‫ﻣﺮﺷﺪي ﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫اﻟﻤﺤﺘﻮﯾﺎت‬

‫اﻟﻤﻮﺿﻮع‬ ‫رﻗﻢ اﻟﺼﻔﺤﺔ‬

‫اﻟﻤﻘﺪﻣﺔ‬ ‫‪-‬‬ ‫‪2‬‬

‫‪3‬‬
‫اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ وﻣﻜﻮﻧﺎﺗﻪ‬ ‫‪-‬‬ ‫‪4-5‬‬
‫ﻣﺎذا ﯾﻘﻮل اﻟﻤﻌﻠﻤﻮن ﻋﻦ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬ ‫‪-‬‬ ‫‪6-8‬‬
‫‪9‬‬
‫ﻗﺼﺔ ﻣﻌﻠﻢ‬ ‫‪-‬‬ ‫‪10-11‬‬
‫ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ وإﻏﻨﺎﺋﯿﺔ ‪.‬‬ ‫‪-‬‬ ‫‪12-16‬‬
‫ﺧﻄﻮات اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬ ‫‪-‬‬ ‫‪17‬‬
‫‪18-27‬‬
‫اﺳﺌﻠﺔ ﺣﻮل اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬ ‫‪-‬‬ ‫‪28-30‬‬
‫ﻧﻤﺎذج ﻣﻘﺘﺮﺣﺔ ﻟﺘﺪرﯾﺲ ﺣﺼﺺ ﺻﻔﯿﺔ‬ ‫‪-‬‬ ‫‪31-39‬‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬ ‫‪01‬‬ ‫‪40-47‬‬
‫‪48-49‬‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫‪02‬‬ ‫‪50‬‬
‫اﻟﻌﻠﻮم‬ ‫‪03‬‬ ‫‪51‬‬
‫اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬ ‫‪04‬‬
‫ﺗﺼﻤﯿﻢ ﺧﻄﻂ ﺻﻔﯿﺔ‬ ‫‪-‬‬
‫ﻣﻌﻠﻮﻣﺎت ﺣﻮل اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬ ‫‪-‬‬
‫اﻟﺘﻘﻮﯾﻢ اﻟﺬاﺗﻲ‬ ‫‪-‬‬

‫ﺑﺴﻢ اﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﯿﻢ‬

‫اﻟﻤﻘﺪﻣﺔ ‪:‬‬

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‫ﺣﺮﺻﺎ ﻣﻦ وزارة اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ ﻋﻠﻰ ﺗﻄﺒﯿﻖ ﺗﻮﺻﯿﺎت ﻣﺆﺗﻤﺮ اﻟﺘﻄﻮﯾﺮ اﻟﺘﺮﺑﻮي اﻻول ﻟﻌﺎم ‪ ، 1987‬ﻗﺎﻣﺖ اﻟﻤﺪﯾﺮﯾﺔ اﻟﻌﺎﻣﺔ‬
‫ﻟﻼﻣﺘﺤﺎﻧﺎت واﻻﺧﺘﺒﺎرات ﻋﺎم ‪ 1995‬ﺑﺘﻨﻔﯿﺬ ﻣﺸﺮوع اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻛﺄﺳﻠﻮب ﺗﻌﻠﯿﻢ وﺗﻌﻠﻢ ﯾﺴﺎﻋﺪ اﻟﻤﻌﻠﻤﯿﻦ ﻋﻠﻰ ﺗﻌﺮف ﺣﺎﺟﺎت اﻟﻄﻼب ‪،‬‬
‫ووﺿﻊ ﻗﺮارات ﻣﻨﻈﻤﺔ ﺗﻠﺒﻲ ﻫﺬه اﻻﺣﺘﯿﺎﺟﺎت ‪.‬‬

‫ﯾﺄﺗﻲ ﻫﺬا اﻟﻤﺮﺷﺪ اﻧﺴﺠﺎﻣﺎ ﻣﻊ ﺧﻄﺔ اﻟﻮزارة ﻓﻲ اﻋﺘﻤﺎد أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ ﺗﻌﻠﯿﻢ وﺗﻌﻠﻢ اﻟﻄﻼب ‪ ،‬ﻟﺬا رأت اﻟﻤﺪﯾﺮﯾﺔ‬
‫اﻟﻌﺎﻣﺔ ﻟﻼﻣﺘﺤﺎﻧﺎت واﻻﺧﺘﺒﺎرات أن ﺗﻀﻊ ﺑﯿﻦ أﯾﺪي اﻟﻤﻌﻠﻤﯿﻦ ﻣﺮﺷﺪا ﻣﺨﺘﺼﺮا ﯾﻮﺿﺢ ﻣﻔﻬﻮم اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﺑﻄﺮﯾﻘﺔ إﺟﺮاﺋﯿﺔ ‪ ،‬وﻓﻲ ﻣﻮاﻗﻒ‬
‫ﺗﻌﻠﻤﯿﺔ ﺣﻘﯿﻘﯿﺔ ‪ .‬وﻟﻠﻮﺻﻮل اﻟﻰ ﻫﺬا اﻟﻬﺪف وﺗﺤﻘﯿﻘﻪ ﻗﺎم ﻣﻌﺪو اﻟﻤﺮﺷﺪ ﺑﺎﻋﺪاد ﺣﺼﺺ دراﺳﯿﺔ ﻓﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ ،‬واﻟﺮﯾﺎﺿﯿﺎت ‪ ،‬واﻟﻌﻠﻮم ‪،‬‬
‫واﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ‪ ،‬روﻋﻲ ﻓﯿﻬﺎ اﻻﺧﺬ ﺑﺄﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ اﻻﻋﺪاد ‪ ،‬واﻟﺘﻨﻔﯿﺬ ‪ ،‬واﻟﺘﻘﻮﯾﻢ ‪ ،‬وﻣﻌﺎﻟﺠﺔ اﻟﻀﻌﻒ ‪ ،‬ورﻋﺎﯾﺔ اﻟﻔﺮوق‬
‫اﻟﻔﺮدﯾﺔ ‪.‬‬

‫إن اﻟﺜﻘﺔ ﺑﻘﺪرة اﻟﺰﻣﻼء اﻟﻤﺪرﺳﯿﻦ ‪ ،‬وﺣﺴﻦ اﻧﺘﻤﺎﺋﻬﻢ ﻟﻌﻤﻠﻬﻢ وﺗﺒﺼﺮﻫﻢ ﺑﺎﻟﻄﺮاﺋﻖ اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﻤﺨﺘﻠﻔﺔ ‪ ،‬ﺳﯿﺪﻓﻌﻬﻢ اﻟﻰ اﻻﻓﺎدة ﻣﻦ اﻟﻤﺮﺷﺪ‬
‫‪ ،‬وﺗﻄﻮﯾﺮه ‪ ،‬وﺗﺤﺴﯿﻨﻪ ﻓﯿﻤﺎ ﯾﻨﻌﻜﺲ إﯾﺠﺎﺑﺎ ﺑﺎﻟﻨﻬﻮض ﺑﻤﺴﺘﻮى ﻃﻠﺒﺘﻨﺎ ‪.‬‬

‫ﻣﺎ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟‬

‫اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ أﺳﻠﻮب ﺗﻌﻠﻢ وﺗﻌﻠﯿﻢ ﯾﺘﻄﻠﺐ اﻟﺠﻤﻊ اﻟﻤﻨﻈﻢ ﻟﻠﻤﻌﻠﻮﻣﺎت ﻋﻦ ﺗﺤﺼﯿﻞ اﻟﻄﻠﺒﺔ؛ ﻟﺘﺤﺪﯾﺪ ﻣﻮاﻃﻦ اﻟﻘﻮة واﻟﻀﻌﻒ ﻟﺪﯾﻬﻢ ‪ .‬وﺑﻨﺎء‬
‫أﻧﺸﻄﺔ ﺻﻔﯿﺔ ﺗﻠﺒﻲ ﺣﺎﺟﺎت اﻟﻄﻠﺒﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ ‪.‬‬

‫ﯾﺸﺠﻊ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻋﻠﻰ ………‪.‬‬

‫ﻣﻜﻮﻧﺎت اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪:‬‬

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‫ﻣﺎذا ﯾﻘﻮل اﻟﻤﻌﻠﻤﻮن ﻋﻦ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ …‪!!.‬‬

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 ‫ﻗﺼﺔ ﻣﻌﻠﻢ‬

‫ﻣﺤﻤﺪ ﻣﻌﻠﻢ ﻓﻲ ﻣﺪرﺳﺔ ﻣﻜﺘﻈﺔ اﻟﺼﻔﻮف ‪ ،‬وﻣﺴﺘﻮﯾﺎت ﻃﻠﺒﺘﻬﺎ ﻣﺨﺘﻠﻔﺔ ﺑﺤﺴﺐ ﻓﻬﻤﻬﻢ ﻟﻠﻤﺎدة اﻟﺘﻌﻠﯿﻤﯿﺔ ‪ ،‬ﻻﺣﻆ ﻣﺤﻤﺪ ‪:‬‬
‫ﺷﻜﻮى ﺑﻌﺾ اﻟﻄﻠﺒﺔ ﻣﻦ ﻋﺪم ﻓﻬﻤﻬﻢ ﻟﻜﻞ ﻣﺎ ﯾﺸﺮح ‪ ،‬وﺑﺨﺎﺻﺔ ﻋﻨﺪ ﺗﻜﻠﯿﻔﻬﻢ ﺑﻮﻇﺎﺋﻒ ﺗﺘﺼﻞ ﺑﺎﻟﻤﺎدة‬ ‫‪-‬‬
‫اﻟﻤﺸﺮوﺣﺔ ‪.‬‬
‫ﺗﺬﻣﺮ آﺧﺮﯾﻦ ﻣﻦ اﻧﺘﻈﺎرﻫﻢ ﻃﻮﯾﻼ ‪ ،‬ﻹﻧﻬﺎء زﻣﻼﺋﻬﻢ ﻟﻤﻬﺎﻣﻬﻢ ‪.‬‬
‫ﱡ‬ ‫‪-‬‬
‫إن ﻫﺬا أوﺟﺪ ﺟﻮا ﻣﻦ ﻋﺪم اﻻﺗﺰان ﻓﻲ اﻟﺼﻒ ‪ ،‬وﺷﻌﺮ ﻣﺤﻤﺪ أن ﻫﻨﺎك ﻣﺸﻜﻠﺔ ﻻ ﺑﺪ ﻣﻦ اﻟﺴﯿﻄﺮة ﻋﻠﯿﻬﺎ وﺣﻠﻬﺎ ‪ ،‬وﺑﺪأ‬
‫ﯾﻔﻜﺮ ﻓﻲ ﺧﻄﺔ ﻟﻠﺨﻼص ﻣﻦ ﻫﺬا اﻟﻮﺿﻊ ‪.‬‬
‫اﻟﺴﺆال ؟‬
‫ﻣﺎذا ﺗﺴﺘﻄﯿﻊ أن ﺗﻔﻌﻞ ﻟﻮ ﻛﻨﺖ ﻣﻜﺎﻧﻪ ﻟﻠﺨﻼص ﻣﻦ ﻫﺬا اﻟﻮﺿﻊ ؟‬
‫ﺗﺬﻛﺮ ﻣﺤﻤﺪ أﻧﻪ ﺳﻤﻊ أﺣﺪ اﻟﻤﻌﻠﻤﯿﻦ ﯾﺘﺤﺪث ﺑﻔﺨﺮ ﻋﻦ اﻟﺘﺤﺴﻦ ‪ ،‬اﻟﺬي ﻃﺮأ ﻋﻠﻲ ﻃﻠﺒﺘﻪ ﻧﺘﯿﺠﺔ ﺗﻄﺒﯿﻖ أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ‬
‫اﻟﺘﺸﺨﯿﺼﻲ ﺑﻌﺪ أن ﺗﻠﻘﻰ ﺗﺪرﯾﺒﺎ ﻋﻠﯿﻪ ‪ ،‬ﻓﻘﺮر ﻣﺤﻤﺪ اﺳﺘﺸﺎرة زﻣﯿﻠﻪ اﻟﺬي ﻧﺼﺤﻪ ﺑﺎﺳﺘﺨﺪام اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬ورأى‬
‫ﻟﺰاﻣﺎ ﻋﻠﯿﻪ أن ﯾﺘﺪرب ﻋﻠﻰ اﺳﺘﺨﺪام ﻫﺬا اﻷﺳﻠﻮب ‪ ،‬وﺑﺪأ ﯾﻮﻇﻒ ﺧﻄﻮاﺗﻪ اﻟﺘﻲ ﺗﺪرب ﻋﻠﯿﻬﺎ ﻟﻤﻌﺎﻟﺠﺔ ﺷﻜﻮى ﻃﻠﺒﺘﻪ‪.‬‬
‫وإﻟﯿﻚ ﻣﺎ ﻓﻌﻠﻪ ﻣﺤﻤﺪ ﻓﻲ ﺗﻌﻠﯿﻤﻪ اﻟﻄﻼب اﻟﻘﺮاءة اﻟﺼﺎﻣﺘﺔ ﻟﻤﺒﺤﺚ ﻟﻐﺔ اﻧﺠﻠﯿﺰﯾﺔ ‪:‬‬
‫ﻋﺮف أن ﻫﺪﻓﻪ اﻟﺮﺋﯿﺲ أن ﯾﻌﻠﻢ ﻃﻠﺒﺘﻪ اﻟﻘﺮاءة اﻟﺼﺎﻣﺘﺔ ‪ ،‬وأن ﯾﺨﻤﻨﻮا ﻣﻌﻨﻰ اﻟﻜﻠﻤﺎت اﻟﺠﺪﯾﺪة ﻣﻦ اﻟﺴﯿﺎق ‪ .‬وﻋﺮف أﻧﻪ‬
‫ﻣﻦ أﺟﻞ اﻟﻘﯿﺎم ﺑﺬﻟﻚ ﯾﺤﺘﺎج اﻟﻄﻠﺒﺔ ﻣﻌﺮﻓﺔ ﻣﻌﻈﻢ اﻟﻤﻔﺮدات ﻓﻲ ﻗﻄﻌﺔ اﻻﺳﺘﯿﻌﺎب ‪ ،‬وﻓﻬﻢ ﺻﯿﻎ اﻟﻤﻀﺎرع ‪ ،‬واﻟﻤﺎﺿﻲ‬
‫اﻟﺒﺴﯿﻄﯿﻦ ‪.‬‬
‫ﻗﺪم ﻣﺤﻤﺪ ﻧﺸﺎﻃﺎ ﺗﻘﻮﯾﻤﯿﺎ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ ﻋﻦ اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ اﻟﺒﺴﯿﻂ ‪.‬‬
‫وﺟﺪ أن ﺛﻤﺎﻧﯿﺔ ﻃﻼب ﻗﺪ أﻧﻬﻮا اﻟﻨﺸﺎط ﺑﺸﻜﻞ ﺻﺤﯿﺢ ‪ ،‬وﻋﺎﻧﻰ اﻟﺒﺎﻗﻮن ﻣﻦ ﺻﻌﻮﺑﺎت ﺷﺪﯾﺪة ﻓﻲ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻨﺸﺎط ‪.‬‬
‫وزودﻫﻢ ﺑﺼﻮرة ‪ ،‬وﻃﻠﺐ إﻟﯿﻬﻢ أن ﯾﻜﺘﺒﻮا ﺣﻮل ﻫﺬه اﻟﺼﻮرة ‪.‬‬ ‫ﻗﺎم ﻣﺤﻤﺪ ﺑﻮﺿﻊ اﻟﻄﻠﺒﺔ اﻟﺜﻤﺎﻧﯿﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺔ واﺣﺪة ‪ّ ،‬‬
‫وزود اﻟﻄﻠﺒﺔ اﻟﺒﺎﻗﯿﻦ ﺑﺘﻤﺮﯾﻦ ﻣﻌﺮﻓﻲ ﺣﻮل ﺷﻜﻞ اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ اﻟﺒﺴﯿﻂ ؛ ﻟﺘﺬﻛﯿﺮﻫﻢ ﺑﺸﻜﻠﻪ واﺳﺘﻌﻤﺎﻟﻪ ‪.‬‬ ‫ّ‬
‫ﻗﺪم ﻣﺤﻤﺪ اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ﺑﻌﺪ أن ﺗﺄﻛﺪ ﻣﻦ اﺳﺘﻌﺪاد اﻟﻄﻠﺒﺔ ﻟﺘﻠﻘﯿﻬﺎ ‪.‬‬
‫ﻗﺪم ﻧﺸﺎﻃﺎ ﺗﻘﻮﯾﻤﯿﺎ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ﻣﻦ ﺧﻼل ﻧﺸﺎط ﻣﺮﺗﻜﺰ ﻋﻠﻰ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﻗﺪﻣﻬﺎ ‪.‬‬
‫ﺳﺄل ﻃﻠﺒﺘﻪ إن ﻛﺎن ﻫﺬا اﻟﻨﺸﺎط ﺳﻬﻼ أم ﺻﻌﺒﺎ ‪ ) .‬إن ﻛﺎن اﻟﻨﺸﺎط ﺻﻌﺒﺎ زودﻫﻢ ﺑﻨﺸﺎط آﺧﺮ أﻗﻞ ﺻﻌﻮﺑﺔ ‪ ،‬وإن ﻛﺎن‬
‫ﺳﻬﻼ زودﻫﻢ ﺑﻨﺸﺎط آﺧﺮ ﻓﯿﻪ ﺗﺤﺪ (‪.‬‬
‫وﻓﻲ ﻧﻬﺎﯾﺔ اﻟﺠﻠﺴﺔ زودﻫﻢ ﺑﻮرﻗﺔ اﻟﺘﻘﯿﯿﻢ اﻟﺬاﺗﻲ ‪ .‬وﻗﺪر ﻛﻞ ﻃﺎﻟﺐ ﻣﻨﻬﻢ ﻣﺎ ﺣﻘﻘﻪ ﻣﻦ أﻫﺪاف‪ .‬ﺛﻢ ﺟﻤﻊ أوراق اﻟﺘﻘﯿﯿﻢ اﻟﺬاﺗﻲ‬
‫‪ ،‬وﻗﺎرن ﺑﯿﻦ ﺗﻘﯿﯿﻤﻪ ﻟﻬﻢ وﺗﻘﯿﯿﻤﻬﻢ اﻟﺬاﺗﻲ‪.‬‬
‫وﻓﻲ ﺣﺎل ﻋﺪم اﻃﻤﺌﻨﺎﻧﻪ ﻹﻧﺠﺎز ﻃﺎﻟﺐ ﻣﻌﯿﻦ ‪ ،‬ﻗﺎم ﺑﻤﻨﺎﻗﺸﺔ اﻟﻤﺴﺄﻟﺔ ﻣﻌﻪ ‪ ،‬وﻋﺎﻟﺞ اﻟﺨﻠﻞ ‪.‬‬
‫وﻛﺎن ﻓﻲ أﺛﻨﺎء ﻗﯿﺎم اﻟﻄﻠﺒﺔ ﺑﻤﻬﺎﻣﻬﻢ ﯾﺪون ﻣﻼﺣﻈﺎﺗﻪ ‪ .‬وﺑﻌﺪ أن أﻧﻬﻰ اﻟﺤﺼﺔ ﻗﺎم ﺑﺎﺿﺎﻓﺔ ﺑﻌﺾ اﻟﻤﻼﺣﻈﺎت ﺣﻮل أداء‬
‫ﺑﻌﺾ اﻟﻄﻠﺒﺔ ‪ .‬واﺣﺘﻔﻆ ﺑﺴﺠﻞ ﻟﻄﻼب اﻟﺼﻒ ﺟﻤﯿﻌﻬﻢ ‪ ،‬ودون أﺳﻤﺎء اﻟﻄﻠﺒﺔ اﻟﺬﯾﻦ اﻧﺠﺰوا ﻣﻬﺎﻣﻬﻢ ‪ ،‬واﻹﺟﺮاءات‬
‫اﻟﻤﻄﻠﻮب اﺗﺨﺎذﻫﺎ ﻣﻊ اﻟﻄﻠﺒﺔ اﻟﺬﯾﻦ ﻋﺎﻧﻮا ﻣﻦ ﺻﻌﻮﺑﺎت ﺗﻌﻠﯿﻤﯿﺔ ‪.‬‬
‫واﺳﺘﻐﻞ ﻫﺬه اﻟﻤﻌﻠﻮﻣﺎت ﻟﻤﻨﺎﻗﺸﺔ اﻟﻄﻠﺒﺔ ﻓﯿﻬﺎ ﺑﻌﺪ ﻛﻞ ﻣﻬﻤﺔ ‪ ،‬واﻓﺎد ﻣﻨﻬﺎ ﻓﻲ ﺗﻘﺮﯾﺮه اﻟﻨﻬﺎﺋﻲ‪.‬‬

