭﺍﻟﱵ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻘﺪﺭﺍ‪‬ﻢ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺍﳉﻤﻞ‬
‫ﰲ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ( ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻨﻮﻉ ﳐﺘﻠﻒ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ‪.‬‬

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‫ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺷﻜﻞ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﻘﺮﺭ؟ ﻭﻗﺪ ﺣﺎﻭﻝ ﻛﺘﺎﺏ ﻣﻬﻢ ﰲ ﻋﺎﻡ ‪ ١٩٧٦‬ﻟـ ‪Wilkins‬‬
‫)ﻭﻫﻮ ﺃﺣﺪ ﺃﻋﻀﺎﺀ ﳉﻨﺔ ﻛﻮﻧﺖ ﻣﻦ ﻗﺒﻞ ﺍ‪‬ﻠﺲ ﺍﻷﻭﺭﻭﰊ ﻗﺎﻣﺖ ﺑﺼﻴﺎﻏﺔ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ ( ﺍﻹﺟﺎﺑﺔ ﻋﻦ‬
‫ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ‪ ،‬ﻭﻗﺪ ﻭﺻﻒ ‪ Wilkins‬ﺍﻟﻨﻮﻉ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻣﻦ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻘﻮﺍﻋﺪ ﺑﺄﻧﻪ ﻣﺬﻫﺐ‬
‫ﺗﺄﻟﻴﻔﻲ ‪ ،synthe tis approach‬ﻭﻫﻮ ﳐﺎﻟﻒ ﻟﻠﻤﺬﻫﺐ ﺍﻟﺘﺤﻠﻴﻠﻲ ‪analytic approach‬‬
‫ﺍﻟﺬﻱ‪:‬‬
‫ﻟﻴﺲ ﻓﻴﻪ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺤﻜﻢ ﺍﻟﺪﻗﻴﻖ ﺑﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻢ ﻟﻐﻮﻳﺎﹰ‪ .‬ﻓﻤﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ ﻻ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﻭﺣﺪﺍﺕ ﺑﻨﺎﺀ‬
‫ﳚﺐ ﺗﻜﺪﻳﺴﻬﺎ ﺗﺪﺭﳚﻴﺎ‪ ،‬ﺑﻞ ﻳﺴﻤﺢ ﺑﺘﻨﻮﻉ ﻛﺒﲑ ﻟﻠﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻣﻬﻤﺔ ﺍﳌﺘﻌﻠﻢ ﻫﻲ‬
‫ﺗﻘﺮﻳﺐ ﺳﻠﻮﻛﻪ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ ...‬ﺇﻥ ﺍﳌﺬﺍﻫﺐ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺳﻠﻮﻛﻴﺔ ) ﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﻣﺘﺼﻠﺔ‬
‫ﺑﺎﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ(‪ .‬ﻓﻬﻲ ﻣﻨﻈﻤﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻷﻏﺮﺍﺽ ﺍﻟﱵ ﻣﻦ ﺃﺟﻠﻬﺎ ﻳﺘﻌﻠﻢ ﺍﻟﻨﺎﺱ ﺍﻟﻠﻐﺎﺕ ﻭﺃﻧﻮﺍﻉ‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻀﺮﻭﺭﻱ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻏﺮﺍﺽ )‪.(Wilkins ١٩٧٦:٢-١٣‬‬
‫ﻭﻗﺪ ﺍﻗﺘﺮﺡ ‪ Wilkins‬ﻣﻘﺮﺭﺍﹰ ﻳﻘﻮﻡ ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﻟﻔﻜﺮﺓ ‪ Notional syllabus‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻧﻪ‬
‫ﻧﻮﻉ ﺟﺪﻳﺪ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ ﳛﻘﻖ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‪ .‬ﻭﳛﺘﻮﻱ ﻫﺬﺍ ﺍﳌﻘﺮﺭ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺗﺼﻨﻴﻔﺎﺕ ﺍﳌﻌﲎ‪:‬‬
‫ﺍﳌﻌﲎ ﺍﻟﺪﻻﱄ – ﺍﻟﻘﻮﺍﻋﺪﻱ‪ ،‬ﻭﺍﳌﻌﲎ ﺍﻟﺼﻴﻐﻲ‪ ،‬ﻭﺍﻟﻮﻇﻴﻔﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ‪ .‬ﻭﻳﺼﻒ ﺍﳌﻌﲎ ﺍﻟﺪﻻﱄ – ﺍﻟﻘﻮﺍﻋﺪﻱ‬
‫ﺍﳌﻌﲎ ﺍﻟﺬﻱ ﻳﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﺘﻘﺎﺑﻼﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻣﺜﻞ‪:‬‬
‫ﺍﻟﻮﻗﺖ‬
‫ﺃ‪ -‬ﻧﻘﻄﺔ ﺯﻣﻨﻴﺔ‬
‫ﺏ – ﺍﳌﺪﻯ‬
‫ﺝ – ﻋﻼﻗﺎﺕ ﺍﻟﻮﻗﺖ‬
‫ﺩ – ﺍﻟﺘﻜﺮﺍﺭ‬
‫ﻫـ ‪ -‬ﺍﻟﺘﺘﺎﺑﻊ‬
‫ﺍﻟﻜﻤﻴﺔ‬
‫ﺃ‪ -‬ﻣﺮﺟﻌﻴﺔ ﻣﻘﺴﻤﺔ ﻭﻏﲑ ﻣﻘﺴﻤﺔ‬
‫ﺏ – ﺍﻟﻌﺪﺩﻱ‬
‫ﺝ – ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﻭﻳﺮﻯ ‪ Wilkins‬ﺃﻥ ﺍﳌﻌﲎ ﺍﻟﺼﻴﻐﻲ ﻳﺸﻤﻞ ﺗﺼﻨﻴﻔﺎﺕ ﺍﳌﻌﺎﱐ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺍﻟﺼﻴﻐﻴﺔ‬

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‫ﻣﻘﻴﺎﺱ ﻣﺘﺪﺭﺝ ﻣﻦ ﺍﻟﻴﻘﲔ‬

‫ﻣﻘﻴﺎﺱ ﻣﺘﺪﺭﺝ ﻣﻦ ﺍﻻﻟﺘﺰﺍﻡ‬
‫ﺃﻣﺎ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻓﻬﻲ ﺍﳌﻌﺎﱐ ﺍﻟﱵ ﰎ ﺗﻮﺻﻴﻠﻬﺎ ﺑﻮﺍﺳﻄﺔ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻜﻼﻣﻴﺔ‬
‫ﻣﺜﻞ‪:‬‬
‫ﺍﻟﻄﻠﺒﺎﺕ‬
‫ﺍﻟﺸﻜﺎﻭﻯ‬
‫ﺍﻻﻋﺘﺬﺍﺭﺍﺕ‬
‫ﺍﻟﺘﺤﻴﺎﺕ‬
‫ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬
‫ﻭﺍﳊﻘﻴﻘﺔ ﺃﻥ ﻛﻞ ﻣﺎ ﻓﻌﻠﻪ ‪ Wilkins‬ﺑﺎ‪‬ﻤﻮﻋﺘﲔ ﺍﻷﻭﻟﻴﲔ ﻫﻮ ﺃﻧﻪ ﺃﺧﺬ ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺃﻋﺎﺩ‬
‫ﺻﻴﺎﻏﺘﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﻓﻜﺎﺭ‪ .‬ﻭﻫﺬﻩ ﺍﳋﺪﻉ ﺍﻟﺪﻻﻟﻴﺔ ﱂ ﻳﻜﻦ ﳍﺎ ﻓﺎﺋﺪﺓ ﻛﺒﲑﺓ ﰲ ﺗﺼﻤﻴﻢ‬
‫ﺍﳌﻘﺮﺭﺍﺕ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﺃﻇﻬﺮ ﺍﻟﻨﺎﺱ ﺍﻫﺘﻤﺎﻣﺎﹰ ﺑﺎﻟﺼﻨﻒ ﺍﻟﺜﺎﻟﺚ ﻭﻫﻮ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻪ ﻃﺮﻳﻘﺔ‬
‫ﻣﻔﻴﺪﺓ ﻭﻋﻤﻠﻴﺔ ﰲ ﺍﻟﺘﻔﻜﲑ ﺑﺎﳌﻘﺮﺭ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﻗﺪ ﺍﺳﺘﺠﺎﺏ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﲝﻤﺎﺳﺔ ﻛﺒﲑﺓ ﻟﻔﻜﺮﺓ‬
‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻘﺮﺭ ﻋﻠﻰ ﺷﻜﻞ ﻭﺣﺪﺍﺕ ﺍﺗﺼﺎﻟﻴﺔ ﻻ ﻭﺣﺪﺍﺕ ﻗﻮﺍﻋﺪﻳﺔ‪ ,‬ﻭﻗﺪ ﺷﻬﺪﺕ ‪‬ﺎﻳﺔ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‬
‫ﻭﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ ﺍﳌﻴﻼﺩﻳﺔ ﻇﻬﻮﺭ ﻋﺪﺩ ﻣﻦ ﺍﳌﻘﺘﺮﺣﺎﺕ ﻟﻠﻤﻘﺮﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺃﻭ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ .‬ﻭﻗﺪ ﻭﺻﻒ‬
‫‪ (١٩٨٧:٨٦-٨٧) Yalden‬ﻫﺪﻑ ﻣﺼﻤﻤﻲ ﺍﳌﻘﺮﺭﺍﺕ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻨﺎ ﺇﺫﺍ ﻛﻨﺎ ﻧﺮﻏﺐ ﺍﻵﻥ ﰲ ﺳﺪ ﻋﺠﺰ ﺃﻧﻮﺍﻉ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻷﻭﱃ ﻭﻧﻀﻤﻦ ﺃﻥ ﻳﻜﺘﺴﺐ ﻣﺘﻌﻠﻤﻮﻧﺎ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ ﻭﻓﻌﺎﻟﺔ‪ ,‬ﳚﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺪﺧﻞ ﻋﺪﺩﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻦ ﺍﳌﻜﻮﻧﺎﺕ ﺇﱃ ﺑﻨﻴﺔ‬
‫ﺍﳌﻘﺮﺭ‪ .‬ﻭﳝﻜﻦ ﺳﺮﺩ ﻫﺬﻩ ﺍﳌﻜﻮﻧﺎﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ -١‬ﺗﺄﻣﻞ ﻣﻔﺼﻞ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ ﺑﺎﻷﻏﺮﺍﺽ ﺍﻟﱵ ﻳﺮﻏﺐ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻣﻦ‬
‫ﺃﺟﻠﻬﺎ‪.‬‬
‫‪ -٢‬ﻓﻜﺮﺓ ﺣﻮﻝ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻓﻴﻪ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ) ﳚﺐ ﺍﻷﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺍﳉﻮﺍﻧﺐ‬
‫ﺍﳌﺎﺩﻳﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﶈﻴﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ(‪.‬‬
‫‪ -٣‬ﺍﻟﺪﻭﺭ ﺍﶈﺪﺩ ﺍﺟﺘﻤﺎﻋﻴﺎﹰ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺘﺨﺬﻩ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﺇﺿﺎﻓﺔ ﺇﱃ ﺩﻭﺭ‬
‫ﳏﺎﻭﺭﻳﻬﻢ‪.‬‬
‫‪ -٤‬ﺍﻷﺣﺪﺍﺙ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﱵ ﺳﻮﻑ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪ :‬ﺍﳌﻮﺍﻗﻒ ﺍﻟﻴﻮﻣﻴﺔ ﻭﺍﳌﻮﺍﻗﻒ ﺍﳌﻬﻨﻴﺔ‬
‫ﻭﺍﳌﻮﺍﻗﻒ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﻫﻠﻢ ﺟﺮﺍﹰ‪.‬‬

‫‪٦٦‬‬
‫‪ -٥‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻨﻬﺎ ﺗﻠﻚ ﺍﻷﺣﺪﺍﺙ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﺳﻴﻜﻮﻥ ﺍﳌﺘﻌﻠﻢ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ‬
‫‪‬ﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻐﺔ‪.‬‬
‫‪ -٦‬ﺍﻷﻓﻜﺎﺭ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﳛﺘﺎﺝ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ﻋﻨﻬﺎ‪.‬‬
‫‪ -٧‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ "ﺣﺒﻚ ﺍﳋﻄﺎﺏ ﳎﺘﻤﻌﺎ"‪ :‬ﺍﳋﻄﺎﺏ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺒﻼﻏﻴﺔ‪.‬‬
‫‪ -٨‬ﺿﺮﺏ ﺃﻭ ﺿﺮﻭﺏ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ‪ ,‬ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ ﺍﻟﱵ‬
‫ﳛﺘﺎﺝ ﺍﳌﺘﻌﻠﻢ ﺇﱃ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪ -٩‬ﺍﶈﺘﻮﻯ ﺍﻟﻘﻮﺍﻋﺪﻱ ﺍﻟﺬﻱ ﺳﻮﻑ ﳛﺘﺎﺝ ﺇﻟﻴﻪ‪.‬‬
‫‪ -١٠‬ﺍﶈﺘﻮﻯ ﺍﻟﺪﻻﱄ ﺍﻟﺬﻱ ﺳﻮﻑ ﳛﺘﺎﺝ ﺇﻟﻴﻪ‪.‬‬
‫ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻫﻮ ﺃﺳﺎﺳﺎﹰ ﺇﻃﺎﺭ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ ) ﺍﻧﻈﺮ ‪.(Van Ek and Alexander ١٩٧٥:٥‬‬
‫ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻛﺎﻧﺖ ﻓﻴﻪ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﻟﺘﻄﺒﻴﻖ ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺗﺘﻘﺪﻡ‬
‫ﻭﺗﺘﻄﻮﺭ ﻭﺗﻨﺎﻗﺶ‪ ,‬ﺑﺪﺃ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﰲ ﺍﻟﻨﻈﺮ ﺇﱃ ﻣﺎ ﻭﺻﻠﺖ ﺇﻟﻴﻪ ﺍﳌﻘﺮﺭﺍﺕ ﰲ ﺣﻘﻮﻝ ﺃﺧﺮﻯ‬
‫ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻭﺑﺪﺅﻭﺍ ﰲ ﺗﻄﺒﻴﻖ ﺇﺟﺮﺍﺀﺍﺕ ﺗﻄﻮﺭﺕ ﰲ ﺣﻘﻞ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻇﻬﻮﺭ ﻣﺬﻫﺐ ﺍﳌﻨﻬﺞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺇﻥ ﻣﺼﻄﻠﺢ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻨﻬﺞ –ﻛﻤﺎ ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ -‬ﺣﻘﻞ ﻭﺍﺳﻊ ﺟﺪﺍﹰ ﻳﻌﺎﰿ ﻣﺎ ﳛﺪﺙ ﰲ‬
‫ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺧﻄﻂ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻓﺎﳌﻘﺼﻮﺩ ﺑﺎﳌﻨﻬﺞ ﰲ ﺍﻟﺴﻴﺎﻕ ﺍﳌﺪﺭﺳﻲ ﲨﻴﻊ ﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ ﺍﻷﻃﻔﺎﻝ ﰲ ﺍﳌﺪﺍﺭﺱ‪ .‬ﻭﻳﻌﻠﻖ‬
‫‪ (١٩٨٩:٢٦) Rodgers‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻳﺸﻜﻞ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻳﺼﻒ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﺗﻐﻄﻴﻪ ﺩﻭﺭﺓ ﻣﻌﻴﻨﺔ ﺟﺰﺀﺍﹰ ﻭﺍﺣﺪﺍﹰ ﻓﻘﻂ ﻣﻦ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﺪﺭﺳﻲ‬
‫ﻛﻜﻞ‪ .‬ﺃﻣﺎ ﺍﳌﻨﻬﺞ ﻓﻬﻮ ﻣﻔﻬﻮﻡ ﺃﻭﺳﻊ ﺑﻜﺜﲑ‪ ،‬ﻓﺎﳌﻨﻬﺞ ﻫﻮ ﻛﻞ ﺗﻠﻚ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﻳﻨﺨﺮﻁ ﻓﻴﻬﺎ ﺍﻷﻃﻔﺎﻝ‬
‫ﲢﺖ ﺭﻋﺎﻳﺔ ﺍﳌﺪﺭﺳﺔ‪ ,‬ﻭﻫﺬﺍ ﻻ ﻳﺸﻤﻞ ﻣﺎ ﻳﺘﻌﻠﻤﻪ ﺍﻟﺘﻼﻣﻴﺬ ﻓﺤﺴﺐ‪ ,‬ﻭﻟﻜﻦ ﻳﺸﻤﻞ ﻛﻴﻒ ﻳﺘﻌﻠﻤﻮﻧﻪ‪،‬‬
‫ﻭﻛﻴﻒ ﻳﺴﺎﻋﺪﻫﻢ ﺍﳌﺪﺭﺳﻮﻥ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺴﺎﻧﺪﺓ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﻴﺎﺱ ﻭﻃﺮﻗﻪ‪،‬‬
‫ﻭﰲ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ‪.‬‬
‫ﻭﻟﻌﻞ ﺃﺣﺪ ﺃﻫﻢ ﺍﳌﻘﻮﻻﺕ ﺣﻮﻝ ﻃﺒﻴﻌﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻭﻋﻤﻠﻴﺎﺗﻪ ﻫﻮ ﺍﻟﺬﻱ ﻗﺪﻣﻪ ‪ Tyler‬ﰲ ﻋﺎﻡ ‪١٩٤٩‬‬
‫ﰲ ﻛﺘﺎﺏ ﺃﺣﺪﺙ ﻃﻔﺮﺓ ﰲ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻨﻬﺞ ﻃﻮﺍﻝ ﲬﺴﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻗﺪ ﳋﺺ‬
‫ﻣﺬﻫﺒﻪ ﰲ ﺍﻟﺼﻔﺤﺔ ﺍﻷﻭﱃ‪:‬‬

‫‪٦٧‬‬
‫ﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ ﺃﺳﺌﻠﺔ ﺃﺳﺎﺳﻴﺔ ﳚﺐ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﺃﻱ ﻣﻨﻬﺞ ﻭﺧﻄﺔ ﺗﺪﺭﻳﺲ ﻭﻫﻲ‪:‬‬
‫‪ .١‬ﻣﺎ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺪﺭﺳﺔ ﺃﻥ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ؟‬
‫‪ .٢‬ﻣﺎ ﺍﳋﱪﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﱵ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻏﺮﺍﺽ؟‬
‫ﻛﻴﻒ ﳝﻜﻦ ﺗﻨﻈﻴﻢ ﻫﺬﻩ ﺍﳋﱪﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ؟‬ ‫‪-١٠‬‬
‫‪ .٣‬ﻛﻴﻒ ﳝﻜﻨﻨﺎ ﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻷﻏﺮﺍﺽ ﻗﺪ ﲢﻘﻘﺖ ؟‬
‫)‪(Tyler ١٩٥٠:١‬‬
‫ﻭﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻳﻘﻠﺺ ﺃﺣﻴﺎﻧﺎﹰ ﺇﱃ ﳕﻮﺫﺝ ﺃﺑﺴﻂ ‪:‬‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﺍﶈﺘﻮﻯ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﺍﻟﺘﻘﻮﱘ‬
‫ﺇﻥ ﺗﻠﻚ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺴﺎﺫﺟﺔ ‪ -‬ﺇﱃ ﺣﺪ ﻣﺎ ‪ -‬ﻟﻌﻤﻠﻴﺔ ﺍﳌﻨﻬﺞ ﱂ ﺗﻜﻦ ﰲ ﺍﻟﻮﺍﻗﻊ ﻣﻘﺼﻮﺩﺓ ﻣﻦ ﻗﺒﻞ ‪Tyler‬‬
‫ﻧﻔﺴﻪ ﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ ‪ .(١٩٧٣) Lawton‬ﻓﻘﺪ ﻛﺎﻥ ﻛﺘﺎﺏ ‪ Tyler‬ﺍﺳﺘﺠﺎﺑﺔ ﳌﻼﺣﻈﺘﻪ ﺃﻥ‬
‫ﻛﺜﲑﺍﹰ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻳﺒﺪﻭﻥ ﻏﲑ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺷﺮﺡ ﺃﻫﺪﺍﻑ ﻣﺎ ﻳﺪﺭﺳﻮﻧﻪ ﺇﻻ ﺑﻄﺮﻳﻘﺔ ﻋﺎﻣﺔ‪ ,‬ﻭﻟﻮ ﻃﻠﺐ‬
‫ﻣﻨﻬﻢ ﺗﻮﺿﻴﺢ ﺃﻫﺪﺍﻓﻬﻢ ﺭﲟﺎ ﻳﻘﻮﻟﻮﻥ "ﳓﻦ ﳓﺎﻭﻝ ﲣﺮﻳﺞ ﻃﻼﺏ ﻣﺜﻘﻔﲔ ﻭﻟﺪﻳﻬﻢ ﻗﺪﺭﺍﺕ ﻭﺇﻣﻜﺎﻧﺎﺕ‬
‫ﻛﺒﲑﺓ"‪ .‬ﻭﻟﻜﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﻻ ﺗﺴﺎﻋﺪ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ ﻗﺪ ﻳﺴﻬﻢ ﰲ ﲢﻘﻴﻖ‬
‫ﻫﺬﺍ ﺍﳍﺪﻑ ﺃﻭ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻱ ﻗﺪ ﻳﻨﺘﺞ ﻋﻨﻪ‪ .‬ﻭﻳﻘﺮﺭ ‪ Tyler‬ﺃﻥ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺼﻒ ﺳﻠﻮﻙ ﺍﳌﺘﻌﻠﻢ )ﻭﻟﻴﺲ ﺳﻠﻮﻙ ﺍﳌﺪﺭﺱ(‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﲢﺪﺩ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﺣﺪﺛﺖ ﰲ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻧﺘﻴﺠﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ .‬ﻭﻗﺪ ﺗﻐﻠﻐﻞ ﳕﻮﺫﺝ ‪ ، Tyler‬ﺃﻭ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ ﻣﻨﻪ‪ ،‬ﺑﺴﺮﻋﺔ ﺇﱃ ﳎﺎﻻﺕ‬
‫ﻭﺍﺳﻌﺔ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﻭﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﻗﺪ ﺍﻣﺘﻸﺕ ﺃﺩﻟﺔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ﻣﺜﻞ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﺍﻟﺘﺎﱄ )‪:(Inglis ١٩٧٥‬‬
‫‪ -٢‬ﺍﳋﻄﺔ‬ ‫‪ -١‬ﺍﳊﺎﺟﺎﺕ‬

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‫ﺗﻜﺘﻴﻜﺎﺕ‬ ‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫‪ -٤‬ﻣﺮﺍﺟﻌﺔ‬ ‫‪ -٣‬ﺍﻟﺘﻄﺒﻴﻖ‬
‫ﺗﻌﺰﻳﺰ‬ ‫ﺗﻘﻮﱘ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﻃﺮﻕ‬
‫ﻭﻗﺪ ﺃﺛﺎﺭ ﻣﻨﺘﻘﺪﻭ ﳕﻮﺫﺝ ‪) Tyler‬ﻭﻫﻢ ﻛﺜﺮ( ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﻻﻋﺘﺮﺍﺿﺎﺕ‪ ،‬ﺣﻴﺚ ﻳﺮﻯ ﺑﻌﻀﻬﻢ ﺃﻥ ﻣﻔﻬﻮﻡ‬
‫ﺍﻷﻫﺪﺍﻑ ﳝﺜﻞ ﻧﻈﺮﺓ ﳏﺪﻭﺩﺓ ﻟﻠﻤﻌﺮﻓﺔ )ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ(‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻨﺘﻘﺪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺍﳌﺬﻫﺐ ﺍﻟﺘﻘﲏ‬
‫ﻭﺍﳌﻨﻄﻘﻲ ﻟﻠﻨﻤﻮﺫﺝ‪ ,‬ﻭﺍﻟﺬﻱ ﻳﺒﺪﻭ ﺃﻧﻪ ﻳﻨﺎﺳﺐ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺃﻭ ﺍﻟﺼﻨﺎﻋﺔ ﺃﻛﺜﺮ ﻣﻦ ﻣﻨﺎﺳﺒﺘﻪ ﳊﻘﻞ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﻭﻳﻨﺘﻘﺪ ﺁﺧﺮﻭﻥ ﺍﳌﺬﻫﺐ ﺍﻟﻄﻮﱄ ﻟﻠﻨﻤﻮﺫﺝ‪ ,‬ﻭﺍﻟﺬﻱ ﳚﻌﻞ ﺍﻟﺘﻘﻮﱘ ﻳﺄﰐ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺧﲑﺓ ﻭﻻ ﻳﺪﳎﻪ ﰲ‬
‫ﻛﻞ ﻣﺮﺣﻠﺔ‪ ،‬ﻭﻗﺪ ﺍﻗﺘﺮﺣﻮﺍ ﻣﻜﺎﻧﻪ ﳕﻮﺫﺟﺎ ﺣﻠﻘﻴﺎ‪.‬‬
‫ﻭﻳﺼﻒ ‪ Nicholls‬ﻭ ‪– (١٩٧٢:٤) Nicholls‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻪ‬
‫ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺃﺭﺑﻊ ﻣﺮﺍﺣﻞ ‪:‬‬
‫ﺃ‪-‬ﺍﻟﻔﺤﺺ ﺍﻟﺪﻗﻴﻖ ﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺲ ﺳﻮﺍﺀ ﰲ ﺩﻭﺭﺍﺕ ﺧﺎﺻﺔ ﲟﻮﺍﺩ ﻣﻌﻴﻨﺔ ﺃﻭ ﻟﻠﻤﻨﻬﺞ ﻛﻜﻞ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻛﻞ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﺎﺣﺔ ﻭﺍﻷﺣﻜﺎﻡ ﺍﳌﺘﻮﻓﺮﺓ‪.‬‬
‫ﺏ‪-‬ﺗﻄﻮﻳﺮ ﺗﻠﻚ ﺍﻟﻄﺮﻕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﰎ ﺍﳊﻜﻢ ﺑﺈﻣﻜﺎﻧﻴﺔ ﲢﻘﻴﻘﻬﺎ ﻟﻸﻫﺪﺍﻑ ﺍﻟﱵ ﺍﺗﻔﻖ ﻋﻠﻴﻬﺎ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﻭﲡﺮﻳﺒﻬﺎ ﰲ ﺍﳌﺪﺍﺭﺱ‪.‬‬
‫ﺝ‪-‬ﻗﻴﺎﺱ ﻣﺪﻯ ﲢﻘﻴﻖ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻄﻮﻳﺮ ﻷﻫﺪﺍﻓﻬﺎ‪ .‬ﻭﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺭﲟﺎ ﻳﺆﺩﻱ ﺇﱃ ﺇﺛﺎﺭﺓ ﺃﻓﻜﺎﺭ‬
‫ﺟﺪﻳﺪﺓ ﺣﻮﻝ ﺍﻷﻫﺪﺍﻑ ﻧﻔﺴﻬﺎ ‪.‬‬
‫ﺩ‪-‬ﺍﻟﻌﻨﺼﺮ ﺍﻷﺧﲑ ﻫﻮ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻟﻜﻞ ﺍﳋﱪﺍﺕ ﺍﳌﻜﺘﺴﺒﺔ ﻟﺘﻮﻓﲑ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻭﻗﺪ ﰎ ﺗﺒﲏ ﻫﺬﻩ ﺍﻟﻨﻈﺮﺓ ﻟﻌﻤﻠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻨﺬ ﲦﺎﻧﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻗﺪ ﻭﺻﻔﺖ ﺑﺄ‪‬ﺎ ﳕﻮﺫﺝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ؛ ﻷ‪‬ﺎ ﺗﺒﺪﺃ ﺑﺘﺤﺪﻳﺪ ﺃﻧﻮﺍﻉ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻟﻴﻨﺠﺰ ﺃﺩﻭﺍﺭﺍﹰ ﻭﻣﻬﻤﺎﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻣﻦ ﰒ ﺗﺸﺮﻉ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﺗﻮﺻﻞ‬
‫ﺇﱃ ﺫﻟﻚ‪ .‬ﻭﰲ ﺣﻘﻞ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻨﻬﺞ ﻳﺘﻢ ﺃﺣﻴﺎﻧﺎﹰ ﲣﻔﻴﺾ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﺇﱃ ﳎﻤﻮﻋﺔ ﺁﻟﻴﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺗﻌﺮﻑ ﺑﺎﺳﻢ ﳕﻮﺫﺝ ﺗﺼﻤﻴﻢ ﺍﻷﻧﻈﻤﺔ ‪ .systems-design model‬ﻭﺍﻟﻨﻈﺎﻡ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﺴﻴﺎﻕ ﻫﻮ "ﺧﻄﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻟﻜﻞ ﻣﻜﻮﻧﺎﺕ )ﺃﻧﻈﻤﺔ ﻓﺮﻋﻴﺔ( ﺍﻟﻨﻈﺎﻡ‪ ,‬ﻣﺼﻤﻤﺔ ﳊﻞ ﻣﺸﻜﻠﺔ ﺃﻭ‬
‫ﲢﻘﻴﻖ ﺣﺎﺟﺔ" )‪ .(Briggs ١٩٧٧:٥‬ﻭﻳﻨﺘﻤﻲ ﳕﻮﺫﺝ ﺍﻷﻧﻈﻤﺔ ﺇﱃ ﻣﺬﻫﺐ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﺮﺑﻮﻱ ﻳﺮﻯ‬

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‫ﺃﻥ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻋﻤﻠﻴﺔ ﻣﻨﻄﻘﻴﺔ ﻭﺗﻘﻨﻴﺔ ﺇﱃ ﺣﺪ ﻣﺎ‪ .‬ﻭﻳﺆﻣﻦ ﻣﻄﺒﻘﻮﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺃﻧﻪ ﻫﻮ ﺍﳌﻔﺘﺎﺡ ﻟﺘﺼﻤﻴﻢ‬
‫ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﻧﺎﺟﺤﺔ‪ .‬ﻭﻗﺪ ﺃﺻﺒﺢ ﲤﻮﻳﻞ ﻣﺸﺎﺭﻳﻊ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ ﰲ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﺍﳌﻴﻼﺩﻳﺔ ﰲ ﻛﺜﲑ‬
‫ﻣﻦ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﻳﻌﺘﻤﺪ ﻏﺎﻟﺒﺎ ﻋﻠﻰ ﻣﺪﻯ ﺍﻟﺘﺰﺍﻣﻬﺎ ‪‬ﺬﺍ ﺍﻹﻃﺎﺭ‪ .‬ﻭﻳﻌﻠﻖ ‪ (١٩٨٩:٢٧) Rodgers‬ﻋﻠﻰ‬
‫ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻟﻘﺪ ﻛﺎﻥ ﳕﻮﺫﺝ ﺗﺼﻤﻴﻢ ﺍﻷﻧﻈﻤﺔ ﰲ ﺍﳌﻨﺎﻫﺞ ﻓﺮﺿﻴﺎ ﻭﺗﻘﻮﺩﻩ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﻓﻬﻮ ﻳﺼﻒ ﺗﺘﺎﺑﻌﺎ ﻃﻮﻟﻴﺎ ﻟﻸﺣﺪﺍﺙ‬
‫ﺍﻟﱵ ﺗﺸﻤﻞ ﺻﻴﺎﻏﺔ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﳌﻬﻤﺎﺕ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﲢﺪﻳﺪ‬
‫ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺘﻘﻮﳝﻲ ﻟﺘﺤﺪﻳﺪ ﺑﻠﻮﻍ ﻫﺬﻩ ﺍﻟﻨﻮﺍﺗﺞ ﺃﻭ ﻋﺪﻡ ﺑﻠﻮﻏﻬﺎ‪.‬‬
‫ﻭﻳﺸﺘﺮﻙ ﳕﻮﺫﺝ ‪ Munby‬ﻣﻊ ﻣﺬﻫﺐ ﺍﻷﻧﻈﻤﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳋﺼﺎﺋﺺ‪ ،‬ﻭﻗﺪ ﻟﻮﺣﻆ ﺃﻧﻪ ﺑﻄﻲﺀ ﻭﻏﲑ‬
‫ﻭﺍﻗﻌﻲ ﻭﻏﲑ ﻋﻤﻠﻲ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻤﻨﺬ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ ﺍﳌﻴﻼﺩﻳﺔ ﺃﺻﺒﺤﺖ ﺍﻟﻨﻈﺮﺓ ‪-‬ﺍﻟﱵ‬
‫ﺗﺮﻯ ﺃﻥ ﻋﻤﻠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻫﻲ ﻋﻨﺎﺻﺮ ﻣﺮﻛﺰﻳﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ -‬ﻣﻘﺒﻮﻟﺔ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻀﻴﻘﺔ ﻟﻨﻤﻮﺫﺝ ﺍﻷﻧﻈﻤﺔ‪ .‬ﻟﻘﺪ ﺃﺻﺒﺢ ﺗﺄﺳﻴﺲ ﻭﺣﺪﺍﺕ‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﰲ ﻛﺜﲑ ﻣﻦ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﻭﻣﻨﺬ ﲦﺎﻧﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻳﺘﻢ ﰲ ﻭﺯﺍﺭﺍﺕ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﻊ ﺗﻔﻮﻳﺾ ﳌﺮﺍﺟﻌﺔ ﺍﳌﻨﻬﺞ ﺍﻟﻮﻃﲏ ﻭﺗﻄﻮﻳﺮﻩ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻨﻈﻮﺭ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ .‬ﻭﻳﻌﻠﻖ‬
‫‪ ١٩٨٨:٢) Lim‬ﻣﺬﻛﻮﺭ ﰲ ‪- (Ho ١٩٩٤‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻋﻠﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ‬
‫ﻗﺎﺋﻼﹰ‪ :‬ﺇﻥ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻳﺸﻤﻞ ﺍﻵﻥ "ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ‪ ،‬ﻭﺗﺼﻤﻴﻢ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﳌﺪﺭﺱ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﺍﻟﱪﺍﻣﺞ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳌﺮﺍﻗﺒﺔ‬
‫ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ"‪ .‬ﻓﺎﳉﺪﻝ ﺣﻮﻝ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ ﻛﺎﻥ ﺷﺎﺋﻌﺎﹰ ﰲ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻗﺪ ﺣﻞ ﳏﻠﻪ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺘﺮﺍﺑﻄﺔ ﺍﻟﱵ ﺗﺸﻜﻞ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ ,‬ﲝﻴﺚ‬
‫ﺃﺻﺒﺤﺖ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻨﺼﺮﺍﹰ ﻭﺍﺣﺪﺍﹰ ﻓﻘﻂ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺘﺮﺍﺑﻄﺔ‪.‬‬
‫ﺍﺳﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ " ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ " ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻟﻴﺸﲑ ﺇﱃ ﺳﻠﺴﻠﺔ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﱵ‬
‫ﻳﺘﻀﻤﻨﻬﺎ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺃﻭ ﲡﺪﻳﺪﻩ‪ .‬ﻭﺗﺮﻛﺰ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‪،‬‬
‫ﻭﲣﻄﻴﻂ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺇﻋﺪﺍﺩﻫﺎ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ‪،‬‬
‫ﻭﺍﻟﺘﻘﻮﱘ‪ .‬ﻭﻳﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻋﻠﻰ ﺃ‪‬ﺎ ﺗﺸﻜﻞ ﺷﺒﻜﺔ ﻣﻦ ﺍﻷﻧﻈﻤﺔ ﺍﳌﺘﻔﺎﻋﻠﺔ‪ .‬ﻭﻳﺸﲑ ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺇﱃ‬
‫ﺃﻥ ﺃﻱ ﺗﻐﻴﲑ ﰲ ﺃﺣﺪ ﺃﺟﺰﺍﺀ ﺍﻟﻨﻈﺎﻡ ﻳﺆﺛﺮ ﰲ ﺍﻷﺟﺰﺍﺀ ﺍﻷﺧﺮﻯ ﻟﻠﻨﻈﺎﻡ‪ .‬ﻓﻠﻮ ﰎ ﻣﺜﻼﹰ ﺗﺰﻭﻳﺪ ﺍﳌﺪﺭﺳﲔ ﺑﻜﺘﺐ‬
‫ﺩﺭﺍﺳﻴﺔ ﻟﻴﺪﺭﺳﻮﻫﺎ ﺃﻭ ﱂ ﻳﺘﻢ ﺗﺰﻭﻳﺪﻫﻢ ‪‬ﺎ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﻳﻌﻜﺲ ﻗﺮﺍﺭ ﺳﻴﺎﺳﺔ ﻣﻌﻴﻨﺔ‪ ,‬ﻭﻗﺪ ﻳﺆﺛﺮ ﰲ ﺃﻧﻮﺍﻉ‬
‫ﺧﻄﺎﺏ ﺍﻟﻔﺼﻞ ﻭﻣﺪﺧﻼﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﺪﺭﺱ ﺃﻥ ﻳﻘﺪﻣﻬﺎ‪ .‬ﻭﺑﻄﺮﻳﻘﺔ ﳑﺎﺛﻠﺔ ﻓﺈﻥ ﺣﺠﻢ ﺍﻻﻧﺘﺒﺎﻩ‬
‫ﺍﻟﺬﻱ ﻳﻮﺟﻬﻪ ﺍﻟﻄﻼﺏ ﻷﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻢ ﻗﺪ ﻳﻌﻜﺲ ﺣﻜﻤﻬﻢ ﻋﻠﻰ ﺻﻠﺔ ﺃﻧﻮﺍﻉ ﺍﳋﱪﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ‬

‫‪٧٠‬‬
‫ﻳﻮﺍﺟﻬﻮ‪‬ﺎ‪ ,‬ﻭﺍﻟﺬﻱ ﻗﺪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻛﻔﺎﺀﺓ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻭﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻻ ﳛﺎﻭﻝ ﺗﻘﺪﱘ ﻣﺬﻫﺐ‬
‫ﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻘﻠﻴﺪﻱ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ ،‬ﻓﻤﺜﻞ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻳﺼﻮ‪‬ﺭ ﺍﳌﺪﺭﺳﲔ ﻛﻤﺎ ﻟﻮ ﻛﺎﻧﻮﺍ ﻳﺴﺘﻘﺒﻠﻮﻥ ﻧﺘﻴﺠﺔ‬
‫ﻋﻤﻠﻴﺔ ﻳﺘﺤﻜﻢ ‪‬ﺎ ﻭﻳﻮﺟﻬﻬﺎ ﺁﺧﺮﻭﻥ‪ .‬ﺃﻣﺎ ﺍﳌﺬﻫﺐ ﺍﳌﺘﺨﺬ ﻫﻨﺎ ﻓﻬﻮ ﻳﺴﻌﻰ ﺇﱃ ﻭﺿﻊ ﺍﳌﺪﺭﺳﲔ‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﻗﻠﺐ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺳﻬﻮﻟﺔ‬
‫ﲢﺪﻳﺪ ﻣﻨﺘﺠﺎﺕ ﻋﻤﻠﻴﺎﺕ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻷ‪‬ﺎ ﺗﻈﻬﺮ ﻋﻠﻰ ﺷﻜﻞ ﻭﺛﺎﺋﻖ ﺳﻴﺎﺳﺔ‪ ،‬ﻭﻣﻘﺮﺭﺍﺕ‪،‬‬
‫ﻭﺍﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﻣﻮﺍﺩ ﺗﺪﺭﻳﺴﻴﺔ‪ ،‬ﻭﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ‪ ،‬ﻭﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ) ‪Johnson‬‬
‫‪ ،(١٩٨٩‬ﻓﻬﻨﺎﻙ ﺻﻌﻮﺑﺔ ﰲ ﲢﺪﻳﺪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﺗﺆﺩﻱ ﺇﱃ ﻫﺬﻩ ﺍﳌﻨﺘﺠﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ؛ ﻷ‪‬ﺎ ﻏﺎﻟﺒﺎﹰ ﺗﻌﻜﺲ‬
‫ﻏﺎﻟﺒﺎ ﻣﺴﺎﳘﺎﺕ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﳍﻢ ﺃﺩﻭﺍﺭ ﻭﺃﻫﺪﺍﻑ ﳐﺘﻠﻔﺔ‪ .‬ﻭﳝﺜﻞ ‪(١٩٨٩:٣) Johnson‬‬
‫ﺍﻷﺩﻭﺍﺭ ﻭﺍﳌﻨﺘﺠﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺼﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﱐ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ ‪ ١‬ﻣﺮﺍﺣﻞ ﻭﺃﺩﻭﺍﺭ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻭﺍﳌﻨﺘﺠﺎﺕ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ )ﻣﻦ ‪(Johnson ١٩٨٩‬‬
‫ﺍﳌﻨﺘﺠﺎﺕ‬ ‫ﺃﺩﻭﺍﺭ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ‬ ‫ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻄﻮﺭﻳﺔ‬
‫ﻭﺛﻴﻘﺔ ﺍﻟﺴﻴﺎﺳﺔ‬ ‫ﺻﺎﻧﻌﻮ ﺍﻟﺴﻴﺎﺳﺔ‬ ‫‪.١‬ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‬
‫ﳏﻠﻠﻮ ﺍﳊﺎﺟﺎﺕ‬ ‫‪.٢‬ﺍﻟﺘﻮﺻﻴﻒ‪:‬‬
‫ﺍﳌﻘﺮﺭ‬ ‫ﺍﳌﺘﺨﺼﺼﻮﻥ ﰲ ﻣﻨﻬﺠﻴﺔ‬ ‫ﺍﻟﻐﺎﻳﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬ ‫ﻛﺘﺎﺏ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪.٣‬ﺗﻄﺒﻴﻖ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ‬ ‫ﻣﺪﺭﺑﻮ ﺍﳌﻌﻠﻤﲔ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﳌﺪﺭﺱ‬ ‫‪.٤‬ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻔﺼﻠﻲ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﳌﺘﻌﻠﻢ‬
‫ﻭﻳﺸﺪﺩ ‪ (١٩٨٧) Clark‬ﻋﻠﻰ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻫﻲ ﻏﺎﻟﺒﺎﹰ ﻋﻤﻠﻴﺎﺕ ﲡﺪﻳﺪ ﺃﻛﺜﺮ ﻣﻦ ﻛﻮ‪‬ﺎ ﻋﻤﻠﻴﺎﺕ‬
‫ﺗﻄﻮﻳﺮ‪ ،‬ﻷﻥ ﻫﻨﺎﻙ ﻧﻮﻋﺎﹰ ﻣﻦ ﺍﳌﻨﻬﺞ ﻗﺎﺋﻢ‪ .‬ﻭﻳﻨﺨﺮﻁ ﺍﳌﺪﺭﺳﻮﻥ ﻭﳐﻄﻄﻮ ﺍﳌﻨﻬﺞ ﰲ ﻋﻤﻠﻴﺎﺕ ﻣﺴﺘﻤﺮﺓ ﻣﻦ‬
‫ﺍﳌﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﻘﻮﱘ ﻣﻦ ﺃﺟﻞ ﺇﺣﺪﺍﺙ ﲡﺪﻳﺪ ﻟﻠﻤﻨﻬﺞ ﻭﺗﻐﻴﲑﻩ‪ .‬ﻭﳛﺪﺩ ‪ Clark‬ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻌﻤﻠﻴﺔ‬
‫ﲡﺪﻳﺪ ﺍﳌﻨﻬﺞ‪:‬‬

‫‪٧١‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﺗﻮﺟﻪ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ ﰲ ﺿﻮﺀ ﻧﻈﺮﻳﺔ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‬
‫ﻭﺍﳋﱪﺓ ﺍﻟﺼﻔﻴﺔ‪.‬‬
‫• ﺇﻋﺎﺩﺓ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﲡﺴﺪ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ ﻭﺍﶈﺘﻮﻯ ﻭﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻮﺍﺳﻌﺔ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‪/‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﺼﻠﻴﺔ‪.‬‬
‫• ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺭﺩ ﻭﺗﻜﻴﻴﻔﻬﺎ ﻭﺍﺳﺘﺤﺪﺍﺛﻬﺎ ﻭﺍﻟﱵ ﲡﺴﺪ ﺧﱪﺍﺕ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺼﻤﻢ ﳌﺮﺍﻗﺒﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺣﻮﻝ ﺗﻘﺪﻡ ﺍﳌﺘﻌﻠﻢ ﻭﺗﺴﺠﻴﻠﻬﺎ ﻭﻭﺻﻔﻬﺎ‬
‫ﻭﺗﻮﻓﲑﻫﺎ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺍﳋﻄﻂ ﺍﻟﺼﻔﻴﺔ ﺍﳌﺘﺼﻠﺔ ﺑﻜﻞ ﻣﺎ ﺳﺒﻖ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﻭﺍﺑﺘﻜﺎﺭ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﺼﻤﻤﺔ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺗﻘﻮﱘ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺼﻔﻴﺔ‬
‫ﻭﲢﺴﻴﻨﻬﺎ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻄﺮﻕ ﺍﳌﻤﻜﻨﺔ ﻟﺘﻌﺰﻳﺰ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺃﻭ ﺍﺑﺘﻜﺎﺭ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﻣﺼﻤﻤﺔ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺗﻮﺳﻴﻊ ﺁﻓﺎﻗﻬﻢ‬
‫ﺍﳌﻔﻬﻮﻣﻴﺔ ﻭﺍﻟﱪﺍﲨﺎﺗﻴﺔ ﰲ ﳎﺎﻻﺕ ﻣﻌﻴﻨﺔ ﻭﻹﳚﺎﺩ ﺣﻠﻮﻝ ﳌﺸﻜﻼ‪‬ﻢ ﺍﻟﻔﺼﻠﻴﺔ‪.‬‬
‫‪(Clark ١٩٨٧:‬‬ ‫)‬
‫ﺇﻥ ﻫﺪﻑ ﺍﻟﻔﺼﻮﻝ ﺍﻟﻘﺎﺩﻣﺔ ﻫﻮ ﺗﻐﻄﻴﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﰲ ﻛﻞ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﻣﻦ ﺃﺟﻞ‬
‫ﺗﺴﻬﻴﻞ ﻧﻮﻋﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪.‬‬
‫‪.١‬ﳌﺎﺫﺍ ﰎ ﻧﻘﺪ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﺪﻳﺪﺓ ﺍﺳﺘﺠﺎﺑﺔ ﻟﺘﻐﲑ ﺣﺎﺟﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻨﺬ ﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ؟‬
‫‪.٢‬ﻣﺎ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﳌﺬﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ؟ ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﻫﺬﺍ ﺍﳌﺬﻫﺐ‬
‫ﻭﺍﳌﺬﺍﻫﺐ ﺍﻷﻭﱃ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ؟‬
‫‪.٣‬ﻛﻴﻒ ﺃﺳﻬﻤﺖ ﺣﺮﻛﺔ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﰲ ﻣﻔﻬﻮﻡ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ؟‬
‫‪.٤‬ﻛﻴﻒ ﳝﻜﻦ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ ﻭﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ﺍﻹﺳﻬﺎﻡ ﰲ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(؟ ﺍﺫﻛﺮ‬
‫ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﻣﻬﻤﺔ‪.‬‬

‫‪٧٢‬‬
‫‪.٥‬ﺍﻓﺤﺺ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﲤﺜﻞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،١‬ﰒ‬
‫ﺍﻧﻈﺮ ﰲ ﺧﺼﺎﺋﺺ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺫﻛﺮﻫﺎ ‪ Ewer‬ﻭ ‪Hughes-‬‬
‫‪ Davies‬ﻣﻊ ﲢﺪﻳﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻤﺜﻠﺔ ﰲ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫‪.٦‬ﺍﻓﺤﺺ ﻣﻠﻒ ‪ Munby‬ﻟﻠﺤﺎﺟﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﳌﺬﻛﻮﺭ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪ ،‬ﻛﻴﻒ ﳝﻜﻦ ﺗﻄﺒﻴﻖ ﻫﺬﺍ‬
‫ﺍﳌﻠﻒ ﰲ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳌﻀﻴﻔﲔ ﺟﻮﻳﲔ ﲝﺎﺟﺔ ﺇﱃ ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ )ﺃﻭ ﺣﺎﺟﺎﺕ‬
‫ﻣﺘﻌﻠﻤﲔ ﺗﻌﺮﻓﻬﻢ(؟ ﺍﺫﻛﺮ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻊ ﺍﻗﺘﺮﺍﺡ ﺑﻌﺾ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪.٧‬ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻭﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ؟ ﻣﺎ ﻣﺪﻯ ﺻﻠﺔ ﻫﺬﺍ ﺍﻟﻔﺮﻕ ﺑﺘﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ؟‬
‫‪.٨‬ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﻨﻤﻮﺫﺝ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ؟ ﻣﺎ ﺣﺪﻭﺩ ﻫﺬﺍ ﺍﳌﻨﻬﺞ؟‬
‫‪.٩‬ﺍﺷﺮﺡ ﻣﺬﻫﺐ ﺍﻷﻧﻈﻤﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻣﺎ ﺍﻟﻨﻘﺪ ﺍﳌﻮﺟﻪ ﳍﺬﺍ ﺍﳌﺬﻫﺐ؟‬

٧٣
(Ewer and Latoree ١٩٦٩ ‫ ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﻠﻤﻴﺔ )ﻣﻦ‬:١ ‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ‬

٧٤

٧٥

‫‪٧٦‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٢‬ﻛﻠﻤﺎﺕ ﺗﺮﺩ ﻏﺎﻟﺒﺎ ﰲ ﻣﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻷﻛﺎﺩﳝﻴﺔ‬

‫ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﻟﻴﺲ ﻣﻮﺟﻮﺩ ﰲ ﻗﺎﺋﻤﺔ ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﺮﺩ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﰲ ﻣﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﻣﻊ ﻧﺴﺒﺔ ﺷﻴﻮﻋﻬﺎ ﰲ ﻋﺸﺮﺓ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﰲ ﺍﳉﺎﻣﻌﺔ )ﻣﻦ‬
‫‪(Praninskas ١٩٧٢‬‬

٧٧

٧٨

٧٩
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬

‫‪٨٠‬‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺇﻥ ﺃﺣﺪ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻫﻮ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺒﲎ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳉﻴﺪ ﻋﻠﻰ ﲢﻠﻴﻞ‬
‫ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﺗﻌﺮﻑ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳉﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺑﺎﺳﻢ ﲢﻠﻴﻞ‬
‫ﺍﳊﺎﺟﺎﺕ‪ .‬ﻭﻗﺪ ﻇﻬﺮ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑﻮﺻﻔﻪ ﻣﺮﺣﻠﺔ ﻣﺘﻤﻴﺰﺓ ﻭﺿﺮﻭﺭﻳﺔ ﰲ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ‬
‫ﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺑﻮﺻﻔﻪ ﺟﺰﺀﺍﹰ ﻣﻦ ﻣﺬﻫﺐ ﺍﻷﻧﻈﻤﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻭﺟﺰﺀﺍﹰ ﻣﻦ ﻓﻠﺴﻔﺔ‬
‫ﺍﳌﺴﺆﻭﻟﻴﺔ ‪ accountability‬ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺴﺎﺋﺪﺓ ) ‪Stufflebean, McCormick,‬‬
‫‪ .(Brinkerhoff and Nelson ١٩٨٥‬ﻓﺈﺫﺍ ﺃﺭﺍﺩ ﻣﻘﺪﻣﻮ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﻋﻢ‬
‫ﻣﺎﺩﻱ ﺣﻜﻮﻣﻲ ﺃﻭ ﺃﻱ ﻣﺼﺪﺭ ﻣﻦ ﺍﻟﺪﻋﻢ ﺍﳌﺎﺩﻱ ﻣﻦ ﺃﺟﻞ ﺗﻮﻓﲑ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﻬﻢ‬
‫ﻣﻄﺎﻟﺒﻮﻥ ﺑﺈﺛﺒﺎﺕ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﻘﺘﺮﺡ ﻣﺎ ﻫﻮ ﺇﻻ ﺍﺳﺘﺠﺎﺑﺔ ﳊﺎﺟﺔ ﺣﻘﻴﻘﺔ )‪ .(Pratt ١٩٨٠‬ﻭﻧﺘﻴﺠﺔ‬
‫ﻟﺬﻟﻚ ﻓﻘﺪ ﺗﻄﻮﺭ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺇﱃ ﻣﺎ ﻳﺸﺒﻪ ﺍﻟﺼﻨﺎﻋﺔ‪ .‬ﻭﻳﻌﻠﻖ ‪ (١٩٨٩:٥١) Berwick‬ﻋﻠﻰ ﺫﻟﻚ‬
‫ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺇﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺪﻗﺔ ﺍﳌﻘﻨﻌﺔ ﰲ ﻗﻴﺎﺱ ﺍﳊﺎﺟﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺗﻌﺰﺯﺕ ﺃﻳﻀﺎﹰ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﺑﻮﺍﺳﻄﺔ "ﺣﺮﻛﺔ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ" ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﺧﺎﺻﺔ ﰲ ﺃﻣﺮﻳﻜﺎ ﺍﻟﺸﻤﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺼﺮ ﻋﻠﻰ ﲢﺪﻳﺪ‬
‫ﻛﻞ ﺍﻟﻐﺎﻳﺎﺕ ﺫﺍﺕ ﺍﻷﳘﻴﺔ ﺿﻤﻦ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺮﺑﻮﻱ ﺑﺸﻜﻞ ﳝﻜﻦ ﻗﻴﺎﺳﻪ‪ .‬ﻓﺎﻟﺘﺸﺪﻳﺪ ﻋﻠﻰ ﺍﻟﺪﻗﺔ ﻭﺍﳌﺴﺆﻭﻟﻴﺔ‬
‫ﺃﺛﺮ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﰲ ﻇﻬﻮﺭ ﻗﻴﺎﺱ ﺍﳊﺎﺟﺎﺕ ﺑﻮﺻﻔﻪ ﺷﻜﻼﹰ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﲢﻮﳍﺎ ﺇﱃ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺘﺮﺑﻮﻱ‪٠‬‬
‫ﻭﻗﺪ ﰎ ﺗﻘﺪﱘ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ ﺧﻼﻝ ﺣﺮﻛﺔ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( )ﺍﻧﻈﺮ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ(‪ ،‬ﺣﻴﺚ ﺍﺯﺩﺍﺩ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﺨﺼﺼﺔ ﻣﻨﺬ ﺳﺘﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‬
‫ﺍﳌﻴﻼﺩﻱ‪ ،‬ﻭﺑﺪﺃ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﻮﻥ ﰲ ﺗﻮﻇﻴﻒ ﺇﺟﺮﺍﺀﺍﺕ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑﺸﻜﻞ ﻣﺘﺰﺍﻳﺪ ﰲ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ‪ .‬ﻭﲝﻠﻮﻝ ﲦﺎﻧﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﻇﻬﺮﺕ ﰲ ﺃﺟﺰﺍﺀ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻌﺎﱂ "ﻓﻠﺴﻔﺔ ﻗﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﺍﳊﺎﺟﺎﺕ" ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑـ)ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﻣﻬﻨﻴﺔ‬
‫ﺍﻟﺘﻮﺟﻪ )‪ .(Brindley ١٩٨٤‬ﻭﺳﻮﻑ ﻧﻘﻮﻡ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺑﺪﺍﺭﺳﺔ ﻣﺬﺍﻫﺐ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪،‬‬
‫ﻭﺃﻏﺮﺍﺽ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻃﺒﻴﻌﺔ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻣﻦ ﺍﳌﻘﺼﻮﺩ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻣﻦ ﻫﻲ ﺍ‪‬ﻤﻮﻋﺔ‬
‫ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‪ ،‬ﻭﻣﻦ ﻳﻘﻮﻡ ﲜﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﺎ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﲨﻌﻬﺎ ) ﺳﺘﺠﺪ ﻣﺜﺎﻟﲔ ﻟﻨﻮﻋﲔ ﳐﺘﻠﻔﲔ ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺍﻟﺼﻔﺤﺎﺕ‬
‫‪.( ٨٧-٨٤‬‬
‫ﺃﻏﺮﺍﺽ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫‪٨١‬‬
‫ﻗﺪ ﻳﺴﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻟﻌﺪﺩ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻨﻬﺎ‪:‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻷﺩﺍﺀ ﺩﻭﺭ ﻣﻌﲔ‪ ،‬ﻣﺜﻞ ﻣﺪﻳﺮ ﻣﺒﻴﻌﺎﺕ ﺃﻭ ﻣﺮﺷﺪ‬
‫ﺳﻴﺎﺣﻲ ﺃﻭ ﻃﺎﻟﺐ ﺟﺎﻣﻌﻲ‪٠‬‬
‫• ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻘﺎﺋﻤﺔ ﺗﻌﺎﰿ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﳌﺘﻮﻗﻊ ﺍﻟﺘﺤﺎﻗﻬﻢ‬
‫ﺑﺎﻟﱪﻧﺎﻣﺞ ﺑﺸﻜﻞ ﻛﺎﻑ‪٠‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻫﻢ ﰲ ﺣﺎﺟﺔ ﻣﺎﺳﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫• ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻱ ﺗﻐﲑ ﰲ ﺍﻟﺘﻮﺟﻪ ﻳﺸﻌﺮ ﺑﺄﳘﻴﺘﻪ ﺍﻷﺷﺨﺎﺹ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪٠‬‬
‫• ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺠﻮﺓ ﺑﲔ ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﻭﻣﺎ ﻫﻢ ﲝﺎﺟﺔ ﺇﱃ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ‬
‫ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪.‬‬
‫• ﳉﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪٠‬‬
‫ﻭﻗﺪ ﺣﺪﺩ ‪ (١٩٩٣) Linse‬ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ‪ ) K-١٢‬ﻣﺜﻞ ﻃﻼﺏ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ(‪:‬‬
‫• ﳉﻤﻊ ﻣﻠﻒ ﺩﳝﻐﺮﺍﰲ ﳛﺘﻮﻱ ﻋﻠﻰ ﻛﻞ ﺍﻟﻠﻐﺎﺕ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳝﺜﻠﻬﺎ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﻟﻘﻴﺎﺱ ﻣﺴﺘﻮﻯ ﺍﻛﺘﺴﺎ‪‬ﻢ ﻟﻠﻐﺎ‪‬ﻢ ﺍﻷﺻﻠﻴﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻛﺘﺴﺎ‪‬ﻢ ﻟﻺﳒﻠﻴﺰﻳﺔ‪.‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﻣﻌﺮﻓﺘﻬﻢ ﺍﻟﺮﲰﻴﺔ ﻟﻺﳒﻠﻴﺰﻳﺔ‪٠‬‬
‫• ﻻﻛﺘﺸﺎﻑ ﻛﻴﻒ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﻼﺏ ﺍﻟﻠﻐﺔ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪٠‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻤﻜﲔ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ ﻛﻞ‬
‫ﺃﻧﺸﻄﺔ ﺍﳌﺪﺭﺳﺔ ﻭﺍ‪‬ﺘﻤﻊ‪٠‬‬
‫• ﻻﻛﺘﺸﺎﻑ ﺍﳋﱪﺓ ﺍﻟﺴﺎﺑﻘﺔ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ‪٠‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﺗﻮﺟﻬﺎﺕ ﺍﻟﻄﻼﺏ ﻭﺗﻮﺟﻬﺎﺕ ﻋﺎﺋﻼ‪‬ﻢ ﳓﻮ ﺍﳌﺪﺭﺳﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻣﻲ‪.‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺴﺒﻘﻬﺎ ﺍﻟﱵ ﻳﺘﻘﻨﻬﺎ ﺍﻟﻄﻼﺏ‪٠‬‬
‫• ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﻨﻤﻮ ﺍﳌﻌﺮﰲ ﻭﰲ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﰲ ﻟﻐﺎ‪‬ﻢ‬
‫ﺍﻷﺻﻠﻴﺔ‪٠‬‬
‫• ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﱵ ﺍﻛﺘﺴﺒﻬﺎ ﺍﻟﻄﻼﺏ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪٠‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺍﻟﻄﻼﺏ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ‪٠‬‬

‫‪٨٢‬‬
‫ﻓﺎﳋﻄﻮﺓ ﺍﻷﻭﱃ ﺇﺫﻥ ﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻫﻲ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﻟﻐﺮﺽ ﺃﻭ ﺃﻏﺮﺍﺽ ﲢﻠﻴﻞ‬
‫ﺍﳊﺎﺟﺎﺕ‪ .‬ﻓﻌﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻣﻮﻇﻔﻲ ﻣﻄﻌﻢ –ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻗﺪ ﺗﻜﻮﻥ ﺍﻷﻏﺮﺍﺽ ﻋﻠﻰ‬
‫ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳊﺎﱄ ﻟﻠﻤﻮﻇﻔﲔ‪٠‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﻋﺪﺩ ﺍﳌﻮﻇﻔﲔ ﺍﻟﺬﻳﻦ ﻫﻢ ﲝﺎﺟﺔ ﺇﱃ ﺗﺪﺭﻳﺐ ﻟﻐﻮﻱ‪.‬‬
‫• ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺁﺭﺍﺀ ﻃﺎﻗﻢ ﺍﳌﻄﻌﻢ ﺍﻷﻋﻠﻰ ﺭﺗﺒﺔ ﺣﻮﻝ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﻮﻇﻔﻮﻥ‬
‫ﰲ ﻋﻤﻠﻬﻢ‪٠‬‬
‫• ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺁﺭﺍﺀ ﺍﳌﻮﻇﻔﲔ ﺣﻮﻝ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻮ‪‬ﺎ ﰲ ﻋﻤﻠﻬﻢ‪٠‬‬
‫• ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﳌﺒﺎﺩﻻﺕ ﺍﻟﻜﻼﻣﻴﺔ ﺍﻟﱵ ﻳﺆﺩﻳﻬﺎ ﺍﳌﻮﻇﻔﻮﻥ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻋﺎﺩﺓ‪٠‬‬
‫• ﻟﺘﺤﺪﻳﺪ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﳍﺬﻩ ﺍﻟﺘﺤﻮﻳﻼﺕ‪٠‬‬
‫• ﻟﻘﻴﺎﺱ ﻣﺪﻯ ﻗﺪﺭﺓ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﺘﻮﻓﺮﺓ ﺣﺎﻟﻴﺎ ﻋﻠﻰ ﺳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﻮﻇﻔﲔ‪٠‬‬
‫ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺴﻬﻞ ﻧﻮﻋﺎﹰ ﻣﺎ ﰲ ﺣﺎﻻﺕ ﻛﺜﲑﺓ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳌﺘﻌﻠﻤﻮﻥ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﳏﺪﺩﺓ ﺟﺪﺍﹰ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺣﻘﻮﻝ ﻣﺜﻞ ﺍﻟﺴﻴﺎﺣﺔ ﺃﻭ‬
‫ﺍﻟﺘﻤﺮﻳﺾ ﺃﻭ ﺍﻟﺼﻨﺎﻋﺔ ﺍﻟﻔﻨﺪﻗﻴﺔ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﻮﻇﻔﻮﻥ ﻋﺎﺩﺓ‬
‫ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻣﻦ ﰒ ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳍﺬﻩ ﺍﳌﻬﻤﺎﺕ‪ .‬ﻭﳝﻜﻦ ﺑﻌﺪ ﺫﻟﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻟﺘﻤﺜﻞ ﺃﺳﺎﺳﺎﹰ ﻟﺘﺨﻄﻴﻂ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺗﺸﻤﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﺃﻳﻀﺎﹰ ﺣﻘﻮﻕ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻳﻌﻠﻖ ‪ Linse‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺇﻥ ﻣﺴﺆﻭﻟﻴﺔ ﺍﳌﺪﺭﺳﺔ ﺃﻥ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺧﺼﺎﺋﺺ ﺍﻟﻄﻼﺏ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ؛ ﻷﻥ ﺍﳌﻨﻬﺞ‬
‫ﻳﺘﻢ ﺗﻄﻮﻳﺮﻩ ﻣﻦ ﺃﺟﻞ ﲣﻄﻴﻂ ﺃﻧﺸﻄﺔ ﻭﺃﻫﺪﺍﻑ ﻭﺍﻗﻌﻴﺔ ﻭﻫﺎﺩﻓﺔ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﻣﺴﺆﻭﻟﻴﺔ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺘﻄﺮﻕ ﺇﱃ‬
‫ﺍﳌﺴﺎﺋﻞ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﻣﺴﺆﻭﻟﻴﺔ ﺍﳌﺪﺭﺳﺔ ﺗﻜﻤﻦ ﰲ ﺗﻮﻓﲑ ﻓﺮﺹ ﻣﺪﺭﺳﻴﺔ ﻣﺘﺴﺎﻭﻳﺔ ﻭﰲ ﺍﳌﺼﺎﺩﻗﺔ ﻋﻠﻰ‬
‫ﺧﱪﺍﺕ ﻛﻞ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺧﻠﻔﻴﺎ‪‬ﻢ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺃﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ‪Linse in Hudelson ) .‬‬
‫‪(١٩٩٣:٤٦‬‬
‫ﻭﻗﺪ ﻻﺗﻜﻮﻥ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺣﺎﻻﺕ ﺃﺧﺮﻯ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻣﺜﻞ ﻃﻼﺏ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﻣﺎﺩﺓ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﳏﻴﻂ ﺗﺪﺭﺱ ﻓﻴﻪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻓﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻗﺪ‬
‫ﺗﻜﻮﻥ ﻣﺎﺩﺓ ﺇﺟﺒﺎﺭﻳﺔ ﺗﻌﺪ ﺟﺰﺀﺍﹰ ﻣﻬﻤﺎﹰ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻄﻔﻞ ﺑﺸﻜﻞ ﻋﺎﻡ‪ .‬ﻭﻟﻜﻦ ﺣﱴ ﻭﺇﻥ ﱂ ﻳﻜﻦ ﻟﺪﻯ‬
‫ﺍﻟﻄﻼﺏ ﺇﺩﺭﺍﻙ ﺣﺎﱄ ﻟﻠﺤﺎﺟﺎﺕ‪ ،‬ﻓﺈﻥ ﳐﻄﻄﻲ ﺍﳌﻨﺎﻫﺞ ﺳﻮﻑ ﻳﻘﻮﻣﻮﻥ ﺑﺎﺳﺘﺸﺎﺭﺓ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻭﺍﻵﺑﺎﺀ‬
‫ﻭﺍﻷﻣﻬﺎﺕ ﻭﺍﳌﺪﺭﺳﲔ ﻭﺃﻧﺎﺱ ﺁﺧﺮﻳﻦ ﻟﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﺬﻱ ﻳﺘﻮﻗﻌﻮﻥ ﺃﻥ ﳛﻘﻘﻪ ﺧﺮﳚﻮ‬

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‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ .‬ﻭﻳﺘﻢ ﺇﺩﺧﺎﻝ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻭ ﺃﻱ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺃﺧﺮﻯ ﰲ ﻣﻨﺎﻫﺞ ﺍﳌﺪﺭﺍﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺃﻭ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﻳﻌﺘﻘﺪ ﳐﻄﻄﻮ ﺍﳌﻨﻬﺞ ﺑﺄﻧﻪ ﺍﻷﻓﻀﻞ ﻟﻠﻄﻼﺏ ﺣﱴ ﻳﺪﺭﺳﻮﻩ ﰲ ﺍﳌﺪﺭﺳﺔ‬
‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺇﺩﺧﺎﻝ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﺍﳌﺪﺭﺳﻲ‪ .‬ﺇﺫ ﻻﻳﺘﻢ‬
‫ﺍﺳﺘﺸﺎﺭﺓ ﺍﳌﺘﻌﻠﻤﲔ ﺣﻮﻝ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺆﻣﻨﻮﻥ ﺑﺎﳊﺎﺟﺔ ﳌﺜﻞ ﻫﺬﻩ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﺑﻞ ﻳﺘﻢ ﲢﺪﻳﺪ ﺣﺎﺟﺎ‪‬ﻢ‬
‫ﺑﺎﻟﻨﻴﺎﺑﺔ ﻋﻨﻬﻢ ﺑﻮﺍﺳﻄﺔ ﺃﻭﻟﺌﻚ ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﻣﺼﻠﺤﺔ ﺍﻟﻄﻼﺏ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪ .‬ﺇﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺇﺫﻥ‬
‫ﻳﺸﻤﻞ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺪﺭﻛﺔ ﻭﺍﳊﺎﻟﻴﺔ ﻛﻤﺎ ﻳﺸﻤﻞ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭﻏﲑ ﺍﳌﺪﺭﻛﺔ‪٠‬‬
‫ﺇﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻗﺪ ﻳﻨﻔﺬ ﻗﺒﻞ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺃﻭ ﺃﺛﻨﺎﺋﻪ ﺃﻭ ﺑﻌﺪ ‪‬ﺎﻳﺘﻪ‪ .‬ﻭﺗﻔﺘﺮﺽ ﻛﺜﲑ ﻣﻦ ﺍﻷﺩﺑﻴﺎﺕ ﰲ‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺃﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺟﺰﺀ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﱵ ﺗﺘﻢ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍﹰ ﻣﻦ ﺗﻄﻮﻳﺮ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻓﻬﺬﺍ ﺍﻟﺮﺃﻱ ﻳﻔﺘﺮﺽ ﺗﻮﻓﺮ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻮﺍﺭﺩ ﻟﻠﻘﻴﺎﻡ ﺑﺘﺨﻄﻴﻂ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﱪﻧﺎﻣﺞ ﺗﺪﺭﻳﺴﻲ‬
‫ﻭﲢﻠﻴﻠﻬﺎ ﻭﲨﻌﻬﺎ‪ .‬ﻭﻳﺘﻄﻠﺐ ﻫﺬﺍ ﺍﳌﺬﻫﺐ "ﺍﻟﻘﺒﻠﻲ" ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﲣﻄﻴﻄﺎﹰ ﺑﻌﻴﺪ ﺍﳌﺪﻯ ﻭﻳﺴﻠﻢ ﺑﺘﻮﻓﺮ‬
‫ﻭﻗﺖ ﻭﻣﻮﺍﺭﺩ ﻛﺎﻓﻴﺔ ﲣﺼﺺ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﺍﳌﺜﺎﻝ ﺭﻗﻢ ﻭﺍﺣﺪ ) ﺻﻔﺤﺎﺕ‪ ( ٨٦-٨٤‬ﳝﺜﻞ ﻫﺬﺍ‬
‫ﺍﻟﻨﻮﻉ ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪.‬‬
‫ﻭﻟﻜﻦ ﺍﻟﺘﺨﻄﻴﻂ ﺑﻌﻴﺪ ﺍﳌﺪﻯ ﻟﻴﺲ ﺧﻴﺎﺭﺍﹰ ﻣﻄﺮﻭﺣﺎﹰ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ‪ ،‬ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻋﻦ ﺍﳌﺘﻌﻠﻤﲔ‬
‫ﻗﺪ ﺗﻜﻮﻥ ﻗﻠﻴﻠﺔ ﺟﺪﺍﹰ ﻭﻻ ﺗﺘﺠﺎﻭﺯ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ ٤٥‬ﻣﻮﻇﻔﺎﹰ ﻣﺪﻧﻴﺎﹰ ﻣﻜﺴﻴﻜﻴﺎﹰ‬
‫ﺳﻮﻑ ﻳﺼﻠﻮﻥ ﺧﻼﻝ ﺛﻼﺛﺔ ﺃﺳﺎﺑﻴﻊ‪ ،‬ﻭﻳﺮﻏﺒﻮﻥ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ ﳚﺐ ﺗﻨﻔﻴﺬ‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺃﺛﻨﺎﺀ ﺗﺪﺭﻳﺲ ﺍﻟﺪﻭﺭﺓ‪ .‬ﺇﺫ ﻳﺘﻢ ﺗﺸﻜﻴﻞ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﶈﺘﻮﻯ ﻭﻣﺬﻫﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﲨﻌﻬﺎ ﺧﻼﻝ ﺗﺪﺭﻳﺲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺍﳌﺜﺎﻝ ﺭﻗﻢ ‪) ٢‬ﺻﻔﺤﺎﺕ ‪ ( ٨٧-٨٦‬ﳝﺜﻞ ﻫﺬﺍ‬
‫ﺍﻟﻨﻮﻉ ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪٠‬‬
‫ﻭﻗﺪ ﲡﻤﻊ ﻣﻌﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻜﻮﻥ ﻣﻨﻬﺎ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺑﻌﺾ ﺍﻷﻭﻗﺎﺕ ﺑﻌﺪ ‪‬ﺎﻳﺔ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﰒ‬
‫ﻳﺘﻢ ﺑﻌﺪ ﺫﻟﻚ ﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﲨﻌﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻓﻜﺮﺓ ﺃﻛﺜﺮ ﴰﻮﻻ ﳊﺎﺟﺎﺕ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻟﺘﺴﺘﺨﺪﻡ ﻗﺎﻋﺪﺓ ﻟﺘﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻣﺮﺍﺟﻌﺘﻪ )ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﺳﻊ(‪٠‬‬
‫ﻣﺎ ﺍﳊﺎﺟﺎﺕ؟‬
‫ﺇﻥ ﻣﺼﻄﻠﺢ ﺍﳊﺎﺟﺎﺕ ﻟﻴﺲ ﻣﺼﻄﻠﺤﺎﹰ ﻣﺒﺎﺷﺮﺍﹰ ﻛﻤﺎ ﻗﺪ ﻳﺒﺪﻭ ﻷﻭﻝ ﻭﻫﻠﺔ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺎﳌﺼﻄﻠﺢ ﻗﺪ‬
‫ﻳﺴﺘﺨﺪﻡ ﺃﺣﻴﺎﻧﺎ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻣﺎﻳﺮﻳﺪﻩ ﺍﳌﺮﺀ ﻭﺇﱃ ﺍﻟﺮﻏﺒﺎﺕ ﻭﺍﳌﻄﺎﻟﺒﺎﺕ ﻭﺍﻟﺘﻮﻗﻌﺎﺕ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﻟﻨﻘﺺ‬

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‫ﻭﺍﻟﻘﻴﻮﺩ ﻭﺍﳌﺘﻄﻠﺒﺎﺕ )‪ .(Brindley ١٩٨٤:٢٨‬ﻭﺗﻮﺻﻒ ﺍﳊﺎﺟﺎﺕ ﻏﺎﻟﺒﺎﹰ ﻋﻠﻰ ﺷﻜﻞ ﻋﺠﺰ ﻟﻐﻮﻱ‪،‬‬
‫ﺃﻱ ﺗﻮﺿﻴﺢ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺘﻌﻠﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﺍﻟﻠﻐﺔ ﻭﻣﺎﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪.‬‬
‫ﻭﻳﻮﺣﻲ ﻫﺬﺍ ﺑﺄﻥ ﺍﳊﺎﺟﺎﺕ ﺣﻘﻴﻘﺔ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﻫﻲ ﺑﺒﺴﺎﻃﺔ ﺗﻨﺘﻈﺮ ﺃﻥ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﻭﻣﻦ ﰒ‬
‫ﲢﻠﻴﻠﻬﺎ‪ .‬ﻭﻗﺪ ﻗﺪﻡ ‪ ١٩٧٧) Porcher‬ﰲ ‪ (Brindley ١٩٨٤:٢٩‬ﻣﻨﻈﻮﺭﺍﹰ ﳐﺘﻠﻔﺎﹰ ﺣﻴﺚ ﻳﺮﻯ‪:‬‬
‫"ﺃﻥ ﺍﳊﺎﺟﺔ ﻟﻴﺴﺖ ﺷﻴﺌﺎﹰ ﻣﻮﺟﻮﺩﺍﹰ ﳝﻜﻦ ﻣﻮﺍﺟﻬﺘﻪ ﺟﺎﻫﺰﺍﹰ ﰲ ﺍﻟﻄﺮﻳﻖ‪ .‬ﺇﻧﻪ ﺷﻲﺀ ﻳﺘﻢ ﺑﻨﺎﺅﻩ‪ ،‬ﻭﻫﻮ ﻣﺮﻛﺰ‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﻧﺘﺎﺝ ﻋﺪﺩ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ )ﻭﻫﺬﻩ ﺍﳋﻴﺎﺭﺍﺕ ﺑﺎﻟﻄﺒﻊ ﻟﻴﺴﺖ ﺳﺎﺫﺟﺔ ﺑﺬﺍ‪‬ﺎ("‪ .‬ﺇﻥ‬
‫ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺣﻜﻢ ﻣﻌﲔ‪ ،‬ﻭﻳﻌﻜﺲ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﺃﺻﺪﺭﻭﺍ ﻫﺬﺍ ﺍﳊﻜﻢ ﻭﺍﻟﻘﻴﻢ‬
‫ﺍﻟﱵ ﻳﺆﻣﻨﻮﻥ ‪‬ﺎ‪ .‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﻭﺍﳌﺘﻌﻠﻤﻮﻥ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻭﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ﻭﺍﳌﺴﺆﻭﻟﻮﻥ )ﺳﻴﺘﻢ ﻣﻨﺎﻗﺸﺘﻪ‬
‫ﰲ ﺍﳉﺰﺀ ﺍﻟﻘﺎﺩﻡ( ﻗﺪ ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺁﺭﺍﺀ ﳐﺘﻠﻔﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﺎﻫﻴﺔ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻓﻌﻨﺪ ﺍﻟﺘﺄﻣﻞ ﰲ ﺣﺎﺟﺎﺕ‬
‫ﺍﳌﻬﺎﺟﺮﻳﻦ ﻣﺜﻼ ﻗﺪ ﻳﺮﻯ ﳑﺜﻠﻮ ﻏﺎﻟﺒﻴﺔ ﺍﻟﺴﻜﺎﻥ ﺃﻥ ﺣﺎﺟﺎﺕ ﺍﳌﻬﺎﺟﺮﻳﻦ ﺗﺘﻤﺜﻞ ﰲ ﲢﻘﻴﻖ ﺍﻻﺳﺘﻴﻌﺎﺏ ﺍﻟﺜﻘﺎﰲ‬
‫ﻭﺍﻟﻠﻐﻮﻱ ﺑﺄﺳﺮﻉ ﻭﻗﺖ ﳑﻜﻦ‪ ،‬ﻭﻣﻦ ﰒ ﻓﻬﻢ ﻳﺮﻳﺪﻭﻥ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﻬﺎﺟﺮﻭﻥ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﻑ‪ ،‬ﻭﰲ ﺍﻟﻨﻬﺎﻳﺔ ﻳﺴﺘﻮﻋﺒﻮﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ‪.‬‬
‫ﻭﻟﻜﻦ ﻗﺪ ﻳﺮﻯ ﺍﳌﻬﺎﺟﺮﻭﻥ ﺃﻧﻔﺴﻬﻢ ﺃﻥ ﻏﺎﻳﺎ‪‬ﻢ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺘﻮﺍﺻﻞ ﻷﺟﻞ ﺍﻟﻜﻔﺎﻑ ﻭﺍﻻﺳﺘﻘﻼﻟﻴﺔ‪ ،‬ﺧﺎﺻﺔ‬
‫ﺍﻟﻜﻔﺎﻑ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻗﺪ ﻻ ﻳﺮﻏﺒﻮﻥ ﰲ ﺍﻣﺘﺼﺎﺹ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ )‪.(Burnett ١٩٩٨‬‬
‫ﻭﻗﺪ ﺃﺷﺎﺭ ‪ (١٩٩٥:٩) Auerbach‬ﺇﱃ ﺃﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻨﻈﺮ ﺇﻟﻴﻪ ﻋﻠﻰ ﺃﻧﻪ "ﻧﻘﻞ‬
‫ﳏﺎﻳﺪ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﻘﺪﺭﺍﺕ"‪ ،‬ﻭﻳﻌﺘﻤﺪ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻻ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻫﻮ ﻳﺘﺠﺎﻫﻞ ﻣﺴﺎﺋﻞ ﺍﻟﻘﻮﺓ‪:‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻭﺍﶈﺘﻮﻯ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻔﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪ ،‬ﺗﻈﻬﺮ ﻛﻤﺎ ﻟﻮ ﻛﺎﻧﺖ ﳏﺪﺩﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻣﻬﻨﻴﺔ ﻏﲑ ﺳﻴﺎﺳﻴﺔ‪،‬‬
‫ﻓﻬﻲ ﰲ ﺍﻟﻮﺍﻗﻊ ﺃﻳﺪﻟﻮﺟﻴﺔ ﻣﺘﺄﺻﻠﺔ ﰲ ﻃﺒﻴﻌﺘﻬﺎ‪ ،‬ﻣﻊ ﻣﻀﺎﻣﲔ ﻣﻬﻤﺔ ﻷﺩﻭﺍﺭ ﺍﳌﺘﻌﻠﻤﲔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪/‬ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪(Auerbach ١٩٩٥:٩) .‬‬
‫ﻭﺗﻮﺻﻒ ﺍﳊﺎﺟﺎﺕ ﻋﺎﺩﺓ ﻋﻠﻰ ﺷﻜﻞ ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻟﺘﺤﻘﻴﻖ‬
‫ﺍﻟﻜﻔﺎﻑ ﰲ ﳎﺘﻤﻊ ﻳﺘﺤﺪﺙ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻟﻜﻦ ﰲ ﺣﺎﻻﺕ ﻛﺜﲑﺓ‪ ،‬ﺧﺎﺻﺔ ﰲ ﺣﺎﻟﺔ ﺍﻷﻗﻠﻴﺎﺕ ﺍﳌﻬﺎﺟﺮﺓ ﰲ‬
‫ﳎﺘﻤﻌﺎﺕ ﺗﺘﺤﺪﺙ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻓﺈﻥ ﳍﺆﻻﺀ ﺍﻷﺷﺨﺎﺹ ﺃﻧﻮﺍﻋﺎﹰ ﺃﺧﺮﻯ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ‬
‫‪ Auerbach‬ﻭﺁﺧﺮﻭﻥ )‪ .(١٩٩٥‬ﻭﺗﺘﺼﻞ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ ﺑﺎﻟﺴﻜﻦ‪ ،‬ﻭﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻓﺮﺹ ﺇﳊﺎﻕ‬
‫ﺃﻃﻔﺎﳍﻢ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﻓﺮﺹ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﻴﺌﺎﺕ ﺍ‪‬ﺘﻤﻊ ﻭﺧﺪﻣﺎﺗﻪ‪ ،‬ﻭﻃﺮﻕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻻﺳﺘﻐﻼﻝ‬
‫ﻭﺍﻟﺘﻔﺮﻗﺔ ﰲ ﺃﻣﺎﻛﻦ ﺍﻟﻌﻤﻞ‪ .‬ﻛﻴﻒ ﳝﻜﻦ ﻟﻠﻤﻨﻬﺞ ﺃﻥ ﻳﻘﺪﻡ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ‬
‫ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ ﻟﻔﻬﻢ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﳛﻖ ﳍﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺣﻘﻮﻗﻬﻢ‬

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‫ﻭﺭﻏﺒﺎ‪‬ﻢ ﻭﺍﻟﺪﻓﺎﻉ ﻋﻨﻬﺎ؟ ﻓﺘﺨﻄﻴﻂ ﻣﻨﻬﺞ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻻﻳﻘﺘﺼﺮ‬
‫ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺴﻌﻰ ﺇﱃ "ﲤﻜﻴﻨﻬﻢ ﻣﻦ ﻓﺤﺺ "ﺍﻟﻮﺿﻊ‬
‫ﺍﳊﺎﱄ" ﺑﺸﻜﻞ ﻧﺎﻗﺪ‪ ،‬ﻭﺃﻥ ﻳﺼﺒﺤﻮﺍ ﻧﺎﺷﻄﲔ ﰲ ﲢﺪﻳﺪ ﺷﻜﻞ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﻳﺆﺩﻭﻫﺎ"‬
‫)‪ .(Auerbach ١٩٩٥:١٥‬ﻭﺳﻮﻑ ﻧﻨﺎﻗﺶ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼﹰ ﻋﻨﺪﻣﺎ ﻧﺘﺤﺪﺙ ﻋﻦ‬
‫ﳕﺎﺫﺝ ﺍﳌﻨﻬﺞ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻗﻴﻤﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ ‪٠‬‬
‫ﻣﺴﺘﺨﺪﻣﻮ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫ﺇﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻗﺪ ﻳﻨﻔﺬ ﻟﻴﺨﺪﻡ ﺃﻧﻮﺍﻋﺎﹰ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺴﺘﺨﺪﻣﲔ‪ .‬ﻓﻌﻨﺪ ﺍﻟﻘﻴﺎﻡ ﻣﺜﻼﹰ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﻣﺮﺍﺟﻌﺔ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺑﻠﺪ ﻣﺎ‪ ،‬ﻗﺪ ﻳﺘﻜﻮﻥ ﺍﳌﺴﺘﺨﺪﻣﻮﻥ‬
‫ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﳑﻦ ﻳﻠﻲ‪:‬‬
‫• ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺍﳌﻨﻬﺞ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺪ ﻳﺮﻏﺒﻮﻥ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺘﻘﻮﱘ ﻛﻔﺎﺀﺓ‬
‫ﺍﳌﻘﺮﺭ ﻭﺍﳌﻨﻬﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ‪.‬‬
‫• ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﺪﺭﺳﻮﻥ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ‪.‬‬
‫• ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﺪﺭﺳﻮﻥ ﺍﳌﻨﻬﺞ‪.‬‬
‫• ﺍﳌﺆﻟﻔﲔ ﺍﻟﺬﻳﻦ ﻳﻌﺪﻭﻥ ﻛﺘﺒﺎ ﺩﺭﺍﺳﻴﺔ ﺟﺪﻳﺪﺓ‪.‬‬
‫• ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻄﻮﻳﺮ ﺃﺩﻭﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﰲ‬
‫‪‬ﺎﻳﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫• ﻃﺎﻗﻢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﻠﻴﺎ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﻣﻌﺮﻓﺔ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﻗﻊ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺳﻮﻑ‬
‫ﻳﺘﺨﺮﺟﻮﻥ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﻢ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ ﻣﻌﻬﺪ ﺧﺎﺹ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﻪ ﶈﺎﺳﺒﲔ ﻣﺘﺪﺭﺑﲔ ﰲ ﺷﺮﻛﺎﺕ ﳏﺎﺳﺒﺔ ﻋﺎﳌﻴﺔ‪ ،‬ﻓﻘﺪ‬
‫ﻳﻜﻮﻥ ﺍﳌﺴﺘﺨﺪﻣﻮﻥ ﺍﳍﺪﻑ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﺍﳌﺪﺭﺑﻮﻥ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻦ ﺗﺼﻤﻴﻢ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫• ﺍﳉﻬﺔ ﺍﳌﻤﻮﻟﺔ ﻣﺜﻞ ﲨﺎﻋﺔ ﺍﶈﺎﺳﺒﲔ ﺍﳌﻬﻨﻴﺔ ﺍﶈﻠﻴﺔ ﺍﻟﱵ ﺗﺮﻏﺐ ﰲ ﻣﺸﺎﻫﺪﺓ ﻧﺘﺎﺋﺞ ﻣﻠﻤﻮﺳﺔ ﻟﻠﺪﻋﻢ‬
‫ﺍﳌﺎﱄ ﺍﻟﺬﻱ ﺗﻘﺪﻣﻪ‪.‬‬
‫• ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﺍﻟﺮﺍﻏﺒﻮﻥ ﰲ ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻤﻮﻇﻔﲔ ﺍﳉﺪﺩ‪.‬‬
‫ﻭﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﺿﻴﻖ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻣﺜﻞ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻪ ﺍﳌﺪﺭﺱ ﰲ ﻓﺼﻠﻪ‪ ،‬ﻓﺎﳉﻤﻬﻮﺭ ﺍﳌﺘﻠﻘﻲ‬
‫ﻗﺪ ﻳﺘﻜﻮﻥ ﻣﻦ ﺍﳌﺪﺭﺱ ﻭﺍﳌﺪﺭﺳﲔ ﺍﻵﺧﺮﻳﻦ ﻭﻣﻨﺴﻖ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﺃﻣﺎ ﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﻭﺍﺳﻊ‬

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‫ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻓﺴﻴﻜﻮﻥ ﻫﻨﺎﻙ ﲨﻬﻮﺭ ﻣﺘﻌﺪﺩ ﻳﺮﻏﺐ ﰲ ﺗﻠﻘﻲ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ .‬ﺇﻥ ﲢﺪﻳﺪ ﺍﳉﻤﻬﻮﺭ ﺍﳌﺘﻠﻘﻲ‬
‫ﺧﻄﻮﺓ ﺃﻭﻟﻴﺔ ﻣﻬﻤﺔ ﰲ ﲣﻄﻴﻂ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ؛ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ ﻗﺪ‬
‫ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﺄﻛﺪ ﻛﺬﻟﻚ ﻣﻦ ﺃﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺳﻴﻜﻮﻥ ﻟﻪ ﺍﻷﺛﺮ ﺍﳌﺮﺍﺩ ﲢﻘﻴﻘﻪ‪ .‬ﻭﻳﻌﻠﻖ‬
‫‪ Stufflebeam‬ﻭﺁﺧﺮﻭﻥ )‪ (١٩٨٥:٢٥‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﳍﻢ‪" :‬ﻣﻦ ﺍﳌﻬﻢ ﺗﺬﻛﺮ ﺃﻧﻪ ﻻﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ‬
‫ﻋﻠﻰ ﻛﻞ ﺍﳉﻤﺎﻫﲑ ﺍﳌﺘﻠﻘﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻷﳘﻴﺔ ﺍﳌﻌﻄﺎﺓ ﻟﻠﺠﻤﺎﻫﲑ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ‬
‫ﺍﳌﻤﻜﻦ ﺟﺪﺍﹰ ﺃﻥ ﺗﺘﻐﲑ ﺃﺛﻨﺎﺀ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ"‪.‬‬
‫ﳝﻜﻦ ﺇﺫﻥ ﺃﻥ ﻳﻜﻮﻥ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑﻌﺪ ﺳﻴﺎﺳﻲ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻟﺪﻋﻢ ﺑﺮﻧﺎﻣﺞ ﻣﻌﲔ‪ ،‬ﻣﺜﻞ‬
‫ﺇﻋﻄﺎﺀ ﺃﻭﻟﻴﺔ ‪‬ﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻊ ﺍﺳﺘﺜﻨﺎﺀ ﳎﻤﻮﻋﺎﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﺴﻜﺎﻥ‪ ،‬ﺃﻭ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﰲ ﺗﱪﻳﺮ ﻗﺮﺍﺭ ﰎ‬
‫ﺍﲣﺎﺫﻩ ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﺳﺲ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺃﻭ ﻏﲑ ﺍﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﻓﻘﺪ ﻳﺮﻳﺪ ﺻﺎﺣﺐ ﻋﻤﻞ ﻣﺜﻼ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻣﺴﺘﻘﺎﺓ ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻟﺘﱪﻳﺮ ﺗﻐﻴﲑ ﺑﻌﺾ ﺍﳌﻮﻇﻔﲔ ﺑﺪﻻﹰ ﻣﻦ ﺇﻋﺎﺩﺓ ﺗﺪﺭﻳﺐ ﻫﺆﻻﺀ ﺍﳌﻮﻇﻔﲔ‪ .‬ﻭﻣﻦ‬
‫ﻫﻨﺎ‪ ،‬ﻓﻔﻲ ﺃﻱ ﻣﻮﻗﻒ ﻳﺘﻢ ﻓﻴﻪ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ‪ ،‬ﻫﻨﺎﻙ ﺇﺫﻥ ﻣﺴﺆﻭﻟﻮﻥ ﳐﺘﻠﻔﻮﻥ؛ ﺃﻱ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ‬
‫ﻟﺪﻳﻬﻢ ﺍﻫﺘﻤﺎﻡ ﺃﻭ ﺗﺪﺧﻞ ﰲ ﺍﻟﻘﻀﺎﻳﺎ ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺪﺭﻭﺳﺔ‪ ،‬ﻭﻣﻦ ﺍﳌﻬﻢ ﳏﺎﻭﻟﺔ ﺃﺧﺬ ﻓﻜﺮﺓ ﻋﻦ ﺟﺪﺍﻭﻝ‬
‫ﺃﻋﻤﺎﳍﻢ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻳﻌﺮﻑ ‪ Connelly‬ﻭ ‪ (١٩٨٨:١٢٤) Clandinin‬ﺍﳌﺴﺆﻭﻝ ﺑﺄﻧﻪ "ﺍﻟﺸﺨﺺ‬
‫ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﳝﻠﻜﻮﻥ ﺍﳊﻖ ﰲ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﳌﻨﻬﺞ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‪،‬‬
‫ﻭﻳﺸﺎﺭﻛﻮﻥ ﰲ ﺗﻐﺬﻳﺔ ﺍﳌﻨﻬﺞ ﺑﺎﳌﺪﺧﻼﺕ"‪ ،‬ﻭﻛﻞ ﻣﺴﺆﻭﻝ ﺳﻮﻑ ﻳﺮﻳﺪ ﺃﺷﻴﺎﺀ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻨﻬﺞ‪ .‬ﻭﻳﻘﺘﺮﺡ‬
‫‪ Connelly‬ﻭ ‪ (١٩٨٨:١٣١-١٣٢) Clandinin‬ﺃﻧﻪ ﻋﻨﺪ ﻗﻴﺎﻡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺑﺎﻟﻌﻤﻞ‬
‫ﰲ ﳉﻨﺔ ﻟﻠﻤﻨﻬﺞ‪ ،‬ﺃﻭ ﻋﻨﺪﻣﺎ ﳛﺎﻭﻟﻮﻥ ﺣﻞ ﻣﺸﻜﻠﺔ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﻛﺄ‪‬ﺎ‬
‫ﻣﻮﻗﻒ ﻣﺘﻌﻠﻖ ﺑﺎﳌﺴﺆﻭﻝ ﻋﻦ ﺍﳌﻨﻬﺞ ﻭﻋﻠﻴﻬﻢ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪.١‬ﻣﺎﺍﻟﻐﺮﺽ ﻣﻦ ﻣﻮﻗﻒ ﺍﳌﻨﻬﺞ؟‬
‫‪.٢‬ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ‪ ،‬ﻓﻤﺎ ﺗﺮﻛﻴﺒﺔ ﺍ‪‬ﻤﻮﻋﺔ؟‬
‫‪.٣‬ﻣﻦ ﺃﻋﺪ ﺍﳌﺸﺮﻭﻉ؟‬
‫‪.٤‬ﻛﻴﻒ ﰎ ﺗﺄﺳﻴﺲ ﻋﻀﻮﻳﺔ ﺍ‪‬ﻤﻮﻋﺔ ﻭﻏﺮﺿﻬﺎ؟‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺗﺄﰐ ﺃﺳﺌﻠﺔ ﺇﺿﺎﻓﻴﺔ‪:‬‬

‫‪.١‬ﻛﻴﻒ ﺳﺄﺣﺎﺳﺐ ﻣﻦ ﻗﺒﻞ ﻫﺬﺍ ﺍﳌﺴﺆﻭﻝ؟‬
‫‪.٢‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺳﻮﻑ ﻳﺘﺄﺛﺮ ﺍﳌﺴﺆﻭﻝ ﺑﻘﺮﺍﺭﺍﰐ؟‬
‫‪.٣‬ﻣﺎ ﻣﺪﻯ ﺧﻄﻮﺭﺓ ﲡﺎﻫﻞ ﻫﺬﺍ ﺍﳌﺴﺆﻭﻝ؟‬
‫‪.٤‬ﻣﺎ ﻣﺪﻯ ﺍﳊﻖ ﺍﻟﺬﻱ ﳝﻠﻜﻪ ﻫﺬﺍ ﺍﳌﺴﺆﻭﻝ ﰲ ﺗﻮﺟﻴﻪ ﻣﺎ ﺃﻗﻮﻡ ﺑﻪ؟‬

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‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻫﻢ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﺘﻢ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻨﻬﻢ‪.‬‬
‫ﻭﺗﺘﻜﻮﻥ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻋﺎﺩﺓ ﻣﻦ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺃﻭ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻮﻗﻊ ﺍﻟﺘﺤﺎﻗﻬﻢ‬
‫ﺑﺎﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻳﺸﺘﺮﻙ ﺃﺷﺨﺎﺹ ﺁﺧﺮﻭﻥ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺫﻟﻚ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺪﻯ ﺍﺳﺘﻄﺎﻋﺘﻬﻢ ﺗﻘﺪﱘ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪﺓ ﰲ ﲢﻘﻴﻖ ﺃﻏﺮﺍﺽ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻓﻌﻨﺪ ﺍﻟﻘﻴﺎﻡ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﺘﺤﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﳚﺐ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻪ ﰲ ﺑﺮﻧﺎﻣﺞ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﳏﻴﻂ ﺗﺪﺭﺱ ﻓﻴﻪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻗﺪ ﺗﺸﻤﻞ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﺻﺎﻧﻌﻲ ﺍﻟﺴﻴﺎﺳﺔ‪.‬‬
‫• ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫• ﺍﳌﺪﺭﺳﲔ‪.‬‬
‫• ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺍﻷﻛﺎﺩﳝﻴﲔ‪.‬‬
‫• ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ‪.‬‬
‫• ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ‪.‬‬
‫• ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ‪.‬‬
‫• ﺍﻷﺷﺨﺎﺹ ﺍﳌﺆﺛﺮﻳﻦ ﻭﲨﺎﻋﺎﺕ ﺍﻟﻀﻐﻂ‪.‬‬
‫• ﺍﳌﺘﺨﺼﺼﲔ ﺍﻷﻛﺎﺩﳝﻴﲔ‪.‬‬
‫• ﻫﻴﺌﺎﺕ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﳎﻤﻮﻋﺎﺕ ﻓﺮﻋﻴﺔ ﺿﻤﻦ ﻛﻞ ﳎﻤﻮﻋﺔ ﻗﺪ ﳓﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻟﺘﻘﺪﱘ ﺭﺅﻯ ﳐﺘﻠﻔﺔ ﻋﻦ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻓﻌﻨﺪ‬
‫ﺍﻟﻘﻴﺎﻡ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﺘﺤﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻃﻼﺏ ﻳﺪﺭﺳﻮﻥ ﻟﻐﺎﺕ ﺃﺟﻨﺒﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﻧﻴﻮﺯﻳﻠﻨﺪﻳﺔ‬
‫)‪ (Richards and Gravatt ١٩٩٨‬ﰎ ﺗﻀﻤﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ‬
‫ﲢﺪﻳﺪ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﻼﺏ ﳓﻮ ﺍﺧﺘﻴﺎﺭ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﺍﻻﻧﺴﺤﺎﺏ ﻣﻨﻬﺎ‪ ،‬ﺃﻭ ﻋﺪﻡ ﺍﺧﺘﻴﺎﺭ ﺃﻱ ﺩﻭﺭﺓ‬
‫ﻟﻐﻮﻳﺔ‪:‬‬
‫• ﻃﻼﺏ ﻳﺪﺭﺳﻮﻥ ﺣﺎﻟﻴﺎﹰ ﰲ ﺩﻭﺭﺓ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪.‬‬
‫• ﻃﻼﺏ ﺳﺒﻖ ﺃﻥ ﺩﺭﺳﻮﺍ ﻭﻟﻜﻨﻬﻢ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻻ ﻳﺪﺭﺳﻮﻥ ﺃﻱ ﻟﻐﺔ‪.‬‬

‫‪٨٨‬‬
‫• ﻃﻼﺏ ﱂ ﻳﺴﺒﻖ ﺃﻥ ﺩﺭﺳﻮﺍ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺃﺑﺪﺍﹰ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻗﻀﻴﺔ ﻣﻬﻤﺔ ﻋﻨﺪ ﲢﺪﻳﺪ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ‪ ،‬ﻭﻫﻲ ﲢﺪﻳﺪ ﺍﻟﻌﻴﻨﺔ ‪ .sampling‬ﻗﺪ‬
‫ﺗﻜﻮﻥ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ﺻﻐﲑﺓ ﳑﺎ ﻳﺴﻤﺢ ﺑﺘﻀﻤﲔ ﻛﻞ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﺃﻣﺎ ﰲ ﺣﺎﻻﺕ‬
‫ﺃﺧﺮﻯ‪ ،‬ﻓﻼ ﳝﻜﻦ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻭﻟﺬﺍ ﻻﺑﺪ ﻣﻦ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻳﺘﻌﻠﻖ ﲝﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺪﺧﻞ ﰲ‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ .‬ﺇﻥ ﲢﺪﻳﺪ ﺍﻟﻌﻴﻨﺔ ﻳﺘﻀﻤﻦ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻰ ﺟﺰﺀ ﻣﻦ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﻘﺼﻮﺩﺓ ﺑﺪﻻﹰ‬
‫ﻣﻦ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﻛﻠﻬﺎ‪ ،‬ﻭﻳﺴﻌﻰ ﺇﱃ ﺗﻜﻮﻳﻦ ﻋﻴﻨﺔ ﺗﻜﻮﻥ ﳑﺜﻠﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ‪ .‬ﻭﻳﺸﲑ ‪Elley‬‬
‫)‪ (١٩٨٤‬ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﻃﺮﻳﻘﺔ ﲢﺪﻳﺪ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻣﺜﻞ ﲡﺎﻧﺲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ‬
‫ﻣﻦ ﺣﻴﺚ ﻧﻮﻋﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﺗﺴﻌﻰ ﺇﻟﻴﻬﺎ‪ ،‬ﺃﻭ ﺍﳊﺎﺟﺔ ﺇﱃ ﺩﺭﺍﺳﺔ ﳎﻤﻮﻋﺎﺕ‬
‫ﻓﺮﻋﻴﺔ ﺿﻤﻦ ﺍﻟﻌﻴﻨﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳉﻨﺲ ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺜﻼ ﺃﻭ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍ‪‬ﻤﻮﻋﺔ‬
‫ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻛﺒﲑﺓ‪ ،‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﺳﺘﺸﺎﺭﺓ ﻣﺘﺨﺼﺼﺔ ﻟﺘﺤﺪﻳﺪ ﻃﺮﻳﻘﺔ ﲢﺪﻳﺪ‬
‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺐ ﻏﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ‪.‬‬
‫ﺗﻨﻔﻴﺬ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫ﻳﺘﻀﻤﻦ ﲣﻄﻴﻂ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﲢﺪﻳﺪ ﻣﻦ ﺳﻮﻑ ﻳﻨﻔﺬ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻭﳚﻤﻊ ﺍﻟﻨﺘﺎﺋﺞ ﻭﳛﻠﻠﻬﺎ‪.‬‬
‫ﻭﺗﺘﻔﺎﻭﺕ ﲢﻠﻴﻼﺕ ﺍﳊﺎﺟﺎﺕ ﰲ ﺣﺪﻭﺩﻫﺎ ﻭﻣﺘﻄﻠﺒﺎ‪‬ﺎ ﻣﻦ ﺇﺟﺮﺍﺀ ﻣﺴﺢ ﻟﻜﻞ ﻃﻼﺏ ﺍﳌﺪﺍﺭﺱ ﰲ ﺑﻠﺪ ﻣﺎ ﺇﱃ‬
‫ﺩﺭﺍﺳﺔ ﳎﻤﻮﻋﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺛﻼﺛﲔ ﻣﺘﻌﻠﻤﺎﹰ ﰲ ﻣﻌﻬﺪ ﻭﺍﺣﺪ‪ .‬ﻭﻳﺘﻢ ﺃﺣﻴﺎﻧﺎﹰ ﲡﻤﻴﻊ ﻓﺮﻳﻖ ﻣﻦ ﺍﳌﻮﻇﻔﲔ‬
‫ﺧﺼﻴﺼﺎ ﻟﻐﺮﺽ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﺤﻠﻴﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﰲ ﺃﺣﻴﺎﻥ ﺃﺧﺮﻯ‪ ،‬ﻗﺪ ﻳﺸﺎﺭﻙ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻣﺪﺭﺳﺎﻥ ﺃﻭ‬
‫ﺛﻼﺛﺔ ﻣﺪﺭﺳﲔ ﻓﻘﻂ‪ .‬ﻓﻌﻨﺪ ﺍﻟﻘﻴﺎﻡ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻄﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ‬
‫ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ ﻳﺪﺭﺳﻮﻥ ﰲ ﺟﺎﻣﻌﺔ ﻧﻴﻮﺯﻳﻠﻨﺪﻳﺔ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ (٣‬ﺷﺎﺭﻙ ﰲ ﺍﻟﻌﻤﻠﻴﺔ‪:‬‬
‫• ﻓﺮﻳﻖ ﺍﻟﺒﺤﺚ ﺍﳌﻜﻮﻥ ﻣﻦ ﺍﺛﻨﲔ ﻣﻦ ﺍﻷﻛﺎﺩﳝﻴﲔ ﻭ ﻣﺴﺎﻋﺪ ﺑﺎﺣﺚ‪.‬‬
‫• ﺯﻣﻼﺀ ﰲ ﺃﻗﺴﺎﻡ ﳐﺘﻠﻔﺔ ﻗﺎﻣﻮﺍ ﲟﻨﺎﻗﺸﺔ ﺍﳌﺸﺮﻭﻉ ﻭﻣﺮﺍﺟﻌﺔ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫• ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﰎ ﲡﺮﻳﺐ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻴﻬﻢ‪.‬‬
‫• ﺍﻟﻄﺎﻗﻢ ﺍﻷﻛﺎﺩﳝﻲ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﻟﺬﻳﻦ ﻗﺎﻣﻮﺍ ﺑﺘﻮﺯﻳﻊ ﺑﻌﺾ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫• ﺩﻋﻢ ﻣﻜﺘﱯ ﻳﺘﻌﻠﻖ ﺑﺈﻋﺪﺍﺩ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﻭﺗﻨﻈﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺟﺪﺍﻭﻝ‪.‬‬
‫ﻭﻣﻦ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﺪﺭﺱ ﺍﳌﺴﺘﻤﺮﺓ ﰲ ﺑﻌﺾ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻏﲑ ﺭﲰﻲ ﻟﻠﺤﺎﺟﺎﺕ‪.‬‬
‫ﻭﻳﺼﻒ ‪ Shaw‬ﻭ ‪ (١٩٨٦) Dowsett‬ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﰲ ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻢ ﺍﳌﻬﺎﺟﺮﻳﻦ ﺍﻟﻜﺒﺎﺭ ﰲ‬
‫ﺃﺳﺘﺮﺍﻟﻴﺎ‪:‬‬

‫‪٨٩‬‬
‫ﺇﻥ ﻗﻴﺎﺱ ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻲ ﻳﺘﻤﺜﻞ ﰲ ﺗﻠﻚ ﺍﳌﻨﺎﻗﺸﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﺍﻟﱵ ﲢﺪﺙ ﺑﲔ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ‬
‫ﻋﻠﻰ ﺷﻜﻞ ﺩﺭﺩﺷﺔ ﻣﻊ ﺇﻣﺎ ﻃﻼﺏ ﻣﻨﻔﺮﺩﻳﻦ ﺃﻭ ﻣﻊ ﳎﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻭ ﻣﻊ ﺍﻟﻔﺼﻞ ﻛﻠﻪ؛ ﻣﻦ ﺃﺟﻞ‬
‫ﺍﺧﺘﻴﺎﺭ ﻣﺎ ﳚﺐ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﻭﺍﺳﺘﺤﺪﺍﺙ ﲤﺎﺳﻚ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺧﻼﻝ ﺗﺄﺳﻴﺲ ﺗﻄﺎﺑﻖ ﰲ‬
‫ﺣﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﻢ… ﻭﻗﻴﺎﺱ ﺍﳊﺎﺟﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻲ ﻳﻜﻮﻥ ﻋﺎﺩﺓ ﺍﳌﻬﻤﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺪﺭﺱ ﺧﻼﻝ ﺍﻷﺳﺒﻮﻉ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﺪﻭﺭﺓ … ﻭﻫﻮ ﻣﻜﻮﻥ ﺿﺮﻭﺭﻱ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲝﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻌﻠﻤﻴﺔ‬
‫ﻭﻳﻨﺒﻐﻲ ﺗﺴﺠﻴﻠﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺑﻌﺪ ﺫﻟﻚ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﻤﺪﺧﻼﺕ ﻟﻮﺿﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﻭﲢﺪﻳﺪ ﻫﻴﻜﻞ ﺍﻟﺪﻭﺭﺓ‪(Shaw and Dowsett ١٩٨٦:٤٧-٤٩) .‬‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﲨﻌﻬﺎ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﲨﻌﻬﺎ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍ ﻟﺮﲰﻴﺔ‪.‬‬
‫ﺇﺟﺮﺍﺀﺍﺕ ﻟﻠﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﺑﻞ ﺇﻥ ﻧﻮﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﺗﻌﺘﻤﺪ ﻏﺎﻟﺒﺎﹰ ﻋﻠﻰ ﻧﻮﻉ ﺍﻹﺟﺮﺍﺀ ﺍﻟﺬﻱ ﰎ ﺍﺧﺘﻴﺎﺭﻩ‪ .‬ﻭﲟﺎ ﺃﻥ ﺃﻱ ﻣﺼﺪﺭ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻟﻦ ﻳﻜﻮﻥ ﻛﺎﻣﻼﹰ ﺑﻞ ﻫﻮ ﺟﺰﺋﻲ‪ ،‬ﻓﻴﻨﺼﺢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺬﻫﺐ ﺛﻼﺛﻲ ‪) triangular approach‬ﺃﻱ‬
‫ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﺼﺪﺭﻳﻦ ﺃﻭ ﺃﻛﺜﺮ(‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺴﻌﻲ ﳓﻮ ﻣﺼﺎﺩﺭ ﻛﺜﲑﺓ ﻭﳐﺘﻠﻔﺔ‪ .‬ﻓﻌﻨﺪ ﺍﻟﻘﻴﺎﻡ ‪-‬ﻋﻠﻰ‬
‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ ﺍﳌﺴﺠﻠﻮﻥ ﰲ‬
‫ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻋﻴﻨﺎﺕ ﻣﻦ ﻛﺘﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﻋﻴﻨﺎﺕ ﻣﻦ ﺃﺩﺍﺀ ﺍﻟﻄﻼﺏ ﰲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪.‬‬
‫• ﺗﻘﺎﺭﻳﺮ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻋﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺁﺭﺍﺀ ﺍﳋﱪﺍﺀ‪.‬‬
‫• ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻟﻄﻼﺏ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫• ﲢﻠﻴﻞ ﻟﻜﺘﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‪.‬‬
‫• ﺇﺟﺮﺍﺀ ﻣﺴﺢ ﻟﻸﺩﺑﻴﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫• ﺃﻣﺜﻠﻪ ﻣﻦ ﺑﺮﺍﻣﺞ ﻟﻠﻜﺘﺎﺑﺔ ﻣﻄﺒﻘﺔ ﰲ ﻣﺆﺳﺴﺎﺕ ﺃﺧﺮﻯ‪.‬‬
‫• ﺃﻣﺜﻠﻪ ﻣﻦ ﻭﺍﺟﺒﺎﺕ ﻛﺘﺎﺑﻴﺔ ﺃﻋﻄﻴﺖ ﻟﻄﻼﺏ ﺟﺎﻣﻌﻴﲔ ﰲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺇﺟﺮﺍﺀﺍﺕ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﳑﺎ ﻳﻠﻲ‪:‬‬

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‫ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ‪questionnaire‬‬
‫ﺗﻌﺪ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺇﺣﺪﻯ ﺃﺷﻬﺮ ﺍﻷﺩﻭﺍﺕ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ‪ ،‬ﻭﻫﻲ ﺳﻬﻠﺔ ﺍﻹﻋﺪﺍﺩ ﻧﻮﻋﺎﹰ ﻣﺎ‪ ،‬ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻊ‬
‫ﳎﻤﻮﻋﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﺪﺭﻭﺳﲔ‪ ،‬ﻭﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻳﺴﻬﻞ ﻭﺿﻌﻬﺎ ﰲ ﺟﺪﺍﻭﻝ‬
‫ﻭﲢﻠﻴﻠﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﻳﻀﺎﹰ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻘﻀﺎﻳﺎ‪ ،‬ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻔﻀﻠﺔ‪ ،‬ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ ﺍﳌﻔﻀﻠﺔ‪ ،‬ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‪،‬‬
‫ﻭﺍﻻﻋﺘﻘﺎﺩﺍﺕ‪.‬‬
‫ﻭﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺇﻣﺎ ﺃﻥ ﺗﺼﻤﻢ ﺑﻨﺎﺀ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻘﻴﺪﺓ )ﲝﻴﺚ ﳜﺘﺎﺭ ﺍ‪‬ﻴﺐ ﻣﻦ ﺑﲔ ﻋﺪﺩ‬
‫ﳏﺪﻭﺩ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ(‪ ،‬ﺃﻭﻏﲑ ﺍﳌﻘﻴﺪﺓ )ﲝﻴﺚ ﻳﺘﻢ ﺇﻋﻄﺎﺀ ﺍ‪‬ﻴﺐ ﺃﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ﺍﻟﻨﻬﺎﻳﺎﺕ ﳝﻜﻦ ﺃﻥ ﳚﻴﺐ‬
‫ﻋﻨﻬﺎ ﺣﺴﺐ ﺍﺧﺘﻴﺎﺭﻩ(‪ .‬ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻘﻴﺪﺓ ﺃﺳﻬﻞ ﺑﻜﺜﲑ ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﻭﻫﻲ ﻟﺬﻟﻚ ﻣﻔﻀﻠﺔ‪ .‬ﻭﻳﻈﻬﺮ ﺍﳌﻠﺤﻖ‬
‫ﺭﻗﻢ ‪ ٢‬ﺍﺳﺘﺒﺎﻧﺔ ﻣﺼﻤﻤﺔ ﻟﺘﺴﺘﺨﺪﻡ ﺃﺳﺎﺳﺎﹰ ﻟﺘﺨﻄﻴﻂ ﺩﻭﺭﺍﺕ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﳌﻘﻴﻤﲔ ﻏﲑ ﺻﻴﻨﻴﲔ ﰲ ﻫﻮﻧﺞ‬
‫ﻛﻮﻧﺞ‪ .‬ﻭﺗﺴﻌﻰ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺇﱃ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‪.‬‬
‫• ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ ﳌﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳊﺎﱄ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‪.‬‬
‫• ﺍﳋﱪﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺩﻭﺭﺍﺕ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‪.‬‬
‫• ﺁﺭﺍﺀ ﺣﻮﻝ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‪.‬‬
‫• ﺁﺭﺍﺀ ﺣﻮﻝ ﻣﺬﺍﻫﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‪.‬‬
‫• ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻔﻀﻠﺔ‪.‬‬
‫• ﺁﺭﺍﺀ ﺣﻮﻝ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﻣﻦ ﻋﻴﻮﺏ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻗﺪ ﺗﻜﻮﻥ ﺳﻄﺤﻴﺔ ﺃﻭ ﻏﲑ ﺩﻗﻴﻘﺔ‪،‬‬
‫ﻭﲢﺘﺎﺝ ﻏﺎﻟﺒﺎﹰ ﺇﱃ ﻣﻮﺍﺻﻠﺔ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻟﻔﻬﻢ ﻣﺎ ﻳﻘﺼﺪﻩ ﺍ‪‬ﻴﺒﻮﻥ‬
‫ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﺍﻛﺘﻤﺎﻻﹰ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺃﻥ ﻧﺪﺭﻙ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺍﳌﺼﻤﻤﺔ ﺑﺸﻜﻞ ﺳﻴﺊ‬
‫ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﻳﻨﺼﺢ ﲟﻌﺮﻓﺔ ﻣﺒﺎﺩﺉ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﳉﻴﺪﺓ ﺣﱴ ﳝﻜﻦ ﺍﻟﺜﻘﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ .‬ﻭﲡﺮﻳﺐ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﻗﺒﻞ ﺗﻮﺯﻳﻌﻬﺎ ﺃﻣﺮ ﺃﺳﺎﺳﻲ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻮﺍﻃﻦ ﺍﻟﻐﻤﻮﺽ‬
‫ﻭﺍﳌﺸﻜﻼﺕ ﺍﻷﺧﺮﻯ ﻓﻴﻬﺎ‪ .‬ﻭﻳﻌﺮﺽ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ١‬ﺑﻌﺾ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ‪self-ratings‬‬

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‫ﺗﺘﻜﻮﻥ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻄﻼﺏ ﺃﻭ ﻏﲑﺍﻟﻄﻼﺏ ﻟﺘﺼﻨﻴﻒ ﻣﻌﺎﺭﻓﻬﻢ ﺃﻭ‬
‫ﻗﺪﺭﺍ‪‬ﻢ‪) .‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺗﻀﻤﲔ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ(‪ .‬ﻓﻘﺪ ﻳﺼﻨﻒ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪-‬‬
‫ﻃﺎﻟﺐ ﻣﻌﲔ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺗﺄﺩﻳﺔ ﻣﻘﺎﺑﻠﺔ ﻟﻐﺮﺽ ﺍﻟﻮﻇﻴﻔﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻋﻴﺐ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﺩﺍﺓ ﺃ‪‬ﺎ ﺗﺰﻭﺩﻧﺎ‬
‫ﲟﻌﻠﻮﻣﺎﺕ ﺍﻧﻄﺒﺎﻋﻴﺔ ﻟﻴﺴﺖ ﺩﻗﻴﻘﺔ ﺟﺪﺍﹰ‪.‬‬
‫ﺍﳌﻘﺎﺑﻼﺕ ‪interviews‬‬
‫ﺗﺴﻤﺢ ﺍﳌﻘﺎﺑﻼﺕ ﺑﺴﱪ ﻏﻮﺭ ﺍﻟﻘﻀﺎﻳﺎ ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﻋﻤﻘﺎﹰ ﳑﺎ ﻫﻮ ﳑﻜﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ‬
‫ﻣﻦ ﺃ‪‬ﺎ ﺗﺴﺘﻐﺮﻕ ﻭﻗﺘﺎﹰ ﺃﻃﻮﻝ ﰲ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻘﻂ ﻣﻊ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ‬
‫ﺍﳌﻘﺎﺑﻠﺔ ﻣﻔﻴﺪﺓ ﰲ ﻣﺮﺣﻠﺔ ﺃﻭﻟﻴﺔ ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﺣﻴﺚ ﺇ‪‬ﺎ ﺳﻮﻑ ﺗﺴﺎﻋﺪ ﺍﳌﺼﻤﻢ ﰲ ﺃﺧﺬ ﻓﻜﺮﺓ ﻋﻦ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ .‬ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﳌﻘﻴﺪﺓ ‪structured‬‬
‫‪ interview‬ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺗﺴﻤﺢ ﺑﺘﺤﻘﻴﻖ ﺗﻨﺎﻏﻢ ﺃﻛﱪ ﻳﲔ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﱵ ﻳﺘﻢ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺟﻬﺎﹰ ﻟﻮﺟﻪ ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﳍﺎﺗﻒ‪.‬‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ‪meetings‬‬
‫ﺗﺴﻤﺢ ﺍﻟﻠﻘﺎﺀﺍﺕ ﲜﻤﻊ ﻛﻤﻴﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻭﻗﺖ ﻗﺼﲑ ﻧﻮﻋﺎﹰ ﻣﺎ‪ .‬ﻓﻘﺪ ﻳﻮﻟﺪ ﺍﺟﺘﻤﺎﻉ –ﻋﻠﻰ‬
‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﲔ ﻣﺪﺭﺳﲔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ "ﻣﺸﻜﻼﺕ ﺍﻟﻄﻼﺏ ﰲ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ" ﻋﺪﺩﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻦ‬
‫ﺍﻷﻓﻜﺎﺭ‪ .‬ﻭﻟﻜﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻗﺪ ﺗﻜﻮﻥ ﺍﻧﻄﺒﺎﻋﻴﺔ ﻭﺫﺍﺗﻴﺔ ﻭﺗﻌﻜﺲ‬
‫ﺃﻓﻜﺎﺭ ﺍﻷﻋﻀﺎﺀ ﺍﻷﻛﺜﺮ ﲢﺪﺛﺎﹰ ﻭﺻﺮﺍﺣﺔ ﰲ ﺍ‪‬ﻤﻮﻋﺔ‪.‬‬
‫ﺍﳌﻼﺣﻈﺔ ‪observation‬‬
‫ﺗﻌﺪ ﻣﻼﺣﻈﺔ ﺳﻠﻮﻙ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﻮﻗﻒ ﺍﳍﺪﻑ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻟﻘﻴﺎﺱ ﺣﺎﺟﺎ‪‬ﻢ‪ .‬ﻓﻤﻼﺣﻈﺔ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﳌﺜﺎﻝ‪ -‬ﻣﻮﻇﻔﲔ ﻳﺆﺩﻭﻥ ﻋﻤﻠﻬﻢ ﰲ ﺑﻨﻚ‪ ،‬ﺳﻮﻑ ﳝﻜﹼﻦ ﺍﳌﻼﺣﻆ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻌﻴﻨﺔ ﺣﻮﻝ‬
‫ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﺍﻟﻨﺎﺱ ﻏﺎﻟﺒﺎﹰ ﻻﻳﺆﺩﻭﻥ ﺃﺩﺍﺀ ﺟﻴﺪﺍﹰ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻧﻮﻥ ﲢﺖ ﺍﳌﻼﺣﻈﺔ؛ ﻟﺬﺍ ﳚﺐ ﺃﺧﺬ ﺫﻟﻚ ﺑﺎﳊﺴﺒﺎﻥ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺎﳌﻼﺣﻈﺔ ﻣﻬﺎﺭﺓ ﺧﺎﺻﺔ‪ ،‬ﻓﻤﻌﺮﻓﺔ ﻛﻴﻒ ﺗﻼﺣﻆ‪ ،‬ﻭﻣﺎﺫﺍ ﺗﻼﺣﻆ‪ ،‬ﻭﻛﻴﻒ ﺗﺴﺘﺨﺪﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ ﻳﺘﻄﻠﺐ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺗﺪﺭﻳﺒﺎﹰ ﺧﺎﺻﺎﹰ‪.‬‬
‫ﲨﻊ ﻋﻴﻨﺎﺕ ﻣﻦ ﻟﻐﺔ ﺍﳌﺘﻌﻠﻢ‬

‫‪٩٢‬‬
‫ﻳﻌﺪ ﲨﻊ ﻋﻴﻨﺎﺕ ﺗﺘﻌﻠﻖ ﺑﻜﻴﻔﻴﺔ ﺃﺩﺍﺀ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﻣﻬﻤﺎﺕ ﻟﻐﻮﻳﺔ ﳐﺘﻠﻔﺔ )ﻣﺜﻞ ﺭﺳﺎﺋﻞ ﺍﻷﻋﻤﺎﻝ ﻭﺍﳌﻘﺎﺑﻼﺕ‬
‫ﻭﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ( ﻭﺗﻮﺛﻴﻖ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻮ‪‬ﺎ ﻣﺼﺪﺭﺍﹰ ﻣﻔﻴﺪﺍﹰ ﻭﻣﺒﺎﺷﺮﺍﹰ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ‬
‫ﺣﺎﺟﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﳝﻜﻦ ﲨﻊ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﻬﻤﺎﺕ ﻛﺘﺎﺑﻴﺔ ﺃﻭ ﺷﻔﻬﻴﺔ‪ :‬ﲨﻊ ﺃﻣﺜﻠﺔ ﻣﻦ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ ﺍﳌﻜﺘﻮﺑﺔ ﺃﻭ ﺍﻟﺸﻔﻬﻴﺔ‪.‬‬ ‫•‬
‫ﺍﶈﺎﻛﺎﺓ ‪ simulation‬ﺃﻭ ﲤﺜﻴﻞ ﺍﻟﺪﻭﺭ ‪ :role play‬ﻳﻌﻄﻰ ﺍﻟﻄﻼﺏ ﺑﻌﺾ ﺍﻷﺷﻴﺎﺀ‬ ‫•‬
‫ﶈﺎﻛﺎ‪‬ﺎ‪ ،‬ﻭﺗﺘﻢ ﻣﻼﺣﻈﺔ ﺃﺩﺍﺋﻬﻢ ﻭﺗﺴﺠﻴﻠﻪ‪.‬‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ ‪ :achievement tests‬ﳜﺘﱪ ﺍﻟﻄﻼﺏ ﰲ ﻗﺪﺭﺍ‪‬ﻢ ﰲ ﺟﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ‬ ‫•‬
‫ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ ‪ :performance tests‬ﳜﺘﱪ ﺍﻟﻄﻼﺏ ﰲ ﺳﻠﻮﻛﻴﺎﺕ ﳍﺎ ﻋﻼﻗﻪ ﺑﺎﻟﻌﻤﻞ‬ ‫•‬
‫ﺃﻭ ﺍﳌﻬﻤﺎﺕ "ﻣﺜﻞ ﻛﻴﻒ ﳝﻜﻦ ﺃﺩﺍﺀ ﻣﻘﺎﺑﻠﺔ ﻟﻄﻠﺐ ﻭﻇﻴﻔﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﺟﻴﺪ"‪.‬‬
‫ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ‬
‫ﺇﻥ ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ ﻫﻮ ﲢﻠﻴﻞ ﺃﻧﻮﺍﻉ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ ﺳﻮﻑ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺳﻴﺎﻗﺎﺕ ﻭﻇﻴﻔﻴﺔ‬
‫ﺃﻭ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﻬﻤﺎﺕ ﻭﻣﺎ ﺗﺘﻄﻠﺒﻪ ﻫﺬﻩ ﺍﳌﻬﻤﺎﺕ‪ .‬ﻓﻘﺪ ﳚﺐ ﻋﻠﻰ‬
‫ﻣﻮﻇﻒ ﺍﻟﻔﻨﺪﻕ ﻣﺜﻼﹰ ﺍﻟﻘﻴﺎﻡ ﺑﺎﳌﻬﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪:‬‬
‫• ﺍﻟﺘﺮﺣﻴﺐ ﺑﻀﻴﻮﻑ ﺍﻟﻔﻨﺪﻕ‪.‬‬
‫• ﺳﺆﺍﳍﻢ ﺣﻮﻝ ﺣﺎﺟﺎ‪‬ﻢ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻹﻗﺎﻣﺔ‪.‬‬
‫• ﺇﺧﺒﺎﺭﻫﻢ ﺑﺎﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﺍﻟﻔﻨﺪﻕ‪.‬‬
‫• ﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫• ﺍﻟﻘﻴﺎﻡ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺧﻮﻝ ﻟﻠﻔﻨﺪﻕ‪.‬‬
‫ﻭﻳﻼﺣﻆ ‪ (١٩٨٩:٥٧) Berwick‬ﺃﻥ‪" :‬ﺍﻟﺘﺮﻛﻴﺰ ﰲ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﺍﳍﺪﻑ ﻳﻜﻮﻥ ﻋﻠﻰ ﻃﺒﻴﻌﺔ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻭﺗﺄﺛﲑﻫﺎ ﰲ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨﺔ )ﻣﺜﻞ ﺍﳌﻜﺎﺗﺐ ﻭﺧﻄﻮﻁ ﺍﻟﺘﺠﻤﻊ ﻭﻏﺮﻑ‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻭﺍﻟﻔﺼﻮﻝ(‪ .‬ﻭﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﳋﱪﺍﺀ ﻟﻼﺗﺼﺎﻝ ﻭﺿﻊ ﻣﻌﺎﻳﲑ ﻟﻘﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ"‪.‬‬
‫ﻭﻋﻨﺪ ﲢﺪﻳﺪ ﺍﳌﻬﻤﺎﺕ ﺍﳍﺪﻑ‪ ،‬ﳝﻜﻦ ﲢﺪﻳﺪ ﺧﺼﺎﺋﺼﻬﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺘﻤﺜﻞ ﻗﺎﻋﺪﺓ ﻟﺘﺼﻤﻴﻢ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﺃﻭ ﻣﻮﺍﺩ‬
‫ﺗﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺩﺭﺍﺳﺔ ﺍﳊﺎﻻﺕ ‪case studies‬‬

‫‪٩٣‬‬
‫ﻳﺘﻢ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﺗﺘﺒﻊ ﻃﺎﻟﺐ ﺃﻭ ﳎﻤﻮﻋﺔ ﳐﺘﺎﺭﺓ ﻣﻦ ﺍﻟﻄﻼﺏ ﺧﻼﻝ ﻋﻤﻞ ﺫﻱ ﺻﻠﺔ ﺃﻭ ﺧﱪﺓ ﺗﻌﻠﻴﻤﻴﺔ؛‬
‫ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺫﻟﻚ ﺍﳌﻮﻗﻒ‪ .‬ﻓﻘﺪ ﻳﺘﻢ ﻣﺜﻼ ﺩﺭﺍﺳﺔ ﻣﻬﺎﺟﺮ ﻭﺻﻞ ﺣﺪﻳﺜﺎ ﳌﺪﺓ ﺛﻼﺛﺔ ﺃﺷﻬﺮ‪،‬‬
‫ﻳﻘﻮﻡ ﺧﻼﳍﺎ ﺑﺎﻻﺣﺘﻔﺎﻅ ﺑﺴﺠﻞ ﻳﺪﻭﻥ ﻓﻴﻪ ﺧﱪﺍﺗﻪ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻴﻮﻣﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ‬
‫ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺗﻌﻤﻴﻢ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ‪ ،‬ﻓﻬﻲ‬
‫ﺗﻘﺪﻡ ﻣﺼﺪﺭﺍﹰ ﻏﻨﻴﺎﹰ ﺟﺪﺍﹰ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺃﺧﺮﻯ‪.‬‬
‫ﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ‬
‫ﰲ ﺃﻱ ﻣﻮﻗﻒ ﳓﺘﺎﺝ ﻓﻴﻪ ﺇﱃ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻫﻨﺎﻙ ﻛﻤﻴﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﻣﻮﺟﻮﺩﺓ ﰲ‬
‫ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﻭﻫﻲ ﺗﺸﻤﻞ‪:‬‬
‫• ﺍﻟﻜﺘﺐ‪.‬‬
‫• ﺍﳌﻘﺎﻻﺕ ﺍﳌﻨﺸﻮﺭﻩ ﰲ ﺍ‪‬ﻼﺕ‪.‬‬
‫• ﺍﻟﺘﻘﺎﺭﻳﺮ ﻭﺍﳌﺴﻮﺡ‪.‬‬
‫• ﺍﻟﺴﺠﻼﺕ ﻭﺍﳌﻠﻔﺎﺕ‪.‬‬
‫ﳝﺜﻞ ﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻋﺎﺩﺓ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ؛ ﻷﻥ ﻏﺎﻟﺒﻴﺔ ﺍﳌﺸﻜﻼﺕ ﰲ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ ﻗﺪ ﻛﺘﺐ ﻋﻨﻬﺎ ﺃﻭ ﰎ ﲢﻠﻴﻠﻬﺎ ﰲ ﻣﻜﺎﻥ ﻣﺎ‪.‬‬
‫ﺗﺼﻤﻴﻢ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫ﻳﺘﻀﻤﻦ ﺗﺼﻤﻴﻢ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﺧﺘﻴﺎﺭ ﺇﺣﺪﻯ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺗﻠﻚ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻣﻦ ﺍﳌﻤﻜﻦ‬
‫ﺃﻥ ﺗﻌﻄﻲ ﻓﻜﺮﺓ ﺷﺎﻣﻠﺔ ﻋﻦ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺍﻟﱵ ﲤﺜﻞ ﺍﻫﺘﻤﺎﻣﺎﺕ ﳐﺘﻠﻒ ﺍﳌﺴﺆﻭﻟﲔ‪ .‬ﻭﳚﺐ ﺍﲣﺎﺫ‬
‫ﻗﺮﺍﺭﺍﺕ ﺣﻮﻝ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﲜﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻨﻈﻴﻤﻬﺎ‪ ،‬ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﺗﺴﺠﻴﻠﻬﺎ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ‬
‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻟﻦ ﻳﻨﺘﺞ ﻣﻌﻠﻮﻣﺎﺕ ﺯﺍﺋﺪﺓ ﻋﻦ ﺍﳊﺪ‪ .‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻮﺟﻮﺩ ﺳﺒﺐ ﻭﺍﺿﺢ‬
‫ﳉﻤﻊ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ ﻓﻌﻠﻴﺎﹰ ﻫﻲ ﺍﻟﱵ‬
‫ﺳﻮﻑ ﻳﺘﻢ ﲨﻌﻬﺎ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻄﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ‬
‫ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ ﰲ ﺟﺎﻣﻌﺔ ﻧﻴﻮﺯﻳﻠﻨﺪﻳﺔ )‪:(Gravatt, Richards and Lewis ١٩٩٧‬‬
‫‪.١‬ﺇﺟﺮﺍﺀ ﻣﺴﺢ ﻟﻸﺩﺑﻴﺎﺕ‪.‬‬
‫‪.٢‬ﲢﻠﻴﻞ ﻟﻌﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫‪.٣‬ﺍﻻﺗﺼﺎﻝ ﺑﺄﺷﺨﺎﺹ ﺳﺒﻖ ﺃﻥ ﻗﺎﻣﻮﺍ ﲟﺴﻮﺡ ﻣﺸﺎ‪‬ﺔ‪.‬‬
‫‪.٤‬ﻣﻘﺎﺑﻼﺕ ﻣﻊ ﺍﳌﺪﺭﺳﲔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻐﺎﻳﺎﺕ‪.‬‬
‫‪.٥‬ﲢﺪﻳﺪ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺸﺎﺭﻛﺔ‪.‬‬

‫‪٩٤‬‬
‫‪.٦‬ﺗﻘﺪﱘ ﳐﻄﻂ ﺍﳌﺸﺮﻭﻉ ﺇﱃ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﻟﺸﺨﺺ ﺫﻱ ﺍﻟﻌﻼﻗﺔ ﰲ ﻛﻞ ﻗﺴﻢ‪.‬‬

‫‪.٧‬ﺗﻄﻮﻳﺮ ﺍﺳﺘﺒﺎﻧﺔ ﲡﺮﻳﺒﻴﺔ ﻟﻠﻄﻼﺏ ﻭﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ‪.‬‬
‫‪.٨‬ﻣﺮﺍﺟﻌﺔ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺰﻣﻼﺀ‪.‬‬
‫‪.٩‬ﲡﺮﻳﺐ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫‪.١٠‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺎﻗﻢ ﻭﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﻢ‪.‬‬
‫‪.١١‬ﻭﺿﻊ ﺟﺪﻭﻝ ﺯﻣﲏ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪.١٢‬ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‪.‬‬
‫‪.١٣‬ﺇﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﻣﺘﺎﺑﻌﺔ ‪ follow-up interviews‬ﻣﻊ ﻣﺸﺎﺭﻛﲔ ﰎ ﺍﺧﺘﻴﺎﺭﻫﻢ‪.‬‬
‫‪.١٤‬ﻭﺿﻊ ﺍﻹﺟﺎﺑﺎﺕ ﰲ ﺟﺪﺍﻭﻝ‪.‬‬
‫‪.١٥‬ﲢﻠﻴﻞ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪.١٦‬ﻛﺘﺎﺑﺔ ﺍﻟﺘﻘﺮﻳﺮ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪.‬‬
‫ﺃﻣﺎ ﰲ ﲢﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﺿﻴﻖ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻛﻘﻴﺎﻡ ﻣﺪﺭﺱ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺑﻘﻴﺎﺱ ﺣﺎﺟﺎﺕ ﳎﻤﻮﻋﺔ‬
‫ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻄﻼﺏ ﰲ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ‪ ،‬ﻓﻘﺪ ﺗﺘﻜﻮﻥ ﺇﺟﺮﺍﺀﺍﺕ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻣﻦ‪:‬‬
‫• ﺍﺳﺘﺒﺎﻧﺔ ﺃﻭﻟﻴﺔ‪.‬‬
‫• ﻣﻘﺎﺑﻼﺕ ﻟﻠﻤﺘﺎﺑﻌﺔ ﻓﺮﺩﻳﺔ ﻭﲨﺎﻋﻴﺔ‪.‬‬
‫• ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﻊ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﻊ ﺍﳌﺪﺭﺳﲔ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫• ﻣﻼﺣﻈﺔ ﺻﻔﻴﺔ ﻣﺴﺘﻤﺮﺓ‪.‬‬
‫• ﺍﺧﺘﺒﺎﺭﺍﺕ‪.‬‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﲨﻌﻬﺎ‬

‫ﺗﺘﻜﻮﻥ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﻳﺘﻢ ﺗﻠﺨﻴﺼﻬﺎ‬
‫ﻋﻠﻰ ﺷﻜﻞ ﻗﺎﺋﻤﺔ ﻣﺘﺴﻠﺴﻠﺔ ﻷﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﻣﻮﺍﻗﻒ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ‪.‬‬
‫• ﻣﻮﺍﻗﻒ ﻳﻮﺍﺟﻪ ﻓﻴﻬﺎ ﲟﻌﻀﻼﺕ‪.‬‬
‫• ﺗﻌﻠﻴﻘﺎﺕ ﻳﻘﻮﻡ ‪‬ﺎ ﺑﻌﺾ ﺍﻷﺷﺨﺎﺹ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﺍﻟﻘﻴﺎﻡ ﲟﻌﺎﻣﻼﺕ ﳐﺘﻠﻔﺔ‪.‬‬
‫• ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﺇﺩﺭﺍﻛﻬﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲜﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪.‬‬
‫• ﺗﻔﻀﻴﻞ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬

‫‪٩٥‬‬
‫• ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﺮﺗﻜﺐ ﰲ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻷﻧﺸﻄﺔ‪.‬‬

‫• ﻣﺸﻜﻼﺕ ﺍﺗﺼﺎﻟﻴﺔ ﺷﺎﺋﻌﺔ ﰲ ﻣﻮﺍﻗﻒ ﳐﺘﻠﻔﺔ‪.‬‬
‫• ﺍﻗﺘﺮﺍﺣﺎﺕ ﻭﺁﺭﺍﺀ ﺣﻮﻝ ﺟﻮﺍﻧﺐ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪.‬‬
‫• ﺗﻜﺮﺍﺭ ﻋﻨﺎﺻﺮ ﺃﻭ ﻭﺣﺪﺍﺕ ﻟﻐﻮﻳﺔ ﰲ ﻧﺼﻮﺹ ﺃﻭ ﻣﻮﺍﻗﻒ ﳐﺘﻠﻔﺔ‪.‬‬
‫ﺗﺘﻤﺜﻞ ﺇﺣﺪﻯ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﻃﻼﺏ ﻳﺪﺭﺳﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ‬
‫ﺛﺎﻧﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﲝﻀﻮﺭ ﺍﶈﺎﺿﺮﺍﺕ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻭﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﰲ‬
‫ﻣﻬﺎﺭﰐ ﺍﻟﻜﻼﻡ ﻭﺍﻻﺳﺘﻤﺎﻉ )‪ .(Gravatt et al. ١٩٩٧:٣٦‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺃﻛﺜﺮ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺷﻴﻮﻋﺎ‬
‫ﻫﻲ )ﺑﺎﻟﺘﺮﺗﻴﺐ(‪:‬‬
‫‪.١‬ﻣﻨﺎﻗﺸﺎﺕ ﰲ ﳎﻤﻮﻋﺎﺕ ﻛﺒﲑﺓ‪.‬‬
‫‪.٢‬ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﺼﻔﻴﺔ‪.‬‬
‫‪.٣‬ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ‪.‬‬
‫‪.٤‬ﻣﺸﺎﺭﻳﻊ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ‪.‬‬
‫‪.٥‬ﻋﻤﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ‪.‬‬
‫‪.٦‬ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ‪.‬‬
‫‪.٧‬ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﺼﻔﻴﺔ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ﻣﺎ ﺗﻘﺪﻣﻪ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪﺓ‪ ،‬ﻣﺎ ﻫﻮ ﺇﻻ ﻣﻌﻠﻮﻣﺎﺕ ﻗﻠﻴﻠﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺄﻧﻮﺍﻉ‬
‫ﺍﳌﺸﻜﻼﺕ ﺍﻟﺪﻗﻴﻘﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻓﻴﻤﺎ ﻳﺘﺼﻞ ﺑﻜﻞ ﺣﺪﺙ‪ .‬ﻭﺣﱴ ﻭﺇﻥ ﰎ ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﺃﻛﺜﺮ‬
‫ﺗﻔﺼﻴﻼﹰ ﻓﺴﺘﻈﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻧﻄﺒﺎﻋﻴﺔ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﺪﺙ ﺭﻗﻢ ﻭﺍﺣﺪ )ﻣﻨﺎﻗﺸﺎﺕ ﰲ ﳎﻤﻮﻋﺎﺕ ﻛﺒﲑﺓ( ﻣﺜﻼﹰ‬
‫ﻫﻨﺎﻙ ﻣﻌﻠﻮﻣﺎﺕ ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼﹰ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺇﻧﺘﺎﺝ ﻗﺎﺋﻤﺔ ﺃﺧﺮﻯ ﲢﺘﻮﻱ‬
‫ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻷﻛﺜﺮ ﺻﻌﻮﺑﺔ ﻋﻨﺪ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ .‬ﻭﻳﻘﺪﻡ ‪ Johns‬ﻭ ‪Johns‬‬
‫)‪ (١٩٧٧‬ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﲢﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﰲ‬
‫ﺍﳌﻨﺎﻗﺸﺎﺕ‪ ،‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ ﻫﻲ‪:‬‬
‫‪.١‬ﻓﻬﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﶈﻜﻴﺔ )"ﻳﺘﻜﻠﻤﻮﻥ ﺑﺴﺮﻋﺔ ﻛﺒﲑﺓ"‪" ،‬ﻳﻬﻤﻬﻤﻮﻥ"‪" ،‬ﺍﳌﻔﺮﺩﺍﺕ ﺍﺻﻄﻼﺣﻴﺔ"(‪.‬‬
‫‪.٢‬ﺍﳊﺎﺟﺔ ﺍﳌﻠﺤﺔ ﻟﺼﻴﺎﻏﺔ ﻣﺎ ﻳﺴﻬﻢ ﺑﻪ ﺍﳌﺘﻜﻠﻢ ﺑﺴﺮﻋﺔ )"ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﻓﻜﺮ ﻓﻴﻤﺎ ﺳﺄﻗﻮﻟﻪ"(‪.‬‬
‫‪.٣‬ﺍﳋﺠﻞ ﻣﻦ ﻗﻴﻤﺔ ﻣﺎ ﻳﺴﻬﻢ ﺑﻪ ﺍﳌﺘﻜﻠﻢ )"ﻗﺪ ﺃﻗﻮﻝ ﺷﻴﺌﺎ ﺧﺎﻃﺌﺎ"(‪.‬‬
‫‪.٤‬ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺻﻴﺎﻏﺔ ﻓﻜﺮﺓ ﻣﺎ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ )"ﻻ ﺃﻋﺮﻑ ﻛﻴﻒ ﺃﻗﻮﳍﺎ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ"(‪.‬‬
‫‪.٥‬ﺍﻟﻮﻋﻲ ﺑﺄﻥ ﻭﻇﻴﻔﺔ ﻛﻼﻣﻴﺔ ﻣﻌﻴﻨﺔ ﻗﺪ ﺗﻔﻬﻢ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ )"ﻻ ﺃﻋﺮﻑ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺜﻠﻰ ﻟﻘﻮﳍﺎ"(‪.‬‬
‫‪.٦‬ﺍﻹﺣﺒﺎﻁ ﻣﻦ ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺩﺧﻮﻝ ﺍﳌﻨﺎﻗﺸﺔ )"ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻳﺘﻜﻠﻤﻮﻥ ﻛﺜﲑﺍ"(‪.‬‬

‫‪٩٦‬‬
‫)‪(Johns and Johns ١٩٧٧‬‬
‫ﻟﻴﺲ ﻫﻨﺎﻙ ﺗﻄﺒﻴﻖ ﻣﺒﺎﺷﺮ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺣﱴ ﻣﻊ ﺗﻮﻓﺮ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﺍﳌﻔﺼﻞ‪.‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﺗﻌﺎﰿ ﻛﻞ ﻣﺸﻜﻠﺔ‪ ،‬ﻭﻗﺒﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ‪ ،‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺒﺤﺚ ﻟﻔﻬﻢ ﻣﺎ‬
‫ﻳﺘﻀﻤﻨﻪ ﻗﻮﳍﻤﺎ "ﻓﻬﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﶈﻜﻴﺔ"‪ .‬ﻓﺎﻟﻘﻀﻴﺔ ﻫﻨﺎ ﻫﻲ ﺃﻧﻪ ﻻﻳﻮﺟﺪ ﺗﻄﺒﻴﻖ ﻣﺒﺎﺷﺮ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ‬
‫ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻓﻌﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻓﺎﺋﺪﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﲨﻌﻬﺎ‪ ،‬ﻓﻬﻲ ﺗﻈﻞ ﲝﺎﺟﺔ ﺇﱃ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻟﺘﻔﺴﲑﺍﺕ ﻗﺒﻞ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ ﺑﺸﻜﻞ ﻣﻔﻴﺪ ﰲ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ‪.‬‬
‫ﻭﻗﺪ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻋﻨﺪ ﺗﻨﻔﻴﺬ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﻩ‬
‫ﺍﳊﺎﺟﺎﺕ ﳚﺐ ﺗﺮﺗﻴﺒﻬﺎ ﺣﺴﺐ ﺍﻷﻭﻟﻮﻳﺔ؛ ﻷﻧﻪ ﻻ ﳝﻜﻦ ﻋﻤﻠﻴﺎﹰ ﻣﻌﺎﳉﺔ ﻛﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪،‬‬
‫ﺃﻭ ﺭﲟﺎ ﺃﻥ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻣﻨﺎﺳﺐ ﳌﻌﺎﳉﺔ ﺟﺰﺀ ﻣﻨﻬﺎ ﻓﻘﻂ‪ .‬ﻭﺍﳊﻘﻴﻘﺔ ﺍﳌﻬﻤﺔ ﻫﻲ ﺃﻥ ﺍﻛﺘﺸﺎﻑ‬
‫ﺍﳊﺎﺟﺎﺕ ﻻ ﻳﻌﲏ ﺗﻠﻘﺎﺋﻴﺎ ﺃﻧﻪ ﳚﺐ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑﺍﺕ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﺇﺫ ﳚﺐ ﺃﻭﻻ ﻓﺤﺺ ﺍﳌﻨﻬﺞ ﺍﻟﻘﺎﺋﻢ )ﺇﺫﺍ‬
‫ﻛﺎﻥ ﻫﻨﺎﻙ ﻣﻨﻬﺞ( ﻟﻨﺮﻯ ﺇﱃ ﺃﻱ ﻣﺪﻯ ﳝﻜﻦ ﻟﻠﻤﻨﻬﺞ ﺍﻟﻘﺎﺋﻢ ﲢﻘﻴﻖ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﰎ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ‪ .‬ﻛﻤﺎ‬
‫ﳚﺐ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﳊﺎﲰﺔ ﻭﺍﳊﺎﺟﺎﺕ ﺍﳌﻬﻤﺔ ﻭﺍﳊﺎﺟﺎﺕ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻬﺎ ﻓﺤﺴﺐ‪ .‬ﺇﺿﺎﻓﺔ‬
‫ﺇﱃ ﺫﻟﻚ ﻓﻬﻨﺎﻙ ﺣﺎﺟﺎﺕ ﻋﺎﺟﻠﺔ ﻭﻫﻨﺎﻙ ﺣﺎﺟﺎﺕ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪ ،‬ﻛﻤﺎ ﺃﻥ ﲢﻘﻴﻖ ﺑﻌﺾ ﺍﳊﺎﺟﺎﺕ ﳑﻜﻦ‪ ،‬ﰲ‬
‫ﺣﲔ ﻻﳝﻜﻦ ﻋﻤﻠﻴﺎﹰ ﲢﻘﻴﻖ ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻬﻢ ﺃﻳﻀﺎ ﺃﻥ ﻧﺘﺬﻛﺮ ﺃﻧﻪ ﻧﻈﺮﺍﹰ ﻷﻥ ﺍﳊﺎﺟﺎﺕ ﻟﻴﺴﺖ ﺣﻘﺎﺋﻖ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﻔﺴﲑﺍﺕ ﺫﺍﺗﻴﺔ‬
‫ﳌﻌﻠﻮﻣﺎﺕ ﻣﺴﺘﻘﺎﺓ ﻣﻦ ﻋﺪﺓ ﻣﺼﺎﺩﺭ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺘﺸﺎﻭﺭ ﻣﻊ ﳐﺘﻠﻒ‬
‫ﺍﳌﺴﺆﻭﻟﲔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻣﻨﺎﺳﺒﺔ ﻭﺫﺍﺕ ﺻﻠﺔ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ‬
‫ﺗﻀﺎﺭﺏ ﺑﲔ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺣﻴﺚ ﻳﺬﻛﺮﻧﺎ ‪ Stufflebeam‬ﻭﺁﺧﺮﻭﻥ )‪ (١٩٨٥:١١١‬ﺑﻘﻮﳍﻢ‪:‬‬
‫ﺇﻥ ﻋﻤﻠﻴﺔ ﲢﻠﻴﻞ ]ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ[ ﺗﺘﻀﻤﻦ ﺟﻬﻮﺩﺍﹰ ﻋﻤﻴﻘﺔ ﺍﻟﺘﻔﻜﲑ ﻭﺍﺳﺘﻘﺼﺎﺋﻴﺔ ﻭﻣﻨﺘﻈﻤﺔ ﻭﻣﺴﺠﻠﺔ‬
‫ﺑﻌﻨﺎﻳﺔ ﲝﻴﺚ ﳝﻜﻦ ﺗﻜﺮﺍﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ‪ .‬ﻭﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ ﻫﻮ ﺃﻥ ﻳﺘﻢ ﺍﺳﺘﺨﻼﺹ ﻣﻌﲎ ﻣﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺃﻥ ﻳﻨﻔﺬ ﺫﻟﻚ ﰲ ﺳﻴﺎﻕ ﻓﻠﺴﻔﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻣﻦ ﺯﻭﺍﻳﺎ ﺫﺍﺕ ﺻﻠﺔ ﻭﰲ‬
‫ﻣﻮﺍﻗﻒ ﻗﻴﻤﻴﺔ ﻗﺪ ﻳﻜﻮﻥ ﺑﻴﻨﻬﺎ ﺗﻌﺎﺭﺽ‪.‬‬

‫‪٩٧‬‬
‫ﻭﻟﺬﺍ ﻓﻘﺪ ﺗﻈﻬﺮ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﰲ ﲢﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﺑﻮﺻﻔﻪ ﺟﺰﺀﺍﹰ ﻣﻦ ﲡﺪﻳﺪ ﺍﳌﻨﻬﺞ ﰲ ﻧﻈﺎﻡ ﺗﻌﻠﻴﻢ‬
‫ﺭﲰﻲ ﺁﺭﺍﺀ ﳐﺘﻠﻔﺔ ﺣﻮﻝ ﺍﳌﺸﻜﻼﺕ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﺣﻴﺚ ﻳﱪﺯ ﻋﺪﺩ ﻣﻦ ﺍﻵﺭﺍﺀ ﺍﳌﺨﺘﻠﻔﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﺎ ﻳﻨﺒﻐﻲ‬
‫ﺗﻐﻴﲑﻩ‪:‬‬
‫• ﺁﺭﺍﺀ ﺍﳌﺘﻌﻠﻤﲔ‪ :‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺪﻋﻢ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﲣﻔﻴﺾ ﺣﺠﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ‬
‫ﳚﺐ ﺃﻥ ﻳﺪﺭﺳﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪.‬‬
‫• ﺁﺭﺍﺀ ﺍﻷﻛﺎﺩﳝﻴﲔ‪ :‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻹﻋﺪﺍﺩ ﺩﺭﺍﺳﺎﺕ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻬﺎﺭﰐ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫• ﺁﺭﺍﺀ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ‪ :‬ﺍﳌﻄﻠﻮﺏ ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻷﻏﺮﺍﺽ ﺍﻟﺘﻮﻇﻴﻒ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﲟﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫• ﺁﺭﺍﺀ ﺍﳌﺪﺭﺳﲔ‪ :‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻺﳌﺎﻡ ﺑﺎﻟﻘﻮﺍﻋﺪ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻣﻦ ﻗﺒﻞ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻭﻗﺪ ﻧﺎﻗﺶ ‪ (١٩٨٩) Brindley‬ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﲔ ﺁﺭﺍﺀ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﳊﺎﺟﺎﺕ‪،‬‬
‫ﻭﻗﺪ ﺍﻗﺘﺮﺡ ﺿﺮﻭﺭﺓ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺗﻔﺎﻭﺿﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﻠﺒﻴﺔ ﻣﻨﻄﻠﻘﺎﺕ ﻛﻼ ﺍﻟﻄﺮﻓﲔ ﻭﺗﻮﺿﻴﺤﻬﺎ‪ .‬ﻭﺍﻟﺸﻲﺀ‬
‫ﻧﻔﺴﻪ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺍﳌﺴﺆﻭﻟﲔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﲨﺎﻫﲑ ﻋﺪﻳﺪﺓ ﳐﺘﻠﻔﺔ ﺳﻮﻑ ﺗﺘﻠﻘﻰ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ )ﻣﺜﻞ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬
‫ﻭﺍﳉﻬﺔ ﺍﳌﻤﻮﻟﺔ( ﳚﺐ ﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﰲ ﺻﻴﻐﺔ ﺗﻨﺎﺳﺐ ﺍﻫﺘﻤﺎﻡ ﻛﻞ ﳎﻤﻮﻋﺔ‪ ،‬ﻓﻘﺪ‬
‫ﺗﻄﻠﺐ ﺇﺣﺪﻯ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻣﻮﺟﺰﺓ ﻋﻦ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺮﻏﺐ ﳎﻤﻮﻋﺔ ﺃﺧﺮﻯ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬
‫ﻧﺘﺎﺋﺞ ﻣﻔﺼﻠﺔ‪ .‬ﻭﳍﺬﺍ ﻗﺪ ﻳﺘﻔﺎﻭﺕ ﺷﻜﻞ ﺗﻘﺮﻳﺮ ﺍﻟﻨﺘﺎﺋﺞ ﲝﻴﺚ ﻳﺸﻤﻞ ﻣﺜﻼ‪:‬‬
‫• ﻭﺛﻴﻘﻪ ﻣﻜﺘﻮﺑﺔ ﺗﺎﻣﺔ‪.‬‬
‫• ﻭﺛﻴﻘﺔ ﻣﻠﺨﺼﺔ ﻗﺼﲑﺓ‪.‬‬
‫• ﺍﺟﺘﻤﺎﻋﺎ‪.‬‬
‫• ﻣﻨﺎﻗﺸﺔ ﲨﺎﻋﻴﺔ‪.‬‬
‫• ﺭﺳﺎﻟﺔ ﺇﺧﺒﺎﺭﻳﺔ‪.‬‬
‫ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻳﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ ﻣﺜﻞ‪:‬‬
‫• ﻗﺪ ﻳﻮﻓﺮ ﺍﻷﺳﺎﺱ ﻟﺘﻘﻮﱘ ﺑﺮﻧﺎﻣﺞ ﻗﺎﺋﻢ ﺃﻭ ﺃﺣﺪ ﻣﻜﻮﻧﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫• ﻗﺪ ﻳﻮﻓﺮ ﺍﻷﺳﺎﺱ ﻟﺘﺨﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﻟﱪﻧﺎﻣﺞ ﻣﺴﺘﻘﺒﻠﻲ‪.‬‬
‫• ﻗﺪ ﻳﺴﺎﻋﺪ ﰲ ﺗﻄﻮﻳﺮ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻷﺧﺮﻯ‪.‬‬

‫‪٩٨‬‬
‫• ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﰲ ﺍﺧﺘﻴﺎﺭ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﻨﺎﺳﺒﺔ ﰲ ﺑﺮﻧﺎﻣﺞ ﻣﻌﲔ‪.‬‬

‫• ﻗﺪ ﻳﻮﻓﺮ ﺍﻷﺳﺎﺱ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻘﺮﺭ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻟﺪﻭﺭﺓ ﻣﻌﻴﻨﺔ‪.‬‬
‫• ﻗﺪ ﻳﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍﹰ ﻣﻦ ﺗﻘﺮﻳﺮ ﻋﻦ ﺩﻭﺭﺓ ﺃﻭ ﺑﺮﻧﺎﻣﺞ ﳉﻬﺔ ﺃﻭ‬
‫ﻣﻨﻈﻤﺔ ﺧﺎﺭﺟﻴﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﻻﻳﻮﺟﺪ ﰲ ﻛﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﻃﺮﻳﻖ ﻣﺒﺎﺷﺮ ﻳﺼﻞ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺑﺎﻟﺘﻄﺒﻴﻖ‪ .‬ﻭﺳﺘﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺑﻌﺾ‬
‫ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﻘﺎﺩﻣﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻷﺳﺎﺳﻲ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻳﺘﻢ ﰲ‬
‫ﻣﺮﺣﻠﺔ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﻗﺒﻞ ﺗﺼﻤﻴﻢ ﺍﻟﱪﻧﺎﻣﺞ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺒﻌﺾ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺗﺄﺛﲑ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻭﻗﻴﺎﺱ ﺗﺄﺛﲑﻫﺎ ﺍﶈﺘﻤﻞ‬
‫ﺳﻴﺸﻜﻞ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪.‬‬

‫‪.١‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻗﺎﺑﻞ ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﻣﻮﺍﻗﻒ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﳏﺪﺩﺓ‬
‫ﺑﺸﻜﻞ ﻛﺒﲑ‪ ،‬ﻓﻬﻮ ﺃﻳﻀﺎﹰ ﻗﺎﺑﻞ ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﻣﻮﺍﻗﻒ ﻻ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﳏﺪﺩﺓ ﺟﺪﺍ؛ ﻛﻤﺎ ﰲ‬
‫ﺣﺎﻟﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻣﺎ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻴﻬﺎ ﲢﻠﻴﻞ‬
‫ﺍﳊﺎﺟﺎﺕ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ؟‬
‫‪.٢‬ﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺴﻌﻰ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ ﺇﺫﺍ ﺃﺭﺩﺕ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﰲ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺗﺪﺭﺱ‬
‫ﻓﻴﻪ؟‬
‫‪.٣‬ﻧﺎﻗﺶ ﻣﻔﻬﻮﻡ ﺍﳌﺴﺆﻭﻟﲔ ‪ stakeholders‬ﻋﻨﺪ ﲣﻄﻴﻂ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﺑﻪ‪.‬‬
‫ﻛﻴﻒ ﳝﻜﻦ ﻣﻌﺎﳉﺔ ﺍﻫﺘﻤﺎﻣﺎﺕ ﳐﺘﻠﻒ ﺍﳌﺴﺆﻭﻟﲔ؟‬
‫‪.٤‬ﺇﺫﺍ ﻛﻨﺖ ﺗﻘﻮﻡ ﺑﺘﺼﻤﻴﻢ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﳌﻮﻇﻔﲔ ﺇﺩﺍﺭﻳﲔ ﻳﻌﻤﻠﻮﻥ ﰲ ﻣﻜﺎﺗﺐ ﻟﻸﻋﻤﺎﻝ‪ ،‬ﻓﻤﺎ ﺍ‪‬ﻤﻮﻋﺔ‬
‫ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﻀﻤﻨﻬﺎ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ؟ ﻭﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﻣﻦ ﻛﻞ ﻋﻀﻮ‬
‫ﻣﻦ ﺃﻋﻀﺎﺀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ؟‬
‫‪.٥‬ﺍﺫﻛﺮ ﺃﺭﺑﻌﺔ ﺇﺟﺮﺍﺀﺍﺕ ﳐﺘﻠﻔﺔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﳉﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﳌﻮﻇﻔﲔ ﻳﻌﻤﻠﻮﻥ ﰲ ﺑﺪﺍﻟﺔ ﻫﻮﺍﺗﻒ ﰲ ﻓﻨﺪﻕ‪ .‬ﻣﺎ ﺇﳚﺎﺑﻴﺎﺕ ﻛﻞ ﻃﺮﻳﻘﺔ ﻭﻣﺎ ﺳﻠﺒﻴﺎ‪‬ﺎ؟‬
‫‪.٦‬ﺍﺫﻛﺮ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻘﺪﻡ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪﺓ ﻓﻴﻬﺎ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪.‬‬
‫‪.٧‬ﻗﻢ ﺑﺘﺼﻤﻴﻢ ﺍﺳﺘﺒﺎﻧﺔ ﻗﺼﲑﺓ ﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﳌﺮﺷﺪﻳﻦ ﺳﻴﺎﺣﻴﲔ‪ ،‬ﻣﺎ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﺳﻮﻑ‬
‫ﺗﺘﻄﺮﻕ ﳍﺎ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﻣﺎ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺳﻮﻑ ﲢﺘﻮﻳﻬﺎ ﺍﻻﺳﺘﺒﺎﻧﺔ؟‬
‫‪.٨‬ﺍﻧﻘﺪ ﺍﻻﺳﺘﺒﺎﻧﺘﲔ ﺍﳌﻌﺮﻭﺿﺘﲔ ﰲ ﺍﳌﻠﺤﻘﲔ ‪ ٢‬ﻭ‪ ٣‬ﻭﺍﺫﻛﺮ ﺃﻳﺔ ﲢﺴﻴﻨﺎﺕ ﳝﻜﻦ ﺇﺩﺧﺎﳍﺎ ﻋﻠﻴﻬﻤﺎ‪.‬‬

‫‪٩٩‬‬
‫‪.٩‬ﻗﻢ ﺑﺈﻋﺪﺍﺩ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻣﻘﺎﺑﻠﺔ ﻣﻘﻴﺪﺓ ﻟﻐﺮﺽ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻟﻀﺒﺎﻁ ﺟﻮﺍﺯﺍﺕ ﰲ ﺍﳌﻄﺎﺭ‪.‬‬
‫‪.١٠‬ﺍﺧﺘﺮ ﻣﻬﻨﺔ ﺗﻌﺮﻓﻬﺎ ﺃﻭ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﻣﻼﺣﻈﺘﻬﺎ‪ ،‬ﻭﻗﻢ ﺑﺘﺤﻠﻴﻞ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻟﻨﺎﺱ ﻓﻴﻬﺎ ﰒ‬
‫ﺍﺫﻛﺮ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻜﻞ ﻣﻬﻤﺔ‪.‬‬
‫ﺃﻣﺜﻠﺔ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

‫ﻣﺜﺎﻝ ﺭﻗﻢ ﻭﺍﺣﺪ‪ :‬ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻄﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ ﰲ ﺟﺎﻣﻌﺔ ﺃﻭﻛﻼﻧﺪ‬
‫ﻫﺬﺍ ﻣﺜﺎﻝ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰎ ﺗﻨﻔﻴﺬﻩ ﻣﻦ ﺃﺟﻞ ﺗﻘﻮﱘ ﻣﺪﻯ ﲢﻘﻴﻖ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻮﻓﺮﺓ ﺣﺎﻟﻴﺎﹰ‬
‫ﳊﺎﺟﺎﺕ ﻣﺘﻌﻠﻤﲔ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﺍﶈﻴﻂ‬
‫ﺟﺎﻣﻌﺔ ﺃﻭﻛﻼﻧﺪ ﲟﺪﻳﻨﺔ ﺃﻭﻛﻼﻧﺪ ﰲ ﻧﻴﻮﺯﻳﻠﻨﺪﺍ‪ ،‬ﻭﻫﻲ ﺃﻛﱪ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻨﻴﻮﺯﻳﻠﻨﺪﻳﺔ ﺍﻟﺴﺒﻊ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﻋﺪﺩ‬
‫ﻃﻼ‪‬ﺎ ‪ ٢٦‬ﺃﻟﻒ ﻃﺎﻟﺐ ﰲ ﻋﺎﻡ ‪١٩٩٧‬ﻡ‪.‬‬
‫ﺍﳋﻠﻔﻴﺔ‬
‫ﻟﻘﺪ ﺍﺯﺩﺍﺩ ﺑﺸﻜﻞ ﻛﺒﲑ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻣﻨﺬ ﻋﺎﻡ ‪١٩٩٠‬ﻡ‪ ،‬ﻭﻻ‬
‫ﺯﺍﻝ ﺍﻻﺯﺩﻳﺎﺩ ﻣﺴﺘﻤﺮﺍﹰ‪ .‬ﻭﻳﺒﻠﻎ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ ﰲ ﺑﻌﺾ ﺍﻟﻜﻠﻴﺎﺕ ‪ %٣٠‬ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺗﺘﻔﺎﻭﺕ ﻗﺪﺭﺓ ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻛﺜﲑﺍﹰ ﻋﻨﺪ ﺍﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﳉﺎﻣﻌﺔ‪.‬‬
‫• ﺃﺷﺎﺭ ﺗﻘﺮﻳﺮ ﺳﺎﺑﻖ ‪ -‬ﺿﻴﻖ ﺍﻟﻨﻄﺎﻕ ‪ -‬ﻳﺘﻌﻠﻖ ﺑﻘﻀﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻄﻼﺏ ﻭﻣﺘﻄﻠﺒﺎﺕ‬
‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳉﺎﻣﻌﺔ ﺇﱃ ﺍﳊﺎﺟﺔ ﺍﳌﻠﺤﺔ ﺇﱃ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺸﻜﻼﺕ ﺍﻟﱵ‬
‫ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪.‬‬
‫• ﻭ ﻗﺪ ﺃﺩﻯ ﺫﻟﻚ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻟﻠﺤﺎﺟﺎﺕ ﻟﻘﻴﺎﺱ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺒﺎﻧﺘﲔ‬
‫ﻟﺪﺭﺍﺳﺔ ﺁﺭﺍﺀ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ ﻭﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ‬
‫ﺍﳉﺎﻣﻌﺔ‪.‬‬

