٠ - ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ : ‫ﺍﻟـﺼﻑ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ـﺔ‬ ‫ﺒﻤﺩﺭﺴـ‬ ‫ـﺩﺍﺩﻯ‬ ‫ﺍﻹﻋـ‬ ‫ﺍﻷﻭل‬ " ‫ـﺎﺯﻯ‬ ‫ﺍﻟﻤﻐـ‬ ‫ﻟﻠﺒﻨﺎﺕ‬ ‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ " ‫ﻤﺩﺭﺴﺔ‬ ‫ﻭ‬ " ‫ﺍﻟﺨﺎﺯﻨﺩﺍﺭ‬ ‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ ‫ﺍﻟﻤـﺸﺘﺭﻜﺔ‬ " ‫ﺒﻠﻘـﺎﺱ‬ ‫ﺒـﺈﺩﺍﺭﺓ‬ ‫ﺍﻟﻔﺼل‬ ‫ﺍﻟﺩﻗﻬﻠﻴﺔ،‬ ‫ﻟﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻗﻭﺍﻤﻬـﺎ‬ ‫ﺍﻟﺜـﺎﻨﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ) ٤٠ ( ‫ﺘﻠﻤﻴـﺫﻩ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻘﺴﻤﻪ‬ - ‫ﺍﻟﺘﺠﺭﻴﺒﻴـﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻋـﺩﺩﻫﺎ‬ ) ٢٠ ( ‫ﻟﻠﺒﻨﺎﺕ‬ ‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ ‫ﺍﻟﻤﻐﺎﺯﻯ‬ ‫ﺒﻤﺩﺭﺴﺔ‬ ‫ﺘﻠﻤﻴﺫﺓ‬ - ‫ﺍﻟـﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻋـﺩﺩﻫﺎ‬ ) ٢٠ ( ‫ﺍﻹﻋﺩﺍﺩﻴـﺔ‬ ‫ﺍﻟﺨﺎﺯﻨـﺩﺍﺭ‬ ‫ﺒﻤﺩﺭﺴـﺔ‬ ‫ﺘﻠﻤﻴﺫﺓ‬ ‫ﺍﻟﻤﺸ‬ ‫ﺘﺭﻜﺔ‬ ٠ - ‫ﻭﺤﺩﺓ‬ ) ‫ﺍﻟﺒﻁﺎﻟﻤـﺔ‬ ‫ﺤﻜـﻡ‬ ‫ﺒـﻴﻥ‬ ‫ﻤـﺼﺭ‬ ‫ﻭﺍﻟﺭﻭﻤﺎﻥ‬ ( ‫ﻭﺤﺩﺓ‬ ‫ﻭ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻤﻥ‬ ) ‫ﺍﻷﺨﻁﺎﺭ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ( ‫ﻜﺘﺎﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻭل‬ ‫ـﺼﻑ‬ ‫ﻟﻠـ‬ ‫ـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـ‬ ‫ـﺎﺕ‬ ‫ﺍﻟﺩﺭﺍﺴـ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ٠ - ‫ﺘﺘﻤﺜل‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ـﻰ‬ ‫ﻓـ‬ ) : ‫ـل‬ ‫ﺍﻟﺘﻭﺍﺼـ‬ - ‫ـﺎﻭﻥ‬ ‫ﺍﻟﺘﻌـ‬ - ‫ـل‬ ‫ﺤـ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ - ‫ﺍﻟﻘـﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ - ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻟﺒﻴﺌﻴ‬ ‫ﺔ‬ (      ‫ﻤﺩﺨل‬ :Task Analysis



  






  




‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﻴﺤﺎﻭل‬ : ‫ﻤﺩﺨل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻤﺎ‬ (Task Analysis) ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻤ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ؟‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺼﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺎﺩﺓ‬

  

