‫‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg‬‬ ‫‪òîàîçbоa@Áöa‹©a@òîvîmaŽg‬‬

‫‪kadwany@gmail.com‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‬

‫ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﻘﺪﻣﺔ ﻣﻦ ﺍﻷﺳﺘﺎﺫ‪/‬‬

‫‚‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‬‬
‫ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﲟﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ – ﳏﺎﻓﻈﺔ ﺍﶈﻮﻳﺖ‬
‫‪kadwany@gmail.com‬‬

‫ﻣﻘﺪﻣﺔ ﻟﻠﻮﺭﺷﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑــ‬

‫‪@ @ñ†ì§a@íbȾ@&bÔÏë@òîíŠ‡nÛa@paŠbè¾a@òîàäm‬‬
‫@ @‬
‫ﻭﺍﻟﱵ ﻳﻘﻴﻤﻬﺎ ﻓﺮﻳﻖ ﺍﻟﺘﻄﻮﻳﺮ ﲟﺪﺭﺳﺔ ﻋﺎﺋﺸﺔ ﻟﻠﺒﻨﺎﺕ ﲟﺪﻳﺮﻳﺔ ﻣﺪﻳﻨﺔ ﺍﶈﻮﻳﺖ‬
‫ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﲟﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﲟﺤﺎﻓﻈﺔ ﺍﶈﻮﻳﺖ‬

‫ﺧﻼﻝ ﺍﻟﻔﱰﺓ ‪ /١٣-٩‬ﻣﺎﺭﺱ‪٢٠١٤ /‬ﻡ‬

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 ‫‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg‬‬ ‫‪òîàîçbоa@Áöa‹©a@òîvîmaŽg‬‬
‫‪kadwany@gmail.com‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‬