‫‪١٠٠‬‬
‫• ﻭﻗﺪ ﺭﻛﺰﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ‬
‫ﺛﺎﻧﻴﺔ ﻭﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﺍﳋﱪﺍﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻮ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﺳﻌﺖ ﺇﱃ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻟﺘﺤﺴﲔ‬
‫ﺍﳌﻮﻗﻒ‪.‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ‪ :‬ﻭﻗﺪ ﺗﻀﻤﻨﺖ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺍﳌﺄﺧﻮﺫﺓ ﻣﻦ ﺑﻌﺾ‬
‫ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺍﳌﺸﺎ‪‬ﺔ ﺍﻟﱵ ﰎ ﺇﻋﺪﺍﺩﻫﺎ ﰲ ﻣﺆﺳﺴﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺍﻷﺧﺮﻯ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﻘﻀﺎﻳﺎ ﺧﺎﺻﺔ ﺑﺎﳉﺎﻣﻌﺔ‪ .‬ﻭﻗﺪ ﰎ ﺗﻮﺯﻳﻊ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﶈﺎﻭﺭ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻋﺎﻣﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪﻭﺭﺓ ﺃﻭ ﺑﺎﻟﻮﺭﻗﺔ ﺍﻟﱵ ﻳﺼﻔﻬﺎ ﺍﶈﺎﺿﺮ‪.‬‬ ‫•‬
‫ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻋﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‬ ‫•‬
‫ﰲ ﺍﻟﺪﻭﺭﺓ‪/‬ﺍﻟﻮﺭﻗﺔ‪.‬‬
‫ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺪﻭﺭﺓ‪/‬ﺍﻟﻮﺭﻗﺔ ﰲ ﳎﺎﻻﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬ ‫•‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪.‬‬
‫ﺍﻗﺘﺮﺍﺣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺄﻱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﺪﻭﺭﺍﺕ ﺍﳌﻌﺪﺓ ﻟﻠﻄﻼﺏ‬ ‫•‬
‫ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪.‬‬
‫ﺗﻌﺪﻳﻼﺕ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻭ ﰲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻧﺘﻴﺠﺔ ﻟﻠﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ‬ ‫•‬
‫ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﰎ ﲡﺮﻳﺐ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﻗﺒﻞ ﺗﻮﺯﻳﻌﻬﺎ‪ .‬ﻭﻗﺪ ﰎ ﲢﺪﻳﺪ ﺍ‪‬ﻴﺒﲔ ﻋﻠﻰ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺑﻮﺍﺳﻄﺔ ﺭﺅﺳﺎﺀ‬
‫ﺍﻷﻗﺴﺎﻡ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﺎ ﻭﺍﺣﺪ ﻭﲬﺴﻮﻥ ﻗﺴﻤﺎ ﰲ ﺍﳉﺎﻣﻌﺔ‪ .‬ﻭ ﻗﺪ ﰎ ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺸﻜﻞ ﻛﻠﻲ ﻭﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻜﻠﻴﺎﺕ ﻛﻼ ﻋﻠﻰ ﺣﺪﺓ‪.‬‬
‫ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻄﻼﺏ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :(٣‬ﺍﺳﺘﺒﺎﻧﺔ ﺍﻟﻄﻼﺏ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﺴﺨﺔ ﻣﻌﺪﻟﺔ ﻣﻦ‬
‫ﺍﺳﺘﺒﺎﻧﺔ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ‪ ،‬ﻓﺒﻨﺎﺀ ﺍﻻﺳﺘﺒﺎﻧﺘﲔ ﻣﺘﺸﺎﺑﻪ‪ ،‬ﻭﻟﻜﻦ ﱂ ﻳﺘﻢ ﺍﻟﺘﺮﻛﻴﺰ ﺑﺸﻜﻞ ﻛﺒﲑ ﻋﻠﻰ ﺍﻟﺘﻮﻗﻌﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﺳﺘﺒﺎﻧﺔ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﻞ ﻛﺎﻥ ﺍﻟﺘﺮﻛﻴﺰ ﺃﻛﱪﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﺘﻢ ﻣﻮﺍﺟﻬﺘﻬﺎ‪ .‬ﻭﻗﺪ ﺟﺮﺑﺖ‬
‫ﺍﻻﺳﺘﺒﺎﻧﺔ ﻗﺒﻞ ﺗﻮﺯﻳﻌﻬﺎ‪ ،‬ﻭﻭﺯﻋﺘﻌﻠﻰ ﺍﻟﻄﻼﺏ ﺍﳌﻠﺘﺤﻘﲔ ﺑﻜﻞ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﰎ ﲢﺪﻳﺪﻫﺎ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ ﻋﻠﻰ ﺃ‪‬ﺎ ﺗﻀﻢ ﻧﺴﺒﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻜﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ‬
‫ﺛﺎﻧﻴﺔ‪ ،‬ﻭﻗﺪ ﺑﻠﻎ ﻋﺪﺩ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺍﻟﱵ ﰎ ﻋﺒﺌﺖ ‪ ٣٠٢‬ﺍﺳﺘﺒﺎﻧﺔ‪.‬‬

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‫ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﻟﻘﺪ ﰎ ﻛﺘﺎﺑﺔ ﺗﻘﺮﻳﺮ ﻣﻜﻮﻥ ﻣﻦ ‪ ٥٧‬ﺻﻔﺤﺔ ﻳﺼﻒ ﻧﺘﺎﺋﺞ ﺍﻻﺳﺘﺒﺎﻧﺘﲔ ﻣﺘﻀﻤﻨﺎﹰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻣﺮﺷﺪ ﻟﻠﻤﻨﻬﺞ ﻭ ﳎﻤﻮﻋﺔ ﺗﺪﺭﻳﺴﻴﺔ ﳌﺪﺭﺳﲔ ﻳﺪﺭﺳﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‬
‫ﻟﻼﺟﺌﲔ ﻓﻴﺘﻨﺎﻣﻴﲔ ﰲ ﻟﻨﺪﻥ‬
‫ﻫﺬﺍ ﻣﺜﺎﻝ ﻟﺘﺤﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰎ ﺗﻨﻔﻴﺬﻩ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﺪﻭﺭﺓ ﻭﺗﻄﻮﻳﺮﻫﺎ‪.‬‬
‫ﺍﶈﻴﻂ‬
‫ﻧﻈﺮﺍ ﻟﻮﺻﻮﻝ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻼﺟﺌﲔ ﺍﻟﻔﻴﺘﻨﺎﻣﻴﲔ ﺇﱃ ﻟﻨﺪﻥ‪ ،‬ﻓﻘﺪ ﻗﺎﻡ ﻣﻌﻬﺪ ‪ Kensington‬ﺑﺎﻟﺘﻌﺎﻭﻥ‬
‫ﻣﻊ ﻭﺣﺪﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺘﺎﺑﻌﺔ ﻟﺴﻠﻄﺔ ﻟﻨﺪﻥ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ) ‪Inner London‬‬
‫‪ ( Education Authority Language and Literacy Unit‬ﺑﺘﺼﻤﻴﻢ ﺑﺮﻧﺎﻣﺞ‬
‫ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﳍﺆﻻﺀ ﺍﻟﻼﺟﺌﲔ‪ .‬ﻭﻗﺪ ﰎ ﺗﻌﻴﲔ ﺳﺘﺔ ﻣﺪﺭﺳﲔ ﻭﻣﺪﺭﺱ ﺟﺎﻣﻌﻲ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻣﻊ ﲢﺪﻳﺪ ﻭﻗﺖ ﻟﺘﺨﻄﻴﻂ ﺍﳌﻘﺮﺭ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺗﻨﺴﻴﻖ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺃﻃﺮ ﺍﳌﻘﺮﺭ ﻟﻘﺪ ﰎ ﺍﺧﺘﻴﺎﺭ ﻋﺸﺮﺓ ﻣﻮﺿﻮﻋﺎﺕ ﻟﺘﻤﺜﻞ ﺃﺳﺎﺳﺎﹰ ﻟﻠﱪﻧﺎﻣﺞ ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﱪﺍﺕ ﻃﻼﺏ ﺣﺎﺟﺎ‪‬ﻢ‬
‫ﻣﺸﺎ‪‬ﺔ ﳊﺎﺟﺎﺕ ﻫﺆﻻﺀ ﺍﻟﻼﺟﺌﲔ‪.‬‬
‫ﺍﻟﻌﻤﻞ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﺷﺨﺼﻴﺔ‬
‫ﺍﳋﺪﻣﺎﺕ‬ ‫ﺍﻟﺘﺴﻮﻕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﺼﺤﺔ ﻭﺍﳋﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺎﺕ‬ ‫ﺍﻟﺴﻜﻦ‬
‫ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﺸﺮﺍﺏ‬ ‫ﺍﻟﺴﻔﺮ‬

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‫ﻭﻗﺪ ﻛﺎﻧﺖ ﻫﺬﻩ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﺃﻥ ﻳﺘﻢ ﻣﺮﺍﺟﻌﺘﻬﺎ ﰲ ﺿﻮﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻨﺎﻣﻴﺔ ﻭﺍﳌﺘﻌﻠﻘﺔ‬
‫ﲝﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﺧﻼﻝ ﺗﺪﺭﻳﺲ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻭﻗﺪ ﺍﺧﺘﲑ ﺑﻌﺪ ﺫﻟﻚ ﻣﻮﺍﻗﻒ ﻣﻦ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﰎ ﺍﻟﺘﻨﺒﺆ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻜﻞ ﻣﻮﻗﻒ‪ ،‬ﻭﻗﺪ ﺃﺩﻯ ﻫﺬﺍ ﺇﱃ ﺇﻧﺘﺎﺝ ﺃﻃﺮ ﻣﺆﻗﺘﺔ ﻟﻠﻤﻘﺮﺭ‬
‫ﻣﺮﺗﺒﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻋﺎﺕ‪.‬‬
‫ﻣﻠﻔﺎﺕ ﺍﻟﻄﻼﺏ ‪ :student profiles‬ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﺍﻟﱪﻧﺎﻣﺞ ﻓﻘﺪ ﺍﺣﺘﻔﻆ ﺑﺴﺠﻼﺕ ﲢﺘﻮﻱ‬
‫ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻔﺼﻮﻝ ﲨﻌﺖ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻭ ﺛﻘﺖ ﺧﱪﺍﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﻣﻮﺍﻃﻦ‬
‫ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻋﻨﺪ ﻛﻞ ﻃﺎﻟﺐ‪ ،‬ﻭﳎﺎﻻﺕ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳌﺸﺘﺮﻛﺔ‪ ،‬ﻭﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﰲ‬
‫ﻣﻠﻔﺎﺕ ﺍﻟﻄﻼﺏ‪ ،‬ﻛﻤﺎ ﻋﻜﺴﺖ ﺗﻠﻚ ﺍﳌﻠﻔﺎﺕ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻔﻴﺪ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ ﰲ ﺫﻟﻚ‬
‫ﺍﻟﻔﺼﻞ‪٠‬‬
‫ﻣﻘﺎﺭﻧﺎﺕ ﺛﻘﺎﻓﻴﺔ‪ :‬ﻭﻗﺪ ﰎ ﻛﺬﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳌﻼﺣﻈﺔ ﻭﺍﳌﻨﺎﻗﺸﺎﺕ ﻭﺍﳌﻘﺎﺑﻼﺕ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ‬
‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺑﲔ ﺍﻟﻔﻴﺘﻨﺎﻣﻴﲔ ﻭﺍﻟﱪﻳﻄﺎﻧﻴﲔ ﺗﺘﻌﻠﻖ ﺑﻘﻀﺎﻳﺎﻣﺜﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻷﺳﺮﻳﺔ‪ ،‬ﻭﻛﱪ ﺍﻟﺴﻦ‪،‬‬
‫ﻭﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻻﺳﺘﺠﻤﺎﻡ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻻﺧﺘﻼﻓﺎﺕ ﰲ ﺍﳌﻌﺎﻳﲑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﲔ‬
‫ﺍﻟﺜﻘﺎﻓﺘﲔ‪ ،‬ﻭﻗﺪ ﺿﻤﻨﺖ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﻟﻘﺪ ﻧﺘﺞ ﻋﻦ ﺍﳌﺸﺮﻭﻉ ﺇﻋﺪﺍﺩ ﳎﻤﻮﻋﺔ ﺗﺪﺭﻳﺴﻴﺔ ﺧﺎﺻﺔ ﺑﺎﳌﺪﺭﺳﲔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ ١٥٦‬ﺻﻔﺤﺔ ﺗﺸﻤﻞ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ( ﻭﺻﻒ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ‪٠‬‬
‫ﺏ( ﺃﻃﺮ ﺍﳌﻘﺮﺭ‪.‬‬
‫ﺝ( ﻣﻨﺎﻗﺸﺔ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺃﻧﺸﻄﺘﻪ‪.‬‬
‫ﺩ( ﺇﺭﺷﺎﺩﺍﺕ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫ﻫـ( ﺃﻭﺭﺍﻕ ﻋﻤﻞ‪.‬‬
‫ﻭ( ﺃﺩﻭﺍﺕ ﻣﺴﺎﻋﺪﺓ ﻭﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺯ( ﻣﻨﺎﻗﺸﺔ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﺎﻟﻔﻴﺘﻨﺎﻣﻴﺔ ﰲ ﺗﻌﻠﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬

‫‪١٠٣‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗـﻢ )‪ : (١‬ﺗﺼﻤﻴﻢ ﺍﺳﺘﺒﺎﻧـﺔ‬

‫ﳚﺐ ﺃﺧﺬ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﳊﺴﺒﺎﻥ ﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺍﺳﺘﺒﺎﻧﺔ ‪.‬‬
‫‪ -١‬ﺃﺳﺌﻠﺔ ﺃﻭﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﻫﻞ ﻣﻦ ﺍﳌﻔﻴﺪ ﺇﺟﺮﺍﺀ ﺑﻌﺾ ﺍﳌﻘﺎﺑﻼﺕ ﻗﺒﻞ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻦ ﺃﺟﻞ ﺃﺧﺬ ﻓﻜﺮﺓ ﻋﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ‬
‫ﻭﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﻨﺎﺳﺒﺔ؟‬
‫ﺏ‪ -‬ﻣﺎ ﺣﺠـﻢ ﺍﻟﻌﻴﻨﺔ ؟ ﻫﻞ ﺍﻟﻌﻴﻨﺔ ﳑﺜﻠﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ ﺍﻟﱵ ﻳﺮﺍﺩ ﺃﺧﺬ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻨﻬﺎ؟‬
‫ﺝ‪ -‬ﻛﻴﻒ ﺳﺘﺠﺮﺏ ﺍﻻﺳﺘﺒﺎﻧﺔ؟‬
‫ﺩ‪ -‬ﻛﻴﻒ ﺳﺘﻮﺯﻉ ﺍﻻﺳﺘﺒﺎﻧﺔ )ﻣﺜﻼﹰ ﺑﻮﺍﺳﻄﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﻭ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺒﺎﺣﺚ ﻧﻔﺴﻪ ﺃﻭ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﺘﻮﺯﻳﻊ ﺍﳉﻤﺎﻋﻲ(؟‬
‫‪ -٢‬ﻧﻮﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‬

‫ﺃ‪ -‬ﻫﻞ ﺍﻟﺴﺆﺍﻝ ﻓﻌﻼﹰ ﺿﺮﻭﺭﻱ؟ ﻛﻴﻒ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻮﻓﺮﻫﺎ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ؟‬
‫ﺏ‪ -‬ﻫﻞ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻷﺳﺌﻠﺔ ﺃﺧﺮﻯ ﰲ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ؟‬
‫ﺝ‪ -‬ﻫﻞ ﳝﻜﻦ ﻟﻠﻤﺠﻴﺒﲔ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ؟ ﻫﻞ ﻟﺪﻳﻬﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ )ﻣﺜﻼ ﺍﻹﺟﺎﺑﺔ ﻋﻦ‬
‫ﺳﺆﺍﻝ ﻣﺜﻞ "ﻛﻢ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻳﺴﺘﺨﺪﻡ ﻃﻼﺑﻚ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ ؟"(؟‬
‫ﺩ‪ -‬ﻫﻞ ﻳﻨﺒﻐﻲ ﺟﻌﻞ ﺍﻷﺳﺌﻠﺔ ﺃﻛﺜﺮ ﲢﺪﻳﺪﺍﹰ ﻭﺃﻛﺜﺮ ﺻﻠﺔ ﲞﱪﺍﺕ ﺍ‪‬ﻴﺒﲔ ﺍﻟﺸﺨﺼﻴﺔ؟‬
‫ﻩ‪ -‬ﻫﻞ ﺍﻟﺴﺆﺍﻝ ﻓﻴﻪ ﲢﻴﺰ ﳓﻮ ﺟﻬﺔ ﻣﻌﻴﻨﺔ ؟ )ﻣﺜﻼ "ﻫﻞ ﺗﻮﺍﻓﻖ ﻋﻠﻰ ﺃﻥ ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ ﻫﻮ ﺃﻓﻀﻞ‬
‫ﻃﺮﻳﻘﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ؟"(‬
‫ﻭ‪ -‬ﻫﻞ ﻟﺪﻯ ﺍ‪‬ﻴﺒﲔ ﺭﻏﺒﺔ ﰲ ﺇﻋﻄﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ؟ )ﻣﺜﻼ "ﻫﻞ ﻳﻌﺮﻑ ﻣﺪﺭﺳﻚ ﻛﻴﻒ ﻳﺪﺭﺱ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ؟"(‬
‫ﺯ‪ -‬ﻫﻞ ﻣﻦ ﺍﳌﻨﺎﺳﺐ ﺃﻥ ﺗﺴﺄﻝ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ؟ ) ﻣﺜﻼ "ﻛﻢ ﻋﻤـﺮﻙ ؟"(‬
‫‪ -٣‬ﻛﻴﻒ ﺻﻴﻐﺖ ﺍﻷﺳﺌﻠﺔ‬

‫ﺃ‪ -‬ﻫﻞ ﳝﻜﻦ ﻓﻬﻢ ﺍﻟﺴﺆﺍﻝ ؟ ﻫﻞ ﺍﻟﺼﻴﺎﻏﺔ ﻏﺎﻣﻀﺔ؟‬
‫ﺏ‪ -‬ﻫﻞ ﳝﻜﻦ ﺗﻘﺼﲑ ﺍﻟﺴﺆﺍﻝ ؟ )ﻋﺪﻡ ﲣﻄﻲ ﺣﺎﺟﺰ ‪ ٢٠‬ﻛﻠﻤﺔ( ‪.‬‬
‫ﺝ‪ -‬ﻫﻞ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﻔﺮﺩﺍﺕ ﳝﻜﻦ ﺃﻥ ﻳﻌﺮﻓﻬﺎ ﺍﳌﺘﻌﻠﻢ ؟‬
‫ﺩ‪ -‬ﻫﻞ ﳛﺘﻮﻱ ﺍﻟﺴﺆﺍﻝ ﻋﻠﻰ ﺃﻳﺔ ﻣﻨﻄﻠﻘﺎﺕ ﻏﲑ ﻣﺼﺮﺡ ‪‬ﺎ ؟ )ﻣﺜﺎﻻ "ﰲ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ‬
‫ﻛﻠﻴﺘﻚ ﻫﻞ ﺃﻧﺖ … ؟"(‬

‫‪١٠٤‬‬
‫ﻩ‪ -‬ﻫﻞ ﻫﻨﺎﻙ ﺃﺳﺌﻠﺔ ﻓﻴﻬﺎ ﺟﺎﻧﺐ ﺍﺣﺘﺮﺍﻡ‪ ،‬ﺃﻱ ﺗﻠﻚ ﺍﻟﱵ ﻣﻦ ﺍﶈﺘﻤﻞ ﺃﻥ ﳛﺎﻭﻝ ﺍﻟﻄﻼﺏ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‬
‫ﻟﻴﻌﻄﻮﺍ ﺍﻧﻄﺒﺎﻋﺎﹰ ﺟﻴﺪﺍﹰ ﻋﻦ ﺃﻧﻔﺴﻬﻢ؟ )ﻣﺜﺎﻝ "ﻫﻞ ﺍﺳﺘﺨﺪﻣﺖ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ‬
‫ﺩﺭﺳﺘﻬﺎ؟"(‬
‫ﻭ‪ -‬ﻫﻞ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺎﺕ ﻓﻴﻪ ﲢﻴﺰ ﺃﻭ ﻣﺸﺒﻌﺔ ﻋﺎﻃﻔﻴﺎﹰ ﺑﺄﻳﺔ ﻃﺮﻳﻘﺔ ؟‬
‫ﺯ‪ -‬ﻫﻞ ﻣﻦ ﺍﻷﻓﻀﻞ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﰲ ﺻﻴﻐﺔ ﺃﻛﺜﺮ ﺧﺼﻮﺻﻴﺔ ﺃﻭ )ﺃﻗﻞ ﺧﺼﻮﺻﻴﺔ(؟‬
‫ﺡ‪ -‬ﻫﻞ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﳝﻜﻦ ﺃﻥ ﺗﺘﺄﺛﺮ ﲟﺤﺘﻮﻯ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ؟‬
‫‪ -٤‬ﻧﻮﻉ ﺍﻟﻌﻨﺎﺻﺮ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ‬

‫ﺃ‪ -‬ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ ‪ :open question‬ﺃﻱ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻪ ﲝـﺮﻳﺔ ﻭﻟﻴـﺲ‬
‫ﻫﻨﺎﻙ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ‪.‬‬
‫ﺏ‪ -‬ﺳﺆﺍﻝ ﻣﻐﻠﻖ ‪ :closed question‬ﺃﻱ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻪ ﺑﺎﺧﺘﻴﺎﺭ ﺃﺣﺪ‬
‫ﺍﳋﻴﺎﺭﺍﺕ ﺍﳌﻘﺪﻣﺔ ‪.‬‬
‫ﺝ‪ -‬ﻗﺎﺋﻤـﺔ ﻓﺤﺺ ‪ :checklist‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﺗﺼﻒ ﺻﻔﺎﺕ ﺃﻭ ﻗﻴﻤﺎ ﳐﺘﻠﻔﺔ ‪.‬‬
‫ﺩ‪ -‬ﻣﻘﻴﺎﺱ ﺗﺼﻨﻴﻔﻲ ﻣﺘﺪﺭﺝ ‪ :rating scale‬ﻗﻴﻤﺔ ﻣﻮﺿﻮﻋـﺔ ﰲ ﻣﻘـﻴﺎﺱ )ﻣﺜﻼ ﺑﲔ "ﺃﻭﺍﻓﻖ‬
‫ﺑﺸﺪﺓ " ﻭ "ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ"( ‪.‬‬
‫ﻩ‪ -‬ﺍﻟﺘﺮﺗﻴﺐ ‪ :ranking‬ﺗﺮﺗﺐ ﺍﻟﻌﻨﺎﺻﺮ )ﻣﺜﻼ ﻣﻦ ‪ ١‬ﺣﱴ ‪ (٩‬ﻭﻓﻘﺎﹰ ﻟﺒﻌﺾ ﺍﳌﻌﺎﻳﲑ ‪.‬‬
‫ﻭ‪ -‬ﻗﺎﺋﻤـﺔ ‪ :inventory‬ﻳﻘﻮﻡ ﺍ‪‬ﻴﺒﻮﻥ ﺑﺘﻌﻠﻴﻤﻬﺎ ﺃﻭ ﻓﺤﺼﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻣﺎ ‪.‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗـﻢ )‪ (٢‬ﺍﺳﺘﺒﺎﻧﺔ ﲢﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‬

‫ﺍﺳﺘﺒﺎﻧـﺔ ﺍﺳﺘﺨﺪﻣـﺖ ﰲ ﲢـﻠﻴﻞ ﺍﳊﺎﺟـﺎﺕ ﳌﺘﻌﻠﻤﻲ ﺍﻟﻜﺎﻧﺘـﻮﻧﻴﺔ ﰲ ﻫﻮﻧﺞ ﻛﻮﻧﺞ )ﻣﻦ ‪Li and‬‬
‫‪.(Richards ١٩٩٥‬‬
‫ﺍﳉﺰﺀ ﺃ ‪:‬‬
‫ﰲ ﺃﻱ ﻣﻮﻗﻒ ﺗﻌﺪ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻣﻔﻴﺪﺓ ﻟﻚ )ﺃﻭ ﻗﺪ ﺗﻜﻮﻥ ﻣﻔﻴﺪﺓ(؟‬
‫ﻓﻀﻼﹰ ﺍﺧﺘﺮ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻨﺎﺳﺐ ‪.‬‬
‫ﻏﲑ ﻣﻔﻴﺪ‬ ‫ﻣﻔﻴﺪ‬ ‫ﻣﻔﻴﺪ ﺟﺪﺍﹰ‬
‫ﺃ‪ .١‬ﺷﺮﺍﺀ ﺃﺷﻴﺎﺀ ﻣﻦ ﺍﳌﺘﺎﺟـﺮ ﻭﺍﻷﺳﻮﺍﻕ ﺍﳌﺮﻛﺰﻳﺔ‪.‬‬
‫ﺃ‪ .٢‬ﺷﺮﺍﺀ ﺃﺷﻴﺎﺀ ﻣﻦ ﺍﻟﺴﻮﻕ ‪.‬‬

‫‪١٠٥‬‬
‫ﺃ‪ .٣‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺎﳋﺪﻣﺎﺕ ﻭﺍﻟﺒﻀﺎﺋﻊ ﺍﻟﱵ ﺃﺭﻳﺪ ﺷﺮﺍﺀﻫﺎ ‪.‬‬
‫ﺃ‪ .٤‬ﻃﻠﺐ ﻃﻌﺎﻡ ﰲ ﻣﻄﻌﻢ ‪ /‬ﻣﻄﻌﻢ ﻣﺘﻨﻘﻞ ‪ /‬ﻣﻘﺼـﻒ ‪.‬‬
‫ﺃ‪ .٥‬ﺭﻛﻮﺏ ﺳﻴﺎﺭﺓ ﺃﺟـﺮﺓ ‪.‬‬
‫ﺃ‪.٦‬ﺭﻛﻮﺏ ﻭﺳﺎﺋﻞ ﻣﻮﺍﺻﻼﺕ ﻋﺎﻣﺔ ﺃﺧـﺮﻯ ‪.‬‬
‫ﺃ‪ .٧‬ﺍﻟﺴﺆﺍﻝ ﻋﻦ ﺍﳉﻬـﺎﺕ ‪.‬‬
‫ﺃ‪ .٨‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﻟﻌﻤـﻞ ‪.‬‬
‫ﺃ‪ .٩‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﻣﻮﻇﻔﻲ ﺍﳌﻜﺘﺐ ﰲ ﺍﻟﻌﻤـﻞ ‪.‬‬
‫ﺃ‪ .١٠‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﳉﲑﺍﻥ ‪.‬‬
‫ﺃ‪ .١١‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﻷﻃﻔﺎﻝ ‪.‬‬
‫ﺃ‪ .١٢‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﻷﺻﺪﻗﺎﺀ ‪.‬‬
‫ﺃ‪ .١٣‬ﺍﻟﻘﻴﺎﻡ ﲟﺤﺎﺩﺛﺎﺕ ﻋﻔﻮﻳﺔ ﻣﻊ ﺍﻟﻨﺎﺱ ‪.‬‬
‫ﺃ‪ .١٤‬ﺍﻟﺘﺤـﺪﺙ ﻣﻊ ﺍﻟﻄـﻼﺏ ‪.‬‬
‫ﺃ‪ .١٥‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﻣﺴﺎﻋﺪ ﳏﻠﻲ )ﻳﺘﺤﺪﺙ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ( ‪.‬‬
‫ﺃ‪ .١٦‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﻜﺎﻥ ﺇﻗﺎﻣـﱵ ‪.‬‬
‫ﺃ‪ .١٧‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﲔ ﻭﺍﻟﺴﺒﺎﻛﲔ‪ ...‬ﺇﻟـﺦ ‪.‬‬
‫ﺃ‪ .١٨‬ﺍﺳﺘﻘﺒﺎﻝ ﻣﻜﺎﳌـﺎﺕ ﻫﺎﺗﻔـﻴﺔ ‪.‬‬
‫ﺃ‪ .١٩‬ﺇﺟـﺮﺍﺀ ﻣﻜﺎﳌﺎﺕ ﻫﺎﺗﻔـﻴﺔ ‪.‬‬
‫ﺃ‪ .٢٠‬ﺍﻻﻧﻀﻤﺎﻡ ﺇﱃ ﲨﺎﻋﺔ ﻫﻮﺍﻳﺎﺕ ﺃﻭ ﺍﻫﺘﻤﺎﻣﺎﺕ‪.‬‬
‫ﺃ‪ .٢١‬ﳑﺎﺭﺳﺔ ﺍﻟﺮﻳﺎﺿﺔ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺃﻧﺪﻳﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫ﺃ‪ .٢٢‬ﻣﺸﺎﻫﺪﺓ ﺍﻟﺘﻠﻔﺎﺯ ﺃﻭ ﺍﻷﻓـﻼﻡ ‪.‬‬
‫ﺃ‪ .٢٣‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﳌﺬﻳـﺎﻉ ‪.‬‬
‫ﺃ‪ .٢٤‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻮﺳﻴﻘﻰ ﻛﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﺃ‪ .٢٥‬ﺯﻳﺎﺭﺓ ﺍﻷﺻﺪﻗـﺎﺀ ﰲ ﺑﻴﻮ‪‬ﻢ‪.‬‬
‫ﺃ‪ .٢٦‬ﺯﻳﺎﺭﺓ ﺃﺟـﺰﺍﺀ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺨﺘﻠﻔـﺔ ‪.‬‬
‫ﺃ‪ .٢٧‬ﺯﻳﺎﺭﺓ ﻣﻨﻄﻘﺔ ﻗﻮﺍﻧـﺪﻭﻧﻖ ‪.‬‬
‫ﺃ‪ .٢٨‬ﺍﻟﻘﻴـﺎﻡ ﺑﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﺴﻔـﺮ ‪.‬‬
‫ﺃ‪ .٢٩‬ﺍﺳﺘﺨـﺪﺍﻡ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﰲ ﻣﻮﺍﻗﻒ ﺗﺘﻌﻠﻖ ﺑﻌﻤـﻠﻲ ‪.‬‬
‫ﻓﻀﻼﹰ ﺍﺷـﺮﺡ‪:‬ــــــــــــــــــــــــــــــــ‬
‫ـــــــــــــــــــــــــــــــــــ‬

‫‪١٠٦‬‬
‫ـــــــــــــــــــــــــــــــــــــــــ‬
‫ﺃﺧـﺮﻯ ‪:‬ــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــــــــــــ‬
‫ﺍﳉـﺰﺀ ﺏ ‪:‬‬
‫ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤـﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻫﻢ ﲬﺴﺔ ﻋﻨﺎﺻﺮ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻚ ‪ .‬ﻭﺍﻛﺘﺐ ﺍﻷﺭﻗﺎﻡ ﻫﻨﺎ‬
‫ﺍﳉﺰﺀ ﺝ ‪:‬‬
‫ﺇﺫﺍ ﻛﻨﺖ ﺗﺘﻜﻠﻢ ﺷﻴﺌﺎﹰ ﻣﻦ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻓﺮﺟﺎﺀ ﺣﺪﺩ ﻣﺴﺘﻮﻯ ﻗﺪﺭﺗﻚ ﺍﳊﺎﱄ ﻓﻴﻬﺎ‪:‬‬
‫ﺝ‪ .١‬ﺃﺳﺎﺳﻲ )ﺃﻗﻞ( ‪ :‬ﺃﻋﺮﻑ ﻛﻠﻤﺎﺕ ﻗﻠﻴﻠﺔ ﻭﺑﻀﻊ ﺗﻌﺒﲑﺍﺕ ﺛﺎﺑﺘﺔ ‪ ،‬ﻻ ﺃﺳﺘﻄﻴﻊ ﺍﻟﻘﻴﺎﻡ ﲟﺒﺎﺩﻻﺕ‬
‫‪ exchanges‬ﲢﺎﺩﺛﻴﺔ‪ ،‬ﺃﺳﺘﻄﻴﻊ ﺍﻟﺮﺩ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻣﺒﺎﺩﻻﺕ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﻗﻠﻴﻠﺔ‪،‬‬
‫ﻣﻔﺮﺩﺍﺕ ﻭﻗﻮﺍﻋﺪ ﻭﻣﻌﺮﻓﺔ ﺑﺎﻟﺘﻌﺒﲑﺍﺕ ﺍﻻﺻﻄﻼﺣﻴﺔ ﳏﺪﻭﺩﺓ ﺟـﺪﺍﹰ ‪ ،‬ﺍﻟﻨﻄﻖ ﻣﺘﺄﺛﺮ ﺑﺸﻜﻞ ﻛﺒﲑ ﺑﺎﻟﻠﻐﺔ‬
‫ﺍﻷﻡ ‪.‬‬
‫ﺝ‪ .٢‬ﺃﺳﺎﺳﻲ )ﺃﻋﻠﻰ( ‪ :‬ﺃﻋﺮﻑ ﻋﺪﺩﺍﹰ ﳏﺪﺩﺍﹰ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ‪ ،‬ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﺩﺍﺭﺓ‬
‫ﳏﺎﺩﺛﺎﺕ ﳏﺪﻭﺩﺓ ﻭﻗﺼﲑﺓ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻌﺮﻭﻓﺔ ﺳﻠﻔﺎﹰ ‪ ،‬ﻣﻌﺮﻓﺔ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻑ ﺑﺎﳌﻔﺮﺩﺍﺕ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻻﺻﻄﻼﺣﻴﺔ ‪ ،‬ﺍﻟﻨﻄﻖ ﻣﺘﺄﺛﺮ ﺑﺸﻜﻞ ﻛﺒﲑ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻡ ‪.‬‬
‫ﺝ‪ : ٣‬ﻣﺘﻮﺳﻂ )ﺃﻗﻞ( ‪ :‬ﻃﻼﻗﺔ ﻣﻌﻘﻮﻟﺔ ﰲ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺻﻌﻮﺑﺔ ﺧﺎﺭﺝ ﻫﺬﺍ‬
‫ﺍﻟﻌﺪﺩ ﺍﶈﺪﻭﺩ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ‪ ،‬ﻣﺸﻜﻼﺕ ﻛﺜﲑﺓ ﻣﻊ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻻﺻﻄﻼﺣﻴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ‬
‫ﻭﺍﻟﻨﻄـﻖ ‪.‬‬
‫ﺝ‪ .٤‬ﻣﺘﻮﺳﻂ )ﺃﻋﻠﻰ( ‪ :‬ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﺼﺮﻑ ﺑﺸﻜﻞ ﻣﺮﻳﺢ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺄﻟﻮﻓﺔ ﻭﰲ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺄﻟﻮﻓﺔ‪،‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻭﺟﻮﺩ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻣﻊ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻻﺻﻄﻼﺣﻴﺔ ﻭﺍﻟﻘﻮﺍﻋـﺪ‬
‫ﻭﺍﻟﻨﻄﻖ‪.‬‬

‫‪١٠٧‬‬
‫ﺝ‪ .٥‬ﻣﺘﻘﺪﻡ ‪ :‬ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ﺑﻄﻼﻗﺔ ﻭﺑﺸﻜﻞ ﻃﺒﻴﻌﻲ ﰲ ﻏﺎﻟﺒﻴﺔ ﺍﳌﻮﺿﻮﻋﺎﺕ ‪ ،‬ﻣﺸﻜﻼﺕ ﻗﻠﻴﻠﺔ ﰲ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻻﺻﻄﻼﺣﻴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻨﻄﻖ ‪.‬‬
‫ﺝ‪ .٦‬ﺇﺫﺍ ﺳﺒﻖ ﻟﻚ ﺃﻥ ﺩﺭﺳﺖ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻓﺮﺟﺎﺀ ﺣﺪﺩ ﲢﺖ ﺃﻳﺔ ﻇﺮﻭﻑ ‪.‬‬
‫ﺃ‪ -‬ﺩﺭﺳﺖ ﰲ ﺩﻭﺭﺓ‪.‬‬
‫ﺏ‪ -‬ﺩﺭﺳﺖ ﻣﻊ ﻣﺪﺭﺱ ﺧﺼﻮﺻـﻲ‪.‬‬
‫ﺕ‪ -‬ﺗﻌﻠﻤﺖ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﻄﺮﻳﻘـﺔ ﻏﲑ ﺭﲰـﻴﺔ‪.‬‬
‫ﺃﺧـﺮﻯ‪:‬ــــــــــــــــــــــــــــــ‬
‫ﺝ‪ .٧‬ﺇﺫﺍ ﻛﻨﺖ ﻗﺪ ﺣﻀﺮﺕ ﺩﻭﺭﺓ ﺭﲰﻴﺔ‪ ،‬ﻓﺮﺟﺎﺀ ﺣﺪﺩ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻭﻛﺜﺎﻓﺘﻬﺎ )ﻣﺜﻼ ‪ ٦‬ﺃﺳﺎﺑﻴﻊ ‪٣ ،‬‬
‫ﺳﺎﻋﺎﺕ ﻛﻞ ﺃﺳﺒﻮﻉ( ‪.‬‬
‫ﺝ‪ .٨‬ﻣﺎ ﻣﺪﻯ ﻓﺎﺋـﺪﺓ ﺍﻟﺪﻭﺭﺓ؟ )ﺍﻟﺮﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭﻙ( ‪.‬‬
‫ﻏﲑ ﻣﻔـﻴﺪﺓ‬ ‫ﻣﻔﻴﺪﺓ ﺇﱃ ﺣـﺪ ﻣﺎ‬ ‫ﻣﻔﻴﺪﺓ ﺟـﺪﺍﹰ‬
‫ﺭﺟـﺎﺀ ﺍﺷـﺮﺡ‪:‬ـــــــــــــــــــــــــــــــ‬
‫ـــــــــــــــــــــــــــــــــــ‬
‫ﺝ‪ .٩‬ﺇﺫﺍ ﻛﻨﺖ ﻗـﺪ ﺍﺳﺘﺨﺪﻣﺖ ﻛﺘﺎﺑﺎﹰ ﺩﺭﺍﺳﻴﺎ ﻭﺍﺣﺪﺍﹰ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻓﺮﺟﺎﺀ ﺍﺫﻛﺮ ﺍﺳﻢ ﻛﻞ ﻛﺘﺎﺏ ﻭﻣﺪﻯ‬
‫ﻓﺎﺋﺪﺓ ﻛﻞ ﻣﻨﻬﺎ ‪:‬‬
‫ﻣﻔﻴﺪ ﺟﺪﺍﹰ ﻣﻔﻴﺪ ﻏﲑ ﻣﻔﻴﺪ‬ ‫ﺍﺳــﻢ ﺍﻟﻜـــﺘﺎﺏ‬
‫ﺃ‪ -‬ـــــــــــــــــــــ‬
‫ﺏ‪ -‬ـــــــــــــــــــــ‬
‫ﺝ‪ -‬ـــــــــــــــــــــ‬
‫ﺩ‪ -‬ـــــــــــــــــــــ‬

‫‪١٠٨‬‬
‫ﺝ‪ .١٠‬ﺇﱃ ﺃﻱ ﺷﻲﺀ ﺗﻌﺰﻭ ﻗﺪﺭﺗﻚ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ؟‬
‫ﻏﲑ ﺻﺤﻴﺢ‬ ‫ﺻﺤﻴﺢ ﺟﺪﺍﹰ ﺻﺤﻴﺢ ﺇﱃ ﺣﺪ ﻣﺎ‬

‫ﺃ‪ -‬ﺩﺭﺳﺖ ﰲ ﺩﻭﺭﺓ ﻣﻔـﻴﺪﺓ‪.‬‬
‫ﺏ‪ -‬ﺩﺭﺳﺖ ﻣﻊ ﻣﺪﺭﺱ ﺧﺼﻮﺻـﻲ ‪.‬‬
‫ﺝ‪ -‬ﺑﺬﻟﺖ ﺟﻬﺪﺍﹰ ﻛﺒﲑﺍﹰ ﻻﺳﺘﺨـﺪﺍﻡ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﺩ‪ -‬ﺃﺳﺘﻤﺘﻊ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﻩ‪ -‬ﺃﺣﺘﺎﺝ ﺇﱃ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﰲ ﻋﻤـﻠﻲ ‪.‬‬
‫ﻭ‪ -‬ﺃﻧﺎ ﻣﺘﻌﻠﻢ ﻟﻐـﺔ ﺟـﻴﺪ ‪.‬‬
‫ﺯ‪ -‬ﺃﺣﺼﻞ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﻛﺒﲑﺓ ﻣﻦ ﺃﺻﺪﻗﺎﺋﻲ ﺍﻟﺬﻳﻦ‬
‫ﻳﺘﺤﺪﺛﻮﻥ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﺡ‪ -‬ﺃﻣﻀﻲ ﻭﻗﺘﺎﹰ ﻃﻮﻳﻼﹰ ﰲ ﺗﻌﻠﻢ ﺍﻟﻜﺎﻧﺘﻮﻧـﻴﺔ‪.‬‬
‫ﺃﺧـﺮﻯ‪:‬ـــــــــــــــــــــــــــــــــ‬
‫ﺝ‪ .١١‬ﻣﺎ ﺍﻷﻧﺸﻄـﺔ ﻭﺍﳋﱪﺍﺕ ﺍﻟﱵ ﺳﺎﻋﺪﺕ ﺑﺸﻜﻞ ﻛﺒﲑ ﰲ ﺩﺭﺍﺳﺘﻚ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ؟ ﺭﺟﺎﺀ ﻓﺼـّﻞ‬
‫ﺍﳉـﺰﺀ ﺩ ‪:‬‬

‫‪١٠٩‬‬
‫ﺇﺫﺍ ﺳﺒﻖ ﻟﻚ ﺃﻥ ﺩﺭﺳﺖ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻭﻟﻜﻨﻚ ﺗﻮﻗﻔﺖ ﻋﻦ ﺩﺭﺍﺳﺘﻬﺎ ‪ ،‬ﺭﺟﺎﺀ ﺃﻛﻤﻞ ﺍﳉﺰﺀ ﺩ ﺑﺎﺧﺘﻴﺎﺭ ﺍﳌﺮﺑﻊ‬
‫ﺍﳌﻨﺎﺳـﺐ‪.‬‬
‫ﺳﺒﻖ ﺃﻥ ﺩﺭﺳﺖ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭﻟﻜﻨﲏ ﺗﻮﻗﻔﺖ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻏﲑ ﺻﺤﻴﺢ‬ ‫ﺻﺤﻴﺢ ﺟﺪﺍﹰ ﺻﺤﻴﺢ ﺇﱃ ﺣﺪ ﻣﺎ‬
‫ﺩ‪ .١‬ﱂ ﻳﻜﻦ ﻋﻨﺪﻱ ﻭﻗﺖ ﻟﻠﻤﻮﺍﺻـﻠﺔ ‪.‬‬
‫ﺩ‪ .٢‬ﺷﻌﺮﺕ ﺃﻧﲏ ﱂ ﺃﺣﻘﻖ ﺃﻱ ﺗﻘـﺪﻡ ‪.‬‬
‫ﺩ‪ .٣‬ﱂ ﺃﻋﻂ ﺃﻱ ﻓﺮﺻﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺧﺎﺭﺝ‬
‫ﺍﻟﻔﺼﻞ ‪.‬‬
‫ﺩ‪ .٤‬ﱂ ﺗﻜﻦ ﺍﻟﺪﺭﻭﺱ ﻣﻔﻴﺪﺓ ﺑﺴﺒـﺐ ‪:‬‬
‫ﺃ‪ -‬ﱂ ﻧﺪﺭﺱ ﺃﺷﻴﺎﺀ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﺳﺘﺨﺪﻣﻬﺎ ‪.‬‬
‫ﺏ‪ -‬ﻭﺟﺪﺕ ﺃﻥ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻟﺼﻌﺐ ﺟﺪﺍﹰ ﺇﺗﻘﺎ‪‬ﺎ‬
‫ﺝ‪ -‬ﻭﺟﺪﺕ ﺃﻥ ﺍﻟﻨﻄﻖ ﻣﻦ ﺍﻟﺼﻌﺐ ﺟﺪﺍﹰ ﺇﺗﻘﺎﻧﻪ‬
‫ﺩ‪ -‬ﻭﺟﺪﺕ ﺃﻥ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺟﺪﺍﹰ ﺇﺗﻘﺎ‪‬ﺎ‬
‫ﻫـ‪ -‬ﻭﺟﺪﺕ ﺃﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ ﺍﻟﺼﻌﺐ ﺟﺪﺍﹰ ﺇﺗﻘﺎ‪‬ﺎ‪.‬‬
‫ﺩ‪ .٥‬ﻛﺎﻥ ﺍﳌﺪﺭﺱ ﻻ ﻳﻌﺮﻑ ﻛﻴﻒ ﻳﺪﺭﺱ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‬

‫ﺩ‪ .٦‬ﱂ ﺗﻌﺠﺒﲏ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫ﺩ‪ .٧‬ﻛﺎﻧﺖ ﺍﳌـﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤـﻴﺔ ‪:‬‬
‫ﺃ‪ -‬ﺻﻌﺒﺔ ﺟـﺪﺍﹰ ‪.‬‬
‫ﺏ‪ -‬ﻟﻴﺲ ﳍﺎ ﺻﻠﺔ ﲝﺎﺟﺎﺗـﻲ ‪.‬‬
‫ﺝ‪ -‬ﻟﻴﺴﺖ ﻣﺸﻮﻗـﺔ ‪.‬‬
‫ﺩ‪ -‬ﻟﻴﺲ ﻓﻴﻬﺎ ﲢـﺪٍ ‪.‬‬
‫ﺃﺧـﺮﻯ‪:‬ــــــــــــــــــــــــــ‬

‫‪١١٠‬‬
‫ﺍﳉـﺰﺀ ﻫـ ‪:‬‬
‫ﻫﻞ ﺳﺒﻖ ﺃﻥ ﺍﺳﺘﺨﺪﻣﺖ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ؟ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ‪ ،‬ﻓﺈﱃ ﺃﻱ ﺣﺪ‬
‫ﻛﺎﻧﺖ ﻣﻔـﻴﺪﺓ ؟‬
‫ﻣﻔﻴﺪﺓ ﺟﺪﺍﹰ ﻣﻔﻴﺪﺓ ﻏﲑ ﻣﻔﻴﺪﺓ‬

‫ﻫـ‪ .١‬ﳑﺎﺭﺳﺔ ﺍﳊﻮﺍﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻜـﺘﺎﺏ ‪.‬‬
‫ﻫـ‪ .٢‬ﳑﺎﺭﺳﺔ ﺗﺪﺭﻳﺒﺎﺕ ﰲ ﺍﻟﻨﻐﻤﺎﺕ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﻷﳕﺎﻁ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬
‫ﻫـ‪ .٣‬ﳏﺎﺩﺛﺎﺕ ﺣﺮﺓ ﻣﻊ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ ﺑﺎﻟﻠﻐـﺔ ‪.‬‬
‫ﻫـ‪ .٤‬ﳏﺎﺩﺛﺎﺕ ﺣﺮﺓ ﻣﻊ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺍﻵﺧﺮﻳـﻦ ‪.‬‬
‫ﻫـ‪ .٥‬ﺣﻔﻆ ﻗﻮﺍﺋـﻢ ﻣﻔﺮﺩﺍﺕ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ ‪.‬‬
‫ﻫـ‪ .٦‬ﺩﺭﺍﺳﺔ ﻛﺘﺐ ﻟﺘﻌﻠـﻴﻢ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﰲ ﺍﻟﺒﻴـﺖ ‪.‬‬
‫ﻫـ‪ .٧‬ﺩﺭﺍﺳﺔ ﻗﻮﺍﻋﺪ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﻫـ‪ .٨‬ﺩﺭﺍﺳﺔ ﻧﻈﺎﻡ ﺍﻟﻨﻐﻤﺔ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﻫـ‪ .٩‬ﺩﺭﺍﺳﺔ ﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﻫـ‪ .١٠‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﻤﺎﺭﻳﻦ ﻋﻤﻞ ﺛﻨﺎﺋﻴﺔ ﺍﻷﺯﻭﺍﺝ ‪.pair-work‬‬
‫ﻫـ‪ .١١‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﻤﺎﺭﻳﻦ ﻋﻤﻞ ﺍ‪‬ﻤـﻮﻋﺎﺕ ‪.group-work‬‬
‫ﻫـ‪ .١٢‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﻤﺎﺭﻳﻦ ﺗﺮﲨـﺔ ‪.‬‬
‫ﻫـ‪ .١٣‬ﻛﺘﺎﺑﺔ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺍﻷﺣﺮﻑ ﺍﻟﺮﻭﻣﺎﻧﻴﺔ ‪.‬‬
‫ﻫـ‪ .١٤‬ﻣﺸﺎﻫﺪﺓ ﺑﺮﺍﻣﺞ ﺗﻠﻔﺰﻳﻮﻧﻴﺔ ﺗﺴﺘﺨﺪﻡ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﰲ ﺍﻟﺒﻴﺖ ‪.‬‬
‫ﻫـ‪ .١٥‬ﻣﺸﺎﻫﺪﺓ ﺃﻭ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﻧﺎﺱ ﺣﻮﱄ ﻳﺘﺤﺪﺛﻮﻥ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‬
‫ﻫـ‪ .١٦‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺷﺮﻃﺔ ﰲ ﺍﻟﺒﻴـﺖ ‪.‬‬
‫ﻫـ‪ .١٧‬ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺍﻷﺻﺪﻗﺎﺀ ﺑﺎﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﻫـ‪ .١٨‬ﳏﺎﻭﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻛﻠﻤﺎ ﺳﻨﺤﺖ ﺍﻟﻔﺮﺻﺔ ‪.‬‬
‫ﻫـ‪ .١٩‬ﺃﺿﻊ ﻧﻔﺴﻲ ﰲ ﻣﻮﺍﻗﻒ ﲢﺘﻢ ﻋﻠﻲ ﺃﻥ ﺃﺗﻜﻠﻢ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ‪.‬‬
‫ﻫـ‪ .٢٠‬ﺃﺟﻌﻞ ﺍﻵﺧﺮﻳﻦ ﻳﻔﻬﻤﻮﻥ ﻣﺎ ﺃﻗﻮﻝ ﺣﱴ ﻭﺇﻥ ﺍﺭﺗﻜﺒﺖ ﻛﺜﲑﺍ ﻣﻦ‬
‫ﺍﻷﺧﻄﺎﺀ‬
‫ﻫـ‪ .٢١‬ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﺸﻜﻞ ﺟﻴﺪ ﺩﻭﻥ ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎﺀ ﰲ‬
‫ﺍﻟﻘﻮﺍﻋـﺪ ﻭﺍﻟﻨﻄـﻖ ‪.‬‬

‫‪١١١‬‬
‫ﻫـ‪ .٢٢‬ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻣﺪﺭﺱ ﺧﺼﻮﺻـﻲ ‪.‬‬
‫ﺃﺧـﺮﻯ‪:‬ـــــــــــــــــــــــــــــ‬
‫ﺍﳉـﺰﺀ ﻭ ‪:‬‬
‫ﰲ ﺍﻟﻔﺼﻞ ﺃﻭ ﻣﻊ ﻣﺪﺭﺱ‪ ،‬ﺃﺭﻏﺐ ﰲ ﺃﻥ ﻳﻘﻮﻡ ﻣﺪﺭﺳـﻲ ﺑـ ‪:‬‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .١‬ﺷﺮﺡ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻨﺤﻮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻗﺒﻞ ﺗﻄﺒﻴﻘﻬﺎ ‪.‬‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .٢‬ﺗﻄﺒﻴﻖ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻨﺤﻮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻗﺒﻞ ﺷﺮﺣﻬﺎ‪.‬‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .٣‬ﺗﺼﺤﻴﺢ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺃﻗﻊ ﻓﻴﻬﺎ ﻣﺒﺎﺷﺮﺓ ﺃﻣﺎﻡ ﺍﻵﺧﺮﻳﻦ‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .٤‬ﺗﺼﺤﻴﺢ ﺃﺧﻄﺎﺋﻲ ﰲ ﺍﻟﻘﻮﺍﻋـﺪ ‪.‬‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .٥‬ﺗﺼﺤﻴﺢ ﺃﺧﻄﺎﺋﻲ ﰲ ﺍﻟﻨﻄـﻖ ‪.‬‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .٦‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻓﻘـﻂ ‪.‬‬
‫ﺍﻷﻓﻀﻞ‬ ‫ﺟﻴﺪ‬ ‫ﻗﻠﻴﻞ‬ ‫ﻻ‬ ‫ﻭ‪ .٧‬ﺍﺳﺘﺨـﺪﺍﻡ ﻛﻞ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫ﺍﳉـﺰﺀ ﺯ ‪:‬‬
‫ﻣﺎ ﻣﺸﺎﻋﺮﻙ ﲡﺎﻩ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐـﺔ ؟‬
‫ﻏﲑ ﺻﺤﻴﺢ‬ ‫ﺻﺤﻴﺢ‬ ‫ﺻﺤﻴﺢ ﺟﺪﺍﹰ‬ ‫ﺯ‪ .١‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﻏﻨﻴﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٢‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺗﻌﺒﲑﺍﺕ ﻋﺎﻣﻴﺔ ﻛﺜﲑﺓ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٣‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺗﻌﺒﲑﺍﺕ ﺍﺻﻄﻼﺣﻴﺔ ﻛﺜﲑﺓ‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٤‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﺻﻌﺒﺔ ﺟـﺪﺍﹰ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٥‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﻛﺜﲑﺓ ﺍﻟﻘﻮﺍﻋـﺪ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٦‬ﺍﻟﻨﻄﻖ ﻣﻬﻢ ﺟﺪﺍﹰ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٧‬ﺍﻹﻳﻘﺎﻉ ‪ rhythm‬ﻭﺍﻟﺘﻨﻐﻴﻢ ‪ intonation‬ﻣﻬﻤﺎﻥ ﰲ‬
‫ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٨‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﻣﻔﻴﺪﺓ ﺟﺪﺍﹰ ﰲ ﻫﻮﻧﺞ ﻛﻮﻧﺞ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .٩‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﺳﺎﺣـﺮﺓ ‪.‬‬
‫ﺯ‪.١٠‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﲨﻴﻠﺔ ﺍﻷﺻﻮﺍﺕ‬

‫‪١١٢‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .١١‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﻣﺆﺩﺑـﺔ ‪.‬‬

‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .١٢‬ﺍﻹﻳﻘﺎﻉ ﻭﺍﻟﺘﻨﻐﻴﻢ ﰲ ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻳﺴﺮﺍﻥ ﺃﺫﱐﹼ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .١٣‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﺧﺸـﻨﺔ ﺍﻷﺻـﻮﺍﺕ ‪.‬‬
‫=‬ ‫=‬ ‫=‬ ‫ﺯ‪ .١٤‬ﺍﻟﻜﺎﻧﺘﻮﻧﻴﺔ ﻟﻐﺔ ﻣﺘﻨﺎﻓﺮﺓ ﺍﻷﺻﻮﺍﺕ ‪.‬‬
‫ﺃﺧـﺮﻯ‪:‬ــــــــــــــــــــــــــــ‬
‫ﺍﳌﻠﺤـﻖ ﺭﻗـﻢ )‪ (٣‬ﺍﺳﺘﺒﺎﻧﺔ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻟﻄﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ‬

‫ﺍﺳﺘﺒﺎﻧﺔ ﺍﻟﻄﻼﺏ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﰲ ﺟﺎﻣﻌﺔ ﺃﻭﻛﻼﻧﺪ ﰲ ﻧﻴﻮﺯﻳﻠﻨﺪﺍ )ﻣﻦ ‪Gravatt, Richards‬‬
‫‪(and Lewis ١٩٩٧‬‬
‫ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬـﺎ‬
‫ﲢﻠﻴﻞ ﺣﺎﺟﺎﺕ ﻃﺎﻟﺐ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧـﻴﺔ‪ -‬ﻧﺴﺨﺔ ﺍﻟﻄﺎﻟـﺐ ‪:‬‬
‫ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻫﻲ ﺟﺰﺀ ﻣﻦ ﻣﺸﺮﻭﻉ ﻗﺎﻡ ﺑﻪ ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻟﻠﻄﻼﺏ ﺍﳌﻘﺒﻮﻟﲔ ﰲ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﻟﻐﺘﻬﻢ ﺍﻷﻭﱃ ﻟﻴﺴﺖ ﺇﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻣﺪﻯ ﲢﻘﻴﻖ ﺗﻠﻚ ﺍﳊﺎﺟﺎﺕ ﻋﻠﻰ‬
‫ﳓﻮ ﻣﻼﺋﻢ‪ ،‬ﻭﺇﺫﺍ ﱂ ﻳﺘﺤﻘﻖ ﺫﻟﻚ ﻛﻴﻒ ﳝﻜﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻫﺬﺍ‬
‫ﺍﻟﻐﺮﺽ ﺳﻮﻑ ﺗﺘﻢ ﺩﺭﺍﺳﺔ ﺁﺭﺍﺀ ﻛﻞ ﻣﻦ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ ﻭﺍﻟﻄﻼﺏ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﻷﻗﺴﺎﻡ ‪ .‬ﻭﺳﻮﻑ‬
‫ﻧﻘﺪﺭ ﻟﻚ ﻗﻴﺎﻣﻚ ﺑﺘﻌﺒﺌﺔ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺍﻟﱵ ﺗﺴﺘﻐﺮﻕ‪ ٢٠‬ﺩﻗﻴﻘﺔ ﺗﻘﺮﻳﺒﺎﹰ ‪.‬‬
‫ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺼﻄﻠﺢ ﻍ‪/‬ﻕ ﰲ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﻳﻌﲏ ﻏﲑ ﻗﺎﺑﻞ ﻟﻠﺘﻄﺒﻴﻖ‪ ،‬ﻭﻫﻮ ﺍﻟﺮﺩ ﺍﳌﻨﺎﺳﺐ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﺴﺆﺍﻝ ﻻ ﻳﻨﻄﺒﻖ ﻋﻠﻴـﻚ ‪.‬‬
‫ــــــــــــــــــــــــــــــــــــــــ‬
‫ﺇﱃ ﺃﻱ ﳎﻤﻮﻋـﺔ ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻨﺘﻤﻲ ؟ )ﺭﺟﺎﺀ ﺍﺧﺘﺮ ﺍﳌﺮﺑﻊ ﺍﳌﻨﺎﺳﺐ(‬
‫ﺟﺰﺭ ﺍﶈﻴﻂ ﺍﳍﺎﺩﻱ‪ – ‬ﺃﻳﻬـﺎ ؟‬

‫‪١١٣‬‬
‫ﺁﺳـﻴﻮﻱ – ﺃﻱ ﺑﻠﺪ ؟‬
‫ﺃﺧـﺮﻯ – )ﺭﺟﺎﺀ ﺣﺪﺩ(‪:‬‬
‫ﻛﻢ ﺳﻨﺔ ﺩﺭﺳﺖ ﰲ ﺟﺎﻣﻌﺔ ﺃﻭﻛﻼﻧﺪ )ﲟﺎ ﻓﻴﻬﺎ ﻋﺎﻡ ‪(١٩٩٧‬‬
‫ﻣﺎ ﺍﻟﺪﻭﺭﺓ ﺍﻟﱵ ﺗﺪﺭﺱ ﻓﻴﻬﺎ ﺣﺎﻟﻴﺎﹰ ؟‬
‫ﺭﺟﺎﺀ ﺃﻛﻤﻞ ﻫﺬﻩ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪﻭﺭﺓ ﺍﻟﱵ ﺣﺪﺩ‪‬ﺎ ﻫﻨﺎ ‪.‬‬
‫ـــــــــــــــــــــــــــــــــــــ‬
‫ﺃ‪ -‬ﻓﻜﺮﺓ ﻋﺎﻣـﺔ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﺎ ‪.‬‬
‫ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗﺘﻮﻗﻊ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺑﺮﻧﺎﳎﻚ ﺍﻟﺪﺭﺍﺳﻲ )ﺭﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ(‪.‬‬
‫ﺇﻃﻼﻗﺎﹰ‬ ‫ﻧﺎﺩﺭﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ ﺟﺪﺍﹰ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻘـﺮﺍﺀﺓ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻜﺘﺎﺑـﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻜـﻼﻡ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗﻮﺍﺟﻪ ﺻﻌﻮﺑﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ؟ )ﺭﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ( ‪.‬‬
‫ﺇﻃﻼﻗﺎﹰ‬ ‫ﻧﺎﺩﺭﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ ﺟﺪﺍﹰ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻘـﺮﺍﺀﺓ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻜﺘﺎﺑـﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻜـﻼﻡ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺏ‪ -‬ﺗﻘﺎﺭﻳﺮ ﻋﺎﻣـﺔ ‪:‬‬
‫ﺭﺟـﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ ﺣﻮﻝ ﺍﳉﻮﺍﺏ ﺍﳌﻨﺎﺳـﺐ ‪:‬‬
‫ﻣﺎ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﺑﺮﻧﺎﻣـﺠﻚ ﺍﻟﺪﺭﺍﺳـﻲ ؟‬
‫ﻣﺮﺗﻔـﻊ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻋـﺎﻝٍ‬

‫‪١١٤‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻹﳒـﻠﻴﺰﻳﺔ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢‬ﲢـﺪﺙ ﺍﻹﳒـﻠﻴﺰﻳﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٣‬ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٤‬ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫ﻣﺎ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﳊﻘﻞ ﺍﻟﺬﻱ ﲣﺼﺼﺖ ﻓﻴﻪ ﺑﻌﺪ ﺍﻟﺘﺨـﺮﺝ ؟‬
‫ﻣﺮﺗﻔـﻊ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻋـﺎﻝٍ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻹﳒـﻠﻴﺰﻳﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍ‪ -٢‬ﲢـﺪﺙ ﺍﻹﳒـﻠﻴﺰﻳﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍ‪ -٣‬ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺍ‪ -٤‬ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫ﺝ‪ -‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜـﻼﻡ ﻭﺍﻻﺳﺘﻤـﺎﻉ ‪:‬‬
‫ﻣﺎ ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﺣـﺪﻭﺙ ﻣﺎ ﻳﻠـﻲ ﻟﻚ ؟‬
‫ﻍ‪/‬ﻕ‬ ‫ﺃﺑﺪﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﺩﺍﺋﻤﺎﹰ ﻏﺎﻟﺒﺎﹰ‬

‫‪ -١‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﻣﺘﺪﻧﻴﺔ ﰲ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﻣﺸﺎﺭﻛﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺻﻔﻴﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﻌﻤﻞ ﰲ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ ﺧﻼﻝ ﺍﳊﺼﺔ ‪.‬‬
‫‪ -٣‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﻄﻼﺏ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﺸﺮﻭﻋﺎﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٤‬ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﻋﻨﺪ ﻗﻴﺎﺩﺓ ﺍﻟﻨﻘﺎﺷﺎﺕ ﺍﻟﺼﻔﻴﺔ ‪.‬‬
‫‪ -٥‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﻋﻨﺪ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻜﺒﲑﺓ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺃﻭ ﰲ ﺍ‪‬ﺎﺩﻻﺕ ‪.‬‬
‫‪ -٦‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﻋﻨﺪ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﻣﺴﺎﻋﺪ ﺍﳌﺪﺭﺱ ﰲ ﺍﳌﺨﺘﱪﺍﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺃﻭ ﰲ ﺗﻌﻠﻴﻢ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪ tutorials‬ﺇﱁ ‪.‬‬

‫‪١١٥‬‬
‫‪ -٧‬ﺍﻟﺼﺮﺍﻉ ﰲ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ ﻭﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺗﻔﺎﻋﻼ ﻣﻊ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ ﺑﺎﻟﻠﻐـﺔ‪.‬‬
‫ﺩ‪ -‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜــﻼﻡ ‪:‬‬
‫ﻣﺎ ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﺣﺪﻭﺙ ﻣﺎ ﻳﻠﻲ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻚ ؟‬
‫ﻍ‪/‬ﻕ‬ ‫ﺃﺑﺪﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﺩﺍﺋﻤﺎﹰ ﻏﺎﻟﺒﺎﹰ‬

‫‪ -١‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﺍﻹﻟﻘﺎﺀ ﺍﻟﺸـﻔﻬﻲ ‪oral‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪presentation‬‬
‫‪ -٢‬ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﳌﺎ ﺗﺮﻳﺪ ﺃﻥ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺗﻘﻮﻟﻪ ﺑﺴﺮﻋﺔ ﻛﺎﻓﻴﺔ ‪.‬‬
‫‪ -٣‬ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻘﻠﻖ ﻣﻦ ﻗﻮﻝ ﺷﻲﺀ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺧﺸﻴﺔ ﺍﻟﻮﻗﻮﻉ ﰲ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺧﻄﺎﹰ ﻣﺎ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٤‬ﻋﺪﻡ ﻣﻌﺮﻓﺔ ﻛﻴﻒ ﺗﻘﻮﻝ ﺷﻴﺌﺎﹰ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٥‬ﻋﺪﻡ ﻣﻌﺮﻓﺔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺜﻠﻰ ﻟﻘﻮﻝ ﺷﻲﺀ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٦‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﻧﻄﻘﻚ ﻟﻠﻜﻠﻤـﺎﺕ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٧‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺪﺧﻮﻝ ﰲ ﺍﳌﻨﺎﻗﺸـﺔ ‪.‬‬
‫‪ -٨‬ﺃﺧـﺮﻯ )ﺭﺟﺎﺀ ﺣـﺪﺩ( ‪:‬‬
‫ـــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــــــــــــــ‬
‫ﻫـ – ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤـﺎﻉ ‪:‬‬
‫ﻣﺎ ﻣﺪﻯ ﺗﻜﺮﺍﺭ ﺣﺪﻭﺙ ﻣﺎ ﻳﻠـﻲ ﻟﻚ ؟‬
‫ﻍ‪/‬ﻕ‬ ‫ﺃﺑﺪﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﺩﺍﺋﻤﹰﺎ ﻏﺎﻟﺒﺎﹰ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﺍﶈﺎﺿﺮﺍﺕ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﺗﺴﺠﻴﻞ ﻣﻔﻜﺮﺍﺕ ‪taking notes‬‬

‫‪١١٦‬‬
‫ﻓﻌ‪‬ﺎﻟـﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٣‬ﳚﺐ ﺃﻥ ﺗﺴﺄﻝ ﺍﳌﺪﺭﺱ ﺃﺳﺌﻠﺔ ﻟﺘﻮﺿﻴﺢ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﺩﺭﺳﺘﻬﺎ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٤‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﺍﻷﻭﺻﺎﻑ ﺍﳌﻄﻮﻟﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٥‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﶈﻜـﻴﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٦‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﺍﻟﻠﻐﺔ ﻏﲑ ﺍﻟﺮﲰـﻴﺔ ‪.‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪ -٧‬ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﻣﻮﺿﻮﻉ ﺍﻟﻜﻼﻡ‪ ،‬ﺃﻱ ﻣﺎﻳﺘﺤﺪﺙ ﻋﻨﻪ ‪١‬‬
‫‪ -٨‬ﺃﻳﻀﺎﹰ ﺃﺟـﺪ ﺻﻌﻮﺑﺔ ﻓـﻲ )ﺭﺟﺎﺀ ﺣـﺪﺩ( ‪:‬‬
‫ــــــــــــــــــــــ‬
‫ﻟﺪﻱ ﻣﺸﻜﻼﺕ ﰲ ﻓﻬﻢ ﺍﶈﺎﺿﺮﺍﺕ ﺃﻭ ﺍﻟﻄﻼﺏ ﺍﻵﺧﺮﻳﻦ ﺑﺴﺒﺐ ﺃ‪‬ﻢ‪:‬‬
‫ﺃﺑـﺪﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ‬

‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٩‬ﺃ‪‬ﻢ ﻳﺘﻜﻠﻤﻮﻥ ﺑﺴﺮﻋﺔ ﺟـﺪﺍﹰ ‪.‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٠‬ﺃ‪‬ﻢ ﻳﺘﻜﻠﻤﻮﻥ ﺑﺼﻮﺕ ﻣﻨﺨﻔﺾ ﺟـﺪﺍﹰ ‪.‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪ -١١‬ﺃﻥ ﺍﻟﻠﻜﻨﺔ ﺍﻟﱵ ﻳﺘﺤﺪﺛﻮﻥ ‪‬ﺎ ﺃﻭ ﻧﻄﻘﻬﻢ ﳜﺘﻠﻒ ﻋﻤﺎ ﺗﻌﻮﺩﺕ ﻋﻠﻴﻪ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪ -١٢‬ﺃﻥ ﺃﻛﺜﺮ ﻣﻦ ﺷﺨﺺ ﻳﺘﻜﻠﻢ ‪ ،‬ﺃﻱ ﰲ ﻧﻘﺎﺵ ﺍ‪‬ﻤﻮﻋـﺎﺕ ‪.‬‬
‫‪ -١٣‬ﺃﺧـﺮﻯ )ﺭﺟﺎﺀ ﺣـﺪﺩ( ‪:‬‬
‫ـــــــــــــــــــــــ‬
‫ﻭ‪ -‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﺘﺎﺑـﺔ ‪:‬‬
‫ﺭﺟﺎﺀ ﺣﺪﺩ ﻣﺎ ﻳﻠﻲ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ‪:‬‬

‫‪ -١‬ﻣﺎ ﻣﺪﻯ ﺃﳘـﻴﺔ ﺍﳌﻬﺎﺭﺓ ﻭ‬
‫‪ -٢‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗﻌﺎﱐ ﻣﻦ ﻣﺸﻜﻼﺕ ﰲ ﺍﳌﻬـﺎﺭﺓ‪:‬‬

‫‪١١٧‬‬
‫ﺗﻜﺮار اﻟﻤﺸﻜﻼت‬ ‫اﻷھﻤــﯿﺔ‬
‫ﻏﯿﺮ ﻣﺘﺄﻛﺪ‬
‫ﻏﯿﺮ ﻣﮭﻢ‬
‫ﻣﮭﻢ ﺟﺪاً‬
‫أﺣﯿﺎﻧﺎً‬
‫ﻏﺎﻟـﺒﺎً‬
‫‪N/A‬‬
‫ﻣﮭـﻢ‬
‫أﺑـﺪاً‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﻻﺳﺘﺨﺪام اﻟﺼﺤﯿﺢ ﻟﻌﻼﻣﺎت اﻟﺘﺮﻗﯿﻢ واﻹﻣﻼء‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺑﻨﺎء اﻟﺠﻤـﻞ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﺳﺘﺨـﺪام اﻟﻤﻔﺮدات اﻟﻤﻨﺎﺳﺒﺔ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺗﻨﻈـﯿﻢ اﻟﻔﻘـﺮات‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺗﻨﻈﯿﻢ اﻟﻨﺺ ﻛﻜﻞ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﻟﺘﻌﺒﯿﺮ ﻋﻦ اﻷﻓﻜﺎر ﺑﻮﺿﻮح‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺗﻨﻤﯿﺔ اﻷﻓﻜﺎر وﺗﻄﻮﯾﺮھﺎ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﻟﺘﻌﺒﯿﺮ ﻋﻤﺎ ﺗﺮﯾﺪ أن ﺗﻘﻮﻟﮫ ﺑﻮﺿﻮح‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻣﻌﺎﻟﺠـﺔ اﻟﻤﻮﺿﻮع‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺗﺒﻨﻲ اﻟﻨﻐﻤﺔ واﻷﺳﻠﻮب اﻟﻤﻨﺎﺳﺒـﯿﻦ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﺗﺒﺎع اﻹرﺷﺎدات واﻟﺘﻮﺟﯿﮭـﺎت‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﺗﻘـﻮﯾﻢ ﻛﺘﺎﺑﺘﻚ وﻣﺮاﺟﻌﺘﮭﺎ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﻟﻘﺪرة اﻟﻌﺎﻣـﺔ ﻓﻲ اﻟﻜﺘﺎﺑـﺔ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫إﻛﻤـﺎل اﻟﻤﮭﺎم اﻟﻜﺘﺎﺑﯿﺔ )ﻣﺜﻞ اﻻﺧﺘﺒﺎرات(‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻓﻲ اﻟﻮﻗـﺖ اﻟﻤﺤـﺪد‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫أﺧﺮى )رﺟﺎء ﺣﺪد( ـــــــــــ‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ـــــــــــــــــــــ‬
‫ﺯ‪ .‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺗﺘﻌﻠﻖ ﺍﻷﺳـﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﳌﻬﺎﻡ ﺍﻟﻘﺮﺍﺋﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻚ ﺧﻼﻝ ﺍﻟﺪﻭﺭﺓ‪ .‬ﺭﺟﺎﺀ ﺣـﺪﺩ ‪:‬‬
‫ﺃ( ﺃﻱ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺘﺎﻟـﻴﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﺗﻘﺮﺃﻫﺎ ﻭ‬
‫ﺏ( ﺇﱃ ﺃﻱ ﻣـﺪﻯ ﲡـﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ )ﺭﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ(‪:‬‬

‫‪١١٨‬‬
‫ﺗﻜـﺮﺍﺭ ﺍﻟﺼﻌﻮﺑـﺎﺕ‬ ‫ﺗﻮﻗﻊ ﺍﻟﻘﺮﺍﺀﺓ ؟‬

‫ﺃﺣﻴﺎﻧﺎﹰ ﺃﺑﺪﺍﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -١‬ﻣﻘﺎﻻﺕ ﰲ ﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤـﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٢‬ﻣﻘﺎﻻﺕ ﺻﺤـﻔﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٣‬ﺃﻋﻤﺎﻝ ﻗﺼـﺼﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٤‬ﻣﺮﺟﻊ ﻛﺎﻣﻞ ﺃﻭ ﻛـﺘﺐ ﻛﺎﻣﻠﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٥‬ﻓﺼـﻮﻝ ﳐﺘﺎﺭﺓ ﻣﻦ ﻛـﺘﺐ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٦‬ﻣﻔﻜﺮﺍﺕ ﻣﺼـﻮﺭﺓ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٧‬ﺩﻓﺘﺮ ﻧﺸﺎﻁ ﺃﻭ ﺇﺭﺷﺎﺩﺍﺕ ﻣﻌﻤـﻠﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٨‬ﻣﻮﺍﺩ ﻗﺮﺍﺋﻴﺔ ﺣﺎﺳﻮﺑﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻌـﻢ ‪ /‬ﻻ‬ ‫‪ -٩‬ﺃﺧـﺮﻯ )ﺭﺟﺎﺀ ﺣـﺪﺩ(‬
‫ﺣـﺪﺩ ﺇﱃ ﺃﻱ ﻣـﺪﻯ ﲡـﺪ ﺻﻌﻮﺑﺔ ﰲ ﻛﻞ ﳑﺎ ﻳﺄﺗـﻲ ‪:‬‬
‫ﺃﺑﺪﺍﹰ‬ ‫ﺃﺣﻴﺎﻧﺎﹰ‬ ‫ﻏﺎﻟﺒﺎﹰ ﺟﺪﺍﹰ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٠‬ﻓﻬﻢ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻨﺺ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١١‬ﻗﺮﺍﺀﺓ ﺍﻟﻨﺺ ﺑﺴﺮﻋﺔ ﻷﺧﺬ ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻋﻦ ﺍﶈﺘﻮﻯ‬
‫)ﺗﺼﻔـﺢ ‪(skimming‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٢‬ﻗﺮﺍﺀﺓ ﺍﻟﻨﺺ ﺑﺒﻂﺀ ﻭﻋﻨﺎﻳﺔ ﻟﻔﻬﻢ ﺗﻔﺼﻴﻼﺕ ﺍﻟﻨﺺ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٣‬ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻨﺺ ﺑﺴﺮﻋﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺪﺩﺓ‬
‫)ﻗﺮﺍﺀﺓ ﺍﻧﺘﻘﺎﺋﻴـﺔ ‪(scanning‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٤‬ﲣﻤﲔ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺍﳌﻌﺮﻭﻓﺔ ﰲ ﺍﻟﻨﺺ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٥‬ﻓﻬﻢ ﺗﻨﻈـﻴﻢ ﺍﻟـﻨﺺ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٦‬ﻓﻬﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳋﺎﺻﺔ ﰲ ﺍﻟﻨـﺺ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٧‬ﺳﺮﻋـﺔ ﺍﻟﻘـﺮﺍﺀﺓ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٨‬ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺃﺟـﻞ ﺍﻟـﺮﺩ ﺑﺸﻜﻞ ﻧﻘﺪ‬

‫‪١١٩‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٩‬ﻓﻬﻢ ﺗﻮﺟﻬﺎﺕ ﺍﻟﻜﺎﺗﺐ ﻭﺃﻏﺮﺍﺿـﻪ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢٠‬ﺍﻟﻔﻬـﻢ ﺍﻟﻌـﺎﻡ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢١‬ﺃﺧـﺮﻯ )ﺭﺟـﺎﺀ ﺣﺪﺩ( ـــــــــــ‬
‫ﺡ – ﻣﻬﺎﺭﺍﺕ ﺗﺮﻏﺐ ﰲ ﲢﺴﻴﻨﻬﺎ ‪:‬‬

‫ﺇﺫﺍ ﻛﻨﺖ ﺳﺘﻠﺘﺤﻖ ﺑﺪﻭﺭﺓ ﻟﺘﺤﺴﲔ ﻣﻬﺎﺭﺍﺗﻚ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ ،‬ﻓﺄﻱ ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﺎﻟﻴﺔ ﻳﻌﺪ ﻣﻬﻤﺎﹰ ﻟﻚ ؟ ﺻﻨﻒ‬
‫ﺃﳘـﻴﺔ ﻛﻞ ﻭﺍﺣـﺪ ﻣﻨﻬﺎ )ﺭﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ(‪:‬‬
‫ﻣﻨﺨﻔﺾ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻋﺎﻝٍ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣ ٢‬‬ ‫‪١‬‬ ‫‪ -١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﳕﺎﻁ ﺍﻟﻨﻄﻖ ﻭﺍﻟﺘﻨﻐﻴﻢ ﻭﺍﻟﻨﱪ ﻟﻺﳒﻠﻴﺰﻳﺔ‬
‫ﺍﻟﻨﻴﻮﺯﻳﻠﻨﺪﻳﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢‬ﺗﺴﺠﻴﻞ ﻣﻔﻜﺮﺍﺕ ﰲ ﺍﶈﺎﺿـﺮﺍﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٣‬ﻓﻬـﻢ ﺍﳌﺴﻤﻮﻉ ﺑﺸﻜﻞ ﻋﺎﻡ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٤‬ﺇﻟﻘﺎﺀ ﺧﻄﺐ ﺭﲰـﻴﺔ ‪ /‬ﺗﻘﺪﳝـﺎﺕ ﺷﻔﻬﻴﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٥‬ﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺍﳌﻨﺎﻗﺸـﺎﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٦‬ﺍﻻﺗﺼﺎﻝ ﺑﻔﻌﺎﻟﻴﺔ ﻣﻊ ﺍﻟﻘﺮﻧﺎﺀ ﰲ ﻣﻨﺎﻗﺸﺎﺕ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﻟﺼﻐـﲑﺓ ﺃﻭﺍﳌﺸﺮﻭﻋﺎﺕ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ ﺃﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺧﺎﺭﺝ‬
‫ﺍﻟﻔﺼـﻞ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٧‬ﺍﻟﺘﻮﺍﺻﻞ ﺑﻔﻌﺎﻟﻴﺔ ﻣﻊ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﻭﺧﺎﺭﺟﻪ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٨‬ﻣﻬـﺎﺭﺍﺕ ﺍﳌﻜـﺘﺒﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٩‬ﻛﺘﺎﺑﺔ ﺍﳌﻘـﺎﻻﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٠‬ﻛﺘﺎﺑﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺨـﺘﱪ‬

‫‪١٢٠‬‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١١‬ﺍﻟﻜﺘﺎﺑﺔ ﺍﻹﺑﺪﺍﻋـﻴﺔ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٢‬ﻛﺘﺎﺑﺎﺕ ﺣﺎﻻﺕ ﺩﺭﺍﺳﻴـﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬‫‪ -١٣‬ﻭﺻﻒ ﺍﻷﺷـﻴﺎﺀ ﺃﻭ ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٤‬ﻛﺘﺎﺑﺔ ﺍﳌﻘﺪﻣﺎﺕ ﻭﺍﳋﺎﲤـﺎﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٥‬ﻛﺘﺎﺑﺔ ﺍﳌﺮﺍﺟـﻊ ﻭﺍﻻﻗﺘﺒﺎﺳﺎﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٦‬ﺻﻴﺎﻏﺔ ﻣﻨﺎﻗﺸﺎﺕ ﻣﺘﻤﺎﺳﻜـﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٧‬ﺗﻠﺨﻴﺺ ﺍﳊﻘﺎﺋﻖ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪ -١٨‬ﺗﺮﻛﻴﺐ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ﻣﺼـﺪﺭ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -١٩‬ﲢﻠﻴﻞ ﺍﳌﻮﺍﺩ ﺍﳌﻜﺘﻮﺑـﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢٠‬ﻣﻌﺮﻓـﺔ ﰲ ﺍﳌﻔـﺮﺩﺍﺕ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢١‬ﺍﻟﻘـﺮﺍﺀﺓ ﺑﺴﺮﻋـﺔ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢٢‬ﺍﻟﻘـﺮﺍﺀﺓ ﺑﺸﻜﻞ ﻧﺎﻗـﺪ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪ -٢٣‬ﺍﻟﻘـﺮﺍﺀﺓ ﻻﺳﺘﺨﻼﺹ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻜﺎﺗﺐ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢٤‬ﺗﻠﺨﻴﺺ ﺍﳌـﻮﺍﺩ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪ -٢٥‬ﻓﻬﻢ ﺍﳌﻘـﺮﻭﺀ ﺑﺸﻜﻞ ﻋـﺎﻡ‬
‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫‪ -٢٦‬ﺃﺧـﺮﻯ )ﺭﺟﺎﺀ ﺣﺪﺩ ﻭﺻﻨﻒ( ــــــــ‬
‫ﻁ ‪ -‬ﺍﳌﺴـﺎﻋﺪﺓ ﺍﳌﺘﺎﺣـﺔ ‪:‬‬
‫ﻫﻞ ﺃﻧﺖ ﻋﻠﻰ ﻋﻠﻢ ﺑﺎﻟﺪﻭﺭﺓ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﻣﺮﻛﺰ ﺗﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻐﺔ‬
‫ﺛﺎﻧﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳍـﻢ؟ )ﺭﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ( ‪ :‬ﻧﻌـﻢ ‪ /‬ﻻ‬
‫ﺇﺫﺍ ﻛﻨﺖ ﻗﺪ ﺍﻟﺘﺤﻘﺖ ﺑﺄﻱ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺍﺕ‪ ،‬ﻓﻀﻼﹰ ﺣﺪﺩ ﺑﺄﻱ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺤﻘﺖ ﻭﻣﺪﻯ ﻓﺎﺋﺪ‪‬ﺎ ‪:‬‬
‫ﻏﲑ ﻣﻔﻴﺪﺓ ﺇﻃﻼﻗﺎﹰ‬ ‫ﻣﻔﻴﺪﺓ ﺟﺪﺍﹰ‬ ‫ﺍﻟﺪﻭﺭﺓ‬

‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ــــــــــــــــ‬

‫‪١٢١‬‬

‫ﻱ‪ -‬ﺍﻟﺘﻌﺪﻳﻞ ﻣﻦ ﺃﺟﻞ ﻃﻼﺏ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧـﻴﺔ ‪:‬‬
‫ﻫﻞ ﺗﻌﺘﻘﺪ ﺑﻀﺮﻭﺭﺓ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻳﺔ ﺗﻐﻴﲑﺍﺕ ﰲ ﺑﺮﻧﺎﳎﻚ ﺍﻟﺪﺭﺍﺳﻲ ﺃﻭ ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻧﺘﻴﺠﺔ ﻟﻠﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﻣﺜﻠﻚ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ؟ )ﺭﺟﺎﺀ ﺿﻊ ﺩﺍﺋﺮﺓ(‪ :‬ﻧﻌﻢ ‪ /‬ﻻ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻚ ﻧﻌﻢ‪ ،‬ﻓﺮﺟﺎﺀ ﺍﺧﺘﺮ ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺍﻟﻘﻴﺎﻡ ﺑﻪ‪:‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺃﻛﺜﺮ ﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﻓﻮﻕ ﺍﻟﺮﺃﺱ ﺃﻛﺜﺮ ﰲ ﺍﶈﺎﺿﺮﺍﺕ‬
‫ﺗﻘﺪﱘ ﻣﻠﺨﺼﺎﺕ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻬﻤـﺔ‬ ‫ﺗﺒﺴﻴﻂ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﺗﺪﺭﺱ‬
‫ﲣﻔﻴﺾ ﻛﻢ ﺍﻟﻘﺮﺍﺀﺍﺕ‬ ‫ﺗﻘﻠﻴﻞ ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﺼﻔﻴﺔ ﺧﻼﻝ ﺍﶈﺎﺿﺮﺍﺕ‬
‫ﺇﻋﻄﺎﺀ ﺗﻌﻠـﻴﻢ ﳎﻤﻮﻋﺎﺕ ﺇﺿﺎﻓـﻲ‬ ‫ﺍﻟﺘﺰﻭﻳﺪ ﲟﺬﻛﺮﺍﺕ ﻣﺼﻮﺭﺓ ﺃﻛـﺜﺮ‬
‫ﺃﺧـﺮﻯ )ﺭﺟﺎﺀ ﺣﺪﺩ( ــــــــــ‬
‫ــــــــــــــــــــ‬
‫ــــــــــــــــــــ‬
‫ﺱ – ﺗﻌﻠﻴﻘـﺎﺕ ﺇﺿﺎﻓـﻴﺔ ‪:‬‬
‫ﻫﻞ ﻟﺪﻳﻚ ﺗﻌﻠﻴﻘﺎﺕ ﺃﺧـﺮﻯ ﻗﺪ ﺗﺴﺎﻋﺪ ﰲ ﺗﻘﻮﱘ ﺃﻱ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﱵ ﺗﺘﻮﻗﻊ ﺍﳉﺎﻣﻌﺔ ﻣﻨﻚ‬
‫ﺇﺟﺎﺩ‪‬ﺎ ‪ ،‬ﺃﻭ ﺃﻳﺔ ﺻﻌﻮﺑﺎﺕ ﻣﻌﻴﻨﺔ ﻭﺍﺟﻬﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﻟﻮﺭﻗـﺔ ‪ ،‬ﺃﻭ ﻛﻴﻒ ﳝﻜﻦ ﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺇﻋـﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻣﺜﻠﻚ ﳍﺬﻩ ﺍﻟﻮﺭﻗـﺔ ﺑﺸﻜﻞ ﺃﻓﻀـﻞ‪ ،‬ﺃﻭ ﺃﻱ ﺷﻲﺀ ﻳﺘﻌﻠﻖ ﲟﻬﺎﺭﺍﺗﻚ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻭﺣﺎﺟﺎﺗﻚ ؟ ﺇﺫﺍ ﻛﺎﻥ ﻛﺬﻟﻚ ﻓﺮﺟﺎﺀ ﺍﻛﺘﺒﻬﺎ ﻫﻨﺎ ‪:‬‬
‫ﻝ‪ -‬ﻣﻌﻠﻮﻣـﺎﺕ ﺇﺿﺎﻓـﻴﺔ ‪:‬‬

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‫ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻣﻨﻚ‪ ،‬ﻫﻞ ﺃﻧﺖ ﻣﺴﺘﻌﺪ ﻹﺟﺮﺍﺀ ﻣﻘﺎﺑﻠﺔ ﻣﻌـﻚ ؟ ﻧﻌـﻢ ‪ /‬ﻻ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻛﺬﻟﻚ ﻓﺮﺟﺎﺀ ﺯﻭﺩﻧﺎ ﺑـ‬
‫ﺍﲰـــﻚ ‪ :‬ـــــــــــــــــــــــــــ‬
‫ﺭﻗﻢ ﻫﺎﺗﻔﻚ ‪ :‬ـــــــــــــــــــــــــــ‬
‫ﺷﻜـﺮﺍﹰ ﳌﺴﺎﻋـﺪﺗﻚ ﻟـﻨﺎ ‪،،،‬‬

١٢٣

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬
‫ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
‫ﺍﳍﺪﻑ ﻣﻦ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻫﻮ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺗﻜﻮﻳﻦ ﻣﻠﻒ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﻻﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺄﻫﺪﺍﻑ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﳏﺘﻮﺍﻫﺎ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﻏﲑ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻢ ﳍﺎ ﻋﻼﻗﺔ ﺑﺘﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻨﺎﺟﺤﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ‪ .‬ﻓﺎﻟﱪﺍﻣﺞ‬
‫‪ (١٩٨٧:‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬ ‫ﺍﻟﻠﻐﻮﻳﺔ ﻳﺘﻢ ﺗﻨﻔﻴﺬﻫﺎ ﰲ ﺳﻴﺎﻗﺎﺕ ﺃﻭ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻳﻌﻠﻖ ‪) Clark‬‬
‫ﺇﻥ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﻋﺒﺎﺭﺓ ﻋﻦ ﻭﻇﻴﻔﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﳌﺴﺎﺋﻞ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺎﺩﺓ ﻭﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻷﺧﺮﻯ ﺍﻷﻛﺜﺮ ﺍﺗﺴﺎﻋﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﺸﻤﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ /‬ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﻔﻠﺴﻔﻴﺔ‪ ،‬ﻭﺃﻧﻈﻤﺔ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻭﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻣﻌﺎﺭﻑ ﺍﳌﺪﺭﺱ ﺍﳌﻜﺘﺴﺒﺔ ﺑﺎﻟﺘﺠﺮﺑﺔ‪ ،‬ﻭﺩﺍﻓﻌﻴﺔ ﺍﳌﺘﻌﻠﻢ‪ .‬ﻭﺣﱴ ﻧﻔﻬﻢ‬
‫ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺃﻱ ﺳﻴﺎﻕ ﳏﺪﺩ‪ ,‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﳏﺎﻭﻟﺔ ﻓﻬﻢ ﻛﻴﻔﻴﺔ ﺍﺭﺗﺒﺎﻁ ﺍﳌﺆﺛﺮﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻹﻋﻄﺎﺀ ﺷﻜﻞ ﻣﻌﲔ ﻟﺘﺨﻄﻴﻂ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪/‬ﺍﻟﺘﻌﻠﻢ ﻭﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫ﺇﻥ ﺑﻴﺌﺎﺕ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﰲ ﻣﻮﻗﻒ ﻣﻌﲔ ﻫﻲ ﰲ ﺍﻟﻐﺎﻟﺐ ﺍﻟﱵ ﲢﺪﺩ‬
‫ﳒﺎﺡ ﺍﻟﱪﺍﻣﺞ‪ .‬ﻓﺒﻌﺾ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺼﻤﻤﺔ ﻷﻧﻈﻤﺔ ﻣﺪﺭﺳﻴﺔ ﺣﻜﻮﻣﻴﺔ ﻣﺮﻛﺰﻳﺔ‪ ،‬ﺣﻴﺚ ﻳﺘﻮﻓﺮ ﻗﺪﺭ ﻛﺒﲑ‬
‫ﻣﻦ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺪﻋﻢ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﻢ ﺑﻌﻀﻬﺎ ﰲ ﺳﻴﺎﻗﺎﺕ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳﺔ ﳏﺪﻭﺩﺓ‪.‬‬
‫ﻭﻳﺘﻢ ﺍﺳﺘﻘﺒﺎﻝ ﺑﻌﺾ ﻣﻘﺘﺮﺣﺎﺕ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ ﺑﺸﻜﻞ ﺟﻴﺪ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪ ,‬ﻭﻟﻜﻦ ﺑﻌﻀﻬﺎ ﻗﺪ ﺗﺸﻬﺪ ﺑﻌﺾ‬
‫ﺍﳌﻘﺎﻭﻣﺔ‪ .‬ﻭﻳﻜﻮﻥ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺑﻌﺾ ﺍﻟﺒﻴﺌﺎﺕ ﻣﺪﺭﺑﲔ ﺗﺪﺭﻳﺒﺎﹰ ﺟﻴﺪﺍﹰ ﻭﻟﺪﻳﻬﻢ ﻭﻗﺖ ﻛﺎﻑ ﻟﻴﻘﻮﻣﻮﺍ ﺑﻌﻤﻠﻴﺔ‬
‫ﲣﻄﻴﻂ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﰲ ﻓﺼﻮﳍﻢ‪ ،‬ﺑﻴﻨﻤﺎ ﻗﺪ ﻻ ﳚﺪ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺑﻴﺌﺎﺕ ﺃﺧﺮﻯ‬
‫ﺇﻻ ﻭﻗﺘﺎ ﳏﺪﻭﺩﺍ ﻟﺘﺨﻄﻴﻂ ﺍﻟﺪﺭﻭﺱ ﻭﺇﻧﺘﺎﺝ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﳑﺎ ﳚﻌﻠﻬﻢ ﻳﻜﺘﻔﻮﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﲝﻮﺯ‪‬ﻢ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﻛﻞ ﳏﻴﻂ ﺗﺘﻢ ﻓﻴﻪ ﻋﻤﻠﻴﺔ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ ﺃﻭ ﻳﺴﻌﻰ ﻓﻴﻪ ﻟﻼﺑﺘﻜﺎﺭ ﳛﺘﻮﻱ‬
‫ﻋﻠﻰ ﻋﻮﺍﻣﻞ ﺇﻣﺎ ﺃﻥ ﺗﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﺃﻭ ﺗﻌﻴﻖ ﺗﻄﺒﻴﻘﻬﺎ ﺑﻨﺠﺎﺡ )‪ .(Markee ١٩٩٧‬ﻭﻟﺬﺍ ﻓﻤﻦ‬
‫ﺍﳌﻬﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻭﻋﻠﻰ ﺗﺄﺛﲑﺍ‪‬ﺎ ﺍﶈﺘﻤﻠﺔ ﻋﻨﺪ ﲣﻄﻴﻂ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑ ﰲ ﺍﳌﻨﻬﺞ ) ‪Bean‬‬
‫‪ .(١٩٩٣‬ﻭﻳﻼﺣﻆ ﺫﻟﻚ ‪ (١٩٨٠:١١٧) Bratt‬ﻓﻴﻘﻮﻝ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﻟﻠﻤﺼﻤﻢ ﺃﻥ ﻳﻘﺪﺭ ﻛﻼ ﻣﻦ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﳌﺒﺎﺷﺮﺓ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﱵ ﻗﺪ ﻳﺴﺒﺒﻬﺎ ﺍﳌﻨﻬﺞ ﺍﳌﻘﺘﺮﺡ ﻋﻠﻰ‬
‫ﺍﻟﻄﻼﺏ ﻭﻋﻠﻰ ﺍﻟﱪﺍﻣﺞ ﺍﻷﺧﺮﻯ ﻭﻋﻠﻰ ﺍﻟﻨﺎﺱ ﺍﻵﺧﺮﻳﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺧﺎﺭﺟﻬﺎ‪ .‬ﻭﳚﺐ ﺃﺧﺬ‬
‫ﻫﺬﻩ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺑﺎﳊﺴﺒﺎﻥ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻭﺗﻮﺿﻴﺤﻬﺎ ﻟﺼﺎﻧﻌﻲ ﺍﻟﻘﺮﺍﺭ ﻋﻨﺪ ﺗﺴﻠﻴﻢ ﳐﻄﻂ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻫﺬﺍ ﻫﻮ ﻣﻮﺿﻮﻉ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ‪ ،situation analysis‬ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﲢﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻴﺎﻗﻴﺔ‬
‫ﺍﶈﻴﻄﺔ ﺇﻣﺎ ﲟﺸﺮﻭﻉ ﻣﻨﻬﺞ ﳜﻄﻂ ﻟﻪ ﺃﻭ ﲟﺸﺮﻭﻉ ﻣﻨﻬﺞ ﻗﺎﺋﻢ ﻣﻦ ﺃﺟﻞ ﺗﻘﻮﱘ ﺗﺄﺛﲑﻫﺎ ﺍﶈﺘﻤﻞ ﻋﻠﻰ‬

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‫ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺳﻴﺎﺳﻴﺔ ﺃﻭ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺃﻭ ﻣﺆﺳﺴﺎﺗﻴﺔ‪ .‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﲢﻠﻴﻞ‬
‫ﺍﳌﻮﻗﻒ ﻳﻜﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲨﻌﺖ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﺑﻞ ﻳﻌﺪ ﺃﺣﻴﺎﻧﺎﹰ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﲢﻠﻴﻞ‬
‫ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﺃﻳﻀﺎ ﺃﺣﺪ ﺟﻮﺍﻧﺐ ﺍﻟﺘﻘﻮﱘ ) ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﺳﻊ(‪.‬‬
‫ﻭﻟﻌﻞ ﺇﻋﻄﺎﺀ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﺃﺣﺪﺛﺖ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺪﻭﻥ ﲢﻠﻴﻞ ﻛﺎﻑ ﻟﻠﺴﻴﺎﻕ ﺍﻟﺬﻱ‬
‫ﰎ ﻓﻴﻪ ﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﺳﻮﻑ ﻳﻮﺿﺢ ﺃﳘﻴﺔ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :١‬ﰎ ﺍﻟﺘﻌﺎﻗﺪ ﻣﻊ ﻓﺮﻳﻖ ﻣﻦ ﺍﳋﱪﺍﺀ ﺍﻷﺟﺎﻧﺐ ﻣﻦ ﻗﺒﻞ ﺟﻬﺔ ﳑﻮﻟﺔ ﻋﺎﳌﻴﺔ ﻟﺘﺄﻟﻴﻒ ﺳﻠﺴﻠﺔ ﺟﺪﻳﺪﺓ‬
‫ﻣﻦ ﻛﺘﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻨﻈﺎﻡ ﻣﺪﺭﺳﻲ ﺣﻜﻮﻣﻲ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﻗﺪ‬
‫ﺃﻗﺎﻡ ﺍﻟﻔﺮﻳﻖ ﰲ ﺑﻠﺪﺓ ﺻﻐﲑﺓ ﺟﺬﺍﺑﺔ ﰲ ﻣﻨﻄﻘﺔ ﺭﻳﻔﻴﺔ ﻭﺑﺪﺃﻭﺍ ﰲ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻗﺎﻣﻮﺍ ﺑﺈﺟﺮﺍﺀ ﺳﻠﺴﻠﺔ ﻣﻦ‬
‫ﺍﳌﻘﺎﺑﻼﺕ ﻣﻊ ﺍﳌﺴﺆﻭﻟﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ ﻭﺍﳌﺪﺭﺳﲔ ﻟﺘﺤﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﻠﻐﻮﻳﺔ‪ ,‬ﻭﺍﺳﺘﺨﺪﻣﻮﺍ ﺃﺣﺪﺙ‬
‫ﺍﻷﻓﻜﺎﺭ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻭﺗﺼﻤﻴﻢ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻹﻧﺘﺎﺝ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﺷﻔﻬﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﻌﻜﺲ ﺍﳌﻨﻬﺠﻴﺔ‬
‫ﺍﳌﻔﻀﻠﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ )ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ(‪ .‬ﻭﻗﺪ ﻃﻮﺭﺕ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻛﻤﺎ ﰎ‬
‫ﺗﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﳎﺎﻧﺎﹰ‪ ,‬ﻭﻗﺪ ﺃﻋﻄﻲ ﺍﳌﺪﺭﺳﲔ ﺍﳋﻴﺎﺭ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﳉﺪﻳﺪﺓ ﺃﻭ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﻘﺪﳝﺔ ﺍﻟﱵ ﻛﺎﻧﻮﺍ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﰲ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻭﺑﻌﺪ ﻓﺘﺮﺓ ﻣﻦ ﺍﳊﻤﺎﺳﺔ ﱂ ﻳﺴﺘﻤﺮ‬
‫ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﳉﺪﻳﺪﺓ ﺇﻻ ﻋﺪﺩ ﻗﻠﻴﻞ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪ ,‬ﰲ ﺣﲔ ﻋﺎﺩ ﻏﺎﻟﺒﻴﺔ ﺍﳌﺪﺭﺳﲔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻜﺘﺐ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﻘﺪﳝﺔ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﱂ ﻳﻘﺾ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﳌﺸﺮﻭﻉ ﻭﻗﺘﺎ ﻛﺎﻓﻴﺎ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻗﻒ ﺍﳌﺪﺭﺳﻲ ﺍﶈﻠﻲ‪ ،‬ﻓﻐﺎﻟﺒﻴﺔ‬
‫ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻻ ﳚﻴﺪﻭﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺇﻻ ﻋﻠﻰ ﳓﻮ ﳏﺪﻭﺩ‪ .‬ﻭﻗﺪ ﻭﺟﺪ ﺍﳌﺪﺭﺳﻮﻥ ﺻﻌﻮﺑﺔ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻷ‪‬ﺎ ﺗﺘﻄﻠﺐ ﻣﺴﺘﻮﻯ ﻋﺎﻟﻴﺎ ﻣﻦ ﺍﻟﻄﻼﻗﺔ ﺍﻟﺸﻔﻬﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺗﺘﻄﻠﺐ‬
‫ﻛﺬﻟﻚ ﻣﻨﻬﺠﻴﺔ ﺗﺪﺭﻳﺲ ﺗﻮﻇﻒ ﻓﻴﻬﺎ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻘﻂ ﻭﺍﻟﱵ ﻛﺎﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﻓﺼﻮﻝ ﲢﺘﻮﻱ‬
‫ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﺗﻘﺒﻞ ﺍﻟﻜﺘﺐ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ ﻟﻮ ﺃﻥﹼ ﺗﻘﺪﱘ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳉﺪﻳﺪﺓ ﰎ ﻋﻠﻰ ﳓﻮ ﺗﺪﺭﳚﻲ‪ ،‬ﲝﻴﺚ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﺸﻜﻼﺕ ﺣﺎﻝ ﻇﻬﻮﺭﻫﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﺫﻟﻚ ﻛﺎﻥ ﳝﻜﻦ ﺗﻘﺪﱘ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻠﻤﺪﺭﺳﲔ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻗﺮﺭﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ‬
‫ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺪﻻ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ‪ .‬ﻭﻗﺪ ﺗﻄﻠﺐ ﺫﻟﻚ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ‬
‫ﺟﺪﻳﺪﺓ‪ ،‬ﻭﰎ ﺇﻋﻔﺎﺀ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻣﻦ ﻣﺪﺍﺭﺳﻬﻢ ﻟﻴﻠﺘﺤﻘﻮﺍ ﺑﻮﺣﺪﺓ ﺍﳌﻨﻬﺞ ﰲ ﺍﻟﻮﺯﺍﺭﺓ ﻟﺘﺼﻨﻴﻒ‬

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‫ﻛﺘﺐ ﺟﺪﻳﺪﺓ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﻘﺎﺩﻣﺔ‪ .‬ﻛﻤﺎ ﻛﺎﻥ ﻫﻨﺎﻙ ﺳﺮﻳﺔ ﰲ ﻋﻤﻞ ﺍﻟﻮﺣﺪﺓ ﺣﻴﺚ ﱂ‬
‫ﺗﻌﻂ ﺍﻟﻔﺮﺻﺔ ﺇﻻ ﻟﻌﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻟﻨﺎﺱ ﳌﺮﺍﺟﻌﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻗﺒﻞ ﻃﺒﺎﻋﺘﻬﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ﲤﺖ ﻃﺒﺎﻋﺔ ﺍﻟﻜﺘﺐ‬
‫ﻭﻧﺸﺮﻫﺎ ﺗﻌﺮﺿﺖ ﻟﻠﻜﺜﲑ ﻣﻦ ﺍﻟﺸﻜﺎﻭﻯ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺻﻌﻮﺑﺔ ﰲ ﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﻛﻤﺎ‬
‫ﺃ‪‬ﺎ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺍﺩ ﻛﺜﲑﺓ ﺟﺪﺍﹰ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺇﺧﺮﺍﺟﻬﺎ ﻭﺗﺼﻤﻴﻤﻬﺎ ﱂ ﻳﻜﻦ ﺟﻴﺪﺍﹰ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﱂ ﻳﺘﻢ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﰲ ﲣﻄﻴﻂ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺣﻴﺚ ﱂ ﻳﻜﻦ ﻟﺪﻯ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺧﱪﺓ ﺃﻭ ﺗﺪﺭﻳﺐ ﰲ ﺗﺄﻟﻴﻒ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺍﻟﻘﻴﺎﻡ ﲟﺰﻳﺪ‬
‫ﻣﻦ ﺍﺳﺘﺸﺎﺭﺓ ﺍﳌﺪﺭﺳﲔ‪ ,‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﲡﺮﻳﱯ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﳌﻮﺿﻮﻋﺔ‬
‫ﻟﻠﺘﺼﻤﻴﻢ ﻭﺍﻹﻧﺘﺎﺝ ﱂ ﺗﻜﻦ ﻛﺎﻓﻴﺔ‪ ،‬ﻭﺣﺠﻢ ﺍﻟﻮﻗﺖ ﺃﻳﻀﺎﹰ ﱂ ﻳﺴﻤﺢ ﻟﻠﻤﺆﻟﻔﲔ ﺑﺘﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﻋﻠﻰ ﳓﻮ ﻛﺎﻑ ﻭﻭﺍﻑ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ : ٣‬ﻗﺮﺭﺕ ﺟﺎﻣﻌﺔ ﺧﺎﺻﺔ ﻛﺒﲑﺓ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﺧﺎﺻﺔ ‪‬ﺎ ﻭﻃﺒﺎﻋﺘﻬﺎ ﺑﺪﻻ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﰲ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﺘﺎﺑﻊ ﳍﺎ‪ ،‬ﺣﻴﺚ ﻛﺎﻥ‬
‫ﺍﳌﺆﻣﻞ ﻣﻨﺎﻓﺴﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﺍﻟﺴﻮﻕ ﺍﻟﱵ ﺗﻨﺘﺠﻬﺎ ﻗﺒﻞ ﺩﻭﺭ ﺍﻟﻨﺸﺮ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ .‬ﻭﻷﺟﻞ ﺫﻟﻚ ﰎ‬
‫ﺍﺳﺘﺜﻤﺎﺭ ﻣﺒﻠﻎ ﻣﺎﱄ ﻛﺒﲑ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟﻔﺮﻳﻖ ﺍﻟﺬﻱ ﺳﻴﺘﻮﱃ ﺗﺄﻟﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﰎ ﺑﺎﻟﻔﻌﻞ ﺇﻋﺪﺍﺩ‬
‫ﺍﻟﻜﺘﺐ‪ .‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﻃﺒﺎﻋﺘﻬﺎ ﻭﻧﺸﺮﻫﺎ‪ ،‬ﻟﻮﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍ ﻗﻠﻴﻼ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺍﳌﺪﺍﺭﺱ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﺮﻏﺐ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻟﻘﺪ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﻨﺎﻓﺲ ﻛﺒﲑ ﺑﲔ ﺍﳉﺎﻣﻌﺎﺕ ﺍﳋﺎﺻﺔ ﰲ ﻫﺬﺍ ﺍﻟﺒﻠﺪ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻻ ﺗﺮﻏﺐ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺗﻨﺘﺠﻬﺎ ﻣﺆﺳﺴﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ‬
‫ﻟﻠﺴﻮﻕ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﻟﻴﺔ ﻣﻦ ﺍﳌﺸﺮﻭﻉ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺳﻮﻕ ﲡﺎﺭﻳﺔ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻮﻋﺐ ﻣﻮﺍﺩ‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﺗﻮﺿﺢ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺗﺄﺛﲑ ﰲ ﳒﺎﺡ ﻣﺸﺮﻭﻉ ﺍﳌﻨﻬﺞ‪ ,‬ﻭﺗﺸﺪﺩ‬
‫ﻋﻠﻰ ﺃﳘﻴﺔ ﲢﺪﻳﺪ ﺍﻟﺘﺄﺛﲑ ﺍﶈﺘﻤﻞ ﳍﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﰲ ﺗﻄﺒﻴﻖ ﺗﻐﻴﲑ ﰲ ﺍﳌﻨﻬﺞ‪ .‬ﻭﺳﻮﻑ ﻧﻨﺎﻗﺶ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪ societal factors‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ ‪project factors‬‬
‫ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ، institutional factors‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‬
‫‪ ، teacher factors‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ ‪ ، learner factors‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺻﺔ ﺑﺘﺒﲏ ﺃﻱ‬
‫ﲡﺪﻳﺪ ﰲ ﺍﳌﻨﻬﺞ ‪ ) adoption factors‬ﻭﺑﻌﺾ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺳﻨﺘﻨﺎﻭﳍﺎ ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ ﺗﻮﺳﻌﺎﹰ ﰲ‬

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‫ﺍﻟﻔﺼﻮﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻘﻀﺎﻳﺎ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ(‪ .‬ﳝﻜﻦ‬
‫ﺃﻥ ﻳﺴﺎﻋﺪ ﲢﻠﻴﻞ ﺍﻟﺘﺄﺛﲑ ﺍﶈﺘﻤﻞ ﳍﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺗﻘﺪﻳﺮﻫﺎ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﻟﻴﺔ ﻣﻦ ﻣﺸﺮﻭﻉ ﺍﳌﻨﻬﺞ ﰲ ﲢﺪﻳﺪ‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻗﺪ ﺗﱪﺯ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑ ﰲ ﺍﳌﻨﻬﺞ‪ .‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﲢﻠﻴﻞ‬
‫ﺍﳌﻮﻗﻒ ﺷﺒﻴﻬﺔ ﺑﺘﻠﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﻫﻲ‪ ) ،‬ﺃ ( ﺍﺳﺘﺸﺎﺭﺓ ﳑﺜﻠﲔ ﻷﻛﱪ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ‬
‫ﺍ‪‬ﻤﻮﻋﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﻣﺜﻞ‪ ،‬ﺍﻵﺑﺎﺀ‪ ،‬ﻭﺍﻷﻣﻬﺎﺕ‪ ،‬ﻭﺍﻟﻄﻼﺏ‪ ،‬ﻭﺍﳌﺪﺭﺳﲔ‪ ،‬ﻭﺍﻹﺩﺍﺭﻳﲔ‪ ،‬ﻭﺍﻟﺴﻠﻄﺎﺕ‬
‫ﺍﳊﻜﻮﻣﻴﺔ‪ ) ،‬ﺏ ( ﺩﺭﺍﺳﺔ ﺍﻟﻮﺛﺎﺋﻖ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻣﺜﻞ‪ ،‬ﻭﺛﺎﺋﻖ ﺗﻘﻮﱘ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳊﻜﻮﻣﻴﺔ‪،‬‬
‫ﻭﺇﺭﺷﺎﺩﺍﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻭﻭﺛﺎﺋﻖ ﺍﳌﻨﻬﺞ‪ ) ،‬ﺝ ( ﻣﻼﺣﻈﺔ‬
‫ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﰲ ﺳﻴﺎﻗﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ) ،‬ﺩ ( ﺇﺟﺮﺍﺀ ﻣﺴﺢ ﻵﺭﺍﺀ ﺍﳉﻬﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪) ،‬ﻫـ‬
‫( ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻘﻀﻴﺔ ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺇﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ ﺃﻭ ﺍﻷﺟﻨﺒﻴﺔ ﺣﻘﻴﻘﺔ ﺣﻴﺎﺗﻴﺔ ﰲ ﻛﻞ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺎﱂ ﺗﻘﺮﻳﺒﺎ‪ ،‬ﺭﻏﻢ ﺃﻥ ﺍﻟﺪﻭﻝ ﺗﺘﻔﺎﻭﺕ‬
‫ﻛﺜﲑﺍ ﰲ ﺩﻭﺭ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻣﻮﻗﻌﻬﺎ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﻭﺍﳋﱪﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺗﻮﻗﻌﺎﺕ ﺃﻋﻀﺎﺀ ﺍ‪‬ﺘﻤﻊ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﻳﻘﺎﺭﻥ ﻛﻞ ﻣﻦ ‪ Van Els‬ﻭ ‪T,‬‬
‫‪ Bongaerts‬ﻭ ‪ G. Extra‬ﻭ ‪ C. Van Os‬ﻭ ‪A. Janssen-van Dieten‬‬
‫)‪ (١٩٨٤:١٥٦‬ﻣﺜﻼﹰ ﺑﲔ ﲡﺮﺑﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﻫﻮﻟﻨﺪﺍ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ,‬ﻭﻳﺸﲑﻭﻥ ﺇﱃ‬
‫ﺃﻥ ﻇﺮﻭﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﳐﺘﻠﻔﺔ ﲤﺎﻣﺎ ﰲ ﺍﻟﺪﻭﻟﺘﲔ‪ .‬ﻓﻔﻲ ﻫﻮﻟﻨﺪﺍ ﺗﻌﺪ –ﻣﻨﺬ ﺯﻣﻦ ﺑﻌﻴﺪ‪ -‬ﺇﺟﺎﺩﺓ‬
‫ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺃﻭ ﺃﻛﺜﺮ ﺿﺮﻭﺭﺓ‪ ،‬ﺣﻴﺚ ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺃﻥ ﺗﺪﺭﺱ ﻋﺪﺩﺍ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ‬
‫ﺗﻘﺎﻟﻴﺪ ﻗﻮﻳﺔ ﻭﺧﱪﺓ ﻛﺒﲑﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻟﺬﺍ ﺗﻮﺍﺟﻪ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‬
‫ﺑﺎﻟﺸﻚ ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻓﺎﳌﻌﺎﺭﻑ ﻭﺍﳋﱪﺍﺕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺃﻗﻞ ﺑﻜﺜﲑ‪ ،‬ﻛﻤﺎ ﺃﻥ‬
‫ﻣﻮﻗﻊ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﺍﳌﺪﺭﺳﻲ ﻟﻴﺲ ﻗﻮﻳﺎﹰ ﻭﻻ ﺁﻣﻨﺎﹰ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﻹﻋﻄﺎﺀ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻣﺰﻳﺪﺍﹰ ﻣﻦ ﺍﻟﺘﺸﺠﻴﻊ‪ ,‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻣﺎﹰ ﺃﻛﱪ ﺑﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﺪﻳﺪﺓ‪ .‬ﻭﳔﻠﺺ ﻣﻦ‬
‫ﺫﻟﻚ ﺇﱃ ﺃﻥ ﺍﳍﺪﻑ ﻣﻦ ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻫﻮ ﲢﺪﻳﺪ ﺗﺄﺛﲑ ﺍﳉﻤﺎﻋﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻫﺬﻩ ﺍﳉﻤﺎﻋﺎﺕ ﺗﺸﻤﻞ‪:‬‬
‫• ﺻﻨﺎﻉ ﺍﻟﺴﻴﺎﺳﺔ ﰲ ﺍﳊﻜﻮﻣﺔ ‪.‬‬
‫• ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺧﺮﻯ ‪.‬‬
‫• ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ‪.‬‬
‫• ﳎﺘﻤﻊ ﺍﻷﻋﻤﺎﻝ ‪.‬‬
‫• ﺍﻟﺴﻴﺎﺳﻴﲔ ‪.‬‬

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‫• ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‪.‬‬

‫• ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪.‬‬
‫• ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ‪.‬‬
‫• ﺍﳌﻮﺍﻃﻨﲔ ‪.‬‬
‫• ﺍﻟﻄﻼﺏ ‪.‬‬
‫ﻭﰲ ﺣﺎﻟﺔ ﺗﻨﻔﻴﺬ ﻣﺸﺎﺭﻳﻊ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍ‪‬ﺘﻤﻊ ﺃﻭ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻮﻃﲏ ‪ ,‬ﻗﺪ ﺗﻜﻮﻥ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
‫ﺫﺍﺕ ﺻﻠﺔ‪:‬‬
‫• ﻣﺎ ﺳﻴﺎﺳﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺣﺎﻟﻴﺎﹰ ﻭﻛﻴﻒ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ؟‬
‫• ﻣﺎ ﺍﻷﺳﺒﺎﺏ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ؟ ﻭﻣﻦ ﻳﺪﻋﻢ ﺍﳌﺸﺮﻭﻉ ؟‬
‫• ﻣﺎ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﳛﺪﺛﻪ ﺍﳌﺸﺮﻭﻉ ﰲ ﻗﻄﺎﻋﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺨﺘﻠﻔﺔ؟‬
‫• ﻣﺎ ﺍﳋﱪﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﺒﻠﺪ ؟‬
‫• ﻛﻴﻒ ﻳﻨﻈﺮ ﺍﻟﻌﺎﻣﺔ ﺇﱃ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺇﱃ ﺗﺪﺭﻳﺴﻬﺎ ؟‬
‫• ﻣﺎ ﺁﺭﺍﺀ ﺍﳌﻬﻨﻴﲔ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻼﻗﺔ ﻣﺜﻞ ﺍﻷﻛﺎﺩﳝﻴﲔ ﻭﻣﺪﺭﰊ ﺍﳌﻌﻠﻤﲔ؟‬
‫• ﻣﺎﺫﺍ ﺗﻌﺘﻘﺪ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻣﺜﻞ ﺍﲢﺎﺩ ﺍﳌﺪﺭﺳﲔ ﺣﻮﻝ ﺍﳌﺸﺮﻭﻉ ؟‬
‫• ﻣﺎ ﺁﺭﺍﺀ ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ﻭﺍﻟﻄﻼﺏ ؟‬
‫• ﻣﺎ ﺁﺭﺍﺀ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻭﳎﺘﻤﻊ ﺍﻷﻋﻤﺎﻝ ؟‬
‫• ﻣﺎ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﺍ‪‬ﺘﻤﻊ ﻟﺪﻋﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺠﺪﻳﺪ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﻣﺜﻞ ﺍﻹﺫﺍﻋﺔ ﻭﺍﻟﺘﻠﻔﺎﺯ ﻭﻭﺳﺎﺋﻞ‬
‫ﺍﻹﻋﻼﻡ؟‬
‫ﻭﺗﻮﺿﺢ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﻣﺸﺎﺭﻳﻊ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ : ١‬ﺃﻋﺪ ﻣﻨﻬﺞ ﺟﺪﻳﺪ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺑﻴﺌﺔ ﺗﻌﺪ ﻓﻴﻬﺎ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻐﺔ‬
‫ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﻳﻌﺪ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﻣﻨﻬﺠﺎ ﺍﺗﺼﺎﻟﻴﺎﹰ ‪ communicative curriculum‬ﻭﻳﻘﻠﻞ ﻣﻦ ﺃﳘﻴﺔ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﺍﻟﱵ ﻛﺎﻥ ﻳﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻛﺜﲑﺍ ﰲ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻃﺒﻌﺖ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻭﻧﺸﺮﺕ ﺑﺪﺃ ﻳﻨﺘﺎﺏ ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ﺍﻟﻘﻠﻖ ﻷ‪‬ﻢ ﺷﻌﺮﻭﺍ ﺃﻥ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ "ﻻ ﻳﺪﺭﺱ‬
‫ﺃﻃﻔﺎﳍﻢ ﺍﻷﺳﺎﺳﻴﺎﺕ" ﻛﻤﺎ ﺃﻥ ﺍﻟﻜﺘﺐ ﻻ ﺗﻌﺪ ﺍﻟﻄﻼﺏ ﺇﻋﺪﺍﺩﺍ ﻛﺎﻓﻴﺎ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺪﺭﺳﻴﺔ‪.‬‬

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‫ﺗﻌﻠﻴﻖ ‪:‬ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﻭﺿﻊ ﺁﻟﻴﺎﺕ ﻣﻌﻴﻨﺔ ﻹﻳﺼﺎﻝ ﻣﻘﺎﺻﺪ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﻟﻶﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ﻭﻟﻠﺠﻤﺎﻋﺎﺕ‬
‫ﺍﳌﻬﺘﻤﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺳﺒﺎﺏ ﻗﻠﻘﻬﻢ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ ﱂ ﻳﺪﺭﻛﻮﺍ‬
‫ﺑﻌﺪ ﻛﻴﻔﻴﺔ ﻣﻌﺎﳉﺔ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﻗﺪ ﻳﺸﻌﺮﻭﻥ ﺑﺎﻟﺮﺿﺎ ﻋﻨﺪﻣﺎ ﻳﻔﻬﻤﻮﻥ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ‬
‫ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﺗﻨﺒﻐﻲ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃ‪‬ﺎ ﺗﻌﺎﰿ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺸﻤﻠﻬﺎ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﰎ ﺗﻄﻮﻳﺮ ﺩﻭﺭﺓ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﺪ‪‬ﺎ ‪ ٦‬ﺳﻨﻮﺍﺕ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺑﻠﺪ ﺗﻌﺪ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭ‪‬ﺪﻑ ﺍﻟﺪﻭﺭﺓ ﺇﱃ ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﻻﻟﺘﺤﺎﻕ ﲜﺎﻣﻌﺎﺕ ﺗﺪﺭﺱ‬
‫ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻛﺎﻧﺖ ﺍﻟﺪﻭﺭﺓ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻣﻘﺮﺭ ﻣﺘﻜﺎﻣﻞ ﺍﳌﻬﺎﺭﺍﺕ ‪integrated-skills syllabus‬‬
‫ﺃﻋﺪﺗﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻻﺳﺘﺸﺎﺭﻳﲔ ﻭﻛﺘﺎﺏ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺭﺍﺟﻌﻪ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻗﺒﻞ ﻃﺒﺎﻋﺘﻪ‬
‫ﻭﻧﺸﺮﻩ‪ .‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﻭﺭﺓ ﺳﻨﺘﲔ‪ ،‬ﺑﺪﺃ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻳﺸﺘﻜﻮﻥ ﻣﻦ ﺃﻥ ﺍﳋﺮﳚﲔ ﻟﻴﺲ ﻟﺪﻳﻬﻢ‬
‫ﻣﻬﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻛﺎﻓﻴﺔ ﻷﻏﺮﺍﺽ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻧﺖ ﺍﻟﺪﻭﺭﺓ ﻣﻌﺪﺓ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺑﻨﺎﺀ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺴﻌﻮﻥ ﺇﱃ ﻣﻮﺍﺻﻠﺔ‬
‫ﺩﺭﺍﺳﺘﻬﻢ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﻛﺎﻥ ﳚﺐ ﺃﺧﺬ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺬﻳﻦ ﻳﺴﻌﻮﻥ ﺇﱃ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺍﺭﺱ ﺍﳌﻬﻨﻴﺔ‬
‫ﻭﺑﻘﻄﺎﻉ ﺍﻟﺘﻮﻇﻴﻒ ﺑﺎﳊﺴﺒﺎﻥ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺍﺳﺘﺸﺎﺭﺓ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﺃﺛﻨﺎﺀ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻟﺘﺤﺪﻳﺪ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﺮﻭﻥ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺧﺮﳚﻲ ﺍﳌﺪﺍﺭﺱ ﺇﺟﺎﺩ‪‬ﺎ‪ ،‬ﻭﻣﻦ ﰒ ﻛﺎﻥ ﳝﻜﻦ ﻓﺤﺺ ﺍﻟﺪﻭﺭﺓ‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻠﻚ ﺍﳌﻬﺎﺭﺍﺕ ﻗﺪ ﰎ ﺗﻐﻄﻴﺘﻬﺎ ﻋﻠﻰ ﳓﻮ ﻛﺎﻑ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ‬

‫ﻳﺘﻢ ﻋﺎﺩﺓ ﺇﻧﺘﺎﺝ ﻣﺸﺮﻭﻋﺎﺕ ﺍﳌﻨﻬﺞ ﺑﻮﺍﺳﻄﺔ ﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺘﻜﺎﻣﻞ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻦ‬
‫ﺍﳌﺘﺨﺼﺼﲔ ﺍﻟﺬﻳﻦ ﰎ ﺍﻟﺘﻌﺎﻗﺪ ﻣﻌﻬﻢ ﺧﺼﻴﺼﺎ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ ,‬ﻭﻗﺪ ﻳﻜﻮﻧﻮﻥ ﻣﺪﺭﺳﲔ ﻓﺮﻏﻮﺍ ﻟﻠﻤﺸﺮﻭﻉ ﳌﺪﺓ‬
‫ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ ‪ ,‬ﺃﻭ ﻗﺪ ﻳﻨﻔﺬ ﺍﳌﺸﺮﻭﻉ ﺑﻮﺍﺳﻄﺔ ﺍﳌﺪﺭﺳﲔ ﻭﻃﺎﻗﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻮﺻﻔﻪ ﺟﺰﺀﺍﹰ ﻣﻦ‬
‫ﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ ﺍﳌﻨﻮﻃﺔ ‪‬ﻢ‪ .‬ﻭﺗﻨﻔﺬ ﺍﳌﺸﺎﺭﻳﻊ ﲢﺖ ﻗﻴﻮﺩ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻮﺍﺭﺩ ﻭﺍﳌﻮﻇﻔﲔ‪ ،‬ﻭﻛﻞ‬
‫ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺗﺄﺛﲑ ﻛﺒﲑ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ ‪ .‬ﻭﳑﺎ ﻳﻨﺒﻐﻲ ﻣﺮﺍﻋﺎﺗﻪ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻋﺪﺩ‬
‫ﻛﺎﻑ ﻣﻦ ﺍﻷﻋﻀﺎﺀ ﰲ ﺍﻟﻔﺮﻳﻖ ﻟﻠﻘﻴﺎﻡ ﺑﺎﳌﻬﻤﺔ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﳝﺜﻠﻮﺍ ﺗﻮﺍﺯﻧﺎﹰ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ‪ .‬ﻭﺑﻌﺾ‬
‫ﺍﳌﺸﺎﺭﻳﻊ ﻏﻨﻴﺔ ﺑﺎﳌﺼﺎﺩﺭ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻨﻔﺬ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﲟﻴﺰﺍﻧﻴﺔ ﳏﺪﻭﺩﺓ‪ .‬ﻛﻤﺎ ﳚﺐ ﲣﻄﻴﻂ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ‬
‫ﻟﻠﻤﺸﺮﻭﻉ ﺑﻌﻨﺎﻳﺔ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻃﻤﻮﺡ ﻓﺮﻳﻖ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻳﺘﺠﺎﻭﺯ ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ‪ ،‬ﻓﺈ‪‬ﻢ ﻗﺪ ﻳﻘﺒﻠﻮﻥ ﲝﻞ‬

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‫ﻭﺳﻂ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲜﻮﺩﺓ ﺍﻟﻌﻤﻞ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﺗﻌﺪ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ ﻋﺎﻣﻼﹰ ﺃﺳﺎﺳﻴﺎﹰ ﰲ ﺗﻘﺪﻡ‬
‫ﺍﳌﺸﺮﻭﻉ ﺑﺸﻜﻞ ﺳﻠﺲ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻠﺘﺰﻣﲔ ﻋﻠﻰ ﳓﻮ ﻛﺒﲑ ﺑﺎﳌﺸﺮﻭﻉ‪ ،‬ﻭﳛﻤﻠﻮﻥ ﺭﺅﻳﺔ‬
‫ﻣﺸﺘﺮﻛﺔ ‪ ,‬ﻓﺎﺣﺘﻤﺎﻟﻴﺔ ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺗﻜﻮﻥ ﺃﻗﻞ ﳑﺎ ﻟﻮ ﻛﺎﻥ ﻫﻨﺎﻙ ﺣﺰﺍﺯﺍﺕ ﻭﻣﻨﺎﻓﺴﺎﺕ ﻟﻠﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺍﻟﺴﻠﻄﺔ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ‪.‬‬
‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﳚﺐ ﺃﺧﺬ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺑﺎﳊﺴﺒﺎﻥ‪:‬‬

‫• ﳑﻦ ﻳﺘﻜﻮﻥ ﻓﺮﻳﻖ ﺍﳌﺸﺮﻭﻉ؟ ﻭﻛﻴﻒ ﰎ ﺍﺧﺘﻴﺎﺭﻩ؟‬
‫• ﻣﺎ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﻟﻔﺮﻳﻖ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻏﲑ ﺍﻹﺩﺍﺭﻳﺔ ؟‬
‫• ﻛﻴﻒ ﰎ ﲢﺪﻳﺪ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ؟‬
‫• ﻣﻦ ﻳﻘﻮﻡ ﲟﺮﺍﺟﻌﺔ ﺗﻘﺪﻡ ﺍﳌﺸﺮﻭﻉ ﻭﺃﺩﺍﺀ ﺃﻋﻀﺎﺋﻪ ؟‬
‫• ﻣﺎ ﺍﳋﱪﺍﺕ ﺍﻟﱵ ﳝﻠﻜﻬﺎ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ؟‬
‫• ﻛﻴﻒ ﻳﻨﻈﺮ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺇﱃ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ؟‬
‫• ﻣﺎ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﻮﻓﺮﺓ ﻟﺪﻳﻬﻢ‪ ،‬ﻭﻣﺎ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ؟‬
‫• ﻣﺎ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ ﻟﻠﻤﺸﺮﻭﻉ ؟ ﻫﻞ ﻫﻮ ﻭﺍﻗﻌﻲ ﺃﻭ ﻫﻞ ﳛﺘﺎﺝ ﺍﳌﺸﺮﻭﻉ ﺇﱃ ﻭﻗﺖ ﺃﻗﻞ ﺃﻭ ﺃﻛﺜﺮ ؟‬
‫ﻭﺗﻮﺿﺢ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﻳﺆﺛﺮ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﰲ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :١‬ﻗﺮﺭ ﻣﻌﻬﺪ ﺧﺎﺹ ﺃﻥ ﻳﻄﻮﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺒﻌﺾ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺪﻳﻪ‪.‬‬
‫ﻭﻗﺪ ﰎ ﺗﻌﻴﲔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﳍﺬﻩ ﺍﳌﻬﻤﺔ‪ ،‬ﻭﻓﺮﻏﻮﺍ ﻟﻠﻌﻤﻞ ﰲ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ﻢ ﻣﺆﻟﻔﻮ‬
‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻗﺪ ﰎ ﺗﻜﻠﻴﻒ ﺃﺣﺪ ﺍﳌﺪﺭﺳﲔ ﺍﻷﺭﻓﻊ ﺩﺭﺟﺔ ﻟﻺﺷﺮﺍﻑ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻟﻜﻦ ﱂ ﻳﺴﺘﻄﻊ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻻ ﻋﻠﻰ ﺍﳌﺬﻫﺐ ﺍﻷﻓﻀﻞ ﰲ ﻛﺘﺎﺑﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪,‬‬
‫ﺣﻴﺚ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﻮﺗﺮ ﻣﺴﺘﻤﺮ ﺩﺍﺧﻞ ﺍﻟﻔﺮﻳﻖ ﳑﺎ ﺃﺩﻯ ﺇﱃ ﺗﺴﺮﺏ ﻋﺪﺩ ﻣﻦ ﺍﳌﺆﻟﻔﲔ‪ ,‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‬
‫ﺍﺳﺘﻐﺮﻕ ﺍﳌﺸﺮﻭﻉ ﻭﻗﺘﺎ ﺃﻃﻮﻝ ﳑﺎ ﺧﻄﻂ ﻟﻪ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﺇﻥ ﺍﳌﺪﺭﺱ ﺍﳉﻴﺪ ﻻ ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻳﻜﻮﻥ ﻣﺆﻟﻔﺎﹰ ﺟﻴﺪﺍﹰ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﻗﺎﺋﺪﺍﹰ ﻟﻠﻤﺸﺮﻭﻉ‪،‬‬
‫ﻓﺎﳌﺸﺮﻭﻉ ﻛﺎﻥ ﲝﺎﺟﺔ ﺇﱃ ﺗﻮﺟﻴﻪ ﺃﻓﻀﻞ ﻣﻦ ﺧﻼﻝ ﲡﻨﻴﺪ ﺷﺨﺺ ﺫﻱ ﻣﺆﻫﻼﺕ ﻭﺧﱪﺍﺕ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺗﻮﺍﺻﻞ ﺃﻓﻀﻞ ﺣﱴ ﳝﻜﻦ ﺇﺑﺮﺍﺯ ﺍﻻﺧﺘﻼﻓﺎﺕ ﰲ ﻓﻬﻢ ﺍﳌﺸﺮﻭﻉ‪،‬‬
‫ﻭﺣﻠﻬﺎ ﻗﺒﻞ ﺃﻥ ﺗﺼﺒﺢ ﻣﺸﻜﻼﺕ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﻟﻸﺩﻭﺍﺭ‪ ،‬ﻛﺎﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ‬
‫ﺗﻘﻠﻴﻞ ﺍﳌﺸﻜﻼﺕ‪.‬‬

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‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻛﺎﻥ ﻫﻨﺎﻙ ﻣﺆﻟﻔﺔ ﺗﻘﻮﻡ ﺑﺘﺄﻟﻴﻒ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﲝﺎﺟﺔ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﰲ ﺗﻄﻮﻳﺮ ﺳﻠﺴﻠﺔ ﻣﻦ‬
‫ﺍﻟﻜﺘﺐ‪ ،‬ﻭﻗﺪ ﻗﺎﻣﺖ ﺑﺎﻟﺘﻌﺎﻗﺪ ﻣﻊ ﺛﻼﺛﺔ ﻃﻼﺏ ﺧﺮﳚﲔ ﺑﺪﺍ ﻋﻠﻴﻬﻢ ﺃ‪‬ﻢ ﳝﺘﻠﻜﻮﻥ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ‬
‫ﺍﻟﻼﺯﻣﺔ‪ .‬ﻭﺑﻌﺪ ﺃﻥ ﺑﺪﺃ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻇﻬﺮ ﺳﺮﻳﻌﺎﹰ ﺃﻥ ﺍﻟﻄﻼﺏ ﻻ ﳝﻠﻜﻮﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﺄﻟﻴﻒ ﺑﺸﻜﻞ‬
‫ﻣﺴﺘﻘﻞ‪ ،‬ﻭﺃ‪‬ﻢ ﻗﺎﺩﺭﻭﻥ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﺩﻭﺍﺭ ﺍﻟﺴﻜﺮﺗﺎﺭﻳﺔ ﰲ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻟﺬﻟﻚ ﻓﻘﺪ ﺍﺿﻄﺮﺕ ﺗﻠﻚ‬
‫ﺍﳌﺆﻟﻔﺔ ﺍﳋﺒﲑﺓ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﺑﺎﳉﺰﺀ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺍﻟﺘﺄﻟﻴﻒ‪ ،‬ﳑﺎ ﺃﺩﻯ ﺇﱃ ﺍﻟﺘﻮﺗﺮ ﻭﺍﻟﺸﻌﻮﺭ ﺍﻟﺴﻴﺊ ﻷﻥ ﺍﻟﻌﻘﺪ ﻗﺪ‬
‫ﰎ ﺗﻮﻗﻴﻌﻪ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺇﻋﻄﺎﺀ ﺍﻟﻄﻼﺏ ﺍﳋﺮﳚﲔ ﻓﺘﺮﺓ ﲡﺮﺑﺔ ﻹﺛﺒﺎﺕ ﺟﺪﺍﺭ‪‬ﻢ ﻗﺒﻞ ﻋﺮﺽ ﺍﻟﻌﻘﺪ ﻋﻠﻴﻬﻢ‪.‬‬
‫ﻭﻛﺎﻥ ﳚﺐ ﺇﺑﺮﺍﺯ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻇﻬﺮﺕ ﻣﺒﻜﺮﺍ ﰲ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺣﱴ ﳝﻜﻦ ﲡﻨﻴﺪ ﻛﺘﺎﺏ ﳛﻠﻮﻥ ﳏﻠﻬﻢ ﺇﺫﺍ‬
‫ﻟﺰﻡ ﺍﻷﻣﺮ ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٣‬ﰎ ﺗﻌﻴﲔ ﻓﺮﻳﻖ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺿﻤﻦ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﻣﺸﺮﻭﻉ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﻭﻃﲏ ﰲ‬
‫ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﻗﺪ ﰎ ﲡﻨﻴﺪ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺑﻮﺍﺳﻄﺔ ﻭﻛﺎﻟﺔ ﲡﻨﻴﺪ ﻣﺘﺨﺼﺼﺔ‪ ،‬ﻭﱂ‬
‫ﻳﻜﻦ ﻫﻨﺎﻙ ﻣﺸﻜﻠﺔ ﻛﺒﲑﺓ ﰲ ﲡﻨﻴﺪ ﺍﳌﺆﻟﻔﲔ‪ ,‬ﻭﻟﻜﻦ ﺍﳌﺸﻜﻠﺔ ﻛﺎﻧﺖ ﰲ ﻗﻠﺔ ﻋﺪﺩ ﺍﳌﺘﻘﺪﻣﲔ ﺍﳌﺆﻫﻠﲔ ﻟﺘﻮﱄ‬
‫ﺩﻭﺭ ﻣﺪﻳﺮ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‪ ،‬ﻓﻘﺪ ﺗﻌﺎﻗﺐ ﻋﺪﺩ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺫﻭﻱ ﺍﳋﱪﺓ ﺍﶈﺪﻭﺩﺓ ﺃﻭ ﻏﲑ‬
‫ﺍﳌﻨﺎﺳﺒﲔ ﻟﺴﺪ ﻣﻜﺎﻥ ﻣﺪﻳﺮ ﺍﳌﺸﺮﻭﻉ؛ ﳑﺎ ﺃﺩﻯ ﺇﱃ ﻣﺸﻜﻼﺕ ﺧﻄﲑﺓ ﺩﺍﺧﻞ ﺍﻟﻔﺮﻳﻖ ﻭﺗﺄﺧﲑ ﻣﻮﻋﺪ ﺇﻛﻤﺎﻝ‬
‫ﺍﳌﺸﺮﻭﻉ ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺩﻭﺭ ﻣﺪﻳﺮ ﺍﳌﺸﺮﻭﻉ ﻭﰲ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﻨﻮﻃﺔ ﺑﺄﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ‪ ,‬ﺃﻭ‬
‫ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺷﺮﻭﻁ ﺗﻮﻇﻴﻒ ﻣﺪﻳﺮ ﺍﳌﺸﺮﻭﻉ ﺣﱴ ﳝﻜﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻣﺮﺷﺢ ﻣﻨﺎﺳﺐ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻛﺎﻥ ﻣﻦ ﺍﳌﻔﺘﺮﺽ ﺍﺳﺘﺸﺎﺭﺓ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﳌﺸﺮﻭﻉ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺣﻞ ﺻﻌﻮﺑﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ‬
‫ﻭﺍﳌﺸﻜﻼﺕ ﺍﻷﺧﺮﻯ ﺩﺍﺧﻞ ﺍﻟﻔﺮﻳﻖ ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻳﺘﻢ ﻋﺎﺩﺓ ﺗﻘﺪﱘ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﻣﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺜﻞ‪ ،‬ﺍﳉﺎﻣﻌﺔ‪ ،‬ﺃﻭ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﺃﻭ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻭﺗﻘﻮﻡ ﺍﻷﻧﻮﺍﻉ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﲞﻠﻖ ﺛﻘﺎﻓﺘﻬﺎ ﺍﳋﺎﺻﺔ ‪‬ﺎ ﻣﻦ ﺧﻼﻝ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﻳﺘﻔﺎﻋﻞ‬
‫ﻓﻴﻪ ﺍﻟﻨﺎﺱ ﺣﻴﺚ ﺗﻈﻬﺮ ﺃﳕﺎﻁ ﻣﻦ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﻳﻠﻌﺒﻬﺎ ﺃﻋﻀﺎﺀ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﺘﻮﺟﻴﻪ‪ .‬ﻭﻳﻼﺣﻆ ‪ (١٩٩٤:١٠٩) Morris‬ﺫﻟﻚ ﻓﻴﻘﻮﻝ‪:‬‬

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‫ﺍﳌﺪﺍﺭﺱ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﻈﻤﺎﺕ ﺗﻨﻤﻲ ﺛﻘﺎﻓﺔ ﺃﻭ ﺃﺧﻼﻗﻴﺎﺕ ﺃﻭ ﺑﻴﺌﺔ‪ ،‬ﻭﺍﻟﱵ ﻗﺪ ﺗﺸﺠﻊ ﺍﻟﺘﻐﻴﲑ ﻭﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺃﻭ‬
‫ﻗﺪ ﻻ ﺗﺸﺠﻌﻬﺎ‪ .‬ﻓﺎﳌﺪﺭﺳﺔ ﺫﺍﺕ ﺍﳉﻮ ﺍﳌﻨﻔﺘﺢ ﻧﻮﻋﺎﹰ ﻣﺎ‪ ،‬ﺣﻴﺚ ﻳﺘﻌﺎﻭﻥ ﺍﳌﺪﺭﺳﻮﻥ ﻣﻊ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﻭﻳﻜﻮﻥ‬
‫ﺍﳌﺪﻳﺮ )ﻭﺍﳌﺪﺭﺳﻮﻥ ﺍﻷﻋﻠﻰ ﺩﺭﺟﺔ( ﺩﺍﻋﻤﺎ ﻟﻠﻤﺪﺭﺳﲔ ‪ ,‬ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺍﺳﺘﻌﺪﺍﺩﺍ ﶈﺎﻭﻟﺔ ﺗﻄﺒﻴﻖ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ﻭﺑﺎﳌﻘﺎﺑﻞ ﻓﺈﻥ ﺍﳌﺪﺭﺳﺔ ﺍﻟﱵ ﻣﺒﺪﺅﻫﺎ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﻌﻤﻞ ﻓﻴﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻋﺰﻟﺔ‬
‫ﺃﻭ ﰲ ﳎﻤﻮﻋﺎﺕ ﺿﻴﻘﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺁﻟﻴﺔ ﻟﻠﻨﻘﺎﺵ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﺗﻜﻮﻥ ﺃﻗﻞ ﺍﺳﺘﻌﺪﺍﺩﺍ‬
‫ﻟﻠﺘﻐﻴﲑ ‪.‬‬
‫ﺇﻥ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳉﻤﺎﻋﺎﺕ ﻭﺍﻷﻗﺴﺎﻡ‪ ،‬ﺗﻌﻤﻞ ﺃﺣﻴﺎﻧﺎﹰ ﺑﺸﻜﻞ‬
‫ﻣﺘﺤﺪ ﻭﻣﺘﻜﺎﻣﻞ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎﹰ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﳌﻜﻮﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﳓﻮ ﺍﺳﺘﻘﻼﱄ ﻭﻣﻨﻔﺮﺩ‪ ،‬ﻭﺭﲟﺎ ﻋﻤﻠﺖ ﰲ‬
‫ﺃﺣﺎﻳﲔ ﺃﺧﺮﻯ ﺑﻄﺮﻳﻘﺔ ﻓﻴﻬﺎ ﲢﺪ ﻭﳎﺎ‪‬ﺔ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺩﺍﺧﻞ ﻣﺆﺳﺴﺔ ﻣﻌﻴﻨﺔ ﻣﻨﺎﺥ ﻗﻮﻱ ﻭﺇﳚﺎﰊ ﻟﺪﻋﻢ‬
‫ﺍﻟﺘﺠﺪﻳﺪ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻘﻴﺎﺩﺓ ﻓﻌﺎﻟﺔ ﻭﺇﳚﺎﺑﻴﺔ‪ ،‬ﻭﻳﺘﻢ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺘﻐﻴﲑ ﻋﻠﻰ ﳓﻮ ﺇﳚﺎﰊ‪ .‬ﻭﻟﻜﻦ ﻗﺪ ﻳﻜﻮﻥ‬
‫ﻫﻨﺎﻙ ﻣﻨﺎﺥ ﻻ ﻳﺜﻖ ﻓﻴﻪ ﺍﳌﺪﺭﺳﻮﻥ ﺑﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻻ ﺑﺎﻹﺩﺍﺭﺓ‪ ،‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺍﻧﺘﻤﺎﺀ ﺭﺍﺳﺦ ﺑﺎﳌﺪﺭﺳﺔ‪.‬‬
‫ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻳﻀﺎﹰ ﻃﺮﻗﻬﺎ ﺍﳋﺎﺻﺔ ‪‬ﺎ ﻹﳒﺎﺯ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﻓﻔﻲ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻌﺪ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺟﻮﻫﺮ ﺍﳌﻨﻬﺞ ﻭﳚﺐ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺪﺭﺳﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﶈﺪﺩﺓ ﳍﻢ؛ ﺃﻣﺎ ﰲ ﻣﺆﺳﺴﺎﺕ‬
‫ﺃﺧﺮﻯ ﻓﺎﳌﺪﺭﺳﻮﻥ ﻳﻌﻤﻠﻮﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺇﺭﺷﺎﺩﺍﺕ ﺍﻟﺪﻭﺭﺓ ﻭﻳﻘﻮﻣﻮﻥ ﺑﺈﺿﺎﻓﺔ ﻣﺎ ﻳﺮﻭﻧﻪ ﻣﻨﺎﺳﺒﺎﹰ‪ .‬ﻛﻤﺎ ﲣﺘﻠﻒ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺃﻳﻀﺎﹰ ﰲ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ ﺍﳌﻬﻨﻴﺔ‪ .‬ﻓﻬﻨﺎﻙ ﺍﲡﺎﻩ ﻭﺷﻌﻮﺭ ﻗﻮﻱ ﻟﺪﻯ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﳓﻮ ﺍﻻﻟﺘﺰﺍﻡ ﺍﳌﻬﲏ ﻭﺛﻘﺎﻓﺔ ﺍﳉﻮﺩﺓ ﳑﺎ ﻳﺆﺛﺮ ﰲ ﻛﻞ ﺟﻮﺍﻧﺐ ﻋﻤﻞ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﰲ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﻷﺧﺮﻯ ﻓﺎﻟﺪﺍﻓﻊ ﺍﻷﻗﻮﻯ ﻟﻠﻤﺪﺭﺳﺔ ﻫﻮ ﺍﻟﻜﺴﺐ ﺍﳌﺎﺩﻱ‪ ,‬ﻭﻟﺘﺨﻔﻴﺾ ﺍﻟﺘﻜﻠﻔﺔ ﻳﺘﻢ ﺍﻻﻋﺘﻤﺎﺩ ﺇﱃ ﺣﺪ ﻛﺒﲑ‬
‫ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ ﺫﻭﻱ ﺍﻟﺪﻭﺍﻡ ﺍﳉﺰﺋﻲ ﺃﻭ ﻣﺪﺭﺳﲔ ﺫﻭﻱ ﺗﺪﺭﻳﺐ ﻭﺧﱪﺍﺕ ﳏﺪﻭﺩﺓ‪ ,‬ﻭﻻ ﻳﻜﺎﻓﺌﻮﻥ ﺑﺸﻜﻞ‬
‫ﳎﺰ ﻣﻘﺎﺑﻞ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻘﻀﻮﻧﻪ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺪﺭﻭﺱ‪ ،‬ﻭﻟﺬﺍ ﻓﻬﻢ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻔﺼﻮﻝ ﰒ ﻳﻨﺘﻘﻠﻮﻥ ﺇﱃ ﻣﻬﻤﺔ‬
‫ﺗﺪﺭﻳﺴﻴﺔ ﺗﺎﻟﻴﺔ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﰲ ﻣﺪﺭﺳﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻹﻧﺴﺎﱐ ﻟﻠﻤﺆﺳﺴﺔ‪ ,‬ﳚﺐ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺎﺩﻳﺔ‪ ,‬ﻣﺎ ﻧﻮﻉ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﻮﻓﺮﺓ‬
‫ﻟﻠﻤﺪﺭﺳﲔ؟ ﻫﻞ ﻫﻨﺎﻙ ﻏﺮﻓﺔ ﻣﺮﺍﺟﻊ ﺟﻴﺪﺓ ﻟﻠﻤﺪﺭﺳﲔ ‪teachers reference room‬؟ ﻣﺎ ﻣﺪﻯ‬
‫ﻗﺪﺭﺓ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ ؟ ﻣﻦ ﳜﺘﺎﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ؟ ﺇﻥ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺗﺮﺗﺒﻂ ﺇﺫﻥ ﺑﺎﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻣﺎ ﺍﻟﻘﻴﺎﺩﺓ ﺍﳌﺘﻮﻓﺮﺓ ﺩﺍﺧﻞ ﺍﳌﺪﺭﺳﺔ ﻟﺪﻋﻢ ﺍﻟﺘﻐﻴﲑ ﻭﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺘﻐﻴﲑ ؟‬

‫‪١٣٣‬‬
‫• ﻣﺎ ﻣﻮﺍﺭﺩ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺎﺩﻳﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﺼﻔﻴﺔ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ media‬ﻭﺍﳌﺼﺎﺩﺭ‬

‫ﺍﻟﺘﻘﻨﻴﺔ ﺍﻷﺧﺮﻯ ﻭﻣﺼﺎﺩﺭ ﺍﳌﻜﺘﺒﺔ ؟‬
‫• ﻣﺎ ﺩﻭﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻷﺧﺮﻯ ؟‬
‫• ﻣﺎ ﻫﻲ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﺑﲔ ﻣﺪﺭﺳﻲ ﺍﻹﳒﻠﻴﺰﻳﺔ ؟‬
‫• ﻣﺎ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﰎ ﻋﻤﻠﻪ ﺣﻴﺎﳍﺎ ؟‬
‫• ﻣﺎ ﺍﻟﺪﻋﻢ ﺍﻹﺩﺍﺭﻱ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ )ﻣﺜﻞ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻹﺩﺍﺭﺓ( ﺍﳌﺘﻮﻓﺮﺓ ﰲ‬
‫ﺍﳌﺪﺭﺳﺔ؟‬
‫• ﻣﺎ ﻧﻮﻉ ﺍﻟﺴﻤﻌﺔ ﺍﻟﱵ ﺗﺘﻤﺘﻊ ‪‬ﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺗﻘﺪﱘ ﺑﺮﺍﻣﺞ ﻟﻐﻮﻳﺔ ﻧﺎﺟﺤﺔ ؟‬
‫• ﻣﺎ ﻣﺪﻯ ﺍﻟﺘﺰﺍﻡ ﺍﳌﺆﺳﺴﺔ ﺑﺎﻟﺴﻌﻲ ﳓﻮ ﲢﻘﻴﻖ ﺍﻟﺘﻤﻴﺰ؟‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :١‬ﰎ ﺗﻌﻴﲔ ﻣﺪﻳﺮﺓ ﺟﺪﻳﺪﺓ ﰲ ﻣﻌﻬﺪ ﻟﻐﺔ ﺧﺎﺹ‪ ،‬ﻭﻗﺪ ﻛﺎﻥ ﺃﺻﺤﺎﺏ ﺍﳌﻌﻬﺪ ﻗﻠﻘﲔ ﺑﺴﺒﺐ‬
‫ﺍﳔﻔﺎﺽ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﺍﳌﻠﺘﺤﻘﲔ ﺑﺎﳌﻌﻬﺪ‪ ،‬ﻭﻳﺸﻌﺮﻭﻥ ﺑﺎﳊﺎﺟﺔ ﺇﱃ ﻣﺮﺍﺟﻌﺔ ﺑﺮﺍﻣﺞ ﺍﳌﻌﻬﺪ ﳉﻌﻠﻬﺎ ﻗﺎﺩﺭﺓ‬
‫ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ ﻋﻠﻰ ﳓﻮ ﺃﻛﱪ ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺟﺬﺏ ﺍﻟﺰﺑﺎﺋﻦ‪ .‬ﻭﻗﺪ ﺃﻋﺪﺕ ﺍﳌﺪﻳﺮﺓ ﺗﻘﺮﻳﺮﺍﹰ ﻣﻨﻄﻘﻴﺎﹰ ﳑﺘﺎﺯﺍﹰ‬
‫ﻹﺻﻼﺡ ﺍﻟﱪﺍﻣﺞ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺣﺎﻟﻴﺎﹰ ﺑﻜﺘﺐ ﺣﺪﻳﺜﺔ‪ ،‬ﻭﻗﺎﻣﺖ ﺑﺈﻋﺪﺍﺩ‬
‫ﺧﻄﺔ ﻟﺘﺴﻮﻳﻖ ﺍﻟﺪﻭﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ .‬ﻭﻟﻜﻨﻬﺎ ﻭﺍﺟﻬﺖ ﻗﺪﺭﺍ ﻛﺒﲑﺍ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ‬
‫ﺷﻌﺮﻭﺍ ﺃ‪‬ﻢ ﱂ ﻳﻘﺪﺭﻭﺍ ﺗﻘﺪﻳﺮﺍﹰ ﻣﻨﺎﺳﺒﺎﹰ‪ ،‬ﻭﺃﻥ ﺭﻭﺍﺗﺒﻬﻢ ﻗﻠﻴﻠﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻟﻦ ﺗﻘﺪﻡ ﳍﻢ ﺃﻳﺔ‬
‫ﻓﻮﺍﺋﺪ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻥ ﳝﻜﻦ ﺇﺷﺮﺍﻙ ﺍﳌﺪﺭﺳﲔ ﰲ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﲑ ﰲ ﺑﺮﺍﻣﺞ ﺍﳌﻌﻬﺪ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﰲ ﺇﳚﺎﺩ ﻭﺳﺎﺋﻞ‬
‫ﻟﺰﻳﺎﺩﺓ ﺍﳊﻮﺍﻓﺰ ﻟﻠﻤﺪﺭﺳﲔ ﺃﻧﻔﺴﻬﻢ‪ ,‬ﻭﻫﺬﺍ ﻗﺪ ﻳﺘﻀﻤﻦ ﻣﻨﺎﻗﺸﺔ ﺃﺻﺤﺎﺏ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻘﺪﱘ ﻇﺮﻭﻑ ﺧﺪﻣﺔ‬
‫ﺃﻓﻀﻞ ﻟﻠﻤﺪﺭﺳﲔ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍ ﻣﻦ ﺍﳋﻄﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﺠﺪﻳﺪ ﺍﳌﻨﻬﺞ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻛﺎﻥ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﻝ‬
‫ﺑﻌﺾ ﺍﳌﺪﺭﺳﲔ ﲟﺪﺭﺳﲔ ﺃﻛﺜﺮ ﺍﻧﻔﺘﺎﺣﺎ ﻭﺗﻘﺒﻼ ﻟﻨﻮﻋﻴﺔ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﺍﻗﺘﺮﺣﺘﻬﺎ ﺍﳌﺪﻳﺮﺓ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻛﺎﻥ ﻫﻨﺎﻙ ﻗﺪﺭ ﻛﺒﲑ ﻏﲑ ﻣﻘﺒﻮﻝ ﻣﻦ ﺗﺴﺮﺏ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ ﰲ ﻣﻌﻬﺪ ﻟﻐﺔ‪ ،‬ﺣﻴﺚ ﺍﻧﺘﻘﻞ‬
‫ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﳌﻤﺘﺎﺯﻳﻦ‪ ,‬ﻭﻗﺪ ﻛﺎﻧﻮﺍ ﻳﺸﺘﻜﻮﻥ ﻣﻦ ﺃﻥ ﺍﳌﺪﺭﺳﺔ ﻻ ﺗﻘﺪﻡ ﳍﻢ ﻣﺼﺪﺭﺍﹰ ﻣﺴﺘﻤﺮﺍﹰ ﻣﻦ‬
‫ﺍﻟﺮﺿﺎ ﺍﳌﻬﲏ ﺍﻟﺬﻱ ﳛﺘﺎﺟﻮﻧﻪ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﺃﺻﺒﺢ ﺍﳌﻌﻬﺪ ﻳﻌﺎﱐ ﻧﻘﺼﺎ ﰲ ﺍﳌﺪﺭﺳﲔ ﺍﻷﺳﺎﺳﻴﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ‬
‫ﺍﳌﺪﺭﺳﲔ ﺍﳉﺪﺩ ﻛﺎﻧﻮﺍ ﻳﺸﺘﻜﻮﻥ ﻣﻦ ﺃ‪‬ﻢ ﻻ ﳚﺪﻭﻥ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﳛﺘﺎﺟﻮﻧﻪ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﻷﻋﻠﻰ ﺩﺭﺟﺔ‬
‫ﻟﺘﻤﻜﻴﻨﻬﻢ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﲟﺴﺆﻭﻟﻴﺎ‪‬ﻢ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ‪.‬‬

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‫ﺗﻌﻠﻴﻖ ‪ :‬ﻳﻨﺒﻐﻲ ﻟﻠﻤﻌﻬﺪ ﻣﺮﺍﺟﻌﺔ ﺗﺮﻛﻴﺒﺘﻪ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﳛﺎﻭﻝ ﺍﺑﺘﻜﺎﺭ ﺃﺩﻭﺍﺭ ﺧﺎﺻﺔ ﻟﻠﻤﺪﺭﺳﲔ ﺍﻷﺳﺎﺳﻴﲔ‬
‫ﺍﻷﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻊ ﺗﻘﺪﱘ ﻣﻜﺎﻓﺂﺕ ﻣﻨﺎﺳﺒﺔ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺭ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺪﺭﺳﲔ ﻣﺮﺍﻗﺒﲔ ﺃﻭ‬
‫ﻣﺪﺭﰊ ﻣﺪﺭﺳﲔ ﺃﻭ ﻣﺪﺭﺳﲔ ﺑﺎﺣﺜﲔ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‬

‫ﺇﻥ ﺍﳌﺪﺭﺳﲔ ﻋﺎﻣﻞ ﺃﺳﺎﺳﻲ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻨﺎﺟﺢ ﻟﻠﺘﻐﻴﲑﺍﺕ ﰲ ﺍﳌﻨﻬﺞ ‪ .‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﺍﳌﺘﻤﻴﺰﻭﻥ ﳝﻜﻦ ﰲ‬
‫ﺍﻟﻐﺎﻟﺐ ﺃﻥ ﻳﻌﻮﺿﻮﺍ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻀﻌﻴﻔﺔ ﺍﳉﻮﺩﺓ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ‪ ،‬ﰲ ﺣﲔ ﺃﻥ‬
‫ﺍﳌﺪﺭﺳﲔ ﻏﲑ ﺍﳌﺪﺭﺑﲔ ﺗﺪﺭﻳﺒﺎﹰ ﺟﻴﺪﺍﹰ ﻗﺪ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ ﻓﻌﺎﻻﹰ ﻣﻬﻤﺎ‬
‫ﻛﺎﻧﺖ ﺟﻮﺩ‪‬ﺎ‪ .‬ﻭﻳﺘﻔﺎﻭﺕ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻛﻞ ﻣﺆﺳﺴﺔ ﻭﻓﻘﺎﹰ ﻟﻸﺑﻌﺎﺩ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ‪.‬‬
‫• ﺍﳋﱪﺓ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ‪.‬‬
‫• ﺍﳌﻬﺎﺭﺓ ﻭﺍﻟﺪﺭﺑﺔ ‪.‬‬
‫• ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﺆﻫﻼﺕ ‪.‬‬
‫• ﺍﳌﻌﻨﻮﻳﺎﺕ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ‪.‬‬
‫• ﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ‪.‬‬
‫• ﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﻭﺍﳌﺒﺎﺩﺉ ‪.‬‬
‫ﻭﻟﺬﺍ ﻓﻤﻦ ﺍﳌﻬﻢ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻣﻌﺮﻓﺔ ﻧﻮﻋﻴﺔ ﺍﳌﺪﺭﺳﲔ ﺍﻟﱵ ﺳﻮﻑ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ‬
‫ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻧﻮﻋﻴﺔ ﺍﳌﺪﺭﺳﲔ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻀﻤﺎﻥ ﲢﻘﻴﻖ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻐﺎﻳﺎﺗﻪ‪.‬‬
‫ﻭﻳﺘﺤﻤﻞ ﺍﳌﺪﺭﺳﻮﻥ ﺃﻳﻀﺎﹰ ﻣﺴﺆﻭﻟﻴﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﺇﺫ ﺇﻥ ﺑﻌﻀﻬﻢ ﻳﻘﻮﻡ ﺑﺄﺩﻭﺍﺭ ﺍﳌﺮﺍﻗﺒﺔ ﺃﻭ ﺍﻟﻘﻴﺎﺩﺓ‬
‫ﺩﺍﺧﻞ ﻣﺪﺍﺭﺳﻬﻢ‪ ،‬ﻭﻳﺴﺎﻋﺪ ﰲ ﺗﻮﺟﻴﻪ ﺍﳌﺪﺭﺳﲔ ﺍﳉﺪﺩ‪ ،‬ﺃﻭ ﰲ ﻗﻴﺎﺩﺓ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﰲ ﺗﻄﻮﻳﺮ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﺑﻴﻨﻤﺎ ﻫﻨﺎﻙ ﻣﺪﺭﺳﻮﻥ ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﻘﻴﺎﻡ ﺑﺄﻱ ﺷﻲﺀ‬
‫ﻋﺪﺍ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺇﺫ ﻗﺪ ﻳﻜﻮﻥ ﻋﻨﺪﻫﻢ ﺃﻋﺒﺎﺀ ﺗﺪﺭﻳﺴﻴﺔ ﻛﺜﲑﺓ ﺃﻭ ﻳﺪﺭﺳﻮﻥ ﰲ ﻣﺆﺳﺴﺎﺕ ﻋﺪﻳﺪﺓ ﳐﺘﻠﻔﺔ ﻣﻦ‬
‫ﺃﺟﻞ ﻛﺴﺐ ﻣﺎ ﳛﺘﺎﺟﻮﻧﻪ ﻣﻦ ﻣﺎﻝ‪ .‬ﻭﺑﻌﺾ ﺍﳌﺪﺭﺳﲔ ﻗﺪ ﻳﺮﺣﺐ ﺑﻔﺮﺻﺔ ﲡﺮﻳﺐ ﻣﻘﺮﺭ ﺟﺪﻳﺪ ﺃﻭ ﻣﻮﺍﺩ‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﺟﺪﻳﺪﺓ‪ ,‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻗﺪ ﳝﺘﻌﺾ ﻣﻨﻬﺎ ﻷ‪‬ﻢ ﻳﻌﺘﻘﺪﻭﻥ ﺃ‪‬ﺎ ﺗﻌﻴﻖ ﻣﺎ ﺗﻌﻮﺩﻭﺍ ﻋﻠﻴﻪ ﻭﻻ‬
‫ﺗﻘﺪﻡ ﳍﻢ ﺃﻳﺔ ﻣﻨﺎﻓﻊ ﻣﺎﺩﻳﺔ ﺃﻭ ﻏﲑ ﻣﺎﺩﻳﺔ‪.‬‬

