 -     -    ) ١٧٧١ ( * ‫ﻭﺍﻹﺭﺘﺠﺎل‬ ‫ﺍﻟﺤﺭﻜﻰ‬ ‫ﻭﺍﻹﻴﻘﺎﻉ‬ ‫ﺍﻟﺼﻭﻟﻔﻴﺞ‬ ‫ﺃﺴﺘﺎﺫ‬ ، ‫ﻜﻤﺎل‬ ‫ﻤﺒﺎﺭﻙ‬ ‫ﻨﺴﺭﻴﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ‫ﻜﻠﻴﺔ‬ ، ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻗﺴﻡ‬ ، ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻭﺍﺩﻱ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺠﺎﻤﻌﺔ‬ ، ‫ﺍﻟﻨﻭﻋﻴﺔ‬ . ** ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ، ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻗﺴﻡ‬ ، ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﺴﺘﺎﺫ‬ ، ‫ﻋﻠﻰ‬ ‫ﺤﺴﻥ‬ ‫ﺒﺩﺭﻴﺔ‬



Tammi R. Davis, Jackie Sydnor, Sharon Daley, and Linda Coggin (2017).

  ‫ﺒﺄﺩﺍﺀ‬ ‫ﻴﻜﺘﻔﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺤﻔل،‬ ‫ﻟﻨﺠﺎﺡ‬ ‫ﺍﻷﻤﺜل‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻫﻭ‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺒﺼﻭﺕ‬ ‫ﻤﺴﺠل‬ ‫ﻓﻨﻰ‬ ‫ﻋﻤل‬ ‫ﻋﻠﻰ‬ ‫ﻤﻌﺘﻤﺩﻴﻥ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺜﺎﺒﺘﺔ‬ ‫ﺤﺭﻜﺎﺕ‬ ‫ﺍﻷﻁﻔﺎل‬ . 


