Copyright © 2011. dar ghaidaa. All rights reserved.

May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

AN: 853165 ;
Account: ns153310
.;
EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY
 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
Account: ns153310
.;
‫ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺤﺪﻳﺜﺔ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ‬

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 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
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.;
II

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Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ‬

‫ﻭﺃﺱﺍﻟﻴﺐ ﺍﻟﺘﺪﺭﻳــﺲ ﺍﻟﺤـﺪﻳﺜﺔ‬
‫ـ‬

‫ﺍﻻﺳﺘﺎﺫ ﻣﺼﻄﻔﻰ ﻧﻤﺮ ﺩﻋﻤﺲ‬

‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﻟﻰ‬
‫ﻫـ‬1429 - ‫ﻡ‬2011
applicable copyright law.

III

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻤﻘﺪﻣﺔ ‪1 ...............................................................................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻻﻭﻝ ‪5 .........................................................................................................‬‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ‪5 .....................................................................................‬‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ )‪5 ................................................... : ( Curriculam Development‬‬
‫* ﺃﻫﻤﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ‪6 ...................................................................................... :‬‬
‫· ﺃﺳﺎﻟﻴﺐ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ‪7 ...................................................................................... :‬‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﻜﺘﺐ ﺁﻭ ﻁﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ ﺁﻭ ﺍﻟﻮﺳﺎﺋﻞ ﺁﻭ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ‪8 .......................................... :‬‬
‫ﻣﻌﺎﻳﻴﺮ ﺍﺧﺘﻴﺎﺭ ﻣﺤﺘﻮﻯ ﺍﻟﻤﻨﻬﺎﺝ‪8 .............................................................................. :‬‬
‫ﻣﻦ ﺍﻟﻤﺴﺆﻭﻝ ﻋﻦ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ؟ ‪10 .........................................................................‬‬
‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻐﻴﻴﺮ ‪11 .............................................................................. :‬‬
‫ﺭﺅﻯ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﺍﻟﻮﻁﻦ ﺍﻟﻌﺮﺑﻲ ‪13 ............................................................................‬‬
‫ﺗﺤﺪﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﻮﺍﺣﺪ ﻭﺍﻟﻌﺸﺮﻳﻦ ‪15 ........................................‬‬
‫ﺍﻟﻤﻌﻠﻢ ﺑﻴﻦ ﺍﻟﻤﻬﻨﺔ ﻭﺍﻟﺮﺳﺎﻟﺔ‪16 ..................................................................................‬‬
‫ﺣﻘﻮﻕ ﺍﻟﻤﻌﻠﻢ ﻣﻊ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ‪17 ..........................................................................‬‬
‫ﻭﺍﺟﺒﺎﺕ ﺍﻟﻤﻌﻠﻢ ‪19 ................................................................................................‬‬
‫ﻭﺍﺟﺒﺎﺕ ﺍﻟﻤﻌﻠﻢ ﻧﺤﻮ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ‪20 ..................................................................... :‬‬
‫ﺻﻔﺎﺕ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﻨﺸﻮﺩ ﺍﻟﺬﻱ ﻳﺆﻣﻦ ﺑﺮﺳﺎﻟﺘﻪ‪20 .............................................................. :‬‬
‫ﻣﺆﺗﻤﺮﺍﺕ ﺗﺮﺑﻮﻳﺔ ‪23 .............................................................................................‬‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﺨﺒﺮﺍﺕ ﺍﻟﺤﻴﺎﺗﻴﺔ ‪28 ...............................................................................‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻮﻳﻢ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ‪31 .............................................................................‬‬
‫ﺣﻮﺳﺒﺔ ﺍﻟﺘﻌﻠﻴﻢ ‪32 .................................................................................................‬‬
‫ﻛﻴﻒ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻛﺄﺩﺍﺓ ﺗﺮﺑﻮﻳﺔ ‪36 ..............................................................‬‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ )‪ (Mail Electronic‬ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪37 ................................... .‬‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﺒﺮﻳﺪﻳﺔ )‪ (List Mailing‬ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪39 ............................................ .‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻧﻲ ‪45 .......................................................................................................‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺤﺪﻳﺜﺔ ‪45 ........................................................................................‬‬
‫ﺗﻤﻬﻴﺪ‪45 .......................................................................................................... :‬‬
‫ﻣﻔﻬﻮﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪46 ................................................................................ :‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ‪47 ............................................................................................. :‬‬
‫ﻣﻜﻮﻧﺎﺕ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪48 ........................................................................... :‬‬
‫‪applicable copyright law.‬‬

‫ﺍﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ‪51 ..............................................................................................‬‬

‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﺒﻨﻰ ﻋﻠﻴﻬﺎ ﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪52 ...................................................... :‬‬
‫ﺍﻟﺘﺪﺭﺝ ﻣﻦ ﺍﻟﻤﺤﺴﻮﺱ ﺇﻟﻰ ﺷﺒﻪ ﺍﻟﻤﺤﺴﻮﺱ ﻓﺎﻟﻤﺠﺮﺩ‪53 ................................................... :‬‬

‫‪IV‬‬

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‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺨﻄﻴﻂ‪54 ........................................................................................... :‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺤﺪﻳﺜﺔ ‪56 ................................................................................‬‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﻐﻠﻖ )ﺍﻧﻬﺎء ﺍﻟﺪﺭﺱ(‪57 ............................................................................... :‬‬
‫ﺧﻄﻮﺍﺕ ﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ‪58 .................................................................................... :‬‬
‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻭﻧﻲ ‪59 ................................................................................................‬‬
‫ﺍﻧﻮﺍﻉ ﺍﻟﻨﺸﺎﻁ‪60 ............................................................................................. :‬‬
‫ﻣﻤﻴﺰﺍﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﺸﺎﺭﻛﻲ‪63 ................................................................................... :‬‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﻜﻔﺎﻳﺎﺕ‪64 ............................................................................................... :‬‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺘﻤﻬﻴﺪﻳﺔ ﻟﻠﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪68 ......................................................................... :‬‬
‫ﺃﻭﻻً‪ :‬ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﺘﻤﻬﻴﺪﻳﺔ ﻟﻠﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪69 ............................................................. :‬‬
‫ﺛﺎﻧﻴﺎ ً‪ :‬ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪70 .............................................. :‬‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ ‪73 ..................................................................................‬‬
‫ﻣﻬﺎﺭﺓ ﺇﺩﺍﺭﺓ ﺍﺣﺪﺍﺙ ﻣﺎﻗﺒﻞ ﺍﻟﺪﺧﻮﻝ ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﺠﺪﻳﺪ‪74 .................................................. :‬‬
‫ﻗﻮﺍﻋﺪ ﻋﺪﻳﺪﺓ ﻳﺠﺐ ﺍﺗﺒﺎﻋﻬﺎ ﻟﻀﺒﻂ ﺍﻟﺼﻒ ﻭﺍﺩﺍﺭﺗﻪ ﻭﻣﻨﻬﺎ‪76 .............................................. :‬‬
‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻋﻤﻠﻴﺘﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ؟ ‪77 ........................................................................‬‬
‫ﺍﻟﻤﻌﻠﻢ ﻭﻣﺪﻯ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻟﻸﺳﻠﻮﺏ ﺍﻟﻤﺒﺎﺷﺮ ﻭﺍﻷﺳﻠﻮﺏ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮ ‪79 ...................................‬‬
‫ﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ‪80 .............................................................‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺗﻨﻮﻉ ﻭﺗﻜﺮﺍﺭ ﺍﻷﺳﺌﻠﺔ ‪81 .....................................................‬‬
‫ﺃﻧﻮﺍﻉ ﺍﻻﻛﺘﺸﺎﻑ ‪82 ..............................................................................................‬‬
‫ﺩﻭﺭ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺍﻟﺘﻌﻠﻢ ﺑﺎﻻﻛﺘﺸﺎﻑ ‪83 ...........................................................................‬‬
‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻋﺎﺩﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻢ ‪85 ..............................................‬‬
‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﻨﺸﻂ ﺑﻴﻦ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ ‪86 ........................................................................‬‬
‫ﺍﻭﻻ‪ :‬ﺍﻟﻤﺘﻌﻠﻢ‪87 .............................................................................................. :‬‬
‫ﺛﺎﻧﻴﺎ ً‪ :‬ﺍﻟﻤﻌﻠﻢ‪87 ............................................................................................... :‬‬
‫ﺛﺎﻟﺜﺎ ً‪ :‬ﺍﻟﻤﻨﻬﺎﺝ‪88 ............................................................................................. :‬‬
‫ﺭﺍﺑﻌﺎ ً‪ :‬ﺑﻴﺌﺔ ﺍﻟﺘﻌﻠﻢ‪88 ........................................................................................ :‬‬
‫ﻋﻤﻠﻴﺎﺕ ﻭﻣﺒﺎﺩﺉ ﺍﻟﺘﻌﻠﻢ ‪90 .......................................................................................‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ‪91 ............................................................ :‬‬
‫* ﻣﻜﻮﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺴﻠﻮﻛﻴﺔ )(‪93 ...........................................................................:‬‬
‫ﻛﻴﻒ ﻳﻨﻈﺮ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻻ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻀﺮﺏ ﻛﻮﺳﻴﻠﺔ ﻋﻘﺎﺏ؟‪95 ..................................‬‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ ‪98 ...............................................................................................‬‬
‫ﺩﻭﺭ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ‪99 ............................................................................:‬‬
‫ﺩﻭﺭ ﻣﺪﻳﺮ ﺍﻟﻤﺪﺭﺳﺔ ﺣﻴﺎﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﻌﺎﻝ‪100 ............................................................. :‬‬
‫ﺃﺳﺎﺳﻴﺎﺕ ﺍﻟﺴﻠﻮﻙ‪102 .......................................................................................... :‬‬
‫ﺗﻮﻗﻌﺎﺕ ﺍﻟﻤﻌﻠﻢ‪103 ............................................................................................. :‬‬
‫‪applicable copyright law.‬‬

‫ﺃﺳﺎﻟﻴﺐ ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ ‪104 .......................................................................................‬‬

‫* ﺃﺳﻠﻮﺏ ﺗﻀﺎﻓﺮ ﺍﻷﻳﺪﻱ )ﺍﻟﺪﻳﻤﻘﺮﺍﻁﻲ( ‪105 ................................................................‬‬
‫ﻣﺎﺫﺍ ﻧﻌﻨﻲ ﺑﺎﻻﻧﺘﻤﺎء ‪106 .........................................................................................‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﻤﺘﻄﻠﺒﺎﺕ ﺍﻟﺜﻼﺛﺔ‪107 .................................................................................. :‬‬
‫‪V‬‬

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‫ﺍﻟﺘﺸﺠﻴﻊ ﻭﻣﻨﻊ ﺍﻟﻌﻨﻒ‪108 .......................................................................................‬‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻘﻮﻳﻢ‪109 ..................................................Assessment Strategies :‬‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﺘﻘﻮﻳﻢ‪ /‬ﻁﺮﺍﺋﻖ ﺗﺴﺠﻴﻞ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻘﻮﻳﻢ‪110 ...................................................... :‬‬
‫ﻣﻘﻮﻣﺎﺕ ﺟﻮﺩﺓ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻨﺎﺟﺢ ‪110 ..............................................................................‬‬
‫ﻣﻘﺎﻻﺕ ﺗﺮﺑﻮﻳﺔ ‪113 ..............................................................................................‬‬
‫ﻭﻗﻔﺔ ﺣﻴﺮﺓ ﻭﺗﺄﻣﻞ ﻭﺗﻌﺠﺐ ‪115 .................................................................................‬‬
‫ﺍﻻﺳﺘﺠﺪﺍء ﺍﻟﺜﻘﺎﻓﻲ‪ ..‬ﻭﻣﺴﺎﻭﻯء ﺍﻟﺘﻌﻠﻴﻢ – ﻓﻬﺪ ﺍﻟﻌﻴﺎﻁ ‪116 ..................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ ‪120 .....................................................................................................‬‬
‫ﺍﻟﻤﻼﺣﻖ‪120 ..........................................................................................................‬‬
‫ﺍﻟﻤﻠﺤﻖ ﺍﻷﻭﻝ ‪120 ...............................................................................................‬‬
‫ﺍﻟﻤﻠﺤﻖ ﺍﻟﺜﺎﻧﻲ ‪123 ...............................................................................................‬‬
‫ﺍﻟﻤﻠﺤﻖ ﺍﻟﺜﺎﻟﺚ ‪124 ...............................................................................................‬‬
‫ﺍﻟﻤﻠﺤﻖ ﺍﻟﺮﺍﺑﻊ ‪125 ...............................................................................................‬‬
‫ﺍﻟﻤﻠﺤﻖ ﺍﻟﺨﺎﻣﺲ‪127 .............................................................................................‬‬
‫ﻣﺼﻄﻠﺤﺎﺕ ﺗﺮﺑﻮﻳﺔ‪128 .............................................................................................‬‬
‫ﺍﻟﻤﺮﺍﺟﻊ ‪136 ..........................................................................................................‬‬
‫ﺃﻭﻻً ‪ :‬ﺍﻟﻤﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ ‪136 ....................................................................................‬‬
‫ﺛﺎﻧﻴﺎ ً ‪ :‬ﺍﻟﻤﺮﺍﺟﻊ ﺍﻻﺟﻨﺒﻴﺔ ‪137 ...................................................................................‬‬
‫ﺛﺎﻟﺜﺎ ُ ‪ :‬ﺍﻟﻤﻮﺍﻗﻊ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ‪139 .................................................................................‬‬
‫‪applicable copyright law.‬‬

‫‪VI‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﻟﻣﻘﺩﻣﺔ‬
‫ﺤﻤﺪ ہﻠﻟ ﺍﻟﺬﻱ ﺷﺮﻓﻨﺎ ﺑﺎﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﺤﺪﻳﺪﺍً ﻓﻲ ﺍﻟﻤﻴﺪﺍﻥ‪ ،‬ﻭﺣﻤﻞ‬
‫ﺭﺳﺎﻟﺔ ﻋﻈﻴﻤﺔ‪ ،‬ﺗﺮﺑﻮﻳﺔ‪ ،‬ﻋﻠﻤﻴﺔ‪ ،‬ﺇﻳﻤﺎﻧﻴﺔ‪ ،‬ﻗﺪﻭﺗﻨﺎ ﻓﻴﻬﺎ ﺍﻟﻤﺮﺑﻲ ﺍﻷﻭﻝ ﺳﻴﺪﻧﺎ ﻣﺤﻤﺪ ﻋﻠﻲ‬
‫ﺍﻟﺴﻼﻡ ﺍﻟﺬﻱ ﺻﻨﻊ ﺍﻟﺮﺟﺎﻝ ﻭﺍﻟﻌﻠﻤﺎء ﻣﻦ ﺑﻌﺪﻩ‪ ،‬ﻭﺗﺎﺭﻳﺨﻨﺎ ﺍﻟﻌﺮﺑﻲ ﻭﺍﻹﺳﻼﻣﻲ ﻳﺰﺝ ﺑﺄﺷﻬﺮ‬
‫ﺍﻟﻤﺮﺑﻴﻦ ﻭﺍﻟﻌﻠﻤﺎء ﻛﺎﻥ ﻟﻬﻢ ﺃﻁﻴﺐ ﺍﻷﺛﺮ ﻓﻲ ﻛﻞ ﺯﻣﺎﻥ ﻭﻣﻜﺎﻥ‪...‬‬
‫ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﻣﻌﻠﻤﻨﺎ ﺍﻷﻭﻝ ﺳﻴﺪﻧﺎ ﻣﺤﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﻭﺳﻠﻢ‬
‫ﻭﺑﻌﺪ‪:‬‬
‫ﺗﺴﻌﻰ ﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺗﺤﺪﻳﺜﻬﺎ ﻟﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻄﻮﺭﺍﺕ‬
‫ﺍﻟﺤﺪﻳﺜﺔ‪ ،‬ﻭﻳﺄﺗﻲ ﺗﺤﺪﻳﺚ ﺃﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻣﻮﺍﻛﺒﺔ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﺨﺎﺭﺟﻴﺔ ﺧﻄﻮﺓ‬
‫ﺭﺍﺋﺪﺓ‪ ،‬ﻭﻛﻤﺎ ﻫﻮ ﻣﻌﺮﻭﻑ ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻤﻠﻴﺔ ﻣﺘﺤﺮﻛﺔ ﻭﻣﺘﻄﻮﺭﺓ ﻭﻣﺘﻐﻴﺮﺓ ﺑﺤﻜﻢ‬
‫ﺗﻄﻮﺭ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﻭﻣﻦ ﺍﻟﻤﻼﺋﻢ ﺃﻥ ﺗﺴﺎﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﺬﺍ ﺍﻟﺘﻐﻴﺮ ﺍﻟﺤﺘﻤﻲ‬
‫ﻭﺗﻮﺍﻛﺒﻪ ﻟﻜﻲ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺤﻘﻘﺎ ً ﻟﻄﻤﻮﺣﺎﺕ ﺍﻷﻣﺔ ﻣﻠﺒﻴﺎ ً ﻵﻣﺎﻟﻬﺎ ﻭﺗﻄﻠﻌﺎﺗﻬﺎ ﻓﻲ ﺣﻴﺎﺓ ﺃﻛﺜﺮ‬
‫ﺭﻗﻴﺎ ً ﻭﺗﻄﻮﺭﺍً ﻭﻧﻤﺎ ًء ﻭﺍﺯﺩﻫﺎﺭﺍً‪ ،‬ﻭﺗﺤﺪﻳﺚ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻫﻮ ﺍﻟﺴﺒﻴﻞ ﺍﻷﻣﺜﻞ ﻟﻤﺎ ﻟﻬﺎ‬
‫ﻣﻦ ﻗﻮﺓ ﻭﺃﻫﻤﻴﺔ ﻛﺒﻴﺮﺓ ﻓﻲ ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻭﻣﺴﺎﻳﺮﺓ ﺭﻭﺡ ﺍﻟﻌﺼﺮ ﻭﺗﺤﻘﻴﻖ ﺍﻟﻐﺎﻳﺎﺕ‬
‫ﻭﺍﻟﻄﻤﻮﺣﺎﺕ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺍﻟﺬﻱ ﻳﺘﺴﻢ ﺑﺎﻟﻌﻠﻢ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺘﻔﺠﺮ ﺍﻟﻤﻌﺮﻓﻲ ﺍﻟﻬﺎﺋﻞ ﻭﺛﻮﺭﺓ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪.‬‬
‫ﻭﺗﺸﻜﻞ ﺍﻟﻤﻨﺎﻫﺞ ﺃﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻫﻲ‪ :‬ﺍﻟﻤﺤﺘﻮﻯ‪ ،‬ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻭﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻭﺳﺎﺋﻠﻪ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻣﺘﻨﺎﺳﻘﺔ ﻭﻣﺘﻜﺎﻣﻠﺔ ﻟﻜﻲ ﺗﺤﻘﻖ‬
‫ﺍﻟﻤﻨﺎﻫﺞ ﻏﺎﻳﺎﺗﻬﺎ ﻭﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﻭﺗﺤﻘﻴﻖ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﻧﺤﻮ ﻣﺘﻜﺎﻣﻞ ﻭﻓﻌﺎﻝ‪ ،‬ﻭﺍﺳﺘﻴﻌﺎﺏ‬
‫ﻣﺘﻐﻴﺮﺍﺕ ﺍﻟﻌﺼﺮ ﻣﻊ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﻭﺍﻟﻤﺜﻞ ﻭﺍﻟﺘﺮﺍﺙ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ‪.‬‬
‫ﺍﻟﻤﺆﻟﻒ‬
‫‪applicable copyright law.‬‬

‫‪1‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
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 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
Account: ns153310
.;
2

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY
 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
Account: ns153310
.;
3
‫ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻄﻮﻳﺮ‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
Account: ns153310
.;
4

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﻟﺑﺎﺏ ﺍﻻﻭﻝ‬

‫ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﺎﻫﺞ‬

‫ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﻬﺞ )‪: ( Curriculam Development‬‬
‫ﺇﻥ ﺍﻟﻮﻋﻲ ﺑﺄﻫﻤﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺔ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻋﺎﻣﻞ‬
‫ﺣﻴﻮﻱ ﻓﻌّﺎﻝ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻤﻮﺍﻛﺒﺔ ﺍﻟﻤﺴﺘﻤﺮﺓ ﻟﻠﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻁﺮﻕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻟﻠﻤﺎﺩﺓ‪ ،‬ﻭﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺠﻴﺪ‪ ،‬ﻭﺗﺤﻘﻴﻖ ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺑﻴﻦ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ‪،‬‬
‫ﻭﺭﺑﻂ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻤﻌﺎﺻﺮﺓ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻔﻌﺎﻟﺔ ﻟﺘﻨﻤﻴﺔ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻹﺑﺪﺍﻋﻲ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺍﻟﺘﻮﺍﺯﻥ ﺑﻴﻦ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺠﻮﺍﻧﺐ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻲ‬
‫ﺍﻟﻤﻨﻬﺞ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻣﻄﻠﺐ ﺗﺮﺑﻮﻱ ﻭﺍﻗﺘﺼﺎﺩﻱ ﻭﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺫﻟﻚ ﻳﺘﻄﻠﺐ‬
‫ﺍﻟﺴﻌﻲ ﺍﻟﺤﺜﻴﺚ ﻣﻦ ﺃﺟﻞ ﺗﺤﻘﻴﻖ ﺗﻄﺎﺑﻖ ﺍﻟﻤﻨﺎﻫﺞ ﻣﻊ ﺍﻟﺘﻄﻠﻌﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻄﻤﻮﺣﺔ‪ .‬ﻭﻻ‬
‫ﺷﻚ ﺃﻥ ﻫﻨﺎﻙ ﺟﻬﻮﺩﺍً ﺗﺒﺬﻝ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻴﺪﺍﻥ )ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ(؛ ﺣﻴﺚ ﻧﺮﻯ ﻋﺪﺩﺍً ﻣﻦ‬
‫ﺍﻟﻠﺠﺎﻥ ﻭﺍﻷﺳﺮ ﺍﻟﻮﻁﻨﻴﺔ ﻓﻲ ﺇﻁﺎﺭ ﺍﻟﻤﺴﺎﻋﻲ ﺍﻟﻬﺎﺩﻓﺔ ﺇﻟﻰ ﺗﺤﺪﻳﺚ ﺃﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺇﺩﺧﺎﻝ‬
‫ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﻼﺯﻣﺔ ﻋﻠﻰ ﺍﻟﻤﻨﻬﺞ‪.‬‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻳﺒﺪﺃ ﻣﻦ ﻣﻨﻬﺞ ﻗﺎﺋﻢ ﻭﻟﻜﻦ ﻳﺮﺍﺩ ﺗﺤﺴﻴﻨﻪ ﺃﻭ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬
‫ﻁﻤﻮﺣﺎﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺗﺸﺘﺮﻙ ﻋﻤﻠﻴﺘﺎ ﺑﻨﺎء ﺍﻟﻤﻨﻬﺞ ﻭﺗﻄﻮﻳﺮﻩ ﻓﻲ ﺃﻧﻬﻤﺎ‬
‫ﺗﻘﻮﻣﺎﻥ ﻋﻠﻰ ﺃﺳﺲ ﻣﺸﺘﺮﻛﺔ ﻭﻫﻲ ﺍﻟﻤﺘﻌﻠﻢ‪ ،‬ﻭﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻟﻤﻌﺮﻓﺔ‪ ،‬ﻭﺃﻧﻬﻤﺎ ﺗﺘﻄﻠﺒﺎﻥ ﻗﺪﺭﺓ‬
‫ﻋﻠﻰ ﺍﺳﺘﺸﺮﺍﻑ ﺍﻟﻤﺴﺘﻘﺒﻞ ﻭﺣﺎﺟﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺃﻓﺮﺍﺩﻩ‪.‬‬
‫ﻳﻘﺼﺪ ﺑﻌﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ " ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻬﺎ ﺇﺟﺮﺍء ﺗﻌﺪﻳﻼﺕ‬
‫ﻣﻨﺎﺳﺒﺔ ﻓﻲ ﺑﻌﺾ ﺃﻭ ﻛﻞ ﻋﻨﺎﺻﺮ ﺍﻟﻤﻨﻬﺞ ﻭﻓﻖ ﺧﻄﺔ ﻣﺪﺭﻭﺳﺔ ﻣﻦ ﺃﺟﻞ ﺗﺤﺴﻴﻦ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺭﻓﻊ ﻣﺴﺘﻮﺍﻫﺎ " ﻭﻫﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﺗﻌﻨﻲ ﺗﺤﺴﻴﻦ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻮﺟﻮﺩ ﺍﺻﻼ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻹﺿﺎﻓﺔ ﺃﻭ ﺍﻻﺳﺘﺒﺪﺍﻝ ﺃﻭ ﺍﻟﺤﺬﻑ ﺃﻣﺎ ﺍﻟﺘﺨﻄﻴﻂ ﻳﻌﻨﻲ ﻭﺿﻊ ﻣﻨﻬﺞ ﺟﺪﻳﺪ ﻏﻴﺮ‬
‫ﻣﻮﺟﻮﺩ ﺃﺻﻼ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻳﻌﻨﻲ ﺍﻟﻮﺻﻮﻝ ﺑﺎﻟﻤﻨﻬﺞ ﺇﻟﻰ ﺃﺣﺴﻦ ﺻﻮﺭﺓ ﺣﺘﻰ ﻳﺆﺩﻱ‬
‫ﺍﻟﻐﺮﺽ ﺍﻟﻤﻄﻠﻮﺏ ﻣﻨﻪ ﺑﻜﻔﺎءﺓ ﻭﺍﻗﺘﺼﺎﺩ ﻓﻲ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﻟﺘﻮﺻﻞ‬
‫ﺍﻥ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻫﻮ ‪:‬‬
‫‪applicable copyright law.‬‬

‫ﺇﺣﺪﺍﺙ ﺗﻐﻴﻴﺮﺍﺕ ﻓﻲ ﻋﻨﺼﺮ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﻣﻨﻬﺞ ﻗﺎﺋﻢ ﺑﻘﺼﺪ ﺗﺤﺴﻴﻨﻪ‪،‬‬

‫ﻭﻣﻮﺍﻛﺒﺘﻪ ﻟﻠﻤﺴﺘﺠﺪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﺍﻟﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬‬

‫‪5‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ ﺑﻤﺎ ﻳﻠﺒﻲ ﺣﺎﺟﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺃﻓﺮﺍﺩﻩ‪ ،‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻤﺘﺎﺣﺔ‬
‫ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻭﺍﻟﻜﻠﻔﺔ‪.‬‬
‫ﻭﺗﻌﺘﺒﺮ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻋﻤﻠﻴﺔ ﺿﺮﻭﺭﻳﺔ ﻭﻣﻠﺤﺔ ؛ ﻷﻧﻬﺎ ﺗﺴﺎﻋﺪ ﻓﻲ ﺣﻞ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻳﻌﺎﻧﻲ ﻣﻨﻬﺎ ﺍﻟﻤﻨﻬﺎﺝ ﻭﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ ﻣﻦ ﻣﻨﻈﻮﺭ ﺗﻄﻮﻳﺮﻱ‬
‫ﻣﺴﺘﻤﺮ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻓﻠﺴﻔﺔ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﻄﻮﺭﺓ ﻟﻜﻞ ﺩﻭﻟﺔ ﻳﻘﻮﻝ ﺩ‪ .‬ﺧﺎﻟﺪ ﻁﻮﻗﺎﻥ ﻭﺯﻳﺮ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﺍﻷﺭﺩﻥ "ﺍﻟﻤﻨﻬﺎﺝ ﺟﺴﻢ ﺣﻲ ﻭﺇﺫﺍ ﺑﻘﻲ ﺩﻭﻥ ﺗﻄﻮﻳﺮ ﻓﻬﻮ ﺟﺜﺔ ﻣﻴﺘﺔ"‪.‬‬
‫ﺇﻥ ﻛﻠﻤﺔ ﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ‪ ،‬ﻭﻫﻲ ﺗﺸﻤﻞ ﺟﻤﻴﻊ ﺍﻟﺠﻮﺍﻧﺐ‬
‫)) ﺍﻟﻄﺐ‪ ،‬ﺍﻟﻬﻨﺪﺳﺔ‪ ،‬ﺍﻟﺰﺭﺍﻋﺔ‪......،‬ﺍﻟﺦ ((‪.‬‬

‫* ﺃﻫﻣﻳﺔ ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﻬﺞ ‪:‬‬

‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻫﻲ ﻋﻤﻠﻴﺔ ﻫﺎﻣﺔ ﻻ ﺗﻘﻞ ﺃﻫﻤﻴﺘﻬﺎ ﻋﻦ ﻋﻤﻠﻴﺔ ﺑﻨﺎءﻩ‪،‬‬
‫ﻭﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺫﻟﻚ ﻫﻮ ﺍﻧﻪ ﻟﻮ ﻗﻤﻨﺎ ﺑﺄﻋﺪﺍﺩ ﻣﻨﻬﺞ ﺑﻜﺎﻓﺔ ﺻﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻘﺪﻡ ﺍﻟﺤﺪﻳﺚ‪،‬‬
‫ﺃﻫﻤﻞ ﻫﺬﺍ ﺍﻟﻤﻨﻬﺞ ﻟﺴﻨﻮﺍﺕ ﻋﺪﺓ‪ ،‬ﻓﺴﻴﺤﻜﻢ ﻋﻠﻴﻪ ﺑﺎﻟﺘﺠﻤﺪ ﻭﺍﻟﺘﺨﻠﻒ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﺗﻈﻬﺮ ﻋﻤﻠﻴﺔ‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻟﺪﺭﺟﺔ ﺍﻧﻪ ﻣﻦ ﻳﻘﻮﻡ ﻓﻲ ﺃﻳﺎﻣﻨﺎ ﻫﺬﻩ ﺑﻌﻤﻠﻴﺔ ﺑﻨﺎء ﺍﻟﻤﻨﻬﺞ ﻻ ﺑﺪ ﺃﻥ ﻳﻀﻊ ﺗﺤﺖ‬
‫ﻧﺼﺐ ﻋﻴﻨﻴﻪ ﺃﺳﺲ ﺗﻄﻮﻳﺮﻩ‪.‬‬
‫ﻟﻤﺎﺫﺍ ﻧﻄﻮﺭ ﺍﻟﻤﻨﻬﺞ ؟‬
‫ﺗﻮﺝﺩ ﻫﻨﺎﻙ ﻋﺪﺓ ﺩﻭﺍﻋﻲ ﻭ ﺃﺳﺒﺎﺏ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻣﻨﻬﺎ ‪:‬‬
‫‪ (1‬ﻁﺒﻴﻌﺔ ﺍﻟﻌﺼﺮ ﺍﻟﺬﻱ ﻧﻌﻴﺶ ﻓﻴﻪ‪ ،‬ﻳﺴﻬﻢ ﻓﻲ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﻨﻲ ﻭ ﺣﺪﻭﺙ‬
‫ﺗﻄﻮﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻜﻢ ﻭﺍﻟﻜﻴﻒ ﺗﻘﻮﻳﻢ ﺍﻟﻤﻨﺎﻫﺞ ﻣﻤﺎ‬
‫ﺍﻷﺧﻄﺎء‬ ‫ﻳﻜﺸﻒ ﻋﻦ ﺍﻷﺧﻄﺎء‪ ،‬ﻭﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻭﻳﺴﺘﺪﻋﻲ ﻣﻌﺎﻟﺠﺔ ﻫﺬﻩ‬
‫ﻭﺗﻼﻓﻲ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻓﻴﻬﺎ‪.‬‬
‫‪ (2‬ﺳﻮء ﻭﻗﺼﻮﺭ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺤﺎﻟﻴﺔ ‪:‬ﻭﻳﺘﻢ ﻣﻌﺮﻓﺔ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ‬
‫ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺗﻘﺮﻳﺮ ﺍﻟﺨﺒﺮﺍء ﻭﺍﻟﻤﻮﺟﻬﻴﻦ ﻭﺍﻟﻔﻨﻴﻴﻦ ﻭﺇﺟﻤﺎﻋﻬﻢ ﻋﻠﻰ ﺿﺮﻭﺭﺓ‬
‫ﺗﻄﻮﻳﺮ ﻣﻨﻬﺞ‪.‬‬
‫‪ (3‬ﻋﺪﻡ ﻗﺪﺭﺓ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻔﻌﺎﻝ ﻓﻲ ﺍﻟﺘﻐﻴﻴﺮ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫‪ (4‬ﻋﺠﺰ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻦ ﻣﻼﺣﻘﺔ ﺍﻟﺘﻄﻮﺭ ﻓﻲ ﺍﻟﻔﻜﺮ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﻨﻔﺴﻲ‪.‬‬
‫‪applicable copyright law.‬‬

‫‪ (5‬ﺍﺭﺗﻔﺎﻉ ﻧﺴﺒﺔ ﺍﻟﻔﺎﻗﺪ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬

‫‪ (6‬ﻣﺸﻜﻠﺔ ﺍﻟﻐﺰﻭ ﺍﻟﺜﻘﺎﻓﻲ‪.‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ (7‬ﻣﺎ ﺗﻨﺸﺮﻩ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻟﻤﻘﺮﻭءﺓ ﻭﺍﻟﻤﺴﻤﻮﻋﺔ ﺣﻮﻝ ﺍﻟﻤﻨﺎﻫﺞ ﻓﻬﻲ ﺗﻌﺒّﺮ ﻋﻦ‬
‫ﺭﺃﻱ ﻗﻄﺎﻉ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﻻ ﻳﻤﻜﻦ ﺇﻏﻔﺎﻟﻪ‪.‬‬
‫‪ (8‬ﺣﺪﻭﺙ ﺗﻄﻮﺭﺍﺕ ﻭﺗﻐﻴﺮﺍﺕ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻤﺤﻠﻲ‪ ،‬ﻭﺍﻟﻌﺮﺑﻲ‪ ،‬ﻭﺍﻟﻌﺎﻟﻤﻲ ﻓﻲ‬
‫ﺍﻟﺤﺎﺟﺔ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺴﻴﺎﺳﻲ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﻤﺎ ﻳﺘﺮﺗﺐ ﻋﻠﻴﻪ‬
‫ﺍﻟﻤﻠﺤﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﺑﻤﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻫﺬﻩ ﺍﻟﻤﺴﺘﺠﺪﺍﺕ‪.‬‬
‫‪ (9‬ﻣﻦ ﺍﺟﻞ ﺍﻟﺘﻨﺒﺆ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻔﺮﺩ ﻭﺍﻟﻤﺠﺘﻤﻊ ﻷﻥ ﺍﻟﻤﻨﺎﻫﺞ ﻫﻲ ﺃﺩﺍﺓ ﻟﺒﻨﺎء‬
‫ﺍﻟﺸﺨﺺ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺗﺄﻟﻴﻒ ﻭﺛﺎﺋﻖ ﺟﺪﻳﺪﺓ ﻟﻠﻤﻨﺎﻫﺞ‬ ‫•‬

‫ﺗﻌﺪﻳﻞ ﻭﺗﻨﻘﻴﺢ ﻭﺛﺎﺋﻖ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﻄﺒﻘﺔ ﺣﺎﻟﻴﺎ ً‪.‬‬ ‫•‬

‫ﺗﺄﻟﻴﻒ ﺟﺪﻳﺪ ﻟﻠﻜﺘﺐ ﺍﻟﻤﺪﺭﺳﻴﺔ‪.‬‬ ‫•‬

‫ﺗﻌﺪﻳﻞ ﻭﺗﻨﻘﻴﺢ ﺍﻟﻜﺘﺐ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﻤﻄﺒﻘﺔ ﺣﺎﻟﻴﺎ ً‪.‬‬ ‫•‬

‫· ﺃﺳﺎﻟﻳﺏ ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﻬﺞ‪:‬‬

‫‪ -‬ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻟﺤﺬﻑ‬
‫‪ -‬ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻹﺿﺎﻓﺔ‬
‫‪ -‬ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻻﺳﺘﺒﺪﺍﻝ‬
‫ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻟﺤﺬﻑ‪:‬‬ ‫•‬

‫ﻧﺘﻴﺠﺔ ﺍﻟﺘﻄﻮﺭ ﻭﺍﻟﺘﻐﻴﻴﺮ ﺍﻟﺪﺍﺋﻢ ﻗﺪ ﺗﺘﺨﻠﻒ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﻤﻨﻬﺞ ﻭﻗﺪ ﻻ‬

‫ﺗﺘﻨﺎﺳﺐ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻴﺘﻢ ﺣﺬﻑ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻟﻤﻨﻬﺞ‪.‬‬
‫ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻹﺿﺎﻓﺔ‪:‬‬ ‫•‬

‫ﻧﻀﻴﻒ ﻓﻘﺮﺍﺕ ﺟﺪﻳﺪﺓ ﻟﻢ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ ﺑﺎﻟﻤﻨﻬﺞ ﺃﺻﻼ ﻭﻫﺬﻩ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺍﻹﺿﺎﻓﺎﺕ‬
‫ﺗﻜﻮﻥ ﻣﺴﺎﻳﺮﺓ ﻟﻠﺘﻄﻮﺭﺍﺕ ﺍﻟﺤﺎﺻﻠﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﺍﻟﺘﻄﻮﻳﺮ ﺑﺎﻻﺳﺘﺒﺪﺍﻝ‪:‬‬ ‫•‬
‫‪applicable copyright law.‬‬

‫ﻧﺴﺘﺒﺪﻝ ﻣﻌﻠﻮﻣﺔ ﺑﻤﻌﻠﻮﻣﺔ ﺃﺧﺮﻯ ﺍﺻﺢ ﻭﺃﻓﻀﻞ ﻣﻨﻬﺎ ﺗﻈﻬﺮﻫﺎ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻌﻠﻢ‬
‫ﻣﺜﺎﻝ ‪ :‬ﻛﺎﻧﻮﺍ ﺳﺎﺑﻘﺎ ﻳﻘﻮﻟﻮﻥ ﺑﺄﻥ ﺍﻷﺭﺽ ﻫﻲ ﻣﺮﻛﺰ ﺍﻟﻜﻮﻥ ﺃﻣﺎ ﺍﻵﻥ ﺃﺻﺒﺤﺖ ﺍﻟﺸﻤﺲ ﻫﻲ‬
‫ﻣﺮﻛﺰ ﺍﻟﻜﻮﻥ ﻭﺍﻷﺭﺽ ﺗﺪﻭﺭ ﺣﻮﻟﻬﺎ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺗﻁﻭﻳﺭ ﺍﻟﻛﺗﺏ ﺁﻭ ﻁﺭﺍﺋﻕ ﺍﻟﺗﺩﺭﻳﺱ ﺁﻭ ﺍﻟﻭﺳﺎﺋﻝ ﺁﻭ ﺍﻻﻣﺗﺣﺎﻧﺎﺕ‪:‬‬

‫ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻧﻄﻮﺭ ﺍﺣﺪ ﻋﻨﺎﺻﺮ ﺍﻟﻤﻨﻬﺞ ﻣﺜﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻘﺪ ﻛﻨﺎ ﻧﺴﺘﺨﺪﻡ‬
‫ﺍﻟﻠﻮﺣﺎﺕ ﺁﻭ ﺍﻟﻤﺠﺴﻤﺎﺕ ﺃﻣﺎ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺤﺎﻟﻲ ﻓﺄﻧﻨﺎ ﻧﺴﺘﺨﺪﻡ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﻀﻮﺋﻴﺔ ﺁﻭ ﺟﻬﺎﺯ‬
‫ﻋﺮﺽ ‪. Data Show‬‬
‫ﻓﻌﻨﺪﻣﺎ ﻧﻄﻮﺭ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎ ﺻﺮ ﺍﻟﻤﻨﻬﺞ ﻧﻜﻮﻥ ﺑﺬﻟﻚ ﻧﻌﻤﻞ ﻋﻠﻰ ﺗﻼﻓﻲ‬
‫ﺍﻟﻘﺼﻮﺭ ﺍﻟﻤﻮﺟﻮﺩ ﻓﻲ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺠﻮﺍﻧﺐ‪.‬‬
‫‪ -‬ﺍﻷﺧﺬ ﺑﺄﺣﺪﺙ ﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ‪ /‬ﺃﻧﻮﺍﻉ ﺍﻟﻤﻨﺎﻫﺞ‬
‫‪ -‬ﺇﺩﺧﺎﻝ ﺑﻌﺾ ﺍﻟﺘﺠﺪﻳﺪﺍﺕ ﻋﻠﻰ ﺍﻟﻨﻈﻢ ﺍﻟﺘﺮﺑﻮﻳﺔ‪:‬‬
‫ﻓﻤﺜﻼ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺣﻮﻟﺖ ﺍﻟﺤﺼﺺ ﻓﻲ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺇﻟﻰ ﺳﺎﻋﺎﺕ‬
‫ﻛﺎﻟﺠﺎﻣﻌﺎﺕ‪.‬‬
‫‪ -‬ﺗﻌﺪﻳﻞ ﺍﻟﺴﻠﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫ﻓﺒﺪﻝ ﺃﻥ ﻳﻤﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺄﺭﺑﻊ ﻣﺮﺍﺣﻞ ﻫﻲ ﺍﺑﺘﺪﺍﺋﻲ – ﺇﻋﺪﺍﺩﻱ – ﺛﺎﻧﻮﻱ – ﺟﺎﻣﻌﻲ‬
‫ﺃﺻﺒﺢ ﺍﻟﻴﻮﻡ ﻳﻤﺮ ﺑﺜﻼﺙ ﻣﺮﺍﺣﻞ ﻓﻘﻂ ﻫﻲ ﺃﺳﺎﺳﻲ ‪ -‬ﺛﺎﻧﻮﻱ – ﺟﺎﻣﻌﻲ‪.‬‬
‫‪ -‬ﺍﻷﺧﺬ ﺑﻨﻈﺎﻡ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
‫ﺍﻟﻤﻘﺼﻮﺩ ﺑﺎﻟﻤﺪﺭﺳﺔ ﺍﻟﺸﺎﻣﻠﺔ ﺃﻱ ﺗﺸﻤﻞ ﺟﻤﻴﻊ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﻭﺗﻜﻮﻥ ﺛﺎﻧﻮﻳﺔ‬
‫ﺗﺤﺪﻳﺪﺍ‬
‫ﻭﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺸﺎﻣﻠﺔ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻮﺍﻗﻊ ﻭﺍﻟﺤﻴﺎﺓ ﻭﺗﺸﻤﻞ ﻣﻮﺍﺩ ﻭﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻋﻠﻤﻴﺔ ﻭﺃﺩﺑﻴﺔ ﻭﻓﻨﻴﺔ ﺣﺴﺐ ﺣﺎﺟﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻷﺳﺲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻨﻬﺞ ‪:‬‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫•‬
‫ﺍﻟﺘﻐﻴﺮ ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫•‬
‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫•‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫•‬

