This study aimed at investigating the attitudes of teachers and supervisors towards the use of student guidebooks by students, and investigating any significant differences between teachers' and supervisors' perceptions with regard to job, specialization, sex, and site of the directorate they work at. The population of the study consisted of teachers of the academic twelfth grade and all supervisors of all subject matters at the West Bank. All supervisors and a (12 %) stratified random sample of teachers were chosen for the study. The researcher designed a two-part tool for the study; part one solicited demographic data, and part two contained (30) items on which the respondents were asked to respond in accordance with a four-point Likert scale. 
Both validity and reliability were determined; the Cronbach Alpha reliability coefficient was (0.92) and the Spearman Brown reliability coefficient was (0.88). Means, percentages, standard deviations, and One-Way Anova were used to analyze the data. 
The results of the study showed that the teachers and supervisors had negative attitudes towards the use of student guidebooks, and that there were no significant differences in their attitudes with regard to job, specialization, or site of directorate. Meanwhile, there was a significant difference in their attitudes with regard to sex. The results also showed that teachers and supervisors did not overall agree on using student guidebooks by students since their disadvantageous effects on their achievement were apparent. 
The study recommended that the existing student guidebooks be revised and evaluated, bylaws and regulations regarding their use be made, students be made aware of their disadvantages, and samples of the general examinations questions and key answers be distributed to students and teachers to make use of. 


‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻤﻌ‬ ‫ﻠﻤﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻟﻠﻜﺘﺏ‬ The

  Attitudes of Teachers and Supervisors at the West Bank Governorates Towards Second Secondary Students' Use of Student Guidebooks 


	65 "... ‫ـــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﻋﺎﺑﺪﻳﻦ‬ ‫ﳏﻤﺪ‬ ‫ـــــــــــــــــــــــــــــــــ‬ ‫ــ‬ " ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﻦ‬ ‫ﻭﺍﳌﺸﺮﻓﲔ‬ ‫ﺍﳌﻌﻠﻤﱭ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ 66 67 ‫ـــــــــــــــــــــــــــــــــ‬ ‫ــ‬ " ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﻦ‬ ‫ﻭﺍﳌﺸﺮﻓﲔ‬ ‫ﺍﳌﻌﻠﻤﱭ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ "... 68 ‫ـــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﻋﺎﺑﺪﻳﻦ‬ ‫ﳏﻤﺪ‬ 69 ‫ـــــــــــــــــــــــــــــــــ‬ ‫ــ‬ " ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﻦ‬ ‫ﻭﺍﳌﺸﺮﻓﲔ‬ ‫ﺍﳌﻌﻠﻤﱭ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ "... 70 ‫ـــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﻋﺎﺑﺪﻳﻦ‬ ‫ﳏﻤﺪ‬ 71 ‫ـــــــــــــــــــــــــــــــــ‬ ‫ــ‬ " ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﻦ‬ ‫ﻭﺍﳌﺸﺮﻓﲔ‬ ‫ﺍﳌﻌﻠﻤﱭ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ "... 72 ‫ـــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ﻋﺎﺑﺪﻳﻦ‬ ‫ﳏﻤﺪ‬ 73 ‫ـــــــــــــــــــــــــــــــــ‬ ‫ــ‬ " ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﻦ‬ ‫ﻭﺍﳌﺸﺮﻓﲔ‬ ‫ﺍﳌﻌﻠﻤﱭ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ "... 74
	‫ﻭﺒﻐﺽ‬ ٍ ‫ﻭﺇﺭﺸﺎﺩﺍﺕ‬ ‫ﻨﻤﺎﺫﺝ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺭﺠﻭﻉ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﺘﻭﺠﻴﻪ‬ ‫ﻭﻤﻼﺌﻤﺔ‬ ‫ﻜﺎﻓﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻴﻌﺘﻘﺩﻩ‬ ‫ّﺎ‬ ‫ﻋﻤ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻴﻴﻥ،‬ ‫ّﺭ،‬ ‫ﺍﻟﻤﻘـﺭ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻟﻴﺴﺕ‬ ‫ﻓﺎﻟﻤﺸﻜﻠﺔ‬ ‫ﺘﻘﻭﻴﻤﻴﺔ‬ ‫ﹰ‬ ‫ﺇﺨﻼﻻ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻭﺒﻴﻌﻬﺎ‬ ‫ﺘﺩﺍﻭﻟﻬﺎ‬ ‫ﻤﻌﺘﺒﺭﺓ‬ ‫ﺒﻤﻀﻤﻭﻥ‬ ‫ﻭﺘﺴﻠﺴﻠﻪ،‬ ‫ﻭﺸﻤﻭﻟﻴﺘﻪ‬ ‫ّﺭ‬ ‫ﺍﻟﻤﻘﺭ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺨﺒﺭﺍﺀ‬ ‫ﻓﻲ‬ ‫ﻤﺜـل‬ ‫ﻤﻥ‬ ٍ ‫ّﺍﻗﺔ‬ ‫ﺒﺭ‬ ٍ ‫ﺒﺄﺴﻤﺎﺀ‬ ‫ﺘﺴﻤﻴﺘﻬﺎ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ،‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺇﻋﺩﺍﺩ‬ : ‫ﺍﻟﻜﺎﺸـﻑ،‬ ‫ﻭﺍﻟﻔـﺎﺘﻥ،‬ ١ . ‫ﻻ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ٍ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ٍ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭﺍﺕ‬ ‫ﹲ‬ ‫ﻓﺭﻭﻕ‬ )  = ٠.٠٥ ( ‫ﻓﻲ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻅﺎﻫﺭﺓ‬ : ‫ﺸﻲﺀ‬ ‫ﻭﺠﻭﺩﻩ‬ ‫ﺘﺩﺭﻙ‬ ) ‫ﺍﻟﻜﺘ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ّﺩ‬ ‫ﺘﺤﺩ‬ ‫ﻁﻠﺒـﺔ‬ ‫َل‬ ‫ِﺒ‬ ‫ﻗ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺏ‬ ‫ﻭﻓﻲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻟﻌﺎﺒﺩﻴﻥ‬ ‫ﺃﺨﺭﻯ‬ ) ٢٠٠٠ ( ‫ﺍﻟﻤﺴﺎﻋﺩﺓ،‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﻡ‬ ‫ﻷﺴﺒﺎﺏ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺼﻭﺭﺍﺕ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻤﺘﺤﺎﻥ‬ ) ‫ﺍﻟﺘﻭﺠﻴﻬﻲ‬ .( ‫ﻜﻤﺎ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻻ‬ ‫ﺍﻟـﺫﺍﺘﻲ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ّﺯ‬ ‫ﹸﻌﺯ‬ ‫ﺘ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ،‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﻭﺍﻟﺠﻐﺭﺍﻓﻴـﺔ‬ ‫ﻭﺍﻟﺘـﺎﺭﻴﺦ،‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ،‬ ( ‫ﺍﻟﻌﻠﻤﻴـﺔ‬ ‫ﻭﺍﻟﺘﺨﺼﺼـﺎﺕ‬ ) ‫ﺍﻟﺭﻴﺎﻀـﻴﺎﺕ،‬  ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ : ‫ﺒﻤﺭﺍﺠﻌﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻭﺇﻋﺎﺩﺓ‬ ‫ﺒﻌـﻴﻥ‬ ‫ﹰ‬ ‫ﺁﺨـﺫﺍ‬ ‫ﺼـﻴﺎﻏﺘﻬﺎ‬ ‫ﺍﻻﻋﺘﺒـﺎﺭ‬
	‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺘﻜﻤﻥ‬ ‫ﻫﻲ‬ ‫ﺇﻨﻤﺎ‬ ‫ﺍﻟﺘﻤﺎ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻨﻭﻴﻊ‬ ‫ﺍﻷﻫﺩﺍﻑ،‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺍﻟﻤﻌ‬ ‫ّﻩ‬ ‫ﻴﻌﺩ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ّﻩ‬ ‫ﺘﻌﺩ‬ ‫ﻤﺎ‬ ‫ﻭﻤﻊ‬ ‫ّﺭ،‬ ‫ﺍﻟﻤﻘﺭ‬ ‫ﻭﻤﺭﺍﻋﺎﺓ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺒﺎﺕ،‬ ‫ﺭﻴﻥ‬ ‫ﺍﻟﺘﺴﻠﺴل‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﺭﺍﺒﻁ‬ ‫ﻭﺍﻟﺘﻜﺎﻤل‬ ‫ﺃﻨﺸـﻁﺔ‬ ‫ﻤـﻥ‬ ‫ﻠﻤﻭﻥ‬ ‫ﻟﻠﻁﻠﺒـﺔ‬ ‫ﹰ‬ ‫ﻭﺍﺴﺘﻐﻼﻻ‬ ) ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻜﺘﺎﺒـﺎ‬ ‫ﻭﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﻭﺕ‬ ‫ﺭﻗـﻡ‬ ‫ﺍﻟﻔﻠﺴـﻁﻴﻨﻴﺔ‬ / ٢٥٧ / ٤ / ٤٠٦ ‫ﺒﺘـﺎﺭﻴﺦ‬ ‫ﻭﺍﻟﻜﺎ‬ ‫ﻭﺍﻟﻬﺎﺩﻱ،‬ ‫ﻭﺍﻟﻀﻴﺎﺀ،‬ ‫ﻭﺍﻟﻨﺎﺠﺢ،‬ ‫ﻭﺍﻟﻔﺎﺘﺢ،‬ ‫ّل،‬ ‫ﻭﺍﻟﻤﻔﺼ‬ ‫ﻭﺍﻟﺸﺎﻤل،‬ ‫ﻓﻲ،‬ ‫ﻭﻨﺤﻭ‬ ‫ﺫﻟﻙ‬ . ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ( ‫ﻋﻨﻪ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﺃﻭ‬ ‫ﻭﺼﻔﻪ‬ ‫ﻭﺘﺴﺘﻁﻴﻊ‬ ، ) ‫ﺒﺩﻭﻱ،‬ ١٩٨٦ .( ‫ﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﺘﻌ‬ ‫ﹰ‬ ‫ﺃﺴﺒﺎﺒﺎ‬ ‫ﺘﺭﺘﻴﺒﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺘﻲ‬ ‫ﺍﻷﺴﺒﺎﺏ‬ ّ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ،‬ ‫ﺒﻨﻅﺎﻡ‬ ‫ﻠﻘﺔ‬ ‫ﺜﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ،‬ ‫ﺒﺨﺼﺎﺌﺹ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻋﺘﻤﺎﺩﻫﻡ‬ ‫ﻤﻥ‬ ‫ﹼل‬ ‫ﹸﻘﻠ‬ ‫ﺘ‬ ‫ﻭﻻ‬ ‫ﺍﻟﻁﻠﺒﺔ،‬ ‫ﻟﺩﻯ‬ ‫ﻤﻌﻠﻤﻴﻬﻡ‬ . ‫ﻭﺍﻟﻔﻴﺯﻴﺎﺀ،‬ ‫ﻭﺍﻟﻜﻴﻤﻴﺎﺀ،‬ ‫ﻭﺍﻷﺤﻴﺎﺀ‬ ( ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ . ‫ّﺎ‬ ‫ﺃﻤ‬ ‫ﺍﻟﻤﺸﺭﻓﻭﻥ‬ ‫ﻓﻜﺎﻨﻭﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻭﻥ‬ ) ١٤٤ ( ‫ﻤﻨﻬﻡ‬ ‫ﹰ،‬ ‫ﻤﺸﺭﻓﺎ‬ ) ٤٨ ( ‫ﹼ‬ ‫ﺍﻟﻤﺤﻜ‬ ‫ﻤﻼﺤﻅﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻤﺸﺘﻤﻠﺔ‬ ‫ﺍﻟﻨﻬﺎﺌﻲ‬ ‫ﺒﺸﻜﻠﻬﺎ‬ ‫ﺒﺭﺯﺕ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻌﺩﻴﻼﺘﻬﻡ‬ ‫ﻤﻴﻥ‬ ‫ﺠـﺯﺃﻴﻥ‬ . ‫ﹸﺼـﺹ‬ ‫ﺨ‬