	 (Task Analysis)                 ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ : ‫ﻤـﺩﺨل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻫﻭ‬ (Task Analysis) ‫ﺒﻌـﺽ‬ ‫ﻟﺘﻨﻤﻴـﺔ‬ ‫ﺍﻟﻤ‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟـﺼﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻬﺎﺭﺍﺕ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ‫ﺍﻟﺘﺎﻟﻰ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬ : ٠ -‫ﺍﻷﻭل‬ ‫ﺒﺎﻟـﺼﻑ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴـﻴﺎ‬ ‫ﺍﻟﻤﺘـﺄﺨﺭﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺍﻟﻭﺍﺠﺏ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺎ‬ ‫ﻤ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ؟‬ ٠ -‫ﻤﺩﺨل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻤﺎ‬ (Task Analysis) ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ؟‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺼﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﻋﻠﻲ‬ ‫ﻭﻟﻺﺠﺎﺒﺔ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﺼﻠﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﺎﺴﺘﻌﺭﺍﺽ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻜﻤﺎ‬ ‫ﹰ‬ ‫ﻗﺒﻠﻴﺎ‬ ‫ﻭﺘﻁﺒﻴﻘﻬﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻭﺘﻡ‬ ‫ﻟﻠﺒﺤﺙ،‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻭﺒﻌﺩﻴﺎ‬ ‫ﻤﺠﻤﻭﻋـﺔ‬ ‫ﺇﻟـﻰ‬ ‫ﺘـﺼﻨﻴﻔﻬﻡ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺒﻠﻘﺎﺱ‬ ‫ﺒﺈﺩﺍﺭﺓ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﺎﺭﺓ‬ ‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻤﺩﺨل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺘﻡ‬ Task Analysis) ( ‫ﻓﻰ‬ ‫ﺍﻟﻤﻌﺘﺎﺩﺓ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺘﺴﺘﺨﺩﻡ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﻭﻤﺠﻤﻭﻋﺔ‬ ، ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻭﺍﻟ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﺘﻭﺼل‬ :   ٠ -‫ﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻱ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭ‬ ‫ﻓﺭﻕ‬ ‫ﻴﻭﺠﺩ‬ ) ٠٥ ‚ ٠ ( ‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﺭﺘـﺏ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ) ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ( ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ٠ -‫ﺩﻻ‬ ‫ﺫﻭ‬ ‫ﻓﺭﻕ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻤﺴﺘﻭﻱ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﻟﺔ‬ ) ٫٠٥ ٠ ( ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺭﺘﺏ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ) ‫ﻭﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ( ‫ﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﻟـﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﻌﺩﻱ‬     ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻜﺜﻴﺭﺍ‬ ‫ﺍﻵﻥ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺒـﺸﻜل‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﻁﺎﻟﺏ‬ ‫ﻭﺘﻭﺴﻌﺕ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ،‬ ‫ﻤ‬ ‫ﻤﺘﺴﺎﺭﻉ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻌﻼﻗـﺎﺕ‬ ‫ﺘﻁﻭﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺩﻯ‬ ‫ﻤﺎ‬ ‫ﹰ‬ ‫ﻋﺒﺌـﺎ‬ ‫ﻫﺫﺍ‬ ‫ﻤﺜل‬ ‫ﻭﻗﺩ‬ ‫ﹰ،‬ ‫ﻭﻜﻴﻔﺎ‬ ‫ﹰ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﻴـﺘﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﹰ‬ ‫ﻟﺯﺍﻤﺎ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺤﻴﺙ‬ ‫ﹰ‬ ‫ﺘﻌﻠﻴﻤﻴﺎ‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩﻩ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻤﻊ‬ ‫ﻤﻼﺌﻡ‬ ‫ﺒﺸﻜل‬ ‫ﻤﻌﻬﺎ‬ ‫ﻭﺍﻟﺘﻌﺎﻤل‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﻤﺩﻯ‬ ‫ﺒﺎﻟﺘﻌﻠﻡ‬ ‫ﻴﺴﻤﻲ‬ ‫ﻤﺎ‬ ‫ﻭﻅﻬﻭﺭ‬ Life Long Learning ‫ﺍﻟ‬ ‫ﻓﺄﺼﺒﺤﺕ‬ ، ‫ﻤﺎﺴﺔ‬ ‫ﺤﺎﺠﺔ‬ ‫ﺒﺤﺴﺏ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﻌﻴﺸﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ . ‫ﺃﻥ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﺒﻌـﺽ‬ ‫ﻭﺘﺅﻜﺩ‬ ‫ﻤـﺴﺘﻤﺭ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻟﻬـﺫﻩ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓـﻰ‬ ‫ﻓﻌﺎل‬ ‫ﺒﺸﻜل‬ ‫ﺘﺴﻬﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺤﻴﺎﻩ‬ ‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﺇﻜﺴﺎﺏ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻤـﻥ‬ ‫ﻤﺠﻤﻭﻋـﺔ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻤـﻊ‬ ‫ﻴﺘﻜﻴﻑ‬ ‫ﺘﺠﻌﻠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺒﻴ‬ ‫ﻴﻜﻔـل‬ ‫ﺒﻤﺎ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺎﺕ‬ ‫ﻭﺘﻌﺯﻴﺯ‬ ‫ﺍﻟﻤﺤﻴﻁﺔ‬ ‫ﺌﺔ‬ ‫ﺍﻟﻤـﺸﻜﻼ‬ ‫ﻭﺤـل‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺕ‬ . ) ، ‫ﺍﻟﻔﺘﻭﺡ‬ ‫ﺃﺒﻭ‬ ‫ﺴﻨﺎﺀ‬ ٢٠٠٦ ، ١٦ ( ‫ﻭﺘﻤﺜل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺨـﻼل‬ ‫ﻓﻤﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻟﻜﺎﻓﺔ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻭﻤﻤﺎﺭﺴﺘﻬﺎ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻬﺫﺍ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﻤ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻔﺎﻋل‬ ‫ﺃﻥ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻓﺈﻨﻪ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﺠﺘﻤـﻊ‬ ‫ـﺎﻏﻡ‬ ‫ﺒﺎﻟﺘﻨـ‬ ‫ﺴـﻠﻭﻜﻪ‬ ‫ـﺴﻡ‬ ‫ﻭﻴﺘـ‬ ‫ﺇﻴﺠـﺎﺒﻲ‬ ‫ﺒـﺸﻜل‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﺨﻼل‬ ‫ﻜ‬ ‫ﺇﺫﺍ‬ ‫ﺃﻨﻪ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﺭﻯ‬ ‫ﺍﻟﻤﺠﺘﻤـﻊ‬ ‫ﻷﻓـﺭﺍﺩ‬ ‫ﻤﻬﻤﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺎﻨﺕ‬ ‫ﻓﻤـﻥ‬ ‫ﺍﻷﻓـﺭﺍﺩ؛‬ ‫ﺒﻘﻴﺔ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻻﺘﺴﺎﻕ‬ ‫ﻭﺍﻟﻤﻨﻁﻘﻴﺔ‬ ‫ﻤﻤـﺎ‬ ‫ﺍﻟﻴﻭﻤﻴـﺔ،‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻴﺵ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﺤﺘﻴﺎﺠﺎﺘﻪ‬ ‫ﺘﻠﺒﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺴﺎﻋﺩﻩ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺘﻜﻤﻥ‬ ‫ﻤﺒﺎ‬ ‫ﺨﺒﺭﺓ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻜﺴﺏ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺸـﺭﺓ،‬ ‫ﺍﻟﻁﺒﻴﻌـﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻟﻠﻔﺌـﺎﺕ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻓﻬﻰ‬ ‫ﻜﺎﻓﺔ‬ ‫ﺇﻋﺩﺍﺩﻫﻡ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻋﻤـﺎ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﺨﺎﺹ‬ ‫ﻨﻭﻉ‬ ‫ﻤﻥ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺨﺩﻤﺎﺕ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻜـﺫﻭﻱ‬ ‫ﻟﻠﻌـﺎﺩﻴﻴﻥ،‬ ‫ﻴﻘﺩﻡ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﻭﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﺒﻁﻴﺌﻲ‬ ‫ﻭﺍﻟﻤﻌﺎﻗﻴﻥ‬ . ‫ﺍﻻﺤﺘﻜـﺎﻙ‬ ‫ﻁﺭﻴـﻕ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﺘﻴﺢ‬ ‫ﻭﺍﻟﻅـﻭﺍﻫﺭ‬ ‫ﻭﺍﻷﺸـﻴﺎﺀ‬ ‫ﺒﺎﻷﺸـﺨﺎﺹ‬ ‫ﺍﻟﻤﺒﺎﺸﺭ‬ ‫ﻋﻠـﻰ‬ ‫ﹰ‬ ‫ﻗـﺎﺩﺭﺍ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻭﺘﺠﻌل‬ ‫ﻤﻌﻬﺎ،‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻵﺨـﺭﻴﻥ‬ ‫ﻭﺒـﻴﻥ‬ ‫ﺒﻴﻨﻪ‬ ‫ﺍﻟﺼﺤﻲ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﻭﺍﻟﻤﺠﺘﻤـﻊ‬ ‫ﺍﻟﺒﻴﺌـﺔ‬ ‫ﻭﺒﻴﻥ‬ ‫ﻭﺒﻴﻨﻪ‬ ‫ﻤـﻥ‬ ‫ﺍﻜﺘـﺴﺎﺒﻬﺎ‬ ‫ﻴﺯﻴـﺩ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻠﻐﻭﻱ،‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺒﺘﻘﺩﻴﺭ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺍﺤﺘﻔﺎﻅ‬ ) . ‫ﺴﺤﺭ‬ ‫ﺍﻟـﺴﻴﺩ،‬ ٢٠٠١ ، ٣٤ ‫ﺍﻟﻨﻘﻴـﺏ،‬ ‫ﺍﻟﺭﺤﻤﻥ‬ ‫ﻋﺒﺩ‬ ‫؛‬ ٢٠٠٣ ، ٨٥ ‫ﻤﺨﺘـﺎﺭ،‬ ‫ﺍﻟﺭﺍﺯﻕ‬ ‫ﻋﺒﺩ‬ ، ٢٠٠٤ ، ٤٥ ( ‫ﻭ‬ ، ‫ﺍﻟﻤﺘﺄﺨﺭ‬ ‫ﻭﻓﺌﺔ‬ ‫ﻤـﺸﻜﻠﺔ‬ ‫ﺘﻌﺩ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﻴﻥ‬ ‫ﺒﻌﻴﻨﻪ،‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻭ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻘﺘﺼﺭ‬ ‫ﻻ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺫﻟـﻙ‬ ‫ﺍﻟﻤﺠﺘﻤﻌـﺎﺕ،‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺘﻨﺘﺸﺭ‬ ‫ﻭﺇﻨﻤﺎ‬ ‫ـﻴﻥ‬ ‫ﺍﻟﺩﺍﺭﺴـ‬ ‫ـﻴﻥ‬ ‫ﺒـ‬ ‫ـﺔ‬ ‫ﺍﻟﻔﺭﺩﻴـ‬ ‫ـﺭﻭﻕ‬ ‫ﺍﻟﻔـ‬ ‫ـﻡ‬ ‫ﺒﺤﻜـ‬ ‫ﻭﺍﻟﻘـﺩﺭﺍﺕ‬ ‫ﻭﺍﻹﻤﻜﺎﻨﻴﺎﺕ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻭﻻﺨﺘﻼﻑ‬ ‫ﻭﻤـﻥ‬ ‫ﻷﺨﺭ‬ ‫ﻓﺭﺩ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺩﻭﺍﻓﻊ‬ ‫ﻭﺍﻻﺴﺘﻌﺩﺍﺩﺍﺕ‬ ‫ﻤـﺩﻯ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺃﺩﺭﻜﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻷﺨﺭﻯ،‬ ‫ﺒﻴﺌﺔ‬ ‫ﻴ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻀﺭﺭ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺭﻙ‬ ‫ﻭﺭﺍﺀ‬ ‫ﻌﻭﺩ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ . ‫ﺃﻜﺜـﺭ‬ ‫ﺤﻴـﺎﺓ‬ ‫ﻓـﻰ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻭﺍﻟﺒﻴﺌـﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻤﻊ‬ ‫ﹰ‬ ‫ﻤﺘﻔﺎﻋﻼ‬ ‫ﺒﺫﺍﺘﻪ‬ ‫ﺍﺴﺘﻘﻼﻟﻴﺔ‬ ‫ﺒﺈﻴﺠﺎﺒﻴــﺔ‬ ) 2010 , . M , Chrestiane ( ، ‫ﺤﺩﻴﺜﺔ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻴﺠﺏ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﻤﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻋﺭﺽ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﺘﻐﻴﺭ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺒﺎﻟﻜﺘﺎﺏ‬ ‫ﺒـﺼﻭﺭﺓ‬ ‫ﺤﻴﺎﺘﻪ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻭﺘﺴﺎﻋﺩ‬ ‫ﻭﺍﻟﺘﻭ‬ ‫ﻨﻔﺴﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﻁﺒﻴﻌﻴﺔ‬     ‫ﻤـﻊ‬ ‫ﺍﺼل‬ ‫ﺒـﻪ‬ ‫ﺍﻟﻤﺤﻴﻁـﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻌﺎﻤل‬ ‫ﺍﻵﺨﺭﻴﻥ‬ . ) ‫ﺍﻟﺴﻴﺩ،‬ ‫ﻗﻁﺏ‬ ٢٠١٤ ، ٦٥ ( ‫ـل‬ ‫ﻭﺘﻭﺼـ‬ , . et al , Bastian ( ) 2005 ‫ﺤﻴﺎﺘـﻪ‬ ‫ﻓـﻲ‬ ‫ﺍﻹﻨـﺴﺎﻥ‬ ‫ﺘﻔﺎﻋل‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻤﺅﺴـﺴﺎﺕ‬ ‫ﻭﺃﺸـﺨﺎﺹ‬ ‫ﺃﺸـﻴﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩﻩ‬ ‫ﺃﺴﺎﺴﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ . ‫ﻤـﻥ‬ ‫ﹰ‬ ‫ﻤﺘﻤﻜﻨـﺎ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﺃﺩﺒﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﺴﺘﻌﺭﺍﻀﺔ‬ ‫ﺘﻡ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻰ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻴﺘﻀﺢ‬ ‫ﺴﺎﺒﻘﺔ،‬ ‫ﻭﺩﺍﺴﺎﺕ‬ ‫ﻭﺒﺤﻭﺙ‬ ‫ﻟـﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺄ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟـﺼﻑ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴـﻴﺎ‬ ‫ﺨﺭﻴﻥ‬ ‫ﻤـﺸﻜﻠﺔ‬ ‫ﺘﺤﺩﻴـﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ،‬ ‫ﺍﻵﺘﻰ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻓﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ :
	٤٨٠ ٤٨١

‫ـﺩﺨل‬ ‫ﻤـ‬ ‫ـﺘﺨﺩﺍﻡ‬ ‫ﺍﺴـ‬ ‫ـﺔ‬ ‫ﻓﻌﺎﻟﻴـ‬ ‫ـﺎ‬ ‫ﻤـ‬ (Task Analysis) ‫ﺍﻟﻤﻬــﺎﺭﺍﺕ‬ ‫ﺒﻌــﺽ‬ ‫ـﺔ‬ ‫ﻟﺘﻨﻤﻴـ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺼﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫؟‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬ ‫ﺍﻷﺴـﺌﻠﺔ‬ ‫ﺍﻟـﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ :

  