‫ﻣﻌﺎﻳﻳﺭ ﺍﺧﺗﻳﺎﺭ ﻣﺣﺗﻭﻯ ﺍﻟﻣﻧﻬﺎﺝ‪:‬‬

‫‪applicable copyright law.‬‬

‫‪ - 1‬ﺍﻟﺼﺪﻕ‬
‫‪ - 2‬ﺍﻟﻔﺎﺋﺪﺓ ﻭﺍﻷﻫﻤﻴﺔ‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ - 3‬ﻗﺎﺑﻠﻴﺔ ﺍﻟﻤﺤﺘﻮﻯ ﻟﻠﺘﻌﻠﻢ‬

‫‪ - 4‬ﺗﻮﺍﻓﻘﻪ ﻣﻊ ﻓﻠﺴﻔﺔ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺣﺎﺟﺎﺗﻪ ﻭﻗﻴﻤﻪ‬

‫ﻭﻳﺸﻴﺮ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺴﻮﺭﻱ ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ ﺗﻴﺸﻮﺭﻱ ﺍﻟﻰ ﺃﺳﺲ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ‪:‬‬
‫· ﺃﻥ ﻳﺴﺘﻨﺪ ﺍﻟﺘﻄﻮﻳﺮ ﺁﻟﻲ ﻓﻠﺴﻔﺔ ﺗﺮﺑﻮﻳﺔ ﻣﻌﻴﻨﺔ ﻭﻣﻨﺎﺳﺒﺔ‪.‬‬
‫· ﺃﻥ ﻳﺴﺘﻨﺪ ﺍﻟﺘﻄﻮﻳﺮ ﺁﻟﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻔﺮﺩ ﺃﻱ ﻳﻼﻣﺲ ﺣﺎﺟﺎﺕ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺣﺎﺟﺎﺕ‬
‫ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫· ﺃﻥ ﻳﺴﺘﻨﺪ ﺁﻟﻲ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻟﺘﻘﺎﻟﻴﺪ ﻭﺛﻘﺎﻓﺔ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫· ﺃﻥ ﻳﺴﺘﻨﺪ ﺁﻟﻲ ﻁﺒﻴﻌﺔ ﻭﺛﻘﺎﻓﺔ ﻭﺭﻭﺡ ﺍﻟﻌﺼﺮ ﺣﻴﺚ ﻋﺼﺮﻧﺎ ﺍﻟﻴﻮﻡ ﻫﻮ ﻋﺼﺮ ﺍﻟﻌﻠﻮﻡ‬
‫ﻭﻋﺼﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻳﺠﺐ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﺛﻨﺎء ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻛﻤﺎ ﺃﻥ‬
‫ﻋﺼﺮﻧﺎ ﻫﻮ ﻋﺼﺮ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﻗﻴﻖ ﻓﻘﺪﻳﻤﺎ ﻛﺄﻥ ﻳﻮﺟﺪ ﻁﺒﻴﺐ ﻋﺎﻡ ﻟﻜﻦ ﺍﻟﻴﻮﻡ‬
‫ﻫﻨﺎﻙ ﺍﺧﺘﺼﺎﺻﺎﺕ ﺩﻗﻴﻘﺔ ﻳﺠﺐ ﺃﻥ ﻳﺮﺍﻋﻴﻬﺎ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺠﺪﻳﺪ‪.‬‬
‫· ﺃﻥ ﻳﺴﺘﻨﺪ ﺁﻟﻲ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻟﻠﺒﻴﺌﺔ ﻭﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬
‫· ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺷﺎﻣﻼ‪ :‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺷﺎﻣﻼ ﻟﺠﻤﻴﻊ ﺍﻟﻌﻨﺎﺻﺮ ﻟﻠﻤﻨﻬﺞ‬
‫ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪.‬‬
‫· ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺗﻌﺎﻭﻧﻴﺎ ‪ :‬ﺃﻱ ﻳﺠﺐ ﺍﻷﺧﺬ ﺑﺮﺃﻱ ﺍﻟﺘﻠﻤﻴﺬ ﻭﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻭﻛﻞ‬
‫ﺍﻟﻤﻌﻨﻴﻴﻦ ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪.‬‬
‫‪ 5‬ﺳﻨﻮﺍﺕ ﻛﻲ‬ ‫· ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻄﻮﻳﺮ ﻣﺴﺘﻤﺮﺍ ﺃﻱ ﻳﺠﺐ ﺃﻥ ﻳﺘﻢ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻛﻞ‬
‫ﻳﺴﺎﻳﺮ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺤﺎﺻﻞ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺣﻴﺚ ﺗﺘﻀﺎﻋﻒ ﺍﻟﻴﻮﻡ ﻣﻌﺎﺭﻑ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻞ ‪18‬‬
‫ﺷﻬﺮ‪.‬‬
‫· ﺃﻥ ﻳﺴﺘﻨﺪ ﺍﻟﺘﻄﻮﻳﺮ ﺁﻟﻲ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻟﻠﻤﻌﻠﻢ ﺃﻱ ﻳﺠﺐ ﺃﻥ ﻧﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﻧﻔﺴﻪ‬
‫ﻭﺃﻥ ﻧﺪﺭﺱ ﺣﺎﺟﺎﺕ ﺍﻟﻤﻌﻠﻢ ﻭﻗﺪﺭﺍﺗﻪ ﻭﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺠﺪﻳﺪ ﺍﻟﻤﻄﻮﺭ‬
‫ﻣﺮﺍﺣﻞ ﻭﺧﻄﻮﺍﺕ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ‪.‬‬
‫· ﺑﺚ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺤﺎﺟﺔ ﺁﻟﻲ ﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺧﻼﻝ ﻋﺪﻡ ﺍﻟﺮﺿﺎ ﻋﻠﻰ ﺍﻟﻮﺍﻗﻊ ﻭﺍﻷﺧﺬ ﺑﺮﺃﻱ‬
‫ﺍﻟﺪﺍﻋﻴﻦ ﻭﺍﻟﻤﺘﺤﻤﺴﻴﻦ ﻟﻠﺘﻄﻮﻳﺮ‪.‬‬
‫‪applicable copyright law.‬‬

‫· ﺗﺤﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺗﺮﺟﻤﺘﻬﺎ ﺁﻟﻲ ﻣﻌﺎﻳﻴﺮ ﻣﻦ ﺍﺟﻞ ﺍﻟﻘﻴﺎﺱ ﻋﻨﺪ ﺗﺠﺮﻳﺐ ﺍﻟﻤﻨﻬﺞ‪.‬‬
‫· ﺗﺨﻄﻴﻂ ﻭﺗﻨﺴﻴﻖ ﺟﻮﺍﻧﺐ ﺍﻟﻤﻨﻬﺞ ﻷﻥ ﻛﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﻨﻬﺞ ﻳﺠﺐ ﺃﻥ ﻧﺨﻄﻂ ﻟﻪ ﻣﻦ‬
‫ﺑﻨﺎء ﺍﻟﻤﺪﺭﺳﺔ ﻭﻟﻮﺍﺯﻣﻬﺎ ﻭﻗﺎﻋﺔ ﺍﻟﻤﺴﺮﺡ ﻭﻗﺎﻋﺎﺕ ﺍﻟﺤﺎﺳﻮﺏ ﻭﺍﻟﻤﺨﺘﺒﺮﺍﺕ‪.‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫· ﺗﺨﻄﻴﻂ ﺗﺠﺮﻳﺐ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻄﻮﺭ ﻗﺒﻞ ﺗﻌﻤﻴﻤﻪ ﻭﺍﻋﺘﻤﺎﺩﻩ‪.‬‬

‫· ﺍﻻﺳﺘﻌﺪﺍﺩ ﻗﺒﻞ ﺍﻟﺘﻌﻤﻴﻢ‪.‬‬
‫· ﺗﻌﻤﻴﻢ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻄﻮﺭ ﻋﻠﻰ ﺍﻟﻤﺪﺍﺭﺱ‪.‬‬
‫· ﻣﺘﺎﺑﻌﺔ ﺍﻟﻤﻨﻬﺞ ﻭﺗﻘﻮﻳﻤﻪ ﺃﺛﻨﺎء ﺍﻟﺘﻨﻔﻴﺬ ﻟﻨﺮﻯ ﻣﺪﻯ ﺗﺤﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﻮﺿﻮﻋﺔ‪.‬‬

‫ﻣﻥ ﺍﻟﻣﺳﺅﻭﻝ ﻋﻥ ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﻬﺞ ؟‬

‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻟﻴﺴﺖ ﻣﻬﻤﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﺎﻫﺞ ﺑﻮﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ ﻫﻲ ﻣﻦ ﻳﻨﻈﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﻟﻴﺲ‬
‫ﻋﻤﻼ ﺇﻓﺮﺍﺩﻳﺎ ً ﻳﻘﻮﻡ ﺑﻪ ﺍﻟﻤﺨﺘﺺ ﺍﻟﺘﺮﺑﻮﻱ‪ .‬ﺑﻞ ﻳﺄﺗﻲ ﺍﻟﺘﻄﻮﻳﺮ ﻛﺜﻤﺮﺓ ﻟﺠﻬﺪ ﻣﺸﺘﺮﻙ ﻳﺴﺎﻫﻢ‬
‫ﻓﻲ ﺗﺤﻘﻴﻘﻪ ﺍﻟﻤﺸﺮﻑ ﻛﻘﺎﺋﺪ ﺗﺮﺑﻮﻱ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﺬﻱ ﻧﻔﺬﻭﺍ ﺗﻮﺟﻴﻬﺎﺕ ﺍﻟﻤﻨﻬﺞ‬
‫ﻣﻴﺪﺍﻧﻴﺎ‪.‬‬
‫ﻛﻤﺎ ﻳﺴﺎﻫﻢ ﻓﻲ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﺗﻌﺎﻳﺸﻮﺍ ﻣﻊ ﺍﻟﺨﺒﺮﺍﺕ‬
‫ﺍﻟﺘﻲ ﻳﺘﻴﺤﻬﺎ ﺍﻟﻤﻨﻬﺞ ﻭﺗﺪﺍﺭﺳﻮﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻲ ﺭﻛﺰ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻭﻟﻘﺪ ﺃﺟﺎﺩ ﺍﻟﻤﺮﺑﻲ ﺍﻟﻜﺒﻴﺮ ] ﺟﻮﻥ ﺩﻳﻮﻱ [ ﻓﻲ ﻛﺘﺎﺑﻪ ] ﺍﻟﻤﺪﺭﺳﺔ ﻭﺍﻟﻤﺠﺘﻤﻊ [ ﻓﻲ‬
‫ﻭﺻﻒ ﻭﺍﻗﻊ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻘﺪﻳﻤﺔ ﻗﺎﺋﻼً‪:‬‬
‫ﺍﻻﺗﺠﺎﻩ‬ ‫"ﻟﻜﻲ ﺃﻭﺿﺢ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺸﺎﺋﻌﺔ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻘﺪﻳﻤﺔ ﺑﺴﻠﺒﻴﺘﻬﺎ ﻓﻲ‬
‫ﻭﻣﻴﻜﺎﻧﻴﻜﻴﺘﻬﺎ ﻓﻴﺤﺸﺪ ﺍﻷﻁﻔﺎﻝ‪ ،‬ﻭﺗﺠﺎﻧﺴﻬﺎ ﻓﻲ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻠﺨﺺ‬
‫ﻛﻞ ﺫﻟﻚ ﺑﺎﻟﻘﻮﻝ ﺑﺄﻥ ﻣﺮﻛﺰ ﺍﻟﺠﺎﺫﺑﻴﺔ ﻭﺍﻗﻊ ﺧﺎﺭﺝ ﻧﻄﺎﻕ ﺍﻟﻄﻔﻞ‪ ،‬ﺇﻧﻪ ﻓﻲ ﺍﻟﻤﻌﻠﻢ ﻭﻓﻲ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﻟﻤﺪﺭﺳﻲ‪ ،‬ﺑﻞ ﻗﻞ ﻓﻲ ﺃﻱ ﻣﻜﺎﻥ ﺗﺸﺎء ﻋﺪﻯ ﺃﻥ ﻳﻜﻮﻥ ﻓﻲ ﻏﺮﺍﺋﺰ ﺍﻟﻄﻔﻞ ﻭﻓﻌﺎﻟﻴﺎﺗﻪ ﺑﺼﻮﺭﺓ‬
‫ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﻋﻠﻰ ﺗﻠﻚ ﺍﻷﺳﺲ ﻓﻠﻴﺲ ﻫﻨﺎﻙ ﻣﺎ ﻳﻘﺎﻝ ﻋﻦ ﺣﻴﺎﺓ ﺍﻟﻄﻔﻞ‪ ،‬ﻭﻗﺪ ﻳﻤﻜﻦ ﺫﻛﺮ ﺍﻟﻜﺜﻴﺮ‬
‫ﻋﻤﺎ ﻳﺪﺭﺳﻪ ﺍﻟﻄﻔﻞ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻤﺪﺭﺳﺔ ﻟﻴﺴﺖ ﺍﻟﻤﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﻓﻴﻪ‪ ،‬ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺤﺎﺿﺮ‬
‫ﻧﺮﻯ ﺃﻥ ﺍﻟﺘﻐﻴﻴﺮ ﺍﻟﻤﻘﺒﻞ ﻓﻲ ﺗﺮﺑﻴﺘﻨﺎ ﻫﻮ ﺗﺤﻮﻝ ﻣﺮﻛﺰ ﺍﻟﺠﺎﺫﺑﻴﺔ‪ ،‬ﻓﻬﻮ ﺗﻐﻴﺮ ﺃﻭ ﺛﻮﺭﺓ ﻟﻴﺴﺖ‬
‫ﻏﺮﻳﺒﺔ ﻋﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﺃﺣﺪﺛﻬﺎ ﻛﻮﺑﺮ ﻧﻴﻜﻮﺱ ﻋﻨﺪﻣﺎ ﺗﺤﻮﻝ ﺍﻟﻤﺮﻛﺰ ﺍﻟﻔﻠﻜﻲ ﻣﻦ ﺍﻷﺭﺽ ﺇﻟﻰ‬
‫ﺍﻟﺸﻤﺲ‪ ،‬ﻓﻔﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻳﺼﺒﺢ ﺍﻟﻄﻔﻞ ﺍﻟﺸﻤﺲ ﺍﻟﺘﻲ ﺗﺪﻭﺭ ﺣﻮﻟﻬﺎ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺮﺑﻴﺔ ﻭﻫﻮ‬
‫ﺍﻟﻤﺮﻛﺰ ﺍﻟﺬﻱ ﻧﻨﻈﻤﻬﺎ ﺣﻮﻟﻪ"‪.‬‬
‫ﺃﻣﺎ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺸﻬﻴﺮ ] ﺟﺎﻥ ﺟﺎﻙ ﺭﺳﻮ [ ﻓﻘﺪ ﺩﻋﺎ ﻓﻲ ﻋﺼﺮﻩ ﺇﻟﻰ ﺇﺟﺮﺍء ﺍﻟﺘﻐﻴﻴﺮ‬
‫ﺍﻟﺠﺬﺭﻱ ﻓﻲ ﻣﻨﺎﻫﺞ ﺍﻟﻤﺪﺭﺳﺔ ﻗﺎﺋﻼً ‪:‬‬
‫‪applicable copyright law.‬‬

‫" ﺣﻮﻟﻮﺍ ﺍﻧﺘﺒﺎﻩ ﺗﻠﻤﻴﺬﻛﻢ ﺇﻟﻰ ﻅﻮﺍﻫﺮ ﻁﺒﻴﻌﻴﺔ‪ ،‬ﻓﻴﺼﺒﺢ ﺍﺷﺪ ﻓﻀﻮﻻً‪،‬ﻭﻟﻜﻦ ﻻ‬
‫ﺗﺘﻌﺠﻠﻮﺍ ﻓﻲ ﺇﺭﺿﺎء ﻫﺬﺍ ﺍﻟﻔﻀﻮﻝ‪ .‬ﺿﻌﻮﺍ ﺍﻷﺳﺌﻠﺔ ﻓﻲ ﻣﺘﻨﺎﻭﻟﻪ‪ ،‬ﺩﻋﻮﻩ ﻳﺠﻴﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﻟﻴﻌﻠﻢ‬
‫ﻣﺎ ﻳﻌﻠﻢ‪ ،‬ﻟﻴﺲ ﻷﻧﻜﻢ ﻗﻠﺘﻤﻮﻩ ﻟﻪ‪ ،‬ﺑﻞ ﻷﻧﻪ ﻓﻬﻤﻪ ﺑﻨﻔﺴﻪ‪،‬ﻟﻴﻜﺸﻒ ﺍﻟﻌﻠﻢ ﺑﺪﻻً ﻣﻦ ﺃﻥ‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻳﺤﻔﻈﻪ‪،‬ﻓﻌﻨﺪﻣﺎ ﻳﺠﺒﺮ ﻋﻠﻰ ﺃﻥ ﻳﺘﻌﻠﻢ ﺑﺬﺍﺗﻪ ﻓﺈﻧﻪ ﻳﺴﺘﻌﻤﻞ ﻋﻘﻠﻪ ﺑﺪﻻً ﻣﻦ ﺃﻥ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻋﻘﻞ‬
‫ﻏﻴﺮﻩ‪.‬‬
‫ﻓﻤﻦ ﻫﺬﺍ ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﻤﺘﻮﺍﺻﻞ ﻳﺠﺐ ﺃﻥ ﺗﻨﺘﺞ ﻗﻮﺓ ﻋﻘﻠﻴﺔ ﺗﺸﺎﺑﻪ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﻌﻄﻴﻬﺎ‬
‫ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻌﺐ ﻟﻠﺠﺴﻢ‪ .‬ﺇﻥ ﺍﻹﻧﺴﺎﻥ ﻳﺘﻘﺪﻡ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﻮﺍﻩ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻔﻜﺮ ﻓﺈﻧﻪ ﻣﺜﻞ ﺍﻟﺠﺴﺪ ﻻ‬
‫ﻳﺤﻤﻞ ﺇﻻ ﻣﺎ ﻭﺳﻊ ﻣﻦ ﻁﺎﻗﺘﻪ "‪.‬‬
‫ﻭﻫﻜﺬﺍ ﺇﺫﺍً‪،‬ﻛﺎﻧﺖ ﺍﻟﺪﻋﻮﺍﺕ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﻠﻤﺎء ﻭﺍﻟﻤﻔﻜﺮﻳﻦ ﺗﺘﻮﺇﻟﻰ ﻹﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﻓﻲ‬
‫ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻣﻦ ﺃﺟﻞ ﺗﺤﻮﻳﻞ ﺍﻟﻤﺪﺭﺳﺔ ﺇﻟﻰ ﺻﻮﺭﺓ ﻣﺼﻐﺮﺓ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﺪﻳﻤﻘﺮﺍﻁﻲ ﺍﻟﻤﺸﺬﺏ ﻭﺍﻟﻤﻬﺬﺏ‪ ،‬ﻟﻜﻲ ﻳﻤﺎﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺣﻴﺎﺗﻬﻢ ﺍﻟﻔﻌﻠﻴﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﻳﺴﺘﻨﺒﻄﻮﺍ‬
‫ﺍﻟﺤﻘﺎﺋﻖ ﺑﺄﻧﻔﺴﻬﻢ‪ ،‬ﻭﻟﻴﺼﺒﺢ ﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﻤﻌﻠﻢ ﻋﺎﻣﻠﻴﻦ ﻣﺴﺎﻋﺪﻳﻦ ﻓﻲ ﺗﺤﻘﻴﻖ ﻣﺎ ﻧﺼﺒﻮ ﺇﻟﻴﻪ‬
‫ﻓﻲ ﺗﺮﺑﻴﺔ ﺃﺟﻴﺎﻟﻨﺎ ﺍﻟﺼﺎﻋﺪﺓ‪ ،‬ﻭﻟﺘﺼﺒﺢ ﺍﻟﻤﺪﺭﺳﺔ ﻫﻲ ﺍﻟﺤﻴﺎﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﻢ‪ ،‬ﻭﻟﻴﺴﺖ ﺇﻋﺪﺍﺩﺍً‬
‫ﻟﻠﺤﻴﺎﺓ‪ ،‬ﺣﻴﺚ ﻳﻤﺎﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺩﺍﺧﻞ ﻣﺪﺭﺳﺘﻬﻢ ﻣﺨﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﻟﻤﻬﻦ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻜﺒﻴﺮ‪ ،‬ﻭﻳﻤﺎﺭﺳﻮﻥ ﻛﻞ ﻫﻮﺍﻳﺎﺗﻬﻢ ﺍﻟﻔﻨﻴﺔ‪،‬ﻭﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻭﺍﻟﻤﻮﺳﻴﻘﻴﺔ‪،‬ﻭﻏﻴﺮﻫﺎ ﻣﻦ‬
‫ﺍﻟﻬﻮﺍﻳﺎﺕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﺑﻜﻞ ﺛﻘﺔ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﻮﻝ ﺃﻧﻬﻢ ﺑﻬﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺳﻮﻑ ﻳﻄﻠﻘﻮﻥ‬
‫ﻗﺪﺭﺍﺗﻬﻢ ﺍﻟﺬﺍﺗﻴﺔ ﻓﻲ ﺍﻻﺳﺘﻄﻼﻉ‪ ،‬ﻭﺍﻟﻔﻬﻢ‪ ،‬ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‪ ،‬ﻭﺍﺳﺘﻨﺒﺎﻁ ﺍﻟﺤﻘﺎﺋﻖ ﺑﺄﻧﻔﺴﻬﻢ‪.‬‬

‫ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻟﺗﻁﻭﻳﺭ ﻭﺍﻟﺗﻐﻳﻳﺭ ‪:‬‬

‫ﻳﻮﺟﺪ ﻓﺮﻕ ﺷﺎﺳﻊ ﻭﻛﺒﻴﺮ ﺑﻴﻦ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻐﻴﻴﺮ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫‪ (1‬ﺍﻟﺘﻐﻴﻴﺮ ﻳﺘﺠﻪ ﻧﺤﻮ ﺍﻷﻓﻀﻞ ﺃﻭ ﺃﻻ ﺳﻮء‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺘﻄﻮﻳﺮ ﻳﺘﺠﻪ ﻧﺤﻮ ﺍﻷﻓﻀﻞ‬
‫ﻭﺍﻷﺣﺴﻦ‪.‬‬
‫‪ (2‬ﺍﻟﺘﻐﻴﻴﺮ ﻳﺤﺪﺙ ﺑﺈﺭﺍﺩﺓ ﺍﻹﻧﺴﺎﻥ ﺃﻭ ﺑﺪﻭﻥ ﺇﺭﺍﺩﺗﻪ ﺑﻴﻨﻤﺎ ﺍﻟﺘﻄﻮﻳﺮ ﻳﺤﺪﺙ ﺑﺈﺭﺍﺩﺓ‬
‫ﺍﻹﻧﺴﺎﻥ ﻭﺭﻏﺒﺘﻪ ﺍﻟﺼﺎﺩﻗﺔ‪.‬‬
‫‪ (3‬ﺍﻟﺘﻐﻴﻴﺮ ﺟﺰﺋﻲ ﺇﺫ ﻳﻨﺼﺐ ﻋﻠﻰ ﺟﺎﻧﺐ ﻣﻌﻴﻦ ﺃﻭ ﻧﻘﻄﺔ ﻣﺤﺪﺩﺓ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺘﻄﻮﻳﺮ‬
‫ﺷﺎﻣﻞ ﻳﻨﺼﺐ ﻋﻠﻰ ﺟﻤﻴﻊ ﺟﻮﺍﻧﺐ ﺍﻟﻤﻮﺿﻮﻉ‪.‬‬
‫ﻭﺗﺸﻴﺮ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﻟﻰ ﺃﻥ ﺃﻏﻠﺐ ﻣﺒﺎﺩﺭﺍﺕ ﺍﻟﺘﻐﻴﻴﺮ ﻋﻠﻰ ﺃﻱ ﺻﻌﻴﺪ ﻓﺸﻠﺖ ﻓﻲ‬
‫ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﺮﺟﻮﺓ ﻣﻨﻬﺎ – ﺃﻭ ﻋﻠﻰ ﺍﻷﻗﻞ ﻟﻢ ﺗﺤﺼﺪ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﺮﺟﻮﺓ – ﺑﺴﺒﺐ‬
‫ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﻴﺮ‪.‬‬
‫ﺍﻟﻤﺸﻜﻠﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻓﻲ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻐﻴﻴﺮ ﺍﻟﺘﺮﺑﻮﻱ ﺗﻜﻤﻦ ﻓﻲ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻳﻔﺘﺮﺽ ﻓﻴﻪ‬
‫‪applicable copyright law.‬‬

‫ﺃﻥ ﻳﺘﻐﻴﺮ ﻭﻟﻜﻨﻪ ﻳﻘﺎﻭﻡ ﺑﻌﻨﺎﺩ ﻣﺎ ﻳُﻄﻠﺐ ﻣﻨﻪ ﻭ ﻋﻠﻰ ﻣﺎ ﻳﺒﺪﻭ ﻓﺎﻥ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﻴﺮ ﻁﺒﻴﻌﺔ‬
‫ﺑﺸﺮﻳﺔ ﻓﻲ ﻣﺠﻤﻠﻬﺎ ﺗﺮﺗﺒﻂ ﺑﺎﺭﺗﺴﺎﻡ ﺍﻟﺨﻮﻑ ﻋﻠﻰ ﺍﻟﻮﺟﻮﻩ ﻭ ﻓﻲ ﺍﻟﻘﻠﻮﺏ ﻣﻦ ﺍﻟﻤﺠﻬﻮﻝ‪،‬‬
‫ﻓﺎﻟﺘﻐﻴﻴﺮ ﻳﺜﻴﺮ ﻣﺸﺎﻋﺮ ﺍﻟﺨﻮﻑ ﻣﻦ ﺍﻟﻤﺠﻬﻮﻝ ﻭﻓﻘﺪﺍﻥ ﺍﻟﺤﺮﻳﺔ ﻭﻓﻘﺪﺍﻥ ﺍﻟﻤﻴﺰﺍﺕ ﺃﻭ ﺍﻟﻤﺮﺍﻛﺰ‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺃﻭ ﺍﻟﺼﻼﺣﻴﺎﺕ‪ ...‬ﻟﺬﻟﻚ ﺳﻌﺖ ﻣﻌﻈﻢ ﺍﻟﺪﻭﻝ ﻟﻠﺘﻄﻮﻳﺮ ﺑﺪﻻً ﻣﻦ ﺍﻟﺘﻐﻴﻴﺮ؛ ﺍﺳﺘﻨﺎﺩﺍً ﺇﻟﻰ ﻣﻌﺎﻳﻴﺮ‬
‫ﻋﺎﻟﻤﻴﺔ ﻭﻗﻴﻢ ﺍﺟﺘﻤﺎﻋﻴـﺔ ﺗﻨﺒﻊ ﻣﻦ ﻓﻠﺴﻔﺔ ﺫﻟﻚ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺭﻭﺡ ﺗﻨﺎﻓﺴﻴﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﻣﻤـﺎ ﻳﺴﻬـﻢ‬
‫ﻓﻲ ﺗﻘـﺪﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺫﻟﻚ ﻫﻮ ﺗﺸﺎﺑﻪ ﺭﺅﻯ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﻣﻌﻈﻢ ﺍﻟﺒﻠﺪﺍﻥ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻭﻟﻴﺲ ﺍﻟﺤﺼﺮ ﺃﻋﺮﺽ ﻧﻤﻮﺫﺟﺎ ٌ ً◌ ﺭﺍﺋﻌﺎ ً ﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﺣﺴﺐ ﺭﺅﻳﺔ ﻛﻞ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪applicable copyright law.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺭﺅﻯ ﺍﻟﺗﻌﻠﻳﻡ ﻓﻲ ﺍﻟﻭﻁﻥ ﺍﻟﻌﺭﺑﻲ‬

‫‪ -‬ﺍﻻﺭﺩﻥ‬
‫ﺗﻤﺘﻠﻚ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﻟﻬﺎﺷﻤﻴﺔ ﻣﻨﻈﻮﻣﺎﺕ ﻣﻦ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺫﺍﺕ ﺟﻮﺩﺓ‬
‫ﺗﻨﺎﻓﺴﻴﺔ ﻛﻔﺆﻩ ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﻟﻤﺠﺘﻤﻊ ﺑﺨﺒﺮﺍﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻣﺪﻯ ﺍﻟﺤﻴﺎﺓ ﺫﺍﺕ‬
‫ﺻﻠﺔ ﻭﺛﻴﻘﺔ ﺑﺤﺎﺟﺎﺗﻪ ﺍﻟﺮﺍﻫﻨﺔ ﻭﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻭﺫﻟﻚ ﺍﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻤﺴﺘﺪﺍﻣﺔ‬
‫ﻭﺗﺤﻔﻴﺰﻫﺎ ﻋﻦ ﻁﺮﻳﻖ ﺇﻋﺪﺍﺩ ﺃﻓﺮﺍﺩ ﻣﺘﻌﻠﻤﻴﻦ ﻭﻗﻮﻯ ﻋﻤﻞ ﻣﺎﻫﺮﺓ‪.‬‬
‫ﻭﺗﺴﻌﻰ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻧﻈﺎﻡ ﺗﺮﺑﻮﻱ ﻋﻤﺎﺩﻩ "ﺍﻟﺘﻤﻴﺰ"‪ ،‬ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻮﺍﺭﺩﻩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﺍﺳﺘﻨﺎﺩﺍً ﻭﺗﺤﻘﻴﻘﺎ ً ﻟﺮﺅﻳﺔ ﺻﺎﺣﺐ ﺍﻟﺠﻼﻟﺔ ﺍﻟﻤﻠﻚ ﻋﺒﺪ ﷲ ﺍﻟﺜﺎﻧﻲ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻴﻜﻮﻥ‬
‫ﺍﻷﺭﺩﻥ ﻣﺮﻛﺰﺍً ﻟﻨﻘﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ ،‬ﻓﺈﻧﻪ ﻻ ﺑﺪ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻋﻠﻰ ﺗﻐﻴﻴﺮ ﺩﻭﺭ ﺍﻟﻤﻌﻠﻢ ﻭﺍﻟﻄﻠﺒﺔ ﺑﺤﻴﺚ ﻳﺘﻢ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻓﻲ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻤﻌﺮﻓﻲ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺘﺄﺗﻰ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺗﻠﻚ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻋﺘﻤﺎﺩﺍً ﺇﻟﻰ ﻣﻌﺎﻳﻴﺮ ﻋﺎﻟﻤﻴﺔ ﻭﻗﻴﻢ ﺍﺟﺘﻤﺎﻋﻴـﺔ‪ ،‬ﻭﺭﻭﺡ ﺗﻨﺎﻓﺴﻴﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﻣﻤـﺎ ﻳﺴﻬـﻢ‬
‫ﻓﻲ ﺗﻘـﺪﻡ ﺍﻷﺭﺩﻥ ﻓـﻲ ﺧﻀـﻢ "ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻤﻌﺮﻓﻲ ﺍﻟﻌﺎﻟﻤﻲ"‪.‬‬
‫ﻭﺑﺪﺃﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺷﺎﻣﻠﺔ ﻟﻜﺎﻓﺔ ﻋﻨﺎﺻﺮ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻌﻠﻤﻴﺔ‪ ،‬ﺗﺤﺖ ﻋﻨﻮﺍﻥ ‪.ERFKEE‬‬
‫‪ -‬ﺍﻟﻜﻮﻳﺖ‬
‫ﺗﻬﺪﻑ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺇﻟﻰ ﺗﻨﻤﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻜﻮﻳﺘﻲ ﻭﺗﻨﺸﺌﺔ ﺃﺟﻴﺎﻟﻪ ﻓﻲ ﺇﻁﺎﺭ ﻣﻦ‬
‫ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺮﻭﺣﻲ ﻭﺍﻟﺨﻠﻘﻲ ﻭﺍﻟﻔﻜﺮﻱ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺒﺪﻧﻲ ﻓﻲ ﺿﻮء ﻣﺒﺎﺩﺉ‬
‫ﺍﻹﺳﻼﻡ ﻭﺍﻟﺘﺮﺍﺙ ﺍﻟﻌﺮﺑﻲ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻤﻌﺎﺻﺮﺓ ﺑﻤﺎ ﻳﺘﻔﻖ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻜﻮﻳﺘﻴﺔ ﻭﺗﺤﻘﻴﻖ ﺗﻘﺪﻣﻬﺎ‬
‫ﻭﻧﻬﻀﺘﻬﺎ‪.‬‬

‫‪ -‬ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫ﺗﺨﺮﻳﺞ ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ ﻣﺰﻭﺩﻳﻦ ﺑﺎﻟﻘﻴﻢ ﺍﻹﺳﻼﻣﻴﺔ ﻣﻌﺮﻓﺔ ﻭﻣﻤﺎﺭﺳﺔ‪ ،‬ﻭﻣﻜﺘﺴﺒﻴﻦ‬
‫ﻟﻠﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻻﺗﺠﺎﻫﺎﺕ ﺍﻟﻨﺎﻓﻌﺔ‪ ،‬ﻭﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻹﻳﺠﺎﺑﻲ ﻣﻊ‬
‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺤﺪﻳﺜﺔ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻤﺘﻄﻮﺭﺓ ﺑﻜﻞ ﻛﻔﺎﻳﺔ ﻭﻣﺮﻭﻧﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻤﻨﺎﻓﺴﺔ‬
‫ﺍﻟﻌﺎﻟﻤﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺍﻟﻤﺸﺎﺭﻛﺔ ﺍﻹﻳﺠﺎﺑﻴﺔ ﻓﻲ ﺣﺮﻛﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‪،‬‬
‫‪applicable copyright law.‬‬

‫ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﺗﻌﻠﻴﻤﻲ ﻓﻌﺎﻝ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻛﺘﺸﺎﻑ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻟﻤﻴﻮﻝ ﻭﺑﺚ ﺍﻟﺮﻭﺡ‬
‫ﺍﻹﻳﺠﺎﺑﻴﺔ ﻟﻠﻌﻤﻞ‪ ،‬ﻭﻓﻲ ﺑﻴﺌﺔ ﻣﺪﺭﺳﻴﺔ ﺗﺮﺑﻮﻳﺔ ﻣﺤﻔﺰﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ -‬ﻓﻠﺴﻄﻴﻦ‬
‫ﺗﻌﻤﻞ ﺍﻟﻮﺯﺍﺭﺓ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺭﺅﻯ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻭﺍﺿﺤﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﺗﺘﺠﺎﻭﺯ‬
‫ﺍﻟﻤﺎﺿﻲ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺑﻨﺎء ﻣﺎ ﺃﺣﺪﺛﺘﻪ ﺳﻠﻄﺔ ﺍﻻﺣﺘﻼﻝ ﻣﻦ ﺗﺨﻠّﻒ‪ ،‬ﻭﺍﻟﻰ ﺍﻟﺘﻄﻠّﻊ ﺇﻟﻰ‬
‫ﻣﺴﺘﻘﺒﻞ ﻳﻌﻴﺪ ﺍﺭﺗﺒﺎﻁ ﺍﻷﺟﻴﺎﻝ ﺍﻟﺠﺪﻳﺪﺓ ﺑﺘﺎﺭﻳﺨﻬﺎ ﻭﻳﻨﻴﺮ ﻁﺮﻳﻘﻬﺎ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻘﺒﻞ‪ .‬ﻭﺍﻧﻄﻼﻗﺎ‬
‫ﻣﻦ ﺫﻟﻚ‪ ،‬ﺗﻬﺘﻢ ﺍﻟﻮﺯﺍﺭﺓ ﺑﺘﺤﺴﻴﻦ ﻧﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﺤﺴﻴﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺗﺪﺭﻳﺐ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺇﺩﺧﺎﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ‪ ،‬ﻭﺇﺷﺮﺍﻙ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﺔ‪ .‬ﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ‬
‫ﺇﻟﻰ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺑﺘﻠﺒﻴﺔ ﺍﻟﻄﻠﺐ ﺍﻟﻤﺘﺰﺍﻳﺪ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺑﺘﻌﺒﻴﺮ ﺁﺧﺮ‪ ،‬ﺗﺴﻌﻰ ﺍﻟﻮﺯﺍﺭﺓ ﺇﻟﻰ‬
‫ﺗﺠﻨﻴﺪ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻨﻬﻮﺽ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬
‫‪ -‬ﻗﻄﺮ‬
‫‪ -‬ﺸﺌﺔ ﺃﺟﻴﺎﻝ ﻣﻦ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﻣﺆﻣﻨﻴﻦ ﺑﺎہﻠﻟ‪ ،‬ﻣﻌﺘﺰﻳﻦ ﺑﺎﻧﺘﻤﺎﺋﻬﻢ ﻟﻮﻁﻨﻬﻢ ﻭﻷﻣﺘﻬﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺑﻨﺎء ﺷﺨﺼﻴﺎﺕ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﺍﻟﻤﺘﻜﺎﻣﻠﺔ‪ ,‬ﻭﺗﺰﻭﻳﺪﻫﻢ‪ ,‬ﺑﺎﻟﻤﻌﺮﻓﺔ‬
‫ﻭﺗﻮﻁﻴﻨﻬﺎ‬ ‫ﺍﻟﻤﺘﻘﺪﻣﺔ‪ ،‬ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻤﻨﺠﺰﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪،‬‬
‫ﻭﺍﺳﺘﻨﺒﺎﺗﻬﺎ‪ ،‬ﻭﺗﻌﻤﻴﻖ ﻣﺎ ﻳﺘﻄﻠﺒﻪ ﺫﻟﻚ ﻣﻦ ﻛﻔﺎﻳﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ‪ ،‬ﻭﺃﺧﺬ ﺩﻭﺭ ﺑﺎﺭﺯ‬
‫ﻓﻲ ﻣﺴﻴﺮﺓ ﺍﻟﺤﻀﺎﺭﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬
‫‪ -‬ﺍﻛﺘﺸﺎﻑ ﻭﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺐ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﻭﻣﻴﻮﻟﻬﻢ‪ ،‬ﻭﺗﻮﺟﻴﻬﻬﺎ ﻧﺤﻮ ﺧﻴﺮ ﺍﻟﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﺗﻨﻤﻴﺔ ﻭﻋﻴﻬﻢ‪ ،‬ﻭﺗﻤﻜﻴﻨﻬﻢ ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻤﺴﺘﻘﺒﻞ‪ ،‬ﻭﺗﺤﻘﻴﻖ‬
‫ﺍﻟﺘﻤﻴﺰ ﻓﻲ ﺣﻴﺎﺯﺓ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻤﺘﻘﺪﻣﺔ‪.‬‬
‫ﻭﺍﻉ ﻋﻠﻰ ﺛﻘﺎﻓﺎﺕ ﺍﻷﻣـﻢ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺧﺒﺮﺍﺗﻬﺎ ﻭﺗﺠﺎﺭﺑﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ‬‫‪ -‬ﺗﺤﻘﻴﻖ ﺍﻧﻔﺘﺎﺡ ٍ‬
‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﻤﺴﻚ ﺑﺎﻟﻌﻘﻴﺪﺓ ﻭﺍﻟﻬﻮﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻹﺟﺮﺍءﺍﺕ‬ ‫‪ -‬ﺇﻋﺪﺍﺩ ﺳﻴﺎﺳﺎﺕ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺨﻄﻂ‬
‫ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﻟﻜﻔﻴﻠﺔ ﺑﺘﺤﻘﻴﻖ ﺫﻟﻚ‪.‬‬
‫ﻋﻠﻰ ﺗﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ‬ ‫‪ -‬ﺇﻋﺪﺍﺩ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻮﻁﻨﻴﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ ﺍﻟﻘﺎﺩﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﻏﺎﻳﺎﺗﻬﺎ‪.‬‬
‫‪ -‬ﺍﻗﺘﺮﺍﺡ ﻣﺸﺮﻭﻋﺎﺕ ﺍﻟﻘﻮﺍﻧﻴﻦ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﻮﺯﺍﺭﺓ‪.‬‬
‫‪ -‬ﻣﺼﺮ‬
‫‪applicable copyright law.‬‬

