Abstract:

With the advent of the twenty-first century and the attendant challenges, including the enormous scientific and technological developments, development and modernization in the means of care and development as well as the huge boom in ways to reduce disability. The educational problems of people with special needs had to be considered in more detail in light of the challenges of education. 
The special education has recently sought to train people with special needs to acquire the available skills according to their abilities and abilities according to the studied lines to develop their abilities in vocational and cultural education, preparation for public life and integration into society. It is agreed that the twenty-first century is a field of action in which Information and Communication Technologies (ICT) technologies are being used in the twenty-first century. The future of the world is the greatest challenge. Which should be given to the next generation to achieve the vision and goals of its society, the era requires prioritization and focus on the elements is required to be the twenty-first century is the century of scientific leadership. Global Knowledge, Knowledge Economy, ICT, Community Partnership, Science and Mathematics, Media, ICT and Skills. In recent years, contemporary societies have witnessed unprecedented attention to the care and education of children with special needs as a result of increasing awareness of the importance of this segment in society. 

   




  ‫ﻭ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻬﺎﺌﻠﺔ‬ ‫ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﺘﺤﺩﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺫﻟﻙ‬ ‫ﺼﺎﺤﺏ‬ ‫ﻭﻤﺎ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻪ‬ ‫ﻟ‬ ‫ﻼ‬ ‫ﻁ‬ ‫ﺇ‬ ‫ﻊ‬ ‫ﻤ‬ ‫ﺍ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﺇﻟﻲ‬ ‫ﹰ‬ ‫ﺤﺩﻴﺜﺎ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺴﻌﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻭﻗـﺩﺭﺍﺘﻬﻡ‬ ‫ﺇﻤﻜﺎﻨﻴﺎﺘﻬﻡ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻤﺘﺎﺤﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﻨﺩﻤﺎﺝ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﻟﻠﺤﻴﺎﺓ‬ ‫ﻭﺍﻹﻋﺩﺍﺩ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﺩﺭﻭﺴﺔ‬ ‫ﺨﻁﻭﻁ‬ ‫ﻭﻓﻕ‬ . ‫ﺘﻌﺘﻤ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﻟﻠﻌﻤل‬ ‫ﻤﻴﺩﺍﻨﺎ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻵﺭﺍﺀ‬ ‫ﺘﺘﻔﻕ‬ ‫ﻤـﻥ‬ ‫ﺘﻠـﻙ‬ ، ‫ﻭﺍﻻﺘـﺼﺎﻻﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺩ‬ ‫ﻗﻀﺎﻴﺎ‬ ‫ﻓﻅﻬﺭﺕ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺃﻤﺎﻡ‬ ‫ﺍﻷﻜﺒﺭ‬ ‫ﺍﻟﺘﺤﺩﻱ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺒﻤﻘﻭﻤﺎﺕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻭﺃﺼﺒﺢ‬ ، ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺍﻟﻭﺍﺠﺏ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺒﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻠﺘﻨﺒﺅ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﻭﻀﻌﺕ‬ ‫ﺒﺩﻭﺭﻫﺎ‬ ‫ﻟﻴﺤﻘﻕ‬ ‫ﺍﻟﻘﺎﺩﻡ‬ ‫ﻟﻠﺠﻴل‬ ‫ﺇﻜﺴﺎﺒﻬﺎ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﻓﺎﻟﻌﺼﺭ‬ ، ‫ﻤﺠﺘﻤﻌﻪ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﺭﺅﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﺩﺓ‬ ‫ﻗﺭﻥ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻷﻥ‬ ‫ﻤﺘﻁﻠﺏ‬ ‫ﻫﻲ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺍﻷﻭﻟﻭﻴﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬ . ‫ﺍﻟـﺸﺭﺍﻜﺔ‬ ، ‫ﻭﺍﻻﺘـﺼﺎﻻﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻘﻨﻴﺔ‬ ، ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ، ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﻭﻋﻲ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ؛‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﻥ‬ ‫ﺭ‬ ‫ﻘ‬ ‫ﻠ‬ ‫ﻟ‬ ‫ﺔ‬ ‫ﻴ‬ ‫ﺴ‬ ‫ﺎ‬ ‫ﺴ‬ ‫ﻷ‬ ‫ﺍ‬ ‫ﺕ‬ ‫ﺎ‬ ‫ﻤ‬ ‫ﻭ‬ ‫ﻘ‬ ‫ﻤ‬ ‫ﻟ‬ ‫ﺍ‬ ‫ﻡ‬ ‫ﻫ‬ ‫ﺃ‬ ‫ﻥ‬ ‫ﻤ‬ ‫ﻭ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻻﺘﺼﺎﻻﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻘﻨﻴﺔ‬ ‫ﻭ‬ ‫ﺍﻹﻋﻼﻡ‬ ، ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ، ‫ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‬ . ‫ﺍﻟـﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻭﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻋﺎﻴﺔ‬ ‫ﻤﺴﺒﻭﻕ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻫﺘﻤﺎﻤﺎ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻟﺴﻨﻭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺕ‬ ‫ﺎ‬ ‫ﻌ‬ ‫ﻤ‬ ‫ﺘ‬ ‫ﺠ‬ ‫ﻤ‬ ‫ﻟ‬ ‫ﺍ‬ ‫ﺕ‬ ‫ﺩ‬ ‫ﻬ‬ ‫ﺸ‬ ‫ﺩ‬ ‫ﻗ‬ ‫ﻭ‬ 


						‫ﺍﳉﺎﻣﻌﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻳﺮ‬ ‫ﺗﻄﻮ‬ ‫ﳎﻠﺔ‬
		 	
			 		 
	 	 		
						 				
		‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺩﻴﺙ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻤﻥ‬ ‫ﻻﺒﺩ‬ ‫ﻜﺎﻥ‬	.	‫ﺍﻹﻋﺎﻗﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺩ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻬﺎﺌﻠﺔ‬ ‫ﺍﻟﻁﻔﺭﺓ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻲ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺤﺩﻴﺎﺕ‬ ‫ﻅل‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺘﻔﺼﻴﻼ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ .
						‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺸﺭﻴﺤﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ .	‫ﺍﻟﻭﻋﻲ‬ ‫ﻟﺯﻴﺎﺩﺓ‬ ‫ﻨﺘﻴﺠﺔ‬

‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺘﺤﺩﺩ‬ : : ‫ﻤﺎ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻤـﺩﺍﺭﺱ‬ ‫ﺍﻹﻨـﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺍﻟﺩﻗﻬﻠﻴﺔ؟‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬

  ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻱ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺴﻤﻊ‬ ‫ﻭﻀﻌﺎﻑ‬ ‫ﻟﻠﺼﻡ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ 


	‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻤﺫﻫﻼ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻴﺸﻬﺩ‬ ‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴـﺎ‬ ‫ﻓﻲ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﻨﺎﺤﻲ‬ ‫ﻜﺎﻓﺔ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺘﻭﺍﻜﺏ‬ ‫ﺃﻥ‬ ‫ﻴﺴﺘﺩﻋﻲ‬ ‫،ﻤﻤﺎ‬ ‫ﹰ‬ ‫ﻭﻋﻠﻤﻴـﺎ‬ ‫ﹰ‬ ‫ﻭﺘﺭﺒﻭﻴـﺎ‬ ‫ﹰ‬ ‫ﻤﻬﻨﻴﺎ‬ ‫ﻭﺘﺄﻫﻴﻠﻬﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺃﺩﺍﺘﻬﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﺼﺏ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻫﻡ‬ . ‫ﺸـﻬﺩ‬ ‫ﻜﻤـﺎ‬ ‫ﺘﺤﻭل‬ ‫ﺇﻟﻲ‬ ‫ﻭﺍﻟﻨﻅﺭﺓ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻨﻅﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﻯ‬ ‫ﻭﺍﺴﻊ‬ ‫ﻭﻟـﻴﺱ‬ ‫ﺍﻟﻌﻘل‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺒﺎﻟﺘﺭﻜﻴﺯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻟﺴﻤﻌﻴﺔ‬ ‫ﺍ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻟﺬﻭﻱ‬ ‫ﻳﻦ‬ ‫ﻟﻌﺸﺮ‬ ‫ﺍ‬ ‫ﻭ‬ ‫ﺍﳊﺎﺩﻱ‬ ‫ﻟﻘﺮﻥ‬ ‫ﺍ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ، ‫ﺍﻟﻜﻭﻨﻴـﺔ‬ ‫ﺇﻁـﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺘﻜﺎﻤﻠﻬﺎ‬ ‫ﻭ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻭﻋﻠﻲ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻋﻠـﻲ‬ ‫ﺨﺭﻴﺞ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻋﻠﻲ‬ ‫ﻴﻘﺘﺼﺭ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻫﺩﻑ‬ ‫ﻭﺃﺼﺒﺢ‬ ‫ﺇﻋـﺩﺍﺩ‬ ‫ﻋﻠﻲ‬ ‫ﻭﻟﻜﻥ‬ ، ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻭ‬ ‫ﺩﺭﺍﻴﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻋﻠﻲ‬ ‫ﻗﺎﺩﺭ‬ ‫ﺨﺭﻴﺞ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻨﺠﺎﺡ‬ ‫ﻨﺎﻓﺱ‬ . ‫ﻭﺍﻟﻌﻤـل‬ ‫ﺍﻟﻤـﺴﺘﻭﻱ‬ ‫ﻋﻠـﻲ‬ ‫ﻭﻟﻜﻥ‬ ‫ﻓﻘﻁ‬ ‫ﺍﻟﻘﻭﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻱ‬ ‫ﻋﻠﻲ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ . ) ‫ﻋﺎﺩل‬ ‫ﺩﻴﻨﺎ‬ ، ‫ﺼﺩﻗﻲ‬ ‫ﺴﺭﻴﺔ‬ : ٢٠٠٩ ، ٥٢٣ ( ‫ﺍﻟﻌﺩﻴـﺩ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺃﺼﺒﺤﺕ‬ ‫ﻤـﻥ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻔﺎﻭﺕ‬ ‫ﺍﻟﺘﺤﺩﻴﺎﺕ‬ . ‫ﺜـﻭﺭﺓ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﻌ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻭﺯﻴﺎﺩﺓ‬ ‫ﻭﺍﻻﺘﺼﺎﻻﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺭﻓـﺔ‬ ) ‫ﻧﻴﺔ‬ ‫ﻣﻴﺪﺍ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻭﺍﻟﻤـﺴﺘﻘﺒل‬ ‫ﻭﺍﻟﺤﺎﻀﺭ‬ ‫ﺍﻟﻤﺎﻀﻲ‬ ‫ﺍﻟﺜﻼﺜﺔ‬ ‫ﺍﻷﺯﻤﻨﺔ‬ ‫ﺘﺩﺍﺨل‬ ، ‫ﻭﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﺒﺈﻨﺘـﺎﺝ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬ ، ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺒﻔﻀل‬ ‫ﺍﻟﺤﺩﻭﺩ‬ ‫ﻋﺒﺭ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﺤﺭﻴﺭ‬ ‫ﻭ‬ ، ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻭﺍﻨﺘﻘﺎل‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﺤـﺩﻭﺩ‬ ‫ﻋﺒـﺭ‬ ‫ﻗﻴـﻭﺩ‬ ‫ﺒـﻼ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﻭﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻭ‬ ، ‫ﻭﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ‫ﻭﺍﻟﺴﻠﻊ‬ ‫ﻟﻠﻤﻨﺘﺠﺎﺕ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺘﺴﻭﻴﻕ‬ ‫ﻭﻋﻨﺎﺼﺭ‬ ‫ﻭﺍﻟﻤﻨﺘﺠﺎﺕ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻷﻤﻭﺍل‬ ‫ﺭﺅﻭﺱ‬ ‫ﺘﺤﺭﻙ‬ ‫ﻟﻠﻌﺎﻟﻤﻴﺔ‬ ‫ﻟﻠﻭﺼﻭل‬ ‫ﺍﻟﻌﻤل‬ . ‫ﺍﻟﻤﺘﻌـﺩﺩﺓ‬ ‫ﺍﻟﺜﻘﺎﻓﻴـﺔ‬ ‫ﻭﺍﻟﺘﺄﺜﻴﺭﺍﺕ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺒﻭﺴﺎﺌل‬ . ‫ﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺇﻥ‬ ، ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﻭﺍﻟﻁﺎﻟـﺏ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺒﺎﺸﺭ‬ ، ‫ﻤـﺴﺘﻨﺩ‬ ‫ﺍﻟﻤـﻨﻬﺞ‬ ‫ﻋﻠـﻰ‬ ‫ﺓ‬ ‫ﻟﻠﺼﻔﻭﻑ‬ ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ، ‫ﻻ‬ ‫ﺍﻷﺴـﻠﻭﺏ‬ ‫ﻭﻫﺫﺍ‬ ‫ﻴﺸﻬﺩ‬ ‫ﻓﻬﻭ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﻭﺍﻻﻓﺘﺭﺍﻀـﻴﺔ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻨﺤﻭ‬ ‫ﻤﻬﻤﺔ‬ ‫ﺘﺤﻭﻻﺕ‬ ‫ﺍﻹﻤﻜﺎﻨـﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴـﺎ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﺍﻋﺘﻤﺎﺩﺍ‬ ‫ﺍﻟﻬﺎﺌﻠﺔ‬ ، ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺤـﺼﻭل‬ ‫ﻓﻲ‬ ‫ﻟﻴﺴﺕ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻭﺃﺼﺒﺤﺕ‬ ‫ﺍﻟﻤﻌﻠﻭ‬ ‫ﺍﻟﻜـﻡ‬ ‫ﻫـﺫﺍ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻭﺇﻨﻤﺎ‬ ‫ﻤﺔ‬ ‫ﺘﺨـﺩﻡ‬ ‫ﻤﻌـﺎﺭﻑ‬ ‫ﺇﻟـﻰ‬ ‫ﻭﺘﺤﻭﻴﻠـﻪ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺒﻴﺭ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ، ‫ﺍﻟﺒﻠـﺩﺍﻥ‬ ‫ﺒﻌـﺽ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺠﺎﺭﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻭﻻﺕ‬ ‫ﺇﻥ‬ ‫ﻋﻠـﻰ‬ ‫ﺘﺭﻜـﺯ‬ ‫ﻤـﺎ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻲ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺍﻟﺤﺎﺴﺏ‬ ‫ﻭﺘـﺩﺭﻴﺏ‬ ‫ﻭﺍﻟﻤﻨـﺎﻫﺞ‬ ‫ﺔ‬ ‫ﺍﻟﺠﺩﻴـﺩﺓ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻫﺫﻩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ) . ‫ﻜـﺎﻅﻡ‬ ، ‫ﻤﺎﺯﻥ‬ ٢٠٠٧ ، ١٨ ( ‫ﺍﻟﺨـﺼﺎﺌﺹ‬ ‫ﻤـﻊ‬ ‫ﻴﺘﻌﺎﻤـل‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺇﻥ‬ ‫ﺍﻟﻁﺒﻴﻌـﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻌﺎﻟﻲ‬ ‫ﺴﺒﺤﺎﻨﻪ‬ ‫ﺍﻟﺨﺎﻟﻕ‬ ‫ﺃﻭﺠﺩﻫﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺒﻴﺌـﺔ‬ ‫ﺘﺤﺩﺜﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻭﻴﺘﻌﺎﻤل‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﺴﻤﺎﺕ‬ ‫ﻭﻨﻤﻭ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﻻ‬ ‫ﺃﻓـﺭﺍﺩ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻵﺨﺭﻴﻥ،‬ ‫ﻤﻊ‬ ‫ﻋﻼﻗﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻓﻬﻡ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ، ‫ﻤﻤﺎﺭﺴﺘﻬﺎ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻴﺴﺘﻁﻴﻌﻭﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﺭﻋﺎﻴـﺔ‬ ‫ﻤـﻥ‬ ‫ﻨﻭﻋﺎ‬ ‫ﻴﺘﻠﻘﻭﺍ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻲ‬ ‫ﻴﺤﺘﺎﺠﻭﻥ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻨﺎﺴﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻟﺩﻴﻬﻡ‬ ) . parliament by secretary of state for education and skills,2003,15 ( ‫ﻵﺨﺭ‬ ‫ﻓﺭﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻭﺭﻏﻡ‬ ‫ﻏﻴﺭ‬ ‫ﺃﻭ‬ ‫ﻤﺒﺎﺸﺭ‬ ‫ﺒﺸﻜل‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﺤﻘﻴﻘﺔ‬ ‫ﺇﻨﻜﺎﺭ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻻ‬ ‫ﻴﻤﻜـﻥ‬ ‫ﻭﺍﻻﺨـﺘﻼﻑ‬ ‫ﻭﺍﻟﺘﺒﺎﻴﻥ‬ ، ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺒﺎﺸﺭ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺨﻔﺎﻕ‬ ‫ﻤﻨﻪ‬ ‫ﻴﻅﻬﺭ‬ ‫ﺍﻟﺫﻱ‬ ، ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻤﻼﺤﻅﺘﻪ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺍﻟﻨﺠﺎﺡ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻨـﺸﻁﺔ‬ ‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﻭﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ . ‫ﺍﻟـﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻋﻨـﺩ‬ ‫ﺍﻟﺴﻤﻌﻲ‬ ‫ﺍﻟﺠﻬﺎﺯ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺃﻥ‬ ‫ﺩﻭﻥ‬ ‫ﺘﺤﻭل‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻫﻲ‬ ‫ﺃﻭ‬ ‫ﺒﻭﻅﺎﺌﻔﻪ،‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺴـﻤﺎﻉ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺘﻘﻠل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻹﻋﺎﻗﺔ‬ ‫ﻭﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﺍﻷﺼﻭﺍﺕ‬ ‫ﺸﺩﺘﻬﺎ‬ ‫ﻀﻌﻑ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻴﻨﺘﺞ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﺒﺴﻴﻁﺔ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺴ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻌﻲ‬ ‫ﺼﻤﻡ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻴﻨﺘﺞ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺠﺩﺍ‬ ‫ﺍﻟﺸﺩﻴﺩﺓ‬ . ‫ﻋﻠـﻰ‬ ‫ﺘـﺅﺜﺭ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺃﻥ‬ ‫ﻴﺒﺩﻭ‬ ‫ﻭﻻ‬ ‫ﺫﻜـﺎﺀ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﺘﺸﻴﺭ‬ ‫ﺤﻴﺙ‬ ، ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﻜﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﺍﻟﻘﺎﺒﻠﻴﺔ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻓﻬﻡ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﺫﻜﺎﺀ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻥ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﻻ‬ ‫ﺍﻟﺘﺠﺭ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻴﺩﻱ‬ ) . Fisher. S, taylor: 2003 , 4 (     ‫ﺍﻫﺘﻤﺎﻤﻬـﺎ‬ ‫ﻭﺍﻹﻗﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻤﺎﺕ‬ ‫ﺘﺭﻜﺯ‬ ‫ﻤـﻊ‬ ‫ﻟﻠﺘﻌﺎﻤـل‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻓـﻲ‬ ‫ﻭﺇﺩﻤﺎﺠﻬـﺎ‬ ، ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ . ‫ﺫﻭﻱ‬ ‫ﺘﻌﻠـﻴﻡ‬ ‫ﻭﻴﻤﺜل‬ ‫ﺍﻟﺴﻤﻌﻴ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺒﺎﻟﺩﺭﺠـﺔ‬ ‫ﺇﻨـﺴﺎﻨﻴﺔ‬ ‫ﻗﻀﻴﺔ‬ ‫ﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻨﺴﻴﺞ‬ ‫ﻤﻥ‬ ‫ﺠﺯﺀ‬ ‫ﻓﻬﻡ‬ ‫ﺍﻷﻭﻟﻰ‬ . ‫ﺫﻟـﻙ‬ ‫ﻀـﻭﺀ‬ ‫ﻭﻓﻰ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺭﺌﻴﺴﻲ‬ ‫ﺍﻟﺘﺴﺎﺅل‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬ ‫ﺍﻷﺴـﺌﻠﺔ‬ ‫ﻤـﻥ‬ ‫ﻋـﺩﺩ‬ ‫ﺍﻟـﺭﺌﻴﺱ‬ ‫ﺍﻟﺘﺴﺎﺅل‬ ‫ﻭﻫﻲ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﻋﺩﺓ‬ ‫ﺤﻭﻟﻬﺎ‬ ‫ﺘﺩﻭﺭ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ : ١ -‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻟﻔﻜـﺭﻱ‬ ‫ﺍﻹﻁـﺎﺭ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ؟‬ ‫ﺍﻟﻤﻘﻭﻤﺎﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ٢ -‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﺴﺱ‬ ‫ﻤﺎ‬ ‫؟‬ ‫ﺍﻟﺩﻭل‬ ‫ﺒﻌﺽ‬ ‫ﻭ‬ ‫ﻤﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻴﻤﻬﻡ‬ ‫ﻭﻨﻅﺎﻡ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﳏﻤﻮﺩ‬ ‫ﻓﺘﺤﻲ‬ ‫ﳒﻼﺀ‬ ٣ -‫ﺘﺤ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﻤﺎ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻘﻴﻕ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ‬ ‫ﻓﻲ‬ ‫؟‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﻪ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ٤ -‫ﺘﻨﻤﻴـﺔ‬ ‫ﻤﺘﻁﻠﺒـﺎﺕ‬ ‫ﻟﺘـﻭﻓﻴﺭ‬ ‫ﻭﺍﻟﺘﻭﺼـﻴﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﺎ‬ ‫ﺫﻭﻱ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻤﺤﺎﻓﻅـﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺍﻟـﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺍﻟﺩﻗﻬﻠﻴﺔ؟