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‫ﻭﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ ﺍﻟﱵ ﳚﺐ ﺃﺧﺬﻫﺎ ﺑﺎﳊﺴﺒﺎﻥ ﰲ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫• ﻣﺎ ﻧﻮﻋﻴﺔ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺣﺎﻟﻴﺎ ﰲ ﺍﳌﺪﺍﺭﺱ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ ؟ ﻣﺎ ﺧﻠﻔﻴﺎ‪‬ﻢ‬
‫ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﺧﱪﺍ‪‬ﻢ ﻭﺩﺍﻓﻌﻴﺘﻬﻢ ؟‬
‫• ﻣﺎ ﻣﺪﻯ ﻛﻔﺎﻳﺘﻬﻢ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ؟‬
‫• ﻣﺎ ﻧﻮﻋﻴﺔ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﺍﻟﱵ ﻳﺆﻣﻦ ‪‬ﺎ ﺍﳌﺪﺭﺳﻮﻥ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻘﻀﺎﻳﺎ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ؟‬
‫• ﻣﺎ ﺍﻟﻌﺐﺀ ﺍﻟﺘﺪﺭﻳﺴﻲ ﺍﳌﻠﻘﻰ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﳌﺪﺭﺳﲔ ﻭﻣﺎ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ؟‬
‫• ﻣﺎ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﻭﻳﺆﻣﻨﻮﻥ ‪‬ﺎ ؟‬
‫• ﻣﺎ ﻣﺪﻯ ﺍﻧﻔﺘﺎﺡ ﺍﳌﺪﺭﺳﲔ ﳓﻮ ﺍﻟﺘﻐﻴﲑ ﻭﺗﻘﺒﻠﻬﻢ ﻟﻪ؟‬
‫• ﻣﺎ ﺍﻟﻔﺮﺹ ﺍﻟﱵ ﻟﺪﻳﻬﻢ ﻹﻋﺎﺩﺓ ﺗﺪﺭﻳﺒﻬﻢ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﺃﻭ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﻔﺮﺹ ﺍﻷﺧﺮﻯ ؟‬
‫• ﻣﺎ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﺍﳌﻘﺮﺭ ﺃﻭ ﺍﳌﻨﻬﺞ ﺃﻭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺍﳌﻘﺘﺮﺣﺔ ﻟﻠﻤﺪﺭﺳﲔ ؟‬
‫ﻭﻳﻮﺿﺢ ﺍﳌﺜﺎﻻﻥ ﺍﻟﺘﺎﻟﻴﺎﻥ ﺍﻟﺘﺄﺛﲑ ﺍﶈﺘﻤﻞ ﻟﺒﻌﺾ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ‪:‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :١‬ﻗﺮﺭ ﻗﺴﻢ ﺍﳌﻨﺎﻫﺞ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ –ﺑﻮﺻﻒ ﺫﻟﻚ ﺟﺰﺀﺍﹰ ﻣﻦ ﺣﺮﻛﺔ‬
‫ﺷﺎﻣﻠﺔ ﻹﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺍﳌﻨﻬﺞ ﺍﳌﺪﺭﺳﻲ‪ -‬ﺗﻄﺒﻴﻖ ﻣﺬﻫﺐ ﺟﺪﻳﺪ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ ‪task-‬‬
‫‪ based approach‬ﰲ ﻛﻞ ﺍﳌﻮﺍﺩ‪ .‬ﻭﻳﺘﻀﻤﻦ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ ﻛﺒﲑﺍﹰ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﻣﻌﻴﺎﺭﻳﺔ‬
‫ﺍﳌﺮﺟﻊ ‪ criterion-referenced tests‬ﻣﻦ ﺻﻨﻊ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺮﺗﺒﻄﺔ ﲟﻬﻤﺎﺕ ﻣﺘﺪﺭﺟﺔ ﰲ ﻣﻮﺍﺩ‬
‫ﳐﺘﻠﻔﺔ‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ ﻗﺪﻣﺖ ﺍﳋﻄﺔ ﻟﻠﻤﺪﺭﺳﲔ ﺟﻮ‪‬ﺖ ﲟﻘﺎﻭﻣﺔ ﻛﺒﲑﺓ‪ ،‬ﻓﻘﺪ ﻛﺎﻥ ﺍﳌﺪﺭﺳﻮﻥ ﺳﻌﺪﺍﺀ ﻣﻊ‬
‫ﺍﳌﻨﻬﺞ ﺍﻟﻘﺎﺋﻢ‪ ,‬ﻛﻤﺎ ﻭﺟﺪﻭﺍ ﺻﻌﻮﺑﺔ ﻛﺒﲑﺓ ﰲ ﻓﻬﻢ ﻓﻠﺴﻔﺔ ﺍﳌﺬﻫﺐ ﺍﳉﺪﻳﺪ‪ ،‬ﻭﺭﺃﻭﺍ ﺃﻥ ﺍﳌﺬﻫﺐ ﺍﳉﺪﻳﺪ‬
‫ﻳﺸﻜﻞ ﻋﺒﺌﺎﹰ ﺛﻘﻴﻼﹰ ﻋﻠﻴﻬﻢ‪ .‬ﻭﻗﺪ ﻧﻈﻢ ﺍﲢﺎﺩ ﺍﳌﺪﺭﺳﲔ ﻋﺪﺩﺍ ﻣﻦ ﺍﻟﻠﻘﺎﺀﺍﺕ ﳌﻨﺎﻗﺸﺔ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﻭﻧﻘﺪﻩ‪.‬‬
‫ﻭﰲ ﻣﻮﺍﺟﻬﺔ ﻫﺬﺍ ﺍﻻﻋﺘﺮﺍﺽ ﺍﻟﻌﺎﻡ‪ ،‬ﻗﺮﺭ ﻗﺴﻢ ﺍﳌﻨﺎﻫﺞ ﺗﺄﺟﻴﻞ ﺗﻘﺪﱘ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﻭﺗﻌﺪﻳﻠﻪ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ‬
‫ﻣﻦ ﺍﳌﺒﺎﻟﻎ ﺍﳌﺎﻟﻴﺔ ﺍﻟﻜﺒﲑﺓ ﺍﻟﱵ ﰎ ﺻﺮﻓﻬﺎ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺴﺎﻧﺪﺓ ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻥ ﳚﺐ ﺍﻟﻘﻴﺎﻡ ﺑﻌﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻗﺒﻞ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ ﺍﻟﻘﺎﺋﻢ‪ .‬ﻭﻛﺎﻥ ﻳﻨﺒﻐﻲ‬
‫ﺃﺧﺬ ﺭﺃﻱ ﺍﳌﺪﺭﺳﲔ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻮﺍ ﻳﺸﻌﺮﻭﻥ ﺑﺎﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﺍﳌﻔﺘﺮﺽ ﺇﺷﺮﺍﻙ‬
‫ﺍﳌﺪﺭﺳﲔ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ ﺑﺪﻻﹰ ﻣﻦ ﻓﺮﺿﻪ ﻋﻠﻴﻬﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺳﻴﺎﺳﺔ ﺍﻷﻣﺮ ﺍﻟﻮﺍﻗﻊ‪ .‬ﻭﻛﺎﻥ ﻳﻨﺒﻐﻲ‬
‫ﻛﺬﻟﻚ ﺗﺪﺭﻳﺐ ﺍﳌﺪﺭﺳﲔ ﺗﺪﺭﻳﺒﺎﹰ ﻛﺎﻓﻴﺎﹰ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻬﺞ ﺍﳉﺪﻳﺪ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺃﻳﻀﺎﹰ ﲡﺮﻳﺐ‬
‫ﺍﳌﻨﻬﺞ ﺃﻭﻻﹰ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﻋﺒﺎﺀ ﺍﻟﱵ ﻳﺸﻜﻠﻬﺎ ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ‪.‬‬

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‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻳﻌﺘﻘﺪ ﻣﺪﻳﺮ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﻣﻌﻬﺪ ﺧﺎﺹ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﻟﻠﻤﺪﺭﺳﲔ ﰲ ﻣﺪﺭﺳﺘﻪ ﺃﻻ ﻳﺴﺘﺨﺪﻣﻮﺍ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﻟﻜﻦ ﻳﻨﺒﻐﻲ ﻋﻠﻴﻬﻢ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺑﺄﻧﻔﺴﻬﻢ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻏﺎﻟﺒﻴﺔ‬
‫ﺍﳌﺪﺭﺳﲔ ﻏﲑ ﻣﺪﺭﺑﲔ ﻭﻋﻘﻮﺩﻫﻢ ﻗﺼﲑﺓ ﺍﳌﺪﻯ‪ ,‬ﻭﻟﺬﺍ ﺷﻌﺮﻭﺍ ﺃ‪‬ﻢ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﻣﻨﺎﻗﺸﺔ ﻗﺮﺍﺭ ﺍﳌﺪﻳﺮ‪ .‬ﻭﻣﻊ‬
‫ﺫﻟﻚ ﻓﻘﺪ ﲡﺎﻫﻞ ﻏﺎﻟﺒﻴﺔ ﺍﳌﺪﺭﺳﲔ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ‪ ,‬ﺣﻴﺚ ﻛﺎﻧﻮﺍ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺃﺟﺰﺍﺀ ﻣﺼﻮﺭﺓ ﻣﺄﺧﻮﺫﺓ ﻣﻦ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺃﻭ ﻳﻘﻮﻣﻮﻥ ﺑﻄﺒﺎﻋﺔ ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﲤﺮﻳﺮﻫﺎ ﻛﻤﺎ ﻟﻮ ﻛﺎﻧﺖ ﻣﻦ‬
‫ﺻﻨﻌﻬﻢ ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻫﺪﻑ ﻭﺍﺿﺢ ﻣﻦ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﱵ ﺍﻧﺘﻬﺠﻬﺎ ﻣﺪﻳﺮ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳌﺪﻳﺮ ﻳﺮﻳﺪ ﻣﻦ‬
‫ﺍﳌﺪﺭﺳﲔ ﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﺈﻋﺪﺍﺩ ﻣﻮﺍﺩﻫﻢ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻬﻮ ﲝﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﺘﻌﺎﻗﺪ ﻣﻊ ﻣﺪﺭﺳﲔ ﺃﻓﻀﻞ‬
‫ﺗﺄﻫﻴﻼ‪ ،‬ﺃﻭ ﺗﺄﻫﻴﻞ ﻫﺆﻻﺀ ﺍﳌﺪﺭﺳﲔ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﱘ ﻭﺭﺵ ﻋﻤﻞ ﻟﺘﺪﺭﻳﺒﻬﻢ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻛﺎﻥ ﳚﺐ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻜﺘﺎﺑﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺣﱴ‬
‫ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻫﺎﺩﻓﺎﹰ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ‬

‫ﺇﻥ ﺍﳌﺘﻌﻠﻤﲔ ﻫﻢ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺍﻷﺳﺎﺳﻴﻮﻥ ﰲ ﻣﺸﺎﺭﻳﻊ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﲨﻊ ﺃﻛﱪ ﻗﺪﺭ‬
‫ﳑﻜﻦ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻨﻬﻢ ﻗﺒﻞ ﺑﺪﺍﻳﺔ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﺍﻟﺘﺮﻛﻴﺰ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﻋﻠﻰ ﺣﺎﺟﺎﺕ‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﻠﻐﻮﻳﺔ؛ ﺃﻣﺎ ﻫﻨﺎ ﻓﺎﻟﺘﺮﻛﻴﺰ ﻫﻮ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﻣﺜﻞ‪ ،‬ﺧﻠﻔﻴﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪،‬‬
‫ﻭﺗﻮﻗﻌﺎ‪‬ﻢ‪ ،‬ﻭﺍﻋﺘﻘﺎﺩﺍ‪‬ﻢ ‪ ، beliefs‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻔﻀﻠﺔ ﻟﺪﻳﻬﻢ ‪preferred learning‬‬
‫‪ .styles‬ﻭﻗﺪ ﻳﻨﻄﻠﻖ ﻣﺼﻤﻤﻮ ﺍﳌﺸﺮﻭﻉ ﻣﻦ ﺍﻓﺘﺮﺍﺿﺎﺕ ﺣﻮﻝ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳌﺪﺭﺳﲔ‪ ،‬ﻭﺍﻟﻄﻼﺏ‬
‫ﻗﺪ ﺗﻜﻮﻥ ﻣﻘﻴﺪﺓ ﺛﻘﺎﻓﻴﺎﹰ‪ ،‬ﻭ ﻗﺪ ﻻ ﺗﻨﺴﺠﻢ ﻣﻊ ﺍﻋﺘﻘﺎﺩﺍﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻣﻨﻄﻠﻘﺎ‪‬ﻢ‪ .‬ﻭﻳﻌﻠﻖ ‪Nunan‬‬
‫)‪ (١٩٨٩:١٧٦‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺇﻥ ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺳﻮﻑ ﺗﺘﺤﺪﺩ ﺑﻮﺍﺳﻄﺔ ﺗﻮﺟﻬﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺗﻮﻗﻌﺎ‪‬ﻢ ﺑﻨﻔﺲ ﺍﻟﻘﺪﺭ ﺍﻟﺬﻱ ﺗﺘﺤﺪﺩ‬
‫ﺑﻪ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ ﻳﻀﻌﻬﺎ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻦ ﺍﳌﻨﻬﺞ ‪ ...‬ﻓﻠﺪﻯ ﺍﳌﺘﻌﻠﻤﲔ ﺑﺮﺍﳎﻬﻢ ﺍﳋﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺪﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﳛﻀﺮﻭ‪‬ﺎ‪ .‬ﻭﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﲢﺪﺩ ﻣﺎ ﻳﺄﺧﺬﻩ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻣﻦ ﺃﻱ ﻣﻮﺍﺟﻬﺔ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ‪،‬‬
‫ﺑﻨﻔﺲ ﺍﻟﻘﺪﺭ ﺍﻟﺬﻱ ﲢﺪﺩﻩ ﺃﻫﺪﺍﻑ ﺍﳌﺪﺭﺱ ‪.‬‬

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‫ﻭﻗﺪ ﻳﺆﺛﺮ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻋﻠﻰ ﳐﺮﺟﺎﺕ ﺍﳌﺸﺮﻭﻉ ﺑﻄﺮﻕ ﻏﲑ ﻣﺘﻮﻗﻌﺔ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﺃﻭ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ –ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺟﺬﺍﺑﺔ ﻭﰲ ﻣﺴﺘﻮﻯ ﻣﻨﺎﺳﺐ‪ ،‬ﻭﺗﻘﺪﻡ ﺍﻟﻜﺜﲑ ﻣﻦ‬
‫ﺍﳌﻤﺎﺭﺳﺔ ﺍﳌﻔﻴﺪﺓ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻄﻼﺏ ﻻ ﻳﻘﺪﺭﻭ‪‬ﺎ؛ ﻷ‪‬ﻢ ﻏﲑ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺭﺅﻳﺔ ﺃﻱ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﻜﺘﺎﺏ‬
‫ﻭﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺃﺟﻠﻪ‪ .‬ﻭﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻭﻛﺘﺎﺏ ﺍﻟﺘﻤﺎﺭﻳﻦ‬
‫‪ workbook‬ﻭﻣﻌﺠﻢ ﻗﺪ ﳜﻠﻒ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ؛ ﻷﻥ ﺣﻘﺎﺋﺐ ﺍﻟﻄﻼﺏ ﻟﻴﺴﺖ ﻛﺒﲑﺓ ﲟﺎ ﻓﻴﻪ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﻟﺘﻮﻓﲑ ﻣﻜﺎﻥ ﻟﺜﻼﺛﺔ ﻛﺘﺐ ﺇﳒﻠﻴﺰﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻛﺘﺐ ﺍﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ‪ .‬ﻭﰲ ﺑﺮﻧﺎﻣﺞ ﰲ ﺇﳒﻠﻴﺰﻳﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﻣﻮﺟﻪ ﺇﱃ ﻣﻮﻇﻔﻲ ﺷﺮﻛﺔ ﻣﺒﲏ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﻟﻄﻼﺏ ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬
‫ﻣﻨﺎﻗﺸﺔ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻷﻋﻤﺎﻝ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ -‬ﻗﺪ ﻳﻨﺤﺮﻑ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻦ ﻫﺪﻓﻪ ﺑﺴﺒﺐ ﺃﻥ ﻣﺎ ﻳﺮﻳﺪﻩ‬
‫ﺍﳌﻮﻇﻔﻮﻥ ﻫﻮ ﰲ ﺍﻟﻮﺍﻗﻊ ﺳﺎﻋﺔ ﻫﺮﻭﺏ ﻣﻦ ﺿﻐﻂ ﺍﻟﻌﻤﻞ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻓﺮﺻﺔ ﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻟﺘﺤﺎﺩﺛﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻭﻣﻦ ﻫﻨﺎ ﻓﻤﻦ ﺑﲔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫• ﻣﺎ ﺧﱪﺍﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ؟‬
‫• ﻣﺎ ﻣﺪﻯ ﺩﺍﻓﻌﻴﺔ ﺍﳌﺘﻌﻠﻤﲔ ﻟﺘﻌﻠﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ؟‬
‫• ﻣﺎ ﺗﻮﻗﻌﺎ‪‬ﻢ ﻣﻦ ﺍﻟﱪﻧﺎﻣﺞ ؟‬
‫• ﻫﻞ ﺗﻌﻜﺲ ﺁﺭﺍﺀ ﺍﳌﺘﻌﻠﻤﲔ ﺣﻴﺎﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺃﻳﺔ ﻋﻮﺍﻣﻞ ﳏﺪﺩﺓ ﺛﻘﺎﻓﻴﺎ؟‬
‫• ﻫﻞ ﺍ‪‬ﻤﻮﻋﺔ ﻣﺘﺠﺎﻧﺴﺔ ﺃﻡ ﻏﲑ ﻣﺘﺠﺎﻧﺴﺔ ؟‬
‫• ﺃﻱ ﻧﻮﻉ ﻣﻦ ﻣﺬﺍﻫﺐ ﺍﻟﺘﻌﻠﻢ ﻳﻔﻀﻠﻮﻥ ) ﻣﺜﻼ ﻗﻴﺎﺩﺓ ﺍﳌﺪﺭﺱ ‪ ,teacher-led‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﺍﻟﻄﺎﻟﺐ ‪ student-focused‬ﺃﻭ ﻋﻤﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ ( ؟‬
‫• ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﶈﺘﻮﻯ ﻳﻔﻀﻠﻮﻥ ؟‬
‫• ﻣﺎ ﺗﻮﻗﻌﺎ‪‬ﻢ ﺣﻴﺎﻝ ﺃﺩﻭﺍﺭ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ؟‬
‫• ﻛﻢ ﻣﻦ ﺍﻟﻮﻗﺖ ﳝﻜﻦ ﺃﻥ ﳝﻀﻮﻩ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ؟‬
‫• ﻣﺎ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﺼﻠﻮﺍ ﺇﻟﻴﻬﺎ ﻋﺎﺩﺓ ؟‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :١‬ﻳﻘﺪﻡ ﻣﻌﻬﺪ ﺧﺎﺹ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺩﻭﺭﺓ ﳏﺎﺩﺛﺔ ‪conversation‬‬
‫‪ course‬ﻟﻠﻤﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ .‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﻟﺪﻭﺭﺓ ﻗﺪﺭﺍ ﻛﺒﲑﺍ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﻄﻼﻗﺔ ﲟﺎ ﻓﻴﻬﺎ‬
‫ﺃﻧﺸﻄﺔ ﺍﻷﺯﻭﺍﺝ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﻭﲤﺜﻴﻞ ﺍﻟﺪﻭﺭ ﻭﺍﻷﻏﺎﱐ ﻭﺍﻷﻟﻌﺎﺏ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﻣﻨﺎﻗﺸﺎﺕ‪ ،‬ﻋﻠﻰ‬
‫ﺃﺳﺎﺱ ﺃﻥ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺗﻌﻜﺲ ﺍﻵﺭﺍﺀ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﻟﻜﻦ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻭﱃ ﻣﻦ‬

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‫ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻧﺘﻘﺪﺕ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺸﺪﺓ ﻷ‪‬ﺎ ﱂ ﺗﺴﺘﻄﻊ ﺃﻥ ﺗﺮﻯ ﺍﻟﻐﺎﻳﺔ ﻣﻦ ﻛﺜﲑ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‬
‫ﺍﻟﺼﻔﻴﺔ ﺍﻟﱵ ﻃﻠﺐ ﻣﻨﻬﻢ ﺍﻻﺷﺘﺮﺍﻙ ﻓﻴﻬﺎ‪ .‬ﻭﻗﺪ ﻃﺎﻟﺒﻮﺍ ﲟﺰﻳﺪ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻮﺟﻬﺔ ﻣﻦ ﺍﳌﺪﺭﺱ‬
‫‪ teacher-directed activities‬ﻭﲟﺰﻳﺪ ﻣﻦ ﺗﺼﺤﻴﺢ ﺍﻷﺧﻄﺎﺀ ‪ .error correction‬ﻭﻗﺪ‬
‫ﻋﻠﻖ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻣﺎ ﳛﺪﺙ ﰲ ﺍﻟﻔﺼﻞ ﺑﻘﻮﻟﻪ‪ " :‬ﻻ ﻧﺮﻳﺪ ﺃﻥ ﻧﺄﰐ ﺇﱃ ﺍﻟﻔﺼﻞ ﻟﻨﺼﻔﻖ ﻭﻧﻐﲏ"‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﺇﻥ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻤﲔ ﺁﺭﺍﺀﻫﻢ ﺍﳋﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻜﻴﻔﻴﺔ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﶈﺎﺩﺛﺔ ‪ ,‬ﻭﻟﺪﻳﻬﻢ ﻣﺎ‬
‫ﻳﻔﻀﻠﻮﻧﻪ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﺘﻢ ﺗﻔﺴﲑ ﺃﻫﺪﺍﻑ ﺃﻧﺸﻄﺔ ﺍﻟﻄﻼﻗﺔ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻭﺇﺫﺍ ﱂ ﻳﻘﺘﻨﻊ‬
‫ﺍﻟﻄﻼﺏ ﺑﻘﻴﻤﺘﻬﺎ‪ ,‬ﻓﻘﺪ ﻻ ﻳﻔﻬﻤﻮﻥ ﺍﳌﻘﺼﻮﺩ ‪‬ﺎ ﻭﺑﺎﻟﺘﺎﱄ ﳛﻜﻤﻮﻥ ﻋﻠﻴﻬﺎ ﺑﺄ‪‬ﺎ ﻏﲑ ﻓﻌﺎﻟﺔ‪ .‬ﻭﳝﻜﻦ ﺗﻮﺯﻳﻊ‬
‫ﺍﺳﺘﺒﺎﻧﺔ ﻗﺒﻞ ﺍﻟﺪﻭﺭﺓ ﳌﻌﺮﻓﺔ ﺁﺭﺍﺀ ﺍﻟﻄﻼﺏ ﺣﻮﻝ ﺃﻧﻮﺍﻉ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻳﻨﺒﻐﻲ‬
‫ﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﳓﻮ ﺃﻫﺪﺍﻑ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻗﺎﻣﺖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﱪﺍﺀ ﺍﻷﺟﺎﻧﺐ ﰲ ﺳﻴﺎﻕ ﺗﺪﺭﺱ ﻓﻴﻪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‬
‫ﺑﺘﺼﻤﻴﻢ ﺑﺮﻧﺎﻣﺞ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﻔﻬﻴﺔ ‪ oral communicative skills‬ﻟﻠﻜﺒﺎﺭ‪ .‬ﻭﻗﺪ‬
‫ﻋﻜﺲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻵﺭﺍﺀ ﺍﻟﻐﺮﺑﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺑﲏ ﺣﻮﻝ ﻣﻔﺎﻫﻴﻢ ﻣﺜﻞ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺳﺘﻘﻼﱄ‬
‫‪ autonomous learning‬ﻭﺍﳌﻨﻬﺞ ﺍﳌﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﳌﺘﻌﻠﻢ ‪learner-centered‬‬
‫‪ curriculum‬ﻭﺍﳌﻨﻬﺞ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﻨﻘﺎﺵ ‪ .negotiated curriculum‬ﻭﻗﺪ ﻗﺮﺭ ﺍﳌﺪﺭﺳﻮﻥ‬
‫ﺃﻧﻪ ﺑﺪﻻﹰ ﻣﻦ ﲢﺪﻳﺪ ﳏﺘﻮﻯ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺎﻟﺘﻔﺼﻴﻞ ﻣﻘﺪﻣﺎ‪ ،‬ﻓﺈ‪‬ﻢ ﺳﻮﻑ ﻳﺸﺮﻛﻮﻥ ﺍﻟﻄﻼﺏ ﰲ ﲢﺪﻳﺪ ﺃﻫﺪﺍﻑ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﻭﳏﺘﻮﺍﻩ‪ .‬ﻭﱂ ﲤﺾ ﻓﺘﺮﺓ ﻃﻮﻳﻠﺔ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ ﺣﱴ ﺣﻜﻢ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ ﺑﺄ‪‬ﻢ ﻻ‬
‫ﻳﻌﺮﻓﻮﻥ ﻣﺎ ﻳﻔﻌﻠﻮﻥ‪ ،‬ﻭﺍﺷﺘﻜﻮﺍ ﻣﻦ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻴﺲ ﻟﻪ ﻣﻨﻬﺠﻴﺔ ﳏﺪﺩﺓ ﻭﺃﻧﻪ ﻏﲑ ﻣﺮﻛﺰ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﲣﺘﻠﻒ ﺍﻟﺘﻮﻗﻌﺎﺕ ﻟﺪﻯ ﻛﻞ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﺣﻮﻝ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳉﻴﺪ ﻧﺘﻴﺠﺔ‬
‫ﻟﻼﺧﺘﻼﻓﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﰲ ﻣﺬﺍﻫﺒﻬﻢ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ .‬ﻓﺎﻟﻄﻼﺏ ﻳﺘﻮﻗﻌﻮﻥ ﺑﺮﻧﺎﳎﺎ ﺑﺄﻫﺪﺍﻑ ﻭﺍﺿﺤﺔ‬
‫ﻭﺑﺘﻨﻈﻴﻢ ﳏﺪﺩ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﺼﺎﺩﻡ ﻣﻊ ﺍﻋﺘﻘﺎﺩﺍﺕ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻭﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺗﻘﺪﱘ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻘﺎﺭﺏ‬
‫ﻣﺒﻜﺮﺍ ﰲ ﺍﳌﺸﺮﻭﻉ ﳌﻨﻊ ﺍﻟﻄﻼﺏ ﻣﻦ ﺇﺳﺎﺀﺓ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﻗﻀﺎﺀ ﻭﻗﺖ ﺃﻃﻮﻝ ﰲ‬
‫ﺷﺮﺡ ﺃﻏﺮﺍﺽ ﺍﻷﻧﺸﻄﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺿﻤﻦ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﱵ ﺑﲏ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٣‬ﺍﻧﺘﺪﺏ ﻣﺪﺭﺱ ﻏﺮﰊ ﺷﺎﺏ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺟﺎﻣﻌﺔ ﺁﺳﻴﻮﻳﺔ ﰲ ﻋﻤﻞ ﻫﻮ ﺍﻷﻭﻝ‬
‫ﻟﻪ ﺧﺎﺭﺝ ﺑﻠﺪﻩ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻳﺮﻳﺪ ﺃﻥ ﻳﻨﻈﺮ ﺇﻟﻴﻪ ﻃﻼﺑﻪ ﻋﻠﻰ ﺃﻧﻪ ﺭﻓﻴﻖ ﻭﻟﻴﺲ ﻣﺪﺭﺳﺎﹰ‪ ،‬ﻟﺬﺍ ﺳﻌﻰ ﺇﱃ ﺇﳚﺎﺩ‬
‫ﻣﻨﺎﺥ ﺻﻔﻲ ﻭﺩﻱ ﻏﲑ ﺭﲰﻲ‪ ,‬ﻭﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻨﺎﺩﻭﻩ ﺑﺎﲰﻪ ﺍﻷﻭﻝ‪ ،‬ﻭﻛﺎﻥ ﻳﻔﻀﻞ ﺃﻥ ﳚﻠﺲ ﻋﻠﻰ‬

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‫ﻛﺮﺳﻲ ﺍﳌﺪﺭﺱ ﺑﺪﻻﹰ ﻣﻦ ﺗﻮﺟﻴﻪ ﺍﻟﻔﺼﻞ ﻭﻫﻮ ﻭﺍﻗﻒ‪ .‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻥ ﺗﻠﻘﻰ ﻣﻨﺴﻖ ﺍﻟﱪﻧﺎﻣﺞ ﺗﻘﺮﻳﺮﺍ‬
‫ﻓﺤﻮﺍﻩ ﺃﻥ ﺍﳌﺪﺭﺱ ﻟﻴﺲ ﳏﺘﺮﻓﺎﹰ ﻭﺃﻥ ﺍﻟﻄﻼﺏ ﻻ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻌﻪ ﲜﺪﻳﺔ‪.‬‬
‫ﺗﻌﻠﻴﻖ‪ :‬ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻮﺟﻴﻪ ﻟﻠﻤﺪﺭﺱ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ ﳓﻮ ﺑﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺇﺧﺒﺎﺭﻩ‬
‫ﺑﺘﻮﻗﻌﺎﺕ ﺍﻟﻄﻼﺏ )ﻭﺍﳌﺆﺳﺴﺔ( ﺣﻴﺎﻝ ﺳﻠﻮﻙ ﺍﳌﺪﺭﺱ ﺍﳌﻨﺎﺳﺐ ﻭﺍﳌﻘﺒﻮﻝ‪.‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺒﲏ‬

‫ﺇﻥ ﺃﻱ ﳏﺎﻭﻟﺔ ﻟﺘﻘﺪﱘ ﻣﻨﻬﺞ ﺃﻭ ﻣﻘﺮﺭ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ‬
‫ﻣﺪﻯ ﺳﻬﻮﻟﺔ ﺗﻘﺪﱘ ﺗﻐﻴﲑ ﰲ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﺻﻌﻮﺑﺔ ﺫﻟﻚ‪ .‬ﻓﺎﻟﺘﻐﻴﲑﺍﺕ ﰲ ﺍﳌﻨﻬﺞ ﳍﺎ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻛﺜﲑﺓ‪ ،‬ﻓﻬﻲ‬
‫ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﻗﻴﻢ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻋﺘﻘﺎﺩﺍ‪‬ﻢ‪ ،‬ﺃﻭ ﻋﻠﻰ ﻓﻬﻤﻬﻢ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ ﺃﻭ ﺗﻌﻠﻤﻬﺎ‪ ،‬ﺃﻭ ﻋﻠﻰ‬
‫ﳑﺎﺭﺳﺎ‪‬ﻢ ﺍﻟﺼﻔﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ .‬ﻭﻗﺪ ﺗﻘﺒﻞ ﺑﻌﺾ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺑﻴﻨﻤﺎ ﻳﺘﻢ ﻣﻘﺎﻭﻣﺔ ﺑﻌﻀﻬﺎ‬
‫ﺍﻵﺧﺮ‪ ,‬ﻭﻣﻦ ﻫﻨﺎ ﳚﺐ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺣﻴﺎﻝ ﺃﻱ ﲡﺪﻳﺪ ﻣﻘﺘﺮﺡ ﰲ ﺍﳌﻨﻬﺞ‪:‬‬
‫• ﻣﺎ ﺍﻹﳚﺎﺑﻴﺎﺕ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ ؟ ﻭﻫﻞ ﺃﺩﺭﻙ ﺍﻟﻨﺎﺱ ﺃﻥ ﺍﻟﺘﺠﺪﻳﺪ ﺃﻛﺜﺮ ﻓﺎﺋﺪﺓ ﻣﻦ‬
‫ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳊﺎﻟﻴﺔ ؟‬
‫• ﻣﺎ ﻣﺪﻯ ﺍﻧﺴﺠﺎﻣﻪ ؟ ﻫﻞ ﺍﻟﺘﺠﺪﻳﺪ ﻣﻨﺴﺠﻢ ﻣﻊ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‪ ،‬ﻭﺍﻟﺘﻨﻈﻴﻢ‪،‬‬
‫ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﺃﻭ ﺍﳌﺪﺭﺳﺔ؟‬
‫• ﻫﻞ ﺍﻟﺘﺠﺪﻳﺪ ﻣﻌﻘﺪ ﺟﺪﺍ ﻭﺻﻌﺐ ﺍﻟﻔﻬﻢ ؟‬
‫• ﻫﻞ ﰎ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻭﲡﺮﻳﺒﻪ ﰲ ﺑﻌﺾ ﺍﳌﺪﺍﺭﺱ ﻗﺒﻞ ﺃﻥ ﺗﺴﺘﺨﺪﻣﻪ ﻛﻞ ﺍﳌﺪﺍﺭﺱ ؟‬
‫• ﻫﻞ ﰎ ﺷﺮﺡ ﺧﺼﺎﺋﺺ ﺍﻟﺘﺠﺪﻳﺪ ﻭﻣﻨﺎﻓﻌﻪ ﻟﻠﻤﺪﺭﺳﲔ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﳓﻮ ﻭﺍﺿﺢ ؟‬
‫• ﻣﺎ ﻣﺪﻯ ﻭﺿﻮﺣﻪ ﻭﻣﺪﻯ ﻛﻮﻧﻪ ﻋﻤﻠﻴﺎ؟ ﻫﻞ ﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﳌﺼﺎﺣﺒﺔ ﻟﻠﺘﺠﺪﻳﺪ ﻣﻘﺮﺭﺓ ﺑﻄﺮﻕ ﺗﻈﻬﺮ‬
‫ﺑﻮﺿﻮﺡ ﻛﻴﻒ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﻟﻔﺼﻞ ؟ )‪( Morris ١٩٩٤:١٠٩‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﳐﻄﻄﻲ ﺍﳌﻨﺎﻫﺞ ﻗﺪ ﻳﻘﺪﻣﻮﻥ ﺃﺳﺒﺎﺑﺎ ﻗﻮﻳﺔ ﻋﺪﻳﺪﺓ ﻟﺘﺒﲏ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ,‬ﻓﻘﺪ ﻳﺸﻌﺮ ﺍﳌﺪﺭﺳﻮﻥ ﺃﻥ ﻫﺬﻩ ﺍﳌﻨﻬﺠﻴﺔ ﲡﻌﻞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺃﻛﺜﺮ ﺻﻌﻮﺑﺔ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳌﺬﺍﻫﺐ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ ‪ ،grammar-based approaches‬ﻭﻣﻦ ﰒ ﻓﻘﺪ ﻳﻈﻦ ﺃﻥ ﻫﺬﻩ‬
‫ﺍﳌﻨﻬﺠﻴﺔ ﻻ ﺗﻘﺪﻡ ﻟﻠﻤﺪﺭﺳﲔ ﺇﳚﺎﺑﻴﺎﺕ ﻛﺜﲑﺓ‪ .‬ﻭﻣﺬﻫﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻳﻘﺘﻀﻲ ﺍﻟﻘﻴﺎﻡ ﺑﺄﺩﻭﺍﺭ ﺟﺪﻳﺪﺓ‬
‫ﰲ ﺍﻟﻔﺼﻞ‪ ،‬ﻛﺄﻥ ﻳﻜﻮﻥ ﺍﳌﺪﺭﺱ ﳏﻠﻼﹰ ﻟﻠﺤﺎﺟﺎﺕ ﻭﻣﺼﺪﺭﺍﹰ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻗﺪ ﻻ ﻳﻜﻮﻥ ﻣﻨﺴﺠﻤﺎﹰ ﻣﻊ‬
‫ﺗﻮﻗﻌﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻷﺩﻭﺍﺭﻫﻢ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣﺪﻯ ﺗﻌﻘﻴﺪ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ ﻭﻭﺿﻮﺣﻪ ﻋﺎﻣﻞ ﺣﺎﺳﻢ ﰲ‬

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‫ﺍﻟﺘﺒﲏ ﺍﻟﻨﺎﺟﺢ ﻟﻪ‪ .‬ﻭﻟﻚ ﺃﻥ ﺗﻘﺎﺭﻥ ﺑﲔ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻟﺘﺤﺪﺩ ﺃﻳﻬﺎ‬
‫ﺃﻛﺜﺮ ﺳﻬﻮﻟﺔ ﻟﺸﺮﺣﻪ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ‪:‬‬
‫• ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳊﺎﺳﺐ ﺍﻵﱄ ‪ computer-based learning‬ﻣﻘﺎﺑﻞ ﺍﻟﺘﻌﻠﻢ‬
‫ﺍﻟﺘﻌﺎﻭﱐ ‪.cooperative learning‬‬
‫• ﻋﻤﻞ ﺍﻷﺯﻭﺍﺝ ﺍﻻﺗﺼﺎﱄ ﻣﻘﺎﺑﻞ ﺃﻧﺸﻄﺔ ﺭﻓﻊ ﺍﻟﻮﻋﻲ ‪consciousness-raising‬‬
‫‪.activities‬‬
‫• ﻣﻘﺮﺭ ﻭﻇﻴﻔﻲ ‪ functional syllabus‬ﻣﻘﺎﺑﻞ ﻣﻘﺮﺭ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ ‪.‬‬
‫• ﻣﻘﺮﺭ ﻣﻮﺟﻪ ﳓﻮ ﺍﳌﻨﺘﺞ ‪ product syllabus‬ﻣﻘﺎﺑﻞ ﻣﻘﺮﺭ ﻣﻮﺟﻪ ﳓﻮ ﺍﻟﻌﻤﻠﻴﺔ ‪process‬‬
‫‪syllabus‬‬
‫• ﻣﻨﻬﺞ ﻗﻮﺍﻣﻪ ﺍﶈﺘﻮﻯ ‪ content-based curriculum‬ﻣﻘﺎﺑﻞ ﻣﻨﻬﺞ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻟﻨﻘﺎﺵ‪.‬‬
‫• ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ ﻣﻘﺎﺑﻞ ﺍﳌﺬﻫﺐ ﺍﻟﻄﺒﻴﻌﻲ ‪.Natural approach‬‬
‫• ﺍﳌﺬﻫﺐ ﺍﻟﺒﻨﺎﺋﻲ ﻣﻘﺎﺑﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ‪.‬‬
‫ﻭﺇﻥ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻳﻀﺎﹰ ﻗﻀﻴﺔ ﻣﻬﻤﺔ‪ ،‬ﻓﻤﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﳝﻜﻦ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺴﻴﺔ ﻭﻛﺘﺐ‬
‫ﺩﺭﺍﺳﻴﺔ‪ ،‬ﺳﻮﻑ ﺗﻜﻮﻥ ﺃﺳﻬﻞ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﰲ ﺍﻟﺘﺒﲏ ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﺗﻮﺟﺪ ﻓﻘﻂ ﻋﻠﻰ ﻫﻴﺌﺔ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻹﺭﺷﺎﺩﺍﺕ‪ .‬ﳍﺬﺍ ﺍﻟﺴﺒﺐ‪ ،‬ﻳﺘﻢ ﺗﺒﲏ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ﺑﻮﺻﻔﻪ ﻣﺬﻫﺒﺎﹰ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻰ ﳓﻮ ﺃﻭﺳﻊ‬
‫ﺑﻜﺜﲑ ﻣﻦ ﺍﳌﺬﻫﺐ ﺍﻟﻄﺒﻴﻌﻲ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺪﻋﻢ ﺍﳌﺘﻮﻓﺮ ﺍﻟﺬﻱ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻪ ﰲ ﺍﻟﺘﺮﻭﻳﺞ ﻻﺑﺘﻜﺎﺭ ﻣﺎ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ‬
‫ﻋﺎﻣﻼﹰ ﺣﺎﲰﺎﹰ‪ .‬ﻫﻞ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺭﺟﺎﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺒﺎﺭﺯﻭﻥ‪ ،‬ﻭﺍﳉﻬﺎﺕ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫ﺍﳌﻌﺘﺮﻑ ‪‬ﺎ ﻣﻠﺘﺰﻣﺔ ﺑﺎﳌﺸﺮﻭﻉ؟ ﻭﻣﺎ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﻘﺪﻣﻪ؟ ﻭﻳﺼﻒ ‪Rodgers‬‬
‫)‪ (١٩٨٤:٤١‬ﰲ ﻣﻨﺎﻗﺸﺘﻪ ﻟﺘﻄﺒﻴﻖ ﺍﳌﻘﺮﺭ ﺍﻻﺗﺼﺎﱄ ﰲ ﻣﺎﻟﻴﺰﻳﺎ ﰲ ﲦﺎﻧﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ,‬ﺑﻌﺾ‬
‫ﺍﳍﻴﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ‪:‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻖ ﻣﻘﺮﺭ ﺟﺪﻳﺪ ﳛﺘﺎﺝ ﺇﱃ ﺗﻌﺎﻭﻥ ﻛﺜﲑ ﻣﻦ ﺍﳍﻴﺌﺎﺕ‪ .‬ﻭﰲ ﻣﺎﻟﻴﺰﻳﺎ‪ ،‬ﺗﺸﻤﻞ ﻫﺬﻩ ﺍﳍﻴﺌﺎﺕ ﻭﺯﺍﺭﺓ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﻣﺮﻛﺰ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﺍﳌﻔﺘﺸﲔ‪ ،‬ﻭﻧﻘﺎﺑﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ‪ ،‬ﻭﻣﻜﺘﺐ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻧﺎﺷﺮﻱ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻣﺴﺆﻭﱄ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﻭﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﻻﲢﺎﺩ ﺍﻟﻮﻃﲏ‬
‫ﻟﻠﻤﺪﺭﺳﲔ‪ ،‬ﻭﲨﺎﻋﺎﺕ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺮﲰﻴﺔ ﻭﻏﲑ ﺍﻟﺮﲰﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺿﺮﻭﺭﺓ ﺇﺧﺒﺎﺭ ﺍﳍﻴﺌﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺭﲟﺎ‬
‫ﺇﺷﺮﺍﻛﻬﺎ ﻣﺒﺎﺷﺮﺓ ﰲ ﻣﻨﺎﻗﺸﺔ ﺗﻐﻴﲑﺍﺕ ﺍﳌﻘﺮﺭ‪ ،‬ﻭﻫﺬﻩ ﺗﺸﻤﻞ ﺍﻟﱪﳌﺎﻥ ﺍﻟﻮﻃﲏ‪ ،‬ﻭﺍﻟﺼﺤﺎﻓﺔ‪ ،‬ﻭﺍﳉﺎﻣﻌﺎﺕ‪،‬‬
‫ﻭﻭﻛﺎﻻﺕ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ) ﻣﺜﻞ ﺍ‪‬ﻠﺲ ﺍﻟﺜﻘﺎﰲ ﺍﻟﱪﻳﻄﺎﱐ(‪ .‬ﺇﻥ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻹﳘﺎﻝ ﺃﻭ ﺍﻟﺘﺠﺎﻫﻞ ﻗﺪ‬
‫ﻳﺪﻓﻊ ﳑﺜﻠﻲ ﺗﻠﻚ ﺍﳍﻴﺌﺎﺕ ﺇﱃ ﺍﲣﺎﺫ ﻣﻮﻗﻒ ﻋﺪﺍﺋﻲ ﺣﻴﺎﻝ ﺍﻟﱪﺍﻣﺞ ﺍﳉﻴﺪﺓ ‪.‬‬

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‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :١‬ﺃﻋﺪﺕ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳊﻜﻮﻣﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺑﻮﺍﺳﻄﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﺗﻨﻄﻠﻖ ﺍﻟﺴﻠﺴﻠﺔ ﻣﻦ ﻣﻨﻬﺠﻴﺔ ﳐﺘﻠﻔﺔ ﲤﺎﻣﺎ ﻋﻦ ﺗﻠﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺣﺎﻟﻴﺎﹰ ﰲ ﺍﳌﺪﺍﺭﺱ؛ ﻷ‪‬ﺎ ﻻ‬
‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻹﺭﺳﺎﻝ ﺍﳌﻮﺟﻪ‪ ،‬ﺑﻞ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﺠﺮﻳﺐ‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ ﰎ ﺗﻘﺪﱘ ﺍﻟﱪﻧﺎﻣﺞ ﻇﻬﺮﺕ ﺑﺴﺮﻋﺔ‬
‫ﻋﺪﺓ ﻣﺸﻜﻼﺕ‪ :‬ﻓﻘﺪ ﻭﺟﺪ ﺍﳌﺪﺭﺳﻮﻥ ﺻﻌﻮﺑﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻛﻤﺎ ﻭﺟﺪﻭﺍ ﺃ‪‬ﺎ ﻏﲑ ﻣﻨﺎﺳﺒﺔ‬
‫ﻟﻠﻔﺼﻮﻝ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﻳﻌﺘﻘﺪ ﺃﻥ ﺑﻌﺾ ﳏﺘﻮﻯ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻏﲑ ﻣﻨﺎﺳﺐ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻷﺻﻠﻴﺔ‬
‫ﺍﳌﺴﺘﻬﺪﻓﺔ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻥ ﳝﻜﻦ ﺗﻘﺪﱘ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﺪﺍﺭﺱ ﳐﺘﺎﺭﺓ ﰲ ﺍﻟﺒﺪﺍﻳﺔ )ﺭﲟﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ(؛‬
‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻗﺪ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻣﻌﺎﳉﺘﻬﺎ‬
‫ﻗﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻜﺎﻣﻞ ‪.‬‬
‫ﻣﺜﺎﻝ ﺭﻗﻢ ‪ :٢‬ﻟﻘﺪ ﻗﺪﻣﺖ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻤﺮﺓ ﺍﻷﻭﱃ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ‬
‫ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﻗﺪ ﰎ ﻭﺿﻊ ﺑﺮﻧﺎﻣﺞ ﻟﺘﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﻹﻋﺪﺍﺩﻫﻢ ﻟﻠﺘﺪﺭﻳﺲ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ .‬ﻭﻟﺘﻘﺪﱘ ﻫﺬﺍ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﰎ ﺍﻟﺘﻌﺎﻗﺪ ﻣﻊ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺪﺭﺑﲔ ﺍﶈﻠﻴﲔ‪ ،‬ﻭﺃﻋﻄﻮﺍ " ﺩﻭﺭﺓ ﺗﺪﺭﻳﺐ ﺍﳌﺪﺭﺑﲔ " ﺑﻮﺍﺳﻄﺔ‬
‫ﺧﱪﺍﺀ ﺃﺟﺎﻧﺐ‪ .‬ﻭﻟﻜﻦ ﻇﻬﺮ ﺃﻥ ﻟﺪﻯ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﺍﶈﻠﻴﲔ ﺁﺭﺍﺀ ﺗﻘﻠﻴﺪﻳﺔ ﺟﺪﺍﹰ ﺣﻮﻝ ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻢ‬
‫‪ ،teacher education‬ﻭﻫﻲ ﺁﺭﺍﺀ ﻣﻨﺎﻗﻀﺔ ﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﻋﺎﺩﻭﺍ ﺇﱃ ﻣﺮﺍﻛﺰ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﱵ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻴﻬﺎ‪ ،‬ﺣﺎﻭﻟﻮﺍ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺒﺎﺩﺉ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﱵ ﻳﺆﻣﻨﻮﻥ ‪‬ﺎ‪،‬‬
‫ﻭﺍﻟﱵ ﻻ ﺗﻨﺴﺠﻢ ﻣﻊ ﻓﻠﺴﻔﺔ ﺍﻟﺪﻭﺭﺓ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﺗﻌﻠﻴﻖ ‪ :‬ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﻗﻀﺎﺀ ﻭﻗﺖ ﺃﻃﻮﻝ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺪﺭﺑﲔ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺐ ﺍﳌﺪﺭﺑﲔ‪ .‬ﻭﰲ‬
‫ﺃﺛﻨﺎﺀ ﺫﻟﻚ ﳝﻜﻦ ﺭﻓﺾ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻻ ﻳﺪﻋﻤﻮﻥ ﻓﻠﺴﻔﺔ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫ﺍﳌﺴﺘﻤﺮﺓ ﻷﺩﺍﺀ ﺍﳌﺪﺭﺑﲔ ﻣﻦ ﺧﻼﻝ ﻭﺭﺵ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺰﻳﺎﺭﺍﺕ ﻗﺪ ﺗﺴﺎﻋﺪ ﰲ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﳌﺪﺭﺑﲔ‬
‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﳕﻮﺫﺝ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺗﻜﻮﻳﻦ ﻣﻠﻒ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﰎ ﲢﺪﻳﺪﻫﺎ ﰲ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬

‫ﺇﻥ ﺍﳍﺪﻑ ﻣﻦ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﻫﻮ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﺳﻠﺒﺎ ﺃﻭ ﺇﳚﺎﺑﺎ ﻋﻠﻰ ﺗﻄﺒﻴﻖ‬
‫ﺧﻄﺔ ﺍﳌﻨﻬﺞ‪ .‬ﻭﻳﻌﺮﻑ ﻫﺬﺍ ﺃﺣﻴﺎﻧﺎ ﺑـ ﲢﻠﻴﻞ ‪ SWOT‬ﻷﻧﻪ ﻳﺸﻤﻞ ﻓﺤﺺ "ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻔﺮﺹ ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺍﻟﻠﻐﻮﻱ ﺃﻭ ﻋﻠﻰ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻨﺎﺟﺢ ﻟﻪ" )‪ .(Klinghammer ١٩٩٧:٦٥‬ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ ﻫﺬﻩ‬

‫‪١٤٢‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﻋﻠﻰ ﺷﻜﻞ ﻗﺎﺋﻤﺔ ﻭﻣﻠﻒ ﻳﺴﺘﺨﺪﻣﺎﻥ ﰲ ﺍﻟﻨﻘﺎﺵ ﺿﻤﻦ ﻓﺮﻳﻖ ﺍﳌﺸﺮﻭﻉ ﺃﻭ ﺍﻟﻮﺯﺍﺭﺓ ﺃﻭ ﺍﳉﻬﺔ‬
‫ﺍﳌﻤﻮﻟﺔ ﺃﻭ ﺍﳌﻌﻬﺪ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ .( ١‬ﻭﻳﺼﻒ ‪ (١٩٨٤) Rodgers‬ﻣﻨﻈﻮﻣﺔ ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼ ﳝﻜﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﻳﻀﺎ ﰲ ﺗﻘﺪﻳﺮ ﺻﻌﻮﺑﺔ ﺗﻄﺒﻴﻖ ﺍﻟﱪﺍﻣﺞ ﺍﳉﺪﻳﺪﺓ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ) ( ٢‬ﺍﻧﻈﺮ ﺃﻳﻀﺎﹰ‬
‫‪ .(Leidecker and Bruno ١٩٨٧‬ﻭﳝﻜﻦ ﺃﻳﻀﺎﹰ ﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻕ ﳌﻌﺎﳉﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﱵ‬
‫ﰎ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺇﻻ ﻓﺈﻥ ﺃﻫﺪﺍﻑ ﺍﳌﺸﺮﻭﻉ ﲢﺘﺎﺝ ﺇﱃ ﺗﻌﺪﻳﻞ ﻟﺘﻌﻜﺲ ﺣﻘﻴﻘﺔ ﺍﳌﻮﻗﻒ ﺍﻟﺬﻱ ﺳﻮﻑ‬
‫ﻳﻄﺒﻖ ﻓﻴﻪ ﺍﳌﻨﻬﺞ ‪.‬‬
‫ﻓﺘﺤﻠﻴﻞ ﺍﳌﻮﻗﻒ ﺇﺫﻥ‪ ،‬ﻳﺴﺎﻋﺪ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻮﺍﺋﻖ ﺍﶈﺘﻤﻠﺔ ﻟﺘﻄﺒﻴﻖ ﻣﺸﺮﻭﻉ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ‬
‫ﳚﺐ ﺃﺧﺬﻫﺎ ﺑﺎﳊﺴﺒﺎﻥ ﻋﻨﺪ ﲣﻄﻴﻂ ﻣﻌﺎﱂ ﺍﳌﺸﺮﻭﻉ‪ .‬ﻭﺍﳋﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‪-‬ﺑﻌﺪ ﲢﻠﻴﻞ‬
‫ﺍﳌﻮﻗﻒ‪-‬ﺗﺘﻀﻤﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﲨﻌﻬﺎ ﰲ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻭﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ‬
‫ﻟﺘﻄﻮﻳﺮ ﻏﺎﻳﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺃﻫﺪﺍﻓﻪ‪ .‬ﻭﺳﻴﻜﻮﻥ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ ﻫﻮ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﺮﺣﻠﺔ ﻣﻦ ﺍﻟﺘﺨﻄﻴﻂ‪.‬‬

‫‪.١‬ﻧﺎﻗﺶ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﳒﺎﺡ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﰲ ﳏﻴﻂ ﺗﺪﺭﻳﺲ ﻟﻐﻮﻱ ﺗﻌﺮﻓﻪ‪ ،‬ﰒ‬
‫ﺭﺗﺐ ﺍﻟﻌﻮﺍﻣﻞ ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ‪ ،‬ﻣﻊ ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺣﺪﺩﺗﻪ ﺑﺂﺭﺍﺀ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫‪.٢‬ﻣﺎ ﻣﺪﻯ ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﺗﻌﺮﻓﻪ؟ ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻹﳚﺎﺑﻴﺔ؟‬
‫ﻭﻛﻴﻒ ﳝﻜﻦ ﻣﻌﺎﳉﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻠﺒﻴﺔ؟‬
‫‪.٣‬ﻫﻞ ﺗﻌﺮﻑ ﻣﻮﻗﻔﺎ ﺳﺒﻖ ﺃﻥ ﺗﻌﺮﺿﺖ ﻓﻴﻪ ﳏﺎﻭﻟﺔ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ )ﻣﺜﻞ ﺗﻘﺪﱘ ﻣﺬﻫﺐ ﺗﺪﺭﻳﺴﻲ ﺟﺪﻳﺪ ﺃﻭ‬
‫ﻛﺘﺎﺏ ﺟﺪﻳﺪ ﺃﻭ ﺗﺼﻤﻴﻢ ﺟﺪﻳﺪ( ﺇﱃ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ؟ ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻴﺎﻗﻴﺔ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﻫﺬﻩ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ؟ ﻫﻞ ﻛﺎﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﲡﻨﺐ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ؟‬
‫‪.٤‬ﺍﺫﻛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﻌﺘﻘﺪ ﺃ‪‬ﺎ ﺣﺎﲰﺔ ﰲ ﺗﺸﻜﻴﻞ ﺳﻴﺎﻕ ﻣﺴﺎﻧﺪ ﻹﺣﺪﺍﺙ ﺗﻐﻴﲑ ﰲ ﺍﳌﻨﻬﺞ ﰲ ﻣﺪﺭﺳﺔ ﺃﻭ‬
‫ﻣﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻗﺪﻣﺖ ﻓﻴﻪ ﺩﻭﺭﺓ ﺟﺪﻳﺪﺓ ﻷﻭﻝ ﻣﺮﺓ‪.‬‬
‫‪.٥‬ﻣﺎ ﺍﳉﻤﺎﻋﺎﺕ ﰲ ﺍ‪‬ﺘﻤﻊ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﳚﺐ ﺃﺧﺬ ﺭﺃﻳﻬﺎ ﰲ ﺑﻠﺪﻙ )ﺃﻭ ﰲ ﺑﻠﺪ ﺗﻌﻤﻞ ﺑﻪ( ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺈﺣﺪﺍﺙ ﺗﻐﻴﲑ ﰲ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻭ ﺃﻱ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﰲ ﻣﺪﺍﺭﺱ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ؟‬
‫‪.٦‬ﻫﻞ ﺳﺒﻖ ﺃﻥ ﻋﻤﻠﺖ ﻋﻀﻮﺍ ﰲ ﻓﺮﻳﻖ ﻣﺸﺮﻭﻉ ﻟﻠﻤﻨﻬﺞ )ﻣﺜﻞ ﻣﺆﻟﻒ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻭ ﳐﻄﻂ ﺩﻭﺭﺍﺕ‬
‫ﺇﱁ(؟ ﻧﺎﻗﺶ ﺧﱪﺗﻚ ﰲ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻣﺪﻯ ﻛﻮﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ ﻣﺆﺛﺮﺓ ﻋﻠﻰ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ‬
‫ﺍﳌﺸﺮﻭﻉ ﻭﳐﺮﺟﺎﺗﻪ‪.‬‬

‫‪١٤٣‬‬
‫‪.٧‬ﻣﺎ ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﳝﻜﻦ ﻓﻌﻠﻪ ﻋﻨﺪﻣﺎ ﲣﺘﻠﻒ ﺗﻮﻗﻌﺎﺕ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﻭﺍﻋﺘﻘﺎﺩﺍ‪‬ﻢ ﺣﻮﻝ ﻃﺒﻴﻌﺔ‬
‫ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ؟‬
‫‪.٨‬ﻣﺎ ﺍﻟﺪﻋﻢ ﺍﳌﻘﺪﻡ ﻟﻠﻤﺪﺭﺳﲔ ﰲ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ؟ ﻣﺎ ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻫﺬﺍ ﺍﻟﺪﻋﻢ؟ ﻭﻣﺎ ﺃﺷﻜﺎﻝ‬
‫ﺍﻟﺪﻋﻢ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻘﺘﺮﺣﻬﺎ؟‬
‫‪.٩‬ﲣﻴﻞ ﺃﻧﻪ ﺳﻴﺘﻢ ﺗﻘﺪﱘ ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻤﻲ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﺑﻠﺪﻙ ﺃﻭ ﰲ ﺍﻟﺒﻠﺪ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ‪ ،‬ﻭﺳﻮﻑ‬
‫ﻳﺘﻢ ﺗﻮﻇﻴﻒ ﺍﳌﻮﺍﺩ ﺍﳌﻄﺒﻮﻋﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻜﺜﻒ ﻷﺩﻭﺍﺕ ﺗﻌﻠﻴﻢ ﲟﺴﺎﻋﺪﺓ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪،‬‬
‫ﻭﺑﺮﳎﻴﺎﺗﻪ‪ ،‬ﻭﺍﻷﺷﺮﻃﺔ ﺍﳌﻤﻐﻨﻄﺔ‪ ،‬ﻭﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ‬
‫ﺗﻘﺒﻞ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻛﻴﻒ ﳝﻜﻦ ﻣﻌﺎﳉﺔ ﺃﻳﺔ ﻋﻮﺍﻣﻞ ﺳﻠﺒﻴﺔ؟‬
‫‪.١٠‬ﺍﻓﺤﺺ ﻣﻠﻒ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﺍﳌﻌﺮﻭﺽ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،١‬ﰒ ﻗﻢ ﺑﺘﻌﺪﻳﻠﻪ ﺣﱴ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻪ ﻋﻠﻰ ﺑﻴﺌﺔ‬
‫ﺗﻌﺮﻓﻬﺎ ﺣﺪﺙ ﻓﻴﻬﺎ ﺗﻐﻴﲑ ﻟﻠﻤﻨﻬﺞ )ﻣﺜﻞ ﺗﻘﺪﱘ ﻣﻨﻬﺞ ﺟﺪﻳﺪ ﺃﻭ ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺟﺪﻳﺪﺓ ﺃﻭ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ‬
‫ﺟﺪﻳﺪﺓ ﺃﻭ ﺑﺮﻧﺎﻣﺞ ﻟﻐﻮﻱ ﺟﺪﻳﺪ(‪ .‬ﺣﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻹﳚﺎﺑﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺆﺛﺮ ﰲ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ) ‪ ( ١‬ﻣﻠﻒ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ ‪...............................‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ‪...............................‬‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ ‪...............................‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ‪...............................‬‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ ‪...............................‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ‪...............................‬‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ ‪...............................‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ‪...............................‬‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ ‪...............................‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ‬

‫‪١٤٤‬‬
‫ﺍﻟﺴﻠﺒﻴﺎﺕ ‪...............................‬‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ ‪...............................‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺒﲏ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ‪...............................‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ )‪ ( ٢‬ﻣﻨﻈﻮﻣﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﺔ ﰲ ﻋﻤﻠﻴﺔ ﲡﺪﻳﺪ ﺍﳌﻨﻬﺞ‬

‫ﺗﺸﻤﻞ ﻫﺬﻩ ﺍﳌﻨﻈﻮﻣﺔ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻟﻠﺼﻌﻮﺑﺔ ﰲ ﺍﻟﻮﻓﺎﺀ ﲟﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺎﻣﻞ )ﻣﻦ ‪.(Rodgers ١٩٨٤‬‬
‫ﺃ – ﻳﺴﻌﻰ ﺍﳌﻄﻠﺐ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪:‬‬
‫ﺻﻌﻮﺑﺔ ﻣﺮﺗﻔﻌﺔ‬ ‫ﺻﻌﻮﺑﺔ ﻣﻨﺨﻔﻀﺔ‬
‫ﺍﳌﻮﺿﻮﻉ ﺫﻭ ﺍﻟﻌﻼﻗﺔ ﻣﺄﻟﻮﻑ ﺃﻭ ﻏﲑ ﻣﺄﻟﻮﻑ‬ ‫‪١‬‬

‫‪١٤٥‬‬
‫ﻧﻄﺎﻕ ﺍﳌﻌﺮﻓﺔ ) ﺍﳌﻬﺎﺭﺓ ﺃﻭ ﻏﲑﻫﺎ ( ﺑﺴﻴﻂ ﺃﻭ ﻣﻌﻘﺪ‬ ‫‪٢‬‬
‫ﳎﻤﻮﻋﺔ ﺍﻟﺘﻌﻠﻢ ﺳﻬﻠﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻭ ﺻﻌﺒﺔ ﺍﻟﺘﺪﺭﻳﺲ‬ ‫‪٣‬‬

‫ﻧﻮﻋﺎ ﻣﺎ‬
‫ﺗﺼﻤﻴﻢ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺴﻴﻂ ﺃﻭ ﻣﻌﻘﺪ‬ ‫‪٤‬‬
‫ﺗﺼﻤﻴﻢ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺄﻟﻮﻑ ﺃﻭ ﻏﲑ ﻣﺄﻟﻮﻑ‬ ‫‪٥‬‬
‫ﰎ ﺩﺭﺍﺳﺔ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﺘﺼﺎﻣﻴﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺟﻴﺪﺍ ﺃﻭ‬ ‫‪٦‬‬

‫ﺑﺸﻜﻞ ﻏﲑ ﻛﺎﻑ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ "ﺟﺎﻫﺰﺓ" ﺃﻭ ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬ ‫‪٧‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺑﺴﻴﻄﺔ ﺗﻘﻨﻴﺎﹰ ﺃﻭ ﻣﻌﻘﺪﺓ‬ ‫‪٨‬‬
‫ﺳﻴﺘﻢ ﺗﻄﺒﻴﻖ ﺍﻟﺘﺠﺪﻳﺪ ﻋﻠﻰ ﻧﻄﺎﻕ ﻓﺮﺩﻱ ﺃﻭ ﻋﻠﻰ‬

‫ﻧﻄﺎﻕ ﺍﳌﻨﻄﻘﺔ ﺍﶈﻠﻴﺔ ﺃﻭ ﻋﻠﻰ ﻧﻄﺎﻕ ﺍﻟﺪﻭﻟﺔ‬ ‫‪٩‬‬
‫)ﻋﺎﳌﻴﺎﹰ(؟‬
‫ﻧﺴﺒﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺠﺪﻳﺪ ﻋﻠﻰ ﳓﻮ ﻛﻠﻲ )‬ ‫‪١٠‬‬

‫ﻣﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺇﱃ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﻨﺸﺮ‪،‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺪﻋﻢ ( ﺟﺰﺋﻴﺔ ﺃﻭ ﻛﺎﻣﻠﺔ‬
‫ﺏ – ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺠﺪﻳﺪﻳﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﻄﻠﻮﺑﺔ‬

‫‪١٤٦‬‬
‫‪ ١‬ﺍﻟﻮﻗﺖ ﺍﳌﺘﻮﻓﺮ ﻃﻮﻳﻞ ﺃﻭ ﳏﺪﻭﺩ‬
‫‪ ٢‬ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﺘﻮﻓﺮ ﻛﺒﲑ ﺃﻭ ﳏﺪﻭﺩ‬
‫‪ ٣‬ﺍﳌﻮﺍﺭﺩ ﺍﳌﻬﻨﻴﺔ ﻛﺜﲑﺓ ﺃﻭ ﳏﺪﻭﺩﺓ‬

‫‪ ٤‬ﺍﳌﺼﺎﺩﺭ ﺍﳌﻬﻨﻴﺔ ﺫﺍﺕ ﺧﱪﺓ ﻭﻣﻜﺘﻤﻠﺔ ﺃﻭ ﺗﻔﺘﻘﺮ‬
‫ﻟﻠﺨﱪﺓ‬
‫‪ ٥‬ﻣﱰﻟﺔ ﻫﻴﺌﺔ ﺍﻟﺘﺠﺪﻳﺪ ‪ /‬ﺍﻷﺷﺨﺎﺹ ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ‬

‫ﺍﻟﺘﺠﺪﻳﺪ )ﺍﳌﻜﺎﻧﺔ ﻭﺍﻟﺴﻤﻌﺔ ﻭﺳﺠﻞ ﺍﳌﺴﺎﺭ( ﳑﺘﺎﺯ ﺃﻭ‬
‫ﺿﻌﻴﻒ‬
‫‪ ٦‬ﺩﻭﺭ ﺃﻭ ﻣﻮﻗﻒ ﻫﻴﺌﺔ ﺃﻭ ﻫﻴﺌﺎﺕ ﺍﻟﺘﺠﺪﻳﺪ ) ﺍﻷﻓﺮﺍﺩ‬

‫ﻭﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﻨﻈﺎﻡ ﻭﺍﳉﺎﻣﻌﺔ ﻭﺍﻟﻨﺎﺷﺮ ﺇﱁ ( ﰲ‬
‫"ﺍﻟﻨﻈﺎﻡ"‬
‫‪ ٧‬ﻧﻈﺮﻳﺔ ﻭﺗﻄﺒﻴﻖ ﲡﺪﻳﺪ ﺍﳌﻨﻬﺞ ﻭﺍﻓﻴﺔ ﺃﻭ ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬
‫ﺝ – ﳏﺘﻮﻯ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﺠﺪﻳﺪ‬

‫‪١٤٧‬‬
‫‪ ١‬ﻧﻈﺎﻡ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻣﻨﻈﻢ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ ﺃﻭ‬

‫ﻏﲑ ﻣﻨﻈﻢ‬
‫‪ ٢‬ﺍﻟﱪﺍﻣﺞ ﺍﳉﺪﻳﺪﺓ ﺍﳌﻨﺎﻓﺴﺔ ﻗﻠﻴﻠﺔ ﺃﻭ ﻛﺜﲑﺓ‬
‫‪ ٣‬ﻣﺸﻜﻼﺕ ﻧﻈﺎﻡ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺴﻴﻄﺔ‬

‫ﺃﻭ ﻣﻌﻘﺪﺓ‬
‫‪ ٤‬ﻓﻜﺮﺓ ﲡﺪﻳﺪ ﺍﳌﻨﻬﺞ ﻣﻘﺒﻮﻟﺔ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ ﺃﻭ ﻋﻠﻰ‬
‫ﳓﻮ ﺿﻌﻴﻒ‬
‫‪ ٥‬ﻓﻜﺮﺓ ﺍﻟﺘﺠﺪﻳﺪ ﻣﻨﺴﺠﻤﺔ ﻣﻊ ﺍﻷﻓﻜﺎﺭ ﺍﳊﺎﻟﻴﺔ ﺃﻭ ﻏﲑ‬

‫ﻣﻨﺴﺠﻤﺔ‬

١٤٨

‫‪١٤٩‬‬
‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‬
‫ﲣﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ ﻭﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‬
‫ﻟﻘﺪ ﺃﺷﺮﻧﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﺇﱃ ﺃﻥ ﺍﳌﺨﻄﻄﲔ ﺍﻷﻭﺍﺋﻞ ﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻛﺎﻧﻮﺍ ﻳﺮﻭﻥ ﺃﻥ ﺍﳍﺪﻑ‬
‫ﻣﻦ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺪﻳﻬﻲ ﺃﻭ ﺑﲔ ﺑﺬﺍﺗﻪ‪ ،‬ﻓﻘﺪ ﻛﺎﻥ ﻳﻜﻔﻲ ﺍﻟﻘﻮﻝ ﺇﻥ ﻏﺎﻳﺔ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻟﻜﻦ ﺣﺮﻛﺔ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﺗﺮﻯ ﺃﻥ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻟﻴﺲ ﻣﻼﺋﻤﺎﹰ‪ ،‬ﻭﻣﻦ ﺃﺟﻞ‬
‫ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻼﺑﺪ ﻣﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺃﻛﺜﺮ ﲢﺪﻳﺪﺍﹰ ﻣﺜﻞ‪ :‬ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ؟ ﻭﰲ ﺃﻱ‬
‫ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ؟ ﻭﻣﺎ ﺃﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺲ؟ ﻓﻬﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻫﻲ ﻣﺎ ﻳﺴﻌﻰ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﺇﱃ‬
‫ﺗﻘﺪﱘ ﺇﺟﺎﺑﺎﺕ ﻋﻨﻬﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺴﻌﻰ ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻴﺎﻗﻴﺔ ﰲ ﺗﻄﺒﻴﻖ ﺗﻐﻴﲑ‬
‫ﺍﳌﻨﻬﺞ‪ .‬ﺃﻣﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻓﺴﻮﻑ ﻧﺘﻌﺮﺽ ﺇﱃ ﺟﺎﻧﺐ ﻣﻬﻢ ﻣﻦ ﺟﻮﺍﻧﺐ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﰲ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‬
‫ﻭﻫﻮ ﲢﺪﻳﺪ ﺍﻟﻐﺎﻳﺎﺕ ‪ goals‬ﻭﻧﻮﺍﺗﺞ ‪ outcomes‬ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﺮﺋﻴﺴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻐﺎﻳﺎﺕ ﲤﻴﺰ ﻣﺬﻫﺐ ﺍﳌﻨﻬﺞ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﺮﺑﻮﻱ‬
‫‪ ،educational planning‬ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ ﻫﺬﻩ ﺍﳌﻨﻄﻠﻘﺎﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﻫﻨﺎﻙ ﺩﺍﻓﻌﻴﺔ ﻟﺪﻯ ﺍﻟﻨﺎﺱ ﳓﻮ ﺍﻟﺴﻌﻲ ﻟﺘﺤﻘﻴﻖ ﻏﺎﻳﺎﺕ ﳏﺪﺩﺓ ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻐﺎﻳﺎﺕ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻳﺮﻓﻊ ﻣﻦ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ‪.‬‬
‫• ﺳﻴﻜﻮﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻓﻌﺎﻻﹰ ﻣﱴ ﻛﺎﻧﺖ ﺃﻫﺪﺍﻓﻪ ﺩﻗﻴﻘﺔ ﻭﻭﺍﺿﺤﺔ‪.‬‬
‫ﺇﻥ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺗﺒﺪﻭ ﺑﺪﻳﻬﻴﺔ ﻭﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﻨﻘﺎﺵ‪ ،‬ﻭﻏﺎﻟﺒﻴﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺼﻒ ﻏﺎﻳﺎ‪‬ﺎ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﺃﻫﺪﺍﻑ ﻋﺎﻣﺔ ‪ aims‬ﻭﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ‪ .objectives‬ﻟﻜﻦ ﻃﺒﻴﻌﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ‬
‫ﺍﳋﺎﺻﺔ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺗﻜﻮﻥ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻷ‪‬ﺎ ﺗﺸﲑ ﺇﱃ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﺆﻣﻦ‬
‫ﺍﳌﺨﻄﻄﻮﻥ ﺍﻟﺘﺮﺑﻮﻳﻮﻥ ﺃﻥ ﺍﳌﺘﻌﻠﻤﲔ ﲝﺎﺟﺔ ﺇﱃ ﺗﻨﻤﻴﺘﻬﺎ‪ .‬ﻭﻋﻨﺪ ﲢﺪﻳﺪ ﺍﻟﻐﺎﻳﺎﺕ ﳜﺘﺎﺭ ﺍﳌﺨﻄﻄﻮﻥ ﻣﻦ ﺑﲔ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻨﻄﻠﻘﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺪﻭﺭ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﻨﻬﺞ ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ ﺻﻴﺎﻏﺔ ﺍﻟﻐﺎﻳﺎﺕ‬
‫ﻟﻴﺴﺖ ﻋﻤﻠﻴﺔ ﻋﻠﻤﻴﺔ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﺻﺪﺍﺭ ﺣﻜﻢ‪ .‬ﻭﳍﺬﺍ ﺍﻟﺴﺒﺐ ﻓﻘﺪ ﺃﺩﺕ ﻃﺒﻴﻌﺔ‬
‫ﺍﻟﻐﺎﻳﺎﺕ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﱃ ﺍﺧﺘﻼﻑ ﻭﺟﺪﻝ ﻛﺒﲑ ﰲ ﺃﺩﺑﻴﺎﺕ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻻ ﺯﺍﻝ ﺫﻟﻚ‬
‫ﻣﺴﺘﻤﺮﺍ‪ .‬ﻭﻳﻨﻌﻜﺲ ﻫﺬﺍ ﺍﳉﺪﻝ ﰲ ﻣﺜﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﻛﻠﻬﺎ ﺑﺄﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﻐﺎﻳﺎﺕ ﺍﳌﻨﻬﺞ‪:‬‬
‫• ﻫﻞ ﻫﻨﺎﻙ ﺃﻱ ﻗﻴﻤﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻄﻼﺏ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻟﺪﻳﻬﻢ ﺣﺎﺟﺔ ﻋﻤﻠﻴﺔ‬
‫ﳍﺎ؟‬

‫‪١٥٠‬‬
‫• ﻫﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺪﺭﺱ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻌﺪﺓ ﻟﻠﻤﻬﺎﺟﺮﻳﻦ ﻣﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻘﻂ؟ ﺃﻭ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﺗﺴﻌﻰ ﺇﱃ ﺇﻋﺪﺍﺩ ﺍﳌﻬﺎﺟﺮﻳﻦ ﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﺤﻴﺰ ﺍﻟﻌﺮﻗﻲ ﻭﺃﺷﻜﺎﻝ ﺍﻟﺘﺤﻴﺰ ﺍﻷﺧﺮﻯ ؟‬
‫• ﻫﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﺎﺭﻙ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﺗﺸﻜﻴﻞ ﺍﳌﻨﻬﺞ؟ ﺃﻭ ﻣﻦ ﺍﻷﻓﻀﻞ ﺗﺮﻙ ﺫﻟﻚ ﻟﻠﻤﺪﺭﺳﲔ ؟‬
‫• ﻫﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺪﺭﺱ ﺍﻟﻄﻼﺏ ﺃﺩﺏ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻮ‪‬ﺎ ﻭﺛﻘﺎﻓﺘﻬﻢ؟ ﺃﻭ ﻳﻨﺒﻐﻲ ﻓﻘﻂ ﺃﻥ‬
‫ﻳﺘﻌﻠﻤﻮﺍ ﻛﻴﻒ ﻳﺘﺤﺪﺛﻮﻥ ﺍﻟﻠﻐﺔ ﻭﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﺑﻮﺻﻔﻬﺎ ﺃﺩﺍﺓ ؟‬
‫• ﻫﻞ ﺭﻓﻊ ﻭﻋﻲ ﺍﻟﻄﻼﺏ ﺑﺎﻟﻈﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺟﺰﺀ ﻣﻦ ﻋﻤﻞ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ؟‬
‫• ﻫﻞ ﻳﻨﺒﻐﻲ ﻟﻠﻤﺪﺭﺳﲔ ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻻﺟﺘﻴﺎﺯ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻨﺎﻗﺼﺔ ﻓﻘﻂ ) ﻣﺜﻞ‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍ ﻣﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳉﺎﻣﻌﺔ ( ﺃﻭ ﻳﻨﺒﻐﻲ ﻟﻠﻤﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﻣﻌﺎ ﺃﻥ ﻳﺴﻌﻮﺍ ﺇﱃ ﺇﳚﺎﺩ ﻃﺮﻕ ﻟﻠﻘﻴﺎﺱ ﺃﻛﺜﺮ‬
‫ﻋﺪﻻ؟‬
‫• ﻣﺎ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺆﺩﻳﻪ ﻟﻐﺔ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻷﺻﻠﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﻭﰲ ﺍﻟﻔﺼﻞ ؟‬
‫ﻭﻳﻘﻮﻝ ‪" :(١٩٩٢:٣٠٢) Eisner‬ﻧﻈﺮﺍ ﻷﻥ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪‬ﺘﻢ ﺑﺘﺤﻘﻴﻖ ﺣﺎﻻﺕ ‪‬ﺎﺋﻴﺔ ﻣﻌﻴﻨﺔ‬
‫ﻣﺮﻏﻮﺏ ﻓﻴﻬﺎ‪ ,‬ﻓﻬﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻨﻈﻮﻣﺔ ﻭﺍﺳﻌﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻟﺘﺄﻣﲔ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﱵ ﺗﻨﻄﻠﻖ ﳓﻮﻫﺎ ﻭﺗﱪﻳﺮﻫﺎ"‪.‬‬
‫ﻭﺣﱴ ﻧﺪﺭﻙ ﻛﻴﻒ ﺃﻥ ﺃﻧﻈﻤﺔ ﺍﻟﻘﻴﻢ ﺗﺆﺩﻱ ﺩﻭﺭﺍﹰ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺪﺭﺳﻪ‬
‫ﺍﳌﺪﺍﺭﺱ ﻭﺑﺎﻟﻨﻮﺍﺗﺞ ﺍﻟﱵ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ‪ ،‬ﺳﻮﻑ ﻧﺒﺪﺃ ﺣﺪﻳﺜﻨﺎ ﻋﻦ ﺍﻟﻐﺎﻳﺎﺕ ﲟﻨﺎﻗﺸﺔ ﲬﺲ ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺎﺕ‬
‫ﰲ ﺍﳌﻨﻬﺞ )ﻣﺴﺘﻌﲑﻳﻦ ﻣﺼﻄﻠﺢ ‪ ،( Eisner‬ﻭﺍﻟﱵ ﺗﺸﻜﻞ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ ﻃﺒﻴﻌﺔ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ‬
‫ﻭﳑﺎﺭﺳﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻭﻫﻲ ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ‪ ،academic rationalism‬ﻭﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪ ،social and economic efficiency‬ﻭﺍﻟﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﳌﺘﻌﻠﻢ‬
‫‪ ،learner-centeredness‬ﻭﻧﻈﺮﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪social‬‬
‫‪ ،reconstructionism‬ﻭﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ‪.cultural pluralism‬‬
‫ﺇﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﳌﻨﻬﺞ ‪the ideology of the curriculum‬‬

‫ﻳﻌﺘﻤﺪ ﳐﻄﻄﻮ ﺍﳌﻨﻬﺞ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﺍﻟﻐﺎﻳﺎﺕ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻋﻠﻰ ﺗﻔﻬﻤﻬﻢ ﳊﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺍﳊﺎﻟﻴﺔ‬
‫ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭﺗﻔﻬﻤﻬﻢ ﳊﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻋﺘﻘﺎﺩﺍﺕ ﺍﳌﺨﻄﻄﲔ ﻭﺇﻳﺪﻳﻮﻟﻮﺟﻴﺎ‪‬ﻢ ﺣﻮﻝ ﺍﳌﺪﺍﺭﺱ‬
‫ﻭﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﳌﺪﺭﺳﲔ‪ .‬ﻭﺗﻘﺪﻡ ﻫﺬﻩ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻷﺳﺲ ﺍﻟﻔﻠﺴﻔﻴﺔ ﻟﻠﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﺴﻮﻏﺎﺕ‬
‫ﻟﻨﻮﻋﻴﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﲢﻮﻳﻬﺎ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻣﻦ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺘﻨﺎﻓﺴﺔ ﺃﻭ ﺍﳌﻜﻤﻠﺔ ﻟﺒﻌﻀﻬﺎ‬
‫ﺗﺘﻌﻠﻖ ﲟﺎ ﲜﺐ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻳﻌﻠﻖ ‪ Kliebard‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬

‫‪١٥١‬‬
‫ﻻ ﳒﺪ ﺗﻔﻮﻗﺎ ﻛﻠﻴﺎﹰ ‪‬ﻤﻮﻋﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺑﻞ ﻫﻨﺎﻙ ﺗﻨﺎﻓﺲ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻬﺘﻤﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺴﻴﻄﺮﺓ ﻋﻠﻰ‬
‫ﺍﳌﻨﻬﺞ ﰲ ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ‪ ,‬ﳏﻘﻘﺔ ﺑﻌﺾ ﺍﻟﺘﺤﻜﻢ ﺍﻋﺘﻤﺎﺩﺍﹰ ﻋﻠﻰ ﺍﻟﻈﺮﻭﻑ ﺍﶈﻠﻴﺔ ﻭﻛﺬﻟﻚ ﺍﻟﻈﺮﻭﻑ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﻣﻦ ﰒ ﻓﺈﻥ ﻛﻼ ﻣﻦ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﻬﺘﻤﺔ ﲤﺜﻞ ﻗﻮﺓ ﻣﻌﻴﻨﺔ ﻻﺧﺘﻴﺎﺭ ﻣﻌﺎﺭﻑ ﻭﻗﻴﻢ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ‪ ,‬ﻭﺑﺎﻟﺘﺎﱄ ﲤﺜﻞ ﻧﻮﻋﺎﹰ ﻣﻦ ﲨﺎﻋﺎﺕ ﺍﻟﻀﻐﻂ ﻟﺘﺤﻘﻴﻖ ﻣﻨﻬﺞ ﳐﺘﻠﻒ‪Kliebard ) .‬‬
‫‪(١٩٨٦:٨‬‬
‫ﻭﺗﺸﺪﺩ ﺍﻷﻳﺪﻳﻮﻟﻮﺟﻴﺎﺕ ﺍﳋﻤﺲ‪ ،‬ﺍﻟﱵ ﺳﻮﻑ ﻧﻨﺎﻗﺸﻬﺎ ﻫﻨﺎ‪ ،‬ﻋﻠﻰ ﻣﺬﻫﺐ ﳐﺘﻠﻒ ﻟﺪﻭﺭ ﺍﻟﻠﻐﺔ ﰲ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‬
‫ﻳﺸﺪﺩ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻋﻠﻰ ﺍﻟﻘﻴﻤﺔ ﺍﳉﻮﻫﺮﻳﺔ ﻟﻠﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻨﻤﻴﺔ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﻋﻨﺪ‬
‫ﺍﳌﺘﻌﻠﻢ ﻭﻋﻘﻼﻧﻴﺘﻪ‪ .‬ﻭﻳﻨﻈﺮ ﶈﺘﻮﻯ ﺍﳌﻮﺍﺩ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻪ ﺃﺳﺎﺱ ﻟﻠﻤﻨﻬﺞ ﻭﺍﻟﺘﻤﻜﻦ ﻣﻦ ﺍﶈﺘﻮﻯ ﻫﻮ‬
‫ﲝﺪ ﺫﺍﺗﻪ ﻫﺪﻑ‪ ،‬ﻭﻟﻴﺲ ﻭﺳﻴﻠﺔ ﳊﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺗﻘﺪﱘ ﻃﺮﻕ ﻓﻌﺎﻟﺔ ﻟﺘﺤﻘﻴﻖ ﻏﺎﻳﺎﺕ ﺻﻨﺎﻉ‬
‫ﺍﻟﺴﻴﺎﺳﺔ‪ .‬ﻓﺪﻭﺭ ﺍﳌﺪﺍﺭﺱ ﻳﺘﻤﺜﻞ ﰲ ﺇﻳﺼﺎﻝ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻘﺎﻟﻴﺪ ﺛﻘﺎﻓﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﰲ ﻣﻌﺮﻓﺔ ﺍﻵﺭﺍﺀ‬
‫ﺍﳌﻜﺘﺴﺒﺔ ﻣﻦ ﺩﺭﺍﺳﺔ ﺣﻘﻮﻝ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺜﺎﺑﺘﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺍﻟﻴﻮﻧﺎﻧﻴﺔ ﻭﺍﻟﻼﺗﻴﻨﻴﺔ ﺗﺪﺭﺳﺎﻥ ﻋﻠﻰ ﳓﻮ ﺗﻘﻠﻴﺪﻱ ﰲ‬
‫ﻛﺜﲑ ﻣﻦ ﻣﻨﺎﻫﺞ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺍﻟﻐﺮﺏ‪ ،‬ﺣﻴﺚ ﻛﺎﻥ ﻳﻌﺘﻘﺪ ﺃ‪‬ﻤﺎ ﺗﻨﻤﻴﺎﻥ "ﺍﻟﺘﻬﺬﻳﺐ ﺍﻟﻌﻘﻠﻲ" ﻋﻨﺪ‬
‫ﺍﻟﻄﻼﺏ‪ .‬ﻭﺗﺘﻤﻴﺰ ﻫﺬﻩ ﺍﻟﻨﻈﺮﺓ ﻛﺬﻟﻚ ﻭﺍﳌﻌﺮﻭﻓﺔ ﺃﻳﻀﺎﹰ ﺑـﺎﺳﻢ " ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ"‪" :‬ﺑﺎﻟﺮﻏﺒﺔ ﰲ‬
‫ﺭﻓﻊ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻣﺜﻞ‪ ،‬ﺍﳊﻔﻆ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻭﺍﻟﺘﺼﻨﻴﻒ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﻋﻨﺎﺻﺮ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺣﱴ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ ﰲ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﻌﺪﻳﺪﺓ ﺍﻟﱵ ﻣﻦ ﺍﶈﺘﻤﻞ ﻣﻮﺍﺟﻬﺘﻬﺎ ﰲ‬
‫ﺍﳊﻴﺎﺓ" )‪ .(Clark ١٩٨٧:٥‬ﻭﺗﻮﻇﻒ ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺃﺣﻴﺎﻧﺎ ﻟﺘﱪﻳﺮ ﺗﺪﺭﻳﺲ ﻟﻐﺎﺕ ﺃﺟﻨﺒﻴﺔ ﻣﻌﻴﻨﺔ ﰲ‬
‫ﺍﳌﻨﺎﻫﺞ ﺍﳌﺪﺭﺳﻴﺔ‪ ،‬ﺣﻴﺚ ﺗﺪﺭﺱ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﺟﺎﻧﺐ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ,‬ﻭﻟﻴﺲ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ‬
‫ﺃ‪‬ﺎ ﺃﺩﻭﺍﺕ ﻟﻠﺘﻮﺍﺻﻞ‪ .‬ﻭﻳﻮﺛﻖ ‪ (١٩٩٣) Ozolins‬ﺍﳉﺪﻝ ﺍﳌﺘﻌﻠﻖ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‬
‫ﺍﻷﺳﺘﺮﺍﻟﻴﺔ‪ ،‬ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺟﻌﻠﺖ ﺍﻟﻔﺮﻧﺴﻴﺔ ﲢﻞ ﺗﺪﺭﳚﻴﺎ ﳏﻞ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻗﺪ‬
‫ﺫﻛﺮ ﻭﺯﻳﺮ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻭﻻﻳﺔ ﻓﻜﺘﻮﺭﻳﺎ ‪ Bloomfield‬ﰲ ﻋﺎﻡ ‪١٩٦٤‬ﻡ ﻋﻨﺪ ﻣﻨﺎﻗﺸﺘﻪ ﺩﻭﺭ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪ -‬ﺃﻥ ﺍﻟﻘﻀﻴﺔ ﻟﻴﺴﺖ ﻣﺴﺄﻟﺔ ﺃﻥ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻠﻐﺎﺕ ﻓﻘﻂ‪ ،‬ﻭﻳﻌﻠﻖ ‪ Ozolins‬ﻋﻠﻰ ﺫﻟﻚ‬
‫ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻛﺎﻥ ﺍﻟﺘﱪﻳﺮ ﺍﻟﻌﻘﻠﻲ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﺮﻧﺴﻴﺔ ﰲ ﻧﻈﺮ ‪" Bloomfield‬ﻫﻮ ﻓﻬﻢ ﺍﻷﻣﻢ ﺍﻷﺧﺮﻯ ‪ ,‬ﻟﺬﺍ ﻓﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺻﻴﻐﺔ ﻣﻜﺜﻔﺔ ﻭﻣﺘﺨﺼﺼﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ"‪ .‬ﻓﺎﳉﻮﺍﻧﺐ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻟﺼﺮﻓﺔ ﻭﺍﻟﺘﻮﺍﺻﻠﻴﺔ ﻟﻠﻐﺎﺕ ﱂ ﺗﻜﻦ ﻫﻲ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺲ ﻋﻠﻰ ﺍﻷﻗﻞ ﺑﺎﻟﻨﺴﺒﺔ ﳌﺪﺍﺭﺱ ﻓﻜﺘﻮﺭﻳﺎ‪.‬‬
‫)‪(Ozolins ١٩٩٣:٨٧‬‬

‫‪١٥٢‬‬
‫ﻛﻤﺎ ﺗﻮﻇﻒ ﻫﺬﻩ ﺍﻷﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺃﺣﻴﺎﻧﺎ ﻟﺘﱪﻳﺮ ﺗﺪﺭﻳﺲ ﺩﻭﺭﺍﺕ ﰲ ﺍﻷﺩﺏ ﺃﻭ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﻭ‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ) ﻣﺜﻞ ﻫﻮﻧﺞ ﻛﻮﻧﺞ‬
‫ﻭﺳﻨﻐﺎﻓﻮﺭﺓ ﻭﻣﺎﻟﻴﺰﻳﺎ ( ﲢﺖ ﺍﳊﻜﻢ ﺍﻻﺳﺘﻌﻤﺎﺭﻱ ﻣﻨﻬﺠﺎﹰ ﻗﻮﺍﻣﻪ ﺍﻷﺩﺏ‪" ،‬ﻓﺎﳍﺪﻑ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻷﺳﺎﺳﻲ ﻛﺎﻥ‬
‫ﳏﺎﻛﺎﺓ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻷﺩﺏ ﺍﻹﳒﻠﻴﺰﻱ‪ ،‬ﺣﻴﺚ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺃﻋﻤﺎﻝ ﻟﻐﻮﻳﺔ ﻣﺼﻤﻤﺔ‬
‫ﺧﺼﻴﺼﺎ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺘﻌﻠﻢ ﻏﲑ ﺍﻟﻨﺎﻃﻖ ﺑﺎﻟﻠﻐﺔ " )‪ .(Ho ١٩٩٤:٢٢٣‬ﺇﺫﻥ ﻓﻬﺬﺍ ﺍﳌﻨﻬﺞ ﻛﺎﻥ ﻳﻬﺪﻑ ﺇﱃ‬
‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻣﱰﻟﺔ ﺍﻟﻨﺨﺒﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻐﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺒﺪﺍﻝ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ‬
‫ﺗﺪﺭﳚﻴﺎ ﲟﻨﺎﻫﺞ ﻭﻇﻴﻔﻴﺔ ﻭﻋﻤﻠﻴﺔ ﻋﻨﺪﻣﺎ ﺃﺻﺒﺢ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻐﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺘﻮﻓﺮﺍ‬
‫ﺑﺸﻜﻞ ﺃﻭﺳﻊ )‪.(Ho ١٩٩٤‬‬
‫ﻭﻳﺸﲑ ‪ (١٩٨٧:٦) Clark‬ﺇﱃ ﺃﻥ ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ‪‬ﺘﻢ ﲟﺎ ﻳﻠﻲ ‪:‬‬
‫• ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻣﻌﺎﺭﻑ ﻭﺛﻘﺎﻓﺔ ﺍﻷﺟﻴﺎﻝ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻧﻘﻠﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻗﺪ ﺃﺩﻯ ﻫﺬﺍ ﺇﱃ‬
‫ﺇﳚﺎﺩ ﻧﻈﺎﻡ ﺗﻌﻠﻴﻤﻲ ﻣﻜﻮﻥ ﻣﻦ ﻃﺒﻘﺘﲔ‪ :‬ﺍﻷﻭﱃ ﺗﻨﺴﺠﻢ ﻣﻊ ﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﺜﻘﺎﻓﻴﺔ "ﺍﻟﻌﺎﻟﻴﺔ" ﻟﻠﻨﺨﺒﺔ‪،‬‬
‫ﻭﺍﻟﺜﺎﻧﻴﺔ ﺗﺘﻼﺀﻡ ﻣﻊ ﺃﺳﺎﻟﻴﺐ ﺣﻴﺎﺓ ﺍﻟﻌﺎﻣﺔ ﺍﶈﺴﻮﺳﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻌﻤﻴﻢ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻨﻘﺪﻳﺔ ﻟﺪﻯ ﺍﻟﻨﺨﺒﺔ‪.‬‬
‫• ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳌﺮﺍﺗﺐ ﺍﻟﻌﺎﻟﻴﺔ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻔﺘﺸﲔ ﻭﻫﻴﺌﺎﺕ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺴﻴﻄﺮ ﻋﻠﻴﻬﺎ‬
‫ﺍﳉﺎﻣﻌﺎﺕ‪.‬‬
‫ﻭﻗﺪ ﺃﻇﻬﺮ ﺍﳉﺪﻝ ﺣﻮﻝ "ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ" ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺍﻟﺬﻱ ﺑﺮﺯ ﻋﻨﺪ ﻧﺸﺮ‬
‫ﻛﺘﺎﺏ ‪ Hirsch‬ﻭﻋﻨﻮﺍﻧﻪ ‪ Cultural Literacy‬ﻋﺎﻡ ‪١٩٨٧‬ﻡ – ﺃﻥ ﻫﺬﻩ ﺍﻹﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫ﻻ ﺯﺍﻝ ﳍﺎ ﻣﺆﻳﺪﻭﻥ ﻭﻣﻌﺎﺭﺿﻮﻥ ﻣﺆﺛﺮﻭﻥ‪.‬‬
‫ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬

‫ﺗﺸﺪﺩ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻋﻠﻰ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺩﻭﺭ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﺇﻧﺘﺎﺝ‬
‫ﻣﺘﻌﻠﻤﲔ ﻣﻨﺘﺠﲔ ﺍﻗﺘﺼﺎﺩﻳﺎ‪ .‬ﻓﺎﻟﻨﺎﺱ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺗﻄﻮﻳﺮ ﺃﻧﻔﺴﻬﻢ ﻭﺑﻴﺌﺘﻬﻢ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻟﻮﺍﻋﻲ‪ .‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ ﳍﺎ "ﺑﻮﺍﺳﻄﺔ ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ‪،‬‬
‫ﻭﺻﻴﺎﻏﺔ ﺃﻫﺪﺍﻑ ﻟﻜﻞ ﻣﻬﻤﺔ‪ ،‬ﻭﺗﺪﺭﻳﺲ ﺍﳌﻬﺎﺭﺍﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ﺎ ﻭﺣﺪﺍﺕ ﻣﻨﻔﺼﻠﺔ" ) ‪Uhrmacher‬‬
‫‪ .(١٩٩٣:٤‬ﺇﻥ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺬﻫﺐ ﻏﺎﻳﺎﺕ ﻭﻭﺳﺎﺋﻞ‪ .‬ﻭﻳﺪﺍﻓﻊ ﺃﺣﺪ ﺍﳌﺆﺳﺴﲔ ﻟﻨﻈﺮﻳﺔ ﺍﳌﻨﻬﺞ‬
‫ﻭﻫﻮ ‪ Bobbitt‬ﻋﻦ ﻫﺬﻩ ﺍﻟﻨﻈﺮﺓ‪ ،‬ﺣﻴﺚ ﻛﺎﻥ ﻳﻨﻈﺮ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﺃﻧﻪ ﻣﺒﲏ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﻋﻠﻤﻴﺔ‪،‬‬

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‫ﻭﻣﻄﺒﻘﻮ ﺍﳌﻨﻬﺞ ﻫﻢ "ﻣﻬﻨﺪﺳﻮﻥ ﺗﺮﺑﻮﻳﻮﻥ" ﻋﻤﻠﻬﻢ ﻳﺘﻤﺜﻞ ﰲ "ﺍﻛﺘﺸﺎﻑ ﳎﻤﻮﻋﺔ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ‬
‫ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺃﺷﻜﺎﻝ ﺍﻟﺘﻔﻜﲑ‪ ...‬ﺇﱁ‪ ،‬ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺃﻋﻀﺎﺅﻩ ﻟﺘﺤﻘﻴﻖ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﺎﻝ ﰲ ﺃﻋﻤﺎﳍﻢ ﺍﳌﻬﻨﻴﺔ"‬
‫)‪ .(١٩١٨:٤٣‬ﻭﳜﺘﻢ ‪ Bobbitt‬ﺑﺘﺸﺒﻴﻪ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﲟﺼﻨﻊ ﺇﻧﺘﺎﺝ‪ .‬ﻭﻗﺪ ﺃﺩﺕ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺃﻭ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻭﺗﺆﻛﺪ ﺍﻷﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪/‬ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻋﻠﻰ ﺍﳊﺎﺟﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻤﺠﺘﻤﻊ ﻟﺘﱪﻳﺮ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻓﺎﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﻨﺎﺟﺤﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜﻞ‬
‫ﻣﺘﺰﺍﻳﺪ‪ ،‬ﻭﻣﻌﻈﻢ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﰲ ﺟﺪﻝ ﻭﻗﻊ ﺣﺪﻳﺜﺎﹰ ﺣﻮﻝ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﻟﻴﺎﺑﺎﻥ ﰎ ﺫﻛﺮ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻀﻌﻴﻔﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ﺎ ﺃﺣﺪ ﺃﺳﺒﺎﺏ ﺿﻌﻒ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻴﺎﺑﺎﱐ ﰲ ‪‬ﺎﻳﺔ ﺗﺴﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪" :‬ﺇﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪-‬ﻭﻫﻲ ﺍﻵﻥ ﻟﻐﺔ‬
‫ﻋﺎﳌﻴﺔ‪ -‬ﻳﻌﺪ ﺃﺳﺎﺳﻴﺎ ﻟﻠﻴﺎﺑﺎﻥ ﻟﺘﺤﻘﻴﻖ ﻣﺴﺘﻘﺒﻞ ﻣﺸﺮﻕ… ﻭﺍﻟﻀﻌﻒ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺍﻟﻴﺎﺑﺎﻧﻴﲔ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﻜﺒﺤﻬﻢ ﰲ ﻋﺎﱂ ﻣﻮﺟﻪ ﺑﺎﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻋﻠﻰ ﳓﻮ ﻣﺘﺰﺍﻳﺪ‪ ،‬ﰲ ﻭﻗﺖ ﺃﺻﺒﺤﺖ ﻓﻴﻪ ﻏﺎﻟﺒﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻣﻜﺘﻮﺑﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ" )‪.(Kin ١٩٩٩‬‬
‫ﺇﻥ ﺍﳉﺪﻝ ﺣﻮﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳌﻬﺎﺭﺍﺕ ‪ skills-based instruction‬ﻣﻘﺎﺑﻞ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻷﻛﺎﺩﳝﻲ ‪ academically-based instruction‬ﻟﻪ ﺗﺎﺭﻳﺦ ﻃﻮﻳﻞ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻛﻤﺎ ﻳﻼﺣﻆ ﰲ ﺍﻟﻨﻘﺎﺷﺎﺕ ﺣﻮﻝ ﺍﳌﻤﻴﺰﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻐﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ‪classical‬‬
‫‪ languages‬ﻣﻘﺎﺑﻞ ﺍﻟﻠﻐﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺍﻷﺩﺏ ﻣﻘﺎﺑﻞ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺣﱴ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻘﺎﺑﻞ ﺍﶈﺎﺩﺛﺔ ﰲ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﻫﻨﺎﻙ ﺧﻼﻝ ﺍﻟﻌﻘﺪﻳﻦ ﺍﳌﺎﺿﻴﲔ ‪ -‬ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﱵ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻬﺎ ﻟﻐﺔ‬
‫ﺃﺟﻨﺒﻴﺔ ‪ -‬ﲢﻮﻝ ﻣﻦ ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﺑﻮﺻﻔﻬﺎ ﺃﺳﺎﺳﺎﹰ ﳌﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﳓﻮ ﻣﻨﻬﺞ ﻣﺒﲏ ﺑﺸﻜﻞ‬
‫ﺃﻛﱪ ﻋﻠﻰ ﳕﻮﺫﺝ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪/‬ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ .‬ﻭﻣﺎ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‪ ،‬ﻭﺍﳌﻘﺮﺭ ﺍﻟﻔﻜﺮﻱ‪/‬ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪ ،notional-functional syllabus‬ﻭﺍﳌﺬﺍﻫﺐ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻨﻮﺍﺗﺞ ‪outcomes-based‬‬
‫‪ approaches‬ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﺪﺭﺟﺔ ﻭﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﺇﻻ ﺍﻧﻌﻜﺎﺱ ﳍﺬﺍ ﺍﻟﺘﺤﻮﻝ ﳓﻮ ﳕﻮﺫﺝ ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻫﻮ ﳕﻮﺫﺝ ﻳﺮﻯ‬
‫‪ (١٩٨٧) Clark‬ﺃﻧﻪ ﺃﻳﻀﺎ ﻳﻌﻜﺲ ﻏﺎﻟﺒﺎ ﳕﻮﺫﺝ ﲝﺚ ﻭﺗﻄﻮﻳﺮﺍ ﻭﻧﺸﺮﺍ‪.‬‬
‫ﺇﻧﻪ ﻳﺘﻀﻤﻦ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺗﻜﻮﻳﻦ ﳉﻨﺔ ﻣﺮﻛﺰﻳﺔ ﻣﻦ"ﺧﱪﺍﺀ" ﳐﺘﺎﺭﻳﻦ ﻟﺘﻄﻮﻳﺮ ﻣﻨﻬﺞ ﺟﺪﻳﺪ‪ ،‬ﻭﺗﻘﻮﻡ ﺍﻟﻠﺠﻨﺔ‬
‫ﺑﺈﺟﺮﺍﺀ ﲝﺚ ﺃﻭﱄ ﺣﻮﻝ ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻭﺗﻨﺘﺞ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻭﻟﻴﺔ‪ ،‬ﻭﲢﺼﻞ ﻋﻠﻰ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﻣﻦ ﻣﺪﺭﺳﻲ‬
‫ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻳﻦ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﻭﻟﻴﺔ ﰲ ﻋﺪﺩ ﻣﻦ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﶈﺪﺩﺓ ﻭﺍﳌﺨﺘﺎﺭﺓ ﻋﻠﻰ‬

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‫ﺃﺳﺎﺱ ﺃ‪‬ﺎ ﲤﺜﻞ ﻋﺪﺩﺍ ﻣﻦ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺃﺧﲑﺍﹰ ﺗﻘﻮﻡ ﺍﻟﻠﺠﻨﺔ ﲟﺮﺍﺟﻌﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﲤﻬﻴﺪﺍ ﻟﻨﺸﺮﻫﺎ‬
‫)‪.(Clark ١٩٨٧:٣٣‬‬
‫ﻭﻳﺬﻛﺮ ‪ Auerbach‬ﻣﺜﺎﻻ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺬﻫﺐ –ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﺗﻜﺴﺎﺱ ﳌﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻜﺒﺎﺭ‪ -‬ﺣﻴﺚ ﻗﺎﻡ‬
‫ﻋﺪﺩ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳉﺎﻣﻌﻴﲔ ﺑﺈﺟﺮﺍﺀ ﻣﺴﺢ ﻟﻌﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪،‬‬
‫ﻭﺣﺪﺩﻭﺍ ‪ ٦٥‬ﻛﻔﺎﻳﺔ ﻳﺰﻋﻤﻮﻥ ﺃ‪‬ﺎ ﺗﺸﻜﻞ ﺧﺼﺎﺋﺺ ﺍﻟﻌﻤﻞ ﺍﻟﻨﺎﺟﺢ ﰲ ﺍ‪‬ﺘﻤﻊ ) ‪Auerbach‬‬
‫‪.(١٩٩٥:١٣‬‬
‫ﻭﻗﺪ ﺯﻋﻢ ﻧﺎﻗﺪﻭ ﻫﺬﻩ ﺍﻟﻨﻈﺮﺓ ﻟﻠﻤﻨﻬﺞ ﺃﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻈﺮﺓ ﺍﺧﺘﺰﺍﻟﻴﺔ‪ ،‬ﻭﺗﻔﺘﺮﺽ ﺃﻥ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﳝﻜﻦ‬
‫ﲢﺪﻳﺪﻫﺎ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﻣﺴﺒﻘﺎ‪ ،‬ﺇﺫ ﻳﻨﻈﺮ ﻟﻠﻤﻌﺮﻓﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺷﻲﺀ ﺧﺎﺭﺟﻲ ﻋﻦ‬
‫ﺍﳌﺘﻌﻠﻢ ﻭﺃ‪‬ﺎ ﺗﻨﻘﻞ ﺇﻟﻴﻪ ﳎﺰﺃﺓ‪ .‬ﻭﻳﺼﻒ ‪ Freire‬ﻫﺬﻩ ﺍﻟﻨﻈﺮﺓ ﺑﺄ‪‬ﺎ "ﳕﻮﺫﺝ ﺑﻨﻜﻲ"‪ :‬ﻟﻘﺪ ﺃﺻﺒﺢ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻋﻤﻠﻴﺔ ﺇﻳﺪﺍﻉ‪ ،‬ﻓﺎﻟﻄﻼﺏ ﻫﻢ ﺍﳌﻮﺩﻉ ﻟﺪﻳﻬﻢ ﻭﺍﳌﺪﺭﺱ ﻫﻮ ﺍﳌﻮﺩﻉ )‪ .(١٩٧٥:١٣٨‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‬
‫ﻳﺮﻯ ﻣﺆﻳﺪﻭ ﻣﺬﻫﺐ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻥ ﺍﳌﻨﻬﺞ ﻳﻨﺒﻐﻲ‪ ،‬ﻓﻮﻕ ﻛﻞ ﺷﻲﺀ‪ ،‬ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺎﳊﺎﺟﺎﺕ ﺍﳊﻴﺎﺗﻴﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﻭﺃﻥ ﺍﳌﻨﻬﺞ ﻳﻨﺒﻐﻲ ﲣﻄﻴﻄﻪ ﻟﻴﺤﻘﻖ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ‪.‬‬
‫ﺍﻟﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﳌﺘﻌﻠﻢ‬

‫ﳚﻤﻊ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﺍﻟﻔﻠﺴﻔﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﱵ ﺗﺸﺪﺩ ﻋﻠﻰ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﻭﺩﻭﺭ ﺍﳋﱪﺓ ﺍﻟﻔﺮﺩﻳﺔ‪،‬‬
‫ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﻟﻮﻋﻲ‪ ،‬ﻭﺍﻟﺘﺄﻣﻞ ﺍﻟﺬﺍﰐ ‪ ،self-reflection‬ﻭﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ‪critical‬‬
‫‪ ،thinking‬ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺘﻌﻠﻢ ‪ ،learner strategies‬ﻭﺍﳋﺼﺎﺋﺺ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ‬
‫ﻳﻌﺘﻘﺪ ﺃﻥ ﻣﻦ ﺍﳌﻬﻢ ﺗﻨﻤﻴﺘﻬﺎ ﻋﻨﺪ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﻳﺸﺪﺩ ﺍﳌﻔﺎﻫﻴﻤﻴﻮﻥ ﺿﻤﻦ ﻫﺬﺍ ﺍﻟﺘﻘﻠﻴﺪ ﻋﻠﻰ ﺩﻭﺭ ﺍﳋﱪﺓ ﰲ‬
‫ﺍﻟﺘﻌﻠﻢ‪" ،‬ﻓﺎﳌﻔﻘﻮﺩ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻷﻣﺮﻳﻜﻴﺔ… ﻫﻮ ﺍﻻﺣﺘﺮﺍﻡ ﺍﻟﻌﻤﻴﻖ ﻟﻠﺨﱪﺓ ﺍﳊﻴﺎﺗﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳍﺎﺩﻓﺔ‪،‬‬
‫ﻭﺣﻴﺎﺓ ﺍﻟﺘﺨﻴﻞ ﻭﺗﻠﻚ ﺍﻷﺷﻜﺎﻝ ﻣﻦ ﺍﻟﻔﻬﻢ ﺍﻟﱵ ﺗﻘﺎﻭﻡ ﺍﻟﺘﺠﺰﺋﺔ ﻭﺍﻟﻘﻴﺎﺱ" )‪.(Pinar ١٩٧٥:٣١٦‬‬
‫ﻭﻳﺸﺪﺩ ﺍﻟﺒﻨﻴﻮﻳﻮﻥ ‪ constructivists‬ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﻌﻠﻢ ﻳﺘﻀﻤﻦ ﺑﻨﺎﺀ ﻧﺸﻄﺎﹰ ﻭﺍﺧﺘﺒﺎﺭﺍﹰ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻤﺜﻞ‬
‫‪‬ﺎ ﺍﻟﺸﺨﺺ ﺍﻟﻌﺎﱂ ﻭﻳﻜﻴﻔﻪ ﻟﻺﻃﺎﺭ ﺍﳌﻔﺎﻫﻴﻤﻲ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﺣﻴﺚ ﻳﻨﻈﺮ ﻟﻠﺘﻌﻠﻢ ﺑﻜﻞ ﺃﺷﻜﺎﻟﻪ ﻋﻠﻰ ﺃﻧﻪ‬
‫ﻳﺘﻀﻤﻦ ﺇﻋﺎﺩﺓ ﺗﻌﻠﻢ ﻭﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﳌﺎ ﻓﻬﻤﻪ ﺍﻹﻧﺴﺎﻥ ﺳﺎﺑﻘﺎﹰ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻭﻣﺎ ﲤﺜﻠﻪ ﻣﻨﻬﺎ ) ‪Roberts‬‬
‫‪ .(١٩٩٨:٢٣‬ﻭﻳﺮﻯ ‪ Dewey‬ﻭﻫﻮ ﺃﺣﺪ ﻣﺆﺳﺴﻲ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ‪ ،‬ﺃﻥ "ﻟﻴﺲ ﻫﻨﺎﻙ ﳕﻮ ﻋﻘﻠﻲ ﺩﻭﻥ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻌﻤﻞ" )‪ .(Dewey ١٩٣٤:٦٤‬ﻭﻳﻌﻠﻖ ‪ (١٩٩٨) Roberts‬ﺑﻘﻮﻟﻪ‪ :‬ﺇﻥ‬

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‫ﺍﻟﺒﻨﻴﻮﻳﺔ ﻛﺎﻥ ﳍﺎ ﺗﺄﺛﲑ ﻗﻮﻱ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺣﻴﺚ ﺃﺛﺮﺕ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﻟﱵ ﻳﺪﺭﺱ ‪‬ﺎ ﻓﻬﻢ ﺍﳌﻘﺮﻭﺀ ﻭﺍﳌﺴﻤﻮﻉ ﺑﺘﺮﻛﻴﺰﻫﺎ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﻭﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﱵ‬
‫ﳚﻠﺒﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺇﱃ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻭﻳﺮﻯ ‪) (١٩٨٧:٤٩) Clark‬ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ‬
‫ﺍﻟﺘﻘﺪﻣﻴﺔ ‪ progressivism‬ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ( ﺃﻥ ﺍﻟﺒﻨﻴﻮﻳﺔ ﺗﻨﻈﺮ ﺇﱃ ﺍﻟﺘﺮﺑﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ "ﻭﺳﺎﺋﻞ‬
‫ﺗﺰﻭﻳﺪ ﺍﻷﻃﻔﺎﻝ ﺑﺎﳋﱪﺍﺕ ﺍﻟﺘﻌﻠﻤﻴﺔ ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﺘﻌﻠﻤﻮﺍ ﻣﻨﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺟﻬﻮﺩﻫﻢ ﺍﳋﺎﺻﺔ‪ ،‬ﻓﺎﻟﺘﻌﻠﻢ ﳝﻜﻦ‬
‫ﺗﺼﻮﻳﺮﻩ ﻋﻠﻰ ﺃﻧﻪ ﺳﻠﺴﻠﺔ ﻣﺘﺼﻠﺔ ﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻄﻮﺭﻳﺔ ﺍﻟﻌﺎﻣﺔ…ﻭﺍﻟﻨﻤﻮ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﺘﺠﺮﺑﺔ ﻫﻮ ﺍﳌﻔﻬﻮﻡ ﺍﻷﺳﺎﺳﻲ"‪.‬‬
‫ﻭﻳﺸﲑ ‪ (١٩٨٦:٢٠١) Marsh‬ﺇﱃ ﺃﻥ ﻗﻀﻴﺔ ﺍﳌﻨﺎﻫﺞ ﺍﳌﺘﻤﺮﻛﺰﺓ ﺣﻮﻝ ﺍﻟﻄﻔﻞ ﺃﻭ ﺍﳌﺘﻤﺮﻛﺰﺓ ﺣﻮﻝ‬
‫ﺍﳌﺘﻌﻠﻢ ﺗﻌﺎﻭﺩ ﺍﻟﻈﻬﻮﺭ ﻛﻞ ﻋﻘﺪ ﺃﻭ ﳓﻮ ﺫﻟﻚ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻘﺼﺪ ‪‬ﺎ ﺃﺣﺪ ﺍﻷﺷﻴﺎﺀ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻔﺮﻳﺪﻱ ‪.individualized teaching‬‬
‫• ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻌﻤﻠﻲ‪.‬‬
‫• ﺳﻴﺎﺳﺔ ﻋﺪﻡ ﺍﻟﺘﺪﺧﻞ‪،‬ﻓﻠﻴﺲ ﻫﻨﺎﻙ ﻣﻨﺎﻫﺞ ﻣﻨﻈﻤﺔ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‪ ،‬ﻭﻟﻜﻦ ﺍﳌﻨﻬﺞ ﻣﺒﲏ ﻋﻠﻰ‬
‫ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻷﻃﻔﺎﻝ ﺍﻟﱵ ﲢﺪﺙ ﰲ ﺃﻱ ﳊﻈﺔ‪.‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺃﻧﻔﺴﻬﻢ ﻋﻠﻰ ﳓﻮ ﺇﺑﺪﺍﻋﻲ‪.‬‬
‫• ﺍﻷﻧﺸﻄﺔ ﺫﺍﺕ ﺍﻟﺘﻮﺟﻪ ﺍﻟﻌﻤﻠﻲ ﻭﺍﳌﻮﺟﻬﺔ ﳓﻮ ﺣﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫• ﻣﺼﻄﻠﺢ ﲨﻌﻲ ﻳﺸﲑ ﺇﱃ ﺭﻓﺾ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻮﺟﻪ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺘﺪﺭﻳﺲ ‪teaching-directed‬‬
‫‪learning‬‬
‫ﻭﻳﺮﻯ ‪ Clark‬ﺃﻥ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ ﻗﺪ ﺃﺩﺕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺇﱃ ﺍﻟﺘﺸﺪﻳﺪ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﺘﺒﻌﺔ ﻻ ﻋﻠﻰ‬
‫ﺍﳌﻨﺘﺞ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﲔ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺬﺍﰐ ﻟﻠﻤﺘﻌﻠﻢ‪،‬‬
‫ﻭﺍﻻﺳﺘﻘﻼﻟﻴﺔ‪.‬‬
‫ﻧﻈﺮﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﻳﺸﺪﺩ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﰲ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﳝﻜﻦ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺆﺩﻳﻬﺎ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﻣﻌﺎﳉﺔ‬
‫ﺍﻟﻈﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ‪ ،‬ﺇﺫ ﻻ ﻳﻨﻈﺮ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﺃﻧﻪ ﻋﻤﻠﻴﺔ ﳏﺎﻳﺪﺓ‪ ،‬ﻓﺎﳌﺪﺍﺭﺱ ﻻ ﺗﻘﺪﻡ‬
‫ﻓﺮﺻﺎﹰ ﻣﺘﺴﺎﻭﻳﺔ ﻟﻠﺠﻤﻴﻊ )‪ ،(Freire ١٩٧٢, Apple ١٩٨٦‬ﻭﻟﻜﻨﻬﺎ ﺗﻌﻜﺲ ﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﺍﻟﻌﺎﻣﺔ‬
‫ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻋﻠﻴﻪ ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺍﺭﺱ ﺃﻥ ﺗﺸﺮﻙ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﰲ ﺩﺭﺍﺳﺔ ﺍﳌﺸﻜﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻟﺸﺨﺼﻴﺔ ﺍﳍﺎﻣﺔ‪ ،‬ﻭﺍﻟﺴﻌﻲ ﺇﱃ ﺇﳚﺎﺩ ﻃﺮﻕ ﻟﻌﻼﺟﻬﺎ‪ .‬ﻭﺗﻌﺮﻑ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺎﺳﻢ "ﺍﻟﺘﻤﻜﲔ"‬

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‫‪ ،empowerment‬ﺣﻴﺚ ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ ﲤﻜﲔ ﻃﻼ‪‬ﻢ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﻧﻈﻤﺔ ﺍﻟﻈﺎﳌﺔ ﻓﻴﻤﺎ‬
‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﻄﺒﻘﺔ ﺃﻭ ﺍﻟﻌﺮﻕ ﺃﻭ ﺍﳉﻨﺲ ﻭﻣﻮﺍﺟﻬﺘﻬﺎ‪ .‬ﻭﻳﻼﺣﻆ ‪ (١٩٩٥:١٠) Morris‬ﺃﻥ‪:‬‬
‫ﺍﳌﻨﻬﺞ ﺍﳌﺴﺘﻘﻰ ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﻳﺮﻛﺰ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺸﻜﻞ‬
‫ﻋﺎﳌﺎ ﻳﻬﺘﻢ ﻓﻴﻪ ﺍﻟﻨﺎﺱ ﺑﻌﻀﻬﻢ ﺑﺒﻌﺾ‪ ،‬ﻭﺑﺎﻟﺒﻴﺌﺔ‪ ،‬ﻭﺗﻮﺯﻳﻊ ﺍﻟﺜﺮﻭﺓ‪ .‬ﻓﻴﺘﻢ ﺗﺸﺠﻴﻊ ﺍﻟﺘﺴﺎﻣﺢ‪ ،‬ﻭﻗﺒﻮﻝ ﺍﻟﺘﻨﻮﻉ‪،‬‬
‫ﻭﺍﻟﺴﻼﻡ‪ .‬ﻭﺳﺘﻜﻮﻥ ﻗﻀﺎﻳﺎ ﺍﻟﻈﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﻋﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻗﻀﺎﻳﺎ ﻣﺮﻛﺰﻳﺔ ﰲ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﺇﻥ ﺃﻛﺜﺮ ﺍﳊﺮﻛﺎﺕ ﺇﻗﻨﺎﻋﺎ ﻭﺷﻌﺒﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﺍﻟﱵ ﲤﺜﻞ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﻫﺬﻩ ﻣﺮﺗﺒﻄﺔ ﲝﺮﻛﺔ ﺗﻌﺮﻑ‬
‫ﺑﺎﻟﻨﻈﺮﻳﺔ ﺍﻟﻨﺎﻗﺪﺓ ‪ critical theory‬ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻨﺎﻗﺪ ‪ .critical pedagogy‬ﻭﻗﺪ ﳋﺺ ﻛﻞ‬
‫ﻣﻦ ‪ Kincheloe‬ﻭ ‪ (١٩٩٤:١٣٩) McLaren‬ﻣﻨﻄﻠﻘﺎﺕ "ﺍﻟﻨﺎﻗﺪﻳﻦ" ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻳﺘﻢ ﻧﻘﻞ ﺍﻷﻓﻜﺎﺭ ﺃﺳﺎﺳﺎ ﺑﻮﺍﺳﻄﺔ ﻋﻼﻗﺎﺕ ﺍﻟﻘﻮﺓ ﻭﺍﻟﱵ ﺗﺘﺸﻜﻞ ﺍﺟﺘﻤﺎﻋﻴﺎ ﻭﺗﺎﺭﳜﻴﺎﹰ‪ ،‬ﻭﻻﳝﻜﻦ ﻓﺼﻞ ﺍﳊﻘﺎﺋﻖ‬
‫ﺃﺑﺪﺍﹰ ﻋﻦ ﺍﻟﻘﻴﻢ ﺃﻭ ﻧﺰﻋﻬﺎ ﻣﻦ ﺑﻌﺾ ﺃﺷﻜﺎﻝ ﺍﻟﻨﻘﺶ ﺍﻹﻳﺪﻳﻮﻟﻮﺟﻲ‪ .‬ﺇﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻔﻬﻮﻡ ﻭﺍﻟﺸﻲﺀ ﻭﺑﲔ‬
‫ﺍﻟﺪﺍﻝ ﻭﺍﳌﺪﻟﻮﻝ ﻟﻴﺴﺖ ﻣﺴﺘﻘﺮﺓ ﺃﻭ ﺛﺎﺑﺘﺔ ﺇﻃﻼﻗﺎ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ ﻧﻘﻠﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻟﻺﻧﺘﺎﺝ ﺍﻟﺮﺃﲰﺎﱄ ﻭﺍﻻﺳﺘﻬﻼﻙ‪ .‬ﺇﻥ ﺍﻟﻠﻐﺔ ﺗﻌﺪ ﻋﺎﻣﻼ ﳏﻮﺭﻳﺎ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟﺬﺍﺗﻴﺔ )ﺍﻟﻮﻋﻲ ﺍﻟﺸﻌﻮﺭﻱ‬
‫ﻭﺍﻟﻼﺷﻌﻮﺭﻱ (‪ .‬ﻭﰲ ﻛﻞ ﳎﺘﻤﻊ ﺗﺘﻤﺘﻊ ﲨﺎﻋﺎﺕ ﻣﻌﻴﻨﺔ ﺑﺎﻣﺘﻴﺎﺯﺍﺕ ﻻ ﺗﺘﻤﺘﻊ ‪‬ﺎ ﲨﺎﻋﺎﺕ ﺃﺧﺮﻯ ‪...‬ﺇﻥ‬
‫ﺍﻟﻈﻠﻢ ﺍﻟﺬﻱ ﳝﻴﺰ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻳﻌﺎﺩ ﺇﻧﺘﺎﺟﻪ ﺑﻘﻮﺓ ﻋﻨﺪﻣﺎ ﻳﻘﺒﻞ ﺍﻟﺘﺎﺑﻌﻮﻥ ﲟﻜﺎﻧﺘﻬﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ‬
‫ﻃﺒﻴﻌﻴﺔ ﺃﻭ ﺿﺮﻭﺭﻳﺔ ﺃﻭ ﺣﺘﻤﻴﺔ‪ .‬ﺇﻥ ﻟﻠﻈﻠﻢ ﻭﺟﻮﻫﺎﹰ ﻛﺜﲑﺓ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺰ ﻓﻘﻂ ﻋﻠﻰ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﻮﺟﻮﻩ ﻋﻠﻰ‬
‫ﺣﺴﺎﺏ ﺍﻟﻮﺟﻮﻩ ﺍﻷﺧﺮﻯ ‪...‬ﻏﺎﻟﺒﺎ ﻳﱰﻉ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻟﺒﻴﻨﻴﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ .‬ﻭﺃﺧﲑﺍﹰ ﺇﻥ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‬
‫ﺍﻟﺴﺎﺋﺪﺓ ‪...‬ﺗﺸﺎﺭﻙ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﰲ ﺇﻋﺎﺩﺓ ﺇﻧﺘﺎﺝ ﺃﻧﻈﻤﺔ ﺍﻟﻈﻠﻢ ﰲ ﺍﻟﻄﺒﻘﺔ ﻭﺍﻟﻌﺮﻕ ﻭﺍﳉﻨﺲ‪.‬‬
‫ﺇﻥ ﺃﺣﺪ ﺃﺑﺮﺯ ﺍﳌﺪﺭﺳﲔ ﺍﻟﻨﺎﻗﺪﻳﻦ ﻫﻮ ‪ (١٩٧٢) Freire‬ﺍﻟﺬﻱ ﻳﺰﻋﻢ ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﻳﻨﺨﺮﻃﻮﻥ‬
‫ﰲ ﻋﻤﻠﻴﺔ ﻣﺸﺘﺮﻛﺔ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻌﺮﻓﺔ ﻭﺑﻨﺎﺋﻬﺎ‪ .‬ﻭﺍﻟﻄﻼﺏ ﻟﻴﺴﻮﺍ "ﺃﺩﻭﺍﺕ" ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﺑﻞ ﳚﺐ ﻋﻠﻴﻬﻢ ﺃﻥ‬
‫ﻳﻌﺜﺮﻭﺍ ﻋﻠﻰ ﻃﺮﻕ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﻟﺘﺤﻜﻢ ﺑﺼﻮﺭﻩ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻣﻘﺎﻭﻣﺘﻬﺎ‪ .‬ﻭﺗﻌﺪ ﺃﻋﻤﺎﻝ‬
‫‪ (١٩٩٢) Auerbach‬ﺗﻄﺒﻴﻘﺎﹰ ﻣﻬﻤﺎﹰ ﻟﻠﺘﺪﺭﻳﺲ ﺍﻟﻨﺎﻗﺪ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺆﻛﺪ ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﳚﺐ ﺃﻥ ﻳﺴﻌﻰ ﺇﱃ ﲤﻜﲔ ﺍﻟﻄﻼﺏ ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑ ﰲ ﺣﻴﺎ‪‬ﻢ‪ .‬ﻭﻳﻘﺮﺭ ﻣﻨﺘﻘﺪﻭ ﻫﺬﺍ‬
‫ﺍﳌﻮﻗﻒ ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﻗﺪ ﻻ ﻳﻜﻮﻧﻮﻥ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﻐﻴﲑ ﺃﺑﻨﻴﺔ ﺍﻷﻧﻈﻤﺔ ﺍﻟﱵ ﻳﻌﻤﻠﻮﻥ ﻓﻴﻬﺎ‪ ،‬ﻭﺃﻥ‬
‫ﻫﻨﺎﻙ ﻗﻨﻮﺍﺕ ﺃﺧﺮﻯ ﻣﻮﺟﻮﺩﺓ ﻏﺎﻟﺒﺎ ﳌﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻟﺘﻐﻴﲑﺍﺕ‪.‬‬

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‫ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫ﺗﻘﺮﺭ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ ﺃﻥ ﺍﳌﺪﺍﺭﺱ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻌﺪ ﺍﻟﻄﻼﺏ ﻭ‪‬ﻴﺌﻬﻢ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺛﻘﺎﻓﺎﺕ ﳐﺘﻠﻔﺔ ﻣﺘﻌﺪﺩﺓ‬
‫ﻭﻟﻴﺲ ﰲ ﺛﻘﺎﻓﺔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﳌﺴﻴﻄﺮﺓ ﺍﺟﺘﻤﺎﻋﻴﺎ ﻭﺍﻗﺘﺼﺎﺩﻳﺎ ﻓﺤﺴﺐ‪ .‬ﻭﻳﺰﻋﻢ ‪(١٩٨٨) Banks‬‬
‫ﺃﻥ ﺍﻟﻄﻼﺏ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺜﻘﺎﻓﺎﺕ‪ ،‬ﻣﺜﻞ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺓ ﺛﻘﺎﻓﻴﺔ ﺑﻴﻨﻴﺔ‬
‫ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺃﺣﻴﺎﻧﺎﹰ ﺗﻮﺍﺻﻼﹰ ﻋﱪ ﺍﻟﺜﻘﺎﻓﺎﺕ ‪ .intercultural communication‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ‬
‫ﻻ ﻳﻨﻈﺮ ‪‬ﻤﻮﻋﺔ ﺛﻘﺎﻓﻴﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻰ ﺃ‪‬ﺎ ﺃﻓﻀﻞ ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻟﻜﻦ ﻳﻨﺒﻐﻲ ﰲ ﺍﳌﻨﻬﺞ ﺗﻄﻮﻳﺮ‬
‫ﻣﻮﺍﻗﻒ ﻣﺘﻌﺪﺩﺓ ﲤﺜﻞ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﺗﺴﻌﻰ ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺇﱃ ﻣﻌﺎﳉﺔ‬
‫ﺍﻟﻌﺮﻗﻴﺔ‪ ،‬ﻭﺇﱃ ﺭﻓﻊ ﺍﺣﺘﺮﺍﻡ ﺍﻟﺬﺍﺕ ‪ self-esteem‬ﻋﻨﺪ ﺍﻷﻗﻠﻴﺎﺕ‪ ،‬ﻭﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﻷﻃﻔﺎﻝ ﻋﻠﻰ ﺗﻘﺪﻳﺮ‬
‫ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻟﺜﻘﺎﻓﺎﺕ ﻭﺍﻷﺩﻳﺎﻥ ﺍﻷﺧﺮﻯ )‪ .(Uhrmacher ١٩٩٣‬ﻭﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ ﻗﺎﻡ ﺍ‪‬ﻠﺲ‬
‫ﺍﻷﻣﺮﻳﻜﻲ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ )‪ (ACTFL‬ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺣﺪﻳﺜﺎ ﺑﺘﺤﺪﻳﺪ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ‬
‫ﻟﻠﻘﺪﺭﺓ ﺍﻟﺒﲔ ﺛﻘﺎﻓﻴﺔ ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ :‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻌﻠﻢ ﻋﻦ ﺍﻟﺜﻘﺎﻓﺎﺕ‪ ،‬ﻭﺍﳌﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ‪،‬‬
‫ﻭﺍﻻﳔﺮﺍﻁ ﰲ ﺍﺳﺘﻜﺸﺎﻑ ﺑﲔ ﺛﻘﺎﰲ )‪ .(Phillips and Terry ١٩٩٩‬ﻛﻤﺎ ﻗﺎﻡ ﻛﻞ ﻣﻦ‬
‫‪ Crozet‬ﻭ ‪ (١٩٩٩) Liddicoat‬ﺑﺎﺳﺘﻜﺸﺎﻑ ﻣﻀﺎﻣﲔ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﻟﺘﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﰲ‬
‫ﺃﺳﺘﺮﺍﻟﻴﺎ‪ .‬ﻓﻔﻲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﻟﺜﻘﺎﻓﺎﺕ ﻣﺜﻞ‪ ،‬ﻛﻨﺪﺍ‪ ،‬ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﺃﺳﺘﺮﺍﻟﻴﺎ ﺃﺩﺕ ﺍﻟﺘﻌﺪﺩﻳﺔ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ ﺇﱃ ﺍﳌﻄﺎﻟﺒﺔ ﺑﺘﺒﲏ ﻣﺬﻫﺐ ﺛﻨﺎﺋﻲ ﺍﻟﻠﻐﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ )‪ .(Burnett ١٩٩٨‬ﻭﻳﺘﺴﺎﺀﻝ‬
‫‪ Auerbach‬ﻋﻦ ﺍﳌﻨﻄﻖ ﺍﻟﻌﻘﻠﻲ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﳌﻄﻠﻖ ﻟﻺﳒﻠﻴﺰﻳﺔ ﰲ ﻓﺼﻮﻝ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪ ،‬ﻭﻳﺰﻋﻢ ﺃﻥ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻋﺎﻣﻞ ﻣﻬﻢ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫)‪ .(Auerbach ١٩٩٥:٢٥‬ﻣﻦ ﺟﺎﻧﺒﻪ ﻳﺸﺪﺩ ‪ (١٩٨٨) Collingham‬ﻋﻠﻰ ﺃﳘﻴﺔ ﺗﻘﺪﻳﺮ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ‪" :‬ﺇﻥ ﻣﻌﺎﻣﻠﺔ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻜﺒﺎﺭ ﻛﻤﺎ ﻟﻮ ﻛﺎﻧﻮﺍ ﻻﻳﻌﺮﻓﻮﻥ ﺷﻴﺌﺎ ﻣﻦ ﺍﻟﻠﻐﺔ ﻫﻮ ﻗﺒﻮﻝ ﻟﻌﺪﻡ‬
‫ﺍﻟﺘﻮﺍﺯﻥ ﰲ ﺍﻟﻘﻮﺓ‪ ،‬ﻭﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺍﻟﺘﻮﺍﻃﺆ ﻣﻊ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﻌﻨﺼﺮﻱ ﺍﻟﺬﻱ ﲤﺎﺭﺳﻪ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﺣﱴ‬
‫ﻧﺒﺪﺃ ﰲ ﲢﺪﻱ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﻏﲑ ﺍﳌﺘﺴﺎﻭﻳﺔ ﻟﻠﻘﻮﺓ‪ ،‬ﳚﺐ ﺃﻥ ﻧﺘﺒﲎ ﻣﺬﻫﺒﺎ ﺛﻨﺎﺋﻲ ﺍﻟﻠﻐﺔ ﻭﻧﻘﺪﺭ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ‬
‫ﳝﻠﻜﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪.(Collingham ١٩٨٨:٨٥) ".‬‬
‫ﻭﻗﺪ ﻋﻠﻖ ‪ - (١٩٧٨) Martin‬ﻋﻨﺪ ﻣﺮﺍﺟﻌﺘﻪ ﳋﱪﺓ ﺍﳌﻬﺎﺟﺮﻳﻦ ﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ‪ -‬ﻋﻠﻰ "ﺍﻧﻌﺪﺍﻡ ﻣﺸﺎﺭﻛﺔ‬
‫ﺍﳌﻬﺎﺟﺮﻳﻦ‪ ،‬ﻭﺍﻟﺬﻱ ﻛﺎﻥ ﳝﻜﻦ ﲢﻘﻴﻘﻪ ﻟﻮ ﺃﻥ ﻭﺳﻴﻠﺔ ﺍﻟﺘﺪﺭﻳﺲ ﱂ ﺗﻜﻦ ﻣﻘﺘﺼﺮﺓ ﻋﻠﻰ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻟﻮ ﰎ‬
‫ﺗﻮﻇﻴﻒ ﻣﺪﺭﺳﲔ ﺛﻨﺎﺋﻴﻲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻮ ﰎ ﺇﺷﺮﺍﻙ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﻌﺮﻗﻴﺔ‪.(١٩٧٨:٦٨) ".‬‬
‫ﺇﻥ ﻣﺪﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺇﺣﺪﻯ ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻨﻬﺞ ﺍﻟﱵ ﻧﺎﻗﺸﻨﺎﻫﺎ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﺑﻮﺻﻔﻬﺎ ﺃﺳﺎﺳﺎﹰ ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺎ‬
‫ﻟﻠﻤﻨﻬﺞ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﻨﺴﱯ ﺍﻟﺬﻱ ﺗﺘﻠﻘﺎﻩ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﺳﻮﻑ ﻳﻌﻜﺲ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻓﻴﻪ ﺍﳌﻨﻬﺞ‪ .‬ﺇﻥ‬

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‫ﻓﻠﺴﻔﺔ ﺍﳌﻨﻬﺞ ﻫﻲ ﻣﺮﺁﺓ ﻟﻠﺤﻜﻢ ﺍﻟﺴﻴﺎﺳﻲ‪ ،‬ﺣﻴﺚ ﺗﻌﻜﺲ ﳎﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‬
‫ﺑﺎﳌﻨﻬﺞ‪ ،‬ﻭﻫﻲ ﺗﻌﻜﺲ ﻣﺎ ﻳﻌﺘﻘﺪﻩ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺣﻮﻝ ﺍﻟﻐﺎﻳﺎﺕ ﺍﳉﺪﻳﺮﺓ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﱵ‬
‫ﳚﺐ ﲢﻘﻴﻘﻬﺎ‪ ،‬ﻭﺣﻮﻝ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﻳﺸﻌﺮﻭﻥ ﺃﻥ ﺍﳌﻨﻬﺞ ﻳﻨﺒﻐﻲ ﺃﻥ ﳛﺪﺛﻬﺎ‪ .‬ﻭﻧﻈﺮﺍ ﻷﻥ ﻫﺬﻩ ﺍﻷﺣﻜﺎﻡ‬
‫ﻭﺍﻟﻘﻴﻢ ﻟﻴﺴﺖ ﰲ ﺍﻟﻐﺎﻟﺐ ﻣﻌﻠﻨﺔ ﻋﻠﻰ ﳓﻮ ﺻﺮﻳﺢ‪ ،‬ﻓﺎﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﻭﺗﻮﺿﻴﺤﻬﺎ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻘﻴﻢ‬
‫ﻭﺍﳌﻨﻄﻠﻘﺎﺕ ﻏﲑ ﺍﳌﺼﺮﺡ ‪‬ﺎ ﻭﺍﻟﱵ ﺗﻘﻮﺩ ﺍﳌﻨﻬﺞ‪ -‬ﻫﻲ ﺟﺰﺀ ﺃﺳﺎﺳﻲ ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﲢﺪﻳﺪ ﻧﻮﺍﺗﺞ ﺍﳌﻨﻬﺞ ‪curriculum outcomes‬‬

‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬
‫ﻳﺴﺘﺨﺪﻡ ﰲ ﻣﻨﺎﻗﺸﺎﺕ ﺍﳌﻨﻬﺞ ﺍﳌﺼﻄﻠﺤﺎﻥ ﻏﺎﻳﺔ ﻭﻫﺪﻑ ﻋﺎﻡ ﺑﺸﻜﻞ ﻣﺘﺒﺎﺩﻝ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻭﺻﻒ‬
‫ﺍﻷﻏﺮﺍﺽ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﻬﺞ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺴﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ ﻫﺪﻑ ﺧﺎﺹ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻭﺻﻒ ﺍﻷﻏﺮﺍﺽ ﻋﻠﻰ ﳓﻮ‬
‫ﺃﻛﺜﺮ ﲢﺪﻳﺪﺍﹰ ﻭﺧﺼﻮﺻﻴﺔ‪ .‬ﻭﺳﻮﻑ ﻧﺴﺘﺨﺪﻡ ﻫﻨﺎ ﻣﺼﻄﻠﺤﻲ ﻫﺪﻑ ﻋﺎﻡ ﻭﻫﺪﻑ ﺧﺎﺹ‪ .‬ﻭﻳﺸﲑ ﺍﳍﺪﻑ‬
‫ﺍﻟﻌﺎﻡ ﺇﱃ ﺑﻴﺎﻥ ﺍﻟﺘﻐﻴﲑ ﺍﻟﻌﺎﻡ ﺍﻟﺬﻱ ﻳﺴﻌﻰ ﺍﻟﱪﻧﺎﻣﺞ ﺇﱃ ﺇﺣﺪﺍﺛﻪ ﰲ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﺃﻏﺮﺍﺽ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻌﺎﻣﺔ ﻫﻲ‪:‬‬
‫• ﺗﻘﺪﱘ ﺗﻌﺮﻳﻒ ﻭﺍﺿﺢ ﻷﻏﺮﺍﺽ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫• ﺗﻘﺪﱘ ﺇﺭﺷﺎﺩﺍﺕ ﻟﻠﻤﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﻭﻛﺘﺎﺏ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫• ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﲢﺪﻳﺪ ﻣﺎ ﳚﺐ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﻭﺻﻒ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﳌﻬﻤﺔ ﻭﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﺤﻘﻴﻖ ﰲ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﺗﻌﻜﺲ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﺗﻈﻬﺮ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﻨﻬﺞ ﰲ‬
‫ﲢﻘﻴﻘﻬﺎ‪ .‬ﻭﺗﺼﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ‪:‬‬
‫ﺇﻥ ﺗﻼﻣﻴﺬﻧﺎ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺃﺟﻞ‪:‬‬
‫• ﺍﻻﺗﺼﺎﻝ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﰲ ﻣﻬﺎﺭﰐ ﺍﳊﺪﻳﺚ ﻭﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻴﻮﻣﻴﺔ ﻟﺘﺤﻘﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ‬
‫ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫• ﺍﻛﺘﺴﺎﺏ ﻋﺎﺩﺍﺕ ﻗﺮﺍﺋﻴﺔ ﺟﻴﺪﺓ ﻟﻔﻬﻢ ﺗﺸﻜﻴﻠﺔ ﻭﺍﺳﻌﺔ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﲟﺎ ﻓﻴﻬﺎ ﺁﺩﺍﺏ ﺍﻟﺜﻘﺎﻓﺎﺕ‬
‫ﺍﻷﺧﺮﻯ ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ‪‬ﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺃﻧﻔﺴﻬﻢ ﺑﺸﻜﻞ ﲣﻴﻠﻲ ﻭﺇﺑﺪﺍﻋﻲ‪.‬‬
‫• ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﻹﺻﺪﺍﺭ ﺃﺣﻜﺎﻡ ﻧﺎﻗﺪﺓ ﻭﻣﻨﻄﻘﻴﺔ‪.‬‬
‫• ﻣﻨﺎﻗﺸﺔ ﺃﻫﺪﺍﻓﻬﻢ ﺍﻟﺘﻌﻠﻤﻴﺔ ﺍﳋﺎﺻﺔ ‪‬ﻢ ﻭﺗﻘﻮﱘ ﺗﻘﺪﻣﻬﻢ‪.‬‬
‫• ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻫﻢ ﰲ ﺗﻌﻠﻢ ﺍﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﺪﺭﺱ‬
‫ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪.‬‬

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‫• ﻣﻮﺍﺟﻬﺔ ﺍﻟﺘﻐﲑﺍﺕ‪ ،‬ﻭﻣﻬﻤﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻄﻮﻟﺔ‪ ،‬ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺑﻔﻌﺎﻟﻴﺔ ﻭﻛﻔﺎﺀﺓ‪.‬‬

‫• ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻄﻮﻳﺮ ﺍﻟﺬﺍﰐ ﻭﺍﻟﻮﻓﺎﺀ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﲢﻘﻴﻖ ﺍﻟﻄﻤﻮﺣﺎﺕ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﺗﻮﺟﻬﺎﺕ ﺇﳚﺎﺑﻴﺔ ﳓﻮ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺒﻨﺎﺀﺓ ﺍﻟﱵ ﻳﺘﻢ ﻧﻘﻠﻬﺎ ﺑﻄﺮﻕ ﺷﻔﻬﻴﺔ ﻭﻣﻜﺘﻮﺑﺔ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﺍﳊﺴﺎﺳﻴﺔ ﺑﻀﺮﻭﺏ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻷﺧﺮﻯ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﱵ ﺗﻌﻜﺴﻬﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ‪.‬‬
‫ﺗﻌﻜﺲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻔﻠﺴﻔﺎﺕ ﺍﻟﱵ ﻧﺎﻗﺸﻨﺎﻫﺎ ﰲ ﺍﳉﺰﺀ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻭﺇﻟﻴﻚ ﺃﻣﺜﻠﺔ ﺃﺧﺮﻯ‬
‫ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﻟﻸﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻷﻧﻮﺍﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻗﻄﺎﻉ ﺍﻷﻋﻤﺎﻝ‪:‬‬

‫• ﻟﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺳﻴﺎﻗﺎﺕ ﺍﻷﻋﻤﺎﻝ‪.‬‬
‫• ﻟﺘﻌﻠﻢ ﻛﻴﻔﻴﺔ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﳏﺎﺩﺛﺔ ﻋﻔﻮﻳﺔ ﻣﻊ ﺍﳌﻮﻇﻔﲔ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‪.‬‬
‫• ﻟﺘﻌﻠﻢ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺑﻄﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ‪.‬‬
‫ﺩﻭﺭﺓ ﳌﻮﻇﻔﻲ ﻓﻨﺪﻕ‪:‬‬

‫• ﻟﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﺮﺩ ﻋﻠﻰ ﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﰲ ﺍﻟﻔﻨﺪﻕ‪.‬‬
‫• ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺍﻟﻀﻴﻮﻑ ﻭﺷﻜﺎﻭﺍﻫﻢ‪.‬‬
‫• ﻟﺸﺮﺡ ﺍﻟﻨﻔﻘﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﻓﺎﺗﻮﺭﺓ ﺍﻟﻀﻴﻒ ﻭﺗﻮﺿﻴﺤﻬﺎ‪.‬‬
‫ﻭﺗﺴﺘﻘﻰ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲨﻌﺖ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‪،‬‬
‫ﻓﺎﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺜﻼﹰ ﻫﻲ ﺑﻌﺾ ﺗﻠﻚ ﺍﻟﱵ ﰎ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﳑﺎ ﻳﻮﺍﺟﻬﻪ ﻃﻼﺏ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﻏﲑ‬
‫ﺇﳒﻠﻴﺰﻳﺔ ﻳﺪﺭﺳﻮﻥ ﰲ ﺟﺎﻣﻌﺎﺕ ﺗﺪﺭﺱ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪:‬‬
‫• ﻓﻬﻢ ﺍﶈﺎﺿﺮﺍﺕ‪.‬‬
‫• ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳊﻠﻘﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪.seminars‬‬
‫• ﺗﺴﺠﻴﻞ ﻣﻔﻜﺮﺍﺕ ﺃﺛﻨﺎﺀ ﺍﶈﺎﺿﺮﺍﺕ‪.‬‬
‫• ﺍﻟﻘﺮﺍﺀﺓ ﺑﺴﺮﻋﺔ ﻛﺎﻓﻴﺔ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺇﳒﺎﺯ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻘﺮﺍﺀﺓ‪.‬‬
‫• ﺗﻘﺪﱘ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻣﻨﻈﻤﺔ ﰲ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ ‪.‬‬

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‫ﻭﳚﺐ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺘﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﻠﺪﻭﺭﺓ‪ ،‬ﺩﺭﺍﺳﺔ ﻛﻞ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﲝﺜﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺎ ﻳﺘﻀﻤﻨﻪ ﻓﻬﻢ ﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳊﻠﻘﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﺃﻱ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﻛﻞ ﻧﺸﺎﻁ‪ .‬ﻭﳝﻜﻦ ﻋﺎﺩﺓ ﻭﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬
‫ﻛﻠﻬﺎ ﻟﺪﻭﺭﺓ ﻗﺼﲑﺓ ﰲ ﺑﻴﺎﻧﲔ ﺃﻭ ﺛﻼﺛﺔ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﰲ ﺩﻭﺭﺓ ﲤﺘﺪ ﻟﻔﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺃﻃﻮﻝ ﻣﺜﻞ ﺑﺮﻧﺎﻣﺞ‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﻟﺬﻱ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﺳﺎﺑﻘﺎ‪ ،‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻋﺪﺩ ﺃﻛﱪ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻬﻢ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻋﺪﻡ ﺍﻻﻛﺘﻔﺎﺀ ﺑﻮﺻﻒ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺳﻮﻑ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ‬
‫ﺍﻟﻄﻼﺏ‪ ،‬ﺇﺫ ﻻ ﳝﻜﻦ ﻣﺜﻼ ﺍﻋﺘﺒﺎﺭ ﻣﺎ ﻳﻠﻲ ﺃﻫﺪﺍﻓﺎ ﻋﺎﻣﺔ‪:‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻜﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﺳﻮﻑ ﻳﺪﺭﺱ ﺍﻟﻄﻼﺏ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬
‫ﺳﻮﻑ ﳝﺎﺭﺱ ﺍﻟﻄﻼﺏ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺒﲑ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻸﻏﺮﺍﺽ ﺍﻟﺴﻴﺎﺣﻴﺔ‪.‬‬
‫ﻭﺣﱴ ﺗﺼﺒﺢ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻫﺪﺍﻓﺎ ﻋﺎﻣﺔ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺳﻮﻑ ﲢﺪﺙ ﰲ ﺍﳌﺘﻌﻠﻤﲔ‪،‬‬
‫ﻣﺜﻞ‪:‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺑﻄﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ‬
‫ﺍﻟﺼﻨﺎﻋﺔ ﺍﻟﻔﻨﺪﻗﻴﺔ ﻭﺍﻟﺴﻴﺎﺣﺔ‪.‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﺘﺤﺎﺩﺛﻴﺔ ‪conversational‬‬
‫‪ interaction‬ﻭﻛﻴﻔﻴﺔ ﺗﻨﻤﻴﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺃﻓﻀﻞ ﰲ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﻋﻠﻰ ﳓﻮ ﺇﺑﺪﺍﻋﻲ ﻭﻓﻌﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫ﺳﻮﻑ ﻳﺼﺒﺢ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺳﺎﺳﻲ ﻟﻸﻏﺮﺍﺽ ﺍﻟﺴﻴﺎﺣﻴﺔ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﺇﻥ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻫﻲ ﺑﻴﺎﻧﺎﺕ ﻋﺎﻣﺔ ﺟﺪﺍ ﻟﻐﺎﻳﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﳝﻜﻦ ﺗﻔﺴﲑﻫﺎ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ ﻛﺜﲑﺓ‪ ،‬ﺍﻧﻈﺮ‬
‫ﻣﺜﻼﹰ ﺇﱃ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺑﻄﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ‬
‫ﺍﻟﺼﻨﺎﻋﺔ ﺍﻟﻔﻨﺪﻗﻴﺔ ﻭﺍﻟﺴﻴﺎﺣﺔ‪.‬‬

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‫ﻓﻌﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺬﺍ ﺍﻟﺒﻴﺎﻥ ﻳﻘﺪﻡ ﻭﺻﻔﺎﹰ ﻭﺍﺿﺤﺎﹰ ﳌﺎ ﺳﻮﻑ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﺍﻟﱪﻧﺎﻣﺞ ‪ ،‬ﻓﻬﻮ ﻻ ﻳﺼﻒ ﺃﻧﻮﺍﻉ‬
‫ﺭﺳﺎﺋﻞ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺳﻮﻑ ﻳﺘﻌﻠﻤﻬﺎ ﺍﻟﻄﻼﺏ‪ ،‬ﺃﻭ ﻳﻮﺿﺢ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺮﺳﺎﺋﻞ ﺍﻟﻔﻌﺎﻟﺔ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ‬
‫ﻏﺎﻳﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ ﺗﺮﻛﻴﺰﺍ‪ ،‬ﺗﺮﻓﻖ ﻏﺎﻟﺒﺎ ﻣﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺑﻴﺎﻧﺎﺕ ﻷﻏﺮﺍﺽ ﺃﻛﺜﺮ ﲢﺪﻳﺪﺍ‪.‬‬
‫ﻭﺗﻌﺮﻑ ﻫﺬﻩ ﺑﺎﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ) ﻭﺗﺴﻤﻰ ﺃﺣﻴﺎﻧﺎ ﺃﻳﻀﺎ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳋﺎﺻﺔ(‪ .‬ﻭﻳﺸﲑ ﺍﳍﺪﻑ‬
‫ﺍﳋﺎﺹ ﺇﱃ ﺑﻴﺎﻥ ﻟﺘﻐﻴﲑﺍﺕ ﻣﻌﻴﻨﺔ ﻳﺴﻌﻰ ﺍﻟﱪﻧﺎﻣﺞ ﺇﱃ ﺇﺣﺪﺍﺛﻬﺎ‪ ،‬ﻭﺗﻨﺘﺞ ﻫﺬﻩ ﺍﻟﺘﻐﻴﲑﺍﺕ ﻣﻦ ﲢﻠﻴﻞ ﺍﳍﺪﻑ‬
‫ﺍﻟﻌﺎﻡ ﺇﱃ ﻣﻜﻮﻧﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﺗﺘﺼﻒ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺼﻔﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺗﺼﻒ ﻣﺎ ﻳﺴﻌﻰ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﺇﱃ ﲢﻘﻴﻘﻪ ﻋﻠﻰ ﺷﻜﻞ ﻭﺣﺪﺍﺕ ﺗﻌﻠﻤﻴﺔ ﺃﺻﻐﺮ‪.‬‬
‫• ﺗﻘﺪﻡ ﺍﻷﺳﺎﺱ ﻟﺘﻨﻈﻴﻢ ﺃﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺗﺼﻒ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﺷﻜﻞ ﺳﻠﻮﻙ ﺃﻭ ﺃﺩﺍﺀ ﳝﻜﻦ ﻣﺸﺎﻫﺪﺗﻪ‪.‬‬
‫ﻭﻓﻮﺍﺋﺪ ﻭﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺪﻭﺭﺓ ﻋﻠﻰ ﺷﻜﻞ ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫• ﺗﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ؛ ﻓﻌﻨﺪﻣﺎ ﻳﺘﻢ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ ،‬ﳝﻜﻦ ﺍﻟﺒﺪﺀ ﺑﺘﺨﻄﻴﻂ‬
‫ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺑﺈﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﺧﺮﻯ ﺫﺍﺕ‬
‫ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫• ﺗﻘﺪﻡ ﻧﻮﺍﺗﺞ ﳝﻜﻦ ﻗﻴﺎﺳﻬﺎ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺴﻤﺢ ﺑﺎﶈﺎﺳﺒﺔ؛ ﻓﻌﻨﺪ ﺇﻋﻄﺎﺀ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪،‬‬
‫ﳝﻜﻦ ﻗﻴﺎﺱ ﳒﺎﺡ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻭ ﻓﺸﻠﻪ ﰲ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪.‬‬
‫• ﻣﻌﻴﺎﺭﻳﺔ؛ ﻓﻬﻲ ﺗﺼﻒ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻘﺪﻡ ‪‬ﺎ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺗﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺘﻔﺴﲑﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ‬
‫ﻭﺍﻵﺭﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﻭﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﻨﺸﺎﻁ "ﻓﻬﻢ ﺍﶈﺎﺿﺮﺍﺕ" ﺍﻟﺬﻱ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﺳﺎﺑﻘﺎﹰ ﻣﺜﻼ‬
‫ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ )‪:(Brown ١٩٩٥‬‬
‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ‪:‬‬
‫• ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻒ ﻳﻔﻬﻤﻮﻥ ﺍﶈﺎﺿﺮﺍﺕ ﺍﳌﻘﺪﻣﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪:‬‬
‫• ﺳﻮﻑ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﺍﳌﻨﺎﻗﺸﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﶈﺎﺿﺮﺓ ﺃﻭ ﻣﻮﺿﻮﻉ ﺍﶈﺎﺿﺮﺓ‬
‫ﺍﻟﺮﺋﻴﺲ‪.‬‬
‫• ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻒ ﻳﺘﻌﺮﻓﻮﻥ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﶈﺎﺿﺮﺓ‪:‬‬
‫ﻋﻼﻗﺎﺕ ﺍﻟﺴﺒﺐ ﻭﺍﻟﻨﺘﻴﺠﺔ‪.‬‬
‫ﺍﳌﻘﺎﺭﻧﺎﺕ ﻭﺍﳌﻘﺎﺑﻼﺕ‪.‬‬
‫ﺍﳌﻘﺪﻣﺎﺕ ﺍﳌﻨﻄﻘﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻹﻗﻨﺎﻋﻴﺔ‪.‬‬

‫‪١٦٢‬‬
‫ﺍﻟﺘﻔﺼﻴﻼﺕ ﺍﳌﺴﺎﻧﺪﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻹﻗﻨﺎﻋﻴﺔ‪.‬‬
‫ﻭﺗﺘﻤﻴﺰ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺗﺼﻒ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻧﺎﲡﹰﺎﹰً ﺗﻌﻠﻤﻴ‪‬ﺎﹰً‪ .‬ﳚﺐ ﻋﻨﺪ ﻛﺘﺎﺑﺔ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﲡﻨﺐ ﺗﻌﺒﲑﺍﺕ ﻣﺜﻞ ﺳﻮﻑ‬
‫ﻳﺪﺭﺱ‪ ،‬ﻭﺳﻮﻑ ﻳﺘﻌﻠﻢ ﻋﻦ‪ ،‬ﻭﺳﻮﻑ ﻳﺘﻢ ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻟﻜﺬﺍ‪ ،‬ﻷﻥ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻻﺗﺼﻒ ﻧﺘﻴﺠﺔ‬
‫ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺑﻞ ﺗﺼﻒ ﻣﺎ ﺳﻴﻔﻌﻠﻪ ﺍﻟﻄﻼﺏ ﺧﻼﻝ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﳝﻜﻦ ﻭﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﻋﺒﺎﺭﺍﺕ ﻣﺜﻞ ﺳﻮﻑ ﻳﺘﻤﻜﻦ ﻣﻦ‪ ،‬ﻭﺳﻮﻑ ﻳﺘﻌﻠﻢ ﻛﻴﻒ‪ ،‬ﻭﺳﻮﻑ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ )ﺍﻧﻈﺮ ﺍﳉﺰﺀ ﺍﻟﺘﺎﱄ "‬
‫ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ" ﺻﻔﺤﺔ ‪ ١٥٨‬ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺑﻌﺾ‬
‫ﺍﻻﺳﺘﺜﻨﺎﺀﺍﺕ(‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻣﻨﺴﺠﻤﺔ ﻣﻊ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﻟﻠﻤﻨﻬﺞ‪ .‬ﻳﻨﺒﻐﻲ ﻓﻘﻂ ﺗﻀﻤﲔ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﲣﺪﻡ ﻋﻠﻰ ﳓﻮ ﻭﺍﺿﺢ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‪ .‬ﻓﺎﳍﺪﻑ ﺍﳋﺎﺹ ﺍﻟﺘﺎﱄ ﻣﺜﻼ )ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺃﻥ‬
‫ﻳﻔﻬﻢ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻦ ﺧﻼﻝ ﺍﳍﺎﺗﻒ ﻭﻳﺮﺩ ﻋﻠﻴﻬﺎ( ﻻ ﻋﻼﻗﺔ ﻟﻪ ﺑﺎﳍﺪﻑ ﺍﻟﻌﺎﻡ ﻟﻠﻤﻨﻬﺞ‪ :‬ﺳﻮﻑ ﻳﺘﻌﻠﻢ‬
‫ﺍﻟﻄﻼﺏ ﻛﻴﻒ ﻳﻜﺘﺒﻮﻥ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺑﻄﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺼﻨﺎﻋﺔ‬
‫ﺍﻟﻔﻨﺪﻗﻴﺔ ﻭﺍﻟﺴﻴﺎﺣﺔ‪.‬‬
‫ﻭﻧﻈﺮﺍ ﻷﻥ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﻣﺮﺗﺒﻂ ﺑﻜﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻓﺎﳍﺪﻑ ﺍﳋﺎﺹ ﰲ ﳎﺎﻝ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﳍﺎﺗﻒ ﻟﻴﺲ ﻣﻨﺴﺠﻤﺎ ﻣﻊ ﻫﺬﺍ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‪ .‬ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺇﻣﺎ ﻣﺮﺍﺟﻌﺔ ﺻﻴﺎﻏﺔ ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﻟﻴﺴﻤﺢ‬
‫‪‬ﺬﺍ ﺍﳍﺪﻑ ﺍﳋﺎﺹ ﺃﻭ ﺣﺬﻑ ﺍﳍﺪﻑ ﺍﳋﺎﺹ‪.‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺩﻗﻴﻘﺔ‪ .‬ﻓﺎﻷﻫﺪﺍﻑ ﺍﻟﻐﺎﻣﻀﺔ ﻟﻴﺴﺖ ﻣﻔﻴﺪﺓ‪ ،‬ﻭﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺫﻟﻚ ﰲ‬
‫ﺍﳍﺪﻑ ﺍﳋﺎﺹ ﺍﻟﺘﺎﱄ ﻟﺪﻭﺭﺓ ﰲ ﺍﶈﺎﺩﺛﺔ‪:‬‬
‫ﺳﻮﻑ ﻳﻌﺮﻑ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻌﺒﲑﺍﺕ ﳏﺎﺩﺛﺔ ﻣﻔﻴﺪﺓ‪.‬‬
‫ﻭﺣﱴ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﳍﺪﻑ ﺍﳋﺎﺹ ﺃﻛﺜﺮ ﺩﻗﺔ ﻭﲢﺪﻳﺪﺍ ﳝﻜﻦ ﺃﻥ ﻳﻘﺎﻝ‪:‬‬
‫ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﻼﺏ ﺗﻌﺒﲑﺍﺕ ﳏﺎﺩﺛﺔ ﻟﺘﺤﻴﺔ ﺍﻟﻨﺎﺱ ﻭﻟﺒﺪﺀ ﺍﶈﺎﺩﺛﺎﺕ ﻭﺇ‪‬ﺎﺋﻬﺎ‪.‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻣﻌﻘﻮﻟﺔ‪ ،‬ﻓﺎﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺼﻒ ﻧﻮﺍﺗﺞ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﺧﻼﻝ ﺍﻟﺪﻭﺭﺓ‪ .‬ﺇﺫ ﻗﺪ ﻻ ﳝﻜﻦ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﳋﺎﺹ ﺍﻟﺘﺎﱄ ﰲ ﺩﻭﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻣﺪ‪‬ﺎ ‪ ٦٠‬ﺳﺎﻋﺔ‪:‬‬