‫ﺗﻠﺘﺰﻡ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺄﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻗﺒﻞ ﺍﻟﺠﺎﻣﻌﻰ ﺗﻌﻠﻴ ًﻤﺎ ﻋﺎﻟﻰ ﺍﻟﺠﻮﺩﺓ‬
‫ﻟﻠﺠﻤﻴﻊ؛ ﻛﺄﺣﺪ ﺍﻟﺤﻘﻮﻕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻺﻧﺴﺎﻥ‪ ،‬ﻓﻲ ﺇﻁﺎﺭ ﻧﻈﺎﻡ ﻻ ﻣﺮﻛﺰﻱ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﺔ‬
‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﻣﺼﺮ ﻧﻤﻮﺫﺟﺎ ً ﺭﺍﺋﺪﺍً ﻓﻲ ﺍﻟﻤﻨﻄﻘﺔ‪ ،‬ﻳﻌﻤﻞ ﻋﻠﻰ ﺇﻋﺪﺍﺩ‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﻟﻤﻮﺍﻁﻨﻴﻦ ﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﻌﺮﻓﺔ ﻓﻲ ﻅﻞ ﻋﻘﺪ ﺍﺟﺘﻤﺎﻋﻲ ﺟﺪﻳﺪ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺪﻳﻤﻘﺮﺍﻁﻴﺔ ﻭﺍﻟﻌﺪﻝ‬
‫ﻭﻋﺒﻮﺭ ﺩﺍﺋﻢ ﻟﻠﻤﺴﺘﻘﺒﻞ‪.‬‬
‫*ﺍﻟﺘﻄﻮﻳﺮ ﻋﻤﻠﻴﺔ ﺷﺎﻣﻠﺔ ﻭﺩﻳﻨﺎﻣﻴﻜﻴﺔ ‪:‬‬
‫ﺃ( ﺷﺎﻣﻠﺔ ‪ :‬ﻷﻧﻬﺎ ﺗﻨﺼﺐ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﺠﻮﺍﻧﺐ ﻭﺗﻤﺲ ﺟﻤﻴﻊ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ‬
‫ﺍﻟﻤﻮﺿﻮﻉ‬
‫ﺏ( ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ‪ :‬ﻷﻧﻬﺎ ﺟﻤﻴﻊ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻲ ﺗﺪﺧﻞ ﻓﻴﻬﺎ ﺗﻜﻮﻥ ﻓﻲ ﺗﻔﺎﻋﻞ ﻣﺴﺘﻤﺮ‪،‬‬
‫ﻭﻛﻞ ﻋﻨﺼﺮ ﻳﺆﺛﺮ ﻓﻲ ﻏﻴﺮﻩ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ‪.‬‬

‫ﺗﺣﺩﻳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ‪ ،‬ﻭﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﺎﻫﺞ ﻓﻲ ﺍﻟﻘﺭﻥ ﺍﻟﻭﺍﺣﺩ ﻭﺍﻟﻌﺷﺭﻳﻥ‬

‫ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ‪،‬ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ‪ ،‬ﻭﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﻥ ﺍﻟﻮﺍﺣﺪ‬ ‫ﺇﻥ ﺍﻟﺤﺪﻳﺚ ﻋﻦ‬
‫ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺇﻻ ﺩﻋﻮﺓ ﺻﺮﻳﺤﺔ ﻟﺘﻜﻴﻴﻒ ﺍﻟﻤﺪﺭﺳﺔ ﻣﻊ ﺍﻟﻮﺿﻊ ﺍﻟﻌﺎﻟﻤﻲ ﺍﻟﺠﺪﻳﺪ‪ .‬ﻟﻴﺲ ﻷﻥ‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﻣﺪﻋﻮﺓ ﺇﻟﻰ ﺗﻌﻠﻴﻢ ﻧﻮﻋﻲ ﻳﺴﺘﺠﻴﺐ ﻟﺸﺮﻭﻁ ﺍﻟﻌﺼﺮ‪ ،‬ﻭﻳﺤﺎﻓﻆ ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍﺭﻳﺘﻬﺎ‬
‫ﻛﻤﺆﺳﺴﺔ ﻹﻧﺘﺎﺝ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺃﺩﻭﺍﺗﻬﺎ‪ ،‬ﻓﻬﺬﺍ ﻳﺒﻘﻰ ﺷﻌﺎﺭﺍ ﻟﻼﺳﺘﻬﻼﻙ‪ ،‬ﻭﺇﻧﻤﺎ ﻟﺘﺪﺧﻞ ﺍﻟﻤﺪﺭﺳﺔ‬
‫ﻓﻲ ﺷﺒﻜﺔ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﻤﻌﻮﻟﻤﺔ ‪ ،‬ﻻ ﺳﻴﻤﺎ ﺃﻧﻬﺎ ﺃﺻﺒﺤﺖ ﻧﻘﻄﺔ ﺟﺬﺏ ﻻ ﻣﺜﻴﻞ ﻟﻬﺎ‬
‫ﻻﻋﺘﺒﺎﺭﻳﻦ‪:‬‬
‫ﺍﻷﻭﻝ‪ :‬ﺃﻧﻬﺎ ﺳﻴﻮﻛﻞ ﺇﻟﻴﻬﺎ ﺗﺸﻜﻴﻞ ﺍﻟﺬﻫﻨﻴﺔ ﺍﻟﻤﺄﻣﻮﻟﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺍﻟﺪﻭﺭ ﺍﻟﺘﺎﺭﻳﺨﻲ ﺍﻟﺬﻱ‬
‫ﻋﺮﻓﺖ ﺑﻪ ﻛﺄﺩﺍﺓ ﻟﺨﻠﻖ ﺟﻴﻞ ﺻﺎﻟﺢ ﻟﻤﺠﺘﻤﻌﻪ‪.‬‬
‫ﺍﻟﺚﻧﻲ‪ :‬ﺃﻧﻬﺎ ﺗﺸﻜﻞ ﺳﻮﻗﺎ ﺍﺳﺘﻬﻼﻛﻴﺔ ﻋﺎﻟﻤﻴﺔ ﺿﺨﻤﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﻔﺴﺮ ﺍﻟﻤﻨﺎﻓﺴﺔ‬‫ﺍ‬
‫ﺍﻟﺸﺮﺳﺔ ﺑﻴﻦ ﻛﺒﺮﻳﺎﺕ ﺍﻟﺸﺮﻛﺎﺕ ﻻﺣﺘﻼﻝ ﻫﺬﺍ ﺍﻟﻜﻨﺰ ﺍﻟﻤﻜﻨﻮﻥ‪ .‬ﻭﻗﺪ ﺟﺮﻯ ﺍﻟﺤﺪﻳﺚ ﻋﻦ‬
‫"ﺳﻮﻕ ﺍﻟﺘﺮﺑﻴﺔ"‪ ،‬ﻭ"ﺳﻮﻕ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺍﻟﺘﻼﻣﻴﺬ"‪ .‬ﺍﻟﺬﻱ ﺃﻧﻌﻘﺪ ﻣﺎ ﺑﻴﻦ ‪ 20‬ﻭ‪ 23‬ﻣﺎﻱﻭ ‪2000‬‬
‫ﺑﻜﻨﺪﺍ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﻟﻤﻲ ﺍﻷﻭﻝ ﻟﻠﺘﺮﺑﻴﺔ‪.‬‬
‫ﺃﻥ ﺍﻟﺨﻮﻑ ﻣﻦ ﺗﺴﻠﻴﻊ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻭﺇﻓﺮﺍﻍ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻣﻦ ﺭﺳﺎﻟﺘﻬﺎ ﺍﻟﻮﻁﻨﻴﺔ‪،‬‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪،‬‬ ‫ﻳﺒﻘﻰ ﺃﻣﺮﺍ ﻣﺸﺮﻭﻋﺎ‪ ،‬ﻓﻲ ﻅﻞ ﺩﻋﻮﺓ ﺗﻐﻴﻴﺮﻳﺔ ﺗﺘﺰﻋﻤﻬﺎ‬
‫ﻭﺗﺸﺮﻋﻨﻬﺎ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺛﺒﺖ ﺃﻧﻬﺎ ﻭﺍﻗﻌﺔ ﺗﺤﺖ ﻧﻔﻮﺫ ﺳﻠﻄﺘﻬﺎ‪.‬‬
‫ﺍﻧﻨﺎ ﻋﻠﻰ ﻳﻘﻴﻦ ﺑﺄﻥ ﻧﺠﺎﺡ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ‪ ،‬ﻟﻴﺴﺖ ﻭﻗﻔﺎ ﻋﻠﻰ ﻧﺠﺎﺡ ﺑﻀﻌﺔ‬
‫ﻣﻌﻠﻤﻴﻦ ﻭﺇﻧﻤﺎ ﻋﻠﻰ ﻧﺠﺎﺡ ﺟﻤﺎﻋﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﺘﺮﺑﻮﻳﻴﻦ‪ ،‬ﻫﺬﻩ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﻬﺎﺩﻳﺔ ﻓﻲ ﺗﺎﺭﻳﺦ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺘﻲ ﺗﻀﻲء ﺷﻌﻠﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻟﻸﺟﻴﺎﻝ ﺍﻟﻘﺎﺩﻣﺔ‪ ،‬ﻭﺗﺼﺒﺮ ﻭﺗﺼﺎﺑﺮ ﺣﺘﻰ ﻳﺘﺤﻘﻖ ﺃﻣﻞ‬
‫‪applicable copyright law.‬‬

‫ﺍﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺗﻜﻮﻳﻦ ﺟﻴﻞ ﺧﻼﻕ ﻗﺎﺩﺭ ﻋﻠﻰ ﺻﻨﻊ ﻣﺴﺘﻘﺒﻠﻪ ﺑﻨﻔﺴﻪ‪.‬‬

‫ﻭﻳﺤﺪﻭ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﺘﺮﺑﻮﻳﻴﻦ ﺍﻷﻣﻞ ﻓﻲ ﺧﻠﻖ ﺑﻴﺌﺔ ﻣﺪﺭﺳﻴﺔ ﻳﻘﺒﻞ ﻓﻴﻬﺎ ﺍﻟﻄﻼﺏ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ ﺩﻭﻥ ﻛﻠﻞ ﺃﻭ ﻣﻠﻞ ‪ ،‬ﻓﻴﻌﻜﻔﻮﻥ ﻋﻠﻰ ﺃﺩﺍء ﺃﻧﺸﻄﺘﻬﻢ ﺩﻭﻥ ﺗﺮﻗﺐ ﻟﻌﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺃﻭ ﺍﻧﺘﻈﺎﺭ ﻟﺮﻧﻴﻦ ﺍﻟﺠﺮﺱ ﻳﺒﺪءﻭﻥ ﺍﻟﻌﻤﻞ ﻭﻳﺜﺎﺑﺮﻭﻥ ﻋﻠﻴﻪ ﻷﻧﻪ ﻳﺤﻘﻖ ﻟﻬﻢ ﻣﺘﻌﺔ ﻭﺳﻌﺎﺩﺓ‬
‫ﻓﻴﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺬﻟﻚ ﻭﻓﻘﺎ ﻟﺮﺅﻳﺔ ﺟﻮﻥ ﺩﻳﻮﻱ‪ :‬ﻣﺘﻌﺔ ﻭﺣﻴﺎﺓ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻋﺪﻡ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻮﺿﻊ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﻋﻠﻰ ﺃﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺿﻊ‬
‫ﺗﺤﻮﻳﻠﻲ ﻣﻔﺎﺟﺊ ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺃﻭﺿﺎﻉ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺗﺘﻄﻠﺐ ﺗﻐﻴﻴﺮﺍﺕ‬
‫ﺃﺳﺎﺳﻴﺔ‪ ،‬ﺧﺎﺻﺔ ﺗﺤﺴﻴﻦ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ‪ .‬ﻭﺗﻈﻬﺮ ﺍﻟﺤﺎﺟﺔ ﻟﻨﻈﺎﻡ ﺗﻌﻠﻴﻤﻲ‬
‫ﻓﻌﺎﻝ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺃﻓﻀﻞ ﻭﺑﻜﻠﻔﺔ ﺃﻗﻞ‪.‬‬
‫ﻭﺗﺮﺗﻜﺰ ﺍﻟﻤﺸﻜﻠﺔ ﻋﻠﻰ ﺍﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺗﺠﻬﻴﺰﺍﺕ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻭﻣﺨﺘﺒﺮﺍﺕ‪ ،‬ﻭﻭﺭﺵ‬
‫ﻋﻤﻞ‪ ،‬ﻭﻭﺳﺎﺋﻞ ﺍﺗﺼﺎﻻﺕ ﺣﺪﻳﺜﻪ‪ ،‬ﻭﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺪﺭﺳﻴﻦ ﺍﻟﻤﺆﻫﻠﻴﻦ‬
‫ﻋﻠﻤﻴﺎ ﻭﺗﺮﺑﻮﻳﺎ ﻓﻲ ﻋﺪﺓ ﻣﺠﺎﻻﺕ‪ .‬ﻭﻳﻌﺘﺒﺮ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻜﻠﻔﺎ‪ .‬ﻭﻟﺴﻮء ﺍﻟﺤﻆ ﻓﺄﻥ ﺃﻱ ﺗﻐﻴﻴﺮ‬
‫ﻳﺆﺩﻱ ﺍﻟﻰ ﺗﺨﻔﻴﺾ ﺍﻟﻜﻠﻔﺔ ﺳﻮﻑ ﻳﺆﺩﻱ ﻟﻠﺘﺄﺛﻴﺮ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺗﺆﺩﻱ ﻓﻜﺮﺓ ﺗﺸﻜﻴﻞ‬
‫ﻫﻴﺌﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺫﺍﺕ ﻛﻠﻔﺔ ﺍﻗﻞ ﺍﻟﻰ ﺗﻘﻠﻴﻞ ﺟﻮﺩﺓ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺘﺪﺭﻳﺴﻲ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻳﺆﺩﻱ ﺍﻟﻰ‬
‫ﻣﻨﺘﺠﺎﺕ ﺍﻗﻞ ﺗﻄﻮﻳﺮﺍ ﻭﺍﻗﻞ ﺑﺤﺜﺎ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻣﻨﺘﺠﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﺍﻗﻞ‪ .‬ﻭﻧﻔﺲ ﺍﻟﺸﻲء ﻳﻨﻄﺒﻖ‬
‫ﻋﻠﻰ ﺍﻟﺘﻮﻓﻴﺮ ﻓﻲ ﺍﻻﺳﺘﺜﻤﺎﺭ ﻓﻲ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﻤﺨﺘﺒﺮﺍﺕ‪ ،‬ﻓﻼ ﻳﻤﻜﻦ ﻟﻠﻤﻌﺎﻫﺪ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﻋﻄﺎء ﻧﺘﺎﺋﺞ ﻋﻠﻰ ﺣﺴﺎﺏ ﺟﻮﺩﺓ ﺍﻟﺨﺪﻣﺎﺕ‪.‬‬
‫ﻭﻳﺠﺐ ﻋﻠﻰ ﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻥ ﺗﻜﻮﻥ ﻭﺍﻋﻴﺔ ﻟﻠﻔﺮﺹ ﺍﻟﻤﺘﺎﺣﺔ ﺑﻮﺍﺳﻄﺔ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻤﺘﻄﻮﺭﺓ ﻭﺧﺎﺻﺔ ﺗﻠﻚ ﺍﻟﺘﻲ ﺗﻬﺘﻢ ﺑﺎﻟﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺤﺎﺳﻮﺑﻴﺔ ﺍﻟﻤﻄﺒﻘﺔ‬
‫ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻻ ﻳﻜﻮﻥ ﺫﻟﻚ ﻓﻲ ﻣﺠﺎﻝ ﺍﻷﺟﻬﺰﺓ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻓﻲ ﺃﺻﻮﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻳﻀﺎ‪ .‬ﻭﻳﻘﺪﻡ‬
‫ﺍﻟﺠﺪﻝ ﺍﻟﺪﺍﺋﻢ ﺑﻴﻦ ﺍﻟﺒﻨﺎء ﻭﺍﻟﺴﻠﻮﻙ ﻓﺮﺹ ﺟﺪﻳﺪﺓ ﻟﻸﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻓﺎﺅﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺆﻣﻨﻮﻥ‬
‫ﺑﺄﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻫﻮ ﻧﻘﻞ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻢ ﻗﺪ ﻳﺠﺪﻭﺍ ﺃﺭﺿﻴﺔ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﻟﺘﻄﻮﻳﺮ ﻁﺮﻕ ﻣﺘﺮﺍﺑﻄﺔ‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺮ ﻭﺍﻟﺘﺼﺮﻑ‪ .‬ﻭﺗﻌﺘﺒﺮ ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻬﻤﺔ ﺟﺪﺍ ﻟﻜﻼ‬
‫ﺍﻟﻔﺮﻳﻘﻴﻦ ﻹﺩﺧﺎﻝ ﻧﻤﺎﺫﺝ ﺗﻌﻠﻴﻤﻴﺔ ﺟﺪﻳﺪﺓ‪.‬‬
‫ﻭﻻ ﻳﺒﺪﺃ ﺗﺒﻨﻲ ﺗﻘﻨﻴﺔ ﺍﻟﺤﺎﺳﻮﺏ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺘﻮﻓﻴﺮ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﺒﺮﻣﺠﻴﺎﺕ‪ ،‬ﻓﻘﺪ‬
‫ﺗﺘﻮﻓﺮ ﻫﺬﻩ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺃﻭ ﻻ ﺗﺘﻮﻓﺮ ﻭﻟﻜﻦ ﻓﻬﻢ ﺃﻫﻤﻴﺘﻬﺎ ﻟﺪﻋﻢ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺿﺮﻭﺭﻱ‪.‬‬
‫ﻭﻋﻨﺪ ﻭﺿﻮﺡ ﺍﻟﺮﺅﻳﺔ ﺣﻮﻝ ﻣﺎ ﻧﺮﻳﺪ ﻋﻤﻠﻪ ﺑﻤﺴﺎﻋﺪﺓ ﺍﻟﺤﺎﺳﻮﺏ‪ ،‬ﻓﺄﻧﻨﺎ ﻧﻜﻮﻥ ﺟﺎﻫﺰﻳﻦ ﻟﺘﺒﻨﻲ‬
‫ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺠﺪﻳﺪﺓ ﺣﺘﻰ ﻧﻬﺎﻳﺘﻬﺎ‪.‬‬

‫ﺍﻟﻣﻌﻠﻡ ﺑﻳﻥ ﺍﻟﻣﻬﻧﺔ ﻭﺍﻟﺭﺳﺎﻟﺔ‬

‫‪applicable copyright law.‬‬

‫ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻌﻤﻠﻴﺔ‬ ‫ﺗُﺠﻤﻊ ﻛﻞ ﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺄﻥ ﺍﻟﻤﻌﻠﻢ ﺃﺣﺪ ﺍﻟﻌﻨﺎﺻﺮ‬

‫ﺏ◌ٍ ﻣﻬﻨﻴﺎ ً ﻳﻌﻲ ﺩﻭﺭﻩ ﺍﻟﻜﺒﻴﺮ ﻭﺍﻟﺸﺎﻣﻞ ﻻ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﺒﺪﻭﻥ ﻣﻌﻠﻢ ﻣﺆﻫﻞ ﺃﻛﺎﺩﻳﻤﻴﺎ ً ﻭﻣﺘﺪﺭ ٍ‬
‫ﻳﺴﺘﻄﻴﻊ ﺃﻱ ﻧﻈﺎﻡ ﺗﻌﻠﻴﻤﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺗﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ ﺍﻟﻤﻨﺸﻮﺩﺓ‪ .‬ﻭﻣﻊ ﺍﻻﻧﻔﺠﺎﺭ ﺍﻟﻤﻌﺮﻓﻲ‬
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‫ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﺃﺻﺒﺤﺖ ﻫﻨﺎﻙ‬ ‫ﺍﻟﻬﺎﺋﻞ ﻭﺩﺧﻮﻝ ﺍﻟﻌﺎﻟﻢ ﻋﺼﺮ ﺍﻟﻌﻮﻟﻤﺔ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﻣﻌﻠﻢ ﻳﻠﺒﻲ ﺣﺎﺟﺎﺕ‬ ‫ً‬
‫ﺿﺮﻭﺭﺓ ﻣﻠﺤﺔ ﺇﻟﻰ ﻣﻌﻠﻢ ﻳﺘﻄﻮﺭ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻣﺘﻤﺸﻴﺎ ﻣﻊ ﺭﻭﺡ ﺍﻟﻌﺼﺮ؛ ٍ‬
‫ﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻭﺍﻟﻤﺴﺘﺠﺪﺍﺕ‬ ‫ﺍﻥ ﺍﻟﺤﺎﺟﺔ ﻣﺎﺳﺔ ﻟﺘﺪﺭﻳﺐ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ‬
‫ﺍﻟﻤﺘﻼﺣﻘﺔ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﺗﺘﺒﻨﻲ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﻣﻔﻬﻮﻡ "ﺍﻟﺘﻌﻠﻢ ﻣﺪﻯ ﺍﻟﺤﻴﺎﺓ " ‪ ,‬ﻫﺬﺍ ﺍﻟﻤﻔﻬﻮﻡ‬
‫‪ ،‬ﻭﻣﻄﻮﺭﺍً ﺑﺎﺳﺘﻤﺮﺍﺭ ﻟﻜﻔﺎﻳﺎﺗﻪ ﺍﻟﻤﻬﻨﻴﺔ ‪.‬‬ ‫ﺍﻟﺬﻱ ﺟﻌﻞ ﺍﻟﻤﻌﻠﻢ ﻣﻨﺘﺠﺎ ً ﻣﻬﻨﻴﺎ ً ﻟﻠﻤﻌﺮﻓﺔ‬
‫ﺍﻥ ﻣﻬﻨﺔ ﺍﻟﻤﻌﻠﻢ ﻋﻈﻴﻤﺔ ﻷﻧﻪ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﻨﻬﺠﻴﺔ‪ ,‬ﻭﺍﻟﺘﻲ ﻳﻤﺮ ﻓﻴﻬﺎ‬
‫ﻣﻌﻈﻢ ﻓﺌﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ‪ ,‬ﺣﻴﺚ ﻳﻠﻘﻰ ﻛﻞ ﻓﺮﺩ ﻧﻮﻋﺎ ً ﻣﺎ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺃﻥ ﻟﻠﻤﻌﻠﻢ ﺭﺳﺎﻟﺔ ﻫﻲ‬
‫ﺍﻷﺳﻤﻰ‪ ,‬ﻭﺗﺄﺛﻴﺮﻩ ﻫﻮ ﺍﻷﺑﻠﻎ ﻭﺍﻷﺟﺪﻯ؛ ﻓﻬﻮ ﺍﻟﺬﻱ ﻳﺸﻜﻞ ﺍﻟﻌﻘﻮﻝ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ ﻣﻦ ﺧﻼﻝ‬
‫ﺇﻁﺎﺭ ﻣﺴﺘﻘﺒﻞ ﺍﻷﻣﺔ ‪.‬‬ ‫ﻫﻨﺪﺳﺔ ﺍﻟﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ‪ ,‬ﻭﻳﺤﺪﺩ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‪ ,‬ﻭﻳﺮﺳﻢ‬
‫ﺃﻥ ﺭﺳﺎﻟﺔ ﺍﻟﻤﻌﻠﻢ ﺗﻌﺘﺒﺮ ﻟﺒﻨﺔ ﻫﺎﻣﺔ ﻓﻲ ﺍﻟﻤﻨﻈﻮﻣﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺗﻨﺎﻁ ﺑﻪ ﻣﺴﺌﻮﻟﻴﺎﺕ ﺟﻤﺔ ﺣﺘﻤﻬﺎ‬
‫ﻋﻠﻴﻪ ﺗﻨﺎﻣﻲ ﻫﻴﻜﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﺗﺴﺎﻉ ﻧﻄﺎﻗﻪ ﻣﻦ ﻁﺮﻕ ﺗﺪﺭﻳﺲ ﻭﻭﺳﺎﺋﻞ ﻣﺘﻨﻮﻋﺔ ﻧﺎﺗﺠﺔ ﻋﻦ‬
‫ﺛﻮﺭﺓ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ,‬ﻭﺍﻻﻧﻔﺠﺎﺭ ﺍﻟﻤﻌﺮﻓﻲ ﺍﻟﻬﺎﺋﻞ ﺍﻟﺬﻱ ﻳﻤﺨﺮ ﺍﻟﻤﻌﻠﻢ ﺃﻣﻮﺍﺟﻪ ﺑﻬﺪﻑ ﺇﻳﺼﺎﻝ‬
‫ﺍﻟﻄﺎﻟﺐ ﻟﻤﻮﺍﻛﺒﺔ ﻋﺼﺮﻩ‪.‬‬
‫ﺍﻥ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻜﺒﺮﻯ ﻟﻠﻤﻌﻠﻤﻴﻦ ﺗﺘﻄﻠﺐ ﺟﻬﺪﺍً ﻛﺒﻴﺮﺍً ﻓﻲ ﺗﻨﻤﻴﺔ ﻣﻌﻠﻮﻣﺎﺗﻬﻢ ﻭﺍﻛﺘﺴﺎﺏ‬
‫ﻣﻬﺎﺭﺍﺕ ﻣﺘﻨﻮﻋﺔ ﻟﻴﺘﻤﻜﻨﻮﺍ ﻋﻦ ﻁﺮﻳﻘﻬﺎ ﻣﻦ ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ ﻣﻦ ﻳﻌﻠﻤﻮﻧﻬﻢ ﻭﺧﻠﻖ ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﺍﻹﻳﺠﺎﺑﻲ ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﻭﻣﻌﻠﻤﻴﻬﻢ ﻓﻌﻠﻰ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺪﻭﺓ ﺣﺴﻨﺔ ﻓﻲ ﺳﻠﻮﻛﻬﻢ‬
‫ﻭﺃﺧﻼﻗﻬﻢ ﻭﺃﺩﺍء ﺭﺳﺎﻟﺘﻬﻢ ﻣﻦ ﺃﺟﻞ ﺧﻠﻖ ﺟﻴﻞ ﻣﺘﻌﻠﻢ ﻭﺍﻉ ﻣﻔﻜﺮ ﻣﺒﺪﻉ‪.‬‬

‫ﺣﻘﻭﻕ ﺍﻟﻣﻌﻠﻡ ﻣﻊ ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﺎﻫﺞ‬

‫• ﻣﻦ ﺣﻖ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﺆﻫﻞ ﺗﺄﻫﻴﻼً ﻳﻤ ﱢﻜﻨﻪ ﻣﻦ ﺃﺩﺍء ﺭﺳﺎﻟﺘﻪ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑﺎﻗﺘﺪﺍﺭ ﻭﻳﺘﺤﻘﻖ‬
‫ﺫﻟﻚ ﻋﻦ ﻁﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻤﺴﺘﻤﺮ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺇﻛﺴﺎﺏ ﺍﻟﻤﻌﻠﻢ ﺗﻠﻚ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‪.‬‬
‫ﺧﻼﻝ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻼﺯﻣﺔ‬ ‫• ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺃﺩﺍء ﺍﻟﻤﻌﻠﻢ ﻭﺗﻄﻮﻳﺮﻩ ﻣﻦ‬
‫ﻭﺇﻁﻼﻋﻪ ﻋﻠﻰ ﻛﻞ ﺟﺪﻳﺪ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ‪ ،‬ﻭﺗﺪﺭﻳﺒﻪ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻄﺮﻕ ﺍﻟﺤﺪﻳﺜﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻤﻴﺴﱢﺮﺓ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫• ﺗﺸﺠﻴﻊ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺠﺮﻳﺐ‪ :‬ﻳﺠﺐ ﺗﺸﺠﻴﻊ ﺍﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫‪applicable copyright law.‬‬

‫‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺼﻔﻴﺔ‬ ‫ﻭﺍﻟﺘﺠﺮﻳﺐ ﻓﻲ ﻣﺠﺎﻝ ﺍﻹﻋﺪﺍﺩ‪ ،‬ﻭﻁﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ‬

‫ﻭﺍﻟﺘﻘﻮﻳﻢ‪...‬ﺍﻟﺦ‪.‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
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‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﻧﺠﺎﺯﺍﺗﻬﻢ‬ ‫• ﺭﻋﺎﻳﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺘﻤﻴﺰﻳﻦ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ﻭﺗﻮﺛﻴﻖ‬

‫ﻭﻧﺸﺎﻁﺎﺗﻬﻢ ﺍﻟﻤﺘﻤﻴﺰﺓ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻷﺑﺤﺎﺙ ﻭﺗﻌﺮﻳﻒ ﺍﻵﺧﺮﻳﻦ ﺑﻬﺎ‪.‬‬
‫• ﺗﺤﺪﻳﺪ ﺍﻷﻧﻈﻤﺔ ﺍﻟﻮﻅﻴﻔﻴﺔ ﻭﺍﻟﺠﺰﺍﺋﻴﺔ ﺗﺤﺪﻳﺪﺍً ﺩﻗﻴﻘﺎ ً ﺣﺘﻰ ﻳﻌﺮﻑ ﺍﻟﻤﻌﻠﻢ ﻣﺎ ﻟﻪ ﻭﻣﺎ‬
‫ﻋﻠﻴﻪ‪.‬‬
‫• ﻣﻌﺎﻟﺠﺔ ﻣﺸﻜﻼﺕ ﺍﻟﻤﻌﻠﻢ ﺑﺄﺳﻠﻮﺏ ﺗﺮﺑﻮﻱ ﺑﻌﻴﺪﺍً ﻋﻦ ﺍﻟﺘﺴﻠﻂ ﻭﺍﻟﺘﺸﻬﻴﺮ‪.‬‬
‫• ﺗﻤﻜﻴﻦ ﺍﻟﻤﻌﻠﻢ ﻣﻦ ﺗﺪﺭﻳﺲ ﻣﻮﺿﻮﻉ ﺗﺨﺼﺼﻪ‪.‬‬
‫• ﺗﻮﻓﻴﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﺣﺘﻰ ﻳﻌﻤﻞ ﺍﻟﻤﻌﻠﻢ ﺑﺮﺍﺣﺔ ﻭﺃﻣﺎﻥ‪.‬‬
‫• ﺇﻋﻄﺎء ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﻜﺎﻧﺔ ﺍﻟﺘﻲ ﻳﺴﺘﺤﻘﻬﺎ ﻓﻲ ﺍﻟﺴﻠﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺇﻋﻼﻥ ﺍﻟﻀﻮﺍﺑﻂ ﺍﻟﺘﻲ‬
‫ﺗﺤﻜﻢ ﺍﻟﺮﻭﺍﺗﺐ ﻟﻴﻌﻴﺶ ﺑﻜﺮﺍﻣﺔ ﻭﺿﺒﻂ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻨﻘﻞ ﻭﺍﻟﺘﺮﻓﻴﻊ ﻭﺍﻟﺘﺮﻗﻴﺔ‪.‬‬
‫ﻭﺍﻻﻧﺘﻤﺎء‬ ‫• ﺗﻘﺪﻳﻢ ﺍﻟﺤﻮﺍﻓﺰ ﻭﺍﻟﻤﻜﺎﻓﺂﺕ ﺍﻟﻤﺎﺩﻳﺔ ﻟﺘﻨﻤﻴﺔ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﻌﻠﻢ ﻭﺣﺒﻪ ﻟﻤﻬﻨﺘﻪ‬
‫ﻟﻬﺎ‪.‬‬
‫ﺍﻻﻧﺪﻓﺎﻉ‬ ‫ﻭﺍﻟﺮﺿﺎ ﺍﻟﻮﻅﻴﻔﻲ ﻟﻠﺘﻔﺮﻍ ﻟﺮﺳﺎﻟﺘﻪ ﻭﻋﺪﻡ‬ ‫• ﺗﺤﻘﻴﻖ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻣﻦ‬
‫ﻟﻤﻤﺎﺭﺳﺔ ﺃﻋﻤﺎﻝ ﺃﺧﺮﻯ‪.‬‬
‫• ﺗﻐﻴﻴﺮ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻨﻤﻄﻴﺔ ﻟﻠﻤﻌﻠﻢ ﻓﻲ ﺃﺫﻫﺎﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺇﺑﺮﺍﺯ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻤﺸﺮﻗﺔ ﻟﻪ‬
‫ﻭﺩﻭﺭﻩ ﻓﻲ ﺑﻨﺎء ﺍﻷﺟﻴﺎﻝ ﻭﺯﻳﺎﺩﺓ ﻭﻋﻲ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻭﺍﻟﻄﻼﺏ ﺑﺄﻫﻤﻴﺔ ﺍﺣﺘﺮﺍﻡ‬
‫ﺍﻟﻤﻌﻠﻢ ﻭﺗﻘﺪﻳﺮﻩ‪.‬‬
‫• ﻣﻨﺢ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺜﻘﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻌﻪ ﻋﻠﻰ ﺗﺤﻘﻴﻖ ﺭﺳﺎﻟﺘﻪ ﺍﻟﺴﺎﻣﻴﺔ ﻭﺭﻓﻊ ﺭﻭﺣﻪ‬
‫ﺍﻟﻤﻌﻨﻮﻳﺔ ﻭﺗﻘﺪﻳﺮ ﺟﻬﻮﺩﻩ‪.‬‬
‫• ﻭﺿﻊ ﻧﻈﺎﻡ ﻳﺤﻔﻆ ﻟﻠﻤﻌﻠﻢ ﻛﺮﺍﻣﺘﻪ ﻣﻦ ﺍﻻﻋﺘﺪﺍءﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫• ﺍﺣﺘﺮﺍﻡ ﺍﻟﻤﻌﻠﻢ ﻭﺗﻘﺪﻳﺮﻩ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻟﻪ ﻭﻣﺴﺎﻋﺪﺗﻪ ﻓﻲ ﺣﻞ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻬﻪ‪.‬‬
‫ﻟﻢ ﺗﻌﺪ ﺭﺳﺎﻟﺔ ﺍﻟﻤﻌﻠﻢ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻓﺎﻟﻤﻌﻠﻢ ﻣﺮﺏ ﺃﻭﻻً ﻭﻗﺒﻞ ﻛﻞ ﺷﻲء‪،‬‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺰء ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ .‬ﻭﻳﺘﺄﻛﺪ ﻫﺬﺍ ﺍﻟﺪﻭﺭ ﻓﻲ ﻅﻞ ﺍﻟﻤﺸﺘﺘﺎﺕ ﺍﻟﻌﺪﻳﺪﺓ ﻭﻓﻲ ﻅﻞ‬
‫ﺗﻘﻨﻴﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ ﺍﻟﺘﻲ ﻧﺸﻬﺪﻫﺎ ﻫﺬﻩ ﺍﻷﻳﺎﻡ ‪ .‬ﻣﻤﺎ ﻳﻔﺮﺽ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﻮﺍﻛﺐ‬
‫ﻋﺼﺮﻩ ﻓﻜﻤﺎ ﺃﻥ ﻟﻪ ﺣﻘﻮﻕ ﻋﻠﻴﻪ ﺃﻳﻀﺎ ً ﻭﺍﺟﺒﺎﺕ‪.‬‬
‫‪applicable copyright law.‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﻌﻠﻡ‬
‫ﻭﺍﺟﺒﺎﺕ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﻬﻨﻴﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﻜﻮﻥ ﻣﻄﻠﻌﺎ ً ﻋﻠﻰ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺃﻫﺪﺍﻓﻪ ﺳﺎﻋﻴﺎ ً ﺇﻟﻰ ﺗﺤﻘﻴﻖ ﻫﺬﻩ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﺮﺟﻮﺓ ﻭﺃﻥ ﻳﺆﺩﻱ ﺭﺳﺎﻟﺘﻪ ﻭﻓﻖ ﺍﻷﻧﻈﻤﺔ ﺍﻟﻤﻌﻤﻮﻝ ﺑﻬﺎ‪.‬‬
‫‪ -‬ﺍﻻﻧﺘﻤﺎء ﺇﻟﻰ ﻣﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻘﺪﻳﺮﻫﺎ ﻭﺍﻹﻟﻤﺎﻡ ﺑﺎﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺘﻲ ﺗﻌﻴﻨﻪ ﻋﻠﻰ‬
‫ﺃﺩﺍﺋﻬﺎ ﻭﺃﻻ ﻳﻌﺘﺒﺮ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺠﺮﺩ ﻣﻬﻨﺔ ﻳﺘﻜﺴﱠﺐ ﻣﻨﻬﺎ‪.‬‬
‫‪ -‬ﺍﻻﺳﺘﺰﺍﺩﺓ ﻣﻦ ﺍﻟﻤﻌﺮﻓﺔ ﻭﻣﺘﺎﺑﻌﺔ ﻛﻞ ﺟﺪﻳﺪ ﻭﻣﻔﻴﺪ ﻭﺗﻄﻮﻳﺮ ﺇﻣﻜﺎﻧﺎﺗﻪ ﺍﻟﻤﻌﺮﻓﻴﺔ‬
‫ﻭﺍﻟﺘﺮﺑﻮﻳﺔ‪.‬‬
‫‪ -‬ﺍﻷﻣﺎﻧﺔ ﻓﻲ ﺍﻟﻌﻠﻢ ﻭﻋﺪﻡ ﻛﺘﻤﺎﻧﻪ ﻭﻧﻘﻞ ﻣﺎ ﺗﻌﻠﻤﻪ ﺇﻟﻰ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﺤﻠﻞ ﻣﺤﺘﻮﻯ ﺍﻟﻤﻨﻬﺞ ﻣﻦ ﺑﺪﺍﻳﺔ‬
‫ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻴﺤﺪﺩ ﻋﻠﻰ ﺃﺳﺎﺳﻪ ﻁﺮﺍﺋﻖ ﺗﺪﺭﻳﺴﻪ ﺣﺘﻰ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺃﻧﻤﺎﻁ‬
‫ﺗﻌﻠﻢ ﻁﻼﺑﻪ‪.‬‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺒﺤﻮﺙ‬ ‫‪ -‬ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺇﺟﺮﺍء ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻹﺟﺮﺍﺋﻴﺔ‪.‬‬
‫ﻭﺍﺟﺒﺎﺕ ﺍﻟﻤﻌﻠﻢ ﻧﺤﻮ ﻣﺪﺭﺳﺘﻪ‪:‬‬
‫‪ -‬ﺍﻻﻟﺘﺰﺍﻡ ﺑﻮﺍﺟﺒﻪ ﺍﻟﻮﻅﻴﻔﻲ ﻭﺍﺣﺘﺮﺍﻡ ﺍﻟﻘﻮﺍﻧﻴﻦ ﻭﺍﻷﻧﻈﻤﺔ‪.‬‬
‫‪ -‬ﺗﻨﻔﻴﺬ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺣﺴﺐ ﺍﻷﻧﻈﻤﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻤﻌﻤﻮﻝ ﺑﻬﺎ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﺭﺳﻲ‪.‬‬
‫‪ -‬ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ‪.‬‬
‫‪ -‬ﺗﻮﻅﻴﻒ ﺍﻟﺨﺒﺮﺍﺕ ﺍﻟﺠﺪﻳﺪﺓ‪.‬‬
‫ﻭﺍﺟﺒﺎﺕ ﺍﻟﻤﻌﻠﻢ ﻧﺤﻮ ﺍﻟﻄﻼﺏ‪:‬‬
‫‪ -‬ﻏﺮﺱ ﺍﻟﻘﻴﻢ ﻭﺍﻻﺗﺠﺎﻫﺎﺕ ﺍﻟﺴﻠﻴﻤﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪applicable copyright law.‬‬

‫‪ -‬ﺍﻟﻘﺪﻭﺓ ﺍﻟﺤﺴﻨﺔ ﻟﻄﻼﺑﻪ ﻓﻲ ﺗﺼﺮﻓﺎﺗﻪ ﻭﺳﻠﻮﻛﻪ ﻭﺍﻧﺘﻤﺎﺋﻪ ﻭﺇﺧﻼﺻﻪ‪.‬‬

‫‪ -‬ﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﻭﺇﺭﺷﺎﺩﻫﻢ ﻭﺗﻘﺪﻳﻢ ﺍﻟﻨﺼﺢ ﻟﻬﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ -‬ﺗﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ﻭﻣﻜﺎﻓﺄﺗﻬﻢ‪.‬‬

‫‪ -‬ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﻮﻋﻲ ﺑﻄﺒﻴﻌﺔ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﻭﺧﺼﺎﺋﺼﻬﻢ ﺍﻟﻨﻤﺎﺋﻴﺔ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﺍﻟﻤﺴﺎﻭﺍﺓ ﻓﻲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ -‬ﺗﻌﺮﻳﻒ ﺍﻟﻄﻼﺏ ﺑﺄﻫﻤﻴﺔ ﻭﻓﺎﺋﺪﺓ ﻣﺎ ﻳﺪﺭﺱ ﻟﻬﻢ ﻭﺃﻫﻤﻴﺔ ﺫﻟﻚ ﻓﻲ ﺣﻴﺎﺗﻬﻢ‪.‬‬

‫ﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﻌﻠﻡ ﻧﺣﻭ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺣﻠﻲ‪:‬‬

‫• ﺍﻟﻘﻴﺎﻡ ﺑﺪﻭﺭ ﺍﻟﻘﺎﺋﺪ ﺍﻟﻮﺍﻋﻲ ﺍﻟﺬﻱ ﻳﻌﺮﻑ ﺍﻟﻘﻴﻢ ﻭﺍﻟﻤﺜﻞ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﺗﺤﻜﻢ‬
‫ﺳﻠﻮﻙ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫• ﺗﻮﺍﻓﻖ ﻗﻮﻟﻪ ﻣﻊ ﺗﺼﺮﻓﺎﺗﻪ ﻭﺇﻋﻄﺎء ﺍﻟﻤﺜﻞ ﺍﻟﺤﻲ ﻟﺘﻼﻣﻴﺬﻩ ﻭﻣﺠﺘﻤﻌﻪ‪.‬‬
‫• ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻰ ﻋﻠﻢ ﺑﻘﻀﺎﻳﺎ ﺷﻌﺒﻪ ﺍﻟﻤﺼﻴﺮﻳﺔ ﻭﺑﺎﻟﻤﺘﻐﻴﺮﺍﺕ‬
‫ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﺘﻮﺍﺻﻞ‬ ‫ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﻳﻤﺮ ﺑﻬﺎ‬
‫ﺍﻹﻳﺠﺎﺑﻲ ﻣﻌﻪ‪.‬‬
‫• ﺃﻥ ﺗﺘﻜﺎﻣﻞ ﺭﺳﺎﻟﺔ ﺍﻟﻤﻌﻠﻢ ﻣﻊ ﺭﺳﺎﻟﺔ ﺍﻷﺳﺮﺓ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺤﺴﻨﺔ ﻷﺑﻨﺎﺋﻬﺎ‪.‬‬