‫ﺇﻥ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﻧﺸﺄﺕ ﺿﻤﻦ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ‪ ،‬ﻭﻣﻦ ﺧﻼﳍﺎ ﻳﺴﺘﻄﻴﻊ‬
‫ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﳝﺜﻞ ﺍﻟﺒﻨﺎﺀ ﺍﳌﻔﺎﻫﻴﻤﻲ ﺍﻟﺬﻱ ﳝﺘﻠﻜﻪ ﰲ ﺃﻱ ﻣﻮﺿﻮﻉ ﻋﻠﻰ ﺷﻜﻞ ﳐﻄﻄﺎﺕ ﺃﻭ ﺷﺒﻜﺎﺕ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻫﺮﻣﻴﺔ‬
‫ﺗﺘﻀﻤﻦ ﻣﻔﺎﻫﻴﻢ ﺍﳌﻮﺿﻮﻉ ﺍﳌﻌﺮﰲ ﻣﺮﺗﺒﺔ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﺗ‪‬ﻈﻬﺮ ﺩﺭﺟﺔ ﺍﻟﺸﻤﻮﻝ ﻭﺍﻻﺣﺘﻮﺍﺀ ﻭﺍﻟﺘﺠﺮﻳﺪ‪ ،‬ﻭﲤﺜﻞ ﺍﳌﻔﺎﻫﻴﻢ‬
‫ﻋﻠﻰ ﺧﺮﺍﺋﻂ ﺍﻟﺘﻔﻜﲑ ﻋﻠﻰ ﺷﻜﻞ ﻋﻘﺪ ﺃﻭ ﺩﻭﺍﺋﺮ ﺃﻭ ﺃﺷﻜﺎﻝ ﺑﻴﻀﺎﻭﻳﺔ ﺃﻭ ﺃﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻓﺎﻣﺘﻼﻙ ﺍﻟﻄﺎﻟﺐ‬
‫ﺧﺮﻳﻄﺔ ﺍﻟﺘﻔﻜﲑ ﻣﺘﻤﺎﺳﻜﺔ ﻏﲑ ﻣﻔﻜﻜﺔ ﳝﻜﻨﻪ ﻣﻦ ﺍﻟﺘﺼﺮﻑ ﺑﺎﳌﻌﺮﻓﺔ ﻭﲢﻮﻳﺮﻫﺎ ﻭﺗﻮﻟﻴﺪ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ ﻣﻨﻬﺎ‪ ،‬ﻭﺍﺳﺘﺒﺼﺎﺭ‬
‫ﻋﻼﻗﺎﺕ ﺟﺪﻳﺪﺓ ﺑﲔ ﻋﻨﺎﺻﺮﻫﺎ ﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﻮﻓﺮ‬
‫ﻟﻪ ﺩﺍﻓﻌﻴﺔ ﺫﺍﺗﻴﺔ ﻟﻠﺘﻌﻠﻢ‪.‬‬
‫@ @‬
‫‪@ @Zòîàîçbоa@Áöa‹©a@âìèÐß‬‬
‫ﺗﻌﺮﻑ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺑﺄ‪‬ﺎ‪":‬ﺃﺩﺍﺓ ﲣﻄﻴﻄﻴﺔ ﻟﻌﺮﺽ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺿﻤﻦ ﺷﺒﻜﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﲝﻴﺚ ﻳﺘﻢ‬
‫ﺗﺮﺗﻴﺐ ﺍﳌﻔﺎﻫﻴﻢ ﺑﺸﻜﻞ ﻫﺮﻣﻲ ﻣﻦ ﺍﻷﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﻭﴰﻮﻟﻴﺔ ﺇﱃ ﺍﻷﻗﻞ ﻋﻤﻮﻣﻴﺔ‪ ،‬ﻭﻳﺘﻢ ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﲞﻄﻮﻁ‬
‫ﻳﻜﺘﺐ ﻋﻠﻴﻬﺎ ﲨﻠﺔ ﺃﻭ ﻛﻠﻤﺔ ﺫﺍﺕ ﻣﻌﲎ ﻋﻠﻤﻲ ﺗﺴﻤﻰ )ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺮﺍﺑﻄﺔ(‪.‬‬
‫@ @‬
‫‪@ @ZáîÜÈnÛa@À@òîàîçbоa@Áöa‹©a@pbßa‡ƒnŽa‬‬
‫• ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﰲ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻮﺟﻮﺩﺓ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫• ﺍﺳﺘﻘﺼﺎﺀ ﺍﻟﺒﻨﻴﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﳌﻮﺿﻮﻉ ﺍﳌﻌﺮﰲ ﻭﺗﻈﻬﺮ ﻣﺪﻯ ﲤﺎﺳـﻚ ﺍﻟﺒﻨﻴـﺔ‬
‫ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﺗﻜﺎﻣﻠﻬﺎ‪.‬‬
‫• ﺗﺴﺘﺨﺪﻡ ﻻﺳﺘﻘﺼﺎﺀ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳋﺎﻃﺌﺔ ﺃﻭ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺒﺪﻳﻠﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫• ﺗﺴﺎﻋﺪ ﰲ ﺭﺑﻂ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳉﺪﻳﺪﺓ ﺑﺎﻟﺒﻨﻴﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺍﳌﺘﻌﻠﻢ ﻹﺣﺪﺍﺙ ﺗﻌﻠﻢ ﺫﻱ ﻣﻌﲎ‪.‬‬
‫• ﺗﺴﺎﻋﺪ ﺍﳌﺘﻌﻠﻢ ﰲ ﺍﺳﺘﻘﺼﺎﺀ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﲤﻴﺰﻫﺎ‪.‬‬
‫• ﺗﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﻋﻼﻗﺎﺕ ﺟﺪﻳﺪﺓ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ‪.‬‬
‫• ﺗﻘﺪﻡ ﻣﻠﺨﺼﹰﺎ ﻣﻔﻴﺪﹰﺍ ﻟﻠﻤﺎﺩﺓ ﺍﳌﺘﻌﻠﻤﺔ‪.‬‬
‫• ﺗﻈﻬﺮ ﻣﺪﻯ ﺍﻛﺘﺴﺎﺏ ﺍﳌﺘﻌﻠﻤﲔ ﳌﻔﺎﻫﻴﻢ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫• ﻭﺳﻴﻠﺔ ﻣﻬﻤﺔ ﻟﺘﻘﻴﻴﻢ ﺗﻌﻠﻢ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫@ @‬

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 ‫‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg‬‬ ‫‪òîàîçbоa@Áöa‹©a@òîvîmaŽg‬‬
‫‪kadwany@gmail.com‬‬