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 ‫ﺗﺎﻟﯿﺎ اﻟﺨﻄﻮات اﻟﺘﻲ ّ‬
‫وﻇﻔﻬﺎ ﻣﺤﻤﺪ ﻟﻤﻌﺎﻟﺠﺔ ﺷﻜﻮى ﻃﻠﺒﺘﻪ ‪:‬‬

‫ﻗﺪم ﻧﺸﺎﻃﺎ ﺗﻘﻮﯾﻤﯿًﺎ‬

‫ﻓﻮﺟﺪ‬

‫ﻗﺪم‬
‫ﺣﺪد اﻟﺼﻌﻮﺑﺎت ‪ ،‬ورﻛﺰ ﺷﺮﺣﻪ ﻋﻠﯿﻬﺎ‬
‫ﻗﺪم‬

‫ﻧﺸﺎﻃﺎ ﺗﻘﻮﯾﻤﯿﺎ‬
‫ﻗﺪم‬

‫اﻟﻨﺸﺎﻃﺎت اﻟﻌﻼﺟﯿﺔ واﻻﻏﻨﺎﺋﯿﺔ‬

‫إن اﻟﻨﺸﺎﻃﺎت اﻟﻌﻼﺟﯿﺔ واﻻﻏﻨﺎﺋﯿﺔ ﻣﻦ أﻫﻢ ﺧﺼﺎﺋﺺ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬وﯾﻈﻬﺮ اﻟﺮﺳﻢ اﻟﻤﺒﯿﻦ ادﻧﺎه ﻛﯿﻒ ﯾﺘﻢ ﻋﻤﻞ ﻫﺬه اﻟﻨﺸﺎﻃﺎت ‪.‬‬

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 ‫ﺧﻄﻮات اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬
‫ﯾﻤﺜﻞ اﻟﺠﺪول اﻟﺘﺎﻟﻲ اﺛﻨﺘﻲ ﻋﺸﺮة ﺧﻄﻮة ﻣﺘﺘﺎﻟﯿﺔ ﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬واﻻﺳﺌﻠﺔ اﻟﺘﻲ ﻗﺪ ﯾﺴﺄﻟﻬﺎ اﻟﻤﻌﻠﻢ ﻧﻔﺴﻪ ﻓﻲ ﻛﻞ ﺧﻄﻮة ‪:‬‬
‫اﻟﻔﻌﺎﻟﯿﺔ‬ ‫اﻟﻤﺮﺣﻠﺔ ‪ /‬اﻟﺨﻄﻮة‬ ‫اﻻﺳﺌﻠﺔ‬
‫أﺧﺬ ﺣﺎﺟﺎت اﻟﻄﻠﺒﺔ‬ ‫* ﺗﺤﺪﯾﺪ اﻻﻫﺪاف اﻟﺨﺎﺻﺔ ﻟﻠﺪرس‬ ‫ﻣﺎذا أرﯾﺪ أن ﯾﺘﻌﻠﻢ ﻃﻠﺒﺘﻲ اﻟﯿﻮم ؟‬
‫ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر‬ ‫* ﺗﺤﺪﯾﺪ اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬ ‫ﻣﺎ اﻟﻤﻌﺮﻓﺔ اﻟﻀﺮورﯾﺔ ﻟﺘﻤﻜﯿﻦ ﻃﻠﺒﺘﻲ ﺗﻌﺮف اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ؟‬
‫ﻣﺎ اﻟﺼﻌﻮﺑﺎت اﻟﻤﺘﻮﻗﻌﺔ ﻋﻠﻰ ﺑﻌﺾ اﻟﻄﻠﺒﺔ أو ﺟﻤﯿﻌﻬﻢ ﻋﻨﺪ ﺗﻘﺪﯾﻢ اﻟﻤﻌﺮﻓﺔ * ﺗﺤﺪﯾﺪ اﻟﺼﻌﻮﺑﺎت اﻟﻤﺘﻮﻗﻌﺔ‬
‫اﻟﺠﺪﯾﺪة ؟‬
‫اﻻﻋﺪاد ﻟﻠﺘﻌﻠﻢ اﻟﺠﺪﯾﺪ‬ ‫* ﻧﺸﺎﻃﺎت ﺗﻘﯿﯿﻤﯿﻪ )ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ (‬ ‫أي ﻃﻠﺒﺔ ﻟﺪﯾﻬﻢ ﻣﻌﺮﻓﺔ ﺳﺎﺑﻘﺔ ؟ وأي ﻃﻠﺒﺔ ﻟﯿﺲ ﻟﺪﯾﻬﻢ ﻫﺬه اﻟﻤﻌﺮﻓﺔ ؟‬
‫* ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ )ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ (‬ ‫ﻛﯿﻒ اﺳﺎﻋﺪ اﻟﻄﻠﺒﺔ اﻟﻀﻌﺎف ﻻدراك اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة؟‬
‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻟﺘﻲ ﺗﺒﻘﻲ ﻃﻠﺒﺘﻲ ﻣﺘﻔﺎﻋﻠﯿﻦ وﻣﺴﺘﻔﯿﺪﯾﻦ ﻣﻨﻬﺎ ﻟﯿﻠﺤﻖ ﺑﻬﻢ اﻟﻄﻠﺒﺔ * ﻧﺸﺎﻃﺎت اﻏﻨﺎﺋﯿﺔ )ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ (‬
‫اﻟﻀﻌﺎف ؟‬
‫اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬ ‫ّﻗﺪم اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ) ﺑﺎﻟﺸﺮح ﻣﻦ ﺧﻼل‬ ‫*‬ ‫ﻣﺎ اﻓﻀﻞ ﻃﺮﯾﻘﺔ ﻟﺘﻘﺪﯾﻢ ‪ /‬ﺗﻌﻠﯿﻢ اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪.‬‬
‫اﻟﻤﻬﺎم اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﻤﻼﺋﻤﺔ (‬
‫* ﻧﺸﺎﻃﺎت ﺗﻘﻮﯾﻤﯿﺔ )ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة(‬ ‫أي ﻃﻠﺒﺔ ادرﻛﻮا اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة واﯾﻬﻢ ﻟﻢ ﯾﺪرﻛﻬﺎ ؟‬
‫* ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ )ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة(‬ ‫ﻣﺎ اﻟﺬي ﯾﺴﺎﻋﺪ اﻟﻄﻠﺒﺔ اﻟﻀﻌﺎف ﻻﺗﻘﺎن اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة؟‬
‫* ﻧﺸﺎﻃﺎت اﻏﻨﺎﺋﯿﺔ )ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة(‬ ‫ﻣﺎذا ﯾﺸﻐﻞ وﯾﺘﺤﺪى اﻟﻄﻠﺒﺔ اﻻﻗﻮﯾﺎء ؟‬
‫اﻟﺘﺴﺠﯿﻞ واﻟﺘﻘﺮﯾﺮ‬ ‫* ﻗﺴﻢ ﺑﺘﺴﺠﯿﻞ اﻻﻧﺠﺎز‬ ‫ﻛﯿﻒ ﺗﻔﺎﻋﻞ ﻛﻞ ﻓﺮد ﻣﻊ ﻧﺸﺎﻃﺎت اﻟﯿﻮم ؟‬
‫ﻣﻦ ﯾﺤﺘﺎج اﻟﻰ ﻣﺴﺎﻋﺪة اﺿﺎﻓﯿﺔ ؟‬
‫ﺗﺤﺪﯾﺎ اﻛﺜﺮ ؟‬
‫ﻣﻦ ﯾﺤﺘﺎج اﻟﻰ ﺛﻨﺎء ؟ ﻣﻦ ﯾﺤﺘﺎج ٍ‬
‫* ﻗﻢ ﺑﺎﻋﻼم اﻟﻤﻌﻨﯿﯿﻦ‬ ‫ﻣﻦ ﯾﺠﺐ اﺑﻼﻏﻪ ﺣﻮل ﺗﺤﺼﯿﻞ اﻟﻄﻠﺒﺔ ؟‬
‫ﻣﺎ اﻓﻀﻞ ﻃﺮﯾﻘﺔ ﻟﺘﻘﺪﯾﻢ اﻟﻤﻌﻠﻮﻣﺎت ؟‬

‫ﻣﻠﺨﺺ ﺧﻄﻮات اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫ﯾﻤﻜﻦ ﺗﻤﺜﯿﻞ اﻻﺛﻨﺘﻲ ﻋﺸﺮة ﺧﻄﻮة اﻟﺴﺎﺑﻘﺔ ﺑﺎﻟﺮﺳﻢ اﻟﺘﺎﻟﻲ ‪:‬‬

‫ﺣﺪد ‪:‬‬
‫اﻻﻫﺪاف اﻟﺨﺎﺻﺔ ‪.‬‬ ‫‪-‬‬
‫اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ ‪.‬‬ ‫‪-‬‬
‫اﻟﺼﻌﻮﺑﺎت ‪ /‬اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ ‪.‬‬ ‫‪-‬‬
‫ّ‬
‫ﻋﻠﻢ‬ ‫ّﻗﻮم‬

‫‪6‬‬
 ‫ً‬
‫ﻋﻼﺟﯿﺎ‬ ‫ً‬
‫ﻧﺸﺎﻃﺎ‬ ‫ً‬
‫اﻏﻨﺎﺋﯿﺎ‬ ‫ً‬
‫ﻧﺸﺎﻃﺎ‬ ‫ً‬
‫ﻋﻼﺟﯿﺎ‬ ‫ً‬
‫ﻧﺸﺎﻃﺎ‬ ‫ً‬
‫اﻏﻨﺎﺋﯿﺎ‬ ‫ً‬
‫ﻧﺸﺎﻃﺎ‬

‫اﺳﺌﻠﺔ ﺗﺜﺎر ﺣﻮل اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫ﻛﻢ ﻣﺮة ﯾﺠﺐ أن اﺳﺘﺨﺪم اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟‬ ‫‪01‬‬

‫ﯾﺒﺪو أن اﺳﺘﺨﺪام اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﯾﺘﻄﻠﺐ ﺟﻬﺪا ﻣﻤﯿﺰا ﺧﺼﻮﺻﺎ اذا اردت أن ﺗﺘﺒﻊ اﻟﺨﻄﻮات اﻻﺛﻨﺘﻲ ﻋﺸﺮة ﻛﺎﻣﻠﺔ ‪ .‬وﻣﺎ ﯾﺠﺪر‬
‫اﻟﺘﺬﻛﯿﺮ ﺑﻪ ﻫﻮ أﻧﻚ ﺗﺴﺘﻄﯿﻊ اﻻﻓﺎدة ﻣﻦ ﺑﻌﺾ ﻫﺬه اﻟﺨﻄﻮات ﻓﻲ وﻗﺖ ﻣﻌﯿﻦ ‪ .‬ﻓﻌﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل إن ﻛﻨﺖ ﺗﺸﻌﺮ أن ﻃﻠﺒﺘﻚ ﺟﻤﯿﻌﺎ ﯾﺘﻘﻨﻮن اﻟﻤﻌﺮﻓﺔ‬
‫اﻟﺴﺎﺑﻘﺔ ﻋﻠﯿﻚ اﻻﻧﺘﻘﺎل ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪ ،‬وﻫﺬا ﻣﺘﺮوك ﻟﻚ ﻟﺘﺤﺪﯾﺪ ﻣﺘﻰ ‪ ،‬وﻛﯿﻒ ﺗﺴﺘﺨﺪم ﻫﺬه اﻟﺨﻄﻮات ‪.‬‬

‫وﻓﯿﻤﺎ ﯾﻠﻲ ﻗﺎﺋﻤﺔ ﻣﻦ اﻟﺨﯿﺎرات ﻻﺳﺘﺨﺪام اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪:‬‬

‫ﺣﺼﺔ واﺣﺪة اﺳﺒﻮﻋﯿﺎ ﻛﺠﺰء ﻣﻦ ﺑﺮﻧﺎﻣﺠﻚ اﻟﺘﻌﻠﯿﻤﻲ ‪.‬‬ ‫‪-‬‬
‫ﻓﻲ ﺑﺪاﯾﺔ ﻛﻞ وﺣﺪة دراﺳﯿﺔ ﺟﺪﯾﺪة ‪.‬‬ ‫‪-‬‬
‫ﻋﻨﺪﻣﺎ ﺗﺸﻌﺮ أن ﺑﻌﺾ اﻻﻓﺮاد أو اﻟﻤﺠﻤﻮﻋﺎت ﻟﺪﯾﻬﻢ ﺻﻌﻮﺑﺎت ﻣﻌﯿﻨﺔ ‪.‬‬ ‫‪-‬‬
‫ﻋﻨﺪﻣﺎ ﯾﻜﺸﻒ ﻟﻚ اﻟﺘﻘﻮﯾﻢ ﺻﻌﻮﺑﺎت ﻋﺎﻣﺔ ‪.‬‬ ‫‪-‬‬
‫ﻋﻨﺪﻣﺎ ﯾﺘﻘﻦ اﻻﻓﺮاد ﻣﻔﻬﻮﻣﺎ أو ﻣﻬﺎرة ﻣﻌﯿﻨﺔ ‪ ،‬وﺗﺸﻌﺮ أن ﻫﻨﺎك ﺣﺎﺟﺔ ﻟﻌﻤﻞ إﺿﺎﻓﻲ ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺘﺤﺪي ﻟﻼﻓﺮاد ‪.‬‬ ‫‪-‬‬
‫ً‬
‫اﻫﺪاﻓﺎ ﺗﻌﻠﯿﻤﯿﺔ ﻣﺤﺪدة ﻫﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﻤﺴﺘﻘﺒﻠﻲ ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺗﺠﺪ‬ ‫‪-‬‬
‫ﻫﻞ ﺗﺴﺘﻄﯿﻊ اﺿﺎﻓﺔ ﺷﻲء اﻟﻰ ﻣﺎ ذﻛﺮ ؟‬ ‫‪-‬‬

‫ﻣﻦ اﻟﻤﺆﻛﺪ أن ﻋﻤﻠﯿﺔ اﻟﺘﻘﻮﯾﻢ اﻟﻤﺴﺘﻤﺮة ﻟﻠﻄﻠﺒﺔ ﺗﻤﺜﻞ ﺷﯿﺌﺎ ﺳﻠﺒﯿﺎ ‪ ،‬ﻻﻧﻬﻢ ﺳﻮف ﯾﺸﻌﺮون ﺑﺎﻟﻀﻐﻂ اﻟﺸﺪﯾﺪ ‪.‬‬ ‫‪02‬‬
‫ﻫﻞ ﯾﺸﻌﺮ ﻃﻠﺒﺘﻜﻢ ﺑﺎﻟﻄﻤﺄﻧﯿﻨﺔ وﻋﺪم ﺗﻌﺮﺿﻬﻢ ﻟﻠﻀﻐﻂ إذا ﻋﺮﺿﺘﻬﻢ ﻟﺘﻘﻮﯾﻢ داﺋﻢ ؟‬

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‫ﺑﺎﻟﻄﺒﻊ إن اﻟﻄﻠﺒﺔ ﻟﻦ ﯾﺸﻌﺮوا ﺑﺎﻟﻄﻤﺄﻧﯿﻨﺔ واﻟﺮاﺣﺔ اذا ﺗﻢ ﺗﻌﺮﯾﻀﻬﻢ ﻟﻠﺘﻘﻮﯾﻢ اﻟﻤﺴﺘﻤﺮ ‪ .‬أﻣﺎ ﻓﻲ اﺳﺘﺨﺪام اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬ﻓﺎﻧﻚ ﻻ‬
‫ﺗﺴﺘﺨﺪم اﺳﺎﻟﯿﺐ اﻟﺘﻘﻮﯾﻢ اﻟﻤﻌﻬﻮدة ﻟﺘﺤﺪﯾﺪ اﻟﻤﻌﺮﻓﺔ اﻟﺘﻲ اﺗﻘﻨﻬﺎ ﻃﻠﺒﺘﻚ ‪ ،‬ﻓﯿﻤﺎ ﯾﻠﻲ ﻗﺎﺋﻤﺔ ﻟﻠﻄﺮاﺋﻖ اﻟﻤﻤﻜﻨﺔ ﻟﺘﻘﻮﯾﻢ اﻟﻄﻠﺒﺔ ﻣﻦ ﺧﻼل اﺳﺘﺨﺪام أﺳﻠﻮب‬
‫اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪:‬‬

‫اﻟﻤﻼﺣﻈﺔ اﻟﯿﻮﻣﯿﺔ ﻟﻠﻨﺸﺎﻃﺎت اﻟﺼﻔﯿﺔ ‪.‬‬ ‫‪-‬‬

‫اﻻﺻﻐﺎء واﻟﺘﺤﺪث ﻟﻠﻄﻠﺒﺔ ‪.‬‬ ‫‪-‬‬
‫ﺗﻔﺤﺺ وﺗﺪﻗﯿﻖ اﻟﻮﻇﺎﺋﻒ اﻟﺼﻔﯿﺔ واﻟﺒﯿﺘﯿﺔ ‪.‬‬ ‫‪-‬‬
‫ﻣﻼﺣﻈﺔ اﯾﺔ ﺗﻐﯿﯿﺮات ﻓﻲ اﻻداء ‪.‬‬ ‫‪-‬‬
‫ﻗﯿﺎم اﻟﻄﻠﺒﺔ ﺑﺎﻟﺘﻘﻮﯾﻢ اﻟﺬاﺗﻲ ‪.‬‬ ‫‪-‬‬
‫اﻟﺠﻠﻮس ﻣﻊ اﻟﻤﺠﻤﻮﻋﺎت اﻟﺼﻐﯿﺮة وﺗﺤﻠﯿﻞ اﻧﺠﺎزﻫﺎ ‪.‬‬ ‫‪-‬‬
‫ﺗﺤﻠﯿﻞ اداء اﻟﻄﻠﺒﺔ ﻋﻠﻰ اﻻﺧﺘﺒﺎر اﻟﺘﺤﺼﯿﻠﻲ واﻟﺨﺘﺎﻣﻲ ‪.‬‬ ‫‪-‬‬
‫ﺗﺤﻠﯿﻞ ﻧﺘﺎﺋﺞ اﻻﺧﺘﺒﺎرات اﻟﻌﺎﻣﺔ ‪.‬‬ ‫‪-‬‬
‫ﻫﻞ ﯾﻤﻜﻨﻚ اﺿﺎﻓﺔ اﺷﯿﺎء اﺧﺮى ؟‬ ‫‪-‬‬

