St Clements University
Mat. No. 15888
The Effect of Using the Cognitive
Strategies and Their Activators on
What the 1st Year Students of the
Female Intermediate Schools Achieve
Out of the Biology Subject and the
Development of Their Mental
Efficiencies in Al-Qadisiya Province.
A thesis presented to St Clements University Board as
part of the requirements to get Doctor of Philosophy
(Methods of Teaching Science)
by the student:
Hana’a H. Jaber
Under supervision of
Assistant Prof
Dr. Muhammed Jubeir Ahmed
1431 Hegira
2010 A.D.
By The Name of God , the gracias , the merciful
“ And say work , God will witness your work , his
prophet , and the believers ”
‘ The truth God said’
Altawba Sora ( Verse 105 )
Research abstract
One of the significant topics that hold the attention of the educationalists for
the time being is the Cognitive strategies , growing them up , developing
same , and how to give them activation , as it has become one of this era
necessities when the information is blowing up from day to day and
increasing in quality and expansion . Hence , the educationalists have started
thinking of methods that the teacher should use to activate Cognition
strategies and consequently , urging the students to use same for the sake of
assisting them to learn and understand what they would like to learn . So the
research has aimed to:1- know the influence of the Cognitive strategies and their activators on the
quality and goodness of what been achieved by the 1st year students of the
female intermediate schools in Al-Qadisiya province.
2- know the influence of the Cognition strategies and their activators on
growing up the mental abilities of the 1st year students of the female
intermediate schoosl in Al-Qadisiya province.
In order to achieve the two goals of the research , the following two zero
hypotheses have been formulated :1- there is no difference that has a statistic reference at a level 0.05 between
the scores mean of the students studying by using cognition strategies
activators and the scores mean of the students studying per the normal way
in the achievement test .
2- there is no difference having a statistic reference at level 0.05 between
differences mean of the scores of the mental abilities test (before / after) of
the students studying by using cognition strategies activators and differences
mean of the scores of the mental abilities test ( before / after ) of the students
studying by using the normal way.
The research sample has covered (42) students from 1st year of a
female intermediate school in Al-Qadisiya province. The mentioned students
been broken down randomly into two groups ; one was experimental
including ( 21 ) students that have studied by using cognition strategies
activators , and the other was an adjusting group including ( 21 ) students
that have studied according to the normal way.
Both groups, the experimental and adjusting are equivalent in the
intelligence variables , fore knowledge , former achievement , life time and
education level of the caretakers as regards the mental abilities test.
118 cognitive strategies activators have been prepared covering ( 11 )
types . Also , the researcher has prepared a mental abilities test that covered (
28 ) items and it has been made sure of its face and constructive validity.
The Researcher prepared an achievement test (Test after )
that was made up of 24 items . It was a multi-choice test and was
made sure of its face validity. The researcher used the equation of
Queder and Ritchard Sin -20 to find the constancy of the
achievement test (after) and it amounted to ( 0.88 ) , Also was
found the psychometric specifications of the test items.
-:
The experiment was applied in the 2nd term of the
studying year 2010- 2009. It took ( 8 ) weeks when data was
statistically treated by using ( T-Test ) for two unequal
independent samples . The results showed the following :1- performance excellence of the experimental group that has studied by
using cognitive strategies activators in the achievement test.
2- Differences with statistic reference between scores of the mental abilities
test (before/after ) were in behalf of the experimental group studying by
using cognitive strategies activators .
In the light of that , the researcher recommends to use cognitive strategies
activators in teaching biology subjects and suggests to carry out further
studies for different studying materials and levels in order to find out its
influence on the study achievement and growing up of the mental
efficiencies.
Chapter One
Challenge of the research
One of the challenges the educationalists and researchers encounter
with in the field of learning biology is the step-down of the students`
achievement which is considered the resultant of the interaction among the
four factors , that is , the contexts ( social and environmental features of the
students ),the teacher`s presage ( his age , his physical state , and his mastery
of the stuff to teach ), the teaching processes ( teaching activities as to the
teacher`s and students` behavior , the mutual interaction between both two ,
and finally the teaching results , namely, the changes the students involve in ,
such as , consequences of participation in the class activities whatever they
are ( Rink,1996,P 171- 197 ) ( Medly,1982, p 901 ).
One of the crucial reason of this decrease is the teachers` scant care over
techniques and methods that makes the learner in charge of his learning and
knowledge acquisition (Adnan,1999,21) , as well as having their studying
plans implied no mental skills in learning biology.
And to avoid the student`s negative role in the educational – educational
situations , teaching techniques should be applied that depend on the
usage of mental abilities the students have to assist in convey the subject
in a better way.
In accordance with that , this research will try to find answers for the two
questions below :.1- what is the effect of the cognitive strategies and their activators on the
female intermediate school 1st year students` achievement in biology
subject.
.2- what is the effect of the cognitive strategies and their activators on
developing of the female intermediate school 1st year students` mental
abilities in biology subject.
Importance of the research:
We live today within a world that has its rapid changes because it is the era
of knowledge , atomic and hydrogenous energy , genetic engineering and
cloning . The mentioned changes resulting from the technical and knowledge
development have their effect on the individuals , societies , and nations. It is
the school , the studying classroom in its early phase wherefrom the
excellence begins , and its key are the teacher and studying curriculum that
work to change mentality and create thinking skills ( Alfra , 1989, p1 ) , that
is , teaching students how to think not how to learn items by heart without
understanding or realizing them and consequently employing them in life (
Zaitoon , 2001 , p133 ) . The cognition strategies are identified as a group of
processes conducted by the learner`s memory out of which he ends up
understanding , meditating , perceiving , and then retrieving and
remembering . And as samples of these processes are the analysis ,
summarization , explanation , association , imagination , and conclusion (
Darwazeh ,1988 , p119 ) and consequently aim at backing up the taught
people to comprehend the new information and increasing their meaning (
Jabir , 1999 , P325 ).
These processes are different from one person to another , somebody may be
recognized for his ability of summarizing as approach to understand and
learn , while another one excels in his competence of analyzing to achieve
this target , and may be some one else concluding the relation that connects
between the concept to be learnt and another one that was formerly learnt or
to compare it in order to reach understanding and comprehension and then
learning . We can say that the cognition strategies are a mind style a person
is distinguished by from other that makes individuals take turns at their way
of thinking ( Darwazeh , 1995 , P119 ).
There are several factors take effect on the individuals` cognition
ability, some pertain to the self factors of their own and some others had
their pertinence to aspects of the situations they interact with , such as :
1-Physical needs and characteristics : they relate to the human body and the
strong and weak points within it , such as , utterance ability , and acuteness
of hearing and sight senses .
2- Wills and tendencies : They have a significant important effect on the
cognition operation since the human being will rush to focus his attention on
a certain situation if he has positive tendencies towards it and consequently
make cognition operation easy.
3- Motivation :- person`s motives, his psychological and personal
characteristics and needs, and their features affect his cognition (
Muhammed , 1998 , P30 )
4- Degree of familiarization with the outside environment and exciting
situations :- familiar situations can be cognized in a way easier and faster
than this of the new situations .The school and family environment affect the
cognitive strategies and for the sake of accomplishing the educational and
scientific goals, it is inevitable that cognitive strategies should be taught and
training programs should be set in this respect , as teaching them would not
be conducted without understanding and realizing them or their
nomenclatures and ways of measuring them ( Wittrok , 1975, p 287-297 ). It
is clear out of what already mentioned that the cognition strategies and their
activators assists in having the learner employing the mental abilities out of
educational-educational situations . so , the importance of using cognitive
strategies and their activators come out through the educational-educational
situations in the following sides :1- There are big amounts of learners do not know how to learn ( Do not
receive their cognitive strategies and their approaches ).
2- the using of cognition strategies activators results in stepping up the
learning person`s level to the analysis , composition , and assessment without
being limited to the level of comprehension and remembrance .
3-Aims of the research and its hypothesis :
The current research aims to identify the following :-
1- The effect of the cognition strategies and their activators on the
achievement of the 1st year students of a female intermediate school in the
subject of biology.
2- The effect of the cognition strategies and their activators on developing
the mental abilities of the 1st year students of a female intermediate school in
the subject of biology.
goals of the research through the following It is available to verify the
hypotheses :1-There is no difference with statistic reference at level 0.05 between scores
mean of the students who study by using cognitive strategies activators and
the scores mean of the students studying by the normal way in the
achievement test.
2- There is no difference with statistic reference at level 0.05 between the
differences mean of the scores of the mental abilities test (before and after)
of the students studying by using cognitive strategies and their activators
and the differences mean of the scores of the mental abilities test ( before
and after) of the students studying by the normal way .
Limits of the research :
1- Human limit : The 1st year students of Al-Jumhuriya female intermediate
school in Al- Qadisiya province.
2- Knowledge limit : The last four chapters of the biology science set book
of the 1st year of the intermediate school ( Edition 1 , 2010 ).
3- Time limit : Time limits is two months for carrying out the experiment by
the researcher as she starts teaching from 10 / 03 /2010 up to 10 / 05 /2010.
4- Location limit : Students of Al-Jumhuriya female intermediate school in
Al- Qadisiya province.
Terminology of the research :1- Cognitive Strategies : They were identified by (Missick , 1976
) as ( The self way of understanding , learning , and using of
information , or it is the individual differences in the styles of
cognition , remembrance, imagining , and thinking ) ( Al-Khawali
, 1981 , P5 ).
The procedural identification :- It is a group of strategies that are used to
treat information presented to the students chosen as the research sample for
the sake of learning the subject
.
2- Cognitive Strategies Activators :- they were identified by ( Ebraheem
1982 ) as ( The activities done by the teacher or the student or both together
aiming at teaching or studying sciences whether they are inside or outside
school ) ( Ebraheem , 1982 , P194 ).
Procedural identification :- ( They are those methods ready made given by
the teacher and that urge the intermediate school 1st year students in biology
to employ certain cognitive strategies or by the school directions to derive
them).
3- Achievement :- It was identified by “ Chaplin “ as ( The performance
level the learner reaches to in the school act and is measured through tests or
teachers`assumptions ) ( Caplin , 1971, P 5 ).
The procedural identification :( It is the success level the learning person steps up to as a result of
studying a certain subject ).
4- Mental skills :- It was identified by “ Darwazeh “ as ( A group of
processes employed by the learning individual to understand , insight and
learning and they are the certain methods that push towards employing a
suitable mental process during he is learning ) (Darwazeh- 1995 , P121 )
The procedural identification :- ( It is a group of scores the students
achieve in the test items set for measuring the skills “ Notice , inference ,
classification , prediction , analogy , explanation , giving of homework”)
Chapter two
The theory background
1- Cognitive Srategies : As an educational termalogy the word “ strategy ”
is meant the way the learner uses to acquire different kinds of knowledge ,
store them and take them out , or it means the art of styles and plans
designing and using them to get a certain target done . (Webster,1971, p 869
). But “ Cognition “ means the operation according to which the individual
understands and explains what surrounds him . Cognition includes all
operations out of which a person gets the knowledge that covers his having
thinking , retrieval , analysis , generalization , and assessing ( Jabir , 1999 ,
P 325 ).
Kinds of knowledge pertaining the cognitive strategies :Generally , the modern knowledge psychology divides
knowledge into three kinds as follows :1- Procedural knowledge ( performing ) : It is the knowledge the learner
has on how to perform a certain thing , that is , how to carry out a certain
strategy . It relates to the different actions that result in mission
accomplishment and gives an answer to a question “How to infer
information that is not mentioned into the text, how to put into action?”
2-The conditional knowledge :- It is the knowledge to learn , why a certain
strategy is chosen and other is not used to execute a certain act , also it gives
an answer to the question “ when ? “ , that is , when is it available to use a
certain strategy to get a certain goal done ? when to execute ? ( Jabir , 1999 ,
P 312-313 ).
3- Declarative Knowledge :The knowledge relating to cognitive strategy has components simulating to
knowledge components in general . It is made of procedural knowledge (
how to execute ? ) , conditional knowledge ( when to execute ? ) declarative
knowledge ( why to execute ? ) as the diagram explains hereunder :-
The knowledge
relating to cognitive
strategy
conditional
knowledge
procedural
knowledge
When and where the
summarization is
used
( when to execute? )
How to summarize
the subject
(How to execute?)
Declarative
knowledge
Knowledge of the
summarization
meaning (Why to
execute ? )
Diagram (1) declares the components of cognition strategies and the
knowledge associating with them ( Ebraheem , 1993 , p 197 )
The strategies are classified into eight ones as follows :A- Retrieval strategy : It is the ability of a learner to remember information
and to take it from the memory as per the way it has got into . Retrieval may
be at the level of comprehension , application , analysis , composition ,
assessment , fixing the problems , discovering , and convention . And it may
be at the level of literal / non-literal remembering . The process of using the
information stored in the memory when required is called retrieval .
B- Relating strategy :- It includes conclusion , comparison , and prediction .
This strategy aims at cognizing the similarity and unsimilarity faces between
the taught new information and past information .
C- Imaging Strategy :- It includes imagining charts , data , figurations ,
shapes , or pictures . This strategy aims at creating mental figures for themes
and concepts to make it available for the memory of the learner to store them
easily on the one hand and on the other to retrieve the information from the
memory .
D- Analysis Strategy :- It targets on analizing or breaking down the general
concept or principle into its partial elements in order to view the details.
E- Interpretation Strategy :-This strategy helps cognize information and
classify them into concepts , principles , skills , sizes ,or colours through
explaining what of them comes into memory and giving them certain
meaning .
F- The organizing strategy :- It is a process aiming at organizing the
information at the basis of mutual elements that combining them so as to
store in the memory in a form of abstract units and general styles through
understanding the mutual relations among the related parts.
G-The strategy of rehearsal :- This process required synchronizing mental
and physic effort . It is a showing of information , repeating , and studying it
more than one time in order not to forget and to ingrain it into memory and
then to retrieve it when required . Rehearsal is in two kinds : Non-literal one
which means rehearsing and training by having information into the
memory in details in a shape different from that the memory has received the
information in and this corresponded by the non-literal remembering , and
the literal rehearsal that enters information to the memory the same way it
has been received and this corresponded by the literal remembering .
H- Chunking strategy :- This strategy includes classification , subclassification , organization , and symbolization . May be , the most crucial
function of chunking is minimizing the room the information occupies in the
memory in order to facilitate memorizing it as the human being's mind
assembles knowledge and information into a mental process that assists to
deal with information when it is in a huge size via categorizing it into similar
groups with similar elements ( Darwazeh , 1995 , P 20-22 ) .
2- Cognitive Strategies Activators :As the cognition strategies are groups of processes conducted by the
learner`s memory resulting in his understanding , foresight , and fore
viewing , and then retrieving and remembering ( Some of these processes are
interpretation , analysis , summarization , imaging , correlation , assembling ,
conclusion , assessment , rehearsal , and others . They are in a whole
considered when the learning operation comes into being (Reigeiult &
Darwazeh ,1992) .
Types of Cognitive Strateges Activators :-
1-Paraphrasing: It is a repeating of the studying subject in the individual`s
own language and it reflects how far the individual has comprehended what
he has read and learnt (Garbowski , 1989 , P 340 ).
2- Teaching objectives :- They represent notice behaviors liable to go into
analogy and are expected to be shown by the learner after the learning
process , as well as , it is the goal the individual looks for and exerts to get it
done ( Darwazeh , 1995 , P 193 ).
3- Diagrams and information maps :- They are visible configurations
illustrating the more important main ideas that are included in the studying
subject in an organized way per which information is arranged in order from
the general idea to that of less generality .
4- Adjunct questions :- They are an approach that stimulates the learner to
think of the studied subject through putting interrogative sentences urging to
search in his memory for the taught stored information and then retrieve it
for the sake of setting the answer to question aroused , or to fix the presented
problem ( Darwazeh , 1995 , P158 ) .
5- Titles and sentences :- They are concise words representing an idea ,
concept , principle , or a taught general act and give an essential idea about it
( Wittrock and Carter ).
6- Underlining:- They are straight signs the ideas the learner thinks they are
main and important in learning the studied subjects are underlined with .
They are used to shed light on the main ideas the studied theme implied on
ground that these ideas assist the learning person to learn (Blanchard
Mikkelson , 1987 , p 119).
7- Physical sensual pictures :- They are visible illustrative shapes that
provide the learning person with details and facts on a certain happening or a
situation . these pictures are coloured or uncoloured .
.
)Storeg , 1984 , p 51
(
8- Summarization skill :- Fathi ( 1999 ) referred that the summarization
skill is acquired through continuous trainings on undressing the subject and
taking out its essence from details and long explanations .
9- Note taking :- The notes taking require several skills of information
treatment as they push to focus attention on the teaching subject , and incite
the going-in-details-process that the learners can increase the thoughts and
comprehension of theirs as they are acquiring concise information out of the
learning subject.
10- Analogies and comparisons :- In order that the unpopular subject
becomes popular to the learner , two studying subjects at the same level of
generality will be connected ; one of them is popular to him and the other
is not , and the comparison here is held for the outside shape, or function ,
or composition ( Gurtis & Reigluth , 1984 , p112 ) .
11- Outlines :- It is a skill that concerns with defining the relations
among concepts and organized them in a way that reflects the main ideas
included in the studying subject , then to shift to the less significant ideas
(Keny & Scroder , 1994 , p 14).
12- Imagination and imagery:- It is a mental ability to imagine the
outside act or subject in the memory . And it is that picture formed by the
memory of the learner to comprehend a certain act or to understand an
idea . So it is an act of imaging / imagination of a concept , an idea , a
certain thought , a fact or an act aiming at viewing these information in a
way clearer and richer as well as to be aware of its details .
1- Detached Cognitive Strategy system :- For the sake of achieving the
desired teaching targets , this educative system depends on the person who is
learning and been held responsible for it . this style is into two types :A- Un-specified generative cognitive strategy activators .
B- Specified generative cognitive strategy activators
.
2- Embeded Cognitive Strategy system :- In order to assist the person who
is learning to accomplish the desired educative goals , this style has come
into being which depends on the teacher or the one who has set the
curriculum or the designer and holds him fully responsible for it. The
embedded activator is used in this field through the teacher`s selection of the
suitable ones and provide them . And then to push the learner to study and
employ them during he is learning , such as ,the teacher asks educative
questions and wants him/her to give answers to these questions so that to
help him learn the text in a better way ( Darwazeh 1994 , P 198-225 ).
1- Conditions of using of mental activators as a generative cognitive
strategy :A- The student should be provided with a special training on how to derive
mental activators especially with the low-mental-ability and mediumintelligence students.
B- Developing the low , medium , and high levels , that is , all levels “ Blum
’’ has talked about
.
C- They are used when dealing with a teaching content that is hard to a
certain extent or unfamiliar to the person who is learning.
D- The teaching content is not organized.
2- Conditions of using the mental activators as an embedded cognitive
strategy :Darwazeh ( 1995 ) defined the conditions as follows :
1- This strategy is used with the untrained students since the activator is
prepared and derived by the teacher and there is no need for the student to be
trained to derive it , namely , it is a high-quality-prepared one.
2- This strategy develops the low levels of learning such as, remembrance
and the medium such as, understanding and sometimes the application.
3- In Al-Qadisiya province , it is used with a simple uncomplicated content
that is familiar to the learner .
4- It is used with a teaching content that is organized and arranged in a logic
order.
5-Used with students characterized by reliance and their dependence
on others.
6- Used with the students of low and medium abilities.
Chapter four
Firstly – Design of the research:The researcher`s experimental design includes dealing with the
problem in an accurate scientific study. Due to that the research includes one
independent variable which is ( cognitive strategies activators ) and two
dependent variables which are ( achievements ) and ( mental abilities
development ) , the experimental design with part adjustment of the research
two groups ( adjusting and experimental ) has been selected with a test (
before / after ) of the mental abilities and a test ( after ) of achievement as
showed per the table hereunder :-
Table #1
shows the pilot design of the research sample
SN
Group
1
Pilot
2
Test
(before)
Independent
Variable
Dependent
Variable
Test (after)
Mental
abilities
test
Cognitive
strategies
activators
Normal way
Achievement
and mental
abilities
achievement
Adjusting
Secondly- Community of the research: - 1st year intermediate school
students of Al-Jumhoriya female intermediate school in Al-Qadisiya
province for the school year 2009/2010.
Thirdly- Research sample:- The researcher has chosen Al-Jumhoriya
female intermediate school in Al-Qadisiya province as a sample of her
community. The researcher has taken two classrooms students as a sample
for her research for several reasons:
1-The school management is well known to the researcher that maintains full
cooperation assisting the researcher to carry out her research and helps
getting over possible challenges.
2- The school has a biology laboratory that many other schools the
researcher has paid visits to do not have. The researcher has randomly
chosen two groups out of five classroom students to have one of them as a
pilot group represented by class (B), and the adjusting group represented by
class (A). the total of students of both two groups amounted to 48 female
students ; 23 for the pilot group and 25 students for the adjusting group. And
after excluding students from test elements only with having them stayed
within the classes for their being elder. Indeed, two students from the pilot
group and four from the adjusting group have been excluded , so, the total of
the two groups became (42) students , that is , (21) for the pilot group and
(21) students for the adjusting group as the following table shows:
Table ( 2 )
Shows the pre-exclusion and post-exclusion number of students of both
groups (pilot & adjusting)
SN
CLASS
GROUP
PRENUMBER
EXCLUSION
OF
NUMBER
EXCLUDED
OF
STUDENTS
STUDENTS
POSTEXCLUSION
NUMBER OF
STUDENTS
A
1
2
ADJUSTING
25
4
21
PILOT
23
2
21
48
6
42
B
TOTAL
Fourthly- Equivalence between the pilot group and the adjusting
group:In order to verify that there are no other factors other than the
independent variable that have their influence on the test result, equivalence
should exist between members of the two groups ( pilot and adjusting ) since
the absence of adjustment of the variables will reduce the researcher`s
efficiency to know and define the independent variable`s effect ( Qandlege ,
1993 , P 97 ) . The variables have been obtained through being acquainted
with the studies that have referred to their possible effect on application. So ,
these variables been defined as follows:(Intelligence, previous information, former achievement, life time in months,
the care takers` education, and the mental abilities test).
Fifthly- The research design outside safety measures:
In order to achieve the outside safety for the pilot design, it is
inevitable
to restrict some of the factors that may affect the dependent variable( study
education and mental abilities) . They are as follows:
A-The experiment conditions:
Planning and preparation have been taken in advance to carry out the
plan in normal conditions by the school year 2009/2010.
B-Measurement tools:The education achievement test and the test of mental abilities been used
. The two tests have been prepared by the researcher to control over the
measurement tools variable.
C- Students drop out during the experiment:No case of study postponement or dropping out of school by students
been shown during application of the experiment.
D- The teacher:During application of the experiment, the researcher herself has taught
the two groups and graded the students` answers for both tests ( the
education achievement one and the one of mental abilities ).
E- The study subject:The two groups (pilot & adjusting) have studied chapters (five, six,
seven, and eight) of the biology science book (1st edition – year 2009 )
assigned for 1st year students in “Al-Jumhoriyah female intermediate
school”.
F-Effect of the pilot (experimental) measures:The researcher has been working as a teacher within the school
teaching cadre since the school year beginning , therefore , teaching the two
groups been conducted under educative natural circumstances with no
feeling of the students that they are exposed to an experiment.
G- Duration taken by the experiment:Teaching of both groups the pilot and the adjusting started as of 10 March
2009 up to 10 May 2010 - the second term of the school year 2009/2010–
with having the test (after) included.
H- Classroom educational environment:Classes have been taught in the biology laboratory.
I-Class periods:The two , pilot and adjusting groups were given two classes each per
a week and were the first periods of the school day .
Sixthly- Research requirements :A- Defining of the scientific material:- The researcher has defined the four
chapters from the book ( science of biology ) assigned to the first year
intermediate school for the school year 2009/2010 as the scientific stuff she
teaches to the research sample. The act of defining, choosing and
arrangement of the scientific stuff to be taught is very essential in defining
the educational goals ( Majida and others , 2001 , P40 ).
B- Forming of manner purposes.
C- Preparation of the cognitive strategies activators:- cognitive strategies
activators have been prepared in the light of the manner purposes. 118
activators been prepared in its two types ; the detached and the embedded
ones as herein stated:- ( Educational questions formulation , physical sensual
pictures , concepts map , note taking , paraphrasing in its own style ,
analogies ( comparisons ) , choice of significant thoughts , imaging , details
arrangement , writing down summaries and diagrams designing ) for eight
cognitive strategies which are : ( accumulating , organizing , rehearsal ,
explanation , analysis , imaging , correlation , and retrieval ) . They have
been put forth and showed to several experts and specialists in this field to
make sure of being true and valid and they have been formulated in their
final shape in accordance with the recommended modifications (Appendix
8).
D- Preparation of teaching plans:- The good planning is an essential
condition for the good teaching ( Kracha , 1997, p 63 ). It is a mental process
proceeds the execution phase per which the teacher defines what he would
like to be acquired by his students ( Al-Rashidi and others , 1999, p 35) as he
aims at studying the available resources and potentials and defines the
procedures to profit from to get the desired goals accomplished within a
certain time line ( Abdul Salam , 2001, p 71 ). Therefore , the researcher
prepared (16) studying plans in conformity with cognitive strategies
activators and the same done as regards the adjusting group in accordance
with the normal way . After examples of the pilot and adjusting plans had
been showed to a group of experts and specialists , the plans were
formulated into their final forms after being amended according to the
recommended modifications ( appendix 6 , 7 ).
Seventhly- research tools :- It is the way by which the researcher brings his
data together in order that he can fix the research problem and verify his
hypotheses ( Dweidre , 2002 , P 305 ) , and since the current research aims to
know the cognitive strategies and their activators in the achievement of 1st
year intermediate school students and in developing their mental abilities in
the biology science subject . For that , the researcher has prepared the
following tools :A- Achievement test construction
B-Mental abilities test construction
A-Achievement test :The researcher herself has prepared this test through the following measures
:
1-Defining the test target:The aim of the test is to measure the biology subject research sample
students` achievement level.
2- Defining the scientific staff :The scientific stuff was limited to the last four chapters of the
biology
st
book of the 1 year intermediate school assigned for school year 2009/2010 ,
1st edition , 2009.
