‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠


The reality of the requirements of using virtual labs in science education from the perspective of teachers and supervisors of science in middle school and their attitudes towards science in Saudi Arabia 
The study aimed to identify the requirements of using virtual labs needed for teaching science in middle school in Saudi Arabia, from the perspective of teachers and supervisors .and to know the attitudes towards the use of virtual labs in the science teaching. and the differences between the attitudes of teachers and supervisors towards the use of virtual labs in science teaching. the study sample consisted of (80) science teacher and (25) supervisors, were selected at random from Khamis Mushayt city. The results showed determine the teaching of science requirements using virtual labs, and the results showed the availability of teaching science requirements using virtual labs, moderately, a large degree averages ranged from (2.5: 3.25), and the values of (T) were significant at the level of (05.) in all the questionnaire items in the seven requirements, and the results showed no significant differences between the teachers and supervisors in the requirements of the use of virtual labs in science teaching and the results also showed positive attitudes towards the use of virtual lab in the science teaching, and no significant differences between the attitudes of science teachers and supervisors about the use of virtual labs in science teaching. 




  




  




  


- ٩٥ - ‫ﻭﺟﻬﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻻﻓﱰﺍﺿﻴﺔ‬ ‫ﺍﳌﻌﺎﻣﻞ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ‫ﻭﺍﻗﻊ‬ ‫ﳓﻮﻫﺎ‬ ‫ﻭﺍﲡﺎﻫﺎﺗﻬﻦ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ‬ ‫ﺑﺎﳌﺮﺣﻠﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫ﻭﻣﺸﺮﻓﺎﺕ‬ ‫ﻣﻌﻠﻤﺎﺕ‬ ‫ﻧﻈﺮ‬ ‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺑﺎﳌﻤﻠﻜﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻠﺨﺹ‬ : ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫،ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﺩﻯ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻤﻌﺎﻤل‬

  
	‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﻤﺸﻴﻁ‬ ‫ﺨﻤﻴﺱ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﺈﺩﺍﺭﺓ‬ ‫ﺍﻷﺼﻠﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻤﻥ‬ ‫ﻋﺸﻭﺍﺌﻴﺔ‬ ) ٨٠ ( ‫ﻋﻠﻭﻡ،‬ ‫ﻤﻌﻠﻤﺔ‬ ) ٢٥ ( ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻥ‬ ‫ﺘﻡ‬ ‫ﻋﻠﻭﻡ،‬ ‫ﻤﺸﺭﻓﺔ‬ . ‫ﺘﻜﻭﻨﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺍﻟﻤ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻌﺎﻤل‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،‬ ‫ﻤﺘﻁ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﺴﻔﺭﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻠﺒﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫،ﺒﺩﺭﺠﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺒﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﻭﺒﺩﺭﺠﺔ‬ ‫ﺔ،‬

  
	) ٢,٥ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺴﺒﻌﺔ،‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ : ٣,٢٥ (	(.	) ٠٥	‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬	(	) ‫ﺕ‬	‫،ﻭﺒﻘﻴﻡ‬

‫ﻓﻲ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﺒﻨﻭﺩ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺠﻭﻫﺭﻴﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺍﻟﻨ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺘﺎﺌﺞ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ .

  
		٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
	-	‫ﺍﻟﻌﻠﻭﻡ‬	‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬	-	‫ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ : . ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬
						-	٩٧	-

‫ﺍﻟﻤﻘﺩﻤﺔ‬ : ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺨﻀﻡ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ،ﻭﻓﻲ‬ ‫ﺸﺘﻰ‬ ‫ﻓﻲ‬ ‫ﺴﺭﻴﻌﺔ‬ ‫ﺘﻘﻨﻴﺔ‬ ‫ﻁﻔﺭﺍﺕ‬ ‫ﺍﻵﻥ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻴﺸﻬﺩ‬ ‫ﺍﻟﺴﺭﻴﻌﺔ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻭﺍﻜﺒﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻟﺯﺍﻤﺎ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﺴﺭﻴﻊ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ‬ ‫ﻭﺍﻟﻤ‬ ‫ﻴﺭﻯ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ؛‬ ‫ﻤﺨﺭﺠﺎﺕ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺘﻀﻤﻥ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﺘﻨﺎﻤﻴﺔ؛‬ ‫ﻤﻥ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻤﺎ‬ ‫ﻤﻠﺤﺔ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﻤﺯﺍﻴﺎ‬ : ‫ﺍﻟﺠﻬﺩ‬ ‫ﻭﺘﻘﻠﻴل‬ ‫ﺍﻟﻭﻗﺕ،‬ ‫،ﻭﺍﺨﺘﺼﺎﺭ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻭﺘﻭﻓﻴﺭ‬ ‫ﻭﺍﻟﺘﻜﻠﻔﺔ،‬ ‫ﺍﻟﻔﺼﻭل‬ ‫ﻓﻲ‬ ‫ﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬ ‫ﻭﺸﻴﻘﺔ‬ ‫ﻤﻤﺘﻌﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﺘﺤﻭل‬ ‫ﻓﻜﺭﺓ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﺘﺒﻨﻲ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ، ‫ﺒﻤﻔﻬﻭﻤﻬﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺩﻤﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺇﻟﻰ‬

  
	.(	) ‫ﻭﻟﻲ،‬ ١٤٣٠ ‫ﻩ‬	‫ﻭﺍﻟﺘ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻠﺘﻁﻭﺭﺍﺕ‬ ‫ﻟﺘﺴﺘﺠﻴﺏ‬ ‫ﺍﻟﺸﺎﻤل‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﻘﻨﻴﺔ‬
	‫ﺜﻭﺭﺓ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻪ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﺃﺤﺩﺙ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﺘﻌﺩ‬ ‫ﺍﻟﺸﻬﺭﻱ‬ ‫ﺃﺸﺎﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺘﻌﻠﻴﻤﻬﺎ،‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭﺓ‬ ) ٢٠٠٩ ، ٩٨ ( ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻭﺍﺩ‬ ‫ﺍﻋﺘﺒﺎﺭ‬

‫ﻴﻤﻜﻥ‬ ‫ﺃﻨﻪ‬ ‫ﻫﺫﻩ‬ ‫ﺩﻤﺞ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺃﻭ‬ ‫ﻤﻌﺭﻓﻴﺎ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺒﺎﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﺭﺘﺒﺎﻁﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﺘﻜﺎﻤل‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻓﻲ‬ ‫ﺘﻘﻨﻴﺔ‬ . ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺨﻁﺕ‬ ‫ﻭﻟﻘﺩ‬ ‫ﺩﻤﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺴﺎﺴﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻤﺸﺎﺭﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺴﺒﻴل‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻡ،‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ : ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﻭﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺍﻟﻤﺤﻭﺴﺒﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ Virtual lab . ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻟﻠﻌﻤل‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﻤﺘﺎﺒﻌﺔ‬ ‫ﻋﻤل‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻲ‬ ) ‫ﺍﻟﻤﻴﺩﺍﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ( ‫ﻭﺯﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﻥ‬ ‫ﻟﻭﺤﻅ‬ ‫ﻤﺸﻴﻁ‬ ‫ﺨﻤﻴﺱ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﻤﻤﻴﺯﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻪ‬ ‫ﻟﻤﺎ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻪ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﺒﻨﻲ‬ ‫ﻨﺤﻭ‬ ‫ﻴﺴﻴﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ . ‫ﺍﻟﻁﺒ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﺘﻌﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻔﺎﻫﻴﻤﻬﺎ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﺘﺩﺭﻴﺴﻬﺎ،‬ ‫ﻓﻲ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻥ‬ ‫ﻴﻌﻴﺔ‬ ‫ﻭﻤﺘﻨﻭﻋﺔ،‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻨﺎﺒﺽ‬ ‫ﺍﻟﻘﻠﺏ‬ ‫ﻓﻬﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﻭﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻴﺘﺠﺯﺃ‬ ‫ﻻ‬ ‫ﺠﺯﺀ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻴﻌﺩ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺍﺤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺏ‬ ‫ﻴﻼﺯﻤﻪ‬ ‫ﻤﺎﻟﻡ‬ ‫ﻋﻠﻤﺎ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻴﻌﺩ‬ ‫ﻻ‬ ‫،ﻜﻤﺎ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺃﻨﺸﻁﺘﻪ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻭﻟﻲ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﻤﻌﻤﻠﻲ؛‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﻋﻀﻭﻴﺎ‬ ‫ﺍﺭﺘﺒﺎﻁﺎ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺒﺎﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺘﻤﺜل‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺒﺎﺭﺯﺍ‬ ‫ﻭﺩﻭﺭﺍ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺍﻟﻤﻔﺘﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﻬﺠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺒﺎﻟﻤﻭﺍﺩ‬ ‫ﺒﺎﻷﻨﺸﻁﺔ‬ ‫ﻤﺼﺤﻭﺒﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺽ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺠﻬﺔ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﻭﺍﻻﺴﺘﻘﺼﺎﺀ‬ .

  
	‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬	(	، ١٣	) ٢٠٠٦	‫ﺍﻟﺒﻴﺎﺘﻲ‬ ‫ﻭﻴﺅﻜﺩ‬