‫ﺻﻔﺎﺕ ﺍﻟﻣﻌﻠﻡ ﺍﻟﻣﻧﺷﻭﺩ ﺍﻟﺫﻱ ﻳﺅﻣﻥ ﺑﺭﺳﺎﻟﺗﻪ‪:‬‬

‫ﺃﻥ ﻫﻨﺎﻙ ﺻﻔﺎﺕ ﻳﺠﺐ ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻲ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺆﻣﻦ ﺑﺮﺳﺎﻟﺘﻪ ﺣﺘﻰ ﻳﻜﻮﻥ ﻋﻨﺼﺮﺍً‬
‫ﻓﺎﻋﻼً ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﻴﺮ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺘﻲ ﻧﺴﻌﻰ ﺇﻟﻰ ﺗﺤﻘﻴﻘﻪ‪:‬‬
‫• ﺍﻹﺧﻼﺹ ﻓﻲ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻮﻻء ﻟﻠﻤﻬﻨﺔ ﻭﺍﻻﻟﺘﺰﺍﻡ ﺑﻬﺎ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﻤﻮ ﻁﻼﺑﻪ‬
‫ﻣﻦ ﺟﻤﻴﻊ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫• ﺍﻟﺘﻌﻠﻴﻢ ﺭﺳﺎﻟﺔ ﻭﻟﻴﺲ ﻣﺠﺮﺩ ﻣﻬﻨﺔ‪ :‬ﻳﻌﻲ ﺍﻟﻤﻌﻠﻢ ﺩﻭﺭﻩ ﻭﻳﺘﺤﺮﻙ ﺑﺪﺍﻓﻊ ﺫﺍﺗﻲ‬
‫ﺩﺍﺧﻠﻲ ﻣﺪﺭﻛﺎ ً ﻟﺮﺳﺎﻟﺘﻪ ﻭﻳﺴﻌﻰ ﻟﺘﺤﻘﻴﻘﻬﺎ‪.‬‬
‫ﻗﻀﺎﻳﺎ ﺷﻌﺒﻪ‬ ‫• ﻳﺤﻤﻞ ﻫﻤﻮﻡ ﺷﻌﺒﻪ‪ :‬ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺆﻣﻦ ﺑﺮﺳﺎﻟﺘﻪ ﻳﺘﻔﺎﻋﻞ ﻣﻊ‬
‫ﻭﻣﻌﺎﻧﺎﺗﻬﻢ ﻭﻻ ﻳﻐﻔﻞ ﻋﻨﻬﺎ ﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﻮﺍﺟﺒﻪ ﺍﻟﻮﻅﻴﻔﻲ‪ ،‬ﺃﻧﻪ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ‬
‫ﻳﺴﺘﻄﻴﻊ ﺩﻣﺞ ﻓﻨﻪ ﻭﺗﺪﺭﻳﺴﻪ ﺑﻬﺬﻩ ﺍﻟﻤﻌﺎﻧﺎﺓ ﻭﺗﻮﺟﻴﻪ ﻁﻼﺑﻪ ﺇﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻬﺎ‬
‫ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ‪.‬‬
‫‪applicable copyright law.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫• ﻋﻄﺎء ﻻ ﻳﻨﺘﻈﺮ ﺍﻟﻌﻄﺎء‪ :‬ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺆﻣﻦ ﺑﺮﺳﺎﻟﺘﻪ ﻻ ﻳﺮﺑﻂ ﺑﻴﻦ ﺟﻬﺪﻩ ﻭﻋﻄﺎﺋﻪ‬
‫ﻭﺑﻴﻦ ﻣﺎ ﻳﺤﺼﻞ ﻋﻠﻴﻪ ﻣﻦ ﻣﺮﺩﻭﺩ ﻣﺎﺩﻱ ﻭﻣﻌﻨﻮﻱ‪ ،‬ﺑﻞ ﺍﻟﺴﻴﺮ ﻧﺤﻮ ﺗﺤﻘﻴﻖ‬
‫ﻫﺪﻓﻪ ﺍﻟﺮﺳﺎﻟﻲ ﻭﺗﺴﺨﻴﺮ ﻛﻞ ﻁﺎﻗﺎﺗﻪ ﻭﺇﻣﻜﺎﻧﺎﺗﻪ ﻟﺬﻟﻚ‪.‬‬
‫• ﺍﻟﻤﻌﻠﻢ ﺍﻟﻘﺪﻭﺓ‪ :‬ﺍﻟﻤﻌﻠﻢ ﺻﺎﺣﺐ ﺍﻟﺮﺳﺎﻟﺔ ﻳﻌﻤﻞ ﺑﻤﺎ ﻳﻌﻠﻢ ﻭﻳُﻌﻠﱢﻢ‪ ،‬ﻓﻬﻮ ﺻﻮﺭﺓ‬
‫ﻳﻨﻌﻜﺲ ﻓﻴﻬﺎ ﻣﺎ ﻳﻌﻠﻤﻪ ﻟﻄﻼﺑﻪ‪.‬‬
‫ﻳﺤﺴﻦ ﻫﻨﺪﺍﻣﻪ ﻭﻣﻈﻬﺮﻩ ﺑﻌﻴﺪﺍً ﻋﻦ‬ ‫• ﺍﻟﻤﻈﻬﺮ ﺍﻟﺤﺴﻦ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ‬
‫ﺍﻹﺳﺮﺍﻑ ﻭﻟﻜﻦ ﻓﻲ ﺣﺪﻭﺩ ﺍﻻﻋﺘﺪﺍﻝ‪ ،‬ﻓﺬﻟﻚ ﺃﺩﻋﻰ ﻟﻠﻘﺒﻮﻝ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻟﻪ‪.‬‬
‫• ﺍﻟﻨﻤﻮ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻓﻲ ﻣﺎﺩﺓ ﺗﺨﺼﺼﻪ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﺘﺎﺑﻊ ﻧﻤﻮﻩ ﺍﻷﻛﺎﺩﻳﻤﻲ‬
‫ﺟﻨﺒﺎ ً ﺇﻟﻰ ﺟﻨﺐ ﻣﻊ ﺍﻟﻨﻤﻮ ﺍﻟﻤﻬﻨﻲ ﺣﺘﻰ ﻳﺘﺎﺑﻊ ﻛﻞ ﺟﺪﻳﺪ ﻭﻳﻜﻮﻥ ﻣﺮﺟﻌﺎ ً ﻟﻄﻼﺑﻪ‬
‫ﻭﺯﻣﻼﺋﻪ ﻣﻊ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺧﺮﻯ ﺧﺎﺻﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﻤﻮﺿﻮﻉ‬
‫ﺗﺨﺼﺼﻪ ﺣﺘﻰ ﻳﻘﺪﻡ ﻟﻄﻼﺑﻪ ﻧﺴﻴﺠﺎ ً ﻣﺘﻨﺎﺳﻘﺎ ً ﻭﻛﺎﻣﻼً ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪.‬‬
‫• ﺍﻟﻌﺪﻝ ﻭﺍﻷﻧﺼﺎﻑ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﺤﺘﺮﻡ ﺁﺩﺍﺏ ﺍﻟﻤﻬﻨﺔ ﻭﺃﺧﻼﻗﻴﺎﺗﻬﺎ ﻭﻳﻘﻮﻡ‬
‫ﻳﻘﻮﻣﻬﻢ ﺣﺴﺐ ﻣﺎ ﻳﺴﺘﺤﻘﻮﻥ ﺩﻭﻥ ﺃﻱ ﺍﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﺑﺎﻟﻌﺪﻝ ﻭﺍﻟﻘﺴﻂ ﺑﻴﻦ ﻁﻼﺑﻪ‪ ،‬ﱢ‬
‫ﺃﺧﺮﻯ‪.‬‬
‫• ﺍﻟﺘﻌﻠﻴﻢ ﻣﺸﺎﺭﻛﺔ‪ :‬ﺍﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺟﻬﺪ ﻣﺸﺘﺮﻙ ﻟﻬﺎ ﻣﺪﺧﻼﺕ ﻛﺜﻴﺮﺓ ﻣﻦ‬
‫ﺃﻫﻤﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻭﺍﻟﻤﺘﻌﻠﻢ ﻭﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﻤﻨﻬﺞ‪ ،.....‬ﻭﻟﻜﻞ ﺩﻭﺭﻩ ﺍﻟﺬﻱ ﻻ ﻳﺨﻔﻰ ‪،‬‬
‫ﻭﻟﻜﻦ ﻳﺠﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺪﻭﺭ ﺍﻟﻤﺘﻌﻠﻢ ﻭﺇﺷﺮﺍﻛﻪ ﻓﻲ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻘﻮﻳﻢ‬
‫ﻭﺗﺘﺴﻊ ﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻛﻠﻤﺎ ﺗﻘﺪﻡ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﻣﺮﺣﻠﺔ ﺇﻟﻰ ﺃﺧﺮﻯ‪.‬‬
‫• ﻣﻌﻠﻢ ﻭﻣﺘﻌﻠﻢ ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ :‬ﺍﻟﻤﻌﻠﻢ ﺻﺎﺣﺐ ﺭﺳﺎﻟﺔ ﻻ ﻳﻨﻘﻄﻊ ﻋﻦ ﻁﻠﺐ‬
‫ﺍﻟﻌﻠﻢ ﻣﻬﻤﺎ ﺑﻠﻐﺖ ﻣﻌﺮﻓﺘﻪ ﻭﺗﻘﺪﻡ ﺑﻪ ﺍﻟﻌﻤﺮ‪ ،‬ﻭﻻ ﻳﺠﺪ ﺣﺮﺟﺎ ً ﻓﻲ ﺍﻟﺘﻌﻠﻢ ﺣﺘﻰ‬
‫ﻣﻦ ﻁﻼﺑﻪ‪.‬‬
‫• ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﻤﻮﺍﻫﺐ ﻭﺭﻋﺎﻳﺘﻬﺎ‪ :‬ﺍﻟﻨﺒﻮﻍ ﻟﻴﺲ ﻗﺼﺮﺍً ﻋﻠﻰ ﺍﻟﺘﻔﻮﻕ ﺍﻟﺪﺭﺍﺳﻲ ﺑﻞ‬
‫ﻭﺇﺑﺪﺍﻋﻴﺔ ﻭﺇﻣﻜﺎﻧﻴﺎﺕ‬ ‫ﻟﻪ ﺟﻮﺍﻧﺐ ﺷﺘﻰ ﻣﻦ ﺷﻌﺮ ﻭﺧﻄﺎﺑﺔ ﻭﻗﺪﺭﺍﺕ ﻋﻠﻤﻴﺔ‬
‫ﻗﻴﺎﺩﻳﺔ‪ ،‬ﺗﺤﺘﺎﺝ ﻫﺬﻩ ﺍﻟﺠﻮﺍﻧﺐ ﺇﻟﻰ ﻣﻌﻠﻢ ﻳﻜﺘﺸﻔﻬﺎ ﻭﻳﺼﻘﻠﻬﺎ ﻭﻳﻨﻤﻴﻬﺎ ﻭﻳﻌﻤﻞ‬
‫ﻋﻠﻰ ﺇﺷﺒﺎﻋﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺮﻋﺎﻳﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﻤﺘﻨﻮﻋﺔ‪.‬‬
‫• ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﻁﻼﺑﻪ‬
‫ﻭﺃﻧﻤﺎﻁ ﺗﻌﻠﻤﻬﻢ ﺍﻟﻤﺘﻌﺪﺩﺓ ﻭﺇﻋﺪﺍﺩ ﺃﻧﺸﻄﺔ ﻭﻁﺮﺍﺋﻖ ﺗﻨﺎﺳﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬
‫‪applicable copyright law.‬‬

‫ﻭﻗﺪﺭﺍﺗﻬﻢ ﻭﺣﺎﺟﺎﺗﻬﻢ ﻭﺩﻭﺍﻓﻌﻬﻢ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫• ﺃﻥ ﺭﺳﺎﻟﺔ ﺍﻟﻤﻌﻠﻢ ﻣﻦ ﺃﺳﻤﻰ ﻭﺃﺷﺮﻑ ﺍﻟﺮﺳﺎﻻﺕ‪ ،‬ﻭﺃﻣﺎﻧﺔ ﻣﻦ ﺃﻋﻈﻢ ﻭﺃﺛﻘﻞ‬

‫ﺍﻷﻣﺎﻧﺎﺕ‪ ،‬ﻷﻥ ﺍﻟﻤﻌﻠﻢ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﻔﺲ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺘﻲ ﻻ ﻳﻌﻠﻢ ﺇﻻ ﷲ ﺑُﻌﺪ‬
‫ﺃﻋﻤﺎﻗﻬﺎ ﻭﺍﺗﺴﺎﻉ ﺁﻓﺎﻗﻬﺎ‪ ،‬ﻓﺎﻟﻤﻌﻠﻢ ﻳﺤﻤﻞ ﺭﺳﺎﻟﺔ ﺳﺎﻣﻴﺔ ﻳﻌﺪ ﻓﻴﻬﺎ ﺟﻴﻼً ﺻﺎﻟﺤﺎ ً‬
‫ﻣﺴﻠﺤﺎ ً ﺑﺎﻟﻌﻠﻢ ﻭﺍﻟﻤﻌﺮﻓﺔ‪.‬‬
‫ﻭﻟﻘﺪ ﺻﺪﻕ ﺍﻟﺸﺎﻋﺮ ﻋﺒﺪ ﺍﻟﻐﻨﻲ ﺃﺣﻤﺪ ﺍﻟﺤﺪﺍﺩ ﻓﻲ ﻗﺼﻴﺪﺗﻪ "ﺭﺳﺎﻟﺔ ﺍﻟﻤﻌﻠﻢ" ﺣﻴﺚ‬
‫ﺧﺎﻁﺐ ﺍﻟﻤﻌﻠﻢ ﺻﺎﺣﺐ ﺍﻟﺮﺳﺎﻟﺔ ﻗﺎﺋﻼً‪:‬‬

‫ﺍﻷﻁﻬﺎ ُﺭ‬ ‫ﻗُ ُﺪ ِﺳﻴﱠﺔً ﻳﺴﻤﻮ ﺑﻬﺎ‬ ‫ﺗﺤﻴﺎ ﻭﺗﺤﻤ ُﻞ ﻟﻠﻮﺟﻮ ِﺩ ﺭﺳﺎﻟﺔً‬

‫ﺧﻴ ٌﺮ ﻳﻔﻴﺾُ ﻭﻫﺎﻁ ٌﻞ ِﻣﺪﺭﺍ ُﺭ‬ ‫ﻣﺎ ﺃﻧﺖ ﺇﻻ ﺍﻟﻨﺒ ُﻊ ﻓﻴﺾُ ﻋﻄﺎﺋِ ِﻪ‬

‫ﺗَ ْﺸﻘَﻰ َﻭ َﻏ ْﻴﺮُﻙَ ُﻣ ْﺘ َﺮ ٌ‬

‫ﻑ ِﻣ ْﻬ َﺬﺍ ُﺭ‬ ‫ﻳﻜﻔﻴﻚَ ﻓﺨﺮﺍً ﻣﺎ َ‬
‫ﺻﻨَﻌْﺖَ ﻋﻠﻰ ﺍﻟﻤﺪﻯ‬

‫ْﺲ ﺗُﺜَ ﱠﻤﻦ ﺍﻷﻋﻤﺎ ُﺭ‬

‫ﻫﻴﻬﺎﺕَ ﻟَﻴ َ‬ ‫ﻣﺄﻧﺢ‬
‫ٍ‬ ‫ﻳُﻌﻄﻲ ﺍﻟﻜﺮﻳ ُﻢ ﻭﺃﻧﺖَ ﺃﻛﺮ ُﻡ‬

‫!‬ ‫ﻟﻮﻻ ﺍﻟﻤﻌﻠ ُﻢ ﻫَﻞْ ﻟﻬﺎ ﺇﺛﻤﺎﺭُ؟‬ ‫ُ‬

‫ﺍﻟﺤﻀﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺰﻫﻮ ﺑﻬﺎ‬ ‫ﻫ ِﺬﻱ‬
‫‪applicable copyright law.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻣﺅﺗﻣﺭﺍﺕ ﺗﺭﺑﻭﻳﺔ‬
‫ﺟﻼﻟﺔ ﺍﻟﻤﻠﻜﺔ ﺭﺍﻧﻴﺎ ﺍﻟﻌﺒﺪﷲ ﺗﻄﻠﻖ ﺷﺒﻜﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ )ﺑﺘﺮﺍ ‪-‬ﺍﻟﺒﺤﺮ ﺍﻟﻤﻴﺖ(‬
‫ﻭﺻﻔﺖ ﺟﻼﻟﺔ ﺍﻟﻤﻠﻜﺔ ﺭﺍﻧﻴﺎ ﺍﻟﻌﺒﺪﷲ ﺷﺒﻜﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ ﺑﺎﻟﺨﻄﻮﺓ ﺍﻟﺠﺪﻳﺪﺓ ﻓﻲ‬
‫"ﺃﻧﺴﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ" ﺍﻟﺘﻲ ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﺗﺮﻛﻴﺰ ﺍﻷﺭﺩﻥ ﻭﺍﻫﺘﻤﺎﻣﻪ ﺑﺎﻟﻤﻌﻠﻢ ﻭﺗﻮﻓﻴﺮ ﺍﻷﺩﻭﺍﺕ‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻤﻨﺎﺳﺐ ﻭﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﻋﻤﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻤﻴﺰ‪.‬‬
‫ﻭﺃﻋﺮﺑﺖ ﺟﻼﻟﺘﻬﺎ ﻋﻦ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﻟﻠﺸﺮﺍﻛﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻴﻦ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﻌﺎﻡ‬
‫ﻭﺍﻟﺨﺎﺹ ﻭﻣﺆﺳﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺪﻧﻲ ﻻﻟﺘﺰﺍﻣﻬﻢ ﻭﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻘﻄﺎﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺑﺎﻟﻤﻌﻠﻢ‬
‫ﺑﺸﻜﻞ ﺧﺎﺹ‪.‬‬

‫ﺣﻔﻞ ﺇﻁﻼﻕ ﺷﺒﻜﺔ‬ ‫ﺍﻟﻤﻠﻜﺔ ﺭﺍﻧﻴﺎ ﺧﻼﻝ‬

‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ‬
‫ﻓﻲ ﺍﻷﺭﺩﻥ ﺍﻟﺒﺤﺮ ﺍﻟﻤﻴﺖ‪ ,‬ﺍﻻﺭﺩﻥ ‪ 6 /‬ﻛﺄﻧﻮﻥ ﺍﻷﻭﻝ ‪2006‬‬

‫ﺟﺎء ﺫﻟﻚ ﺧﻼﻝ ﺣﻔﻞ ﺇﻁﻼﻕ ﺟﻼﻟﺘﻬﺎ ﻣﺸﺮﻭﻉ ﺷﺒﻜﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ‬
‫ﻟﻤﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﺍﻟﺬﻱ ﻳﻌﺘﺒﺮ ﺍﻟﺜﺎﻧﻲ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻮﻁﻦ ﺍﻟﻌﺮﺑﻲ ﺑﻬﺪﻑ ﺯﻳﺎﺩﺓ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻷﺭﺩﻥ ﻣﻦ ﺧﻼﻝ ﺍﺗﺎﺣﺔ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﺘﻌﻈﻴﻢ ﻗﺪﺭﺍﺕ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺃﺳﺎﻟﻴﺒﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﻪ‪.‬‬
‫ﻭﻗﺎﻟﺖ ﺟﻼﻟﺘﻬﺎ ﻣﺨﺎﻁﺒﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ‪/..‬ﻧﺤﻦ ﻓﺨﻮﺭﻭﻥ ﺑﻤﻬﻨﻴﺘﻜﻢ ﻭﻳﺤﻖ ﻟﻜﻢ ﺍﻟﻔﺨﺮ‬
‫ﺑﻬﺎ‪..‬ﻣﺸﻴﺮﺓ ﺇﻟﻰ ﺃﻥ ﺷﺒﻜﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ ﺗﻌﺘﺒﺮ ﻭﺳﻴﻠﺔ ﻫﺎﻣﺔ ﻓﻲ ﻏﺮﻑ ﺍﻟﺼﻒ ﺗﺘﻴﺢ‬
‫ﺍﻟﻤﺠﺎﻝ ﻟﻠﻤﻌﻠﻤﻴﻦ ﻟﺘﺒﺎﺩﻝ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﺨﺒﺮﺍﺕ ﻣﻊ ﻧﻈﺮﺍﺋﻬﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻢ ﻣﻦ ﺍﺟﻞ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻓﻲ ﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﻪ‪.‬‬
‫ﻭﻳﺮﺑﻂ ﺍﻟﻤﺸﺮﻭﻉ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻻﺭﺩﻧﻴﻴﻦ ﺑﺸﺒﻜﺔ ﻣﻌﻠﻤﻴﻦ ﻣﻦ ﻣﺨﺘﻠﻒ ﺃﻧﺤﺎء‬
‫‪applicable copyright law.‬‬

‫ﺍﻟﻌﺎﻟﻢ‪..‬ﺣﻴﺚ ﺳﻴﺘﺴﻨﻰ ﻟﻬﻢ ﺗﺒﺎﺩﻝ ﺍﻟﻤﻌﺮﻓﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﺑﻬﺪﻑ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻷﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻓﻲ ﺍﻷﺭﺩﻥ ﻭﺍﻟﻤﻨﻄﻘﺔ ﻭﺍﻟﻌﺎﻟﻢ ﻛﻜﻞ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﺣﻀﺮ ﺣﻔﻞ ﺍﻁﻼﻕ ﺍﻟﻤﺸﺮﻭﻉ ﺍﻟﺬﻱ ﺟﺎء ﺧﻼﻝ ﺍﻓﺘﺘﺎﺡ ﺍﻋﻤﺎﻝ "ﻣﻠﺘﻘﻰ ﺍﻻﺭﺩﻥ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ" ﻭﺯﻳﺮ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﺮﻭﺱﻥ ﻭﻧﺎﺋﺒﺔ ﺭﺋﻴﺲ ﺷﺮﻛﺔ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﺍﻟﻌﺎﻟﻤﻴﺔ "ﺟﻴﺮﻱ ﺍﻳﻠﻴﻮﺕ"‬‫ﺍ‬ ‫ﺍﻟﻤﻬﻨﺪﺱ ﺑﺎﺳﻢ‬
‫ﻭﺃﻣﻴﻦ ﻋﺎﻡ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺪﻛﺘﻮﺭ ﺗﻴﺴﻴﺮ ﺍﻟﻨﻬﺎﺭ ﻭﻣﺪﻳﺮ ﻋﺎﻡ ﺷﺮﻛﺔ‬
‫ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﺍﻷﺭﺩﻥ ﺯﻳﺪ ﺷﺒﻴﻼﺕ‪.‬‬
‫ﻭﺧﻼﻝ ﺍﻟﺤﻔﻞ ﻋﺮﺿﺖ ﺍﻟﻤﻌﻠﻤﺔ ﻣﻬﺎ ﺷﺨﺸﻴﺮ ﺍﻟﺤﺎﺻﻠﺔ ﻋﻠﻰ ﺍﻟﻤﺮﻛﺰ ﺍﻻﻭﻝ ﻟﻠﻔﺌﺔ‬
‫ﺍﻟﺜﺄﻧﻴﺔ "ﻟﺠﺎﺋﺰﺓ ﺍﻟﻤﻠﻜﺔ ﺭﺍﻧﻴﺎ ﻟﻠﻤﻌﻠﻢ ﺍﻟﻤﺘﻤﻴﺰ" ﻗﺼﺺ ﻧﺠﺎﺣﻬﺎ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺣﺪﺙ‬
‫ﺍﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺼﻔﻴﺔ ﺍﻟﺘﻲ ﻗﺎﻣﺖ ﺑﺘﺒﻨﻴﻬﺎ ﺧﻼﻝ ﻣﺴﻴﺮﺗﻬﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻣﺪﻯ ﺍﻻﺳﺘﻔﺎﺩﺓ‬
‫ﺍﻟﻤﺘﻮﻗﻌﺔ ﻣﻦ ﺍﻟﺸﺒﻜﺔ ﻓﻲ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﻧﻈﺮﺍﺋﻬﺎ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﻌﺎﻟﻢ ﺑﻬﺪﻑ ﺇﺛﺮﺍء ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﻪ‪.‬‬
‫ﻛﻤﺎ ﻋﺮﺿﺖ ﺍﻟﻤﻌﻠﻤﺔ ﺍﻟﺪﻛﺘﻮﺭﺓ ﺧﻮﻟﻪ ﺍﻟﻤﻌﺎﻳﻌﻪ ﺍﻟﺤﺎﺻﻠﺔ ﻋﻠﻰ ﺍﻟﻤﺮﻛﺰ ﺍﻻﻭﻝ‬
‫ﻟﻠﻔﺌﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻟﺠﺎﺋﺰﺓ ﺍﻟﻤﻠﻜﺔ ﺭﺍﻧﻴﺎ ﻟﻠﻤﻌﻠﻢ ﺍﻟﻤﺘﻤﻴﺰ ﺩﻭﺭﻫﺎ ﻓﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺤﺎﺳﻮﺏ ﺍﻟﺘﻲ ﻛﺄﻥ ﻣﻦ ﺷﺄﻧﻬﺎ ﺗﻮﻓﻴﺮ ﺑﻴﺌﺔ ﻣﺤﻔﺰﺓ ﻟﻠﺘﻌﻠﻴﻢ ﻓﻲ ﺍﻟﻐﺮﻑ‬
‫ﺍﻟﺼﻔﺔ ﻭﻣﺪﻯ ﺍﺳﺘﻔﺎﺩﺓ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻣﻤﺎ ﺳﺎﻫﻢ ﻓﻲ ﺇﻳﺠﺎﺩ ﻓﺮﻕ ﻭﺍﺿﺢ ﻓﻲ‬
‫ﻣﺠﺘﻤﻌﻬﺎ ﻭﻣﺪﺭﺳﺘﻬﺎ‪.‬‬
‫ﻭﻗﺎﻝ ﺍﻟﺪﻛﺘﻮﺭ ﺍﻟﻨﻬﺎﺭ‪ ..‬ﺃﻥ ﺷﺒﻜﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ ﻟﻤﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﺳﺘﺴﺎﻫﻢ‬
‫ﺍﻧﻲ ﻣﺸﺮﻭﻉ‬ ‫ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﻭﻳﻔﺨﺮ ﺍﻷﺭﺩﻥ ﻹﻁﻼﻗﻪ ﻛﺚ‬
‫ﻋﺮﺑﻲ‪ ..‬ﺁﻣﻼ ﺃﻥ ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﺨﻄﻮﺓ ﺑﺘﻮﻓﻴﺮ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻤﺮﺑﻴﻦ ﺑﺎﻟﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻜﺎﻓﻴﺔ ﻣﻦ ﺃﺟﻞ ﺗﻌﻈﻴﻢ ﻗﺪﺭﺍﺗﻬﻢ ﻭﺃﺳﺎﻟﻴﺒﻬﻢ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﺭﺗﺒﺎﻁﻬﻢ‬
‫ﺑﻤﻌﻠﻤﻴﻦ ﻣﺘﻤﻴﺰﻳﻦ ﻣﻦ ﻣﺨﺘﻠﻒ ﺃﻧﺤﺎء ﺍﻟﻌﺎﻟﻢ‪.‬‬
‫ﻣﻦ ﺟﺎﻧﺒﻪ ﻗﺎﻝ ﺷﺒﻴﻼﺕ‪..‬ﺃﻥ ﺷﺒﻜﺔ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺒﺪﻋﻴﻦ ﺗﺆﻛﺪ ﻋﻠﻰ ﺩﻭﺭ‬
‫ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﻓﻲ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺇﻳﺠﺎﺩ ﺛﻮﺭﺓ ﻓﻲ ﻗﻄﺎﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻤﺴﺎﻋﺪﺓ ﻓﻲ ﺇﻅﻬﺎﺭ ﻗﻴﺎﺩﺍﺕ ﻓﺎﻋﻠﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻘﻄﺎﻉ‪..‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺗﻮﻁﻴﺪ ﺃﺳﺲ‬
‫ﻗﻮﻳﺔ ﻟﺸﺮﺍﻛﺎﺕ ﺣﻘﻴﻘﻴﺔ ﻣﻊ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﻌﻨﻴﺔ ﻭﺻﻨﺎﻉ ﺍﻟﻘﺮﺍﺭ ﻓﻲ ﻣﺨﺘﻠﻒ ﺃﻧﺤﺎء‬
‫ﺍﻟﻌﺎﻟﻢ‪.‬‬
‫ﻳﺸﺎﺭ ﺍﻟﻰ ﺃﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺑﺪﻋﻢ ﻣﻦ ﺟﻼﻟﺔ ﺍﻟﻤﻠﻚ ﻭﺟﻼﻟﺔ ﺍﻟﻤﻠﻜﺔ‬
‫ﺗﻤﻜﻨﺖ ﻣﻦ ﺧﻼﻝ ﺑﻨﺎء ﺟﺴﻮﺭ ﺍﻟﺸﺮﺍﻛﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺷﺮﻛﺎﺕ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺨﺎﺹ‬
‫ﻣﺜﻞ ﺷﺮﻛﺔ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻣﻦ ﺗﺤﻘﻴﻖ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻧﺤﻮ ﺍﻹﺻﻼﺡ ﺍﻟﺘﺮﺑﻮﻱ‬
‫‪applicable copyright law.‬‬

‫ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ ﺍﻷﺭﺩﻥ‪.‬‬
‫ﻭﻋﻤﻠﺖ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﻣﻦ ﺧﻼﻝ ﺷﺮﺍﻛﺘﻬﺎ ﻣﻊ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﺗﻨﻔﻴﺬ‬
‫ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻦ ﺍﻟﻤﺸﺎﺭﻳﻊ ﻓﻲ ﻗﻄﺎﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻛﺎﻧﺖ ﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ ﻓﻲ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﻤﺸﺎﺭﻳﻊ‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺑﻨﺎء ﺍﻟﻘﺪﺭﺍﺕ ﻭﻏﺮﺱ ﺭﻭﺡ ﺍﻟﺮﻳﺎﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ "ﻣﺮﻛﺰ ﺍﻻﺑﺘﻜﺎﺭ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻟﻠﻤﺪﺍﺭﺱ"‪ ..‬ﺇﺿﺎﻓﺔ ﻟﺘﻄﻮﻳﺮ ﻣﻨﻬﺎﺝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻤﺪﺭﺳﻲ ﺍﻟﺬﻱ ﻋﻤﻠﺖ ﻣﺎﻳﻜﺮﻭﺳﻮﻓﺖ ﻋﻠﻰ ﺗﻄﻮﻳﺮﻩ ﻣﻊ ﺷﺮﻛﺔ "ﻣﻨﻬﺎﺝ" ﺇﻟﻰ ﺟﺎﻧﺐ‬
‫ﺑﺮﻧﺎﻣﺞ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺘﻤﻴﺰﻳﻦ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﻟﻰ ﺭﺑﻂ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺘﻤﻴﺰﻳﻦ ﺣﻮﻝ ﺍﻟﻌﺎﻟﻢ‬
‫ﻭﺍﻟﺬﻳﻦ ﻳﺘﺸﺎﺭﻛﻮﻥ ﺑﺮﺅﻳﺔ ﻭﺍﺣﺪﺓ ﺗﺘﻤﺜﻞ ﻓﻲ ﺗﻄﻮﻳﺮ ﻭﺗﺤﺴﻴﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺤﺪﻳﺜﻪ‪.‬‬
‫‪applicable copyright law.‬‬

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‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺧﺒﺮﺍء ﺩﻭﻟﻴﻮﻥ ﻳﺒﺤﺜﻮﻥ ﺃﺣﺪﺙ ﻣﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺤﻠﻴﺎ ً ﻭﺩﻭﻟﻴﺎ ً‬

‫ﺑﺮﻋﺎﻳﺔ ﺍﻟﻤﺠﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﺘﻌﻠﻴﻢ ﻓﻲ ﻗﻄﺮ ‪2007‬ﻡ‬

‫ﻧﻈﻢ ﻣﻜﺘﺐ ﻣﻌﺎﻳﻴﺮ ﺍﻟﻤﻨﺎﻫﺞ ﺑﻬﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺑﻔﻨﺪﻕ ﺍﻟﺸﻴﺮﺍﺗﻮﻥ ﺍﻟﻤﺆﺗﻤﺮ ﺍﻟﺴﻨﻮﻱ‬
‫ﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺬﻱ ﺃﻗﻴﻢ ﺗﺤﺖ ﻋﻨﻮﺍﻥ »ﺍﻟﺘﻌﻠﻢ ﺍﻭﻻ« ﻭﻗﺪ ﺷﺎﺭﻙ ﻓﻲ ﺃﻋﻤﺎﻝ ﻫﺬﺍ‬
‫ﺍﻟﻤﺆﺗﻤﺮ ‪ 450‬ﺷﺨﺼﺎ ﻣﻦ ﺃﺻﺤﺎﺏ ﺗﺮﺍﺧﻴﺺ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻭﺧﺒﺮﺍء ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﻭﻣﻨﺴﻘﻲ ﺍﻟﻤﻮﺍﺩ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺎﻟﻤﺪﺍﺭﺱ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻭﺑﻌﺾ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺍﻟﻤﺴﺘﺸﺎﺭﻳﻦ ﺍﻷﺟﺎﻧﺐ‬
‫ﻭﺫﻟﻚ ﺑﻬﺪﻑ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻤﻌﻨﻴﻴﻦ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﺗﺒﺎﺩﻝ ﺍﻟﺨﺒﺮﺍﺕ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﺗﺠﺴﺪ ﺃﻫﻤﻴﺔ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﻄﻼﺏ ﻭﻣﺘﻠﻘﻲ ﺍﻟﻤﻌﺮﻓﺔ‪.‬‬
‫ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﺃﻟﻘﺖ ﺍﻟﺴﻴﺪﺓ ﺻﺒﺎﺡ ﺍﻟﻬﻴﺪﻭﺱ ﻣﺪﻳﺮ ﻫﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﻟﻤﺠﻠﺲ ﺍﻷﻋﻠﻰ‬
‫ﻟﻠﺘﻌﻠﻴﻢ ﻛﻠﻤﺔ ﺷﻜﺮﺕ ﻓﻴﻬﺎ ﺍﻟﺤﻀﻮﺭ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﺃﺷﺎﺭﺕ ﺍﻟﻰ ﺃﻧﻪ ﺑﻌﺪ ﻣﺮﻭﺭ‬
‫ﺳﻨﺘﻴﻦ ﻋﻠﻰ ﺇﻁﻼﻕ ﻣﺒﺎﺩﺭﺓ ﻣﻌﺎﻳﻴﺮ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺠﺪﻳﺪﺓ ﻓﻴﺤﻖ ﻟﻨﺎ ﺍﻵﻥ ﺃﻥ ﻧﻘﻒ ﻭﻗﻔﺔ‬
‫ﺟﺎﺩﺓ ﻟﺘﻘﻴﻴﻢ ﻭﺗﻘﻮﻳﻢ ﻫﺬﻩ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻭﺃﻛﺪﺕ ﺃﻧﻪ ﻻﺑﺪ ﻟﻨﺎ ﻣﻦ ﺃﻥ ﻧﻘﻴﻢ ﺛﻼﺛﺔ ﺃﺷﻴﺎء ﺃﺳﺎﺳﻴﺔ ﻓﻲ‬
‫ﻫﺬﻩ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻭﻫﻲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻭﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺸﻴﺮﺓ ﺍﻟﻰ ﺃﻥ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ‬
‫ﺍﻟﺜﻼﺙ ﻻﺑﺪ ﻣﻦ ﺗﻨﺎﻭﻟﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺻﺮﻳﺤﺔ ﻭﺟﺎﺩﺓ ﻭﺍﻳﻀﺎ ﻓﺄﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻤﻌﻠﻢ ﻫﻲ ﺍﻟﺘﻲ‬
‫ﺗﻤﻜﻨﻪ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﺜﻼﺛﺔ ﻭﺗﻮﻅﻴﻔﻬﺎ ﺣﺘﻰ ﻳﺼﻞ ﺍﻟﻌﻠﻢ ﺍﻟﻤﻄﻠﻮﺏ ﺍﻟﻰ‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﺘﻌﻠﻢ‪.‬‬
‫ﻭﺩﻋﺖ ﺍﻟﺴﻴﺪﺓ ﺻﺒﺎﺡ ﺇﺧﻮﺍﻧﻬﺎ ﻓﻲ ﻫﻴﺌﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺘﺸﻜﻴﻞ ﻟﺠﻨﺔ ﻣﻦ‬
‫ﺃﻋﻀﺎء ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺬﻳﻦ ﻣﺎﺭﺳﻮﺍ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻓﻲ ﺍﻟﺜﻼﺙ ﺳﻨﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺃﻥ‬
‫ﻳﻘﻮﻣﻮﺍ ﻓﻲ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﺑﺘﻘﻴﻴﻢ ﻋﻤﻞ ﺍﻟﺘﻨﻔﻴﺬ ﻭﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻭﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﻌﺮﻓﺔ ﺍﺫﺍ‬
‫ﺍﻷﻋﻮﺍﻡ‬ ‫ﻛﺄﻥ ﻫﻨﺎﻙ ﻧﺘﺎﺋﺞ ﺍﻳﺠﺎﺑﻴﺔ ﺑﻌﺪ ﺻﺪﻭﺭ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺠﺪﻳﺪﺓ ﺍﻡ ﻻ ﻭﻫﻞ ﺟﻬﻮﺩﻧﺎ ﻓﻲ‬
‫ﺍﻟﻤﺎﺿﻴﺔ ﺟﺎءﺕ ﺑﻔﺎﺋﺪﺓ ﺍﻡ ﻟﻢ ﻧﺤﺼﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﺃﻱ ﻓﺎﺋﺪﺓ ﻣﺸﻴﺮﺓ ﺍﻟﻰ ﺃﻥ ﺣﻖ ﺍﻟﻄﺎﻟﺐ ﻓﻲ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻌﺪﻳﻞ ﺍﻟﻤﻨﺎﻫﺞ ﻫﻮ ﺣﻖ ﺃﺳﺎﺳﻲ ﻭﻫﻮ ﺍﺑﺴﻂ ﺣﻘﻮﻗﻪ‪.‬‬
‫ﻭﺃﻭﺿﺤﺖ ﺃﻥ ﺍﻟﻮﺯﺍﺭﺓ ﺣﺎﻟﻴﺎ ﺗﻘﻮﻡ ﺑﺎﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻤﺠﻬﻮﺩﺍﺕ ﻣﻦ ﺍﺟﻞ ﺍﻋﻄﺎء‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﺘﻌﻠﻢ ﺣﻘﻪ ﻓﻲ ﺍﻟﻌﻠﻢ ﺍﻟﺤﺪﻳﺚ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺣﻴﺎء ﺍﻟﻠﻐﺎﺕ ﺍﻻﺟﻨﺒﻴﺔ‬
‫ﻋﻨﺪﻩ ﻣﺜﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻧﺠﻠﻴﺰﻳﺔ ﻭﻛﺬﻟﻚ ﻋﻤﻞ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺍﻟﺠﺪﻳﺪﺓ ﻋﻠﻰ ﺍﺳﻄﻮﺍﻧﺎﺕ ‪ CD‬ﻭﺫﻟﻚ ﺣﺘﻰ ﻳﻜﻮﻥ ﻋﻨﺪﻩ ﻣﺮﺟﻊ ﻳﻤﻜﻨﻪ ﺍﻟﺮﺟﻮﻉ ﺍﻟﻴﻪ ﻓﻲ ﺍﻱ‬
‫ﻭﻗﺖ ﺷﺎء ﻋﻦ ﻁﺮﻳﻖ ﺟﻬﺎﺯﻩ ﺍﻟﺤﺎﺳﺐ ﺍﻵﻟﻲ ﻓﻲ ﻣﻨﺰﻟﻪ ﺍﻭ ﻓﻲ ﻣﺪﺭﺳﺘﻪ‪.‬‬
‫‪applicable copyright law.‬‬