3-Manner purposes formulation:The researcher has set the test map according to the coming steps:ADefining the weight of teaching chapters and manner purposes:In order to define the chapters weights, it has been based on the amount of
periods carried out to teach each studying chapter and to divide it on the
amount of total periods actually conducted to teach all chapters, and as it is
well known that one period takes (40) minutes, the following relation been
applied for this purpose, that is, counting the chapter weight:-
the chapter
Number of periods conducted to teach
X 100‫ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬chapter`s weight =
Periods total conducted to teach the chapters
The four chapters` weights were consecutively ( 19 % , 37 % , 25 % , 19 % )
, but, the weights of the educational field levels objective manner purposes
that depended on by the researcher which were ( remembering ,
comprehension , application , analysis , formulation , assessment ) according
to Bloom`s classification have been counted through the manner purposes
number for each of the levels divided by the total of all six manner purposes
in accordance with the following relation :6- Test validity :The valid test is the test that measures what been set for it that we have
to define what we would like to measure prior to writing the articles ( AlHilah , 1999 , P 185 ) . The test actually measures readiness or direction , or
competence (ability) that the test is set to measure ( Faisel , 1996 , P 239 ).
For verifying the test validity , the researcher intended to extract :A-Face validity:It is important in order that the researcher is acquainted with how far the
test apparently measures the purpose it was prepared for through test review
of how far its items are suitable to the stage of 1st year intermediate school ,
expressions style and clarity , and its guidelines accuracy through the
researcher and branch supervisor`s discussion and her being acquainted with
the test items purports.
B-Content validity:-
The researcher has presented the test in its primary form with a list of
the manner purposes the test covers and the school set book to a group of
specialists in education , teaching approaches , analogy , and assessment (
appendix 4 ) and got some of the items formulation amended and modified in
the light of their suggestions and recommendations and deleted some others
to have it as it now in its final form ( appendix 10A ). Having a number of
experts and arbitrators deciding the extent that the character wanted to be
measured is achieved by the items is the best way to make sure of content
validity ( Ebel ,1972 , P 566).
C- Construction validity :This type of validity is defined by checking all references pertaining the test
as for test scores constancy under different conditions , kind of items it
contains , and their consistency and at this point , it will be distinguished (
Doran , 1985 , P 173 ) . the test has a constructive validity because of having
found the discrimination factors of its items as will be mentioned later .
7- Sounding test :The test was applied to estimate the time the test takes, know the items
clarity in the achievement test , decide extent of its ambiguity or any difficult
item , and to diagnose the items that need to be amended in 05/05/2010 ( It
was a sample similar to the essential one of the research ) and it was a 24student group of first year from“ Um Umara female intermediate school “ in
Al-Qadisiya province . this sample studied the same topics that were studied
by the test sample in accordance with an agreement held in advance with the
biology teacher of the school. The researcher found that the time mean
necessary to answer was 45 minutes counted as from first and last student
answering the test questions
.
8- Psychometric aspects of the achievement test
A - Terms difficulty coefficient :
Difficulty coefficient has been counted for each item of the
achievement test items and found it was between ( 0.29 – 0.72 ) and
hereupon , the test items are considered good and its difficulty coefficient fit
as it comes within the range defined by “ Blume “ which is 0.20 – 0.80 (
appendix – c ) ( Blume and others , 1982 , P 107 ).
B- Terms discrimination power :It means its ability to discriminate between the students who have a
little amount of knowledge and those of largest power in a certain field of
knowledge ( Abu – Salih and others , 1995 , P 215 ) . The test items
discrimination power is 0.25 – 0.70 ( Appendix – 10 c ) , so , it is
considered good in regard to discrimination power because it exceeds
20%( Al-Dhahir and others , 1999 , P 130 )
.
9- Test reliability :A-The counted reliability coefficient value mounted to (10-m) and is
considered acceptable for the tests the teacher prepares since the codified
achievement tests reliability coefficient is not less than 85% ( Ahmed , 1998
, P 154 ), therefore , it can be said that the test items are characterized by
reliability and the test in its final formulation ( Appendix 10-a ) has become
ready to use.
B- Mental abilities measurement tests construction :The researcher has prepared mental abilities measurement test as she found
no ready test that fits the nature of 1st year – intermediate school in the
biology subject. And it consists of :1- Defining of the test field :
As per agreement with the experts , the researcher has defined –
through setting up a primary sounding to identify the mental
abilities included in the test and that come in line with the
intermediate school stage – three skills which are :* The skill of bringing information together and organizing it
and that includes ( Notice , comparison , and classification) .
* The skill of treating the information and that includes
(explanation and summarization ).
* The productivity skill which includes ( conclusion and prediction ).
the primary sounding been presented and showed to a number of experts and
specialists and it has been agreed upon defining those abilities ( collecting of
information and organizing them , information treatment , and the productive
skills ) . Appendix 1
2- test items construction :The researcher has set the mental abilities test which includes in its
primary form (28) items ( Appendix 13-A ) divided among the previously
mentioned mental abilities through being acquainted with measurements and
different mental abilities tests in addition to specialized references and
sources .
3- Test kind :The researcher has prepared a multi-choice objective test as it can
measure mental targets that are difficult for other objective questions to
measure , so , it is considered the best kind of objective questions in addition
to be as the detailed questions been used for their having characteristics such
as , their being easily prepared and set , they measures high knowledge
power especially the abilities of understanding , analysis , relation , criticism
, assessment , and shift information .
4- Setting of test instructions :For the sake of clarifying the way the students answer the test items to
avoid committing possible mistakes , the researcher has placed guidelines
for them , moreover , assigning the required time limit for answering the
items ( Appendix 12 ) .
5-Typical answer key :Typical answer key has been formed for the test items ( Appendix 13c) with giving one score for the right answer and zero for the wrong one .
The unanswered question been considered as a-wrong- answered question ,
thus, the highest test score the student may achieve been defined by (28) and
the lowest one is a ( zero ) score .
6- Test validity :For the sake of verifying the test validity , the researcher intended to
extract :A-Face validity:The researcher has showed a group of experts specialized in
psychological and educational sciences the mental abilities test items and
they have confirmed the test items fitness and validity ( Appendix 13-B).
B- Content Validity :In this respect , having a number of experts and arbitrators deciding
the extent that the character wanted to be measured is achieved by the items
is the best way to make sure of content validity ( Ebel , 1972 , P 566 ) .
C- Construction Validity :It signifies theoretical assumptions upon which the researcher depends
in constructing the test , then , he/she verifies it experimentally. If the
experimental results are compliant with the theoretical assumptions , the test
has a constructive validity ( Ground , 1981 , p 82 ) . Also it is meant the
extent according which the test can decide a defined theoretical construction
or a certain aspect ( Anastasit , 1976 , p151 ) , and that the test has a
constructive validity since the test items discrimination coefficients have
been determined as formerly mentioned .
7- Application of the test on the sounding sample :The test has been applied on the same sounding sample that the
achievement test was applied on in 07/03/2010 in “ Um-Umara’’ female
intermediate school . The time the answer consumed was between ( 40 – 64 )
minutes . Therefore , the time the answer took has been defined by ( 52 )
minutes .
8-The test items statistical analysis :-
In order to make sure of the test items fitness and improvement of
quality , the researcher has analyzed its items statistically as this process
enables to find out weakness sides of the test , to have it paraphrased , and to
take out the unfit items as it is referred to in the educational and
psychological analogy writings ( Scannell , 1975 , p 214 ) . Then , the
following analysis operations been conducted on it :A- Terms Difficulty Coefficient:After the researcher had counted the difficulty coefficients for each of
the mental abilities special test items , she found them lain between ( 0.21 –
0.70 ) while Bloom sees that the test items will be considered good if their
difficulty coefficients come between 0.20 – 0.80 ) and this means that all the
test items are counted acceptable ( Appendix 14 ) .
B- Terms discrimination power :Moreover , the test items will be considered good if their
discrimination power is ( 0.30 ) and more ( Ebel , 1972 , p 406 ) , therefore ,
all the test items have good discrimination coefficients ( Appendix 14 ) .
10- Experiment application measures :The researcher started conducting the experiment in 13/03/2010 and the
experiment came to an end in 07/05/2010 with application of the mental
abilities test ( test after ) . The duration of the experiment is (8) weeks
represented by teaching the pilot group in accordance with cognitive
strategies and their activators in compliance with the set teaching plans that
agreed upon with the experts and specialists ( Appendix 6 ) , and teaching
the adjusting group according to the normal way and it is close in number in
both groups ; the pilot group and the adjusting group . After getting done
with the scientific stuff teaching , the achievement test and mental abilities
test were applied successively within two different days for each of the
studying classroom under supervision of the researcher in cooperation with
the branch teachers.
.
11- Statistic methods:The statistical methods that have been used were those that come in
line with the research procedures such as, T- test , Kudor Ritchardson`s
equation-20 , equation of the alternates` efficiency, Spearman`s equation ,
and others .
Chapter Five
Firstly – Display of the results:1-Education achievement:Variance and arithmetic mean have been found for the scores of
each of the groups ; the pilot and the adjusting in the achievement
test in order to verify the research`s goal through its zero hypotheses
, as having been found the T-value counted by using the T-test for
two independent samples unequal in number as stated in the table
hereunder:Table (12)
It shows the arithmetic mean, variance, and the counted and tabular Tvalue of the scores of the two groups (pilot and adjusting) in the
achievement test ( the test after )
S
N
1
2
GRO
UP
NUMBER
ARITHM Standa VARI
T-Value
Statistic
OF SAMPLE
ATIC
rd
ANCE count Tabular meanin
PERSONNE
MEAN
deviati
g
ed
L
on
21
89.66
9.03
Meanin
Exper
5
igful
81.64
menta
2.3
l
Adjus
21
81.45
14.64 214.33
ting
The above table shows that the counted T-value (5) is higher than the
tabular value amounting to (2.3) at a meaning level (0.05) and a degree of
freedom (40), thus , the zero hypothesis is not accepted . That means the
excellence of the experimental group of students who has studied according
to the cognitive strategies and activators over their matches in the adjusting
group who have studied without cognitive strategies.
2- The mental power (abilities):The mean and variance for scores difference of each group have been
counted apart and by using the T-test for two independent samples equal in
number, the counted T- value has been found as explained in the table below
.
Table ( 13 )
It shows the arithmetic mean , differences variance , counted T-value of
differences of the two groups` scores (experimental and adjusting) for
the mental powers test ( before and after )
S
N
1
2
GRO
UP
NUMBER
OF SAMPLE
PERSONNE
L
Exper 21
iMenta
l
Adjus 21
ting
DIFFER
ECES
MEAN
7.57
DIFFER
ECES
deviatio
n
4.28
VARIANCE
OF
DIFFERENCES
18.33
1.09
4.67
T-Value
count tabular
ed
Statistic
meanin
g
6.71
Meanin
gful
3.37
21.86
The above table shows that the counted T- value ( 6.71 ) is higher from
the tabular value amounting to ( 3.37 ) at meaning level ( 0.05 ) and a degree
of freedom ( 40 ) . that means there is a difference with a statistic meaning
between the two groups ( experimental and adjusting ) in behalf of the
experimental group that signifies that the second zero hypothesis is rejected .
That means the excellence of the experimental group students who have
studied with using the cognitive strategies activators in developing the
mental powers over their matches from the adjusting group who have studied
without using the cognitive strategies activators .
Secondly- Explanation of the result:
The excellence of students of the experimental group who have
studied according to cognitive strategies over their matches in achievement
and mental abilities characteristics to the following :1-The positive role of the learner in the process educational-educational out
of pushing it in employing her mental abilities through presenting the
cognitive strategies activators into two styles ; embedded and detached as
her role changed into information treatment and interaction that resulted in
meaningful learning increasing the studying achievement of hers as it was
confirmed by ‘ Rigney , 1978 ’ ( It is available for the teacher to create good
cognitive strategies and study into the learners through two styles , the first is
the style in which the learner is in charge of choosing the suitable strategy to
get the teaching aim done and the second is that per which the teacher or the
program setter is the person in charge and it is done through an indirect way .
2- The use of the teaching questions has put the student in a thinking
situation of the studied material for the reason that the cognitive strategies
activators require practicing of mental processes such as , notice ,
comparison , conclusion , and adjustment ..etc... in accordance with Blume`s
levels through the teaching situations . And consequently , it is a method for
employing the mental operations through arousing the learner`s motive to
search and study that leads to urge her to retrieve information from the
memory in the suitable time in addition to help the learner summarize the
studying subject content in brief focused form that leads to control over the
studied subject comprehension process and organizing information and
consequently to richen the learner`s learning in a way that is better and
deeper .
Thirdly – Conclusions :- In the light of the research results , the following
conclusions have been achieved :1- The use of the cognitive strategies activators in the teaching of biology to
the - intermediate – school - 1st - year students has its influence in stepping
up the students` studying achievement and developing the students` mental
power ( abilities ).
Fourthly- Recommendations :In the light of the results of the recent research , the researcher
recommends the following:1- To draw the teachers` attention to the necessity of using the cognitive
strategies activators in teaching in schools.
2- to open courses for the teachers to have them acquainted with and trained
on the modern teaching strategies.
3- To launch a teaching technique by using the cognitive strategies activators
that to be included in the college of education curriculums especially the life
sciences section ( within the class of ‘ general teaching techniques’ ).
Fifthly- Suggestions:For the sake of having this study complete , the researcher has
suggested to conduct the following studies:1- The effect of the cognitive strategies activators on teaching of another
studying subjects and stages.
2-The effect of the cognitive strategies activators on another subordinate
variables such as , having concept variable coming into
being , widerange thinking , creative thinking , and self learning .
Appendices –
Appendix (6)
A Teaching plan sample in
consistence with the cognitive strategies
activators ( assembly , repetition , organization , interpretation , imagery ,
analysis , relation , and retrieval.
School / Al-Jumhuriya female intermediate school
Class / First year
Subject / Biology
Lecture / Human being and genetics
The special goals :Giving students the identification of the following concepts:1- Genetics
2- Genetic characyeristics
3- Dominant genetic characteristics and recessive genetic characteristics .
The aims of behavior:Firstly- The knowledge field:
Getting student able to :
1- Identify genetics in her own style of identification .
2- Nominate who has established genetics first.
3- Give reasons for Mendel to choose peas plant .
4-Explain the genetics concept with examples.
5- Identify chromosome.
6- Define the chromosome number in the body.
7-Explain the meaning of the genetic characteristic.
8- Explain the meaning of the dominant genetic characteristic with examples.
9- Identify the cross characteristics with example.
Secondly- The psychomotor field:
Getting the student able to :* Draw a figure explaining the chromosome with having its parts pointed
to on the paper before her.
Thirdly- The sentimental field:
Getting the student able to :1- Evaluate the creator`s greatness in his having beings coming into being
from nothing and giving them their own shapes when his majesty the God
has given every being his shape of creation , so , they are different from one
another in colors , height, length , and languages …etc.. and all these are
solid evidences of the existence of his highness the God.
2- Appreciate the scientists` efforts in establishing genetics and providing
explanation for running down of genetic characteristics from fathers to sons
after the invention of telescope .
The educational staff –
1- A board
2- Colored chalk
3- Pictures
Introduction – 3 minutes - The teacher after having attentively looked at the
students` faces , she will choose one of them who has a recognized features ,
such as, eyes or hair colors ..etc.. in order to get them ready and to draw their
attention to the new studying stuff with asking them some questions such as ,
Q - Halla, ( A student`s name ) what is the reason for your having colored
eyes ?
A- My father has the same eyes color.
Q- How did this aspect run down to her from her father ?
A- Through genetic factors .( excellent )
Q- Who has established Genetics first ?
A- Mendel , the Austrian scientist as his pioneer researches on peas plant had
their fruitful excellent results ( good ).
Display – 33 minutes –
An organized explanation of the genetic concept is presented ( as an activator
for organization and assembly ).
Genetics ( It is the science that cares for studying genetic characteristics
transmittance from fathers to sons / daughters )
(( To motivate the students , the teacher asks the following question ))
*What do we mean by the genetic characteristics ?
The teacher will lead a discussion with the students out of which the right
answer will be obtained that says ( The genetic characteristics are divided
into a dominant aspect such as the red color of the flower and a recessive
aspect such as the flower`s white color , but the cross characteristic is the
aspect that results from a mixture between dominant and recessive
characteristics ( excellent ).
For the sake of activating the analysis strategy , the teacher will address the
following question to the students :
Q- why did the scientist Mendel choose the pea plant ?
A- For many reasons some of which are :1- Easy to plant.
2- The availability of obtaining through plant pollination ( Artificial
pollination ) new generations that are easily got matched.
3- Its short life circulation.
4- Clarity of the variant characteristics ( excellent)
Another student says as regards the discussion subject that Mendel has
studied seven different characteristics ( aspects) hereunder mentioned :
1- The seed`s shape and color.
2- The pod`s shape and color.
3- Flowers` color and positions.
4- Stem`s length. ( Good )
Then the teacher addressed the student saying “ Look at the pictures in
front of you ’’. the pictures been showed as the explanation strategy activator
and the students are requested to recognize easily and clearly the seven
characteristics studied by Mendel on the pea plant. ( To activate the
strategies of organization ).
Answer /
Rare characteristics
1- seed`s shape – Curled
2- Seed`s color – Green
3- Pod`s shape – rough
4- Pod`s color – Yellow
5- Flower`s color – White
6- Flower`s position - Tip
7- flower`s length – Short
Prevailed characteristics
1- seed`s shape – Smooth
2- Seed`s color – Yellow
3- Pod`s shape – Smooth
4- Pod`s color – Green
5-Flower`s color – Red
6- Flower`s position –Axillary
7- flower`s length – long
Then , the teacher goes on talking and says the responsible for transmission
of aspects is a substance existing into cells` neucleas ( animals and plants )
which is called “ chromosomes ” and amounts to ( 23 ) pairs.
In order to activate the strategy of organization , the activator of paraphrase
is used ( Interpret these ideas in your own words and put them down on the
paper in front of you ).
For activating the strategy of ( assembling and organizing ) , the teacher
presents an arranged explanation of the meaning of chromosome ( It is a very
thin biconstructive line of which each part is called the chromatid that are
connecting up to a central part . Each chromatid bears the DNA line on
which locate small parts called genes which are responsible for transmitting
of characteristics ).
For activating of the relation of strategy:
Q- What does happen if there is no chromosome existent?
The students` predictions will written down on the blackboard ( the beings
will die , keep alive , the genetic characteristics pass down , do not pass
down , life comes in chaos .. etc..)
In order to activate the strategy of imagery , the students will be requested to
conduct the following duties :1-To imagine the chromosome and to draw it on the paper in front of them.
2- To give an overall identification of the gene.
Then the teacher asks a question pertaining explanation of a certain
phenomenon such as :
Q- What is the reason of having some new characteristics appeared in
persons whose fathers or ancestors does not have. These characteristics
maybe desirable or maybe not ( Genetic jump )?
A-Because of the change in the order of DNA components that makes up
genes. ( Excellent ).
Out of what above mentioned , is it available to employ these concepts in the
actual life ? As an explanation strategy activator ?
The teacher will lead the discussion on the dominant, recessive , and cross
characteristics and which is responsible for transmitting them as well as how
the genetic jump occurs . And for more clarification of these concepts
(dominant, recessive , and cross characteristics and the genetic jump ) , the
students will be requested to give examples that are not mentioned in their
book on these concepts. The examples are written on the blackboard .
The dominant characteristic / such as a tall person
The recessive characteristic / such as a short person
The recessive characteristic / such as a medium height person
In order to activate the strategies of (organization, repetition, and
retrieval), students will be requested to summarize the genetic subject. Then,
the summery will be discussed with the students and to write down the
following on the blackboard:
1-Mendel ,the Austrian scientist was the first who established genetics.
2-The scientist Mendel has chosen the pea plant in his researches for its
being signified with:
A-Easy to plant.
B- The availability of obtaining through plant pollination ( Artificial
pollination ) new generations that are easily got matched.
C- Its short life circulation.
D- Clarity of the variant aspects ( characteristics ). Mendel studied seven
variant characteristics as follows:
1- The seed`s shape and color.
2- The pod`s shape and color.
3- Flowers` color and positions.
4- Stem`s length.
3-Genetics ( It is the science that cares for studying genetic characteristics
transmittance from fathers to sons / daughters ).
4- The genetic characteristics are divided into :A- The dominant characteristics.
B-The recessive characteristics.
C-The recessive characteristics.
5-The responsible for transmission of genetic characteristics is a substance
existing into cells` nuclease which is called chromosomes.
6- Chromosome consists of the following parts:A-A thin biconstructive line of which each parts is called a chromatid.
B-The two chromatids relate to each other by a central part.
7- Each chromatid bears the DNA line on which locate small parts called the
genes and any change in its components` order will result in occurrence of
the jump.
8- Number of chromosome amounts to ( 23 ) pairs.
Assessment - ( 2 ) minutes
The students are assessed through preparing questions which are answered
on papers as follows:Q- Compare between the dominant and recessive characteristics as regards :
1-Flower`s position
2- Stem`s length
For the sake of activating the strategies of analysis and relation
Homework – ( 2 ) minutes
Preparation for the next class which is ( the normal division “ indirect
division” )
References
1-Teacher`s references
A- Darwazeh , Afnan Nadheer , cognitive strategies and their activators as a
basis for designing of teaching ( 1st edition , Napols , National Al-Najah
University , 1995 )
Appendix ( 10 – A )
Achievement test items ( Test after )
Choose the right answer for each of the following :1-The disease resulted from deformation of the erythrocytes is called :
A-Sickle cell anemia
B-Diabetes
C-Thalassemia
D-Color blindness
2-The growth of the plants green parts upwards and the roots downwards is
called :A-Light recession
B-Ground recession
C-Recession by touch
D-Chemical recession
3-The ground outside crust thickness is :
A-( Zero – 33 ) km
B-( 33 – 700 ) km
C-( 700 – 2900 ) km
D-( 565 – 2900 ) km
4-The science concerns with the study of passing down of the genetic
characteristics from the fathers to their descendants is called :
A-Diseases
B-Bacteria
C-Genetics
D-Parasites
5-Tissues are identified that they are:A-A group of different organs that have a defined function in alive being`s
body.
B-A group of nuclei .
C-A group of cells similar in shape , composition , and function .
D-A group of specialized body apparatuses which function in full
coordination with one another creating alive being .
6-Some of the gases that cause the acidic rain are :A-Carbon dioxide
B-Neutrogena
C-Neutrogena dioxides
D-Hydrochloric acid
7-Environmental pyramids represent :A-Beings distribution
B-Beings proliferation
C-Parasitism in the living beings
D-Nutrition in the living beings
8-Serious burns can be relieved by :A-Washing them with tepid water.
B- Washing them with cold water.
C-Exposing to the air.
D-Transferring the person to hospital soonest possible.
9-In case of having a person poisoned with gas , he will suffer from :A-Vomit and diarrhea .
B-Tension.
C-Unconsciousness.
D-Chest pain.
10-Who did establish genetics first of the following scientists ?
A-Al-Jahidh
B-Ebin Rushd
C-William Harphy
D-Mendel
11- In the normal division , two new cells are produced from the original
cell …..
A-Half a number of chromosome.
B-One fourth of a number of chromosome.
C-One third of a number of chromosome.
D-The same number of chromosome.
12- The function of the thyroid gland is :A-To organize the bones growth.
B- To organize the hair growth.
C- To organize the nails growth.
D-To organize the heart beats.
13-Some of the productive beings examples are :A-Fishes
B-Birds
C-Bacteria
D-Plants
14-There is a substance into the animal cells nuclei responsible for
transmitting the genetic characteristics. This substance is called :A-Chromosome
B-Ribosome
C-Lissome
D-Nuclei
15-Vitamin K is considered necessary for :A-Building up tissues.
B-Tissue reformation.
C-Increasing sugar level in blood.
D-Blood coagulation process.
16-Chameleon takes the habitat color it lives in for :A-Reproduction
B-Growth
C-To keep itself away from danger as it becomes difficult for it to be
identified.
-Hibernation D
17-Ameba moves with .. :A-False feet
B- Whip
C-Cilia
D-Sensors
18-The operation done in the plysedates is :A-Food make process
B-Energy release
C-Analysis of substances
D-Division
19-The pesticides are used to :A- Kill the harmful weeds and insects.
B- Increase soil fertility.
C-Increase human beings growth.
D-Increase animals growth.
20-Noise pollution is considered from :A-Chemical pollutant
B-Physical pollutant.
C-Biological pollutant.
D-All the former options.
21-Frogs rely to hibernation In the bottom of ponds in order to :A-Get rid of enemies.
B-Looking for food.
C-Be ready for reproduction.
D-Be away from unsuitable environmental conditions.
22-The protective layer of the ultraviolet ray is :A-Oxygen layer.
B-Carbon dioxide layer.
C-Ozone layer.
D-Neutrogena layer.