‫ﺍﻟﺭﻜﻴﺯﺓ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺃﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﻓﺎﻟﻤﻌﻤل‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻘﻲ،‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻲ،‬ ‫ﺃﺤ‬ ‫ﻴﻌﺩ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﺃﻨﻅﻤﺔ‬ ‫ﻟﺘﻁﻭﺭ‬ ‫ﺍﻤﺘﺩﺍﺩﺍ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻤﺴﺘﺠﺩﺍﺕ‬ ‫ﺩ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ٩٨ - ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ‬ ، ‫ﻭﻅﺎﺌﻔﻪ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻜﺒﻴﺭ‬ ‫ﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺎﻜﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﻓﺎﻟﻤﻌﻤل‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﺸﺎﺒﻬﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﺨﻼﻟﻪ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻡ‬ ‫ﻭﺃﺤﺩﺍﺜﻪ،‬ . ‫ﻴﺸﻴﺭ‬ ‫ﻜﻤﺎ‬ ) Martinez et al(2003,346 ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻥ‬ ‫ﻫﺎﺌل‬ ‫ﻜﻡ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻓﻲ‬ ‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻭﺍﺩ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﺒﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﻋﺎﻡ‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ . ‫ﻨﻅﺎﻡ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﻜﺩ‬ ‫ﻜﻤﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻭﺘﻘﺩﻴﻤﻬﺎ‬ ‫ﺒل‬ ‫ﻓﺤﺴﺏ؛‬ ‫ﻫﺫﺍ‬ ‫ﻟﻴﺱ‬ ‫ﻭﺍﻟﻤﻌﻘﺩﺓ،‬ ‫ﺍﻟﺨﻁﺭﺓ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻤﺤﺎﻜﺎﺓ‬ ‫ﺇﺠﺭﺍﺌﻬﺎ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺸﺎﻜل‬ ‫ﺃﻱ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻴﺤﺎﻜﻲ‬ ‫ﻤﺜﺎﻟﻲ‬ ‫ﺸﻜل‬ ‫ﻓﻲ‬ . ‫ﺍﻟﻔﺎﺌﺩﺓ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻨﻅﺎﻡ‬ ‫ﻴﻌﺩ‬ ‫ﺍﻵﺨﺭ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻅﻭﺍﻫﺭ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻤﻪ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻭﺴﺎﺌل‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﻴﺘﻤﻴﺯ‬ ‫ﺇﺫ‬ ‫ﺍﻟﺠﻠﻴﺔ،‬ ‫ﻷ‬ ‫ﺍﻟﺤﻠﻭل‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺘﻤﻜﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ،‬ ‫ﻜﻤﺎ‬ ‫ﺘﺠﺭﺒﺔ،‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﺠﻬﻪ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﻤﻴﺯﺍﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﺘﻌﺩ‬ ‫ﻤﺤﺎﻜﺎﺘﻬﺎ‬ ‫ﻭﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ . ‫ﺒﺠﻤﻴﻊ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ،‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻅل‬ ‫ﻭﻓﻲ‬ ‫ﻋﺎﻡ‬ ‫ﺍﻜﺘﻤل‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ١٤٣٢ - ١٤٣٣ ‫ﺍﻟ‬ ‫ﺘﻌﺘﻘﺩ‬ ‫ﺤﻴﺙ‬ ، ‫ﻫـ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﺒﺎﺤﺜﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ) ‫ﺍﻟﻭﻗﺕ‬ ‫ﻟﺒﻌﺽ‬ ( ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺔ،‬ ‫ﻓﺼﻭل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻤﺎ‬ ‫ﻋﺎﻟﻤﻴﺔ؛‬ ‫ﺒﺤﺙ‬ ‫ﺒﻤﺤﺭﻜﺎﺕ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻤل‬ ‫ﻤﺘﻌﻠﻘﺔ‬ ‫ﻭﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﺘﻌﻠﻴﻤ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻤﻊ‬ ‫ﻴﺔ‬ ‫ﻤﻭﺠﻪ،‬ ‫ﺇﻟﻰ‬ ‫ﻤﻠﻘﻥ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﺴﺘﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻤﺘﻠﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻓﻴﺘﺤﻭل‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﻠﺤﺔ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻔﺼﻭل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻜل‬ ‫ﻴﺴﺘﺤﻕ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻪ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻟﺘﻭﺠﻪ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ،‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﻟﻤﻭﺍﻜﺒﺔ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺘﺸﺠﻴﻊ‬ ‫ﺍﻟﺩﻋﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻭﻟﺤﺎﺠﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻴﻴﻥ،‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﻤﺎﺩﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺒﺎﻟﺘﺠﺎﺭﺏ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﻟﻼﺴﺘﻔﺎﺩﺓ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﻓ‬ ‫ﻭﻤﻌﻠﻡ‬ ‫ﻤﺘﻌﻠﻡ‬ ‫ﻟﻜل‬ ‫ﻭﺨﺩﻤﺔ‬ ‫ﻤﺩﺍﺭﺴﻨﺎ،‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻭﺘﻭﺍﻜﺏ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ،‬ ‫ﻋﻥ‬ ‫ﺘﺒﺤﺙ‬ ‫ﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻲ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺸﺘﻰ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻨﻲ‬ . ‫،ﻭﻟﻜﻥ‬ ‫ﻭﺴﻘﻑ‬ ‫ﺒﺠﺩﺭﺍﻥ‬ ‫ﻤﺤﺩﺩ‬ ‫ﻓﻌﻠﻲ‬ ‫ﻤﻌﻤل‬ ‫ﻭﺠﻭﺩ‬ ‫ﺒﻌﺩﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﺘﺘﻤﻴﺯ‬ ‫ﻟﺯﻴﺎﺩﺓ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﺘﺤﻭﻴﺭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﺘﻘﻠﻴﺩﻱ‬ ‫ﺒﻤﺨﺘﺒﺭ‬ ‫ﺍﻻﺴﺘﻌﺎﻨﺔ‬ ‫ﺍﻷﺤﻴﺎﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻓﻌﺎﻟﻴﺘﻪ‬ ) ‫ﺍﻟﺒﻴﺎﺘﻲ،‬ ٢٠٠٦ ، ١٣ .( ‫ﺍﻟﻨ‬ ‫ﺇﻥ‬ ‫ﺍﻟﺫﺍﺘﻲ،‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻨﺎﺩﻱ‬ ‫ﺍﻟﺒﻨﺎﺌﻴﺔ‬ ‫ﻅﺭﺓ‬ ‫ﻭﺒﻨﺎﺌﻬﺎ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻤﻌﺭﻓﺘﻬﻡ‬ ‫ﻻﻜﺘﺴﺎﺏ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺇﺘﺎﺤﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻭﺍﻜﺘﺴﺎﺏ‬ ‫ﺒﺄﻨﻔﺴﻬﻡ‬ ) ‫ﺍﻟﺤﺎﻓﻅ،‬ ٢٠٠٨ .( ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ٩٩ - ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﺘﻌﺩ‬ Virtual Labs ‫ﻴﺴﻤﻲ‬ ‫ﻤﺎ‬ ‫ﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺒﺎﻟﻭﺍﻗـــــــــــــــﻊ‬ Virtual Reality ‫ﻤﺴﺘﺤﺩﺜﺎﺕ‬ ‫ﺃﺤﺩ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻋﻥ‬ ‫ﺒﺩﻴﻠﺔ‬ ‫ﺨﻴﺎﻟﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻤﺼﻁﻨﻌﺔ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻴﻌﺩ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻭﻴﺘﻌﺎﻤل‬ ‫ﻭﻴﺸﺎﺭﻙ‬ ‫ﻴﺘﻔﺎﻋل‬ ‫ﺘﺨﻴﻠﻴﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻌﻴﺵ‬ ‫ﻫﻨﺎ‬ ‫ﻭﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻭﺘﺤﺎﻜﻴﻪ،‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﻭﺒﻌﺽ‬ ‫ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‬ ‫ﺠﻬﺎﺯ‬ ‫ﻭﺒﻤﺴﺎﻋﺩﺓ‬ ‫ﺤﻭﺍﺴﻪ‬ . ‫ﺍﻟﻤﻌ‬ ‫ﻭﺘﻤﺜل‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻅﻬﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﺤﺩﺜﺎﺕ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺎﻤل‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺘﺤﺎﻜﻲ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ،‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﻷﻨﻅﻤﺔ‬ ‫ﺍﻤﺘﺩﺍﺩﺍ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﺸﺎﺒﻬﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﻭﻴﻤﻜﻥ‬ ) Christos,et a(l, 2004 .( ‫ﺃ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺃﺜﺒﺘﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ،‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻫﻤﻴﺔ‬ ‫ﻭﻤﺅﺴﺴﺎﺕ‬ ‫ﻭﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﺎﻤﻴﺔ‬ ‫ﺍﻟﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻋﻠﻤﻲ‬ ‫ﻤﺭﺩﻭﺩ‬ ‫ﻭﺫﺍﺕ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﺍﻟﺼﻨﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻭﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺍﻟﺨﺭﻴﺠﻴﻥ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺭﻓﻊ‬ ‫ﻓﻲ‬ ‫ﻴﺴﻬﻡ‬ ‫ﻭﺘﻘﻨﻲ‬ ) ‫ﺍﻟﺒﻴﺎﺘﻲ،‬ ٢٠٠٦ ، ٦٣ .( ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬ : ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﻟﻤﺯﻭﺩﺓ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺨﺘﺒﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﻔﺫﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﹸﻌﺩ‬ ‫ﺘ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ،‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻔﻀﻠﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺒﻨﻔﺴﻪ،‬ ‫ﻭﺍﻟﻭﺍﻗﻌﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤﻠﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻴﻔﻀل‬ ‫ﻓﺎﻟﺘﻠﻤﻴﺫ‬ ‫ﻓﻴﻜﺘ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﻤﺎﺩﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺘﺠﺎﻩ‬ ‫ﹰ‬ ‫ﻁﻴﺒﺎ‬ ‫ﹰ‬ ‫ﺃﺜﺭﺍ‬ ‫ﻨﻔﺴﻪ‬ ‫ﻓﻲ‬ ‫ﻭﺘﺘﺭﻙ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺴﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺘﻭﻓﺭ‬ ‫،ﻭﻟﻌﺩﻡ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻪ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﻤﺴﺘﻭﺍﻩ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻌﻤل‬ ‫ﻋﻠﻴﻬﺎ؛‬ ‫ﺍﻟﻤﺘﺩﺭﺏ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺘﻭﻓﺭ‬ ‫ﻻ‬ ‫ﻭﻟﻜﻥ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﻭﻴﻜ‬ ‫ﺍﻟﺯﻟل،‬ ‫ﻴﻜﻭﻥ‬ ‫ﻓﻬﻨﺎ‬ ‫ﻷﺴﺎﻟﻴﺏ‬ ‫ﻀﺤﻴﺔ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻭﻴﻘﻊ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺨﻁﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﻤﻠﻘﻥ،‬ ‫ﺒﺩﻭﺭ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻘﻁ،‬ ‫ﺍﻟﻤﺴﺘﻤﻊ‬ ‫ﺒﺩﻭﺭ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻋﻘﻴﻤﺔ،‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﻤﻔﻬﻭﻤﻪ‬ ‫ﺍﻟﻤﻌﻤﻠﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﻜﺩﺘﻪ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺍﻟﻤﺩﺍﺭﺱ،‬ ‫ﻓﻲ‬ ‫ﻓﻌﺎل‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ) ‫ﺍ‬ ‫ﻟﺒﻠﻁﺎﻥ،‬ ١٤٣٢ ‫ﺍﻟﺩﺒﺴﻲ،‬ ‫ﻩ؛‬ ٢٠١٢ ‫؛‬ ‫ﻭﻟﻲ،‬ ١٤٣٠ ، ‫ﻩ؛ﺇﺒﺭﺍﻫﻴﻡ‬ ٢٠٠٩ ‫؛ﺍﻟﺭﺍﻀﻲ،‬ ٢٠٠٨ ‫،ﻭﻏﻴﺭﻫﺎ‬ ‫؛‬ .( ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻅﻬﺭﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺍﻟﺘﻭﺠﻬﺎﺕ‬ Virtual Laboratories ‫ﻋﻠﻰ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﺒﺭﺍﻤﺞ‬ Simulation ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ Virtual Reality ‫ﻭﺍﻟﺘﻲ‬ ‫ﻭﺃﺸﻤل‬ ‫ﺃﻋﻡ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺠﺯﺀﺍ‬ ‫ﺘﻌﺩ‬ ‫ﻫﻲ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻨﻅﻭﻤﺔ‬ Electronic Learning ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺇﻥ‬ ‫،ﺤﻴﺙ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫،ﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺒﻌﺽ‬ ‫ﺘﺩﺭﻴﺱ‬ ) ‫ﺍﻟﺩﺒﺴﻲ،‬ ٢٠١٢ ، ١٢٠ .( ‫ﻭﻤﻥ‬ ‫ﺍﻟﻌﻠﻭ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺒﺭﺯﺕ‬ ‫ﻫﻨﺎ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻡ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻭﺘﻭﻅﻴﻑ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ( ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ١٠٠ - ‫ﻟﺒﻌﺽ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﻭﻓﻲ‬ ‫ﻨﺤﻭﻫﺎ،‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﻤﻥ‬ ‫ﻴﺼﺎﺤﺒﻬﺎ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺯﻟل‬ ‫ﻜﺜﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻁﺭﻗﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﺍﻟﺨﻁﻴﺏ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻓﻲ‬ ‫ﻭﻀﻌﻑ‬ ‫ﺍﻷﺩﺍﺀ‬ ) ٢٠٠٥ ، ١٤٦ "( ‫ﻋﻠﻰ‬ ‫ﺃﻜﺩﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺇﻫﻤﺎل‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻴﺸﻴﺭ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ،‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ " ‫ﻭﺍﻟﺩﻏﻴﻡ‬ ‫ﺍﻟﺤﺫﻴﻔﻲ‬ ) ٢٠٠٥ ، ١٣٠ " ( ‫ﺘﺼﺒﺢ‬ ‫ﺒﺄﻥ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻋ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ،‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻤﻥ‬ ‫ﺠﺯﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺒﺭﻤﺠﻴﺎﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺘﺒﺎﺭﻫﺎ‬ ‫ﺒﻭﻀﻊ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﺔ‬ ‫ﺍﻟﺠﻬﺎﺕ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﻴﺴﺘﻭﺠﺏ‬ ‫ﻤﻤﺎ‬ ‫ﺒﻔﺎﻋﻠﻴﺔ،‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺘﻭﺼﻴل‬ ‫ﺘﻴﺴﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻼﺤﻘﺔ‬ ‫ﺍﻟﺴﺭﻴﻌﺔ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻨﺎﺴﺏ‬ ‫ﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺨﻁﻁ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ .( ‫ﺍﻟﺒﺤﺙ‬ ‫ﺘﺴﺎﺅﻻﺕ‬ : ‫ﻭﻤﺤﺎﻭ‬ ‫ﻭﺍﻟﻤﺘﺴﺎﺭﻋﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻅل‬ ‫ﻓﻲ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺘﻐﻴﺭ‬ ‫ﻤﻭﺍﻜﺒﺔ‬ ‫ﻟﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﺩﺒﻴﺎﺕ‬ ‫ﻀﻭﺀ‬ ‫،ﻭﻓﻲ‬ ‫ﺍﻟﺩﺅﻭﺏ‬ ‫ﻭﺍﻟﺴﻌﻲ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﻭﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ) ، ‫ﺤﺴﻥ‬ ٢٠٠٧ ‫؛‬ Tracey,.&Stuckey2007 ‫؛ﺍﻟﺭﺍﻀﻲ،‬ ٢٠٠٨ ‫؛ﻨﻭﺍﺭ،‬ ٢٠٠٩ ، ‫ﺍﻟﻔﺘﺎﺡ‬ ‫ﻋﺒﺩ‬ ‫؛‬ ٢٠٠٩ ‫؛‬ ، ‫ﺍﻟﺸﻬﺭﻱ‬ ٢٠٠٩ ( ‫ﻭﻤﻼﺤ‬ ، ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﻟﻀﻌﻑ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻅﺔ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻟﻌﺩﻡ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺍﻹﻤﻜﺎﻨﺎﺕ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ،‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻋﺩﺩ‬ ‫ﻟﺯﻴﺎﺩﺓ‬ ‫ﺃﻭ‬ ، ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫ﻤﻬﻡ‬ ‫ﻜﺨﻴﺎﺭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻨﺩﺭﺓ‬ ‫ﺩ‬ ‫ﺘﺤﻭل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻐﻠﺏ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻬﺎ‬ ‫ﺃﻭﺼﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﺘﻭﺼﻴﺎﺕ‬ ‫ﻭﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺘﺴﺎﺅل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﻌﻠﻭﻡ؛‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺤﺩﻴﺜﺔ‬ ‫ﻜﺘﻘﻨﻴﺔ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ : ‫ﻭ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﺎ‬ ‫ﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ؟‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻨﺤﻭﻫﺎ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻥ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻫﺫﺍ‬ ‫ﻋﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬ : ١ - ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻤﺎ‬ ‫ﻤﻌﻠﻤﺎ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ٢ - ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺩﻯ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ٣ - ‫ﻭﻤﺸﺭﻓ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺎﺕ‬ ‫؟‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ١٠١ - ٤ - ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ٥ - ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫؟‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ : ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ : ١ - ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬ ٢ - ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺩﻯ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ٣ - ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﺩﻯ‬ ‫؟‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻔﺼﻭل‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬ ٤ - ‫ﻤ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ٥ - ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﺩﻯ‬ ‫ﺍﻟﻌﻠﻭﻡ؟‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ :

  
	‫ﺒﻐﺭﺽ‬	‫ﻭﺒﺭﻤﺠ‬ ‫ﻴﺎﺘﻬﺎ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬	‫ﺍﺴﺘﺨﺩﺍﻡ‬	‫ﻓﻲ‬	‫ﻟﻼﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ .	-	١
	‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻼﺯﻤﺔ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬	‫ﺍﻟﻤﻌﺎﻤل‬	‫ﻓﻲ‬ ‫ﺘﺤﺎﻜﻲ‬ ‫ﺘﺯﻭﻴﺩ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺒﻤﺘﻁﻠﺒﺎﺕ‬ .	‫ﺍﻹﺴﻬﺎﻡ‬ ‫ﺘﻔﺎﻋﻠﻴﺔ‬	٢ ‫ﻜﺒﻴﺌﺔ‬ -
	‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬							-	٣

‫ﻤﻴﺯﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﻥ‬ ‫ﺇﻁﻼﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺴﻬﺎﻡ‬ ‫ﺒﺎ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻪ‬ ‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻴﺤﺎﻜﻲ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻩ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ . ٤ - ‫ﺍﻟﻤﻌﻤل‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺘﺘﻨﺎﻭل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻘﺹ‬ ‫ﺘﻐﻁﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺴﻬﺎﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻏﺭﺍﺽ‬ ‫ﻟﺨﺩﻤﺔ‬ ‫ﻭﺘﻁﻭﻴﻌﻬﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ . ٥ - ‫ﻜﻤﺠﺎل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺃﻨﻅﺎﺭ‬ ‫ﺘﻭﺠﻴﻪ‬ ‫ﻟﻠﺒﺤﺙ‬ ‫ﺨﺼﺏ‬ . ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	) :
	‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺘﻭﺍﻓﺭ‬		(	) ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬	‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﻥ‬	‫ﻋﻠﻰ‬ ‫ﻋﻼﻭﺓ‬	-	٦
					-	١٠٢	-

‫ﻤﺩﻯ‬ ‫ﻟﻘﻴﺎﺱ‬ ، ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻭﻤﻘﻴﺎﺱ‬ ، ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺸﺎﺒﻬﺔ‬ ‫ﺒﺤﻭﺙ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻓﻲ‬ ‫ﻴﺭﻏﺒﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﺴﻭﻑ‬ ‫ﻨﺤﻭﻫﺎ‬ . ٧ - ‫ﺍﻟ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻐﻠﺏ‬ ‫ﻓﻲ‬ ‫ﺭﺒﻤﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻭﺼﻴﺎﺕ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺘﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﻤﺨﺘﻠﻑ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﺤﻠﻭل‬ ‫ﻭﻀﻊ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻤﻤﺎ‬ ، ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﺠﻬﻬﻥ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬ : - ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﻤﺩ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺍﺭﺱ‬ ‫ﻤﺸﻴﻁ‬ ‫ﺨﻤﻴﺱ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ . - ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺘﻡ‬ ١٤٣٦ / ١٤٣٧ ‫ﻩ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬ : ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ : ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬  ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﹼﻡ‬ ‫ﺍﻟﺘﻌﻠ‬ ‫ﺒﻴﺌﺎﺕ‬ ‫ﺇﺤﺩﻯ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻤﺤﺎﻜﺎﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﻭﺃﺤﺩﺍﺜﻪ‬ ‫ﻭﻅﺎﺌﻔﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﺘﺎﺩ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻓﻲ‬ ‫ﻋﺎﺩﺓ‬ ‫ﺘﺤﺩﺙ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺒﻤﻤﺎﺭﺴﺔ‬ ‫ﺨﻼﻟﻬﺎ‬