	‫ﻤﺤﻤﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﺍﻟﻘﺩﺱ،‬ ‫ﺍﻟﻘﺩﺱ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ،‬ ‫ﻋﺒﺩ‬ ‫ﻋﺎﺒﺩﻴﻥ‬ ‫ﺍﻟﻘﺎﺩﺭ‬ . ‫ﺍﻟﺘﺴﻠﻴﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﺘﺎﺭﻴﺦ‬ ) : ٢٠ / ٥ / ٢٠٠٠ ( ‫ﺍﻟﻘﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ‬ ، ) : ٢٨ / ٤ / ٢٠٠١ ( ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻨﺤـﻭ‬ ‫ﺍﻟﻐﺭﺒﻴـﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﺼ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻤﻠﺨﺹ‬ ‫ﺍﺴﺘﻬﺩﻓﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺃﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻭﺇﻟﻰ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ،‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻑ‬ ‫ﺫﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻤﻭﻗﻊ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺫﻟﻙ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻴﺘﺒﻌﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ . ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻤﺠﺘﻤـﻊ‬ ّ ‫ﻀﻡ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﻐﺭﺒﻴـﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ . ّ ‫ﻭﺘـﻡ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ) ١٢ (% ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﺸﻭﺍﺌﻴﺔ‬ ‫ﻋﺸـﺭﺓ‬ ‫ﺍﺜﻨﺘـﻲ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻜﺎﻓﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﻁﺒﻘﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ . ‫ﻗﺴﻤﻴﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ّﻫﺎ‬ ‫ﺃﻋﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻭﺘﻀﻤﻨﺕ‬ : ‫ﺍﻟﺸﺨﺼـﻴﺔ،‬ ‫ﻟﻠﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺼﻔﺤﺔ‬ ‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﻤﻥ‬ ‫ّﻥ‬ ‫ﺍﻟﻤﻜﻭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬ ) ٣٠ ( ‫ﻴﺠﻴﺏ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻭﻓـﻕ‬ ‫ﺍﻟﻤﺴـﺘﺠﻴﺏ‬ ‫ﺍﻟﺭﺒﺎﻋﻲ‬ ‫ﻟﻴﻜﺭﺕ‬ ‫ﻤﻘﻴﺎﺱ‬ . ّ ‫ﻭﺘﻡ‬ ‫ﺜﺒﺎﺘﻬـﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﻭﺠﺭﻯ‬ ‫ﻤﺤﻜﻤﻴﻥ،‬ ‫ﻋﻠﻰ‬ ‫ﺒﻌﺭﻀﻬﺎ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺒﻁﺭﻴﻘـﺔ‬ ‫ﺃﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ) ٠.٩٢ ( ‫ﺍﻟﻨﺼﻔﻴﺔ‬ ‫ﻭﺍﻟﺘﺠﺯﺌﺔ‬ ) ٠.٨٨ .( ‫ﻭﻗﺩ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﻭﺍﻟﻨﺴﺏ،‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ،‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ،‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻷﺤﺎ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻟﺘﺤﻠﻴل‬ ‫ﺩﻱ‬ . ‫ﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﻤﺴـﺎﻋﺩﺓ،‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻨﺤﻭ‬ ‫ﺴﻠﺒﻴﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻴﺤﻤﻠﻭﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺘﻤﺎﻨﻊ‬ ‫ﻏﺎﻟﺒﻴﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ . ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﹼﺔ‬ ‫ﺩﺍﻟ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻜﻤﺎ‬ )  = ٠.٠٥ ( ‫ﻓﻲ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﺘﻌﺯ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ،‬ ‫ﻤﻭﻗﻊ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻯ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﻓـﺭﻕ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻌﺯﻯ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ّ ‫ﺩﺍل‬ ) ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻟﺼﺎﻟﺢ‬ .( ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺃﻥ‬ ‫ﻻ‬ ‫ﹰ‬ ‫ﻋﻤﻭﻤـﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻭﺍﻓﻘﻭﻥ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺁﺜﺎﺭﻫﺎ‬ ‫ﻭﻟﻜﺜﺭﺓ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ،‬ ‫ﺍﻵﺜﺎﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻻﻓﺘﻘﺎﺭﻫﺎ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﺤﺩﺩﺓ‬ ‫ﺍﻟﺜﻤﺎﻨﻴﺔ‬ . ‫ﻭﻗﺩ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺒﻌﺩﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻭﺼﺕ‬ : ‫ﻀﺭﻭﺭﺓ‬ ‫ﹰ‬ ‫ﺸـﻜﻼ‬ ‫ﻭﻤﺭﺍﻗﺒﺘﻬﺎ‬ ‫ﺍﻟﻤﺘﺩﺍﻭﻟﺔ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻤﺭﺍﺠﻌﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﻭﻭﻀﻊ‬ ‫ﹰ،‬ ‫ﻭﻤﻀﻤﻭﻨﺎ‬ ‫ﻭﺍﻟﺘﺸﺭﻴﻌﺎﺕ‬ ‫ﺍﻟﺴـﻠﻁﺎﺕ‬ ‫ﻭﻗﻴﺎﻡ‬ ‫ﻭﺴﻠﺒﻴﺎﺘﻬﺎ،‬ ‫ﺒﻤﺨﺎﻁﺭﻫﺎ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺘﻭﻋﻴﺔ‬ ‫ﺒﺘﺩﺍﻭﻟﻬﺎ،‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﺨﺘﺼﺔ‬ ‫ﻨﻤﺎﺫﺝ‬ ‫ﺒﺈﺼﺩﺍﺭ‬ ‫ﻭﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻭﺯﻴﻌﻬﺎ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻼﺴﺘﺭﺸﺎﺩ‬ ‫ﺒﻬﺎ‬ . ‫ّﻤﺔ‬ ‫ﺍﻟﻤﻘﺩ‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﻤﻥ‬ ّ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬ ّ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ‬ ‫ﻜﻔﺎﻴﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻀﻌﻑ‬ ‫ﻋﻥ‬ ‫ﺘﻨﺒﺊ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺨﺎﺭﺠﻴﺔ‬ ‫ﻭﻜﻔﺎﻴﺘﻪ‬ . ‫ﻭﻤﻥ‬ ‫ﺍﻟﻀﻌﻑ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻅﺎﻫﺭ‬ : ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ّﻱ‬ ‫ﺘﺭﺩ‬ ‫ﻭﺍﻟﻨﻀﺞ‬ ‫ﻟﻁﻠﺒـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻴﺼﻠﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ،‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻭﺒﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ،‬ ‫ﺇﻟﻰ‬ ‫ﻴﻌﺠـﺯ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ّﺔ‬ ‫ﺍﻟﻌﺎﻤ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺴﻠﻴﻡ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻋﻥ‬ ‫ﻤﻨﻬﻡ‬ ٌ ‫ﻭﺍﻓﺭ‬ ٌ ‫ﻗﺴﻡ‬ ‫ﺍﻻﺴﺘﻴﻌﺎﺏ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﺃﻭ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ،‬ ‫ﻟﻠﻐﺔ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻭﺍﻓﻲ‬ ‫ﺃﻭ‬ ، ‫ﺃﻭ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺀ،‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻏﻴﺭﻫﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ،‬ . ‫ﻭﻴﻤﻜﻥ‬ ‫ﺍﻻﺴﺘﺩﻻل‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﺘﺩﻨﻲ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺠﺯ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﹶﺒﻭل‬ ‫ﺍﻟﻘ‬ ‫ﻤﻴﻠﻬﻡ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ،‬ ‫ﺒﺎﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﺍﻟﻤﻌﺭﻭﻓﺔ‬ ‫ﻭﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺫﻜﺭﺍﺕ‬ ‫ﻭﺍﻟﻤﺭﺍﺠ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺒﺩﻻ‬ ‫ﺍﻟﺠﺎﻫﺯﺓ‬ ‫ﻭﺍﻟﻤﻠﺨﺼﺎﺕ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﻊ‬ . ّ ‫ﻭﻟﻌـل‬ ‫ﺍﻨﺘﺸـﺎﺭ‬ ّ ‫ُﻌﺩ‬ ‫ﻴ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﹰ‬ ‫ﻭﺍﺤﺩﺍ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﻤﻌﺯﺯﺓ‬ ‫ﺍﻷﺴﺒﺎﺏ‬ ‫ﻤﻥ‬ . ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﻜﻲ‬ ‫ﺒﺸﻤﻭﻟﻴﺘﻪ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺴﺘﻔﻴﺩ‬ . ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﺴﻴﺎﺴﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻭﺘﻜﻤﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﹰ‬ ‫ﺘﻌﻠﻴﻤﻴﺎ‬ ‫ﻭﺍﻟﺘﻘﺩﻡ‬ ‫ﻟﻼﺭﺘﻘﺎﺀ‬ ٌ ‫ﻗﺎﺒل‬ ‫ﻭﺃﻨﻪ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ،‬ ٌ ‫ﻤﺨﺯﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻓﻲ‬ ‫ﺘﻔﺘﺭﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺘﺴـﺎﻉ‬ ‫ﻗـﺩﺭ‬ ‫ﻤﻌﺭﻓﺘﻪ‬ ‫ﻤﺨﺯﻭﻥ‬ ) ‫ﻋﺎﺒﺩﻴﻥ،‬ ١٩٩٩ .( ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺩ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ّ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻡ‬ ّ ‫ﺭﺴﻲ‬ ‫ّﺭ‬ ‫ﺍﻟﻤﻘﺭ‬ ٌ ‫ﻭﻋﺎﺀ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﻁﺎﻟﺏ،‬ ‫ﹼﻡ‬ ‫ﺘﻌﻠ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺼﺩﺭ‬ ّ ‫ﺃﻫﻡ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻟﺨﺒﺭﺍﺕ‬ ‫ّﻡ‬ ‫ﺘﻘﺩ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﻋﻨﻬﺎ‬ ‫ُﺴﺘﻐﻨﻰ‬ ‫ﻴ‬ ‫ﻻ‬ ‫ﹲ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﹲ‬ ‫ﻭﻭﺴﻴﻠﺔ‬ ‫ﹼﻡ،‬ ‫ﻟﻠﻤﺘﻌﻠ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ،‬ ‫ﺃﻜﺎﻨﺕ‬ ‫ﺤﺩﻴﺜﺔ‬ ‫ﺃﻡ‬ ‫ﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ . ‫ﻭﺍﻟﻜﺘﺎﺏ‬ ‫ﹼﻡ‬ ‫ﻭﺍﻟﻤﻌﻠ‬ ‫ﹼﻡ‬ ‫ﻟﻠﻤﺘﻌﻠ‬ ‫ﻤﻌﻴﻥ‬ ‫ﺨﻴﺭ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺴﻭﺍﺀ‬ ‫ﱢ‬ ‫ﺤﺩ‬ ‫ﻋﻠﻰ‬ ‫ُﺤﺴﻥ‬ ‫ﺃ‬ ‫ﺇﺫﺍ‬ ‫ﺘﺼﻤﻴﻤﻪ‬ ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ ‫ﺍﺴﺘﻌﻤﺎﻟﻪ‬ ‫ُﺤﺴﻥ‬ ‫ﺃ‬ ‫ﺜﻡ‬ ‫ﹰ،‬ ‫ﺃﻭﻻ‬ . ‫ﻭﻴﻘﻭﻡ‬ ‫ﻭﺇﻋﺩﺍﺩﻩ‬ ‫ﺒﺘﺼﻤﻴﻤﻪ‬ -‫ﹴ‬ ‫ﺒﺸﻜل‬ ‫ﱢ‬ ‫ﺘﻌﺎﻭﻨﻲ‬ ‫ﱟ‬ ‫ﺠﻤﺎﻋﻲ‬ -‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﻜﻔﺎﺀﺓ‬ ‫ﺫﻭﻭ‬ ‫ّﻭﻥ‬ ‫ﻤﺨﺘﺼ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﻜﺎﻓﺔ‬ : ‫ﻟﻠﺘﻌﺒﻴﺭ‬ ‫ﹰ،‬ ‫ﻭﻟﻐﻭﻴﺎ‬ ‫ﹰ‬ ‫ﻭﺘﺭﺒﻭﻴﺎ‬ ‫ﹰ‬ ‫ﻤﻌﺭﻓﻴﺎ‬ ‫ﺒﻌﻨﺎﺼﺭﻩ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻋﻥ‬ ‫ﺍﻷﺭﺒﻌﺔ‬ ‫ﺍﻟﻤﺘﻔﺎﻋﻠﺔ‬ : ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﻭﺍﻟﻤﺤﺘﻭﻯ،‬ ‫ﺍﻷﻫﺩﺍﻑ،‬ ) ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ( ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ، ) ‫ﺤﻤﺩﺍﻥ،‬ ١٩٨٥ .( ‫ﻓﻴﺠﺭﻱ‬ ‫ﻟﻠﻤﺘﻌﻠﻡ،‬ ‫ﻭﺘﻘﺩﻴﻤﻬﺎ‬ ‫ﺍﻟﻤﺘﺎﺤﺔ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﺒﻜل‬ ‫ﺍﻹﺘﻴﺎﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺇﻨﻪ‬ ‫ﻭﺤﻴﺙ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﺩﺭﻭﺴﺔ‬ ‫ﹼﺎﺕ‬ ‫ﻤﺤﻜ‬ ‫ﻭﻓﻕ‬ ‫ﻤﺤﺩﺩ‬ ‫ﻤﺤﺘﻭﻯ‬ : ‫ﻭﺃﻫﻤﻴﺘﻪ،‬ ‫ﻭﺩﻻﻟﺘﻪ،‬ ‫ﺍﻟﻤﺤﺘﻭﻯ،‬ ‫ﺼﺩﻕ‬ ‫ﻭﻤﺭﺍﻋﺎﺘﻪ‬ ‫ﻻﺴﺘﻌﺩﺍﺩﺍﺕ‬ ‫ﹼﻡ،‬ ‫ﻟﻠﺘﻌﻠ‬ ‫ﻭﻗﺎﺒﻠﻴﺘﻪ‬ ‫ﻭﻤﻴﻭﻟﻬﻡ،‬ ‫ﻭﺤﺎﺠﺎﺘﻬﻡ‬ ‫ﻭﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻭﺘﺭﺍﺒﻁﻪ،‬ ‫ﻭﻓﺎ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﻗﺎﺌﻊ‬ ‫ﻤﻊ‬ ‫ﻭﺘﻭﺍﻓﻘﻪ‬ ‫ﺌﺩﺘﻪ،‬ ‫ﹰ‬ ‫ﻭﺍﺠﺘﻤﺎﻋﻴﺎ‬ ‫ﹰ‬ ‫ﻭﺜﻘﺎﻓﻴﺎ‬ ‫ﹰ‬ ‫ﺭﻭﺤﻴﺎ‬ ) ‫ﻫﻨﺩﺍﻡ‬ ‫ﻭﺠﺎﺒﺭ،‬ ١٩٧٨ .( ‫ﻭﻟﻠﻜﺘﺎﺏ‬ ‫ﺇﻨﺠﺎﺡ‬ ‫ﻓﻲ‬ ‫ﹲ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﹲ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ -‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ . ‫ﻭﻤﻬﻤﺎ‬ ‫ﺍﻟﻤﺭﻤﻭﻗﺔ،‬ ‫ﻤﻜﺎﻨﺘﻪ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﻟﻠﻜﺘﺎﺏ‬ ّ ‫ﻓﺘﻅل‬ ‫ﻟﻪ،‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﹸﺭﺤﺕ‬ ‫ﺍﻗﺘ‬ ‫ﻜﻭﻨﻪ‬ ‫ﹼ‬ ‫ﻟﻠﻤﺘﻌﻠ‬ ‫ّﻡ‬ ‫ُﻘﺩ‬ ‫ﻴ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺩﻨﻰ‬ ّ ‫ﺍﻟﺤﺩ‬ ‫ﻡ‬ ‫ﺇﺜﺭﺍﺅﻩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺒﺎﻟﺭﺴﻭﻤﺎﺕ‬ ‫ﻭﺍﻟﺘﻤﺎﺭﻴﻥ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺒﺎﺕ‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﻭﺍﻟﺼﻭﺭ‬ . ‫ّﺎ‬ ‫ﺃﻤ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺩﻨﻰ‬ ّ ‫ﺍﻟﺤﺩ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﹼل‬ ‫ُﺸﻜ‬ ‫ﻓﻴ‬ ‫ﹼﻡ،‬ ‫ﻟﻠﻤﻌﻠ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻟﻪ‬ ‫ّﻡ‬ ‫ُﻘﺩ‬ ‫ﻭﻴ‬ ‫ﺇﻟﻴﻬﺎ،‬ ‫ﻴﺭﺠﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺭﺠﻌﻴﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﺴﻬﻴﻼﺕ،‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺯﻤﺭﺓ‬ : ‫ﺍﻷﻫﺩﺍﻑ،‬ ‫ﻭﺍﻟﻤﻔﺎﻫ‬ ‫ﻴﻡ‬ ‫ﻋﻠﻴﻬﺎ،‬ ‫ّﻑ‬ ‫ﺍﻟﺘﻌﺭ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻘﺘﺭﺤﺔ،‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺒﺎﺕ،‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ،‬ ‫ﻭﺃﺴﺌﻠﺔ‬ ) ‫ﻭﺭﺸﺩﻱ،‬ ‫ﺴﻤﻌﺎﻥ‬ ١٩٨٢ .( ‫ﻭﻤﻥ‬ ‫ﻜﻤﺎ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻨﺠﺎﺡ‬ ‫ﺸﺭﻭﻁ‬ ‫ﺃﻭﺭﺩﻫﺎ‬ ‫ﻭﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﺴﻌﺎﺩﺓ‬ ) ١٩٩٥ :( ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﹼﺔ‬ ‫ﺩﻗ‬ ‫ﻭﺘﻜﺎﻤﻠﻬﺎ‬ ‫ﻭﺘﺭﺍﺒﻁﻬﺎ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟﻭﺍﺭﺩﺓ‬ ‫ﻭﺍﺭﺘﺒﺎﻁﻬﺎ‬ ‫ﺍﻟﻤﻨﻬﺞ،‬ ‫ﺒﺄﻫﺩﺍﻑ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺤﺎﺠﺎﺕ‬ ‫ﻴﺭﺍﻋﻲ‬ ‫ﺒﺸﻜل‬ ‫ﻤﺎﺩﺘﻪ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﻨﻤﻭﻫﻡ،‬ ‫ﻭﻤﺭﺍﺤل‬ ‫ﻭﺼﻴﺎﻏﺔ‬ ٍ ‫ﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﺸﺘﻤﺎﻟﻪ‬ ‫ﻭﺍﻟﻘﺭﺍﺀﺓ،‬ ‫ﺍﻟﻤﺜﺎﺒﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﻔﺯ‬ ‫ّﻕ‬ ‫ﻤﺸﻭ‬ ‫ﺒﺸﻜل‬ ‫ﻤﺎﺩﺘﻪ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺃﺠﺯﺍﺀ‬ . ‫ﻭﻋﻠﻰ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ّ ‫ﻓﺈﻥ‬ ‫ﺍﻟﻌﻤﻭﻡ،‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﻴﺴﻬﻡ‬ . ‫ﻭﻴﺘﻭﻗﻑ‬ ‫ﺍﻹﺴﻬﺎﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻟﻪ‬ ‫ﻭﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻋﻠﻰ‬ . ‫ﺃﻤﺎ‬ ‫ﻟﺤﻔـﻅ‬ ‫ﺍﻟﻤﺩﺭﺴـﻲ‬ ‫ﺍﻟﻜﺘـﺎﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻨﺼﺭﺍﻑ‬ ‫ﺍﻟﻤـﺎﺩﺓ‬ ‫ﺍ‬ ٌ ‫ﻭﺘﻌﻁﻴل‬ ‫ﻭﺃﻫﺩﺍﻓﻪ،‬ ‫ﻟﻘﻴﻤﺘﻪ‬ ٌ ‫ﻓﺘﺸﻭﻴﻪ‬ ‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﻗﺒل‬ ‫ﻭﺍﺴﺘﺫﻜﺎﺭﻫﺎ‬ ‫ﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻟﻭﻅﺎﺌﻔﻪ‬ . ‫ﹰ‬ ‫ﻭﺇﻀﺎﻓﺔ‬ ّ ‫ﻴﺘﻡ‬ ،ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺇﺼﺩﺍﺭ‬ ‫ﻟﻠﻤﻌﻠـﻡ‬ ‫ﻭﺍﻟﻤﺨﻁﻁـﺔ‬ ‫ﺍﻟﻤﻨﻅﻤـﺔ‬ ‫ﺍﻟﻤﺴﺎﻨﺩﺓ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺒﻌﺽ‬ ‫ﺍﻟﻤﻨﻬﺞ،‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻓﻲ‬ ‫ﻟﺘﺴﺎﻋﺩﻩ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﻓـ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﻪ‬ ‫ﻴﺴﺘﺭﺸﺩ‬ ‫ﹰ‬ ‫ﻭﻤﺭﺠﻌﺎ‬ ‫ﹰ‬ ‫ّﺎ‬ ‫ﻫﺎﻤ‬ ‫ﹰ‬ ‫ﻋﻨﺼﺭﺍ‬ ‫ﻴﻌﺘﺒﺭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻟﻴل‬ ‫ﻲ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﺼﻔﻲ،‬ ‫ﻭﺴﻠﻭﻜﻪ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺘﻪ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ،‬ ‫ﻟﻌﻨﺎﺼﺭ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻁﻠﺒﺘﻪ‬ ‫ﹼﻡ‬ ‫ﺘﻌﻠ‬ . ‫ﻫﺫﺍ‬ ‫ﺩﻟﻴل‬ ‫ُﻌﺘﺒﺭ‬ ‫ﻭﻴ‬ ‫ﹼﻡ‬ ‫ﺍﻟﻤﻌﻠ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺠﺯﺀﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻠﻁﺎﺕ‬ ‫ﻤﻥ‬ ‫ﹼﻡ‬ ‫ﻟﻠﻤﻌﻠ‬ ‫ﻴﺼﺩﺭ‬ ‫ّﺎ‬ ‫ﻤﻤ‬ ‫ﻭﻏﻴﺭﻩ‬ . ‫ﻭﻤﻥ‬ ‫ﺘﺨﻀﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ّ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻡ‬ ‫ﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻭﺘﻘﻴ‬ ‫ﻭﻤﺭﺍﺠﻌﺔ‬ ‫ﻨﻘﺩ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﺭﺍﻋﺎﺓ‬ ‫ﻤﺴﺘﻤﺭﺓ،‬ ‫ﻴﻡ‬ ‫ﻭﺤﺎﺠﺎﺕ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺤﺎﺠﺎﺕ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻭﺍﻷﻨﻅﻤـﺔ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻁـﺭﻕ‬ ‫ﻭﻁﺒﻴﻌـﺔ‬ ‫ﻭﻨﻭﻋﻬﺎ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﻴﺘﻡ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺇﺴﻬﺎﻤﻪ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻟﺘﻠﻙ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻤﻼﺀﻤﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ّﺩﺓ‬ ‫ﺍﻟﻤﺤﺩ‬ . ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﹸ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺘﺘﻁﻠﺏ‬ ‫ﹶ‬ ‫ﻭﺇﻋـﺎﺩﺓ‬ ‫ﹶﻬﺎ‬ ‫ﺘﺤﻠﻴﻠ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺒﻨﺎﺌﻬـﺎ‬ ‫ﻤﺴـﺘﻤﺭ‬ ‫ﺒﺸـﻜل‬ ) ‫ﺍﻟﻭﻜﻴل،‬ ١٩٨٢ .( ‫ﹰ‬ ‫ﻭﻋﻼﻭﺓ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻓﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﺩﻟﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺘﺤﻘﻴـﻕ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺘﺴﺎﻋﺩ‬ ‫ّﺭ‬ ‫ﺍﻟﻤﻘﺭ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺘﺴﺎﻨﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ : ‫ﺍﻹﻀﺎﻓﻴﺔ،‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒﻪ‬ ‫ّﺩ‬ ‫ُﺯﻭ‬ ‫ﻴ‬ ‫ﻤﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﻤﻜﺘﺒﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ُﺭﺸﺩﻭﻥ‬ ‫ﻴ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺩﻭﺭ‬ ‫ﻹﻜﻤﺎل‬ . ‫ﻭﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﺭﻭﺴـﻪ،‬ ‫ﻤﺤﺘـﻭﻯ‬ ‫ﻓﻬﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺘﺘﻴﺢ‬ ‫ﺍﻹﻀﺎﻓﻴﺔ‬ ‫ﻤﻨﺎﻗﺸﺎﺘﻪ‬ ‫ﺇﺜﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻤﻜﻨﻪ‬ ‫ﻟﻤﻌﻠﻤﻴﻪ،‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻴﻪ‬ ‫ﻭﺘﻨﻤﻲ‬ ‫ﺒل‬ . ‫ﻭﻴﻨﺼﺭﻑ‬ ‫ﻴﺩﻭﻨﻭﻨﻬﺎ‬ ‫ﻤﻠﺨﺼﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒﻌﺽ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻤﻥ‬ ‫ﻏﻴﺭﻫﻡ‬ ‫ﻟﻬﻡ‬ ‫ﻴﺩﻭﻨﻬﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺩﺭﺱ،‬ ‫ﻭﺍﻟﻤﺩﺭﺴﻴﻥ‬ . ‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻭﻤﻥ‬ ‫ﻴﻌﺭﻑ‬ ‫ﻤﺎ‬ ‫ﺒﺎﻟﻜﺘﺏ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ . ‫ّﺯ‬ ‫ُﻌـﺯ‬ ‫ﻭﻴ‬ ‫ﺍﻟﻜﺘـﺏ‬ ‫ﺍﻨﺘﺸـﺎﺭ‬ ‫ﺍﻟﻤﺴـﺎﻋﺩﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﻜﺯ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻠﻤﻨﻬﺞ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﻟﻠﻤﻨﻬﺞ،‬ ‫ﺍﻟﻭﺤﻴﺩ‬ ‫ﺍﻟﻌﻨﺼﺭ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺤﺩﺩﺓ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻴﻌﺘﺒﺭ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﹰ‬ ‫ﻫﺩﻓﺎ‬ ‫ﺍﻟﺤﻴﺎﺘﻴـﺔ‬ ‫ﺒﺘﻁﺒﻴﻘﺎﺘﻬـﺎ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺩﻭﻥ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺒﺤﺩ‬ . ‫ﻭﺘﻬﺘﻡ‬ ‫ﺍﻟ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻘﺭﺭ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺒﻨﻘل‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻜﺘﺏ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﻼﻤﺘﺤﺎﻨـﺎﺕ‬ ‫ﺇﻋﺩﺍﺩﻫﻡ‬ ‫ﻟﻐﺭﺽ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﻜﻡ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻓﺤﺴﺏ،‬ ‫ﻋﻼﻤﺎﺕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ . ‫ﻭﻗﺩ‬ ‫ﺍﻟﺴﻠﻁﺎﺕ‬ ‫ّﻬﺕ‬ ‫ﺘﻨﺒ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺤﻅﺭ‬ ‫ﻓﻘﺎﻤﺕ‬ ‫ﺍﻟﻤﻁﺒﻭﻋﺔ‬ ‫ﻭﺍﻟﻤﻠﺨﺼﺎﺕ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻹﻀﺎﻓﻴﺔ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺘﻠﻙ‬ ‫ﻤﺨﺎﻁﺭ‬ ‫ﺘﺩﺍﻭﻟﻬﺎ‬ ‫ﺍﻟ‬ ‫ﺩﺍﺨـل‬ ‫ﻤـﺩﺍﺭﺱ‬ ٨ / ١٠ / ١٩٩٤ ‫ﻭﺕ‬ ‫ﻭﺭﻗﻡ‬ ‫ﻡ‬ / ٢٥٧ / ٤ / ٥٦٥٦ ‫ﺒﺘﺎﺭﻴﺦ‬ ١٢ / ٩ / ١٩٩٦ ‫ﻡ‬ .( ‫ﻟﻘﺩ‬ ‫ﺍﻟ‬ ‫ﺍﻟﻤﺭﺒﻭﻥ‬ ‫ّﻪ‬ ‫ﺘﻨﺒ‬ ‫ﻤﺴﻠﻤﻭﻥ‬ -‫ﹰ‬ ‫ﻗﺩﻴﻤﺎ‬ -‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺫﻱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﻴﻥ‬ ٌ ‫ﻋﻘﻠﻲ‬ ٌ ‫ﺘﻔﺎﻋل‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ّ ‫ﺃﻥ‬ ‫ﹼﻡ‬ ‫ﻭﺍﻟﻤﺘﻌﻠ‬ ‫ﻭﺍﻟﺨﺒﺭﺓ‬ ‫ﺍﻟﻤﺒﺘﺩﺉ،‬ ‫ﱞ‬ ‫ﺤﻴﻭﻱ‬ ٌ ‫ﺩﻭﺭ‬ ‫ﻓﺩﻭﺭﻩ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻋﻥ‬ ‫ﻏﻨﻰ‬ ‫ﻻ‬ ‫ﺃﻥ‬ ‫ّﺭﻭﺍ‬ ‫ﻗﺭ‬ ‫ﻭﻟﺫﻟﻙ‬ ،ٌ ‫ﺩﺍﺌﻡ‬ ‫ﹼ‬ ‫ﻗﻁ‬ ‫ﻤﻘﺎﻤﻪ‬ ُ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻭﻻ‬ . ‫ّﺎ‬ ‫ﺃﻤ‬ ‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬ ‫ﺘﻨ‬ ‫ﻓﻼ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻋﻥ‬ ‫ﹰ‬ ‫ﺒﻌﻴﺩﺍ‬ ‫ﻭﺍﻟﺸﺭﻭﺤﺎﺕ‬ ‫ﺒﺎﻟﺘﻔﻜﻴﺭ‬ ‫ﻬﺽ‬ ‫ﺍﻟﺩﻗﺎﺌﻕ‬ ‫ﻭﻓﻬﻡ‬ . ‫ﻭﻟﺫﻟﻙ‬ ‫ﺍﻟﺸﺎﻓﻌﻲ‬ ‫ﺍﻹﻤﺎﻡ‬ ‫ﻨﺭﻯ‬ -‫ﻋﻨﻪ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬ -‫ﻴﻘﻭل‬ " ‫ﻤﻥ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺒﻁﻭﻥ‬ ‫ﻤﻥ‬ ‫ﹼﻪ‬ ‫ﺘﻔﻘ‬ ‫ﺍﻷﺤﻜﺎﻡ‬ ‫ّﻊ‬ ‫ﻀﻴ‬ " ، ‫ﺃﻋﻅﻡ‬ ‫ﻤﻥ‬ ‫ﺃﻥ‬ ‫ﻏﻴﺭﻩ‬ ‫ﻴﺭﻯ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﺒﻠﻴﺔ‬ ‫ﺍﻟﺼﺤﻴﻔﺔ‬ ‫ﺘﺸﻴﻴﺦ‬ ) ‫ﺍﻟﻜﻴﻼﻨﻲ،‬ ١٩٨٥ ( ‫ﻴﺤﻭل‬ ‫ﺫﻟﻙ‬ ّ ‫ﻷﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺩﻭﻥ‬ ‫ﻭﺍﻜﺘﺴﺎﺏ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺘﺤﻠﻴل‬ ‫ﻭﺍﻟﻨﻘﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ . ‫ﻭﻟﻡ‬ ‫ﱟ‬ ‫ﻜل‬ ‫ﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻐﻔل‬ ‫ﻤﻥ‬ ‫ﹼﻡ،‬ ‫ﺍﻟﻤﻌﻠ‬ ّ ‫ﺇﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﺭﺍﺌﻪ‬ ‫ﻭﻤﻥ‬ ‫ﺠﻤﻌﺎﺀ،‬ ‫ﺘﺤﺕ‬ ‫ﻤﻌﻬﺎ‬ ‫ﺒﺎﻟﺘﻔﺎﻋل‬ ‫ﺒﺩﻭﺭﻩ‬ ‫ﻓﻴﻘﻭﻡ‬ ‫ﻟﻠﻤﺘﻌﻠﻡ،‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻴﻘﺩﻤﻭﻥ‬ ‫ﺇﺸﺭﺍﻓﻬﻡ،‬ ‫ﻓﻴﻨﺘﺞ‬ ‫ﻟﺘﻔﻜﻴﺭﻩ‬ ٌ ‫ﻭﺇﺜﺭﺍﺀ‬ ‫ﻟﺴﻠﻭﻜﻪ‬ ٌ ‫ﺘﻌﺩﻴل‬ ‫ﺫﻟﻙ‬ ‫ﻋﻥ‬ . ‫ﻭﻗﺩ‬ ‫ّﺭ‬ ‫ﻋﺒ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻜﺜﻴﺭﻭﻥ‬ ‫ﺍﻟﻨﻅﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻥ‬ : ‫ﺘﺎﻴﻠﺭ‬ ) Tyler ( ‫ﻭﺘﺎﺒﺎ‬ ، ) Taba ( ‫ﻭﺠﻭﻨﺴﻭﻥ‬ ، ) Johnson ( ‫ﻭﺘﺎﻨﺭ‬ ، ) Tanner ( ‫ﺒﻴﻥ‬ ‫ﻟﻠﺘﻔﺎﻋل‬ ‫ﹸﺒﺭ‬ ‫ﺍﻋﺘ‬ ‫ﺇﺫ‬ ‫ﻭﻏﻴﺭﻫﻡ،‬ ، ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﻁﺭﻓﻲ‬ : ‫ﻭﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ُ ‫ﺩﻭﺭ‬ ‫ﻭﻓﻌﺎﻟﻴﺘﻬﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻓﻲ‬ ‫ﱞ‬ ‫ﺃﺴﺎﺴﻲ‬ ) ‫ﺍﻟﻤﻭﺠﻭﺩ‬ ‫ﻋﺒﺩ‬ ‫ﻭﺁﺨﺭﻭﻥ،‬ ١٩٨١ .