‫ﻭﻣﻦ ﺟﻬﺔ ﺍﺧﺮﻯ ﺗﺤﺪﺙ ﺍﻟﺴﻴﺪ ﺟﻮﻥ ﺗﻴﺖ ‪-‬ﺍﻟﻤﺘﺤﺪﺙ ﺍﻟﺮﺳﻤﻲ ﻓﻲ ﺍﻟﻤﺆﺗﻤﺮ‬
‫ﺍﻟﻤﺪﻳﺮ ﺍﻟﺘﻨﻔﻴﺬﻱ ﻟﻤﺆﺳﺴﺔ ﻣﺎﻟﺘﻲ ﺳﻴﺮﻑ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ ،‬ﻗﺎﺋﻼ ﺃﻧﻪ ﻷﻣﺮ ﻓﻲ ﻏﺎﻳﺔ ﺍﻻﻫﻤﻴﺔ‬
‫ﺍﻻ ﺗﻜﻮﻥ ﻗﻴﺎﺩﺓ ﺍﻟﻤﻨﺎﻫﺞ ﻣﺤﺼﻮﺭﺓ ﻓﻲ ﺷﺨﺺ ﻭﺍﺣﺪ ﻣﺜﻞ ﺍﻟﻤﺪﻳﺮ ﺍﻻﻛﺎﺩﻳﻤﻲ ﻣﺜﻼ ﺑﻞ‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺗﺘﻮﺯﻉ ﻋﻠﻰ ﺍﻋﻀﺎء ﺍﻟﻬﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻓﺎﻟﺘﻌﻠﻢ ﻫﻮ ﻗﻀﻴﺔ ﺣﻴﻮﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻻﻱ ﻣﺪﺭﺳﺔ ﺟﻴﺪﺓ‬
‫ﻭﺍﺫﺍ ﺍﺣﺘﻞ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ ﻣﻜﺎﻧﺘﻪ ﻓﻲ ﻋﻘﻮﻝ ﻭﺃﻓﻌﺎﻝ ﺟﻤﻴﻊ ﺍﻟﺘﺮﺑﻮﻳﻴﻦ ﺳﺘﺘﺤﻮﻝ ﻗﻴﺎﺩﺓ‬
‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﻰ ﻣﻬﻤﺔ ﻣﺸﺘﺮﻛﺔ ﻭﻳﺠﺐ ﺃﻥ ﻳﺘﺤﻠﻰ ﺍﻟﻤﻌﻠﻤﻮﻥ ﺑﺎﻟﺜﻘﺔ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺼﻼﺣﻴﺔ‬
‫ﺍﻟﻼﺯﻣﺔ‪ .‬ﻣﻦ ﺍﺟﻞ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺘﻮﺻﻴﻞ ﺍﻟﻤﻨﻬﺞ ﻣﻤﺎ ﻳﺠﻌﻞ ﺍﻟﺘﻌﻠﻢ ﺍﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻄﺎﻟﺐ ﺍﻭ ﺍﻟﺼﻒ ﺍﻟﻤﺪﺭﺳﻲ‪ ،‬ﺃﻧﻬﺎ ﻗﻴﺎﺩﺓ ﺗﺨﺘﻠﻒ ﻋﻦ ﻗﻴﺎﺩﺓ ﺍﻟﻤﺪﻳﺮ ﺍﻭ ﺍﻟﻤﻨﺴﻖ ﺍﻟﺨﺎﺹ‬
‫ﺑﺎﻟﻤﻮﺍﺩ ﻟﻜﻨﻬﺎ ﻣﻜﻤﻠﺔ ﻭﻻ ﺗﻘﻞ ﺍﻫﻤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺮﺳﺎﻟﺔ ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬
‫ﻭﺍﺳﺘﻌﺮﺽ ﺟﻮﻥ ﺗﻴﺖ ﺍﺣﺪﺙ ﺍﻷﺑﺤﺎﺙ ﺣﻮﻝ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﻲ ﺗﻢ ﺍﻧﺠﺎﺯﻫﺎ ﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺪﻭﻟﻲ ﻭﻧﺎﻗﺶ ﻧﺸﺎﻁ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﻤﺆﺗﻤﺮ ﻭﺍﻟﺘﻲ ﺍﻫﺘﻤﺖ ﺑﺘﻌﺮﻳﻒ‬
‫ﻣﺼﻄﻠﺢ ﻣﻨﺎﻫﺞ ﻭﺃﻫﺪﺍﻑ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻤﻮﻣﺎ ﻭﺗﻀﻤﻨﺖ ﻣﺤﺎﻭﺭ ﺩﻋﻢ ﻣﻔﻬﻮﻡ ﺍﻟﻤﻌﻠﻤﻴﻦ‬
‫ﺍﻟﻤﻤﺎﺭﺳﻴﻦ ﻟﻤﻬﻨﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺑﺎﻹﺿﺎﻓﺔ ﺍﻟﻰ ﺍﺳﺘﺨﻼﺹ ﺟﻤﻠﺔ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﻭﺍﻟﻔﻠﺴﻔﺎﺕ ﺍﻟﻤﺘﻜﺎﻣﻠﺔ ﺍﻟﺘﻲ ﺗﺮﻛﺰ ﺑﺼﻮﺭﺓ ﺃﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻓﺤﻮﻯ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﺍﻛﺪ ﺟﻮﻥ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻓﻲ ﺍﻟﻤﺪﺍﺭﺱ ﻳﻬﺪﻑ ﺍﻟﻰ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻤﺪﺍﺭﺱ ﻓﻲ‬
‫ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻄﻠﺒﺔ ﺍﻻ ﺃﻥ ﻫﺬﻩ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻻ ﺗﻌﺪ ﻣﺨﻄﻄﺎ ﻟﺘﻮﺯﻳﻊ ﺍﻟﻤﻨﻬﺞ ﻭﻓﻲ ﺍﻟﻮﻗﺖ‬
‫ﻧﻔﺴﻪ ﻳﻤﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﻬﺎ ﺑﺸﺘﻰ ﺍﻷﺳﺎﻟﻴﺐ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫• ﻳﻤﻜﻦ ﻟﻤﺪﻳﺮﻱ ﺍﻟﻤﺪﺍﺭﺱ ﻭﻛﺒﺎﺭ ﻣﻮﻅﻔﻴﻬﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻟﻠﻤﺴﺎﻋﺪﺓ ﻓﻲ‬
‫ﺗﺤﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻟﻤﺼﺎﺩﺭ ﻭﻣﺘﺎﺑﻌﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‬
‫ﻭﺍﻳﻀﺎ ﺩﻋﻢ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪.‬‬
‫• ﻳﻤﻜﻦ ﻟﻘﺎﺩﺓ ﺍﻟﻤﻮﺍﺩ ﻭﻟﻠﻤﻌﻠﻤﻴﻦ ﺍﻟﺬﻱ ﻳﺪﺭﺳﻮﻥ ﻧﻔﺲ ﺍﻟﻤﺎﺩﺓ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻤﻌﺎﻳﻴﺮ‬
‫ﻟﻮﺿﻊ ﺧﻄﻂ ﺍﻟﻌﻤﻞ ﺍﻭ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻛﺬﻟﻚ ﺗﺤﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻟﻤﺼﺎﺩﺭ‬
‫ﺍﻟﺼﻔﻴﺔ ﻭﺍﻟﻤﻮﺍﺩ ﺍﻟﻼﺯﻣﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫• ﻳﻤﻜﻦ ﻟﻔﺮﻕ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﻣﺪﺭﺳﺔ ﻭﺍﺣﺪﺓ ﺍﻭ ﻋﺪﺓ ﻣﺪﺍﺭﺱ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﻧﻔﺲ‬
‫ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺼﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻳﻴﺮ ﺍﻟﻤﻨﺎﻫﺞ ﻟﻮﺿﻊ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻟﺘﻠﻚ‬
‫ﺍﻟﻤﺮﺣﻠﺔ‪.‬‬
‫• ﻳﻤﻜﻦ ﻟﻜﻞ ﻣﺪﺭﺱ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﻤﻌﺎﻳﻴﺮ ﻓﻲ ﺍﻋﺪﺍﺩ ﺧﻄﻂ ﺍﻟﺪﺭﻭﺱ ﻭﻭﺿﻊ‬
‫ﺍﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﻟﻠﻄﻠﺒﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻘﺪﻡ ﺍﻟﻄﻠﺒﺔ ﻭﻣﻦ ﺛﻢ ﺭﻓﻊ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺑﻬﺬﺍ‬
‫ﺍﻟﺨﺼﻮﺹ ﻷﻭﻟﻴﺎء ﺍﻻﻣﻮﺭ‪.‬‬
‫ﻭﻳﻌﻮﺩ ﺗﺤﺪﻳﺪ ﺃﻓﻀﻞ ﺍﻟﺴﺒﻞ ﻭﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﻄﺒﻴﻖ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻰ‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﻧﻔﺴﻬﺎ ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺄﻧﻪ ﻟﻴﺲ ﻫﻨﺎﻟﻚ ﺻﻴﻐﺔ ﻭﺍﺣﺪﺓ ﻭﻣﺤﺪﺩﺓ ﻟﺘﻄﺒﻴﻘﻬﺎ ﻟﺬﺍ ﻳﺘﻌﻴﻦ ﻋﻠﻰ‬
‫‪applicable copyright law.‬‬

‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻧﺘﻘﺎء ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﺴﻴﺎﺳﺔ ﺍﻟﻤﺪﺭﺳﺔ ﻭﻛﻤﺎ ﻫﻮ ﻣﻌﺮﻭﻑ ﻓﺄﻥ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﺘﺮﺑﻮﻳﻴﻦ ﻳﻤﺘﻠﻜﻮﻥ ﻧﻄﺎﻗﺎ ﻭﺍﺳﻌﺎ ﻣﻦ ﺍﻻﺳﺎﻟﻴﺐ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﻟﻠﺠﻮء ﺍﻟﻴﻬﺎ ﺍﻻ ﺃﻧﻪ‬
‫ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻫﺎ ﺑﺤﺬﺭ ﻭﺩﻗﺔ ﻣﻦ ﺍﺟﻞ ﺩﻋﻢ ﺍﻟﻬﺪﻑ ﺍﻟﺬﻱ ﺗﺴﻌﻰ ﺍﻟﻰ ﺗﺤﻘﻴﻘﻪ‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻋﻠﻰ ﺣﺪﺓ ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﺗﺘﻄﻠﺐ ﻋﻤﻠﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺼﺎﺋﺒﺔ ﻭﺍﻟﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺍﺳﺲ ﺳﻠﻴﻤﺔ ﺇﺷﺮﺍﻙ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﻭﺍﻟﻤﻨﺎﻅﺮﺍﺕ ﺍﻟﺒﻨﺎءﺓ‬
‫ﺍﻟﺘﻲ ﺗﺜﻴﺮ ﺍﻟﺘﺤﺪﻱ ﻟﺪﻳﻬﻢ‪.‬‬
‫ﺍﺿﺎﻓﺔ ﺍﻟﻰ ﺫﻟﻚ ﻓﺄﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻻ ﺗﺤﺪﺙ ﺑﻤﻌﺰﻝ ﻋﻦ ﺫﻟﻚ ﺍﻟﻨﻄﺎﻕ ﺍﻟﻤﻤﺘﺪ‬
‫ﻭﺍﻟﻮﺍﺳﻊ ﻣﻦ ﺍﻟﺨﺒﺮﺍﺕ ﻭﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‬
‫ﻭﺍﻟﺘﺎﺭﻳﺨﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺗﻠﻚ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻟﺴﺒﺎﻗﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺃﺣﻴﺎﻧﺎ ﺃﺧﺮﻯ ﺗﺮﺗﺒﻂ ﻫﺬﻩ ﺍﻟﺨﺒﺮﺍﺕ ﺑﺠﻮﺍﻧﺐ ﻣﻬﻨﻴﺔ ﻣﻌﻴﻨﺔ ﺍﻭ ﺑﺴﻴﺎﻗﺎﺕ‬
‫ﻣﺘﺨﺼﺼﺔ ﺫﺍﺕ ﺻﻠﺔ‪.‬‬

‫ﺍﻟﺗﻔﺎﻋﻝ ﻣﻊ ﺍﻟﺧﺑﺭﺍﺕ ﺍﻟﺣﻳﺎﺗﻳﺔ‬

‫ﻭﻗﺎﻝ ﺃﻧﻪ ﻣﻦ ﺍﺟﻞ ﺗﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻟﺸﻤﻮﻟﻴﺔ ﻓﻲ ﺍﻟﻤﻨﺎﻫﺞ ﻑ ﺍ ﻥ ﻫﺬﺍ ﺍﻻﻣﺮ ﺳﻴﺘﻄﻠﺐ‬
‫ﻭﺟﻮﺩ ﺩﺭﺍﺳﺎﺕ ﻣﺴﺘﻨﺪﺓ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ ﻭﺃﻧﺸﻄﺔ ﺗﻤﺘﺪ ﻋﺒﺮ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻛﻤﺎ ﻻ ﻳﺨﻔﻰ ﻋﻠﻰ ﺍﻟﻜﺜﻴﺮ ﺑﺄﻥ ﺍﻻﻁﻔﺎﻝ ﻳﻜﺘﺴﺒﻮﻥ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻔﺎﻫﻴﻢ‬
‫ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﺨﺒﺮﺍﺕ ﺍﻟﺤﻴﺎﺗﻴﺔ ﺍﻟﻴﻮﻣﻴﺔ ﺍﻟﺘﻲ ﻳﻮﻓﺮﻫﺎ ﻟﻬﻢ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﻤﺪﺭﺳﻲ ﺑﻤﺎ ﻳﺤﺘﻮﻳﻪ ﻣﻦ ﻗﻴﻢ ﻭﻋﻼﻗﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﻳﺘﻀﻤﻦ ﻛﺬﻟﻚ ﺗﻠﻚ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ ﻳﺘﻢ‬
‫ﺗﻨﻈﻴﻤﻬﺎ ﻭﻋﻘﺪﻫﺎ ﺧﺎﺭﺝ ﺍﺳﻮﺍﺭ ﺍﻟﻤﺪﺭﺳﺔ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻻﺣﺘﻔﺎﻻﺕ ﻭﺍﻟﻤﻨﺎﻓﺴﺎﺕ‬
‫ﻭﺍﻟﻔﻌﺎﻟﻴﺎﺕ ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺄﻧﻪ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻣﺠﻤﻞ ﻫﺬﻩ ﺍﻟﺨﺒﺮﺍﺕ ﺃﻥ ﺗﺆﺩﻱ ﺍﻟﻰ ﺍﻣﺪﺍﺩ ﺍﻟﻄﻠﺒﺔ‬
‫ﺑﻤﺰﻳﺞ ﻣﺤﻔﺰ ﻭﺛﺮﻱ ﻓﻲ ﺳﻌﻴﻬﻢ ﻧﺤﻮ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺪﻋﻢ ﺍﻟﺬﻱ ﺗﻘﺪﻣﻪ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﻤﺪﺍﺭﺱ ﻓﺄﻧﻪ ﺳﻴﻠﻘﻲ ﻋﻠﻰ‬
‫ﻋﺎﺗﻖ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻬﻤﺔ ﺗﻮﻓﻴﺮ ﺃﻧﺸﻄﺔ ﺗﻤﻜﻦ ﺟﻤﻴﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﻣﻦ ﺗﻔﺠﻴﺮ ﻁﺎﻗﺎﺗﻬﻢ ﺍﻟﻜﺎﻣﻨﺔ‬
‫ﺍﻟﻰ ﺍﻗﺼﻰ ﺍﻟﺤﺪﻭﺩ ﻭﺫﻟﻚ ﺿﻤﻦ ﺍﺭﺑﻌﺔ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻦ ﺍﻟﻘﺪﺭﺍﺕ ﻭﻓﻲ ﺣﻘﻴﻘﺔ ﺍﻻﻣﺮ ﻓﺄﻥ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻤﺎ ﺳﻴﺤﺘﺎﺟﻪ ﺍﻟﻤﺘﻌﻠﻤﻮﻥ ﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﻻﻣﺮ ﻣﻮﺟﻮﺩﺍ ﻓﻌﻠﻴﺎ ﻋﻠﻰ ﺍﺭﺽ ﺍﻟﻮﺍﻗﻊ ﻟﻜﻦ‬
‫ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺳﻴﺘﻄﻠﺐ ﻛﺬﻟﻚ ﻭﺟﻮﺩ ﻣﺒﺎﺩﺉ ﻭﺍﺳﺲ ﺗﻮﺟﻴﻬﻴﺔ ﻭﺍﺿﺤﺔ ﻟﻤﺴﺎﻋﺪﺓ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻤﺪﺍﺭﺱ ﻓﻲ ﻣﻤﺎﺭﺳﺎﺗﻬﻢ ﻭﻛﺬﻟﻚ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺍﺳﺎﺳﺎ ﻟﻠﻤﺮﺍﺟﻌﺔ ﻭﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﻟﺘﻄﻮﺭ‬
‫ﺍﻟﻤﺴﺘﻤﺮ ﻭﺳﻴﺘﻢ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻤﺒﺎﺩﺉ ﻋﻠﻰ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻮﻁﻨﻲ ﻭﻫﻴﺌﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﻤﺪﺭﺳﺔ ﻭﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻔﺮﺩﻱ‪.‬‬
‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻨﺎﻫﺞ ﺗﺤﺪﺩ ﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﻮﻁﻨﻴﺔ ﻟﺠﻤﻴﻊ ﺍﻟﻄﻠﺒﺔ ﺍﻻ ﺃﻥ ﻛﻞ ﻣﺪﺭﺳﺔ‬
‫ﺳﺘﻘﻮﻡ ﺑﺘﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺨﺎﺻﺔ ﺑﻬﺎ ﺑﺄﺳﻠﻮﺏ ﻳﺮﺍﻋﻲ ﺍﻧﺨﺮﺍﻁ ﺍﻟﻄﻠﺒﺔ ﻭﺗﺤﻔﻴﺰﻫﻢ‬
‫ﻧﺤﻮ ﺍﻟﺘﻌﻠﻢ ﻧﺎﻫﻴﻚ ﻋﻦ ﺃﻥ ﻛﻞ ﻣﺪﺭﺳﺔ ﺗﻤﺘﻠﻚ ﻗﺪﺭﺍ ﻻ ﺑﺄﺱ ﺑﻪ ﻣﻦ ﺍﻟﺤﺮﻳﺔ ﻓﻲ ﺗﺤﺪﻳﺪ ﻛﻴﻔﻴﺔ‬
‫‪applicable copyright law.‬‬

‫ﺗﻨﻔﻴﺬ ﻫﺬﺍ ﺍﻻﻣﺮ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻛﻤﺎ ﺳﺘﺴﺘﺪﻋﻲ ﻋﻤﻠﻴﺔ ﺗﺨﻄﻴﻂ ﺍﻟﻤﻨﺎﻫﺞ ﻭﺟﻮﺩ ﺗﻌﺎﻭﻥ ﻓﻌﺎﻝ ﺑﻴﻦ ﺍﻟﻤﺪﻳﺮﻳﻦ‬
‫ﻭﺍﻋﻀﺎء ﻣﺠﻠﺲ ﺍﻻﻣﻨﺎء ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﻦ ﻧﺎﺣﻴﺔ ﻭﻣﻊ ﺍﻟﻄﻠﺒﺔ ﻭﺑﺎﻗﻲ ﺍﻋﻀﺎء ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﻤﺪﺭﺳﻲ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﺧﺮﻯ‪.‬‬
‫ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﺒﺪﺃ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﺎﺑﺮﺍﺯ ﺍﻟﻘﻴﻢ ﻭﺍﻟﻤﻌﺘﻘﺪﺍﺕ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻭ ﺑﺘﻘﻴﻴﻢ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﺗﻄﺒﻖ ﻋﻠﻴﻬﻢ ﻫﺬﻩ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻓﺄﻥ ﻫﺬﻩ‬
‫ﺍﻟﻤﻨﺎﻫﺞ ﺗﺒﻨﻰ ﻋﻠﻰ ﻣﺎ ﻫﻮ ﻣﻮﺟﻮﺩ ﺍﺻﻼ ﻣﻦ ﻣﻤﺎﺭﺳﺎﺕ ﻭﺍﻫﺘﻤﺎﻣﺎﺕ ﻭﺟﻮﺍﻧﺐ ﻗﻮﺓ‬
‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻔﺮﺹ ﻭﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺘﺎﺣﺔ ﻭﻳﻌﺪ ﻭﺿﻊ ﺍﻻﻭﻟﻮﻳﺎﺕ ﻭﺗﺼﻤﻴﻢ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻣﻦ ﺍﺟﻞ ﺗﺤﻘﻴﻖ ﺍﻟﻤﺨﺮﺟﺎﺕ ﺫﺍﺕ ﺍﻷﻭﻟﻮﻳﺔ ﺍﻟﻤﺴﺘﻬﺪﻓﺔ ﻣﻦ ﺍﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﻟﻤﻜﻮﻧﺔ ﻟﻬﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﻭﺳﺘﻌﻤﻞ ﺍﻟﻤﺪﺍﺭﺱ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺑﺮﺍﻣﺠﻬﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺸﺘﻰ‬
‫ﺍﻟﻄﺮﻕ ﻓﺒﻌﻀﻬﺎ ﺳﻴﻘﻮﻡ ﺑﺘﻨﻈﻴﻢ ﻫﺬﻩ ﺍﻟﺒﺮﺍﻣﺞ ﺑﺄﺳﻠﻮﺏ ﻳﺒﺮﺯ ﺍﻟﺘﻜﺎﻣﻞ ﺑﻴﻦ ﺍﻟﻤﻔﺎﻫﻴﻢ‬
‫ﻭﺍﻟﻜﻔﺎءﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﻟﻘﻴﻢ ﻓﻲ ﻋﺪﺩ ﻣﻌﻴﻦ ﻣﻦ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﻨﻤﺎ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ‬
‫ﺳﻴﻨﻈﻤﻬﻢ ﺣﺴﺐ ﺟﻮﺍﻧﺐ ﺍﻟﺘﻌﻠﻢ ﻟﻜﻦ ﻣﻊ ﺍﻟﺴﻌﻲ ﻭﺭﺍء ﺇﻣﻜﺎﻧﻴﺔ ﺇﻳﺠﺎﺩ ﺭﻭﺍﺑﻂ ﻣﺸﺘﺮﻛﺔ ﺑﻴﻦ‬
‫ﻣﺨﺘﻠﻒ ﺣﺪﻭﺩ ﻫﺬﻩ ﺍﻟﺠﻮﺍﻧﺐ ﻟﺬﺍ ﻓﺄﻧﻪ ﻣﻦ ﺍﻟﻨﺎﺩﺭ ﺃﻥ ﻳﺤﺘﻮﻱ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﺘﻌﻠﻢ‬
‫ﻋﻠﻰ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻻﺗﺠﺎﻫﺎﺕ ﺍﻟﺘﻲ ﺳﻴﺤﺘﺎﺟﻬﺎ ﺍﻟﻄﻠﺒﺔ ﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﺴﺎﺋﻞ‬
‫ﻭﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﺤﻴﺎﺗﻴﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‪.‬‬
‫ﻭﻗﺪﻡ ﺍﻟﺴﻴﺮ ﺟﻮﻥ ﺑﻌﺪ ﺫﻟﻚ ﻋﺮﺿﺎ ﻣﺼﺤﻮﺑﺎ ﺑﺼﻮﺭ ﻭﻟﻘﻄﺎﺕ ﻓﻴﺪﻳﻮ ﺗﻘﺪﻣﻪ ﺍﺣﺪﻯ‬
‫ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﻤﺴﺘﻘﻠﺔ ﺑﻌﻨﻮﺍﻥ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻤﻨﺎﻫﺞ ﻭﻗﺪ ﺗﻨﺎﻭﻝ ﻓﻲ ﻫﺬﻩ ﺍﻟﻠﻘﻄﺎﺕ‬
‫ﻋﺪﺓ ﻣﺒﺎﺩﺉ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﻣﻨﻬﺎ‪:‬‬
‫‪ - 1‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﺍﻟﺬﻱ ﻳﺸﺮﻙ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﺻﻴﺎﻏﺔ ﺍﻻﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺨﺎﺻﺔ‬
‫ﺑﺎﻟﻤﻮﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪ - 2‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻳﺠﻌﻞ ﺍﻟﺘﻌﻠﻢ ﺫﺍ ﻣﺘﻌﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪ - 3‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻬﻴﺌﺔ ﻟﻠﻤﻮﻗﻒ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﺑﻌﺮﺽ ﻋﻤﻠﻲ ﻋﻠﻰ ﺍﺳﺎﺳﻪ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫‪ - 4‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻔﻌﺎﻝ ﻳﺘﻄﻠﺐ ﺑﻴﺌﺔ ﺻﻔﻴﺔ ﻣﻨﻈﻤﺔ‪.‬‬
‫‪ - 5‬ﻣﻦ ﺍﺑﺮﺯ ﻣﺎ ﻳﻤﻴﺰ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﺗﻌﺪﺩ ﺍﻟﻤﺼﺎﺩﺭ ﻭﺗﻨﻮﻋﻬﺎ‪.‬‬
‫‪ - 6‬ﻣﻦ ﺳﻤﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻭﺍﻟﻨﺸﻂ ﺗﻮﻅﻴﻒ ﺃﻧﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺜﻼﺛﺔ ﻟﻤﻮﺍءﻣﺔ‬
‫‪applicable copyright law.‬‬

‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻄﻠﺒﺔ ﻓﻬﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ ﺳﻤﻌﻴﻮ ﺍﻟﺘﻌﻠﻢ ﻭﺑﻌﻀﻬﻢ ﺑﺼﺮﻳﻮ ﺍﻟﺘﻌﻠﻢ‬
‫ﻭﺁﺧﺮﻭﻥ ﻳﺘﺴﻤﻮﻥ ﺑﺎﻟﺘﻌﻠﻢ ﺍﻟﺤﺴﻲ ﺍﻟﺤﺮﻛﻲ‪.‬‬

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‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ - 7‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﻻﺳﺘﻘﺼﺎء ﻭﺍﻟﺒﺤﺚ ﻭﺗﻮﻅﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ‬
‫ﺫﻟﻚ ﻭﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ ﻣﻦ ﺍﻟﺘﻔﻜﻴﺮ‪.‬‬
‫‪ - 8‬ﺍﻟﺘﻌﻠﻢ ﺑﺎﻟﻌﻤﻞ ﻳﺠﻌﻞ ﺍﻟﺘﻌﻠﻢ ﻓﻌﺎﻻ ﺫﺍ ﺍﺛﺮ ﺩﺍﺋﻢ‪.‬‬
‫‪ - 9‬ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻳﺮﺑﻂ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﻤﺤﻴﻄﺔ ﻓﻼ ﺗﺤﺪﻩ ﺟﺪﺭﺍﻥ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﻭﺗﺤﺪﺙ ﺍﻳﻀﺎ ﻋﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺨﺎﺻﺔ ﺍﻟﺘﻲ ﺗﺠﺪ ﺻﻌﻮﺑﺔ ﻓﻲ ﺗﻠﻘﻴﻬﺎ ﺍﻟﻌﻠﻢ ﻭﻗﺴﻤﻬﺎ‬
‫ﺍﻟﻰ ﻋﺪﺓ ﺍﻗﺴﺎﻡ ﻭﻫﻢ ﺫﻭﻭ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﺬﻳﻦ ﻳﺠﺪﻭﻥ ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺍﻟﻘﺮﺍءﺓ‬
‫ﻭﺍﻟﺬﻳﻦ ﻳﺠﺪﻭﻥ ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﻭﻏﻴﺮﻫﻢ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺿﻌﻒ ﺍﻟﺘﺂﺯﺭ ﺍﻟﺒﺼﺮﻱ‬
‫ﺍﻟﺤﺮﻛﻲ ﻭﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺗﺸﺘﺖ ﺍﻻﻧﺘﺒﺎﻩ‪.‬‬
‫ﻭﺑﻌﺪ ﺫﻟﻚ ﺗﻢ ﺗﺠﻬﻴﺰ ﺻﺎﻻﺕ ﺧﺎﺻﺔ ﺍﻭ ﻭﺭﺵ ﻋﻤﻞ ﻣﺤﺪﺩﺓ ﺍﻟﻤﻮﺿﻮﻉ ﻋﻘﺪﺕ‬
‫ﻟﻤﻨﺴﻘﻲ ﺍﻟﻤﻮﺍﺩ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻘﻂ ﻭﻛﺎﻧﺖ ﺑﻌﻨﻮﺍﻥ ﺍﻟﻤﻨﺎﺷﻂ ﺍﻟﻤﻨﻬﺠﻴﺔ ﺍﻟﻤﺒﺘﻜﺮﺓ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻲ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﻗﺪ ﻗﺪﻣﻬﺎ ﻛﻞ ﻣﻦ ﺍﻟﺴﻴﺪﺓ ﻓﺎﻁﻤﺔ ﺍﻟﺪﻭﺳﺮﻱ ﺭﺋﻴﺴﺔ ﻭﺭﺷﺔ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ‬
‫ﻭﺍﻟﺪﻛﺘﻮﺭ ﺻﺎﻟﺢ ﻧﺼﻴﺮﺍﺕ ﺭﺋﻴﺲ ﻭﺭﺷﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺴﻴﺪ ﺟﻮﺯﻳﻒ ﻧﻴﻮ ﻛﻴﺮﻙ ﺭﺋﻴﺲ‬
‫ﻭﺭﺷﺔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﺴﻴﺪ ﺑﻴﺘﺮ ﻛﺮﺍﻭﺯﺭ ﺭﺋﻴﺲ ﻭﺭﺷﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺑﻌﺪﻫﺎ ﺗﻢ ﻧﻘﺎﺵ ﻧﺸﺎﻁ ﻛﻞ‬
‫ﻭﺭﺷﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻮﺭﺵ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻭﻭﺿﻊ ﺧﻼﺻﺔ ﻟﻤﺤﺘﻮﻯ ﻛﻞ ﻣﻨﻬﺎ ﻭﻣﺎ ﻭﺻﻠﺖ ﺍﻟﻴﻪ‬
‫ﻣﻦ ﻧﺘﺎﺋﺞ‪.‬‬
‫‪applicable copyright law.‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
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‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺃﺳﺎﻟﻳﺏ ﺍﻟﺗﻘﻭﻳﻡ ﻭﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﻬﺞ‬

‫"ﺍﻟﺘﻘﻮﻳﻢ ﻋﻤﻠﻴﺔ ﻣﻨﻬﺠﻴﺔ ﻣﻨﻈﻤﺔ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﻴﺮ ﺍﻷﺩﻟﺔ ﺑﻤﺎ ﻳﺆﺩﻯ ﺇﻟﻰ‬
‫ﺇﺻﺪﺍﺭ ﺃﺣﻜﺎﻡ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻄﻼﺏ ﺃﻭ ﺍﻟﺒﺮﺍﻣﺞ ﻣﻤﺎ ﻳﺴﺎﻋﺪ ﻓﻲ ﺗﻮﺟﻴﻪ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﺗﺨﺎﺫ‬
‫ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻓﻲ ﺿﻮء ﺫﻟﻚ "‪.‬‬
‫ﻭﺗﻌﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﻳﻢ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﻳﺤﺘﻮﻳﻬﺎ ﺃﻱ ﻣﻨﻬﺞ ﺩﺭﺍﺳﻲ‪،‬‬
‫ﻭﻫﻮ ﻓﻲ ﻣﻔﻬﻮﻣﻪ ﻳﻌﻨﻰ‪ :‬ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻟﻔﺮﺩ ﺃﻭ ﺍﻟﺠﻤﺎﻋﺔ ﻟﻤﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻟﻨﺠﺎﺡ ﺃﻭ‬
‫ﺍﻟﻔﺸﻞ ﻓﻲ ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﻲ ﻳﺘﻀﻤﻨﻬﺎ ﺍﻟﻤﻨﻬﺞ‪ ،‬ﻭﻛﺬﻟﻚ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﺑﻪ‬
‫ﺣﺘﻰ ﻳﻤﻜﻦ ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﻨﺸﻮﺩﺓ ﺑﺄﺣﺴﻦ ﺻﻮﺭﺓ ﻣﻤﻜﻨﺔ‪،‬ﻭﻣﻌﻨﻰ ﻫﺬﺍ ﺃﻥ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻘﻮﻳﻢ ﻻ ﺗﻨﺤﺼﺮ ﻓﻲ ﺃﻧﻬﺎ ﺗﺸﺨﻴﺺ ﻟﻠﻮﺍﻗﻊ ﺑﻞ ﻫﻲ ﻋﻼﺝ ﻟﻤﺎ ﺑﻪ ﻣﻦ ﻋﻴﻮﺏ‪ ،‬ﺇﺫ ﻻ ﻳﻜﻔﻰ‬
‫ﺃﻥ ﺗﺤﺪﺩ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻭﺇﻧﻤﺎ ﻳﺠﺐ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻼﻓﻴﻬﺎ ﻭﺍﻟﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺍﻷﺳﺲ ﺍﻟﺘﻲ ﻳﺘﻢ ﻓﻲ ﺿﻮﺋﻬﺎ ﺗﻘﻮﻳﻢ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻄﻮﺭ‪.‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﺮﺗﺒﻂ ﺍﻟﺘﻘﻮﻳﻢ ﺑﺎﻷﻫﺪﺍﻑ‪.‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻮﻳﻢ ﻣﺴﺘﻤﺮﺍً ﻭﻏﻴﺮ ﻣﺤﺪﺩ ﺑﻔﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻮﻳﻢ ﺷﺎﻣﻼً ﻟﺠﻤﻴﻊ ﺟﻮﺍﻧﺐ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﻞ ﻁﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻭﺍﻟﻤﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻤﺎﺩﻳﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻭﺍﻟﺘﻠﻤﻴﺬ ﻭﺍﻷﻫﺪﺍﻑ‪.‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻮﻳﻢ ﻣﺘﻨﻮﻋﺎ ً ﻭﻣﺘﻌﺪﺩﺍً ﻓﻲ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻷﺩﻭﺍﺕ ﻟﻜﻲ ﻳﻮﺍﺟﻪ ﺗﻌﺪﺩ‬
‫ﻭﺗﻨﻮﻉ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻟﻤﺮﺍﺩ ﺗﻘﻮﻳﻤﻬﺎ‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻮﻳﻢ ﻋﻠﻤﻴﺎ ً ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﻻﺑﺪ ﻣﻦ ﺗﻮﺍﻓﺮ ﺷﺮﻭﻁ ﻣﻌﻴﻨﺔ ﻣﺜﻞ‬
‫)ﺍﻟﺼﺪﻕ‪-‬ﺍﻟﺜﺒﺎﺕ‪-‬ﺍﻟﻤﻮﺿﻮﻋﻴﺔ(‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻗﺘﺼﺎﺩﻳﺎ ً‪.‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﺘﻢ ﺍﻟﺘﻘﻮﻳﻢ ﺑﻄﺮﻳﻘﺔ ﺗﻌﺎﻭﻧﻴﺔ ﻓﻴﺸﺎﺭﻙ ﻓﻴﻪ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻟﻤﺪﺭﺱ ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﻭﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻗﻮﻯ ﻣﺆﺛﺮﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺗﺘﻨﻮﻉ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻮﻳﻢ ﻓﻲ ﻣﻨﻬﺞ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻄﻮﺭ ﺑﺤﻴﺚ ﻳﺸﻤﻞ ‪:‬‬
‫‪ (1‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺸﻔﻮﻳﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﺃﺛﻨﺎء ﺍﻟﺤﺼﺔ‪.‬‬
‫‪applicable copyright law.‬‬

‫‪ (2‬ﻣﻼﺣﻈﺔ ﺳﻠﻮﻙ ﺍﻟﻄﺎﻟﺐ ﻭﺃﺩﺍءﻩ ﺍﻟﻌﻤﻠﻲ‪.‬‬

‫‪ (3‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﻭﺗﺸﻤﻞ ‪-:‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ -‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺃﺳﺌﻠﺔ ﺍﻟﻤﻘﺎﻝ ﻭﺍﻷﺳﺌﻠﺔ ﺍﻟﻤﻮﺿﻮﻋﻴﺔ‪.‬‬

‫‪ -‬ﻣﻘﺎﻳﻴﺲ ﺍﻻﺗﺠﺎﻫﺎﺕ ﻭﺍﻟﻘﻴﻢ ﻭﺫﻟﻚ ﻟﻠﺘﻌﺮﻑ ﺩﺭﺟﺔ ﺍﻟﺘﺤﻮﻝ ﻓﻲ ﺍﺗﺠﺎﻫﺎﺕ‬
‫ﺍﻟﻄﻼﺏ ﻭﻗﻴﻤﻬﻢ ﻓﻲ ﺿﻮء ﻣﺎ ﻳﺪﺭﺳﻮﻧﻪ‪.‬‬
‫‪ -‬ﺍﻟﻤﻼﺣﻈﺔ ﺍﻟﻤﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -‬ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﻤﻘﺎﻳﻴﺲ ‪:‬‬
‫ﺗﺴﺘﺨﺪﻡ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﺗﺤﺼﻴﻞ ﺍﻟﻄﻼﺏ ﻓﻲ ﻛﺎﻓﺔ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻨﻬﺎ ﺃﻫﺪﺍﻑ‬
‫ﺍﻟﻤﻨﻬﺞ ﻭﻫﻰ ﺍﻟﺠﺎﻧﺐ ﺍﻟﻤﻌﺮﻓﻲ ﻭﺍﻟﺠﺎﻧﺐ ﺍﻟﻮﺟﺪﺍﻧﻲ ﻭﺍﻟﺠﺎﻧﺐ ﺍﻟﻤﻬﺎﺭﻱ‪ ،‬ﻓﻔﻲ ﺍﻟﺠﺎﻧﺐ‬
‫ﺍﻟﻤﻌﺮﻓﻲ ﺗﺼﻤﻢ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺗﺤﺼﻴﻠﻴﺔ‪،‬ﺍﻟﻬﺪﻑ ﻣﻨﻬﺎ ﺗﺤﺪﻳﺪ ﺩﺭﺟﺔ ﺑﻠﻮﻍ ﺍﻟﻄﻼﺏ ﻟﻸﻫﺪﺍﻑ‬
‫ﺍﻟﻤﻌﺮﻓﻴﺔ ﻭﺍﻟﺘﻲ ﺗﺪﻭﺭ ﺣﻮﻝ ﻣﺤﺘﻮﻯ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻦ ﺣﻘﺎﺋﻖ ﻭﻣﻔﺎﻫﻴﻢ ﻭﻗﻮﺍﻧﻴﻦ‬
‫ﻭﻧﻈﺮﻳﺎﺕ ﺃﻣﺎ ﺍﻟﺠﺎﻧﺐ ﺍﻻﻧﻔﻌﺎﻟﻲ ﻓﻴﺘﻀﻤﻦ ﺍﻻﺗﺠﺎﻫﺎﺕ ﻭﺍﻟﻤﻴﻮﻝ ﻭﺍﻟﻘﻴﻢ ﻭﺗﺴﺘﺨﺪﻡ ﻟﻬﺬﺍ‬
‫ﺍﻟﻐﺮﺽ ﺍﻟﻤﻘﺎﻳﻴﺲ‪.‬‬

‫ﺣﻭﺳﺑﺔ ﺍﻟﺗﻌﻠﻳﻡ‬
‫ﻳﻌﺘﺒﺮ ﺍﻟﺤﺎﺳﻮﺏ ﻣﻦ ﺃﻛﺜﺮ ﻣﻈﺎﻫﺮ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﻭﻫﻮ‬
‫ﻳﺴﺘﺨﺪﻡ ﻓﻲ ﻣﺠﺎﻻﺕ ﻋﺪﻳﺪﺓ ﻓﻲ ﺣﻴﺎﺗﻨﺎ ﻭﻣﻦ ﺃﺑﺮﺯﻫﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻗﺪ ﺑﺮﺯﺕ‬
‫ﺃﻫﻤﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ ﻓﻲ ﺍﻟﻤﺪﺍﺭﺱ ﺑﻌﺪ ﺍﻛﺘﺸﺎﻑ ﺷﺒﻜﺔ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺷﺒﻜﺔ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ "ﺍﻹﻧﺘﺮﻧﺖ"‪ .‬ﻭﺃﺻﺒﺤﺖ ﺍﻟﻤﺪﺍﺭﺱ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ ﻣﺘﺼﻠﺔ‬
‫ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻭﺑﻤﺮﺍﻛﺰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﺒﺮ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻤﺘﻄﻮﺭﺓ ﻭﺍﻟﺘﻲ ﺃﺻﺒﺤﺖ‬
‫ﺟﺰءﺍ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ‪ ،‬ﻭﻣﺼﺪﺭﺍ ﻣﻬﻤﺎ ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺩﺍﺧﻞ‬
‫ﺍﻟﺼﻔﻮﻑ‪ ،‬ﻟﻤﺎ ﻟﻬﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﻣﻦ ﻗﺪﺭﺓ ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺟﻤﻴﻊ ﺃﻧﺤﺎء ﺍﻟﻌﺎﻟﻢ‬
‫ﻭﻭﺿﻌﻬﺎ ﺑﻴﻦ ﻳﺪﻱ ﺍﻟﻤﻌﻠﻢ ﻭﺍﻟﻄﺎﻟﺐ ﻋﺒﺮ ﺷﺎﺷﺔ ﺍﻟﺤﺎﺳﻮﺏ‪ .‬ﻭﻗﺪ ﺃﺣﺪﺛﺖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻟﺤﺪﻳﺜﺔ ﺛﻮﺭﺓ ﻓﻲ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻭﺳﻮﻑ ﻳﺘﻤﺮﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒﻞ‬
‫ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﺣﻮﻝ ﺍﻟﺤﺎﺳﻮﺏ ﻭﺍﻟﺬﻱ ﻳﺴﻤﺢ ﺑﺎﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﺗﻲ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺸﺨﺼﻲ ﺑﻌﺪ ﺃﻥ‬
‫ﻛﺎﻥ ﻓﻲ ﺍﻟﻤﺎﺿﻲ ﻣﻘﺘﺼﺮﺍ ﻋﻠﻰ ﺍﻷﻏﻨﻴﺎء ﻓﻘﻂ‪.‬‬
‫ﻟﻘﺪ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻗﺒﻞ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﻮ ﻳﻌﺘﺒﺮ ﻣﻦ ﺃﻫﻢ ﺃﺩﻭﺍﺕ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﺴﺮﻳﻌﺔ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺃﻧﻔﺴﻬﻢ ﻭﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﻠﺒﺔ‪ .‬ﻭﺗﻌﺘﺒﺮ ﺷﺒﻜﺔ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ ‪ World Wide Web‬ﻣﻦ ﺃﻫﻢ ﻣﻜﻮﻧﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻭﻫﻲ ﺗﻮﻓﺮ‬
‫ﺍﻟﻤﺮﻭﻧﺔ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻓﻲ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻣﻦ ﺗﺠﺎﺭﻳﺔ ﻭﻋﻠﻤﻴﺔ ﻭﺃﻛﺎﺩﻳﻤﻴﺔ‪ .‬ﻭﻫﻲ ﺗﻌﺘﺒﺮ‬
‫‪applicable copyright law.‬‬

‫ﻛﺬﻟﻚ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺘﻌﺪﺩﺓ ﻻﺣﺘﻮﺍﺋﻬﺎ ﻋﻠﻰ ﺍﻟﺼﻮﺭ ﻭﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺮﺳﻮﻣﺎﺕ‬

‫ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﻭﺍﻟﻤﺘﺤﺮﻛﺔ ﻭﺍﻷﺻﻮﺍﺕ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﻬﻲ ﺗﻌﺘﺒﺮ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﻬﻤﺔ‬
‫ﻣﻤﺎ ﻳﺰﻳﺪ ﻣﻦ ﻣﺒﺮﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺩﺍﺧﻞ ﺍﻟﺼﻒ‪.‬‬
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‫ﻭﺗﻤﺘﺎﺯ ﺍﻟﺸﺒﻜﺔ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺤﻮﻳﻞ ﺍﻟﻤﻠﻔﺎﺕ ﺍﻟﺨﺎﺻﺔ ﻣﻦ ﺟﻬﺎﺯ ﺃﻭ ﻣﺼﺪﺭ‬

