‫ﻧﺳﺧﺔ ﺗﺟﺭﻳﺑﻳﺔ‬

‫ﺃ‪‬ﻴﺄ ﻹﻋﺪﺍﺩ ﻣﺸﺮﻭﻋﻲ ﺍﳌﺴﺘﻘﺒﻠﻲ‬

‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﻣﺸﺮﻭﻋﻲ ﺍﻟﺸﺨﺼﻲ ﺑﺎﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ‬

‫"ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ"‬

‫ﺇﳒﺎﺯ ﻓﺮﻳﻖ ﻣﻔﺘﺸﻲ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ‪:‬‬

‫ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺳﻨﻬﺠ<<ﻲ  ﻣﺪﳛﺔ ﺑﻠﻌﻴﺎﺷ<<ﻲ  ﺍﳌﺨﺘﺎﺭ ﺍﳊﻀﺮﻱ‬

‫‪1‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ"  ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ ﺃﺑﺮﻳﻞ‬
 ‫ﻣﺪﺧﻞ‬

‫ﰎ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﰲ ﺇﻃﺎﺭ ﺇﻋﺪﺍﺩ ﻋﺪﺓ ﺩﺍﻋﻤﺔ ﻟﺘﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ‪،‬‬
‫ﻭ ﻫﻮ ﲦﺮﺓ ﻣﻦ ﲦﺮﺍﺕ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺘﻌﺎﻭﻥ ﻟﻠﻔﺘﺮﺓ)‪ (2011 -2007‬ﺑﲔ ﻣﻨﻈﻤﺔ ﺍﻟﻴﻮﻧﺴﻴﻒ ﻭ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺗﻜﻮﻳﻦ ﺍﻷﻃﺮ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳌﺪﻳﺮﻳﺔ ﺍﳌﻜﻠﻔﺔ ﺑﺎﻹﻋﻼﻡ‬
‫ﻭﺍﻟﺘﻮﺟﻴﻪ‪ .‬ﺍﳌﻨﺘﻮﺝ ﻋﺒﺎﺭﺓ ﻋﻦ ﺣﻘﻴﺒﺔ ﺃﻭ ﺑﻮﺭﺗﻔﻮﻟﻴﻮ ﺗﺴﺘﻬﺪﻑ ﺗﺘﺒﻊ ﻭﺩﻋﻢ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﰲ ﻣﺴﺎﺭﻩ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ ﰲ ﺃﻓﻖ ﺗﺄﻫﻴﻠﻪ ﻭﲤﻜﻴﻨﻪ ﻣﻦ ﺑﻨﺎﺀ ﻭﲢﻘﻴﻖ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ‪.‬‬

‫ﰎ ﺍﻻﺷﺘﻐﺎﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﺪﺓ ﻭﻓﻖ ﻣﻘﺎﺭﺑﺔ ﺗﺸﺎﺭﻛﻴﺔ ﻣﻮﺳﻌﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﺴﺎﳘﺔ ﺍﻟﻘﻴﻤﺔ‬
‫ﻟﻌﺪﺩ ﻣﻦ ﺃﻃﺮ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺃﻃﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﻫﻴﺄﺓ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻹﻋﺪﺍﺩﻱ‬
‫ﺍﻟﺘﺎﺑﻌﲔ ﻷﻛﺎﺩﳝﻴﺔ ﺍﳉﻬﺔ ﺍﻟﺸﺮﻗﻴﺔ‪ ،‬ﺍﻟﻠﺬﻳﻦ ﺳﺒﻖ ﳍﻢ ﺃﻥ ﺳﺎﳘﻮﺍ ﰲ ﲡﺮﻳﺐ ﺑﺮﻧﺎﻣﺞ ﺇﳕﺎﺀ ﺍﳊﺲ‬
‫ﺍﳌﻘﺎﻭﻻﰐ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺇﻃﺎﺭ ﻣﺸﺮﻭﻉ "ﺃﻟﻒ"‪ .‬ﻛﻤﺎ ﰎ ﺑﻨﺎﺀ ﳏﺎﻭﺭ ﺍﻟﻌﺪﺓ ﺑﺈﺳﻬﺎﻡ ﻋﺪﺩ ﻣﻦ‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﳌﺼﺎﺩﺭ ﰲ ﳎﺎﻝ ﺍﻟﺘﻮﺟﻴﻪ‪ ،‬ﺍﻟﻌﺎﻣﻠﲔ ﺑﺄﻛﺎﺩﳝﻴﺔ ﻣﺮﺍﻛﺶ‪ -‬ﺗﺎﻧﺴﻴﻔﺖ ‪ -‬ﺍﳊﻮﺯ‪ ،‬ﻭﺃﻛﺎﺩﳝﻴﺔ‬
‫ﺗﺎﺯﺓ ‪ -‬ﺍﳊﺴﻴﻤﺔ‪-‬ﺗﺎﻭﻧﺎﺕ‪ ،‬ﻭﺍﳌﺪﻳﺮﻳﺔ ﺍﳌﻜﻠﻔﺔ ﺑﺎﻹﻋﻼﻡ ﻭﺍﻟﺘﻮﺟﻴﻪ‪.‬‬

‫ﻭﻗﺪ ﰎ ﺇﺧﻀﺎﻉ ﺍﳊﻘﻴﺒﺔ ﻟﺘﺠﺮﻳﺐ ﻣﻴﺪﺍﱐ ﺑﻌﺪﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﻋﺪﺍﺩﻳﺔ‪ ،‬ﳑﺎ ﺷﻜﻞ‬
‫ﺃﺭﺿﻴﺔ ﻣﺆﻃﺮﺓ ﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﺪﻳﻞ ﻭﺍﻟﺘﻨﻘﻴﺢ ﺍﻟﱵ ﺳﺒﻘﺖ ﺍﻹﺧﺮﺍﺝ ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬

‫ﻭﻣﻦ ﺍﳌﺮﺟﺢ ﺩﻋﻢ ﻭ ﺗﻴﺴﲑ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳊﻘﻴﺒﺔ ﻣﻦ ﺧﻼﻝ ﺇﺧﺮﺍﺟﻬﺎ ﰲ ﺻﻴﻎ ﻭ ﺣﻠﻞ ﺃﺧﺮﻯ‪،‬‬
‫ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻭ ﲰﻌﻴﺔ ﺑﺼﺮﻳﺔ‪ ،‬ﳝﻜﻦ ﺍﻻﺷﺘﻐﺎﻝ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻬﺎ ﻻﺣﻘﺎ‪.‬‬

‫ﺗﺘﻜﻮﻥ ﺍﻟﻌﺪﺓ ﻣﻦ ﺛﻼﺛﺔ ﻣﻜﻮﻧﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪:‬‬

‫‪ -‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻜﺮﺍﺳﺔ ﺍﻟﺘﺄﻃﲑﻳﺔ‬

‫‪ ‬ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ؟‬

‫‪ ‬ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ(؟‬

‫‪ -‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ‪ :‬ﺑﻄﺎﻗﺎﺕ ﺗﺘﺒﻊ ﺣﺼﻴﻠﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ‬

‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‬

‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺘﻜﻮﻳﲏ‬

‫‪2‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﲏ‬

‫‪ -‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳉﻴﻮﺏ ﺍﳋﺎﺻﺔ ﲝﻔﻆ ﺍﻹﳒﺎﺯﺍﺕ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻦ ﻃﺮﻑ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‬

‫ﻭﻟﻘﺪ ﰎ ﺗﺼﻤﻴﻢ ﻫﺬﻩ ﺍﻟﻌﺪﺓ ﻭﻓﻖ ﺍﶈﺎﻭﺭ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ ‬ﻣﺪﺧﻞ‪:‬‬

‫‪ ‬ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‪:‬‬

‫‪ ‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻜﺮﺍﺳﺔ ﺍﻟﺘﺄﻃﲑﻳﺔ‬

‫‪ ‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ‪ :‬ﺑﻄﺎﻗﺎﺕ ﺗﺘﺒﻊ ﺣﺼﻴﻠﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ‬

‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‪:‬‬

‫ﺃﺷﺒﻪ ﻧﻔﺴﻲ ﺑﺸﺠﺮﺓ ﻣﺜﻤﺮﺓ؛‬ ‫‪-‬‬

‫ﺃﺗﺄﻣﻞ ﻣﺴﺎﺭﻱ ﺍﻟﺪﺭﺍﺳﻲ ﺑﺴﻠﻚ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﺑﺘﺪﺍﺋﻲ؛‬ ‫‪-‬‬
‫ﺃﲣﻴﻞ ﻭ ﺃﺭﺳﻢ ﻣﺪﺭﺳﱵ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ؛‬ ‫‪-‬‬
‫ﺍﻧﺘﻘﺎﱄ ﺇﱃ ﺳﻠﻚ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ؛‬ ‫‪-‬‬
‫ﺃﺭﺳﻢ ﺇﻋﺪﺍﺩﻳﺔ ﺃﺣﻼﻣﻲ؛‬ ‫‪-‬‬
‫ﺃﻋﱪ ﻋﻦ ﲤﺜﻼﰐ ﺍﳊﺎﻟﻴﺔ؛‬ ‫‪-‬‬
‫ﺣﻜﻢ ﻭ ﺃﻣﺜﺎﻝ ﺷﻌﺒﻴﺔ‪ ،‬ﺃﻧﺎﻗﺸﻬﺎ ﻭ ﺃﻋﻠﻖ ﻋﻠﻴﻬﺎ؛‬ ‫‪-‬‬
‫ﺃﲰﻊ ‪ ،‬ﺃﺩﻭﻥ ‪ ،‬ﺃﻧﺘﻘﺪ؛‬ ‫‪-‬‬
‫ﺃﺗﻌﺮﻑ ﻋﻠﻰ ﲰﺎﰐ ﺍﶈﻤﻮﺩﺓ ﺍﻷﺳﺎﺳﻴﺔ‪.‬؛‬ ‫‪-‬‬
‫ﻛﻴﻒ ﺃﻧﻈﺮ ﳌﺴﺄﻟﺔ ﺍﻟﺬﻛﺎﺀ؛‬ ‫‪-‬‬
‫ﻣﺎ ﻫﻲ ﺫﻛﺎﺀﺍﰐ؛‬ ‫‪-‬‬
‫ﻛﻔﺎﻳﺎﰐ ﺍﻟﺴﻴﻜﻮﺍﺟﺘﻤﺎﻋﻴﺔ؛‬ ‫‪-‬‬
‫ﻋﺒﺎﺭﺍﺕ ﺍﺳﺘﻌﻤﻠﻬﺎ ﺗﻠﻘﺎﺋﻴﺎ ﻭﻟﻜﻨﻬﺎ ﲢﺘﺎﺝ ﺇﱃ ﺗﻌﺪﻳﻞ؛‬ ‫‪-‬‬
‫ﺃﺣﺎﻭﻝ ﺗﻘﺪﻳﺮ ﻣﺴﺘﻮﻯ ﻛﻔﺎﻳﺎﰐ ﺍﻟﺴﻴﻜﻮﺍﺟﺘﻤﺎﻋﻴﺔ؛‬ ‫‪-‬‬
‫ﺃﺗﻌﺮﻑ ﻋﻠﻰ ﻗﻴﻤﻲ؛‬ ‫‪-‬‬
‫ﺃﺭﺗﺐ ﻗﻴﻤﻲ‪.‬‬ ‫‪-‬‬

‫‪3‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺘﻜﻮﻳﲏ‬ ‫‪‬‬

‫‪ -‬ﻧﺘﺎﺋﺠﻲ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺜﻼﺙ؛‬

‫‪ -‬ﻣﻨﻬﺠﻴﱵ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﻭﺍﻟﺘﻘﻮﱘ؛‬
‫‪ -‬ﺧﻄﱵ ﻣﻦ ﺃﺟﻞ ﲢﺴﲔ ﻣﻨﻬﺠﻴﱵ ﰲ ﺍﻟﻌﻤﻞ؛‬
‫‪ -‬ﻣﺎ ﻣﺪﻯ ﻣﻌﺮﻓﱵ ﺑﻨﻈﺎﻣﻲ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺘﻘﻮﱘ ؛‬
‫‪ -‬ﻣﺎ ﻣﺪﻯ ﺩﺭﺍﻳﱵ ﲟﺨﺘﻠﻒ ﺍﻟﺸﻌﺐ ﻭﺍﳌﺴﺎﻟﻚ ﺍﻟﺪﺭﺍﺳﻴﺔ؛‬
‫‪ -‬ﻣﺎ ﻣﺪﻯ ﺩﺭﺍﻳﱵ ﲟﺨﺘﻠﻒ ﲣﺼﺼﺎﺕ ﺍﻟﺘﻜﻮﻳﻦ ﺍﳌﻬﲏ؛‬
‫‪ -‬ﻣﺎ ﻣﺪﻯ ﻣﻌﺮﻓﱵ ﲟﺨﺘﻠﻒ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻜﻮﻳﻦ ﻭ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﲏ‬

‫‪ -‬ﻣﻬﻦ ﺛﺎﻧﻮﻳﱵ ﺍﻹﻋﺪﺍﺩﻳﺔ؛‬

‫‪ -‬ﺷﺠﺮﺓ ﻣﻬﻦ ﺍﻟﻌﺎﺋﻠﺔ؛‬
‫‪ -‬ﻣﻬﻦ ﻣﻨﺪﺛﺮﺓ ﻭ ﻣﻬﻦ ﺟﺪﻳﺪﺓ؛‬
‫‪ -‬ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﳌﻬﻨﻴﺔ؛‬
‫‪ -‬ﺗﺼﻨﻴﻒ ﺍﳌﻬﻦ؛‬
‫‪ -‬ﻛﻔﺎﻳﺎﺕ ﻭﻣﻌﺎﺭﻑ ﻧﻮﻋﻴﺔ ﻣﺮﺗﺒﻄﺔ ﲟﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﲏ؛‬
‫‪ -‬ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺇﺟﺮﺍﺀ ﺍﻟﺮﻭﺍﺋﺰ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ؛‬
‫‪ -‬ﻟﻘﺎﺀ ﻣﻊ ﻣﻬﲏ؛‬
‫‪ -‬ﺯﻳﺎﺭﺓ ﻣﻘﺎﻭﻟﺔ؛‬
‫‪ -‬ﺗﺪﺭﻳﺐ ﲟﻘﺎﻭﻟﺔ؛‬
‫‪ -‬ﻣﻌﻠﻮﻣﺎﺕ ﻣﺴﺘﺨﻠﺼﺔ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻹﻋﻼﻡ ﻭ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ؛‬
‫‪ -‬ﺍﺧﺘﻴﺎﺭﺍﰐ ﺍﳌﻬﻨﻴﺔ؛‬
‫‪ -‬ﻛﻴﻒ ﺳﺒﻖ ﱄ ﺃﻥ ﺍﲣﺬﺕ ﺑﻌﺾ ﻗﺮﺍﺭﺍﰐ؛‬
‫‪ -‬ﻣﺸﺮﻭﻋﻲ ﺍﻟﺪﺭﺍﺳﻲ ﻭ ﺍﳌﻬﲏ؛‬
‫‪ -‬ﺁﺭﺍﺀ ﺑﻌﺾ ﺍﳌﺘﺪﺧﻠﲔ ﺣﻮﻝ ﻣﺸﺮﻭﻋﻲ ﺍﻟﺸﺨﺼﻲ‪.‬‬

‫‪4‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺍﳉﻴﻮﺏ ﺍﳋﺎﺻﺔ ﲝﻔﻆ ﺍﻹﳒﺎﺯﺍﺕ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻦ ﻃﺮﻑ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‬

‫ﺇﳒﺎﺯﺍﰐ ﻭﺇﺑﺪﺍﻋﺎﰐ؛‬ ‫‪-‬‬

‫ﺍﳊﻮﺍﺭ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ؛‬ ‫‪-‬‬
‫ﺍﺳﺘﻜﺸﻒ ﳏﻴﻄﻲ؛‬ ‫‪-‬‬
‫ﻧﺘﺎﺋﺠﻲ ﺍﻟﺪﺭﺍﺳﻴﺔ؛‬ ‫‪-‬‬
‫ﳎﺎﻻﺕ ﺃﺧﺮﻯ ‪‬ﻤﲏ؛‬ ‫‪-‬‬
‫ﻓﻀﺎﺀ ﺣﺮ‪.‬‬ ‫‪-‬‬

‫‪5‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ ﳊﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(‬

‫"ﺑﻮﺭﺗﻔﻮﻟﻴﻮ"‬

‫ﺍﻟﺴﻴﺎﻕ ﺍﻟﻌﺎﻡ‪:‬‬
‫ﺟﺎﺀﺕ ﻓﻜﺮﺓ ﺇﻧﺘﺎﺝ ﻫﺬﻩ ﺍﻟﻌﺪﺓ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺑﺎﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻹﻋﺪﺍﺩﻱ ﻛﺎﺳﺘﺠﺎﺑﺔ ﳊﺎﺟﺔ ﻣﻠﺤﺔ ﺃﺳﻔﺮﺕ ﻋﻨﻬﺎ ﺃﺷﻐﺎﻝ ﻣﻴﺪﺍﻧﻴﺔ ﻣﺮﻛﺰﺓ‪ ،‬ﺍﻋﺘﻤﺪﺕ ﻓﻴﻬﺎ ﺍﺳﺘﺸﺎﺭﺓ‬
‫ﻣﻮﺳﻌﺔ ﻭﻓﻖ ﻣﻘﺎﺭﺑﺔ ﺗﺸﺎﺭﻛﻴﺔ ﺍﺳﺘﺤﻀﺮﺕ ﺍﻹﻛﺮﺍﻫﺎﺕ ﺍﶈﺘﻤﻠﺔ‪ ،‬ﺍﳌﺮﺗﺒﻄﺔ ﲟﺪﻯ ﻭﻇﻴﻔﻴﺔ ﻭﻗﺎﺑﻠﻴﺔ‬
‫ﺍﺳﺘﻐﻼﳍﺎ ﺍﻷﻣﺜﻞ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳌﻐﺮﰊ ‪.‬‬

‫ﺭﻛﺰﺕ ﺃﻋﻤﺎﻝ ﺍﻟﻔﺮﻳﻖ ﺍﳌﻨﺠﺰ ﳍﺬﻩ ﺍﻟﻌﺪﺓ ﺣﻮﻝ ﲢﻠﻴﻞ ﻣﺎ ﻫﻮ ﻛﺎﺋﻦ‪ ،‬ﺃﻭ ﰲ ﻃﻮﺭ ﺍﻹﳒﺎﺯ ﰲ‬
‫ﺍﻟﻔﺘﺮﺓ ﺍﻟﺮﺍﻫﻨﺔ‪ ،‬ﻛﻤﺸﺎﺭﻳﻊ ﺃﻭ ﺑﺮﺍﻣﺞ ﺃﻭ ﺇﻧﺘﺎﺟﺎﺕ ﻣﺮﺗﺒﻄﺔ ﲟﺨﺘﻠﻒ ﻣﺸﺎﺭﻳﻊ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻻﺳﺘﻌﺠﺎﱄ‬
‫ﻹﺻﻼﺡ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ‪ ،‬ﻭﺍﻟﱵ ﻧﺬﻛﺮ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬

‫‪ -‬ﺻﺪﻭﺭ ﻣﻠﻒ ﺍﻟﺘﺘﺒﻊ ﺍﻟﻔﺮﺩﻱ ﻟﻠﺘﻠﻤﻴﺬ )‪(E1P5‬؛‬

‫‪ -‬ﺗﻄﺒﻴﻖ ﺑﻴﺪﺍﻏﻮﺟﻴﺎ ﺍﻹﺩﻣﺎﺝ )‪(E1P8‬؛‬

‫‪ -‬ﺇﻧﺘﺎﺝ ﺩﻟﻴﻞ ﺃﻧﺸﻄﺔ ﺍﻹﻋﻼﻡ ﻭﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ )‪(E3P7‬؛‬

‫‪ -‬ﺑﺪﺍﻳﺔ ﺗﻔﻌﻴﻞ ﺃﻧﺸﻄﺔ ﺍﳌﺪﺭﺳﺔ ﺍﳌﻮﺟﻬﺔ‪ ،‬ﻭﺍﻧﻄﻼﻕ ﻋﻤﻠﻴﺔ ﺗﻌﺒﺌﺔ ﺍﻟﻔﺎﻋﻠﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ‬
‫ﺣﻮﻝ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ)‪(E3P7‬؛‬

‫‪ -‬ﺍﻋﺘﻤﺎﺩ ﺻﻴﻐﺔ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻜﻔﻴﻞ ﻛﻤﺴﺎﻋﺪ ﻟﻠﺘﻼﻣﻴﺬ ﰲ ﺑﻨﺎﺀ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ)‪(E1P5‬؛‬

‫‪ -‬ﻛﻤﺎ ﲤﺮﻛﺰﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺣﻮﻝ ﺍﻟﻌﺪﺓ ﺍﻟﱵ ﰎ ﺇﳒﺎﺯﻫﺎ ﰲ ﺇﻃﺎﺭ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﻮﻛﺎﻟﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺧﺼﻮﺻﺎ ﻣﻨﻬﺎ ﺑﺮﻧﺎﻣﺞ‬
‫ﺍﳌﻼﺀﻣﺔ ﻭ ﺑﺮﻧﺎﻣﺞ "ﺇﳕﺎﺀ ﺍﳊﺲ ﺍﳌﻘﺎﻭﻻﰐ"‪.‬‬

‫ﺍﳌﺮﺟﻌﻴﺎﺕ‪:‬‬

‫ﻳﺴﺘﻤﺪ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻣﺮﺟﻌﻴﺘﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻦ ﺍﳌﻴﺜﺎﻕ ﺍﻟﻮﻃﲏ ﻟﻠﺘﺮﺑﻴﺔ ﻭ ﺍﻟﺘﻜﻮﻳﻦ‪ ،‬ﺍﻟﺬﻱ ﻳﺆﻛﺪ‬
‫ﻋﻠﻰ ﺟﻌﻞ ﺍﻟﺘﻠﻤﻴﺬ ﰲ ﻗﻠﺐ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﻔﻌﻞ ﺧﻼﻝ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺘﻜﻮﻳﻨﻴﺔ‪ ،‬ﻋﱪ‬
‫ﺻﻘﻞ ﻣﻠﻜﺎﺗﻪ ﻭﺗﺄﻫﻴﻠﻪ ﻭﲤﻜﻴﻨﻪ ﻣﻦ ﺍﻟﺘﻌﻠﻢ ﻣﺪﻯ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻫﻮ ﳏﺎﻭﻟﺔ ﻟﻺﺳﻬﺎﻡ ﰲ ﺗﻄﻮﻳﺮ ﻭ ﺇﻏﻨﺎﺀ‬
‫‪6‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
‫ﺍﻟﻌﺘﺎﺩ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﻭﺍﳌﻬﲏ ﰲ ﳎﺎﻝ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺗﻘﻮﱘ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺒﻨﺎﺀ‬
‫ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺍﳌﺘﻤﺪﺭﺱ)ﺓ( ﺑﻄﻮﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ‪ .‬ﻫﺬﺍ ﺍﻟﻄﻮﺭ ﺍﻟﺬﻱ‬
‫ﻳﺘﻮﺧﻰ ﺍﻹﺻﻼﺡ ﺍﻟﺘﺮﺑﻮﻱ ﻣﻦ ﺧﻼﻟﻪ‪ ،‬ﺩﻋﻢ ﳕﻮ ﺍﻟﺬﻛﺎﺀ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ ﻭﺇﻛﺴﺎﺑﻪ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ‬
‫ﺑﺎﻷﻧﺸﻄﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،...‬ﻭﺇﻧﻀﺎﺝ ﺍﻟﻮﻋﻲ ﻟﺪﻳﻪ ﺑﺎﳌﻠﻜﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻻﺧﺘﻴﺎﺭ‬
‫ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﺑﻠﻮﺭﺓ ﻭﺗﻜﻴﻴﻒ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺸﺨﺼﻴﺔ ﺳﻮﺍﺀ ﻗﺼﺪ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ‬
‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳊﻴﺎﺓ ﺍﳌﻬﻨﻴﺔ ﻛﻤﺎ ﺗﺆﻛﺪ ﻋﻠﻰ ﺫﻟﻚ ﳐﺘﻠﻒ ﻣﺸﺎﺭﻳﻊ ﺍﻹﺻﻼﺡ ﺍﻟﺘﺮﺑﻮﻱ‪ .‬ﻛﻤﺎ ﳛﻴﻞ ﻫﺬﺍ‬
‫ﺍﳌﻨﺘﻮﺝ ﻋﻠﻰ ﻣﺮﺟﻌﻴﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻻﺳﺘﻌﺠﺎﱄ‪ ،‬ﻭ ﺧﺼﻮﺻﺎ ﻣﻨﻪ ﺍﳌﺸﺮﻭﻉ ﺍﳌﺘﻌﻠﻖ ﺑﺘﻄﻮﻳﺮ ﻭﻭﺿﻊ ﻧﻈﺎﻡ‬
‫ﻧﺎﺟﻊ ﻟﻺﻋﻼﻡ ﻭ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ ‪.E3P7‬‬

‫ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﺍﳌﺆﻃﺮﺓ‪:‬‬

‫ﰲ ﺿﻮﺀ ﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻋﺎﳌﻴﺎ ﻭﻭﻃﻨﻴﺎ‪ ،‬ﺃﺻﺒﺢ ﻳﻨﻈﺮ ﻟﻠﺘﻮﺟﻴﻪ‬
‫ﺍﻟﺘﺮﺑﻮﻱ ﻋﻠﻰ ﺃﻧﻪ ﺳﲑﻭﺭﺓ ﺗﺮﺑﻮﻳﺔ ﻣﺴﺘﻤﺮﺓ ﺗﺴﺘﻬﺪﻑ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻌﺒﺌﺔ ﲨﺎﻋﻴﺔ ﳌﺨﺘﻠﻒ ﺍﻟﻔﺎﻋﻠﲔ‬
‫ﺍﻟﺘﺮﺑﻮﻳﲔ ﻭﳐﺘﻠﻒ ﺷﺮﻛﺎﺀ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﻛﺴﺎﺏ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﻨﻈﻮﻣﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﳌﻨﻬﺠﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺟﻌﻠﻪ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺑﻠﻮﺭﺓ ﻭﲢﻘﻴﻖ ﻣﺸﺎﺭﻳﻊ ﺷﺨﺼﻴﺔ‬
‫ﲤﻜﻨﻪ ﻣﻦ ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﻷﻣﺜﻞ ﻟﻨﻘﻂ ﻗﻮﺗﻪ ﻭﻣﺆﻫﻼﺗﻪ ﻭﻣﻴﻮﻻﺗﻪ ﻭﻗﺪﺭﺍﺗﻪ ﻭﻗﻴﻤﻪ‪ ،‬ﺑﺎﻟﻨﻈﺮ ﳌﺎ ﳝﻜﻦ‬
‫ﺃﻥ ﻳﺘﻴﺤﻪ ﻛﻞ ﻣﻦ ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﻭ ﺍﻟﺘﻜﻮﻳﲏ ﻭﺍﶈﻴﻂ ﺍﳌﻬﲏ ﻣﻦ ﻓﺮﺹ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺬﺍﺕ ﻋﱪ‬
‫ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﻧﺎﺿﺠﺔ ﻭﻣﺒﻨﻴﺔ ﺑﺸﻜﻞ ﺳﻠﻴﻢ‪.‬‬

‫ﻭﲟﺎ ﺃﻥ ﺍﳌﻘﺎﺭﺑﺔ ﺑﺎﻟﻜﻔﺎﻳﺎﺕ ﺃﺻﺒﺤﺖ ﺗﻔﺮﺽ ﻧﻔﺴﻬﺎ ﰲ ﻇﻞ ﺍﻟﻮﻋﻲ ﺍﳌﺘﺰﺍﻳﺪ ﺑﻀﺮﻭﺭﺓ ﺭﺑﻂ‬
‫ﺍﻟﺘﻌﻠﻢ ﺑﺎﳊﻴﺎﺓ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻋﺘﻤﺎﺩ ﻣﺒﺎﺩﺉ ﺍﻟﺘﻌﻠﻢ ﻋﱪ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻹﺩﻣﺎﺟﻴﺔ ﻭﻭﻓﻖ ﻭﺿﻌﻴﺎﺕ ﻣﺸﻜﻠﺔ‬
‫ﺳﻮﺍﺀ ﺣﻘﻴﻘﻴﺔ ﺃﻭ ﺍﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭ ﺟﻌﻞ ﺍﳌﺘﻌﻠﻢ)ﺓ( ﻋﻨﺼﺮﺍ ﻓﺎﻋﻼ ﰲ ﺑﻨﺎﺀ ﺗﻌﻠﻤﺎﺗﻪ ﻭﺗﻘﻮﳝﺎﺗﻪ‪ ،‬ﻣﻦ‬
‫ﺧﻼﻝ ﻣﻨﻈﻮﺭ ﺳﻮﺳﻴﻮ‪-‬ﺑﻨﺎﺋﻲ‪ ،‬ﻓﻘﺪ ﺑﺎﺕ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻋﺘﻤﺎﺩ ﺃﺳﺎﻟﻴﺐ ﺗﻘﻮﱘ ﺟﺪﻳﺪﺓ ﻭﻣﺘﺠﺪﺩﺓ‪.‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ‪ ،‬ﱂ ﻳﻌﺪ ﻣﻘﺒﻮﻻ ﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳌﻌﺮﻭﻓﺔ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺃﻭ ﺍﻟﺸﻔﻮﻳﺔ‪ .‬ﳑﺎ ﺑﺪﺃ ﻳﻄﺮﺡ ﺍﻟﺘﻔﻜﲑ ﻭﺑﺈﳊﺎﺡ ﺷﺪﻳﺪ ﰲ ﺿﺮﻭﺭﺓ‬
‫ﺗﺒﲏ ﺃﺳﺎﻟﻴﺐ ﺗﻘﻮﳝﻴﺔ ﺃﺧﺮﻯ ﻣﻜﻤﻠﺔ ﻭﺩﺍﻋﻤﺔ ﳌﺎ ﻫﻮ ﻣﻮﺟﻮﺩ‪ ،‬ﻭ ﻳﻨﺪﺭﺝ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺿﻤﻦ‬
‫ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺒﺪﻳﻠﺔ ﺃﻭ ﺍﳌﻜﻤﻠﺔ ﻟﺘﻘﻮﱘ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻤﲔ‪ .‬ﺇﺫ ﻳﺴﻬﻢ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﰲ‬
‫ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺑﻌﺾ ﻣﻠﻜﺎﺕ ﻭ ﺫﻛﺎﺀﺍﺕ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺍﻟﱵ ﻳﺴﺘﻌﺼﻰ ﻣﻌﺎﻳﻨﺘﻬﺎ ﺧﺎﺭﺝ ﺍﳌﻼﺣﻈﺔ ﺍﳌﺒﺎﺷﺮﺓ‬
‫ﻭﰲ ﻏﻴﺎﺏ ﺃﺩﻭﺍﺕ ﺗﻘﻮﳝﻴﺔ ﺟﺪﻳﺪﺓ ﻣﺒﺪﻋﺔ‪.‬‬

‫‪7‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﳊﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(‪:‬‬

‫ﺗﻌﺘﱪ ﻫﺬﻩ"ﺍﳊﻘﻴﺒﺔ " ﺃﻭ "ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ﺃﺩﺍﺓ ﻣﻜﻤﻠﺔ ﻭﺩﺍﻋﻤﺔ ﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻘﻮﱘ‬
‫ﺍﻟﻜﻼﺳﻴﻜﻴﺔ‪ .‬ﻓﻬﻲ ﲤﻜﻦ ﺍﻟﺘﻠﻤﻴﺬ ﻣﻦ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ ﻭﺗﺘﻴﺢ ﻟﻪ ﻓﺮﺻﺔ ﺍﻟﺘﻌﺒﲑ ﺍﳊﺮ ﻋﻦ ﺫﺍﺗﻪ‬
‫ﻭﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﻭﻣﺸﺎﺭﻳﻌﻪ ﺑﻜﻞ ﺗﻠﻘﺎﺋﻴﺔ‪ ،‬ﻛﻤﺎ ﺗﺸﻜﻞ ﻣﺎﺩﺓ ﻏﻨﻴﺔ ﳝﻜﻦ ﺍﻋﺘﻤﺎﺩﻫﺎ ﰲ ﻣﺼﺎﺣﺒﺔ ﺍﻟﺘﻠﻤﻴﺬ‬
‫ﰲ ﳎﺎﻝ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻣﻦ ﻃﺮﻑ ﺃﻓﺮﺍﺩ ﺃﺳﺮﺗﻪ ﻭﺃﺳﺎﺗﺬﺗﻪ ﻭﺃﻃﺮ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻷﺳﺎﺗﺬﺓ‬
‫ﺍﻟﻜﻔﻼﺀ ﻭﺃﻃﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺮﺑﻮﻳﺔ ﲟﺆﺳﺴﺘﻪ ﻭﺍﻷﺧﺼﺎﺋﻴﲔ ﺍﻟﻨﻔﺴﻴﲔ ﻭﺍﳌﺴﺎﻋﺪﻳﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﲔ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻦ ﺭﺻﺪ ﺍﻟﺘﻄﻮﺭ ﺍﳊﺎﺻﻞ ﻋﻨﺪ ﺍﻟﺘﻠﻤﻴﺬ ﰲ ﺳﲑﻭﺭﺓ ﻧﻀﺠﻪ ﻭﻣﺪﻯ ﺍﻛﺘﺴﺎﺑﻪ‬
‫ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴﺔ ﻭﻟﻠﻜﻔﺎﻳﺎﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻭﺍﻟﺴﻴﻜﻮ‪-‬ﺍﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﳉﻌﻠﻪ ﰲ ﺍﳊﺎﺿﺮ ﻭﺍﳌﺴﺘﻘﺒﻞ‬
‫ﺷﺨﺼﺎ ﻣﺰﻭﺩﺍ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺇﳚﺎﺑﻴﺎ‪ ،‬ﻣﺒﺎﺩﺭﺍ‪ ،‬ﻣﺴﺘﻘﻼ‪ ،‬ﻧﺎﻓﻌﺎ ﻭﻓﺎﻋﻼ ﰲ ﺑﻨﺎﺀ‬
‫ﻭﺗﻨﻤﻴﺔ ﳎﺘﻤﻌﻪ ﻣﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﻭ ﺗﻨﻔﻴﺬ ﻣﺸﺎﺭﻳﻌﻪ‪.‬‬

‫ﻭﺑﺸﻜﻞ ﻋﻤﻠﻲ ﳝﻜﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻛﺄﺭﺿﻴﺔ ﻟﻼﺳﺘﺌﻨﺎﺱ ﰲ ﻓﻬﻢ ﻣﻴﻮﻻﺕ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﲝﲑﺓ ﲞﺼﻮﺹ ﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﱵ ﺗﺘﺨﺬ ﺧﻼﻝ ﳎﺎﻟﺲ‬
‫ﺍﻟﺘﻮﺟﻴﻪ ﰲ ﺁﺧﺮ ﺍﻟﺴﻨﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻦ ﻗﺮﺏ ﻋﻠﻰ‬
‫ﻃﺒﻴﻌﺔ ﺷﺨﺼﻴﺔ ﺍﻟﺘﻠﻤﻴﺬ ﳌﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﲡﺎﻭﺯ ﺍﻟﺘﻌﺜﺮﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺃﻭ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪...‬ﺃﻭ ﻟﻠﻤﺰﻳﺪ ﻣﻦ‬
‫ﻛﺸﻒ ﻣﻮﺍﻫﺒﻪ ﻭ ﺫﻛﺎﺀﺍﺗﻪ ﺍﳌﺘﻌﺪﺩﺓ ‪...‬‬

‫ﻭ ﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ ﻓﺈﻥ ﺣﻘﻴﺒﺔ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﲤﺜﻞ ﻣﻨﺘﻮﺟﺎ ﺧﺎﺻﺎ ﺑﺎﻟﺘﻠﻤﻴﺬ)ﺓ( ﻳﺮﺗﺒﻂ ﺑﻪ‬
‫ﻋﺎﻃﻔﻴﺎ ﻭﻳﻌﺘﱪﻩ ﺇﳒﺎﺯﺍ ﻳﻔﺘﺨﺮ ﺑﻪ ﻭ ﻳﺪﺃﺏ ﻋﻠﻰ ﺍﻟﻌﻨﺎﻳﺔ ﺑﻪ ﺇﺫﺍ ﻣﺎ ﻭﺟﺪ ﻣﻦ ﳛﻔﺰﻩ ﻟﺬﻟﻚ ﻭ ﻳﺆﻃﺮﻩ‬
‫ﺑﺸﺄﻧﻪ‪.‬‬

‫ﻫﻴﺎ ﻧﻜﺘﺸﻒ‬

‫ﻫﺬﻩ ﺍﳊﻘﻴﺒﺔ‬

‫‪8‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻣﻜﻮﻧﺎﺕ ﺍﳊﻘﻴﺒﺔ ﻭ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﳍﺎ‬

‫ﺍﳊﻘﻴﺒﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺮﺗﺐ ﺑﻪ ﻛﺮﺍﺳﺔ ﺗﺄﻃﲑﻳﺔ ﻭﺑﻄﺎﻗﺎﺕ ﻭﺇﳒﺎﺯﺍﺕ ﺧﺎﺻﺔ ﺑﺎﻟﺘﻠﻤﻴﺬ)ﺓ(‬

‫ﺗﻌﻜﺲ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻀﺞ ﻟﺪﻳﻪ‪ ،‬ﺧﻼﻝ ﺳﻨﻮﺍﺕ ﲤﺪﺭﺳﻪ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻹﻋﺪﺍﺩﻱ ‪،‬ﲞﺼﻮﺹ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﻟﻠﺤﻘﻴﺒﺔ ﺃﻥ ﺗﻜﻮﻥ ﳐﺼﺼﺔ ﻟﺴﻨﺔ‬
‫ﺩﺭﺍﺳﻴﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻣﻊ ﺍﻻﺣﺘﻔﺎﻅ ﲝﻘﺎﺋﺐ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻔﺎﺭﻃﺔ ﻭﺍﻟﻼﺣﻘﺔ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﻣﻼﻣﺴﺔ‬
‫ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﳊﺎﺻﻠﺔ ﻣﻦ ﺳﻨﺔ ﺇﱃ ﺃﺧﺮﻯ‪.‬‬

‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻈﻬﺮ ﻳﺮﺍﺩ ﳍﺬﻩ ﺍﳊﻘﻴﺒﺔ ﺃﻥ ﺗﻜﻮﻥ ﺃﻧﻴﻘﺔ ﻭﻣﺮﺗﺒﺔ ﻭ ﻧﻈﻴﻔﺔ‪ ،‬ﻭﻣﺰﻳﻨﺔ ﺑﺄﻟﻮﺍﻥ‬
‫ﻭﺭﺳﻮﻡ ﻣﻌﱪﺓ‪ ،‬ﺣﺴﺐ ﺫﻭﻕ ﺍﻟﺘﻠﻤﻴﺬ‪ .‬ﻭ ﳝﻜﻦ ﺃﻥ ﻳﺒﺪﻉ ﺍﻟﺘﻠﻤﻴﺬ ﰲ ﺻﻨﻊ ﺃﻭ ﺗﺮﻛﻴﺐ ﺣﻘﻴﺒﺘﻪ ﺑﺸﻜﻞ‬
‫ﺃﺻﻴﻞ ﻳﺘﻤﻴﺰ ﺑﻪ ﻋﻦ ﻏﲑﻩ ‪.‬‬

‫ﺗﺘﻜﻮﻥ ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ( ﻫﺬﻩ ‪،‬ﻣﻦ ﺛﻼﺛﺔ ﺃﺟﺰﺍﺀ ﺭﺋﻴﺴﺔ‪.‬‬