	‫ﺒﺭ‬ ‫ﻨﺎﻤﺞ‬ ‫ﺘﻌﻁﻰ‬ ‫ﻭ‬ ‫ﺍﻷﻁﻔﺎل،‬ ‫ﺇﺴﺘﻴﻌﺎﺏ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻘﺘﺭﺡ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺌﻡ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻓ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﻰ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺤﻭﺍﺱ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺘﻭﻅﻑ‬ ‫ﺍﻟﻘﺼﺔ،‬ ‫ﺃﺤﺩﺍﺙ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻓﻰ‬ ‫ﻟﺨﻴﺎﻟﻬﻡ‬ ‫ﻓﺭﺼﺔ‬ ‫ﻟﺩﻴﻬﻡ‬ ، ‫ﻓﻬﻡ‬ ‫ﻓﻰ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﺃ‬ . ‫ﻡ‬ . ‫ﺩ‬ / ‫ﻜﻤﺎل‬ ‫ﻤﺒﺎﺭﻙ‬ ‫ﻨﺴﺭﻴﻥ‬ * ‫ﺃ‬ . ‫ﻡ‬ . ‫ﺩ‬ / ‫ﺒﺩﺭﻴﻪ‬ ‫ﺤﺴﻥ‬ ‫ﺤﺴﻥ‬ ‫ﻋﻠﻰ‬ ** ) ١ ( ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﺒﺎﻟﻔﺎﻫﻴﻡ‬ ‫ﻭﺍﻹﺤﺘﻔﺎﻅ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ، ‫ﺴﻬل‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺇﻨﺘﻘﺎل‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺘﻌﻤل‬ ‫ﻜﻤﺎ‬ ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﻭﺍﻟﺘﺴﻠﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﺔ‬ ‫ﺠﻭ‬ ‫ﺍﻀﺎﻓﺔ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺍﻟﻰ‬ ‫ﻭﻤﻴﺴﺭ،‬ . ‫ﺒﺄﻨﻭﺍﻋﻬﺎ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻭﺘﻌﺩ‬ ) ‫ﺍﻟﻌﺭﻭﺽ‬ ‫ﺍﻟﻔﻴﺩﻴﻭ،‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺜﺎﺒﺘﺔ،‬ ‫ﺍﻟﺼﻭﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﻟ‬ ‫ﺩﻓﻊ‬ ‫ﻤﺎ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻁﺭﻕ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﺩﺒﻴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻺﻁﻼﻉ‬ ‫ﺒﺎﺤﺜﺘﻴﻥ‬ ‫ﺍﻟﻘﺭﺍﺀﺍﺕ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﻟﻸﻁﻔﺎل،‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺘﻭﺼل‬ ‫ﺘﻡ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻹﻁﻼﻉ‬ ‫ﺍﻟﻤﺴﺘﻔﻴﻀﺔ‬ : ‫ﻤﻊ‬ ‫ﺍﻻﻨﻔﺠﺎﺭ‬ ‫ﺍ‬ ‫ﺍﻟﻤﻌﺭﻓﻰ‬ ‫ﻟﻀﺨﻡ‬ ‫ﻭﺍﻻﻨﻔﺘﺎﺡ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﻁﺭﻕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﻟﻤﻰ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻻﺘﺼﺎﻻﺕ‬ ‫ﻓﻴﺩﻴﻭ‬ ‫ﻤﻘﺎﻁﻊ‬ ‫ﺍﻟﺘﻘﺩﻴﻤﻴﺔ،‬ ( ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻰ‬ ‫ﻤﻨﻪ‬ ‫ﺍﻹﺴﺘﻔﺎﺩﺓ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻤﻤﺘﻊ‬ ‫ﻤﺸﻭﻕ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﻁﻔﺎل،‬ ‫ﺭﻴﺎﺽ‬ ‫ﻟﻁﻔل‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺃﺸﺎﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺠﻴﺩ،‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﺕ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﻼ‬ ‫ﺩﺭﺍﺴﺔ‬ : ‫ﺍﻟﻐﺯﻭ‬ ‫ﺍﻴﻤﺎﻥ‬ ‫ﺴﻼﻤﺔ،‬ ‫ﻭﻓﺎﺀ‬ ، ‫ﺍﻟﻭﺍﻋﻰ‬ ‫ﻋﺜﻤﺎﻥ‬ ) ٢٠١٠ ‫ﻡ‬ ( ، ‫ﺒﺜﻨﻴﺔ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ِ ‫ﺘﺤﺩ‬ ‫ﺃﻤﺎﻡ‬ ‫ﻤﺘﺴﺎﺭﻋﺔ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﻭﻴﺨﻁﻭ‬ ‫ﻴﻠﻬﺙ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻟﻠﺘﻜﻨﻭﻟﻭﺠﻴﺎ،ﺃﺼﺒﺢ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻌﺭﻓﻰ‬ ‫ﻤﻌﻠﻭﻤﺎﺘﻰ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻰ‬ . ‫ﻤﻠﻤﻭﺱ‬ ‫ﻤﺤﺴﻭﺱ‬ ‫ﺒﺄﺴﻠﻭﺏ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻤﻊ‬ ‫ﻤﺘﻔﻕ‬ ‫ﻭﻤﺸﻭﻕ‬ ‫ﻤﻤﺘﻊ‬ ‫ﺒﺸﻜل‬ ‫ﻟﻠﻁﻔل‬ . ‫ﻗﺭﺒﺎﻥ‬ ) ٢٠١٢ ‫ﻡ‬ ( ، Hani Morgan (2013) ‫ﺍﻟﺒﺎﺴﻁ‬ ‫ﻋﺒﺩ‬ ‫ﺤﺴﻴﻥ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠١٤ ‫ﻡ‬ ( ، ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻰ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺎﺘﺠﺔ‬ ‫ﺍﻟﻤﺘﺴﺎﺭﻋﺔ‬ ‫ﻟﻠﺘﻐﻴﺭﺍﺕ‬ ‫ﻭﻨﺘﻴﺠﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﻭﺍﻜﺒﺔ‬ ‫ﺍﻟﻀﺭﻭﺭﻯ‬ ‫ﻤﻥ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻓﻰ‬ ‫ﻭﺇﺩﺨﺎﻟﻬﺎ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻤﻥ‬ ‫ﻜﺄﺴﻠﻭﺏ‬ ‫ﺍﻵﻟﻜﺘﺭﻭﻨﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻟﻅﻬﻭﺭ‬ ‫ﺃﺩﻯ‬ ‫ﺒﺩﺭﻭﻩ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ . ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﺠﻴل‬ ‫ﺃﻭ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺒﺄﻨﻬﻡ‬ ‫ﻟﻠﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﻭﻴﺸﺎﺭ‬ : ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﻻﺴﺘﻴﻌﺎﺒﻬﻡ‬ ‫ﻟﻠﺘﻘﻨﻴﺔ‬ ‫ﻟﻬﺎ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﻡ‬ . ‫ﺤﻴﺙ‬ ‫ﺒﺎﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ،‬ ‫ﻏﻨﻰ‬ ‫ﻋﺎﻟﻡ‬ ‫ﻓﻰ‬ ‫ﻨﺸﺅﻭﺍ‬ ‫ﻓﻘﺩ‬ ‫ﺒﻪ‬ ‫ﹶ‬ ‫ﻤﺴﻠﻤﺎ‬ ‫ﹶ‬ ‫ﻭﺸﻴﺌﺎ‬ ‫ﻟﻬﻡ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺘﻌﺩ‬ ‫ﻟﺒﺌﻴﺔ‬ ‫ﺠﻴﺩﻴﻥ‬ ‫ﻭﺘﺼﻤﻴﻡ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻨﺠﺎﺝ‬ ‫ﻴﺘﺤﻘﻕ‬ ‫ﺃﻥ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﻟﻬﺎ،‬ ‫ﻭﻴﺭﺘﺎﺤﻭﻥ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﺒﺘﻜﺭﺓ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻭﺘﺸﻤل‬ ‫ﺍﻟﺘﻌﻠﻡ،‬ ) ‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ،‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺍﻟﺫﻜﻴﺔ،‬ ‫ﺍﻟﺴﺒﻭﺭﺓ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ ( ‫ﻤﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺤﻴﺙ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﺇﻜﺘﺴﺎﺏ‬ ‫ﺃﺼﻴﻠﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ) ‫ﻏﺎﺩﺓ‬ ‫ﺍﻟﻤﺠﻴﺩ،‬ ‫ﻋﺒﺩ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺃﺴﺎﻤﺔ‬ ‫ﺘﺭﺠﻤﺔ‬ ‫ﻤﻭﻨﺘﻐﻤﺭﻯ،‬ ‫ﺩﻴﺎﻥ‬ ‫ﺍﻟﺴﻤﺎﻥ،‬ ‫ﺍﻟﻌﺎل‬ ‫ﻋﺒﺩ‬ ٢٠١٨ ‫ﺹ‬ ‫ﻡ،‬ ٤٦١ .***( ‫ﺍﻟ‬ ‫ﻟﻤﻭﻀﻭﻉ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺭﺴﻭﻤﺎﺕ‬ ‫ﺃﺼﻭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﺤﻴﻪ‬ ‫ﹰ‬ ‫ﺼﻭﺭﺍ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﻼ‬ ‫ﻤﺜﺎل‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ : ‫ﺍﻟﻤﺎﻟﻜﻰ‬ ‫ﺴﺎﻟﻡ‬ ‫ﺴﻠﻤﺎﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠١٣ ‫ﻡ‬ ( ‫ﺩﺤﻴﻡ‬ ‫ﺃل‬ ‫ﺒﺭﻴﻜﺎﻥ‬ ، ) ٢٠١٧ ‫ﻡ‬ ( ‫ﻋﻠﻰ‬ ‫ﺍﻹﺴﺘﻁﻼﻋﻴ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻜﺩﺘﻪ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻷﻁﻔﺎل‬ ) ‫ﺍﻟﻌﺯﻴﺯ،ﺭﻭﻀﺔ‬ ‫ﻋﺒﺩ‬ ‫ﺒﻥ‬ ‫ﻋﻤﺭ‬ ‫ﺩﺭﻴﻡ،ﺭﻭﻀﺔ‬ ‫ﻜﻴﺩﺯ‬ ‫ﺍﻟﺤﻤﻴﺩﺍﺕ،ﺭﻭﻀﺔ‬ ‫ﺭﻭﻀﺔ‬ ‫ﺭﻴﺎﺽ‬ ‫ﺩﻭﺭ‬ ‫ﻟﺒﻌﺽ‬ ‫ﺍﻟﺒﺎﺤﺜﺘﻴﻥ‬ ‫ﺒﻬﺎ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻘﺼﺔ،‬ ‫ﺍﻟﺴﻠﻴﻡ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺃﺴﺱ‬ ‫ﺃﺒﺴﻁ‬ ‫ﺍﻟﻰ‬ ‫ﻭﺘﻔﺘﻘﺭ‬ ‫ﻤﺘﻘﻨﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻷﻁﻔﺎل‬ . ‫ﻴﺘﻀﻤﻥ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﺭﺌﻰ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻤﻊ‬ ‫ﻗﺼﺼﻲ‬ ‫ﺴﺭﺩ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻭﺘﻌﺭﻑ‬ ‫ﺍﻟﻐﻨﺎ‬ ‫ﻭﻴﻌﺩ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﺒﺎﻟﺨﺒﺭﺍﺕ‬ ‫ﺍﻟﺜﺭﻴﻪ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻤﻥ‬ ‫ﺀ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺠﻭﺍﻨﺏ‬ : ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﻭﺍﻟﻨﻁﻕ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺨﻼﻟﻪ‬ ‫ﻓﻤﻥ‬ ، ‫ﺒﻌﺽ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻼﻭﺓ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻴﺴﺘﻤﻊ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻟﻸﻟﺤﺎﻥ‬ ‫ﺠﺩﻴﺩﺓ‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﻭﺍﺒﺘﻜﺎﺭ‬ ‫ﻟﺩﻴﻪ،‬ ‫ﺍﻟﺘﺨﻴل‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻨﻁﻕ‬ ‫ﻋﻴﻭﺏ‬ ‫ﺍﻷﻏﻨﻴ‬ ‫ﺘﺤﺘﻭﻴﺔ‬ ‫ﻭﻭﻁﻨﺔ‬ ‫ﺒﺩﻴﻨﻪ‬ ‫ﺍﺭﺘﺒﺎﻁﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﻜﻤﺎ‬ ‫ﻭﻗﻴﻡ،‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺎﺕ‬ ، ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﻼ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻟﻪ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﻟﺩﻴﻬﻡ‬ : ‫ﺠﻤﺎل‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﻜﺎﻤﻠﻴﺎ‬ ‫ﺍﻟﺩﻴﻥ،‬ ) ٢٠٠٣ ‫ﻡ‬ ( ‫ﻋﻠﻰ‬ ‫ﺤﺴﻥ‬ ‫ﺒﺩﺭﻴﺔ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠٠٣ ‫ﻡ‬ ( ‫ﺨﻠﻴل‬ ‫ﺍﻟﻭﺍﺤﺩ‬ ‫ﻋﺒﺩ‬ ‫ﻨﺎﻫﺩ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠٠٥ ‫ﻡ‬ ( ، ‫ﺘﻜﺭﺍﺭ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻭ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ،‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺘﺼﺭﻓﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻨﻌﻜﺱ‬ ‫ﻤﺤﻤﻭﺩﺓ‬ ‫ﻭﻗﻴﻡ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺘﺤﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﻏﺎﻨﻰ‬ ‫ﻭﺴﻠﻴﻤﺔ‬ ‫ﺼﺤﻴﺤﺔ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺜﻬﻡ‬ ‫ﻤﻠﻬﻡ‬ ‫ﻤﺼﺩﺭ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻴﻌﺩ‬ ) ‫ﻭﺩ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺍﻟﻠﻁﻴﻑ‬ ‫ﻋﺒﺩ‬ ‫ﺸﺭﻴﻥ‬ ‫ﺭﺍﺴﺔ‬ ) ٢٠٠٩ ‫ﻡ‬ ( ‫ﻭﺩﺭﺍﺴﺔ‬ ، Bryan E. Nichols (2016). ‫ﻴﻌﺩ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻤﻥ‬ ) ‫ﺩﻴﻨﻴﺔ‬ ‫ﻗﻴﻡ‬ ، ‫ﺒﻴﺌﻴﺔ‬ ‫ﻗﻴﻡ‬ ‫ﺇﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻗﻴﻡ‬ ( ‫ﻁﻔل‬ ‫ﺃﻥ‬ ‫ﻭﺒﻤﺎ‬ ‫ﺍﻟﻌﺯﻴﺯ،‬ ‫ﻋﺒﺩ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻨﺴﺭﻴﻥ‬ ٢٠١٦ ‫ﺹ‬ ‫ﻡ،‬ ١٥٦ .( ‫ﻭﺘ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺤﺩﻴﺩﻫﺎ‬ : ‫ﺒﻐﻨﺎﺀ‬ ‫ﺒﻬﻡ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻹﺤﺘﻔﺎﻻﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺤﻀﻭﺭ‬ ‫ﺍﻟﺯﻴﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻟﻭﺤﻅ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﻁﻔﺎل،‬ ‫ﺭﻴﺎﺽ‬ ‫ﺩﻭﺭ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻟﺯﻴﺎﺭﺍﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺒﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﺒﺎﺤﺜﺘﻴﻥ‬ ‫ﺸﻌﺭﺕ‬ ‫ﺇﻜﺴﺎﺒﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺒﻌﺽ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺘﺘﺸﻜل‬ ‫ﻭﻟﻡ‬ ‫ﺤﻴﺎﺘﻪ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻭ‬ ‫ﻹﻴﺠﺎﺩ‬ ‫ﺍﻟﺭﻭﻀﺔ،‬ ‫ﻁﻔل‬ ‫ﻴﻜﺘﺴﺒﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻤﻥ‬ ‫ﻟﺩﻴﻪ،‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﺍﻟﺤﻤﻴﺩﺓ‬ ‫ﺒﺎﻷﺨﻼﻕ‬ ‫ﺘﺘﺴﻡ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻤﻊ‬ ‫ﻭﻴﺘﻌﺎﻴﺵ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺠﻴﺩ‬ ‫ﻤﻭﺍﻁﻥ‬ . ‫ﺘﺘﺤﺩﺩ‬
	‫ﺍﻟﻌﻤﺎل‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﺍﻟﺴﺎﺩﺍﺕ،ﺭﻭﻀﺔ‬ ( ‫ﺍﻟﺤﻔﻼﺕ‬ ‫ﻟﺘﻠﻙ‬ ، ‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺇﻫﻤﺎل‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻭﺘﺠﻬﻴﺯ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻤﺘﺒﻌﺔ‬ ‫ﻭﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺘﻘﺼﻰ‬ ‫ﺒﻬﺩﻑ‬ ٩٧ % ‫ﺃﻤﺎ‬ ‫ﻟﺘﻭﻅﻴﻑ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﺃﺨﺫ‬ ‫ﻜﻥ‬
	‫ﺍﻷﻁﻔﺎل‬ ‫ﻏﻨﺎﺀ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻤﻌﻅﻡ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺃﻋﺘﻘﺎﺩﺍ‬	%	٩٩	‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺼﻭﺘﻰ‬ ‫ﺍﻟﺘﻠﻭﻴﻥ‬ ‫ﺍﻏﻔﺎل‬ ‫ﺍﻟﻐﻨﺎﺀ،‬ ‫ﻭﺃﺜﻨﺎﺀ‬
	 	   	- -	 	     	- -	 
						١٧٧٢ ( ١٧٧٣ (	) )

‫ﺴﺒﻕ‬ ‫ﻭﻤﻤﺎ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺒﻌﺽ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﻟﻠﻐﻨﺎﺀ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺒﻌﺽ‬ ‫ﻟﺩﻯ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬ . ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺴﺌﻠﺔ‬ : ‫ﺍﻟﻌ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺭﺽ‬ :

