Abstract

The current study aimed to evaluate the Female Teachers Performance of Social Studies at the Secondary level in light of the professional standards for Teachers in Saudi Arabia. To achieve the goal of this study, the descriptive analytical method was used, and the study sample consisted of (21) female teachers in the Secondary Stage in The Governorate of Hafr al-Batin. The researcher used a set of study tools such as questionnaire and observation card and achievement test. The results of the study was show that the reality of Female Teachers of Social studies Performance in the Secondary level related to the professional values field and responsibilities came with an average calculation of (2.06 from 3), while the reality of their performance in the professional knowledge field came with an average of (2.1 of 3), which was confirmed by the results of achievement test, the study also came up with a Suggested perception to improve the Teachers of Social Studies Performance at the Secondary level. In the end the study recommended a set of recommendations and proposals, the most important of which are: The Ministry of Education adopts the suggested perception for its application, also as well as intensifying training courses on professional standards for teachers in Saudi Arabia in various disciplines, especially in social studies, and increasing attention to the development of the Skill and cognitive aspect of social studies. 



١ ‫ﺒﺎﻟﻘﻴ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﻡ‬ ٢,٣٦ ٠,٦٩١ ٣ ‫ﻜﺒﻴﺭﺓ‬ ٢,٤٢ ٠,٧١ ٣ ‫ﻜﺒﻴﺭﺓ‬ ٢ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻬﻭﻴﺔ‬ ‫ﺘﻌﺯﻴﺯ‬ ١,٦٩ ٠,٦٩ ٨ ‫ﻤﺘﻭﺴﻁﺔ‬ ١,٩٨ ٠,٩٢ ٨ ‫ﻤﺘﻭﺴﻁﺔ‬ ٣ ‫ﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﺍﻟﺘﻨﻭﻉ‬ ‫ﺘﻌﺯﻴﺯ‬ ١,٧٢ ٠,٦٨ ٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ١,٩٤ ٠,٨٧ ٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ٤ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺒﺎﻷﺨﻼﻕ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ ٢,٤٤ ٠,٢٩٤ ١ ‫ﻜﺒﻴﺭﺓ‬ ٢,٦٨ ٠,٤٨ ١ ‫ﻜﺒﻴﺭﺓ‬ ٥ ‫ﺒﺎﻟﻠﻭ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﺌﺢ‬ ٢,٣٧ ٠,٦٧ ٢ ‫ﻜﺒﻴﺭﺓ‬ ٢,٣٦ ٠,٧٧ ٢ ‫ﻜﺒﻴﺭﺓ‬ ٦ ‫ﻟﺘﻁـﻭﻴﺭ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﻀﻊ‬ ‫ﻭﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻟﺘﺤﻘﻴﻘﻬﺎ‬ ١,٤٣ ٠,٣٣ ٩ ‫ﻀﻌﻴﻔﺔ‬ ١,٨٩ ٠,٨٦ ٩ ‫ﻤﺘﻭﺴﻁﺔ‬ ٧ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ . ١,٤٢ ٠,٤٨ ١٠ ‫ﻀﻌﻴﻔﺔ‬ ١,٨٥ ٠,٨٥ ١٠ ‫ﻤﺘﻭﺴﻁﺔ‬ ٨ ‫ﺍﻷﻤﻭﺭ‬ ‫ﺃﻭﻟﻴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ٢,١٣ ٠,٥٥ ٤ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,١٧ ٠,٨١ ٤ ‫ﻤﺘﻭﺴﻁﺔ‬ ٩ ‫ﻤﺠﺘﻤﻌـﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ١,٧٢ ٠,٧٣ ٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,١٥ ٠,٧٩ ٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ١٠ ‫ﺍﻟﻤﺠﺘﻤـﻊ‬ ‫ﻤـﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻟﻤﺤﻠــﻲ‬ ) ‫ﺍﻟــﺸﺭﺍﻜﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‬ ( ١,٧٥ ٠,٨٤ ٥ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,١٥ ٠,٨٧ ٥ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ١,٨٧ ٠,٥٥ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,١٦ ٠,٧٩ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺘ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻭﺴﻁ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﹰ‬ ‫ﻤﻌﺎ‬ ٢,٠٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ١ - ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻋﻴﻨـﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺎ‬ ‫ﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻥ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻥ‬ ‫ﻴﺘﺒﻴ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ‫ﺠﺎﺀ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﺠﺎﺀﺕ‬ ١,٨٧ ‫ﻤﻥ‬ ٣ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻟﻴﻜﺭﺕ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺒﺩﺭﺠـﺔ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺜﻼﺜﺔ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﺸﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺜﻼﺜﻲ‬ ‫ﺤﻴﺙ‬ ‫ﺼﻐﻴﺭﺓ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﺍﺜﻨﺎﻥ‬ ‫ﹰ،‬ ‫ﻭﺃﺨﻴﺭﺍ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺒﺎﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﺨﻤﺴﺔ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﻜﺒﻴﺭﺓ،‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ) ١,٤٢ - ٢,٤٤ ‫ﻤﻥ‬ ٣ ( ‫ﺘﻨـﻭﻉ‬ ‫ﺠـﺎﺀﺕ‬ ‫ﺒﻴﻨﻤـﺎ‬ ‫ﺩﺭﺠـﺎﺕ،‬ ‫ﺍ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺒـﻴﻥ‬ ‫ﺘﺭﺍﻭﺡ‬ ‫ﺤﻴﺙ‬ ‫ﻟﻌﺒﺎﺭﺍﺕ‬ ) ٠,٢٩ - ٠,٨٤ ( ‫ﺒـﻴﻥ‬ ‫ﺍﺨـﺘﻼﻑ‬ ‫ﻫﻨـﺎﻙ‬ ‫ﺃﻱ‬ ‫ﻋﻴﻨـﺔ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﻻﺨﺘﻼﻑ‬ ‫ﺃﻱ‬ ‫ﻭﺼﻐﻴﺭﺓ،‬ ‫ﻭﻤﺘﻭﺴﻁﺔ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻤﻌﻴﺎﺭ‬ ‫ﻜل‬ ‫ﺤﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ . ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﻭﺠﺎﺀ‬ ) ٤ " ( ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺒﺎﻷﺨﻼﻕ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ " ‫ﺒـﻴﻥ‬ ‫ﺘـﻭﻓﺭﻩ‬ ‫ﻓـﻲ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺘﺭﺘﻴـﺏ‬ ‫ﻓﻲ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﻭﺒﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺘﻭﻓﺭ‬ ٢,٤٤ ‫ﺭﻗـﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﻴﻠﻴﻪ‬ ، ) ٥ " ( ‫ﺍﻻﻟﺘـﺯﺍﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻠﻭﺍﺌﺢ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ٢,٣٧ ‫ﺭﻗـﻡ‬ ‫ﺍﻟﻤﻌﻴـﺎﺭ‬ ‫ﺜـﻡ‬ ‫ﻜﺒﻴـﺭﺓ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭ‬ ‫ﺃﻱ‬ ) ١ ( " ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺒﺎﻟﻘﻴﻡ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ٢,
٢,١٥ ٠,٣٧ ٤ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,٥٣ ٠,٥٧ ٢ ‫ﻜﺒﻴﺭﺓ‬ ٢ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﺒﻨﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ٢,٢٢ ٠,٤٤١ ٣ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,٠٨ ٠,٩ ٩ ‫ﻤﺘﻭﺴﻁﺔ‬ ٣ ‫ﺍﻟﻤﻌﻠﻭﻤــﺎﺕ‬ ‫ﺘﻘﻨﻴــﺔ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ٢,١١ ٠,٣٣٣ ٥ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,٥٩ ٠,٥١ ١ ‫ﻜﺒﻴﺭﺓ‬ ٤ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺨﺼﺎﺌﺹ‬ ١,٥٢ ٠,٧٣ ٧ ‫ﻀﻌﻴﻔﺔ‬ ٢,٣٣ ٠,٧٠٧ ٥ ‫ﻜﺒﻴﺭﺓ‬ ٥ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ١,٤٧ ٠,٥٥ ٩ ‫ﻀﻌﻴﻔﺔ‬ ٢,١٣ ٠,٨٩ ٨ ‫ﻤﺘﻭﺴﻁﺔ‬ ٦ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻤﺤﺘﻭﻯ‬ ٢,٤١ ٠,٦٨ ٢ ‫ﻜﺒﻴﺭﺓ‬ ٢,٤٢ ٠,٦٩ ٤ ‫ﻜﺒﻴﺭﺓ‬ ٧ ‫ـﺩﺭﻴﺱ‬ ‫ﺍﻟﺘــ‬ ‫ـﺭﻕ‬ ‫ﻁــ‬ ‫ﺒﺎﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ٢,٥٢ ٠,٦٨ ١ ‫ﻜﺒﻴﺭﺓ‬ ٢,٥٣ ٠,٦٥ ٣ ‫ﻜﺒﻴﺭﺓ‬ ٨ ‫ـﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـ‬ ‫ـﺎﻫﺞ‬ ‫ﺍﻟﻤﻨـ‬ ‫ﻭﺘﻘﻭﻴﻤﻬﺎ‬ ١,٤٢ ٠,٦٧ ١٠ ‫ﻀﻌﻴﻔﺔ‬ ١,٩٨ ٠,٩٦ ١٠ ‫ﻤﺘﻭﺴﻁﺔ‬ ٩ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ١,٧٦ ٠,٨١ ٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,١٥ ٠,٩١ ٧ ‫ﻤﺘﻭﺴﻁﺔ‬ ١٠ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﺼﺎﺩﺭ‬ ١,٤٩ ٠,٦٩ ٨ ‫ﻀﻌﻴﻔﺔ‬ ٢,١٧ ٠,٨٥ ٦ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ١,٩١ ٠,٥٥ ‫ﻤﺘﻭﺴﻁﺔ‬ ٢,٢٩ ٠,

‫ﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ، ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﺘـﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻬﺩﻑ‬ ‫ﹰﺎ‬ ‫ﻭﺘﺤﻘﻴﻘ‬ ‫ﺍﻟﻭﺼـﻔﻲ‬ ‫ﺍﻟﻤـﻨﻬﺞ‬

  
		     
	 				
		‫ﺒﺎﻟﻤﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺤﻠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬	‫ﻤﻥ‬	‫ﻤﻌﻠﻤﺔ‬	(	 ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﺴﺤﻲ،‬   ‫ﻫﺩﻓ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺎﻁﻥ،‬ ‫ﺤﻔﺭ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻭ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ) ٢۱

‫ﺃﺩﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺒﻁﺎﻗـﺔ‬ ‫ﺍﺴـﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻤﺜﻠﺔ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺘﺤﺭﻴﺭﻱ‬ ، ‫ﺒ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺄﻥ‬ ‫ﺒﺩﺭﺠـ‬ ‫ﺠـﺎﺀ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﻭﺍﻟﻤـﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘـﻴﻡ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﻤﺘﻭﺴـﻁ‬ ‫ﻤﺘﻭﺴـﻁﺔ‬ ‫ﺔ‬

  
	‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﻭﺃﻥ‬ ‫ﻟﻬـﻥ،‬ ‫ﺒﻤﺘﻭﺴـﻁ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺠﺎﺀ‬	‫ﺃﺩﺍ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺌﻬﻥ‬	‫ﺒﻴﻨﻤﺎ‬ ،	‫ﺩﺭﺠﺎﺕ‬	٣	٢,٠٦ ٢,١ ‫ﻤﻥ‬ ‫ﻤﻥ‬ ٣	‫ﺤﺴﺎﺒﻲ‬ ‫ﺤﺴﺎﺒﻲ‬

‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻜﺩﺘﻪ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺃﺩﺍ‬ ‫ﻭﺍﻗـﻊ‬ ‫ﺌﻬـﻥ‬ ‫ﺒﻤﺠـﺎل‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺠﺎﺀ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ٢,١٩ ‫ﺍﻟ‬ ‫ﺨﺭﺠﺕ‬ ‫ﻜﻤﺎ‬ ، ‫ﺒ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺘﺭﺡ‬ ‫ﺘﺼﻭﺭ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻥ‬ ‫ﻴ‬ ‫ﺴ‬ ‫ﺤ‬ ‫ﺘ‬ ‫ﻟ‬ ‫ﺍﻟﺘﻘﻭﻴﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ، ‫ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﺍﻟﺘﻭﺼﻴﺎﺕ‬ ‫ﺃﻫﻤﻬﺎ‬ : ‫ﺘ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺘﺒﻨﻲ‬ ‫ﺍﻟﺘـﺼﻭﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻬﺫﻩ‬ ‫ﺍﻟﻤﻘﺘﺭﺡ‬ ‫ﻟﺘﻁﺒﻴﻘﻪ‬ ‫ﺍﻟﺘﺩ‬ ‫ﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﺘﻜﺜﻴﻑ‬ ‫ﻭﻜﺫﻟﻙ‬ ، ‫ﺭﻴﺒﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﺨﺼﺹ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻭ‬ ، ‫ﺯﻴـﺎﺩﺓ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫ﻭﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﻱ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺒﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ .

  
	.	‫ﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺎﻴﻴﺭ‬	‫ﺍﻟﻤﻌ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬	:	‫ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬

‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ؟‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬ :

     ‫ﹰ‬ ‫ﻭﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﹰ‬ ‫ﻤﻌﺭﻓﻴﺎ‬ ‫ﹰ‬ ‫ﺘﺴﺎﺭﻋﺎ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻴﺸﻬﺩ‬ ِ ‫ﺠﻤﻴـﻊ‬  ‫ﺃﻤـﺎﻡ‬ ٍ ‫ﺘﺤـﺩﻴﺎﺕ‬ ‫ﺸﻜل‬ ‫ﻤﻤﺎ‬ ٍ ‫ﻤﺴﺒﻭﻕ‬  ‫ﹶﻴﺭ‬ ‫ﻏ‬ ‫ﻭﺃﻨـﺸﻁﺘﻬﺎ،‬ ‫ﻭﻤﻨﺎﻫﺠﻬﺎ،‬ ‫ﺒﻔﻠﺴﻔﺘﻬﺎ،‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺩﻭل‬ ‫ﻓﻲ‬ ‫ﱡﻅﻡ‬ ‫ﺍﻟﻨ‬ ‫ﻭﻻ‬ ‫ﺒﻨﺎﺀﻫـﺎ،‬ ‫ﻭﺇﻋﺎﺩﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻨﻅﻡ‬ ‫ﺍﺼﻼﺡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﺍﻟﺩﻭل‬ ‫ﻋﻠﻰ‬ ‫ﻓﺭﺽ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ،‬ ‫ﻭﻜﻭﺍﺩﺭﻫﺎ‬ ‫ﺍﻟﺘﺤﺩﻴﺎ‬ ‫ﺘﻠﻙ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﺴﺒﻴل‬ ‫ﺍﻟﻤﺘﻌـﺎﺭﻑ‬ ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻤﺎﺸﻰ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻋﺎﻟﻲ‬  ‫ﺘﻌﻠﻴﻤﻲ‬ ٍ ‫ﻨﻅﺎﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺇﻻ‬ ‫ﺕ‬ ‫ﺘﻼﺌـﻡ‬ ‫ﻭﻗـﻴﻡ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺕ،‬ ‫ﻭﻤﻬﺎﺭﺍﺕ،‬ ‫ﹶ،‬ ‫ﻤﻌﺎﺭﻑ‬ ‫ﺘﻤﺘﻠﻙ‬ ٍ ‫ﺒﺸﺭﻴﺔ‬ ٍ ‫ﺜﺭﻭﺓ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺎ‬ ‫ﻭﻋﺎﻟﻤﻴ‬ ،‫ﺎ‬ ‫ﺇﻗﻠﻴﻤﻴ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻁﺒﻴﻌﺔ‬ . ‫ﺤﻴﺙ‬ ‫ﻋﻴﻨﻬﺎ‬ ‫ﻨﺼﺏ‬ ‫ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻭﺘﻀﻊ‬ ‫ﺍﻟﻤﻤ‬ ‫ﺭﺅﻴـﺔ‬ ‫ﺃﻜـﺩﺕ‬ ‫ﻠﻜـﺔ‬ ٢٠٣٠ ،ِ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺠﻴﺎل‬ ‫ﱢﻥ‬ ‫ﻭﻴﻤﻜ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ،‬ ِ ‫ﻋﺠﻠﺔ‬ ِ ‫ﺩﻓﻊ‬ ‫ﻓﻲ‬ ‫ﻴﺴﻬﻡ‬  ‫ﺘﻌﻠﻴﻤﻲ‬ ٍ ‫ﻨﻅﺎﻡ‬ ِ ‫ﺒﻨﺎﺀ‬ ِ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻫﻴﺌـﺔ‬ ‫ﺃﻁﻠﻘﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺫﻟﻙ،‬ ‫ﻤﻊ‬ ‫ﹰ‬ ‫ﻭﺘﻤﺎﺸﻴﺎ‬ ‫ﺘﻭﺍﺠﻬﻬﻡ،‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩﻫﻡ‬ ‫ﺍﻟﺘﻲ‬ ِ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺘـﻲ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ،‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺸﻌﺭﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺴﺒﻕ،‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻭﺍﺭﺘﻜﺎﺯﺍ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻓﻲ‬ ‫ﻤﺸﻜﻠﺘﻬﺎ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻴﻤﻜﻥ‬ : ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ 