  
	،	) ‫ﺯﻴﺘﻭﻥ‬			.(	٢٠٠٥،١٦٣
	‫ﻓﻲ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬	(	) ٢٠٠٦،١٣	‫ﺍﻟﺒﻴﺎﺘﻲ‬ ‫ﻭﻋﺭﻓﻪ‬

‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺭﻜﻴﺯﺓ‬ ‫ﺒﺄﻨﻪ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻘﻲ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺍﻟﻤﺠﺎل‬ ، ‫ﺒﺭﺍﻤﺞ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﻴﺘﻡ‬ ‫ﺒﻤﺤﺎﻜﺎﺓ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻋﻥ‬ ‫ﺘﻌﺒﺭ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻭﺭﺴﻭﻤﺎﺕ‬ ‫ﺼﻭﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻭﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﺇﺠﺭﺍﺅﻫﺎ‬ . ‫ﺒﺄﻨﻬﺎ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﺘﻌﺭﻑ‬ ‫ﻤﻨﻔﺘﺤﺔ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻭﺘﻌﻠﻴﻡ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺘﺴﺘﻬﺩﻑ‬ ‫ﺒﺎﻟ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﺨﺒﺭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻤﻤﻠﻜﺔ‬ ‫ﻭﻓﻕ‬ ‫ﺘﺎﻤﺔ‬ ‫ﺒﺤﺭﻴﺔ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻴﺘﻌﺎﻤل‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺒﺎﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﻭﺭﺒﻁ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺨﻁﻭ‬ . ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﻠﻭ‬ ‫ﻡ‬ : ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﺍﻟﺭﺍﻀﻲ‬ ‫ﻋﺭﻑ‬

  
	" : ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬	‫ﺒﺄﻨﻪ‬	(	، ٧٧	٢٠٠٩	)	‫ﺍﻟﺭﻓﺽ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻟﻘﺒﻭل‬

‫ﻭﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﺎﻟﻤﺎﺩﺓ‬ ‫ﻭﺍﻻﺴﺘﻤﺘﺎﻉ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ١٠٣ - ‫ﻭﻴﻘﺎﺱ‬ ‫ﺍﻟﻤﺎﺩﺓ،‬ ‫ﻭﻜﺘﺎﺏ‬ ‫ﻭﺤﺼﺹ‬ ‫ﺒﺘﺩﺭﻴﺴﻬﺎ،‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺃﺴﻠﻭﺏ‬ ‫ﻟﻬﺎ،‬ ‫ﺍﻟﻨﻔﻌﻴﺔ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﻤﻌﺩ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ . ‫ﺒﺄﻨﻪ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻓﻪ‬ : ‫ﺒﺎﻟﻘﺒﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺭﻓﺽ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﻭﻴﻘﺎﺱ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﻤﻌﺩ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﺎﺭﺯﺓ‬ ‫ﺍﻟﺭﺌﻴﺴﻴﺔ‬ ‫ﺒﺎﻟﻌﻨﺎﺼﺭ‬

  
	‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﺴﺘﻤﺘﺎﻉ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ -‫ﻁﺒﻴﻌﺔ‬ ‫ﺍ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ -‫ﺃﻭ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻭﻤﻌﻴﻘﺎﺕ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻓﻲ‬	) ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺩﻯ‬ ‫ﺴﻬﻭﻟﺔ‬	‫ﺘﻘﺩﻴﺭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻗﻴﻤﺔ‬ ‫ﻭﺃﻫﻤﻴﺔ‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ .((

‫ﺍﻹﻁﺎﺭ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻨﻅﺭﻱ‬ : ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻔﻬﻭﻡ‬ : ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﻤﻌﺎﻤـل‬ ‫ﺘﺤـﺎﻜﻲ‬ ‫ﻤﺒﺭﻤﺠـﺔ‬ ‫ﻤﻌﺎﻤـل‬ ‫ﻫﻲ‬ ‫ﺍﻟﺤﻘﻴﻘﻴـﺔ،‬ ‫ﻭﻤـﻥ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺕ،‬ ‫ﻤﻥ‬ ‫ﻤﻤﻜﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻷﻱ‬ ‫ﺒﻌﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻴﺘﻤﻜﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﻏﻴﺎﺏ‬ ‫ﺘﻌﻭﺽ‬ ‫ﺍﻟﻤﻘـﺭﺭﺍﺕ‬ ‫ﺃﻓﻜـﺎﺭ‬ ‫ﻤﻌﻅـﻡ‬ ‫ﺘﻐﻁﻴـﺔ‬ ‫ﻴﻤﻜـﻥ‬ ‫ﻜﻤـﺎ‬ ، ‫ﺒﺘﺠﺎﺭﺏ‬ ‫ﺍ‬ ‫ﻭﻗﺕ‬ ‫ﻟﻤﺤﺩﻭﺩﻴﺔ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻓﻲ‬ ‫ﺘﺤﻘﻴﻘﻪ‬ ‫ﻴﺼﻌﺏ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻭﻋﺩﺩ‬ ‫ﻟﻌﻤﻠﻲ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ . ‫ﻭ‬ ‫ﺍﻟﻌﻠـﻭﻡ‬ ‫ﻟﺘـﺩﺭﻴﺱ‬ ‫ﻭﺍﻟﻤﻤﻴﺯﺓ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺘﻜﺯﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻴﻌﺩ‬ ، ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺴﻭﺍﺀ‬ ، ‫ﺍﻟﺘﺠـﺎﺭﺏ‬ ‫ﺇﺠـﺭﺍﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬  ‫‪‬ﻌﺩ‬ ‫ﻭﻴ‬ ‫ﺒل‬ ‫ﺍﻟﻌﻠـﻭﻡ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﻁﺒﻴﻌﻴـﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺯ‬ ‫ﻴﻤﻴ‬ ‫ﻤﺎ‬  ‫ﺃﻫﻡ‬ ‫ﻭﺍﻟﺩﺍﺭﺴﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻹﻨﺴ‬ ‫ﺎﻨﻴﺔ‬ . ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺃﺴﺎﺴﻴﺎ‬ ‫ﻋﻨﺼﺭﺍ‬ ‫ﺍﻟﻤﺨﺘﺒﺭﻱ‬ ‫ﺍﻟﻌﻤل‬  ‫ﺩ‬ ‫ﻴﻌ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ، ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻭﺤﺘﻰ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺩﺨﻭل‬ ‫ﻤﻨﺫ‬ ،  ‫‪‬ـﺢ‬ ‫ﹸﻭﻀ‬ ‫ﺘ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ، ‫ﺍﻟﻤﺨﺘﺒﺭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻬﺎﺭﺍﺕ‬  ‫ﹶﺴﺏ‬ ‫ﹸﻜﺘ‬ ‫ﻭﺘ‬

  
	‫ﺍﻟﻌﻠـﻭﻡ‬ ‫ﺘـﺩﺭﺱ‬ ‫ﻓﺤﻴﺜﻤﺎ‬	،		.(	٢٠٠٤	،	‫ﺯﻴﺘﻭﻥ‬	)	‫ﻻﺴﺘﺨﺩﺍ‬ ‫ﺤﺎﺠﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻡ‬
					:	‫ﺍﻟﻌﻠﻭﻡ‬	‫ﺘﺩﺭﻴﺱ‬	‫ﻓﻲ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬	‫ﺍﻟﻤﻌﺎﻤل‬	‫ﺃﻫﻤﻴﺔ‬
	‫ﻋـﺎﻡ‬ ‫ﺃﻨﻬـﺎ‬	‫ﺒﻭﺠـﻪ‬ ‫ﻤﻨﻬـﺎ‬	‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﻠـﻴﻡ‬ ‫ﻭﺍﻟﺘـﻲ‬ -	‫ﻜﺒﻴﺭﺓ‬ ‫ﺨﺎﺹ‬ -‫ﻟﻠﻤﻌﺎﻤل‬ ‫ﻜﺄﺤﺩ‬ ‫ﻤﺴﺘﺤﺩﺜﺎﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻓﻲ‬ ‫ﺤﻴﺎﺘﻨـﺎ‬ ‫ﺍﻟﺘﻌ‬ ‫ﺍﻟﺸﻬﺭﻱ،‬ ٢٠٠٩ ، ٧٣ :(	‫ﻴﻼﺤﻅ‬ ‫ﻭﺘﺩﺭﻴﺱ‬ ) ‫ﺍﻟﺭﺍﻀﻲ،‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﺠﻭﺩ‬ ٢٠٠٨ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺒﻭﺠﻪ‬ ، ١٢ ‫؛‬

‫ﺨﺒﺭﺍﺕ‬ 
‫ﺘﻘﺩﻡ‬ ‫ﺍﻟﺨﻁﻭﺭﺓ‬ ‫ﻋﻭﺍﻤل‬ ‫ﺒﺎﻨﺘﻔﺎﺀ‬ ‫ﻭﺘﺘﻤﻴﺯ‬ ‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍ‬ ‫ﺠﺩ‬ ‫ﻗﺭﻴﺒﺔ‬ ‫ﻤﻬﺎﺭﻴﺔ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺒﻁﺭﻕ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺒﻌﺽ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺎﺠﻤﺔ‬ .

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
				-	١٠٤	-

‫ﻤﺜل‬ 
‫ﺍﻟﻭﺍﻗﻌﻴﺔ،‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﺩﻭﻥ‬ ‫ﺘﺤﻭل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﻐﻠﺏ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ : ‫ﻗﻠﺔ‬ ‫ﺍﻟﻤﺩﺭﻭﺴﺔ‬ ‫ﻟﻠﻤﺎﺩﺓ‬ ‫ﺍﻟﻤﺘﻨﺎﻫﻴﺔ‬ ‫ﺍﻟﺩﻗﺔ‬ ‫ﺃﻭ‬ ‫ﻭﺍﻟﻤﻜﺎﻥ‬ ‫ﺍﻟﺯﻤﺎﻥ‬ ‫ﻭﻋﻭﺍﻤل‬ ‫ﺍﻷﺠﻬﺯﺓ‬ .  ‫ﺘﻌﺩ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺠﻴﺩﺓ‬ ‫ﹰ‬ ‫ﺜﻤﺎﺭﺍ‬ ‫ﺘﻌﻁﻲ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ .

  

‫ﺘﺩﺭﻴﺱ‬ 
‫ﻓﻲ‬ ‫ﻭﺍﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻌﻭﺍﺌﻕ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺘﺠﺎﻭﺯ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺎ‬ ‫ﻭﺨﺼﻭﺼ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻭﺍﺩ‬ .

  

‫ﺍﺘﺠﺎﻫﺎ‬ ‫ﺘﻨﻤﻴﺔ‬ 
‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﻤﻨﻪ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻱ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺕ‬ ‫ﺨﺎﺹ‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺩﻤﺠﻬﺎ‬ ‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﻭﻨﺤﻭ‬ ‫ﻋﺎﻡ‬ ‫ﺒﺸﻜل‬ ‫ﺘﺠﺎﺭﺏ‬ .

  
	‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺌﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻗﺎﻡ‬ ) Robinson ( 2004 ‫ﺘﻁﺒﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﺴﺘﻜﺸﺎﻑ‬ ‫ﻜﻴﻤﻴﺎﺀ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺌﻴﺔ‬ ‫ﻟﻠﻤﺨﺎﺒﺭ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺴﻤﺎﺕ‬ ، ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻘﺩﻤﻪ‬ ‫ﻭﻤﺎ‬ . ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺘﺘﻭﻓﺭ‬ ‫ﻻ‬

‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺒﺈﻋﺎﺩﺓ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺘﺴﻤﺢ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﻹﻨﺠﺎﺯﻫﺎ‬ ، ‫ﺘﺠﺎﺭﺏ‬ ‫‪‬ﻭﺍ‬ ‫ﻴﺅﺩ‬ ‫ﺒﺄﻥ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻭﻴﺴﻤﺢ‬ ‫ﺩﻗﻴﻘﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺤﺼﻭﻟﻬﻡ‬ ‫ﻟﻬﻡ‬ ‫ﺁﻤﻨﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﻤﻊ‬ ‫ﻤﺘﻜﺭﺭﺓ‬ ، ‫ﺘﻭﻀﻴﺢ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺴﺎﻋﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻤﺜﻴﻠﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫‪‬ﺴﻭﻥ‬ ‫ﺍﻟﻤﺩﺭ‬ ‫ﻴﺠﺩ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺜﻼﺜﻲ‬ ‫ﻟﺘﻤﺜﻴل‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﺴﺒﻭﺭﺓ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺨﺼﺎﺌﺹ‬ : ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻫﻨﺎﻙ‬

  
	:(	‫ﺍﻟﺭﺍﻀﻲ،‬ ٢٠٠٨	)	
	‫ﺍﻟﻤﺤﺴﻭﺱ‬ ‫ﺍﻟﻤﺎﺩﻱ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬	‫ﺇﻤﻜﺎﻨ‬	-	١

‫ﺍﻟﻤﺠﺭﺩﺓ‬ ‫ﻭﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﺒﻁ‬ ‫ﻴﺔ‬ . ٢ - ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺠﺴﻴﻡ‬ ، ‫ﺍﻟﻔﻀﺎﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﺜﻼﺜﻴﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺭ‬ ‫ﺘﺼﻭ‬ ‫ﻤﺜل‬ ، ‫ﻴﻭﻓﺭﻩ‬ ‫ﺒﻤﺎ‬ ‫ﺼﻭﺘﻴﺔ‬ ‫ﻭﻤﺅﺜﺭﺍﺕ‬ ‫ﻤﺤﺎﻜﺎﺓ‬ ‫ﻭﻨﻤﺎﺫﺝ‬ ‫ﻤﺘﺤﺭﻜﺔ‬ ‫ﻭﺼﻭﺭ‬ ‫ﺃﻟﻭﺍﻥ‬ ‫ﻤﻥ‬ . ٣ - ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﹼﻡ‬ ‫ﺘﻌﻠ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻭﻤﻤﺘﻌﺔ‬ ‫ﻤﺭﻴﺤﺔ‬ ‫ﺒﻴﺌﺔ‬ . ٤ - ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻨﻘل‬ ‫ﺤﺭﻴﺔ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻟﺭﻏﺒﺔ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻤﺤﻭﺴﺒﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ، ‫ﻴﻨﺎﺴﺒﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻓﻲ‬ ، ‫ﺍﻟﻤﺘﻨﺎﻫﻴﺔ‬ ‫ﻭﺍﻟﺩﻗﺔ‬ ‫ﻭﺒﺎﻟﺴﺭﻋﺔ‬ . ٥ - ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻜﺘﺴﺎﺒﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻻﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﺯﻤﻥ‬ ‫ﻴﻘﻠل‬ ، ‫ﻤﺎ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺒﺎﻟﻁﺭﺍﺌﻕ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺒﺎﻟﺯﻤﻥ‬ ‫ﻗﻭﺭﻥ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻤﻜﻭﻨﺎﺕ‬ :