‫ﺍﳉﺰﺀ ﺍﻷﻭﻝ‪ :‬ﻛﺮﺍﺳﺔ ﺗﺄﻃﲑﻳﺔ‬

‫ﻭﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻭﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻋﻤﻮﻣﺎ‪ ،‬ﻣﻊ ﺇﺑﺮﺍﺯ ﺍﻷﳘﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﺆﻃﺮﺓ ﳊﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ ﲟﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻹﻋﺪﺍﺩﻱ‪ ،‬ﻭ‪‬ﺪﻑ ﻫﺬﻩ ﺍﻟﻜﺮﺍﺳﺔ ﺍﻟﺘﺄﻃﲑﻳﺔ ﺇﱃ ﺟﻌﻞ ﺍﳌﺘﺼﻔﺢ ﻟﻠﺤﻘﻴﺒﺔ ﻋﻠﻰ ﺍﻃﻼﻉ ﲟﻮﺿﻮﻋﻬﺎ‬
‫ﻭﺳﻴﺎﻗﻬﺎ ﻭﺃﻫﺪﺍﻓﻬﺎ ﻭﺍﳌﻘﺎﺭﺑﺎﺕ ﺍﳌﺆﻃﺮﺓ ﳍﺎ‪.‬‬

‫ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ ‪ :‬ﺑﻄﺎﻗﺎﺕ ﺗﺘﺒﻊ ﺣﺼﻴﻠﺔ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ‬

‫ﻭ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻭﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﺍﳌﻮﺟﹺﻬﺔ ﻭﺍﳌﺮﺷﺪﺓ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ( ﻣﻦ‬
‫ﺃﺟﻞ ﲢﻔﻴﺰﻩ ﻭﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺗﺜﺒﻴﺖ ﺑﻌﺾ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﳌﻨﻬﺠﻴﺔ ﻭﺍﻟﺴﻴﻜﻮﺍﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﳎﺎﻝ ﺑﻨﺎﺀ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﺳﻮﺍﺀ ﻣﻨﻬﺎ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﻜﺘﺴﺒﺔ ﻟﺪﻳﻪ ﺃﻭ ﰲ ﻃﺮﻳﻖ‬
‫ﺍﻻﻛﺘﺴﺎﺏ‪ .‬ﻫﺬﻩ ﺍﻟﺒﻄﺎﻗﺎﺕ ﳏﻔﻮﻇﺔ ﰲ ﺷﻔﺎﻓﺎﺕ ﻣﺮﺗﺒﺔ‪ ،‬ﻭﻛﻠﻤﺎ ﺃﺭﺍﺩ ﺍﻟﺘﻠﻤﻴﺬ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺇﺣﺪﺍﻫﺎ‬
‫ﻳﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﻨﺴﺎﺧﻬﺎ ﻭﺇﺭﺟﺎﻋﻬﺎ ﻟﺸﻔﺎﻓﺘﻬﺎ ﺣﱴ ﻳﺘﻤﻜﻦ ﻣﻦ ﺍﺳﺘﻌﻤﺎﳍﺎ ﻣﺮﺍﺕ ﻣﺘﻌﺪﺩﺓ ‪.‬ﻓﻴﻌﻤﻞ ﻋﻠﻰ‬
‫ﺗﻌﺒﺌﺔ ﺍﻟﻨﺴﺨﺔ ﻣﺒﻴﻨﺎ ﰲ ﻛﻞ ﻣﺮﺓ ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺘﻬﺎ‪ .‬ﻭﺫﻟﻚ ‪‬ﺪﻑ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﺘﺮﺍﻛﻢ ﰲ ﻣﻌﺮﻓﺔ ﺍﻟﺘﻄﻮﺭ‬
‫ﺍﳊﺎﺻﻞ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻋﱪ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪9‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
‫ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﺍﳉﺰﺀ ﺑﺪﻭﺭﻩ ﺛﻼﺛﺔ ﳏﺎﻭﺭ ﺃﺳﺎﺳﻴﺔ ﰲ ﻧﻀﺞ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﺸﺮﻭﻉ‬
‫ﺍﻟﺸﺨﺼﻲ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻭ ﻫﻲ ‪:‬‬

‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‪:‬‬

‫ﳛﺘﻮﻱ ﻫﺬﺍ ﺍﶈﻮﺭ ﻋﻠﻰ ﺑﻄﺎﻗﺎﺕ ﺗﻌﺮﻳﻔﻴﺔ ﺑﺎﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﻦ ﺧﻼﻝ ﲤﺜﻼﺗﻪ‪ ،‬ﻭﻣﺆﻫﻼﺗﻪ‪،‬‬
‫ﻭﲰﺎﺗﻪ‪ ،‬ﻭﻗﻴﻤﻪ ‪ ...‬ﲝﻴﺚ ﳝ‪‬ﻜﻨﻪ ﻣﻦ ﺍﻟﺘﺴﺎﺅﻝ ﺣﻮﻝ ﻣﻜﻮﻧﺎﺕ ﻭ ﻣﻮﺍﺻﻔﺎﺕ ﺷﺨﺼﻴﺘﻪ‪ ،‬ﻭﻛﺬﺍ ﺍﻟﺘﻌﺒﲑ‬
‫ﺍﳊﺮ ﻋﻦ ﻣﺸﺎﻋﺮﻩ ﻭﺃﻓﻜﺎﺭﻩ ﲞﺼﻮﺹ ﻣﻮﺍﺿﻴﻊ ﳐﺘﺎﺭﺓ ﻭﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﲟﻘﻮﻣﺎﺕ ﺑﻨﺎﺀ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺍﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺼﻮﺭﺓ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﺍﻵﺧﺮﻭﻥ ﻋﻨﻪ )ﺍﻷﺳﺮﺓ‪ ،‬ﺍﻷﺳﺎﺗﺬﺓ‪،‬‬
‫ﺍﻷﻗﺮﺍﻥ‪.(...‬‬

‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﻭ ﺍﻟﺘﻜﻮﻳﲏ‪:‬‬

‫ﻭ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﳌﻮﺟﻬﺔ ﻭﺍﳌﺜﲑﺓ ﻟﻠﺒﺤﺚ ﺍﳌﺴﺘﻤﺮ ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ‬

‫ﻭﻣﻌﻄﻴﺎﺕ ﺃﺳﺎﺳﻴﺔ ﺣﻮﻝ ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺘﻜﻮﻳﲏ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ‪ ،‬ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺎﻻﺧﺘﻴﺎﺭ‬
‫ﻭﺍﻟﺘﻮﺟﻴﻪ ﻭ ﺍﻟﺘﻘﻮﱘ ﻭﳐﺘﻠﻒ ﺍﻷﻓﺎﻕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭ ﺍﻟﺘﻜﻮﻳﻨﻴﺔ‪.‬‬

‫‪ ‬ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﲏ‪:‬‬

‫ﺑﻄﺎﻗﺎﺕ ﲢﻔﺰ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺍﳌﻴﻮﻝ ﺍﳌﻬﲏ ﻟﺪﻳﻪ ﻭﻣﻌﺮﻓﺔ ﺍ‪‬ﺎﻻﺕ ﺍﳌﻬﻨﻴﺔ ﺍﳌﻼﺋﻤﺔ‬
‫ﻟﻪ ﻭ ﻣﺎ ﻳﺰﺧﺮ ﺑﻪ ﻋﺎﱂ ﺍﻟﺸﻐﻞ ﻣﻦ ﻓﺮﺹ ﻭﲢﺪﻳﺎﺕ ﻭ ﺇﻛﺮﺍﻫﺎﺕ ﳚﺐ ﺃﻥ ﺗﺴﺘﺤﻀﺮ ﰲ ﺑﻨﺎﺀ ﺃﻱ‬
‫ﻣﺸﺮﻭﻉ ﺷﺨﺼﻲ‪.‬‬

‫ﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺟﻴﻮﺏ ﻓﺎﺭﻏﺔ ﳝﻠﺆﻫﺎ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺗﺪﺭﳚﻴﺎ‪.‬‬

‫ﻫﺬﺍ ﺍﳉﺰﺀ ﳐﺼﺺ ﳊﻔﻆ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ‪ ،‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺟﻴﻮﺏ‬
‫ﺷﻔﺎﻓﺔ ﻣﻦ ﺃﺟﻞ ﺍﺣﺘﻮﺍﺀ ﳐﺘﻠﻒ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻹﻧﺘﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻠﻤﻴﺬ ﻭﺍﻟﱵ ﻳﻌﺘﱪﻫﺎ ﺫﺍﺕ ﻗﻴﻤﺔ‬
‫ﻭﺩﻻﻟﺔ ﺑﺎﻟﻨﺴﺒﺔﺇﻟﻴﻪ‪ .‬ﻫﺬﻩ ﺍﳉﻴﻮﺏ ﲟﺜﺎﺑﺔ ﻭﻋﺎﺀﺍﺕ ﻓﺎﺭﻏﺔ ﺑﺄﺣﺠﺎﻡ ﻭﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ‪ ،‬ﳝﻜﻨﻬﺎ ﺃﻥ‬
‫ﺗﻀﻢ ﺃﻭﺭﺍﻕ ﲢﺮﻳﺮ ﻟﻔﺮﻭﺽ ﻣﺼﺤﺤﺔ ‪‬ﺎ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ‪ ،‬ﲟﺨﺘﻠﻒ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻨﻬﺎ ﺃﻥ‬
‫ﺗﻀﻢ ﻧﺼﻮﺻﺎ ﻭﺭﻭﺍﻳﺎﺕ ﻭﳏﺎﻭﻻﺕ ﺷﻌﺮﻳﺔ‪ ،‬ﺃﻭ ﺭﺳﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﺻﻮﺭ ﻓﻮﺗﻮﻏﺮﺍﻓﻴﺔ‪ ،‬ﺃﻭ ﻗﺼﺎﺻﺎﺕ ﻣﻦ‬
‫ﳎﻼﺕ ﺃﻭ ﺟﺮﺍﺋﺪ ﺫﺍﺕ ﻣﻌﲎ ﺧﺎﺹ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻠﻤﻴﺬ‪ ،‬ﺃﻭ ﺃﻗﺮﺍﺹ ﻣﻀﻐﻮﻃﺔ‪ ،‬ﺃﻭ ﻣﻔﺘﺎﺡ ‪ ،usb‬ﺎ‬
‫ﺃﻋﻤﺎﻝ ﻣﻜﺘﻮﺑﺔ ﺃﻭ ﻋﺮﻭﺽ ﻓﻴﺪﻳﻮ ﺧﺎﺻﺔ ﺑﺈﳒﺎﺯﺍﺕ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‪.(...‬‬

‫‪10‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻫﻴﺎ ﻧﺘﻌﺮﻑ ﺃﻛﺜﺮ ﻋﻠﻰ ﺣﻘﻴﺒﺔ‬
‫ﺗﺘﺒﻊ ﻣﺸﺮﻭﻋﻲ ﺍﻟﺸﺨﺼﻲ‬

‫ﺍﻟﻜﺮﺍﺳﺔ ﺍﻟﺘﺄﻃﲑﻳﺔ ﳊﻘﻴﺒﺔ ﺗﺘﺒﻊ‬

‫ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(‬
‫"ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ"‬

‫‪11‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻣﺎ ﻫﻮ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ؟‬

‫ﺍﺭﺗﺒﻂ ﰲ ﺍﻷﺻﻞ "ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ"‪ ،‬ﻗﺒﻞ ﺗﻮﻇﻴﻔﻪ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺮﺑﻮﻱ ﻭ ﺍﳌﻬﲏ‪ ،‬ﲟﺠﺎﱄ ﺍﻟﻔﻦ‬
‫ﻭﺍﳌﻌﻤﺎﺭ )ﺍﻟﺘﺼﻮﻳﺮ ﻭﺍﻟﻨﺤﺚ ﻭﺍﻟﺮﺳﻢ‪ ،‬ﻭﺍﳌﻌﻤﺎﺭ‪ ،(..‬ﻭ ﻳﻘﺼﺪ ﺑﻪ ﺫﻟﻚ ﺍﳌﻠﻒ ﻣﻦ ﺍﻟﻮﺭﻕ ﺍﳌﻘﻮﻯ ﺍﻟﺬﻱ‬
‫ﻳﺘﻀﻤﻦ ﻋﻴﻨﺎﺕ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﺍﻟﻔﻨﺎﻥ‪ ،‬ﻭ ﺍﻟﱵ ﺗﱪﺯ ﻣﺪﻯ ﻋﺒﻘﺮﻳﺘﻪ ﻭﺗﻄﻮﺭ ﻣﺴﺘﻮﺍﻩ ﺍﻟﻔﲏ‪ ....‬ﻭﺣﺪﻳﺜﺎ‬
‫ﺍﻧﺘﺸﺮ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﻟﺮﻗﻤﻲ ﺃﻭ "ﺍﻹﻳﻔﻮﻟﻴﻮ" ﺃﻭ"ﺍﻟﻮﻳﺒﻔﻮﻟﻴﻮ" ﻧﻈﺮﺍ ﳌﺎ ﺗﻮﻓﺮﻩ ﺍﻟﻨﺴﺨﺔ‬
‫ﺍﻟﺮﻗﻤﻴﺔ ﻣﻦ ﺧﺪﻣﺎﺕ ﻧﺎﺟﻌﺔ ﻭﻓﻌﺎﻟﺔ ﰲ ﺇﳒﺎﺯﻩ ﻭﺗﻘﺪﳝﻪ ﰲ ﺣﻠﻞ ﻣﺒﺪﻋﺔ‪.‬‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‪ ،‬ﻣﺼﻄﻠﺢ ﲤﺖ ﺗﺒﻴﺌﺘﻪ ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﻭ ﺍﻟﺘﻜﻮﻳﻦ‪ .‬ﻭﻳﻘﺼﺪ ﺑﻪ ﻋﻤﻮﻣﺎ ﺫﻟﻚ‬

‫ﺍﳌﻠﻒ ﺍﳌﺼﺎﺣﺐ )ﺃﻭ ﺍﳊﻘﻴﺒﺔ ﺍﳌﺼﺎﺣﺒﺔ( ﻟﻠﺘﻠﻤﻴﺬ)ﺓ( ﰲ ﺳﲑﻭﺭﺓ ﺗﻌﻠﻤﺎﺗﻪ ﻭﻣﺸﺎﺭﻳﻌﻪ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺧﻼﻝ‬
‫ﻣﺪﺓ ﻣﻦ ﺍﻟﺰﻣﻦ ﻗﺪ ﺗﻘﺼﺮ ﺃﻭ ﺗﻄﻮﻝ‪ .‬ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﳊﻘﻴﺒﺔ ﺗﺮﺍﻛﻤﺎ ﻣﻨﻈﻤﺎ ﻭﻣﱪﺭﺍ ﻣﻦ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﱵ‬
‫ﲣﺺ ﻫﺬﺍ ﺍﻟﺘﻠﻤﻴﺬ‪ ،‬ﻭﺍﻟﱵ ﺗﻜﻮﻥ ﻣﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﶈﺪﺩ ﻣﺴﺒﻘﺎ‪ .‬ﻫﺬﻩ ﺍﻟﻮﺛﺎﺋﻖ‬
‫ﳜﺘﺎﺭﻫﺎ ﺍﻟﺘﻠﻤﻴﺬ ﺑﻜﻞ ﺣﺮﻳﺔ ﺣﺴﺐ ﻣﺎ ﻳﺮﺍﻩ ﻣﻨﺎﺳﺒﺎ ﻹﺑﺮﺍﺯ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻤﺎﺗﻪ ﻭ ﻣﻬﺎﺭﺍﺗﻪ ﻭﺗﺼﻮﺭﺍﺗﻪ‬
‫ﻭﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ‪ .‬ﺗﺸﺘﻤﻞ ﺣﻘﻴﺒﺔ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻋﻠﻰ ﺑﻌﺾ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‬
‫ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﺗﻠﻚ ﺍﻟﱵ ﻳﻨﺠﺰﻫﺎ ﰲ ﻭﻗﺘﻪ ﺍﻟﺜﺎﻟﺚ )ﺳﲑﺓ ﺫﺍﺗﻴﺔ‪ ،‬ﻓﺮﻭﺽ ﻣﺼﺤﺤﺔ ﳐﺘﺎﺭﺓ‪ ،‬ﺻﻮﺭ‬
‫ﺗﺬﻛﺎﺭﻳﺔ‪ ،‬ﺃﺛﺮ ﻹﳒﺎﺯﺍﺕ ﳑﻴﺰﺓ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺘﻠﻤﻴﺬ‪ ،‬ﻧﺘﺎﺋﺞ ﺑﻌﺾ ﺍﻟﺮﻭﺍﺋﺰ‪ ،‬ﻛﺘﺎﺑﺎﺕ ﺧﻮﺍﻃﺮ ﻭﺃﻓﻜﺎﺭ ﺃﻭ‬
‫ﺃﺷﻌﺎﺭ ﻣﻦ ﺇﻧﺘﺎﺟﻪ‪ ،‬ﺗﺴﺠﻴﻼﺕ ﻓﻴﺪﻳﻮ ﺣﻮﻝ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺃﺛﻨﺎﺀ ﻗﻴﺎﻣﻪ ﺑﻌﻤﻠﻴﺎﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺷﻬﺎﺩﺍﺕ‬
‫ﻭﻣﻼﺣﻈﺎﺕ ﺣﻮﻝ ﺍﻟﺘﻠﻤﻴﺬ ﻣﻌﱪ ﻋﻨﻬﺎ ﻣﻦ ﻃﺮﻑ ﺍﻵﺧﺮﻳﻦ‪.(...‬ﻫﺬﻩ ﺍﳊﻘﻴﺒﺔ ﺗﻌﺘﱪ ﻣﻠﻜﻴﺔ ﺧﺎﺻﺔ‬
‫ﺑﺎﻟﺘﻠﻤﻴﺬ)ﺓ(‪ .‬ﻭﳝﻜﻦ ﳍﺬﺍ ﺍﻷﺧﲑ ﺗﻘﺪﳝﻬﺎ ﻟﻜﻞ ﻣﻦ ﻳﻬﻤﻪ ﺃﻣﺮ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻪ ﻣﻦ ﳐﺘﻠﻒ ﺯﻭﺍﻳﺎ‬
‫ﺷﺨﺼﻴﺘﻪ ﻭ ﻣﺮﺍﻛﺰ ﺍﻫﺘﻤﺎﻣﻪ ﻭ ﺍﻧﺸﻐﺎﻟﻪ‪.‬‬

‫ﺃﻳﻦ ﺗﻜﻤﻦ ﺃﳘﻴﺔ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ؟‬

‫ﺍﻷﳘﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻷﺩﺍﺓ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‪:‬‬

‫ﺃﺻﺒﺢ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺣﺎﺟﺔ ﺗﺮﺑﻮﻳﺔ ﻣﻠﺤﺔ‪ ،‬ﲤﻠﻴﻬﺎ ﺍﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﺴﻴﻮﺑﻴﺪﺍﻏﻮﺟﻴﺔ‪ ،‬ﺍﻟﱵ‬

‫ﺗﻌﺘﻤﺪ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻜﻔﺎﺋﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺭﺃﺳﻬﺎ ﺑﻴﺪﺍﻏﻮﺟﻴﺎ ﺍﻹﺩﻣﺎﺝ‪ ،‬ﻭﺑﻴﺪﺍﻏﻮﺟﻴﺎ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﺍﻟﱵ ﺗﺮﺍﻫﻦ‬
‫ﻋﻠﻰ ﺟﻌﻞ ﺍﻟﺘﻠﻤﻴﺬ ﰲ ﻗﻠﺐ ﺍﻫﺘﻤﺎﻡ ﻣﻨﻈﻮﻣﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻜﻮﻳﻦ‪ ،‬ﻭﲢﺮﺹ ﻋﻠﻰ ﺭﺑﻂ ﺍﻟﺘﻌﻠﻤﺎﺕ‬
‫ﺑﺎﳊﻴﺎﺓ ﻭﺇﻋﻄﺎﺋﻬﺎ ﻣﻌﲎ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﻠﻤﻴﺬ ﺍﺳﺘﺸﻌﺎﺭﻩ ﻣﻦ ﺧﻼﻝ ﻭﺿﻌﻴﺎﺕ ﺇﺩﻣﺎﺟﻴﺔ‪ .‬ﻭﻳﺄﰐ‬
‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻛﺈﺣﺪﻯ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻋﻦ ﺻﻴﻎ ﺟﺪﻳﺪﺓ ﺗﺘﺴﻢ ﺑﺎﻷﺻﺎﻟﺔ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﻨﺠﺎﻋﺔ ﻣﻦ ﺃﺟﻞ‬

‫‪12‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
‫ﺍﻹﺳﻬﺎﻡ ﰲ ﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻋﱪ ﻣﺼﺎﺣﺒﺔ ﺍﻟﺘﻠﻤﻴﺬ ﺧﻼﻝ ﻣﺴﺎﺭﻩ ﺍﻟﺪﺭﺍﺳﻲ ﻭ ﺑﻨﺎﺀ ﻣﺸﺎﺭﻳﻌﻪ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ .‬ﻭ ﻟﻌﻞ ﻣﻦ ﺃﻫﻢ ﲡﻠﻴﺎﺕ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺍﻟﱵ ﺟﺎﺀ ‪‬ﺎ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻫﻮ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺓ‬
‫ﺍﻟﻔﺮﺩ ﻋﻠﻰ "ﺍﻟﺘﻔﻜﲑ ﺍﻻﺭﺗﺪﺍﺩﻱ"‪ ،‬ﲟﻌﲎ ﺍﻟﻌﻼﻗﺔ ﺍﳉﺪﻟﻴﺔ ﺑﲔ ﻣﺎ ﻳﺘﻮﻓﺮ ﻟﺪﻳﻪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺣﺼﻴﻠﺔ‬
‫ﻛﻔﺎﻳﺎﺕ ﺣﺎﻟﻴﺔ ﻭ ﺑﲔ ﻣﺎ ﻳﻄﻤﺢ ﻟﺘﺤﻘﻴﻘﻪ ﻣﻦ ﺭﻓﻊ ﲢﺪﻳﺎﺕ ﲡﺎﻭﺯ ﺍﻟﺬﺍﺕ ﻭ ﲢﻴﻴﻨﻬﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻛﻞ‬
‫ﻣﻜﻮﻧﺎ‪‬ﺎ‪.‬‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‪ ،‬ﺍﻟﻐﺎﻳﺔ ﻭﺍﻟﻮﺳﻴﻠﺔ‪:‬‬

‫ﻓﻀﻼ ﻋﻦ ﻛﻮﻧﻪ ﻭﺳﻴﻠﺔ ﻟﺘﺤﻘﻴﻖ ﻏﺎﻳﺔ ﺃﻛﱪ‪ ،‬ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺇﳒﺎﺯ ﺣﻘﻴﺒﺔ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻫﺪﻓﺎ‬
‫ﰲ ﺣﺪ ﺫﺍﺗﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(‪ ،‬ﻓﻬﻮ ﻳﺘﻄﻠﺐ ﻣﻨﻪ ﺟﻬﺪﺍ ﻭﻭﻗﺘﺎ ﻻﻧﺘﻘﺎﺀ ﻣﻀﺎﻣﻴﻨﻪ ﻭﺗﺮﺗﻴﺒﻬﺎ‪ ،‬ﻛﻤﺎ‬
‫ﻳﺘﻄﻠﺐ ﺍﻻﻧﺘﻈﺎﻡ ﰲ ﺇﻏﻨﺎﺋﻪ ﻭﲢﻴﻴﻨﻪ ﺿﻤﻦ ﺳﲑﻭﺭﺓ ﻣﻮﺍﺯﻳﺔ ﻟﺴﲑﻭﺭﺓ ﻧﻀﺠﻪ ﻭﺗﻄﻮﺭ ﻣﺴﺘﻮﻯ ﺩﺭﺍﺳﺘﻪ‬
‫ﻭﻣﺴﺘﻮﻯ ﻧﻀﺞ ﺷﺨﺼﻴﺘﻪ ﻭﺗﻮﺳﻴﻊ ﻣﻮﺍﺭﺩﻩ ﺍﳌﻌﺮﻓﻴﺔ‪ .‬ﻭ ﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ‪ ،‬ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺇﳒﺎﺯ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‬
‫ﰲ ﺣﺪ ﺫﺍﺗﻪ ﺇﳒﺎﺯﺍ ﳌﺸﺮﻭﻉ ﺗﺮﺑﻮﻱ ﻣﺼﻐﺮ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(‪ ،‬ﺇﺫ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻹﳒﺎﺯ ﻳﻜﻮﻥ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ﺑﺼﺪﺩ ﺗﺪﺑﲑ ﻭﺿﻌﻴﺔ ﻣﺸﻜﻠﺔ ﺗﺴﺘﺪﻋﻲ ﺗﺴﺨﲑ ﻛﻔﺎﻳﺎﺕ ﻣﺴﺘﻌﺮﺿﺔ ﻫﺎﻣﺔ ﻭﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻋﱪ‪:‬‬

‫‪ ‬ﺍﻻﳔﺮﺍﻁ ﰲ ﺑﻨﺎﺀ ﺗﻌﻠﻤﺎﺗﻪ ﻭﺗﻘﻮﳝﺎﺗﻪ ﻣﻦ ﺧﻼﻝ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﺳﺘﺜﻤﺎﺭﻩ ﳍﻤﺎ‪،‬‬

‫ﻭﺗﻮﻇﻴﻔﻬﻤﺎ ﰲ ﺑﻨﺎﺀ ﺣﻘﻴﺒﺔ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‪ ،‬ﻭﺍﳌﺜﺎﺑﺮﺓ ﰲ ﺍﻟﻌﻨﺎﻳﺔ ‪‬ﺎ؛‬

‫‪ ‬ﺗﻄﻮﻳﺮ ﻛﻔﺎﻳﺎﺕ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﺒﺎﺩﺭﺓ ﻭﺍﻟﺘﻤﺮﺱ ﻋﻠﻰ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺧﻼﻝ‬

‫ﻣﺎ ﻳﻨﺘﻘﻴﻪ ﻣﻦ ﻣﻮﺍﺩ ﻳﺆﺛﺚ ‪‬ﺎ ﺣﻘﻴﺒﺘﻪ؛‬

‫‪ ‬ﺗﺮﺳﻴﺦ ﻛﻔﺎﻳﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻹﻗﺪﺍﻡ ﻋﻠﻰ ﺍﺳﺘﺸﺎﺭﺓ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺃﻓﺮﺍﺩ‬
‫ﺍﻷﺳﺮﺓ ﻭﺍﻷﻗﺮﺍﻥ ﻭﺁﺧﺮﻳﻦ ﻣﻦ ﺃﺟﻞ ﺗﻌﺒﺌﺔ ﺑﻌﺾ ﻣﻀﺎﻣﲔ ﺍﳊﻘﻴﺒﺔ؛‬

‫‪ ‬ﺇﳕﺎﺀ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﻹﺣﺴﺎﺱ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ ﲡﺎﻩ ﺣﻘﻴﺒﺘﻪ ﻷﻧﻪ ﻳﺒﻨﻴﻬﺎ ﺑﻜﻞ‬
‫ﺣﺮﻳﺔ ﻭﻃﻮﺍﻋﻴﺔ؛‬

‫‪ ‬ﺗﻌﺰﻳﺰ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻣﻦ ﺧﻼﻝ ﺇﳒﺎﺯ ﺣﻘﻴﺒﺔ ﳑﻴﺰﺓ ﺗﻌﱪ ﻋﻦ ﺷﺨﺼﻴﺘﻪ ﻭﻋﻦ‬
‫ﻫﻮﻳﺘﻪ‪.‬‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻛﺄﺩﺍﺓ ﻟﻠﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ‪:‬‬

‫ﻳﻌﺪ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺃﺩﺍﺓ ﻫﺎﻣﺔ ﻟﻠﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‪ ،‬ﺣﻴﺚ ﺗﺘﺎﺡ ﻟﻪ ﺍﻟﻔﺮﺻﺔ‬
‫ﻟﻠﺘﻌﺒﲑ ﺑﻨﻔﺴﻪ ﻋﻦ ﻧﻘﻂ ﻗﻮﺗﻪ ﻭ ﻧﻘﻂ ﺿﻌﻔﻪ‪ ،‬ﻛﻤﺎ ﺗﺘﺎﺡ ﻟﻪ ﺍﻟﻔﺮﺻﺔ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﳐﺎﻭﻓﻪ‬

‫‪13‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
‫ﻭﺇﺧﻔﺎﻗﺎﺗﻪ‪ ،‬ﺑﻞ ﺍﻷﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﲤﻜﻦ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻭﺍﻧﺘﻘﺎﺩ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻃﺮﻑ ﺍﻷﺳﺎﺗﺬﺓ ‪...‬‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻛﺄﺩﺍﺓ ﻣﻜﻤﻠﺔ ﻟﻠﺘﻘﻮﱘ ﺍﳌﺪﺭﺳﻲ‪:‬‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺃﺩﺍﺓ ﻣﻜﻤﻠﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻟﻠﺘﻘﻮﱘ ﺍﳌﺪﺭﺳﻲ ﺍﻟﺬﻱ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺸﻮﺑﻪ‬
‫ﺍﻟﻘﺼﻮﺭ ﰲ ﺭﺻﺪ ﻭﺗﻘﻮﱘ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺴﻴﻜﻮﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺇﺑﺮﺍﺯ ﻋﺪﺩ ﻣﻦ ﺍﻟﺬﻛﺎﺀﺍﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻟﺪﻯ‬
‫ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‪ ،‬ﻭﺍﻟﱵ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻌﺠﺰ ﺃﳕﺎﻁ ﻭ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺑﺎﳌﺪﺭﺳﺔ ﻋﻦ ﺍﻟﻜﺸﻒ ﻋﻨﻬﺎ‬
‫ﻭﺳﱪ ﺃﻏﻮﺍﺭﻫﺎ‪.‬‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻛﺄﺩﺍﺓ ﺩﺍﻋﻤﺔ ﻭﻣﺼﺎﺣﺒﺔ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ( ﰲ ﻣﺴﺎﺭﻩ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳊﻴﺎﰐ‪:‬‬

‫ﻳﻌﺪ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺃﺩﺍﺓ ﻣﻼﺣﻈﺔ ﻭ ﻣﺼﺎﺣﺒﺔ ﺫﺍﺕ ﻗﻴﻤﺔ ﻭﻇﻴﻔﻴﺔ ﻫﺎﻣﺔ ﰲ ﳎﺎﻝ‪:‬‬

‫‪ ‬ﺗﻮﺟﻴﻪ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻭ ﺗﺘﺒﻊ ﻣﺸﺎﺭﻳﻌﻪ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻭ ﺍﳉﺎﻣﻌﻴﺔ ﺃﻭ ﺍﳌﻬﻨﻴﺔ؛‬

‫‪ ‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺑﻌﺾ ﺃﺳﺒﺎﺏ ﺗﻌﺜﺮﺍﺗﻪ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻭ ﺑﻌﺾ ﺍﺿﻄﺮﺍﺑﺎﺗﻪ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﻌﱪ‬
‫ﻋﻨﻬﺎ ﺑﺸﻜﻞ ﺿﻤﲏ ﺃﻭ ﺻﺮﻳﺢ ﰲ ﺣﻘﻴﺒﺔ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ؛‬

‫‪ ‬ﻛﻤﺎ ﻳﻌﺘﱪ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﺃﺭﺿﻴﺔ ﻫﺎﻣﺔ ﻹﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻋﻨﺪ ﺍﻟﻄﻠﺐ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺃﻧﻮﺍﻉ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ؟‬

‫ﻋﻤﻮﻣﺎ ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‪:‬‬

‫ﺑﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﻟﺘﻌﻠﻢ‪:‬‬

‫ﻳﺮﺗﻜﺰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻋﻠﻰ ﲡﻤﻴﻊ ﺃﻋﻤﺎﻝ ﺍﻟﺘﻠﻤﻴﺬ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺘﻌﻠﻤﺎﺗﻪ ﰲ‬
‫ﻣﺮﺣﻠﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺍﳍﺪﻑ ﻣﻨﻬﺎ ﺗﺘﺒﻊ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍ‪‬ﻬﻮﺩ ﺍﻟﺬﻱ ﳛﻘﻘﻪ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﺃﺛﻨﺎﺀ‬
‫ﻣﺴﺎﺭﻩ ﺍﻟﺪﺭﺍﺳﻲ ﺃﻭ ﺍﻟﺘﻜﻮﻳﲏ‪.‬‬

‫‪14‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺑﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﻟﺘﻘﺪﱘ ‪ /‬ﺍﻟﻌﺮﺽ‪:‬‬

‫ﺑﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﻟﻌﺮﺽ‪ ،‬ﻭ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻋﺮﺽ ﺃﻓﻀﻞ ﺍﳒﺎﺯﺍﺕ ﺍﻟﺘﻠﻤﻴﺬ ﺑﻌﺪ ﺍﻧﺘﻘﺎﺀﻫﺎ ﻣﻦ ﻃﺮﻑ‬
‫ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻧﻔﺴﻪ ‪ ،‬ﻗﺼﺪ ﺗﺮﻙ ﺃﺛﺮ ﻟﺘﻤﻴﺰﻩ ﻭ ﻧﻘﻂ ﻗﻮﺗﻪ ‪ ،‬ﻛﺸﻬﺎﺩﺓ ﺗﺜﺒﺖ ﻛﻔﺎﺀﺗﻪ ﻭ ﺗﻄﻮﺭ ﻣﺴﺘﻮﺍﻩ‪،‬‬
‫ﻭﻓﻖ ﻣﻨﻈﻮﺭ ﻧﻘﺬﻱ ﺫﺍﰐ ‪.‬‬

‫ﺑﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﻟﺘﻘﻴﻴﻢ‪:‬‬

‫ﻳﺴﺘﻌﻤﻞ ﺃﺳﺎﺳﺎ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﰲ ﺭﺻﺪ ﻭ ﺗﺘﺒﻊ ﻣﺴﺘﻮﻯ ﺗﻄﻮﺭ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻟﺪﻯ‬
‫ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‪ ،‬ﻭ ﻳﻨﺪﺭﺝ ﺿﻤﻦ ﺳﲑﻭﺭﺓ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺘﻜﻮﻳﲏ ﻭﻣﺼﺎﺣﺒﺔ ﺍﻟﺘﻠﻤﻴﺬ ﰲ ﻣﺴﺎﺭﻩ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﻓﻀﻼ‬
‫ﻋﻦ ﺑﻌﺾ ﺍﻻﳒﺎﺯﺍﺕ ﺍﳌﺨﺘﺎﺭﺓ ﺍﻟﱵ ﲡﻤﻊ ﰲ ﻫﺬﻩ ﺍﳊﻘﻴﺒﺔ‪ ،‬ﺗﺪﺭﺝ ﺑﺎﻷﺳﺎﺱ ﳎﻤﻞ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﱵ‬
‫ﺗﻔﻴﺪ ﰲ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﻦ ﺧﻼﻝ ﻣﻼﺣﻈﺎﺕ ﻭ ﺍﺭﺗﺴﺎﻣﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺣﻮﻟﻪ‪ ،‬ﻭ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ‬
‫ﳐﺘﻠﻒ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭ ﺍﻟﺮﻭﺍﺋﺰ ﻭ ﻛﺬﺍ ﺗﻘﻴﻴﻤﻪ ﺍﻟﺬﺍﰐ ‪.‬‬

‫ﻭﻳﻨﺪﺭﺝ "ﺑﻮﺭﺗﻔﻮﻟﻴﻮ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ("ﻫﺬﺍ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟﺚ ﺍﳌﺘﻤﺮﻛﺰ‬
‫ﺣﻮﻝ ﺗﻘﻮﱘ ﻣﺪﻯ ﲤﻜﻦ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﻦ ﳎﺎﻝ ﺧﺎﺹ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﻭﻣﺪﻯ ﺍﻛﺘﺴﺎﺑﻪ ﻟﺒﻌﺾ ﺍﻟﻜﻔﺎﻳﺎﺕ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻭﲢﺪﻳﺪﺍ ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ‪ ،‬ﻣﻦ ﺟﻬﺔ‪ ،‬ﲟﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ ﻭﻣﻌﺮﻓﺔ ﻧﻈﺎﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻜﻮﻳﻦ‬
‫ﻭﻣﻌﺮﻓﺔ ﻋﺎﱂ ﺍﳌﻬﻦ ﻭﺳﻮﻕ ﺍﻟﺸﻐﻞ‪ ،‬ﻭ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﺑﻜﻔﺎﻳﺎﺕ ﻣﺴﺘﻌﺮﺿﺔ ﻭ ﳑﺘﺪﺓ‪،‬‬
‫ﻣﺮﺗﺒﻄﺔ ﺑﺒﻨﺎﺀ ﻭ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﺪﻯ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‪.‬‬

‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ( ؟‬

‫ﻳﻌﺘﱪ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﺳﲑﻭﺭﺓ ﳕﺎﺋﻴﺔ ﺩﻳﻨﺎﻣﻴﺔ ﺗﻄﻮﺭﻳﺔ‪ ،‬ﻳﺒﺤﺚ ﻣﻦ ﺧﻼﳍﺎ‬
‫ﺍﳌﺘﻌﻠﻢ)ﺓ( ﻋﻦ ﺻﻴﻐﺔ ﻟﻠﻌﻤﻞ ﺍﻟﺬﺍﰐ ﻟﺘﺤﻘﻴﻖ ﺃﻗﺼﻰ ﻣﺎ ﳝﻜﻦ ﻣﻦ ﺍﳌﻼﺋﻤﺔ ﺑﲔ ﻗﺪﺭﺍﺗﻪ ﻭﺗﻄﻠﻌﺎﺗﻪ‬
‫ﻭﺍﻟﻔﺮﺹ ﺍﳌﺘﺎﺣﺔ ﺃﻣﺎﻣﻪ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻓﺮﺻﺎ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺗﻜﻮﻳﻨﻴﺔ ﺃﻭ ﻣﻬﻨﻴﺔ‪ ،‬ﻭﺗﻔﺘﺮﺽ ﻫﺬﻩ ﺍﻟﺴﲑﻭﺭﺓ‬
‫ﺃﺳﻠﻮﺑﺎ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺘﺄﺳﺲ ﻋﻠﻰ ﺧﻄﺔ ﻋﻤﻞ ﺗﺴﺘﻨﺪ ﻋﻠﻰ ﻣﻨﻬﺠﻴﺔ ﺗﺪﺑﲑ ﺍﻟﻔﺮﺹ‬
‫ﻭﺍﻹﻛﺮﺍﻫﺎﺕ ﺫﺍﺕ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﺴﻴﻜﻮﺑﻴﺪﺍﻏﻮﺟﻴﺔ ﻭﺍﻟﺴﻮﺳﻴﻮﺗﺮﺑﻮﻳﺔ‪ ،‬ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﲢﻠﻴﻞ ﳌﻌﻄﻴﺎﺕ‬
‫ﺍﻟﺬﺍﺕ ﻭﺍﶈﻴﻂ ﺍﳌﺪﺭﺳﻲ ﻭﺍﳌﻬﲏ ﻭﺍﳊﻴﺎﰐ‪ ،‬ﻭﺍﻗﺘﺮﺍﺡ ﺍﳊﻠﻮﻝ ﺍﻟﻜﻔﻴﻠﺔ ﺑﺈﺣﺪﺍﺙ ﺍﻟﺘﻜﻴﻒ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻭﺍﳊﻴﺎﰐ‪ ،‬ﻭﺿﺒﻂ ﻭ ﺳﺎﺋﻞ ﺍﻟﻌﻤﻞ ﻭﺑﺮﳎﺔ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻟﺒﻠﻮﻍ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ ﰲ ﺃﻓﻖ‬
‫ﲡﺎﻭﺯ ﻟﻠﺬﺍﺕ ﻭﺇﻛﺮﺍﻫﺎﺕ ﺍﻟﻮﺍﻗﻊ ﺑﺄﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺘﻘﻮﱘ ﻭﺍﻟﺘﺨﻄﻴﻂ‪.‬‬