‫‪١٦٣‬‬
‫ﺳﻴﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﳏﺎﺩﺛﺎﺕ ﺑﻮﺍﺳﻄﺔ ﻧﺎﻃﻘﲔ ﺃﺻﻠﻴﲔ ﺑﺎﻟﻠﻐﺔ‪٠‬‬
‫ﻭﺍﳍﺪﻑ ﺍﳋﺎﺹ ﺍﻟﺘﺎﱄ ﺃﻛﺜﺮ ﻣﻌﻘﻮﻟﻴﺔ‪:‬‬
‫ﺳﻴﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻓﻬﻢ ﺟﻮﻫﺮ ﳏﺎﺩﺛﺎﺕ ﻗﺼﲑﺓ ﰲ ﺇﳒﻠﻴﺰﻳﺔ ﺑﺴﻴﻄﺔ ﻭﰲ ﻣﻮﺿﻮﻋﺎﺕ ﳍﺎ ﻋﻼﻗﺔ‬
‫ﺑﺎﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻭﺍﻻﺳﺘﺠﻤﺎﻡ‪.‬‬
‫ﻭﺗﻮﺿﺢ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﻟﺘﺎﻟﻴﺔ )ﻭﻫﻲ ﻣﻌﺪﻟﺔ ﻣﻦ ‪ (Pratt ١٩٨٠‬ﻣﻦ ﺩﻭﺭﺓ ﻗﺼﲑﺓ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻟﻠﺴﻔﺮ ﻭﺍﻟﺴﻴﺎﺣﺔ ﻣﺼﻤﻤﺔ ﻹﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻟﻠﺴﻔﺮ ﺇﱃ ﺑﻠﺪﺍﻥ ﻧﺎﻃﻘﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪:‬‬
‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ ﻟﻠﺪﻭﺭﺓ‪:‬‬
‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﻟﻠﺘﻮﺍﺻﻞ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺳﺎﺳﻲ ﻷﻏﺮﺍﺽ ﺍﻟﺴﻔﺮ ﻭﺍﻟﺴﻴﺎﺣﺔ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﻠﺪﻭﺭﺓ‪:‬‬
‫‪_١‬ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﺗﺼﻞ ﺇﱃ ‪ ٣٠٠‬ﻛﻠﻤﺔ ﺷﺎﺋﻌﺔ ﻭﳐﺘﺼﺮﺍﺕ‪.‬‬
‫‪_٢‬ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻣﻔﺮﺩﺍﺕ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﺗﺼﻞ ﺇﱃ ‪ ٣٠٠‬ﻛﻠﻤﺔ ﺷﺎﺋﻌﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻷﺭﻗﺎﻡ‬
‫ﻣﻦ ‪ ١‬ﺣﱴ ‪.١٠٠‬‬
‫‪_٣‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﻓﻬﻢ ﺍﳌﻼﺣﻈﺎﺕ ﻭﺍﻟﻠﻮﺣﺎﺕ ﻭﻗﻮﺍﺋﻢ ﺍﻟﻄﻌﺎﻡ ﺍﳌﻜﺘﻮﺑﺔ ﺍﻟﺒﺴﻴﻄﺔ‪.‬‬
‫‪_٤‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﻓﻬﻢ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﻭﺍﻟﺘﺤﻴﺎﺕ ﻭﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ‪.‬‬
‫‪_٥‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﻓﻬﻢ ﺟﻮﻫﺮ ﺍﶈﺎﺩﺛﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﶈﻜﻴﺔ‪.‬‬
‫‪_٦‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺘﻘﺎﻁ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻏﲑ ﺍﳌﺄﻟﻮﻓﺔ ﻣﻦ ﺍﶈﺎﺩﺛﺎﺕ‪ ،‬ﻭﻳﺴﺘﻄﻴﻊ ﺗﻜﺮﺍﺭﻫﺎ ﻟﻐﺮﺽ ﺍﻟﺘﻮﺿﻴﺢ‪.‬‬
‫‪_٧‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺍﺳﺘﺨﺪﺍﻡ ‪ ٢٠٠‬ﻛﻠﻤﺔ ﺷﺎﺋﻌﺔ ﰲ ﺍﻟﻜﻼﻡ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺃﺭﻗﺎﻡ ﺗﺼﻞ ﺇﱃ ‪١٠٠‬‬
‫ﺧﺎﺻﺔ ﺑﺎﻟﻮﻗﺖ ﻭﺍﻟﻜﻤﻴﺔ ﻭﺍﻟﺴﻌﺮ‪.‬‬
‫‪_٨‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺣﻮﺍﱄ ‪ ٥٠‬ﻋﺒﺎﺭﺓ ﻣﻦ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻜﻔﺎﻑ‪ ،‬ﻭﺍﻷﺳﺌﻠﺔ‪ ،‬ﻭﺍﻟﻄﻠﺒﺎﺕ‪،‬‬
‫ﻭﺍﻟﺘﺤﻴﺎﺕ‪ ،‬ﻭﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﺍﻟﺮﺩﻭﺩ ﺍﳌﻔﻴﺪﺓ ‪.‬‬
‫‪_٩‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺘﺤﻜﻢ ﲟﺤﺎﺩﺛﺔ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻳﺘﻤﻜﻦ ﻣﻦ ﺍﻟﺘﺤﺪﺙ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺑﺒﻂﺀ ﻭﺑﻮﺿﻮﺡ ﰲ‬
‫ﻛﻠﻤﺎﺕ ﺑﺴﻴﻄﺔ‪.‬‬
‫‪_١٠‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﳝﺎﺀﺍﺕ ‪ gestures‬ﺍﳌﻨﺎﺳﺒﺔ ﻭﻓﻬﻤﻬﺎ‪.‬‬
‫‪_١١‬ﺳﻴﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﻘﺔ ﻟﻴﺒﺎﺩﺭ ﲟﺤﺎﺩﺛﺎﺕ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﻋﺪﻡ ﺍﳋﻮﻑ ﻣﻦ ﺍﺭﺗﻜﺎﺏ ﺍﻷﺧﻄﺎﺀ‬
‫ﻭﳏﺎﻭﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻠﻔﻮﻇﺎﺕ ﺧﺎﺭﺝ ﻗﺪﺭﺗﻪ‪.‬‬
‫‪_١٢‬ﺳﻴﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺗﺼﺤﻴﺤﺎﺕ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ ﻷﺧﻄﺎﺋﻪ‪.‬‬
‫‪_١٣‬ﺳﻴﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ "ﺧﱪﺓ ﻧﺎﺟﺤﺔ" ﰲ ﺟﻌﻞ ﺍﻵﺧﺮﻳﻦ ﻳﻔﻬﻤﻮﻧﻪ ﻭﰲ ﻓﻬﻤﻪ ﻫﻮ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬

‫‪١٦٤‬‬
‫ﻭﻳﻘﺪﻡ ‪ (١٩٨٣:١٢٤) Frankel‬ﻣﺜﺎﻻ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﺪﻭﺭﺓ ﰲ ﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺘﺄﺳﻴﺴﻴﺔ ﻟﻄﻼﺏ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺗﺎﻳﻠﻨﺪﻳﺔ‪:‬‬
‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‬
‫ﻗﺮﺍﺀﺓ ﻧﺼﻮﺹ ﺃﺻﻴﻠﺔ ‪ authentic‬ﻏﲑ ﻣﺘﺨﺼﺼﺔ ﻭﻏﲑ ﻗﺼﺼﻴﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻣﻊ ﻓﻬﻤﻬﺎ ﻭﺑﺴﺮﻋﺔ‬
‫ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫‪_١‬ﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﻨﺺ ﺑﻮﺻﻔﻬﺎ ﻣﻔﺎﺗﻴﺢ ﻟﻠﻤﻌﲎ ﻭﺗﺸﻤﻞ‪:‬‬
‫• ﺍﺳﺘﻨﺒﺎﻁ ﺍﳌﻌﲎ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺪﻻﻟﻴﺔ ﻏﲑ ﺍﳌﺄﻟﻮﻓﺔ ﻣﻦ ﺧﻼﻝ ﻓﻬﻢ ﺻﻮﻍ ﺍﻟﻜﻠﻤﺎﺕ‬
‫‪ word formation‬ﻭﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﺴﻴﺎﻗﻴﺔ ‪.context clues‬‬
‫• ﻓﻚ ﺭﻣﻮﺯ ‪ decoding‬ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺍﳌﻌﻘﺪﺓ ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻭﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﻼﺣﻖ‪،‬‬
‫ﻭﺍﻟﺘﻀﻤﲔ ﺍﳌﻌﻘﺪ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﰲ ﺍﳉﻤﻞ ﺍﳌﺮﻛﺒﺔ ﻭﺍﳌﻌﻘﺪﺓ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻤﺎﺳﻚ ﺍﻟﺮﲰﻴﺔ ﻟﺮﺑﻂ ﺃﺟﺰﺍﺀ ﺍﻟﻨﺺ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻭﺍﲰﺎﺕ ﺍﳋﻄﺎﺏ ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬
‫‪_٢‬ﻟﻔﻬﻢ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻟﻠﻨﺺ ﻭﺗﺸﻤﻞ ‪:‬‬
‫• ﺍﻟﻐﺮﺽ ﺍﻟﺒﻼﻏﻲ ﺍﻟﻌﺎﻡ ﻟﻠﻨﺺ )ﻣﺜﻞ ﺇﻋﻄﺎﺀ ﺇﺭﺷﺎﺩﺍﺕ ﻭﺗﻘﺮﻳﺮ ﺣﺪﺙ(‪.‬‬
‫• ﺍﻟﺒﻨﺎﺀ ﺍﻟﺒﻼﻏﻲ ﻟﻠﻨﺺ ﲟﺎ ﻓﻴﻬﺎ ﻃﺮﻕ ﺑﺪﺀ ﺍﳋﻄﺎﺏ ﻭﺗﻄﻮﻳﺮﻩ ﻭﺇ‪‬ﺎﺅﻩ‪.‬‬
‫‪_٣‬ﻟﻠﻘﺮﺍﺀﺓ ﻟﻐﺮﺽ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺗﺸﻤﻞ‪:‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﺔ ﺍﳌﺼﺮﺡ ‪‬ﺎ ﻭﺍﳌﻀﻤﻨﺔ‪.‬‬
‫• ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳌﻮﺿﻮﻉ ﻭﺍﻟﻔﻜﺮﺓ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫• ﺍﻟﻘﺮﺍﺀﺓ ﻟﻐﺮﺽ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺗﻔﺼﻴﻼﺕ‪.‬‬
‫• ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺘﻔﺼﻴﻼﺕ ﺍﳌﻬﻤﺔ ﻭﻏﲑ ﺍﳌﻬﻤﺔ‪.‬‬
‫• ﺍﻟﺘﺼﻔﺢ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺟﻮﻫﺮ ﺍﻟﻨﺺ ﺃﻭ ﻋﻠﻰ ﺍﻧﻄﺒﺎﻉ ﻋﺎﻡ ﻟﻠﻤﺤﺘﻮﻯ ﺍﻟﺪﻻﱄ‪.‬‬
‫• ﻗﺮﺍﺀﺓ ﺍﻧﺘﻘﺎﺋﻴﺔ ﻟﺘﺤﺪﻳﺪ ﻣﻜﺎﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫‪_٤‬ﻟﻠﻘﺮﺍﺀﺓ ﺑﺸﻜﻞ ﺗﻔﺴﲑﻱ ﻭﺗﺸﻤﻞ ‪:‬‬
‫• ﺍﺳﺘﻨﺒﺎﻁ ﻣﻌﻠﻮﻣﺎﺕ ﱂ ﻳﻌﻠﻦ ﻋﻨﻬﺎ ﺻﺮﺍﺣﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﺪﻻﻻﺕ‪.‬‬
‫• ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳊﻘﻴﻘﺔ ﻭﺍﻟﺮﺃﻱ‪.‬‬

‫‪١٦٥‬‬
‫• ﺗﻔﺴﲑ ﻗﺼﺪ ﺍﻟﻜﺎﺗﺐ ﻭﺗﻮﺟﻬﻪ ﻭﲢﻴﺰﻩ‪.‬‬

‫• ﺇﺻﺪﺍﺭ ﺃﺣﻜﺎﻡ ﻧﺎﻗﺪﺓ‪.‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﺘﺪﺭﻳﺲ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ ﻣﻦ ﻣﻘﺮﺭ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ‬
‫ﻭﺍﻟﺬﻱ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﺳﺎﺑﻘﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺼﺒﺢ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺪﻭﺭﺓ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺇﻇﻬﺎﺭ ﻗﺪﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﺼﻮﺗﻴﺔ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﺎ‪.‬‬
‫• ﻓﻬﻢ ﺍﻹﺭﺷﺎﺩﺍﺕ )ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﳌﻌﻘﺪﺓ( ﺍﳌﻘﺪﻣﺔ ﺷﻔﻮﻳﺎ ﻭﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫• ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﰎ ﲰﺎﻋﻪ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﺍﶈﻜﻴﺔ ﻭ ﺍﳌﻜﺘﻮﺑﺔ ﻭﻣﻮﺍﻗﻒ ﺍﳊﺪﻳﺚ ﻭﺍﻟﺮﺩ ﺑﻄﺮﻳﻘﺔ‬
‫ﻣﻨﺎﺳﺒﺔ ﻋﻨﺪﻣﺎ ﻳﻄﻠﺐ ﻣﻨﻬﻢ ﺫﻟﻚ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺧﺼﺎﺋﺺ ﺍﳋﻄﺎﺏ ﰲ ﻧﺼﻮﺹ ﳏﻜﻴﺔ ﻣﻄﻮﻟﺔ ﻣﻦ ﺃﺟﻞ ﻣﺘﺎﺑﻌﺔ ﻣﺎ ﳛﻜﻰ ﺑﺸﻜﻞ‬
‫ﻓﻌﺎﻝ )ﻣﺜﻞ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﳌﺆﺷﺮﺓ‪ ،‬ﻭﺍﳌﻘﺪﻣﺔ‪ ،‬ﻭﺍﳋﺎﲤﺔ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻞ‪ ،‬ﻭﺍﻻﺳﺘﻄﺮﺍﺩ(‪.‬‬
‫• ﻣﻼﺣﻈﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺮﲰﻴﺔ ﻟﻠﻤﺤﺎﺩﺛﺔ ﰲ ﺣﺎﻟﺔ ﺍﻻﺳﺘﻤﺎﻉ ﳌﻨﺎﻗﺸﺔ ﲨﺎﻋﻴﺔ‪.‬‬
‫• ﺍﻻﺳﺘﻤﺎﻉ ﺑﻄﺮﻳﻘﺔ ﻧﺎﻗﺪﺓ ﻟﻐﺮﺽ ﳏﺪﺩ ﻭﺍﻟﺮﺩ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫ﻭﻳﻨﺒﻐﻲ ﻋﺪﻡ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺻﻌﻮﺑﺔ ﺻﻴﺎﻏﺔ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ ،‬ﻓﺎﳌﺮﺀ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﳋﺎﺻﺔ‪ ،‬ﻻ ﻳﻘﻮﻡ ﲟﺠﺮﺩ ﺍﺑﺘﻜﺎﺭ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﻷﻣﺎﱐ ﻣﻦ ﺭﺃﺳﻪ )ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺬﺍ ﻣﺎ ﳛﺪﺙ ﻏﺎﻟﺒﺎ ﰲ‬
‫ﺍﻟﻮﺍﻗﻊ (‪ ،‬ﺑﻞ ﺇﻥ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳉﻴﺪﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻫﻲ ﺍﻟﱵ ﺗﺼﺎﻍ ﺑﻨﺎﺀ ﻋﻠﻰ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺍﳌﺎﺩﺓ‬
‫ﺍﳌﺪﺭﺳﺔ )ﻣﺜﻞ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ(‪ ،‬ﻭﺍﻟﻮﻋﻲ ﲟﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ‬
‫ﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺳﺎﺳﻲ ﻭﺍﳌﺘﻮﺳﻂ ﻭﺍﳌﺘﻘﺪﻡ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻭﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺪﻭﺭﺓ ﻋﻠﻰ‬
‫ﺷﻜﻞ ﻭﺣﺪﺍﺕ ﻣﻦ ﺍﻟﺘﻨﻈﻴﻢ ﻣﻨﻄﻘﻴﺔ ﻭﻣﺒﻨﻴﺔ ﺑﻨﺎﺀ ﺟﻴﺪﺍ‪ .‬ﻭﻟﺬﺍ ﻓﺎﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺗﺼﺎﻍ ﻋﺎﺩﺓ ﺑﻮﺍﺳﻄﺔ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺃﻭ ﺍﳌﺨﻄﻄﲔ ﺍﻟﺬﻳﻦ ﻳﻜﺘﺒﻮﻥ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻌﺮﻓﺘﻬﻢ‬
‫ﻭﺧﱪ‪‬ﻢ‪ ،‬ﻭﻳﺮﺍﺟﻌﻮ‪‬ﺎ ﻭﻳﻌﺪﻟﻮ‪‬ﺎ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ‪ .‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪،‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻋﺪﺩ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﻣﺜﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺼﻌﻮﺑﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻋﻨﺪ ﺍﻟﻄﻼﺏ‪ ،‬ﻭ‬
‫ﺃﻭﺻﺎﻑ ﻟﻸﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﰲ ﺟﻮﺍﻧﺐ ﺍﻟﻠﻐﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ‬
‫ﻣﻮﺟﻮﺩ ﰲ ﺇﺭﺷﺎﺩﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳋﺎﺻﺔ ﺑـ‪) ACTFL‬ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ(‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﺧﺼﺎﺋﺺ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺮﺗﺒﻄﺔ ﲜﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﻮﻱ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ .(٢‬ﻭﻣﻦ ﻫﻨﺎ ﻻ‬

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‫ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺛﺎﺑﺘﺔ‪ ،‬ﺑﻞ ﻛﻠﻤﺎ ﺗﻘﺪﻡ ﺍﻟﺘﺪﺭﻳﺲ ﳝﻜﻦ ﻣﺮﺍﺟﻌﺔ ﺍﻷﻫﺪﺍﻑ ﻭﺣﺬﻑ ﺑﻌﻀﻬﺎ‬
‫ﻷ‪‬ﺎ ﻏﲑ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﻗﺪ ﺗﻀﺎﻑ ﺃﻫﺪﺍﻑ ﺃﺧﺮﻯ ﳌﻌﺎﳉﺔ ﺍﻟﻔﺠﻮﺍﺕ‪.‬‬
‫ﺍﻧﺘﻘﺎﺩﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬

‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﻳﻨﻈﺮ ﺇﻟﻴﻪ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺃﻧﻪ ﻭﺳﻴﻠﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻓﺎﻥ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﱂ ﻳﺴﻠﻢ ﻣﻦ‬
‫ﺍﻟﻨﻘﺪ ﺳﻮﺍﺀ ﻛﺎﻥ ﺫﻟﻚ ﰲ ﺻﻴﻐﺘﻬﺎ ﺍﻟﻌﺎﻣﺔ ﺃﻭ ﻋﻠﻰ ﺷﻜﻞ ﺃﻫﺪﺍﻑ ﺳﻠﻮﻛﻴﺔ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﲢﻮﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺇﱃ ﺗﻘﻨﻴﺔ‪ .‬ﺳﺒﻘﺖ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻣﺮﺗﺒﻄﺔ ﺑﻨﻈﺮﺓ‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﰲ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺃﻱ ﺗﻠﻚ ﺍﻟﻨﻈﺮﺓ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻣﺒﺪﺃ ﺃﻥ ﺃﻛﺜﺮ ﺍﻟﻮﺳﺎﺋﻞ ﻓﻌﺎﻟﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻐﺎﻳﺔ ﻣﱪﺭﺓ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺧﻄﻮﺭﺓ ﰲ ﺃﻥ ﻳﺼﺒﺢ ﲣﻄﻴﻂ ﺍﳌﻨﻬﺞ ﻋﺒﺎﺭﺓ ﻋﻦ ﲤﺮﻳﻦ ﺗﻘﲏ ﻟﺘﺤﻮﻳﻞ ﺑﻴﺎﻧﺎﺕ ﺍﳊﺎﺟﺎﺕ ﺇﱃ ﺃﻫﺪﺍﻑ‬
‫ﺧﺎﺻﺔ‪ ،‬ﻗﺪ ﻳﺘﻢ ﺃﺛﻨﺎﺀ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻘﺪﺍﻥ ﺍﻟﻐﺎﻳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ )ﻣﺜﻞ ﺗﻘﺪﱘ ﺧﱪﺍﺕ ﺗﻌﻠﻤﻴﺔ ﻫﺎﺩﻓﺔ‬
‫ﻭﺟﺪﻳﺮﺓ ﺑﺎﻻﻫﺘﻤﺎﻡ(‪.‬‬
‫ﺗﻌﻠﻴﻖ‪ :‬ﻳﻨﻄﺒﻖ ﻫﺬﺍ ﺍﻟﻨﻘﺪ ﺃﻛﺜﺮ ﻋﻠﻰ ﻧﻮﻉ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻳﺴﻤﻰ "ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ"‬
‫‪) behavioral objectives‬ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ .(١‬ﻭﻟﻀﻤﺎﻥ ﺃﻥ ﻳﺘﻄﺮﻕ ﺍﳌﻨﻬﺞ ﻟﻐﺎﻳﺎﺕ ﻣﻬﻤﺔ‬
‫ﺗﺮﺑﻮﻳﺎ‪ ،‬ﻳﻨﺒﻐﻲ ﺗﻀﻤﲔ ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﺗﺘﻄﺮﻕ "ﳋﱪﺍﺕ ﺗﻌﻠﻤﻴﺔ ﻫﺎﺩﻓﺔ ﻭﺟﺪﻳﺮﺓ ﺑﺎﻻﻫﺘﻤﺎﻡ"‪ .‬ﻭﺇﺣﺪﻯ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ ﻫﻲ ﺗﻀﻤﲔ ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﺗﻐﻄﻲ ﻛﻼ ﻣﻦ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺳﻴﺘﻢ‬
‫ﺍﻟﺘﻄﺮﻕ ﻟﻠﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻻﺣﻘﺎﹰ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﲡﻌﻞ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺗﺎﻓﻬﺎ ﻭﺇﻧﺘﺎﺟﻲ ﺍﻟﺘﻮﺟﻪ ‪ .product-oriented‬ﻋﻨﺪ ﺍﻓﺘﺮﺍﺽ ﺃﻥ‬
‫ﻛﻞ ﻏﺎﻳﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﳝﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ ﻋﻠﻰ ﺷﻜﻞ ﻫﺪﻑ ﺧﺎﺹ‪ ،‬ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ ﻏﺎﻳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳉﺪﻳﺮﺓ‬
‫ﺑﺎﻻﻫﺘﻤﺎﻡ ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﲢﺪﺙ ﺗﻐﻴﲑﺍﺕ ﰲ ﺳﻠﻮﻙ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫ﺗﻌﻠﻴﻖ‪ :‬ﻻ ﻳﻨﺒﻐﻲ ﻗﺼﺮ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻋﻠﻰ ﺍﻟﻨﻮﺍﺗﺞ ﺍﻟﱵ ﳝﻜﻦ ﻣﻼﺣﻈﺘﻬﺎ‪ ،‬ﺑﻞ ﳝﻜﻦ ﺃﻳﻀﺎ ﺃﻥ ﺗﺼﻒ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﳋﱪﺍﺕ ﺍﻟﱵ ﻳﻌﺘﻘﺪ ﺃ‪‬ﺎ ﺃﺷﻴﺎﺀ ﻣﻬﻤﺔ ﳚﺐ ﺃﻥ ﻳﺮﻛﺰ ﺍﳌﻨﻬﺞ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻏﲑ ﻣﻨﺎﺳﺒﺔ ﳉﻮﺍﻧﺐ ﻛﺜﲑﺓ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻗﺪ ﺗﻜﻮﻥ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﻣﻨﺎﺳﺒﺔ ﻟﻮﺻﻒ ﺇﺗﻘﺎﻥ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﻨﺎﺳﺐ ﺑﺸﻜﻞ ﻛﺒﲑ ﺃﺷﻴﺎﺀ ﺃﺧﺮﻯ ﻣﺜﻞ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ﺃﻭ‬
‫ﺍﻟﺘﺬﻭﻕ ﺍﻷﺩﰊ ﺃﻭ ﻣﻨﺎﻗﺸﺔ ﺍﳌﻌﲎ‪.‬‬

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‫ﺗﻌﻠﻴﻖ‪ :‬ﳝﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﰲ ﺟﻮﺍﻧﺐ ﻣﺜﻞ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ﻭﺍﻟﺘﻔﻜﲑ ﺍﻷﺩﰊ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺳﻮﻑ‬
‫ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﳋﱪﺍﺕ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﺍﳌﻨﻬﺞ ﻻ ﻋﻠﻰ ﻧﻮﺍﺗﺞ ﺗﻌﻠﻤﻴﺔ ﳏﺪﺩﺓ‪.‬‬
‫ﻧﻮﺍﺗﺞ ﺑﺮﺍﻣﺞ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻜﻔﺎﻳﺎﺕ‬

‫ﻫﻨﺎﻙ ﺑﺪﻳﻞ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﰲ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﻭﻫﻮ ﻭﺻﻒ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﻛﻔﺎﻳﺎﺕ‪ ،‬ﻭﻫﻮ ﻣﺬﻫﺐ ﻣﺮﺗﺒﻂ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ‪Competency-Based‬‬
‫‪ .Language Teaching‬ﻭﻳﺴﻌﻰ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﺇﱃ ﺟﻌﻞ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﻣﺮﺣﻠﺔ‬
‫ﲣﻄﻴﻂ ﺃﺳﺎﺳﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ) ‪Schneck ١٩٧٨, Grognet and Crandall‬‬
‫‪ .(١٩٨٢‬ﻭﻗﺪ ﻛﺎﻥ ﺍﳌﺨﻄﻄﻮﻥ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻳﺮﻛﺰﻭﻥ ﺗﻘﻠﻴﺪﻳﺎ‪ ،‬ﻭﺇﱃ ﺣﺪ ﻛﺒﲑ‪ ،‬ﻋﻠﻰ ﺃﺣﺪ ﺃﻣﺮﻳﻦ؛ ﺇﻣﺎ‬
‫ﻋﻠﻰ ﳏﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﺲ )ﻛﻤﺎ ﻳﻨﻌﻜﺲ ﺫﻟﻚ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺄﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ( ﺃﻭ ﻋﻠﻰ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ )ﻛﻤﺎ ﻳﻨﻌﻜﺲ ﺫﻟﻚ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺄﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ(‪ .‬ﻭﻳﺰﻋﻢ ﻣﻨﺘﻘﺪﻭ ﻫﺬﺍ‬
‫ﺍﳌﺬﻫﺐ ﺃﻥ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﶈﺘﻮﻯ ﺃﻭ ﺑﺎﻟﻌﻤﻠﻴﺔ ﻳﺮﻛﺰ ﻋﻠﻰ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻢ ﻭﻟﻴﺲ ﻋﻠﻰ ﻏﺎﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺑﻴﻨﻤﺎ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻗﺪ ﺣﻮﻝ ﺍﻻﻫﺘﻤﺎﻡ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻢ ﺇﱃ ﻏﺎﻳﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺴﻌﻰ ﺑﻮﺻﻔﻪ ﻣﺬﻫﺒﺎﹰ ﺗﺮﺑﻮﻳﺎﹰ ﻭﺗﺪﺭﻳﺒﻴﺎﹰ ﻋﺎﻣﺎﹰ‪ ،‬ﺇﱃ ﲢﺴﲔ ﺍﶈﺎﺳﺒﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺭﺑﻂ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻨﻮﺍﺗﺞ ﳝﻜﻦ ﻗﻴﺎﺳﻬﺎ ﻭﻣﻌﺎﻳﲑ ﻟﻸﺩﺍﺀ‪.‬‬
‫ﻭﻗﺪ ﻇﻬﺮﺕ ﺑﻮﺍﺩﺭ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﰲ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﻭﻗﺪ ﰎ ﺗﺒﻨﻴﻪ‬
‫ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻬﲏ ﺍﻟﺘﻮﺟﻪ ‪ vocationally oriented education‬ﻭﰲ ﺑﺮﺍﻣﺞ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻠﻜﺒﺎﺭ‪ .‬ﻭﲝﻠﻮﻝ ‪‬ﺎﻳﺔ ﲦﺎﻧﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﰎ ﻗﺒﻮﻝ ﻫﺬﺍ‬
‫ﺍﳌﺬﻫﺐ ﻋﻠﻰ ﺃﻧﻪ ﻣﺬﻫﺐ "ﺍﻟﻮﺍﻗﻊ ﺍﳊﺎﱄ" ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻠﻜﺒﺎﺭ ﺑﻮﺍﺳﻄﺔ ﺻﺎﻧﻌﻲ‬
‫ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﻘﺎﺩﺓ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﻛﺬﻟﻚ )‪ .(Auerbach ١٩٨٦:٤١١‬ﻭﰲ ﻋﺎﻡ ‪ ١٩٨٦‬ﻡ‬
‫ﻛﺎﻥ ﻋﻠﻰ ﺃﻱ ﻻﺟﺊ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻳﺮﻏﺐ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﻓﺪﺭﺍﻟﻴﺔ‪ ،‬ﺃﻥ ﻳﻠﺘﺤﻖ ﺑﱪﻧﺎﻣﺞ‬
‫ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ )‪ .(Auerbach ١٩٨٦:٤١٢‬ﻭﻣﻦ ﰒ ﻋﺎﻭﺩ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫ﺍﻟﻈﻬﻮﺭ ﺣﺪﻳﺜﺎ ﰲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ )ﻣﺜﻞ ﺃﺳﺘﺮﺍﻟﻴﺎ( ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻧﻪ ﺍﳌﺬﻫﺐ ﺍﻟﺮﺋﻴﺲ ﰲ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻳﺼﻒ ‪ (١٩٧٨: ) Schneck‬ﺧﺼﺎﺋﺺ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﻳﺸﺘﺮﻙ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ‪ ،‬ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ‪ ،‬ﻣﻊ ﻣﺬﺍﻫﺐ ﰲ ﺍﻟﺘﻌﻠﻢ ﻣﺜﻞ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ‬
‫ﻗﻮﺍﻣﻪ ﺍﻷﺩﺍﺀ ‪ ، performance based instruction‬ﻭﺍﻟﺘﻌﻠﻢ ﺍﳌﺘﻘﻦ ‪mastery‬‬
‫‪ ، learning‬ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻔﺮﻳﺪﻱ‪ .‬ﻓﻬﻮ ﻣﺒﲏ ﻋﻠﻰ ﺍﻟﻨﻮﺍﺗﺞ ﻭﻣﺘﻜﻴﻒ ﻣﻊ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺘﻐﲑﺓ ﻟﻠﻄﻼﺏ‬
‫ﻭﺍﳌﺪﺭﺳﲔ ﻭﺍ‪‬ﺘﻤﻊ‪ ...‬ﻭﲣﺘﻠﻒ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻋﻦ ﻏﺎﻳﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻷﺧﺮﻯ ﻭﺃﻫﺪﺍﻓﻬﻢ ﺍﳋﺎﺻﺔ ﰲ ﺃ‪‬ﺎ ﺗﺼﻒ‬

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‫ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻏﲑﻫﺎ ﰲ ﻣﻮﺍﻗﻒ ﻳﻮﺍﺟﻬﻬﺎ ﺑﻜﺜﺮﺓ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ .‬ﻟﺬﺍ‬
‫ﻓﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻣﺒﲏ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻮﺍﺗﺞ ﺍﳌﺴﺘﻘﺎﺓ ﻣﻦ ﲢﻠﻴﻞ ﺍﳌﻬﻤﺎﺕ ﺍﳌﻄﻠﻮﺏ ﻋﺎﺩﺓ‬
‫ﻣﻦ ﺍﻟﻄﻼﺏ ﺃﺩﺍﺅﻫﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫ﺗﺸﲑ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺇﱃ ﺳﻠﻮﻛﻴﺎﺕ ﳝﻜﻦ ﻣﻼﺣﻈﺘﻬﺎ ﻭﻫﻲ ﺿﺮﻭﺭﻳﺔ ﻹﻛﻤﺎﻝ ﺍﻷﻧﺸﻄﺔ ﺍﳊﻘﻴﻘﻴﺔ ﺍﳌﻌﺎﺷﺔ‬
‫ﺑﻨﺠﺎﺡ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﺮﺗﺒﻂ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺑﺄﻱ ﺟﺎﻧﺐ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ ﺭﻏﻢ ﺃ‪‬ﺎ ﺗﺮﺗﺒﻂ ﻋﺎﺩﺓ ﲝﻘﻞ‬
‫ﺍﻟﻌﻤﻞ ﻭﺍﻟﺒﻘﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﳉﺪﻳﺪﺓ‪ .‬ﻭﻳﺸﲑ ‪ (١٩٩٤:١١) Docking‬ﺇﱃ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﳝﻜﻦ ﻭﺻﻒ ﻣﺆﻫﻞ ﺃﻭ ﻋﻤﻞ ﻣﺎ ﲜﻌﻠﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ‪ ،‬ﻭﻛﻞ ﻭﺍﺣﺪﺓ ﻣﻨﻬﺎ ﺗﺘﺄﻟﻒ ﻣﻦ ﻋﺪﺩ‬
‫ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻜﻔﺎﻳﺔ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻭﺣﺪﺓ ﺍﻟﻜﻔﺎﻳﺔ ﻣﻬﻤﺔ ﺃﻭ ﺩﻭﺭﺍﹰ ﺃﻭ ﻭﻇﻴﻔﺔ ﺃﻭ ﻭﺣﺪﺓ ﺗﻌﻠﻢ‪ ،‬ﻭﺗﺘﻐﲑ ﻣﻊ‬
‫ﺍﻟﻮﻗﺖ ﻛﻤﺎ ﺗﺘﻔﺎﻭﺕ ﻣﻦ ﺳﻴﺎﻕ ﺇﱃ ﺁﺧﺮ‪ .‬ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻜﻔﺎﻳﺔ ﻋﻠﻰ ﺃﻧﻪ ﺃﻱ ﺻﻔﺔ‬
‫ﻟﻔﺮﺩ ﺗﺴﻬﻢ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﻨﺎﺟﺢ ﳌﻬﻤﺔ‪ ،‬ﺃﻭ ﻋﻤﻞ‪ ،‬ﺃﻭ ﻭﻇﻴﻔﺔ‪ ،‬ﺃﻭ ﻧﺸﺎﻁ ﰲ ﳏﻴﻂ ﺃﻛﺎﺩﳝﻲ ﺃﻭ ﳏﻴﻂ ﺍﻟﻌﻤﻞ‪،‬‬
‫ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﻣﻌﺎﺭﻑ ﳏﺪﺩﺓ ﻭﻋﻤﻠﻴﺎﺕ ﺗﻔﻜﲑ ﻭﺗﻮﺟﻬﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ ﺇﺩﺭﺍﻛﻴﺔ‪/‬ﺣﺴﻴﺔ ﻭﻣﻬﺎﺭﺍﺕ ﻣﺎﺩﻳﺔ‪ .‬ﻭﻻ‬
‫ﻳﺴﺘﺜﲎ ﻣﻦ ﺫﻟﻚ ﺃﻱ ﺷﻲﺀ ﳝﻜﻦ ﺃﻥ ﻳﺴﻬﻢ ﰲ ﺍﻷﺩﺍﺀ‪ .‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﻟﻜﻞ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﻣﻌﲎ ﻣﺴﺘﻘﻼﹰ ﻋﻦ ﺍﻟﺴﻴﺎﻕ ﻭﺍﻟﻮﻗﺖ؛ ﻓﻬﻮ ﺣﺠﺮ ﺍﻟﺒﻨﺎﺀ ﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﻟﻠﺘﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪،‬‬
‫ﻭﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﺍﳌﺆﻫﻼﺕ‪ ،‬ﻭﺍﳌﻬﻤﺎﺕ‪ ،‬ﻭﺍﻷﻋﻤﺎﻝ‪.‬‬
‫ﻭﻳﻼﺣﻆ ‪ (١٩٨٦) Tollefson‬ﺃﻥ ﲢﻠﻴﻞ ﺍﻷﻋﻤﺎﻝ ﺇﱃ ﻣﻜﻮﻧﺎ‪‬ﺎ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻣﻦ ﺃﺟﻞ‬

‫ﺗﻄﻮﻳﺮ ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳋﺎﺻﺔ‪ ،‬ﻳﺮﺟﻊ ﺇﱃ ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﺍﳌﻴﻼﺩﻱ‪ ،‬ﻓﻔﻲ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﺍﳌﻴﻼﺩﻱ ﻗﺎﻡ ‪" Spencer‬ﺑﺘﺤﺪﻳﺪ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻹﻧﺴﺎﱐ ﺍﻟﱵ ﻳﻌﺘﻘﺪ‬
‫ﺃ‪‬ﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻸﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻟﻠﻤﻨﺎﻫﺞ"‪ .‬ﻭﻗﺎﻡ ‪ Bobbitt‬ﻋﺎﻡ ‪ ١٩٢٦‬ﻡ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﺸﺎ‪‬ﺔ ﺑﺘﻄﻮﻳﺮ ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﻟﻠﻤﻨﺎﻫﺞ ﻭﻓﻘﺎ ﻟﺘﺤﻠﻴﻠﻪ ﻟﻠﻜﻔﺎﻳﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ ﺣﻴﺎﺓ‬
‫ﺍﻟﻜﺒﺎﺭ ﰲ ﺃﻣﺮﻳﻜﺎ‪ .‬ﻭﻗﺪ ﰎ ﺃﺧﺬ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﻭﺗﻌﺪﻳﻠﻪ ﻟﻴﺴﺘﺨﺪﻡ ﺃﺳﺎﺳﺎ ﻟﺘﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫ﻣﻨﺬ ﺳﺘﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻳﻘﺪﻡ ‪ (١٩٧٧) Northup‬ﺗﻘﺮﻳﺮﺍ ﻋﻦ ﺩﺭﺍﺳﺔ ﻧﻔﺬﺕ‬
‫ﺑﺘﻜﻠﻴﻒ ﻣﻦ ﻣﻜﺘﺐ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻟﻠﺘﺮﺑﻴﺔ‪ ،‬ﺣﻴﺚ ﺣﻠﻞ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﻬﻤﺎﺕ ﺍﳌﺆﺩﺍﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻜﺒﺎﺭ‬
‫ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻷﻣﺮﻳﻜﻲ‪ ،‬ﻭﰎ ﺗﺼﻨﻴﻒ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻷﺩﺍﺀ ﺍﳌﻬﻤﺎﺕ ﰲ ﲬﺴﺔ ﳎﺎﻻﺕ ﻣﻌﺮﻓﻴﺔ‬
‫ﻭﺃﺭﺑﻌﺔ ﳎﺎﻻﺕ ﻣﻬﺎﺭﻳﺔ ﺃﺳﺎﺳﻴﺔ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﻼﺹ ‪ ٦٥‬ﻛﻔﺎﻳﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻣﻦ ﺟﺎﻧﺒﻪ ﻳﺼﻒ‬

‫‪١٦٩‬‬
‫‪ (١٩٩٤) Docking‬ﻛﻴﻒ ﺃﻧﻪ ﻛﺎﻥ ﻋﻀﻮﺍﹰ ﰲ ﻣﺸﺮﻭﻉ ﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﰲ ﻋﺎﻡ ‪ ١٩٦٨‬ﻳﺘﻀﻤﻦ ﲢﺪﻳﺪ‬
‫ﺍﻟﻜﻔﺎﻳﺎﺕ ﻷﻛﺜﺮ ﻣﻦ ﻣﺌﺔ ﻣﻬﻨﺔ‪.‬‬
‫ﻭﻳﺼﻒ ‪ (١٩٨٦) Mrowicki‬ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻣﻨﻬﺞ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻟﱪﻧﺎﻣﺞ ﺧﺎﺹ ﺑﺎﻟﻼﺟﺌﲔ‬
‫ﻣﺼﻤﻢ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻮﻇﻴﻒ‪ ،‬ﻭﻗﺪ ﺍﺷﺘﻤﻠﺖ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻭﻣﺼﺎﺩﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫• ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ )ﻣﻘﺎﺑﻼﺕ ﻭﻣﻼﺣﻈﺎﺕ ﻭﺇﺟﺮﺍﺀ ﻣﺴﺢ ﻷﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ(‪.‬‬
‫• ﲢﺪﻳﺪ ﻣﻮﺿﻮﻋﺎﺕ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻣﻨﻬﺞ ﺍﻟﻜﻔﺎﻑ‪.‬‬
‫• ﲢﺪﻳﺪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻟﻜﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ‪.‬‬
‫• ﺗﺼﻨﻴﻒ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺇﱃ ﻭﺣﺪﺍﺕ ﺗﺪﺭﻳﺴﻴﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻣﺎ ﻳﻠﻲ )‪:(Mrowicki ١٩٨٦‬‬

‫ﺍﳌﻮﺿﻮﻉ ‪:‬ﺍﻟﺴﻜﻦ‬
‫‪_١‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺛﺎﺙ ‪/‬ﺍﻟﻐﺮﻑ ﺍﳌﱰﻟﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬
‫‪_٢‬ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺑﺴﻴﻄﺔ ﺣﻮﻝ ﺍﳊﺎﺟﺎﺕ ﺍﻟﺴﻜﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫‪_٣‬ﻃﻠﺐ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺴﻴﻄﺔ ﺣﻮﻝ ﺍﻟﺴﻜﻦ ﲟﺎ ﻓﻴﻬﺎ ﺍﻻﺳﺘﺌﺠﺎﺭ‪ ،‬ﻭﺍﳌﻨﺎﻓﻊ‪ ،‬ﻭﺗﺎﺭﻳﺦ ﺗﻮﻓﺮ ﺍﻟﺴﻜﻦ‪.‬‬
‫‪_٤‬ﺍﻹﺑﻼﻍ ﻋﻦ ﺍﳌﺸﻜﻼﺕ ﺍﳌﱰﻟﻴﺔ ﻭﺍﻟﻄﻮﺍﺭﺉ‪.‬‬
‫‪_٥‬ﻃﻠﺐ ﺇﺻﻼﺣﺎﺕ‪.‬‬
‫‪_٦‬ﺗﻨﻈﻴﻢ ﻣﻮﺍﻋﻴﺪ ﻹﺟﺮﺍﺀ ﺇﺻﻼﺣﺎﺕ‪.‬‬
‫ﺍﳌﻮﺿﻮﻉ ‪:‬ﺍﻟﺘﺴﻮﻕ‬
‫‪_١‬ﻗﺮﺍﺀﺓ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻟﻠﻮﺣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫‪_٢‬ﺍﻟﺴﺆﺍﻝ ﻋﻦ ﲦﻦ ﺍﻟﺴﻠﻊ‪.‬‬
‫‪_٣‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻄﻌﺎﻡ ﺃﻭ ﻏﲑﻩ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫‪_٤‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻨﻴﺔ ﻟﺸﺮﺍﺀ ﺃﺷﻴﺎﺀ ﻣﻌﻴﻨﺔ‪.‬‬
‫‪_٥‬ﻃﻠﺐ ﺍﳌﺘﺒﻘﻲ ﻣﻦ ﺍﻟﻨﻘﻮﺩ ﻋﻨﺪ ﺣﺪﻭﺙ ﺧﻄﺄ ﰲ ﺗﻘﺪﻳﺮ ﺍﳌﺘﺒﻘﻲ ﻣﻦ ﺍﻟﻨﻘﻮﺩ‪.‬‬
‫‪_٦‬ﻗﺮﺍﺀﺓ ﺍﺧﺘﺼﺎﺭﺍﺕ ﺍﻷﻭﺯﺍﻥ ﻭﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬
‫‪_٧‬ﻃﻠﺐ ﺍﻟﻄﻌﺎﻡ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﻭﺯﺍﻥ ﻭﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬
‫‪_٨‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻼﺑﺲ ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﻠﻮﻥ ﻭﺍﳌﻘﺎﺱ ‪.‬‬

‫‪١٧٠‬‬
‫‪_٩‬ﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﺍﳌﻘﺎﺳﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﻗﺮﺍﺀﺓ ﺑﻄﺎﻗﺔ ﺳﻌﺮ ﺍﻟﺜﻮﺏ ﻭﺷﺮﻳﻂ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﻣﺬﻫﺐ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﰲ ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻢ ﺍﳌﻬﺎﺟﺮﻳﻦ )ﺃﺣﺪ ﺃﻛﱪ ﺍﳌﺮﺍﻛﺰ ﺍﻟﻌﺎﳌﻴﺔ ﰲ‬
‫ﺗﻘﺪﱘ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻤﻬﺎﺟﺮﻳﻦ(‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﲢﺪﻳﺪ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﺷﻜﻞ ﻛﻔﺎﻳﺎﺕ ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ‬
‫ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺴﻌﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ‪ :‬ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫• ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﻓﺮﺻﺔ ﻭﻇﻴﻔﻴﺔ‪.‬‬
‫• ﺇﻣﻜﺎﻧﻴﺔ ﻗﺮﺍﺀﺓ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻮﻇﻴﻒ ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬
‫• ﺇﻣﻜﺎﻧﻴﺔ ﺇﻋﺪﺍﺩ ﺧﻄﺎﺏ ﻃﻠﺐ ﻋﻤﻞ‪.‬‬
‫ﻟﻐﺔ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‪ :‬ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ‬

‫• ﺇﻣﻜﺎﻧﻴﺔ ﺗﻘﺪﱘ ﺇﺭﺷﺎﺩﺍﺕ ﺷﻔﻮﻳﺔ ﺫﺍﺕ ﺻﻠﺔ ﲟﻮﻗﻊ ﺍﻟﻌﻤﻞ ﻭﻣﺘﺎﺑﻌﺘﻬﺎ‪.‬‬
‫• ﺇﻣﻜﺎﻧﻴﺔ ﻗﺮﺍﺀﺓ ﻧﺼﻮﺹ ﺫﺍﺕ ﺭﺳﻮﻡ ﲣﻄﻴﻄﻴﺔ ﻭﺑﻴﺎﻧﻴﺔ ﳍﺎ ﺻﻠﺔ ﲟﻮﻗﻊ ﺍﻟﻌﻤﻞ‪.‬‬
‫• ﺇﻣﻜﺎﻧﻴﺔ ﻛﺘﺎﺑﺔ ﺧﻄﺎﺑﺎﺕ ﺭﲰﻴﺔ ﺫﺍﺕ ﺻﻠﺔ ﺑﺴﻴﺎﻕ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻷﺳﺘﺮﺍﱄ ﻣﻮﺻﻮﻓﺔ ﻋﻠﻰ ﺷﻜﻞ‪:‬‬

‫• ﻋﻨﺎﺻﺮ ﺗﻘﺴﻢ ﺍﻟﻜﻔﺎﻳﺔ ﺇﱃ ﻣﻜﻮﻧﺎﺕ ﺻﻐﲑﺓ ﺗﺸﲑ ﺇﱃ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬
‫• ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ ﺍﻟﱵ ﲢﺪﺩ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺪﻧﻴﺎ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺍﻷﺩﺍﺀ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻜﻔﺎﻳﺔ‪.‬‬
‫• ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﻀﻊ ﺣﺪﻭﺩﺍﹰ ﻷﺩﺍﺀ ﺍﻟﻜﻔﺎﻳﺔ‪.‬‬
‫• ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﻭﻣﻬﻤﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﱵ ﺗﻘﺪﻡ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﻨﺼﻮﺹ ﻭﻣﻬﻤﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﱵ‬
‫ﺗﺮﺗﺒﻂ ﺑﺎﻟﻜﻔﺎﻳﺔ‪.‬‬
‫ﺗﺸﺒﻪ ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ –ﻛﻤﺎ ﻫﻮ ﻭﺍﺿﺢ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ -‬ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪،‬‬
‫ﻭﳝﻜﻦ ﻋﺪﻫﺎ ﺃﻫﺪﺍﻓﺎ ﺧﺎﺻﺔ ﻣﺮﺗﺒﻄﺔ ﲜﻮﺍﻧﺐ ﺃﻭ ﺃﻧﺸﻄﺔ ﳏﺪﺩﺓ ﻭﻭﺍﺿﺤﺔ‪.‬‬
‫ﺍﻧﺘﻘﺎﺩﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻔﺎﻳﺎﺕ‬

‫ﱂ ﻳﺴﻠﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻔﺎﻳﺎﺕ ﰲ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﻣﻦ ﺍﻟﻨﻘﺪ‪ ،‬ﻭﺗﺮﻛﺰ ﻫﺬﻩ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﻋﻠﻰ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪١٧١‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﻜﻔﺎﻳﺎﺕ‪ .‬ﻳﻘﺮﺭ ‪ (١٩٨٦) Tollefson‬ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺇﺟﺮﺍﺀﺍﺕ ﺻﺎﺩﻗﺔ ﻟﺘﻄﻮﻳﺮ ﻣﻮﺍﺻﻔﺎﺕ‬
‫ﺍﻟﻜﻔﺎﻳﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻮﻟﻴﺪ ﻗﻮﺍﺋﻢ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻟﻜﺜﲑ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻷﻧﺸﻄﺔ ﺑﻄﺮﻳﻘﺔ‬
‫ﺣﺪﺳﻴﺔ‪ ،‬ﻓﻠﻴﺲ ﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﳌﻌﺮﻓﺔ ﺍﻷﺳﺎﺳﻲ ﻣﻨﻬﺎ‪ .‬ﻓﺎﻟﻜﻔﺎﻳﺎﺕ ﺗﻮﺻﻒ ﻋﺎﺩﺓ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳊﺪﺱ ﻭﺍﳋﱪﺓ‪،‬‬
‫ﻭﻫﻲ ﻋﻤﻠﻴﺔ ﺗﺸﺒﻪ ﺗﻠﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻄﻮﻳﺮ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ‬
‫ﺳﻠﻮﻛﻴﺎﺕ ﳝﻜﻦ ﻣﺸﺎﻫﺪ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﻳﻘﻮﺩ ﺇﱃ ﻋﻤﻠﻴﺔ ﺗﺘﻔﻴﻪ )ﺃﻱ ﺟﻌﻠﻪ ﺗﺎﻓﻬﺎ( ﻟﻄﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻁ‪ .‬ﻟﺬﻟﻚ‬
‫ﻓﺎﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺘﺼﻠﺔ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﻟﻌﻤﻞ ﺳﻮﻑ ﺗﺸﻤﻞ ﺃﺷﻴﺎﺀ ﻣﻌﻴﻨﺔ ﻣﺜﻞ "ﻗﺮﺍﺀﺓ ﺍﻹﺭﺷﺎﺩﺍﺕ ﻭﻣﺘﺎﺑﻌﺔ‬
‫ﺍﻷﻭﺍﻣﺮ ﰲ ﺍﻟﻌﻤﻞ" ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺸﻤﻞ "ﺗﻐﻴﲑ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﺃﻭ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺣﻮﻟﻪ"‪.‬‬
‫ﻫﻨﺎﻙ ﻗﻴﻢ ﺧﻔﻴﺔ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ‪ .‬ﻳﻌﺘﻤﺪ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻋﻠﻰ‬
‫ﳕﻮﺫﺝ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺴﻌﻰ ﺇﱃ ﲤﻜﲔ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻓﺎﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺨﺘﺎﺭﺓ ﺃﺳﺎﺳﺎ ﻟﻠﺘﺪﺭﻳﺲ ﲤﺜﻞ ﻋﺎﺩﺓ ﺃﺣﻜﺎﻣﺎ‬
‫ﺗﺘﻌﻠﻖ ﺑﺎﻟﻘﻴﻢ ﺣﻮﻝ ﻣﺎ ﺗﺘﻀﻤﻨﻪ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﺸﺎﺭﻛﺔ ﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ ‪ Tollefson‬ﻭﻏﲑﻩ‪ .‬ﻭﻳﻌﻄﻲ‬
‫‪ Tollefson‬ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺍﳌﻄﻮﺭﺓ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍ ﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺐ‬
‫ﻹﻋﺎﺩﺓ ﺗﻮﻃﲔ ﺍﻟﻼﺟﺌﲔ ﰲ ﺍﻟﻔﻠﺒﲔ‪:‬‬
‫• ﻟﺘﻨﻤﻴﺔ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ "ﺍﻻﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﰐ ﳏﺘﺮﻡ ﺑﺸﻜﻞ ﻛﺒﲑ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻷﻣﺮﻳﻜﻲ‪ ،‬ﻭﺃﻥ ﺍﻟﺮﻗﻲ ﳓﻮ‬
‫ﺍﳌﻨﺎﺻﺐ ﺍﻟﻌﻠﻴﺎ ﳑﻜﻦ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﻤﻞ ﺍﳉﺎﺩ ﻭﺍﳌﺜﺎﺑﺮﺓ‪ ...‬ﻭﺃﻥ ﻟﻠﺮﺟﺎﻝ ﻭﻟﻠﻨﺴﺎﺀ ﻓﺮﺻﺎﹰ ﻭﻇﻴﻔﻴﺔ‬
‫ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬
‫• ﻋﺪﻡ ﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ ﺍﻟﺬﻫﺎﺏ ﻟﻠﻤﺪﺭﺳﺔ ﺃﺛﻨﺎﺀ ﺍﺳﺘﻘﺒﺎﻝ ﺍﳋﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫• ﻟﺘﻨﻤﻴﺔ ﺍﻟﺘﻮﺟﻪ ﺑﺄﻥ ﺷﺮﺍﺀ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﻣﺮ ﻣﻨﺎﺳﺐ‪.‬‬
‫• ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﳝﺘﻠﻜﻬﺎ ﻣﻦ ﻟﺪﻳﻪ ﻗﺪﺭﺓ ﺇﳒﻠﻴﺰﻳﺔ ﳏﺪﻭﺩﺓ‪.‬‬
‫• ﻟﻠﺮﺩ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﻋﻠﻰ ﺗﻌﻠﻴﻘﺎﺕ ﺍﳌﺸﺮﻓﲔ ﺣﻮﻝ ﺟﻮﺩﺓ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﺍﻷﺧﻄﺎﺀ‪،‬‬
‫ﻭﺍﻟﻌﻤﻞ ﺑﺒﻂﺀ‪ ،‬ﺷﺪﻳﺪ ﻭﺍﻟﻌﻤﻞ ﺍﻟﻨﺎﻗﺺ‪(Tollefson ١٩٨٦:٦٥٥-٦٥٦) .‬‬
‫ﻭﻳﺸﲑ ‪ (١٩٨٦:٦٥٦-٦٥٧) Tollefson‬ﺇﱃ ﺃﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺗﺸﺠﻊ ﺍﻟﻼﺟﺌﲔ ﻋﻠﻰ‬

‫"ﺍﻋﺘﺒﺎﺭ ﺃﻧﻔﺴﻬﻢ ﳏﻈﻮﻇﲔ ﻋﻨﺪﻣﺎ ﳚﺪﻭﻥ ﻭﻇﺎﺋﻒ ﻣﺘﺪﻧﻴﺔ ﺍﻷﺟﺮ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺗﻌﻠﻴﻤﻬﻢ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﲢﺎﻭﻝ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻏﺮﺱ ﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻟﱵ ﺳﻮﻑ ﲡﻌﻞ ﺍﻟﻼﺟﺌﲔ ﻣﻮﺍﻃﻨﲔ ﺳﻠﺒﻴﲔ‬
‫ﻳﺬﻋﻨﻮﻥ ﻭﻻ ﻳﺸﺘﻜﻮﻥ‪ ،‬ﻭﻳﻘﺒﻠﻮﻥ ﻭﻻ ﻳﻘﺎﻭﻣﻮﻥ‪ ،‬ﻭﻳﻌﺘﺬﺭﻭﻥ ﻭﻻ ﻳﻌﺎﺭﺿﻮﻥ"‪.‬‬

‫‪١٧٢‬‬
‫ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺗﺪﻋﻮ ﺃﺳﺎﺳﺎ ﺇﱃ ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﳐﺘﻠﻔﺔ ﻋﻦ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ‬
‫ﺍﻟﻜﻔﺎﻳﺎﺕ ﻣﺜﻞ ﳕﻮﺫﺝ ﺍﻟﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﳌﺘﻌﻠﻢ ﺃﻭ ﻧﻈﺮﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻣﺮﺗﺒﻂ ﺑﺎﻷﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﻳﻌﺮﺿﻬﺎ ‪ .Tollefson‬ﻭﻛﻤﺎ‬
‫ﻫﻮ ﺍﳊﺎﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ ،‬ﻓﻤﻮﺍﺻﻔﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﳌﻮﺻﻮﻓﺔ ﻭﺍﳌﺨﺘﺎﺭﺓ ﻋﻠﻰ ﳓﻮ‬
‫ﻣﻨﺎﺳﺐ ﳝﻜﻦ ﺃﻥ ﺗﻘﺪﻡ ﺇﻃﺎﺭﺍ ﻣﻔﻴﺪﺍ ﻟﺘﺨﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﻭﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃ‪‬ﺎ ﻗﺪ ﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ‬
‫ﻷﻧﻮﺍﻉ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ‪ .‬ﻭﻳﺒﺪﻭ ﺃ‪‬ﺎ ﺗﻨﺎﺳﺐ ﻋﻠﻰ ﳓﻮ ﺧﺎﺹ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺴﻌﻰ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﳌﺘﻌﻠﻤﲔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻷﺩﺍﺀ ﻣﻬﻤﺎﺕ ﻭﻋﻤﻠﻴﺎﺕ ﳏﺪﺩﺓ ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺃﻧﻮﺍﻉ ﻛﺜﲑﺓ ﻣﻦ ﺑﺮﺍﻣﺞ )ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‪.‬‬
‫ﺣﺮﻛﺔ ﺍﳌﻌﺎﻳﲑ‬
‫ﺇﻥ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻷﻛﺜﺮ ﺣﺪﺍﺛﺔ ﳌﻨﻈﻮﺭ ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﳝﻜﻦ ﻣﻼﺣﻈﺘﻪ ﰲ ﺣﺮﻛﺔ "ﺍﳌﻌﺎﻳﲑ" ﺍﻟﱵ‬
‫ﺳﻴﻄﺮﺕ ﻋﻠﻰ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻣﻨﺬ ﺗﺴﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ‪ .‬ﻭﻳﻠﺤﻆ ﺫﻟﻚ ﻛﻞ ﻣﻦ‬
‫‪ Glaser‬ﻭ ‪:Linn‬‬
‫ﻋﻨﺪ ﺫﻛﺮ ﺍﳊﺎﻓﺰ ﺍﻟﺬﻱ ﺩﻓﻊ ﺃﻣﺘﻨﺎ ﳓﻮ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺸﻜﻴﻞ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻓﺎﻟﻌﻘﺪ ﺍﻟﺴﺎﺑﻖ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺮﻥ ﺩﻭﻥ ﺷﻚ‬
‫ﻫﻮ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻇﻬﺮﺕ ﻓﻴﻪ ﺿﻐﻮﻁ ﻣﺘﻔﻖ ﻋﻠﻴﻬﺎ ﻹﳚﺎﺩ ﻣﻌﺎﻳﲑ ﺗﺮﺑﻮﻳﺔ ﻭﻃﻨﻴﺔ‪ ،‬ﻭﻗﺪ ﻇﻬﺮ ﻫﺬﺍ ﺍﻟﻀﻐﻂ‬
‫ﻹﳚﺎﺩ ﻣﻌﺎﻳﲑ ﺑﻮﺍﺳﻄﺔ ﺟﻬﻮﺩ ﺍﳌﺸﺮﻋﲔ ﺍﻟﻔﺪﺭﺍﻟﻴﲔ ﻭﺍﻟﺘﺎﺑﻌﲔ ﻟﻠﻮﻻﻳﺎﺕ‪ ،‬ﻭﺍﳌﺮﺷﺤﲔ ﻟﻠﺮﺋﺎﺳﺔ ﻭﺍﳊﻜﻢ‪،‬‬
‫ﻭﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﻭﳎﺎﻟﺲ ﺍﻟﺒﻠﺪﻳﺎﺕ‪ ،‬ﻭﺍﳍﻴﺌﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﳋﺎﺻﺔ‪Glaser ) .‬‬
‫‪(and Linn ١٩٩٣:‬‬
‫ﺇﻥ ﺍﳌﻌﺎﻳﲑ ﻫﻲ ﺃﻭﺻﺎﻑ ﻟﻸﻫﺪﺍﻑ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﰲ ﺟﻮﺍﻧﺐ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻗﺪ ﻛﺎﻥ ﻫﻨﺎﻙ ﻃﻮﺍﻝ ﺗﺴﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺩﺍﻓﻊ ﻟﺘﺤﺪﻳﺪ ﺍﳌﻌﺎﻳﲑ‬
‫ﳌﺨﺘﻠﻒ ﺍﳌﻮﺍﺩ ﰲ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﺃﻭ ﺍﻟﻌﻼﻣﺎﺕ ﳏﺪﺩﺓ ﻋﻠﻰ ﺷﻜﻞ ﻛﻔﺎﻳﺎﺕ‪ .‬ﻭﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﻳﻘﺪﻡ‬
‫‪ (١٩٩٩:٥٢) Mckay‬ﺗﻘﺮﻳﺮﺍ ﻳﻘﻮﻝ ﻓﻴﻪ‪:‬‬
‫ﺇﻥ ﻋﻼﻣﺎﺕ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺳﻨﻮﺍﺕ ‪٣‬ﻭ‪٥‬ﻭ‪ ٧‬ﻫﻲ ﺣﺎﻟﻴﺎ ﲢﺖ ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻟﺘﺸﺎﻭﺭ ﻣﻊ‬
‫ﺍﻟﻮﻻﻳﺎﺕ‪/‬ﺍﳌﻨﺎﻃﻖ‪ ،‬ﻭﺧﱪﺍﺀ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﺍﳉﻤﻌﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ‪ .‬ﻭﺍﻟﻌﻼﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﻴﺎﻧﺎﺕ‬
‫ﻗﺼﲑﺓ ﻳﻌﱪ ﻋﻨﻬﺎ "ﺑﺈﳒﻠﻴﺰﻳﺔ ﻭﺍﺿﺤﺔ ﻭﺳﻬﻠﺔ ﳝﻜﻦ ﻓﻬﻤﻬﺎ ﺑﻮﺿﻮﺡ ﻣﻦ ﻗﺒﻞ ﺍﳉﻤﻬﻮﺭ" ‪....‬ﻭﻳﺼﺎﺣﺒﻬﺎ‬
‫ﺗﻔﺼﻴﻼﺕ ﻣﻬﻨﻴﺔ "ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﻬﻨﻴﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ ﺍﻵﺧﺮﻳﻦ ﻋﻠﻰ ﺗﻘﻮﱘ ﺗﻘﺪﻡ ﺍﻟﻄﺎﻟﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻌﻼﻣﺎﺕ ﻭﺗﺴﺠﻴﻠﻪ‪.‬‬

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‫ﻭﻗﺪ ﰎ ﺍﻋﺘﻨﺎﻕ ﺣﺮﻛﺔ ﺍﳌﻌﺎﻳﲑ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺃﻳﻀﺎﹰ‪" ،‬ﺣﻴﺚ ﺑﺮﺯ‬
‫ﺑﻮﺿﻮﺡ ﻟﻠﺘﺮﺑﻮﻳﲔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‬
‫)‪ (١٩٩١‬ﻭﻋﻠﻰ ﳓﻮ ﺳﺮﻳﻊ ﺃﻥ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﳔﺪﻣﻬﻢ ﱂ ﻳﺘﻢ ﺗﻀﻤﻴﻨﻬﻢ ﰲ ﺣﺮﻛﺔ ﻭﺿﻊ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ‬
‫ﻛﺎﻧﺖ ﺗﻜﺘﺴﺢ ﺍﻟﺒﻠﺪ" )‪.(Short ١٩٩٧:١‬‬
‫ﻭﻗﺪ ﺑﺎﺷﺮﺕ ﻣﻨﻈﻤﺔ ‪ TESOL‬ﰲ ﺗﻄﻮﻳﺮ ﻣﻌﺎﻳﲑ ﻣﺪﺭﺳﻴﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‬
‫ﳌﺮﺍﺣﻞ ‪ . K-١٢‬ﻭﰎ ﻭﺻﻒ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﻋﻠﻰ ﺷﻜﻞ ﻛﻔﺎﻳﺎﺕ‪" :‬ﺣﻴﺚ ﲢﺪﺩ ﺍﳌﻌﺎﻳﲑ ‪...‬ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻃﻼﺏ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﺣﱴ ﻳﻜﻮﻧﻮﺍ‬
‫ﺑﺎﺭﻋﲔ ﲤﺎﻣﺎ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﳛﺼﻠﻮﺍ ﻋﻠﻰ ﻓﺮﺹ ﻏﲑ ﻣﻘﻴﺪﺓ ﻟﺘﻌﻠﻴﻢ ﻣﻨﺎﺳﺐ ﺍﻟﺪﺭﺟﺔ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻮﺍﺩ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺣﱴ ﻳﻌﻴﺸﻮﺍ ﺣﻴﺎﺓ ﻏﻨﻴﺔ ﻭﻣﻨﺘﺠﺔ" )‪ .(TESOL ١٩٩٧:٣‬ﻭﻗﺪ ﺗﺸﻜﻠﺖ ﻫﺬﻩ‬
‫ﺍﳌﻌﺎﻳﲑ ﺣﻮﻝ ﺛﻼﺙ ﻏﺎﻳﺎﺕ ﻭﺗﺴﻌﺔ ﻣﻌﺎﻳﲑ‪ ،‬ﻭﰎ ﺗﻔﺴﲑ ﻛﻞ ﻣﻌﻴﺎﺭ ﺑﻮﺍﺳﻄﺔ ﻣﻮﺻﻔﺎﺕ ﻭﻋﻴﻨﺎﺕ ﻣﻦ‬
‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﺼﺎﻋﺪ ﻭﺻﻮﺭ ﺻﻔﻴﺔ ﻣﺼﺤﻮﺑﺔ ﲟﻨﺎﻗﺸﺎﺕ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪.(٣‬‬
‫ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ‬

‫ﳛﺘﻮﻱ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﻋﺎﺩﺓ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﻨﻮﺍﺗﺞ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻟﻠﻐﺔ ﻭﺍﻟﱵ ﻭﺻﻔﻨﺎﻫﺎ ﻓﻴﻤﺎ ﺳﺒﻖ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳌﻨﻬﺞ ﻳﺴﻌﻰ ﺇﱃ ﺃﻥ ﻳﻌﻜﺲ ﺍﻟﻘﻴﻢ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻤﺮﻛﺰ ﺣﻮﻝ‬
‫ﺍﳌﺘﻌﻠﻢ ﺃﻭ ﻧﻈﺮﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻓﺎﳌﻨﻬﺞ ﲝﺎﺟﺔ ﺇﱃ ﺗﻀﻤﲔ ﺍﻟﻨﻮﺍﺗﺞ ﺍﳌﺘﺼﻠﺔ‬
‫ﺑﺘﻠﻚ ﺍﻟﻘﻴﻢ‪ .‬ﻭﻧﻈﺮﺍ ﻷﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻨﻮﺍﺗﺞ ﺗﺘﺠﺎﻭﺯ ﳏﺘﻮﻯ ﺍﳌﻘﺮﺭ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺘﻮﺟﻪ‪ ،‬ﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻨﻮﺍﺗﺞ‬
‫ﺃﺣﻴﺎﻧﺎ ﺑﺎﺳﻢ ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ‪ .nonlanguage outcomes‬ﺃﻣﺎ ﺗﻠﻚ ﺍﻟﱵ ﺗﺼﻒ ﺧﱪﺍﺕ‬
‫ﺍﻟﺘﻌﻠﻢ ﻭﻟﻴﺲ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﻓﺘﻌﺮﻑ ﻛﺬﻟﻚ ﺑﺎﺳﻢ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ‪process‬‬
‫‪ .objectives‬ﻭﻳﺬﻛﺮ ‪ Jackson‬ﺃﻥ ﳎﻤﻮﻋﺔ ﻣﻦ ﻣﺪﺭﺳﻲ ﺍﳌﻬﺎﺟﺮﻳﻦ ﺍﻟﻜﺒﺎﺭ ﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﺍﺳﺘﻄﺎﻋﻮﺍ‬
‫ﲢﺪﻳﺪ ﲦﺎﻧﻴﺔ ﺃﺻﻨﺎﻑ ﻋﺎﻣﺔ ﻣﻦ ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﺪﺭﻳﺴﻬﻢ )‪ (Jackson ١٩٩٣:٢‬ﻭﻫﻲ‪:‬‬
‫• ﺍﻟﺪﻋﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﻌﺎﻃﻔﻲ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﻳﻌﻴﺸﻮﻥ ﻓﻴﻬﺎ‪.‬‬
‫• ﺍﻟﺜﻘﺔ‪.‬‬
‫• ﺍﻟﺪﺍﻓﻌﻴﺔ ‪.motivation‬‬
‫• ﺍﻟﻔﻬﻢ ﺍﻟﺜﻘﺎﰲ‪.‬‬
‫• ﻣﻌﺮﻓﺔ ﳏﻴﻂ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺳﺘﺮﺍﱄ‪.‬‬
‫• ﺍﻟﺘﻌﻠﻢ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫• ﺗﻮﺿﻴﺢ ﺍﻟﻐﺎﻳﺎﺕ‪.‬‬
‫• ﺗﻮﻓﺮ ﻓﺮﺹ ﻟﻼﳔﺮﺍﻁ ﰲ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻭﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬

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‫ﻭﺗﺮﺗﺒﻂ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﰲ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﲝﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺣﻘﻮﻗﻬﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﺇﺫﺍ ﱂ ﻳﺘﻢ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻓﻘﺪ ﻳﺘﻢ ﻧﺴﻴﺎ‪‬ﺎ ﺃﻭ ﲡﺎﻫﻠﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ‬
‫ﺍﳌﻨﻬﺞ‪ ،‬ﻭﻳﻌﻠﻖ ‪ (١٩٩٣:٨) Jackson‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺇﻥ ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻴﺴﺖ ﳎﺮﺩ ﻧﻮﺍﺗﺞ ﺛﺎﻧﻮﻳﺔ ﻣﺮﻏﻮﺏ ﻓﻴﻬﺎ ﺃﻭ ﺍﺧﺘﻴﺎﺭﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ .‬ﺇ‪‬ﺎ‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻟﻼﻧﺪﻣﺎﺝ ﺍﳌﺴﺘﻤﺮ ﻭﺍﳍﺎﺩﻑ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺘﻌﻠﻢ ﺑﺸﻜﻞ ﻋﺎﻡ‪ .‬ﻟﺬﺍ ﺗﻌﺪ ﺍﻟﻨﻮﺍﺗﺞ‬
‫ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﻗﻀﺎﻳﺎ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﻣﺮﺗﺒﻄﺔ ﺑﻘﻮﺓ ﺑﻘﻀﺎﻳﺎ ﺗﻮﻓﺮ ﺍﻟﻔﺮﺹ ﻭﺍﻹﻧﺼﺎﻑ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ‬
‫ﺧﻠﻔﻴﺎﺕ ﻏﲑ ﺇﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳﺼﺒﺢ ﺗﻄﻮﻳﺮ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻜﻮﻧﺎ ﻣﻬﻤﺎ ﰲ ﻣﻨﺎﻫﺞ‬
‫ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻠﻜﺒﺎﺭ‪.‬‬
‫ﻭﻳﻌﻄﻲ ‪ Jackson‬ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﰲ ﺑﺮﺍﻣﺞ ﺧﺎﺻﺔ ﺑﺎﳌﻬﺎﺟﺮﻳﻦ ﻋﻨﺪ ﻭﺻﻮﳍﻢ‪،‬‬
‫ﻭﻫﻲ ﺗﺘﺼﻞ ﺑﻔﻬﻢ ﳏﻴﻂ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺔ ﺍﶈﻠﻴﺔ )‪:(١٩٩٣:٤٥‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳉﻬﺎﺕ ﺍﶈﻠﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻘﺪﻡ ﺧﺪﻣﺎﺕ ﻟـ‪:‬‬
‫‪_١‬ﺍﻟﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ ‪.‬‬
‫‪_٢‬ﺍﻟﺘﻮﻇﻴﻒ‪.‬‬
‫‪_٣‬ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺠﻬﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫• ﻭﺿﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺨﺪﻣﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺳﻴﺎﻕ ﺍﻟﺘﺰﻭﻳﺪ ﺍﻟﺘﺮﺑﻮﻱ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ﺎ ﺧﻄﻮﺓ‬
‫ﺃﻭﻟﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻜﺒﺎﺭ ﺍﳌﺴﺘﻤﺮﺓ‪.‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﳋﺪﻣﺎﺕ ﺍﳋﺎﺻﺔ ‪/‬ﺍﻟﻌﺎﻣﺔ ﻝ‪:‬‬
‫‪_١‬ﺍﳌﻬﺎﺟﺮﻳﻦ ‪.‬‬
‫‪_٢‬ﺍﻷﻃﻔﺎﻝ ‪.‬‬
‫‪_٣‬ﺍﻟﻨﺴﺎﺀ ‪.‬‬
‫‪_٤‬ﺍﻟﺮﻳﺎﺿﺔ ﻭﺍﻻﺳﺘﺠﻤﺎﻡ ‪.‬‬
‫• ﺗﻘﺪﱘ ﺃﻧﺸﻄﺔ ﻣﻮﺟﻬﺔ ﳓﻮ ﺍﳌﻬﻤﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺰﻳﺎﺭﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﳉﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺄﻟﻔﻮﻥ ﺍﳋﺪﻣﺎﺕ‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﺭﺗﺒﺎﻁ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪‬ﻢ ﻣﻦ ﺧﻼﻝ‪:‬‬
‫‪_١‬ﺍﳉﺪﺍﺭﺓ‪.‬‬
‫‪_٢‬ﺳﻬﻮﻟﺔ ﺍﳌﻨﺎﻝ‪.‬‬

‫‪١٧٥‬‬
‫ﻭﻫﻨﺎﻙ ﺻﻨﻒ ﺁﺧﺮ ﻣﻦ ﺍﻟﻨﻮﺍﺗﺞ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺃﺣﻴﺎﻧﺎﹰ ﺍﺳﻢ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ‪ .‬ﻭﺗﺮﺗﺒﻂ‬
‫ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺑﺄﻓﻜﺎﺭ ‪ (١٩٦٦) Bruner‬ﻭ ‪ .(١٩٧٥) Stenhouse‬ﻭﻳﻘﺮﺭ‬
‫‪ Bruner‬ﺃﻥ ﺍﳌﻨﻬﺞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻠﻞ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻳﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺇﱃ ﺗﻨﻤﻴﺘﻬﺎ‪ .‬ﻭﻫﺬﻩ ﺗﺸﻤﻞ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﺘﺴﺒﻬﺎ‬
‫ﺍﻷﻃﻔﺎﻝ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻔﻜﲑ ﺍﳌﺘﺄﱐ‪ .‬ﺃﻣﺎ ‪ Stenhouse‬ﻓﻴﻘﺮﺭ ﺃﻥ ﺍﳌﻨﻬﺞ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﲡﻌﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻳﻨﺨﺮﻃﻮﻥ ﰲ ﻋﻤﻠﻴﺎﺕ ﻣﺜﻞ‪ ،‬ﺍﻟﺘﺤﻘﻴﻖ‪ ،‬ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‪،‬‬
‫ﻭﺍﻟﺘﺄﻣﻞ‪ ،‬ﻭﺍﻟﻨﻘﺎﺵ‪ ،‬ﻭﺍﻟﺘﻔﺴﲑ‪ ،‬ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﻫﻠﻢ ﺟﺮﺍﹰ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﻘﺪ ﺣﺪﺩ ﻛﻞ ﻣﻦ‬
‫‪ Hanley‬ﻭ ‪ Whitla‬ﻭ ‪ Moss‬ﻭ ‪ Walter‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﺪﻭﺭﺓ ﻋﻨﻮﺍ‪‬ﺎ "ﺍﻟﺮﺟﻞ‪ :‬ﺩﻭﺭﺓ‬
‫ﺩﺭﺍﺳﻴﺔ" ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﻟﻠﺒﺪﺀ ﰲ ﻋﻤﻠﻴﺔ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻋﻨﺪ ﺍﻟﺼﻐﺎﺭ ﻭﺗﻨﻤﻴﺘﻬﺎ‪.‬‬
‫• ﻟﺘﺪﺭﻳﺲ ﻣﻨﻬﺠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﲝﻴﺚ ﳝﻜﻦ ﻟﻸﻃﻔﺎﻝ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫• ﳌﺴﺎﻋﺪﺓ ﺍﻟﺼﻐﺎﺭ ﰲ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻷﻭﻟﻴﺔ ﻛﺄﺩﻟﺔ ﲝﻴﺚ ﳝﻜﻦ‬
‫ﻣﻦ ﺧﻼﳍﺎ ﺗﻄﻮﻳﺮ ﻓﺮﺿﻴﺎﺕ ﻭﺍﺳﺘﻨﺒﺎﻁ ﻧﺘﺎﺋﺞ‪.‬‬
‫• ﻹﺟﺮﺍﺀ ﻣﻨﺎﻗﺸﺎﺕ ﺻﻔﻴﺔ ﲝﻴﺚ ﻳﺘﻌﻠﻢ ﺍﻟﺼﻐﺎﺭ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻵﺧﺮﻳﻦ ﻭﻛﺬﺍ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺁﺭﺍﺋﻬﻢ‪.‬‬
‫• ﺇﺿﻔﺎﺀ ﺍﻟﺸﺮﻋﻴﺔ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺑﺈﻗﺮﺍﺭ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﳌﻔﺘﻮﺣﺔ ﻭﺩﻋﻤﻬﺎ‪ ،‬ﺣﻴﺚ ﻻ ﺗﻮﺟﺪ ﺇﺟﺎﺑﺎﺕ‬
‫ﻗﺎﻃﻌﺔ ﻟﻜﺜﲑ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪.‬‬
‫• ﻟﺘﺸﺠﻴﻊ ﺍﻷﻃﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺄﻣﻞ ﰲ ﺧﱪﺍ‪‬ﻢ‪.‬‬
‫• ﻻﺑﺘﻜﺎﺭ ﺩﻭﺭ ﺟﺪﻳﺪ ﻟﻠﻤﺪﺭﺱ ﺍﻟﺬﻱ ﻳﺼﺒﺢ ﻣﺼﺪﺭﺍ ﻭﻟﻴﺲ ﺳﻠﻄﺔ‪.‬‬
‫)‪(Hanley et al. ١٩٧٠:٥‬‬
‫ﻭﻗﺪ ﺍﻗﺘﺮﺡ ﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ ﺃﻻ ﺣﺎﺟﺔ ﻟﻠﺘﺤﺪﻳﺪ ﺍﳌﻔﺼﻞ ﻟﻸﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻣﻊ ﻫﺬﺍ ﺍﳌﺬﻫﺐ‪ ،‬ﻭﺑﺪﻻﹰ ﻣﻦ‬
‫ﺫﻟﻚ ﳛﺪﺩ ﺍﳌﻨﻬﺞ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺪﺭﺳﻪ ﺍﻟﻄﻼﺏ ﻭﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﻳﻨﺨﺮﻃﻮﺍ ﻓﻴﻬﺎ‬
‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﶈﺘﻮﻯ‪ .‬ﻭﻳﺸﺮﺡ ‪ (١٩٧٥) Stenhouse‬ﺫﻟﻚ ﻓﻴﻘﻮﻝ‪:‬‬
‫ﱂ ﻳﺼﻤﻢ ]ﺍﳌﻨﻬﺞ[ ﺑﻨﺎﺀ ﻋﻠﻰ ﲢﺪﻳﺪ ﻣﺴﺒﻖ ﻟﻸﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﺑﻞ ﻫﻨﺎﻙ ﺑﺎﻟﻄﺒﻊ ﺗﻐﲑﺍﺕ ﲢﺪﺙ ﰲ‬
‫ﺍﻟﻄﻼﺏ ﻧﺘﻴﺠﺔ ﻟﻠﺪﻭﺭﺓ‪ ،‬ﻭﻟﻜﻦ ﺃﻛﺜﺮ ﺍﻟﺘﻐﲑﺍﺕ ﻗﻴﻤﺔ ﻟﻴﺴﺖ ﻣﺘﻮﻗﻌﺔ ﺑﺸﻜﻞ ﻣﻔﺼﻞ‪ ،‬ﻓﻘﻮﺓ ﺍﳌﻨﻬﺞ‬
‫ﻭﺇﻣﻜﺎﻧﻴﺎﺗﻪ ﻻﳝﻜﻦ ﺃﻥ ﺗﺘﺤﻜﻢ ‪‬ﺎ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻷﻥ ﺍﳌﻨﻬﺞ ﻣﺆﺳﺲ ﻋﻠﻰ ﺍﻟﻔﻜﺮﺓ ﺍﻟﱵ ﺗﺮﻯ ﺃﻥ ﺍﳌﻌﺮﻓﺔ‬
‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺗﺄﻣﻠﻴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻏﲑ ‪‬ﺎﺋﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻨﻮﺍﺗﺞ ﺍﻟﱵ ﳛﻘﻘﻬﺎ ﺍﻟﻄﺎﻟﺐ ﺇﺫﺍ ﺃﺭﻳﺪ ﻟﻪ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﺫﺍ ﺷﺄﻥ‪.‬‬

‫‪١٧٦‬‬
‫ﺗﺸﲑ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﻟﻮﺍﻗﻌﺔ ﺿﻤﻦ ﻓﺌﺔ )ﺗﻌﻠﻢ ﻛﻴﻒ ﺗﺘﻌﻠﻢ( ﺇﱃ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺣﻴﺚ ﺗﺮﻯ‬
‫ﻧﻈﺮﻳﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺃﻥ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻳﺘﻀﻤﻦ‪:‬‬
‫• ﺗﻄﻮﻳﺮ ﳎﻤﻮﻋﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ‬
‫ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺃﻱ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪.‬‬
‫• ﺍﺧﺘﻴﺎﺭ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﻨﺎﺳﺒﺔ ﳌﻬﻤﺎﺕ ﳐﺘﻠﻔﺔ‪.‬‬
‫• ﻣﺮﺍﻗﺒﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﳌﺘﺎﺑﻌﺔ ﻓﻌﺎﻟﻴﺘﻬﺎ‪ ،‬ﻭﻣﺮﺍﺟﻌﺘﻬﺎ ﺃﻭ ﺍﺳﺘﺒﺪﺍﳍﺎ ﻋﻨﺪ ﺍﻟﻀﺮﻭﺭﺓ‪.‬‬
‫ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻛﺜﲑﺓ ﻣﻦ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺗﻨﺎﺳﺐ ﳎﻤﻮﻋﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ‪،‬‬
‫ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻳﺸﻤﻞ ﻭﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﳌﻨﻬﺞ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻮﻃﲏ ﰲ ﺑﻠﺪ ﺗﻌﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻣﺎﻳﻠﻲ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﻟﻠﺪﻭﺭﺓ ﺃﻥ ﺗﻨﻤﻲ ﻭﻋﻲ ﺍﻟﻄﻼﺏ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺩﻭﺭﻫﻢ ﺑﻮﺻﻔﻬﻢ ﻣﺘﻌﻠﻤﲔ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ‬
‫ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪_١‬ﻃﺮﻕ ﺗﻨﻈﻴﻢ ﺍﻟﺘﻌﻠﻢ ﻭﺗﻘﺴﻴﻢ ﻣﻬﻤﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺇﱃ ﻣﻬﻤﺎﺕ ﻓﺮﻋﻴﺔ ﺃﺻﻐﺮ‪.‬‬
‫‪_٢‬ﺟﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺄﻟﻔﻮﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺮﺍﺟﻊ ﺍﳌﺼﻤﻤﺔ ﳌﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺴﺘﻘﻞ‬
‫‪)independent learning‬ﻣﺜﻞ ﺍﳌﻌﺎﺟﻢ ﻭﻛﺘﺐ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺃﺩﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ (‪.‬‬
‫‪_٣‬ﺍﻟﻮﻋﻲ ﺑﺄﺳﺎﻟﻴﺐ ﺗﻌﻠﻤﻬﻢ ﻭﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻟﺪﻳﻬﻢ‪.‬‬
‫‪_٤‬ﺟﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺄﻟﻔﻮﻥ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﻔﻴﺪﺓ ﳍﻢ ﻋﻠﻰ‬
‫ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪.‬‬
‫‪_٥‬ﺍﻟﻮﻋﻲ ﺑﻄﺒﻴﻌﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻔﻌﺎﻟﺔ ﻭﻏﲑ ﺍﻟﻔﻌﺎﻟﺔ‪.‬‬
‫‪_٦‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻣﺮﺍﻗﺒﺔ ‪ monitor‬ﺗﻘﺪﻣﻬﻢ ﰲ ﺍﻟﺘﻌﻠﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﻟﻮﺿﻊ ﺃﻫﺪﺍﻑ ﺫﺍﺗﻴﺔ ﻣﻦ ﺃﺟﻞ‬
‫ﺍﻟﺘﺤﺴﲔ ﺍﻟﻠﻐﻮﻱ‪.‬‬
‫ﻭﻳﻌﻄﻲ ‪ (١٩٩٣:٤١) Jackson‬ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﳌﺼﻤﻤﺔ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺗﻄﻮﻳﺮ ﺃﻧﻮﺍﻉ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ‪ .‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺘﻄﻮﻳﺮ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﺘﻨﻈﻴﻢ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ‬
‫ﺑﻔﻌﺎﻟﻴﺔ‪:‬‬
‫• ﺗﻮﻋﻴﺔ ﺍﻟﻄﻼﺏ ﲟﻔﻬﻮﻡ ﺗﻮﺯﻳﻊ ﺍﻟﻮﻗﺖ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺑﺸﻜﻞ ﺻﺮﻳﺢ‪.‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﻭﻗﺎﺕ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﺍﳌﺪﻯ ﺍﻟﺰﻣﲏ ﻟﻠﺪﺭﺍﺳﺔ ﺍﳌﱰﻟﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻔﺮﺩﻳﺔ ‪ individual study‬ﰲ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻢ ‪.learning center‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺗﻮﺯﻳﻊ ﻭﻗﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﺍﻷﻭﻟﻮﻳﺎﺕ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻷﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴﺔ‬
‫ﺍﻷﺧﺮﻯ ﻭﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺍﻟﻌﺎﺋﻠﻴﺔ‪.‬‬

‫‪١٧٧‬‬
‫• ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﻭﺿﻊ ﺟﺪﻭﻝ ﺯﻣﲏ ﻳﻮﻣﻲ‪/‬ﺃﺳﺒﻮﻋﻲ ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬
‫ﻭﻳﺸﻤﻞ ﻣﻘﺮﺭ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺳﻨﻐﺎﻓﻮﺭﺓ )‪ ( ١٩٩١‬ﻋﺪﺩﺍ ﻣﻦ ﻓﺌﺎﺕ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﳋﺎﺻﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﺍﻟﱵ ﳝﻜﻦ ﻭﺻﻔﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪thinking skills‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺪﻭﺭﺓ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‪:‬‬
‫• ﺍﺳﺘﻜﺸﺎﻑ ﻓﻜﺮﺓ ﺃﻭ ﻣﻮﻗﻒ ﺃﻭ ﺣﻞ ﻣﻘﺘﺮﺡ ﻟﻐﺮﺽ ﻣﻌﲔ‪.‬‬
‫• ﺍﻟﺘﻔﻜﲑ ﺑﺸﻜﻞ ﺇﺑﺪﺍﻋﻲ ﻟﺘﻮﻟﻴﺪ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺇﳚﺎﺩ ﻣﻌﺎﻥ ﻣﺒﺘﻜﺮﺓ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻌﻼﻗﺎﺕ‪.‬‬
‫• ﲢﻠﻴﻞ ﻓﻜﺮﺓ ﺃﻭ ﻣﻮﻗﻒ ﺃﻭ ﺗﻘﻮﳝﻬﺎ ﺃﻭ ﺣﻞ ﻣﻘﺘﺮﺡ ﻟﻐﺮﺽ ﻣﻌﲔ‪.‬‬
‫‪learning how to learn‬ﺗﻌﻠﻢ ﻛﻴﻒ ﺗﺘﻌﻠﻢ‬

‫• ﺗﻄﺒﻴﻖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻜﺘﺒﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫• ﲢﻤﻞ ﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺘﻌﻠﻤﻬﻢ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫• ﺗﻘﺪﻳﺮ ﺃﻥ ﻫﻨﺎﻙ ﺿﺮﻭﺑﺎﹰ ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺗﻌﻜﺲ ﺛﻘﺎﻓﺎﺕ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﳓﻮ‬
‫ﻣﻨﺎﺳﺐ ﻭﺩﻗﻴﻖ ﰲ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫• ﺗﺒﲏ ﺗﻮﺟﻪ ﻧﺎﻗﺪ ﻭﻟﻜﻨﻪ ﻟﻴﺲ ﺳﻠﺒﻴﺎﹰ ﳓﻮ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻘﻴﻢ ﺍﻟﱵ ﺗﻌﻜﺴﻬﺎ ﺍﻟﻨﺼﻮﺹ ﺍﶈﻜﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ‬
‫ﻣﻦ ﺃﺻﻮﻝ ﳏﻠﻴﺔ ﻭﺃﺟﻨﺒﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﻗﺎﻡ ﺍ‪‬ﻠﺲ ﺍﻷﻣﺮﻳﻜﻲ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﻣﻌﺎﻳﲑﻩ ﺍﻟﻮﻃﻨﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬
‫)‪)(١٩٩٦‬ﻭﻫﻮ ﺟﺰﺀ ﻣﻦ ﺣﺮﻛﺔ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﺎ( ﺑﺘﺤﺪﻳﺪ ﻋﺪﺩ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﻟﻠﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺘﺼﻞ ﺑﻔﻠﺴﻔﺔ ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻣﺜﻞ‪:‬‬
‫• ﻳﻈﻬﺮ ﺍﻟﻄﻼﺏ ﺇﺩﺭﺍﻛﺎﹰ ﳌﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺪﺭﻭﺳﺔ ﻭﺛﻘﺎﻓﺘﻬﻢ‪.‬‬
‫• ﻳﻜﺘﺴﺐ ﺍﻟﻄﻼﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻳﺪﺭﻛﻮﻥ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺘﺒﺎﻳﻨﺔ ﻭﺍﳌﺘﻮﻓﺮﺓ ﻓﻘﻂ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻭ ﺛﻘﺎﻓﺎ‪‬ﺎ‪.‬‬

‫‪١٧٨‬‬
‫ﺇﻥ ﲣﻄﻴﻂ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﻟﻠﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺮﺗﺒﻂ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺑﻌﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺳﻴﻜﻮﻥ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻄﻮﻳﺮ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ﻭﺗﻨﻈﻴﻤﻪ‪.‬‬

‫‪.١‬ﺍﺧﺘﺮ ﺃﺣﺪ ﳏﻴﻄﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﺗﻌﺮﻓﻬﺎ ﰒ ﺣﺪﺩ ﺍﻷﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺗﺸﻜﻞ ﺃﺳﺎﺱ ﺍﳌﻨﻬﺞ‬
‫ﺍﳌﺴﺘﺨﺪﻡ‪ ،‬ﰒ ﺑﲔ ﻫﻞ ﻫﻨﺎﻙ ﻗﺼﻮﺭ ﰲ ﻫﺬﻩ ﺍﻹﻳﺪﻳﻮﻟﻮﺟﻴﺔ؟‬
‫‪.٢‬ﻣﺎ ﺍﻟﻘﺼﻮﺭ ﺍﻟﺬﻱ ﻗﺪ ﻳﺘﻀﻤﻨﻪ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫‪.٣‬ﻛﻴﻒ ﺃﺛﺮﺕ ﻓﻠﺴﻔﺔ ﺍﻟﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﻣﺬﺍﻫﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ؟ ﻭﺇﱃ ﺃﻱ‬
‫ﺷﻲﺀ ﺗﻌﺪ ﻫﺬﻩ ﺍﻟﻔﻠﺴﻔﺔ ﺭﺩﺓ ﻓﻌﻞ؟‬
‫‪.٤‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﻣﻦ ﺍﳌﻨﺎﺳﺐ ﺃﻥ ﻳﺴﻌﻰ ﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺇﱃ ﲤﻜﲔ ﺍﻟﻄﻼﺏ؟ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﻮﺍﺏ ﺑﻨﻌﻢ‪ ،‬ﻓﺎﺫﻛﺮ‬
‫ﺑﻌﺾ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﺗﺸﻜﻞ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﳏﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﺲ؟‬
‫‪.٥‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗﻌﺪ ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻗﻀﻴﺔ ﻣﺄﺧﻮﺫﺓ ﺑﺎﳊﺴﺒﺎﻥ ﰲ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ؟ ﻭﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﻗﻀﻴﺔ ﻣﺄﺧﻮﺫﺓ ﺑﺎﳊﺴﺒﺎﻥ‪ ،‬ﻛﻴﻒ ﳝﻜﻦ ﻣﻌﺎﳉﺘﻬﺎ ﰲ ﺍﳌﻨﻬﺞ؟‬
‫‪.٦‬ﻣﺎ ﺍﳌﺬﻫﺐ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﲣﻄﻴﻂ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ‪ ،‬ﻭﻣﺎ ﻣﺪﻯ ﻓﺎﻋﻠﻴﺘﻪ؟‬
‫‪.٧‬ﺃﻋﻂ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺪﻭﺭﺗﲔ ﺍﻟﺘﺎﻟﻴﺘﲔ‪:‬‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬
‫ﺩﻭﺭﺓ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻄﻼﺏ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‬
‫‪.٨‬ﺃﻋﺪ ﺻﻴﺎﻏﺔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﺎﻟﻴﺔ ﲝﻴﺚ ﺗﺼﻒ ﺗﻐﲑﺍﺕ ﲢﺪﺙ ﰲ ﺍﳌﺘﻌﻠﻤﲔ‪:‬‬
‫ﺳﻮﻑ ﻳﺪﺭﺱ ﺍﻟﻄﻼﺏ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺳﻮﻑ ﻳﻄﻮﺭ ﺍﻟﻄﻼﺏ ﻧﻄﻘﻬﻢ‬
‫‪.٩‬ﻗﻢ ﺑﺼﻴﺎﻏﺔ ﲬﺴﺔ ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﳍﺪﻑ ﺍﻟﻌﺎﻡ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺳﻮﻑ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﻛﻴﻒ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻮﺍﺻﻞ ﺍﳌﻜﺘﱯ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫‪.١٠‬ﺍﻧﻈﺮ ﺇﱃ ﻗﻮﺍﺋﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﶈﺎﺩﺛﺔ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،٢‬ﰒ ﻗﻢ ﺑﺼﻴﺎﻏﺔ ﺛﻼﺛﺔ‬
‫ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺄﻱ ﻣﻬﺎﺭﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺪﺭﺟﺔ‪.‬‬
‫‪.١١‬ﻗﻢ ﺑﺈﻋﺪﺍﺩ ﺃﻭﺻﺎﻑ ﻟﻠﻜﻔﺎﻳﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻷﺩﺍﺀ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﱵ ﺗﻌﺪ ﺟﺰﺀﺍﹰ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬
‫ﰲ ﺑﺮﻧﺎﻣﺞ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﳐﺼﺺ ﳌﻮﻇﻔﻲ ﺍﻟﻔﻨﺎﺩﻕ‪:‬‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺩﺧﻮﻝ ﺍﻟﻔﻨﺪﻕ ﻷﺣﺪ ﺍﻟﺰﺑﺎﺋﻦ‬
‫ﺃﺧﺬ ﻃﻠﺒﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ ﰲ ﻣﻄﻌﻢ‬

‫‪١٧٩‬‬
‫ﺍﻟﺮﺩ ﻋﻠﻰ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺍﻟﺴﻴﺎﺡ ﰲ ﻣﻜﺘﺐ ﺳﻴﺎﺣﻲ‬

‫‪.١٢‬ﻧﺎﻗﺶ ﺃﺣﺪ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﺗﻌﺮﻓﻬﺎ ﰒ ﺣﺪﺩ ﺑﻌﺾ ﺍﻟﻨﻮﺍﺗﺞ ﻏﲑ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻬﻤﺔ ﰲ ﺫﻟﻚ‬
‫ﺍﻟﺴﻴﺎﻕ‪.‬‬
‫‪.١٣‬ﻧﺎﻗﺶ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﺍﳌﻌﺎﻳﲑ ﰲ ﲣﻄﻴﻂ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ ‪ ١‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ‬

‫ﻟﻘﺪ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺻﻴﻐﺔ ﻣﺸﻬﻮﺭﺓ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺗﻌﺮﻑ ﺑﺎﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ ﰲ ﺍﻟﻮﻗﺖ‬
‫ﺍﻟﺬﻱ ﻇﻬﺮ ﻓﻴﻪ ﻣﺬﻫﺐ ﺍﻷﻧﻈﻤﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﺮﺑﻮﻱ )ﻭﻛﻠﻤﺔ ﺳﻠﻮﻙ ﻫﻨﺎ ﺗﺸﲑ ﺇﱃ ﺍﻷﺩﺍﺀ ﻭﻟﻴﺲ ﳍﺎ‬
‫ﻋﻼﻗﺔ ﺑﻌﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺴﻠﻮﻛﻲ(‪ .‬ﻭﺗﺼﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ ﻋﻦ ﻃﺮﻳﻖ ﺇﺿﺎﻓﺔ ﺧﻄﻮﺓ‬
‫ﻭﺍﺣﺪﺓ ﻣﺘﺠﺎﻭﺯﺓ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﻮﻙ ﺇﺟﺮﺍﺋﻴﺎ‪ .‬ﻭﻗﺪ ﻭﺻﻒ ‪Mager‬‬
‫)‪ (١٩٧٥‬ﰲ ﻭﺭﻗﺔ ﺗﻘﻠﻴﺪﻳﺔ ﺛﻼﺛﺔ ﻣﻜﻮﻧﺎﺕ ﻟﻮﺻﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ‪:‬‬
‫• ﺍﻷﺩﺍﺀ ‪ :‬ﻳﺼﻒ ﺍﳍﺪﻑ ﻣﺎ ﻫﻮ ﻣﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺘﻌﻠﻢ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﻋﻤﻠﻪ‪.‬‬
‫• ﺍﻟﺸﺮﻭﻁ‪ :‬ﻳﺼﻒ ﺍﳍﺪﻑ ﺍﻟﺸﺮﻭﻁ ﺍﳌﻬﻤﺔ )ﺇﻥ ﻭﺟﺪﺕ( ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﳛﺪﺙ ﻓﻴﻬﺎ ﺍﻷﺩﺍﺀ‪.‬‬
‫• ﺍﳌﻌﻴﺎﺭ‪ :‬ﻳﺼﻒ ﺍﳍﺪﻑ‪ ،‬ﻛﻠﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﳑﻜﻨﺎ‪ ،‬ﻣﻌﻴﺎﺭ ﺍﻷﺩﺍﺀ ﺍﳌﻘﺒﻮﻝ‪ ،‬ﻭﺍﺻﻔﺎ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﳚﺐ‬
‫ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻓﻴﻬﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﻣﺎ ﻳﻄﻠﺐ ﻣﻨﻪ ﺣﱴ ﻳﻌﺪ ﺃﺩﺍﺅﻩ ﻣﻘﺒﻮﻻ‪.‬‬
‫ﻭﻳﻘﺘﺮﺡ ‪ Findlay‬ﻭ ‪ (١٩٨٠:٢٢٥-٢٢٦) Nathan‬ﺃﻧﻪ ﳚﺐ ﺃﻥ ﺗﺸﺘﻤﻞ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ‬

‫ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻳﺘﺤﻘﻖ ﻣﻌﻴﺎﺭ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﻟﻠﺴﻠﻮﻙ‪:‬‬
‫‪_١‬ﺍﻟﻄﺎﻟﺐ ﺑﻮﺻﻔﻪ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫‪_٢‬ﻓﻌﻞ ﻋﻤﻠﻲ ﻳﻌﺮﻑ ﺍﻟﺴﻠﻮﻙ ﺃﻭ ﺍﻷﺩﺍﺀ ﺍﻟﺬﻱ ﳚﺐ ﺗﻌﻠﻤﻪ‪.‬‬
‫‪_٣‬ﺷﺮﻭﻁ ﺳﻮﻑ ﻳﻈﻬﺮ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺧﻼﳍﺎ ﻣﺎ ﺗﻌﻠﻤﻪ‪.‬‬
‫‪_٤‬ﺣﺪ ﺃﺩﱏ ﻣﻦ ﺍﻷﺩﺍﺀ ﻣﻄﻠﻮﺏ ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻛﻤﺎ ﻫﻮ ﳏﺪﺩ ﺑﻮﺍﺳﻄﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻗﻴﺎﺱ ﻣﻌﻴﺎﺭﻳﺔ‬
‫ﺍﳌﺮﺟﻊ‪.‬‬

‫‪١٨٠‬‬
‫ﺇﻥ ﺍﻟﻔﺮﻕ ﺍﻟﺮﺋﻴﺲ ﺑﲔ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻛﻤﺎ ﻧﺎﻗﺸﻨﺎ ﺳﺎﺑﻘﺎ‪ ،‬ﻫﻮ ﺇﺿﺎﻓﺔ ﺑﻴﺎﻧﺎﺕ‬
‫ﺍﻟﺸﺮﻭﻁ ﻭﺍﳌﻌﻴﺎﺭ‪ ،‬ﻓﺒﻴﺎﻥ ﺍﻟﺸﺮﻭﻁ ﻫﻮ ﳏﺎﻭﻟﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﻳﻈﻬﺮ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺧﻼﳍﺎ ﻣﺎ ﺗﻌﻠﻤﻪ‪.‬‬
‫ﻓﻌﻨﺪ ﻋﺮﺽ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﺗﻌﻠﻢ ‪‬ﺎ ﺍﻟﻄﺎﻟﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻌﺒﲑﺍﺕ ﲢﺎﺩﺛﻴﺔ ﻣﻌﻴﻨﺔ ﻣﺜﻼ‪ ،‬ﻓﺎﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﻫﻨﺎ‬
‫ﻫﻲ‪ :‬ﻫﻞ ﺳﻮﻑ ﻳﺘﻢ ﺗﻮﺿﻴﺢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﻞﺀ ﺍﻟﻔﺮﺍﻏﺎﺕ ﰲ ﺣﻮﺍﺭ ﻣﻐﻠﻖ؟ ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﳌﺸﺎﺭﻛﺔ ﰲ‬
‫ﻣﺒﺎﺩﻻﺕ ﻣﻜﻮﻧﺔ ﻣﻦ ﺳﺆﺍﻝ ﻭﺟﻮﺍﺏ؟ ﺃﻭ ﻣﻦ ﺧﻼﻝ ﲤﺜﻴﻞ ﺍﻟﺪﻭﺭ؟ ﺃﻣﺎ ﺑﻴﺎﻥ ﺍﳌﻌﻴﺎﺭ ﻓﻴﺼﻒ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ‬
‫ﳚﺐ ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ ﺃﻥ ﻳﺆﺩﻱ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ‪ .‬ﻓﻬﻞ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻣﺜﻼ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ‬
‫ﻋﻠﻰ ﺇﻛﻤﺎﻝ ﺍﳌﻬﻤﺔ ﺿﻤﻦ ﻭﻗﺖ ﳏﺪﺩ‪ ،‬ﺃﻭ ﺿﻤﻦ ﺣﺪ ﺃﺩﱏ ﻣﻦ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﺃﻭ ﺿﻤﻦ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ‬
‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﻔﻬﻢ؟ ﻭﻫﺬﻩ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻟﱪﻧﺎﻣﺞ ﻋﺎﻡ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﻟﻐﺔ ﺛﺎﻧﻴﺔ )‪: (Findlay and Nathan ١٩٨٠:٢٢٦‬‬
‫• ﻋﻨﺪﻣﺎ ﻳﺘﻠﻘﻰ ﺍﳌﺘﻌﻠﻢ ]ﺍﻟﻄﺎﻟﺐ ﺑﻮﺻﻔﻪ ﻣﻮﺿﻮﻋﺎﹰ[ ﻃﻠﺒﺎ ﺷﻔﻮﻳﺎ ]ﺷﺮﻁ[ ﺳﻮﻑ ﻳﻘﻮﻝ ]ﻋﻤﻞ ﳛﺪﺩ‬
‫ﺍﻟﺴﻠﻮﻙ[ ﺍﲰﻪ ﻭﻋﻨﻮﺍﻧﻪ ﻭﺭﻗﻢ ﻫﺎﺗﻔﻪ ﺇﱃ ﻧﺎﻃﻖ ﺃﺻﻠﻲ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﻳﻘﻮﻡ ﺑﺘﻬﺠﺌﺔ ﺍﲰﻪ ﻭﺍﻟﺸﺎﺭﻉ‬
‫ﻭﺍﳌﺪﻳﻨﺔ ﺍﻟﱵ ﻳﻌﻴﺶ ﻓﻴﻬﺎ ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﻛﺘﺎﺑﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﺴﺒﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﺗﺼﻞ ﺇﱃ ‪%١٠٠‬‬
‫]ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ[‪.‬‬
‫• ﻋﻨﺪ ﺇﻋﻄﺎﺋﻪ ﺇﺭﺷﺎﺩﺍﺕ ﺷﻔﻮﻳﺔ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤﻞ ﺣﺮﻛﻲ ﻣﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻊ ﺧﻄﻮﺍﺕ‪ ،‬ﺳﻮﻑ ﻳﺘﺒﻊ‬
‫ﺍﳌﺘﻌﻠﻢ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺑﻨﺴﺒﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﺗﺼﻞ ﺇﱃ ‪.% ١٠٠‬‬
‫ﺇﻥ ﺻﻴﺎﻏﺔ ﺃﻫﺪﺍﻑ ﺳﻠﻮﻛﻴﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ‪ ،‬ﺃﻛﺜﺮ ﺻﻌﻮﺑﺔ ﻣﻦ ﺻﻴﺎﻏﺔ ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ ﺑﺴﻴﻄﺔ ﻛﻤﺎ‬
‫ﻭﺿﺤﻨﺎ ﺫﻟﻚ ﺳﺎﺑﻘﺎﹰ‪ ،‬ﻭﺭﲟﺎ ﳍﺬﺍ ﺍﻟﺴﺒﺐ ﱂ ﺗﺴﺘﺨﺪﻡ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﳑﺎ ﺟﻌﻞ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﳋﺎﺻﺔ ﺑﺼﻴﻐﺘﻬﺎ ﺍﻷﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ‪ ،‬ﻛﻤﺎ ﻭﺿﺤﻨﺎ ﺫﻟﻚ ﺳﺎﺑﻘﺎﹰ‪ ،‬ﺗﻘﺪﻡ ﰲ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻈﺮﻭﻑ ﺇﺭﺷﺎﺩﺍﺕ ﻛﺎﻓﻴﺔ‬
‫ﻟﺘﺨﻄﻴﻂ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ ‪ ٢‬ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﶈﺎﺩﺛﺔ‬

‫‪.١‬ﻣﺜﺎﻝ ﻋﻠﻰ ﺗﺼﻨﻴﻒ ﺍﳌﻬﺎﺭﺍﺕ ﰲ ﳎﺎﻝ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ )ﻣﻦ ‪.(Brindley ١٩٩٧‬‬
‫‪ ١‬ﺗﻮﺟﻴﻪ ﺍﻟﺬﺍﺕ ﳓﻮ ﻧﺺ ﳏﻜﻲ‪.‬‬
‫‪ ١ .١‬ﲢﺪﻳﺪ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﻨﺺ ﺍﶈﻜﻲ‪/‬ﺃﻭ ﻧﻮﻉ ﺍﻟﻨﺺ ﺍﻟﻜﻼﻣﻲ‪.‬‬
‫‪ ٢ .١‬ﲢﺪﻳﺪ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫‪ ٣ .١‬ﲢﺪﻳﺪ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﺸﺎﺭﻛﲔ )ﻣﺜﻞ ﺃﻋﻠﻰ‪/‬ﺃﺩﱏ(‪.‬‬
‫‪ ٢‬ﲢﺪﻳﺪ ﺍﻷﻓﻜﺎﺭ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻨﺺ ﺍﶈﻜﻲ‪.‬‬

‫‪١٨١‬‬
‫‪ ١٠٢‬ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻷﻓﻜﺎﺭ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﺘﻔﺼﻴﻼﺕ ﺍﳌﺴﺎﻧﺪﺓ‪.‬‬

‫‪ ٢٠٢‬ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳊﻘﻴﻘﺔ ﻭﺍﳌﺜﺎﻝ‪.‬‬
‫‪ ٣٠٢‬ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳊﻘﻴﻘﺔ ﻭﺍﻟﺮﺃﻱ ﻋﻨﺪﻣﺎ ﻳﻌﻠﻦ ﻋﻨﻪ ﺻﺮﺍﺣﺔ ﰲ ﺍﻟﻨﺺ‪.‬‬
‫‪٣‬ﺍﺳﺘﺨﻼﺹ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻨﺺ ﺍﶈﻜﻲ‪.‬‬

‫‪ ١٠٣‬ﺍﺳﺘﺨﻼﺹ ﺗﻔﺼﻴﻼﺕ ﺭﺋﻴﺴﺔ ﻣﻌﻠﻦ ﻋﻨﻬﺎ ﺻﺮﺍﺣﺔ ﰲ ﺍﻟﻨﺺ‪.‬‬
‫‪ ٢٠٣‬ﲢﺪﻳﺪ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺮﺋﻴﺴﺔ‪.‬‬
‫‪٤‬ﻓﻬﻢ ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ ﻭﺗﻨﻈﻴﻤﻪ‪.‬‬

‫‪١٠٤‬ﻣﺘﺎﺑﻌﺔ ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ‪.‬‬
‫‪ ٢٠٤‬ﲢﺪﻳﺪ ﻭﺍﲰﺎﺕ ﺍﳋﻄﺎﺏ‪/‬ﺃﻭ ﻭﺍﲰﺎﺕ ﺍﻟﺘﻤﺎﺳﻚ ﺍﻟﺮﺋﻴﺴﺔ‪.‬‬
‫‪ ٣٠٤‬ﺗﺘﺒﻊ ﺗﻄﻮﺭ ﺍﳌﻨﺎﻗﺸﺔ‪.‬‬
‫‪ ٥‬ﻓﻬﻢ ﺍﳌﻌﲎ ﻏﲑ ﺍﳌﻌﻠﻦ ﻋﻨﻪ ﺻﺮﺍﺣﺔ‪.‬‬
‫‪١٠٥‬ﺭﺑﻂ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺑﺎﻟﺴﻴﺎﻕ ﺍﻻﺟﺘﻤﺎﻋﻲ‪/‬ﺍﳌﻮﻗﻔﻲ‪.‬‬
‫‪٢٠٥‬ﲢﺪﻳﺪ ﺗﻮﺟﻬﺎﺕ ﺍﳌﺘﻜﻠﻢ‪/‬ﻭﺣﺎﻟﺘﻪ ﺍﻟﻌﺎﻃﻔﻴﺔ‪.‬‬
‫‪٣٠٥‬ﺇﺩﺭﺍﻙ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻷﳕﺎﻁ ﺍﻟﻨﱪ‪/‬ﺍﻟﺘﻨﻐﻴﻢ‪.‬‬
‫‪٤٠٥‬ﺇﺩﺭﺍﻙ ﻗﺼﺪ ﺍﳌﺘﻜﻠﻢ ﻏﲑ ﺍﳌﻌﱪ ﻋﻨﻪ‪.‬‬
‫‪٥٠٥‬ﺍﺳﺘﺨﺮﺍﺝ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺍﳌﺄﻟﻮﻓﺔ‪.‬‬
‫‪٦٠٥‬ﺗﻘﻮﱘ ﻛﻔﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ‪.‬‬
‫‪٧٠٥‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳋﻄﺎﺏ ﻟﻠﻘﻴﺎﻡ ﺑﺘﻨﺒﺆ ﻣﻌﻘﻮﻝ‪.‬‬
‫‪ ٢‬ﻣﺜﺎﻝ ﻋﻠﻰ ﻭﺻﻒ ﻣﻬﺎﺭﺍﺕ ﺍﶈﺎﺩﺛﺔ*‪.‬‬

‫• ﺃﺧﺬ ﺍﻟﺪﻭﺭ‪.‬‬
‫• ﺇﻋﻄﺎﺀ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﻭﺍﻟﺮﺩ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫• ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﶈﺎﺩﺛﺎﺕ‪.‬‬
‫• ﺍﻟﺒﺪﺀ ﺑﺎﶈﺎﺩﺛﺎﺕ‪.‬‬
‫• ﺇ‪‬ﺎﺀ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫*ﻣﻘﺘﻄﻒ أﻋﯿﺪت ﻃﺒﺎﻋﺘﮫ ﻣﻦ ‪ Focus on Speaking‬إﻋﺪاد ‪ A.Burns‬و ‪ (١٩٩٧) H.Joyce‬ﻣﻊ اﻹذن ﺑﻨﺸﺮه ﻣﻦ اﻟﻤﺮﻛﺰ اﻟﻮﻃﻨﻲ‬
‫ﻟﺘﺪرﯾﺲ اﻹﻧﺠﻠﯿﺰﯾﺔ واﻟﺒﺤﻮث )‪ (NCELTR‬أﺳﺘﺮاﻟﯿﺎ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﺎﻛﻮﯾﺮ‪.‬‬

‫‪١٨٢‬‬
‫• ﲣﻤﲔ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺍﳌﺄﻟﻮﻓﺔ‪.‬‬

‫• ﺍﻟﺴﻌﻲ ﻟﻠﺘﻮﺿﻴﺢ‪.‬‬
‫• ﻃﻠﺐ ﺍﻟﺘﻜﺮﺍﺭ‪.‬‬
‫• ﺑﻨﺎﺀ ﻣﻌﻠﻮﻣﺎﺕ ﳏﻜﻴﺔ‪.‬‬
‫• ﺇﻋﻄﺎﺀ ﺇﺭﺷﺎﺩﺍﺕ ﳏﻜﻴﺔ‪.‬‬
‫• ﺗﻄﻮﻳﺮ ﻧﺼﻮﺹ ﳏﻜﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺣﻜﺎﻳﺎﺕ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺃﳕﺎﻁ ﺍﻟﺘﻨﻐﻴﻢ ﻭﺍﻟﻨﱪ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ ‪ ٣‬ﻣﻌﺎﻳﲑ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻠﺼﻔﻮﻑ ‪) ٨– ٤‬ﻣﻦ ‪(TESOL ١٩٩٧‬‬
‫ﺍﳌﻮﺻﻔﺎﺕ‬
‫• ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻃﻠﺒﻬﺎ‪.‬‬
‫• ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳊﺎﺟﺎﺕ ﻭﺍﳌﺸﺎﻋﺮ ﻭﺍﻷﻓﻜﺎﺭ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺗﺼﺎﻝ ﻏﲑ ﺍﻟﻠﻔﻈﻲ ﰲ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫• ﲢﻘﻴﻖ ﺍﳊﺎﺟﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫• ﺍﻻﳔﺮﺍﻁ ﰲ ﳏﺎﺩﺛﺎﺕ‪.‬‬
‫• ﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻮﻳﻼﺕ‪.‬‬
‫ﺇﻋﻄﺎﺀ ﻋﻴﻨﺎﺕ ﳌﺆﺷﺮﺍﺕ ﺍﻟﺘﺼﺎﻋﺪ‬

‫• ﺳﺆﺍﻝ ﺍﻟﻘﺮﻧﺎﺀ ﻋﻦ ﺁﺭﺍﺋﻬﻢ ﻭﻣﺎ ﻳﻔﻀﻠﻮﻧﻪ ﻭﻳﺮﻏﺒﻮﻧﻪ‪.‬‬
‫• ﻣﺮﺍﺳﻠﺔ ﺯﻣﻼﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺯﻣﻼﺀ ﻳﺘﺤﺪﺛﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺃﺻﺪﻗﺎﺀ‪.‬‬
‫• ﻛﺘﺎﺑﺔ ﻣﻘﺎﻻﺕ ﺷﺨﺼﻴﺔ‪.‬‬
‫• ﻭﺿﻊ ﺧﻄﻂ ﻟﻠﻤﺸﺎﺭﻛﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫• ﺍﻟﺘﺴﻮﻕ ﰲ ﺳﻮﻕ ﻣﺮﻛﺰﻳﺔ‪.‬‬
‫• ﺟﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺴﺘﻤﻊ ﺑﻄﺮﻳﻘﺔ ﻟﻔﻈﻴﺔ ﺃﻭ ﻏﲑ ﻟﻔﻈﻴﺔ‪.‬‬
‫• ﺗﻘﺪﱘ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻄﻮﻋﺎ ﻭﺍﻟﺮﺩ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺣﻮﻝ ﺍﻟﺬﺍﺕ ﻭﺍﻟﻌﺎﺋﻠﺔ‪.‬‬

‫‪١٨٣‬‬
‫• ﺍﺳﺘﺨﻼﺹ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻃﺮﺡ ﺃﺳﺌﻠﺔ ﻟﻠﺘﻮﺿﻴﺢ‪.‬‬

‫• ﺗﻮﺿﻴﺢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺘﻬﺎ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪.‬‬
‫• ﻭﺻﻒ ﺍﳌﺸﺎﻋﺮ ﻭﺍﻟﻌﻮﺍﻃﻒ ﺑﻌﺪ ﻣﺸﺎﻫﺪﺓ ﻓﻴﻠﻢ‪.‬‬
‫• ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﻭﺍﻵﺭﺍﺀ ﻭﻣﺎ ﻳﻔﻀﻠﻪ ﺍﳌﺮﺀ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺸﺎﺭﻳﻊ ﺍﻟﺼﻔﻴﺔ‪.‬‬
‫• ﺇﻋﻄﺎﺀ ﺍﻹﺫﻥ ﻭﻃﻠﺐ ﺍﻹﺫﻥ‪.‬‬
‫• ﺗﻘﺪﱘ ﺍﻟﺘﺤﺎﻳﺎ ﻭﺍﻟﺘﻬﺎﱐ ﻭﺍﻟﺪﻋﻮﺍﺕ‪ ،‬ﻭﺍﻟﺘﻘﺪﳝﺎﺕ‪ ،‬ﻭﺍﻟﻮﺩﺍﻉ‪ ،‬ﻭﺍﻟﺮﺩ ﻋﻠﻴﻬﺎ‪.‬‬
‫• ﻣﻨﺎﻗﺸﺔ ﺣﻠﻮﻝ ﻟﻠﻤﺸﻜﻼﺕ‪ ،‬ﻭﺳﻮﺀ ﺍﻟﻔﻬﻢ ﺑﲔ ﺍﻷﺷﺨﺎﺹ‪ ،‬ﻭﺍﻟﱰﺍﻋﺎﺕ‪.‬‬
‫• ﻗﺮﺍﺀﺓ ﺍﻟﺪﻋﻮﺍﺕ ﻭﺭﺳﺎﺋﻞ ﺍﻟﺸﻜﺮ ﻭﻛﺘﺎﺑﺘﻬﺎ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ‪.‬‬

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١٨٥

١٨٦

‫‪١٨٧‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ‬
‫ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬
‫ﻫﻨﺎﻙ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻳﺘﻀﻤﻨﻬﺎ ﺗﻄﻮﻳﺮ ﺃﻱ ﺩﻭﺭﺓ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ؛ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﰎ ﲢﺪﻳﺪﻫﺎ ﻟﻠﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﰲ ﻫﺬﺍ‬
‫ﺍﻟﻔﺼﻞ ﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺗﻄﻮﻳﺮ ﺍﻟﺪﻭﺭﺍﺕ‪:‬‬
‫• ﺗﻄﻮﻳﺮ ﺃﺳﺎﺱ ﻣﻨﻄﻘﻲ ﻟﻠﺪﻭﺭﺓ ‪.course rationale‬‬
‫• ﻭﺻﻒ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ‪.‬‬
‫• ﺍﺧﺘﻴﺎﺭ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ‪.course content‬‬
‫• ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫• ﲣﻄﻴﻂ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ )ﺍﳌﻘﺮﺭ ﻭﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ(‪.‬‬
‫• ﺇﻋﺪﺍﺩ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ ‪.scope and sequence plan‬‬
‫ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺗﻨﻔﺬ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﻟﺘﺮﺗﻴﺐ‪ ،‬ﻓﺒﻌﻀﻬﺎ ﻗﺪ ﻳﻨﻔﺬ ﺑﺸﻜﻞ ﺗﺰﺍﻣﲏ‪ ،‬ﺑﻞ ﺇﻥ ﻛﺜﲑﺍﹰ ﻣﻦ‬
‫ﺟﻮﺍﻧﺐ ﺍﻟﺪﻭﺭﺓ ﻋﺮﺿﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﺍﳌﺴﺘﻤﺮﺓ ﻛﻞ ﻣﺮﺓ ﻳﻌﺎﺩ ﻓﻴﻬﺎ ﺗﺪﺭﻳﺲ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﺗﻨﻄﺒﻖ ﺃﻧﻮﺍﻉ ﺻﻨﺎﻋﺔ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﱵ ﺳﻮﻑ ﻧﻨﺎﻗﺸﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺃﻳﻀﺎﹰ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻛﺜﲑﺍﹰ ﻣﻦ ﺍﻷﻣﺜﻠﺔ‬
‫ﺍﻟﱵ ﺳﻮﻑ ﻧﺴﺘﻌﺮﺿﻬﺎ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺪﻭﺭﺓ‬

‫ﺇﻥ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ﻭﺻﻒ ﺃﺳﺎﺱ ﺍﻟﺪﻭﺭﺓ ﺍﳌﻨﻄﻘﻲ‪ ،‬ﻭﻫﻮ ﻭﺻﻒ ﻣﻜﺘﻮﺏ ﳐﺘﺼﺮ‬
‫ﻳﺘﻀﻤﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺩﻋﺖ ﺇﱃ ﺍﻟﺪﻭﺭﺓ ﻭﻃﺒﻴﻌﺔ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻫﻮ ﻳﺴﻌﻰ ﻋﺎﺩﺓ ﺇﱃ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﳌﻦ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ؟‬
‫ﻣﺎ ﻣﻮﺿﻮﻉ ﺍﻟﺪﻭﺭﺓ؟‬
‫ﻣﺎ ﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺘﻢ ﰲ ﺍﻟﺪﻭﺭﺓ؟‬
‫ﻳﻘﺪﻡ ﺃﺳﺎﺱ ﺍﻟﺪﻭﺭﺓ ﺍﳌﻨﻄﻘﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ﺧﻼﻝ ﻭﺻﻒ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﻘﻴﻢ‪ ،‬ﻭﺍﻟﻐﺎﻳﺎﺕ‬
‫ﺍﻟﱵ ﺗﺸﻜﻞ ﺃﺳﺎﺱ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻳﺘﻤﺜﻞ ﻋﺎﺩﺓ ﰲ ﺗﻘﺮﻳﺮ ﻣﻜﻮﻥ ﻣﻦ ﻓﻘﺮﺗﲔ ﺃﻭ ﺛﻼﺙ ﻓﻘﺮﺍﺕ ﻳﻘﻮﻡ ﺑﺼﻴﺎﻏﺘﻪ‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺍﺷﺘﺮﻛﻮﺍ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ ﻭﺗﺪﺭﻳﺴﻬﺎ‪ .‬ﻭﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﻣﺴﻮﻏﺎﺕ ﻟﻨﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﺳﻮﻑ ﺗﺘﻢ ﰲ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻓﻬﻮ ﺇﺫﻥ ﺗﻘﺮﻳﺮ ﳏﻜﻢ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﻓﻠﺴﻔﺔ ﺍﻟﺪﻭﺭﺓ ﻟﻴﻄﻠﻊ ﻋﻠﻴﻪ ﺃﻱ‬

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‫ﺷﺨﺺ ﻗﺪ ﳛﺘﺎﺝ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﻦ ﻓﻴﻬﻢ ﺍﻟﻄﻼﺏ ﻭﺍﳌﺪﺭﺳﻮﻥ ﻭﻋﻤﻼﺀ ﺍﳌﺴﺘﻘﺒﻞ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻄﻮﻳﺮ‬
‫ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻳﺴﺎﻋﺪ ﰲ ﺗﺮﻛﻴﺰ ﺑﻌﺾ ﺍﻟﺘﺪﺍﻭﻻﺕ ﻭﺗﻮﺟﻴﻬﻬﺎ ﳑﺎ ﻳﺘﻀﻤﻨﻬﺎ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻣﻦ ﻫﻨﺎ‬
‫ﻓﺎﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﳛﻘﻖ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺗﻮﺟﻴﻪ ﲣﻄﻴﻂ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺪﻭﺭﺓ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫• ﺍﻟﺘﺸﺪﻳﺪ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻟﻠﺪﻭﺭﺓ ﺃﻥ ﺗﻘﺪﻡ ﺃﻣﺜﻠﺔ ﳍﺎ‪.‬‬
‫• ﻓﺤﺺ ﺗﻨﺎﻏﻢ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺪﻭﺭﺓ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺧﻼﻝ ﻗﻴﻢ ﺍﻟﺪﻭﺭﺓ ﻭﻏﺎﻳﺎ‪‬ﺎ‪Posner and ) .‬‬
‫‪(Rudnitsky ١٩٨٦‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﺪﻭﺭﺓ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ‪:‬‬
‫ﺇﻥ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ ﻣﺼﻤﻤﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺍﻟﻜﺒﺎﺭ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ‬
‫ﺃﺟﻞ ﺯﻳﺎﺩﺓ ﻓﺮﺻﻬﻢ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ‪ ،‬ﻓﻬﻲ ﺗﺪﺭﺱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ‬
‫ﻟﻠﺘﻮﺍﺻﻞ ﰲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺑﻴﺌﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﺗﺴﻌﻰ ﺍﻟﺪﻭﺭﺓ ﺇﱃ ﲤﻜﲔ ﺍﳌﺸﺎﺭﻛﲔ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ‬
‫ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ﻟﺪﻳﻬﻢ ﻭﺣﺎﺟﺎ‪‬ﻢ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﻨﺤﻬﻢ ﺍﻟﺜﻘﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ‬
‫ﻓﺎﻋﻠﻴﺔ ﻟﺘﺤﻘﻴﻖ ﻏﺎﻳﺎ‪‬ﻢ‪ ،‬ﻛﻤﺎ ﺗﺴﻌﻰ ﺇﱃ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺴﺘﻘﻞ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺪﻭﺭﺓ‪ ،‬ﳚﺐ ﻋﻠﻰ ﳐﻄﻄﻲ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺑﻌﻨﺎﻳﺔ ﺑﻐﺎﻳﺎﺕ ﺍﻟﺪﻭﺭﺓ‪،‬‬
‫ﻭﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻱ ﺳﻴﻘﺪﻡ ﰲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺃﺩﻭﺍﺭ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺑﺎﻻﻋﺘﻘﺎﺩﺍﺕ‬
‫ﻭﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﺳﻮﻑ ﺗﻌﻜﺴﻬﺎ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻭﺻﻒ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ‬

‫ﺇﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻋﻨﺪ ﲣﻄﻴﻂ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ‪ ،‬ﻣﻌﺮﻓﺔ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﺒﺪﺃ ﻣﻨﻪ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺍﳌﺴﺘﻮﻯ‬
‫ﺍﳌﺘﻮﻗﻊ ﻭﺻﻮﻝ ﺍﳌﺘﻌﻠﻤﲔ ﺇﻟﻴﻪ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﻔﺮﻕ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﺑﲔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺒﺘﺪﺋﺔ ﻭﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺗﻌﺪ ﻭﺍﺳﻌﺔ ﺟﺪﺍ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻮﻋﻴﺔ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﻔﺼﻞ ﺍﻟﺬﻱ ﻳﺘﻀﻤﻨﻪ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﺎﻟﺘﺨﻄﻴﻂ ﺍﳌﻔﺼﻞ ﳛﺘﺎﺝ ﺇﱃ ﻭﺻﻒ‬
‫ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼ ﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻄﻼﺏ ﻗﺒﻞ ﺩﺧﻮﳍﻢ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﳌﺴﺘﻬﺪﻓﺔ ﰲ ‪‬ﺎﻳﺘﻪ‪ .‬ﺃﻣﺎ ﻣﺴﺘﻮﻯ ﺍﻟﻄﻼﺏ ﻋﻨﺪ ﺩﺧﻮﻝ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻓﻴﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ ﺧﻼﻝ‬
‫ﻧﺘﺎﺋﺠﻬﻢ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻣﺜﻞ ‪ TOEFL‬ﺃﻭ ‪ ، IELTS‬ﺃﻭ ﻗﺪ ﺗﻜﻮﻥ ﻫﻨﺎﻙ‬
‫ﺣﺎﺟﺔ ﺇﱃ ﺗﺼﻤﻴﻢ ﺍﺧﺘﺒﺎﺭ ﳐﺼﺺ ﻟﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻯ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﻘﺎﺓ‬
‫ﻣﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺳﻮﻑ ﺗﺴﺎﻋﺪ ﰲ ﻗﻴﺎﺱ ﺍﳌﺴﺘﻮﻯ ﺍﳍﺪﻑ ﺍﻟﺬﻱ ﻳﺴﻌﻰ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻠﻮﺻﻮﻝ‬

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‫ﺇﻟﻴﻪ‪ ،‬ﳑﺎ ﻗﺪ ﻳﺘﻄﻠﺐ ﺗﻌﺪﻳﻼﹰ ﻷﻫﺪﺍﻑ ﺍﻟﱪﻧﺎﻣﺞ ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺒﺪﻭ ﺃ‪‬ﺎ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻖ ﻣﺴﺘﻮﻯ ﻋﺎﻝ ﺟﺪﺍ ﺃﻭ‬
‫ﻣﺴﺘﻮﻯ ﻣﻨﺨﻔﺾ ﺟﺪﺍ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﺬﺍﻫﺐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ ﰲ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻷﺩﺍﺀ‬
‫ﺃﻭ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻠﻰ ﺷﻜﻞ ﺯﻣﺮﺓ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺃﻭ ﺍﻟﻨﻘﺎﻁ ﰲ ﻣﻘﻴﺎﺱ ﻣﺘﺪﺭﺝ ﻟﻠﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﲝﻴﺚ‬
‫ﺗﺼﻒ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﻣﺮﺍﺣﻞ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ‬
‫ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﲣﻄﻴﻂ ﺑﺮﺍﻣﺞ ﻭﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﺍﳌﺬﻫﺐ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺑﺮﻧﺎﻣﺞ‬
‫ﺗﻌﻠﻴﻢ ﺍﳌﻬﺎﺟﺮﻳﻦ ﻋﻨﺪ ﻭﺻﻮﳍﻢ ﺇﱃ ﺃﺳﺘﺮﺍﻟﻴﺎ‪.‬‬
‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻣﺘﺮﺍﺑﻂ ﻭﻳﻨﻘﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﳓﻮ ﻣﻨﺘﻈﻢ ﲟﻮﺍﺯﺍﺓ ﺍﻟﻄﺮﻳﻖ ﺍﻟﺬﻱ‬
‫ﻳﺴﻠﻜﻮﻧﻪ ﳓﻮ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻣﻨﻈﻮﺭ ﻋﺎﻡ ﳛﺪﺩ ﳕﻮ ﺍﻟﻄﺮﻳﻖ‪ .‬ﻭﻗﺪ ﺃﺩﻯ‬
‫ﻫﺬﺍ‪...‬ﺇﱃ ﺗﻄﻮﻳﺮ ﺗﺼﻨﻴﻒ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻷﺳﺘﺮﺍﱄ ﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ )‪ .(ASLPR‬ﻭﳛﺪﺩ ﻫﺬﺍ ﺍﻟﺘﺼﻨﻴﻒ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ‪ ٩‬ﻣﺮﺍﺣﻞ )ﻭﺭﲟﺎ ‪ (١٢‬ﲟﻮﺍﺯﺍﺓ ﺍﻟﻄﺮﻳﻖ ﻣﻦ ﺻﻔﺮ ﺣﱴ ﻛﻔﺎﻳﺔ ﻟﻐﻮﻳﺔ ﻗﺮﻳﺒﺔ ﻣﻦ‬
‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ‪ .‬ﻭﺗﻘﺪﻡ ﻫﺬﻩ ﺍﻟﺘﺤﺪﻳﺪﺍﺕ ﺃﻭﺻﺎﻓﺎ ﻣﻔﺼﻠﺔ ﻟﻠﺴﻠﻮﻙ ﺍﻟﻠﻐﻮﻱ ﰲ ﻛﻞ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﺍﻟﺮﺋﻴﺴﺔ‪ ،‬ﻭﺗﺴﻤﺢ ﳌﻄﻮﺭ ﺍﳌﻘﺮﺭ ﺃﻥ ﻳﺪﺭﻙ ﻛﻴﻒ ﳝﻜﻦ ﻟﻠﺪﻭﺭﺓ ﰲ ﺃﻱ ﻣﺴﺘﻮﻯ ﺃﻥ ﺗﻨﺴﺠﻢ‬
‫ﻣﻊ ﺍﻟﻨﻤﻂ ﺍﻟﻌﺎﻡ ﻟﺘﻄﻮﺭ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﻭﺑﻄﺮﻳﻘﺔ ﻣﺸﺎ‪‬ﺔ‪ ،‬ﻧﺸﺮ ﺍ‪‬ﻠﺲ ﺍﻷﻣﺮﻳﻜﻲ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻋﺎﻡ‪ ١٩٨٢‬ﺇﺭﺷﺎﺩﺍﺕ ﻟﻠﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻋﻠﻰ ﺷﻜﻞ "ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻷﻭﺻﺎﻑ ﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻜﻼﻡ‪ ،‬ﻭﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺍﻟﻜﺘﺎﺑﺔ‪،‬‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﻭﲤﺜﻞ ﻫﺬﻩ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺧﻄﻮﺍﺕ ﻣﺘﺘﺎﺑﻌﺔ ﻣﺘﺪﺭﺟﺔ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺑﻨﺎﺀ‬
‫ﺑﺮﺍﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ" )‪ .(Liskin-Gasparro ١٩٨٤:١١‬ﻭﻗﺪ ﰎ ﺗﺮﻭﻳﺞ ﺇﺭﺷﺎﺩﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﺠﻠﺲ ﺍﻷﻣﺮﻳﻜﻲ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ) ‪The ACTFL Proficiency‬‬
‫‪) (Guidelines‬ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ (١‬ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ ﺑﻮﺻﻔﻬﺎ ﺇﻃﺎﺭﺍ ﻟﺘﻨﻈﻴﻢ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﺑﻮﺻﻔﻬﺎ‬
‫ﺃﺳﺎﺳﺎ ﻟﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﺭﻏﻢ ﺃ‪‬ﺎ ﺗﺴﺒﺒﺖ ﰲ ﺟﺪﻝ ﻭﺍﺳﻊ ﻣﻦ ﺣﻴﺚ ﺇ‪‬ﺎ ﻟﻴﺴﺖ ﻣﺒﻨﻴﺔ‬
‫ﻋﻠﻰ ﲝﻮﺙ ﺗﻄﺒﻴﻘﻴﺔ )ﺍﻧﻈﺮ ﻣﺜﻼ‪ .(Lowe ١٩٨٦‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻭﺻﺎﻑ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻣﺜﻞ‬
‫ﺗﻠﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺕ ‪ IELTS‬ﺃﻭ ﺷﻬﺎﺩﺓ ‪ UCLES/RSA‬ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻟﺘﺨﻄﻴﻂ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻟﻠﻤﺘﻌﻠﻤﲔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ‬
‫ﺭﻗﻢ ‪ ٢‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺜﺎﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﰲ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٣‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺜﺎﻝ‬
‫ﻋﻠﻰ ﺃﻭﺻﺎﻑ ﺍﻟﺰﻣﺮ "ﻟﻠﺘﻔﺎﻋﻞ ﺍﻟﺸﻔﻬﻲ"(‪.‬‬

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‫ﺍﺧﺘﻴﺎﺭ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‬

‫ﺇﻥ ﻗﻀﻴﺔ ﳏﺘﻮﻯ ﺍﻟﱪﻧﺎﻣﺞ ﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻘﻀﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺪﻭﺭﺍﺕ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺩﻭﺭﺓ ﳚﺐ‬
‫ﺗﻄﻮﻳﺮﻫﺎ ﳌﻌﺎﳉﺔ ﳎﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﲢﻘﻴﻖ ﳎﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ ،‬ﻓﻜﻴﻒ‬
‫ﺳﻴﻜﻮﻥ ﺷﻜﻞ ﳏﺘﻮﻯ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ؟ ﺇﻥ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺤﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﺗﻌﻜﺲ ﻣﻨﻄﻠﻘﺎﺕ ﺍﳌﺨﻄﻄﲔ‬
‫ﺣﻮﻝ ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﻌﻨﺎﺻﺮ ﺃﻭ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻐﺔ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ‬
‫ﺗﻨﻈﻴﻤﻬﺎ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻓﻌﺎﻻ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﳝﻜﻦ ﻣﺜﻼ ﲣﻄﻴﻂ ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﺣﻮﻝ ﺃﺣﺪ ﺍﻷﻧﻮﺍﻉ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺍﶈﺘﻮﻯ‪:‬‬
‫• ﻗﻮﺍﻋﺪ )ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺰﻣﻦ ﺍﳊﺎﺿﺮ ﰲ ﺍﻟﻮﺻﻒ(‪.‬‬
‫• ﻭﻇﺎﺋﻒ )ﻣﺜﻞ ﻭﺻﻒ ﻣﺎ ﳛﺐ ﻭﻣﺎ ﻻ ﳛﺐ(‪.‬‬
‫• ﻣﻮﺿﻮﻋﺎﺕ )ﻣﺜﻞ ﺍﻟﻜﺘﺎﺑﺔ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﻌﺎﳌﻴﺔ(‪.‬‬
‫• ﻣﻬﺎﺭﺍﺕ )ﻣﺜﻞ ﺗﻄﻮﻳﺮ ﺍﳉﻤﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻮﺿﻮﻉ(‪.‬‬
‫• ﻋﻤﻠﻴﺎﺕ )ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﺎ ﻗﺒﻞ ﺍﻟﻜﺘﺎﺑﺔ(‪.‬‬
‫• ﻧﺼﻮﺹ )ﻣﺜﻞ ﻛﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ(‪.‬‬
‫ﻭﺑﻄﺮﻳﻘﺔ ﻣﺸﺎ‪‬ﺔ ﳝﻜﻦ ﺗﻨﻈﻴﻢ ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﻼﻡ ﺣﻮﻝ‪:‬‬

‫• ﺍﻟﻮﻇﺎﺋﻒ )ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻵﺭﺍﺀ(‪.‬‬
‫• ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ )ﺍﻓﺘﺘﺎﺡ ﺍﶈﺎﺩﺛﺎﺕ ﻭﺇ‪‬ﺎﺅﻫﺎ‪ ،‬ﻭﺃﺧﺬ ﺍﻟﺪﻭﺭ(‪.‬‬
‫• ﻣﻮﺿﻮﻋﺎﺕ )ﺍﻷﻭﺿﺎﻉ ﺍﻟﺮﺍﻫﻨﺔ‪ ،‬ﻭﻣﻮﺿﻮﻋﺎﺕ ﰲ ﺍﻷﻋﻤﺎﻝ(‪.‬‬
‫ﻭﻳﻌﺘﻤﺪ ﲢﺪﻳﺪ ﻣﺬﻫﺐ ﻣﻌﲔ ﻻﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﻋﻠﻰ ﻋﻮﺍﻣﻞ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﺃﳘﻬﺎ‪ :‬ﺍﳌﻌﺎﺭﻑ ﺍﳋﺎﺻﺔ‬
‫ﲟﻮﺿﻮﻉ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺍﻵﺭﺍﺀ ﺍﳊﺪﻳﺜﺔ ﺣﻮﻝ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺍﳌﻼﺀﻣﺔ‪ .‬ﻭﺗﺴﺎﻫﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲨﻌﺖ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﰲ‬
‫ﲣﻄﻴﻂ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻫﻢ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺄﻓﻜﺎﺭ ﺇﺿﺎﻓﻴﺔ‪:‬‬
‫• ﺍﻷﺩﺑﻴﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﰲ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫• ﺍﳌﻮﺍﺩ ﺍﳌﻄﺒﻮﻋﺔ ﰲ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﻭﺭﺍﺕ ﺍﳌﻤﺎﺛﻠﺔ ﺍﳌﻘﺪﻣﺔ ﰲ ﺃﻣﺎﻛﻦ ﺃﺧﺮﻯ‪.‬‬
‫• ﻣﺮﺍﺟﻌﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﰲ ﺍﳊﻘﻞ‪.‬‬
‫• ﲢﻠﻴﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺍﺳﺘﺸﺎﺭﺓ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻣﻌﺮﻓﺔ ﺑﺎﳌﻮﺿﻮﻉ‪.‬‬

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‫• ﺍﺳﺘﺸﺎﺭﺓ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﺍﳊﻘﻞ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﺴﺠﻴﻞ ﺍﻷﻓﻜﺎﺭ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﳋﺎﻡ ﻟﺘﺴﺘﺨﺪﻡ ﺃﺳﺎﺳﺎ ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﻳﻀﺎﻑ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﻣﻦ ﰒ ﻳﺘﻢ ﺗﻮﻟﻴﺪ ﻗﺎﺋﻤﺔ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﻮﺣﺪﺍﺕ‬
‫ﺍﻷﺧﺮﻯ ﺍﳌﻤﻜﻨﺔ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻗﺪ ﻳﻘﺘﺮﺡ ﺷﺨﺺ ﻣﺎ ﺷﻴﺌﺎﹰ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﻀﻢ ﺇﱃ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻳﻀﻴﻒ‬
‫ﺁﺧﺮﻭﻥ ﺃﻓﻜﺎﺭﻫﻢ‪ ،‬ﻭﺗﺘﻢ ﻣﻘﺎﺭﻧﺔ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﻣﻊ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﺣﱴ ﻳﺘﻢ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ‬
‫ﺃﻓﻜﺎﺭ ﺃﻛﺜﺮ ﻭﺿﻮﺣﺎ ﺣﻮﻝ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﳚﺐ ﻃﻮﺍﻝ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺮﺟﻮﻉ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﺇﱃ ﺑﻴﺎﻧﺎﺕ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﳚﺐ ﻛﺬﻟﻚ ﻣﺮﺍﺟﻌﺔ ﻭﺗﻌﺪﻳﻞ ﻛﻞ ﻣﻦ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺤﺘﻮﻯ‬
‫ﺍﻟﺪﻭﺭﺓ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻧﻔﺴﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻢ ﻓﻴﻪ ﲣﻄﻴﻂ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻗﺪ‬
‫ﻗﺎﻡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ –ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﺑﻮﺿﻊ ﻗﺎﺋﻤﺔ ﺑﺎﻷﻓﻜﺎﺭ ﺍﻷﻭﻟﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺣﻮﻝ ﻣﺎ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﲢﺘﻮﻳﻪ ﺩﻭﺭﺓ ﰲ ﻣﻬﺎﺭﰐ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪:‬‬
‫• ﻃﺮﺡ ﺃﺳﺌﻠﺔ‪.‬‬
‫• ﺍﻓﺘﺘﺎﺡ ﳏﺎﺩﺛﺎﺕ ﻭﺇ‪‬ﺎﺅﻫﺎ‪.‬‬
‫• ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻵﺭﺍﺀ‪.‬‬
‫• ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺳﻮﺀ ﺍﻟﻔﻬﻢ‪.‬‬
‫• ﻭﺻﻒ ﺍﳋﱪﺍﺕ‪.‬‬
‫• ﺍﻟﻜﻼﻡ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫• ﻣﻬﺎﺭﺍﺕ ﺍﳍﺎﺗﻒ‪.‬‬
‫• ﻟﻐﺔ ﺍﳌﻮﺍﻗﻒ ﺍﶈﺪﺩﺓ ﻛﻤﺎ ﳛﺪﺙ ﰲ ﺍﻟﺒﻨﻚ‪.‬‬
‫• ﻭﺻﻒ ﺍﻟﺮﻭﺗﲔ ﺍﻟﻴﻮﻣﻲ‪.‬‬
‫• ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ ‪.communication strategies‬‬
‫ﰒ ﺑﻌﺪ ﺫﻟﻚ ﳚﺐ ﻣﺮﺍﺟﻌﺔ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺑﻌﻨﺎﻳﺔ ﻭﺗﻌﺪﻳﻠﻬﺎ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺣﻮﳍﺎ‪:‬‬
‫ﻫﻞ ﻛﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺿﺮﻭﺭﻳﺔ؟‬
‫ﻫﻞ ﰎ ﺇﳘﺎﻝ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻬﻤﺔ؟‬
‫ﻫﻞ ﻫﻨﺎﻙ ﻭﻗﺖ ﻛﺎﻑ ﻟﺘﻐﻄﻴﺘﻬﺎ؟‬
‫ﻫﻞ ﰎ ﺇﻋﻄﺎﺀ ﺃﻭﻟﻮﻳﺔ ﻛﺎﻓﻴﺔ ﻟﻠﻤﺠﺎﻻﺕ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ؟‬
‫ﻫﻞ ﰎ ﺍﻟﺘﺮﻛﻴﺰ ﺑﺸﻜﻞ ﻛﺎﻑ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﺠﺎﻻﺕ ﺍﻟﱵ ﰎ ﲢﺪﻳﺪﻫﺎ؟‬

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‫ﻫﻞ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﲤﺖ ﺗﻐﻄﻴﺘﻬﺎ ﺳﻮﻑ ﲤﻜﻦ ﺍﻟﻄﻼﺏ ﻣﻦ ﲢﻘﻴﻖ ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ؟‬
‫ﺇﻥ ﺗﻄﻮﻳﺮ ﺍﻷﻓﻜﺎﺭ ﺍﻷﻭﻟﻴﺔ ﶈﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ﻳﺘﻢ ﻏﺎﻟﺒﺎ ﺑﺸﻜﻞ ﻣﺘﺰﺍﻣﻦ ﻣﻊ ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭ‪ ،‬ﻷﻥ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‬
‫ﺳﻮﻑ ﻳﻌﺘﻤﺪ ﻏﺎﻟﺒﺎ ﻋﻠﻰ ﻧﻮﻉ ﺇﻃﺎﺭ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﺃﺳﺎﺳﺎ ﻟﻠﺪﻭﺭﺓ )ﻭﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﺇﻃﺎﺭ‬
‫ﺍﳌﻘﺮﺭ ﻻﺣﻘﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ(‪.‬‬
‫ﲢﺪﻳﺪ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ‬

‫ﺇﻥ ﺍﻟﻘﺮﺍﺀﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺤﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﳚﺐ ﺃﻥ ﺗﻌﺎﰿ ﺃﻳﻀﺎ ﺗﻮﺯﻳﻊ ﺍﶈﺘﻮﻯ ﻋﻠﻰ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻳﻌﺮﻑ ﻫﺬﺍ‬
‫ﺑﺎﺳﻢ ﲣﻄﻴﻂ ﻣﺪﻯ ﺍﻟﺪﻭﺭﺓ ﻭﺗﺘﺎﺑﻌﻬﺎ‪ .‬ﻭﻳﺘﻌﻠﻖ ﺍﳌﺪﻯ ﺑﺎﺗﺴﺎﻉ ﺗﻐﻄﻴﺔ ﺍﻟﻌﻨﺎﺻﺮ ﰲ ﺍﻟﺪﻭﺭﺓ ﻭﻋﻤﻘﻬﺎ‪ ،‬ﺃﻱ ﺃﻧﻪ‬
‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﺴﺆﺍﻟﲔ ﺍﻵﺗﻴﲔ‪:‬‬
‫ﻣﺎ ﻧﻄﺎﻕ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﺘﻢ ﺗﻐﻄﻴﺘﻪ؟‬
‫ﺇﱃ ﺃﻱ ﻣﺪﻯ ﻳﻨﺒﻐﻲ ﺩﺭﺍﺳﺔ ﻛﻞ ﻣﻮﺿﻮﻉ؟‬
‫ﻓﻔﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺪﻭﺭﺓ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﺍﻟﱵ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﺎﺑﻘﺎ –ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻳﻌﺪ "ﻭﺻﻒ‬
‫ﺍﳋﱪﺍﺕ" ﺃﺣﺪ ﳎﺎﻻﺕ ﺍﶈﺘﻮﻯ ﺍﶈﺘﻤﻠﺔ‪ ،‬ﻭﻟﻜﻦ ﻣﺎ ﺣﺠﻢ ﻣﺎ ﺳﻮﻑ ﻳﺘﻢ ﺗﻀﻤﻴﻨﻪ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ‪‬ﺬﺍ‬
‫ﺍﳌﻮﺿﻮﻉ؟ ﻭﻫﻞ ﻳﻨﺒﻐﻲ ﲣﺼﻴﺺ ﺣﺼﺘﲔ ﺃﻭ ﺃﺭﺑﻊ ﺃﻭ ﺳﺖ ﻟﻠﻤﻮﺿﻮﻉ؟ ﻛﻤﺎ ﳚﺐ ﻛﺬﻟﻚ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ‬
‫ﺍﶈﺘﻮﻯ ﰲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻫﻮ ﻳﺘﻀﻤﻦ ﲢﺪﻳﺪ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻟﻪ ﺣﺎﺟﺔ ﻣﺒﻜﺮﺓ ﰲ ﺍﻟﺪﻭﺭﺓ ﻭﺍﻟﺬﻱ ﻳﺸﻜﻞ‬
‫ﺍﻷﺳﺎﺱ ﻷﺷﻴﺎﺀ ﺳﻮﻑ ﻳﺘﻢ ﺗﻌﻠﻤﻬﺎ ﻻﺣﻘﺎ‪ ،‬ﻭﳛﺪﺩ ﺍﻟﺘﺘﺎﺑﻊ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﻣﻦ ﺍﻟﺒﺴﻴﻂ ﺇﱃ ﺍﳌﻌﻘﺪ‬

‫ﺇﻥ ﺃﺣﺪ ﺃﺷﻬﺮ ﺍﻟﻄﺮﻕ ﰲ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﳌﻮﺍﺩ ﻫﻮ ﻣﺴﺘﻮﻯ ﺻﻌﻮﺑﺘﻬﺎ‪ ،‬ﺇﺫ ﻳﻌﺘﻘﺪ ﺃﻥ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻘﺪﻡ‬
‫ﻣﺒﻜﺮﺍ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺃﺑﺴﻂ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻼﺣﻘﺔ‪ .‬ﻭﻳﺮﺗﺒﻂ ﻫﺬﺍ ﺍﳌﻌﻴﺎﺭ ﻋﺎﺩﺓ ﲟﺤﺘﻮﻯ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﺭﻏﻢ ﺃﻥ‬
‫ﺃﻱ ﻧﻮﻉ ﻣﻦ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ﳝﻜﻦ ﺗﺪﺭﳚﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻌﻮﺑﺔ‪ .‬ﻓﻔﻲ ﺩﻭﺭﺓ ﰲ ﺍﻟﻘﺮﺍﺀﺓ –ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﳌﺜﺎﻝ‪ -‬ﳝﻜﻦ ﺗﺒﺴﻴﻂ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻘﺮﻭﺀﺓ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﰒ ﺗﺴﺘﺨﺪﻡ ﺍﻟﻨﺼﻮﺹ ﻏﲑ ﺍﳌﺒﺴﻄﺔ ﰲ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﻻﺣﻘﺔ‪ ،‬ﺃﻭ ﻗﺪ ﺗﻜﻮﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻣﺜﻞ "ﺍﻟﻔﻬﻢ ﺍﳊﺮﰲ" ﻣﻄﻠﻮﺑﺔ ﻣﺒﻜﺮﺍ‪ ،‬ﻭ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻷﻛﺜﺮ ﺗﻌﻘﻴﺪﺍ ﻣﺜﻞ "ﺍﻻﺳﺘﺪﻻﻝ" ﺗﺪﺭﺱ ﰲ ﻣﺮﺣﻠﺔ ﻻﺣﻘﺔ‪.‬‬

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‫ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺰﻣﲏ‬
‫ﻗﺪ ﻳﺘﻢ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﶈﺘﻮﻯ ﻭﻓﻘﺎﹰ ﻟﻠﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﺗﻘﻊ ﻓﻴﻪ ﺍﻷﺣﺪﺍﺙ ﰲ ﺍﳊﻘﻴﻘﺔ‪ .‬ﻓﻔﻲ ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﺘﺎﺑﺔ –‬
‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﳝﻜﻦ ﺗﻨﻈﻴﻢ ﺍﶈﺘﻮﻯ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺬﻱ ﻳﻔﺘﺮﺽ ﺃﻥ ﻳﺘﺒﻌﻪ ﺍﻟﻜﺘﺎﺏ ﻋﻨﺪ ﺍﻟﺘﻌﺒﲑ‬
‫)‪(١‬ﻋﺼﻒ ﺫﻫﲏ ‪ (٢) brainstorming‬ﺇﻋﺪﺍﺩ ﺍﳌﺴﻮﺩﺓ ‪ (٣) drafting‬ﺍﳌﺮﺍﺟﻌﺔ ‪revising‬‬
‫)‪ (٤‬ﺍﻟﺘﺤﺮﻳﺮ ‪ .editing‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﳌﻬﺎﺭﺍﺕ ﰲ ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻓﻘﺎ ﻟﻠﺘﺴﻠﺴﻞ ﺍﻟﺬﻱ‬
‫ﺗﻜﺘﺴﺐ ﻓﻴﻪ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻋﺎﺩﺓ‪ (١) :‬ﺍﻻﺳﺘﻤﺎﻉ )‪ (٢‬ﺍﻟﻜﻼﻡ )‪ (٣‬ﺍﻟﻘﺮﺍﺀﺓ )‪(٤‬ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫ﺍﳊﺎﺟﺔ‬
‫ﻗﺪ ﻳﺘﻢ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﶈﺘﻮﻯ ﻭﻓﻘﺎ ﻟﻠﻮﻗﺖ ﺍﻟﺬﻱ ﳛﺘﺎﺝ ﻓﻴﻪ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻟﻠﻤﺤﺘﻮﻯ ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ‪ ،‬ﻓﻘﺪ ﰎ‬
‫ﲢﺪﻳﺪ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﺘﺘﺎﺑﻊ ﺍﶈﺘﻮﻯ ﰲ ﻣﻨﻬﺞ ﻟﻠﻜﻔﺎﻑ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻣﺜﻼ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻟﻘﺪ ﰎ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ ﰲ ﺍﳌﻨﻬﺞ "ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ ﰲ ﺣﻴﺎﺓ ﺍﻟﻄﻼﺏ‪،‬‬
‫ﻭﺳﻬﻮﻟﺔ ﻭﺿﻌﻬﺎ ﰲ ﺳﻴﺎﻗﻬﺎ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ ﺍﻷﺧﺮﻯ"‪ ،‬ﻭﺍﻟﺘﺘﺎﺑﻊ‬
‫ﻫﻮ‪:‬‬
‫‪_١‬ﻣﻬﺎﺭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫‪_٢‬ﺍﳍﻮﻳﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫‪_٣‬ﺍﳌﺎﻝ‪.‬‬
‫‪_٤‬ﺍﻟﺘﺴﻮﻕ‪.‬‬
‫‪_٥‬ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻮﺍﺭﻳﺦ‪.‬‬
‫‪_٦‬ﺍﳍﺎﺗﻒ‪.‬‬
‫‪_٧‬ﺍﻟﺼﺤﺔ‪.‬‬
‫‪ _٨‬ﺍﻟﻄﻮﺍﺭﺉ‪.‬‬
‫‪_٩‬ﺍﻻﲡﺎﻫﺎﺕ‪.‬‬
‫‪_١٠‬ﺍﻟﻨﻘﻞ‪.‬‬
‫‪_١١‬ﺍﻟﺴﻜﻦ‪.‬‬
‫‪_١٢‬ﻣﻜﺘﺐ ﺍﻟﱪﻳﺪ‪.‬‬
‫‪_١٣‬ﺍﻟﺒﻨﻚ ‪/‬ﺍﻟﻔﻮﺍﺗﲑ‪.‬‬
‫‪_١٤‬ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪_١٥‬ﺍﻟﺘﻮﺿﻴﺢ‪.‬‬
‫) ‪(Mrowicki ١٩٨٦:‬‬

‫‪١٩٤‬‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺃﻭﻟﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‬

‫ﺇﻥ ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﶈﺘﻮﻯ ﻗﺪ ﻳﻌﻜﺲ ﺃﳘﻴﺔ ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﺗﺸﻜﻞ ﺃﺳﺎﺳﺎﹰ ﻟﻠﺨﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ‬
‫ﻭﻣﻄﻠﺒﺎﹰ ﳍﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ .‬ﻓﻘﺪ ﻳﺘﻢ ﺗﺪﺭﻳﺲ ﳎﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻣﺜﻼ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ﺎ‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺃﻭﻟﻴﺔ ﻟﻜﺘﺎﺑﺔ ﺍﻟﻔﻘﺮﺓ‪ ،‬ﺃﻭ ﻗﺪ ﺗﺪﺭﺱ ﻣﻬﺎﺭﺍﺕ ﻣﻬﺎﲨﺔ ﺍﻟﻜﻠﻤﺔ ‪ word attack skills‬ﻣﺒﻜﺮﺍ‬
‫ﰲ ﺩﻭﺭﺓ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ﺎ ﻣﺘﻄﻠﺐ ﺃﻭﱄ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﻏﲑ ﺍﳌﺒﺴﻄﺔ ﰲ ﻣﺮﺍﺣﻞ ﻣﺘﺄﺧﺮﺓ ﻣﻦ‬
‫ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻣﻦ ﺍﻟﻜﻞ ﺇﱃ ﺍﳉﺰﺀ ﺃﻭ ﺍﳉﺰﺀ ﺇﱃ ﺍﻟﻜﻞ‬

‫ﻗﺪ ﺗﺮﻛﺰ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ‪ ،‬ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻋﻠﻰ ﺍﻟﺒﻨﺎﺀ ﺃﻭ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﻜﻠﻲ ﻟﻠﻤﻮﺿﻮﻉ‬
‫ﻗﺒﻞ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﱵ ﻳﺘﺄﻟﻒ ﻣﻨﻬﺎ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﺃﻭ ﻗﺪ ﺗﺮﻛﺰ ﺍﻟﺪﻭﺭﺓ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﺍﻷﺟﺰﺍﺀ‬
‫ﻗﺒﻞ ﺍﻟﻜﻞ‪ .‬ﻓﻘﺪ ﻳﻘﺮﺃ ﺍﻟﻄﻼﺏ ﻣﺜﻼﹰ ﻗﺼﺼﺎﹰ ﻗﺼﲑﺓ‪ ،‬ﻭﻳﺴﺠﻠﻮﻥ ﺭﺩﺓ ﻓﻌﻠﻬﻢ ﳓﻮﻫﺎ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻧﺼﻮﺻﺎﹰ ﻛﻠﻴﺔ‬
‫ﻗﺒﻞ ﺍﻟﻨﻈﺮ ﰲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﻜﻮﻥ ﻗﺼﺔ ﻗﺼﲑﺓ ﻓﻌﺎﻟﺔ‪ ،‬ﺃﻭ ﻗﺪ ﻳﺪﺭﺱ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﻔﻘﺮﺓ ﻗﺒﻞ‬
‫ﳑﺎﺭﺳﺔ ﻭﺿﻊ ﺍﻟﻔﻘﺮﺍﺕ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻹﻧﺸﺎﺀ ﻣﻘﺎﻝ‪.‬‬
‫ﺍﻟﺘﺴﻠﺴﻞ ﺍﳊﻠﺰﻭﱐ‬
‫ﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﺇﻋﺎﺩﺓ ﺗﺪﻭﻳﺮ ﺍﻟﻌﻨﺎﺻﺮ ﻟﻀﻤﺎﻥ ﺣﺼﻮﻝ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﻓﺮﺹ ﻣﺘﻜﺮﺭﺓ ﻟﻴﺘﻌﻠﻤﻮﻫﺎ‪.‬‬
‫ﲣﻄﻴﻂ ﺑﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ‬

‫ﺗﺘﻀﻤﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﲣﻄﻴﻂ ﺑﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ ﰲ ﺻﻴﻐﺔ ﻭﺗﺘﺎﺑﻊ ﻣﻨﺎﺳﺒﲔ ﻟﻠﺘﺪﺭﻳﺲ‪ .‬ﻟﻘﺪ‬
‫ﻧﻔﺬ ﺟﺰﺀ ﻣﻦ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻷﻭﱄ ﻋﻨﺪﻣﺎ ﻭﻟﺪﺕ ﺍﻷﻓﻜﺎﺭ ﺍﳋﺎﺻﺔ ﲟﺤﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺟﺎﻧﺒﺎﻥ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻳﺘﻄﻠﺒﺎﻥ ﲣﻄﻴﻄﺎ ﺃﻛﺜﺮ ﺗﻔﺼﻴﻼ‪ :‬ﺍﺧﺘﻴﺎﺭ ﺇﻃﺎﺭ ﺍﳌﻘﺮﺭ ‪ ،syllabus framework‬ﻭﺗﻄﻮﻳﺮ‬
‫ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ‪ .instructional blocks‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺎﺗﲔ ﺍﻟﻌﻤﻠﻴﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﺎﻥ ﻋﻠﻰ‬
‫ﳓﻮ ﻛﺒﲑ ﻭﻻ ﳝﻜﻦ ﺃﺣﻴﺎﻧﺎﹰ ﻓﺼﻠﻬﻤﺎ ﻋﻦ ﺑﻌﻀﻬﻤﺎ‪ ،‬ﻓﻬﻤﺎ ﻳﺘﻀﻤﻨﺎﻥ ﺃﻧﻮﺍﻋﺎﹰ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺍﺧﺘﻴﺎﺭ ﺇﻃﺎﺭ ﺍﳌﻘﺮﺭ‬

‫ﻳﺼﻒ ﺍﳌﻘﺮﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻳﻘﺪﻡ ﺍﻷﺳﺎﺱ ﳌﺎ ﺳﻮﻑ‬
‫ﻳﺘﻢ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻪ ﻣﻦ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺴﻴﺔ ﻭﳏﺘﻮﻯ ﻣﻌﲔ‪ .‬ﻓﻌﻨﺪ ﲣﻄﻴﻂ ﺩﻭﺭﺓ ﻣﺜﻼ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﻼﻡ ﺑﻨﺎﺀ ﻋﻠﻰ‬

‫‪١٩٥‬‬
‫ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺬﻱ ﲢﺪﺛﻨﺎ ﻋﻨﻪ ﺳﺎﺑﻘﺎﹰ )ﰲ ﺍﳉﺰﺀ ﺫﻱ ﺍﻟﻌﻨﻮﺍﻥ "ﻭﺻﻒ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ"(‬
‫ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ﺍﳌﻄﺮﻭﺣﺔ‪ ،‬ﻓﺎﳌﻘﺮﺭ ﻗﺪ ﻳﻜﻮﻥ‪:‬‬
‫• ﻣﻮﻗﻔﻴﺎ‪ :‬ﻣﻨﻈﻤﺎ ﺣﻮﻝ ﻣﻮﺍﻗﻒ ﳐﺘﻠﻔﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﻔﻬﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﰲ ﺗﻠﻚ ﺍﳌﻮﺍﻗﻒ‪.‬‬
‫• ﻣﻮﺿﻮﻋﻴﺎ‪ :‬ﻣﻨﻈﻤﺎ ﺣﻮﻝ ﻣﻮﺿﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﺤﺪﺙ ﻋﻨﻬﺎ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫• ﻭﻇﻴﻔﻴﺎ‪ :‬ﻣﻨﻈﻤﺎ ﺣﻮﻝ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﳍﺎ ﺣﺎﺟﺔ ﻛﺒﲑﺓ ﰲ ﺍﻟﻜﻼﻡ‪.‬‬
‫• ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ‪ :‬ﻣﻨﻈﻢ ﺣﻮﻝ ﻣﻬﻤﺎﺕ ﻭﺃﻧﺸﻄﺔ ﳐﺘﻠﻔﺔ ﳑﺎ ﺳﻴﻘﻮﻡ ﺑﻪ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻭﻳﺘﺄﺛﺮ ﺍﳌﺨﻄﻄﻮﻥ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﺇﻃﺎﺭ ﻣﻘﺮﺭ ﻣﻌﲔ ﻟﻠﺪﻭﺭﺓ‪:‬‬
‫ﺍﳌﻌﺎﺭﻑ ﻭﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﺣﻮﻝ ﺣﻘﻞ ﺍﳌﺎﺩﺓ‪ :‬ﻓﺎﳌﻘﺮﺭ ﻳﻌﻜﺲ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﺣﻮﻝ ﻃﺒﻴﻌﺔ‬ ‫•‬
‫ﺍﻟﻜﻼﻡ ﺃﻭ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻭ ﺍﻟﻜﺘﺎﺑﺔ ﺃﻭ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬
‫ﺍﻟﺒﺤﺚ ﻭﺍﻟﻨﻈﺮﻳﺔ‪ :‬ﻓﻘﺪ ﺗﻘﻮﺩ ﺃﺣﻴﺎﻧﺎ ﺍﻟﺒﺤﻮﺙ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻤﻬﺎ ﺇﺿﺎﻓﺔ ﺇﱃ ﻧﻈﺮﻳﺎﺕ‬ ‫•‬
‫ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﺇﱃ ﻣﻘﺘﺮﺣﺎﺕ ﰲ ﻣﺼﻠﺤﺔ ﺃﻧﻮﺍﻉ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ‪.‬‬
‫ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ :‬ﻓﻘﺪ ﻗﺎﻣﺖ ﻣﻬﻨﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺑﺘﺄﺳﻴﺲ ﺧﱪﺓ ﻋﻤﻠﻴﺔ ﻛﺒﲑﺓ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ‬ ‫•‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺗﺸﻜﻞ ﻫﺬﻩ ﺍﳋﱪﺍﺕ ﻏﺎﻟﺒﺎﹰ ﺍﻷﺳﺎﺱ ﻷﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ‪.‬‬
‫ﺍﻟﺘﻴﺎﺭﺍﺕ‪ :‬ﺇﻥ ﻣﺬﺍﻫﺐ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺗﻈﻬﺮ ﻭﲣﺘﻔﻲ ﻭﺗﻌﻜﺲ ﺗﻴﺎﺭﺍﺕ ﻭﻃﻨﻴﺔ ﻭﻋﺎﳌﻴﺔ‪.‬‬ ‫•‬
‫ﻭﻗﺪ ﺃﺩﺕ ﺣﺮﻛﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ ﰲ ﲦﺎﻧﻴﻨﺎﺕ ﻭﺗﺴﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺇﱃ ﺇﻋﺎﺩﺓ‬
‫ﻓﺤﺺ ﺍﳌﺬﺍﻫﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‪ ،‬ﻭﺇﱃ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺒﺎﺩﺉ ﻟﺘﻄﻮﻳﺮ ﻣﻘﺮﺭﺍﺕ ﺍﺗﺼﺎﻟﻴﺔ )ﺍﻧﻈﺮ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ(‪ .‬ﻭﺍﳌﻘﺮﺭ ﺍﻻﺗﺼﺎﱄ ﺇﻣﺎ ﺃﻥ ﻳﻜﻮﻥ ﳏﺎﻭﻟﺔ ﻟﺘﻄﻮﻳﺮ ﺇﻃﺎﺭ ﻟﺪﻭﺭﺓ ﻟﻐﻮﻳﺔ ﻋﺎﻣﺔ ﻣﺜﻞ ﻣﻘﺮﺭ ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﻌﺘﺒﺔ‪ ،‬ﻭﺇﻣﺎ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺿﻤﻦ ﳏﻴﻂ ﳏﺪﻭﺩ ﻣﺜﻞ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪ .‬ﻭﻧﻈﺮﺍ ﻟﻮﺟﻮﺩ‬
‫ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﻣﺬﺍﻫﺐ ﺍﳌﻘﺮﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﺃﻳﻀﺎﹰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺃﻃﺮ‬
‫ﺍﳌﻘﺮﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗﺰﻋﻢ ﺃ‪‬ﺎ ﻧﺴﺦ ﻣﻦ ﺍﳌﻘﺮﺭ ﺍﻻﺗﺼﺎﱄ‪ :‬ﻣﺜﻞ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ‪ ،‬ﻭﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ‬
‫ﻗﻮﺍﻣﺔ ﺍﻟﻨﺺ‪ ،‬ﻭﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﺔ ﺍﳌﻬﻤﺔ‪ .‬ﻭﺍﳌﺬﺍﻫﺐ ﺍﻷﺧﺮﻯ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﺃﻳﻀﺎﹰ‪،‬‬
‫ﻭﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﺍﻵﻥ ﻃﺒﻴﻌﺔ ﻫﺬﻩ ﺍﳋﻴﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻘﺮﺭﺍﺕ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ )ﺃﻭ ﺍﻟﺒﻨﺎﺋﻲ( ‪ :grammatical or structural syllabus‬ﻭﻫﻮ ﺍﳌﻘﺮﺭ‬