	٠ ٠  -‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻤﺎ‬ ‫ـﺫ‬ ‫ﺍﻟﺘﻼﻤﻴـ‬ ‫ـﺩﻯ‬ ‫ﻟـ‬ ‫ـﺎ‬ ‫ﺘﻭﺍﻓﺭﻫـ‬ ‫ـﺏ‬ ‫ﺍﻟﻭﺍﺠـ‬ ‫ﺍﻷﻭل‬ ‫ـﺼﻑ‬ ‫ﺒﺎﻟـ‬ ‫ﹰ‬ ‫ـﻴﺎ‬ ‫ﺩﺭﺍﺴـ‬ ‫ـﺄﺨﺭﻴﻥ‬ ‫ﺍﻟﻤﺘـ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ؟‬ -‫ﻤـﺩﺨل‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻤﺎ‬ (Task Analysis) ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺒﻌـﺽ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻤﺘـﺄﺨﺭﻴﻥ‬ ‫ﻟـﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ؟‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺼﻑ‬    ٠ -‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬ ‫ﺘﻨﻤﻴﺘﻬـﺎ‬ ‫ﻴﺠـﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﻭل‬ ‫ـﺼﻑ‬ ‫ﺒﺎﻟـ‬ ‫ﹰ‬ ‫ـﻴﺎ‬ ‫ﺩﺭﺍﺴـ‬ ‫ـﺄﺨﺭﻴﻥ‬ ‫ﺍﻟﻤﺘـ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ٠ -‫ﺘﻼﻤﻴـﺫ‬ ‫ﺍﻜﺘـﺴﺎﺏ‬ ‫ﻤـﺩﻯ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻟﻠﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻹﻋـﺩﺍﺩﻯ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ٠ -‫ﻤﺩﺨ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ل‬ (Task Analysis) ‫ﺒﻌـﺽ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻟـﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺎﻟـﺼﻑ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴـﻴﺎ‬ ‫ﺍﻟﻤﺘﺎﺨﺭﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ‫ﺍﻷﻭل‬     ‫ﻴﻠﻰ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﻗﺘﺼﺭ‬ :	 -‫ﹰ‬ ‫ـﻴﺎ‬ ‫ﺩﺭﺍﺴـ‬ ‫ـﺄﺨﺭﻴﻥ‬ ‫ﺍﻟﻤﺘـ‬ ‫ـﺫ‬ ‫ﺍﻟﺘﻼﻤﻴـ‬ ‫ـﺩ‬ ‫ﻴﻔﻴـ‬    ) Task Analysis ( ‫ـﺄ‬ ‫ﺍﻟﻤﺘـ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ -‫ﻤــﺩﺨل‬ ‫ﻭﻓــﻕ‬ ‫ﻟﻠﺘــﺩﺭﻴﺱ‬ Task Analysis ( ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺼﻑ‬ -) Task Analysis ( ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ -‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ -‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ . ‫ﻤـﻥ‬ ‫ﺍﻟﻨﻭﻋﻴـﺔ‬ ‫ﻫـﺫﻩ‬ ‫ﻤﺜـل‬ ‫ﺒﻨـﺎﺀ‬ ‫ﻓﻰ‬ ‫ﻴﻔﻴـﺩ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺸﺎﺩﻱ‬ ‫ﻜﻨﻤﻭﺫﺝ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻰ‬ . ‫ﻤﻘﺭﺭ‬ ‫ﻭﺤﺩﺍﺕ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺒﺎﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﻋـﺩﺍﺩﻯ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤﻌﻠﻤـﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺭﺸﺩ‬ . ‫ﻭﺫﻭﻱ‬ ‫ﹰ‬ ‫ـﻴﺎ‬ ‫ﺩﺭﺍﺴـ‬ ‫ـﺄﺨﺭﻴﻥ‬ ‫ﺍﻟﻤﺘـ‬ ‫ـﺫ‬ ‫ﺍﻟﺘﻼﻤﻴـ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻋﻼﺝ‬ ‫ـﻰ‬ ‫ﻓــ‬ ‫ـﺩ‬ ‫ﻴﻔﻴــ‬ ‫ﻤـﺩﺨل‬ ‫ﻭﻓـﻕ‬ ‫ﻟﻠﺘـﺩﺭﻴﺱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺘﻭﺠﻴﻪ‬ . ‫ﹰ‬ ‫ﺩﺭﺍﺴـﻴﺎ‬ ‫ﺍﻟﻤﺘـﺄﺨﺭ‬ ‫ﻟﻠﺘﻠﻤﻴﺫ‬ ) ‫ﻜﻤﺭﺸﺩ‬ ‫ﺘﻌﻠﻤﻴﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺃﻨﺸﻁﺔ‬ ‫ﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺃﺴـﺎﻟﻴﺏ‬ ‫ﻤـﻥ‬ ‫ﻴﺘﻀﻤﻨﻪ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻟﻤﻌﻠﻤـﻲ‬ ‫ﻤﻌﻠـﻡ‬ ‫ﺩﻟﻴل‬ ‫ﺘﻘﺩﻴﻡ‬ . ‫ﺍﻷﻭل‬ ‫ـﺼﻑ‬ ‫ﺒﺎﻟـ‬ ‫ﹰ‬ ‫ـﻴﺎ‬ ‫ﺩﺭﺍﺴـ‬ ‫ﺨﺭﻴﻥ‬ ‫ﻟـﺩﻯ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﻓﻰ‬ ‫ﻭﺩﻭﺭﻩ‬ ‫ﺒﻤـﺩﺨل‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﺘﻌـﺭﻑ‬ ‫ﺨـﻼل‬ ‫ﻤﻥ‬
		 
	٤٨٢	

‫ـﺎﺭ‬ ‫ﻻﺨﺘﺒـ‬ ‫ـﺘﻁﻼﻋﻴﺔ‬ ‫ﺍﻻﺴـ‬ ‫ـﺔ‬ ‫ﺍﻟﺩﺭﺍﺴـ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ .

  