	‫ﻋﺎﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺭﺨﺹ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻭﺭﺵ‬ ‫ﺘﺨﻠﻠﻬـﺎ‬ ‫ﺍﻟﻌـﺎﻟﻡ‬ ‫ﺩﻭل‬ ‫ﻤـﻥ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻟﻠﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﻔﺼﻴﻠﻴﺔ‬ ‫ﺒﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﺩﺃﺕ‬ ‫ﻤﺭﺍﺤل‬ ِ ‫ﺒﺜﻼﺜﺔ‬ ) ٢٠١٦ ( ‫ﺤﻴ‬ ‫ﺍﻟﻤـﺸﺭﻭﻉ‬  ‫ﻤﺭ‬ ‫ﺙ‬ ‫ﺃﻤـﺎ‬ ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﺘﻘـﻭﻴﻡ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺫﻟﻙ‬ ‫ﺘﺒﻊ‬ ‫ﺜﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﻟﻠﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﺴﻭﺩﺓ‬ ‫ﻟﻭﻀﻊ‬ ‫ﺩﻭﺭﻴﺔ‬ ‫ﻭﻟﻘﺎﺀﺍﺕ‬ ‫ﻋﻤل،‬ ‫ﻟﻠﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﻓﻀل‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﻓﺘﻬﺩﻑ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ،‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ) ‫ﺍﻟﺯﺍﻤـل،‬ ٢٠١٦ ، ١٧٦ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫؛‬ ٢٠١٧ .( ‫ﻤـﻥ‬ ‫ﺍﻟﺭﻓـﻊ‬ ‫ﺇﻟـﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺎ‬ ‫ﻤﻬﻤ‬ ‫ﺍ‬ ‫ﻤﺤﻭﺭ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﺼﺒﺤﺕ‬ ‫ﻟﻘﺩ‬ ‫ﻭﻀـﺭﻭﺭﺓ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ،‬ ‫ﻟﻘﻴﻤﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﺒﺴﺒﺏ‬ ‫ﺍﻷﻤﻡ‬ ‫ﻟﻜل‬ ‫ﹰ‬ ‫ﻫﺎﺠﺴﺎ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻟﺭﺃﻱ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﻌﺭﻑ‬ ‫ﺒﻪ،‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﺒﺭﺍﻫﻴﻡ‬ ) ٢٠٠٩ ، ٩٣٥ ( ‫ﺍﻻﺴﺘﻨﺎﺩ‬ ‫ﻴﺘﻡ‬ ٌ ‫ﻭﺠﻤل‬ ‫ﹲ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﻫـﻭ‬ ‫ﻟﻤﺎ‬ ‫ﻭﺼﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻤﻠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺘﻀﻤﻨﻪ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻤﺎ‬ ‫ﺸﻲﺀ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺴﻼﻤﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﻜﻡ‬ ‫ﻓﻲ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﺔ‬ ‫ﺍﻟﺠﻬﺔ‬ ‫ﺘﺤﺩﺩﻫﺎ‬ ‫ﻤﺎ‬ ٍ ‫ﻤﻬﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺠﻭﺩﺓ‬ ‫ﺘﺤﺩﺩ‬ ‫ﻭﺍﺠﺭﺍﺀﺍﺕ‬ ‫ﻗﻭﺍﻋﺩ‬ ‫ﻓﻬﻲ‬ ‫ﺘﺤﻘﻴﻘﻪ،‬ ‫ﻤﺘﻭﻗﻊ‬ ‫ﺍﻟﻘﻁﺎﻉ‬ ‫ﺫﻟﻙ‬ . ‫ﺍﻟ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺘﻜﻤﻥ‬ ‫ﺘﻁـﻭﻴﺭ،‬ ‫ﺇﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻤﻬﻨﺔ‬ ‫ﺘﺅﺴﺱ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻤﻬﻨﻴﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺠـﻭﺩﺓ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺤﻜـﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺴﺘﻨﺎﺩ‬ ‫ﻴﺘﻡ‬ ‫ﺎ‬ ‫ﻤﺤﻜ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﻌﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺘﻘﻴﺱ‬ ‫ﻓﻬﻲ‬ ‫ﻭﺍﻟﻘﻴﺎﺱ،‬ ‫ﻟﻠﻤﻼﺤﻅﺔ‬ ‫ﻗﺎﺒﻠﺔ‬ ‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻟﻠﺴﻠﻭﻙ،‬ ‫ﻭﺼﻑ‬ ‫ﻤﻥ‬ ‫ﺘﺘﻀﻤﻨﻪ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻷﺩﻨﻰ‬ ‫ﺍﻟﺤﺩ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺩﻯ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻥ‬ ) ‫ﺍﻟﺯﺍﻤـل،‬ ٢٠١٤ ، ١٧٥ .( ‫ﻭﺘﺘﻤﻴـﺯ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺘﺼﻑ‬ ‫ﻓﻬﻲ‬ ‫ﺃﺩﺍﺌﻪ،‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻗﺎﺩﺭﺍ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﻤﺎ‬ ‫ﻤﻌﺭﻓﺘﻪ،‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﻤﺎ‬ ‫ﺘﻭﻀﺢ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤـﻥ‬ ‫ﺃﻋﻠـﻰ‬ ‫ﻟﻤـﺴﺘﻭﻴﺎﺕ‬ ‫ﻟﻠﺘﻁﻠﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺤﻔﻴﺯ‬ ‫ﻓﻲ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻓﻭﺍﺌﺩﻫﺎ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻷﺩﺍﺀ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍ‬ ‫ﺘﻭﻀﺢ‬ ‫ﻜﻭﻨﻬﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺃﺩﺍﺌﻬﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺭﺍﻏﺒﻴﻥ‬ ‫ﺍﺭﺸﺎﺩﻱ‬ ‫ﺩﻟﻴل‬ ‫ﻭﺘﻭﻓﺭ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﻟﻠﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻟﺘﻭﻗﻌﺎﺕ‬ ‫ﺩﻭﺭ‬ ‫ﺒﺄﻫﻤﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻟﻭﻋﻲ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻬﻨﻲ،‬ ‫ﻭﺍﻟﻨﻤﻭ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻌﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻀﻁﻠﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﻭﻋﻅﻡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ) ‫ﺍﻟﺭﺩﻴﺴﻲ،‬ ٢٠١٣ ، ١٣ .( ‫ﺍﻟﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﻫﺘﻤﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺃﺴـﺱ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻭﺜﺎﺌﻕ‬ ‫ﻤﻥ‬ ٍ ‫ﻋﺩﺩ‬ ‫ﺒﻨﺸﺭ‬ ‫ﻭﻭﺜﻴﻘـﺔ‬ ‫ﻨﻴﻭﺠﺭﺴـﻲ،‬ ‫ﻭﻻﻴـﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺜﻴﻘﺔ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺠﻭﺩﺓ‬ ‫ﻀﻤﺎﻥ‬ ‫ﺘﺴﺘﻬﺩﻑ‬ ‫ﻤﻬﻨﻴﺔ‬ ‫ﻭﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻻﺤﺘـﺭﺍﻑ‬ ‫ﻭﻭﺜﻴﻘـﺔ‬ ‫ﺍﻨﺠﻠﺘـﺭﺍ،‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻻﺤﺘﺭﺍﻑ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻭﺜﻴﻘﺔ‬ ‫ﻓﻴﻜﺘﻭﺭﻴﺎ،‬ ‫ﺤﻜﻭﻤﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺍﺘﻔﺎﻗﻴﺔ‬ ‫ﺍﻟﻭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻭﻫﻨﺎﻙ‬ ‫ﻜﺎﻟﻴﻔﻭﺭﻨﻴﺎ،‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ،‬ ‫ﺘﺤﺩﻴـﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﻭﻁﻥ‬ ‫ﻓﻲ‬ ‫ﺜﺎﺌﻕ‬ ‫ﻋـﺎﻡ‬ ‫ﺒﻨﻬﺎﻴـﺔ‬ ‫ﺍﻟﻤـﺼﺭﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺃﻋﺩﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﺼﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻘﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻨﻬﺎ‬ ۲۰۰۳ ‫ﻭﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻭﻀـﻌﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺭﺩﻥ‬ ‫ﻓﻲ‬ ‫ﺎ‬ ‫ﻤﻬﻨﻴ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻡ،‬ ‫ﻋﺎﻡ‬ ‫ﺍﻷﺭﺩﻨﻴﺔ‬ ٢٠٠٦ ‫ﻡ‬ . ) ‫ﺍﻟﺠﺯﺍﺭ،‬ ٢٠١١ ، ٣١٣ .( ‫ﺭﺠﺏ‬ ‫ﺸﻬﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﻜﻤﺎ‬ ١٤٣٧ ‫ﻭﺜﻴﻘـﺔ‬ ‫ﺒﺈﺼﺩﺍﺭ‬ ‫ﻩ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ،‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻭﺇﻋﺩﺍﺩ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ،‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﺭﺨﻴﺹ‬ ‫ﻟﻨﻅﺎﻡ‬ ‫ﺎ‬ ‫ﻤﺭﺠﻌ‬ ‫ﻟﺘﻜﻭﻥ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ؛‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻤﻌﻠﻤ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﺍﻟﻭﻅﻴﻔﻴﺔ،‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫‪‬ﺘﺏ‬ ‫ﺭ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﻭﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻭﺍﻋﺘﻤﺎﺩﻫﺎ،‬ ‫ﻴﻥ‬ ‫ﻭﺍﻹﺒﺩﺍﻋﻴـﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺒﺭﺍﻤﺞ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﻲ،‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﻤﻬﻨﻲ،‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﻤﻬﻨﻲ،‬ ) ‫ﺍﻟﺯﺍﻤل،‬ ١٠١٦،٧٥ .( ‫ﻤﻬﻨﻴﺔ‬ ‫ﺭﺘﺏ‬ ‫ﺜﻼﺙ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﺸﻤل‬ : ‫ﺍﻟﻤﻌﻠـﻡ‬  ‫ﻜﻼ‬ ‫ﻭﻴﺸﻤل‬ ‫ﺍﻟﻤﻤﺎﺭﺱ،‬ ‫ﻤﻥ‬ : ‫ﺘﺜﺒﻴﺘﻪ،‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻤﺎﺭﺱ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ،‬ ‫ﻓﺘﺭﺓ‬ ‫ﺨﻼل‬ ‫ﺍﻟﻤﻤﺎﺭﺱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺠـﺯﺃﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻡ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﺘﻜﻭﻥ‬ ‫ﺍﻟﺨﺒﻴﺭ،‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﺘﻘﺩﻡ،‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ : ‫ﺍﻟﺠـﺯﺀ‬ ‫ﺒﺎﻟﺘﺨـﺼﺹ،‬ ‫ﻴﺘﻌﻠـﻕ‬ ‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﻭﺍﻟﺠﺯﺀ‬ ‫ﺍﻷﺨﺭﻯ،‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺸﺘﺭﻙ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﺘﻀﻤﻥ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺜﻼﺜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻵﺨـﺭ،‬ ‫ﻋﻠﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻜل‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﻭﻤﺘﺩﺍﺨﻠﺔ‬ ‫ﻤﺘﺭﺍﺒﻁﺔ،‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﺍﻟﻘـﻴﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻨﺒﺜﻕ‬ ‫ﻋﺎﻤﺔ‬ ‫ﻤﻬﻨﻴﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﺠﺎل‬ ‫ﻜل‬ ‫ﻭﻴﻀﻡ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴـﺔ‬ ‫ﻭﻤﺠﺎل‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﻤﺠﺎل‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ) ‫ﺍﻟﻤﻬﻨﻴـﺔ،‬ ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ٢٠١٧ .( ‫ﻓﻴﻤ‬ ‫ﺍﻟﺘـﺎﺭﻴﺦ،‬ ‫ﺘﺨـﺼﺹ‬ ‫ﺒﻨﻴـﺔ‬ ‫ﺘﺘﻨﺎﻭل‬ ‫ﺍ‬ ‫ﻤﻌﻴﺎﺭ‬ ‫ﻋﺸﺭ‬ ‫ﺴﺘﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﺸﺘﻤل‬ ‫ﺎ‬ ‫ﻫﻲ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺜﻤﺎﻨﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻤﻭﺯﻋﺔ‬ ‫ﺘﺩﺭﻴﺴﻪ‬ ‫ﻭﻁﺭﻕ‬ : ‫ﻭﺍﻟﺘـﺎﺭﻴﺦ‬ ‫ﺍﻷﻨﺒﻴـﺎﺀ‬ ‫ﺘـﺎﺭﻴﺦ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﻋﻠﻡ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻭﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻟـﺴﻌﻭﺩﻱ،‬ ‫ﻭﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﺤﺩﻴﺙ،‬ ‫ﻭﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻭﺴﻴﻁ،‬ ‫ﻭﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﺍﻹﺴﻼﻤﻲ،‬ ‫ﻭﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻘﺩﻴﻡ،‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﻤﻌﻠﻡ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ) ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﻤﻌﻠﻡ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ٢٠١٧ .( ‫ﺘﺨـﺼﺹ‬ ‫ﺒﻨﻴـﺔ‬ ‫ﺘﺘﻨـﺎﻭل‬ ‫ﺍ‬ ‫ﻤﻌﻴـﺎﺭ‬ ‫ﻭﻋـﺸﺭﻴﻥ‬ ‫ﺜﻼﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﺸﺘﻤل‬ ‫ﻜﻤﺎ‬ ‫ﻫﻲ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺴﺒﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬ ‫ﺘﺩﺭﻴﺴﻪ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ،‬ : ‫ﻭﻤﻔﺎﻫﻴﻤـﻪ،‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺎ،‬ ‫ﻋﻠﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ،‬ ‫ﻭﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﻭﻤﺠﺎﻻﺘﻪ‬ ‫ﺍﻟﺘﺎﺭﻴﺨﻲ،‬ ‫ﻭﺘﻁﻭﺭﻩ‬ ‫ﺍﻟﺨـﺭﺍﺌﻁ‬ ‫ﻭﻋﻠﻡ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ،‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻌﻠﻤﻴـﺔ‬ ‫ﻭﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻌﻠﻡ،‬ ‫ﻭﻤﺼﺎﺩﺭ‬ ‫ﺍﻹﻗﻠﻴﻤﻴﺔ،‬ ‫ﻭﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺔ،‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺘﻘﻨﻴﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ،‬ ‫ﻓﻲ‬ ) ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ،‬ ‫ﻤﻌﻠﻡ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ٢٠١٧ .( ‫ﺩﻭﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﺠﺎل‬ ‫ﻓﺈﻥ‬ ‫ﺴﺒﻕ؛‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻭﻋﻁﻔﺎ‬ ‫ﺍﻷﺠﻴـﺎل‬ ‫ﺘﻬﻴﺌـﺔ‬ ‫ﻓـﻲ‬ ‫ﺭﺍﺌـﺩ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻨﻁﺒﻕ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻁﻤﻭﺤﺎﺕ،‬ ‫ﻫﺫﻩ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺴﺒل‬ ‫ﻓﻲ‬ ‫ﻭﺩﻤﺠﻬﻡ‬ ‫ﹶﻤﺎﻟﻪ،‬ ‫ﻭﺍ‬ ‫ﺍﻟﻭﻁﻥ‬ ‫ﺒﻁﻤﻭﺤﺎﺕ‬ ‫ﺒﻬـﺎ‬ ‫ﺘﻤﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﺘﻁﻭﺭﺍﺕ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺨﺎﺹ،‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻨﻁﺒﻕ‬ ‫ﻋﺎﻡ،‬ ‫ﺒﻭﺠﻪ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺤﺸﺩ‬ ‫ﻤﺠﺭﺩ‬ ‫ﺘﻌﺩ‬ ‫ﻓﻠﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒـل‬ ‫ﻭﺍﻹﻨﺴﺎﻥ،‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻤـﻥ‬ ‫ﻤﺯﻴـﺩ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻟﻅﻭﺍﻫﺭ،‬ ‫ﺘﺤﻠﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻓﻠﺴﻔﺘﻪ‬ ‫ﻟﻪ‬ ‫ﹰ‬ ‫ﻋﻠﻤﻴﺎ‬ ‫ﹰ‬ ‫ﻨﻅﺎﻤﺎ‬ ‫ﺃﺼﺒﺤﺕ‬ ‫ﺍﻟﺤﺩﻴﺜـﺔ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻟﻤﺴﺎﻴﺭﺓ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ) ‫ﺼـﺎﻟﺢ،‬ ٢٠١٥ ، ١٢ .( ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺎﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﻤﻬﻡ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻤﻥ‬ ‫ﹰﺎ‬ ‫ﻭﺍﻨﻁﻼﻗ‬ ‫ﺭﺅﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ٢٠٣٠ ‫ﻤـﻥ‬ ‫ﻻﺒﺩ‬ ‫ﻜﺎﻥ‬ ، ‫ﺘﺤﻘﻴـﻕ‬ ‫ﻓﻲ‬ ‫ﻟﻺﺴﻬﺎﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻲ‬ ‫ﻋﻤﻠﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺍﻟﻭﺍﺠﺏ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﻬﻨﻲ،‬ ‫ﺃﺩﺍﺀﻫﺎ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺃﺠـل‬ ‫ﻤـﻥ‬ ‫ﺘﻌﻠﻴﻤﻲ‬ ‫ﻤﺴﺎﺭ‬ ‫ﺒﻜل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺒﺘﻁﻭﻴﺭ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻜﺩﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻭﺘﺤﺴﻴﻨ‬ ‫ﻭﺘﻘﻭﻴﻤﻬﺎ،‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺨﺭﺠﺎﺕ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺘﻘـﺩﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﻤﺘﺎﺒﻌﺔ‬ ‫ﺘﺄﻫﻴﻠﻪ،‬ ‫ﻭﺭﻓﻊ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻭﺘﻌﺯﻴﺯ‬ ‫ﻬﺎ،‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ) ‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻤﻭﻗﻊ‬ ) www.eec.gov.sa ( ‫ﺍﻟﻨﺠـﺎ‬ ‫ﺃﺒـﻭ‬ ‫ﻟـﺭﺃﻱ‬ ‫ﹰ‬ ‫ﻭﻭﻓﻘـﺎ‬ ، ) ٢٠٠١ ، ١٣٤ ( ‫ﻤـﺸﺘﺭﻜﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻬﻭ‬ ‫ﻋﻨﻬﺎ‬ ‫ﺘﻨﻔﺼل‬ ‫ﻭﻻ‬ ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﺼﺎﺤﺒﺔ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﺈﻥ‬ ‫ﺼﻠﺔ‬ ‫ﻟﻪ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﻨـﻭﺍﺤﻲ‬ ‫ﺠﻤﻴـﻊ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻴﺱ‬ ‫ﺸﺎﻤﻠﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺒﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ . ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺴﺒﻕ،‬ ‫ﻤﺎ‬ ‫ﻤﻊ‬ ‫ﹰ‬ ‫ﻭﺍﺘﺴﺎﻗﺎ‬ ‫ﻋﻠـﻰ‬ ‫ﹰ‬ ‫ﺍﻴﺠﺎﺒـﺎ‬ ‫ﻴﻨﻌﻜﺱ‬ ‫ﻤﻤﺎ‬ ‫ﺁﺩﺍﺌﻬﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﺘﺩﺭﻴﺒﻬﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻤﺨﺭﺠـﺎﺕ‬ ‫ﻋﻤﺭﺍﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ) ٢٠٠٨ ‫ﻡ‬ ( ‫ﺃﻜﻭﺒﻴﺎ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) Okobia ، 2012 ( ‫ﺃﻫﻤﻴـﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺘﻌﻠـﻡ‬ ‫ﺘﻌﻠـﻴﻡ‬ ‫ﺠـﻭﺩﺓ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻤﻬﻨﻴﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻓﺎﺭﺱ‬ ‫ﺒﻨﻲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﺃﻭﺼﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ) ٢٠١٣ ‫ﻡ‬ ( ‫ﺘﻁﺒﻴـﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﺎﻴ‬ ‫ﻜﻭل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻭﺼﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻴﺭ‬ ) Call,2018 ( ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﺘﺤﺩﻴﺙ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺍﻟﺤﺎﻟﻲ،‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻴﻤﻴﺯ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﺴﺎﺭﻉ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻼﺀﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻨﺘﻅﻡ‬ ‫ﺒﺸﻜل‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺒﺸﻜل‬ . ‫ﺍﻟﻤﻌـﺎﻴ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻜﺩﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﻭﻀـﺭﻭﺭﺓ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ،‬ ‫ﻴﺭ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺒﺤﺜﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻻﻨﺘﻔﺎﺀ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﺘﻘﻭﻴﻤﻬﺎ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ -‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩ‬ ‫ﻋﻠﻰ‬ -‫ﻓﻲ‬ ‫ﻭﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﺒﺈﺠﺭﺍﺀ‬ ‫ﻟﺩﻴﻬﺎ‬ ‫ﺍﻟﻘﻨﺎﻋﺔ‬ ‫ﺘﻭﻟﺩﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺜﺎﻨﻭ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻴﺔ‬ . ‫ﺍﻟ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ : ‫ﺘﻤﺜﻠ‬ ‫ﺕ‬ ‫ﹰ‬ ‫ﺘﺤـﺩﻴﺎ‬ ‫ﺸـﻜﻠﺕ‬ ‫ﺍﻟﻤﻌﺭﻓـﺔ‬ ‫ﻭﺘﺭﺍﻜﻡ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ،‬ ‫ﺍﻟﺘﻐﻴﻴﺭﺍﺕ‬ ‫ﺒﺄﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻴﻜﻭﻨـﻭﺍ‬ ‫ﺃﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻓﺭﻀﺕ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ،‬ ‫ﺍﻟﻤﻴﺩﺍﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻟﻜﺜﻴﺭ‬ ‫ﹰ‬ ‫ﺘﺭﺒﻭﻴﺎ‬ ‫ﺍﻟ‬ ‫ﺘﻠﻙ‬ ‫ﻗﻴﺎﺩﺓ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‬ ‫ﻓﻬﻤﻬﺎ،‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻴﻥ‬ ‫ﺍﻟﻤـﺴﺘﻤﺭ‬ ‫ﺍﻟﺘﻘـﺩﻡ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻭﺘﻭﺠﻴﻬﻬﺎ‬ ‫ﺘﻐﻴﺭﺍﺕ،‬ ‫ﺍﻷﻜـﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﻴﺩﺍﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺒﻘﻨﺎﻋﺔ‬ ‫ﺇﻻ‬ ‫ﻴﺘﺤﻘﻕ‬ ‫ﻻ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ،‬ ‫ﻟﻠﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﻘﻨﻲ‬ . ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺤﺭﻜﺔ‬ ‫ﻴﺸﻜل‬ ‫ﺃﺼﺒﺢ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻤﺩﺨل‬ ‫ﻭﻴﻌﺩ‬ ‫ﺍﻟﻜﻑ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻟﺫﺍ‬ ‫؛‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻻﻨﻔﺠﺎﺭ‬ ‫ﻋﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﺭﻴﻌﺔ‬ ‫ﺍﻟﺘﻐﻴﻴﺭﺍﺕ‬ ‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺩﺭ‬ ‫ﺀ‬ ‫ﺒﻌﺽ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻘﻭﻴﻤﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻜﺎﻥ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻭﻤﻨﻬـﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ،‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﺩﻨﻲ‬ ‫ﺇﻟﻰ‬ ‫ﻨﺘﺎﺌﺠﻬﺎ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﻤﺭﺍﻥ‬ ) ٢٠٠٨ ‫ﻡ‬ ( ‫ﻭﺤﺴﻴﻥ‬ ‫ﺍﻟﻘﺭﺵ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠٠٩ ‫ﻡ‬ ( ‫ﻓﺎﺭﺱ‬ ‫ﺒﻨﻲ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠١٣ ‫ﻡ‬ ( ‫ﺍﻟﻤﻭﺴﻰ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ، ) ٢٠١٥ ‫ﻡ‬ ( ‫ﺤﻴـﺙ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ،‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺜﻴﻘﺔ‬ ‫ﺒﺈﺼﺩﺍﺭ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﻭﻗﺩ‬ ، ‫ﺠﺯﺃﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺘﺘﻜﻭﻥ‬ : ‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﻭﺍﻟﺠـﺯﺀ‬ ‫ﺍﻷﺨﺭﻯ،‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺸﺘﺭﻙ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺠﺯﺀ‬ ‫ﺍﻟﻤﺘﻌﻠ‬ ‫ﺒﺎﻟﺘﺨﺼﺹ‬ ‫ﻕ‬ ) ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ٢٠١٧ .