‫ﻭﻳﺒﻘﻰ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﺍﻟﻮﺳﻴﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﺤﻔﻴﺰ ﺍﻟﺘﻠﻤﻴﺬ‪ ،‬ﻭﺩﻓﻌﻪ ﻷﻥ ﻳﺘﺤﻤﻞ‬
‫ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﻳﻌﻄﻲ ﺃﳘﻴﺔ ﻟﻠﺘﻔﻜﲑ ﰲ ﻣﺴﺘﻘﺒﻠﻪ‪ ،‬ﻭﺫﻟﻚ ﺑﺘﺤﺮﻳﻀﻪ ﻋﻠﻰ ﺇﺿﻔﺎﺀ ﺩﻻﻟﺔ ﺷﺨﺼﻴﺔ ﻋﻠﻰ‬
‫‪15‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
‫ﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﺘﻌﻠﻢ ‪ .‬ﻭ ﻫﻜﺬﺍ ﻳﺘﺤﻮﻝ ﻣﺸﺮﻭﻉ ﺍﳌﺘﻌﻠﻢ)ﺓ( ﺇﱃ ﺍﺳﺘﺜﻤﺎﺭ ﺗﺪﺭﺟﻲ ﻣﺴﺘﻘﺒﻠﻲ ﳜﻮﻝ ﻟﻪ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﲑ ﻓﻴﻪ ﻣﺸﺮﻭﻉ ﺣﻴﺎﺗﻪ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳌﻬﲏ‬
‫ﺣﺎﺿﺮﺍ ﻭﻣﺴﺘﻘﺒﻼ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺃﻫﺪﺍﻑ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(؟‬

‫ﻳﻬﺪﻑ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﺇﱃ ﲢﻘﻴﻖ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻧﺬﻛﺮ ﻣﻨﻬﺎ ﻣﺎ‬
‫ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺧﻠﻖ ﺗﻔﺎﻋﻞ ﺑﲔ ﺛﻼﺛﺔ ﺃﻗﻄﺎﺏ ﺃﺳﺎﺳﻴﺔ‪ :‬ﻗﻄﺐ ﺍﻟﺘﻤﺜﻼﺕ ﺣﻮﻝ ﺍﻟﺬﺍﺕ‪ ،‬ﻭﻗﻄﺐ ﺍﻟﺘﻤﺜﻼﺕ‬
‫ﺣﻮﻝ ﺍﻟﻌﺎﱂ ﺍﳌﺪﺭﺳﻲ ﻭﺍﻟﺘﻜﻮﻳﲏ ﻭﻗﻄﺐ ﺍﻟﺘﻤﺜﻼﺕ ﺣﻮﻝ ﺍﻟﻌﺎﱂ ﺍﻟﺴﻮﺳﻴﻮﻣﻬﲏ؛‬

‫‪ -‬ﻣﺴﺎﻋﺪﺓ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻋﻠﻰ ﺍﻟﺘﻤﻮﻗﻊ ﰲ ﳏﻴﻂ ﺗﻜﻮﻳﻨﻴﻲ ﻭﺳﻮﺳﻴﻮﻣﻬﲏ ﰲ ﲢﻮﻝ ﺩﺍﺋﻢ‬

‫ﻭﻣﺴﺘﻤﺮ؛‬

‫‪ -‬ﺇﻗﺪﺍﺭ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺗﻮﻇﻴﻔﻬﺎ ﻭﻣﺴﺎﺀﻟﺘﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ‬

‫ﲝﺲ ﻧﻘﺪﻱ ﻭﻗﺪﺭﺍﺕ ﺗﻮﺍﺻﻠﻴﺔ ﺑﻨﺎﺀﺓ؛‬

‫‪ -‬ﲤﻜﲔ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﻦ ﺇﺑﺮﺍﺯ ﺇﻣﻜﺎﻧﺎﺗﻪ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﻭﺗﻴﺴﲑ ﺍﺳﺘﻘﻼﻟﻴﺘﻪ‬

‫ﻭﲢﻤﻠﻪ ﺍﳌﺴﺆﻭﱄ ؛‬

‫‪-‬ﺟﻌﻞ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻭﺍﻋﻴﺎ ﺑﺜﻮﺍﺑﺖ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺃﳕﺎﻃﻪ ﻭ ﻣﻌﻴﻘﺎﺗﻪ ﻭﺇﻛﺮﺍﻫﺎﺗﻪ؛‬

‫‪-‬ﺩﻓﻊ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻟﻮﺿﻊ ﺳﻴﻨﺎﺭﻳﻮﻫﺎﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻭﺍﻟﻌﻤﻞ ﰲ ﺃﻓﻖ ﺗﻮﺳﻴﻊ ﺣﻘﻞ ﺍﳌﻤﻜﻦ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ(؟‬

‫ﻟﻜﻲ ﻧﺘﻤﻜﻦ ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﺸﺮﻭﻉ ﻭﻓﻬﻤﻪ‪ ،‬ﻭﺟﺐ ﺍﻋﺘﻤﺎﺩ ﻣﻨﻈﻮﺭ ﻣﺘﻌﺪﺩ ﺍﻷﺑﻌﺎﺩ‪ ،‬ﻭﻳﺸﻤﻞ‬
‫ﲢﺪﻳﺪﺍ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﺃﺳﺎﺳﻴﺔ‪:‬‬

‫ﺍﻟﺒﻌﺪ ﺍﳊﻴﻮﻱ‪:‬‬

‫ﺍﻟﺬﻱ ﻳﺘﻤﻜﻦ ﻣﻦ ﺧﻼﻟﻪ ﺍﳌﺘﻌﻠﻢ)ﺓ( ﻣﻦ ﺍﻟﺘﻜﻴﻒ ﺍﳌﺴﺘﻤﺮ ﻣﻊ ﺍﻟﺘﻐﲑﺍﺕ ﺍﳌﺘﺴﺎﺭﻋﺔ ﺍﻟﱵ ﻳﺸﻬﺪﻫﺎ‬
‫ﳏﻴﻄﻪ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳌﻬﲏ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻌﺎﻡ؛‬

‫‪16‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺍﻟﺒﻌﺪ ﺍﻟﱪﺍﻛﻤﺎﰐ‪:‬‬

‫ﺇﺫ ﻻ ﳝﻜﻦ ﻋﺰﻝ ﺍﳌﺸﺮﻭﻉ ﻛﻌﻤﻠﻴﺔ ﺗﻮﻗﻌﻴﺔ ﺇﺟﺮﺍﺋﻴﺔ‪ ،‬ﻋﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﳒﺎﺯﻳﺔ ﺍﻟﱵ ﻣﻦ‬
‫ﺧﻼﳍﺎ ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﻣﻘﺘﻀﻴﺎﺗﻪ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ؛‬

‫ﺍﻟﺒﻌﺪ ﺍﻟﺘﻨﺒﺌﻲ‪:‬‬

‫ﺇﻥ "ﺍﳌﺸﺮﻭﻉ" ﻛﺴــــﲑﻭﺭﺓ‪ ،‬ﻫﻮ ﰲ ﻧﻔـــﺲ ﺍﻟﻮﻗــﺖ‪ ،‬ﻧــــﻴـــﺔ ﻭﺩﺍﻓــﻌﻴﺔ ﻭﺑﺮﻧــــﺎﻣﺞ‬

‫ﻳﺴﺘﺸﺮﻑ ﺍﳌﺴﺘﻘﺒﻞ ﻭﻳﺴﺘﺤﻀﺮ ﻓﺮﺻﻪ ﻭﺇﻛﺮﺍﻫﺎﺗﻪ‪.‬‬

‫ﻣﺎ ﻫﻲ ﻭﻇﺎﺋﻒ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ(؟‬

‫ﺗﺘﻠﺨﺺ ﻭﻇﺎﺋﻒ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﰲ ﺛﻼﺙ ﻭﻇﺎﺋﻒ ﺃﺳﺎﺳﻴﺔ ‪:‬‬

‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﻨﻤﺎﺋﻴﺔ‪ :‬ﺗﺘﺠﺴﺪ ﻋﱪ ﺗﻄﻮﻳﺮ ﻭﺇﳕﺎﺀ ﻣﻌﺎﺭﻑ ﻭﻗﺪﺭﺍﺕ ﻭﻛﻔﺎﻳﺎﺕ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ(‬

‫ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﳐﺘﻠﻒ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻵﻧﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ؛‬

‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﻮﻗﺎﺋﻴﺔ‪ :‬ﺗﺘﺠﻠﻰ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﻋﺪﺓ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻋﻠﻰ ﲡﻨﺐ ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ‬
‫ﺍﻟﱵ ﺗﻌﺘﺮﺿﻪ‪...‬؛‬

‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﻌﻼﺟﻴﺔ‪ :‬ﺗﺘﻤﺜﻞ ﰲ ﻣﻌﺎﳉﺔ ﺍﻟﻈﻮﺍﻫﺮ ﻭﺍﳌﺸﺎﻛﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ‬

‫ﻭﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﺗﻌﻮﻕ ﺗﻘﺪﻡ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﰲ ﻣﺴﺎﺭﻩ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳊﻴﺎﰐ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ؟‬

‫ﳝﺮ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﻣﻦ ﺃﺭﺑﻊ ﻣﺮﺍﺣﻞ ﺃﺳﺎﺳﻴﺔ ﻟﻜﻞ ﻣﺮﺣﻠﺔ ﺧﺼﻮﺻﻴﺎ‪‬ﺎ‬
‫ﻭﳑﻴﺰﺍ‪‬ﺎ ﻭﺇﻛﺮﺍﻫﺎ‪‬ﺎ‪:‬‬

‫‪ -1‬ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻜﺸﺎﻑ‪ ،‬ﻭﺗﺘﻤﻴﺰ ﺏ‪:‬‬

‫‪ -‬ﲡﻤﻴﻊ ﺃﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﺬﺍﺕ ﻭﺍﻟﻌﺎﱂ ﺍﳌﺪﺭﺳﻲ؛‬

‫ﻭﺍﶈﻴﻂ ﺍﻟﺴﻮﺳﻴﻮﻣﻬﲏ؛‬

‫‪ -‬ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻨﺎﺟﻌﺔ ﻭﺍﳌﻨﺎﺳﺒﺔ؛‬

‫‪ -‬ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺼﺎﺩﺭ ﺍﻹﻋﻼﻡ ﺍﳌﺘﻨﻮﻋﺔ ﻭﺍﳌﺨﺘﻠﻔﺔ؛‬

‫‪17‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫‪ -‬ﺍﻻﳔﺮﺍﻁ ﰲ ﺗﺪﺑﲑ ﻭﺣﻞ ﺍﳌﺸﺎﻛﻞ؛‬

‫‪ -‬ﺍﻹﺩﺭﺍﻙ ﺍﳉﻴﺪ ﻟﺘﻌﻘﺪ ﺍﳌﺮﺣﻠﺔ ﻣﻊ ﺍﺟﺘﻨﺎﺏ ﺍﳊﻠﻮﻝ ﺍﳉﺎﻫﺰﺓ‪.‬‬

‫‪ -2‬ﻣﺮﺣﻠﺔ ﺍﻟﺒﻠﻮﺭﺓ‪ ،‬ﻭﺗﺘﻤﻴﺰ ﺏ‪:‬‬

‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﺗﺮﺗﻴﺐ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ ﺣﺴﺐ ﺍﳌﺆﻫﻼﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻟﺮﻏﺒﺎﺕ؛‬

‫‪ -‬ﺍﻟﻮﻋﻲ ﺑﺄﳘﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ؛‬

‫‪ -‬ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻘﺎﺭ ﻭﺍﻟﺪﺍﺋﻢ؛‬

‫‪ -‬ﲢﺪﻳﺪ ﻣﻐﺰﻯ ﻭﻣﻌﲎ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﳌﺮﺩﻭﺩ ﺍﻟﺪﺭﺍﺳﻲ؛‬

‫‪ -‬ﺇﺩﻣﺎﺝ ﺃﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﻌﺎﺷﺔ‪.‬‬

‫‪ -3‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﺼﻴﺺ‪ ،‬ﻭﺗﺘﻤﻴﺰ ﺏ‪:‬‬

‫‪ -‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭ ﻭﺿﻊ ﺧﻄﺔ ﻟﺘﻨﻔﻴﺬﻩ؛‬

‫‪ -‬ﲢﺪﻳﺪ ﺍﳊﺎﺟﻴﺎﺕ ﻭﺍﻻﻧﺘﻈﺎﺭﺍﺕ؛‬

‫‪ -‬ﺍﻟﺘﻔﻜﲑ ﲟﻨﻄﻖ ﺗﻌﻮﻳﺾ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ؛‬

‫‪ -‬ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻔﺮﺹ ﰲ ﻋﻼﻗﺘﻬﺎ ﻣﻊ ﺍﻷﻫﺪﺍﻑ‪.‬‬

‫‪ - 4‬ﻣﺮﺣﻠﺔ ﺍﻹﳒﺎﺯ‪ ،‬ﻭ ﺗﺘﻤﻴﺰ ﺏ‪:‬‬

‫‪ -‬ﺗﻘﻴﻴﻢ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ؛‬

‫‪ -‬ﻣﺮﺍﺟﻌﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬

‫‪ -‬ﲣﻄﻴﻂ ﺍﻹﳒﺎﺯﺍﺕ؛‬

‫‪ -‬ﲪﺎﻳﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻊ ﺗﻮﻗﻊ ﺍﻟﺼﻌﻮﺑﺎﺕ؛‬

‫‪ -‬ﺍﻟﺘﻔﻜﲑ ﲟﻨﻄﻖ ﺍﻟﺒﺪﺍﺋﻞ‪.‬‬

‫‪18‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻣﺎ ﻫﻲ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺴﻴﻜﻮ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ؟‬

‫ﻳﺴﺘﻬﺪﻑ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﺇﻛﺴﺎﺏ ﻫﺬﺍ ﺍﻷﺧﲑ ﻣﻨﻈﻮﻣﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺴﻴﻜﻮ‬
‫ﺍﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﲤﻜﻨﻪ ﰲ ﺍﳊﺎﺿﺮ ﻭﺍﳌﺴﺘﻘﺒﻞ ﻭﰲ ﻛﻞ ﳏﻄﺔ ﺩﺭﺍﺳﻴﺔ ﻭﻣﻨﻌﻄﻒ ﻣﻦ ﺳﲑﻭﺓ ﺗﻮﺟﻴﻬﻪ‬
‫ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻵﱐ ﻭﺍﳌﺴﺘﻘﺒﻠﻲ‪ ،‬ﻟﻌﻨﺎﺻﺮ ﺫﺍﺗﻪ‪ ،‬ﻣﻦ ﺣﻴﺚ ﳑﻴﺰﺍ‪‬ﺎ ﻭﺇﻣﻜﺎﻧﻴﺎ‪‬ﺎ ﻭﺣﺪﻭﺩﻫﺎ‪ ،‬ﻭﺑﻨﻴﺔ‬
‫ﳏﻴﻄﻪ ﺍﳌﺪﺭﺳﻲ ﻭﺍﻟﺴﻮﺳﻴﻮﻣﻬﲏ ﲟﺴﺎﺭﺍﺗﻪ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺒﻌﻴﺪﺓ ﺍﳌﺪﻯ ﺑﻔﺮﺻﻬﺎ ﻭﺇﻛﺮﺍﻫﺎ‪‬ﺎ‪ ،‬ﻭﻣﺎﺩﺍﻡ‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺘﻌﻠﻢ ﻭﺍﶈﻴﻂ ﺍﻟﻌﺎﻡ ﰲ ﺗﻄﻮﺭ ﺩﺍﺋﻢ ﻭﻣﺴﺘﻤﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﻈﺮﰲ ﻳﺒﺪﻭ ﻣﺘﺠﺎﻭﺯﺍ ﻟﺼﺎﱀ‬
‫ﺗﻮﺟﻴﻪ ﻣﺘﻮﺍﺻﻞ‪ ،‬ﻣﺮﺍﻫﻦ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﺘﺴﻠﺢ ﺑﺎﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻭﺗﺮﺳﻴﺦ‬
‫ﻭﺇﳕﺎﺀ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺫﺍﺕ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻧﺸﲑ ﻷﳘﻬﺎ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ‪:‬‬

‫‪19‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻮﺻﻴﻔﻴﺔ ﳍﺎ‬ ‫ﺍﻟﻜﻔﺎﻳﺔ‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻮﺻﻴﻔﻴﺔ ﳍﺎ‬ ‫ﺍﻟﻜﻔﺎﻳﺔ‬

‫‪ -‬ﻳﺘﺨﻴﻞ ﻭﻳﺒﺤﺚ ﻋﻦ ﺍﳊﻠﻮﻝ ﺍﳉﺪﻳﺪﺓ‬

‫‪ -‬ﻣﺴﺆﻭﻝ ﻋﻦ ﺃﻓﻌﺎﻟﻪ‬
‫‪ -‬ﳚﻤﻊ ﻭﻳﺮﻛﺐ ﺍﻷﻓﻜﺎﺭ‬
‫‪ -‬ﺗﻜﻴﻒ ﺍﻟﺘﺪﺧﻞ ﻣﻊ ﺍﻟﺴﻴﺎﻕ‬
‫‪ -‬ﳛﻞ ﺍﳌﺸﺎﻛﻞ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ‬ ‫ﺍﻹﺑﺪﺍﻉ‬ ‫ﺍﻻﺳﺘﻘﻼﻟﻴﺔ‬
‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﻭﺗﻌﺒﺌﺔ ﺍﳌﻮﺍﺭﺩ ﺍﳋﺎﺻﺔ‬
‫‪ -‬ﳜﺘﺮﻉ ﻭﺿﻌﻴﺎﺕ ﺟﺪﻳﺪﺓ‬
‫‪ -‬ﺣﺮﻳﺔ ﺍﳌﺒﺎﺩﺭﺓ‬
‫‪ -‬ﻳﻀﻊ ﳌﺴﺎﺗﻪ ﺍﳋﺎﺻﺔ ﻋﻠﻰ ﳐﺘﻠﻒ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪..‬‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪..‬‬
‫‪ -‬ﻳﻨﺨﺮﻁ ﺑﺸﻜ ﻞ ﺇﳚﺎﰊ‬ ‫‪ -‬ﻻ ﻳﻨﺘﺒﻪ ﻟﺮﺩﻭﺩ ﺃﻓﻌﺎﻝ ﺍﻵﺧﺮﻳﻦ‬
‫‪ -‬ﻳﻄﺮﺡ ﺗﺴﺎﺅﻻﺕ‬ ‫‪ -‬ﻳﱪﻫﻦ ﻋﻠﻰ ﺍﳌﺴﺆﻭﻟﻴﺔ ﰲ ﺗﻨﻔﻴﺬ‬
‫‪ -‬ﻳﻨﺨﺮﻁ ﻛﻠﻴﺎ ﰲ ﺇﳒﺎﺯ ﺍﳌﺸﺎﺭﻳﻊ‬ ‫ﺍﻻﻟﺘﺰﺍﻡ‬ ‫ﻣﺸﺎﺭﻳﻌﻪ‬ ‫ﺍﳌﺒﺎﺩﺭﺓ‬
‫‪ -‬ﻳﺴﺘﺜﻤﺮ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻄﺎﻗﺔ‬ ‫‪ -‬ﺇﳚﺎﰊ‬
‫‪ -‬ﻳﻀﻊ ﻛﻞ ﺇﻣﻜﺎﻧﺎﺗﻪ ﺭﻫﻦ ﺇﺷﺎﺭﺓ ﺍﳌﺸﺮﻭﻉ‬ ‫‪ -‬ﻳﺘﺤﻤﻞ ﺍﻟﻌﻮﺍﻗﺐ‬
‫ﺍﳌﻨﺠﺰ‪..‬‬ ‫‪ -‬ﻳﻄﺮﻕ ﺍﻟﺒﻮﺍﺏ‪...‬‬
‫‪ -‬ﻳﺘﺼﺮﻑ ﲟﻨﻄﻖ ﺭﺍﺑﺢ ﺭﺍﺑﺢ‬ ‫‪ -‬ﻳﻨﻔﺬ ﺍﻻﻟﺘﺰﺍﻣﺎﺕ‬
‫‪ -‬ﻳﻀﺤﻲ ﻣﻦ ﺃﺟﻞ ﺍﻟﻔﺮﻳﻖ‬ ‫ﻟﺘﻨﻔﻴﺬ‬ ‫ﻭﺍﻟﻮﺳﺎﺋﻞ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫‪ -‬ﻳﻌﺒﺄ‬
‫‪ -‬ﻳﺘﻜﻴﻒ ﺑﺎﺳﺘﻤﺮﺍﺭ‬ ‫ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﳌﺴﺆﻭﻟﻴﺔ‬
‫‪ -‬ﻳﻨﺼﺖ ﻟﻸﺧﺮ‬ ‫‪ -‬ﻳﺘﻘﻦ ﺍﻟﻌﻤﻞ‬
‫‪ -‬ﳛﻔﺰ ﻭﻳﺸﺠﻊ ﺍﻵﺧﺮ‬ ‫‪ -‬ﻳﺮﺍﻋﻲ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ‬
‫‪ -‬ﻳﻌﺮﻑ ﻧﻘﻂ ﺍﻟﻘﻮﺓ ﺩﺍﺧﻞ ﺍﻟﻔﺮﻳﻖ‪..‬‬ ‫‪ -‬ﻣﺼﺪﺭ ﻟﻠﺜﻔﺔ ‪...‬‬
‫‪ -‬ﻳﺪﺑﺮ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﺍﻟﺘﻮﺗﺮﺍﺕ‬
‫‪ -‬ﻳﻨﺨﺮﻁ ﻛﻠﻴﺎ ﰲ ﺃﻋﻤﺎﻟﻪ‬ ‫‪ -‬ﻳﻌﻤﻞ ﻣﻊ ﺍﳉﻤﻴﻊ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬
‫‪ -‬ﻳﺒﺤﺚ ﻋﻦ ﺍﳊﻠﻮﻝ ﳌﺨﺘﻠﻒ ﺍﳌﺸﺎﻛﻞ‬ ‫ﺍﳌﺜﺎﺑﺮﺓ‬ ‫‪ -‬ﳛﺎﻓﻆ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻒ ﺍﻹﳚﺎﺑﻴﺔ‬
‫‪ -‬ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍ‪‬ﻬﻮﺩ ﻭﺍﳊﺮﺹ ﻋﻠﻰ‬ ‫‪ -‬ﻳﻘﺒﻞ ﺍﻻﺧﺘﻼﻑ‬ ‫ﺍﻟﺘﻜﻴﻒ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ‪..‬‬ ‫‪ -‬ﻳﻐﲑ ﺗﺪﺧﻼﺗﻪ ﺑﺘﻐﲑ ﺍﻟﺴﻴﺎﻕ‬
‫‪ -‬ﳚﺪ ﺍﳊﻠﻮﻝ ﳌﺨﺘﻠﻒ ﺍﳌﺸﺎﻛﻞ‪...‬‬
‫‪ -‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‬
‫‪ -‬ﻳﱪﻫﻦ ﻋﻠﻰ ﺍﻧﻔﺘﺎﺣﻪ‬
‫‪ -‬ﻳﻨﺨﺮﻁ ﰲ ﺍﻟﺘﻔﺎﻋﻼﺕ ﻭﻳﺘﻘﺎﺳﻢ‬
‫‪ -‬ﻳﻘﺒﻞ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ‬
‫ﺍﻟﻨﺠﺎﺣﺎﺕ‬
‫‪ -‬ﻳﺘﺴﺎﻣﺢ ﻣﻊ ﺍﻻﺧﺘﻼﻓﺎﺕ‬ ‫ﺍﳌﺮﻭﻧﺔ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬
‫‪ -‬ﺍﻻﻧﻔﺘﺎﺡ‬
‫‪ -‬ﻳﻌﻤﻞ ﰲ ﻛﻞ ﺍﻟﻈﺮﻭﻑ‬
‫‪ -‬ﳛﺘﺮﻡ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﻨﻈﻤﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ‬
‫‪ -‬ﻳﻘﺒﻞ ﺑﺎﻟﺘﻮﺍﻓﻘﺎﺕ‬
‫‪ -‬ﻳﻘﺒﻞ ﺑﺎﻟﺘﻮﺍﻓﻘﺎﺕ‬
‫‪ -‬ﻳﻜﻴﻒ ﻋﻤﻠﻪ ﻣﻊ ﳐﺘﻠﻒ ﺍﻟﺴﻴﺎﻗﺎﺕ‪..‬‬
‫‪ -‬ﻳﻨﺼﺖ ﻟﻸﺧﺮ‪...‬‬

‫‪20‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻣﺎ ﻫﻲ ﻣﻜﻮﻧﺎﺕ ﺍﳌﺸﺮﻭﻉ ﻭﻋﻨﺎﺻﺮﻩ ﻭﺃﺩﻭﺍﺕ ﺗﺮﺻﻴﺪ ﻭﻗﻴﺎﺱ ﺃﻧﺸﻄﺘﻪ؟‬

‫ﺃﺩﻭﺍﺕ ﻭ ﻭﺳﺎﺋﻞ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﺮﺻﻴﺪ‬ ‫ﻋﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺎﺕ‬ ‫ﺍﳌﻜﻮﻧﺎﺕ‬

‫‪ -‬ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﳌﻴﻮﻻﺕ ﺍﳌﻬﻨﻴﺔ؛‬ ‫‪ -‬ﻣﻌﻄﻴﺎﺕ ﺩﺭﺍﺳﻴﺔ؛‬
‫‪ -‬ﺭﻭﺍﺋﺰ ﺍﻟﺸﺨﺼﻴﺔ؛‬ ‫‪ -‬ﺍﳊﺎﻟﺔ ﺍﻟﻌﺎﺋﻠﻴﺔ؛‬
‫‪ -‬ﺗﻘﻴﻴﻢ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﺘﻌﻠﻢ؛‬ ‫‪ -‬ﺍﳊﺎﻟﺔ ﺍﻟﺼﺤﻴﺔ؛‬
‫‪ -‬ﺍﺳﺘﺒﻴﺎﻥ ﺍﻟﺸﺨﺼﻴﺔ؛‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﺆﻫﻼﺕ؛‬ ‫ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‬
‫‪ -‬ﺭﻭﺍﺋﺰ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ؛‬ ‫‪ -‬ﺍﻟﻜﻔﺎﻳﺎﺕ؛‬
‫‪ -‬ﻟﻘﺎﺀﺍﺕ ﻣﻊ ﺍﻵﺑﺎﺀ‪ ،‬ﺍﳌﺪﺭﺳﲔ؛‬ ‫‪ -‬ﺍﳌﻴﻮﻻﺕ ﻭﺍﻟﺘﻄﻠﻌﺎﺕ؛‬
‫‪ -‬ﻟﻘﺎﺀﺍﺕ ﻣﻊ ﺍﳌﺴﺘﺸﺎﺭ ﰲ ﺍﻟﺘﻮﺟﻴﻪ‪...‬‬ ‫‪ -‬ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ؛‬
‫‪ -‬ﻧﻘﻂ ﺍﻟﻘﻮﺓ ﻭﻧﻘﻂ ﺍﻟﻀﻌﻒ‪.‬‬
‫‪ -‬ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺪﻋﺎﺋﻢ ﺍﻹﻋﻼﻣﻴﺔ‬ ‫‪ -‬ﺍﳉﺬﻭﻉ ﺍﳌﺸﺘﺮﻛﺔ ﻭﺍﻟﺸﻌﺐ‬
‫ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﺍﳌﺴﻤﻮﻋﺔ ﻭﺍﳌﺮﺋﻴﺔ؛‬ ‫ﻭﺍﳌﺴﺎﻟﻚ؛‬
‫‪ -‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﺪﺍﺭﻳﺐ ﻭﺯﻳﺎﺭﺍﺕ ﻟﻠﻤﺆﺳﺴﺎﺕ؛‬ ‫‪ -‬ﺍﻷﻓﺎﻕ ﺍﳉﺎﻣﻌﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ؛‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻜﻮﻳﻨﻴﺔ ﻭﺍﳌﻘﺎﻭﻻﺗﻴﺔ؛‬ ‫‪ -‬ﺍﻟﺸﻮﺍﻫﺪ ﻭﺍﻟﺪﺑﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﻋﻘﺪ ﻟﻘﺎﺀﺍﺕ ﻭﻣﻘﺎﺑﻼﺕ ﻣﻊ ﳐﺘﺼﲔ‪:‬‬ ‫‪ -‬ﺃﻧﻈﻤﺔ ﺍﻟﺘﻘﻮﱘ؛‬ ‫ﺍﶈﻴﻂ‬ ‫ﻣﻌﺮﻓﺔ‬
‫ﻣﺪﺭﺳﲔ‪ ،‬ﻣﻬﻨﻴﲔ‪ ،‬ﺗﻼﻣﻴﺬ ﻭﻃﻠﺒﺔ‪،‬‬ ‫‪ -‬ﺃﻧﻈﻤﺔ ﺍﻟﺘﻤﺪﺭﺱ؛‬
‫ﺍﳌﺪﺭﺳﻲ ﻭﺍﻟﺘﻜﻮﻳﲏ‬
‫ﺍﳌﺴﺘﺸﺎﺭ ﰲ ﺍﻟﺘﻮﺟﻴﻪ‪...‬‬ ‫‪ -‬ﺍﳊﻴﺎﺓ ﺍﳌﺪﺭﺳﻴﺔ؛‬
‫‪ -‬ﺷﺒﻜﺎﺕ ﻭﺑﻄﺎﻗﺎﺕ؛‬ ‫‪ -‬ﺃﻧﻈﻤﺔ ﺍﻟﺘﻜﻮﻳﻦ ﺍﳌﺘﺎﺣﺔ؛‬
‫‪ -‬ﻟﻘﺎﺀﺍﺕ ﻣﻊ ﻣﻬﻨﻴﲔ؛‬ ‫‪ -‬ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻜﻮﻳﻦ؛‬
‫‪ -‬ﺗﺪﺍﺭﻳﺐ ﻣﻴﺪﺍﻧﻴﺔ ﺑﺎﳌﻘﺎﻭﻻﺕ؛‬ ‫‪ -‬ﺍﻹﺩﻣﺎﺝ ﰲ ﺳﻮﻕ ﺍﻟﺸﻐﻞ‬
‫‪ -‬ﺯﻳﺎﺭﺍﺕ ﻣﻴﺪﺍﻧﻴﺔ‪...‬‬
‫‪ -‬ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺪﻋﺎﺋﻢ ﺍﻹﻋﻼﻣﻴﺔ‬ ‫‪ -‬ﺍﻟﻘﻄﺎﻋﺎﺕ ﻭﺍ‪‬ﺎﻻﺕ ﺍﳌﻬﻨﻴﺔ‪،‬‬
‫ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﺍﳌﺴﻤﻮﻋﺔ ﻭﺍﳌﺮﺋﻴﺔ‪...‬‬ ‫‪ -‬ﺍﳌﻬﻦ ﺍﳌﻤﺎﺭﺳﺔ ﰲ ﳏﻴﻄﻲ ﺍﳌﺪﺭﺳﻲ‬
‫‪ -‬ﺍﻟﻘﻴﺎﻡ ﺑﺘﺪﺍﺭﻳﺐ ﻭﺯﻳﺎﺭﺍﺕ ﳌﺆﺳﺴﺎﺕ‬ ‫ﻭﺍﻟﻌﺎﺋﻠﻲ ؛‬
‫ﺍﻹﻧﺘﺎﺝ ﻭﺍﳋﺪﻣﺎﺕ ﻭﺍﳌﻘﺎﻭﻻﺕ؛‬ ‫‪ -‬ﺍﳌﻬﻦ ﺍﳌﻨﺪﺛﺮﺓ ﻭﺍﳌﻬﻦ ﺍﳉﺪﻳﺪﺓ‬
‫‪ -‬ﻋﻘﺪ ﻟﻘﺎﺀﺍﺕ ﻭﻣﻘﺎﺑﻼﺕ ﻣﻊ ﳐﺘﺼﲔ‪:‬‬ ‫ﻭﺍﳌﻬﻦ ﺍﻟﻮﺍﻋﺪﺓ؛‬ ‫ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﲏ‬
‫ﻣﺪﺭﺳﲔ‪ ،‬ﻣﻬﻨﻴﲔ‪ ،‬ﺗﻼﻣﻴﺬ ﻭﻃﻠﺒﺔ‪،‬‬ ‫‪ -‬ﻇﺮﻭﻑ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﳌﻬﻨﺔ‪،‬‬
‫ﺍﳌﺴﺘﺸﺎﺭ ﰲ ﺍﻟﺘﻮﺟﻴﻪ‪...‬‬ ‫‪ -‬ﻧﺴﺐ ﺍﻹﺩﻣﺎﺝ ﺍﳌﻬﲏ؛‬
‫‪ -‬ﺍﻟﺪﻋﺎﺋﻢ ﺍﻹﻋﻼﻣﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‬
‫‪ -‬ﺗﺪﺍﺭﻳﺐ ﻣﻴﺪﺍﻧﻴﺔ ﺑﺎﳌﻘﺎﻭﻻﺕ‬
‫‪ -‬ﺯﻳﺎﺭﺍﺕ ﻣﻴﺪﺍﻧﻴﺔ‪...‬‬

‫‪21‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﻛﻴﻒ ﳝﻜﻦ ﺗﺘﺒﻊ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﰲ ﺑﻨﺎﺀ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ؟‬

‫ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ ﻳﺘﻀﺢ ﺑﺄﻥ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﻋﻤﻠﻴﺔ ﻣﻌﻘﺪﺓ‬
‫ﻭﻣﺮﻛﺒﺔ ﻭﻣﺴﺘﻤﺮﺓ ﰲ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ ﻭﺗﺘﺪﺧﻞ ﺿﻤﻨﻬﺎ ﻛﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺃﻧﺸﻄﺔ ﺍﳊﻴﺎﺓ ﺍﳌﺪﺭﺳﻴﺔ‬
‫ﻭﻛﻞ ﺍﻟﻔﻌﺎﻟﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ )ﻣﺘﻌﻠﻢ ‪ ،‬ﺃﺳﺘﺎﺫ‪ ،‬ﺃﺳﺘﺎﺫ ﻛﻔﻴﻞ‪ ،‬ﻣﺴﺘﺸﺎﺭ‬
‫ﺍﻟﺘﻮﺟﻴﻪ‪ ،‬ﺁﺑﺎﺀ ﻭﺃﻣﻬﺎﺕ‪ ،‬ﻣﺆﺳﺴﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﱐ‪ ،‬ﻓﺎﻋﻠﲔ ﺍﻗﺘﺼﺎﺩﻳﲔ‪ ،(..‬ﻭﲟﺎ ﺃﻥ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ‬
‫ﻟﻠﻤﺘﻌﻠﻢ)ﺓ( ﻳﺴﺘﻬﺪﻑ ﺗﺮﺳﻴﺦ ﻣﻨﻈﻮﻣﺔ ﻣﻦ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺴﻴﻜﻮ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﺮﺻﻴﺪ‬
‫ﻭﺗﻘﻴﻴﻢ ﺇﳒﺎﺯﺍﺕ ﻭﺃﻋﻤﺎﻝ ﺍﳌﺘﻌﻠﻢ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺳﲑﻭﺭﺓ ﺗﻘﺪﻣﻪ ﰲ ﺑﻠﻮﺭﺓ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻣﻦ‬
‫ﺧﻼﻝ ﺃﺩﻭﺍﺕ ﻗﻴﺎﺱ ﳊﻈﻴﺔ ﻭﺑﺴﻴﻄﺔ ﻻ ﺗﻔﻲ ﲟﻘﺎﺭﺑﺔ ﻣﻮﺿﻮﻋﻴﺔ ‪‬ﻬﻮﺩﺍﺕ ﻭﺇﳒﺎﺯﺍﺕ ﺍﻟﺘﻠﻤﻴﺬ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺳﻴﺎﻗﺎﺕ ﻣﺘﻨﻮﻋﺔ‪ .‬ﻣﻦ ﺃﺟﻞ ﻫﺬﺍ ﰎ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﻌﻤﻞ ﲟﻘﺘﻀﻴﺎﺕ ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ‬
‫ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ )ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ( ﻛﺄﺩﺍﺓ ﺗﻮﺛﻴﻘﻴﺔ ﻭﲡﻤﻴﻌﻴﺔ ﻹﳒﺎﺯﺍﺕ ﺍﳌﺘﻌﻠﻢ)ﺓ( ﻭﻛﺂﻟﻴﺔ ﳍﻴﻜﻠﺔ‬
‫ﻭﺗﻨﻈﻴﻢ ﺗﻔﻜﲑ ﺍﳌﺘﻌﻠﻢ ﰲ ﺣﺎﺿﺮﻩ ﻭﻣﺴﺘﻘﺒﻠﻪ ﺿﻤﻦ ﺳﲑﻭﺭﺓ ﺑﻨﺎﺀ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ‪.‬‬

‫ﺃﺩﻭﺍﺭ ﺑﻌﺾ ﺍﻷﻃﺮﺍﻑ ﺍﳌﺘﺪﺧﻠﺔ ﰲ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‬

‫ﺍﻟﺘﻠﻤﻴﺬ‪:‬‬

‫ﻳﻌﺘﱪ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻣﺴﺆﻭﻻ ﻭﻓﺎﻋﻼ ﺃﺳﺎﺳﻴﺎ ﰲ ﺑﻨﺎﺀ ﺣﻘﻴﺒﺔ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ ﻭﺍﶈﺎﻓﻈﺔ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻧﺘﻘﺎﺀ ﻣﻀﺎﻣﻴﻨﻬﺎ ﻭﺗﺴﺠﻴﻞ ﺿﻤﻨﻬﺎ ﻛﻞ ﺍﻧﺘﻈﺎﺭﺍﺗﻪ ﻭﻃﻤﻮﺣﺎﺗﻪ ﻭﺍﺧﺘﻴﺎﺭﺍﺗﻪ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ‬
‫ﳒﺎﺣﺎﺗﻪ ﻭﺇﺧﻔﺎﻗﺎﺗﻪ ﻭﺍﻟﺘﻌﺒﲑ ﺑﻜﻞ ﺣﺮﻳﺔ ﻋﻦ ﺭﺃﻳﻪ ﰲ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ ﻭﰲ ﺃﺳﺘﺎﺫﺗﻪ ﻭﺯﻣﻼﺋﻪ‬
‫ﻭﻣﺪﺭﺳﺘﻪ ﻭﳏﻴﻄﻪ ﺍﻻﺟﺘﻤﺎﻋﻲ؛‬

‫ﺍﻷﺳﺘﺎﺫ ‪ -‬ﺍﻷﺳﺘﺎﺫ ﺍﻟﻜﻔﻴﻞ‪:‬‬

‫ﻳﻠﻌﺐ ﺍﻷﺳﺘﺎﺫ ‪ /‬ﺍﻷﺳﺘﺎﺫ ﺍﻟﻜﻔﻴﻞ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﺗﻮﺟﻴﻪ ﻭﺩﻋﻢ ﺍﻟﺘﻌﻠﻢ ﻭﻟﻌﺐ ﺩﻭﺭ ﺍﻟﻮﺳﻴﻂ‬
‫ﺑﲔ ﺍﳌﺘﻌﻠﻢ)ﺓ( ﻭﺍﳌﻌﺮﻓﺔ ﻭﺣﻔﺰﻩ ﺍﻟﺘﻠﻤﻴﺬ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ ﻭﺗﻴﺴﲑ ﺑﻨﺎﺀ ﻣﺸﺮﻭﻋﻪ ﺍﻟﺸﺨﺼﻲ ﻭﺇﺛﺎﺭﺓ‬
‫ﺍﻫﺘﻤﺎﻣﻪ ﻋﱪ ﻓﺘﺢ ﺣﻮﺍﺭ ﻣﻌﻪ ﺣﻮﻝ ﺗﻌﺒﺌﺔ ﺣﻘﻴﺒﺘﻪ ﻭﺩﻓﻌﻪ ﻟﻠﺤﺪﻳﺚ ﻋﻦ ﻧﻔﺴﻪ ﻭﻋﻦ ﺍﻧﺘﻈﺎﺭﺍﺗﻪ‬
‫ﻭﺍﻫﺘﻤﺎﻣﺎﺗﻪ‪ ،‬ﻭﺭﺻﺪ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺬﻱ ﺣﻘﻘﻪ ﰲ ﺍﻟﺘﻌﻠﻤﺎﺕ ‪‬ﺪﻑ ﺩﻋﻤﻪ ﻭﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ‬
‫ﳎﻬﻮﺩﺍﺗﻪ‪.‬‬