‬      ‫ﻤﻘﺘـﺭﺡ‬ ‫ﺘـﺼﻭﺭ‬ ‫ﻭﻀﻊ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻤـﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻤـﻥ‬ ‫ﻭﺫﻟـﻙ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺨﻼل‬ : ١ -‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﻟﻠﻘﺭﻥ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻤﻘﻭﻤﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ . ٢ -‫ﻟﻺ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻓﻲ‬ ‫ﻨﺴﺎﻥ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺨـﺼﺎﺌﺹ‬ ‫ﺍﻟﻤﻔﻬـﻭﻡ‬ ‫ﺤﻴـﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ‬ . ٣ -‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﺴﺱ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻭﻗﻭﻑ‬ ‫ﻭ‬ ‫ﺍﻷﻫـﺩﺍﻑ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺩﻭل‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ . ٤ -‫ﺘﺤﻘﻴـﻕ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﻪ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻌﺸﺭ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻓـﻲ‬ ‫ﻴﻥ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ . ٥ -‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﻭﻀﻊ‬ ‫ﺫﻭﻱ‬ ‫ﻤـﺩﺍﺭﺱ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺒﻤﺤﺎﻓﻅـﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴـﺔ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺍﻟﺩﻗﻬﻠﻴﺔ‬ .     ‫ﺍﻟﻤﻘﻭﻤـﺎﺕ‬ ‫ﺘﻐﻴﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﺭﺠﻊ‬ ‫ﺴﺎﺩﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺠﺩﻴـﺩﺓ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻭﻅﻬﻭﺭ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻔﺌـﺎﺕ‬ ‫ﺍﻻﻫﺘﻤـﺎﻡ‬ ‫ﻭﺘﺯﺍﻴﺩ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻨﻅﻡ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺘﻠﺒﻲ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻭ‬ ‫ﻤﻬﻤﺸﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟـﻨﻅﻡ‬ ‫ﺘﻁـﻭﻴﺭ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﺭﻏﺒﺔ‬ ‫ﺃﻋﺩﺍﺩﻫﻡ‬ ‫ﻭﺘﺯﺍﻴﺩ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺠﻭﻫﺭﻫﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻷﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻹﻨﺴﺎﻥ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺇﻟﻲ‬ .     ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺘﻘﺘﻀﻲ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﺍﻟﺒﺤﺙ،‬ ‫ﻷﻫﺩﺍﻑ‬ ‫ﻟﻤﻼﺀﻤﺘﻪ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻋﻠـﻲ‬ ‫ﺍﻟﺩﺍﻟﺔ‬ ‫ﻟﻠﻤﻅﺎﻫﺭ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻋﻤل‬ ‫ﻤﻊ‬ ، ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺤﻘﻴﻕ‬ .     ‫ﺍ‬ ‫ﺍﻋﺘﻤﺩﺕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺩﺭﺍﺴﺔ‬ : -‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﺤﻭل‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﺴﺘﺒﺎﻨﻪ‬ ‫ﻓـﻲ‬ ‫ﺘﻨﻤﻴﺘﻬـﺎ‬ ‫ﻭ‬ ‫ﺘﺤﻘﻴﻘﻬـﺎ‬ ‫ﻭﺁﻟﻴﺎﺕ‬ ‫ﻭﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﺼﻤﻴﻡ‬ .     ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ : ١ -‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻵﺭﺍﺀ‬ ‫ﺘﺘﻔﻕ‬ ‫ﻋﻠـﻰ‬ ‫ﺘﻌﺘﻤـﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﻟﻠﻌﻤل‬ ‫ﻤﻴﺩﺍﻨﺎ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺘﻠﻙ‬ ، ‫ﻭﺍﻻﺘﺼﺎﻻﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤـﺴﺘﻘﺒل‬ ‫ﺒﻤﻘﻭﻤﺎﺕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻭﺃﺼﺒﺢ‬ ، ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﻗـﻀ‬ ‫ﻓﻅﻬـﺭﺕ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺃﻤﺎﻡ‬ ‫ﺍﻷﻜﺒﺭ‬ ‫ﺍﻟﺘﺤﺩﻱ‬ ‫ﻫﻭ‬ ‫ﺎﻴﺎ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﺒﻤﻬـﺎﺭﺍﺕ‬ ‫ﻟﻠﺘﻨﺒﺅ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﻭﻀﻌﺕ‬ ‫ﺒﺩﻭﺭﻫﺎ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻭﺍﺠﺏ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺍﻟﻘـﺎﺩﻡ‬ ‫ﻟﻠﺠﻴل‬ ‫ﺇﻜﺴﺎﺒﻬﺎ‬ ‫ﺘﺭﺘﻴـﺏ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﻓﺎﻟﻌﺼﺭ‬ ، ‫ﻤﺠﺘﻤﻌﻪ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻟﻴﺤﻘﻕ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻷﻥ‬ ‫ﻤﺘﻁﻠﺏ‬ ‫ﻫﻲ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺍﻷﻭﻟﻭﻴﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﺩﺓ‬ ‫ﻗﺭﻥ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ . ) ‫ﺒﺘﺭﺠﻲ،‬ ‫ﻋﺎﺩل‬ ٢٠١٣ ، ٨ ( ٢ -‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ : ‫ﺍﻟﻨﻅﺭ‬ ‫ﻭﺠﻬﺎﺕ‬ ‫ﺘﻌﺩﺩﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻟﺤﺩﺍﺜﺔ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻨﺎﻭﻟﺘﻪ‬ ‫ﺍﻟﺘﻲ‬ " ‫ﻴﺘﻘﻨﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ،‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ،‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ،‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻟﻠﻨﺠﺎﺡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤـﺯﻴﺞ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﻜﻭﻨﺔ‬ ‫ﻭﺍﻟﺤﻴﺎﺓ‬ ‫ﻟﺴﻤﻌﻴﺔ‬ ‫ﺍ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻟﺬﻭﻱ‬ ‫ﻳﻦ‬ ‫ﻟﻌﺸﺮ‬ ‫ﺍ‬ ‫ﻭ‬ ‫ﺍﳊﺎﺩﻱ‬ ‫ﻟﻘﺮﻥ‬ ‫ﺍ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ) ‫ﻧﻴﺔ‬ ‫ﻣﻴﺪﺍ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ،‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻌﺎﺭﻑ‬ . ‫ﻭﺘﺼﻨﻑ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ؛‬ ‫ﺜﻼﺙ‬ ‫ﺇﻟﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺜﺎﻨﻴـﺔ‬ ، ‫ﻭﺍﻟﻤﻬﻨﻴـﺔ‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺸﻤل‬ ‫ﺍﻷﻭﻟﻲ‬ ‫ﺍﻟﻭ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺜﺎﻟﺜﺔ‬ ، ‫ﻭﺍﻻﺒﺘﻜﺎﺭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺴـﺎﺌﻁ‬ ‫ﻭﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ " ) ‫ﻤﺭﻜـﺎﺯﻱ‬ ‫ﻓﺎل‬ ‫ﺃﺤﻤﺩ‬ ، ٢٠١١ ، ١٦ ( ‫ﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻌﺩ‬ ‫ﻤﺠﻤﻭ‬ ‫ﻓـﻲ‬ ‫ﺘﻘﺩﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻤﻥ‬ ‫ﻋﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺜﻼﺙ‬ ‫ﻓﻲ‬ ) ، ‫ﻤﻬﻨﻴـﺔ‬ ‫ﺤﻴﺎﺘﻴـﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻭﺍﺼـل‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ، ‫ﻭﺍﻻﺒﺘﻜﺎﺭﻱ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ‬ .( ٣ -‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ : -‫ﺩ‬ ‫ﺘﺤﻭل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻟـﺴﻤﻌﻲ‬ ‫ﺍﻟﺠﻬﺎﺯ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺃﻥ‬ ‫ﻭﻥ‬ ‫ﺃﻭ‬ ‫ﺒﻭﻅﺎﺌﻔﻪ،‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻋﻨﺩ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺘﻘﻠل‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻹﻋﺎﻗﺔ‬ ‫ﻭﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﺍﻷﺼﻭﺍﺕ‬ ‫ﺴﻤﺎﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﻭﺍﻟﻤﺘﻭﺴـﻁﺔ‬ ‫ﺍﻟﺒﺴﻴﻁﺔ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺸﺩﺘﻬﺎ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺴﻤﻌﻲ‬ ‫ﻀﻌﻑ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻴﻨﺘﺞ‬ ‫ﺠـﺩﺍ‬ ‫ﺍﻟﺸﺩﻴﺩﺓ‬ ‫ﺼﻤﻡ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻴﻨﺘﺞ‬ ‫ﻭﺍﻟﺘﻲ‬ ) . " ‫ﻤﺠﻠـ‬ ‫ﺱ‬ ‫ﺍﻟﻌﻤـل‬ ‫ﻭﺯﺭﺍﺀ‬ ‫ﺍﻻ‬ ‫ﻭﺍﻟﺸﺌﻭﻥ‬ ‫ﻟـﺩﻭل‬ ‫ﺍﻟﺘﻌـﺎﻭﻥ‬ ‫ﻤﺠﻠـﺱ‬ ‫ﻟﺩﻭل‬ ‫ﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﺨﻠﻴﺞ‬ : ٢٠٠١ ، ٣٧ ( -‫ﺃﻜﺜﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺼل‬ ‫ﺴﻤﻌﻲ‬ ‫ﻓﻘﺩﺍﻥ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻫﻭ‬ ‫ﻤﻥ‬ ) ٧٠ (db ‫ﺩﻴﺴﺒﻴل‬ ‫ﻴﺤـﻭل‬ ‫ﻤﻤﺎ‬ ‫ﻤـﻥ‬ ‫ﺘﻤﻜﻨـﻪ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻨﺎﺠﺤﺔ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﺠﻬﺎﺯ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺤﺩﻩ‬ ‫ﺍﻟﺴﻤﻊ‬ ‫ﺒﺩﻭﻨﻬﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺴﻤﺎﻋﺎﺕ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫،ﺴﻭﺍﺀ‬ . ) ، ‫ﺍﻟﻘﺭﻨﻲ‬ ‫ﻓﺭﺍﺝ‬ ٢٠١٠ ، ١٢ (     ‫ﻓﻲ‬ ‫ﺍﺠﺭﺍﺀﺘﻬﺎ‬ ‫ﺘﻘﻊ‬ ‫ﺴﻭﻑ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ : -         ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﺩﺒﻴﺎﺕ‬ ‫ﺘﺠﻤﻴﻊ‬ ‫ﺘﺘﻨﺎ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻭﻀﻊ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭل‬ : -‫ﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ : ‫ﺍﻟﻤﻔﻬﻭﻡ‬ -‫ﺍﻷﻫﺩﺍﻑ‬ -‫ﺘﻔ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﻤﺴﺘﻭﻴﺎﺘﻪ‬ ‫ﻌﻴل‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺩﺍﺨل‬ . -‫ﺍﻟـﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ : ‫ﺍﻟﻤﻔﻬـﻭﻡ‬ -‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ -‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﻅﻡ‬ -‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﻭ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ .           ‫ﺃﺩﻭﺍﺕ‬ ‫ﺒﺘﻔﻌﻴـل‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺴﺘﻘﻭﻡ‬ ‫ﻭﺼﻴﺎﻏﺘﻬﺎ‬ ، ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺼﻭﺭﺘﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ . -‫ﻋﻠـﻲ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺴﺘﻘﻭﻡ‬ ، ‫ﺇﺤـﺼﺎﺌﻴﺎ‬ ‫ﻭﺘﺤﻠﻴﻬـﺎ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﺠﻤﻴﻊ‬ ، ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ .          ‫ﺘﺴﻔﺭ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻋﻠﻲ‬ ‫ﻋﻨﻪ‬ ‫ﻟﻤﺘﻁﻠﺒـﺎﺕ‬ ‫ﺘﺭﺒﻭﻱ‬ ‫ﺘﺼﻭﺭ‬ ‫ﺒﻭﻀﻊ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺴﺘﻘﻭﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤـ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺩﺍﺭﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﻗﻬﻠﻴﺔ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻔﻌﻴل‬ ‫ﺁﻟﻴﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺭﺘﻜﺯﺍﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻨﻁﻠﻘﺎﺕ‬ ‫ﺤﻴﺙ‬ .      -‫ﻤﺤﻭﺭﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺘﻨﺎﻭل‬ : -‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﺤﻭﺭ‬ : ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ : ‫ﺍﻟﻤﻔﻬﻭﻡ‬ -‫ﺍﻷﻫﺩﺍﻑ‬ -‫ﺘﻔﻌﻴـل‬ ‫ﻭ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﻤﺴﺘﻭﻴﺎ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺩﺍﺨل‬ ‫ﺘﻪ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ . -‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ : ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ : ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻁﺭﻕ‬ -‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ -‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﻨﻅـﻡ‬ -‫ﻓﻴﻬﻡ‬ ‫ﺍﻟﻤﺅﺜﺭﺓ‬ ‫ﻭﺍﻟﻌﻭﺍﻤل‬ .         ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻴﺸﻴﺭ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻷﺩﺒﻴـﺎﺕ‬ ‫ﻤﺭﺍﺠﻌـﺔ‬ ‫ﺘﻀﻤﻨﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻷﺒﺤﺎﺙ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﻤﺭﺍﺠﻌﺔ‬ ، ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻓﻬﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺒﺎﻟﺘﺤﻠﻴل‬ ‫ﺘﻨﺎﻭﻟﺕ‬ " ‫ﻭﺘﺘﻤﺜـل‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺤﻴﺎﺓ‬ ‫ﻀﺭﻭﺭﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ، ‫ﺍﻻﺘـﺼﺎل‬ ‫ﻭﺃﺩﻭﺍﺕ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺸﺒ‬ ‫ﻭﺘﻘﻭﻴﻤﻬـﺎ‬ ‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺇﻟـﻲ‬ ‫ﻭﺼﻭﻻ‬ ‫ﻜﺎﺕ‬ . ‫ﺍﻟﺒـﺼﺭﻴﺔ‬ ‫ﻭﺍﻟﺘﻘﻨﻴـﺔ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﻭﺘﺸﻤل‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ‬ ." ) ‫ﻭﺁﺨﺭﻭﻥ،‬ ‫ﺍﻟﻠﺒﺎﻥ‬ ‫ﺩﺭﻭﻴﺵ‬ ‫ﺸﺭﻴﻑ‬ ٢٠١٢ ، ٢٢ ( ‫ﳏﻤﻮﺩ‬ ‫ﻓﺘﺤﻲ‬ ‫ﳒﻼﺀ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﻘﻭل‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﻭﺍﻻﺒﺘﻜـﺎﺭ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﻭﺍﻻﺴـﺘﺨ‬ ، ‫ﻭﺍﻟﻌﻤـل‬ ‫ﻭﺍﻟﺤﻴﺎﺓ‬ ‫ﻟﻠﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺍﻷﻤﺜـل‬ ‫ﺩﺍﻡ‬ ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻭﺍﻟﻭﺴﺎﺌﻁ‬ ). ‫ﻋﻴﺩﻩ‬ ‫ﺭﻭﻀﺔ‬ ٢٠١١ ، ٣٢ (       ‫ﻓـﻲ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺘﻐﻴﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻁﺒﻴﻌﻲ‬ ‫ﻤﻥ‬ ‫ﻭﺘـﻀﺎﻋﻑ‬ ‫ﻤـﺴﺘﺠﺩﺍﺘﻪ‬ ‫ﺒﺘﻐﻴﺭ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺍﻟ‬ ‫ﺍﻹﺤﺎﻁﺔ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺘﺭﺘﺏ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﺘﻬﻴﺌـﺔ‬ ‫ﺒﻬـﺎ‬ ‫ﻜﺎﻤﻠﺔ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﻭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺍﻟﺘﻜﻨﻭﻟـﻭﺠﻲ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﺒﻔﻀل‬ ‫ﻟﻸﻓﻀل‬ ‫ﻭﺍﻟﻭﺼﻭل‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻋﺭﺽ‬ ‫ﻴﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬ ‫ﻭﺍﻟﺘﻘﻨﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ . ) Chatzara , k, karagiannidis,c,stamatis,d, 2010, p 166 ( ١ -‫ﺍﻟ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺘﺠﻭﻴﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻌﻤﻠﻴﺔ‬ : ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﺃﻫـﺩﺍﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺠـﻭﺩﺓ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻋﻠﻲ‬ ‫ﺤﺭﺼﻬﺎ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻋﻨﺎﺼـﺭ‬ ‫ﺒﺠـﻭﺩﺓ‬ ‫ﺍﻫﺘﻤﺎﻤﻬﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻓﻤﻨﺎﻫﺞ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴـﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺒﻴﻨﻬﺎ‬ ‫ﺍﻟﺘﺭﺍﺒﻁ‬ ‫ﺘﺤﻘﻕ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﻤﺼﺎﻏﺔ‬ ‫ﺍﻟﻤﺠﺘ‬ ‫ﻭﺍﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺃﺴـﻠﻭﺏ‬ ‫ﺇﺘﺒـﺎﻉ‬ ‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺨﺘﻼﻓﺎﺕ‬ ‫ﻟﻤﺭﺍﻋﺎﺓ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﻀﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻼﻤﺭﻜﺯﻴﺔ‬ ) . ‫ﺃﺤﻀﺭ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻓﻭﺯﻴﺔ‬ ٢٠٠٦ ، ٤٨٥ ( ٢ -‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ : ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﺴﻌﻲ‬ ‫ﺍﻟﻤـﺸﺎﺭﻜﺔ‬ ‫ﻭﻤﻨﻬـﺎ‬ ‫ﺠﺩﻴـﺩﺓ‬ ‫ﻗﻴﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﺇﻟﻲ‬ ‫ﻭﺍﻹ‬ ‫ﺍﻟﺭﻭﺤﻴﺔ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ، ‫ﻭﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺇﻟـﻲ‬ ‫ﺒﺎﻹﻀـﺎﻓﺔ‬ ، ‫ﻨﺴﺎﻨﻴﺔ‬ ‫ﻤـﻊ‬ ، ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻜﺎﻥ‬ ‫ﺃﻴﻥ‬ ‫ﺍﻵﺨﺭ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻗﻴﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ . ٣ -‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻟﺨﺩﻤﺔ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ : ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻟﺨﺩﻤـﺔ‬ ‫ﻭﺘﻭﻅﻴﻔﻬـﺎ‬ ‫ﺍﻟﺤﺩﻴﺜـﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟ‬ ‫ﻨـﺸﺭ‬ ‫ﻋﻠـﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻨﻬﺎ‬ ، ‫ﺸﺘﻲ‬ ‫ﺒﺼﻭﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻌﻤﻠﻴﺔ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﺼﻭﺭ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺎ‬ ‫ﻭﺍﻟﻭﺜﺎﺌﻕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﺎﺸﺭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻭﻤﻨﻬﺎ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﻭﺍﻟﻁـﻼﺏ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﺒﻁ‬ ‫ﻭﺍﻟﻤﻨﺯل‬ . ٤ -‫ﺍﻟﻌﻤل‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ : ‫ﻟﻠﻜ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺇﻜﺴﺎﺏ‬ ‫ﺇﻥ‬ ‫ﺒـﺸﻜل‬ ‫ﺘﺅﻫﻠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻔﺎﻴﺎﺕ‬ ‫ﺃﻫـﺩﺍﻑ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﺎﻡ‬ ‫ﻭﺇﺘﻘـﺎﻥ‬ ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ،‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﺍﻟﺨﺒـﺭﺍﺕ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﺩﺭﺴـﺔ‬ ‫ﺘﻌﻤـل‬ ‫ﺫﻟﻙ‬ ‫ﺇﻟﻲ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﺨﺘﻠﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻀﻤﺎﻥ‬ ‫ﻤﻊ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺔ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻹﺘﻘﺎﻥ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻓـﻲ‬ ‫ﻤﻨﻬـﺎ‬ ‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺫﻫﻥ‬ ‫ﻓﻲ‬ ‫ﺃﻁﻭل‬ ‫ﻤﺩﺓ‬ ‫ﺒﻘﺎﺌﻬﺎ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻤﻭﺍﻗﻑ‬ " ‫ﻴﻤﺎﺭﺴﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻬﻥ‬ " ‫ﺇﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺩﺍﺨﻠـﻪ‬ ‫ﻤـﻥ‬ ‫ﻭﺒﺩﺍﻓﻊ‬ ‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺒﻤﺠﻬﻭﺩﻩ‬ ‫ﺃﺘﻘﻨﻬﺎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﻠﻌﻤل‬ ) . ‫ﻓـﺎﺩل‬ ‫ﺘـﺸﺎﺭﻟﺯ‬ ، ‫ﺘـﺭﻴﻠﻨﺞ‬ ‫ﺒﻴﺭﻨﻲ‬ ، ٢٠١٣ ٢٥٥ ( ٥ -‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ : ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺇﻜﺴﺎﺏ‬ ‫ﻴﻌﺩ‬ ‫ﻟﻜـﻲ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﺃﻫـﺩﺍﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﻭﺫﻟﻙ‬ ، ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻘـﻲ‬ ‫ﻭﻤـﻥ‬ ، ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺘﺤﻭﻴل‬ ‫ﺘﻜﺎﻤـل‬ ‫ﺇﻟـﻲ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻭﻤﻥ‬ ، ‫ﻤﻌﺎﻟﺠﺘﻬﺎ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻜ‬ ‫ﺍﻟﻜﻠﻤـﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﻗﺼﺭ‬ ‫ﻭﻤﻥ‬ ، ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺘﻭﺒـﺔ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺇﻟﻲ‬ ‫ﻟﻠﻤﻌﺭﻓﺔ‬ ‫ﻜﻤﺼﺩﺭ‬ ‫ﻭﺍﻟﻤـﺴﻤﻭﻋﺔ‬ ‫ﻭﺍﻟﻤﻘـﺭﻭﺀﺓ‬ ‫ﺍﻟﻤﻜﺘﻭﺒـﺔ‬ ‫ﺍﻟﻤﻌﺭﻓـﺔ‬ ‫ﻭﺃﻭﻋﻴﺔ‬ ‫ﻭﺍﻟﻤﺭﺌﻴﺔ‬ . ٦ -‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻟﻌﺎﻟﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺫﺍﺘﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ : ‫ﻭﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺇﻨﺴﺎﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻭﻋﻠـﻲ‬ ، ‫ﺍﻟﻤﺘﻌﻠﻤـﻴﻥ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻤﺭﺍﻋﺎﺓ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺫﺍ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻻ‬ ‫ﺒـﺼﻭﺭﺓ‬ ، ‫ﺤﺩﻩ‬ ‫ﻋﻠﻲ‬ ‫ﻤﺘﻌﻠﻡ‬ ‫ﻟﻜل‬ ‫ﺘﻴﺔ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻁﺎﻗﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻁﺎﻗﺔ‬ ‫ﺃﻱ‬ ‫ﺘﻐﻔل‬ ) ‫ﺍﻟﻘـﺩﺭﺍﺕ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ، ‫ﺍﻟﺒﺩﻨﻴﺔ‬ ( ‫ﺘﺭﺍﻋﻲ‬ ‫ﻜﻤﺎ‬ ‫ﻟﺴﻤﻌﻴﺔ‬ ‫ﺍ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻟﺬﻭﻱ‬ ‫ﻳﻦ‬ ‫ﻟﻌﺸﺮ‬ ‫ﺍ‬ ‫ﻭ‬ ‫ﺍﳊﺎﺩﻱ‬ ‫ﻟﻘﺮﻥ‬ ‫ﺍ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ) ‫ﻧﻴﺔ‬ ‫ﻣﻴﺪﺍ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻟﻠﺘﻐﻴﺭ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﻭﺴﺭﻋﺔ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ‬ ) . ‫ﻤﻭﺭﻴﻤﻭﺘـﻭ‬ ‫ﺴﻴﻨﺠﻲ‬ ٢٠٠٩ ، ٣٧ ( ٧ -‫ﻭﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻠﺠﻭﺍﻨﺏ‬ ‫ﹰ‬ ‫ﺸﺎﻤﻼ‬ ‫ﹰ‬ ‫ﺒﻨﺎﺀﺍ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻭﺍﻟﺴﻠﻭﻜﻴﺔ‬ : ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﻌﺩ‬ ‫ﻤـﺩﻯ‬ ‫ﻴﺘﻀﺢ‬ ، ‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﻭ‬ ‫ﺒﻴﻨﻬﺎ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻤﺘﻜﺎﻤﻠﺔ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻟﻜﺎﻓﺔ‬ ‫ﻭﺸﻤﻭﻟﻬﺎ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻨﻭﻉ‬ ‫ﻤـﺎ‬ ‫ﻭﻫـﺫﺍ‬ ، ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻋﺎﻟﻡ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﺘﻀﺢ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ، ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺒﺎﻹﻀـﺎﻓﺔ‬ ‫ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﺩﻭﺍﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﻤﺭﺍﺤﻠﻬـﺎ‬ ‫ﺃﻫـﺩﺍﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻜﺎﻤل‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺇﻟﻲ‬ . ) ‫ﻤﻭﺭﻴﻤﻭﺘﻭ‬ ‫ﺴﻴﻨﺠﻲ‬ ٢٠٠٩ ، ٤٠ (                  ١ -‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻭﺘﺭﺍﻋﻲ‬ ‫ﺍﻟﻌﺩﺍﻟﺔ‬ ‫ﺘﺩﻋﻡ‬ ‫ﺠﻤﻴـﻊ‬ ‫ﺘـﺴﺘﻘﺒل‬ ، ‫ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﺎﺕ‬ ‫ﺃﻋـﻀﺎﺀ‬ ‫ﺒﺎﻟﻌﺩﺍﻟﺔ‬ ‫ﻭﺘﻠﺘﺯﻡ‬ ‫ﻭﺘﺴﻬﻴﻼﺘﻬﺎ‬ ‫ﻤﺭﺍﻓﻘﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻟﻴﺴﺘﻔﻴﺩﻭﺍ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻤﺒﺩﺃ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺘﻘﻭﻡ‬ ، ‫ﺍﻟﺠﻤﻴﻊ‬ ‫ﻤﻊ‬ ‫ﻟﻠﺘﻌﺎﻤل‬ ‫ﻜﺄﺴﺎﺱ‬ ‫ﺘـﻭﻓﺭ‬ ‫ﺃﻨﻬـﺎ‬ ‫ﺫﻟـﻙ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﻭﻤﻥ‬ ‫ﻭﻋﻤﻠﻴﺎﺘﻬﺎ‬ ‫ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ‬ ‫ﻭﺍﻟﻁـﻼﺏ‬ ‫ﻟﻠﻤﻌﻠﻤـﻴﻥ‬ ‫ﺘﺘـﻴﺢ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﻭﺘﻤﺭﻴـﺭ‬ ‫ﻨﻅﺭﻫﻡ‬ ‫ﻭﺠﻬﺎﺕ‬ ‫ﺒﺙ‬ ‫ﺍﻟﻤﺤﻠﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺃﻋﻀﺎﺀ‬ ‫ﺍﻗﺘﺭﺍﺤﺎ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬ ‫ﻴﺘﻡ‬ ، ‫ﺘﻬﻡ‬ ‫ﺒﺄﻭل‬ ‫ﹰ‬ ‫ﺃﻭﻻ‬ ‫ﺘﻘﻭﻴﻤﻬﺎ‬ ‫ﻟﻴﺘﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ . ) ، ‫ﺍﻟﺩﻴﻥ‬ ‫ﺴﻌﺩ‬ ‫ﻫﺩﻯ‬ ٢٠٠٧ ، ٥٨ ( ٢ -‫ﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﺍﻟﺘﻨﻭﻉ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺍﻟﺤﺭﺹ‬ ‫ﻴﻨﺎﺴـﺏ‬ ‫ﺒﻤﺎ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻟﻜل‬ ‫ﺨﺼﻭﺼﻴﺔ‬ ‫ﺇﻋﻁﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺸﻌﻭﺏ‬ ‫ﺘ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﻭﻤﻥ‬ ، ‫ﻭﻋﺎﺩﺍﺘﻪ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺩﻴﻨﻪ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﺭﻜـﺯ‬ ‫ﻴﺸﺘﺭﻜﻭﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺸﺭ‬ ‫ﺃﻥ‬ ‫ﺤﻘﻴﻘﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺩﻴﺎﻨﺘﻬﻡ‬ ‫ﺜﻘﺎﻓﺘﻬﻡ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻤﻬﻤﺎ‬ ‫ﻭﺍﻷﺤﺎﺴﻴﺱ‬ ‫ﺍﻟﻌﻭﺍﻁﻑ‬ ‫ﻓﻲ‬ . ‫ﺸـﻌﻭﺏ‬ ‫ﻤﺴﺎﻫﻤﺎﺕ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻓﺭﺹ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﻀﺎﺭﺍﺕ‬ ‫ﺒﻨـﺎﺀ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ . ) ، ‫ﺠﻭﻟﺘﺏ‬ ‫ﺍﺴﺘﺭ‬ ٢٠١٢ ، ٢٨٥ ( ٣ -‫ﺍﻟﺘﻐﻴﺭ‬ ‫ﺴﺭﻴﻊ‬ ‫ﻋﺎﻟﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻴﺵ‬ ‫ﻭﺍﻟﺘﺒـﺩل‬ ، ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻤﻭﺍﻁﻨﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺒﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﻭﻤﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻭﻋﻠﻲ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻠﻲ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘـﺴﺎﻋﺩ‬ ‫ﻤﺘﺄﻨﻴـﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻌﻁﻴﺎﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺨﻼل‬ ‫ﻁﻼﺒﻬـﺎ‬ ‫ﺘﺸﺠﻊ‬ ، ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻤﻼﻤﺢ‬ ‫ﺍﺴﺘﻜﺸﺎﻑ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻭﻀﻊ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﻐﺎﻤﻀﺔ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻭﻨﺎﻗﺸﺔ‬ ‫ﺘﻨﺎﻭل‬ ‫ﻋﻠﻲ‬ ‫ﺃﻋـﻀﺎﺀ‬ ‫ﺒﻌـﺽ‬ ‫ﻭﺘﺩﻋﻭ‬ ‫ﻥ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺍﻟﺤﻠﻭل‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﺃﻫﻠﻴـﺔ‬ ‫ﻤﻨﻅﻤـﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺃﻋﻤﺎل‬ ‫ﺭﺠﺎل‬ ‫ﻜﺎﻨﻭﺍ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻋـﻥ‬ ‫ﻭﺘـﺼﻭﺭﺍﺘﻬﻡ‬ ‫ﺘﺠـﺎﺭﺒﻬﻡ‬ ‫ﻋـﻥ‬ ‫ﻟﻠﺘﺤﺩﺙ‬ ‫ﻭﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ . (Hilton,2002,59) ٤ -‫ﻭﺍﻻﺴﺘﺸﺎﺭﺍﺕ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‬ : ‫ﺘﻬـﺘﻡ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺒـﺭﺍﻤﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻀل‬ ‫ﻴﻌﻭﺩ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺒﺤـﺙ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻭﺘﻭﻗﻌﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻤﺴﺒﻕ‬ ، ‫ـﺎﺘﻬﻡ‬ ‫ﻟﻤﺠﺘﻤﻌـ‬ ‫ـﺼﺎﺩﻴﺔ‬ ‫ﻭﺍﻻﻗﺘـ‬ ‫ـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـ‬ ‫ـﺴﻴﺎﻗﺎﺕ‬ ‫ﺍﻟـ‬ ‫ﻋﻨﻬـﺎ‬ ‫ﻴﻔﺘﺵ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ، ‫ﺃﻤﺎﻤﻬﻡ‬ ‫ﺍﻟﻤﺘﺎﺤﺔ‬ ‫ﻭﺍﻟﻔﺭﺹ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺃﺭﺒﺎﺏ‬ . ‫ﹰ‬ ‫ﺃﻴـﻀﺎ‬ ‫ﺒﺎﻷﺴـﻭﺍﻕ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺘﺸﻜل‬ ‫ﺍﻟﺘ‬ ‫ﻟﺘﻭﺠﻴﻪ‬ ‫ﹰ‬ ‫ﻤﻬﻤﺎ‬ ‫ﹰ‬ ‫ﻤﺼﺩﺭﺍ‬ ‫ﻨﺠـﺎﺡ‬ ‫ﻭﻴﺒﻘـﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺨﻁﻴﻁ‬ ، ‫ﺍﻟﻌﻤل‬ ‫ﺃﺴﻭﺍﻕ‬ ‫ﻓﻬﻡ‬ ‫ﺒﺘﺤﺴﻥ‬ ‫ﹰ‬ ‫ﺭﻫﻨﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺼﻼﺤﺎﺕ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﻠﻲ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺘﻁﻭﺭﻫﺎ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻭﺘﻭﻗﻊ‬ ‫ﻭﺘﻨﻅﻴﻤﻪ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻭﺃﺸﻜﺎل‬ . ‫ﻴﺘﺭﺍﻓـﻕ‬ ، ‫ﺍﻷﺜﻨـﺎﺀ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻘﻁﺎﻋـﺎﺕ‬ ‫ﻋﺒﺭ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻤﺘﺯﺍﻴﺩ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻤﻌﻠﻭﻤـ‬ ‫ﻋﻠﻲ‬ ‫ﺘﺒﻨﻲ‬ ‫ﺒﺤﻴﺙ‬ ، ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﺒﺤـﺎﺙ‬ ‫ﻫـﺫﻩ‬ ‫ﺎﺕ‬ ‫ﺘﻤﻜـﻴﻥ‬ ‫ﻭﺁﻟﻴﺎﺕ‬ ‫ﻭﺍﻟﺼﺤﺔ‬ ، ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺭﻭﺍﺒﻁ‬ ‫ﺍﻟﺨﻁﻁ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ . (Stevn , 2012,86) ‫ﹰ‬ ‫ﻤﻬﻤـﺎ‬ ‫ﹰ‬ ‫ﺩﻭﺭﺍ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﻠﻌﺏ‬ ، ‫ﺫﻟﻙ‬ ‫ﺇﻟﻲ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺍﻨـﺩﻤﺎﺝ‬ ‫ﻭﺘﻌﻤـﻕ‬ ‫ﺘﺩﻋﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﻓـﻲ‬ ‫ﺩﻴﻨﺎﻤﻴـﺔ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻲ‬ ‫ﺒﻤﺎ‬ ، ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺴﻴﺎﻗﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺭﻴﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﺩﺓ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻷﻁﺭ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻘـﺭﺍﺭﺍﺕ‬ ‫ﺼـﺎﻨﻌﻲ‬ ‫ﻭﺴـﻠﻭﻜﻴﺎﺕ‬ ، ‫ﺍﺨﺘﻼﻓﻬﺎ‬ ‫ﻋﻠﻲ‬ ‫ﺴﺒﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﻁﺎﻋﺎﺕ‬ ‫ﻭﻋﺒﺭ‬ ‫ﻟﻠﺤﻜﻭﻤﺎﺕ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﺩﺓ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻟﺩﻤﺞ‬ ‫ﺍﻟﻔﺎﻋل‬ ‫ﺍﻟﺩﻋﻡ‬ ‫ﺘﻭﻓﻴﺭ‬ . Saavdra,2012 ,25) ( ‫ﳏﻤﻮﺩ‬ ‫ﻓﺘﺤﻲ‬ ‫ﳒﻼﺀ‬ ٥ -‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺩﺍﻋﻤﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺘﻌﺯﻴﺯ‬ : ‫ﻤـﺩﺍ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺃﺼﺒﺤﺕ‬ ‫ﺭﺱ‬ ‫ﻭﻻﺌﺤـﺔ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﻭﻤﺠﺘﻤﻊ‬ ‫ﻭﺠﻴﺭﺍﻥ‬ ‫ﻭﻤﺴﺎﻋﺩﻴﻥ‬ ‫ﻭﻤﻌﻠﻤﻴﻥ‬ ‫ﺒـﺴﺒﺏ‬ ‫ﻭﺫﻟـﻙ‬ ، ‫ﺍﻟﻤﻌﻨﻴﻴﻥ‬ ‫ﺍﻟﻤﻭﺍﻁﻨﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺘﻨﺘﻬﻲ‬ ‫ﻻ‬ ‫ﺘﻜﺎﺩ‬ ‫ﺍﻟﻌﺎﺌﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻟﺴﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﺭﻜﺎﺕ‬ . ‫ﺃﻥ‬ ‫ﻤـﻥ‬ ‫ﹰ‬ ‫ﻭﺒﺩﻻ‬ ‫ﺃﺴﺎﺴـﻲ‬ ‫ﻜﻤـﺼﺩﺭ‬ ‫ﻨﻔـﺴﻬﺎ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻤﺒﺘﻜﺭﺓ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺘﻨﻅﺭ‬ ‫ﻓـﻲ‬ ‫ﹰ‬ ‫ﺩﻭﺭﺍ‬ ‫ﺘﻠﻌـﺏ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺘﺩﺭﻙ‬ ‫ﺒﻬﺎ‬ ‫ﺇﺫﺍ‬ ، ‫ﻭﺍﻟﺨﺒﺭﺓ‬ ‫ﻟﻠﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺘﻌ‬ ‫ﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺍﻷﻭﺴﻊ‬ ‫ﺒﻨﻁﺎﻗﻬﺎ‬ ‫ﻠﻡ‬ . ‫ﻗـﺎﺩﺭﺓ‬ ‫ﻓﻬـﻲ‬ ، ‫ﻭﻟﺫﻟﻙ‬ ‫ﻋﻠـﻲ‬ ‫ﻤﺘﻌـﺩﺩﺓ‬ ‫ﻫﻴﺌﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺘﺒﺎﺩل‬ ‫ﺃﻁﺭ‬ ‫ﻋﻤل‬ ‫ﻋﻠﻲ‬ ‫ﺒـﻴﻥ‬ ‫ﻤـﺎ‬ ‫ﻓﺘﺭﺒﻁ‬ ، ‫ﻭﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﻭﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺍﻷﺼﻌﺩﺓ‬ ‫ﺃﻭ‬ ‫ﻤـﺎﺩﻱ‬ ‫ﺒﺸﻜل‬ ‫ﺴﻭﺍﺀ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻭﺍﻟﻤﻨﻅﻤﺎﺕ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﻭﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﺒﻬﺩﻑ‬ ، ‫ﺇﻟﻜﺘﺭﻭﻨﻲ‬ . ‫ﻜﻤﺎ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﺒﺘﻌﺩﺩﻴﺔ‬ ‫ﺘﻌﺘﺭﻑ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻌﻴﺸﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ . ‫ﻤﺘﻨﺎﻏﻤـﺔ‬ ‫ﺘﺒﺩﻭ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﺘﻠﻙ‬ ‫ﻭﺤﺘﻰ‬ ‫ﺍﻻﻨﺘﻤـﺎﺀ‬ ‫ﻟﺠﻬﺔ‬ ‫ﺘﻌﺩﺩﻴﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺘﺸﺘﻤل‬ ‫ﺃﻨﻬﺎ‬ ‫ﺇﻻ‬ ، ‫ﻭﻤﻨﺴﺠﻤﺔ‬ ‫ﺍﻟﺠـﺴﺩﻴﺔ‬ ‫ﻭﺍﻟﻘـﺩﺭﺍﺕ‬ ‫ﻭﺍﻟﺤـﻭﺍﻓﺯ‬ ‫ﻭﺍﻟﺸﺨـﺼﻴﺔ‬ ‫ﺍﻟﺠﻨﺴﻲ‬ ‫ﻭﺍﻟـﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﺍﻷﻋﻤﺎﺭ‬ ‫ﺘﻀﻤﻴ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻴﺴﻌﻲ‬ ، ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ، ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﻗﺩﺭ‬ ‫ﺃﻜﺒﺭ‬ ‫ﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﻤﻤﻜﻥ‬ . ٦ -‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﺘﺤﺩﻴﺙ‬ : ‫ﺘﺘﻨﺎﺴـﻕ‬ ‫ﻜﻴـﻑ‬ ‫ﻴﻌﺭﻓـﻭﺍ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﻓـﻲ‬ ‫ﺘـﺅﺜﺭ‬ ‫ﻭﻜﻴﻑ‬ ، ‫ﺍﻟﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺍﻟﻌﻴﺵ‬ ‫ﻭﺭﻓﺎﻫﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻲ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ . ‫ﻴﻔﺘـﺭﺽ‬ ‫ﻜﻤﺎ‬ ‫ﻴﻘﺭ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻲ‬ ‫ﻗﺎﺩﺭﻴﻥ‬ ‫ﻴﻜﻭﻨﻭﺍ‬ ‫ﺃﻥ‬ ‫ﺒﻬﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺨﺒﺭﺘﻬﻡ‬ ‫ﻨﻭﺍ‬ ‫ﺍﻟـﺸﺒﺎﺏ‬ ‫ﻴﻭﺍﺠﻬﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﺎﻜل‬ ‫ﻟﻜﺎﻓﺔ‬ ‫ﺒﺈﺩﺭﺍﻜﻬﻡ‬ . ‫ﻭﻫـﺫﺍ‬ ‫ﻭﺍﺤﺘـﺭﺍﻤﻬﻡ‬ ، ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻤـﻊ‬ ‫ﻓﺎﻋل‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻴﻌﻨﻲ‬ ‫ﻋﻠـﻲ‬ ‫ﺒﻨـﺎﺀ‬ ‫ﻭﻤﻌﺎﻤﻠﺘﻬﻡ‬ ، ‫ﺨﺎﺼﺔ‬ ‫ﺍﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻜﺄﻓﺭﺍﺩ‬ ‫ﺫﻟﻙ‬ . ‫ﻴﺤﺩﺜﻭﺍ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻋﻠﻲ‬ ‫ﻴﺠﺏ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻷﻫﻡ‬ ‫ﺒـﺸﻜل‬ ‫ﺍﻟﺤـﺎﻟﻲ‬ ‫ﺍﻷﻋﻤﺎل‬ ‫ﻤﻴﺩﺍﻥ‬ ‫ﻓﻲ‬ ‫ﻭﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﻤﻬﺎﺭﺍﺘﻬﻡ‬ ‫ﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻻﺴـﺘﻌﺩﺍﺩ‬ ‫ﺃﻫﻤﻴـﺔ‬ ‫ﻋﻠﻲ‬ ‫ﻴﺒﻘﻭﺍ‬ ‫ﻭﺃﻥ‬ ، ‫ﻤﺴﺘﻤﺭ‬ ‫ﺍﻟﻤﻌﺭﻓـﺔ‬ ‫ﺘﻐﺫﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻭﺍﺒﺘﻜﺎﺭ‬ ‫ﻜل‬ ‫ﻨﻔﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻤﺎﺱ‬ ‫ﻭﺒﻌﺙ‬ ، ‫ﺍﻟﻤﻭﺍﻫﺏ‬ ‫ﻭﺘﻤﻴﻴﺯ‬ ، ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﻁﺎﻟﺏ‬ . Danielle E . Dani et.al,2013,29) ( ٧ -‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ : ‫ﺒﺘـﺩ‬ ‫ﻭﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺭﻴﺱ‬ ، ‫ﺍﻹﻨـﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﻴﺔ‬ ‫ﺍﻟـﺩﻭﺭﺍﺕ‬ ‫ﺃﻭ‬ ، ‫ﺍﻟﻤﺘﻜﺎﻤﻠﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﻠﻘﺭﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺤل‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﻜﻠﻬﺎ‬ ‫ﻭﺘﻌﺭﻑ‬ ، ‫ﺍﻟﻤﺘﺸﺎﺒﻜﺔ‬ ‫ﻭﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ . ‫ﺃﻥ‬ ‫ﻓﻬـﻭ‬ ، ‫ﻫﻨـﺎ‬ ‫ﺍﻟﻤﺜﻴﺭ‬ ‫ﺍﻟﺸﻲﺀ‬ ‫ﺃﻤﺎ‬ ‫ﻴـﺘﻡ‬ ‫ﺍﻟﻌﻠﻤﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﻴﺔ‬ ‫ﻭﺍﻟـﺩﻭﺭﺍﺕ‬ ، ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻹﻋﺩﺍﺩﻴـﺔ‬ ‫ﻭﺍﻟﻤﺭﺤﻠـﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴـﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﺒ‬ ‫ﻓـﻲ‬ ‫ﺘﻘـﺩﻴﻤﻬﺎ‬ ‫ﻀـﺭﻭﺭﺓ‬ ‫ﻴﺭﻭﻥ‬ ‫ﺍﻟﻜﺜﻴﺭﻴﻥ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬ ‫ﺎﻟﺭﻏﻡ‬ ‫ﻋﻨﺩﻤﺎ‬ ، ‫ﺍﻟﺭﺴﻤﻲ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻘﺩﻤﺔ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﻭﻤـﻥ‬ ، ‫ﻭﺍﻟﻤﺤﺩﺩﺓ‬ ‫ﺍﻟﻜﺎﻓﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻴﻤﺘﻠﻙ‬ ‫ﻟﻬـﻡ‬ ‫ﻴﺘﻴﺢ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﻤﻴﻕ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﺴﺘﻁﺎﻋﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺜﻡ‬ ‫ﺃﻱ‬ ، ‫ﻭﺼـﺎﺩﻕ‬ ‫ﻤﺘﻜﺎﻤـل‬ ‫ﻋﻠﻤـﻲ‬ ‫ﻋﻤـل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻟﺤل‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻋﻠـﻲ‬ ‫ﺍﻟﺘﺄﻜﻴـﺩ‬ ‫ﻤـﻊ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻜﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﻘﻀﺎﻴﺎ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻟﺏ‬ ‫ﻓﻲ‬ ‫ﻴﻘﻊ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﻔﻜﺭ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺇﻥ‬ ‫ﻤﺨﺘﻠـﻑ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺃﺴﺎﺴﻲ‬ ‫ﺒﺩﻭﺭ‬ ‫ﺴﺘﻘﻭﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﻟﻠﻘـﺭﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻋﻠﻲ‬ ‫ﻭﻴﺠﺏ‬ ، ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻴﻭﺍﺠﻪ‬ ‫ﺃﻥ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﻭ‬ ، ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ ‫ﻭﻴـﻀﻌﻬﺎ‬ ، ‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺒﺼﻔﺔ‬ ، ‫ﻭﺍﻟﺭﻴﺎﻀـﻴﺎﺕ‬ ، ‫ﺍﻟﻌﻠـﻭﻡ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻓﻲ‬ ‫ﻤـﻊ‬ ‫ﻤﻨﻔـﺼﻠﺔ‬ ‫ﹰ‬ ‫ﻋﻠﻭﻤﺎ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺘﻌﺩ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺘﻲ‬ ، ‫ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻓﻲ‬ ‫ﻤﻁﻠﻭﺒﺔ‬ ‫ﺃﺴﺎﺴﻴﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ‫ﺍﻟﺒﺴﻴﻁ‬ ‫ﺍﻟﺘﺸﺎﺒﻙ‬ ‫ﺒﻌﺽ‬ ‫ﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺴﻴﺎﻕ‬ . ٨ -‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ : ‫ﺍﻟﻘ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺇﻥ‬ ‫ﻭﺍﻟﺘـﺴﺎﺅل‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻠﻲ‬ ‫ﺎﺌﻡ‬ ‫ﺍﻟﻤﺘﺩﻓﻘـﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻴﺴﺘﺨﺩﻤﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻤﻥ‬ ‫ﻓﻬـﻡ‬ ‫ﺇﻟﻲ‬ ‫ﻁﻼﺏ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺤﺘﺎﺝ‬ ، ‫ﻜﺒﻴﺭﺓ‬ ‫ﻭﻗﺩﺭﺓ‬ ، ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺜﻘﺔ‬ ‫ﻭﻜﻴﻑ‬ ، ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﻫﻲ‬ ‫ﻭﻤﺎ‬ ، ‫ﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﻤﺜل‬ ‫ﻓﻌﺎل‬ ‫ﺒﺸﻜل‬ ‫ﺘﺴﺘﺨﺩﻡ‬ ، ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻟﻤﻨﻬﺞ‬ ‫ﺘﻔـﺴﻴﺭ‬ ‫ﺘﻌﻨـﻲ‬ ‫ﺤﻴﺙ‬ ‫ﻭﺍﻟﻘﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺃﻱ‬ ‫ﺍﻹﺸﺎﺭﺍﺕ‬ ( ‫ﻋﻥ‬ ‫ﻭﺘﻤﻴﺯﻫﺎ‬ ‫ﻟﺴﻤﻌﻴﺔ‬ ‫ﺍ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻟﺬﻭﻱ‬ ‫ﻳﻦ‬ ‫ﻟﻌﺸﺮ‬ ‫ﺍ‬ ‫ﻭ‬ ‫ﺍﳊﺎﺩﻱ‬ ‫ﻟﻘﺮﻥ‬ ‫ﺍ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ) ‫ﻧﻴﺔ‬ ‫ﻣﻴﺪﺍ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﺤﻴﻁﺔ‬ ‫ﺍﻟﻀﻭﻀﺎﺀ‬ ) ، ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺃﻱ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟﻤﺒﺎﻟﻎ‬ ‫ﻭﺍﻟﺘﺩﻓﻕ‬ ، ‫ﺍﻟﻤﻀﻠﻠﺔ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ .( ‫ﻭﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﻜﻤﻴﺔ‬ ‫ﻓﻴﻪ‬ ‫ﺘﺒﻠﻎ‬ ‫ﻋﺼﺭ‬ ‫ﺇﻟﻲ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻤﺎ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻹﻟﻴﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻋﺒﺭ‬ ‫ﺍﻟﻤﺘﺩﺍﻭﻟﺔ‬ ‫ﻋﺩﺓ‬ ‫ﻋﻥ‬ ‫ﻴﺯﻴﺩ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻼﻴﻴﻥ‬ . ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﻋﻘﻭﻟﻬﻡ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﻴﺴﺘﻁﻴﻊ‬ ‫ﻤﻥ‬ ‫ﻴﺴﺘﻁﻴﻌﻭﻥ‬ ، ‫ﺍﻟﺘﺼﻤﻴﻡ‬ ‫ﻭﺠﻴﺩﺓ‬ ‫ﻤﺘﻤﻴﺯﺓ‬ ‫ﺩﺭﺍﺴﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﺍﻟﻤـﻨﻬﺞ‬ ‫ﻓـﻲ‬ ‫ﺩﺍﺌﻡ‬ ‫ﻜﻤﻠﻤﺢ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺇﺘﻘﺎﻥ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﺩﺭﺍﺴﻲ‬ ‫ﻋﺎﻡ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ . ‫ﺍﻟﻤﻨـﺎﻫﺞ‬ ‫ﺘﻀﻤﻥ‬ ‫ﺃﻥ‬ ‫ﻭﻴﺠﺏ‬ ‫ﻭﺍﻟ‬ ‫ﺍﻟﻔﻌـﺎل،‬ ‫ﺍﻻﺴـﺘﺨﺩﺍﻡ‬ ‫ﻭﺘﻘﻴﻡ‬ ، ‫ﺘﺄﻜﻴﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻤﺒـﺩﻉ‬ ‫ﺍﻟـﺘﻌﻠﻡ،‬ ‫ﻤـﻥ‬ ‫ﻤﺒﻜﺭﺓ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻟﻤﺼﺎﺩﺭ‬ ‫ﺍﻟﻔـﺼﻭل‬ ‫ﻤﻌﻠﻤـﻲ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻤﺘﺯﺍﻴـﺩ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻭﻤﻨﺴﻘﻲ‬ ، ‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﻭﺃﻤﻨﺎﺀ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ . ‫ﻋـﻥ‬ ‫ﻤﺩﺭﺴـﺔ‬ ‫ﻜل‬ ‫ﺘﻔﺼﺢ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ، ‫ﺫﻟﻙ‬ ‫ﻋﻠﻲ‬ ‫ﻭﻋﻼﻭﺓ‬ ، ‫ﺍﻟﺭﻗﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻁﻨﺔ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺒﺸﺄﻥ‬ ‫ﻭﻗﻭﻴﺔ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺴﺘﺴﻤﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤـﺎ‬ ‫ﻟﻜـل‬ ‫ﺍﻹﻴﻘـﺎﻉ‬ ‫ﻴـﺴﺭﻋﻭﺍ‬ ‫ﺒﺄﻥ‬ ‫ﻟﻬـﻡ‬ ‫ﺘﻘﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺒﺩﺍﻉ‬ ‫ﻓﺭﺹ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻴﺴﺘﻁﻴﻌﻭﻥ‬ ‫ﻭﺍﻋﻴﺔ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻤﺼﺩﺭ‬ ‫ﺫﻟﻙ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﺸﺒﻜﺔ‬ ‫ﺴﻠﻴﻤﺔ‬ . ( Chatzara, 2010,9) ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻭﺍﻁﻨﺔ‬ ‫ﻭﺘﺘﻁﻠﺏ‬ ‫ﻤﻭﺍﻗـﻊ‬ ‫ﻋﻠـﻲ‬ ‫ﺃﻨـﺸﻁﺘﻬﻡ‬ ‫ﺒﻤﻀﺎﻤﻴﻥ‬ ‫ﻭﻋﻲ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ) ‫ﻭﺭﺍﺀ‬ ‫ﻴﺘﺭﻜﻭﻨﻪ‬ ‫ﻟﻤﺎ‬ ‫ﺃﻱ‬ ‫ﺁﺜـﺎﺭ‬ ‫ﻤﻥ‬ ‫ﻫﻡ‬ ‫ﻭﺍﻻﺴﺘﺨﺩﺍﻡ‬ ، ‫ﺭﻗﻤﻴﺔ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻟﺸﺒﻜﺔ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻷﺨﻼﻗﻲ‬ ( ، ‫ﺘﻘـﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﺒﺸﺄﻥ‬ ‫ﺍﻟﻌﻘﻭل‬ ‫ﻤﺘﻔﺘﺤﻲ‬ ‫ﻴﻜﻭﻨﻭﺍ‬ ‫ﻭﺃﻥ‬ ‫ﻟﻬﻡ‬ . ‫ﻭﻫـﻭ‬ ‫ﺃﻻ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻟﺜﻘﺎﻓﺔ‬ ‫ﻤﻬﻡ‬ ‫ﻋﻨﺼﺭ‬ ‫ﻭﻫﻨﺎﻙ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ . ‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ،‬ ‫ﻋﻠﻲ‬ ‫ﻴﺠﺏ‬ ‫ﻟﺫﺍ‬ ‫ﺒـﺎﻹﻋﻼﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻘﻀﺎﻴﺎ‬ ‫ﻤﻊ‬ ‫ﻴﺘﺂﻟﻔﻭﺍ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻋﻠـﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺭﺃﻱ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻜﺒﻴﺭﺍ‬ ‫ﹰ‬ ‫ﺩﻭﺭﺍ‬ ‫ﺍﻹﻋﻼﻡ‬ . (Mortazavi, 2010,45) ٩ -‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺤﻭل‬ ‫ﻴﺩﻭﺭ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﻓﺎﻋﻠﻴﺘﻪ‬ ‫ﻗﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻓـﻲ‬ ‫ﺫﻟـﻙ‬ ‫ﻭﻴﺭﺠﻊ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺤﻭل‬ ‫ﻭﻟﻴﺱ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ،‬ ‫ﺍﻟﻤﻌﻠ‬ ‫ﻭﻴﺨﺘﺯﻥ‬ ‫ﻴﺴﺘﺩﻋﻲ‬ ‫ﺍﻟﻌﻘل‬ ‫ﺃﻥ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﺒﺸﻜل‬ ‫ﻭﻤﺎﺕ‬ ‫ﺃﻨﻅﻤـﺔ‬ ‫ﺸـﻜل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﺼﻨﻴﻑ‬ ‫ﻴﺘﻡ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﺃﻓﻀل‬ ‫ﻤﺘﻜﺎﻤﻠﺔ‬ . ‫ﻴﺘـﺫﻜﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻟـﺼﻐﻴﺭ‬ ‫ﻟﻠﻁﻔل‬ ‫ﻴﻤﻜﻥ‬ ‫ﺫﻟﻙ،‬ ‫ﻭﻤﺜﺎل‬ ‫ﻋﻨـﺩﻤﺎ‬ ‫ﻭﺍﻟﺘﺒﺨﻴـﺭ‬ ‫ﻭﺍﻟﺘﺭﺴﻴﺏ،‬ ‫ﺍﻟﺘﻜﺜﻴﻑ،‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺒﺴﻬﻭﻟﺔ‬ ‫ﻭﻴﻤﻜـﻥ‬ ‫ﺍﻟﻤﻴﺎﻩ،‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﺩﻭﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﺒﺒﻌﻀﻬﺎ‬ ‫ﻴﺭﺒﻁﻬﺎ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﺴﻴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻀﺭﺏ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻴﻔﻬﻡ‬ ‫ﺃﻥ‬ ‫ﻜﺫﻟﻙ‬ ‫ﺍﻟﺤﺴﺎﺒ‬ ‫ﺍﻟﺠﻤﻊ‬ ‫ﻤﻨﻔـﺼﻠﺔ‬ ‫ﻜﻌﻤﻠﻴـﺔ‬ ‫ﺘﻨﺎﻭﻟﻬـﺎ‬ ‫ﻤـﻥ‬ ‫ﹰ‬ ‫ﺒﺩﻻ‬ ‫ﻲ‬ . ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺤﻴﺙ‬ ، ‫ﺍﻟﻌﻤﻴﻕ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺍﻟﺭﺌﻴﺴﻲ‬ ‫ﻓﺎﻟﻬﺩﻑ‬ ‫ﻓـﺎﻟﺘﻌﻠﻡ‬ ‫ﻟـﺫﻟﻙ‬ ‫ﺒﺩﻭﻨﻪ،‬ ‫ﻓﻌﺎل‬ ‫ﺒﺸﻜل‬ ‫ﻴﺘﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﺇﻨﺴﺎﻥ‬ ‫ﻷﻱ‬ ‫ﺍﻟﻌﻤﻴﻕ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻴﻌﺯﺯ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻋﻠﻲ‬ ‫ﻴﺭﻜﺯ‬ ‫ﺍﻟﺫﻱ‬ . ‫ﻋﻠـﻲ‬ ‫ﻴﺘﻌﺭﻑ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﻴﻭﻟﻲ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺃﻥ‬ ‫ﻤـﻥ‬ ‫ﻟﻴﺘﺄﻜـﺩ‬ ‫ﻟﻠﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﻤﺜﻴﺭﺓ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻡ‬ ‫ﹰ‬ ‫ﺒﺎﻟﻐﺎ‬ ‫ﹰ‬ ‫ﺍﻫﺘﻤﺎﻤﺎ‬ ‫ﺍﻟﺨﻁﻭﺓ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻻﻨﺘﻘﺎل‬ ‫ﻗﺒل‬ ‫ﻴﺘﻘﻨﻭﻫﺎ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ . ‫ﺍﻟﻤﻔـﺎﻫﻴﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺄﻤل‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺇﻥ‬ ‫ﻭﺘﻜﺎﻤل‬ ‫ﺒﺎﻨﺘﻘﺎل‬ ‫ﻴﺴﻤﺢ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺒﺩﻻ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﺒﻴﻨﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺒـﺎﺩﺉ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺍﻟﺘﺤﻠﻴل‬ . ‫ﻭﻋﻠﻲ‬ ، ‫ﻜﺒﻴـﺭﻴﻥ‬ ‫ﻭﻭﻋﻲ‬ ‫ﺒﺤﺭﺹ‬ ‫ﺍﻻﻨﺘﻘﺎل‬ ‫ﺒﻬﺫﺍ‬ ‫ﻴﺭﺘﻘﻲ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﻌﻴﻥ‬ ‫ﻤﺠﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻁﺒﻴﻘﻬﻡ‬ ‫ﻋﻨﺩ‬ ‫ﻁﻼﺒﻪ‬ ‫ﻟﻴﺭﺸﺩ‬ ‫ﻤﻐﺯﻯ‬ ‫ﺫﺍﺕ‬ ‫ﻭﺒﻁﺭﻴﻘﺔ‬ ، ‫ﺁﺨﺭ‬ ‫ﻟﻤﺠﺎل‬ . ‫ﺩﺭﺍﺴـﺎﺕ‬ ‫ﻭﺘﻭﺠـﺩ‬ ‫ﻴﺭﻜﺯ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺤﻭل‬ ‫ﻤﻔﻴﺩﺓ‬ ‫ﻭﺒﺤﻭﺙ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻋﻠﻲ‬ . (Saavdra and Opfer, ,2013, p 25) ‫ﻟﺴﻤﻌﻴﺔ‬ ‫ﺍ‬ ‫ﺍﳋﺎﺻﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻟﺬﻭﻱ‬ ‫ﻳﻦ‬ ‫ﻟﻌﺸﺮ‬ ‫ﺍ‬ ‫ﻭ‬ ‫ﺍﳊﺎﺩﻱ‬ ‫ﻟﻘﺮﻥ‬ ‫ﺍ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ) ‫ﻧﻴﺔ‬ ‫ﻣﻴﺪﺍ‬ ‫ﺩﺭﺍﺳﺔ‬              ‫ﳏﻤﻮﺩ‬ ‫ﻓﺘﺤﻲ‬ ‫ﳒﻼﺀ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﻴﺘﻀﻤﻥ‬ ‫ﺠﺩﻭل‬ ) ١ ( ‫ﺍﻟـﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬   ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺃﻥ‬ ‫ﻓﻴﻪ‬ ‫ﺸﻙ‬ ‫ﻻ‬ ‫ﻤﻤﺎ‬ ‫ﻗـﻀﺎﻴﺎ‬ ‫ﺇﺤﺩﻯ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺘﻔﺭﻀـﻬﺎ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟـﺴﺎﻋﺔ‬ ‫ﻭﺃﻴـﻀﺎ‬ ‫ﹰ،‬ ‫ﻋﺎﻟﻤﻴﺎ‬ ‫ﺍﻟﺤﺎﺩﺜﺔ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺘﺤﻭﻻﺕ‬ ‫ﻜﺎﻓـﺔ‬ ‫ﻴﺸﻤل‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﺫﻭﻯ‬ ‫ﻗﻀﻴﺔ‬ ‫ﺘﺒﺭﺯ‬ ‫ﻫﻨﺎ‬ ‫ﻭ‬ ، ‫ﻭﺍﻟﻁﺒﻘﺎﺕ‬ ‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﻓﻬﻡ‬ ، ‫ﻟﻬﻡ‬ ‫ﻭﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻭﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻴﻔﺘﻘﺩﻭﻥ‬ ‫ﺤﺎﺠﺎﺘﻬﻡ‬ ‫ﻹﺸﺒﺎﻉ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﻓﻌﺎﻟﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﻤﺸﺎﺭﻜﺘﻬﻡ‬ ‫ﻭﺘﻁﻠﻌﺎﺘﻬﻡ‬ ‫ﻟـﺩﻴﻬﻡ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺒﺫﻟﻙ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﺍﻷﺤﻘﻴﺔ‬ ‫ﻨﻘﺹ‬ . ‫ﻓﺎﻷﺤﻘﻴـﺔ‬ ‫ﺘﺤﻭﻴـل‬ ‫ﺒﻤﻘﺘـﻀﺎﻫﺎ‬ ‫ﻭﻴﺘﻡ‬ ‫ﻭﺍﻟﻘﻭﺓ‬ ‫ﺍﻟﻘﺎﻨﻭﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺯﻴﺞ‬ ‫ﻫﻲ‬ ‫ﻭﺘﺤﺕ‬ ‫ﻟﻠﻘﻭﺓ‬ ‫ﺍﻤﺘﻼﻜﻪ‬ ‫ﻅل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺃﻤﺭ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻤﻁﺎﻟﺏ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻭﻴﻁﺭﺡ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﺃﺤﻘﻴﺔ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻭﺒﻤﻘﺘﻀﻰ‬ ‫ﺍﻟﻘﺎﻨﻭﻥ‬ ‫ﻤﻅﻠﺔ‬ ‫ﻭﻫﻲ‬ ‫ﺃﺴﺱ‬ ‫ﺜﻼﺜﺔ‬ ‫ﺍﻷﺤﻘﻴﺔ‬ : ‫ﻭﺤﻘـﻭﻕ‬ ‫ﺍﻹﻨـﺴﺎﻥ‬ ‫ﺤﻘـﻭﻕ‬ ‫ﺤﻘـﻭﻕ‬ ‫ﺘـﺴﺘﻨﺩ‬ ‫ﺃﻭ‬ ‫ﺍﻹﻨـﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﺭﻓﺎﻫﻴﺔ‬ ‫ﻭﺤﻘﻭﻕ‬ ‫ﺍﻟﻤﻭﺍﻁﻥ‬ ‫ﺍﻟـﺼﺤﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻴﻥ‬ ‫ﻗﺩﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻕ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ) . ، ‫ﻨﺨﻠﺔ‬ ‫ﺴﻌﺩ‬ ‫ﺃﺸﺭﻑ‬ ٢٠١٣ ، ٩٣ ( ‫ﻟﻠﻤﻬﺎﺭ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﺕ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻨﺤـﻭ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﻭﺍﻟﺘﻔﺎﻋـل‬ ‫ﺍﻻﻨﺩﻤﺎﺝ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﺘﻬﻤﻴﺵ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻹﻋﺎﻗﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻯ‬ ‫ﺇﻜﺴﺎﺏ‬ ‫ﺫﻟﻙ‬ ‫ﺇﻟﻲ‬ ‫ﺇﻀﺎﻓﺔ‬ ، ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘـﻴﻡ‬ ‫ﻭ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﻟﻠﻤﺸﺎﺭﻜﺔ‬ ‫ﺘﺅﻫﻠﻬﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓـﻲ‬ ‫ﻔﻌﺎﻟﺔ‬ ‫ﺤـﺩ‬ ‫ﺃﻗﺼﻰ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﻓﻌﺎﻟﻴﺎﺕ‬ ‫ﺃﻨﺸﻁﺔ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﻭﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﺇﻤﻜﺎﻨﺎﺘﻬﻡ‬ ‫ﻟﻬﻡ‬ ‫ﺘﺅﻫﻠﻪ‬ ) . ‫ﺸﺭﻴﻑ،‬ ‫ﺍﻟﻘﺎﺩﺭ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﺴﻴﺩ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﻭﻗﻴﻤﺔ‬ ) ‫ﻜﺎ‬ ٢ ( ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﻭﺍﻷﻫﻤﻴﺔ‬ ‫ﺩﻻﻟﺘﻬﺎ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ، ‫ﻭﺤﺩﻫﻡ‬ ‫ﻟﻬﺎ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﻡ‬ ‫ﻋﻨﺩ‬ ‫ﻟﻸﺠﻬﺯﺓ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﻴﻠﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻲ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺘﺤﺩ‬ . ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﺤﻔﻴﺯ‬ . ‫ﺜـﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺘﻼ‬ ‫ﻋﺯﻭﻑ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻷﺴﺒﺎﺏ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﺠﺏ‬ ‫ﻤﻴـﺫ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻥ‬ .    ‫ﻭﺍﻟـﺫﻱ‬ ‫ﺍﻟﻨﻅـﺭﻱ‬ ‫ﺍﻹﻁـﺎﺭ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺍﻻﻨﺘﻬﺎﺀ‬ ‫ﺒﻌﺩ‬ ‫ﻭ‬ ‫ﺍﻟﻌـﺸﺭﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﺎﺩﻱ‬ ‫ﺍﻟﻘـﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﻀﻤﻥ‬ ‫ﻁﺒﻘـﺎ‬ ‫ﻭﺘـﺼﻨﻴﻔﺎﺘﻬﺎ‬ ‫ﻓﻴﻬـﺎ،‬ ‫ﺍﻟﻤـﺅﺜﺭﺓ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻭ‬ ‫ﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﻋﻠﻲ‬ ‫ﺫﻟﻙ‬ ‫ﺍﻨﻌﻜﺎﺴﺎﺕ‬ ‫ﺜﻡ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻓﺈﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺒﻨﺎﺀ‬ ، ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻋﻠﻲ‬ ‫ﻟﻠﻭﻗﻭﻑ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺒﻌﻤل‬ ‫ﻗﺎﻤﺕ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﻟﺩﻱ‬ ‫ﻭﻤﻅﺎﻫﺭﻫﺎ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﻟﺘﻔﻌﻴل‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺒﺤﺜﺎ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﻤﺘﻁﻠﺒـﺎﺕ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ . ‫ﻭﺒﻌﺩ‬ ، ‫ﻟﻼﺴﺘﺒﺎﻨﻪ‬ ‫ﺍﻟﻅﺎﻫﺭﻱ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﻋﻤل‬ ‫ﻭﺒﻌﺩ‬ ‫ﺫﻭﻱ‬ ‫ﻤـﺩﺍﺭﺱ‬ ‫ﻤﻌﻠﻤـﻲ‬ ‫ﻤـﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻭﻋﺩﺩﻫﻡ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ) ١٨٠ ( ‫ﻭ‬ ‫ﻤﻌﻠـﻡ‬ ‫ﻋﺩﺩ‬ ‫ﺇﺠﻤﺎﻟﻲ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻠﻤﺔ‬ ) ١٩١ ( ‫ﺒﻨﺴﺒﺔ‬ ٩١,٩ ) % ‫ﻤﺩﻴﺭﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ٢٠١٦ ( ‫ﺍﻹﺤﺼﺎﺌ‬ ‫ﺍﻟﺘﺤﻠﻴل‬ ‫ﺠﺎﺀ‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﻤﻭﺍ‬ ‫ﻓﻕ‬ ‫ﻤﺘﺭﺩﺩ‬ ‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻙ‬ % ‫ﻙ‬ % ‫ﻙ‬ ‫ﻜﺎ‬ ٢ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ % ١ . ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌﻁ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ 140 77.8 9 5.0 31 17.2 164.0 0.01 86.9 ٤ ٢ . ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ . 127 70.6 39 21.7 14 7.8 117.4 0.01 87.6 ٣ ٣ . ‫ﺒﻤﺭﻭﻨﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻜﻴﻑ‬ . 117 65.0 38 21.1 25 13.9 82.6 0.01 83.7 ٦ ٤ . ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﻤﺠـﺎل‬ ‫ﻓـﻲ‬ ‫ﻴﺒﺘﻜﺭ‬ 102 56.7 46 25.6 32 17.8 45.7 0.05 79.6 ٩ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ٥ . ‫ﺍﻷﺩﻟﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻴﻔﺴﺭ‬ . 63 35.0 10 5.6 107 59.4 78.6 0.01 58.5 ٥ ٦ . ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺤﻤل‬ ‫ﻋﻠﻲ‬ ‫ﻴﺘﺩﺭﺏ‬ . 117 65.0 28 15.6 35 19.4 81.6 0.01 81.9 ٧ ٧ . ‫ﺍﻟﺘﻭﺍﺼ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺭﻭﺍﺒﻁ‬ ‫ﻴﻔﻬﻡ‬ ‫ﻤـﻊ‬ ‫ل‬ ‫ﺍﻵﺨﺭﻴﻥ‬ 101 56.1 16 8.9 63 35.0 60.4 0.01 73.7 11 . ٨ . ‫ﻴﺤﻠل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﻴـﺼل‬ ‫ﺇﻟﻴﻬـﺎ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺒﺄﺸﻜﺎل‬ 57 31.7 62 34.4 61 33.9 0.2 ‫ﺩﺍﻟﺔ‬ ‫ﻏﻴﺭ‬ 65.9 12 . ٩ . ‫ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﺭﻕ‬ ‫ﻴﺩﻴﺭ‬ . 86 47.8 59 32.8 35 19.4 21.7 0.01 76.1 ١٠ ١٠ . ‫ﻴﺘﻜﻴﻑ‬ ‫ﻤﻊ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻭﺍﻟﻤﺴﺌﻭﻟﻴﺎﺕ‬ 58 32.2 32 17.8 90 50.0 28.1 0.01 60.7 13 . ١١ . ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ 42 23.3 0 0 138 76.7 51.2 0.01 48.9 15 . ١٢ . ‫ﻴﻌﻤل‬ ‫ﺒﺸﻜل‬ ‫ﻤﺴﺌﻭل‬ . 115 63.9 26 14.4 39 21.7 77.0 0.01 80.7 ٨ ١٣ . 115 63.9 23 12.8 42 23.3 78.6 0.01 80.2 ٨ ‫ﻤـﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻴﺘﻭﺼل‬ ‫ﻤﺘﻌﺩﺩﺓ‬ . 36 20.0 51 28.3 93 51.7 29.1 0.01 56.1 14 ١٤ . ‫ﺍﻟﺒـﺼﺭﻴ‬ ‫ﺍﻟﻭﺴﺎﺌﻁ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻔﺎﻋل‬ ‫ﺔ‬ ‫ﺍﻟﻤﺨﺼﺼﺔ‬ . 12 4 68.9 56 31.1 0 0 25.7 0.01 89.6 ٣ . ‫ﻭﺍﻟﻔﻜﺭﻴـﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﻴـﺔ‬ ‫ﻟﻠﺘﻴﺎﺭﺍﺕ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﻭﺍﻓﺩﺓ‬ . 135 75.0 7 3.9 38 21.1 148.6 0.01 84.6 ٦ ١ ١٥ . ‫ﻭﻀﻊ‬ ‫ﺍﻫﺘﻤﺎﻤﺎﺕ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ٤ . ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺒﺘﻭﻅﻴﻑ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ . 113 62.8 54 30.0 13 7.2 84.2 0.01 85.2 ٥ ‫ﻓـﻲ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ٥ . ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﺎﺩﺭﺓ‬ . 103 57.2 31 17.2 46 25.6 48.1 0.01 77.2 ٩ . ٦ . ‫ﻤﻬﻤﺎﺘﻪ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﺍﻻﻨﻀﺒﺎﻁ‬ . 105 58.3 53 29.4 22 12.2 58.6 0.01 82 ٧ ‫ﻟﻠﻨﺘﺎﺌﺞ‬ ‫ﻲ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻲ‬ ٧ . ‫ﻟﺭﺃﻴﻪ‬ ‫ﻤﺘﺯﻤﺕ‬ ‫ﻭﻏﻴﺭ‬ ‫ﺍﻟﻌﻘل‬ ‫ﻤﺘﻔﺘﺢ‬ . 132 73.3 42 23.3 6 3.3 140.4 0.01 90 ٤ : ٨ . ‫ﺃﻓﻌﺎﻟﻪ‬ ‫ﻭﺭﺩﻭﺩ‬ ‫ﺍﻨﻔﻌﺎﻻﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺯﻥ‬ . 108 60.0 6 3.3 66 36.7 87.6 0.01 74.4 ١٠ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ، ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓـﻲ‬ ‫ﺘﻠﻌﺒﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﺒﺸﺄﻥ‬ ‫ﺍﻟﻨﻘﺩﻴﺔ‬ ‫ﺭﺅﻴﺘﻬﻡ‬ ‫ﻴﻁﻭﺭﻭﺍ‬ ‫ﺃﻥ‬ ‫ﻭﻋـﻥ‬ ، ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﺤﻘﺎﺌﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺸﻜﻴل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻭﺍﻷﻓﻜـﺎﺭ‬ ، ‫ﺍﻟﺩﻭﻟﻴـﺔ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﺴﻭﻕ‬ . ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻤﻨﻬﺞ‬ ‫ﺍﻟﻨﻘﺩﻱ‬ ‫ﻟﻠﺘﻔﻜﻴﺭ‬ ‫ﹰ‬ ‫ﻀﺭﻭﺭﻴﺎ‬ ‫ﹰ‬ ‫ﺸﻴﺌﺎ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﻤﺜل‬ ‫ﻭﺴـﺎﺌل‬ ‫ﺘﻠﻌـﺏ‬ ‫ﺤﻴـﺙ‬ ، ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻓﻲ‬       ٢٠١٤ ، ٣٥ ( ٩ . ‫ﻭ‬ ‫ﻁﻼﺒـﻪ‬ ‫ﻤﻊ‬ ‫ﺘﻌﺎﻤﻼﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻭﺍﻀﻊ‬ ‫ﺯﻤﻼﺅﻩ‬ 169 93.9 2 1.1 9 5.0 297.4 0.01 96.3 ٢ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﺤﺎﺩﻱ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﺩ‬ ‫ﻤـﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻵﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻨﺘﺸﺎﺭﺍ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ١٠ . ‫ﺒـﺴﻌﺔ‬ ‫ﻭﻤﺘـﺴﻡ‬ ‫ﺍﺠﺘﻤﺎﻋﻴـﺎ‬ ‫ﻤﺘﻜﻴﻑ‬ ‫ﺍﻟﺼﺩﺭ‬ . 160 88.9 20 11.1 0 0 108.9 0.01 ٢ 96.3 ‫ﻤﻜﺭﺭ‬ ‫ﻟﻠـﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﺸﻜ‬ ‫ﻭﺤل‬ ‫ﻭﺍﻻﺒﺘﻜﺎﺭ‬ ١١ . ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺨﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻌﺎﻭﻥ‬ . 164 91.1 16 8.9 0 0 121.7 0.01 97 ١ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴـﺎ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻼﺕ‬ ‫ﻟﻠﺘﻜﻴﻑ‬ ‫ﺍﻟﻘﺎﺒﻠﺔ‬ . ١٢ . ‫ﻟﻤـﺎ‬ ‫ﻟﻠﻭﺼـﻭل‬ ‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻭﺭﺍﺀﻫﺎ‬ 49 27.2 20 11.1 111 61.7 72.0 0.01 55.2 ١١
	٢٤٩ ٢٥١ ٢٥٣ ٢٥٩	٢٤٨ ٢٥٠ ٢٥٢ ٢٥٤

75.6