‫ﻣﻌﻠﻮﻣﺎﺕ ﺇﻟﻰ ﺃﻱ ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﻣﻮﺻﻮﻝ ﺑﺎﻟﺸﺒﻜﺔ ﻓﻲ ﺃﻱ ﻣﻜﺎﻥ ﺑﺎﻟﻌﺎﻟﻢ ﺑﻨﺎء ﻋﻠﻰ‬
‫ﺑﺮﻭﺗﻮﻛﻮﻻﺕ ﻧﻘﻞ ﺍﻟﻤﻠﻔﺎﺕ‪ .‬ﻭﺗﻤﺘﺎﺯ ﺍﻟﺸﺒﻜﺔ ﺃﻳﻀﺎ ﺑﺘﻮﻓﻴﺮ ﺗﻘﻨﻴﺔ ﺍﻟﺘﺤﺪﺙ ﺍﻵﻧﻲ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‬
‫)‪ ،(Chatting‬ﻭﺍﻟﺘﻲ ﻣﻦ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﻮﻓﺮ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻠﺤﻈﻲ ﺑﻴﻦ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ‬
‫ﻭﺍﻹﺩﺍﺭﻳﻴﻦ ﻭﺍﻟﻄﻠﺒﺔ ﺃﻳﻨﻤﺎ ﻛﺎﻧﻮﺍ‪.‬‬
‫ﺗﺘﻠﺨﺺ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﺘﻲ ﺗﻮﻓﺮﻫﺎ ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻦ ﻭﻟﻠﻄﻼﺏ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﺴﺮﻳﻌﺎﻥ‪ :‬ﻓﻌﺒﺮ ﺷﺒﻜﺔ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻳﺘﻮﺍﺻﻞ‬
‫ﺍﻟﻤﻌﻠﻤﻮﻥ ﻭﺍﻟﻄﻠﺒﺔ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻭﻣﻊ ﺍﻟﻤﻌﻠﻢ ﺑﺴﺮﻋﺔ ﻭﻓﺎﻋﻠﻴﺔ ﻭﻣﻦ ﺩﻭﻥ ﻣﻮﺍﻋﻴﺪ‬
‫ﻣﺴﺒﻘﺔ ﺃﻭ ﺗﺤﺪﻳﺪ ﺳﺎﻋﺎﺕ ﻣﻜﺘﺒﻴﺔ‪ .‬ﻭﺑﺨﺪﻣﺔ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﻌﻠﻢ ﺍﻻﺗﺼﺎﻝ‬
‫ﺑﻄﻠﺒﺘﻪ ﻭﺑﻌﺎﺋﻼﺗﻬﻢ ﻭﺇﺭﺳﺎﻝ ﻣﻌﻠﻮﻣﺎﺕ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺃﻭ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻤﺸﺘﺮﻛﻴﻦ‬
‫ﺑﻘﺎﺋﻤﺔ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺗﻮﺟﻴﻪ ﺍﻧﺘﺒﺎﻩ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺮﺍﺟﻊ ﻣﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﻟﺪﺧﻮﻝ ﺇﻟﻰ ﻣﺮﺍﻛﺰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ :‬ﻓﻌﺒﺮ ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻭﺍﻟﺘﻲ ﺗﺘﻮﻓﺮ ﻓﻲ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﻌﻠﻤﻮﻥ ﻭﺍﻟﻄﻠﺒﺔ ﺍﻟﺪﺧﻮﻝ ﺇﻟﻰ ﻣﺮﺍﻛﺰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻣﺤﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺃﻱ ﻣﺮﺟﻊ ﻣﻮﺟﻮﺩ ﻓﻲ ﺍﻟﻤﻜﺘﺒﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻣﺜﻞ ﻣﻜﺘﺒﺔ ﺍﻟﻜﻮﻧﻐﺮﺱ‬
‫ﻭﻣﻜﺘﺒﺎﺕ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﻤﻮﺻﻮﻟﺔ ﺑﻬﺬﻩ ﺍﻟﺨﺪﻣﺔ‪ ،‬ﻭﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻠﺨﺺ ﻟﻬﺬﻩ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻣﻘﺎﻻﺕ ﻛﺎﻣﻠﺔ ﻳﻤﻜﻦ ﺗﺨﺰﻳﻨﻬﺎ ﻋﻠﻰ ﻗﺮﺹ ﺍﻟﺤﺎﺳﻮﺏ ﺍﻟﺸﺨﺼﻲ‪.‬‬
‫ﺍﻻﺷﺘﺮﺍﻙ ﺑﻤﻨﺘﺪﻳﺎﺕ ﺣﻮﺍﺭ‪ :‬ﻳﻤﻜﻦ ﻟﻠﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﻼﺏ ﺍﻻﺷﺘﺮﺍﻙ ﻣﻊ ﻗﺎﺋﻤﺔ ﺣﻮﺍﺭ‬
‫ﻋﺒﺮ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺗﻬﺘﻢ ﺑﻤﻨﺎﻗﺸﺔ ﻣﺤﺎﻭﺭ ﻣﺨﺘﻠﻔﺔ‪ .‬ﻭﺑﺎﻹﻣﻜﺎﻥ ﺍﻻﺷﺘﺮﺍﻙ ﺑﻤﻨﺘﺪﻳﺎﺕ‬
‫ﻣﺤﻠﻴﺔ ﻭﻋﺎﻟﻤﻴﺔ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫ﺍﻻﺷﺘﺮﺍﻙ ﺑﺎﻟﺪﻭﺭﻳﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ :‬ﺑﺴﺒﺐ ﺍﻟﺘﻨﺎﻓﺲ ﺍﻟﻜﺒﻴﺮ ﻓﻲ ﺩﻭﺭ ﺍﻟﻨﺸﺮ‪ ،‬ﺍﺭﺗﺄﺕ‬
‫ﻛﺜﻴﺮ ﻣﻨﻬﺎ ﺗﻮﻓﻴﺮ ﺧﺪﻣﺔ ﻧﺸﺮ ﺍﻟﻤﺠﻼﺕ ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﻭﺑﻌﺾ ﺍﻟﻜﺘﺐ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻨﻬﺎ ﻋﺒﺮ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻁﺒﻌﻬﺎ ﻋﻠﻰ ﻣﻄﺒﻮﻋﺎﺕ ﻭﺭﻗﻴﺔ‪ .‬ﻭﺑﺬﻟﻚ ﻓﻬﻲ ﺗﻮﻓﺮ ﻟﺰﺑﺎﺋﻨﻬﺎ‬
‫ﺍﻷﻛﺎﺩﻳﻤﻴﻴﻦ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻄﻼﺏ ﻓﺮﺻﺔ ﺍﻻﺷﺘﺮﺍﻙ ﺑﻬﺎ‪ ،‬ﻭﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻘﺎﻻﺕ‬
‫ﻭﺍﻟﻤﻮﺍﺿﻴﻊ ﺑﺴﺮﻋﺔ ﻓﺎﺋﻘﺔ ﻭﺩﻭﻥ ﻋﻨﺎء ﺍﻻﻧﺘﻈﺎﺭ ﻟﻜﻲ ﺗﺼﻞ ﺇﻟﻰ ﺻﻨﺎﺩﻳﻖ ﺍﻟﺒﺮﻳﺪ‪ .‬ﻭﺑﻬﺬﺍ‬
‫ﻓﻬﻲ ﺗﻮﻓﺮ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻭﺍﻟﻤﺎﻝ ﻟﺰﺑﺎﺋﻨﻬﺎ‪ .‬ﻭﻣﺎ ﻋﻠﻰ ﺍﻟﻤﺸﺘﺮﻛﻴﻦ ﺇﻻ ﺗﻮﻓﻴﺮ ﺑﺮﻧﺎﻣﺞ ﻟﻔﺘﺢ‬
‫ﻣﻠﻔﺎﺕ ﺍﻟﺪﻭﺭﻳﺎﺕ ﺑﺤﻴﺚ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻬﺎ ﺣﻔﻆ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻟﺤﺎﺳﺐ ﺍﻟﺸﺨﺼﻲ‪.‬‬
‫ﻭﻳﻌﺘﻤﺪ ﺍﻟﺘﺮﺑﻮﻳﻮﻥ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻤﺒﺮﺭﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺘﻲ ﻳﺪﻋﻤﻮﻥ ﻣﻦ‬
‫‪applicable copyright law.‬‬

‫ﺧﻼﻟﻬﺎ ﺇﺩﺧﺎﻝ ﺍﻹﻧﺘﺮﻧﺖ ﺇﻟﻰ ﺍﻟﻤﺪﺍﺭﺱ ﻭﺍﻟﻰ ﻏﺮﻑ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻓﺒﻌﺪ ﺩﺭﺍﺳﺔ ﻣﺴﺤﻴﺔ ﻟﻠﻴﻮﻧﺴﻜﻮ‬
‫)‪ (Charp, 2000‬ﻭﺍﻟﺘﻲ ﺭﺍﺟﻌﺖ ﺗﺴﻌﻴﻦ ﺩﺭﺍﺳﺔ ﻣﻦ ﺑﻠﺪﺍﻥ ﻣﺨﺘﻠﻔﺔ ﺣﻮﻝ ﺩﻭﺭ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺗﺒﻴﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺆﺛﺮ ﺑﺸﻜﻞ ﺇﻳﺠﺎﺑﻲ ﻋﻠﻰ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﻠﺒﺔ ﻧﺤﻮ ﺍﻟﺘﻌﻠﻢ‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﺗﺰﻳﺪ ﻣﻦ ﺗﻌﻠﻤﻬﻢ ﺍﻟﺬﺍﺗﻲ‪ ،‬ﻭﺗﺤﺴﻦ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﻟﻬﺬﻩ‬

‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﺛﺮ ﺇﻳﺠﺎﺑﻲ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺃﻧﻔﺴﻬﻢ ﺣﻴﺚ ﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﻟﺘﻨﻮﻳﻊ ﻓﻲ ﺃﺳﺎﻟﻴﺐ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﺰﻳﺪ ﻣﻦ ﺗﻄﻮﺭﻫﻢ ﺍﻟﻤﻬﻨﻲ‪ ،‬ﻭﻣﻦ ﻣﻌﺮﻓﺘﻬﻢ ﺑﺘﺨﺼﺼﻬﻢ‪ ،‬ﻭﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺇﻳﺠﺎﺩ‬
‫ﺣﻠﻮﻝ ﺇﺩﺍﺭﻳﺔ ﺩﺍﺧﻞ ﺍﻟﺼﻒ‪ ،‬ﻭﺗﺮﻓﻊ ﻣﻦ ﺍﻷﻟﻔﺔ ﻭﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ ﻭﺍﻟﻄﻠﺒﺔ‪ .‬ﻛﻤﺎ ﺃﻧﻬﺎ‬
‫ﺗﺴﺎﻋﺪ ﺍﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ‪ ،‬ﻭﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻄﻠﺒﺘﻪ‪.‬‬
‫ﻭﺗﺘﻤﻴﺰ ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻝ "ﺍﻹﻧﺘﺮﻧﺖ" ﻭﺷﺒﻜﺔ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﺄﺩﺍﺓ ﺗﻌﻠﻴﻤﻴﺔ ﻋﻦ‬
‫ﻏﻴﺮﻫﺎ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫• ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻳﻮﻓﺮ ﺟﻮﺍ ﻣﻦ ﺍﻟﻤﺘﻌﺔ ﺍﻛﺜﺮ ﻣﻦ ﻁﺮﻕ ﺍﻟﺒﺤﺚ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻜﺘﺐ‪ ،‬ﻓﻔﻴﻬﺎ ﺃﺻﻮﺍﺕ ﻭﺻﻮﺭ ﻣﺘﺤﺮﻛﺔ ﻭﺃﻧﻤﺎﻁ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﺮﻭﺽ‪.‬‬
‫• ﺗﻮﻓﺮ ﺧﻴﺎﺭﺍﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻋﺪﻳﺪﺓ ﻟﻠﻤﻌﻠﻢ ﻭﺍﻟﻄﺎﻟﺐ ﻟﻤﺎ ﻓﻴﻬﺎ ﻣﻦ ﺗﻨﻮﻳﻊ ﻓﻲ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﻣﻜﺎﻧﻴﺎﺕ‪.‬‬
‫• ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺗﻜﻮﻥ ﺣﺪﻳﺜﺔ ﻭﻣﺘﺠﺪﺩﺓ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬
‫• ﺗﻮﻓﺮ ﻣﻌﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺷﻜﻞ ﺻﻴﻎ ﺭﻗﻤﻴﺔ " ‪"Digital format‬‬
‫ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺤﻮﻝ ﺇﻟﻰ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﻳﻤﻜﻦ ﻣﻦ ﺧﻼﻟﻪ ﻗﺮﺍءﺗﻪ ﺃﻭ ﺗﺤﻮﻳﻠﻪ‬
‫ﺇﻟﻰ ﺑﺮﺍﻣﺞ ﺃﺧﺮﻯ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻓﺘﺤﻬﺎ ﻭﺗﻐﻴﺮﻫﺎ ﺑﺼﻮﺭﺓ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻄﻠﺒﺔ‬
‫ﻭﻋﺮﺿﻬﺎ ﻋﻠﻴﻬﻢ ﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻞ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﻣﺎ ﻳﻤﻴﺰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻧﻬﺎ ﺗﺰﻭﺩ ﺍﻟﺠﻤﻴﻊ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻧﺎﺷﺮﻳﻦ‪.‬‬
‫ﻓﻤﻌﻈﻢ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻤﺰﻭﺩﺓ ﺑﺎﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺗﻮﻓﺮ ﻣﺴﺎﺣﺔ ﻟﻸﻓﺮﺍﺩ ﻟﻨﺸﺮ ﻣﻮﺍﺩﻫﻢ‪.‬‬
‫ﻓﻴﻤﻜﻦ ﻟﻠﻤﻌﻠﻢ ﺃﻥ ﻳﺘﺒﺎﺩﻝ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻵﺧﺮﻳﻦ ﻋﻦ ﻣﺼﺎﺩﺭ ﺗﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺧﻄﻂ‬
‫ﻭﺃﻭﺭﺍﻕ ﻋﻤﻞ‪ .‬ﻛﺬﻟﻚ ﻳﻤﻜﻦ ﻟﻠﻄﻠﺒﺔ ﺃﻥ ﻳﺸﺎﺭﻛﻮﺍ ﻓﻲ ﻧﺸﺮ ﺃﻋﻤﺎﻟﻬﻢ ﺑﺈﺷﺮﺍﻑ ﺍﻟﻤﺪﺭﺳﺔ‬
‫ﻭﺗﺒﺎﺩﻝ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻣﻦ ﺧﻼﻝ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺧﺒﺮﺍء ﻓﻲ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﺗﻨﺎﻭﻟﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺑﺤﺎﺙ ) ‪& Charp, 2000; De Cicco, Framer‬‬
‫‪ (Hargrave, 1999‬ﻣﺰﺍﻳﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻛﺄﺩﺍﺓ ﺗﺮﺑﻮﻳﺔ‪ .‬ﺗﺘﻠﺨﺺ ﻫﺬﻩ ﺍﻟﻤﺰﺍﻳﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺗﻮﻓﺮ ﻓﺮﺻﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻏﻨﻴﺔ ﻭﺫﺍﺕ ﻣﻌﻨﻰ‪ :‬ﻓﺎﻟﻄﻠﺒﺔ ﻭﻣﻊ ﺷﻌﻮﺭﻫﻢ ﺑﺎﻟﺴﻴﻄﺮﺓ‬
‫ﻭﺍﻟﺘﺤﻜﻢ ﻋﻠﻰ ﺗﻌﻠﻤﻬﻢ ﻳﺘﺤﻜﻤﻮﻥ ﺑﻤﺪﻯ ﺗﻘﺪﻣﻬﻢ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻭﻳﺸﺎﺭﻛﻮﻥ ﺭﺅﻳﺘﻬﻢ ﻭﺗﺠﺎﺭﺑﻬﻢ‬
‫ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺃﻛﺜﺮ ﻣﻦ ﺃﻭﻟﺌﻚ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﻻ ﺗﺘﻮﻓﺮ ﻟﺪﻳﻬﻢ ﻓﺮﺻﺔ ﺍﻟﺘﻌﻠﻢ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ ﺑﻮﺍﺳﻄﺔ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﻷﺻﺪﻗﺎء ﻭﺍﻟﺰﻣﻼء ﻭﻣﺸﺎﺭﻛﺘﻬﻢ‬
‫‪applicable copyright law.‬‬

‫ﻟﻸﻓﻜﺎﺭ‪.‬‬
‫ﺗﻄﻮﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﻣﺪﻯ ﺍﺑﻌﺪ ﻣﻦ ﻣﺠﺮﺩ ﺗﻌﻠﻢ ﻣﺤﺘﻮﻯ ﺍﻟﺘﺨﺼﺺ‪ :‬ﺇﻥ ﻣﺎ‬
‫ﻳﻤﻴﺰ ﻁﻠﺒﺔ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﻫﻮ ﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﻣﺜﻞ ﺍﻟﻘﻴﺎﺩﺓ‪ ،‬ﺑﻨﺎء ﺍﻟﻔﺮﻳﻖ‪،‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﺠﻴﺪ‪ ،‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ ،‬ﻭﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ‪ .‬ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻳﻤﻜﻦ‬
‫ﺃﻥ ﻳﺰﻳﺪ ﻣﻦ ﺍﺣﺘﻤﺎﻟﻴﺔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﻟﻬﺬﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ‪.‬‬
‫ﺗﻮﻓﺮ ﻓﺮﺻﺔ ﺗﻌﻠﻢ ﻓﻲ ﺃﻱ ﻭﻗﺖ ﻭﺃﻱ ﻣﻜﺎﻥ‪ :‬ﺇﻥ ﺍﻟﺘﻌﻠﻢ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﻳﻮﻓﺮ ﺑﻴﺌﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﻏﻴﺮ ﻣﻘﺘﺼﺮﺓ ﻋﻠﻰ ﻏﺮﻓﺔ ﺍﻟﺼﻒ ﺃﻭ ﻋﻠﻰ ﺯﻣﻦ ﻣﻌﻴﻦ‪ .‬ﺇﻥ ﺍﻟﺘﺤﺮﺭ ﻣﻦ ﺍﻟﻮﻗﺖ‬
‫ﻭﺍﻟﺤﻴﺰ ﻳﺤﻔﺰ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻭﺃﺧﺬ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ‬
‫ﻣﺼﺎﺩﺭ ﻣﺨﺘﻠﻔﺔ ﻭﺗﻜﻮﻳﻦ ﻗﺪﺭﺍﺕ ﺫﺍﺗﻴﺔ‪.‬‬
‫ﺩﻭﺭ ﺟﺪﻳﺪ ﻟﻠﻤﻌﻠﻢ‪ :‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﻮﻓﻴﺮ ﻓﺮﺹ ﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﻄﻠﺒﺔ‪ ،‬ﻓﺎﻥ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻳﻮﻓﺮ ﻓﺮﺻﺔ ﺗﻄﻮﻳﺮ ﻣﻬﻨﻲ ﻭﺃﻛﺎﺩﻳﻤﻲ ﻛﺒﻴﺮﺓ ﻟﻠﻤﻌﻠﻢ ﻋﺒﺮ ﺍﻻﺷﺘﺮﺍﻙ ﺑﺎﻟﻤﺆﺗﻤﺮﺍﺕ ﺍﻟﺤﻴﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺃﻭ ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻤﺒﺎﺷﺮ‪ ،‬ﻭﺍﻟﺤﻮﺍﺭ ﺑﻴﻦ ﺍﻷﻛﺎﺩﻳﻤﻴﻴﻦ ﺑﺤﻴﺚ‬
‫ﻳﺒﻘﻰ ﻋﻠﻰ ﺍﺗﺼﺎﻝ ﺑﺎﻟﺘﻄﻮﺭﺍﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﺤﺎﺻﻠﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻷﻛﺎﺩﻳﻤﻲ ﻓﺎﻥ ﺍﻟﻤﻌﻠﻢ ﻳﺸﻜﻞ ﻗﺪﻭﺓ ﻟﻄﻠﺒﺘﻪ ﺑﺎﻻﺗﺼﺎﻝ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺘﻲ ﺗﻔﻴﺪﻫﻢ ﻣﻘﻠﻼ ﺑﺬﻟﻚ‬
‫ﻓﺮﺻﺔ ﺍﺗﺼﺎﻟﻬﻢ ﺑﺄﻣﻮﺭ ﻏﻴﺮ ﺗﻌﻠﻴﻤﻴﺔ ﻭﻏﻴﺮ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻟﺪﻭﺭ ﺍﻟﻤﺘﻤﻴﺰ ﻟﻺﻧﺘﺮﻧﺖ ﻛﺄﺩﺍﺓ ﺗﺮﺑﻮﻳﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻷﻏﺮﺍﺽ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻳﻮﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻌﻘﺒﺎﺕ‪ ،‬ﻣﻦ ﺃﻫﻤﻬﺎ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺗﻘﺪﻳﻢ ﻟﻬﻢ ﺍﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻔﻨﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﻘﺒﺎﺕ‪ .‬ﻳﺮﻯ ﺟﻮﻧﺴﻮﻥ‬
‫)‪ (Johnson, 1999‬ﻓﻲ ﺩﺭﺍﺳﺘﻪ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﺘﺪﺭﻳﺐ ﻣﻌﻠﻤﻲ ﺍﻟﻤﺪﺍﺭﺱ ﻋﻠﻰ ﻛﻴﻔﻴﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﻣﺼﻤﻤﻲ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻗﺪﺭﺍﺕ ﻣﻌﻠﻤﻲ‬
‫‪(Teeter,‬‬ ‫ﺍﻟﻤﺪﺍﺭﺱ ﻓﻲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻳﺼﻒ ﺗﻴﺘﺮ‬
‫)‪ 1997‬ﺗﺠﺮﺑﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺘﻌﻠﻴﻢ ﻣﺴﺎﻕ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺃﺭﻛﻨﺴﺎﺱ "‬
‫‪ "Arkansas at Little Rock‬ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ‪ ،‬ﻓﻌﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ‬
‫ﻛﺎﻥ ﻟﻬﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻲ ﺗﺘﻠﺨﺺ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺯﻳﺎﺩﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﻼﺏ ﻭﺣﻤﺎﺳﻬﻢ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ ﻧﻘﺎﺷﺎﺕ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺼﺎﺩﺭ ﻣﻦ‬ ‫•‬
‫ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺒﺤﺚ ﻭﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﻨﻘﺎﺷﺎﺕ ﻛﺎﻥ ﻳﺘﻢ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﻤﻼﺋﻢ ﻟﻠﻄﻠﺒﺔ‬ ‫•‬
‫ﻭﻛﻤﺎ ﻳﺼﻒ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ "ﻟﻢ ﻳﺘﺤﺘﻢ ﻋﻠﻲ ﺃﻥ ﺃﻟﺒﺲ ﻭﺃﻥ ﺃﺳﺘﻌﺪ‬
‫ﻷﺫﻫﺐ ﺇﻟﻰ ﻏﺮﻓﺔ ﺍﻟﺼﻒ"‪.‬‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻋﺪﺩ ﻏﻴﺮ ﻣﺤﺪﻭﺩ ﻣﻦ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪.‬‬ ‫•‬

‫ﺗﺤﺴﻴﻦ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻤﺸﺎﺭﻛﺔ ﺑﺎﻟﻨﻘﺎﺷﺎﺕ‪.‬‬

‫‪applicable copyright law.‬‬

‫•‬

‫ﺇﻻ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﺴﺎﻕ ﻓﻲ ﺍﻟﺘﺮﺑﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺠﺎﻣﻌﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‬ ‫•‬
‫ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻤﺸﻜﻼﺕ‪:‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﻟﺪﻋﻢ ﺍﻟﻔﻨﻲ ‪ technical support‬ﻓﻘﺪ ﻭﺍﺟﻪ ﺍﻟﻄﻼﺏ ﺑﻌﺾ‬ ‫•‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺃﺛﻨﺎء ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻭﻟﻢ ﺗﺘﻮﻓﺮ ﻟﻬﻢ ﺍﻟﺨﺒﺮﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﺤﻞ ﻫﺬﻩ‬
‫ﺍﻟﻤﺸﻜﻼﺕ‪.‬‬
‫ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻠﺘﻌﻠﻴﻢ ﻳﺘﻄﻠﺐ ﻭﻗﺘﺎ ﺃﻛﺜﺮ ﺑﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﻓﻜﻤﺎ‬ ‫•‬
‫ﻗﺎﻝ ﺍﻷﺳﺎﺗﺬﺓ ﺇﻥ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻜﻞ ﻁﺎﻟﺐ ﻛﺘﺎﺑﻴﺎ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﻳﺘﻄﻠﺐ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬
‫ﺍﻟﻮﻗﺖ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺗﺤﻀﻴﺮ ﺍﻟﻘﺮﺍءﺍﺕ ﻟﻠﻤﺴﺎﻕ ﻭﻋﺮﺿﻬﺎ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﻳﺴﺘﻬﻠﻚ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻮﻗﺖ‪.‬‬
‫ﻛﺎﻥ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺑﺪﻻ ﻣﻦ ﻣﻀﻤﻮﻥ ﺍﻟﺘﻌﻠﻢ ‪process focus on‬‬ ‫•‬
‫‪ ،not content‬ﻓﻤﻌﻈﻢ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﺗﻌﻠﻤﻮﺍ ﻫﺬﺍ ﺍﻟﻤﺴﺎﻕ ﺫﻛﺮﻭﺍ ﺃﻧﻪ ﻛﺎﻥ ﻟﺘﻌﻠﻴﻢ‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻭﻟﻢ ﻳﺘﻄﺮﻗﻮﺍ ﺇﻟﻰ ﺍﻷﺳﺲ ﺍﻟﻔﻠﺴﻔﻴﺔ‪ ،‬ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﺎﺭﻳﺨﻴﺔ‬
‫ﻟﻠﺘﺮﺑﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ .‬ﻭﻳﺒﺪﻭ ﺃﻥ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﻟﻌﻘﺒﺎﺕ ﺗﻌﻮﺩ ﻟﺤﺪﺍﺛﺔ ﺍﻟﺘﺠﺮﺑﺔ‪،‬‬
‫ﻓﺎﻟﻄﻼﺏ ﺗﺰﻳﺪ ﺩﺍﻓﻌﻴﺘﻬﻢ ﻋﻨﺪ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺑﺘﺠﺮﺑﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺍﺳﺘﻬﻼﻙ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬
‫ﺍﻟﻮﻗﺖ ﻭﻗﻠﺔ ﺍﻟﺪﻋﻢ ﺍﻟﻔﻨﻲ ﻳﻌﻮﺩ ﺃﻳﻀﺎ ﺇﻟﻰ ﺃﻥ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍء‬
‫ﻟﻴﺴﻮﺍ ﻣﻌﺘﺎﺩﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪.‬‬
‫ﻳﺒﺪﻭ ﻣﻦ ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻪ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﻟﻤﺰﺍﻳﺎ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﻟﻰ ﺭﻓﻊ ﻧﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻦ ﺍﻷﻛﺎﺩﻳﻤﻴﻴﻦ ﻭﺍﻟﻄﻠﺒﺔ ﺇﻻ‬
‫ﺃﻥ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﺍﻟﺘﺮﺑﻮﻳﻴﻦ ﻓﻲ ﺗﻮﻅﻴﻒ ﺍﻹﻧﺘﺮﻧﺖ ﻛﺄﺩﺍﺓ ﺗﺮﺑﻮﻳﺔ ﻭﻻ‬
‫ﺑﺪ ﻣﻦ ﺃﺧﺬ ﻫﺬﻩ ﺍﻟﻤﺤﺪﺩﺍﺕ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻷﻏﺮﺍﺽ ﺗﺮﺑﻮﻳﺔ‪.‬‬

‫ﻛﻳﻑ ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻹﻧﺗﺭﻧﺕ ﻛﺄﺩﺍﺓ ﺗﺭﺑﻭﻳﺔ‬

‫ﺗﻮﻓﻴﺮ ﺍﻷﺭﺿﻴﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﺘﻮﻅﻴﻒ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ‪ :‬ﻓﻌﻠﻰ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ‬
‫ﻭﻣﺨﻄﻄﻲ ﺍﻟﺒﺮﺍﻣﺞ ﺃﻥ ﻳﻮﻓﺮﻭﺍ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺄﻫﻴﻞ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻠﻤﻌﻠﻤﻴﻦ ﻭﺍﺳﺘﻐﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﻣﻴﺰﺍﺗﻬﺎ ﺍﻟﻀﺨﻤﺔ ﻓﻲ ﻋﻤﻞ ﻣﻨﺘﺪﻳﺎﺕ ﻭﻗﻨﻮﺍﺕ ﺍﺗﺼﺎﻝ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ ﺟﻤﻴﻊ‬
‫ﺃﻧﺤﺎء ﻓﻠﺴﻄﻴﻦ ﻭﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻟﺘﺒﺎﺩﻝ ﺍﻟﺨﺒﺮﺍﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ .‬ﺗﺪﺭﻳﺐ ﻭﺗﺸﺠﻴﻊ‬
‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﻄﻠﺒﺘﻬﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﺒﺮﻳﺪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻋﺪﺩﺍ ﻻ ﻳﺴﺘﻬﺎﻥ ﺑﻪ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻟﺪﻳﻬﻢ ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺑﻴﻮﺗﻬﻢ‬
‫ﺃﻭ ﻳﺬﻫﺒﻮﻥ ﺇﻟﻰ ﻣﻘﺎﻫﻲ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪applicable copyright law.‬‬

‫ﺯﻳﺎﺩﺓ ﺍﻟﺪﻋﻢ ﺍﻟﻔﻨﻲ ﻣﻦ ﺧﻼﻝ ﻭﺟﻮﺩ ﻣﺸﺮﻑ ﻋﻠﻰ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﻤﺨﺘﺒﺮﺍﺕ ﻳﻜﻮﻥ‬
‫ﻋﻠﻰ ﺻﻠﺔ ﺑﺎﻟﻤﺪﺍﺭﺱ ﻭﻳﻘﺪﻡ ﺍﻟﺼﻴﺎﻧﺔ ﻟﻸﺟﻬﺰﺓ ﻭﺍﻟﺪﻋﻢ ﺍﻟﻔﻨﻲ ﻟﻠﻤﻌﻠﻤﻴﻦ‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﻟﺘﻮﺟﻪ ﻧﺤﻮ ﺣﻮﺳﺒﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ :‬ﻓﺎﻟﻬﺪﻑ ﻟﻴﺲ ﺃﻥ ﻳﺘﻌﻠﻢ ﺍﻟﻤﻌﻠﻢ ﻭﺍﻟﻄﺎﻟﺐ ﻛﻴﻒ‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺑﻞ ﻛﻴﻒ ﻳﻮﻅﻒ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﺇﻋﺪﺍﺩ ﻧﺸﺮﺍﺕ ﻣﺒﺴﻄﺔ‪ :‬ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻗﻊ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺍﻟﻤﺘﺨﺼﺼﺔ‬
‫ﺑﺸﺘﻰ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻭﺗﺒﺎﺩﻟﻬﺎ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺑﺤﻴﺚ ﺗﺼﻒ ﺍﻟﻤﻮﻗﻊ ﻭﻣﺎ ﻳﻘﺪﻣﻪ ﻣﻦ ﺃﻓﻜﺎﺭ‬
‫ﺗﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺍﻟﺪﻣﺞ ﺑﻴﻦ ﺍﻟﻤﻨﻬﺎﺝ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﺇﻥ ﻫﺬﺍ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﻣﺮﺍﺟﻌﺔ ﺷﺎﻣﻠﺔ‬
‫ﻟﻔﻠﺴﻔﺔ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻭﺿﻊ ﺃﻫﺪﺍﻑ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺮﻛﺰ ﻓﻲ ﺟﻮﻫﺮﻫﺎ ﻋﻠﻰ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬
‫ﻭﺗﺮﺍﻋﻲ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﻬﺎﺋﻠﺔ ﺍﻟﺤﺎﺻﻠﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻓﻠﺴﻔﺔ ﺗﺤﺎﻛﻲ ﺍﻟﺘﻄﻮﺭ ﺿﻤﻦ‬
‫ﺛﻘﺎﻓﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻭﺗﺮﻭﺽ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻤﻌﺎﺭﺿﺔ ﻻﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺗﻈﻬﺮ ﺍﻟﻔﺎﺋﺪﺓ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺟﻨﻴﻬﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺟﺮﺍء ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ .‬ﺇﻥ ﻣﻨﻬﺎﺝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺠﺪﻳﺪ ﻟﻴﻌﺪ ﺧﻄﻮﺓ ﺃﻭﻟﻰ ﻧﺤﻮ ﻫﺬﺍ ﺍﻟﻬﺪﻑ‪،‬‬
‫ﻟﻜﻦ ﺍﻷﻫﻢ ﻫﻮ ﻭﺟﻮﺩ "ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ" ﻓﻲ ﻣﻨﺎﻫﺞ ﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﻟﺠﻐﺮﺍﻓﻴﺎ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻟﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ ﻭﺍﻟﺘﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻭﻛﺎﻓﺔ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﻷﺧﺮﻯ ﻭﺧﻠﻖ ﻧﺸﺎﻁﺎﺕ‬
‫ﻻ ﻳﻤﻜﻦ ﺇﺗﻤﺎﻣﻬﺎ ﺇﻻ ﻋﺒﺮ ﺗﻮﻅﻴﻒ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻣﺜﻼ ﻣﺸﺮﻭﻉ ﺗﺮﺑﻮﻱ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ‬
‫ﺍﻟﺘﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺩﺍﺧﻞ ﻓﻠﺴﻄﻴﻦ ﻭﺇﺧﻮﺍﻧﻬﻢ ﻓﻲ ﺍﻟﺸﺘﺎﺕ ﺃﻭ ﻣﺸﺎﺭﻳﻊ ﺗﻬﺪﻑ ﺇﻟﻰ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺷﻌﻮﺏ ﺃﺧﺮﻯ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻌﻬﻢ‪.‬‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻌﻠﻴﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ ﻟﻠﻄﻠﺒﺔ ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻘﻴﻴﻢ ﺻﻔﺤﺎﺕ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺫﻟﻚ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﻼءﻣﺔ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﻟﻤﻮﺿﻮﻉ ﺑﺤﺜﻬﻢ‪ .‬ﻓﻤﺜﻼ ﺃﻥ‬
‫ﻳﻬﺘﻢ ﺍﻟﻄﻠﺒﺔ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ :‬ﻫﻞ ﻫﻲ ﺣﺪﻳﺜﺔ‪ ،‬ﻫﻞ ﻫﻲ ﺩﻗﻴﻘﺔ‪ ،‬ﻫﻞ ﻳﻮﺟﺪ ﺗﻮﺛﻴﻖ ﻟﻬﺬﻩ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻫﻞ ﺗﻢ ﻓﺤﺺ ﺍﻟﻤﻮﺍﻗﻊ ﺍﻟﺘﻲ ﺗﻘﻮﺩ ﺇﻟﻴﻬﺎ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؟‬
‫‪on line ethics‬‬ ‫ﺭﻓﻊ ﺍﻟﻮﻋﻲ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﺑﺄﺧﻼﻗﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻭﺑﺄﺳﺎﻟﻴﺐ ﺍﻷﻣﺎﻥ ‪ safety on the web‬ﻓﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﺘﻮﺿﻴﺢ ﻟﻬﻢ ﺃﻧﻪ ﻻ ﻳﺠﻮﺯ ﺃﻥ ﻳﻌﻄﻮﺍ ﻋﻨﻮﺍﻧﻬﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﻤﻦ ﻻ ﻳﻌﺮﻓﻮﻧﻪ‪ ،‬ﻋﺪﻡ ﻣﻘﺎﺑﻠﺔ‬
‫ﺷﺨﺺ ﺗﻌﺮﻓﻮﺍ ﻋﻠﻴﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻟﻤﺤﺎﺩﺛﺔ ﺍﻵﻧﻴﺔ‪ .‬ﻛﺬﻟﻚ ﻣﻦ‬
‫ﺍﻟﻀﺮﻭﺭﻱ ﺗﺸﺠﻴﻌﻬﻢ ﻋﻠﻰ ﺍﻟﺤﺪﻳﺚ ﻋﻦ ﻣﻮﺍﻗﻌﻬﻢ ﺍﻟﻤﻔﻀﻠﺔ ﻭﻣﺸﺎﺭﻛﺘﻬﻢ ﻓﻲ ﺍﻟﺪﺧﻮﻝ ﺇﻟﻴﻬﺎ‪.‬‬

‫ﺍﺳﺗﺧﺩﺍﻣﺎﺕ ﺍﻟﺑﺭﻳﺩ ﺍﻹﻟﻛﺗﺭﻭﻧﻲ )‪ (Mail Electronic‬ﻓﻲ ﺍﻟﺗﻌﻠﻳﻡ‪.‬‬

‫ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ) ‪ (Mail Electronic‬ﻫﻮ ﺗﺒﺎﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﻟﻮﺛﺎﺋﻖ‬
‫‪applicable copyright law.‬‬

‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ ﻭﻳﻌﺘﻘﺪ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺃﻣﺜﺎﻝ ﻛﺎﺗﺐ ﺃﻥ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻣﻦ‬
‫ﺃﻛﺜﺮ ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﺍﺳﺘﺨﺪﺍﻣﺎ ً ﻭﺫﻟﻚ ﺭﺍﺟﻊ ﺇﻟﻰ ﺳﻬﻮﻟﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ .‬ﻭﻳﻌﺰﻭ ) ‪,Eager‬‬
‫‪ (1994‬ﻧﻤﻮ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻬﺬﺍ ﺍﻟﺴﺮﻋﺔ ﺇﻟﻰ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﻳﻘﻮﻝ " ﻟﻮ ﻟﻢ ﻳﻮﺟﺪ ﺍﻟﺒﺮﻳﺪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﻤﺎ ﻭﺟﺪﺕ ﺍﻹﻧﺘﺮﻧﺖ "‪.‬‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺑﻞ ﻭﻳﺬﻫﺐ ﺍﻟﺒﻌﺾ ﺃﺑﻌﺪ ﻣﻦ ﺫﻟﻚ ﻭﻳﻘﻮﻝ ﻣﻦ ﺃﻧﻪ‪-‬ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪-‬ﻳﻌﺪ ﺍﻟﺴﺒﺐ‬

‫ﺍﻷﻭﻝ ﻻﺷﺘﺮﺍﻙ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻨﺎﺱ ﻓﻲ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻳﻌﺪ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺃﻓﻀﻞ ﺑﺪﻳﻞ‬
‫ﻋﺼﺮﻱ ﻟﻠﺮﺳﺎﺋﻞ ﺍﻟﺒﺮﻳﺪﻳﺔ ﺍﻟﻮﺭﻗﻴﺔ ﻭﻷﺟﻬﺰﺓ ﺍﻟﻔﺎﻛﺲ‪ .‬ﻭﻹﺭﺳﺎﻝ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻳﺠﺐ‬
‫ﺃﻥ ﺗﻌﺮﻑ ﻋﻨﻮﺍﻥ ﺍﻟﻤﺮﺳﻞ ﺇﻟﻴﻪ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﻳﺘﺮﻛﺐ ﻣﻦ ﻫﻮﻳﺔ ﺍﻟﻤﺴﺘﺨﺪﻡ ﺍﻟﺬﺍﺗﻴﺔ‪،‬‬
‫ﻣﺘﺒﻮﻋﺔ ﺑﺈﺷﺎﺭﺓ @ ﻣﺘﺒﻮﻋﺔ ﺑﻤﻮﻗﻊ ﺣﺎﺳﻮﺏ ﺍﻟﻤﺮﺳﻞ ﺇﻟﻴﻪ‪.‬‬
‫ﻭﻳﻌﺘﺒﺮ ﺗﻌﻠﻴﻢ ﻁﻼﺏ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ ﻓﻲ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻗﺪ ﺫﻛﺮ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺗﺴﺎﻋﺪ‬
‫‪ (Listserve‬ﻟﻠﻔﺼﻞ‬ ‫ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻟﻘﻮﺍﺋﻢ ﺍﻟﺒﺮﻳﺪﻳﺔ )‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻮﺍﺣﺪ ﺣﻴﺚ ﻳﺘﻴﺢ ﻟﻠﻄﻠﺒﺔ ﺍﻟﺤﻮﺍﺭ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪.‬‬
‫ﻫﺬﺍ ﻭﻗﺪ ﺗﺴﺎءﻝ ) ‪ (1997 ,Lue & Leu‬ﺣﻮﻝ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺤﺘﺎﺟﻪ ﺍﻟﺸﺨﺺ‬
‫ﻟﺘﻌﻠﻢ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﻋﻦ ﻋﻼﻗﺔ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺃﻣﻀﺎﻩ ﺍﻟﻤﺘﻌﻠﻢ ﺑﺎﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻲ ﺳﻮﻑ‬
‫ﻳﺠﻨﻴﻬﺎ ﻓﻘﺎﻝ "…‪.‬ﺣﻘﺎ ً ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻨﺎﺱ ﻳﺴﺘﻜﺜﺮﻭﻥ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻤﻀﻮﻧﻪ ﻓﻲ ﺍﻟﺘﻌﻠﻢ ]ﺍﻟﺒﺮﻳﺪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ[ ﻟﻜﻨﻪ ﺍﺳﺘﺜﻤﺎﺭ ﺣﻘﻴﻘﻲ ﻓﻲ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻭﺍﻟﻤﺎﻝ"‪.‬‬
‫ﺃﻣﺎ ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻬﻲ‪:‬‬
‫‪ .1‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ) ‪ (Mail Electronic‬ﻛﻮﺳﻴﻂ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ‬
‫ﻭﺍﻟﻄﺎﻟﺐ ﻹﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻟﺠﻤﻴﻊ ﺍﻟﻄﻼﺏ‪ ،‬ﺇﺭﺳﺎﻝ ﺟﻤﻴﻊ ﺍﻷﻭﺭﺍﻕ ﺍﻟﻤﻄﻠﻮﺑﺔ‬
‫ﻓﻲ ﺍﻟﻤﻮﺍﺩ‪ ،‬ﺇﺭﺳﺎﻝ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ‪ ،‬ﺍﻟﺮﺩ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺴﺎﺭﺍﺕ‪ ،‬ﻭﻛﻮﺳﻴﻂ‬
‫ﻟﻠﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ)‪.( Feedback‬‬
‫‪ .2‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻂ ﻟﺘﺴﻠﻴﻢ ﺍﻟﻮﺍﺟﺐ ﺍﻟﻤﻨﺰﻟﻲ ﺣﻴﺚ ﻳﻘﻮﻡ‬
‫ﺍﻷﺳﺘﺎﺫ ﺑﺘﺼﺤﻴﺢ ﺍﻹﺟﺎﺑﺔ ﺛﻢ ﺇﺭﺳﺎﻟﻬﺎ ﻣﺮﺓ ﺃﺧﺮﻯ ﻟﻠﻄﺎﻟﺐ‪ ،‬ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‬
‫ﺗﻮﻓﻴﺮ ﻟﻠﻮﺭﻕ ﻭﺍﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ‪ ،‬ﺣﻴﺚ ﻳﻤﻜﻦ ﺗﺴﻠﻴﻢ ﺍﻟﻮﺍﺟﺐ ﺍﻟﻤﻨﺰﻟﻲ ﻓﻲ ﺍﻟﻠﻴﻞ‬
‫ﺃﻭ ﻓﻲ ﺍﻟﻨﻬﺎﺭ ﺩﻭﻥ ﺍﻟﺤﺎﺟﺔ ﻟﻤﻘﺎﺑﻠﺔ ﺍﻷﺳﺘﺎﺫ‪.‬‬
‫‪ .3‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻠﺔ ﻟﻼﺗﺼﺎﻝ ﺑﺎﻟﻤﺘﺨﺼﺼﻴﻦ ﻣﻦ ﻣﺨﺘﻠﻒ‬
‫ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﺒﺮﺍﺗﻬﻢ ﻭﺃﺑﺤﺎﺛﻬﻢ ﻓﻲ ﺷﺘﻰ ﺍﻟﻤﺠﺎﻻﺕ‪.‬‬
‫‪ .4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻂ ﻟﻼﺗﺼﺎﻝ ﺑﻴﻦ ﺃﻋﻀﺎء ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻭﺍﻟﻤﺪﺭﺳﺔ ﺃﻭ ﺍﻟﺸﺌﻮﻥ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ .5‬ﻳﺴﺎﻋﺪ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ ﺃﻱ‬
‫‪applicable copyright law.‬‬