‫ﺟﺎﻣﻌﺔ ﺳﺎﻧﺖ آﻠﻴﻤﻨﺘﺲ‬
‫اﻟﻌﺎﻟﻤﻴﺔ‬
‫ﻗﺴﻢ ﻃﺮاﺋﻖ اﻟﺘﺪرﻳﺲ‬
‫‪St Clements University‬‬
‫)اﺛﺮ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ ﻋﻠﻰ ﺗﺤﺼﻴﻞ ﻃﺎﻟﺒﺎت‬
‫اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء وﺗﻨﻤﻴﺔ ﻗﺪراﺗﻬﻦ‬
‫اﻟﻌﻘﻠﻴﺔ (‬
‫أﻃﺮوﺣﺔ ﻗﺪﻣﺖ إﻟﻰ‬
‫ﺟﺎﻣﻌﺔ ﺳﺎﻧﺖ آﻠﻴﻤﻨﺘﺲ وهﻲ ﺟﺰء ﻣﻦ ﻣﺘﻄﻠﺒﺎت‬
‫ﻧﻴﻞ درﺟﺔ اﻟﺪآﺘﻮراﻩ ﻓﻠﺴﻔﺔ ﻓﻲ اﻟﺘﺮﺑﻴﺔ ) أﺳﺎﻟﻴﺐ ﺗﺪرﻳﺲ‬
‫اﻟﻌﻠﻮم(‬
‫ﻣﻦ ﻗﺒﻞ اﻟﻄﺎﻟﺒﺔ‬
‫هﻨﺎء ﺻﻨﻜﻮل ﺟﺎﺑﺮ‬
‫ﺑﺄﺷﺮاف‬
‫اﻷﺳﺘﺎذ اﻟﻤﺴﺎﻋﺪ‬
‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﺟﺒﺮ اﺣﻤﺪ‬
‫ه‪1431‬‬
‫‪ 2010‬م‬
‫إن ﻣﻦ رواﺋﻊ اﻟﺤﻜﻢ ) ﻣﻦ ﻟﻢ ﻳﺸﻜﺮ اﻟﻤﺨﻠﻮق ﻟﻢ ﻳﺸﻜﺮ اﻟﺨﺎﻟﻖ ( ‪000‬‬
‫ﻓﻤ ﻦ دواﻋ ﻲ ﺳ ﺮوري أن أﺗﻘ ﺪم ﺑﺎﻟ ﺸﻜﺮ اﻟﻤ ﺰﻳﻦ ﺑﺰه ﻮر اﻟﺘﻘ ﺪﻳﺮ واﻻﻣﺘﻨ ﺎن ﻷﺳ ﺮﺗﻲ‬
‫اﻟﻌﺰﻳ ﺰة ‪ 000‬واﻟ ﻰ آ ﻞ ﻣ ﻦ ﻣ ﺪ ﻳ ﺪ اﻟﻌ ﻮن ﻟ ﻲ ﻹآﻤ ﺎل ﺑﺤﺜ ﻲ ه ﺬا ‪ ،‬واﺧ ﺺ ﺑﺎﻟ ﺬآﺮ‬
‫أﺳ ﺘﺎذي اﻟﻔﺎﺿ ﻞ اﻟ ﺪآﺘﻮر ﻋﺰﻳ ﺰ ﻟﻤ ﺎ أﺑ ﺪاﻩ ﻣ ﻦ ﺗﻮﺟﻴﻬ ﺎت ﻗﻴﻤ ﺔ وﻻ ﻳﻔ ﻮﺗﻨﻲ أن اذآ ﺮ‬
‫ﻓﻀﻞ اﻷﺳﺘﺎذ ﻋﻠﻲ ﻟﺘﻘﺪﻳﻤﻪ اﻟﻨﺼﻴﺤﺔ وان اﺷﻜﺮ اﻟﺴﺖ ﻟﻴﻨﺎ واﻟﺴﺖ ﻧﻮر واﻟ ﺴﺖ رﺟ ﺎء‬
‫وأﺳﺘﺎذ ﻏﺎزي واﻟﺴﺖ إﻳﻤﺎن وإدارة آﻞ ﻣﻦ ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳﺔ وأم ﻋﻤﺎرة واﻟﺤﺮﻳﺔ‬
‫ﻟﻠﺒﻨﺎت ﻟﻤﺎ ﻗﺪﻣﻮﻩ ﻣﻦ ﺗﺴﻬﻴﻼت ﻹﻧﺠﺎز اﻟﺒﺤﺚ ‪0‬‬
‫اﻟﺒﺎﺣﺜﺔ‬
‫ﺑﺴﻢ اﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﻴﻢ‬
‫إﻗﺮار اﻟﻤﺸﺮف‬
‫اﺷﻬﺪ ﺑﺄن هﺬﻩ اﻷﻃﺮوﺣﺔ اﻟﻤﻮﺳ ﻮﻣﺔ ب ) اﺛ ﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻋﻠ ﻰ‬
‫ﺗﺤﺼﻴﻞ ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء وﺗﻨﻤﻴﺔ ﻗﺪراﺗﻬﻦ اﻟﻌﻘﻠﻴ ﺔ ( اﻟﺘ ﻲ‬
‫ﻗﺪﻣﺘﻬﺎ هﻨﺎء ﺻﻨﻜﻮل ﺟﺎﺑﺮ ﺟ ﺮت ﺗﺤ ﺖ إﺷ ﺮاﻓﻲ وه ﻲ ﺟ ﺰء ﻣ ﻦ ﻣﺘﻄﻠﺒ ﺎت ﻧﻴ ﻞ درﺟ ﺔ‬
‫دآﺘﻮراﻩ ﻓﻠﺴﻔﺔ ﻓﻲ اﻟﺘﺮﺑﻴﺔ ) ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ اﻟﻌﻠﻮم ( ‪0‬‬
‫اﻷﺳﺘﺎذ اﻟﻤﺴﺎﻋﺪ اﻟﺪآﺘﻮر‬
‫ﻣﺤﻤﺪ ﺟﺒﺮ اﺣﻤﺪ‬
‫إﻗﺮار اﻟﻤﻘﻮم اﻟﻠﻐﻮي‬
‫اﺷﻬﺪ ﺑﺄن اﻷﻃﺮوﺣﺔ اﻟﻤﻮﺳﻮﻣﺔ )اﺛﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻋﻠ ﻰ ﺗﺤ ﺼﻴﻞ‬
‫ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء وﺗﻨﻤﻴﺔ ﻗﺪراﺗﻬﻦ اﻟﻌﻘﻠﻴ ﺔ ( واﻟﻤﻘﺪﻣ ﺔ ﻣ ﻦ‬
‫ﻗﺒﻞ ﻃﺎﻟﺒﺔ اﻟﺪآﺘﻮراﻩ ) هﻨﺎء ﺻﻨﻜﻮل ﺟﺎﺑﺮ ( ﻓﻲ اﺧﺘﺼﺎص ) ﻃﺮاﺋ ﻖ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم (‬
‫اﻟﺘﻲ ﺗﻢ ﺗﻘﻮﻳﻤﻬﺎ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻠﻐﻮﻳﺔ ﻣﻦ ﻗﺒﻠ ﻲ ﺑﺤﻴ ﺚ أﺻ ﺒﺤﺖ ﺑﺄﺳ ﻠﻮب ﻋﻠﻤ ﻲ ﺧ ﺎل ﻣ ﻦ‬
‫اﻷﺧﻄﺎء اﻟﻠﻐﻮﻳﺔ ‪0‬‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫اﻻﺳﻢ ‪ -:‬ﻋﻠﻲ آﺮﻳﻢ ﺣﻤﻴﺪي اﻟﻤﺴﻌﻮدي‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ‪ -:‬ﻣﺪرس‬
‫اﻟﺘﺄرﻳﺦ ‪2010 / / -:‬‬
‫إﻗﺮار ﻟﺠﻨﺔ اﻟﻤﻨﺎﻗﺸﺔ‬
‫ﻧ ﺸﻬﺪ ﻧﺤ ﻦ أﻋ ﻀﺎء ﻟﺠﻨ ﺔ اﻟﻤﻨﺎﻗ ﺸﺔ إﻧﻨ ﺎ اﻃﻠﻌﻨ ﺎ ﻋﻠ ﻰ اﻷﻃﺮوﺣ ﺔ اﻟﻤﻮﺳ ﻮﻣﺔ ب ) اﺛ ﺮ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ ﻋﻠﻰ ﺗﺤﺼﻴﻞ ﻃﺎﻟﺒﺎت اﻟ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ وﺗﻨﻤﻴ ﺔ‬
‫ﻗﺪراﺗﻬﻦ اﻟﻌﻘﻠﻴﺔ ( اﻟﺘﻲ ﺗﻘﺪﻣﺖ ﺑﻬﺎ اﻟﻄﺎﻟﺒ ﺔ ) هﻨ ﺎء ﺻ ﻨﻜﻮل ﺟ ﺎﺑﺮ ( وﻗ ﺪ ﻧﺎﻗ ﺸﻨﺎ اﻟﻄﺎﻟﺒ ﺔ‬
‫ﻓ ﻲ ﻣﺤﺘﻮﻳﺎﺗﻬ ﺎ وﻓ ﻲ ﻣ ﺎ ﻟ ﻪ ﻋﻼﻗ ﺔ ﺑﻬ ﺎ ‪ ،‬وﻗ ﺪ وﺟ ﺪﻧﺎ أﻧﻬ ﺎ ﺟ ﺪﻳﺮة ﺑ ﺎﻟﻘﺒﻮل ﻟﻨﻴ ﻞ درﺟ ﺔ‬
‫دآﺘﻮراﻩ ﻓﻠﺴﻔﺔ ﻓﻲ اﻟﺘﺮﺑﻴﺔ ) ﺗﺪرﻳﺲ ﻋﻠﻮم اﻟﺤﻴﺎة ( ﺑﺘﻘﺪﻳﺮ ) ﻣﺴﺘﻮﻓﻲ ‪0(%84‬‬
‫رﺋﻴﺲ اﻟﻠﺠﻨﺔ‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫اﻟﺪآﺘﻮر ‪ -:‬ﻋﺒﺎس ﻋﺒﺪ ﻋﻠﻲ اﻟﺒﺎوي‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ ‪ -:‬أ‪0‬م‪0‬د‬
‫ﻋﻀﻮًا‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫اﻟﺪآﺘﻮر ‪ -:‬ﺣﺴﻴﻦ ﻧﻌﻤﺔ ﻋﺒﺪ اﻟﺤﺴﻴﻦ‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ ‪ -:‬أ‪0‬م‪0‬د‬
‫ﻋﻀﻮًا‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫اﻟﺪآﺘﻮر ‪ -:‬ﺣﺴﻴﻦ ﻣﺤﻤﺪ ﺟﺎﻟﻲ‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ ‪ -:‬أ‪0‬م‪0‬د‬
‫ﻋﻀﻮًا‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫اﻟﺪآﺘﻮر ‪ -:‬اﺣﻤﺪ ﻋﺒﺪ اﻟﺤﺴﻦ اﻟﻐﺰاﻟﻲ‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ ‪ -:‬أ‪0‬م‪0‬د‬
‫ﻋﻀﻮا‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫أﻟﺪآﺘﻮر ‪ -:‬ﻓﺎﺿﻞ ﻋﺒﻴﺪ اﻟﺸﻤﺮي‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ ‪ -:‬أ‪0‬م‪0‬د‬
‫ﻋﻀﻮًا ﻣﺸﺮﻓ ًﺎ‬
‫اﻟﺘﻮﻗﻴﻊ ‪-:‬‬
‫اﻟﺪآﺘﻮر ‪ -:‬ﻣﺤﻤﺪ ﺟﺒﺮ اﺣﻤﺪ‬
‫اﻟﺪرﺟﺔ اﻟﻌﻠﻤﻴﺔ ‪ -:‬أ‪0‬م‪ 0‬د‬
‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬
‫ﻳﻨﺒﻐﻲ أن ﺗﺘﻄﻮر اﻟﻌﻤﻠﻴﺔ اﻟﺘﺮﺑﻮﻳﺔ وان ﺗﻮاآﺐ ﻣﻨﺎهﺠﻬﺎ وﻃﺮاﺋﻖ ﺗﺪرﻳﺴﻬﺎ اﻟﺘﻘ ﺪم اﻟﻜﺒﻴ ﺮ‬
‫اﻟ ﺬي ﻧﻮاﺟﻬ ﻪ ﻓ ﻲ ﻋ ﺼﺮﻧﺎ اﻟﺤ ﺎﻟﻲ وﻧﺤ ﻦ ﻓ ﻲ ﺑﺪاﻳ ﺔ اﻷﻟﻔﻴ ﺔ اﻟﺜﺎﻟﺜ ﺔ وﻓ ﻲ ﺷ ﺘﻰ ﻣﺠ ﺎﻻت‬
‫اﻟﻌﻠﻮم ‪،‬ﻓﻴﺠﺐ اﻷﺧﺬ ﺑﺎﻟﻔﻠﺴﻔﺔ اﻟﺤﺪﻳﺜﺔ ﻓﻲ ﺗﺪرﻳﺲ اﻟﻌﻠﻮم ﺑﻐﻴﺔ ﺗﺤﻘﻴﻖ اﻷه ﺪاف اﻟﺘﻌﻠﻴﻤﻴ ﺔ‬
‫ﻼ وواﻋﻴ ًﺎ ﻳﻔﻜﺮ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﻇﻴﻒ اﻟﻤﻌﺮﻓﺔ ‪0‬‬
‫اﻟﺘﻲ ﺗﻌﺪ اﻟﻤﻮاﻃﻦ ﻣﺴﺘﻘ ً‬
‫وﻣ ﻦ اﻟﻤﻮﺿ ﻮﻋﺎت ًاﻟﻤﻬﻤ ﺔ اﻟﺘ ﻲ ﺗ ﺴﺘﺄﺛﺮ ﺑﺄهﺘﻤ ﺎم اﻟﺘﺮﺑ ﻮﻳﻴﻦ ﻓ ﻲ اﻟﻮﻗ ﺖ اﻟﺤ ﺎﻟﻲ ه ﻲ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﺗﻨﻤﻴﺘﻬﺎ وﺗﻄﻮﻳﺮهﺎ وآﻴﻔﻴ ﺔ ﺗﻨ ﺸﻴﻄﻬﺎ ‪،‬إذ أﺻ ﺒﺤﺖ ﺿ ﺮورة ﻣ ﻦ‬
‫ﺿ ﺮورات ه ﺬا اﻟﻌ ﺼﺮ اﻟ ﺬي ﺗﻨﻔﺠ ﺮ ﻓﻴ ﻪ اﻟﻤﻌﻠﻮﻣ ﺎت ﻳﻮﻣ ًﺎ ﺑﻌ ﺪ اﻷﺧ ﺮ وﺗ ﺰداد ﺗﻨﻮﻋ ًﺎ‬
‫واﺗ ﺴﺎﻋًﺎ ‪ ،‬وﻣ ﻦ هﻨ ﺎ اﺧ ﺬ اﻟﺘﺮﺑﻮﻳ ﻮن ﻳﻔﻜ ﺮون ﻓ ﻲ اﻷﺳ ﺎﻟﻴﺐ اﻟﺘ ﻲ ﻋﻠ ﻰ اﻟﻤ ﺪرس‬
‫اﺳ ﺘﺨﺪاﻣﻬﺎ ﻟﺘﻨ ﺸﻴﻂ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﺑﺎﻟﺘ ﺎﻟﻲ ﺣ ﺚ اﻟﻄﺎﻟﺒ ﺎت ﻋﻠ ﻰ ﺗﻮﻇﻴﻔﻬ ﺎ ﻣ ﻦ‬
‫ن ﺗﻌﻠﻤﻪ ‪ ،‬ﻟﺬا هﺪف اﻟﺒﺤﺚ إﻟﻰ ﻣﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫اﺟﻞ ﻣﺴﺎﻋﺪﺗﻬﻦ ﻋﻠﻰ ﻓﻬﻢ وﺗﻌﻠﻢ ﻣﺎ ﻳﺮد ّ‬
‫‪ -1‬ﻣﻌﺮﻓﺔ اﺛﺮ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ ﻓﻲ ﻧﻮﻋﻴ ﺔ أو ﺟ ﻮدة ﺗﺤ ﺼﻴﻞ ﻃﺎﻟﺒ ﺎت‬
‫اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ‪0‬‬
‫‪ -2‬ﻣﻌﺮﻓ ﺔ اﺛ ﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ ﺗﻨﻤﻴ ﺔ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻟ ﺪ ى‬
‫ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ‪0‬‬
‫وﻟﺘﺤﻘﻴﻖ هﺪﻓﻲ اﻟﺒﺤﺚ ﺗﻢ ﺻﻴﺎﻏﺔ اﻟﻔﺮﺿﻴﺘﻴﻦ اﻟﺼﻔﺮﻳﺘﻴﻦ اﻵﺗﻴﺘﻴﻦ ‪-:‬‬
‫‪ -1‬ﻻ ﻳﻮﺟ ﺪ ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى ) ‪ ( 0،05‬ﺑ ﻴﻦ ﻣﺘﻮﺳ ﻂ درﺟ ﺎت‬
‫اﻟﻄﺎﻟﺒﺎت اﻟﻼﺗﻲ ﻳ ّﺪرﺳﻦ ﺑﺎﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﺘﻮﺳ ﻂ اﻟ ﺪرﺟﺎت‬
‫اﻟﻄﺎﻟﺒﺎت اﻟﻼﺗﻲ ﻳ ّﺪرﺳﻦ ﺑﺎﻟﻄﺮﻳﻘﺔ اﻻﻋﺘﻴﺎدﻳﺔ ﻓﻲ اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ ‪0‬‬
‫‪ -2‬ﻻ ﻳﻮﺟ ﺪ ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى ) ‪ ( 0،05‬ﺑ ﻴﻦ ﻣﺘﻮﺳ ﻂ اﻟﻔ ﺮوق‬
‫ﻟ ﺪرﺟﺎت اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﻘﺒﻠ ﻲ واﻟﺒﻌ ﺪي ﻟﻠﻄﺎﻟﺒ ﺎت اﻟﻼﺗ ﻲ ﻳ ّﺪرﺳ ﻦ ﺑﺎﺳ ﺘﺨﺪام‬
‫ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﺘﻮﺳ ﻂ اﻟﻔ ﺮوق ﻟ ﺪرﺟﺎت اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ‬
‫اﻟﻘﺒﻠﻲ واﻟﺒﻌﺪي ﻟﻠﻄﺎﻟﺒﺎت اﻟﻼﺗﻲ ﻳ ّﺪرﺳﻦ ﺑﺎﻟﻄﺮﻳﻘﺔ اﻻﻋﺘﻴﺎدﻳﺔ ‪0‬‬
‫ﺷﻤﻠﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ )‪ ( 42‬ﻃﺎﻟﺒﺔ ﻣﻦ ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ‪ ،‬وزﻋ ﻮا ﻋ ﺸﻮاﺋﻴ ًﺎ‬
‫إﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ ‪ ،‬ﻣﺠﻤﻮﻋﺔ ﺗﺠﺮﻳﺒﻴ ﺔ ﺿ ﻤﻨﺖ )‪ ( 21‬ﻃﺎﻟﺒ ﺔ درﺳ ﻦ ﺑﺎﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت‬
‫إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪ ،‬وﻣﺠﻤﻮﻋ ﺔ ﺿ ﺎﺑﻄﺔ ﺿ ﻤﺖ )‪ ( 21‬ﻃﺎﻟﺒ ﺔ درﺳ ﻦ ﺑﺎﻟﻄﺮﻳﻘ ﺔ‬
‫اﻻﻋﺘﻴﺎدﻳﺔ ‪0‬‬
‫ﺗ ﻢ ﺗﻜ ﺎﻓﺆ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﻓ ﻲ ﻣﺘﻐﻴ ﺮات اﻟ ﺬآﺎء واﻟﻤﻌﺮﻓ ﺔ اﻟﻤ ﺴﺒﻘﺔ‬
‫واﻟﺘﺤ ﺼﻴﻞ اﻟ ﺴﺎﺑﻖ واﻟﻌﻤ ﺮ اﻟﺰﻣﻨ ﻲ واﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ﻷوﻟﻴ ﺎء اﻷﻣ ﻮر اﺧﺘﺒ ﺎر‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‪0‬‬
‫أﻋﺪت )‪ ( 118‬ﻣﻨﺸﻄﺔ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺷﻤﻠﺖ )‪ (11‬ﻧﻮﻋ ًﺎ ‪ ،‬آﻤ ﺎ أﻋ ﺪت اﺧﺘﺒ ﺎر‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﺬي ﺷﻤﻞ ) ‪ ( 28‬ﻓﻘﺮة وﺗﻢ اﻟﺘﺄآﺪ ﻣﻦ ﺻﺪﻗﻪ اﻟﻈﺎهﺮي واﻟﺒﻨﺎﺋﻲ ‪ ،‬آﻤ ﺎ‬
‫ﺗﻢ ﺣﺴﺎب ﺛﺒﺎﺗﻪ ﺑﻄﺮﻳﻘﺔ اﻟﺘﺠﺰﺋﺔ اﻟﻨﺼﻔﻴﺔ ﺑﺎﺳﺘﺨﺪام ﻣﻌﺎدﻟ ﺔ ﺳ ﺒﻴﺮﻣﺎن ﺑ ﺮاون ﻓﺒﻠ ﻎ ﺛﺒ ﺎت‬
‫ﻓﻘﺮات اﻻﺧﺘﺒﺎر )‪ ،(0،80‬آﻤﺎ ﺗﻢ إﻳﺠﺎد اﻟﺨ ﺼﺎﺋﺺ اﻟ ﺴﺎﻳﻜﻮﻣﺘﺮﻳﺔ ﻟﻠﻔﻘ ﺮات اﻷﺧﺘﺒﺎرﻳ ﺔ‬
‫) ﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮة‪ ،‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮات وﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ﻟﻠﻔﻘﺮات (‬
‫أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ اﺧﺘﺒ ﺎرًا ﺗﺤ ﺼﻴﻠﻴًﺎ ﺑﻌ ﺪﻳًﺎ ﺗﻜ ﻮن ﻣ ﻦ ) ‪ (24‬ﻓﻘ ﺮة ﻣ ﻦ ﻧ ﻮع اﻻﺧﺘﻴ ﺎر ﻣ ﻦ‬
‫ﻣﺘﻌﺪد ‪ ,‬وﺗﻢ اﻟﺘﺄآﺪ ﻣﻦ ﺻﺪﻗﻪ اﻟﻈﺎهﺮي ‪ ،‬اﺳ ﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜ ﺔ ﻣﻌﺎدﻟ ﺔ آﻴ ﻮدر ورﻳﺘ ﺸﺎرد‬
‫ﺳ ﻦ ‪20-‬ﻹﻳﺠ ﺎد ﺛﺒ ﺎت اﻻﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ أﻟﺒﻌ ﺪي ﻓﺒﻠ ﻎ) ‪ ، ( 0،88‬آﻤ ﺎ ﺗ ﻢ إﻳﺠ ﺎد‬
‫اﻟﺨﺼﺎﺋﺺ اﻟﺴﺎﻳﻜﻮﻣﺘﺮﻳﺔ ﻟﻠﻔﻘﺮات اﻷﺧﺘﺒﺎرﻳﺔ ‪0‬‬
‫ﻃﺒﻘ ﺖ اﻟﺘﺠﺮﺑ ﺔ ﻓ ﻲ اﻟﻔ ﺼﻞ اﻟﺪراﺳ ﻲ اﻟﺜ ﺎﻧﻲ ﻟﻠﻌ ﺎم اﻟﺪراﺳ ﻲ ‪، 2010 / 2009‬‬
‫واﺳ ﺘﻐﺮﻗﺖ )‪ (8‬أﺳ ﺎﺑﻴﻊ وﺗ ﻢ ﻣﻌﺎﻟﺠ ﺔ اﻟﺒﻴﺎﻧ ﺎت إﺣ ﺼﺎﺋﻴ ًﺎ ﺑﺎﺳ ﺘﺨﺪام اﺧﺘﺒ ﺎر )‪( t-test‬‬
‫ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻏﻴﺮ ﻣﺘﺴﺎوﻳﺘﻴﻦ ‪،‬أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ ﻣﺎﻳﺄﺗﻲ‪-:‬‬
‫‪ -1‬ﺗﻔ ﻮق أداء اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻟﺘ ﻲ درﺳ ﺖ ﺑﺎﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك ﻓﻲ اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ ‪0‬‬
‫‪ -2‬ﻓ ﺮوق ذات دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﺑ ﻴﻦ درﺟ ﺎت اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﻘﺒﻠ ﻲ واﻟﺒﻌ ﺪي‬
‫ﻟﺼﺎﻟﺢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺘﻲ درﺳﺖ ﺑﺎﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪0‬‬
‫وﻓﻲ ﺿﻮء ذﻟﻚ ﺗﻮﺻﻲ اﻟﺒﺎﺣﺜﺔ اﺳﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ ﺗ ﺪرﻳﺲ‬