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
	‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺒﺎﺴﺘﻼﻡ‬ ‫ﺘﻘﻭﻡ‬						:	‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺩﺍﺕ‬ ‫ﺍﻷﺠﻬﺯﺓ‬	-	١
	‫ﻤ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻜﻭﻨﺎﺕ‬	(	-٣٢	٢٨	:	٢٠٠٦	)	‫ﺍﻟﺒﻴﺎﺘﻲ‬ ‫ﺃﺸﺎﺭ‬	‫ﺍﻟﺭﺌﻴﺴﻴﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ، :
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‫ﻤﺘﺨﺼﺼﺔ‬ ‫ﺃﺠﻬﺯﺓ‬ ‫ﺭﺒﻁ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺘﺒﻌﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻼﺯﻤﺔ،‬ ‫ﺍﻟﺘﺤﻜﻡ‬ ‫ﺇﺸﺎﺭﺍﺕ‬ ‫ﻭﺇﻋﻁﺎﺀ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﺒﺘﻐﻴﻴﺭ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻭﺍﻷﻭﺍﻤﺭ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫،ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻭﻨﻭﻉ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﻟﻠﺘﺠﺭﺒﺔ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻤﺩﺨﻼﺕ‬ ‫ﻗﻴﻡ‬ ‫ﺒﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺇﺭﺴﺎل‬ ‫ﺒﻤﻬﻤﺔ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ،‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻜﺎﻤﻴﺭﺍﺕ‬ ‫ﺘﺘﻭﺍﻓﺭ‬ ‫ﻭﻗﺩ‬ ‫ﺒﺎﻟﺘﺠﺭﺒﺔ،‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻭﺍﻟﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻟﻤﺤﺼﻠﺔ‬ ‫ﻭﺍﻟﻘﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺍﻟﻤﻌﻁﻴﺎﺕ‬ ‫ﺤﺴﺏ‬ ‫ﻋﻤﻠﻬﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﺒﻨﻭﻋﻴﺔ‬ ‫ﺍﻹﻟﻤﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﺨﻠﺔ‬ . ٢ - ‫ﺍﻟ‬ ‫ﺃﺠﻬﺯﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺤﺎﺴﻭﺏ‬ : ‫ﺤﺎﺴﺏ‬ ‫ﺠﻬﺎﺯ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻹﺠﺭﺍﺀ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻟﻴﺴﺘﻁﻴﻊ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺒﺎﻟﺸﺒﻜﺔ‬ ‫ﻤﺘﺼل‬ ‫ﺸﺨﺼﻲ‬ ‫ﺒﻌﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻥ‬ ‫ﻟﻴﺘﻤﻜﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﻭﻤﻜﺎﻥ‬ ‫ﺯﻤﺎﻥ‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻟﺘﺼﻔﺢ‬ . ٣ - ‫ﺒﻬﺎ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻭﺍﻷﺠﻬﺯﺓ‬ ‫ﺍﻻﺘﺼﺎﻻﺕ‬ ‫ﺸﺒﻜﺔ‬ : ‫ﺃﻥ‬ ‫ﻭﺒﻤﺎ‬ ‫ﺒﻌﺩ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻗﻤﻲ‬ ‫ﺍﻟﺘﺭﺍﺴل‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻴﻜــــــﻭﻥ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﺴﺘﻔﻴﺩﻴﻥ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺭﺒﻁ‬ ‫ﺨﻁـــــﻭﻁ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﺸﺒﻜﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺘﺭﺒﻁ‬ ‫ﺃﻥ‬ ‫ﻓﻴﺠﺏ‬ ‫ﻋﺎ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺫﺍﺕ‬ ‫ﺍﺘﺼﺎل‬ ‫ﻗﻨﺎﺓ‬ ‫ﻟﻠﻤﺴﺘﻔﻴﺩ‬ ‫ﻴﺘﻭﻓﺭ‬ ‫ﻭﺃﻥ‬ ‫ﻤﺄﻤﻭﻨﺔ،‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻨﻪ‬ ‫ﻟﻴﺔ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻭﺍﺼــــــــل‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺒﺠﻤﻴﻊ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ . ٤ - ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺒﺎﻟﻤﻌﻤل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ : ‫ﺨﺎﺹ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻨﻭﻋﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻨﻘﺴﻡ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻴﺘﻀﻤﻥ‬ ‫ﻭﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ،‬ ‫ﺘﺘﻁﻠﺒﻪ‬ ‫ﻤﺎ‬ ‫ﻭﺘﻭﻓﻴﺭ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺒﺘﻌﻠـــــــﻡ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﺼﻤﻤﺔ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ . ٥ - ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ : ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺒﻜﻴﻔﻴﺔ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒﺘﺴﺠﻴل‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻭﺒﺎﺤﺜﻴﻥ،‬ ‫ﻁــﻼﺏ‬ ‫ﻤﻥ‬ ‫ﺍ‬ ‫ﺍﻟﻭﺼــــــــــﻭل‬ ‫ﺤﻘﻭﻕ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﺨﺘﺒﺭﻱ‬ ‫ﻟﻜل‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﻟﻭﺍﺠﺏ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻤﻌﻤل‬ ‫ﻤﺴﺘﺨﺩﻡ‬ . ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻤﻴﺯﺍﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ : ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺇﻴﺠﺎﺒﻴﺎﺕ‬ ‫ﺘﺘﻌﺩﺩ‬ ‫ﺤﻴﺙ‬ ، ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ،‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﺎﻤﻨﺔ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ‬ ‫ﺍﻟﻅﻭﺍﻫﺭ‬ ‫ﻟﻔﺤﺹ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﻅﺎﻫﺭﺓ‬ ‫ﻤﺤﺎﻜﺎﺓ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﻭﺍﺒﺕ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﺘﺤﻜﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻋﺩﻴﺩﺓ،‬ ‫ﻤﺭﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺠﻤﻴﻊ‬ ‫ﻭﺘﻜﺭﺍﺭ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ،‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺒﺩﻗﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﻭﺍﻟﺴﺭﻋﺔ،‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺒﻌﺎﻤل‬ ‫ﻭﺍﻟﺘﺠ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺒﺎﺩل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺄﻜﻴﺩ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺭﺒﺔ‬

  
	٢٠١٦ ‫ﻡ‬		‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠
	‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻤﻴﺯﺍﺕ‬	(	) ٢٠١٠	‫ﺒﻤﺼﺭ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻘﻭﻤﻲ‬ ‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﺤﺩﺩ‬ ‫ﻜﻤﺎ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ :
	‫ﺍﻟﻜﺎﻓﻲ‬ ‫ﺍﻟﺘﻤﻭﻴل‬ ‫ﺘﻭﻓﺭ‬ ‫ﻟﻌﺩﻡ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻹﻤﻜﺎﻨﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻘﺹ‬ ‫ﺘﻌﻭﺽ‬ .	-	١
	‫ﺒﺴﺒﺏ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬	٢ ‫ﻏﻴﺭﻫﺎ‬ ‫،ﺃﻭ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻋﻠﻲ‬ ‫ﺨﻁﻭﺭﺘﻬﺎ‬ -‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﻴﺼﻌﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ .
	٣ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ -‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻋﺭﻀﻬﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻅﻭﺍﻫﺭ‬ ‫ﻟﻠﺒﻴﺎﻨﺎﺕ‬ ‫ﺍﻟﻤﺭﺌﻲ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ . ٤ -‫ﺘﺤﻘﻴﻘﻪ‬ ‫ﻴﺼﻌﺏ‬ ‫ﻭﻫﺫﺍ‬
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‫ﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺘﺠﺎﺭﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻤﻘﺭﺭ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﻜل‬ ‫ﺘﻐﻁﻴﺔ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻹﻤﻜﺎ‬ ‫ﻟﻤﺤﺩﻭﺩﻴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻟﻠﻌﻤﻠﻲ‬ ‫ﺍﻟﻤﺘﺎﺡ‬ ‫ﻭﺍﻟﻭﻗﺕ‬ ‫ﻭﺍﻟﻤﻜﺎﻥ‬ ‫ﻨﺎﺕ‬ . ٥ - ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺸﺭﺡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺯﺍﻤﻥ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻀﺭﺍﺕ‬ ‫ﻋﻥ‬ ‫ﻤﻨﻔﺼل‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺠﺩﻭل‬ ‫ﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ . ٦ - ‫ﻤﻜﺎﻥ‬ ‫ﺃﻱ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻷﻭﻗﺎﺕ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺘﺎﺤﺔ‬ . ٧ - ‫ﺍﻟﺘﺠﺭ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻻﺴﺘﻴﻌﺎﺏ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻟﻘﺩﺭﺓ‬ ‫ﻁﺒﻘﺎ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﻤﺭﺍﺕ‬ ‫ﺒﺔ‬ ‫ﺒﺸﺭﻱ‬ ‫ﺭﻗﻴﺏ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﺩﻭﻥ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ . ٨ - ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻤﺨﺭﺠﺎﺕ‬ ‫ﻋﻠﻲ‬ ‫ﺃﺜﺭﻫﺎ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺠﺭﻴﺏ‬ ‫ﺴﻬﻭﻟﺔ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺘﺤﻜﻡ‬ ‫ﻟﻭﺤﺎﺕ‬ . ٩ - ‫ﻤﺸﺎ‬ ‫ﺃﻭ‬ ‫ﻤﻌﺎﻟﺠﺘﻬﺎ‬ ‫ﺃﻭ‬ ‫ﺘﺤﻠﻴﻠﻬﺎ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺎ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺘﻭﺜﻴﻕ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻤﻊ‬ ‫ﺭﻜﺘﻬﺎ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ . ١٠ - ‫ﺘﻘﻴﻴﻡ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺘﻘﺩﻤﻬﻡ‬ ‫ﻭﻤﺘﺎﺒﻌﺔ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺎ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ . ١١ - ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻭﺍﺀﻡ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺸﺨﺼﻨﺔ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ) ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ .( ١٢ - ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﺠﺫﺏ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺎﻫﻡ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺎﺩ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻁﺎﺒﻊ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﻋ‬ ‫ﻭﻴﺸﺠﻊ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻨﺩﻤﺎﺠﻬﻡ‬ ‫ﻠﻲ‬ .. ‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ) Brian, Woodfield ( 2004 ، ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ " ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﻓﻲ‬ ‫ﻜﻴﻤﻴﺎﺌﻲ‬ ‫ﺍﻓﺘﺭﺍﻀﻲ‬ ‫ﻤﺨﺘﺒﺭ‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﻤﺴﺘﺠﺩﻴﻥ‬ ‫ﺍﻟﻌﻀﻭﻴﺔ‬ " . ‫ﻭﻻ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺒﺭﻴﻐﻬﺎﻡ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﻥ‬ ‫ﻭﻭﺩﻓﻴﻠﺩ‬ ‫ﺒﺭﻴﺎﻥ‬ ‫ﻗﺎﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻴﺔ‬ ‫ﺴﻨﻭﺍﺕ‬ ‫ﺴﺒﻊ‬ ‫ﻗﺒل‬ ‫ﺒﻪ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺒﺩﺃ‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﺒﺘﻘﻭﻴﻡ‬ ‫ﺍﻷﻤﻴﺭﻜﻴﺔ‬ ‫ﻴﻭﺘﺎﻩ‬ ، ‫ﻤﺨﺘﺒﺭ‬ ‫ﺘﺼﻤﻴﻡ‬  ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻟﻠﻭﺍﻗﻊ‬ ٍ ‫ﻭﻤﺤﺎﻙ‬ ‫ﺍﻓﺘﺭﺍﻀﻲ‬ ‫ﻜﻴﻤﻴﺎﺌﻲ‬ ، ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﹼﻡ‬ ‫ﺘﻌﻠ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻭﺍﺴﺘﺨﺩﻤﻪ‬ ‫ﺍﻟﻌﻀﻭﻴﺔ‬ . ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻓﻬﻡ‬ ‫ﺯ‬ ‫ﻴﻌﺯ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	) :
			‫ﺍﻟﻤﺒﺩﻉ‬ ‫ﻟﻠﺘﻌﻠﻡ‬	‫ﻭﻴﻘﻭ‬	،	‫ﺍﻟﻜﻴﻤﻴﺎﺌﻴﺔ‬
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‫ﺒﺒﻴﺌﺔ‬ ‫ﹼﻡ‬ ‫ﺍﻟﻤﺘﻌﻠ‬ ‫ﺒﺘﺯﻭﻴﺩ‬ ‫ﻡ‬ ، ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﻜﺩ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺒﺸﺄﻥ‬ ‫ﹶﻔﻜﻴﺭ‬ ‫ﻟﻠﺘ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺘﺸﺠﻴﻊ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻟﻠﻤﻌﺎﻤل‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺒﻌﺽ‬ : ‫ﻤ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ،‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻥ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﻨﻤﺎﺫﺝ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻨﻬﺎ‬ ‫ﺍﻷﻤﻴﺭﻜﻴﺔ‬ ‫ﺍﻟﻤﺘﺤﺩﺓ‬ ‫ﺍﻟﻭﻻﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺒﺘﺴﺒﻴﺭﻍ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺇﻨﺸﺎﺅﻩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﻋﺎﻟﻡ‬ ‫ﺒﺠﻬﻭﺩ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ) Yaron Cuadros& Karabinos,2005 ( ، ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺇﻜﻤﺎل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻟﻠﻜﻴﻤﻴﺎﺀ‬ ‫ﺍﻟﺘﻤﻬﻴﺩﻴﺔ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﺘﺤﺴﻴﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺒ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺘﺴﻤﺢ‬ ‫ﺒﻤﻌﺎﻟﺠﺎﺕ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﻭﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻴﺤﻘﻘﻪ‬ ‫ﻟﻤﺎ‬ ‫ﻤﻤﺎﺜل‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺈﺠﺭﺍﺀ‬ ‫ﺤﻘﻴﻘﻲ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻟﻠﺘﺠﺎﺭﺏ‬ ، ‫ﺒﻬﻡ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﺃﻭ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﻴﺴﺘﻁﻴﻊ‬ ‫ﺒﺴﺭﻋﺔ‬ ، ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ،‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻴﺭﻭﻨﻬﺎ‬ ‫ﻜﺎﻨﻭﺍ‬ ‫ﻤﺎ‬ ‫ﻟﻠﻜﻴﻤﻴﺎﺀ‬ ‫ﺃﻤﺜﻠﺔ‬ ‫ﻭﻴﺭﻭﻥ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﺸﺒﻜﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ، ‫ﻜﻤﺎ‬ ‫ﺘﺤﻤﻴل‬ ‫ﻁﺎﻟﺏ‬ ‫ﻜل‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺤﺎﺴﻭﺒﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ، ‫ﺍﻹﻨﺘﺭﻨﺕ،‬ ‫ﺸﺒﻜﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺃﻭ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺤﻘﻘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﺒﻴﺭﺓ‬ ‫ﺍﻟﻤﻜﺎﺴﺏ‬ ‫ﻭﺯﻤﻼﺅﻩ‬ ‫ﻴﺎﺭﻭﻥ‬ ‫ﱠﺩ‬ ‫ﺃﻜ‬ ‫ﻜﻤﺎ‬ ‫ﺇﺩﺭﺍﻜﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺘﺄﺜﻴﺭ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﺸﺎﺭﻜﺎﺕ‬ ‫‪‬ﺭﺕ‬ ‫ﺘﻐﻴ‬ ‫ﻭﻜﻴﻑ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﻟﻠﻤﻔﺎ‬ ‫ﻫﻴﻡ‬ . ‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻗﺎﻡ‬ ) Niki& Lily ( 2004 ‫ﺘﺠﺭﺒﺔ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﻜﻴﻠﺒﺭ‬ kleepr ‫ﻓﺼﻠﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﻴﺕ‬ ‫ﻭﻤﺨﺘﺒﺭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺍﺴﺘﻌﻤﺎل‬ ‫ﺒﺩﻤﺞ‬ ‫ﻗﺎﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻼﻋﻀﻭﻴﺔ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺃﻴﻭﺍ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺱ‬ ‫ﺩﺭ‬ ‫ﻋﻨﺩﻤﺎ‬ ) ‫ﺒﻌﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ( ‫ﺒﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻹﺠﺭﺍﺀ‬ ‫ﺍﻟﺒﻴﺕ‬ ‫ﻤﻁﺒﺦ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻓﺘﺭﺍﻀﻲ‬ ‫ﻜﻴﻤﻴﺎﺌﻲ‬ ‫ﻤﺨﺘﺒﺭ‬ ‫ﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺒﻌﺽ‬ ، ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﺠﻭﺩ‬ ‫ﻜﻴﻠﺒﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﺤﻘﻕ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ .. ‫ﺒﻌﺩ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻡ‬ ‫ﺩﺭﺴﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﻴﻥ‬ ‫ﻭﺍﻟﻁﻼﺏ‬ ‫ﻭﻏﺭﻓﺔ‬ ‫ﺠﻴﺩ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻤﺠﻬﺯ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺠﺎﺅﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺤﻠﻘﺘﻪ‬ ، ‫ﻭﺘﻭﺼﻼ‬ ‫ﻴﺩل‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﻓﺭﻕ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﻤﻔﺎﺩﻫﺎ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ . ‫ﻭﺃﺠﺭﻯ‬ ) Balmush & Dumbraveanu, 2005 ( ‫ﺘﻁﻭﻴﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺀ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻓﺘﺭﺍﻀﻲ‬ ‫ﻤﺨﺘﺒﺭ‬ ‫ﻴﺔ‬ . ‫ﻫﺫﻩ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺃﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﻟﻠﻤﺨﺘﺒﺭ‬ ‫ﺇﻴﺠﺎﺒﻲ‬ ‫ﺃﺜﺭ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻁﻼﺏ‬ ، ‫ﺍﻟﻅﻭﺍﻫﺭ‬ ‫ﻓﺤﺹ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ‬ ‫ﻟﻠﻅﻭﺍﻫﺭ‬ ‫ﺃﻋﻤﻕ‬ ‫ﻓﻬﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺩﻯ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻓﻲ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﺎﻤﻨﺔ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ‬