‫ﺍﳌﻨﻈﻢ ﺣﻮﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ .‬ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺗﻘﻠﻴﺪﻳﺎ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺧﺎﺻﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‪ .‬ﻭﻳﺴﻌﻰ ﳐﻄﻂ ﺍﳌﻘﺮﺭ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﻣﻘﺮﺭ‬
‫ﻗﻮﺍﻋﺪﻱ ﺇﱃ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

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‫• ﺍﺧﺘﻴﺎﺭ ﺃﳕﺎﻁ ﻛﺎﻓﻴﺔ ﻟﺪﻋﻢ ﺣﺠﻢ ﻭﻗﺖ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺘﺎﺡ‪.‬‬

‫• ﺗﻨﻈﻴﻢ ﺍﻟﻌﻨﺎﺻﺮ ﰲ ﺗﺘﺎﺑﻊ ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫• ﲢﺪﻳﺪ ﳎﻤﻮﻋﺔ ﻣﻨﺘﺠﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ ،‬ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺎﻋﺪ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰲ ﻣﻘﺮﺭ ﻟﻠﻘﻮﺍﻋﺪ ﻭﲢﺪﻳﺪ ﺗﺘﺎﺑﻌﻬﺎ ﻻﻳﻌﻜﺲ ﺍﻟﺴﻬﻮﻟﺔ ﺃﻭ ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﻟﻠﻌﻨﺎﺻﺮ ﻓﺤﺴﺐ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﻌﻜﺲ ﺃﻳﻀﺎ ﻋﻼﻗﺘﻬﺎ ﻣﻊ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﻘﺮﺭ ﻭﺍﻟﱵ ﻗﺪ ﻳﺘﻢ ﺗﻄﻮﻳﺮﻫﺎ‬
‫ﺑﺸﻜﻞ ﻣﺘﺰﺍﻣﻦ‪ .‬ﻭﻳﻘﻮﻡ ﳐﻄﻂ ﺍﳌﻘﺮﺭ ﻋﺎﺩﺓ ﺑﺘﻨﻈﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻊ ﺍﶈﺘﻮﻯ ﺍﳌﺘﻮﻗﻊ ﻟﻠﺪﺭﺱ ﰲ ﺻﻴﻐﺔ‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ ﻭﺃﻧﺸﻄﺔ‪ ،‬ﻭﳍﺬﺍ ﺍﻟﺴﺒﺐ ﲣﺘﻠﻒ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻏﺎﻟﺒﺎ ﻣﻦ ﺩﻭﺭﺓ ﺇﱃ ﺃﺧﺮﻯ‬
‫ﺣﱴ ﻭﺇﻥ ﻛﺎﻧﺖ ﺗﺴﺘﻬﺪﻑ ﻧﻔﺲ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٤‬ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﺍﻟﺬﻱ‬
‫ﻳﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﺪﻭﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻟﻠﺴﻨﺔ ﺍﻷﻭﱃ‪.‬‬
‫ﺇﻻ ﺃﻥ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﰎ ﻧﻘﺪﻫﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫• ﲤﺜﻞ ﻓﻘﻂ ﺑﻌﺪﺍﹰ ﺟﺰﺋﻴﺎﹰ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫• ﻻﺗﻌﻜﺲ ﺗﺘﺎﺑﻊ ﺍﻻﻛﺘﺴﺎﺏ ﺍﳌﺸﺎﻫﺪ ﰲ ﺍﻻﻛﺘﺴﺎﺏ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫• ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﳉﻤﻠﺔ ﻻ ﻋﻠﻰ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻷﻃﻮﻝ ﰲ ﺍﳋﻄﺎﺏ‪.‬‬
‫• ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﻻ ﺍﳌﻌﲎ‪.‬‬
‫• ﻻ ﺗﻌﺎﰿ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‪.‬‬
‫ﻭﺗﻨﻄﺒﻖ ﻫﺬﻩ ﺍﻻﻋﺘﺮﺍﺿﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺍﻵﻥ ﺇﻻ ﻋﺪﺩ ﻗﻠﻴﻞ ﻣﻦ‬
‫ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻨﻈﻤﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺑﺸﻜﻞ ﻣﻄﻠﻖ‪ .‬ﻭﺍﻟﻮﺍﻗﻊ ﺃﻥ ﻭﺟﻮﺩ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ‬
‫ﺍﳌﻘﺮﺭﺍﺕ ﺣﺎﻟﻴﺎﹰ ﺃﻣﺮ ﻣﺸﻜﻮﻙ ﻓﻴﻪ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﺗﻈﻞ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻜﻮﻧﺎﹰ ﺟﻮﻫﺮﻳﺎﹰ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﳝﺜﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ ﺧﻼﻝ ﻗﻮﺍﻋﺪﻫﺎ ﻣﺬﻫﺒﺎ ﻣﺄﻟﻮﻓﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﺇﺫ ﻳﺘﻮﻗﻊ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﻟﻄﻼﺏ ﰲ ﺃﺟﺰﺍﺀ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﻌﺎﱂ ﺭﺅﻳﺔ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺳﺘﻜﻮﻥ ﺭﺩﺓ ﻓﻌﻠﻬﻢ‬
‫ﺳﻠﺒﻴﺔ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩﻫﺎ‪.‬‬
‫• ﺗﻘﺪﻡ ﺍﻟﻘﻮﺍﻋﺪ ﺇﻃﺎﺭﺍ ﻣﺮﳛﺎ ﻟﻠﺪﻭﺭﺓ‪ :‬ﺣﻴﺚ ﳝﻜﻦ ﺭﺑﻂ ﺍﻟﻘﻮﺍﻋﺪ ﺑﺴﻬﻮﻟﺔ ﺑﺎﳉﻮﺍﻧﺐ ﺍﻷﺧﺮﻯ ﻣﻦ‬
‫ﺍﳌﻘﺮﺭ ﻣﺜﻞ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺃﻭ ﺍﳌﻮﺍﻗﻒ‪.‬‬

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‫• ﲤﺜﻞ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻜﻮﻧﺎ ﺟﻮﻫﺮﻳﺎ ﰲ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ :‬ﺣﻴﺚ ﺗﺸﺘﻤﻞ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﻘﺪﺭﺓ‬
‫ﻋﻠﻰ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﻠﻴﻢ ﻟﻠﻘﻮﺍﻋﺪ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻲ ﺗﺴﺘﺤﻖ ﻣﻜﺎﻧﺎﹰ ﰲ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻭﻟﺬﺍ ﺍﺳﺘﻤﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻜﻦ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻋﺎﺩﺓ ﻋﻠﻰ‬
‫ﺃ‪‬ﺎ ﺗﻴﺎﺭ ﻭﺍﺣﺪ ﳌﻘﺮﺭ ﻣﺘﻌﺪﺩ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻭ ﻣﺘﻜﺎﻣﻞ ﺍﳌﻬﺎﺭﺍﺕ ﻭﻟﻴﺲ ﻋﻠﻰ ﺃ‪‬ﺎ ﺍﻷﺳﺎﺱ ﺍﻟﻮﺣﻴﺪ ﻟﻠﻤﻘﺮﺭ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﺪﻻﱄ ‪ :lexical syllabus‬ﻭﻫﻮ ﻣﻘﺮﺭ ﳛﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳍﺪﻑ ﺍﻟﱵ ﳚﺐ ﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﻭﺗﻜﻮﻥ‬
‫ﻣﺮﺗﺒﺔ ﻋﺎﺩﺓ ﻭﻓﻘﺎ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﻣﺜﻞ ‪ ٥٠٠‬ﺃﻭ‪ ١٠٠٠‬ﺃﻭ‪ ٢٠٠٠‬ﻛﻠﻤﺔ ﺍﻷﻭﱃ‪ .‬ﻭﻗﺪ ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﺃﻥ ﻣﻘﺮﺭﺍﺕ ﺍﳌﻔﺮﺩﺍﺕ ﻛﺎﻧﺖ ﻣﻦ ﺑﲔ ﺍﻷﻧﻮﺍﻉ ﺍﻷﻭﱃ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﰎ ﺗﻄﻮﻳﺮﻫﺎ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻭﺍﻟﻴﻮﻡ ﻫﻨﺎﻙ ﺩﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻻﺗﻔﺎﻕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺄﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﳝﻴﻞ ﻣﺆﻟﻔﻮ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﱃ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺿﻤﻦ ﻧﻄﺎﻕ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳍﺪﻑ‪ .‬ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﳍﺪﻑ ﻟﺪﻭﺭﺓ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻫﻲ‪:‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ‪ ١٠٠٠ :‬ﻛﻠﻤﺔ‪.‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ ٢٠٠٠ :‬ﻛﻠﻤﺔ ﺇﺿﺎﻓﻴﺔ‪.‬‬
‫ﺍﳌﺴﺘﻮﻯ ﻓﻮﻕ ﺍﳌﺘﻮﺳﻂ‪ ٢٠٠٠ :‬ﻛﻠﻤﺔ ﺇﺿﺎﻓﻴﺔ‪.‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‪+٢٠٠٠ :‬ﻛﻠﻤﺎﺕ ﺇﺿﺎﻓﻴﺔ‪(Hindmarsh ١٩٨٠, Nation ١٩٩٠) .‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﺪﻭﺭﺍﺕ ﺍﳌﺨﻄﻄﺔ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﺣﻮﻝ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺪﻻﻟﻴﺔ ﺩﻭﺭﺓ ‪Collins‬‬
‫‪ (Willis and Willis ١٩٨٨) Cobuild English Course‬ﻭﺍﻟﱵ ﻳﻌﻠﻖ ﻋﻠﻴﻬﺎ‬
‫‪ (١٩٩٠: ) Willis‬ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺇﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟـ‪ ٧٠٠‬ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﲤﺜﻞ ﺣﻮﺍﱄ ‪ %٧٠‬ﻣﻦ ﻛﻞ ﺍﻟﻨﺼﻮﺹ ﺍﻹﳒﻠﻴﺰﻳﺔ؛‬
‫ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺣﻮﺍﱄ ‪ %٧٠‬ﻣﻦ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﱵ ﻧﺘﻜﻠﻤﻬﺎ ﻭﻧﺴﻤﻌﻬﺎ ﻭﻧﻘﺮﺅﻫﺎ ﻭﻧﻜﺘﺒﻬﺎ ﻣﻜﻮﻧﺔ ﻣﻦ‬
‫ﺍﻟـ‪ ٧٠٠‬ﻛﻠﻤﺔ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﰲ ﺍﻟﻠﻐﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟـ‪ ١٥٠٠‬ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﲤﺜﻞ ‪ %٧٦‬ﻣﻦ‬
‫ﺍﻟﻨﺺ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﻟـ‪ ٢٥٠٠‬ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﲤﺜﻞ ‪ .%٨٠‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﻗﺮﺭﻧﺎ ﺃﻥ ﳛﺪﺩ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺔ‬
‫ﳏﺘﻮﻳﺎﺕ ﺩﻭﺭﺗﻨﺎ‪ .‬ﻓﺎﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻳﻬﺪﻑ ﺇﱃ ﺗﻐﻄﻴﺔ ﺍﻟـ‪ ٧٠٠‬ﻛﻠﻤﺔ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﻣﻊ ﺃﳕﺎﻃﻬﺎ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﺎ ﺍﻟﺸﺎﺋﻌﺔ‪ ،‬ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ﻳﻌﻴﺪ ﺗﺪﻭﻳﺮ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﻭﻳﺴﺘﻤﺮ ﻟﻴﻐﻄﻲ ﺍﻟـ‪ ٨٠٠‬ﻛﻠﻤﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﻟﻴﺼﻞ ﺇﱃ ﻣﺴﺘﻮﻯ ‪١٥٠٠‬ﻛﻠﻤﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻌﻴﺪ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ ﺗﺪﻭﻳﺮ ﻫﺬﻩ ﺍﻟـ‪ ١٥٠٠‬ﻛﻠﻤﺔ‬
‫ﻭﻳﻀﻴﻒ ﻋﻠﻴﻬﺎ ‪ ١٠٠٠‬ﻛﻠﻤﺔ ﺃﺧﺮﻯ‪.‬‬

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‫ﻭﻧﻈﺮﺍﹰ ﻷﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺗﻌﺪ ﻋﻨﺼﺮﺍﹰ ﺭﺋﻴﺴﺎﹰ ﰲ ﺗﻘﺪﱘ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﳌﻘﺮﺭ‬
‫ﺍﻟﺪﻻﱄ ﳎﺮﺩ ﺃﺣﺪ ﺍﳉﻮﺍﻧﺐ ﰲ ﻣﻘﺮﺭ ﺃﻛﺜﺮ ﴰﻮﻟﻴﺔ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﻮﻇﻴﻔﻲ ‪ :functional syllabus‬ﻭﻫﻮ ﺍﳌﻘﺮﺭ ﺍﳌﻨﻈﻢ ﺣﻮﻝ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻣﺜﻞ‪:‬‬
‫ﺍﻟﻄﻠﺐ ﻭﺍﻟﺸﻜﻮﻯ ﻭﺍﻻﻗﺘﺮﺍﺡ ﻭﺍﻻﺗﻔﺎﻕ ﻭﳓﻮ ﺫﻟﻚ‪ .‬ﻭﻳﺴﻌﻰ ﺍﳌﻘﺮﺭ ﺍﻟﻮﻇﻴﻔﻲ ﺇﱃ ﲢﻠﻴﻞ ﻣﻔﻬﻮﻡ ﺍﻟﻘﺪﺭﺓ‬
‫ﺍﻻﺗﺼﺎﻟﻴﺔ ﺇﱃ ﻣﻜﻮﻧﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﻣﻨﻄﻠﻖ ﺃﻥ ﺇﺗﻘﺎﻥ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻔﺮﺩﻳﺔ ﺳﻮﻑ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﻗﺪ ﰎ ﺍﻗﺘﺮﺍﺡ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺳﺒﻌﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍﹰ‬
‫ﻣﻦ ﺣﺮﻛﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ )ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ(‪ ،‬ﻭﻗﺪ ﺷﻜﻠﺖ ﺍﻷﺳﺎﺱ ﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻨﺬ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‪ .‬ﻭﺗﻌﺪ ﺃﺣﺪ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻟﻠﻤﻘﺮﺭ ﺍﻻﺗﺼﺎﱄ‪ ،‬ﺃﻱ ﺫﻟﻚ‬
‫ﺍﻟﺬﻱ ﻳﻌﺎﰿ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻻ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ‪ .linguistic competence‬ﻭﻗﺪ ﰎ ﲢﺪﻳﺪ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ ﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﻷﻏﺮﺍﺽ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ‬
‫ﺃﺟﻠﻬﺎ‪ ،‬ﺧﺼﻮﺻﺎﹰ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻟﺼﻐﺎﺭ ﺣﱴ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﻣﺴﺘﺨﺪﻣﲔ ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﺍﻟﻜﻔﺎﻑ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺴﻔﺮ‪ ،‬ﻭﻗﺪ ﻧﺘﺞ ﻋﻦ ﻫﺬﺍ ﻣﻘﺮﺭ ﻭﻇﻴﻔﻲ ﰎ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ‪ ،‬ﻭﻳﺘﻜﻮﻥ ﻣﻦ‪١٢٦‬‬
‫ﻭﻇﻴﻔﺔ ﻗﺴﻤﺖ ﺇﱃ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪:( ٥‬‬
‫• ﻧﻘﻞ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﺒﺤﺚ ﻋﻨﻬﺎ‪.‬‬
‫• ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﻛﺘﺸﺎﻓﻬﺎ‪.‬‬
‫• ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ‪.‬‬
‫• ﺍﻟﺘﻜﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪.socializing‬‬
‫• ﺑﻨﺎﺀ ﺍﳋﻄﺎﺏ‪.‬‬
‫• ﺇﺻﻼﺡ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻗﺪ ﻛﺎﻧﺖ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻣﺜﻞ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ ﺍﻟﺒﺪﻳﻞ ﺍﳉﺎﺩ ﺍﻷﻭﻝ ﻟﻠﻤﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ ﻟﺘﺼﺒﺢ ﺃﺳﺎﺳﺎ‬
‫ﻟﺘﺼﻤﻴﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻷﻏﺮﺍﺽ ﻋﺎﻣﺔ‪ ،‬ﻭﻗﺪ ﻗﺎﻣﺖ ﺩﻭﺭﺍﺕ ﺭﺋﻴﺴﻴﺔ ﻧﺸﺮﺕ ﻣﻨﺬ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ ﺍﳌﻴﻼﺩﻳﺔ ﺑﺘﻮﻇﻴﻒ‬
‫ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻋﻠﻰ ﳓﻮ ﻣﺘﺰﺍﻳﺪ‪ ،‬ﻣﺮﺗﺒﻄﺔ ﺃﺣﻴﺎﻧﺎ ﲟﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ ﻣﻮﺍﺯ ﳍﺎ‪ .‬ﻭﻧﻈﺮﺍ ﻷﻥ ﺍﳌﻘﺮﺭﺍﺕ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ ﺗﺮﻛﺰ ﻏﺎﻟﺒﺎ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‪ ،‬ﻓﻬﻲ ﻣﻨﺎﺳﺒﺔ ﻋﻠﻰ ﳓﻮ ﺧﺎﺹ ﻟﺘﻨﻈﻴﻢ ﺩﻭﺭﺍﺕ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﶈﻜﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺛﺒﺘﺖ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺷﻌﺒﻴﺘﻬﺎ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺗﻌﻜﺲ ﻧﻈﺮﺓ ﺃﻛﺜﺮ ﴰﻮﻟﻴﺔ ﻟﻠﻐﺔ ﻣﻦ ﻧﻈﺮﺓ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ ،‬ﻭﺗﺮﻛﺰ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻻ‬
‫ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬

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‫• ﳝﻜﻦ ﺭﺑﻄﻬﺎ ﺑﺴﻬﻮﻟﺔ ﺑﺎﻷﻧﻮﺍﻉ ﺍﻷﺧﺮﻯ ﻣﻦ ﳏﺘﻮﻯ ﺍﳌﻘﺮﺭ)ﻣﺜﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ‬

‫ﻭﺍﳌﻔﺮﺩﺍﺕ(‪.‬‬
‫• ﺗﻘﺪﻡ ﺇﻃﺎﺭﺍ ﻣﻼﺋﻤﺎ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺧﺎﺻﺔ ﰲ ﳎﺎﱄ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‪.‬‬
‫ﻭﻗﺪ ﰎ ﻧﻘﺪ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺃﻳﻀﺎ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫• ﻟﻴﺲ ﻫﻨﺎﻙ ﻣﻌﺎﻳﲑ ﻭﺍﺿﺤﺔ ﻻﺧﺘﻴﺎﺭ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺗﺪﺭﳚﻬﺎ‪.‬‬
‫• ﲤﺜﻞ ﻧﻈﺮﺓ ﺳﺎﺫﺟﺔ ﻟﻠﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻭﺗﻔﺸﻞ ﰲ ﻣﻌﺎﳉﺔ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫• ﲤﺜﻞ ﻣﺬﻫﺒﺎﹰ ﻣﻔﻜﻜﺎﹰ ﰲ ﺍﻟﻠﻐﺔ؛ ﺃﻱ ﺃ‪‬ﺎ ﺗﻔﺘﺮﺽ ﺃﻥ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ ﻣﻜﻮﻧﺎﺕ‬
‫ﻣﻨﻔﺼﻠﺔ ﳝﻜﻦ ﺗﺪﺭﻳﺴﻬﺎ ﻋﻠﻰ ﳓﻮ ﻣﻨﻔﺼﻞ‪.‬‬
‫• ﺗﺆﺩﻱ ﰲ ﺍﻟﻐﺎﻟﺐ ﺇﱃ ﻣﺬﻫﺐ ﻛﺘﺎﺏ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪ phrase-book approach‬ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﺘﻌﺒﲑﺍﺕ ﻭﺍﻟﺘﻌﺎﺑﲑ ﺍﻻﺻﻄﻼﺣﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻮﻇﺎﺋﻒ‬
‫ﳐﺘﻠﻔﺔ‪.‬‬
‫• ﻗﺪ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﰲ ﺑﺮﻧﺎﻣﺞ ﻭﻇﻴﻔﻲ ﻓﺠﻮﺍﺕ ﻛﺒﲑﺓ ﰲ ﻗﺪﺭ‪‬ﻢ‬
‫ﺍﻟﻘﻮﺍﻋﺪﻳﺔ؛ ﻷﻥ ﺑﻌﺾ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﳌﻬﻤﺔ ﻗﺪ ﻻ ﻳﺘﻢ ﺍﺳﺘﻨﺒﺎﻃﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﳌﺪﺭﺳﺔ ﰲ ﺍﳌﻘﺮﺭ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﻴﻤﻜﻦ ﻋﺪ ﻫﺬﻩ ﺍﻻﻋﺘﺮﺍﺿﺎﺕ ﻗﻀﺎﻳﺎ ﲢﺘﺎﺝ ﺇﱃ ﺣﻠﻮﻝ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﺍﳌﻘﺮﺭ ﺍﻟﻮﻇﻴﻔﻲ‪ .‬ﻭﺭﻏﻢ‬
‫ﺍﳊﻤﺎﺱ ﺍﻟﺬﻱ ﺍﺳﺘﻘﺒﻠﺖ ﺑﻪ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﲦﺎﻧﻴﻨﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺍﳌﻴﻼﺩﻱ ﺗﻌﺪ ﺍﻵﻥ ﺑﺼﻮﺭﺓ‬
‫ﻋﺎﻣﺔ ﻣﻜﻮﻧﺎ ﺟﺰﺋﻴﺎ ﻓﻘﻂ ﻣﻦ ﺍﳌﻘﺮﺭ ﺍﻻﺗﺼﺎﱄ‪ ،‬ﺇﺫ ﻇﻬﺮﺕ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻬﻤﺔ ﻭﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ‬
‫ﻗﻮﺍﻣﻬﺎ ﺍﻟﻨﺺ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﻣﻘﺘﺮﺣﺎﺕ ﺑﺪﻳﻠﺔ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﺍﻻﺗﺼﺎﱄ )ﺳﻮﻑ ﻧﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﻻﺣﻘﺎ ﰲ‬
‫ﻫﺬﺍ ﺍﳉﺰﺀ(‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ ‪ :situational syllabus‬ﻭﻫﻮ ﺍﳌﻘﺮﺭ ﺍﳌﻨﻈﻢ ﺣﻮﻝ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﳐﺘﻠﻔﺔ ﻣﺜﻞ ﺍﳌﻄﺎﺭ ﺃﻭ ﺍﻟﻔﻨﺪﻕ‪ .‬ﻭﺍﳌﻮﻗﻒ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳏﻴﻂ ﲢﺪﺙ ﻓﻴﻪ ﻋﺎﺩﺓ ﺃﺣﺪﺍﺙ ﺍﺗﺼﺎﻟﻴﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﻭﳛﺪﺩ ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﳌﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻷﺣﺪﺍﺙ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﻌﺎﺩﻳﺔ ﻭﺍﻟﻠﻐﺔ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺫﻟﻚ ﺍﶈﻴﻂ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺍﳌﻘﺮﺭﺍﺕ ﺍﳌﻮﻗﻔﻴﺔ ﺧﺎﺻﻴﺔ ﻣﺄﻟﻮﻓﺔ ﻟﻜﺘﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻨﺬ ﻗﺮﻭﻥ‬
‫)‪ ،(Kelly ١٩٦٩‬ﻭﻫﻲ ﺗﺴﺘﺨﺪﻡ ﻏﺎﻟﺒﺎ ﰲ ﻛﺘﺐ ﺍﻟﺴﻔﺮ‪ ،‬ﻭﺍﻟﻜﺘﺐ ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ ﺇﺗﻘﺎﻥ ﺗﻌﺒﲑﺍﺕ ﻳﺘﻢ‬
‫ﻣﻮﺍﺟﻬﺘﻬﺎ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﰲ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻜﺘﺐ ﺍﳌﺼﻤﻤﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻒ ﰲ‬

‫‪٢٠٠‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺴﻔﺮ ﻛﺘﺎﺏ ‪Buckingham and Whitney ) Passport‬‬

‫‪ (١٩٩٥‬ﻭﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪_١٠‬ﰲ ﺍﳌﻄﻌﻢ‬ ‫‪_١‬ﰲ ﺍﻟﻄﺎﺋﺮﺓ‬
‫‪_١١‬ﰲ ﺍﳌﻘﻬﻰ‬ ‫‪_٢‬ﰲ ﻣﻜﺘﺐ ﺍﳍﺠﺮﺓ‬
‫‪_١٢‬ﰲ ﺍﳊﺎﻧﺔ‬ ‫‪ _٣‬ﰲ ﺍﻟﺒﻨﻚ‬
‫‪_١٣‬ﰲ ﺍﳊﺎﻓﻠﺔ‬ ‫‪_٤‬ﻋﻠﻰ ﺍﳍﺎﺗﻒ‬
‫‪_١٤‬ﰲ ﺍﳌﺘﺠﺮ‬ ‫‪_٥‬ﰲ ﺍﻟﺸﺎﺭﻉ‬
‫‪_١٥‬ﰲ ﻣﻜﺘﺐ ﺍﻟﱪﻳﺪ‬ ‫‪_٦‬ﰲ ﺍﳌﺪﻳﻨﺔ‬
‫‪_١٦‬ﰲ ﺍﻟﺴﻴﻨﻤﺎ‬ ‫‪_٧‬ﰲ ﺍﳌﱰﻝ‬
‫‪_١٧‬ﰲ ﺍﻟﻔﻨﺪﻕ‬ ‫‪_٨‬ﻋﻨﺪ ﺍﻟﻄﺒﻴﺐ‬
‫‪_١٨‬ﰲ ﺍﳌﻄﺎﺭ‬ ‫‪_٩‬ﰲ ﺍﳌﻜﺘﺐ‬
‫ﻭﻣﻦ ﺇﳚﺎﺑﻴﺎﺕ ﺍﳌﻘﺮﺭﺍﺕ ﺍﳌﻮﻗﻔﻴﺔ ﺃ‪‬ﺎ ﺗﻘﺪﻡ ﺍﻟﻠﻐﺔ ﰲ ﺳﻴﺎﻕ‪ ،‬ﻭﺗﺪﺭﺱ ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﻋﻤﻠﻴﺎ ﺑﺸﻜﻞ‬
‫ﻓﻮﺭﻱ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻛﺎﻧﺖ ﻋﺮﺿﺔ ﻟﻠﻨﻘﺪ ﺃﻳﻀﺎ ﺍﳌﺘﻤﺜﻞ ﺑﺎﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻻﻳﻌﺮﻑ ﺇﻻ ﺍﻟﻘﻠﻴﻞ ﺣﻮﻝ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻟﺬﺍ ﻓﺈﻥ ﺍﺧﺘﻴﺎﺭ ﻋﻨﺎﺻﺮ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻣﺒﲏ ﻋﺎﺩﺓ ﻋﻠﻰ ﺍﳊﺪﺱ‪.‬‬
‫• ﻗﺪ ﻻ ﳝﻜﻦ ﻧﻘﻞ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨﺔ ﺇﱃ ﻣﻮﺍﻗﻒ ﺃﺧﺮﻯ‪.‬‬
‫• ﺗﺆﺩﻱ ﺍﳌﻘﺮﺭﺍﺕ ﺍﳌﻮﻗﻔﻴﺔ ﻏﺎﻟﺒﺎ ﺇﱃ ﻣﺬﻫﺐ ﻛﺘﺎﺏ ﺍﻟﻌﺒﺎﺭﺍﺕ‪.‬‬
‫• ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻠﻰ ﳓﻮ ﻋﺮﺿﻲ‪ ،‬ﻭﻟﺬﺍ ﻓﻘﺪ ﻳﺆﺩﻱ ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ ﺇﱃ ﻓﺠﻮﺍﺕ ﰲ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻋﻨﺪ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫ﺇﻥ ﺩﻭﺭ ﺍﳌﻮﺍﻗﻒ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺩﺧﻞ ﻣﺮﺓ ﺃﺧﺮﻯ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺣﺪﻳﺜﺎ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﺑﺼﻴﻐﺔ ﳐﺘﻠﻔﺔ‬
‫ﻋﻦ ﺍﳌﻘﺮﺭﺍﺕ ﺍﳌﻮﻗﻔﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻊ ﻇﻬﻮﺭ ﺍﳌﺬﺍﻫﺐ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪ .‬ﻓﻤﺬﺍﻫﺐ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺗﻌﻄﻲ ﺩﻭﺭﺍﹰ ﻣﺮﻛﺰﻳﺎﹰ‬
‫ﻟﻠﻤﻮﻗﻒ ﺃﻭ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﳛﺪﺙ ﻓﻴﻪ ﺍﻻﺗﺼﺎﻝ ﻭﻋﻨﺎﺻﺮ ﺍﳌﻮﻗﻒ ﺍﻟﺘﺎﻟﻴﺔ ) ‪Munby ١٩٧٨, Feez‬‬
‫‪:(١٩٩٨‬‬
‫• ﺍﳌﺸﺎﺭﻛﻮﻥ‪.‬‬
‫• ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﻨﺸﺄ ﺑﲔ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﻳﺆﺩﻭ‪‬ﺎ‪.‬‬
‫• ﺍﻟﻨﻘﺎﺷﺎﺕ ﺍﻟﱵ ﻳﻨﺨﺮﻃﻮﻥ ﻓﻴﻬﺎ‪.‬‬

‫‪٢٠١‬‬
‫• ﺍﳌﻬﺎﺭﺍﺕ ﺃﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﻛﻞ ﻧﻘﺎﺵ‪.‬‬

‫• ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﺍﻟﺸﻔﻬﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ ﺍﳌﻨﺘﺠﺔ‪.‬‬
‫• ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻨﺼﻮﺹ‪.‬‬
‫ﺇﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ )ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ ﻭﻛﺬﻟﻚ ﻻﺣﻘﺎ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ( ﻫﻮ‬
‫ﻣﺬﻫﺐ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻻﻧﺘﻘﺎﻻﺕ ﺍﻟﱵ ﲢﺪﺙ ﰲ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺫﺍﺕ‬
‫ﺍﻟﻌﻼﻗﺔ‪ .‬ﻭﻳﺮﻛﺰ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ )ﺳﻮﻑ ﻧﺘﻄﺮﻕ ﺇﻟﻴﻪ ﻻﺣﻘﺎ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ( ﻋﻠﻰ‬
‫ﺍﻻﻧﺘﻘﺎﻻﺕ‪ ،‬ﻭﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﲢﺪﺙ ﺿﻤﻦ ﻫﺬﻩ ﺍﻻﻧﺘﻘﺎﻻﺕ‪ ،‬ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻨﺼﻮﺹ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺈﻥ‬
‫ﻣﻔﻬﻮﻡ ﺍﳌﻮﻗﻒ ﻗﺪ ﰎ ﺩﳎﻪ ﺑﻮﺻﻔﻪ ﻋﻨﺼﺮﺍ ﻭﺍﺣﺪﺍ ﰲ ﺍﳌﺬﺍﻫﺐ ﺍﻷﻛﺜﺮ ﴰﻮﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﺿﻮﻋﻲ ﺃﻭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﶈﺘﻮﻯ ‪ :topical or content-based syllabus‬ﻭﻫﻮ‬

‫ﺍﳌﻘﺮﺭ ﺍﳌﻨﻈﻢ ﺣﻮﻝ ﺃﻓﻜﺎﺭ ﺭﺋﻴﺴﻴﺔ ﺃﻭ ﻣﻮﺿﻮﻋﺎﺕ ﺃﻭ ﻭﺣﺪﺍﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍﶈﺘﻮﻯ‪ .‬ﻭﻳﻜﻮﻥ ﺍﶈﺘﻮﻯ ﰲ‬
‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﺿﻮﻋﻲ ﻫﻮ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ ﻭﻟﻴﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻭ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺍﳌﻮﺍﻗﻒ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ‬
‫ﺍﶈﺘﻮﻯ ﻫﻮ ﺍﳌﻌﻴﺎﺭ ﺍﻟﻮﺣﻴﺪ ﻟﺘﻨﻈﻴﻢ ﺍﳌﻘﺮﺭ‪ ،‬ﺃﻭ ﻳﻜﻮﻥ ﺇﻃﺎﺭﺍ ﻟﺮﺑﻂ ﳎﻤﻮﻋﺔ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﳌﻘﺮﺭ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻊ‬
‫ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪" .‬ﺇﻧﻪ ﻳﺘﻀﻤﻦ ﺗﺪﺭﻳﺲ ﺍﶈﺘﻮﻯ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﺔ ﻣﻊ ﺟﻬﺪ ﻣﺒﺎﺷﺮ‬
‫ﳏﺪﻭﺩ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻨﻔﺼﻠﺔ ﻋﻦ ﺍﶈﺘﻮﻯ ﺍﳌﺪﺭﺱ" )‪ .(Krahnke ١٩٨٧:٦٥‬ﺇﻥ ﻛﻞ ﺍﻟﺪﻭﺭﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻧﻮﻉ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﺗﺒﲎ ﻋﻠﻴﻪ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺘﺄﻟﻒ ﻣﻦ ﳏﺘﻮﻯ‪ ،‬ﻭﻟﻜﻦ ﺍﶈﺘﻮﻯ ﰲ‬
‫ﺍﳌﺬﺍﻫﺐ ﺍﻷﺧﺮﻯ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﻳﻜﻮﻥ ﻋﺮﺿﻴﺎ ﻭﻳﻌﻤﻞ ﺃﺩﺍﺓ ﻧﻘﻞ ﳌﻤﺎﺭﺳﺔ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺍﳌﻬﺎﺭﺍﺕ ﻟﻴﺲ ﻏﲑ‪ .‬ﻓﻔﻲ ﺩﺭﺱ ﺿﻤﻦ ﺩﻭﺭﺓ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻘﻮﺍﻋﺪ ‪-‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ‬
‫ﺍﻟﺘﺮﻛﻴﺐ ﻭﻣﻦ ﰒ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﻟﻴﻈﻬﺮ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺮﻛﻴﺐ‪ ،‬ﻭﻟﻴﻘﺪﻡ ﺳﻴﺎﻗﺎ ﳌﻤﺎﺭﺳﺔ ﺫﻟﻚ‬
‫ﺍﻟﺘﺮﻛﻴﺐ‪ .‬ﻭﺑﺎﳌﻘﺎﺑﻞ ﻓﻔﻲ ﻣﻘﺮﺭ ﻗﻮﺍﻣﻪ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻳﻮﻓﺮ ﺍﶈﺘﻮﻯ ﺍﻷﺩﺍﺓ ﻟﺘﻘﺪﱘ ﺍﻟﻠﻐﺔ ﻭﻟﻴﺲ ﺍﻟﻌﻜﺲ‪.‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺍﶈﺘﻮﻯ ﻷﻗﺼﻰ ﺩﺭﺟﺔ ﻟﻴﻮﻓﺮ ﺍﻟﺮﻭﺍﺑﻂ ﻭﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ‪ .‬ﻭﺇﳚﺎﺑﻴﺎﺕ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ‬
‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﶈﺘﻮﻯ ﻫﻲ‪:‬‬
‫• ﺗﺴﻬﻞ ﺍﻟﻔﻬﻢ‪.‬‬
‫• ﳚﻌﻞ ﺍﶈﺘﻮﻯ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺫﺍﺕ ﻣﻌﲎ ﺑﺸﻜﻞ ﺃﻛﱪ‪.‬‬
‫• ﻳﻘﺪﻡ ﺍﶈﺘﻮﻯ ﺃﺳﺎﺳﺎ ﺟﻴﺪﺍ ﻟﺘﺪﺭﻳﺲ ﺍﳌﻬﺎﺭﺍﺕ‪.‬‬
‫• ﺗﻌﺎﰿ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺗﺰﻳﺪ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻋﻨﺪ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬
‫• ﺗﺴﻤﺢ ﺑﺪﻣﺞ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ‪.‬‬

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‫• ﺗﺴﻤﺢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺃﺻﻴﻠﺔ‪Brinton, Snow and Wesche ١٩٨٩, ) .‬‬
‫‪(Mohan ١٩٨٦‬‬
‫ﻭﻗﺪ ﻛﺎﻧﺖ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻮﺿﻮﻉ ﻣﻦ ﺧﺼﺎﺋﺺ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﲝﻴﺚ ﻳﺘﻢ ﺩﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻊ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺑﺮﺍﻣﺞ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻠﻄﻼﺏ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﻲ‪ .‬ﻭﻳﻘﺪﻡ‬
‫‪ Brinton‬ﻭﺁﺧﺮﻭﻥ )‪ (١٩٨٩:٢٧‬ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ﻟﻜﻴﻔﻴﺔ ﺗﻨﻈﻴﻢ ﺑﺮﻧﺎﻣﺞ ﻗﻮﺍﻣﻪ ﺍﶈﺘﻮﻯ‪:‬‬
‫ﰲ ﺑﺮﻧﺎﻣﺞ ﻗﻮﺍﻣﻪ ﺍﳌﻮﺿﻮﻉ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻮﺿﻮﻉ ﻣﻬﻢ ﻣﺜﻞ "ﺍﻟﺼﺪﻣﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ" ﻣﺒﺪﺃ ﺗﻨﻈﻴﻤﻴﺎ ﻟﺪﻭﺭﺓ‬
‫ﻣﺘﻜﺎﻣﻠﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻣﺪ‪‬ﺎ ﺃﺳﺒﻮﻋﺎﻥ‪ ،‬ﻣﻊ ﲢﺪﻳﺪ ﻣﺎ ﺳﻮﻑ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﻟﻐﻮﻳﺎ ﻣﻦ ﺧﻼﻝ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ‪،‬‬
‫ﻭﻣﺴﺘﻮﻯ ﻛﻔﺎﻳﺘﻬﻢ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭ)ﺃﺧﲑﺍ ﻭﻟﻴﺲ ﺁﺧﺮﺍ( ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﺤﺘﻮﻯ ﺃﻥ ﻳﺮﺗﺒﻂ ﺑﺄﻫﺪﺍﻑ‬
‫ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﰲ ﺑﺮﻧﺎﻣﺞ ﰲ ﺟﺎﻣﻌﺔ ﺃﳌﺎﻧﻴﺔ‪ ،‬ﻭﻗﺪ ﻭﺻﻔﻪ ‪ Brinton‬ﻭﺁﺧﺮﻭﻥ )‪(١٩٨٩‬‬
‫ﺑﺄﻧﻪ ﻣﺒﲏ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻌﻤﺎﺭﺓ ﺍﳊﺪﻳﺜﺔ‬ ‫ﺍﻟﺘﻠﻔﺎﺯ‬
‫ﺗﻘﻨﻴﺔ ﺍﻟﺮﻗﺎﺋﻖ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫ﺍﻹﻗﻨﺎﻉ ﺍﻟﺪﻳﲏ‬
‫ﻋﻠﻢ ﺍﻟﺘﺒﻴﺆ‬ ‫ﺍﻹﻋﻼﻥ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﺒﺪﻳﻠﺔ‬ ‫ﺍﻷﺩﻭﻳﺔ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻮﻭﻳﺔ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﻌﻨﺼﺮﻱ‬
‫ﺍﻷﻣﺮﻳﻜﻴﻴﻮﻥ ﺍﻷﺻﻠﻴﻮﻥ ﺍﻟﺪﺭﺍﻛﻮﻻ ﰲ ﺍﻷﺳﺎﻃﲑ ﻭﺍﻟﺮﻭﺍﻳﺎﺕ ﻭﺍﻷﻓﻼﻡ‬
‫ﻭﻣﻦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﺗﱪﺯ ﻋﻨﺪ ﺗﻄﻮﻳﺮ ﻣﻘﺮﺭ ﻗﻮﺍﻣﻪ ﺍﳌﻮﺿﻮﻉ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﻛﻴﻒ ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﶈﺘﻮﻯ؟‬
‫• ﻛﻴﻒ ﳝﻜﻦ ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺍﶈﺘﻮﻯ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺃﻭ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﻘﺮﺭ؟‬
‫• ﻫﻞ ﻣﺪﺭﺳﻮ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻣﺆﻫﻠﻮﻥ ﻟﺘﺪﺭﻳﺲ ﺩﻭﺭﺍﺕ ﻗﻮﺍﻣﻬﺎ ﺍﶈﺘﻮﻯ؟‬
‫• ﻣﺎ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻟﻘﻴﺎﺱ ﺍﻟﺘﻌﻠﻢ‪ :‬ﺗﻌﻠﻢ ﺍﶈﺘﻮﻯ ﺃﻡ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ؟‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﳏﺘﻮﻯ ﻣﻨﺎﺳﺐ ﻫﻮ ﻗﻀﻴﺔ ﺃﺳﺎﺳﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺃﻱ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ‪ ،‬ﻓﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺑﺼﻮﺭﺓ ﻣﺒﺎﻟﻎ ﻓﻴﻬﺎ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻳﺘﺮﻙ ﺍﻷﺳﺌﻠﺔ ﺍﻷﺧﺮﻯ ﺑﺪﻭﻥ ﺣﻞ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬

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‫ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻭ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺍﳌﻬﺎﺭﺍﺕ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻛﺬﻟﻚ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﻨﻈﻴﻢ ﺍﶈﺘﻮﻯ ﰲ ﺗﺘﺎﺑﻊ‬
‫ﻣﻨﻄﻘﻲ ﺃﻭ ﻗﺎﺑﻞ ﻟﻠﺘﻌﻠﻢ ﳌﻜﻮﻧﺎﺕ ﺍﳌﻘﺮﺭ ﺍﻷﺧﺮﻯ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻫﻲ ﺍﻹﻃﺎﺭ ﺍﻟﻮﺣﻴﺪ‪.‬‬
‫ﻓﺎﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻗﺪ ﺗﺘﻄﻠﺐ ﻣﺴﺘﻮﻳﺎﺕ ﻟﻐﻮﻳﺔ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﻌﻘﻴﺪ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﻗﺪ ﻻﻳﻜﻮﻥ ﳑﻜﻨﺎ‬
‫ﺩﺍﺋﻤﺎ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻘﺮﺭ‪ .‬ﻭﻳﺼﻒ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٣‬ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ ﻛﻴﻒ ﰎ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﺿﻮﻋﻲ ﰲ ﺗﻄﻮﻳﺮ ﻣﻮﺍﺩ ﻟﺘﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ‪ :competency-based syllabus‬ﻭﻫﻮ ﻣﻘﺮﺭ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬

‫ﲢﺪﻳﺪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﱵ ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﺇﺗﻘﺎ‪‬ﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻮﺍﻗﻒ ﻭﺃﻧﺸﻄﺔ ﳏﺪﺩﺓ )ﻟﻠﺘﻮﺳﻊ ﰲ ﻫﺬﺍ‬
‫ﺍﳌﻮﺿﻮﻉ ﺍﻧﻈﺮ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ(‪ .‬ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﻫﻲ ﻭﺻﻒ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﻟﻸﺩﺍﺀ ﺍﻟﻔﻌﺎﻝ ﳌﻬﻤﺎﺕ ﻭﺃﻧﺸﻄﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻓﻤﻨﻬﺞ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻨﺪ ‪(١٩٨٦) Mrowicki‬‬
‫–ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ -‬ﻣﻨﻈﻢ ﻭﻓﻘﺎ ﳌﻮﺿﻮﻋﺎﺕ ﻭﻛﻔﺎﻳﺎﺕ ﳏﺪﺩﺓ‪.‬‬
‫ﺇﻥ ﻛﻔﺎﻳﺎﺕ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﻣﻘﺴﻤﺔ ﺇﱃ ﻣﻮﺿﻮﻋﺎﺕ ﻭﻣﻮﺿﻮﻋﺎﺕ ﺑﻴﻨﻴﺔ‪ .‬ﻭﻳﺸﲑ ﺍﳌﻮﺿﻮﻉ ﺇﱃ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺬﻱ‬
‫ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﻟﻠﻐﺔ‪ .‬ﻓﻜﻔﺎﻳﺔ "ﺗﻘﺮﻳﺮ ﻣﺸﻜﻼﺕ ﺍﳌﱰﻝ ﺍﻷﺳﺎﺳﻴﺔ" ﻣﺜﻼ ﻣﻮﺟﻮﺩ ﰲ ﻣﻮﺿﻮﻉ "ﺍﻟﺴﻜﻦ"‪ .‬ﺃﻣﺎ‬
‫ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﻴﲏ ﻓﻬﻮ ﻣﻮﺿﻮﻉ ﳝﻜﻦ ﺃﻥ ﳛﺪﺙ ﰲ ﳎﺎﻻﺕ ﻣﻮﺿﻮﻋﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻓﻜﻔﺎﻳﺔ "ﻗﺮﺍﺀﺓ ﺍﻟﺘﻮﺍﺭﻳﺦ‬
‫ﻭﻛﺘﺎﺑﺘﻬﺎ" ﻣﻦ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﻴﲏ "ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻮﺍﺭﻳﺦ" ﻣﺜﻼ ﳛﺪﺙ ﺃﻳﻀﺎ ﰲ ﻣﻮﺿﻮﻋﺎﺕ "ﺍﻟﺘﺴﻮﻕ" )ﻗﺮﺍﺀﺓ‬
‫ﺗﻮﺍﺭﻳﺦ ﺍﻧﺘﻬﺎﺀ ﺻﻼﺣﻴﺔ ﺍﻷﻃﻌﻤﺔ( ﻭ"ﺍﻟﺼﺤﺔ" )ﻗﺮﺍﺀﺓ ﺃﻭﻗﺎﺕ ﺍﳌﻮﺍﻋﻴﺪ( ﻭ "ﺍﻟﺒﻨﻚ ﻭﺍﻟﻔﻮﺍﺗﲑ" )ﻗﺮﺍﺀﺓ ﻣﻮﻋﺪ‬
‫ﺍﻟﺪﻓﻊ ﻋﻠﻰ ﺍﻟﻔﻮﺍﺗﲑ( ﺇﱁ‪(Mrowicki ١٩٨٦: ) .‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻮﺿﻮﻉ "ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ" ﻣﺎﻳﻠﻲ‪:‬‬
‫‪-١‬ﻗﺮﺍﺀﺓ ﺃﺭﻗﺎﻡ ﺍﳍﺎﺗﻒ ﻭﺇﺩﺍﺭﺓ ﻗﺮﺹ ﺍﳍﺎﺗﻒ‪.‬‬
‫‪-٢‬ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﺬﺍﺕ ﻋﻠﻰ ﺍﳍﺎﺗﻒ ﻋﻨﺪ ﺍﻟﺮﺩ ﻋﻠﻰ ﺍﳍﺎﺗﻒ ﺃﻭ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﻣﻜﺎﳌﺔ‪.‬‬
‫‪-٣‬ﻃﻠﺐ ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺷﺨﺺ ﻣﺎ‪.‬‬
‫‪-٤‬ﺍﻟﺮﺩ ﻋﻠﻰ ﻃﻠﺐ ﺍﻻﻧﺘﻈﺎﺭ‪.‬‬
‫‪-٥‬ﺍﻟﺮﺩ ﻋﻠﻰ ﺷﺨﺺ ﻳﻄﻠﺐ ﺗﺴﺠﻴﻞ ﺭﺳﺎﻟﺔ‪.‬‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﻜﻔﺎﻑ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻭﻛﺬﻟﻚ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ‪ .‬ﻭﻗﺪ ﰎ ﻣﻨﺎﻗﺸﺔ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ ﺍﳌﺬﻫﺐ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﰲ ﺍﻟﻔﺼﻞ‬
‫ﺍﳋﺎﻣﺲ‪.‬‬

‫‪٢٠٤‬‬
‫ﻣﻘﺮﺭ ﺍﳌﻬﺎﺭﺍﺕ ‪ :skills syllabus‬ﻭﻫﻮ ﻣﻘﺮﺭ ﻣﻨﻈﻢ ﺣﻮﻝ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ‬
‫ﻳﺘﻀﻤﻨﻬﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﻣﺜﻞ‪ ،‬ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﻜﻼﻡ‪ .‬ﻭﻣﻌﺎﳉﺔ ﺍﻟﻠﻐﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﳌﻬﺎﺭﺍﺕ ﻣﺒﲏ ﻋﻠﻰ ﺍﻋﺘﻘﺎﺩ ﺃﻥ ﺗﻌﻠﻢ ﻧﺸﺎﻁ ﻣﻌﻘﺪ ﻣﺜﻞ "ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺿﺮﺓ" ﻳﺘﻀﻤﻦ ﺇﺗﻘﺎﻥ ﻋﺪﺩ‬
‫ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ ﺃﻭ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﻳﺘﺄﻟﻒ ﻣﻨﻬﺎ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻐﺔ ﻣﺎﻳﻠﻲ‪:‬‬
‫ﺍﺑﺘﻜﺎﺭ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠﻤﻮﺿﻮﻉ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‪:‬‬
‫ﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﳉﻤﻞ ﺍﻟﺪﺍﻋﻤﺔ‬
‫ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﺬﺍﰐ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‪:‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻭﺍﲰﺎﺕ ﺍﳋﻄﺎﺏ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺗﺪﻓﻖ ﺍﳋﻄﺎﺏ‪.‬‬
‫ﻣﺘﺎﺑﻌﺔ ﻛﻼﻡ ﺳﺮﻳﻊ‪.‬‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺇﺷﺎﺭﺍﺕ ﺃﺧﺬ ﺍﻟﺪﻭﺭ‬ ‫ﺍﻟﻜﻼﻡ‪:‬‬
‫ﺗﻘﺪﱘ ﻣﻮﺿﻮﻉ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺟﻮﻫﺮ ﺍﳌﻮﺿﻮﻉ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‪:‬‬
‫ﲣﻤﲔ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺎﺳﺘﺪﻻﻻﺕ‬
‫ﻭﻗﺪ ﻛﺎﻥ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺃﳘﻴﺔ ﻣﺮﻛﺰﻳﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻇﻬﺮﺕ ﳏﺎﻭﻻﺕ ﻟﻠﺘﻌﺮﻑ‬
‫ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ :‬ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺍﻟﻜﺘﺎﺑﺔ‬
‫ﻭﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﻜﻼﻡ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ )ﺍﻧﻈﺮ ﻣﺜﻼ ‪ .(Munby ١٩٧٨‬ﻭﻳﻘﺪﻡ‬
‫‪ (١٩٨٣) Yalden‬ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ﳌﻘﺮﺭ ﻟﺘﺪﺭﻳﺲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪:study skills‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺮﺟﻮﻉ ﺍﻷﺳﺎﺳﻴﺔ‪ :‬ﻓﻬﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ‬
‫• ﺗﻘﺪﱘ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﺃﻱ ﺍﻟﻌﻨﺎﻭﻳﻦ ﺍﻟﺮﺋﻴﺴﺔ‪ ،‬ﻭﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﺍﻷﺭﻗﺎﻡ‪ ،‬ﻭﺗﺮﻙ ﻣﺴﺎﻓﺔ ﰲ ﺑﺪﺍﻳﺔ‬
‫ﺍﻟﺴﻄﺮ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﻂ ﺍﻟﻌﺮﻳﺾ ﻭﺍﳍﻮﺍﻣﺶ‪.‬‬
‫• ﺟﺪﻭﻝ ﺍﶈﺘﻮﻳﺎﺕ ﻭﺍﻟﺪﻟﻴﻞ‪.‬‬
‫• ﺍﻹﺣﺎﻻﺕ ‪.cross-referencing‬‬
‫• ﺑﻄﺎﻗﺔ ﺍﻟﻜﺘﻠﻮﺝ‪.‬‬
‫• ﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‪.‬‬

‫‪٢٠٥‬‬
‫• ﺍﳌﺮﺍﺟﻊ‪.‬‬
‫• ﺍﳌﻌﺎﺟﻢ‪.‬‬
‫ﺍﻟﺘﺼﻔﺢ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‪:‬‬

‫• ﺟﻮﻫﺮ ﺍﻟﻨﺺ‪.‬‬
‫• ﺍﻧﻄﺒﺎﻉ ﻋﺎﻡ ﻋﻦ ﺍﻟﻨﺺ‪.‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﻻﻧﺘﻘﺎﺋﻴﺔ ﻟﺘﺤﺪﻳﺪ ﻣﻜﺎﻥ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻄﻠﻮﺑﺔ ﰲ‪:‬‬

‫• ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫• ﺃﻛﺜﺮ ﻣﻦ ﻧﻘﻄﺔ‪.‬‬
‫• ﻛﻞ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫ﺗﺸﻔﲑ ﻣﺎ ﻭﺭﺍﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﰲ ﻋﺮﺽ ﺑﻴﺎﱐ ﻣﺸﺘﻤﻼ ﻋﻠﻰ‪:‬‬

‫• ﺇﻛﻤﺎﻝ ﳐﻄﻂ‪/‬ﺟﺪﻭﻝ‪/‬ﺭﺳﻢ ﺑﻴﺎﱐ‪.‬‬
‫• ﺑﻨﺎﺀ ﳐﻄﻂ‪/‬ﺟﺪﻭﻝ‪/‬ﺭﺳﻢ ﺑﻴﺎﱐ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺗﺴﺠﻴﻞ ﻣﻔﻜﺮﺍﺕ‪:‬‬

‫• ﺇﻛﻤﺎﻝ ﺇﻃﺎﺭ ﺍﳌﻔﻜﺮﺍﺕ‪.‬‬
‫• ﺍﻟﺸﻄﺐ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺨﻄﻄﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫ﻭﳛﺘﻮﻱ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ٦‬ﻋﻠﻰ ﻣﻘﺮﺭ ﻣﻬﺎﺭﺍﺕ ﻟﻼﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻣﻦ ﻭﺛﻴﻘﺔ ﻣﻨﻬﺞ ﻭﻃﲏ ﰲ ﺑﻠﺪ ﺗﻌﺪ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﻴﻪ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﺍﳌﺒﺎﺩﺉ ﺍﳌﻔﺘﺮﺿﺔ ﻟﺪﻋﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻬﺎﺭﺍﺕ ﻫﻲ‪:‬‬
‫• ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺃﻭ ﺍﻷﺩﺍﺀ‪.‬‬
‫• ﺗﺪﺭﺱ ﻣﻬﺎﺭﺍﺕ ﳝﻜﻦ ﻧﻘﻠﻬﺎ ﺇﱃ ﻣﻮﺍﻗﻒ ﺃﺧﺮﻯ ﻛﺜﲑﺓ‪.‬‬
‫• ﲢﺪﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﺪﺭﻳﺲ ﻭﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻌﻠﻢ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺇﳚﺎﺑﻴﺔ ﰲ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺣﻴﺚ ﺇ‪‬ﺎ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻬﻤﺎﺕ ﻣﻌﻴﻨﺔ‪،‬‬
‫ﻭﻟﺬﺍ ﻓﻬﻲ ﺗﻘﺪﻡ ﺇﻃﺎﺭﺍ ﻋﻤﻠﻴﺎ ﻟﺘﺼﻤﻴﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺫﺍﺕ ﺻﻠﺔ ﺃﻛﱪ ﺑﺎﳌﻮﺍﻗﻒ‬

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‫ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﺣﺎﺟﺎﺕ ﳏﺪﺩﺓ ﻭﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ )ﻣﺜﻞ ﺍﻹﻋﺪﺍﺩ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻋﻠﻰ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﻲ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ(‪ .‬ﻭﻗﺪ ﰎ ﻧﻘﺪ ﻣﻘﺮﺭﺍﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻟﻴﺲ ﻫﻨﺎﻙ ﺃﺳﺎﺱ ﺣﻘﻴﻘﻲ ﻟﺘﺤﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ‪.‬‬
‫• ﺗﺮﻛﺰ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﻣﻨﻔﺼﻠﺔ ﻣﻦ ﺍﻷﺩﺍﺀ ﻭﻟﻴﺲ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺕ ﺍﺗﺼﺎﻟﻴﺔ ﺃﻛﺜﺮ ﺗﻜﺎﻣﻼ‬
‫ﻭﴰﻮﻟﻴﺔ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ ‪ :task-based syllabus‬ﻭﻫﻮ ﻣﻘﺮﺭ ﻣﻨﻈﻢ ﺣﻮﻝ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ‬
‫ﺳﻮﻑ ﻳﻨﺠﺰﻫﺎ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‪ .‬ﻭﺍﳌﻬﻤﺔ ﻫﻲ ﻧﺸﺎﻁ ﺃﻭ ﻫﺪﻑ ﻳﻨﻔﺬ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻣﺜﻞ ﺇﳚﺎﺩ‬
‫ﺣﻞ ﳌﻌﻀﻠﺔ‪ ،‬ﺃﻭ ﻗﺮﺍﺀﺓ ﺧﺮﻳﻄﺔ ﻭﺇﻋﻄﺎﺀ ﺗﻮﺟﻴﻬﺎﺕ‪ ،‬ﺃﻭ ﻗﺮﺍﺀﺓ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻹﺭﺷﺎﺩﺍﺕ ﻭﲡﻤﻴﻊ ﻟﻌﺒﺔ‪.‬‬
‫"ﻭﺍﳌﻬﻤﺎﺕ ﻫﻲ ﺃﻧﺸﻄﺔ ﳍﺎ ﻣﻌﲎ ﻭﻫﺪﻑ ﺗﺮﻛﺰ ﻋﻠﻴﻬﻤﺎ ﻭﺗﺪﻭﺭ ﺣﻮﳍﻤﺎ‪ .‬ﻭﻳﺘﻢ ﺗﻘﻮﱘ ﺍﻟﻨﺠﺎﺡ ﰲ ﺗﻨﻔﻴﺬ‬
‫ﺍﳌﻬﻤﺎﺕ ﻣﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﻧﻮﺍﺗﺞ ﳏﺪﺩﺓ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻬﻤﺎﺕ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺗﺘﺸﺎﺑﻪ ﻣﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﰲ‬
‫ﺍﻟﻮﺍﻗﻊ" )‪.(Skehan ١٩٩٦:٢٠‬‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﳌﻬﻤﺎﺕ ﺑﺄﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ ﰲ ﻛﻞ ﺃﻧﻮﺍﻉ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬
‫ﻣﻬﻤﺎﺕ ﻣﺼﻤﻤﺔ ﺧﺼﻴﺼﺎﹰ ﻟﺘﺴﻬﻴﻞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺇﺫ ﺇﻥ ﺍﳌﻬﻤﺎﺕ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﻓﻴﻪ ﺗﺸﻜﻞ ﺍﻟﻮﺣﺪﺍﺕ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ‪ .‬ﻭﻳﻘﺎﻝ ﺇﻥ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ‪‬ﺬﻩ ﺍﳌﻬﻤﺎﺕ ﻳﺴﺘﻘﺒﻠﻮﻥ ﻣﺪﺧﻼﺕ ﻣﻔﻬﻮﻣﺔ‬
‫‪ comprehensible input‬ﻭﳐﺮﺟﺎﺕ ﻣﻌﺪﻟﺔ ‪ ،modified output‬ﻭﻫﻲ ﻋﻤﻠﻴﺎﺕ ﻳﻌﺘﻘﺪ‬
‫ﺃ‪‬ﺎ ﻣﻬﻤﺔ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﳌﻨﻈﺮﻳﻦ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻳﺮﻭﻥ ﺃﻥ ﺍﳌﻬﻤﺎﺕ‬
‫ﺗﻌﺪ ﺃﺳﺎﺳﻴﺔ ﰲ ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭ‪ .‬ﻭﻳﻘﺮﺭ ﻛﻞ ﻣﻦ ‪ Long‬ﻭ ‪ (١٩٩١:٤٣) Crookes‬ﺃﻥ ﺍﳌﻬﻤﺎﺕ‪:‬‬
‫"ﺗﻘﺪﻡ ﻭﺳﻴﻠﺔ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺗﻘﺪﱘ ﻋﻴﻨﺎﺕ ﻣﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﺇﱃ ﺍﳌﺘﻌﻠﻤﲔ‪-‬ﻭﻫﻲ ﻣﺪﺧﻼﺕ‬
‫ﺳﻮﻑ ﻳﻘﻮﻡ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺑﺈﻋﺎﺩﺓ ﺗﺸﻜﻴﻠﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻻﳝﻜﻦ ﲡﻨﺒﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﻗﺪﺭﺍﺕ ﻣﻌﺎﳉﺔ ﻣﻌﺮﻓﻴﺔ‬
‫ﻋﺎﻣﺔ‪ -‬ﻭﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻓﺮﺹ ﻟﻼﺳﺘﻴﻌﺎﺏ ﻭﺍﻹﻧﺘﺎﺝ ﻟﻴﺴﺖ ﺑﺘﻠﻚ ﺍﻟﺼﻌﻮﺑﺔ"‪.‬‬
‫ﻭﺍﻵﺭﺍﺀ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫• ﺍﳌﻬﻤﺎﺕ ﻫﻲ ﺃﻧﺸﻄﺔ ﺗﻘﻮﺩ ﻋﻤﻠﻴﺔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫• ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﻟﻴﺲ ﺃﺳﺎﺳﻴﺎ ﰲ ﻫﺬﺍ ﺍﳌﺬﻫﺐ؛ ﻷﻥ ﺍﳌﺘﻌﻠﻤﲔ ﺳﻮﻑ ﻳﻜﺘﺴﺒﻮﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺑﻄﺮﻳﻘﺔ‬
‫ﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻋﻨﺪ ﺗﻨﻔﻴﺬ ﺍﳌﻬﻤﺎﺕ‪.‬‬
‫• ﺗﺰﻳﺪ ﺍﳌﻬﻤﺎﺕ ﺩﺍﻓﻌﻴﺔ ﺍﳌﺘﻌﻠﻤﲔ ﻭﲡﻌﻠﻬﻢ ﻳﻨﺨﺮﻃﻮﻥ ﰲ ﺍﺗﺼﺎﻝ ﻫﺎﺩﻑ‪.‬‬

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‫ﻭﻗﺪ ﰎ ﺍﻗﺘﺮﺍﺡ ﻧﻮﻋﲔ ﻣﻦ ﺍﳌﻬﻤﺎﺕ ﻟﺘﺸﻜﻞ ﺃﺳﺎﺳﺎ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ‪ :‬ﺍﳌﻬﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪pedagogical‬‬
‫‪ tasks‬ﻭﺍﳌﻬﻤﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ‪ .real-world tasks‬ﻭﺍﳌﻬﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻛﺘﺴﺎﺏ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻫﻲ ﻣﺼﻤﻤﺔ ﻹﺛﺎﺭﺓ ﻋﻤﻠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎ‪‬ﺎ‪ .‬ﻭﺍﳌﻬﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻫﻲ ﺃﻣﺜﻠﺔ‬
‫ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻬﻤﺎﺕ‪:‬‬
‫• ﻣﻬﻤﺎﺕ ﺍﻟﺼﻮﺭﺓ ﺍﳌﻘﻄﻌﺔ ‪ :jigsaw tasks‬ﺗﺘﻄﻠﺐ ﻫﺬﻩ ﺍﳌﻬﻤﺎﺕ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﲨﻊ ﺃﺟﺰﺍﺀ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺼﻴﺎﻏﺔ ﻧﺺ ﻛﺎﻣﻞ )ﻣﺜﻞ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﻓﺮﺍﺩ ﺃﻭ ﺛﻼﺙ ﳎﻤﻮﻋﺎﺕ‬
‫ﻭﻟﺪﻳﻬﻢ ﺛﻼﺛﺔ ﺃﺟﺰﺍﺀ ﳐﺘﻠﻔﺔ ﻣﻦ ﻗﺼﺔ ﻭﳚﺐ ﻋﻠﻴﻬﻢ ﲡﻤﻴﻊ ﻫﺬﻩ ﺍﻷﺟﺰﺍﺀ ﻟﺒﻨﺎﺀ ﺍﻟﻘﺼﺔ ﻛﺎﻣﻠﺔ(‪.‬‬
‫• ﻣﻬﻤﺎﺕ ﻓﺠﻮﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ :information-gap tasks‬ﻭﻫﻲ ﻣﻬﻤﺎﺕ ﺗﺘﺤﻘﻖ ﺑﻮﺟﻮﺩ‬
‫ﳎﻤﻮﻋﺘﲔ ﺃﻭ ﻓﺮﺩﻳﻦ‪ ،‬ﲝﻴﺚ ﳝﺘﻠﻚ ﻛﻞ ﻃﺮﻑ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﳝﺘﻠﻜﻬﺎ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪،‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻟﻨﻘﺎﺷﺎﺕ ﳛﺎﻭﻝ ﻛﻞ ﻃﺮﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺎ ﲝﻮﺯﺓ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪.‬‬
‫• ﻣﻬﻤﺎﺕ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ‪ :problem solving tasks‬ﺗﻄﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻣﺸﻜﻠﺔ ﳍﺎ‬
‫ﺣﻞ ﳏﺪﺩ ﻣﺼﺤﻮﺑﺔ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ‪‬ﺎ‪ ،‬ﻭﻋﻦ ﻃﺮﻳﻖ ﺍﻷﺳﺌﻠﺔ ﻭﺍﳌﻨﺎﻗﺸﺎﺕ‬
‫ﳛﺎﻭﻝ ﺍﻟﻄﻼﺏ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻞ ﻟﻠﻤﺸﻜﻠﺔ‪.‬‬
‫• ﻣﻬﻤﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ‪ :decision-making tasks‬ﺗﻄﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻣﺸﻜﻠﺔ‬
‫ﻣﺘﻌﺪﺩﺓ ﺍﳊﻠﻮﻝ‪ ،‬ﲝﻴﺚ ﳚﺐ ﻋﻠﻴﻬﻢ ﺍﺧﺘﻴﺎﺭ ﺃﺣﺪ ﺍﳊﻠﻮﻝ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻭﺽ ﻭﺍﻟﻨﻘﺎﺵ‪.‬‬
‫• ﻣﻬﻤﺎﺕ ﺗﺒﺎﺩﻝ ﺍﻵﺭﺍﺀ ‪ :opinion-exchange tasks‬ﻳﻨﺨﺮﻁ ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﻣﻨﺎﻗﺸﺔ‬
‫ﻟﻸﻓﻜﺎﺭ ﻭﺗﺒﺎﺩﻝ ﻟﻶﺭﺍﺀ‪ ،‬ﻭﻻ ﻳﻠﺰﻣﻬﻢ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﺗﻔﺎﻕ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻷﻧﺸﻄﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻛﺎﻧﺖ ﻣﻨﺬ ﻭﻗﺖ ﻃﻮﻳﻞ ﻣﻦ ﺧﺼﺎﺋﺺ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻻﺗﺼﺎﱄ‪ ،‬ﻓﻤﺆﻳﺪﻭ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻬﻤﺔ ﻳﻘﺘﺮﺣﻮﻥ ﺃﻥ ﺗﻜﻮﻥ ﻫﻲ ﺍﻟﺼﻔﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﻘﺮﺭ ﻻ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﺩﻭﺭﻫﺎ ﺛﺎﻧﻮﻳﺎﹰ‪ .‬ﻭﺍﳌﻬﻤﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻣﺼﻤﻤﺔ ﳌﻤﺎﺭﺳﺔ ﺗﻠﻚ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﺒﲔ ﺃ‪‬ﺎ ﻣﻬﻤﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺘﺪﺭﺏ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﻌﺪ ﻣﻬﻤﺔ ﻭﻣﻔﻴﺪﺓ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ‪ .‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﻛﺒﲑﺓ‬
‫ﺑﲔ ﻫﺬﻩ ﺍﻷﻧﻮﺍﻉ ﻣﻦ ﺍﳌﻬﻤﺎﺕ ﻭﺗﻠﻚ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳌﺬﺍﻫﺐ ﺍﻷﺧﺮﻯ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻒ ﰲ ﺗﺼﻤﻴﻢ‬
‫ﺍﳌﻘﺮﺭ ﻣﺜﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﺎﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻬﻤﺔ ﻟﻴﺴﺖ ﻣﺴﺘﺨﺪﻣﺔ ﺑﺸﻜﻞ ﻭﺍﺳﻊ ﺣﺎﻟﻴﺎ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻣﻦ‬
‫ﺑﲔ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺸﺎﺋﻜﺔ ﺍﻟﱵ ﺗﱪﺯ ﰲ ﻫﺬﻩ ﺍﳌﻘﺮﺭﺍﺕ ﻣﺎﻳﻠﻲ‪:‬‬
‫• ﺗﻌﺮﻳﻒ ﺍﳌﻬﻤﺔ‪ :‬ﺇﻥ ﺗﻌﺮﻳﻔﺎﺕ ﺍﳌﻬﻤﺎﺕ ﺗﻜﻮﻥ ﺃﺣﻴﺎﻧﺎ ﻭﺍﺳﻌﺔ ﺟﺪﺍ ﲝﻴﺚ ﺗﺸﻤﻞ ﺗﻘﺮﻳﺒﺎ ﻛﻞ ﺷﺊ‬
‫ﻳﻘﻮﻡ ﺑﻪ ﺍﳌﺘﻌﻠﻤﻮﻥ‪.‬‬
‫• ﺗﺼﻤﻴﻢ ﺍﳌﻬﻤﺎﺕ ﻭﺍﺧﺘﻴﺎﺭﻫﺎ‪ :‬ﺗﻈﻞ ﺇﺟﺮﺍﺀﺍﺕ ﺗﺼﻤﻴﻢ ﺍﳌﻬﻤﺎﺕ ﻭﺍﺧﺘﻴﺎﺭﻫﺎ ﻏﲑ ﻭﺍﺿﺤﺔ‪.‬‬

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‫• ﺗﻄﻮﻳﺮ ﺍﻟﺪﻗﺔ‪ :‬ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﻁ ﻟﻠﻤﻬﻤﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻗﺪ ﻳﺸﺠﻊ ﺍﻟﻄﻼﻗﺔ ﻋﻠﻰ ﺣﺴﺎﺏ ﺍﻟﺪﻗﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻣﻔﻬﻮﻡ ﺍﳌﻬﻤﺔ ﻳﺒﺪﻭ ﻣﻔﻴﺪﺍ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻧﻪ ﺃﺣﺪ ﻣﻜﻮﻧﺎﺕ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻓﻘﺪ ﰎ‬
‫ﺗﺒﻨﻴﻪ ﺑﺸﻜﻞ ﻭﺍﺳﻊ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻭﺣﺪﺓ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‪.‬‬
‫ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ ‪ :text-based syllabus‬ﻭﻫﻮ ﻣﻘﺮﺭ ﻣﺒﲏ ﻋﻠﻰ ﺍﻟﻨﺼﻮﺹ ﻭﻋﻠﻰ ﻋﻴﻨﺎﺕ‬
‫ﻣﻦ ﺍﳋﻄﺎﺏ ﺍﳌﻄﻮﻝ‪ .‬ﻭﳝﻜﻦ ﻋﺪ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻘﺮﺭﺍﺕ ﻧﻮﻋﺎ ﻣﻦ ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ ﻷﻥ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ‬
‫ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭ ﻫﻲ ﲢﻠﻴﻞ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﱵ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻟﻠﻐﺔ ﻛﻤﺎ ﺃﺷﺮﻧﺎ ﺇﱃ ﺫﻟﻚ ﺳﺎﺑﻘﺎ‪.‬‬
‫ﻳﺒﺪﺃ ]ﻫﺬﺍ ﺍﳌﺬﻫﺐ[ ﺑﺎﻟﻨﺼﻮﺹ ﺍﻟﱵ ﺣﺪﺩﺕ ﻟﺴﻴﺎﻕ ﻣﻌﲔ ﺃﻭ ﺣﺪﺩﺕ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ‬
‫ﺍﳌﺬﻫﺐ ﻏﺎﻟﺒﺎ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺴﻴﺎﻕ ﺍﻟﻌﺎﻡ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﳏﺪﺩﺍﹰ ﻛﺄﻥ ﻳﻜﻮﻥ ﰲ ﻣﻜﺎﻥ ﻋﻤﻞ ﳏﺪﺩ ﺃﻭ ﺟﺎﻣﻌﺔ‬
‫ﺃﻭ ﺳﻴﺎﻕ ﺁﺧﺮ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ‪ .‬ﻭﻣﻦ ﰒ ﻳﺘﻢ ﺗﻄﻮﻳﺮ ﻭﺣﺪﺍﺕ ﻣﻦ ﺍﻟﻌﻤﻞ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻨﺼﻮﺹ‪ .‬ﻓﺎﻟﻨﺼﻮﺹ‬
‫ﺍﶈﻜﻴﺔ ﺍﶈﺪﺩﺓ ﻣﺜﻼ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﻨﺪﺳﲔ ﰲ ﻣﻜﺎﻥ ﻋﻤﻠﻬﻢ ﻛﺎﻧﺖ‪ :‬ﺗﻌﻠﻴﻤﺎﺕ ﳏﻜﻴﺔ ﻣﻮﺟﻬﺔ ﻟﻠﻄﺎﻗﻢ‬
‫ﺍﻟﻌﺎﻣﻞ ﰲ ﺍﳊﻘﻞ‪ ،‬ﻭﺗﻘﺪﱘ ﺗﻘﺮﻳﺮ ﺑﺎﻟﻨﺘﺎﺋﺞ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ‪ ،‬ﻭﻣﻨﺎﻗﺸﺎﺕ ﻫﺎﺗﻔﻴﺔ ﻣﻊ ﺍﳌﻘﺎﻭﻟﲔ‪Burns ) .‬‬
‫‪(and Joyce ١٩٩٧:١٧‬‬
‫ﻭﻳﻌﺪ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ ﻧﻮﻋﺎ ﻣﻦ ﺍﳌﻘﺮﺭ ﺍﳌﺘﻜﺎﻣﻞ ﻷﻧﻪ ﳚﻤﻊ ﻋﻨﺎﺻﺮ ﻣﻦ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ‬
‫ﺍﳌﻘﺮﺭﺍﺕ‪ .‬ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ٧‬ﻣﺜﺎﻻ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺗﻄﻮﻳﺮ ﻣﻘﺮﺭ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ‪ .‬ﻭﻣﻦ‬
‫ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﲣﻄﻴﻂ ﻣﻘﺮﺭ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ ﻣﺎ ﻳﻠﻲ ) ‪Feez‬‬
‫‪:(١٩٩٨:٨٥-٨٦‬‬
‫ﻣﺒﺎﺩﻻﺕ ﺑﺴﻴﻄﺔ ﺗﺘﻌﻠﻖ ﲟﻌﻠﻮﻣﺎﺕ ﻭﺑﻀﺎﺋﻊ ﻭﺧﺪﻣﺎﺕ‬ ‫ﻣﺒﺎﺩﻻﺕ‬
‫ﻣﺒﺎﺩﻻﺕ ﻣﻌﻘﺪﺓ ﺃﻭ ﺫﺍﺕ ﻣﺸﻜﻼﺕ‪.‬‬
‫ﳏﺎﺩﺛﺔ ﻋﻔﻮﻳﺔ‬
‫ﻧﺼﻮﺹ ﺑﺴﻴﻄﺔ ﺫﺍﺕ ﺃﺷﻜﺎﻝ ﻣﻌﻴﻨﺔ‬ ‫ﺻﻴﻎ‬
‫ﻧﺼﻮﺹ ﻣﻌﻘﺪﺓ ﺫﺍﺕ ﺃﺷﻜﺎﻝ ﻣﻌﻴﻨﺔ‬
‫ﺗﻌﻠﻴﻤﺎﺕ‬ ‫ﺇﺟﺮﺍﺀﺍﺕ‬
‫ﺇﺟﺮﺍﺀﺍﺕ‬
‫ﺑﺮﻭﺗﻮﻛﻮﻻﺕ‬
‫ﻧﺼﻮﺹ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭﺻﺎﻑ‬
‫ﺷﺮﻭﺣﺎﺕ‬

‫‪٢٠٩‬‬
‫ﺗﻘﺎﺭﻳﺮ‬
‫ﺗﻌﻠﻴﻤﺎﺕ‬
‫ﻧﺼﻮﺹ ﲡﻤﻊ ﺃﻛﺜﺮ ﻣﻦ ﻧﻮﻉ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻨﺼﻮﺹ‬
‫ﺭﻭﺍﻳﺔ ﻗﺼﺔ‬ ‫ﻧﺼﻮﺹ ﻗﺼﺼﻴﺔ‬
‫ﺳﺮﺩ‬
‫ﻧﺼﻮﺹ ﺗﻌﺮﺽ ﺁﺭﺍﺀ‬ ‫ﻧﺼﻮﺹ ﺇﻗﻨﺎﻋﻴﺔ‬
‫ﺗﻘﺎﺭﻳﺮ‬
‫ﻣﻨﺎﻗﺸﺎﺕ‬
‫ﻭﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﺮﺭ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ ﳝﻜﻦ ﺗﺪﺭﻳﺲ ﺩﻭﺭﺓ ﺣﻠﺰﻭﻧﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍﺀ ﺗﺸﺘﻤﻞ ﻋﻠﻰ‪:‬‬
‫‪-١‬ﺑﻨﺎﺀ ﺳﻴﺎﻕ ﻟﻠﻨﺺ‪.‬‬
‫‪-٢‬ﺇﻧﺸﺎﺀ ﺍﻟﻨﺺ ﻭﺗﻔﻜﻴﻜﻪ‪.‬‬
‫‪-٣‬ﺑﻨﺎﺀ ﻣﺸﺘﺮﻙ ﻟﻠﻨﺺ‪.‬‬
‫‪-٤‬ﺑﻨﺎﺀ ﻣﺴﺘﻘﻞ ﻟﻠﻨﺺ‪.‬‬
‫‪-٥‬ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻟﻨﺼﻮﺹ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫ﻭﺍﻹﳚﺎﺑﻴﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻟﻠﻤﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫• ﺗﺪﺭﺱ ﺑﺸﻜﻞ ﺻﺮﻳﺢ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻟﻠﻨﺼﻮﺹ ﺍﶈﻜﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ‪.‬‬
‫• ﺗﺮﺑﻂ ﺍﻟﻨﺼﻮﺹ ﺍﶈﻜﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ ﺑﺎﻟﺴﻴﺎﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﻓﻴﻬﺎ‪.‬‬
‫• ﺗﺴﻤﺢ ﺑﺘﺼﻤﻴﻢ ﻭﺣﺪﺍﺕ ﻣﻦ ﺍﻟﻌﻤﻞ ﺗﺮﻛﺰ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻨﺼﻮﺹ ﺑﻌﺎﻣﺔ‪.‬‬
‫• ﺗﺰﻭﺩ ﺍﻟﻄﻼﺏ ﲟﻤﺎﺭﺳﺔ ﻣﻮﺟﻬﺔ ﻛﻠﻤﺎ ﻃﻮﺭﻭﺍ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﺘﻮﺍﺻﻞ ﺍﳍﺎﺩﻑ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﻨﺼﻮﺹ ) ‪.(Feez ١٩٩٨:‬‬
‫ﻭﺍﻻﻧﺘﻘﺎﺩﺍﺕ ﺍﳌﻮﺟﻬﺔ ﳍﺬﺍ ﺍﳌﺬﻫﺐ ﻣﺸﺎ‪‬ﺔ ﻟﺘﻠﻚ ﺍﳌﻮﺟﻬﺔ ﻟﻠﻤﺬﺍﻫﺐ ﺍﻟﱵ ﻗﻮﺍﻣﻬﺎ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﻫﻲ‪:‬‬
‫• ﺗﺮﻛﺰ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﻣﻌﻨﻴﺔ ﻭﻟﻴﺲ ﻋﻠﻰ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺸﻜﻞ ﻋﺎﻡ‪.‬‬
‫• ﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﻋﻤﻠﻴﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﻮﺍﻗﻒ‪.‬‬
‫ﻣﻘﺮﺭ ﻣﺘﻜﺎﻣﻞ ‪ :integrated syllabus‬ﺇﻥ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﺧﺘﻴﺎﺭ ﺇﻃﺎﺭ ﺍﳌﻘﺮﺭ ﺍﳌﻨﺎﺳﺐ‬
‫ﻟﻠﺪﻭﺭﺓ ﻳﻌﻜﺲ ﺃﻭﻟﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻻ ﻳﻌﻜﺲ ﺍﺧﺘﻴﺎﺭﺍﺕ ﻣﻄﻠﻘﺔ‪ .‬ﻓﺎﻟﻘﻀﻴﺔ ﺍﳉﻮﻫﺮﻳﺔ ﻫﻲ ﻣﺎ‬

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‫ﺍﳌﺒﺪﺃ ﺍﻷﺳﺎﺳﻲ ﰲ ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭ ﻭﻣﺎ ﺍﳌﺒﺪﺃ ﺍﻟﺜﺎﻧﻮﻱ؟ ﻓﻬﻨﺎﻙ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﺪﺩ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﳌﻘﺮﺭ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﻣﻌﻈﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻣﺜﻞ ﺍﻟﻘﻮﺍﻋﺪ ﻣﺮﺗﺒﻄﺔ ﺑﺎﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻨﺼﻮﺹ‪ ،‬ﺃﻭ ﺍﳌﻬﻤﺎﺕ ﻣﺮﺗﺒﻄﺔ‬
‫ﺑﺎﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺃﻭ ﺍﳌﻬﺎﺭﺍﺕ ﻣﺮﺗﺒﻄﺔ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﻟﻨﺼﻮﺹ‪ .‬ﻭﳛﺘﺎﺝ ﳐﻄﻄﻮ ﺍﻟﺪﻭﺭﺓ –ﺇﺫﺍ‬
‫ﺃﺭﺍﺩﻭﺍ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻗﺮﺍﺭ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺬﻫﺐ ﺍﻟﺬﻱ ﳚﺐ ﺗﺒﻨﻴﻪ ﰲ ﲣﻄﻴﻂ ﺍﳌﻘﺮﺭ‪ -‬ﺇﱃ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻭﺣﺪﺍﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺫﺍﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻷﺳﺎﺳﻲ ﻭﺫﺍﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻔﺮﻋﻲ ﰲ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻓﻘﺪ ﻳﺘﻢ‬
‫ﲣﻄﻴﻂ ﺩﻭﺭﺓ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻣﺜﻼ ﻣﻦ ﺧﻼﻝ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ )ﺍﻟﻔﺌﺔ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ(‪ ،‬ﻭﻣﻦ‬
‫ﰒ ﻳﺘﻢ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺨﻄﻴﻂ ﺇﺿﺎﰲ ﻣﻦ ﺧﻼﻝ ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ )ﺍﻟﻔﺌﺔ ﺍﻟﻔﺮﻋﻴﺔ ﰲ‬
‫ﺍﻟﺘﺨﻄﻴﻂ(‪ .‬ﻭﻗﺪ ﻳﻨﻈﻢ ﻣﻘﺮﺭ ﻣﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﰒ ﺗﻘﺪﻡ ﺍﻟﻘﻮﺍﻋﺪ ﻭﻇﻴﻔﻴﺎ‪ ،‬ﺃﻭ ﻗﺪ ﻳﻜﻮﻥ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻇﻴﻔﻴﺎ ﻣﻊ ﻋﻨﺎﺻﺮ ﻗﻮﺍﻋﺪﻳﺔ ﳐﺘﺎﺭﺓ ﻭﻓﻘﺎ ﻟﻠﻤﺘﻄﻠﺒﺎﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻟﻠﻮﻇﺎﺋﻒ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻟﺬﺍ ﻓﺈﻥ ﻛﻞ ﺍﳌﻘﺮﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺗﻌﻜﺲ ﺩﺭﺟﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺪﻣﺞ ﺃﻭ ﺍﻟﺘﻜﺎﻣﻞ‪ .‬ﻭﻳﻨﺘﻬﻲ‬
‫‪ (١٩٨٧:٧٥ ) Krahnke‬ﺇﱃ ﻧﺘﻴﺠﺔ ﻣﻔﺎﺩﻫﺎ‪:‬‬
‫ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﻫﻨﺎﻙ ﰲ ﻛﻞ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺗﻘﺮﻳﺒﺎ ﺣﺎﺟﺔ ﻟﻠﺠﻤﻊ ﺑﲔ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﶈﺘﻮﻯ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻲ ﳌﻌﺎﳉﺔ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻌﻘﺪﺓ ﻟﻠﱪﻧﺎﻣﺞ‪ ...‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻐﺎﻟﺒﻴﺔ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﱵ ‪‬ﺪﻑ‬
‫ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﺳﻴﺎﻗﺎﺕ ﻭﺍﺳﻌﺔ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ ﻭﺍﻟﻘﺪﺭﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ ﻣﻮﺍﻗﻒ ﳏﺪﺩﺓ‪،‬‬
‫ﻓﺎﻻﺧﺘﻴﺎﺭ ﺍﳌﺮﺟﺢ ﻫﻮ ﺍﳉﻤﻊ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺍﻟﺒﻨﺎﺋﻲ ﻭﺍﳌﻮﻗﻔﻲ ﻭﺍﳌﻬﺎﺭﻱ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪،‬‬
‫ﻓﻔﻲ ﺑﻌﺾ ﺳﻴﺎﻗﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﻓﻴﻬﺎ ﲢﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻬﻤﺎﺕ ﻋﻠﻰ ﳓﻮ ﺿﻴﻖ‪ ،‬ﻭﺍﻟﱵ‬
‫ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺃﻏﲎ‪ ،‬ﺃﻭ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﲢﻘﻴﻖ ﻣﻌﺮﻓﺔ ﺑﻨﺎﺋﻴﺔ ﺃﻭ ﺭﲰﻴﺔ ﳏﺪﺩﺓ ﻟﻴﺲ‬
‫ﺿﺮﻭﺭﻳﺎ ﻟﻨﺠﺎﺡ ﺍﻟﻄﻼﺏ‪ ،‬ﳝﻜﻦ ﺍﳉﻤﻊ ﺑﲔ ﺗﺪﺭﻳﺲ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ ﻭﻗﻮﺍﻣﻪ ﺍﳌﻬﺎﺭﺓ ﻭﺗﺪﺭﻳﺲ ﻣﻮﻗﻔﻲ‬
‫ﻭﻭﻇﻴﻔﻲ ﻭﺫﻱ ﳏﺘﻮﻯ‪.‬‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬

‫ﻟﻘﺪ ﻗﻤﻨﺎ ﺣﱴ ﺍﻵﻥ ﺑﻮﺻﻒ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺗﺘﻌﻠﻖ ﲟﺤﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ ﻭﺇﻃﺎﺭ ﺍﳌﻘﺮﺭ‪،‬‬
‫ﻟﻜﻦ ﺍﻟﺪﻭﺭﺓ ﲝﺎﺟﺔ ﺃﻳﻀﺎﹰ ﺇﱃ ﺻﻴﺎﻏﺘﻬﺎ ﻋﻠﻰ ﺷﻜﻞ ﺭﺯﻡ ﺃﻭ ﺃﺟﺰﺍﺀ ﺗﺪﺭﻳﺴﻴﺔ‪ .‬ﻭﺍﻟﺮﺯﻣﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻫﻲ ﻋﺒﺎﺭﺓ‬
‫ﻋﻦ ﺗﺘﺎﺑﻊ ﺗﻌﻠﻤﻲ ﻣﺴﺘﻘﻞ ﺑﺬﺍﺗﻪ ﻟﻪ ﻏﺎﻳﺎﺗﻪ ﻭﺃﻫﺪﺍﻓﻪ‪ ،‬ﻭﻳﻌﻜﺲ ﺃﻫﺪﺍﻑ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﲤﺜﻞ ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻣﺎ‬
‫ﺗﺮﻛﺰ ﻋﻠﻴﻪ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻓﻘﺪ ﺗﻜﻮﻥ ﳏﺪﺩﺓ ﺟﺪﺍﹰ )ﻣﺜﻞ ﺩﺭﺱ ﻭﺍﺣﺪ( ﻭﻗﺪ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ )ﻣﺜﻞ ﻭﺣﺪﺓ‬
‫ﺗﺘﻜﻮﻥ ﻣﻦ ﻋﺪﺓ ﺩﺭﻭﺱ(‪ .‬ﻭﻳﺘﻀﻤﻦ ﲣﻄﻴﻂ ﺍﻟﺒﻨﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﺪﻭﺭﺓ ﺍﺧﺘﻴﺎﺭ ﺭﺯﻡ ﻣﻨﺎﺳﺒﺔ ﻭﲢﺪﻳﺪ ﺍﻟﺘﺘﺎﺑﻊ‬
‫ﺍﻟﺬﻱ ﺳﻮﻑ ﺗﻈﻬﺮ ﻓﻴﻪ‪ .‬ﻭﻳﺴﻌﻰ ﺍﳌﺨﻄﻂ ﻋﻨﺪ ﺗﻨﻈﻴﻢ ﺩﻭﺭﺓ ﻣﻌﻴﻨﺔ ﰲ ﺭﺯﻡ ﺗﺪﺭﻳﺴﻴﺔ ﺇﱃ ﲢﻘﻴﻖ ﻣﺎﻳﻠﻲ‪:‬‬

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‫• ﺟﻌﻞ ﺍﻟﺪﻭﺭﺓ ﻗﺎﺑﻠﺔ ﺃﻛﺜﺮ ﻟﻠﺘﺪﺭﻳﺲ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬

‫• ﺗﻘﺪﱘ ﺗﺼﺎﻋﺪ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﺼﻌﻮﺑﺔ‪.‬‬
‫• ﺟﻌﻞ ﺍﻟﺪﻭﺭﺓ ﻣﺘﻤﺎﺳﻜﺔ ﻭﻣﺘﺮﺍﺑﻄﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺑﺸﻜﻞ ﻛﺒﲑ‪ :‬ﺍﻟﺘﺨﻄﻴﻂ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻘﻮﺍﻟﺐ ‪ ،modules‬ﻭﺑﻮﺍﺳﻄﺔ‬
‫ﺍﻟﻮﺣﺪﺍﺕ ‪.units‬‬
‫ﺍﻟﻘﻮﺍﻟﺐ‪ :‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺳﻠﺴﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺫﺍﺗﻴﺔ ﺍﶈﺘﻮﻯ ﻭﻣﺴﺘﻘﻠﺔ ﻭﳍﺎ ﺃﻫﺪﺍﻓﻬﺎ ﺍﳋﺎﺻﺔ ‪‬ﺎ‪ .‬ﻓﻘﺪ ﺗﻘﺴﻢ‬
‫ﺩﻭﺭﺓ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ ١٢٠‬ﺳﺎﻋﺔ ﻣﺜﻼ ﺇﱃ ﺃﺭﺑﻌﺔ ﻗﻮﺍﻟﺐ‪ ،‬ﻛﻞ ﻗﺎﻟﺐ ﻣﻜﻮﻥ ﻣﻦ ‪ ٣٠‬ﺳﺎﻋﺔ‪ .‬ﻭﻳﺘﻢ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﺎﻟﺘﻘﻮﱘ ﰲ ‪‬ﺎﻳﺔ ﻛﻞ ﻗﺎﻟﺐ‪ .‬ﻭﺗﺴﻤﺢ ﺍﻟﻘﻮﺍﻟﺐ ﺑﺘﻨﻈﻴﻢ ﻣﺮﻥ ﻟﻠﺪﻭﺭﺓ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻌﻄﻲ ﺍﻟﻄﻼﺏ ﺇﺣﺴﺎﺳﺎ‬
‫ﺑﺎﻹﳒﺎﺯ‪ ،‬ﻷﻥ ﺍﻷﻫﺪﺍﻑ ﺃﻛﺜﺮ ﻗﺮﺑﺎ ﻭﲢﺪﻳﺪﺍ‪ .‬ﻭﻟﻜﻦ ﳚﺐ ﺗﻮﺧﻲ ﺍﳊﺬﺭ ﺑﺎﻟﺘﺄﻛﺪ ﻣﻦ ﻋﺪﻡ ﻇﻬﻮﺭ ﺍﻟﺪﻭﺭﺓ‬
‫ﻣﻔﻜﻜﺔ ﻭﻏﲑ ﻣﺘﻤﺎﺳﻜﺔ‪.‬‬
‫ﺍﻟﻮﺣﺪﺍﺕ‪ :‬ﺇﻥ ﺍﻟﻮﺣﺪﺍﺕ ﺗﻜﻮﻥ ﻋﺎﺩﺓ ﺃﻃﻮﻝ ﻣﻦ ﺍﻟﺪﺭﺱ ﺍﻟﻮﺍﺣﺪ ﻭﻟﻜﻨﻬﺎ ﺃﻗﺼﺮ ﻣﻦ ﺍﻟﻘﺎﻟﺐ‪ ،‬ﻭﻫﻲ ﺃﻛﺜﺮ‬
‫ﺍﻟﻄﺮﻕ ﺍﺳﺘﺨﺪﺍﻣﺎ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ .‬ﻭﻫﻲ ﺗﺘﻜﻮﻥ ﻋﺎﺩﺓ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﻭﺱ‬
‫ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ ﺷﻲﺀ ﻭﺍﺣﺪ )ﺗﺴﻤﻰ ﺍﻟﻮﺣﺪﺍﺕ ﺃﺣﻴﺎﻧﺎ ﺧﻄﺔ ﺍﻟﻌﻤﻞ(‪ .‬ﻭﺗﺴﻌﻰ ﺍﻟﻮﺣﺪﺓ ﺇﱃ ﺗﻘﺪﱘ ﺳﻠﺴﻠﺔ‬
‫ﻣﻨﻈﻤﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺗﺆﺩﻱ ﺇﱃ ﻧﺎﺗﺞ ﺗﻌﻠﻤﻲ‪ .‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺑﻨﺎﺀ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻨﺎﺟﺤﺔ ﺗﺸﻤﻞ‪:‬‬
‫• ﺍﻟﻄﻮﻝ‪ :‬ﺗﻀﻤﲔ ﻣﻮﺍﺩ ﻛﺎﻓﻴﺔ ﻭﻟﻜﻨﻬﺎ ﻟﻴﺴﺖ ﻛﺜﲑﺓ ﺟﺪﺍ‪.‬‬
‫• ﺍﻟﺘﻄﻮﺭ‪ :‬ﻳﺆﺩﻱ ﻛﻞ ﻧﺸﺎﻁ ﺑﺸﻜﻞ ﺗﻠﻘﺎﺋﻲ ﺇﱃ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ﻳﻠﻴﻪ‪ ،‬ﻓﺎﻟﻮﺣﺪﺓ ﻻ ﺗﺘﻜﻮﻥ ﻣﻦ‬
‫ﺳﻠﺴﻠﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‪.‬‬
‫• ﺍﻟﺘﻤﺎﺳﻚ‪ :‬ﻟﻠﻮﺣﺪﺓ ﲤﺎﺳﻚ ﻋﺎﻡ‪.‬‬
‫• ﺍﻟﺴﺮﻋﺔ‪ :‬ﻳﺘﺤﺮﻙ ﻛﻞ ﻧﺸﺎﻁ ﺩﺍﺧﻞ ﺍﻟﻮﺣﺪﺓ ﺑﺴﺮﻋﺔ ﻣﻌﻘﻮﻟﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﲬﺴﺔ ﺃﻧﺸﻄﺔ ﰲ‬
‫ﺍﻟﻮﺣﺪﺓ ﻣﺜﻼ ﻓﺎﻟﻮﺍﺟﺐ ﺃﻻ ﻳﺘﻄﻠﺐ ﺇ‪‬ﺎﺀ ﺃﺣﺪﻫﺎ ﺃﺭﺑﻌﺔ ﺃﺿﻌﺎﻑ ﻭﻗﺖ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫• ﺍﻟﻨﺎﺗﺞ‪ :‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﰲ ‪‬ﺎﻳﺔ ﻛﻞ ﻭﺣﺪﺓ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻷﺷﻴﺎﺀ‬
‫ﺍﳌﺘﺮﺍﺑﻄﺔ ﻭﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫ﻭﻳﺸﲑ ﺍﻟﺘﻌﻠﻴﻖ ﺍﻟﺘﺎﱄ ﻣﻦ ﻗﺒﻞ ﺃﺣﺪ ﺍﳌﺘﻌﻠﻤﲔ ﺇﱃ ﺃﻥ ﺗﻨﻈﻴﻢ ﻭﺣﺪﺍﺕ ﺍﻟﺪﻭﺭﺓ ﱂ ﻳﻜﻦ ﻧﺎﺟﺤﺎ‪:‬‬
‫ﻟﻘﺪ ﻗﻤﻨﺎ ﺑﺄﺷﻴﺎﺀ ﻛﺜﲑﺓ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﺪﻭﺭﺓ ﻭﻛﺜﲑ ﻣﻨﻬﺎ ﻛﺎﻥ ﻣﻔﻴﺪﺍﹰ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﻟﺼﻌﺐ ﺭﺅﻳﺔ ﺍﻟﻨﻘﻄﺔ ﺍﻟﱵ‬
‫ﺗﻠﺘﻘﻲ ﻓﻴﻬﺎ ﻛﻞ ﺍﻷﺷﻴﺎﺀ ﺍﳌﻨﻔﺼﻠﺔ‪ .‬ﺃﻳﻀﺎ ﱂ ﺃﻋﺮﻑ ﻗﻂ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺄﰐ ﻭﺃﻳﻦ ﳓﻦ ﺫﺍﻫﺒﻮﻥ ﺍﻟﻴﻮﻡ ﺃﻭ ﻏﺪﺍﹰ‪.‬‬

‫‪٢١٢‬‬
‫ﻭﻗﻀﻴﺔ ﺑﻨﺎﺀ ﺍﻟﻮﺣﺪﺓ ﺗﻌﺪ ﻣﺴﺄﻟﺔ ﺣﺎﲰﺔ ﺃﻳﻀﺎ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻓﻌﻨﺪ ﺗﻄﻮﻳﺮ ﺩﻭﺭﺓ ﻟﻠﻤﺴﺘﻮﻯ‬
‫ﻓﻮﻕ ﺍﳌﺘﻮﺳﻂ ﻣﻊ ﺗﻨﻈﻴﻢ ﻣﻮﺿﻮﻋﻲ ﻟﻠﻮﺣﺪﺍﺕ ﰲ ﻣﻘﺮﺭ ﻣﺘﻜﺎﻣﻞ ) ‪Richards and Sandy‬‬
‫‪ (١٩٩٨‬ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﳊﻠﻮﻝ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺒﻨﺎﺀ ﺍﻟﻮﺣﺪﺓ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ‪.(٨‬‬
‫• ﳛﺘﻮﻱ ﻛﻞ ﻛﺘﺎﺏ ﻣﻦ ﺍﻟﻜﺘﺎﺑﲔ ﰲ ﺍﻟﺴﻠﺴﻠﺔ ﻋﻠﻰ ‪ ١٢‬ﻭﺣﺪﺓ‪.‬‬
‫• ﺗﺘﺄﻟﻒ ﻛﻞ ﻭﺣﺪﺓ ﻣﻦ ‪ ٨‬ﺻﻔﺤﺎﺕ‪ ،‬ﻣﻘﺴﻤﺔ ﺇﱃ ﺩﺭﺳﲔ‪ :‬ﻛﻞ ﺩﺭﺱ ﻣﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻊ ﺻﻔﺤﺎﺕ‪.‬‬
‫• ﺗﺪﻭﺭ ﻛﻞ ﻭﺣﺪﺓ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻭﺍﺣﺪ ﻋﺎﻡ ﻣﺜﻞ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬
‫• ﻳﺮﻛﺰ ﻛﻞ ﺩﺭﺱ ﻋﻠﻰ ﻣﻮﺿﻮﻉ ﻟﻪ ﻋﻼﻗﺔ ﲟﻮﺿﻮﻉ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻣﺜﻞ‪:‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻮﺣﺪﺓ‪ :‬ﺍﻹﺑﺪﺍﻉ‪.‬‬
‫ﺍﻹﺑﺪﺍﻉ ﻭﺍﻷﻋﻤﺎﻝ‪.‬‬ ‫ﺍﻟﺪﺭﺱ ﺃ‪:‬‬
‫ﺍﳌﻨﺘﺠﺎﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ‪.‬‬ ‫ﺍﻟﺪﺭﺱ ﺏ‪:‬‬
‫ﻭﲣﺘﻠﻒ ﻛﻞ ﺻﻔﺤﺔ ﰲ ﻛﻞ ﺩﺭﺱ ﻣﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻊ ﺻﻔﺤﺎﺕ ﻓﻴﻤﺎ ﺗﺮﻛﺰ ﻋﻠﻴﻪ ﺳﻮﺍﺀ ﻣﻦ ﺣﻴﺚ ﻣﻌﺎﳉﺔ‬
‫ﺍﳌﻮﺿﻮﻉ ﺃﻭ ﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻣﺜﺎﻝ‪:‬‬
‫ﺍﻟﺪﺭﺱ ﺃ‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :١‬ﺗﻘﺪﻡ ﺃﻧﺸﻄﺔ ﺍﻟﻄﻼﻗﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ ﺍﻷﻭﻝ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻌﻤﻞ ﺍﻟﺸﻔﻬﻲ‪.‬‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :٢‬ﺗﺄﺧﺬ ﲤﺎﺭﻳﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻨﺼﺮﺍ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻭﺭﺩﺕ ﰲ ﺍﻟﺼﻔﺤﺔ ﺍﻷﻭﻝ‪ ،‬ﻭﺗﻘﺪﻡ ﺍﻟﺘﻤﺎﺭﻳﻦ‬
‫ﳑﺎﺭﺳﺔ ﳏﻜﻮﻣﺔ ﻟﻠﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺗﻘﻮﺩ ﺇﱃ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :٣‬ﺗﻘﺪﻡ ﺃﻧﺸﻄﺔ ﺍﻟﻄﻼﻗﺔ ﺍﺳﺘﻤﺎﻋﺎ ﺇﺿﺎﻓﻴﺎ ﻭﻋﻤﻼ ﺷﻔﻬﻴﺎ ﰲ ﻣﻮﺿﻮﻉ ﻟﻪ ﻋﻼﻗﺔ ﲟﻮﺿﻮﻉ‬
‫ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :٤‬ﺗﺪﺭﺱ ﲤﺎﺭﻳﻦ ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻭﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻌﺒﲑ‪.‬‬
‫ﺍﻟﺪﺭﺱ ﺏ‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :١‬ﺗﻘﺪﻡ ﺃﻧﺸﻄﺔ ﺍﻟﻄﻼﻗﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ ﺍﻟﺜﺎﱐ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﻭﺍﻟﻌﻤﻞ ﺍﻟﺸﻔﻬﻲ‪.‬‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :٢‬ﺗﻘﺪﻡ ﲤﺎﺭﻳﻦ ﺍﻟﻘﻮﺍﻋﺪ ﳑﺎﺭﺳﺔ ﳏﻜﻮﻣﺔ ﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪ ﺗﻘﻮﺩ ﺇﱃ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :٣‬ﺗﻘﺪﻡ ﺃﻧﺸﻄﺔ ﺍﻟﻄﻼﻗﺔ ﺍﺳﺘﻤﺎﻋﺎ ﻭﻋﻤﻼ ﺷﻔﻬﻴﺎ ﺇﺿﺎﻓﻴﺎ‪.‬‬
‫ﺍﻟﺼﻔﺤﺔ ‪ :٤‬ﺗﻘﻮﻡ ﲤﺎﺭﻳﻦ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺘﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺍﻟﻨﻘﺎﺵ‪.‬‬

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‫ﻭﻛﺎﻥ ﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺘﻤﺎﺳﻚ ﺿﻤﻦ ﻫﺬﺍ ﺍﻟﺒﻨﺎﺀ ﻟﻠﻮﺣﺪﺓ‪ :‬ﺃﻓﻘﻲ ﻭﺭﺃﺳﻲ‪ ،‬ﻓﺎﻟﺘﻤﺎﺳﻚ ﺍﻷﻓﻘﻲ ﻟﻠﻮﺣﺪﺓ‬
‫ﻣﺴﺘﺤﺪﺙ ﻣﻦ ﺧﻼﻝ ﺍﻟﺴﻠﺴﻠﺔ ﺍﳌﺘﺼﻠﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺿﻤﻦ ﻛﻞ ﻭﺣﺪﺓ؛ ﺃﻣﺎ ﺍﻟﺘﻤﺎﺳﻚ ﺍﻟﺮﺃﺳﻲ‬
‫ﻓﻤﺴﺘﺤﺪﺙ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺬﻱ ﻳﺘﺠﻪ ﻣﻦ ﻗﻤﺔ ﻛﻞ ﺻﻔﺤﺔ ﺣﱴ ﺃﺳﻔﻠﻬﺎ ﻟﺘﺒﻠﻎ ﺍﻟﺼﻔﺤﺔ ﺫﺭﻭ‪‬ﺎ ﰲ‬
‫ﻧﺸﺎﻁ ﻣﻨﺎﺳﺐ ﻹ‪‬ﺎﺀ ﺍﻟﺼﻔﺤﺔ‪.‬‬
‫ﺇﻋﺪﺍﺩ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ ﻭﺗﻨﻈﻴﻤﻬﺎ ﳝﻜﻦ ﺑﻌﺪ ﺫﻟﻚ ﻭﺻﻔﻬﺎ‪ ،‬ﻭﺇﺣﺪﻯ ﺍﻟﺼﻴﻎ ﺍﻟﱵ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ‬
‫ﻭﺻﻒ ﺍﻟﺪﻭﺭﺓ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ‪ .‬ﻭﻗﺪ ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﻣﻦ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻘﻮﺍﻟﺐ ﺃﻭ ﺍﻟﻮﺣﺪﺍﺕ‬
‫ﻭﳏﺘﻮﺍﻫﺎ‪ ،‬ﻣﻊ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺣﺠﻢ ﻭﻗﺖ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ ﺗﺘﻄﻠﺒﻪ ﻛﻞ ﺭﺯﻣﺔ ﰲ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻳﺘﻜﻮﻥ ﻫﺬﺍ ﻋﺎﺩﺓ‬
‫ﰲ ﺣﺎﻟﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻣﻦ ﻭﺻﻒ ﻛﻞ ﻭﺣﺪﺓ ﰲ ﺍﻟﺪﻭﺭﺓ ﻣﻊ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻋﻨﺎﺻﺮ ﺍﳌﻘﺮﺭ ﺍﳌﻀﻤﻨﺔ‪.‬‬
‫ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٩‬ﺟﺰﺀﺍ ﻣﻦ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ ﻟﻜﺘﺎﺏ ‪New Interchange ١‬‬
‫)‪.(Richards, Proctor and Hull ١٩٩٧‬‬
‫ﻭﺑﻌﺪ ﻭﺻﻒ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﲣﻄﻴﻂ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻭﺗﻄﻮﻳﺮﻩ‪ ،‬ﻧﺴﺘﻄﻴﻊ ﺍﻵﻥ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﺇﱃ ﻗﻀﺎﻳﺎ ﺗﱪﺯ ﻋﻨﺪ ﳏﺎﻭﻟﺔ ﲢﻘﻴﻖ ﺷﺮﻭﻁ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﺗﺸﻜﻞ ﻣﻮﺿﻮﻉ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻊ‪.‬‬
‫‪.١‬ﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻤﻴﻴﺰ ﻭﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﻟﺪﻭﺭﺓ ﺃﻭ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﺃﻧﺖ ﻋﻠﻰ ﺻﻠﺔ‬
‫ﺑﻪ؟ ﻣﺎ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺼﻨﻴﻔﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﺍﻷﻭﺻﺎﻑ ﺍﻟﻘﻮﺍﻟﺒﻴﺔ ﺍﳌﻌﺮﻭﺿﺔ ﰲ‬
‫ﺍﳌﻼﺣﻖ ‪١‬ﻭ‪٢‬ﻭ‪٣‬؟‬
‫‪.٢‬ﻗﺎﺭﻥ ﺑﲔ ﻛﺘﺎﺑﲔ ﺃﻭ ﺃﻛﺜﺮ ﻟﺘﺪﺭﻳﺲ ﻣﻬﺎﺭﺓ ﻣﻌﻴﻨﺔ )ﻣﺜﻞ ﺍﻟﻜﺘﺎﺑﺔ ﺃﻭ ﺍﻟﻜﻼﻡ ﺃﻭ ﺍﻻﺳﺘﻤﺎﻉ( ﻣﻮﺟﻬﺔ‬
‫ﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﻧﻔﺴﻪ‪ .‬ﻣﺎ ﻣﺪﻯ ﺗﺸﺎﺑﻪ ﺍﳌﻘﺮﺭ ﰲ ﻛﻼ ﺍﻟﻜﺘﺎﺑﲔ؟ ﺍﻓﺤﺺ ﻛﺘﺎﺏ ﺍﳌﻌﻠﻢ ﻟﻜﻞ ﺩﻭﺭﺓ‪،‬‬
‫ﻣﻊ ﲢﺪﻳﺪ ﺍﳌﺴﻮﻏﺎﺕ ﺍﻟﱵ ﻳﺬﻛﺮﻫﺎ ﺍﳌﺆﻟﻔﺎﻥ ﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﺍﺧﺘﺎﺭﺍﻩ‪.‬‬
‫‪.٣‬ﺣﺪﺩ ﺛﻼﺛﺔ ﻣﺬﺍﻫﺐ ﳐﺘﻠﻔﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻊ ﲢﺪﻳﺪ‬
‫ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ ﻛﻞ ﻣﺬﻫﺐ‪:‬‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﻼﻡ‬

‫‪٢١٤‬‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﺘﺎﺑﺔ‬
‫‪.٤‬ﺍﻓﺤﺺ ﺛﻼﺛﺔ ﻛﺘﺐ ﳐﺘﻠﻔﺔ ﻟﺘﺪﺭﻳﺲ ﻣﻬﺎﺭﺓ ﻣﻌﻴﻨﺔ )ﻣﺜﻞ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻭ ﺍﻟﻜﺘﺎﺑﺔ( ﻣﻊ ﲢﺪﻳﺪ ﺍﳌﺬﻫﺐ‬
‫ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﻭﲢﺪﻳﺪ ﺗﺘﺎﺑﻌﻪ ﰲ ﻛﻞ ﻛﺘﺎﺏ‪.‬‬
‫‪.٥‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺗﻌﺪ ﻣﻜﻮﻧﺎ ﺫﺍ ﺻﻠﺔ ﰲ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ؟ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﻮﺍﺏ ﺑﻨﻌﻢ‪ ،‬ﻓﻸﻱ ﻧﻮﻉ ﻣﻦ‬
‫ﺍﻟﺪﻭﺭﺍﺕ؟ ﻭﻣﺎ ﺩﻭﺭ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ؟ ﻭﻛﻴﻒ ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﺧﺘﻴﺎﺭ ﺍﶈﺘﻮﻯ ﺍﻟﻘﻮﺍﻋﺪﻱ؟‬
‫‪.٦‬ﺍﺧﺘﺮ ﻭﻇﻴﻔﺘﲔ ﺃﻭ ﺛﻼﺙ ﻭﻇﺎﺋﻒ ﻣﻦ ﻣﻘﺮﺭ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ (٥‬ﰒ ﺣﺪﺩ ﺍﻟﻠﻐﺔ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﺘﺪﺭﻳﺲ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﻣﺎ ﻗﺒﻞ ﺍﳌﺘﻮﺳﻂ ﰲ ﺩﻭﺭﺓ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‪ .‬ﻣﺎ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻠﻐﺔ ﺍﳌﻤﺜﻠﺔ ﻟﻠﻮﻇﺎﺋﻒ ﰲ ﻣﻘﺮﺭ ﻭﻇﻴﻔﻲ؟‬
‫‪.٧‬ﻓﻜﺮ ﰲ ﺗﺼﻤﻴﻢ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﳌﻮﻇﻔﲔ ﻳﻌﻤﻠﻮﻥ ﰲ ﺷﺮﻛﺔ ﻃﲑﺍﻥ ﻣﻬﻤﺘﻬﻢ ﺍﻟﻘﻴﺎﻡ ﺑﺈﺟﺮﺍﺀﺍﺕ ﺍﻟﺴﻔﺮ ﰲ‬
‫ﺍﳌﻄﺎﺭ‪ ،‬ﰒ ﺍﺫﻛﺮ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﳌﺎ ﻳﻠﻲ‪:‬‬
‫• ﺍﻟﻨﻘﺎﺷﺎﺕ ﺍﻟﱵ ﻳﻨﺨﺮﻃﻮﻥ ﻓﻴﻬﺎ‬
‫• ﺍﳌﻬﺎﺭﺍﺕ ﺃﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﻛﻞ ﻧﻘﺎﺵ‬
‫• ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﺍﻟﺸﻔﻬﻴﺔ ﺃﻭ ﺍﳌﻜﺘﻮﺑﺔ ﺍﻟﱵ ﻳﻨﺘﺠﻮ‪‬ﺎ‬
‫• ﺍﳋﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻨﺼﻮﺹ‬
‫‪.٨‬ﻣﺎ ﻣﺪﻯ ﺍﺭﺗﺒﺎﻁ ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ ﺑﺄﻧﻮﺍﻉ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺍﺳﺘﻌﺮﺿﻨﺎﻫﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ؟‬
‫‪.٩‬ﻗﻢ ﺑﺘﺼﻤﻴﻢ ﻭﺣﺪﺓ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ ٤‬ﺳﺎﻋﺎﺕ ﰲ ﺩﻭﺭﺓ ﻗﻮﺍﻣﻬﺎ ﺍﳌﻮﺿﻮﻉ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺬﻳﻦ‬
‫ﺗﻌﺮﻓﻬﻢ )ﺃﻭ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﰲ‬
‫ﺩﻭﺭﺓ ﻋﺎﻣﺔ(‪ .‬ﺻﻒ ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﺗﻘﻮﻡ ﺍﻟﻮﺣﺪﺓ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫• ﺩﻣﺞ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ‬
‫• ﺗﻄﻮﻳﺮ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻦ ﺍﶈﺘﻮﻯ‬
‫‪.١٠‬ﻗﺎﺭﻥ ﺑﲔ ﻭﺣﺪﺗﲔ ﻣﻦ ﻛﺘﺎﺑﲔ ﻣﺼﻤﻤﲔ ﻟﻨﻔﺲ ﺍ‪‬ﺎﻝ ﻭﺍﳌﺴﺘﻮﻯ‪ .‬ﻣﺎ ﺑﻨﺎﺀ ﺍﻟﻮﺣﺪﺓ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﻛﻞ‬
‫ﻛﺘﺎﺏ؟ ﻭﻣﺎ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺑﻨﺎﺀ ﺍﻟﻮﺣﺪﺓ ﰲ ﻛﻞ ﻛﺘﺎﺏ؟‬
‫‪.١١‬ﺍﻓﺤﺺ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،٦‬ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﺗﻌﺮﻑ ﺍﳌﻬﺎﺭﺍﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﻣﺜﻠﺔ‬
‫ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﳌﻘﺮﺭ؟‬
‫‪.١٢‬ﺍﺫﻛﺮ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﳌﻬﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﻬﻤﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺗﺼﻤﻴﻢ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺩﻭﺭﺓ ﰲ ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪.١٣‬ﺍﻓﺤﺺ ﺍﻟﻮﺣﺪﺓ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٨‬ﳏﺎﻭﻻ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺮﺃﺳﻲ ﻭﺍﻷﻓﻘﻲ‬
‫ﻛﻤﺎ ﻧﺎﻗﺸﻨﺎﻩ ﰲ ﺍﻟﺼﻔﺤﺔ ‪.١٦٧‬‬

٢١٥

‫‪٢١٦‬‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ‪ :١‬ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﳌﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬

‫ﻫﺬﻩ ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﳌﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺇﺭﺷﺎﺩﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟـ‪ACTFL‬‬
‫)ﺍ‪‬ﻠﺲ ﺍﻷﻣﺮﻳﻜﻲ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ(‪ .‬ﻭﺗﺼﻒ ﻫﺬﻩ ﺍﻹﺭﺷﺎﺩﺍﺕ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﳌﻬﺎﺭﺍﺕ ﺍﻟﻜﻼﻡ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻓﻘﺎ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﳌﺒﺘﺪﺉ ﻭﺍﳌﺘﻮﺳﻂ ﻭﺍﳌﺘﻘﺪﻡ‬
‫ﻭﺍﳌﺘﻔﻮﻕ‪ .‬ﻭﺍﳍﺪﻑ ﻣﻨﻬﺎ ﺃﻥ ﻳﺴﺘﺮﺷﺪ ‪‬ﺎ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﻭﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ‪.‬‬
‫ﺃﻭﺻﺎﻑ ﺷﺎﻣﻠﺔ ‪ -‬ﺍﻟﻜﻼﻡ‬
‫ﺍﳌﺒﺘﺪﺉ ﻳﺘﺼﻒ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺒﺘﺪﺉ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﻷﺩﱏ ﺩﺭﺟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﺳﺒﻖ‬
‫ﺗﻌﻠﻤﻬﺎ‪.‬‬
‫ﺍﳌﺒﺘﺪﺉ‪-‬ﻣﺘﺪﻥ ﻳﺘﻜﻮﻥ ﺍﻹﻧﺘﺎﺝ ﺍﻟﺸﻔﻬﻲ ﻣﻦ ﻛﻠﻤﺎﺕ ﻣﻨﻔﺼﻠﺔ ﻭﺭﲟﺎ ﻣﻦ ﺑﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺸﻴﻮﻉ‪ ،‬ﻭﻟﻜﻦ ﻻ ﳝﺘﻠﻚ ﺍﳌﺘﻌﻠﻢ ﻗﺪﺭﺓ ﺍﺗﺼﺎﻟﻴﺔ ﻭﻇﻴﻔﻴﺔ‪.‬‬
‫ﺍﳌﺒﺘﺪﺉ‪-‬ﻣﺘﻮﺳﻂ ﻻ ﻳﺰﺍﻝ ﺍﻹﻧﺘﺎﺝ ﺍﻟﺸﻔﻬﻲ ﻳﺘﻤﺜﻞ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻛﻠﻤﺎﺕ ﻣﻨﻔﺼﻠﺔ ﻭﻋﺒﺎﺭﺍﺕ ﺳﺒﻖ‬
‫ﺗﻌﻠﻤﻬﺎ ﺿﻤﻦ ﺑﻌﺾ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﳉﻮﺩﺓ‪.‬‬
‫ﻭﺍﳌﻔﺮﺩﺍﺕ ﻻ ﺗﻔﻲ ﺇﻻ ﺑﺎﻟﻘﻴﺎﻡ ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍ‪‬ﺎﻣﻼﺕ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫ﻭﺗﺘﻜﻮﻥ ﺍﳌﻠﻔﻮﻇﺎﺕ ﻣﻦ ﻛﻠﻤﺘﲔ ﺃﻭ ﺛﻼﺙ ﻭﻧﺎﺩﺭﺍ ﻣﺎﺗﺰﻳﺪ ﻋﻦ ﺫﻟﻚ‪ ،‬ﻭﻫﻨﺎﻙ ﻭﻗﻔﺎﺕ ﻃﻮﻳﻠﺔ ﻣﺘﻜﺮﺭﺓ‬
‫ﺃﺛﻨﺎﺀ ﺍﻟﻜﻼﻡ‪ ،‬ﻭﺗﻜﺮﺍﺭ ﻟﻠﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﶈﺎﻭﺭ‪ .‬ﻭﻗﺪ ﳚﺪ ﺍﳌﺘﻜﻠﻢ ﺻﻌﻮﺑﺔ ﺣﱴ ﰲ ﺇﻧﺘﺎﺝ‬
‫ﺍﳌﻠﻔﻮﻇﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ‪ .‬ﻭﳝﻜﻦ ﻓﻬﻢ ﻣﺎ ﻳﻘﻮﻟﻪ ﺑﻌﺾ ﺍﳌﺘﺤﺪﺛﲔ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻭﻟﻜﻦ ﺑﺼﻌﻮﺑﺔ ﻛﺒﲑﺓ‪.‬‬
‫ﺍﳌﺒﺘﺪﺉ‪-‬ﻣﺮﺗﻔﻊ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﻮﻓﺎﺀ ﺟﺰﺋﻴﺎ ﲟﺘﻄﻠﺒﺎﺕ ﺍﳌﺒﺎﺩﻻﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﻜﺒﲑ ﻋﻠﻰ ﺍﳌﻠﻔﻮﻇﺎﺕ ﺍﻟﱵ ﺳﺒﻖ ﺗﻌﻠﻤﻬﺎ‪ ،‬ﻭﻟﻜﻦ ﻟﺪﻯ ﺍﳌﺘﻜﻠﻢ ﺍﻟﻘﺪﺭﺓ ﺃﺣﻴﺎﻧﺎ ﻋﻠﻰ ﺗﻮﺳﻴﻊ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻠﻔﻮﻇﺎﺕ ﻣﻦ ﺧﻼﻝ ﺇﻋﺎﺩﺓ ﺗﺮﻛﻴﺐ ﻋﻨﺎﺻﺮﻫﺎ‪ .‬ﻭﳝﻜﻦ ﻟﻠﻤﺘﻜﻠﻢ ﺃﻥ ﻳﻄﺮﺡ ﺃﺳﺌﻠﺔ ﺃﻭ‬
‫ﻳﺼﻮﻍ ﺗﻘﺎﺭﻳﺮ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻮﺍﺩ ﺳﺒﻖ ﺗﻌﻠﻤﻬﺎ‪ .‬ﻛﻤﺎ ﺗﻈﻬﺮ ﺑﻮﺍﺩﺭ ﻣﻦ ﺍﻟﺘﻠﻘﺎﺋﻴﺔ ﰲ ﺍﻟﺘﻌﺒﲑ ﺭﻏﻢ ﺃ‪‬ﺎ ﱂ‬
‫ﺗﺼﻞ ﻟﺪﺭﺟﺔ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﺍﳊﻘﻴﻘﻴﺔ ﰲ ﺍﻟﺘﻌﺒﲑ‪ .‬ﻭﻳﺴﺘﻤﺮ ﺍﻟﻜﻼﻡ ﰲ ﺍﺷﺘﻤﺎﻟﻪ ﻋﻠﻰ ﺍﳌﻠﻔﻮﻇﺎﺕ ﺍﻟﱵ ﺳﺒﻖ‬
‫ﺗﻌﻠﻤﻬﺎ ﻻ ﻋﻠﻰ ﺍﳌﻠﻔﻮﻇﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﻜﻴﻔﺔ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳌﻮﻗﻒ‪ .‬ﻭﺗﺘﺮﻛﺰ ﺍﳌﻔﺮﺩﺍﺕ ﺣﻮﻝ‬
‫ﳎﺎﻻﺕ ﻣﺜﻞ ﺍﻷﺷﻴﺎﺀ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻷﻣﺎﻛﻦ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺟﺪﺍ‪ .‬ﻭﺍﻟﻨﻄﻖ ﻣﺎ ﺯﺍﻝ ﻣﺘﺄﺛﺮﺍ ﺑﺸﻜﻞ‬
‫ﻛﺒﲑ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻷﺧﻄﺎﺀ ﻛﺜﲑﺓ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺘﻜﺮﺍﺭ ﻫﻨﺎﻙ ﺻﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﺑﻌﺾ ﺍﳌﺘﺤﺪﺛﲔ‬
‫ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺣﱴ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﻭﺭﻳﻦ ﺍﻟﻮﺩﻭﺩﻳﻦ‪.‬‬

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‫ﺍﳌﺘﻮﺳﻂ ﻳﺘﺼﻒ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﺑﻘﺪﺭﺓ ﺍﳌﺘﻜﻠﻢ ﻋﻠﻰ‪:‬‬

‫‪-‬ﺍﻹﺑﺪﺍﻉ ﰲ ﺍﻟﻠﻐﺔ ﻣﻦ ﺧﻼﻝ ﺑﻨﺎﺀ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺇﻋﺎﺩﺓ ﺗﺮﻛﻴﺒﻬﺎ ﳑﺎ ﺳﺒﻖ ﺗﻌﻠﻤﻪ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﺭﺩﺓ ﻓﻌﻞ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪.‬‬
‫‪-‬ﺑﺪﺀ ﺍﳌﻬﻤﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ ﻭﺇ‪‬ﺎﺅﻫﺎ ﺑﻄﺮﻳﻘﺔ ﺑﺴﻴﻄﺔ‪.‬‬
‫–ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻂ‪-‬ﻣﺘﺪﻥ‬
‫ﺍﳌﻮﺟﻬﺔ ﳓﻮ ﺍﳌﻬﻤﺔ ﺑﺸﻜﻞ ﻧﺎﺟﺢ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻗﺎﺩﺭ ﻋﻠﻰ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﻗﺎﺩﺭ ﻋﻠﻰ‬
‫ﺻﻴﺎﻏﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﺮﺩ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﳏﺎﺩﺛﺔ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻣﻊ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻟﻜﻦ‬
‫ﺑﺸﻜﻞ ﳏﺪﻭﺩ ﻣﻊ ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎﺀ ﻟﻐﻮﻳﺔ ﻛﺜﲑﺓ‪ .‬ﻳﺴﺘﻄﻴﻊ ﺃﺩﺍﺀ ﺑﻌﺾ ﺍﳌﻬﻤﺎﺕ ﻣﺜﻞ ﺗﻘﺪﱘ ﻧﻔﺴﻪ‬
‫ﻭﻃﻠﺐ ﻭﺟﺒﺔ ﻭﺍﻟﺴﺆﺍﻝ ﻋﻦ ﺍﳉﻬﺎﺕ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺸﺮﺍﺀ ﺑﻌﺾ ﺍﻷﺷﻴﺎﺀ‪ .‬ﻭﺍﳌﻔﺮﺩﺍﺕ ﻛﺎﻓﻴﺔ ﻓﻘﻂ ﻟﻠﺘﻌﺒﲑ‬
‫ﻋﻦ ﺃﻫﻢ ﺍﳊﺎﺟﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻭﻗﺪ ﳛﺪﺙ ﺗﺪﺍﺧﻞ ﻗﻮﻱ ﻣﻊ ﺍﻟﻠﻐﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﺳﻮﺀ ﺍﻟﻔﻬﻢ ﺑﺸﻜﻞ‬
‫ﻣﺘﻜﺮﺭ‪ ،‬ﻭﻟﻜﻦ ﻣﻊ ﺍﻟﺘﻜﺮﺍﺭ ﳝﻜﻦ ﻓﻬﻢ ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﻭﺭﻳﻦ ﺍﻟﻮﺩﻭﺩﻳﻦ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻌﺪﺩ ﻣﻦ ﺍﳌﻬﻤﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻏﲑ ﺍﳌﻌﻘﺪﺓ‬ ‫ﺍﳌﺘﻮﺳﻂ‪-‬ﻣﺘﻮﺳﻂ‬
‫ﻭﺍﳌﻮﺍﻗﻒ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﺸﻜﻞ ﻧﺎﺟﺢ‪ .‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﺤﺪﺙ ﺑﺒﺴﺎﻃﺔ ﻋﻦ ﻧﻔﺴﻪ ﻭﻋﻦ ﺃﻓﺮﺍﺩ ﻋﺎﺋﻠﺘﻪ‪.‬‬
‫ﻳﺴﺘﻄﻴﻊ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﳏﺎﺩﺛﺎﺕ ﺑﺴﻴﻄﺔ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﺗﺘﺠﺎﻭﺯ‬
‫ﺍﳊﺎﺟﺎﺕ ﺍﻟﻔﻮﺭﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺸﺨﺼﻲ ﻭﺃﻧﺸﻄﺔ ﻭﻗﺖ ﺍﻟﻔﺮﺍﻍ‪ .‬ﻭﺗﺰﺩﺍﺩ ﺑﺸﻜﻞ ﺑﺴﻴﻂ ﻃﻮﻝ‬
‫ﺍﳌﻠﻔﻮﻇﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﺍﳊﺪﻳﺚ ﻻﺯﺍﻝ ﻣﺘﺼﻔﺎ ﺑﺎﻟﻮﻗﻔﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ ﺍﳌﺘﻜﺮﺭﺓ‪ ،‬ﺣﻴﺚ ﺇﻥ ﺍﻟﺪﻣﺞ ﺍﻟﺴﻠﺲ‬
‫ﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﶈﺎﺩﺛﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺘﻌﺮﺽ ﻟﻺﻋﺎﻗﺔ ﻷﻥ ﺍﳌﺘﺤﺪﺙ ﻳﺼﺎﺭﻉ ﻟﺼﻴﺎﻏﺔ ﻋﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻐﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻭﺍﻟﻨﻄﻖ ﻗﺪ ﻳﺴﺘﻤﺮ ﻣﺘﺄﺛﺮﺍ ﺑﻘﻮﺓ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺍﻟﻄﻼﻗﺔ ﻗﺪ ﻻﺗﺰﺍﻝ ﻣﺘﻜﻠﻔﺔ‪ .‬ﻭﻋﻠﻰ‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﻭﺟﻮﺩ ﺳﻮﺀ ﻓﻬﻢ‪ ،‬ﻓﺎﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﳝﻜﻦ ﻓﻬﻤﻪ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﻭﺭﻳﻦ‬
‫ﺍﻟﻮﺩﻭﺩﻳﻦ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻐﺎﻟﺒﻴﺔ ﺍﳌﻬﻤﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻏﲑ ﺍﳌﻌﻘﺪﺓ ﻭﺍﳌﻮﺍﻗﻒ‬ ‫ﺍﳌﺘﻮﺳﻂ‪-‬ﻣﺮﺗﻔﻊ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﻨﺠﺎﺡ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺒﺪﺃ ﳏﺎﺩﺛﺔ ﻋﺎﻣﺔ ﻭﳛﺎﻓﻆ ﻋﻠﻴﻬﺎ ﻭﳜﺘﻤﻬﺎ ﻣﻊ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺪﺩ ﻣﻦ‬
‫ﺍﻹﺳﺘﺮﺍﲡﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻈﺮﻭﻑ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﺗﺒﻘﻰ ﺍﻷﺧﻄﺎﺀ ﻭﺍﺿﺤﺔ‪ .‬ﻭﻻﺗﺰﺍﻝ‬
‫ﺍﳊﺼﻴﻠﺔ ﺍﶈﺪﻭﺩﺓ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺗﺴﺒﺐ ﺍﻟﺘﺮﺩﺩ ﻭﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ ﺑﻌﺾ ﺍﳌﻠﻔﻮﻇﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺘﻮﻗﻌﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺩﻟﻴﻞ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﳋﻄﺎﺏ ﺍﳌﺘﺮﺍﺑﻂ ﺧﺎﺻﺔ ﺃﺛﻨﺎﺀ ﺍﻟﺴﺮﺩ ﺍﻟﺒﺴﻴﻂ ﻭﺍﻟﻮﺻﻒ‪ .‬ﻭﳝﻜﻦ ﻓﻬﻢ‬

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‫ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﺣﱴ ﻣﻦ ﻗﺒﻞ ﳏﺎﻭﺭﻳﻦ ﻟﻴﺴﻮﺍ ﻣﻌﺘﺎﺩﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺘﺤﺪﺛﲔ ﰲ ﻫﺬﺍ‬
‫ﺍﳌﺴﺘﻮﻯ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺘﻜﺮﺍﺭ ﻗﺪ ﻳﺒﻘﻰ ﺿﺮﻭﺭﻳﺎ‪.‬‬
‫ﺍﳌﺘﻘﺪﻡ ﻳﺘﺼﻒ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ ﺑﻘﺪﺭﺓ ﺍﳌﺘﻜﻠﻢ ﻋﻠﻰ‪:‬‬
‫‪-‬ﺍﻟﺘﺤﺪﺙ ﺑﻄﺮﻳﻘﺔ ﻣﺸﺘﺮﻛﺔ ﻭﺍﺿﺤﺔ‪.‬‬
‫‪-‬ﺍﻟﺒﺪﺀ ﺑﺎﳌﻬﻤﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺗﻠﻚ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﻗﺪﺭﺓ ﻛﺒﲑﺓ ﻋﻠﻰ ﺗﻮﺻﻴﻞ ﺍﳌﻌﲎ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﻐﻮﻳﺔ ﻣﺘﻨﻮﻋﺔ ﺑﺴﺒﺐ ﺍﻟﺘﻌﻘﻴﺪ ﺃﻭ ﺑﺴﺒﺐ ﺍﻟﺘﻮﺍﱄ ﻏﲑ ﺍﳌﺘﻮﻗﻊ ﻟﻸﺣﺪﺍﺙ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ‬
‫ﻫﺬﻩ ﺍﳌﻬﻤﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻭﺇ‪‬ﺎﺅﻫﺎ‪.‬‬
‫‪-‬ﺍﻟﻮﻓﺎﺀ ﲟﺘﻄﻠﺒﺎﺕ ﻣﻮﺍﻗﻒ ﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﻌﻤﻞ‪.‬‬
‫‪-‬ﺳﺮﺩ ﺧﻄﺎﺏ ﻣﺘﺮﺍﺑﻂ ﻓﻘﺮﻱ ﺍﻟﻄﻮﻝ ﻭﻭﺻﻔﻪ‪.‬‬
‫ﺍﳌﺘﻘﺪﻡ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﻮﻓﺎﺀ ﲟﺘﻄﻠﺒﺎﺕ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻴﻮﻣﻴﺔ ﻭﺭﻭﺗﲔ ﺍﳌﺪﺭﺳﺔ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﻤﻞ‪ .‬ﻳﺴﺘﻄﻴﻊ‬
‫ﺑﺜﻘﺔ ‪-‬ﻭﻟﻜﻦ ﻟﻴﺲ ﺑﺴﻬﻮﻟﺔ‪ -‬ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﳌﻬﻤﺎﺕ ﺍﳌﻌﻘﺪﺓ ﻭﺍﳌﻮﺍﻗﻒ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﺜﻞ ﺍﻟﺘﻔﺼﻴﻞ‬
‫ﻭﺍﻟﺸﻜﻮﻯ ﻭﺍﻻﻋﺘﺬﺍﺭ‪ .‬ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺮﺩ ﻭﻳﺼﻒ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ‪ ،‬ﻭﻳﺮﺑﻂ ﺍﳉﻤﻞ ﻣﻊ ﺑﻌﻀﻬﺎ‬
‫ﺑﻌﻀﺎ ﺑﻄﺮﻳﻘﺔ ﺳﻠﺴﺔ‪ .‬ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻮﺻﻞ ﺍﳊﻘﺎﺋﻖ ﻭﺃﻥ ﻳﺘﺤﺪﺙ ﺑﻄﺮﻳﻘﺔ ﻋﻔﻮﻳﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﻋﺎﻣﺔ ﺣﺪﻳﺜﺔ ﻭﺣﻮﻝ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﺮﺩﺍﺕ ﻋﺎﻣﺔ‪ .‬ﻭﳝﻜﻨﻪ ﻏﺎﻟﺒﺎ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ‬
‫ﺍﻟﻌﻴﻮﺏ ﺑﻮﺍﺳﻄﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻣﺜﻞ ﺷﺎﻏﻼﺕ ﺍﻟﻮﻗﻒ ‪ pause fillers‬ﻭﺃﺩﻭﺍﺕ ﺍﳋﺪﺍﻉ‬
‫‪ stalling devices‬ﻭﺗﻮﻇﻴﻒ ﻣﻌﺪﻻﺕ ﺳﺮﻋﺔ ﳐﺘﻠﻔﺔ ﺃﺛﻨﺎﺀ ﺍﳊﺪﻳﺚ‪ .‬ﻭﺍﳌﻮﺍﺭﺑﺔ‬
‫‪ circumlocution‬ﺍﻟﱵ ﺗﻈﻬﺮ ﺑﺴﺒﺐ ﻗﺼﻮﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮﻥ‬
‫ﻧﺎﺟﺤﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﺗﻠﻤﺲ ﺍﻟﻜﻠﻤﺎﺕ ﺃﺛﻨﺎﺀ ﺍﻟﻜﻼﻡ ﻻﻳﺰﺍﻝ ﻭﺍﺿﺤﺎ‪ .‬ﻭﳝﻜﻦ ﻓﻬﻢ ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ‬
‫ﺍﳌﺴﺘﻮﻯ ﺑﺪﻭﻥ ﺻﻌﻮﺑﺔ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﻭﺭﻳﻦ ﺍﻷﺻﻠﻴﲔ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﻮﻓﺎﺀ ﲟﺘﻄﻠﺒﺎﺕ ﻋﺪﺩ ﻭﺍﺳﻊ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻴﻮﻣﻴﺔ ﻭﻣﻮﺍﻗﻒ‬ ‫ﺍﳌﺘﻘﺪﻡ‪-‬ﺯﺍﺋﺪ‬
‫ﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﻌﻤﻞ‪ .‬ﻳﺴﺘﻄﻴﻊ ﻣﻨﺎﻗﺸﺔ ﻣﻮﺿﻮﻋﺎﺕ ﳏﺴﻮﺳﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻫﺘﻤﺎﻣﺎﺕ ﻣﻌﻨﻴﺔ ﻭﳎﺎﻻﺕ ﺧﺎﺻﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﺩﻟﻴﻞ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺩﻋﻢ ﺁﺭﺍﺋﻪ ﻭﺍﻟﺸﺮﺡ ﺑﺸﻜﻞ ﻣﻔﺼﻞ ﻭﺻﻴﺎﻏﺔ ﺍﻟﻔﺮﻭﺽ‪ .‬ﻭﻳﻈﻬﺮ‬
‫ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻏﺎﻟﺒﺎ ﻗﺪﺭﺓ ﻣﺘﻄﻮﺭﺓ ﻋﻠﻰ ﺗﻌﻮﻳﺾ ﺍﻹﳌﺎﻡ ﻏﲑ ﺍﻟﻜﺎﻣﻞ ﻟﺒﻌﺾ ﺍﻟﺼﻴﻎ‬
‫ﺑﺎﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺛﻖ ﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﻣﺜﻞ ﺇﻋﺎﺩﺓ ﺍﻟﺼﻴﺎﻏﺔ ‪ paraphrasing‬ﻭﺍﳌﻮﺍﺭﺑﺔ‪.‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﺘﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺘﻤﺎﻳﺰﺓ ﻭﺍﻟﺘﻨﻐﻴﻢ ﺑﻔﻌﺎﻟﻴﺔ ﻟﺘﻮﺻﻴﻞ ﺍﳌﻌﺎﱐ ﺍﻟﺪﻗﻴﻘﺔ ﻭﻇﻼﻻ‪‬ﺎ‪ .‬ﻭﻳﻈﻬﺮ‬
‫ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻏﺎﻟﺒﺎ ﻃﻼﻗﺔ ﻣﺘﻤﻴﺰﺓ ﻭﺳﻬﻮﻟﺔ ﰲ ﺍﻟﻜﻼﻡ‪ ،‬ﻭﻟﻜﻦ ﻟﻐﺘﻪ ﻗﺪ ﺗﺘﻌﻄﻞ ﺃﻭ ﺗﺜﺒﺖ‬
‫ﻋﺪﻡ ﻛﻔﺎﺀ‪‬ﺎ ﲢﺖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﳌﻬﻤﺎﺕ ﺍﳌﻌﻘﺪﺓ ﺫﺍﺕ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻤﻴﺰ‪.‬‬
‫ﺍﳌﺘﻔﻮﻕ ﻳﺘﺼﻒ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻔﻮﻕ ﺑﻘﺪﺭﺓ ﺍﳌﺘﻜﻠﻢ ﻋﻠﻰ‪:‬‬

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‫‪-‬ﺍﳌﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﻏﺎﻟﺒﻴﺔ ﺍﶈﺎﺩﺛﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻭﻏﲑ ﺍﻟﺮﲰﻴﺔ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﻋﻤﻠﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﻪ ﻭﻣﻬﻨﻴﺔ‬
‫ﻭﳎﺮﺩﺓ‪.‬‬
‫‪-‬ﺩﻋﻢ ﺍﻵﺭﺍﺀ ﻭﺻﻴﺎﻏﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺧﻄﺎﺏ ﺷﺒﻴﻪ ﺑﺘﻠﻚ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ‬
‫ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺑﺪﻗﺔ ﻛﺎﻓﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﺑﻔﻌﺎﻟﻴﺔ ﰲ ﻏﺎﻟﺒﻴﺔ‬ ‫ﺍﳌﺘﻔﻮﻕ‬
‫ﺍﶈﺎﺩﺛﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻭﻏﲑ ﺍﻟﺮﲰﻴﺔ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﻋﻤﻠﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﻣﻬﻨﻴﺔ ﻭﳎﺮﺩﺓ‪ .‬ﻳﺴﺘﻄﻴﻊ ﻣﻨﺎﻗﺸﺔ‬
‫ﳎﺎﻻﺕ ﻭﺍﻫﺘﻤﺎﻣﺎﺕ ﺧﺎﺻﺔ ﺑﺴﻬﻮﻟﺔ‪ .‬ﻳﺴﺘﻄﻴﻊ ﺩﻋﻢ ﺍﻵﺭﺍﺀ ﻭﺻﻴﺎﻏﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ‪ ،‬ﻭﻟﻜﻨﻪ ﻗﺪ ﻻﻳﻜﻮﻥ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺗﻜﻴﻴﻒ ﺍﻟﻠﻐﺔ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳉﻤﻬﻮﺭ ﺍﳌﺘﻠﻘﻲ ﺃﻭ ﻣﻨﺎﻗﺸﺔ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍ‪‬ﺮﺩﺓ ﺟﺪﺍ ﺃﻭ ﻏﲑ‬
‫ﺍﳌﺄﻟﻮﻓﺔ ﺑﻌﻤﻖ‪ .‬ﻭﻳﻜﻮﻥ ﻟﺪﻯ ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻋﺎﺩﺓ ﺃﻟﻔﺔ ﺟﺰﺋﻴﺔ ﻣﻊ ﺍﻟﺘﺒﺎﻧﻴﺎﺕ ﺍﻷﻗﻠﻴﻤﻴﺔ‬
‫ﻭﺍﻟﻠﻬﺠﻴﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻳﺴﻴﻄﺮ ﺍﳌﺘﺤﺪﺙ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻔﺎﻋﻞ‪،‬‬
‫ﻛﻤﺎ ﺃﻥ ﻟﺪﻳﻪ ﻭﻋﻴﺎ ﺟﻴﺪﺍ ﺑﺈﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﻄﺎﺏ‪ .‬ﻭﺗﺸﻤﻞ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﻄﺎﺏ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺎﻧﺪﺓ ﻣﻦ ﺧﻼﻝ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ‬
‫ﻭﺍﻟﻔﻮﻗﻄﻌﻴﺔ ‪) suprasegmental‬ﺍﳌﻜﺎﺛﻔﺔ ‪ pitch‬ﻭﺍﻟﻨﱪ ﻭﺍﻟﺘﻨﻐﻴﻢ(‪ .‬ﻭﻗﺪ ﺗﻘﻊ ﺍﻷﺧﻄﺎﺀ‬
‫ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺧﺎﺻﺔ ﰲ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻧﺎﺩﺭﺓ ﺍﻟﺸﻴﻮﻉ ﻭﺑﻌﺾ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﺸﺎﺋﻌﺔ ﺍﳌﻌﻘﺪﺓ ﺍﳌﻨﺘﺸﺮﺓ ﺃﻛﺜﺮ ﰲ‬
‫ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺮﲰﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻨﻤﻄﻴﺔ ﻏﲑ ﻭﺍﺿﺤﺔ‪ .‬ﻭﺍﻷﺧﻄﺎﺀ ﻻﺗﻌﻴﻖ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ ﻣﻦ ﻓﻬﻢ‬
‫ﺍﳌﺘﺤﺪﺙ ﻭﻻﺗﻌﻴﻖ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‪.‬‬

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‫ﻣﻠﺤﻖ ﺭﻗﻢ ‪ ٢‬ﻭﺻﻒ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ‪ :‬ﺍﻟﻜﺘﺎﺑﺔ )ﻗﺎﻡ ﺑﺘﻌﺪﻳﻠﻪ ‪ Paltridge‬ﺑﻌﺪ ﺃﻥ ﺍﺳﺘﻨﺒﻄﻪ ﻣﻦ‬
‫ﺍﺧﺘﺒﺎﺭ ‪([Paltridge ١٩٩٢] IELTS‬‬
‫ﺍﻟﻮﺿﻮﺡ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ‬ ‫ﺍﻟﺪﻗﺔ ﺍﻟﻄﻼﻗﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﻋﺎﻡ‬
‫ﻭﺍﳌﻨﺎﻗﺸﺔ‬
‫ﻻﻳﺴﺘﻄﻴﻊ‬ ‫ﻣﺒﺘﺪﺉ‬
‫ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺇﻃﻼﻗﺎﹰ‬
‫ﻳﺴﺘﻄﻴﻊ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺇﳌﺎﻡ ﳏﺪﻭﺩ ﻛﻠﻤﺎﺕ‬ ‫ﻫﻨﺎﻙ ﺩﻟﻴﻞ‬ ‫ﻳﻜﺘﺐ‬ ‫ﺍﺑﺘﺪﺍﺋﻲ‬
‫ﺟﺪﺍﹰ ﺑﺎﻷﳕﺎﻁ ﻣﻨﻔﺼﻠﺔ ﺃﻭ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻘﻂ‬ ‫ﻋﻠﻰ ﻭﺟﻮﺩ‬ ‫ﺑﺸﻜﻞ‬
‫ﺗﻮﺻﻴﻞ‬ ‫ﳐﺰﻭﻥ ﻗﻠﻴﻞ )ﲟﺎ ﻓﻴﻬﺎ‬ ‫ﺍﻟﺪﻻﻟﻴﺔ‬ ‫ﺑﻌﺾ‬ ‫ﻣﺘﻘﻄﻊ‪،‬‬
‫ﺍﳌﻌﺎﱐ‬ ‫ﻫﻴﻜﻞ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻣﻦ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﻭﻫﻨﺎﻙ‬
‫ﺍﻟﺒﺴﻴﻄﺔ‬ ‫ﻭﺍﻟﻮﻇﻴﻔﻴﺔ‪ .‬ﺍﻟﻌﺒﺎﺭﺍﺕ‪ .‬ﺍﻟﻨﺺ(‬ ‫ﺍﻟﻘﻠﻴﻠﺔ‪،‬‬ ‫ﺻﻌﻮﺑﺔ‬
‫ﺟﺪﺍﹰ‪.‬‬ ‫ﻣﻨﺎﺳﺒﺔ‬ ‫ﺇﳌﺎﻡ ﳏﺪﻭﺩ ﺍﻟﻨﺼﻮﺹ‬ ‫ﻭﻟﻜﻦ ﻻ‬ ‫ﻛﺒﲑﺓ ﰲ‬
‫ﻗﺼﲑﺓ ﺟﺪﺍﹰ‪ .‬ﻟﻨﻮﻉ ﺍﻟﻨﺺ ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﺑﻌﻼﻣﺎﺕ‬ ‫ﻳﻮﺟﺪ ﺗﻨﻤﻴﺔ‬ ‫ﻓﻬﻢ ﻣﺎ‬
‫ﻭﺍﻟﺘﺤﻘﻴﻖ‬ ‫ﻭﺍﻟﻮﻇﻴﻔﺔ‬ ‫ﺍﻟﺘﺮﻗﻴﻢ‬ ‫ﻭﺗﻄﻮﻳﺮ ﳍﺎ‪.‬‬ ‫ﻳﻜﺘﺐ‬
‫ﺍﳌﺴﺘﻤﺮ‬ ‫ﻭﺍﳍﺪﻑ‬ ‫ﻭﺍﻹﻣﻼﺀ‬ ‫ﺃﻣﺎ ﲤﺎﺳﻚ‬
‫ﻣﻄﻠﻮﺏ‬ ‫ﺍﻻﺗﺼﺎﱄ‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﻨﺺ ﻓﻬﻮ‬
‫ﺑﺄﻗﻞ ﺩﺭﺟﺔ ﻣﻦ ﻗﺒﻞ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﳏﺪﻭﺩ ﺟﺪﺍ‬
‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﺍﻟﺘﻤﺎﺳﻚ‬
‫ﻟﻴﻔﻬﻢ‬
‫ﺍﳌﻌﲎ‬
‫ﻳﺴﺘﻄﻴﻊ‬ ‫ﺍﻟﻨﺼﻮﺹ ﻗﺪ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﳌﺎﻡ ﳏﺪﻭﺩ‬ ‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﳝﻜﻦ ﺃﻥ‬ ‫ﻣﺘﻮﺳﻂ‬
‫ﺗﻮﺻﻴﻞ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺗﻜﻮﻥ‬ ‫ﺑﺎﻷﳕﺎﻁ‬ ‫ﻳﻌﱪ ﻋﻦ ﻋﺪﺩ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺍﳌﻌﺎﱐ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ‬ ‫ﺑﺴﻴﻄﺔ‬ ‫ﺍﻟﺪﻻﻟﻴﺔ‬ ‫ﳏﺪﻭﺩﺓ‪ .‬ﻣﻦ ﳏﺪﻭﺩ ﻣﻦ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺑﺼﻮﺭﺓ‬ ‫ﻭﳕﻮﻫﺎ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‪ .‬ﺃﻣﺎ‬ ‫ﺍﻟﺼﻌﺐ‬
‫ﻣﻊ ﺑﻌﺾ‬ ‫ﻋﺎﻣﺔ‬ ‫ﳏﺪﻭﺩﺍﹰ‪.‬‬ ‫ﻭﺍﻟﻮﻇﻴﻔﻴﺔ‬ ‫ﺗﻨﻤﻴﺔ ﺍﻷﻓﻜﺎﺭ‬ ‫ﻧﻮﻋﺎﹰ ﻣﺎ‬
‫ﺍﻟﺼﻌﻮﺑﺔ‪.‬‬ ‫ﻟﻠﻮﻇﻴﻔﺔ‬ ‫ﺗﺮﺍﻛﻴﺐ‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻓﻬﻲ ﳏﺪﻭﺩﺓ‬ ‫ﻣﺘﺎﺑﻌﺔ ﻣﺎ‬

‫‪٢٢١‬‬
‫ﻭﻧﻮﻉ ﺍﻟﻨﺺ‬ ‫ﻭﻣﻔﺮﺩﺍﺕ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﻏﺎﻟﺒﺎﹰ ﻣﺎ‬ ‫ﻳﻜﺘﺐ‬

‫ﺗﻜﻮﻥ ﻧﺎﻗﺼﺔ ﺍﻟﺘﻤﺎﺳﻚ‪ .‬ﳏﺪﻭﺩﺓ‪ .‬ﺩﻗﺔ ﻭﺍﳍﺪﻑ‬
‫ﺍﻻﺗﺼﺎﱄ‬ ‫ﺃﻭ ﻣﺒﻬﻤﺔ‪ .‬ﻫﻨﺎﻙ ﺿﻌﻒ ﻭﻣﺮﻭﻧﺔ‬
‫ﻣﺮﺗﺒﻂ ﺑﻌﺪﺩ‬ ‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻋﻼﻣﺎﺕ ﳏﺪﻭﺩﺓ‬
‫ﳏﺪﻭﺩ ﻣﻦ‬ ‫ﺍﻟﺘﺮﻗﻴﻢ‬ ‫ﻏﲑ ﻣﺮﺗﺒﺔ‬
‫ﺃﻧﻮﺍﻉ‬ ‫ﻭﺍﻹﻣﻼﺀ‪.‬‬ ‫ﺑﺸﻜﻞ‬
‫ﺍﻟﻨﺼﻮﺹ‪.‬‬ ‫ﻣﺘﺮﺍﺑﻂ‬
‫ﺃﻣﺎ ﻫﻴﻜﻞ‬
‫ﺍﻟﻨﺺ ﻓﻬﻮ‬
‫ﻣﻨﺎﺳﺐ‬
‫ﺑﺼﻮﺭﺓ‬
‫ﻋﺎﻣﺔ ﻟﻨﻮﻉ‬
‫ﺍﻟﻨﺺ‪.‬‬
‫ﻗﺎﺩﺭ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﳌﺎﻡ ﻣﺘﻮﺳﻂ ﺗﻨﻤﻮ‬ ‫ﻗﺪﺭﺓ ﻛﺘﺎﺑﻴﺔ ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﻓﻮﻕ‬
‫ﺑﺸﻜﻞ ﻋﺎﻡ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻨﺼﻮﺹ‬ ‫ﺑﺎﻷﳕﺎﻁ‬ ‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ‬ ‫ﻣﺘﻮﺳﻄﺔ‪.‬‬ ‫ﺍﳌﺘﻮﺳﻂ‬
‫ﻋﻠﻰ‬ ‫ﻣﻨﺎﺳﺐ‬ ‫ﻋﻠﻰ ﳓﻮ‬ ‫ﻣﻦ ﺍﻟﺴﻬﻮﻟﺔ ﻋﺪﺩ ﻣﺘﻮﺳﻂ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﺗﻮﺻﻴﻞ‬ ‫ﻣﻦ ﺍﻷﻓﻜﺎﺭ‪ .‬ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻣﺘﺰﺍﻳﺪ‪ .‬ﻟﺪﻳﻪ ﺑﺼﻮﺭﺓ‬ ‫ﻧﻮﻋﺎ ﻣﺎ‬
‫ﺍﳌﻌﺎﱐ ﻋﻠﻰ‬ ‫ﺗﻨﻮﻉ ﻟﻐﻮﻱ ﻋﺎﻣﺔ‬ ‫ﻫﻨﺎﻙ ﺗﻨﻤﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ‬ ‫ﻗﺮﺍﺀﺓ ﻣﺎ‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ‬ ‫ﻟﻠﻮﻇﻴﻔﺔ‬ ‫ﻟﻠﻤﻮﺿﻮﻉ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻭﺍﺳﻊ‪.‬‬ ‫ﻳﻜﺘﺐ‬
‫ﻭﻧﻮﻉ ﺍﻟﻨﺺ ﺃﻥ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﻟﻜﻦ‬ ‫ﻭﻓﻬﻤﻪ‪.‬‬
‫ﺍﻷﺧﻄﺎﺀ‬ ‫ﻭﺍﳍﺪﻑ‬ ‫ﻭﺍﻟﻨﺼﻮﺹ ﻻﻳﺰﺍﻝ ﻳﻔﺘﻘﺪ ﺍﻟﺘﻤﺎﺳﻚ ﳑﺎ ﺍﻟﺪﻗﺔ‬
‫ﳝﻜﻦ ﺃﻥ‬ ‫ﺍﻻﺗﺼﺎﱄ‬ ‫ﻭﺍﳌﺮﻭﻧﺔ‬ ‫ﳝﻜﻨﻪ ﻣﻦ‬ ‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻟﺒﻌﺾ‬
‫ﺿﻤﻦ ﻋﺪﺩ ﺗﻌﻴﻖ ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﻔﺼﻴﻼﺕ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻣﺘﻮﺳﻂ‪.‬‬ ‫ﺟﻴﺪﺓ‬
‫ﻣﺘﻮﺳﻂ ﻣﻦ ﺍﻻﺗﺼﺎﻝ‪.‬‬ ‫ﻋﺪﺩ ﺃﻭﺳﻊ‬ ‫ﻭﺍﻟﺘﻘﺎﺭﻳﺮ‬ ‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﺃﻧﻮﺍﻉ‬ ‫ﻣﻦ ﺍﳌﻌﺎﱐ‬ ‫ﺍﻟﺪﺍﻋﻤﺔ‪.‬‬
‫ﺍﻟﻨﺼﻮﺹ‪.‬‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬ ‫ﻣﺮﺗﺒﺔ ﺑﺼﻮﺭﺓ ﺑﲔ ﻫﺬﻩ‬
‫ﺍﻟﻨﺼﻲ‬ ‫ﻋﺎﻣﺔ ﺑﺸﻜﻞ ﺍﳌﻌﺎﱐ‪ .‬ﻫﻨﺎﻙ‬
‫ﻭﻫﻴﻜﻞ‬ ‫ﺃﺧﻄﺎﺀ‬ ‫ﻣﺘﺮﺍﺑﻂ‪.‬‬

‫‪٢٢٢‬‬
‫ﺍﻟﻨﺺ‬ ‫ﻋﺮﺿﻴﺔ ﰲ‬
‫ﻣﻨﺎﺳﺐ‬ ‫ﻋﻼﻣﺎﺕ‬
‫ﺑﺼﻮﺭﺓ‬ ‫ﺍﻟﺘﺮﻗﻴﻢ‬
‫ﻋﺎﻣﺔ ﻟﻨﻮﻉ‬ ‫ﻭﺍﻹﻣﻼﺀ‪.‬‬
‫ﺍﻟﻨﺺ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﳌﺎﻡ ﻣﻘﺘﺪﺭ ﻳﺴﺘﻄﻴﻊ‬ ‫ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﻛﺎﺗﺐ‬ ‫ﻣﺘﻘﺪﻡ‬
‫ﺗﻮﺻﻴﻞ‬ ‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺍﻟﻠﻐﺔ‬ ‫ﺑﺎﻷﳕﺎﻁ‬ ‫ﻣﻘﺘﺪﺭ‪ ،‬ﻣﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻦ‬
‫ﺍﳌﻌﺎﱐ‬ ‫ﻣﻨﺎﺳﺐ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﺴﻬﻞ ﻗﺮﺍﺀﺓ ﻋﺪﺩ ﺟﻴﺪ ﻣﻦ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﺑﻔﻌﺎﻟﻴﺔ‪.‬‬ ‫ﺍﻷﻓﻜﺎﺭ ﰲ ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺑﻌﻔﻮﻳﺔ ﰲ ﺑﺼﻮﺭﺓ‬ ‫ﻣﺎ ﻳﻜﺘﺐ‬
‫ﻫﻨﺎﻙ ﺑﻌﺾ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻮﺿﻮﻋﺎﺕ ﻋﺎﻣﺔ‬ ‫ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻤﻠﻴﺔ‬
‫ﺍﳌﻌﻮﻗﺎﺕ‬ ‫ﻟﻠﻮﻇﻴﻔﺔ‬ ‫ﻣﻦ ﻭﺟﻮﺩ ﻋﺎﻣﺔ‪.‬‬ ‫ﺣﱴ ﺍﻟﻨﻬﺎﻳﺔ‪ .‬ﺗﺼﺎﻋﺪﻳﺔ‪،‬‬
‫ﻭﻧﻮﻉ ﺍﻟﻨﺺ ﺍﻟﻌﺮﺿﻴﺔ‬ ‫ﻭﺍﻟﻨﺼﻮﺹ ﻭﻫﻲ ﻣﺮﺗﺒﺔ ﻣﺸﻜﻼﺕ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺑﺴﺒﺐ‬ ‫ﰲ ﻋﻼﻣﺎﺕ ﻣﻘﺘﺪﺭ ﻟﻌﺪﺩ ﻭﺍﳍﺪﻑ‬ ‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺑﺸﻜﻞ‬
‫ﺍﻷﺧﻄﺎﺀ‪.‬‬ ‫ﺍﻻﺗﺼﺎﱄ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺮﻗﻴﻢ‬ ‫ﻣﺘﻤﺎﺳﻚ‪،‬‬ ‫ﺟﻴﺪﺓ‬
‫ﺿﻤﻦ ﻋﺪﺩ‬ ‫ﺍﻟﺘﺮﺍﻛﻴﺐ‬ ‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻭﺍﻹﻣﻼﺀ‪.‬‬ ‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﻛﺒﲑ ﻣﻦ‬ ‫ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻣﻦ ﻭﺟﻮﺩ‬
‫ﺑﲔ ﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﺃﻧﻮﺍﻉ‬ ‫ﺑﻌﺾ‬
‫ﺍﻟﻨﺼﻮﺹ‪.‬‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﺍﳌﺸﻜﻼﺕ‪ .‬ﻭﺿﻤﻨﻬﺎ‬
‫ﻣﻘﺘﺪﺭ ﻣﻦ ﺃﻣﺎ ﺗﻨﻈﻴﻢ‬ ‫ﻣﺘﻨﺎﻭﻟﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻨﺺ‬ ‫ﻭﺍﻷﺩﻟﺔ ﺫﺍﺕ ﺑﺸﻜﻞ ﺟﻴﺪ ﺍﻟﺪﻗﺔ‬
‫ﻭﻫﻴﻜﻠﻪ ﻓﻬﻮ‬ ‫ﻭﺍﳌﺮﻭﻧﺔ‪.‬‬ ‫ﺻﻠﺔ‪ ،‬ﻭﻟﻜﻦ ﻋﻤﻮﻣﹰﺎ‪.‬‬
‫ﻣﻨﺎﺳﺐ‬ ‫ﻫﻨﺎﻙ ﺣﺎﺟﺔ‬
‫ﻟﻨﻮﻉ ﺍﻟﻨﺺ‪.‬‬ ‫ﺇﱃ ﻣﺰﻳﺪ ﻣﻦ‬
‫ﺍﻟﺘﻔﺼﻴﻞ‪.‬‬
‫ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻳﻜﺘﺐ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻛﺎﺗﺐ ﺟﻴﺪ‪ .‬ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﻏﺮﺽ‬
‫ﺗﻮﺻﻴﻞ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺑﺸﻜﻞ ﺟﻴﺪ‬ ‫ﻭﺍﺛﻖ ﻭﺩﻗﻴﻖ‬ ‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ‬ ‫ﻳﺴﺘﻄﻴﻊ‬ ‫ﺧﺎﺹ‬
‫ﻣﻨﺎﺳﺐ ﺇﱃ ﺍﳌﻌﺎﱐ‬ ‫ﰲ‬ ‫ﻋﺪﺩ ﺟﻴﺪ ﻣﻦ ﻟﻸﳕﺎﻁ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺑﺎﻗﺘﺪﺍﺭ‬ ‫ﺣﺪ ﺑﻌﻴﺪ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ﺑﺸﻜﻞ ﺟﻴﺪ ﺍﻷﻓﻜﺎﺭ ﺫﺍﺕ ﺍﻟﺪﻻﻟﻴﺔ‬
‫ﻭﻓﻌﺎﻟﻴﺔ‪.‬‬ ‫ﻟﻠﻮﻇﻴﻔﺔ‬ ‫ﻋﺎﻣﺔ ﻭﰲ‬ ‫ﺍﻟﺼﻠﺔ ﺑﺸﻜﻞ ﻭﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬ ‫ﺿﻤﻦ‬