‫@ @‬
‫‪@ @Zòîàîçbоa@Áöa‹©a@òîvîmaŽg@âa‡ƒnŽa@òîàçc‬‬
‫‪ -‬ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﻓﻮﻕ ﺍﳌﻌﺮﰲ‪.‬‬
‫‪ -‬ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﻭﺧﺎﺻﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻌﻠﻴـﺎ ﻛﺎﳌﻘﺎﺭﻧـﺔ ﻭﺍﻟﺘﺼـﻨﻴﻒ‬
‫ﻭﺍﻟﺘﺮﺗﻴﺐ ﻭﺍﻟﺘﺮﻛﻴﺐ‪.‬‬
‫‪ -‬ﺗﻨﻤﻲ ﻋﻨﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻬﺎﺭﺓ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺮﻣﻴﺰ‪.‬‬
‫‪ -‬ﺗﺴﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺘﻌﻠﻢ ﺫﻱ ﺍﳌﻌﲎ‪.‬‬
‫‪ -‬ﺗﺴﺎﻋﺪ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪.‬‬
‫‪ -‬ﺗﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﺘﻌﻠﻢ ﳌﺪﺓ ﻃﻮﻳﻠﺔ‪.‬‬
‫‪ -‬ﺗﻨﻤﻲ ﺍﲡﺎﻫﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﳓﻮ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫‪ -‬ﺗﺴﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﺍﻟﺘﺄﻣﻠﻲ ﻋﻦ ﻃﺮﻳﻖ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺇﻋﺎﺩﺓ ﺑﻨﺎﺋﻬﺎ‪.‬‬
‫‪ -‬ﺗﺴﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺇﺗﻘﺎﻥ ﺑﻨﺎﺀ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﺼﻠﺔ ﺑﺎﳌﻮﺍﺩ‪ ،‬ﺃﻭ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻳﺪﺭﺳﻮ‪‬ﺎ‪ ،‬ﻭﺇﻋـﺪﺍﺩ ﻣﻠﺨـﺺ‬
‫ﲣﻄﻴﻄﻲ ﳌﺎ ﰎ ﺗﻌﻠﻤﻪ‪.‬‬
‫@ @‬
‫‪@ @Zòîàîçbоa@Áöa‹©a@pbãìØß‬‬
‫‪ (١‬ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﺭﺌﻴﺴﺔ‪ :‬ﻭﻫﻲ ﺑﻨﺎﺀ ﻋﻘﻠﻲ ﻳﻨﺘﺞ ﻣﻦ ﺍﻟﺼﻔﺎﺕ ﺍﳌﺸﺘﺮﻛﺔ ﻟﻠﻈﺎﻫﺮﺓ ﺃﻭ ﺗﺼﻮﺭﺍﺕ ﺫﻫﻨﻴﺔ ﻳﻜﻮ‪‬ﺎ‬
‫ﺍﻟﻔﺮﺩ ﻟﻸﺷﻴﺎﺀ‪.‬‬
‫‪ (٢‬ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﻔﺭﻋﻴﺔ‪) :‬ﻣﻔﺎﻫﻴﻢ ﺭﺑﻂ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﻓﺼﻞ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﻋﻼﻗﺔ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﺗﺼﻨﻴﻔﻴﺔ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﻋﻤﻠﻴـﺔ‪،‬‬
‫ﻣﻔﺎﻫﻴﻢ ﻭﺟﺪﺍﻧﻴﺔ(‪.‬‬
‫‪ (٣‬ﻜﻠﻤﺎﺕ ﺭﺒـﻁ‪ :‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻛﻠﻤﺎﺕ ﺗﺴﺘﺨﺪﻡ ﻟﻠﺮﺑﻂ ﺑﲔ ﻣﻔﻬﻮﻣﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﺜﻞ‪ :‬ﻳﻨﻘﺴﻢ‪ ،‬ﺗﻨﻘﺴـﻢ‪،‬‬
‫ﺗﺼﻨﻒ ﺇﱃ‪ ،‬ﻳﺘﺮﻛﺐ ﻣﻦ ‪... ،‬ﺍﱁ‪.‬‬
‫‪ (٤‬ﻭﺼﻼﺕ ﻋﺭﻀﻴﺔ‪ :‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻭﺻﻠﺔ ﺑﲔ ﻣﻔﻬﻮﻣﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﺴﻠﺴﻞ ﺍﳍﺮﻣﻲ ﻭﲤﺜﻞ ﰲ ﺻﻮﺭﺓ‬
‫ﺧﻂ ﻋﺮﺿﻲ‪.‬‬
‫@‬ ‫@‬
‫@‬ ‫@‬
‫@‬ ‫@‬
‫@‬ ‫@‬
‫@‬ ‫@‬
‫@‬ ‫@‬

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 ‫‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg‬‬ ‫‪òîàîçbоa@Áöa‹©a@òîvîmaŽg‬‬
‫‪kadwany@gmail.com‬‬