( ‫ﹰ‬ ‫ﺘﻤﻬﻴـﺩﺍ‬ ‫ﻭﺍﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﺘﺼﻨﻴﻑ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻭﺘﻭﺠﻬﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻟﺤﺩﺍﺜﺔ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺘﻨﺎﻭل‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺸﻌﺭﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﻤﻬﻨﺔ‬ ‫ﻟﻤﺯﺍﻭﻟﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺭﺨﺹ‬ ‫ﻹﺼﺩﺍﺭ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻁﻤﻭﺤﺎﺕ‬ ‫ﻟﻤﻭﺍﻜﺒﺔ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻤﻥ‬ ‫ﻜﻤﺤﺎﻭﻟﺔ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﻭﺭﺅﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ٢٠٣٠ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺭﻜﻴﺯﻫﺎ‬ ، : ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻟﻠﻭﺼﻭل‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺩﻭل‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﻁﻥ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺇﻟﻰ‬ ) ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻭﺜﻴﻘﺔ‬ ٢٠٣٠ ( ‫ﻨﻘﻁـﺔ‬ ‫ﻭﻟﻌل‬ ، ‫ﺍﻟﺭﺅﻴ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺩﺀ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺔ‬ ‫ﻜﺎﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺄﺘﻲ‬ ‫ﻜﻤﺎ‬ ‫ﻭﺍﻟﺘﺨﺼﺼﻴﺔ،‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻤﻠﺘﻘﻴﺎﺕ‬ ‫ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻟﺘﻭﺼﻴﺎﺕ‬ : ‫ﻟﺘﻨﻤ‬ ‫ﺍﻟﻭﻁﻨﻴـﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﺅﺘﻤﺭ‬ ‫ﺘﻭﺼﻴﺎﺕ‬ ‫ﻴـﺔ‬ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻋﻤﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻋﻘﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﹰ‬ ‫ﻤﻬﻨﻴﺎ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ) ٢٠٠٦ ( ‫ﻟﻠﻤﻌﻠـﻡ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﺭﺘﻘﺎﺀ‬ ‫ﺒﻬﺩﻑ‬ ، ‫ﺍﻷﺭﺩﻨﻲ‬ ) ‫ﹰ،‬ ‫ﻤﻬﻨﻴﺎ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ٢٠٠٦ ( ‫ﻤﻬﻨـﺔ‬ ‫ﺼﻨﺎﻋﺔ‬ ‫ﻤﻠﺘﻘﻰ‬ ‫ﺘﻭﺼﻴﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ، ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﻋﻘﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ٢٠١٦ ‫ﺍﻟ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻬﺩﻑ‬ ‫ﻭﺍﻟﺫﻱ‬ ، ‫ﺍﻟﺴﻴﺎﺴﺎﺕ،‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺸﺭﺍﻜﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺘﻤﻜﻥ‬ ‫ﺘﺩﻋﻡ‬ ‫ﺍﻟﺘﻲ‬ ) ‫ﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻫﻴﺌﺔ‬ ٢٠١٦ .( ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺴﺌﻠﺔ‬ : ١ -‫ﺒﺎﻟﻤﺭﺤﻠـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺴﻌﻭﺩﻱ؟‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ٢ -‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ؟‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ٣ -‫ﺒ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ؟‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ٤ -‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ؟‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ٥ -‫ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻟﺘﺤﺴﻴﻥ‬ ‫ﺍﻟﻤﻘﺘﺭﺡ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺘﻘﻭﻴﻤﻴﺔ؟‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬     ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗـﻊ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺘﻤﺜل‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﺘﻭﺨﻰ‬ ‫ﺒﺎﻟﻤﺭﺤﻠ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺇﻟـﻰ‬ ‫ﺫﻟـﻙ‬ ‫ﺘﻘـﺴﻴﻡ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ : ١ -‫ﺒﺎﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ . ٢ -‫ﻀـﻭﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺍﻟﻤـﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ . ٣ -‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﻀـﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ . ٤ -‫ﻭﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻀـﻭﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻗﻊ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ . ٥ -‫ﺒﺎﻟﻤﺭﺤﻠـﺔ‬ ‫ﻭﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺘﺩﺭﻴﺒﻲ‬ ‫ﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﻘﺘﺭﺡ‬ ‫ﺘﺼﻭﺭ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻟﻌﻼﺝ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺍﺭﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ) ‫ﻭﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫ﺍﻟﻤﺸﺘﺭﻜﺔ،‬ .(     ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ : ١ -‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﻭﺍﺌل‬ ‫ﻤﻥ‬ ‫ﺘﻌﺘﺒﺭ‬ -‫ﺍﻟﺒﺎﺤ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺴﺏ‬ ‫ﺜﺔ‬ -‫ﺘﺘﻨﺎﻭل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻟـﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺒﺎﻟﺒﺤﺙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ . ٢ -‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺒﺎﻻﻫﺘﻤﺎﻡ‬ ‫ﺘﻨﺎﺩﻱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻟﻼﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﺘﻤﺜل‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ . ‫ﺍﻟﺠ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻲ‬ ‫ﺎﻨﺏ‬ : ١ -‫ﻗﺩﻤﺕ‬ ‫ﺒﺎﻟﻤﺭﺤﻠـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻷﺩﺍﺀ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﺍﻟﺒـﺭﺍﻤﺞ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﻘﻭﻴﻡ‬ ‫ﻭﺘﺩﺭﻴﺒﻬﻡ،‬ ‫ﺇﻋﺩﺍﺩﻫﻡ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﻓﻲ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ؛‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ،‬ . ٢ -‫ﻗﺩﻤﺕ‬ ‫ﺍﻟﻤﻬ‬ ‫ﻟﻠﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻷﺩﺍﺀ‬ ‫ﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴـﺎﺕ‬ ‫ﺘﻤﻬـﻴﻥ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﻤﺸﺭﻓﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺘﺴﺘﻔﻴﺩ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ؛‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻭﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﺎﺕ،‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ . ٣ -‫ﻗﺩﻤﺕ‬ ‫ﺍﻟﻌﺭﺒ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺘﺭﺡ‬ ‫ﺘﺼﻭﺭ‬ ‫ﺘﻨﻔﻴـﺫﻩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﺃﺜﻨـﺎﺀ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﻤﻨﻪ‬ ‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬ ٤ -‫ﻗﺩﻤﺕ‬ ‫ﺘﻁـﻭﻴﺭ‬ ‫ﻓـﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻘﺘﺭﺤﺔ‬ ‫ﺍﻟﺘﻭﺼﻴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻤﻌﻠﻤﺘﻬﺎ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﻭﺍﻻﺭﺘﻘﺎﺀ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﺩﺭﻴﺱ‬ .   ‫ﺒﺄﻨﻪ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻑ‬ : ٢ . ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻤﻼﺤﻅﺔ،‬ ‫ﺒﻁﺎﻗﺔ‬ Social Sciences ‫ﺒﺎﻟﺭﻤﺯ‬ ‫ﹰ‬ ‫ﺍﺨﺘﺼﺎﺭﺍ‬ ‫ﻟﻬﺎ‬ ‫ﻴﺭﻤﺯ‬ ‫ﻭﺍﻟﺘﻲ‬ ) SPSS .( ‫ﺍﻟﻤﻘـﺎﻴﻴﺱ‬ ‫ﺤـﺴﺎﺏ‬ ‫ﺘـﻡ‬ ‫ﺫﻟـﻙ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻓـﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻤﻥ‬ ‫ﻴﺼﺩﺭ‬ ‫ﻤﺎ‬ ‫ﻜل‬ ‫ﺍﻟﺘﻌ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻟﺼﻑ؛‬ ‫ﻭﺨﺎﺭﺝ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﺜﻨﺎﺀ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﻤـﺎ‬ ‫ﺍﻟﻤﺭﻏـﻭﺏ‬ ‫ﻠﻡ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ . ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ :   ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺍﻟﻤﻭﻀﻭﻋﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻟﻌـﺎﻡ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺘﻘـﻭﻴﻡ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻨﺸﺭﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻟﻭﺜﻴﻘﺔ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻟﻌﺎﻡ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ) ٢٠١٦ ‫ﻡ‬ ( ‫ﻭ‬ ‫ﺍﻟﺘـﺎﺭﻴﺦ‬ ‫ﻤﻌﻠـﻡ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ) ٢٠١٧ ‫ﻡ‬ ( ‫ﻭ‬ ‫ﻤﻌﻠـﻡ‬ ‫ﻤﻌـﺎﻴﻴﺭ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ) ٢٠١٧ ‫ﻡ‬ .( ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﺘـﻡ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻗﺘﺼﺭﺕ‬ ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻤﻌﺭﻓﺔ‬ ‫ﻋﻠﻴﻬﻥ،‬ ‫ﻭﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻋﺸﻭﺍﺌﻴﺔ،‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻥ‬ ‫ﻟﺩﻴﻬﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ . ‫ﺍﻟﺤﺩ‬ ‫ﻭﺍﻟﺯﻤﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻭﺩ‬ : ‫ﺍﻟ‬ ‫ﺘﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻁﺒﻕ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﺒﺎﻁﻥ‬ ‫ﺤﻔﺭ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺒﺎﻟﻤﺩﺍﺭﺱ‬ ١٤٤١ ‫ﻩ‬ .      ‫ﺍﻟﺘﻘﻭﻴﻡ‬ : ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺸﺎﻜﺭ‬ ‫ﺴﻭﺴﻥ‬ ‫ﺘﻌﺭﻑ‬ " : ‫ﻋـﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺘﺴﺘﻬﺩﻑ‬ ‫ﻋﻼﺠﻴﺔ‬ ‫ﻭﻗﺎﺌﻴﺔ‬ ‫ﺘﺸﺨﻴﺼﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻀﻌﻑ‬ ‫ﺍﻟﻘﻭﺓ‬ ‫ﻤﻭﺍﻁﻥ‬ ‫ﻴﺤﻘـﻕ‬ ‫ﺒﻤـﺎ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻘﺼﺩ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﻫﺩﺍﻑ‬ ) " ‫ﻤﺠﻴﺩ،‬ ٢٠١١ ، ١٢٤ .( ‫ﺒﺄﻨﻪ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻑ‬ : ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻤـﺘﻼﻙ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﻜﻡ‬ ‫ﺍﻟﻔـﺼل‬ ‫ﻭﺨﺎﺭﺝ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻟﺒﻌﺽ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺫﻟـﻙ‬ ‫ﺭﻓـﻊ‬ ‫ﺒﻬـﺩﻑ‬ ‫ﻗـﻭﺘﻬﻡ،‬ ‫ﻭﻋﻭﺍﻤل‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﻭﺘﻌﺯﻴﺯ‬ ‫ﺃﺩﺍﺌﻬﻡ،‬ ‫ﻀﻌﻑ‬ ‫ﻭﻋﻭﺍﻤل‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻭﻗﻭﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ . ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺃﺩﺍﺀ‬ : " ‫ﻭﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﺨﻠﻔﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺴﺘﻨﺩ‬ ‫ﻭﻫﻭ‬ ‫ﻤﻬﺎﺭﻱ،‬ ‫ﺃﻭ‬ ‫ﻟﻔﻅﻲ‬ ‫ﺴﻠﻭﻙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻋﻥ‬ ‫ﻴﺼﺩﺭ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﻤﻌﻴﻨﺔ،‬ ‫ﻋﻤل‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻪ‬ ‫ﻋﺩﻡ‬ ‫ﺃﻭ‬ ‫ﻗﺩﺭﺘﻪ‬ ‫ﻤﻨﻪ‬ ‫ﻴﻅﻬﺭ‬ ‫ﻤﻌﻴﻥ،‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎﺩﺓ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﻌﻴﻥ‬ ) " ‫ﻭﺍﻟﺠﻤل،‬ ‫ﺍﻟﻠﻘﺎﻨﻲ‬ ٢٠٠٣ ، ٢١ .( ‫ﺍﻟﺴﻌﻭﺩﻱ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﻭﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻔﻕ‬ . ‫ﻟﻸﺩﺍﺀ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ٣ . ‫ﺍ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺍﻟـﺴﻌﻭﺩﻴﺔ‬ ‫ﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺘـﺎﺭﻴﺦ‬ ‫ﻤﻌﻠﻤـﺔ‬ ‫ﻭﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻋﻴﻨﺔ‬ ‫ﻷﻓﺭﺍﺩ‬ ‫ﺍﻟﻭﻅﻴﻔﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬ -‫ﺘﺘﻀﻤﻨ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺭﺌﻴﺴﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺘﺠﺎﻩ‬ ‫ﺃﻓﺭﺍﺩﻫﺎ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻬﺎ‬ . : " ‫ﺍﻟﻤﺤﺘـﻭﻯ‬ ‫ﺇﺘﻘﺎﻥ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻟﻤﻼﺌﻡ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻭﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﻓﺭﺹ‬ ‫ﻭﺍﻷﺩﺍﺀ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) " ‫ﺯﻴﺘﻭﻥ،‬ ٢٠٠٤ ، ١١٥ .( ‫ﻭﺘﻌﺭ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺎ‬ ‫ﺇﺠﺭﺍﺌﻴ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻑ‬ : ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﺘـﺼﻑ‬ ‫ﻋﺒـﺎﺭﺍﺕ‬ ‫ﻫﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ . ٤ . ‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻤﻼﺤﻅﺔ،‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺎﺭﻴﺦ‬ . ٥ . ‫ﺍﺨﺘﺒﺎﺭ‬ ) ‫ﻭﺘﺨﺼﺼﻲ‬ ‫ﺘﺭﺒﻭﻱ‬ ( ‫ﺒﺎﻟﻤﻤﻠﻜـﺔ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻀﻤﻨﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﻟﻠﺠﻭﺍﻨﺏ‬ ‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ Pearson correlation ‫ﻷﺩﺍﺓ‬ ‫‪‬ﺍﺨﻠﻲ‬ ‫ﺍﻟـﺩ‬ ‫ﺍﻻﺘـﺴﺎﻕ‬ ‫ﺼـﺩﻕ‬ ‫ﻟﺤﺴﺎﺏ‬ -‫ﺍﻟﺩﺭﺍﺴﺔ‬ . ‫ﺃﻟﻔﺎﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻤﻌﺎﻤل‬ Cronbach's Alpha ‫ﻷﺩﺍﺓ‬ ‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﻤﺤـﺎﻭﺭ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻟﺤﺴﺎﺏ‬ -‫ﺍﻟﺩﺭﺍﺴﺔ‬ . ‫ﺃﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺔ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﻭﻤﺎ‬ ‫ﻟﻪ،‬ ‫ﺍﻟﻭﺼﻭل‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻘﺒﻭل‬ ‫ﺒﻜﻔﺎﺀﺘﻬﺎ‬ ‫ﺍﻻﻋﺘﺭﺍﻑ‬ ‫ﻟﻴﺘﻡ‬ ‫ﺒﻪ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﺓ‬ ‫ﻭﺘﻜﻭﻥ‬ ‫ﺘﻌﺭﻓﻪ‬ .         ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ٦ . ‫ﻤﻘﺘﺭﺡ‬ ‫ﺘﺼﻭﺭ‬ ) ‫ﺘﺩﺭﻴﺒﻲ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ( ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﻤﻌـﺎﺭﻑ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻬﺩﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ " Mean " ‫ﺃﻓـﺭﺍﺩ‬ ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﻨﺨﻔـﺎﺽ‬ ‫ﺃﻭ‬ ‫ﺍﺭﺘﻔـﺎﻉ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﺫﻟﻙ‬ -‫ﺍﻟﺩﺭﺍﺴ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺔ‬ ) ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ .( ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﻓﻲ‬ ‫ﻴﻔﻴﺩ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻤﻊ‬   ‫ﻤ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ؛‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺃﺠل‬ ‫ﻥ‬ ‫ﺍﻟﻤﺴﺤﻲ‬ ‫ﺍﻻﺠﺘ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﺎﻟﻤﻤﻠﻜـﺔ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﻤﺎﻋﻴﺔ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺃﻋﻠﻰ‬ ‫ﺤﺴﺏ‬ . ‫ﺍﻟﻭﺼـﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻭﻴﻌﺭﻑ‬ ‫ﺍﻟﻤﺴﺤﻲ‬ ‫ﺒﺎﻨﻪ‬ " : ‫ﻭﺍﻟﻘﻴﺎﺱ،‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﻤﺘﺎﺤﺔ‬ ‫ﻤﻭﺠﻭﺩﺓ‬ ‫ﻭﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻭﻅﻭﺍﻫﺭ‬ ‫ﺃﺤﺩﺍﺜﺎ‬ ‫ﺘﺘﻨﺎﻭل‬ ‫ﺍﻟﺒﺤﺙ،‬ ‫ﻓﻲ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻓﻴـﺼﻔﻬﺎ‬ ‫ﻤﻌﻬـﺎ‬ ‫ﻴﺘﻔﺎﻋـل‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺇﺫ‬ ‫ﻤﺠﺭﻴﺎﺘﻬﺎ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺘﺩﺨل‬ ‫ﺩﻭﻥ‬ ‫ﻫﻲ،‬ ‫ﻜﻤﺎ‬ ) " ‫ﺯﻴـﺩﺍﻥ،‬ ٢٠١٦،٢٦ .(      ‫ﻭﻋﺩﺩﻫﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻴﺘﻤﺜل‬ ) ٤٧ ( ‫ﺒﻭﺍﻗﻊ‬ ‫ﻤﻌﻠﻤﺔ‬ ) ٩ ( ‫ﻭ‬ ‫ﻟﻠﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ) ٣٨ ( ‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻴﻌﻤﻠﻥ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﻟﻠﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﺒﺎﻁﻥ‬ ‫ﺤﻔﺭ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ١٤٤١ ‫ﻓﻲ‬ ‫ﻭﻴﻌﻤﻠﻥ‬ ‫ﻩ‬ ) ٢٥ ( ‫ﺜﺎﻨﻭﻴﺔ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻟﻠﻌـﺎﻡ‬ ‫ﺍﻟﺒﺎﻁﻥ‬ ‫ﺤﻔﺭ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻟﺸﺅﻭﻥ‬ ‫ﺍﻟﺭﺴﻤﻴﺔ‬ ‫ﺍﻹﺤﺼﺎﺀﺍﺕ‬ ‫ﻭﻓﻕ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ١٤٤١ ‫ﻩ‬ . ‫ﻗـﺩﺭﻫﺎ‬ ‫ﻋﺸﻭﺍﺌﻲ‬ ‫ﺒﺸﻜل‬ ‫ﺒﺤﺜﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺘﻡ‬ ، ) ٢١ ( ‫ﺒﻭﺍﻗﻊ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ) ٩ ( ‫ﻟﻠﺠﻐﺭﺍ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻭ‬ ‫ﻓﻴﺎ‬ ) ١٢ ( ‫ﻨﺴﺒﺔ‬ ) ٤٤،٧٨ (% ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻤﻥ‬      ١ . ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺒﺎﻟ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﻤﺭﺤﻠﺔ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻟﻠﻌﻠـﻭﻡ‬ ‫ﺍﻹﺤـﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﺤـﺯﻡ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ Statistical Package for ‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺎ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻭﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬  ‫ﺍﻷﺴـﺎﻟﻴﺏ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﻓﻘﺩ‬ ‫ﺘﺠﻤﻴﻌﻬﺎ،‬ ‫ﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬   . . ٥ -‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻭﺍﻟﺘﻭﺼـﻴﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﺴﺘﺨﻼﺹ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺭﺼﺩ‬ ‫ﻤﺎﻴﻤﺜل‬ ‫ﻭﻫﺫﺍ‬ ‫ﻟﻠﺘﺎﺭﻴﺦ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ . ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﻤﻌﻠﻤـﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ .     ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﺍﺘﺒﺎﻉ‬ ‫ﻴﺘﻡ‬ ‫ﺴﻭﻑ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻥ‬ ‫ﻟﻺﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ " Standard Deviation " ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﻨﺤﺭﺍﻑ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ -‫ﺍﻟﺭﺌ‬ ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺤﻭﺭ‬ ‫ﻭﻟﻜل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻋـﻥ‬ ‫ﻴﺴﺔ‬ : ١ -‫ﺍﻟﻤﺭﺤﻠـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ . ‫ﻋﻴﻨـﺔ‬ ‫ﺃﻓـﺭﺍﺩ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺸﺘﺕ‬ ‫ﻴﻭﻀﺢ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺃﻥ‬ ‫ﻭﻴﻼﺤﻅ‬ ‫ﺍﻗﺘﺭﺒـﺕ‬ ‫ﻓﻜﻠﻤﺎ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ،‬ ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ . ٢ -‫ﻤﻼ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻟﻠﻜﻔﺎﺀﺓ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺤﻅﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺸﺘﺘﻬﺎ‬ ‫ﻭﺍﻨﺨﻔﺽ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺘﺭﻜﺯﺕ‬ ‫ﺍﻟﺼﻔﺭ‬ ‫ﻤﻥ‬ ‫ﻗﻴﻤﺘﻪ‬ . . ٣ -‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻀﻤﻨﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ . ٤ -‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻀﻤﻨﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ -‫ﻭﻤﻌﺎﻤ‬ ‫ﺍﻟﺘﻤﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﻭﺍﻟﺴﻬﻭﻟﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ل‬ .    ٤ -١ -١ : ‫ﺍﻷﻭل‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬
	١٣٦٩ ١٣٧١ ١٣٧٢

‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺴﻌﻭﺩﻱ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

  
							.	‫ﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﻭﺍﻟﺘﻨﻭﻉ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻬﻭﻴﺔ‬ ‫ﺘﻌﺯﻴﺯ‬	.	٢
							.	‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﻠﻭﺍﺌﺢ‬ ‫ﻭﺍﻟﺴﻴﺎﺴﺎﺕ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺒﺎﻷﺨﻼﻕ‬ ‫ﺍﻹﻟﺘﺯﺍﻡ‬	.	٣
				:	‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ١ . ‫ﻟﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﻭﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﺨﻁﺔ‬ ‫ﻭﻀﻊ‬ : ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ‫ﺍﻟﻤﺴﺘﻤﺭ،‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ‬ .
							.	‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﻁﻭﻴﺭ‬	.	٢
		:	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ١ . ‫ﺍﻷﻤﻭﺭ‬ ‫ﺃﻭﻟﻴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ : ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ،‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ .
							.	‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬	.	٢
	:	‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﺍﻟ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﺭ‬ ‫ﺍ‬ ‫ﺒﻊ‬ ١ . ‫ﻭﺍﻟﻤﻘﺭﻭﺀ‬ ‫ﺍﻟﻤﺴﻤﻭﻉ‬ ‫ﺍﻟﻨﺹ‬ ‫ﺍﺴﺘﻴﻌﺎﺏ‬ : ‫ﺍﻟﻤﻬﻨﻴ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺔ‬ : ‫ﺍﻹ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻤﺎﻡ‬ ‫ﻭﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﻭﺍﻟﻜﻤﻴﺔ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ، .
					.	‫ﺍ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﻭﻤﺭﺍﻋﺎﺓ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻟﻜﺘﺎﺒﻲ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻹ‬ ‫ﺍﻟﺴﻠﻴﻤﺔ‬ ‫ﻤﻼﺌﻴﺔ‬	.	٢
							.	‫ﻭﺴﻠﻴﻤﺔ‬ ‫ﺼﺤﻴﺤﺔ‬ ‫ﺒﻠﻐﺔ‬ ‫ﻭﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺍﻟﺘﺤﺩﺙ‬	.	٣
					.	‫ﻭﺃﺴﺎﻟﻴﺒﻪ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻭﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﺒﻨﻴﺔ‬ ‫ﻭﺘﺤ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺠﻤﻊ‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﻠﻴﻠﻬﺎ‬ .	. .	٤ ٥
							.	‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻘﻨﻴﺔ‬	.	٦
			:	‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ١ . ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺨﺼﺎﺌﺹ‬ : ‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺒﺎﻟﻁﺎﻟﺒﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ، .
							.	‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺃﺜﺭﻫﺎ‬	‫ﺔ‬	‫ﺍﻟﻔﺭﺩﻴ‬ ‫ﺍﻟﻔﺭﻭﻕ‬	.	٢
	‫ﻤﻌﻠﻤﺎ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺴﻌﻭﺩﻱ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺕ‬ : ٣ . ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻜﻴﻔﻴﺔ‬ .
							‫ﹰ‬ ‫ﺍﻭﻻ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﺠﺎل‬ : ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ : ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺘﺸﻤل‬ .
	‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍ‬ ‫ﻷﺘﻴﺔ‬ : ١ . ‫ﺍﻟﺴﻤﺤﺔ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺒﺎﻟﻘﻴﻡ‬ ‫ﺍﻹﻟﺘﺯﺍﻡ‬ : ‫ﺍﻟﻔﺭﻋﻴـﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ‫ﺍﻟﻤﻬﻨﺔ،‬ ‫ﻭﺃﺨﻼﻗﻴﺎﺕ‬ ‫ﺍﻟﺴﻤﺤﺔ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺒﺎﻟﻘﻴﻡ‬ ‫ﺍﻹﻟﺘﺯﺍﻡ‬ .

‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ : ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺒﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺘﺩﺭﻴﺴﻪ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ، :

  
	‫ﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻤﻨ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ،‬ ‫ﺍﻟﺴﻜﺎﻥ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺒﻌﻠﻭﻡ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻁﻘﻲ،‬ ‫ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺎ‬ ‫ﻭﺍﻻﻗﺘـﺼﺎﺩ‬	‫ﺍﻟﺘﻌ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻠﻴﻡ‬ ‫ﺘﻌﺭﻑ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ . ‫ﺘﻭﻀﺢ‬ ‫ﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻤﺎﻫﻴﺔ‬	٤ ٦ ٩ . . .
	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻉ‬ : -‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﺒﺘﺨﺼﺹ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ . ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ . ‫ﺍﻟﺜﺎﻤﻥ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ : ‫ﻭﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ‬ ‫ﺘﺨﻁﻴﻁ‬ ٧ . ‫ﺘﻌﺭﻑ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴ‬ ‫ﺎ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻡ‬ ‫ﺍﻟﺨﺭﺍﺌﻁ‬ ١٠ . ‫ﺘﺸﺭﺡ‬ ‫ﺍﻟﻤﻌﻠﻤ‬ ‫ﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﻤﻨﻬﺞ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ، ‫ﻭﺘﻭﻀﺢ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ‫ﺘﻁﺒﻴﻘﺎﺘﻬﺎ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻭﺘﻨﻘل‬ ‫ﻟﻁﺎﻟﺒﺎﺘﻬﺎ‬ ‫ﻋﺎﻟﻴـﺔ‬ ‫ﺘﻭﻗﻌﺎﺕ‬ ‫ﺒﺨـﺼﻭﺼﻪ‬ . : ١ . ‫ﺍﻟﺩﺭﺍﺴﻴ‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﺔ‬ . ٨ . ‫ﺘﻌﺭﻑ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺘﻘﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ . ‫ﻭﻀﺭﻭﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻤﻜﻥ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻲ‬ .
	‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻁﺭﻕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻨﻭﻉ‬ ‫ﻟﺩﻯ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻭﺍﻟﺩﺭﺍﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻷﺴﺎﻟﻴﺏ‬ . ‫ﻤﺤﺘﻭﻯ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻁﺭﻕ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻤﺸﺎﺭﻜﺔ‬ ‫ﻟﺘﻔﻌﻴل‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻓﻬﻤﻬﻡ،‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﺭﻓﻊ‬ ‫ﺒﻜل‬ ‫ﻓﺭﻉ‬ ‫ﻤـﻥ‬	.	٢ ٩ ١١ . .
	٣ ٤ ١٠ . . ١٢ . . ٥ . ‫ﺍﻟﺘﺎﺴﻊ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺸﺘﺭ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻓﻲ‬ ‫ﻜﺔ‬ ‫ﻓﺭﻭﻉ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ،‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ . ‫ﺘﺘﺎﺒﻊ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻷﺒﺤﺎﺙ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺃﻨﺸﻁﺔ‬ ‫ﻭﺍﺨﺘﻴﺎﺭ‬ ‫ﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﺒﺎﻟﺠﻐﺭﺍﻓ‬ ‫ﻴﺎ‬ ‫ﻭﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ . ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺒﺎﻟﺘـﺩﺭﻴﺱ‬ ‫ﺍﻟﻔﺎﻋـل‬ ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻷﺒﺤﺎﺙ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘﺘﻨﺎﻭل‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻭﺍﻟﻌﻘﺒﺎﺕ‬ ‫،ﻭﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺘﻪ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ . ‫ﺍﻟﺘـﻲ‬ ‫ﺘﻭﺍﺠـﻪ‬ . ‫ﻭﺍ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻹ‬ ‫ﺒﺩﺍﻋﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ . ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﻪ‬ . . : ‫ﻟﻠﻁﺎﻟﺒﺎﺕ‬ ‫ﻭﺩﺍﻋﻤﺔ‬ ‫ﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺎﺕ‬ ‫ﺘﻬﻴﺌﺔ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ، ١١ . ‫ﺘﻠﻡ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺒﻜﻴﻔﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﺒﻤﺎ‬ ‫ﻴﺨﺩﻡ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺎ‬ ١٣ . ‫ﺘﻔﻬﻡ‬ ‫ﺍﻟﻤﻌﻠﻤ‬ ‫ﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘ‬ ‫ﺘﻁﻠﺒﻬﺎ‬ ‫ﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﻭﻤﺴﺅﻭﻟﻴﺎﺘﻬ‬ ‫ﺎ‬ ‫ﻓﻲ‬ ‫ﻀﻤﺎﻥ‬ : ١ . ‫ﻟﻠﻁﺎﻟﺒﺎﺕ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻭﻗﻌﺎﺕ‬ ‫ﻭﻀﻊ‬ ‫ﻭﺘﺜﺭﻱ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻁﺎﻟﺒﺎﺘﻬﺎ‬ . ‫ﺍﻟﻁﺎﻟ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺒﺎﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ . . ٢ . ‫ﺒﺈﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺇﺩﺍﺭﺓ‬ ١٢ . ‫ﺘﻠﻡ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺒﻁﺭﻕ‬ ‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﺒﺘﻘﺩﻴﻡ‬ ‫ﺍﻟ‬ ‫ﻤﻌﺎﺭﻑ‬ ‫ﻭﺍﻟﻤﻔـﺎﻫﻴﻡ‬ ‫ﻭﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺔ‬ ١٤ . ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺒﻭﺴﺎﺌل‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻠﻡ‬ ‫ﻭﺍﻟﺘﺤﻠﻴل‬ ‫ﺍﻟﺘﺎﺭﻴﺨﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺘﻭﻟﻴﺩ‬ ‫ﻤـﻥ‬ ‫ﻭﺍﻟﺘﺤﻘـﻕ‬ ‫ﺍﻟﺘﺎﺭﻴﺨﻲ،‬ . ٣ . ‫ﻭﺠﺎﺫﺒﺔ‬ ‫ﺁﻤﻨﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺎﺕ‬ ‫ﺘﻬﻴﺌﺔ‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ . ‫ﺼﺤﺔ‬ ‫ﻭﻨﻘﺩﻫﺎ‬ ‫ﺍﻟﺘﺎﺭﻴﺨﻴﺔ‬ ‫ﺍﻟﺭﻭﺍﻴﺎﺕ‬ . . ٤ . ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻗﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﻔﻌﺎﻟﻴﺔ‬ . ٥ . ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻤﻌﺯﺯﺓ‬ ‫ﺘﻭﺍﺼل‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺒﻨﺎﺀ‬ . ١٣ . ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺒﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﺤﺎﻟﻴـﺔ‬ ‫ﻭﺍﻟﺘﻘـﺎﺭﻴﺭ‬ ‫ﺍﻟﻤﻁﻠﻭﺒـﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘـﺔ‬ ‫ﺒﺎﻟﺼﻔﻭﻑ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻭﻤﻭﺍﺩ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘﺩﺭﺴﻬﺎ‬ . ٤ -١ -٢ : ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
	.	‫ﺍﻟﺘﺎﺭﻴﺨﻴﺔ‬	‫ﺍﻟﻌﺎﺸﺭ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ١ . ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺇﻋﺩﺍﺩ‬ : ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ، . ‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ : ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺘﺄﺭﻴﺦ،‬ ‫ﻭﺘﺸﻤل‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﺘﻴﺔ‬ . ١ . ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻋﻠﻡ‬ ‫ﺍﻟ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﻭﻤﺩﺍﺭﺴﻪ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻪ‬ ‫ﻋﺒﺭ‬ ‫ﺍﻟﻌﺼﻭﺭ‬ :
	‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺇﺸﺭﺍﻙ‬ . ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺘﻭﻅﻴﻑ‬ . ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻹﺴﻼﻡ‬ ‫ﺼﺩﺭ‬ ‫ﺘﺎﺭﻴﺦ‬ . ‫ﺤﻀﺎﺭﺍﺕ‬ ) ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻴﺭﺓ‬ ) ‫ﺍﻟﺸﺭﻕ‬ .( ‫ﺃﻭﺭﻭﺒﺎ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻌﺭﻑ‬ ) ‫ﻭﺍﻟﻌﺎﻟﻡ‬ ‫ﺍﻟﺠﺩﻴﺩ‬ ( ‫ﺍﻟﻌﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﺒﺘﺩﺍﺀ‬ ‫ﺍﻷﺩﻨﻰ‬ / ‫ﺍﻟﺠﺯﻴﺭﺓ‬ ‫ﺍﻟﻌـﺼﺭ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﻭﺴﻁﻰ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ( ‫ﺍﻟﻘﺩﻴﻡ‬ .	٢ ٣ ٤ ٢ . . . . ٣ . ٤ .
				-‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺘﻘﺎﺭﻴﺭ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﻭﺍﻟﻤﻌﺎﺼﺭ‬ . .	٥
	١ : ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ . ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻤﺤﺘﻭﻯ‬ . ٥ . ‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﺸﺭﺡ‬ : ‫ﻭﺘﺸﻤ‬ ‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ل‬ ‫ﻭﺍﻟﻤﻌﺎﺼﺭ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ . : ١ . ‫ﺘﻭﻀﺢ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ،‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﻋﻠﻡ‬ ٦ . ‫ﺍﻟﺩﻭﻟﺔ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻭﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻷﻭﻟﻰ،‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ،‬ ‫ﻭﻤﺭﺍﺤـل‬ ‫ﺍﻟﺘﻁـﻭﺭ‬ .	‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬
	‫ﺒﺎﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ‫ﺍﻟﺘﺎﺭﻴﺨﻲ‬ ‫ﻟﻠﺠﻐﺭﺍﻓﻴﺎ،‬ ‫ﻭﻓﺭﻭﻋﻬﺎ‬ ‫ﻭﻤﺠﺎﻻﺘﻬﺎ‬ . ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻭﻋﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﻭﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﺘﻘﻥ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ .	٢ ٧ . .
	‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ٢ . ‫ﺘﻌﺭﻑ‬ : ‫ﺍﻟﺘﺎﺭﻴﺨﻴﺔ‬ ‫ﺍﻟﻘﻀﺎﻴﺎ‬ ‫ﺘﻨﺎﻭل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﺴﺘﻘﺼﺎﺀ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺒﺎﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻴﺸﻤل‬ ، ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﻟﻠﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻔﻠﻜﻴﺔ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ‬ . ‫ﺍﻟﺘﻲ‬ ‫ﺘ‬ ‫ﻭ‬ ‫ﺩﺭﺴﻬﺎ،‬ ‫ﺘ‬ ‫ﻟﻌﻠـﻡ‬ ‫ﺍﻟﺘـﺎﺭﻴﺨﻲ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﺩﺭﻙ‬ : ١ . ‫ﻟﻠﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﺩﺍﺨل‬ . ٢ . ‫ﻭﺘﻘﻭﻴﻤﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ . ٣ . ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ . ٣ . ‫ﺘﻌﺭﻑ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺃﺸﻜﺎل‬ ‫ﺴﻁﺢ‬ ‫ﺍﻷ‬ ‫ﺭﺽ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ‬ . ٤ . ‫ﺘﺒﻴﻥ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺍﻟﻤﻨﺎﺨﻴﺔ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟﺨﻼﻓﻴﺔ‬ ‫ﻭﺍﻟﻨﻭﺍﺤﻲ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺭﺅﻯ‬ ‫ﻭﺍﻟﺤﻘﺎﺌﻕ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ . . ٥ . ‫ﺘﻌﺭﻑ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﺒﺤﺎﺭ‬ ‫ﻭﺍﻟﻤﺤﻴﻁﺎﺕ‬ . ٨ . ‫ﻭ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ،‬ ‫ﻟﻌﻠﻡ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻤﺘﻠﻙ‬ ‫ﺘ‬ ‫ﺒﺎﻟﺘﺨﺼـﺼﺎﺕ‬ ‫ﺍﻟﺘـﺎﺭﻴﺦ‬ ‫ﻋﻠﻡ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺩﺭﻙ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ .

‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘـﻴﻡ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬

  
	‫ﺍﻟﻘﻴﻡ‬	‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ) ١ ( ‫ﻟﻤﺠ‬ ‫ﺍﻟﺘﻭﺍﻓﺭ‬ ‫ﻭﺩﺭﺠﺔ‬ ‫ﻭﺍﻟﺭﺘﺏ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻹﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻟ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺎل‬
	‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﺘﻭﺍﻓﺭ‬	‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺘﺭﺘﻴﺏ‬	‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬	‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﺘﻭﺍﻓﺭ‬	‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺘﺭﺘﻴﺏ‬	‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬	‫ﺍﻟﻤﻌﻴﺎﺭ‬	‫ﻡ‬
	‫ﻀـﻭﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻋﻠﻲ‬ ‫ﻟﻠﺘﻌﺭﻑ‬
	‫ﻭﺍﻟﻤـﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘـﻴﻡ‬ ‫ﺒﻤﺠـﺎل‬ ‫ﺘﺘﻌﻠـﻕ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟـﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬
	‫ﻤـﻥ‬ ‫ﻤﻌﻴـﺎﺭ‬ ‫ﻟﻜـل‬	‫ﻭﺍﻟﺘﺭﺘﻴـﺏ‬	‫‪‬ـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴ‬	‫ﺍﻟﺤﺴﺎ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺔ‬ ‫ﺒﻴ‬	‫‪‬ﻁﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴ‬	‫ﺤﺴﺎﺏ‬  ‫ﺘﻡ‬	‫ﺍﻟﻤﻬﻨﻴﺔ؛‬
	‫ﺍﻟﻨﺘـﺎﺌﺞ‬ ‫ﻭﻜﺎﻨـﺕ‬ ‫ﻭﺍﻟﺘـﺎﺭﻴﺦ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺎ‬	‫ﻟﻤﻌﻠﻤـ‬ ‫ﺒﺎﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺎﺕ‬
									:	‫ﻜﻤﺎﻴﻠﻲ‬