‫ﻣﺎدة اﻷﺣﻴﺎء ‪ ،‬وﺗﻘﺘﺮح إﺟﺮاء دراﺳﺎت أﺧﺮى ﻟﻤﺮاﺣﻞ وﻣ ﻮاد دراﺳ ﻴﺔ ﻣﺨﺘﻠﻔ ﺔ ﻟﻤﻌﺮﻓ ﺔ‬
‫أﺛﺮهﺎ ﻓﻲ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ وﺗﻨﻤﻴﺔ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪0‬‬
‫ﺛﺒﺖ اﻟﻤﺤﺘﻮﻳﺎت‬
‫اﻟﻤﻮﺿﻮع‬
‫اﻹهﺪاء‬
‫اﻟﺼﻔﺤﺔ‬
‫أ‬
‫اﻟﺸﻜﺮ واﻻﻣﺘﻨﺎن‬
‫إﻗﺮار اﻟﻤﺸﺮف‬
‫إﻗﺮار اﻟﻤﻘﻮم اﻟﻠﻐﻮي‬
‫إﻗﺮار ﻟﺠﻨﺔ اﻟﻤﻨﺎﻗﺸﺔ‬
‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬
‫ﺛﺒﺖ اﻟﻤﺤﺘﻮﻳﺎت‬
‫ﺛﺒﺖ اﻟﻤﺨﻄﻄﺎت‬
‫ﺛﺒﺖ اﻟﺠﺪاول‬
‫ﺛﺒﺖ اﻟﻤﻼﺣﻖ‬
‫اﻟﻔﺼﻞ اﻷول ) اﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﺒﺤﺚ (‬
‫ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ‬
‫أهﻤﻴﺔ اﻟﺒﺤﺚ‬
‫أهﺪاف اﻟﺒﺤﺚ‬
‫ﺣﺪود اﻟﺒﺤﺚ‬
‫ﻣﺼﻄﻠﺤﺎت اﻟﺒﺤﺚ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ )اﻹﻃﺎر اﻟﻨﻈﺮي (‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫وﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ‬
‫ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫وﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ ) اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ (‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺛﺮ ﻣﻨﺸﻄﺎت‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ اﻟﺘﺤﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺛﺮ ﻣﻨﺸﻄﺎت‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ ﺗﻨﻤﻴﺔ‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﻟﻌﻼﻗﺔ اﻷرﺗﺒﺎﻃﻴﺔ‬
‫ﺑﻴﻦ ﻣﻨﺸﻄﺎت اﻹدراك واﻟﺘﺤﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ ﻣﻦ ﺟﻬﺔ واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ﻣﻦ ﺟﻬﺔ أﺧﺮى‬
‫ب‬
‫ت‬
‫ث‬
‫ج‬
‫ح‬
‫د‬
‫س‬
‫ش‬
‫ص‬
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‫ﻣﺆﺷﺮات ودﻻﺋﻞ ﻣﺴﺘﻨﺒﻄﺔ ﻣﻦ‬
‫اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ ) إﺟﺮاءات اﻟﺒﺤﺚ (‬
‫ﻻ‪ -‬ﺗﺼﻤﻴﻢ اﻟﺒﺤﺚ‬
‫أو ً‬
‫ﺛﺎﻧﻴًﺎ‪ -‬ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ‬
‫ﺛﺎﻟﺜًﺎ‪ -‬ﻋﻴﻨﺔ اﻟﺒﺤﺚ‬
‫راﺑﻌًﺎ‪ -‬اﻟﺘﻜﺎﻓﺆ ﺑﻴﻦ ﻣﺠﻤﻮﻋﺘﻲ‬
‫اﻟﺒﺤﺚ‬
‫أ‪ -‬اﻟﺬآﺎء‬
‫ب‪-‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ﻓﻲ ﻣﺎدة‬
‫اﻷﺣﻴﺎء‬
‫ج‪-‬اﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺎدة‬
‫اﻷﺣﻴﺎء‬
‫د‪ -‬اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ‬
‫ﻩ‪ -‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ﻷوﻟﻴﺎء‬
‫اﻷﻣﻮر‬
‫و‪-‬اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ﺧﺎﻣﺴًﺎ‪ -‬إﺟﺮاءات اﻟﺴﻼﻣﺔ اﻟﺨﺎرﺟﻴﺔ‬
‫ﻟﺘﺼﻤﻴﻢ اﻟﺒﺤﺚ‬
‫ﺳﺎدﺳًﺎ‪ -‬ﻣﺴﺘﻠﺰﻣﺎت اﻟﺒﺤﺚ‬
‫أ‪-‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ‬
‫ب‪-‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫ج‪-‬إﻋﺪاد ﻣﻨﺸﻄﺎت اﺳﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك‬
‫د‪-‬إﻋﺪاد اﻟﺨﻄﻂ اﻟﺘﺪرﻳﺴﻴﺔ‬
‫ﺳﺎﺑﻌًﺎ‪ -‬أدوات اﻟﺒﺤﺚ‬
‫أ‪-‬اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫‪-1‬ﺗﺤﺪﻳﺪ هﺪف اﻻﺧﺘﺒﺎر‬
‫‪-2‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ‬
‫‪-3‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫‪-4‬إﻋﺪاد ﺟﺪول ﻣﻮاﺻﻔﺎت‬
‫‪-5‬ﺻﻴﺎﻏﺔ ﻓﻘﺮات اﻻﺧﺘﺒﺎر وﺗﻌﻠﻴﻤﺎﺗﻪ‬
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‫‪-6‬ﺻﺪق اﻻﺧﺘﺒﺎر‬
‫‪ -7‬اﻻﺧﺘﺒﺎر اﻻﺳﺘﻄﻼﻋﻲ‬
‫‪-8‬اﻟﺨﺼﺎﺋﺺ اﻟﺴﺎﻳﻜﻮﻣﺘﺮﻳﺔ‬
‫ﻟﻼﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫أ‪-‬ﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮة‬
‫ب‪-‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮات‬
‫ج‪-‬ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ‬
‫‪ -9‬ﺛﺒﺎت اﻻﺧﺘﺒﺎر‬
‫ب‪-‬ﺑﻨﺎء اﻻﺧﺘﺒﺎرات ﻟﻘﻴﺎس‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫‪-1‬ﺗﺤﺪﻳﺪ ﻣﺠﺎﻻت اﻻﺧﺘﺒﺎر‬
‫‪-2‬ﺑﻨﺎء ﻓﻘﺮات اﻻﺧﺘﺒﺎر‬
‫‪-3‬ﻧﻮع اﻻﺧﺘﺒﺎر‬
‫‪-4‬وﺿﻊ ﺗﻌﻠﻴﻤﺎت اﻻﺧﺘﺒﺎر‬
‫‪-5‬ﻣﻔﺘﺎح اﻹﺟﺎﺑﺔ اﻟﻨﻤﻮذﺟﻴﺔ‬
‫‪-6‬ﺻﺪق اﻻﺧﺘﺒﺎر‬
‫أ‪-‬اﻟﺼﺪق اﻟﻈﺎهﺮي‬
‫ب‪-‬ﺻﺪق اﻟﻤﺤﺘﻮى‬
‫ج‪-‬ﺻﺪق اﻟﺒﻨﺎء‬
‫‪-7‬ﺗﻄﺒﻴﻖ اﻻﺧﺘﺒﺎر ﻋﻠﻰ اﻟﻌﻴﻨﺔ‬
‫اﻻﺳﺘﻄﻼﻋﻴﺔ‬
‫أ‪-‬ﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮة‬
‫ب‪-‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮات‬
‫ج‪-‬ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ‬
‫‪-9‬ﺛﺒﺎت اﻻﺧﺘﺒﺎر‬
‫‪-10‬إﺟﺮاءات ﺗﻄﺒﻴﻖ اﻟﺘﺠﺮﺑﺔ‬
‫‪-11‬اﻟﻮﺳﺎﺋﻞ اﻹﺣﺼﺎﺋﻴﺔ‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ‬
‫ﻻ‪-‬ﻋﺮض اﻟﻨﺘﺎﺋﺞ‬
‫أو ً‬
‫ﺛﺎﻧﻴًﺎ‪ -‬ﺗﻔﺴﻴﺮ اﻟﻨﺘﺎﺋﺞ‬
‫ﺛﺎﻟﺜًﺎ‪ -‬اﻻﺳﺘﻨﺘﺎﺟﺎت‬
‫راﺑﻌًﺎ‪ -‬اﻟﺘﻮﺻﻴﺎت‬
‫‪71‬‬
‫‪72‬‬
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‫‪81‬‬
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‫‪85‬‬
‫‪85‬‬
‫ﺧﺎﻣﺴًﺎ‪ -‬اﻟﻤﻘﺘﺮﺣﺎت‬
‫اﻟﻤﺼﺎدر‬
‫ﻻ‪ -‬اﻟﻤﺼﺎدر اﻟﻌﺮﺑﻴﺔ‬
‫أو ً‬
‫ﺛﺎﻧﻴًﺎ‪ -‬اﻟﻤﺼﺎدر اﻷﺟﻨﺒﻴﺔ‬
‫اﻟﻤﻼﺣﻖ‬
‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﺑﺎﻟﻠﻐﺔ اﻹﻧﻜﻠﻴﺰﻳﺔ‬
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‫‪98‬‬
‫‪103‬‬
‫‪162‬‬
‫ﺛﺒﺖ اﻟﻤﺨﻄﻄﺎت‬
‫اﻟﺼﻔﺤﺔ‬
‫ﻋﻨﻮان اﻟﻤﺨﻄﻂ‬
‫ت‬
‫‪13‬‬
‫‪ 1‬ﻳﻮﺿﺢ ﻣﻜﻮﻧﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك واﻟﻤﻌﺮﻓﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﻬﺎ‬
‫‪ 2‬ﻳﻮﺿ ﺢ ﻓﻌﺎﻟﻴ ﺔ اﺳ ﺘﺨﺪام اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﻓ ﻲ اﻟﻤﻮﻗ ﻒ اﻟﺘﻌﻠﻴﻤ ﻲ ‪29‬‬
‫آﺈﺳﺘﺮاﺗﻴﺠﻴﺎت ﻣﺘﻀﻤﻨﺔ أو ﻣﻨﻔﺼﻠﺔ‬
‫‪ 3‬ﻳﻮﺿ ﺢ اﻟﻌﻼﻗ ﺔ ﺑ ﻴﻦ ﻧﻤ ﻂ اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ وﺗﻮﻗﻴ ﺖ اﺳ ﺘﻌﻤﺎﻟﻬﺎ ﻓ ﻲ ‪34‬‬
‫اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ واﻟﻤﺴﺘﻮى اﻟﻌﻘﻠﻲ اﻟﺬي ﺗﻨﻤﻴﻪ‬
‫‪ 4‬ﻳﻮﺿﺢ اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺗﻮﻗﻴﺖ اﺳﺘﻌﻤﺎل اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ وﻣﺮاﺣﻞ ﺧ ﺰن ‪35‬‬
‫اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ اﻟﺬاآﺮة‬
‫‪ 5‬ﻳﻮﺿﺢ ﻓﻌﺎﻟﻴﺔ اﺳ ﺘﻌﻤﺎل اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﻓ ﻲ اﻟﻤﻮﻗ ﻒ اﻟﺘﻌﻠﻴﻤ ﻲ ﻗﺒ ﻞ ‪37‬‬
‫وﺑﻌﺪ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺛﺒﺖ اﻟﺠﺪاول‬
‫ت‬
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‫‪13‬‬
‫اﻟﺼﻔﺤﺔ‬
‫ﻋﻨﻮان اﻟﺠﺪول‬
‫‪57‬‬
‫اﻟﺘﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒﻲ ﻟﻌﻴﻨﺔ اﻟﺒﺤﺚ‬
‫ﻋ ﺪد اﻟﻄﺎﻟﺒ ﺎت ﻟﻠﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﻗﺒ ﻞ اﻻﺳ ﺘﺒﻌﺎد ‪59‬‬
‫وﻗﺒﻠﻪ‬
‫‪60‬‬
‫ﺗﻜﺎﻓﺆ ﻣﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﺬآﺎء‬
‫ﺗﻜﺎﻓﺆ ﻣﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ﻓﻲ ﻣﺘﻐﻴ ﺮ درﺟ ﺎت اﻟﻄﺎﻟﺒ ﺎت ﻓ ﻲ اﻟﺘﺤ ﺼﻴﻞ ‪61‬‬
‫اﻟﺴﺎﺑﻖ‬
‫ﺗﻜ ﺎﻓﺆ ﻣﺠﻤ ﻮﻋﺘﻲ اﻟﺒﺤ ﺚ ﻓ ﻲ ﻣﺘﻐﻴ ﺮ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﻓ ﻲ ﻣ ﺎدة ‪62‬‬
‫اﻷﺣﻴﺎء‬
‫‪63‬‬
‫ﺗﻜﺎﻓﺆ ﻣﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﻌﻤﺮ ﻟﻠﻄﺎﻟﺒﺎت ﺑﺎﻷﺷﻬﺮ‬
‫ﺗﻜﺎﻓﺆ ﻣﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء أﻣ ﻮر ‪63‬‬
‫اﻟﻄﺎﻟﺒﺎت‬
‫‪64‬‬
‫ﺗﻜﺎﻓﺆ ﻣﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ﻓﻲ ﻣﺘﻐﻴﺮ درﺟﺎت اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ﻋﻠﻰ وﻓﻖ ﻣﺴﺘﻮﻳﺎت ﺑﻠﻮم ﻓ ﻲ اﻟﻔ ﺼﻮل اﻟﺨ ﺎﻣﺲ ‪66‬‬
‫واﻟﺴﺎدس واﻟﺴﺎﺑﻊ واﻟﺜﺎﻣﻦ‬
‫‪69‬‬
‫ﻋﺪد اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ وأوزاﻧﻬﺎ ﻣﻮزﻋﺔ ﻋﻠﻰ اﻟﻔﺼﻮل‬
‫اﻟﺨﺎرﻃﺔ اﻷﺧﺘﺒﺎرﻳﺔ ﺗﻮﺿﺢ ﻋﺪد اﻟﻔﻘﺮات اﻷﺧﺘﺒﺎرﻳﺔ ﻣﻮزﻋﺔ ﺣ ﺴﺐ ‪70‬‬
‫اﻟﻔﺼﻮل اﻟﺪراﺳﻴﺔ‬
‫اﻟﻤﺘﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ واﻟﻘﻴﻤ ﺔ اﻟﺘﺎﺋﻴ ﺔ اﻟﻤﺤ ﺴﻮﺑﺔ واﻟﺠﺪوﻟﻴ ﺔ ‪82‬‬
‫ﻟﺪرﺟﺎت اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟ ﻀﺎﺑﻄﺔ ﻓ ﻲ اﻻﺧﺘﺒ ﺎر اﻟﺘﺤ ﺼﻴﻲ‬
‫أﻟﺒﻌﺪي‬
‫اﻟﻤﺘﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ واﻟﻘﻴﻤ ﺔ اﻟﺘﺎﺋﻴ ﺔ اﻟﻤﺤ ﺴﻮﺑﺔ واﻟﺠﺪوﻟﻴ ﺔ ‪83‬‬
‫ﻟﻠﻔ ﺮوق ﻟ ﺪرﺟﺎت اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﻻﺧﺘﺒ ﺎر‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﻘﺒﻠﻲ واﻟﺒﻌﺪي‬
‫ﺛﺒﺖ اﻟﻤﻼﺣﻖ‬
‫ت‬
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‫‪ -10‬أ‬
‫‪ -10‬ب‬
‫‪ -10‬ج‬
‫‪ -10‬د‬
‫‪ -10‬م‬
‫‪11‬‬
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‫‪ -13‬أ‬
‫‪ -13‬ب‬
‫‪ -13‬ج‬
‫‪14‬‬
‫اﻟﺼﻔﺤﺔ‬
‫ﻋﻨﻮان اﻟﻤﻠﺤﻖ‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ )‪ (21‬ﻃﺎﻟﺒ ﺔ ﻓ ﻲ اﻟ ﺬآﺎء واﻟﺘﺤ ﺼﻴﻞ اﻟ ﺴﺎﺑﻖ ‪104‬‬
‫واﻟﻤﻌﻠﻮﻣ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﻓ ﻲ ﻣ ﺎدة اﻷﺣﻴ ﺎء واﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ واﻻﺧﺘﺒ ﺎر‬
‫أﻟﺘﺤﺼﻴﻠﻲ‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟ ﻀﺎﺑﻄﺔ )‪ (21‬ﻃﺎﻟﺒ ﺔ ﻓ ﻲ اﻟ ﺬآﺎء واﻟﺘﺤ ﺼﻴﻞ اﻟ ﺴﺎﺑﻖ ‪105‬‬
‫واﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ واﻻﺧﺘﺒﺎر اﻟﻌﻘﻠﻲ‬
‫اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ ﺑﺎﻷﺷ ﻬﺮ واﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ﻷوﻟﻴ ﺎء أﻣ ﻮر اﻟﻄﺎﻟﺒ ﺎت ﻓ ﻲ ‪106‬‬
‫اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ‬
‫أﺳﻤﺎء اﻟﺨﺒﺮاء واﻟﻤﺘﺨﺼﺼﻴﻦ ﺑﺎﻟﺘﺮﺑﻴ ﺔ وﻋﻠ ﻢ اﻟ ﻨﻔﺲ وﻋﻠ ﻮم اﻟﺤﻴ ﺎة اﻟ ﺬﻳﻦ ‪107‬‬
‫اﺳﺘﻌﺎﻧﺖ ﺑﻬﻢ اﻟﺒﺎﺣﺜﺔ ﻓﻲ أﺛﻨﺎء إﺟﺮاء اﻟﺘﺠﺮﺑﺔ‬
‫‪108‬‬
‫اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ﻟﻤﺤﺘﻮى اﻟﻔﺼﻮل اﻷرﺑﻊ ﻣﻦ آﺘﺎب ﻋﻠﻢ اﻷﺣﻴﺎء‬
‫ﻧﻤ ﻮذج ﺧﻄ ﺔ ﺗﺪرﻳ ﺴﻴﺔ ﻋﻠ ﻰ وﻓ ﻖ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ) ‪114‬‬
‫اﻟﺘﺠﻤﻴﻊ ‪ ،‬اﻟﺘﻜﺮار ‪ ،‬اﻟﺘﻨﻈﻴﻢ ‪ ،‬اﻟﺘﻔ ﺴﻴﺮ ‪ ،‬اﻟﺘﺤﻠﻴ ﻞ ‪ ،‬اﻟ ﺮﺑﻂ ‪ ،‬اﻻﺳ ﺘﺮﺟﺎع (‬
‫ﻃﺒﻘﺖ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﺑﺔ‬
‫ﻧﻤ ﻮذج ﺧﻄ ﺔ ﺗﺪرﻳ ﺴﻴﺔ ﻳﻮﻣﻴ ﺔ ﻋﻠ ﻰ اﻟﻄﺮﻳﻘ ﺔ اﻻﻋﺘﻴﺎدﻳ ﺔ ﻃﺒﻘ ﺖ ﻋﻠ ﻰ ‪120‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫أﻧﻤﻮذج ﻟﻤﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ) اﻟﺘﺠﻤﻴﻊ ‪ ،‬اﻟﺘﻨﻈ ﻴﻢ ‪ ،‬اﻟﺘﻜ ﺮار ‪،‬‬