( ‫ﻭﻴﺅﻜﺩ‬ ‫ﻭﻤﺭﻋﻲ‬ ‫ﺒﻠﻘﻴﺱ‬ ) ١٩٨٣ ( ّ ‫ﺃﻥ‬ ‫ﺩﻭﺭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﺠﻴﺩ،‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻓﻲ‬ ‫ﱞ‬ ‫ﺃﺴﺎﺴﻲ‬ ٌ ‫ﻋﻨﺼﺭ‬ ‫ﹼﻪ‬ ‫ﻭﺃﻨ‬ ‫ﻜﺒﻴﺭ،‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﻭﻓﻲ‬ ‫ﻟﻠﺘﻌﻠﻡ،‬ ‫ﹼﻡ‬ ‫ﺍﻟﻤﻌﻠ‬ ‫ﻋﻥ‬ ‫ﹰ‬ ‫ﺒﻌﻴﺩﺍ‬ ‫ﹼﻡ‬ ‫ﺍﻟﺘﻌﻠ‬ ّ ‫ﻓﺈﻥ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ،‬ ‫ﺍﻟﺘﺩﺭﺏ‬ ‫ﻓﺭﺹ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﻭﻓﻲ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﺭﻴﺒﺔ‬ ‫ﱟ‬ ‫ﺸﻙ‬ ‫ﻤﻭﻀﻊ‬ . ‫ﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻊ‬ ‫ﺘﺨﺩﻉ‬ ،ّ ‫ﺩﺭﺍﺴﻲ‬ ‫ﹴ‬ ‫ﻋﺎﻡ‬ ّ ‫ﻜل‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﹸ‬ ‫ﺍﻹﻋﻼﻨﺎﺕ‬ ‫ﺍﻟﺼﺤﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺎﺭﻴﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ّﺔ‬ ‫ﻭﺒﺨﺎﺼ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﻴﻥ،‬ ‫ﹶ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ،ّ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ّﻻﺕ‬ ‫ﺍﻟﻤﻌﺩ‬ ‫ﺃﻋﻠﻰ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ٍ ‫ﻭﺼﻔﺎﺕ‬ ‫ﺤﻭل‬ . ‫ﻭﻴﺘﺩﺍﻓﻊ‬ ‫ﺼـﻭﺏ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻟﺸﺭﺍﺀ‬ ‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ،‬ ‫ﺍﻟﻌﺎﻟﻴـﺔ‬ ‫ّﻻﺕ‬ ‫ﺍﻟﻤﻌـﺩ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ُﻭﻋﺩﻭﻥ‬ ‫ﻴ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﺁﻤﻠﻴﻥ‬ . ‫ﻭﺘﺯﺩﺍﺩ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺘﻠﻙ‬ ‫ﺸﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻗﺒﺎل‬ ‫ّﻰ‬ ‫ُﻤ‬ ‫ﺤ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ّﻨﻪ‬ ‫ﹸﺯﻴ‬ ‫ﺘ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﺘﺠﺎﺭﻴﺔ‬ ‫ﺍﻹﻋﻼﻨﺎﺕ‬ ‫ﺒﺭﺍﻋﺔ‬ ‫ﺒﻔﻌل‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﻭﺼﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﹼﻬـﻡ‬ ‫ﻭﺃﻨ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺍﻀﻌﻲ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ُ ‫ﺃﻤﻬﺭ‬ ‫ﹼﻬﻡ‬ ‫ﺒﺄﻨ‬ ‫ّﻭﻨﻬﺎ‬ ‫ُﻌﺩ‬ ‫ﻴ‬ ‫ّﺩ‬ ‫ﻭﺘﺘﻌﺩ‬ ‫ﺒﺎﻟﻜﺘﺏ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻷﻁﺭﺍﻑ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ . ‫ﻓﻬﻨﺎﻙ‬ ‫ّﻭﻥ‬ ‫ُﻌﺩ‬ ‫ﻴ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺘﻠﻙ‬ ‫ﻭﻫﻨـﺎﻙ‬ ‫ﺍﻟﻜﺘﺏ،‬ ‫ﻭﻫﻨﺎﻙ‬ ‫ﹼﺒﻬﺎ،‬ ‫ﺒﺘﺠﻨ‬ ‫ُﻭﺼﻭﻥ‬ ‫ﻴ‬ ‫ﺃﻭ‬ ‫ﺘﺩﺍﻭﻟﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ّﻌﻭﻥ‬ ‫ُﺸﺠ‬ ‫ﻴ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺸـﺭﺍﺌﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺘﺩﺍﻓﻌﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺃ‬ ‫ﻭﻫﻨﺎﻙ‬ ‫ﻭﺍﺴﺘﻌﻤﺎﻟﻬﺎ،‬ ‫ﻴﺤﺭﺼﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﺼﺤﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻴﻌﻬﺎ‬ ‫ﺜﻤﺎﺭ‬ ‫ﻭﺠﻨﻲ‬ ‫ﺘﻭﺯﻴﻌﻬﺎ‬ . ‫ﻭﻗـﺩ‬ ‫ﺘﻠﺘﻘـﻲ‬ ‫ﻤﺼﺎﻟﺢ‬ ‫ﺘﺘﻌﺎﺭﺽ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﻤﺼﺎﻟﺤﻬﻡ‬ ‫ﺘﻨﺴﺠﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺘﺨﺘﻠﻑ،‬ ‫ﺃﻭ‬ ‫ﺃﻭﻟﺌﻙ‬ ‫ﻤﻌﻬﺎ‬ . ً ‫ﻭﺒﻨﺎﺀ‬ ‫ﻋﻠﻴﻪ،‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻓﻘﺩ‬ ‫ﻟﻺﺠﺎﺒﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ : ١ . ‫ﻤﺎ‬ ‫ﻤﺩﻯ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻅﺎﻫﺭﺓ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻤﺤﺎﻓﻅـﺎﺕ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ؟‬ ‫ﺍﻟﻀﻔﺔ‬ ٢ . ‫ﻜﻴﻑ‬ ‫ﻴﻨﻅﺭ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻭﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻁﻠﺒﺔ؟‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ٣ . ‫ﻫل‬ ‫ﺘﺨﺘﻠﻑ‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻨﻅﺭﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻗ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺃﻭ‬ ‫ﺠﻨﺴـﻬﻡ،‬ ‫ﺃﻭ‬ ‫ﺘﺨﺼﺼـﻬﻡ،‬ ‫ﺃﻭ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ،‬ ‫ّﺎﻫﻡ‬ ‫ﻤﺴﻤ‬ ‫ﺒﺎﺨﺘﻼﻑ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒل‬ ‫ﻤﻭﻗﻊ‬ ‫ﻓﻴﻬﺎ؟‬ ‫ﻴﻌﻤﻠﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ١ . ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ . ٢ . ‫ﺍﻟﻜﺸﻑ‬ ‫ﻋﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺃﻴﺔ‬ ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﻭﻤﺘﻭﺴـﻁﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ّﻁﺎﺕ‬ ‫ﻤﺘﻭﺴ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ . ‫ﻓﺭﻀﻴﺎﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬ ‫ﺒﻔﺤﺹ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺇﻟﻰ‬ ‫ﹸﻌﺯﻯ‬ ‫ﺘ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ . ٢ . ‫ﻻ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ٍ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ٍ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭﺍﺕ‬ ‫ﹲ‬ ‫ﻓﺭﻭﻕ‬ )  = ٠.٠٥ ( ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺍﻟ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﻀﻔﺔ‬ ‫ﺇﻟﻰ‬ ‫ﹸﻌﺯﻯ‬ ‫ﺘ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ . ٣ . ‫ﻻ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ٍ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ٍ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭﺍﺕ‬ ‫ﹲ‬ ‫ﻓﺭﻭﻕ‬ )  = ٠.٠٥ ( ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺇ‬ ‫ﹸﻌﺯﻯ‬ ‫ﺘ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﻟﻰ‬ . ٤ . ‫ﻻ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ٍ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ٍ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭﺍﺕ‬ ‫ﹲ‬ ‫ﻓﺭﻭﻕ‬ )  = ٠.٠٥ ( ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﻭﻗﻊ‬ ‫ﺇﻟﻰ‬ ‫ﹸﻌﺯﻯ‬ ‫ﺘ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ . ‫ّﺔ‬ ‫ﺃﻫﻤﻴ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ّﻴﺔ‬ ‫ﺃﻫﻤ‬ ‫ﺘﻌﺎﻟﺞ‬ ‫ﹼﻬﺎ‬ ‫ﺃﻨ‬ ‫ﹰ‬ ‫ﻅﺎﻫﺭﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺃﺭﻜﺎﻥ‬ ّ ‫ﺒﻜل‬ ‫ﹴ‬ ‫ﻤﺒﺎﺸﺭ‬ ٍ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﹶ‬ ‫ﺫﺍﺕ‬ ‫ﹰ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ : ‫ﺍﻟﻁﺎﻟﺏ،‬ ‫ﻭﺍﻟﻤﻌﻠﻡ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻅﺎﻫﺭﺓ‬ ‫ﺘﻠﻙ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﺃﺜﺭ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﺤﺎﻭل‬ ‫ﻭﺃﻨﻬﺎ‬ ‫ﻭﺍﻟﻤﺤﺘﻭﻯ،‬ ‫ﺨﻼل‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺁﺭﺍﺀ‬ . ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺒﻤﺴﺎﻋﺩﺓ‬ ّ ‫ﺘﻬﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻬﺫﻩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴ‬ ‫ﻋﻠﻰ‬ ‫ّﻴﻥ‬ ‫ﻭﺍﻟﻤﻬﺘﻤ‬ ‫ﻴﻥ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﺍﻟﻁﻠﺒﺔ،‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻅﺎﻫﺭﺓ‬ ‫ﺘﺠﺎﻩ‬ ‫ﱟ‬ ‫ﻋﻠﻤﻲ‬ ‫ﹴ‬ ‫ﺭﺃﻱ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﺴﻬﺎﻡ‬ ‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻤﺨﺎﻁﺭﻫﺎ‬ . ‫ﺁﺭﺍﺀ‬ ‫ﺍﺴﺘﻘﺼﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﹼﻬﺎ‬ ‫ﻓﺈﻨ‬ ‫ﺍﻟﺒﺎﺤﺙ،‬ ‫ﻋﻠﻡ‬ ‫ﻭﺒﺤﺴﺏ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻟﻠﻜﺘﺏ‬ ‫ﺍ‬ ‫ﻟﻤﺴﺎﻋﺩﺓ‬ . ‫ﺘﻌﺭﻴﻑ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﺍﺘﺠﺎﻩ‬ : ‫ﹲ‬ ‫ﺤﺎﻟﺔ‬ ‫ﹴ‬ ‫ﻤﻌﻴﻥ‬ ‫ﹴ‬ ‫ﺒﻤﻭﻀﻭﻉ‬ ‫ﺘﺘﺼل‬ ‫ﹲ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﹲ‬ ‫ﻭﺠﺩﺍﻨﻴﺔ‬ ) ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﹼﻪ‬ ‫ﺒﺄﻨ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ّﺩ‬ ‫ﺘﺤﺩ‬ ‫ﺍﻟﻜﺘـﺏ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ( ‫ﺍﻟﻘﺒﻭل‬ ‫ﺃﻭ‬ ‫ﺍﻟﺭﻓﺽ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺩﺭﺠﺔ‬ ‫ﻗﺒﻭﻟﻪ،‬ ‫ﺃﻭ‬ ‫ﺭﻓﻀﻪ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ) ‫ﻭﻤﺭﻋﻲ،‬ ‫ﺒﻠﻘﻴﺱ‬ ١٩٨٣ .( ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ : ‫ﱟ‬ ‫ﺩﺭﺍﺴﻲ‬ ‫ﹴ‬ ‫ﻜﺘﺎﺏ‬ ‫ﺒﻤﺤﺘﻭﻯ‬ ‫ﹲ‬ ‫ﻤﺭﺘﺒﻁﺔ‬ ‫ﹸ‬ ‫ّﺓ‬ ‫ﻤﺎﺩ‬ ‫ّﺭ‬ ‫ﻤﻘﺭ‬ ‫ﺒﻌـﺽ‬ ‫ّﻫﺎ‬ ‫ُﻌﺩ‬ ‫ﻴ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ،‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻤﻔﺭﺩﺍﺕ‬ ‫ﹰ‬ ‫ﺸﺭﺤﺎ‬ ‫ّﻥ‬ ‫ﻭﺘﺘﻀﻤ‬ ‫ّﺓ‬ ‫ﺍﻟﻤﺎﺩ‬ ‫ﺘﻠﻙ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬ ّ ‫ﺍﻟﻤﻘﺭ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻷﺴﺌﻠﺔ‬ ‫ﹰ‬ ‫ُﻠﻭﻻ‬ ‫ﻭﺤ‬ ‫ﺍﻷﺴـﺌﻠﺔ‬ ‫ﻭﺒﻌـﺽ‬ ‫ﺭ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﹰ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﺍﻹﻀﺎﻓﻴﺔ،‬ ‫ﺍﻤﺘﺤﺎﻥ‬ ‫ﺍﻟﺜـﺎﻨﻭﻱ‬ ‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﻟﻠﺼـﻑ‬ ‫ﻭﺇﺠﺎﺒﺎﺘﻬﺎ‬ ‫ّﺔ‬ ‫ﺍﻟﻌﺎﻤ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺸﻬﺎﺩﺓ‬ ‫ﹴ‬ ‫ﻷﻋﻭﺍﻡ‬ ‫ﺴﺎﺒﻘﺔ‬ ) ‫ﻋﺎﺒﺩﻴﻥ،‬ ١٩٩٩ .( ‫ﺤﺩﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ١ . ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻨﺘﺸﺭﺓ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ،‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ . ٢ . ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺒﺎﺤﺙ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻋﻠﻰ‬ : ‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ،‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ،‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﻭﺍﻷ‬ ‫ﻭﺍﻟﻜﻴﻤﻴﺎﺀ،‬ ‫ﻭﺍﻟﻔﻴﺯﻴﺎﺀ،‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺎﺕ‬ ‫ﺤﻴﺎﺀ،‬ . ٣ . ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ -‫ﹰ‬ ‫ﻤﻜﺎﻨﺎ‬ -‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴـﻲ‬ ‫ﺍﻟﻌـﺎﻡ‬ ‫ﻤـﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬ ٩٨ / ١٩٩٩ ‫ﻡ‬ -‫ﹰ‬ ‫ﺯﻤﺎﻨﺎ‬ -. ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻴﺒﺩﻭ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ّ ‫ﺃﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺘـﺩﻭﺭ‬ ‫ﻭﺍﻟﺘـﻲ‬ ‫ﺒل‬ ‫ﺍﻟﻁﻠﺒﺔ،‬ ‫ﻭﺘﺤﺼﻴل‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺤﻭل‬ ‫ﹰ‬ ‫ﺇﺠﻤﺎﻻ‬ ، ‫ﻋـﻥ‬ ‫ﺘﺤـﺩﺜﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻫﻨﺎﻟﻙ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﹰ،‬ ‫ﺠﺩﺍ‬ ‫ﹲ‬ ‫ﻗﻠﻴﻠﺔ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺍﻟﻤﻘﺭﺭ،‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﻭﺴﺎﺌل‬ ‫ﻭﺍﻷﻨﺸﻁﺔ،‬ ‫ﺍﻟﺼﻔﻲ،‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ . ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﺎﻟﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ : ‫ﻋﺎﺒﺩﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٩ ( ‫ﺍﻟﻁﻠﺒـﺔ‬ ّ ‫ﺃﻥ‬ ‫ﻨﺘﺎﺌﺠﻬـﺎ‬ ‫ﺒﻴﻨـﺕ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﻴﺴﺘﺨﺩﻤﻭﻥ‬ ‫ﺍﻟﻌﺭﺒﻴـ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﺒﺎﺤﺙ‬ ‫ﻓﻲ‬ ‫ّﺔ‬ ‫ﻭﺒﺨﺎﺼ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ،‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴـﺔ‬ ‫ﻭﺍﻟﻠﻐـﺔ‬ ‫ﺔ‬ ‫ﻭﺍﻟﺭﻴﺎﻀـﻴﺎﺕ‬ ‫ﻨﺤﻭﻫﺎ‬ ‫ﹰ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ٍ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻴﺤﻤﻠﻭﻥ‬ ‫ﺇﻨﻬﻡ‬ ‫ﺤﻴﺙ‬ ،ٍ ‫ﻤﻠﺤﻭﻅ‬ ‫ﹴ‬ ‫ﺒﺸﻜل‬ ‫ﻭﺍﻟﻔﻴﺯﻴﺎﺀ،‬ . ‫ﻭﻗﺩ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻭﺠﺩﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﺠﻨﺱ،‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﻓﻴﻬﺎ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﹼﺔ‬ ‫ﺩﺍﻟ‬ ‫ﻓﺭﻭﻕ‬ : ‫ﻓﺭﻉ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﻌﻠﻤـﻲ‬ ‫ﺍﻟﻔﺭﻉ‬ ‫ﻟﺼﺎﻟﺢ‬ ( ‫ﺍﻟﻤﺸـﺭﻓﺔ‬ ‫ﻭﺍﻟﺴـﻠﻁﺔ‬ ، ) ‫ّﺔ‬ ‫ﺍﻟﺨﺎﺼ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻟﺼﺎﻟﺢ‬ ( ، ‫ﻭﻤﻭﻗﻊ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ) ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻭﺴﻁ‬ ‫ﻟﺼﺎﻟﺢ‬ .( ‫ّﺭ‬ ‫ﺍﻟﻤﻘﺭ‬ ّ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺒﺨﺼﺎﺌﺹ‬ ‫ﺜﻡ‬ . ‫ﻭﻟﻡ‬ ‫ﻨﻔﺴﻪ‬ ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻓﻲ‬ ‫ﹴ‬ ‫ﻤﻤﻴﺯ‬ ٍ ‫ﺸﻲﺀ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻅﻬﺭ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﻤﻀﻤﻭﻨﻪ‬ ‫ﻻﺴﺘﺨﺩﺍﻤﻪ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻴﺩﻓﻊ‬ ‫ﺇﺨﺭﺍﺠﻪ‬ ‫ﺃﻭ‬ ‫ﺸﻜﻠﻪ‬ ‫ﺃﻭ‬ . ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻌﺼﺎ‬ ) ١٩٩٧ ( ‫ﺃﻥ‬ ) ٧٨ (% ‫ﺍﻟﻤ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻓﻲ‬ ‫ﻴﺜﻘﻭﻥ‬ ‫ﻻ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤـﻥ‬ ‫ﺴـﺎﻋﺩﺓ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺤﺘﻭﺍﻫﺎ‬ ‫ﻋﻨﻬﺎ‬ ‫ﺭﺍﻀﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﻓﻬﻡ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻌﻠﻤﻲ،‬ . ‫ﻭﻴﺭﻯ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻘﻭﺩ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ّﻴﺘﻪ‬ ‫ﻭﺠﺩ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺃﺩ‬ . ‫ﻭﻓﻲ‬ ‫ﻴﻁﺎﻟﺏ‬ ‫ﺤﻴﻥ‬ ) ٣٥ (% ‫ﺘـﺩﺍﻭﻟﻬﺎ،‬ ‫ﺒﻤﻨـﻊ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻴﻌـﺎﺭﺽ‬ ) ٥٠ (% ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻠﻁﺎﺕ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺇﺠﺎﺯﺘﻬﺎ‬ . ‫ﻭﺃﺸﺎﺭﺕ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ) ٤٥ (% ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺘﺏ‬ ّ ‫ﺃﻥ‬ ‫ﻴﺭﻭﻥ‬ ‫ﺘﺯﻴﺩ‬ ‫ﻻ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺘﻔﺎﻋل‬ ‫ﻭﺃﻥ‬ ‫ﻟﻬﺎ،‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻪ‬ ‫ﺤﻴﻥ‬ ّ ‫ﺍﻟﺼﻔﻲ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ) ٤٠ (% ‫ﺘﺸﺘﺕ‬ ‫ﺘﺯﻴﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻴﺭﻭﻥ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ،‬ ّ ‫ﻭﺃﻥ‬ ) ٣١ (% ‫ﻤﻘﺎﺒـل‬ ‫ﺍﻟﺼـﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻭﻀﻰ‬ ‫ﻹﺜﺎﺭﺓ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﺩﻓﻊ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻴﺭﻭﻥ‬ ‫ﻤﻨﻬﻡ‬ ) ٣٢.٥ (% ‫ﺫﻟﻙ‬ ‫ﻋﻜﺱ‬ ‫ﻴﺭﻭﻥ‬ . ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﻭﺩﻨﻭﻥ‬ ‫ﻴﻭﺴﻑ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٧ ( ‫ﻭﺠﻭﺩ‬ ٍ ‫ﻓﺭﻭﻕ‬ ٍ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻤﺘﻭﺴـﻁﺎﺕ‬ ‫ﺒـﻴﻥ‬ ٍ ‫ﺇﺤﺼـﺎﺌﻴﺔ‬ ‫ﺍﻷﺩﺒﻲ‬ ‫ﻭﺍﻟﻔﺭﻉ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻔﺭﻉ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﻀـﻴﺎﺕ،‬ ‫ﻟﻤﺎﺩﺓ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﻡ‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﺍﻟﻔﺭﻉ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻌﻠﻤﻲ،‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻴﻨﻬﻡ‬ ‫ﻭﺃﻨﻬﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﻴﺸﺭﺤﻪ‬ ‫ﻤﺎ‬ ‫ﻟﻤﺭﺍﺠﻌﺔ‬ ‫ﻴﺴﺘﺨﺩﻤﻭﻨﻬﺎ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺃﻥ‬ ‫ﻓﻬﻡ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ّ ‫ﻭﺤل‬ ‫ﻟﻼﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﻭﺍﻻﺴﺘﻌﺩﺍﺩ‬ . ‫ﻭﺃﺸﺎﺭﺕ‬ ‫ﺤﺴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٦ ( ‫ﻅﺎﻫﺭﺓ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﺍﻋﺘﻤﺎﺩ‬ ّ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺨﺼﻭﺼﻴﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺃﺩﺍﺌﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﺜﺭ‬ ‫ﺍﻟﺨﺼﻭﺼﻴﺔ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺍﻟﺼﻑ،‬ ‫ﻭﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﻘﺎﺭﻭﻁ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٥ ( ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻭ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻤﻥ‬ ) ٩٦ ( ‫ﻤﻥ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺸﺭﻓﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﺒﺎﺤﺙ‬ . ‫ﻭﻴﺒـﻴﻥ‬ ‫ﺍﻟﺠـﺩﻭل‬ ) ١ ( ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻋﻴﻨـﺔ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ : ‫ﻭﻤﻭﻗـﻊ‬ ‫ﺍﻟﻤﺸـﺭﻓﺔ،‬ ‫ﻭﺍﻟﺴـﻠﻁﺔ‬ ‫ﻭﺍﻟﺠﻨﺱ،‬ ‫ﺍﻟﻤﻬﻨﺔ،‬ ‫ّﺭﺓ‬ ‫ﺍﻟﻤﻘـﺭ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺘﺤﺘﻭﻱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﻭﺴﻴﻬﺎﺕ‬ ‫ﻓﺭﺼﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻔﻘﺩ‬ ‫ﻭﺤﻠﻭﻟﻬﺎ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻭﻤﻭﻗﻊ‬ ‫ﻭﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺤﺴﺏ‬ ‫ﹰ‬ ‫ّﺯﻋﺔ‬ ‫ﻤﻭ‬ . ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ) ‫ﺸﻤﺎل‬ : ‫ﺠﻨﻴﻥ‬ ‫ﻭﻨﺎﺒﻠﺱ‬ ‫ﻭﻭﺴﻁ‬ ‫ﻭﻗﻠﻘﻴﻠﻴﺔ؛‬ ‫ﻭﻁﻭﻟﻜﺭﻡ‬ ‫ﻭﺴﻠﻔﻴﺕ‬ : ‫ﺍﻟﻘـﺩﺱ‬ ‫ﻭﻀـﻭﺍﺤﻲ‬ ‫ﺍﷲ‬ ‫ﺭﺍﻡ‬ ‫ﻟﺩﻴـﻪ‬ ‫ّـﺩ‬ ‫ُﻘﻴ‬ ‫ﻭﻴ‬ ‫ﺍﻟﺤﻔﻅ،‬ ‫ﺇﻟﻰ‬ ‫ﻭﻴﺩﻓﻌﻪ‬ ‫ﺍﻷﺴﺌﻠﺔ،‬ ‫ﺤل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻘﻠﻪ‬ ‫ﺍﻹ‬ ‫ﺭﻭﺡ‬ ‫ﺒﺩﺍﻉ‬ . ‫ﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ّﻥ‬ ‫ﺘﻜﻭ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺒﻔﺭﻋﻴﻪ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ : ‫ﻭﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻷﺩﺒﻲ‬ ‫ﻟﻤﺒﺎﺤﺙ‬ : ‫ﺍﻹﺴﻼﻤﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﻭﺍﻟﻜﻴﻤﻴﺎﺀ،‬ ‫ﻭﺍﻟﻔﻴﺯﻴﺎﺀ،‬ ‫ﻭﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ،‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ،‬ ‫ﻭﺍﻷﺤﻴﺎﺀ،‬ ‫ﻭﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻭﻤﻥ‬ ‫ﻭﺍﻟﺨﺎﺼﺔ،‬ ‫ﺍﻟﺤﻜﻭﻤﻴﻴﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻓﻲ‬ ٩٨ / ١٩٩٩ ‫ﻡ‬ . ‫ﻭﻗﺩ‬ ‫ﺍﻋﺘﻤﺩﺕ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﺍﺭﺩﺓ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺎﺕ‬ ‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﺴﻨﻭﻱ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ٩٧ / ١٩٩٨ ‫ﺠﺩﻭل‬ ) ١ :( ‫ﻋﻴﻨﺔ‬ ‫ّﻋﺔ‬ ‫ﻤﻭﺯ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﻤﻭﻗﻊ‬ ‫ﻭﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺤﺴﺏ‬ ‫ﻭﺃﺭﻴﺤﺎ؛‬ ‫ﻭﺍﻟﻘﺩﺱ‬ ‫ﻭﺠﻨﻭﺏ‬ : ‫ﺒﻴ‬ ‫ﺍﻟﺨﻠﻴل‬ ‫ﻭﺠﻨﻭﺏ‬ ‫ﻭﺍﻟﺨﻠﻴل‬ ‫ﻟﺤﻡ‬ ‫ﺕ‬ ( ‫ﻭﺍﻟﺘﺨﺼﺹ‬ ، . ‫ﹸﺼﺹ‬ ‫ﻭﺨ‬ ‫ﺍﻟﺠـﺯﺀ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﻤﻭﻗـﻊ‬ ‫ﺍﻟﻤﺩﻴﺭﻴـﺔ‬ ‫ﺍﻟﺠـﻨﺱ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻋﻠﻰ‬ ّ ‫ﺘﺩل‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﻔﻘﺭﺍﺕ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻤﺴﺘﺠﻴﺒﻴﻥ‬ -‫ﺍﻟﻤﻠﺤﻕ‬ ‫ﻴﺒﻴﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ -‫ﻭﻋﺩﺩﻫﺎ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺠﻨﻭﺏ‬ ‫ﻭﺴﻁ‬ ‫ﺸﻤﺎل‬ ‫ﺫﻜﺭ‬ ‫ﺃﻨﺜﻰ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ) ٣٠ ( ‫ﻤﺠﺎﻻﺕ‬ ‫ﺜﻤﺎﻨﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ّﻋﺔ‬ ‫ﻤﻭﺯ‬ ‫ﹰ‬ ‫ﻓﻘﺭﺓ‬ : ‫ﺍﻟﻔﻬﻡ‬ ‫ﻭﺍﻻﺴـﺘﻴﻌﺎﺏ‬ ) ‫ﺍﻟﻔﻘـﺭﺍﺕ‬ : ١ ، ٤ ، ١٤ ، ١٧ ، ١٨ ( ، ‫ﺍﻟﻌﻴﻨﺔ‬ ٢٨٠ ٨٩ ٩٤ ٩٧ ١٦٣ ١١٧ ٩٢ ١٨٨ ‫ﻭﺍﻟﺩﺍﻓﻌﻴﺔ‬ ) ٢ ، ٨ ، ١٦ ( ‫ﻭﺍﻟﻌﻼﻤﺎ‬ ، ‫ﺕ‬ ) ٣ ، ٢١ ، ٢٨ ( ‫ﺍﻟﻤﺘﻘﺩﻤـﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ، ) ٦ ، ٧ ، ١٥ ، ٢٣ ، ‫ﺍﻟﻤﻌﻠﻤـﻭﻥ‬ ١٤٤ ٤٦ ٣٥ ٦٣ ٩٦ ٤٨ ٣٥ ١٠٩ * ٢٩ ، ٣٠ ( ‫ﻭﺍﻟﺘﺤﺩﻱ‬ ‫ﻭﺍﻹﺒﺩﺍﻉ‬ ، ) ٥ ، ١٠ ، ١٩ ، ٢٢ ، ٢٧ ( ‫ﺒـﺎﻟﻨﻔﺱ‬ ‫ﻭﺍﻟﺜﻘﺔ‬ ، ) ١١ ، ٢٠ ، ٢٤ ، ٢٥ ( ، ‫ﺍﻟﻤﺸﺭﻓـﻭﻥ‬ ٤٢٤ ١٣٦ ١٣٠ ١٦٢ ٢٥٩ ١٦٥ ١٢٧ ٢٩٧ ‫ﻭﺍﻟﺘﺸﺘﺕ‬ ‫ﻭﺍﻟﻘﻠﻕ‬ ) ١٢ ، ٢٦ ( ، ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻟﺼﻔﻲ‬ ) ٩ ، ١٣ .( ّ ‫ﻭﺘﺘﻡ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ‫ﺍﻟﻤﺠﻤـﻭﻉ‬ * ‫ﻴﺸﻤل‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻭﻓﻕ‬ ) ‫ﻟﻴﻜﺭﺕ‬ ( ‫ﺍﺴﺘﺠ‬ ّ ‫ﻭﻟﻜل‬ ‫ﺍﻟﺭﺒﺎﻋﻲ،‬ ‫ﹲ‬ ‫ﺭﻗﻤﻴﺔ‬ ‫ﹲ‬ ‫ﻗﻴﻤﺔ‬ ٍ ‫ﺎﺒﺔ‬ ‫ﻜﺎﻟﺘﺎﻟﻲ‬ ) : ٤ = ( ‫ّﺓ،‬ ‫ﺒﺸـﺩ‬ ‫ﺃﻭﺍﻓﻕ‬ ) ٣ = ( . ‫ﺃﻭﺍﻓﻕ،‬ ) ٢ = ( ‫ﺃﻋﺎﺭﺽ،‬ ) ١ = ( ‫ﻟﻠﻔﻘﺭﺍﺕ‬ ‫ّﺓ‬ ‫ﺒﺸﺩ‬ ‫ﺃﻋﺎﺭﺽ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ؛‬ ‫ﻭ‬ ) ١ = ( ‫ﻭ‬ ‫ّﺓ،‬ ‫ﺒﺸﺩ‬ ‫ﺃﻭﺍﻓﻕ‬ ) ٢ = ( ‫ﺇﻟﻴﻬﺎ‬ ‫ﻭﺃﻀﻴﻑ‬ ‫ﻡ،‬ ‫ﺤﻭﺍﻟﻲ‬ ) ١٠ (% ‫ﻤﻘﺎﺒل‬ ‫ﺍﻟﺯﻴﺎﺩﺓ‬ ‫ﺍﻟﻤ‬ ‫ﺃﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺤﺘﻤﻠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺨﻼل‬ ‫ﻌﻠﻤﻴﻥ‬ ٩٨ / ١٩٩٩ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ . ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬ ) ١٣١٥ ( ‫ﻭ‬ ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ ) ٩٢٧ ( ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻭﻋﺩﺩ‬ ‫ﹰ،‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ) ١٤٤ ( ‫ﻭﻤﺸﺭﻓﺔ‬ ‫ﹰ‬ ‫ﻤﺸﺭﻓﺎ‬ ‫ّﺯﻋﻴﻥ‬ ‫ﻤﻭ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻭ‬ ‫ﺃﻭﺍﻓﻕ،‬ ) ٣ = ( ‫ﻭ‬ ‫ﺃﻋﺎﺭﺽ،‬ ) ٤ = ( ‫ّﺓ‬ ‫ﺒﺸﺩ‬ ‫ﺃﻋﺎﺭﺽ‬ ‫ﻟﻠﻔﻘﺭﺍﺕ‬ ‫ﺃﺼـﺒﺤﺕ‬ ‫ﺍﻟﺸـﻜل‬ ‫ﻭﺒﻬـﺫﺍ‬ ‫ﺍﻟﺴـﻠﺒﻴﺔ؛‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻗﺎﻡ‬ ‫ﺜﻼﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺒﺒﻨﺎﺀ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﻤﻭﺠﺏ،‬ ‫ﺒﺎﻻﺘﺠﺎﻩ‬ ‫ﺘﻘﻴﺱ‬ ‫ﺠﻤﻴﻌﻬﺎ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﹼ‬ ‫ﻜﻠ‬ ‫ﻤﺎ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺯﺍﺩﺕ‬ : ‫ﺼﺤﻴﺢ‬ ‫ﻭﺍﻟﻌﻜﺱ‬ ‫ﺃﻗﻭﻯ،‬ . ‫ﻭﻗﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺤﺎﻴﺩ‬ ‫ﺍﻷﻭﺴﻁ‬ ‫ﺍﻟﺨﻴﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺒﻌﺩ‬ ‫ﻴﻅﻬﺭ‬ ‫ﺍﻟﺘـﺩﺭﺝ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺃﻨﺤﺎﺀ‬ ‫ﻓﻲ‬ ‫ﻤﺩﻴﺭﻴﺔ‬ ‫ﻋﺸﺭﺓ‬ ‫ﺍﺜﻨﺘﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ) ‫ﺍﻹﺤﺼﺎﺀ‬ ‫ﺩﺍﺌﺭﺓ‬ ‫ﺍﻟﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﻭﺯﺍﺭﺓ‬ ١٩٩٨  ‫ﻓﻲ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ : ‫ﺒﺘﻭﺯﻴﻊ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ٍ ‫ﺍﺴﺘﻤﺎﺭﺓ‬ ٍ ‫ّـﺔ‬ ‫ﺃﻭﻟﻴ‬ ٍ ‫ﺍﺴﺘﻁﻼﻋﻴﺔ‬ ٍ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ٍ ‫ﻤﻔﺘﻭﺤﺔ‬ ٍ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻠﺠﻭﺀ‬ ‫ﻭﻋﺩﻡ‬ ‫ﻤﻭﻗﻔﻪ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﺘﺠﻴﺏ‬ ‫ﺇﺭﻏﺎﻡ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﻤﺎﺴﻲ‬ ‫ﺍﻟﺨﻴﺎﺭ‬ ‫ﺍﻷﺴـﻬل،‬ ‫ﺍﻟﻤﺤﺎﻴﺩ‬ .( ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺍﺴﺘﺨ‬ ‫ﻭﺃﺴﺒﺎﺏ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻋﻠـﻰ‬ ‫ﺫﻟـﻙ‬ ‫ﻭﺃﺜـﺭ‬ ‫ﺩﺍﻤﻬﺎ‬ ‫ﻫﺎﺭﺩﻨﺞ‬ ‫ﺍﻗﺘﺭﺤﻪ‬ ‫ﺒﻤﺎ‬ ‫ﹰ‬ ‫ﺃﺨﺫﺍ‬ ) Harding, 1987 .