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‫ﻭﻧﻮﻉ ﺍﻟﻨﺺ ﻭﺿﻮﺡ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ﻭﺃﺩﻭﺍﺕ‬ ‫ﳎﺎﻻﺕ ﻋﺎﻣﺔ ﻣﺘﻤﺎﺳﻚ‪.‬‬

‫ﺟﻴﺪ ﰲ‬ ‫ﻭﺍﳍﺪﻑ‬ ‫ﳍﺎ ﺻﻠﺔ‬ ‫ﺍﻟﺘﻤﺎﺳﻚ‬ ‫ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﻭﺧﺎﺻﺔ‪.‬‬
‫ﳎﺎﻻﺕ‬ ‫ﺍﻻﺗﺼﺎﱄ‬ ‫ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻘﺪﱘ ﺍﻷﺩﻟﺔ ﻭﻋﻼﻣﺎﺕ ﺑﺎﻫﺘﻤﺎﻣﺎﺕ‬
‫ﺿﻤﻦ ﻋﺪﺩ ﺧﺎﺻﺔ‬ ‫ﻭﺃﻏﺮﺍﺽ‬ ‫ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‪ .‬ﺍﻟﺘﺮﻗﻴﻢ‬ ‫ﺇﻧﺘﺎﺝ‬
‫ﻣﻌﻴﻨﺔ‪.‬‬ ‫ﻛﺒﲑ ﻣﻦ‬ ‫ﺧﺎﺻﺔ‪.‬‬ ‫ﻭﺍﻹﻣﻼﺀ‪.‬‬ ‫ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫ﺧﻄﺎﺏ‬
‫ﳝﻜﻦ‬ ‫ﺃﻧﻮﺍﻉ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺗﻘﺪﱘ ﻭﺟﻬﺔ ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻣﻨﻈﻢ‬
‫ﺍﻟﻨﺼﻮﺹ‪ .‬ﺑﺼﻮﺭﺓ‬ ‫ﺑﲔ ﺍﻟﻘﻀﺎﻳﺎ ﻟﻌﺪﺩ ﻛﺒﲑ‬ ‫ﻧﻈﺮﻩ‬ ‫ﻭﻣﺘﺮﺍﺑﻂ‬
‫ﻋﺎﻣﺔ ﻓﻬﻢ‬ ‫ﺍﻟﺘﻨﻈﻴﻢ‬ ‫ﻣﻦ‬ ‫ﻭﻣﻨﺴﺠﻢ‪ .‬ﻭﺗﻨﻤﻴﺘﻬﺎ ﻋﻨﺪ ﻭﺿﻤﻨﻬﺎ‬
‫ﻣﺎﻳﻜﺘﺐ‬ ‫ﺍﻟﻨﺼﻲ‬ ‫ﺍﻟﺘﺮﺍﻛﻴﺐ‬ ‫ﻣﺘﻨﺎﻭﻟﺔ‬ ‫ﻣﺎ ﻳﻜﻮﻥ‬
‫ﺩﻭﻥ ﺃﻳﺔ‬ ‫ﻭﺍﳍﻴﻜﻞ‬ ‫ﺫﻟﻚ ﻣﻨﺎﺳﺒﺎﹰ‪ .‬ﺑﺸﻜﻞ ﺟﻴﺪ‪ .‬ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‬
‫ﺻﻌﻮﺑﺔ‪.‬‬ ‫ﻣﻨﺎﺳﺐ‬ ‫ﻭﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻟﻨﻮﻉ ﺍﻟﻨﺺ‪.‬‬ ‫ﻣﻊ ﺍﻟﺪﻗﺔ‬
‫ﻭﺍﳌﺮﻭﻧﺔ‪.‬‬

‫‪٢٢٤‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٣‬ﺃﻭﺻﺎﻑ ﻗﻮﺍﻟﺒﻴﺔ ﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺸﻔﻬﻲ‬

‫ﻫﺬﻩ ﺍﻷﻭﺻﺎﻑ ﻫﻲ ﻣﻦ ﺷﻬﺎﺩﺍﺕ ‪ UCLES/RSA‬ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ) ‪Weir‬‬
‫‪ ،(١٩٩٠‬ﺣﻴﺚ ﻳﺘﻢ ﻋﺮﺽ ﺷﻬﺎﺩﺍﺕ ﰲ ﻛﻞ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ‪ -‬ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﺘﻔﺎﻋﻞ‬
‫ﺍﻟﺸﻔﻬﻲ‪ -‬ﰲ ﺃﺭﺑﻌﺔ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ‪.‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﻣﺴﺘﻮﻯ ﻣﻌﲔ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﳌﺮﺷﺤﲔ ﺇﻇﻬﺎﺭ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﳒﺎﺯ ﺍﳌﻬﻤﺎﺕ‬
‫ﺍﶈﺪﺩﺓ ﻣﻊ ﺩﺭﺟﺔ ﺍﳌﻬﺎﺭﺓ ﺍﶈﺪﺩﺓ ﻭﻓﻖ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‪:‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻨﻄﻖ ﻭﺍﺿﺤﺎ ﲤﺎﻣﺎ ﺣﱴ ﻭﺇﻥ‬ ‫ﺗﺄﺛﺮ ﺍﻟﻨﻄﻖ ﺑﺸﻜﻞ ﻛﺒﲑ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻭﱃ‬ ‫ﺍﻟﺪﻗﺔ‬
‫ﻛﺎﻥ ﻻﻳﺰﺍﻝ ﻣﺘﺄﺛﺮﺍ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻭﱃ‪ .‬ﺩﺭﺟﺔ ﺍﻟﺪﻗﺔ‬ ‫ﻣﻘﺒﻮﻝ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﻄﻖ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‬
‫ﻭﺍﺿﺤﺎ‪ .‬ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺮﺷﺢ ﻗﺎﺩﺭﺍ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪/‬ﺍﻟﺪﻻﻟﻴﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﺭﻏﻢ‬
‫ﻋﻠﻰ ﺗﻮﺿﻴﺢ ﺃﻱ ﺗﺸﻮﻳﺶ ﺳﺒﺒﻪ ﺍﻷﺧﻄﺎﺀ ﻗﺒﻮﻝ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﻻﺗﻔﺴﺪ ﻋﻤﻠﻴﺔ‬
‫ﺍﻻﺗﺼﺎﻝ‪.‬‬ ‫ﺍﻟﺪﻻﻟﻴﺔ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺷﺮﻁ ﺃﻥ ﻳﺘﻠﻘﻰ‬
‫ﺩﻋﻤﺎ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ‬
‫ﻣﻨﺎﺳﺒﺎ ﻟﻠﻮﻇﻴﻔﺔ‪ .‬ﺃﻣﺎ ﻗﺼﺪ ﺍﳌﺘﻜﻠﻢ ﺍﻟﻌﺎﻡ ﻓﻴﺠﺐ‬ ‫ﻋﺎﻣﺔ ﻣﻨﺎﺳﺒﺎ ﻟﻠﻮﻇﻴﻔﺔ ﺭﻏﻢ ﺃ‪‬ﺎ ﻗﺪ ﻻ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻭﺍﺿﺤﺎ‪.‬‬ ‫ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﺗﻮﻗﻌﺎﺕ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ‪ .‬ﺃﻣﺎ‬
‫ﻗﺼﺪ ﺍﳌﺘﻜﻠﻢ ﻓﻴﻤﻜﻦ ﺃﻥ ﻳﺪﺭﻛﻪ ﺍﳌﺴﺘﻤﻊ‬
‫ﺍﻟﻮﺩﻭﺩ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﺘﻮﻓﺮ ﻟﺪﻯ ﺍﳌﺮﺷﺢ ﻧﻄﺎﻕ ﻟﻐﻮﻱ‬ ‫ﻣﻦ ﺍﳌﻘﺒﻮﻝ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﳌﺮﺷﺢ ﻋﺪﺩ‬ ‫ﺍﳌﺪﻯ‬
‫ﻭﺍﺳﻊ‪ .‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﳏﺪﻭﺩ ﺟﺪﺍ ﻣﻦ ﺍﻟﺘﻌﺒﲑﺍﺕ ﻭﺃﻥ ﻳﺒﺤﺚ‬
‫ﰲ ﺍﳌﻠﻔﻮﻇﺎﺕ ﺍﳌﻌﻘﺪﺓ ﻓﻘﻂ‪.‬‬ ‫ﻏﺎﻟﺒﺎ ﻋﻦ ﻃﺮﻳﻘﺔ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻌﲎ‬
‫ﺍﳌﻘﺼﻮﺩ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺩﻟﻴﻞ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﳌﺮﺷﺢ‬ ‫ﻻﻳﺘﻮﻗﻊ ﻣﻦ ﺍﳌﺮﺷﺢ ﺃﻥ ﻳﺒﺪﺃ ﺍﶈﺎﺩﺛﺔ ﺃﻭ‬ ‫ﺍﳌﺮﻭﻧﺔ‬
‫ﻋﻠﻰ ﺍﻟﺒﺪﺀ ﺑﺎﶈﺎﺩﺛﺔ ﻭﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﳌﻮﺿﻮﻋﺎﺕ‬ ‫ﻳﺮﺩ ﻣﺒﺎﺷﺮﺓ ﻋﻨﺪﻣﺎ ﳛﺪﺙ ﺗﻐﲑ ﰲ‬
‫ﺍﳌﻮﺿﻮﻉ‪ .‬ﻭﺍﶈﺎﻭﺭ ﻗﺪ ﳚﺐ ﻋﻠﻴﻪ ﺍﻟﺘﻤﺎﺱ ﺍﳉﺪﻳﺪﺓ ﺃﻭ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﺍﻟﺘﻮﺟﻪ‪.‬‬
‫ﺍﻷﻋﺬﺍﺭ ﻟﻠﻤﺘﻜﻠﻢ ﻭﺩﻋﻤﻪ ﰲ ﺍﻟﻐﺎﻟﺐ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﻟﺮﺩ ﺑﺄﻛﺜﺮ ﻣﻦ‬ ‫ﻣﻦ ﺍﳌﻘﺒﻮﻝ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺴﺎﳘﺔ ﻣﻘﺘﺼﺮﺓ‬ ‫ﺍﳊﺠﻢ‬
‫ﺇﺟﺎﺑﺔ ﻗﺼﲑﺓ ﺍﻟﺼﻴﻐﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ‬ ‫ﻋﻠﻰ ﺗﻌﺒﲑ ﻭﺍﺣﺪ ﺃﻭ ﺗﻌﺒﲑﻳﻦ ﺑﺴﻴﻄﲔ‪.‬‬

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‫ﻣﻨﺎﺳﺒﺎ‪ .‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﲤﺪﻳﺪ‬

‫ﺍﳌﻠﻔﻮﻇﺎﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻊ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﻌﺮﺿﻲ‬
‫ﺃﺣﻴﺎﻧﺎ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﻭﺭ‪.‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻨﻄﻖ ﻭﺍﺿﺤﺎ ﺭﻏﻢ ﺃﻥ ﺑﻘﺎﺀ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻨﻄﻖ ﻭﺍﺿﺤﺎ ﺣﱴ ﻭﺇﻥ‬ ‫ﺍﻟﺪﻗﺔ‬
‫ﺑﻌﺾ ﺍﻟﻠﻜﻨﺔ ﻣﻘﺒﻮﻝ‪ .‬ﺍﻟﺪﻗﺔ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪/‬ﺍﻟﺪﻻﻟﻴﺔ‬ ‫ﺑﻘﻲ ﺑﻌﺾ ﺍﻟﺘﺄﺛﺮ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻭﱃ‪ .‬ﺍﻟﺪﻗﺔ‬
‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻋﺎﻟﻴﺔ ﺑﺸﻜﻞ ﻣﻄﺮﺩ‪.‬‬ ‫ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪/‬ﺍﻟﺪﻻﻟﻴﺔ ﻋﺎﻟﻴﺔ ﺭﻏﻢ ﻗﺒﻮﻝ‬
‫ﺍﻷﺧﻄﺎﺀ ﺍﻟﻌﺮﺿﻴﺔ ﺍﻟﱵ ﻻﺗﻌﻴﻖ ﻋﻤﻠﻴﺔ‬
‫ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻣﻨﺎﺳﺒﺎ ﲤﺎﻣﺎ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ‬
‫ﻟﻠﺴﻴﺎﻕ ﻭﺍﻟﻮﻇﻴﻔﺔ ﻭﺍﻟﻘﺼﺪ‪ .‬ﻟﻴﺲ ﻫﻨﺎﻙ ﻣﺎ‬ ‫ﻋﺎﻣﺔ ﻣﻨﺎﺳﺒﺎ ﻟﻠﻮﻇﻴﻔﺔ ﻭﺍﻟﺴﻴﺎﻕ‪ .‬ﻭﻗﺼﺪ‬
‫ﻳﺴﺒﺐ ﺍﻟﺘﺸﻮﻳﺶ‪.‬‬ ‫ﺍﳌﺘﻜﻠﻢ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻭﺍﺿﺤﺎ ﻏﲑ‬
‫ﻏﺎﻣﺾ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻘﺼﻮﺭ ﰲ ﺍﳌﺨﺰﻭﻥ ﺍﻟﻠﻐﻮﻱ‬ ‫ﳚﺐ ﺃﻥ ﻳﺘﻮﻓﺮ ﻟﻠﻤﺮﺷﺢ ﻋﺪﺩ ﻭﺍﺳﻊ ﻣﻦ‬ ‫ﺍﳌﺪﻯ‬
‫ﳏﺪﻭﺩﺍ‪ .‬ﺑﻌﺾ ﺍﻟﺘﺴﺎﻣﺢ ﻣﻄﻠﻮﺏ ﻷﻥ ﺍﳌﺮﺷﺢ‬ ‫ﺍﳌﺨﺰﻭﻥ ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﻝ ﺃﻱ‬
‫ﻟﻴﺲ ﻧﺎﻃﻘﺎ ﺃﺻﻠﻴﺎ‪.‬‬ ‫ﻣﺼﻄﻠﺤﺎﺕ ﺗﺴﺒﺐ ﺻﻌﻮﺑﺎﺕ ﺃﻭ ﲡﻨﺒﻬﺎ‬
‫ﺑﺴﻼﺳﺔ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺮﺷﺢ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﺧﺬ ﺍﻟﺪﻭﺭ‬ ‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺩﻟﻴﻞ ﻣﻄﺮﺩ ﻋﻠﻰ‬ ‫ﺍﳌﺮﻭﻧﺔ‬
‫ﻭﺗﻮﺟﻴﻪ ﺍﻟﺘﻔﺎﻋﻞ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ‬ ‫ﻗﺪﺭﺓ ﺍﳌﺮﺷﺢ ﻋﻠﻰ ﺃﺧﺬ ﺍﻟﺪﻭﺭ ﰲ‬
‫ﻋﻠﻰ ﺗﺪﻓﻘﻪ‪.‬‬ ‫ﺍﶈﺎﺩﺛﺔ ﻭﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﳌﻮﺿﻮﻋﺎﺕ‬
‫ﺍﳉﺪﻳﺪﺓ ﻭﺍﻟﺘﻐﻴﲑﺍﺕ ﰲ ﺍﻻﲡﺎﻩ‪.‬‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﳌﺴﺎﳘﺔ ﰲ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﳌﺴﺎﳘﺔ ﰲ ﺍﶈﺎﺩﺛﺔ‬ ‫ﺍﳊﺠﻢ‬
‫ﺍﶈﺎﺩﺛﺔ ﺑﺸﻜﻞ ﻣﻄﻮﻝ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﺑﺸﻜﻞ ﻣﻄﻮﻝ ﻭﻣﻌﻘﺪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ‬
‫ﻣﻨﺎﺳﺒﺎ‪ .‬ﻟﻴﺲ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻠﺪﻋﻢ ﻣﻦ ﻗﺒﻞ‬ ‫ﻣﻨﺎﺳﺒﺎ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ‬
‫ﺍﶈﺎﻭﺭ‪.‬‬ ‫ﲤﺪﻳﺪ ﺍﻷﻓﻜﺎﺭ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻣﻊ ﻣﺴﺎﻋﺪﺓ‬
‫ﳏﺪﻭﺩﺓ ﻣﻦ ﺍﶈﺎﻭﺭ‪.‬‬

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‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٤‬ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺘﺎﺑﻌﻬﺎ ﰲ ﺩﻭﺭﺓ ﻟﻠﺴﻨﺔ ﺍﻷﻭﱃ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ )ﻣﻦ ‪Axbey‬‬
‫‪.( ١٩٩٧‬‬
‫ﻳﻮﺿﻊ ﺍﳌﻠﺤﻖ ﺍﳌﻌﺮﻭﺽ ﰲ ﺻﻔﺤﺔ ‪ ١٧٨‬ﺩﻭﻥ ﺗﺮﲨﺔ‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٥‬ﻣﻘﺮﺭ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‬
‫ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ ‪(Van Ek and Trim ١٩٩٨) ١٩٩٠‬‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ﳌﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‪.‬‬
‫‪ ١‬ﻧﻘﻞ ﺍﳊﻘﺎﺋﻖ ﻭﻃﻠﺒﻬﺎ‬
‫‪ ١٠١‬ﺍﻟﺘﻘﺮﻳﺮ )ﺍﻟﻮﺻﻒ ﻭﺍﻟﺴﺮﺩ(‬
‫‪ ٢٠١‬ﺍﻟﺘﺼﺤﻴﺢ‬
‫‪ ٣٠١‬ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ‬
‫‪ ٤٠١‬ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‪.‬‬
‫‪ ٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﺳﺘﻜﺸﺎﻓﻬﺎ‬

‫‪ ١٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺗﻘﺮﻳﺮ‬
‫‪ ٢٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻻﻋﺘﺮﺍﺽ ﻋﻠﻰ ﺗﻘﺮﻳﺮ‬
‫‪ ٣٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﳌﻮﺍﻓﻘﺔ ﻭﺍﳌﺨﺎﻟﻔﺔ‪.‬‬
‫‪ ٤٠٢‬ﺇﻧﻜﺎﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ‬
‫‪ ٥٠٢‬ﺗﻘﺮﻳﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺨﺺ ﻳﻌﺮﻑ ﺷﺨﺼﺎﹰ ﺃﻭ ﺷﻴﺌﺎﹰ ﺃﻭ ﺣﻘﻴﻘﺔ ﺃﻡ ﻻ‪.‬‬
‫‪ ٦٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺷﺨﺺ ﻣﺎ ﻳﻌﺮﻑ ﺷﺨﺼﺎﹰ ﺃﻭ ﺷﻴﺌﺎﹰ ﺃﻭ ﺣﻘﻴﻘﺔ ﺃﻡ ﻻ‪.‬‬
‫‪ ٧٠٢‬ﺗﻘﺮﻳﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﺩ ﻳﺘﺬﻛﺮ ﺷﺨﺼﺎﹰ ﺃﻭ ﺷﻴﺌﺎﹰ ﺃﻭ ﺣﻘﻴﻘﺔ ﺃﻭ ﻋﻤﻼﹰ ﺃﻡ ﻻ‪.‬‬
‫‪ ٨٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺷﺨﺺ ﻣﺎ ﻳﺘﺬﻛﺮ ﺷﺨﺼﺎﹰ ﺃﻭ ﺷﻴﺌﺎﹰ ﺃﻭ ﺣﻘﻴﻘﺔ ﺃﻭ ﻋﻤﻼﹰ ﺃﻡ ﻻ‪.‬‬
‫‪ ٩٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺩﺭﺟﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ‪.‬‬
‫‪ ١٠٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺩﺭﺟﺎﺕ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ‪.‬‬
‫‪ ١١٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻀﺮﻭﺭﺓ ﺃﻭ ﺇﻧﻜﺎﺭﻫﺎ )ﲟﺎ ﻓﻴﻬﺎ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﳌﻨﻄﻘﻲ(‪.‬‬
‫‪ ١٢٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻟﻀﺮﻭﺭﺓ )ﲟﺎ ﻓﻴﻬﺎ ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﳌﻨﻄﻘﻲ(‪.‬‬
‫‪ ١٣٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺘﺄﻛﺪ‪.‬‬
‫‪ ١٤٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺘﺄﻛﺪ‪.‬‬
‫‪ ١٥٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻹﻟﺰﺍﻡ‪.‬‬
‫‪ ١٦٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻹﻟﺰﺍﻡ‪.‬‬

‫‪٢٢٧‬‬
‫‪ ١٧٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻘﺪﺭﺓ‪/‬ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻓﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬

‫‪١٨٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻟﻘﺪﺭﺓ‪/‬ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻓﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ ١٩٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻛﻮﻥ ﺍﻟﺸﻲﺀ ﻣﺴﻤﻮﺣﺎ ﺑﻪ ﺃﻭ ﻏﲑ ﻣﺴﻤﻮﺡ ﺑﻪ‪.‬‬
‫‪ ٢٠٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﻛﻮﻥ ﺍﻟﺸﻲﺀ ﻣﺴﻤﻮﺣﺎﹰ ﺑﻪ ﺃﻭ ﻏﲑ ﻣﺴﻤﻮﺡ ﺑﻪ )ﲟﺎ ﻓﻴﻬﺎ ﻃﻠﺐ ﺍﻹﺫﻥ(‪.‬‬
‫‪٢١٠٢‬ﻣﻨﺢ ﺍﻹﺫﻥ‪.‬‬
‫‪ ٢٢٠٢‬ﻣﻨﻊ ﺍﻹﺫﻥ‪.‬‬
‫‪ ٢٣٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻹﺭﺍﺩﺍﺕ‪/‬ﺍﻟﺮﻏﺒﺎﺕ‪.‬‬
‫‪ ٢٤٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻹﺭﺍﺩﺍﺕ‪/‬ﺍﻟﺮﻏﺒﺎﺕ‪.‬‬
‫‪ ٢٥٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻘﺎﺻﺪ‪.‬‬
‫‪ ٢٦٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﳌﻘﺎﺻﺪ‪.‬‬
‫‪ ٢٧٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻤﺎ ﻳﻔﻀﻠﻪ‪.‬‬
‫‪ ٢٨٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻤﺎ ﻳﻔﻀﻠﻪ‪.‬‬
‫‪ ٢٩٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﺘﻌﺔ ﻭﺍﻟﺴﻌﺎﺩﺓ‪.‬‬
‫‪ ٣٠٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﻡ ﺍﳌﺘﻌﺔ ﻭﺍﻟﺘﻌﺎﺳﺔ‪.‬‬
‫‪ ٣١٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﳌﺘﻌﺔ ‪/‬ﻋﺪﻡ ﺍﳌﺘﻌﺔ‪ /‬ﺍﻟﺴﻌﺎﺩﺓ‪ /‬ﺍﻟﺘﻌﺎﺳﺔ‪.‬‬
‫‪ ٣٢٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻤﺎ ﳛﺐ‪.‬‬
‫‪ ٣٣٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻤﺎ ﻳﻜﺮﻩ‪.‬‬
‫‪ ٣٤٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻤﺎ ﳛﺐ ﻭﻋﻤﺎ ﻳﻜﺮﻩ‪.‬‬
‫‪ ٣٥٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺮﺿﺎ‪.‬‬
‫‪ ٣٦٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﻡ ﺍﻟﺮﺿﺎ‪.‬‬
‫‪ ٣٧٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻟﺮﺿﺎ‪/‬ﻋﺪﻡ ﺍﻟﺮﺿﺎ‪.‬‬
‫‪ ٣٨٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ‪.‬‬
‫‪ ٣٩٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻓﻘﺪﺍﻥ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ‪.‬‬
‫‪ ٤٠٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺃﻭ ﻓﻘﺪﺍﻥ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ‪.‬‬
‫‪٤١٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﻔﺎﺟﺄﺓ‪.‬‬
‫‪ ٤٢٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻓﻘﺪ ﺍﳌﻔﺎﺟﺄﺓ‪.‬‬
‫‪ ٤٣٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﳌﻔﺎﺟﺄﺓ‪.‬‬
‫‪ ٤٤٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻵﻣﺎﻝ‪.‬‬
‫‪ ٤٥٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻹﺣﺒﺎﻁ‪.‬‬

‫‪٢٢٨‬‬
‫‪ ٤٦٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳋﻮﻑ‪.‬‬
‫‪ ٤٧٠٢‬ﺍﻟﻄﻤﺄﻧﺔ‪.‬‬
‫‪ ٤٨٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﳋﻮﻑ‪/‬ﺍﻟﻘﻠﻖ‪.‬‬
‫‪ ٤٩٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻌﺮﻓﺎﻥ ﺑﺎﳉﻤﻴﻞ‪.‬‬
‫‪ ٥٠٠٢‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻌﺮﻓﺎﻥ ﺑﺎﳉﻤﻴﻞ‪.‬‬
‫‪ ٥١٠٢‬ﻋﺮﺽ ﺍﻋﺘﺬﺍﺭ‪.‬‬
‫‪ ٥٢٠٢‬ﻗﺒﻮﻝ ﺍﻋﺘﺬﺍﺭ‪.‬‬
‫‪ ٥٣٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻻﻟﺘﺰﺍﻡ ﺍﻷﺧﻼﻗﻲ‪.‬‬
‫‪ ٥٤٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﺼﺎﺩﻗﺔ‪.‬‬
‫‪ ٥٥٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﻡ ﺍﳌﺼﺎﺩﻗﺔ‪.‬‬
‫‪ ٥٦٠٢‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﳌﺼﺎﺩﻗﺔ‪/‬ﻋﺪﻡ ﺍﳌﺼﺎﺩﻗﺔ‪.‬‬
‫‪ ٥٧٠٢‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻷﺳﻒ ﻭﺍﻟﺘﻌﺎﻃﻒ‪.‬‬
‫‪ ٣‬ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺃﺛﻨﺎﺀ ﺣﺪﺙ )ﺇﻗﻨﺎﻉ(‪.‬‬

‫‪ ١٠٣‬ﺍﻗﺘﺮﺍﺡ ﻧﻮﻉ ﻣﻦ ﺍﻹﺟﺮﺍﺀ‪.‬‬
‫‪ ٢٠٣‬ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻗﺘﺮﺍﺡ‪.‬‬
‫‪ ٣٠٣‬ﻃﻠﺐ ﻣﻦ ﺷﺨﺺ ﻣﺎ ﻓﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ ٤٠٣‬ﻧﺼﻴﺤﺔ ﺷﺨﺺ ﻣﺎ ﻟﻔﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ ٥٠٣‬ﲢﺬﻳﺮ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﻓﻌﻞ ﺷﻲﺀ ﻣﺎ ﺃﻭ ﻣﻦ ﺍﻹﺣﺠﺎﻡ ﻋﻦ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪٦٠٣‬ﺗﺸﺠﻴﻊ ﺷﺨﺺ ﻣﺎ ﻋﻠﻰ ﻓﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ ٧٠٣‬ﺗﻮﺟﻴﻪ ﺷﺨﺺ ﻣﺎ ﻟﻔﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ ٨٠٣‬ﻃﻠﺐ ﻣﺴﺎﻋﺪﺓ‪.‬‬
‫‪ ٩٠٣‬ﻋﺮﺽ ﻣﺴﺎﻋﺪﺓ‪.‬‬
‫‪ ١٠٠٣‬ﺩﻋﻮﺓ ﺷﺨﺺ ﻣﺎ ﻟﻔﻌﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ ١١٠٣‬ﻗﺒﻮﻝ ﻋﺮﺽ ﺃﻭ ﺩﻋﻮﺓ‪.‬‬
‫‪ ١٢٠٣‬ﺭﻓﺾ ﻋﺮﺽ ﺃﻭ ﺩﻋﻮﺓ‪.‬‬
‫‪ ١٣٠٣‬ﺍﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻌﺮﺽ ﺃﻭ ﺍﻟﺪﻋﻮﺓ ﻣﻘﺒﻮﻟﺔ ﺃﻡ ﻣﺮﻓﻮﺿﺔ‪.‬‬
‫‪١٤٠٣‬ﻃﻠﺐ ﺷﻲﺀ ﻣﺎ ﻣﻦ ﺷﺨﺺ ﻣﺎ‪.‬‬

‫‪٢٢٩‬‬
‫‪ ٤‬ﺍﻟﺘﻜﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫‪ ١٠٤‬ﺟﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ‪.‬‬
‫‪ ٢٠٤‬ﺇﻟﻘﺎﺀ ﺍﻟﺘﺤﻴﺔ ﻋﻠﻰ ﺍﻟﻨﺎﺱ‪.‬‬
‫‪ ٣٠٤‬ﻋﻨﺪ ﻣﻘﺎﺑﻠﺔ ﺻﺪﻳﻖ ﺃﻭ ﺭﻓﻴﻖ‪.‬‬
‫‪ ٤٠٤‬ﺍﻟﺮﺩ ﻋﻠﻰ ﲢﻴﺔ ﺻﺪﻳﻖ ﺃﻭ ﺭﻓﻴﻖ‪.‬‬
‫‪ ٥٠٤‬ﺗﻮﺟﻴﻪ ﺍﻟﻜﻼﻡ ﺇﱃ ﺻﺪﻳﻖ ﺃﻭ ﺭﻓﻴﻖ‪.‬‬
‫‪ ٦٠٤‬ﺗﻮﺟﻴﻪ ﺍﻟﻜﻼﻡ ﺇﱃ ﻏﺮﻳﺐ‪.‬‬
‫‪ ٧٠٤‬ﺗﻮﺟﻴﻪ ﺍﻟﻜﻼﻡ ﺇﱃ ﺯﺑﻮﻥ ﺃﻭ ﺃﺣﺪ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫‪ ٨٠٤‬ﺗﻘﺪﱘ ﺷﺨﺺ ﻣﺎ ﺇﱃ ﺷﺨﺺ ﺁﺧﺮ‪.‬‬
‫‪ ٩٠٤‬ﻋﻨﺪﻣﺎ ﺗﻘﺪﻡ ﺇﱃ ﺷﺨﺺ ﻣﺎ ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﻘﺪﻡ ﺷﺨﺺ ﻣﺎ ﺇﻟﻴﻚ‪.‬‬
‫‪ ١٠٠٤‬ﻨﺌﺔ ﺷﺨﺺ ﻣﺎ‪.‬‬
‫‪ ١١٠٤‬ﺍﻗﺘﺮﺍﺡ ﺷﺮﺏ ﺍﻟﻨﺨﺐ‪.‬‬
‫‪ ١٢٠٤‬ﺍﻟﻮﺩﺍﻉ‪.‬‬
‫‪ ٥‬ﺑﻨﺎﺀ ﺧﻄﺎﺏ‪.‬‬
‫‪ ١٠٥‬ﺍﻻﻓﺘﺘﺎﺡ‪.‬‬
‫‪ ٢٠٥‬ﺍﻟﺘﺮﺩﺩ‪.‬‬
‫‪ ٣٠٥‬ﺗﺼﺤﻴﺢ ﺍﻟﺬﺍﺕ‪.‬‬
‫‪٤٠٥‬ﺗﻘﺪﱘ ﻣﻮﺿﻮﻉ‪.‬‬
‫‪ ٥٠٥‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺭﺃﻱ‪.‬‬
‫‪ ٦٠٥‬ﺍﻟﺘﻌﺪﺍﺩ‬
‫‪ ٧٠٥‬ﺿﺮﺏ ﺍﻷﻣﺜﻠﺔ‪.‬‬
‫‪٨٠٥‬ﺍﻟﺘﺸﺪﻳﺪ‪.‬‬
‫‪٩٠٥‬ﺍﻟﺘﻠﺨﻴﺺ‪.‬‬
‫‪١٠٠٥‬ﺗﻐﻴﲑ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫‪١١٠٥‬ﺍﻟﻄﻠﺐ ﻣﻦ ﺷﺨﺺ ﻣﺎ ﺗﻐﻴﲑ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫‪ ١٢٠٥‬ﻃﻠﺐ ﺭﺃﻱ ﺷﺨﺺ ﻣﺎ‪.‬‬
‫‪١٣٠٥‬ﺇﻇﻬﺎﺭ ﺃﻥ ﺍﻟﻔﺮﺩ ﻳﺘﺎﺑﻊ ﺧﻄﺎﺏ ﺍﻟﺸﺨﺺ‪.‬‬
‫‪١٤٠٥‬ﺍﳌﻘﺎﻃﻌﺔ‪.‬‬

‫‪٢٣٠‬‬
‫‪١٥٠٥‬ﺍﻟﻄﻠﺐ ﻣﻦ ﺷﺨﺺ ﻣﺎ ﺃﻥ ﻳﺴﻜﺖ‪.‬‬

‫‪ ١٦٠٥‬ﺇﻋﻄﺎﺀ ﺣﻖ ﺍﻟﺘﻜﻠﻢ‪.‬‬
‫‪ ١٧٠٥‬ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﳌﻮﺍﺻﻠﺔ‪.‬‬
‫‪ ١٨٠٥‬ﺗﺸﺠﻴﻊ ﺷﺨﺺ ﻣﺎ ﻋﻠﻰ ﺍﳌﻮﺍﺻﻠﺔ‪.‬‬
‫‪ ١٩٠٥‬ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﻟﻔﺮﺩ ﻣﻘﺒﻞ ﻋﻠﻰ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫‪ ٢٠٠٥‬ﺍﳋﺘﺎﻡ‪.‬‬
‫‪ ٢١٠٥‬ﺍﻓﺘﺘﺎﺡ ﻣﻜﺎﳌﺔ ﻫﺎﺗﻔﻴﺔ‪.‬‬
‫‪٢٢٠٥‬ﺍﻟﺴﺆﺍﻝ ﻋﻦ ]ﺷﺨﺺ ﻣﺎ[‪.‬‬
‫‪٢٣٠٥‬ﺍﻟﻄﻠﺐ ﻣﻦ ﺷﺨﺺ ﻣﺎ ﺃﻥ ﻳﻨﺘﻈﺮ‪.‬‬
‫‪ ٢٤٠٥‬ﺍﻟﺴﺆﺍﻝ ﻋﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻼﻣﻚ ﻣﺴﻤﻮﻋﺎﹰ ﻭﻣﻔﻬﻮﻣﺎﹰ‪.‬‬
‫‪ ٢٥٠٥‬ﺇﻋﻄﺎﺀ ﺇﺷﺎﺭﺍﺕ ﻋﻠﻰ ﺃﻧﻚ ﺗﺴﻤﻊ ﻭﺗﻔﻬﻢ‪.‬‬
‫‪ ٢٦٠٥‬ﺍﻹﻋﻼﻥ ﻋﻦ ﻣﻜﺎﳌﺔ ﺟﺪﻳﺪﺓ‪.‬‬
‫‪٢٧٠٥‬ﺍﻓﺘﺘﺎﺡ ]ﺭﺳﺎﻟﺔ[‪.‬‬
‫‪٢٨٠٥‬ﺍﺧﺘﺘﺎﻡ]ﺭﺳﺎﻟﺔ[‪.‬‬
‫‪٦‬ﺇﺻﻼﺡ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫‪ ١٠٦‬ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻋﺪﻡ ﺍﻟﻔﻬﻢ‪.‬‬
‫‪٢٠٦‬ﻃﻠﺐ ﺗﻜﺮﺍﺭ ﺍﳉﻤﻠﺔ‪.‬‬
‫‪٣٠٦‬ﻃﻠﺐ ﺗﻜﺮﺍﺭ ﻛﻠﻤﺔ ﺃﻭ ﻋﺒﺎﺭﺓ‪.‬‬
‫‪ ٤٠٦‬ﻃﻠﺐ ﺗﺄﻛﻴﺪ ﺍﻟﻨﺺ‪.‬‬
‫‪٥٠٦‬ﻃﻠﺐ ﺗﻮﻛﻴﺪ ﺃﻭ ﻓﻬﻢ‪.‬‬
‫‪٦٠٦‬ﻃﻠﺐ ﺗﻮﺿﻴﺢ‪.‬‬
‫‪٧٠٦‬ﺍﻟﻄﻠﺐ ﻣﻦ ﺷﺨﺺ ﻣﺎ ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﻬﺠﺌﺔ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪٨٠٦‬ﻃﻠﺐ ﻛﺘﺎﺑﺔ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪٩٠٦‬ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﲡﺎﻫﻞ ﻛﻠﻤﺔ ﺃﻭ ﺗﻌﺒﲑ‪.‬‬
‫‪١٠٠٦‬ﻃﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ‪.‬‬
‫‪ ١١٠٦‬ﺍﻟﻄﻠﺐ ﻣﻦ ﺷﺨﺺ ﻣﺎ ﺍﻟﺘﺤﺪﺙ ﺑﺒﻂﺀ‪.‬‬
‫‪ ١٢٠٦‬ﺇﻋﺎﺩﺓ ﺍﻟﺼﻴﺎﻏﺔ‪.‬‬
‫‪ ١٣٠٦‬ﺇﻋﺎﺩﺓ ﻣﺎ ﻗﺎﻟﻪ ﺷﺨﺺ‪.‬‬

‫‪٢٣١‬‬
‫‪ ١٤٠٦‬ﺍﻟﺴﺆﺍﻝ ﻋﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻼﻣﻚ ﻣﻔﻬﻮﻣﺎﹰ‪.‬‬

‫‪ ١٥٠٦‬ﺠﺌﺔ ﻛﻠﻤﺔ ﺃﻭ ﺗﻌﺒﲑ‪.‬‬
‫‪ ١٦٠٦‬ﺍﻟﺘﺰﻭﻳﺪ ﺑﻜﻠﻤﺔ ﺃﻭ ﺗﻌﺒﲑ‪.‬‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ‪ :٦‬ﻣﻘﺮﺭ ﻣﻬﺎﺭﰐ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‬

‫ﻣﻦ ﻣﻘﺮﺭ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ ﺍﻟﺼﻴﻐﺔ ﺭﻗﻢ ‪(١٩٨٩) ٤‬‬
‫‪ .١‬ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‬
‫ﻳﺘﻌﺎﻣﻞ ﺍﳉﺰﺀ ﺍﳋﺎﺹ ﺑﺎﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻣﻊ ﻣﻬﺎﺭﺍﺕ ﲤﻴﻴﺰ ﺍﻷﺻﻮﺍﺕ‪ ،‬ﻭﺍﺳﺘﻨﺒﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻟﺘﻨﺒﺆ ﻣﻦ‬
‫ﺃﺟﻞ ﺃﺩﺍﺀ ﻭﻇﺎﺋﻒ ﻣﻌﻴﻨﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺗﺸﻤﻞ ﲢﺪﻳﺪ ﺍﻷﻧﻮﺍﻉ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﻨﺎﺳﺐ ﲨﺎﻫﲑ‬
‫ﳐﺘﻠﻔﺔ ﻭﻷﻏﺮﺍﺽ ﳐﺘﻠﻔﺔ‪ ،‬ﺣﱴ ﻳﺼﺒﺢ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺃﻓﻜﺎﺭﻫﻢ ﺑﻮﺿﻮﺡ ﻭﺇﺣﻜﺎﻡ‪،‬‬
‫ﻭﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﰲ ﺍﶈﺎﺩﺛﺎﺕ ﻭﺍﳌﻨﺎﻗﺸﺎﺕ‪.‬‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﺗﺘﺒﻊ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﳚﺐ ﺃﻥ ﺗﺪﺭﺱ ﺳﻮﻳﺎﹰ ﻣﻊ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ‪ .‬ﻭﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻴﺴﺖ ﻣﺮﺗﺒﺔ ﺑﺸﻜﻞ ﻫﺮﻣﻲ‪ ،‬ﻭﻟﺬﺍ ﻓﻠﻴﺲ ﺍﳌﻘﺼﻮﺩ ﺃﻥ ﺗﺘﺒﻊ ﺑﺸﻜﻞ‬
‫ﺻﺎﺭﻡ‪ .‬ﻭﳚﺐ ﺗﻜﺮﺍﺭﻫﺎ ﰲ ﺗﺮﻛﻴﺒﺎﺕ ﳐﺘﻠﻔﺔ ﻫﺎﺩﻓﺔ‪.‬‬
‫ﺃﻫﺪﺍﻑ ﺍﳉﺰﺀ ﺍﳋﺎﺹ ﺑﺎﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‬
‫ﺍﺳﺘﻤﺎﻉ ﻭﲤﻴﻴﺰ‪ :‬ﻋﻨﺎﻗﻴﺪ ﺍﻟﺼﻮﺍﻣﺖ‪ ،‬ﻭﻧﱪ ﺍﳉﻤﻠﺔ ﻭﺗﻨﻐﻴﻤﻬﺎ‪ ،‬ﻭﺍﻟﺼﻮﺍﻣﺖ ﺍﻟﺜﻨﺎﺋﻴﺔ‪ ،‬ﻭﺍﳌﺸﺘﺮﻛﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ‪.‬‬
‫ﺍﺳﺘﻤﺎﻉ ﻭﻓﻬﻢ‪ :‬ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ‪ ،‬ﻭﺍﻹﺭﺷﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﺮﺳﺎﺋﻞ‪ ،‬ﻭﺍﻟﻘﺼﺺ‪ ،‬ﻭﺍﻷﺣﺎﺩﻳﺚ‪،‬‬

‫ﻭﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﺍﻵﺭﺍﺀ‪ ،‬ﻭﺍﻟﻘﺼﺎﺋﺪ‪ ،‬ﻭﺍﳊﻮﺍﺭﺍﺕ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﺍﻷﺩﻟﺔ‪ ،‬ﻭﺍﳉﺪﺍﻭﻝ‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﻜﺘﻴﺒﺎﺕ‪ ،‬ﻭﺍﻻﺳﺘﻤﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﺮﺳﺎﺋﻞ‪ ،‬ﻭﻭﺻﻒ ﺍﳌﻨﺎﻇﺮ‪ ،‬ﻭﺍﻷﺣﺪﺍﺙ‪،‬‬
‫ﻭﺍﻷﻣﺎﻛﻦ‪ ،‬ﻭﺍﻷﺷﻴﺎﺀ‪ ،‬ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‪.‬‬
‫ﺍﻟﺘﺤﺪﺙ ﺑﻨﻄﻖ‪ ،‬ﻭﺗﻨﻐﻴﻢ‪ ،‬ﻭﻧﱪ ﻛﻠﻤﺎﺕ‪ ،‬ﻭﺇﻳﻘﺎﻉ ﲨﻞ ﺻﺤﻴﺢ‪.‬‬
‫ﻃﻠﺐ ﻭﺇﻋﻄﺎﺀ‪ :‬ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ‪ ،‬ﻭﺍﻹﺭﺷﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﺮﺳﺎﺋﻞ‪ ،‬ﻭﺍﻷﺣﺎﺩﻳﺚ‪ ،‬ﻭﺍﻟﺘﻘﺎﺭﻳﺮ‪،‬‬
‫ﻭﺍﻵﺭﺍﺀ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﺍﻷﺩﻟﺔ‪ ،‬ﻭﺍﳉﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﻜﺘﻴﺒﺎﺕ‪،‬‬

‫‪٢٣٢‬‬
‫ﻭﺍﻻﺳﺘﻤﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﺮﺳﺎﺋﻞ‪ ،‬ﻭﺃﻭﺻﺎﻑ ﺍﳌﻨﺎﻇﺮ‪ ،‬ﻭﺍﻷﺣﺪﺍﺙ‪ ،‬ﻭﺍﻷﻣﺎﻛﻦ‪ ،‬ﻭﺍﻷﺷﻴﺎﺀ‪ ،‬ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪،‬‬

‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‪.‬‬
‫ﺣﻜﺎﻳﺔ ﻗﺼﺺ‪.‬‬
‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﳌﻬﺎﺭﺓ‬
‫ﰲ ‪‬ﺎﻳﺔ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﺼﻴﻐﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‪:‬‬
‫‪١٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﻣﻊ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ‪ :‬ﻋﻨﺎﻗﻴﺪ ﺍﻟﺼﻮﺍﻣﺖ‪ ،‬ﻭﺍﻟﺼﻮﺍﻣﺖ ﺍﻟﺜﻨﺎﺋﻴﺔ‪ ،‬ﻭﺍﳌﺸﺘﺮﻛﺎﺕ ﺍﻟﻠﻔﻈﻴﺔ‪.‬‬
‫‪٢٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪٣٠١‬ﺍﻟﺘﺤﺪﺙ ﺑﺘﻨﻐﻴﻢ ﻛﻠﻤﺎﺕ ﻭﻧﱪﻫﺎ ﻭﻓﻖ ﺇﻳﻘﺎﻉ ﺍﳉﻤﻞ ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫‪٤٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺇﺭﺷﺎﺩﺍﺕ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺗﺮﻛﻴﺐ ﺍﻷﺷﻴﺎﺀ ﻣﺜﻞ‪ ،‬ﺻﻨﺒﻮﺭ ﺍﻟﺘﺴﺮﻳﺐ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ‬
‫ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪٥٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺭﺳﺎﺋﻞ ﻣﺴﺘﻘﺒﻠﺔ ﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ ،‬ﻣﺜﻞ ﺍﻹﺫﺍﻋﺔ ﻭﺍﻟﺘﻠﻔﺎﺯ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ‬
‫ﻭﺗﻘﺪﳝﻬﺎ ﻭﺗﺮﺣﻴﻠﻬﺎ‪.‬‬
‫‪٦٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻗﺼﺺ ﻋﻦ ﺍﻟﻘﻴﻢ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ ﻭﺍﻻﺟﺘﻬﺎﺩ ﻭﺍﳉﺮﺃﺓ ﺍﻟﻌﺎﻣﺔ‪،‬‬
‫ﻭﻓﻬﻤﻬﺎ ﻭﺣﻜﺎﻳﺘﻬﺎ‪.‬‬
‫‪٧٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﺮﻭﺿﺔ ﰲ ﺃﺣﺎﺩﻳﺚ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺍﻫﻨﺔ‪ ،‬ﻣﺜﻞ ﺍﻻﺳﺘﻬﻼﻙ ﻭﺍﻟﻌﻨﺎﻳﺔ‬
‫ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪٨٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﺮﻭﺿﺔ ﰲ ﺗﻘﺎﺭﻳﺮ ﻣﺜﻞ‪ ،‬ﺍﻟﺼﺤﻒ ﻭﺍﻟﻜﺘﺐ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪٩٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﺮﻭﺿﺔ ﰲ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻭﺍﻟﻜﺘﻴﺒﺎﺕ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ‬
‫‪١٠٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻌﺮﻭﺿﺔ ﰲ ﺭﺳﺎﺋﻞ ﻏﲑ ﺭﲰﻴﺔ ﻭﰲ ﺍﻟﺼﺤﻒ ﻭﰲ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﺮﲰﻴﺔ‬
‫ﻟﻼﺳﺘﻌﻼﻡ ﻭﺍﻟﺸﻜﻮﻯ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪١١٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﻭﺻﺎﻑ ﻟﻠﻤﻨﺎﻇﺮ ﻣﺜﻞ‪ ،‬ﺃﻣﺎﻛﻦ ﺍﻟﺴﻴﺎﺣﺔ ﰲ ﻣﻨﻄﻘﺔ ﺁﺳﻴﺎﻥ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ‬
‫‪١٢٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﻭﺻﺎﻑ ﻟﻸﺣﺪﺍﺙ ﻣﺜﻞ‪ ،‬ﺃﻟﻌﺎﺏ ﺍﻟﺒﺤﺮ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪١٣٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺁﺭﺍﺀ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺍﻫﻨﺔ ﻣﺜﻞ‪ ،‬ﺍﻟﺒﻄﺎﻟﺔ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬
‫‪١٤٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻗﺼﺎﺋﺪ ﳐﺘﺎﺭﺓ ﻣﻦ ﻣﻨﻄﻘﺔ ﺁﺳﻴﺎﻥ‪ ،‬ﻭﻓﻬﻤﻬﺎ‪.‬‬
‫‪١٥٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﻭﺻﺎﻑ ﻋﻤﻠﻴﺎﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻣﺜﻞ‪ ،‬ﺇﻋﺎﺩﺓ ﺗﺼﻨﻴﻊ ﺍﳌﻮﺍﺩ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻃﻠﺒﻬﺎ ﻭﺗﻘﺪﳝﻬﺎ‪.‬‬

‫‪٢٣٣‬‬
‫‪١٦٠١‬ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻷﺳﻒ ﻋﺪﻡ ﺍﳌﺘﻌﺔ ﻭﻓﻬﻢ ﺫﻟﻚ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻨﻪ‪.‬‬

‫‪١٧٠١‬ﳑﺎﺭﺳﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﺜﻞ ﻣﻘﺎﻃﻌﺔ ﳏﺎﺩﺛﺔ ﻭﺍﻻﺷﺘﺮﺍﻙ ﰲ ﳏﺎﺩﺛﺔ‪.‬‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﳚﺐ ﺃﻥ ﲡﻤﻊ ﻭﺗﺪﺭﺱ ﺑﺸﻜﻞ ﻣﺘﺰﺍﻣﻦ ﻣﻊ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻨﺪﻣﺎ‬
‫ﻳﻜﻮﻥ ﺫﻟﻚ ﻣﻨﺎﺳﺒﺎﹰ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻼﺳﺘﻤﺎﻉ‬
‫ﺃ‪ .‬ﺇﺩﺭﺍﻙ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬
‫ﺏ‪ .‬ﻓﻬﻢ ﺍﻟﺘﺘﺎﺑﻊ‪.‬‬
‫ﺝ‪ .‬ﻣﻼﺣﻈﺔ ﺗﻔﺼﻴﻼﺕ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺩ‪ .‬ﺍﻻﺳﺘﻨﺒﺎﻁ‪.‬‬
‫ﻫـ‪ .‬ﺍﳌﻘﺎﺭﻧﺔ‪.‬‬
‫ﻭ‪ .‬ﺍﻟﺘﻨﺒﺆ‪.‬‬
‫ﺯ‪ .‬ﲢﺪﻳﺪ ﺍﻟﺼﻠﺔ‪.‬‬
‫ﺡ‪ .‬ﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﺍﳊﻘﻴﻘﺔ ﻭﺍﻟﻘﺼﺔ‪.‬‬
‫ﻁ‪ .‬ﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﺍﳊﻘﻴﻘﺔ ﻭﺍﻟﺮﺃﻱ‪.‬‬
‫ﻱ‪ .‬ﺍﻟﺘﻌﻤﻴﻢ‪.‬‬
‫ﺱ‪ .‬ﺍﻟﺘﺼﻨﻴﻒ‪.‬‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﻜﻼﻡ‬
‫ﻝ‪ .‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻄﻖ ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫ﻡ‪ .‬ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ‪.‬‬
‫ﻥ‪ .‬ﺇﻋﺎﺩﺓ ﺍﻟﺼﻴﺎﻏﺔ‪.‬‬
‫ﺹ‪ .‬ﺍﻟﺪﻋﻢ ﻭﺍﻟﺘﻮﺿﻴﺢ‪.‬‬
‫ﻙ‪ .‬ﺍﻟﺘﻠﺨﻴﺺ‪.‬‬
‫ﺕ‪ .‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻧﻮﺍﻉ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﺙ‪ .‬ﺍﻟﺘﺤﺪﺙ ﺑﺸﻜﻞ ﻣﺘﻤﺎﺳﻚ‪.‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ :٧‬ﺗﺼﻤﻴﻢ ﺩﻭﺭﺓ ﻣﻦ ﻧﺼﻮﺹ )ﻣﻦ ‪( Burns and Joyce ١٩٩٧‬‬
‫ﻣﻨﺎﻗﺸﺔ ﻭﺃﻣﺜﻠﺔ‬ ‫ﺍﳋﻄﻮﺓ‬

‫‪٢٣٤‬‬
‫ﺍﳉﺎﻣﻌﺔ‪ :‬ﻫﺪﻑ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ‬ ‫‪ .١‬ﲢﺪﻳﺪ ﺍﶈﻴﻂ ﺍﻟﻌﺎﻡ‬

‫ﻟﻠﺪﺭﺍﺳﺔ ﰲ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ‬ ‫‪ .٢‬ﺗﻄﻮﻳﺮ ﻫﺪﻑ ﻋﺎﻡ‬
‫ﳌﻮﺍﺻﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳉﺎﻣﻌﻴﺔ‪.‬‬
‫‪.٣‬ﺗﺪﻭﻳﻦ ﺗﺘﺎﺑﻊ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻠﻐﻮﻳﺔ ﺿﻤﻦ ﺍﻟﺴﻴﺎﻕ‪ .‬ﻭﻫﺬﻩ ﳝﻜﻦ ﺃﻥ ﺗﺸﻤﻞ‪:‬‬
‫‪.‬ﺍﻟﺘﺴﺠﻴﻞ ﰲ ﺍﳉﺎﻣﻌﺔ‬
‫‪ .‬ﻣﻨﺎﻗﺸﺔ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﻟﺪﻭﺭﺓ‬
‫‪.‬ﺣﻀﻮﺭ ﺍﶈﺎﺿﺮﺍﺕ‬
‫‪ .‬ﺣﻀﻮﺭ ﺍﳊﻠﻘﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫‪.‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻜﺘﺒﺔ‬
‫‪.‬ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﳌﺮﺟﻌﻴﺔ‬
‫‪ .‬ﻛﺘﺎﺑﺔ ﻣﻘﺎﻻﺕ‬
‫‪ .‬ﻛﺘﺎﺑﺔ ﺗﻘﺎﺭﻳﺮ‬
‫‪ .‬ﺃﺧﺬ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
‫‪ .‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﳏﺎﺩﺛﺎﺕ ﻋﻔﻮﻳﺔ‪.‬‬
‫ﻭﻫﺬﻩ ﳝﻜﻦ ﺃﻥ ﺗﺸﻤﻞ ﺃﻣﻮﺭﺍﹰ ﻣﺜﻞ‪:‬‬

‫‪ .‬ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﻟﺘﺴﺠﻴﻞ‬
‫‪ .‬ﻣﻮﺍﺟﻬﺔ ‪‬ﺪﻑ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺧﺪﻣﺔ ‪-‬ﺍﺧﺘﻴﺎﺭ‬
‫ﺍﻟﺪﻭﺭﺍﺕ‬
‫‪ .‬ﳏﺎﺿﺮﺍﺕ‬ ‫‪ .٤‬ﻭﺿﻊ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻨﺼﻮﺹ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﺗﺘﺎﺑﻊ‬
‫‪ .‬ﻣﻨﺎﻗﺸﺎﺕ ﺍﳊﻠﻘﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺍﻷﺣﺪﺍﺙ ﺍﻟﻠﻐﻮﻳﺔ‬
‫‪ .‬ﻣﻮﺍﺟﻬﺔ ‪‬ﺪﻑ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺧﺪﻣﺔ ‪-‬‬
‫ﺍﺳﺘﻌﻼﻣﺎﺕ ﺍﳌﻜﺘﺒﺔ‬
‫‪.‬ﻋﺪﺩ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻜﺘﻮﺑﺔ ﺍﳌﻤﻜﻨﺔ ﻣﺜﻞ‪:‬‬
‫‪-‬ﻣﻘﺎﻻﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻠﻢ‬
‫‪-‬ﺗﻘﺎﺭﻳﺮ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻠﻢ‬
‫‪ .‬ﻋﺪﺩ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻘﺮﻭﺀﺓ ﺍﳌﻤﻜﻨﺔ ﻣﺜﻞ‪:‬‬
‫‪-‬ﻣﻘﺎﻻﺕ ﰲ ﳎﻼﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻠﻢ‬

‫‪٢٣٥‬‬
‫‪-‬ﻛﺘﺐ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻠﻢ‬

‫‪-‬ﻓﻬﺎﺭﺱ ﺍﳌﻜﺘﺒﺔ‬
‫‪-‬ﻣﻔﻜﺮﺍﺕ ﺍﶈﺎﺿﺮﺓ‬
‫‪.‬ﺃﻭﺭﺍﻕ ﺍﻻﺧﺘﺒﺎﺭ‬
‫‪ .‬ﺃﻧﻮﺍﻉ ﻛﻼﻣﻴﺔ ﺿﻤﻦ ﳏﺎﺩﺛﺔ ﻋﻔﻮﻳﺔ‬
‫)ﻣﺜﻞ ﺍﳊﻜﺎﻳﺔ(‬
‫‪ .٥‬ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺍﳉﻮﺍﻧﺐ ﳛﺘﺎﺝ ﺍﻟﻄﻼﺏ ﻣﻌﺮﻓﺔ‪:‬‬
‫‪ .‬ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪/‬ﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫‪.‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‬
‫‪ .‬ﺩﻭﺭ ﺍﻟﻄﺎﻟﺐ‬
‫‪.‬ﻧﺼﻮﺹ ﻣﻜﺘﻮﺑﺔ‪:‬‬ ‫‪ .٦‬ﲨﻊ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺃﻭ ﺗﺴﺠﻴﻠﻬﺎ‬

‫ﲨﻊ ﺃﻣﺜﻠﺔ ﻟﻠﻤﻘﺎﻻﺕ ﻭﺍﻟﻜﺎﺗﺎﻟﻮﺟﺎﺕ ﻭﺍ‪‬ﻼﺕ‬
‫ﻭﻏﲑﻫﺎ‬
‫‪.‬ﻧﺼﻮﺹ ﳏﻜﻴﺔ‪:‬‬
‫ﻗﺪ ﲢﺘﺎﺝ ﺇﱃ‪:‬‬
‫‪-‬ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﳌﺘﻮﻓﺮﺓ‬
‫‪-‬ﺇﻋﺪﺍﺩ ﺣﻮﺍﺭﺍﺕ ﻣﻨﺴﻮﺥ ﺟﺰﺀ ﻣﻨﻬﺎ‬
‫‪-‬ﺗﺴﺠﻴﻞ ﺗﻔﺎﻋﻼﺕ ﺃﺻﻴﻠﺔ‬
‫‪ .٧‬ﺗﻄﻮﻳﺮ ﻭﺣﺪﺍﺕ ﻣﻦ ﺍﻟﻌﻤﻞ ﻣﺘﺼﻠﺔ ﺑﺎﻟﻨﺼﻮﺹ ﺍﳌﻬﻤﺎﺕ ﺍﻟﺼﻔﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻣﺘﺘﺎﺑﻌﺔ ﺿﻤﻦ‬
‫ﻭﺣﺪﺍﺕ ﺍﻟﻌﻤﻞ ﻟﺘﺰﻭﺩ ﺍﻟﻄﻼﺏ ﺑـ‪:‬‬ ‫ﻭﺗﻄﻮﻳﺮ ﺃﻫﺪﺍﻑ ﺗﻌﻠﻤﻴﺔ ﳚﺐ ﲢﻘﻴﻘﻬﺎ‬
‫‪ .‬ﻣﺪﺧﻼﺕ ﺻﺮﳛﺔ‪.‬‬
‫‪ .‬ﳑﺎﺭﺳﺔ ﻣﻮﺟﻬﺔ‪.‬‬
‫‪ .‬ﻓﺮﺻﺔ ﻟﻸﺩﺍﺀ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ‪.‬‬

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(Richards and Sandy ١٩٩٨) Passages ١ ‫ ﻭﺣﺪﺓ ﻣﻦ ﻛﺘﺎﺏ‬:٨ ‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ‬

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‫ ﺍﳉﺰﺀ ﺍﻷﻭﻝ‬New Interchange ‫ ﺟﺰﺀ ﻣﻦ ﺟﺪﻭﻝ ﺍﳌﺪﻯ ﻭﺍﻟﺘﺘﺎﺑﻊ ﻣﻦ ﻛﺘﺎﺏ‬:٩ ‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ‬
(Richards, Proctor and Hull ١٩٩٧ )

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻊ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ‬
‫ﺗﻌﺪ ﻋﻤﻠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‪ ،‬ﻛﻤﺎ ﰎ ﻭﺻﻔﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺣﱴ ﺍﻵﻥ‪ ،‬ﻣﺼﺎﺩﺭ ﺃﺳﺎﺳﻴﺔ ﰲ ﻣﺴﺎﻋﺪﺓ‬
‫ﺍﳌﺪﺍﺭﺱ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ؛ ﺃﻣﺎ ﺍﳌﺼﺪﺭ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻵﺧﺮ ﻓﻬﻮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﻭﻣﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻫﻮ ﻛﻴﻔﻴﺔ ﲢﻘﻴﻖ ﺗﺪﺭﻳﺲ ﻋﺎﱄ ﺍﳉﻮﺩﺓ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪.‬‬
‫ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﻨﺎﻭﻟﺖ ﻓﻴﻪ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺑﻌﺾ ﺍﳋﻄﻂ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺗﻄﻮﻳﺮ ﺩﻭﺭﺓ‬
‫ﻟﻐﻮﻳﺔ‪ ،‬ﻳﺴﻌﻰ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺗﻮﻓﲑ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻼﺋﻤﺔ ﻟﺘﺤﻘﻴﻖ ﺗﺪﺭﻳﺲ‬
‫ﺟﻴﺪ‪ .‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺲ ﻋﺎﱄ ﺍﳉﻮﺩﺓ ﻻ ﻳﺘﺤﻘﻖ ﻧﺘﻴﺠﺔ ﻟﻘﻴﺎﻡ ﺍﳌﺪﺭﺳﲔ ﺑﺄﺩﺍﺀ ﻋﻤﻠﻬﻢ ﺑﺸﻜﻞ ﺟﻴﺪ ﻓﺤﺴﺐ‪،‬‬
‫ﻭﺇﳕﺎ ﻣﻦ ﺧﻼﻝ ﺧﻠﻖ ﺳﻴﺎﻗﺎﺕ ﻭﻇﺮﻭﻑ ﻋﻤﻞ ﳝﻜﻦ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﻴﺪ‪ .‬ﻭﺳﻮﻑ‬
‫ﻧﺘﻄﺮﻕ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫• ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‪.‬‬
‫• ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ‪.‬‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪ organizational culture‬ﻟﻠﻤﺪﺭﺳﺔ ﺍﻟﺮﻭﺡ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻧﻮﻋﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻢ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﳍﻴﻜﻞ ﺍﻹﺩﺍﺭﻱ‬
‫ﻭﺍﻟﻮﻇﻴﻔﻲ ﺍﻟﺬﻱ ﺗﺪﻋﻤﻪ‪ .‬ﻭﻗﺪ ﺗﻄﺮﻗﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﻟﻠﻤﺪﺭﺳﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﻣﺪﻯ ﺗﺸﺠﻴﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺪﺭﺳﺔ ﻟﻸﻓﻜﺎﺭ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺃﻭ‬
‫ﺍﻟﻮﻗﻮﻑ ﺿﺪﻫﺎ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﺘﻀﺢ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺪﺭﺳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻣﺎ ﻏﺎﻳﺎﺕ ﺍﳌﺪﺭﺳﺔ ﻭﺭﺳﺎﻟﺘﻬﺎ؟‬
‫• ﻣﺎ ﺍﻷﺳﻠﻮﺏ ﺍﻹﺩﺍﺭﻱ ﺍﳌﺘﺒﻊ ﰲ ﺍﳌﺪﺭﺳﺔ؟‬
‫• ﻣﺎ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﺆﻣﻦ ‪‬ﺎ ﻃﺎﻗﻢ ﺍﳌﺪﺭﺳﺔ؟‬
‫• ﻣﺎﺧﺼﺎﺋﺺ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﳌﺪﺭﺳﺔ؟‬
‫• ﻣﺎ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﻳﺆﺩﻳﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ؟‬
‫• ﻛﻴﻒ ﻳﺘﻢ ﲣﻄﻴﻂ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻷﺧﺮﻯ ﻭﻣﺮﺍﻗﺒﺘﻬﺎ؟‬

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‫• ﻣﺎ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﺗﻮﻓﺮﻫﺎ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻄﻮﻳﺮ ﻃﺎﻗﻢ ﺍﳌﺪﺭﺳﺔ؟‬

‫• ﻛﻴﻒ ﻳﺘﻢ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺍﳌﻨﻬﺞ؟‬
‫• ﻣﺎﻣﺪﻯ ﺗﻘﺒﻞ ﺍﳌﺪﺭﺳﺔ ﻟﻠﺘﻐﻴﲑ ﻭﺍﻟﺘﺠﺪﻳﺪ؟‬
‫• ﻣﺎﻣﺪﻯ ﺍﻧﻔﺘﺎﺡ ﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻝ؟‬
‫ﺳﻮﻑ ﻧﺘﻄﺮﻕ ﳍﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪ .‬ﺇﻥ ﻣﻦ ﺍﻷﺷﻴﺎﺀ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻴﻜﻠﻬﺎ ﺍﻹﺩﺍﺭﻱ؛ ﻷﻥ ﺗﺼﻤﻴﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻨﻈﻴﻤﻲ‬
‫"ﻳﺒﲎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﱵ ﲢﺪﺩ ﻋﺪﺩ ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻭﲢﺪﺩ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﻟﱵ ﺗﺘﺤﻜﻢ ‪‬ﺎ ﻭﺗﺮﺑﻂ ﺑﻴﻨﻬﺎ‪ ،‬ﻣﺜﻞ ﻋﻼﻗﺎﺕ ﺍﻟﺴﻠﻄﺔ ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﻭﺍﻟﺘﻨﻈﻴﻢ" ﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ ‪ Davidson‬ﻭ ‪ .(١٩٩٧:١٧٧) Tesh‬ﻭﻳﺼﻒ‬
‫‪ Davidson‬ﻭ ‪ Tesh‬ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﺒﻨﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻳﻮﺟﺪﺍﻥ ﻋﺎﺩﺓ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻨﻈﻤﺎﺕ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﻭﳘﺎ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﻴﻜﺎﻧﻴﻜﻲ ‪ mechanistis model‬ﻭﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﻀﻮﻱ‬
‫‪ .organic model‬ﻭﻳﻌﺪ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﻴﻜﺎﻧﻴﻜﻲ ﻣﺬﻫﺒﺎﹰ ﺑﺮﻭﻗﺮﺍﻃﻴﺎﹰ ﰲ ﺗﻨﻈﻴﻢ ﺍﻷﻧﺸﻄﺔ ﺍﳉﻤﺎﻋﻴﺔ‪،‬‬
‫ﻭﻫﻮ ﻳﺸﺪﺩ ﻋﻠﻰ "ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺴﻠﻄﺔ ﻭﺗﺴﻠﺴﻞ ﺍﻟﺘﺤﻜﻢ ﺍﳍﺮﻣﻲ ﻭﺳﻠﺴﻠﺔ ﺻﺮﳛﺔ ﻣﻦ ﺩﺭﺟﺎﺕ‬
‫ﺍﻟﻘﻴﺎﺩﺓ" )‪ .(Davidson and Tesh ١٩٩٧:١٧٨‬ﻭﻳﻘﺮﺭ ‪ Davidson‬ﻭ ‪ Tesh‬ﺃﻥ‬
‫ﻫﻨﺎﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﻜﺲ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﻳﺬﻛﺮﺍﻥ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .١‬ﺗﻘﺪﺭ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺨﺼﺺ؛ ﺃﻱ ﺗﻔﻀﻞ ﺃﻥ ﻳﺘﺨﺼﺺ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﺃﻭ‬
‫ﻣﻬﺎﺭﺍﺕ ﳏﺪﺩﺓ‪ ،‬ﻣﺜﻞ ﺃﻥ ﻳﻌﲔ ﻣﺪﺭﺱ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﲝﻴﺚ‬
‫ﻳﻘﻮﻡ ﺑﺘﺪﺭﻳﺲ ﻫﺬﻩ ﺍﻟﻔﺼﻮﻝ ﻛﻞ ﻓﺼﻞ ﺩﺭﺍﺳﻲ‪ ،‬ﻭﻳﺼﺒﺢ ﺧﺒﲑﺍﹰ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ‪.‬‬
‫‪ .٢‬ﺇﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻻﺗﻜﺘﻔﻲ ﺑﺘﻘﺪﱘ ﻣﻨﻬﺞ ﺍﻟﺪﻭﺭﺓ ﻟﻠﻤﺪﺭﺳﲔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﺗﻘﺪﻡ ﳍﻢ ﺃﻳﻀﺎ‬
‫ﻣﻘﺮﺭﺍ ﳛﺪﺩ ﺍﻟﺼﻔﺤﺎﺕ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﱵ ﳚﺐ ﺗﺪﺭﻳﺴﻬﺎ ﻛﻞ ﻳﻮﻡ‪ .‬ﻭﻛﻠﻤﺎ ﻛﺎﻥ ﺍﳌﻘﺮﺭ ﻣﻔﺼﻼﹰ‪،‬‬
‫ﺳﻴﻜﻮﻥ ﻫﻨﺎﻙ ﲤﺎﺛﻞ ﺃﻛﱪ ﺑﲔ ﻛﻞ ﻣﺴﺘﻮﻯ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻭﻗﺪ ﳚﺪ ﻣﺪﻳﺮﻭ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻜﺒﲑﺓ ﺃﻭ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻣﺴﺎﻋﺪﻳﻦ ﻟﻠﻤﺪﺭﺳﲔ ﳑﻦ ﲣﺮﺟﻮﺍ ﺣﺪﻳﺜﺎ ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﻮﺍﻗﻊ‪،‬‬
‫ﺃﻥ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻟﻪ ﻓﻮﺍﺋﺪ ﻷﻧﻪ ﻳﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺸﻚ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺘﺪﺭﻳﺴﻲ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻟﻔﺮﻭﻕ‬
‫ﺍﻟﻔﺮﺩﻳﺔ ﺃﻭ ﻗﻠﺔ ﺍﳋﱪﺓ ﺍﳌﻬﻨﻴﺔ ﺃﻭ ﺑﻌﺪ ﺍﳌﺴﺎﻓﺎﺕ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺪﺍﺭﺱ ﺍﻟﺘﺎﺑﻌﺔ ﳍﺎ‪.‬‬
‫‪ .٣‬ﻟﺪﻯ ﺑﻌﺾ ﺍﻟﱪﺍﻣﺞ ﺳﻠﺴﻠﺔ ﻭﺍﺿﺤﺔ ﻣﻦ ﺩﺭﺟﺎﺕ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻟﺘﺤﻜﻢ‪ ،‬ﻓﻜﻞ ﺍﻻﺗﺼﺎﻻﺕ ﰲ‬
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺗﺘﺨﺬ ﺷﻜﻼ ﺭﺃﺳﻴﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﲤﺮ ﺍﻻﺗﺼﺎﻻﺕ ﻛﻠﻤﺎ ﺗﻘﺪﻣﻨﺎ ﺇﱃ ﺍﻷﻋﻠﻰ‬
‫ﺑﻜﻞ ﺷﺨﺺ ﳛﺘﻞ ﻣﺮﺗﺒﺔ ﺃﻋﻠﻰ ﰲ ﺳﻠﺴﺔ ﺍﻟﺘﺤﻜﻢ ﺣﱴ ﺗﺼﻞ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻭﰲ‬

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‫ﺣﺎﻟﺔ ﺍﻟﺘﺤﺮﻙ ﺇﱃ ﺃﺳﻔﻞ ﳚﺐ ﺃﻥ ﲤﺮ ﺍﻻﺗﺼﺎﻻﺕ ﺑﻜﻞ ﺷﺨﺺ ﳛﺘﻞ ﻣﺮﺗﺒﺔ ﺃﺩﱏ ﺑﺎﻟﻄﺮﻳﻘﺔ‬
‫ﻧﻔﺴﻬﺎ‪.‬‬
‫‪ .٤‬ﻟﺪﻯ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺳﻴﺎﺳﺎﺕ ﺗﻌﺎﻗﺪ ﻭﺗﺮﻗﻴﺔ ﻭﻓﺼﻞ ﺗﻨﺴﺠﻢ ﻣﻊ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﺍﳌﻴﻜﺎﻧﻴﻜﻲ‪،‬ﺣﻴﺚ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻗﺪ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﺆﻫﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻣﺜﻞ ﺍﻟﺪﺭﺟﺔ ﻭﺣﻘﻞ ﺍﻟﺘﺨﺼﺺ‬
‫ﻭﻃﻮﻝ ﺍﳋﱪﺓ ﺍﳌﻬﻨﻴﺔ ﻭﻧﻮﻋﻬﺎ ﻭﺧﻄﺎﺑﺎﺕ ﺍﻟﺘﺰﻛﻴﺔ‪ ،‬ﻭﺗﺘﻢ ﺍﻟﺘﺮﻗﻴﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﻗﺪﻣﻴﺔ ‪،‬‬
‫ﻭﺍﳌﺴﺎﳘﺎﺕ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ‪ ،‬ﻭﺍﻹﳒﺎﺯﺍﺕ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﻳﻄﺮﺩ ﻣﻦ ﺍﻟﻌﻤﻞ ﺑﻌﺪ ﺍﲣﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻟﻼﺯﻣﺔ‪(Davidson and Tesh ١٩٩٧:١٧٩) .‬‬
‫ﺃﻣﺎ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﻀﻮﻱ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻓﻬﻮ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻳﺮﻓﻊ ﻣﻦ ﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﺘﻜﻴﻒ‪ ،‬ﻭﻳﺸﺠﻊ ﺍﻟﺜﻘﺔ‬
‫ﺍﻟﻜﺎﻣﻠﺔ ﺑﲔ ﺍﳌﻮﻇﻔﲔ ﺍﻟﻜﺒﺎﺭ ﻭﺍﻟﺼﻐﺎﺭ‪ ،‬ﻭﻳﺴﺘﺜﻤﺮ ﺃﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻟﺘﺤﻘﻴﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ .‬ﻭﺗﺘﺪﻓﻖ ﺍﻻﺗﺼﺎﻻﺕ ﰲ ﻛﻞ ﺍﻻﲡﺎﻫﺎﺕ ﺭﺃﺳﻴﺎﹰ ﻭﺟﺎﻧﺒﻴﺎﹰ‪ .‬ﻭﻳﻌﺪ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‬
‫ﺟﻮﻫﺮﻳﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﻭﻇﺎﺋﻒ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻣﺸﺘﺮﻛﺔ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﰲ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫)‪(Davidson and Tesh ١٩٩٧:١٧٩‬‬
‫ﻭﺗﺘﺤﻘﻖ ﺑﻌﺾ ﺟﻮﺍﻧﺐ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﻀﻮﻱ ﻛﺬﻟﻚ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻳﺬﻛﺮ‬
‫‪ Davidson‬ﻭ ‪ Tesh‬ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .١‬ﻳﻘﺪﺭ ﻛﺜﲑ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﺘﻜﻴﻒ‪ ،‬ﻭﻳﺘﻮﻗﻌﻮﻥ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺗﺪﺭﻳﺲ ﻏﺎﻟﺒﻴﺔ ﺃﻭ‬
‫ﻛﻞ ﺍﳌﻬﺎﺭﺍﺕ ﰲ ﻏﺎﻟﺒﻴﺔ ﺃﻭ ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ .‬ﻭﻟﺬﺍ ﻓﻬﻢ ﻳﺸﺠﻌﻮﻥ ﻋﺪﺩﺍﹰ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻄﻮﻳﺮ‬
‫ﺍﳌﻬﲏ ﻟﻜﻞ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻳﺮﻭﻥ ﺃﻥ ﺍﻟﺘﺨﺼﺺ ﰲ ﻣﺴﺘﻮﻯ ﻣﻌﲔ ﺃﻭ ﻣﻬﺎﺭﺓ ﻣﻌﻴﻨﺔ‬
‫ﺃﻭ ﳏﺘﻮﻯ ﻣﻌﲔ ﻋﺎﺋﻖ ﻟﻴﺲ ﻟﻠﻨﻤﻮ ﺍﳌﻬﲏ ﻟﻠﻤﺘﺨﺼﺺ ﻓﺤﺴﺐ‪ ،‬ﻭﺇﳕﺎ ﺃﻳﻀﺎﹰ ﻟﻠﻤﺪﺭﺳﲔ‬
‫ﺍﻵﺧﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﺗﺪﺭﻳﺲ ﻓﺼﻮﻝ ﺃﺧﺮﻯ ﻏﲑ ﺍﻟﻔﺼﻮﻝ ﺍﻟﱵ ﻳﺪﺭﺳﻮ‪‬ﺎ ﻋﺎﺩﺓ‪،‬‬
‫ﻭﻟﻜﻨﻬﻢ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻹﻗﺪﺍﻡ ﻋﻠﻰ ﺫﻟﻚ ﻷ‪‬ﻢ ﻟﻴﺴﻮﺍ ﺧﱪﺍﺀ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻮﻝ‪.‬‬
‫‪ .٢‬ﺗﻘﺪﻡ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻓﺮﺻﺎﹰ ﻟﻠﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ ﺍﻟﺬﻱ ﻳﻌﺰﺯ ﻗﻴﻤﺔ ﻛﻞ ﻋﻀﻮ ﻣﻦ ﺃﻋﻀﺎﺀ‬
‫ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻭ ﻣﻦ ﻃﺎﻗﻢ ﺍﳌﺆﺳﺴﺔ ﻭﺟﺪﺍﺭﺗﻪ‪ .‬ﻭﺗﻌﻘﺪ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻣﺆﻗﺘﺔ ﻭﻣﻨﻈﻤﺔ‬
‫ﻭﻣﺮﻛﺰﺓ ﺑﻮﺿﻊ ﺟﻴﺪ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ‪ ،‬ﻛﻤﺎ ﺗﻌﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺕ ﰲ ﻣﻘﺮ ﺍﳌﺆﺳﺴﺔ ﻣﻊ ﺧﱪﺍﺀ ﻣﻦ‬
‫ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﻣﻦ ﺧﺎﺭﺟﻬﺎ‪ .‬ﻳﺘﻢ ﻛﺬﻟﻚ ﺗﻘﺪﱘ ﺩﻋﻢ ﻣﺎﱄ ﳌﻦ ﻳﺮﻏﺐ ﰲ ﺍﻟﺴﻔﺮ ﳊﻀﻮﺭ‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﳌﻬﻨﻴﺔ ﺍﻟﱵ ﺗﻌﻘﺪ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﶈﻠﻲ ﻭﺍﻹﻗﻠﻴﻤﻲ ﻭﺍﻟﻮﻃﲏ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻛﻤﺎ‬

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‫ﻳﺘﻢ ﻣﻨﺢ ﺗﻔﺮﻍ ﻟﻐﺮﺽ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻨﺸﺮ ﻭﻛﺘﺎﺑﺔ ﺍﳌﻘﺘﺮﺣﺎﺕ‬
‫ﺍﳌﺪﻋﻮﻣﺔ‪.‬‬
‫‪ .٣‬ﺗﺴﻤﺢ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺑﺎﻻﺗﺼﺎﻻﺕ ﻟﻴﺴﺖ ﺍﻟﺮﺃﺳﻴﺔ ﻣﻨﻬﺎ ﻓﺤﺴﺐ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎﹰ ﺍﳉﺎﻧﺒﻴﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺘﻌﺎﻭﱐ ‪ ،cooperative teaching‬ﻭﺗﺪﺭﻳﺐ ﺍﻷﻗﺮﺍﻥ ‪peer‬‬
‫‪ ،coaching‬ﻭﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﺍﻟﺘﺠﺮﻳﺐ ﺍﳌﺸﺘﺮﻙ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫‪ .٤‬ﺗﻘﺪﺭ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﻗﺪ ﰎ ﻭﺿﻊ ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﻠﺠﺎﻥ ﺣﱴ ﺗﻜﻮﻥ‬
‫ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻭﻭﻇﺎﺋﻒ ﺍﻟﺘﺤﻜﻢ ﻣﺸﺘﺮﻛﺔ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ‬
‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﻠﺠﻨﺔ ﺍﺳﺘﺸﺎﺭﻳﺔ ﺃﻭ ﻣﻠﺰﻣﺔ‪ .‬ﻭﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ‪‬ﺘﻢ ‪‬ﺎ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺑﻌﻴﺪ‬
‫ﺍﳌﺪﻯ‪ ،‬ﻭﺍﳌﺴﺎﺋﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪ ،‬ﻭﺗﺴﻮﻳﻖ ﺍﻟﱪﻧﺎﻣﺞ‪Davidson ) .‬‬
‫‪(and Tesh ١٩٩٧:١٨٠‬‬
‫ﻭﻳﺮﻯ ‪ Davidson‬ﻭ ‪ Tesh‬ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﲡﻤﻊ ﺑﲔ ﺧﺼﺎﺋﺺ ﻣﻦ ﺍﻟﻨﻤﻮﺫﺝ‬

‫ﺍﻟﻌﻀﻮﻱ ﻭﺍﳌﻴﻜﺎﻧﻴﻜﻲ‪ ،‬ﻭﺫﻟﻚ ﺑﻨﺎﺀ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻧﻮﻋﻴﺔ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻓﻴﻪ‪ .‬ﻭﺍﺣﺘﻤﺎﻟﻴﺔ‬
‫ﺗﻄﺒﻴﻖ ﺍﳌﺬﻫﺐ ﺍﻟﻌﻀﻮﻱ ﺗﻜﻮﻥ ﺃﻛﱪ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻜﺒﲑﺓ ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﻃﺎﻗﻢ ﻣﻬﲏ ﺧﺒﲑ‪ ،‬ﺃﻣﺎ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺼﻐﲑﺓ ﺃﻭ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻃﺎﻗﻢ ﺗﺪﺭﻳﺴﻲ ﺃﻗﻞ ﺧﱪﺓ ﻓﺎﳌﺬﻫﺐ ﺍﳌﻴﻜﺎﻧﻴﻜﻲ ﻫﻮ ﺍﻷﻗﺮﺏ ﻫﻨﺎ‪.‬‬
‫ﻣﺆﺷﺮﺍﺕ ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﺗﺘﻔﺎﻭﺕ ﻣﺆﺳﺴﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻛﺜﲑﺍﹰ ﰲ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﺗﻨﻈﺮ ﻓﻴﻬﺎ ﺇﱃ ﺭﺳﺎﻟﺘﻬﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ .‬ﺑﻌﺾ‬
‫ﺍﳌﺪﺍﺭﺱ‪-‬ﻋﻠﻰ ﺃﻣﻞ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻐﺎﻟﺒﻴﺔ –ﻣﻠﺘﺰﻣﺔ ﺑﺘﻘﺪﱘ ﺧﺪﻣﺎﺕ ﺗﺮﺑﻮﻳﺔ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﻟﺪﻳﻬﺎ‬
‫ﺭﺳﺎﻟﺔ ﻭﺍﺿﺤﺔ‪ .‬ﻭﻫﻲ ﺗﺄﺧﺬ ﻣﺴﺄﻟﺔ ﺗﻄﻮﻳﺮ ﻣﻨﻬﺞ ﺟﻴﺪ ﻭﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻣﺄﺧﺬ ﺍﳉﺪ‪ ،‬ﻭﺗﺘﻌﺎﻗﺪ ﻣﻊ‬
‫ﺃﻓﻀﻞ ﺍﳌﺪﺭﺳﲔ ﻭﺗﻘﺪﻡ ﺗﺪﺭﻳﺴﺎ ﺫﺍ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﺗﻮﻓﺮ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﳛﺘﺎﺟﻪ ﺍﳌﺪﺭﺳﻮﻥ ﻟﺘﺤﻘﻴﻖ ﺃﻓﻀﻞ‬
‫ﻣﺎ ﻟﺪﻳﻬﻢ‪ .‬ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ ﻫﻲ ﻣﺆﺷﺮﺍﺕ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ) ‪Morris‬‬
‫‪:(١٩٩٤‬‬
‫‪ .١‬ﻫﻨﺎﻙ ﺃﻫﺪﺍﻑ ﺗﺮﺑﻮﻳﺔ ﻣﺼﻮﻏﺔ ﻋﻠﻰ ﻫﻴﺌﺔ ﻭﺍﺿﺤﺔ‪.‬‬
‫‪ .٢‬ﻫﻨﺎﻙ ﺑﺮﻧﺎﻣﺞ ﳐﻄﻂ ﲣﻄﻴﻄﺎﹰ ﺟﻴﺪﺍﹰ ﻭﻣﺘﻮﺍﺯﻥ ﻭﻣﻨﻈﻢ ﳛﻘﻖ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ .٣‬ﻫﻨﺎﻙ ﻋﻤﻠﻴﺎﺕ ﻭﺍﺿﺤﺔ ﻭﻣﻨﺘﻈﻤﺔ ﺗﺴﺘﺨﺪﻡ ﰲ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻭﺗﺮﺗﺒﻬﺎ‬
‫ﺣﺴﺐ ﺍﻷﻭﻟﻮﻳﺔ‪.‬‬
‫‪ .٤‬ﻫﻨﺎﻙ ﺍﻟﺘﺰﺍﻡ ﺑﺎﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻭﺗﻮﻗﻊ ﺑﺄﻥ ﺍﻟﻄﻼﺏ ﺳﻮﻑ ﻳﺆﺩﻭﻥ ﺃﺩﺍﺀ ﺟﻴﺪﺍﹰ‪.‬‬

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‫‪ .٥‬ﻫﻨﺎﻙ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻧﺪﻣﺎﺝ ﺍﻟﻄﺎﻗﻢ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬

‫‪ .٦‬ﻫﻨﺎﻙ ﻗﻮﺓ ﺗﺪﺭﻳﺴﻴﺔ ﻣﺘﻤﺎﺳﻜﺔ ﻭﻟﺪﻳﻬﺎ ﺩﺍﻓﻊ ﻣﻊ ﺗﻮﻓﺮ ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﺍﺣﺪ‪.‬‬
‫‪ .٧‬ﻳﻬﺘﻢ ﺍﳌﺪﻳﺮﻭﻥ ﺑﺎﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ ﻟﻠﻤﺪﺭﺳﲔ‪ ،‬ﻭﻫﻢ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﻣﻬﺎﺭﺍ‪‬ﻢ ﻭﺧﱪﺍ‪‬ﻢ‬
‫ﺑﺄﻓﻀﻞ ﺻﻮﺭﺓ‪.‬‬
‫‪ .٨‬ﺗﺘﻢ ﻣﺮﺍﺟﻌﺔ ﺑﺮﺍﻣﺞ ﺍﳌﺪﺭﺳﺔ ﺑﺎﻧﺘﻈﺎﻡ‪ ،‬ﻛﻤﺎ ﻳﺘﻢ ﺗﻘﻮﱘ ﺗﻘﺪﻡ ﺍﻟﱪﺍﻣﺞ ﳓﻮ ﲢﻘﻴﻖ ﻏﺎﻳﺎ‪‬ﺎ‪.‬‬
‫ﻭﻟﻜﻦ ﻟﻴﺲ ﻛﻞ ﺍﳌﺪﺍﺭﺱ ﺗﻌﺘﻨﻖ ﻓﻠﺴﻔﺔ ﺍﳉﻮﺩﺓ‪ ،‬ﻓﺒﻌﺾ ﺃﺻﺤﺎﺏ ﺍﳌﺪﺍﺭﺱ ﻳﻨﻈﺮﻭﻥ ﺇﱃ ﻣﺪﺍﺭﺳﻬﻢ ﻋﻠﻰ‬
‫ﺃ‪‬ﺎ ﻓﺮﺹ ﻟﻜﺴﺐ ﺍﳌﺎﻝ‪ .‬ﻓﺎﳌﺎﻝ ﺍﻟﺬﻱ ﻳﺼﺮﻑ ﰲ ﺍﻟﺘﻌﺎﻗﺪ ﻣﻊ ﻣﺪﺭﺳﲔ ﻣﺆﻫﻠﲔ‪ ،‬ﻭﰲ ﺗﻘﺪﱘ ﺗﺪﺭﻳﺐ‬
‫ﻟﻠﻤﻌﻠﻤﲔ‪ ،‬ﻭﰲ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ ﺍﳌﺴﺘﻤﺮ ﳏﺪﻭﺩ ﺃﻭ ﻣﻌﺪﻭﻡ‪ .‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺭﺳﺎﻟﺔ ﺗﺮﺑﻮﻳﺔ ﻭﻻ ﺧﻄﺔ‬
‫ﻟﺘﺤﻘﻴﻘﻬﺎ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﳌﺪﺭﺳﻮﻥ ﺿﻌﻴﻔﻲ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺿﻌﻴﻔﻲ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺣﺎﻟﺘﻬﻢ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺳﻴﺌﺔ‪ .‬ﻭﻧﺴﺒﺔ‬
‫ﺍﻟﺘﺴﺮﺏ ﺑﲔ ﺍﻟﻄﺎﻗﻢ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﲰﻌﺔ ﺍﳌﺆﺳﺴﺔ ﻣﺘﺪﻧﻴﺔ‪ .‬ﺇﻥ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳉﻮﺩﺓ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ‬
‫ﻫﻮ ﲢﺪ ﻟﻜﺜﲑ ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﻠﻐﺔ ﺍﳋﺎﺻﺔ‪ .‬ﻭﺍﳊﺎﻟﺔ ﺍﻟﱵ ﺑﺪﺃ ﻳﺪﺭﻛﻬﺎ ﺍﻟﻨﺎﺱ ﻋﻠﻰ ﻧﻄﺎﻕ ﻣﺘﺰﺍﻳﺪ ﺃﻥ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺃﺻﺒﺢ ﲡﺎﺭﺓ‪ ،‬ﻭ ﻳﻜﻤﻦ ﺍﻟﺘﺤﺪﻱ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻣﻊ ﺍﻟﻮﻓﺎﺀ ﺑﺎﻻﻟﺘﺰﺍﻣﺎﺕ‬
‫ﺍﳌﺎﻟﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﺗﻐﻄﻴﺔ ﻟﻠﻨﻔﻘﺎﺕ ﺃﻭ ﻛﺴﺐ ﺃﺭﺑﺎﺡ‪ .‬ﻭﳝﻜﻦ ﺍﳉﻤﻊ ﺑﲔ ﺍﳍﺪﻑ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻜﺴﺐ ﺍﳌﺎﺩﻱ‪ .‬ﻭﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻣﻌﺎﳉﺔ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻖ ﺍﳉﻮﺩﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺑﺮﺍﳎﻬﺎ)‪:(Henry ١٩٩٧:٧٩‬‬
‫‪ .١‬ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﳓﺪﺩ ﺟﻮﺩﺓ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫‪ .٢‬ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﳓﺴﻦ ﻣﻦ ﺟﻮﺩﺓ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫‪ .٣‬ﻣﺎ ﺃﻛﺜﺮ ﺍﻷﺷﻴﺎﺀ ﻗﻴﻤﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟‬
‫‪ .٤‬ﻣﺎ ﻧﻮﻉ ﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ ﳛﻘﻖ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺑﻮﺿﻊ ﺃﻓﻀﻞ؟‬
‫‪ .٥‬ﻣﺎ ﺍﻟﺬﻱ ﳓﺘﺎﺟﻪ ﻟﺪﻋﻢ ﺍﳌﻨﻬﺞ؟‬
‫‪ .٦‬ﻣﺎ ﻧﻮﻉ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺬﻱ ﳓﺘﺎﺟﻪ ﻟﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﻼﺏ ﺑﺪﻗﺔ؟‬
‫‪ .٧‬ﻣﺎ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻧﺒﺤﺚ ﻋﻨﻬﺎ ﰲ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ؟‬
‫ﻭﺳﻮﻑ ﻧﺘﻄﺮﻕ ﰲ ﺍﻷﺟﺰﺍﺀ ﺍﻟﻘﺎﺩﻣﺔ ﺇﱃ ﺑﻌﺾ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠﺠﻮﺩﺓ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﺗﺼﺒﺢ‬
‫ﺍﳉﻮﺩﺓ ﻫﻲ ﻣﺎ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﰲ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪.‬‬
‫ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﺮﺳﺎﻟﺔ‬

‫‪٢٥٢‬‬
‫ﻣﺎ ﻏﺎﻳﺎﺕ ﺍﳌﺆﺳﺴﺔ؟ ﻫﻞ ﲣﺪﻡ ﺍﳌﺆﺳﺴﺔ ﻏﺮﺿﺎﹰ ﺗﺮﺑﻮﻳﺎﹰ ﻣﻬﻤﺎﹰ ﻳﻮﻓﺮ ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺪﻭﺭﺍﺕ‬
‫ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ؟ ﺇﻥ ﻣﻦ ﺍﻟﺼﻴﻎ ﺍﳌﻔﻴﺪﺓ ﻟﺼﻴﺎﻏﺔ ﺭﺳﺎﻟﺔ ﺍﳌﺪﺭﺳﺔ ﻣﺎ ﻳﺴﻤﻰ ﺑﺘﻘﺮﻳﺮ ﺍﻟﺮﺳﺎﻟﺔ‬
‫‪ .mission statement‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﻄﻮﻳﺮ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻠﺘﺰﻣﻮﻥ ﺑﻨﺠﺎﺡ‬
‫ﺍﳌﺆﺳﺴﺔ ﺑﺸﻜﻞ ﲨﺎﻋﻲ‪ .‬ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ١‬ﻣﺜﺎﻻﹰ ﻋﻠﻰ ﺗﻘﺮﻳﺮ ﺭﺳﺎﻟﺔ ﻟﻘﺴﻢ ﻟﻐﺔ ﺇﳒﻠﻴﺰﻳﺔ ﰲ ﺟﺎﻣﻌﺔ‬
‫ﻃﻮﺭﻩ ﻃﺎﻗﻢ ﺍﻟﻘﺴﻢ‪ .‬ﻭﻋﻨﺪ ﺗﻄﻮﻳﺮ ﺗﻘﺮﻳﺮ ﺍﻟﺮﺳﺎﻟﺔ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﺟﻌﺎﹰ ﻟﻘﻴﺎﺱ ﺍﳌﻘﺘﺮﺣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﳌﺒﺎﺩﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺍﳉﺪﻳﺪﺓ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﺸﻜﻞ ﺃﺳﺎﺳﺎﹰ ﻟﺘﻘﻮﱘ ﺃﺩﺍﺋﻬﺎ ﻣﻊ ﻣﺮﻭﺭ‬
‫ﺍﻟﻮﻗﺖ‪.‬‬
‫ﺧﻄﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺍﳋﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻫﻲ ﻭﺻﻒ ﻟﺮﺅﻳﺔ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪ ،‬ﺗﺼﻒ ﻏﺎﻳﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﻭﺳﺎﺋﻞ ﲢﻘﻴﻘﻬﺎ‪ .‬ﻭﺑﻨﺎﺀ‬
‫ﻋﻠﻰ ﺍﳌﺬﺍﻫﺐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻟﻨﺎﺟﺤﺔ‪ ،‬ﻳﻨﻈﺮ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻲ‬
‫ﺍﻵﻥ ﻭﺑﺸﻜﻞ ﻣﺘﺰﺍﻳﺪ ﻋﻠﻰ ﺃﻧﻪ ﺃﻣﺮ ﺟﻮﻫﺮﻱ ﻟﻨﺠﺎﺡ ﺃﻱ ﻣﻨﻈﻤﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﺪﺍﺭﺱ‪ .‬ﻭﻳﻘﺪﻡ‬
‫‪ (١٩٩٧:٦٤) Klinghammer‬ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻣﻔﻴﺪﺓ ﻟﻮﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻲ ﰲ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻔﻌﺎﻟﺔ‪ ،‬ﻭﳛﺪﺩ ﺳﺘﺔ ﻋﻨﺎﺻﺮ ﻟﻠﺨﻄﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳉﻴﺪﺓ‪:‬‬
‫• ﺭﺅﻳﺔ‪ :‬ﺗﻘﺮﻳﺮ ﳛﺪﺩ ﻭﺟﻬﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﺒﻌﻴﺪ ﻭﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﻳﺄﻣﻞ ﺃﻋﻀﺎﺅﻩ‬
‫ﰲ ﺇﳒﺎﺯﻫﺎ‪.‬‬
‫• ﺍﻟﻘﻴﻢ‪ :‬ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﺗﻘﻮﺩ ﺍﻟﱪﻧﺎﻣﺞ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﻨﻮﻃﺔ ﺑﺎﻟﻄﻼﺏ ﻭﺑﺎﳌﺪﺭﺳﲔ‬
‫ﻭﺑﺎﳌﺴﺆﻭﻟﲔ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫• ﺍﻟﻐﺮﺽ‪ :‬ﺍﻷﺳﺒﺎﺏ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻮﺟﻮﺩ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫• ﺍﻟﺮﺳﺎﻟﺔ‪ :‬ﻭﺻﻒ ﻟﺮﺅﻳﺔ ﺍﳌﺆﺳﺴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻐﺎﻳﺎﺕ ﺍﶈﺪﺩﺓ ﺍﻟﱵ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﺿﻤﻦ‬
‫ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻳﻌﱪ ﻋﻦ ﻫﺬﺍ ﰲ ﺻﻴﻐﺔ ﺗﻘﺮﻳﺮ ﺍﻟﺮﺳﺎﻟﺔ‪.‬‬
‫• ﺍﻟﻐﺎﻳﺎﺕ‪ :‬ﺧﻄﻮﺍﺕ ﳏﺪﺩﺓ ﺗﺮﺗﺒﻂ ﺑﻜﻞ ﺟﺎﻧﺐ ﻣﻦ ﺍﻟﺮﺳﺎﻟﺔ ﻣﺜﻞ ﺯﻳﺎﺩﺓ ﺃﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ‬
‫ﺍﳌﻠﺘﺤﻘﲔ ﺑﺎﻟﱪﻧﺎﻣﺞ‪ ،‬ﺃﻭ ﺗﻄﻮﻳﺮ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﺃﻭ ﺗﻮﻓﲑ ﺑﻴﺌﺔ ﳝﻜﻦ ﻟﻠﻤﺪﺭﺳﲔ ﺃﻥ ﻳﻘﻮﻣﻮﺍ‬
‫ﻓﻴﻬﺎ ﺑﺒﺤﻮﺙ ﺻﻔﻴﺔ‪.‬‬
‫• ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ :‬ﺍﻟﻄﺮﻕ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻐﺎﻳﺎﺕ‪.‬‬
‫ﺁﻟﻴﺎﺕ ﺿﺒﻂ ﺍﳉﻮﺩﺓ‬

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‫ﺍﳌﻘﺼﻮﺩ ﺑﻀﺒﻂ ﺍﳉﻮﺩﺓ ‪ quality assurance‬ﺃﻧﻈﻤﺔ ﺗﻀﻌﻬﺎ ﺍﳌﺪﺭﺳﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﲢﻘﻖ ﺍﳉﻮﺩﺓ‬
‫ﰲ ﳑﺎﺭﺳﺎ‪‬ﺎ‪ .‬ﻛﻴﻒ ﳝﻜﻦ ﻣﺜﻼﹰ ﻟﺸﺨﺺ ﺃﻥ ﻳﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻇﻴﻒ ﺃﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ؟ ﻫﻞ ﻫﻨﺎﻙ ﻋﻤﻠﻴﺔ‬
‫ﺗﻮﻇﻴﻒ ﻭﺍﺿﺤﺔ ﺃﻡ ﺃﻥ ﺗﻮﻇﻴﻒ ﺍﻟﻄﺎﻗﻢ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺍﺗﺼﺎﻻﺕ ﺷﺨﺼﻴﺔ؟ ﻣﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫ﻻﺧﺘﻴﺎﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻣﺮﺍﺟﻌﺘﻬﺎ؟ ﻫﻞ ﳜﺘﺎﺭ ﺍﳌﺪﺭﺳﻮﻥ ﺍﻟﻜﺘﺐ ﺑﻨﺎﺀ ﻋﻠﻰ ﺟﻮﺩ‪‬ﺎ ﻭﺻﻠﺘﻬﺎ‬
‫ﺑﺎﻟﱪﻧﺎﻣﺞ ﺃﻭ ﺑﻨﺎﺀ ﻋﻠﻰ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ؟ ﻣﺎ ﺍﻷﻧﻈﻤﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺟﻮﺩﺓ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺻﻮﺭ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻷﺧﺮﻯ ﻭﻋﺪﺍﻟﺘﻬﺎ؟ ﻫﻞ ﺗﺮﻓﻊ ﺍﻹﺩﺍﺭﺓ ﺃﻭ ﲣﻔﺾ ﺍﻟﺪﺭﺟﺎﺕ ﺃﺣﻴﺎﻧﺎﹰ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﻏﲑ‬
‫ﻣﻌﺮﻭﻓﺔ؟ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﺄﺳﻴﺲ ﺛﻘﺎﻓﺔ ﺿﺒﻂ ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻟﻀﺒﻂ ﺍﳉﻮﺩﺓ ﻭﺗﻜﻮﻥ ﻣﺄﻟﻮﻓﺔ ﻟﻜﻞ ﺍﻟﻄﺎﻗﻢ ﺍﻟﻌﺎﻣﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫• ﲢﺪﻳﺪ ﻣﻌﺎﻳﲑ ﻣﻌﻘﻮﻟﺔ ﻭﻣﻘﺒﻮﻟﺔ ﻟﻜﻞ ﺟﻮﺍﻧﺐ ﺍﳉﻮﺩﺓ ﻣﺜﻞ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﻨﺸﺮ ﻭﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺴﻬﻴﻼﺕ ﻭﻗﻮﺍﻧﲔ ﻣﻼﺑﺲ ﺍﳌﺪﺭﺳﲔ ﻭﻣﻈﻬﺮﻫﻢ‪.‬‬
‫• ﻭﺿﻊ ﺃﻧﻈﻤﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻗﻴﺎﺱ ﺍﳉﻮﺩﺓ ﺑﺎﻧﺘﻈﺎﻡ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﻼﺯﻣﺔ ﻋﻨﺪ‬
‫ﺍﻟﻀﺮﻭﺭﺓ‪.‬‬
‫• ﻭﺿﻊ ﻧﻈﺎﻡ ﻣﻜﺎﻓﺂﺕ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﳛﺼﻠﻮﻥ ﻋﻠﻰ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ‬
‫ﰲ ﻋﻤﻠﻬﻢ‪.‬‬
‫• ﺗﻮﻓﺮ ﺍﻟﺪﻋﻢ ﻟﺘﻤﻜﲔ ﻃﺎﻗﻢ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﲢﺴﲔ ﺍﳉﻮﺩﺓ )ﻟﻠﺘﺪﺭﻳﺲ ﺃﻭ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺜﻼﹰ( ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪.‬‬
‫ﻣﻨﻬﺞ ﺟﻴﺪ‬
‫ﺗﻌﻜﺲ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ ﺍﳌﻨﻬﺞ ﺍﳉﻴﺪ ﻟﻠﱪﻧﺎﻣﺞ ﺍﳌﺪﺭﺳﻲ‪:‬‬
‫• ﺗﻄﺎﺑﻖ ﺍﻟﺪﻭﺭﺍﺕ ﺍﳌﻌﺮﻭﺿﺔ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬
‫• ﺍﳌﻨﻬﺞ ﻣﺘﺮﺍﺑﻂ‪ :‬ﲤﺜﻞ ﺍﻟﺪﻭﺭﺍﺕ ﻣﺬﻫﺒﺎ ﻣﻨﻄﻘﻴﺎ ﻟﺘﺤﻘﻴﻖ ﺭﺳﺎﻟﺔ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫• ﰎ ﺗﻄﻮﻳﺮ ﺍﻟﺪﻭﺭﺍﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺗﺮﺑﻮﻳﺔ ﺟﻴﺪﺓ ﻣﻊ ﺍﻫﺘﻤﺎﻡ ﻛﺒﲑ ﺑﻌﻤﻠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
‫ﺍﳌﻌﺘﺮﻑ ‪‬ﺎ‪.‬‬
‫• ﰎ ﺗﻄﻮﻳﺮ ﺃﻭﺻﺎﻑ ﺍﻟﺪﻭﺭﺓ ﲟﺎ ﻓﻴﻬﺎ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﳌﻘﺮﺭﺍﺕ ﻭﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫• ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ ﻭﻗﺪ ﰎ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﺑﻌﻨﺎﻳﺔ ﻛﻤﺎ ﺗﺘﻢ‬
‫ﻣﺮﺍﺟﻌﺘﻬﺎ ﺑﺎﻧﺘﻈﺎﻡ‪.‬‬
‫• ﻫﻨﺎﻙ ﺁﻟﻴﺎﺕ ﳌﺮﺍﻗﺒﺔ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬
‫• ﺍﳌﻨﻬﺞ ﻋﺮﺿﺔ ﻟﻠﻤﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﺠﺪﻳﺪ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻓﻬﻨﺎﻙ ﺭﻏﺒﺔ ﻣﺘﻮﺍﺻﻠﺔ ﻟﺘﺤﺪﻳﺪ ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ‬
‫ﻭﺍﻟﻀﻌﻒ‪ ،‬ﻭﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﺴﻴﻨﺎﺕ ﰲ ﻛﻞ ﺟﻮﺍﻧﺐ ﺍﳌﻨﻬﺞ‪.‬‬

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‫ﺇﻃﺎﺭ ﺗﻨﻈﻴﻤﻲ ﻣﺮﻥ‬

‫ﻟﻘﺪ ﺃﺷﺮﻧﺎ ﺳﺎﺑﻘﺎﹰ ﺇﱃ ﺃﻥ ﺍﳌﺪﺍﺭﺱ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻔﻌﺎﻟﺔ ﺗﺘﻤﻴﺰ ﺑﻮﺟﻮﺩ ﻣﺪﻳﺮﻳﻦ ﻟﺪﻳﻬﻢ ﺍﻧﻔﺘﺎﺡ ﳓﻮ‬
‫ﺍﻟﺘﻐﻴﲑ‪ ،‬ﻭﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﳌﺮﻭﻧﺔ‪ ،‬ﻛﻤﺎ ﻳﺸﺠﻌﻮﻥ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ‪ .‬ﻭﻫﻨﺎﻙ ﻣﻨﺎﺥ ﻳﺘﻤﻴﺰ ﺑﺎﻟﺜﻘﺔ‬
‫ﻭﺍﻟﺪﻋﻢ‪ ،‬ﻛﻤﺎ ﺗﺘﻢ ﻣﺴﺎﻧﺪﺓ ﺍﻟﻄﺎﻗﻢ ﻣﻦ ﺧﻼﻝ ﺗﻜﻠﻴﻒ ﺍﳌﺪﺭﺳﲔ ﺑﻌﺐﺀ ﺗﺪﺭﻳﺴﻲ ﻣﻌﻘﻮﻝ ﻭﻣﻦ ﺧﻼﻝ‬
‫ﺍﳌﻜﺎﻓﺂﺕ ﻭﻓﺮﺹ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪ .‬ﻭﻳﺘﺼﻒ ﺍﻷﺳﻠﻮﺏ ﺍﻹﺩﺍﺭﻱ ﺍﳌﺘﺒﻊ ﺑﺎﺷﺘﺮﺍﻙ ﺍﳉﻤﻴﻊ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫)‪.(Stoller ١٩٩٧‬‬
‫ﺍﺗﺼﺎﻻﺕ ﺩﺍﺧﻠﻴﺔ ﺟﻴﺪﺓ‬

‫ﺗﻌﺘﻤﺪ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﳉﻴﺪﺓ ﻋﻠﻰ ﺗﺄﺳﻴﺲ ﺃﻧﻈﻤﺔ ﺗﺴﻬﻞ ﺍﻻﺗﺼﺎﻻﺕ ﻓﻴﻤﺎ ﺑﲔ ﺍﳌﺪﺭﺳﲔ ﻭﺑﲔ‬
‫ﺍﳌﺪﺭﺳﲔ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻷﻧﻈﻤﺔ ﻣﺎﻳﻠﻲ‪:‬‬
‫• ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﻨﺘﻈﻤﺔ ﲡﻤﻊ ﺍﻟﻌﺎﻣﻠﲔ ﳌﻌﺮﻓﺔ ﻣﺎ ﻳﺴﺘﺠﺪ ﰲ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﻬﻤﺔ ﻭﺗﻌﻄﻲ ﻓﺮﺻﺎﹰ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺪﺧﻼﺕ‪.‬‬
‫• ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻘﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﲔ‪ ،‬ﻭﻣﺸﺎﻫﺪﺓ ﺍﳌﺪﻳﺮﻳﻦ ﰲ ﺍﻟﺴﻴﺎﻕ ﺍﳌﺆﺳﺴﺎﰐ‪،‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺗﺴﺘﻘﺒﻞ ﻣﻘﺘﺮﺣﺎﺕ ﺍﳌﺪﺭﺳﲔ‪.‬‬
‫• ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺗﺘﻢ ﺑﺸﻜﻞ ﻣﺸﺘﺮﻙ‪ ،‬ﻭﻫﻲ ﻧﺎﲡﺔ ﻋﻦ ﺗﻮﻓﺮ ﻓﺮﺹ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺼﺎﺩﺭ‬
‫ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﳌﺪﺧﻼﺕ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬
‫• ﺗﻮﻓﺮ ﻭﺛﺎﺋﻖ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺪﻭﺭﺓ ﳌﻦ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ‪.‬‬
‫• ﺇﺭﺷﺎﺩﺍﺕ ﻣﻜﺘﻮﺑﺔ ﻟﻠﻄﺎﻗﻢ ﺣﻮﻝ ﺃﺩﻭﺍﺭﻫﻢ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺣﱴ ﺗﻜﻮﻥ ﺍﳊﺪﻭﺩ‬
‫ﻭﺍﻟﺘﻮﻗﻌﺎﺕ ﻭﺍﺿﺤﺔ‪.‬‬
‫• ﻧﻈﺎﻡ ﳉﻤﻊ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﺣﻮﻝ ﻛﻞ ﺟﻮﺍﻧﺐ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫ﺑﻄﺮﻳﻘﺔ ﺑﻨﺎﺀﺓ‪.‬‬
‫• ﻧﻈﺎﻡ ﻟﺪﻋﻢ ﺍﻟﻄﺎﻗﻢ ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻌﻠﻴﻘﺎﺕ ﺑﻨﺎﺀﺓ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﳐﻄﻄﺎﺕ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻷﺧﺮﻯ‬
‫ﻭﻣﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﲣﺼﻴﺺ ﻟﻘﺎﺀﺍﺕ ﻣﻨﺘﻈﻤﺔ ﻟﻠﺘﻘﻮﱘ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪ ،‬ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺎﻗﻢ ﻭﺻﻒ ﺍﳋﱪﺍﺕ‬
‫ﻭﺍﳌﺸﻜﻼﺕ ﻭﺍﳊﻠﻮﻝ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ‪.‬‬
‫• ﺭﺳﺎﺋﻞ ﺇﺧﺒﺎﺭﻳﺔ ﻭﻧﺸﺮﺍﺕ ﻭﺍﺗﺼﺎﻻﺕ ﺇﻟﻴﻜﺘﺮﻭﻧﻴﺔ ﻣﻨﺘﻈﻤﺔ‪ ،‬ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺰﻣﻼﺀ ﲤﺮﻳﺮ‬
‫ﺍﳋﱪﺍﺕ ﻭﺇﻋﻄﺎﺀ ﻣﻘﺘﺮﺣﺎﺕ ﻭﻃﻠﺒﻬﺎ ﻭﻛﺘﺎﺑﺔ ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﺍﳋﱪﺍﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻨﺎﺟﺤﺔ‪.‬‬

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‫• ﺍﺟﺘﻤﺎﻋﺎﺕ ﻏﲑ ﺭﲰﻴﺔ ﺗﺴﻤﺢ ﻟﻠﻄﺎﻗﻢ ﲟﻌﺮﻓﺔ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎﹰ‪ ،‬ﻭﺑﺘﻄﻮﻳﺮ ﻋﻼﻗﺎﺕ ﻭﺻﺪﺍﻗﺎﺕ‬
‫ﺑﲔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫ﻣﻌﺎﻣﻠﺔ ﺍﳌﺪﺭﺳﲔ ﻣﻌﺎﻣﻠﺔ ﻣﻬﻨﻴﺔ‬

‫ﻳﻌﺎﱐ ﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﻏﺎﻟﺒﺎﹰ ﻣﻦ ﻇﺮﻭﻑ ﻭﻇﻴﻔﻴﺔ ﺳﻴﺌﺔ‪ ،‬ﻓﻬﻢ ﻻﻳﻌﺎﻣﻠﻮﻥ ﺩﺍﺋﻤﺎﹰ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻣﻬﻨﻴﲔ ﻣﺪﺭﺑﲔ‬
‫ﻭﻟﺪﻳﻬﻢ ﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﺎﺭﻑ ﺧﺎﺻﺔ‪ .‬ﻭﻳﺸﲑ ﻛﻞ ﻣﻦ ‪ Leung‬ﻭ ‪ (١٩٩٨:٥) Teasdale‬ﺇﱃ ﺃﻥ‬
‫ﻭﺿﻊ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﰲ ﻛﺜﲑ ﻣﻦ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺎﱂ ﻣﺸﻜﻞ‪،‬‬
‫ﻭﻫﻮ ﺃﺣﺪ ﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ‬
‫ﻳﻌﻤﻞ ﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﺍﻻﺑﺘﺪﺍﺋﻲ ﻭﺍﻟﺜﺎﻧﻮﻱ ﻏﺎﻟﺒﺎﹰ ﰲ ﻣﻮﺍﻗﻒ‬
‫ﻣﺘﻨﻮﻋﺔ ﺑﺸﻜﻞ ﻛﺒﲑ ﻭﻻ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ‪‬ﺎ‪ .‬ﻓﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻟﻴﺴﺖ ﻣﺎﺩﺓ ﰲ ﺍﳌﻨﻬﺞ‪،‬‬
‫ﻭﳚﺐ ﺗﻮﺻﻴﻠﻬﺎ ﻣﻦ ﺧﻼﻝ ﳏﺘﻮﻯ ﺍﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻟﻴﺲ ﻟﺪﻯ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ‬
‫ﺛﺎﻧﻴﺔ ﲢﻜﻢ ﻛﺎﻣﻞ ﺑﺈﺩﺍﺭﺓ ﺍﻟﻔﺼﻞ‪ ،‬ﻓﻬﻢ ﻳﻌﻤﻠﻮﻥ ﻏﺎﻟﺒﺎﹰ ﻋﻠﻰ ﺃ‪‬ﻢ ﻣﺪﺭﺳﻮﻥ ﺩﺍﻋﻤﻮﻥ ﺃﻭ ﻣﺘﻌﺎﻭﻧﻮﻥ‪،‬‬
‫ﻭﻳﻌﻤﻠﻮﻥ ﰲ ﺑﻌﺾ ﺍﻟﻔﺼﻮﻝ ﻋﺎﺩﺓ ﻟﻌﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻟﺴﺎﻋﺎﺕ ﺃﺳﺒﻮﻋﻴﺎﹰ‪ .‬ﻭﳝﻜﻦ ﻟﻠﺘﻼﻣﻴﺬ ﺃﻥ ﻳﺼﻠﻮﺍ ﰲ‬
‫ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺴﻨﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺗﺘﻔﺎﻭﺕ ﺣﺎﺟﺎ‪‬ﻢ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﻓﻘﺎﹰ ﻟﺪﺭﺍﺳﺘﻬﻢ‬
‫ﻭﻇﺮﻭﻓﻬﻢ ﺍﻟﺴﺎﺑﻘﺔ‪ .‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺇﺟﺮﺍﺀﺍﺕ ﺗﺪﺭﻳﺴﻴﺔ ﻣﺆﺳﺴﺔ ﺑﻮﺿﻮﺡ ﻭﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻗﻮﺍﻋﺪ ﻣﻌﺮﻓﻴﺔ‬
‫ﻣﻘﺒﻮﻟﺔ )ﻛﻤﺎ ﰲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻮﺳﻴﻘﻰ ﻣﺜﻼﹰ(‪ ،‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﻧﻮﺍﺗﺞ ﳏﺪﺩﺓ ﺑﻮﺿﻮﺡ ﳝﻜﻦ ﺗﻜﻴﻴﻔﻬﺎ ﻟﺘﻨﺎﺳﺐ‬
‫ﺣﺎﺟﺎﺕ ﻃﻼﺏ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻭﺍﻟﻘﻀﻴﺔ ﻫﻨﺎ ﻫﻲ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺪﺭﺳﻮﻥ ﻳﻌﺎﻣﻠﻮﻥ ﺑﻮﺻﻔﻬﻢ ﻣﻬﻨﻴﲔ ﺃﻭ ﳎﺮﺩ ﺃﻋﻀﺎﺀ ﰲ ﺍﻟﻘﻮﺓ ﺍﻟﻌﺎﻣﻠﺔ‪.‬‬
‫ﻭﻳﻌﻠﻖ ‪ (١٩٩٧:٢٤) Eskey‬ﻋﻠﻰ ﺍﳌﻜﺎﻧﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﳌﺘﺪﻧﻴﺔ ﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﻜﺜﻔﺔ ﰲ‬
‫ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺣﻘﻴﻘﺔ ﺃ‪‬ﺎ ﳚﺐ ﺃﻥ ﺗﺘﻌﺎﻣﻞ ﻏﺎﻟﺒﺎﹰ ﻣﻊ ﺗﺮﺗﻴﺒﺎﺕ ﻣﺎﻟﻴﺔ ﺟﺎﺋﺮﺓ‪:‬‬
‫ﻏﺎﻟﺒﻴﺘﻬﺎ ﻣﻄﺎﻟﺐ ﺑﺄﻥ ﻳﺪﻋﻢ ﻧﻔﺴﻪ ﺫﺍﺗﻴﺎﹰ‪ ،‬ﻭﻛﺜﲑ ﻣﻨﻬﺎ ﺗﻌﺪ ﺑﺼﺮﺍﺣﺔ ﺃﺑﻘﺎﺭ ﺗﺪﺭ ﻣﺎﻻﹰ ﻭﺍﻟﱵ ﻳﺘﻮﻗﻊ ﺃﻥ ﺗﺪﺭ‬
‫ﻓﺎﺋﻀﺎﹰ ﻣﺎﻟﻴﺎﹰ ﻛﺒﲑﺍﹰ ﻟﺪﻋﻢ ﺍﻟﱪﺍﻣﺞ ﺫﺍﺕ ﺍﳌﻜﺎﻧﺔ‪ ...‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺯﻳﺎﺩﺓ ﺍﻟﺪﺧﻞ ﻭﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﻭﻳﻌﲏ‬
‫ﻋﻤﻠﻴﺎﹰ ﲣﻔﻴﻀﺎ ﻛﺒﲑﺍ ﰲ ﺍﻷﻃﻘﻢ ﺍﻟﻌﺎﻣﻠﺔ ﻭﺭﻭﺍﺗﺐ ﻣﺘﺪﻧﻴﺔ ﻟﻠﻄﺎﻗﻢ ﻭﻷﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﰲ‬
‫ﻋﺪﺩ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﺍﳉﺰﺋﻲ‪ ،‬ﺩﻭﻥ ﺃﻭ ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﻔﻮﺍﺋﺪ‪ ،‬ﻣﻊ‬
‫ﲣﻔﻴﺾ ﻛﺒﲑ ﻟﻠﻤﻌﺪﺍﺕ ﻭﺍﻟﺘﺴﻬﻴﻼﺕ ﻭﺣﻮﺍﻓﺰ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺜﻞ ﺩﻋﻢ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﻭﺣﻀﻮﺭ ﺍﳌﺆﲤﺮﺍﺕ ﺍﳌﻬﻨﻴﺔ‪.‬‬

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‫ﻭﻣﺪﻯ ﺍﻋﺘﺒﺎﺭ ﺍﳌﺪﺭﺳﲔ ﻣﻬﻨﻴﲔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫• ﺷﺮﻭﻁ ﺍﻟﺘﻮﻇﻴﻒ‪ :‬ﻫﻞ ﳛﺼﻞ ﺍﳌﺪﺭﺳﻮﻥ ﻋﻠﻰ ﻋﻘﻮﺩ ﻣﻜﺘﻮﺑﺔ ﲢﺪﺩ ﺑﻮﺿﻮﺡ ﺃﺩﻭﺍﺭﻫﻢ‬
‫ﻭﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ؟ ﻫﻞ ﳛﺼﻠﻮﻥ ﻋﻠﻰ ﻋﻘﻮﺩ ﻛﺎﻣﻠﺔ ﺃﻭ ﻳﺘﻢ ﺗﻮﻇﻴﻔﻬﻢ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﺭﲰﻴﺔ ﻣﻊ‬
‫ﻓﻮﺍﺋﺪ ﺑﺴﻴﻄﺔ ﺃﻭ ﺑﺪﻭﻥ ﻓﻮﺍﺋﺪ؟ ﻭﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺪﺭﺳﲔ ﺑﻌﻘﻮﺩ ﻏﲑ ﺭﲰﻴﺔ‪ ،‬ﻻ‬
‫ﳝﻜﻦ ﺃﻥ ﳛﻘﻖ ﺍﳌﺴﺘﻮﻯ ﻧﻔﺴﻪ ﻣﻦ ﺍﻻﻟﺘﺰﺍﻡ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﳛﻘﻘﻪ ﺑﺮﻧﺎﻣﺞ ﳛﺘﻮﻱ ﻋﻠﻰ‬
‫ﻣﺪﺭﺳﲔ ﺑﻌﻘﻮﺩ ﻃﻮﻳﻠﺔ ﺍﳌﺪﻯ‪.‬‬
‫• ﺃﻧﻈﻤﺔ ﺍﻟﺪﻋﻢ ﻭﺍﳌﻜﺎﻓﺂﺕ‪ .‬ﻣﺎ ﺍﻟﺪﻋﻢ ﺍﳌﺘﻮﻓﺮ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﺩﻭﺍﺭﻫﻢ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻣﺎ ﺍﳌﻜﺎﻓﺂﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﺨﺪﻣﺎﺕ ﺍﳌﺘﻤﻴﺰﺓ؟‬
‫ﻭﳝﻜﻦ ﻟﻜﻼ ﺍﻟﻌﺎﻣﻠﲔ ﺃﻥ ﻳﺆﺛﺮﺍ ﰲ ﻣﻌﻨﻮﻳﺎﺕ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻫﻞ ﻳﺘﺤﺪﺙ ﺍﳌﺪﺭﺳﻮﻥ ﺑﻄﺮﻳﻘﺔ ﺇﳚﺎﺑﻴﺔ ﻋﻦ‬
‫ﻣﺪﺭﺳﺘﻬﻢ ﺃﻭ ﻣﻌﻬﺪﻫﻢ‪ ،‬ﻭﻫﻞ ﻳﺸﻌﺮﻭﻥ ﺑﺎﻟﻔﺨﺮ ﻟﻠﻌﻤﻞ ‪‬ﺎ‪ ،‬ﺃﻡ ﺃ‪‬ﻢ ﻳﺸﻌﺮﻭﻥ ﺑﻌﺪﻡ ﺗﻘﺪﻳﺮﻫﻢ‬
‫ﻭﺍﺳﺘﻐﻼﳍﻢ؟‬
‫ﻓﺮﺹ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺪﺭﺳﲔ‬

‫ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﺗﻄﻮﻳﺮ ﺃﻫﺪﺍﻑ ﻣﻬﻨﻴﺔ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪ ،‬ﻭﺗﻮﺳﻴﻊ ﺃﺩﻭﺍﺭﻫﻢ ﻭﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ ﻣﻊ ﻣﺮﻭﺭ‬
‫ﺍﻟﻮﻗﺖ ﺇﺫﺍ ﺃﺭﺍﺩﻭﺍ ﺃﻥ ﻳﺴﺘﻤﺮﻭﺍ ﰲ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺘﺪﺭﻳﺲ ﳎﺰﻳﺎﹰ‪ .‬ﻭﺗﻘﺪﻡ ﺍﳌﺆﺳﺴﺔ ﺍﳉﻴﺪﺓ ﻓﺮﺻﺎﹰ ﻟﻠﻤﺪﺭﺳﲔ‬
‫ﻟﻴﻄﻮﺭﻭﺍ ﺃﻧﻔﺴﻬﻢ‪ .‬ﺇﻥ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﺃﺟﻨﺒﻴﺔ ﻣﻴﺪﺍﻥ ﺳﺮﻳﻊ ﺍﻟﺘﻐﲑ‪ ،‬ﻭﳛﺘﺎﺝ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﻓﺮﺹ ﻣﺘﻜﺮﺭﺓ ﻟﺘﺤﺪﻳﺚ ﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﺗﻘﺪﱘ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﺑﻄﺮﻕ‬
‫ﻣﺘﻌﺪﺩﺓ‪:‬‬
‫• ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﺆﲤﺮﺍﺕ‪ :‬ﳝﻜﻦ ﺃﻥ ﻳﺸﺎﺭﻙ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻣﺆﲤﺮﺍﺕ ﻭﺣﻠﻘﺎﺕ ﻣﻬﻨﻴﺔ‪،‬‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺑﺎﳌﺪﺭﺳﲔ ﺍﻵﺧﺮﻳﻦ ﻟﺰﻳﺎﺩﺓ ﻣﻌﺮﻓﺘﻬﻢ ﺑﺎﻟﺘﻴﺎﺭﺍﺕ ﻭﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ‪.‬‬
‫• ﻭﺭﺵ ﺍﻟﻌﻤﻞ ﻭﺣﻠﻘﺎﺕ ﺗﻌﻘﺪ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ‪ :‬ﳝﻜﻦ ﻟﻠﻤﺘﺨﺼﺼﲔ ﻣﻦ ﺧﺎﺭﺝ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﻣﻦ‬
‫ﻃﺎﻗﻢ ﺍﳌﺪﺭﺳﺔ ﺃﻥ ﻳﻘﺪﻣﻮﺍ ﻭﺭﺵ ﻋﻤﻞ ﻭﺣﻠﻘﺎﺕ ﻧﻘﺎﺵ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ‪‬ﻢ ﺍﻟﻄﺎﻗﻢ‪.‬‬
‫• ﳎﻤﻮﻋﺎﺕ ﻗﺮﺍﺀﺓ‪ :‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺪﺭﺳﻮﻥ ﳎﻤﻮﻋﺎﺕ ﻗﺮﺍﺀﺓ ﲝﻴﺚ ﻳﻘﺮﺅﻭﻥ ﻛﺘﺒﺎ ﻭﻣﻘﺎﻻﺕ‬
‫ﻭﻳﻨﺎﻗﺸﻮ‪‬ﺎ‪.‬‬
‫• ﻣﻼﺣﻈﺔ ﺍﻷﻗﺮﺍﻥ ‪ :peer observation‬ﳝﻜﻦ ﺃﻥ ﻳﺘﻨﺎﻭﺏ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻣﻼﺣﻈﺔ‬
‫ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎﹰ ﰲ ﺍﻟﻔﺼﻮﻝ ﻟﻴﺸﻜﻞ ﺫﻟﻚ ﺃﺳﺎﺳﺎﹰ ﻟﻠﺘﺄﻣﻞ ﺍﻟﻨﺎﻗﺪ ﻭﺃﺳﺎﺳﺎ ﳌﻨﺎﻗﺸﺔ ﻣﺬﺍﻫﺐ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬

‫‪٢٥٧‬‬
‫• ﺍﻟﻜﺘﺎﺑﺔ ﺣﻮﻝ ﺍﻟﺘﺪﺭﻳﺲ‪ :‬ﳝﻜﻦ ﻟﻠﻤﺪﺭﺳﲔ ﺃﻥ ﳛﺘﻔﻈﻮﺍ ﲟﺬﻛﺮﺓ ﺃﻭ ﺻﺤﻴﻔﺔ ﺗﺄﻣﻠﻴﺔ ﻭﻳﺪﻋﻮﻥ‬
‫ﺯﻣﻼﺀﻫﻢ ﻳﺸﺎﺭﻛﻮ‪‬ﻢ ﻓﻴﻬﺎ‪.‬‬
‫• ﻋﻤﻞ ﻣﺸﺮﻭﻉ‪ :‬ﳝﻜﻦ ﺇﻋﻄﺎﺀ ﺍﳌﺪﺭﺳﲔ ﻓﺮﺻﺔ ﻟﺘﻄﻮﻳﺮ ﻣﺸﺮﻭﻋﺎﺕ ﻣﺜﻞ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ ﻭﻣﺼﺎﺩﺭ ﺗﺪﺭﻳﺴﻴﺔ ﺃﺧﺮﻯ‪.‬‬
‫• ﲝﻮﺙ ﺇﺟﺮﺍﺋﻴﺔ ‪ :action research‬ﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺑﺈﺟﺮﺍﺀ ﲝﻮﺙ ﺻﻔﻴﺔ‬
‫ﺿﻴﻘﺔ ﺍﻟﻨﻄﺎﻕ ﺣﻮﻝ ﺗﺪﺭﻳﺴﻬﻢ‪.‬‬
‫)‪(Richards and Lockhart ١٩٩٤‬‬
‫ﺇﻥ ﻣﺪﻯ ﺗﻮﻓﲑ ﺍﳌﺆﺳﺴﺔ ﳌﺜﻞ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﳌﺪﺭﺳﻴﻬﺎ ﺃﻭ ﺗﺸﺠﻴﻌﻬﻢ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻣﺜﻞ ﻫﺬﻩ‬
‫ﺍﻷﻧﺸﻄﺔ ﳍﻮ ﻣﺆﺷﺮ ﺟﻴﺪ ﻋﻠﻰ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﺗﻨﻈﺮ ‪‬ﺎ ﺍﳌﺆﺳﺴﺔ ﳌﺪﺭﺳﻴﻬﺎ‪.‬‬
‫ﻭﳝﺜﻞ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ٢‬ﺟﻬﻮﺩ ﳎﻤﻮﻋﺔ ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﻠﻐﺔ ﻟﻮﺿﻊ ﻓﻠﺴﻔﺔ "ﺃﻓﻀﻞ ﳑﺎﺭﺳﺔ" ﻭﺍﻟﱵ ﺗﺘﻄﺮﻕ‬
‫ﻟﻜﺜﲑ ﻣﻦ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ‪.‬‬
‫ﺑﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺗﺮﺗﺒﻂ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺧﲑﺓ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺟﻮﺩﺓ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺒﻴﺌﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ‬
‫ﻳﻌﻤﻞ ‪‬ﺎ ﺍﳌﺪﺭﺳﻮﻥ‪.‬‬
‫ﺣﺠﻢ ﺍﻟﻄﺎﻗﻢ ﻭﻫﻴﻜﻠﻪ‬

‫ﺇﻥ ﺣﺠﻢ ﺍﳌﺪﺭﺳﺔ ﻭﻫﻴﻜﻠﻬﺎ ﺍﻹﺩﺍﺭﻱ ﻳﺆﺛﺮ ﰲ ﺟﻮﺍﻧﺐ ﻛﺜﲑﺓ ﻣﻦ ﻋﻤﻞ ﺍﳌﺪﺭﺱ‪ .‬ﻓﺎﻟﻌﻤﻞ ﰲ ﻣﻌﻬﺪ‬
‫ﻣﻜﻮﻥ ﻣﻦ ﲬﺴﺔ ﻣﺪﺭﺳﲔ ﳜﺘﻠﻒ ﲤﺎﻣﺎﹰ ﻋﻦ ﺍﻟﻌﻤﻞ ﰲ ﻣﻌﻬﺪ ﻳﻌﻤﻞ ﻓﻴﻪ ﻣﺌﺔ ﺷﺨﺺ‪ .‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﰲ‬
‫ﺍﳊﺎﻟﺔ ﺍﻷﻭﱃ ﻳﺸﻜﻠﻮﻥ ﻓﺮﻳﻘﺎ ﳏﺒﻮﻛﺎ ﻳﻌﺮﻑ ﺃﻋﻀﺎﺅﻩ ﺑﻌﻀﻬﻢ ﺟﻴﺪﺍ‪ .‬ﺃﻣﺎ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻓﻘﺪ ﻳﻌﻤﻠﻮﻥ ﺑﺎﺳﺘﻘﻼﻟﻴﺔ ﺃﻛﱪ‪ ،‬ﻭﻗﺪ ﻳﺸﻌﺮﻭﻥ ﺑﺄﻥ ﺇﺳﻬﺎﻣﺎ‪‬ﻢ ﺍﻟﻔﺮﺩﻳﺔ ﻏﲑ ﺣﺎﲰﺔ ﰲ ﳒﺎﺡ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﲢﺘﺎﺝ ﺍﳌﺪﺭﺳﺔ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﲟﺎ ﳝﻜﻦ ﻋﻤﻠﻪ ﻟﺘﻤﻜﲔ ﺍﳌﺪﺭﺳﲔ ﻣﻦ ﻣﻌﺮﻓﺔ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎﹰ‬
‫ﻭﻟﺘﻨﻤﻴﺔ ﺷﻲﺀ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺰﻣﺎﻟﺔ‪ .‬ﻭﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ﺍﳌﻄﺮﻭﺣﺔ‪ ،‬ﺍﻷﻧﺸﻄﺔ ﺍﳌﻬﻨﻴﺔ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﻣﺜﻞ‬
‫ﺗﻨﺎﻭﻝ ﻭﺟﺒﺔ ﺍﻟﻐﺪﺍﺀ ﺑﺸﻜﻞ ﲨﺎﻋﻲ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻷﻧﺸﻄﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻛﻤﺎ ﳚﺐ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﺗﻄﻮﻳﺮ‬
‫ﺁﻟﻴﺎﺕ ﻟﻠﺘﻮﺍﺻﻞ ﻣﻊ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻜﺒﲑﺓ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪.‬‬

‫‪٢٥٨‬‬
‫ﺍﻷﺟﻬﺰﺓ‬
‫ﺗﺘﻔﺎﻭﺕ ﺍﳌﺪﺍﺭﺱ ﻛﺜﲑﺍﹰ ﰲ ﻣﻘﺪﺍﺭ ﺍﳌﺒﺎﻟﻎ ﺍﻟﱵ ﺗﺴﺘﺜﻤﺮﻫﺎ ﰲ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‪ .‬ﻓﺒﻌﺾ ﺍﳌﺪﺍﺭﺱ ﺗﺪﻓﻊ‬
‫ﻣﺒﺎﻟﻎ ﻛﺒﲑﺓ ﰲ ﺃﺷﻴﺎﺀ ﻣﺜﻞ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪ ،‬ﻭﺍﻷﺷﺮﻃﺔ‪ ،‬ﻭﻣﺸﻐﻞ ﺍﻷﺷﺮﻃﺔ ﺍﳌﻤﻐﻨﻄﺔ‪،‬‬
‫ﻭﻣﺴﺠﻼﺕ ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭ ﺁﻻﺕ ﻋﺮﺽ ﺍﻟﺸﻔﺎﻓﻴﺎﺕ‪ ،‬ﻭﺁﻻﺕ ﺍﻟﺘﺼﻮﻳﺮ‪ ،‬ﻣﺪﺭﻛﲔ ﺃﻥ ﻫﺬﻩ ﺍﻷﺷﻴﺎﺀ‬
‫ﺃﺩﻭﺍﺕ ﺃﺳﺎﺳﻴﺔ ﻟﻠﻤﺪﺭﺳﲔ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺗﺄﺛﲑ ﺇﳚﺎﰊ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻋﺐﺀ ﺍﻟﻌﻤﻞ ﺍﳌﻨﻮﻁ‬
‫ﺑﺎﻟﻄﺎﻗﻢ ﻭﻣﻌﻨﻮﻳﺎ‪‬ﻢ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﺛﺮ ﺳﻠﱯ ﻋﻠﻰ ﻋﺐﺀ ﺍﻟﻌﻤﻞ ﺍﳌﻨﻮﻁ ﺑﺎﳌﺪﺭﺳﲔ ﰲ ﺣﺎﻟﺔ ﻓﻘﺪﺍﻥ‬
‫ﻣﺜﻞ ﻫﺬﺍ ﺍﻻﺳﺘﺜﻤﺎﺭ‪.‬‬
‫ﻃﺎﻗﻢ ﺍﻟﺪﻋﻢ‬
‫ﺇﻥ ﺗﻮﻓﺮ ﺍﻟﺪﻋﻢ ﺍﻟﻮﺍﰲ ﻟﻠﻄﺎﻗﻢ ﳝﻜﻦ ﺃﻳﻀﺎﹰ ﺃﻥ ﻳﺴﻬﻞ ﻋﻤﻞ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻫﻞ ﻫﻨﺎﻙ ﻃﺎﻗﻢ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺃﻭ‬
‫ﺍﻹﺩﺍﺭﻳﲔ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﻭﻭﺿﻊ ﺍﳉﺪﺍﻭﻝ‪ ،‬ﻭﺍﻟﻨﺴﺦ ﻭﺍﻹﺩﺍﺭﺓ؟ ﻭﺇﺫﺍ ﱂ ﻳﺘﻮﻓﺮ ﺫﻟﻚ ﻓﻤﺎ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﻘﺘﻄﻌﺔ ﻣﻦ ﻭﻗﺖ ﺍﳌﺪﺭﺳﲔ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻷﻋﻤﺎﻝ ﻏﲑ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﻣﺎ ﺗﻜﻠﻔﺘﻬﺎ؟‬
‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳌﺪﺭﺱ‬

‫ﺇﻥ ﺃﺣﺪ ﺍﻟﻄﺮﻕ ﻟﺘﺤﺪﻳﺪ ﻣﺪﻯ ﺟﺪﻳﺔ ﺍﳌﺪﺭﺳﺔ ﰲ ﻣﻌﺎﻣﻠﺔ ﻣﺪﺭﺳﻴﻬﺎ ﻭﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﻘﻮﻣﻮﻥ ﺑﻪ ﻫﻲ ﻣﺎ‬
‫ﺗﻮﻓﺮﻩ ﺍﳌﺪﺭﺳﺔ ﻣﻦ ﻣﻜﺎﻥ ﻟﻠﻤﺪﺭﺳﲔ‪ .‬ﻫﻞ ﻫﻨﺎﻙ ﻏﺮﻓﺔ ﻟﻠﻤﺪﺭﺳﲔ ﳝﻜﻦ ﺃﻥ ﻳﺘﻔﺎﻋﻠﻮﺍ ﻓﻴﻬﺎ ﻣﻊ‬
‫ﺯﻣﻼﺋﻬﻢ‪ ،‬ﻭﺍﻟﻘﻴﺎﻡ ﺑﺈﻋﺪﺍﺩ ﺍﻟﺪﺭﻭﺱ‪ ،‬ﻭﺗﺼﺤﻴﺢ ﺍﻟﻮﺍﺟﺒﺎﺕ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﻨﺸﺮﺍﺕ؟‬
‫ﻏﺮﻓﺔ ﻣﺼﺎﺩﺭ ﻟﻠﻤﺪﺭﺳﲔ‬

‫ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﻛﺘﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﻛﺘﺐ ﺍﳌﺼﺎﺩﺭ‪ ،‬ﻭﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍ‪‬ﻼﺕ ﺍﳌﻮﺿﻮﻋﺔ ﰲ ﻏﺮﻓﺔ ﻣﺼﺎﺩﺭ ﺃﻭ ﻣﺎ ﺷﺎﺑﻪ ﺫﻟﻚ؛ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺚ ﻣﻌﺎﺭﻓﻬﻢ ﺍﳌﻬﻨﻴﺔ‪،‬‬
‫ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺗﺪﺭﻳﺴﻬﻢ‪.‬‬

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‫ﺍﳌﺮﺍﻓﻖ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺪﺭﻳﺲ‬

‫ﺃﻳﻦ ﻳﺘﻢ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﺎ ﻣﺪﻯ ﻛﻔﺎﻳﺔ ﺍﳌﺮﺍﻓﻖ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺪﺭﻳﺲ؟ ﻓﺒﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻔﺼﻮﻝ‪ ،‬ﻫﻞ ﻫﻨﺎﻙ‬
‫ﻣﻌﻤﻞ ﳛﺘﻮﻱ ﻋﻠﻰ ﻭﺳﺎﺋﻂ ﻣﺘﻌﺪﺩﺓ ‪ ، multimedia lab‬ﺃﻭ ﻣﻌﻤﻞ ﺣﺎﺳﺐ ﺁﱄ‬
‫‪ ، computer lab‬ﻭﻣﻌﻤﻞ ﻟﻐﻮﻱ ‪ ، language lab‬ﻭﻣﺮﻛﺰ ﻟﻠﺘﻌﻠﻢ ﺍﳌﻔﺘﻮﺡ ‪self-‬‬
‫‪، access center‬ﻭﻏﺮﻓﺔ ﻗﺮﺍﺀﺓ ﻟﻠﻄﻼﺏ؟ ﻭﻣﺎ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﺘﺴﻬﻴﻼﺕ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﻟﱪﻧﺎﻣﺞ؟‬
‫ﺣﺠﻢ ﺍﻟﻔﺼﻮﻝ‬
‫ﻣﺎ ﺣﺠﻢ ﺍﻟﻔﺼﻮﻝ؟ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻷﻓﻜﺎﺭ ﺍﳊﺪﻳﺜﺔ ﳚﺐ ﺃﻻ ﻳﺘﺠﺎﻭﺯ ﻋﺪﺩ ﺍﻟﻄﻼﺏ ﲬﺴﺔ ﻋﺸﺮ ﻃﺎﻟﺒﺎ‬
‫ﻟﻐﺎﻟﺒﻴﺔ ﻓﺼﻮﻝ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﺭﻏﻢ ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﻳﻌﻤﻠﻮﻥ ﰲ ﳎﻤﻮﻋﺎﺕ ﺃﻛﱪ ﻣﻦ ﺫﻟﻚ ﺑﻜﺜﲑ ﰲ ﻛﺜﲑ‬
‫ﻣﻦ ﺍﻟﺒﻴﺌﺎﺕ‪ .‬ﺇﻥ ﺣﺠﻢ ﺍﻟﻔﺼﻞ ﻳﻜﻮﻥ ﺃﺣﻴﺎﻧﺎﹰ ﺧﺎﺭﺝ ﲢﻜﻢ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻭﻟﻜﻦ ﻳﻨﺒﻐﻲ ﺗﻨﺒﻴﻪ ﺍﻟﻌﻤﻼﺀ ﺇﱃ‬
‫ﺃﻥ ﺣﺠﻢ ﺍﻟﻔﺼﻞ ﻳﺆﺛﺮ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﺣﺠﻢ ﺍﻟﻔﺼﻞ ﺍﳌﺜﺎﱄ ﻟﻜﻞ ﻧﻮﻉ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ‪ ،‬ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﳛﺪﺩ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﺪﺭﺱ‪ ،‬ﻭﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﻋﻮﺍﻣﻞ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻋﻨﺪ ﺍﳊﺎﺟﺔ ﳚﺐ ﺷﺮﺡ ﺃﺳﺒﺎﺏ ﺍﳌﻌﺎﻳﲑ‬
‫ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻌﻤﻼﺀ‪.‬‬
‫ﺍﳌﺪﺭﺳﻮﻥ‬
‫ﳝﻜﻦ ﻋﻤﻞ ﺃﺷﻴﺎﺀ ﻛﺜﲑﺓ ﻟﺘﺄﺳﻴﺲ ﺑﻴﺌﺔ ﺗﺪﺭﻳﺲ ﺟﻴﺪ‪ ،‬ﻭﻟﻜﻦ ﺍﳌﺪﺭﺳﻮﻥ ﺃﻧﻔﺴﻬﻢ ﻫﻢ ﻣﻦ ﳛﺪﺩ ﰲ‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﳒﺎﺡ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﺍﳉﻴﺪﻭﻥ ﳝﻜﻦ ﻏﺎﻟﺒﺎﹰ ﺃﻥ ﻳﻌﻮﺿﻮﺍ ﺿﻌﻒ ﺍﳌﻨﻬﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭ‬
‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﰲ ﺗﺪﺭﻳﺴﻬﻢ‪ .‬ﻭﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﺍﳌﺪﺭﺳﲔ ﺃﻧﻔﺴﻬﻢ‪ ،‬ﻭﻛﻴﻒ‬
‫ﳝﻜﻦ ﺩﻋﻢ ﺩﻭﺭﻫﻢ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﺆﻫﻼﺕ‬
‫ﺗﺘﻔﺎﻭﺕ ﻣﺆﺳﺴﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻛﺜﲑﺍﹰ ﰲ ﻧﻮﻋﻴﺔ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻳﻮﻇﻔﻮ‪‬ﻢ‪ .‬ﻓﻔﻲ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ‬
‫ﻫﻨﺎﻙ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺑﲔ ﻧﺎﻃﻘﲔ ﺃﺻﻠﻴﲔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﻧﺎﻃﻘﲔ ﻏﲑ ﺃﺻﻠﻴﲔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻣﻊ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﻣﺘﻔﺎﻭﺗﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺿﻤﻦ ﻛﻼ ﺍ‪‬ﻤﻮﻋﺘﲔ ﺧﻴﺎﺭﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ‬
‫ﺧﱪﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﺆﻫﻼﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﺃﺟﻨﺒﻴﺔ‪ .‬ﻭﻗﺪ‬
‫ﺗﻐﲑﺕ ﺍﻵﺭﺍﺀ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﻫﻼﺕ ﺍﳌﻨﺎﺳﺒﺔ ﳌﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ‪ ،‬ﻷﻥ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ﺃﺻﺒﺢ ﺣﻘﻼﹰ ﺫﺍ ﻣﺘﻄﻠﺒﺎﺕ ﻣﻬﻨﻴﺔ ﺃﻛﺜﺮ‪ ،‬ﻭﻳﺴﻌﻰ ﺇﱃ ﺗﻄﻮﻳﺮ ﻣﻌﺎﻳﲑ ﳌﺪﺭﺳﻲ‬

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‫ﺍﻟﻠﻐﺔ )‪ .(Leung and Teasdale ١٩٩٨, TESOL ١٩٨٦b‬ﻭﻫﻨﺎﻙ ﻭﻋﻲ ﻣﺘﺰﺍﻳﺪ‬

‫ﺍﻵﻥ ﺑﺄﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺃﺻﺒﺢ ﻣﻬﻨﺔ ﺗﺘﻄﻠﺐ ﻣﻬﺎﺭﺍﺕ ﻣﻬﻨﻴﺔ ﻋﺎﻟﻴﺔ‪ .‬ﻭﻭﻓﻘﺎﹰ ﻟﺮﺃﻱ ‪(١٩٧٥) Lortie‬‬
‫ﻓﺈﻥ ﺃﻱ ﻣﻬﻨﺔ ﳚﺐ ﺃﻥ ﺗﺘﺼﻒ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫• ﺃﺳﺎﺱ ﻣﻌﺮﰲ ﻣﺘﺠﺎﻧﺲ ﻭﻣﺮﺽ‪.‬‬
‫• ﺩﺧﻮﻝ ﻣﻘﻴﺪ ﻟﻠﻤﻬﻨﺔ‪.‬‬
‫• ﻣﻜﺎﻧﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫• ﺍﻧﺘﻈﺎﻡ ﺫﺍﰐ‪.‬‬
‫• ﺍﳊﻖ ﺍﻟﻘﺎﻧﻮﱐ ﻟﻠﺘﺤﻜﻢ ﺑﺸﺆﻭﻥ ﺍﻟﻌﻤﻞ ﺍﻟﻴﻮﻣﻲ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ‪ Lortie‬ﻳﺮﻯ ﺃﻥ ﻛﺜﲑﺍﹰ ﻣﻦ ﻓﺮﻭﻉ ﺍﻟﺘﺪﺭﻳﺲ ﻻ ﳝﻜﻦ ﺗﺼﻨﻴﻔﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﻣﻬﻦ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‪ ،‬ﻓﻘﺪ ﺣﻘﻖ ﺣﻘﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺸﻲﺀ ﺍﻟﻜﺜﲑ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﻟﺘﺤﺪﻳﺪ‬
‫ﺃﺳﺎﺳﻪ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﻟﺘﻨﻈﻴﻢ ﺁﻟﻴﺔ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﳌﻬﻨﺔ‪ ،‬ﻭﳌﺮﺍﻗﺒﺔ ﺍﳌﻤﺎﺭﺳﺎﺕ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻗﺪ‬
‫ﻗﺎﻣﺖ ﻣﺪﺍﺭﺱ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﳓﻮ ﻣﺘﺰﺍﻳﺪ ﺑﺘﻮﻇﻴﻒ ﻣﺪﺭﺳﻲ ﻟﻐﺔ ﻣﺆﻫﻠﲔ ﻭﻣﺪﺭﺑﲔ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ‬
‫ﻭﻳﻌﻤﻠﻮﻥ ﺿﻤﻦ ﻣﻌﺎﻳﲑ ﳏﺪﺩﺓ ﻣﻦ ﺍﳉﻮﺩﺓ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ .(٣‬ﻭﻟﻜﻦ ﻣﻢ ﺗﺘﻜﻮﻥ ﻣﻬﺎﺭﺍﺕ ﻭﺧﱪﺍﺕ‬
‫ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﺃﻭ ﺃﺟﻨﺒﻴﺔ؟ ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﶈﺎﻭﻻﺕ ﺍﻟﱵ ﲤﺖ ﻟﺘﺤﺪﻳﺪ ﻃﺒﻴﻌﺔ‬
‫ﻣﻌﺮﻓﺔ ﺍﳌﺪﺭﺱ ﻭﻣﻬﺎﺭﺍﺗﻪ )ﺍﻧﻈﺮ ﻣﺜﻼ ‪ .(Roberts ١٩٩٨‬ﻭﺗﺸﺘﻤﻞ ﺍﳌﻜﻮﻧﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ ﻟﻠﻤﻌﺮﻓﺔ‬
‫ﺍﻟﱵ ﳚﺐ ﺃﻥ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺪﺭﺱ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﻣﻌﺮﻓﺔ ﻋﻤﻠﻴﺔ‪ :‬ﺣﺼﻴﻠﺔ ﺍﳌﺪﺭﺱ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺼﻔﻴﺔ‪.‬‬
‫• ﺍﶈﺘﻮﻯ ﺍﳌﻌﺮﰲ‪ :‬ﻓﻬﻢ ﺍﳌﺪﺭﺱ ﳌﻮﺿﻮﻉ ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ﻣﺜﻞ‬
‫ﺍﻟﻨﺤﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪ pedagogical grammar‬ﻭﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ‪phonology‬‬
‫ﻭﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ‪ teaching theories‬ﻭﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﺍﳋﻄﺎﺏ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪.‬‬
‫• ﻣﻌﺮﻓﺔ ﺑﺎﶈﻴﻂ ﺍﻟﺒﻴﺌﻲ‪ :‬ﺍﻟﺘﺂﻟﻒ ﻣﻊ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺍﶈﻴﻂ ﺍﳌﺆﺳﺴﺎﰐ ﻭﻗﻮﺍﻧﲔ ﺍﳌﺪﺭﺳﺔ‪،‬‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ‬
‫ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫• ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ :‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﺍﶈﺘﻮﻯ ﺍﳌﻌﺮﰲ ﻷﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﻘﺪﺭﺓ‬
‫ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻜﻴﻴﻒ ﻭﺍﻻﺭﲡﺎﻝ‪.‬‬

‫‪٢٦١‬‬
‫• ﺍﳌﻌﺮﻓﺔ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﺍﻋﺘﻘﺎﺩﺍﺕ ﺍﳌﺪﺭﺱ ﻭﻣﺒﺎﺩﺋﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻣﺬﻫﺒﻪ ﺍﻟﺸﺨﺼﻲ ﰲ‬

‫ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﺄﻣﻠﻴﺔ‪ :‬ﻗﺪﺭﺓ ﺍﳌﺪﺭﺱ ﻋﻠﻰ ﺗﺄﻣﻞ ﳑﺎﺭﺳﺎﺗﻪ ﻭﻗﻴﺎﺳﻬﺎ‪.‬‬
‫ﻭﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﱃ ﻣﻬﺎﺭﺍﺕ ﺍﳌﺪﺭﺳﲔ ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﻣﻘﺎﺭﻧﺔ ﺍﳌﺪﺭﺳﲔ ﻭﻓﻘﺎﹰ ﳌﺪﻯ ﻛﻮ‪‬ﻢ ﻣﺪﺭﺑﲔ ﺃﻭ ﻏﲑ‬
‫ﻣﺪﺭﺑﲔ ﻭﻣﺪﻯ ﻛﻮ‪‬ﻢ ﻣﺒﺘﺪﺋﲔ ﺃﻭ ﺧﺒﲑﻳﻦ‪ .‬ﻭﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺒﻌﺪ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺗﺄﻫﻴﻞ ﻣﻬﲏ ﰲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻘﺼﺪ ﺑﺎﳋﱪﺓ ﺍﳋﱪﺓ ﺍﻟﺼﻔﻴﺔ‪ .‬ﻭﻳﺘﻢ ﻋﻘﺪ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﺍﻷﻭﻟﻴﺔ‬
‫ﻹﻋﻄﺎﺀ ﺍﳌﺪﺭﺳﲔ ﻣﺎ ﻳﺴﻤﻰ ﺑـ "ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ"‪ ،‬ﻭﻫﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﻓﻬﻢ ﲤﻬﻴﺪﻱ ﳌﻮﺿﻮﻉ‬
‫ﺗﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﻭﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﻣﺬﺍﻫﺐ ﺗﺪﺭﻳﺲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ‪ .‬ﻓﺸﻬﺎﺩﺓ ‪ UCLES‬ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻟﻠﻜﺒﺎﺭ)‪(CELTA‬‬
‫)‪ (UCLES ١٩٩٦‬ﻣﺜﻼﹰ ﺗﻌﺪ ﻣﺆﻫﻼﹰ ﺃﻭﻟﻴﺎ ﳌﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﻭﺗﺴﺘﺨﺪﻡ ﺑﺸﻜﻞ ﻭﺍﺳﻊ‪ ،‬ﻭﻫﻲ ﺗﺮﻛﺰ‬
‫ﻋﻠﻰ ﺳﺘﺔ ﳎﺎﻻﺕ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬
‫• ﺍﻟﻮﻋﻲ ﺍﻟﻠﻐﻮﻱ ‪.language awareness‬‬
‫• ﺍﳌﺘﻌﻠﻢ ﻭﺍﳌﺪﺭﺱ ﻭﺳﻴﺎﻕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬
‫• ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ ﳌﺘﻌﻠﻤﻲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺍﻟﻜﺒﺎﺭ‪.‬‬
‫• ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﻣﺼﺎﺩﺭ ﻭﻣﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪.‬‬
‫ﻭﺇﺫﺍ ﻗﺎﻣﺖ ﺇﺣﺪﻯ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺘﻮﻇﻴﻒ ﻣﺪﺭﺳﲔ ﻳﺘﻘﻨﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ )ﺃﻭ ﻧﺎﻃﻘﲔ ﺃﺻﻠﻴﲔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ(‬
‫ﻭﻟﻜﻨﻬﻢ ﻻﻳﺘﻘﻨﻮﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺗﻮﻓﲑ ﻓﺮﺹ ﻟﺘﺪﺭﻳﺒﻬﻢ ﺗﺪﺭﻳﺒﺎ‬
‫ﺃﺳﺎﺳﻴﺎ‪ .‬ﻭﻳﺮﻯ ‪ (١٩٩٨:٦٧-٦٨) Roberts‬ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ ﻳﺘﺼﻔﻮﻥ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺎﳌﺪﺭﺳﲔ ﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ‪:‬‬
‫• ﺇﺩﺭﺍﻙ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ ﻟﻸﺣﺪﺍﺙ ﺍﻟﺼﻔﻴﺔ ﻏﲑ ﳑﻴﺰ ﻧﻮﻋﺎﹰ ﻣﺎ ﻭﺃﺑﺴﻂ ﻣﻦ ﺇﺩﺭﺍﻙ ﺍﳌﺪﺭﺳﲔ‬
‫ﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ‪.‬‬
‫• ﻫﻢ ﺃﻗﻞ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺒﺎﺭﺯﺓ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﻟﺪﺭﻭﺱ‪.‬‬
‫• ﻳﻔﺘﻘﺪﻭﻥ ﻣﻌﺮﻓﺔ ﻣﺎ ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻭﻣﺎ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﱵ ﻳﻀﻌﻮ‪‬ﺎ ﻭﻣﺎ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ‬
‫ﻳﺘﻮﻗﻌﻮ‪‬ﺎ‪.‬‬

‫‪٢٦٢‬‬
‫• ﻳﻈﻬﺮ ﺃ‪‬ﻢ ﻳﻌﻤﻠﻮﻥ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻟﻴﺲ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﻼﺏ ﰲ‬
‫ﺍﻟﺘﺤﺼﻴﻞ‪.‬‬
‫• ﻳﻔﺘﻘﺪﻭﻥ ﺇﱃ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ ﺍﻟﻌﻤﻠﻴﺔ ﳉﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺮﻛﺰﻭﻥ ﻋﻠﻰ ﺍﳌﻬﻤﺔ‪.‬‬
‫• ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﻔﺼﻞ ﳚﻌﻞ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻴﻬﻢ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﻳﻔﺘﻘﺪﻭﻥ ﺇﱃ "ﳏﺘﻮﻯ ﻣﻌﺮﰲ ﺗﺪﺭﻳﺴﻲ" ﺭﺍﺳﺦ‪.‬‬
‫• ﻳﻔﺘﻘﺪﻭﻥ ﺇﱃ ﺍﳋﱪﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺒﻨﻮﻥ ﻣﻦ ﺧﻼﳍﺎ ﻣﻌﺎﱐ ﺷﺨﺼﻴﺔ ﻟﻠﻤﺼﻄﻠﺤﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻭ‬
‫ﺍﻟﺘﺨﺼﺼﻴﺔ‪.‬‬
‫• ﻳﻔﺘﻘﺪﻭﻥ ﺇﱃ ﻧﻈﺎﻡ ﻣﻨﺴﺠﻢ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﳝﻜﻦ ﳍﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﻔﻜﲑ ﺑﺎﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﻳﻔﺘﻘﺪﻭﻥ ﺇﱃ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺘﺨﺼﺼﺔ ﺍﻟﱵ ﻳﻘﻮﻣﻮﻥ ﻣﻦ ﺧﻼﳍﺎ ﺑﺘﺤﻠﻴﻞ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﻨﺎﻗﺸﺘﻪ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﻮﻓﲑ ﻓﺮﺹ ﻟﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫• ﻣﻼﺣﻈﺔ ﺍﳌﺪﺭﺳﲔ ﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ‪.‬‬
‫• ﻣﻼﺣﻈﺔ ﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ ﲢﺘﻮﻱ ﻋﻠﻰ ﺗﺪﺭﻳﺐ‪.‬‬
‫• ﺩﻭﺭﺍﺕ ﻧﻈﺮﻳﺔ ﻗﺼﲑﺓ‪.‬‬
‫• ﳑﺎﺭﺳﺔ ﺍﻟﺘﺪﺭﻳﺲ ﲢﺖ ﺇﺷﺮﺍﻑ ﻣﺪﺭﺳﲔ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ‪.‬‬
‫• ﺍﻟﻌﻤﻞ ﻣﻊ ﻣﺪﺭﺱ ﻳﻘﻮﻡ ﺑﺪﻭﺭ ﺍﻟﺘﻮﺟﻴﻪ ‪.mentor teacher‬‬
‫ﻭﻗﺪ ﺗﱪﺯ ﻗﻀﺎﻳﺎ ﺃﺧﺮﻯ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳌﺪﺭﺱ ﻏﲑ ﻧﺎﻃﻖ ﺃﺻﻠﻲ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻳﺮﻯ ‪Roberts‬‬
‫)‪ (١٩٩٨:٩٧‬ﺃﻥ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ ﻗﺪ ﺗﻜﻮﻥ ﺫﺍﺕ ﺻﻠﺔ ﲝﺎﺟﺎﺕ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪:‬‬
‫• ﻗﺪ ﻳﻔﺘﻘﺪ ﺍﳌﺪﺭﺳﻮﻥ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺇﱃ ﺍﻟﺜﻘﺔ ﺑﻘﺪﺭ‪‬ﻢ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪،‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﳚﺐ ﺇﻋﻄﺎﺀ ﺃﻭﻟﻮﻳﺔ ﻟﺘﻄﻮﻳﺮ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫• ﻗﺪ ﳜﻀﻊ ﺍﳌﺪﺭﺳﻮﻥ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺇﱃ ﺗﺂﻛﻞ ﰲ ﺁﺩﺍﺋﻬﻢ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺗﻘﻴﻴﺪ ﺃﺩﺍﺋﻬﻢ ﺍﻟﻠﻐﻮﻱ ﲞﻄﺎﺏ ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫• ﻗﺪ ﻻﳝﻠﻜﻮﻥ ﺍﳊﺪﺱ ﺍﻟﺬﻱ ﻳﺘﻤﺘﻊ ﺑﻪ ﺍﻟﻨﺎﻃﻖ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ ﺣﻮﻝ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻗﺪ ﳛﺘﺎﺟﻮﻥ‬
‫ﺇﱃ ﻗﻮﺍﻋﺪ ﻟﻐﻮﻳﺔ ﻟﺘﺸﻜﻞ ﻣﺼﺪﺭﺍ ﻟﻸﻣﻦ ﻭﺍﻟﻄﻤﺄﻧﻴﻨﺔ‪ ،‬ﻭﻗﺪ ﻳﺘﺠﻨﺒﻮﻥ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ ﺍﻟﱵ‬
‫ﺗﺘﻄﻠﺐ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﻟﻐﻮﻳﺔ ﻏﲑ ﻣﺘﻮﻗﻌﺔ ﻭﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﻗﻴﺎﺱ ﺩﻗﺔ ﺍﻟﻠﻐﺔ ﺍﳌﻨﺘﺠﺔ‬
‫ﻭﻣﻨﺎﺳﺒﺘﻬﺎ ﻟﻠﻤﻮﻗﻒ ﺑﺴﺮﻋﺔ ﻭﺑﺪﻳﻬﻴﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻗﺪ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺩﻋﻢ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ‪.‬‬

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‫• ﻟﺪﻳﻬﻢ ﺧﱪﺓ ﺷﺨﺼﻴﺔ ﻟﻔﻬﻢ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻌﺎﱐ ﻣﻨﻬﺎ ﻃﻼ‪‬ﻢ‪.‬‬