‫‪22‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺍﻵﺑﺎﺀ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ‪:‬‬

‫ﻳﺴﺘﺤﺴﻦ ﺇﻃﻼﻉ ﺍﻵﺑﺎﺀ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻋﻠﻰ ﺣﻘﻴﺒﺔ ﺃﺑﻨﺎﺋﻬﻢ ﻭﺃﻥ ﻳﺴﺠﻠﻮﺍ ﻓﻴﻬﺎ ﻛﻞ‬
‫ﻣﻼﺣﻈﺎ‪‬ﻢ ﻭﺃﻥ ﻳﺘﺤﺎﻭﺭﻭﺍ ﰲ ﺷﺄ‪‬ﺎ ﻣﻊ ﺃﺑﻨﺎﺋﻬﻢ ﻭﻣﻊ ﺍﻷﺳﺎﺗﺬﺓ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﺧﺬ ﻣﻼﺣﻈﺎﺕ ﺍﻵﺑﺎﺀ ﺑﻌﲔ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻣﻦ ﻃﺮﻑ ﺍﻷﺳﺎﺗﺬﺓ‪ .‬ﻭﻋﻠﻰ ﺍﻵﺑﺎﺀ ﺍﳌﺴﺎﳘﺔ ﰲ ﺭﺻﺪ ﻧﻘﻂ ﺿﻌﻒ ﺃﺑﻨﺎﺋﻬﻢ ﻭﺍﻟﺘﺪﺧﻞ‬
‫ﻟﺘﺪﺍﺭﻛﻬﺎ‪ .‬ﻭﳝﻜﻦ ﻟﻸﺳﺘﺎﺫ ﺍﻟﻜﻔﻴﻞ ﻭﺍﳌﺴﺘﺸﺎﺭ ﰲ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﺗﺄﻃﲑ ﻣﺸﺎﺭﻛﺔ ﺍﻵﺑﺎﺀ ﰲ ﺗﺪﺑﲑ‬
‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ؛‬

‫ﺍﳌﺴﺘﺸﺎﺭ ﰲ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ‪:‬‬

‫ﻳﻠﻌﺐ ﺍﳌﺴﺘﺸﺎﺭ ﰲ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﻣﺼﺎﺣﺒﺔ ﺍﻟﺘﻼﻣﻴﺬ)ﺓ( ﻗﺼﺪ‬

‫ﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﻭﺑﻨﺎﺀ ﻣﺸﺮﻭﻋﻬﻢ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﻳﻠﻌﺐ ﺩﻭﺭ ﺍﻟﻮﺳﻴﻂ ﺑﲔ ﺍﻟﺘﻠﻤﻴﺬ ﻭﳐﺘﻠﻒ‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﳌﺘﺪﺧﻠﺔ ﰲ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ)ﺓ(‪ ،‬ﻭﺗﺸﻜﻞ ﻣﻌﻄﻴﺎﺕ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻬﻤﺔ‬
‫ﳝﻜﻦ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ ﻋﻘﻠﻨﺔ ﻭﺗﺮﺷﻴﺪ ﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﻮﺟﻴﻪ ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﺘﻠﻤﻴﺬ)ﺓ( ﻋﻠﻰ ﺍﻻﻧﺪﻣﺎﺝ ﻭﺍﻟﺘﻜﻴﻒ‬
‫ﻣﻊ ﻭﺳﻄﻪ ﺍﳌﺪﺭﺳﻲ ﻭﺍﳌﻬﲏ ﺑﻜﻞ ﻣﺴﺘﻮﺍﻳﺘﻪ‪.‬‬

‫ﻫﻴﺎ ﻧﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻧﺸﻄﺔ‬

‫ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ‬

‫‪23‬‬ ‫‪2011‬‬ ‫ﺣﻘﻴﺒﺔ ﺗﺘﺒﻊ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﻴﺬ " ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ" ‪ --------------------------------‬ﻧﺴﺨﺔ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺃﺑﺮﻳﻞ‬
 ‫ﺑﻄﺎﻗﱵ ﺍﻟﺘﻌﺮﻳﻔﻴﺔ‬

‫‪......................................................................................................................... :‬‬ ‫ﻋﻨﻮا ﻲ‬ ‫‪....................................................... :‬‬ ‫إﺳ‬

‫‪......................................................................................................................................................‬‬
‫‪......................... .............................. :‬‬ ‫ﻗﺴ‬
‫‪...........................................................................................‬‬ ‫ﻋﻨﻮا ﻲ ﻟﻜ و ﻲ ‪:‬‬
‫‪....................................................... :‬‬ ‫ﻣﺆﺳﺴ‬

‫‪....................................................... :‬‬ ‫ﻣ ﻨﺔ أﻣﻲ‬ ‫ﺗﺎرﺦ ازدﻳﺎدي‬

‫‪......................................‬‬
‫‪....................................................... :‬‬ ‫ﻣ ﻨﺔ أ ﻲ‬
‫ﺻﻮر ﻲ اﻟﺘﻌﺮﻔﻴﺔ‬ ‫ﻣ ﺎن ازدﻳﺎدي‬
‫‪..............................::‬‬ ‫ﻋﺪد إﺧﻮ ﻲ اﻟﺬ ﻮر ‪:‬‬
‫‪...................................... :‬‬

‫‪..............................::‬‬ ‫ﻋﺪد أﺧﻮا ﻲ ﻧﺎث ‪:‬‬

‫‪..............................::‬‬ ‫رﺗﺒ ﺑ ن أﺧﻮ ﻲ ‪:‬‬

‫ﻣﻦ ﺃﻧﺎ‬
‫ﺃﻗﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻋﲏ ﻟﻴﺘﻌﺮﻑ ﻋﻠﻲ ﺍﻵﺧﺮﻭﻥ‬

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‫ﺣﻘﯿﺒﺔ ﺗﺘﺒﻊ اﻟﻤﺸﺮوع اﻟﺸﺨﺼﻲ ﻟﻠﺘﻠﻤﯿﺬ " اﻟﺒﻮرﺗﻔﻮﻟﯿﻮ"‬

 ‫ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‪،‬‬
‫ﺧﻼﻝ ﻓﺘﺮﺓ ﺩﺭﺍﺳﺘﻚ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ‪ ،‬ﳝﻜﻨﻚ‬
‫ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻦ‪:‬‬
‫ﲡﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﻄﻴﺎﺕ ﻋﻦ ﺫﺍﺗﻚ )ﲤﺜﻼﺗﻚ ‪/‬‬ ‫‪‬‬
‫ﲰﺎﺗﻚ ﺍﻟﺸﺨﺼﻴﺔ ‪ /‬ﺫﻛﺎﺀﺍﺗﻚ‪ /‬ﻗﻴﻤﻚ‪ /‬ﻧﺘﺎﺋﺠﻚ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪/‬‬
‫ﻛﻔﺎﻳﺎﺗﻚ ﺍﻟﺴﻴﻜﻮ‪ -‬ﺍﺟﺘﻤﺎﻋﻴﺔ ‪(…..‬؛‬
‫ﺿﺒﻂ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﺼﺤﻴﺢ ﺍﳋﺎﻃﺊ ﻣﻨﻬﺎ ﻭﲢﻴﻴﻨﻬﺎ؛‬ ‫‪‬‬

‫ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‬

‫‪ ‬ﺑﻨﺎﺀ ﻛﻔﺎﻳﺎﺕ ﻭﺗﻄﻮﻳﺮ ﻣﻌﺎﺭﻑ ﻧﻮﻋﻴﺔ ﰲ ﻋﻼﻗﺔ ﻣﻊ ﻣﻌﺮﻓﺔ‬
‫ﺫﺍﺗﻚ؛‬
‫ﺑﻠﻮﺭﺓ ﻣﺸﺮﻭﻋﻚ ﺍﻟﺸﺨﺼﻲ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬ ‫‪‬‬

‫ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‬

‫ﻟﺘﺘﻤﻜﻦ ﻣﻦ ﺑﻠﻮﻍ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺳﺘﺠﺪ ﳎﻤﻮﻋﺔ ﻣﻦ‬

‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻔﺎﺭﻏﺔ‪ .‬ﻋﻠﻴﻚ ﺗﻌﺒﺌﺘﻬﺎ ﺍﻧﻄﻼﻗﺎ ﻣﻦ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﺳﻮﺍﺀ ﺑﺪﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺃﻭ ﺃﺛﻨﺎﺀ ﺃﻧﺸﻄﺔ ﺍﳊﻴﺎﺓ ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﺃﻧﺸﻄﺔ ﺍﻹﻋﻼﻡ‬
‫ﻭﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ ﺃﻭ ﺧﻼﻝ ﺃﻧﺸﻄﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪1‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﳏﻮﺭ‪ :‬ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‬

‫ﺮة ﻣﺜﻤﺮة‪............................................................................................................................................ .............................................‬ص‪3‬‬ ‫‪ (1‬أﺷﺒﮫ ﻧﻔ‬

‫ﺴﻠﻚ اﻟﺘﻌﻠﻴﻢ ﺑﺘﺪا ﻲ‪......................................................................................................... ...............‬ص‪5‬‬ ‫‪ (2‬أﺗﺄﻣﻞ ﻣﺴﺎري اﻟﺪرا‬

‫ﺑﺘﺪاﺋﻴﺔ‪............................................................ ....................................... ............................................................ .‬ص‪6‬‬ ‫‪ (3‬أﺗﺨﻴﻞ و أرﺳﻢ ﻣﺪرﺳ‬

‫‪ (4‬اﻧﺘﻘﺎ إ ﺳﻠﻚ اﻟﺜﺎﻧﻮي ﻋﺪادي‪............................................................ ...................................... ............................................................ .‬ص‪7‬‬

‫‪ (5‬أرﺳﻢ إﻋﺪادﻳﺔ أﺣﻼﻣﻲ‪............................................................................. ............................................................ ............................................................‬ص‪8‬‬

‫‪ (6‬أﻋ ﻋﻦ ﺗﻤﺜﻼ ﻲ ا ﺎﻟﻴﺔ‪................................................................... ............................................................ ............................................................‬ص‪9‬‬

‫‪ (7‬ﺣﻜﻢ و أﻣﺜﺎل ﺷﻌﺒﻴﺔ‪،‬أﻧﺎﻗﺸ ﺎ وأﻋﻠﻖ ﻋﻠ ﺎ ‪................................................................. ............................................................ .‬ص‪12‬‬

‫‪ (8‬أﺳﻤﻊ ‪ ،‬أدون ‪ ،‬أﻧﺘﻘﺪ‪............................................................................... ............................................................ ............................................................‬ص‪14‬‬

‫‪ (9‬أ ﻌﺮف ﻋ ﺳﻤﺎ ﻲ اﳌﺤﻤﻮدة ﺳﺎﺳﻴﺔ‪............................................................................... .............................................................‬ص‪15‬‬

‫‪ (10‬ﻛﻴﻒ أﻧﻈﺮ ﳌﺴﺄﻟﺔ اﻟﺬ ﺎء؟ ‪................................................. ............................................................ ............................................................ ...‬ص‪16‬‬

‫ذ ﺎءا ﻲ ؟‪.....................................................................................................................................................................................................................‬ص‪19‬‬ ‫‪ (11‬ﻣﺎ‬

‫‪ (12‬ﻛﻔﺎﻳﺎ ﻲاﻟﺴﻴﻜﻮ اﺟﺘﻤﺎﻋﻴﺔ‪............................................................ ............................................................ ............................................................‬ص‪20‬‬

‫‪ (13‬ﻋﺒﺎرات اﺳﺘﻌﻤﻠ ﺎ ﺗﻠﻘﺎﺋﻴﺎ وﻟﻜ ﺎ ﺗﺤﺘﺎج إ ﻌﺪﻳﻞ‪............................................................ ..............................................‬ص‪21‬‬

‫‪ (14‬أﺣﺎول ﺗﻘﺪﻳﺮ ﻣﺴﺘﻮى ﻛﻔﺎﻳﺎ ﻲاﻟﺴﻴﻜﻮ اﺟﺘﻤﺎﻋﻴﺔ‪............................................................ ....................................................‬ص‪23‬‬

‫‪ (15‬أ ﻌﺮف ﻋ ﻗﻴﻤﻲ‪................................................................. ............................................................ ....................................................................................‬ص‪24‬‬

‫‪ (16‬أرﺗﺐ ﻗﻴﻤﻲ‪............................................................ ................................................ ............................................................ ............................................................ .‬ص‪30‬‬

‫‪2‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﺮة ﻣﺜﻤﺮة‬ ‫أﺷﺒﮫ ﻧﻔ‬

‫ﺷ ﺎل و ﻟﻮان و دوار‪.‬و ﻞ واﺣﺪة ﻣﻦ‬ ‫و ﻌﻄﻲ ﺛﻤﺎرا ﻧﺎﻓﻌﺔ ﻣﺨﺘﻠﻔﺔ‬ ‫ﺎر اﳌﺜﻤﺮة ﻣﺨﻠﻮﻗﺎت ﺣﻴﺔ ﺗﻜ و ﺗﻨ‬
‫ﻈﺔ‬ ‫ﺴﺎن‪...‬‬ ‫ﺎر ﺗ ﺘﻤﻲ إ ﺻﻨﻒ ﻟﮫ ﻃﺒﻴﻌﺘﮫ و ﻣﻮاﺻﻔﺎﺗﮫ اﻟ ﺗﻤ ﻩ ﻋﻦ ﺻﻨﺎف ﺧﺮى‪ ،‬و ﻛﺬﻟﻚ‬ ‫ﺗﻠﻚ‬
‫ﺮة ﻟﻴﻤﻮن أو‬ ‫ﺮة ز ﺘﻮن أو‬ ‫ﺮة ﻣﺜﻤﺮة و اﺧ ﻣﺎذا ﺗﻔﻀﻞ أن ﺗﻜﻮن ‪:‬‬ ‫ﺎم ﻣﻊ اﻟﻄﺒﻴﻌﺔ‪ ،‬ﺗﺨﻴﻞ ﻧﻔﺴﻚ‬ ‫ﺗﺄﻣﻞ و ا‬
‫ﺮة اﳌﺨﺘﺎرة اﻟ أوﺣﺖ إﻟﻴﻚ ﺑﺎﺧﺘﻴﺎر ﺎ ؟؟‬ ‫اﻟﺼﻔﺎت اﳌﺸ ﻛﺔ ﺑ ﻨﻚ و ﺑ ﺖ اﻟ‬ ‫ﻧﺨﻠﺔ ؟؟ ﻣﺎ‬

‫ﻣﺜﺎل‪:‬‬

‫و ﻣﺒ ﺴﻢ رﻏﻢ‬ ‫اﻟﺼﻴﻒ و اﻟﺸﺘﺎء ‪ ،‬ﻓﻜﺬﻟﻚ أﻧﺎ ﺻﺒﻮر و داﺋﻤﺎ ﻣﺒﺘ‬ ‫ﺮة اﻟﺰ ﺘﻮن اﻟﺼﺒﻮرة ‪ ،‬اﻟﺪاﺋﻤﺔ ا ﻀﺮة‬ ‫أﻧﺎ ﻛ‬
‫ﺮة اﻟﺰ ﺘﻮن ﺛﻤﺎر ﺎ ﻣﺮة و ﻟﻜ ﺎ ﻋﻨﺪﻣﺎ ﻌﺼﺮ ﺴﺘﺨﺮج ﻣ ﺎ ز ﺖ ﻋﺬب ﻓﻴﮫ ﺷﻔﺎء و ﻏﺬاء ‪ ..‬ﻓﻜﺬﻟﻚ‬ ‫اﳌﺸﺎ ﻞ و زﻣﺎت‪.‬‬
‫أﻧﺎ ﻟﺪي ﻣﺆ ﻼت و ﻟﻜﻦ اﺣﺘﺎج داﺋﻤﺎ ﳌﻦ ﻳﺪﻓﻌ ﻟﻼﺟ ﺎد ﺣ أﺑﺮز ذ ﺎ ﻲ و ﺗﻤ ي ‪....‬‬

‫ﺻﺒﻮر ‪ ،‬وﻟﺪي ﻋﺰة ﻧﻔﺲ و ﻤﻜﻨ‬ ‫ﻌ ﺶ ﺻﺎﺑﺮة رﻏﻢ اﻟﺒ ﺌﺔ اﻟﻘﺎﺣﻠﺔ‪ ،‬ﻷﻧ‬ ‫ﺮة اﻟﺸﺎﻣﺨﺔ واﻟ‬ ‫أﻧﺎ ﺎﻟﻨﺨﻠﺔ‪ ،‬ﺗﻠﻚ اﻟ‬
‫ﺗﺤﻤﻞ اﻟﻈﺮوف اﻟﻘﺎﺳﻴﺔ‪.‬‬

‫وﻻ أﺗﺤﻤﻞ‬ ‫ﺑﻄﺒ‬ ‫ﻣﺘﻮاﺿﻊ‪ ،‬اﺟﺘﻤﺎ‬ ‫ﻌ ﺶ ﺑ ﺌﺔ ﻗﺎﺣﻠﺔ‪ ،‬ﻷﻧ‬ ‫ﺮة اﻟﻌﺎﻟﻴﺔ اﳌﺘﻜ ة واﻟ‬ ‫أﻧﺎ ﻟﺴﺖ ﺎﻟﻨﺨﻠﺔ‪ ،‬ﺗﻠﻚ اﻟ‬
‫ﺮة اﻟﻠﻴﻤﻮن اﻟﺰا ﻴﺔ اﳌﻨﻈﺮ ‪...‬‬ ‫اﻟﻈﺮوف اﻟﻘﺎﺳﻴﺔ ‪ ....‬أﻣﺎ‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪3‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

‫ﻌﺾ ﺻﻔﺎﺗﮫ‪ .‬اﻟ ﺪف ﻮ أن‬ ‫ﺎر أو أي ﻣﺨﻠﻮق أﺧﺮ ﺗﺮ ﺪ ﻣﻘﺎرﻧﺔ ﻧﻔﺴﻚ‬ ‫ﻣ ﻮﻇﺔ ‪ :‬ﻳﻤﻜﻨﻚ اﺧﺘﻴﺎر ﻧﻮع أﺧﺮ ﻣﻦ‬
‫ﺎص أو ﳌﺨﻠﻮﻗﺎت أﺧﺮى ‪.‬‬ ‫ﻌﺘﺎد ﻋﻦ اﻟ ﺴﺎؤل ﻋﻦ ﻧﻔﺴﻚ و ﻋﻦ ﺻﻔﺎﺗﻚ و ﻣﻤ اﺗﻚ ﺑﺎﻟﻨﻈﺮ ﻷ‬

‫اﻟﺘﺨﯿﻞ أھﻢ ﻣﻦ‬

‫اﻟﻤﻌﺮﻓﺔ‬
‫أﻟﺒﯿﺮ إﻧﺸﺘﺎﯾﻦ‬

‫‪4‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أﺗﺄﻣﻞ ﻣﺴﺎري اﻟﺪراﺳﻲ ﺑﺴﻠﻚ اﻟﺘﻌﻠﯿﻢ اﻻﺑﺘﺪاﺋﻲ‬

‫ﺎﺻﺎ‬ ‫ﺑﺎﻟﺴﻠﻚ ﺑﺘﺪا ﻲ و أذﻛﺮ ﻈﺎت ﻗﻮ ﺔ ﻋﺸ ﺎ آﻧﺬاك و أ‬ ‫أﺣﺎول اﻟﺮﺟﻮع ﺑﺬاﻛﺮﻲ إ ﻓ ة ﺗﻤﺪر‬
‫)ﻳﻔﻀﻞ ﻋﺪم ذﻛﺮ‬ ‫و ذاﻛﺮ ﻲ ﻧﻈﺮا ﻟﺘﺄﺛ ﻢ ﻳﺠﺎ ﻲ أو اﻟﺴﻠ‬ ‫ذ‬ ‫ﻇﻠﺖ ﺻﻮر ﻢ ﻋﺎﻟﻘﺔ‬
‫ﺎص و ﻛﺘﻔﺎء ﺑﺬﻛﺮﺣﺮوف رﻣﺰ ﺔ ﻟ ﺎ أو اﺳﺘﻌﻤﺎل أﺳﻤﺎء ﻣﺴﺘﻌﺎرة(‪.‬‬ ‫ﺳﻤﺎء ا ﻘﻴﻘﻴﺔ ﻟﻸ‬

‫ﻈﺎت ﺳﺎرة ﻟﻦ أ ﺴﺎ ﺎ‪:‬‬

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‫ﺎص أﺣﻤﻞ ﻟ ﻢ ذﻛﺮى ﻃﻴﺒﺔ ‪):‬أﺳﺎﺗﺬة ‪ ،‬ﺣﺮاس ‪ ،‬ﺗﻼﻣﻴﺬ‪ ،‬ﺑﺎ ﻊ ا ﻠﻮى ﺑﺒﺎب اﳌﺪرﺳﺔ ‪( ..‬‬ ‫أ‬
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‫ﺴﻠﻚ اﻟﺘﻌﻠﻴﻢ ﺑﺘﺪا ﻲ‪:‬‬ ‫ﻧﻘﻂ ﻗﻮ ﻲ أﺛﻨﺎء ﺗﻤﺪر‬

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‫ﻈﺎت ﺣﺰ ﻨﺔ ﻣﺮرت ﺎ و ﻟﻢ أ ﺴﺎ ﺎ ﻌﺪ‪:‬‬

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‫ﺎص أﺣﻤﻞ ﻟ ﻢ ذﻛﺮى ﻏ ﺳﺎرة ‪):‬أﺳﺎﺗﺬة ‪ ،‬ﺣﺮاس ‪ ،‬ﺗﻼﻣﻴﺬ‪ ،‬ﺑﺎ ﻊ ا ﻠﻮى ﺑﺒﺎب اﳌﺪرﺳﺔ‪(...‬‬ ‫أ‬
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‫ﺴﻠﻚ اﻟﺘﻌﻠﻴﻢ ﺑﺘﺪا ﻲ ‪) :‬ﺳﻨﻮات اﻟﺘﻜﺮار‪ ،‬اﳌﻮاد اﻟ ﻟﻢ ﺗﻜﻦ ﺟﻴﺪا ﻓ ﺎ ‪،‬‬ ‫ﻧﻘﻂ ﺿﻌﻔﻲ أﺛﻨﺎء ﺗﻤﺪر‬
‫اﳌﺸﺎ ﻞ اﻟﺘﻮاﺻﻠﻴﺔ ‪(...... ،‬‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪5‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أﺗﺨﯿﻞ و أرﺳﻢ ﻣﺪرﺳﺘﻲ اﻻﺑﺘﺪاﺋﯿﺔ‬

‫ﻴﺢ‬ ‫اﻟﻔﺮﺻﺔ ﻟﺘ‬ ‫ﺑﺎﻻﺑﺘﺪا ﻲ‪ ،‬وﻟﻮ أﺗﻴﺤﺖ‬ ‫أﺛﻨﺎء ﻓ ة ﺗﻤﺪر‬ ‫أﺗﺨﻴﻞ ﻟﻮ ﺎن ﺑﺈﻣ ﺎ ﻲ اﻟﺮﺟﻮع إ اﳌﺎ‬
‫ﻌﺾ ﺧﻄﺎء‪ ،‬ﻣﺎذا ﻋﺴﺎ ﻲ أن أﻓﻌﻞ؟‬

‫أﻋ ﺑ ﻞ ﺣﺮ ﺔ ﻋﻤﺎ ﻳﺮوج ﺑﺨﺎﻃﺮي ‪.‬‬

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‫ﺎ‪ .‬ﻹﻧﺠﺎز ﺬا اﻟﺮﺳﻢ ﻟ ﺲ ﻣﻦ‬ ‫ﺑﺘﺪاﺋﻴﺔ و ﻛﻴﻒ ﺎن ﻣﺴﺎري اﻟﺪرا‬ ‫أرﺳﻢ رﺳﻤﺎ ﺣﺮا‪ ،‬و ﺑﺎﻷﻟﻮان‪ ،‬ﳌﺪرﺳ‬
‫اﻟﻀﺮوري أن ﺗ ﻮن رﺳﺎﻣﺎ ﻣﺎ ﺮا‪.‬أﻃﻠﻖ اﻟﻌﻨﺎن ﻴﺎﻟﻚ و أﻗﻼﻣﻚ وأﻟﻮاﻧﻚ و ﻋ ﺑ ﻞ ﺗﻠﻘﺎﺋﻴﺔ ‪.‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪.............................................. :‬‬

‫‪6‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫اﻧﺘﻘﺎﻟﻲ إﻟﻰ ﺳﻠﻚ اﻟﺜﺎﻧﻮي اﻹﻋﺪادي‬

‫‪ -1‬أﻋ ﻋﻦ ﻣﺸﺎﻋﺮي أﺛﻨﺎء ﻣﺮﺣﻠﺔ اﻧﺘﻘﺎ ﻣﻦ ﻃﻮر اﻟﺘﻌﻠﻴﻢ ﺑﺘﺪا ﻲ إ ﻃﻮر اﻟﺘﻌﻠﻴﻢ اﻟﺜﺎﻧﻮي ﻋﺪادي‪:‬‬
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‫‪ -2‬أذﻛﺮأ ﻢ اﻟﺼﻌﻮ ﺎت و اﳌﺨﺎوف اﻟ ﺷﻌﺮت ﺎ أﺛﻨﺎء ﺬﻩ اﳌﺮﺣﻠﺔ ﻧﺘﻘﺎﻟﻴﺔ ‪:‬‬

‫‪ -‬ﻋ ﻣﺴﺘﻮى اﻟﻌﻼﻗﺎت‪:‬‬

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‫‪ -‬ﻋ ﻣﺴﺘﻮى اﻟﺘﺄﻗﻠﻢ ﻣﻊ اﳌﺆﺳﺴﺔ ا ﺪﻳﺪة ‪:‬‬

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‫‪ -‬ﻋ ﻣﺴﺘﻮى اﻟﺪراﺳﺔ و ﻌﺪد اﳌﻮاد اﻟﺪراﺳﻴﺔ ‪:‬‬

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‫‪ -.....‬ﻋ ﻣﺴﺘﻮ ﺎت أﺧﺮى ‪:‬‬

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‫ﺑﺎﻟﺘﻌﻠﻴﻢ اﻟﺜﺎﻧﻮي ﻋﺪادي ‪:‬‬ ‫‪ -‬ا ﻮاﻧﺐ اﻟ ﻻ زاﻟﺖ‪ ،‬ﺪ ن‪ ،‬ﻌﻴﻖ ﻣﺴﺎري اﻟﺪرا‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪7‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أرﺳﻢ إﻋﺪادﯾﺔ أﺣﻼﻣﻲ‬

‫ﺑ ﻞ ﺣﺮ ﺔ و ﺗﻠﻘﺎﺋﻴﺔ‪ ،‬أﺗﺼﻮر ﺛﺎﻧﻮ ﺔ إﻋﺪادﻳﺔ ﻣﻦ ﺴﻴﺞ ﺧﻴﺎ ‪ ،‬و أﺣﺎول رﺳﻤ ﺎ و اﻟﺘﻌﺒ ﻋﻦ ﺟﻮاء اﻟ‬
‫ﺗﻄﺒﻊ ا ﻴﺎة اﳌﺪرﺳﻴﺔ ﺎ ﻛﻤﺎ أﺣﻠﻢ أن ﺗ ﻮن ‪:‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪8‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أﻋ ﻋﻦ ﺗﻤﺜﻼ ﻲ ا ﺎﻟﻴﺔ‬

‫ﻟﻠﺘﻠﻤﻴﺬ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬ ‫أﻋ ﻋﻦ ﺗﻤﺜﻼ ﻲ ا ﺎﻟﻴﺔ ﺸﺄن ﻌﺾ اﳌﻮاﺿﻴﻊ ذات اﻟﻌﻼﻗﺔ ﺑﺎﳌﺸﺮ وع اﻟ‬
‫ﻴﺤﺎت ﺟﺪﻳﺪة ﻠﻤﺎ‬ ‫ا ﺎﻃﺊ ﻣ ﺎ ﺣﺴﺐ ﻣﺎ أرﺗ ﻴﮫ ﺣﺎﻟﻴﺎ‪ ،‬ﺛﻢ أرﺟﻊ ﻻﺣﻘﺎ ﻷﺿﻴﻒ ﻌﺪﻳﻼت أو ﺗ‬ ‫وأ‬
‫أﺣﺴﺴﺖ أﻧﮫ ﺣﺼﻞ ﻟﺪي و ﺟﺪﻳﺪ ﺸﺄن أﺣﺪ ﺬﻩ اﳌﻮاﺿﻴﻊ ‪.‬‬

‫‪ -1‬أﻛﻤﻞ اﻟﻌﺒﺎرات اﻟﺘﺎﻟﻴﺔ ﺣﺴﺐ ﺗﺼﻮري ا ﺎص ‪:‬‬

‫‪:‬‬ ‫ﺑﺎﻟ ﺴﺒﺔ‬

‫ﻋﻤﻠﮫ ﻮ اﻟﺬي‬ ‫ﺴﺎن اﻟﻨﺎ‬

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‫ﺣﻴﺎﺗﮫ ﻮ اﻟﺬي ‪.‬‬ ‫ﺴﺎن اﻟﻨﺎ‬

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‫ﺗﻠﻚ اﻟ ‪:‬‬ ‫أﺣﺴﻦ ﺷﻌﺒﺔ دراﺳﻴﺔ ﺑﺎﻟ ﺴﺒﺔ ﻷي ﺗﻠﻤﻴﺬ‬

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‫ﺗﻠﻚ اﻟ ‪:‬‬ ‫ﺺ‬ ‫أﺣﺴﻦ ﻣ ﻨﺔ اﳌﺴﺘﻘﺒﻞ ﺑﺎﻟ ﺴﺒﺔ ﻷي‬

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‫أﻋ ﻋﻦ رأ ﻲ ﺑﺨﺼﻮص ﺧﺘﻼف اﳌﻤﻜﻦ ﺑ ن اﻟﺬﻛﻮر و ﻧﺎث ﻓﻴﻤﺎ ﻳﺨﺺ اﻟﺪراﺳﺔ و اﻟﺘﻜﻮ ﻦ و ﻋﺎﻟﻢ‬
‫اﻟﺸﻐﻞ ‪. :‬‬
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‫‪9‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

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‫ﻌ ﺑﺎﻟ ﺴﺒﺔ‪:‬‬ ‫اﻟﺘﻜﻮ ﻦ اﳌ‬

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‫اﻟﺘﻌﻠﻴﻢ ﺻﻴﻞ ﻌ ‪:‬‬

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‫ﺑﻀﻌﺔ أﺷ ﺮﻣﻨﺬ اﻟﺘﻮﺟﻴﮫ ول ﻣﻌﻨﺎﻩ أن‪:‬‬ ‫ﻐﻴ اﻟﺘﻮﺟﻴﮫ ﻌﺪ ﻣ‬

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‫ﺎ إ اﻟ ﻠﻤﺎت و اﻟﻌﺒﺎرات‬ ‫‪ -2‬ﺑ ﻞ ﺗﻠﻘﺎﺋﻴﺔ أﻋ ‪ ،‬ﺳﻄﺮواﺣﺪ ‪ ،‬ﻋﻦ اﻟﺪﻻﻻت) اﳌﻌﺎ ﻲ( اﻟ ﺗﻮ‬

‫اﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪................................................ .......................................................................... ................................... ........................................ ........................................ ....‬‬ ‫‪:‬‬ ‫ا ﻆ‬

‫‪................................................ .......................................................................... ................................... ........................................ ........................................ ....‬‬ ‫‪:‬‬ ‫اﳌﺴﺘﻘﺒﻞ‬

‫‪................................................ .......................................................................... ................................... ........................................ ........................................ ....‬‬ ‫‪:‬‬ ‫أﻓﺮاد ﺳﺮة‬

‫‪................................................ .......................................................................... ................................... ........................................ ........................................ ....‬‬ ‫اﳌﺪرﺳﺔ ﻛﻔﻀﺎء ‪:‬‬

‫‪........................................................................................................................... .......................... ........................................ ..................................................... . :‬‬ ‫اﳌﺠﺘﻤﻊ‬

‫‪................................................ .......................................................................... ................................... ........................................ ........................................ ....‬‬ ‫اﳌﻮاد اﻟﺪراﺳﻴﺔ ‪:‬‬

‫‪................................................ .......................................................................... ................................... ........................................ ........................................ ....‬‬ ‫‪:‬‬ ‫ﻣﺘﺤﺎﻧﺎت‬

‫‪...................................... ........................................ .............................. .............. ............................................................................................... ........................‬‬ ‫ﺻﺪﻗﺎء‬

‫‪......... ........................................ .......................................................................... ................................... ........................................ ........................................ .... :‬‬ ‫ﺳﺎﺗﺬة‬

‫‪...................................... ........................................ .............................. .............. ............................................................................................... ........................‬‬ ‫ﺷ ﺎدة اﻟﺒﺎ ﺎﻟﻮر ﺎ‬

‫أﻧﺎ وﺳﻂ ﻞ ﺬﻩ اﻟﺪﻻﻻت‪:‬‬ ‫ﻣﻮﻗ‬

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‫‪10‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫إﺿﺎﻓﺎت ﺣﺮة‪:‬‬
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‫وﺳﻂ ﻞ اﻟﺪﻻﻻت واﳌﻌﺎ ﻲ اﻟ ﻋ ت ﻋ ﺎ أﻋﻼﻩ ‪:‬‬ ‫رﺳﻢ ﺣﺮ أﻣﺜﻞ ﻓﻴﮫ ﻧﻔ‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪11‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﺣﻜﻢ و أﻣﺜﺎل ﺷﻌﺒﻴﺔ‪،‬أﻧﺎﻗﺸ ﺎ و أﻋﻠﻖ ﻋﻠ ﺎ‬

‫ﻗﺎﻟﻮا زﻣﺎن‬

‫ﺺ ﻟﺒﻌﺾ اﳌﻘﻮﻻت اﻟﺸ ة و أﻣﺜﺎل ا ﻜﻤﺔ اﻟﺸﻌﺒﻴﺔ ﻟﺘ ﻳﺮ ﻌﺾ ﻣﻮاﻗﻔ ﺎ و‬ ‫ﻌﺾ ﺣﻴﺎن ﻳ ﺎ اﻟ‬
‫اﺗﺨﺎذ ﻌﺾ اﻟﻘﺮارات‪ .‬ﺬﻩ ا ﻜﻢ و اﳌﻘﻮﻻت ﺗﺘﻀﻤﻦ ﻣﺴﺘﻮ ﺎت ﻣﺘﻔﺎوﺗﺔ ﻣﻦ ا ﻜﻤﺔ و ﻣ ﺎ ﻣﺎ‬ ‫ﻟﻼﺳﺘﻌﺎﻧﺔ‬
‫ﻳﻤﻜﻦ اﻧﺘﻘﺎدﻩ ﺑﺤﺪة ﻷﻧﮫ ﻻ ﺴ ﻨﺪ إ ﻣﻨﻄﻖ ﻣﻘﺒﻮل ‪ .‬ﺬﻩ ﻣﻘﻮﻻت ﻟ ﺎ ﻋﻼﻗﺔ ﺑﺎﺗﺨﺎذ اﻟﻘﺮارات و ﺑﻨﺎء اﳌﺸﺎر ﻊ‬
‫‪ ،‬ﻧﺎﻗﺸ ﺎ ﻣﻊ أﺻﺪﻗﺎﺋﻚ و أﻗﺎر ﻚ و أﺳﺎﺗﺬﺗﻚ‪ ،‬ﺛﻢ ﻋ ﻋﻦ رأﻳﻚ ﻓ ﺎ‪ ،‬ﻣﻌﺰزا ذﻟﻚ ﺑﺄﻣﺜﻠﺔ ﺣﻴﺔ‪.‬‬

‫أﻣﺜﻠﺔ ﻟﺘﻮﺿﻴﺢ رأ ﻲ‬ ‫رأ ﻲ ﻓ ﺎ‬ ‫اﳌﻘﻮﻟﺔ‬

‫"ﻋﻠﻤﻮا أﺑﻨﺎءﻛﻢ ﻟﺰﻣﺎن ﻏ زﻣﺎﻧﻜﻢ" ‪................................................................................ ......................................................................‬‬

‫‪................................................................................ ......................................................................‬‬ ‫ﻋﻦ ﻋ ﺑﻦ أ ﻲ ﻃﺎﻟﺐ ر ﷲ ﻋﻨﮫ‬
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‫‪................................................................................‬‬ ‫‪......................................................................‬‬ ‫"ﻣﺎ ﺧﺎب ﻣﻦ اﺳ ﺸﺎر "‬

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‫‪......................................................................‬‬ ‫ﻣﺜﻞ ﻋﺮ ﻲ‬
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‫‪................................................................................‬‬ ‫‪......................................................................‬‬ ‫"اﳌﻌﺮوﺿﺔ ﺗﺮ ﺢ" او‬

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‫‪......................................................................‬‬ ‫" اﳌﻌﺮوﺿﺔ ﻣﻦ ا "‬
‫‪......................................................................‬‬ ‫)ﻣﺜﻞ ﺷﻌ ﺑﺎﻟﺪارﺟﺔ اﳌﻐﺮ ﻴﺔ(‬
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‫‪12‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬
‫‪13‬‬
‫‪......................................................................‬‬ ‫"اﻟﻔﺎل ول ﻋﻠﻴﮫ ﻌﻮل "‬
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‫)ﻣﺜﻞ ﺷﻌ ﺑﺎﻟﺪارﺟﺔ اﳌﻐﺮ ﻴﺔ(‬
‫"ادﺧﻞ اﻟﺴﻮق ﻣﺴﺎري واﺧﺮج ‪......................................................................‬‬
‫‪......................................................................‬‬ ‫ﺷﺎري ")ﻣﺜﻞ ﺷﻌ ﺑﺎﻟﺪارﺟﺔاﳌﻐﺮﻴﺔ(‬
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‫‪......................................................................‬‬ ‫"اﺗﺒﻊ ﺣﺮﻓﺔ ﺑﻮك ﻻ ﻐﻠﺒﻮك"‬
‫‪......................................................................‬‬ ‫)ﻣﺜﻞ ﺷﻌ ﺑﺎﻟﺪارﺟﺔ اﳌﻐﺮ ﻴﺔ(‬
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‫"ﻋﻮض أن ﻌﻄﻴﮫ ﺳﻤﻜﺔ ﻞ ﻳﻮ م‪...................................................................... ،‬‬
‫‪......................................................................‬‬ ‫ﻋﻠﻤﮫ ﻛﻴﻒ ﻳﺼﻄﺎد ﺎ"‬
‫‪......................................................................‬‬ ‫)ﻣﺜﻞ ﺻﻴ (‬
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‫‪......................................................................‬‬ ‫ﻞ " )ﺣﺪﻳﺚ ﻧﺒﻮي (‬ ‫"اﻋﻘﻠ ﺎ و ﺗﻮ‬
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‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬
 ‫أﺳﻤﻊ ‪ ،‬أدون ‪ ،‬أﻧﺘﻘﺪ‬

‫‪:‬‬ ‫ﻣﻘﻮﻻت ﻣﺄﺛﻮرة أﺧﺮى ﻟ ﺎ ﻋﻼﻗﺔ ﺑﺎﺗﺨﺎذ اﻟﻘﺮارو ﺑﻨﺎء اﳌﺸﺮوع اﻟ‬

‫أدو ﺎ ﻠﻤﺎ ﻌﺮﻓﺖ ﻋﻠ ﺎ ‪،‬ﻣﻊ إﺑﺪاء رأ ﻲ ﻓ ﺎ ‪:‬‬

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‫‪ -‬آﻳﺎت ﺑ ﻨﺎت ﻣﻦ اﻟﺬﻛﺮا ﻜﻴﻢ‪ ،‬ﻟ ﺎ ﻋﻼﻗﺔ ﺑﺎﺗﺨﺎذ اﻟﻘﺮارو ﺑﻨﺎء اﳌﺸﺎر ﻊ ‪:‬‬