  
	١ ٢ ٣ ‫ﺍﻟﺭﻭﻀﺔ؟‬ -‫ﺍﻟﺭﻭﻀﺔ؟‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺕ‬ ‫ﻤﺎ‬ -‫ﺍﻟﺭﻭﻀﺔ؟‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﺎ‬ -‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻡ‬ ‫ﺍﻟﻤﻘﺘﺭﺡ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺃﺜﺭ‬ ‫ﻤﺎ‬ ٤ -‫ﺃﺜﺭ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺭﻭﻀﺔ؟‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻡ‬ ‫ﺍﻟﻤﻘﺘﺭﺡ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﺩﺍﻑ‬ : ‫ﺍﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﻬﺩﻑ‬ : ١ -‫ﻤﺯﺍﻴﺎﻫﺎ‬ ‫ﺨﻁﻭﺍﺘﻬﺎ،‬ ‫ﺃﻨﻭﺍﻋﻬﺎ،‬ ‫ﺍﻟﻤﻔﻬﻭﻡ،‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ . ٢ -‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻴﺘﻘﻨﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ . ٣ -‫ﺍﻟﺘﻌ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻟﻁﻔل‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﺍﻷﻏﺎﻨﻰ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﻜﺘﺴﺒﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺭﻑ‬ . ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺤﺩﺩﺍﺕ‬ : ‫ﺍﻟﺘﺎﻟﻴﻪ‬ ‫ﺍﻟﻤﺤﺩﺩﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﻗﺘﺼﺭ‬ : -‫ﺒﺸﺭﻱ‬ ‫ﻤﺤﺩﺩ‬ : ‫ﺩﺭﻴﻤﺯ‬ ‫ﻜﻴﺩﺯ‬ ‫ﺤﻀﺎﻨﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ) Kids Drems ( ‫ﻗﻭﺍﻤﻬﺎ‬ ) ٣٠ ( ‫ﻁﻔل‬ ‫ﻭﻁﻔﻠﻪ‬ ، ‫ﻗﻨﺎ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ . -‫ﻤﻭﻀﻭﻋﻲ‬ ‫ﻤﺤﺩﺩ‬ : ‫ﺍﻟ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﻏﺎﻨﻰ‬ ‫ﺒﻌﺽ‬ ‫ﻤﺜل‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻰ‬ : ‫ﺒﻴﺌﻴﺔ،‬ ‫ﻗﻴﻡ‬ ‫ﺩﻴﻨﻴﺔ،‬ ‫ﻗﻴﻡ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻰ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭ‬ ‫ﺇﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻗﻴﻡ‬ . -‫ﻤﻜﺎﻨﻲ‬ ‫ﻤﺤﺩﺩ‬ : ‫ﺩﺭﻴﻤﺯ‬ ‫ﻜﻴﺩﺯ‬ ‫ﺤﻀﺎﻨﺔ‬ ) Kids Drems ( ‫ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﺍﻹﻤﻜﺎﻨﻴﺎﺕ‬ ‫ﻟﺘﻭﻓﺭ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﺎ‬ ‫ﻭﺘﻡ‬ ، ‫ﺍﻹﻤﻜﺎﻨﻴﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻭﺘﺘﻤﺜل‬ ‫ﺍﻟﺤﺎﻟﻰ،‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺘﺨﺩﻡ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺒﺩﺍﺨل‬ ‫ﻭ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﺸﺎﺸﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﻌﺽ‬ . -‫ﺯﻤﻨﻲ‬ ‫ﻤﺤﺩﺩ‬ : ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ٢٠١٨ ‫ﻡ‬ / ٢٠١٩ ‫ﻡ‬ ، ‫ﻤﻥ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻓﻲ‬ ١ / ١١ / ٢٠١٨ ‫ﺇﻟﻰ‬ ‫ﻡ‬ ١٥ / ١ / ٢٠١٩ ‫ﻭﻨﺼﻑ‬ ‫ﺸﻬﺭ‬ ‫ﺒﻭﺍﻗﻊ‬ ‫ﻡ‬ . * ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬ : ١ ( ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ : Digital Storglelling Strategy ‫ﺘﻌﺭ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﻑ‬ : ‫ﻟﺒﻌﺽ‬ ‫ﺒﺴﺭﺩ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﻭﺴﺎﺌﻁ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺒﻌﺽ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻡ‬ ‫ﻤﻨﺘﺞ‬ ‫ﻭﺍﻟﻤﻭﺴﻴﻘﻲ‬ ‫ﻭﺍﻷﺸﻜﺎل‬ ‫ﻭﺍﻟﺭﺴﻭﻡ‬ ‫ﺍﻟﺼﻭﺭ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻨﻅﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺨﻴﺎﻟﻴﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺩﻗﺎﺌﻕ‬ ‫ﺨﻤﺱ‬ ‫ﻋﻥ‬ ‫ﺘﺯﻴﺩ‬ ‫ﻻ‬ ‫ﻤﺩﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺼﻭﺘﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻕ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺍﻟﻰ‬ ‫ﻭﺍﻷﻏﻨﺎﺌﻰ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ . ٢ ( ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ : Vocabulary skills ‫ﺒﺄﻨﻬﺎ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺘﻌﺭﻑ‬ : ‫ﻤﺘﻘﻨﻪ‬ ‫ﻤﻨﻐﻤﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﻬﺎﺩﻓﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻟﺒﻌﺽ‬ ‫ﺘﺭﺩﻴﺩ‬ . ٣ ( ‫ﺍﻟﻘﻴﻡ‬ : Value ‫ﺒﺄﻨﻬﺎ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺘﻌﺭﻑ‬ : ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻜﺭﻴﻤﻪ‬ ‫ﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﻭﺍﻟﺼﻔﺎﺕ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﺒﻬﺎ‬ ‫ﻴﺘﺤﻠﻰ‬ ) ‫ﺍﻟﺩﻴﻨ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ،‬ ‫ﻴﺔ،‬ .( ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ : ‫ﻴﺘﻨﺎﻭل‬ ‫ﻫﺫﺍ‬ ‫ﺃﻫﻡ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻴﺴﺘﻨﺩ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﻟﻠﺘﻭﺼل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻷﺴﺱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﻥ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺤﻜﻰ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻡ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ . ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ : The digital story ‫ﺒﻴﺭﻨﺯ‬ ‫ﻜﻴﻥ‬ ‫ﻴﻌﺩ‬ Ken Burns ‫ﻗﺼﺹ‬ ‫ﺤﻜﻲ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺔ‬ ‫ِﻴ‬ ‫ﹾﻤ‬ ‫ﺍﻟﺭﻗ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻓﻜﺭﺓ‬ ‫ﻡ‬ ‫ﻗﺩ‬ ‫ﻥ‬ ‫ﻤ‬ ‫ﺃﻭل‬ ‫ﻫﻭ‬ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺤﺩﺜﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺍﻟﺤﺭﻭﺏ‬ ١٨٦١ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﻭﻗﺩ‬ ‫ﻡ،‬ : ‫ﺍﻷﺭﺸﻴﻔﻴﺔ،‬ ‫ﻭﺍﻟﺼﻭﺭ‬ ‫ﺍﻟﺴﺭﺩ،‬ ‫ﺫﻟﻙ‬ ‫ﻟﺘﺠﺴﻴﺩ‬ ‫ﻭﺍﻟﻤﻭﺴﻴﻘﻰ؛‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﺍﻟﺴﻴﻨﻤﺎ‬ ‫ﻟﻘﻁﺎﺕ‬ ‫ﻭﺒﻌﺽ‬ ‫ﺍﻟﻭﻻﻴﺎﺕ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺄﺴﺎﻭﻱ‬ ‫ﺍﻟﺤﺩﺙ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺍﻟﻤﺘﺤﺩﺓ‬ . ‫ﺭﻭﺍﺓ‬ ‫ﻤﻥ‬ ‫ﺒﺄﻨﻬﻡ‬ ‫ﺃﻨﻔﺴﻬﻡ‬ ‫ﻭﺼﻔﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺍﻟﻔﻨﺎﻨﻴﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻜﻤﺎ‬ ‫ﺔ‬ ‫ِﻴ‬ ‫ﹾﻤ‬ ‫ﺍﻟﺭﻗ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﻭﻫﻡ‬ : ‫ﺃﺘﻜﻠﻲ‬ ‫ﺩﻴﻨﺎ‬ Dana Atchley ، ‫ﻻﻤﺒﺭﺕ‬ ‫ﻭﺠﻭ‬ Joe Lambert ، ‫ﺃﺒﻲ‬ ‫ﺩﻭﻥ‬ Abbe Don ، ‫ﻻﻭﺭ‬ ‫ﻭﺒﺭﻴﻨﺩﺍ‬ Brenda Laurel ‫ﻤﺎﻴﺭ‬ ‫ﻭﺒﺩﺭﻭ‬ ، Pedro Meyer ) https://sites.google.com .( ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ، ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﻼ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻤﻴﺯﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻬﺎ‬ ‫ﺒﻤﺎ‬ : ‫ﺴﻼﻤﺔ‬ ‫ﻭﻓﺎﺀ‬ ، ‫ﺍﻟﻐﺯﻭ،ﻋﺜﻤﺎﻥ‬ ‫ﺍﻴﻤﺎﻥ‬ ‫ﺍﻟﺴﻭﺍﻋﻰ‬ ) ٢٠١٠ ‫ﻡ‬ ( Kristin Javorsky, Guy Trainin (2011) , ، ‫ﻭﺩﺭ‬ ‫ﺍﻟﺒﺎﺴﻁ‬ ‫ﻋﺒﺩ‬ ‫ﺤﺴﻴﻥ‬ ‫ﺍﺴﺔ‬ ) ٢٠١٤ ‫ﻡ‬ ( ، ‫ﺩﺤﻼﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺭﺍﻋﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠١٦ ‫ﻡ‬ ( ‫ﻭﺩﺭﺍﺴﺔ‬ Korina M. Jocson (2016) ، ‫ﻟﺫﺍ‬ ‫ﻜﺎﻟﺘﺎﻟﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺘﺘﻨﺎﻭل‬ ‫ﻴﺘﻡ‬ : ١ -‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ : ‫ﻤﻌﺎﺠﻡ‬ ‫ﻓﻲ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﺍﻟﻘﺹ‬ ، ‫ﻗﺹ‬ ‫ﻓﻌل‬ ‫ﻤﻥ‬ ‫ﻤﺸﺘﻕ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻤﺼﻁﻠﺢ‬ ‫ﺘﺘﺒﻌﻪ‬ ‫ﺃﻭ‬ ‫ﺍﻷﺜﺭ‬ ‫ﻗﺹ‬ ‫ﺍﻟﻠﻐﺔ‬ . ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺘﻌﺭﻑ‬ ‫ﻭ‬ ‫ﺒﺄﻨﻬﺎ‬ " ‫ﻤﻜﺎﻥ‬ ‫ﺃﻭ‬ ‫ﺸﺨﺹ‬ ‫ﺃﻭ‬ ‫ﺤﺩﺙ‬ ‫ﺤﻭل‬ ‫ﺘﺩﻭﺭ‬ ‫ﺭﻭﺍﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻤﺒﺩﻉ‬ ‫ﺸﻜل‬ -‫ﺨﻴﺎﻟﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺤﻘﻴﻘﻴﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ -‫ﺍﻟﺼﻭﺘﻴﺔ‬ ‫ﻭﺍﻟﻤﺅﺜﺭﺍﺕ‬ ‫ﻭﺍﻟﻤﻭﺴﻴﻘﻰ‬ ‫ﺍﻟﺼﻭﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻭﻴﺘﻡ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺃﻏﺭﺍﺽ‬ ‫ﻟﺨﺩﻤﺔ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺍﻟﻔﻴﺩﻴﻭ‬ ‫ﻭﺍﻟﺭﺴﻭﻡ‬ ‫ﻭﺍﻟﺼﻭﺭ‬ ‫ﻭﺍﻟﻨﺼﻭﺹ‬ . ٢ -‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺃﻨﻭﺍﻉ‬ : ‫ﺫﻜﺭﺕ‬ ‫ﺤﻴﺙ‬ ‫ﺇﻋﺩﺍﻫﺎ‬ ‫ﻟﻁﺭﻴﻘﺔ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺘﺼﻨﻴﻔﻬﺎ‬ ‫ﺘﻡ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺭﻓﻌﺕ‬ ‫ﻨﺸﻭﻯ‬ ‫ﺸﺤﺎﺘﻪ‬ ) ٢٠١٤ ‫ﻡ‬ ( ‫ﻤﻨﻬﺎ‬ : ‫ﺃ‬ -‫ﺍﻟﻤﺼﻭﺭﺓ‬ ‫ﺍﻟﻘﺼﺹ‬ : Photo Stories ‫ﺍﻟﺜﺎﺒﺘﺔ‬ ‫ﺍﻟﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻭﻫﻰ‬ ‫ﻭﺍﻟﻨﺼﻭﺹ‬ . ‫ﺏ‬ -‫ﺍﻟﻔﻴﺩﻴﻭ‬ ‫ﻜﻠﻤﺎﺕ‬ : Video Words ‫ﻹﻨﺘﺎﺝ‬ ‫ﺃﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻭﻫﻰ‬ ‫ﻭﻗﺼﻴﺭﺓ‬ ‫ﺒﺴﻴﻁﺔ‬ ‫ﻗﺼﺔ‬ . ‫ﺝ‬ -‫ﺍﻟﺘﻘﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﺭﻭﺽ‬ : Presentation ‫ﻤﺠﻤ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻭﻫﻰ‬ ‫ﻭﺍﻟﻨﺼﻭﺹ‬ ‫ﺍﻟﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻭﻋﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﻌﺘﺒﺭ‬ ‫ﺍﻟﺼﻭﺘﻴﺔ‬ ‫ﺍﻟﻤﺅﺜﺭﺍﺕ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﻤﻊ‬ ‫ﺒﺎﻟﺤﺭﻜﺔ‬ ‫ﺍﻟﻤﺩﻋﻭﻤﺔ‬ ‫ﹰ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﺎ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ . ‫ﺩ‬ -‫ﺍﻟﻤﺴﺭﺤﻰ‬ ‫ﺍﻟﺘﻤﺜﻴل‬ : Staging ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﻭﺍﻷﺤﺩﺍﺙ‬ ‫ﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻓﻰ‬ ‫ﺍﻟﺤﻘﺎﺌﻕ‬ ‫ﻋﺭﺽ‬ ‫ﺍﻟﻰ‬ . ‫ﻩ‬ -‫ﺍﻟﻔﻴﺩﻴﻭ‬ ‫ﻤﻘﺎﻁﻊ‬ : Video Clips ‫ﻫﺫﺍ‬ ‫ﻭﻓﻰ‬ ‫ﻟﻌﻤل‬ ‫ﻭﺍﻟﻤﺤﺎﺩﺜﺎﺕ‬ ‫ﺍﻟﻨﺼﻭﺹ‬ ‫ﺍﻟﺼﻭﺭﺓ‬ ‫ﺩﻤﺞ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﺍﻟﺭﺍﻭﻯ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻤﺤﺩﺩ‬ ‫ﻫﺩﻑ‬ ‫ﻭﻟﻬﺎ‬ ‫ﻤﻌﻴﻥ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺤﻭل‬ ‫ﺘﺩﻭﺭ‬ ‫ﻗﺼﺔ‬ ) ‫ﺩﺤﻴﻡ،‬ ‫ﺃل‬ ‫ﺒﺭﻴﻜﺎﻥ‬ ٢٠١٧ ‫ﺹ‬ ‫ﻡ،‬ ٣ .( ٣ -‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺭﻗﻴﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ : Components of the digital educational Story ‫ﺍﻟﻘﺼ‬ ‫ﻓﻰ‬ ‫ﺘﺘﻭﺍﻓﺭ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺃﻨﻪ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺸﺎﺭ‬ ‫ﺍﻟﺘﺎﻟىﺔ‬ ‫ﺍﻟﻤﻜﻭﻨﺎﺕ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺔ‬ : ‫ﺃ‬ -‫ﺍﻟﺒﺩﺍﻴﺔ‬ ) ‫ﺍﻟﻤﻘﺩﻤﺔ‬ :( Home(Intro) : ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻴﺘﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﻭﺍﻟﺸﺨﺼﻴﺎﺕ‬ . ‫ﺏ‬ -‫ﺍﻟﻌﻘﺩﺓ‬ ) ‫ﺍﻟﺩﺭﺍﻤﻴﺔ‬ ‫ﺍﻟﺤﺒﻜﺔ‬ :( Node (Dramatic Plot) ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻷﺤﺩﺍﺙ‬ ‫ﺘﻔﺎﻋل‬ ‫ﺍﻟﻁﻔ‬ ‫ﻴﺘﻌﻠﻤﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻤﻨﻬﺎ‬ ‫ل‬ . ‫ﺝ‬ -‫ﺍﻟﻨﻬﺎﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺨﺎﺘﻤﺔ‬ : Conclusion or end ‫ﺘﺤﻘﻴﻕ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻋﺭﺽ‬ ‫ﻴﺘﻡ‬ ‫ﻭﻓﻴﻬﺎ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﺍﻟﻬﺩﻑ‬ . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ : Vocabulary skills ١ -‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻔﻬﻭﻡ‬ : ‫ﻋﺭﻓﺘﺔ‬ ) ‫ﺕ‬ ‫ﺏ‬ ‫ﺤﺴﻨﻴﻥ،‬ ‫ﺴﻌﺎﺩ‬ ‫ﺃﻤﻴﻥ،‬ ‫ﺃﻤﻴﻤﺔ‬ ‫ﻤﻁﺭ،‬ ‫ﺇﻜﺭﺍﻡ‬ ، ‫ﺹ‬ ٥٣ ( ‫ﻟﻤﺅﻟﻑ‬ ‫ﺍﻟﺒﺸﺭﻱ‬ ‫ﺍﻟﺼﻭﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺒﺄﻨﻪ‬ ‫ﻴﺠﻤﻊ‬ ‫ﻤﻭﺴﻴﻘﻲ‬ ‫ﺍﻷﺩﺒﻰ‬ ‫ﻭﺍﻟﻨﺹ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻲ‬ ‫ﺒﻴﻥ‬ . ‫ﻋﺭﻓﺘﻪ‬ ) ‫ﺨﻠﻴل،‬ ‫ﺤﺴﻴﻥ‬ ‫ﺁﻤﺎل‬ ٢٠١٣ ‫ﺹ‬ ‫ﻡ،‬ ١٨١ ( ‫ﻭﺍﻟﻨﺹ‬ ‫ﺒﻤﻜﻭﻨﺎﺘﻬﺎ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻲ‬ ‫ﺒﻴﻥ‬ ‫ﻴﺠﻤﻊ‬ ‫ﺁﺩﺍﺀ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻷﺩﺒﻰ‬ ، ‫ﻭﺤﻤﺎﺱ‬ ‫ﻭﺤﺯﻥ‬ ‫ﺴﺭﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻭ‬ ‫ﺍﻹﻨﻔﻌﺎﻻﺕ‬ ‫ﻋﻥ‬ ‫ﻟﻠﺘﻌﺒﻴﺭ‬ . ‫ﺠﺎﻥ‬ ‫ﻗﺴﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺭﺴﻭ‬ ‫ﺠﺎﻙ‬ Rosseau J.J ‫ﻫﻡ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺜﻼﺙ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻹﻨﺴﺎﻨﻰ‬ ‫ﺍﻟﺼﻭﺕ‬ : -‫ﺍﻟﻜﻼﻡ‬ ‫ﺼﻭﺕ‬ Speaking Voice -‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺼﻭﺕ‬ Singing Voice -‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﺼﻭﺕ‬ Expressive Voice ٢ -‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺒﻁﻔل‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺃﻫﺩﺍﻑ‬ : Goals of singing the child kindergarten ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﻼ‬ ‫ﺤﺩﺩﻩ‬ ) ‫ﻋﻠﻰ،‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﻨﺎل‬ ‫ﺍﷲ،‬ ‫ﻋﺒﺩ‬ ‫ﺴﻭﺯﺍﻥ‬ ‫ﻓﺭﺝ،‬ ‫ﺴﻴﺩ‬ ‫ﺃﻤﻴﺭﺓ‬ ٢٠٠١ ‫ﻡ‬ ( ، ) ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﺨﻴﺭﻯ‬ ‫ﺍﻟﻤﻠﻁ،‬ ٢٠٠٣ ‫ﻡ‬ ( ، ) ‫ﺍﻟﻌﺯﻴﺯ،‬ ‫ﻋﺒﺩ‬ ‫ﺴﻌﺎﺩ‬ ٢٠٠٨ ‫ﻡ‬ ( ، ) ‫ﺍﻟﻌﻁﺎﺭ،‬ ‫ﻤﺤﻤﺩ‬ ‫ﻨﻴﻠﻠﻰ‬ ٢٠٠٩ ‫ﻡ‬ ( ‫ﻜﺎﻟﺘﺎﻟﻰ‬ ‫ﻭﻫﻰ‬ : ‫ﺃ‬ -‫ﺒﺩﻗﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺇﺼﺩﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ . ‫ﺏ‬ -‫ﻟﻠﻁﻔل‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﺤﺼﻴﻠﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ . ‫ﺝ‬ -‫ﺒﻪ‬ ‫ﺍﻟﻤﺤﻴﻁﺔ‬ ‫ﺍﻟﻤﺜﻴﺭﺍﺕ‬ ‫ﺘﺴﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻤﺴﺎﻋﺩﺓ‬ . ‫ﺩ‬ -‫ﺍﻟﻤﺜﻴﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ . ‫ـ‬ ‫ﻫ‬ -‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺍﻜﺴﺎﺏ‬ . ‫ﻭ‬ -‫ﻟﺩﻴﺔ‬ ‫ﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﺘﻨﻤﻴﺔ‬ . ‫ﺯ‬ -‫ﻋﻠ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺘﻌﻭﻴﺩ‬ ‫ﺍﻟﻐﻲ‬ ‫ﻭﺍﺤﺘﺭﺍﻡ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻰ‬ . ‫ﺡ‬ -‫ﺴﻭﻴﺔ‬ ‫ﻗﻴﻡ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ) ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﻴﺌﻴﺔ،‬ ‫ﺼﺤﻴﺔ،‬ ‫ﺩﻴﻨﻴﺔ،‬ .( ‫ﻁ‬ -‫ﺍﻟﻤﻭﺴﻴﻘﻲ‬ ‫ﻭﻨﺤﻭ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻤﻴﻭل‬ ‫ﺘﻜﻭﻴﻥ‬ . ‫ﻱ‬ -‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺸﻌﻭﺏ‬ ‫ﺃﻏﺎﻨﻰ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻌﺎﻟﻤﻰ‬ ‫ﺍﻟﺘﻔﺎﻫﻡ‬ ‫ﺘﺤﻘﻴﻕ‬ . ‫ﻙ‬ -‫ﺒ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻹﻴﻘﺎﻋﻴﺔ‬ ‫ﻜﺎﻹﺴﺘﺠﺎﺒﺔ‬ ‫ﺃﺴﺎﺴﻴﺔ‬ ‫ﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﺎﻟﻜﻠﻤﺎﺕ‬ . ‫ل‬ -‫ﺍﻟﺼﻭﺕ‬ ‫ﺒﺘﻠﻭﻴﻥ‬ ‫ﻭﺍﻟﻠﺤﻥ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ . ٣ -‫ﺍﻟﻁﻔل‬ ‫ﺃﻏﻨﻴﺔ‬ ‫ﺨﺼﺎﺌﺹ‬ : Characteristics of the child's song ‫ﺤﺩﺩﺕ‬ ) ‫ﻓﺭﺝ‬ ‫ﺴﻴﺩ‬ ‫ﺃﻤﻴﺭﺓ‬ ، ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﺴﻭﺯﺍﻥ‬ ، ‫ﻋﻠﻰ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﻨﺎل‬ ، ٢٠٠١ ‫ﻡ‬ ( ، ) ‫ﺍﻟﻤﻠﻁ‬ ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﺨﻴﺭﻯ‬ ، ٢٠٠٣ ‫ﻡ‬ ( ، ) ‫ﺍﻟﻌﺯﻴﺯ‬ ‫ﻋﺒﺩ‬ ‫ﺴﻌﺎﺩ‬ ، ٢٠٠٨ ‫ﻡ‬ ( ، ) ‫ﺍﻟﻌ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻨﻴﻠﻠﻰ‬ ‫ﻁﺎﺭ‬ ، ٢٠٠٩ ‫ﻡ‬ ( ، ) ‫ﻤﺤﻤﺩ‬ ‫ﻨﻴﻠﻠﻰ‬ ‫ﺍﻟﻌﻁﺎﺭ،‬ ٢٠١٣ ‫ﺤﺴﻴﻥ‬ ‫ﺃﻤﺎل‬ ‫ﻡ،‬ ، ٢٠١٣ ‫ﻡ‬ ( ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻟﻁﻔل‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﺍﻷﻏﻨﻴﺔ‬ ‫ﺨﺼﺎﺌﺹ‬ : ‫أ‬ -‫ﺍﻟﻜﻠﻤﺎﺕ‬ : -‫ﻭﺍﻀﺤﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ . -‫ﻗﺼﻴﺭﺓ‬ ‫ﺠﻤل‬ ‫ﻓﻰ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ . -‫ﺍﻟﻁﻔل‬ ‫ﻤﻔﺎﻫﻴﻡ‬ ‫ﻴﻨﺎﺴﺏ‬ ‫ﹰ‬ ‫ﻤﺘﻜﺎﻤﻼ‬ ‫ﹰ‬ ‫ﻤﻌﻨﺎ‬ ‫ﺘﻌﻁﻰ‬ . -‫ﺒﺎﻟﻁﻔل‬ ‫ﺍﻟﻤﺤﻴﻁﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺘﺭﺘﺒﻁ‬ ‫ﺃﻥ‬ . ‫ﺏ‬ -‫ﺍﻟﻠ‬ ‫ﺤﻥ‬ : -‫ﻗﺼﻴﺭﺓ‬ ‫ﻟﺤﻨﻴﺔ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ . -‫ﺍﻟﺘﻜﺭﺍﺭ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻜﺜﺭ‬ . -‫ﺍﻟﻘﻔﻼﺕ‬ ‫ﺒﻭﻀﻭﺡ‬ ‫ﺘﺘﻤﻴﺯ‬ . -‫ﻭﺍﺤﺩ‬ ‫ﺒﻤﻘﺎﻡ‬ ‫ﺍﻹﻟﺘﺯﺍﻡ‬ ) ‫ﻟﻸﻏﻨﻴﺔ‬ ‫ﻭﺍﺤﺩ‬ ‫ﺴﻠﻡ‬ .( ‫ﺝ‬ -‫ﺍﻹﻴﻘﺎﻉ‬ : -‫ﻭﺍﻟﺤﻴﻭﻴﺔ‬ ‫ﺒﺎﻟﻭﻀﻭﺡ‬ ‫ﺍﻹﻴﻘﺎﻉ‬ ‫ﻴﺘﺴﻡ‬ . -‫ﺒﺎﻟﻤﻴﺯﺍ‬ ‫ﺘﺒﺩﺃ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﻏﺎﻨﻰ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﺝ‬ ‫ﻴﺘﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺜﻼﺜﻰ‬ ‫ﺜﻡ‬ ‫ﻭﺍﻟﺭﺒﺎﻋﻰ‬ ‫ﺍﻟﺜﻨﺎﺌﻰ‬ ‫ﻥ‬ . ‫ﺩ‬ -‫ﺍﻟﻤﺼﺎﺤﺒﺔ‬ : -‫ﺍﻷﻏﻨﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻟﻠﻨﺸﻴﺩ‬ ‫ﺍﻷﺼﻠﻰ‬ ‫ﻟﻠﺤﻥ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺇﻋﻁﺎﺀ‬ . -‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﻠﺤﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻁﻐﻰ‬ ‫ﻻ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﻤﺼﺎﺤﺒﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺴﺎﻁﺔ‬ . ٤ -‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺃﻨﻭﺍﻉ‬ : Types of singing ‫ﺃ‬ -‫ﺍﻟﻤﻨﻔﺭﺩ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ) ‫ﺍﻟﻤﺴﺘﻘل‬ .( ‫ﺏ‬ -‫ﺍﻟﺘﻌﺒﻴﺭﻱ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ . ‫ﺝ‬ -‫ﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ . ‫ﺩ‬ -‫ﺍﻟﺜﺎﺒﺕ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ . ‫ﻫـــ‬ -‫ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ . ٤ -‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ : Vocubulary skills ‫ﺃ‬ -‫ﺍﻟﻨﻔﺱ‬ ‫ﺍﺨﺫ‬ ‫ﻗﻭﺍﻋﺩ‬ . ‫ﺏ‬ -‫ﺍﻟﺼﻭﺘﻰ‬ ‫ﺍﻟﺘﻠﻭﻴﻥ‬ . ‫ﺝ‬ -‫ﺍﻟﻠﺤﻥ‬ ‫ﺤﺭﻜﺔ‬ . ‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ : ‫ﺍﻟﻘﻴﻡ‬ : Value ١ -‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﻔﻬﻭﻡ‬ : The concept of values ‫ﺇ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺼﻔﺎﺕ‬ ‫ﻫﻰ‬ ‫ﻴﺘﻌﻠﻤﻬﺎ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺒﺎﻟﻔﺭﺩ‬ ‫ﺘﺅﺩﻯ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺒﺎﻟﺸﺭﻴﻌﺔ‬ ‫ﻤﻀﺒﻭﻁﺔ‬ ‫ﺭﺍﻗﻴﺔ‬ ‫ﻴﺠﺎﺒﻴﺔ‬ ‫ﻤﺠﺘﻤﻌﺔ‬ ‫ﺩﻴﻨﻪ،‬ ‫ﻤﻊ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﺘﻔﻌﺎل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﻰ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺍﻟﻰ‬ ، ‫ﺃﺴﺭﺘﺔ،‬ ‫ﻭﺍﻟﻌﺎﻟﻤﻰ‬ ‫ﻭﺍﻹﻗﻠﻴﻤﻰ‬ ‫ﺍﻟﻤﺤﻠﻰ‬ ‫ﻭﻤﺤﻴﻁﺔ‬ ) ‫ﺃﺤﻤﺩ‬ ‫ﺍﷲ‬ ‫ﺭﺯﻕ‬ ‫ﻤﻬﺩﻯ‬ ، ٢٠١٢ ‫ﺹ‬ ‫ﻡ،‬ ١١ .( ‫ﻭﺍﺸﺎﺭﺕ‬ ) ‫ﻓﺎﺨﻭﺭﻯ‬ ‫ﻓﺭﻴﺩ‬ ‫ﺤﻨﻴﻥ‬ ، ٢٠١٦ ‫ﺹ‬ ‫ﻡ،‬ ١٠٠ : ١٠١ ( ‫ﻤﻥ‬ ‫ﻟﻠﻘﻴﻡ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻋﺩﺓ‬ ‫ﺍﻟﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﺫﻜﺭ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻭﻥ‬ ‫ﺨﻼل‬ : ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﻭﺍﻟﻤﺜل‬ ‫ﻭﺍﻟﻘﻭﺍﻋﺩ‬ ‫ﻭﺍﻟﻘﻭﺍﻨﻴﻥ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻴﺤﻜﻤﻭﻥ‬ ‫ﺃﻋﻤﺎﻟﻬﻡ‬ ‫ﺒﻪ‬ ‫ﻴﺯﻨﻭﻥ‬ ‫ﹰ‬ ‫ﻤﻴﺯﺍﻨﺎ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻭﻴﺘﺨﺫﻭﻥ‬ ‫ﺒﻴﻨﻬﻡ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﻴﺘﻔﻘﻭﻥ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺅﻤﻥ‬ ‫ﺘﺼﺭﻓﺎﺘﻬﻡ‬ ‫ﻋﻠﻰ‬ . ‫ﺃﻨﻬﺎ‬ ‫ﺍﻟﻰ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻓﺭﻴﺩ‬ ‫ﺤﻨﻴﻥ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺴﻤﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﺘﻜﺎﻤل‬ ‫ﻤﻨﻬﺞ‬ ‫ﻭﻓﻕ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﺘﺤﺩﺩ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺤﺙ‬ . ٢ -‫ﺍﻟﻘﻴﻡ‬ ‫ﺃﻨﻭﺍﻉ‬ : Types of values ‫ﺍﻟﻤﻬﺘﻤﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﻁﻔﺎل،‬ ‫ﻨﻔﻭﺱ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻨﺒﻴﻠﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﺒﺙ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻴﻬﺘﻡ‬ ‫ﺒﺎﻟﻘ‬ ‫ﺍﻹﻫﺘﻤﺎﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺒﺄﺩﺏ‬ ‫ﺘﻬﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﺤﻜﺎﻴﺎﺕ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻴﻡ‬ ‫ﺒﺘﻨﻤﻴﺔ‬ ‫ﺘﻬﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﺩﺒﻴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺍﻨﺘﺎﺝ‬ ‫ﻤﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻅﻬﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﻁﻔﺎل،‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﺘﻌﻤﻴﻕ‬ ‫ﻤﻥ‬ ‫ﺒﺄﻜﺜﺭ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻏﺭﺱ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﺒﺤﺎﺙ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﺒﺄﻨﻭﺍﻋﻬﺎ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺴﺎﺒ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺤﺩﺩﺕ‬ ‫ﻟﺫﺍ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻘﺔ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﻼ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ : ‫ﺤﺎﻴﻙ‬ ‫ﺃﻤﻨﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٠ ‫ﻡ‬ ( ‫ﺼﻭﺍﻟﺤﺔ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ، ) ٢٠٠٣ ‫ﻡ‬ ( ‫ﺒﺩﺭﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ، ‫ﺤﺴﻥ‬ ) ٢٠٠٣ ‫ﻡ‬ ( ، Spencer J.Salend (2004) ‫ﺍﻟﺴﻴﺩ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺍﻟﺴﻴﺩ‬ ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠٠٥ ‫ﻡ‬ ( ، ‫ﺭﻴﺎﺽ‬ ‫ﺴﻌﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠٠٧ ‫ﻡ‬ ( ‫ﺒﺭﻜﺎﺕ‬ ‫ﺴﻠﻴﻡ‬ ‫ﻓﺎﺘﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ، ) ٢٠١٠ ‫ﻡ‬ ( ‫ﺍﻟﻔﺘﺎﺡ،‬ ‫ﻋﺒﺩ‬ ‫ﺍﺴﻤﺎﻋﻴل‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ‫ﺍﻟﻌﻨﻴﻥ‬ ‫ﺃﺒﻭ‬ ‫ﺤﺴﻥ‬ ‫ﺭﺍﻨﻴﺔ‬ ) ٢٠١١ ‫ﻡ‬ ( ، ‫ﺍﻟﻘﻴﻡ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻤﻥ‬ ) ‫ﺍﻹﻴﻤﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺘﺭﻭﻴﺤﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻹﻗﺘﺼﺎﺩﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺒﺌﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺨﻠﻘﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺍﻟﺜﻘ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺠﻤﺎﻟﻴﺔ،‬ ‫ﺎﻓﻴﺔ‬ .( ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﺘﻨﺎﻭل‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﻫﺘﻡ‬ ‫ﻭﻟﻘﺩ‬ : ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ،‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ، ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ) ‫ﻋﻠﻰ،‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﻨﺎل‬ ‫ﺍﷲ،‬ ‫ﻋﺒﺩ‬ ‫ﺴﻭﺯﺍﻥ‬ ‫ﻓﺭﺝ،‬ ‫ﺴﻴﺩ‬ ‫ﺃﻤﻴﺭﺓ‬ ٢٠٠١ ، ٢٠٠٦ ‫ﻡ‬ ، ‫ﻨﺨﻠﺔ،‬ ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﺍﻟﻌﺯﻴﺯ‬ ‫ﻋﺒﺩ‬ ‫ﺴﻌﺎﺩ‬ ٢٠٠٨ ، ‫ﺨﻠﻴل،‬ ‫ﺤﺴﻴﻥ‬ ‫ﺁﻤﺎل‬ ٢٠١٧ ( ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻟﻁﻔل‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻋﻥ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﺨﻠﻔﻴﺔ‬ . ‫ﺘﻜﻭﻴﻥ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻟﻤﻠﻁ،‬ ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﺨﻴﺭﻱ‬ . ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﺭﻭﺽ‬ : ١ -‫ﻭ‬ ‫ﺍﻟﻘﺒﻠﻰ‬ ‫ﺍﻟﻘﻴﺎﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻟﺒﻁﺎﻗﺔ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺒﻌﺩﻯ‬ . ٢ -‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﻴﺎﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺍﻟﺜﺎﻨﻰ‬ ‫ﺍﻟﺒﻌﺩﻯ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻭ‬ ‫ﺍﻷﻭل‬ ) ‫ﺍﻟﺘﺘﺒﻌﻲ‬ ( ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻟﺒﻁﺎﻗﺔ‬ . ٣ -‫ﻭ‬ ‫ﺍﻟﻘﺒﻠﻰ‬ ‫ﺍﻟﻘﻴﺎﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺒﻌﺩﻯ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ . ٤ -‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﻴﺎﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺍﻟﺜﺎﻨﻰ‬ ‫ﺍﻟﺒﻌﺩﻯ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻭ‬ ‫ﺍﻷﻭل‬ ) ‫ﺍﻟﺘﺘﺒﻌﻲ‬ ( ‫ﺍﻟﻘﻴﻡ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ . ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﻤﻴﺔ‬ : ١ -‫ﺒ‬ ‫ﺘﻭﺼﻴﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻷﺩﺒﻴﺎﺕ‬ ‫ﻟﺒﻌﺽ‬ ‫ﺤﻘﻴﻘﺔ‬ ‫ﻭﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﻓﻌﻠﻲ‬ ‫ﻭ‬ ‫ﺤﻘﻴﻘﻰ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻌﺩ‬ ‫ﻌﺽ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻭ‬ ‫ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺇﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﺘﻨﺎﺩﻱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ . ٢ -‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺘﺸﺠﻴﻊ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ . ٣ -‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺎﺌﻤﻴﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﻭﺠﻪ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ، ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻋﻠﻰ‬ ‫ﺃﺜﺭﻫﺎ‬ ‫ﻤﺩﻯ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺕ‬ ‫ﺒﺘﻠﻙ‬ ‫ﺨﺎﺼﺔ‬ ٤ -‫ﺍ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻯ‬ ‫ﺍﻟﺠﻭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﺭﻭﺝ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﻟﻘﺼﺔ‬ . ٥ -‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻹﻨﺘﺒﺎﻩ‬ . ‫ج‬ ( ‫ﺩﺭﻴﻤﺯ‬ ‫ﻜﻴﺩﺯ‬ ‫ﺤﻀﺎﻨﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭ‬ ‫ﻭﺭﺴﺎﻟﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ) Kids Drems ( ‫د‬ ( ‫ﻤﺜل‬ ‫ﹶ‬ ‫ﻤﻭﺴﻴﻘﻴﺎ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻭﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻁﻼﻉ‬ : . ‫ﻭﺠﺫﺏ‬ ‫ﻭﺍﻟﺘﺸﻭﻴﻕ‬ ‫ﺍﻟﻤﺭﺡ‬ ‫ﻤﻥ‬ ‫ﺠﻭ‬ ‫ﻴﺩﺨل‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻟﻁﻔل‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺒﺨﺼﺎﺌﺹ‬ ‫ﻤﺭﺘﺒﻁ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫أ‬ ( ‫ﺒﺎﻟﻐﻨﺎﺀ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ب‬ ( ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ . ‫ﺒﺎﻟﻘﻴﻡ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﺠﺯﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﺘﻤﺩ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ . . ٢ -‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺍﺸﺘﻘﺎﻕ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﺘﺤﺩﻴﺩ‬ : ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺘﻡ‬ : ‫ﻤﻼﺤﻅﺔ‬ ‫ﺒﺒﻁﺎﻗﺔ‬ ‫ﺘﺯﻭﻴﺩﻫﻡ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﻬﺎ‬ . ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ : ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻨﻬﺞ‬ : ‫ه‬ ( ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺒﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻁﻼﻉ‬ ‫ﻤﻥ‬ ‫ﹸ‬ ‫ﻜﻼ‬ : ‫ﻜﺎﻤﻴﻠﻴﺎ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﺠﻤﺎل‬ ‫ﻤﺤﻤﻭﺩ‬ ) ٢٠٠٣ ‫ﻡ‬ ( ‫ﻤﺼﻁﻔﻰ‬ ‫ﻋﻤﺭﻤﺤﻤﺩ‬ ) ٢٠٠٧ ‫ﻡ‬ ( ‫ﺼﺎﺩﻕ‬ ‫ﺁﻤﺎل‬ ، ‫ﻤﺴﺘﻘﻠﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺘﻨﺎﻭل‬ ‫ﻤﻥ‬ ‫ﹼﻤﻪ‬ ‫ﻴﻨﻅ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺸﺒﻪ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬ ‫ﺍﺨﺘﻴﺭ‬ ‫ﻭﻗﺩ‬ ‫ﺘﺎﺒﻌﻪ،‬ ‫ﻭﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻭﺍﺤﺩﺓ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺫﻭ‬ ‫ﻲ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻟﻤﻼﺌﻤﺔ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺍﻟﺒﻌﺩﻱ‬ . ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ : ‫ﺩﺭﻴﻤﺯ‬ ‫ﻜﻴﺩﺯ‬ ‫ﺤﻀﺎﻨﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻀﻡ‬ ) Kids Drems ‫ﺨﻠﻴل،‬ ‫ﺃﺤﻤﺩ‬ ) ٢٠١٤ ‫ﻡ‬ ( ‫ﺴ‬ ‫ﺴﻔﻴﺎﻥ‬ ‫ﺎﺴﻲ‬ ) ٢٠١٦ ‫ﻡ‬ ( ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻹﺴﺘﻔﺎﺩﺓ‬ ‫ﺘﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺤﻜﻰ‬ ٢ ( ‫ﺍﺸﺘﻘﺎﻕ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ : ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻭﺼل‬ ‫ﺘﻡ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ( ‫ﻗﻭﺍﻤﻬﺎ‬ ) ٣٠ ( ‫ﹰ‬ ‫ﻋﺸﻭﺍﺌﻴﺎ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﻭﺘﻡ‬ ‫ﻗﻨﺎ،‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻭﻁﻔﻠﻪ،‬ ‫ﻁﻔل‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ . . ‫ﺍﺴﺘﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻡ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻁﺒﻕ‬ ٣ ( ‫ﻀﺒﻁ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ : ‫ﻤ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﻋﺭﺽ‬ ‫ﺨﻼل‬ ‫ﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬ ٢٠١٨ ‫ﻡ‬ / ٢٠١٩ ‫ﻡ‬ ، ‫ﻤﻥ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻓﻲ‬ ١ / ١١ / ٢٠١٨ ‫ﺇﻟﻰ‬ ‫ﻡ‬ ١٥ / ١ / ٢٠١٩ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ . ‫ﻡ‬ ٤ ( ‫ﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﺼﻭﺭﺓ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﻟﻠﻘﺎﺌﻤﺔ‬ : ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﺃﺒﺩﺍﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻋﻠﻰ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺒﺎﻟﻐﻨﺎﺀ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﺘﻘﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﺍﻗﺘﺼﺭ‬ ‫ﻭﻨﺼﻑ،‬ ‫ﺸﻬﺭ‬ ‫ﺒﻭﺍﻗﻊ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ . ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺇﻋﺩﺍﺩ‬ : ‫ﺍﻟﺤﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻥ‬ ‫ﻟﻺﺠﺎﺒﺔ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺭﺼﺩ‬ ‫ﻭﺒﻌﺩ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ،‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻨﺴﺒﻲ‬ ‫ﺍﻟﻭﺯﻥ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻤﻥ‬ ‫ﻻﺒﺩ‬ ‫ﻜﺎﻥ‬ ‫ﻓﺭﻭﻀﻪ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﻟﻲ‬ ‫ﺍﻟﺘﺎﻟﻴﻪ‬ ‫ﺒﺎﻟﺨﻁﻭﺍﺕ‬ ‫ﻤﺭﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ : ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﺇﻋﺩﺍﺩ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺒﻌﺽ‬ ‫ﺘﻀﻤﻨﺕ‬ ) ٣ ( ‫ﺭﺌﻴﺴﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ) ١٢ ( ‫ﺤﻴﺙ‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻡ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺃﺼﺒﺤﺕ‬ ‫ﻟﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺼﻭﺭﺘﻬﺎ‬ ‫ﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻜﻤﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ) ١ .( : ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺨﻁﻭﺍﺕ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺕ‬ ‫ﻤﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺠﺩﻭل‬ ) ١ ( : ١ -‫ﺍﻟﻬﺩﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ : ‫ﺍ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻴﺼل‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻐﻨﺎﺌﻴﺔ‬ "
	        	                 	- - - - - - - - -	        	                          	- - - - - - - - -	        
						١٧٧٤ ( ١٧٧٥ ( ١٧٧٦ ( ١٧٧٧ ( ١٧٧٨ ( ١٧٧٩ ( ١٧٨٠ ( ١٧٨١ ( ١٧٨٢ (	) ) ) ) ) ) ) ) )