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠
	‫ﻥ‬ ‫ﺘﺤﺴ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬	،			‫ﻟﻠ‬ ‫ﺍﺴﺘﻴﻌﺎﺒﻬﻡ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺌﻴﺔ‬ ‫ﻅﻭﺍﻫﺭ‬ .
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‫ﺃﺴﺘﺭﺍﻟﻴﺎ‬ ‫ﻓﻲ‬ ‫ﺴﺘﻴﻭﺍﺭﺕ‬ ‫ﺘﺸﺎﺭﻟﺯ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻓﺘﺭﺍﻀﻲ‬ ‫ﻜﻴﻤﻴﺎﺀ‬ ‫ﻤﺨﺘﺒﺭ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺘﻡ‬ ‫ﻜﻤﺎ‬ ، ‫ﻤﺎﺩﺓ‬ ‫ﺘﺩﺭﻴﺱ‬  ‫ﻴﺘﻡ‬ ‫ﺤﻴﺙ‬ - ‫ﺒﻌﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻭﺍﺩ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﻜﻴﻤﻴﺎﺀ‬ ، ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺒﺈﺠﺭﺍﺀ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﻌﺎﺩﻴﺔ،ﺤﻴﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻌﺩﺃﻭ‬ ) Dalgarno,; Bishop & Bedgood, 2003 .( ‫ﻤﻥ‬ ‫ﻴﺒﻠﻎ‬ ‫ﻤﺎ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻤﺭﻴﻜﻲ‬ ‫ﺍﻟﺸﻤﺎل‬ ‫ﻤﺠﻠﺱ‬ ‫ﺃﻜﺩ‬ ‫ﻜﻤﺎ‬

  
	) ٦٠٠٠ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻤﺜﻠﺔ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﺘﺴﺠﻴل‬ ‫ﻗﺎﻤﻭﺍ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ( ‫ﻤﻥ‬ ‫ﻁﺎﻟﺏ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻴﻌﻁﻲ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻤﻜﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬  ‫ﺇﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،ﺤﻴﺙ‬ ‫ﺠﻴﺩﺓ‬ ، ‫ﻟﻠﻐﺎﻴﺔ‬ ) Dillon,s,2007 (
	‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻐﻭﺙ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﺨﺎﻟﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ) ٢٠٠٨ ( ‫ﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻨﺎﺒﻠﺱ،‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ) ١٤٦ ( ‫ﺘﻘﺴﻴﻤﻬﻡ‬ ‫ﻭﻁﺎﻟﺒﺔ،ﺘﻡ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﺇ‬ ‫ﻋﺩﺩﻫﺎ‬ ‫ﺒﻠﻎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻌﻠﻤﺕ‬ ‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻟﻰ‬ ) ٧٣ ( ‫ﻋﺩﺩﻫﺎ‬ ‫ﺒﻠﻎ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫،ﻭﻤﺠﻤﻭﻋﺔ‬ ) ٧٣ ( ‫ﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬

‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫،ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻭﻓﻕ‬ ‫ﺩﺭﺴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫،ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ .

  
	‫ﻤﻥ‬ ‫ﻜﻨﻤﻭﺫﺝ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺃﺸﺎﺭﺕ‬ ‫،ﺤﻴﺙ‬ ‫ﻭﻤﻔﻴﺩ‬	‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬	(	) ٢٠٠٨	‫ﺍﻟﺭﺍﻀﻲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺩﻓﺕ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﻤﺎﺫﺝ‬

‫ﻤﻬﻡ‬ ‫ﺘﺭﺒﻭﻱ‬ ‫ﻭﺘﻐﻴﻴﺭ‬ ‫ﺤﺩﻴﺜﺔ‬ ‫ﺘﻘﻨﻴﺔ‬ ‫،ﺒﺎﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺁﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻭﺘﺒﻨﻴﻬﺎ،ﻜﻤﺎ‬ ‫ﻗﺒﻭﻟﻬﺎ‬ ‫ﻭﺠﺩﻭﻯ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻨﺸﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﻭﺩﻭﺭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﺘﺼﻤﻴﻡ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﺃﺒﺭﺯ‬ ‫ﻤﻨﻬﺎ،ﻭﻤﻤﻴﺯﺍﺘﻬﺎ،‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﻭﻤﻜﻭﻨﺎﺘﻬﺎ‬ ‫ﺒﺭﺍﻤﺠﻬﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،ﻭﻭﺼﻑ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﺍﺌﺩﺓ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻭﺘﻨﺎﻭل‬ ‫ﺍﻟﻤﻌﻭﻗﺎﺕ،‬ . ‫ﺍﻟﺸﻬﺭﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺩﻓﺕ‬ ) ٢٠٠٩ ( ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬ ‫ﻗﻴﺎﺱ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻤ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻜﺴﺎﺏ‬ ‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻟﻁﻼﺏ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﻘﺭﺭ‬ ‫ﻓﻲ‬ ‫ﻌﻤﻠﻴﺔ‬ ‫ﻋﺩﺩﻫﺎ‬ ‫ﺒﻠﻎ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺠﺩﺓ‬ ) ٦٨ ( ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺇﻟﻲ‬ ‫ﻗﺴﻤﻭﺍ‬ ‫ﻁﺎﻟﺒﺎ‬ : ‫ﺘﺠﺭﺒﻴﺒﺔ‬ ‫ﻭﻋﺩﺩﻫﺎ‬ ) ٣٤ ( ‫ﻋﺩﺩﻫﺎ‬ ‫ﻭﻀﺎﺒﻁﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺴﻭﺍ‬ ‫ﻁﺎﻟﺒﺎ‬ ) ٣٤ ( ‫ﻁﺎﻟﺒﺎ‬ ‫ﻓﻲ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ،‬ ‫ﺒﺎﻟﻤﺨﺘﺒﺭ‬ ‫ﺩﺭﺴﻭﺍ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﺤﻲ‬ ‫ﻟﻠﻜﺎﺌﻥ‬ ‫ﺍﻟﻅﺎﻫﺭﻱ‬ ) ‫ﺍﻟﻤﻭﺭﻓﻭﻟﻭﺠﻴﺎ‬ ( ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻴﻥ‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﺨﺘﺒﺭﺍﺕ‬ ( ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬ ) ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﺨﺘﺒﺭﺍﺕ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ( ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﻤﻌﺭﻓﺔ‬ ‫ﺘﻁ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﺒﻴﻘﺎﺕ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺘﺼﻨﻴﻑ‬ : ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬

  
		٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	) :
	‫ﺨﻤﻴﺱ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺠﺭﻯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻭﺍﻷﺴﻠﻭﺏ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺒﺎﺨﺘﻼﻑ‬ ) ٢٠٠٣،٣٣٨ -٣٣٩ ( ‫ﺘﺨﺘﻠﻑ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻟﻠﻤﻌﺎﻤل‬ ‫ﻨﻭﻋﻴﻥ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺇﻟﻰ‬ ‫،ﺘﺘﻤﺜﻼﻥ‬ ‫ﻓﻲ‬ :
	‫ﻟﻁﺭﻴﻘﺔ‬	-‫ﻤﺭﺓ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﺠﺩﻴﺩﺓ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻲ‬ ‫ﻭﺍﻟﻭﺼﻭل‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ‬ ‫ﺍﻟﺘﺭﺩﺩﻴﺔ‬ : ‫ﺍ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﺍﻻﻜﺘﺸﺎﻓﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺘﻔﻴﺩ‬ .	‫ﺃ‬
	‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻭﻋﻤﻠﻴﺎﺕ‬				:	‫ﺍﻹﺠﺭﺍﺌﻴﺔ‬	‫ﺍﻟﻤﻌﺎﻤل‬	-	‫ﺏ‬
					-	١٠٩	-

‫ﺨﻁﻭﺍﺕ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻓﻲ‬ ‫ﺘﻔﻴﺩ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﻫﺫﻩ‬ ‫ﺒﻬﺎ،‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﻭﺘﺸﻐﻴل‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﻤﺭﺍﺕ‬ ‫ﻭﺍﻟﻤﻜﻠﻔﺔ،‬ ‫ﻭﺍﻟﻨﺎﺩﺭﺓ‬ ‫ﻭﺍﻟﺨﻁﺭﺓ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺃﻗل‬ ‫ﻭﺒﺘﻜﺎﻟﻴﻑ‬ ‫ﺁﻤﻨﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﻋﺩﻴﺩﺓ،‬ .

  
	‫ﻭﺠﻭﺩ‬ ‫ﺇﻟﻰ‬	(	-١٠	) ٢٠٠٧،٩	‫ﻭﺍﻟﻘﺭﻋﺎﻥ‬ ‫ﺍﻟﺸﺭﺍﺭﻯ،‬ ‫ﺠﺒﺎﺭﻯ،‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻴﺸﻴﺭ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻥ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺘﻡ‬ ‫ﺘﺼﻨﻴﻔﻬﺎ‬ ‫ﺇﻟﻰ‬ :
					:(	‫ﺍﻟﺒﺴﻴﻁﺔ‬	‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬	)	‫ﺍﻷﺒﻌﺎﺩ‬	‫ﺜﻨﺎﺌﻴﺔ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬	‫ﺍﻟﻤﻌﺎﻤل‬	-	‫ﺃ‬
	‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﻟﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺭﻤﺠﺕ‬ ‫ﺍﻟﺘﻲ‬ ) ‫ﻫﺫﺍ‬ ‫ﻴﻌﺭﻑ‬	‫ﺍ‬ ‫ﻋﻥ‬ ‫ﺒﻌﻴﺩﺍ‬ ‫ﻭﻴﺒﻘﻰ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺒﺎﻟﺘﺠﺎﺭﺏ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‬ ‫ﺒﻤﺴﺎﻋﺩﺓ‬ ‫ﺒﺎﻟﺘﺼﻤﻴﻡ‬ ‫ﺍﻟﻨﻭﻉ‬ ) CAD (

‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺤﻴﺙ‬ ، ‫ﻭﻨﻌﺘﺒﺭﻫﺎ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺘﻠﺒﻰ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﺩﻻﺕ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺃﺴﺎﺱ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻟﻔﻬﻡ‬ ‫ﻭﺘﻤﺭﻴﻥ‬ ‫ﺩﻋﻡ‬ ‫ﺒﺎﻷﺨﺹ‬ .

  
	‫ﺍﻷﺒﻌﺎﺩ‬ :	‫ﺜﻴﺔ‬	‫ﺜﻼ‬	‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬	‫ﺍﻟﻤﻌﺎﻤل‬	-	‫ﺏ‬

‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﻟﻐﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩ‬ Virtual Reality Modeling Language ، ‫ﻋﻥ‬ ‫ﺍﻟﻔﻌل‬ ‫ﻭﺭﺩﻭﺩ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﺸﺎﻫﺩﺓ‬ ‫ﻭﺒﺈﻤﻜﺎﻨﻪ‬ ‫ﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻴﺘﻌﺎﻤل‬ ‫ﺤﻴﺙ‬ ‫ﻤﺘﺤﺭﻜﺔ‬ ‫ﺃﻭ‬ ‫ﺒﻴﺎﻨﻴﺔ‬ ‫ﺭﺴﻭﻡ‬ ‫ﻁﺭﻴﻕ‬ .

  
	‫ﺒﻌﺩ‬ :	‫ﻋﻥ‬	‫ﺍﻟﻁﺎﻟﺏ‬	‫ﻓﻴﻬﺎ‬	‫ﻴﺘﺤﻜﻡ‬	‫ﺍﻟﺘﻲ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬	‫ﺍﻟﻤﻌﺎﻤل‬	-	‫ﺠـ‬

‫ﻴﺘﺤﻜ‬ ‫ﺤﻘﻴﻘﻲ‬ ‫ﻤﻌﻤل‬ ‫ﺒﺎﻟﻤﻌﻤل‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻴﺘﺼل‬ ‫ﺤﻴﺙ‬ ‫ﺒﻌﺩ،‬ ‫ﻋﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻓﻴﻪ‬ ‫ﻡ‬ ‫ﻜﺄﺠﻬﺯﺓ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﺒﻜل‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻭﻴﺘﺤﻜﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،‬ ‫ﺍﻟﻜﻬﺭﺒﺎﺀ‬ ‫ﺘﻭﻟﻴﺩ‬ ‫ﺃﺠﻬﺯﺓ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ .. ‫ﺇﻟﺦ‬ . ‫ﺩ‬ - ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﺭﺘﻜﺯﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﺤﻘﻴﻘﻴﺔ‬ ‫ﻴﺘﻡ‬ ‫ﺤﻘﻴﻘﻴﺔ‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﺘﻜﺯ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻴﺩﻴﻭ‬ ‫ﺒﻜﺎﻤﻴﺭﺍ‬ ‫ﻭﺘﺼﻭﻴﺭﻫﺎ‬ ‫ﺇﺠﺭﺍﺌﻬﺎ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺤﻴﺙ‬ ‫ﺘﻔﺎﻋﻠﻲ،‬ ‫ﺇﻓﺘﺭﺍﻀﻲ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻰ‬ ‫ﻭﺩﻤﺠﻬﺎ‬ ‫ﻟﻪ‬ ‫ﺘﺘﺎﺡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻭﺘﻐﻴﻴﺭ‬ ‫ﻤﺘﻁﻠﺒﺎﺘﻪ‬ .