‫اﻟﺘﻔﺴﻴﺮ ‪ ،‬اﻟﺘﺤﻠﻴﻞ ‪ ،‬اﻟﺘﺨﻴﻞ ‪ ،‬اﻟﺮﺑﻂ ‪ ،‬اﻻﺳﺘﺮﺟﺎع (‬
‫ﻓﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ﻓﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ أﻟﺒﻌﺪي‬
‫ﻣﻔﺎﺗﻴﺢ ﺗﺼﺤﻴﺢ اﻹﺟﺎﺑﺔ اﻟﻨﻤﻮذﺟﻴﺔ ﻟﻼﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﻠﻴﺎ واﻟ ﺪﻧﻴﺎ وﻣﻌﺎﻣ ﻞ اﻟ ﺼﻌﻮﺑﺔ وﻗ ﻮة اﻟﺘﻤﻴ ﺰ ﻟﻔﻘ ﺮات‬
‫اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ﻟﻔﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ﻣﻌﺎﻣﻞ ﺛﺒﺎت ﻓﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫اﺳﺘﺒﻴﺎن أوﻟﻲ ﻟﻠﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ﺗﻌﻠﻴﻤﺎت اﻻﺧﺘﺒﺎر‬
‫اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺑﺼﻮرﺗﻪ اﻷوﻟﻴﺔ‬
‫اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺑﺼﻮرﺗﻪ اﻟﻨﻬﺎﺋﻴﺔ‬
‫ﻣﻔﺘﺎح ﺗﺼﺤﻴﺢ اﻹﺟﺎﺑﺔ اﻟﻨﻤﻮذﺟﻴﺔ ﻟﻠﻔﻘﺮات اﻟﻤﻮﺿﻮﻋﻴﺔ ﻻﺧﺘﺒ ﺎر اﻟﻘ ﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫درﺟ ﺎت اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﻌﻠﻴ ﺎ واﻟ ﺪﻧﻴﺎ وﻗ ﻮة اﻟﺘﻤﻴ ﺰ ﻟﻔﻘ ﺮات اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
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‫ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ﻟﻠﻔﻘﺮات اﻟﻤﻮﺿﻮﻋﻴﺔ ﻻﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ﻣﻌﺎﻣﻞ ﺛﺒﺎت ﻓﻘﺮات اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
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‫ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ‬
‫أهﻤﻴﺔ اﻟﺒﺤﺚ‬
‫أهﺪاف اﻟﺒﺤﺚ‬
‫ﺣﺪود اﻟﺒﺤﺚ‬
‫ﻣﺼﻄﻠﺤﺎت اﻟﺒﺤﺚ‬
‫ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ‬
‫إن ﻣﻦ اﻟﻤﺸﻜﻼت اﻟﺘﻲ ﺗﻮاﺟﻪ اﻟﺘﺮﺑﻮﻳﻴﻦ واﻟﺒﺎﺣﺜﻴﻦ ﻓﻲ ﻣﺠﺎل ﺗﻌﻠﻢ اﻷﺣﻴﺎء هﻲ اﻧﺨﻔﺎض‬
‫اﻟﺘﺤﺼﻴﻞ ﻟﺪى اﻟﻄﻠﺒﺔ‪,‬واﻟﺬي ﺑﺪورﻩ ﻳﻌﺪ اﻟﻤﺤﺼﻠﺔ ﻟﻠﺘﻔﺎﻋﻼت ﺑﻴﻦ اﻟﻌﻮاﻣﻞ اﻷرﺑﻌﺔ وهﻲ‬
‫اﻟﺴﻴﺎﻗﺎت ‪) contexts‬اﻟ ﺴﻤﺎت واﻟﺨ ﺼﺎﺋﺺ اﻟﺒﻴﺌﻴ ﺔ واﻷﺟﺘﻤﺎﻋﻴ ﺔ ﻟﻠﻄﻠﺒ ﺔ(‪,‬اﻟﺨ ﺼﺎﺋﺺ‬
‫اﻟﻘﺒﻠﻴﺔ ﻟﻠﻤﺪرس ‪) presage‬ﻋﻤﺮﻩ ‪,‬ﺣﺎﻟﺘﻪ اﻟﺒﺪﻧﻴﺔ ‪,‬ﺗﻤﻜﻨﻪ ﻣ ﻦ اﻟﻤ ﺎدة اﻟﺪراﺳ ﻴﺔ(وﻋﻤﻠﻴ ﺎت‬
‫اﻟﺘﺪرﻳﺲ ‪) process‬أﻧﺸﻄﺔ اﻟﺘﺪرﻳﺲ ﻣﻦ ﺣﻴﺚ ﺳﻠﻮك اﻟﻤﺪرس وﺳﻠﻮك اﻟﻄﻠﺒﺔ وﺗﻔﺎﻋ ﻞ‬
‫اﻷﺛﻨﻴﻦ ﻣﻌ ًﺎ وأﺧﻴﺮا ﻧﺘﺎﺋﺞ اﻟﺘﺪرﻳﺲ أي اﻟﺘﻐﻴﺮات اﻟﺘﻲ ﺗﻄﺎل اﻟﻄﻠﺒﺔ ﻣﺜﻞ ﻧﺘﺎﺋﺞ اﻟﻤ ﺸﺎرآﺔ‬
‫ﻓ ﻲ أﻧ ﺸﻄﺔ اﻟ ﺪرس اﻳ ًﺎ آ ﺎن ﻣﺠﺎﻟﻬ ﺎ( ‪(Medly,1982,p 901) (Rink,1996,p‬‬
‫)‪0 171-197‬‬
‫وان ﻣﻦ أه ﻢ أﺳ ﺒﺎب ه ﺬا اﻷﻧﺨﻔ ﺎض ه ﻲ ﻗﻠ ﺔ اهﺘﻤ ﺎم اﻟﻤﺪرﺳ ﻴﻦ ﺑ ﺎﻟﻄﺮاﺋﻖ واﻷﺳ ﺎﻟﻴﺐ‬
‫ﻻ ﻋﻦ ﺗﻌﻠﻤﻪ واآﺘﺴﺎﺑﻪ اﻟﻤﻌﺮﻓﺔ )ﻋ ﺪﻧﺎن‪ ، ( 21، 1999،‬وﻋ ﺪم‬
‫اﻟﺘﻲ ﺗﺠﻌﻞ اﻟﻤﺘﻌﻠﻢ ﻣﺴﺆ ً‬
‫ﺗﻀﻤﻴﻦ ﺧﻄﻄﻬﻢ اﻟﺪراﺳﻴﺔ ﻟﻠﻤﻬﺎرات اﻟﻌﻘﻠﻴﺔ ﻓﻲ ﺗﻌﻠﻢ ﻣﺎدة اﻷﺣﻴﺎء ‪0‬‬
‫إذ ﻳﺸﻴﺮ ﺳﺘﻴﺮﻧﺒﺮج إﻟﻰ إن اﻟﻤﻌﺮﻓﺔ ﻣﻬﻤﺔ وﻟﻜﻨﻬﺎ ﻏﺎﻟﺒًﺎ ﻣ ﺎ ﺗ ﺼﺒﺢ ﻗﺪﻳﻤ ﺔ أﻣ ﺎ اﻟﻤﻬ ﺎرات‬
‫اﻟﻌﻘﻠﻴﺔ ﻓﺘﺒﻘﻰ ﺟﺪﻳﺪة داﺋﻤﺎ وه ﻲ ﺗﻤﻜﻨﻨ ﺎ ﻣ ﻦ اآﺘ ﺴﺎب اﻟﻤﻌﺮﻓ ﺔ واﻻﺳ ﺘﺪﻻل ﻋﻠﻴﻬ ﺎ ﺑﻐ ﺾ‬
‫اﻟﻨﻈ ﺮ ﻋ ﻦ اﻟﺰﻣ ﺎن واﻟﻤﻜ ﺎن وأﻧ ﻮاع اﻟﻤﻌﺮﻓ ﺔ )ﻓﺘﺤ ﻲ ‪ ،1999 ،‬ص‪ ، ( 16‬وﻟﻜ ﻮن‬
‫ﻣﺸﻜﻠﺔ ﺿﻌﻒ اﻟﻮﻋﻲ ﺑﺈﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك هﻲ ﻣﻦ أهﻢ اﻟﻤ ﺸﻜﻼت اﻟﺘ ﻲ ﻳﻌ ﺎﻧﻲ ﻣﻨﻬ ﺎ‬
‫ﻃﻠﺒ ﺔ اﻟﻌ ﺮاق ﺣﻴ ﺚ ﺷ ﻜﻠﺖ ﻧ ﺴﺒﺔ ﻋﺎﻟﻴ ﺔ ﺗﻘ ﺪر ب‪ %97,6‬ﻣ ﻦ ﻧ ﺴﺐ اﻟﻤ ﺸﻜﻼت اﻟﺘ ﻲ‬
‫ﺗﻮاﺟﻬﻬﻢ آﻤﺎ أﺷﺎر )اﻟﻼﻣﻲ ‪ (2000‬ﻟﺬﻟﻚ ﺑﺪراﺳﺘﻪ )اﻟﻼﻣﻲ ‪0 (401, 2000 ،‬‬
‫وﻟﻸﺑﺘﻌ ﺎد ﻋ ﻦ اﻟ ﺪور اﻟ ﺴﻠﺒﻲ ﻟﻠﻄﺎﻟ ﺐ ﻓ ﻲ اﻟﻤﻮاﻗ ﻒ اﻟﺘﻌﻠﻴﻤﻴ ﺔ‪-‬اﻟﺘﻌﻠﻤﻴ ﺔ ﻳﺠ ﺐ اﺳ ﺘﺨﺪام‬
‫ﻃﺮاﺋ ﻖ ﺗ ﺪرﻳﺲ ﺗﻌﺘﻤ ﺪ ﻋﻠ ﻰ اﺳ ﺘﻌﻤﺎل اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻟ ﺪى اﻟﻄﻠﺒ ﺔ ﻣﻤ ﺎ ﻳ ﺴﺎﻋﺪ ﻋﻠ ﻰ‬
‫ﺗﻮﺻﻴﻞ اﻟﻤﺎدة ﺑﺸﻜﻞ أﻓﻀﻞ ‪.‬‬
‫وﺑﻨﺎ ًءﻋﻠﻰ ذﻟﻚ ﺳﻴﺤﺎول هﺬا اﻟﺒﺤﺚ اﻹﺟﺎﺑﺔ ﻋﻦ اﻟﺴﺆاﻟﻴﻦ اﻵﺗﻴﻴﻦ ‪-:‬‬
‫‪-1‬ﻣﺎ اﺛﺮ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ اﻟﺘﺤ ﺼﻴﻞ ﻟ ﺪى ﻃﺎﻟﺒ ﺎت اﻟ ﺼﻒ اﻷول‬
‫ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء ‪.‬‬
‫‪-2‬ﻣ ﺎ اﺛ ﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ ﺗﻨﻤﻴ ﺔ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻟ ﺪى ﻃﺎﻟﺒ ﺎت‬
‫اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء ‪.‬‬
‫أهﻤﻴﺔ اﻟﺒﺤﺚ‬
‫ﻧﺤ ﻦ ﻧﻌ ﻴﺶ اﻟﻴ ﻮم ﻋ ﺎﻟﻢ ﺗﻐﻴﺮاﺗ ﻪ ﺳ ﺮﻳﻌﺔ ‪ 0000‬ﻷﻧ ﻪ ﻋ ﺼﺮ اﻟﻤﻌﺮﻓ ﺔ ‪ ،‬ﻋ ﺼﺮ اﻟﻄﺎﻗ ﺔ‬
‫اﻟﻨﻮوﻳﺔ واﻟﻬﻴﺪروﺟﻴﻨﻴﺔ ‪ ،‬ﻋﺼﺮ اﻟﻬﻨﺪﺳﺔ اﻟﻮراﺛﻴﺔ واﻷﺳﺘﻨ ﺴﺎخ ‪ ،‬وﺗ ﺆﺛﺮ ه ﺬﻩ اﻟﺘﻐﻴ ﺮات‬
‫اﻟﻨﺎﺷﺌﺔ ﻣﻦ اﻟﺘﻄﻮر اﻟﻤﻌﺮﻓﻲ واﻟﺘﻘﻨﻲ ﻋﻠﻰ اﻷﻓﺮاد واﻟﻤﺠﺘﻤﻌﺎت واﻷﻣﻢ ‪0‬‬
‫وﻟﻴﺴﺖ آﻞ هﺬﻩ اﻟﺘﻐﻴﺮات ﺗﻌﺪ ﺳﺒﺐ ﺳﻌﺎدﺗﻨﺎ ورﻓﺎﻩ ﻣﻌﻴ ﺸﺘﻨﺎ ‪ ،‬ﻓ ﺎﻟﻜﺜﻴﺮ ﻣﻨﻬ ﺎ أﺛ ﺮت ﻋﻠ ﻰ‬
‫ﺻ ﺤﺘﻨﺎ وآﺎﻧ ﺖ ﺳ ﺒﺐ ﺗﻌﺎﺳ ﺘﻨﺎ ‪ ،‬وﻟﻜ ﻦ ﺑ ﺎﻟﺮﻏﻢ ﻣ ﻦ أﺿ ﺮار اﻟﻤﻌﺮﻓ ﺔ ﻓﺄﻧﻨ ﺎ ﻻ ﻧ ﺴﺘﻄﻴﻊ‬
‫اﻟﻌﻮدة إﻟ ﻰ ﺣﻴ ﺎة اﻷﺟ ﺪاد وﻷن اﻟﻌﻠ ﻢ ﻳﻠﻘ ﻲ ﺑﺜﻤ ﺎرﻩ ﻋﻠﻴﻨ ﺎ ﻓﺄﺻ ﺒﺤﺖ اﻟﻤﻌﺮﻓ ﺔ ﻗ ﻮة آﺒﻴ ﺮة‬
‫ﺗﻘﻮم ﺑﺎﻟﺪور اﻟﻬﺎﺋﻞ ﻓﻲ ﻋﺎﻟﻤﻨﺎ اﻟﻤﻌﺎﺻﺮ ‪ ،‬ﻓﺘﺴﺎهﻢ ﻓ ﻲ ﺗﻨﻤﻴ ﺔ ﺟﻮاﻧ ﺐ اﻟﺤﻴ ﺎة ‪ ،‬ﻓ ﺎﻟﻤﺠﺘﻤﻊ‬
‫ﻳﻌﻴﺶ ﻓﻲ ﺛﻮرة ﻋﻠﻤﻴﺔ وﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻋﻤﻼﻗﺔ وﻟﻌﻞ ﺗﺪﻓﻖ اﻟﻤﻌﻠﻮﻣﺎت ﻟﻬﻮ ﺧﻴ ﺮ دﻟﻴ ﻞ ﻋﻠ ﻰ‬
‫ذﻟﻚ ‪0‬‬
‫ﻓﺄﺻ ﺒﺢ ﻋ ﺎﻟﻢ اﻟﻴ ﻮم أﺷ ﺒﻪ ﺑﺎﻟﻘﺮﻳ ﺔ اﻟ ﺼﻐﻴﺮة ﺑ ﺴﺒﺐ اﻧﺘ ﺸﺎر وﺳ ﺎﺋﻞ اﻷﺗ ﺼﺎل وﺳ ﻬﻮﻟﺔ‬
‫اﻟﺤ ﺼﻮل ﻋﻠ ﻰ اﻟﻤﻌﻠﻮﻣ ﺎت وﺑﺎﻟﺘ ﺎﻟﻲ ﺗﺤﻜ ﻢ ﻋﻠ ﻰ اﻟﻤﺠﺘﻤ ﻊ ﺑﺎﻟﺘ ﺄﺧﻴﺮ واﻷﻧﻄ ﻮاء إذا ﻟ ﻢ‬
‫ﻳﺴﺎﻳﺮ ﺑﺎﻗﻲ اﻟﻤﺠﺘﻤﻌﺎت ) اﻟﻨﺠﺪي وﺁﺧﺮون ‪ ،1999 ،‬ص‪0 ( 13-12‬‬
‫ﻓﻤﻦ اﻟﻤﺪرﺳﺔ واﻟﺼﻒ اﻟﺪراﺳﻲ ﺑﻤﺮاﺣﻠﻪ اﻷوﻟﻰ ﻳﺒﺪأ اﻟﺘﻔﻮق واﻟﺘﻄﻮر اﻟﻌﻠﻤﻲ ‪ ،‬ﻣﻔﺘﺎﺣﻪ‬
‫هﻮ اﻟﻤﺪرس واﻟﻤﻨﻬﺞ اﻟﺪراﺳﻲ اﻟﺬي ﻳﺴﻌﻰ إﻟﻰ ﺗﻐﻴﺮ اﻟﺬهﻨﻴﺔ وﺗﻜﻮﻳﻦ ﻣﻬﺎرات اﻟﺘﻔﻜﻴﺮ )‬
‫اﻟﻔﺮا ‪ ، 1989 ،‬ص‪ ( 1‬أي ﺗﻌﻠ ﻴﻢ اﻟﺘﻼﻣﻴ ﺬ آﻴ ﻒ ﻳﻔﻜ ﺮون ﻻ آﻴ ﻒ ﻳﺤﻔﻈ ﻮن اﻟﻤﻔ ﺮدات‬
‫ﻋ ﻦ ﻇﻬ ﺮ ﻗﻠ ﺐ ﺑ ﺪون ﻓﻬﻤﻬ ﺎ وإدراآﻬ ﺎ وﺑﺎﻟﺘ ﺎﻟﻲ ﺗﻮﻇﻴﻔﻬ ﺎ ﺑﺎﻟﺤﻴ ﺎة ) زﻳﺘ ﻮن ‪، 2001 ،‬‬
‫ص‪0 ( 133‬‬
‫ﻓﻴﺠ ﺐ ﻋﻠ ﻰ اﻟﻤ ﺪرس أن ﻳﻜ ﻮن ﻗ ﺎدر ﻋﻠ ﻰ أن ﻳﺘﺨ ﺬ دور اﻟﺨﺒﻴ ﺮ اﻟﻤﺘﺨ ﺼﺺ ﺑﻤﺎدﺗ ﻪ‬
‫اﻟﻌﻠﻤﻴﺔ واﻟﻤﺮﺷ ﺪ واﻟﻤﻮﺟ ﻪ ﻟﻄﻠﺒﺘ ﻪ وﻗ ﺎدر ﻋﻠ ﻰ إﺣ ﺪاث اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻟﺘﻐﻴ ﺮات ﺑﺄﻓﻜ ﺎرهﻢ‬
‫وﺳﻠﻮآﻬﻢ وﺑﺎﻟﺘﺎﻟﻲ إﺛﺎرة اﻟﺮﻏﺒﺔ ﻟﻠﺘﻌﻠﻢ ﻟﺪﻳﻬﻢ ) اﻟﻘﺮﻳﺸﻲ ‪ ،2004 ،‬ص‪0 ( 146‬‬
‫وﺗ ﺮى ‪ Taba‬ﻻ ﺑ ﺪ ﻣ ﻦ ﻣ ﺴﺎﻋﺪة اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ ﺗﻜ ﻮﻳﻦ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك اﻟﻔﻌﺎﻟﺔ ﻣﻦ ﺧﻼل ﺗﺪرﻳﺴﻪ اﻟﺘﺪرﻳﺲ اﻟﺠﻴﺪ ) اﻟﺰوﺑﻌﻲ ‪ ، 1981،‬ص‪0 ( 83‬‬
‫وﺗﻌﺮف إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺑﺄﻧﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻌﻤﻠﻴﺎت اﻟﺘﻲ ﺗﻘﻮم ﺑﻬﺎ ذاآﺮة اﻟﻤﺘﻌﻠﻢ‬
‫ﺗﺆدي ﺑﻪ إﻟﻰ اﻟﻔﻬﻢ واﻟﺘﺒﺼﺮ واﻟﺮؤﻳﺎ وﻣﻦ ﺛ ﻢ ا ﺳ ﺘﺮﺟﺎع واﻟﺘ ﺬآﺮ وﻣ ﻦ ه ﺬﻩ اﻟﻌﻤﻠﻴ ﺎت‬
‫اﻟﺘﺤﻠﻴﻞ واﻟﺘﻠﺨﻴﺺ واﻟﺘﻔﺴﻴﺮ واﻟﺮﺑﻂ واﻟﺘﺨﻴﻞ واﻹﺳ ﺘﻨﺘﺎج ) دروزة ‪ ،1988 ،‬ص‪119‬‬
‫( وﺑﺎﻟﺘﺎﻟﻲ ﺗﻬﺪف إﻟﻰ ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻤﻴﻦ ﻋﻠﻰ اﺳﺘﻴﻌﺎب اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة وزﻳ ﺎدة ﻓ ﻲ‬
‫ﻣﻌﻨﺎهﺎ )ﺟﺎﺑﺮ ‪ ،1999 ،‬ص‪0( 325‬‬
‫وﺗﺨﺘﻠ ﻒ ه ﺬﻩ اﻟﻌﻤﻠﻴ ﺎت ﻣ ﻦ ﺷ ﺨﺺ ﻷﺧ ﺮ ﻓﻘ ﺪ ﻳﺘﻤﻴ ﺰ ﺷ ﺨﺺ ﺑﻘﺪرﺗ ﻪ ﻋﻠ ﻰ اﻟﺘﻠﺨ ﻴﺺ‬
‫آﻄﺮﻳﻘﺔ ﻟﻠﻔﻬﻢ واﻟﺘﻌﻠﻢ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﻤﻴﺰ ﺷﺨﺺ أﺧﺮ ﺑﻘﺪرﺗﻪ ﻋﻠﻰ اﻟﺘﺤﻠﻴﻞ ﻟﺘﺤﻘﻖ هﺬا اﻟﻬﺪف‬
‫‪ ،‬وﻗﺪ ﻳﻘﻮم أﺧ ﺮ ﺑ ﺳ ﺘﻨﺘﺎج اﻟﻌﻼﻗ ﺔ اﻟﺘ ﻲ ﺗ ﺮﺑﻂ ﺑ ﻴﻦ اﻟﻔﻜ ﺮة اﻟﻤ ﺮاد ﺗﻌﻠﻤﻬ ﺎ ﺑﻔﻜ ﺮة اﺧ ﺮى‬
‫ﺗﻌﻠﻤﻬﺎ ﺳﺎﺑﻘًﺎ أو ﺑﻤﻘﺎرﻧﺘﻬﺎ ﻟﺘﺤﻘﻴﻖ اﻟﻔﻬﻢ وا ﺳ ﺘﻴﻌﺎب وﻣ ﻦ ﺛ ﻢ اﻟ ﺘﻌﻠﻢ ‪0‬وﻳﻤﻜ ﻦ اﻟﻘ ﻮل إن‬
‫إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ه ﻲ ﻧﻤ ﻂ ﻋﻘﻠ ﻲ ﻳﺘﻤﻴ ﺰ ﺑﻬ ﺎ اﻟﻔ ﺮد ﻣ ﻦ ﻏﻴ ﺮﻩ ﻣﻤ ﺎ ﻳﺠﻌ ﻞ اﻷﻓ ﺮاد‬
‫ﻳﺘﻨﺎوﺑﻮن ﻓﻲ ﻃﺮﻳﻘﺔ ﺗﻔﻜﻴﺮهﻢ )دروزة ‪ ، 1995 ،‬ص‪0 ( 119‬‬
‫ﺑﻴﻨﻤ ﺎ ﻳ ﺬآﺮ ) ﻣﺤﻤ ﺪ ‪ ( 1995‬إن إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻣ ﺎ ه ﻲ إﻻ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ‬
‫اﻟﻤﻬ ﺎرات واﻷﺳ ﺎﻟﻴﺐ اﻟﺘ ﻲ ﺗﻤﻜ ﻦ اﻟﻤ ﺘﻌﻠﻢ ﻣ ﻦ اﻟﺤ ﺼﻮل ﻋﻠ ﻰ اﻟﻤﻌﻠﻮﻣ ﺎت )ﻣﺤﻤ ﺪ ‪،‬‬
‫‪ ،1995‬ص‪ ( 36‬وﺑﺎﻟﺘ ﺎﻟﻲ ﺟﻌﻠ ﻪ ﻣﺤ ﻮر اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ‪-‬اﻟﺘﻌﻠﻤﻴ ﺔ ﻣ ﻦ ﺧ ﻼل ﺗﻌﻠﻴﻤ ﻪ‬
‫آﻴ ﻒ ﻳ ﺘﻌﻠﻢ وآﻴ ﻒ ﻳﻔﻜ ﺮ ﺗﻔﻜﻴ ﺮ ﻋﻠﻤ ﻲ وﺗﺰوﻳ ﺪﻩ ﺑﻮﺳ ﺎﺋﻞ اآﺘ ﺴﺎب اﻟﻤﻌﺮﻓ ﺔ أآﺜ ﺮ ﻣ ﻦ‬
‫اﻟﻤﻌﺮﻓﺔ ﻧﻔﺴﻬﺎ )وزارة اﻟﺘﺮﺑﻴﺔ ‪0 ( 1993 ،‬‬
‫وهﻨﺎﻟﻚ ﻋﺪة ﻋﻮاﻣﻞ ﺗﺆﺛﺮ ﻓﻲ اﻟﻘﺪرة اﻹدراآﻴﺔ ﻟﻸﻓﺮاد ﺑﻌ ﻀﻬﺎ ﻳ ﺮﺗﺒﻂ ﺑﺎﻟﻌﻮاﻣ ﻞ اﻟﺬاﺗﻴ ﺔ‬
‫اﻟﺨﺎﺻ ﺔ ﺑﻬ ﻢ وﺑﻌ ﻀﻬﺎ ارﺗ ﺒﻂ ﺑﺨ ﺼﺎﺋﺺ اﻟﻤﻮاﻗ ﻒ اﻟﺘ ﻲ ﻳﺘﻔ ﺎﻋﻠﻮن ﻣﻌﻬ ﺎ وﻣ ﻦ ه ﺬﻩ‬
‫اﻟﻌﻮاﻣﻞ ‪-:‬‬
‫‪-1‬اﻟﺨ ﺼﺎﺋﺺ واﻟﺤﺎﺟ ﺎت اﻟﺠ ﺴﻤﻴﺔ ‪ -:‬ﺗ ﺮﺗﺒﻂ ﺑﺎﻟﺠ ﺴﻢ وﻧﻘ ﺎط اﻟ ﻀﻌﻒ واﻟﻘ ﻮة ﻓﻴ ﻪ ﻣ ﻦ‬
‫أﻣﺜﺎل ذﻟﻚ اﻟﻘﺪرة ﻋﻠﻰ اﻟﻨﻄﻖ وﺣﺪة ﺣﺎﺳﺔ اﻟﺴﻤﻊ واﻟﺒﺼﺮ ‪0‬‬
‫‪ -2‬اﻟﻤﻴﻮل واﻷﺗﺠﺎهﺎت ‪ -:‬ﻟﻬﺎ دور ﺑﺎرز وﻣﻬﻢ ﻓﻲ ﻋﻤﻠﻴﺔ اﻹدراك ﺣﻴﺚ ﻳﻨﺪﻓﻊ اﻟﺸﺨﺺ‬
‫إﻟﻰ ﺗﺮآﻴﺰ اﻧﺘﺒﺎه ﻪ ﻧﺤ ﻮ ﻣﻮﻗ ﻒ ﻣﻌ ﻴﻦ إذا آ ﺎن ﻳﻤﺘﻠ ﻚ اﺗﺠﺎه ﺎت اﻳﺠﺎﺑﻴ ﺔ ﻧﺤ ﻮﻩ وﺑﺎﻟﺘ ﺎﻟﻲ‬
‫ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ اﻹدراك ‪0‬‬
‫‪ -3‬اﻟﺪاﻓﻌﻴ ﺔ ‪ -:‬ﺗ ﺆﺛﺮ دواﻓ ﻊ اﻟ ﺸﺨﺺ وﺣﺎﺟﺎﺗ ﻪ وﺧﺼﺎﺋ ﺼﻪ اﻟﺸﺨ ﺼﻴﺔ واﻟﻨﻔ ﺴﻴﺔ‬
‫وﻣﻤﻴﺰاﺗﻬﺎ ﻓﻲ إدراآﻪ ) ﻣﺤﻤﺪ ‪ ،1998،‬ص‪0 ( 30‬‬
‫‪ -4‬درﺟﺔ اﻟﻤﺄﻟﻮﻓﻴﺔ ﻟﻠﺒﻴﺌﺔ اﻟﺨﺎرﺟﻴﺔ واﻟﻤﻮاﻗﻒ اﻟﻤﺜﻴﺮة ‪ -:‬اﻟﻤﻮاﻗﻒ اﻟﻤﺄﻟﻮﻓﺔ ﻳﺘﻢ إدراآﻬ ﺎ‬
‫ﻋﻠﻰ ﻧﺤﻮ أﺳ ﻬﻞ و أﺳ ﺮع ﻣ ﻦ اﻟﻤﻮاﻗ ﻒ اﻟﺠﺪﻳ ﺪة ‪ ،‬ﻓﺎﻟﺒﻴﺌ ﺔ اﻟﻌﺎﺋﻠﻴ ﺔ واﻟﻤﺪرﺳ ﺔ ﺗ ﺆﺛﺮ ﻓ ﻲ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ) زﻏﻠﻮل ‪ ، 2004 ،‬ص‪0 ( 126‬‬
‫وﺗﺤﻘﻴﻘﺎ ﻟﻸهﺪاف اﻟﻌﻠﻤﻴﺔ اﻟﺘﺮﺑﻮﻳﺔ آﺎن ﻻ ﺑﺪ ﻣﻦ ﺗﺪرﻳﺲ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وإﻋ ﺪاد‬
‫ﺑ ﺮاﻣﺞ ﻟﻠﺘ ﺪرﻳﺐ ﻋﻠﻴﻬ ﺎ ‪ ،‬ﻓﺘﺪرﻳ ﺴﻬﺎ ﻻ ﻳﻨﺒﻐ ﻲ أن ﻳﻘ ﻮم دون ﻓﻬﻤﻬ ﺎ أو اﻟ ﻮﻋﻲ ﺑﻬ ﺎ أو‬
‫ﺑﺘﺴﻤﻴﺘﻬﺎ وﺑﻄﺮاﺋﻖ ﻗﻴﺎﺳﻬﺎ )‪0 (Wittrok , 1975, p 287-297‬‬
‫أﺻﺒﺤﺖ ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ ﺗﻬ ﺘﻢ ﺑﺘﻬﻴﺌ ﺔ اﻟﻤﻮاﻗ ﻒ اﻟﺘﻌﻠﻴﻤﻴ ﺔ وﻋﺮﺿ ﻬﺎ ﻋﻠ ﻰ اﻟﻤ ﺘﻌﻠﻢ ﺑ ﺼﻮرة‬
‫ﻣ ﺸﻜﻼت ﺗﺘﻄﻠ ﺐ ﻣﻨ ﻪ اﻟﺘﻔﻜﻴ ﺮ واﺳ ﺘﺨﺪام ﻋﻤﻠﻴ ﺎت ﻋﻘﻠﻴ ﺔ ﻓ ﻲ ﻣﻌﺎﻟﺠ ﺔ ﻣ ﺎ ﺗﺘ ﻀﻤﻨﻪ‬
‫اﻟﻤﻮاﻗﻒ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻨﺴﻴﻘﻬﺎ وﺗﻨﻈﻴﻤﻬﺎ وﺗﺒﻮﻳﺒﻬ ﺎ ﺑﻌ ﺪ أن آﺎﻧ ﺖ ه ﺬﻩ اﻟﻌﻤﻠﻴ ﺔ ﺗﺮآ ﺰ‬