‫ﻭﺃ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﻭﺯﺍﻨﻬﺎ‬ " ‫ﻡ‬ ‫ﺍﻟﺭﺌﻴﺴﻪ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻔﺭﻋﻴﻪ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ١ - ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻗﺒل‬ ١ ‫ﺍﻟﻨﻔﺱ‬ ‫ﺃﺨﺫ‬ ‫ﻗﻭﺍﻋﺩ‬ ٢ - ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﺃﺜﻨﺎﺀ‬ ١ - ‫ﺍﻟﻤﺘﻘﻁﻊ‬ ‫ﻭﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﻤﺘﺼل‬ ‫ﺍﻷﺩﺍﺀ‬

  
	‫ﺍﻷﻭل‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﺘﻤﺕ‬ ‫ﻗﺩ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻘﺎﺌﻤﺔ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻨﺹ‬ ‫ﻭﺍﻟﺫﻯ‬ : -‫ﺒﺎﻟﺩﺭﺠ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻤﻥ‬ ‫ﺒﻌﺩ‬ ‫ﻜل‬ ‫ﻋﻼﻗﺔ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺔ‬ ‫ﺃﺒﻌـﺎﺩ‬ ‫ﻤـﻥ‬ ‫ﺒﻌـﺩ‬ ‫ﻜل‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ : ‫؟‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻐﻨﺎﺀ‬ ‫ﻤﻬﺎﺭﺕ‬ ‫ﻤﺎ‬ ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﻁﻔ‬ ‫ﺇﺘﻘﺎﻥ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺒﺎﻟﻘﻴﻡ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ) ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ،‬ ‫ﺍﻟﺩﻴﻨﻴﺔ،‬ ( ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﺍﻹﺭﺘﺒﺎﻁﺎﺕ‬ ) ‫ﺒﻴﺭﺴﻭﻥ‬ ( ‫ﺒﺠﺩﻭل‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻫﻰ‬ ‫ﻜﻤﺎ‬ ) ٣ ( ‫ﺒﺎﻟﻌﺒـﺎﺭﺍﺕ‬ ‫ﺍﻹﺤﺘﻔـﺎﻅ‬ ‫ﺘﻡ‬ ‫ﻜﻤﺎ‬ ، ) ٢٣ ، ٢٦ ، ٢٨ ، ٣٠ ( ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺒﻌﺽ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ل‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ : ‫ﻭﺫﻟﻙ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻟﻠﺨﻁﻭﺍﺕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺨ‬ ‫ﺒﺎﻟﻤﺤﻤﻭﺭ‬ ‫ﺇﺭﺘﺒﺎﻁﻬﺎ‬ ‫ﻟﺸﺩﺓ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺒﻬﺎ‬ ‫ﺎﺹ‬ . : ١ ( ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ : ‫ﺘﻬﺩﻑ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺩﻯ‬ ‫ﺔ‬ ‫ـ‬ ‫ﺍﻟﺭﻭﻀ‬ ‫ﻁﻔل‬ ‫ﺇﺘﻘﺎﻥ‬ ‫ﺠﺩﻭل‬ ) ٣ (
																		.	‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺒﻌﺽ‬
	‫ﺨﻼ‬ ‫ﻤﻥ‬ ‫ﺔ‬ ‫ـ‬ ‫ﺍﻟﺨﺎﺼ‬ ‫ﺍﻷﻁﻔـﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ل‬	‫ﺍﻟﺒﻁﺎﻗﺔ‬ :	‫ﺒﻨﺎﺀ‬	‫ﻤﺼﺎﺩﺭ‬	٢ (
	‫ﺒﺎﻟﻐﻨﺎﺀ‬ ، ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺒﺎﻟﻘﻴﻡ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﺠﺯﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﺘﻤﺩ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ، ‫ﻜﻴـﺩﺯ‬ ‫ﺤـﻀﺎﻨﺔ‬ ‫ﺃﻫـﺩﺍﻑ‬ ‫ﻭ‬ ‫ﻭﺭﺴـﺎﻟﺔ‬ ‫ﺭﺅﻴـﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬
	‫ﺘﻨﺎﻭﻟﺕ‬	‫ﺍﻟﺘﻲ‬	‫ﻭﺍﻟﺒﺤﻭﺙ‬	‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬	‫ﺒﻌﺽ‬	‫ﻋﻠﻰ‬	‫ﺩﺭﻴﻤﺯ‬ ) ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﻁﺎﻗﺔ‬ Kids Drems ( ‫ﺍﻹﻁﻼﻉ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ، ‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ .
	‫ﻭﻁﺒﻴﻌﺘﻬﺎ،‬ ‫ﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻔﻕ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ ‫ﻤﻔﺭﺩﺍﺕ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﻤﺭﺍﻋﺎﺓ‬	‫ﺘﻡ‬	‫ﺍﻟﺒﻁﺎﻗﺔ‬ :	‫ﻤﻔﺭﺩﺍﺕ‬	٣ ( ‫ﺼﻴﺎﻏﺔ‬
	‫ﺃﺩﺍﺀ،‬	‫ﻤـﻥ‬	‫ﺃﻜﺜﺭ‬	‫ﻋﻠﻰ‬	‫ﻋﺒﺎﺭﺓ‬	‫ﻜل‬	‫ﺍﺸﺘﻤﺎل‬	‫ﻋﺩﻡ‬	‫ﻤﻨﻬﺎ‬ :	‫ﺍﻟﺒﻁﺎﻗﺔ‬	‫ﺼﻴﺎﻏﺔ‬	‫ﻋﻨﺩ‬	‫ﺸﺭﻭﻁ‬	‫ﻋﺩﺓ‬	‫ﺭﻭﻋﻲ‬	‫ﻭﻗﺩ‬	‫ﻫﺫﺍ‬
	‫ﻤﻼﺤﻅﺘﻬﺎ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻭﻗﻴﺎﺴﻬﺎ‬ ‫ﺘﺴﺠﻴل‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻴﻜـﻭﻥ‬	‫ﺤﺘﻰ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ ‫ﻴﺴﻬل‬ ، ‫ﺘﻡ‬	‫ﺇﺠﺭﺍﺌﻴﺔ‬ ‫ﻤﻔﺭﺩﺍﺕ‬	‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺼﻴﺎﻏﺔ‬	‫ﺒﺴﺎﻁﺔ‬ ‫ﺍﻟﻔﻌل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺤﺎﻟﺔ‬ ‫ﺍﻟﻤﻀﺎﺭﻉ‬ ‫ﻭﻭﻀﻭﺤﻬﺎ‬ . ‫ﻭﺒﻌﺩ‬ ‫ﻭﻗﺼﺭﻫﺎ،‬ ‫ﺃﻥ‬ ‫ﺘﻡ‬
	‫ﻭﺘﻘﺩﻴﺭﻩ‬ ‫ﻋﻨﺩ‬ ‫ﻟﻨﻌﻡ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﹰ‬ ‫ﻜﻤﻴﺎ‬ ‫ﺤﻴﺙ‬ ‫ﻭ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ،‬ ) ١ ( ‫ﺩﺭﺠﺔ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺜﻼﺙ‬ ‫ﺤﺩﺩ‬ ‫ﻤ‬ ‫ﻭ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ،‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﺎﺭﺴﺔ‬ ‫ﻟﺘﻘﺩﻴﺭ‬ ‫ﺃﺩﺍﺌﻬﺎ‬ ) ٢ ( ‫ﻭﺍﺤﺩﺓ‬ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﺘﻘﺎﻥ‬ ‫ﻋﺩﻡ‬ ‫ﻋﻨﺩ‬ ‫ﻻ‬ ‫ﻟـ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ) ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻤﻤﺎﺭﺴـﺔ‬ ‫ﻋﻨـﺩ‬ ‫ﹰ‬ ‫ﻷﺤﻴﺎﻨﺎ‬ ‫ﺩﺭﺠﺘﺎﻥ‬ ٣ ، ٢ ، ١ ( ‫ﺤﻴﺙ‬ ‫ﺘﻌﻁﻰ‬ ) ٣ ( .
	‫ﺒﺤﻴﺙ‬ ‫ﻭﻭﺍﻀﺤﻪ‬	‫ﻤﺤﺩﺩﺓ‬	‫ﺘﻜﻭﻥ‬	‫ﺃﻥ‬	‫ﺍﻟﺒﻁﺎﻗﺔ‬	‫ﺘﻌﻠﻴﻤﺎﺕ‬	‫ﺼﻴﺎﻏﺔ‬	‫ﻋﻨﺩ‬	‫ﺭﻭﻋﻲ‬	‫ﺍﻟﺒﻁﺎﻗﺔ‬ :	‫ﺘﻌﻠﻴﻤﺎﺕ‬	٤ ( ‫ﺼﻴﺎﻏﺔ‬
																		‫ﺍﻟﺼﺤﻴﺢ‬ .	‫ﺍﻟﻨﺤﻭ‬	‫ﻋﻠﻰ‬	‫ﺍﻟﻤﻼﺤﻅﺔ‬	‫ﺇﺠﺭﺍﺀ‬	‫ﻴﺴﻴﺭ‬
	‫ﻰ‬ ‫ـ‬ ‫ﻓ‬		‫ﺇﻋـﺩﺍﺩﻫﺎ‬		‫ﺒﻌﺩ‬	‫ﻋﺭﻀﻬﺎ‬	٢ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ -‫ﺍﻟﻘﻭﻯ‬ ‫ﻭﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺨﺎﻓﺕ‬ ‫ﺍﻷﺩﺍﺀ‬ : ‫ﹼﺩ‬ ‫ﻟﻠﺘﺄﻜ‬ ‫ﻤﻥ‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﺘﻡ‬	‫ﻤﻥ‬	‫ﻤﺠﻤﻭﻋﺔ‬	٢ ٥ ( ‫ﻋﺭﺽ‬ ‫ﺍﻟﺼﻭﺘﻰ‬ ‫ﺍﻟﺘﻠﻭﻴﻥ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ ‫ﻋﻠﻰ‬
				‫ﺒﻬﺩﻑ‬ :	‫ﻭﺫﻟﻙ‬	‫ﺍﻟﻌﻜﺱ‬ ‫ﻭ‬ ‫ﻟﻠﺨﻔﻭﺕ‬ ‫ﺍﻟﺸﺩﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺩﺭﺝ‬ ‫ﻤﻠﺤﻕ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ) ١ (	٣ ‫ﺍﻟﺴﺎﺩﺓ‬ -	‫ﻤﻥ‬	‫ﻤﺠﻤﻭﻋﺔ‬	‫ﻋﻠﻰ‬	‫ﺔ‬ ‫ﺍﻷﻭﻟﻴ‬	‫ﺼﻭﺭﺘﻬﺎ‬
													١ ‫ﺍﻟﻐﻨﺎﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻷﺩﺍﺀ‬ -‫ﺍﻟﺼﺎﻋﺩ‬ ‫ﺍﻟﻠﺤﻨﻰ‬ ‫ﺍﻟﺘﺘﺎﺒﻊ‬ .	‫ﻋﻠﻰ‬	‫ﺍﻟﺒﻁﺎﻗﺔ‬	‫ﻤﻔﺭﺩﺍﺕ‬	‫ﺇﺤﺘﻭﺍﺀ‬	-
																		٢ ‫ﻔﺭﺩﺍﺕ‬ -‫ﺍﻟﻬﺎﺒﻁ‬ ‫ﺍﻟﻠﺤﻨﻰ‬ ‫ﺍﻟﺘﺘﺎﺒﻊ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ .	‫ﻟﻤ‬	‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬	‫ﺤﺭﻜﺔ‬ ‫ﻤﺩﻯ‬ ‫ﻭﻀﻭﺡ‬ ‫ﺍﻟﻠﺤﻥ‬ ‫ﺍﻟﺼﻴﺎﻏﺔ‬	٣ -
	 	   	- -	 	     	- -	 
																		١٧٨٣ ( ١٧٨٦ (	) )

‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻁﻑ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻤﻥ‬ ‫ﺒﻌﺩ‬ ‫ﻟﻜل‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺇﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬

  
	‫ﻤﻌﺎﻤل‬ ‫ﺍﺭﺘﺒﺎﻁﻬﺎ‬ ‫ﺒﺎﻟﻤﺤﻭﺭ‬	‫ﻤﻌﺎﻤل‬ ‫ﺍﺭﺘﺒﺎﻁﻬﺎ‬ ‫ﺒﺎﻟﻤﻘﻴﺎﺱ‬ ‫ﻜﻜل‬	‫ﺍﻟﻌﺒﺎﺭﺓ‬	‫ﺍﻟﻤﺤﺎﻭﺭ‬	‫ﻤﻌﺎﻤل‬ ‫ﺍﺭﺘﺒﺎﻁﻬﺎ‬ ‫ﺒﺎﻟﻤﺤﻭﺭ‬	‫ﻤﻌﺎﻤل‬ ‫ﺍﺭﺘﺒﺎﻁﻬﺎ‬ ‫ﺒﺎﻟﻤﻘﻴﺎﺱ‬ ‫ﻜﻜل‬	‫ﺍﻟﻌﺒﺎﺭﺓ‬	‫ﺍﻟﻤﺤﺎﻭﺭ‬
	٠,٥٥٠ ٠,٢٠١ ٠,٠٢٩ ٠,٣٧٣ ٠,٥٨٣ ٠,٣٠٧ ٠,٢٥٩ ٠,٣٩٥ ٠,٦٣٤ ٠,١٥٩	٠,٦٤٥ ٠,١٤٧ ٠,٢٤٧ ٠,٠٢١ ٠,٣٩٩ ٠,١٥١ ٠,٥٤٤ ٠,٠٣١ ٠,٤٣٧ ٠,١٤٤	١٦ ١٧ ١٨ ١٩ ٢٠ ٢١ ٢٢ ٢٣ ٢٤ ٢٥	‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﺤﻭﺭ‬	٠,٣٧٨ ٠,٣٩١ ٠,١٦٩ ٠,٦١٣ ٠,٣٨٧ ٠,٧٣٠ ٠,٣٨١ ٠,١٩١ ٠,٠٩٢ ٠,٤٥٧	٠,٣٢٣ ٠,٢٧١ ٠,١٨٦ ٠,٤٤٠ ٠,٢٣٨ ٠,٥٦٤ ٠,٢٩٢ ٠,٢٣٥ ٠,١٧٢ ٠,٣٤٤	١ ٢ ٣ ٤ ٥ ٦ ٧ ٨ ٩ ١٠	‫ﺍﻟﻘﻴ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﻡ‬
	٠,٧٨٦ ٠,٢٢٦ ٠,١٧٣ ٠,٤٨٤	٠,٠٦٨ ٠,٥٤٥ ٠,٠٣٤ ٠,٤٠٢	٢٦ ٢٧ ٢٨ ٢٩		٠,٤٥٧ ٠,٣٤١ ٠,٢٥١ ٠,٣٨٩	٠,٣١١ ٠,٢٠٨ ٠,٢٠٦ ٠,٥٥٤	١١ ١٢ ١٣ ١٤	‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻤﺤﻭﺭ‬
	٠,٢٥٥	٠,٠٧٢	٣٠		٠,٤٩٠	٠,٣٢٨	١٥	