‫ﻣﺎ اﻟﻔﺮق ﺑﯿﻦ اﻟﻨﺸﺎط اﻟﻌﻼﺟﻲ واﻻﻏﻨﺎﺋﻲ ؟‬ ‫‪03‬‬

‫ﺗﺎﻟﯿﺎ ﺑﻌﺾ اﻟﻔﺮوﻗﺎت ﺑﯿﻨﻬﻤﺎ ‪:‬‬
‫اﻟﻨﺸﺎﻃﺎت اﻟﻌﻼﺟﯿﺔ‬ ‫اﻟﻨﺸﺎﻃﺎت اﻻﻏﻨﺎﺋﯿﺔ‬
‫ﺗﺘﻄﻠﺐ اﻟﻤﻌﺮﻓﺔ‬ ‫‪-‬‬ ‫ﺗﺘﻄﻠﺐ اﻻﻧﺘﺎج‬ ‫‪-‬‬
‫ﺗﻌﻄﻰ زﻣﻨﺎ اﻃﻮل‬ ‫‪-‬‬ ‫ﺗﻌﻄﻰ زﻣﻨﺎ اﻗﺼﺮ‬ ‫‪-‬‬
‫ﺗﻌﻄﻰ ﺟﻬﺪا وﺧﺒﺮة اﻛﺜﺮ‬ ‫‪-‬‬ ‫ﺗﺘﻄﻠﺐ ﻋﻤﻼ ﻣﺴﺘﻘﻼ اﻛﺜﺮ‬ ‫‪-‬‬
‫ﺗﻌﻄﻰ ﻣﺼﺎدر اﻛﺜﺮ‬ ‫‪-‬‬ ‫ﺗﺘﻄﻠﺐ أن ﯾﺤﺪد اﻟﻄﻠﺒﺔ ﻣﺼﺎدر اﻟﻤﻌﺮﻓﺔ ‪.‬‬ ‫‪-‬‬
‫ﻣﻔﺎﻫﯿﻤﻬﺎ اﻗﻞ ﺗﻌﻘﯿﺪا ) اﻟﻤﻬﺎرات اﻻﺳﺎﺳﯿﺔ (‬ ‫‪-‬‬ ‫ﻣﻔﺎﻫﯿﻤﻬﺎ اﻛﺜﺮ ﺗﻌﻘﯿﺪا) اﻟﻤﻬﺎرات اﻟﻌﻘﻠﯿﺔ اﻟﻌﻠﯿﺎ (‬ ‫‪-‬‬
‫ﺗﺘﻀﻤﻦ ﺧﻄﻮﻃﺎ ﻋﺮﯾﻀﺔ واﺿﺤﺔ‬ ‫‪-‬‬ ‫ﺗﺘﻀﻤﻦ ﺧﻄﻮﻃﺎ ﻋﺮﯾﻀﺔ اﻗﻞ وﺿﻮﺣﺎ ‪.‬‬ ‫‪-‬‬
‫ﺗﺘﻀﻤﻦ اﻧﻮاﻋﺎ ﻋﺪﯾﺪة ﻟﻠﻤﺪﺧﻼت )ﺻﻮر ‪ ،‬ﺗﻘﻠﯿﺪ(‬ ‫‪-‬‬ ‫ﺗﺘﻄﻠﺐ اﻟﺘﺨﯿﻞ‬ ‫‪-‬‬
‫ﺗﺘﻄﻠﺐ اﻋﺎدة‬ ‫‪-‬‬ ‫ﺗﺘﺠﻨﺐ اﻻﻋﺎدة‬ ‫‪-‬‬
‫ﺗﻤﺘﺪح اﻟﻌﻤﻞ اﻟﺠﯿﺪ ﺿﻤﻦ اﻟﻘﺪرة‬ ‫‪-‬‬ ‫ﺗﻤﺘﺪح اﻟﻌﻤﻞ اﻟﺠﯿﺪ ﻋﻠﻰ ﻣﺴﺘﻮى ﻋﺎل ﻣﻦ اﻟﻘﺪرة‪.‬‬ ‫‪-‬‬
‫ﻫﻞ ﺗﺴﺘﻄﯿﻊ اﻟﺘﻔﻜﯿﺮ ﻓﻲ ﻏﯿﺮﻫﺎ ؟‬

‫ﺳﯿﺘﻘﺪم ﻃﻠﺒﺘﻲ ﺟﻤﯿﻌﺎ ﻟﻼﺧﺘﺒﺎر ﻧﻔﺴﻪ ﻓﻲ ﻧﻬﺎﯾﺔ اﻟﻌﺎم اﻟﺪراﺳﻲ ‪ ،‬اﻻ ﯾﺠﺐ أن ﯾﻘﻮم ﺟﻤﯿﻌﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻧﻔﺴﻪ ؟‬ ‫‪04‬‬

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 ‫ﻣﻦ اﻟﻤﻬﻢ أن ﺗﻜﻮن واﻗﻌﯿﺎ ﻓﻲ وﻇﯿﻔﺘﻚ ‪ .‬ﻧﺤﻦ ﻧﻌﺮف اﻧﻪ ﻫﻨﺎك داﺋﻤﺎ ﻣﺮﺗﻔﻌﻮ اﻟﺘﺤﺼﯿﻞ وﺿﻌﺎﻓﻪ ‪ .‬إن اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬
‫ﻟﻦ ﯾﺠﻌﻞ اﻟﻄﻠﺒﺔ ﻛﻠﻬﻢ ﯾﺤﺼﻠﻮن ﻋﻠﻰ ﻋﻼﻣﺎت ﻋﺎﻟﯿﺔ ﻣﺘﻤﺎﺛﻠﺔ ‪ ،‬وﻟﻜﻦ ﻣﻦ اﻟﻤﻤﻜﻦ ﻣﺴﺎﻋﺪة اﻟﻄﻠﺒﺔ ﺿﻌﺎف اﻟﺘﺤﺼﯿﻞ‬
‫ﺑﺠﻌﻠﻬﻢ ﯾﻘﻮﻣﻮن ﺑﻮاﺟﺒﻬﻢ ﺑﺸﻜﻞ ﻓﺎﻋﻞ ﻣﻦ ﺧﻼل ﺗﺸﺠﯿﻌﻬﻢ واﻋﻄﺎﺋﻬﻢ ﺛﻘﺔ اﻛﺒﺮ ﺑﺎﻟﻨﺠﺎح ‪ ،‬وذﻟﻚ ﺑﻮﺿﻊ اﻫﺪاف ﺗﻼﺋﻢ‬
‫ﻣﺴﺘﻮﯾﺎﺗﻬﻢ ﻛﻤﺎ ﻫﻮ ﻓﻲ اﻻﻣﺜﻠﺔ اﻟﺘﺎﻟﯿﺔ ‪:‬‬
‫اﻟﻄﻠﺒﺔ ﺿﻌﺎف اﻟﺘﺤﺼﯿﻞ‬ ‫اﻟﻄﻠﺒﺔ ﻣﺮﺗﻔﻌﻮ اﻟﺘﺤﺼﯿﻞ‬
‫ﺣﺪد اﺟﺎﺑﺔ ﻗﺼﯿﺮة ﻟﻠﺴﺆال‬ ‫‪-‬‬ ‫دﻋﻬﻢ ﯾﻔﻜﺮوا ﺑﺎﻻﺟﺎﺑﺔ ‪ ،‬أو اﻃﻠﺐ اﺟﺎﺑﺔ ﻃﻮﯾﻠﺔ ﻟﻠﺴﺆال ‪.‬‬ ‫‪-‬‬
‫ﯾﻨﺠﺰون اﻟﻤﻬﻤﺔ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ ‪ /‬ﻛﻞ ﻋﻠﻰ ﺣﺪه ‪.‬‬ ‫‪-‬‬
‫ﯾﻨﺠﺰون اﻟﻮﻇﯿﻔﺔ ﺿﻤﻦ ﻣﺠﻤﻮﻋﺔ ﺻﻐﯿﺮة ﺑﺪﻋﻢ ﻣﻦ اﻟﻤﻌﻠﻢ‬ ‫‪-‬‬
‫‪/‬زﻣﻼﺋﻬﻢ ‪ /‬او اﯾﺔ ﻣﺮاﺟﻊ‪.‬‬

‫ﯾﺤﺘﺎج اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻟﺰﻣﻦ وﺟﻬﺪ ﻛﺒﯿﺮﯾﻦ ‪ ،‬ﻫﻞ ﯾﺴﺘﺤﻖ ذﻟﻚ ؟‬ ‫‪05‬‬
‫ﯾﻌﺘﻘﺪ ﻛﺜﯿﺮ ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ اﻟﺬﯾﻦ ﯾﺴﺘﺨﺪﻣﻮن أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ اﻻردن ﺑﺄن اﻟﺘﻐﯿﯿﺮات اﻟﻤﻄﻠﻮﺑﺔ ﻋﻨﺪ اﺳﺘﺨﺪام ﻫﺬا اﻷﺳﻠﻮب‬
‫ﺗﺴﺘﺤﻖ اﻟﺠﻬﺪ اﻟﻤﺒﺬول ‪ .‬ﻓﻌﻨﺪﻣﺎ ﯾﺒﺪأ ﻃﻠﺒﺘﻚ ﺟﻤﯿﻌﻬﻢ ﺑﺎﻻﺳﺘﺠﺎﺑﺔ ﺑﺸﻜﻞ اﯾﺠﺎﺑﻲ ‪ ،‬ﻓﺈن اﻟﺘﻌﻠﯿﻢ ﯾﺼﺒﺢ اﻛﺜﺮ ﺳﻬﻮﻟﺔ وﻣﺘﻌﺔ ‪ ،‬وﻗﺪ أﺧﺒﺮ اﻟﻤﻌﻠﻤﻮن اﻧﻬﻢ‬
‫اﺳﺘﻔﺎدوا ﻛﺜﯿﺮا ﻣﻦ اﺳﺘﺨﺪام أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬ﻓﻌﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﻻ اﻟﺤﺼﺮ ‪:‬‬
‫اﺻﺒﺤﻮا ﻗﺎدرﯾﻦ ﻋﻠﻰ ﺗﺤﻠﯿﻞ اﻟﻤﻮاد اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﻔﺎﻋﻠﯿﺔ اﻛﺒﺮ ‪.‬‬ ‫‪-‬‬
‫ﯾﻔﻜﺮون ﻣﻠﯿﺎ ﻓﯿﻤﺎ ﺳﯿﻌﻠﻤﻮﻧﻪ ‪ ،‬وﻛﯿﻒ ‪ ،‬وﻟﻤﺎذا ﯾﻌﻠﻤﻮن ؟‬ ‫‪-‬‬
‫وﺟﺪوا أن أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﯾﺴﺎﻋﺪﻫﻢ ﻓﻲ ﺑﻠﻮرة اﻫﺪاﻓﻬﻢ اﻟﺘﻌﻠﯿﻤﯿﺔ ‪.‬‬ ‫‪-‬‬
‫ﯾﺸﻌﺮون أﻧﻬﻢ ﯾﻌﻠﻤﻮن ﻃﻠﺒﺘﻬﻢ ﺑﻄﺮﯾﻘﺔ اﻛﺜﺮ اﯾﺠﺎﺑﯿﺔ ‪.‬‬ ‫‪-‬‬
‫وﺟﺪوا اﻧﻔﺴﻬﻢ ﯾﺘﻌﺎوﻧﻮن ﻣﻊ زﻣﻼﺋﻬﻢ ﺑﺸﻜﻞ ﻓﺎﻋﻞ ﻓﻲ ﺗﺨﻄﯿﻂ وﺗﻘﻮﯾﻢ اﻋﻤﺎﻟﻬﻢ ‪ .‬ﻣﻤﺎ أدى إﻟﻰ اﻟﻔﻬﻢ اﻟﻤﺘﺒﺎدل واﻟﺘﻜﺎﻣﻞ ‪.‬‬ ‫‪-‬‬
‫ان اﻟﻤﻠﻔﺎت اﻟﺘﻲ ﯾﺤﺘﻔﻈﻮن ﺑﻬﺎ ﻋﻦ ﻃﻠﺒﺘﻬﻢ ﻗﯿﻤﺔ ‪ ،‬وﺗﺤﺘﻮي ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت ﻣﻔﺼﻠﺔ وذات ﻣﻌﻨﻰ ‪.‬‬ ‫‪-‬‬
‫اﺻﺒﺢ اﻟﻄﻠﺒﺔ اﻧﻔﺴﻬﻢ ﯾﻘﺪرون ﻫﺬه اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺗﺤﺪد ﻣﻮاﻃﻦ ﺿﻌﻔﻬﻢ وﻗﻮﺗﻬﻢ ‪.‬‬ ‫‪-‬‬
‫ﯾﻘﻮﻟﻮن أن ﻃﻠﺒﺘﻬﻢ ﺑﺪأوا ﯾﺸﻌﺮون ﺑﺘﻔﺮﯾﺪ اﻟﺘﻌﻠﯿﻢ وﻓﺎﻋﻠﯿﺘﻪ ‪.‬‬ ‫‪-‬‬

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 ‫ﻧﻤﺎذج ﻣﻘﺘﺮﺣﺔ ﻟﺘﺪرﯾﺲ ﺣﺼﺺ ﺻﻔﯿﺔ‬

‫ﻣﺤﺘﻮﯾﺎت ﺧﻄﺔ ﺗﺤﻀﯿﺮ ﺣﺼﺔ ﺻﻔﯿﺔ وﻓﻖ أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫اﻟﻮﺣﺪة ‪:‬‬ ‫اﻟﻤﺒﺤﺚ ‪:‬‬
‫ﻋﻨﻮان اﻟﺪرس ‪:‬‬ ‫اﻟﺼﻒ ‪:‬‬
‫اﻟﺮﻗﻢ‬ ‫اﻟﻤﺤﺘﻮﯾﺎت‬ ‫ﻣﻼﺣﻈﺎت‬
‫‪.1‬‬ ‫اﻻﻫﺪاف‬ ‫ﯾﻜﺘﺐ اﻟﻬﺪف ﻛﻤﺎ ورد ﻓﻲ دﻟﯿﻞ اﻟﻤﻌﻠﻢ أو ﻣﺸﺘﻘﺎ ﻣﻨﻪ ‪.‬‬
‫‪.2‬‬ ‫اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ‬ ‫ﺗﻜﺘﺐ اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ اﻟﻀﺮورﯾﺔ ﻟﺘﺤﻘﯿﻖ اﻟﻬﺪف ﺑﻌﺪ ﺗﺠﺰﺋﺔ اﻟﻬﺪف إﻟﻰ أﻫﺪاف ﺟﺰﺋﯿﺔ ‪.‬‬
‫‪.3‬‬ ‫اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ‬ ‫ﺗﻜﺘﺐ اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ ﻓﻲ اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة اﻋﺘﻤﺎدا ﻋﻠﻰ ﺧﺒﺮة اﻟﻤﻌﻠﻢ ‪ ،‬وﺗﺤﻠﯿﻠﻪ ﻻﺟﺎﺑﺎت اﻟﻄﻠﺒﺔ واﻻﺑﺤﺎث‬
‫اﻟﻤﺘﻮﻓﺮة ‪.‬‬
‫‪.4‬‬ ‫ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ‬ ‫ﺗﺴﺘﺘﺨﺪم ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ ﺷﻔﻮﯾﺔ أو ﻛﺘﺎﺑﯿﺔ ﺗﺮﻛﺰ ﻋﻠﻰ اﻟﻄﻠﺒﺔ اﻟﺬﯾﻦ ﯾﺘﻮﻗﻊ اﻟﻤﻌﻠﻢ أن ﻟﺪﯾﻬﻢ اﺧﻄﺎء ﻓﯿﻬﺎ ؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ‬
‫)اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ(‬ ‫ﻓﻬﻤﻬﻢ ﻟﻠﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ ‪.‬‬
‫‪.5‬‬ ‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ‬ ‫ﺗﻘﺪم اﻧﺸﻄﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻤﻌﺎﻟﺠﺔ ﻧﻘﺎط اﻟﻀﻌﻒ ﻓﻲ اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ ) ﯾﻤﻜﻦ اﻋﻄﺎء واﺟﺒﺎت ﺑﯿﺘﯿﺔ ﻓﻲ اﻟﯿﻮم اﻟﺴﺎﺑﻖ‬
‫) اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ (‬ ‫ﻟﻠﺤﺼﺔ ﻟﻠﻄﻠﺒﺔ اﻟﺬﯾﻦ ﯾﺘﻮﻗﻊ اﻟﻤﻌﻠﻢ وﺟﻮد ﺻﻌﻮﺑﺎت ﻟﺪﯾﻬﻢ ﻓﻲ اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ ( ‪.‬‬