‫‪@ @@Zòîàîçbоa@Áöa‹©a@õbäjÛ@òßbÇ@pa†b’Šg‬‬
‫ﺳﺘﻜﻮﻥ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺧﺮﺍﺋﻂ ﺍﳌﻔﻬﻮﻡ ﺷﻴﺌﺎ ﺟﺪﻳﺪﺍ ﻋﻠﻰ ﺍﻟﻄﻼﺏ؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻢ ﺗﻘﺪﳝﻬﺎ ﳍﻢ ﺑﺸﻜﻞ ﺗﺪﺭﳚﻲ‪،‬‬
‫ﻭﻳﻔﻀﻞ ﺗﻘﺪﱘ ﺍﳌﻔﺎﻫﻴﻢ ﳍﻢ ﻋﻠﻰ ﺷﻜﻞ ﺭﺳﻮﻡ ﺃﻭ ﺻﻮﺭ ﺃﻭ ﺃﺷﻜﺎﻝ ﳝﻜﻨﻬﻢ ﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺘﻬﻴﺄ‬
‫ﺍﻟﻄﻼﺏ ﻟﻔﻜﺮﺓ ﺧﺮﻳﻄﺔ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻭﻗﺪ ﺗﻌﺮﺽ ﻋﻠﻴﻬﻢ ﺍﳌﻔﺎﻫﻴﻢ ﺃﻭ ﺍﻷﺣﺪﺍﺙ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‪ ،‬ﺃﻭ ﺑﺸﻜﻞ ﻧﺺ ﻣﻜﺘﻮﺏ‪.‬‬
‫ﻭﳝﻜﻨﻚ – ﻋﺰﻳﺰﻱ ﺍﳌﻌﻠﻢ‪ -‬ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻹﺭﺷﺎﺩﺍﺕ ﺍﻵﺗﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺑﻨﺎﺀ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ‪:‬‬
‫‪ .١‬ﺣﺪﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﺘﻀﻌﻬﺎ ﰲ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ‪.‬‬
‫‪ .٢‬ﻻﺣﻆ ﺑﻌﻨﺎﻳﺔ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺮﺋﻴﺲ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻨﺒﺜﻘﺔ ﻋﻨﻪ‪.‬ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔ ‪‬ﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ‪.‬‬
‫‪ .٣‬ﺗﺼﻮﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻤﻜﻨﺔ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ‪.‬‬
‫‪ .٤‬ﺿﻊ ﺗﺼﻮﺭﹰﺍ ﻟﺸﻜﻞ) ﺗﺼﻤﻴﻢ ( ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺍﻟﱵ ﺳﺘﺮﲰﻬﺎ‪.‬‬
‫‪ .٥‬ﺍﺭﺳﻢ ﺩﻭﺍﺋﺮ ﺃﻭ ﻣﺴﺘﻄﻴﻼﺕ ﺃﻭ ﻣﺮﺑﻌﺎﺕ )ﻭﺿﻊ( ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﺮﻳﺪﻫﺎ‪.‬‬
‫‪ .٦‬ﺍﺳﺘﺨﺪﻡ ﺧﻄﻮﻃﹰﺎ ﺃﻭ ﺃﺳﻬﻤﹰﺎ ﻭﺿﻊ ﻋﻠﻴﻬﺎ ﻛﻠﻤﺎﺕ ﻟﺘﺮﺑﻂ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﲝﻴﺚ ﺗﱪﺯ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺑﻴﻨﻬﺎ ﺑﻮﺿﻮﺡ‪.‬‬
‫‪ .٧‬ﺍﻋﺮﺽ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺍﳋﺮﻳﻄﺔ‪ ،‬ﻭﻧﺎﻗﺸﻬﻢ ﲟﻌﲎ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪.‬‬
‫‚‪@ @Z÷튇nÛa@À@bèßa‡ƒnŽaë@òîàîçbоa@Áöa‹©a@õbäi@paìĐ‬‬
‫ﳛﺘﺎﺝ ﺑﻨﺎﺀ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺇﱃ ﺗﺪﺭﻳﺐ ﻭﻣﺮﺍﻥ ﻣﻦ ﻗﺒﻞ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ‪ ،‬ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﺑﻨﺎﺀ ﺍﳋـﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴـﺔ‬
‫ﻫﻴﻜﻠﻴﹰﺎ ﰒ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﺄﺩﺍﺓ ﺗﻨﻔﻴﺬ ﻟﻠﺪﺭﻭﺱ ﻭﳝﻜﻦ ﺃﻥ ﲤﺮ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﲟﺮﺣﻠﺘﲔ ﺭﺋﻴﺴﻴﺘﲔ‪:‬‬
‫‪ .١‬ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﲣﻄﻴﻂ ﺍﳌﻔﺎﻫﻴﻢ ﻫﻴﻜﻠﻴﹰﺎ‪.‬‬
‫‪ .٢‬ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪@ @Z&bîÜØîç@áîçbоa@ÁîЦ@Z&üëc‬‬
‫ﻭﺘﻤﺭ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺒﺎﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -١‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ ﺍﳌﺮﺍﺩ ﻋﻤﻞ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻟﻪ )ﻭﺣﺪﺓ ﺩﺭﺍﺳﻴﺔ‪ ،‬ﺩﺭﺱ‪ ،‬ﻓﻘﺮﺓ ﻣﻦ ﺩﺭﺱ(‪.‬‬
‫‪ -٢‬ﺍﺳﺘﺨﺮﺍﺝ ﻭﲢﺪﻳﺪ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﰒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺧﺮﻯ ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ‪.‬‬
‫‪ -٣‬ﺇﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﺑﺎﳌﻔﺎﻫﻴﻢ ﻭﺗﺮﺗﻴﺒﻬﺎ ﺗﻨﺎﺯﻟﻴﹰﺎ ﺗﺒﻌﹰﺎ ﻟﺸﻤﻮﳍﺎ ﻭﲡﺮﻳﺪﻫﺎ‪.‬‬
‫‪ -٤‬ﺭﺳﻢ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺑﻮﺿﻊ ﺍﳌﻔﺎﻫﻴﻢ ﰲ ﺃﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﲝﻴﺚ ﺗﻜﻮﻥ‪:‬‬
‫‪ -‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﰲ ﺍﻷﻋﻠﻰ‪.‬‬
‫‪ -‬ﺍﳌﻔﺎﻫﻴﻢ ﺫﺍﺕ ﺍﻟﺪﺭﺟﺔ ﺍﳌﺘﻮﺳﻄﺔ ﻣﻦ ﺍﻟﻌﻤﻮﻣﻴﺔ ﰲ ﺍﻟﻮﺳﻂ‪.‬‬
‫‪ -‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﻗﻞ ﻋﻤﻮﻣﻴﺔ ﻋﻨﺪ ﻗﺎﻋﺪﺓ ﺍﳋﺮﻳﻄﺔ‪.‬‬
‫‪ -٥‬ﺭﺳﻢ ﺧﻄﻮﻁ ﺗﺼﻞ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﺣﺴﺐ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ‪.‬‬
‫‪ -٦‬ﻭﺿﻊ ﻛﻠﻤﺎﺕ ﺗﺸﲑ ﺇﱃ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻔﻬﻮﻣﲔ ﺍﳌﺮﺗﺒﻄﲔ ﻣﻌﹰﺎ ﲞﻂ‪.‬‬
‫‪ -٧‬ﺇﻧﺸﺎﺀ ﻋﻼﻗﺎﺕ ﺭﺑﻄﻴﺔ ﺳﻬﻤﻴﺔ ﺑﲔ ﻛﻞ ﻣﻔﻬﻮﻣﲔ ﻣﺮﺗﺒﻄﲔ ﻣﻌﹰﺎ‪.‬‬
‫‪ -٨‬ﻣﺮﺍﺟﻌﺔ ﻣﺎ ﻗﻤﺖ ﺑﻌﻤﻠﻪ ﻋﺪﺓ ﻣﺮﺍﺕ‪.‬‬