‫• ﻋﻨﺪﻣﺎ ﻳﺸﺘﺮﻙ ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﻟﻄﻼﺏ ﰲ ﺛﻘﺎﻓﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻗﺪ ﺗﺆﺛﺮ ﻗﻮﺍﻋﺪ ﺍ‪‬ﻤﻮﻋﺔ ﻋﻠﻰ‬
‫ﺳﻠﻮﻛﻬﻢ ﻋﻠﻰ ﳓﻮ ﻛﺒﲑ‪ ،‬ﺑﻴﻨﻤﺎ ﻗﺪ ﻳﻌﻔﻰ ﺍﳌﺪﺭﺳﻮﻥ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺍﻷﺻﻠﻴﻮﻥ ﻣﻦ ﻫﺬﻩ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫• ﻻ ﳝﻜﻦ ﻓﺼﻞ ﺳﻠﻮﻙ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻋﻦ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﻮﺭﻭﺛﺔ ﻣﻦ ﺛﻘﺎﻓﺔ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‬
‫)ﺍﻟﻘﺮﺁﻧﻴﺔ ﻭﺍﻟﻜﻮﻧﻔﻮﺷﻴﺔ ﻭﺍﻷﻓﺮﻳﻘﻴﺔ ﺇﱁ( ﰲ ﺻﻔﺎﺕ ﻣﺜﻞ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﳓﻮ‬
‫ﺍﻟﺴﻠﻄﺔ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻋﻼﻗﺎﺕ ﺍﻟﻜﺒﺎﺭ ﺑﺎﻷﻃﻔﺎﻝ‪ ...‬ﺇﱁ‪.‬‬
‫• ﳌﻮﻗﻊ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺗﺄﺛﲑ ﻋﻤﻴﻖ ﰲ ﺃﻏﺮﺍﺽ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻃﺒﻴﻌﺔ ﻋﻤﻞ ﺍﳌﺪﺭﺱ‪.‬‬
‫ﻭﻛﻠﻤﺎ ﻗﺎﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺑﺘﻨﻤﻴﺔ ﺧﱪﺍ‪‬ﻢ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﲢﺘﺎﺝ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺗﻜﻮﻳﻦ ﺑﻴﺌﺔ ﳝﻜﻦ ﻟﻠﻤﺪﺭﺳﲔ‬
‫ﻓﻴﻬﺎ ﺃﻥ ﻳﻄﻮﺭﻭﺍ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﻣﻌﺎﺭﻓﻬﻢ ﺍﳌﺘﺼﻠﺔ ﺑﺎﳌﺎﺩﺓ ﻋﻠﻰ ﳓﻮ ﺃﻛﱪ‪ ،‬ﻭﺗﻌﻤﻴﻖ ﻓﻬﻤﻬﻢ‬
‫ﻟﻠﺘﺪﺭﻳﺲ ﻭﻷﻧﻔﺴﻬﻢ ﺑﻮﺻﻔﻬﻢ ﻣﺪﺭﺳﲔ‪ ،‬ﻭﺍﻧﺘﻬﺎﺯ ﺍﻟﻔﺮﺻﺔ ﻟﺘﺤﻘﻴﻖ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪.‬‬
‫ﻭﺍﳌﺪﺭﺳﻮﻥ ﲝﺎﺟﺔ ﺍﻵﻥ ﺇﱃ ﻣﻨﺤﻬﻢ ﺍﻟﻔﺮﺹ ﻟﺘﺤﻘﻴﻖ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫• ﺍﻻ‪‬ﻤﺎﻙ ﰲ ﺍﻟﺘﺄﻣﻞ ﺍﻟﺬﺍﰐ ﻭﺍﻟﺘﻘﻮﱘ‪.‬‬
‫• ﲢﺪﻳﺪ ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻟﺪﻳﻬﻢ‪.‬‬
‫• ﺗﻄﻮﻳﺮ ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍﺕ ﻣﺘﺨﺼﺼﺔ ﺣﻮﻝ ﺟﻮﺍﻧﺐ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﺣﺐ ﺍﻻﺳﺘﻄﻼﻉ ﻭﺍﻻﻫﺘﻤﺎﻡ ﲜﻮﺍﻧﺐ ﻛﺜﲑﺓ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺗﻮﺳﻴﻊ ﻗﺎﻋﺪ‪‬ﻢ ﺍﳌﻌﺮﻓﻴﺔ ﺣﻮﻝ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﻗﻀﺎﻳﺎ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺗﺒﲏ ﺃﺩﻭﺍﺭ ﻭﻣﺴﺆﻭﻟﻴﺎﺕ ﺟﺪﻳﺪﺓ ﻣﺜﻞ‪ :‬ﺍﳌﺸﺮﻑ‪ ،‬ﻭﺍﳌﺪﺭﺱ‪ ،‬ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺪﻭﺭ ﺍﻟﺘﻮﺟﻴﻪ‪،‬‬
‫ﻭﺍﳌﺪﺭﺱ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﻣﺆﻟﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻬﻨﻴﺔ‪.‬‬
‫ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺫﻛﺮﻧﺎﻫﺎ ﻋﻨﺪ ﻣﻨﺎﻗﺸﺘﻨﺎ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺪﺭﺱ ﺳﺘﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﻫﻨﺎ‪.‬‬
‫ﺩﻋﻢ ﺍﳌﺪﺭﺳﲔ‬
‫ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﺩﻋﻢ ﻣﺴﺘﻤﺮ ﺇﺫﺍ ﻛﻨﺎ ﻧﺮﻳﺪ ﻣﻨﻬﻢ ﺃﺩﺍﺀ ﻋﻤﻠﻬﻢ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ ﻭﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﻣﻌﺎﺭﻓﻬﻢ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ‪ .‬ﻭﻗﺪ ﻳﺄﺧﺬ ﻫﺬﺍ ﺍﻟﺪﻋﻢ ﺃﺷﻜﺎﻻ ﻣﺘﻌﺪﺩﺓ‪:‬‬

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‫ﺍﻟﺘﻮﺟﻴﻪ ‪orientation‬‬
‫ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺍﳉﺪﺩ ﺇﱃ ﺗﻮﺟﻴﻪ ﺩﻗﻴﻖ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻮﺍﺟﺒﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ؛ ﻣﻦ ﺃﺟﻞ ﺗﻮﺿﻴﺢ ﻏﺎﻳﺎﺕ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﻭ ﻣﺬﺍﻫﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻮﻗﻌﺔ ﻭﺍﳊﻠﻮﻝ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ‬
‫"ﻧﻈﺎﻡ ﺍﻟﺮﻓﻴﻖ" ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺍﳌﺪﺭﺳﲔ ﺍﳉﺪﺩ ﺑﺎﳌﺪﺭﺳﲔ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ ﻟﺘﻮﺟﻴﻬﻬﻢ‬
‫ﻭﺩﻋﻤﻬﻢ ﻋﻨﺪ ﺍﳊﺎﺟﺔ ﺧﻼﻝ ﺍﻟﺸﻬﻮﺭ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﺍﳉﺪﺩ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺍﻟﺸﻌﻮﺭ‬
‫ﺑﻘﻴﻤﺘﻬﻢ ﻭﺗﻘﺪﻳﺮ ﻣﺎ ﻳﻘﻠﻘﻬﻢ ﻭﺍﻟﺘﺠﺎﻭﺏ ﻣﻌﻪ‪.‬‬
‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻓﻌﺎﻟﺔ‬

‫ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺟﻴﺪﺓ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﺳﻮﺍﺀ ﻋﻠﻰ ﺷﻜﻞ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ‬
‫ﲡﺎﺭﻳﺔ ﺃﻭ ﻣﻮﺍﺩ ﻣﻌﺪﺓ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺇﻥ ﺃﻛﺜﺮ ﺍﻷﺷﻴﺎﺀ ﺇﺣﺒﺎﻃﺎ ﻟﻠﻤﺪﺭﺳﲔ ﻫﻮ ﺇﺟﺒﺎﺭﻫﻢ ﻋﻠﻰ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﻻ ﻳﺮﻏﺒﻮﻧﻪ‪ ،‬ﺃﻭ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻌﺪﺓ ﻋﻠﻰ ﳓﻮ ﺳﻲﺀ‪ .‬ﳚﺐ ﺃﻥ ﻳﺸﺎﺭﻙ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻭﺿﻊ ﺇﺭﺷﺎﺩﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺪﻭﺭ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﺃﺩﻟﺔ ﺍﻟﺪﻭﺭﺓ‬
‫ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑ ﺃﺩﻟﺔ ﻟﻜﻞ ﺩﻭﺭﺓ ﻳﻘﺪﻣﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‪،‬‬
‫ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﻮﺻﻰ ‪‬ﺎ‪ ،‬ﻭﺃﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻘﺘﺮﺣﺔ‪،‬‬
‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﻟﻠﻘﻴﺎﺱ‪.‬‬
‫ﺗﻘﺴﻴﻢ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ‬
‫ﻳﺘﺤﻤﻞ ﺍﳌﺪﺭﺳﻮﻥ ﻣﺴﺆﻭﻟﻴﺎﺕ ﻛﺜﲑﺓ ﳐﺘﻠﻔﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻓﻬﻢ ﻗﺪ ﻳﺸﺘﺮﻛﻮﻥ ﰲ ﲣﻄﻴﻂ‬
‫ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﰲ ﺗﻨﺴﻴﻘﻬﺎ‪ ،‬ﻭﰲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﺘﻮﺟﻴﻪ‪ .‬ﺇﻥ ﺗﻮﺯﻳﻊ‬
‫ﺍﳌﻬﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻭﺗﻘﺪﱘ ﺍﻟﺪﻋﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻼﺯﻣﲔ ﻷﺩﺍﺀ ﺃﺩﻭﺍﺭ ﻣﻌﻴﻨﺔ ﻳﻌﺪ ﺃﻣﺮﺍﹰ‬
‫ﻣﻬﻤﺎﹰ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺆﻭﻟﻴﺎﺕ ﻣﺪﺭﺱ ﺻﺎﺣﺐ ﻣﺮﺗﺒﺔ ﻋﻠﻴﺎ ﺗﺸﻤﻞ ﻛﺘﺎﺑﺔ ﺗﻘﺎﺭﻳﺮ ﺣﻮﻝ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺬﻱ‬
‫ﳛﺮﺯﻩ ﺍﳌﺪﺭﺳﻮﻥ ﺍﻵﺧﺮﻭﻥ ﰲ ﺃﺩﺍﺋﻬﻢ‪ ،‬ﻓﻬﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺗﺪﺭﻳﺒﻪ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳉﻴﺪﺓ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺗﻮﺻﻴﻒ ﺍﻷﻋﻤﺎﻝ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﳝﻜﻦ ﺃﻥ ﻳﺮﺳﻢ ﺧﻄﻮﻃﺎﹰ ﻭﺍﺿﺤﺔ ﺗﻔﺼﻞ ﺑﲔ‬
‫ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻌﺪ ﺃﻣﺮﺍﹰ ﻣﻬﻤﺎﹰ ﰲ ﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻄﺎﻗﻢ‪.‬‬

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‫ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻗﺪ ﻻﳝﻠﻚ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻟﺬﺍ ﻓﻘﺪ ﻳﻜﻮﻥ ﻣﻬﻤﺎ‬
‫ﺍﺧﺘﻴﺎﺭ ﺑﻌﺾ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﺨﻀﻮﻉ ﺇﱃ ﺗﺪﺭﻳﺐ ﻣﺘﺨﺼﺺ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‪ .‬ﻓﻘﺪ ﻳﺘﻢ ﺇﺭﺳﺎﻝ ﺃﺣﺪ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻄﺎﻗﻢ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳊﻀﻮﺭ ﻭﺭﺷﺔ ﻋﻤﻞ ﺣﻮﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﺎﺩﺭ ﺫﺍﺕ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ‬
‫ﰲ ﺍﻟﻔﺼﻞ‪ ،‬ﺃﻭ ﺣﻮﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺇﺟﺮﺍﺀﺍﺕ ﺑﺪﻳﻠﺔ ﻟﻠﻘﻴﺎﺱ‪.‬‬
‫ﺍﻹﻋﻔﺎﺀ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺃﺩﺍﺀ ﺩﻭﺭ ﺃﺳﺎﺳﻲ ﰲ ﺑﻌﺾ ﺟﻮﺍﻧﺐ ﺍﻟﱪﻧﺎﻣﺞ ﻣﺜﻞ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺃﻭ ﺍﻟﺘﻮﺟﻴﻪ‪ ،‬ﻓﻘﺪ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺇﻋﻔﺎﺋﻬﻢ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ ﳌﺪﺓ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ؛ ﻟﺘﻤﻜﻴﻨﻬﻢ ﻣﻦ ﲣﺼﻴﺺ ﻭﻗﺖ‬
‫ﻟﻠﻌﻤﻞ ﺍﳉﺪﻳﺪ‪ .‬ﻭﻳﺸﲑ ﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﺇﱃ ﺍﻟﻘﻴﻤﺔ ﺍﻟﱵ ﺗﻌﻄﻴﻬﺎ ﺍﳌﺆﺳﺴﺔ ﳌﺜﻞ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ‪.‬‬
‫ﺍﳌﻮﺟﻬﻮﻥ‬
‫ﺇﻥ ﻭﺿﻊ ﻧﻈﺎﻡ ﻟﻠﺘﻮﺟﻴﻪ ﰲ ﺍﳌﺪﺭﺳﺔ ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﻳﻜﻮﻥ ﻣﻔﻴﺪﺍﹰ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﻣﺪﺭﺳﻮﻥ ﺫﻭﻭ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﻣﺘﻔﺎﻭﺗﺔ ﻣﻦ ﺍﳋﱪﺓ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﻭﺩﻭﺭ ﺍﳌﻮﺟﻪ ﻫﻮ ﺇﻋﻄﺎﺀ ﺍﳌﺪﺭﺳﲔ ‪ -‬ﺧﺎﺻﺔ ﻗﻠﻴﻠﻲ ﺍﳋﱪﺓ‪ -‬ﻓﺮﺻﺔ‬
‫ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺁﺭﺍﺋﻬﻢ ﻭﻣﺸﺎﻃﺮ‪‬ﻢ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻮ‪‬ﺎ ﻭﺗﻘﺪﱘ ﻧﺼﺎﺋﺢ ﳍﻢ‪ .‬ﻭﻻ ﻳﻜﻮﻥ ﺍﳌﻮﺟﻪ‬
‫ﻋﺎﺩﺓ ﻣﺪﻳﺮﺍ ﻭﻟﻜﻦ ﻣﺪﺭﺱ ﺁﺧﺮ ﻳﺜﻖ ﺑﻪ ﺍﳌﺪﺭﺱ‪.‬‬
‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﺇﺧﺒﺎﺭﻫﻢ ﻋﻨﺪﻣﺎ ﻳﺆﺩﻭﻥ ﻋﻤﻠﻬﻢ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ‪ ،‬ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺸﻜﻼﺕ‬
‫ﰲ ﺃﺩﺍﺋﻬﻢ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺲ ﺍﳉﻴﺪ ﻗﺪ ﳝﺮ ﺃﺣﻴﺎﻧﺎﹰ ﺩﻭﻥ ﺍﻻﻧﺘﺒﺎﻩ ﺇﻟﻴﻪ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻫﻨﺎﻙ‬
‫ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻃﺮﻕ ﻟﺘﻘﺪﱘ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺑﻄﺮﻳﻘﺔ ﺑﻨﺎﺀﺓ ﺧﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﻬﺪﻳﺪ‪ .‬ﻭﺍﻟﺘﻐﺬﻳﺔ‬
‫ﺍﻟﺮﺍﺟﻌﺔ ﻗﺪ ﺗﺘﻢ ﻭﺟﻬﺎﹰ ﻟﻮﺟﻬﻪ‪ ،‬ﺃﻭ ﻛﺘﺎﺑﺔ‪ ،‬ﺃﻭ ﻋﱪ ﺍﳍﺎﺗﻒ ﻭﺫﻟﻚ ﺑﻨﺎﺀ ﻋﻠﻰ ﻧﻮﻉ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪.‬‬
‫ﺍﳌﻜﺎﻓﺂﺕ‬

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‫ﻳﻨﺒﻐﻲ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺄﺩﺍﺀ ﺍﳌﺪﺭﺳﲔ ﺍﳉﻴﺪ ﻭﺗﻘﺪﻳﺮﻩ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺸﻤﻞ ﻫﺬﺍ ﺇﺭﺳﺎﻝ ﺍﳌﺪﺭﺱ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ‬
‫ﻣﺆﲤﺮ ﺃﻭ ﰲ ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ‪ ،‬ﺃﻭ ﻭﺿﻊ ﺍﺳﻢ ﺍﳌﺪﺭﺱ ﰲ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﺧﺒﺎﺭﻳﺔ ﺍﳋﺎﺻﺔ‬
‫ﺑﺎﻟﻄﺎﻗﻢ‪.‬‬
‫ﺧﻄﻮﻁ ﺍﳌﺴﺎﻋﺪﺓ‬
‫ﻳﻌﻤﻞ ﺍﳌﺪﺭﺳﻮﻥ ﻏﺎﻟﺒﺎﹰ ﻟﻔﺘﺮﺍﺕ ﻃﻮﻳﻠﺔ ﻋﻠﻰ ﳓﻮ ﻣﻨﻌﺰﻝ‪ .‬ﺇﱃ ﻣﻦ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻮﺟﻬﻮﺍ ﻋﻨﺪ ﻭﺟﻮﺩ‬
‫ﻣﺸﻜﻼﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻧﻀﺒﺎﻁ ﺍﻟﻄﻼﺏ‪ ،‬ﺃﻭ ﺻﻌﻮﺑﺎﺕ ﰲ ﺍﻟﻌﻤﻞ ﻣﻊ ﻣﺪﺭﺱ ﺁﺧﺮ‪ ،‬ﺃﻭ ﺻﻌﻮﺑﺎﺕ ﰲ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺪﻭﺭﺓ؟ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻌﺮﻑ ﺍﳌﺪﺭﺳﻮﻥ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻠﺠﺆﻭﻥ ﺇﻟﻴﻪ‬
‫ﻋﻨﺪ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ‪.‬‬
‫ﺍﳌﺮﺍﺟﻌﺔ‬
‫ﻳﻨﺒﻐﻲ ﲣﺼﻴﺺ ﻭﻗﺖ ﳌﺮﺍﺟﻌﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺎﻧﺘﻈﺎﻡ‪ ،‬ﻭﳊﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﻟﻠﺘـﺄﻣﻞ ﺍﻟﻨﺎﻗﺪ‪ .‬ﻭﺗﺴﺎﻋﺪ ﻫﺬﻩ‬
‫ﺍﻷﻧﺸﻄﺔ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﺇﱃ ﻣﺆﺳﺴﺔ‪.‬‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺳﻮﻑ ﻧﺮﻛﺰ ﻫﻨﺎ ﻋﻠﻰ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﲢﺪﺙ ﺿﻤﻦ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﻭﺻﻔﻬﺎ‬
‫ﻭﻛﻴﻒ ﳝﻜﻦ ﲢﻘﻴﻖ ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﳕﺎﺫﺝ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﺒﺎﺩﺋﻪ‬

‫ﻳﺸﺪﺩ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﳌﻨﻬﺞ ﺷﺒﻜﺔ ﻣﻦ ﺍﻷﻧﻈﻤﺔ ﺍﳌﺘﻔﺎﻋﻠﺔ ﺗﺸﻤﻞ ﺍﳌﺪﺭﺳﲔ‪ ،‬ﻭﺍﳌﺘﻌﻠﻤﲔ‪،‬‬
‫ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳌﺪﻳﺮﻳﻦ‪ ،‬ﻭﳐﻄﻄﻲ ﺍﳌﻨﻬﺞ‪ ،‬ﻭﺍﻻﺧﺘﻴﺎﺭ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺃﺣﺪ ﻫﺬﻩ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﻳﺆﺛﺮ ﰲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﻟﺬﺍ ﻓﺎﺧﺘﻴﺎﺭ ﻓﻠﺴﻔﺔ ﺃﻭ ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﻣﻌﻴﻨﺔ ﻟﻠﻤﻨﻬﺞ‬
‫ﻳﺘﻀﻤﻦ ﺗﺒﲏ ﳕﻮﺫﺝ ﻣﻌﲔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻳﻘﺎﺭﻥ ‪ (١٩٩٨:١٠٣) Roberts‬ﺑﲔ ﳕﻮﺫﺟﲔ ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻣﻮﺟﻮﺩﺓ ﺿﻤﻨﻴﺎﹰ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ :‬ﺍﻟﻨﻤﻮﺫﺝ ﺍﻹﺟﺮﺍﺋﻲ ‪operative‬‬
‫‪ model‬ﻭﳕﻮﺫﺝ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ‪:problem-solving model‬‬
‫ﻳﻜﻮﻥ ﺍﳌﺪﺭﺱ ﰲ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻹﺟﺮﺍﺋﻲ ﻣﻘﻴﺪﺍﹰ ﻟﺘﺤﻘﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺮﻛﺰﻱ‪ ،‬ﻣﺜﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻛﻤﺎ ﻫﻮ ﳐﻄﻂ ﻟﻪ ﻭﻭﺿﻊ ﺟﺪﻭﻝ ﺯﻣﲏ‪ .‬ﻭﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺪﻭﺭ ﺍﶈﺪﻭﺩ ﺍﳌﺘﻤﺜﻞ ﺑﻨﻘﻞ ﺍﳌﻨﻬﺞ‪،‬‬
‫ﻳﺪﻝ ﺿﻤﻨﺎ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﺗﺪﺭﻳﺒﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺇﺗﻘﺎﻥ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ ﳏﺪﺩﺓ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻘﺮﺭ‬

‫‪٢٦٧‬‬
‫ﺍﳌﺮﻛﺰﻱ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﳕﻮﺫﺝ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻳﻌﻄﻲ ﺍﳌﻨﻬﺞ ﺍﻟﻼﻣﺮﻛﺰﻱ ﺍﳌﺪﺭﺳﲔ ﺍﺳﺘﻘﻼﻟﻴﺔ ﺃﻛﱪ ﰲ‬
‫ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺗﺮﺑﻮﻳﺔ‪ .‬ﻭﻳﺘﻄﻠﺐ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﺍﳌﺘﻨﻮﻉ ﻭﺍﳌﺘﺼﻒ ﺑﺎﻟﺘﻜﻴﻒ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ‬
‫ﺍﳌﺪﺭﺳﲔ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﺗﻜﻴﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺗﺼﻤﻴﻢ ﺃﻧﺸﻄﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﺃﺻﻴﻠﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ ﺑﻮﺻﻔﻪ ﳕﻮﺫﺟﺎ ﺗﺪﺭﻳﺴﻴﺎ ﻳﻨﺴﺠﻢ ﻣﻊ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﻴﻜﺎﻧﻴﻜﻲ ﰲ ﺗﺼﻤﻴﻢ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻣﻨﺴﺠﻢ ﻣﻊ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﻀﻮﻱ )ﺗﺘﻢ ﻣﻨﺎﻗﺸﺘﻬﻤﺎ ﺳﺎﺑﻘﺎﹰ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ(‪ .‬ﻭﻣﻦ‬
‫ﺍﻟﻀﺮﻭﺭﻱ ﻋﻨﺪ ﲣﻄﻴﻂ ﻧﻮﻉ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ ﺳﻮﻑ ﳝﻴﺰ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺗﻄﻮﻳﺮ ﳕﻮﺫﺝ ﺗﺪﺭﻳﺴﻲ‬
‫ﻣﻨﺴﺠﻢ ﻣﻊ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﻬﺞ ﻭﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻭﺇﻳﺪﻳﻮﻟﻮﺟﻴﺘﻬﻤﺎ‪ .‬ﻓﻨﻤﺎﺫﺝ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﳍﺎ ﻣﻨﻄﻠﻘﺎﺕ ﳐﺘﻠﻔﺔ ﺣﻮﻝ ﻃﺒﻴﻌﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺃﺩﻭﺍﺭ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﻣﻮﺍﺩ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﳍﺎ ﻣﻨﻄﻠﻘﺎﺕ ﳐﺘﻠﻔﺔ ﺣﻮﻝ ﻋﻤﻠﻴﺎﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
‫ﻭﺗﺒﲎ ﳕﺎﺫﺝ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻏﺎﻟﺒﺎﹰ ﻋﻠﻰ ﻃﺮﻕ ﺃﻭ ﻣﺬﺍﻫﺐ ﻣﻌﻴﻨﺔ‪ ،‬ﻣﺜﻞ‪:‬‬
‫• ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ‪ :‬ﻳﺮﻛﺰ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻷﺻﻴﻞ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻜﺜﻒ‬
‫ﻷﻧﺸﻄﺔ ﺍﻷﺯﻭﺍﺝ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﻣﻨﺎﻗﺸﺔ ﺍﳌﻌﲎ ﻭﻣﺸﺎﻃﺮﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﻭﺍﻷﻭﻟﻮﻳﺔ ﻟﻠﻄﻼﻗﺔ‪.‬‬
‫• ﳕﻮﺫﺝ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻭﱐ ‪ :cooperative learning model‬ﻳﻌﻤﻞ ﺍﻟﻄﻼﺏ‬
‫ﰲ ﻣﻮﺍﻗﻒ ﺗﻌﻠﻴﻤﻴﺔ ﺗﻌﺎﻭﻧﻴﺔ‪ ،‬ﻭﻳﺸﺠﻌﻮﻥ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺳﻮﻳﺎﹰ ﰲ ﻣﻬﻤﺎﺕ ﻣﺸﺘﺮﻛﺔ‬
‫ﻭﺗﻨﺴﻴﻖ ﺟﻬﻮﺩﻫﻢ ﻹﻛﻤﺎﻝ ﺍﳌﻬﻤﺎﺕ‪ .‬ﻭﻧﻈﺎﻡ ﺍﳌﻜﺎﻓﺂﺕ ﻣﻮﺟﻪ ﳓﻮ ﺍ‪‬ﻤﻮﻋﺔ ﻭﻟﻴﺲ‬
‫ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫• ﻣﺬﻫﺐ ﺍﻟﻌﻤﻠﻴﺔ ‪ :process approach‬ﻳﺸﺘﺮﻙ ﺍﻟﻄﻼﺏ ﰲ ﻓﺼﻮﻝ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺃﻧﺸﻄﺔ ﺗﻨﻤﻲ ﻓﻬﻤﻬﻢ ﻟﻠﻜﺘﺎﺑﺔ ﺑﻮﺻﻔﻬﺎ ﻋﻤﻠﻴﺔ‪ .‬ﻭﺗﺸﻜﻞ ﻣﺮﺍﺣﻞ ﳐﺘﻠﻔﺔ ﰲ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻜﺘﺎﺑﺔ )ﺍﻟﺘﺨﻄﻴﻂ ﻭﺗﻮﻟﻴﺪ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻨﺴﺦ ﻭﺍﳌﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﻨﻘﻴﺢ ﻭﺍﻟﺘﺤﺮﻳﺮ(‬
‫ﳏﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﻣﺬﻫﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻜﻠﻲ ‪ :whole-language approach‬ﺗﺪﺭﺱ ﺍﻟﻠﻐﺔ ﻛﻼﹰ ﻻ‬
‫ﻳﺘﺠﺰﺃ ﻭﻟﻴﺲ ﻣﻦ ﺧﻼﻝ ﻣﻜﻮﻧﺎ‪‬ﺎ ﺍﳌﻨﻔﺼﻠﺔ‪ .‬ﻭﻳﺪﺭﺱ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‬
‫ﻋﻠﻰ ﳓﻮ ﻃﺒﻴﻌﻲ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺍﳊﻘﻴﻘﻲ ﻭﺍﻟﻨﺼﻮﺹ ﺍﻷﺻﻴﻠﺔ ﻭﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻟﻐﺮﺽ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬

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‫ﻭﺑﺪﻻﹰ ﻣﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺬﻫﺐ ﺃﻭ ﻃﺮﻳﻘﺔ ﳏﺪﺩﺓ‪ ،‬ﻗﺪ ﻳﻌﺘﻤﺪ ﳕﻮﺫﺝ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻋﻠﻰ‬
‫ﳎﻤﻮﻋﺔ ﻣﺘﻨﺎﺳﻘﺔ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﺗﻌﻜﺲ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ‪‬ﺎ ﺗﻘﺪﱘ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ .‬ﻫﺬﻩ ﻫﻲ‬
‫ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‪ ،‬ﻭﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻘﺮﺍﺭﺍﺕ ﺣﻮﻝ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬
‫ﺍﻟﻔﺼﻮﻝ‪ .‬ﻭﺗﺼﻒ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻟﱪﻧﺎﻣﺞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ‬
‫ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ‪:‬‬
‫• ﻫﻨﺎﻙ ﺗﺮﻛﻴﺰ ﻣﺘﺴﻖ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ‬
‫ﻭﻟﻴﺲ ﻟﺘﻌﻠﻢ ﺍﻹﳒﻠﻴﺰﻳﺔ ﲝﺪ ﺫﺍ‪‬ﺎ‪.‬‬
‫• ﻳﻨﻬﻤﻚ ﺍﻟﻄﻼﺏ ﰲ ﻣﻬﻤﺎﺕ ﻋﻤﻠﻴﺔ ﺗﺘﺼﻞ ﺑﺎﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬
‫• ﻫﻨﺎﻙ ﺃﻭﻟﻮﻳﺔ ﻟﻼﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ ﻟﻠﻐﺔ‪.‬‬
‫• ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺒﲑ ﻷﻧﺸﻄﺔ ﺍﻷﺯﻭﺍﺝ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﲝﻴﺚ ﻳﺘﻌﺎﻭﻥ ﺍﻟﻄﻼﺏ ﻹﻛﻤﺎﻝ‬
‫ﺍﳌﻬﻤﺎﺕ‪.‬‬
‫• ﻫﻨﺎﻙ ﺗﻮﺍﺯﻥ ﻣﻨﺎﺳﺐ ﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺪﻗﺔ ﻭﺗﻠﻚ ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ‬
‫ﺍﻟﻄﻼﻗﺔ‪.‬‬
‫• ﻳﺆﺩﻱ ﺍﳌﺪﺭﺳﻮﻥ ﻭﻇﻴﻔﺔ ﺗﺴﻬﻴﻞ ﺍﻟﺘﻌﻠﻢ ﻭﻟﻴﺲ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫• ﺗﻌﻜﺲ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺘﻮﺟﻪ ﺍﻻﺗﺼﺎﱄ ﻭﺍﳌﻬﺎﺭﻱ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺗﺪﻋﻤﻪ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﻭﻋﻲ ﺍﻟﻄﻼﺏ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺑﺄﺳﺎﻟﻴﺐ ﺗﻌﻠﻤﻬﻢ ﻭﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ‬
‫ﻟﺪﻳﻬﻢ‪.‬‬
‫• ﺗﻨﻤﻴﺔ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻣﺮﺍﻗﺒﺔ ﺗﻘﺪﻣﻬﻢ ﰲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻃﺮﻕ ﻟﻮﺿﻊ ﺃﻫﺪﺍﻑ ﺷﺨﺼﻴﺔ‬
‫ﻟﻠﺘﻄﻮﻳﺮ ﺍﻟﻠﻐﻮﻱ‪.‬‬
‫ﻭﻗﺪ ﰎ ﺇﻧﺘﺎﺝ ﻫﺬﻩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﻣﻦ ﺧﻼﻝ ﺍﳌﻨﺎﻗﺸﺔ ﻣﻊ ﻣﺪﺭﰊ ﺍﳌﻌﻠﻤﲔ ﻭﳐﻄﻄﻲ ﺍﳌﻨﻬﺞ ﻭﺍﳌﺪﺭﺳﲔ‪ ،‬ﻭﻫﻲ‬
‫ﺗﻌﺪ ﻣﺮﺟﻌﺎﹰ ﳌﻄﻮﺭﻱ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻣﺪﺭﰊ ﺍﳌﻌﻠﻤﲔ‪ ،‬ﻭﺍﳌﺪﺭﺳﲔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﻭﺿﻊ ﻓﻠﺴﻔﺔ‬
‫ﻟﻠﺘﺪﺭﻳﺲ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺗﻮﺿﻴﺢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻭﺗﻘﻮﱘ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻭﻋﻨﺪ ﺗﺒﲏ ﳕﻮﺫﺝ ﻟﻠﺘﺪﺭﻳﺲ ﻣﺒﲏ ﻋﻠﻰ ﳕﻮﺫﺝ ﺗﺪﺭﻳﺴﻲ ﻗﺎﺋﻢ‪ ،‬ﻣﺜﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻻﺗﺼﺎﱄ‪ ،‬ﻳﺘﻢ ﻗﺒﻮﻝ ﻓﻠﺴﻔﺔ ﺍﻟﻨﻤﻮﺫﺝ ﻭﻣﺒﺎﺩﺋﻪ ﻋﻠﻰ ﺃ‪‬ﺎ ﺣﻘﺎﺋﻖ ﻻ ﳝﻜﻦ ﺍﳊﻴﺪ ﻋﻨﻬﺎ‪ :‬ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﻣﺘﺂﻟﻔﲔ ﻣﻌﻬﺎ ﻭﺃﻥ ﻳﻄﺒﻘﻮﺍ ﺍﳌﺒﺎﺩﺉ ﻋﻤﻠﻴﺎﹰ‪.‬‬

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‫ﻭﺇﺫﺍ ﱂ ﻳﺘﻢ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﳕﻮﺫﺝ ﺗﺪﺭﻳﺴﻲ‪ ،‬ﻓﻤﻦ ﺍﻟﺼﻌﺐ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺎﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫ﺍﳌﻘﺒﻮﻟﺔ ﺃﻭﻏﲑ ﺍﳌﻘﺒﻮﻟﺔ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﳝﻨﺢ ﺍﳌﺪﺭﺳﻮﻥ ﻓﺮﺻﺔ ﻻﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﺗﻌﻜﺲ‬
‫ﺃﺳﺎﻟﻴﺒﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﻔﻀﻠﺔ‪ ،‬ﻓﺎﳌﺪﺭﺳﻮﻥ ﻳﺪﺭﺳﻮﻥ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ؛ ﺇﺫ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻣﺪﺭﺳﲔ ﻳﺴﻌﻴﺎﻥ‬
‫ﺇﱃ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﺘﻄﺎﺑﻘﺔ‪ ،‬ﻓﻘﺪ ﳜﺘﺎﺭ ﻛﻞ ﻣﻨﻬﻤﺎ ﻃﺮﻗﺎ ﳐﺘﻠﻔﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ .‬ﻭﳚﻠﺐ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﻣﻌﻬﻢ ﺍﻋﺘﻘﺎﺩﺍ‪‬ﻢ ﻭﻣﺒﺎﺩﺋﻬﻢ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﰲ ﺗﻔﺴﲑ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ‬
‫ﻳﻔﺴﺮﻭﻥ ‪‬ﺎ ﺃﺩﻭﺍﺭﻫﻢ ﰲ ﺍﻟﻔﺼﻞ ﻭﻛﺬﻟﻚ ﰲ ﺗﻔﺴﲑ ﺍﻻﺧﺘﻼﻓﺎﺕ ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺪﺭﺳﻮﻥ ‪‬ﺎ‪.‬‬
‫ﻭﻣﺒﺎﺩﺉ ﺍﳌﺪﺭﺳﲔ ﻫﻲ ﻧﺘﺎﺝ ﳋﱪ‪‬ﻢ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﺍﻋﺘﻘﺎﺩﺍ‪‬ﻢ‪ .‬ﻭﻳﻌﻠﻖ ‪) Breen‬ﺑﺪﻭﻥ ﺗﺎﺭﻳﺦ‪(٤٥:‬‬
‫ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﳚﺐ ﺗﻜﻴﻴﻒ ﺃﻱ ﲡﺪﻳﺪ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺼﻔﻴﺔ‪-‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺗﺒﲏ ﻣﻬﻤﺔ ﺟﺪﻳﺪﺓ ﺃﻭ ﻛﺘﺎﺏ ﺟﺪﻳﺪ ﺃﻡ ﻛﺎﻥ‬
‫ﺗﻄﺒﻴﻖ ﻣﻨﻬﺞ ﺟﺪﻳﺪ‪ -‬ﺿﻤﻦ ﻣﺒﺎﺩﺉ ﺍﳌﺪﺭﺱ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ .‬ﻭﻭﻋﻲ ﺍﳌﺼﻤﻢ ﺃﻭ ﳐﻄﻂ ﺍﳌﻨﻬﺞ‪ ،‬ﻭ ﺍﳌﺪﺭﺳﲔ‬
‫ﺃﻧﻔﺴﻬﻢ ‪‬ﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺳﻮﻑ ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺴﺠﺎﻡ ﺑﲔ ﻋﻤﻠﻴﺔ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺗﻔﺴﲑ ﺍﳌﺪﺭﺱ ﻟﻼﺑﺘﻜﺎﺭ‬
‫ﺍﻟﻮﺍﻗﻊ ﰲ ﺍﻟﻔﺼﻞ‪ .‬ﺇﻥ ﺍﻟﻔﺮﺻﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻤﺪﺭﺳﲔ ﻟﻴﺘﺄﻣﻠﻮﺍ ﺍﻟﻌﻼﻗﺔ ﺍﳌﺘﻄﻮﺭﺓ ﺑﲔ ﺍﻋﺘﻘﺎﺩﺍ‪‬ﻢ ﻭﳑﺎﺭﺳﺎ‪‬ﻢ‬
‫ﺗﺸﻜﻞ ﻗﻠﺐ ﻋﻤﻠﻴﺔ ﺗﻐﻴﲑ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺍﳌﺪﺭﺳﲔ ﺍﻟﱵ ﺫﻛﺮﻫﺎ ‪:Breen‬‬

‫• ﺍﻟﺘﺮﻛﻴﺰ ﺍﻻﻧﺘﻘﺎﺋﻲ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫• ﺍﻟﺘﺮﻛﻴﺰ ﺍﻻﻧﺘﻘﺎﺋﻲ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﺃﻭ ﺍﳌﻌﲎ‪.‬‬
‫• ﲤﻜﲔ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ‪.‬‬
‫• ﻣﻌﺎﳉﺔ ﻗﺪﺭﺍﺕ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺍﳌﻌﺎﳉﺔ ﺍﻟﻌﻘﻠﻴﺔ‪.‬‬
‫• ﺟﻌﻞ ﺍﻟﻠﻐﺔ ﺍﳉﺪﻳﺪﺓ ﻣﺄﻟﻮﻓﺔ ﻭﻃﻴﻌﺔ‪.‬‬
‫• ﺟﻌﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻳﺴﺘﺪﺧﻠﻮﻥ ‪ internalize‬ﺍﻟﻠﻐﺔ ﺍﳉﺪﻳﺪﺓ ﻭﻳﺘﺬﻛﺮﻭ‪‬ﺎ‪.‬‬
‫• ﺍﻷﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺍﻧﺪﻣﺎﺝ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻌﺎﻃﻔﻲ‪.‬‬
‫• ﻣﻌﺎﳉﺔ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﻋﻠﻰ ﳓﻮ ﻣﺒﺎﺷﺮ‪.‬‬
‫• ﻣﺮﺍﻗﺒﺔ ﺗﻘﺪﻡ ﺍﳌﺘﻌﻠﻢ ﻭﺗﻘﺪﱘ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ‪.‬‬
‫• ﺗﺴﻬﻴﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﳌﻨﻮﻃﺔ ﺑﺎﳌﺘﻌﻠﻢ ﺃﻭ ﺍﺳﺘﻘﻼﻟﻴﺘﻪ‪.‬‬
‫• ﺇﺩﺍﺭﺓ ﺍﻟﺪﺭﺱ ﻭﺍ‪‬ﻤﻮﻋﺔ‪.‬‬

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‫ﻭﻫﻨﺎﻙ ﻣﺒﺎﺩﺉ ﻣﺸﺘﺮﻛﺔ ﻟﺪﻯ ﺃﻱ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﺒﺎﺩﺉ ﺧﺎﺻﺔ ﺑﺎﻷﻓﺮﺍﺩ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﺑﺘﺨﻄﻴﻂ ﺍﻟﺪﺭﻭﺱ ﻭﺗﺪﺭﻳﺴﻬﺎ ﻓﺈ‪‬ﻢ ﻳﺴﺘﻘﻮﻥ ﻣﻦ ﻓﻠﺴﻔﺔ ﺗﺪﺭﻳﺴﻴﺔ ﻣﻌﻴﻨﺔ ﻭﻣﻦ ﻣﺒﺎﺩﺋﻬﻢ‬
‫ﺍﳋﺎﺻﺔ ﻟﺘﺴﺎﻋﺪﻫﻢ ﰲ ﺇﻋﻄﺎﺀ ﺗﺪﺭﻳﺴﻬﻢ ﺷﻜﻼ ﻣﻌﻴﻨﺎ ﻭﺗﻮﺟﻴﻬﻪ ) ‪Bailey ١٩٩٦, Richards‬‬
‫‪ .(١٩٩٨‬ﺇﻥ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺹ ﻟﻠﻤﺪﺭﺳﲔ ﻹﻳﻀﺎﺡ ﻣﺒﺎﺩﺋﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﰲ ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﺗﺘﻌﻠﻖ ﺑﺎﺧﺘﻴﺎﺭ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻷﻧﺸﻄﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻷﻏﺮﺍﺽ ﺍﻟﱵ ﺗﺸﻜﻞ‬
‫ﺍﻷﺳﺎﺱ ﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻣﻌﺎﻳﲑ ﻟﺘﻘﻮﱘ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺪﺭﻭﺱ‪ .‬ﻭﻳﻌﻠﻖ ‪ Leung‬ﻭ‬
‫‪ (١٩٩٨:٢٠) Teasdale‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﳍﻤﺎ‪" :‬ﺇﻥ ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺇﻣﻜﺎﻧﻴﺔ ﲢﻘﻴﻖ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ‬
‫ﺩﻭﻥ ﺃﻥ ﻳﻮﺿﺢ ﺍﳌﺪﺭﺳﻮﻥ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﱵ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﳌﻤﺎﺭﺳﺎ‪‬ﻢ‪ .‬ﻭﻟﻜﻦ ﳓﻦ ﻧﺆﻛﺪ ﺭﻏﻢ‬
‫ﺗﺴﺎﻭﻱ ﺍﻷﺷﻴﺎﺀ ﺍﻷﺧﺮﻯ ﺃﻥ ﻣﻨﺢ ﺍﻻﻣﺘﻴﺎﺯ ﻟﻸﻃﺮ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﱵ ﺗﻘﻮﺩ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻳﻘﺪﻡ ﻃﺮﻳﻘﺎ‬
‫ﺫﺍ ﻣﺒﺎﺩﺉ ﰲ ﺟﻌﻞ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻤﻼﹰ ﻫﺎﺩﻓﺎ"‪.‬‬
‫ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻤﻠﻲ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺻﻴﺎﻏﺔ ﻣﺬﻫﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺴﺘﺨﺪﻡ‬
‫ﰲ ﺑﺮﻧﺎﻣﺞ ﻣﺎ‪:‬‬
‫• ﻣﺎ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺪﺭﻳﺴﻲ ﺃﻭ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻌﻜﺴﻬﺎ ﺍﻟﱪﻧﺎﻣﺞ؟‬
‫• ﻣﺎ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﻨﺴﺠﻤﺔ ﻣﻊ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺃﻭ ﺍﻟﻔﻠﺴﻔﺔ؟‬
‫• ﻣﺎ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ؟‬
‫• ﻣﺎ ﺍﻷﺩﻭﺍﺭ ﺍﳌﺘﻮﻗﻌﺔ ﻟﻠﻤﺪﺭﺳﲔ؟‬
‫• ﻣﺎ ﺍﻷﺩﻭﺍﺭ ﺍﳌﺘﻮﻗﻌﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ؟‬
‫• ﻣﺎ ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ؟‬
‫• ﻣﺎ ﻧﻮﻉ ﺍﻷﻧﺸﻄﺔ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺼﻔﻴﺔ ﺍﳌﻮﺻﻰ ‪‬ﺎ؟‬
‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﻴﺪ‬

‫ﻻ ﳝﻜﻦ ﺃﻥ ﻧﻔﺘﺮﺽ ﲢﻘﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻋﺎﱄ ﺍﳉﻮﺩﺓ ﺩﻭﻥ ﺗﺪﺧﻞ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺲ ﺫﻭ ﺍﳉﻮﺩﺓ ﺍﻟﻌﺎﻟﻴﺔ ﻳﻨﺘﺞ ﻣﻦ‬
‫ﺧﻼﻝ ﺟﻬﺪ ﻧﺸﻂ ﻭﻣﺴﺘﻤﺮ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻹﺩﺍﺭﺓ ﻟﻀﻤﺎﻥ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫ﺍﳉﻴﺪﺓ‪ .‬ﻭﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺗﺄﺳﻴﺲ ﺍﻟﺘﺰﺍﻡ ﻣﺸﺘﺮﻙ ﲜﻮﺩﺓ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﺤﻘﻴﻘﻪ‪.‬‬
‫ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻌﺎﰿ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ‪.‬‬
‫ﺍﳌﺮﺍﻗﺒﺔ‬

‫‪٢٧١‬‬
‫ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻛﻞ ﺟﻮﺍﻧﺐ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺎﻧﺘﻈﺎﻡ؛ ﳌﻌﺮﻓﺔ ﻛﻴﻒ ﻳﺪﺭﺱ ﺍﳌﺪﺭﺳﻮﻥ‬
‫ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﺗﺆﺩﻱ ﻭﻇﻴﻔﺘﻬﺎ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ ﺃﻭ ﺍﻟﱵ ﺗﺒﲔ ﺻﻌﻮﺑﺘﻬﺎ ﻭﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ﳛﺘﺎﺝ‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﺣﻠﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺗﻄﺒﻴﻖ ﺍﳌﺮﺍﻗﺒﺔ ﻣﻦ ﺧﻼﻝ ﺍﻵﻟﻴﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻭﻏﲑ ﺍﻟﺮﲰﻴﺔ ﻣﺜﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻜﺘﻮﺑﺔ ﻭﺍﻟﺰﻳﺎﺭﺍﺕ ﺍﻟﺼﻔﻴﺔ ﻭﺗﻘﻮﱘ ﺍﻟﻄﻼﺏ‪) .‬ﻭﻳﻌﺮﻑ ﻫﺬﺍ ﺑﺎﻟﺘﻘﻮﱘ‬
‫ﺍﳌﺮﺣﻠﻲ ﺍﻟﺬﻱ ﺳﻮﻑ ﻧﻨﺎﻗﺸﻪ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﺳﻊ(‬
‫ﻭﻳﻘﻮﻝ ‪ Davidson‬ﻭ ‪ (١٩٩٧:١٨٧) Tesh‬ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺪﻭﺭ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ‪:‬‬

‫ﻣﺎ ﺃﻧﻮﺍﻉ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟ ﻋﻠﻰ ﺍﻷﻗﻞ ﳛﺘﺎﺝ ﻛﻞ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻹﺩﺍﺭﻳﲔ‬
‫ﺃﻥ ﳚﺘﻤﻌﻮﺍ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﰲ ﻭﺳﻄﻪ ﻭﰲ ‪‬ﺎﻳﺘﻪ‪ .‬ﻭﲢﺘﺎﺝ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻷﺧﺮﻯ‬
‫ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺇﱃ ﻋﻘﺪ ﻣﺰﻳﺪ ﻣﻦ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻭﻷﻏﺮﺍﺽ ﳏﺪﺩﺓ ﻃﻮﺍﻝ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻋﻘﺪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻟﻀﻤﺎﻥ ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻜﻞ ﺍﳌﻮﻇﻔﲔ ﻭﻟﺘﺘﺪﻓﻖ ﺍﻻﺗﺼﺎﻻﺕ ﻣﻦ‬
‫ﻛﻞ ﺍﳉﻬﺎﺕ ﺭﺃﺳﻴﺎﹰ ﻭﺟﺎﻧﺒﻴﺎﹰ‪.‬‬
‫ﺍﳌﻼﺣﻈﺔ‬
‫ﺇﻥ ﺍﳌﻼﺣﻈﺔ ﺍﳌﻨﺘﻈﻤﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺪﺭﺳﻮﻥ ﻟﺰﻣﻼﺋﻬﻢ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺸﺮﻓﻮﻥ ﳝﻜﻦ ﺃﻥ ﺗﻌﻄﻲ ﺗﻐﺬﻳﺔ‬
‫ﺭﺍﺟﻌﺔ ﺇﳚﺎﺑﻴﺔ ﺣﻮﻝ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺫﻟﻚ ﻳﺴﺎﻋﺪ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﲢﺘﺎﺝ‬
‫ﻋﻨﺎﻳﺔ‪ .‬ﻭﻗﺪ ﺗﺸﺘﻤﻞ ﺍﳌﻼﺣﻈﺔ ﻋﻠﻰ ﺗﻘﻮﱘ ﻭﺇﻥ ﱂ ﻳﻜﻦ ﺫﻟﻚ ﺿﺮﻭﺭﻳﺎﹰ‪ .‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻣﻼﺣﻈﺔ ﺍﻷﻗﺮﺍﻥ ﻟﺘﻤﻜﲔ ﺍﳌﺪﺭﺳﲔ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺬﺍﻫﺐ ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ‬
‫ﻳﺴﺘﺨﺪﻣﻬﺎ ﺯﻣﻼﺅﻫﻢ‪ .‬ﻭﳝﻜﻦ ﺧﻼﻝ ﻣﻼﺣﻈﺔ ﺍﻟﺰﻣﻴﻞ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﺪﺭﺱ ﲜﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻳﺮﻏﺐ‬
‫ﺍﳌﺪﺭﺱ ﺍﻟﺬﻱ ﺗﺘﻢ ﻣﻼﺣﻈﺘﻪ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻗﺪ ﻳﺸﻤﻞ ﻫﺬﺍ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﻳﻜﻤﻞ‬
‫‪‬ﺎ ﺍﻟﻄﻼﺏ ﻧﺸﺎﻃﺎ ﺗﻌﻠﻤﻴﺎ ﺃﻭ ﻧﻮﻋﻴﺔ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺱ ﻭﻣﺪﻯ ﺗﻜﺮﺍﺭﻫﺎ‬
‫)‪ .(Richards and Lockhart ١٩٩٤‬ﻭﳝﻜﻦ ﻛﺬﻟﻚ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺍﳌﻼﺣﻈﺔ‬
‫ﺍﻟﺬﺍﺗﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﳌﺮﺋﻴﺔ ﻟﺪﺭﻭﺳﻬﻢ‪ ،‬ﻭﻣﺮﺍﺟﻌﺔ ﺍﻟﺘﺴﺠﻴﻼﺕ ﳌﻌﺮﻓﺔ ﻣﺎ ﺗﻘﺪﻣﻪ‬
‫ﻫﺬﻩ ﺍﻟﺘﺴﺠﻴﻼﺕ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺗﺪﺭﻳﺴﻬﻢ‪.‬‬
‫ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺣﻠﻬﺎ‬

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‫ﻳﻌﺪ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﺃﻣﺮﺍ ﺃﺳﺎﺳﻴﺎﹰ ﻟﻀﻤﺎﻥ ﻋﺪﻡ ﺗﻄﻮﺭ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﻟﺼﻐﲑﺓ ﺇﱃ ﻣﺸﻜﻼﺕ ﺃﻛﱪ‪ .‬ﻭﳝﻜﻦ ﻷﻧﻈﻤﺔ ﺍﻻﺗﺼﺎﻝ ﺍﳉﻴﺪﺓ ﺃﻥ ﺗﺴﺎﻋﺪ ﰲ ﺿﻤﺎﻥ ﺗﻨﺒﻴﻪ ﺍﳌﺪﺭﺳﲔ ﺃﻭ‬
‫ﺍﳌﺸﺮﻓﲔ ﻟﻠﻤﺸﻜﻼﺕ ﳊﻠﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺸﺘﺮﻙ‬
‫ﻳﻌﻤﻞ ﺍﳌﺪﺭﺳﻮﻥ ﻏﺎﻟﺒﺎﹰ ﺑﺸﻜﻞ ﻣﻨﻔﺮﺩ ﻭﻻ ﻳﻌﻄﻮﻥ ﺍﻟﻔﺮﺹ ﺩﺍﺋﻤﺎﹰ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳋﱪﺓ ﺍﳉﻤﺎﻋﻴﺔ ﺍﻟﱵ‬
‫ﻳﺘﻤﺘﻊ ‪‬ﺎ ﺯﻣﻼﺅﻫﻢ‪ .‬ﻭﻟﻌﻞ ﺇﺣﺪﻯ ﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﺠﻨﺐ ﺫﻟﻚ ﻫﻮ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺹ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﺘﻌﺎﻭﱐ‪ ،‬ﻛﺄﻥ‬
‫ﻳﻌﻤﻞ ﺍﳌﺪﺭﺳﻮﻥ ﺳﻮﻳﺎﹰ ﰲ ﺃﺯﻭﺍﺝ ﺃﻭ ﲨﺎﻋﺎﺕ ﰲ ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﲣﻄﻴﻂ‬
‫ﺍﻟﺪﺭﻭﺱ‪ .‬ﻭﳝﻜﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﶈﺘﻤﻞ ﻣﻮﺍﺟﻬﺘﻬﺎ ﻭﺣﻠﻬﺎ‪.‬‬
‫ﺗﻮﺛﻴﻖ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳉﻴﺪﺓ ﻭﻣﺸﺎﻃﺮ‪‬ﺎ‬

‫ﻫﻨﺎﻙ ﻣﻘﺪﺍﺭ ﻛﺒﲑ ﻣﻦ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﻤﺘﺎﺯﺓ ﺍﻟﱵ ﺗﺘﻢ ﰲ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﻟﻜﻦ ﻻ ﻳﻌﺮﻑ ﻋﻨﻬﺎ ﺇﻻ‬
‫ﻋﺪﺩ ﻗﻠﻴﻞ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺃﻭ ﺍﳌﺸﺮﻓﲔ‪ .‬ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺗﺸﺠﻴﻊ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﳑﺎﺭﺳﺎ‪‬ﻢ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻹﳚﺎﺑﻴﺔ‪ .‬ﻓﻘﺪ ﻳﻜﺘﺐ ﺑﻌﺾ ﺍﳌﺪﺭﺳﲔ ﻣﺜﻼﹰ ﻭﺻﻔﺎﹰ ﻗﺼﲑﺍﹰ ﻟﺪﻭﺭﺓ ﻧﺎﺟﺤﺔ ﻗﺎﻣﻮﺍ ﺑﺘﺪﺭﻳﺴﻬﺎ‪،‬‬
‫ﻭﺗﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﺇﺭﺳﺎﳍﺎ ﻋﻦ ﻃﺮﻳﻖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﺘﺒﻮﺍ‬
‫ﻣﻘﺎﻻﺕ ﻗﺼﲑﺓ ﻟﻨﺸﺮﻫﺎ ﰲ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﺧﺒﺎﺭﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺪﺭﺳﺔ ﺃﻭ ﺍ‪‬ﻼﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺪﺭﺳﲔ‪ ،‬ﺃﻭ‬
‫ﺗﻘﺪﱘ ﺃﻓﻜﺎﺭﻫﻢ ﰲ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﺍﻟﱵ ﺗﻌﻘﺪ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺓ ﺍﻟﻐﺪﺍﺀ‪ .‬ﻭﳝﻜﻦ ﺗﺼﻮﻳﺮ ﺍﻟﻔﺼﻮﻝ‬
‫ﻟﺘﻘﺪﱘ ﻣﺪﺧﻼﺕ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻭﺭﺵ ﺍﻟﻌﻤﻞ ﺃﻭ ﺣﺼﺺ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ‪ .‬ﻭﳝﻜﻦ ﺗﻨﻈﻴﻢ ﺍﺟﺘﻤﺎﻋﺎﺕ‬
‫ﺃﻭ ﻣﺆﲤﺮﺍﺕ ﻣﺼﻐﺮﺓ ﲝﻴﺚ ﻳﻘﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﻟﺼﻔﻴﺔ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺧﺮﻯ ﺍﻟﱵ‬
‫ﻳﺮﻏﺒﻮﻥ ﰲ ﺇﻃﻼﻉ ﺯﻣﻼﺋﻬﻢ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻳﻌﻄﻲ ‪ Davidson‬ﻭ ‪ (١٩٩٧:١٩٠) Tesh‬ﺍﻷﻣﺜﻠﺔ‬
‫‪ .١‬ﻗﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺘﻘﺪﱘ ﻭﺭﻗﺔ ﰲ ﻣﺆﲤﺮ ﻣﻬﲏ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻌﺪﻝ ﺍﻟﻮﺭﻗﺔ ﻟﺘﺴﺘﺨﺪﻡ ﰲ ﺩﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ‬
‫ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ‪.‬‬
‫‪ .٢‬ﻗﺎﻡ ﺍﳌﺪﺭﺱ ﲝﻀﻮﺭ ﻣﺆﲤﺮ ﻣﻬﲏ ﺃﻭ ﻭﺭﺷﺔ ﻋﻤﻞ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻄﻠﻊ ﺯﻣﻼﺀﻩ ﻋﻠﻰ ﻣﺎ ﺗﻌﻠﻤﻪ‪.‬‬
‫‪ .٣‬ﻗﺎﻡ ﺍﳌﺪﺭﺱ ﺑﻘﺮﺍﺀﺓ ﻣﻄﺒﻮﻋﺔ ﺣﺪﻳﺜﺔ ﰲ ﺍﳊﻘﻞ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻘﺪﻡ ﻟﺰﻣﻼﺋﻪ ﻣﻠﺨﺼﺎ ﻋﻨﻬﺎ‪.‬‬
‫‪ .٤‬ﻗﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺘﻄﺒﻴﻖ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺪﺭﻳﺲ ﻋﻤﻠﻴﺔ ﻳﺮﻏﺐ ﰲ ﺇﻃﻼﻉ ﺯﻣﻼﺋﻪ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪ .٥‬ﻗﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺘﻄﻮﻳﺮ ﻣﺎﺩﺓ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺴﻤﻮﻋﺔ ﺃﻭ ﻣﺮﺋﻴﺔ ﺃﻭ ﻣﻜﺘﻮﺑﺔ ﻣﻨﺎﺳﺒﺔ ﳌﻨﻬﺞ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺸﺮﺡ ﻟﺰﻣﻼﺋﻪ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪.‬‬

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‫‪ .٦‬ﻗﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻛﺘﺐ ﺩﺭﺍﺳﻴﺔ ﻣﻦ ﻗﺎﺋﻤﺔ ﺍﻟﻜﺘﺐ ﺍﳌﻌﺪﺓ ﻟﻠﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻘﺎﺩﻡ‪،‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﻳﻄﻠﻊ ﺯﻣﻼﺀﻩ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﻗﺎﻣﺖ ﺑﺘﺄﺩﻳﺔ ﻭﻇﻴﻔﺘﻬﺎ ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ ﻭﺗﻠﻚ ﺍﻟﱵ ﱂ‬
‫ﺗﺆﺩ ﻭﻇﻴﻔﺘﻬﺎ‪.‬‬
‫‪ .٧‬ﻳﺮﻏﺐ ﺍﳌﺪﺭﺱ ﰲ ﺃﻥ ﻳﺜﲑ ﻧﻘﺎﺷﺎ ﺣﻮﻝ ﻗﻀﻴﺔ ﻣﻌﻴﻨﺔ ﺧﺎﺻﺔ ﺑﺎﳌﻨﻬﺞ ﺃﻭ ﺑﺎﻟﱪﻧﺎﻣﺞ‪.‬‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‬

‫ﺗﺘﻀﻤﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺩﺭﺍﺳﺔ ﳑﺎﺭﺳﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻗﻴﻤﻪ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﺍ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ‬
‫ﻭﺍﳌﺮﺍﺟﻌﺔ‪ .‬ﻭﻫﻲ ﺟﺰﺀ ﻣﻦ ﻋﻤﻠﻴﺔ ﺇﻇﻬﺎﺭ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﳉﻮﺩﺓ ﻭﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻷﻫﺪﺍﻑ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ ﻭﺍﻟﺘﻄﻮﻳﺮ‬
‫ﺍﳌﻬﲏ‪" .‬ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﻳﻈﻬﺮ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺍﻫﺘﻤﺎﻣﻪ ﺑﻘﻴﺎﺱ ﺍﳉﻮﺩﺓ ﻭ ﻧﻮﺍﺗﺞ‬
‫ﺭﺳﺎﻟﺘﻪ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺍﻟﺘﺰﺍﻣﻪ ﺑﺎﻟﺘﻐﻴﲑ ﺑﻌﻴﺪ ﺍﳌﺪﻯ ﻭﺍﻟﻨﻤﻮ ﺍﳌﻬﲏ" )‪ .(Carkin ١٩٩٧:٥٦‬ﻭﻳﻨﺒﻐﻲ‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻛﻞ ﺛﻼﺙ ﺇﱃ ﲬﺲ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺸﻤﻞ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺪﻳﺮﻳﻦ‬
‫ﻭﺍﻟﻄﻼﺏ ﰲ ﻋﻤﻠﻴﺔ ﻓﺤﺺ ﻟﻜﻞ ﺟﻮﺍﻧﺐ ﻋﻤﻞ ﺍﳌﺪﺭﺳﺔ )‪ .(Kells ١٩٨٨‬ﻭﻫﻨﺎﻙ ﺇﺭﺷﺎﺩﺍﺕ‬
‫ﻟﺘﻨﻔﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻣﻌﺪﺓ ﻭﻣﻨﺸﻮﺭﺓ ﻣﻦ ﻗﺒﻞ ‪ TESOL‬ﻭ ‪TESOL ) NAFSA‬‬
‫‪.(١٩٨٦a, ١٩٨٦b, Marsh ١٩٩٤‬‬
‫ﺗﻘﻮﱘ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻳﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻖ ﺍﳉﻮﺩﺓ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻓﻤﻦ ﺍﳌﻬﻢ ﻣﺮﺍﺟﻌﺔ ﺃﺩﺍﺀ ﺍﳌﺪﺭﺳﲔ ﺑﺎﻧﺘﻈﺎﻡ‪.‬‬
‫ﻭﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺗﻄﻮﻳﺮ ﻧﻈﺎﻡ ﻟﻠﺘﻘﻴﻴﻢ ‪ .appraisal system‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻟﻨﻈﺎﻡ ﺍﻟﺘﻘﻴﻴﻢ ﻋﺪﺓ‬
‫ﺃﻏﺮﺍﺽ ﳐﺘﻠﻔﺔ ﻣﻨﻬﺎ‪:‬‬
‫• ﳌﻜﺎﻓﺄﺓ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺃﺩﺍﺋﻬﻢ ﺍﳉﻴﺪ‪.‬‬
‫• ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﻟﺘﻘﺪﱘ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫• ﻟﺘﻌﺰﻳﺰ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻄﻮﻳﺮ ﻣﺴﺘﻤﺮ ﻟﻠﻄﺎﻗﻢ‪.‬‬
‫• ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﲢﺴﲔ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﻟﺘﻘﺪﱘ ﺃﺳﺎﺱ ﻟﺘﺠﺪﻳﺪ ﺍﻟﻌﻘﻮﺩ ﻭﺍﻟﺘﺮﻗﻴﺔ‪.‬‬
‫• ﻹﻇﻬﺎﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺄﺩﺍﺀ ﺍﳌﺪﺭﺳﲔ ﻭﺗﻄﻮﻳﺮﻫﻢ‪.‬‬

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‫ﻭﻏﺮﺽ ﺍﻟﺘﻘﻴﻴﻢ ﺳﻮﻑ ﳛﺪﺩ ﻧﻮﻉ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﻨﻔﺬ‪.‬‬
‫ﺗﻄﻮﻳﺮ ﻧﻈﺎﻡ ﺍﻟﺘﻘﻴﻴﻢ‬

‫ﺳﻴﻜﻮﻥ ﻟﻨﻈﺎﻡ ﺍﻟﺘﻘﻴﻴﻢ ﻣﺼﺪﺍﻗﻴﺔ ﻛﺒﲑﺓ ﺇﺫﺍ ﻛﺎﻥ ﳝﺜﻞ ﺁﺭﺍﺀ ﻛﻞ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻹﺩﺍﺭﻳﲔ‪ .‬ﻭﻟﺬﺍ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﻳﺼﻤﻢ ﺑﻄﺮﻳﻘﺔ ﺗﻌﺎﻭﻧﻴﺔ ﳑﺜﻼ ﻟﻜﻞ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ‪ .‬ﻭﻟﻜﻦ ﻳﻨﺒﻐﻲ ﻷﻱ ﻧﻈﺎﻡ ﺗﻘﻴﻴﻢ ﺃﻥ ﻳﺪﺭﻙ ﺃﻧﻪ ﻻ‬
‫ﺗﻮﺟﺪ ﻃﺮﻳﻘﺔ ﻭﺍﺣﺪﺓ ﺻﺤﻴﺤﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ .‬ﻓﻠﻠﻤﺪﺭﺳﲔ ﺃﺳﺎﻟﻴﺐ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻗﺪ ﻳﺴﺘﺨﺪﻡ‬
‫ﻣﺪﺭﺳﺎﻥ ﻃﺮﻳﻘﺘﲔ ﳐﺘﻠﻔﺘﲔ ﲤﺎﻣﺎﹰ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻟﻜﻦ ﻛﻼﳘﺎ ﻳﻌﺪ ﻣﺪﺭﺳﺎ ﳑﺘﺎﺯﺍ‪ .‬ﻭﻟﺬﺍ ﳚﺐ ﺗﻄﻮﻳﺮ‬
‫ﻣﻌﺎﻳﲑ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳉﻴﺪ ﻣﻊ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺄﻥ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻤﻠﻴﺔ ﻣﻌﻘﺪﺓ ﻭﺃﻧﻪ ﻧﺸﺎﻁ ﻓﺮﺩﻱ‪.‬‬
‫ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻣﻌﺎﻳﲑ ﻣﻌﺘﺮﻑ ‪‬ﺎ ﻋﺎﳌﻴﺎﹰ ﻟﻘﻴﺎﺱ ﻓﻌﺎﻟﻴﺔ ﺍﳌﺪﺭﺱ‪ ،‬ﺣﻴﺚ ﺗﺴﺘﺨﺪﻡ ﻋﺪﺓ‬
‫ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﻣﺬﺍﻫﺐ ﺍﻟﺘﻘﻴﻴﻢ‪ .‬ﻭﻳﺘﻢ ﺗﺄﺳﻴﺲ ﺍﳌﻌﺎﻳﲑ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﺍﻋﺘﻤﺎﺩﺍﹰ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺉ ﺍﻟﻌﺎﻣﺔ ﻟﻔﻌﺎﻟﻴﺔ ﺍﳌﺪﺭﺱ‪ ،‬ﻭﻋﻮﺍﻣﻞ ﺧﺎﺻﺔ ﺑﻨﻮﻋﻴﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻓﻴﻪ‬
‫ﺍﳌﺪﺭﺳﻮﻥ‪ .‬ﻓﺎﳌﺮﺷﺤﻮﻥ ﻣﺜﻼﹰ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ UCLES‬ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻠﻜﺒﺎﺭ‬
‫)‪ (UCLES ١٩٩٨‬ﻳﺘﻢ ﺗﻘﻮﳝﻬﻢ ﻣﻦ ﺧﻼﻝ ﳑﺎﺭﺳﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺼﻔﻲ‪ ،‬ﻭﺍﻟﻮﻋﻲ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪.(٣‬‬
‫ﻭﻳﻘﺪﻡ ‪ (١٩٩٤) Brown‬ﻗﺎﺋﻤﺔ ﻓﺤﺺ ﺗﻘﻮﳝﻴﺔ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻹﻋﺪﺍﺩ‪ ،‬ﻭﺍﻟﺘﻘﺪﱘ‪،‬‬
‫ﻭﺍﻟﺘﻨﻔﻴﺬ‪/‬ﺍﻟﻄﺮﻕ‪ ،‬ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺗﻔﺎﻋﻞ ﺍﳌﺪﺭﺱ ﻣﻊ ﺍﻟﻄﻼﺏ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ .(٤‬ﻭﻳﻘﺪﻡ‬
‫‪ (١٩٩٧) Murdoch‬ﺍﺳﺘﺒﺎﻧﺔ ﻣﺼﻤﻤﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺼﻔﺎﺕ ﺍﳌﺪﺭﻛﺔ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﳌﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳉﻴﺪﻳﻦ‪ ،‬ﻭﻫﻲ ﻣﻘﺴﻤﺔ ﺇﱃ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ‪-‬ﻛﻔﺎﻳﺎﺕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ELT‬‬
‫‪ ،competencies‬ﻭﻛﻔﺎﻳﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺎﻣﺔ ‪general teaching‬‬
‫‪ ،competencies‬ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪.(٥‬‬
‫ﻣﺎ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﺍﻟﺘﻘﻴﻴﻢ‬

‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺘﻘﻴﻴﻢ ﻳﺘﻀﻤﻦ ﻋﺎﺩﺓ ﻣﻼﺣﻈﺔ ﺍﳌﺪﺭﺱ ﻭﻫﻮ ﻳﺪﺭﺱ ﻓﺼﻼ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻓﺎﻟﺘﻘﻴﻴﻢ ﻗﺪ‬
‫ﻳﺸﻤﻞ ﻋﺪﺩﺍ ﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﺮﻯ ﻣﻦ ﻋﻤﻞ ﺍﳌﺪﺭﺱ ﻣﺜﻞ‪:‬‬
‫• ﲣﻄﻴﻂ ﺍﻟﺪﺭﻭﺱ‪.‬‬
‫• ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻌﺪﻫﺎ ﺍﳌﻌﻠﻢ‪.‬‬
‫• ﻫﻴﻜﻞ ﺍﻟﺪﻭﺭﺓ ﻭﺍﻟﻨﺸﺮﺍﺕ ﺍﻟﻴﺪﻭﻳﺔ‪.‬‬
‫• ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﺼﻔﻴﺔ‪.‬‬

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‫• ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪.‬‬
‫ﺗﻨﻔﻴﺬ ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ ﻗﺒﻞ ﻣﺸﺮﻑ ﺃﻭ ﺯﻣﻴﻞ ﺃﻭ ﻳﻄﻠﻊ ﺑﻪ ﺍﳌﺪﺭﺱ ﻧﻔﺴﻪ ﺃﻭ ﺍﻟﻄﻼﺏ‪.‬‬
‫• ﺍﻟﺘﻘﻴﻴﻢ ﺑﻮﺍﺳﻄﺔ ﻣﺸﺮﻑ‪ :‬ﻳﻔﺘﺮﺽ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﺸﺮﻓﻮﻥ ﺑﺎﻟﺘﻘﻴﻴﻢ ﺭﻏﻢ ﺃﻥ ﻛﺜﲑﺍﹰ ﻣﻦ ﺍﳌﺪﺭﺳﲔ‬
‫ﻳﻔﻀﻠﻮﻥ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺘﻘﻴﻴﻢ ﺷﺨﺺ ﺁﺧﺮ ﻏﲑ ﺍﳌﺸﺮﻑ‪ .‬ﺇﻥ ﻭﺟﻮﺩ ﺍﳌﺸﺮﻑ ﰲ ﺍﻟﻔﺼﻞ ﻗﺪ‬
‫ﳝﻨﻊ ﺍﳌﺪﺭﺱ ﻣﻦ ﺗﻘﺪﱘ ﺃﻓﻀﻞ ﺃﺩﺍﺀ ﻟﺪﻳﻪ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ ﻗﺪ ﺗﻄﻐﻰ ﻋﻠﻴﻪ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺬﺍﺗﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺸﺮﻑ ﺇﺩﺍﺭﻳﺎﹰ ﻭﻟﻴﺲ ﻣﺪﺭﺳﺎﹰ ‪،‬ﻓﻘﺪ ﻻ ﻳﻜﻮﻥ‬
‫ﻟﺪﻳﻪ ﺗﻔﻬﻢ ﺟﻴﺪ ﻟﻠﻤﻮﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺳﻮﺀ ﺇﺩﺭﺍﻙ ﳉﻮﺍﻧﺐ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺪﺭﺱ‪ .‬ﻭﻳﺘﻢ ﻏﺎﻟﺒﺎ ﺍﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﺋﻢ ﺍﻟﻔﺤﺺ ﻣﻦ ﺃﺟﻞ ﺗﻮﻓﲑ ﺷﻲﺀ ﻣﻦ ﺍﻻﺗﺴﺎﻕ‬
‫ﻟﻠﺘﻘﻴﻴﻢ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪.(٤‬‬
‫• ﺗﻘﻴﻴﻢ ﺑﻮﺍﺳﻄﺔ ﺯﻣﻴﻞ‪ :‬ﻳﻌﺪ ﺗﻘﻴﻴﻢ ﺍﻷﻗﺮﺍﻥ ‪ peer appraisal‬ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺃﻗﻞ ‪‬ﺪﻳﺪﺍﹰ‬
‫ﻟﻠﻤﺪﺭﺱ ﻣﻦ ﺗﻘﻴﻴﻢ ﺍﻟﺰﻣﻴﻞ ﻭﻗﺪ ﻳﻨﺘﺞ ﻋﻨﻪ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﺑﻨﺎﺀﺓ‪ .‬ﻭﻳﺘﻔﻬﻢ ﺍﻟﺰﻣﻴﻞ ﻏﺎﻟﺒﺎﹰ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻮﺍﺟﻬﻬﺎ ﺍﳌﺪﺭﺱ ﻋﻠﻰ ﳓﻮ ﺃﻓﻀﻞ‪ ،‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﻗﺘﺮﺍﺡ ﻃﺮﻕ‬
‫ﻣﻔﻴﺪﺓ ﳌﻌﺎﳉﺘﻬﺎ‪ .‬ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٨‬ﻣﺜﺎﻻﹰ ﻻﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺍﻷﻗﺮﺍﻥ ﺗﺴﺘﺨﺪﻡ ﰲ ﺃﺣﺪ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﻜﺒﲑﺓ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ .‬ﻭﻗﺪ ﺃﻋﺪ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺑﻌﺾ ﺍﳌﺪﺭﺳﲔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪،‬‬
‫ﻭﻫﻲ ﺗﻌﻄﻲ ﻓﺮﺻﺔ ﻟﻠﻤﺪﺭﺱ ﻟﲑﺩ ﻋﻠﻰ ﺗﻌﻠﻴﻘﺎﺕ ﻣﻦ ﻳﻘﻮﻡ ﺑﺎﻟﺘﻘﻴﻴﻢ‪.‬‬
‫• ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ ‪ :self-appraisal‬ﻳﻜﻮﻥ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﻟﻐﺎﻟﺐ ﰲ ﻣﻮﻗﻊ ﺟﻴﺪ ﻟﺘﻘﻮﱘ‬
‫ﺃﻧﻔﺴﻬﻢ‪ ،‬ﻭﺭﲟﺎ ﻳﻌﺪ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ ﺃﻗﻞ ﺻﻮﺭ ﻗﻴﺎﺱ ﺍﳌﺪﺭﺱ ‪‬ﺪﻳﺪﺍﹰ‪ .‬ﻭﻗﺪ ﻳﺘﺨﺬ ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﺍﻟﺬﺍﰐ ﺻﻴﻐﺎ ﻣﺘﻌﺪﺩﺓ‪.‬‬
‫• ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﺍﻟﺪﺭﻭﺱ‪ :‬ﻗﺪ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺱ ﻭﺻﻔﺎﹰ ﻣﻘﻴﺪﺍﹰ ﻟﻠﺪﺭﺱ ﻣﻊ ﺗﻘﻮﱘ ﻛﻞ ﻣﻜﻮﻥ ﻣﻦ‬
‫ﻣﻜﻮﻧﺎﺕ ﺍﻟﺪﺭﺱ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ٦‬ﻟﻴﻘﺪﻡ ﻣﺜﺎﻻﹰ ﻋﻠﻰ ﺍﺳﺘﻤﺎﺭﺓ ﻟﻠﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ(‬
‫• ﻣﻔﻜﺮﺓ ﺍﻟﺘﺪﺭﻳﺲ ‪ :teaching journal‬ﻗﺪ ﳛﺘﻔﻆ ﺍﳌﺪﺭﺱ ﲟﻔﻜﺮﺓ ﻳﻮﻣﻴﺔ ﺑﺸﻜﻞ‬
‫ﻣﻨﺘﻈﻢ ﻳﺴﺠﻞ ﻓﻴﻬﺎ ﻣﺎ ﻳﺪﻭﺭ ﰲ ﻓﺼﻠﻪ ﻭﻳﺼﻒ ﻓﻴﻬﺎ ﻭﻳﺘﺄﻣﻞ ﺟﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﲣﻄﻴﻂ‬
‫ﺍﻟﺪﻭﺭﺓ ﻭﺗﺪﺭﻳﺴﻬﺎ‪.‬‬
‫• ﺗﺴﺠﻴﻼﺕ ﺻﻮﺗﻴﺔ ﻭﻣﺮﺋﻴﺔ‪ :‬ﻗﺪ ﻳﻘﻮﻡ ﺍﳌﺪﺭﺱ ﺑﺘﺴﺠﻴﻞ ﻋﺪﺩ ﻣﻦ ﺍﻟﺪﺭﻭﺱ‪ ،‬ﻭﻗﺪ ﻳﻄﻠﺐ ﻣﻦ‬
‫ﺷﺨﺺ ﺁﺧﺮ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺴﺠﻴﻠﻬﺎ‪ ،‬ﻭ ﻳﻘﻮﻡ ﲟﺮﺍﺟﻌﺔ ﺍﻟﺘﺴﺠﻴﻼﺕ ﻭﻳﻌﻠﻖ ﻋﻠﻰ ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ‬
‫ﻭﺍﻟﻀﻌﻒ ﰲ ﺍﻟﺪﺭﻭﺱ‪.‬‬

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‫• ﺗﻘﻴﻴﻢ ﺍﻟﻄﺎﻟﺐ ‪ :student appraisal‬ﺇﻥ ﺍﻟﻄﻼﺏ ﰲ ﻣﻮﻗﻊ ﺟﻴﺪ ﻟﻘﻴﺎﺱ ﻓﻌﺎﻟﻴﺔ‬

‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺭﻏﻢ ﺃﻥ ﻣﺪﻯ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﻋﻤﻞ ﺫﻟﻚ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺃﺩﺍﺓ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫ﺍﳌﻘﺪﻣﺔ ﳍﻢ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻄﻼﺏ ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﻳﻜﻮﻧﻮﻥ ﻧﺎﻗﺪﻳﻦ‪ ،‬ﻓﻠﺪﻳﻬﻢ ﻋﺎﺩﺓ ﺷﻌﻮﺭ‬
‫ﺟﻴﺪ ﲟﺪﻯ ﺇﻋﺪﺍﺩ ﺍﳌﺪﺭﺱ ﻟﺪﺭﻭﺳﻪ‪ ،‬ﻭﻣﺪﻯ ﺍﺧﺘﻴﺎﺭﻩ ﳏﺘﻮﻯ ﺫﺍ ﺻﻠﺔ‪ ،‬ﻭﻣﺪﻯ ﻗﺪﺭﺗﻪ ﻋﻠﻰ‬
‫ﺗﻘﺪﱘ ﺩﺭﻭﺱ ﺟﺬﺍﺑﺔ ﻭﺫﺍﺕ ﺻﻠﺔ ﻭﰲ ﻣﺴﺘﻮﻯ ﻣﻨﺎﺳﺐ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ‬
‫ﻻﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺇﺩﺭﺍﻛﻪ ﻫﻮ ﻣﺪﻯ ﺻﻌﻮﺑﺔ ﺗﺪﺭﻳﺲ ﺍﻟﺪﻭﺭﺓ )ﺃﻭ ﺗﺪﺭﻳﺲ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﻄﻼﺏ( ﺑﺴﺒﺐ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻔﺼﻞ ﻭﺃﻋﻀﺎﺋﻪ‪ .‬ﻭﳛﺘﻮﻱ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‬
‫‪ ٧‬ﻋﻠﻰ ﻣﺜﺎﻝ ﻻﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‬
‫ﻟﻴﺲ ﺍﻟﺘﻌﻠﻢ ﻣﺮﺁﺓ ﻋﺎﻛﺴﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ .‬ﺇﻥ ﻣﺪﻯ ﲢﻘﻴﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻷﻫﺪﺍﻓﻪ ﺳﻮﻑ ﻳﻌﺘﻤﺪ ﺃﻳﻀﺎﹰ ﻋﻠﻰ‬
‫ﻣﺪﻯ ﺃﺧﺬ ﺍﳌﺘﻌﻠﻤﲔ ﺑﺎﳊﺴﺒﺎﻥ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻗﺪ ﺗﺆﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﻟﻜﻴﻔﻴﺔ‬
‫ﺍﻟﱵ ﻳﺴﺘﻘﺒﻞ ‪‬ﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻓﻬﻢ ﺍﻟﺪﻭﺭﺓ‬
‫ﻣﻦ ﺍﳌﻬﻢ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﺘﻌﻠﻤﲔ ﻟﻐﺎﻳﺎﺕ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﺃﺳﺒﺎﺏ ﻃﺮﻳﻘﺔ ﺗﻨﻈﻴﻤﻬﺎ ﻭﺗﺪﺭﻳﺴﻬﺎ‬
‫ﻭﻣﺬﺍﻫﺐ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﺳﻮﻑ ﻳﺘﻢ ﺗﺸﺠﻴﻌﻬﻢ ﻋﻠﻰ ﺳﻠﻮﻛﻬﺎ‪ .‬ﻓﻼ ﳝﻜﻦ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﳌﺘﻌﻠﻤﲔ ﺳﻮﻑ‬
‫ﻳﻜﻮﻧﻮﻥ ﻣﻴﺎﻟﲔ ﳓﻮ ﺍﻟﺪﻭﺭﺓ ﺑﺸﻜﻞ ﺇﳚﺎﰊ‪ ،‬ﺃﻭ ﺳﻮﻑ ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ‬
‫ﺍﻟﺪﻭﺭﺓ‪ ،‬ﺃﻭ ﺳﻮﻑ ﻳﺸﺎﻃﺮﻭﻥ ﺍﳌﺪﺭﺱ ﰲ ﻓﻬﻤﻪ ﻟﻐﺎﻳﺎﺕ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﻳﻘﻮﻝ ‪Brindley‬‬
‫)‪:(١٩٨٤:٩٥‬‬
‫ﻋﻨﺪﻣﺎ ﻳﻠﺘﻘﻲ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻭﺍﳌﺪﺭﺳﻮﻥ ﻟﻠﻤﺮﺓ ﺍﻷﻭﱃ ﻗﺪ ﳚﻠﺒﻮﻥ ﻣﻌﻬﻢ ﺗﻮﻗﻌﺎﺕ ﳐﺘﻠﻔﺔ ﻻﺗﺘﻌﻠﻖ ﺑﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻢ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻓﺤﺴﺐ‪ ،‬ﻭﻟﻜﻦ ﺗﺘﻌﻠﻖ ﺃﻳﻀﺎﹰ ﲟﺎ ﺳﻮﻑ ﻳﺘﻢ ﺗﻌﻠﻤﻪ ﰲ ﺩﻭﺭﺓ ﻣﻌﻴﻨﺔ ﻭﻛﻴﻒ ﺳﻮﻑ‬
‫ﻳﺘﻢ ﺗﻌﻠﻤﻪ‪ .‬ﻭﻟﺬﺍ ﻓﻬﻨﺎﻙ ﺇﻣﻜﺎﻧﻴﺔ ﳊﺪﻭﺙ ﺳﻮﺀ ﻓﻬﻢ‪ .‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﻓﻤﻦ ﺍﳌﻬﻢ ﺟﺪﺍ ﻭﺿﻊ ﺁﻟﻴﺎﺕ‬
‫ﻟﻠﺘﺸﺎﻭﺭ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺍﻟﺪﻭﺭﺓ؛ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﻛﻞ ﻣﻦ ﻟﻪ ﺻﻠﺔ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ‬
‫ﻭﻋﻲ ﺑﺘﻮﻗﻌﺎﺕ ﺍﻷﺷﺨﺎﺹ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻳﺼﺒﺢ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻣﺸﺎﺭﻛﲔ ﻧﺸﻄﲔ ﰲ ﺻﻨﺎﻋﺔ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﳌﺘﻌﻠﻖ ﺑﺘﻌﻠﻤﻬﻢ‪ ،‬ﻓﻤﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ﻣﻮﻗﻊ ﺍﳌﺪﺭﺱ ﻭﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﲢﺪﻳﺪ‬
‫ﻣﻮﻗﻌﻬﻢ‪ .‬ﻭﺍﳌﺪﺭﺳﻮﻥ ﺑﺎﳌﻘﺎﺑﻞ ﲝﺎﺟﺔ ﺇﱃ ﻓﺤﺺ ﺗﻮﻗﻌﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﻔﺴﲑ‬
‫ﺗﻘﺎﺭﻳﺮ ﺍﻟﻄﻼﺏ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳊﺎﺟﺎﺕ‪.‬‬

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‫ﺁﺭﺍﺀ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻢ‬

‫ﻳﺪﺧﻞ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻟﺪﻭﺭﺓ ﻭﻟﺪﻳﻬﻢ ﺁﺭﺍﺅﻫﻢ ﺍﳋﺎﺻﺔ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﱵ ﻗﺪ ﻻ ﺗﺘﻄﺎﺑﻖ ﻣﻊ ﺁﺭﺍﺀ‬
‫ﺍﳌﺪﺭﺳﲔ‪ .‬ﻛﻴﻒ ﻳﻨﻈﺮ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺇﱃ ﺃﺩﻭﺍﺭ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ؟ ﻭﻣﺎ ﺷﻌﻮﺭﻫﻢ ﲡﺎﻩ ﺃﺷﻴﺎﺀ ﻣﺜﻞ‪،‬‬
‫ﺍﳊﻔﻆ‪ ،‬ﻭﻋﻤﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﻭﺃﳘﻴﺔ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﺍﻟﻨﻄﻖ؟ ﻟﻘﺪ ﻭﺟﺪ ‪ Alcorso‬ﻭ ‪Kalantzis‬‬
‫)‪ (١٩٨٥‬ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﻳﻘﺪﺭﻭﻥ ﻓﺎﺋﺪﺓ ﺍﻷﻧﺸﻄﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻛﺜﲑﺍﹰ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻔﻀﻞ ﻃﻼ‪‬ﻢ ﺍﻷﻧﺸﻄﺔ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻣﺜﻞ‪ ،‬ﲤﺎﺭﻳﻦ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﻧﺴﺦ ﺍﳌﻮﺍﺩ ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﻭﺍﳊﻔﻆ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ‪ .‬ﻣﺎ ﺍﻷﺩﻭﺍﺭ ﺍﻟﱵ ﻳﺘﻮﻗﻊ‬
‫ﺃﻥ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺃﺛﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ؟ ﻗﺪ ﺗﻔﺘﺮﺽ ﺍﻟﺪﻭﺭﺓ ﺃﺩﻭﺍﺭﺍ ﻣﺘﻨﻮﻋﺔ ﻭﳐﺘﻠﻔﺔ ﻟﻠﻄﻼﺏ ﻣﺜﻞ‪:‬‬
‫• ﻣﺪﻳﺮ ﻟﺘﻌﻠﻤﻪ‪.‬‬
‫• ﻣﺘﻌﻠﻢ ﻣﺴﺘﻘﻞ‪.‬‬
‫• ﳏﻠﻞ ﻟﻠﺤﺎﺟﺎﺕ‪.‬‬
‫• ﻣﺘﻌﺎﻭﻥ ﻭﻋﻀﻮ ﰲ ﻓﺮﻳﻖ‪.‬‬
‫• ﻣﺪﺭﺱ ﺃﻗﺮﺍﻥ ‪.peer tutor‬‬
‫ﻣﺎ ﻣﺪﻯ ﺳﻌﺎﺩﺓ ﺍﳌﺘﻌﻠﻤﲔ ﺑﺎﻷﺩﻭﺍﺭ ﺍﳌﺘﻮﻗﻌﺔ ﻣﻨﻬﻢ؟ ﻫﻞ ﻫﻢ ﲝﺎﺟﺔ ﺇﱃ ﺃﻱ ﺗﻮﺟﻴﻪ ﺧﺎﺹ ﺃﻭ ﺗﺪﺭﻳﺐ‬
‫ﻟﻴﻘﻮﻣﻮﺍ ‪‬ﺬﻩ ﺍﻷﺩﻭﺍﺭ ﻋﻠﻰ ﳓﻮ ﻓﻌﺎﻝ؟‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ‬
‫ﻗﺪ ﺗﻜﻮﻥ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﻠﻢ ﻋﺎﻣﻼﹰ ﻣﻬﻤﺎﹰ ﰲ ﳒﺎﺡ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺗﻌﻜﺲ‬
‫ﺗﻠﻚ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﻮﺻﻲ ‪‬ﺎ ﺍﳌﺪﺭﺳﻮﻥ‪ .‬ﻭﻗﺪ ﺗﻮﺻﻞ ‪ ١٩٨٥) Willing‬ﻣﺬﻛﻮﺭ ﰲ ‪Nunan‬‬
‫ﰲ ﺩﺭﺍﺳﺔ ﺃﺟﺮﺍﻫﺎ ﻟﻔﺤﺺ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﻟﻄﻼﺏ ﻛﺒﺎﺭ ﻳﺪﺭﺳﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ‬ ‫‪( ١٩٨٨:٩٣‬‬
‫ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ‪-‬ﺇﱃ ﺃﺭﺑﻌﺔ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﺩﺭﺳﻬﺎ‪:‬‬
‫• ﻣﺘﻌﻠﻤﻮﻥ ﺣﺴﻴﻮﻥ ‪ :concrete learners‬ﻳﻔﻀﻞ ﻫﺆﻻﺀ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻟﺘﻌﻠﻢ ﺑﻮﺍﺳﻄﺔ‬
‫ﺍﻷﻟﻌﺎﺏ‪ ،‬ﻭﺍﻟﺼﻮﺭ‪ ،‬ﻭﺍﻷﻗﻼﻡ‪ ،‬ﻭﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﺍﻟﺘﺤﺪﺙ ﰲ ﺃﺯﻭﺍﺝ‪ ،‬ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻷﺷﺮﻃﺔ ﻭﺍﻟﺬﻫﺎﺏ ﰲ ﺭﺣﻼﺕ‪.‬‬
‫• ﻣﺘﻌﻠﻤﻮﻥ ﲢﻠﻴﻠﻴﻮﻥ ‪ :analytical learners‬ﳛﺐ ﻫﺆﻻﺀ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺩﺭﺍﺳﺔ ﺍﻟﻘﻮﺍﻋﺪ‪،‬‬
‫ﻭﺩﺭﺍﺳﺔ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺩﻳﺔ‪ ،‬ﻭﺍﻛﺘﺸﺎﻑ ﺃﺧﻄﺎﺋﻬﻢ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺣﻞ‬
‫ﻣﺸﻜﻼﺕ‪ ،‬ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺓ ﺍﻟﺼﺤﻒ‪.‬‬

‫‪٢٧٨‬‬
‫• ﻣﺘﻌﻠﻤﻮﻥ ﺍﺗﺼﺎﻟﻴﻮﻥ ‪ :communicative learners‬ﲢﺐ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﻌﻠﻢ ﻣﻦ‬

‫ﺧﻼﻝ ﻣﻼﺣﻈﺔ ﺍﻟﻨﺎﻃﻘﲔ ﺍﻷﺻﻠﻴﲔ ﻭﺍﻻﺳﺘﻤﺎﻉ ﺇﻟﻴﻬﻢ‪ ،‬ﻭﺍﻟﺘﺤﺪﺙ ﺇﱃ ﺍﻷﺻﺪﻗﺎﺀ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪،‬‬
‫ﻭﻣﺸﺎﻫﺪﺓ ﺍﻟﺘﻠﻔﺎﺯ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﳒﻠﻴﺰﻳﺔ ﰲ ﺍﶈﻼﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﻭﺗﻌﻠﻢ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺧﻼﻝ ﲰﺎﻋﻬﺎ ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﶈﺎﺩﺛﺎﺕ‪.‬‬
‫• ﻣﺘﻌﻠﻤﻮﻥ ﻣﺘﻮﺟﻬﻮﻥ ﳓﻮ ﺍﻟﺴﻠﻄﺔ ‪ :authority-oriented learners‬ﳛﺐ ﻫﺆﻻﺀ‬
‫ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺸﺮﺡ ﺍﳌﺪﺭﺱ ﻛﻞ ﺷﻲﺀ‪ ،‬ﻭﻳﻜﺘﺒﻮﻥ ﻛﻞ ﺷﻲﺀ ﰲ ﺩﻓﺎﺗﺮﻫﻢ‪ ،‬ﻭﳝﻠﻜﻮﻥ ﻛﺘﺒﻬﻢ‬
‫ﺍﳋﺎﺻﺔ ‪‬ﻢ‪ ،‬ﻭﳛﺒﻮﻥ ﺗﻌﻠﻢ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﺗﻌﻠﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﻣﺸﺎﻫﺪ‪‬ﺎ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺒﺎﻧﺔ ﺣﻮﻝ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻔﻀﻠﺔ‪ ،‬ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ‪ ،‬ﻭﻣﺬﺍﻫﺐ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻄﻼﺏ ﺍﳌﻔﻀﻠﺔ ﰲ ﺍﻟﺘﻌﻠﻢ‪ .‬ﻭﻋﻨﺪ ﻇﻬﻮﺭ ﺍﺧﺘﻼﻓﺎﺕ ﺑﲔ ﻭﺟﻬﺎﺕ ﻧﻈﺮ‬
‫ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﳝﻜﻦ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺐ ﺍﳌﺘﻌﻠﻢ‬
‫‪ learner training‬ﻭﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﳋﺎﺹ ﺑﺎﻟﺪﻭﺭﺓ‪.‬‬
‫ﺍﻟﺪﺍﻓﻌﻴﺔ‬
‫ﻣﻦ ﺍﳌﻬﻢ ﺃﻳﻀﺎﹰ ﻣﻌﺮﻓﺔ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﻼﺏ ﳓﻮ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻭﺭﺓ‪ .‬ﳌﺎﺫﺍ ﻳﺪﺭﺱ ﺍﻟﻄﻼﺏ ﺍﻟﺪﻭﺭﺓ؟ ﻭﻛﻴﻒ‬
‫ﺳﻮﻑ ﺗﺆﺛﺮ ﰲ ﺣﻴﺎ‪‬ﻢ؟ ﻣﺎﺫﺍ ﻳﺮﻳﺪﻭﻥ ﻣﻦ ﺍﻟﺪﻭﺭﺓ؟ ﻣﺎ ﺃﻛﺜﺮ ﺟﻮﺍﻧﺐ ﺍﻟﺪﻭﺭﺓ ﺍﻟﱵ ﻳﻬﺘﻤﻮﻥ ‪‬ﺎ؟ ﻗﺪ‬
‫ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻤﲔ ﺃﻭﻟﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ‪ .‬ﻭﻳﺬﻛﺮ ‪ (١٩٨٤:١١٩) Brindley‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻣﺎ‬
‫ﻳﻔﻀﻠﻪ ﺛﻼﺛﺔ ﻃﻼﺏ ﻛﺒﺎﺭ ﰲ ﻓﺼﻞ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﰲ ﺃﺳﺘﺮﺍﻟﻴﺎ‪ ،‬ﻟﻴﻈﻬﺮ ﻛﻴﻒ‬
‫ﺃﻥ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﻣﺘﻔﺎﻭﺗﺔ ﺇﱃ ﺣﺪ ﻛﺒﲑ‪ .‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺇﱃ ﺗﻨﻔﻴﺬ‬
‫ﺑﻌﺾ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻭﺇﱃ ﺗﻄﺒﻴﻖ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻔﺮﻳﺪﻱ‪.‬‬
‫ﺃﺭﻳﺪ ﰲ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ‪:‬‬
‫ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﶈﺪﺩﺓ ﻟﺜﻼﺛﺔ ﻣﺘﻌﻠﻤﲔ‬

‫‪٣‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫ﻓﻬﻢ ﻗﻮﺍﻋﺪ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‬
‫‪٥‬‬ ‫‪٧‬‬ ‫‪١‬‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺑﻄﺮﻳﻘﺔ ﺻﺤﻴﺤﺔ ﻭﺑﺸﻜﻞ ﺃﻛﺜﺮ ﺳﻼﺳﺔ‬
‫‪٦‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫ﻓﻬﻢ ﺍﻹﺫﺍﻋﺔ ﻭﺍﻟﺘﻠﻔﺎﺯ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‬
‫‪٤‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫ﻓﻬﻢ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻷﺳﺘﺮﺍﻟﻴﺔ‬

‫‪٢٧٩‬‬
‫‪١‬‬ ‫‪١‬‬ ‫‪٦‬‬ ‫ﻓﻬﻢ ﺍﻷﺳﺘﺮﺍﻟﻴﲔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻋﻨﺪﻣﺎ ﻳﺘﺤﺪﺛﻮﻥ ﻣﻌﻲ‬
‫‪٢‬‬ ‫‪٤‬‬ ‫‪٤‬‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﺼﺤﻒ ﻭﻓﻬﻤﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‬
‫‪٩‬‬ ‫‪٥‬‬ ‫‪١٠‬‬ ‫ﺍﻟﺘﻮﺍﺻﻞ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻣﻊ ﺯﻣﻴﻠﻲ ﰲ ﺍﻟﻌﻤﻞ‬
‫‪٩‬‬ ‫‪١٠‬‬ ‫‪٨‬‬ ‫ﺗﻌﻠﻢ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ‬
‫‪٨‬‬ ‫‪٨‬‬ ‫‪٩‬‬ ‫ﺗﻌﻠﻢ ﺍﻹﻣﻼﺀ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‬
‫‪٧‬‬ ‫‪٩‬‬ ‫‪٧‬‬ ‫ﺗﻌﻠﻢ ﻛﻴﻔﻴﺔ ﻧﻄﻖ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‬
‫ﺍﻟﺪﻋﻢ‬
‫ﺇﻥ ﺁﻟﻴﺎﺕ ﺍﻟﺪﻋﻢ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻄﻼﺏ ﻣﻜﻮﻥ ﺁﺧﺮ ﻣﻦ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻵﻟﻴﺎﺕ ﻧﻮﻋﻴﺔ‬
‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﱵ ﺳﻮﻑ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻄﻼﺏ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻌﻠﻤﻬﻢ‪ ،‬ﻭﺍﻟﻔﺮﺹ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ‬
‫ﺍﻟﺬﻳﻦ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﻟﺴﺮﻋﺔ ﺃﻭ ﺃﻭﻟﺌﻚ ﺍﳌﻮﺻﻮﻓﲔ ﺑﺎﻟﺒﻂﺀ‪ .‬ﻭﳝﻜﻦ ﺗﻮﻓﲑ ﲡﻬﻴﺰﺍﺕ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻔﺘﻮﺡ‬
‫ﳌﺴﺎﻋﺪﺓ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﺑﻌﺾ ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﺘﻌﻠﻤﻴﺔ ﻭﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ‪.‬‬
‫ﺇﻥ ﺃﺣﺪ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﺗﻄﺮﻗﻨﺎ ﺇﻟﻴﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻭﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺆﺩﻱ ﺩﻭﺭﺍﹰ ﺭﺋﻴﺴﻴﺎﹰ‬
‫ﰲ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺓ ﻭﺟﻮﺩ‪‬ﺎ ﻭﺟﻮﺩﺓ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻫﻮ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﻟﻔﺼﻞ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ‪.‬‬

‫‪ .١‬ﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﺗﺼﻒ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺒﻨﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﳌﻌﻬﺪ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ؟ ﺇﱃ‬
‫ﺃﻱ ﺣﺪ ﰲ ﺭﺃﻳﻚ ﺗﻌﺪ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺇﳚﺎﺑﻴﺔ؟‬
‫‪ .٢‬ﺍﻧﻈﺮ ﺇﱃ ﳏﻴﻂ ﺗﺪﺭﻳﺴﻲ ﺗﻌﺮﻓﻪ‪ ،‬ﰒ ﺣﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﰲ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﺸﻜﻞ‬
‫ﺩﻋﻤﺎﹰ ﺇﳚﺎﺑﻴﺎﹰ ﻟﻠﺘﺪﺭﻳﺲ ﺍﳉﻴﺪ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻻ ﺗﺸﻜﻞ ﺩﻋﻤﺎﹰ ﺇﳚﺎﺑﻴﺎ‪ .‬ﺍﻗﺘﺮﺡ ﺛﻼﺛﺔ ﺗﻐﻴﲑﺍﺕ‬
‫ﺗﻌﺘﻘﺪ ﺃ‪‬ﺎ ﺳﻮﻑ ﲢﺴﻦ ﺟﻮﺩﺓ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫‪ .٣‬ﺇﱃ ﺃﻱ ﺣﺪ ﺗﻌﻜﺲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ‪‬ﺎ ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺑﺎﳉﻮﺩﺓ؟ ﻣﺎ ﻗﻴﺎﺳﺎﺕ ﺍﳉﻮﺩﺓ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑﻫﺎ؟‬
‫‪ .٤‬ﺍﻓﺤﺺ ﺗﻘﺮﻳﺮ ﺍﻟﺮﺳﺎﻟﺔ ﺍﳌﻌﺮﻭﺽ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ،١‬ﰒ ﻗﻢ ﺑﺈﻋﺪﺍﺩ ﺗﻘﺮﻳﺮ ﺭﺳﺎﻟﺔ ﻟﻠﱪﻧﺎﻣﺞ ﺃﻭ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ‪‬ﺎ‪ ،‬ﰒ ﺗﺄﻣﻞ ﰲ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺗﻘﺮﻳﺮ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﺆﺩﻳﻪ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﰲ ﺗﺸﻜﻴﻞ ﺛﻘﺎﻓﺔ ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬

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‫‪ .٥‬ﺍﺳﺘﺨﺪﻡ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺄﻓﻀﻞ ﳑﺎﺭﺳﺔ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ٢‬ﻟﻔﺤﺺ ﻣﺆﺳﺴﺔ‬
‫ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺗﻌﺮﻓﻬﺎ‪ .‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗﻘﺪﻡ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺇﻃﺎﺭﺍﹰ ﻟﺘﺤﺪﻳﺪ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳉﻴﺪﺓ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ؟ ﻫﻞ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﻣﻌﺎﻳﲑ ﺇﺿﺎﻓﻴﺔ؟‬
‫‪ .٦‬ﻣﺎ ﺍﻟﻔﺮﺹ ﺍﳌﺘﻮﻓﺮﺓ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺪﺭﺳﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ‪‬ﺎ؟ ﺍﻗﺘﺮﺡ ﺛﻼﺛﺔ ﻣﺬﺍﻫﺐ‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﳌﺪﺭﺳﲔ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻣﻊ ﲢﺪﻳﺪ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﻳﺴﻌﻰ ﻛﻞ ﻣﺬﻫﺐ ﻹﳒﺎﺯﻫﺎ‪.‬‬
‫‪ .٧‬ﻗﻢ ﺑﺈﻋﺪﺍﺩ ﺗﻘﺮﻳﺮ ﻟﻔﻠﺴﻔﺔ ﺗﺪﺭﻳﺴﻴﺔ ﺗﺪﻋﻢ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ‪.‬‬
‫‪ .٨‬ﻣﺎ ﺍﻷﺷﻴﺎﺀ ﺍﳌﻘﺪﻣﺔ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ؟ ﻣﺎ‬
‫ﺍﳊﻮﺍﻓﺰ ﻭﺍﳌﻜﺎﻓﺂﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻟﺘﺤﻔﻴﺰ ﺍﳌﺪﺭﺳﲔ ﺍﳌﻤﺘﺎﺯﻳﻦ ﻭﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ؟‬
‫‪ .٩‬ﺍﺳﺘﺨﺪﺍﻡ ﺇﺣﺪﻯ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻘﲔ ‪ ٣‬ﺃﻭ ‪ ٤‬ﻟﺘﻘﻮﱘ ﺃﺣﺪ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻣﺎ‬
‫ﻣﺪﻯ ﻓﺎﺋﺪﺓ ﺍﻻﺳﺘﻤﺎﺭﺓ؟ ﻫﻞ ﺗﺮﻏﺐ ﰲ ﻣﺮﺍﺟﻌﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﱪﺗﻚ؟‬
‫ﺍﻛﻤﻞ ﺍﻻﺳﺘﺒﺎﻧﺔ ﺣﻮﻝ ﻣﻮﺍﺻﻔﺎﺕ ﺍﳌﺪﺭﺱ ﺍﳉﻴﺪ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،٥‬ﰒ‬ ‫‪.١٠‬‬
‫ﻗﺎﺭﻥ ﺇﺟﺎﺑﺎﺗﻚ ﻣﻊ ﺇﺟﺎﺑﺎﺕ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻣﺎ ﻣﺪﻯ ﻓﺎﺋﺪﺓ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﺬﻫﺐ ﰲ ﲢﺪﻳﺪ‬
‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﳌﺪﺭﺱ ﺍﳉﻴﺪ؟‬
‫ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﳌﺪﺭﺳﲔ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺗﻘﻮﱘ ﺃﻧﻔﺴﻬﻢ ﺑﻄﺮﻳﻘﺔ ﳝﻜﻦ ﺍﻟﺜﻘﺔ ‪‬ﺎ؟ ﳌﺎﺫﺍ؟‬ ‫‪.١١‬‬
‫ﺍﻓﺤﺺ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،٦‬ﻭﻗﻢ ﺑﺘﺠﺮﻳﺒﻬﺎ ﺇﻥ ﻛﺎﻥ ﺫﻟﻚ‬
‫ﳑﻜﻨﺎﹰ )ﺃﻭ ﺍﻃﻠﺐ ﻣﻦ ﻣﺪﺭﺱ ﺁﺧﺮ ﺃﻥ ﳚﺮ‪‬ﺎ(‪ .‬ﻣﺎ ﻣﺪﻯ ﻛﻔﺎﻳﺘﻬﺎ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﺳﺎﺳﺎ‬
‫ﻟﻠﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ؟‬
‫ﺍﻓﺤﺺ ﺍﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻄﺎﻟﺐ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ .٧‬ﻫﻞ ﺃﻧﺖ ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫‪.١٢‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺃﻭ ﻧﺴﺨﺔ ﻣﻌﺪﻟﺔ ﻣﻨﻬﺎ ﰲ ﺗﺪﺭﻳﺴﻚ؟‬

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ‬
‫ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ‬
‫ﺗﻌﺪ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻋﻨﺼﺮﺍ ﺭﺋﻴﺴﻴﺎ ﰲ ﻏﺎﻟﺒﻴﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻫﻲ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻜﺜﲑ‬
‫ﻣﻦ ﺍﳌﺪﺧﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﺴﺘﻘﺒﻠﻬﺎ ﺍﳌﺘﻌﻠﻤﻮﻥ‪ ،‬ﻭﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻤﻤﺎﺭﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﲢﺪﺙ ﰲ‬
‫ﺍﻟﻔﺼﻞ ﺳﻮﺍﺀ ﻛﺎﻥ ﺍﳌﺪﺭﺱ ﻳﺴﺘﺨﺪﻡ ﻛﺘﺎﺑﺎ ﺩﺭﺍﺳﻴﺎ ﺃﻡ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻌﺪﺓ ﺑﻮﺍﺳﻄﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻡ‬
‫ﻛﺎﻥ ﻳﺴﺘﺨﺪﻡ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻗﺎﻡ ﻫﻮ ﺑﺈﻋﺪﺍﺩﻫﺎ‪ .‬ﻭﺗﻌﺪ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻳﻀﺎ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻠﻤﺪﺭﺳﲔ‬
‫ﺍﳌﺒﺘﺪﺋﲔ‪ ،‬ﻓﻬﻲ ﺗﻘﺪﻡ ﺃﻓﻜﺎﺭﺍ ﺗﺘﻌﻠﻖ ﺑﻜﻴﻔﻴﺔ ﲣﻄﻴﻂ ﺍﻟﺪﺭﻭﺱ ﻭﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺼﺎﻣﻴﻢ ﺍﻟﱵ ﳝﻜﻦ‬
‫ﻟﻠﻤﺪﺭﺳﲔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ .‬ﻭﻻﳝﻜﻦ ﻟﻜﺜﲑ ﻣﻦ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﳊﺎﺻﻞ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻴﻮﻡ ﺃﻥ ﻳﺘﻢ ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ‪ .‬ﻭﳍﺬﻩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ‪ ،‬ﻓﻘﺪ ﺗﻜﻮﻥ )ﺃ( ﻣﻮﺍﺩ‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﻣﻄﺒﻮﻋﺔ ﻣﺜﻞ‪ ،‬ﺍﻟﻜﺘﺐ‪ ،‬ﻭﻛﺘﺐ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ‪ workbooks‬ﻭﺃﻭﺭﺍﻕ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ ، worksheets‬ﻭﻛﺘﺐ ﺍﻟﻘﺮﺍﺀﺓ ‪ readers‬ﺃﻭ )ﺏ( ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻏﲑ ﻣﻄﺒﻮﻋﺔ ﻣﺜﻞ‪ ،‬ﺍﻷﺷﺮﻃﺔ‪ ،‬ﺃﻭ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺴﻤﻌﻴﺔ‪ ،‬ﺃﻭ ﺍﻷﺷﺮﻃﺔ ﺍﳌﺮﺋﻴﺔ‪ ،‬ﺃﻭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ‪computer-based‬‬
‫‪ materials‬ﺃﻭ )ﺝ( ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﲡﻤﻊ ﺑﲔ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻄﺒﻮﻋﺔ ﻭﻏﲑ ﺍﳌﻄﺒﻮﻋﺔ ﻣﺜﻞ‪ ،‬ﻣﻮﺍﺩ ﺍﻟﺘﻌﻠﻢ‬
‫ﺍﳌﻔﺘﻮﺡ‪ ،‬ﺃﻭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﻮﻓﺮﺓ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﻘﺪ ﺗﺆﺩﻱ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻏﲑ ﺍﳌﺼﻤﻤﺔ ﻟﻼﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻣﺜﻞ‪ ،‬ﺍ‪‬ﻼﺕ‪ ،‬ﻭﺍﻟﺼﺤﻒ‪ ،‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ ﻛﺬﻟﻚ‬
‫ﺩﻭﺭﺍ ﰲ ﺍﳌﻨﻬﺞ‪.‬‬
‫ﻭﻳﻠﺨﺺ ( ‪ (١٩٩٥:٧Cunningsworth‬ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )ﺧﺎﺻﺔ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ( ﰲ‬

‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﲤﺜﻞ ﻣﺼﺪﺭﺍ ﻟﻠﻤﻮﺍﺩ )ﺍﶈﻜﻴﺔ ﻭﺍﳌﻜﺘﻮﺑﺔ( ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫•‬
‫ﲤﺜﻞ ﻣﺼﺪﺭﺍ ﻟﻸﻧﺸﻄﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺘﻌﻠﻢ ﻭﻣﺼﺪﺭﺍ ﻷﻧﺸﻄﺔ ﺍﻟﺘﻔﺎﻋﻞ‬ ‫•‬
‫ﺍﻟﺘﻮﺍﺻﻠﻲ‪.‬‬
‫ﲤﺜﻞ ﻣﺮﺟﻌﺎ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﺍﻟﻨﻄﻖ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬ ‫•‬
‫ﲤﺜﻞ ﻣﺼﺪﺭﺍ ﻳﺴﺘﻘﻰ ﻣﻨﻪ ﺃﻓﻜﺎﺭ ﺗﺘﻌﻠﻖ ﺑﺎﻷﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ‪.‬‬ ‫•‬
‫ﲤﺜﻞ ﻣﻘﺮﺭﺍ )ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻌﻜﺲ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ ﺳﺒﻖ ﲢﺪﻳﺪﻫﺎ(‪.‬‬ ‫•‬
‫ﺗﻘﺪﻡ ﺩﻋﻤﺎ ﻟﻠﻤﺪﺭﺳﲔ ﺍﳌﺒﺘﺪﺋﲔ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺍﻛﺘﺴﺎﺏ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺜﻘﺔ‪.‬‬ ‫•‬
‫ﻭﻳﺮﻯ ﻛﻞ ﻣﻦ ‪ Dudley-Evans‬ﻭ ( ‪ (١٧١-١٩٩٨:١٧٠St. John‬ﺃﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﺗﺆﺩﻱ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﺎﻟﻴﺔ ﳌﺪﺭﺳﻲ ﺩﻭﺭﺍﺕ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‪:‬‬

‫‪٢٨٢‬‬
‫ﲤﺜﻞ ﻣﺼﺪﺭﺍ ﻟﻐﻮﻳﺎ‪.‬‬ ‫•‬

‫ﺗﻘﺪﻡ ﺩﻋﻤﺎ ﻟﻠﺘﻌﻠﻢ‪.‬‬ ‫•‬
‫ﺗﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﻹﺛﺎﺭﺓ‪.‬‬ ‫•‬
‫ﺗﻌﺪ ﻣﺮﺟﻌﺎ‪.‬‬ ‫•‬
‫ﻭﻣﻦ ﻫﻨﺎ‪ ،‬ﻓﺎﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟـ)ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ( ﻗﺪ ﺗﺴﻌﻰ ﺇﱃ ﺗﻌﺮﻳﺾ ﺍﻟﻄﻼﺏ ﻟﻸﻧﻮﺍﻉ‬
‫ﺍﻟﻜﻼﻣﻴﺔ ﻭﺍﻟﻀﺮﻭﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳋﺎﺻﺔ )ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ(‪ ،‬ﻭﺗﺴﻌﻰ ﺇﱃ ﺩﻋﻢ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ‬
‫ﺇﺛﺎﺭﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺑﻨﺎﺀ ﻭﺗﺼﺎﻋﺪ ﻟﻜﻲ ﻳﺘﺒﻌﻪ ﺍﳌﺘﻌﻠﻤﻮﻥ‪ ،‬ﻭﺗﺴﻌﻰ ﻛﺬﻟﻚ ﺇﱃ ﺯﻳﺎﺩﺓ‬
‫ﺩﺍﻓﻌﻴﺘﻬﻢ ﻣﻦ ﺧﻼﻝ ﳎﺎ‪‬ﺘﻬﻢ ﺑﺘﺤﺪﻳﺎﺕ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ ﻭﳏﺘﻮﻯ ﻣﺸﻮﻕ‪ ،‬ﻛﻤﺎ ﺗﺴﻌﻰ ﺃﻳﻀﺎ ﺇﱃ ﺗﻘﺪﱘ‬
‫ﻣﺼﺪﺭ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺧﺎﺭﺝ ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺑﻌﺾ ﺍﳌﺪﺭﺳﲔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﻣﺼﺎﺩﺭﻫﻢ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻓﻬﻲ ﺗﻘﺪﻡ‬
‫ﺍﻷﺳﺎﺱ ﶈﺘﻮﻯ ﺍﻟﺪﺭﻭﺱ‪ ،‬ﻭﺍﻷﺳﺎﺱ ﻟﻠﺘﻮﺍﺯﻥ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻷﻧﻮﺍﻉ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ‬
‫ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ ﻣﻜﻤﻠﺔ ﻟﻠﺘﺪﺭﻳﺲ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻪ‬
‫ﺍﳌﺪﺭﺱ‪ .‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ‪ ،‬ﻓﻘﺪ ﲤﺜﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﺪﺭ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻼﺗﺼﺎﻝ ﺑﺎﻟﻠﻐﺔ ﻋﺪﺍ ﺍﳌﺪﺭﺱ‪.‬‬
‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﻳﻌﺪ ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﺎ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺟﺎﻧﺒﺎ ﻣﻬﻤﺎ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
‫ﺍﻟﻠﻐﻮﻱ‪ .‬ﻭﺳﻮﻑ ﻧﻨﺎﻗﺶ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻄﺒﻮﻋﺔ ﻭﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪.textbooks‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻣﻘﺎﺑﻞ ﺍﳌﻮﺍﺩ ﺍﳌﺼﻨﻮﻋﺔ‬

‫ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺪﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻫﻨﺎﻙ ﻗﺮﺍﺭ ﻣﺒﺪﺋﻲ ﳚﺐ ﺍﲣﺎﺫﻩ‬
‫ﻳﺘﻌﻠﻖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺇﻣﺎ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ‪ ، authentic materials‬ﺃﻭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﺼﻨﻮﻋﺔ ‪ .created materials‬ﻭﻳﻘﺼﺪ ﺑﺎﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺼﻮﺭ‬
‫ﻭﺍﻷﺷﺮﻃﺔ ﺍﳌﺮﺋﻴﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﱂ ﺗﺼﻤﻢ ﺧﺼﻴﺼﺎ ﻟﻸﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ؛ ﺃﻣﺎ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ ﻓﻬﻲ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻷﺧﺮﻯ ﺍﳌﻌﺪﺓ ﺧﺼﻴﺼﺎ ﻟﻠﺘﺪﺭﻳﺲ‪.‬‬
‫ﻭﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺃﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﺃﻓﻀﻞ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ؛ ﻷ‪‬ﺎ ﲢﺘﻮﻱ ﻋﻠﻰ ﻟﻐﺔ‬
‫ﺃﺻﻴﻠﺔ ﻭﺗﻌﻜﺲ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻐﺔ‪ ،‬ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﶈﺘﻮﻯ ﺍﳌﺨﺘﺮﻉ ﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﺼﻨﻮﻋﺔ‪ .‬ﻭﻳﺼﻒ ( ‪ (١٩٨١:١٧٣Allwright‬ﺃﺣﺪ ﺍﳌﺒﺎﺩﺉ ﺍﳌﺘﺒﻌﺔ ﰲ ﺩﻭﺭﺓ ﻟﻐﻮﻳﺔ ﻟﻄﻼﺏ ﺃﺟﺎﻧﺐ‬
‫ﰲ ﺟﺎﻣﻌﺔ ﺑﺮﻳﻄﺎﻧﻴﺔ‪" :‬ﻋﺪﻡ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻣﻄﺒﻮﻋﺔ ﺃﻭ ﻏﲑ ﻣﻄﺒﻮﻋﺔ‪ ،‬ﺍﳌﻌﺪﺓ ﺃﻭ‬

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‫ﺍﳌﺼﻤﻤﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﻣﻮﺍﺩ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ"‪ .‬ﻳﺒﺪﻭ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﺗﻌﻜﺲ ﺭﺃﻳﺎ ﻣﺘﺪﻧﻴﺎ ﺟﺪﺍ ﺣﻮﻝ‬
‫ﻗﺪﺭﺍﺕ ﻛﺘﺎﺏ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺻﻨﻊ ﻣﺼﺎﺩﺭ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻔﻴﺪﺓ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ! ﻭﺗﺘﻤﺜﻞ ﺇﳚﺎﺑﻴﺎﺕ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻓﻴﻤﺎ ﻳﻠﻲ ) ‪, ١٩٨٩, Clarke ١٩٧٨Phillips and Shettlesworth‬‬
‫‪:(١٩٩٧Peacock‬‬
‫ﳍﺎ ﺗﺄﺛﲑ ﺇﳚﺎﰊ ﻋﻠﻰ ﺩﺍﻓﻌﻴﺔ ﺍﳌﺘﻌﻠﻢ؛ ﻷ‪‬ﺎ ﺃﻛﺜﺮ ﺗﺸﻮﻳﻘﺎ ﻭﲢﻔﻴﺰﺍ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ‪ .‬ﻓﻬﻨﺎﻙ‬
‫ﻣﺼﺎﺩﺭ ﳑﺘﻌﺔ ﻫﺎﺋﻠﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﻭﰲ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻭﻫﻲ ﺫﺍﺕ ﺻﻠﺔ ﻛﺒﲑﺓ‬
‫ﺑﺎﻫﺘﻤﺎﻣﺎﺕ ﻛﺜﲑ ﻣﻦ ﻣﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﺗﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺛﻘﺎﻓﻴﺔ ﺃﺻﻴﻠﺔ ﻋﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳍﺪﻑ‪ ،‬ﺇﺫ ﳝﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺘﻮﺿﻴﺢ ﺟﻮﺍﻧﺐ‬
‫ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳍﺪﻑ ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﻠﻐﻮﻱ ﻭﻏﲑ ﺍﻟﻠﻐﻮﻱ‪.‬‬
‫ﲡﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺘﻌﺮﺿﻮﻥ ﻟﻠﻐﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻻ ﺇﱃ ﺍﻟﻨﺼﻮﺹ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ‬
‫ﻭﺍﳌﻜﺘﻮﺑﺔ ﺧﺼﻴﺼﺎ ﻹﺑﺮﺍﺯ ﻗﻮﺍﻋﺪ ﳓﻮﻳﺔ ﺃﻭ ﺃﻧﻮﺍﻉ ﺧﻄﺎﺑﻴﺔ ﻣﻌﻨﻴﺔ‪.‬‬
‫ﺗﺮﺗﺒﻂ ﺃﻛﺜﺮ ﲝﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺗﺮﺑﻂ ﺑﲔ ﺍﻟﻔﺼﻞ ﻭﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﻌﺎﱂ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﺗﺪﻋﻢ ﻣﺬﻫﺒﺎ ﺃﻛﺜﺮ ﺇﺑﺪﺍﻋﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻓﻌﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻣﺼﺪﺭﺍ ﻷﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺲ‪،‬‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﳌﺪﺭﺳﻮﻥ ﺍﺳﺘﻐﻼﻝ ﻛﺎﻣﻞ ﻃﺎﻗﺎ‪‬ﻢ ﺍﻟﻜﺎﻣﻨﺔ‪ ،‬ﻭﻳﻄﻮﺭﻭﻥ ﺃﻧﺸﻄﺔ ﻭﻣﻬﻤﺎﺕ ﺗﻨﺴﺠﻢ ﺑﻄﺮﻳﻘﺔ ﺃﻓﻀﻞ‬
‫ﻣﻊ ﺃﺳﺎﻟﻴﺒﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﻋﻨﺪ ﻃﻼ‪‬ﻢ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﻬﻨﺎﻙ ﻣﻦ ﻳﻨﺘﻘﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ ﳝﻜﻦ ﻛﺬﻟﻚ ﺃﻥ ﺗﻜﻮﻥ ﳏﻔﺰﺓ ﻟﻠﻤﺘﻌﻠﻤﲔ‪ .‬ﺇﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻄﺒﻮﻋﺔ ﻣﺼﻤﻤﺔ‬
‫ﰲ ﺍﻟﻐﺎﻟﺐ ﻋﻠﻰ ﺷﻜﻞ ﳎﻼﺕ ﺍﳌﺮﺍﻫﻘﲔ ﻭﻋﻠﻰ ﺷﻜﻞ ﺍﻷﻧﻮﺍﻉ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﻭﻟﺬﺍ ﻗﺪ‬
‫ﺗﻜﻮﻥ ﻣﺸﻮﻗﺔ ﻭﳏﻔﺰﺓ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻣﺜﻞ ﺍﳌﻮﺍﺩ ﺍﻷﺻﻴﻠﺔ ﲤﺎﻣﺎ‪.‬‬
‫ﲢﺘﻮﻱ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻏﺎﻟﺒﺎ ﻋﻠﻰ ﻟﻐﺔ ﺻﻌﺒﺔ ﻭﻣﻔﺮﺩﺍﺕ ﻏﲑ ﺿﺮﻭﺭﻳﺔ‪ ،‬ﻭﺍﻟﱵ ﻗﺪ ﺗﺴﺒﺐ ﺇﺭﺑﺎﻛﺎ ﻻ‬
‫ﺩﺍﻋﻲ ﻟﻪ ﻟﻠﻤﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﲟﺎ ﺃﻧﻪ ﱂ ﻳﺘﻢ ﺗﺒﺴﻴﻂ ﺍﳌﻮﺍﺩ ﺍﻷﺻﻴﻠﺔ ﺃﻭ ﻛﺘﺎﺑﺘﻬﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﻳﺔ ﺇﺭﺷﺎﺩﺍﺕ‬
‫ﺩﻻﻟﻴﺔ ﺃﻭ ﻟﻐﻮﻳﺔ‪ ،‬ﻓﻬﻲ ﲢﺘﻮﻱ ﰲ ﺍﻟﻐﺎﻟﺐ ﻋﻠﻰ ﻟﻐﺔ ﻗﺪ ﺗﺘﺠﺎﻭﺯ ﻗﺪﺭﺍﺕ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬

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‫ﻗﺪ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ ﺃﻓﻀﻞ ﻣﻦ ﺍﻷﺻﻴﻠﺔ ﻷ‪‬ﺎ ﻣﺒﻨﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﺣﻮﻝ ﻣﻘﺮﺭ ﻣﺘﺪﺭﺝ‪،‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﺗﻘﺪﻡ ﺗﻐﻄﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻟﻠﻌﻨﺎﺻﺮ ﺍﻟﱵ ﳚﺐ ﺗﺪﺭﻳﺴﻬﺎ‪.‬‬
‫ﻳﺸﻜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﻋﺒﺌﺎ ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻓﻤﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﻣﺼﺎﺩﺭ ﺗﻌﻠﻤﻴﺔ ﻣﺮﺗﺒﻄﺔ‬
‫ﺑﺎﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ‪ ،‬ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﺇﱃ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻣﻬﻴﺌﲔ ﻟﻘﻀﺎﺀ ﻭﻗﺖ ﻃﻮﻳﻞ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ‬
‫ﻣﺼﺎﺩﺭ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﰲ ﺗﻄﻮﻳﺮ ﺃﻧﺸﻄﺔ ﻭﲤﺎﺭﻳﻦ ﻣﺼﺎﺣﺒﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻟﺬﺍ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺰﳚﺎ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ ﻭﺍﻷﺻﻴﻠﺔ؛ ﻷﻥ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﻘﺪ ﺑﺪﺃﺕ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ‬
‫ﻭﺍﳌﺼﻨﻮﻋﺔ ﺗﺘﻼﺷﻰ ﻋﻠﻰ ﳓﻮ ﻣﺘﺰﺍﻳﺪ؛ ﻷﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻄﺒﻮﻋﺔ ﺗﺪﺧﻞ ﻧﺼﻮﺻﺎ ﺃﺻﻴﻠﺔ‬
‫ﻭﻣﺼﺎﺩﺭ ﺣﻘﻴﻘﻴﺔ ﺃﺧﺮﻯ‪ .‬ﻭﻳﻌﻠﻖ ( ‪ (١٩٨٩:٧٩Clarke‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺑﺪﺃﺕ ]ﻫﺬﻩ ﺍﻟﻜﺘﺐ[ ﺗﻜﺘﺴﺐ ﺭﺍﺋﺤﺔ ‪-‬ﺇﻥ ﱂ ﺗﻜﻦ ﺣﻘﻴﻘﺔ‪ -‬ﺍﻷﺻﺎﻟﺔ‪ ،‬ﻣﺸﺘﻤﻠﺔ ﻋﻠﻰ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ‬
‫ﺍﻷﺷﻴﺎﺀ ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﺍﻟﱵ ﺃﻋﻴﺪ ﺇﻧﺘﺎﺟﻬﺎ ﻋﻠﻰ ﺷﻜﻞ ﻣﻘﺎﻻﺕ ﺻﺤﻔﻴﺔ ﻭﺧﺮﺍﺋﻂ ﻭﺭﺳﻮﻡ ﺑﻴﺎﻧﻴﺔ ﻭﻣﺬﻛﺮﺍﺕ‬
‫ﻭﻗﻮﺍﺋﻢ ﻃﻌﺎﻡ ﻭﺍﺳﺘﻤﺎﺭﺍﺕ ﻃﻠﺐ ﻭﺇﻋﻼﻧﺎﺕ ﻭﻣﻄﻮﻳﺎﺕ ﺇﺭﺷﺎﺩﻳﺔ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﻭﺍﻟﻮﺍﻗﻊ ﺃﻥ ﺑﻌﺾ ﺍﻟﻜﺘﺐ‬
‫ﺗﺘﺄﻟﻒ ﻛﻠﻬﺎ ﺗﻘﺮﻳﺒﺎ ﻣﻦ ﻣﻮﺍﺩ ﺃﺻﻴﻠﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﺍﳌﻘﺘﺒﺴﺔ ﻣﻦ ﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ‪.‬‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺗﻌﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ‪ commercial textbooks‬ﻭﺍﳌﻼﺣﻖ‪ ،‬ﻣﺜﻞ ﻛﺘﺐ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬
‫ﻭﺍﻷﺷﺮﻃﺔ ﻭﺃﺩﻟﺔ ﺍﳌﻌﻠﻤﲔ ﺃﻛﺜﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺷﻴﻮﻋﺎ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﳛﺪﺩ ‪Haines‬‬
‫(‪ (١٩٩٦:٢٧‬ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﳊﺎﻟﻴﺔ ﰲ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺣﺎﻟﻴﺎ‬ ‫ﺳﺎﺑﻘﺎ‬
‫ﳛﺪﺩﻫﺎ ﺍﻟﺴﻮﻕ‬ ‫ﻣﺘﻤﺮﻛﺰﺓ ﺣﻮﻝ ﺍﳌﺆﻟﻒ ﺃﻭ ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﺘﻤﺮﻛﺰ‬
‫ﺃﺳﻮﺍﻕ ﻣﺘﺒﻌﺜﺮﺓ ﳏﺪﺩﺓ‬ ‫ﺳﻮﻕ ﻋﺎﳌﻴﺔ ﻏﲑ ﻣﺆﻛﺪﺓ‬
‫ﺃﺻﻠﻴﺔ‪/‬ﺃﻣﺮﻳﻜﻴﺔ ﻻﺗﻴﻨﻴﺔ ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﺃﻭﺭﻭﺑﻴﺔ ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﺛﻘﺎﻓﺔ ﻋﺎﳌﻴﺔ ﺃﻭﳏﻠﻴﺔ‬ ‫ﺑﻴﻊ ﻣﺎ ﻳﻨﺸﺮ‬
‫ﻣﻮﺍﻗﻒ ﺗﻌﻠﻤﻴﺔ ﺃﻫﻠﻴﺔ‪/‬ﺑﻠﺪﻳﺔ‬ ‫ﺛﻘﺎﻓﺔ ﻭﻣﻨﻬﺠﻴﺔ ﺍﻷﺻﻞ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‬ ‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﺬﺍ‪‬ﺎ‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻨﺸﺮ ﺍﶈﻠﻲ‬ ‫ﺳﻴﻄﺮﺓ ﺍﻟﻨﺎﺷﺮﻳﻦ ﺍﻟﱪﻳﻄﺎﻧﻴﲔ ﻭﺍﻷﻣﺮﻳﻜﻴﲔ‬

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‫ﻗﺪﺭﺓ ﺍﻟﻨﺎﻃﻖ ﻏﲑ ﺍﻷﺻﻠﻲ‬ ‫ﺧﱪﺓ ﺍﻟﻨﺎﻃﻖ ﺍﻷﺻﻠﻲ‬

‫ﺣﺴﺎﺳﻴﺔ ﺛﻘﺎﻓﻴﺔ‬ ‫ﻻ ﺣﺴﺎﺳﻴﺔ ﺛﻘﺎﻓﻴﺔ‬
‫ﺧﻄﻮﺭﺓ ﻭﺗﻨﺎﻓﺲ ﻣﺮﺗﻔﻊ‬ ‫ﺧﻄﻮﺭﺓ ﻭﺗﻨﺎﻓﺲ ﻣﻨﺨﻔﺾ‬
‫ﺗﺼﻤﻴﻢ ﻏﲏ‬ ‫ﺗﺼﻤﻴﻢ ﺑﺴﻴﻂ‬
‫ﺍﻷﺻﺎﻟﺔ‬ ‫ﻧﺼﻮﺹ ﻭﻣﻬﻤﺎﺕ ﺍﺻﻄﻨﺎﻋﻴﺔ‬
‫ﻣﺘﻌﺪﺩﺓ ﺍﳌﻜﻮﻧﺎﺕ‪/‬ﻭﺳﺎﺋﻂ ﻣﺘﻌﺪﺩﺓ‬ ‫ﻋﻨﺎﻭﻳﻦ ﻣﻔﺮﺩﺓ‬
‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻓﻘﺪ ﻳﺸﻜﻞ ﻛﺘﺎﺏ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﻣﺜﻼ ﺍﻷﺳﺎﺱ‬
‫ﻟﺪﻭﺭﺓ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﺣﻴﺚ ﻳﻘﺪﻡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﳌﻘﺮﻭﺀﺓ ﻭﲤﺎﺭﻳﻦ ﳌﻤﺎﺭﺳﺔ ﺍﳌﻬﺎﺭﺍﺕ‪ .‬ﻭﻗﺪ‬
‫ﻳﻘﺪﻡ ﻛﺘﺎﺏ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﳕﻮﺫﺟﺎ ﰲ ﺍﻟﺘﻌﺒﲑ ﻭﻗﺎﺋﻤﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎﺕ ﻟﻴﻜﺘﺐ ﺍﻟﻄﻼﺏ ﺣﻮﳍﺎ‪ .‬ﻭﻗﺪ‬
‫ﻳﺴﺘﺨﺪﻡ ﻛﺘﺎﺏ ﰲ ﺍﻟﻘﻮﺍﻋﺪ ﻣﺮﺟﻌﺎ ﻭﻳﻘﺪﻡ ﺃﻣﺜﻠﺔ ﻭﲤﺎﺭﻳﻦ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ‪ .‬ﻭﻗﺪ ﻳﻘﺪﻡ ﻛﺘﺎﺏ ﰲ‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻧﺼﻮﺻﺎ ﻟﻴﻘﺮﺃﻫﺎ ﺍﻟﻄﻼﺏ ﻭﻳﺘﻨﺎﻗﺸﻮﻥ ﻓﻴﻬﺎ‪ .‬ﻭﻗﺪ ﻳﺸﻜﻞ ﻧﺺ ﻣﺴﻤﻮﻉ ﻣﻊ ﺃﺷﺮﻃﺔ ﲰﻌﻴﺔ‬
‫ﻭﺃﻗﺮﺍﺹ ﻣﻀﻐﻮﻃﺔ ﻭﻇﻴﻔﺔ ﻣﺴﻤﻮﻋﺔ ﺃﺳﺎﺳﻴﺔ ﰲ ﺩﻭﺭﺓ ﰲ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬
‫ﻭﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﺫﻟﻚ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻋﻠﻰ‬
‫ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ‪ .‬ﻭﻣﻦ ﺑﲔ ﺍﻹﳚﺎﺑﻴﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﺎﻳﻠﻲ‪:‬‬
‫ﺗﺰﻭﺩ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺒﻨﺎﺀ ﻭﻣﻘﺮﺭ‪ ،‬ﻓﺒﺪﻭﻥ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻗﺪ ﻻﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺟﻮﻫﺮ ﻳﺘﻤﺮﻛﺰ ﺣﻮﻟﻪ ﺍﻟﱪﻧﺎﻣﺞ‪،‬‬
‫ﻭﻗﺪ ﻻ ﳛﺼﻞ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻋﻠﻰ ﻣﻘﺮﺭ ﳐﻄﻂ ﻭﻣﻄﻮﺭ ﻋﻠﻰ ﳓﻮ ﻣﻨﺘﻈﻢ‪.‬‬
‫ﺗﺴﺎﻋﺪ ﰲ ﺟﻌﻞ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻌﻴﺎﺭﻳﺎ‪ .‬ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﳝﻜﻦ ﺃﻥ ﻳﻀﻤﻦ ﺃﻥ ﻳﺪﺭﺱ‬
‫ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﳌﺨﺘﻠﻔﺔ ﳏﺘﻮﻯ ﻣﺘﺸﺎ‪‬ﺎ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺍﺧﺘﺒﺎﺭﻫﻢ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﲢﺎﻓﻆ ﻋﻠﻰ ﺍﳉﻮﺩﺓ‪ .‬ﻳﺘﻌﺮﺽ ﺍﻟﻄﻼﺏ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﺟﻴﺪ ﺇﱃ ﻣﻮﺍﺩ ﰎ ﲡﺮﻳﺒﻬﺎ ﻭﺍﺧﺘﺒﺎﺭﻫﺎ‬
‫ﻭﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺗﻌﻠﻤﻴﺔ ﺟﻴﺪﺓ ﻭﺗﺴﲑ ﲞﻄﻰ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫ﺗﻘﺪﻡ ﺗﺸﻜﻴﻠﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ‪ .‬ﻳﺼﺎﺣﺐ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻏﺎﻟﺒﺎ ﻛﺘﺐ ﺗﺪﺭﻳﺒﺎﺕ ﻭﺃﻗﺮﺍﺹ‬
‫ﻣﻀﻐﻮﻃﺔ ﻭﺃﺷﺮﻃﺔ ﻣﺴﻤﻮﻋﺔ ﻭﻣﺮﺋﻴﺔ ﻭﺃﺩﻟﺔ ﺷﺎﻣﻠﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻭﺗﻘﺪﻡ ﻛﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺩ ﻣﺼﺪﺭﺍ ﻏﻨﻴﺎ ﻣﺘﻨﻮﻋﺎ‬
‫ﻟﻠﻤﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ‪.‬‬

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‫ﺇ‪‬ﺎ ﻓﻌﺎﻟﺔ‪ ،‬ﻓﻬﻲ ﲢﺎﻓﻆ ﻋﻠﻰ ﻭﻗﺖ ﺍﳌﺪﺭﺳﲔ‪ ،‬ﺇﺫ ﲡﻌﻠﻬﻢ ﻳﻘﻀﻮﻥ ﺍﻟﻮﻗﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻟﻴﺲ ﰲ ﺇﻧﺘﺎﺝ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻘﺪﻡ ﳕﺎﺫﺝ ﻟﻐﻮﻳﺔ ﻭﻣﺪﺧﻼﺕ ﻓﻌﺎﻟﺔ‪ .‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺗﻘﺪﱘ ﺩﻋﻢ ﻟﻠﻤﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ‬
‫ﻟﻐﺘﻬﻢ ﺍﻷﻭﱃ ﻟﻴﺴﺖ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺍﻟﺬﻳﻦ ﻗﺪ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺗﻮﻟﻴﺪ ﻣﺪﺧﻼﺕ ﻟﻐﻮﻳﺔ ﺩﻗﻴﻘﺔ ﺑﺄﻧﻔﺴﻬﻢ‪.‬‬
‫ﳝﻜﻦ ﺃﻥ ﺗﺪﺭﺏ ﺍﳌﺪﺭﺳﲔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺧﱪﺓ ﺍﳌﺪﺭﺳﲔ ﳏﺪﻭﺩﺓ‪ ،‬ﳝﻜﻦ ﻟﻠﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻣﻊ ﺩﻟﻴﻞ ﺍﳌﻌﻠﻢ‬
‫ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﺪﺭﻳﺐ ﺍﳌﻌﻠﻢ ﺗﺪﺭﻳﺒﺎ ﻣﺒﺪﺋﻴﺎ‪.‬‬
‫ﺇ‪‬ﺎ ﻣﻐﺮﻳﺔ ﺑﺼﺮﻳﺎ‪ .‬ﺇﻥ ﻣﻌﺎﻳﲑ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﻣﺘﻤﻴﺰﺓ ﰲ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻹﻧﺘﺎﺝ‪،‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻲ ﻣﻐﺮﻳﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﺍﳌﺪﺭﺳﲔ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻚ ﻓﻬﻨﺎﻙ ﺗﺄﺛﲑﺍﺕ ﺳﻠﺒﻴﺔ ﳏﺘﻤﻠﺔ ﻟﻠﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻣﺜﻠﻬﺎ ﻣﺜﻞ ﻛﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﺼﻨﻮﻋﺔ‪ ،‬ﻭﻣﻨﻬﺎ‪:‬‬
‫ﻗﺪ ﲢﺘﻮﻱ ﻋﻠﻰ ﻟﻐﺔ ﻏﲑ ﺃﺻﻴﻠﺔ‪ .‬ﺗﻘﺪﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﺣﻴﺎﻧﺎ ﻟﻐﺔ ﻏﲑ ﺃﺻﻴﻠﺔ؛ ﻷﻥ ﺍﻟﻨﺼﻮﺹ ﻭﺍﳊﻮﺍﺭﺍﺕ‬
‫ﻭﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﶈﺘﻮﻯ ﻗﺪ ﻛﺘﺒﺖ ﺧﺼﻴﺼﺎ ﻹﺩﺧﺎﻝ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺪﺭﺳﺔ ﻭﻫﻲ ﻏﺎﻟﺒﺎ ﻻ ﲤﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻠﻐﺔ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﻗﺪ ﺗﺸﻮﻩ ﺍﶈﺘﻮﻯ‪ .‬ﺗﻘﺪﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻏﺎﻟﺒﺎ ﻧﻈﺮﺓ ﻣﺜﺎﻟﻴﺔ ﻟﻠﻌﺎﱂ ﺃﻭ ﺃ‪‬ﺎ ﺗﻔﺸﻞ ﰲ ﲤﺜﻴﻞ ﺍﻟﻘﻀﺎﻳﺎ‬
‫ﺍﻟﻮﺍﻗﻌﻴﺔ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺟﻌﻞ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻘﺒﻮﻟﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻳﺘﻢ ﲡﻨﺐ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳋﻼﻓﻴﺔ‪ ،‬ﻭﻳﺘﻢ ﺗﻘﺪﱘ ﺑﺪﻻ ﻣﻦ ﺫﻟﻚ ﻧﻈﺮﺓ ﻣﺜﺎﻟﻴﺔ ﻟﻠﻌﺎﱂ ﲤﺜﻞ ﻧﻈﺮﺓ ﺍﻟﻄﺒﻘﺔ ﺍﳌﺘﻮﺳﻄﺔ ﻣﻦ‬
‫ﺍﻟﺒﻴﺾ ﻋﻠﻰ ﺃ‪‬ﺎ ﻫﻲ ﺍﻷﺻﻞ‪.‬‬
‫ﻗﺪ ﻻ ﺗﻌﻜﺲ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ‪ .‬ﻧﻈﺮﺍ ﻷﻥ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻗﺪ ﺃﻟﻔﺖ ﻏﺎﻟﺒﺎ ﻟﻄﺮﺣﻬﺎ ﰲ ﺍﻷﺳﻮﺍﻕ‬
‫ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻓﻘﺪ ﻻﺗﻌﻜﺲ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻄﻼﺏ ﻭﺣﺎﺟﺎ‪‬ﻢ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻗﺪ ﲢﺘﺎﺝ ﺇﱃ ﺗﻜﻴﻴﻒ‪.‬‬
‫ﻗﺪ ﲣﻔﺾ ﻣﻬﺎﺭﺓ ﺍﳌﺪﺭﺳﲔ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺪﺭﺳﻮﻥ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﻫﻲ‬
‫ﺍﳌﺼﺪﺭ ﺍﻟﺮﺋﻴﺴﻲ ﻟﺘﺪﺭﻳﺴﻬﻢ‪ ،‬ﲝﻴﺚ ﳚﻌﻠﻮﻥ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺩﻟﻴﻞ ﺍﳌﻌﻠﻢ ﺗﻘﻮﻡ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬

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‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﳍﻢ‪ ،‬ﻓﻘﺪ ﻳﻨﺨﻔﺾ ﺩﻭﺭ ﺍﳌﺪﺭﺱ ﺇﱃ ﺃﻥ ﻳﻜﻮﻥ ﳎﺮﺩ ﻓﲏ ﻭﻇﻴﻔﺘﻪ ﺍﻷﺳﺎﺳﻴﺔ ﺃﻥ ﻳﻘﺪﻡ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﻳﻌﺪﻫﺎ ﺍﻵﺧﺮﻭﻥ‪.‬‬
‫ﺇ‪‬ﺎ ﻏﺎﻟﻴﺔ ﺍﻟﺜﻤﻦ‪ .‬ﺗﺸﻜﻞ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻋﺒﺌﺎ ﻣﺎﻟﻴﺎ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﰲ ﻣﻨﺎﻃﻖ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﳚﺐ ﻗﻴﺎﺱ ﺗﺄﺛﲑ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﻌﻨﺎﻳﺔ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ ﻭﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺣﺎﻟﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻳﺘﻌﻠﻖ‬
‫ﺑﺪﻭﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﰲ ﺑﺮﻧﺎﻣﺞ ﻣﺎ‪.‬‬
‫ﺗﻘﻮﱘ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫ﻣﻊ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﺍﻟﻜﺒﲑ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﺍﻷﻧﻮﺍﻉ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﳚﺐ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﻣﻨﻬﺎ‪ ،‬ﳛﺘﺎﺝ ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﻷﺷﺨﺎﺹ ﺍﻵﺧﺮﻭﻥ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻦ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﱃ ﺇﺻﺪﺍﺭ‬
‫ﺃﺣﻜﺎﻡ ﻏﲑ ﺭﲰﻴﺔ ﺣﻮﻝ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻣﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺎﻟﺘﻘﻮﱘ ﳝﻜﻦ ﺗﻨﻔﻴﺬﻩ ﻓﻘﻂ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺸﻲﺀ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻐﺮﺽ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ ﻛﺘﺎﺏ ﻣﻌﲔ؛ ﻣﺜﺎﻟﻴﺎ ﰲ ﻣﻮﻗﻒ‬
‫ﻣﻌﲔ ﻷﻧﻪ ﻳﻨﺴﺠﻢ ﻣﻊ ﺣﺎﺟﺎﺕ ﺫﻟﻚ ﺍﳌﻮﻗﻒ ﺑﺸﻜﻞ ﺗﺎﻡ‪ ،‬ﺇﺫ ﺇﻧﻪ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻘﺪﺭ ﺍﳌﻨﺎﺳﺐ ﻣﻦ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‪ ،‬ﻭﺳﻬﻞ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻪ ﺍﳌﺪﺭﺳﻮﻥ ﺍﳌﺒﺘﺪﺋﻮﻥ ﺩﻭﻥ ﲢﻀﲑ ﻛﺒﲑ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻪ ﺩﻭﻥ ﲢﻀﲑ ﻛﺒﲑ ‪ ،‬ﻭﻳﻐﻄﻲ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﺑﺸﻜﻞ ﻣﺘﺴﺎﻭ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻜﺘﺎﺏ ﻧﻔﺴﻪ‬
‫ﻗﺪ ﻳﻜﻮﻥ ﻏﲑ ﻣﻨﺎﺳﺐ ﰲ ﻣﻮﻗﻒ ﺁﺧﺮ‪ ،‬ﺇﺫ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻗﻠﻴﻠﺔ ﺟﺪﺍ‪ ،‬ﻭﻟﻴﺲ ﻓﻴﻪ ﲢﺪ ﻛﺎﻑ‬
‫ﻟﻠﻤﺪﺭﺱ ﻭﺍﻟﻄﻼﺏ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﳛﺘﻮﻱ ﻋﻠﻰ ﻋﻨﺎﺻﺮ )ﻣﺜﻞ ﻣﻘﺮﺭ ﻗﻮﺍﻋﺪ( ﻻﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‪ .‬ﻟﺬﺍ ﻗﺒﻞ‬
‫ﺃﻥ ﻳﺘﻤﻜﻦ ﺍﳌﺮﺀ ﻣﻦ ﺗﻘﻮﱘ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﻣﺎ‪ ،‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻘﻀﺎﻳﺎ‬
‫ﺩﻭﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﻫﻞ ﻫﻨﺎﻙ ﻣﻨﻬﺞ ﺟﻴﺪ ﻳﺼﻒ ﺃﻫﺪﺍﻑ ﺍﳌﻘﺮﺭ ﻭﳏﺘﻮﻯ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﺃﻡ ﺃﻥ ﻫﺬﺍ ﻳﺘﻢ ﲢﺪﻳﺪﻩ ﺑﻮﺍﺳﻄﺔ‬ ‫•‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ؟‬
‫ﻫﻞ ﻳﺸﻜﻞ ﺍﻟﻜﺘﺎﺏ ﺃﻭ ﺳﻠﺴﻠﺔ ﺍﻟﻜﺘﺐ ﺟﻮﻫﺮ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﺃﻡ ﺃﻧﻪ ﻭﺍﺣﺪ ﻣﻦ ﻋﺪﺓ ﻛﺘﺐ ﳐﺘﻠﻔﺔ‬ ‫•‬
‫ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ؟‬
‫ﻫﻞ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﰲ ﻓﺼﻮﻝ ﺻﻐﲑﺓ ﺃﻡ ﻓﺼﻮﻝ ﻛﺒﲑﺓ؟‬ ‫•‬
‫ﻫﻞ ﻳﻄﻠﺐ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﺷﺮﺍﺀ ﻛﺘﺎﺏ ﺗﺪﺭﻳﺒﺎﺕ ﺃﻳﻀﺎ ﺃﻡ ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﺳﻮﻑ ﻳﻮﻓﺮ ﻛﻞ‬ ‫•‬
‫ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺍﻟﻄﻼﺏ؟‬

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‫ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﻣﺎﻣﺪﻯ ﺍﳋﱪﺓ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻭﻣﺎﻣﺴﺘﻮﻯ ﺗﺪﺭﻳﺒﻬﻢ ؟‬ ‫•‬
‫ﻫﻞ ﻫﻢ ﻧﺎﻃﻘﻮﻥ ﺃﺻﻠﻴﻮﻥ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ؟ ﻭﺇﺫﺍ ﱂ ﻳﻜﻮﻧﻮﺍ ﻛﺬﻟﻚ‪ ،‬ﻓﺈﱃ ﺃﻱ ﻣﺪﻯ ﻳﺘﻘﻨﻮﻥ ﺍﻹﳒﻠﻴﺰﻳﺔ؟‬ ‫•‬
‫ﻫﻞ ﻳﻨﻮﻱ ﺍﳌﺪﺭﺳﻮﻥ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﺑﺪﻗﺔ‪ ،‬ﺃﻭ ﺃ‪‬ﻢ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻣﻮﻧﻪ ﺑﻮﺻﻔﻪ ﻣﺼﺪﺭﺍ‬ ‫•‬
‫ﻓﻘﻂ؟‬
‫ﻫﻞ ﻳﻘﻮﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺑﺪﻭﺭ‪ ،‬ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﻳﺪﺭﺳﻮ‪‬ﺎ؟‬ ‫•‬
‫ﻫﻞ ﻟﻠﻤﺪﺭﺳﲔ ﺣﺮﻳﺔ ﰲ ﺗﻜﻴﻴﻒ ﺍﻟﻜﺘﺎﺏ ﻭﰲ ﺇﺿﺎﻓﺔ ﺃﺷﻴﺎﺀ ﺃﺧﺮﻯ ﺇﻟﻴﻪ؟‬ ‫•‬
‫ﺍﳌﺘﻌﻠﻤﻮﻥ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﻫﻞ ﻛﻞ ﻣﺘﻌﻠﻢ ﻣﻄﺎﻟﺐ ﺑﺸﺮﺍﺀ ﻛﺘﺎﺏ؟‬ ‫•‬
‫ﻣﺎ ﺍﻟﺬﻱ ﻳﺘﻮﻗﻌﻪ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻋﺎﺩﺓ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ؟‬ ‫•‬
‫ﻫﻞ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﻟﻔﺼﻞ ﻭﺍﻟﺒﻴﺖ؟‬ ‫•‬
‫ﻛﻴﻒ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﻟﻔﺼﻞ؟ ﻫﻞ ﻫﻮ ﺍﳌﺼﺪﺭ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻸﻧﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ؟‬ ‫•‬
‫ﻣﺎ ﻣﺪﻯ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺪﻓﻊ ﺍﳌﺎﻝ ﻟﺸﺮﺍﺀ ﺍﻟﻜﺘﺎﺏ؟‬ ‫•‬
‫ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺇﺩﺭﺍﻙ ﺃﻧﻪ ﻻﻳﻮﺟﺪ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﲡﺎﺭﻱ ﻣﻨﺎﺳﺐ ﻟﻠﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﻋﻠﻰ ﳓﻮ ﻛﺎﻣﻞ‪ .‬ﺇﻥ‬
‫ﻫﻨﺎﻙ ﻋﺎﻣﻠﲔ ﻳﺆﺛﺮﺍﻥ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ :‬ﺍﻷﻭﻝ ﳝﺜﻞ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﳌﺆﻟﻒ‪ ،‬ﻭﺍﻟﺜﺎﱐ ﳝﺜﻞ‬
‫ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻨﺎﺷﺮ ) ‪ .(١٩٩٥, Werner et al. ١٩٩٥Byrd‬ﻭﻳﻬﺘﻢ ﺍﳌﺆﻟﻒ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺑﺈﻧﺘﺎﺝ‬
‫ﻛﺘﺎﺏ ﻳﺘﻤﻴﺰ ﺑﺎﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻭﻟﻪ ﺻﻠﺔ ﲝﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﺳﻮﻑ ﻳﺴﺘﻤﺘﻊ ﺍﳌﺪﺭﺳﻮﻥ ﻋﻨﺪ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻪ‪ .‬ﻭﻳﺄﻣﻞ ﺍﳌﺆﻟﻒ ﺑﺸﻜﻞ ﻋﺎﻡ ﰲ ﳒﺎﺡ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﺃﻥ ﳛﻘﻖ ﻋﻮﺍﺋﺪ ﻣﺎﻟﻴﺔ ﻷﻧﻪ ﺃﺧﺬ ﻣﻦ ﻭﻗﺘﻪ‬
‫ﻭﺟﻬﺪﻩ ﺍﻟﻜﺜﲑ‪ .‬ﺃﻣﺎ ﺍﻟﻨﺎﺷﺮ ﻓﻬﻮ ﻣﻬﺘﻢ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﺑﺎﻟﻨﺠﺎﺡ ﺍﳌﺎﱄ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻨﺎﺷﺮﻭﻥ ﻳﺪﺭﻛﻮﻥ ﺃﻧﻪ ﻣﻦ‬
‫ﺃﺟﻞ ﲢﻘﻴﻖ ﺭﺑﺢ‪ ،‬ﻓﻼ ﺑﺪ ﻟﻠﻜﺘﺎﺏ ﻣﻦ ﺃﻥ ﳛﻘﻖ ﺻﻔﺎﺕ ﺍﻟﺘﻔﻮﻕ ﺍﻟﱵ ﺳﻮﻑ ﲤﻴﺰﻩ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻟﻜﺘﺐ‬
‫ﺍﳌﻨﺎﻓﺴﺔ‪ .‬ﻭﻳﺼﻒ ‪ Ariew‬ﻛﻴﻒ ﻳﻠﺠﺄ ﺍﳌﺆﻟﻔﻮﻥ ﻭﺍﻟﻨﺎﺷﺮﻭﻥ ﺇﱃ ﺍﻟﻘﺒﻮﻝ ﲝﻠﻮﻝ ﻭﺳﻂ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻓﻬﻢ ﺍﳌﺘﻀﺎﺭﺑﺔ ﺃﺣﻴﺎﻧﺎ‪:‬‬
‫ﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺬﻫﺐ ﺟﺪﻳﺪ ﻟﻜﻨﻪ ﻏﲑ ﻣﺄﻟﻮﻑ ﻟﻠﻤﺪﺭﺳﲔ ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﻣﻘﺎﻭﻣﺔ ﺍﳌﺪﺭﺳﲔ ﻟﻪ‪ ،‬ﻭﻗﺪ‬
‫ﻳﺸﻜﻞ ‪‬ﺪﻳﺪﺍ ﻟﻸﺷﺨﺎﺹ ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺗﺒﲏ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﳑﺎ ﻗﺪ ﻳﺘﺴﺒﺐ ﰲ ﺧﻼﻑ ﻋﺎﻡ‪ .‬ﺇﻥ ﳒﺎﺡ ﺍﻟﻨﺎﺷﺮ‬
‫ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺇﺭﺿﺎﺀ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻨﺎﺱ‪ ،‬ﻟﺬﺍ ﻳﻔﻀﻞ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﺋﺪ ﻭﺗﻌﻘﻴﻢ ﺍﳌﻮﺍﻗﻒ‬
‫ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﻋﺪﻡ ﺇﺛﺎﺭﺓ ﺧﻼﻓﺎﺕ ﻗﺪﺭ ﺍﳌﺴﺘﻄﺎﻉ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﱵ ﺭﻭﻋﻲ ﻓﻴﻬﺎ ﺍﳊﻠﻮﻝ‬

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‫ﺍﻟﻮﺳﻂ ﳑﻠﺔ ﺑﻨﻔﺲ ﺍﻟﻘﺪﺭ ﺍﻟﺬﻱ ﺗﺸﻜﻞ ﻓﻴﻪ ﺍﳌﻮﺍﺩ ﺍﳌﺒﺘﻜﺮﺓ ‪‬ﺪﻳﺪﺍ‪ .‬ﻓﺎﻻﻗﺘﺮﺍﺏ ﻛﺜﲑﺍ ﻣﻦ ﺃﺣﺪ ﻃﺮﰲ‬
‫ﺍﻟﺴﻠﺴﻠﺔ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﺃﺛﺮ ﻣﻔﺠﻊ ﻋﻠﻰ ﺭﻭﺍﺝ ﺍﻟﻜﺘﺎﺏ ) ‪(١٩٨٢:١٢Ariew‬‬
‫ﻭﰲ ﳏﺎﻭﻟﺔ ﺟﻌﻞ ﳐﻄﻮﻃﺔ ﺍﳌﺆﻟﻒ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺃﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﻷﺳﻮﺍﻕ‪ ،‬ﳚﺐ ﻋﻠﻰ ﺍﻟﻨﺎﺷﺮ‬
‫ﰲ ﺍﻟﻐﺎﻟﺐ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑﺍﺕ ﻛﺒﲑﺓ ﻭﺟﻮﻫﺮﻳﺔ ﻋﻠﻴﻬﺎ‪ .‬ﻭﺗﻈﻬﺮ ﺿﺮﻭﺭﺓ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺇﺫﺍ ﺃﺩﺭﻛﻨﺎ ﺃﻥ‬
‫ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻟﻜﺘﺎﺏ ﺫﻭﻱ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳋﱪﺓ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻓﺎﻟﺘﻤﺎﺭﻳﻦ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺃﻫﺪﺍﻓﻬﺎ ﻭﺍﺿﺤﺔ‪ ،‬ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻧﺸﻄﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﻭﺍﺿﺤﺔ ﻏﲑ ﻣﻌﻘﺪﺓ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻻ ﻳﻘﻀﻲ ﺍﳌﺪﺭﺳﻮﻥ ﻭﻗﺘﺎ ﻃﻮﻳﻼ ﰲ ﳏﺎﻭﻟﺔ ﻓﻬﻢ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺎﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻻ ﳚﺪ ﻗﺒﻮﻻ ﰲ ﺃﺳﻮﺍﻕ ﻣﻌﻴﻨﺔ ﳚﺐ ﺣﺬﻓﻪ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‬
‫"ﻓﺎﻟﻨﻜﻬﺔ" ﻭﺍﻹﺑﺪﺍﻉ ﺍﻟﺬﻱ ﻛﺎﻧﺖ ﺗﺘﻤﻴﺰ ﺑﻪ ﳐﻄﻮﻃﺔ ﺍﳌﺆﻟﻒ ﺍﻷﺻﻠﻴﺔ ﻗﺪ ﺗﺘﻼﺷﻰ‪.‬‬
‫ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺳﻮﻑ ﳛﺎﻭﻝ ﺍﻟﻨﺎﺷﺮ ﲢﻘﻴﻖ ﺗﻮﻗﻌﺎﺕ ﺍﳌﺪﺭﺳﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﳛﺘﻮﻳﻪ ﻛﺘﺎﺏ‬
‫ﺩﺭﺍﺳﻲ ﰲ ﻣﺴﺘﻮﻯ ﻣﻌﲔ‪ .‬ﻓﺈﺫﺍ ﱂ ﻳﺸﺘﻤﻞ ﻛﺘﺎﺏ ﲤﻬﻴﺪﻱ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺛﺎﻧﻴﺔ ﻋﻠﻰ‬
‫ﺍﳌﺴﺘﻤﺮ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﻣﺜﻼ‪ ،‬ﻗﺪ ﻳﺸﻌﺮ ﺍﳌﺪﺭﺳﻮﻥ ﺃﻥ‬ ‫ﺍﳌﻀﺎﺭﻉ‬
‫ﺍﻟﻜﺘﺎﺏ ﻧﺎﻗﺺ ﻭﻗﺪ ﻻﻳﺮﻏﺒﻮﻥ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ .‬ﻭﻳﺼﻒ ‪ Ariew‬ﻋﻤﻠﻴﺔ ﺟﻌﻞ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﺻﺎﳊﺎ‬
‫ﻟﻼﺳﺘﻌﻤﺎﻝ ﰲ ﺃﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﻷﺳﻮﺍﻕ ﺑﻌﻤﻠﻴﺔ "ﲢﻘﻴﻖ ﺍﻟﺘﺠﺎﻧﺲ"‪.‬‬
‫ﳛﺬﻑ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺷﺮﻳﻦ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺘﻈﻤﺔ ﻛﻞ )ﻭﻟﻜﻦ ﻣﻊ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺗﻘﻠﻴﺪﻳﺔ( ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﱵ ﻳﻌﺘﻘﺪ ﺃ‪‬ﺎ‬
‫ﺧﻼﻓﻴﺔ ﺃﻭ ﳏﺮﻣﺔ‪ .‬ﻭﳍﺬﺍ ﺍﻟﺘﻮﺟﻪ ﻋﺪﺓ ﻧﺘﺎﺋﺞ ﻣﻬﻤﺔ‪ .‬ﻓﺈﱃ ﺟﺎﻧﺐ ﺟﻌﻞ ﺍﻟﻜﺘﺐ ﻣﺘﺸﺎ‪‬ﺔ‪ ،‬ﺗﺆﺛﺮ ﻫﺬﻩ‬
‫ﺍﻟﺘﺤﻴﺰﺍﺕ ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳍﺪﻑ‪ ،‬ﻭﻗﺪ ﺗﺆﺩﻱ ﺇﱃ ﺃﻭﺻﺎﻑ ﻏﲑ ﺩﻗﻴﻘﺔ‪ .‬ﻭﻳﺼﺒﺢ ﺍﻟﻜﺘﺎﺏ ﻧﺴﺨﺔ‬
‫ﻋﺮﻗﻴﺔ ﺍﻟﺘﻤﺮﻛﺰ ﻷﻛﺜﺮ ﺍﻟﺘﻌﺒﲑﺍﺕ ﳏﺎﻓﻈﺔ ﻟﺜﻘﺎﻓﺘﻨﺎ ) ‪.(١٣-١٩٨٢:١٢Ariew‬‬
‫ﻣﻌﺎﻳﲑ ﻟﺘﻘﻮﱘ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﻳﻘﺘﺮﺡ ( ‪ (١٩٩٥Cunningsworth‬ﺃﺭﺑﻌﺔ ﻣﻌﺎﻳﲑ ﻟﺘﻘﻮﱘ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪evaluating‬‬
‫‪:textbooks‬‬
‫‪ .١‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻄﺎﺑﻖ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻨﺴﺠﻢ ﻣﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﻟﱪﻧﺎﻣﺞ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪.‬‬
‫‪ .٢‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻌﻜﺲ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ )ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ( ﺍﻟﱵ ﺳﻮﻑ ﻳﻮﻇﻒ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ‪ .‬ﻳﻨﺒﻐﻲ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺎﻋﺪ ﰲ ﲡﻬﻴﺰ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﳓﻮ ﻓﻌﺎﻝ‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻏﺮﺍﺿﻬﻢ ﺍﳋﺎﺻﺔ‪.‬‬

‫‪٢٩٠‬‬
‫‪ .٣‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺑﻮﺻﻔﻬﻢ ﻣﺘﻌﻠﻤﲔ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﻬﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻢ‬
‫ﺩﻭﻥ ﻓﺮﺽ "ﻃﺮﻳﻘﺔ" ﺻﺎﺭﻣﺔ ﺑﻄﺮﻳﻘﺔ ﺟﺎﺯﻣﺔ‪.‬‬
‫‪ .٤‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﳍﺎ ﺩﻭﺭ ﻭﺍﺿﺢ ﰲ ﺩﻋﻢ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻓﻬﻲ ﻣﺜﻞ ﺍﳌﺪﺭﺳﲔ ﺗﺘﻮﺳﻂ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ‬
‫ﻭﺍﳌﺘﻌﻠﻢ‪.‬‬
‫ﻭﻳﻘﺪﻡ ( ‪ (١٩٩٥Cunningsworth‬ﻗﺎﺋﻤﺔ ﻓﺤﺺ ﻟﺘﻘﻮﱘ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﺧﺘﻴﺎﺭﻩ )ﺍﻧﻈﺮ‬

‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ (٢‬ﻣﻨﻈﻤﺔ ﺣﺴﺐ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻷﻫﺪﺍﻑ ﻭﺍﳌﺬﺍﻫﺐ‪.‬‬ ‫•‬
‫ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻈﻴﻢ‪.‬‬ ‫•‬
‫ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ‪.‬‬ ‫•‬
‫ﺍﳌﻬﺎﺭﺍﺕ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺿﻮﻉ‪.‬‬ ‫•‬
‫ﺍﳌﻨﻬﺠﻴﺔ‪.‬‬ ‫•‬
‫ﻛﺘﺐ ﺍﳌﻌﻠﻤﲔ ‪.teachers’ books‬‬ ‫•‬
‫ﺍﻋﺘﺒﺎﺭﺍﺕ ﻋﻤﻠﻴﺔ‪.‬‬ ‫•‬
‫ﻭﻳﺮﻯ ‪ Dudley-Evans‬ﻭ ( ‪ (١٩٩٨:١٧٣St. John‬ﺃﻥ ﺗﻄﺒﻴﻖ ﻓﺌﺎﺕ ﻛﺜﲑﺓ ﻟﻴﺲ ﻋﻤﻠﻴﺎ ﰲ‬