‫‪10‬‬
‫‪.6‬‬ ‫اﻟﺘﻤﻬﯿﺪ واﻟﺸﺮح‬ ‫ﯾﻤﻬﺪ اﻟﻤﻌﻠﻢ ﻟﻠﻤﻔﺎﻫﯿﻢ واﻟﻤﻬﺎرات اﻟﺠﺪﯾﺪة ‪ ،‬وﯾﻘﻮم ﺑﺸﺮﺣﻬﺎ آﺧﺬا ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ ؛ ﻟﺘﺠﻨﺐ وﻗﻮع‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫اﻟﻄﻠﺒﺔ ﻓﯿﻬﺎ ‪.‬‬
‫ﺗﻘﺪم أﻧﺸﻄﺔ أﺳﺎﺳﯿﺔ ﻟﺠﻤﯿﻊ اﻟﻄﻠﺒﺔ ‪ ،‬أو ﻋﻠﻰ ﺷﻜﻞ ﻣﺠﻤﻮﻋﺎت ﻏﯿﺮ ﻣﺘﺠﺎﻧﺴﺔ ﺑﺤﯿﺚ ﻻ ﺗﺘﻀﻤﻦ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻮاﺣﺪة‬
‫ﻓﺮﻗﺎ ﺷﺎﺳﻌﺎ ﻓﻲ اﻟﻘﺪرة ﺑﯿﻦ اﻓﺮادﻫﺎ ‪.‬‬
‫‪.7‬‬ ‫ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ‬ ‫ﺗﺴﺘﺨﺪم ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ ﺻﻔﯿﺔ ﻣﺜﻞ ‪ :‬اﻻﺧﺘﺒﺎر اﻟﻘﺼﯿﺮ ‪ ،‬اﻟﻤﻼﺣﻈﺔ ‪ ،‬واﻟﺘﺤﺪث ‪ ،‬واﻻﺳﺘﻤﺎع إﻟﻰ اﻟﻄﻠﺒﺔ ‪ ،‬وواﺟﺒﺎت‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫ﺑﯿﺘﯿﺔ ؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ اﻟﻄﻠﺒﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪.‬‬
‫‪.8‬‬ ‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ‬ ‫ﺗﻘﺪم أﻧﺸﻄﺔ ﻣﺒﻨﯿﺔ ﻋﻠﻰ اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ ﻟﻠﻄﻠﺒﺔ اﻟﺬﯾﻦ ﻇﻬﺮت ﻟﺪﯾﻬﻢ ﺗﻠﻚ اﻻﺧﻄﺎء ؛ ﻟﻤﻌﺎﻟﺠﺘﻬﺎ ‪ ،‬وﯾﻤﻜﻦ وﺿﻊ‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫اﻟﻄﻠﺒﺔ اﻟﺬﯾﻦ ﻟﺪﯾﻬﻢ اﻟﺨﻄﺄ ﻧﻔﺴﻪ ﻓﻲ ﻣﺠﻤﻮﻋﺔ واﺣﺪة ‪.‬‬
‫‪.9‬‬ ‫اﻧﺸﻄﺔ اﻏﻨﺎﺋﯿﺔ‬ ‫ﺗﻘﺪم اﻧﺸﻄﺔ إﻏﻨﺎﺋﯿﺔ ﻓﯿﻬﺎ ﻧﻮع ﻣﻦ اﻟﺘﺤﺪي ﻟﻠﻄﻠﺒﺔ اﻟﺬﯾﻦ ﻻ ﺗﻮﺟﺪ ﻟﺪﯾﻬﻢ أﺧﻄﺎء ‪.‬‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬
‫‪10‬‬ ‫اﻻﻧﺸﻄﺔ اﻟﻌﻼﺟﯿﺔ اﻟﻤﻘﺘﺮﺣﺔ‬ ‫ﯾﻘﺮر اﻟﻤﻌﻠﻢ ﻓﯿﻤﺎ إذا ﻛﺎﻧﺖ ﻫﻨﺎك ﺣﺎﺟﺔ ﻟﺘﻄﻮﯾﺮ أﻧﺸﻄﺔ ﻣﺒﻨﯿﺔ ﻋﻠﻰ اﻻﺧﻄﺎء اﻟﺠﺪﯾﺪة ‪ ،‬ﻟﻤﻌﺎﻟﺠﺘﻬﺎ ‪ ،‬ﻛﻤﺎ ﯾﺠﺐ ﻋﻠﯿﻪ‬
‫أﺧﺬ ﻫﺬه اﻻﺧﻄﺎء ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر ﻋﻨﺪ اﻟﺘﺤﻀﯿﺮ ﻟﻠﺤﺼﺔ ﻣﺴﺘﻘﺒﻼ ‪.‬‬
‫ﻣﻼﺣﻈﺔ ‪ :‬ﻻ ﺣﺎﺟﺔ ﻟﺘﻄﻮﯾﺮ أﻧﺸﻄﺔ إﺿﺎﻓﯿﺔ ﻻي ﻣﻦ اﻟﺨﻄﻮات اﻟﺴﺎﺑﻘﺔ ‪ ،‬اذا ﻛﺎﻧﺖ اﻻﻧﺸﻄﺔ اﻟﻮاردة ﻓﻲ ﻛﺘﺎب اﻟﻄﺎﻟﺐ ودﻟﯿﻞ اﻟﻤﻌﻠﻢ ﻛﺎﻓﯿﺔ ‪ ،‬وﯾﻜﺘﻔﻰ ﺑﺬﻛﺮ‬
‫رﻗﻢ اﻟﺼﻔﺤﺔ ‪ ،‬ورﻗﻢ اﻟﻨﺸﺎط ‪.‬‬

‫ﻧﻤﻮذج ﻣﻘﺘﺮح ﻟﺘﺪرﯾﺲ ﺣﺼﺔ ﺻﻔﯿﺔ‬

‫اﻟﻮﺣﺪة اﻟﺪراﺳﯿﺔ ‪ :‬اﻻوﻟﻰ‬ ‫اﻟﻤﺒﺤﺚ ‪ :‬اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬

‫اﻟﻤﻮﺿﻮع ‪ :‬اﻟﻘﻮاﻋﺪ ‪ /‬اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ‬ ‫اﻟﺼﻒ ‪ :‬اﻟﺴﺎدس اﻻﺳﺎﺳﻲ‬
‫ﻣﻠﺤﻮﻇﺔ ‪ :‬ﯾﻮزع اﻟﻤﻌﻠﻢ وﻗﺖ اﻟﺤﺼﺔ ﻋﻠﻰ ﻣﺘﻄﻠﺒﺎت اﻟﺨﻄﺔ ﺟﻤﯿﻌﻬﺎ ﻋﻠﻰ اﻻ ﯾﺘﺠﺎوز ﻛﻞ ﻣﺎ ﯾﺘﻌﻠﻖ ﺑﺎﻟﻤﺘﻄﻠﺒﺎت‬
‫اﻟﺴﺎﺑﻘﺔ اﻛﺜﺮ ﻣﻦ )‪ (15‬دﻗﯿﻘﺔ ‪.‬‬
‫اﻻﻫﺪاف ‪:‬‬ ‫‪.1‬‬
‫أن ﯾﺤﺪد ﻧﻮع اﻟﻔﻌﻞ ﻣﻦ ﺣﯿﺚ اﻟﺰﻣﻦ ‪.‬‬ ‫‪-‬‬
‫أن ﯾﺘﻌﺮف ﻋﻨﺎﺻﺮ اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ ‪.‬‬ ‫‪-‬‬
‫أن ﯾﻜﺘﺐ ﺗﻌﺮﯾﻔﺎ ﻟﻠﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ ‪.‬‬ ‫‪-‬‬
‫أن ﯾﻜﻮن ﺟﻤﻼ ﻓﻌﻠﯿﺔ ‪.‬‬ ‫‪-‬‬
‫أن ﯾﻌﺮب اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ ‪.‬‬ ‫‪-‬‬

‫اﻟﺘﻌﻠﻢ اﻟﻘﺒﻠﻲ ) اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ (‬ ‫‪.2‬‬

‫اﻗﺴﺎم اﻟﻜﻼم ‪.‬‬ ‫‪-‬‬
‫ﻣﯿﺰ اﻟﻔﻌﻞ ﻣﻦ اﻻﺳﻢ ‪.‬‬ ‫‪-‬‬
‫ﻣﯿﺰ اﻻﻓﻌﺎل ﻣﻦ ﺣﯿﺚ اﻟﺰﻣﻦ ‪.‬‬ ‫‪-‬‬

‫اﻟﺼﻌﻮﺑﺎت اﻟﻤﺘﻮﻗﻌﺔ ‪ :‬ﻋﺪم اﻟﻘﺪرة ﻋﻠﻰ اﻟﻤﯿﺰ ﺑﯿﻦ ‪:‬‬ ‫‪.3‬‬

‫اﻟﻔﻌﻞ واﻻﺳﻢ ‪.‬‬ ‫‪-‬‬
‫اﻻﻓﻌﺎل ﻣﻦ ﺣﯿﺚ اﻟﺰﻣﻦ ‪.‬‬ ‫‪-‬‬
‫اﻻﻓﻌﺎل ﻣﻦ ﺣﯿﺚ اﻟﻠﺰوم واﻟﺘﻌﺪي ‪.‬‬ ‫‪-‬‬
‫ﻣﻼﺣﻈﺎت ‪:‬‬
‫ﺑﻌﺪ اﻻﻃﻼع ﻋﻠﻰ ﻣﺎدة اﻟﻜﺘﺎب وﺟﺪ أن ‪:‬‬
‫اﻟﻬﺪف اﻻول ﺑﺤﺎﺟﺔ اﻟﻰ ﺗﻔﺼﯿﻞ ‪.‬‬ ‫‪-‬‬
‫اﻟﻬﺪف اﻻول واﻟﺜﺎﻧﻲ ﺑﺤﺎﺟﺔ اﻟﻰ اﻏﻨﺎء ‪.‬‬ ‫‪-‬‬
‫‪11‬‬
 ‫اﻻﻫﺪاف اﻟﺜﻼﺛﺔ ﺑﺤﺎﺟﺔ اﻟﻰ ﺗﺪرﯾﺐ اﻋﻤﻖ ﻟﺘﺘﻘﻦ ‪.‬‬ ‫‪-‬‬
‫اﻧﺸﻄﺔ ﺗﻘﻮﯾﻤﯿﺔ ﻟﻠﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ ‪:‬‬ ‫‪.4‬‬
‫ﻧﺸﺎط ﺗﻘﻮﯾﻤﻲ رﻗﻢ )‪(1‬‬
‫ان ﯾﻤﯿﺰ اﻟﻄﺎﻟﺐ اﻟﻔﻌﻞ ﻣﻦ اﻻﺳﻢ ‪.‬‬ ‫‪:‬‬ ‫اﻟﻬﺪف‬ ‫‪-‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ - :‬ﻗﺮاءة اﻟﻔﻘﺮة ‪.‬‬ ‫‪-‬‬
‫‪ -‬ﺗﺼﻨﯿﻒ اﻟﻜﻠﻤﺎت اﻟﻤﺨﻄﻮط ﺗﺤﺘﻬﺎ ﺑﺤﺴﺐ اﻟﺠﺪول ادﻧﺎه‬
‫‪.‬‬
‫ﻓﺮدي‬ ‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪:‬‬ ‫‪-‬‬
‫اﻟﻔﻘﺮة اﻟﺘﺎﻟﯿﺔ ‪:‬‬ ‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪:‬‬ ‫‪-‬‬

‫اﻟﻘﺴﺎم اﻟﻰ ​ﻓﻠﺴﻄﯿﻦ ‪ ،‬واﻗﺎم ﻓﻲ ﺣﯿﻔﺎ ​اﻣﺎﻣﺎ وﺧﻄﯿﺒﺎ ‪ ،‬وﻗﺪ ​اﺣﺐ اﻫﻠﻬﺎ اﻟﺸﯿﺦ ﻟﻤﺎ ﻋﺮف اﻟﻨﺎس ﻋﻨﻪ ﻣﻦ ﺳﺪاد اﻟﺮأي‬
‫وﺻﻞ ّ‬
‫اﻟﻘﺴﺎم ​ﯾﻌﻤﻞ ﻋﻠﻰ ﺗﻨﺒﯿﻪ اﻟﺸﻌﺐ اﻟﻌﺮﺑﻲ إﻟﻰ اﻟﺨﻄﺮ ​اﻟﺼﻬﯿﻮﻧﻲ ‪​ ،‬ﻓﺪﻋﺎ اﻟﻰ اﻟﺠﻬﺎد ​وﺳﺎﻋﺪه ﻋﻠﻰ ذﻟﻚ ﻗﺪرﺗﻪ‬
‫وﺻﻼﺑﺔ ​اﻟﻤﻮﻗﻒ ‪ ،‬أﺧﺬ ّ‬
‫اﻟﻔﺎﺋﻘﺔ ﻋﻠﻰ اﻟﺨﻄﺎﺑﺔ ‪ ،‬وﻗﺪ ﺣﺪد ﺛﻼﺛﺔ اﻫﺪاف ﻟﻠﺠﻬﺎد ‪.‬‬

‫اﺳﻤﺎء‬ ‫اﻓﻌﺎل‬

‫أﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ ﻟﻠﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ ‪:‬‬ ‫‪.5‬‬

‫ﻧﺸﺎط ﻋﻼﺟﻲ رﻗﻢ ) ‪( 1‬‬
‫اﻟﻬﺪف ‪ :‬ﺳﯿﺴﺎﻋﺪك ﻫﺬا اﻟﻨﺸﺎط ﻓﻲ ﺗﻨﻤﯿﺔ ﻣﻬﺎرة اﻟﻘﺪرة ﻋﻠﻰ ﻣﯿﺰ اﻟﻔﻌﻞ ﻣﻦ اﻻﺳﻢ ‪.‬‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي ‪.‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ - :‬ﺻﻨﻒ ﻣﺎ ﯾﺄﺗﻲ اﻟﻰ أﺳﻤﺎء واﻓﻌﺎل ﺑﺤﺴﺐ اﻟﺠﺪول ادﻧﺎه ‪:‬‬
‫ﻃﺮد ‪ ،‬ﻣﺤﺮاب ‪ ،‬اﻟﻘﺪس ‪ ،‬ﯾﺰﻫﻮ ‪ ،‬ﺟﺤﻔﻞ ‪.‬‬
‫ﻋﺪ اﻟﻰ اﻟﻨﺸﺎط اﻻول وﺻﻮب اﻻﺧﻄﺎء اﻟﺘﻲ وﻗﻌﺖ ﻓﯿﻬﺎ ‪.‬‬ ‫‪-‬‬
‫اﺳﻤﺎء‬ ‫اﻓﻌﺎل‬

‫ﻧﺸﺎط إﻏﻨﺎﺋﻲ ﻟﻠﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ رﻗﻢ ) ‪( 1‬‬

‫ﻓﻲ اﺛﻨﺎء ﺗﻘﺪﯾﻢ اﻟﻨﺸﺎط اﻟﻌﻼﺟﻲ اﻟﺴﺎﺑﻖ ‪ ،‬ﯾﻘﺪم اﻟﻤﻌﻠﻢ اﻟﻨﺸﺎط اﻟﺘﺎﻟﻲ ﻟﻠﺬﯾﻦ ﻟﻢ ﯾﻘﻌﻮا ﻓﻲ اﺧﻄﺎء ﻓﻲ اﺛﻨﺎء ﺗﻨﻔﯿﺬ اﻟﻨﺸﺎط رﻗﻢ )‬
‫‪(1‬‬

‫‪ :‬ان ﯾﻤﯿﺰ اﻟﻄﺎﻟﺐ اﻻﺳﻤﺎء ﻣﻦ اﻻﻓﻌﺎل ﻣﻦ ﺧﻼل ﻧﺺ ﺷﻌﺮي ‪.‬‬ ‫اﻟﻬﺪف‬

‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻣﺠﻤﻮﻋﺎت ‪.‬‬
‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪ :‬ﻗﺼﯿﺪة اﻟﻘﺪس ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ﺻﻔﺤﺔ )‪. (14‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ - :‬ﻗﺮاءة اﺑﯿﺎت اﻟﻘﺼﯿﺪة ﻗﺮاءة ﺻﺎﻣﺘﺔ ‪.‬‬
‫اﺳﺘﺨﺮاج اﻻﺳﻤﺎء واﻻﻓﻌﺎل ﻣﻦ اﻻﺑﯿﺎت ‪10، 8 ،4 ،3 :‬‬ ‫‪-‬‬

‫ﻧﺸﺎط ﺗﻘﻮﯾﻤﻲ رﻗﻢ )‪(2‬‬

‫‪ :‬ان ﯾﻤﯿﺰ اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ ﻣﻦ اﻟﻤﻀﺎرع واﻻﻣﺮ ‪.‬‬ ‫اﻟﻬﺪف‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ - :‬ﻗﺮاءة ﺟﻤﻞ اﻟﺘﻤﺮﯾﻦ اﻻول ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ﺻﻔﺤﺔ )‪. (16‬‬
‫اﺟﺎﺑﺔ اﻟﺴﺆال اﻻول ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ‪.‬‬ ‫‪-‬‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي ﺛﻢ ﻣﺠﻤﻮﻋﺎت ‪.‬‬
‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪ :‬اﻟﺘﻤﺮﯾﻦ اﻻول ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ﺻﻔﺤﺔ )‪. (16‬‬

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 ‫اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ‬ ‫اﻟﻔﻌﻞ اﻟﻤﻀﺎرع‬ ‫اﻟﻔﻌﻞ اﻻﻣﺮ‬

‫ﻧﺸﺎط ﻋﻼﺟﻲ رﻗﻢ ) ‪( 2‬‬

‫‪ :‬ﺳﯿﺴﺎﻋﺪك ﻫﺬا اﻟﻨﺸﺎط ﻓﻲ ﺗﻨﻤﯿﺔ ﻣﻬﺎرة ﻣﯿﺰ اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ ﻣﻦ اﻟﻤﻀﺎرع واﻻﻣﺮ ‪.‬‬ ‫اﻟﻬﺪف‬
‫ﻓﺮدي ﺛﻢ ﻣﺠﻤﻮﻋﺎت ‪.‬‬ ‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪:‬‬ ‫‪-‬‬
‫ﺻﻨﻒ اﻻﻓﻌﺎل اﻟﺘﺎﻟﯿﺔ ﻣﻦ ﺣﯿﺚ اﻟﺰﻣﻦ ‪ :‬اﻛﻞ ‪،‬‬ ‫‪ -‬اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪- :‬‬
‫ﯾﺬﻫﺐ ‪ ،‬اﺿﺮب ‪ ،‬ﻧﺠﺢ ‪ ،‬اﺣﺘﺮم ‪.‬‬
‫ﺗﺼﻮﯾﺐ اﻻﺧﻄﺎء ﻓﻲ اﺟﺎﺑﺔ اﻟﺘﻤﺮﯾﻦ اﻻول ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ﺻﻔﺤﺔ ) ‪. ( 16‬‬ ‫‪-‬‬
‫اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ‬ ‫اﻟﻔﻌﻞ اﻟﻤﻀﺎرع‬ ‫اﻟﻔﻌﻞ اﻻﻣﺮ‬

‫ﻧﺸﺎط اﻏﻨﺎﺋﻲ رﻗﻢ ) ‪( 2‬‬

‫‪ :‬أن ﯾﺼﻨﻒ اﻻﻓﻌﺎل ﻓﻲ اﻻﺑﯿﺎت اﻟﺸﻌﺮﯾﺔ ﻣﻦ ﺣﯿﺚ زﻣﻨﻬﺎ ‪.‬‬ ‫اﻟﻬﺪف‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ :‬ﻗﺮاءة اﻷﺑﯿﺎت اﻟﺸﻌﺮﯾﺔ ‪7 ، 6 ، 4 ، 3 ، 2 :‬‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي‬
‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪ :‬ﻗﺼﯿﺪة ﯾﺎ ﻗﺪس ص ‪ ) 14‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ( ‪.‬‬

‫اﻟﻔﻌﻞ اﻟﻤﺎﺿﻲ‬ ‫اﻟﻔﻌﻞ اﻟﻤﻀﺎرع‬ ‫اﻟﻔﻌﻞ اﻻﻣﺮ‬

‫اﻟﺘﻤﻬﯿﺪ واﻟﺸﺮح ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪:‬‬ ‫‪.6‬‬

‫ﯾﺴﺘﺮﺷﺪ اﻟﻤﻌﻠﻢ ﺑﺎﻟﺸﺮح اﻟﻤﻮﺟﻮد ﻓﻲ ﻛﺘﺎب اﻟﻄﺎﻟﺐ ‪ ،‬ودﻟﯿﻞ اﻟﻤﻌﻠﻢ ﻣﻊ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ ﻓﻲ‬
‫ﺷﺮﺣﻪ ‪ ،‬ﻟﯿﺘﺠﻨﺒﻬﺎ اﻟﻄﻼب ‪ ،‬وﯾﻤﻜﻦ ان ﯾﻘﺪم ﺷﺮﺣﻪ ﺑﻌﺮض اﻧﺸﻄﺔ ﺗﻌﻠﯿﻤﯿﺔ ﻣﻨﺎﺳﺒﺔ ‪.‬‬