‫اﺑﺤﺚ ﻋ ﺎ و ﻋﻦ ﺗﻔﺴ ﺎ ‪:‬‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪14‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أ ﻌﺮف ﻋ ﺳﻤﺎ ﻲ اﳌﺤﻤﻮدة ﺳﺎﺳﻴﺔ‬
‫ﻣﮭﺬب‬ ‫ھﺎدئ‬ ‫اﺳﺘﺒﺎﻗﻲ‬
‫ﯾﻌﺘﺮف ﺑﺎﻟﺠﻤﯿﻞ‬ ‫ﺣﻤﺎﺳﻲ‬
‫ﺣﻨﻮن‬ ‫ﻛﺮﯾﻢ‬

‫ﻣﻔﻜﺮ‬
‫ﻣﻨﻔﺘﺢ ﻋﻠﻰ اﻵﺧﺮﯾﻦ‬

‫ﻣﻨﻀﺒﻂ‬ ‫ﺷﻐﻮف‬

‫ﻣﺜﺎﻟﻲ‬
‫وﻓﻲ ﻣﺨﻠﺺ‬

‫ﻣﺤﺐ ﻟﻠﻌﻤﻞ‬ ‫ﻇﺮﯾﻒ‬

‫أﻧﯿﻖ‬ ‫ﻃﯿﺐ‬

‫رﯾﺎﺿﻲ‬
‫ﻣﺘﻄﻮر‬

‫ﻣﺘﺬوق‬ ‫ﻣﻘﻨﻊ‬

‫ﻣﺘﻌﺎون‬ ‫ﻣﺤﺒﻮب‬

‫ذو ﺧﯿﺎل ﺧﺼﺐ‬ ‫ﺻﺮﯾﺢ‬

‫ﺗﻠﻘﺎﺋﻲ‬ ‫ﻣﺜﺎﺑﺮ‬
‫ﻣﻨﮭﺠﻲ ﺳﮭﻞ اﻟﻤﻌﺸﺮ‬ ‫اﺟﺘﻤﺎﻋﻲ‬

‫ﺣﻮل ذا ﻲ وﻣﺪى ﺗﻤ ﺎ ﺑﺎﻟﺼﻔﺎت اﳌﺬﻛﻮرة‪ ،‬ﺛﻢ أﻟﻮن ا ﺰء اﳌﺨﺼﺺ ﻟ ﻞ‬ ‫اﻟﻘﺮص أﻋﻼﻩ‪ ،‬أ ﺴﺎءل ﻣﻊ ﻧﻔ‬ ‫‪-1‬‬
‫ﺻﻔﺔ ﺑﺄﺣﺪ ﻟﻮان اﳌﺒ ﻨﺔ اﳌﻔﺘﺎح أﺳﻔﻠﮫ‪ ،‬ﺣﺴﺐ درﺟﺔ اﺗﺼﺎ ﺑ ﻞ ﻣ ﺎ ‪:‬‬

‫)ﺻﻔﺔ ﻏ ﻣﺴﺘﻘﺮة ← زرق(‪♦ .‬‬ ‫)ﺻﻔﺔ داﺋﻤﺔ ← ﺑﺎﻷﺧﻀﺮ(‪♦.‬‬

‫)ﺻﻔﺔ ﻧﺎدرة ﻃﺒ ← ﺣﻤﺮ (‪♦ .‬‬ ‫)ﺻﻔﺔ ﻏﺎﻟﺒﺎ ﻣﺘﻮﻓﺮة← ﺑﺎﻷﺻﻔﺮ( ♦‬
‫ﺎ أﺧﺮى ﻣﻦ اﻟﺒﻄﺎﻗﺔ ﺻﻠﻴﺔ و اﻋﻤﻞ ﻋ ﻌﺒﺌ ﺎ ﻣﻦ ﻃﺮف أﻣﻚ أو أﺑﻴﻚ أو أﺣﺪ إﺧﻮﺗﻚ أو ﺻﺪﻳﻘﻚ‬ ‫‪ -2‬اﺳﺘﻌﻤﻞ‬
‫ﻣﺴﺘﻔﺴﺮا ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺪﻳﺮ ﻢ ﻟﺴﻤﺎﺗﻚ و ﺻﻔﺎﺗﻚ‪.‬ﺛﻢ ﻗﺎرن ﺑ ن ﺬﻩ اﻟﺒﻄﺎﻗﺎت اﳌﻌﺒﺄة و ﻧﺎﻗﺶ ﻧﻘﻂ ﺧﺘﻼف اﳌﻼﺣﻆ‬
‫ﺑﻴ ﺎ‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪15‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻛﻴﻒ أﻧﻈﺮﳌﺴﺄﻟﺔ اﻟﺬ ﺎء؟‬
‫ﻣﺴﺄﻟﺔ اﻟﺬ ﺎء ﺷﻐﻠﺖ ﺑﺎل اﳌﻔﻜﺮ ﻦ ﻣﻨﺬ اﻟﻘﺪم ‪ ،‬و ﺷﻤﻠﺖ ﺑﺤﺎث‬
‫ﺬا اﳌﺠﺎل أﺳﺌﻠﺔ ﻣﻦ ﻗﺒﻴﻞ‪ :‬ﻛﻴﻒ ﻳﻤﻜﻦ ﻌﺮ ﻒ اﻟﺬ ﺎء؟ ﻞ‬
‫ﺴﺎن أم ﻳﻜ ﺴﺐ ﺧﻼل ا ﻴﺎة؟ ﻞ‬ ‫ﻣﺴﺘﻮى اﻟﺬ ﺎء ﻳﻮﻟﺪ ﻣﻊ‬
‫أﻧﻮاع اﻟﺬ ﺎء؟ و ﻛﻴﻒ ﻳﻤﻜﻦ ﻗﻴﺎس‬ ‫اﻟﺬ ﺎء ﻳﺮ ﻰ ﻟﺪى اﻟﻄﻔﻞ؟ و ﻣﺎ‬
‫درﺟﺎ ﺎ؟‪...‬‬

‫ﺣﺴﺐ ﻧﻈﺮ ﺔ اﻟﺬ ﺎءات اﳌﺘﻌﺪدة ﻋﻨﺪ ﻮارد ﺎردﻧﺮ ‪ ،‬ﻳﻤﻜﻦ ﺗﺼ ﻴﻒ‬
‫ﺛﻤﺎﻧﻴﺔ أﺻﻨﺎف ‪ :‬اﻟﺬ ﺎء اﻟﻠﻐﻮي‪ ،‬اﻟﺬ ﺎء اﻟﺮ ﺎ‬ ‫أﻧﻮاع اﻟﺬ ﺎء إ‬
‫اﳌﻨﻄﻘﻲ‪ ،‬اﻟﺬ ﺎء اﻟﺒﺼﺮي اﻟﻔﻀﺎ ﻲ‪ ،‬اﻟﺬ ﺎء ا ﺴﺪي ا ﺮ ﻲ ‪،‬‬
‫اﻟﺬ ﺎء اﳌﻮﺳﻴﻘﻲ‪ ،‬اﻟﺬ ﺎء اﻟﻌﻼﺋﻘﻲ‪ ،‬اﻟﺬ ﺎء اﻟﺬا ﻲ اﻟﺪاﺧ ‪) ،‬اﻧﻈﺮ‬
‫ﺬﻩ‬ ‫ﺎص ﻳﻤﺘﻠﻜﻮن‬ ‫ﺬﻩ اﻟﺬ ﺎءات(‪ .‬ﻞ‬ ‫ﺑﻄﺎﻗﺔ ﻌﺮ ﻒ‬
‫ﺺ إ آﺧﺮ ‪.‬‬ ‫اﻟﺬ ﺎءات و ﻟﻜﻦ ﺑﺪرﺟﺎت ﺗﺘﻔﺎوت ﻣﻦ‬

‫‪ -1‬أﻋ ﻋﻦ ﺗﺼﻮري ﻟﻺ ﺴﺎن اﻟﺬ ﻲ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪:‬‬

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‫ذﻛﻴﺎ ؟ و ﻛﻴﻒ ذﻟﻚ ؟ أﻋ ﻋﻦ رأ ﻲ ﺑ ﻞ ﺣﺮ ﺔ ‪:‬‬ ‫‪ -2‬و ﻞ أﻋﺘ ﻧﻔ‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪16‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أ ﻌﺮف ﻋ أﻧﻮاع ذ ﺎءا ﻲ‬

‫اﻗﺮأ ا ﺪول ﺸ ﻞ ﺧﻄﻲ أﻓﻘﻲ ﻛﻤﺎ ﻳ ‪ :‬إذا ﻛﻨﺖ أﺣﺐ اﻟﻘﻴﺎم ﺑﺎﻷ ﺸﻄﺔ )أ( و ﻛﻨﺖ ﻣﻤﺘﺎز داء‬
‫اﳌﺠﺎﻻت )ب( ﻓﺈﻧ أﺗﻤﺘﻊ ﺑﺎﻟﺬ ﺎء ﻣﻦ ﻧﻮع )س(‬

‫)س(‪ -‬ﻧﻮع اﻟﺬ ﺎء اﻟﺬي أﺗﻤ ﺑﮫ‬ ‫)ب(‪ -‬أدا ﻲ ﻣﻤﺘﺎز اﳌﺠﺎﻻت اﻟﺘﺎﻟﻴﺔ‬ ‫)أ(‪ -‬أﺣﺐ اﻟﻘﻴﺎم ﺑﺎﻷ ﺸﻄﺔ اﻟﺘﺎﻟﻴﺔ‬

‫اﻟﺬ ﺎء اﻟﻠﻐﻮي‬ ‫‪-‬ﺗﺬﻛﺮ ﺳﻤﺎء و اﻟﺘﻮار ﺦ و ﻣﺎﻛﻦ‬ ‫اﳌﻄﺎﻟﻌﺔ ا ﺮة و اﳌﻮﺟ ﺔ ‪ ،‬ﻛﺘﺎﺑﺔ‬

‫و ﺣﺪاث ‪،‬ا ﻔﻆ و ﺳﺘﻈ ﺎر ا ﻴﺪ‬
‫‪intelligence linguistique‬‬ ‫ﻟﻠﻘﺼﺎﺋﺪ اﻟﺸﻌﺮ ﺔ و ﻟﺴﻮر اﻟﻘﺮآن‪،‬‬
‫اﺳﺘﻌﻤﺎل اﻟﻠﻐﺎت ﺟﻨ ﻴﺔ ﺑ ﻞ ﻃﻼﻗﺔ‬
‫‪،‬اﻟﺘﻌﺒ اﻟﻜﺘﺎ ﻲ و اﻟﺸﻔﻮي‪ ،‬اﻟﺘﻔﺎوض‬
‫اﻟﺒﻴﻊ واﻟﺸﺮاء‪ ،‬ﻗﻨﺎع‪ ،‬ا ﻄﺎﺑﺔ‬
‫اﻟﺮﺳﺎﺋﻞ و اﻟﻘﺼﺺ و ﺷﻌﺎر ‪،‬‬
‫ﺣ ﻲ ﺣﺪاث و اﻟﻘﺼﺺ‬
‫و اﻟﺮواﻳﺎت و ﻓﻼم ‪،‬ﻛﺘﺎﺑﺔ‬
‫ا ﻮاﻃﺮ ‪ ،‬ﺗﺄﻟﻴﻒ ﻛﺘﺐ أو ﻛﺘﺎﺑﺔ‬
‫ﻣﻘﺎﻻت‬

‫اﳌﻨﻄﻘﻲ‬ ‫اﻟﺬ ﺎء اﻟﺮ ﺎ‬ ‫ﺣﻞ اﳌﻌﺎدﻻت ‪ ،‬ﺣﻞ اﳌﺴﺎﺋﻞ اﻟﺮ ﺎﺿﻴﺔ ‪،‬‬ ‫اﻟﻘﻴﺎم ﺑﺘﺠﺎرب ﻟﻠﺘﺄﻛﺪ ﻣﻦ‬
‫‪Intelligence logico-‬‬ ‫ﺗﻔﺴ اﻟﻈﻮا ﺮ اﻟﻄﺒﻴﻌﻴﺔ ﺸ ﻞ ﻋﻠﻤﻲ ‪،‬‬ ‫اﻟﻔﺮﺿﻴﺎت‪ ،‬ﺣﻞ اﳌﺸﺎ ﻞ‬
‫اﻟﺒﺤﺚ ﻋﻦ اﻟ اﺑﻂ اﳌﻨﻄﻘﻲ ﺑ ن ﻓ ﺎر‬ ‫اﳌﺴﺘﻌﺼﻴﺔ‪ ،‬ﻃﺮح ﺳﺌﻠﺔ‪،‬‬
‫‪mathématique‬‬
‫‪ ،‬وﺿﻊ ﻓﺮﺿﻴﺎت و اﺣﺘﻤﺎﻻت ‪ ،‬اﺳ ﻴﻌﺎب‬ ‫اﺳﺘﻌﻤﺎل رﻗﺎم و ا ﺴﺎب ‪،‬‬
‫اﻟﻘﻮاﻧ ن و ﺗﻄﺒﻴﻘ ﺎ ‪ ،‬ا ﺴﺎب ‪ ،‬اﻟﻘﻴﺎس‬ ‫اﺳﺘﻌﻤﺎل ﺷ ﺎل اﻟ ﻨﺪﺳﻴﺔ ‪،‬‬
‫‪....،‬‬ ‫ﺗﺼ ﻴﻒ و ﺗﺮﺗ ﺐ اﳌﺠﻤﻮﻋﺎت‬
‫و اﻟﻌﻨﺎﺻﺮ ‪ ،‬اﻟﺘﻔﻜ اﳌﺠﺮد‬

‫اﻟﺬ ﺎء اﻟﺒﺼﺮي اﻟﻔﻀﺎ ﻲ‬ ‫رﺳﻢ أو ﻧﺤﺖ اﳌﺠﺴﻤﺎت‪ ،‬ﺧﻠﻖ أﺷ ﺎل‬
‫‪Intelligence spatiale‬‬ ‫ﺟﺪﻳﺪة ‪ ،‬ﺗﻮ ﻗﻊ ﻐﻴ ات اﻟﻔﻀﺎء ‪،‬‬
‫ﻴﺢ‬ ‫ﻗﺮاءة ا ﺮاﺋﻂ‪ ،‬اﻟﺘﻮﺟﮫ اﻟ‬
‫اﻟﻄﺮ ﻖ‪ ،‬ﻗﺮاءة اﻟﺒﻴﺎﻧﺎت وﺗﻔﺴ ﺎ ‪،‬‬
‫ﺗﺤﺪﻳﺪ ﺣﺪاﺛﻴﺎت‪ ،‬و اﻟﺘﻌﺮف ﻋ‬
‫ﻌﺎد اﻟﻔﻀﺎﺋﻴﺔ…‬
‫ﺗﺨﻴﻞ ﺷﻴﺎء ﻏ ا ﺎﺿﺮة ‪،‬‬
‫ﻣﺸﺎ ﺪة اﻟﺼﻮر و ﻓﻼم‪ ،‬إﺑﺪاء‬
‫وﺿﻊ ﺛﺎث و اﻟﺘﺠ‬ ‫اﻟﺮأي‬
‫اﻟﺒ ﺚ أو اﳌﻜﺘﺐ‪ ،‬اﻟﺪﻳﻜﻮر‬
‫و اﻟ ﻨﺪﺳﺔ‪ ،‬ﺗﺄﻣﻞ اﻟﺘﺤﻒ‬
‫اﳌﻌﻤﺎر ﺔ‪...‬‬

‫‪17‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫)س(‪ -‬ﻧﻮع اﻟﺬ ﺎء اﻟﺬي أﺗﻤ ﺑﮫ‬ ‫)ب(‪ -‬أدا ﻲ ﻣﻤﺘﺎز اﳌﺠﺎﻻت اﻟﺘﺎﻟﻴﺔ‬
‫اﻟﺬ ﺎء اﳌﻮﺳﻴﻘﻲ‬ ‫ﻦ ﻣﻮﺳﻴﻘﻲ‪ ،‬اﻟﺘﻌﺮف ﻋ‬ ‫اﻟﺘﻌﺮف ﻋ‬
‫ﺻﻮت آﻟﺔ ﻣﻮﺳﻴﻘﻴﺔ ﺴ ﻮﻟﺔ‪ ،‬ﺗﺮدﻳﺪ‬
‫‪Intelligence musicale‬‬
‫ﻣﻘﺎﻃﻊ ﻣﻮﺳﻴﻘﻴﺔ أو ﻏﻨﺎﺋﻴﺔ ﻣﻊ ا ﻔﺎظ‬
‫ﻟﻮان‬ ‫ﻳﻘﺎع‪ ،‬اﻟﺘﻌﺮف ﻋ‬ ‫ﻋ‬
‫اﳌﻮﺳﻴﻘﻴﺔ ا ﺪﻳﺜﺔ‪ ،‬اﻟﺘﻘﺎط اﻟﻨﻮﺗﺎت‬
‫اﳌﻮﺳﻴﻘﻴﺔ ا ﺎﻃﺌﺔ‪،‬‬
‫اﻟﺬ ﺎءا ﺮ ﻲ ﺟﺴﺪي‬ ‫اﻟﺮ ﺎﺿﺔ )ﺟﺮي ‪ ،‬ﺳﺒﺎﺣﺔ ‪،‬ﺟﻤﺒﺎز‪،‬ﻛﺮة‬
‫ﻗﻔﺰ‪ ،‬ﺴﻠﻖ( ‪ ،‬ﺣﺮ ﺎت ﻣﻴﻤﻴﺔ ‪ ،‬ﻌﺒ‬
‫‪Intelligence corporelle-‬‬
‫ﺟﺴﺪي ﻋﻨﺪ اﻟﻐﻀﺐ أو اﻟﻔﺮح ‪،‬اﻟﻘﻴﺎم‬
‫ﺑﺄﺷﻐﺎل اﳌ ل ‪...‬‬
‫‪kinesthésique‬‬
‫اﻟﺬ ﺎء اﻟﻌﻼﺋﻘﻲ‬ ‫ﺣﻀﻮر ﻣﻤ أﺛﻨﺎء ا ﻔﻼت و ا ﻨﺎﺋﺰو‬
‫اﻟﺘﻈﺎ ﺮات‪ ،‬إﺻﻼح ذات اﻟﺒ ن ﺑ ن اﻟﻨﺎس‬
‫‪Intelligence inter personnelle‬‬
‫ﻢ ‪ ،‬ﻗﻴﺎدة اﻟﻔﺮ ﻖ و ﺗﻨﻈﻴﻢ‬ ‫و ﻣﺼﺎ‬
‫اﻟﻌﻤﻞ اﳌﺸ ك ‪ ،‬ﺗﻘﺎﺳﻢ اﳌﻌﻠﻮﻣﺎت ‪،‬‬
‫ﺧﺮ ﻦ و ﻗﺒﺎل ﻋﻠ ﻢ ‪،‬‬ ‫ﻧﻔﺘﺎح ﻋ‬
‫اﻟﺘﻌﺎون و اﻟﺘﻀﺎﻣﻦ‬
‫اﻟﺬ ﺎء اﻟﺬا ﻲ اﻟﺪاﺧ‬ ‫‪-‬اﻟﺘﻌﺮف ﻋﻦ ﻗﺪرا ﻲ و ﻣﻴﻮﻻ ﻲ و ﻧﻘﻂ‬
‫ﻗﻮ ﻲ و ﻧﻘﻂ ﺿﻌﻔﻲ ‪ ،....‬ا ﺪس‪،‬‬
‫‪Intelligence intrapersonnelle‬‬
‫‪ ،‬ﺗﺪﺑ أﻣﻮري‬ ‫ﺗﺨﻄﻴﻂ اﳌﺴﺎر اﻟ‬
‫ﻣﺠﺎراة ﺧﺮ ﻦ‬ ‫ا ﺎﺻﺔ و ﻋﺪم اﻟ ﻮر‬
‫ﺳﺘﻌﻤﺎل ا ﺎر ﻟﻄﺎﻗ‬ ‫‪ ،‬ﻗﺘﺼﺎد‬
‫اﻟﺪاﺧﻠﻴﺔ‪ .‬ﻓ ﻢ ﻣﺸﺎﻋﺮي و أﺣﺎﺳ‬
‫اﻟﺬ ﺎء اﻟﻄﺒﻴﻌﺎ ﻲ‬ ‫ﻣﻌﺮﻓﺔ ﺟﻴﺪة ﻌﺎﻟﻢ اﻟﻨﺒﺎت و ا ﻴﻮان‪،‬‬
‫ﻣﻌﺮﻓﺔ ﻓﻮاﺋﺪ ﻋﺸﺎب اﻟﻄﺒﻴﺔ واﻟﺘﻮاﺑﻞ‪،‬‬
‫‪Intelligence naturaliste‬‬
‫ا ﻴﺔ اﻟﻨﺒﺎﺗﻴﺔ و ا ﻴﻮاﻧﻴﺔ و اﻟﻌﻨﺎﻳﺔ و أﺳﻤﺎء ا ﻴﻮاﻧﺎت و ﺧﺼﺎﺋﺼ ﺎ ‪ ،‬ﻣﻌﺮﻓﺔ‬
‫ﺣﻮل ا ﻴﻮﻟﻮﺟﻴﺎ و ﻋﻠﻢ اﻟﺒﺤﺎرو اﻟﻔﻠﻚ‪،‬‬
‫ﻣﻌﺮﻓﺔ ﺷ ﺎﻻت اﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺒ ﺌﺔ‬
‫واﳌﺨﺎﻃﺮ ﻳﻜﻮﻟﻮﺟﻴﺔ‪،‬اﻟ ﺴ ﻨﺔ‪ ،‬اﻟﻄﺒﺦ‪...‬‬
‫‪18‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬
‫)أ(‪ -‬أﺣﺐ اﻟﻘﻴﺎم ﺑﺎﻷ ﺸﻄﺔ اﻟﺘﺎﻟﻴﺔ‬
‫اﻟﻐﻨﺎء ‪ ،‬اﻟﺘﻤﺎﻳﻞ ﻣﻊ اﻟﻨﻐﻢ ‪،‬‬
‫ﺳﺘﻤﺘﺎع ﺑﺎﳌﻮﺳﻴﻘﻰ اﻟﻜﻼﺳﻴﻜﻴﺔ و‬
‫ﺎز ﺞ اﻟﺸﻌﺒﻴﺔ ‪ ،‬دﻧﺪﻧﺔ‬ ‫اﻟﻔﻠ ﻠﻮر و‬
‫ﻌﺾ اﳌﻘﺎﻃﻊ اﻟﻐﻨﺎﺋﻴﺔ أﺛﻨﺎء ﻋﻤ ‪،‬‬
‫ا ﺮﻛﺔ و اﻟﺮ ﺎﺿﺔ اﻟﺒﺪﻧﻴﺔ ‪ ،‬ﺗﻠﻤﺲ‬
‫ﺷﻴﺎء ﺑﻴﺪي ‪ ،‬اﻟﺘﻌﺒ ا ﺴﺪي ‪،‬‬
‫ا ﻄﻮات و ﺷﺎرات ا ﺴﺪﻳﺔ أﺛﻨﺎء‬
‫اﻟﻜﻼم ‪ ،‬اﻟﺮﻗﺺ‪...‬‬
‫اﻟﺘﻮاﺟﺪ ﺑ ن اﻟﻨﺎس و اﻟﺘﺄﺛ ﻓ ﻢ‪،‬‬
‫ﻛ ة ﺻﺪﻗﺎء و اﳌﻌﺎرف‪،‬ر ﻂ‬
‫ﻋﻼﻗﺎت ﺟﺪﻳﺪة أﺛﻨﺎء اﻟﺴﻔﺮ‬
‫واﻟﻌﻄﻞ‪ ،‬ﻣﻮاﺳﺎة ﺧﺮ ﻦ و ﻣﺸﺎرﻛ ﻢ‬
‫أﻓﺮاﺣ ﻢ ‪ ،‬ﺟﻮاء اﻟﻌﺎﺋﻠﻴﺔ‪ ،‬اﻟﺴﻔﺮ‬
‫اﳌﻨﻈﻢ ﺿﻤﻦ ﻣﺠﻤﻮﻋﺎت‪ ،‬ﻧﺨﺮاط‬
‫اﻟﻌﻤﻞ ا ﻤﻌﻮي‬
‫اﻟﻌﻤﻞ اﻟﻔﺮدي ‪ ،‬اﻟﺘﺄﻣﻞ اﻟﺬا ﻲ‪،‬‬
‫ﺼﻴﺔ و‬ ‫اﻟ‬ ‫اﻟ ﻛ ﻋ ﻣﺼﺎﻟ‬
‫ﻣﺘﺎ ﻌﺔ ﺗﺤﻘﻴﻖ أ ﺪا ا ﺎﺻﺔ‬
‫‪ ،‬ﻧﺰواء و ﺧﺘﻼء ﺎ ﻣﻦ وﻗﺖ ﻷﺧﺮ‬
‫‪ ،‬اﻟﺘﺼﺎ اﳌﺴﺘﻤﺮ ﻣﻊ اﻟﺬات ‪،‬‬
‫اﳌﻮاﺿﻴﻊ اﻟﻔﻠﺴﻔﻴﺔ‬ ‫اﻟﺘﻔﻜ‬
‫ﺳﺘﻤﺘﺎع أﺣﻀﺎن اﻟﻄﺒﻴﻌﺔ ‪،‬‬
‫اﻟﻔﻀﻮل اﳌﻌﺮ ﺣﻮل اﻟ ﺎﺋﻨﺎت‬
‫ﺘﻤﺎم ﺑﺎﻟ اﻣﺞ ﺣﻮل اﻟﻈﻮا ﺮ‬ ‫ﺎ‪،‬‬
‫اﻟﻄﺒﻴﻌﻴﺔ ﻣﺜﻞ اﻟ اﻛ ن و ﻋﺎﺻ و‬
‫اﻟﺰﻻزل‬
‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬
 ‫ﻣﺎ ھﻲ ذﻛﺎءاﺗﻲ ؟‬
‫ﺎ؟ ﻳﻤﻜﻦ‬ ‫ﻧﻈﺮي أ ﻢ اﻟﺬ ﺎءات اﻟ أﺗﻤ‬ ‫ﻣﺤﺎوﻟﺔ أﺧﺮى ﻟﻠ ﺴﺎؤل ﺣﻮل ذا ﻲ‪ ،‬أﺣﺎول أن أدﻗﻖ ﻣﺎ‬
‫ﺳﺘ ﻨﺎس ﺑﺼﻨﺎﻓﺔ اﻟﺬ ﺎءات اﳌﺬﻛﻮرة أﻋﻼﻩ‪.‬‬
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‫ﺣﻴﺎ ﻲ ‪ ،‬اﻟ ﺗ ز ﻓ ﺎ ﻋﺎدة ﺬﻩ اﻟﺬ ﺎءات ﺸ ﻞ ﻣ ﻮظ‪:‬‬ ‫‪ -‬أﻓﻜﺮوأذﻛﺮ ﻌﺾ اﳌﻮاﻗﻒ أو اﻟﻈﺮوف أو اﳌﻨﺎﺳﺒﺎت‬
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‫ﻞ ﻳﻤﻜﻦ ﻟﺒﻌﻀ ﺎ أن ﻳﻜﻮن ﻟﮫ ﺗﺄﺛ ﻛﺒ ﻋ‬ ‫ﻣﻔﺘﻘﺮا إﻟ ﺎ ﺛﻢ أﺣﺎول اﻟﺘﻔﻜ‬ ‫أذﻛﺮ اﻟﺬ ﺎءات ﺧﺮى اﻟ أﻋﺘ ﻧﻔ‬
‫اﳌﺴﺘﻘﺒﻠﻴﺔ ؟ و ﺑﺎﻟﺘﺎ ﻛﻴﻒ ﻳﻤﻜﻨ ﺗﻨﻤﻴ ﺎ و اﻟﺘﻤﺮس ﻋ اﻛ ﺴﺎ ﺎ ؟‬ ‫ﻣﺸﺎر‬ ‫ﻃﻤﻮﺣﺎ ﻲ وﻧﺠﺎ‬
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‫ﻧﻘﻂ ﻗﻮة أو ﺿﻌﻒ ﺑﺎﻟ ﺴﺒﺔ إ ؟ أذﻛﺮ ﺎ ﻣﺤﺎوﻻ ذﻛﺮ‬ ‫أ ﺴﺎءل ﻞ ﻨﺎك ذ ﺎءات أﺧﺮى ﻻ أﻋﺮف ﺪ ن ﻞ‬
‫ﻌﺾ اﳌﻮاﻗﻒ و اﻟﻮﺿﻌﻴﺎت اﻟ ﺗﺘﻄﻠﺐ ﺬﻩ اﻟﺬ ﺎءات ‪:‬‬
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‫أﻃﺮح ﻧﻔﺲ ﺳﺌﻠﺔ أﻋﻼﻩ‪ ،‬ﺣﻮل ذ ﺎءا ﻲ‪ ،‬ﻋ أﻗﺎر ﻲ و أﺻﺪﻗﺎ ﻲ و أﺳﺎﺗﺬ ﻲ اﻟﺬﻳﻦ ﻌﺮﻓﻮﻧ ﺟﻴﺪا ‪ ،‬و؟أ ﻗﺎرن أﺟﻮ ﻢ‬
‫ﻣﺘﻄﺎﺑﻘﺔ ؟ ﻛﻴﻒ ﻳﻤﻜﻨ ﺗﻔﺴ ذﻟﻚ ؟ و ﻣﺎذا اﺳﺘﻔﺪت ﻣﻦ ﺬﻩ اﳌﻘﺎرﻧﺔ ؟‬ ‫‪ .‬ﻞ‬ ‫ﺑﺄﺟﻮ‬

‫ﻣﺠﺎﻻت اﻟﺘﻄﺎﺑﻖ و رأ ﻲ ذﻟﻚ ‪. :‬‬

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‫ﻣﺠﺎﻻت ﺧﺘﻼف و ﺗﻔﺴ ي ﻟﺬﻟﻚ ‪. :‬‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪19‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻛﻔﺎﯾﺎﺗﻲ اﻟﺴﯿﻜﻮ‪-‬‬
‫اﺟﺘﻤﺎﻋﯿﺔ‬

‫ﺷﺒﻜﺔ اﻟﻌﻨﻜﺒﻮت ‪ ،‬أﺣﺪد اﳌﺴﺎﺣﺔ اﳌﻨﺤﺼﺮة ﺑ ن اﻟﺪاﺋﺮﺗ ن اﳌﺘﺘﺎﻟﻴﺘ ن و اﻟﺰاو ﺔ ا ﺎﺻﺔ ﺑ ﻞ ﻛﻔﺎﻳﺔ‪ ،‬ﺣﺴﺐ ﺗﻘﺪﻳﺮي ﻟﺪرﺟﺔ اﻛ ﺴﺎ ﻲ‬ ‫‪-‬‬
‫ﻞ أو ﺳﺎﺗﺬة ﳌﺴﺎﻋﺪ ﻲ ﻋ اﻟﺘﻘﺪﻳﺮ اﻟﻔﻌ ﺑ ﻞ‬ ‫ﻟ ﺬﻩ اﻟﻜﻔﺎﻳﺔ‪ ،‬ﺛﻢ أﻟﻮن ﺬﻩ اﳌﺴﺎﺣﺔ ﺣﺴﺐ اﳌﻔﺘﺎح اﻟﺘﺎ ‪ ):‬ﻳﻤﻜﻨ اﺳ ﺸﺎرة‬
‫•‪ :2‬اﻋﺘﻘﺪ أن ﺬﻩ اﻟﻜﻔﺎﻳﺔ ﻧﺎﻗﺼﺔ ﻟﺪي‪ ،‬أﻟﻮن ﺑﺎﻷﺣﻤﺮ‬ ‫ﻛﻔﺎﻳﺔ( •‪ : 1‬ﻛﻔﺎﻳﺔ ﺟﺪ ﻧﺎﻗﺼﺔ ﻟﺪي ‪ ،‬أﻟﻮ ﺎ ﺑﺎﻟﻠﻮن اﻟﺒﻨﻔﺴ‬
‫•‪ : 3‬ﻻ ﺑﺄس ﺑﮫ ‪ :‬ﺑﺎﻷزرق •‪: 4‬ﺟﻴﺪ‪ ،‬أﻟﻮن ﺑﺎﻷﺧﻀﺮ‬
‫ﻣﻦ ﺧﻼل ﺗﺄﻣﻞ ﺷﺒﻜﺔ اﻟﻌﻨﻜﺒﻮت اﻟ ﺑﺪأت ﺗﻤﺘ ﺑﺎﻷﻟﻮان ‪..‬و ﻛﺄ ﺎ ﻣﻨﻄﺎد ) ﺑﺎﻟﻮن ( ‪ ...‬و ﻌﻠﻢ أﻧﮫ‬ ‫‪ -‬ﻌﺪ ﻧ ﺎء ﻣﻦ اﻟﺘﻠﻮ ﻦ أﺗﺄﻣﻞ ﻧﻔ‬
‫ﻓﻖ ! ﻓ ﻠﻤﺎ ﺎﻧﺖ اﻟﻜﻔﺎﻳﺎت اﻟﺴﻴﻜﻮاﺟﺘﻤﺎﻋﻴﺔ ﻣﺴﺘﻮﻓﻴﺔ ﻟﺪﻳﻚ‪ ،‬ﻠﻤﺎ ﻛﻨﺖ‬ ‫ﻠﻤﺎ ﺎن اﻟﺒﺎﻟﻮن ﻣﻨﺘﻔﺨﺎ ﻋ أﺧﺮﻩ ﻠﻤﺎ ﺣﻠﻖ اﳌﻨﻄﺎد ﻋﺎﻟﻴﺎ‬
‫و اﻟﻨﺠﺎح ﺗﻨﻔﻴﺬﻩ ‪.‬‬ ‫ﻗﺎدرا ﻋ ﺑﻨﺎء ﻣﺸﺮوﻋﻚ اﻟ‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪20‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻋﺒﺎرات اﺳﺘﻌﻤﻠﮭﺎ ﺗﻠﻘﺎﺋﯿﺎ‬
‫وﻟﻜﻨﮭﺎ ﺗﺤﺘﺎج إﻟﻰ ﺗﻌﺪﯾﻞ‬

‫ﻗﻞ ‪ ،‬ﺛﻢ ﻗﺎرن ﻧﺘﺎﺋﺠﻚ وﺧﻄﻂ ﻟﺘﻨﻤﻴﺔ‬ ‫ﺬﻩ اﻟﺒﻄﺎﻗﺔ ﻗﺒﻞ اﺳﺘﻌﻤﺎﻟ ﺎ ﻟﺘﺘﻤﻜﻦ ﻣﻦ ﻌﺒﺌ ﺎ ﻓ ات ﻣﺨﺘﻠﻔﺔ ﻣﺮة ﻞ ﺳﻨﺔ ﻋ‬ ‫اﺳﺘ‬
‫ﻛﻔﺎﻳﺎﺗﻚ ﺑﺎﺳﺘﻤﺮار‪.‬‬
‫ﻨﺎك ﻋﺒﺎرات ﻧﺘﺪاوﻟ ﺎ ﺑ ﻞ ﺗﻠﻘﺎﺋﻴﺔ و ﻟﻜﻦ اﻟﺘﺄﻣﻞ دﻻﻟ ﺎ ﺸ إ أن اﺳﺘﻌﻤﺎﻟ ﺎ ﻳﻜﺮس ﺗ ﺎﻟﻴﺔ و اﻟ ﺮوب ﻣﻦ ﺗﺤﻤﻞ‬
‫ﻋ ا ﺎل " ﻋﻮض أن ﻧﻘﻮل " ﻟﻘﺪ ﺗﺄﺧﺮت " و ﺗﺠﺪﻧﺎ‬ ‫اﳌﺴﺆوﻟﻴﺔ ﻓﻴﻤﺎ ﻗﺪ ﻳﺤﺼﻞ ﻟﻨﺎ اﻟﻜﺜ ﻣﻦ ﺣﻴﺎن ‪ .‬ﻣﺜﻼ ﻧﻘﻮل " ﻣ‬
‫ﺮسه "‬ ‫ﻧﻘﻮل " ﻃﺎح اﻟﻜﺄس و ﺮس" ﻋﻮض اﻟﻘﻮل " ﻃﻴﺤﺖ اﻟﻜﺄس و ﺴﺒ ﺖ‬

‫ﻣﺜﻞ ﺬﻩ اﻟﺘﻌﺎﺑ ؟‬ ‫‪ -1‬ﻣﺎ رأﻳﻚ‬

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‫‪ -2‬أﻋﻂ أﻣﺜﻠﺔ أﺧﺮى ﻟﻌﺒﺎرات ﻣﺘﺪاوﻟﺔ ﻳﺠﺐ ﻌﺪﻳﻠ ﺎ ﻣﻊ ذﻛﺮ اﻟﺒﺪﻳﻞ اﳌﻘ ح‬
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‫‪ -3‬ﻣﺤﺎوﻟﺔ ﻟﻠﻨﻘﺪ اﻟﺬا ﻲ ‪ ،‬أﻋﻂ أﻣﺜﻠﺔ ﻣﻦ ﺬا اﻟﻘﺒﻴﻞ اﻧﻄﻼﻗﺎ ﻣﻦ ﺗﺼﺮﻓﺎﺗﻚ و ﺳﻠﻮ ﺎﺗﻚ اﻟﻴﻮﻣﻴﺔ اﻟ ﺗﺤﺘﺎج إ ﻣﺮاﺟﻌﺔ‬
‫ﻣﻦ ﻃﺮﻓﻚ وﺗﺘﻄﻠﺐ ﻣﻨﻚ ﻣﺰ ﺪا ﻣﻦ ﺗﺤﻤﻞ اﳌﺴﺆوﻟﻴﺔ ) إﻃﻔﺎء ﻧﺎرة ﻋﻨﺪ اﻧ ﺎﺋﻚ ﻣﻦ اﺳﺘﻌﻤﺎﻟ ﺎ ‪ ،‬ﻣﺪة ﻣﺸﺎ ﺪﺗﻚ ﻟﻠﺘﻠﻔﺎزو‬
‫ﻧﻮﻋﻴﺔ اﻟ اﻣﺞ ﺸﺎ ﺪ ﺎ‪ ،‬ﻛﻴﻔﻴﺔ اﺳﺘﻐﻼﻟﻚ ﻟﻼﻧ ﻧ ﺖ اﳌ ل أو اﻟﻨﻮادي اﳌﺨﺼﺼﺔ ﻟﺬﻟﻚ ‪ ،‬ﻣﺮاﻓﻘﺔ ﺻﺪﻗﺎء ﺧﺎرج‬
‫أوﻗﺎت اﻟﺪراﺳﺔ ‪ ،‬اﳌﺴﺎﻋﺪة أﺷﻐﺎل اﻟﺒ ﺖ‪(...‬‬

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‫‪......................................................................................................................................................................‬‬ ‫ﻞ أﻧﺎ راض ﻋﻦ‬
‫‪.....................................................................................................................................................................‬‬ ‫؟‬ ‫ﻧﻔ‬

‫‪21‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ -‬أوﻗﺎت ﻧﻮﻣ ﻲ و اﺳ ﻴﻘﺎﻇﻲ ﻣﻦ اﻟﻨﻮم ﻞ ﻳﻮم‬
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‫ﺗﻨﻈﻴﻢ و ﺗﻨﻈﻴﻒ ﻣ ﺎن ﻧﻮﻣ ﻲو ﻣﻼ‬

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‫أﺷﻐﺎل اﻟﺒ ﺖ‬ ‫اﳌﺴﺎﻋﺪة‬

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‫ﻗﻀﺎء اﻟﻮﻗﺖ ﻣﺸﺎ ﺪة اﻟﺘﻠﻔﺎزأو ﻧ ﻧ ﺖ‬ ‫‪.............................................................................................................‬‬

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‫اﻟﻮﻗﺖ ﻣﻊ ﺻﺪﻗﺎء‬ ‫ﻛﻴﻒ أﻗ‬

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‫‪22‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أﺣﺎول ﺗﻘﺪﯾﺮ ﻣﺴﺘﻮى ﻛﻔﺎﯾﺎﺗﻲ اﻟﺴﯿﻜﻮ‪-‬‬
‫اﺟﺘﻤﺎﻋﯿﺔ‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪23‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أﺗﻌﺮف ﻋﻠﻰ ﻗﯿﻤﻲ‬