‫ﺍﻟﻐﺎﻟﺐ‪ ،‬ﻭﺃﻧﻪ ﻣﻦ ﺍﻟﺴﻬﻞ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﻴﺎﺭﻳﻦ ﺃﻭ ﺛﻼﺛﺔ ﻣﻌﺎﻳﲑ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﰒ ﳝﻜﻦ ﺗﻄﺒﻴﻖ ﺍﳌﻌﺎﻳﲑ ﺍﻷﺧﺮﻯ‬
‫ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪ .‬ﻭ ﻳﻘﺘﺮﺣﺎﻥ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ‬
‫ﺧﺎﺻﺔ‪:‬‬
‫‪ .١‬ﻫﻞ ﺳﺘﻜﻮﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﲑﺓ ﻭﳏﻔﺰﺓ ؟‬

‫‪ .٢‬ﺇﱃ ﺃﻱ ﺣﺪ ﺗﻨﺴﺠﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻊ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﺍﶈﺪﺩﺓ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﺍﳋﺎﺻﺔ ﺑﻚ؟ )ﻟﻌﻠﻪ ﻣﻦ‬
‫ﺍﻟﻨﺎﺩﺭ ﺃﻥ ﲡﺪ ﳎﻤﻮﻋﺔ ﻣﻔﺮﺩﺓ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻄﺒﻮﻋﺔ ﺗﻨﺴﺠﻢ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺪﻗﻴﻘﺔ ﻷﻱ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‪ ،‬ﻭﻻ ﲢﻘﻖ ﺍﻷﻧﺸﻄﺔ ﺩﺍﺋﻤﺎ ﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ(‪.‬‬
‫‪ .٣‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺗﺪﻋﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ؟‬
‫ﺇﻥ ﻧﻮﻋﻴﺔ ﺗﻘﻮﱘ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﺳﻮﻑ ﺗﻌﻜﺲ ﺃﻳﻀﺎ ﺍﻫﺘﻤﺎﻣﺎﺕ ﻣﻦ ﻳﻘﻮﻡ ﺑﺎﻟﺘﻘﻮﱘ‪ .‬ﻓﻘﺪ ﻳﻨﻈﺮ ﻣﺪﺭﺱ ﻣﺎ‬
‫ﺇﱃ ﻛﺘﺎﺏ ﻣﻌﲔ ﻣﻦ ﺧﻼﻝ ﺻﻼﺣﻴﺘﻪ ﻟﻼﺳﺘﺨﺪﺍﻡ‪ ،‬ﺣﻴﺚ ﻳﻨﺼﺐ ﺍﻫﺘﻤﺎﻣﻪ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﻋﻠﻰ ﻣﺪﻯ‬

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‫ﺳﻬﻮﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻱ ﻳﺪﺭﺳﻪ‪ ،‬ﻭﻋﻠﻰ ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﲟﺮﻭﻧﺔ‪ ،‬ﻭﻋﻠﻰ ﻣﺪﻯ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﻜﻴﻴﻔﻪ ﺑﺴﻬﻮﻟﺔ‪ .‬ﺑﻴﻨﻤﺎ ﻗﺪ ﻳﻨﻈﺮ ﻣﺪﺭﺱ ﺁﺧﺮ ﺇﱃ ﻛﺘﺎﺏ ﻣﺎ ﻧﻈﺮﺓ ﻧﺎﻗﺪ ﻣﻦ ﺧﻼﻝ ﺗﻮﺟﻬﻪ ﺍﻟﻨﻈﺮﻱ‬
‫ﻭﺍﳌﺬﻫﺐ ﺍﻟﺬﻱ ﻳﺘﺒﻨﺎﻩ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻜﺘﺎﺏ ﻳﺪﺭﺱ ﻣﻬﺎﺭﺍﺕ ﺍﶈﺎﺩﺛﺔ‪ ،‬ﻓﻤﺎ ﻧﻈﺮﻳﺔ ﺍﶈﺎﺩﺛﺔ ﺍﻟﱵ ﺑﲏ ﻋﻠﻴﻬﺎ؟‬
‫ﻣﺎﻧﻮﻉ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﺑﲏ ﻋﻠﻴﻪ‪ ،‬ﻭﻣﺎ ﺻﺪﻕ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ؟ ﻭﻗﺪ ﻳﻨﻈﺮ ﻣﺪﺭﺳﺎﻥ ﻳﻘﻮﻣﺎﻥ ﺑﺘﻘﻮﱘ‬
‫ﻛﺘﺎﺏ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﻣﻦ ﺯﺍﻭﻳﺘﲔ ﳐﺘﻠﻔﲔ ﲤﺎﻣﺎ‪ .‬ﻓﻘﺪ ﻳﺆﻣﻦ ﺃﺣﺪﳘﺎ ﺑﻨﻈﺮﺓ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺟﻪ ﰲ ﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﻳﺒﺤﺚ‬
‫ﻋﻦ ﺃﻧﺸﻄﺔ ﳌﻤﺎﺭﺳﺔ ﻋﻤﻠﻴﺎﺕ ﻣﺜﻞ ﺗﻮﻟﻴﺪ ﺍﻷﻓﻜﺎﺭ ﻭﺇﻋﺪﺍﺩ ﺍﳌﺴﻮﺩﺍﺕ ﻭﺍﳌﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﻨﻘﻴﺢ ﻭﺍﻟﺘﺤﺮﻳﺮ‪ .‬ﺃﻣﺎ‬
‫ﺍﻵﺧﺮ ﻓﻘﺪ ﻳﻜﻮﻥ ﻣﻬﺘﻤﺎ ﺃﻛﺜﺮ ﺑﺈﻋﻄﺎﺀ ﻣﻌﺎﳉﺔ ﻛﺎﻓﻴﺔ ﻟﻸﻋﺮﺍﻑ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺗﻨﻈﻴﻢ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ‬
‫ﺍﻟﻨﺼﻮﺹ ﻣﺜﻞ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺴﺮﺩﻳﺔ ‪ narrative writing‬ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺘﻘﺮﻳﺮﻳﺔ ‪expository‬‬
‫‪ writing‬ﻭﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻮﺻﻔﻴﺔ ‪ .descriptive writing‬ﻭﻣﻦ ﻫﻨﺎ ﻓﻠﻴﺲ ﻣﻦ ﺍﶈﺘﻤﻞ ﰲ ﺃﻱ ﺑﺮﻧﺎﻣﺞ‬
‫ﻟﻐﻮﻱ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻗﺎﺋﻤﺔ ﻓﺤﺺ ﻣﻄﺒﻮﻋﺔ ﺩﻭﻥ ﺇﺩﺧﺎﻝ ﺗﻌﺪﻳﻼﺕ ﻋﻠﻴﻬﺎ ﻟﺘﻤﺜﻞ ﺃﺳﺎﺳﺎ ﻟﺘﻘﻮﱘ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﺧﺘﻴﺎﺭﻫﺎ‪ .‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﰲ ﻛﻞ ﻣﻮﻗﻒ ﳚﺐ ﺗﻮﻟﻴﺪ ﺃﺳﺌﻠﺔ ﳏﺪﺩﺓ ﺧﺎﺻﺔ ﺑﺬﻟﻚ ﺍﳌﻮﻗﻒ‬
‫ﺗﺪﻭﺭ ﺣﻮﻝ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺗﻘﻮﱘ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﺧﺘﻴﺎﺭﻩ‪:‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﱪﻧﺎﻣﺞ‪ -‬ﺃﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﱪﻧﺎﻣﺞ‪.‬‬ ‫•‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‪ -‬ﺃﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻫﺘﻤﺎﻣﺎﺕ ﺍﳌﺪﺭﺱ‪.‬‬ ‫•‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ‪ -‬ﺃﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻫﺘﻤﺎﻣﺎﺕ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫•‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﶈﺘﻮﻯ‪-‬ﺃﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺎﶈﺘﻮﻯ ﻭﺑﺘﻨﻈﻴﻢ ﺍﳌﻮﺍﺩ ﰲ ﺍﻟﻜﺘﺎﺏ‪.‬‬ ‫•‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪-‬ﺃﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺎﳌﺒﺎﺩﺉ ﺍﻟﱵ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺼﻤﻴﻢ‬ ‫•‬
‫ﺍﻟﺘﺪﺭﻳﺴﻲ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻧﺸﻄﺔ ﻭﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ‪.‬‬
‫ﺗﻜﻴﻴﻒ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪adapting textbooks‬‬

‫ﺇﻥ ﻏﺎﻟﺒﻴﺔ ﺍﳌﺪﺭﺳﲔ ﻻﻳﺒﺘﻜﺮﻭﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﻟﻜﻨﻬﻢ ﳜﺘﺎﺭﻭﻥ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺟﻴﺪﺓ‪ .‬ﻭﻳﺮﻯ‬
‫ﻭ ( ‪ (١٩٩٨:١٧٣St. John‬ﺃﻥ ﺍﳌﻘﺪﻡ ﺍﳉﻴﺪ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺳﻮﻑ‬ ‫‪Dudley-Evans‬‬
‫ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ‪:‬‬
‫‪ .١‬ﺍﻻﺧﺘﻴﺎﺭ ﳑﺎ ﻫﻮ ﻣﺘﻮﻓﺮ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ‪.‬‬
‫‪ .٢‬ﺃﻥ ﻳﻜﻮﻥ ﻣﺒﺪﻋﺎ ﻣﻊ ﻣﺎﻫﻮ ﻣﺘﻮﻓﺮ‪.‬‬
‫‪ .٣‬ﺗﻌﺪﻳﻞ ﺍﻷﻧﺸﻄﺔ ﻟﺘﻨﺎﺳﺐ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬
‫‪ .٤‬ﺗﻘﺪﱘ ﺃﻧﺸﻄﺔ ﻭﻣﻠﺤﻘﺎﺕ ﺇﺿﺎﻓﻴﺔ )ﻭﻣﺪﺧﻼﺕ ﺇﺿﺎﻓﻴﺔ(‪.‬‬

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‫ﻭﻣﻦ ﺍﻟﻨﺎﺩﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺩﻭﻥ ﺗﻜﻴﻴﻔﻬﺎ ﳉﻌﻠﻬﺎ ﻣﻨﺎﺳﺒﺔ ﺃﻛﺜﺮ ﻟﻠﺴﻴﺎﻕ ﺍﻟﺬﻱ ﺳﻮﻑ‬
‫ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ‪ .‬ﻭﻳﺄﺧﺬ ﻫﺬﺍ ﺍﻟﺘﻜﻴﻴﻒ ﺃﺷﻜﺎﻻ ﻣﺘﻨﻮﻋﺔ‪.‬‬
‫ﺗﻌﺪﻳﻞ ﺍﶈﺘﻮﻯ‪ .‬ﻗﺪ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﺘﻐﻴﲑ ﺍﶈﺘﻮﻯ؛ ﻷﻧﻪ ﻻﻳﻨﺎﺳﺐ ﺍﳌﺘﻌﻠﻤﲔ ﺍﳌﺴﺘﻬﺪﻓﲔ ﺭﲟﺎ ﺑﺴﺒﺐ‬
‫ﻋﻮﺍﻣﻞ ﺗﺘﻌﻠﻖ ﺑﺄﻋﻤﺎﺭ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﺃﻭ ﺟﻨﺴﻬﻢ‪ ،‬ﺃﻭ ﻣﺮﺗﺒﺘﻬﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺃﻭ ﻣﻬﻨﻬﻢ ﺃﻭ ﺃﺩﻳﺎ‪‬ﻢ‪ ،‬ﺃﻭ‬
‫ﺧﻠﻔﻴﺎ‪‬ﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬
‫ﺍﻹﺿﺎﻓﺔ ﺇﱃ ﺍﶈﺘﻮﻯ ﺃﻭ ﺍﳊﺬﻑ ﻣﻨﻪ‪ .‬ﻗﺪ ﳛﺘﻮﻱ ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺜﲑﺓ ﺟﺪﺍ ﺃﻭ ﻗﻠﻴﻠﺔ ﺟﺪﺍ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﱪﻧﺎﻣﺞ‪ .‬ﻓﻘﺪ ﲢﺬﻑ ﻭﺣﺪﺍﺕ ﻛﺎﻣﻠﺔ ﺃﻭ ﺭﲟﺎ ﲢﺬﻑ ﺃﺟﺰﺍﺀ ﻣﻦ ﻭﺣﺪﺍﺕ ﰲ ﻛﻞ ﺍﻟﻜﺘﺎﺏ‪ .‬ﻓﻘﺪ ﺗﺮﻛﺰ‬
‫ﺩﻭﺭﺓ ﻣﺎ ﻣﺜﻼ ﻋﻠﻰ ﻣﻬﺎﺭﰐ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺳﻮﻑ ﻳﺘﻢ ﺣﺬﻑ ﺃﻧﺸﻄﺔ ﻣﻬﺎﺭﺓ‬
‫ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﺍﶈﺘﻮﻯ‪ .‬ﻗﺪ ﻳﻘﺮﺭ ﺍﳌﺪﺭﺱ ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﻣﻘﺮﺭ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻓﲑﺗﺐ ﺍﻟﻮﺣﺪﺍﺕ ﲟﺎ ﻳﺮﻯ ﺃﻧﻪ‬
‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻭﻗﺪ ﻳﻘﺮﺭ ﺍﳌﺪﺭﺱ ﻋﺪﻡ ﺍﺗﺒﺎﻉ ﺗﺮﺗﻴﺐ ﺍﻷﻧﺸﻄﺔ ﰲ ﻭﺣﺪﺓ ﻣﺎ‪ ،‬ﻓﻴﻌﻴﺪ ﺗﺮﺗﻴﺐ ﺍﻷﻧﺸﻄﺔ‬
‫ﻟﺴﺒﺐ ﻣﺎ‪.‬‬
‫ﻣﻌﺎﳉﺔ ﻣﺎ ﰎ ﺇﻏﻔﺎﻟﻪ‪ .‬ﻗﺪ ﻳﻐﻔﻞ ﺍﻟﻜﺘﺎﺏ ﻋﻨﺎﺻﺮ ﻳﺸﻌﺮ ﺍﳌﺪﺭﺱ ﺃ‪‬ﺎ ﻣﻬﻤﺔ‪ ،‬ﻓﻘﺪ ﻳﻀﻴﻒ ﺍﳌﺪﺭﺱ ﻣﺜﻼ ﺇﱃ‬
‫ﺍﻟﻮﺣﺪﺓ ﺃﻧﺸﻄﺔ ﺧﺎﺻﺔ ﺑﺎﳌﻔﺮﺩﺍﺕ ﺃﻭ ﺃﻧﺸﻄﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺗﻌﺪﻳﻞ ﺍﳌﻬﻤﺎﺕ‪ .‬ﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﺘﻐﻴﲑ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻷﻧﺸﻄﺔ ﻟﻠﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺷﺊ ﺇﺿﺎﰲ‪ .‬ﻓﻘﺪ ﻳﺮﻛﺰ‬
‫ﻧﺸﺎﻁ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻣﺜﻼ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻓﻘﻂ‪ ،‬ﻭﻟﺬﺍ ﻗﺪ ﻳﻌﺪﻝ ﺍﻟﻨﺸﺎﻁ ﻟﻴﻘﻮﻡ‬
‫ﺍﻟﻄﻼﺏ ﺑﺎﻻﺳﺘﻤﺎﻉ ﻣﺮﺓ ﺛﺎﻧﻴﺔ ﺃﻭ ﺛﺎﻟﺜﺔ ﻟﻐﺮﺽ ﳐﺘﻠﻒ‪ ،‬ﺃﻭ ﻗﺪ ﻳﺘﻢ ﲤﺪﻳﺪ ﻧﺸﺎﻁ ﻣﻌﲔ ﻟﻴﻌﻄﻲ ﺍﻟﻄﻼﺏ‬
‫ﻓﺮﺻﺎ ﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ ﺷﺨﺼﻴﺔ ﺃﻛﺜﺮ‪.‬‬
‫ﺗﻮﺳﻴﻊ ﺍﳌﻬﻤﺎﺕ‪ .‬ﻗﺪ ﲢﺘﻮﻱ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﻏﲑ ﻛﺎﻓﻴﺔ‪ ،‬ﻓﻴﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻹﺿﺎﻓﺔ ﻣﻬﻤﺎﺕ‬
‫ﻟﻠﻤﻤﺎﺭﺳﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻜﻴﻴﻒ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ‪‬ﺬﻩ ﺍﻟﻄﺮﻕ‪ ،‬ﺗﻌﺪ ﻣﻬﺎﺭﺓ ﺃﺳﺎﺳﻴﺔ ﻟﻠﻤﺪﺭﺳﲔ ﳚﺐ‬
‫ﺗﻨﻤﻴﺘﻬﺎ‪ .‬ﻭﻳﻘﻮﻡ ﺍﳌﺪﺭﺱ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻜﻴﻴﻒ ﲜﻌﻞ ﺍﻟﻜﺘﺎﺏ ﺷﺨﺼﻴﺎ ﻭﺟﻌﻠﻪ ﻣﺼﺪﺭﺍ ﺃﻓﻀﻞ‬
‫ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻭﺟﻌﻠﻪ ﻣﻨﺎﺳﺒﺎ ﺃﻛﺜﺮ ‪‬ﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﻭﺗﺘﻢ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﺎﺩﺓ ﻋﻠﻰ ﳓﻮ ﺗﺪﺭﳚﻲ‬
‫ﻛﻠﻤﺎ ﺃﺻﺒﺢ ﺍﳌﺪﺭﺱ ﻣﺘﺂﻟﻔﺎ ﺃﻛﺜﺮ ﻣﻊ ﺍﻟﻜﺘﺎﺏ؛ ﻷﻥ ﺟﻮﺍﻧﺐ ﺍﻟﻜﺘﺎﺏ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺗﻜﻴﻴﻒ‪ ،‬ﻗﺪ ﻻ ﺗﻜﻮﻥ‬

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‫ﻭﺍﺿﺤﺔ ﺣﱴ ﻳﺘﻢ ﲡﺮﻳﺐ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﻟﺼﻒ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺑﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻜﺘﺎﺏ ﻧﻔﺴﻪ ﻓﻤﻦ ﺍﳌﻔﻴﺪ ﺇﻋﻄﺎﺀ ﻓﺮﺹ ﻟﻠﻤﺪﺭﺳﲔ ﻟﻴﺘﺒﺎﺩﻟﻮﺍ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺄﺷﻜﺎﻝ ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﱵ ﻗﺎﻣﻮﺍ‬
‫‪‬ﺎ‪.‬‬
‫ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﺑﺎﻟﱪﻧﺎﻣﺞ‬

‫ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﳚﺐ ﻓﻴﻬﺎ ﺗﻄﻮﻳﺮ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺧﺎﺻﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﳚﺐ‬
‫ﺍﻟﺘﻔﻜﲑ ﺑﻌﻨﺎﻳﺔ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺗﻪ ﻭﺿﻊ ﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺍﻹﳚﺎﺑﻴﺎﺕ‬
‫ﺗﺸﻤﻞ ﺇﳚﺎﺑﻴﺎﺕ ﺗﺄﺳﻴﺲ ﻗﺴﻢ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻟﺼﻠﺔ‪ :‬ﳝﻜﻦ ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﳍﺎ ﻋﻼﻗﺔ ﻣﺒﺎﺷﺮﺓ ﲝﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﻭﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻛﻤﺎ ﺗﻌﻜﺲ‬
‫ﺍﶈﺘﻮﻯ ﻭﺍﻟﻘﻀﺎﻳﺎ ﻭﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺍﶈﻠﻴﺔ‪.‬‬
‫ﺗﻨﻤﻴﺔ ﺍﳋﱪﺓ‪ :‬ﺇﻥ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﰲ ﺗﻨﻤﻴﺔ ﺍﳋﱪﺓ ﻋﻨﺪ ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ‪ ،‬ﳑﺎ‬
‫ﳚﻌﻠﻬﻢ ﻳﺪﺭﻛﻮﻥ ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻔﻌﺎﻟﺔ ﻋﻠﻰ ﳓﻮ ﺃﻛﱪ‪.‬‬
‫ﺍﻟﺴﻤﻌﺔ‪ :‬ﻗﺪ ﺗﻌﺰﺯ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻌﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﲰﻌﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺇﺑﺮﺍﺯ‬
‫ﺍﻟﺘﺰﺍﻡ ﺍﳌﺆﺳﺴﺔ ﺑﺘﻘﺪﱘ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻌﺪﺓ ﺧﺼﻴﺼﺎ ﻟﻄﻼ‪‬ﺎ‪.‬‬
‫ﺍﳌﺮﻭﻧﺔ‪ :‬ﺇﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺘﺠﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳝﻜﻦ ﺗﻨﻘﻴﺤﻬﺎ ﻭﺗﻜﻴﻴﻔﻬﺎ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪ ،‬ﳑﺎ‬
‫ﻳﻌﻄﻴﻬﺎ ﻣﺮﻭﻧﺔ ﺃﻛﱪ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪.‬‬
‫ﺍﻟﺴﻠﺒﻴﺎﺕ‬
‫ﳚﺐ ﻛﺬﻟﻚ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺴﻠﺒﻴﺎﺕ ﻗﺒﻞ ﺍﻟﺸﺮﻭﻉ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺍﻟﺘﻜﻠﻔﺔ‪ :‬ﺇﻥ ﺇﻧﺘﺎﺝ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﺍﳉﻮﺩﺓ ﻳﺴﺘﻐﺮﻕ ﻭﻗﺘﺎ ﻃﻮﻳﻼ‪ ،‬ﻭﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﲣﺼﻴﺺ ﻭﻗﺖ‬
‫ﻛﺎﻑ ﻣﻦ ﺃﻭﻗﺎﺕ ﻃﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺲ ﻭﲣﺼﻴﺺ ﻣﻮﺍﺭﺩ ﻛﺎﻓﻴﺔ ﳌﺜﻞ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ‪.‬‬

‫‪٢٩٤‬‬
‫ﺍﳉﻮﺩﺓ‪ :‬ﺇﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻌﺪﻫﺎ ﺍﳌﺪﺭﺳﻮﻥ ﻟﻦ ﺗﺼﻞ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻹﻧﺘﺎﺝ‬
‫ﺍﻟﺬﻱ ﺗﺘﻤﻴﺰ ﺑﻪ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻲ ﻟﻦ ﺗﻘﺪﻡ ﺍﻟﺼﻮﺭﺓ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪.‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﻣﻼﺋﻢ ﻹﻋﺪﺍﺩ ﺍﳌﺪﺭﺳﲔ ﳌﺸﺎﺭﻳﻊ ﻛﺘﺎﺑﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﺘﺄﻟﻴﻒ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻬﺎﺭﺓ ﺧﺎﺻﺔ‪ ،‬ﻭﳛﺘﺎﺝ ﻛﺘﺎﺏ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳉﺪﺩ ﺇﱃ ﻓﺮﺻﺔ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﻨﻈﻴﻢ ﻭﺭﺵ ﻋﻤﻞ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻜﻮﻳﻦ ﻓﺮﻳﻖ ﻓﻴﻪ ﺗﻮﺍﺯﻥ ﰲ ﺍﳋﱪﺍﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫ﻃﺒﻴﻌﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻣﻦ ﺍﳌﻬﻢ ﻛﺬﻟﻚ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﻋﺎﺩﺓ ﻫﺬﺍ ﺍﻟﺘﻄﻮﻳﺮ ﺇﺫﺍ ﺃﺭﻳﺪ‬
‫ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ‪ .‬ﻭﻳﻼﺣﻆ ‪ Dudley-Evans‬ﻭ ‪St. John‬‬
‫(‪ (١٩٩٨:١٧٣‬ﺃﻥ "ﻫﻨﺎﻙ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﳉﻴﺪﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺘﻘﻨﻮﻥ ﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ"‪ .‬ﺇﻥ‬
‫ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻳﺴﺘﻬﻴﻨﻮﻥ ﺑﻜﻴﻔﻴﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻭﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﱵ ﺗﺘﻀﻤﻨﻬﺎ‬
‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﺎﺩﺓ‪ .‬ﺇﻥ ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺴﻴﺔ ﻓﻌﺎﻟﺔ ﻳﺸﺒﻪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﲣﻄﻴﻂ ﺍﻟﺪﺭﺱ ﻭﺇﻟﻘﺎﺅﻩ‪.‬‬
‫ﺇﻥ ﺍﳍﺪﻑ ﻫﻮ ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﺸﻜﻞ ﻣﺼﺎﺩﺭ ﻟﺘﻌﻠﻢ ﻓﻌﺎﻝ‪ .‬ﻓﺎﻟﻜﺎﺗﺐ ﻳﺒﺪﺃ ‪‬ﺪﻑ ﺗﻌﻠﻤﻲ ﰲ‬
‫ﺫﻫﻨﻪ‪ ،‬ﰒ ﳛﺎﻭﻝ ﺇﻧﺘﺎﺝ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﳍﺪﻑ‪ .‬ﺇﻥ ﻭﺻﻒ‬
‫( ‪ (١٩٨٧:١٥Shulman‬ﻟﻸﻋﻤﺎﻝ ﺍﶈﻮﺭﻳﺔ ﻟﻠﺘﺪﺭﻳﺲ ﻳﻨﻄﺒﻖ ﺃﻳﻀﺎ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻬﻮ ﻳﺮﺍﻫﺎ ﻋﻤﻠﻴﺔ ﲢﻮﻳﻼﺕ‪:‬‬
‫ﺇﻥ ﻣﻔﺘﺎﺡ ﻓﻬﻢ ﺍﻷﺳﺎﺱ ﺍﳌﻌﺮﰲ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻳﻜﻤﻦ ﰲ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﺀ ﺍﶈﺘﻮﻯ ﺑﺎﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺘﻤﺜﻞ ﰲ‬
‫ﻗﺪﺭﺓ ﺍﳌﺪﺭﺱ ﻋﻠﻰ ﲢﻮﻳﻞ ﺍﶈﺘﻮﻯ ﺍﳌﻌﺮﰲ ﺍﻟﺬﻱ ﳝﻠﻜﻪ ﺇﱃ ﺻﻴﻎ ﺗﺪﺭﻳﺴﻴﺔ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﳝﻜﻦ ﺗﻜﻴﻴﻔﻬﺎ ﻟﺘﺘﻨﺎﺳﺐ‬
‫ﻣﻊ ﺍﻟﺘﻔﺎﻭﺕ ﰲ ﻗﺪﺭﺍﺕ ﺍﻟﻄﻼﺏ ﻭﺧﻠﻔﻴﺎ‪‬ﻢ‪.‬‬
‫ﻭﻳﻮﺍﺻﻞ ‪ Shulman‬ﻟﻴﺼﻒ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺤﻮﻳﻞ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺗﺘﺄﻟﻒ ﻣﻦ‪:‬‬
‫ﺇﻋﺪﺍﺩ‪ :‬ﺗﻔﺴﲑ ﻧﺎﻗﺪ ﻭﲢﻠﻴﻞ ﻟﻠﻨﺼﻮﺹ‪ ،‬ﻭﺑﻨﺎﺀ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﻭﲡﺰﻳﺌﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻭﺗﻮﺿﻴﺢ‬ ‫•‬
‫ﺍﻷﻏﺮﺍﺽ‪.‬‬
‫ﲤﺜﻴﻞ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﳎﻤﻮﻋﺔ ﳑﺜﻠﺔ ﺗﺸﻤﻞ ﻗﻴﺎﺳﺎﺕ ﲤﺜﻴﻠﻴﺔ‪ ،‬ﻭﺍﺳﺘﻌﺎﺭﺍﺕ‪ ،‬ﻭﺃﻣﺜﻠﺔ‪ ،‬ﻭﺷﺮﻭﺣﺎﺕ‬ ‫•‬
‫ﺑﺎﻟﻌﺮﻭﺽ‪ ،‬ﻭﺗﻔﺴﲑﺍﺕ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬
‫ﺍﺧﺘﻴﺎﺭ‪ :‬ﺍﻧﺘﻘﺎﺀ ﻣﻦ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﱵ ﺗﺸﻤﻞ ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﻭﺗﻨﻈﻴﻤﺎ ﻭﺇﺩﺍﺭﺓ‬ ‫•‬
‫ﻭﺗﺮﺗﻴﺒﺎ‪.‬‬

‫‪٢٩٥‬‬
‫ﺗﻜﻴﻴﻒ ﻭﻓﻖ ﺧﺼﺎﺋﺺ ﺍﻟﻄﻼﺏ‪ :‬ﺍﻷﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺍﻟﺘﺼﻮﺭﺍﺕ ﻭﺍﻟﺘﺤﻴﺰﺍﺕ‪ ،‬ﻭﺍﻻﻋﺘﻘﺎﺩﺍﺕ‬ ‫•‬
‫ﺍﳋﺎﻃﺌﺔ‪ ،‬ﻭﺍﻟﺼﻌﻮﺑﺎﺕ‪ ،‬ﻭﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻭﺍﳊﻮﺍﻓﺰ‪ ،‬ﻭﺍﻟﻄﺒﻘﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﳉﻨﺲ‪ ،‬ﻭﺍﻟﻌﻤﺮ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ‪،‬‬
‫ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻣﺎﺕ‪ ،‬ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﻭﺍﻻﻧﺘﺒﺎﻩ‪.‬‬
‫ﺇﻥ ﺍﳍﺪﻑ ﰲ ﻛﻞ ﻣﻦ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻫﻮ ﺗﻄﻮﻳﺮ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﻘﻮﺩ‬
‫ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ ﺧﻼﻝ ﻃﺮﻳﻖ ﺗﻌﻠﻢ ﰲ ﻣﺴﺘﻮﻯ ﻣﻨﺎﺳﺐ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ ﻭﻳﺘﻤﻴﺰ ﺑﺎﳉﺎﺫﺑﻴﺔ‪ ،‬ﻭﺍﻟﺬﻱ‬
‫ﻳﻮﻓﺮ ﺣﺎﻓﺰﺍ ﻭﳑﺎﺭﺳﺔ ﻣﻔﻴﺪﺓ‪ .‬ﻓﺎﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳉﻴﺪﺓ‪ ،‬ﺗﺆﺩﻱ ﻛﺜﲑﺍ ﻣﻦ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﻳﺆﺩﻳﻬﺎ ﺍﳌﺪﺭﺱ ﻋﺎﺩﺓ‬
‫ﺃﺛﻨﺎﺀ ﺗﺪﺭﻳﺴﻪ‪ ،‬ﻓﻬﻲ ﻳﻨﺒﻐﻲ ﺃﻥ‪:‬‬
‫ﺗﺰﻳﺪ ﻣﻦ ﺗﺸﻮﻳﻖ ﺍﳌﺘﻌﻠﻤﲔ‪.‬‬ ‫•‬
‫ﺗﺬﻛﺮﻫﻢ ﲟﺎ ﺗﻌﻠﻤﻮﻩ ﺳﺎﺑﻘﺎ‪.‬‬ ‫•‬
‫ﲣﱪﻫﻢ ﻣﺎ ﺳﻮﻑ ﻳﺘﻌﻠﻤﻮﻧﻪ ﺑﻌﺪ ﺫﻟﻚ‪.‬‬ ‫•‬
‫ﺗﺸﺮﺡ ﳍﻢ ﳏﺘﻮﻯ ﺍﻟﺘﻌﻠﻢ ﺍﳉﺪﻳﺪ‪.‬‬ ‫•‬
‫ﺗﺮﺑﻂ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﲟﺎ ﺗﻌﻠﻤﻪ ﺍﻟﻄﻼﺏ ﺳﺎﺑﻘﺎ‪.‬‬ ‫•‬
‫ﲡﻌﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻳﻔﻜﺮﻭﻥ ﺑﺎﶈﺘﻮﻯ ﺍﳉﺪﻳﺪ‪.‬‬ ‫•‬
‫ﺗﺴﺎﻋﺪﻫﻢ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﺣﻮﻝ ﺗﻌﻠﻤﻬﻢ‪.‬‬ ‫•‬
‫ﺗﺸﺠﻌﻬﻢ ﻋﻠﻰ ﺍﳌﻤﺎﺭﺳﺔ‪.‬‬ ‫•‬
‫ﺗﺘﺄﻛﺪ ﻣﻦ ﺃ‪‬ﻢ ﻳﻌﺮﻓﻮﻥ ﻣﺎ ﻳﻔﺘﺮﺽ ﺃﻥ ﻳﻔﻌﻠﻮﻩ‪.‬‬ ‫•‬
‫ﲤﻜﻨﻬﻢ ﻣﻦ ﻓﺤﺺ ﺗﻘﺪﻣﻬﻢ‪.‬‬ ‫•‬
‫ﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻓﻀﻞ ﻣﺎ ﻳﺴﺘﻄﻴﻌﻮﻥ ﻋﻤﻠﻪ‪(١٩٩٧:٩٢Rowntree ) .‬‬ ‫•‬
‫ﻭﻳﺮﻯ ( ‪ (١٩٩٨Tomlinson‬ﺃﻥ ﺧﺼﺎﺋﺺ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﳉﻴﺪﺓ ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﺮﻙ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﺛﺮﺍ‪.‬‬ ‫•‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﺎﻋﺪ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺮﺍﺣﺔ‪.‬‬ ‫•‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﺎﻋﺪ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﻌﻠﻤﲔ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‪.‬‬ ‫•‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺪﺭﻙ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺃﻥ ﻣﺎﺩﺭﺳﻮﻩ ﺫﺍﺕ ﺻﻠﺔ ﻭﻣﻔﻴﺪ‪.‬‬ ‫•‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻄﻠﺐ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﻟﺬﺍﰐ ﻣﻦ ﺍﳌﺘﻌﻠﻢ ﻭﺗﺪﻋﻤﻪ‪.‬‬ ‫•‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺘﻌﻠﻤﻮﻥ ﺟﺎﻫﺰﻳﻦ ﻻﻛﺘﺴﺎﺏ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺪﺭﺳﺔ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﲡﻌﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻳﺘﻌﺮﺿﻮﻥ ﻟﻠﻐﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺃﺻﻴﻠﺔ‪.‬‬ ‫•‬
‫ﻳﻨﺒﻐﻲ ﺟﺬﺏ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺘﻌﻠﻤﲔ ﻟﻠﺨﺼﺎﺋﺺ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﺪﺧﻼﺕ‪.‬‬ ‫•‬

‫‪٢٩٦‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻮﻓﺮ ﻓﺮﺻﺎ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻟﻴﺴﺘﺨﺪﻣﻮﺍ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻏﺮﺍﺽ‬ ‫•‬
‫ﺍﻻﺗﺼﺎﻟﻴﺔ‪.‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺃﻥ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻹﳚﺎﺑﻴﺔ ﻟﻠﺘﺪﺭﻳﺲ ﺗﺘﺄﺧﺮ ﻋﺎﺩﺓ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺃﻥ ﺍﳌﺘﻌﻠﻤﲔ ﳍﻢ ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻢ ﳐﺘﻠﻔﺔ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺃﻥ ﺍﳌﺘﻌﻠﻤﲔ ﳜﺘﻠﻔﻮﻥ ﰲ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ‬ ‫•‬
‫‪.affective attitudes‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﻤﺢ ﺑﻔﺘﺮﺓ ﺻﻤﺖ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺰﻳﺪ ﻣﻦ ﺍﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺗﺸﺠﻴﻊ ﺍﻻﻧﺪﻣﺎﺝ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻟﻔﲏ‬ ‫•‬
‫ﻭﺍﻟﻌﺎﻃﻔﻲ ﺍﻟﺬﻱ ﻳﺜﲑ ﺃﻧﺸﻄﺔ ﺍﳌﺦ ﺍﻷﳝﻦ ﻭﺍﻷﻳﺴﺮ‪.‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻻ ﺗﻌﺘﻤﺪ ﻛﺜﲑﺍ ﻋﻠﻰ ﺍﳌﻤﺎﺭﺳﺔ ﺍﳌﻘﻴﺪﺓ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺪﻡ ﻓﺮﺻﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﻪ ﺣﻮﻝ ﺍﻟﻨﻮﺍﺗﺞ‪.‬‬ ‫•‬
‫ﺗﺒﺪﻭ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺛﻘﻴﻠﺔ ﻟﺘﻄﺒﻴﻘﻬﺎ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﳚﺐ ﻋﻠﻰ ﻛﻞ ﻣﺆﻟﻒ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺃﻥ‬
‫ﻳﻄﻮﺭ ﳎﻤﻮﻋﺘﻪ ﺍﳋﺎﺻﺔ ﻣﻦ ﻣﺒﺎﺩﺉ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﻋﻨﺪ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻗﻴﺎﺳﻬﺎ‬
‫ﺃﺛﻨﺎﺀ ﻛﺘﺎﺑﺘﻬﺎ‪ .‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻣﺖ ﻣﺜﻼ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺗﻄﻮﻳﺮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫ﺧﺎﺻﺔ ﺑﺎﳌﺴﺘﻮﻯ ﺍﳌﻨﺨﻔﺾ‪ ،‬ﺣﻴﺚ ﲢﺪﺩ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻟﻜﻞ ﻭﺣﺪﺓ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻥ‬
‫ﺗﻌﻜﺴﻬﺎ‪:‬‬
‫ﺇﻋﻄﺎﺀ ﺍﳌﺘﻌﻠﻤﲔ ﺷﻴﺌﺎ ﳝﻜﻦ ﺃﻥ ﻳﺄﺧﺬﻭﻩ ﻣﻦ ﺍﻟﺪﺭﺱ‪.‬‬ ‫•‬
‫ﺗﺪﺭﻳﺲ ﺍﳌﺘﻌﻠﻤﲔ ﺷﻲﺀ ﻳﺸﻌﺮﻭﻥ ﺃ‪‬ﻢ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﺳﺘﺨﺪﺍﻣﻪ‪.‬‬ ‫•‬
‫ﺇﻋﻄﺎﺀ ﺍﻟﻄﻼﺏ ﺷﻌﻮﺭﺍ ﺑﺎﻟﺘﺤﺼﻴﻞ‪.‬‬ ‫•‬
‫ﳑﺎﺭﺳﺔ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻌﻠﻢ ﺑﻄﺮﻳﻘﺔ ﻣﺸﻮﻗﺔ ﻭﺟﺪﻳﺪﺓ‪.‬‬ ‫•‬
‫ﺗﻘﺪﱘ ﺧﱪﺓ ﺗﻌﻠﻢ ﳑﺘﻌﺔ‪.‬‬ ‫•‬
‫ﺗﻘﺪﱘ ﻓﺮﺹ ﻟﻠﻨﺠﺎﺡ‪.‬‬ ‫•‬
‫ﺗﻘﺪﱘ ﻓﺮﺹ ﻟﻠﻤﺎﺭﺳﺔ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬ ‫•‬
‫ﺗﻮﻓﲑ ﻓﺮﺹ ﳉﻌﻞ ﺍﻟﺸﻲﺀ ﺷﺨﺼﻴﺎ‪.‬‬ ‫•‬
‫ﺗﻮﻓﲑ ﻓﺮﺹ ﻟﻘﻴﺎﺱ ﺍﻟﺘﻌﻠﻢ ﺫﺍﺗﻴﺎ‪.‬‬ ‫•‬

‫‪٢٩٧‬‬
‫ﻭﻗﺪ ﰎ ﺑﻌﺪ ﺫﻟﻚ ﻓﺤﺺ ﻛﻞ ﻧﺴﺨﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻘﻴﺎﺱ ﻣﺪﻯ ﲢﻘﻖ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ‪ .‬ﺇﻥ ﲢﻘﻴﻖ ﻫﺬﻩ‬
‫ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﺧﻼﻝ ﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻓﻦ ﻣﻄﻮﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺧﱪﺗﻪ ﻭﻣﻬﺎﺭﺍﺗﻪ‬
‫ﻭﻣﻬﻨﻴﺘﻪ‪.‬‬
‫ﻗﺮﺍﺭﺍﺕ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﻟﻘﺪ ﰎ ﰲ ﺍﻟﻔﺼﻠﲔ ﺍﳋﺎﻣﺲ ﻭﺍﻟﺴﺎﺩﺱ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‪.‬‬ ‫•‬
‫ﺗﻄﻮﻳﺮ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‪.‬‬ ‫•‬
‫ﺗﻄﻮﻳﺮ ﻣﻘﺮﺭ‪.‬‬ ‫•‬
‫ﺗﻨﻈﻴﻢ ﺍﻟﺪﻭﺭﺓ ﰲ ﻭﺣﺪﺍﺕ‪.‬‬ ‫•‬
‫ﺗﻄﻮﻳﺮ ﺑﻨﺎﺀ ﻟﻠﻮﺣﺪﺍﺕ‪.‬‬ ‫•‬
‫ﲢﺪﻳﺪ ﺗﺘﺎﺑﻊ ﺍﻟﻮﺣﺪﺍﺕ‪.‬‬ ‫•‬
‫ﻭﻋﻨﺪ ﻣﺎ ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺇﺿﺎﻓﻴﺔ ﺗﺘﻌﻠﻖ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻧﺘﻘﺎﺀ ﺍﳌﺪﺧﻼﺕ ﻭﺍﳌﺼﺎﺩﺭ‪.‬‬ ‫•‬
‫ﺍﺧﺘﻴﺎﺭ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ‪.‬‬ ‫•‬
‫ﺍﻧﺘﻘﺎﺀ ﺍﳌﺪﺧﻼﺕ ﻭﺍﳌﺼﺎﺩﺭ‬

‫ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺎﳌﺪﺧﻼﺕ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﻧﻮﻋﻴﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﳚﺮﻱ‬
‫ﺇﻋﺪﺍﺩﻫﺎ‪ .‬ﻭﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﺪﺧﻼﺕ ﺃﻱ ﺷﻲﺀ ﻳﺴﺘﻬﻞ ﺑﻪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻳﺴﺘﺠﻴﺐ ﻟﻪ ﺍﻟﻄﻼﺏ ﺑﻄﺮﻳﻘﺔ ﻣﺎ‬
‫ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻧﻘﺪﻡ ﻓﻤﺎ ﻳﻠﻲ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺧﻼﺕ ﰲ ﺗﺼﻤﻴﻢ ﺃﻧﻮﺍﻉ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ‪ :‬ﻫﻞ ﺳﻴﺘﻢ ﺗﻘﺪﱘ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺼﻮﺹ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ‬
‫ﻣﻘﺘﻄﻔﺎﺕ ﻣﻦ ﺑﻌﺾ ﺍﶈﺎﺩﺛﺎﺕ ‪ ،‬ﻭﺍﳌﻠﻔﻮﻇﺎﺕ؟ ﻛﻴﻒ ﺳﻴﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻫﺬﻩ ﺍﻷﺷﻴﺎﺀ؟‬
‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻻﺳﺘﻤﺎﻉ‪ :‬ﻫﻞ ﺳﻴﻜﻮﻥ ﻣﺼﺪﺭ ﻣﻮﺍﺩ ﺍﻻﺳﺘﻤﺎﻉ ﺗﺴﺠﻴﻼﺕ ﺃﺻﻴﻠﺔ ﻣﺄﺧﻮﺫﺓ ﻣﻦ‬
‫ﻣﺼﺎﺩﺭ ﺣﻘﻴﻘﻴﺔ‪ ،‬ﺃﻭ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻜﺘﻮﺑﺔ ﰲ ﻣﻮﺿﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﺃﻭ ﺧﻠﻴﻂ ﻣﻦ ﺍﻻﺛﻨﲔ؟‬

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‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‪ :‬ﻣﺎ ﺃﻧﻮﺍﻉ ﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﺳﻮﻑ ﻳﻘﺮﺅﻫﺎ ﺍﻟﻄﻼﺏ )ﻣﺜﻞ ﻣﻘﺎﻻﺕ ﰲ ﺍ‪‬ﻼﺕ‪ ،‬ﺃﻭ‬
‫ﻣﻘﺎﻻﺕ ﺻﺤﻔﻴﺔ‪ ،‬ﺃﻭ ﻣﻘﺘﻄﻔﺎﺕ ﻣﻦ ﻛﺘﺐ( ﻭﻛﻴﻒ ﺳﻮﻑ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﻫﺬﻩ ﺍﻷﺷﻴﺎﺀ؟‬
‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻜﺘﺎﺑﺔ‪ :‬ﻫﻞ ﺳﻮﻑ ﻳﺘﻢ ﻋﺮﺽ ﺃﻣﺜﻠﺔ ﻷﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﻌﺎﺑﲑ ﻋﻠﻰ ﺍﻟﻄﻼﺏ؟ ﻫﻞ‬
‫ﺳﺘﻜﻮﻥ ﻫﺬﻩ ﺍﻷﻣﺜﻠﺔ ﻣﻦ ﻧﺼﻮﺹ ﺣﻘﻴﻘﻴﺔ‪ ،‬ﺃﻭ ﺃ‪‬ﺎ ﺳﺘﻜﻮﻥ ﻣﻜﺘﻮﺑﺔ ﺧﺼﻴﺼﺎ ﻟﻠﻄﻼﺏ؟ ﻫﻞ ﺳﻮﻑ ﻳﺘﻢ‬
‫ﺗﻀﻤﲔ ﺃﻣﺜﻠﺔ ﻣﻦ ﻛﺘﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ؟ ﺇﺫﺍ ﻛﺎﻥ ﻛﺬﻟﻚ ﻓﻜﻴﻒ ﺳﻴﺘﻢ ﺍﻧﺘﻘﺎﺀ ﻫﺬﻩ ﺍﻷﺷﻴﺎﺀ؟ ﻭﻳﺮﻯ‬
‫( ‪ (١٩٨٨Raimes‬ﻣﺜﻼ ﺃﻥ ﺍﻟﻨﺼﻮﺹ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺩﻭﺭﺓ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﻫﻲ‪:‬‬
‫ﻧﺼﻮﺹ ﺍﻟﻄﻼﺏ‪ :‬ﺃﻱ ﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﻳﻜﺘﺒﻬﺎ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻧﺼﻮﺹ ﺍﳌﺪﺭﺱ‪ :‬ﺃﻱ ﺗﻌﻠﻴﻘﺎﺕ ﺍﳌﺪﺭﺳﲔ ﺍﻟﱵ ﻳﻜﺘﺒﻮ‪‬ﺎ ﻋﻠﻰ ﺃﻭﺭﺍﻗﻬﻢ‪.‬‬
‫ﻧﺼﻮﺹ ﺃﺻﻴﻠﺔ ﺃﺧﺮﻯ‪ :‬ﻗﺮﺍﺀﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻣﺜﲑﺓ ﻟﻠﻜﺘﺎﺑﺔ ﻭﻟﺘﺤﻠﻴﻠﻬﺎ ﺑﺪﻗﺔ‪.‬‬
‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻜﻼﻡ‪ :‬ﻣﺎﺫﺍ ﺳﻴﻜﻮﻥ ﻣﺼﺎﺩﺭ ﺃﻧﺸﻄﺔ ﺍﻟﻜﻼﻡ؟ ﻫﻞ ﺳﻮﻑ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺭﺍﺕ‪،‬‬
‫ﻭﺍﻟﺘﺴﺠﻴﻼﺕ‪ ،‬ﻭﺍﻟﻨﺼﻮﺹ‪ ،‬ﻭﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﺍﻟﺼﻮﺭ‪ ،‬ﻭﺍﳌﻮﺍﻗﻒ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﻭﻛﻴﻒ ﺳﻮﻑ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ‬
‫ﻫﺬﻩ ﺍﻷﺷﻴﺎﺀ؟‬
‫ﻳﺒﺪﺃ ﺍﳌﺆﻟﻔﻮﻥ ﻏﺎﻟﺒﺎ ﲟﺼﺎﺩﺭ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺍ‪‬ﻼﺕ‪ ،‬ﻭﺍﻟﻜﺘﺐ‪ ،‬ﻭﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‪،‬‬
‫ﻭﺍﻟﺘﻠﻔﺎﺯ ﻭﺍﻹﺫﺍﻋﺔ )ﻳﺘﻮﻓﺮ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﻮﺍﺩ ﰲ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﳌﻘﺎﻻﺕ ﻭﺍﻟﺼﻮﺭ‬
‫ﻭﺍﳌﻮﺍﺩ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﳌﺮﺋﻴﺔ ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺜﲑ ﻣﻨﻬﺎ ﳎﺎﻧﺎ(‪ .‬ﻭﻟﻜﻦ ﻣﻦ ﺍﳌﻬﻢ ﺇﺩﺭﺍﻙ ﺃﻥ ﻛﺜﲑﺍ ﻣﻦ ﻣﺼﺎﺩﺭ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻮﺍﻗﻊ ﻣﺒﺘﻜﺮﺓ ﻣﻦ ﻗﺒﻞ ﺷﺨﺺ ﻣﺎ‪ ،‬ﻭﻣﻦ ﰒ ﻓﻘﺪ ﻳﺘﻄﻠﺐ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﺆﺳﺴﺔ ﺃﻭ ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ ﺇﺫﻧﺎ ﺧﺎﺻﺎ ﲝﻘﻮﻕ ﺍﻟﻄﺒﻊ‪ ،‬ﺣﱴ ﻭﺇﻥ ﰎ ﺗﻜﻴﻴﻔﻬﺎ ﺃﻭ ﺗﻌﺪﻳﻠﻬﺎ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﺎ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﳌﻤﻜﻦ ﻣﺜﻼ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺎﻟﻴﺔ ﺩﻭﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺇﺫﻥ ﻣﻦ ﻣﺎﻟﻚ ﺣﻘﻮﻕ‬
‫ﺍﻟﻄﺒﻊ‪:‬‬
‫ﺃﺟﺰﺍﺀ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﻣﻮﺍﺩ ﺇﻋﻼﻣﻴﺔ ﲡﺎﺭﻳﺔ )ﺍﻹﺫﺍﻋﺔ‪ ،‬ﻭﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ(‪.‬‬ ‫•‬
‫ﻣﻘﺎﻻﺕ ﰲ ﺍ‪‬ﻼﺕ ﻭﺍﻟﺼﺤﻒ ﻭﻓﺼﻮﻝ ﻣﻦ ﻛﺘﺐ ‪.‬‬ ‫•‬
‫ﻭﻣﻊ ﺫﻟﻚ ﺇﺫﺍ ﺍﺳﺘﺨﺪﻣﺖ ﺍﳌﻮﺍﺩ ﻟﻸﻏﺮﺍﺽ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺸﺮﻋﻴﺔ‪ ،‬ﻭﱂ ﺗﺒﺎﻉ ﻟﺘﺤﻘﻴﻖ ﺃﺭﺑﺎﺡ‪ ،‬ﻓﻤﻦ ﺍﳌﻤﻜﻦ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺇﺫﻥ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﻟﺪﻓﻊ ﺭﺳﻮﻡ‪ .‬ﻭﳚﺐ ﻛﺘﺎﺑﺔ ﺭﺳﺎﻟﺔ ﻣﻮﺟﻬﺔ ﺇﱃ ﻣﺎﻟﻚ ﺣﻘﻮﻕ ﺍﻟﻄﺒﻊ )ﻣﺜﻞ‬
‫ﺍﻟﻨﺎﺷﺮ( ﻳﻮﺿﺢ ﻓﻴﻬﺎ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﻣﻊ ﻭﺻﻒ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﱵ ﺳﻮﻑ‬
‫ﺗﺴﺘﺨﺪﻡ ‪‬ﺎ ) ‪.(١٩٩٧Rowntree‬‬

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‫ﺍﺧﺘﻴﺎﺭ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ‬

‫ﺇﻥ ﺃﺣﺪ ﺃﺻﻌﺐ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺍﻟﺘﺄﻟﻴﻒ ﻫﻮ ﲢﺪﻳﺪ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ‪ .‬ﻓﺎﻟﻘﻀﻴﺔ ﻫﻲ‬
‫ﻛﻴﻒ ﳝﻜﻦ ﺍﺳﺘﺤﺪﺍﺙ ﲤﺎﺭﻳﻦ ﲡﻌﻞ ﺍﳌﺘﻌﻠﻤﲔ ﻳﻨﺨﺮﻃﻮﻥ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‪ .‬ﺇﻥ ﻣﺮﺍﺟﻌﺔ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﺍﳌﺘﻮﻓﺮﺓ ﻳﻌﺪ ﺑﺪﺍﻳﺔ ﺟﻴﺪﺓ‪ .‬ﻭﻗﺪ ﻗﺪﻡ ( ‪ (١٩٩٠Richards‬ﻣﺜﻼ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻧﻮﺍﻉ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﳌﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﱵ ﺗﻨﻤﻲ ﺍﻟﻌﻤﻠﻴﺎﺕ "ﺍﻟﺘﻨﺎﺯﻟﻴﺔ" ‪top-down processes‬‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺟﺰﺀ ﻣﻦ ﳏﺎﺩﺛﺔ ﻭﺍﺳﺘﺨﻼﺹ ﻣﻮﺿﻮﻉ ﺍﶈﺎﺩﺛﺔ‪.‬‬ ‫•‬
‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺻﻮﺭ ﻭﻣﻦ ﰒ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎﺕ ﺣﻮﻝ ﺍﻟﺼﻮﺭ ﻭﺭﺑﻂ ﺍﶈﺎﺩﺛﺎﺕ ﺑﺎﻟﺼﻮﺭ‪.‬‬ ‫•‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎﺕ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﶈﻴﻂ ﺍﻟﺬﻱ ﺣﺼﻠﺖ ﻓﻴﻪ ﺍﶈﺎﺩﺛﺎﺕ‪.‬‬ ‫•‬
‫ﻗﺮﺍﺀﺓ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻨﻘﺎﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺣﺪﻳﺚ‪ ،‬ﻭﻣﻦ ﰒ ﺗﺮﻗﻴﻢ ﺍﻟﻨﻘﺎﻁ ﺣﺴﺐ ﺗﺮﺗﻴﺒﻬﺎ ﺃﺛﻨﺎﺀ‬ ‫•‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﳊﺪﻳﺚ‪.‬‬
‫ﻗﺮﺍﺀﺓ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﰒ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺣﺪﻳﺚ ﰲ ﺍﳌﻮﺿﻮﻉ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻛﻮﻥ‬ ‫•‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻗﺪ ﺫﻛﺮﺕ ﺃﻡ ﻻ‪.‬‬
‫ﻗﺮﺍﺀﺓ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﻣﻦ ﳏﺎﺩﺛﺔ ﻫﺎﺗﻔﻴﺔ ﻭﲣﻤﲔ ﺭﺩﻭﺩ ﺍﳌﺘﻜﻠﻢ‪ ،‬ﰒ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﶈﺎﺩﺛﺔ ﻛﺎﻣﻠﺔ‪.‬‬ ‫•‬
‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺻﻮﺭ ﺃﻧﺎﺱ ﻳﺘﺤﺪﺛﻮﻥ ﻭﲣﻤﲔ ﻣﺎ ﻳﻘﻮﻟﻮﻧﻪ ﺃﻭ ﻳﻔﻌﻠﻮﻧﻪ‪ ،‬ﰒ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎ‪‬ﻢ‬ ‫•‬
‫ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬
‫ﺇﻛﻤﺎﻝ ﻗﺼﺔ‪ ،‬ﰒ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻛﻴﻔﻴﺔ ﺍﻧﺘﻬﺎﺋﻬﺎ ﰲ ﺍﻟﻮﺍﻗﻊ‪.‬‬ ‫•‬
‫ﲣﻤﲔ ﻣﺎ ﺗﺸﲑ ﺇﻟﻴﻪ ﻋﻨﺎﻭﻳﻦ ﺍﻷﺧﺒﺎﺭ‪ ،‬ﰒ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻧﺸﺮﺓ ﺍﻷﺧﺒﺎﺭ ﺣﻮﻝ ﺍﻷﺣﺪﺍﺙ ﺍﳌﺸﺎﺭ‬ ‫•‬
‫ﺇﻟﻴﻬﺎ‪.‬‬
‫ﲤﺎﺭﻳﻦ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﺳﺘﻤﺎﻉ ﻷﻏﺮﺍﺽ ﺗﻔﺎﻋﻠﻴﺔ‬

‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﶈﺎﺩﺛﺎﺕ ﺫﺍﺕ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ‪ interactional purposes‬ﻭﺫﺍﺕ‬ ‫•‬
‫ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺤﻮﻳﻠﻴﺔ ‪.transactional purposes‬‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎﺕ ﻭﺍﺧﺘﻴﺎﺭ ﺗﻌﻠﻴﻘﺎﺕ ﻣﺆﺩﺑﺔ ﻣﻨﺎﺳﺒﺔ ﻭﺭﺩﻭﺩ ﺃﺧﺮﻯ‪.‬‬ ‫•‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻣﻠﻔﻮﻇﺎﺕ ﲢﺘﻮﻱ ﻋﻠﻰ ﲢﻴﺎﺕ ﺃﻭ ﺇﻃﺮﺍﺀ ﻭﺍﺧﺘﻴﺎﺭ ﺭﺩﻭﺩ ﻣﻨﺎﺳﺒﺔ‪.‬‬ ‫•‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎﺕ ﲢﺘﻮﻱ ﻋﻠﻰ ﻛﻼﻡ ﻗﺼﲑ‪ ،‬ﻭﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﻜﻮﻥ ﻓﻴﻪ‬ ‫•‬
‫ﺍﳌﺘﻜﻠﻢ ﻣﺴﺘﻌﺪﺍ ﻟﺘﻘﺪﱘ ﻣﻮﺿﻮﻉ ﺣﻘﻴﻘﻲ‪.‬‬

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‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎﺕ ﻭﺗﺮﺗﻴﺒﻬﺎ ﻭﻓﻘﺎ ﺇﱃ ﺩﺭﺟﺔ ﻣﻌﺮﻓﺔ ﺍﳌﺘﺤﺪﺛﲔ‪.‬‬ ‫•‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﳏﺎﺩﺛﺎﺕ ﻭﲢﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺘﺤﺪﺙ ﻳﻘﺪﻡ ﺩﻋﻮﺓ ﺣﻘﻴﻘﺔ ﺃﻭ ﻳﺴﺘﺨﺪﻡ ﺩﻋﻮﺓ‬ ‫•‬
‫ﺯﺍﺋﻔﺔ ﻹ‪‬ﺎﺀ ﺍﶈﺎﺩﺛﺔ‪.‬‬
‫ﻭﺗﻘﺪﻡ ( ‪ (١٩٨١Grellet‬ﻗﺎﺋﻤﺔ ﻃﻮﻳﻠﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﲤﺎﺭﻳﻦ ﻟﺘﺪﺭﻳﺲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺗﻘﺪﻡ ﲢﺖ‬
‫ﻓﺌﺔ "ﻓﻬﻢ ﺍﳌﻌﲎ" ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺭﺩﻭﺩ ﻏﲑ ﻟﻐﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﺺ‬
‫ﺗﺮﺗﻴﺐ ﺗﺘﺎﺑﻊ ﺻﻮﺭ‪.‬‬ ‫•‬
‫ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺼﻮﺹ ﺑﺎﻟﺼﻮﺭ‪.‬‬ ‫•‬
‫ﻣﺰﺍﻭﺟﺔ‪.‬‬ ‫•‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻮﺿﻴﺤﺎﺕ‪.‬‬ ‫•‬
‫ﺇﻛﻤﺎﻝ ﻭﺛﻴﻘﺔ‪.‬‬ ‫•‬
‫ﺗﻨﻈﻴﻢ ﺍﻟﻮﺛﻴﻘﺔ‪.‬‬ ‫•‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻨﺺ‪.‬‬ ‫•‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﺼﻮﺭ ﺍﳌﻘﻄﻮﻋﺔ‪.‬‬ ‫•‬
‫ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺭﺩﻭﺩ ﻟﻐﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﺺ‪.‬‬

‫ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﺍﻷﺣﺪﺍﺙ‪.‬‬ ‫•‬
‫ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳉﺪﺍﻭﻝ‪.‬‬ ‫•‬
‫ﻣﻘﺎﺭﻧﺔ ﻋﺪﺓ ﻧﺼﻮﺹ‪.‬‬ ‫•‬
‫ﺇﻛﻤﺎﻝ ﻭﺛﻴﻘﺔ‪.‬‬ ‫•‬
‫ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪.‬‬ ‫•‬
‫ﻣﻬﺎﺭﺍﺕ ﺩﺭﺍﺳﻴﺔ‪ :‬ﺗﻠﺨﻴﺺ‪.‬‬ ‫•‬
‫ﻣﻬﺎﺭﺍﺕ ﺩﺭﺍﺳﻴﺔ‪ :‬ﺃﺧﺬ ﻣﻔﻜﺮﺍﺕ‪.‬‬ ‫•‬
‫ﻭﻳﻌﻄﻲ ( ‪ (١٩٩٥Crandall‬ﺍﻗﺘﺮﺍﺣﺎﺕ ﺃﺧﺮﻯ ﻣﻔﻴﺪﺓ ﻟﺘﺼﻤﻴﻢ ﲤﺎﺭﻳﻦ ﻣﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ‬
‫ﺭﻗﻢ ‪ .(١‬ﻭﻳﻘﺪﻡ ( ‪ (١٩٨١Candlin‬ﺗﻘﺴﻴﻤﺎ ﻟﻠﺘﻤﺎﺭﻳﻦ ﻟﺘﺼﻤﻴﻢ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻻﺗﺼﺎﻟﻴﺔ‪ .‬ﺇﻥ ﻣﺮﺍﺟﻌﺔ‬
‫ﺍﳌﻮﺍﺩ ﺍﳌﻄﺒﻮﻋﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ‪ ،‬ﻳﻌﺪ ﻃﺮﻳﻘﺔ ﺟﻴﺪﺓ ﻷﺧﺬ ﻓﻜﺮﺓ ﻋﻦ ﺳﻠﺴﻠﺔ‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﳌﻤﻜﻨﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

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‫ﺇﺩﺍﺭﺓ ﻣﺸﺮﻭﻉ ﺗﺄﻟﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﲣﺘﻠﻒ ﻣﺸﺎﺭﻳﻊ ﺗﺄﻟﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻣﺪﺍﻫﺎ ﻭﺃﺑﻌﺎﺩﻫﺎ‪ ،‬ﻓﺒﻌﻀﻬﺎ ﻗﺪ ﻳﻜﻠﻒ ‪‬ﺎ ﻣﺪﺭﺱ ﻭﺍﺣﺪ ﻭﺑﻌﻀﻬﺎ‬
‫ﻗﺪ ﻳﻜﻠﻒ ‪‬ﺎ ﻓﺮﻳﻖ ﻣﻦ ﺍﳌﺆﻟﻔﲔ‪ .‬ﻭﺗﺘﻀﻤﻦ ﺇﺩﺍﺭﺓ ﻣﺸﺮﻭﻉ ﻛﺘﺎﰊ ﻣﻜﻮﻥ ﻣﻦ ﻓﺮﻳﻖ ﻣﻌﺎﳉﺔ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .١‬ﺍﺧﺘﻴﺎﺭ ﻓﺮﻳﻖ ﺍﳌﺸﺮﻭﻉ‪ :‬ﻛﻢ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﳌﺸﺮﻭﻉ ﻭﻣﺎ ﺃﺩﻭﺍﺭﻫﻢ‬
‫ﻭﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ؟ ﻓﻔﻲ ﻣﺸﺮﻭﻉ ﺻﻐﲑ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺳﻴﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺆﻟﻔﺎﻥ ﺃﻭ ﺛﻼﺛﺔ ﻳﺘﻘﺎﲰﻮﻥ ﻣﺴﺆﻭﻟﻴﺔ‬
‫ﻛﻞ ﺟﻮﺍﻧﺐ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻟﻜﻦ ﰲ ﻣﺸﺮﻭﻉ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻗﺪ ﻳﺸﺘﺮﻙ ﻓﻴﻪ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﻋﻠﻰ‬
‫ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻣﺪﻳﺮ ﺍﳌﺸﺮﻭﻉ‪ :‬ﻭﻫﻮ ﻣﺴﺆﻭﻝ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻉ ﻛﻜﻞ‪ ،‬ﻭﻣﺴﺆﻭﻝ ﻋﻦ ﻭﺿﻊ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻟﺘﺄﻛﺪ‬ ‫•‬
‫ﻣﻦ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﻳﻜﻮﻥ ﻧﻘﻄﺔ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﻛﻞ ﺍﳉﻬﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬
‫ﺍﳌﺆﻟﻔﻮﻥ‪ :‬ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻦ ﻛﺘﺎﺑﺔ ﻛﻞ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺪﻭﺭﺓ‪.‬‬ ‫•‬
‫ﺍﳌﺘﺨﺼﺺ ﰲ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﰲ ﺟﻮﺍﻧﺐ ﻣﺜﻞ ﺍﳌﻮﺍﺩ‬ ‫•‬
‫ﺍﻟﺴﻤﻌﻴﺔ‪/‬ﺍﻟﺒﺼﺮﻳﺔ ﻭﺑﺮﳎﻴﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﱄ‪.‬‬
‫ﺍﶈﺮﺭ‪ :‬ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﺮﺍﺟﻊ ﻛﻞ ﺷﻲﺀ ﻳﻜﺘﺒﻪ ﺍﳌﺆﻟﻔﻮﻥ‪ ،‬ﻭﻳﻌﺪ ﺍﻟﻨﺴﺨﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫•‬
‫ﲤﻬﻴﺪﺍ ﻟﻨﺸﺮﻫﺎ ﺃﻭ ﻹﺻﺪﺍﺭ ﻧﺴﺨﺔ ﻃﺒﻖ ﺍﻷﺻﻞ‪.‬‬
‫ﺍﻟﺮﺳﺎﻡ‪ :‬ﺍﻟﺸﺨﺺ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻔﻨﻮﻥ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﻭﺍﺧﺘﻴﺎﺭﻫﺎ‪.‬‬ ‫•‬
‫ﺍﳌﺼﻤﻢ‪ :‬ﺍﻟﺸﺨﺺ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﺍﳍﻴﻜﻞ ﻭﻧﻮﻉ ﺍﻟﻄﺒﺎﻋﺔ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻭﺍﻟﺸﻜﻞ ﺍﻟﻌﺎﻡ ﻟﻠﻤﻮﺍﺩ‬ ‫•‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ .٢‬ﲣﻄﻴﻂ ﻋﺪﺩ ﺍﳌﺮﺍﺣﻞ‪ :‬ﳝﺮ ﻣﺸﺮﻭﻉ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﺎﺩﺓ ﲟﺮﺍﺣﻞ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﻗﺪ ﺗﺸﻤﻞ ﻫﺬﻩ‬
‫ﺍﳌﺮﺍﺣﻞ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﳌﺴﻮﺩﺓ ﺍﻷﻭﱃ‪.‬‬ ‫•‬
‫ﺗﻌﻠﻴﻘﺎﺕ ﻋﻠﻰ ﺍﳌﺴﻮﺩﺓ ﺍﻷﻭﱃ‪.‬‬ ‫•‬
‫ﺍﳌﺴﻮﺩﺓ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫•‬
‫ﺗﻌﻠﻴﻘﺎﺕ ﺇﺿﺎﻓﻴﺔ‪.‬‬ ‫•‬
‫ﲡﺮﻳﺐ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫•‬
‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫•‬

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‫ﻭﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻣﺘﺘﺎﺑﻌﺔ‪ ،‬ﺇﺫ ﻳﻌﻠﻖ ﻛﻞ ﻣﻦ ‪ Carey‬ﻭ ‪Briggs‬‬
‫(‪ (١٩٧٧:٢٨٦‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﳍﻤﺎ‪ " :‬ﲢﺪﺙ ﻛﺜﲑ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﻋﻠﻰ ﳓﻮ ﻣﺘﺰﺍﻣﻦ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻌﻤﻞ ﺍﳌﺮﺀ‬
‫ﰲ ﺟﺰﺀ ﻣﻦ ﺍﳌﻨﺘﺞ ﺧﻼﻝ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺼﻤﻴﻢ ﰒ ﻳﻌﻮﺩ ﻭﻳﺒﺪﺃ ﺍﳌﺮﺣﻠﺔ ﻧﻔﺴﻬﺎ ﻣﺮﺓ ﺃﺧﺮﻯ ﻣﻊ ﺟﺰﺀ ﺁﺧﺮ ﻣﻦ‬
‫ﺍﳌﻨﺘﺞ"‪.‬‬
‫‪ .٣‬ﲢﺪﻳﺪ ﺍﳌﺮﺍﺟﻌﲔ‪ :‬ﺇﻥ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﺪﺧﻼﺕ ﺍﳊﺎﲰﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﻨﺎﻗﺪﺓ ﻟﻠﻤﻮﺍﺩ‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﺘﺐ‪ .‬ﻭﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺮﺋﻴﺴﻴﲔ ﻣﻦ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻠﻘﻲ ﻧﻈﺮﺓ ﻧﺎﻗﺪﺓ ﻋﻠﻰ ﺍﳌﻮﺍﺩ ﻋﻨﺪ ﺇﻋﺪﺍﺩﻫﺎ‬
‫ﻭﻳﻘﺪﻡ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﺑﻨﺎﺀﺓ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﻣﺸﺮﻭﻉ ﻛﺘﺎﺑﺔ ﺍﳌﻮﺍﺩ ﻣﻨﻔﺘﺤﲔ‬
‫ﻭﻳﺘﻘﺒﻠﻮﻥ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪ ،‬ﻭﻳﻜﻮﻧﻮﻥ ﻣﻬﻴﺌﲔ ﻟﻠﻘﻴﺎﻡ ﲟﺮﺍﺟﻌﺎﺕ ﻣﻄﻮﻟﺔ ﻟﻠﻤﻮﺍﺩ ﺇﺫﺍ ﻛﺎﻥ ﺫﻟﻚ‬
‫ﺿﺮﻭﺭﻳﺎ‪ .‬ﻓﺎﻷﺷﻴﺎﺀ ﺍﻟﱵ ﺗﺒﺪﻭ ﻭﺍﺿﺤﺔ ﲤﺎﻣﺎ ﻟﻠﻤﺆﻟﻒ ﻗﺪ ﻻﺗﻜﻮﻥ ﻛﺬﻟﻚ ﻟﺸﺨﺺ ﺁﺧﺮ‪ .‬ﻭﻫﺬﺍ ﺍﻟﺪﻭﺭ ﻳﻘﻮﻡ‬
‫ﺑﻪ ﺍﶈﺮﺭﻭﻥ ﻭﺍﳌﺮﺍﺟﻌﻮﻥ ﰲ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﺠﺎﺭﻳﺔ؛ ﺃﻣﺎ ﰲ ﺍﳌﺸﺎﺭﻳﻊ ﺍﳌﺆﺳﺴﺎﺗﻴﺔ‪ ،‬ﻓﻬﺬﻩ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﺗﻮﻛﻞ ﻷﺣﺪ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ‪ .‬ﻭﻣﻦ ﺍﳌﻔﻴﺪ ﻛﺬﻟﻚ ﺇﺷﺮﺍﻙ ﺍﳌﺪﺭﺳﲔ ﰲ ﻋﻤﻠﻴﺔ ﻣﺮﺍﺟﻌﺔ ﺍﳌﻮﺍﺩ ﻋﻨﺪ ﻛﺘﺎﺑﺘﻬﺎ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﺸﻜﻴﻞ ﳎﻤﻮﻋﺎﺕ ﺗﺘﻜﻮﻥ ﻣﻦ ﲬﺴﺔ ﺃﻭ ﺳﺘﺔ ﻣﺪﺭﺳﲔ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﳋﱪﺓ‪ ،‬ﳚﺘﻤﻌﻮﻥ ﳌﻨﺎﻗﺸﺔ‬
‫ﺍﳌﻮﺍﺩ ﺃﺛﻨﺎﺀ ﺗﻄﻮﻳﺮﻫﺎ ﻭﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻟﺘﺤﺴﻴﻨﻬﺎ‪.‬‬
‫‪ .٤‬ﲣﻄﻴﻂ ﺟﺪﻭﻝ ﺍﻟﺘﺄﻟﻴﻒ‪ :‬ﳝﻜﻦ ﺍﻵﻥ ﺗﻄﻮﻳﺮ ﺟﺪﻭﻝ ﻟﻠﺘﺄﻟﻴﻒ ﻣﻊ ﺗﻮﺍﺭﻳﺦ ﳐﺼﺼﺔ ﻟﻠﻤﺮﺍﺣﻞ ﺍﳌﺨﺘﻠﻔﺔ ﰲ‬
‫ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺟﻮﺍﻧﺐ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮﻥ ﺣﻠﺰﻭﻧﻴﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻭﻷﺳﺒﺎﺏ ﲣﻄﻴﻄﻴﺔ‬
‫ﻋﻤﻠﻴﺔ ﻳﻨﺒﻐﻲ ﲢﺪﻳﺪ ﺍﳌﺮﺍﺣﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ ﺿﻤﻦ ﺇﻃﺎﺭ ﺯﻣﲏ ﻣﺆﻗﺖ‪.‬‬
‫‪ .٥‬ﲡﺮﻳﺐ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻳﺘﻀﻤﻦ ﲡﺮﻳﺐ ﺍﳌﻮﺍﺩ ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﺠﺮﻳﺒﻬﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﳌﺪﺭﺳﲔ‬
‫ﻗﺒﻞ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ؛ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻷﺧﻄﺎﺀ ﻗﺒﻞ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻋﻠﻰ ﳓﻮ ﺃﻛﺜﺮ‬
‫ﺍﺗﺴﺎﻋﺎ‪ .‬ﻭﻳﺴﻌﻰ ﺍﻟﺘﺠﺮﻳﺐ ﺇﱃ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻫﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺷﺎﻣﻠﺔ‪ ،‬ﻭﻫﻞ ﺍﻹﺭﺷﺎﺩﺍﺕ ﻭﺍﺿﺤﺔ؟‬ ‫•‬
‫ﻫﻞ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﻳﺔ ﺃﺧﻄﺎﺀ ﻃﺒﺎﻋﻴﺔ ﺃﻭ ﰲ ﺍﶈﺘﻮﻯ؟‬ ‫•‬
‫ﻫﻞ ﺳﺮﻋﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻨﺎﺳﺒﺔ؟‬ ‫•‬
‫ﻫﻞ ﺍﳌﻮﺍﺩ ﺗﺆﺩﻱ ﻣﺎﻫﻮ ﻣﻔﺘﺮﺽ ﺃﻥ ﺗﺆﺩﻳﻪ؟‬ ‫•‬
‫ﻫﻞ ﺗﻌﺎﰿ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ؟‬ ‫•‬
‫ﻫﻞ ﻫﻨﺎﻙ ﻛﻤﻴﺔ ﻛﺎﻓﻴﺔ ﻣﻦ ﻣﻮﺍﺩ ﺍﳌﻤﺎﺭﺳﺔ؟‬ ‫•‬

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‫ﻫﻞ ﺍﳌﻮﺍﺩ ﻣﺸﻮﻗﺔ ﻭﺟﺬﺍﺑﺔ ﻋﻠﻰ ﳓﻮ ﻛﺎﻑ؟‬ ‫•‬
‫ﻭﻳﻌﻠﻖ ( ‪ (١٩٩٨:١٨٤Davison‬ﻋﻠﻰ ﺫﻟﻚ ﺑﻘﻮﻟﻪ‪:‬‬

‫ﻳﻘﺪﻡ ﺍﻟﺘﺠﺮﻳﺐ ﺑﺸﻜﻞ ﻋﺎﻡ ﺷﻌﻮﺭﺍ ﲟﺪﻯ ﺗﺄﺩﻳﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻮﻇﻴﻔﺘﻬﺎ‪ ،‬ﻭﲟﺪﻯ ﲢﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﲟﺪﻯ ﻛﻮ‪‬ﺎ ﻣﻨﺎﺳﺒﺔ ﰲ ﺍﳌﺴﺘﻮﻯ ﻭﺍﶈﺘﻮﻯ ﻭﺍﳌﺬﻫﺐ‪ ،‬ﻭﲟﺪﻯ ﺍﺭﺗﺒﺎﻃﻬﺎ ﺟﻴﺪﺍ ﺑﺘﻮﻗﻌﺎﺕ‬
‫ﺍﳌﺪﺭﺳﲔ ﻭﻣﺮﺍﺣﻞ ﺍﻟﺘﻄﻮﺭ‪ ،‬ﻭﲟﺪﻯ ﺗﻌﺰﻳﺰﻫﺎ ﻟﻠﺘﻌﻠﻢ ﺗﻌﺰﻳﺰﺍ ﻧﺎﺟﺤﺎ‪.‬‬
‫ﻭﺍﻟﻐﺮﺽ ﻫﻮ ﺟﻌﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﺍﻟﻄﻼﺏ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﳌﻮﺍﺩ ﰲ ﻇﺮﻭﻑ ﻗﺮﻳﺒﺔ ﻗﺪﺭ ﺍﳌﺴﺘﻄﺎﻉ‬
‫ﻣﻦ ﺗﻠﻚ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻟﻨﺴﺨﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻟﻜﻦ ﻗﺪ ﻻﻳﻜﻮﻥ‬
‫ﳑﻜﻨﺎ ﰲ ﺍﻟﻐﺎﻟﺐ ﲡﺮﻳﺐ ﺍﳌﻮﺍﺩ ﰲ ﺻﻴﻐﺔ ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻷﻥ ﺍﻟﻔﻨﻮﻥ ﻭﺍﻟﺘﺼﺎﻣﻴﻢ ﻗﺪ ﻻ ﺗﻨﻔﺬ ﺇﻻ‬
‫ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ .‬ﻭﻣﻦ ﺍﳊﻠﻮﻝ ﺍﻟﻌﻤﻠﻴﺔ ﲡﺮﻳﺐ ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﳌﻮﺍﺩ ﺑﻮﺍﺳﻄﺔ ﻣﺪﺭﺳﲔ ﳐﺘﻠﻔﲔ‪،‬‬
‫ﺑﺪﻻ ﻣﻦ ﺟﻌﻞ ﻋﺪﺩ ﻗﻠﻴﻞ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﳚﺮﺑﻮﻥ ﻛﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﳝﻜﻦ ﻋﻦ ﻃﺮﻳﻖ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪،‬‬
‫ﺗﺴﺮﻳﻊ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﲤﻜﲔ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ‪ .‬ﻭﻳﺘﺒﻊ ﺍﻟﺘﺠﺮﻳﺐ ﻗﻴﺎﻡ ﺍﻟﻄﻼﺏ‬
‫ﻭﺍﳌﺪﺭﺳﲔ ﺑﺘﻌﺒﺌﺔ ﻭﺭﻗﺔ ﻣﺮﺍﺟﻌﺔ ﺃﻭ ﺍﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﻗﺪ ﻳﺘﻢ ﻣﻘﺎﺑﻠﺘﻬﻢ ﳌﻌﺮﻓﺔ ﺁﺭﺍﺋﻬﻢ ﺣﻮﻝ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﻣﻌﺎﳉﺔ ﺃﻳﺔ ﻣﺸﻜﻼﺕ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﻭﻗﺪ ﻳﺘﻄﻠﺐ ﻫﺬﺍ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ‬
‫ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺍﳌﻮﺍﺩ‪.‬‬
‫‪ .٦‬ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻹﻧﺘﺎﺝ‪ :‬ﻭﻳﻘﺼﺪ ﺑﻘﻀﺎﻳﺎ ﺍﻟﺘﺼﻤﻴﻢ ﻫﻴﻜﻠﺔ ﺍﻟﻨﺺ ﻭﺍﻟﻔﻨﻮﻥ ﰲ ﻛﻞ ﺻﻔﺤﺔ‪ .‬ﻭﺍﻟﺘﺼﻤﻴﻢ‬
‫ﺍﻟﻔﻌﺎﻝ ﻳﻌﺪ ﻋﺎﻣﻼ ﺭﺋﻴﺴﻴﺎ ﰲ ﺗﻘﺒﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪ .‬ﻫﻞ ﳝﻜﻦ ﺇﺿﺎﻓﺔ ﺍﻟﻔﻨﻮﻥ‬
‫ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﺇﱃ ﺍﳌﺨﻄﻮﻃﺔ ﻭﻣﻦ ﻫﻮ ﺍﳌﺴﺆﻭﻝ ﻋﻨﻬﺎ؟ ﻭﺗﺘﻌﻠﻖ ﻗﻀﺎﻳﺎ ﺍﻹﻧﺘﺎﺝ ﺑﻄﺒﺎﻋﺔ ﺍﳌﻮﺍﺩ‪ .‬ﻫﻞ‬
‫ﺳﺘﺘﻢ ﻃﺒﺎﻋﺔ ﺍﳌﻮﺍﺩ ﻣﻦ ﻣﻠﻔﺎﺕ ﺍﳌﺆﻟﻔﲔ‪ ،‬ﺃﻭ ﻣﻦ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻨﻀﻴﺪ‪ ،‬ﺃﻭ ﻳﺘﻢ ﺗﺼﻮﻳﺮﻫﺎ‪ ،‬ﺃﻭ ﺗﻄﺒﻊ ﺑﺎﻟﻠﻴﺰﺭ‪ ،‬ﺃﻭ‬
‫ﺗﺮﺳﻞ ﺇﱃ ﻣﻄﺒﻌﺔ ﲡﺎﺭﻳﺔ؟‬
‫ﻭﻳﻘﺪﻡ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ ٣‬ﻣﺜﺎﻻ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ ﰲ ﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻣﺮﺍﻗﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫ﲤﺜﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺧﻄﻄﺎ ﻟﻠﺘﺪﺭﻳﺲ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺷﻜﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺳﻮﻥ‬
‫ﺳﻮﺍﺀ ﻛﺎﻧﻮﺍ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻛﺘﺒﺎ ﺩﺭﺍﺳﻴﺔ‪ ،‬ﺃﻭ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻌﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﻣﻮﺍﺩ ﺃﻋﺪﻫﺎ‬
‫ﺍﳌﺪﺭﺳﻮﻥ‪ .‬ﻭﻫﻲ ﻻﲤﺜﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺫﺍ‪‬ﺎ‪ .‬ﻭﻛﻠﻤﺎ ﺍﺳﺘﺨﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻳﻘﻮﻣﻮﻥ‬

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‫ﺑﺘﻜﻴﻴﻔﻬﺎ ﻭﲢﻮﻳﻠﻬﺎ ﻟﺘﻨﺎﺳﺐ ﺣﺎﺟﺎﺕ ﳎﻤﻮﻋﺎﺕ ﳏﺪﺩﺓ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ‪ ،‬ﻭﻟﺘﻨﺎﺳﺐ ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺴﻬﻢ‪ .‬ﻭﲤﺜﻞ‬
‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻣﻦ ﺍﻟﺘﺤﻮﻳﻞ ﺟﻮﻫﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪ ،‬ﻭﲤﻜﻦ ﺍﳌﺪﺭﺳﲔ ﺍﳉﻴﺪﻳﻦ ﻣﻦ ﺍﺳﺘﺤﺪﺍﺙ ﺩﺭﻭﺱ‬
‫ﻓﻌﺎﻟﺔ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ‪ .‬ﻭﻟﺬﺍ ﻓﻤﻦ ﺍﳌﻔﻴﺪ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺪﺭﺳﲔ‬
‫ﻟﻠﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻷﺧﺮﻯ ﰲ ﺗﺪﺭﻳﺴﻬﻢ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﺆﺩﻱ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺘﻢ ﲨﻌﻬﺎ‬
‫ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺗﻮﺛﻴﻖ ﺍﻟﻄﺮﻕ ﺍﻟﻔﻌﺎﻟﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫•‬
‫ﺗﻘﺪﱘ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻮﻇﻴﻔﺘﻬﺎ‪.‬‬ ‫•‬
‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺴﺠﻞ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻹﺿﺎﻓﺎﺕ ﻭﺍﳊﺬﻑ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻜﻤﻴﻠﻴﺔ ﺍﻟﱵ ﻗﺪ ﻳﻜﻮﻥ‬ ‫•‬
‫ﺍﳌﺪﺭﺱ ﺍﺳﺘﺨﺪﻣﻬﺎ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻣﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺳﲔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫•‬
‫ﻭﻗﺪ ﺗﺘﺨﺬ ﺍﳌﺮﺍﻗﺒﺔ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺍﳌﻼﺣﻈﺔ‪ :‬ﺯﻳﺎﺭﺍﺕ ﺻﻔﻴﺔ ﳌﺸﺎﻫﺪﺓ ﻛﻴﻒ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﳌﻌﺮﻓﺔ ﻛﻴﻒ‬ ‫•‬
‫ﺗﺆﺛﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﳛﺪﺙ ﰲ ﺍﻟﺪﺭﺱ‪.‬‬
‫ﺟﻠﺴﺎﺕ ﳐﺼﺼﺔ ﻟﻠﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‪ :‬ﺍﺟﺘﻤﺎﻋﺎﺕ ﲨﺎﻋﻴﺔ ﲝﻴﺚ ﻳﻨﺎﻗﺶ ﺍﳌﺪﺭﺳﻮﻥ ﺧﱪﺍ‪‬ﻢ ﻣﻊ‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺗﻘﺎﺭﻳﺮ ﻣﻜﺘﻮﺑﺔ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﺃﻭﺭﺍﻕ ﺗﺄﻣﻠﻴﺔ ﺃﻭ ﺻﻴﻎ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺍﳌﻜﺘﻮﺑﺔ ﲝﻴﺚ ﻳﻘﺪﻡ‬ ‫•‬
‫ﺍﳌﺪﺭﺳﻮﻥ ﻣﻼﺣﻈﺎﺕ ﳐﺘﺼﺮﺓ ﺗﺘﻌﻠﻖ ﺑﺎﻷﺟﺰﺍﺀ ﺍﻟﱵ ﺃﺩﺕ ﻭﻇﻴﻔﺘﻬﺎ ﺟﻴﺪﺍ‪ ،‬ﺃﻭ ﺗﻠﻚ ﺍﻟﱵ ﱂ ﺗﺆﺩ ﻭﻇﻴﻔﺘﻬﺎ‬
‫ﻋﻠﻰ ﳓﻮ ﺟﻴﺪ‪ ،‬ﺃﻭ ﺗﻘﺪﱘ ﺍﻗﺘﺮﺍﺣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻣﺮﺍﺟﻌﺎﺕ‪ :‬ﻣﺮﺍﺟﻌﺎﺕ ﻣﻜﺘﻮﺑﺔ ﻛﺘﺒﻬﺎ ﻣﺪﺭﺱ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺣﻮﻝ ﺧﱪﺍ‪‬ﻢ ﻣﻊ‬ ‫•‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻣﺎ ﺃﻋﺠﺒﻬﻢ ﺃﻭ ﱂ ﻳﻌﺠﺒﻬﻢ ﻓﻴﻬﺎ‪.‬‬
‫ﻣﺮﺍﺟﻌﺎﺕ ﺍﻟﻄﻼﺏ‪ :‬ﺗﻌﻠﻴﻘﺎﺕ ﻣﻦ ﺍﻟﻄﻼﺏ ﺣﻮﻝ ﺧﱪ‪‬ﻢ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫•‬
‫ﻭﺑﻌﺪ ﺃﻥ ﻧﺎﻗﺸﻨﺎ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗﺸﻜﻞ ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ ﺍﻟﻠﻐﻮﻱ ﻭﺗﻄﺒﻴﻘﻪ‪ ،‬ﻭﺩﻳﻨﺎﻣﻴﻜﻴﺔ‬
‫ﺍﳌﻨﻬﺞ ﻋﻨﺪ ﺗﻄﺒﻴﻘﻪ‪ ،‬ﳝﻜﻨﻨﺎ ﺍﻵﻥ ﺃﻥ ﻧﻨﻈﺮ ﺇﱃ ﺍﳌﻨﻬﺞ ﻛﻜﻞ ﻭﻛﻴﻒ ﳝﻜﻦ ﻣﺮﺍﻗﺒﺘﻪ ﻭﻣﺮﺍﺟﻌﺘﻪ ﻭﺗﻘﻮﳝﻪ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻫﻮ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺼﻞ ﺍﻷﺧﲑ‪.‬‬

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‫‪.١‬ﻣﺎ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﺑﻪ؟ ﻣﺎ ﺍﻵﻟﻴﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﺎﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ؟‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺗﻜﻴﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺮﺍﻗﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺪﺭﺳﲔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺗﻄﻮﻳﺮ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻤﻴﺰ ﺑﺎﻷﺻﺎﻟﺔ‬
‫‪.٢‬ﻫﻞ ﻟﺪﻳﻚ ﺧﱪﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ؟ ﻣﺎ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﺴﺒﺒﻬﺎ‬
‫ﻟﻠﻤﺪﺭﺳﲔ؟ ﻫﻞ ﺗﻌﺘﻘﺪ ﺃ‪‬ﺎ ﺃﻓﻀﻞ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ؟‬
‫‪.٣‬ﻣﺎ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻌﺘﻘﺪ ﺃﻧﻪ ﻳﻨﺎﺳﺐ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﻠﻐﻮﻱ؟ ﻣﺎ ﺍﻵﻟﻴﺎﺕ ﺍﳌﻤﻜﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻀﻤﺎﻥ ﺃﻥ ﺗﻘﻮﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺘﺸﺠﻴﻊ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻹﺑﺪﺍﻋﻲ‪ ،‬ﻻ ﺃﻥ ﺗﺴﻴﻄﺮ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﻟﱵ ﻳﺘﺨﺬﻫﺎ ﺍﳌﺪﺭﺱ؟‬
‫‪.٤‬ﺍﻓﺤﺺ ﺃﺣﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺘﺠﺎﺭﻳﺔ ﳏﺪﺩﺍ ﻣﺪﻯ ﻣﻨﺎﺳﺒﺘﻪ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺳﻴﺎﻕ ﺗﺪﺭﻳﺴﻲ ﻣﻌﲔ‪ .‬ﻣﺎ ﺍﳌﻌﺎﻳﲑ‬
‫ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﺨﺪﻣﻬﺎ ﻟﺘﻘﻮﳝﻪ؟ ﺑﺄﻱ ﻃﺮﻳﻘﺔ ﳝﻜﻦ ﺗﻜﻴﻴﻒ ﺍﻟﻜﺘﺎﺏ ﻟﻴﺼﺒﺢ ﻣﻨﺎﺳﺒﺎ ﻟﻠﱪﻧﺎﻣﺞ؟‬
‫‪.٥‬ﺍﺳﺘﺨﺪﻡ ﻗﺎﺋﻤﺔ ﺍﻟﻔﺤﺺ ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ٢‬ﻟﺘﻘﻮﱘ ﺃﺣﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻣﺎ ﻣﺪﻯ ﻓﺎﺋﺪﺓ‬
‫ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﳍﺬﺍ ﺍﻟﻐﺮﺽ؟‬
‫‪.٦‬ﺧﺬﺍ ﻓﺼﻼ ﻣﻦ ﺃﺣﺪ ﺍﻟﻜﺘﺐ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﻧﺎﻗﺶ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ‪‬ﺎ ﺗﻜﻴﻴﻔﻪ ﻟﻴﻨﺴﺠﻢ ﻣﻊ ﺃﺳﻠﻮﺑﻚ ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻣﻊ ﺣﺎﺟﺎﺕ ﳎﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪.٧‬ﺍﺧﺘﺮ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ )ﻣﺜﻞ ﻣﻘﺎﻟﺔ ﰲ ﳎﻠﺔ ﺃﻭ ﺟﺰﺀ ﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺗﻠﻔﺰﻳﻮﱐ( ﻭﺍﺳﺘﺨﺪﻣﻬﺎ ﰲ‬
‫ﲣﻄﻴﻂ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﻮﻇﻴﻔﻬﺎ ﰲ ﺳﻴﺎﻕ ﺗﺪﺭﻳﺴﻲ ﺗﻌﺮﻓﻪ‪ .‬ﺣﺪﺩ ﺃﻫﺪﺍﻑ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ‬
‫ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪.٨‬ﺍﻓﺤﺺ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳋﺎﺻﺔ ﲟﻬﺎﺭﺓ ﻣﻌﻴﻨﺔ )ﻣﺜﻞ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻭ ﺍﻟﻜﻼﻡ ﺃﻭ ﺍﻻﺳﺘﻤﺎﻉ(‪ .‬ﻣﺎ‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ؟ ﻣﺎ ﻣﺪﻯ ﻣﻼﺀﻣﺔ ﻫﺬﻩ ﺍﻟﺘﻤﺎﺭﻳﻦ؟ ﻣﺎ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺭﻳﻦ‬
‫ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ؟‬
‫‪.٩‬ﺭﺍﻗﺐ ﺃﺣﺪ ﺍﳌﺪﺭﺳﲔ ﻭﻫﻮ ﻳﺴﺘﺨﺪﻡ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺴﻴﺔ ﺃﻭ ﻛﺘﺎﺑﺎ ﺩﺭﺍﺳﻴﺎ ﻣﻊ ﺗﻮﺛﻴﻖ ﻃﺮﻳﻘﺘﻪ ﰲ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻣﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺱ ﰲ ﺗﻜﻴﻴﻒ ﺍﳌﻮﺍﺩ ﻭﺗﻮﺳﻴﻌﻬﺎ؟‬

٣٠٦
‫ﺛﺒﺖ ﺍﳌﺼﻄﻠﺤﺎﺕ‬
‫ﺇﳒﻠﻴﺰﻱ‬- ‫ﻋﺮﰊ‬
Innovation ‫ﺍﺑﺘﻜﺎﺭ‬
Foreigners ‫ﺃﺟﺎﻧﺐ‬
Meetings ‫ﺍﺟﺘﻤﺎﻋﺎﺕ‬
Assessment procedures ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻘﻴﺎﺱ‬
Procedures ‫ﺇﺟﺮﺍﺀﺍﺕ‬
Probability ‫ﺍﺣﺘﻤﺎﻟﻴﺔ‬
Events ‫ﻓﻌﺎﻟﻴﺎﺕ‬/‫ﺃﺣﺪﺍﺙ‬
Performance tests ‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ‬
Achievement tests ‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ‬

٣٠٧
Selection ‫ﺍﺧﺘﻴﺎﺭ‬
Vocabulary selection ‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
Turn taking ‫ﺃﺧﺬ ﺍﻟﺪﻭﺭ‬
Performance ‫ﺃﺩﺍﺀ‬
Roles ‫ﺃﺩﻭﺍﺭ‬
Opinions ‫ﺁﺭﺍﺀ‬
Guidelines ‫ﺇﺭﺷﺎﺩﺍﺕ‬
Techniques ‫ﺃﺳﺎﻟﻴﺐ‬
Means ‫ ﻃﺮﻕ‬/ ‫ﺃﺳﺎﻟﻴﺐ‬
Questionnaire ‫ﺍﺳﺘﺒﺎﻧﺔ‬
Extracting ‫ﺍﺳﺘﺨﻼﺹ‬
Digression ‫ﺍﺳﺘﻄﺮﺍﺩ‬
Autonomy ‫ﺍﻻﺳﺘﻘﻼﻟﻴﺔ‬
Inferences ‫ﺍﺳﺘﺪﻻﻻﺕ‬/‫ﺍﺳﺘﻨﺒﺎﻁ‬
Deduction ‫ﺍﺳﺘﻨﺘﺎﺝ‬
Authentic ‫ﺃﺻﻴﻠﺔ‬
Framework ‫ﺇﻃﺎﺭ‬
Beliefs ‫ﻣﻌﺘﻘﺪﺍﺕ‬/‫ﺍﻋﺘﻘﺎﺩﺍﺕ‬
Drafting ‫ﺇﻋﺪﺍﺩ ﻣﺴﻮﺩﻩ‬
Notions ‫ﺃﻓﻜﺎﺭ‬
Acquisition ‫ﺍﻛﺘﺴﺎﺏ‬
Oral presentation ‫ﺍﻟﻌﺮﺽ ﺍﻟﺸﻔﻬﻲ‬/‫ﺍﻹﻟﻘﺎﺀ‬
Free production ‫ﺇﻧﺘﺎﺝ ﺣﺮ‬
Activities ‫ﺃﻧﺸﻄﺔ‬
Patterns ‫ﻗﻮﺍﻟﺐ‬/‫ﺃﳕﺎﻁ‬
Objectives ‫ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ‬
Aims ‫ﺃﻫﺪﺍﻑ ﻋﺎﻣﺔ‬
Gestures ‫ﺇﳝﺎﺀﺍﺕ‬

٣٠٨
Program ‫ﺑﺮﻧﺎﻣﺞ‬
Structure ‫ ﺗﺮﻛﻴﺐ‬/ ‫ﺑﻨﺎﺀ‬
Environment ‫ﺑﻴﺌﺔ‬
Effects ‫ﺗﺄﺛﲑﺍﺕ‬
Preparation ‫ ﺇﻋﺪﺍﺩ‬/ ‫ﺗﺄﻫﻴﻞ‬
Linguistic distance ‫ﺗﺒﺎﻋﺪ ﻟﻐﻮﻱ‬
Sequence ‫ﺗﺘﺎﺑﻊ‬
Piloting ‫ﺍﺳﺘﻜﺸﺎﻑ‬/‫ﲡﺮﻳﺐ‬
Facilities ‫ﲡﻬﻴﺰﺍﺕ‬
Editing ‫ﲢﺮﻳﺮ‬
Controlling ‫ﲢﻜﻢ‬
Contrastive analysis ‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻘﺎﺑﻠﻲ‬
Needs analysis ‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
Discourse analysis ‫ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ‬
Task analysis ‫ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ‬
Situation analysis ‫ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
Register analysis ‫ﲢﻠﻴﻞ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ‬
Analytic ‫ﲢﻠﻴﻠﻲ‬
Planning ‫ﲣﻄﻴﻂ‬
Guessing ‫ﲣﻤﲔ‬
Training ‫ﺗﺪﺭﻳﺐ‬
Grading ‫ﺗﺪﺭﻳﺞ‬
Communicative language ‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻮﺍﺻﻠﻲ‬
teaching
Ranking ‫ﺗﺮﺗﻴﺐ‬
Taking notes ‫ﺗﺴﺠﻴﻞ ﻣﻔﻜﺮﺍﺕ‬
Facilitating ‫ﺗﻴﺴﲑ‬/‫ﺗﺴﻬﻴﻞ‬
Coding ‫ﺗﺮﻣﻴﺰ‬/‫ﺗﺸﻔﻲ‬
Skimming ‫ﺗﺼﻔﺢ‬

٣٠٩
Design ‫ﺗﺼﻤﻴﻢ‬
Syllabus design ‫ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ‬
Implementation ‫ﺗﻄﺒﻴﻖ‬
Empirical ‫ﲡﺮﻳﱯ‬/‫ﺗﻄﺒﻴﻘﻴﻲ‬
Development ‫ﺗﻄﻮﻳﺮ‬
Curriculum development ‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
Utterances ‫ ﻣﻨﻄﻮﻗﺎﺕ‬/ ‫ﺗﻌﺒﲑﺍﺕ‬
Idioms ‫ﺗﻌﺒﲑﺍﺕ ﺍﺻﻄﻼﺣﻴﺔ‬
Reinforcement ‫ﺗﻌﺰﻳﺰ‬
Educational ‫ﺗﻌﻠﻴﻤﻲ‬
Coverage ‫ﺗﻐﻄﻴﺔ‬
Interactions ‫ﺗﻔﺎﻋﻼﺕ‬
Negotiation ‫ﺗﻔﺎﻭﺽ‬
interpretation ‫ﺍﻟﺘﺄﻭﻳﻞ‬/‫ﺗﻔﺴﲑﺍﺕ‬
Elaborating ‫ﺇﺳﻬﺎﺏ‬/‫ﺗﻔﺼﻴﻞ‬
Detail ‫ﺗﻔﺼﻴﻼﺕ‬
Traditions ‫ﺗﻘﺎﻟﻴﺪ‬
Appraisal ‫ﺗﺜﻤﲔ‬/‫ﺗﻘﺪﻳﺮ‬
Presentation ‫ﻋﺮﺽ‬/‫ﺗﻘﺪﱘ‬
Report ‫ﺗﻘﺮﻳﺮ‬
Evaluation ‫ﺗﻘﻮﱘ‬
Frequency ‫ﺗﻜﺮﺍﺭ‬
Coherence ‫ﲤﺎﺳﻚ‬
Exemplification ‫ﲤﺜﻴﻞ‬
Role plays ‫ﺃﺩﺍﺀ ﺍﻷﺩﻭﺍﺭ‬/‫ﲤﺜﻴﻞ‬
Practical command ‫ﲤﻜﻦ ﻋﻤﻠﻲ‬
Empowerment ‫ﲤﻜﲔ‬
Predicting ‫ﺗﻨﺒﺆ‬

٣١٠
Ordinate ‫ﺗﻨﺴﻴﻖ‬
Organization ‫ﺗﻨﻈﻴﻢ‬
Language diversity ‫ﺍﻟﺘﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ‬
Documentation ‫ﺗﻮﺛﻴﻖ‬
Orientation ‫ﺗﻮﺟﻴﻪ‬
Self-direction ‫ﺗﻮﺟﻴﻪ ﺫﺍﰐ‬
Distribution ‫ﺗﻮﺯﻳﻊ‬
Clarification ‫ﺗﻮﺿﻴﺢ‬
Expectations ‫ﺗﻮﻗﻌﺎﺕ‬
Incidental ‫ﻋﺮﺿﻲ‬/‫ﺛﺎﻧﻮﻱ‬
Language needs ‫ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ‬
Communicative need ‫ﺍﳊﺎﺟﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬
Objective facts ‫ﺣﻘﺎﺋﻖ ﻣﻮﺿﻮﻋﻴﺔ‬
Field ‫ﺣﻘﻞ‬
Problem solving ‫ﺣﻞ ﺍﳌﺸﻜﻼﺕ‬
Seminars ‫ﺣﻠﻘﺎﺕ ﺩﺭﺍﺳﻴﺔ‬
Dialogues ‫ﺣﻮﺍﺭﺍﺕ‬
Expertise ‫ﺧﱪﺓ‬
Teaching experience ‫ﺍﳋﱪﺓ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
Features ‫ﻣﻼﻣﺢ‬/‫ﺧﺼﺎﺋﺺ‬
Plan ‫ﺧﻄﺔ‬
Background ‫ﺧﻠﻔﻴﺔ‬
Motivation ‫ﺩﺍﻓﻌﻴﺔ‬
Case studies ‫ﺩﺭﺍﺳﺔ ﺍﳊﺎﻻﺕ‬
Accuracy ‫ﺩﻗﺔ‬
Course ‫ﺩﻭﺭﺓ‬
perspectives ‫ﺭﺅﻯ‬
Instructional blocks ‫ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬

٣١١
Desires ‫ﺭﻏﺒﺎﺕ‬
Band ‫ﺯﻣﺮﺓ‬
Behavior ‫ﺳﻠﻮﻙ‬
Context ‫ﺳﻴﺎﻕ‬
Global ‫ﺷﺎﻣﻞ‬
Difficulties ‫ﺻﻌﻮﺑﺎﺕ‬
Intrinsic difficulty ‫ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
Word formation ‫ﺻﻮﻍ ﺍﻟﻜﻠﻤﺎﺕ‬
Formulating ‫ﺻﻴﺎﻏﺔ‬
Modality ‫ﺍﻟﺼﻴﻐﺔ‬
Staff ‫ﻫﻴﺌﺔ‬/‫ﻃﺎﻗﻢ‬
Nature ‫ﻃﺒﻴﻌﺔ‬
Methods ‫ﻃﺮﻕ‬
Teaching methods ‫ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‬
Audiovisual method ‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ‬
Fluency ‫ﻃﻼﻗﺔ‬
Overall ‫ﻋﺎﻡ‬
Phrases ‫ﺷﺒﻪ ﲨﻠﺔ‬/‫ﻋﺒﺎﺭﺍﺕ‬
Brainstorming ‫ﻋﺼﻒ ﺫﻫﲏ‬
Rational ‫ﻋﻘﻠﻲ‬
Pair work ‫ﺛﻨﺎﺋﻲ‬/‫ﻋﻤﻞ ﺍﻷﺯﻭﺍﺝ‬
Group work ‫ﻤﻮﻋﺎﺕ‬‫ﻋﻤﻞ ﺍ‬
Processes ‫ﻋﻤﻠﻴﺎﺕ‬
factors ‫ﻋﻮﺍﻣﻞ‬
Sample ‫ﻋﻴﻨﺔ‬
Goals ‫ﻏﺎﻳﺎﺕ‬
Purpose ‫ﻏﺮﺽ‬
Effective ‫ﻓﻌﺎﻝ‬

٣١٢
Decoding ‫ﺍﻟﺘﺸﻔﲑ‬/‫ﻓﻚ ﺍﻟﺮﻣﻮﺯ‬

Inventory ‫ﻗﺎﺋﻤﺔ‬
List ‫ﻗﺎﺋﻤﺔ‬
Checklist ‫ﻗﺎﺋﻤﺔ ﻓﺤﺺ‬
Learn ability ‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻌﻠﻢ‬
Abilities ‫ﻗﺪﺭﺍﺕ‬
Capacity ‫ﻗﺪﺭﺓ‬
Linguistic competence ‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‬
Grammatical competence ‫ﻗﺪﺭﺓ ﻗﻮﺍ ﻋﺪﻳﺔ‬
Scanning ‫ﻣﺘﻔﺤﺼﺔ‬/‫ﻗﺮﺍﺀﺓ ﺍﻧﺘﻘﺎﺋﻴﺔ‬
Decisions ‫ﻗﺮﺍﺭﺍﺕ‬
Peers ‫ﺭﻓﺎﻕ‬/‫ﻗﺮﻧﺎﺀ‬
Limitations ‫ﻗﺼﻮﺭ‬
Issue ‫ﻗﻀﻴﺔ‬
Word lists ‫ﻗﻮﺍﺋﻢ ﺍﻟﻜﻠﻤﺎﺕ‬
Word frequency lists ‫ﻗﻮﺍﺋﻢ ﺷﻴﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ‬
Modules ‫ﻗﻮﺍﻟﺐ‬
Assessment ‫ﻗﻴﺎﺱ‬
values ‫ﻗﻴﻢ‬
Textbook ‫ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ‬
Proficiency ‫ﻛﻔﺎﻳﺔ‬
Language proficiency ‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
Communicative competence ‫ﻛﻔﺎﻳﺔ ﺗﻮﺍﺻﻠﻴﺔ‬
Common words ‫ﻛﻠﻤﺎﺕ ﺷﺎﺋﻌﺔ‬
Quantity ‫ﻛﻤﻴﺔ‬
Language for specific purposes ‫ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﳏﺪﺩﺓ‬
Indicators ‫ﻣﺆﺷﺮﺍﺕ‬
Qualifications ‫ﻣﺆﻫﻼﺕ‬

٣١٣
Familiar ‫ﻣﺄﻟﻮﻑ‬
Principles ‫ﻣﺒﺎﺩﺉ‬
Novice ‫ﻣﺴﺘﺠﺪ‬/‫ﻣﺒﺘﺪﺉ‬
Requirements ‫ﻣﺘﻄﻠﺒﺎﺕ‬
Variables ‫ﻣﺘﻐﲑﺍﺕ‬
Interactional variables ‫ﻣﺘﻐﲑﺍﺕ ﺗﻔﺎﻋﻠﻴﺔ‬
Superior ‫ﻣﺘﻔﻮﻕ‬
Advanced ‫ﻣﺘﻘﺪﻡ‬
Integrated ‫ﻣﺘﻜﺎﻣﻞ‬
Intermediate ‫ﺍﳌﺘﻮﺳﻂ‬
Society ‫ﳎﺘﻤﻊ‬
Set ‫ﳎﻤﻮﻋﺔ‬
Population ‫ﳎﻤﻮﻋﺔ ﺃﺻﻠﻴﺔ‬
Simulation ‫ﳏﺎﻛﺎﺓ‬
Content ‫ﳏﺘﻮﻯ‬
Setting ‫ﺍﶈﻴﻂ‬
Output ‫ﳐﺮﺟﺎﺕ‬
Input ‫ﻣﺪﺧﻼﺕ‬
Duration ‫ﺍﳌﺪﻯ‬
Scope ‫ﻣﺪﻯ‬
Approach ‫ﻣﺬﻫﺐ‬
Analytic approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﺘﺤﻠﻴﻠﻲ‬
Synthetic approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﺘﻮﻟﻴﻔﻲ‬
Oral approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﺸﻔﻬﻲ‬
Natural approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﻄﺒﻴﻌﻲ‬
Situational approach ‫ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ‬
Review ‫ﻣﺮﺍﺟﻌﺔ‬
Revising ‫ﺗﻨﻘﻴﺢ‬/‫ﻣﺮﺍﺟﻌﺔ‬

٣١٤
Stages ‫ﻣﺮﺍﺣﻞ‬
Monitoring ‫ﻣﺮﺍﻗﺒﺔ‬
Organized ‫ﻣﻨﻈﻢ‬/‫ﻣﺮﺗﺐ‬
centrality ‫ﻣﺮﻛﺰﻳﺔ‬
Flexibility ‫ﻣﺮﻭﻧﺔ‬
Threshold ‫ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‬
Levels ‫ﻣﺴﺘﻮﻳﺎﺕ‬
Class participation ‫ﻣﺸﺎﺭﻛﺔ ﺻﻔﻴﺔ‬
Sources ‫ﻣﺼﺎﺩﺭ‬
Demands ‫ﻣﻄﺎﻟﺐ‬
Criteria ‫ﻣﻌﺎﻳﲑ‬
Standards ‫ﻣﻌﺎﻳﲑ‬
Knowledge ‫ﻣﻌﺮﻓﺔ‬
Moral ‫ﻣﻌﻨﻮﻱ‬
Criterion ‫ﻣﻌﻴﺎﺭ‬
Context clues ‫ﻗﺮﺍﺋﻦ ﺳﻴﺎﻗﻴﺔ‬/‫ﻣﻔﺎﺗﻴﺢ ﺍﻟﺴﻴﺎﻕ‬
Vocabulary ‫ﺃﻟﻔﺎﻅ‬/‫ﻣﻔﺮﺩﺍﺕ‬
Interviews ‫ﻣﻘﺎﺑﻼﺕ ﺷﺨﺼﻴﺔ‬
Intentions ‫ﺍﻟﻨﻮﺍﻳﺎ‬/‫ﺍﳌﻘﺎﺻﺪ‬
Scales ‫ﻣﻘﺎﻳﻴﺲ‬
Syllabus ‫ﻣﻘﺮﺭ‬
Lexical syllabus ‫ﺍﳌﻘﺮﺭ ﺍﻟﺪﻻﱄ‬
Situational syllabus ‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ‬
Functional syllabus ‫ﺍﳌﻘﺮﺭ ﺍﻟﻮﻇﻴﻔﻲ‬
Structural syllabus ‫ﻣﻘﺮﺭ ﺑﻨﺎﺋﻲ‬
Grammatical syllabus ‫ﻣﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ‬
Rating scale ‫ﻣﻘﻴﺎﺱ ﺗﺼﻨﻴﻔﻲ ﻣﺘﺪﺭﺝ‬
Adequate ‫ﻣﻼﺋﻢ‬

٣١٥
Observation ‫ﻣﻼﺣﻈﺔ‬
Profiles ‫ﻣﻠﻔﺎﺕ‬
Controlled practice ‫ﻣﻘﻴﺪﺓ‬/‫ﳑﺎﺭﺳﺔ ﳏﻜﻮﻣﺔ‬
Pattern practice ‫ﳑﺎﺭﺳﺔ ﳕﻄﻴﺔ‬
Practice ‫ﺗﻄﺒﻴﻖ‬/‫ﳑﺎﺭﺳﺔ‬
Appropriateness ‫ﺍﳌﻨﺎﺳﺒﺔ‬
Persuasive ‫ﻣﻨﺎﻗﺸﺎﺕ ﺇﻗﻨﺎﻋﻴﺔ‬
Systematic ‫ﻣﻨﺘﻈﻢ‬
Logical ‫ﻣﻨﻄﻘﻲ‬
Assumptions ‫ﻣﻨﻄﻠﻘﺎﺕ‬
Curriculum ‫ﻣﻨﻬﺞ‬
Methodology ‫ﻣﻨﻬﺠﻴﺔ‬
Skills ‫ﻣﻬﺎﺭﺍﺕ‬
Thinking skills ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ‬
Tasks ‫ ﻣﻬﻤﺎﺕ‬/ ‫ﻣﻬﺎﻡ‬
Occupations ‫ﻣﻬﻦ‬
Teaching materials ‫ﻣﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺲ‬
Materials ‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‬
Resources ‫ﻣﻮﺍﺭﺩ‬
Situations ‫ﻣﻮﺍﻗﻒ‬
Topics ‫ﻣﻮﺿﻮﻋﺎﺕ‬
Results ‫ﻧﺘﺎﺋﺞ‬
System ‫ﻧﻈﺎﻡ‬
Theory ‫ﻧﻈﺮﻳﺔ‬
Behaviorism ‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
Discussion ‫ﻧﻘﺎﺵ‬
Lacks ‫ﻧﻘﺺ‬
Outcomes ‫ﻧﻮﺍﺗﺞ‬

٣١٦
Behavioral outcomes ‫ﻧﻮﺍﺗﺞ ﺳﻠﻮﻛﻴﺔ‬

Target ‫ﻫﺪﻑ‬
Markers ‫ﻭﺍﲰﺎﺕ‬
Units ‫ﻭﺣﺪﺍﺕ‬
Occurrence ‫ ﺣﺪﻭﺙ‬/ ‫ﻭﺭﻭﺩ‬
Description ‫ﻭﺻﻒ‬
Intelligibility ‫ﺍﻟﻮﺿﻮﺡ‬
Functions ‫ﻭﻇﺎﺋﻒ‬
Simplicity ‫ﺑﺴﺎﻃﺔ‬/‫ﻳﺴﺮ‬
‫ﻋﺮﰊ‬-‫ﺇﳒﻠﻴﺰﻱ‬
Abilities ‫ﻗﺪﺭﺍﺕ‬
Accuracy ‫ﺩﻗﺔ‬
Achievement tests ‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ‬
Acquisition ‫ﺍﻛﺘﺴﺎﺏ‬
Activities ‫ﺃﻧﺸﻄﺔ‬
Adequate ‫ﻣﻼﺋﻢ‬
Advanced ‫ﻣﺘﻘﺪﻡ‬
Aims ‫ﺃﻫﺪﺍﻑ ﻋﺎﻣﺔ‬
Analytic ‫ﲢﻠﻴﻠﻲ‬
Analytic approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﺘﺤﻠﻴﻠﻲ‬
Appraisal ‫ﺗﺜﻤﲔ‬/‫ﺗﻘﺪﻳﺮ‬
Approach ‫ﻣﺬﻫﺐ‬
Appropriateness ‫ﺍﳌﻨﺎﺳﺒﺔ‬
Assessment ‫ﻗﻴﺎﺱ‬
Assessment procedures ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻘﻴﺎﺱ‬
Assumptions ‫ﻣﻨﻄﻠﻘﺎﺕ‬
Audiovisual method ‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ‬

٣١٧
Authentic ‫ﺃﺻﻴﻠﺔ‬
Autonomy ‫ﺍﻻﺳﺘﻘﻼﻟﻴﺔ‬
Background ‫ﺧﻠﻔﻴﺔ‬
Band ‫ﺯﻣﺮﺓ‬
Behavior ‫ﺳﻠﻮﻙ‬
Behavioral outcomes ‫ﻧﻮﺍﺗﺞ ﺳﻠﻮﻛﻴﺔ‬
Behaviorism ‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
Beliefs ‫ﻣﻌﺘﻘﺪﺍﺕ‬/‫ﺍﻋﺘﻘﺎﺩﺍﺕ‬
Brainstorming ‫ﻋﺼﻒ ﺫﻫﲏ‬
Capacity ‫ﻗﺪﺭﺓ‬
Case studies ‫ﺩﺭﺍﺳﺔ ﺍﳊﺎﻻﺕ‬
centrality ‫ﻣﺮﻛﺰﻳﺔ‬
Checklist ‫ﻗﺎﺋﻤﺔ ﻓﺤﺺ‬
Clarification ‫ﺗﻮﺿﻴﺢ‬
Class participation ‫ﻣﺸﺎﺭﻛﺔ ﺻﻔﻴﺔ‬
Coding ‫ﺗﺮﻣﻴﺰ‬/‫ﺗﺸﻔﻲ‬
Coherence ‫ﲤﺎﺳﻚ‬
Common words ‫ﻛﻠﻤﺎﺕ ﺷﺎﺋﻌﺔ‬
Communicative competence ‫ﻛﻔﺎﻳﺔ ﺗﻮﺍﺻﻠﻴﺔ‬
Communicative language ‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻮﺍﺻﻠﻲ‬
teaching
Communicative need ‫ﺍﳊﺎﺟﺔ ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‬
Content ‫ﳏﺘﻮﻯ‬
Context ‫ﺳﻴﺎﻕ‬
Context clues ‫ﻗﺮﺍﺋﻦ ﺳﻴﺎﻗﻴﺔ‬/‫ﻣﻔﺎﺗﻴﺢ ﺍﻟﺴﻴﺎﻕ‬
Contrastive analysis ‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻘﺎﺑﻠﻲ‬
Controlled practice ‫ﻣﻘﻴﺪﺓ‬/‫ﳑﺎﺭﺳﺔ ﳏﻜﻮﻣﺔ‬
Controlling ‫ﲢﻜﻢ‬
Course ‫ﺩﻭﺭﺓ‬

٣١٨
Coverage ‫ﺗﻐﻄﻴﺔ‬
Criteria ‫ﻣﻌﺎﻳﲑ‬
Criterion ‫ﻣﻌﻴﺎﺭ‬
Curriculum ‫ﻣﻨﻬﺞ‬
Curriculum development ‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
Decisions ‫ﻗﺮﺍﺭﺍﺕ‬
Decoding ‫ﺍﻟﺘﺸﻔﲑ‬/‫ﻓﻚ ﺍﻟﺮﻣﻮﺯ‬
Deduction ‫ﺍﺳﺘﻨﺘﺎﺝ‬
Demands ‫ﻣﻄﺎﻟﺐ‬
Description ‫ﻭﺻﻒ‬
Design ‫ﺗﺼﻤﻴﻢ‬
Desires ‫ﺭﻏﺒﺎﺕ‬
Detail ‫ﺗﻔﺼﻴﻼﺕ‬
Development ‫ﺗﻄﻮﻳﺮ‬
Dialogues ‫ﺣﻮﺍﺭﺍﺕ‬
Difficulties ‫ﺻﻌﻮﺑﺎﺕ‬
Digression ‫ﺍﺳﺘﻄﺮﺍﺩ‬
Discourse analysis ‫ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ‬
Discussion ‫ﻧﻘﺎﺵ‬
Distribution ‫ﺗﻮﺯﻳﻊ‬
Documentation ‫ﺗﻮﺛﻴﻖ‬
Drafting ‫ﺇﻋﺪﺍﺩ ﻣﺴﻮﺩﻩ‬
Duration ‫ﺍﳌﺪﻯ‬
Editing ‫ﲢﺮﻳﺮ‬
Educational ‫ﺗﻌﻠﻴﻤﻲ‬
Effective ‫ﻓﻌﺎﻝ‬
Effects ‫ﺗﺄﺛﲑﺍﺕ‬
Elaborating ‫ﺇﺳﻬﺎﺏ‬/‫ﺗﻔﺼﻴﻞ‬

٣١٩
Empirical ‫ﲡﺮﻳﱯ‬/‫ﺗﻄﺒﻴﻘﻴﻲ‬
Empowerment ‫ﲤﻜﲔ‬
Environment ‫ﺑﻴﺌﺔ‬
Evaluation ‫ﺗﻘﻮﱘ‬
Events ‫ﻓﻌﺎﻟﻴﺎﺕ‬/‫ﺃﺣﺪﺍﺙ‬
Exemplification ‫ﲤﺜﻴﻞ‬
Expectations ‫ﺗﻮﻗﻌﺎﺕ‬
Expertise ‫ﺧﱪﺓ‬
Extracting ‫ﺍﺳﺘﺨﻼﺹ‬
Facilitating ‫ﺗﻴﺴﲑ‬/‫ﺗﺴﻬﻴﻞ‬
Facilities ‫ﲡﻬﻴﺰﺍﺕ‬
factors ‫ﻋﻮﺍﻣﻞ‬
Familiar ‫ﻣﺄﻟﻮﻑ‬
Features ‫ﻣﻼﻣﺢ‬/‫ﺧﺼﺎﺋﺺ‬
Field ‫ﺣﻘﻞ‬
Flexibility ‫ﻣﺮﻭﻧﺔ‬
Fluency ‫ﻃﻼﻗﺔ‬
Foreigners ‫ﺃﺟﺎﻧﺐ‬
Formulating ‫ﺻﻴﺎﻏﺔ‬
Framework ‫ﺇﻃﺎﺭ‬
Free production ‫ﺇﻧﺘﺎﺝ ﺣﺮ‬
Frequency ‫ﺗﻜﺮﺍﺭ‬
Functional syllabus ‫ﺍﳌﻘﺮﺭ ﺍﻟﻮﻇﻴﻔﻲ‬
Functions ‫ﻭﻇﺎﺋﻒ‬
Gestures ‫ﺇﳝﺎﺀﺍﺕ‬
Global ‫ﺷﺎﻣﻞ‬
Goals ‫ﻏﺎﻳﺎﺕ‬
Grading ‫ﺗﺪﺭﻳﺞ‬

٣٢٠
Grammatical competence ‫ﻗﺪﺭﺓ ﻗﻮﺍ ﻋﺪﻳﺔ‬

Grammatical syllabus ‫ﻣﻘﺮﺭ ﻗﻮﺍﻋﺪﻱ‬
Group work ‫ﻤﻮﻋﺎﺕ‬‫ﻋﻤﻞ ﺍ‬
Guessing ‫ﲣﻤﲔ‬
Guidelines ‫ﺇﺭﺷﺎﺩﺍﺕ‬
Idioms ‫ﺗﻌﺒﲑﺍﺕ ﺍﺻﻄﻼﺣﻴﺔ‬
Implementation ‫ﺗﻄﺒﻴﻖ‬
Incidental ‫ﻋﺮﺿﻲ‬/‫ﺛﺎﻧﻮﻱ‬
Indicators ‫ﻣﺆﺷﺮﺍﺕ‬
Inferences ‫ﺍﺳﺘﺪﻻﻻﺕ‬/‫ﺍﺳﺘﻨﺒﺎﻁ‬
Innovation ‫ﺍﺑﺘﻜﺎﺭ‬
Input ‫ﻣﺪﺧﻼﺕ‬
Instructional blocks ‫ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
Integrated ‫ﻣﺘﻜﺎﻣﻞ‬
Intelligibility ‫ﺍﻟﻮﺿﻮﺡ‬
Intentions ‫ﺍﻟﻨﻮﺍﻳﺎ‬/‫ﺍﳌﻘﺎﺻﺪ‬
Interactional variables ‫ﻣﺘﻐﲑﺍﺕ ﺗﻔﺎﻋﻠﻴﺔ‬
Interactions ‫ﺗﻔﺎﻋﻼﺕ‬
Intermediate ‫ﺍﳌﺘﻮﺳﻂ‬
interpretation ‫ﺍﻟﺘﺄﻭﻳﻞ‬/‫ﺗﻔﺴﲑﺍﺕ‬
Interviews ‫ﻣﻘﺎﺑﻼﺕ ﺷﺨﺼﻴﺔ‬
Intrinsic difficulty ‫ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
Inventory ‫ﻗﺎﺋﻤﺔ‬
Issue ‫ﻗﻀﻴﺔ‬
Knowledge ‫ﻣﻌﺮﻓﺔ‬
Lacks ‫ﻧﻘﺺ‬
Language diversity ‫ﺍﻟﺘﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ‬
Language for specific purposes ‫ﺍﻟﻠﻐﺔ ﻷﻏﺮﺍﺽ ﳏﺪﺩﺓ‬

٣٢١
Language needs ‫ﺣﺎﺟﺎﺕ ﻟﻐﻮﻳﺔ‬

Language proficiency ‫ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
Learn ability ‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻌﻠﻢ‬
Levels ‫ﻣﺴﺘﻮﻳﺎﺕ‬
Lexical syllabus ‫ﺍﳌﻘﺮﺭ ﺍﻟﺪﻻﱄ‬
Limitations ‫ﻗﺼﻮﺭ‬
Linguistic competence ‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‬
Linguistic distance ‫ﺗﺒﺎﻋﺪ ﻟﻐﻮﻱ‬
List ‫ﻗﺎﺋﻤﺔ‬
Logical ‫ﻣﻨﻄﻘﻲ‬
Markers ‫ﻭﺍﲰﺎﺕ‬
Materials ‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‬
Means ‫ ﻃﺮﻕ‬/ ‫ﺃﺳﺎﻟﻴﺐ‬
Meetings ‫ﺍﺟﺘﻤﺎﻋﺎﺕ‬
Methodology ‫ﻣﻨﻬﺠﻴﺔ‬
Methods ‫ﻃﺮﻕ‬
Modality ‫ﺍﻟﺼﻴﻐﺔ‬
Modules ‫ﻗﻮﺍﻟﺐ‬
Monitoring ‫ﻣﺮﺍﻗﺒﺔ‬
Moral ‫ﻣﻌﻨﻮﻱ‬
Motivation ‫ﺩﺍﻓﻌﻴﺔ‬
Natural approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﻄﺒﻴﻌﻲ‬
Nature ‫ﻃﺒﻴﻌﺔ‬
Needs analysis ‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
Negotiation ‫ﺗﻔﺎﻭﺽ‬
Notions ‫ﺃﻓﻜﺎﺭ‬
Novice ‫ﻣﺴﺘﺠﺪ‬/‫ﻣﺒﺘﺪﺉ‬
Objective facts ‫ﺣﻘﺎﺋﻖ ﻣﻮﺿﻮﻋﻴﺔ‬

٣٢٢
Objectives ‫ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ‬

Observation ‫ﻣﻼﺣﻈﺔ‬
Occupations ‫ﻣﻬﻦ‬
Occurrence ‫ ﺣﺪﻭﺙ‬/ ‫ﻭﺭﻭﺩ‬
Opinions ‫ﺁﺭﺍﺀ‬
Oral approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﺸﻔﻬﻲ‬
Oral presentation ‫ﺍﻟﻌﺮﺽ ﺍﻟﺸﻔﻬﻲ‬/‫ﺍﻹﻟﻘﺎﺀ‬
Ordinate ‫ﺗﻨﺴﻴﻖ‬
Organization ‫ﺗﻨﻈﻴﻢ‬
Organized ‫ﻣﻨﻈﻢ‬/‫ﻣﺮﺗﺐ‬
Orientation ‫ﺗﻮﺟﻴﻪ‬
Outcomes ‫ﻧﻮﺍﺗﺞ‬
Output ‫ﳐﺮﺟﺎﺕ‬
Overall ‫ﻋﺎﻡ‬
Pair work ‫ﺛﻨﺎﺋﻲ‬/‫ﻋﻤﻞ ﺍﻷﺯﻭﺍﺝ‬
Pattern practice ‫ﳑﺎﺭﺳﺔ ﳕﻄﻴﺔ‬
Patterns ‫ﻗﻮﺍﻟﺐ‬/‫ﺃﳕﺎﻁ‬
Peers ‫ﺭﻓﺎﻕ‬/‫ﻗﺮﻧﺎﺀ‬
Performance ‫ﺃﺩﺍﺀ‬
Performance tests ‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ‬
perspectives ‫ﺭﺅﻯ‬
Persuasive ‫ﻣﻨﺎﻗﺸﺎﺕ ﺇﻗﻨﺎﻋﻴﺔ‬
Phrases ‫ﺷﺒﻪ ﲨﻠﺔ‬/‫ﻋﺒﺎﺭﺍﺕ‬
Piloting ‫ﺍﺳﺘﻜﺸﺎﻑ‬/‫ﲡﺮﻳﺐ‬
Plan ‫ﺧﻄﺔ‬
Planning ‫ﲣﻄﻴﻂ‬
Population ‫ﳎﻤﻮﻋﺔ ﺃﺻﻠﻴﺔ‬
Practical command ‫ﲤﻜﻦ ﻋﻤﻠﻲ‬

٣٢٣
Practice ‫ﺗﻄﺒﻴﻖ‬/‫ﳑﺎﺭﺳﺔ‬
Predicting ‫ﺗﻨﺒﺆ‬
Preparation ‫ ﺇﻋﺪﺍﺩ‬/ ‫ﺗﺄﻫﻴﻞ‬
Presentation ‫ﻋﺮﺽ‬/‫ﺗﻘﺪﱘ‬
Principles ‫ﻣﺒﺎﺩﺉ‬
Probability ‫ﺍﺣﺘﻤﺎﻟﻴﺔ‬
Problem solving ‫ﺣﻞ ﺍﳌﺸﻜﻼﺕ‬
Procedures `‫ﺇﺟﺮﺍﺀﺍﺕ‬
Processes ‫ﻋﻤﻠﻴﺎﺕ‬
Proficiency ‫ﻛﻔﺎﻳﺔ‬
Profiles ‫ﻣﻠﻔﺎﺕ‬
Program ‫ﺑﺮﻧﺎﻣﺞ‬
Purpose ‫ﻏﺮﺽ‬
Qualifications ‫ﻣﺆﻫﻼﺕ‬
Quantity ‫ﻛﻤﻴﺔ‬
Questionnaire ‫ﺍﺳﺘﺒﺎﻧﺔ‬
Ranking ‫ﺗﺮﺗﻴﺐ‬
Rating scale ‫ﻣﻘﻴﺎﺱ ﺗﺼﻨﻴﻔﻲ ﻣﺘﺪﺭﺝ‬
Rational ‫ﻋﻘﻠﻲ‬
Register analysis ‫ﲢﻠﻴﻞ ﺍﻟﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ‬
Reinforcement ‫ﺗﻌﺰﻳﺰ‬
Report ‫ﺗﻘﺮﻳﺮ‬
Requirements ‫ﻣﺘﻄﻠﺒﺎﺕ‬
Resources ‫ﻣﻮﺍﺭﺩ‬
Results ‫ﻧﺘﺎﺋﺞ‬
Review ‫ﻣﺮﺍﺟﻌﺔ‬
Revising ‫ﺗﻨﻘﻴﺢ‬/‫ﻣﺮﺍﺟﻌﺔ‬
Role plays ‫ﺃﺩﺍﺀ ﺍﻷﺩﻭﺍﺭ‬/‫ﲤﺜﻴﻞ‬

٣٢٤
Roles ‫ﺃﺩﻭﺍﺭ‬
Sample ‫ﻋﻴﻨﺔ‬
Scales ‫ﻣﻘﺎﻳﻴﺲ‬
Scanning ‫ﻣﺘﻔﺤﺼﺔ‬/‫ﻗﺮﺍﺀﺓ ﺍﻧﺘﻘﺎﺋﻴﺔ‬
Scope ‫ﻣﺪﻯ‬
Selection ‫ﺍﺧﺘﻴﺎﺭ‬
Self-direction ‫ﺗﻮﺟﻴﻪ ﺫﺍﰐ‬
Seminars ‫ﺣﻠﻘﺎﺕ ﺩﺭﺍﺳﻴﺔ‬
Sequence ‫ﺗﺘﺎﺑﻊ‬
Set ‫ﳎﻤﻮﻋﺔ‬
Setting ‫ﺍﶈﻴﻂ‬
Simplicity ‫ﺑﺴﺎﻃﺔ‬/‫ﻳﺴﺮ‬
Simulation ‫ﳏﺎﻛﺎﺓ‬
Situation analysis ‫ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
Situational approach ‫ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ‬
Situational syllabus ‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ‬
Situations ‫ﻣﻮﺍﻗﻒ‬
Skills ‫ﻣﻬﺎﺭﺍﺕ‬
Skimming ‫ﺗﺼﻔﺢ‬
Society ‫ﳎﺘﻤﻊ‬
Sources ‫ﻣﺼﺎﺩﺭ‬
Staff ‫ﻫﻴﺌﺔ‬/‫ﻃﺎﻗﻢ‬
Stages ‫ﻣﺮﺍﺣﻞ‬
Standards ‫ﻣﻌﺎﻳﲑ‬
Structural syllabus ‫ﻣﻘﺮﺭ ﺑﻨﺎﺋﻲ‬
Structure ‫ ﺗﺮﻛﻴﺐ‬/ ‫ﺑﻨﺎﺀ‬
Superior ‫ﻣﺘﻔﻮﻕ‬
Syllabus ‫ﻣﻘﺮﺭ‬

٣٢٥
Syllabus design ‫ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭ‬

Synthetic approach ‫ﺍﳌﺬﻫﺐ ﺍﻟﺘﻮﻟﻴﻔﻲ‬
System ‫ﻧﻈﺎﻡ‬
Systematic ‫ﻣﻨﺘﻈﻢ‬
Taking notes ‫ﺗﺴﺠﻴﻞ ﻣﻔﻜﺮﺍﺕ‬
Target ‫ﻫﺪﻑ‬
Task analysis ‫ﲢﻠﻴﻞ ﺍﳌﻬﻤﺔ‬
Tasks ‫ ﻣﻬﻤﺎﺕ‬/ ‫ﻣﻬﺎﻡ‬
Teaching experience ‫ﺍﳋﱪﺓ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
Teaching materials ‫ﻣﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺲ‬
Teaching methods ‫ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‬
Techniques ‫ﺃﺳﺎﻟﻴﺐ‬
Textbook ‫ﻛﺘﺎﺏ ﺩﺭﺍﺳﻲ‬
Theory ‫ﻧﻈﺮﻳﺔ‬
Thinking skills ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ‬
Threshold ‫ﻣﺴﺘﻮﻯ ﺍﻟﻌﺘﺒﺔ‬
Topics ‫ﻣﻮﺿﻮﻋﺎﺕ‬
Traditions ‫ﺗﻘﺎﻟﻴﺪ‬
Training ‫ﺗﺪﺭﻳﺐ‬
Turn taking ‫ﺃﺧﺬ ﺍﻟﺪﻭﺭ‬
Units ‫ﻭﺣﺪﺍﺕ‬
Utterances ‫ ﻣﻨﻄﻮﻗﺎﺕ‬/ ‫ﺗﻌﺒﲑﺍﺕ‬
values ‫ﻗﻴﻢ‬
Variables ‫ﻣﺘﻐﲑﺍﺕ‬
Vocabulary ‫ﺃﻟﻔﺎﻅ‬/‫ﻣﻔﺮﺩﺍﺕ‬
Vocabulary selection ‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
Word formation ‫ﺻﻮﻍ ﺍﻟﻜﻠﻤﺎﺕ‬
Word frequency lists ‫ﻗﻮﺍﺋﻢ ﺷﻴﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ‬

٣٢٦
Word lists ‫ﻗﻮﺍﺋﻢ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﺛﺒﺖ ﺍﳌﻮﺿﻮﻋﺎﺕ‬

‫‪٣٢٧‬‬
‫‪٢١١،٢١٢‬‬ ‫ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺃﺛﻨﺎﺀ ﻭﺣﺪﺙ‬

‫‪٢٣٨‬‬ ‫ﺍﺗﺼﺎﻻﺕ ﺩﺍﺧﻠﻴﺔ‬
‫‪٧٦‬‬ ‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ‬
‫‪٧٤‬‬ ‫ﺇﺟﺮﺍﺀﺍﺕ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫‪٢٤١‬‬ ‫ﺍﻷﺟﻬﺰﺓ‬
‫‪٢٣٥‬‬ ‫ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﺮﺳﺎﻟﺔ‬
‫‪٣٤٤‬‬ ‫ﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﻟﺪﻭﺭﺓ‬
‫‪٣٤٦‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬

‫‪٣٢٨‬‬
‫‪١٧٩‬‬ ‫ﺍﺧﺘﻴﺎﺭ ﺇﻃﺎﺭ ﺍﳌﻘﺮﺭ‬

‫‪٢٧-٢٠ ، ١٥‬‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ‬
‫‪٢٠-١٥‬‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫‪١٧٤‬‬ ‫ﺍﺧﺘﻴﺎﺭ ﳏﺘﻮﻯ ﺍﻟﺪﻭﺭﺓ‬
‫‪٣٣٩‬‬ ‫ﺍﻷﺩﺍﺀ ﰲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫‪٢٦٥‬‬ ‫ﺍﻹﺩﺍﺭﺓ‬
‫‪٢٦٦‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﱪﻧﺎﻣﺞ‬
‫‪٢٧٨‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ‬
‫‪٢٨٠‬‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ‬
‫‪٣١١-٣٠٩‬‬ ‫ﺇﺩﺍﺭﺓ ﻣﺸﺮﻭﻉ ﺗﺄﻟﻴﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪٢٤٨‬‬ ‫ﺃﺩﻟﺔ ﺍﻟﺪﻭﺭﺓ‬
‫‪٢٥٩‬‬ ‫ﺁﺭﺍﺀ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻢ‬
‫‪١٧١‬‬ ‫ﺍﻷﺳﺎﺱ ﺍﳌﻨﻄﻘﻲ ﻟﻠﺪﻭﺭﺓ‬
‫‪٢٦١-٢٦٠‬‬ ‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ‬
‫‪٧٥،٨٥،٣٤٨‬‬ ‫ﺍﻻﺳﺘﺒﺎﻧﺎﺕ‬
‫‪٢١٣،٢١٤‬‬ ‫ﺍﺻﻼﺡ ﺍﻻﺗﺼﺎﻝ‬
‫‪٢٣٧‬‬ ‫ﺇﻃﺎﺭ ﺗﻨﻈﻴﻤﻲ‬
‫‪٢٤٨‬‬ ‫ﺍﻹﻋﻔﺎﺀ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ‬
‫‪٣٣٤‬‬ ‫ﺃﻏﺮﺍﺽ ﺍﻟﺘﻘﻮﱘ‬
‫‪٢٣٧-٢٣٦‬‬ ‫ﺁﻟﻴﺎﺕ ﺿﺒﻂ ﺍﳉﻮﺩﺓ‬
‫‪٣٠٩-٣٠٦‬‬ ‫ﺍﻧﺘﻘﺎﺀ ﺍﳌﺪﺧﻼﺕ ﻭﺍﳌﺼﺎﺩﺭ‬
‫‪٤٤-٤١‬‬ ‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﻷﻏﺮﺍﺽ ﺧﺎﺻﺔ‬
‫‪١٥١-١٤٢ ،١٣٤‬‬ ‫ﺍﻷﻫﺪﺍﻑ‬
‫‪١٣٤،١٤٣،١٤٥،١٤٧،١٦٠‬‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫‪١٦٣،١٦٤‬‬ ‫ﺍﻻﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
‫‪١٣٤،١٤٢،١٤٣،١٤٥،١٥٠،١٥٨‬‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬
‫‪٣٤٤‬‬ ‫ﺃﳘﻴﺔ ﺍﻟﺘﻮﺛﻴﻖ‬
‫‪٢٠٣-٢٠٠‬‬ ‫ﺃﻭﺻﺎﻑ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﳌﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫‪٢٠٧‬‬ ‫ﺃﻭﺻﺎﻑ ﻗﻮﺍﻟﺒﻴﻪ ﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺸﻔﻬﻲ‬

‫‪٣٢٩‬‬
‫‪١٤٢-١٣٥‬‬ ‫ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺍﳌﻨﻬﺞ‬

‫‪٢٧٩‬‬ ‫ﺑﻨﺎﺀ ﺍﻟﺪﺭﺱ‬
‫‪٢١٢،٢١٣‬‬ ‫ﺑﻨﺎﺀ ﺧﻄﺎﺏ‬
‫‪٨٦،١٠٩،١٢٨‬‬ ‫ﺍﻟﺒﻴﺌﺔ‬
‫‪٢٤١‬‬ ‫ﺑﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫‪٢٥‬‬ ‫ﺍﻟﺘﺒﺎﻋﺪ ﺍﻟﻠﻐﻮﻱ‬
‫‪٣٢٧‬‬ ‫ﲡﺮﻳﺐ ﺍﻟﺪﻭﺭﺓ‬
‫‪١٧٦‬‬ ‫ﲢﺪﻳﺪ ﺍﳌﺪﻯ‬
‫‪٢٥٥‬‬ ‫ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺣﻠﻬﺎ‬
‫‪٣٣٨‬‬ ‫ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬
‫‪٦٦-٤٦،٤٧،٦٥،٨٤،٧٤‬‬ ‫ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫‪٤٤‬‬ ‫ﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ‬
‫‪٧٧،١٠٩،١٢٦،١٢٨‬‬ ‫ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬
‫‪١٧١،١٧٣‬‬ ‫ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ‬
‫‪١٠٧،١٧١‬‬ ‫ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺓ‬
‫‪١٣٤‬‬ ‫ﲣﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ‬
‫‪٢٥٥‬‬ ‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺸﺘﺮﻙ‬
‫‪١٧٨‬‬ ‫ﲣﻄﻴﻂ ﺑﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ‬
‫‪١٥،٢٠،٢٢،٢٦‬‬ ‫ﺍﻟﺘﺪﺭﺝ‬
‫‪٢٣١‬‬ ‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ‬
‫‪٥٢،٥٥،١٢٥،١٧٩،١٨٠،٤٠،٥٠‬‬ ‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻻﺗﺼﺎﱄ‬
‫‪١٧٨‬‬ ‫ﺍﻟﺘﺴﻠﺴﻞ ﺍﳊﻠﺰﻭﱐ‬
‫‪١٧٧‬‬ ‫ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺰﻣﲏ‬
‫‪١٧٧‬‬ ‫ﺍﻟﺘﺴﻠﺴﻞ ﺍﳌﻨﻬﺠﻲ‬
‫‪٢٧٨‬‬ ‫ﺍﻟﺘﺼﺤﻴﺢ‬
‫‪١٧١‬‬ ‫ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬
‫‪٧٨،٨٣‬‬ ‫ﺗﺼﻤﻴﻢ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫‪٧٥‬‬ ‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ‬
‫‪١٩٤‬‬ ‫ﺗﻄﻮﻳﺮ ﺍﻟﺮﺯﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬

‫‪٣٣٠‬‬
‫‪٢٦٦‬‬ ‫ﺗﻄﻮﻳﺮ ﺍﻟﻄﺎﻗﻢ‬

‫‪٣٦،٥٥،٥٦،٥٧‬‬ ‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬
‫‪١٢،٥٥،٥٦،١٧٩،١٨٠،١٨٦‬‬ ‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﻬﺞ‬
‫‪٢٠٩،٢١٠،٢١١‬‬ ‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﻭﺍﺳﺘﻜﺸﺎﻓﻬﺎ‬
‫‪١٤١‬‬ ‫ﺍﻟﺘﻌﺪﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫‪٣٠٠‬‬ ‫ﺗﻌﺪﻳﻞ ﺍﳌﻬﻤﺎﺕ‬
‫‪١٥٥‬‬ ‫ﺗﻌﺮﻳﻒ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫‪١٢٣،٢٨٩،٢٩١‬‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻻﺳﺘﻘﻼﱄ‬
‫‪٣٦‬‬ ‫ﺗﻌﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬
‫‪٢٤٩‬‬ ‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬
‫‪٢٨٠‬‬ ‫ﺍﻟﺘﻐﺬﻳﺔ ﺑﺎﳌﺮﺍﺟﻌﺔ‬
‫‪٣٩‬‬ ‫ﺗﻐﲑ ﺍﳊﺎﺟﺎﺕ‬
‫‪٢٤٨‬‬ ‫ﺗﻘﺴﻴﻢ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ‬
‫‪٣٤٠-٣٣٨‬‬ ‫ﺍﻟﺘﻘﻮﱘ ﺍﻹﲨﺎﱄ‬
‫‪٣٣٨-٣٣٥‬‬ ‫ﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﻮﺿﻴﺤﻲ‬
‫‪٢٨١-٢٧٧‬‬ ‫ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ ﻟﻠﻤﺪﺭﺳﲔ‬
‫‪٣٥٠‬‬ ‫ﺗﻘﻮﱘ ﺍﻟﻄﻼﺏ‬
‫‪٢٩٧-٢٩٤‬‬ ‫ﺗﻘﻮﱘ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫‪٣٤٣‬‬ ‫ﺍﻟﺘﻘﻮﱘ ﺍﻟﻜﻤﻲ‬
‫‪٣٤٣‬‬ ‫ﺍﻟﺘﻘﻮﱘ ﺍﻟﻜﻴﻔﻲ‬
‫‪٣٣٤،٣٣٥‬‬ ‫ﺍﻟﺘﻘﻮﱘ ﺍﳌﺮﺣﻠﻲ‬
‫‪٢٥٧‬‬ ‫ﺗﻘﻮﱘ ﻧﻈﺎﻡ ﺍﻟﺘﻘﻴﻴﻢ‬
‫‪٢٥٨‬‬ ‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ‬
‫‪٢٥٨‬‬ ‫ﺗﻘﻴﻴﻢ ﺍﻟﻄﺎﻟﺐ‬
‫‪٢٣٢‬‬ ‫ﺗﻘﻴﻴﻢ ﺍﳌﻨﻬﺞ‬
‫‪٢٥٨‬‬ ‫ﺗﻘﻴﻴﻢ ﺑﻮﺍﺳﻄﺔ ﺯﻣﻴﻞ‬
‫‪٢٥٨‬‬ ‫ﺍﻟﺘﻘﻴﻴﻢ ﺑﻮﺍﺳﻄﺔ ﻣﺸﺮﻑ‬
‫‪٢١٢‬‬ ‫ﺍﻟﺘﻜﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫‪١٣٩‬‬ ‫ﺍﻟﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﳌﺘﻌﻠﻢ‬

‫‪٣٣١‬‬
‫‪٢٥٨‬‬ ‫ﺗﻨﻔﻴﺬ ﺍﻟﺘﻘﻴﻴﻢ‬

‫‪٧٣‬‬ ‫ﺗﻨﻔﻴﺬ ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬
‫‪٢٥٥‬‬ ‫ﺗﻮﺛﻴﻖ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳉﻴﺪﺓ‬
‫‪٢٤٧‬‬ ‫ﺍﻟﺘﻮﺟﻴﻪ‬
‫‪٣٠٠‬‬ ‫ﺗﻮﺳﻴﻊ ﺍﳌﻬﻤﺎﺕ‬
‫‪٢٣٤-٢٣١‬‬ ‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫‪٣٤١‬‬ ‫ﺍﳉﻤﻬﻮﺭ ﺍﳌﺘﻠﻘﻲ ﻟﻠﺘﻘﻮﱘ‬
‫‪٢٧،٢٨‬‬ ‫ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ‬
‫‪١٧٧‬‬ ‫ﺍﳊﺎﺟﺔ‬
‫‪٢٥‬‬ ‫ﺍﳊﺎﺟﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫‪٢٤١‬‬ ‫ﺣﺠﻢ ﺍﻟﻄﺎﻗﻢ ﻭﻫﻴﻜﻠﻪ‬
‫‪٢٤٣‬‬ ‫ﺣﺠﻢ ﺍﻟﻔﺼﻮﻝ‬
‫‪١٥٧‬‬ ‫ﺣﺮﻛﺔ ﺍﳌﻌﺎﻳﲑ‬
‫‪٢٧٧-٢٧٤‬‬ ‫ﺧﺼﺎﺋﺺ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳉﻴﺪ‬
‫‪٢٣٦‬‬ ‫ﺧﻄﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫‪٢٤٩‬‬ ‫ﺧﻄﻮﻁ ﺍﳌﺴﺎﻋﺪﺓ‬
‫‪٢٦١‬‬ ‫ﺍﻟﺪﺍﻓﻌﻴﺔ‬
‫‪٢٥٦‬‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ‬
‫‪٧٨،٣٢٠،٣٤٩‬‬ ‫ﺩﺭﺍﺳﺔ ﺣﺎﻻﺕ‬
‫‪٢٦٢‬‬ ‫ﺍﻟﺪﻋﻢ‬
‫‪٢٤٧‬‬ ‫ﺩﻋﻢ ﺍﳌﺪﺭﺳﲔ‬
‫‪٢٨٩-٢٨٨‬‬ ‫ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ‬
‫‪٣٤٩‬‬ ‫ﺳﺠﻼﺕ ﺁﺩﺍﺀ ﺍﻟﻄﻼﺏ‬
‫‪٣٤٩‬‬ ‫ﺳﺠﻼﺕ ﺍﳌﺪﺭﺳﲔ‬
‫‪٢٣،٢٥‬‬ ‫ﺍﻟﺸﻴﻮﻉ‬
‫‪٢٥‬‬ ‫ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫‪٢٦٦‬‬ ‫ﺍﻟﻄﺎﻗﻢ ﺍﻟﺘﺪﺭﻳﺴﻲ‬
‫‪٢٤٢‬‬ ‫ﻃﺎﻗﻢ ﺍﻟﺪﻋﻢ‬
‫‪٢٦٦‬‬ ‫ﺍﻟﻄﺎﻗﻢ ﺍﳌﺴﺎﻧﺪ‬

‫‪٣٣٢‬‬
‫‪١٥٢‬‬ ‫ﻃﺒﻴﻌﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ‬

‫‪٣٠٥-٣٠٢‬‬ ‫ﻃﺒﻴﻌﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪١٤‬‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ‬
‫‪٣٨‬‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻬﻴﺔ‬
‫‪١٤‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﻘﺮﺍﺀﺓ‬
‫‪١٤‬‬ ‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻮﻗﻔﻴﺔ‬
‫‪٢٥٩‬‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‬
‫‪٢١٤-٢٠٩‬‬ ‫ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺘﺎﺑﻌﻬﺎ‬
‫‪٢٧٩‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﺪﻳﺪﺓ‬
‫‪١١٢،١١٣،١٢٨‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫‪١٢٤- ١٢٩،١٢٦‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺒﲏ‬
‫‪١١٧- ١٢٨،١١٩‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪١٢١- ١٢٩،١٢٤‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺘﻌﻠﻢ‬
‫‪١١٩- ١٢٩،١٢١‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺪﺭﺱ‬
‫‪١١٤- ١٢٨،١١٦‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺸﺮﻭﻉ‬
‫‪٢٤٢‬‬ ‫ﻏﺮﻓﺔ ﻣﺼﺎﺩﺭ ﺍﳌﺪﺭﺳﲔ‬
‫‪٢٤٠‬‬ ‫ﻓﺮﺹ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺪﺭﺳﲔ‬
‫‪٢٥٩‬‬ ‫ﻓﻬﻢ ﺍﻟﺪﻭﺭﺓ‬
‫‪٢٧٣-٢٧٠‬‬ ‫ﻗﺎﺋﻤﺔ ﻓﺤﺺ ﺗﻘﻮﱘ ﺍﻟﺪﺭﻭﺱ‬
‫‪٢٤‬‬ ‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‬
‫‪٣٤٠‬‬ ‫ﻗﻀﺎﻳﺎ ﰲ ﺗﻘﻮﱘ ﺍﻟﱪﻧﺎﻣﺞ‬
‫‪١٩٥‬‬ ‫ﺍﻟﻘﻮﺍﻟﺐ‬
‫‪٣٤٠‬‬ ‫ﻗﻴﺎﺱ ﺍﻟﻘﺒﻮﻝ‬
‫‪٢٩٤-٢٩٢‬‬ ‫ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫‪٥٠‬‬ ‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫‪٣٤٠‬‬ ‫ﻛﻔﺎﺀﺓ ﺍﻟﺪﻭﺭﺓ‬
‫‪١٥١،١٥٣،١٥٤،١٥٥،١٥٦،١٧٣‬‬ ‫ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫‪١٦٢‬‬ ‫ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫‪٢٣١‬‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫‪٣٣٣‬‬
‫‪٢٣٤،٢٣٥‬‬ ‫ﻣﺆﺷﺮﺍﺕ ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫‪٢٥٧‬‬ ‫ﻣﺎ ﻳﺮﻛﺰ ﻋﻠﻴﻪ ﺍﻟﺘﻘﻴﻴﻢ‬
‫‪٢٧٧‬‬ ‫ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ‬
‫‪٣١٨‬‬ ‫ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ‬
‫‪١٧٤،١٧٦‬‬ ‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺪﻭﺭﺓ‬
‫‪٢٤٣‬‬ ‫ﺍﳌﺪﺭﺳﻮﻥ‬
‫‪٣٣٢‬‬ ‫ﻣﺬﺍﻫﺐ ﺍﻟﺘﻘﻮﱘ‬
‫‪١٤،٤٠،٥٠،٢٥٠‬‬ ‫ﺍﳌﺬﻫﺐ ﺍﻻﺗﺼﺎﱄ‬
‫‪٢٥١‬‬ ‫ﻣﺬﻫﺐ ﺍﻟﻌﻤﻠﻴﺔ‬
‫‪٢٥١‬‬ ‫ﻣﺬﻫﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻜﻠﻲ‬
‫‪٣٧‬‬ ‫ﺍﳌﺬﻫﺐ ﺍﳌﻮﻗﻔﻲ‬
‫‪٢٤٩‬‬ ‫ﺍﳌﺮﺍﺟﻌﺔ‬
‫‪٢٧٨‬‬ ‫ﻣﺮﺍﺣﻞ ﺍﻟﺪﺭﺱ‬
‫‪٢٤٢‬‬ ‫ﺍﳌﺮﺍﻓﻖ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺪﺭﻳﺲ‬
‫‪٢٥٤‬‬ ‫ﺍﳌﺮﺍﻗﺒﺔ‬
‫‪٣١٢،٢١٣‬‬ ‫ﻣﺮﺍﻗﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪٢٤٨‬‬ ‫ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪٣٤٣‬‬ ‫ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﱘ‬
‫‪٢٦٧‬‬ ‫ﺍﳌﺼﺎﺩﺭ‬
‫‪٢٣٩‬‬ ‫ﻣﻌﺎﻣﻠﺔ ﺍﳌﺪﺭﺳﲔ ﻣﻌﺎﻣﻠﺔ ﻣﻬﻨﻴﺔ‬
‫‪٢٦٩-٢٦٨‬‬ ‫ﻣﻌﺎﻳﲑ ﻗﻴﺎﺱ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫‪٢٩٩-٢٩٧‬‬ ‫ﻣﻌﺎﻳﲑ ﻟﺘﻘﻮﱘ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ‬
‫‪٣٤٨‬‬ ‫ﺍﳌﻔﻜﺮﺍﺕ ﺍﻟﻴﻮﻣﻴﺔ‬
‫‪٢٥٨‬‬ ‫ﻣﻔﻜﺮﺓ ﺍﻟﺘﺪﺭﻳﺲ‬
‫‪٧٦‬‬ ‫ﺍﳌﻘﺎﺑﻼﺕ‬
‫‪٣٤٧‬‬ ‫ﺍﳌﻘﺎﺑﻼﺕ‬
‫‪١٨٢‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﻟﺪﻻﱄ‬
‫‪١٨٧‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫‪١٩٠،١٩١‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﳌﻬﻤﺔ‬

‫‪٣٣٤‬‬
‫‪١٩٢‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻗﻮﺍﻣﻪ ﺍﻟﻨﺺ‬

‫‪١٨٠‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﻟﻘﻮﺍﻋﺪﻱ‬
‫‪١٩٤‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﳌﺘﻜﺎﻣﻞ‬
‫‪١٨٧،١٨٨،١٨٩‬‬ ‫ﻣﻘﺮﺭ ﺍﳌﻬﺎﺭﺍﺕ‬
‫‪١٨٥،١٨٦‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﺿﻮﻋﻲ‬
‫‪١٨٣،١٨٤،١٨٥‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﳌﻮﻗﻔﻲ‬
‫‪١٨٢،١٨٣‬‬ ‫ﺍﳌﻘﺮﺭ ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪١١٤‬‬ ‫ﻣﻘﺮﺭ ﻣﺘﻜﺎﻣﻞ ﺍﳌﻬﺎﺭﺍﺕ‬
‫‪٢٤٢‬‬ ‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳌﺪﺭﺱ‬
‫‪٧٦‬‬ ‫ﺍﳌﻼﺣﻈﺔ‬
‫‪٢٥٤‬‬ ‫ﺍﳌﻼﺣﻈﺔ‬
‫‪٣٥٠‬‬ ‫ﺍﳌﻼﺣﻈﺔ‬
‫‪٤٨‬‬ ‫ﻣﻠﻒ ﺍﳊﺎﺟﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫‪٨٧‬‬ ‫ﻣﻠﻔﺎﺕ ﺍﻟﻄﻼﺏ‬
‫‪٢٧٨‬‬ ‫ﳑﺎﺭﺳﺔ ﺍﳌﻬﺎﺭﺍﺕ‬
‫‪٢٨٠‬‬ ‫ﳑﺎﺭﺳﺔ ﺍﳌﻬﻤﺎﺕ‬
‫‪٣١٩‬‬ ‫ﺍﳌﻨﻬﺠﻴﺔ‬
‫‪٣١٨‬‬ ‫ﺍﳌﻬﺎﺭﺍﺕ‬
‫‪١٠١‬‬ ‫ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪١٦١‬‬ ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ‬
‫‪١٠٣‬‬ ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ‬
‫‪١٠٢‬‬ ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ‬
‫‪١٠٠‬‬ ‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﻼﻡ‬
‫‪٢٤٧-٢٤٣‬‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﺆﻫﻼﺕ‬
‫‪٢٩١-٢٨٩‬‬ ‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺻﻴﻠﺔ‬
‫‪٢٩١-٢٨٩‬‬ ‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ‬
‫‪٢٨٩،٢٩١‬‬ ‫ﺍﳌﻮﺍﺩ ﺍﳌﺼﻨﻮﻋﺔ‬
‫‪٢٤٧‬‬ ‫ﻣﻮﺍﺩ ﺗﻌﻠﻴﻤﻴﺔ‬
‫‪٢٤٨‬‬ ‫ﺍﳌﻮﺟﻬﻮﻥ‬

‫‪٣٣٥‬‬
‫‪٣٤٠‬‬ ‫ﻧﺴﺒﺔ ﺇﻋﺎﺩﺓ ﺍﻻﻣﺘﺤﺎﻥ‬

‫‪١٤٠‬‬ ‫ﻧﻈﺮﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫‪٢٥٣-٢٥٠‬‬ ‫ﳕﺎﺫﺝ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﺒﺎﺩﺋﻪ‬
‫‪٢٥٠‬‬ ‫ﳕﻮﺫﺝ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻌﺎﻭﱐ‬
‫‪١٣٤،١٥٨‬‬ ‫ﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‬
‫‪٣٤٤‬‬ ‫ﻭﺛﺎﺋﻖ ﺍﻟﺪﻭﺭﺓ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‬
‫‪١٩٥‬‬ ‫ﺍﻟﻮﺣﺪﺍﺕ‬
‫‪١٧٢‬‬ ‫ﻭﺻﻒ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ‬
‫‪٢٠٩‬‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ ﳌﺴﺘﻮﻯ ﺍﻟﻌﻴﻨﺔ‬
‫‪٥١،٥٢‬‬ ‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫‪٢٣‬‬ ‫ﺍﻟﻴﺴﺮ ﻭﺍﳌﺮﻛﺰﻳﺔ‬

تطوير مناهج تعليم اللغة PDF

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‫ﺗﻄﻮﻳﺮ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬

‫ ﺻﺎﱀ ﺑﻦ ﻧﺎﺻﺮ ﺍﻟﺸﻮﻳﺮﺥ‬.‫ﺩ‬ ‫ ﻧﺎﺻﺮ ﺑﻦ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻏﺎﱄ‬.‫ﺩ‬

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‫ﻫﺎﻭﺍﻱ‪ ،‬ﻭ‪ Geoffrey Crewes‬ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪-‬ﺍﻷﺳﺘﺮﺍﻟﻴﺔ ﻟﻠﻐﺔ ﰲ ﺟﺎﻛﺮﺗﺎ ﻭﳎﻤﻮﻋـﺔ‬

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻦ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﲢﻠﻴﻞ ﺍﳊﺎﺟﺎﺕ‬

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﲢﻠﻴﻞ ﺍﳌﻮﻗﻒ‬

‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﲣﻄﻴﻂ ﺍﻟﻐﺎﻳﺎﺕ ﻭﻧﻮﺍﺗﺞ ﺍﻟﺘﻌﻠﻢ‬

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‫ﲢﺪﻳﺪ ﻧﻮﺍﺗﺞ ﺍﳌﻨﻬﺞ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ‪ :‬ﲣﻄﻴﻂ ﺍﻟﺪﻭﺭﺍﺕ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺗﻮﻓﲑ ﳑﺎﺭﺳﺔ ﺗﺪﺭﻳﺴﻴﺔ ﻓﻌﺎﻟﺔ‬

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ‪ :‬ﺩﻭﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ‬

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‫ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﺳﻊ‪ :‬ﻣﺬﺍﻫﺐ ﺍﻟﺘﻘﻮﱘ‬

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‫ﻃﺮﻳﻘﺔ ﺍﻟﻘﺮﺍﺀﺓ ‪.( ١٩٥٠- ١٩٢٠)Reading Method‬‬

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‫ﺍﻟﺘﻨﺎﺳﺐ – ﺇﻋﻄﺎﺀ ﻛﻞ ﺟﺎﻧﺐ ﰲ ﺍﻟﻠﻐﺔ ﺣﻘﻪ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ‪٠‬‬ ‫‪-٥‬‬

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‫‪٣٦‬‬ ‫‪٨‬‬ ‫‪٤٩ sections‬‬

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‫‪٢٢‬‬ ‫‪٨‬‬ ‫‪٤٩ worship‬‬

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‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺪﺭﳚﻬﺎ‬

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‫‪١٠٠‬‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﻷﻭﻝ‬

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‫ﺍﻟﻴﺴﺮ ﻭﺍﳌﺮﻛﺰﻳﺔ ‪ :Simplicity and Centrality‬ﻳﻮﺻﻲ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﺘﺮﺍﻛﻴﺐ‬

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‫ﻭﳝﻜﻦ ﺣﺬﻑ ﻣﺎ ﻳﻠﻲ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﻌﻴﺎﺭ ﻧﻔﺴﻪ‪:‬‬

‫‪For her to speak to us like that was something we never‬‬

‫ﺣﺬﻑ ﺍﻟﻔﺎﻋﻞ ﻭﺍﳌﻔﻌﻮﻝ ﻣﺜﻞ ’‪ ‘Don’t know‬ﺑﺪﻻﹰ ﻣﻦ ’‪‘I don’t know‬‬

‫ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻌﻠﻢ ‪ :Learnability‬ﻳﻘﺎﻝ ﺃﺣﻴﺎﻧﺎﹰ ﺇﻥ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﰲ ﺍﳊﺴﺒﺎﻥ‬

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‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺬﺍﻫﺐ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺞ‪:‬‬

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‫ﺍﻟﺘﺒﺎﻋﺪ ﺍﻟﻠﻐﻮﻱ ‪ :Linguistic distance‬ﻳﺮﻯ ‪ (١٩٥٧) Lado‬ﺃﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ ﺗﺸﺒﻪ‬

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‫ﻣﻨﻄﻠﻘﺎﺕ ﺗﺸﻜﻞ ﺍﻷﺳﺎﺱ ﻟﻠﻤﺬﺍﻫﺐ ﺍﻷﻭﻟﻴﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﳌﻘﺮﺭﺍﺕ‬

‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻫﻲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻠﻐﺔ‬

‫ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻣﺘﻄﺎﺑﻘﺔ ﰲ ﻛﻞ ﻣﻜﺎﻥ‬

‫ﻳﺘﻢ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﺣﺼﺮﻳﺎﹰ ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬

‫ﻳﺘﻢ ﲢﺪﻳﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﲢﺪﻳﺪﺍ ﻛﺒﲑﺍ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ‬

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‫ﺳﻴﺎﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻮ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‬

‫ﺃﺳﺌﻠﺔ ﻭﺃﻧﺸﻄﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ‬

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