‫اﻧﺸﻄﺔ ﺗﻘﻮﯾﻤﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬ ‫‪.7‬‬

‫ﻧﺸﺎط ﺗﻘﻮﯾﻤﻲ رﻗﻢ )‪(1‬‬
‫‪ :‬ان ﯾﺴﺘﺨﺮج ﻋﻨﺎﺻﺮ اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ ‪.‬‬ ‫اﻟﻬﺪف‬ ‫‪-‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ - :‬ﻗﺮاءة ﺟﻤﻞ اﻟﺘﻤﺮﯾﻦ اﻟﺜﺎﻧﻲ ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ‪.‬‬ ‫‪-‬‬
‫‪ -‬اﺳﺘﺨﺮاج اﻟﻔﻌﻞ واﻟﻔﺎﻋﻞ واﻟﻤﻔﻌﻮل ﺑﻪ " إن وﺟﺪ اﻟﻤﻔﻌﻮل " ‪.‬‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي ﺛﻢ ﻣﺠﻤﻮﻋﺎت ‪.‬‬ ‫‪-‬‬
‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪ :‬اﻟﺘﻤﺮﯾﻦ اﻟﺜﺎﻧﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ) ﺻﻔﺤﺔ ‪. ( 16‬‬ ‫‪-‬‬
‫ﻓﻌﻞ‬ ‫ﻓﺎﻋﻞ‬ ‫اﻟﻤﻔﻌﻮل ﺑﻪ‬

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 ‫) ﺑﻌﺪ اﻧﻬﺎﺋﻚ ﻫﺬا اﻟﻨﺸﺎط ‪ ،‬ﺗﻌﺎون ﻣﻊ زﻣﻼﺋﻚ ﻓﻲ ﻛﺘﺎﺑﺔ ﺗﻌﺮﯾﻒ ﻟﻠﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ ( ‪.‬‬

‫ﻧﺸﺎط اﻏﻨﺎﺋﻲ رﻗﻢ )‪(1‬‬

‫ان ﯾﺴﺘﺨﺮج ارﺑﻊ ﺟﻤﻞ ﻓﻌﻠﯿﺔ ﻣﻦ ﻧﺺ ﻗﺮآﻧﻲ ﺻﻔﺤﺔ )‪. ( 11 ، 10‬‬ ‫أ‪.‬‬ ‫اﻟﻬﺪف ‪:‬‬
‫ان ﯾﺤﺪد ﻋﻨﺎﺻﺮ اﻟﺠﻤﻞ اﻟﻔﻌﻠﯿﺔ اﻟﻤﺴﺘﺨﺮﺟﺔ ‪.‬‬ ‫‪.2‬‬
‫ﻓﺮدي ﺛﻢ ﻣﺠﻤﻮﻋﺎت ‪.‬‬ ‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪:‬‬
‫اﻻﯾﺎت اﻟﻘﺮآﻧﯿﺔ ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ﺻﻔﺤﺔ ) ‪( 11 ، 10‬‬ ‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪:‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ .1 :‬اﺳﺘﺨﺮج ارﺑﻊ ﺟﻤﻞ ﻓﻌﻠﯿﺔ ﻣﻊ ﺑﯿﺎن ﻋﻨﺎﺻﺮﻫﺎ ﺑﺤﺴﺐ اﻟﺠﺪول اﻟﺘﺎﻟﻲ ‪:‬‬
‫اﻟﻔﻌﻞ‬ ‫اﻟﻔﺎﻋﻞ‬ ‫اﻟﻤﻔﻌﻮل ﺑﻪ‬

‫ﺣﻞ اﻟﺘﻤﺮﯾﻦ اﻟﺜﺎﻟﺚ ﻣﻦ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ‪.‬‬ ‫‪.2‬‬

‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬ ‫‪.8‬‬
‫ﻧﺸﺎط ﻋﻼﺟﻲ رﻗﻢ ) ‪( 1‬‬

‫اﻟﻬﺪف ‪ :‬ﺳﯿﺴﺎﻋﺪك ﻫﺬا اﻟﻨﺸﺎط ﻓﻲ ﺗﻨﻤﯿﺔ ﻣﻬﺎرة اﻟﻘﺪرة ﻋﻠﻰ اﻟﻤﯿﺰ ﺑﯿﻦ اﻟﻔﻌﻞ اﻟﻼزم واﻟﻤﺘﻌﺪي ‪.‬‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي ‪.‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ :‬ﺻﻨﻒ اﻻﻓﻌﺎل اﻟﺘﺎﻟﯿﺔ اﻟﻰ ﻻزم وﻣﺘﻌﺪ ‪ :‬ﺷﺮح ‪ ،‬ﺗﻤﺮن ‪ ،‬دﻓﻊ ‪ ،‬ﯾﺸﺮب ‪ ،‬ﻧﺠﺢ ‪.‬‬
‫ﻓﻌﻞ ﻻزم‬ ‫ﻓﻌﻞ ﻣﺘﻌﺪ‬

‫اﻻن ﻋﺪ اﻟﻰ اﻟﻨﺸﺎط رﻗﻢ )‪ (4‬وﻗﺪم اﻟﯿﻬﻢ ورﻗﺔ اﻟﻨﺸﺎط ‪ ،‬وﻗﺪ اﺳﺘﺨﺮﺟﺖ ارﺑﻊ ﺟﻤﻞ ﻓﻌﻠﯿﺔ ﻣﻦ اﻻﯾﺎت اﻟﻘﺮآﻧﯿﺔ واﻃﻠﺐ‬ ‫‪-‬‬
‫اﻟﯿﻬﻢ ذﻛﺮ ﻋﻨﺎﺻﺮﻫﺎ ﺛﻢ ﺣﻞ اﻟﺘﻤﺮﯾﻦ اﻟﺜﺎﻟﺚ ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ‪.‬‬

‫اﻧﺸﻄﺔ اﻏﻨﺎﺋﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬ ‫‪.9‬‬

‫ﻧﺸﺎط اﻏﻨﺎﺋﻲ رﻗﻢ )‪(5‬‬
‫اﻟﻬﺪف ‪ :‬ان ﯾﺴﺘﻌﻤﻞ اﻻﺳﻤﺎء ﻓﻲ ﺟﻤﻞ ﻓﻌﻠﯿﺔ ‪ ،‬ﺑﺤﯿﺚ ﺗﻜﻮن ﻓﺎﻋﻼ ﻣﺮة ‪ ،‬وﻣﻔﻌﻮﻻ ﺑﻪ ﻣﺮة اﺧﺮى ‪.‬‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي ﺛﻢ ﻣﺠﻤﻮﻋﺎت ‪.‬‬
‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪ :‬اﻟﺘﻤﺮﯾﻦ اﻟﺮاﺑﻊ ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ﺻﻔﺤﺔ ) ‪. ( 17‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ :‬اﺳﺘﺨﺪام اﻻﺳﻤﺎء اﻟﻮاردة ﻓﻲ اﻟﺘﻤﺮﯾﻦ اﻟﺮاﺑﻊ ﺑﺤﯿﺚ ﺗﻜﻮن ﻓﺎﻋﻼ ﻣﺮة ‪ ،‬وﻣﻔﻌﻮﻻ ﺑﻪ ﻣﺮة‬
‫اﺧﺮى ‪.‬‬
‫اﻻﺳﻢ‬ ‫اﻻﺳﻢ ﻓﺎﻋﻼ‬ ‫اﻻﺳﻢ ﻣﻔﻌﻮﻻ ﺑﻪ‬

‫ﻧﺸﺎط ﺗﻘﻮﯾﻤﻲ رﻗﻢ )‪(2‬‬

‫ﺳﯿﺴﺎﻋﺪك ﻓﻲ ﺗﻨﻤﯿﺔ ﻗﺪراﺗﻚ ﻋﻠﻰ اﻋﺮاب اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﯿﺔ ‪.‬‬ ‫‪:‬‬ ‫اﻟﻬﺪف‬
‫ﺷﻜﻞ اﻟﻨﺸﺎط ‪ :‬ﻓﺮدي ) وﻇﯿﻔﺔ ﺑﯿﺘﯿﻪ ( ‪.‬‬
‫ﻣﺤﺘﻮى اﻟﻨﺸﺎط ‪ :‬اﻟﺘﻤﺮﯾﻦ اﻟﺨﺎﻣﺲ ﻓﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر ﺻﻔﺤﺔ ) ‪. ( 17‬‬
‫اﻟﻤﻬﺎم اﻟﻤﻄﻠﻮﺑﺔ ‪ :‬إﻋﺮاب اﻟﺠﻤﻠﺘﯿﻦ اﻟﻮاردﺗﯿﻦ ﻓﻲ اﻟﺘﻤﺮﯾﻦ اﻟﺨﺎﻣﺲ ‪.‬‬

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 ‫ﯾﺴﺠﻞ اﻟﻤﻌﻠﻢ اﻻﺧﻄﺎء اﻟﺠﺪﯾﺪة اﻟﺘﻲ ﻇﻬﺮت ‪ ،‬وﻟﻢ ﯾﻜﻦ ﯾﺘﻮﻗﻌﻬﺎ ﻓﻲ ﺗﻘﺪﯾﻤﻪ اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪ ،‬وﯾﻘﺮر ﻓﯿﻤﺎ اذا ﻛﺎن ﺑﺤﺎﺟﺔ‬ ‫●‬
‫اﻟﻰ ﺑﻨﺎء اﻧﺸﻄﺔ ﺟﺪﯾﺪة ﻟﻤﻌﺎﻟﺠﺔ ﻫﺬه اﻻﺧﻄﺎء ﻓﻲ اﻟﺤﺼﺔ اﻟﺠﺪﯾﺪة‪ ،‬أو ﻋﻠﯿﻪ ان ﯾﺎﺧﺬﻫﺎ ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر ﻣﺴﺘﻘﺒﻼ ‪.‬‬

‫ﻧﻤﻮذج ﺧﻄﺔ ﺗﺤﻀﯿﺮ ﺣﺼﺔ ﺻﻔﯿﺔ وﻓﻖ أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫اﻟﻮﺣﺪة ‪:‬‬ ‫اﻟﻤﺒﺤﺚ ‪:‬‬

‫ﻋﻨﻮان اﻟﺪرس ‪:‬‬ ‫اﻟﺼﻒ ‪:‬‬
‫اﻟﺮﻗﻢ‬ ‫اﻟﻤﺤﺘﻮﯾﺎت‬ ‫ﻣﻼﺣﻈﺎت‬
‫‪.1‬‬ ‫اﻻﻫﺪاف‬
‫‪.2‬‬ ‫اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ‬
‫‪.3‬‬ ‫اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ‬
‫‪.4‬‬ ‫ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ‬
‫)اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ(‬
‫‪.5‬‬ ‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ‬
‫) اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ (‬
‫‪.6‬‬ ‫اﻟﺘﻤﻬﯿﺪ واﻟﺸﺮح‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬
‫‪.7‬‬ ‫ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬
‫‪.8‬‬ ‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬
‫‪.9‬‬ ‫اﻧﺸﻄﺔ اﻏﻨﺎﺋﯿﺔ‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬
‫‪10‬‬ ‫اﻻﻧﺸﻄﺔ اﻟﻌﻼﺟﯿﺔ اﻟﻤﻘﺘﺮﺣﺔ‬

‫ﺧﻄﺔ ﺗﺤﻀﯿﺮ ﺣﺼﺔ ﺻﻔﯿﺔ ﻓﻲ ﻣﺒﺤﺚ اﻟﺮﯾﺎﺿﯿﺎت وﻓﻖ أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫اﻟﻮﺣﺪة ‪ :‬اﻻﻋﺪاد واﻟﻌﻤﻠﯿﺎت ﻋﻠﯿﻬﺎ‬ ‫اﻟﻤﺒﺤﺚ ‪ :‬اﻟﺮﯾﺎﺿﯿﺎت‬

‫‪15‬‬
 ‫ﻋﻨﻮان اﻟﺪرس ‪ :‬ﺿﺮب اﻟﻜﺴﻮر واﻻﻋﺪاد اﻟﻜﺴﺮﯾﺔ‬ ‫اﻟﺼﻒ ‪ :‬اﻟﺴﺎدس‬
‫اﻟﺮﻗﻢ‬ ‫اﻟﻤﺤﺘﻮﯾﺎت‬ ‫ﻣﻼﺣﻈﺎت‬
‫‪.1‬‬ ‫اﻻﻫﺪاف‬ ‫أن ﯾﺠﺪ اﻟﻄﺎﻟﺐ ﺣﺎﺻﻞ ﺿﺮب ﻛﺴﺮ ﻋﺎدي ﻓﻲ ﻛﺴﺮ ﻋﺎدي‬ ‫‪.1‬‬
‫ان ﯾﺠﺪ اﻟﻄﺎﻟﺐ ﺣﺎﺻﻞ ﺿﺮب ﻋﺪد ﻛﺴﺮي ﻓﻲ ﻋﺪد ﻛﺴﺮي آﺧﺮ‬ ‫‪.2‬‬
‫‪.2‬‬ ‫اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ‬ ‫ﺿﺮب ﻋﺪد ﺻﺤﯿﺢ ﻣﻮﺟﺐ ﻓﻲ آﺧﺮ ) ﺣﻘﺎﺋﻖ اﻟﻀﺮب ﺣﺘﻰ ‪. ( 9×9‬‬ ‫‪.1‬‬
‫ﺗﺤﻮﯾﻞ اﻟﻌﺪد اﻟﻜﺴﺮي اﻟﻰ ﻛﺴﺮ ﻋﺎدي وﺑﺎﻟﻌﻜﺲ ‪.‬‬ ‫‪.2‬‬
‫ﺿﺮب ﻋﺪد ﺻﺤﯿﺢ ﻓﻲ ﻛﺴﺮ ‪.‬‬ ‫‪.3‬‬
‫اﻻﺧﻄﺎء اﻟﻤﺘﻮﻗﻌﺔ‬ ‫ﺿﺮب اﻻﺟﺰاء اﻟﻜﺴﺮﯾﺔ ﻓﻲ اﻻﺟﺰاء اﻟﻜﺴﺮﯾﺔ واﻻﻋﺪاد اﻟﺼﺤﯿﺤﺔ ﻓﻲ اﻻﻋﺪاد اﻟﺼﺤﯿﺤﺔ ‪.‬‬ ‫‪.1‬‬
‫أي ‪10 1 = 2 1 × 5 1‬‬
‫‪3‬‬ ‫‪6‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪.‬‬
‫ﺣﻘﺎﺋﻖ اﻟﻀﺮب ﻣﺜﻞ ) ‪ 7×6‬و ‪( …7×9 9×8 ، 8 ×7‬‬ ‫‪.2‬‬
‫ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ‬ ‫ﻟﻠﺘﺎﻛﺪ ﻣﻦ ﺣﻘﺎﺋﻖ اﻟﻀﺮب ‪ :‬أﺳﺌﻠﺔ ﺷﻔﻮﯾﺔ ‪…… 4×9 2×7 × 7×3 ، 4×6‬‬ ‫‪.1‬‬
‫)اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ(‬
‫ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺗﺤﻮﯾﻞ اﻟﻌﺪد اﻟﻜﺴﺮي اﻟﻰ ﻛﺴﺮ وﺑﺎﻟﻌﻜﺲ ﺣﻮل ﻣﺎ ﯾﻠﻲ اﻟﻰ ﻛﺴﺮ ﻋﺎدي ‪1 ، 2 1 :‬‬ ‫‪.2‬‬
‫‪3 2 ، 3‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪2‬‬
‫‪8‬‬ ‫‪،‬‬ ‫ﺣﻮل اﻟﻜﺴﻮر اﻟﺘﺎﻟﯿﺔ اﻟﻰ اﻋﺪاد ﻛﺴﺮﯾﺔ ‪15‬‬ ‫‪.3‬‬
‫‪3‬‬ ‫‪4‬‬
‫‪.4‬‬
‫اوﺟﺪ اﻟﻨﺎﺗﺞ ‪3 × 3 ، 3 × 7‬‬ ‫‪.4‬‬
‫‪5‬‬ ‫‪4‬‬
‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ‬ ‫اﻋﻄﺎء واﺟﺒﺎت ﺑﯿﺘﯿﻪ ﻓﻲ اﻟﯿﻮم اﻟﺴﺎﺑﻖ ﺣﻮل ﺣﻘﺎﺋﻖ اﻟﻀﺮب ‪ 7×4 ، 3×8 ، 6×7‬ﻟﻠﻄﻠﺒﺔ‬ ‫‪.1‬‬
‫) اﻟﻤﺘﻄﻠﺒﺎت اﻟﺴﺎﺑﻘﺔ (‬ ‫اﻟﻤﺘﻮﻗﻊ وﺟﻮد ﺻﻌﻮﺑﺎت ﻟﺪﯾﻬﻢ ‪.‬‬
‫= ‪3‬‬ ‫اﻋﻄﺎء اﻟﻨﺸﺎط اﻟﺘﺎﻟﻲ ‪× 5 :‬‬ ‫‪.2‬‬
‫‪4‬‬ ‫‪20‬‬
‫‪.5‬‬ ‫اﻋﻄﺎء اﻟﻨﺸﺎط ‪ :‬ﻣﻊ اﺣﻤﺪ ‪ 5‬دﻧﺎﻧﯿﺮ اﺷﺘﺮى ب ‪ 1‬ﻣﺎ ﻣﻌﻪ ﺧﻀﺎراً ﺑﻜﻢ دﯾﻨﺎرا اﺷﺘﺮى ‪.‬‬ ‫‪.3‬‬
‫‪5‬‬
‫اﻟﺘﻤﻬﯿﺪ واﻟﺸﺮح‬ ‫اﻟﻤﺜﺎل ‪ :‬اﺷﺘﺮى اﺣﻤﺪ ‪ 3 1‬ﻣﺘﺮ ﻣﻦ اﻟﻘﻤﺎش ﺑﺴﻌﺮ اﻟﻤﺘﺮ ‪ 8 1‬دﯾﻨﺎر ﺛﻢ اﻃﺮح اﻻﺳﺌﻠﺔ اﻟﺘﺎﻟﯿﺔ ‪:‬‬ ‫‪.1‬‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫‪2‬‬ ‫‪4‬‬
‫ﻛﻢ ﻣﺘﺮا ﻣﻦ اﻟﻘﻤﺎش اﺷﺘﺮى ؟‬ ‫●‬
‫‪6‬‬
‫‪.‬‬ ‫ﻣﺎ ﺳﻌﺮ ﻣﺘﺮ اﻟﻘﻤﺎش ؟‬ ‫‪-‬‬
‫ﻣﺎ اﻟﻌﻤﻠﯿﺔ اﻟﺘﻲ ﺗﺴﺘﺨﺪﻣﻬﺎ ﻻﯾﺠﺎد ﺛﻤﻦ اﻟﻘﻤﺎش ؟‬ ‫‪-‬‬
‫ﻛﯿﻒ ﻧﺠﺪ اﻟﺜﻤﻦ اﻟﻤﻄﻠﻮب ؟‬ ‫‪-‬‬
‫‪ .2‬ﺛﻢ ﺗﻮﺿﯿﺢ ﺧﻄﻮات ﻋﻤﻠﯿﺔ اﻟﻀﺮب ﺑﺪءا ﺑﺘﺤﻮﯾﻞ اﻻﻋﺪاد اﻟﻰ ﻛﺴﻮر ‪ ،‬ﺛﻢ اﺟﺮاء ﻋﻤﻠﯿﺔ ﺿﺮب‬
‫اﻟﺒﺴﻂ × اﻟﺒﺴﻂ ‪ ،‬واﻟﻤﻘﺎم ﻓﻲ اﻟﻤﻘﺎم وﻛﺘﺎﺑﺔ اﻟﻨﺎﺗﺞ ‪.‬‬
‫ﻛﺘﺎﺑﺔ اﻟﻘﺎﻋﺪة ﻋﻠﻰ اﻟﺴﺒﻮرة ‪.‬‬ ‫‪.3‬‬
‫ﺣﻞ ﺳﺆال ‪ 3 2 × 2 1‬ﻣﻦ ﻗﺒﻞ ﻃﺎﻟﺐ ﻋﻠﻰ اﻟﺴﺒﻮرة ‪.‬‬ ‫‪.4‬‬
‫‪5‬‬ ‫‪3‬‬
‫ﻣﻬﻤﺎت ﺗﻘﻮﯾﻤﯿﺔ‬ ‫‪ .1‬ﻛﺘﺎﺑﺔ اﻟﺴﺆال اﻟﺘﺎﻟﻲ ﻋﻠﻰ اﻟﺴﺒﻮرة واﻟﻄﻠﺐ ﻣﻦ اﻟﻄﻠﺒﺔ ﺣﻠﻪ ﻓﻲ دﻓﺎﺗﺮﻫﻢ‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫اﺷﺘﺮى ﺗﺎﺟﺮ ‪ 15 1‬ﻛﻐﻢ ﻣﻦ اﻟﻘﻬﻮة ﺑﺴﻌﺮ اﻟﻜﻐﻢ ‪ 4 1‬دﯾﻨﺎر ﻛﻢ دﻓﻊ‬
‫‪.7‬‬ ‫‪4‬‬ ‫‪2‬‬
‫اﻟﺘﺎﺟﺮ ﺛﻤﻨﺎ ﻟﻠﻘﻬﻮة ؟ ﺛﻢ ﺗﺼﺤﯿﺢ اﺟﺎﺑﺎت اﻟﻄﻠﺒﺔ ‪.‬‬
‫‪ .2‬ﺣﻞ اﻟﺴﺆال اﻻول ﻣﻦ اﻟﺘﺪرﯾﺒﺎت اﻟﺼﻔﯿﺔ ﻓﺮع )أ ( ‪ )،‬ج( ﺻﻔﺤﺔ ‪ 39‬ﻣﻦ ﻛﺘﺎب اﻟﻄﺎﻟﺐ ‪.‬‬
‫‪ .3‬ﻣﻼﺣﻈﺔ اﺟﺎﺑﺎت اﻟﻄﻠﺒﺔ ورﺻﺪ اﻻﺧﻄﺎء ‪.‬‬
‫اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ‬ ‫‪ 01‬واﻟﺠﻠﻮس ﻣﻊ اﻟﻄﻠﺒﺔ اﻟﺬﯾﻦ ﻟﺪﯾﻬﻢ ﺿﻌﻒ واﻓﻬﺎﻣﻬﻢ ﻛﯿﻔﯿﺔ اﻟﺘﺤﻮﯾﻞ ﻣﻦ ﻛﺴﺮ اﻟﻰ ﻋﺪد ﻛﺴﺮي وﺑﺎﻟﻌﻜﺲ ‪.‬‬
‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫‪ 02‬ﺟﺪ ‪= 2 × 1‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪16‬‬
‫‪.8‬‬
‫اﻧﺸﻄﺔ اﻏﻨﺎﺋﯿﺔ‬ ‫* اﺷﺘﺮت ﻃﺎﻟﺒﺔ ‪ 2 1‬دزﯾﻨﺔ اﻗﻼم ﻓﻲ ﺑﺪاﯾﺔ اﻟﻌﺎم اﻟﺪراﺳﻲ ‪ ،‬اﺳﺘﺨﺪﻣﺖ ﻣﻨﻬﺎ ‪1‬‬
‫‪.9‬‬ ‫) اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬ ‫‪ 3‬ﻣﺎ اﺷﺘﺮﺗﻪ ﻓﻲ اﻟﻔﺼﻞ اﻻول ‪ ،‬ﻛﻢ ﻗﻠﻤﺎ ﺑﻘﻲ‬ ‫‪2‬‬
‫ﻋﻨﺪﻫﺎ ؟‬
‫* س‪ 8‬ﺻﻔﺤﺔ ‪ 39‬ﻓﻲ ﻛﺘﺎب اﻟﻄﺎﻟﺐ ‪.‬‬
‫‪10‬‬ ‫اﻻﻧﺸﻄﺔ اﻟﻌﻼﺟﯿﺔ اﻟﻤﻘﺘﺮﺣﺔ‬ ‫اذا وﺟﺪت ﺣﺎﺟﺔ ﻻﻋﻄﺎء اﻧﺸﻄﺔ ﻋﻼﺟﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪ ،‬ﯾﻀﻊ اﻟﻤﻌﻠﻢ ﻫﺬه اﻻﻧﺸﻄﺔ ً‬
‫ﺗﺒﻌﺎ ﻻﺧﻄﺎء اﻟﻄﻠﺒﺔ ‪،‬‬
‫وﻣﺮاﻋﺎة ﻫﺬه اﻻﺧﻄﺎء ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ ‪.‬‬