	Task Analysis ، ‫ﺼـﻐﻴﺭﺓ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﻤﻬﻤﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻬﻤـﺔ‬ ‫ﺘﺠﺯﺌﺔ‬ ‫ﻫﻭ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻠﻤﻴﺫ‬ ‫ﺇﻜﺴﺎﺒﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺃﻭ‬  ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻭﻥ‬ : low achievers ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﻌﺭﻓﻪ‬ : ‫ﻴﺘﻤﺘـﻊ‬ ‫ﻤﻥ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻭﺘﻜﻭﻥ‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺫﻜﺎﺀ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﻭﺭﻏﻡ‬ ‫ﺍﻟﺤﻴﺎﺓ،‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻨﺠﺎﺡ‬ ‫ﺘﺅﻫﻠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍ‬ ‫ﻓﻲ‬ ‫ﻴﺨﻔﻕ‬ ‫ﺫﻟﻙ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻭﺼﻭل‬ ‫ﺃﻗﺭﺍﻨﻪ،‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﺩﺭﺍﺴﻲ‬ ‫ﺃﻜﺜـﺭ‬ ‫ﺃﻭ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﹰ‬ ‫ﻋﺎﻤﺎ‬ ‫ﻴﺭﺴﺏ‬ ‫ﻭﻗﺩ‬ ‫ﻭﺒـﺭﺍﻤﺞ‬ ‫ﻤﺴﺎﻋﺩﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﻓﻬﻭ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻋﻼﺠﻴﺔ‬     ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ : Social and Environment Skills ‫ﺍ‬ ‫ﺘﻌﺭﻴﻑ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ : ‫ـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـ‬ ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ـﻭﻡ‬ ‫ﻤﻔﻬـ‬ ‫ﺇﻥ‬ ‫ﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﺎﺕ‬ ‫ﻟﻪ‬ ‫ﻤﺭﻥ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻭﻋﻤﻠﻴﺔ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﻭﺘﻀﻤﻴﻨﺎﺕ‬ ‫ﺘﻌﺩﺩﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻋﺩﻴﺩﺓ،‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ،‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﺍﺘﻔﻕ‬ ‫ﻭﻗﺩ‬ ) ‫ﺭﺸﻭﺍﻥ،‬ ‫ﺃﺤﻤﺩ‬ ‫ﺍﻟﻨﺠـﺩﻱ،‬ ‫ﻋﺎﺩل‬ ٢٠٠٩ ، ٢١٣ ( ‫؛‬ ) Collins, B. & Hager, 2010, 52-59 ( ‫ﻋﻠﻰ‬ ‫ﺍﻨﻬـﺎ‬ ‫ﺍﻟﺘ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﻲ‬ ‫ﺍﻟﻤـﺸﻜﻼﺕ‬ ‫ﻭﻤﻭﺍﺠﻬـﺔ‬ ‫ﻭﺍﻟﺒﻴﺌـﺔ‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﻴـﺼﺒﺤﻭﻥ‬ ‫ﺒﺤﻴـﺙ‬ ‫ﺘﻭﺍﺠﻬﻬﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﺘﻁﻠﺒـﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻹﻴﺠﺎﺒﻲ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻴﻥ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻭﻴﻌﺭﻓﻬﺎ‬ ) ‫ﺤﺠـﺭ،‬ ‫ﺃﺒﻭ‬ ‫ﻓﺎﻴﺯ‬ ٢٠١١ ، ٩ ( ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﺒﺎﺴـﺘﻤﺭﺍﺭ‬ ‫ﺍﻟﻤﺴﺘﻤﺭﺓ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻫﻰ‬ ‫ﺍﻟﻤـ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓﻰ‬ ‫ﻓﻌﺎل‬ ‫ﺒﺸﻜل‬ ‫ﺘﺴﻬﻡ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺘﻤﻜﻨﻪ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ -‫ﻭﻤﻌﻠـﻡ‬ ‫ﻋﻠﻤﻴـﺔ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﻤﻨﺎﺴـﺒﺔ‬ ‫ﻭﺇﻤﻜﺎﻨـﺎﺕ‬ ‫ﻭﻅـﺭﻭﻑ‬ ‫ﻤﺘﻤﻜﻥ‬ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ . -‫ﺍﻟﺠﻭﺍﻨـﺏ‬ ‫ﻤـﻥ‬ ‫ﻜل‬ ‫ﺘﺸﻤل‬ ‫ﺒﺤﻴﺙ‬ ‫ﺘﺘﻨﻭﻉ‬ ‫ﺒﺄﺴـﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﻭﻏﻴﺭ‬ ‫ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﻻﺤﺘﻴﺎﺠﺎﺘـﻪ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﺇﺸﺒﺎﻉ‬ ‫ﻭﻟﻤﺘﻁﻠﺒـﺎﺕ‬ ‫ﺍﻟ‬ ‫ﻤﻊ‬ ‫ﺘﻔﺎﻋﻠﻪ‬ ‫ﻟﻬﺎ‬ ‫ﻭﺘﻁﻭﻴﺭﻩ‬ ‫ﺤﻴﺎﺓ‬ . -‫ﻤﺸﺎﺭﻜﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﻴﺎﺘﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﺘﺤﺎﻜﻲ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ . -‫ﻭﻤﺘﺭﺍﺒﻁﺔ‬ ‫ﻭﻤﺘﺼﻠﺔ‬ ‫ﺘﺭﺍﻜﻤﻴﺔ‬ ‫ﺍﻨﻬﺎ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻫﻤﻴﺔ‬ : ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻴﻠــﻲ‬ ‫ﻓﻴﻤــﺎ‬ ‫ﻭﺍﻟﺒﻴﺌﻴــﺔ‬ ): ‫ﺍﻟــﺭﺤﻴﻡ‬ ‫ﻋﺒــﺩ‬ ‫ﺭﻴﺎﺽ،‬ ٢٠٠٠ ( ، ) ‫ﺍﻟﺴﻴﺩ،‬ ‫ﺃﺤﻤﺩ‬ ٢٠٠١ ، ٣٤ ( ، ) ‫ﻋﻔـﺎﻑ‬ ‫ﺍﻟـﺸﻨﺎﻭﻯ،‬ ‫ﻋﻤﺭﺍﻥ،ﺭﺠـﺎﺀ‬ ‫ﺘﻐﺭﻴﺩ‬ ‫ﺼــﺒﺤﻲ،‬ ٢٠٠١ ، ١٥ ( ، ) ‫ﺍﻟــﺭﺍﺯﻕ‬ ‫ﻋﺒــﺩ‬ ‫ﻤﺤﻤﻭﺩ،‬ ٢٠٠٤ ، ٥٤ ( ، ) ‫ﺃﺴـﻜﺎﺭﻭﺱ،‬ ‫ﻓﻴﻠﻴـﺏ‬ ‫ﺍﻟﻤﻭﺠﻭﺩ،‬ ‫ﻋﺒﺩ‬ ‫ﻤﺤﻤﺩ‬ ٢٠٠٥ ، ٤٣ ( ، ) Wick butter, 2006, 75 ( -‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﻤﺒﺎﺸﺭﻩ،‬ ‫ﺨﺒﺭﻩ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﺒﺎﺸــﺭ‬ ‫ﺍﻻﺤﺘﻜــﺎﻙ‬ ‫ﻁﺭﻴـﻕ‬ ‫ﻋﻥ‬ ‫ﺒﺎﻷﺸـﺨﺎﺹ‬ ‫ﻭ‬ ‫ﺍﻟﻅـﻭﺍﻫﺭ‬ ‫ﻭ‬ ‫ﻭﺍﻷﺸـﻴﺎﺀ‬ ‫ﻤﺒﺎﺸ‬ ‫ﻤﻌﻬﺎ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﹰ‬ ‫ﻗـﺎﺩﺭﺍ‬ ‫ﻴﺠﻌﻠﻪ‬ ‫ﻤﻤﺎ‬ ‫ﹰ‬ ‫ﺭﺍ‬ ‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺸـﻜﻼﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺍﻟﺘﻐﻠـﺏ‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ . -‫ﺍﻟﺘﻔﺎﻋـل‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻗﺎﺩﺭﺍ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﺠﻌل‬ ‫ﻭ‬ ‫ﻭﺒﻴﻨـﻪ‬ ‫ﺍﻵﺨـﺭﻴﻥ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺒﻴﻨﻪ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻻﺒﺩ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺃﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻤﺜﺎل‬ ‫ﺍﻟﻤﺠﺘﻤﻊ،‬ ‫ﻭ‬ ٥ -‫ﺇﻟـﻰ‬ ‫ﻭﺍﻟﻭﺼـﻭل‬ ‫ﺍﻟﻨﺠـﺎﺡ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ٦ -‫ﺍﻟﻌﻁ‬ ‫ﻴﻌﺯﺯ‬ ‫ﻭﺍﻟﺒﻌـﺩ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺎﺀ‬ ‫ﻭﺍﻷﻨﺎﻨﻴﺔ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﺤﺏ‬ ‫ﻋﻥ‬ ٧ -‫ﺒﻭﻀـﻊ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺘﺸﺠﻊ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻤﺨﺼﺹ‬ ‫ﺍﻟﻤﻜﺎﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻘﻤﺎﻤﺔ‬ ٨ -‫ﻓـﻰ‬ ‫ﺍﻟﻤـﺸﺎﺭﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺘﺸﺠﻊ‬ ‫ﺍﻷﺸﺠﺎﺭ‬ ‫ﺯﺭﺍﻋﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻫﺩﺍﻑ‬ : ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺘﻌﺩﺩ‬ ‫ﺍﻵﻏـﺎ‬ ‫ﺇﺤـﺴﺎﻥ‬ ‫ﺍﻟﻠﻭﻟﻭ،‬ ‫ﻓﺘﺤﻴﺔ‬ ‫ﻓﻴﺸﻴﺭ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ) ٢٠٠٨ ، ٨٧ -٩٤ ( ‫ﺒﻌﻀﻬﺎ‬ ‫ﺇﻟﻰ‬ : ١ -‫ﺍﻜﺘـﺴﺎﺏ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﻭﺭﺒﻁﻬـﺎ‬ ‫ﻭﻅﻴﻔﻴـﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻴـﺼﺒﺢ‬ ‫ﻭﺒﺎﻟﺘـﺎﻟﻰ‬ ‫ﺍﻟﻭﺍﻗﻌﻴـﺔ،‬ ‫ﺒﺤﻴﺎﺘﻬﻡ‬ ‫ﻤﻌﻨﻰ‬ ‫ﺫﺍ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ٢ -‫ﺍﻟﻁـﻼﺏ،‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﻤـﺸﻜﻠﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ـﻊ‬ ‫ﻭﺠﻤـ‬ ‫ـﺔ‬ ‫ﺍﻟﻭﺍﻗﻌﻴـ‬ ‫ـﺎﺘﻬﻡ‬ ‫ﺒﺤﻴـ‬ ‫ـﺼﻠﺔ‬ ‫ﺍﻟـ‬ ‫ـﻴﺎﻏﺔ‬ ‫ﻭﺼـ‬ ‫ـﺎ،‬ ‫ﺘﻨﻅﻴﻤﻬـ‬ ‫ـﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤـ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻔﺭﻭﺽ‬ ‫ﺇﻟـﻰ‬ ‫ﻭﺍﻟﻭﺼﻭل‬ ‫ﻫﺎ،‬ ‫ﺠﺩﻴﺩﺓ‬ ‫ﺤﻠﻭل‬ ٣ -‫ـﻰ‬ ‫ﻋﻠـ‬ ‫ـﺘﻌﻠﻡ‬ ‫ﺍﻟﻤـ‬ ‫ـﺩﺭﺍﺕ‬ ‫ﻗـ‬ ‫ـﻭﻴﺭ‬ ‫ﺘﻁـ‬ ‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ،‬ ‫ﻭﺤل‬ ‫ﺍﻻﺴﺘﻘﺼﺎﺀ،‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ٤ -‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻰ‬ ‫ﺍﻷﺴـﺎﻟﻴﺏ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﺭﻯ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺘﺩﺭﻴ‬ ‫ﻭﺍﻟﻤﺩﺍﺨل‬ ‫ﺘﺘﻨﺎﺴـﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﻌﻼﺠﻴﺔ‬ ‫ﺴﻴﺔ‬ ‫ﻫﻭ‬ ‫ﹰ،‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﻭﺨﺼﺎﺌﺹ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻤﻊ‬ ‫ﻤﺩﺨل‬ (Task Analysis) ‫ﺩﻭﺭ‬ ‫ﻟـﻪ‬ ‫ﺍﻟـﺫﻯ‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﺘﻌﻠـﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺭﻓﻊ‬ ‫ﻓﻰ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺭﺅﻴـﺔ‬ ‫ﻴﺅﻜـﺩ‬ ‫ﻫـﺫﺍ‬ ‫ﻭﻟﻌل‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﺒﺎﺴـﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺤـﺎﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﻬﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ (Task Analysis) ‫ﻤﻥ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﻓﻰ‬ ‫ـﺄﺨﺭﻴ‬ ‫ﺍﻟﻤﺘـ‬ ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ـﺽ‬ ‫ﺒﻌـ‬ ‫ﹰ‬ ‫ـﻴﺎ‬ ‫ﺩﺭﺍﺴـ‬ ‫ﻥ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﻓـﻰ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺘﺒﺴﻴﻁ‬ ‫ﻓﻰ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻪ‬ ‫ﻟﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻴـﺴﻬل‬ ‫ﺃﺒﺴﻁ‬ ‫ﻤﻬﻤﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻤﻌﻬﺎ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﻤﺩﺨل‬ (Task Analysis) ‫ﻤﺩﺨل‬ ‫ﺘﻌﺭﻴﻑ‬ (Task Analysis) : ‫ﺍﻟﻤﺘ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻤﺩﺍﺨل‬ ‫ﻭﻤﻥ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴﻴﺎ‬ ‫ﺄﺨﺭﻴﻥ‬ ‫ﻤﺩﺨل‬ (Task Analysis) ‫ﺃﺤـﺩ‬ ‫‪‬ﻌـﺩ‬ ‫ﻴ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﺃﻨﻪ‬ ‫ﺭﻏﻡ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ ‫ـﺩﺨل‬ ‫ﻤـ‬ ‫ـﻲ‬ ‫ﻓـ‬ ‫ـﺎﻡ‬ ‫ﺍﻻﻫﺘﻤـ‬ ‫ﺃﻥ‬ ‫ـﻰ‬ ‫ﻓـ‬ (Task Analysis) ‫ﻫـﻭ‬ ‫ﻤﺎ‬ ‫ﺒﻘﺩﺭ‬ ‫ﺒﺎﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻻ‬ ‫ﺍﻟﻭﺍﺠـﺏ‬ ‫ﻹﻜﻤﺎل‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﻨﻔﺴﻪ‬ ) . ‫ﻋﻭﺍﺩ،‬ ‫ﻭﺃﺤﻤﺩ‬ ‫ﻤﺤﻤﺩ،‬ ‫ﻋﺎﺩل‬ ٢٠١٤ ، ١٢ ( ‫ﻋﺭﻓﻪ‬ ) ‫ﻋﻁﻴﺔ،‬ ‫ﻤﺤﻤﺩ‬ ٢٠٠٣ ، ١١٣ ( ‫ﺇﻟـﻰ‬ ‫ﺍﻟﺭﺌﻴـﺴﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﻪ‬ ‫ﺘﺠﺯﺌﺔ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﻔﺭﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﻤـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﺘﻔﺼﻴﻠﻴﺔ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ) ‫ﺍﻟﻤﻤﻜﻨﻪ‬ ( ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻟﻬﺎ،‬ ‫ﺍﻟﻤﻜﻭﻨﻪ‬ ‫ﺒﻜﻔـﺎﺀﻩ‬ ‫ﺍﻟﻨﻬﺎﺌﻴـﻪ‬ ‫ﺍﻟﻐﺎﻴـﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻭﺼﻭل‬ ‫ﻤﻥ‬ ‫ﻭﻓﺎﻋﻠﻴﺔ‬ . ‫ﺃﻨﻭﺍﻉ‬ (Task Analysis) : ‫ﺍﻟﺤـﺎﻓﻅ‬ ‫ﻋﺒـﺩ‬ ‫ﺇﺴﻼﻡ‬ ‫ﻴﺫﻜﺭ‬ ) ٢٠٠٦ ، ٨٥ ( ‫ﺠﻭﻨـﺴﻭﻥ‬ ‫ﻋﻥ‬ ‫ﹰ‬ ‫ﻨﻘﻼ‬ ) ٢٠٠١ ( ‫ﺨﻤـﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻨﻭﺍﻉ‬ (Task Analysis) ‫ﻫﻰ‬ : ١ -‫ﺍﻷﺩﺍﺀ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺘﺤﻠﻴل‬ ٢ -‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺘﺤﻠﻴل‬ ٣ -‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺘﺤﻠﻴل‬ ٤ -‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﺘﺤﻠﻴل‬ ٥ -‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻤﺩﺨل‬ ‫ﺃﻫﻤﻴﺔ‬ (Task Analysis) : ‫ﺃ‬ ‫ﻴــﺫﻜﺭ‬ ‫ﺍﻟﻘﺭﺸــﻰ‬ ‫ﻤﻴــﺭ‬ ) ٢٠١٢ ، ٢٠٢ ( ‫ﻤــﺩﺨل‬ ‫ﺃﻥ‬ (Task Analysis) ‫ﻴــﺴﻬﻡ‬ ‫ﻴﻠﻰ‬ ‫ﻓﻴﻤﺎ‬ : ١ -‫ﺤﻴﺙ‬ ‫ﺍﻟﻔﺭﺩﻯ؛‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﺴﻬﻴل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻟﺴﺭﻋﺘﻪ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻁﻔل‬ ‫ﻜل‬ ‫ﻴﺘﺤﺭﻙ‬ ‫ﺘﺤﻠﻴﻠﻪ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ . ٢ -‫ﺴﻴﺭ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺃﺩﺍﺀ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻨﻘﻁﻪ‬ ‫ﻴﺤﺩﺩ‬ ‫ﺒﺩﻗﺔ‬ ‫ﺍﻟﺩﺭﺱ‬ ٣ -‫ﻴﻔـﻀل‬ ‫ﺍﻟﺘـﻰ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺍﻻ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻓﻴﻬﺎ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺩﺍﺀ‬ ٤ -‫ﺘﻘـﺩﻡ‬ ‫ﻤـﺩﻯ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺍﺩﺍﺀ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻁﻔل‬ ٥ -‫ﺘـﺩﺭﻴﺱ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﻓـﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻭﺍ‬ ‫ـﺩﺩﺓ‬ ‫ﻤﺤـ‬ ‫ـﺔ‬ ‫ﺘﻌﻠﻴﻤﻴـ‬ ‫ـﺎﺕ‬ ‫ﻤﻬﻤـ‬ ‫ـﺎﺯ‬ ‫ﻨﺠـ‬ ‫ﻭﺒﺴﻴﻁﺔ‬ ، ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻜﻼ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻤﻤﺎ‬ ‫ﻭﻫﻜﺫﺍ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻻﻨﺘﻘﺎل‬ ‫ﻋﻠﻰ‬ ٦ -‫ﺒﻌﺒـﺎﺭﺍﺕ‬ ‫ﺍﻻﻫـﺩﺍﻑ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻟﻠﻤﻼ‬ ‫ﻗﺎﺒﻠﺔ‬ ‫ﺍﺠﺭﺍﺌﻴﺔ‬ ‫ﺍﻻﻤﺭ‬ ‫ﻭﺍﻟﻘﻴﺎﺱ‬ ‫ﺤﻅﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ . ٠ -‫ﺘﺤﺩﻴﺩ‬ ‫ﺼـﻭﺭﺘ‬ ‫ﻓـﻰ‬ ‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﻋﺭﺽ‬ ‫ﺘﻡ‬ ‫ﻪ‬ ‫ﻓـﻰ‬ ‫ﺍﻟﻤﺤﻜﻤـﻴﻥ‬ ‫ﻤـﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻭﻟﻴﻪ‬ ‫ﻻﺒـﺩﺍﺀ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻭﻁـﺭﻕ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻤﺠﺎل‬ ‫ﺍﺭﺍﺌﻬﻡ،‬ ‫ﻓﻰ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻀﻭﺀ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ . ٠ -‫ﻋﻠـﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺍﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ) ‫ﺍﻟﺒ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺤﺙ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ( ‫ﻤﻜﻭﻨﺔ‬ ‫ﻤﻥ‬ ) ٢٠ ( ‫ﺘﻼﻤﻴـﺫ‬ ‫ﻤﻥ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﺍﻟﻤﻐـﺎﺯﻯ‬ ‫ﺒﻤﺩﺭﺴـﺔ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻟﻠﺒﻨﺎﺕ؛‬ ‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ : ‫ﻭﺍﻟﺭﻭﻤﺎﻥ‬ ‫ﺍﻟﺒﻁﺎﻟﻤﺔ‬ " ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ " ‫ﻭ‬ " ‫ﺤﻜﻡ‬ ‫ﺘﺤﺕ‬ ‫ﻤﺼﺭ‬  ‫ﻭﺤـﺩﺘﻲ‬ ‫ﺘـﺩﺭﻴﺱ‬ ‫ﺍﻫﺩﺍﻑ‬ " ‫ﺍﻷﺨﻁـﺎﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬   ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻟﺘـﺩﺭﻴﺱ‬ ‫ﺍﻟﻌﺎﻤـﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺍﻟﺩﻟﻴل‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﺍﻻﺘﻰ‬ ‫ﻋﻠﻰ‬ : ‫ﻤﺩﺨل‬ (Task Analysis) ‫ﺍﻟﺩﻟﻴل‬ ‫ﺍﺤﺘﻭﻯ‬ ‫ﻭﻗﺩ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺨﺘﺎﺭﺘﻴﻥ‬ ‫ﺍﻟﻭﺤﺩﺘﻴﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻟﻜﻴﻔﻴﺔ‬ ‫ﻭﻤﻭﺠـﻪ‬ ‫ﻜﻤﺭﺸﺩ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻟﻴل‬ ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻟﻴل‬ ‫ﺇﻋﺩﺍﺩ‬ . ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ . ‫ﺍﻟﺒﺤـﺙ‬ ‫ﻤﺠﻤﻭﻋـﺔ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﻭل‬ ‫ﺒﺎﻟــﺼﻑ‬ ‫ﹰ‬ ‫ﺩﺭﺍﺴــﻴﺎ‬ ‫ﻭﺍﻟﻤﺘــﺄﺨﺭﻴﻥ‬ ‫ﺍﻹﻋﺩﺍﺩﻯ‬ . ٠ -‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻔﺭﺩﺍﺕ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ، ‫ﺍﻻﺴﺌﻠﺔ‬ ‫ﻨﻭﻉ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﻋﺩﺕ‬ ‫ﺼﻴﺎﻏﺘﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻜﻭﻥ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ) ٣٠ ( ، ‫ﻤﻔﺭﺩﺓ‬ ‫ـﺴل‬ ‫ﺍﻟﺘﺴﻠـ‬ ‫ـﺎﺭ‬ ‫ﺍﻻﺨﺘﺒـ‬ ‫ـﺭﺩﺍﺕ‬ ‫ﻤﻔـ‬ ‫ـﺫﺕ‬ ‫ﻭﺃﺨـ‬ ) ١،٢،٣ ، . (... ‫ﻟﻜـل‬ ‫ﺍﻟﺒـﺩﺍﺌل‬ ‫ﺃﺨـﺫﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺃﺤﺩ‬ ‫ﻤﻔﺭﺩﺓ‬ ) ‫ﺃ‬ -‫ﺏ‬ -‫ﺝ‬ -‫ﺩ‬ ( ‫ﻭﺘﻭﺯﻉ‬ ‫ﹰ‬ ‫ﺘﻭﺯﻴﻌﺎ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﻤﻔﺭﺩﺍﺕ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﺍﻻﺠﺎﺒﺎﺕ‬ ‫ﺠـﺩﻭل‬ ‫ﺒﺈﻋـﺩﺍﺩ‬ ‫ﺍﻟﺒﺎﺤﺜـﺔ‬ ‫ﻗﺎﻤـﺕ‬ ‫ﹰ،‬ ‫ﻋﺸﻭﺍﺌﻴﺎ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻷﻭﺯﺍﻥ‬ ‫ﻴﻭﻀﺢ‬ ‫ﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﻥ‬ ) ‫ﻭﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ( ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻌﺎﺩﻟﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺃﻥ‬ ‫ﻭﻭﺠﺩ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ،‬ ‫ﺃﻟﻔﺎ‬ ‫ﺒﻴﻥ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ) ٠,٧٤٣ ، ٠,٨٩٣ ( ‫ﺃﺴﻔﺭ‬ ‫ﻜﻤﺎ‬ ‫ﻜﻜل‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻤﺎ‬ ‫ﻤﻌﺎﺩﻟﺔ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻋﻨﻬﺎ‬ ) ‫ﻜﺭﻭﻨﺒـﺎﺥ‬ ‫ﺃﻟﻔـﺎ‬ ( ‫ﻫـﻲ‬ ) ٩٠٥ ٫ ٠ ( ‫‪‬ﻌـﺩ‬ ‫ﻴ‬ ‫ﻭﻫﺫﺍ‬ ‫ﻤﺭﺘﻔﻌﺔ،‬ ‫ﻗﻴﻤﺔ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻗﻴﺩ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺜﺒﺎﺕ‬ . -‫ـﺎﺭ‬ ‫ﺍﺨﺘﺒـ‬ ‫ﻷﺩﺍﺀ‬ ‫ـﻼﺯﻡ‬ ‫ﺍﻟـ‬ ‫ـﺯﻤﻥ‬ ‫ﺍﻟـ‬ ‫ـﺩ‬ ‫ﺘﺤﺩﻴـ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺔ‬ ‫ﺍﻟﻤﻬ‬ ‫ﻟـﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ." ‫ﻤﻌﺎﺩﻟـﺔ‬ ‫ﺍﻟﺒﺎﺤﺜـﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ) ‫ﻤـﺎﻥ‬ ‫ﻭﻴﺘﻨﻲ‬ ( ‫ﻟﺒﺤـﺙ‬ ‫؛‬ ‫ﻤﺭﺘﺒﻁﺘﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻜـل‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺭﺘﺏ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ـﺔ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋـ‬ ‫ـﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴـ‬ ‫ـﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـ‬ ‫ـﻥ‬ ‫ﻤـ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﹰ،‬ ‫ﺒﻌـﺩﻴﺎ‬ ‫ﻭﺠﺩﻭل‬ ) ١ ( ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﻠﻙ‬ ‫ﻴﻭﻀﺢ‬ : ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻼﺯﻡ‬ ‫ﺍﻟﺯﻤﻥ‬ ‫ﺃﻥ‬ ‫ﻭﺠﺩ‬ ‫ﻫـﻭ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) ٤٠ ( ‫ﺒﻬـﺫﺍ‬ ‫ﺍﻻﻟﺘـﺯﺍﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺩﻗﻴﻘﺔ،‬ ‫ﺍﻟـﺯﻤﻥ‬ ‫ﻋﻨـﺩ‬ ١ ) (	‫ﻤﺘﺘﺎﺒﻌﺔ‬ ‫ﻤﻨﻅﻤﺔ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﺘﺤﺩﻴـﺩ‬ ‫ﺜـﻡ‬ ‫ﺍﻷﻭﻟـﻰ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ; ‫ﻴـﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻨﺼل‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬ ‫ﺒـﺎﻟﻤﺘﻌﻠﻡ‬ ‫ﻴﻨﺘﻘـل‬ ‫ﻻ‬ ‫ﻭﺒﺎﻟﺘـﺎﻟﻲ‬ ، ‫ﺍﻟﺭﺌﻴﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺇﺘﻘـﺎﻥ‬ ‫ﺒﻌـﺩ‬ ‫ﺇﻻ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻬﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺒﻨﺠﺎﺡ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺨﻁﻭﺓ‬ ) ، ‫ﺍﻟﻘﺭﺸﻲ‬ ‫ﺃﻤﻴﺭ‬ ٢٠١٢ ، ٢٠٠ ( ‫ﺒﺄﻨﻪ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﻌﺭﻓﻪ‬ : ‫ﻋﻤﻠﻴﺔ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻓﺭﻋﻴـﺔ‬ ‫ﻤﻬﻤﺔ‬ ‫ﻜل‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﺘﻘﻥ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﻋﻠ‬ ‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﺍﻟﻤﻬﻤـﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻨﻨﺘﻘل‬ ‫ﺜﻡ‬ ‫ﺤﺩﺓ،‬ ‫ﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﺘﻌﻠﻤﻬﺎ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺭﺍﺩ‬  ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ : Social and Environment Skills ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻴـﺴﺕ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻭ‬ ‫ﻴﺘﻌﻠﻤﻬـﺎ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻟﻜﻨﻬﺎ‬ ‫ﻭ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ،‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﻨﺩ‬ ‫ﻴﻜﺘﺴﺒﻬﺎ‬ ‫ﻭ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺨﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﺘﻌﻠﻤﻬﺎ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻭ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ل‬ ‫ﺴﻠﻭﻙ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ،‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻓﺘﺘﺸﻜل‬ ‫ﺍﻷﺨﺭﻴﻥ،‬ ‫ﺍﻟﺘﻠﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬ ‫ﺘﺩﻋﻴﻤﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻭ‬ ). ‫ﺁﻤﻨـﺔ‬ ‫ﺤﻤﺩﺍﻥ،‬ ٢٠٠١ ، ٣٠ ( ‫ﺒﺄﻨﻬﺎ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﻌﺭﻓﻬﺎ‬ : ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ـﺔ‬ ‫ﻭﺍﻟﺒﻴﺌـ‬ ‫ـﺎﻟﻤﺠﺘﻤﻊ‬ ‫ﺒـ‬ ‫ـﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁـ‬ ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒـﺼﻭﺭﺓ‬ ‫ﻭﻴﺘﻌﻠﻤﻬـﺎ‬ ، ‫ﻤﻘﺼ‬ ‫ﻤﻨﻬﺠﻴﺔ‬ ‫ﺒﺨﺒﺭﺍﺕ‬ ‫ﻤﺭﻭﺭﻩ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺩﺓ‬ ، ‫ﻭﺍﻟﻤـﺸﻜﻼﺕ‬ ‫ﺍﻟﻤﻭﺍﻗـﻑ‬ ‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻴﻨﻪ‬ ‫ﺍﻟﻴﻭﻤﻴﻪ‬ ‫ﺍﻟﺒﻴﺌـﻪ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻌﺎﻤل‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻤﻥ‬ ‫ﻟـﻪ‬ ‫ﻴﻜﻔل‬ ‫ﺒﻤﺎ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺎﺕ‬ ‫ﺒﻪ،ﻭﺘﻌﺯﻴﺯ‬ ‫ﺍﻟﻤﺤﻴﻁﻪ‬ ‫ﺍﻟﻨﺎﻗﺩ،‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻹﺒﺩﺍﻋﻰ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘـﻰ‬ ‫ﺍﻟﺫﺍﺘﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﺘﻘﺎﻥ‬ ‫ﻭﺍﻤﺘﻼﻙ‬ ‫ﺍﻷﻭﻗـﺎﺕ‬ ‫ﻜـل‬ ‫ﻓـﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﻭﻁﻭل‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﺨﺎﺭﺝ‬ ‫ﺩﺍﺨل‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺨﺼﺎﺌﺹ‬ : ‫ﺍﻟﻤﻬــﺎﺭﺍﺕ‬ ‫ﺨــﺼﺎﺌﺹ‬ ‫ﺘﺨﺘﻠــﻑ‬ ‫ﻤﺠﺘﻤـﻊ‬ ‫ﻤﻥ‬ ‫ﻁﺒﻴﻌﺘﻬﺎ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺠﺘﻤــﻊ‬ ‫ﻁﺒﻴﻌــﺔ‬ ‫ﺒــﺎﺨﺘﻼﻑ‬ ‫ﻵﺨــﺭ‬ ) ‫ـﺔ،‬ ‫ﻋﻁﻴـــ‬ ‫ـﻰ‬ ‫ﻋﻠـــ‬ ٢٠٠٧ ، ٤٩ -٥٨ ( ، ) ‫ﺫﻴﺎﺒﺎﺕ،‬ ‫ﻤﺤﻤﺩ‬ ٢٠١٠ ، ١٥٨ ( ‫ﻓـﻲ‬ ‫ﻭﺘﺘﻤﺜل‬ ‫ﺍﻵﺘﻲ‬ : -‫ﺍﻟﺘﺒﺎﺩﻟﻴـﺔ‬ ‫ﺍﻟﺘﺄﺜﻴﺭﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻟﻨﻭﻉ‬ ‫ﺘﺨﻀﻊ‬ ‫ﻜل‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻤﻥ‬ . -‫ﺒـﺎﺨﺘﻼﻑ‬ ‫ﺍﻟﻭﺍﺤـﺩ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺘﺨﺘﻠﻑ‬ ‫ﻤﻌﻁﻴﺎﺕ‬ ‫ﻻﺨﺘﻼﻑ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﺍﻟﻔﺘﺭﺍﺕ‬ ‫ﺍﻟﻔﺘﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻜل‬ ‫ﻤﺭﺍﺤـل‬ ‫ﻭﺨـﻼل‬ ‫ﺘﻁﻭﺭﻫﺎ‬ . -‫ﻭﺍﻟﻨـﻭﺍﺤﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﺎﻟﻨﻭﺍﺤﻲ‬ ‫ﺘﺭﺘﺒﻁ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ -‫ﺘﺅﻫـل‬ ‫ﻤﻬﻨﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﺠﻤﻠﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﻨﻭﻋﻴـﺔ‬ ‫ﺍﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻋﻤﺎل،‬ ‫ﻟﺸﻐل‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍ‬ ‫ﻓﺭﺩ‬ ‫ﻤﻥ‬ ‫ﺘﺨﺘﻠﻑ‬ ‫ﺁﺨﺭ‬ ‫ﻭ‬ ‫ﻤﺠـﺎل‬ ‫ﺤـﺴﺏ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺍﻭ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ . -‫ـﻭﺭ‬ ‫ﺍﻟﺘﻁـ‬ ‫ـﺴﺎﻴﺭ‬ ‫ﺘـ‬ ‫ـﺘﻤﺭﺍﺭ،ﻭ‬ ‫ﺒﺎﺴـ‬ ‫ـﺩﺩ‬ ‫ﺘﺘﺠـ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ‬ ‫ﻟﻼﺘـﺼـﺎل‬ ‫ﺍﻟﻤﻬـﺎﺭﺓ‬ ‫ﻟﺩﻴـﻪ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻭﻫـﺫﺍ‬ ‫ﺍﻟﻠﻐـﻭﻱ،‬ ‫ﻴـﺴ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻋﻠـﻰ‬ ‫ﺎﻋﺩﻩ‬ ‫ﺒﻭﻀﻭﺡ‬ ‫ﺃﻓﻜﺎﺭﻩ‬ ‫ﻋﺭﺽ‬ -‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺘﻤﻜﻥ‬ ‫ﺇﻥ‬ ‫ﻴـﺸﻌﺭ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺤﺩ‬ ‫ﻓﻲ‬ ‫ﻭﻤﻤﺎﺭﺴﺘﻬﺎ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻓﻌﻨﺩﻤﺎ‬ ‫ﺒﺎﻟﻨﻔﺱ،‬ ‫ﺍﻻﻋﺘﺯﺍﺯ‬ ‫ﻭ‬ ‫ﺒﺎﻟﻔﺨﺭ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻓﺈﻨـﻪ‬ ‫ﻓﻴﺘﻘﻨﻪ،‬ ‫ﻋﻤﻼ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺃﻥ‬ ‫ﻤﻨﻪ‬ ‫ﻴﻁﻠﺏ‬ ‫ﻭﻴﺯﻴـﺩ‬ ‫ﻓﻴﻪ‬ ‫ﺒﺎﻟﺜﻘﺔ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺴﻴﺸﻌﺭ‬ ‫ﺤﺘﻤﺎ‬ ‫ﻤﻥ‬ ‫ﻟﺫﺍﺘـﻪ،‬ ‫ﺘﻘﺩﻴﺭﻩ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺭﻓﻊ‬ ‫ﺒﻨﻔﺴﻪ‬ ‫ﺜﻘﺘﻪ‬ ‫ﻓﺈﻥ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﻴﺤﺘﻔﻅ‬ ‫ﺃﻥ‬ ‫ﺩﺍﺌﻤﺎ‬ ‫ﻴﺤﺎﻭل‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺒﻨﻅـﺭﺍﺕ‬ ‫ﺩﺍ‬ ‫ﻭﻴﺤﻅﻰ‬ ‫ﺒﺘﻘـﺩﻴﺭﺍﻵﺨـﺭﻴﻥ‬ ‫ﺍﻹﻋﺠﺎﺏ‬ -‫ﺍﻤـﺘﻼﻙ‬ ‫ﻓـﻲ‬ ‫ﺠﻴﺩﻩ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻭﺘﻤﺜل‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺤﻴـﺙ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻟﻪ‬ ‫ﺃﻥ‬ ‫ﺤﻴـﺙ‬ ‫ﺒﺎﻟﺸﺨـﺼﻴﺔ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻤـﺎ‬ ‫ﺍﻵﺨـﺭﻴﻥ‬ ‫ﻓﻬﻡ‬ ‫ﻭ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻭﻗﻭﻩ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻟﻔﺭﺩ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺃ‬ ‫ﺘﺤﺩﻴـﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﺭﻯ‬ ‫ﻫﻤﻴـﺔ‬ ‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﻠﻡ‬ : ١ -‫ﻭﺒـﻴﻥ‬ ‫ﺍﻷﻓـﺭﺍﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺘﻌﺯﺯ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ٢ -‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺇﻴـﺼﺎل‬ ‫ﻓـﻰ‬ ‫ﺘﺴﺎﻫﻡ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻭﺘﺒﺎﺩل‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ٣ -‫ﺍﻟﻔـﺭﺩ‬ ‫ﺸﺨـﺼﻴﺔ‬ ‫ﻨﻤـﻭ‬ ‫ﻓﻰ‬ ‫ﺘﺴﺎﻫﻡ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﻭﺼـﻭل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺘﺴﺭﻉ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ٤ -‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺭﺍﺒﻁ‬ ‫ﺯﻴﺎﺩﺓ‬ ٥ -‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻜﺘـﺎﺒﻰ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻭﺍﺼل‬ ‫ﻭﺍﻟﻠﻔﻅﻲ‬ ‫ـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻜﺘـﺴﺎﺏ‬ ‫ﻋﻭﺍﻤـل‬ ‫ﻭﺍﻟﺒ‬ ‫ﻴﺌﻴﺔ‬ : ‫ﻟﻠﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤـﺘﻌﻠﻡ‬ ‫ﺍﻜﺘـﺴﺎﺏ‬ ‫ﻴﺘﺄﺜﺭ‬ ‫ﻜﻤـﺎ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻤﻥ‬ ‫ﺒﻜﺜﻴﺭ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤـﻥ‬ ‫ﻜـل‬ ‫ﺫﻜﺭﻫﺎ‬ ) Dawson, 1999, 22 ( ، ) ‫ﻭﺁﺨﺭﻭﻥ،‬ ‫ﻋﻤﺭﺍﻥ‬ ‫ﺘﻐﺭﻴﺩ‬ ٢٠٠١ ، ١٧ -١٨ :( ٠ -‫ﻴﻌﺘﻤﺩ‬ ‫ﻋﺎﻡ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﺃﻥ‬ ‫ﻗـﺩﺭﺓ‬ ‫ﺍﻟﻤـﺘﻌﻠﻡ،‬ ‫ﻨﻀﺞ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺨﺒﺭﺘـﻪ،‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﻟﻤﻔـﺎﻫﻴﻡ‬ ‫ﻋﻠ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﻭﺍﻹﻤﻜﺎﻨﺎﺕ‬ ‫ﻴﻬﺎ،‬ ‫ﺍﻟﻤﺘﺎﺤﺔ‬ . ٠ -‫ﺍﻟﻤﺩﻋﻤﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ : ‫ﺍﻟﻌﻼﻗـﺎﺕ‬ ‫ﻭﺠـﻭﺩ‬ ‫ﻋﻠـﻰ‬ ‫ﻤـﺼﻤﻡ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﺠﻌل‬ ‫ﺍﻟﻤﺩﻋﻤﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ٠ -‫ﺍﻟﺩﻭﺭ‬ ‫ﻨﻤﺎﺫﺝ‬ : ‫ﻷﺩﺍﺀ‬ ‫ﺍﻟﻤـﺘﻌﻠﻡ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ٠ -‫ﺍﻹﺜﺎﺒﺔ‬ ‫ﺘﺘﺎﺒﻊ‬ : ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﻓﻰ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻟﺘﺸﺠﻴﻊ‬ ‫ﺃﻭ‬ ‫ﺍﻹﻨﺴﺎﻨﻰ‬ ‫ﺍﻟﺩﻑﺀ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻐﺫﺍﺀ‬ ٠ -‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ : ‫ﻤﻜﺘـﺴﺒﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﻤﻌﻅﻡ‬ ‫ﺍﻟﺒﻴﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻷﻡ‬ ‫ﻟﻸﺏ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻭﺃﺴﺌﻠﺔ‬ ، . ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ﺃﻥ‬ ‫ـﻀﺢ‬ ‫ﻴﺘـ‬ ‫ـﺒﻕ‬ ‫ﺴـ‬ ‫ـﺎ‬ ‫ﻤﻤـ‬ ‫ﺍﻟـﻼﺯﻡ‬ ‫ﺍﻟﻘـﺩﺭ‬ ‫ﺘﺤﻘـﻕ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﺘﻌﻠﻤﻴﻥ‬ ، ‫ـﺔ‬ ‫ﺍﻟﺤﻴﺎﺘﻴـ‬ ‫ـﺸﺎﻁﺎﺘﻬﻡ‬ ‫ﻭﻨـ‬ ، ‫ـﺔ‬ ‫ﺍﻟﻴﻭﻤﻴـ‬ ‫ـﺎﺓ‬ ‫ﺍﻟﺤﻴـ‬ ‫ﺒﻬﻡ‬ ‫ﺍﻟﻤﺤﻴﻁ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﺭﻓﻪ‬ ‫ﻜﻤﺎ‬ ) ‫ﺘﺭﺠﻤـﺔ‬ ‫ﺘﻴﻤﻭﺜﻰ،‬ ‫ﺒﺭﺍﻭﻥ،‬ ‫ﻋﺜﻤﺎﻥ،‬ ٢٠١٦ ( ‫ﻴﻌﺭﻓـﻪ‬ ‫ﻤـﺎ‬ ‫ﻤﻌﺭﻓـﺔ‬ ‫ﺒﺄﻨﻪ‬ ‫ﻴﻜﻭ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻭﻥ‬ ‫ﺇﻨﺠـﺎﺯﻩ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻴﻥ‬ ‫ﻨﻭﺍ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤـﺎﺩﺓ‬ ‫ﺴﻴﺸﻜل‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﻨﻭﻉ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺜﻡ‬ ‫ﺃﻥ‬ ‫ﻴﺠـﺏ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﻭﺍﻟﺘﺴﻠﺴل‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻨﻅﻤﻪ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺘﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ،‬ ‫ﺒﻪ‬ ‫ﻴﺯﻭﺩ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﻴﻥ‬ ‫ﺍﻟﻤﺼﻤﻤﻴﻥ‬ ‫ﺒﻭﺍﺴﻁﺔ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻤﺩﺨل‬ ‫ﺨﻁﻭﺍﺕ‬ (Task Analysis) : ‫ﺍﻟﻤﺒﺎﺸﺭ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﺒﻬﺫﺍ‬ ‫ﻴﻘﺼﺩ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﻷﺩﺍﺀ‬ ‫ﻭﻀﺭﻭﺭﻴﺔ‬ ‫ﻤﺤﺩﺩﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ـﻰ‬ ‫ﻴﻠـ‬ ‫ـﺎ‬ ‫ﻓﻴﻤـ‬ ‫ـﺩﻫﺎ‬ ‫ﺘﺤﺩﻴـ‬ ‫ـﺘﻡ‬ ‫ﻭﻴـ‬ ‫ـﺎﺓ‬ ‫ﺍﻟﻤﻌﻁـ‬ : ) Miller,1968,206 ( ، ) Robert Gagne, 1989, 29 ( ، ) martin et al ,1994, 203 ( ، ) ‫ﺍﻟﻤﻔﺘـﻰ،‬ ‫ﻤﺤﻤﺩ‬ ١٩٩٥ ، ٩٢ ( ، ) ‫ﻭﻜﺎﻟﻔﺎﻨﺕ،‬ ‫ﻜﻴﺭﻙ‬ ١٩٩٨ ، ٩٠ ( ١ -‫ﺃﻭ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺓ‬ ‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ٢ -‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻴﺅﺩﻴﻬﺎ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ٣ -‫ﺍﻟﻔﺭﻋﻴـﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺩﺀ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﺘﻌﻤﻠﻬﺎ‬ ‫ﻟﻡ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺴﻬﻭﻟﺔ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﻤـﻊ‬ ‫ﺘﺘﺎﺒﻌﻴـﺔ‬ ‫ﺒﻁﺭﻴﻘـﺔ‬ ‫ﺫﻟﻙ‬ ‫ﻴﺘﻡ‬ ‫ﻭﺃﻥ‬ ‫ﻴﺘﻌﻤﻠﻬـﺎ‬ ‫ﻟـﻡ‬ ‫ﺍﻟﺘـﻰ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺒﻘﻴﺔ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ٤ -‫ﺍﻟ‬ ‫ﻋﻥ‬ ‫ﺘﻌﺒﺭ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﻤﺜﻠﺔ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻤﻬـﺎﺭﺓ‬ ‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﻓﺭﺩﻯ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻴﺴﻬل‬ ‫ﺍﻟﺫﻯ‬ ‫ﻤﻨﻅﻡ‬ ٠ -‫ﻋﻥ‬ ‫ﺍﻟﻤﻬﻤﺎﺕ‬ ‫ﺍﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﺘﺴﻠـﺴﻼﺕ‬ ‫ﻓﻰ‬ ‫ﺘﻌﻠﻴﻤﻬﻡ‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﻁﺭﻴﻕ‬ ‫ـﺴﺘﻤﺭ‬ ‫ﻴـ‬ ‫ﺒﺤﻴـﺙ‬ ‫ﻭﻜﺜﻴـﺭﺓ،‬ ‫ﻗـﺼﻴﺭﺓ‬ ‫ﻓﻴﺴﺘﻁﻴﻌﻭﺍ‬ ‫ﺃﻁﻭل،‬ ‫ﻤﺩﺓ‬ ‫ﻓﻰ‬ ‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﺍﻟﻤـﺭﺓ‬ ‫ﻓـﻰ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﺨﻁﻭﺓ‬ ‫ﻴﺘﻌﻠﻤﻭﺍ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻭﺍﺤﺩﺓ‬     ٠ -‫ﺇﺤـﺼﺎ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭ‬ ‫ﻓﺭﻕ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻋﻨـﺩ‬ ‫ﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻱ‬ ) ٠٥ ‚ ٠ ( ‫ﻤﺘﻭﺴـﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺭﺘﺏ‬ ) ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ( ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ٠ -‫ﻋﻨـﺩ‬ ‫ﺇﺤـﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭ‬ ‫ﻓﺭﻕ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻤﺴﺘﻭﻱ‬ ) ٫٠٥ ٠ ( ‫ﺭﺘﺏ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴـ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺔ‬ ‫ـﻴﻥ‬ ‫ﺍﻟﺘﻁﺒﻴﻘـ‬ ‫ـﻲ‬ ‫ﻓـ‬ ) ‫ـﺩﻱ‬ ‫ﻭﺍﻟﺒﻌـ‬ ‫ـﻲ‬ ‫ﺍﻟﻘﺒﻠـ‬ ( ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻟﺼﺎﻟﺢ‬     ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ . ٠ -‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ : ‫ﺒﻌـﺽ‬ ‫ﻗﻴـﺎﺱ‬ ‫ﺍﻟـﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻴﻬﺩﻑ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) ، ‫ﺍﻟﺘﻭﺍﺼـل‬ ‫ﺍﻟﺘﻌ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ، ‫ﺎﻭﻥ‬ ( ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻻﺭﺘﺒـﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﻜﻜل،‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ـﺎﻤﻼﺕ‬ ‫ﻤﻌـ‬ ‫ـﻊ‬ ‫ﺠﻤﻴـ‬ ‫ﺃﻥ‬ ‫ـﻀﺢ‬ ‫ﻭﺍﺘـ‬ ‫ـﺎﺭ،‬ ‫ﻟﻼﺨﺘﺒـ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ) ٧٦٥ ٫ ٠ ، ٩٥٣ ٠ ( ‫ﺠﻤﻴﻌﻬﺎ‬ ‫ﻭﻫﻲ‬ ، ‫ﻤﺴﺘﻭﻱ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬ ٠١ ٫ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ . -‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ـﺩ‬ ‫ﺒﻌـ‬ ‫ـﻕ‬ ‫ﺘﻁﺒﻴـ‬ ‫ﺍﻟﺜﺒـﺎﺕ‬ ‫ﻤﻌﺎﻤـل‬ ‫ﺤـﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ،‬ ‫ﺍﻟﺘﺠﺭﺒـﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ـﺎﺭ‬ ‫ﺍﺨﺘﺒـ‬ : ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ـﺎﺭ‬ ‫ﻻﺨﺘﺒـ‬ ‫ـﺎﺕ‬ ‫ﺍﻟﺜﺒـ‬ ‫ـﺴﺎﺏ‬ ‫ﺤـ‬ ‫ﻋﻠـﻲ‬ ‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﹰ‬ ‫‪‬ﻨﺎﺴﺒﺎ‬ ‫ﻤ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﺒﺫﻟﻙ‬ ، ٠ ٫ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺭﺌﻴﺴﺔ،‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻭﺍﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ،‬ ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ـﺴﺎﻕ‬ ‫ﺍﺘـ‬ ‫ـﺩﻱ‬ ‫ﻤـ‬ ‫ـﺩ‬ ‫ﻭﻟﺘﺤﺩﻴـ‬ ‫ﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﻓـﻲ‬ -‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟـﺼﺩﻕ‬ ‫ﺤـﺴﺎﺏ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ . ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺤﺴﺎﺏ‬ ، ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻔﺭﺩﺍﺕ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻜل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻭ‬ ‫ﻜﻜل؛‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﻤﻊ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ) ٤٠٠ ٫ ٠ ، ٩٣١ ٫ ٠ ( ‫ﻭﻫـﻲ‬ ‫ﻤﺴﺘﻭﻱ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬ ‫ﹰ‬ ‫ﺠﻤﻴﻌﺎ‬ ٠٥ ٫ ٠ ، ٠١ ٫ ٠ ‫ﻟﻘﻴـﺎﺱ‬ ‫ﺘﺘﺠﻪ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻔﺭﺩﺍﺕ‬ ‫ﻓﺈﻥ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫؛‬ ‫ﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺭﺌﻴـﺴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻜل‬ ‫ﺍﻟﻤﻬ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺎﺭﺍﺕ‬ .     ‫ـﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـ‬ ‫ـﺎﺭ‬ ‫ﺒﺎﺨﺘﺒـ‬ ‫ـﺔ‬ ‫ﺍﻟﺨﺎﺼـ‬ ‫ـﺎﺌﺞ‬ ‫ﺍﻟﻨﺘـ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ : ٠ -‫ﻨﺹ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺭﺽ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬ ‫ﺍﻵﺘﻲ‬ ‫ﻋﻠﻲ‬ : " ‫ﻋﻨـﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻭ‬ ‫ﻓﺭﻕ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻱ‬ ) ٠٥ ‚ ٠ ( ‫ﺭﺘـﺏ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ) ‫ﺍﻟﺘﺠﺭﻴﺒﻴـﺔ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ( ‫ﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺒﻌـﺩﻱ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺠﺩﻭل‬ ‫ﻗﻴﻤﺔ‬ (U)
	٤٨٤ ٤٨٥ ٤٨٦ ٤٨٨ ٤٨٩

‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺭﺘﺏ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻔﺭﻭﻕ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﻭﺩﻻﻟﺘﻬﺎ‬ ‫ﹰ‬ ‫ﺒﻌﺩﻴﺎ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬

  

	‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺍﻟﺔ‬	U ٩١ * ٩٤,٥٠ * ١١٨,٥٠ * ٨٩,٥٠ * ١٢٥,٥٠ * ٨٧ *	‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﺭﺘﺏ‬ ٥١٩ ٣٠١ ٥١٥,٥٠ ٣٠٤,٥٠ ٤٩١,٥٠ ٣٢٨,٥٠ ٥٢٠,٥٠ ٢٩٩,٥٠ ٤٨٤,٥٠ ٣٣٥,٥٠ ٥٢٣ ٢٩٧	‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺭﺘﺏ‬ ٢٥,٩٥ ١٥,٠٥ ٢٥,٧٨ ١٥,٢٣ ٢٤,٥٨ ١٦,٤٣ ٢٦,٠٣ ١٤,٩٨ ٢٤,٢٣ ١٦,٧٨ ٢٦,١٥ ١٤,٨٥	‫ﻥ‬ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠ ٢٠	‫ﻤﺠﻤﻭﻋﺘﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺕ‬ ‫ﺽ‬ ‫ﺕ‬ ‫ﺽ‬ ‫ﺕ‬ ‫ﺽ‬ ‫ﺕ‬ ‫ﺽ‬ ‫ﺕ‬ ‫ﺽ‬ ‫ﺕ‬ ‫ﺽ‬	‫ﺒﺎﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﺘﻀﻤﻨﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺒ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻴﺌﻴﺔ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺍﻟﻘﺭﺍ‬ ‫ﺇﺘﺨﺎﺫ‬ ‫ﺭ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻜﻜل‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬
	‫ﺤﻴﺙ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻤﻥ‬ ‫ﻤﺴﺘﻭﻱ‬ ) P = ٠٥ ‚ ٠ ( ‫ﺤﺭﻴﺔ‬ ‫ﻭﺩﺭﺠﺎﺕ‬ (U) ‫ﻋﻨﺩ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ) ٣٩ = ( ) ١٢٧ ( ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻔـﻭﻕ‬ ‫ﻋﻠـﻲ‬ ‫ﻴﺩل‬ ‫ﻤﻤﺎ‬ ‫ﻓـﻲ‬ ‫ﺍﻟـﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻤـﺎ‬ ‫ﻭﺍﻟﺒﻴﺌﻴـﺔ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬	(*) ‫ﺭﺘـﺏ‬ ‫ﻤﺘﻭﺴـﻁﻲ‬ ‫ﺒـﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻱ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ ‫ﺍﻟﻤ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺠﻤﻭﻋﺘﻴﻥ‬ ) ‫ﻭﺍﻟـﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ( ‫ﺍﻟﻜﻠﻴـﺔ‬ ‫ﻭﺍﻟﺩﺭﺠـﺔ‬ ‫ﺍﻻﺨﺘﺒـﺎﺭ،‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻗﻴﻡ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺠﺎﺀﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ؛‬ U) ( ‫ﺃﻗـل‬