٧٩ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﹰ‬ ‫ﻤﻌﺎ‬ ٢,١ ‫ﻤﺘﻭﺴﻁﺔ‬

  
	‫ﺃ‬ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ‫ﺠﺎﺀ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ -‫ﻤﻌﻠﻤﺎ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺕ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻥ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻥ‬ ‫ﻴﺘﺒﻴ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ١,٩١ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻤﻥ‬ ٣ ‫ﻟﻴﻜﺭﺕ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻜﺒﻴـﺭﺓ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﺜﻨﺎﻥ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﺸﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺜﻼﺜﻲ‬ ‫ﺒﻴﻨﻤـﺎ‬ ‫ﺘﺭﺍﻭﺤـﺕ‬ ‫ﺤﻴﺙ‬ ‫ﺼﻐﻴﺭﺓ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﺃﺭﺒﻌﺔ‬ ‫ﹰ،‬ ‫ﻭﺃﺨﻴﺭﺍ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺒﺎﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻤﺘﻭﻓﺭﺓ‬ ‫ﺃﺭﺒﻌﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ) ١,٤٢ -٢,٥٢ ‫ﻤﻥ‬ ٣ ( ‫ﺍﻻﻨﺤـﺭﺍﻑ‬ ‫ﺘﻨـﻭﻉ‬ ‫ﺠـﺎﺀﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺩﺭﺠﺎﺕ،‬ ‫ﺒﻴﻥ‬ ‫ﺘﺭﺍﻭﺡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ) ٠,٣٧ -٠,٨١٤ ( ‫ﺍﻻﻨﺤـﺭﺍﻑ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﺨـﺘﻼﻑ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻱ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﻼﻑ‬ ‫ﺃﻱ‬ ‫ﻭﺼﻐﻴﺭﺓ،‬ ‫ﻭﻤﺘﻭﺴﻁﺔ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻤﻌﻴﺎﺭ‬ ‫ﻜل‬ . ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﻭﺠﺎﺀ‬ ) ٧ " ( ‫ﺒﺎﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ " ‫ﺘﻭﻓﺭﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﻓﻲ‬ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﻭﺒﻤﺘﻭﺴﻁ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺒﻴﻥ‬ ٢,٥٢ ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﻴﻠﻴﻪ‬ ، ) ٦ " ( ‫ﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ " ‫ﺒ‬ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁ‬ ٢,٣٧ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﺘﻭﻓﺭ‬ ‫ﺃﻱ‬ . ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﺠﺎﺀ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﺭﺒﻊ‬ ‫ﺠﺎﺀ‬ ‫ﺒﻴﻨﻤﺎ‬ ) ٢ " ( ‫ﺍﻷﻋـﺩﺍﺩ‬ ‫ﺒﻨﻴـﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﻓﻲ‬ ٢,٢٢ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻭﻓﺭﻩ‬ ‫ﺃﻱ‬ ‫ﺍﻟﺘﻤ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻴﻅﻬﺭ‬ ‫ﻤﻤﺎ‬ ‫ﻤﺭﺘﻔﻌﺔ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ‫ﻤﺘﻭﺴﻁﺔ،‬ ‫ﻭﺍﻟﻌﻤﻠﻴـﺎﺕ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻴﺯ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﻴﻠﻴﻬﺎ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ،‬ ) ١ " ( ‫ﺍﻟـﺼﺤﻴﺢ‬ ‫ﺍﻟﻜﺘﺎﺒﻲ‬ ‫ﻭﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻭﺍﻟﻤﻘﺭﻭﺀ‬ ‫ﺍﻟﻤﺴﻤﻭﻉ‬ ‫ﺍﻟﻨﺹ‬ ‫ﺍﺴﺘﻴﻌﺎﺏ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ٢,١٥ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻭﻓﺭﻫﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺸﻴﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺒﺎﻗﻲ‬ ‫ﺘﻨﻭﻋﺕ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ، ‫ﻭﻫﻭ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﻗل‬ ‫ﺠﺎﺀ‬ ‫ﺤﻴﺙ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ) ٩ " ( ‫ﺍﻟﻌﺎﻤـﺔ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻁـﺭﻕ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ١,٧٦ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﺤﺘﻴﺎﺝ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﻤﺘﻭﺴﻁﺔ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻭﻓﺭﻩ‬ ‫ﺃﻱ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ‫ﻷﻨﻤﺎﻁ‬ ‫ﻭﺘﺤﺩﻴﺙ‬ ‫ﺘﻁﻭﻴﺭ‬ . ‫ﺭﻗـﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﺠﺎﺀ‬ ‫ﺤﻴﺙ‬ ‫ﻀﻌﻴﻔﺔ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﺭﺒﻊ‬ ‫ﺠﺎﺀﺕ‬ ‫ﹰ‬ ‫ﻭﺃﺨﻴﺭﺍ‬ ) ٤ " ( ‫ﺨـﺼﺎﺌﺹ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﺍﻟﻨﻤﻭ‬ " ‫ﺍﻟﺘﺭﺘﻴ‬ ‫ﻓﻲ‬ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﻭﺒﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺏ‬ ١,٥٢ ‫ﻴﻠﻴﻬـﺎ‬ ‫ﻀﻌﻴﻔﺔ،‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻭﻓﺭﻫﺎ‬ ‫ﺃﻱ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ) ١٠ " ( ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﺼﺎﺩﺭ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ١,٤٩ ‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﹰ‬ ‫ﻭﺃﺨﻴﺭﺍ‬ ) ٨ ( " ‫ﻭﺘﻘﻭﻴﻤﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ " ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ١,٤٢ ‫ﹰ،‬ ‫ﺃﻴـﻀﺎ‬ ‫ﻀﻌﻴﻔﺔ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻭﻓﺭﻫﺎ‬ ‫ﺃﻱ‬ ‫ﻫﻨ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻟﺩﻯ‬ ‫ﻀﻌﻑ‬ ‫ﺎﻙ‬ . ‫ﺃﻥ‬ ‫ﻴﺘﻀﺢ‬ ‫ﻟﻠﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﻤﺠﺎل‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻤﻌﺭﻓـﺔ‬ ‫ﻫـﻭ‬ ‫ﻜﺒﻴـﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺘﻭﻓﺭﺓ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﻫﻡ‬ ‫ﺠﺎﺀ‬ ‫ﺤﻴﺙ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺠﺎﺀ‬ ‫ﻁـﺭﻕ‬ ‫ﺒﺎﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺒ‬ ، ‫ﻟ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻴﻨﻤﺎ‬ ‫ﺍﻷﻋـﺩﺍﺩ‬ ‫ﺒﻨﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻭ‬ ، ‫ﺍﻟـﺼﺤﻴﺢ‬ ‫ﺍﻟﻜﺘـﺎﺒﻲ‬ ‫ﻭﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻭﺍﻟﻤﻘﺭﻭﺀ‬ ‫ﺍﻟﻤﺴﻤﻭﻉ‬ ‫ﺍﻟﻨﺹ‬ ‫ﺍﺴﺘﻴﻌﺎﺏ‬ ‫ﻭ‬ ، ‫ﺘﻘﻨﻴـﺔ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭ‬ ، ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ‫ﻟ‬ ‫ﺍﻟـﻀﻌﻴﻔﺔ‬ ‫ﻭﺍﻟﻤﻌﺭﻓﺔ‬ ، ‫ﺍﻟﻨﻤـﻭ‬ ‫ﺨـﺼﺎﺌﺹ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﻭ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻭ‬ ، ‫ﻓـﻲ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻭ‬ ، ‫ﺍﻟﺩﺭﺍﺴـﻴﺔ‬ ‫ﺍﻟﻤﻨـﺎﻫﺞ‬ ‫ﻭﺘﻘﻭﻴﻤﻬﺎ‬ . ١ . ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ٢ . ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺴﻌﻭﺩﻱ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ . ٣ . ‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻤﻤﻠﻜـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﻴﻤﻲ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻤﻘﺎﺼﺩ‬ ‫ﺃﻫﻡ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﺨﻠﺹ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ . ٤ . ‫ﻭﺜﻴ‬ ‫ﻤﺒﺎﺩﺉ‬ ‫ﺃﺒﺭﺯ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺴﻴﺎﺴﺔ‬ ‫ﻘﺔ‬ . ٥ . ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﺃﻫﻡ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ ) ٢٠٣٠ .( ٦ . ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻤﻴﺜﺎﻕ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ٧ . ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ . ٨ . ‫ﺍﻟ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﻘﺎﺭﻥ‬ ‫ﺃﻥ‬ ‫ﻤﻬﻨﻴﺔ‬ . ٩ . ‫ﺍﻟﻤﺴﺘﺩﺍﻡ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﻜﺎﺘﺠﺎﻩ‬ ‫ﺍﻟﺘﺄﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ١٠ . ‫ﺍﻷﻤﻭﺭ‬ ‫ﺃﻭﻟﻴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺘﻔﺎﻋل‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻋﻥ‬ ‫ﻓﻜﺭﺓ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ . ١١ . ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻤﺠﺘﻤﻌـﺎﺕ‬ ‫ﻤـﻊ‬ ‫ﺍﻟﺘﻔﺎﻋـل‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺩﻭﺭ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺤﺩﺩ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ . ١٢ . ‫ﺍﻟﺸ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‬ ‫ﺭﺍﻜﺔ‬ . ١٣ . ‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺘﺤﻠﻴل‬ ‫ﻁﺭﻕ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ . ١٤ . ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺤﺩﺩ‬ ‫ﺃﻥ‬ . ١٥ . ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻓﺌﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ١٦ . ‫ﺍﻟﺼﻑ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻁﺭﻕ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺃﻥ‬ . ١٧ . ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﻭﻀﺢ‬ ‫ﺃﻥ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺒﻴﺎﺠﻴﻪ‬ . ١٨ . ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ١٩ . ‫ﻟﻠﻤﻨﻬﺞ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ٢٠ . ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺘﺎﺒﻊ‬ ‫ﺍﻟﻤﺩﻯ‬ ‫ﻤﺼﻔﻭﻓﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺤﺩﺩ‬ ‫ﺃﻨﺕ‬ . ٢١ . ‫ﺘﻌﺩ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺨﻁﻁ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺩ‬ . ٢٢ . ‫ﺍﻟﻨﺸﻁ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ‬ ‫ﺃﻥ‬ . ٢٣ . ‫ﻭﺍﻹﺒﺩﺍﻋﻲ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻌﺭﻑ‬ ‫ﺃﻥ‬ . ٢٤ . ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﺔ‬ ‫ﺘﺘﻭﺼل‬ ‫ﺃﻥ‬ . ‫ﻋﺒﺩﺍﷲ‬ ‫ﺴﻌﻴﺩ‬ ‫ﺒﺎﻟﺒﻴﺩ،‬ ). ٢٠١٩ .( ‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﺽ‬ ، : ‫ﻓﻬـﺩ‬ ‫ﺍﻟﻤﻠـﻙ‬ ‫ﻤﻜﺘﺒﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ . ‫ﻋﺒﺩﺍﷲ‬ ‫ﺴﻌﻴﺩ‬ ‫ﺒﺎﻟﺒﻴﺩ،‬ ). ٢٠١٦ .( ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻘﺴﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ، ‫ﺍﻟﺭﻴﺎﺽ‬ : ‫ﻓﻬ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻤﻜﺘﺒﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺩ‬ . ‫ﻋﺒﺩﺍﷲ‬ ‫ﺴﻌﻴﺩ‬ ‫ﺒﺎﻟﺒﻴﺩ،‬ ). ٢٠١٩ .( ‫ﺍﻟﺤﻤﻴﺩ‬ ‫ﻋﺒﺩ‬ ‫ﻜﻤﺎل‬ ‫ﺯﻴﺘﻭﻥ،‬ ) . ٢٠٠٤ .( ‫ﺍﻟﻤﻌـﺎﻴﻴﺭ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺘﻀﻤﻨﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻨﻘﺩﻱ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻤﺼﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻘﻭﻤﻴﺔ‬ . ‫ﻋﺸﺭ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﺘﻤﺭ‬ ، ١ ، ١١٤ -١٤٢ ‫ﻋـﻴﻥ‬ ‫ﺠﺎﻤﻌـﺔ‬ ، ‫ﺸﻤﺱ‬ : ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﻟﻠﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﻤﻌﻴﺔ‬ . ‫ﺍﻟﻘﺎﻫﺭﺓ‬ . ‫ﻭﺍﻟﻤﻌﻠﻤﺎﺕ،‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﺽ‬ : ‫ﻓﻬـﺩ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻤﻜﺘﺒﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ . ‫ﺃﺤﻤﺩ‬ ‫ﻓﺘﻴﺤﺔ‬ ‫ﺒﻁﻴﺦ،‬ ) . ٢٠٠٥ .( ‫ﻭﺍﻟﻤﻔـﺎﻫﻴﻡ‬ ‫ﺍﻟﻤﻭﻀـﻭﻋﺎﺕ‬ ‫ﻟـﺒﻌﺽ‬ ‫ﻤﻘﺘﺭﺤﺔ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺃﺜﺭ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ) ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ( ‫ﺍﻟ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻌﺎﻟﻤﻴـﺔ‬ NCTM ‫ﺸـﻌﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺠﺎﻨﺒﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ،‬ ‫ﻭﻁـﺭﻕ‬ ‫ﻟﻠﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﻤﻌﻴﺔ‬ ) ٢ ( ، ٤٦٦ -٤٣٦ . ‫ﺍﻟﺠﻤﻌﻴـﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﻟﻠﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ : ‫ﺍﻟﻘﺎﻫﺭﺓ‬ . ‫ﺴﺎﻟﻡ‬ ‫ﺠﻤﻌﺔ‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﻓﺎﺭﺱ،‬ ‫ﺒﻨﻲ‬ ) . ٢٠١٣ .( ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺒﺎﻟﻤﺭﺤﻠـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ . ‫ﺍﻟﺘﺭﺒﻭﻴﺔ،‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺠﻠﺔ‬ ) ١٨ ( ، ٢٧٥ -٣٢٥ . ‫ﺠﺎﻤﻌـﺔ‬ ‫ﻁﻴﺒﺔ‬ : ‫ﺍﻟﻤﻨﻭﺭﺓ‬ ‫ﺍﻟﻤﺩﻴﻨﺔ‬ . ‫ﺤﺴﻴﻥ‬ ‫ﺤﺴﻥ‬ ‫ﺍﻟﺒﻴﻼﻭﻱ،‬ ) . ۲۰۰۸ .( ‫ﻭﻤﻌـﺎﻴﻴﺭ‬ ‫ﺍﻟﺘﻤﻴـﺯ‬ ‫ﻤﺅﺸـﺭﺍﺕ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺸﺎﻤﻠﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ : ‫ﻭﺍﻟﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﺍﻷﺴﺱ‬ . ‫ﻤﺼﺭ‬ : ‫ﻭﺍﻟﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ -‫ﻟﻠﺒﺤـﻭﺙ‬ ‫ﺍﻟﻘـﻭﻤﻲ‬ ‫ﺍﻟﻤﺭﻜـﺯ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ . ‫ﺇﻴﻨﺎﺱ‬ ‫ﺠﺎﺩ،‬ ) . ٢٠٠٣ .( ‫ﺍﻟﺘﺩﺭﻴﺴﻲ‬ ‫ﻷﺩﺍﺌﻪ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺘﻘﻭﻴﻡ‬ . ‫ﺍﻟﺘﺭﺒﻴـﺔ،‬ ‫ﻜﻠﻴـﺔ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ،‬ ‫ﺭﺴﺎﻟﺔ‬ ‫ﺩﻤﻴﺎﻁ‬ . ‫ﻤﺤﻤﺩ‬ ‫ﻴﻭﻨﺱ‬ ‫ﺒﺴﺎﻡ‬ ‫ﺠﺭﺠﻴﺱ،‬ ) . ٢٠١٣ .( ‫ﺍﻟﻭﻁﻨﻴـﺔ‬ ‫ﺒﺎﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﺯﺭﻗﺎﺀ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﺯﺍﻡ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ . ‫ﺍ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻭﺍﻟﻨﻔـﺴﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻻﺴﻼﻤﻴﺔ‬ ‫ﻟﺠﺎﻤﻌﺔ‬ ٢١ ) ١ ( ، ٥٣٥ -٥٦٥ . ‫ﺍﻻﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ : ‫ﺍﻟﻤﻨﻭﺭﺓ‬ ‫ﺍﻟﻤﺩﻴﻨﺔ‬ . ‫ﺍﻟﺼﻔﻲ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﻨﻰ‬ ‫ﺍﻟﺠﺯﺍﺭ،‬ ) . ٢٠١١ .( ‫ﻤﻌـﺎﻴﻴﺭ‬ ‫ﻀـﻭﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺍﺤﺘﺭﺍﻑ‬ . ‫ﺜﻭﺭﺓ‬ ‫ﻟﻤﺅﺘﻤﺭ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻭﺭﻗﺔ‬ ٢٥ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﻭﻤﺴﺘﻘﺒل‬ ‫ﻴﻨﺎﻴﺭ‬ ‫ﻤﺼﺭ‬ ، ٣١١ -٣٢ . ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻬﺩ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ،‬ ‫ﺠﺎﻤﻌﺔ‬ . ‫ﻭﺍﺜﻕ‬ ‫ﺤﺜﻨﺎﻭﻱ،‬ ) ٢٠٠٩ .( ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻴﻴﻥ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ‬ ‫ﺩﻭﺭ‬ ‫ﻭﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﻨﺎﻋﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ . ‫ﻤﺎﺠـﺴﺘﻴﺭ،‬ ‫ﺭﺴـﺎﻟﺔ‬ ‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﺒﻨﺎﺒﻠﺱ،‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺠﺎﻤﻌﺔ‬ . ‫ﻋ‬ ‫ﺒﻜﺭ،‬ ‫ﻭﺃﺒﻭ‬ ‫ﺴﻠﻤﺎﻥ،‬ ‫ﺯﻴﺩﺍﻥ،‬ ‫ﺒﺩﺍﻟﻭﻟﻲ‬ ). ٢٠١٦ .( ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻌـﺎﺕ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻀﻭﺀ‬ ‫ﻋﻤﺎﻥ‬ ، : ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻤﺭﻜﺯ‬ . ‫ﺍﻟﺴﺤﺕ،‬ ‫ﺤﺴﻴﻥ‬ ‫ﺃﻤﻴﺭﺓ‬ ‫ﻭﺃﺤﻤﺩ،‬ ‫ﺃﺤﻤﺩ،‬ ‫ﺯﻜﺭﻴﺎ‬ ) . ٢٠١٦ .( ‫ﻤﻌﻠﻤـﻲ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻟﺘﻁـﻭﻴﺭ‬ ‫ﻤﻘﺘـﺭﺡ‬ ‫ﺘـﺼﻭﺭ‬ ‫ﻟﺩﻴ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﺴﺌﻭﻟﻴﺔ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻬﻡ‬ . ‫ﻤﺠﻠـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ، ) ١٧ ( ، ٢٧٥ -٣٠٢ . ‫ﺘﺒﻭﻙ‬ ‫ﺠﺎﻤﻌﺔ‬ : ‫ﺘﺒﻭﻙ‬ . ‫ﺯﻴﻨﺏ‬ ‫ﺍﻟﻨﺠﺎﺭ،‬ ‫ﺤﺴﻥ،‬ ‫ﺸﺤﺎﺘﻪ،‬ ) . ٢٠٠٣ ‫ﻡ‬ .( . ‫ﺍﻟﻘﺎﻫﺭﺓ‬ : ‫ﺍﻟـﺩﺍﺭ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﻤﻌﺠﻡ‬ ‫ﺍﻟﻠﺒﻨﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ . ‫ﺃﺤﻤﺩ‬ ‫ﻋﻭﺽ‬ ‫ﺍﻟﺸﻤﺭﺍﻨﻲ،‬ ). ٢٠١٩ .( ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺭﺨﺼﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ،‬ ‫ﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﺽ‬ : ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﻓﻬﺩ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻤﻜﺘﺒﺔ‬ . ‫ﻤﺎﻟﻙ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺴﻌﻴﺩ،‬ ‫ﺃﺤﻤﺩ،‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﺸﻭﻕ،‬ ). ۲۰۰۱ .( ‫ﺍﺨﺘﻴﺎﺭﻩ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻌﻠﻡ‬ -‫ﺇﻋﺩﺍﺩﻩ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺘﻭﺠﻴﻬﺎﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻨﻤﻴﺘﻪ‬ . ‫ﺍﻟﻘﺎﻫﺭﺓ‬ : ‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﻔﻜﺭ‬ ‫ﺩﺍﺭ‬ . ‫ﺴﻠﻁﺎﻥ‬ ‫ﺇﺩﺭﻴﺱ‬ ‫ﺼﺎﻟﺢ،‬ ) . ٢٠١٥ .( ‫ﺍﻟ‬ ‫ﻭﺤﺭﻜﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺍﻟﻭﺍﻗـﻊ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺍﻟﻤﺄﻤﻭل‬ . ‫‪‬ﺎﻥ‬ ‫ﻋﻤ‬ : ‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺩﺍﺭ‬ . ‫ﺼﺒﺭﻱ،‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﻤﺤﺏ‬ ‫ﺍﻟﺭﺍﻓﻌﻲ،‬ ‫ﺇﺴﻤﺎﻋﻴل،‬ ‫ﻤﺎﻫﺭ‬ ) . ٢٠٠٨ .( . ‫ﻭﺇﺠﺭﺍﺀﺍﺘـﻪ‬ ‫ﺃﺴـﺴﻪ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻤﺼﺭ‬ ‫ﺒﻨﻬﺎ،‬ : ‫ﺍﻟﺠﺎﻤﻌﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺴﻠﺴﻠﺔ‬ . ‫ﻋﺒﺩ‬ ‫ﻤﺤﺴﻥ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﻬﺎ‬ ‫ﺍﻟﻌﻠﻴﻡ،‬ ) . ٢٠١٦ " .( ‫ﻭﻤﺘﻁﻠﺒﺎﺘﻪ‬ ‫ﻤﻭﺍﺼﻔﺎﺘﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻴﻴﻡ‬ " ‫ﻋﻤـل‬ ‫ﻭﺭﻗـﺔ‬ ‫ﺒﻌﻨﻭﺍﻥ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻨﺩﻭﺓ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﺸﺎﺭﻜﺔ‬ " ‫ﺍﻟﻤﻴـﺯﺍﻥ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ " ، ٢ -٦ . ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺠﻤﻌﻴﺔ‬ ‫ﺸﻤﺱ،‬ ‫ﻋﻴﻥ‬ ‫ﺠﺎﻤﻌﺔ‬ . ‫ﻋﺒﻴﺩ،‬ ‫ﻭﻟﻴﻡ‬ ) . ٢٠٠٤ .( ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺭﺠﻌﻴﺔ‬ ‫ﻋﻼﻤﺎﺕ‬ . ‫ﻟﻠﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﻤﻌﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ، ) ٢ ( ، ٨٠٥ -٧٩٨ . ‫ﻋﻴﻥ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺸﻤﺱ‬ : ‫ﻭﻁﺭﻕ‬ ‫ﻟﻠﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﻤﻌﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ . ‫ﺴﻬ‬ ‫ﻋﺒﻴﺩﺍﺕ،‬ ‫ﻴ‬ ‫ل‬ ‫ﺃﺤﻤﺩ‬ ). ۲۰۰۷ .( ‫ﻭﺘﻨﻤﻴﺘﻬﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ . ‫ﺍﻻﺭﺩﻥ‬ ‫ﺍﺭﺒﺩ،‬ : ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻋﺎﻟﻡ‬ . ‫ﺍﻟﻌﺯﺍﻭﻱ،‬ ‫ﻋﺒﺩﺍﻟﻭﻫﺎﺏ‬ ‫ﻤﺤﻤﺩ‬ ) . ۲۰۰۰ .( ‫ﺍﻟﺸﺎﻤﻠﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﺍﺩﺍﺭﺓ‬ . ‫ﻋﻤﺎﻥ‬ ‫ﺍﻻﺭﺩﻥ،‬ : ‫ﺍﻟﻴﺎﺯﻭﺭﻱ‬ ‫ﺩﺍﺭ‬
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