‫ﻋﻠﻰ آﻴﻔﻴﺔ ﺗﻨﻈﻴﻢ ﻣﺜﻴ ﺮات اﻟﺒﻴﺌ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﺨﺎرﺟﻴ ﺔ ﻋﻠ ﻰ ﻧﺤ ﻮ ﻳ ﺆدي ﺑ ﺎﻟﺘﻌﻠﻢ ﺗ ﺪرﻳﺠﻴﺎ‬
‫إﻟﻰ اﻻﺳﺘﺠﺎﺑﺔ اﻟﻤﻄﻠﻮﺑﺔ ) دروزة ‪ ، 1997 ،‬ص‪0 ( 54-44‬‬
‫أﻣ ﺎ دور اﻟﻤ ﺘﻌﻠﻢ ﻓ ﻲ اﻟﻤﺪرﺳ ﺔ اﻟﻤﻌﺮﻓﻴ ﺔ )اﻹدراآﻴ ﺔ ( ﻓﻘ ﺪ أﺻ ﺒﺢ أﻧ ﺴﺎﻧﺎ ﻧ ﺸﻄﺎ ﻓ ﻲ‬
‫اﺳﺘﻘﺒﺎل وﺗﻨﻈﻴﻢ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻮﻇﻴﻒ آﻞ ﻣ ﺎ ﻳﻤﺘﻠﻜ ﻪ ﻣ ﻦ ﻗ ﺪرات ﻋﻘﻠﻴ ﺔ واﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫إدراآﻴ ﺔ وﻣﻌﺎﻟﺠﺘﻬ ﺎ وﺗﻨ ﺴﻴﻘﻬﺎ وﺗﺒﻮﻳﺒﻬ ﺎ وﺗﺮﻣﻴﺰه ﺎ واﺳ ﺘﻴﻌﺎﺑﻬﺎ وﺗﺤﻠﻴﻠﻬ ﺎ إﻟ ﻰ أﻧﻤ ﺎط‬
‫إدراآﻴ ﺔ ذات ﻣﻌﻨ ﻰ وﻓﺎﺋ ﺪة ﺑﻌ ﺪ أن آ ﺎن دورﻩ ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﻳﻘ ﻮم ﺑﺎﺳ ﺘﺠﺎﺑﺎت‬
‫ﻓﺮدﻳﺔ ﻣﺠﺰأة ﻣﻼﺣﻈﺔ وﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎس آﺪﻻﻟ ﺔ ﻣ ﻦ دﻻﻻت اﻟ ﺘﻌﻠﻢ وﺑﻌ ﺪ اﻟ ﺴﻠﻮك اﻟﻤﻼﺣ ﻆ‬
‫واﻟﻤﻘ ﺎس اﻷﺳ ﺎس ﻟﺘﻌﻠﻤ ﻪ وﺗﻄﺒﻴﻘ ﺎ ﻟﻬ ﺬا ﻳﻬ ﺘﻢ اﻟ ﺴﻠﻮآﻴﻮن ﺑ ﺎﻟﺘﺤﻜﻢ ﻓ ﻲ اﻟﺘﻐﻴ ﺮات اﻟﺒﻴﺌﻴ ﺔ‬
‫واﻟﺸﺮوط ﻟﻠﺘﻌﻠﻢ ﻓﻲ ﺑﻴﺌﺔ اﻟﺘﻌﻠﻢ )‪0 ( Rikards ,1981 ,p 63‬‬
‫أﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺪرس أﺻﺒﺢ دورﻩ ﻳﺸﻤﻞ اﻟﺘﺨﻄﻴﻂ ﻟﻠﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ وﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻓﻲ‬
‫اﻟﺒﺤﺚ ﻋﻦ اﻟﻤﺮاﺟﻊ اﻟﻤﺨﺘﻠﻔﺔ ‪ 0‬اﻟﺘﻲ ﺗﺜﺮي ﻣﻌﻠﻮﻣﺎﺗﻪ هﺬا ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ‬
‫ﻓ ﻲ ﺗﻮﺟﻴﻬ ﻪ وإرﺷ ﺎدﻩ وﺗﺪرﻳﺒ ﻪ إﻟ ﻰ آﻴﻔﻴ ﺔ اﺳ ﺘﺨﺪام اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراآﻴ ﺔ وﺗﻨﻤﻴ ﺔ‬
‫اﻟﻤﻬﺎرات اﻟﺬهﻨﻴﺔ واﻟﻤﻬﺎرات اﻟﺪراﺳﻴﺔ ) ﻣﺼﻄﻔﻰ ‪ ، 1999 ،‬ص‪0 ( 66‬‬
‫أي أن دور اﻟﻤﺪرس داﺧﻞ اﻟﺼﻒ ﻳﻀﻴﻖ ﻓﻲ ﺣﺎﻟ ﺔ إﺗﺒ ﺎع ﻧﻈ ﺎم ﺗﻌﻠﻴﻤ ﻲ ﻓ ﻲ ﺣ ﻴﻦ ﻳﺘ ﺴﻊ‬
‫دور اﻟﻤﺘﻌﻠﻢ ﻣﻤﺎ ﻳﺆآﺪ أن اﻟﻤﺘﻌﻠﻢ هﻮ ﻣﺤﻮر اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻌﺪ أن آ ﺎن دورﻩ ﻳﻘﺘ ﺼﺮ‬
‫ﻋﻠﻰ اﻟﺘﺪرﻳﺐ ﻓﻘﻂ وﻣﺎ ﻳﺘﻄﻠﺒﻪ ﻣﻦ ﺗﺤ ﻀﻴﺮ اﻟﻤ ﺎدة اﻟﻌﻠﻤﻴ ﺔ وﺗﺪرﻳ ﺴﻬﺎ واﺧﺘﻴ ﺎر اﻟﻮﺳ ﺎﺋﻞ‬
‫اﻟﺘﻌﻠﻴﻤﻴ ﺔ واﻟﻤ ﺼﺎدر اﻟﻤﻨﺎﺳ ﺒﺔ ﻟﻬ ﺎ وإﻋ ﺪاد اﻻﺧﺘﺒ ﺎرات وﺗﻄﺒﻴﻘﻬ ﺎ ) دروزة ‪، 1986 ،‬‬
‫ص‪0 ( 7‬‬
‫إذن ﻋﻤﻠﻴﺔ ﺗﻨﺸﻴﻂ وﺗﻨﻤﻴ ﺔ وﺗﻄ ﻮﻳﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗﺘﻄﻠ ﺐ ﺗﻬﻴﺌ ﺔ ﻣﻮاﻗ ﻒ ﺑﺤﻴ ﺚ‬
‫ﻳﺼﺒﺢ ﻟﻠﻤﺘﻌﻠﻢ دور اﻳﺠﺎﺑﻲ ﻓ ﻲ ﻋﻤﻠﻴ ﺔ اﻟ ﺘﻌﻠﻢ ‪،‬آﻤ ﺎ أﺷ ﺎر ﻟ ﺬﻟﻚ ) ﺳ ﻨﺪروﺟﺮ ‪( 1983 ،‬‬
‫ﺑﺄﻧ ﻪ ﻳﺠ ﺐ ﺗﻨﻈ ﻴﻢ ﺑﻴﺌ ﺔ اﻟﻤ ﺘﻌﻠﻢ ﺑﻄﺮﻳﻘ ﺔ ﻳﻜ ﺸﻒ اﻟﻤ ﺘﻌﻠﻢ ﻧﻔ ﺴﻪ وﻳﻜ ﻮن ﻣﺮآ ﺰ اﻟﻌﻤﻠﻴ ﺔ‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ – اﻟﺘﻌﻠﻤﻴﺔ )ﺳﻨﺪروﺟﺮ‪ ،1983 ،‬ص‪0 ( 12‬‬
‫ﻓﻠﻜ ﻲ ﻳﻌ ﻴﺶ اﻟﻔ ﺮد ﻓ ﻲ اﻟﻌ ﺼﺮ اﻟﺤ ﺎﻟﻲ وﻳﺤﻘ ﻖ ﻟﻨﻔ ﺴﻪ ﺣﻴ ﺎة أﻓ ﻀﻞ ﻣ ﻊ اﻟﺘﻐﻴ ﺮات‬
‫واﻟﺘﻄ ﻮرات اﻟﻤﺨﺘﻠﻔ ﺔ ﻳﺠ ﺐ ﺗﺪرﻳ ﺴﻪ ﻋﻠ ﻰ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﺣﻴ ﺚ ﻳﺠ ﺐ أن ﻳﺘ ﺰود‬
‫ﺑﺎﻟﻤﻬﺎرات واﻟﻤﺒﺎدئ اﻷﺳﺎﺳﻴﺔ واﻟﻌﻠﻤﻴﺔ ‪،‬وان ﺗﺮآﺰ اﻟﻤﻨﺎهﺞ ﺑﺪورهﺎ ﻋﻠﻴﻬﺎ وﺗﺄآﻴﺪًا ﻋﻠﻰ‬
‫ه ﺪف اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﺗﻜﻔ ﻲ اﻹﺷ ﺎرة إﻟ ﻰ أن اهﺘﻤ ﺎم اﻟ ﺪول اﻟ ﺼﻨﺎﻋﻴﺔ اﻟﻤﺘﻘﺪﻣ ﺔ ﺑﻬ ﺬا‬
‫اﻟﻬﺪف اﻷﺳﺎﺳﻲ ﻓﻲ ﺑﺮاﻣﺠﻬﺎ اﻟﻌﻠﻤﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ آﺎن ﻣﻦ اﻟﻌﻮاﻣﻞ اﻷﺳﺎﺳﻴﺔ اﻟﺘﻲ ﺳﺎﻋﺪت‬
‫ﻋﻠﻰ ﺗﻘﺪﻣﻬﺎ اﻟﻌﻠﻤﻲ واﻟﺘﻜﻨﻮﻟﻮﺟﻲ اﻟﺤﺪﻳﺚ )ﻋﺎﻳﺶ ‪ ،1988 ،‬ص‪0 ( 43‬‬
‫ﻟﺬا ﻇﻬﺮت ﻓﻠﺴﻔﺔ ﺗﺮﺑﻮﻳﺔ ﺗﻘﺪﻣﻴﺔ ﺟﺪﻳﺪة ﻟﺘﺪرﻳﺲ اﻟﻌﻠﻮم ﻓﻲ اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﻳﻜﻴ ﺔ‬
‫رآﺰت ﻋﻠﻰ ﻣﻨﺤﻰ ) اﻟﻌﻠﻢ‪-‬ﺗﻜﻨﻮﻟﻮﺟﻴ ﺎ‪-‬اﻟﻤﺠﺘﻤ ﻊ( )‪Science-technology-)( STS‬‬
‫‪(society‬اﻟﺬي ﻳﻬﺪف ﺑﻮﺟﻪ ﻋﺎم إﻟﻰ ﺗﺰوﻳﺪ )ﺗﺴﻠﻴﺢ( اﻷﻓﺮاد اﻟﻤﺘﻌﻠﻤﻴﻦ ﺟﻤ ﻴﻌﻬﻢ ﺑﺘﺮﺑﻴ ﺔ‬
‫ﻋﻠﻤﻴﺔ‪-‬ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﻨﺎﺳ ﺒﺔ ﺗﻬﻴ ﺌﻬﻢ ﻟﻠﺤﻴ ﺎة ﻓ ﻲ اﻟﻘ ﺮن اﻟﺤ ﺎدي واﻟﻌ ﺸﺮﻳﻦ إذ ﻳﻔﺘ ﺮض ه ﺬا‬
‫اﻟﻤﻨﺤﻰ إن ﺗﻌﻠﻢ اﻟﻌﻠﻮم ﻓﻲ ﺿﻤﻦ )‪ ( STS‬ﻳﺆدي إﻟﻰ اآﺘﺴﺎب وإﺗﻘﺎن اﻟﻤﺘﻌﻠﻤﻴﻦ ﻣﻔ ﺎهﻴﻢ‬
‫ﻋﻠﻤﻴ ﺔ ﻣﺘﻄ ﻮرة وﻗ ﺪرة ﻋﻠ ﻰ اﺳ ﺘﺨﺪام ﻣﻬ ﺎرات اﻟﻌﻠ ﻢ وﻋﻤﻠﻴﺎﺗ ﻪ ﻓ ﻲ ﺣﻴ ﺎﺗﻬﻢ اﻟﻌﻠﻤﻴ ﺔ )‬
‫اﻟﻄﺮﻓﻲ ‪ ،2001 ،‬ص‪0 ( 37‬‬
‫ﻟﺬا ﻓﻜﺜﻴﺮ ﻣﻦ اﻟﻤﺆﺗﻤﺮات اﻟﺘﺮﺑﻮﻳﺔ أآﺪت ﻣﻤﺎرﺳ ﺔ اﻟﻤ ﺘﻌﻠﻢ اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ ‪ ،‬ﻓ ﺎﻟﻤﺆﺗﻤﺮ‬
‫اﻟﻔﻜ ﺮي اﻷول ﻟﻠﺘﺮﺑ ﻮﻳﻴﻦ اﻟﻌ ﺮب اﻟﻤﻨﻌﻘ ﺪ ﻓ ﻲ ﺑﻐ ﺪاد ﻣ ﻦ ) ‪7/5‬ﺣﺰﻳ ﺮان ‪(1975‬أآ ﺪ‬
‫ﺿﺮورة اﻷهﺘﻤ ﺎم ﺑ ﺎﻟﻤﺘﻌﻠﻢ ﻣ ﻊ اﻟﺘﺄآﻴ ﺪ اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ )‪( Processes Approach‬‬
‫وﺟﻌ ﻞ اﻟﻤﻌﺮﻓ ﺔ وﺳ ﻴﻠﺔ ﻟﻤﻤﺎرﺳ ﺔ ﺗﻠ ﻚ اﻟﻌﻤﻠﻴ ﺎت ‪ ،‬وان اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ إذ ﻣﺎرﺳ ﻬﺎ‬
‫اﻟﻤﺘﻌﻠﻢ ﻓ ﻲ اﻟﻤﺪرﺳ ﺔ ﺳ ﺘﻌﻴﻨﻬﻢ ﻋﻠ ﻰ ﺣ ﻞ آﺜﻴ ﺮ ﻣ ﻦ اﻟﻤ ﺸﻜﻼت اﻟﺘ ﻲ ﺗﻮاﺟﻬ ﻪ ﻓ ﻲ اﻟﺤﻴ ﺎة‬
‫ﻷﻧﻬﺎ أآﺜﺮ ﻗﻴﻤﺔ وأﺑﻘﻰ أﺛﺮا ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت ) اﻟﻌﺮاق ‪، 1975 ،‬ص‪0 (8-7‬‬
‫آﻤ ﺎ أوﺻ ﻰ اﻟﻤ ﺆﺗﻤﺮ اﻟﺘﺮﺑ ﻮي اﻟﺘﺎﺳ ﻊ اﻟﻤﻨﻌﻘ ﺪ ﻟﻠﻤ ﺪة ﻣ ﻦ ) ‪ 20-18‬ﺗ ﺸﺮﻳﻦ اﻷول ‪،‬‬
‫‪) ( 1983‬ﺗ ﺪرﻳﺐ اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﻋﻠ ﻰ ﻣﻤﺎرﺳ ﺔ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻣ ﻦ ﺗ ﺬآﺮ وﺗﺨﻴ ﻞ وﻓﻬ ﻢ‬
‫وإدراك ﻟﺘﻨﻤﻴ ﺔ ﻣﻬ ﺎراﺗﻬﻢ وﻗ ﺪراﺗﻬﻢ ﻟﻤﻮاﺟﻬ ﺔ ﻣ ﺸﺎآﻠﻬﻢ اﻟﻴﻮﻣﻴ ﺔ ( ) اﻟﻌ ﺮاق ‪، 1985،‬‬
‫ص‪ ( 237‬ﻓ ﻲ ﺣ ﻴﻦ أآ ﺪ اﻟﻤ ﺆﺗﻤﺮ اﻟﻌﻠﻤ ﻲ ) اﻟﺠﻬ ﺎد واﻟﺒﻨ ﺎء ‪ ( 1992،‬ﺑﺘ ﻮﻓﻴﺮ اﻟﺮﻋﺎﻳ ﺔ‬
‫اﻟﻌﻠﻤﻴﺔ واﻟﺘﺮﺑﻮﻳﺔ اﻟﻼزﻣﺔ ﻟﻠﻤﺘﻌﻠﻤﻴﻦ ﻣﻤﺎ ﻳﺆدي إﻟﻰ ﺗﻄ ﻮﻳﺮ ﻣﻬ ﺎراﺗﻬﻢ وﻗ ﺪراﺗﻬﻢ اﻟﻌﻘﻠﻴ ﺔ‬
‫) وزارة اﻟﺘﺮﺑﻴﺔ ‪ ، 1992 ،‬ص‪0 ( 242‬‬
‫آﻤﺎ ﻇﻬﺮت آﺜﻴﺮ ﻣﻦ اﻟﻤﺸﺎرﻳﻊ ﻓﻲ ﻣﻴﺪان اﻟﻌﻠﻮم ﻣﻨﻬﺎ ﻣﺸﺮوع اﻟﻤﺮآﺰ اﻟﻮﻃﻨﻲ ﻟﺘﺤﺴﻴﻦ‬
‫اﻟﺘﺮﺑﻴ ﺔ اﻟﻌﻠﻤﻴ ﺔ )‪ ( MCISE‬واﻟ ﺬي اﻗﺘ ﺮح ﺗﻨﻈ ﻴﻢ ﻣﻨ ﺎهﺞ اﻟﻌﻠ ﻮم ﻣ ﻦ وﺣ ﺪات دراﺳ ﻴﺔ‬
‫ذات ﻣﻮاﺿﻴﻊ ﻣﺘﻨﻮﻋﺔ ﻣﺆآﺪًا ا ﻋﺘﻘﺎد ﺑﺎﻟﺴﺒﺐ واﻟﻨﺘﻴﺠﺔ ‪ ،‬اﻹﺣﺘﻤﺎﻟﻴ ﺔ ‪ ،‬واﻟﺘﻨﺒ ﺆ وﻏﻴﺮه ﺎ‬
‫) اﻟﺮواﺷﺪة ‪ ، ( 149 ،‬وﻣﺸﺮوع ﺗﻘﻨﻴﺎت ﺗﻘﻮﻳﻢ اﻟﻤﻬﺎرات اﻟﻌﻠﻤﻴﺔ ﻓﻲ اﻟﻌﻠﻮم )‪( TAPS‬‬
‫اﺟﺮي ﻓﻲ اﺳﻜﺘﻠﻨﺪا ‪ ،‬واﻟ ﺬي أآ ﺪ اﻟﻤﻼﺣﻈ ﺔ اﻟﻌﻠﻤﻴ ﺔ ﻷﻧﻬ ﺎ ﻣ ﻦ اﻟﻤﻬ ﺎرات اﻷﺳﺎﺳ ﻴﺔ ﻓ ﻲ‬
‫ﺗﻌﻠﻴﻢ اﻟﻌﻠﻮم ) ﺣﻴﺪر‪ ، 1995 ،‬ص‪0 ( 245‬‬
‫إن ﻋﻤﻠﻴﺔ ﺗﻨﻤﻴﺔ وﺗﻄﻮﻳﺮ ﻣﻬﺎرات وﻗﺪرات اﻟﻤﺘﻌﻠﻤﻴﻦ ﻻ ﺗ ﺄﺗﻲ ﻣ ﻦ ﺧ ﻼل اﻋﺘﻤ ﺎد ﻣﻨ ﺎهﺞ‬
‫ﺣﺪﻳﺜﺔ ﻓﺤﺴﺐ ﺑﻞ وآ ﺬﻟﻚ اﻷهﺘﻤ ﺎم ﺑﺎﻟﻌﺎﻣ ﻞ اﻷﺳﺎﺳ ﻲ اﻟ ﺬي ﻳ ﻮازي اﻟﻤ ﻨﻬﺞ ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ – اﻟﺘﻌﻠﻤﻴﺔ واﻟﻤﺘﻤﺜﻞ ﺑﺎﻷﺳﺎﻟﻴﺐ واﻟﻄﺮاﺋﻖ اﻟﺘﺪرﻳ ﺴﻴﺔ وذﻟ ﻚ ﻟ ﺪورهﺎ ﻓ ﻲ إﻧﻤ ﺎء‬
‫ﺷﺨﺼﻴﺔ اﻟﻤﺘﻌﻠﻤﻴﻦ وﺗﻄ ﻮﻳﺮ ﻗﺪراﺗ ﻪ اﻟﻌﻘﻠﻴ ﺔ واﻟﺠ ﺴﻤﻴﺔ واﻷﺟﺘﻤﺎﻋﻴ ﺔ ﻣ ﻦ ﺧ ﻼل دوره ﺎ‬
‫اﻟﻤﺘﻤﻴﺰ ﻓﻲ ﺗﺮﺟﻤ ﺔ ﻣﺤﺘ ﻮى اﻟﻤ ﺎدة اﻟﺪراﺳ ﻴﺔ إﻟ ﻰ ﻏ ﺬاء ﺗﺮﺑ ﻮي ‪ ،‬ﻋﻠﻤ ﻲ ‪ ،‬اﺟﺘﻤ ﺎﻋﻲ )‬
‫اﻟﺨﻮاﻟﺪة وﺁﺧﺮون ‪ ،1993 ،‬ص‪0 ( 10‬‬
‫إذن ﻓﻌﻤﻠﻴﺔ اﻟﺒﺤ ﺚ ﻋ ﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﺣﺪﻳﺜ ﺔ ﺗﻨﺎﺳ ﺐ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟﻄﻠﺒ ﺔ وﺗﻨ ﺴﺠﻢ ﻣ ﻊ‬
‫آﻴﻔﻴﺔ ﺧﺰن اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ ذاآﺮﺗﻬﻢ ﺿﺮورة ﺗﺮﺑﻮﻳ ﺔ ﻣﻠﺤ ﺔ وذﻟ ﻚ ﻷن اﻟﻤ ﺘﻌﻠﻢ ﻻ ﻳﻤﻜ ﻦ‬
‫أن ﻳﺼﻞ إﻟﻰ اﻹدراك واﻟﺘﺒﺼﺮ ﻣﻦ دون ﺗﻮﻇﻴﻒ ﺣﻘﻴﻘﻲ ﻟﻤﺎ ﻳﻮﻇﻔﻪ ﻟﻌﻤﻠﻴﺎﺗﻪ اﻟﻌﻘﻠﻴﺔ وﻻ‬
‫ﻳﺴﺘﻄﻴﻊ ﻣﺘﺎﺑﻌﺔ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻤﻪ ﻣﻦ دون وﻋﻲ ﺣﻘﻴﻘﻲ ﻟﻤﺎ ﻳﻮﻇﻔﻪ ﻣﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراآ ﻪ‬
‫واﻟﺘﺤﻜﻢ ﺑﻬﺎ ) دروزة‪ ،1994،‬ص‪0 (22 -18‬‬
‫وﻳﺘﺒ ﻴﻦ ﻣﻤ ﺎ ﺳ ﺒﻖ أن ﺗ ﺴﺎﻋﺪ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ ﺗﻮﻇﻴ ﻒ اﻟﻤ ﺘﻌﻠﻢ‬
‫اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻣ ﻦ ﺧ ﻼل اﻟﻤﻮاﻗ ﻒ اﻟﺘﻌﻠﻴﻤﻴ ﺔ – اﻟﺘﻌﻠﻤﻴ ﺔ ﻟ ﺬا ﺗﺘﺠﻠ ﻰ أهﻤﻴ ﺔ اﺳ ﺘﺨﺪام‬
‫اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ ﻣﻦ ﺧﻼل اﻟﻤﻮاﻗﻒ اﻟﺘﻌﻠﻴﻤﻴ ﺔ‪ -‬اﻟﺘﻌﻠﻤﻴ ﺔ ﻓ ﻲ اﻟﺠﻮاﻧ ﺐ‬
‫اﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫‪ -1‬ﻳﻮﺟ ﺪ هﻨﺎﻟ ﻚ إﻋ ﺪاد آﺒﻴ ﺮة ﻣ ﻦ اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﻻ ﻳﻌﺮﻓ ﻮن آﻴ ﻒ ﻳﺘﻌﻠﻤ ﻮن ) ﻻ ﻳﺘﻠﻘ ﻮن‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت إدراآﻬﻢ ووﺳﺎﺋﻠﻬﺎ ( ‪0‬‬
‫‪ -2‬اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗ ﺆدي إﻟ ﻰ رﻓ ﻊ ﻣ ﺴﺘﻮى اﻟﻤ ﺘﻌﻠﻢ إﻟ ﻰ‬
‫اﻟﺘﺤﻠﻴﻞ واﻟﺘﺮآﻴﺐ واﻟﺘﻘﻮﻳﻢ دون اﻷﻗﺘﺼﺎر ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺘﺬآﺮ واﻷﺳﺘﻴﻌﺎب ( ‪0‬‬
‫‪ -3‬أن ﻧﻘﻞ اﻷهﺘﻤﺎم ﺑﻤﺎ ﻳﻤﻠﻜﻪ اﻟﺸﺨﺺ اﻟﻤ ﺘﻌﻠﻢ ﻣ ﻦ اﺳ ﺘﻌﺪادات وﻗ ﺪرات وﻗﺎﺑﻠﻴ ﺎت إﻟ ﻰ‬
‫آﻴﻔﻴ ﺔ ﺑﻨ ﺎء وﺗﻄ ﻮﻳﺮ ﺗﻠ ﻚ اﻟﻘﺎﺑﻠﻴ ﺎت واﻷﺳ ﺘﻌﺪادات اﺣ ﺪث ﺛ ﻮرة ﻓ ﻲ ﻣﻔﻬ ﻮم اﻟ ﺘﻌﻠﻢ‬
‫‪،‬ﻓﺄﺳ ﺘﺨﺪام إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ ﺗ ﺪرﻳﺲ ﻣ ﺎدة اﻷﺣﻴ ﺎء ﻗ ﺪ ﺗ ﺴﺎﻋﺪ‬
‫اﻟﻄﺎﻟﺒ ﺎت ﻋﻠ ﻰ ﺗﻮﻇﻴ ﻒ ﻋ ﺪد اآﺒ ﺮ ﻣ ﻦ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ وﻣ ﻦ ﺛ ﻢ ﺗﻨﻤﻴﺘﻬ ﺎ ) ﻋ ﺪﻧﺎن ‪،‬‬
‫‪ ،1989‬ص‪0( 13‬‬
‫ﻓﻘﺪ أدت اﺳﺘﺨﺪام إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ إﻟ ﻰ اآﺘ ﺴﺎب اﻟﻤ ﺘﻌﻠﻢ ﻗ ﺪرات أدت‬
‫إﻟﻰ ﺣﺪوث اﻟﺘﻌﻠﻢ اﻟﻤﺴﺘﻤﺮ ﻣﻦ ﺧﻼل ﺗﺮﺳﻴﺦ ﻣﺒ ﺪأ اﻟ ﺘﻌﻠﻢ اﻟ ﺬاﺗﻲ واﻷﻋﺘﻤ ﺎد ﻋﻠ ﻰ اﻟ ﻨﻔﺲ‬
‫هﺬا ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اﻟﺪور اﻹﻳﺠﺎﺑﻲ ﻟﻠﻄﺎﻟﺒﺎت ﻓﻲ اﻟﺘﻌﻠﻢ وذﻟﻚ ﺑﺴﺒﺐ ﺣﺜﻬﻦ ﻋﻠ ﻰ ﺗﻮﻇﻴ ﻒ‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺧﻼل اﻟﻤﻮاﻗﻒ اﻟﺘﻌﻠﻴﻤﻴﺔ – اﻟﺘﻌﻠﻤﻴﺔ ‪0‬‬
‫أهﺪاف اﻟﺒﺤﺚ وﻓﺮﺿﻴﺎﺗﻪ ‪-:‬‬
‫ﻳﻬﺪف اﻟﺒﺤﺚ اﻟﺤﺎﻟﻲ إﻟﻰ اﻟﺘﻌﺮف ﻋﻠﻰ ‪-:‬‬
‫‪ -1‬أﺛ ﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ ﺗﺤ ﺼﻴﻞ ﻃﺎﻟﺒ ﺎت اﻟ ﺼﻒ اﻷول‬
‫ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء ‪0‬‬
‫‪ -2‬أﺛﺮ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻓ ﻲ ﺗﻨﻤﻴ ﺔ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻟ ﺪى ﻃﺎﻟﺒ ﺎت‬
‫اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء ‪0‬‬
‫وﻳﻤﻜﻦ اﻟﺘﺤﻘﻖ ﻣﻦ هﺪﻓﻲ اﻟﺒﺤﺚ ﻣﻦ ﺧﻼل اﻟﻔﺮﺿﻴﺎت اﻵﺗﻴﺔ ‪-:‬‬
‫‪ -1‬ﻻ ﻳﻮﺟ ﺪ ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى ) ‪ ( 0،05‬ﺑ ﻴﻦ ﻣﺘﻮﺳ ﻂ درﺟ ﺎت‬
‫اﻟﻄﺎﻟﺒ ﺎت اﻟﻼﺗ ﻲ ﻳﺪرﺳ ﻦ ﺑﺄﺳ ﺘﺨﺪام إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ وﻣﺘﻮﺳ ﻂ‬