‫ﻣﻜﺎﻥ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ ﻭﺗﻮﻓﻴﺮ ﻟﻠﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﻢ ﺳﻮﺍ ًء ﻓﻲ ﺗﺤﺮﻳﺮ‬
‫ﺍﻟﺮﺳﺎﺋﻞ ﺃﻭ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺨﺎﺻﺔ ﺃﻭ ﻓﻲ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ‪.‬‬

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‫‪ .6‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻂ ﻟﻼﺗﺼﺎﻝ ﺑﻴﻦ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻓﻲ‬

‫ﺍﻟﻤﺴﺘﻘﺒﻞ ﻳﻜﻮﻥ ﻋﺒﺮ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻤﺎ ﺗﻔﻌﻞ ﺍﻟﺠﺎﻣﻌﺎﺕ ﻓﻲ ﺍﻟﺒﻼﺩ‬
‫ﺍﻟﻐﺮﺑﻴﺔ ﻓﻘﺪ ﺫﻛﺮ ) ‪ (1997 ,Scott‬ﺃﻥ ﺍﻟﺠﺎﻣﻌﺎﺕ ﻓﻲ ﺍﻟﻴﺎﺑﺎﻥ ﻭﺃﻣﺮﻳﻜﺎ‬
‫ﻭﺍﻟﺼﻴﻦ ﻭﺃﻭﺭﺑﺎ ﺍﻋﺘﻤﺪﺕ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﻣﻌﺘﻤﺪﺓ‪.‬‬
‫‪ .7‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺑﻴﻦ ﺍﻟﺸﺆﻭﻥ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﻟﻮﺯﺍﺭﺓ‬
‫ﻭﺍﻟﻄﻼﺏ ﻭﺫﻟﻚ ﺑﺈﺭﺳﺎﻝ ﺍﻟﺘﻌﺎﻣﻴﻢ ﻭﺍﻷﻭﺭﺍﻕ ﺍﻟﻤﻬﻤﺔ ﻭﺍﻹﻋﻼﻧﺎﺕ ﻟﻠﻄﻼﺏ‪.‬‬
‫‪ .8‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺃﻳﻀﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻮﺳﻴﻠﺔ ﻹﺭﺳﺎﻝ ﺍﻟﻠﻮﺍﺋﺢ‬
‫ﻭﺍﻟﺘﻌﺎﻣﻴﻢ ﻭﻣﺎ ﻳﺴﺘﺠﺪ ﻣﻦ ﺃﻧﻈﻤﺔ ﻷﻋﻀﺎء ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻏﻴﺮﻫﻢ‪.‬‬
‫ﻭﺑﺎﻟﺠﻤﻠﺔ ﻓﺈﻥ ﻫﺬﻩ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺤﺎﺿﺮ ﻟﺨﺪﻣﺔ ﺍﻟﺒﺮﻳﺪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﻭﻻﺷﻚ ﺃﻥ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺳﻮﻑ ﻳﻮﻟﺪ‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺃﺧﺮﻯ ﺃﻛﺜﺮ ﻭﺃﻛﺜﺮ ﻣﻤﺎ ﺫﻛﺮ‪.‬‬
‫ﺃﺧﻴﺮﺍً ﻭﻛﻤﺎ ﺳﺒﻘﺖ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ) ‪(Electronic Mail‬‬
‫ﻳﻌﺘﺒﺮ ﻣﻦ ﺃﻛﺜﺮ ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﺷﻌﺒﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﺎ ً ﻭﺫﻟﻚ ﺭﺍﺟﻊ ﺇﻟﻰ ﺍﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ - 1‬ﺳﺮﻋﺔ ﻭﺻﻮﻝ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﺣﻴﺚ ﻳﻤﻜﻦ ﺇﺭﺳﺎﻝ ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺃﻱ ﻣﻜﺎﻥ ﻓﻲ‬
‫ﺍﻟﻌﺎﻟﻢ ﺧﻼﻝ ﻟﺤﻈﺎﺕ‪.‬‬
‫‪ - 2‬ﺃﻥ ﻗﺮﺍءﺓ ﺍﻟﺮﺳﺎﻟﺔ ‪ -‬ﻣﻦ ﺍﻟﻤﺴﺘﺨﺪﻡ‪ -‬ﻋﺎﺩﺓ ﻣﺎ ﺗﺘﻢ ﻓﻲ ﻭﻗﺖ ﻗﺪ ﻫﻴﺄ ﻧﻔﺴﻪ‬
‫ﻟﻠﻘﺮﺍءﺓ ﻭﺍﻟﺮﺩ ﻋﻠﻴﻬﺎ ﺃﻳﻀﺎ‪.‬‬
‫‪ - 3‬ﻻ ﻳﻮﺟﺪ ﻭﺳﻴﻂ ﺑﻴﻦ ﺍﻟﻤﺮﺳﻞ ﻭﺍﻟﻤﺴﺘﻘﺒﻞ )ﺇﻟﻐﺎء ﺟﻤﻴﻊ ﺍﻟﺤﻮﺍﺟﺰ ﺍﻹﺩﺍﺭﻳﺔ(‪.‬‬
‫‪ - 4‬ﻛﻠﻔﺔ ﻣﻨﺨﻔﻀﺔ ﻟﻺﺭﺳﺎﻝ‪.‬‬
‫‪ - 5‬ﻳﺘﻢ ﺍﻹﺭﺳﺎﻝ ﻭﺍﺳﺘﻼﻡ ﺍﻟﺮﺩ ﺧﻼﻝ ﻣﺪﺓ ﻭﺟﻴﺰﺓ ﻣﻦ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪ - 6‬ﻳﻤﻜﻦ ﺭﺑﻂ ﻣﻠﻔﺎﺕ ﺇﺿﺎﻓﻴﺔ ﺑﺎﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪.‬‬
‫‪ - 7‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﺴﺘﻔﻴﺪ ﺃﻥ ﻳﺤﺼﻞ ﻋﻠﻰ ﺍﻟﺮﺳﺎﻟﺔ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻨﺎﺳﺒﻪ‪.‬‬
‫‪ - 8‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﺴﺘﻔﻴﺪ ﺇﺭﺳﺎﻝ ﻋﺪﺓ ﺭﺳﺎﺋﻞ ﺇﻟﻰ ﺟﻬﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪.‬‬

‫ﺍﺳﺗﺧﺩﺍﻣﺎﺕ ﺍﻟﻘﻭﺍﺋﻡ ﺍﻟﺑﺭﻳﺩﻳﺔ )‪ (List Mailing‬ﻓﻲ ﺍﻟﺗﻌﻠﻳﻡ‪.‬‬

‫ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﺒﺮﻳﺪﻳﺔ ﺗﻌﺮﻑ ﺍﺧﺘﺼﺎﺭﺍً ﺑﺎﺳﻢ ﺍﻟﻘﺎﺋﻤﺔ ) ‪ (list‬ﻭﻫﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﻋﻨﺎﻭﻳﻦ‬
‫‪applicable copyright law.‬‬

‫ﺑﺮﻳﺪﻳﺔ ﺗﺤﺘﻮﻱ ﻓﻲ ﺍﻟﻌﺎﺩﺓ ﻋﻠﻰ ﻋﻨﻮﺍﻥ ﺑﺮﻳﺪﻱ ﻭﺍﺣﺪ ﻳﻘﻮﻡ ﺑﺘﺤﻮﻳﻞ ﺟﻤﻴﻊ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻤﺮﺳﻠﺔ‬
‫ﺇﻟﻴﻪ ﺇﻟﻰ ﻛﻞ ﻋﻨﻮﺍﻥ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ‪ .‬ﻭﺑﻤﻌﻨﻰ ﺁﺧﺮ ﻓﺈﻥ ﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﺒﺮﻳﺪﻳﺔ ﺍﻟﻤﺴﻤﺎﺓ )ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﻤﻨﺎﻗﺸﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺎ( ﻫﻲ ﻻﺋﺤﺔ ﻣﻦ ﻋﻨﺎﻭﻳﻦ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﻳﻤﻜﻦ ﺍﻻﺷﺘﺮﺍﻙ )ﺃﻭ‬
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‫ﺍﻻﻧﻀﻤﺎﻡ( ﺑﻼﺋﺤﺔ ﺑﺮﻳﺪﻳﺔ ﻣﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻄﻠﺐ ﻣﻦ ﺍﻟﻤﺴﺆﻭﻝ ﻋﻨﻬﺎ ﺍﻟﻤﺴﻤﻰ ﺑﻤﺪﻳﺮ‬

‫ﺍﻟﻼﺋﺤﺔ‪ .‬ﻭﺭﻏﻢ ﺃﻥ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻠﻮﺍﺋﺢ ﺗﻌﻤﻞ ﻛﻤﺠﻤﻮﻋﺎﺕ ﻣﻨﺎﻗﺸﺔ ﻓﺈﻥ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ‬
‫ﻳﺴﺘﻌﻤﻞ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭﻝ ﻛﻮﺳﻴﻠﺔ ﻟﺘﻮﺯﻳﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ .‬ﻣﺜﻼً ﻗﺪ ﺗﺴﺘﻌﻤﻞ ﻣﺆﺳﺴﺔ ﻣﺘﻄﻮﻋﺔ‬
‫ﻻﺋﺤﺔ ﺑﺮﻳﺪﻳﺔ ﻣﺎ ﻟﻨﺸﺮ ﻣﺠﻠﺘﻬﺎ ﺍﻟﺸﻬﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﻗﻮﺍﺋﻢ ﺑﺮﻳﺪﻳﺔ ﻋﺎﻣﺔ ﻭﺃﺧﺮﻯ‬
‫ﺧﺎﺻﺔ)‪.(1997 ,Steele‬‬
‫ﻭﺗﺠﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻧﻮﻋﻴﻦ ﻣﻦ ﺍﻟﻠﻮﺍﺋﺢ ﺃﻭ ﺍﻟﻘﻮﺍﺋﻢ‪ ،‬ﻓﻬﻨﺎﻙ ﻗﻮﺍﺋﻢ ﻣﻌﺪﻟﺔ‬
‫)‪ (Moderated mailing List‬ﻭﻫﺬﺍ ﻳﻌﻨﻰ ﺃﻥ ﺃﻱ ﻣﻘﺎﻝ ﻳﺮﺳﻞ ﻳﻌﺮﺽ ﻋﻠﻰ ﺷﺨﺺ‬
‫ﻳﺴﻤﻰ ) ‪ (Moderator‬ﻳﻘﻮﻡ ﺑﺎﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻟﻤﻘﺎﻝ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﻣﻮﺿﻮﻋﻪ ﻣﻨﺎﺳﺐ‬
‫ﻟﻄﺒﻴﻌﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺛﻢ ﻳﻘﻮﻡ ﺑﻨﺴﺦ ﻭﺗﻌﻤﻴﻢ ﺗﻠﻚ ﺍﻟﻤﻘﺎﻻﺕ ﺍﻟﻤﻨﺎﺳﺒﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻘﻮﺍﺋﻢ ﻏﻴﺮ ﺍﻟﻤﻌﺪﻟﺔ‬
‫)‪ (Unmoderated‬ﻓﺈﻥ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻤﺮﺳﻠﺔ ﺗﺮﺳﻞ ﺇﻟﻰ ﺟﻤﻴﻊ ﺍﻟﻤﺴﺘﺨﺪﻣﻴﻦ ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﻟﻰ‬
‫ﻣﺤﺘﻮﺍﻫﺎ )‪.(1994,Eager‬‬
‫ﻭﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﻌﺎﻣﺔ ﺗﻨﺎﻗﺶ ﻋﺪﺩﺍً ﻣﻦ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻓﻤﻬﻤﺎ ﻛﺎﻥ ﺍﻫﺘﻤﺎﻣﻚ ﺳﻮﻑ ﺗﺠﺪ ﻣﻦ‬
‫ﻳﺸﺎﺭﻛﻚ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺣﺪ ﺣﺼﺮ ﺟﻤﻴﻊ ﺍﻟﻘﻮﺍﺋﻢ‬
‫ﺍﻟﺒﺮﻳﺪﻳﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻷﻥ ﺑﻌﻀﻬﺎ ﻏﻴﺮ ﻣﻌﻠﻦ ﺃﺻﻼً ﻟﻜﻦ ﻳﻘﺪﺭ ﺃﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ‪25000‬‬
‫ﻗﺎﺋﻤﺔ ﺗﻨﺎﻗﺶ ﻋﺪﺩﺍً ﻣﻦ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‪.‬‬
‫ﻭﺗﻌﺘﺒﺮ ﺧﺪﻣﺔ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﺒﺮﻳﺪﻳﺔ ) ‪ (List Mailing‬ﺇﺣﺪﻯ ﺧﺪﻣﺎﺕ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﻟﻤﻬﻤﺔ ﻓﻲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻟﻜﻦ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻨﺎﺱ ﺃﺧﻔﻘﻮﺍ ‪-‬ﻋﻠﻰ ﺣﺪ ﺗﻌﺒﻴﺮ ) ‪(1998,Milam‬‬
‫‪ -‬ﻓﻲ ﻣﻌﺮﻓﺔ ﺗﻮﻅﻴﻒ ﻫﺬﻩ ﺍﻟﺨﺪﻣﺔ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﻤﺠﺎﻻﺕ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻳﻤﻜﻦ‬
‫ﺍﻟﻘﻮﻝ ﺇﻥ ﺗﻮﻅﻴﻒ ﻫﺬﻩ ﺍﻟﺨﺪﻣﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺩﻋﻢ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ‬
‫ﻣﺠﺎﻻﺕ ﺍﻟﺘﻄﺒﻴﻖ ﻣﺎﻳﻠﻲ ‪:‬‬
‫‪ .1‬ﺗﺄﺳﻴﺲ ﻗﺎﺋﻤﺔ ﺑﺄﺳﻤﺎء ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﻮﺍﺣﺪ )ﺍﻟﺸﻌﺒﺔ( ﻛﻮﺳﻴﻂ ﻟﻠﺤﻮﺍﺭ ﺑﻴﻨﻬﻢ‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺨﺪﻣﺔ ﻳﻤﻜﻦ ﺟﻤﻊ ﺟﻤﻴﻊ ﺍﻟﻄﻠﺒﺔ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﻤﺴﺠﻠﻴﻦ‬
‫ﻓﻲ ﻣﺎﺩﺓ ﻣﺎ ﺗﺤﺖ ﻫﺬﻩ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻟﺘﺒﺎﺩﻝ ﺍﻵﺭﺍء ﻭﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ‪.‬‬
‫‪ .2‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺳﺘﺎﺫ ﺍﻟﺠﺎﻣﻌﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﺑﻮﺿﻊ ﻗﺎﺋﻤﺔ ﺧﺎﺻﺔ ﺑﻪ ﺗﺸﺘﻤﻞ ﻋﻠﻰ‬
‫ﺃﺳﻤﺎء ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻭﻋﻨﺎﻭﻳﻨﻬﻢ ﺑﺤﻴﺚ ﻳﻤﻜﻦ ﺇﺭﺳﺎﻝ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ‬
‫ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻤﺎﺩﺓ ﻋﺒﺮ ﺗﻠﻚ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻭﻫﺬﺍ ﺳﻮﻑ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺇﺯﺍﻟﺔ ﺑﻌﺾ ﻋﻘﺒﺎﺕ‬
‫ﺍﻻﺗﺼﺎﻝ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻢ ﻭﻁﻼﺑﻪ ﻭﺧﺎﺻﺔ ﺍﻟﻄﺎﻟﺒﺎﺕ‪.‬‬
‫‪ .3‬ﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻟﻠﺘﺴﺠﻴﻞ ﻓﻲ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ )ﺣﺴﺐ‬
‫‪applicable copyright law.‬‬

‫ﺍﻟﺘﺨﺼﺺ( ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻤﺘﺨﺼﺼﻴﻦ ﻭﻣﻌﺮﻓﺔ ﺍﻟﺠﺪﻳﺪ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬

‫ﺧﺒﺮﺍﺗﻬﻢ ﻭﺍﻟﺴﺆﺍﻝ ﻋﻦ ﻣﺎ ﺃﺷﻜﻞ ﻋﻠﻴﻬﻢ‪.‬‬

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‫‪ .4‬ﻳﻤﻜﻦ ﺗﺄﺳﻴﺲ ﻗﻮﺍﺋﻢ ﺧﺎﺻﺔ ﻟﻠﻄﻼﺏ ﺍﻟﻤﺴﺠﻠﻴﻦ ﺑﻤﺎﺩﺓ ﻣﻌﻴﻨﺔ ﻟﻜﻲ ﻳﺘﻢ ﺍﻟﺘﺤﺎﻭﺭ ﻓﻴﻤﺎ‬
‫ﺑﻴﻨﻬﻢ ﻟﺘﺒﺎﺩﻝ ﺍﻟﺨﺒﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫‪ .5‬ﺗﺄﺳﻴﺲ ﻗﻮﺍﺋﻢ ﺧﺎﺻﺔ ﻟﻠﻤﻌﻠﻤﻴﻦ ﺣﺴﺐ ﺍﻻﻫﺘﻤﺎﻡ )ﻋﻠﻮﻡ‪ ،‬ﻟﻐﺔ ﻋﺮﺑﻴﺔ‪،‬‬
‫ﺭﻳﺎﺿﻴﺎﺕ…ﺍﻟﺦ( ﻭﺫﻟﻚ ﻟﺘﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻓﻴﻤﺎ ﻳﺨﺪﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ .6‬ﻛﺬﻟﻚ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﻘﻮﻡ ﺑﺘﺄﺳﻴﺲ ﻗﺎﺋﻤﺔ ﺑﺄﺳﻤﺎء ﺃﻋﻀﺎء ﻫﻴﺌﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﻨﺘﻤﻴﻦ ﻟﻠﻘﺴﻢ ﻟﻼﺗﺼﺎﻝ ﺑﻬﻢ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ ﺗﺬﻛﺮ‪.‬‬
‫‪ .7‬ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻤﻬﺘﻤﻴﻦ ﺑﻨﻔﺲ ﺍﻟﺘﺨﺼﺺ ﺣﻴﺚ ﻳﻤﻜﻦ ﻟﻠﻄﻼﺏ ﺃﻭ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻻﺗﺼﺎﻝ‬
‫ﺑﺰﻣﻼء ﻟﻬﻢ ﻣﻦ ﻣﺨﺘﻠﻒ ﺃﻧﺤﺎء ﺍﻟﻌﺎﻟﻢ ﻣﻤﻦ ﻳﺸﺎﺭﻛﻮﻧﻬﻢ ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﻣﻌﻴﻨﺔ ﻟﺒﺤﺚ ﺍﻟﺠﺪﻳﺪ ﻓﻴﻬﺎ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺨﺒﺮﺍﺕ ﻭﻫﺬﺍ ﺑﺎﻟﻄﺒﻊ ﻳﺘﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ‬
‫ﺍﻟﻘﻮﺍﺋﻢ‪.‬‬
‫‪ .8‬ﺗﻜﻮﻳﻦ ﻗﻮﺍﺋﻢ ﺑﺮﻳﺪﻳﺔ ﻟﻠﻄﻠﺒﺔ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻓﻲ ﺟﻤﻴﻊ ﺍﻟﻤﺪﺍﺭﺱ ﻭﺍﻟﺠﺎﻣﻌﺎﺕ‪ ،‬ﻭﻫﺬﻩ‬
‫ﺍﻟﺨﺪﻣﺔ ﺗﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻄﻼﺏ ﻟﺘﺒﺎﺩﻝ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ‪.‬‬
‫ﻫﺬﻩ ﺑﻌﺾ ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﺎﻡ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﺒﺮﻳﺪﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻭﻣﺎ ﺫﻛﺮ ﻓﻬﻮ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻌﺪ‬
‫ﻻ ﺍﻟﺤﺼﺮ ﻭﺇﻻ ﻓﻬﻨﺎﻙ ﺗﻄﺒﻴﻘﺎﺕ ﺃﺧﺮﻯ ﺧﺎﺻﺔ ﺑﺒﻌﺾ ﺍﻷﻗﺴﺎﻡ‪ ،‬ﺛﻢ ﺇﻥ ﻫﻨﺎﻙ ﺗﻄﺒﻴﻘﺎﺕ‬
‫ﺃﺧﺮﻯ ﺳﺘﺮﻯ ﺍﻟﻨﻮﺭ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒﻞ ﺍﻟﻘﺮﻳﺐ‪.‬‬
‫‪applicable copyright law.‬‬

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 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
Account: ns153310
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 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
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43
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺤﺪﻳﺜﺔ‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻧﻲ‬
 Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or
applicable copyright law.

AN: 853165 ;
Account: ns153310
.;
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‫ﺍﻟﺑﺎﺏ ﺍﻟﺛﺎﻧﻲ‬
‫ﺃﺳﺎﻟﻳﺏ ﺍﻟﺗﺩﺭﻳﺱ ﺍﻟﺣﺩﻳﺛﺔ‬
‫ﺗﻣﻬﻳﺩ‪:‬‬
‫ﻳﻌﺪ ﺍﻟﻤﻌﻠﻢ ﺃﺣﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺮﺋﻴﺴﻴﺔ ‪-‬ﺇﻥ ﻟﻢ ﻳﻜﻦ ﻫﻮ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺱ ‪-‬ﺍﻟﺬﻱ ﺗﻘﻮﻡ‬
‫ﻋﻠﻴﻪ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺠﻤﻴﻊ ﻣﺤﺎﻭﺭﻫﺎ‪ .‬ﻓﺎﻟﻄﺎﻟﺐ ﻭﺍﻟﻤﻨﻬﺎﺝ ﻭﺍﻷﻧﺸﻄﺔ ﻟﻦ ﺗﺴﺘﻄﻴﻊ‬
‫ﻟﻮﺣﺪﻫﺎ ﺃﻥ ﺗﺸﻜﻞ ﺑﻴﺌﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻭﻟﻦ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻌﺪ ﺟﻴﻼً ﻗﺎﺩﺭﺍً ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﻌﻠﻮﻣﺔ‬
‫ﻭﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﻓﻲ ﻛﻞ ﻭﻗﺖ ﻭﺣﻴﻦ ‪.‬‬
‫ﻭﺭﺣﻢ ﷲ ﺍﻟﺸﺎﻓﻌﻲ ﺣﻴﻦ ﻗﺎﻝ‪:‬‬
‫ﺃﺧﻲ ﻟﻦ ﺗﻨﺎﻝ ﺍﻟﻌﻠﻢ ﺇﻻ ﺑﺴﺘـﺔ‬
‫ﺳﺄﻧﺒﻴﻚ ﻋﻦ ﺗﺄﻭﻳﻠﻬﺎ ﺑﺒﻴـﺎﻥ‬
‫ﺫﻛﺎء ﻭﺣﺮﺹ ﻭﺍﺟﺘﻬﺎﺩ ﻭﺑُﻠﻐﺔ‬
‫ﻭﺻﺤﺒﺔ ﺃﺳﺘﺎﺫ ﻭﻁﻮﻝ ﺯﻡ ــﺍﻥ‬
‫ﻗﺎﻝ ﻣﻌﺎﺫ ﺑﻦ ﺟﺒﻞ‪:‬ﻌﻠﻤﻮﺍ ﺍﻟﻌﻠﻢ ﻓﺄﻥ ﺗﻌﻠﻤﻪ ہﻠﻟ ﺧﺸﻴﺔ‪ ،‬ﻭﻁﻠﺒﻪ ﻋﺒﺎﺩﺓ‪ ،‬ﻭﻣﺪﺍﺭﺳﺘﻪ‬
‫ﺗﺴﺒﻴﺢ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻋﻨﻪ ﺟﻬﺎﺩ‪ ،‬ﻭﺗﻌﻠﻴﻤﻪ ﻣﻦ ﻻ ﻳﻌﻠﻤﻪ ﺻﺪﻗﺔ‪ ،‬ﻭﺑ ْﺪ ْ◌ﻟﻪ ﻷﻫﻠﻪ ﻗﺮﺑﺔ ‪ ..‬ﻭﻫﻮ‬
‫ﺍﻷﻧﻴﺲ ﻓﻲ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﺍﻟﺼﺎﺣﺐ ﻓﻲ ﺍﻟﺨﻠﻮﺓ‪ ،‬ﻭﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺍﻟﺪﻳﻦ‪ ،‬ﻭﺍﻟﺼﺒﺮ ﻋﻠﻰ ﺍﻟﺴﺮﺍء‬
‫ﻭﺍﻟﻀﺮﺍء‪ ،‬ﻭﺍﻟﻮﺯﻳﺮ ﻋﻨﺪ ﺍﻹﺧﻼء‪ ،‬ﻭﺍﻟﻘﺮﻳﺐ ﻋﻨﺪ ﺍﻟﻐﺮﺑﺎء‪ ،‬ﻭﻣﻨﺎﺭ ﺳﺒﻴﻞ ﺍﻟﺠﻨﺔ‪ ،‬ﻭﻳﺮﻓﻊ ﷲ‬
‫ﺑﻪ ﺃﻗﻮﺍﻣﺎ ً ﻓﻴﺠﻌﻠﻬﻢ ﻓﻲ ﺍﻟﺨﻴﺮ ﻗﺎﺩﺓ ﺳﺎﺩﺓ‪ ،‬ﻫﺪﺍﺓ ﻳﻘﺘﺪﻯ ﺑﻬﻢ‪ ،‬ﺃﺩﻟﺔ ﻓﻲ ﺍﻟﺨﻴﺮ‪ ،‬ﺗﻘﺘﺺ ﺁﺛﺎﺭﻫﻢ‪،‬‬
‫ﻭﺗﺮﻣﻖ ﺃﻓﻌﺎﻟﻬﻢ‪ ،‬ﻭﺗﺮﻏﺐ ﺍﻟﻤﻼﺋﻜﺔ ﻓﻲ ﺣُﻠﺘﻬﻢ‪ ،‬ﺑﺄﺟﻨﺤﺘﻬﺎ ﺗﻤﺴﺤﻬﻢ‪ ،‬ﻭﻛﻞ ﺭﻁﺐ ﻭﻳﺎﺑﺲ‬
‫ﻟﻬﻢ ﻳﺴﺘﻐﻔﺮ‪ ،‬ﺣﺘﻰ ﺣﻴﺘﺎﻥ ﺍﻟﺒﺤﺮ ﻭﻫﻮﺍﻣﻪ‪ ،‬ﻭﺳﺒﺎﻉ ﺍﻟﺒﺮ ﻭﺃﻧﻌﺎﻣﻪ‪ ،‬ﻭﺍﻟﺴﻤﺎء ﻭﻧﺠﻮﻣﻬﺎ ‪ ..‬ﻷﻥ‬
‫ﺍﻟﻌﻠﻢ ﺣﻴﺎﺓ ﺍﻟﻘﻠﻮﺏ ﻣﻦ ﺍﻟﻌﻤﻰ‪ ،‬ﻭﻧﻮﺭ ﺍﻷﺑﺼﺎﺭ ﻣﻦ ﺍﻟﻈﻠﻢ‪ ،‬ﻭﻗﻮﺓ ﺍﻷﺑﺪﺍﻥ ﻣﻦ ﺍﻟﻀﻌﻒ‪ ،‬ﻳﺒﻠﻎ‬
‫ﺑﻪ ﺍﻟﻌﺒﺪ ﻣﻨﺎﺯﻝ ﺍﻷﺑﺮﺍﺭ ﻭﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻌﻠﻰ‪ ،‬ﻭﺍﻟﺘﻔﻜﻴﺮ ﻓﻴﻪ ﻳﻌﺪﻝ ﺑﺎﻟﺼﻴﺎﻡ‪ ،‬ﻭﺩﺍﺭﺳﺘﻪ ﺑﺎﻟﻘﻴﺎﻡ‪،‬‬
‫ﺑﻪ ﻳﻄﺎﻉ ﷲ ﻋﺰ ﻭﺟﻞ‪ ،‬ﻭﺑﻪ ﻳُﻌﺒﺪ‪ ،‬ﻭﺑﻪ ﻳُﻮﺣﺪ‪ ،‬ﻭﺑﻪ ﻳُﻤﺠﺪ‪ ،‬ﻭﺑﻪ ﻳُﻮﺭﻉ‪ ،‬ﻭﺑﻪ ﺗﻮﺻﻞ‬
‫ﺍﻷﺭﺣﺎﻡ‪ ،‬ﻭﺑﻪ ﻳُﻌﺮﻑ ﺍﻟﺤﻼﻝ ﻣﻦ ﺍﻟﺤﺮﺍﻡ‪ ،‬ﻭﻫﻮ ﺇﻣﺎﻡ ﻭﺍﻟﻌﻤﻞ ﺗﺎﺑﻌﻪ‪ ،‬ﻳﻠﻬﻤﻪ ﺍﻟﺴﻌﺪﺍء‪،‬‬
‫ﻭﻳﺤﺮﻣﻪ ﺍﻷﺷﻘﻴﺎء‪.‬‬
‫‪applicable copyright law.‬‬

‫ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺤﺪﻳﺜﺔ ﻳﻬﺪﻑ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻣﻤﺎﺭﺳﺎﺕ‬

‫ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﻭﺧﺎﺭﺟﻪ‪ ،‬ﻣﻤﺎ ﻳﺴﻬﻢ ﻓﻲ ﺗﻐﻴﻴﺮ ﺩﻭﺭ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﻣﺘﻠﻖ‬
‫ﺳﻠﺒﻲ ﺇﻟﻰ ﺩﻭﺭ ﻧﺸﻂ ﻭﺣﻴﻮﻱ ﺍﻳﺠﺎﺑﻲ ﺑﺎﺣﺚ ﻋﻦ ﺍﻟﻤﻌﻠﻮﻣﺔ ﻣﻨﺘﺞ ﻟﻬﺎ‪.‬‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﻧﻈﺮﺍً ﻷﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻟﻤﻌﻠﻢ ﻭﺍﻟﻤﺸﺮﻑ ﺍﻟﺘﺮﺑﻮﻱ ﻓﻲ ﻧﺸﺮ ﺍﻟﻮﻋﻲ ﺑﺎﻟﻤﺠﺘﻤﻊ‬

‫ﺍﻟﺘﺮﺑﻮﻱ ﺣﻮﻝ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺑﻴﺎﻥ ﻋﻮﺍﺋﺪﻫﺎ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻻ ﺑﺪ ﻣﻦ‬
‫ﺗﻮﺿﻴﺢ ﻣﻔﻬﻮﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻣﻜﻮﻧﺎﺗﻬﺎ ﻭﻣﻮﺍﺻﻔﺎﺗﻬﺎ‪ ،‬ﻭﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻁﺮﺍﺋﻖ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻭﺃﺳﺎﻟﻴﺒﻪ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺗﻪ‪.‬‬

‫ﻣﻔﻬﻭﻡ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﻟﺗﺩﺭﻳﺱ‪:‬‬

‫ﻳﻌﺘﺒﺮ ﻣﺼﻄﻠﺢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻦ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ ﻭﺍﻟﺘﻲ ﺗﻌﻨﻲ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻓﺎﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﻁﺎﺭ ﻣﻮﺟﻪ ﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﻭﺩﻟﻴﻞ‬
‫ﻣﺮﺷﺪ ﻟﺤﺮﻛﺘﻪ‪.‬‬
‫ﻭﻗﺪ ﺗﻄﻮﺭ ﻣﻔﻬﻮﻡ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺃﺻﺒﺢ ﻳﺴﺘﺨﺪﻡ ﻓﻲ ﻛﻞ ﻣﻮﺍﺭﺩ ﺍﻟﺪﻭﻟﺔ ﻭﻓﻲ‬
‫ﺟﻤﻴﻊ ﻣﻴﺎﺩﻳﻨﻬﺎ ﻭﺍﺳﺘﺨﺪﻡ ﻟﻔﻆ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﻗﺪ ﻋﺮﻓﺖ‬
‫ﻛﻮﺛﺮ ﻛﻮﺟﻚ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺄﻧﻬﺎ "ﺧﻄﺔ ﻋﻤﻞ ﻋﺎﻣﺔ ﺗﻮﺿﻊ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ‬
‫ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻟﺘﻤﻨﻊ ﺗﺤﻘﻴﻖ ﻣﺨﺮﺟﺎﺕ ﻏﻴﺮ ﻣﺮﻏﻮﺏ ﻓﻴﻬﺎ "‪.‬‬
‫ﻭﻳﻘﻮﻝ ﻋﺒﺪ ﷲ ﺷﻘﻴﺒﻞ ﺃﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ ﻳﻘﺼﺪ ﺑﻬﺎ " ﺗﺤﺮﻛﺎﺕ ﺍﻟﻤﻌﻠﻢ‬
‫ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ‪ ،‬ﻭﺃﻓﻌﺎﻟﻪ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﺑﻬﺎ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺤﺪﺙ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻭﻣﺘﺴﻠﺴﻞ "‪ ،‬ﻭﺃﻛﺪ‬
‫ﻟﺘﻜﻮﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻤﻌﻠﻢ ﻓﻌّﺎﻟﺔ ﻓﺈﻧﻪ ﻣﻄﺎﻟﺐ ﺑﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ‪) :‬ﺍﻟﺤﻴﻮﻳﺔ ﻭﺍﻟﻨﺸﺎﻁ‪،‬‬
‫ﺍﻟﺤﺮﻛﺔ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ‪ ،‬ﺗﻐﻴﻴﺮ ﻁﺒﻘﺎﺕ ﺍﻟﺼﻮﺕ ﺃﺛﻨﺎء ﺍﻟﺘﺤﺪﺙ‪ ،‬ﺍﻹﺷﺎﺭﺍﺕ‪ ،‬ﺍﻻﻧﺘﻘﺎﻝ ﺑﻴﻦ‬
‫ﻣﺮﺍﻛﺰ ﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﺤﺴﻴﺔ‪.( ....،‬‬
‫ﺍﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻲ ﺧﻄﻮﺍﺕ ﺇﺟﺮﺍﺋﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻭﻣﺘﺴﻠﺴﻠﺔ ﺑﺤﻴﺚ ﺗﻜﻮﻥ‬
‫ﺷﺎﻣﻠﺔ ﻭﻣﺮﻧﺔ ﻭﻣﺮﺍﻋﻴﺔ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻤﺎ ﻳﺤﺪﺙ ﺩﺍﺧﻞ‬
‫ﺍﻟﺼﻒ ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﻹﻣﻜﺎﻧﺎﺕ ﻣﺘﺎﺣﺔ‪ ،‬ﻟﺘﺤﻘﻴﻖ ﻣﺨﺮﺟﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺮﻏﻮﺏ ﻓﻴﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻁﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻧﻤﻴﺰ ﺑﻴﻦ ﺩﻻﻻﺗﻬﺎ‪ ،‬ﻷﻥ ﺍﻟﺒﻌﺾ ﻳﺮﻯ‬
‫ﺃﻧﻬﺎ ﻣﺮﺍﺩﻓﺎﺕ ﻟﻤﻔﻬﻮﻡ ﻭﺍﺣﺪ‪ ،‬ﻭﻫﻲ ﻁﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻫﻲ ﻣﻔﺎﻫﻴﻢ ﺫﺍﺕ ﻋﻼﻗﺎﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﺇﻻ ﺃﻥ ﻟﻜﻞ ﻣﻨﻬﺎ ﺩﻻﻟﺘﻪ ﻭﻣﻌﻨﺎﻩ‪.‬‬
‫ﻭﻳﺒﻴﻦ ﻣﻤﺪﻭﺡ ﺳﻠﻴﻤﺎﻥ ﺃﻥ ﻫﺬﺍ ﺍﻟﺨﻠﻂ ﻟﻴﺲ ﻓﻘﻂ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻭﺍﻟﻘﺮﺍءﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﺑﻞ ﺣﺘﻰ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻭﺍﻟﻘﺮﺍءﺍﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﺫﻛﺮ ﺃﻥ ﻫﻨﺎﻙ ﺣﺪﻭﺩ ﻓﺎﺻﻠﺔ ﺑﻴﻦ ﻁﺮﺍﺋﻖ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺃﻭﺿﺢ ﺃﻧﻪ‪ :‬ﻳﻘﺼﺪ ﺑﻄﺮﻳﻘﺔ‬
‫‪applicable copyright law.‬‬

‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺗﻮﺻﻴﻞ ﻣﺤﺘﻮﻯ ﺍﻟﻤﻨﻬﺞ ﻟﻠﻄﺎﻟﺐ ﺃﺛﻨﺎء ﻗﻴﺎﻣﻪ‬
‫ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺮﻯ ﺃﻥ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻧﻤﺎﻁ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﻌﻠﻢ ﻭﺍﻟﻤﻔﻀﻠﺔ ﻟﺪﻳﻪ‪ ،‬ﺃﻱ ﺃﻥ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﻳﺮﺗﺒﻂ ﺍﺭﺗﺒﺎﻁﺎ ً ﻭﺛﻴﻘﺎ ً‬
‫‪46‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺑﺎﻟﺨﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻌﻠﻢ‪ ،‬ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺃﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﻪ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻲ ﻣﺠﻤﻮﻋﺔ‬