‫‪17‬‬
 ‫ﻣﺤﺘﻮﯾﺎت ﺧﻄﺔ اﻟﺘﻌﻠﯿﻢ اﻟﺼﻔﯿﺔ وﻓﻖ اﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ اﻟﻌﻠﻮم‬
‫اﻟﺼﻒ ‪:‬‬ ‫اﻟﺤﺼﺔ ‪:‬‬ ‫اﻟﻤﺪرﺳﺔ ‪:‬‬
‫اﻟﺘﺎرﯾﺦ ‪:‬‬ ‫اﻟﻤﻮﺿﻮع ‪:‬‬ ‫اﻟﻮﺣﺪة ‪ /‬اﻟﻔﺼﻞ ‪:‬‬
‫اﻟﻬﺪف اﻟﻌﺎم ‪:‬‬
‫اﻟﻤﻌﻠﻢ ‪:‬‬
‫اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ )‪ (10-5‬دﻗﺎﺋﻖ‬ ‫اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬
‫ﺗﻜﺘﺐ اﻻﻫﺪاف اﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ ‪ ،‬واﻟﺘﻲ ﯾﺠﺐ ﻋﻠﻰ اﻟﻤﻌﻠﻢ اﻟﺘﺄﻛﺪ ﻣﻦ اﻣﺘﻼك‬ ‫ﺗﻜﺘﺐ اﻻﻫﺪاف اﻟﺨﺎﺻﺔ اﻟﻤﺘﻮﻗﻊ ﻣﻦ اﻟﻄﻠﺒﺔ اﺗﻘﺎﻧﻬﺎ ﺑﻌﺪ اﻻﻧﺘﻬﺎء ﻣﻦ ﻋﻤﻠﯿﺔ اﻟﺘﻌﻠﯿﻢ‬
‫اﻟﻄﻠﺒﺔ ﻟﻬﺎ ﻟﺘﺴﻬﯿﻞ اﺳﺘﯿﻌﺎﺑﻬﻢ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪.‬‬ ‫واﻟﺘﻌﻠﻢ ‪.‬‬
‫) ﺑﻌﺾ اﻟﻤﻮاﺿﯿﻊ ﻻ ﺗﺤﺘﺎج اﻟﻰ ﻣﻌﺮﻓﺔ ﺳﺎﺑﻘﺔ ( ‪.‬‬ ‫) ﯾﺴﺘﺨﺪم دﻟﯿﻞ اﻟﻤﻌﻠﻢ واﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ﻟﻬﺬا اﻟﻐﺮض (‬
‫ﺗﻜﺘﺐ اﻟﺼﻌﻮﺑﺎت اﻟﻤﺘﻮﻗﻊ وﺟﻮدﻫﺎ ﻋﻨﺪ اﻟﻄﻠﺒﺔ ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺎﻻﻫﺪاف اﻟﺨﺎﺻﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ واﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ‪.‬‬
‫‪ -‬ﻣﺎ اﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺲ اﻟﻤﻨﺎﺳﺒﺔ ؟‬
‫ﻣﺎ اﻟﻤﻮاد واﻻدوات واﻟﻮﺳﺎﺋﻞ اﻟﻼزﻣﺔ ؟‬ ‫‪-‬‬
‫ﻛﯿﻔﯿﺔ ﺗﻨﻔﯿﺬ اﻻﻧﺸﻄﺔ ) ﻓﺮدي ‪ ،‬ﻣﺠﻤﻮﻋﺎت ‪ ،‬اﻟﺼﻒ (‬ ‫‪-‬‬
‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻟﺘﻲ ﺗﻤﻜﻦ اﻟﻤﻌﻠﻢ ﻣﻦ ﺗﺸﺨﯿﺺ ﺟﻮاﻧﺐ اﻟﻘﻮة واﻟﻀﻌﻒ ﻟﺪى اﻟﻄﻠﺒﺔ ؟‬ ‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻟﺘﻲ ﺳﯿﺘﺒﻌﻬﺎ اﻟﻤﻌﻠﻢ ﻓﻲ ﻋﺮض اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ؟‬
‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻟﺘﻘﻮﯾﻤﯿﺔ اﻟﺘﻲ ﺗﺸﺨﺺ ﺟﻮاﻧﺐ اﻟﻘﻮة واﻟﻀﻌﻒ ﻟﺪى اﻟﻄﻠﺒﺔ ؟‬
‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻟﻼزﻣﺔ ﻟﻌﻼج اﻟﺼﻌﻮﺑﺎت اﻟﻤﺘﻮﻗﻌﺔ وﺟﻮاﻧﺐ اﻟﻀﻌﻒ اﻟﺘﻲ ﺗﻢ ﺗﺸﺨﯿﺼﻬﺎ ؟‬
‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻹﻏﻨﺎﺋﯿﺔ اﻟﺘﻲ ﺳﺘﻘﺪم ﻟﻠﻄﻠﺒﺔ اﻟﺬﯾﻦ ﻻ ﯾﻌﺎﻧﻮن ﻣﻦ ﺻﻌﻮﺑﺎت ﻓﻲ اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة ؟‬
‫ﻣﺎ اﻻﻧﺸﻄﺔ اﻻﺿﺎﻓﯿﺔ اﻟﺘﻲ ﯾﻘﺘﺮﺣﻬﺎ اﻟﻤﻌﻠﻢ ) واﺟﺒﺎت ﺑﯿﺘﯿﻪ ‪ ،‬ﻧﺸﺎط ﻋﻤﻠﻲ ‪ ،‬ﻧﺸﺎط ﻛﺘﺎﺑﻲ ‪ ،‬اﺧﺘﺒﺎر ﻗﺼﯿﺮ ‪ ،‬اﺳﺌﻠﺔ اﺿﺎﻓﯿﺔ ‪ ،‬اﺟﺮاء ﻋﻤﻠﯿﺎت ﺣﺴﺎﺑﯿﺔ……… اﻟﺦ ؟‬
‫ﻣﺎ اﻟﺼﻌﻮﺑﺎت اﻟﺠﺪﯾﺪة اﻟﺘﻲ ﻻﺣﻈﺘﻬﺎ اﺛﻨﺎء ﻋﻤﻠﯿﺔ اﻟﺘﺪرﯾﺲ واﻟﺘﻲ ﻗﺪ ﺗﺘﻌﻠﻖ ﺑﺎﻻﻫﺪاف ‪ ،‬أو اﻻﺳﺎﻟﯿﺐ ‪ ،‬أو اﻻﻧﺸﻄﺔ أو ……؟ واﻟﺘﻲ ﯾﻤﻜﻦ اﺳﺘﺨﺪاﻣﻬﺎ ﻣﺴﺘﻘﺒﻼ ﻛﺼﻌﻮﺑﺎت ﻣﺘﻮﻗﻌ‬
‫‪ -‬ﯾﻘﺼﺪ ﺑﺎﻻﻧﺸﻄﺔ ‪ :‬أﯾﺔ اﻋﻤﺎل ﻛﺘﺎﺑﯿﺔ أو ﺷﻔﻮﯾﺔ ﺗﻘﺪم ﻟﻠﻄﻼب ﺑﺸﻜﻞ ﻓﺮدي أو ﻣﺠﻤﻮﻋﺎت ‪.‬‬
‫اذا ﺗﻀﻤﻦ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ اﻟﻤﻘﺮر أو دﻟﯿﻞ اﻟﻤﻌﻠﻢ اﻧﺸﻄﺔ ﻣﻼﺋﻤﺔ ‪ ،‬ﻓﻼ داﻋﻲ ﻟﻜﺘﺎﺑﺔ اﻧﺸﻄﺔ ﺟﺪﯾﺪة ‪.‬‬ ‫‪-‬‬
‫ﺧﻄﺔ ﺗﺤﻀﯿﺮ ﺣﺼﺔ ﺑﺎﺳﺘﺨﺪام اﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ اﻟﻌﻠﻮم‬
‫اﻟﺼﻒ ‪ :‬اﻟﺴﺎدس‬ ‫اﻟﺤﺼﺔ ‪:‬‬
‫اﻟﻤﻮﺿﻮع ‪ :‬ﺗﻜﺮﯾﺮ اﻟﻨﻔﻂ‬ ‫اﻟﻮﺣﺪة ‪ /‬اﻟﻔﺼﻞ ‪:‬اﻟﻮﻗﻮد اﻻﺣﻔﻮري‬
‫اﻟﺘﺎرﯾﺦ ‪:‬‬
‫اﻟﻬﺪف اﻟﻌﺎم ‪:‬ان ﯾﺘﻌﺮف اﻟﻄﺎﻟﺐ ﻃﺮﯾﻘﺔ ﻣﻌﺎﻟﺠﺔ اﻟﻨﻔﻂ ﻟﻠﺤﺼﻮل ﻋﻠﻰ اﻧﻮاع ﺟﺪﯾﺪة‬
‫اﻟﻤﻌﻠﻤﺔ ‪:‬‬
‫اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ )‪ (10-5‬دﻗﺎﺋﻖ‬ ‫اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬
‫‪ -‬ان ﯾﺘﻌﺮف اﻟﻄﺎﻟﺐ اﻟﻤﻘﺼﻮد ﺑﺎﻟﻤﻔﺎﻫﯿﻢ اﻻﺗﯿﺔ‪ :‬ﻣﺨﻠﻮط ‪ ،‬ﻣﺤﻠﻮل ‪ ،‬ﺗﻜﺜﯿ‬ ‫‪ -‬ان ﯾﺒﯿﻦ اﻟﻄﺎﻟﺐ اﻟﻤﻘﺼﻮد ﺑﺎﻟﻬﯿﺪروﻛﺮﺑﻮن ؛ واﻟﺘﻜﺮﯾﺮ‬
‫‪ ،‬ﻓﺼﻞ ‪ ،‬ﻓﺼﻞ ﻣﻜﻮﻧﺎت اﻟﻤﺤﻠﻮل‪.‬‬ ‫ان ﯾﻮﺿﺢ ﻃﺮﯾﻘﺔ ﻓﺼﻞ اﻟﻨﻔﻂ اﻟﻰ ﻣﺸﺘﻘﺎﺗﻪ ‪.‬‬ ‫‪-‬‬
‫‪ -‬ان ﯾﻤﯿﺰ اﻟﻄﺎﻟﺐ ﺑﯿﻦ اﺟﺰاء ﺟﻬﺎز اﻟﺘﻘﻄﯿﺮ ‪.‬‬ ‫ان ﯾﻌﺪد ﻣﺸﺘﻘﺎت اﻟﻨﻔﻂ ‪.‬‬ ‫‪-‬‬
‫‪ -‬اأن ﯾﺤﺪد وﻇﺎﺋﻒ اﺟﺰاء ﺟﻬﺎز اﻟﺘﻘﻄﯿﺮ ‪.‬‬ ‫ان ﯾﻌﺪد اﺳﺘﺨﺪاﻣﺎت ﻣﺸﺘﻘﺎت اﻟﻨﻔﻂ ‪.‬‬ ‫‪-‬‬
‫ﻋﺪم ﻗﺪرة اﻟﻄﺎﻟﺐ ﻋﻠﻰ اﻟﺘﻤﯿﯿﺰ ﺑﯿﻦ ‪:‬‬
‫‪ -‬ﻃﺮق ﻓﺼﻞ اﻟﻤﺤﺎﻟﯿﻞ واﻟﻤﺨﺎﻟﯿﻂ‬ ‫‪ -‬ﻋﺪم وﺿﻮح ﻃﺮﯾﻘﺔ ﻓﺼﻞ اﻟﻨﻔﻂ اﻟﻰ ﻣﺸﺘﻘﺎﺗﻪ ‪.‬‬
‫اﻟﻤﺤﻠﻮل واﻟﻤﺨﻠﻮط ‪.‬‬ ‫‪-‬‬
‫‪-‬‬
‫اﻟﻐﻠﯿﺎن واﻟﺘﻜﺎﺛﻒ ‪.‬‬
‫‪ -‬اﻟﺤﻮار واﻟﻤﻨﺎﻗﺸﺔ ﺑﯿﻦ اﻟﻤﻌﻠﻢ واﻟﻄﻠﺒﺔ ﻛﻤﺠﻤﻮﻋﺔ واﺣﺪة ‪.‬‬ ‫اﻟﻤﻨﺎﻗﺸﺔ ‪ ،‬اﺳﺘﺨﺪام اﻟﺼﻮر واﻟﻠﻮﺣﺎت ‪.‬‬ ‫‪-‬‬
‫ورﻗﺔ اﺳﺌﻠﺔ ﻣﻜﺘﻮﺑﺔ‬ ‫اﺟﺮاء ﺗﺠﺮﺑﺔ ﻋﻤﻠﯿﺔ ﺗﻮﺿﺢ ﻃﺮﯾﻘﺔ ﻓﺼﻞ اﻟﻨﻔﻂ ‪.‬‬ ‫‪-‬‬
‫اﻟﻮﺳﺎﺋﻞ ‪ :‬ﺟﻬﺎز ﺗﻘﻄﯿﺮ ﻣﺠﺰأ ‪ ،‬ﻟﻮﺣﺔ ﺑﺮج اﻟﺘﻜﺮﯾﺮ ص ‪112‬‬ ‫‪-‬‬
‫ﻧﺸﺎط ﺗﻘﻮﯾﻤﻲ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ ) ﻧﺸﺎط رﻗﻢ ‪ ) (1‬ﻣﺮﻓﻖ (‬ ‫اﻟﺸﺮح واﻟﻤﻨﺎﻗﺸﺔ اﺟﺮاء ﺗﺠﺮﺑﺔ ﺗﻘﻄﯿﺮ ﻣﺠﺰأ ‪ ،‬ﻋﺮض ﻟﻮﺣﺔ ﻟﺒﺮج اﻟﺘﻘﻄﯿﺮ ) ص‪( 112‬‬ ‫‪-‬‬
‫ﺷﻜﻞ )‪( 8‬‬
‫ﻋﺮض ﻋﯿﻨﺎت ﻟﻤﺸﺘﻘﺎت اﻟﺒﺘﺮول ‪.‬‬ ‫‪-‬‬
‫ﻣﻨﺎﻗﺸﺔ اﻫﻤﯿﺔ ﻣﺸﺘﻘﺎت اﻟﺒﺘﺮول‬ ‫‪-‬‬
‫ﻧﺸﺎط ﺗﻘﻮﯾﻤﻲ رﻗﻢ )‪. (4‬‬ ‫‪-‬‬
‫ﺸﺎط ﺗﻘﻮﯾﻤﻲ رﻗﻢ )‪ ) ( 2‬ﻣﺮﻓﻖ ( وﯾﻌﺎﻟﺞ اﻟﻀﻌﻒ ﻟﺪى اﻟﻄﻠﺒﺔ ‪.‬‬ ‫ﻧﺸﺎط رﻗﻢ )‪ (5‬اﻟﻤﺮﻓﻖ‪.‬‬
‫ﻧﺸﺎط رﻗﻢ ) ‪ ( 6‬اﻟﻤﺨﺼﺺ ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺠﯿﺪة واﻟﻤﺠﻤﻮﻋﺔ اﻟﻤﺘﻮﺳﻄﺔ ‪ ،‬واﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﻌﯿﻔﺔ ‪.‬‬
‫ﻧﺸﺎط رﻗﻢ ) ‪( 7‬‬