‫اﻟﺪرﺟﺎت ﻟﻠﻄﺎﻟﺒﺎت اﻟﻼﺗﻲ ﻳﺪرﺳﻦ ﺑﺎﻟﻄﺮﻳﻘﺔ اﻷﻋﺘﻴﺎدﻳﺔ ﻓﻲ اﻷﺧﺘﺒﺎر اﻟﺘﺤﺼﻴﻠﻲ‪0‬‬
‫‪ -2‬ﻻ ﻳﻮﺟ ﺪ ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى ) ‪ ( 0،05‬ﺑ ﻴﻦ ﻣﺘﻮﺳ ﻂ اﻟﻔ ﺮوق‬
‫ﻟﺪرﺟﺎت اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﻘﺒﻠﻲ واﻟﺒﻌﺪي ﻟﻠﻄﺎﻟﺒﺎت اﻟﻼﺗﻲ ﻳﺪرﺳ ﻦ ﺑﺈﺳ ﺘﺨﺪام‬
‫إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ وﻣﺘﻮﺳ ﻂ اﻟﻔ ﺮوق ﻟ ﺪرﺟﺎت اﻷﺧﺘﺒ ﺎر ﻟﻠﻘ ﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ اﻟﻘﺒﻠﻲ واﻟﺒﻌﺪي ﻟﻠﻄﺎﻟﺒﺎت اﻟﻼﺗﻲ ﻳﺪرﺳﻦ ﺑﺎﻟﻄﺮﻳﻘﺔ اﻹﻋﺘﻴﺎدﻳﺔ ‪0‬‬
‫ﺣﺪود اﻟﺒﺤﺚ ‪-:‬‬
‫‪ -1‬اﻟﺤﺪ اﻟﺒﺸﺮي ‪ -:‬ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳ ﺔ ﻟﻠﺒﻨ ﺎت‬
‫ﻓﻲ ﻣﺤﺎﻓﻈﺔ اﻟﻘﺎدﺳﻴﺔ ‪0‬‬
‫‪ -2‬اﻟﺤﺪ اﻟﻤﻌﺮﻓﻲ ‪ -:‬اﻟﻔﺼﻮل اﻷرﺑﻌﺔ اﻷﺧﻴﺮة ﻣﻦ آﺘﺎب ﻋﻠﻢ اﻷﺣﻴﺎء ﻟﻠﺼﻒ اﻷول‬
‫ﻣﺘﻮﺳﻂ ‪ ،‬ط‪2010 ، 1‬‬
‫‪ -3‬اﻟﺤﺪ اﻟﺰﻣﺎﻧﻲ ‪ -:‬ﺣﺪود اﻟﻤﺪة ﺷﻬﺮﻳﻦ ﻷﺟﺮاء اﻟﺘﺠﺮﺑﺔ ﻣﻦ ﻗﺒﻞ اﻟﺒﺎﺣﺜﺔ ﺣﻴﺚ ﺗﺒ ﺪأ‬
‫اﻟﺘﺪرﻳﺲ ﻣﻦ ‪ 2010 / 3 / 10‬وﺗﻨﺘﻬﻲ ‪2010 / 5 / 10‬‬
‫‪ -4‬اﻟﺤﺪ اﻟﻤﻜﺎﻧﻲ ‪ -:‬ﻃﺎﻟﺒﺎت ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳﺔ ﻟﻠﺒﻨﺎت ‪ /‬ﻣﺤﺎﻓﻈﺔ اﻟﻘﺎدﺳﻴﺔ ‪0‬‬
‫ﻣﺼﻄﻠﺤﺎت اﻟﺒﺤﺚ ‪-:‬‬
‫ًٳ ‪ -1‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪Cognitive Strategies‬‬
‫أ‪-‬ﻋﺮﻓﻬﺎ ) ‪-: ( Missick , 1976‬‬
‫ﺑﺄﻧﻬﺎ ) ﻃﺮﻳﻘﺔ ذاﺗﻴﺔ ﻓ ﻲ اﻟﻔﻬ ﻢ واﻟﺤﻔ ﻆ واﺳ ﺘﺨﺪام اﻟﻤﻌﻠﻮﻣ ﺎت ‪،‬أو ه ﻲ اﻷﺧﺘﻼﻓ ﺎت‬
‫اﻟﻔﺮدﻳﺔ ﻓﻲ أﺳﺎﻟﻴﺐ اﻹدراك واﻟﺘﺬآﺮ واﻟﺘﺨﻴﻞ واﻟﺘﻔﻜﻴﺮ ()اﻟﺨﻮاﻟﻲ ‪ ، 1981 ،‬ص‪5‬‬
‫(‪0‬‬
‫اﻟﺘﻌﺮﻳ ﻒ اﻹﺟﺮاﺋ ﻲ ‪ -:‬ه ﻲ ﻣﺠﻤﻮﻋ ﺔ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﺗ ﺴﺘﺨﺪم ﻟﻤﻌﺎﻟﺠ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫اﻟﻤﻘﺪﻣﺔ ﻟﻄﺎﻟﺒﺎت ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﺑﻬﺪف ﺗﻌﻠﻢ اﻟﻤﺎدة ‪0‬‬
‫‪-2‬ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪Cognitive Strategies Activators‬‬
‫ﻋﺮﻓﻬﺎ آﻞ ﻣﻦ ‪-:‬‬
‫أ‪-‬إﺑﺮاهﻴﻢ ‪-:1982‬‬
‫) اﻷﻧ ﺸﻄﺔ اﻟﺘ ﻲ ﻳﻘ ﻮم ﺑﻬ ﺎ اﻟﻤ ﺪرس أو اﻟﻄﺎﻟ ﺐ أو آﻼهﻤ ﺎ ﻣﻌ ﺎ ﺑﻘ ﺼﺪ ﺗ ﺪرﻳﺲ أو‬
‫دراﺳ ﺔ اﻟﻌﻠ ﻮم ﺳ ﻮاء آﺎﻧ ﺖ ه ﺬﻩ اﻷﻧ ﺸﻄﺔ داﺧ ﻞ اﻟﻤﺪرﺳ ﺔ أو ﺧﺎرﺟﻬ ﺎ ( ) إﺑ ﺮاهﻴﻢ ‪،‬‬
‫‪ ، 1982‬ص‪0 (194‬‬
‫ب‪ -‬دروزة ‪-:1995‬‬
‫) ﺗﻠﻚ اﻟﻮﺳﺎﺋﻞ اﻟﺘﻲ ﺗﺤ ﺚ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ ﺗﻮﻇﻴ ﻒ اﻟﻌﻤﻠﻴ ﺔ اﻟﻌﻘﻠﻴ ﺔ اﻟﻤﻨﺎﺳ ﺒﺔ ﻓ ﻲ إﺛﻨ ﺎء‬
‫ﺗﻌﻠﻤﻪ أو ﺗﺘﺮك ﻟﻪ ﺣﺮﻳﺔ ﺗﻮﻇﻴﻒ ﻣﺎ ﻳﺸﺎء ﻣﻦ ﻋﻤﻠﻴﺎت ﻋﻘﻠﻴﺔ ﺗﺆدي إﻟﻰ اﻷﺳ ﺘﺪﻻل وﻣ ﻦ‬
‫ﺛﻢ اﻟﺘﻌﻠﻢ ( ) دروزة ‪ ، 1995 ،‬ص‪0 ( 121‬‬
‫ج‪-‬ﻋﺪس ‪-:1998‬‬
‫) أﺳ ﺎﻟﻴﺐ وإﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ رﺑ ﻂ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة وﻏﻴ ﺮ‬
‫اﻟﻤﺄﻟﻮﻓ ﺔ ﺑﻜﻠﻤ ﺎت وأﻓﻜ ﺎر ﺗ ﺼﻮرات وﻣ ﻦ ﺛ ﻢ ﺗﻨﻈﻴﻤﻬ ﺎ وﻣﻌﺎﻟﺠﺘﻬ ﺎ ( ) ﻋ ﺪس ‪،1998 ،‬‬
‫ص‪0 ( 299 ،295‬‬
‫د‪ -‬ﺟﺎﺑﺮ ‪-:1999‬‬
‫)إﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﻳ ﺘﻌﻠﻢ ﻓﻴﻬ ﺎ اﻟﺘﻼﻣﻴ ﺬ إﻟ ﻰ أن ﻳ ﺼﻠﻮا إﻟ ﻰ أﻓﻜ ﺎر ﻟﻤﻮﺿ ﻮﻋﺎت ﻣﻌﻴﻨ ﺔ‬
‫ﺑﻔﻜﺮة رﺋﻴﺴﻴﺔ ( ) ﺟﺎﺑﺮ‪ ، 1999 ،‬ص‪0 ( 325‬‬
‫اﻟﺘﻌﺮﻳﻒ اﻹﺟﺮاﺋﻲ ‪-:‬‬
‫)ه ﻲ ﺗﻠ ﻚ اﻟﻮﺳ ﺎﺋﻞ اﻟﺘ ﻲ ﺗﻌﻄ ﻰ ﺟ ﺎهﺰة ﻣ ﻦ ﻗﺒ ﻞ اﻟﻤﺪرﺳ ﺔ اﻟﺘ ﻲ ﺗﺤ ﺚ ﻃﺎﻟﺒ ﺎت اﻟ ﺼﻒ‬
‫اﻷول ﻣﺘﻮﺳ ﻂ ﻓ ﻲ ﻣ ﺎدة اﻷﺣﻴ ﺎء ﻋﻠ ﻰ ﺗﻮﻇﻴ ﻒ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراك ﻣﻌﻴﻨ ﺔ أو ﺑﺘﻮﺟﻴ ﻪ‬
‫اﻟﻤﺪرﺳﺔ ﻷﺷﺘﻘﺎﻗﻬﺎ ( ‪0‬‬
‫‪-3‬اﻟﺘﺤﺼﻴﻞ ‪Achievement‬‬
‫ﻋﺮﻓﻬﺎ آﻞ ﻣﻦ ‪-:‬‬
‫أ‪-:Chaplin 1971-‬‬
‫) ﻣﺴﺘﻮى اﻹﻧﺠﺎز اﻟﺬي ﻳﺼﻞ إﻟﻴﻪ اﻟﻤﺘﻌﻠﻢ ﻓ ﻲ اﻟﻌﻤ ﻞ اﻟﻤﺪرﺳ ﻲ وﺗﻘ ﺎس اﻷﺧﺘﺒ ﺎرات أو‬
‫ﺗﻘﺪﻳﺮات اﻟﻤﻌﻠﻤﻴﻦ ( )‪0( Caplin , 1971,p 5‬‬
‫ب‪-:Verman & Beard 1981 -‬‬
‫) اآﺘﺴﺎب اﻟﻄﺎﻟﺐ ﻟﻤﻔﺎهﻴﻢ أو ﻣﻬﺎرات ﻳﺘﻀﻤﻨﻬﺎ ﻣﺤﺘﻮى ﻣﺎدة دراﺳﻴﺔ ﻣﻌﻴﻨﺔ ﻳﻜﻮن ﻋﺎدة‬
‫ﻟﺘﺪرﻳﺲ ﺧﺎص ( ) ‪0 (Verman & Beard , 1981,p 178‬‬
‫ج‪ -‬ﻓﺎﺧﺮ ‪-:1988‬‬
‫) ﻣﺴﺘﻮى ﻣﺎ ﻳﺘﻮﺻﻞ إﻟﻴﻪ اﻟﻤﺘﻌﻠﻢ ﻓﻲ اﻟﺘﻌﻠﻢ اﻟﻤﺪرﺳﻲ أو ﻏﻴﺮﻩ ‪ ،‬ﻣﻘﺮرًا ﻣ ﻦ ﻗﺒ ﻞ اﻟﻤﻌﻠ ﻢ‬
‫ﺑﻮاﺳﻄﺔ اﻻﺧﺘﺒﺎرات اﻟﻤﻘﻨﻨﺔ ( ) ﻓﺎﺧﺮ‪ ، 1988،‬ص‪0 ( 12‬‬
‫د‪-‬أﻟﺰﻋﻴﻤﻲ ‪-:1995‬‬
‫) اﻟﻨﺘﻴﺠﺔ اﻟﺘﻲ ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ اﻟﺘﻠﻤﻴﺬ ﺑﻌﺪ إﺟﺮاء ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻢ وﻋﻤﻠﻴ ﺔ اﻟ ﺘﻌﻠﻢ ﻓ ﻲ ﺑ ﺮاﻣﺞ‬
‫اﻟﺪراﺳﺔ وﻓﻲ ﺟﻤﻴﻊ اﻟﻤﺴﺘﻮﻳﺎت ) أﻟﺰﻋﻴﻤﻲ ‪ ، 1995 ،‬ص‪0 ( 7‬‬
‫و‪ -‬ﻋﺒﺪ اﻟﺮﺣﻤﻦ ‪-:1998‬‬
‫) أﺳﺎﻟﻴﺐ وإﺳﺘﺮاﺗﻴﺠﻴﺎت ﺗﺴﺎﻋﺪ اﻟﻤﺘﻌﻠﻢ ﻋﻠ ﻰ رﺑ ﻂ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة وﻏﻴ ﺮ اﻟﻤﺄﻟﻮﻓ ﺔ‬
‫ﺑﻜﻠﻤ ﺎت وأﻓﻜ ﺎر وﺗ ﺼﻮرات ﻣﺄﻟﻮﻓ ﺔ وﻣ ﻦ ﺛ ﻢ ﺗﻨﻈﻴﻤﻬ ﺎ وﻣﻌﺎﻟﺠﺘﻬ ﺎ ()ﻋ ﺪس ‪، 1998،‬‬
‫ص‪0 ( 302‬‬
‫ى‪ -‬اﻟﻮاﻓﻲ ‪-:2000‬‬
‫)ﻣﺠﻤﻮﻋﺔ اﻟﻤﻌﺎرف واﻟﺨﺒﺮات واﻟﻤﻬ ﺎرات اﻟﻤﻜﺘ ﺴﺒﺔ ﻣ ﻦ ﺧ ﻼل ﺗﻌﻠ ﻢ اﻟﻤ ﻮاد اﻟﺪراﺳ ﻴﺔ‬
‫وﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺪرﺟﺎت اﻟﺘﻲ ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ اﻟﻄﺎﻟﺐ ( )اﻟﻮاﻓﻲ ‪ ،2000 ،‬ص‪0 ( 17‬‬
‫م‪ -‬ﻋﻼم ‪-: 2000‬‬
‫) درﺟﺔ اﻷآﺘﺴﺎب اﻟﺘﻲ ﻳﺤﻘﻘﻬﺎ اﻟﻄﺎﻟﺐ ﻣﺴﺘﻮى اﻟﻨﺠﺎح اﻟ ﺬي ﻳﺤ ﺮزﻩ أو ﻳ ﺼﻞ إﻟﻴ ﻪ ﻓ ﻲ‬
‫ﻣﺎدة دراﺳﻴﺔ أو ﻣﺠﺎل ﺗﻌﻠﻴﻤﻲ أو ﺗﺪرﻳﺴﻲ ﻣﻌﻴﻦ ( )ﻋﻼم ‪ ،2000 ،‬ص‪0 ( 305‬‬
‫ز‪ -‬اﻟﻌﻘﻴﻞ ‪-:2004‬‬
‫) اﻟﻤﻌﺮﻓ ﺔ واﻟﻤﻬ ﺎرات اﻟﻤﻜﺘ ﺴﺒﺔ ﻣ ﻦ ﻗﺒ ﻞ اﻟﻄ ﻼب آﻨﺘﻴﺠ ﺔ ﻟﺪراﺳ ﺔ ﻣﻮﺿ ﻮع أو وﺣ ﺪة‬
‫ﺗﻌﻠﻴﻤﻴﺔ ﻣﻌﻴﻨﺔ ( ) اﻟﻌﻘﻴﻞ ‪ ، 2004،‬ص‪0 ( 39‬‬
‫اﻟﺘﻌﺮﻳﻒ اﻹﺟﺮاﺋﻲ ‪-:‬‬
‫) هﻮ ﻣﺴﺘﻮى اﻟﻨﺠﺎح اﻟﺬي ﻳﺼﻞ إﻟﻴﻪ اﻟﻤﺘﻌﻠﻢ آﻨﺘﻴﺠﺔ ﻟﺪراﺳﺔ ﻣﻮﺿﻮع ﻣﻌﻴﻦ ( ‪0‬‬
‫‪-4‬اﻟﻤﻬﺎرات اﻟﻌﻘﻠﻴﺔ ‪Mental Skill‬‬
‫ﻋﺮﻓﻬﺎ آﻞ ﻣﻦ ‪-:‬‬
‫أ‪ -‬ﻋﺒﺪ اﻟﻠﻄﻴﻒ ‪-:1993‬‬
‫)اﻟﻤﻬﺎرات اﻟﻤﺠﺮدة اﻟﺘﻲ ﺗﺸﻜﻞ أدوات اﻟﺘﻔﻜﻴﺮ اﻟﻌﻠﻤﻲ اﻟﺘﻲ ﺗﺸﻤﻞ اﻟﻤﻼﺣﻈﺔ ‪،‬اﻟﻘﻴ ﺎس ‪،‬‬
‫اﻟﺘ ﺼﻨﻴﻒ ‪ ،‬اﻟﺘﻔ ﺴﻴﺮ ‪ ،‬اﻷﺳ ﺘﻨﺘﺎج ‪ ،‬اﻟﺘﻨﺒ ﺆ ‪ 000،‬اﻟ ﺦ اﻟﺘ ﻲ ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ ﺟﻤ ﻊ‬
‫اﻟﻤﻌﻠﻮﻣ ﺎت وﺗﻔ ﺴﻴﺮهﺎ وﻣﺤﺎوﻟ ﺔ اﻟﻮﺻ ﻮل إﻟ ﻰ ﻧﺘﻴﺠ ﺔ ﻋﻨ ﺪ ﺣ ﻞ اﻟﻤ ﺸﻜﻼت ( ) ﻋﺒ ﺪ‬
‫اﻟﻠﻄﻴﻒ ‪ ، 1993،‬ص‪0 ( 92‬‬
‫ب‪ -‬زﻳﺘﻮن ‪-:1994‬‬
‫) ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ اﻟﺨﺎﺻ ﺔ اﻟﻼزﻣ ﺔ ﻟﺘﻄﺒﻴ ﻖ ﻃﺮﻳﻘ ﺔ اﻟ ﺘﻌﻠﻢ واﻟﺘﻔﻜﻴ ﺮ‬
‫اﻟﻌﻠﻤﻲ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ( ) زﻳﺘﻮن ‪ ،1994 ،‬ص‪0 ( 121‬‬
‫ج‪ -‬دروزة ‪-:1995‬‬
‫) ﻣﺠﻤﻮﻋﺔ اﻟﻌﻤﻠﻴﺎت اﻟﺘﻲ ﻳﻮﻇﻔﻬ ﺎ اﻟﻤ ﺘﻌﻠﻢ ﺑﻐﻴ ﺔ اﻟﻔﻬ ﻢ واﻟﺘﺒ ﺼﺮ واﻟ ﺘﻌﻠﻢ وه ﻲ اﻟﻮﺳ ﺎﺋﻞ‬
‫اﻟﻤﻌﻴﻨ ﺔ اﻟﺘ ﻲ ﺗﺤ ﺚ ﻋﻠ ﻰ ﺗﻮﻇﻴ ﻒ ﻋﻤﻠﻴ ﺔ ﻋﻘﻠﻴ ﺔ ﻣﻨﺎﺳ ﺒﺔ ﻓ ﻲ أﺛﻨ ﺎء ﺗﻌﻠﻤ ﻪ ( ) دروزة ‪،‬‬
‫‪ ، 1995‬ص‪0 ( 121‬‬
‫ج‪ -‬اﻟﺨﻠﻴﻠﻲ ‪-:1996‬‬
‫) ﻧﺸﺎط ﻋﻘﻠﻲ ﻳﻘ ﻮم ﺑ ﻪ اﻟﻌﻠﻤ ﺎء ﻓ ﻲ أﺛﻨ ﺎء اﻟﺘﻮﺻ ﻞ إﻟ ﻰ اﻟﻨﺘ ﺎﺋﺞ اﻟﻤﻤﻜﻨ ﺔ ﻟﻠﻌﻠ ﻢ ﻣ ﻦ ﺟﻬ ﺔ‬
‫وﻟﻠﺤﻜﻢ ﻋﻠﻰ اﻟﻨﺘﺎﺋﺞ ﻣﻦ ﺟﻬﺔ اﺧﺮى ( ) اﻟﺨﻠﻴﻠﻲ وﺁﺧﺮون ‪ ،1996 ،‬ص‪0 ( 23‬‬
‫د‪ -‬ﻣﻌﻤﺎر ‪-:2006‬‬
‫)ﻣﺠﻤﻮﻋﺔ اﻟﻤﻬﺎرات اﻟﻀﺮورﻳﺔ اﻟﻼزﻣﺔ ﻷﻳﺔ ﻋﻤﻠﻴﺔ ﺗﻔﻜﻴﺮ ﻣﻨﻄﻘﻴﺔ ( ) ﻣﻌﻤ ﺎر‪2006 ،‬‬
‫‪ ،‬ص‪0( 54‬‬
‫اﻟﺘﻌﺮﻳﻒ اﻹﺟﺮاﺋﻲ ‪) -:‬هﻲ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟ ﺪرﺟﺎت اﻟﺘ ﻲ ﺗﺤ ﺼﻞ ﻋﻠﻴﻬ ﺎ اﻟﻄﺎﻟﺒ ﺎت ﻓ ﻲ‬
‫ﻓﻘﺮات اﻷﺧﺘﺒﺎر اﻟﻤﻌ ﺪ ﻟﻐ ﺮض ﻗﻴ ﺎس ﻣﻬ ﺎرات ) اﻟﻤﻼﺣﻈ ﺔ ‪ ،‬اﻷﺳ ﺘﺪﻻل ‪ ،‬اﻟﺘ ﺼﻨﻴﻒ ‪،‬‬
‫اﻟﺘﻨﺒﺆ ‪ ،‬اﻟﻘﻴﺎس ‪ ،‬اﻟﺘﻔﺴﻴﺮ ‪ ،‬ﻓﺮض اﻟﻔﺮوض ‪ ،‬اﻟﺘﻮاﺻﻞ ( ‪0‬‬
‫ﺧﻠﻔﻴﺔ اﻟﻨﻈﺮﻳﺔ‬
‫‪ -1‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك‬
‫‪ -2‬ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك‬
‫‪Congnitive Strategies‬‬
‫ٍ‬
‫‪-1‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫وﻳﻘﺼﺪ ﺑﻜﻠﻤﺔ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ )‪ ( Strategy‬ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻷﺻ ﻄﻼﺣﻴﺔ اﻟﺘﺮﺑﻮﻳ ﺔ اﻟﻄﺮﻳﻘ ﺔ‬
‫اﻟﺘ ﻲ ﻳ ﺴﺘﻌﻤﻠﻬﺎ اﻟﻤ ﺘﻌﻠﻢ ﻹآﺘ ﺴﺎب أﻧ ﻮاع ﻣﺨﺘﻠﻔ ﺔ ﻣ ﻦ اﻟﻤﻌﺮﻓ ﺔ وﺧﺰﻧﻬ ﺎ واﺳ ﺘﺨﺮاﺟﻬﺎ او‬
‫أﻧﻬ ﺎ ﺗﻌﻨ ﻲ ﻓ ﻦ ﺗ ﺼﻤﻴﻢ اﻷﺳ ﺎﻟﻴﺐ واﻟﺨﻄ ﻂ واﺳ ﺘﻌﻤﺎﻟﻬﺎ ﻟﺘﺤﻘﻴ ﻖ ه ﺪف ﻣﻌ ﻴﻦ‬
‫) ‪0 (Webster,1971, p 869‬‬
‫اﻣ ﺎ اﻹدراك ‪ Conitive‬ﻓﻬ ﻮ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘ ﻲ ﻳﻔﻬ ﻢ ﺑﻤﻘﺘ ﻀﺎهﺎ اﻟﻔ ﺮد وﻳﻔ ﺴﺮﻣﺎ ﻳﺤ ﻴﻂ ﺑ ﻪ‬
‫وﻳﺘﻀﻤﻦ اﻹدراك ﺟﻤﻴﻊ اﻟﻌﻤﻠﻴﺎت اﻟﺘﻲ ﻳﺤﺼﻞ ﺑﻤﻘﺘ ﻀﺎهﺎ اﻟﻔ ﺮد ﻋﻠ ﻰ اﻟﻤﻌﺮﻓ ﺔ ﺑﻤ ﺎ ﻓ ﻲ‬
‫ذﻟﻚ اﻟﺘﻔﻜﻴﺮ واﻷﺳﺘﺮﺟﺎع واﻟﺘﺤﻠﻴﻞ واﻟﺘﻌﻤﻴﻢ واﻟﺘﻘﻮﻳﻢ ) ﺟﺎﺑﺮ ‪ ، 1999 ،‬ص‪0 ( 325‬‬
‫وآﺬﻟﻚ ﻳﻌﻨﻲ اﻹدراك ﻋﻤﻠﻴ ﺔ ﻣﻌﺮﻓﻴ ﺔ ﻣﻨﻈﻤ ﺔ ﺗﻤﻜ ﻦ اﻷﻓ ﺮاد ﻣ ﻦ ﺧ ﻼل اﺧﺘﻴ ﺎر اﻷﻧﻤ ﺎط‬
‫اﻷداﺋﻴﺔ اﻟﻤﻨﺎﺳﺒﺔ ﻋﻠﻰ ﻓﻬﻢ ﻋﺎﻟﻤﻬﻢ اﻟﺨﺎرﺟﻲ اﻟﻤﺤﻴﻂ ﺑﻬﻢ واﻟﺘﻜﻴﻒ ﻣﻌﻪ وﺗﺘﻀﻤﻦ ﻋﻤﻠﻴ ﺔ‬
‫اﻹدراك ﺗﻜ ﻮﻳﻦ ﺧﺒ ﺮة ﻣ ﺎ ﺗﺨ ﺰن ﺑﺎﻟ ﺬاآﺮة ﻣ ﻦ ﺧ ﻼل ﺗﺠﻤ ﻊ اﻹﺣ ﺴﺎﺳﺎت اﻟﻤﺨﺘﻠﻔ ﺔ‬
‫وﺗﻔﺴﻴﺮهﺎ وﺗﻨﻈﻴﻤﻬﺎ ﻣﻌﺎ ) اﻟﺰﻏﻮل وﻋﻠﻲ ‪ ، 2004 ،‬ص‪0 ( 116‬‬
‫هﺬا وﺗﺸﻴﺮ إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك إﻟﻰ اﻟﻄﺮﻳﻘﺔ اﻟﺘ ﻲ ﻳﺘﻌﺎﻣ ﻞ ﺑﻬ ﺎ اﻟﻤ ﺘﻌﻠﻢ ﻣ ﻊ اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫ﻣ ﻦ ﺣﻴ ﺚ ﻃﺮﻳﻘﺘ ﻪ ﻓ ﻲ اﻟﺘ ﺬآﺮ واﻟﻔﻬ ﻢ وأﺳ ﻠﻮﺑﻪ ﻓ ﻲ اﻟﺘﻔﻜﻴ ﺮ وه ﻲ ﺗ ﺮﺗﺒﻂ ﺑ ﺎﻟﺤﻜﻢ ﻋﻠ ﻰ‬
‫اﻷﺷﻴﺎء ‪ ،‬إذ ﺗﻮﺿﺢ أن اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻤﻌﻠﻮﻣﺎت ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺻﻴﻎ آﺜﻴﺮة ﻳﻤﺎرﺳﻬﺎ اﻟﻤﺘﻌﻠﻢ‬
‫ﻣﻦ ﺧﻼل ﺗﻔﺎﻋﻠﻪ اﻟﻴﻮﻣﻲ أو اﻟﻤﻮاﻗﻒ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻬﺎ دور ﻣﻬﻢ ﻓ ﻲ ﻧﻤ ﻮﻩ اﻟﻌﻘﻠ ﻲ وﺗﻮﺿ ﻴﺢ‬
‫ﻣﺪارآﻪ وﻣﻬﺎراﺗﻪ اﻟﻔﻜﺮﻳﺔ ) ﺷﺮﻳﻒ ‪ ، 1982 ،‬ص‪0 ( 10‬‬
‫أﻧﻮاع اﻟﻤﻌﺮﻓﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺈﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪-:‬‬
‫إن ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﻤﻌﺮﻓ ﻲ اﻟﺤ ﺪﻳﺚ ﻳﻘ ﺴﻢ اﻟﻤﻌﺮﻓ ﺔ ﺑ ﺼﻮرة ﻋﺎﻣ ﺔ إﻟ ﻰ ﺛﻼﺛ ﺔ أﻧ ﻮاع ه ﻲ‬
‫آﺎﻵﺗﻲ ‪-:‬‬
‫‪ -1‬اﻟﻤﻌﺮﻓﺔ اﻹﺟﺮاﺋﻴﺔ ) اﻷداﺋﻴﺔ ( ‪-: Procedural Knowledge‬‬
‫هﻲ اﻟﻤﻌﺮﻓﺔ اﻟﺘﻲ ﻳﻤﺘﻠﻜﻬﺎ اﻟﻤﺘﻌﻠﻢ ﻋ ﻦ آﻴﻔﻴ ﺔ ﻋﻤ ﻞ ﺷ ﻲٔ ﻣ ﺎ ‪ ،‬أي آﻴ ﻒ أﻧﻔ ﺬ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ‬
‫ﻣﻌﻴﻨﺔ ‪ ،‬وﺗﺘﻌﻠﻖ ﺑﺎﻹﺟﺮاءات اﻟﻤﺨﺘﻠﻔﺔ اﻟﺘﻲ ﺗﺆدي إﻟﻰ ﺗﺤﻘﻴﻖ اﻟﻤﻬﻤﺔ ‪ ،‬وهﻲ ﺗﺠﻴ ﺐ ﻋ ﻦ‬
‫ﺳﺆال آﻴﻒ اﺳﺘﺨﻠﺺ ﻣﻌﻠﻮﻣﺎت ﻏﻴﺮ واردة ﻓﻲ اﻟﻨﺺ ? آﻴﻒ أﻧﻔﺬ ؟‬
‫‪-: Conditional Knowledge‬‬
‫‪ -2‬اﻟﻤﻌﺮﻓﺔ اﻟﺸﺮﻃﻴﺔ‬
‫هﻲ ﻣﻌﺮﻓﺔ اﻟﺘﻌﻠﻢ ‪ ،‬ﻟﻤﺎذا اﺧﺘﺎر إﺳﺘﺮاﺗﻴﺠﻴﺔ ﻣﻌﻴﻨﺔ وﻟﻢ ﻳﺴﺘﺨﺪم اﺧﺮى ﻟﺘﻨﻔﻴ ﺬ ﻣﻬﻤ ﺔ ﻣ ﺎ ‪،‬‬