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 ‫‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg‬‬ ‫‪òîàîçbоa@Áöa‹©a@òîvîmaŽg‬‬
‫‪kadwany@gmail.com‬‬

‫@ @‬
‫‪@ @Z÷튇nÛa@À@òîàîçbоa@Áöa‹©a@âa‡ƒnŽa@Z&bîãbq‬‬
‫ﻭﺘﺘﻡ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻤﻥ ﺨﻼل ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ .١‬ﺣﺪﺩ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺬﻱ ﺗﺮﻳﺪ ﺗﺪﺭﻳﺴﻪ ﻟﻠﻄﻼﺏ‪ ،‬ﰒ ﻗﻢ ﺑﺒﻨﺎﺀ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻟﻪ ﺑﺎﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ ﺗﺮﻳﺪﻫﺎ‪ .‬ﻭﰲ ﺣﺎﻟﺔ‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳ‪‬ﻔﻀﻞ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻔﻬﻮﻡ ﻣﻦ ﺑﻴﺌﺔ ﺍﻟﻄﻼﺏ ﻭﻣﺄﻟﻮﻓﹰﺎ ﻋﻨﺪﻫﻢ ‪ ،‬ﻛﻤﺎ ﻳﻔﻀﻞ ﻭﺿﻊ ﻓﺮﺍﻏﺎﺕ‬
‫ﳏﺪﻭﺩﺓ ﰲ ﺍﳋﺮﻳﻄﺔ ﻭﻭﺿﻊ ﻣﻔﺘﺎﺡ ﳍﺎ ﻭﺇﺿﺎﻓﺔ ﻛﻠﻤﺎﺕ ﺭﺍﺑﻄﺔ ﺃﻭ ﻣﻔﺘﺎﺣﻴﻪ ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﺒﺌﺔ ﻓﺮﺍﻏﺎﺕ‬
‫ﺍﳋﺮﻳﻄﺔ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﳌﻄﻠﻮﺏ‪.‬‬
‫‪ .٢‬ﺍﻋﺮﺽ ﻋﻠﻰ ﺷﻔﺎﻓﻴﺔ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺍﻟﱵ ﺑﻨﻴﺘﻬﺎ ﻭﻟﺘﻜﻦ ﺍﳋﺮﻳﻄﺔ ﺍﳌﺒﻴﻨﺔ ﰲ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﺮﻓﻘﺔ‪.‬‬
‫‪ .٣‬ﻧﺒ‪‬ﻪ ﺍﻟﻄﻼﺏ ﺇﱃ ﺍﳌﻔﺘﺎﺡ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻣﻊ ﺍﳋﺮﻳﻄﺔ‪.‬‬
‫‪ .٤‬ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﰲ ﳎﻤﻮﻋﺎﺕ ﻭﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺃﻥ ﻳﻨﻘﻠﻮﺍ ﺍﳋﺮﻳﻄﺔ ﻋﻠﻰ ﺃﻭﺭﺍﻗﻬﻢ ﻭﻣﻦ ﺛﹼﻢ‪ ‬ﺇﻛﻤﺎﻝ ﺍﻟﻔﺮﺍﻏﺎﺕ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﻓﻴﻬﺎ ﻣﺴﺘﻌﻴﻨﲔ ﺑﺎﳌﻔﺘﺎﺡ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻓﻴﻬﺎ‪.‬ﳝﻜﻦ ﺃﻥ ﺗﺘﺠﻮﻝ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪ ،‬ﳝﻜﻦ‬