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
						‫ﺍﻟﻤﺴﺘﻘﺒﻠﻲ‬	‫ﺍﻹﻓﺘﺭﺍﻀﻰ‬	‫ﺍﻟﻤﻌﻤل‬	-	‫ﻩ‬
				-	١١٠	-

‫ﺍﻟﻔﻴﺩﻴﻭ‬ ‫ﺘﺼﻭﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﺘﻜﺯ‬ ‫،ﺤﻴﺙ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻷﻨﻭﺍﻉ‬ ‫ﻤﻴﺯﺍﺕ‬ ‫ﻜل‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻴﺠﻤﻊ‬ ‫ﺍﻻﺤﺘﺭﺍﻓﻲ‬ ‫ﺘﻔﺎﻋﻠﻲ‬ ‫ﺍﻓﺘﺭﺍﻀﻲ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻰ‬ ‫ﻭﺩﻤﺠﻬﺎ‬ ‫ﺼﻌﻭﺒﺘﻬﺎ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻤﻬﻤﺎ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﻟﻠﺘﺠﺎﺭﺏ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺘﻭﻀﺢ‬ ‫ﻭﺒﺼﺭﻴﺔ‬ ‫ﺴﻤﻌﻴﺔ‬ ‫ﻤﻘﺎﻁﻊ‬ ‫ﻭﺇﻀﺎﻓﺔ‬ ‫ﺍﻻﺴﺘﺨﺩﺍﻡ،‬ ‫ﺴﻬل‬ ‫ﻭﺍﻷﺠﻬﺯﺓ‬ ‫ﻭﻗﻭﺍﻨﻴﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺇﻋﻁﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ،‬ ‫ﻭﻁﺭﻴﻘﺔ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺍﻟ‬ ‫ﻭﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺠﺯﺀ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻜل‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻻﺤﻕ‬ ‫ﻭﻗﺕ‬ ‫ﻓﻰ‬ ‫ﻭﺇﻨﻬﺎﺌﻬﺎ‬ ‫ﻤﻨﻬﺎ،‬ ‫ﺠﺯﺀ‬ ‫ﻓﻰ‬ ‫ﺒﺩﺀ‬ .

  
	‫ﺭﺌﻴﺴﺘﻴﻥ‬ ‫ﻓﺌﺘﻴﻥ‬ ‫ﺇﻟﻰ‬	‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺭﻭﺒﻨﺴﻭﻥ‬ ‫ﺼﻨﻑ‬ ‫ﻜﻤﺎ‬ Robinson,2009 :(	)	‫ﻫﻤﺎ‬
	-‫ﺍﻟﻁﺭﻴﻘ‬ ‫ﻭﻫﺫﻩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻤﺒﺭﻤﺞ‬ ‫ﺒﺈﺩﺭﺍﺠﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻤﺤﺩﺩﺓ‬ ‫ﺤﻘﺎﺌﻕ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻤﻌﺎﻤل‬ : ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻭﻫﻲ‬ ‫ﻴﺘﻡ‬ ‫ﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﻤﻌﻅﻡ‬ ‫ﻓﻲ‬ ‫ﺍﺴﺘﺨﺩﻤﻬﺎ‬ .	‫ﺃ‬
		‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﻋﻠﻰ‬	-	‫ﺏ‬

‫ﺘﻌﺘﻤﺩ‬ ‫ﺇﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻤﻌﺎﻤل‬ : ‫ﺒﻌﻴﺩ‬ ‫ﻨﻤﻭﺫﺝ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﻤﻥ‬ ‫ﺒﻜﺜﻴﺭ‬ ‫ﺃﺸﻤل‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻴﺘﻴﺢ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺩﻯ،‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻴﺭﻴﺩﻭﻥ‬ ‫ﺍﻟﺘﻰ‬ . ‫ﺒﻴﺌﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ : ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ Virtual Environment : ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ‬ ‫ﻟﻠﺘﻘﺩﻡ‬ ‫ﻤﻨﻁﻘﻲ‬ ‫ﺍﻤﺘﺩﺍﺩ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺇﻨﺘﺎﺠﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻓﻬﻲ‬ ‫ﻟﻠﺤﺎﺴﻭﺏ،‬ ‫ﺃﻭ‬ ‫ﻭﺍﻟﺴﻤﻊ‬ ‫ﺍﻟﺒﺼﺭ‬ ‫ﺤﺎﺴﺘﻲ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺤﺘﻭﻴﻪ‬ ‫ﻤﺎ‬ ‫ﺒﺘﻔﺤﺹ‬ ‫ﺫﻟﻙ‬ ‫ﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﺘﻌﺩﻴل‬ ‫ﺒﻌﻤﻠﻴﺎﺕ‬ ‫ﺒﺎﻟﻘﻴﺎﻡ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻭﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﺒﺎﻟﻤﺸﺎﺭﻜﺔ‬ . ‫ﻤ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻬﻲ‬ ‫ﺤﺎﻜﺎﺓ‬ Simulation ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﻤﻜﺎﻨﺎﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺒﻨﺎﺌﻬﺎ‬ ‫ﺘﺼﻭﺭﻫﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺨﻴﺎﻟﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻭﺍﻗﻌﻴﺔ‬ ‫ﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺘﻭﻓﺭﻫﺎ‬ ). ‫ﺸﻘﻭﺭ،‬ ٢٠٠٦ .( ‫ﻜﻤﺎ‬ ‫ﺍﻟﻜﻤﺒﻴﻭﺘﺭ،‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎﺕ‬ ‫ﺃﺤﺩﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻭﺘﻌﺩ‬ ‫ﺤﻴ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺙ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻨﻐﻤﺎﺱ‬ ‫ﺇﺤﺴﺎﺱ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺘﻌﻁﻲ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﺔ،‬ ‫ﺒﺎﻟﻔﻌل‬ ‫ﻴﻨﻅﺭ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﺸﻌﺭ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻻﻨﻐﻤﺎﺴﻲ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﻴﺅﺩﻱ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ،‬ ‫ﻭﺍﻟﻤﻌﺎﻤل‬ ‫ﺜﻨﺎﺌﻴﺔ‬ ‫ﺃﺭﻗﺎﻡ‬ ‫ﻭﻟﻴﺱ‬ ‫ﺤﻘﻴﻘﻴﺔ‬ ‫ﺃﺸﻴﺎﺀ‬ ‫ﺇﻟﻲ‬ ) Winn, 2003 .( ‫ﺍﻻ‬ ‫ﺍﻟﻔﺼل‬ ‫ﺒﻴﺌﺔ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻭﻴﻭﻀﺢ‬ ‫ﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ١١١ - ‫ﻭﺍﻟﻔﻴﺯﻴﺎﺀ‬ ‫ﻟﻠﻜﻴﻤﻴﺎﺀ‬ ‫ﺍﻓﺘﺭﺍﻀﻴﻴﻥ‬ ‫ﻤﻌﻤﻠﻴﻥ‬ ‫ﻭﺍﺠﻬﺘﻴﻥ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻴﻭﻀﺢ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ١١٢ - ‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﺍﻟﺴﻴﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ) ٢٠١٠ .( ‫ﺍﻓﺘﺭﺍﻀـﻲ‬ ‫ﻟﻤﻌﻤل‬ ‫ﻤﻘﺘﺭﺡ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺍﻻﺒﺘـﺩﺍﺌﻲ،‬ ‫ﺍﻟـﺴﺎﺩﺱ‬ ‫ﺍﻟـﺼﻑ‬ ‫ﻟﺘﻼﻤﻴـﺫ‬ ‫ﺍﻟﺸﺎﻤﻠﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻨﺘﺭﻨﺕ‬ ‫ﻋﺒﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ) ٦٠ ( ‫ﺍﻟـﺴﺎﺩﺱ‬ ‫ﺍﻟـﺼﻑ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﹰﺍ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﺘﻡ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ،‬ ‫ﻫﻤﺎ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺇﻟﻲ‬ ‫ﺘﻘﺴﻴﻤﻬﻡ‬ : ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ : ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻫﻲ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻫـﺫﻩ‬ ‫ﻭﺘﻜﻭﻨـﺕ‬ ‫ﺍﻟﻤﻘﺘـﺭﺡ‬ ‫ﺍﻟﻤﻭﻗـﻊ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺴﺕ‬ ) ٣٠ ( ‫ﹰﺍ‬ ‫ﺘﻠﻤﻴـﺫ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ،ﺍﻟﻤﺠﻤﻭﻋﺔ‬ : ‫ﺍﻟ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻫﻲ‬ ‫ﺘﻘﻠﻴﺩﻴـﺔ‬ ‫ـﻥ‬ ‫ﻤـ‬ ‫ـﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـ‬ ‫ـﺫﻩ‬ ‫ﻫـ‬ ‫ـﻴﺔ،ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻤﺩﺭﺴـ‬ ‫ـﺼﺔ‬ ‫ﺍﻟﺤـ‬ ‫ـﻲ‬ ‫ﻓـ‬ ‫ـﺔ‬ ‫ﻭﺍﻟﻤﺘﻤﺜﻠـ‬ ) ٣٠ ( ‫ﹰﺍ‬ ‫ـﺫ‬ ‫ﺘﻠﻤﻴـ‬ ‫ﻤﺘﻭﺴـﻁﺎﺕ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺤﺼﻴﻠﻲ،ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ،ﻭﺘﻜﻭﻨﺕ‬ ‫ﻟﻼﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺒﻌـﺩﻱ‬ ‫ﺍﻟﻘﻴـﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ،ﻤﻤ‬ ‫ﺒﺎﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﻟﻠﻤﻌﻤـل‬ ‫ﺍﻟﻤﻘﺘـﺭﺡ‬ ‫ﺍﻟﻨﻤـﻭﺫﺝ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻴﻌﻨﻲ‬ ‫ﺎ‬ ‫ﻟﻠﻤﻔـﺎﻫﻴﻡ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻼﺏ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺭﻓﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻨﺘﺭﻨﺕ‬ ‫ﻋﺒﺭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺒﻠﻁﺎﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﺍﺴﺘﻬﺩﻓﺕ‬ ) ١٤٣٢ ‫ﻩ‬ ( ‫ﺘـﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ) ‫ﺍﻟﺘﻁﻭ‬ ‫ﻭﺴﺒل‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻴﺭ‬ ( ‫،ﻭﺘﻜـﻭﻥ‬ ‫ﻭﻋﺩﺩﻫﻡ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ) ٧٠٧٤ ( ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ١٤٣١ ‫ﺍﻟﻨﻬﺎﺭﻴـﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺍﻟﻌـﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ، ‫ﻩ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺸﺭﻓﻲ‬ ‫،ﻭﻜﺫﺍ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﻟﻠﺒﻨﻴﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	) :
	‫ﻓـﻲ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻫﻴﺌـﺔ‬				(	٤٢٤	)	‫ﻋﺩﺩﻫﻡ‬ ‫ﺒﻠﻎ‬
				-	١١٣	-

‫ﺃﻋﻀﺎﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﺼﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﻀﺎﻓﺔ‬ ‫ﹰ،‬ ‫ﻤﺸﺭﻓﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ،ﻭﺘﻜﻭﻨﺕ‬ ‫ﻭﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺘﺨﺼﺼﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻤﻥ‬

  
	) ‫ﺇﻟ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ،‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ٣٢٥ ( ‫ﻭ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻌﻠﻭﻡ‬ ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ ‫ﻰ‬ ) ٣٢ ( ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ،ﻭﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ) ٦٧ ( ‫ﻴﻤﺜﻠـﻭﻥ‬ ‫ﹰ‬ ‫ﺘﺭﺒﻭﻴـﺎ‬ ‫ﹰ‬ ‫ﻤﺸﺭﻓﺎ‬ ( ‫ﻫﻴﺌـﺔ‬ ‫ﺃﻋـﻀﺎﺀ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻤﺨﺘﺼﻴﻥ‬ ‫ﻤﻥ‬ ) ١٣ ‫ﺍﻟﻌﻠـﻭﻡ‬ ‫ﻤﻌﺎﻤـل‬ ‫ﺘـﻭﺍﻓﺭ‬ ‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ) ٣٧ (% ‫ﺒﺭﻤﺠﻴـﺎﺕ‬ ‫ﺘﺘﻭﺍﻓﺭ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻥ‬ ‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻟﻠﺘﺠﺎﺭﺏ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ) ١٩،٦ (% ‫ﺃﻥ‬ ‫ﻜﻤـﺎ‬ ، ) ٦٣،٦ (% ‫ﻤـﻥ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻻﻨﺘﺭﻨﺕ،‬ ‫ﺒﺸﺒﻜﺔ‬ ‫ﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ) ٣٨،٢ (% ‫ﺍﻻﻓﺘﺭﺍﻀـﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻀﻤﻥ‬ ‫ﻤﺩﻤﺠﺔ‬ . ‫ﺃﻅﻬﺭﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬

‫ﺒﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﺭﺘﺒﻁ‬ ‫ﺒﺎﻟﻭﺍﻗﻊ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻭﻓﻴﻤﺎ‬ ‫ﻭﻴـﺩﺭﻙ‬ ‫ﻜﺒﻴﺭﺓ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﻌﻪ‬ ‫ﻭﺍﻟﺘﻌﺎﻤل‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﺘﺸﻐﻴل‬ ‫ﻴﺠﻴﺩ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻻ‬ ‫ﺍﻟﻤﻌﻤل‬ ‫ﻤﺎﻫﻴﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀـﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤـل‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﻴﺠﻴﺩ‬ ‫ﻜﻤﺎ‬ ‫ﻤﺘﻭﺴﻁﺔ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻓﺘﺭﺍﻀﻲ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺤﺎﻜﺎﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﻭﺒﺭﺍﻤﺠﻬﺎ‬ . ‫ﻤﻬـﻡ‬ ‫ﻭﺍﺤـﺩ‬ ‫ﻤﺘﻁﻠﺏ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﺒﻴﺌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺒﺎﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻭﻓﻴﻤﺎ‬ ‫ﻫﻨـﺎﻙ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،‬ ‫ﺒﺎﻟﻤﻌﻤل‬ ‫ﻤﺭﺒﻭﻁ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻋﺭﺽ‬ ‫ﺠﻬﺎﺯ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻭﻫﻭ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬

  
	) ‫ﻤﻬﻤﺔ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬	(	٧	)	‫ﻓﻬﻨﺎﻙ‬ ‫ﺒﺎﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺃﻤﺎ‬	.	‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ .	١١ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ( ‫ﻤﺘﻁﻠﺒﺎ‬

‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻥ‬ ‫ﺘﺤﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ : ‫ﺃﻫﻤﻬﺎ،ﺃﻨﻬﺎ‬ ‫،ﻤﻥ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻥ‬ ‫ﺘﺤﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻭﺠﺩ‬