‫اﻟﺘﻌﺎون و اﻟﺘﻀﺎﻣﻦ‬ ‫اﳌﻮاﻃﻨﺔ‬

‫‪Coopération et solidarité‬‬ ‫‪Citoyenneté‬‬
‫أوﻣﻦ ﺑﺄن ﺴﺎن ﻳﻜﻮن ﻓﻌﻼ ذا‬ ‫اﻟﻐ ة ﻋ اﻟﻮﻃﻦ و اﻟﺪﻓﺎع ﻋﻦ‬
‫ﻗﻴﻤﺔ إ ﺴﺎﻧﻴﺔ إذا ﺎن داﺋﻢ ﺳﺘﻌﺪاد ﻟﻠﺘﻌﺎون و‬ ‫ﺣﺮﻣﺘﮫ و ﺳﻴﺎدﺗﮫ و ﺳﻤﻌﺘﮫ ‪ ،‬واﻟﻔﺨﺮ‬
‫ﺑﺎﻧﺘﻤﺎ ﻲ إ وﻃ ‪...‬اﻋﺘ ذﻟﻚ ﻣﻦ أﺳﻤﻰ‬
‫اﻟﺘﻀﺎﻣﻦ ﻣﻊ اﳌﺴﺘﻀﻌﻔ ن و ﻞ ﻣﻦ ﻳﺤﺘﺎج إ‬
‫اﻟﻘﻴﻢ ﺴﺎﻧﻴﺔ‬
‫اﳌﺴﺎﻋﺪة‬

‫اﳌﻌﺮﻓﺔ و اﻟﺜﻘﺎﻓﺔ‬ ‫اﻟﻌﻤﻞ‬

‫‪Culture‬‬ ‫‪Travail‬‬

‫اﻟﺜﻘﺎﻓﺔ و ﺗﻨﻤﻴﺔ اﳌﻌﺎرف و اﻟﺘﺠﺎرب ﺟﻤﻴﻊ‬ ‫اﻟﻌﻤﻞ ﺑﺎﻟ ﺴﺒﺔ ﻗﻴﻤﺔ أﺳﺎﺳﻴﺔ ﻳﻤﻜﻨ أن‬
‫ﺴﺎن أﻛ‬ ‫اﳌﻴﺎدﻳﻦ ﻗﻴﻤﺔ أﺳﺎﺳﻴﺔ ﺗﺠﻌﻞ‬ ‫أﺿ ﺑﺄﻣﻮر ﺷ ﻣﻦ أﺟﻞ اﻟﻮﻓﺎء ﻟﻌﻤ و‬
‫ﺎ و أﻛ اﻧﺨﺮاﻃﺎ ﺗﻨﻤﻴﺔ ﻣﺠﺘﻤﻌﮫ‬ ‫ﻧ‬ ‫اﻟﺘﻔﺎ ﻲ ﻓﻴﮫ‬

‫اﻟﺒ ﺌﺔ‬ ‫ﺧﺪﻣﺔ ﺧﺮ ﻦ‬

‫‪Environnement‬‬ ‫‪Rendre service‬‬

‫ﻟﺪي إﺣﺴﺎس ﺑﺎﻟﻮاﺟﺐ ﻧﺤﻮ اﻟﺒ ﺌﺔ و اﳌﺤﺎﻓﻈﺔ‬ ‫اﻟﻌﻨﺎﻳﺔ ﺑﺎﻵﺧﺮ ﻦ و ﺧﺪﻣ ﻢ و ﺣﺴﺎس‬
‫ﻋﻠ ﺎ ‪ ،‬ﻻ ﻳﻤﻜﻨ أن أرﺗﺎح وﺳﻂ ﻻ ﻳﺤ م‬ ‫ﺑﺎﻷ ﻤﻴﺔ إﺛﺮ ذﻟﻚ دون اﻧﺘﻈﺎر ﺟﺰاء أو‬
‫اﻟﺒ ﺌﺔ و ﻻ ﻌﻤﻞ ﻋ ﺣﻤﺎﻳ ﺎ‬ ‫اﻋ اف‬

‫‪24‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻣﺎن‬ ‫اﺣ ام اﻟﺬات‬
‫‪Sécurité‬‬ ‫‪Estime de soi‬‬

‫ﺣﺴﺎس ﺑﺎ ﻤﺎﻳﺔ ﻣﻦ‬

‫ﺧﻄﺎر‪ ...‬ﻌﻴﺪا ﻋﻦ ﻞ ﺪﻳﺪ أو ﺧﻮف ﻣﻦ‬ ‫أن أﺣ م ذا ﻲ ﻣﻦ ﺧﻼل اﺣ ام اﻟﻘﺎﻧﻮن‬
‫ﺣﺮﻣﺎن ( اﻟﺘﺄﻣ ن ‪ ،‬اﻟﺘﺨﺰ ﻦ و ﻳﺪاع‬ ‫واﺣ ام اﻟﻸﺧﺮ ﻦ وأن أ ﻌﻢ ﺑﺎﺣ اﻣ ﻢ‬
‫ﻟ ﺎﺟﺔ ‪،‬ا ﻤﺎﻳﺔ اﻟﻨﻔﺴﻴﺔ و ا ﺴﺪﻳﺔ‪..‬‬ ‫ء أﺳﺎ ﺑﺎﻟ ﺴﺒﺔ ﻟﺘﺤﻘﻴﻖ ذا ﻲ‬

‫اﳌ ﺎﻧﺔ ﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺼﺪق‬

‫‪Position sociale‬‬ ‫‪Sincérité‬‬

‫أﻋﺘ ﻣﻦ اﻟ ﺎم ﺟﺪا أن ﻳﻜﻮن‬ ‫اﻟﺼﺪق ﺣﻴﺎ ﻲ ﻌ اﻟﻜﺜ و ﻻ‬

‫اﻟﻔﺮد ﻣﻌﺮوﻓﺎ و ﻟﮫ ﻣ ﺎﻧﺔ اﺟﺘﻤﺎﻋﻴﺔ ﻣﻤ ة‬ ‫ﻳﻤﻜﻦ أن أﻛﻮن ﺳﻌﻴﺪا و ﻻ ﻣﺮﺗﺎﺣﺎ وﺳﻂ ﺴﻮدﻩ‬
‫وﺳﻄﮫ و ﻣﺠﺘﻤﻌﮫ ﺑﺤﻴﺚ ﻳﺤﻈﻰ ﺑﺘﻘﺪﻳﺮ ﺧﺎص و‬ ‫اﻟﻜﺬب وا ﺪاع واﻟﻨﻔﺎق أﺣﺮص ﻛﺜ ا ﻋ أن أﻛﻮن‬
‫ﻳﺤ ﺴﺐ ﻣﻦ ﺑ ن اﻟﻔﺌﺎت اﻟ ﻟ ﺎ ﻧﻔﻮذ اﳌﺠﺘﻤﻊ‬ ‫ﺻﺎدﻗﺎ وأﻣﻴﻨﺎ‪ ،‬ﻛﻤﺎ إﻧ أﺣ م و أﻗﺪر ﻛﺜ ا ﻣﻦ‬
‫ﻳﺘﺤ ﺑﺎﻟﺼﺪق و ﻣﺎﻧﺔ‬

‫ا ﺮﺔ‬ ‫اﻟﺴﻼم‬
‫‪Liberté‬‬ ‫‪Paix‬‬

‫أرﻏﺐ ﺣﻴﺎة ﺎ اﻃﻤﺌﻨﺎن و‬

‫أرﻏﺐ ا ﻴﺎة ﺑﺪون ﻗﻴﻮد ‪،‬‬
‫اﺳﺘﻘﺮار‪ ،‬ﺑﺪون ﺣﺮوب ‪ ،‬ﺑﺪون ﻧﺰاﻋﺎت و ﻻ‬
‫ﺎص‬ ‫أﺣﺐ أن أﻓﻜﺮ وأﻋﻤﻞ وأ ﻌﺎﻣﻞ ﻣﻊ‬ ‫ﺗﻮﺗﺮات ﺪد أﻣﻦ ﻓﺮاد و ا ﻤﺎﻋﺎت‬
‫ﺑ ﻞ ﺣﺮ ﺔ و ﺗﻠﻘﺎﺋﻴﺔ ‪ ،‬ﻣﻊ اﺣ ام ﺣﺮﺔ ﺧﺮﻦ‬

‫‪25‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫اﳌﺎل‬ ‫ﺔ‬ ‫اﻟ‬
‫‪Argent‬‬ ‫‪Santé‬‬
‫أﻋﺘ اﳌﺎل ﻗﻴﻤﺔ أﺳﺎﺳﻴﺔ‬ ‫أ ﻢ ء ﺑﺎﻟ ﺴﺒﺔ ﻮ أن‬
‫ﻟﺘﺤﻘﻴﻖ اﻟﺴﻌﺎدة ‪ ،‬وأى ﻧﻔ ﻣﺴﺘﻌﺪا‬ ‫ﻳﻨﻌﻢ ﺴﺎن ﺑ ﺔ ﺟﻴﺪة ‪ ،‬و ﻳﻤﻜﻨ أن‬
‫ﻟﻠﺘ ﻴﺔ ﻣﻦ أﺟﻞ ﺗﺠﻤﻴﻊ اﳌﺎل و ﺗﺤﻘﻴﻖ‬ ‫ﺔ‬ ‫أﺿ ﺑﺎﻟﻜﺜ ﻣﻦ أﺟﻞ أن أﻛﻮن‬
‫اﻟ وة ﻣﻦ أﺟﻞ أن أﺑﺢ ﻏﻨﻴﺎ‬ ‫ﺟﻴﺪة‪.‬‬

‫ا ﺐ و اﻟﻌﺎﻃﻔﺔ‬ ‫اﻟﻌﻨﺎﻳﺔ ﺑﺎﳌﻈ ﺮ‬

‫‪Amour‬‬ ‫‪Apparence‬‬

‫اﻟﻔﺮد ﻋﻼﻗﺎت‬ ‫ﻧﻈﺮي ‪ ،‬أن ﻳ‬ ‫اﳌﻈ ﺮ ﺑﺎﻟ ﺴﺒﺔ واﺟ ﺔ ﻳﺠﺐ‬

‫ودﻳﺔ و ﻋﺎﻃﻔﻴﺔ ﻣﺘﺒﺎدﻟﺔ ‪ ،‬أﻣﺮ ﺎم و ﺷﺮط‬ ‫ﺟ ﺎد ﺗﺠﻤﻴﻠ ﺎ و اﻟﻌﻨﺎﻳﺔ ﺎ ﻣﻦ اﺟﻞ ﺗﺤﻘﻴﻖ‬
‫ﻟﻠﻮﺻﻮل إ اﻟﺴﻌﺎدة‬
‫اﻟﻨﺠﺎح ‪ ،‬ﻓ ﻣﻜﻤﻞ ﻟﻠﻌﻨﺎﻳﺔ ﺑﺎﻟﺪاﺧﻞ‬

‫اﻟﻌﺎﺋﻠﺔ‬ ‫ا ﻤﺎل‬
‫‪Beauté‬‬
‫‪Famille‬‬
‫ا ﻤﺎل ﻗﻴﻤﺔ ﺗﺠﻌﻞ ا ﻴﺎة‬
‫ا ﻔﺎظ ﻋ اﻟﻌﺎﺋﻠﺔ و ﻋ‬ ‫ﺟﻤﻴﻠﺔ و ﻳﻤﻜﻦ أن ﻧﺠﺪ ا ﻤﺎل ﻣﺘﺠﻠﻴﺎ ﻋﺪة‬
‫اﻟﻌ ﺶ دﻓ ﺎ ‪ ،‬ﻣﺤﺎﻃﺎ ﺑﺄﻓﺮاد ﺎ و ﻣﺘﻤﺘﻌﺎ‬ ‫ﻣﺠﺎﻻت و إﻧﺠﺎزات ﻃﺒﻴﻌﻴﺔ أو ﻣﻦ إﻧﺠﺎز و إﺑﺪاع‬
‫ﺴﺎن ‪...‬أرﻏﺐ أن أﻛﻮن ﺟﻤﻴﻼ و أﻗﺪر‬
‫ﺑﺎﻟ ﺴﺒﺔ‬ ‫ء أﺳﺎ‬ ‫ﺑﺄﺟﻮا ﺎ‬ ‫ا ﻤﺎل ﺧﺮﻦ‬

‫‪26‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫اﳌﺘﻌﺔ و اﳌﺮح‬
‫‪Plaisir‬‬
‫أﺣﺐ ﺟﻮاء اﳌﺮﺣﺔ و ﻻ‬
‫أﺗﺤﻤﻞ ﻗﻀﺎء وﻗﺖ ﻃﻮ ﻞ ﻣﻨﺎخ ﻐﻠﺐ‬
‫ﻋﻠﻴﮫ ﻃﺎ ﻊ ا ﺪﻳﺔ و ا ﺰم ‪..‬‬
‫ﻟ ام‬
‫‪Engagement‬‬
‫اﻋﻤﻞ ﺟﺎ ﺪا ﻣﻦ اﺟﻞ اﻟﻮﻓﺎء‬
‫ﻌ ﻮدي وا ﺣ ام اﻟ اﻣﺎ ﻲ و اﻟﻘﻴﺎم ﺑﻮاﺟ ﻛﻤﺎ‬
‫ﻳﺠﺐ ان ﻳﻜﻮن اﻧﻄﻼﻗﺎ ﻣﻦ ﻧﻔ دون ا ﺎﺟﺔ‬
‫ﳌﻦ ﻳﺪﻓﻌ ﻟﺬﻟﻚ‬
‫اﻟﺘﺤﺪي‬
‫‪Défi‬‬
‫أﻋﺸﻖ اﳌﻐﺎﻣﺮة و اﻟﻘﻴﺎم ﺑﺎﳌ ﺎم‬
‫اﻟﺼﻌﺒﺔ ‪ .‬أرﻏﺐ ﺗﺤﻘﻴﻖ إﻧﺠﺎ زات ﻌﺘ ﺎ‬
‫ﺧﺮون ﻣﻦ ﻗﺒﻴﻞ اﳌﺴﺘﺤﻴﻞ‬
‫‪27‬‬
‫اﻟﻄﻤﻮح‬
‫‪Ambition‬‬
‫أﺗﻮق داﺋﻤﺎ ﳌ ﻟﺔ أﻓﻀﻞ ‪ ،‬و‬
‫أر ﺪ ﺗﺤﻘﻴﻖ ﻧﺠﺎﺣﺎت ﺟﺪﻳﺪة و اﻟﻮﺻﻮل إ‬
‫درﺟﺎت أﻛ واﻟ إ أﻋ اﻟﺴﻼﻟﻢ و‬
‫اﳌﺮاﺗﺐ ﻋﻤ ﻣ ﻤﺎ ﻳ ﻠﻒ ﻣﺮ‬
‫ﺗﻘﺎن‬
‫‪Perfectionnisme‬‬
‫اﻋﺘ اﻟﺪﻗﺔ اﻟﻌﻤﻞ و اﻟﺘﻔﺎ ﻲ‬
‫إﻧﺠﺎز ﻋﻤﻞ ﺑﺪون ﻋﻴﻮب ﺷ ﺌﺎ أﺳﺎﺳﻴﺎ ﻣ ﻤﺎ‬
‫ﻠﻔ ذﻟﻚ ﻣﻦ ا ﺪ و اﻟﻮﻗﺖ‬
‫ة‬ ‫ا‬
‫‪Expertise‬‬
‫أﺣﺐ أن ﺗﻜﻮن ﻣﻌﺮﻓ و‬
‫ﺗﺠﺮ ﺟﺪ ﻣﻌﻤﻘﺔ أﺣﺪ اﳌﺠﺎﻻت و أن‬
‫ﺗﻜﻮن ﺧ ﻲ ﻣﻌ ف ﺎ ﻣﻦ ﻃﺮف ﺧﺮ ﻦ‬
‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬
 ‫اﻟﻌﺪاﻟﺔ‬ ‫ﺧﺮ ﻦ‬ ‫ﻧﻔﺘﺎح ﻋ‬
‫‪Justice‬‬ ‫‪Tolérance et Ouverture d’esprit‬‬
‫ﻻ اﻃﻴﻖ أن أرى اﻟﻈﻠﻢ أو‬ ‫أﻋﺘ ﻧﻔﺘﺎح ﻋ ﺧﺮ ﻦ‬
‫اﻟﺘﻤﻴ ﺑ ن ﻓﺮاد و ا ﻤﺎﻋﺎت ﺑﺪون ﺣﻖ ‪.‬‬ ‫وﻋ أﻓ ﺎر ﻢ و اﻟﺘﻌﺎ ﺶ ﻣﻊ ﺛﻘﺎﻓﺎت أﺧﺮى‬
‫ﺗﺤﻘﻴﻖ اﻟﻌﺪاﻟﺔ و اﳌﺴﺎواة و ﺗ ﺎﻓﺆ اﻟﻔﺮص‬ ‫أﻣﺮا ﺎﻣﺎ ا ﻴﺎة‬
‫أﻣﺮ ﺎم ﺑﺎﻟ ﺴﺒﺔ‬

‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﺻﻮرة أو‬ ‫اﻟﺘﻤ‬
‫‪: ...‬‬ ‫رﺳﻢ ﻌ‬ ‫‪distinction‬‬
‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬
‫‪....................... ................................................................‬‬
‫أﺣﺐ ان أﻛﻮن ﻣﻤ ا ‪ ،‬ﻻ ارﻏﺐ‬
‫‪.................................... .............................. ........................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬ ‫أن أﻛﻮن ﻋﺎدﻳﺎ ﻛﺒﻘﻴﺔ اﻟﻨﺎس ‪ .‬أﺳ‬
‫داﺋﻤﺎ ﻟﻺﻧﻔﺮاد ﺑﺒﻌﺾ اﻟﺴﻠﻮ ﺎت ﻏ‬
‫‪........................................................................................................................ ........................................ ........................‬‬
‫‪........................................................................................................................... ........................................ ........................‬‬
‫اﳌﻌﺘﺎدة وﺳﻄﻲ و ﻟﺘﺤﻘﻴﻖ إﻧﺠﺎزات ﻣﻦ‬
‫‪........................................................................................................................... ........................................ ........................‬‬
‫‪...‬‬
‫ﻣﺴﺘﻮ ﺎت ﻏ ﻣﺄﻟﻮﻓﺔ ‪.‬‬

‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﺻﻮرة أو‬ ‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﺻﻮرة أو‬
‫‪: ...‬‬ ‫رﺳﻢ ﻌ‬ ‫‪: ...‬‬ ‫رﺳﻢ ﻌ‬
‫‪............. ........................................ ..................................‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬ ‫‪................................. ........................................ ..............‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬

‫‪................ ..........................................................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬ ‫‪.................................... ......................................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬

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

‫‪28‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﺻﻮرة أو‬
‫ﺻﻮرة أو‬
‫‪: ...‬‬ ‫‪: ...‬‬ ‫رﺳﻢ ﻌ‬
‫رﺳﻢ ﻌ‬
‫‪................................. ......................................................‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬ ‫‪............. ........................................ ..................................‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬

‫‪.................................... ......................................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬ ‫‪..........................................................................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬

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

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

‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﺻﻮرة أو‬
‫ﺻﻮرة أو‬
‫‪: ...‬‬ ‫‪: ...‬‬ ‫رﺳﻢ ﻌ‬
‫رﺳﻢ ﻌ‬
‫‪................................. ......................................................‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬ ‫‪............. ........................................ ..................................‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬

‫‪.................................... ......................................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬ ‫‪..........................................................................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬

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

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

‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﻗﻴﻤﺔ أﺧﺮى أﻋﺘ ﺎ ذات أ ﻤﻴﺔ ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﺻﻮرة أو‬
‫ﺻﻮرة أو‬
‫‪: ...‬‬ ‫‪: ...‬‬ ‫رﺳﻢ ﻌ‬
‫رﺳﻢ ﻌ‬
‫‪................................. ........................................ ..............‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬ ‫‪....................... .............................. ..................................‬‬ ‫ﺴﻤﻴ ﺎ‪:‬‬ ‫ﻋ ﺎ‬

‫‪.............................................. ............................................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬ ‫‪.......................... ........................................ ........................‬‬ ‫ﻣﻌﻨﺎ ﺎ‪:‬‬

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

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

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪....................................................:‬‬

‫‪29‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫أرﺗﺐ ﻗﻴﻤﻲ‬
‫"‪ ،‬ﻌﺪ أن ﺗﻘﺺ اﻟﺒﻄﺎﻗﺎت و ﻌ اﻟﺒﻄﺎﻗﺎت ﺿﺎﻓﻴﺔ‪،‬‬ ‫ﻣﻦ ﺧﻼل ﻟﻌﺒﺔ اﻟﻮرق " أرﺗﺐ ﻗﻴ‬
‫ﺑﺎﻟ ﺴﺒﺔ‬ ‫ﻧﺎﻗﺶ أ ﻤﻴﺔ ﻞ ﻗﻴﻤﺔ ﻣﻊ أﺻﺪﻗﺎﺋﻚ وأﻓﺮاد أﺳﺮﺗﻚ وأﺳﺎﺗﺬﺗﻚ‪ ،‬ﺛﻢ اﺳﺄل ﻧﻔﺴﻚ ﻣﺎ‬
‫ﻞ اﻟﻨﺘﺎﺋﺞ اﻟ ﺗﻮﺻﻠﺖ‬ ‫ﻤﻴﺔ اﻟ ﺗﻮﻟ ﺎ ﻟ ﺎ و‬ ‫إﻟﻴﻚ اﻟﻘﻴﻢ اﻟﻌﺸﺮ و ‪ ،‬ﻣﺮﺗﺒﺔ ﺣﺴﺐ درﺟﺔ‬
‫ﻞ ﻣﺮة ﺣﺴﺐ اﻟﺘﺎرﺦ اﻟﺬي ﻗﻤﺖ ﻓﻴﮫ ﺬا اﻟ ﺗ ﺐ‪ .‬ﻳﻤﻜﻨﻚ إﺿﺎﻓﺔ إﺷﺎرة ﺪث أو ﻓﻜﺮة‬ ‫إﻟ ﺎ‬
‫ﺗ ر ﺎ ﺸ ﺘﻚ ﺑ ﻞ ﻗﻴﻤﺔ اﺧ ﺎ ذﻟﻚ ا ن‪.‬‬

‫ﺃﺗﻌﺮﻑ ﻋﻠﻰ ﻗﻴﻤﻲ ﻭ ﺃﺭﺗﺒﻬﺎ ﺗﻨﺎﺯﻟﻴﺎ ﺣﺴﺐ ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ‬

‫ﺍﻟﻘﻴﻢ‬
‫ﺍﻟﻌﺸﺮ‬
‫ﺍﻷﻛﺜﺮ‬ ‫ﺍﻟﺘﺎﺭﻳﺦ ‪:‬‬
‫ﺍﻹﺷﺎﺭﺓ ﺃﻭ ﺍﳌﻼﺣﻈﺔ‬
‫ﺃﳘﻴﺔ‬ ‫‪.....................‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﱄ‬

‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪1‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪2‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪3‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪4‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪5‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪6‬‬

‫‪30‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪7‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪8‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪9‬‬
‫‪.................................................................................‬‬
‫‪.................................................................................‬‬ ‫‪10‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪..................................................... :‬‬

‫‪31‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‪ ،‬ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ‬

‫ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﻭ ﺍﻟﺘﻜﻮﻳﻨﻲ‬

‫ﳝﻜﻨﻚ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻦ‪ ،‬ﺧﻼﻝ ﻓﺘﺮﺓ ﺩﺭﺍﺳﺘﻚ ﺑﺎﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ‪:‬‬

‫)ﻧﺘﺎﺋﺠﻲ ﺍﻟﺪﺭﺍﺳﻴﺔ ‪/‬‬ ‫ﲡﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﻄﻴﺎﺕ ﻋﻦ ﳏﻴﻄﻚ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫‪‬‬

‫ﻃﺮﻳﻘﱵ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﻭﺍﻟﺘﻘﻮﱘ‪/‬ﺧﻄﱵ ﻣﻦ ﺃﺟﻞ ﲢﺴﲔ ﻣﻨﻬﺠﻴﱵ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﻭﺍﻟﻘﻴﺎﻡ‬
‫ﺑﻮﺍﺟﺒﺎﰐ ﺍﳌﺪﺭﺳﻴﺔ ‪ /‬ﻣﻌﺮﻓﱵ ﺑﻨﻈﺎﻣﻲ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺘﻘﻮﱘ ‪ /‬ﻣﺴﺘﻮﻯ ﺩﺭﺍﻳﱵ ﲟﺨﺘﻠﻒ ﺍﻟﺸﻌﺐ‬
‫ﻭﺍﳌﺴﺎﻟﻚ ﺍﻟﺪﺭﺍﺳﻴﺔ(؛‬
‫ﲡﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﻄﻴﺎﺕ ﻋﻦ ﳏﻴﻄﻚ ﺍﻟﺘﻜﻮﻳﲏ )ﻣﺴﺘﻮﻯ ﺩﺭﺍﻳﱵ‬ ‫‪‬‬
‫ﲟﺨﺘﻠﻒ ﲣﺼﺼﺎﺕ ﺍﻟﺘﻜﻮﻳﻦ ﺍﳌﻬﲏ ‪ /‬ﻣﺴﺘﻮﻯ ﺩﺭﺍﻳﱵ ﲟﺨﺘﻠﻒ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻜﻮﻳﻦ ﻭ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺎﱄ(؛‬
‫ﺿﻂ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﺼﺤﻴﺢ ﺍﳋﺎﻃﺊ ﻣﻨﻬﺎ ﻭﲢﻴﻴﻨﻬﺎ؛‬ ‫‪‬‬
‫ﺑﻨﺎﺀ ﻛﻔﺎﻳﺎﺕ ﻭﺗﻄﻮﻳﺮ ﻣﻌﺎﺭﻑ ﻧﻮﻋﻴﺔ ﰲ ﻋﻼﻗﺔ ﻣﻊ ﻣﻌﺮﻓﺔ‬

‫ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‪ ،‬ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ‬

‫ﻟﺘﺘﻤﻜﻦ ﻣﻦ ﺑﻠﻮﻍ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺳﺘﺠﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻄﺎﻗﺎﺕ‬
‫ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻔﺎﺭﻏﺔ‪ .‬ﻋﻠﻴﻚ ﺗﻌﺒﺌﺘﻬﺎ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﻘﻮﻡ‬
‫‪‬ﺎ ﺳﻮﺍﺀ ﺑﺪﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻭ ﺃﺛﻨﺎﺀ ﺃﻧﺸﻄﺔ ﺍﳊﻴﺎﺓ‬
‫ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﺃﻧﺸﻄﺔ ﺍﻹﻋﻼﻡ ﻭﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ ﺃﻭ ﺧﻼﻝ‬
‫ﺃﻧﺸﻄﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪1‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﳏﻮﺭ‪ :‬ﺍﶈﻴﻂ ﺍﻟﺪﺭﺍﺳﻲ ﻭ ﺍﻟﺘﻜﻮﻳﻨﻲ‬

‫‪ (1‬ﻧﺘﺎﺋ اﻟﺪراﺳﻴﺔ ﺧﻼل اﻟﺴﻨﻮات اﻟﺜﻼث‪...................................... .............................. ...................... ...................... ...............‬ص‪3‬‬

‫اﻟﺘﺤﺼﻴﻞ واﻟﺘﻘﻮ ﻢ‪....................................................................................................... ................ ...................... ...............‬ص‪5‬‬ ‫‪ (2‬ﻣﻨ ﻴ‬

‫اﻟﻌﻤﻞ؟‪......................................................... .......................................................... .‬ص‪6‬‬ ‫‪ (3‬ﺧﻄ ﻣﻦ أﺟﻞ ﺗﺤﺴ ن ﻣﻨ ﻴ‬

‫‪ (4‬ﻣﺎ ﻣﺪى ﻣﻌﺮﻓ ﺑﻨﻈﺎﻣﻲ اﻟﺘﻮﺟﻴﮫ واﻟﺘﻘﻮ ﻢ ‪.......................... ................... ...................... ...................... ...................... .....‬ص‪7‬‬

‫‪ (5‬ﻣﺎ ﻣﺪى دراﻳ ﺑﻤﺨﺘﻠﻒ اﻟﺸﻌﺐ واﳌﺴﺎﻟﻚ اﻟﺪراﺳﻴﺔ؟‪.......................................................................................‬ص‪9‬‬

‫‪ (6‬ﻣﺎ ﻣﺪى دراﻳ ﺑﻤﺨﺘﻠﻒ ﺗﺨﺼﺼﺎت اﻟﺘﻜﻮ ﻦ اﳌ ‪.................................... ...................... ................ .....................‬ص‪10‬‬

‫‪ (7‬ﻣﺎ ﻣﺪى ﻣﻌﺮﻓ ﺑﻤﺨﺘﻠﻒ ﻣﺆﺳﺴﺎت اﻟﺘﻜﻮ ﻦ و اﻟﺘﻌﻠﻴﻢ‪.................................... .......................... ............... .‬ص‪11‬‬

‫‪2‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻧﺘﺎﺋ اﻟﺪراﺳﻴﺔ ﺧﻼل‬
‫اﻟﺴﻨﻮات اﻟﺜﻼث‬

‫ﺑﻮﺿﻊ ﻋﻼﻣﺔ× اﳌ ﺎن اﳌﻨﺎﺳﺐ اﳌﺤﻮر اﳌﺨﺼﺺ ﻟ ﻞ ﻣﺎدة )اﳌﻌﺪﻻت اﻟﺴﻨﻮ ﺔ ﻣﻦ ‪ 0‬إ ‪(20‬‬ ‫‪ -1‬ﺷﺒﻜﺔ اﻟﻌﻨﻜﺒﻮت ‪ ،‬أدون ﻧﺘﺎﺋ‬
‫‪ ،‬و ذﻟﻚ ﺑﺄﻟﻮان ﻣﺨﺘﻠﻔﺔ ﺣﺴﺐ اﳌﻔﺘﺎح اﻟﺘﺎ ‪:‬‬

‫• اﻟﺴﻨﺔ و إﻋﺪادي‪ :‬ﺑﺎﻷﺧﻀﺮ • اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ إﻋﺪادي ‪ :‬ﺑﺎﻹزرق • اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ إﻋﺪادي ‪ :‬ﺑﺎﻷﺣﻤﺮ‬

‫‪ -2‬أرﺳﻢ ا ﻂ اﻟﻮاﺻﻞ ﺑ ن ﻣﺨﺘﻠﻒ اﻟﻨﻘﻂ اﳌﺘﻌﻠﻘﺔ ﺑ ﻞ ﺳﻨﺔ ﻋ ﺣﺪة ﺑﺎﻟﻠﻮن اﳌﺨﺼﺺ ﻟ ﺎ و أﺣﺼﻞ ﻋ ﺷﺒﻜﺔ ﻋﻨﻜﺒﻮت ﻧﺘﺎﺋ‬
‫ﺣﻤﺮ‪ ،‬ﻠﻤﺎ ﺎن ذﻟﻚ‬ ‫ﻋ اﻟﺸ ﻞ اﻟﺘﺎ أﺳﻔﻠﮫ ‪ .‬ﻠﻤﺎ ﺎﻧﺖ ﺧﻴﻮط ﺷﺒﻜ ﻣﺘﺠ ﺔ ﻧﺤﻮ ا ﺎرج‪ ،‬و ﻠﻤﺎ اﻧﺘﻔﺨﺖ ﻣﺮورا ﻣﻦ ﺧﻀﺮ إ‬
‫ﺎن ﻋﻨﻜﺒﻮ ﻲ اﻟﻠﻄﻴﻒ ﻓﺮﺣﺎ ‪ ....‬ﻓﺒﺎﻷﺣﺮى واﻟﺪي اﻟﻠﺬﻳﻦ ﻳ ﺘﻈﺮان ﺗﻘﺪﻣﻲ و اﺟ ﺎدي‬ ‫د ﻋ ﺗﻘﺪﻣﻲ اﳌﺴﺘﻤﺮ دراﺳ ‪.‬و ﺎﻟﺘﺎ‬
‫ﻞﺣن!‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪3‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

‫ﻻ ﺷﻚ أن ﺗﺤﺴ ن ﻣﺴﺘﻮاي‬
‫ﻟﮫ ﻋﻼﻗﺔ‬ ‫اﻟﺪرا‬
‫اﻟﻌﻤﻞ‪ .‬ﻓﻜﻴﻒ‬ ‫ﺑﻤﻨ ﻴ‬
‫أﺷﺘﻐﻞ ﻋﺎدة؟ وﻣﺎ‬
‫ﺧﻄ اﳌﻨ ﻴﺔ ؟‬

‫‪4‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫اﻟﺘﺤﺼﻴﻞ واﻟﺘﻘﻮ ﻢ‬ ‫ﻣﻨ ﻴ‬

‫اﻟﻌﻤﻞ و ﻻﺳﺘﻐﻼل‬ ‫اﻟﺬا ﻲ‪ .‬ﺛﻢ أﻓﻜﺮ ﺧﻄﺔ ﻟﺘﻄﻮ ﺮ ﻣﻨ ﻴ‬ ‫ﺗﻘﻮ‬ ‫اﻟﺘﻌﺎﻣﻞ ﻣﻊ واﺟﺒﺎ ﻲ اﳌﺪرﺳﻴﺔ وﺗ ﻮ‬ ‫أﺗﺄﻣﻞ اﻟﻄﺮ ﻘﺔ اﻟ اﺗﺒﻌ ﺎ‬
‫أ ﺴﺐ اﻟﻈﺮوف اﳌﺘﺎﺣﺔ وﺳﻄﻲ ﻣﻦ أﺟﻞ ﺗﺤﺴ ن ﻣﺴﺘﻮاي اﻟﺪرا ‪.‬‬

‫ا ﺎﻧﺔ اﳌﻨﺎﺳﺒﺔ‪ ،‬وأﺑﺪي ﺑﻤﻼﺣﻈﺎت أوﻣ رات ﻠﻤﺎ أﻣﻜﻦ ذﻟﻚ‪.‬‬ ‫ﻲ‪ ،‬أﺿﻊ ﻋﻼﻣﺔ‬ ‫ا ﺪول‬

‫اﻟﻌﻤﻞ‬ ‫ﺳﻠﻮ ﻲ وﻃﺮ ﻘ‬ ‫ﻏﺎﻟﺐ‬ ‫ﻌﺾ‬ ‫ﻧﺎدرا‬ ‫ﻣ رات أو ﻣﻼﺣﻈﺎت إﺿﺎﻓﻴﺔ‬

‫ﺣﻴﺎن‬ ‫اﳌﺮات ﻓﻘﻂ‬ ‫ﺟﺪا‬
‫ﻗﺒﻞ ﻣﺠﻴ ﻟﻠﻘﺴﻢ‬ ‫‪ -‬أﺣﻀﺮدرو‬

‫ﻞ ﻳﻮم ﺑﻤﺠﺮد أن أﺻﻞ إ ﺑﻴ وأﺳ ﻳﺢ ‪،‬وﻻ‬ ‫‪ -‬أﻧﺠﺰ ﺗﻤﺎر‬

‫أراﻛﻤ ﺎ‪.‬‬
‫‪ -‬أﺟﺪ ﺻﻌﻮ ﺔ ﻛﺒ ة اﻟﻘﻴﺎم ﺑﻮاﺟﺒﺎ ﻲ اﳌﺪرﺳﻴﺔ ﻠ ﺎ‬

‫ﻴﺤ ﺎ‬ ‫‪ -‬ﻌﺪ اﺟﺘﻴﺎز ﻓﺮض أو اﻣﺘﺤﺎن أ ﺘﻢ ﺑﻤﻌﺮﻓﺔ أﺧﻄﺎ ﻲ و ﺗ‬

‫ﻟﻼﺳﺘﻔﺎدة ﻣ ﺎ ﻣﺴﺘﻘﺒﻼ‬
‫ﻢ ﺑﺎﻟ ﺴﺒﺔ إ ﻮ ا ﺼﻮل ﻋ ﻧﻘﻂ ﺟﻴﺪة ﻣ ﻤﺎ ﺎﻧﺖ‬ ‫‪-‬‬
‫اﻟﻮﺳﻴﻠﺔ‬
‫‪-‬أﻛﺘﻔﻲ ﻓﻘﻂ ﺑﺈﻧﺠﺎز اﻟﺘﻤﺎر ﻦ اﳌﻄﻠﻮ ﺔ ﻣ ﻣﻦ ﻃﺮف ﺳﺎﺗﺬة‬

‫‪ -‬أﺗﺼﻔﺢ ﻛﺘ اﳌﺪرﺳﻴﺔ و أﺗﻄﻠﻊ ﻟﻔ ﻢ ﻣﺤﺘﻮ ﺎ ﺎ ﺧﺎرج واﺟﺒﺎ ﻲ‬

‫اﳌﺪرﺳﻴﺔ‬
‫‪ -‬ﻨﺎك اﳌ ل ﻣﻦ ﺴﺎﻋﺪ ﻲ اﻟﻘﻴﺎم ﺑﻮاﺟﺒﺎ ﻲ و ﺗﻮﺳﻴﻊ ﻣﻌﺎر‬

‫ﻓ ﻢ اﻟﺪروس وإﻧﺠﺎزاﻟﻮاﺟﺒﺎت‬ ‫‪ -‬ا ﺄ ﻻﺳﺘﻌﻤﺎل ﻧ ﻧ ﺖ‬

‫اﳌﺪرﺳﻴﺔ‬
‫‪ -‬أﺳﺘﻌ ن إﻧﺠﺎزواﺟﺒﺎ ﻲ ﻣﻦ ﺧﻼل ﺗﺼﺎل اﻟ ﺎﺗﻔﻲ ﺑﺄﺻﺪﻗﺎ ﻲ‬

‫‪ -‬اﺳﺘﻔﻴﺪ ﻣﻦ دروس اﻟﺪﻋﻢ اﳌﺠﺎﻧﻴﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻣﻮاد‬

‫‪.................‬‬
‫أﺳﺘﻔﻴﺪ ﻣﻦ دروس اﻟﺪﻋﻢ ا ﺼﻮﺻﻴﺔ ﻣﻮاد ‪.................‬‬

‫‪......................................................................................... ........................................ ........................................ ........................................ ..............................................................................................‬‬ ‫إﺿﺎﻓﺎت ﺣﺮة ‪:‬‬

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

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

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

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

‫‪5‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﺧﻄ ﻣﻦ أﺟﻞ ﺗﺤﺴ ن‬
‫اﻟﻌﻤﻞ؟‬ ‫ﻣﻨ ﻴ‬

‫اﳌ ل‪ ،‬ﻗﺮرت ُ أن أراﺟﻊ ﻧﻔ‬ ‫اﻟﻘﻴﺎم ﺑﻮاﺟﺒﺎ ﻲ‬ ‫اﻟﺘﺤﺼﻴﻞ داﺧﻞ اﻟﻘﺴﻢ و‬ ‫ﻇﻞ اﻟﺼﻌﻮ ﺎت اﻟ ﺗﻮاﺟ‬
‫اﻟﻌﻤﻞ‪.‬‬ ‫ﺑﺨﺼﻮص ﻃﺮ ﻘ‬

‫أﻓﻜﺮو أﺗﺄﻣﻞ ‪ ،...‬أﺳ ﺸ ﻣﻊ أﺳﺎﺗﺬ ﻲ و اﳌﺴ ﺸﺎر اﻟﺘﻮﺟﻴﮫ و أﺻﺪﻗﺎ ﻲ اﻟﻨﺠﺒﺎء ﺸﺄن أﻓﻀﻞ اﻟﺴﺒﻞ ‪ ،...‬ﺛﻢ أﺿﻊ ﺧﻄﺔ‬
‫ﳌﺪة ﺷ ﺮ ﻣﻦ أﺟﻞ ﺗﺤﺴ ن ﻣﺴﺘﻮى ﺗﺤﺼﻴ وﺗﻄﻮ ﺮ ﻣﻨ ﻴﺔ ﻋﻤ ‪.‬‬