‫ﺃﻥ ﺗﻘﺪﻡ ﺍﳌﺴﺎﻋﺪﺓ – ﻟﻜﻦ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺒﺎﺷﺮﺓ – ﻟﻠﻤﺠﻤﻮﻋﺎﺕ ﺍﳌﺘﻌﺜﺮﺓ ﺃﻭ ﺗﻠﻚ ﺍﻟﱵ ﺗﻄﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ‪.‬‬
‫‪ .٥‬ﻋﻠﹼﻖ ﺍﳋﺮﺍﺋﻂ ﺍﻟﱵ ﺗﻌﻤﻠﻬﺎ ﺍ‪‬ﻤﻮﻋﺎﺕ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺃﻃﻠﺐ ﻣﻦ ﻛﻞ ﳎﻤﻮﻋﺔ ﺃﻥ ﺗﺸﺮﺡ ﺧﺮﻳﻄﺘﻬﺎ‪.‬‬
‫‪ .٦‬ﲡﻨﺐ ﺍﻧﺘﻘﺎﺩ ﺍﳋﺮﺍﺋﻂ ﻭﺭﻛﹼﺰ ﻋﻠﻰ ﺟﻮﺍﻧﺒﻬﺎ ﺍﻹﳚﺎﺑﻴﺔ‪.‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺘﺄﻛﻴﺪ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﺧﺘﻼﻑ ﺍﳋﺮﺍﺋﻂ‬
‫ﺍﳌﻌﺮﻭﺿﺔ ﻟﻠﻤﻔﻬﻮﻡ ﺍﻟﻮﺍﺣﺪ ﺷﻲﺀ ﺻﺤﻴﺢ ﻭﻫﻮ ﻣﺎ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺷﺮﻳﻄﺔ ﺃﻥ ﺗﱪﺯ ﻫﺬﻩ ﺍﳋﺮﺍﺋﻂ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﺑﲔ ﺍﳌﻔﻬﻮﻡ ﻭﻣﻔﺎﻫﻴﻤﻪ ﺍﻟﻔﺮﻋﻴﺔ ﻭﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫‪ .٧‬ﻣﺮﺓ ﺃﺧﺮﻯ ﻛﻠﱢﻒ ﺍﻟﻄﻼﺏ ﺑﺒﻨﺎﺀ ﺧﺮﻳﻄﺔ ﺟﺪﻳﺪﺓ ﻭﻟﺘﻜﻦ ﻟﻠﻤﻔﻬﻮﻡ ﺍﻟﺴﺎﺑﻖ ﻧﻔﺴﻪ ﻟﺘﻌﺰﺯ ﺗﻌﻠﻢ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ .٨‬ﳝﻜﻦ ﺃﻥ ﺗﻌﻠﻖ ﺧﺮﺍﺋﻂ ﺍﳌﻔﻬﻮﻡ ﺍﳉﻴﺪﺓ ﻋﻠﻰ ﺟﺪﺭﺍﻥ ﺣﺠﺮﺓ ﺍﻟﺼﻒ ﻟﺘﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ‪ ،‬ﹸﺛﻢ‪ ‬ﺃﻃﻠﺐ ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺃﻥ ﺗﺸﺮﺡ ﺧﺮﺍﺋﻄﻬﺎ ﺃﻣﺎﻡ ﻃﻼﺏ ﺍﻟﺼﻒ‪.‬‬
‫‪ .٩‬ﻛﻠﱢﻒ ﺍﻟﻄﻼﺏ ﺑﺄﻧﺸﻄﺔ ﺑﻴﺘﻴﻪ ﻟﺒﻨﺎﺀ ﺧﺮﻳﻄﺔ ﻣﻔﻬﻮﻡ ﻟﻘﻀﻴﺔ ﻳﻌﺮﻓﻮ‪‬ﺎ ﺃﻭ ﻣﻦ ﺧﻴﺎﳍﻢ ﺃﻭ ﺣﺪﺙ ﳜﺘﺎﺭﻭﻧﻪ‪.‬‬
‫‪ .١٠‬ﰲ ﺍﳊﺼﺔ ﺍﻟﻘﺎﺩﻣﺔ ﺃﺗﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻄﻼﺏ ﻟﻌﺮﺽ ﺧﺮﺍﺋﻄﻬﻢ ﺃﻣﺎﻡ ﺯﻣﻼﺋﻬﻢ‪ .‬ﻧﺎﻗﺶ ﺃﻧﺖ ﻭﺍﻟﻄﻼﺏ ﺍﳋﺮﺍﺋﻂ‬
‫ﺍﳌﻌﺮﻭﺿﺔ‪.‬‬