‫‪18‬‬
19
 ‫اﻻﻧﺸﻄﺔ اﻟﺘﻘﻮﯾﻤﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬

‫ﻧﺸﺎط رﻗﻢ )‪(1‬‬

‫اﻛﺘﺐ رﻗﻢ اﻟﻤﺨﻠﻮط ﻣﻦ اﻟﻌﻤﻮد اﻻول اﻣﺎم ﻃﺮﯾﻘﺔ اﻟﻔﺼﻞ اﻟﻤﻨﺎﺳﺒﺔ ﻟﻪ ﻓﻲ اﻟﻌﻤﻮد اﻟﺜﺎﻧﻲ ‪.‬‬ ‫‪.1‬‬
‫اﻟﻌﻤﻮد اﻻول‬ ‫اﻟﻌﻤﻮد اﻟﺜﺎﻧﻲ‬
‫اﻟﻤﺨﻠﻮط‬ ‫ﻃﺮﯾﻘﺔ اﻟﻔﺼﻞ‬
‫رﻣﻞ ﻣﻊ ﺑﺮادة ﺣﺪﯾﺪ‬ ‫‪.1‬‬ ‫( اﻟﺘﺮﺷﯿﺢ‬ ‫)‬
‫( ﺑﺎﻟﯿﺪ‬ ‫)‬
‫ﻣﺎء ‪ +‬ﻣﻠﺢ ) ﻣﺤﻠﻮل ﻣﻠﺤﻲ (‬ ‫‪.2‬‬
‫( اﻟﻤﻐﻨﺎﻃﯿﺲ‬ ‫)‬
‫رﻣﻞ ﻣﻊ ﻋﺪس‬ ‫‪.3‬‬ ‫( اﻟﺘﻘﻄﯿﺮ‬ ‫)‬
‫ﻃﺒﺎﺷﯿﺮ ﻣﻊ اﻟﻤﺎء‬ ‫‪.4‬‬ ‫( اﻟﻐﺮﺑﺎل‬ ‫)‬
‫ﻋﺪس ﻣﻊ ﺣﻤﺺ‬ ‫‪.5‬‬

‫ﺳ ّﻢ اﺟﺰاء ﺟﻬﺎز اﻟﺘﻘﻄﯿﺮ اﻟﻤﺒﯿﻦ ﻓﻲ اﻟﺸﻜﻞ ؟‬ ‫‪.2‬‬

‫ﻣﺎ وﻇﯿﻔﺔ ﻛﻞ ﻣﻦ اﻵﺗﯿﺔ ﻓﻲ ﺟﻬﺎز اﻟﺘﻘﻄﯿﺮ ؟‬ ‫‪.3‬‬

‫ﻟﻬﺐ ﺑﻨﺴﻦ‬ ‫‪.1‬‬
‫اﻟﻤﻜﺜﻒ‬ ‫‪.2‬‬
‫ﻣﯿﺰان اﻟﺤﺮارة‬ ‫ﺟـ‪.‬‬
‫اﻟﻤﺎء اﻟﺒﺎرد ﻓﻲ اﻻﻧﺒﻮب اﻟﺨﺎرﺟﻲ ﻟﻠﻤﻜﺜﻒ‬ ‫‪.8‬‬
‫ﻣﺎ اﻟﻔﺮق ﺑﯿﻦ اﻟﻐﻠﯿﺎن واﻟﺘﻜﺎﺛﻒ ؟‬ ‫‪.4‬‬
‫اﻻﻧﺸﻄﺔ اﻟﻌﻼﺟﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬
‫ﻧﺸﺎط رﻗﻢ )‪(2‬‬
‫اﻗﺮأ اﻟﻔﻘﺮة اﻻﺗﯿﺔ ﺟﯿﺪا ﺛﻢ اﺟﺐ ﻋﻦ اﻻﺳﺌﻠﺔ اﻟﻤﺪرﺟﺔ ﺗﺤﺘﻬﺎ ‪:‬‬ ‫‪-‬‬
‫ً‬ ‫ً‬
‫" درﺳﺖ ﺳﺎﺑﻘﺎ ان اﻟﻤﻮاد اﻣﺎ ان ﺗﻜﻮن ‪ :‬ﻋﻨﺼﺮا او ﻣﺮﻛﺒﺎ أو ﻣﺨﻠﻮﻃﺎ ‪.‬‬
‫واﻟﻤﺨﻠﻮط ‪ :‬ﻣﺰﯾﺞ ﻣﻦ ﻣﺎدﺗﯿﻦ أو اﻛﺜﺮ وﻟﻮ ﻧﻈﺮت اﻟﻰ اﻻﺷﯿﺎء ﻣﻦ ﺣﻮﻟﻚ ﺗﺠﺪ ان ﻣﻌﻈﻤﻬﺎ ﻣﺨﻠﻮﻃﺎت ‪ ،‬ﻓﻤﺎء‬
‫اﻟﺒﺤﺮ ﺧﻠﯿﻂ ﻣﻦ اﻟﻤﺎء وﻋﺪد ﻛﺒﯿﺮ ﻣﻦ اﻻﻣﻼح اﻟﺬاﺋﺒﺔ ﻓﯿﻪ ‪ ،‬واﻟﻬﻮاء اﻟﺠﻮي ﺧﻠﯿﻂ ﻣﻦ ﻋﺪة‬
‫ﻏﺎزات ‪ ،‬واﻟﺘﺮاب ﺧﻠﯿﻂ ﻣﻦ ﻋﺪد ﻛﺒﯿﺮ ﻣﻦ اﻟﻤﻮاد ‪ ،‬ﺑﻌﻀﻬﺎ ﻋﻨﺎﺻﺮ وﺑﻌﻀﻬﺎ ﻣﺮﻛﺒﺎت ‪.‬‬
‫ﻟﻜﻦ ﻫﻨﺎك ﻧﻮع ﻣﻦ اﻟﻤﺨﻠﻮﻃﺎت ﺗﺨﺘﻔﻲ ﻓﯿﻬﺎ دﻗﺎﺋﻖ اﻟﻤﺬاب ﺑﻌﺪ ذوﺑﺎﻧﻪ وﺗﺘﻮزع ﺑﺎﻧﺘﻈﺎم ﻓﻲ اﺟﺰاء اﻟﻤﺬﯾﺐ‬
‫ﺟﻤﯿﻌﻬﺎ ﻣﺜﻞ ﻣﺨﻠﻮط اﻟﺴﻜﺮ ﻓﻲ اﻟﻤﺎء ‪ ،‬وﯾﻄﻠﻖ ﻋﻠﻰ ﻫﺬا اﻟﻨﻮع ﻣﻦ اﻟﻤﺨﻠﻮﻃﺎت اﺳﻢ اﻟﻤﺤﺎﻟﯿﻞ ‪.‬‬
‫ﻣﻦ ﻛﺘﺎب اﻟﻌﻠﻮم ﻟﻠﺼﻒ اﻟﺴﺎدس‬
‫اﻟﺠﺰء اﻻول ﺻﻔﺤﺔ ‪70 ، 69 ، 68‬‬
‫‪20‬‬
 ‫اﻻﺳﺌﻠﺔ ‪:‬‬
‫ﻫﺎت ﻣﺜﺎﻻ ﻋﻠﻰ ﻣﺨﻠﻮط ﻣﻦ اﻟﺒﯿﺌﺔ ﺣﻮﻟﻚ ‪.‬‬ ‫‪.1‬‬
‫ﻫﺎت ﻣﺜﺎﻻ ﻋﻠﻰ ﻣﺤﻠﻮل ‪.‬‬ ‫‪.2‬‬
‫ﻣﺎ اﻟﻔﺮق ﺑﯿﻦ اﻟﻤﺤﻠﻮل واﻟﻤﺨﻠﻮط ؟‬ ‫‪.3‬‬
‫اﺣﻀﺎر اﻟﻌﯿﻨﺎت اﻻﺗﯿﺔ وﺑﯿﺎن ﻃﺮق ﻓﺼﻠﻬﺎ أﻣﺎم اﻟﻄﺎﻟﺐ ‪.‬‬ ‫●‬
‫ﻣﺎء وﻣﻠﺢ‬ ‫‪.1‬‬
‫ﻋﺪس وﺣﻤﺺ‬ ‫‪.2‬‬
‫ﻃﺒﺎﺷﯿﺮ وﻣﺎء‬ ‫‪.3‬‬
‫اﻻﻧﺸﻄﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬

‫ﻧﺸﺎط رﻗﻢ )‪(3‬‬

‫ﯾﻮﺿﺢ اﻟﻤﻌﻠﻢ اﻟﻤﻘﺼﻮد ﺑﻜﻠﻤﺔ " اﻟﻬﯿﺪروﻛﺮﺑﻮن " ﺑﺎﻟﺸﺮح وﺑﺎﺳﺘﺨﺪام ﻧﻤﺎذج ذرات ﻟﻠﻜﺮﺑﻮن واﻟﻬﯿﺪروﺟﯿﻦ‬ ‫‪-‬‬
‫واﻟﺮاﺑﻄﺔ ﺑﯿﻨﻬﻤﺎ ‪.‬‬
‫اﺟﺮاء ﺗﺠﺮﺑﺔ ﻟﻔﺼﻞ ﺧﻠﯿﻂ ﻟﻌﺪة ﻣﻮاد ﺑﺎﺳﺘﺨﺪام ﺟﻬﺎز اﻟﺘﻘﻄﯿﺮ اﻟﺘﺠﺰﺋﻲ وﯾﺸﺮح اﻟﻤﻌﻠﻢ ﻣﺎ ﯾﺤﺪث ﻋﻨﺪ ﻓﺼﻞ‬ ‫‪-‬‬
‫اﻟﻤﻮاد وﯾﺮﺑﻂ اﻟﻤﻌﻠﻮﻣﺎت ﺑﻤﺎ ﯾﺤﺪث ﻓﻲ ﺗﻜﺮﯾﺮ اﻟﺒﺘﺮول ‪.‬‬
‫إذا ﻟﻢ ﯾﺘﻮﻓﺮ اﻟﺠﻬﺎز ﺗﻌﺮض ﻟﻮﺣﺔ ﺷﺒﯿﻬﺔ ﺑﺎﻟﺮﺳﻢ ص ‪ 112‬ﺷﻜﻞ )‪ (8‬وﯾﻘﻮم اﻟﻤﻌﻠﻢ ﺑﺎﻟﺸﺮح اﻟﻼزم ‪.‬‬
‫ﯾﻌﺮض اﻟﻤﻌﻠﻢ ﻋﯿﻨﺎت ﻟﻤﺸﺘﻘﺎت اﻟﻨﻔﻂ ﻣﺜﻞ ) اﻟﻜﺎز ‪ ،‬واﻟﺴﻮﻻر ‪ ،‬ﻏﺎز ﻗﺪاﺣﺔ ‪ ،‬زﻓﺖ ‪ ،‬زﯾﺖ ﻣﺤﺮﻛﺎت ‪( .‬‬ ‫‪-‬‬
‫ﯾﺬﻛﺮ اﻟﻄﻼب ﻣﺸﺘﻘﺎت اﺧﺮى ﻣﻊ ذﻛﺮ اﺳﺘﺨﺪام واﺣﺪ ﻟﻜﻞ ﻣﻦ ﻫﺬه اﻟﻤﺸﺘﻘﺎت ‪.‬‬ ‫‪-‬‬
‫اﯾﺔ اﻧﺸﻄﺔ اﺧﺮى ﯾﺮاﻫﺎ اﻟﻤﻌﻠﻢ ﻣﻨﺎﺳﺒﺔ ‪.‬‬ ‫‪-‬‬
‫اﻻﻧﺸﻄﺔ اﻟﺘﻘﻮﯾﻤﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬

‫ﻧﺸﺎط رﻗﻢ )‪(4‬‬

‫ﯾﻄﺮح اﻟﻤﻌﻠﻢ اﻻﺳﺌﻠﺔ اﻻﺗﯿﺔ ﻋﻠﻰ اﻟﻄﻠﺒﺔ ‪:‬‬
‫ﻣﺎ اﻟﻌﻨﺎﺻﺮ اﻟﺘﻲ ﺗﻜﻮن اﻟﻤﺮﻛﺐ اﻟﻬﯿﺪروﻛﺮﺑﻮﻧﻲ ؟‬ ‫‪.1‬‬
‫ﻣﺎ ﻣﺒﺪأ ﻓﺼﻞ ﻣﻜﻮﻧﺎت اﻟﻨﻔﻂ ؟‬ ‫‪.2‬‬
‫اذﻛﺮ ﺛﻼﺛﺔ ﻣﺸﺘﻘﺎت ﻟﻠﻨﻔﻂ ووﻇﯿﻔﺔ واﺣﺪة ﻟﻜﻞ ﻣﻨﻬﺎ ‪.‬‬ ‫‪.3‬‬

‫اﻻﻧﺸﻄﺔ اﻟﻌﻼﺟﯿﺔ ﻟﻠﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬

‫ﻧﺸﺎط رﻗﻢ )‪(5‬‬

‫ﯾﻌﺮض اﻟﻤﻌﻠﻢ ﻋﯿﻨﺎت اﻟﻤﺸﺘﻘﺎت اﻟﻨﻔﻄﯿﺔ وﯾﻄﻠﺐ اﻟﻰ اﻟﻄﻼب ﺗﺤﺪﯾﺪ اﺳﻢ اﻟﻤﺸﺘﻖ ﻋﻠﻰ ﻛﻞ ﻋﯿﻨﺔ وﯾﺬﻛﺮ اﺳﺘﺨﺪاﻣﺎ واﺣﺪا‬ ‫‪.1‬‬
‫ﻟﻜﻞ ﻣﻨﻬﺎ ‪:‬‬
‫) دﯾﺰل ‪ ،‬ﻛﺎز ‪ ،‬زﯾﺖ ﺗﺸﺤﯿﻢ ‪ ،‬زﻓﺖ (‬
‫ﯾﻮﺿﺢ اﻟﻤﻌﻠﻢ ﻣﻔﻬﻮم اﻟﻤﺮﻛﺐ اﻟﻬﯿﺪروﻛﺮﺑﻮﻧﻲ ‪.‬‬ ‫‪.2‬‬
‫اﻻﻧﺸﻄﺔ اﻻﻏﻨﺎﺋﯿﺔ‬
‫ﻧﺸﺎط رﻗﻢ )‪(6‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﺠﯿﺪة ‪:‬‬ ‫*‬
‫‪21‬‬
 ‫رﺗﺐ اﻟﻤﺸﺘﻘﺎت اﻟﻨﻔﻄﯿﺔ اﻻﺗﯿﺔ ﺗﺼﺎﻋﺪﯾﺎ ﺣﺴﺐ درﺟﺎت ﻏﻠﯿﺎﻧﻬﺎ ‪.‬‬ ‫‪.1‬‬
‫ﻛﺘﺎﺑﺔ ﺗﻘﺮﯾﺮ ﺣﻮل ﻣﻮﺿﻮع " ﻛﯿﻒ ﺳﺘﺒﺪو ﺣﯿﺎﺗﻨﺎ ﺑﺪون ﻧﻔﻂ " وﺗﺮاﻋﻰ ﻓﯿﻪ اﻟﻤﻘﺎرﻧﺎت ﻣﻦ ﺣﯿﺚ ‪:‬‬ ‫‪.2‬‬
‫اﻟﻤﻮاﺻﻼت ‪.‬‬ ‫‪-‬‬
‫وﺳﺎﺋﻞ اﻟﺘﺪﻓﺌﺔ اﻟﻤﻨﺰﻟﯿﺔ ‪.‬‬ ‫‪-‬‬
‫اﻟﻤﻼﺑﺲ ‪.‬‬ ‫‪-‬‬
‫اﻟﺒﯿﺌﺔ ‪.‬‬ ‫‪-‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻤﺘﻮﺳﻄﺔ ‪:‬‬ ‫*‬
‫اﺳﺘﻌﻦ ﺑﺎﻟﻤﺮاﺟﻊ ﻓﻲ ﻣﻜﺘﺒﺔ اﻟﻤﺪرﺳﺔ ﻟﻜﺘﺎﺑﺔ ﺗﻘﺮﯾﺮ ﻋﻦ ﻧﺸﺄة اﻟﻨﻔﻂ ‪ ،‬واﺳﺘﺨﺮاﺟﻪ ‪ ،‬واﻫﻢ اﺳﺘﺨﺪاﻣﺎﺗﻪ ﺑﻌﺪ ﺗﻜﺮﯾﺮه ‪.‬‬

‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﻌﯿﻔﺔ ‪:‬‬ ‫*‬

‫ﯾﻄﻠﺐ اﻟﻰ اﻟﻄﻠﺒﺔ اﻻﺟﺎﺑﺔ ﻋﻦ اﻻﺳﺌﻠﺔ اﻵﺗﯿﺔ ‪ ) :‬اﻛﻤﻞ اﻟﻔﺮاغ (‬
‫اﻟﻤﺒﺪا اﻻﺳﺎﺳﻲ اﻟﺬي ﺗﻘﻮم ﻋﻠﯿﻪ ﻋﻤﻠﯿﺔ ﻓﺼﻞ اﻟﻨﻔﻂ اﻟﻰ ﻣﻜﻮﻧﺎﺗﻪ ﻫﻮ ………………………‬ ‫‪.1‬‬
‫درﺟﺔ ﻏﻠﯿﺎن اﻟﻨﻔﻂ اﻟﺨﺎم ﺗﺴﺎوي ………………………… س‪ 5‬ﺗﻘﺮﯾﺒﺎ ‪.‬‬ ‫‪.2‬‬
‫اﻟﺒﺮج اﻟﺬي ﺗﺘﻢ ﻓﯿﻪ ﻋﻤﻠﯿﺔ ﺗﺼﺎﻋﺪ أﺑﺨﺮة اﻟﻨﻔﻂ ﻟﻠﺘﻜﺎﺛﻒ ﯾﺴﻤﻰ ………………………‬ ‫‪.3‬‬
‫اﻻﻧﺸﻄﺔ اﻻﺧﺮى‬
‫ﻧﺸﺎط رﻗﻢ )‪(7‬‬
‫اﺳﺌﻠﺔ اﺧﺬت ﻣﻦ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‬
‫ﻣﺎ اﻟﻤﺒﺪأ اﻻﺳﺎﺳﻲ اﻟﺬي ﺗﻌﻤﻞ ﻋﻠﯿﻪ ﻣﺼﻔﺎة اﻟﻨﻔﻂ ؟‬ ‫‪-‬‬
‫ﻣﺎ اﻟﻤﻘﺼﻮد ﺑﻬﺠﺮة اﻟﻨﻔﻂ ؟ وﻣﺎ اﺳﺒﺎﺑﻬﺎ ؟‬ ‫‪-‬‬
‫ﻣﺎ اﻟﻔﺮق ﺑﯿﻦ ﻣﺼﯿﺪة اﻟﻨﻔﻂ ‪ ،‬وﺧﺰان اﻟﻨﻔﻂ ؟‬ ‫‪-‬‬

‫‪Lesson Plan‬‬ ‫‪Grade 8‬‬ ‫‪Unit 15/L.3‬‬

‫‪22‬‬
Resources:
Petra 4, Cards, Children’s Book, Worksheets, pictures

Skills Developed​: Writing a paragraph

Time:​ 45 minutes

Specific Objectives​:
1. To produce statements using conditional sentences in the spoken and written forms.
2. To use punctuation marks correctly.
3. To use new vocabulary in the written form, appropriately.
4. To link sentences together to construct a simple coherent paragraph in English.