‫ﺳﻄﻮر‪:‬‬ ‫ﺧﻄ‬
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‫‪...............................‬‬ ‫ﺗﺎر ﺦ ﺑﺪاﻳﺔ ﺗﻨﻔﻴﺬ ا ﻄﺔ ‪:‬‬

‫ﻣﺪة ﺷ ﺮ‪:‬‬ ‫ﻌﺪ ﻣ‬ ‫ﺗﻘﻮ ﻢ ﺧﻄ‬

‫ﻣﺎ ﺗﻤﻜﻨﺖ ﻣﻦ ﻟ ام ﺑ ﻨﻔﻴﺬﻩ ‪:‬‬

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‫أﺳﺒﺎب ﻋﺪم ﺗﻤﻜ ﻣﻦ ﺗﻨﻔﻴﺬ ﺑﻘﻴﺔ ا ﻄﺔ‪:‬‬

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‫اﻟﺸ ﺮ اﳌﻮا ‪:‬‬ ‫اﻟﺘﻌﺪﻳﻞ اﳌﻘ ح ﻣﻦ أﺟﻞ إﻋﺎدة ﺿﺒﻂ ا ﻄﺔ و ﺗﻤﺪﻳﺪ ﺗﻨﻔﻴﺬ ﺎ‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪6‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻣﺎ ﻣﺪى ﻣﻌﺮﻓ ﺑﻨﻈﺎﻣﻲ اﻟﺘﻮﺟﻴﮫ‬
‫واﻟﺘﻘﻮ ﻢ ؟‬

‫‪ -‬أﻋ ﻋﻦ ﻣﺪى ﻣﻌﺮﻓ ﺑﻤﻌﺎﻣﻼت ﻣﺨﺘﻠﻒ اﳌﻮاد اﻟﺪراﺳﻴﺔ اﻟ أدرﺳ ﺎ و ﺑﻜﻴﻔﻴﺔ اﺣ ﺴﺎب اﳌﻌﺪﻻت ﺑ ﻞ‬
‫أﺳﺪس و ﻛﺬا اﳌﻌﺪل اﻟﺴﻨﻮي ‪.‬‬

‫ا ﺎ ‪،‬أذﻛﺮاﳌﻮاد ذات اﳌﻌﺎﻣﻼت اﻟﻜ ى ‪:‬‬ ‫* ﺑﺎﳌﺴﺘﻮى اﻟﺪرا‬

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‫ارﺗﻔﺎع ﻣﻌﺎﻣﻼت ﺬﻩ اﳌﻮاد ﺑﺎﻟ ﺴﺒﺔ ﳌﻮاد أﺧﺮى ‪ .‬ﻞ ﻣﻌ ذﻟﻚ أن ﻌﺾ اﳌﻮاد أﻛ أو‬ ‫* أﻋ ﻋﻤﺎ ﻌ‬
‫أﻗﻞ أ ﻤﻴﺔ ﻣﻦ أﺧﺮى؟ أﺑﺮر ﺟﻮا ﻲ ‪:‬‬
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‫أو ﻣ ؟‬ ‫أﻓﺴﺮﻣﻌ أن ﻨﺎك "ﻣﻮاد ﻣﺆ ِ ﻠﺔ" ﻟﺸﻌﺒﺔ أو ﻣﺴﻠﻚ درا‬

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‫أﺑﺤﺚ ﻋﻦ أﻣﺜﻠﺔ ﳌﻮاد ﻣﺆ ﻠﺔ ﻟﺸﻌﺒﺔ ﻣﺎ ‪ ،‬و أذﻛﺮ ﺎ ‪:‬‬

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‫دراﺳﺔ ﺣﺎﻟﺔ ‪:‬‬

‫رﺟﺎء و ﺳﻤ ﺗﻠﻤﻴﺬان ﻧﻔﺲ اﻟﻘﺴﻢ ﻣﻦ ﻣﺴﺘﻮى اﻟﺜﺎﻟﺜﺔ إﻋﺪادي‪ ،‬ﺣﺼﻞ ﻞ ﻣ ﻤﺎ ﻋ ﻧﻔﺲ اﳌﻌﺪل‬
‫اﻟﺴﻨﻮي ‪ ،‬و ﻗﺪرﻩ ‪ 11‬ﻋ ‪ . 20‬ﺑﻄﺎﻗﺔ اﻟﺮﻏﺒﺎت ﻋ ﻞ ﻣ ﻤﺎ ﻋ اﻟﺮﻏﺒﺔ اﻟﺘﻮﺟﻴﮫ إ ا ﺬع‬
‫اﳌﺸ ك اﻟﻌﻠ ‪ .‬ﻌﺪ ا ﻌﻘﺎد ﻣﺠﻠﺲ اﻟﺘﻮﺟﻴﮫ آﺧﺮ اﻟﺴﻨﺔ ‪ ،‬ﺗﻤﺖ ﺗﻠﺒﻴﺔ رﻏﺒﺔ اﻟﺘﻠﻤﻴﺬة رﺟﺎء‪ ،‬ﺑ ﻨﻤﺎ ﺗﻢ‬
‫ﺗﻮﺟﻴﮫ اﻟﺘﻠﻤﻴﺬ ﺳﻤ إ ا ﺬع اﳌﺸ ك ﻟﻶداب و اﻟﻌﻠﻮم ﺴﺎﻧﻴﺔ ‪.‬‬
‫أﺣﺎول ﺗﻔﺴ ذﻟﻚ اﻧﻄﻼﻗﺎ ﻣﻦ ﻋﺪة اﺣﺘﻤﺎﻻت ‪.‬‬
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‫إذا ﻟﻢ ﻳﻘﺘﻨﻊ ﺳﻤ ﺑﻘﺮارﻣﺠﻠﺲ اﻟﻘﺴﻢ ‪ ،‬ﻣﺎذا ﻳﻤﻜﻨﮫ أن ﻳﻔﻌﻞ ؟‬

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‫‪7‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪.....................................................................................................‬‬ ‫ﺑﺎﻟ ﺴﺒﺔ إ أﻧﺎ ‪،‬ا ﺬع اﳌﺸ ك اﻟﺬي أرﻏﺐ اﻟﺘﻮﺟﻴﮫ إﻟﻴﮫ ﻮ ‪:‬‬

‫‪:‬‬ ‫ﺬا ا ﺬع اﳌﺸﺮك‬ ‫اﻟﺪواﻓﻊ و ﺳﺒﺎب اﻟ ﺟﻌﻠﺘ أرﻏﺐ‬

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‫ﻟ ﺬا ا ﺬع اﳌﺸ ك ‪،‬ﻋ ﺑﺬل ﻣﺠ ﻮدات ﺧﺎﺻﺔ اﳌﻮاد اﻟﺪراﺳﻴﺔ اﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﻣﻦ أﺟﻞ ﺿﻤﺎن ﺗﻮﺟﻴ‬
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‫آراء أﻓﺮاد أﺳﺮ ﻲ اﺧﺘﻴﺎر ا ﺪع اﳌﺸ ك اﳌﺬﻛﻮر أﻋﻼﻩ ذﻟﻚ ‪:‬‬

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‫آراء ﻌﺾ أﺳﺎﺗﺬ ﻲ و اﳌﺴ ﺸﺎر اﻟﺘﻮﺟﻴﮫ ذﻟﻚ‪:‬‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪8‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻣﺎ ﻣﺪى دراﻳ ﺑﻤﺨﺘﻠﻒ‬
‫اﻟﺸﻌﺐ واﳌﺴﺎﻟﻚ اﻟﺪراﺳﻴﺔ؟‬

‫‪:‬‬ ‫أﺳﺌﻠﺔ ﺎﻣﺔ ﻳﺠﺐ أن أﻃﺮﺣ ﺎ ﻋ ﻧﻔ‬

‫‪ -‬ﻞ ﻟﺪي دراﻳﺔ ﺎﻓﻴﺔ ﺑﻤﺨﺘﻠﻒ ا ﺬوع اﳌﺸ ﻛﺔ اﳌﺘﺎﺣﺔ ﻌﺪ اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ إﻋﺪادي؟‬

‫‪ -‬ﺑﺎﻟ ﺴﺒﺔ ﻟ ﻞ ﺟﺬع ﻣﺸ ك ‪ ،‬ﻞ أﻋﺮف ﺟﻤﻴﻊ اﻟﺸﻌﺐ اﳌﺘﺎﺣﺔ اﻟﺴﻨﺔ و ﺑ ﺎﻟﻮر ﺎ؟‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬ ‫‪ -‬ﺑﺎﻟ ﺴﺒﺔ ﻟ ﻞ ﺷﻌﺒﺔ ﺑﺎﻟﺴﻨﺔ و ﺑ ﺎﻟﻮر ﺎ ‪ ،‬ﻞ أﻋﺮف ﺟﻤﻴﻊ اﳌﺴﺎﻟﻚ اﳌﺘﺎﺣﺔ‬
‫ﺑ ﺎﻟﻮر ﺎ ؟‬

‫ﻣﺼﺎدر ﻣﻮﺛﻮﻗﺔ‪ ،‬ﻋﻦ أﺟﻮ ﺔ ﺳﺌﻠﺔ اﳌﻄﺮوﺣﺔ ‪) ،‬أذﻛﺮ ﺟﻤﻴﻊ ا ﺬوع و اﻟﺸﻌﺐ و اﳌﺴﺎﻟﻚ‬ ‫أﺑﺤﺚ‬
‫ﺧﻄﺎﻃﺎت ﻣﻦ‬ ‫اﻟﺪراﺳﻴﺔ و ﻋﻦ أﺳﻤﺎء اﳌﺆﺳﺴﺎت اﻟﺜﺎﻧﻮ ﺔ اﻟ ﺗﺘﻮاﺟﺪ ﺎ( ﺛﻢ أدون ﻧﺘﺎﺋﺞ ﺑﺤ‬
‫ﺗﺼﻤﻴ ا ﺎص و أﺿﻌ ﺎ ﺟﻴﻮب ﺣﻘﻴﺒﺔ اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ‪.‬‬

‫‪............................................................................................................................................................‬‬ ‫ﺗﺎر ﺦ ﺟﻤﻊ اﳌﻌﻠﻮﻣﺎت ‪:‬‬

‫أذﻛﺮ أﻧﻮاع اﳌﺼﺎدر اﻟ اﺳﺘﻘﻴﺖ ﻣ ﺎ ﺬﻩ اﳌﻌﻠﻮﻣﺎت ‪:‬‬
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‫ﻴﺤﺔ و ﻣﺤﻴﻨﺔ ) أي ﺣﺪﻳﺜﺔ( ‪:‬‬ ‫أذﻛﺮ ﻛﻴﻒ ﺗﺄﻛﺪت ﻣﻦ أن ﺬﻩ اﳌﻌﻠﻮﻣﺎت‬

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‫أذﻛﺮأﺳﺌﻠﺔ‪ ،‬ﻣﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮع أﻋﻼﻩ‪،‬ﻻ زاﻟﺖ ﺗ ﺮاود ﻲ و ﻟﻢ أﺟﺪ ﻟ ﺎ أﺟﻮ ﺔ ﻌﺪ ‪:‬‬

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‫ﺳﺄﺑﺤﺚ ﻋﻦ أﺟﻮ ﺔ ﺬﻩ ﺳﺌﻠﺔ‪ ،‬و أدو ﺎ ﻻﺣﻘﺎ ﺣﻘﻴﺒﺔ ﺑﻮرﺗﻔﻮﻟﻴﻮ ﻣﺸﺮو اﻟ‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪9‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻣﺎ ﻣﺪى د راﻳ ﺑﻤﺨﺘﻠﻒ‬
‫ﺗﺨﺼﺼﺎت اﻟﺘﻜﻮ ﻦ اﳌ ؟‬

‫‪:‬‬ ‫أﺳﺌﻠﺔ ﺎﻣﺔ ﻳﺠﺐ أن أﻃﺮﺣ ﺎ ﻋ ﻧﻔ‬

‫ﻌﺪ اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ‬ ‫‪ -‬ﻞ ﻟﺪي دراﻳﺔ ﺎﻓﻴﺔ ﺑﻤﺨﺘﻠﻒ اﻟﺘ ﻮ ﻨﺎت واﻟﺘﺨﺼﺼﺎت اﳌﺘﺎﺣﺔ ﺑﻘﻄﺎع اﻟﺘ ﻮ ﻦ اﳌ‬
‫إﻋﺪادي؟‬

‫اﻟﺬي ﻳﺆ ﻞ اﻟﻮﻟﻮج‬ ‫‪ -‬ﺑﺎﻟ ﺴﺒﺔ ﻟ ﻞ ﺗﺨﺼﺺ‪ ،‬ﻞ ﻟﺪي ﻓﻜﺮة ﻋﻦ ﻣﺠﺎل اﻟﺘ ﻮ ﻦ وﻣﺠﺎل اﻟ ﺸﺎط اﳌ‬
‫إﻟﻴﮫ‪ ،‬و ﻓﺮص اﻟ ﺸﻐﻴﻞ؟‬

‫‪ -‬ﺑﺎﻟ ﺴﺒﺔ ﻟ ﻞ ﺗﺨﺼﺺ‪ ،‬ﻞ أﻋﺮف ﺷﺮوط اﻟ ﺷﻴﺢ وﺗﻮار ﺨ ﺎ وﻋﻨﺎو ﻦ ﻣﺮاﻛﺰ و ﻣﻌﺎ ﺪ اﻟﺘ ﻮ ﻦ اﳌ‬
‫اﳌﻌﻨﻴﺔ ﺎ ؟‬

‫ﺧﻄﺎﻃﺎت ﻣﻦ ﺗﺼﻤﻴ‬ ‫ﻣﺼﺎدر ﻣﻮﺛﻮﻗﺔ‪ ،‬ﻋﻦ أﺟﻮ ﺔ ﺳﺌﻠﺔ اﳌﻄﺮوﺣﺔ‪ ،‬ﺛﻢ أدون ﻧﺘﺎﺋﺞ ﺑﺤ‬ ‫أﺑﺤﺚ‬
‫ا ﺎص ‪.‬‬

‫ﺗﺎر ﺦ ﺟﻤﻊ اﳌﻌﻠﻮﻣﺎت ‪:‬‬ ‫‪..............................................‬‬

‫أذﻛﺮاﳌﺼﺎدراﻟ اﺳﺘﻘﻴﺖ ﻣ ﺎ ﺬﻩ اﳌﻌﻠﻮﻣﺎت ‪:‬‬

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‫ﻴﺤﺔ و ﻣﺤﻴﻨﺔ )ﺣﺪﻳﺜﺔ( ‪:‬‬ ‫أذﻛﺮ ﻛﻴﻒ ﺗﺄﻛﺪت ﻣﻦ أن ﺬﻩ اﳌﻌﻠﻮﻣﺎت‬

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‫أذﻛﺮأﺳﺌﻠﺔ‪ ،‬ﻣﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮع أﻋﻼﻩ‪،‬ﻻ زاﻟﺖ ﺗ ﺮاود ﻲ و ﻟﻢ أﺟﺪ ﻟ ﺎ أﺟﻮ ﺔ ﻌﺪ ‪:‬‬

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‫ﺗﺬﻛ ‪ :‬ﺳﺄﺑﺤﺚ ﻋﻦ أﺟﻮ ﺔ ﺬﻩ ﺳﺌﻠﺔ‪ ،‬و أدو ﺎ ﻻﺣﻘﺎ ﺣﻘﻴﺒﺔ ﺑﻮرﺗﻔﻮﻟﻴﻮ ﻣﺸﺮو اﻟ‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪10‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻣﺎ ﻣﺪى ﻣﻌﺮﻓ ﺑﻤﺨﺘﻠﻒ‬
‫ﻣﺆﺳﺴﺎت اﻟﺘﻜﻮ ﻦ و اﻟﺘﻌﻠﻴﻢ‬
‫اﻟﻌﺎ ؟‬

‫‪ ،‬وﻣﻦ ﺑﻴ ﺎ‪:‬‬ ‫ﻨﺎك أﺳﺌﻠﺔ ﺎﻣﺔ ﻳﺠﺐ أن أﻃﺮﺣ ﺎ ﻋ ﻧﻔ‬ ‫ﻣﻦ أﺟﻞ ﺑﻨﺎء وﺗﺤﻘﻴﻖ ﻣﺸﺮو اﻟ‬

‫‪ -1‬ﻞ ﻟﺪي دراﻳﺔ ﺎﻓﻴﺔ ﺑﻤﺨﺘﻠﻒ اﳌﻌﺎ ﺪ و اﳌﺪارس و ا ﺎﻣﻌﺎت و اﻟ ﻠﻴﺎت و اﳌﺮاﻛﺰ ا ﺎﺻﺔ ﺑﺎﻟﺘ ﻮ ﻦ و‬
‫اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎ اﳌﺘﺎﺣﺔ ﻌﺪ ا ﺼﻮل ﻋ ﺷ ﺎدة اﻟﺒ ﺎﻟﻮر ﺎ ﺣﺴﺐ ﻞ ﺷﻌﺒﺔ ؟‬

‫‪ -2‬ﺑﺎﻟ ﺴﺒﺔ ﻟ ﻞ ﺬﻩ اﳌﺴﺎﻟﻚ اﻟﺪراﺳﻴﺔ أو اﻟﺘ ﻮ ﻴﺔ اﻟﻌﻠﻴﺎ ‪ ،‬ﻞ ﻟﺪي إﳌﺎم ﺑﻤﺨﺘﻠﻒ اﳌﺠﺎﻻت اﳌ ﻨﻴﺔ‬
‫اﳌﺴﺘﻘﺒﻞ ؟‬ ‫اﻟ ﺗﺮﺗﺒﻂ ﺎ ؟ و ﻞ ﺗﻮﻓﺮﻓﺮص ﺷﻐﻞ واﻓﺮة‬

‫‪ -3‬ﻣﻦ اﳌﺆﻛﺪ أن ﻞ ﺬﻩ أﺳﺌﻠﺔ ﺗﺤﺘﺎج إ ﻳﻘﻈﺔ و إ ﺑﺤﺚ ﻣﺘﻮاﺻﻞ ﻋﻦ اﳌﻌﻠﻮﻣﺎت اﳌﻀﺒﻮﻃﺔ و اﳌﺤﻴﻨﺔ‪.‬‬
‫وﻻ ﺷﻚ أن ﻨﺎك ﺗﻘﻨﻴﺎت وأدوات وأﺳﺎﻟﻴﺐ ﻟﻜﻴﻔﻴﺔ اﻟﺒﺤﺚ ﻋﻦ اﳌﻌﻠﻮﻣﺔ اﻟﻨﺎﻓﻌﺔ ‪ ،‬ﻓ ﻞ أﻧﺎ ﻋ ﻋﻠﻢ ﺎ؟‬
‫و ﻞ أﻧﺎ ﻣﺆ ﻞ ﻻﺳﺘﻌﻤﺎﻟ ﺎ؟‬

‫‪ -‬أذﻛﺮ ﻌﺾ ﺬﻩ اﳌﺼﺎدرو اﻟﺘﻘﻨﻴﺎت ‪:‬‬

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‫أﻋﻄﻲ ﻣﺜﺎﻻ ﻟﺸﻌﺒﺔ دراﺳﻴﺔ أﻧﻮي اﻟﺘﻮﺟﻴﮫ إﻟ ﺎ ﻣﺴﺘﻘﺒﻼ اﻟﺘﻌﻠﻴﻢ اﺛﺎﻧﻮي اﻟﺘﺄ ﻴ ‪ ،‬و أﺑﺤﺚ ﺟﻴﺪا ﺛﻢ‬
‫اذﻛﺮﻣﺨﺘﻠﻒ اﳌﺴﺎﻟﻚ اﻟﺪراﺳﻴﺔ و اﳌﺠﺎﻻت اﳌ ﻨﻴﺔ اﳌﺮﺗﺒﻄﺔ ﺬﻩ اﻟﺸﻌﺒﺔ ‪ ،‬ﻣﻊ ﺗﻮﺿﻴﺢ اﳌﺼﺎدرو اﻟﺘﻘﻨﻴﺎت‬
‫اﻟ اﺳﺘﻌﻤﻠ ﺎ ﻣﻦ أﺟﻞ ﺣﺼﻮ ﻋ اﳌﻌﻠﻮﻣﺎت‪.‬‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪11‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‪،‬‬
‫ﺧﻼﻝ ﻓﺘﺮﺓ ﺩﺭﺍﺳﺘﻚ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ‪ ،‬ﳝﻜﻨﻚ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻦ‪:‬‬
‫‪ ‬ﲡﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﻄﻴﺎﺕ ﻋﻦ ﳏﻴﻄﻚ ﺍﳌﻬﲏ؛‬

‫‪ ‬ﺿﺒﻂ ﻣﻌﻠﻮﻣﺎﺗﻚ ﺑﺘﺼﺤﻴﺢ ﺍﳋﺎﻃﺊ ﻣﻨﻬﺎ ﻭﲢﻴﻴﻨﻬﺎ؛‬

‫ﳏﻮﺭ ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﻨﻲ‬

‫‪ ‬ﺑﻨﺎﺀ ﻛﻔﺎﻳﺎﺕ ﻭﺗﻄﻮﻳﺮ ﻣﻌﺎﺭﻑ ﻧﻮﻋﻴﺔ ﰲ ﻋﻼﻗﺔ ﻣﻊ ﺍﶈﻴﻂ ﺍﳌﻬﲏ؛‬

‫‪ ‬ﺑﻠﻮﺭﺓ ﻣﺸﺮﻭﻋﻚ ﺍﻟﺸﺨﺼﻲ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬

‫‪h‬‬

‫ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‬

‫ﻟﺘﺘﻤﻜﻦ ﻣﻦ ﺑﻠﻮﻍ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺳﺘﺠﺪ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻔﺎﺭﻏﺔ‪ .‬ﻋﻠﻴﻚ ﺗﻌﺒﺌﺘﻬﺎ ﺍﻧﻄﻼﻗﺎ ﻣﻦ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﺳﻮﺍﺀ ﺑﺪﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻭ‬
‫ﺃﺛﻨﺎﺀ ﺃﻧﺸﻄﺔ ﺍﳊﻴﺎﺓ ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﺃﻧﺸﻄﺔ ﺍﻹﻋﻼﻡ ﻭﺍﳌﺴﺎﻋﺪﺓ‬
‫ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ ﺃﻭ ﺧﻼﻝ ﺃﻧﺸﻄﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪1‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﳏﻮﺭ‪ :‬ﻣﻌﺮﻓﺔ ﺍﶈﻴﻂ ﺍﳌﻬﻨﻲ‬

‫ﻋﺪادﻳﺔ‪...........................................................................................‬ص‪3‬‬ ‫‪ (1‬ﻣ ﻦ ﺛﺎﻧﻮ‬

‫ﺮة ﻣ ﻦ اﻟﻌﺎﺋﻠﺔ ‪..............................................................................................‬ص‪4‬‬ ‫‪(2‬‬

‫‪ (3‬ﻣ ﻦ ﻣﻨﺪﺛﺮة و ﻣ ﻦ ﺟﺪﻳﺪة ‪...................................................................................‬ص‪5‬‬

‫‪ (4‬اﻟﻘﻄﺎﻋﺎت اﳌ ﻨﻴﺔ ‪...............................................................................................‬ص‪6‬‬

‫‪ (5‬ﺗﺼ ﻴﻒ اﳌ ﻦ ‪.....................................................................................................‬ص‪7‬‬

‫‪ (6‬ﻛﻔﺎﻳﺎت و ﻣﻌﺎرف ﻧﻮﻋﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﻤﻌﺮﻓﺔ اﳌﺤﻴﻂ اﳌ ‪...........................................‬ص‪8‬‬

‫‪ (7‬ﻣﻌﻠﻮﻣﺎت ﺣﻮل إﺟﺮاء اﻟﺮواﺋﺰاﳌﺮﺗﺒﻄﺔ ﺑﺎﻻﺧﺘﻴﺎرات اﳌ ﻨﻴﺔ ‪......................................‬ص‪9‬‬

‫‪......................................................................................................‬ص‪10‬‬ ‫‪ (8‬ﻟﻘﺎء ﻣﻊ ﻣ‬

‫‪ (9‬ز ﺎرة ﻣﻘﺎوﻟﺔ ‪......................................................................................................‬ص‪11‬‬

‫‪ (10‬ﺗﺪر ﺐ ﺑﻤﻘﺎوﻟﺔ ‪................................................................................... ..............‬ص‪12‬‬

‫‪ (11‬ﻣﻌﻠﻮﻣﺎت ﻣﺴﺘﺨﻠﺼﺔ ﻣﻦ أ ﺸﻄﺔ ﻋﻼم و اﳌﺴﺎﻋﺪة ﻋ اﻟﺘﻮﺟﻴﮫ ‪......................‬ص‪13‬‬

‫‪ (12‬اﺧﺘﻴﺎرا ﻲ اﳌ ﻨﻴﺔ ‪............................................................................... ..............‬ص‪14‬‬

‫‪ (13‬ﻛﻴﻒ ﺳﺒﻖ أن اﺗﺨﺬت ﻌﺾ ﻗﺮارا ﻲ ‪.....................................................................‬ص‪15‬‬

‫‪..................................................................................‬ص‪18‬‬ ‫و اﳌ‬ ‫‪ (14‬ﻣﺸﺮو اﻟﺪرا‬

‫‪ (15‬آراء ﻌﺾ اﳌﺘﺪﺧﻠ ن ﺣﻮل ﻣﺸﺮو ‪...................................................................‬ص‪19‬‬

‫‪2‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬


‫ﺎص‬ ‫ﻋﺪادﻳﺔ‪ ،‬ﺛﻢ اﳌ ﺎم اﻟ ﻳﻘﻮم ﺎ‬ ‫أﻛﺘﺐ ﻻﺋﺤﺔ ﺑﺠﻤﻴﻊ اﳌ ﻦ اﳌﻮﺟﻮدة ﺛﺎﻧﻮ‬
‫اﻟﺬﻳﻦ ﻳﻤﺎرﺳﻮن ﺬﻩ اﳌ ﻦ ) ﻌﺒﺄ ﺬا ا ﺪول ﺧﻼل اﻟﺴﻨﺔ و إﻋﺪادي(‬
‫ﺎص‬
‫رأ ﻲ ﺣﻮل ﺬﻩ اﳌ ﻦ‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬
‫‪3‬‬
‫ﻋﺪادﻳﺔ‬ ‫‪ – 1‬ﻣ ﻦ ﺛﺎﻧﻮ‬
‫اﳌ ﺎم اﻟ ﻳﻘﻮم ﺎ‬
‫اﻟﺬﻳﻦ ﻳﻤﺎرﺳﻮن ﺬﻩ اﳌ ﻦ‬ ‫اﳌ ﻦ‬
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‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬
 ‫ﺮة ﻣ ﻦ اﻟﻌﺎﺋﻠﺔ‬ ‫‪2‬ـ‬
‫ﺬﻩ ﺮة ﻣ ﻦ ﻋﺎﺋﻠ ‪ ،‬أﺗﻤﻢ و أﺿﻤ ﺎ اﳌﻌﻠﻮﻣﺎت اﳌﻄﻠﻮ ﺔ ‪:‬اﳌ ﻨﺔ ‪ ،‬اﳌﺸﻐﻞ‪ ،‬اﻟﺸ ﺎدة ) ﻌﺒﺄ‬
‫ﺬا ا ﺪول ﺧﻼل اﻟﺴﻨﺔ و إﻋﺪادي(‪.‬‬

‫اﻟﻤﮭﻨﺔ‪........................ :‬‬
‫ﺟــــــــﺪي‬
‫اﻟﻤﮭﻨﺔ‪........................ :‬‬
‫اﻟﻤﺸﻐﻞ‪....................... :‬‬
‫اﻟﺸﮭﺎدة‪...................... :‬‬
‫ﺟــــــــﺪﺗﻲ‬
‫اﻟﻤﮭﻨﺔ‪...................... :‬‬
‫اﻟﻤﺸﻐﻞ‪..................... :‬‬
‫اﻟﺸﮭﺎدة‪..................... :‬‬
‫ﻋﻤــــــــــﻲ‬
‫اﻟﻤﺸﻐﻞ‪....................... :‬‬ ‫ﺧــــــﺎﻟﻲ‬
‫اﻟﺸﮭﺎدة‪...................... :‬‬ ‫اﻟﻤﮭﻨﺔ‪........................ :‬‬
‫اﻟﻤﺸﻐﻞ‪....................... :‬‬
‫اﻟﺸﮭﺎدة‪...................... :‬‬
‫ﻋﻤﺘــــــــﻲ‬
‫اﻟﻤﮭﻨﺔ‪..................... :‬‬
‫اﻟﻤﺸﻐﻞ‪.................... :‬‬ ‫ﺧــــــﺎﻟﺘﻲ‬
‫اﻟﺸﮭﺎدة‪................... :‬‬ ‫اﻟﻤﮭﻨﺔ‪..................... :‬‬
‫اﻟﻤﺸﻐﻞ‪.................... :‬‬
‫اﻟﺸﮭﺎدة‪................... :‬‬

‫أﻣــــــــﻲ‬ ‫أﺑـــــــــﻲ‬
‫اﻟﻤﮭﻨﺔ‪........................ :‬‬ ‫اﻟﻤﮭﻨﺔ‪........................ :‬‬
‫اﻟﻤﺸﻐﻞ‪....................... :‬‬ ‫اﻟﻤﺸﻐﻞ‪....................... :‬‬
‫اﻟﺸﮭﺎدة‪...................... :‬‬ ‫اﻟﺸﮭﺎدة‪...................... :‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪4‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 3‬ـ ﻣ ﻦ ﻣﻨﺪﺛﺮة و ﻣ ﻦ ﺟﺪﻳﺪة‬

‫أﻋﺒﺄ ﺬا ا ﺪول ﻃﻴﻠﺔ ﺳﻨﻮات دراﺳ ﺑﺎﻟﺜﺎﻧﻮي ﻋﺪادي‪:‬‬

‫ﻣ ﻦ ﻳﻤﻜﻦ أن ﺗﻈ ﺮ أﻓﻖ ﻋﺸﺮ‬ ‫ﻣ ﻦ ﻟﻢ ﻌﺪ ﻣﻮﺟﻮدة أو ﻃﻮر‬
‫ﻣ ﻦ ﺟﺪﻳﺪة‬
‫ﺳﻨﻮات‬ ‫ﻧﺪﺛﺎر‬
‫‪..................................‬‬ ‫‪..................................‬‬ ‫‪..................................‬‬

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

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

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

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

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

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

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

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

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

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

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

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

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪5‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ - 4‬اﻟﻘﻄﺎﻋﺎت اﳌ ﻨﻴﺔ‬

‫اﻟﻌﻤﻞ ﻓ ﺎ‪،‬‬ ‫أﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ا ﺎﻧﺔ اﳌﻨﺎﺳﺒﺔ أﻣﺎم اﻟﻘﻄﺎﻋﺎت اﳌ ﻨﻴﺔ اﻟ أرﻏﺐ‬
‫و أﺿﻴﻒ ﻗﻄﺎﻋﺎت أﺧﺮى ﻟﻢ ﺗﺬﻛﺮ ‪ -‬إذا ارﺗﺄﻳﺖ أن ذﻟﻚ ﺿﺮور ﺎ‪. -‬‬
‫اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ‬ ‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬ ‫اﻟﺴﻨﺔ و‬ ‫اﻟﻘﻄﺎﻋﺎت اﳌ ﻨﻴﺔ‬
‫ا ﺶ‬
‫اﻟﺘﺄﻣﻴﻨﺎت‬
‫اﻟﻘﻄﺎع اﻟﺒﻨ ﻲ‬
‫اﻟﺘﻌﻠﻴﻢ‬
‫اﻟﻘﻄﺎع اﻟﺒﻴ‬
‫اﻟﺒﻨﺎء‬
‫اﻟﺘﺠﺎرة‬
‫اﻟﻄﺒﺎﻋﺔ‬
‫ﻋﻼﻣﻴﺎت‬
‫ﻣﻦ‬
‫اﻟﻌﻘﺎر‬
‫اﻟﻨﻘﻞ‬
‫اﳌﻮﺿﺔ‬
‫اﻟﻔﻼﺣﺔ‬
‫اﻟﺼﻨﺎﻋﺔ اﻟﺘﻘﻠﻴﺪﻳﺔ‬
‫اﻟﺘﻮاﺻﻞ‬
‫اﻟﻌﺪل‬
‫اﻟ ﺴﻴ‬
‫اﻟﻘﻄﺎع ﺟﺘﻤﺎ‬
‫اﻟﺴﻴﺎﺣﺔ‬
‫اﻟﺴﻜﺮﺗﺎر ﺎ‬
‫اﻟﻔﻦ‬
‫ﺷ ﺎر‬
‫اﻟﺴﻴﺎرات‬
‫اﻟ ﺔ‬
‫اﻟ ﺎﻓﺔ‬
‫اﳌﺤﺎﺳﺒﺔ‬
‫اﻟﻄﺐ‬
‫اﻟﺘﻤﺮ ﺾ‬
‫‪....‬‬
‫‪....‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪6‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 5‬ـ ﺗﺼ ﻴﻒ اﳌ ﻦ‬

‫ا ﺎﻧﺔ اﳌﻨﺎﺳﺒﺔ‪:‬‬ ‫ﻠﻤﺎ ﻌﺮﻓﺖ ﻋ ﻣ ﻨﺔ أو اﻛ ﺸﻔ ﺎ أﺿﻌ ﺎ‬

‫ﻣ ﻦ ﻟ ﺎ ﻋﻼﻗﺔ ﺑﺎﻷﺷﻴﺎء‬ ‫ﻣ ﻦ ﻟ ﺎ ﻋﻼﻗﺔ ﺑﺎﳌﻌﻠﻮﻣﺎت‬ ‫ﺎص‬ ‫ﻣ ﻦ ﻟ ﺎ ﻋﻼﻗﺔ ﺑﺎﻷ‬
‫و دوات و ﻻت‬ ‫و ﻓ ﺎر‬
‫‪..............................‬‬ ‫‪..............................‬‬ ‫‪..............................‬‬

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

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

‫‪..............................‬‬ ‫‪..............................‬‬ ‫‪..............................‬‬ ‫اﻟﺴﻨﺔ و‬

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

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

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

‫‪..............................‬‬ ‫‪..............................‬‬ ‫‪..............................‬‬ ‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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

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

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

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

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

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

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

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

‫‪..............................‬‬ ‫‪..............................‬‬ ‫‪..............................‬‬ ‫اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ‬

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

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

‫‪7‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 6‬ـ ﻛﻔﺎﻳﺎت و ﻣﻌﺎرف ﻧﻮﻋﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﻤﻌﺮﻓﺔ اﳌﺤﻴﻂ اﳌ‬

‫أﻋﺒﺄ ا ﺪول ﻞ ﺳﻨﺔ دراﺳﻴﺔ ﺑﻮ ﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ا ﺎﻧﺔ اﳌﻨﺎﺳﺒﺔ‪ ،‬و أﻻﺣﻆ اﻟﺘﻐﻴ اﻟﺬي ﻳﻄﺮأ ﻋ‬
‫ﺗﺤﻜﻤﻲ اﻟﻜﻔﺎﻳﺎت اﳌﺬﻛﻮرة أﺳﻔﻠﮫ ‪.‬‬
‫اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي إﻋﺪادي‬ ‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ ﺛﺎﻧﻮي إﻋﺪادي‬ ‫اﻟﺴﻨﺔ و ﺛﺎﻧﻮي إﻋﺪادي‬
‫اﻟﺴﻨﻮات اﻟﺪراﺳﻴﺔ‬
‫ﻻ ﻳﻤﻜﻨ‬ ‫ﻳﻤﻜﻨ‬ ‫ﻳﻤﻜﻨ‬ ‫ﻻ‬ ‫ﻳﻤﻜﻨ‬ ‫ﻳﻤﻜﻨ‬ ‫ﻻ‬ ‫ﻳﻤﻜﻨ‬ ‫ﻳﻤﻜﻨ‬
‫ذﻟﻚ‬ ‫ذﻟﻚ‬ ‫ذﻟﻚ‬ ‫ﻳﻤﻜﻨ‬ ‫ذﻟﻚ‬ ‫ذﻟﻚ‬ ‫ﻳﻤﻜﻨ‬ ‫ذﻟﻚ‬ ‫ذﻟﻚ‬
‫ﺴ ﻴﺎ‬ ‫ذﻟﻚ‬ ‫ﺴ ﻴﺎ‬ ‫ذﻟﻚ‬ ‫ﺴ ﻴﺎ‬ ‫اﻟﻜﻔﺎﻳﺎت‬

‫ﺗﻤﻴ ﻗﻄﺎﻋﺎت اﻟ ﺸﺎط‬

‫ﻗﺘﺼﺎدي‬
‫و اﳌ و ذﻛﺮ ﻌﺾ اﳌ ﻦ‬
‫اﻟ ﺗﻜﻮ ﺎ‬
‫ﺗﺤﺪﻳﺪ ﻌﺾ ﺷﺮوط‬
‫وﻣﻌﺎﻳ وﻟﻮج ﻋﺎﻟﻢ اﻟﺸﻐﻞ‬
‫ذﻛﺮ اﳌ ﺎم‬
‫و اﻟ ﺸﺎﻃﺎت ا ﺎﺻﺔ‬
‫ﺑﻤ ﻨﺔ ﻣﻌﻴﻨﺔ ﻌﺪ ﻣﻼﺣﻈ ﺎ‬ ‫اﺳﺘﻜﺸﺎف‬
‫ﻣﻴﺪاﻧﻴﺎ‬ ‫اﻟ ﺸﺎﻃﺎت‬
‫ﺗﺤﺪﻳﺪ أوﺟﮫ اﻟﺸﺒﮫ وأوﺟﮫ‬
‫اﳌ ﻨﻴﺔ‬
‫ﺧﺘﻼف ﺑ ن اﻟﻜﻔﺎﻳﺎت‬
‫اﳌﻄﻠﻮ ﺔ ﳌﻤﺎرﺳﺔ ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻦ اﳌ ﻦ‬
‫ذﻛﺮ ﻣﺨﺘﻠﻒ اﳌﺘﺪﺧﻠ ن‬
‫ﻓﻀﺎء ﻣ ﻣﻌ ن‬
‫وﺻﻒ ﻣﺤﻴﻂ ﻣ ﻨﺔ‬

‫رﺻﺪ اﳌﻘﺎوﻻ ت اﳌﻮﺟﻮدة‬ ‫ﻣﻌﺮﻓﺔ‬

‫ﻣﺤﻠﻴﺎ واﻟﻮﻗﻮف ﻋ ﻌﺾ‬
‫ﻌﺾ‬
‫ﺧﺼﻮﺻﻴﺎ ﺎ‬
‫اﻟﻌﻨﺎﺻﺮ‬
‫ﺗﺤﺪﻳﺪ ﺸﻄﺔ اﻟﺮﺋ ﺴﻴﺔ‬
‫ﻟﺒﻌﺾ اﳌﻘﺎوﻻت‬ ‫اﳌﺴﺎ ﻤﺔ‬
‫ﻣﻌﺮﻓﺔ‬
‫ﺗﺤﻠﻴﻞ ﻌﺾ اﳌﻌﻄﻴﺎت‬ ‫اﳌﻘﺎوﻻت‬
‫اﻟ ﺎﻣﺔ ﻟﻼﻗﺘﺼﺎد اﳌﺤ‬ ‫و اﻟ ﺸﺎط‬
‫ﻗﺘﺼﺎدي‬
‫ذﻛﺮ ﻌﺾ ﺷﺮ ﺎء ﻣﻘﺎوﻟﺔ‬ ‫اﳌﺤ‬
‫ﻣﺤﻠﻴﺔ و ﺣﺪد أدوار ﻢ‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪8‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 7‬ـ ﻣﻌﻠﻮﻣﺎت ﺣﻮل إﺟﺮاء اﻟﺮواﺋﺰ اﳌﺮﺗﺒﻄﺔ ﺑﺎﻻﺧﺘﻴﺎرات اﳌ ﻨﻴﺔ‬