‫ﻤﻼﺤﻅﺔ‪ :‬ﳝﻜﻦ ﲣﺼﻴﺺ ﻣﻠﻒ ﻟﻜﻞ ﻃﺎﻟﺐ ﳛﻔﻆ ‪‬ﺎ ﺧﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳋﺎﺻﺔ ﺑﻪ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺘﺒﺎﺩﻝ ﺍﻟﻄﻼﺏ‬
‫ﺍﳌﻠﻔﺎﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻔﺎﺋﺪﺓ‪.‬‬
‫@ @‬
‫@ @‬
‫@ @‬

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 ‫‪@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg‬‬ ‫‪òîàîçbоa@Áöa‹©a@òîvîmaŽg‬‬
‫‪kadwany@gmail.com‬‬

‫‪@ @Zòîàîçbоa@Áöa‹©a@òîvîmaŽg@âa‡ƒnŽü@Ý‚a‡ß‬‬
‫ﻻ ﺗﺴﺘﺨﺪﻡ ﺧﺮﻳﻄﺔ ﺍﳌﻔﻬﻮﻡ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻨﻤﻄﻴﺔ ﻭﺍﺣﺪﺓ ﺫﻟﻚ ﻷﻥ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻌﻠﻤﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﰲ ﻋﻤﻮﻣﻴﺘﻬﺎ ﻭﴰﻮﻟﻴﺘﻬﺎ‬
‫ﻭﺻﻌﻮﺑﺘﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻄﻼﺏ ﻣﺘﻔﺎﻭﺗﲔ ﰲ ﺍﺳﺘﻌﺪﺍﺩﺍ‪‬ﻢ ﻭﻗﺪﺭﺍ‪‬ﻢ ﻭﺃﳕﺎﻃﻬﻢ ﺍﻟﺘﻌﻠﻤﻴﺔ‪ .‬ﻟﺬﻟﻚ ﻳ‪‬ﻨﺼﺢ ﺍﳌﻌﻠﻤﻮﻥ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﲟﺪﺍﺧﻞ ﻣﺘﻨﻮﻋﺔ ﻟﺘﻠﺒﻴﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﲔ ﻃﻼ‪‬ﻢ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺄﰐ ﺑﻌﺾ ﺍﳌﺪﺍﺧﻞ ﺍﻟﱵ‬
‫ﻧﻘﺘﺮﺣﻬﺎ ﻟﻚ ‪-‬ﻋﺯﻴﺯﻱ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﻋﺯﻴﺯﺘﻲ ﺍﻝﻤﻌﻠﻤﺔ – ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪:‬‬
‫‪ .١‬ﺍﻝﻤﺩﺨل ﺍﻷﻭل‪ :‬ﻗﺪﻡ ﻟﻠﻄﻼﺏ ﺧﺮﻳﻄﺔ ﺑﺮﺳﻢ ﻛﺎﻣﻞ ﻭﺗﺘﻀﻤﻦ ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻔﻘﻮﺩﺓ ﺍ ﹸﳌ ‪‬ﻌﺒ‪‬ﺮ ﻋﻨﻬﺎ ﺑﺼﻮﺭ‬
‫ﺃﻭ ﺭﺳﻮﻡ‪ .‬ﺃﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺮﺳﻮﻡ‬
‫ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﲤﺜﻠﻬﺎ‪.‬‬
‫‪ .٢‬ﺍﻝﻤﺩﺨل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻗﺪﻡ ﻟﻠﻄﻼﺏ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻛﺎﻣﻠﺔ ﻓﻴﻬﺎ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻟﻔﺮﺍﻏﺎﺕ‪ ،‬ﻭﻗﺪﻡ ﻣﻌﻬﺎ‬
‫ﻗﺎﺋﻤﺔ ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﳌﻔﻘﻮﺩﺓ ﻣﻀﺎﻓﹰﺎ ﺇﻟﻴﻬﺎ )‪ (٢-١‬ﻣﻔﻬﻮﻣﹰﺎ ﻻ ﻳﻨﺘﻤﻲ ﻟﻠﺨﺮﻳﻄﺔ‪ ،‬ﰒ ﺃﻃﻠﺐ‬
‫ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﺋﻤﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻌﻄﺎﺓ ﳍﻢ‪.‬‬
‫‪ .٣‬ﺍﻝﻤﺩﺨل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺍﻝﻤﺯﺍﻭﺠﺔ ﺒﻴﻥ ﺍﻝﻤﺩﺨﻠﻴﻥ )ﺃ( ﻭ)ﺏ(‪.‬‬