Abstract of the Study

A suggested program based on the digital story in developing some singing skills and values in kindergarten children 

Purpose of the Study:

The aim of the present research is to identify the digital story in terms of concept, types, steps, and advantages. Recognize the good singing skills that must be mastered by the kindergarten child. 
Recognize the values that kindergarten children must acquire through the songs provided to them. 

Design of the study:

The semi-experimental method was used to design one group by measurement (pre -post), the total research group was 30 girls and children) of the second level kg2. 

Sample of the study:

The most important results of the research after answering its questions are: -There are statistically significant differences between the mean scores of the research group in the pre and post measurements of the observation card of singing skills in favor of telemetry. -There are no statistically significant differences between the mean scores of the research group in the first two dimensions and the second (track) measurement of the observation card for singing skills. -There are no statistically significant differences between the mean scores of the research group in the first two metrics and the second (follow -up) measurement of the values scale. 

Recommendations of the Study:

The research recommended the following: 
1)Emphasis on the use of the strategy of digital story to develop various musical activities in order to raise the capabilities of learners in music education in addition to presenting them in a scientific manner. 
2) holding some of the Roche and scientific seminars for teachers on the importance of digital story in the development of aspects of the educational process (the cognitive side, the skill side, the emotional side). 
3 -interest in producing the largest amount of digital story for different educational stages to achieve the greatest benefit from them in scientific education.
 -     -    ) ١٧٧١ ( * ‫ﻭﺍﻹﺭﺘﺠﺎل‬ ‫ﺍﻟﺤﺭﻜﻰ‬ ‫ﻭﺍﻹﻴﻘﺎﻉ‬ ‫ﺍﻟﺼﻭﻟﻔﻴﺞ‬ ‫ﺃﺴﺘﺎﺫ‬ ، ‫ﻜﻤﺎل‬ ‫ﻤﺒﺎﺭﻙ‬ ‫ﻨﺴﺭﻴﻥ‬ ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ‫ﻜﻠﻴﺔ‬ ، ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻗﺴﻡ‬ ، ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻭﺍﺩﻱ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺠﺎﻤﻌﺔ‬ ، ‫ﺍﻟﻨﻭﻋﻴﺔ‬ . ** ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ، ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻗﺴﻡ‬ ، ‫ﺍﻟﻤﺴﺎﻋﺩ‬ ‫ﺍﻟﻤﻭﺴﻴﻘﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﺴﺘﺎﺫ‬ ، ‫ﻋﻠﻰ‬ ‫ﺤﺴﻥ‬ ‫ﺒﺩﺭﻴﺔ‬