( ‫ﺩﺍﺨل‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ّﻴﻥ‬ ‫ﺍﻟﺠﺎﺩ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﻭﻴﻀﻴﻊ‬ ‫ﺍﻟﺼﻑ‬ . ‫ﻭﺒﻴﻨﺕ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺠﻭﺀ‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺨﺼﻭﺼﻴﺔ‬ ‫ﺇﻟـﻰ‬ ّ ‫ﺭﺌﻴﺴـﻲ‬ ‫ﺒﺸﻜل‬ ‫ﺘﻌﻭﺩ‬ ‫ﺍﻟ‬ ‫ﺘﺭﺍﺠﻊ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﻭﺍﻟﺘﻭﺠﻴﻬﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺩﻭﺭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﻓـﺭﺓ‬ ‫ﻗﻠـﺔ‬ ‫ﻭﺇﻟﻰ‬ ‫ﹰ،‬ ‫ﻭﺘﺭﺒﻭﻴﺎ‬ ‫ﹰ‬ ‫ﻭﻨﻔﺴﻴﺎ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ؛‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺫﺏ‬ ‫ﻋﻭﺍﻤل‬ ‫ﻭﺘﻌﻭﺩ‬ ‫ﻭﻋـﺩﻡ‬ ‫ﻓﻌﺎﻟﺔ،‬ ‫ﻏﻴﺭ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺩﻨﻰ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻜﻔﺎﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻋ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺤﺼﻭل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺤﺭﺹ‬ ‫ﺇﻟﻰ‬ ّ ‫ﺜﻡ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﻓﻲ‬ ‫ﻤﻌﺩﻻﺕ‬ ‫ﻠﻰ‬ ‫ﻋﺎﻟﻴﺔ،‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺩﺭﺴﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ّﺭ‬ ‫ﺍﻟﻤﻘﺭ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻋﺩﻡ‬ ‫ﻭﺇﻟﻰ‬ . ‫ﻭﻓﻲ‬ ‫ﻟﻠﻌﺼﺎ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٥ ( ّ ‫ﺃﻥ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﻴﺘﺠﻬﻭﻥ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ،‬ ‫ﻀﻌﻔﻬﻡ‬ ‫ﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﺨﺼﻭﺼـﻴﺔ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﺸﻤﺎل‬ ‫ﻁﻠﺒﺔ‬ ‫ﻴﺘﺠﻪ‬ ‫ﺒﺩ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻻ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ . ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ّ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻴﺭﻭﻥ‬ ‫ﺯﻴـﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺘﺴﺎﻋﺩﻫﻡ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺃﻥ‬ ‫ﻟﻠﻤﺎﺩﺓ‬ ‫ﺍﺴﺘﻴﻌﺎﺒﻬﻡ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻤﺩﺭﺱ،‬ ‫ﻤﻊ‬ ‫ﺘﻔﺎﻋﻠﻬﻡ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺃﺴـﺌﻠﺔ‬ ‫ﺇﺠﺎﺒـﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻭﻓﻲ‬ ‫ﺃﺩﻕ،‬ ‫ﺒﺸﻜل‬ ‫ﻋﻴﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﺤﺼﻴل‬ ‫ﺃﺠل‬ ‫ﻭﺼﻴﺎﻏﺘﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺒﻨﺘﺎﺌﺠﻬﺎ‬ ‫ﺍﻻﺴﺘﻌﺎﻨﺔ‬ . ‫ّﻨﺕ‬ ‫ﻭﺘﻀﻤ‬ ‫ﺍﻟﻌﻴﻨـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ّﻨﺕ‬ ‫ﺘﻀﻤ‬ ‫ﹰ‬ ‫ﻁﺒﻘﻴﺔ‬ ‫ﹰ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﹰ‬ ‫ﻋﺸﻭﺍﺌﻴﺔ‬ ‫ﻨﺴﺒﺘﻬﺎ‬ ) ١٢ (% ‫ﻤـﻥ‬ ‫ﻭﺍﻹﻨـﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬ ‫ﱟ‬ ‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‬ ) ٣٠ ( ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ . ‫ﺼﺩﻕ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﻭﺜﺒﺎﺕ‬ ‫ﻜل‬ ‫ﻤﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﻤﺒﺎﺤﺙ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻜﺎﻓـﺔ‬ ‫ﺇﻟـﻰ‬ ‫ﹰ‬ ‫ﺇﻀـﺎﻓﺔ‬ ‫ﻤﺩﻴﺭﻴـﺔ،‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍ‬ ‫ﻤﺩﻴﺭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﻐﺭﺒﻴﺔ‬ ‫ﺍﻟﻀﻔﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺘﺸﺭﺓ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﺘﺭﺒﻴﺔ‬ ‫ﺠﻨﻭﺏ‬ ‫ﻟﺤﻡ‬ ‫ﻭﺒﻴﺕ‬ ‫ﻭﺍﻟﺨﻠﻴل،‬ ‫ﺍﻟﺨﻠﻴل،‬ ) ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﺃﻁﻠﻕ‬ : ‫ﺍﻟﻀﻔﺔ‬ ‫ﺠﻨﻭﺏ‬ ( ‫ﻭﺃﺭﻴﺤـﺎ،‬ ، ‫ﻭﺍﻟﻘـﺩﺱ،‬ ‫ﻭﻀـﻭﺍﺤﻲ‬ ‫ﺍﷲ‬ ‫ﻭﺭﺍﻡ‬ ‫ﺍﻟﻘﺩﺱ،‬ ) ‫ﻭﺃﻁﻠﻕ‬ ‫ﻋﻠﻴﻬﺎ‬ : ‫ﺍﻟﻀﻔﺔ‬ ‫ﻭﺴﻁ‬ ( ‫ﻭﺠﻨﻴﻥ‬ ‫ﻭﻨﺎﺒﻠﺱ،‬ ‫ﻭﺴﻠﻔﻴﺕ،‬ ‫ﻭﻁﻭﻟﻜﺭﻡ،‬ ‫ﻭﻗﻠﻘﻴﻠﻴﺔ،‬ ، ) ‫ﻭﺃﻁﻠﻕ‬ ‫ﻋﻠﻴﻬﺎ‬ : ‫ﺸﻤﺎل‬ ‫ﺍﻟﻀﻔﺔ‬ .( ‫ﺒﻠﻐ‬ ‫ﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ) ٤٢٤ ( ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻓﺭﺩﺍ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ،‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ) ٢٨٠ ( ‫ﻤـﻥ‬ ‫ﹰ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ) ١٦٣ ‫ﻭ‬ ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ ١١٧ ‫ﹰ‬ ‫ﻤﻌﻠﻤﺔ‬ ( ‫ﻭﺍﻹﻨﺴـﺎﻨﻴﺔ‬ ‫ﺍﻷﺩﺒﻴﺔ‬ ‫ّﺼﺎﺕ‬ ‫ﺍﻟﺘﺨﺼ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ) ‫ﺍﻹﺴـﻼﻤﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻓﻲ‬ ‫ﻹﻴﺭﺍﺩﻫﺎ‬ . ‫ﻤﻌﻠﻤـﺎ‬  ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ : ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ٍ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻘﺴـﻡ‬ ‫ّﻥ‬ ‫ﺘﻀﻤ‬ ‫ﺒﺤﻴﺙ‬ ‫ﻗﺴﻤﻴﻥ،‬ ‫ﻋﻠﻰ‬ ‫ﺍﺸﺘﻤﻠﺕ‬ ‫ﻋﻥ‬ ‫ﺃﻭﻟﻴﺔ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﻤﺴﺘﺠﻴﺏ،‬ ‫ﻭﺘ‬ ‫ﺍﻟﻜﺘـﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﺭﺘﺒﻁ‬ ٍ ‫ﺍﻜﺘﻔﻰ‬ ّ ‫ﺍﻟﺘﻜﻭﻴﻨﻲ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﺒﺼﺩﻕ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺠﺭﺍﺀ‬ ‫ﹼﻤﻴﻥ‬ ‫ﺍﻟﻤﺤﻜ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺭﻀﻬﺎ‬ . ‫ﻭﺠﺭﻯ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﻤـﻥ‬ ‫ﺜﺒﺎﺘﻬـﺎ‬ ‫ﻓﻘﺭﺍﺕ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻘﺴﻡ‬ ‫ّﻥ‬ ‫ﻀﻤ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻨﺤﻭﻫﺎ‬ . ّ ‫ﻭﺘﻡ‬ ‫ﺴﺘﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻋﺭﺽ‬ ‫ﹼﻤﻴﻥ،‬ ‫ﻤﺤﻜ‬ ‫ﻤﻨﻬﻡ‬ : ‫ﺃﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ) Cronbach Alpha ( ، ‫ﻭﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻨﺼﻔﻴﺔ‬ ‫ﺍﻟﺘﺠﺯﺌﺔ‬ : ‫ﺒـﺭﺍﻭﻥ‬ ‫ﺴﺒﻴﺭﻤـﺎﻥ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻤﻥ‬ ‫ﹲ‬ ‫ﺃﺭﺒﻌﺔ‬ ‫ﻭﻤﺩﻴﺭﺍ‬ ‫ﻟﺤﻡ،‬ ‫ﻭﺒﻴﺕ‬ ‫ﺍﻟﻘﺩﺱ‬ ‫ﺠﺎﻤﻌﺘﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻤﺩﺭﺴﺘﻴﻥ‬ ) Spearman Brown .( ‫ﻭﺒﻠﻎ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻠﺩﺭﺠﺔ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ) ٠.٩٣ ( ، ‫ﺍﻟﺘﺠﺯﺌـﺔ‬ ‫ﻭﺒﻁﺭﻴﻘﺔ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺍﻟﺘـﺩﻗﻴﻕ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺜﺎﻨﻭﻴﺘﻴﻥ‬ ‫ﻭﻤ‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﻤﻼﺀﻤﺘﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﺄﻜﺩ‬ ‫ﻭﻤﺭﺍﺠﻌﺘﻬﺎ،‬ ‫ﻥ‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻭﺯﻴﻌﻬﺎ‬ ‫ﻗﺒل‬ . ‫ﺍﻟﻨﺼﻔﻴﺔ‬ ) ٠.٨٨ ( ‫ﻟﻬﻤﺎ‬ ‫ﻴﻁﻤﺌﻥ‬ ‫ﻋﺎﻟﻴﻴﻥ‬ ٍ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤﻼ‬ ‫ﻭﻫﻤﺎ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ . ‫ﻭﻴﺒﻴﻥ‬ ‫ﺍﻟﺠﺩﻭل‬ ) ٢ ( ‫ﺍﻟﺜﺒـﺎﺕ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻭﻗـﺩ‬ ‫ﺍﻋﺘﺒﺭﺕ‬ ‫ﹰ،‬ ‫ﺼﺎﺩﻗﺔ‬ ٍ ‫ﻓﻘﺭﺍﺕ‬ ‫ﹼﻤﻴﻥ‬ ‫ﺍﻟﻤﺤﻜ‬ ‫ﻤﻥ‬ ‫ﻓﺄﻜﺜﺭ‬ ‫ﹲ‬ ‫ﺃﺭﺒﻌﺔ‬ ‫ﻤﻼﺀﻤﺘﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺘﻔﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺃﻱ‬ ‫ﹰ‬ ‫ﺼﺎﻟﺤﺔ‬ ‫ﻟﻠﻤﺠﺎﻻﺕ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﻟﻠﺩﺭﺠﺔ‬ .
	______________________________ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ___ ١ ( ، ٢٠٠٢ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ _________________________________ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ ______________________________ ___ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ _________________________________ ______________________________ ___ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ _________________________________ ______________________________ ___ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ _________________________________ ______________________________ ___ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ ‫ﻟﻸﲝﺎﺙ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﳎﻠﺔ‬ ) ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ( ‫ﺍﺠﻤﻟﻠﺪ‬ ، ١٦ ) ١ ( ، ٢٠٠٢ _________________________________