‫‪ .٤‬ﺍﻝﻤﺩﺨل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺗﻘﺪﱘ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻛﺎﻣﻠﺔ ﻳﻈﻬﺮ ﻓﻴﻬﺎ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺮﺋﻴﺲ ﻭﻣﻔﻬﻮﻡ ﺁﺧﺮ ﻳﺘﻔﺮﻉ ﻣﻨﻪ‬
‫ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻣﻔﻬﻮﻣﺎﻥ‪ ،‬ﻭﺗ‪‬ﻈﻬﺮ ﺍﳋﺮﻳﻄﺔ ﲨﻴﻊ ﺍﳋﻄﻮﻁ ﻭﺍﻷﺳﻬﻢ ﻣﻜﺘﻮﺑﺎ ﻋﻠﻴﻬﺎ ﺍﳊﺎﻟﺔ‬
‫ﺍﳌﻌﱪﺓ ﻋﻦ ﺍﻟﻌﻼﻗﺔ )ﻣﺎﻫﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﻭﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﺍﳊﺎﻟﺔ(‪.‬‬
‫‪ .٥‬ﺍﻝﻤﺩﺨل ﺍﻝﺨﺎﻤﺱ‪ :‬ﻳﻘﺪﻡ ﺍﳌﻌﻠﻢ ﻟﻠﻄﻼﺏ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ‬
‫ﻣﻔﺎﻫﻴﻤﻴﺔ ﳍﺎ‪.‬‬
‫‪ .٦‬ﺍﻝﻤﺩﺨل ﺍﻝﺴﺎﺩﺱ‪ :‬ﻳﻘﺪﻡ ﺍﳌﻌﻠﻢ ﻟﻠﻄﻼﺏ ﻣﻔﻬﻮﻣﺎ ﺭﺋﻴﺴﺎ ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻟﻪ‪،‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﻌﻠﻢ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﺑﻌﺪ ﺃﻥ ﺗﺘﺤﺴﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﰲ ﺑﻨﺎﺀ ﺍﳋﺮﺍﺋﻂ‬
‫ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﺗﺘﺤﺴ‪‬ﻦ ﻣﻌﺮﻓﺘﻬﻢ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪@ @Z÷튇nÛa@À@òîàîçbоa@Áöa‹©a@òîvîmaŽg@ÑîÃìm@b−@ÝßaìÇ‬‬
‫ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﳚﺐ ﻣﺮﺍﻋﺎ‪‬ﺎ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ‪.‬‬
‫‪ .٢‬ﺍﻟﺴﻤﺎﺡ ﻟﻠﻄﻼﺏ ﺑﺒﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺑﺄﻧﻔﺴﻬﻢ ﺣﱴ ﻻ ﻧﻘﻊ ﰲ ﺍﻹﻃﺎﺭ ﺍﻻﺳﺘﻈﻬﺎﺭﻱ ﻣﺮﺓ ﺃﺧﺮﻯ‪.‬‬
‫‪ .٣‬ﻻ ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺣﻔﻆ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺍﻟﱵ ﺃﻋﺪﺕ ﰲ ﺍﻟﻔﺼﻞ‪.‬‬
‫‪ .٤‬ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻻ ﺗﻌﱪ ﻋﻦ ﻛﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﻄﻼﺏ ﻭﻟﻜﻦ ﺗﻌﱪ ﻋﻦ ﺑﻌﻀﻬﺎ ﻭﻫـﻲ‬
‫ﻣﻬﻤﺔ ﻟﺪﻯ ﻛﻞ ﻣﻦ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ ﻟﻼﻧﻄﻼﻕ ﺇﱃ ﺍﻷﻣﺎﻡ ﰲ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ .٥‬ﻻ ﻳﻮﺟﺪ ﻃﺮﻳﻘﺔ ﻭﺍﺣﺪﺓ ﳏﺪﺩﺓ ﻟﺒﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﳌﻮﺿﻮﻉ ﻣﺎ‪.‬‬

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 @ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmaŽg
kadwany@gmail.com

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