‫ﻌﺒﺄ ﺧﻼل ﺳﻨﻮات اﻟﺪراﺳﺔ ﺑﺎﻟﺜﺎﻧﻮي ﻋﺪادي‪.‬‬

‫ا ﺼﻴﻠﺔ‬ ‫ﺗﺎر ﺦ ﺟ ﺮاء‬ ‫اﻟﺮاﺋﺰ‬ ‫اﳌﺴﺘﻮى‬

‫اﻟﺴﻨﺔ و ﺛﺎﻧﻮي‬
‫إﻋﺪادي‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ ﺛﺎﻧﻮي‬

‫إﻋﺪادي‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي‬

‫إﻋﺪادي‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪9‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 8‬ـ ﻟﻘﺎء ﻣﻊ ﻣ‬

‫اﻟﺸﺒﻜﺔ و أﻣﻸ ﺎ ﻠﻤﺎ ﺎن ﻨﺎك ﻟﻘﺎء ﻣﻊ ﻣ ‪:‬‬ ‫أﺳﺘ‬

‫ﺗﺎر ﺦ اﻟﻠﻘﺎء‪ .......................................... :‬ﻣ ﺎن اﻟﻠﻘﺎء‪................................ :‬‬
‫إﺳﻢ اﳌ ‪ ...........................................:‬اﳌ ﻨﺔ‪...................................... :‬‬
‫رأ ﻲ اﻟ‬ ‫ﺟﻮ ﺔ‬ ‫ﺳﺌﻠﺔ‬
‫اﳌ ﺎم اﻟ ﺗﻘﻮم ﺎ؟‬ ‫ﻣﺎ‬

‫ﻞ ﻌﻤﻞ ﺑﻤﻔﺮدك أو إﻃﺎرﻣﺠﻤﻮﻋﺔ؟‬

‫ﻣﻊ ﻣﻦ ﺗﺘﻮاﺻﻞ أﻛ )اﻟﻌﺎﻣﻠ ن ﻣﻌﻚ؟ اﻟﺰ ﻨﺎء؟‪(...‬‬
‫ﻞ ﺗﻄﻮرت ﺬﻩ اﳌ ﻨﺔ ﻣﻨﺬ أن ﺑﺪأت ﺗﻤﺎرﺳ ﺎ؟ ﻣﺎ‬
‫اﻟﺘﻄﻮرات اﻟ ﻃﺮأت ﻋﻠ ﺎ؟‬
‫ﺻﻒ ﻇﺮوف اﻟﻌﻤﻞ؟‬

‫اﳌﺨﺎﻃﺮ؟‬ ‫ﻣﺎ‬

‫ﻣﺎ ﻮ اﻟﺘﻮﻗﻴﺖ اﳌﻌﺘﻤﺪ؟ ﻞ ﻮ ﻗﺎرأو ﻣﺘﻐ ؟ ﻣﺎ‬

‫ﻮ ﻋﺪد ﺳﺎﻋﺎت اﻟﻌﻤﻞ؟‬
‫ﻞ ﺗ ﻨﻘﻞ؟ و ﻞ ﻳﺘﻢ ذﻟﻚ ﺴﻴﺎرﺗﻚ أو ﺴﻴﺎرة‬
‫اﳌﺼ ﺔ؟‬
‫ﻞ ﺗﻘﻮم ﻌﻤﻞ ﺣﺮ أم أﻧﺖ أﺟ أو ﻣﻮﻇﻒ؟‬
‫ﻣﺎ ﻮ اﻟﺪﺧﻞ اﻟﺬي ﺗﻮﻓﺮﻩ ﺬﻩ اﳌ ﻨﺔ؟‬

‫إﻣ ﺎﻧﻴﺎت اﻟ ﻗﻴﺔ؟‬ ‫ﻣﺎ‬

‫ﳌﺎذا اﺧ ت ﺬﻩ اﳌ ﻨﺔ؟‬

‫اﳌﺆ ﻼت اﳌﻄﻠﻮ ﺔ ﳌﻤﺎرﺳ ﺎ؟‬ ‫ﻣﺎ‬

‫ﻣﺎ ﻮ اﳌﺴﺘﻮى اﻟﺪرا اﳌﻄﻠﻮب ﳌﺰاوﻟ ﺎ؟‬

‫ﻣﺎ اﻟﺪراﺳﺎت اﻟﻮاﺟﺐ اﻟﻘﻴﺎم ﺎ ﳌﻤﺎرﺳ ﺎ؟ ﻣﺎ‬
‫اﻟﺸ ﺎدة اﻟﻮاﺟﺐ ا ﺼﻮل ﻋﻠ ﺎ؟‬
‫ﻞ ﻨﺎك إﻣ ﺎﻧﻴﺔ اﻟﺘﻜﻮ ﻦ اﳌﺴﺘﻤﺮ ﻟﻠ ؟‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪10‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 9‬ـ ز ﺎرة ﻣﻘﺎوﻟﺔ‬

‫ﻌﺒﺄ ﺬﻩ اﻟﺸﺒﻜﺔ ﺧﻼل اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي إﻋﺪادي‪:‬‬

‫ﻋﻼﻗﺔ اﳌﻘﺎوﻟﺔ ﺑﻤﺤﻴﻄ ﺎ‬ ‫ﺗﻘﺪﻳﻢ اﳌﻘﺎوﻟﺔ‪:‬‬

‫ﻣﻦ ﻢ اﻟﺰ ﻨﺎء؟‬ ‫‪ ‬إﺳﻢ اﳌﻘﺎوﻟﺔ‪:‬‬
‫‪..................................................................‬‬ ‫‪.....................................................‬‬
‫‪.................................................................‬‬ ‫‪ ‬ﻋﻨﻮان اﳌﻘﺎوﻟﺔ‪:‬‬
‫ﻣﺎذا ﺸ ي اﳌﻘﺎوﻟﺔ؟ ﻣﻤﻦ؟ ﻣﺎذا ﺗﻔﻌﻞ ﺑﻤﺎ‬ ‫‪.....................................................‬‬
‫ﺗﻘﺘ ﻴﮫ؟‬ ‫‪ ‬رﻗﻢ اﻟ ﺎﺗﻒ‪:‬‬
‫‪..................................................................‬‬ ‫‪.....................................................‬‬
‫‪..................................................................‬‬ ‫‪ ‬رﻗﻢ اﻟﻔﺎﻛﺲ‪:‬‬
‫‪..................................................................‬‬ ‫‪.....................................................‬‬
‫‪..................................................................‬‬ ‫‪ ‬اﻟﻌﻨﻮان ﻟﻜ و ﻲ‪:‬‬
‫‪.................................................................‬‬ ‫‪.....................................................‬‬

‫ﺗﻨﻈﻴﻢ اﻟﻌﻤﻞ ﺑﺎﳌﻘﺎوﻟﺔ‪:‬‬

‫اﳌﻮارد اﻟ ﺸﺮ ﺔ اﻟﻌﺎﻣﻠﺔ ﺑﺎﳌﻘﺎوﻟﺔ‪:‬‬
‫‪ ‬ﻣﺎ ﻮ اﻟﺘﻮﻗﻴﺖ اﳌﻌﺘﻤﺪ ﻻﺷﺘﻐﺎﻟ ﺎ؟‬
‫أدوار‬ ‫‪ ‬ﻣﺎ ﻣﺨﺘﻠﻒ ﻣﺼﺎ اﳌﻘﺎوﻟﺔ؟ﻣﺎ‬
‫‪..........................................‬‬
‫ﺬﻩ اﳌﺼﺎ ؟‬
‫‪ ‬ﻣﺎ ﻮ ﺗﻮﻗﻴﺖ ﻋﻤﻞ اﳌﺴﺘﺨﺪﻣ ن؟‬
‫‪.......................................................‬‬
‫‪..........................................‬‬
‫‪.......................................................‬‬
‫وﻗﺎت اﻟ ﺗﻔﺘﺢ ﻓ ﺎ اﳌﺆﺳﺴﺔ‬ ‫‪ ‬ﻣﺎ‬
‫‪.......................................................‬‬
‫أﺑﻮا ﺎ ﻟﻠﺰ ﻨﺎء؟‬
‫‪ ‬ﻣﺎ ﻮ ﻋﺪد اﻟﻌﺎﻣﻠ ن ﺬﻩ اﳌﺼﺎ ؟‬
‫‪..........................................‬‬
‫‪................................................‬‬
‫‪ ‬ﻣﺎ أوﻗﺎت اﻟﻌﻄﻞ؟‬
‫‪................................................‬‬
‫‪ ‬ﻣﺎ أ ﻢ اﳌ ﻦ اﳌﻤﺜﻠﺔ اﳌﻘﺎوﻟﺔ؟‬
‫‪ ‬ﻞ اﺷﺘﻐﺎل اﳌﻘﺎوﻟﺔ ﻣﻨﺘﻈﻢ؟ إذا ﺎن‬ ‫‪.......................................................................‬‬
‫ا ﻮاب ﺑﻼ ﻓﻤﺎ أوﻗﺎت ذروة اﻟﻌﻤﻞ؟ و‬ ‫‪......................................................................‬‬
‫ﻣﺎ اﳌﺸﺎ ﻞ اﻟ ﻳﻄﺮﺣ ﺎ ذﻟﻚ؟‬ ‫‪.......................................................................‬‬
‫‪..............................................................‬‬ ‫‪......................................................................‬‬
‫‪........................................................................‬‬ ‫‪.......................................................................‬‬
‫‪.......................................................................‬‬

‫‪11‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﺸﺎط اﳌﻘﺎوﻟﺔ‪:‬‬
‫‪ ‬ﻣﺎ ﻮ اﻟ ﺸﺎط ﺳﺎ ﻟﻠﻤﻘﺎوﻟﺔ؟‬
‫‪................................................‬‬
‫ﺸﻄﺔ اﻟﻔﺮﻋﻴﺔ؟‬ ‫‪ ‬ﻣﺎ‬
‫‪.........................................................................‬‬
‫‪..............................................................‬‬
‫‪ ‬ﻣﺎ اﳌﻮاد أو ا ﺪﻣﺎت اﻟ ﺗ ﺘﺠ ﺎ؟‬
‫‪........................................................‬‬
‫‪........................................................‬‬
‫ﻣﻮاﺻﻔﺎت اﳌﻘﺎوﻟﺔ‪:‬‬
‫ﺺ؟‬ ‫‪ ‬ﻞ اﳌﻘﺎوﻟﺔ ﻣﻠﻚ ﻣﺠﻤﻮﻋﺔ أم‬
‫ﻣﻦ ﻮ؟‬
‫‪.......................................................................‬‬
‫‪ ‬ﻞ ﻟ ﺎ ﻓﺮوع؟ أﻳﻦ؟‬
‫‪..............................................................‬‬
‫‪.......................................................................‬‬
‫‪ ‬ﻞ ﻟ ﺎ ﺷﺮ ﺎء ﻣﻦ ﻢ؟‬
‫‪...........................................................‬‬
‫‪ ‬ﻣﺎ ﻮ ﻋﺪد اﻟﻌﻤﺎل ) ﺴﺎء‪،‬رﺟﺎل(؟‬
‫‪................................................‬‬
‫‪..............................................................................‬‬
‫‪ ‬ﻣﺎ ﻣﺴﺎﺣ ﺎ؟‬
‫‪.................................................‬‬
‫‪.................................................................................‬‬
‫‪ ‬ﻣﺎ ﻮ رأﺳﻤﺎﻟ ﺎ؟‬
‫‪.................................................‬‬
‫‪ ‬ﻣﺎ اﻟﺘﺠ ات اﻟ ﺗﺘﻮﻓﺮ ﻋﻠ ﺎ؟‬
‫‪.........................................................................‬‬
‫‪.........................‬‬
‫‪........................................................‬‬
‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬
‫‪12‬‬
‫ﻛﻴﻒ ﻌﺮف اﳌﻘﺎوﻟﺔ ﺑﻨﻔﺴ ﺎ‪:‬‬
‫‪...............................................................‬‬
‫‪.................................................................‬‬
‫‪.................................................................‬‬
‫‪.................................................................‬‬
‫ﻧﺒﺬة ﺗﺎر ﺨﻴﺔ ﻋﻦ اﳌﺆﺳﺴﺔ‪:‬‬
‫‪ ‬ﺗﺎر ﺦ إﺣﺪاث اﳌﻘﺎوﻟﺔ؟‬
‫‪......................................................................‬‬
‫‪ ‬ﻣﻦ أﺣﺪث اﳌﻘﺎوﻟﺔ؟‬
‫‪.....................................................................‬‬
‫‪ ‬أﺳﺒﺎب اﺧﺘﻴﺎرﻣﻮﻗﻊ اﳌﻘﺎوﻟﺔ؟‬
‫‪...............................................................................‬‬
‫‪..............................................................................‬‬
‫‪ ‬ﻣﺎ إﻳﺠﺎﺑﻴﺎ ﺎ و ﻣﺎ ﺳﻠﺒﻴﺎ ﺎ؟‬
‫‪..............................................................................‬‬
‫‪ ‬ﻣﺎ إﻣ ﺎﻧﻴﺎت ﺗﻄﻮر اﳌﻘﺎوﻟﺔ؟‬
‫‪.............................................‬‬
‫‪....................................‬‬
‫‪ ‬ﻞ ﻟﺼﺎﺣﺐ اﳌﻘﺎوﻟﺔ ﻣﺸﺎر ﻊ ﻟﺘﻐﻴ ﺎ؟ ﻣﺎ ؟‬
‫‪.................................................................................‬‬
‫‪.................................................‬‬
‫;‪...................................‬‬
‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬
 ‫‪ 10‬ـ ﺗﺪر ﺐ ﺑﻤﻘﺎوﻟﺔ‬
‫ﻌﺒﺄ ﺬﻩ اﻟﺸﺒﻜﺔ ﺧﻼل اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي إﻋﺪادي‪.‬‬
‫‪................................................................‬‬ ‫اﻟﻘﻴﺎم ﺑﺘﺪر ﺐ داﺧﻞ ﻣﻘﺎوﻟﺔ‬ ‫ﺒ‬ ‫ﻣﺎ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﻣﺎ ﻳﻘﻠﻘ اﺗﺠﺎﻩ اﻟﻘﻴﺎم ﺑﺘﺪرﺐ داﺧﻞ ﻣﻘﺎوﻟﺔ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﺬا اﻟﺘﺪر ﺐ؟‬ ‫ﻛﻴﻒ ﺣﺼﻠﺖ ﻋ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﻣﺎ اﳌﻌﻠﻮﻣﺎت اﻟ أﻋﺮﻓ ﺎ ﺣﻮل اﳌﻘﺎوﻟﺔ اﻟ‬
‫‪................................................................‬‬ ‫ﻗﻞ‬ ‫ﺳﺘﺤﺘﻀﻦ ﺗﺪر ؟ أذﻛﺮ ﻣﻌﻠﻮﻣﺘ ن ﻋ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﳌﺎذا اﺧ ت ﺬﻩ اﳌﻘﺎوﻟﺔ؟‬ ‫ﻗﺒﻞ اﻟﺘﺪر ﺐ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﻣﺎ اﳌ ﻨﺔ اﻟ أود اﻛ ﺸﺎﻓ ﺎ ﻣﻦ ﺧﻼل ﺬا‬
‫‪................................................................‬‬ ‫اﻟﺘﺪر ﺐ؟‬
‫‪................................................................‬‬ ‫أذﻛﺮ ﻌﺾ ا ﺼﺎل اﳌﻤ ة اﳌﻄﻠﻮ ﺔ ﳌﻤﺎرﺳﺔ ﺬﻩ‬
‫‪................................................................‬‬ ‫اﳌ ﻨﺔ‬

‫‪................................................................‬‬ ‫اﳌ ﺎم و اﻟ ﺸﺎﻃﺎت اﻟ ﻗﻤﺖ ﺎ داﺧﻞ اﳌﻘﺎوﻟﺔ‬

‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﺎص اﻟﺬﻳﻦ اﻟﺘﻘﻴﺖ ﻢ؟‬ ‫ﻣﻦ ﻢ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﻻت اﻟ اﻛ ﺸﻔ ﺎ؟‬ ‫ﻣﺎ‬ ‫أﺛﻨﺎء اﻟﺘﺪر ﺐ‬
‫‪................................................................‬‬
‫‪................................................................‬‬ ‫ﻞ اﺳﺘﻔﺪت ﻣﻦ ﺳﺌﻠﺔ اﻟ ﻃﺮﺣ ﺎ؟ ﻣﺎذا‬
‫‪................................................................‬‬ ‫اﺳﺘﻔﺪت؟‬

‫‪................................................................‬‬ ‫ﻣﺎذا ﻌﻠﻤﺖ؟‬

‫‪................................................................‬‬
‫‪................................................................‬‬ ‫اﻟﻨ ﻴﺠﺔ اﻟﻌﺎﻣﺔ ﻟﻔ ة اﻟﺘﺪر ﺐ؟‬
‫‪................................................................‬‬ ‫ﻌﺪ اﻟﺘﺪر ﺐ‬
‫‪................................................................‬‬ ‫ﻞ ﺗﻘﺎﺳﻤﺖ ﺗﺠﺮ ﻣﻊ ﺧﺮ ﻦ ) ﺻﺪﻗﺎء‪،‬‬
‫‪................................................................‬‬ ‫ﺳﺎﺗﺬة‪ ،‬اﳌﺴ ﺸﺎر اﻟﺘﻮﺟﻴﮫ‪ ،‬ﺳﺘﺎذ اﻟﻜﻔﻴﻞ‪،‬‬
‫‪................................................................‬‬ ‫و اﻟﻌﺎﺋﻠﺔ‪(...‬؟‬
‫‪................................................................‬‬ ‫ﻣﺎذا اﺳﺘﻔﺪت ﻣﻦ ﺬا اﻟﺘﻘﺎﺳﻢ؟‬
‫‪................................................................‬‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪13‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ 11‬ـ ﻣﻌﻠﻮﻣﺎت ﻣﺴﺘﺨﻠﺼﺔ ﻣﻦ أ ﺸﻄﺔ ﻋﻼم واﳌﺴﺎﻋﺪة ﻋ اﻟﺘﻮﺟﻴﮫ‬

‫أﻣﻸ ا ﺪول ﺧﻼل ﺳﺪوس اﻟﺜﺎ ﻲ ﻣﻦ اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي إﻋﺪادي‪.‬‬

‫‪..............................................................................................................‬‬
‫ﻣﺎ ﻌﻠﻤﺘﮫ ﺣﻮل ﻋﺎﻟﻢ اﻟﺸﻐﻞ‬
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‫‪.......................................................................::::::...............................‬‬
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‫ﻣﺎ ﻌﻠﻤﺘﮫ ﺣﻮل ﺣﻴﺎة ﻣ‬
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‫ﻣﺎ ﻌﻠﻤﺘﮫ ﺣﻮل ﻧﻈﺎم اﺷﺘﻐﺎل اﳌﻘﺎوﻟﺔ‬
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‫‪.....................................................................................................‬‬
‫ﻣﺎ ﻌﻠﻤﺘﮫ ﺣﻮل اﳌ ﻦ‬
‫‪.....................................................................................................‬‬
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‫ﻣﺎ ﻌﻠﻤﺘﮫ ﺣﻮل ا ﻴﺎة‬
‫‪.....................................................................................................‬‬
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‫ﻣﺠﺎل‬ ‫ﻣﺎ اﺳﺘﻔﺪﺗﮫ ﻣﻦ ﻣﻌﺮﻓﺔ اﳌﺤﻴﻂ اﳌ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫اﻟﺪراﺳﺔ‬
‫‪.....................................................................................................‬‬
‫ﻣﺠﺎل‬ ‫ﻣﺎ اﺳﺘﻔﺪﺗﮫ ﻣﻦ ﻣﻌﺮﻓﺔ اﳌﺤﻴﻂ اﳌ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫اﺧﺘﻴﺎرا ﻲ اﳌ ﻨﻴﺔ‬
‫‪.....................................................................................................‬‬
‫ﻣﺠﺎل‬ ‫ﻣﺎ اﺳﺘﻔﺬﺗﮫ ﻣﻦ ﻣﻌﺮﻓﺔ اﳌﺤﻴﻂ اﳌ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫ﻣﺸﺮو اﻟﺪرا و اﳌ‬
‫‪.....................................................................................................‬‬
‫ﺬا اﳌﺠﺎل‬ ‫ﺸﻄﺔ اﻟ اﺳﺘﻔﺪت ﻣ ﺎ‬ ‫ﻣﺎ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫و أ ﺒﺘ أﻛ ؟‬
‫‪.....................................................................................................‬‬
‫ﺬا اﳌﺠﺎل‬ ‫ﺸﻄﺔ اﻟ اﺳﺘﻔﺪت ﻣ ﺎ‬ ‫ﻣﺎ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫ﺒ ؟‬ ‫و ﻟﻢ‬
‫‪.....................................................................................................‬‬
‫ﺎ ﻐﻴ ات؟‬ ‫ﺸﻄﺔ اﻟ ﻳﺠﺐ أن ﺗﺪﺧﻞ ﻋﻠ‬ ‫ﻣﺎ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫ﺬﻩ اﻟﺘﻐﻴ ات؟‬ ‫ﻣﺎ‬
‫‪.....................................................................................................‬‬
‫؟‬ ‫ﺷﻴﺎء اﻟ أﺛﺮت أﻛ‬ ‫ﻣﺎ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬
‫ﺸﻄﺔ ﻓﻌﻼ ﻋ ﺑﻠﻮرة ﻣﺸﺮو‬ ‫ﻞ ﺳﺎﻋﺪﺗ‬
‫‪.....................................................................................................‬‬
‫‪.....................................................................................................‬‬ ‫اﻟﺪرا و اﳌ ؟‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪14‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬


‫ﻣﻼﺣﻈﺎت‬
‫‪........................‬‬
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‫اﳌ ﻨﺔ ‪:1‬‬
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‫‪........................‬‬
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‫اﳌ ﻨﺔ ‪:2‬‬
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‫‪........................‬‬
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‫اﳌ ﻨﺔ ‪:3‬‬
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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬
‫‪15‬‬
‫‪ 12‬ـ اﺧﺘﻴﺎرا ﻲ اﳌ ﻨﻴﺔ‬
‫أﻣﻸ ا ﺪول ﻃﻴﻠﺔ ﺳﻨﻮات دراﺳ ﺑﺎﻟﺜﺎﻧﻮ ﺔ ﻋﺪادﻳﺔ‪:‬‬
‫اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ‬
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‫اﳌ ﻨﺔ ‪:1‬‬
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‫اﳌ ﻨﺔ ‪:2‬‬
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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬
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‫اﳌ ﻨﺔ ‪:1‬‬
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‫اﳌ ﻨﺔ ‪:2‬‬
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‫اﳌ ﻨﺔ ‪:3‬‬
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‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬
‫اﻟﺴﻨﺔ و‬
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‫‪........................‬‬ ‫أﺧﺘﺎرﺛﻼث ﻣ ﻦ‬
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‫اﳌ ﻨﺔ ‪:1‬‬
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‫‪........................‬‬ ‫أﻓﻜﺮﺣﻮل ﻞ ﻣ ﻨﺔ‬
‫‪........................‬‬ ‫وأﺿﻊ اﻟﻌﻨﺎﺻﺮ‬
‫‪........................‬‬ ‫اﻟﺘﺎﻟﻴﺔ ﺗﺤﺖ ﻞ ﻣ ﻨﺔ‬
‫اﳌ ﻨﺔ ‪:2‬‬ ‫‪) :‬اﻟﺸ ﺎدة‬
‫‪........................‬‬ ‫اﳌﻄﻠﻮ ﺔ‪،‬اﳌﻤ ات‬
‫‪........................‬‬ ‫اﻟ ﺼﻴﺔ‪،‬‬
‫‪........................‬‬ ‫اﻟ ﺸﺎﻃﺎت اﻟ‬
‫‪........................‬‬ ‫ﺗﺘﻀﻤ ﺎ ﺬﻩ اﳌ ﻦ‪،‬‬
‫‪........................‬‬ ‫ﻇﺮوف اﻟﻌﻤﻞ(‪.‬‬
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‫اﳌ ﻨﺔ ‪:3‬‬
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‫‪........................‬‬ ‫ﻣﺎ اﻟﻌﻤﻞ ﻟﻠﺘﻤﻜﻦ‬
‫‪........................‬‬ ‫ﻣﻦ ﻣﻤﺎرﺳﺔ ﺬﻩ‬
‫‪........................‬‬ ‫اﳌ ﻦ؟‬
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‫‪........................‬‬ ‫ﻣﺎ ﻣﺼﺎدر‬
‫‪........................‬‬ ‫ﻣﻌﻠﻮﻣﺎ ﻲ ﻞ‬
‫‪........................‬‬ ‫ﻣﺮﺣﻠﺔ؟‬
‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬
 ‫‪ 13‬ـ ﻛﻴﻒ ﺳﺒﻖ أن اﺗﺨﺬت ﻌﺾ ﻗﺮ ارا ﻲ ؟‬

‫و اﻟﻨﺎ أﻧﮫ ﻳﺘﺨﺬ اﻟﻘﺮارات و ﻳﺒ ﻣﺸﺎر ﻌﮫ ﺸ ﻞ ﻣﻌﻘﻠﻦ‪ ،‬ﻌﻴﺪا ﻋﻦ‬ ‫ﻣﻦ ﺻﻔﺎت اﻟ ﺺ اﻟﻨﺎ‬
‫اﻟﻌﺸﻮاﺋﻴﺔ و اﻟﺘﻤﺜﻼت ا ﺎﻃﺌﺔ‪ ،‬ﺧﺼﻮﺻﺎ ﻋﻨﺪﻣﺎ ﻳﺘﻌﻠﻖ ﻣﺮ ﺑﻘﺮارات ﻣﺼ ﻳﺔ ‪ .‬ﻓ ﻞ ﺴﺎءﻟﺖ ﻣﻊ ﻧﻔﺴﻚ‬
‫ﻋﻦ اﻟﻄﺮ ﻘﺔ اﻟ ﻌﺘﻤﺪ ﺎ ﻋﺎدة اﺗﺨﺎذ ﻗ ﺮاراﺗﻚ؟ وﺧﺼﻮﺻﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮن أﻣﺎم اﺧﺘﻴﺎرات ﻣﺘﻌﺪدة ﺗﺠﻠﺐ‬
‫ﻟﻚ ا ة و رﺗﺒﺎك؟‬
‫‪ -1‬أﺑﺤﺚ ذاﻛﺮﻲ وأﺣ ﻲ ﻗﺼﺔ ﻗﺮار اﺗﺨﺬﺗﮫ وﻧﺪﻣﺖ ﻋ اﺗﺨﺎذﻩ ﻌﺪ ذﻟﻚ ﻷﻧﮫ ﺗﺒ ن ﻟﻚ ﻓﻴﻤﺎ ﻌﺪ أﻧﮫ ﻟﻢ‬
‫ﻳﻜﻦ ﻣﺒ ﻴﺎ ﺸ ﻞ ﺳﻠﻴﻢ‪:‬‬
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‫‪ -‬أﻳﻦ ﺎن ﻳﻜﻤﻦ ا ﻄﺄ أو ا ﻠﻞ اﻟﻘﺮاراﳌﺘﺨﺬ؟ وﻛﻴﻒ ﺎن ﺑﺈﻣ ﺎ ﻲ ﺗﻔﺎدي اﻟﻮﻗﻮع ﻓﻴﮫ؟‬

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‫؟‬ ‫ﺳﺘﻔﺎدة ﺬﻩ اﻟﺘﺠﺮ ﺔ ﻣﺴﺘﻘﺒﻼ‪ ،‬اﺗﺨﺎذ اﻟﻘﺮارات اﳌﺘﻌﻠﻘﺔ ﺑﻤﺸﺮو اﻟ‬ ‫‪ -‬ﻛﻴﻒ ﻳﻤﻜﻨ‬
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‫ﺎ و ﻣﺒ ﻴﺎ‬ ‫ﻋ اﺗﺨﺎذﻩ ﻌﺪ ذﻟﻚ‪ ،‬ﻷﻧﮫ ﺎن ﻧﺎ‬ ‫‪ -2‬أﺑﺤﺚ ذاﻛﺮ ﻲ وأﺣ ﻲ ﻗﺼﺔ ﻗﺮار اﺗﺨﺬﺗﮫ و ﻨﺄت ﻧﻔ‬
‫ﻋ أﺳﺎس ﻣﺘ ن‪:‬‬
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‫‪16‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ -‬ﺎن اﻟﺴﺮ ﻧﺠﺎح ﺬا اﻟﻘﺮار ﻧﻈﺮي ﻮ ‪:‬‬
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‫ﻻ ﺷﻚ اﻧﻚ اﺳﺘﺄ ﺴﺖ ﺑﻤﻌﺮﻓﺔ اﳌﺮاﺣﻞ ر ﻊ اﳌﻌﺮوﻓﺔ ب ) ﺳﺘﻜﺸﺎف‪ ،‬اﻟﺒﻠﻮرة‪ ،‬اﻟﺘﺨﺼﻴﺺ‪ ،‬اﻟﺘﻨﻔﻴﺬ(‪،‬‬

‫و إﻻ ﻓﺎﺑﺤﺚ اﳌﻮﺿﻮع‪ ،‬ﺛﻢ اﻧﻈﺮ ﻞ ﻃﺒﻘﺖ ﺬﻩ اﳌﻘﺎر ﺔ اﺗﺨﺎذ اﻟﻘﺮ اراﻟﺬي ﺣﻜﻴﺖ ﻋﻨﮫ أﻋﻼﻩ‪. .‬‬
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‫أذﻛﺮﺗﻘﻨﻴﺎت أو ﻣﺒﺎدئ أﺧﺮى ‪ ،‬ﻟﺪﻋﻢ ﻣﺴﺄﻟﺔ اﺗﺨﺎذ اﻟﻘﺮاراﳌﻨﺎﺳﺐ ؟‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪17‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫واﳌ‬ ‫‪ 14‬ـ ﻣﺸﺮو اﻟﺪرا‬

‫ﺬﻩ اﻟﺼﻔﺤﺔ ﻋ اﺧﺘﻴﺎري اﳌ ا ﺎص ) ﻌﺒﺄ ﺧﻼل اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي إﻋﺪادي(‬ ‫أﻋ‬

‫‪ ‬ﻣﺴﺘﻘﺒﻼ أر ﻏﺐ ﻣﻤﺎرﺳﺔ ﻣ ﻨﺔ‪:‬‬

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‫ﺬا اﳌﺠﺎل ﻷن‪:‬‬ ‫‪‬أﺗﻤ اﻟﻌﻤﻞ‬

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‫ﻞ ﺬﻩ اﳌ ﻨﺔ ﺗﻤﻨﺢ آﻓﺎﻗﺎ ﻣ ﻤﺔ؟‬ ‫‪‬‬

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‫‪ ‬ﻣﺎ ﻣ ﺮاﺣﻞ اﻟﺘﻜﻮ ﻦ اﻟ ﻳﺠﺐ ﻣﺘﺎ ﻌ ﺎ ﻣﻦ أﺟﻞ ﻣﺴ ة ﺟﻴﺪة ﻣﺸﺮو ؟ ) اﳌﻄﻠﻮب ﺗﻔﺼﻴﻠ ﺎ أو‬
‫اﻟﺘﻌﺒ ﻋﻠ ﺎ ﺑﺮﺳﻮﻣﺎت(‬
‫‪..........................................................................................................................................................................................................................................................................‬‬

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‫اﻟﺪراﺳﻴﺔ ﺗﻤﻜﻨ ﻣﻦ ﺗ ﺒﻊ ﺬا اﳌﺴﺎر؟‬ ‫‪ ‬اﻟﻮﻗﺖ اﻟ ﺮا ﻦ‪ ،‬ﻞ ﻧﺘﺎﺋ‬

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‫ا ﻠﻮل اﳌﺘﺎﺣﺔ ؟‬ ‫اﻟﺪراﺳﻴﺔ ﻻ ﺴﻤﺢ ﺑﺘ ﺒﻊ ﺬا اﳌﺴﺎر‪ ،‬ﻣﺎ‬ ‫‪ ‬إذا ﺎﻧﺖ ﻧﺘﺎﺋ‬

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‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪18‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫‪ -15‬آراء ﻌﺾ اﳌﺘﺪﺧﻠ ن ﺣﻮل ﻣﺸﺮو اﳌ‬
‫ﺎﻳﺔ اﻟﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ ﺛﺎﻧﻮي إﻋﺪادي‪:‬‬ ‫ﺗﺘﻢ ﻌﺒﺌﺔ ﺬا ا ﺪول‬

‫رأي ﻣﺠﻠﺲ اﻟﺘﻮﺟﻴﮫ‬
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‫اﳌﺴ ﺸﺎر اﻟﺘﻮﺟﻴﮫ‬ ‫ﺳﺘﺎذ اﻟﻜﻔﻴﻞ‬
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‫ﺑﺎء وأوﻟﻴﺎء‬
‫اﻟﺘﻼﻣﻴﺬ‬
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‫ﻞ اﳌﺸﺮوع‬
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‫ا ﺎص ﺑﺎﻟﺘﻠﻤﻴﺬ‬
‫‪............................‬‬ ‫ﻗﺎﺑﻞ ﻟﻠﺘﺤﻘﻴﻖ؟‬
‫‪............................‬‬ ‫ﳌﺎذا؟‬
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‫‪............................‬‬ ‫ﻞ ﻳﺘﻮاﻓﻖ ﺬا‬
‫‪............................‬‬ ‫اﳌﺸﺮوع ﻣﻊ ﻗﺪراﺗﮫ‬
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‫و ﻣﺆ ﻼﺗﮫ؟ ﳌﺎذا؟‬
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‫ﻞ ﻳﺘﻮاﻓﻖ ﺬا‬
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‫اﳌﺸﺮوع ﻣﻊ ﻣﺎ‬
‫‪............................‬‬ ‫ﺗﻄﻤﺢ ﻟﮫ أﺳﺮﺗﮫ؟‬
‫‪............................‬‬ ‫ﳌﺎذا؟‬
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‫ﺣﺎﻟﺔ ا ﻮاب‬
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‫ﺑﻼ؟ ﻣﺎ ﻮ‬
‫‪............................‬‬ ‫ﺗﺼﻮرﻛﻢ اﻟ‬
‫‪............................‬‬ ‫ﳌﺴﺘﻘﺒﻞ اﻟﺘﻠﻤﻴﺬ‬
‫‪............................‬‬ ‫وﳌﺎذا؟‬
‫اﻟﺘﻮﻗﻴﻌﺎت‬

‫ﺗﺎﺭﻳﺦ ﺗﻌﺒﺌﺔ ﺍﻟﺒﻄﺎﻗﺔ‪......................................... :‬‬

‫‪19‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‪،‬‬
‫ﺧﻼﻝ ﻓﺘﺮﺓ ﺩﺭﺍﺳﺘﻚ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻹﻋﺪﺍﺩﻱ‪ ،‬ﳝﻜﻨﻚ ﻫﺬﺍ ﺍﳉﺰﺀ‬
‫ﻣﻦ ﺍﻟﺒﻮﺭﺗﻔﻮﻟﻴﻮ ﻣﻦ‪:‬‬

‫ﺣﻔﻆ ﺇﳒﺎﺯﺍﺗﻚ ﺍﳌﺨﺘﺎﺭﺓ‪ ،‬ﻭ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺟﻴﻮﺏ ﺷﻔﺎﻓﺔ ﻣﻦ ﺃﺟﻞ‬

‫ﺍﺣﺘﻮﺍﺀ ﳐﺘﻠﻒ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻹﻧﺘﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻚ ﻭﺍﻟﱵ ﺗﻌﺘﱪﻫﺎ ﺫﺍﺕ ﻗﻴﻤﺔ‬
‫ﻭﺩﻻﻟﺔ‪ .‬ﻫﺬﻩ ﺍﳉﻴﻮﺏ ﲟﺜﺎﺑﺔ ﻭﻋﺎﺀﺍﺕ ﻓﺎﺭﻏﺔ ﺑﺄﺣﺠﺎﻡ ﻭﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ‪ ،‬ﳝﻜﻨﻬﺎ‬
‫ﺃﻥ ﺗﻀﻢ ﺃﻭﺭﺍﻕ ﲢﺮﻳﺮ ﻟﻔﺮﻭﺽ ﻣﺼﺤﺤﺔ ‪‬ﺎ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ‪،‬ﲟﺨﺘﻠﻒ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻛﻤﺎ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻀﻢ ﻧﺼﻮﺻﺎ ﻭﺭﻭﺍﻳﺎﺕ ﻭﳏﺎﻭﻻﺕ ﺷﻌﺮﻳﺔ‪ ،‬ﺃﻭ ﺭﺳﻮﻣﺎ‪،‬‬
‫ﺃﻭ ﺻﻮﺭ ﻓﻮﺗﻮﻏﺮﺍﻓﻴﺔ‪ ،‬ﺃﻭ ﻗﺼﺎﺻﺎﺕ ﻣﻦ ﳎﻼﺕ ﺃﻭ ﺟﺮﺍﺋﺪ ﺫﺍﺕ ﻣﻌﲎ ﺧﺎﺹ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻚ‪ ،‬ﺃﻭ ﺃﻗﺮﺍﺹ ﻣﻀﻐﻮﻃﺔ‪ ،‬ﺃﻭ ﻣﻔﺘﺎﺡ ‪ ،usb‬ﺎ ﺃﻋﻤﺎﻝ ﻣﻜﺘﻮﺑﺔ ﺃﻭ‬
‫ﻋﺮﻭﺽ ﻓﻴﺪﻳﻮ ﺧﺎﺻﺔ ﺑﺈﳒﺎﺯﺍﺗﻚ‪.(...‬‬

‫ﻋﺰﻳﺰﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻋﺰﻳﺰﰐ ﺍﻟﺘﻠﻤﻴﺬﺓ‬

‫ﺍﳉﻴﻮﺏ ﺍﳌﻠﺤﻘﺔ‬
‫ﻟﺘﺘﻤﻜﻦ ﻣﻦ ﺑﻠﻮﻍ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺳﺘﺠﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳉﻴﻮﺏ‬
‫ﺍﻟﺒﻼﺳﺘﻴﻜﻴﺔ ﺍﻟﻔﺎﺭﻏﺔ‪ .‬ﻋﻠﻴﻚ ﺗﻌﺒﺌﺘﻬﺎ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ‬
‫ﺗﻘﻮﻡ ‪‬ﺎ ﺳﻮﺍﺀ ﺑﺪﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﻭ ﺃﺛﻨﺎﺀ ﺃﻧﺸﻄﺔ‬
‫ﺍﳊﻴﺎﺓ ﺍﳌﺪﺭﺳﻴﺔ ﺃﻭ ﺃﻧﺸﻄﺔ ﺍﻹﻋﻼﻡ ﻭﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺟﻴﻪ ﺃﻭ‬
‫ﺧﻼﻝ ﺃﻧﺸﻄﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪1‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬

 ‫ﳏﺎﻭﺭ‪ :‬ﺍﳉﻴﻮﺏ ﺍﳌﻠﺤﻘﺔ‬

‫إﻧﺠﺎ زا ﻲ وإﺑﺪاﻋﺎ ﻲ؛‬ ‫‪(1‬‬

‫ا ﻮارواﻟﺘﻮاﺻﻞ ﻣﻊ ﺧﺮﻦ؛‬ ‫‪(2‬‬

‫اﺳﺘﻜﺸﻒ ﻣﺤﻴﻄﻲ؛‬ ‫‪(3‬‬

‫اﻟﺪراﺳﻴﺔ؛‬ ‫ﻧﺘﺎﺋ‬ ‫‪(4‬‬

‫ﻣﺠﺎﻻت أﺧﺮى ﻤ ؛‬ ‫‪(5‬‬

‫ﻓﻀﺎء ﺣﺮ‪.‬‬ ‫‪(6‬‬

‫‪2‬‬ ‫ﻟﻠﺘﻠﻤﻴﺬ " اﻟﺒﻮرﺗﻔﻮﻟﻴﻮ"‬ ‫ﺣﻘﻴﺒﺔ ﺗ ﺒﻊ اﳌﺸﺮوع اﻟ‬