Previous Knowledge:
● conditional sentences type 2
● using punctuation marks
● using linking word – and, but, although

Expected Errors:
● being unable to write the topic sentence
● poor acquisition of the correct usage and use of conditional sentences type 1,2
● using punctuation marks improperly

Introduction:
Teacher greets students.
Students listen to puzzler about Ali’s dreams and thoughts.

Assessment Activities (previous Knowledge)

Assessment Activity 1
Objective: to check whether students can produce sentences using the conditional.

Task:
Students are asked to give responses to given pictures and situations.
What would you do if:

You lost something valuable?

You walked along a dark street at night?

23
 You felt sick at school

You found a public telephone that did not work?

Assessment Activity 2
Objective: To check whether students can use punctuation marks correctly.

Punctuate the following sentences:

1. if Suha had her sunglasses she would wear them.
2. I would learn french if I went to paris.

Remedial Activities related to previous knowledge

Remedial Activity 1
Objective: To enable weak students to write complete statements using conditional
sentences.

Weak students are given worksheets and are asked to match two columns.

Was a novelist Build new schools

If 1 Had a passport I would Travel anywhere

Was the Minister of Write interesting

Education novels

Anticipated Time: 2 minutes

Role of the Teacher:

Monitoring and correcting mistakes.

Enrichment Activities related to previous knowledge.

Enrichment Activity1
Objective: To practice writing conditional sentences

Required Task:

24
Teacher asks students who made no mistakes when practising assessment

1. To write down five sentences according to the pattern.

If I …………., I would …………….

Suggested Time: 3 minutes
Role of Teacher: monitoring and providing necessary support.

New Knowledge: Teacher follows the instructions given in the Teacher's Book for
paragraph writing taking into consideration the expected errors.

Write a paragraph
EITHER about what you would do if:
You were obliged to leave your home for a long time

OR
If you found 1000JD’s in front of your gate early in the morning.

25
Listening and Speaking Grade 8 Unite4/ Lesson 6

Resources: worksheets, Students Book, Workbook, Board, Tape Recorder, Tape

Time: 45 minutes

Aims:
To understand English spoken by native speakers.

To participate in a conversation according to given instructions.

Specific Objectives:
● Recognise the new vocabulary;
● Use vocabulary correctly;
● Ask for/give information as appropriate;
● Listen for specific information.

Previous Knowledge:
● Know the vocabulary required to converse;
● Able to listen and understand the message;
● Able to form wh-questions accurately.

Expected Errors:
● Insufficient knowledge and ability to form appropriate wh-questions;
● Inability to respond appropriately while listening to taped material.

Teaching, Learning and Assessment:

The teacher should present the new vocabulary items making use of all aids available.
Anticipated Time: 8 minutes

The students should describe the band orally. This can be done in groups.
Anticipated Time: 5 minutes

The students should practice describing the given pictures (SBIP. 16 , WBIP. 18) by asking and
answering relevant as well as accurate questions.
This should be done in pairs.
Anticipated Time: 8 minutes

26
The students should listen to the tape provided and answer the questions in the Student’s Book
page 16. This can be done individually.
Anticipated Time: 6 minutes

The students should do Exercise b/Workbook page 18 by filling each blank with the appropriate
vocabulary item. This can be completed in groups.
Anticipated Time: 4 minutes

The teacher should observe the ability of the students to do the assessment activities mentioned
above and record exceptional achievement and/or difficulties.
Remedial Activities Enrichment Activities

If students are unable to do the speaking task,
provide them with a number of words as well
as a simple model to be used for asking and
answering questions.
For example, band, march
Question: What can you see in the picture?
Answer: I can see a band ……………..
The students who have successfully completed
the speaking task should then be asked to
conduct a conversation about the activities
performed by the band (for example, marching)
as well as the tools being used to serve certain
aims (for example, baton) .

If students are unable to listen for specific
information, the teacher should play the whole
text again and then play the specific sections
that are applicable to the question.
The students who have successfully completed
the Listening task should be asked to answer
questions requiring higher order skills. For
example: Summarise the text in no more than
20 words.

27
 Reading Lesson Plan 9th​ ​ Grade Book 5 Unit 17 Lesson 1

Specific Objectives:
After reading the text silently the student will be able to:
● identity the main ideas in the text;
● infer meaning of new vocabulary;
● answer referential questions;
● answer literal and inferential questions based on the text.

Resources;
Pupil Textbook 5, writing materials, Chalkboard, chalk

Previous Knowledge:
Students should be able to recognise and understand the basic vocabulary of the previous
lesson (s) or grade.

Expected Errors:
● inability to identify the main ideas in the text;
● inability to infer the meaning of new words;
● inability to answer referential questions;
● inability to answer literal and inferential question.

Teaching, Learning and Assessment

● Teacher tells students that they are going to read a text about an invention.
● Teacher uses two pictures for two villages-one is lit by electricity and the other
isn’t. The teacher elicits from students how life will be in each village.
● The teacher asks questions to help the students focus on the reading text page 75.

Possible questions:
What do you think the text is about?

28
 How do you know that the text is about electricity?
Describe the first picture?
● The teacher assesses students according to their responses.
The class should be divided into two groups
Group a ( New Knowledge)
Students are asked to:
identify words they dont know ( new
words)
identify the main ideas in the text.
They are asked to make a list of words they
don’t know and together read and try to infer
their meanings.
They read the text in pairs and answer
the questions on page 77.
The teacher checks their work by
asking questions, organising their lists
etc.
The assessment should be recorded and
used for planning the next lesson.
They do the exercises in the…… work
book .
Group B (Remedial)
Teacher works with students to help
them identify main points of the
text.
Students (in pairs) read the text and
identify the difficult words.
Teacher assists students to
pronounce words correctly.
Teacher help students understand the words
using the text as context clues.
Students ( in pairs) practice reading
the text.
Teacher gives students remedial
work to help them follow.
Students do the exercises on page
60 work book.
The teacher assesses and record.
29
DIAGNOSTIC ASSESSMENT – AN APPROACH TO INDIVIDUALISATION

1. Separate development- low ability students work separately from higher ability
students on separate activities.

30
2. Core plus extension- necessary activities followed by optional activities

3. Heterogeneous activities- activities have ‘built in’ possibilities for weaker students to
achieve something at a basic level and stronger students to be challenged and
contribute more complex language. Students naturally fine their own level.

: ‫ اﻛﻤﺎل اﻟﻨﻤﻮذج اﻟﺘﺎﻟﻲ‬/ ‫ﺻﻤﻢ ﺧﻄﺔ دراﺳﯿﺔ ﺑﺄﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻟﻤﺒﺤﺜﻚ ﻣﻦ ﺧﻼل ﺗﻌﺒﺌﺔ‬

‫ اﻟﺪرس‬/ ‫ اﻟﻔﺼﻞ‬/ ‫اﻟﻮﺣﺪة‬

‫اﻻﻫﺪاف اﻟﺨﺎﺻﺔ‬
‫اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬
‫ اﻻﺧﻄﺎء اﻟﺴﺎﺑﻘﺔ‬/ ‫اﻟﺼﻌﻮﺑﺎت‬
‫ﻣﻬﺎم ﺗﻘﻮﯾﻤﯿﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬
‫ اﻏﻨﺎﺋﯿﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬/ ‫ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ‬
‫ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ‬ ‫ﻧﺸﺎﻃﺎت اﻏﻨﺎﺋﯿﺔ‬

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 ‫اﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬
‫ﻣﻬﺎم ﺗﻘﻮﯾﻤﯿﺔ ) ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة (‬
‫ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﺠﺪﯾﺪة‬
‫ﻧﺸﺎﻃﺎت اﻏﻨﺎﺋﯿﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬

‫ﻧﺸﺎﻃﺎت ﻋﻼﺟﯿﺔ‬ ‫ﻧﺸﺎﻃﺎت اﻏﻨﺎﺋﯿﺔ‬

‫ﻣﺎذا ﺗﻘﻮل ﻋﻦ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟‬

‫واﻵن ﺑﻌﺪ أن اﻧﻬﯿﺖ ﻗﺮاءة اﻟﻤﺮﺷﺪ ‪ ،‬ﻓﻜﺮ ﻣﻠﯿﺎ ﺑﻤﺎ ﺗﻌﻠﻤﺘﻪ ﻋﻦ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬ﺗﻤﻌﻦ ﺑﺎﻻﺳﺌﻠﺔ اﻟﺘﺎﻟﯿﺔ ‪:‬‬
‫أي ﻋﻨﺎﺻﺮ ﻣﻦ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻣﺴﺘﺨﺪم ‪ /‬ﻣﻄﺒﻖ ﻓﻲ اﻟﺼﻔﻮف اﻟﺘﻲ ﺗﺪرﺳﻬﺎ ؟‬ ‫‪-‬‬
‫أي ﻋﻨﺎﺻﺮ ﺗﻌﺘﻘﺪ اﻧﻪ ﻣﻦ اﻟﻀﺮوري اﺳﺘﺨﺪاﻣﻬﺎ اﻵن ﺑﻌﺪ أن ﻣﺎرﺳﺖ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟ وﻟﻤﺎذا ؟‬ ‫‪-‬‬

‫أي اﻟﻌﻨﺎﺻﺮ ﺗﻌﺘﻘﺪ أﻧﻪ ﻣﻦ اﻟﻀﺮوري ﻋﺪم اﺳﺘﺨﺪاﻣﻬﺎ ؟ وﻟﻤﺎذا ؟‬ ‫‪-‬‬

‫ﻣﺎ اﻟﻔﺮق ﺑﯿﻦ اﻟﺘﻌﻠﯿﻢ ﺑﺎﻟﻄﺮﯾﻘﺔ اﻟﺘﻘﻠﯿﺪﯾﺔ ‪ ،‬واﻟﺘﻌﻠﯿﻢ وﻓﻖ أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟‬ ‫‪-‬‬

‫اﻟﻄﺮﯾﻘﺔ اﻟﺘﻘﻠﯿﺪﯾﺔ‬ ‫أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ‬

‫ﻣﺎ اﻟﺬي ﺗﺮﯾﺪ أن ﺗﻌﺮﻓﻪ اﻛﺜﺮ ﻋﻦ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟‬

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 ‫أﯾﻦ ﺗﺠﺪ ﻣﻌﻠﻮﻣﺎت أﻛﺜﺮ ﺣﻮل اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ؟‬

‫ﯾﻮﺟﺪ ﻗﺴﻢ ﻟﻠﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ اﻟﻤﺪﯾﺮﯾﺔ اﻟﻌﺎﻣﺔ ﻟﻼﻣﺘﺤﺎﻧﺎت واﻻﺧﺘﺒﺎرات ‪ /‬وزارة اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ ‪.‬‬
‫وﺑﺎﻣﻜﺎﻧﻚ ﺗﻮﺟﯿﻪ اﯾﺔ اﺳﺘﻔﺴﺎرات إﻟﻰ رﺋﯿﺲ ﻗﺴﻢ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪.‬‬
‫أﻧﺘﺠﺖ اﻟﻤﺪﯾﺮﯾﺔ اﻟﻌﺎﻣﺔ ﻟﻼﻣﺘﺤﺎﻧﺎت واﻻﺧﺘﺒﺎرات ‪ /‬وزارة اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ ‪:‬‬
‫ﻣﺮﺷﺪ اﻟﻤﻌﻠﻢ ﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻟﻤﺒﺤﺜﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ واﻟﺮﯾﺎﺿﯿﺎت ‪.‬‬ ‫‪-‬‬
‫ﻣﺮﺷﺪ اﻟﻤﻌﻠﻢ ﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻟﺘﻌﻠﯿﻢ وﺗﻌﻠﻢ ﻣﻬﺎرﺗﻲ اﻟﻘﺮاءة واﻟﺘﻌﺒﯿﺮ ﻓﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪.‬‬ ‫‪-‬‬
‫ﻣﺮﺷﺪ اﻟﻤﻌﻠﻢ ﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻟﻤﺒﺤﺚ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ‪.‬‬ ‫‪-‬‬
‫ﻣﺮﺷﺪ اﻟﻤﻌﻠﻢ ﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻟﻤﺒﺤﺚ اﻟﻌﻠﻮم ‪.‬‬ ‫‪-‬‬
‫رزم ﺗﺪرﯾﺒﯿﺔ ﺧﺎﺻﺔ ﺑﺎﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ﻓﻲ اﻟﻤﺒﺎﺣﺚ ﻧﻔﺴﻬﺎ ‪.‬‬ ‫‪-‬‬
‫اﺷﺮﻃﺔ ﻣﺘﻠﻔﺰه ﻟﺘﺪرﯾﺲ اﻟﻤﺒﺎﺣﺚ وﻓﻖ أﺳﻠﻮب اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪.‬‬ ‫‪-‬‬
‫ﺗﻢ ارﺳﺎل ﻧﺴﺦ ﻣﻨﻬﺎ ﻟﻤﺪﯾﺮﯾﺎت اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ ‪ .‬وﺑﺎﻣﻜﺎن اﻟﻤﺸﺮﻓﯿﻦ اﻟﺤﺼﻮل ﻋﻠﯿﻬﺎ ﻣﻦ ﻣﺪﯾﺮﯾﺎﺗﻬﻢ واﻟﻌﻤﻞ‬
‫ﻋﻠﻰ ﺗﺼﻮﯾﺮﻫﺎ ‪.‬‬
‫إذا رﻏﺒﺖ ﻣﺪرﺳﺔ او ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ ﻓﻲ اﻟﺘﺪرﯾﺐ ﻋﻠﻰ اﻟﺘﻘﻮﯾﻢ اﻟﺘﺸﺨﯿﺼﻲ ‪ ،‬ﻓﺈن ﻣﻼذﻫﻢ اﻻول ﻫﻮ‬
‫ﻣﺪﯾﺮﯾﺔ اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ اﻟﻤﺤﻠﯿﺔ ‪ ،‬ﻟﺘﻌﻤﻞ ﻋﻠﻰ ﺗﺮﺗﯿﺐ ﺑﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ ﻟﻬﻢ ﻣﻦ ﺧﻼل ﻣﺸﺮف ﻣﺤﻠﻲ ‪ ،.‬واذا‬
‫ﺗﻌﺬر ذﻟﻚ ﻻي ﺳﺒﺐ ﻣﻦ اﻻﺳﺒﺎب ‪ ،‬ﻓﻌﻠﻰ اﻟﻤﺪرﺳﺔ أو ﻣﺪﯾﺮﯾﺔ اﻟﺘﺮﺑﯿﺔ ﻣﺨﺎﻃﺒﺔ اﻟﻤﺪﯾﺮﯾﺔ اﻟﻌﺎﻣﺔ ﻟﻼﻣﺘﺤﺎﻧﺎت‬
‫واﻻﺧﺘﺒﺎرات ﻣﻦ أﺟﻞ اﻟﻌﻤﻞ ﻋﻠﻰ ﺗﺮﺗﯿﺐ ذﻟﻚ ‪.‬‬

‫اﻟﺘﻘﻮﯾﻢ اﻟﺬاﺗﻲ‬
‫ﻧﻤﻮذج اﻟﺘﻘﻮﯾﻢ اﻟﺬاﺗﻲ ﻟﻠﻄﺎﻟﺐ ‪:‬‬
‫اﻻﺳﻢ ‪……………………………………… :‬‬ ‫اﻋﺘﻘﺪ ……………‬ ‫ﯾﻌﺘﻘﺪ ﻣﻌﻠﻤﻲ‬
‫اﺳﺘﻄﯿﻊ اﻻن أن ‪..…………………………… :‬‬
‫‪ -‬أﻓﻬﻢ ………………………………………‬ ‫اﻧﻨﻲ ﻗﺎدر ﻋﻠﻰ ﻓﻬﻢ ……………‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪ -‬أﺟﯿﺐ ……………………………………‪..‬‬ ‫واﻧﻨﻲ ﻗﺎدر ﻋﻠﻰ اﻻﺟﺎﺑﺔ ﻋﻦ ………‪..‬‬
‫‪‬‬ ‫‪‬‬
‫‪ -‬أﻛﻤﻞ ……………………………………‪..‬‬ ‫أو اﻧﻨﻲ اﺳﺘﻄﯿﻊ اﻻﺟﺎﺑﺔ ﻋﻦ ‪ 3‬ﻣﻦ ‪6‬‬
‫‪‬‬ ‫‪‬‬
‫ﻧﻤﻮذج رﺻﺪ ﺧﺎص ﺑﺎﻟﻤﻌﻠﻢ‬
‫اﻟﺪرس ‪:‬‬
‫اﺳﻤﺎء اﻟﻄﻠﺒﺔ‬ ‫اﻟﻬﺪف اﻻول‬ ‫اﻟﻬﺪف اﻟﺜﺎﻧﻲ‬ ‫اﻟﻬﺪف اﻟﺜﺎﻟﺚ‬ ‫ﻣﻼﺣﻈﺎت‬ ‫اﻟﻌﻤﻞ اﻟﻤﻄﻠﻮب‬ ‫ﻣﺎ اﻟﻮاﺟﺐ ﻋﻤﻠﻪ‬
‫ﻋﻠﻲ‬ ‫×‬ ‫ﺑﺬل ﺟﻬﺪا ﻓﻲ اﻟﻮﻇﯿﻔﺔ اﻟﺒﯿﺘﯿﺔ‬
‫‪‬‬ ‫‪‬‬
‫ﻣﺤﻤﻮد‬ ‫ﺗﻘﺪم ﺣﻘﯿﻘﻲ ﻓﻲ ﻫﺬه اﻟﺤﺼﺔ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻋﺒﺪاﷲ‬ ‫×‬
‫‪‬‬ ‫‪‬‬
‫ﻓﺮﯾﺪ‬ ‫×‬ ‫×‬ ‫×‬ ‫ﺗﻐﯿﺐ ﻋﻦ ﻫﺬه اﻟﺤﺼﺔ‬ ‫ﯾﺤﺘﺎج ﻟﺘﺪرﯾﺐ اﻛﺜﺮ‬
‫ﻧﻮر‬ ‫×‬
‫‪‬‬ ‫‪‬‬

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‫* ﺗﻢ ﺗﻌﺎﻣﻞ اﻟﻄﻼب ﻣﻊ اﻟﻬﺪف‬
‫رﻗﻢ )‪ (3‬ﺑﺸﻜﻞ ﻏﯿﺮ رﺳﻤﻲ ‪.‬‬
‫* ﯾﺤﺘﺎج إﻟﻰ اﻋﺪاد اﻧﺸﻄﺔ اﺿﺎﻓﯿﺔ‬

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