  
	‫ﺯﻴﺘﻭﻥ،‬	)	:(	-١٦٦	١٦٥	:	٢٠٠٥
		‫ﺫﺍﺕ‬ ‫ﻭﻤﻌﺩﺍﺕ‬ ‫ﺁﻟﻲ‬					.	١

‫ﺤﺎﺴﺏ‬ ‫ﺃﺠﻬﺯﺓ‬ ‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﻅﻭﺍﻫﺭ‬ ‫ﻟﺘﻤﺜﻴل‬ ‫ﻭﺫﻟﻙ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﻭﺍﻀﺢ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻤﻌﻘﺩﺓ‬ . ٢ . ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﺒﺭﻤﺠﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺘﺨﺼﺹ‬ ‫ﻋﻤل‬ ‫ﻓﺭﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺇﻨﺘﺎﺠﻬﺎ‬ ‫ﺘﺼﻤﻴﻤﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻭﻋﻠﻤﺎﺀ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻭﺨﺒﺭﺍﺀ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺨﺒﺭﺍﺀ‬ . ٣ . ‫ﻤﻌﻬﺎ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ . ٤ . ‫ﺍﻷ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻤﻥ‬ ‫ﺘﻘﻠل‬ ‫ﻭﺍﻟﺯﻤﻼﺀ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺍﻟﻤﻭﺍﺩ‬ ‫ﻭﺍﻷﺩﻭﺍﺕ‬ ‫ﺠﻬﺯﺓ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﻬﺎﻡ‬ : ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ - ١١٤ - ‫ﺘﻌﺩ‬ ‫ﺍﻟﻨﻅﻡ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﻟﻠﻤﺸﻜﻼﺕ‬ ‫ﺤﻼ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺘﻘﻨﻴﺔ‬ ‫ﻜﺜﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﻟﻠﺘﺠﺎﺭﺏ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﻭﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻷﺠﻬﺯﺓ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻜﻌﺩﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟ‬ ‫ﻜﺎﻫل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻠﻘﺎﺓ‬ ‫ﺍﻷﻋﺒﺎﺀ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻌﻤل،‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺒﻌﺽ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻭﺨﻁﻭﺭﺓ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺒﻴﻥ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺍﻟﻤﺸﺎﻜل‬ ‫ﻤﻥ‬ ‫ﻫﺎﺌل‬ ‫ﻜﻡ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻓﻲ‬ ‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﻤﻭﺍﺩ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﻭﺒﺭﻤﺠﻴﺎﺘﻪ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬

  
			.(	) ‫ﺇﺒﺭﺍﻫﻴﻡ،‬ ٢٠٠٩	
	‫ﺃﻨــﻪ‬ ‫ﺍﻻﻓﺘﺭﺍﻀــﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤــل‬ ‫ﺒﻴﺌــﺔ‬ ‫ﻓــﻲ‬ ‫ﺍﻟﻤﻌﻠــﻡ‬ ‫ﻤﻬــﺎﻡ‬ ‫ﻭﻤــﻥ‬ Tracey,A.&Stuckey,2007 ) ‫ﺨﺎﻟﺩ،‬ ‫؛‬ ٢٠٠٨ ‫ﺍﻟﺒﻠﻁﺎﻥ،‬ ‫؛‬ ١٤٣٢ ‫ﻩ‬ :(
	١ ‫ﻤﺎ‬ ‫ﻟﺠﻠﺏ‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻨﺘﺸﺭﺓ‬ -‫ﺒﺎﺤﺙ‬ : ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻭﻗﻭﺍﻋﺩ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬ ‫ﻜﺒﺎﺤﺙ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻴﺘﻤﺜل‬ ‫ﻟﻁﻼﺒﻪ‬ ‫ﻤﻨﺎﺴﺏ‬ ‫ﻫﻭ‬ .
	‫ﻭﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬	‫ﻭﺍﻷﻫﺩﺍﻑ‬	٢ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻘﺩﻡ‬ -‫ﻤﺼﻤﻡ‬ : ‫ﺍ‬ ‫ﺠﻤﻬﻭﺭ‬ ‫ﻤﺭﺍﻋﺎﺓ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺠﺏ‬ ‫ﻟﻤﺴﺘﻔﻴﺩﻴﻥ‬ .
	‫ﺍﻟﺘﺸﻐﻴل‬ ‫ﻭﻨﻅﻡ‬ ‫ﺍﻻﻨﺘﺭﻨﺕ‬		:	‫ﻓﻨﻲ‬	-	٣

‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻤﺘﻼﻜﻪ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺍﻟﻔﻨﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﻜل‬ ‫ﻭﺒﻌﺽ‬ ‫ﺒﺎﻟﺸﺒﻜﺔ‬ ‫ﺍﻟﺭﺒﻁ‬ ‫ﻭﻤﺘﻁﻠﺒﺎﺕ‬ . ٤ - ‫ﻤﻨﺴﻕ‬ : ‫ﻭﺒ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺩﻋﻡ‬ ‫ﻓﻲ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻌﻀﻬﻡ‬ ‫ﻭﺍﻟﺘﻨﺎﻓﺴﻲ‬ ‫ﺍﻟﺘﻔﺎﻋﻠﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﻴﺩﻋﻡ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎل‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬ . ٥ - ‫ﻤﺭﺸﺩ‬ : ‫ﻤﻊ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﻤﻊ‬ ‫ﺘﻌﺎﻤﻠﻬﻡ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﺇﺭﺸﺎﺩ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﻡ‬ . ٦ - ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﻴﺴﺭ‬ : ‫ﻭﺍﻟﻔﺭﺩﻱ‬ ‫ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺘﻲ‬ ‫ﺇﺤﺩﺍﺙ‬ ‫ﻤﺴﺌﻭﻟﻴﺔ‬ ‫ﻴﺘﻭﻟﻰ‬ ، ‫ﺍﻟﺒﻴ‬ ‫ﻭﺨﻠﻕ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺒﺎﺤﺘﺭﺍﻡ‬ ‫ﺍﻟﺠﺩﻴﺭﺓ‬ ‫ﺍﻵﻤﻨﺔ‬ ‫ﺌﺔ‬ . ٧ - ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﻭﺠﻪ‬ : ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺠﻠﺴﺔ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻟﺠﺩﻭل‬ ‫ﺘﻔﺼﻴﻠﻲ‬ ‫ﺍﻁﺎﺭ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ٨ - ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻷﻋﻤﺎل‬ ‫ﻡ‬ ‫ﻤﻘﻴ‬ : ‫ﻋﺩﻴﺩﺓ‬ ‫ﹰ‬ ‫ﺃﺸﻜﺎﻻ‬ ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻴﺘﺨﺫ‬ ، ‫ﻁﺭﻴﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻜﺎﻥ‬ ‫ﻓﺈﺫﺍ‬ ‫ﻭﺍﻟﺘﻔﺎﻋ‬ ‫ﻭﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬ ‫ﺍﻟﺘﻤﺎﺭﻴﻥ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﺍﻟﺠﻠﺴﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺘﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻼﺕ‬ ‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬ . ٩ - ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬ ‫ﻟﻠﺠﻠﺴﺎﺕ‬ ‫ﻤﺩﻴﺭ‬ : ‫ﻤﻥ‬ ‫ﻟﻠﺠﻠﺴﺎﺕ‬ ‫ﺍﻟﺠﻴﺩﺓ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ . ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻤﻬﺎﻡ‬ .

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
						‫ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬	-	١
	Tracey,A.&Stuckey,2007 ‫ﺍﻟﺒﻠﻁﺎﻥ،‬ ١٤٣٢ ‫ﻩ‬ :( ‫؛‬	))	‫ﺃﻫﻤﻬﺎ‬ ‫،ﻤﻥ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺨﺎﻟﺩ،‬ ٢٠٠٨ ‫؛‬
					-	١١٥	-

‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ : ‫ﺍﻟﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﺸﺒﻜﺔ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺴﺌﻭﻟﻭﻥ‬ ‫ﻓﻬﻡ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﺤﺘﻰ‬ ‫ﻭﺍﻟﺒﻘﺎﺀ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻤﺤﺩﺩ‬ . ٢ - ‫ﻤﺎﺘﻌﻠﻤﻭﻩ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺒﻨﺎﺀ‬ ‫ﻟﻠﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻟﻬﻡ‬ ‫ﻴﺘﺎﺡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺒﻨﺎﺀ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻓ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻭﺇﻋﺎﺩﺓ‬ ‫ﺍﻟﺤﻠﻭل‬ ‫ﺒﺒﺩﺍﺌل‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻓﺘﺭﺍﻀﺎﺘﻬﻡ‬ ‫ﻲ‬ . ٣ - ‫ﻋﻥ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻴﺤﺘﺎﺠﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻭﻥ‬ ‫ﻴﺤﺎﻭل‬ ‫ﻭﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻭﺍﺼل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻁﺭﻴﻕ‬ .

  
	‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻷﺴﺎﺴ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻤﺨﺘﺒﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺒﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﺍﻟﺩﺒﺴﻲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ) ٢٠١٢ ( ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻘﻨﻴﺎﺕ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺤﺴﻜﺔ‬ ‫ﻲ‬ ‫ﻨﺤﻭﻫﺎ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ . ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ) ٤٩ ( ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ ‫ﻭﻤﻌﻠﻤﺔ،‬ ) ٢٥ ‫ﻭ‬ ‫ﻤﻌﻠﻤﺎ‬ ٢٤ ‫ﻤﻌﻠﻤﺔ‬ ( ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻴﻨﺔ،‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻋﺸﻭﺍﺌﻴﺎ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬ ، ‫ﻋﻠﻰ‬ ‫ﺍﺸﺘﻤﻠﺕ‬ ) ١٣ ( ‫ﺍﻟﺤﺴﻜﺔ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻗﺭﻯ‬

‫ﻤﻥ‬ ‫ﻤﻘﺼﻭﺩﺓ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬ ‫ﻤﺩﺭﺴﺔ،‬ ‫ﺘ‬ ‫ﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺤﺴﻜﺔ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﺭﺒﻴﺔ‬ . ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻑ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﻤﺼﻭﺭﺓ،‬ ‫ﻭﺍﻟﻠﻭﺤﺎﺕ‬ ‫ﺍﻟﺭﺴﻭﻤﺎﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﺠﺎﻻﺕ،ﻭﺃﻅﻬﺭﺕ‬ ‫ﺨﻤﺴﺔ‬ ‫ﻤﻥ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺘﻭﺍﻓﺭﺍ‬ ‫ﺃﻗﻠﻬﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ّ ‫ﺃﻗل‬ ‫ﺍﻟﻤﺘﺤﺭﻜﺔ‬ ‫ﻭﺍﻷﻓﻼﻡ‬ ‫ﺍﻟﺤﻠﻘﻴﺔ‬ ‫ﺍﻷﻓﻼﻡ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﻌﻠﻤﺎﺕ‬ ‫ﻤﻌﻠﻤﻲ‬ .

  
	‫ﻴﻭﺴ‬ ‫ﻭﻗﺎﻡ‬ ‫ﺍﻟﻤﻜﺭﻤﺔ‬ ‫ﺒﻤﻜﺔ‬ ‫ﺍﻟﻘﺭﻯ‬ ‫ﺃﻡ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﻑ‬ ) ٢٠١٢ ( ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﺍﻗﻊ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻓﺭﻉ‬ ( ‫ﺍﻟﻤﺴﺘﺠﺩﺍﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ،‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻭﻤﺩﻯ‬ ، ‫ﺍﻟﺘﺤﺘیﺔ‬ ‫ﺍﻟﺒﻨیﺔ‬ ‫ﻁﺒیﻌﺔ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺩﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻭ‬ ‫ﺍﻟﻭﻗﺎﺌیﺔ‬ ‫ﺍﻟﺘﺠﻬﻴﺯﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻭﺘﻘﻨیﺎﺘﻪ،ﻭﻤﺩﻯ‬ ‫ﺍﻟﺘﻌﻠیﻡ‬ ‫ﺍﻷﻤﻨیﺔ‬ . ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﺒﻘﺴﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻭﺍﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺃﻡ‬ ‫ﺍﻟﻘﺭﻯ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ،ﺍﻟﺒﺎﻟﻎ‬ ‫ﺒﻔﺭﻉ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﻟﻘﺴﻡ،ﻭﻓﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﻤﻌﻴﺩﺍﺕ‬ ‫،ﻭﺍﻟﻤﺤﺎﻀﺭﺍﺕ‬ ‫ﻋﺩﺩﻫﻥ‬ ) ٣٦ ( ‫ﺍﻟﺩﺭﺍﺴﻲ،‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ١٤٣١ / ١٤٣٢ ‫ﻟﺠﻤﻊ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﻥ‬

‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻩ،ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺒﻴ‬ ‫ﺍﻟﺒﻨﻴﺔ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻀﻌﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،ﻭﺘﻭﺼﻠﺕ‬ ‫ﻷﻏﺭﺍﺽ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺎﻨﺎﺕ‬ ‫ﻭﺍﻷﻤﻨﻴﺔ‬ ‫ﺍﻟﻭﻗﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﺠﻬﻴﺯﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻀﻌﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻘﻨﻴﺎﺘﻪ،ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﺍﻟﺘﺤﺘﻴﺔ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﺒﻤﻌﺎﻤل‬ . ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺩﻓﺕ‬ ‫ﻋﻤﺭ‬ ) ٢٠١٤ ( ‫ﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻟﺘﺠﺎﺭﺏ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﺎﻟﺒﺎﺕ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺍﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﻓﻠﺴﻁﻴﻥ،‬ ) ٤٠ ( ‫ﻁﺎﻟﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻗﺼﺩﻴﺔ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﺎ‬ ‫ﺘﻡ‬ ‫ﻁﺎﻟﺒﺔ‬ ‫ﻭﺘﻌﻠﻴﻡ‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺴﺭﻁﺔ‬ ‫ﺒﻨﺎﺕ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺴﻠﻔﻴﺕ،‬ ‫ﻋﺩﺩﻫﺎ‬ ‫ﺒﻠﻎ‬ ‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻭﺯﻴﻌﻬﻡ‬ ‫ﺘﻡ‬

  
	٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
	( ‫ﺒﺎﻟﻁﺭﻴﻘﺔ‬ ‫ﺩﺭﺴﺕ‬ ‫ﻁﺎﻟﺒﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺴﺕ‬ ‫ﻁﺎﻟﺒﺔ‬	) ٢٠ ٢٠ ) (	‫ﻋﺩﺩﻫﺎ‬ ‫،ﺒﻠﻎ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ،ﻭﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬
						-	١١٦	-

‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻌﻠﻡ،ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ،ﻭﺘﻜﻭﻨﺕ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،ﻭﺃﻅﻬﺭﺕ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻟﺼﺎﻟ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻲ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺢ‬ . ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻨﺤﻭ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻤل‬ : ‫ﺘﺩﻓﻌﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﺸﺨﺹ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﻓﻬﻭ‬ ‫ﻟﻠﻔﺭﺩ،‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻴﻌﺩ‬ ‫ﻭﺍﻟﻘﺒﻭل،‬ ‫ﺍﻟﺭﻓﺽ‬ ‫ﺒﻴﻥ‬ ‫ﻴﺒﻘﻰ‬ ‫ﺃﻥ‬ ‫ﺃﻭ‬ ‫ﺭﻓﻀﻪ‬ ‫ﺃﻭ‬ ‫ﻗﺒﻭﻟﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺒﻤﻭﻀﻭﻉ‬ ‫ﺍﻻﻋﺘﻘﺎﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻴﻌ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺠﻤﺎﻟﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻭﺍﻷﺴﺭﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺸﺨﺹ‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﺘﻤﺩ‬ . ‫ﻟﺩﻯ‬ ‫ﻭﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻴﺅﻜﺩ‬ ‫ﺍﻵﺨﺭ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﺸﺨﺼﻴﺘﻪ‬ ‫ﻭﺘﺸﻜﻴل‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﻷﻫﻤﻴﺘﻬﺎ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻁﻼﺏ،‬ ‫ﻭﺍ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺘﺜﻴﺭ‬ ‫ﻜﻤﺎ‬ ‫ﺒﻪ،‬ ‫ﻭﺍﻟﺘﻨﺒﺅ‬ ‫ﺴﻠﻭﻜﻪ،‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﻤﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺩﺍﻓﻊ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻟﺩﻴﻪ،‬ ‫ﻟﺭﻏﺒﺔ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻭﻨﺸﺎﻁﺎﺕ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺨﺘﺼﻭ‬ ‫ﺍﻟﻤﺭﺒﻭﻥ‬ ‫ﻴﻘﺘﺭﺡ‬ ‫ﻟﺫﺍ‬ ‫ﻭﺩﺭﺍﺴﺘﻬﺎ؛‬ ‫ﻤﻥ‬ ‫ﻤﺘﺨﺫﻴﻥ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻭﻓﺎﻋﻼ‬ ‫ﹰ‬ ‫ﻤﺸﺎﺭﻜﺎ‬ ‫ﹰ‬ ‫ﻋﻨﺼﺭﺍ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻥ‬ ‫ﺘﺠﻌل‬ ‫ﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻻ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﹰ‬ ‫ﺃﺴﺎﺴﺎ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻭﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻭﺍﻟﻜﺘﺏ،‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ) ‫ﺯﻴﺘﻭﻥ،‬ ٢٠٠٥ .( ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻤﻔﻬﻭﻡ‬ : ‫ﻋﺭﻓﻪ‬ ) Zoubeir(2002,7 ‫ﺒﺄﻨﻪ‬ " : ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﺤﺼﺹ‬ ‫ﻓﻲ‬ ‫ﻟﻜﻴﻨﻭﻨﺘﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻤﺎ‬ ‫ﻷﻫﻤﻴﺔ‬ ‫ﺭﺒﻁﻬﻡ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺩﺭﺍﺴﻴﺔ،‬ ‫ﻜﻤﺎﺩﺓ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﻤﻨﻔﻌﺔ‬ ‫ﺘﻘﻴﻴﻤﻬﻡ‬ ‫ﺤﺼﺹ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﻭﻩ‬ ‫ﻭ‬ ‫ﺍﻟﻭﺍﻗﻌﻴﺔ،،‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫ﺒﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﻅﻭﺍﻫﺭ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ."

  
	‫ﻨﺴﺒﻴﺎ‬	‫ﺒﺄﻨﻪ‬ " :	، ١٠٢ (	٢٠٠٦	)	‫ﻋﻁﻴﻭ‬ ‫ﻭﻋﺭﻓﻪ‬

‫ﻭﺍﻟﺜﺎﺒﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺸﻌﻭﺭ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺃﻭ‬ ‫ﺸﻲﺀ‬ ‫ﺃﻭ‬ ‫ﺸﺨﺹ‬ ‫ﻋﻥ‬ ‫ﺍﻻﺒﺘﻌﺎﺩ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻻﻗﺘﺭﺍﺏ‬ ‫ﺃﻭﺍﻟﻤﺠﺎﻓﺎﺓ‬ ‫ﺒﺎﻟﻤﺤﺎﺒﺎﺓ‬ ‫ﺍﻟﺭﻓﺽ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻟﻘﺒﻭل‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﻓﻜﺭﺓ‬ ‫ﺃﻭ‬ ‫ﻗﻀﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻤﻭﻀﻭﻉ‬ . "

  
	‫ﻗﻀﻴﺔ‬	" :	‫ﺒﺄﻨﻪ‬	(	، ٢٩	٢٠٠٨	)	‫ﺍﻟﻬﻭﻴﺩﻱ‬ ‫ﻭﻋﺭﻓﻪ‬

‫ﺃﻭ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻨﺴﺒﻴﺎ‬ ‫ﺍﻟﺜﺎﺒﺕ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻤﻭﻗﻑ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺃﻭ‬ ‫ﻤﻌﻴﻨﺔ‬ . " ‫ﻭﺍﻟﻤﻘﺒﺎﻟﻲ‬ ‫ﺍﻟﺒﻠﻭﺸﻲ‬ ‫ﻭﻋﺭﻓﻪ‬ ) ٢٠٠٩ ، ١٤٤ ( ‫ﺒﺄﻨﻪ‬ " : ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻅﻬﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺴﺘﻤﺘﺎﻉ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻋﻨﻬﺎ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻴﺘﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ،‬ ‫ﻤﺎﺩﺓ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﻤﺭﺘﺒﻁ‬ ‫ﻨﺸﺎﻁ‬ ‫ﻷﻱ‬ ‫ﺍﻟﺘﻌﺭﺽ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺒﻤﺎﺩﺓ‬ : ‫ﺃﻭ‬ ‫ﻤﺸﺎﻫﺩﺓ‬ ‫ﺃﻭ‬ ‫ﻜﺘﺎﺒﺔ‬ ‫ﺃﻭ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺍﺴﺘﻤﺎﻋﺎ‬ .

  
	٢٠١٦ ‫ﻡ‬ ٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠ ١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
	.97980 .77889 .86023 .84063 .70000 .81240 .80000 .70711 .81240 .75939 .83267 .84063 .95743 .94516 .90000 .81650 .66332 .86987 .90921 1.00000 1.01980 .95743 .99666 .93630 .93452 .85245 .40000 ‫ﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ .86603 .90000 .90738 .76376 .76811 .82260 .92556 .90738 .59722 .86987 .82260 .73485 .68799 .70238 .70711 .84261 .76811 ‫ﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ .92556 .86217 1.00000 1.01980 1.23558 11.654 16.738 20.799 19.530 17.606 18.857 17.971 17.750 21.213 17.971 20.280 18.735 18.082 14.623 14.177 18.444 22.045 28.342 19.773 16.938 16.000 14.905 14.623 14.649 17.516 16.265 19.473 49.000 ‫ﻗﻴﻤﺔ‬ " ‫ﺕ‬ " 19.630 14.889 14.547 15.712 15.883 15.317 17.503 18.515 31.479 19.773 21.396 20.685 22.965 21.926 21.213 19.463 ‫ﻗﻴﻤﺔ‬ " ‫ﺕ‬ " 17.503 17.862 14.000 14.905 .74833 24.588 .76376 18.330 .40000 1.07548 15.621 49.000 .86603 1.26754 12.781 16.166 .96954 16.709 1.00000 .91652 19.421 16.000 .97980 .96264 18.075 16.738 1.07703 14.299 1.09087 12.650 1.11505 13.811 .82057 20.961 23.174 .86987 19.773 .76811 .67823 27.424 23.174 .86023 19.530 .84261 19.463 .82260 21.396 .93630 17.516 .77028 22.849 .85245 19.473 .81035 20.732 .81650 .40000 49.000 19.596 .91833 19.165 .89069 18.413 1.07703 14.299 .86987 19.773	3.1200 3.2400 3.1600 2.6400 2.2800 2.5600 2.5067 2.8133 2.5733 2.7600 2.8267 2.8533 2.8400 2.6933 3.3200 3.4800 3.5333 3.4400 3.0800 3.1733 2.8800 2.7733 2.8000 3.2800 3.0400 3.3200 3.8000 ‫ﻤﻌﻠﻤﺎﺕ‬ 1.06492 .76829 1.01396 .93923 .66900 .90404 .86013 .80023 .90305 .91297 .97777 .94000 .93056 .92959 .88775 .94954 .97722 .85803 .89684 1.00503 1.07753 .95257 1.03975 .92357 .92181 .84085 .69749 ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ 3.4000 .85424 2.5733 .75647 2.6400 .89503 2.4000 .75337 2.4533 .75861 2.4533 .70315 3.2000 .94440 3.1600 .83892 3.6800 .73815 3.4000 .90045 3.5200 .81141 3.0000 .75337 3.1600 .67863 3.0933 .70084 2.9600 .72485 3.2000 .90045 3.5600 .75766 ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ 3.2533 .88674 3.0933 .84106 2.7467 .97389 3.0400 1.00593 1.17374 21.938 25.373 36.522 26.990 24.342 29.515 24.523 25.239 30.447 24.678 26.181 25.036 26.288 26.430 25.092 32.387 31.739 31.313 34.721 29.742 27.344 23.147 25.214 23.322 30.756 28.560 34.194 47.182 ‫ﻗﻴﻤﺔ‬ " ‫ﺕ‬ " 34.469 29.460 25.544 27.589 28.007 30.216 29.344 32.621 43.175 32.700 37.570 34.486 40.326 38.224 35.365 30.777 40.692 ‫ﻗﻴﻤﺔ‬ " ‫ﺕ‬ " 31.773 31.851 24.424 26.172 2.8800 3.2800 3.2400 3.3600 2.9600 2.6400 2.9200 2.8400 3.0000 2.9200 3.0800 3.1200 3.0400 2.8000 2.6800 3.3200 3.6000 3.7600 3.4400 3.0800 3.2000 3.0400 2.8000 2.9200 3.2800 3.0400 3.3200 3.9200 ‫ﺍﻟﻤﺘﻭﺴﻁ‬ 3.4000 2.6800 2.6400 2.4000 2.4400 2.5200 3.2400 3.3600 3.7600 3.4400 3.5200 3.0400 3.1600 3.0800 3.0000 3.2800 3.5600 ‫ﺍﻟﻤﺘﻭﺴﻁ‬ 3.2400 3.0800 2.8000 3.0400 3.5600 .90404 34.103 3.6800 .79684 32.750 2.8000 3.7200 .83115 38.761 3.9200 1.02983 28.928 3.3600 2.7600 .86743 27.555 2.8000 1.14183 26.091 3.2400 3.1600 1.01396 26.990 3.2400 3.1200 .99946 27.035 3.2000 .97722 30.722 3.5600 3.1733 1.01839 26.986 3.2800 .94954 32.104 3.4800 1.06543 24.385 3.0800 1.09988 22.992 2.7600 1.09758 24.513 3.0800 .76004 39.957 3.4400 3.4000 .90045 32.700 3.4400 3.5600 .75766 40.692 3.5600 .65430 49.767 3.7200 3.3600 .84853 34.293 3.3600 3.2400 .86743 32.348 3.2800 3.5200 .81141 37.570 3.5200 3.2000 .98639 28.095 3.2800 3.4800 .81141 37.143 3.5200 3.3200 .84085 34.194 3.3200 3.3200 .84085 34.194 3.3600 3.2000 .80539 34.409 3.2000 3.6400 .93923 33.563 3.9200 .87261 35.464 3.5200 .87857 32.332 3.2800 1.08221 24.541 3.0800 .87446 34.200 3.4400	1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1 2 3 4 5 6 7 8 1 10 ‫ﺭﻗﻡ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 ‫ﺭﻗﻡ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ 2 3 4 5 2.9733 ‫ﺍﻷﻭل‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﻤﺘﻁﻠﺒ‬ ‫ﺎﺕ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﻟﺒﺭﻤﺠﻴﺎﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﻌﺎﻤل‬ 1 ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ 6 2 3.0133 ‫ﺘﺩﺭﻴﺱ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ 1 3 3.4400 2 4 3.4400 3 4 5 3.4667 5 6 3.5200 7 3.0000 ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ 8 2.9200 ‫ﻟﻠﻤﻌﺎﻤل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻻﻓﺘﺭﺍﻀ‬ 9 3.1067 ‫ﻓﻲ‬ ‫ﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ 10 3.5067 10 11 11 3.7600 1 2 3 4 5 6 7 8 9 ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺒﻌﺩ‬ 12 3.5733 : ‫ﻤﺘﻁﻠﺒﺎﺕ‬ 13 3.2800 ‫ﺍﺴﺘﺨﺩﺍﻡ‬ 14 3.0667 ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﻠﻤﻌﺎﻤل‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ 15 3.4533
				--	١٢٩ ١٣٠	--

16 3.5067 .81163 37.417 3.4400 .82057 20.961 17 3.6400 .79932 39.437 3.6000 .81650 22.045 18 3.4000 1.00000 29.445 3.4400 1.00333 17.143 19

  
			٢٠١٦ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٧٠	‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) :
	‫ﺕ‬ "	"	‫ﻗﻴﻤﺔ‬		‫ﺍﻟﻤﺸﺭﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬		‫ﺕ‬ "	"	‫ﻗﻴﻤﺔ‬	‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬	‫ﺍﻟﻤﺘﻭﺴﻁ‬	‫ﺭﻗﻡ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬
	19.773		.86987	3.4400		34.200	.87446	3.4533	22
	12.036	1.08012	2.6000		13.952	1.36560	2.2000	23
	9.982	1.26227	2.5200		15.547	1.38889	2.4933	24
	11.258	1.15470	2.6000		19.764	1.19186	2.7200	25
	10.883	1.12101	2.4400		13.283	1.24307	1.9067	26
	11.225	1.12250	2.5200		13.658	1.39497	2.2000	27
	10.091	1.22882	2.4800		18.638	1.20808	2.6000	28
	11.058	1.15758	2.5600		15.501	1.26633	2.2667	29
	12.741	1.03602	2.6400		16.350	1.20060	2.2667	30
	15.693		.87939	2.7600		15.140	1.32706	2.3200	31
	19.421		.91652	3.5600		30.722	.97722	3.4667	32
	21.157		.86023	3.6400		37.902	.84085	3.6800	33
	27.424		.67823	3.7200		49.767	.65430	3.7600	34
	21.157		.86023	3.6400		32.877	.93423	3.5467	35
	21.157		.86023	3.6400		32.877	.93423	3.5467	36
	24.036		.75719	3.6400		36.436	.84299	3.5467	37
	27.424		.67823	3.7200		53.953	.60568	3.7733	38
	19.959		.87178	3.4800		31.590	.92843	3.3867	39
	19.421		.91652	3.5600		30.722	.97722	3.4667	40
	21.157 18.075 22.045 24.036 19.773 27.424		.96264 .86023 .75719 .81650 .86987 .67823	3.4800 3.6400 3.6400 3.6000 3.4400 3.7200		34.624 37.902 36.436 34.084 34.200 49.767	.90045 .84085 .84299 .89100 .87446 .65430	3.6000 3.6800 3.5467 3.5067 3.4533 3.7600	41 20 42 21 43
						-	١٣٤	-

‫ﺍﻟﺒﺤﺙ‬ ‫ﺘﺠﺭﺒﺔ‬ ‫ﺘﻁﺒﻴﻕ‬ :
‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﺃﻜﺘﻭﺒﺭ‬ ٢٠١٦ ‫ﻡ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٧٠