‫ﺗﺤﺮﻛﺎﺕ ﺍﻟﻤﻌﻠﻢ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻭﻣﺘﺴﻠﺴﻞ ﺗﻬﺪﻑ ﺇﻟﻰ ﺗﺤﻘﻴﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻤﻌﺪﺓ ﻣﺴﺒﻘﺎ ً‪.‬‬
‫ﻣﻤﺎ ﺳﺒﻖ ﻳﻤﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻰ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺃﺳﺎﻟﻳﺏ ﺍﻟﺗﺩﺭﻳﺱ‪:‬‬
‫ﺇﺟﺮﺍءﺍﺕ ﺧﺎﺻﺔ ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻟﻤﻌﻠﻢ ﺿﻤﻦ ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﻲ ﺗﺠﺮﻱ ﻓﻲ‬
‫ﻣﻮﻗﻒ ﺗﻌﻠﻴﻤﻲ ﻣﻌﻴﻦ‪ ،‬ﻓﻘﺪ ﺗﻜﻮﻥ ﻁﺮﻳﻘﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻟﻜﻦ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻤﻌﻠﻤﻮﻥ‬
‫ﺑﺄﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ ﻛﺎﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ‪ ،‬ﺃﻭ ﺇﻋﺪﺍﺩ ﺗﻘﺎﺭﻳﺮ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ‪.‬‬
‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )‪( Teaching Strategy‬‬
‫ﻫﻮ ﻛﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺄﺳﻠﻮﺏ ﺗﻮﺻﻴﻞ ﺍﻟﻤﺎﺩﺓ ﻟﻠﻄﻼﺏ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﻌﻠﻢ ﻟﺘﺤﻘﻴﻖ ﻫﺪﻑ‬
‫ﻣﺎ‪ ،‬ﻭﺫﻟﻚ ﻳﺸﻤﻞ ﻛﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻲ ﻳﺘﺨﺬﻫﺎ ﺍﻟﻤﻌﻠﻢ ﻟﻀﺒﻂ ﺍﻟﺼﻒ ﻭﺇﺩﺍﺭﺗﻪ؛ ﻫﺬﺍ‬
‫ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺠﻮ ﺍﻟﻌﺎﻡ ﺍﻟﺬﻱ ﻳﻌﻴﺸﻪ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻤﺎ ﻳﺤﺪﺙ‬
‫ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﻹﻣﻜﺎﻧﺎﺕ ﻣﺘﺎﺣﺔ‪ ،‬ﻟﺘﺤﻘﻴﻖ ﻣﺨﺮﺟﺎﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺮﻏﻮﺏ ﻓﻴﻬﺎ‪.‬‬
‫ﻁﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺗﻮﺻﻴﻞ ﻣﺤﺘﻮﻯ ﺍﻟﻤﻨﻬﺞ ﻟﻠﻄﺎﻟﺐ ﺃﺛﻨﺎء ﻗﻴﺎﻣﻪ‬
‫ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺗﺤﺮﻛﺎﺕ ﺍﻟﻤﻌﻠﻢ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻭﻣﺘﺴﻠﺴﻞ‬
‫ﺗﻬﺪﻑ ﺇﻟﻰ ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﻟﻤﻌﺪﺓ ﻣﺴﺒﻘﺎ ً‪.‬‬
‫ﻛﻴﻒ ﺗﺼﻤﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ؟‬
‫ﺗﺼﻤﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻲ ﺻﻮﺭﺓ ﺧﻄﻮﺍﺕ ﺇﺟﺮﺍﺋﻴﺔ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻟﻜﻞ ﺧﻄﻮﺓ‬
‫ﺑﺪﺍﺋﻞ‪ ،‬ﺣﺘﻰ ﺗﺘﺴﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﺎﻟﻤﺮﻭﻧﺔ ﻋﻨﺪ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻭﻛﻞ ﺧﻄﻮﺓ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺟﺰﻳﺌﺎﺕ‬
‫ﺗﻔﺼﻴﻠﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻭﻣﺘﺘﺎﺑﻌﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﺮﺟﻮﺓ‪ ،‬ﻟﺬﻟﻚ ﻳﺘﻄﻠﺐ ﻣﻦ ﺍﻟﻤﻌﻠﻢ ﻋﻨﺪ ﺗﻨﻔﻴﺬ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺗﺨﻄﻴﻂ ﻣﻨﻈﻢ ﻣﺮﺍﻋﻴﺎ ً ﻓﻲ ﺫﻟﻚ ﻁﺒﻴﻌﺔ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﻭﻓﻬﻢ ﺍﻟﻔﺮﻭﻕ‬
‫ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻨﻬﻢ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫‪applicable copyright law.‬‬

‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺠﻴﺪﺓ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ‪:‬‬

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‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ - 1‬ﺍﻟﺸﻤﻮﻝ‪ ،‬ﺑﺤﻴﺚ ﺗﺘﻀﻤﻦ ﺟﻤﻴﻊ ﺍﻟﻤﻮﺍﻗﻒ ﻭﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻓﻲ‬

‫ﺍﻟﻤﻮﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪ - 2‬ﺍﻟﻤﺮﻭﻧﺔ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻄﻮﻳﺮ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﺻﻒ ﻵﺧﺮ‪.‬‬
‫‪ - 3‬ﺃﻥ ﺗﺮﺗﺒﻂ ﺑﺄﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻤﻮﺿﻮﻉ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫‪ - 4‬ﺃﻥ ﺗﻌﺎﻟﺞ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ - 5‬ﺃﻥ ﺗﺮﺍﻋﻲ ﻧﻤﻂ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻧﻮﻋﻪ ) ﻓﺮﺩﻱ‪ ،‬ﺟﻤﺎﻋﻲ (‪.‬‬
‫‪ - 6‬ﺃﻥ ﺗﺮﺍﻋﻲ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﻤﺘﺎﺣﺔ ﺑﺎﻟﻤﺪﺭﺳﺔ‪.‬‬

‫ﻣﻛﻭﻧﺎﺕ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﺩﺭﻳﺱ‪:‬‬

‫ﺣﺪﺩ ﺃﺑﻮ ﺯﻳﻨﻪ‪ :‬ﻣﻜﻮﻧﺎﺕ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻰ ﺃﻧﻬﺎ‪:‬‬
‫‪ - 1‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‪.‬‬
‫‪ - 2‬ﺍﻟﺘﺤﺮﻛﺎﺕ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻭﻳﻨﻈﻤﻬﺎ ﻟﻴﺴﻴﺮ ﻭﻓﻘﻬﺎ ﻓﻲ ﺗﺪﺭﻳﺴﻪ‪.‬‬
‫‪ - 3‬ﺍﻷﻣﺜﻠﺔ‪،‬ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻟﻤﺴﺎﺋﻞ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ‬
‫ﺍﻷﻫﺪﺍﻑ‪.‬‬
‫‪ - 4‬ﺍﻟﺠﻮ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺼﻔﻲ ﻟﻠﺤﺼﺔ‪.‬‬
‫‪ - 5‬ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ ﺑﻤﺨﺘﻠﻒ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ ﻭﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﻤﺜﻴﺮﺍﺕ ﺍﻟﺘﻲ‬
‫ﻳﻨﻈﻤﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻭﻳﺨﻄﻂ ﻟﻬﺎ‪.‬‬
‫ﻛﻤﺎ ﻳﺮﻯ ﺃﻥ ﺗﺤﺮﻛﺎﺕ ﺍﻟﻤﻌﻠﻢ ﻫﻲ ﺍﻟﻌﻨﺼﺮ ﺍﻟﻤﻬﻢ ﻭﺍﻟﺮﺋﻴﺲ ﻓﻲ ﻧﺠﺎﺡ ﺃﻱ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﻪ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻟﺪﺭﺟﺔ ﺃﻥ ﺑﻌﻀﻬﻢ ﻋﺮﻑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻋﻠﻰ ﺃﻧﻬﺎ ﺗﺘﺎﺑﻊ‬
‫ﻣﻨﺘﻈﻢ ﻭﻣﺘﺴﻠﺴﻞ ﻣﻦ ﺗﺤﺮﻛﺎﺕ ﺍﻟﻤﻌﻠﻢ‪.‬‬
‫ﺍﻧﻨﺎ ﺟﻤﻴﻌﺎ ﻛﻤﻌﻠﻤﻴﻦ ﻣﻌﻨﻴﻮﻥ ﺑﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻓﻲ ﺑﻴﺌﺎﺕ ﺍﻟﺘﻌﻠﻢ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻫﻮ ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﺴﻬﻞ ﻓﻲ ﻅﻞ ﺛﻘﺎﻓﺔ ﺗﻌﺰﺯ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﻨﻤﻄﻴﺔ‪.‬‬
‫ﺍﻥ ﺍﻟﻤﻌﻠﻢ ﻳﺠﺎﻫﺪ ﻛﻤﺎ ﻳﺠﺎﻫﺪ ﺍﻵﺧﺮﻭﻥ ﻹﺣﺪﺍﺙ ﺗﻐﻴﻴﺮ ﻣﻠﺤﻮﻅ ﻓﻲ ﺃﺩﺍء ﺍﻝﻁﻼﺏ‬
‫ﺩﺍﺧﻞ ﺍﻟﺼﻔﻮﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﺍﻥ ﻣﺪﺍﺭﺳﻨﺎ ﺍﻟﻴﻮﻡ ﺗﻌﺞ ﺑﺎﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﻤﺘﺤﻤﺴﻴﻦ ﺍﻟﺮﺍﻏﺒﻴﻦ ﻓﻲ‬
‫ﺗﻄﻮﻳﺮ ﻭﺗﺤﺪﻳﺚ ﻁﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺆﻛﺪﻳﻦ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﻧﻘﻞ ﺍﻟﻤﻌﺮﻓﺔ ﻟﻜﻦ ﺍﻟﺒﻌﺾ ﻳﺠﻬﻞ‬
‫‪applicable copyright law.‬‬

‫ﺃﻣﻮﺭﺍ ﺃﻋﻈﻢ ﻓﻲ ﺑﻨﺎء ﺍﻹﻧﺴﺎﻥ ﺑﻨﺎء ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﺗﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ ﻭﻧﺤﻦ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ‬
‫ﺃﺣﻮﺝ ﻣﺎ ﻧﻜﻮﻥ ﻟﻠﻮﺍﺛﻘﻴﻦ ﺍﻟﻮﺍﻋﺪﻳﻦ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﺗﺒﻨﻰ ﺑﺴﻮﺍﻋﺪﻫﻢ ﻭﻋﻘﻮﻟﻬﻢ‬
‫ﺣﻀﺎﺭﺓ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﻳﺼﻒ ﻣﻴﺮﻳﻞ ﻫﺎﺭﻣﻦ ﻓﻲ ﻛﺘﺎﺑﻪ »ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﺘﻨﺸﻴﻂ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺼﻔﻲ« ﻋﻦ‬

‫ﺣﻲ ﻓﻘﻴﺮ ﻣﻦ ﺍﺣﻴﺎء ﻣﺪﻳﻨﺔ ﻣﻮﻧﺘﺮﻳﺎﻝ ﺍﻟﻜﻨﺪﻳﺔ ﻭﺻﻞ ﻓﻴﻪ ﺍﻟﻌﻨﻒ ﻭﺍﻻﻧﺤﻄﺎﻁ ﺍﻟﻰ ﻣﺴﺘﻮﻳﺎﺕ‬
‫ﻋﺎﻟﻴﺔ ﻓﻲ ﻭﺳﻂ ﺫﻟﻚ ﺍﻟﺤﻲ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻣﺪﺭﺳﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻭﻟﻢ ﻳﻜﻦ ﻣﺜﻴﺮﺍ ﻟﻠﺪﻫﺸﺔ ﺍﻥ ﻭﺟﺪ‬
‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻥ ﻗﻠﻴﻼ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺍﻟﺘﺤﻘﻮﺍ ﺑﺘﻠﻚ ﺍﻟﻤﺪﺭﺳﺔ ﺍﺳﺘﻄﺎﻋﻮﺍ ﺗﺤﺴﻴﻦ ﻧﻤﻂ‬
‫ﺣﻴﺎﺗﻬﻢ ﺣﺘﻰ ﺑﻌﺪ ﺍﻧﻘﻀﺎء ‪ 25‬ﻋﺎﻣﺎ ﻣﻦ ﺣﻴﺎﺓ ﺃﻭﻟﺌﻚ ﺍﻟﺨﺮﻳﺠﻴﻦ ‪ ،‬ﻏﻴﺮ ﺍﻥ ﺑﻌﺾ ﺧﺮﻳﺠﻲ‬
‫ﻫﺬﻩ ﺍﻟﻤﺪﺭﺳﺔ ﻛﺎﻧﻮﺍ ﺍﻛﺜﺮ ﻧﺠﺎﺣﺎ ﻭﺑﺸﻜﻞ ﺧﺎﺹ ﺍﻭﻟﺌﻚ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﻠﻘﻮﺍ ﺗﻌﻠﻴﻤﻬﻢ ﻓﻲ‬
‫ﺍﻟﺼﻒ ﺍﻻﻭﻝ ﺍﻻﺑﺘﺪﺍﺋﻲ ﻋﻠﻰ ﻳﺪ ﻣﻌﻠﻤﺔ ﺗﺪﻋﻰ ﺍﻵﻧﺴﺔ ‪ A‬ﻓﻘﺪ ﻻﺣﻆ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺷﻴﺌﺎ ﻣﺜﻴﺮﺍ‬
‫ﻟﻠﻔﻀﻮﻝ ﺑﺨﺼﻮﺹ ﻁﻼﺏ ﺍﻵﻧﺴﺔ ‪ A‬ﻭﺟﺪﻭﺍ ﺍﻥ ‪ %38‬ﻣﻦ ﻁﻼﺏ ﺍﻟﺼﻒ ﺍﻻﻭﻝ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﺍﻟﺬﻳﻦ ﺗﻠﻘﻮﺍ ﺗﻌﻠﻴﻤﻬﻢ ﻋﻠﻰ ﻳﺪ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻻﺧﺮﻳﻦ ﻳﻌﻴﺸﻮﻥ ﺗﺤﺖ ﺍﺩﻧﻰ ﻣﺴﺘﻮﻯ ﻣﻦ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻔﻘﺮ ﺑﻴﻨﻤﺎ ﻟﻢ ﻳﺠﺪ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻁﺎﻟﺒﺎ ﻭﺍﺣﺪﺍ ﻣﻤﻦ ﺗﻠﻘﻮﺍ ﺗﻌﻠﻴﻤﻬﻢ ﻋﻠﻰ ﻳﺪ ﺍﻵﻧﺴﺔ ‪A‬‬
‫ﻳﻌﺶ ﻓﻲ ﺫﻟﻚ ﺍﻟﻤﺴﺘﻮﻯ ﻳﻘﻮﻝ ﻫﺎﺭﻣﻦ ﺍ ﻧﻪ ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺍﻥ ﺍﺣﺪ ﻣﻌﻠﻤﻲ ﺍﻟﺼﻒ ﺍﻻﻭﻝ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﻛﺎﻥ ﻟﻪ ﺗﺄﺛﻴﺮ ﻣﺜﻴﺮ ﻭﻁﻮﻳﻞ ﺍﻟﻤﺪﻯ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻳﻔﻮﻕ ﺫﻟﻚ ﺍﻟﺬﻱ ﺗﺮﻛﻪ ﺗﻌﻠﻴﻤﻬﻢ‬
‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﺤﺴﺎﺏ‪.‬‬
‫ﻭﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﻴﺮﺓ ﺯﺍﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻤﻌﺮﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻋﻠﻰ ﺣﺴﺎﺏ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻣﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺣﻘﻮﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺧﻼﻝ‬
‫ﺭ ﺍﻟﻤﻌﺮﻓﺔ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻌﻘﻮﺩ ﺍﻟﻤﺎﺿﻴﺔ‪ .‬ﻭﻳﻌﻮﺩ ﺍﻟﺴﺒﺐ ﺇﻟﻰ ﺍﻟﺘﻄﻮﺭ ﻭﺍﻧﻔﺠﺎ‬
‫ﻭﺍﻟﻌﺸﺮﻳﻦ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺯﻳﺎﺩﺓ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻄﻠﺒﺔ ﻁﺮﻳﻘﺔ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺗﻨﻤﻴﺔ ﺃﻧﻤﺎﻁ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻟﺪﻳﻬﻢ ﺃﻛﺜﺮ ﻣﻦ ﺗﺤﺼﻴﻞ ﺍﻟﻤﻌﺮﻓﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﻭ ﻳﺘﻮﻗﻒ ﺍﺧﺘﻴﺎﺭ ﻁﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻰ ﻋﺪﺓ ﻋﻮﺍﻣﻞ ﻣﻨﻬﺎ‪:‬‬
‫‪-1‬ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ :‬ﻳﺘﻌﻠﻖ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺎﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻲ ﻳﺪﺭﺱ ﻓﻴﻬﺎ‬
‫ﺍﻟﻤﻌﻠﻢ‪ ،‬ﻣﺮﺣﻠﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﺃﻭ ﺇﻋﺪﺍﺩﻳﺔ ﺃﻭ ﺛﺎﻧﻮﻳﺔ‪ ...‬ﻓﻤﺎ ﻳﻼﺋﻢ ﻣﺮﺣﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻗﺪ ﻻ‬
‫ﻳﻼﺋﻢ ﻣﺮﺣﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺃﺧﺮﻯ‪.‬‬
‫‪-2‬ﻣﺴﺘﻮﻯ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪ :‬ﻳﺠﺐ ﺃﻥ ﺗﺮﺍﻋﻰ ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﻁﺮﺍﺋﻖ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‬
‫ﺑﻴﻦ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﺳﻮﺍء ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﻠﻢ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﻴﺮ ﻭﻁﺮﻳﻘﺘﻬﻢ ﻓﻲ ﺍﻟﺤﻔﻆ‬
‫ﻭﺍﻟﻔﻬﻢ‪ ،‬ﻛﻤﺎ ﺗﺮﺍﻋﻰ ﺃﻋﻤﺎﺭﻫﻢ ﻭﺟﻨﺴﻬﻢ ﻭﺧﻠﻔﻴﺎﺗﻬﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪-3‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻤﻨﺸﻮﺩﺓ‪ :‬ﻓﻜﻞ ﻁﺮﻳﻘﺔ ﺗﺴﻬﻢ ﻓﻲ ﺗﺤﻘﻴﻖ ﻫﺪﻑ ﻣﻌﻴﻦ‪ ،‬ﻓﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻓﻲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﻌﺎﺭﻑ ﻻ ﺗﻜﻮﻥ ﻣﺠﺪﻳﺔ ﻓﻲ ﺗﻨﻤﻴﺔ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻌﻠﻤﻲ‬
‫‪applicable copyright law.‬‬

‫ﻭﻓﻲ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﻋﻤﻠﻴﺔ ﻳﺪﻭﻳﺔ ﺃﻭ ﻓﻲ ﺇﻛﺴﺎﺑﻬﻢ ﻣﻴﻮﻻ ﻭﺍﺗﺠﺎﻫﺎﺕ ﻭﻗﻴﻤﺎ ً‪.‬‬

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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪-4‬ﺍﻟﻤﺤﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻟﻠﺪﺭﺱ ﻭﻁﺒﻴﻌﺔ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ‪ :‬ﻟﻜﻞ ﺩﺭﺱ ﻣﺤﺘﻮﻯ ﻋﻠﻤﻲ ﻣﻌﻴﻦ‬
‫ﻳﺮﺍﺩ ﺗﺤﻘﻴﻘﻪ ﻭﻟﻤﺎ ﻛﺎﻧﺖ ﺍﻟﻤﺎﺩﺓ ﻣﺘﻨﻮﻋﺔ ﻟﺬﺍ ﻓﺎﻧﻪ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺗﻨﻮﻳﻊ ﻁﺮﺍﺋﻖ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻟﺘﺘﻨﺎﺳﺐ ﻭﻁﺒﻴﻌﺔ ﺍﻟﻤﺎﺩﺓ ﻭﻣﺤﺘﻮﺍﻫﺎ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫‪-5‬ﺍﻟﻨﻈﺮﺓ ﺍﻟﻔﻠﺴﻔﻴﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻌﻠﻤﻴﺔ‪ :‬ﻳﺘﻌﻠﻖ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺎﻟﻨﻈﺮﺓ ﺍﻟﻔﻠﺴﻔﻴﺔ‬
‫ﻟﻠﻤﺠﺘﻤﻊ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ‪ ،‬ﻓﺈﻥ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺬﻱ ﻳﻮﺩ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻌﺎﻟﺔ ﻓﻲ ﺗﺪﺭﻳﺲ‬
‫ﻁﻠﺒﺘﻪ ﺍﻥ ﻳﺮﺍﻋﻲ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪-1‬ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻤﻨﻈﻢ ﺍﻟﻬﺎﺩﻑ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺘﺤﻀﻴﺮ ﻭﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻟﻤﺴﺒﻖ ﻟﻠﻨﺸﺎﻁﺎﺕ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫‪-2‬ﺍﻟﺘﻨﻮﻉ ﻭﺍﻟﺘﻜﺎﻣﻞ‪ :‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ ﺃﻥ ﻳﻨﻮﻉ ﺍﻟﻄﺮﺍﺋﻖ ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﻮﺍﺣﺪ ﻭﻫﺬﺍ ﻳﺴﺎﻋﺪ‬
‫ﻋﻠﻰ ﺇﺛﺎﺭﺓ ﺍﻟﻄﻼﺏ ﻭﺷﺪ ﺍﻧﺘﺒﺎﻫﻬﻢ‪.‬‬
‫‪-3‬ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﺘﻌﻠﻢ‪ :‬ﻣﺮﺍﻋﺎﺓ ﺗﺪﺭﺝ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻣﺪﻯ ﻣﻨﺎﺳﺒﺘﻬﺎ‬
‫ﻟﻠﺘﻼﻣﻴﺬ ﻭﺃﺳﺎﻟﻴﺐ ﺗﻘﺪﻳﻤﻬﺎ ﻭﻋﺮﺿﻬﺎ ﻭﻣﺴﺘﻮﻯ ﻧﻀﺞ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪.‬‬
‫‪-4‬ﺍﻟﻔﺎﻋﻠﻴﺔ ﻭﺍﻟﻌﻤﻞ‪ :‬ﻭﻳﺮﺗﺒﻂ ﺫﻟﻚ ﺑﺎﻋﺘﻤﺎﺩ ﺍﻟﻄﺮﺍﺋﻖ ﻋﻠﻰ ﻧﺸﺎﻁ ﺍﻟﻤﺘﻌﻠﻢ ﻭﻓﺎﻋﻠﻴﺘﻪ‬
‫ﻭﻗﻴﺎﻣﻪ ﺑﺎﻟﻌﻤﻞ ﻧﻔﺴﻪ ﺑﺼﻮﺭﺓ ﺇﻓﺮﺍﺩﻳﺔ ﺃﻭ ﺯﻣﺮﻳﺔ ﻭﺗﻔﺎﻋﻠﻪ ﻣﻊ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺳﻮﺍء ﻓﻲ ﺍﻟﺼﻒ ﺃﻡ ﻓﻲ ﺍﻟﻤﺨﺘﺒﺮ ﺃﻡ ﺍﻟﻤﻴﺪﺍﻥ ﻭﺫﻟﻚ ﻷﻥ‪:‬‬
‫• ﺍﻟﺘﻌﻠﻢ ﻧﺸﺎﻁ ﻳﻘﻮﻡ ﺑﻪ ﺍﻟﻤﺘﻌﻠﻢ ﻭﻟﻴﺲ ﺍﻟﻤﻌﻠﻢ‪.‬‬
‫• ﺍﻟﺘﻌﻠﻢ ﻛﻤﻔﻬﻮﻡ ﻳﺮﺗﺒﻂ ﺑﺎﻟﺨﺒﺮﺓ‪.‬‬

‫• ﻳﺠﺐ ﺍﻥ ﺗﺠﻴﺐ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻋﻦ ﺍﻻﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﻛﻴﻒ ﺳﺄﻋﻠّﻢ ؟ ﻣﺎﺫﺍ ﺳﺄﻋﻠّﻢ ؟ ﻣﺘﻰ ﺳﺄﻋﻠّﻢ ؟‬
‫• ﻳﺠﺐ ﺍﻥ ﺗﺸﻤﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻋﻨﺎﺻﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺟﻤﻴﻌﻬﺎ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻨﻬﺎ‪.‬‬
‫‪applicable copyright law.‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﺍﺳﺎﻟﻳﺏ ﺍﻟﺗﺩﺭﻳﺱ‬
‫ﻳﻘﺼﺪ ﺑﺎﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺎﻣﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺒﺎﺩﺉ ﻭﺍﻟﺤﻘﺎﺋﻖ ﺍﻟﺘﻲ ﻳﺠﺐ‬
‫ﻭﻫﻲ ﻣﺸﺘﻘﺔ ﻣﻦ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺃﻥ ﻳﻌﺮﻓﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻭﻳﻤﺎﺭﺳﻬﺎ ﻓﻲ ﺗﻌﻠﻴﻢ ﺗﻼﻣﻴﺬﻩ‪،‬‬
‫ﻭﺗﺠﺎﺭﺏ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﻲ ﺗﻮﺿﺢ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻨﻤﺎﺋﻴﺔ ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﻭﺗﺆﻛﺪ ﻋﻠﻰ ﺍﻟﺒﻨﻴﺔ‬
‫ﻳﺮﺍﺩ ﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﻭﺗﺤﺪﺩ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﻤﻨﻄﻘﻴﺔ )ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ( ﻟﻠﻤﺎﺩﺓ ﺍﻟﺘﻲ‬
‫ً‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﻟﻠﻤﻌﻠﻢ ﻛﻲ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻢ ﻓﻌﺎﻻً ﻭﻣﺤﻘﻘﺎ ﻟﻸﻫﺪﺍﻑ ﺍﻟﺘﻲ ﻳﺮﺍﺩ ﺑﻠﻮﻏﻬﺎ ﻓﻲ ﺃﻱ ﻣﺎﺩﺓ‬
‫ﺩﺭﺍﺳﻴﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﻟﻤﺴﻠﻢ ﺑﻪ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻬﻨﺔ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﺎ ﺗﺤﺘﺎﺝ ﺇﻟﻴﻪ ﺍﻟﻤﻬﻦ ﺍﻷﺧﺮﻯ ﻣﻦ‬
‫ﺍﺳﺘﻌﺪﺍﺩ ﻭﺗﻌﻠّﻢ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﺑﺮﺍﻣﺞ ﺇﻋﺪﺍﺩ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻣﺴﺎﻗﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﺨﺼﺼﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻤﺴﻠﻜﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻌﻠﻖ ﺑﻄﺮﺍﺋﻖ ﺗﻮﺻﻴﻞ ﺍﻟﻤﺎﺩﺓ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪ ،‬ﻭﺍﻟﺘﺼﺮﻑ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻟﺬﻟﻚ ﻻ ﺑ ّﺪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﻌﻠﻢ ﺫﻭ ﻣﻮﺍﺻﻔﺎﺕ ﺧﺎﺻﺔ ﺗﻤﻴﺰﻩ ﻋﻦ ﻏﻴﺮﻩ ﻣﻦ ﺍﻟﻤﻌﻠﻤﻴﻦ‬
‫‪ ،‬ﻭﻳﻄﺒﻖ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﻋﻨﺪ‬ ‫ﻟﻌﻈﻤﺔ ﺍﻟﺮﺳﺎﻟﺔ ﻭﻷﻫﻤﻴﺔ ﺍﻟﺠﻴﻞ ﺍﻟﺬﻱ ﻳﺮﺑﻴﻪ ﺑﻴﻦ ﻳﺪﻳﻪ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻳﺮﺍﻋﻴﻬﺎ ﺍﻟﻤﻌﻠﻢ ﻋﻨﺪ ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫‪ - 1‬ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻲ ﻳﺨﺘﺎﺭﻫﺎ ﻣﻼﺋﻤﺔ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻟﻠﺘﻼﻣﻴﺬ‪.‬‬
‫‪ - 2‬ﺃﻥ ﺍﻟﺘﻌﻠﻢ ﻳﻜﻮﻥ ﺃﺑﻌﺪ ﺃﺛﺮﺍً ﻭﺃﻋﻤﻖ ﺇﺫﺍ ﺗﻮﺻﻞ ﺍﻟﺘﻠﻤﻴﺬ ﺇﻟﻴﻪ ﺑﻨﻔﺴﻪ‪.‬‬
‫‪ - 3‬ﺃﻥ ﺍﻟﺘﻌﻠﻢ ﻻ ﻳﺘﺄﺗﻰ ﺇﻻ ﻋﻦ ﻁﺮﻳﻖ ﺍﻟﻔﻬﻢ‪ ،‬ﻻ ﻋﻦ ﻁﺮﻳﻖ ﺍﻟﺘﻠﻘﻴﻦ ﻭﺍﻟﺘﺮﺩﻳﺪ ﺍﻟﺸﻜﻠﻲ‪.‬‬
‫‪ - 4‬ﺃﻥ ﻳﺒﺘﻌﺪ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺗﻌﺎﻣﻠﻪ ﻣﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﻟﻘﺴﻮﺓ ﻭﺍﻟﻤﺤﺎﺑﺎﺓ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﻭﺍﺳﻊ‬
‫ﺍﻟﺼﺪﺭ‪.‬‬
‫‪ - 5‬ﺃﻥ ﻳﻮﺯﻉ ﺩﻭﺭﻩ ﻭﺃﺩﻭﺍﺭ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ - 6‬ﺍﻋﻼﻡ ﺍﻟﻄﻠﺒﺔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﺘﻮﻗﻊ ﺗﺤﻘﻴﻘﻬﺎ‪.‬‬
‫‪ - 7‬ﺇﺛﺎﺭﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ - 8‬ﺗﺤﺪﻳﺪ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﺎﺑﻖ ﻟﻠﻄﻠﺒﺔ‪.‬‬
‫‪ - 9‬ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪applicable copyright law.‬‬

‫‪ - 10‬ﺗﻮﻅﻴﻒ ﺍﻷﺳﺌﻠﺔ ﺑﻄﺮﻳﻘﺔ ﻣﻨﺎﺳﺒﺔ‪.‬‬

‫‪ - 11‬ﺍﺳﺘﻌﻤﺎﻝ ﺃﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ ﻟﻠﺘﺪﺭﻳﺲ‪.‬‬
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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
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‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫‪ - 12‬ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﻤﺎ ﻳﻠﺰﻡ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ‪.‬‬

‫‪ - 13‬ﺍﻟﺤﺮﺹ ﻋﻠﻰ ﺍﻥ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ - 14‬ﺗﻘﺪﻳﻢ ﺗﻐﺬﻳﺔ ﺭﺟﻌﺔ ﺍﻳﺠﺎﺑﻴﺔ ﻭﺑﻄﺮﻗﺔ ﻣﻨﺎﺳﺒﺔ‬
‫‪ - 15‬ﺍﻣﺘﻼﻙ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻐﻴﻴﺮ ﻭﻟﻴﺲ ﻣﻦ ﺃﺟﻞ ﺣﺸﻮ ﺍﻟﺪﻣﺎﻍ‬
‫ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ - 16‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻌﺰﻳﺰ ﺍﻟﻮﻋﻲ ﺑﺪﻻً ﻣﻦ ﻓﺮﺽ ﺍﻟﺮﺃﻱ‪.‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺑﻨﺎء ﻋﻼﻗﺔ ﺗﻤﺘﺎﺯ ﺑﺎﻟﺜﻘﺔ ﻭﺍﻟﻤﺤﺒﺔ ﺑﻴﻨﻪ ﻭﺑﻴﻦ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪.‬‬ ‫‪- 17‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺑﻨﺎء ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ ﺑﻴﻦ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ ﺃﻧﻔﺴﻬﻢ‪.‬‬ ‫‪- 18‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺑﻨﺎء ﺟﻴﻞ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧﻔﺴﻪ ﺑﺘﻮﺟﻴﻪ ﻭﺇﺩﺍﺭﺓ ﺫﺍﺗﻴﺔ‪.‬‬ ‫‪- 19‬‬
‫ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﻭﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﻬﺎﻣﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻥ ﻳﻨﺠﺢ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺗﻮﺟﻴﻪ ﻧﺸﺎﻁ‬
‫ﻭﻳﺜﻴﺮ ﺍﻟﺮﻏﺒﺔ ﻓﻴﻬﻢ ﻓﻲ ﻛﻞ ﻣﻮﻗﻒ ﺗﻌﻠﻴﻤﻲ‪ ،‬ﻭﺫﻟﻚ ﺑﺄﻥ ﻳﻜﻮﻥ ﻣﻦ ﻭﺭﺍء ﻛﻞ ﻣﻮﻗﻒ ﺗﻌﻠﻴﻤﻲ‬
‫ﻳﻌﺮﺽ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻫﺪﻑ ﻳﺴﻌﻰ ﺍﻟﻤﺘﻌﻠﻢ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻴﻪ‪ ،‬ﻭﻭﺟﻮﺩ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻐﺮﺽ‬
‫ﻳﺠﻌﻠﻪ ﻳﺸﻌﺮ ﺃﻥ ﻣﺎ ﻳﺘﻌﻠﻤﻪ ﺵﻱء ﺫﻭ ﻗﻴﻤﺔ‪.‬‬

‫ﺍﻟﻘﻭﺍﻋﺩ ﺍﻷﺳﺎﺳﻳﺔ ﺍﻟﺗﻲ ﺗﺑﻧﻰ ﻋﻠﻳﻬﺎ ﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ‪:‬‬

‫ﺍﻟﺘﺪﺭﺝ ﻣﻦ ﺍﻟﻤﻌﻠﻮﻡ ﺍﻟﻰ ﺍﻟﻤﺠﻬﻮﻝ‪:‬‬
‫ﻳﻌﺮﻓﻬﺎ ﺍﻟﺘﻼﻣﻴﺬ‪،‬‬ ‫ﻓﺈﺫﺍ ﺍﺭﺗﺒﻄﺖ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺠﺪﻳﺪﺓ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﺪﻳﻤﺔ ﺍﻟﺘﻲ‬
‫ﻓﺈﻧﻬﺎ ﻋﻨﺪﺋﺬ ﺗﻔﻬﻢ‪ ،‬ﻭﻓﻲ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻔﻴﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﻤﺒﺪﺃ ﺑﺄﻥ ﻧﺒﺪﺃ‬
‫ﺑﺘﺪﺭﻳﺐ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻲ ﺍﻟﻘﺮﺍءﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﻳﻌﺮﻓﻬﺎ )ﺻﻮﺭﺓ ﺍﻷﺏ ﻭﺍﻷﻡ( ﺛﻢ ﻧﺘﺪﺭﺝ‬
‫ﻓﻲ ﺗﻌﺮﻳﻔﻪ ﻋﻠﻰ ﺍﻟﺮﻣﺰ ﺍﻟﺪﺍﻝ ﻋﻠﻴﻬﺎ ﻭﻫﻮ ﺍﻟﻤﺠﻬﻮﻝ‪.‬‬
‫ﺍﻟﺘﺪﺭﺝ ﻣﻦ ﺍﻟﺴﻬﻞ ﺇﻟﻰ ﺍﻟﺼﻌﺐ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﺎﻟﺴﻬﻞ ﻭﺍﻟﺼﻌﺐ ﻣﺎ ﻳﺮﺍﻩ ﺍﻟﺘﻠﻤﻴﺬ ﺳﻬﻼً ﺃﻭ ﺻﻌﺒﺎً‪ ،‬ﻻ ﻣﺎ ﻧﺮﺍﻩ ﻧﺤﻦ‪ .‬ﻭﻣﻦ‬
‫ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺒﺪء ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻤﻔﺮﺩﺍﺕ ﺃﻭ ﺍﻟﺠﻤﻞ‬
‫ﺍﻟﺘﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﺣﺮﻭﻑ ﻣﻘﻄﻌﺔ ﻣﺜﻞ‪ :‬ﺩﺍﺭ‪ ،‬ﺩﺭﺱ‪ ،‬ﺩﻭﺭ‪ ،‬ﻭﺍﻟﺘﺪﺭﺝ ﺑﻌﺪ ﺫﻟﻚ ﺇﻟﻰ ﺍﻟﻜﻠﻤﺎﺕ‬
‫‪applicable copyright law.‬‬

‫ﺃﻭ ﺍﻟﺠﻤﻞ ﺍﻟﻤﺘﺼﻠﺔ ﻣﺜﻞ‪ :‬ﺳﻤﻴﺮ‪ ،‬ﺳﻌﻴﺪ‪ ،‬ﺑﻴﺖ ﻭﻏﻴﺮﻫﺎ‪.‬‬

‫ﺍﻟﺘﺪﺭﺝ ﻣﻦ ﺍﻟﻜﻞ ﺇﻟﻰ ﺍﻟﺠﺰء ‪:‬‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 2/6/2018 5:25 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 853165‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
‫‪Copyright © 2011. dar ghaidaa. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or‬‬

‫ﻭﻫﺬﺍ ﺍﻟﻤﺒﺪﺃ ﻳﺴﺎﻳﺮ ﻁﺒﻴﻌﺔ ﺍﻟﺬﻫﻦ ﻓﻲ ﺇﺩﺭﺍﻙ ﺍﻷﺷﻴﺎء‪ ،‬ﻓﺎﻟﻨﺎﻅﺮ ﺇﻟﻰ ﺷﺠﺮﺓ ﻳﺮﺍﻫﺎ‬
‫ﻭﺍﻟﻔﺮﻭﻉ ﻭﺍﻷﻭﺭﺍﻕ‬ ‫ﻛﻼً ﻣﺘﻜﺎﻣﻼً ﻗﺒﻞ ﺃﻥ ﻳﺒﺪﺃ ﻓﻲ ﺍﻟﻨﻈﺮ ﺇﻟﻰ ﺟﺰﻳﺌﺎﺗﻬﺎ ﻭﻫﻲ ﺍﻟﺴﺎﻕ‬
‫ﻭﺍﻟﺜﻤﺮ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻓﻲ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺮﺍءﺓ ﺍﻟﻜﻠﻤﺔ ﺃﻭ ﺍﻟﺠﻤﻠﺔ ﻭﻣﻦ‬
‫ﺛﻢ ﺗﺤﻠﻴﻠﻬﺎ ﺇﻟﻰ ﺃﺟﺰﺍﺋﻬﺎ ﻭﻫﻲ ﺍﻟﻤﻘﺎﻁﻊ ﻭﺍﻟﺤﺮﻭﻑ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﻭﺍﻟﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻤﻘﺎﻁﻊ‬
‫ﻭﺍﻟﺤﺮﻭﻑ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺠﻤﻠﺔ‪.‬‬

‫ﺍﻟﺗﺩﺭﺝ ﻣﻥ ﺍﻟﻣﺣﺳﻭﺱ ﺇﻟﻰ ﺷﺑﻪ ﺍﻟﻣﺣﺳﻭﺱ ﻓﺎﻟﻣﺟﺭﺩ‪:‬‬

‫ﻭﺍﻟﻄﻔﻞ ﻳﺪﺭﻙ ﺍﻷﺷﻴﺎء ﻣﻦ ﺣﻮﻟﻪ ﺑﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻓﻬﻮ ﻳﻌﺮﻑ ﺣﻴﻮﺍﻧﺎﺕ ﺍﻟﺒﻴﺌﺔ ﻋﻦ‬
‫ﻁﺮﻳﻖ ﺭﺅﻳﺘﻪ ﻟﻬﺎ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﺛﻢ ﻓﻲ ﻣﺮﺣﻠﺔ ﺗﺎﻟﻴﺔ ﻳﻌﺮﻓﻬﺎ ﻋﻦ ﻁﺮﻳﻖ ﺍﻟﺼﻮﺭﺓ ﻭﺃﺧﻴﺮﺍً‬
‫ﻳﺴﺘﻄﻴﻊ ﺇﺩﺭﺍﻙ ﺍﻷﺷﻴﺎء ﺇﺩﺭﺍﻛﺎ ً ﻣﺠﺮﺩﺍً ﺣﻴﻦ ﺳﻤﺎﻋﻬﺎ ﺃﻭ ﺫﻛﺮﻫﺎ‪.‬‬
‫ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻓﻲ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻋﺮﺽ ﻛﻠﻤﺔ ﻛﺘﺎﺏ ﺃﻭ ﻗﻠﻢ‬
‫ﺻﻮﺭﺓ ﺍﻟﺸﻲء )ﺍﻟﻜﺘﺎﺏ ﺃﻭ ﺍﻟﻘﻠﻢ( ﻣﻘﺮﻭﻧﺔ‬ ‫ﻣﻘﺮﻭﻧﺔ ﺑﺮﻣﺰﻫﺎ‪ ،‬ﺛﻢ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻰ ﻋﺮﺽ‬
‫ﺑﺮﻣﺰﻫﺎ‪ ،‬ﺛﻢ ﺍﻟﻮﺻﻮﻝ ﺑﻌﺪ ﺫﻟﻚ ﺇﻟﻰ ﺗﺪﺭﻳﺐ ﺍﻟﺘﻠﻤﻴﺬ ﻋﻠﻰ ﻗﺮﺍءﺓ ﺍﻟﻤﻔﺮﺩﺓ ﺃﻭ ﺍﻟﺠﻤﻠﺔ ﻣﺠﺮﺩﺓ‬
‫ﻣﻦ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫ﻭﻳﺴﺘﺪﻝ ﻋﻠﻰ ﻧﺠﺎﺡ ﺍﺧﺘﻴﺎﺭ ﺍﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﺑــ‪:‬‬
‫• ﺍﺭﺗﺒﺎﻁ ﺍﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪.‬‬
‫• ﺍﻟﺘﻨﻮﻉ‪.‬‬
‫• ﺍﻟﺘﺪﺭﺝ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‪.‬‬
‫• ﻣﺮﺍﻋﺎﺓ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﻻ ﺗﻮﻟﺪ ﻣﻊ ﺍﻟﻤﺮء ﻭﻟﻴﺴﺖ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﺠﻴﻨﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ ﻭﺇﻧﻤﺎ ﺗُﻜﺘﺴﺐ‬
‫ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺨﺒﺮﺓ‪.‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ‪ :‬ﻫﻲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺃﺩﺍ ء ﻋﻤﻞ ﺍﻭ ﻧﺸﺎﻁ ﻣﻌﻴﻦ ﺫﻱ ﻋﻼﻗﺔ‬
‫ﺑﺘﺨﻄﻴﻂ ﺍﻟﺘﺪﺭﻱــ ﺱ ﻭﺗﻨﻔﻲــ ﺫﻩ ﻭﺗﻘﻮﻳﻢ ــ ﻩ ﻭﻫﺬﺍ ﺍﻟﻌﻢ ــ ﻝ ﻗﺎﺑﻞ ﻟﺘﺤﻠﻴﻞ ﻟﻤﺠﻢ ـــ ﻭﻋﺔ ﻣﻦ‬
‫ﺍﻟﺴﻠﻮﻛﻴﺎﺕ‪ .‬ﺍﻻﺩﺍء ﺍﻟﻤﻌﺮﻓﻴﺔ ‪ /‬ﺍﻟﺤﺮﻛﻴﺔ ‪ /‬ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﻣﻦ ﺛﻢ ﻳﻤﻜﻦ ﺗﻘﻴﻴﻤﻪ ﻓﻲ ﺿﻮء‬
‫ﻣﻌﺎﻳﻴﺮ ﺍﻟﺪﻗﺔ ﻓﻲ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﻭﺳﺮﻋﺔ ﺍﻧﺠﺎﺯﻩ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫‪applicable copyright law.‬‬

‫ﺍﻟﻤﺘﻐﻴﺮﺓ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺄﺳﻠﻮﺏ ﺍﻟﻤﻼﺣﻈﺔ ﺍﻟﻤﻨﻈﻤﺔ ﻭﻣﻦ ﺛﻢ ﻳﻤﻜﻦ ﺗﺤﺴﻴﻨﻪ ﻣﻦ ﺧﻼﻝ‬

‫ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺍﻧﻮﺍﻉ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ‪:‬‬
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