‫آﻤ ﺎ أﻧﻬ ﺎ ﺗﺠﻴ ﺐ ﻋ ﻦ ﺳ ﺆال ﻣﺘ ﻰ ‪ ،‬أي ﻣﺘ ﻰ ﻳﻤﻜ ﻦ أن اﺳ ﺘﺨﺪم إﺳ ﺘﺮاﺗﻴﺠﻴﺔ ﻣ ﺎ ﻟﺘﺤﻘﻴ ﻖ‬
‫هﺪف ﻣﻌﻴﻦ ? ﻣﺘﻰ أﻧﻔﺬ ؟ ) ﺟﺎﺑﺮ ‪ ، 1999 ،‬ص‪0 ( 313-312‬‬
‫‪ -3‬اﻟﻤﻌﺮﻓﺔ اﻟﺘﻘﺮﻳﺮﻳﺔ ) اﻟﺘﻮﺿﻴﺤﻴﺔ ( ‪-: Geclarative Knowledge‬‬
‫ه ﻲ اﻟﻤﻌﺮﻓ ﺔ اﻟﺘ ﻲ ﻳﻤﺘﻠﻜﻬ ﺎ اﻟﻤ ﺘﻌﻠﻢ ﻓ ﻲ ﻣﺠ ﺎل ﻣﻌ ﻴﻦ ‪ ،‬أي اﻟ ﻮﻋﻲ ﺑﺎﻟﻤﻬ ﺎرات‬
‫واﻹﺳﺘﺮاﺗﻴﺠﻴﺎت واﻟﻤﺼﺎدر اﻟﻼزﻣﺔ ﻹﻧﺠﺎز اﻟﻤﻬﻤﺔ ‪ ،‬وهﻲ ﺗﺠﻴﺐ ﻋﻦ ﺳﺆال ﻣ ﺎذا ? أو‬
‫ﻣﺎذا اﻋﺮف ﻋﻦ ? ﻟﻤﺎذا أﻧﻔﺬ ؟‬
‫آﻤﺎ أن اﻟﻤﻌﺮﻓﺔ اﻟﻤﺘﻌﻠﻘ ﺔ ﺑﺈﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻟﻬ ﺎ ﻣﻜﻮﻧ ﺎت ﺗﻤﺎﺛ ﻞ ﻣﻜﻮﻧ ﺎت اﻟﻤﻌﺮﻓ ﺔ‬
‫ﺑﺸﻜﻞ ﻋﺎم ﻓﻬﻲ ﺗﺘﻜﻮن ﻣﻦ ﻣﻌﺮﻓﺔ إﺟﺮاﺋﻴﺔ ) آﻲ أﻧﻔﺬ ؟ ( وﻣﻌﺮﻓﺔ ﺷﺮﻃﻴﺔ ) ﻣﺘﻰ أﻧﻔﺬ ؟‬
‫( وﻣﻌﺮﻓﺔ ﺗﻘﺮﻳﺮﻳﺔ ) ﻟﻤﺎذا أﻧﻔﺬ ؟ ( ‪،‬آﻤﺎ هﻮ ﻣﻮﺿﺢ ﺑﺎﻟﻤﺨﻄﻂ اﻵﺗﻲ ‪-:‬‬
‫اﻟﻤﻌﺮﻓﺔ اﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺑﺈﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫ﻣﻌﺮﻓﺔ ﺗﻘﺮﻳﺮﻳﺔ‬
‫ﻣﻌﺮﻓﺔ إﺟﺮاﺋﻴﺔ‬
‫ﻣﻌﺮﻓﺔ ﺷﺮﻃﻴﺔ‬
‫ﻣﻌﺮﻓﺔ ﻣﻌﻨﻰ اﻟﺘﻠﺨﻴﺺ‬
‫)ﻟﻤﺎذا أﻧﻔﺬ؟(‬
‫آﻴﻔﻴﺔ ﺗﻠﺨﻴﺺ‬
‫اﻟﻤﻮﺿﻮع‬
‫)آﻴﻒ أﻧﻔﺬ ؟(‬
‫ﻣﺘﻰ وأﻳﻦ ﻳﺴﺘﺨﺪم‬
‫اﻟﺘﻠﺨﻴﺺ‬
‫)ﻣﺘﻰ أﻧﻔﺬ ؟(‬
‫ﻣﺨﻄﻂ) ‪ (1‬ﻳﻮﺿﺢ ﻣﻜﻮﻧﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك واﻟﻤﻌﺮﻓ ﺔ اﻟﻤﺘﻌﻠﻘ ﺔ ﺑﻬ ﺎ )إﺑ ﺮاهﻴﻢ ‪،‬‬
‫‪0 ( 1993،197‬‬
‫وهﻨﺎﻟﻚ ﻋﺪة ﻧﻤ ﺎذج ﻣ ﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺻ ﻨﻔﻬﺎ اﻟﺒ ﺎﺣﺜﻮن ﻳ ﺴﺘﺨﺪﻣﻬﺎ اﻟﻔ ﺮد ﻓ ﻲ‬
‫اآﺘﺴﺎب اﻟﻤﻌﻠﻮﻣﺎت واﺳﺘﻴﻌﺎﺑﻬﺎ واﺳﺘﺮﺟﺎﻋﻬﺎ وهﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫‪-: (Schmeek,1977)-1‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك إﻟﻰ أرﺑﻊ أﺻﻨﺎف هﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﻌﺎﻟﺠﺔ اﻟﻤﻌﻤﻘﺔ ‪-:‬‬
‫وﺗﺘﻌﻠﻖ ﺑﻘﺪرة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ اﺳﺘﻴﻌﺎب اﻟﻤﺎدة اﻟﻤﻘﺮرة ﻣﺜﻞ ﻗﺪرﺗﻪ ﻋﻠﻰ اﻷﺳ ﺘﻨﺘﺎج واﻟﺘﻘ ﻮﻳﻢ‬
‫‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﻌﺎﻟﺠﺔ اﻟﻤﻨﻔﺼﻠﺔ واﻟﻤﻮﺳﻌﺔ ‪-:‬‬
‫وﺗﺘﻌﻠﻖ ﺑﻘﺪرة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ رﺑﻂ ﺣﻘﺎﺋﻖ وأﻓﻜﺎر اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ ﺑﺨﺒﺮاﺗﻪ اﻟﺴﺎﺑﻘﺔ ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻷﺣﺘﻔﺎظ ﺑﺎﻟﺤﻘﺎﺋﻖ ‪-:‬‬
‫وﺗﺘﻌﻠﻖ ﺑﻘﺪرة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺧﺰن اﻟﻤﻌﻠﻮﻣﺎت ﺑﻔﺎﻋﻠﻴﺔ واﺳﺘﺮﺟﺎﻋﻬﺎ ‪0‬‬
‫د‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺪراﺳﺔ اﻟﻤﻨﻬﺠﻴﺔ ‪-:‬‬
‫وﺗﺘﻌﻠﻖ ﺑﻘﺪرة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺗﻨﻈﻴﻢ اﻟﻮﻗﺖ وإﻋﺪاد ﺟﺪول ﻟﻠﺪراﺳﺔ ) ‪Schmeek , 1983‬‬
‫‪0 ( , p 247‬‬
‫‪( Kegan, 1977 ) -2‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت ا دراك إﻟﻰ ﺛﻼﺛﺔ أﺻﻨﺎف هﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﻌﻨﺎﺻﺮ اﻟﻤﻨﻔﺼﻠﺔ‬
‫وﺗﺴﺘﺨﺪم ﻟﻤﻌﺮﻓﺔ ﻣﻮﺿﻮع اﻟﺘﻌﻠﻢ ﻋﻦ ﻃﺮﻳﻖ اﺧﺘﻼف ﻋﻨﺎﺻ ﺮﻩ وﻣﻜﻮﻧﺎﺗ ﻪ ﻣ ﻊ ﻋﻨﺎﺻ ﺮ‬
‫وﻣﻜﻮﻧﺎت ﻣﻮﺿﻮع أﺧﺮ ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﻌﻨﺎﺻﺮ اﻟﻤﺘﺸﺎﺑﻬﺔ‬
‫وﺗﺴﺘﺨﺪم ﻟﻤﻌﺮﻓ ﺔ ﻣﻮﺿ ﻮع اﻟ ﺘﻌﻠﻢ ﻋ ﻦ ﻃﺮﻳ ﻖ ﺗ ﺸﺎﺑﻪ ﻋﻨﺎﺻ ﺮﻩ وﻣﻜﻮﻧﺎﺗ ﻪ ﻣ ﻊ ﻋﻨﺎﺻ ﺮ‬
‫وﻣﻜﻮﻧﺎت ﻣﻮﺿﻮع أﺧﺮ ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻮﺻﻒ‬
‫وﺗ ﺴﺘﺨﺪم ﻟﻤﻌﺮﻓ ﺔ ﻣﻮﺿ ﻮع اﻟ ﺘﻌﻠﻢ ﻣ ﻦ ﺧ ﻼل وﺻ ﻒ آ ﻞ ﻣ ﺎ ﻳﺘﻌﻠ ﻖ ﺑ ﻪ ﻣ ﻦ ﻣﻤﻴ ﺰات‬
‫وﺧﺼﺎﺋﺺ وﻣﻜﻮﻧﺎت ) ﻣﺤﻤﺪ ‪ ، 1999 ،‬ص‪( 7‬‬
‫‪( Daneser,1978) -3‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك إﻟﻰ ﺻﻨﻔﻴﻦ هﻤﺎ آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﺑﺘﺪاﺋﻴﺔ ) أوﻟﻴﺔ ( ‪-:‬‬
‫ﺗﺴﺘﺨﺪم ﻟﻤﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت وﺗﺸﻤﻞ اﻟﺘﺤﺪﻳﺪ ‪ ،‬اﻟﻔﻬﻢ ‪ ،‬اﻷﺣﺘﻔﺎظ ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﺴﺎﻧﺪة ‪-:‬‬
‫ﻳ ﺴﺘﺨﺪﻣﻬﺎ اﻟﻤ ﺘﻌﻠﻢ ﻟﻤ ﺴﺎﻧﺪﺗﻪ ﻓ ﻲ اﺳ ﺘﺨﺪام اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻷﺑﺘﺪاﺋﻴ ﺔ ﺑﻨﺠ ﺎح وﺗ ﺸﻤﻞ‬
‫اﻷﺗﺠﺎﻩ ﻧﺤﻮ اﻟﺘﻌﻠﻢ ‪ ،‬اﻟﺘﺮآﻴﺰ ‪ ،‬اﻟﻤﺮاﻗﺒﺔ ) اﻟﺮواﺷﺪة ‪ ، 1997 ،‬ص ‪0 ( 17-16‬‬
‫‪( Julford 1984) -4‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك إﻟﻰ ﺛﻼﺛﺔ أﺻﻨﺎف هﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻌﻠﻢ اﻟﺘﻘﻴﻤﻲ ‪-:‬‬
‫ﻓﻌﻦ ﻃﺮﻳﻖ ﻣﺮاﺟﻌﺔ اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ واﻟﺘﺤﻘﻖ ﻣﻦ ﻗﻴﻤﺘﻬﺎ ﻳﺘﻌﻠﻢ اﻟﻔﺮد ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻌﻠﻢ اﻟﻤﺘﺸﻌﺒﺔ ‪-:‬‬
‫ﻳﻄﻠﻖ اﻟﻔﺮد اﻟﻌﻨﺎن ﻟﺘﻔﻜﻴﺮﻩ ﻟﻴﺘﺼﻮر وﻳﺪرك وﻳﺘﻌﻠﻢ ﻣﻦ ﻣﻌﻄﻴ ﺎت ﻣﺘ ﺸﻌﺒﺔ وﻣﺘﻨﻮﻋ ﺔ ﻓ ﻲ‬
‫ﺗﻄﺒﻴﻘﻬﺎ ﻷن ﻟﺪﻳﻪ اﻟﻤﺠﺎل اﻟﻮاﺳﻊ ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻌﻠﻢ اﻟﻤﺮآﺰ‪-:‬‬
‫ﻳﺘﻘﻴﺪ اﻟﻔﺮد ﺑﺎﻟﺨﺒﺮة اﻟﺪراﺳﻴﺔ واﻟﻤﺎدة اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﺑ ﺼﻮرة ﻣﺤ ﺪدة ) ﻣﺤﻤ ﺪ ‪ ، 1999 ،‬ص‬
‫‪0(7‬‬
‫‪-: (Weinstien , 1987) -5‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك إﻟﻰ ﺛﻤﺎﻧﻲ أﺻﻨﺎف وهﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪-‬إﺳﺘﺮاﺗﻴﺠﻴﺎت ﺗﺴﻤﻴﻌﻴﺔ ﻷداء اﻟﻤﻬﻤﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻤﺮآﺒﺔ ‪-:‬‬
‫وﺗﺘ ﻀﻤﻦ إﻋ ﺎدة ﺳ ﺮد اﻟﻤﻌﻠﻮﻣ ﺎت وﻟﻜ ﻦ ﺑﻄﺮﻳﻘ ﺔ ﺗﺨﺘﻠ ﻒ ﻋﻤ ﺎ وردة ﺑﺎﻟﻜﺘ ﺎب أو‬
‫اﻟﻤﺤﺎﺿﺮة وﻳﻤﻜﻦ أن ﺗﺸﻤﻞ اﻟﻨﺴﺦ ﺑﺘﺮﺗﻴﺐ ﻣﺨﺘﻠﻒ ووﺿﻊ اﻟﺨﻄﻮط ‪0‬‬
‫ب‪ -‬اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﺴﻤﻴﻌﻴﺔ ﻷداء اﻟﻤﻬﻤﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻷﺳﺎﺳﻴﺔ ‪-:‬‬
‫ﺗﺘﻀﻤﻦ إﻋﺎدة اﻟﻤﻌﻠﻮﻣﺎت آﻤﺎ وردت ﻓﻲ اﻟﻜﺘ ﺎب دون أﻳ ﺔ إﺿ ﺎﻓﺔ ﻣ ﻦ اﻟﻤ ﺘﻌﻠﻢ وﺗ ﺸﻤﻞ‬
‫اﻟﺮﺑﻂ ﺑﻴﻦ اﻟﻤﻌﻠﻮﻣﺎت أو ﺗﺠﺰﺋﺘﻬﺎ أو إﻋﺎدة ﺻﻴﺎﻏﺘﻬﺎ أو ﺗﻠﺨﻴ ﺼﻬﺎ ﻣ ﻦ اﺟ ﻞ ﻣﺰﻳ ﺪ ﻣ ﻦ‬
‫اﻟﻮﺿﻮح ﻓﻲ اﻟﻤﻌﻨﻰ ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻮﺿﻴﺢ واﻟﺘﻔﻀﻴﻞ ﻷداء اﻟﻤﻬﻤﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻤﺮآﺒﺔ ‪-:‬‬
‫ﺗﺘ ﻀﻤﻦ اﺳ ﺘﺨﺪام اﻟﻤﻌﻠﻮﻣ ﺎت واﻟﺨﺒ ﺮات اﻟ ﺴﺎﺑﻘﺔ ﻟﺠﻌ ﻞ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة اآﺜ ﺮ‬
‫وﺿﻮﺣﺂ‪0‬‬
‫د‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻮﺿﻴﺢ واﻟﺘﻔﻀﻴﻞ ﻷداء اﻟﻤﻬﻤﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻷﺳﺎﺳﻴﺔ ‪-:‬‬
‫ﺗﺘ ﻀﻤﻦ اﺳ ﺘﺨﺪام اﻟﺘ ﺼﻮر أو اﻷﺳﺘﻌﺎﺿ ﺔ ﺑ ﺎﻟﺮﻣﻮز آﺎﻟ ﺪﻻﺋﻞ وا ﺷ ﺎرات او ﻟﻜﻠﻤ ﺎت‬
‫ﺗﺠﻌﻞ ﻣﺎ ﻳﻜﺘﺒﻪ اﻟﻤﺘﻌﻠﻢ ذا ﻣﻌﻨﻰ ‪0‬‬
‫ﻩ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت ﻣﺎ وراء اﻟﻤﻌﺮﻓﺔ ‪-:‬‬
‫ﺗﺘﻄﻠﺐ هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت ﻣﻌﺮﻓﺔ اﻟﻤﺘﻌﻠﻢ ﻟﻨﻔﺴﻪ وﺧﺎﺻ ﺔ ﻟﻠﻄﺮاﺋ ﻖ واﻟﻮﺳ ﺎﺋﻞ اﻟﻤﻨﺎﺳ ﺒﺔ‬
‫ﻟ ﻪ واﻟﺘ ﻲ ﺗﻘ ﻮدﻩ إﻟ ﻰ اﻧﺠ ﺎز اﻷه ﺪاف اﻟﺘ ﻲ ﻳﻨ ﻮي ﺗﺤﻘﻴﻘﻬ ﺎ ﺑﻬ ﺪف اﻟﺘﻌ ﺪﻳﻞ واﻟﺘﻨﻈ ﻴﻢ‬
‫واﻟﺘﺤﻜﻢ واﻷﺳﺘﻴﻌﺎب ‪0‬‬
‫و‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت ﺗﻨﻈﻴﻤﻴﺔ ﻷداء اﻟﻤﻬﻤﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻤﺮآﺒﺔ ‪-:‬‬
‫ﺗﺴﺘﺨﺪم ﻓﻲ اﻟﻤﻬﺎم اﻟﺘﻌﻠﻴﻤﻴﺔ اﻷآﺜﺮ ﺗﻌﻘﻴﺪًا وهﻲ ﺗﺮآ ﺰ ﻋﻠ ﻰ ﻃﺮاﺋ ﻖ ﺗﺤﻮﻳ ﻞ اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫إﻟﻰ ﺻﻴﻐﺔ أﺧﺮى أآﺜﺮ ﻓﻬﻤ ًﺎ ﻣﺜﻞ ﺗﺼﻤﻴﻢ إﻃﺎر ﻋﺎم ‪0‬‬
‫ط‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت ﺗﻨﻈﻴﻤﻴﺔ ﻷداء اﻟﻤﻬﻤﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻷﺳﺎﺳﻴﺔ ‪-:‬‬
‫ﺗﺸﻤﻞ اﻟﻄﺮاﺋﻖ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﺘﺮﺟﻤ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت ﻓ ﻲ ﺻ ﻴﻐﺔ أو ﺷ ﻜﻞ أﺧ ﺮ ﻳﺠﻌﻠﻬ ﺎ أآﺜ ﺮ‬
‫ﻓﻬﻤ ًﺎ و ﺗﺘﻄﻠ ﺐ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺎت دورًا أآﺜ ﺮ ﻧ ﺸﺎﻃًﺎ ﻟﻠﻤ ﺘﻌﻠﻢ وﺗﺮآ ﺰ ﻋﻠ ﻰ اﻟﻤﻬ ﺎم‬
‫اﻟﺒﺴﻴﻄﺔ ﻣﺜﻞ اﻟﺘﺠﻤﻴﻊ وﻋﻤﻞ ﻗﻮاﺋﻢ‪0‬‬
‫ف‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت وﺟﺪاﻧﻴﺔ ‪-:‬‬
‫ﺗ ﺴﺎﻋﺪ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﻋﻠ ﻰ ﺧﻠ ﻖ اﻟﻤﻨ ﺎخ اﻟﻮﺟ ﺪاﻧﻲ اﻟﻤﻨﺎﺳ ﺐ واﺳ ﺘﻤﺮارﻩ ﻟﺰﻳ ﺎدة‬
‫ﻓﻌﺎﻟﻴﺔ اﻟﻤﺘﻌﻠﻢ وﺗﺸﻤﻞ اﻷﺳﺘﺮﺧﺎء واﻟﺘﺄﻣﻞ )‪0 ( Weinstein , 1988 , p 296‬‬
‫‪ -6‬دروزة ‪-:1995‬‬
‫ﺻﻨﻔﺖ اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت إﻟﻰ ﺛﻤﺎن أﺻﻨﺎف وهﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻻﺳﺘﺮﺟﺎع ‪-: Retrieval‬‬
‫وهﻲ ﻗﺪرة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺗﺬآﺮ اﻟﻤﻌﻠﻮﻣﺎت وإﺧﺮاﺟﻬ ﺎ ﻣ ﻦ اﻟ ﺬاآﺮة ﺑ ﺸﻜﻞ ﻋ ﻦ ﻣ ﺎ دﺧﻠ ﺖ‬
‫ﻋﻠﻴﻪ ‪ ،‬ﻓﻘﺪم ﻳﻜﻮن اﻷﺳﺘﺮﺟﺎع ﻋﻠ ﻰ ﻣ ﺴﺘﻮى اﻷﺳ ﺘﻴﻌﺎب واﻟﺘﻄﺒﻴ ﻖ واﻟﺘﺤﻠﻴ ﻞ واﻟﺘﺮآﻴ ﺐ‬
‫واﻟﺘﻘﻮﻳﻢ وﺣﻞ اﻟﻤﺸﻜﻼت واﻷآﺘﺸﺎف واﻷﺧﺘﺮاع ‪ ،‬وﻗﺪ ﻳﻜﻮن اﻹﺳﺘﺮﺟﺎع ﻋﻠﻰ ﻣ ﺴﺘﻮى‬
‫اﻟﺘﺬآﺮ اﻟﺤﺮﻓﻲ وﻏﻴﺮ اﻟﺤﺮﻓﻲ ﻓﻌﻤﻠﻴﺔ اﺳﺘﺨﺪام اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺨﺰوﻧ ﺔ ﻓ ﻲ اﻟ ﺬاآﺮة وﻗ ﺖ‬
‫اﻟﺤﺎﺟﺔ هﻲ اﻹﺳﺘﺮﺟﺎع ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺮﺑﻂ ‪-: Relating‬‬
‫ﺗﺘﻀﻤﻦ اﻷﺳﺘﻨﺘﺎج واﻟﻤﻘﺎرﻧﺔ واﻟﺘﻨﺒﺆ وﺗﻬﺪف هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ إﻟ ﻰ إدراك أوﺟ ﻪ اﻟ ﺸﺒﻪ‬
‫واﻷﺧﺘﻼف ﺑﻴﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺠﺪﻳﺪة اﻟﻤﺘﻌﻠﻤﺔ واﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﺨﻴﻞ ‪-: Imaging‬‬
‫ﺗﺘﻀﻤﻦ هﺬﻩ اﻟﻌﻤﻠﻴﺔ ﺗﺼﻮر ﺧﺮاﺋﻂ أو ﺑﻴﺎﻧﺎت أو أﺷﻜﺎل أو إﻃﺎرات أو ﺻﻮر ‪ ،‬وﺗﻬﺪف‬
‫هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ إﻟﻰ ﺗﻜﻮﻳﻦ ﺻﻮر ذهﻨﻴﺔ ﻟﻠﻤﻮﺿﻮﻋﺎت أو اﻟﻤﻔﺎهﻴﻢ ﻟﺘﺘﻤﻜﻦ ﻣ ﻦ ﺧﺰﻧﻬ ﺎ‬
‫ﺑ ﺴﻬﻮﻟﺔ ﻓ ﻲ ذاآ ﺮة اﻟﻤ ﺘﻌﻠﻢ ﻣ ﻦ ﻧﺎﺣﻴ ﺔ واﺳ ﺘﺮﺟﺎع اﻟﻤﻌﻠﻮﻣ ﺎت ﻣ ﻦ اﻟ ﺬاآﺮة ﻣ ﻦ ﻧﺎﺣﻴ ﺔ‬
‫اﺧﺮى ‪0‬‬
‫د‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﺤﻠﻴﻞ ‪-: Analysis‬‬
‫ﺗﻬ ﺪف ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ إﻟ ﻰ ﺗﺠﺰﺋ ﺔ أو ﺗﺤﻠﻴ ﻞ اﻟﻤﺒ ﺪأ اﻟﻌ ﺎم أو اﻟﻤﻔﻬ ﻮم اﻟﻌ ﺎم إﻟ ﻰ‬
‫ﻋﻨﺎﺻﺮﻩ اﻟﺠﺰﺋﻴﺔ ﻟﻐﺮض رؤﻳﺔ اﻟﺘﻔﺎﺻﻴﻞ ‪0‬‬
‫ﻩ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ وإﺣﺪاث اﻟﻤﻌﻨﻰ‪-: Interpretation‬‬
‫ﺗ ﺴﺎﻋﺪ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ ﻋﻠ ﻰ إدراك اﻟﻤﻌﻠﻮﻣ ﺎت وﺗ ﺼﻨﻴﻔﻬﺎ إﻟ ﻰ ﻣﻔ ﺎهﻴﻢ أو ﻣﺒ ﺎدئ أو‬
‫ﻣﻬ ﺎرات أو أﺣﺠ ﺎم أو أﻟ ﻮان ﻣ ﻦ ﺧ ﻼل ﺗﻔ ