‫ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫⊳‬ ‫ﺍﻟﺪﺭﺱ ‪1‬‬

‫ﺯﻭﺍﻭﻱ ﺍﲰﺎﻋﻴﻞ‬

‫ﺍﻷﻫﺪﺍﻑ‬
‫ﰲ ‪‬ﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ ،‬ﺗﺴﺘﻄﻴﻊ ﺃﻥ‪:‬‬
‫‪ .١‬ﺗﻌﺮﻑ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬
‫‪ .٢‬ﺗﺬﻛﺮ ﺃﻧﻮﺍﻉ ﺍﻻﺳﺘﻤﺎﻉ ‪.‬‬
‫‪ .٣‬ﺗﻔﺮﻕ ﺑﲔ ﺑﲔ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺴﻤﺎﻉ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻻﻧﺼﺎﺕ‪.‬‬
‫‪ .٤‬ﺗﻮﺿﺢ ﺃﳘﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٥‬ﺗﻮﺿﺢ ﻭﺿﺢ ﻣﻮﻗﻊ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫⊳ ﺍﳌﻘﺪﻣﺔ‬
‫ﻟﻘﺪ ﺃﺻﺒﺢ ﺗﻌﻠﻢ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻻﻥ ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻓﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺗﺘﻀﻤﻦ ﻣﺘﻜﻠﻤﺎ‬
‫ﻭﻣﺴﺘﻤﻌﺎ ﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ‪ .‬ﻭﻻﺟﻞ ﻫﺬﺍ ﺳﻨﻘﺪﻡ ﻟﻜﻢ ﺍﻟﺪﺭﺱ ﺍﻷﻭﻝ ﻣﺪﺧﻼ ﳌﻬﺎﺭﺓ‬
‫ﺍﻻﺳﺘﻤﺎﻉ‪ .‬ﺍﳌﻨﺎﻗﺸﺔ ﺗﺒﺪﺃ ﺑﺎﳌﻨﺎﻗﺸﺔ ﻋﻦ ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﻭﺍﻻﺳﺘﻤﺎﻉ ﰒ ﺑﻌﺪ ﺫﻟﻚ ﻧﻘﺪﻡ ﻟﻜﻢ‬
‫ﺍﻧﻮﺍﻋﻪ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ ﺍﳌﺮﻛﺰ ﻭ ﺍﻻﺳﺘﻤﺎﻉ ﺍﳌﺘﺒﺎﺩﻝ ﺃﻭ ﺍﳌﺴﺘﺠﻴﺐ ﻭﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﺘﺤﻠﻴﻠﻲ‬
‫ﺍﻟﻨﻘﺎﺩ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﰒ ﻧﺘﺤﺪﺙ ﻋﻦ ﻣﻔﻬﻮﻣﻬﺎ ﻭ ﺍﻟﻔﺮﻕ‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 2‬‬

‫ﺑﲔ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺴﻤﺎﻉ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻻﻧﺼﺎﺕ ﻭﺃﳘﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﳏﺘﻮﻳﺎﺕ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﰲ ﺍﺧﺮ ﺍﻟﻔﺼﻞ ﻣﻮﻗﻊ ﺍﻻﺳﺘﻤﺎﻉ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫⊳ ﺧﺮﻳﻄﺔ ﺍﻟﻔﺼﻞ‬

‫ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺃﳘﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬

‫ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳌﺪﺧﻞ‬
‫ﳏﺘﻮﻳﺎﺕ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻮﻗﻊ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﺘﻤﻬﻴﺪ‬ ‫‪1.1‬‬

‫ﺍﻹﻧﺴﺎﻥ ﻳﺴﻤﻊ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﶈﺎﺩﺛﺔ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻳﺴﻤﻊ ﻣﻦ ﺇﺭﺍﺩﺗﻪ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻔﻄﺮﻳﺔ ﺍﱃ‬
‫ﻣﺎ ﻳﺸﺎﺀ‪ .‬ﻭﻛﻞ ﺍﻹﻧﺴﺎﻥ ﳍﻢ ﺣﺲ ﺍﻟﺴﻤﻊ ﻭﺃﺩﺍﺓ ﺍﻟﺴﻤﻊ ﺍﻻ ﻭﻫﻲ ﺍﻷﺫﻥ‪ .‬ﻭﺍﻷﺫﻥ ﺃﺩﺍﺓ‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺍﻷﻭﱃ ﻟﻺﻧﺴﺎﻥ ﻣﻦ ﺑﺪﺍﻳﺔ ﻭﻻﺩﺗﻪ‪ .‬ﻓﺎﻟﺴﻤﻊ ﳛﺪﺙ ﻣﻦ ﻭﻻﺩﺓ ﺍﻻﻧﺴﺎﻥ ﲟﺪﺓ‬
‫‪3‬‬ ‫‪u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﳐﺼﻮﺻﺔ ﺣﺴﺐ ﻣﺎ ﻗﺪﺭﺍﷲ ﻟﻪ‪ .‬ﺍﻻﺳﺘﻤﺎﻉ ﺑﻮﺳﻴﻠﻪ ﺍﳋﺎﺻﺔ ﻫﻲ ﺍﻻﺫﻥ ﻳﺸﺘﻐﻞ ﰲ ﻛﻞ‬
‫ﺍﻻﲡﺎﻫﺎﺕ ﻓﺎﻹﻧﺴﺎﻥ ﻣﺜﻼ ﻳﺴﻤﻊ ﻣﻦ ﻳﺘﻜﻠﻢ ﻣﻌﻪ ﻣﻦ ﺃﻱ ﺟﻬﺔ ﻛﺎﻧﺖ‪.‬‬

‫ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﳌﺘﻜﻠﻢ‬ ‫ﺍﳌﺴﺘﻤﻊ‬

‫ﻭﺭﲟﺎ ﻛﺜﲑ ﻣﻨﺎ ﻳﺴﺄﻝ ﺳﺆﺍﻻ "ﻫﻞ ﺍﻟﺴﻤﻊ ﻣﻬﻢ ﰲ ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴﺔ؟"‪ .‬ﻧﻌﻢ‪ ,‬ﺍﻟﺴﻤﻊ ﻣﻦ ﺃﻫﻢ‬
‫ﺍﳊﻮﺍﺱ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻭﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻟﻮ ﺫﻫﺐ ﲰﻊ ﺍﻹﻧﺴﺎﻥ ﺑﻌﺪ ﻭﻻﺩﺗﻪ ﻓﻘﺪ ﻟﺬﻟﻚ‬
‫ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻟﻨﻄﻖ ﻭﺍﻟﻜﻼﻡ ﻷﻥ ﺍﻟﺴﻤﻊ ﻭﺍﻟﻜﻼﻡ ﻣﺮﺗﺒﻂ ﺳﻮﺍﺀ ﺑﺴﻮﺍﺀ ﻟﻺﻧﺴﺎﻥ‪ .‬ﺍﻵﻥ ﻻ‬
‫ﳓﺘﺎﺡ ﺃﻥ ﻧﻄﻴﻞ ﺍﻟﻘﻮﻝ ﻋﻦ ﻗﻀﻴﺔ ﻭﻃﺒﻴﻌﺔ ﺍﻟﺴﻤﻊ ﻟﻺﻧﺴﺎﻥ ﺑﺘﻔﺼﻴﻞ ﻭﻟﻜﻦ ﻧﺮﻳﺪ ﺃﻥ ﻧﺘﻜﻠﻢ‬
‫ﺑﺈﳚﺎﺯ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﻭﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪1.2‬‬

‫ﺍﺩﺭﺍﻙ ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻣﻬﻢ ﻟﺪﻯ ﺍﳌﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺧﺼﻮﺻﺎ ﳌﻦ ﻳﺮﻳﺪ ﺃﻥ‬
‫ﻳﻌﻠﻤﻮﺍﻫﺎ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻭﻟﺬﺍﻟﻚ ﻣﻦ ﺍﳉﺪﻳﺮ ﺍﻻﻥ ﺍﻥ ﻧﻘﺪﻡ ﻟﻜﻢ ﻣﻔﻬﻮﻡ ﺍﳌﻬﺎﺭﺓ‬
‫ﻭﺍﻻﺳﺘﻤﺎﻉ ﺑﺸﻜﻞ ﺍﻟﻌﺎﻡ ﻗﺒﻞ ﺃﻥ ﻧﻘﺪﻡ ﻟﻜﻢ ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‪.‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 4‬‬

‫ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ‬ ‫•‬

‫ﺃﻥ ﻟﻜﻞ ﻓﻦ ﻣﻬﺎﺭﺓ‪ .‬ﻓﺎﳌﻬﺎﺭﺓ ﺗﻌﺘﱪ ﻣﻨﻬﺞ ﻭﺃﺳﻠﻮﺏ ﻭﻛﻴﻔﻴﺔ ﺍﻷﺩﺍﺀ ﳊﻞ ﺃﻭ ﻹﺩﺍﺭﺓ‬
‫ﻋﻠﻰ ﺍﻷﻣﻮﺭ ﺍﳌﻌﻴﻨﺔ‪ .‬ﺍ‪‬ﺎ ﻗﺪﺭﺓ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺃﻣﺮ ﻣﺎ ﺑﺪﺭﺟﺔ ﺍﺗﻘﺎﻥ ﻭﻣﻘﺒﻮﻟﺔ‪ ،‬ﻭﺗﺘﺤﺪﻯ‬
‫ﺩﺭﺟﺔ ﺍﺗﻘﺎﻥ ﻭﻣﻘﺒﻮﻟﺔ ﺗﺒﻌﺎ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﺘﻌﻠﻢ ﻭﻫﻲ ﺗﺒﺪﺃ ﲟﻬﺎﺭﺓ ﺑﺴﻴﻄﺔ ﺗﺒﲎ‬
‫ﻋﻠﻴﻬﺎ ﻣﻬﺎﺭﺓ ﺍﺧﺮﻯ ﲢﺘﺎﺝ ﺍﱃ ﺃﻣﺮﻳﻦ‪:‬‬

‫ﻣﻌﺮﻓﺔ ﻧﻈﺮﻳﺔ ﻟﻜﺘﺴﺎﺏ ﻣﻬﺎﺭﺓ ﻣﺎ ﳚﺐ ﺃﻥ ﻳﻌﺮﻑ ﺍﳌﺘﻌﻠﻢ ﺍﻷﺳﺲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ‬ ‫§‬
‫ﻳﻘﺎﺱ ﻋﻠﻴﻬﺎ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺗﺪﺭﻳﺐ ﻋﻤﻠﻲ‪ .‬ﺍﳌﻬﺎﺭﺓ ﻻ ﳝﻜﻦ ﺃﻥ ﻧﻜﺘﺴﺒﻬﺎ ﺍﻻ ﺑﺎﻟﺘﺪﺭﻳﺐ ﻋﻠﻴﻬﺎ‪ .‬ﳝﺘﺪ‬ ‫§‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺣﱴ ﺗﻜﺘﺴﺐ ﺍﳌﻬﺎﺭﺓ ﺑﺎﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫•‬

‫ﺍﻟﻼﺳﺘﻤﺎﻉ ﻳﻘﺼﺪ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺪﺭﻛﻬﺎ ﺍﳌﺴﺘﻤﻊ ﻭﻳﻔﻬﻤﻬﺎ ﻋﻨﺪﻣﺎ‬
‫ﻳﺴﺘﻤﻊ ﺇﱃ ﻣﻮﺿﻮﻉ ﻣﻌﲔ‪ .‬ﻭﻛﻠﻤﺎ ﻛﺜﺮ ﻋﺪﺩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﻔﻔﻬﻤﻬﺎ ﺍﳌﺴﺘﻤﻊ‬
‫ﻳﺴﺎﻋﺪ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻡ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﻧﺴﺒﺔ ﺃﻏﻠﺒﻴﺔ ﺑﻞ ﺃﻛﺜﺮ ﻣﻨﻬﺎ‬
‫ﲨﻠﺔ ﰲ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺘﻀﻤﻨﻬﺎ ﺃﻱ ﻣﻮﺿﻮﻉ ﻳﺴﺘﻤﻊ ﺇﻟﻴﻪ ﺍﻹﻧﺴﺎﻥ ﺍﻋﺘﺒﺎﺭﺍﹰ ﻋﻠﻰ ﺃﻧﻪ‬
‫ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻳﺼﻞ ﺇﻟﻴﻪ ﺍﻟﻔﻬﻢ ﻛﻤﻌﻴﺎﺭ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻔﻬﻢ ﺍﻻﺳﺘﻴﻌﺎﰊ‪.‬‬

‫ﻭﻫﻨﺎﻙ ﻛﺜﲑ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﱵ ﳝﺎﺭﺳﻬﺎ ﺍﻹﻧﺴﺎﻥ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ ﻭﻫﺬﻩ‬
‫ﺍﻷﻧﻮﺍﻉ ﻻ ﺗﻨﻔﻀﻞ ﻋﻦ ﺑﻌﻀﻬﺎ ﻓﻘﺪ ﲡﻤﺘﻊ ﰲ ﺍﳌﻮﻗﻒ ﺍﻟﻮﺍﺣﺪ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻭﳝﻜﻦ ﺃﻥ‬
‫ﻧﺬﻛﺮ ﻛﻤﺎ ﰲ ﺍﻵﰐ‪:‬‬
‫‪5‬‬ ‫‪u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺍﳌﺮﻛﺰ = ﻭﻫﻮ ﺍﺳﺘﻤﺎﻉ ﺍﻟﺬﻱ ﳝﺎﺭﺳﻪ ﺍﻹﻧﺴﺎﻥ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫§‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻣﺜﻞ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﳋﻄﺒﺔ ﰲ ﻳﻮﻡ‬
‫ﺍﳉﻤﻌﺔ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ ﻳﺮﻛﺰ ﺍﳌﺴﺘﻤﻊ ﺇﱃ ﺍﳌﻌﺎﱐ ﻭﻳﻔﻬﻤﻬﺎ ﺑﺘﻔﺼﻴﻞ‬
‫ﻭﻣﺮﺗﻜﺰ‪.‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺍﳌﺘﺒﺎﺩﻝ ﺃﻭ ﺍﳌﺴﺘﺠﻴﺐ = ﻭﻫﻮ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻓﻴﻪ ﺍﻷﻓﺮﺍﺩ‬ ‫§‬

‫ﻣﺸﺘﺮﻛﲔ ﰲ ﻣﻨﺎﻗﺸﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﻌﲔ ﻓﻴﺘﻜﻠﻢ ﻭﺍﺣﺪ ﻭﻳﺴﺘﻤﻊ ﺇﻟﻴﻪ‬
‫ﺍﻵﺧﺮﻭﻥ ﰒ ﻳﺘﻜﻠﻢ ﻏﲑﻩ ﻭ ﺍﻵﺧﺮﻭﻥ ﻳﺴﺘﻤﻊ ﺇﱄ ﻛﻼﻡ ﺍﳌﺘﻜﻠﻤﲔ ﺍﳌﺘﻌﺪﺩﺓ‪.‬‬
‫ﻭﰲ ﺃﺛﻨﺎﺀ ﺍﶈﺎﺩﺛﺔ ﺃﻭ ﺍﳌﻨﺎﻗﺸﺔ ﲢﺪﺙ ﺗﺴﺎﺅﻻﺕ ﻣﻦ ﺍﳌﺴﺘﻤﻌﲔ ﻳﻘﻮﻡ ﺍﳌﺘﻜﻠﻢ‬
‫ﺑﺎﻟﺮﺩ ﻋﻠﻴﻬﺎ ﻭﺗﻮﺿﻴﺤﻬﺎ ﻭﺗﺒﻴﻴﻨﻬﺎ‪.‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺍﻟﻨﻘﺎﺩ = ﻭﻫﺬﺍ ﳛﺘﺎﺝ ﺇﱃ ﺧﱪﺓ ﺳﺎﺑﻘﺔ ﻋﻨﺪ ﺍﳌﺴﺘﻤﻊ‬ ‫§‬
‫ﻗﺒﻞ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳜﻀﻊ ﺍﳌﺴﺘﻤﻊ ﺑﻮﺍﺳﻄﺘﻬﺎ ﻋﻦ‬
‫ﺍﻟﻜﻼﻡ ﺍﳌﺴﻤﻮﻉ ﳋﱪﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻴﻔﻜﺮ ﻓﻴﻤﺎ ﺍﺳﺘﻤﻊ ﺇﻟﻴﻪ ﻭﻳﺸﺘﻐﻞ ﺑﺘﺤﻠﻴﻠﻪ‬
‫ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﺎ ﲰﻌﻪ ﺿﺪ ﺧﱪﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻭ ﻣﻮﺍﻓﻖ ﳍﺎ ﻭﻋﻨﺪﺋﺬ ﻳﻠﻘﻲ‬
‫ﺍﳌﺴﺘﻤﻊ ﺁﺭﺍﺀﻩ ﺑﺎﳌﻮﺍﻓﻘﺔ ﺃﻭ ﺍﳌﺨﺎﻟﻔﺔ ﻛﻤﺎ ﻳﺼﺪﺭ ﺣﻜﻤﻪ ﻋﻠﻰ ﻣﺎ ﻳﺴﺘﻤﻊ ﺇﻟﻴﻪ‬
‫ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﲝﺎﺟﺔ ﻣﺎﺳﺔ ﻣﻦ ﺍﳌﺴﺘﻤﻊ ﺍﱃ‪:‬‬
‫‪ -‬ﺍﻟﻴﻘﻈﺔ ﺍﻟﻔﻌﺎﻟﻴﺔ‬
‫‪ -‬ﻭﺍﻟﻔﻬﻢ ﺍﻟﺪﻗﻴﻖ‬
‫‪ -‬ﻭﺍﻟﺮﺑﻂ ﺍﳌﺘﲔ ﺑﲔ ﻣﺎ ﻳﺴﺘﻤﻊ ﺇﻟﻴﻪ ﻭﻣﺎ ﻟﺪﻳﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪ -‬ﻭﺍﳊﻴﺪﺓ ﰲ ﺍﳊﻜﻢ ﻭﻋﺪﻡ ﺍﳋﻀﻮﻉ ﻟﻸﻫﻮﺍﺀ ﺍﻟﺸﺨﺼﻴﺔ‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 6‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ = ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻟﻪ ﻫﺪﻑ‬ ‫§‬

‫ﻭﺍﺿﺢ ﻓﻬﻮ ﻳﻜﻮﻥ ﻣﻦ ﺃﺟﻞ ﺍﻛﺘﺴﺎﺏ ﻣﻌﺮﻓﺔ ﺃﻭ ﲢﺼﻴﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻳﻜﻮﻥ‬
‫ﻫﺬﺍ ﰲ ﺍﻟﺪﺭﻭﺱ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺍﻷﺧﺒﺎﺭ ﻓﻬﺬﺍ ﺍﻟﻨﻮﻉ ﳛﺘﺎﺝ ﺍﱃ‬
‫ﺍﻟﻴﻘﻈﺔ ﺍﻟﻔﺎﺋﻘﺔ ﻭﺍﻟﺘﺮﻛﻴﺰ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺃﺟﻞ ﺍﳌﺘﻌﺔ ﻭﺍﻟﺘﻘﺪﻳﺮ ‪ :‬ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﻹﻋﺠﺎﺏ‬ ‫§‬
‫ﺑﺸﺨﺺ ﻣﻌﲔ ﻓﺴﺴﺘﻤﻊ ﺍﻹﻧﺴﺎﻥ ﺑﻜﻼﻣﻪ ﻭﻳﻘﺪﺭ ﺷﺨﺼﻴﺘﻪ ﺣﻖ ﺍﻟﺘﻘﺪﻳﺮ‬
‫ﻭﻳﺸﻤﻞ ﺫﻟﻚ ﺍﳊﺎﻝ ﺑﺎﻻﺳﺘﻤﺎﻉ ﲟﺤﺘﻮﻯ ﺍﻻﺩﺓ ﺍﳌﺴﻤﻮﻋﺔ ﻭﲢﺪﻳﺪ ﻣﻨﻬﺞ‬
‫ﺍﳌﺘﻜﻠﻢ ﰲ ﺍﻟﺘﺤﺪﺙ ﻭﻣﻴﺰﺍﺗﻪ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻳﻀﺎ ﺑﺎﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺘﺎﻣﺔ ﻟﻠﻤﻮﻗﻒ ﺍﻟﺬﻱ‬
‫ﳚﺮﻱ ﻓﻴﻪ ﺍﻻﺳﺘﻤﺎﻉ ﻋﻦ ﺭﻏﺒﺔ ﻭﻣﻴﻞ‪ .‬ﻭﻣﻦ ﺣﺎﻟﺔ ﺃﺧﺮﻯ ﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ‬
‫ﺑﺎﻻﻧﺪﻣﺎﺝ ﻣﻊ ﺍﳌﺘﻜﻠﻢ ﻭﺍﻟﺘﺄﺛﺮ ﺑﺼﻮﺗﻪ ﻭﺁﺩﺍﺋﻪ ﻭﻃﺮﻳﻘﺔ ﻋﺮﺿﻪ ﳌﻮﺿﻮﻋﻪ ﻭﺃﻳﻀﺎ‬
‫ﺑﺎﳉﻠﺴﺔ ﺍﳌﺮﳛﺔ ﻟﻠﻤﺴﺘﻤﻊ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﺘﺎﻡ ﲟﺎ ﻳﺴﺘﻤﻊ ﺇﻟﻴﻪ‪.‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺃﺟﻞ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺃﺟﻞ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺍﳌﺘﺒﺎﺩﻝ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﳌﺘﻌﺔ‬ ‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻲ ﺍﻟﻨﻘﺎﺩ‬ ‫ﺃﻭ ﺍﳌﺴﺘﺠﻴﺐ‬ ‫ﺍﳌﺮﻛﺰ‬

‫‪DISCUSSION‬‬

‫ﺃﻱ ﻧﻮﻉ ﻣﻦ ﻫﺬﻩ ﺃﻧﻮﺍﻉ ﺍﻻﺳﺘﻤﺎﻉ ﺗﻘﻀﻲ ﺍﻛﺜﺮ ﻣﻦ ﺃﻭﻗﺎﺗﻚ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ؟‬
‫‪7‬‬ ‫‪u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪1.3‬‬

‫ﻳﺘﻀﻤﻦ ﺍﻻﺳﺘﻤﺎﻉ ﻣﻬﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ ﲣﺘﻠﻒ ﻣﻦ ﻣﻮﻗﻒ ﺇﱃ ﺁﺧﺮ ﻭﳝﻜﻦ ﺇﺑﺮﺍﺯ ﺃﻫﻢ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻻﻧﺘﺒﺎﻩ ﳌﺪﺓ ﻃﻮﻳﻠﺔ‪ :‬ﺃﻥ ﺩﻗﺔ ﺍﻟﺴﻤﻊ ﻋﺎﻣﻞ ﻓﻴﺴﻴﻮﻟﻮﺟﻲ ﻣﻬﻢ ﻭﻫﻲ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‬ ‫‪-‬‬
‫ﻣﻬﺎﺭﺓ ﳝﻜﻦ ﺗﻌﻠﻤﻬﺎ ﻭﻳﻜﻮﻥ ﺫﻟﻚ ﺑﺘﺮﻛﻴﺰ ﺍﻻﻧﺘﺒﺎﻩ ﻣﻊ ﺍﳌﺘﻜﻠﻢ ﺃﻭ ﺍﻟﻘﺎﺭﺉ ﻭﺍﻟﺘﻮﺟﻪ‬
‫ﺇﻟﻴﻪ ﻭﺣﺬﻑ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺸﺘﻴﺖ ﺍﻟﱵ ﺗﺼﺮﻑ ﺍﻟﺬﻫﻦ ﻋﻦ ﺍﻻﻧﺘﺒﺎﻩ‪.‬‬

‫ﺇﺩﺭﺍﻙ ﺍﻷﻓﻜﺎﺭ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﻨﺺ ﺍﳌﺴﻤﻮﻉ ‪ :‬ﻭﺗﻠﻚ ﺍﳌﻬﺎﺭﺓ ﻣﻦ ﻣﻬﺎﺭﺍﺕ‬ ‫‪-‬‬
‫ﺍﻟﻔﻬﻢ ﻓﺎﳌﺴﺘﻤﻊ ﻋﻠﻴﻪ ﺃﻥ ﻳﻌﺮﻑ ﺍﻷﻓﻜﺎﺭ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻮﺿﻮﻉ ﺍﳌﺴﻤﻮﻉ ﻭﻣﺎﺗﺘﻀﻤﻨﻪ‬
‫ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﻣﻦ ﺃﻓﻜﺎﺭ ﺟﺰﺋﻴﺔ ﻣﺘﻀﻤﻨﺔ ﻭﻳﺘﺤﻘﻖ ﺫﻟﻚ ﺑﺎﻟﺘﺴﺠﻴﻞ‬

‫ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﻨﺺ ﺍﳌﺴﻤﻮﻉ ‪:‬ﻭﻳﺘﺤﻘﻖ ﺫﻟﻚ ﺑﺘﺤﻠﻴﻞ ﺍﳌﻮﺿﻮﻉ‬ ‫‪-‬‬
‫ﺍﳌﺴﻤﻮﻉ ﻭﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﻠﺖ ﺑﲔ ﺃﺟﺰﺍﺋﻪ ﻭﲢﺪﻳﺪ ﻏﺮﺽ ﺍﳌﺘﻜﻠﻢ ﻭﺇﺩﻟﺮﺍﻙ ﺍﻟﺘﻮﺍﻓﻖ‬
‫ﻭﺍﻟﺘﻌﺎﺭﺽ ﰲ ﺍﻟﻜﻼﻡ ﻭﺭﺑﻂ ﺍﳌﻌﺎﱐ ﺑﺒﻌﻀﻬﺎ ﻭﻳﺘﻢ ﻛﻞ ﺫﻟﻚ ﺑﺎﻹﺻﻐﺎﺀ ﺍﳉﻴﺪ ﻟﻠﻨﺺ‬
‫ﺍﳌﺴﻤﻮﻉ‪.‬‬

‫ﺳﺮﻋﺔ ﺍﻟﻔﻬﻢ ﻭﺩﻗﺘﻪ ‪ :‬ﻭﺗﻠﻚ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺗﻦ ﺍﻟﻌﻠﻴﺎ ﺍﻟﱵ ﺗﺴﺘﻤﺮ ﻣﻦ ﺍﳌﺴﺘﻤﻊ ﻛﺜﺮﺓ‬ ‫‪-‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻴﻬﺎ ﻓﻤﺘﺎﺑﻌﺔ ﺍﳌﺘﻜﻠﻢ ﺃﻭ ﺍﻟﻘﺎﺭﺉ ﺇﺫﺍ ﺩﺭﺏ ﺍﻟﻔﺮﺩ ﻋﻠﻴﻬﺎ ﺯﺍﺩﺕ ﻗﺪﺭﺗﻪ‬
‫ﺍﻻﺳﺘﻴﻌﺎﺑﻴﺔ ﻓﻴﻔﻬﻢ ﺍﻟﻜﻼﻡ ﺑﺴﺮﻋﺔ ﻭﺩﻗﺔ ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﻭﻗﺖ ﻣﻌﲔ ﻟﻔﻬﻢ ﻣﻮﺿﻮﻉ‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 8‬‬

‫ﻣﻜﻮﻥ ﻣﻦ ﺛﻼﺙ ﺻﻔﺤﺎﺕ ﰒ ﺗﻘﻠﻞ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺗﺪﺭﳚﻴﺎﹰ ﺣﱴ ﻳﺼﻞ ﺍﳌﺴﺘﻤﻊ ﺍﱃ‬
‫ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﰲ ﺍﻟﻔﻬﻢ ﺍﻟﺴﺮﻳﻊ‪.‬‬

‫ﺇﺻﺪﺍﺭ ﺍﳊﻜﻢ ﻋﻠﻰ ﻣﺎ ﻓﻴﻪ ﺍﻟﻨﺺ ﺍﳌﺴﻤﻮﻉ ‪ :‬ﻭﺗﻠﻚ ﻣﻬﺎﺭﺓ ﲢﻠﻴﻠﻴﺔ ﻧﻘﺪﻳﺔ ﲡﻌﻞ ﻣﻦ‬ ‫‪-‬‬
‫ﺍﳌﺴﺘﻤﻊ ﻗﺎﺿﻴﺎﹰ ﳛﻜﻢ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﳌﺴﻤﻮﻉ ﺃﻭ ﺭﺩﺍﺀﺗﻪ ﻭﻻ ﻳﺘﺄﺗﻰ ﺫﻟﻚ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳌﺴﺘﻤﻊ ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﲡﻌﻠﻪ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺇﺻﺪﺍﺭ ﺍﻷﺣﻜﺎﻡ ﺍﻟﻌﺎﺩﻟﺔ ﻋﻠﻰ ﻣﺎ‬
‫ﻳﺴﻤﻊ‪ .‬ﻭﺇﺻﺪﺍﺭ ﺍﳊﻜﻢ ﻳﻜﻮﻥ ﻋﻠﻰ‪ :‬ﺍﻷﻓﻜﺎﺭ ﻭﺗﺮﺑﻴﺒﻬﺎ ﻭﺗﺮﺍﺑﻄﻬﺎ ﻭﻋﻠﻰ ﺍﻷﻟﻔﺎﻅ‬
‫ﻭﻣﻄﺎﺑﻘﺘﻬﺎ ﻟﻠﻤﻌﺎﱐ ﻭﻋﻠﻰ ﺁﺩﺍﺀ ﺍﳌﺘﻜﻠﻢ ﺃﻭ ﺍﻟﻘﺎﺭﺉ ﻭﻣﺪﻯ ﺳﻼﻣﺔ ﺍﻷﺩﺍﺀ ﻭﻋﻠﻰ‬
‫ﺍﻟﺼﻮﺭ ﺍﳉﻤﺎﻟﻴﺔ ﺍﳌﺘﻀﻤﻨﺔ‪ .‬ﻭﻳﺪﺭﺏ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﺑﻨﻘﺪ ﻛﻼﻡ ﻣﺴﻤﻮﻉ ﻣﻦ‬
‫ﺷﺨﺺ ﻣﻌﲔ ﻣﻊ ﺗﻜﺮﺍﺭ ﺫﻟﻚ‪.‬‬

‫ﻓﻬﻢ ﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺴﻴﺎﻕ‪ :‬ﻓﻼ ﺷﻜﺄﻥ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﻳﺘﻐﲑ ﺑﺘﻐﲑ‬ ‫‪-‬‬
‫ﻣﻮﻗﻌﻬﺎ ﰲ ﺍﳉﻤﻞ ﻭﺗﻐﲑ ﺇﻋﺮﺍ‪‬ﺎ ﻭﻣﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﺃﻥ ﻳﺪﺭﻙ ﺍﳌﺴﺘﻤﻊ ﻣﻌﲎ‬
‫ﻛﻞ ﻛﻠﻤﺔ ﰲ ﻣﻜﺎ‪‬ﺎ ﺍﻟﺼﺤﻴﺢ ﻭﺫﻟﻚ ﺑﺮﺑﻄﻬﺎ ﲟﺎ ﻗﺒﻠﻬﺎ ﻭﻣﺎ ﺑﻌﺪﻫﺎ ﻣﻦ ﻛﻼﻡ ﻭﳝﻜﻦ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﲨﻞ ﳐﺘﻠﻔﺔ ﺗﻮﺿﺢ ﻛﻞ‬
‫ﲨﻠﺔ ﻣﻨﻬﺎ ﻣﻌﲎ ﳐﺘﻠﻔﺎ ﻟﻠﻜﻠﻤﺔ ﻋﻦ ﺍﳉﻤﻠﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪9‬‬ ‫‪u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺴﻤﺎﻉ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻻﻧﺼﺎﺕ‬ ‫‪1.4‬‬

‫ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻧﺘﻌﺮﻑ ﺑﺎﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﺗﻠﺤﻖ ‪‬ﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻣﻊ ﺃﻧﻪ ﳐﺘﻠﻂ ﺍﳌﻌﲎ ﺑﻌﻀﻬﺎ‬
‫ﺑﺒﻌﺾ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻻﺧﺘﻼﻁ ﰲ ﺍﻟﻔﻬﻢ ﺃﺣﻴﺎﻧﺎﹰ ﺑﲔ ﺇﺭﺍﺩﺓ ﻣﻌﲎ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺴﻤﺎﻉ ﻭﺍﻻﺳﺘﻤﺎﻉ‬
‫ﻭﺍﻹﻧﺼﺎﺕ ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻧﻮﺿﺢ ﻫﻨﺎ ﻣﻔﻬﻮﻡ ﻛﻞ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻟﻴﺘﻀﺢ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻢ‪.‬‬

‫ﺍﻟﺴﻤﻊ = ﻳﻄﻠﻖ ﺍﳌﻌﲎ ﻋﻠﻰ ﺣﺎﺳﺔ ﺍﻟﺴﻤﻊ ﻭﻫﻲ ﻣﻦ ﺿﻤﻦ ﻭﺣﺴﺎﺳﻴﺔ ﺍﻷﺫﻥ‬ ‫•‬
‫ﻣﺴﺘﺪﻻﹰ ﺑﻘﻮﻟﻪ ﺗﻌﺎﱃ ﰲ ﳏﻜﻢ ﺑﻴﺎﻧﻪ )ﺧﺘﻢ ﺍﷲ ﻋﻠﻰ ﻗﻠﻮ ‪‬ﻢ ﻭﻋﻠﻰ ﲰﻌﻬﻢ ﻭﻋﻠﻰ‬
‫ﺃﺑﺼﺎﺭﻫﻢ‪ (....‬ﺳﻮﺭﺓ ﺍﻟﺒﻘﺮﺓ ‪ – 7:‬ﺍﻵﻳﺔ ﺗﺘﺤﺪﺙ ﻋﻦ ﺍﻟﻜﺎﻓﺮﻳﻦ ﻭﻋﺪﻡ ﺍﺳﺘﺠﺎﺑﺘﻬﻢ‬
‫ﻟﺪﻋﻮﺓ ﺍﳊﻖ ﻓﺘﻌﻠﻬﻢ ﻣﻐﻠﻮﻗﻲ ﻭﳐﺘﻮﻣﻲ ﺍﻟﻘﻠﺐ ﻭﺍﻷﺫﻥ‪.‬ﻭﻗﺎﻝ ﺃﻳﻀﺎﹰ )ﻭﺍﷲ ﺃﺧﺮﺟﻜﻢ‬
‫ﻣﻦ ﺑﻄﻮﻥ ﺃﻣﻬﺎﺗﻜﻢ ﻻ ﺗﻌﻠﻤﻮﻥ ﺷﻴﺌﺎﹰ ﻭﺟﻌﻞ ﻟﻜﻢ ﺍﻟﺴﻤﻊ ﻭﺍﻷﺑﺼﺎﺭ ﻭﺍﻷﻓﺌﺪﺓ‬
‫ﻟﻌﻠﻜﻢ ﺗﺸﻜﺮﻭﻥ( ﺳﻮﻻﺭﺓ ﺍﻟﻨﺤﻞ‪.78:‬‬

‫ﺍﻟﺴﻤﺎﻉ = ﻫﻮ ﺣﻀﻮﺭ ﺍﻟﺼﻮﺕ ﻭﻭﺻﻮﻟﻪ ﺇﱃ ﺍﻷﺫﻥ ﺩﻭﻥ ﻗﺼﺪ ﺃﻭ ﺍﻧﺘﺒﺎﻩ ﻭﻻ‬ ‫•‬
‫ﻳﺴﺘﻮﻋﺒﻔﻴﻪ ﺍﻟﺴﺎﻣﻊ ﻣﺎ ﻳﻘﺎﻝ ﻭﺇﳕﺎ ﺗﺼﻠﻪ ﻣﻘﺘﻄﻔﺎﺕ ﻣﻨﻪ‪.‬‬

‫ﻭﺍﻻﺳﺘﻤﺎﻉ = ﻫﻮ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺼﻮﺕ ﻭﺣﻀﻮﺭﻩ ﺇﱃ ﺍﻷﺫﻥ ﺑﻘﺼﺪ ﻭﺍﻧﺘﺒﺎﻩ‪ ,‬ﻗﺪ‬ ‫•‬

‫ﻳﺘﺨﻠﻠﻪ ﺍﻧﻘﻄﺎﻉ ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫﻮ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺍﳊﻴﺎﺓ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻓﻬﻮ ﺇﺣﺪﻯ ﻋﻤﻠﻴﱵ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻐﻮﻱ ﰲ ﺍﳌﻌﺎﻣﻠﺔ ﺑﲔ ﺍﻟﻨﺎﺱ ﲨﻴﻌﻬﻢ‪.‬ﻭﻫﺬﺍ ﺍﻟﻔﻦ ﻗﺪ ﺍﺳﺘﺨﺪﻭ ﰲ ﳎﺎﻝ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺣﺼﻮﺻﺎ ﰲ ﻓﻬﻢ ﻟﻐﺔ ﻣﻦ ﻟﻐﺎﺕ‪.‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 10‬‬

‫ﺍﻹﻧﺼﺎﺕ = ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﻗﺪ ﳝﻮﻥ ﻏﺮﻳﺒﺎﹰ ﺑﻞ ﺃﻧﻪ ﻣﺘﺼﻞ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫•‬
‫ﻭﻣﻬﺎﺭﺗﻪ ﻷﻧﻪ ﻫﻮ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺼﻮﺕ ﻭﻭﺻﻮﻟﻪ ﺇﱃ ﺍﻷﺫﻥ ﻣﻊ ﺷﺪﺓ ﺍﻻﻧﺘﺒﺎﻩ ﻭﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻻ ﻳﺘﺨﻠﻠﻪ ﺍﻻﻧﻘﻄﺎﻉ ﺃﻱ ﺗﺮﻛﻴﺰ ﺍﻻﻧﺘﺒﺎﻩ ﻋﻠﻰ ﻣﺎ ﻳﺴﻤﻌﻪ ﺍﻻﻧﺴﺎﻥ ﻣﻦ ﺃﺟﻞ ﻫﺪﻑ‬
‫ﳏﺪﺩ ﺃﻭ ﻏﺮﺽ ﻳﺮﻳﺪ ﲢﻘﻴﻘﻪ ﻭﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺑﻜﻮﻥ ﻫﺬﺍ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﺍﱃ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪:‬‬
‫ﻷﻥ ﺍﳌﺴﺘﻤﻊ ﻳﺴﺘﻤﻊ ﺇﱃ ﻛﻼﻡ ﺍﳍﻲ ﻭﻣﺎ ﺩﺍﻡ ﻳﺴﺘﻤﻊ ﺍﱃ ﻫﺬﺍ ﺍﻟﻜﻼﻡ ﻭﻣﻦ ﺃﺟﻞ‬
‫ﺫﻟﻚ ﻋﻠﻴﻪ ﺃﻥ ﻳﻨﺸﻐﻞ ﺑﻐﲑﻩ ﻭﻳﻘﻮﻝ ﺍﷲ ﺟﻞ ﺷﺄﻧﻪ )ﻭﺇﺫﺍ ﻗﺮﺉ ﺍﻟﻘﺮﺁﻥ ﻓﺎﺳﺘﻤﻌﻮﺍ ﻟﻪ‬
‫ﻭﺃﻧﺼﺘﻮﺍ ﺍﻋﺎﱂ ﺗﺮﲪﻮﻥ( ﺳﻮﺭﺓ ﺍﻷﻋﺮﺍﻑ‪ -204 :‬ﻓﺄﺿﺎﻑ ﺍﱃ ﺍﻻﺳﺘﻤﺎﻉ ﺍﻻﻧﺼﺎﺕ‬
‫ﻟﻴﻜﻮﻥ ﺍﻟﺘﺮﻛﻴﺰ ﺃﺷﺪ ﻭﺍﻟﻔﻬﻢ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ ﳌﻌﺎﱐ ﺃﺩﻕ ﻭﺃﻛﺜﺮ‪.‬‬

‫ﺃﻥ ﺍﳌﻬﺎﺭﺓ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻌﻠﻢ ﻫﻲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺫﻟﻚ ﻷﻥ ﺍﻻﻧﺼﺎﺕ ﻣﻬﺎﺭﺓ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﺮﺩ‬
‫ﺍﻛﺘﺴﺎ‪‬ﺎ ﺑﺈﺟﺎﺩﺗﻪ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‪ .‬ﺃﻥ ﺍﻟﻔﺮﻕ ﻛﻤﺎ ﺳﺒﻖ ﺗﻮﺿﻴﺤﻬﺎ ﺃﻥ ﻗﺎﻟﻨﺎ ﻫﻨﺎ ﻋﻠﻰ ﺃﻧﻪ‬
‫ﰲ ﺍﻟﺪﺭﺟﺔ ﺃﻛﺜﺮ ﻣﻨﻪ ﻓﺮﻗﺎ ﰲ ﻃﺒﻴﻌﺔ ﺍﳌﻬﺎﺭﺓ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻔﻬﻢ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﻣﻬﺎﺭﺓ ﺍﻻﻧﺼﺎﺕ‬
‫ﻟﻴﺲ ﺗﻌﻠﻢ ﻻﻥ ﺍﳌﻌﻠﻢ ﻳﻬﻲﺀ ﻟﻠﻄﺎﻟﺐ ﻣﻦ ﺍﳋﱪﺍﺕ ﻣﺎ ﻳﺘﻄﻠﺐ ﺍﻻﻧﺼﻠﺖ ﻭﻳﺪﺭﺑﻪ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬

‫ﺃﳘﻴﺔ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪1.5‬‬

‫ﳌﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﺃﳘﻴﺔ ﻻ ﻳﻘﺒﻞ ﻓﻴﻬﺎ ﺍﻟﺸﻚ ﻻ‪‬ﺎ ﻣﻬﺎﺭﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﻳﺘﺪﺭﺏ ﺍﻟﻨﺘﻌﻠﻤﻮﻥ ﻋﻠﻴﻬﺎ ﻣﻨﺬ ﺑﺪﺀ ﺗﻌﻠﻤﻬﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺳﻴﻄﺮﺓ‬
‫‪11 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﻭﻇﻴﻔﻴﺔ‪ .‬ﻓﺎﻟﻄﺎﻟﺐ ﻳﺴﺘﻤﻊ ﺍﱃ ﺍﳊﺪﻳﺚ ﻭﻳﻌﻴﺪ ﺍﳊﺪﻳﺚ ﺧﻠﻒ ﺍﳌﻌﻠﻢ ﰒ ﻳﻨﺘﻘﻞ ﺑﻌﺪ ﺫﻟﻚ‬
‫ﺍﱃ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻻﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﳌﻌﻠﻢ‪.‬‬

‫ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﺒﺸﺮ‬ ‫•‬

‫ﺑﻴﻨﻤﺎ ﳓﻦ ﻧﺘﺼﻞ ﺑﲔ ﺍﻟﻨﺎﺱ ﻻ ﺑﺪ ﻟﻨﺎ ﺃﻥ ‪‬ﺘﻢ ﻭﻧﺮﻛﺰ ﺍﺳﺘﻤﺎﻉ ﺍﱃ ﻣﺎ ﻳﺘﻜﻠﻢ ﺑﻪ‬
‫ﺍﻟﻨﺎﺱ ﺍﻵﺧﺮ ﻷﻥ ﻧﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ ﻭﻳﻜﻮﻥ ﺍﳉﻮ ﰲ ﺍﻻﺗﺼﺎﻝ ﺑﻴﻨﻨﺎ ﻭﺑﲔ ﺍﻷﺧﺮﻭﻥ ﰲ‬
‫ﺟﻮ ﻣﺘﺄﺛﺮ ﻭﻣﻨﻄﺒﻖ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ ﻛﻮﺳﻴﻠﺔ ﰲ ﺍﳌﻌﺎﻣﻠﺔ ﺑﲔ ﺍﻟﺒﺸﺮ ﻷﻥ‬
‫ﻣﻦ ﱂ ﻳﺴﺘﻤﻊ ﻟﻌﺪﻡ ﺍﳌﻌﺎﻣﻠﺔ ﰲ ﺫﻟﻚ ﺍﳊﲔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﻘﺪ ﺃﺩﻯ ﺍﻟﺪﻭﺭ‬
‫ﺍﻟﺬﻱ ﻳﻠﻌﺒﻪ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺍﱃ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻘﺎﺋﻠﺔ ﻷﻥ ﺍﻟﻘﻮﻝ ﺍﳌﺮﺗﺒﻂ ﺑﲔ‬
‫ﺍﻟﻨﺎﺱ ﻳﺸﲑ ﺃﻥ ﻫﻨﺎﻙ ﻭﺟﻮﺩ ﻋﻨﺎﺻﺮ ﺍﻻﺳﺘﻤﺎﻉ ﻓﻴﻬﺎ‪.‬‬

‫ﻃﺮﻳﻘﺔ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫•‬

‫ﻛﺜﲑﺍ ﻣﺎ ﻳﻘﻮﻝ ﺃﻥ ﺍﻷﺳﺘﻤﺎﻉ ﻳﺆﺩﻱ ﺑﻮﺳﺎﺋﻠﻪ ﺍﱃ ﺟﺬﺏ ﻭﺣﺼﻮﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻌﻴﻨﺔ ﻋﻨﺪ ﻣﺎ ﳕﺎﺭﺱ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﻤﺎﻉ‪ .‬ﻣﺜﻼﹰ ﺃﻥ ﻧﻘﻮﻝ ﺃﻥ ﺍﻷﻃﻔﺎﻝ ﰲ‬
‫ﺃﻭﻝ ﺃﻳﺎﻡ ﺩﺭﺳﻬﻢ ﻣﻦ ﺍﻛﺜﺮ ﺗﻌﺮﺿﺎﹰ ﻟﻠﺘﺨﻠﻒ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﻭﳌﺎ ﻛﺎﻧﺖ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻟﺪﻯ ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﺗﻔﻮﻕ ﰲ ﳕﻮﻫﺎﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﻓﻜﺜﲑﺍﹰ ﻣﺎ‬
‫ﻧﻔﺘﺮﺽ ﺃﻥ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺸﻔﻬﻲ ﻳﻜﻮﻥ ﺃﻛﺜﺮ ﺟﺪﻭﻱ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻜﺘﺎﰊ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﺮﺣﻠﺔ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﻀﻌﻒ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻓﻀﻞ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺇﺫﻥ ﺗﺪﺭﻳﺲ ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﰲ ﺍﳊﲔ ﺿﺮﻭﺭﺓ ﳌﺴﺎﻋﺪﺓ ﻣﻦ ﻳﺸﺘﻐﻞ ﺑﻪ ﰲ ﺟﻠﺐ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﻴﻨﺔ‬
‫ﲢﻘﻴﻘﺎﹰ ﻣﺎ ﰲ ﺁﺫﺍ‪‬ﻢ ﻭﺃﻓﻜﺎﺭﻫﻢ‪.‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 12‬‬

‫ﳏﺘﻮﻳﺎﺕ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪1.6‬‬

‫ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫ﻗﻠﻨﺎ ﺁﻧﻔﺎﹰ ﺃﻥ ﺍﻷﻣﺮ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻛﻲ ﻟﻐﻮﻱ ﻳﺘﻮﻗﻊ ﺣﺪﻭﺛﻪ ﻣﻦ ﺍﻟﺘﻠﻤﻴﺬ ﻧﺘﻴﺠﺔ ﳌﺮﻭﺭﻩ ﲞﱪﺍﺕ‬
‫ﻟﻐﻮﻳﺔ ﻭﺗﻌﺪﺩﺓ ﻭﺗﻔﺎﻋﻠﻪ ﻣﻌﻬﺎ ﰲ ﻣﻮﺍﻗﻒ ﺗﻌﻠﻴﻤﻴﺔ ﳏﺪﺩﺓ‪ .‬ﻭﻣﻦ ﺿﻮﺍﺑﻂ ﻫﺬﺍ ﺍﻷﻣﺮ ﺃ‪‬ﺎ‬
‫ﺗﻌﺒﲑﺍﺕ ﻋﺎﻣﺔ ﻭﻟﺴﻌﺔ ﺗﺼﻒ ﺳﻠﻮﻙ ﺍﳌﺘﻌﻠﻢ ﺍﳌﺮﻏﻮﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻄﻠﺒﺔ‪ .‬ﻭﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﺍﻵﺧﺮ ﺍﻻ ﻭﻫﻮ ﻭﺻﻒ ﻟﺴﻠﻮﻙ ﳏﺪﺩ ﻳﻨﺘﻈﺮﺣﺪﻭﺛﻪ ﰲ ﺷﺨﺼﻴﺘﻪ ﺍﻟﺘﻠﻤﻴﺬ ﻧﺘﻴﺠﺔ ﳌﺮﻭﺭﻩ‬
‫ﲞﱪﺓ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻭ ﲟﻮﻗﻒ ﺁﺧﺮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﻨﺘﺠﺔ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻠﻤﻴﺬ‪.‬‬

‫ﻭﰲ ﺍﳊﲔ ﺃﻥ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺗﺘﻀﻤﻦ ﺍﳊﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﺳﺘﺨﻼﺹ‬
‫ﺍﻟﺘﺼﻤﻴﻢ‬ ‫ﺍﻟﻨﻘﻄﺔ‬ ‫ﺗﻘﻴﻴﻢ ﺍﶈﺘﻮﻯ‬

‫ﻣﻬﺎﺭﺓ‬
‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻤﻴﻴﺰ‬ ‫ﺍﻟﺘﻔﻜﲑ‬
‫ﺍﻟﺴﻤﻌﻲ‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺟﻲ‬
‫ﺍﳊﻜﻢ ﻋﻠﻰ‬
‫ﺻﺪﻕ ﺍﶈﺘﻮﻯ‬
‫‪13 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺳﻮﻑ ﻧﺒﺤﺚ ﺍﻷﻣﻮﺭ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺍﻋﻼﻡ ﺑﻌﺾ ﻣﻬﺎﺭﺍﺕ ﻣﺘﻌﻠﻘﺔ ﺑﺎﻻﺳﺘﻤﺎﻉ ﻟﻠﻤﺪﺍﺭﺱ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺧﺼﻮﺻﺎﹰ ﰲ ﻓﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻎ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﻣﻬﺎﺭﺍﺕ ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻤﻴﲑﺍﻟﺴﻤﻌﻲ‬ ‫•‬

‫ﻫﻮ ﻣﻬﺎﺭﺓ ﺭﺋﻴﺴﻴﺔ ﺗﺸﻤﺘﻤﻞ ﻋﻠﻰ ﻋﺪﺓ ﻣﻬﺎﺭﺍﺕ ﻓﺮﻋﻴﺔ ﻣﻨﻬﺎ ﺍﻟﺘﺬﻛﺮ ﺍﻟﺴﻤﻌﻲ‪ .‬ﺍﻟﺘﺬﻟﺮ‬
‫ﺍﻟﺴﻤﻬﻲ ﻭﻫﻮ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺬﻛﺮ ﺍﻷﺻﻮﺍﺕ ﰲ ﻧﻈﺎﻡ ﺗﺘﺎﺑﻌﻲ ﺧﺎﺹ‪ .‬ﻭﻛﺬﻟﻚ ﲤﻴﻴﺰ‬
‫ﺃﺻﻮﺍﺕ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻮﺳﻂ ﺍﻟﻨﻬﺎﻳﺔ ﰲ ﺍﻟﻜﻠﻤﺔ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺻﻬﺮ ﺍﻷﺻﻮﺍﺕ ﻓﻴﻤﺎ‬
‫ﺑﻴﻨﻬﺎ ﲟﺎ ﻳﺴﻤﻲ ﺏ‪)..‬ﺍﻟﺪﻣﺞ( ﻭﻋﻠﻰ ﺇﻛﻤﺎﻝ ﺍﻟﻨﺎﻗﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﳉﻤﻠﺔ ﻓﻴﻤﺎ‬
‫ﻳﺴﻤﺐ ﺏ‪)..‬ﺍﻹﻏﻼﻕ(‪ .‬ﻳﺘﻀﻤﻦ ﺍﻟﺘﻤﻴﻴﻴﺰ ﺍﻟﺴﻤﻌﻲ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻌﻴﻨﺔ‬ ‫‪-‬‬

‫ﲤﻴﻴﻴﺰ ﺍﻟﺼﻔﺎﺕ ﺍﳌﺴﺘﻨﺪﺓ ﺑﺎﻷﺻﻮﺍﺕ‬ ‫‪-‬‬
‫ﲢﺪﻳﺪ ﻣﺼﺪﻯ ﺍﻟﺼﻮﺕ‬ ‫‪-‬‬
‫ﻣﺘﺎﺑﻌﺔ ﺍﳌﺆﺛﺮ ﺍﻟﺼﻮﰐ ﺍﳌﻌﲔ ﺿﻤﻦ ﺧﻠﻴﻔﺔ ﻋﺮﻳﻀﺔ ﻣﻦ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ‬ ‫‪-‬‬
‫ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﺻﻮﺭﺓ ﻣﻌﻴﻨﺔ ﺃﻡ ﻓﻌﻞ ﻣﻌﲔ‬ ‫‪-‬‬
‫ﺣﻜﺎﻳﺔ ﺍﻷﺻﻮﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﺒﻴﺌﺔ‬ ‫‪-‬‬
‫ﻧﻄﻖ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﻨﺴﻤﻮﻋﺔ ﻧﻄﻘﺎﹰ ﺻﺤﻴﺤ‪‬ﺎ‬ ‫‪-‬‬
‫ﺇﺿﺎﻓﺔ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﻋﻨﺪﻩ ﺇﱃ ﻛﻠﻤﺎﺕ ﺗﻌﻄﻲ ﻟﻪ ﺷﻔﻮﻳﺎﹰ ﲝﻴﺚ ﻳﺘﻜﻮﻥ ﻣﻨﻜﻞ‬ ‫‪-‬‬
‫ﺫﻟﻚ ﲨﻠﺔ‬
‫ﺍﺳﺘﻜﻤﺎﻝ ﺍﻟﻔﺮﺍﻏﺎﺕ ﰲ ﺍﳉﻤﻞ ﺍﳌﻨﻄﻮﻗﺔ ﺑﻜﻠﻤﺎﺕ ﻣﻼﺋﻤﺔ‬ ‫‪-‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 14‬‬

‫ﻳﻜﻮﻥ ﲨﻠﺔ ﻣﻔﻴﺪﺓ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻌﻄﺎﺓ ﻟﻪ ﺷﻔﻮﻳﺎﹰ ﲝﻴﺚ ﻳﺘﻜﻮﻥ‬ ‫‪-‬‬
‫ﻣﻦ ﻛﻞ ﺫﻟﻚ ﲨﻠﺔ‬
‫ﺍﺳﺘﻜﻤﺎﻝ ﺍﻟﻔﺮﺍﻏﺎﺕ ﰲ ﺍﳉﻤﻞ ﺍﳌﻨﻄﻮﻗﺔ ﺑﻜﻠﻤﺎﺕ ﻣﻼﺋﻤﺔ‬ ‫‪-‬‬
‫ﺗﻜﻮﻳﻦ ﲨﻠﺔ ﻣﻔﻴﺪﺓ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻌﻄﺎﺓ ﻟﻪ ﺷﻔﻮﻳﺎﹰ‬ ‫‪-‬‬
‫ﻭﺿﻊ ﺍﻟﻜﻠﻤﺔ ﰱ ﻣﻌﺎﻥ ﻣﺘﻌﺪﺩﺓ ﺑﺘﻐﲑ ﺣﺮﻛﺎ‪‬ﺎ‬ ‫‪-‬‬
‫ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺸﻤﻞ ﻋﻠﻰ ﻧﻔﺲ ﺍﳊﺮﻓﲔ ﺍﳌﻌﻄﻴﲔ ﺷﻔﻮﻳﺎﹰ ﺇﻣﺎ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‬ ‫‪-‬‬
‫ﻭﺍﻟﻮﺳﻂ ﻭﺍﻟﻨﻬﺎﻳﺔ ﺣﺴﺐ ﻣﻮﻗﻊ ﺍﻟﻜﻠﻤﺔ‬
‫ﲤﻴﻴﺰ ﻭﺗﺒﻴﲔ ﻟﻼ‪‬ﺎﻣﺎﺕ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻮﺳﻂ ﻭﺍﻟﻨﻬﺎﻳﺔ ﺣﺴﺐ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺔ‬ ‫‪-‬‬
‫ﺗﻜﻮﻳﻦ ﻛﻠﻤﺔﺟﺪﻳﺪﺓ ﺑﺘﻐﺮ ﺍﳊﺮﻭﻑ ﺍﻷﺧﲑ ﻣﻦ ﺍﻟﻜﻠﻤﺔ ﺍﳌﻌﻄﺎﺓ‬ ‫‪-‬‬
‫ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺒﺪﺃ ﺑﻨﻔﺲ ﺍﳊﺮﻑ ﺍﳌﻌﻄﻲ ﻟﻪ ﺷﻔﻮﻳﺎﹰ‬ ‫‪-‬‬
‫ﺗﻘﻮﱘ ﺑﺎﳊﺮﻛﺔ ﺃﻭ ﲤﺜﻴﻞ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﺣﺴﺐ ﺍﻟﻜﻠﻤﺔ ﺍﳌﻌﻄﺎﺓ‬ ‫‪-‬‬
‫ﲤﻴﻴﺰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻻ ﺗﺴﺒﻖ ﺑﻨﻔﺲ ﺍﳊﺮﻑ ﻣﻦ ﳎﻤﻮﻋﺔ ﻛﻠﻤﺎﺕ ﻣﻨﻄﻮﻗﺔ‬ ‫‪-‬‬
‫ﲤﻴﻴﺰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻻ ﺗﺴﺒﻖ ﺑﻨﻔﺲ ﺍﳊﺮﻑ ﻣﻦ ﳎﻤﻮﻋﺔ ﻛﻠﻤﺎﺕ ﺻﻮﺭ ﻣﻌﻴﻨﺔ‬ ‫‪-‬‬
‫ﲤﻴﻴﺰ ﺑﲔ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺼﻮﺗﻴﺔ ﺍﳌﺘﻘﺎﺭﺑﺔ ﰲ ﺍﻟﺸﻜﻞ ﻭﺍﻟﻨﻄﻖ‬ ‫‪-‬‬
‫ﺗﻜﻮﻳﻦ ﻛﻠﻤﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﻷﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ‬ ‫‪-‬‬
‫ﺗﻜﻮﻳﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺴﺒﻖ ﺑﺂﺧﺮ ﺣﺮﻑ ﻣﻦ ﺍﻟﻜﻠﻤﺔ ﺍﳌﻌﻄﻴﺔ‬ ‫‪-‬‬
‫ﺗﻜﻮﻳﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺈﺿﺎﻓﺔ ﺣﺮﻑ ﺇﱃ ﺍﳊﺮﻑ ﺍﳌﻮﻫﺐ ﰒ ﻳﻘﻮﻡ ﺑﺘﻘﻮﳝﻪ‬ ‫‪-‬‬
‫ﲢﺪﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻬﺎ ﺍﻟﻮﺯﻥ ﺍﳌﺘﺸﺎﺑﻪ ﻣﻦ ﺧﻼﻝ ﲨﻠﺔ ﺗﻨﻄﻖ ﻟﻪ‬ ‫‪-‬‬
‫ﲢﺪﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻬﺎ ﺍﻟﻮﺯﻥ ﺍﳌﺘﺸﺎﺑﻪ ﻣﻦ ﺧﻼﻝ ﺛﻼﺙ ﻛﻠﻤﺎﺕ ﻋﻠﻰ‬ ‫‪-‬‬
‫ﺍﻷﻗﻞ ﺗﻨﻄﻖ ﻟﻪ‬
‫‪15 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻮﺯﻥ ﺑﺎﻟﻜﻠﻤﺔ ﺍﳌﻨﻄﻮﻗﺔ‬ ‫‪-‬‬

‫ﺍﺳﺘﻜﻤﺎﻝ ﺃﺑﻴﺎﺕ ﺍﻟﺸﻌﺮ ﺍﻟﺒﺴﻴﻂ ﺑﻜﻠﻤﺔ ﻳﺘﻄﺎﺑﻖ ﻭﺯ‪‬ﺎ ﻣﻊ ﻭﺯﻥ ﺇﺣﺪﻯ‬ ‫‪-‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺍﻟﺒﻴﺖ‬
‫ﺍﺳﺘﻜﻤﺎﻝ ﺍﳉﻤﻠﺔ ﺑﻜﻠﻤﺔ ﻋﻠﻰ ﻧﻔﺲ ﻭﺯﻥ ﻛﻠﻤﺔ ﻣﻌﻄﻴﺔ ﰲ ﺍﳉﻤﻠﺔ‬ ‫‪-‬‬
‫ﺇﻋﺎﺩﺓ ﺳﺮﺩ ﺍﻟﻘﺼﺔ ﺍﻟﱵ ﺣﻜﻴﺖ ﻟﻪ‬ ‫‪-‬‬
‫ﺗﺸﻜﻴﻞ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺍﻟﱵ ﻭﺭﺩ ﺫﻛﺮﻫﺎ ﰲ ﺍﻟﻘﺼﺔ ﺍﻟﱵ ﺣﻜﻴﺖ ﻟﻪ‬ ‫‪-‬‬
‫ﺗﻨﻔﻴﺬ ﲬﺴﺔ ﺃﻭﺍﻣﺮ ﺃﻭ ﲬﺲ ﺧﻄﻮﺍﺕ ﻣﺴﻠﺴﻠﺔ ﺗﻠﻘﻲ ﻟﻪ ﺷﻔﻮﻳﺎﹰ‬ ‫‪-‬‬
‫ﻳﺘﺒﻊ ﺍﻟﺘﺴﻠﺴﻞ ﰲ ﻋﺮﺽ ﻗﺼﺔ ﳎﺰﺃﺓ‬ ‫‪-‬‬
‫ﺇﺟﺎﺑﺔ ﺍﻷﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺘﻔﺎﺻﻴﻞ ﻗﺼﺔ ﻣﺴﻤﻮﻋﺔ ﺃﻭ ﻣﻮﺿﻮﻉ ﻣﻌﲔ ﻣﺴﻤﻮﻉ‬ ‫‪-‬‬
‫ﻛﺬﻟﻚ‬
‫ﻛﺘﺎﺑﺔ ﺍﻟﻮﺻﻒ ﳊﺪﺙ ﺃﻭ ﻣﺸﻬﺪ ﻣﺜﲕ ﻳﺘﻢ ﺃﻣﺎﻣﻪ‬ ‫‪-‬‬
‫ﺗﻨﻔﻴﺬ ﻋﺪﺓ ﺗﻌﻠﻴﻤﺎﺕ ﻣﻨﻄﻮﻗﺔ‬ ‫‪-‬‬
‫ﺇﻋﺎﺩﺓ ﺳﺮﺩ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﱵ ﲰﻬﻌﺎ ﻣﺮﺓ ﺃﺧﺮﻯ‬ ‫‪-‬‬
‫ﺍﺗﺒﺎﻉ ﺍﻻﺳﺘﻤﺎﻉ ﺇﻟﻴﻪ ﻣﻦ ﻣﺴﺠﻞ ﺃﻭ ﻣﻦ ﺍﳌﺪﺭﺱ ﻣﻊ ﺍﳌﻜﺘﻮﺏ ﰲ ﺍﻟﻜﺘﺎﺏ‬ ‫‪-‬‬
‫ﺍﳌﻘﺘﺮﺡ ﻭﺍﻟﻨﺼﻮﺹ ﺍﳌﺨﺘﺎﺭﺓ‬
‫ﺗﻮﺟﻴﻪ ﺍﻷﺳﺌﻠﺔ ﺇﱃ ﺿﻴﻒ ﳏﺎﺿﺮ ﺃﻭ ﻣﺘﺤﺪﺙ‬ ‫‪-‬‬
‫ﺗﻘﻠﻴﺪ ﻃﺮﻳﻘﺔ ﻋﺮﺽ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳍﺎﺩﻓﻖ ﺍﻟﱵ ﻋﻠﻰ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﻠﻔﻮﻇﺔ‬ ‫‪-‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 16‬‬

‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﺼﻤﻴﻢ‬ ‫•‬

‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺪﺭﺳﻲ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻛﻤﺎ ﻳﺎﻱ‪:‬‬
‫‪ -‬ﺍﺭﺗﺘﺒﺎﻁ ﺍﻷﺻﻮﺍﺕ ﺑﺎﻟﺼﻮﺭ‬
‫ﻣﺴﺘﻌﲔ ﺑﻨﻔﺲ ﻻﺣﺮﻑ ﺃﻭ ﻳﺰﻳﺪ ﺷﻔﻮﻳﺎﹰ‬ ‫‪ -‬ﺭﺑﻂ ﺍﻟﻜﻠﻤﺔ ﻭﺍﻟﺼﻮﺭ‬
‫‪ -‬ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫‪ -‬ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻣﺘﺴﺎﻭﻳﺔ ﺍﳊﺮﻑ‬
‫‪ -‬ﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻣﺘﺴﺎﻭﻳﺔ ﺍﳊﺮﻑ ﺣﺴﺐ ﺍﳌﻮﻗﻊ‬
‫‪ -‬ﺗﻜﻮﻳﻦ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ‬
‫‪ -‬ﺍﺳﺘﻌﺎﻧﺔ ﺑﺎﻻﺷﺎﺭﺍﺕ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫‪ -‬ﺫﻛﺮ ﺍﳊﺎﺳﺔ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻜﻠﻤﺔ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺍﳌﺴﻤﻮﻋﺔ‬
‫‪ -‬ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﻜﻠﻤﺔ ﻋﲑ ﺍﳌﻨﺎﺳﺒﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﻛﻠﻤﺎﺕ ﻣﺴﻤﻮﻋﺔ‬

‫ﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﻘﻄﺔ ﺍﳌﻬﻤﺔ‪:‬‬ ‫•‬

‫ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﳛﺘﺎﺝ ﺍﱃ ﻣﻬﺎﺭﺓ ﺍﻟﻔﻬﻢ ﻭﺍﻹﺩﺭﺍﻙ ﻭﻳﻌﺘﱪﻫﺎ ﻣﻦ ﺃﺻﻌﺐ ﺍﻟﻌﻤﻠﻴﺔ ﻟﺪﻯ‬
‫ﺍﻟﻄﻠﺒﺔ ﻟﻴﺤﺪﺩ ﺍﻟﻨﻘﻄﺔ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﺣﻮﻝ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻨﻄﻮﻗﺔ ﳍﻢ‪ .‬ﻋﻠﻰ ﺍﳌﺪﺭﺱ‬
‫ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﻣﻬﺎﺭﺓ ﺍﻟﺘﺼﻤﻴﻢ ﻻﺻﺪﺍﺭ ﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ ﺍﳌﺸﺘﺮﻙ ﺑﲔ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﳌﻘﺘﺮﺣﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻬﻤﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﻣﻨﺪﺟﺔ ﲢﺖ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﻘﻄﺔ ﺍﳌﻬﻤﺔ ﺗﺸﻤﻞ‪:‬‬
‫ﻣﺘﻌﻠﻖ ﺑﺎﳌﻮﺿﻮﻉ‬ ‫ﺫﻛﺮ ﺍﻟﻌﻨﻮﺍﻥ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻨﺺ ﺍﻟﱵ ﻳﺼﺪﺭ ﻟﻪ‬ ‫‪-‬‬
‫ﺍﶈﺘﻜﻲ ﺑﻪ‬ ‫ﺧﻼﺻﺔ ﺍﻟﻘﺼﺔ ﺍﻟﺴﻬﻠﺔ ﺍﻟﱵ ﻧﺸﺮﺕ ﻟﻪ ﰲ ﲨﻠﺔ ﺃﻭ ﲨﻠﺘﲔ‬ ‫‪-‬‬
‫ﺍﺳﺘﺨﻼﺹ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ‬ ‫‪-‬‬
‫‪17 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﺳﺘﺨﻼﺹ ﺍﻟﻜﻼﻡ ﺍﳌﻠﻔﻮﻅ‬ ‫‪-‬‬

‫ﰒ ﻳﺘﺤﺪﺙ ﻋﻦ‬ ‫ﺍﺳﺘﻤﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺫﺍﻋﻴﺔ‬ ‫‪-‬‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﳌﻬﻤﺔ‬ ‫ﺍﺳﺘﻤﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻠﻔﺮﻳﻮﻧﻴﺔ‬ ‫‪-‬‬
‫ﲢﺪﻳﺪ ﺍﻟﻐﻜﺮﺓ ﻟﻜﻞ ﺟﺰﺀ ﰲ ﺍﻟﻘﺼﺔ ﺍﳌﺨﺘﺎﺭﺓ‬ ‫‪-‬‬
‫ﺭﺳﻢ ﺍﳊﺪﺙ ﺍﳌﻌﲔ ﰲ ﺟﺰﺀ ﻣﻦ ﺍﻟﻨﺺ ﺍﳌﻘﺘﺮﺡ‬ ‫‪-‬‬

‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺳﺘﻨﺘﺎﺟﻲ‬ ‫•‬

‫ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ -‬ﺍﺳﺘﺨﻼﺹ ﺍﳌﻌﲎ ﻣﻦ ﺍﻟﺼﻮﺕ ﺍﳌﺴﻤﻮﻋﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﻨﻐﻢ‬
‫‪ -‬ﺍﺳﺘﺨﻼﺹ ﻣﻌﲎ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﺳﻴﺎﻕ ﺍﳉﻤﻠﺔ‬
‫‪ -‬ﺍﺳﺘﺨﻼﺹ ﺍﻷﻛﺎﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻦ ﺍﳌﻮﺿﻮﻉ ﺍﳌﻘﺘﺮﺡ‬
‫‪ -‬ﺍﺳﺘﺨﻼﺹ ﺃﻫﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪ -‬ﺍﺗﺼﺎﻝ ﺍﳌﻌﲎ ﻣﻦ ﺍﻟﻜﻼﻡ ﺍﳌﺘﺤﺪﺙ ﺑﻪ‬
‫‪ -‬ﺍﺗﺼﺎﻝ ﺍﱃ ﻣﺎ ﻳﻮﺟﻬﻪ ﻧﻈﺮ ﺍﳌﺘﻜﻠﻢ‬
‫‪ -‬ﺇﺟﺎﺑﺔ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ﻃﺮﻳﻘﺔ ﺍﻟﻠﻐﺰ‬
‫‪ -‬ﺭﺳﻢ ﺍﳊﺪﺙ ﺍﳌﻌﲔ ﰲ ﺟﺰﺀ ﻣﻦ ﺍﻟﻨﺺ ﺍﳌﻘﺘﺮﺡ‬

‫ﻣﻬﺎﺭﺓ ﺍﳊﻜﻢ ﻋﻠﻰ ﺻﺪﻕ ﺍﳌﺴﺘﻮﻯ‬ ‫•‬

‫ﺗﻘﻮﱘ ﺍﻟﻜﻼﻡ ﺍﳌﻨﻄﻮﻕ ﻣﻦ ﻋﺪﺓ ﺟﻬﺎﺕ ﺃﺳﻠﻮﺑﺎﹰ ﻭﻣﻌﻠﻮﻣﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻹﻟﻘﺎﺀ‬ ‫‪-‬‬
‫ﺍﻟﺘﻌﺮﻑ ﺑﺎﻟﺘﻨﺎﻗﻀﺎﺕ ﰲ ﺍﳌﻮﺿﻮﻉ‬ ‫‪-‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 18‬‬

‫ﺗﻄﺒﻴﻖ ﻗﻮﺍﻋﺔ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫‪-‬‬

‫ﰒ ﻳﺘﺤﺪﺙ ﻋﻦ‬ ‫ﺍﺳﺘﻤﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺫﺍﻋﻴﺔ‬ ‫‪-‬‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﳌﻬﻤﺔ‬ ‫ﺍﺳﺘﻤﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻠﻔﺮﻳﻮﻧﻴﺔ‬ ‫‪-‬‬
‫ﺗﻄﺒﻴﻖ ﺃﺻﻮﻝ ﺍﻷﺩﺏ ﻭﻗﻮﺍﻋﺪﻩ‬ ‫‪-‬‬
‫ﺫﻛﺮ ﺃﺳﺒﺎﺏ ﺍﻟﺘﻔﻀﻴﻞ ﻟﻠﻨﺺ ﺍﳌﻘﺘﺮﺡ ﲰﻌﻪ‬ ‫‪-‬‬
‫ﺍﺳﺘﺨﻼﺹ ﻣﺎ ﻫﻮ ﱂ ﺗﺮﺗﺒﻂ ﺑﺎﳌﻘﺎﻝ ﺍﳌﻘﺘﺮﺡ ﻭﺍﳌﻜﻮﻥ ﻣﻦ ﲬﺲ ﺃﻭ ﺳﺖ ﲨﻞ‬ ‫‪-‬‬
‫ﺍﳊﻜﻢ ﻋﻠﻰ ﺷﺨﺼﻴﺎﺕ ﺍﳌﺴﺮﺣﻴﺔ ﺍﻟﱵ ﺷﺎﻫﺪﻫﺎ ﺃﻭ ﲰﻌﻬﺎ ﰲ ﺿﻮﺀ ﻣﻌﺎﻳﲑ ﻣﻨﺎﺳﺒﺔ‬ ‫‪-‬‬

‫ﻣﻬﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺍﶈﺘﻮﻯ‪:‬‬ ‫•‬

‫ﺣﻘﻴﻘﺔﹰ ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﺃﺭﻗﻰ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﻔﻬﻢ ﻋﻠﻰ ﺍﻻﻃﻼﻕ ﺍﻟﱵ ﺗﻮﻗﻒ‬
‫ﺍﳌﺴﺘﻤﻊ ﻋﻠﻰ ﻣﺪﻯ ﲢﻴﺰ ﺍﳌﺘﻜﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻟﻜﻠﻤﺎﺕ ﻣﺸﺤﻮﻧﺔ ﺑﺎﻟﻌﻮﺍﻃﻒ‬
‫ﻭﺍﻻﻧﻔﻌﺎﻻﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺗﺜﲑ ﺍﻟﺘﺤﻴﺰ ﻭﺍﻟﺘﺨﻠﻴﻂ ﻭﺍﻟﺘﻐﻠﻴﻂ‪ .‬ﻫﺬﻩ ﻣﻬﺎﺭﺓ ﺗﱪﺯﺟﻮﺍﻧﺐ‬
‫ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﰲ ﺍﳌﺎﺩﺓ ﺍﳌﺴﻤﻮﻋﺔ ﻭﺗﻮﺿﺢ ﻛﻴﻔﻴﺔ ﻋﻼﺝ ﺃﺳﺒﺎﺏ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ‪.‬‬
‫ﻭﺍﳌﻬﺮﺓ ﺗﺸﻤﻞ ﻣﺎ ﺫﺍ ﻳﻠﻲ‪:‬‬
‫ﺗﻘﻮﱘ ﺍﻟﻜﻼﻡ ﺍﳌﻨﻄﻮﻕ ﻣﻦ ﻋﺪﺓ ﺟﻬﺎﺕ ﺃﺳﻠﻮﺑﺎﹰ ﻭﻣﻌﻠﻮﻣﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻹﻟﻘﺎﺀ‬ ‫‪-‬‬
‫ﺗﻔﺮﻳﻖ ﺑﲔ ﺍﻷﺣﻜﺎﻡ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﺘﻜﻠﻢ ﻭﺍﳊﻘﺎﺋﻖ‬ ‫‪-‬‬
‫ﰒ ﻳﺘﺤﺪﺙ ﻋﻦ‬ ‫ﺍﺳﺘﻤﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺫﺍﻋﻴﺔ‬ ‫‪-‬‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﳌﻬﻤﺔ‬ ‫ﺍﺳﺘﻤﺎﻉ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻠﻔﺮﻳﻮﻧﻴﺔ‬ ‫‪-‬‬
‫ﺗﻮﺻﻴﻒ ﺍﳊﻠﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺃﻭ ﺷﻌﻮﺭﻩ ﺑﻌﺪ ﲰﺎﻋﻪ ﻣﻦ ﺍﻟﻨﺺ ﺍﳌﻌﲔ‬ ‫‪-‬‬
‫ﺍﳊﻜﻢ ﻋﻠﻰ ﺷﺨﺼﻴﺎﺕ ﺍﳌﺴﺮﺣﻴﺔ ﺍﻟﱵ ﺷﺎﻫﺪﻫﺎ ﺃﻭ ﲰﻌﻬﺎ ﰲ ﺿﻮﺀ ﻣﻌﺎﻳﲑ ﻣﻨﺎﺳﺒﺔ‬ ‫‪-‬‬
‫‪19 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺗﻮﺿﻴﺢ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻠﻤﺪﺭﺍﺱ‬
‫ﻟﻠﻤﺪﺭﺍﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫‪ -‬ﳝﻜﻦ ﺃﻥ ﺗﺪﺭﻙ ﲝﺎﺳﱵ ﺍﻟﺒﺼﺮ ﻭﺍﻟﻠﻤﺲ ﻭﳝﻜﻦ‬
‫ﺃﻥ ﺗﺒﻘﻰ ‪‬ﺎﺗﲔ ﺍﳊﺎﺳﺘﲔ ﳌﺪﺓ ﻃﻮﻳﻠﺔ ﻟﻌﻤﻘﻪ‬
‫ﻭﺩﻗﺔ ﲝﺜﻪ‪.‬‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺬﻛﺮ ﺍﻷﺻﻮﺍﺕ ﰲ ﻧﻈﺎﻡ ﺗﺘﺎﺑﻌﻲ‬
‫ﻣﻌﲔ‬
‫‪ -‬ﺍﻷﺳﻠﻮﺏ ﻗﺪ ﺍﺭﺗﻔﻊ ﻣﻦ ﺍﻟﺴﺎﺑﻘﺔ‬
‫‪ -‬ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺃﺻﻮﺍﺕ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻮﺳﻂ ﻭﺍﻟﻨﻬﺎﻳﺔ‬
‫ﻟﻠﺘﺤﻠﻴﻞ ﺍﻟﺼﻮﰐ‬
‫‪ -‬ﺗﺪﺭﺏ ﺍﻟﻘﺎﺭﺉ ﻋﻠﻰ ﻣﺰﺝ ﺍﻷﺻﻮﺍﺕ ﺍﳌﻨﻌﺰﻟﺔ‬
‫ﰲ ﻛﻠﻜﺎﺕ ﻣﻠﻔﻮﻇﺔ ﻭﺍﻟﺘﻌﺮﻑ ‪‬ﺎ‬
‫‪ -‬ﻣﻬﺎﺭﺓ "ﺍﻹﻏﻼﻕ" ﺗﻀﻴﻒ ﺍﱃ ﺫﻟﻚ ﺗﺪﺭﻳﺐ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ﻋﻠﻰ ﺇﻛﻤﺎﻝ ﺍﻟﺼﻮﺕ ﺍﻟﻨﺎﻗﺺ ﰲ‬
‫ﺍﻟﻜﻠﻤﺔ ﺍﳌﻌﻴﻴﻨﺔ‪ .‬ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﻳﺼﻤﻢ ﺍﺗﻌﻴﲔ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ﻭﲤﻨﺤﻪ ﺍﻟﺜﻘﺔ ﻭﺍﻟﺔﺩﺭﺓ ﺍﻟﻔﺎﺋﻘﺔ ﻋﻠﻰ ﺳﺪ‬
‫ﺍﻟﻔﺠﻮﺍﺕ ﻭﺍﻟﻮﺻﻮﻝ ﺍﱃ ﺍﻟﻨﻄﻖ ﺍﻟﺪﻗﻴﻖ ﻟﻠﻜﻠﻤﺔ‬
‫ﻭﺍﳉﻤﻠﺔ‪.‬‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺍﻟﻔﺮﻕ ﺍﻷﺳﺎﺳﻲ ﺑﲔ ﺍﳌﺜﲑﺍﺕ‬ ‫‪-‬‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺴﻤﻌﻲ‬
‫ﺍﻟﺒﺼﺮﻳﺔ ﻭﺍﳌﲑﺍﺙ ﺍﻟﺴﻤﻌﻴﺔ‪ :‬ﺃ‪‬ﺎ ﺃﺑﻌﺎﺩ‬
‫ﻣﻦ ﻣﻜﺎﻧﻴﺔ ﻛﺎﻟﻄﻮﻝ ﻭﺍﻵﺭﺗﻔﺎﻉ‬
‫ﻭﺍﻟﻌﻤﻖ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺓ ﻟﻸﻥ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﺮﺣﻠﺔ ﺗﻌﺘﱪ ﻣﺪﺧﻞ ﻭﺃﺳﺎﺱ ﰲ‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﻭﺑﻨﻴﺘﻪ‪.‬‬
‫ﺣﺎﲰﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻄﻔﻞ ﺑﺎﻟﻘﺮﺍﺀﺓ‬ ‫‪-‬‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﺑﺎﻋﺘﱪﳘﺎ ﻧﻈﺎﻣﺎﹰ ﲰﻌﻴﺎﹰ ﻛﺘﺎﺑﻴﺎﹰ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻔﺤﺺ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪-‬‬
‫ﺍﻻﺗﺒﺎﻉ ﺑﲔ ﺍﻷﺻﻮﺍﺗﻔﻲ ﺍﻟﺒﺪﺍﻳﺔ‬ ‫‪-‬‬
‫ﻭﺍﻟﻮﺳﻂ ﻭﺍﻟﻨﻬﺎﻳﺔ‬
‫ﻣﻬﺎﺭﺓ ﺍﳌﺰﺝ ﺗﺘﻴﺢ ﻟﻠﻄﻔﻞ ﺍﻟﺘﺪﺭﺝ ﰲ‬ ‫‪-‬‬
‫ﺍﻟﻨﻄﻖ ﻣﻦ ﺍﻟﺼﻮﺕ ﰲ ﻛﻠﻤﺎﺕ ﻣﻌﻴﻨﺔ‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 20‬‬

‫‪ -‬ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻔﺴﲑ ﻭﺍﳌﻌﺎﳉﺔ ﺗﺮﺗﻜﺰ‬ ‫‪ -‬ﻣﻼﺣﻈﺔ ﻟﻠﺘﺨﻄﻴﻂ ﻭﺍﻟﻮﺣﺪﺓ‬ ‫ﺍﻟﺘﺼﻤﻴﻢ‬
‫ﻋﻠﻰ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻌﻨﻮﻳﺔ ﺑﲔ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﻓﻜﺎﺭ‬ ‫‪ -‬ﻋﻤﻠﻴﺔ ﺍﻟﺘﻔﻜﲑﻳﻜﻮﻥ ﺑﺴﻴﻂ ﻭﻣﻮﺟﺰ‬
‫‪ -‬ﻣﻼﺣﻈﺔ ﻟﻠﻮﺣﺪﺓ ﻭﺍﻟﺘﻜﺎﻣﻞ‬
‫‪ -‬ﻳﻘﻮﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻷﺳﺎﺳﻲ‪.‬‬
‫‪ -‬ﺍﺳﺘﻌﺎﻧﺔ ﺍﳌﺴﺘﻤﻊ ﻋﻠﻰ ﺃﻥ ﻳﺪﺭﻙ ﻋﻼﻗﺔ ﺍﳉﺰﺀ‬
‫ﺑﺎﻟﻜﻞ ﻭﺍﻟﻌﻜﺲ‬
‫‪ -‬ﻋﻤﻠﻴﺔ ﺍﻟﺘﻔﻜﲑ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻟﺬﻫﻦ ﺑﺄﺭﺑﻌﺔ‬
‫ﺃﺿﻌﺎﻑ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ ﺍﳌﺘﻜﻠﻢ ﺍﻟﻌﺎﺩﻱ ﺃﻭ‬
‫ﻣﺘﻮﺳﻂ ﺍﻟﺴﺮﻋﺔ‬
‫‪ -‬ﺃﻋﻠﻰ ﻣﺮﺗﺒﺔ ﰲ ﺳﻠﻢ ﺍﻟﻔﻬﻢ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ‬ ‫‪ -‬ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﺘﺼﻨﻴﻒ‬ ‫ﺍﺳﺘﺨﻼﺹ‬
‫ﻭﺍﻟﺘﻔﺴﲑ ﻭﻣﻌﺎﳉﺔ ﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﻟﻨﻘﻄﺔ‬
‫‪ -‬ﺗﺘﻄﻠﺐ ﻣﻨﻪ ﺍﻟﻔﻬﻢ ﺍﻟﺪﻗﻴﻖ ﻟﻜﻞ ﻭﺣﺪﺓ ﻓﻜﺮﻳﺔ‬
‫ﰒ ﻣﺘﺎﺑﻌﺔ ﺗﻼﺣﻖ ﺍﻷﻓﻜﺎﺭ‬
‫‪ -‬ﺍﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻨﻬﺎ ﻣﻦ ﺃﺟﻠﺘﺤﺪﻳﺪ ﺍﻟﻔﻜﺮﺓ‬
‫ﺍﻟﺮﻳﺴﻴﺔ ﰒ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
‫ﻭﺍﻷﻓﻜﺎﺭ ﺍﳌﻨﺒﺜﻘﺔ ﻋﻨﻬﺎ‬
‫‪ -‬ﳝﻴﺰ ﻭﳛﺪﺩ ﻣﻌﻠﻮﻣﺎﺕ ﻫﺎﻣﺔ ﻭﻗﻀﺎﻳﺎ ﺃﺳﺎﺳﻴﺔ‬ ‫‪ -‬ﳝﻴﺰ ﻭﳛﺪﺩ ﻣﻌﻠﻮﻣﺎﺕ ﻫﺎﻣﺔ ﻭﻗﻀﺎﻳﺎ‬ ‫ﺍﻟﺘﻔﻜﲑ‬
‫ﰲ ﺛﻨﺎﻳﺎ ﺍﻟﻜﻼﻡ‪ .‬ﺍﻟﻔﻬﻢ ﺍﻟﻜﺎﻣﻞ ﻳﺴﺎﻋﺪ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺟﻲ‬
‫ﺍﳌﺴﺘﻤﻊ ﲟﻨﺎﺳﺒﺔ ﺍﳌﺴﺘﻮﻯ‬
‫‪ -‬ﺗﻮﻗﻒ ﺍﳌﺴﺘﻤﻊ ﻋﻠﻰ ﻣﺪﻯ ﺩﻗﺔ ﺍﳌﺘﺤﺪﺙ ﰲ‬ ‫‪ -‬ﺗﻮﻗﻒ ﺍﳌﺴﺘﻤﻊ ﻋﻠﻰ ﻣﺪﻯ ﺩﻗﺔ‬ ‫ﺗﻘﻴﻴﻢ ﺍﶈﺘﻮﻯ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ ﻭﲢﺪﻳﺪ ﺍﳌﻔﻬﻮﻣﺎﺕ‬ ‫ﺍﳌﺘﺤﺪﺙ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﻋﻠﻰ ﻣﺴﺘﻮﺍﻩ ﺍﻷﻋﻠﻰ‬ ‫ﺍﳌﻔﺘﺎﺣﻴﺔ ﻭﲢﺪﻳﺪ ﺍﳌﻔﻬﻮﻣﺎﺕ‬
‫‪ -‬ﺍﻛﺘﺸﺎﻑ ﻣﺪﻯ ﲢﻴﺰ ﺍﻟﻜﻼﻡ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻜﻠﻤﺎﺕ ﻣﺸﺤﻮﻧﺔ ﻣﻦ ﺃﻱ ﺟﻬﺔ‬ ‫‪ -‬ﻳﺴﺠﻞ ﺍﳌﺪﺭﺱ ﺳﻠﺴﻠﺔ ﻣﻦ‬
‫‪ -‬ﺗﺘﺮﺑﻊ ﻋﻠﻰ ﻗﻤﺔ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ ﻭﺗﻌﺘﻤﺪ ﻋﻠﻰ‬ ‫ﺍﻷﺻﻮﺍﺕ ﺍﳌﺘﻨﻮﻋﺔ ﰒ ﻳﺘﻌﺮﻑ ‪‬ﺎ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫‪21 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫‪ -‬ﳜﺘﺎﺭ ﺍﳌﻌﻠﻢ ﻗﺼﻴﺪﺓ ﺷﻌﺮﻳﺔ ﺃﻭ ﻧﺜﺮﻳﺔ ﺃﻭ ﻗﺼﺔ‬

‫ﻣﻨﺎﺳﺒﺔ ﰒ ﻗﺎﻡ ﺍﻟﺘﻼﻣﻴﺪ ﺑﺘﻘﻮﳝﻪ‬
‫‪ -‬ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻻ ﻳﺘﻄﻠﺐ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ ﺭﺍﻗﻴﺎﹰ ﳌﺎ‬
‫ﺳﺒﻖ ﺗﻌﻠﻤﻪ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺮﻑ ﻭﺍﻟﺘﻤﻴﻴﺰ‬
‫ﻭﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻔﺴﲑ ﻭﻣﻌﺎﳉﺔ ﺍﻷﻓﻜﺎﺭ‬
‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﻣﻬﺎﺭﺓ ﺍﻟﻨﻘﺪ ﺍﻟﻜﺎﻣﻞ ﻭﺍﻟﺘﻔﻜﲑ‬
‫ﺍﻟﺘﻘﻮﳝﻲ‬
‫‪ -‬ﻣﻬﺎﺭﺓ ﺗﻘﻮﱘ ﺍﳌﺴﻤﻮﻉ ﺍﻟﺒﺴﻴﻂ‬ ‫ﺍﳊﻜﻢ ﻋﻠﻰ‬
‫ﺻﺪﻕ ﺍﶈﺘﻮﻯ‬
‫‪ -‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺮﻑ ﻭﺍﻟﺘﻤﻴﻴﺰ ﻭﺍﻟﺘﺤﻠﻴﻞ‬
‫ﻭﺍﻟﺘﻔﺴﲑ ﻭﻣﻌﺎﳉﺔ ﺍﻷﻓﻜﺎﺭ‬

‫ﻣﻮﻗﻊ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫‪1.7‬‬

‫ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﱂ ﻳﺬﻭﻗﻮﺍ ﻓﻦ ﺍﻟﺘﺪﺭﻳﺲ ﺧﺼﻮﺻﺎ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺴﺄﻟﻮﻥ ﻫﻢ‬
‫ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺘﻌﻠﻢ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ؟ ﻳﻘﺼﺪ ﺍﻟﺒﻌﺾ ﺑﺈﺛﺎﺭﺗﻪ ﺗﻌﺮﻑ ﺑﻌﺾ ﺍﻟﺒﺤﻮﺙ ﺃﻭ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﺛﺒﺖ ﻓﻴﻬﺎ ﺍﻣﻜﺎﻧﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻳﺼﻘﺪ ﺍﻵﺧﺮﻭﻥ ﺑﺈﺛﺎﺭﺗﻪ ﺍﺳﺘﺒﻌﺎﺩ ﻫﺬﻩ‬
‫ﺍﳌﻬﺎﺭﺓ ﻣﻦ ﺑﲔ ﻣﻬﺎﺭﺓ ﻣﻦ ﺑﲔ ﻣﻬﺎﺭﺓ ﻣﺼﺎﺣﺒﺔ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﳜﺼﺺ ﳍﺎ ﻭﻗﺖ ﻟﻠﺘﻌﻠﻢ ﺍﻧﻄﻼﻗﺎﹰ‬
‫ﻣﻦ ﺃ‪‬ﺎ ﻣﻬﺎﺭﺓ ﻣﺼﺎﺣﺒﺔ ﳍﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ‪ .‬ﻭﻳﻬﻤﻨﺎ ﻫﻨﺎ ﺃﻥ ﻧﺬﻛﺮ ﺑﻌﺾ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺘﺠﺎﺭﺏ‬
‫ﺍﻟﱵ ﺃﺛﺒﺘﺖ ﻧﺘﺎﺋﺠﻬﺎ ﺃﻥ ﺍﻻﺳﺘﻤﺎﻉ ﳝﻜﻦ ﺗﻌﻠﻴﻤﻪ ﻭﻣﻦ ﰒ ﺗﻌﻠﻴﻤﻪ‪.‬‬

‫ﻛﺘﺎﺑﺔ‬

‫‪% 15‬‬ ‫ﻗﺮﺍﺀﺓ‬

‫ﳏﺎﺩﺛﺔ ‪% 32‬‬

‫ﺍﺳﺘﻤﺎﻉ ‪% 42‬‬
 ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫‪u 22‬‬

‫ﻗﺪ ﺛﺒﺖ ﻣﻦ ﺃﲝﺎﺙ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻨﺎﺱ ﻳﺴﺘﻐﺮﻕ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﺛﻼﺛﺔ ﺃﻣﺜﺎﻝ ﻣﺎ ﻳﺴﺘﻐﺮﻗﻪ ﰲ‬
‫ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻛﻤﺎ ﻭﺟﺪ ﺃﻥ ﺍﻟﻔﺮﺩ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻕ ‪ 70%‬ﻣﻦ ﺳﺎﻋﺎﺕ ﻳﻘﻈﺘﻪ ﰲ ﻧﺸﺎﻁ ﻟﻔﻈﻲ‬
‫ﻳﺘﻮﺯﻉ ﻋﻨﺪﻩ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﺑﺎﻟﻨﺴﺐ ﺍﳌﺎﺋﻮﻳﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬

‫‪1.1‬‬ ‫ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬

‫ﻓﺮﻕ ﺑﲔ ﺍﻵﺳﺘﻤﺎﻉ ﻭﺍﻟﺴﻤﺎﻉ ﻭﺍﻻﻧﺼﺎﺕ ﻭﺍﻵﺛﺎﺭ ﺍﳌﺘﺮﺗﺒﺔ ﺑﻴﻨﻬﻢ ﰲ ﺗﺪﺭﻳﺲ‬ ‫‪.i‬‬

‫ﺍﻟﻠﻐﺔ ﺑﺈﳚﺎﺯ‪.‬‬
‫ﺗﻜﻠﻢ ﻋﻦ ﺃﺟﻨﺎﺱ ﺍﻻﺳﺘﻤﺎﻉ ﻣﻊ ﺍﻟﺘﻤﺜﻴﻞ‪.‬‬ ‫‪.ii‬‬

‫ﻧﻌﻠﻢ ﺃﻥ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻣﻬﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ‪ .‬ﻛﻴﻒ ﻧﻌﻠﻢ ﺍﻻﺳﺘﻤﺎﻉ ﲟﻬﺎﺭﺍ‪‬ﺎ‬ ‫‪.iii‬‬

‫ﺍﳌﺨﺘﺼﺔ؟ ﻭﺿﺢ ﺍﻟﻘﻀﻴﺔ ﺑﺈﳚﺎﺯ‪.‬‬

‫ﻭﺿﺢ ﻣﻮﻗﻊ ﺍﻻﺳﺘﻤﺎﻉ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻊ ﺍﻟﺘﻤﺜﻴﻞ‪.‬‬ ‫‪.iv‬‬

‫ﺃﺟﺐ ﻫﻞ ﺍﻷﺳﺌﻠﺔ "ﺻﻮﺍﺏ" ﺃﻡ "ﺧﻄﺄ" ﰒ ﺁﺕ ﺑﺪﻟﻴﻞ ﻳﻘﻮ‪‬ﻣﻪ‪:‬‬ ‫‪.v‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﻣﻦ ﺍﳌﺬﻳﺎﻉ ﻳﺴﺎﻋﺪ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﻣﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ‪‬ﻮﺽ‬

‫ﻣﻬﺎﺭ‪‬ﻢ‬
‫‪..................................................................‬‬

‫ﺍﻟﻔﺮﺍﺀﺓ ﳍﺎ ﺍﺛﺮ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻣﻊ ﺃ‪‬ﺎ ﺃﻋﻠﻰ ﺭﺗﺒﺔ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ‬

‫‪..................................................................‬‬

‫ﻣﻦ ﺃﻧﻮﺍﻉ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ " ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻔﻘﻲ"‬

‫‪..................................................................‬‬
‫‪23 u‬‬ ‫ﺍﻟﺪﺭﺱ ‪ : 1‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫ﳏﻤﺪ ﺇﺑﺎﻫﻴﻢ ﺍﳋﻄﻴﺐ ‪ ،2003‬ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﺘﻮﺑﺔ‪.‬‬

‫ﳏﻤﻮﺩ ﺇﲰﺎﻋﻴﻞ ﺍﻟﺼﻴﲏ‪ ،‬ﻧﺎﺻﻒ ﻣﺼﻄﻔﻰ‪ ،‬ﳐﺘﺎﺭ ﺍﻟﻄﺎﻫﺮ ‪ ،1985‬ﻣﺮﺷﺪ ﺍﳌﻌﻠﻢ ﰱ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻣﻜﺘﺒﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ ﳊﻠﻮﻝ ﺍﳋﻠﻴﺞ‪.‬‬

‫ﻭﻟﻴﺪ ﺟﺎﺑﺮ ‪ ،1991‬ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪.‬‬

‫ﳏﻤﺪ ﻋﻠﻰ ﺍﳋﻮﱄ ‪ ،1987‬ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪.‬‬

‫ﺭﺷﺪﻯ ﳏﻤﺪ ﻃﻌﻴﻤﺔ ‪ ،1989‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ‪ ،‬ﺇﻳﺴﻴﻜﻮ‪.‬‬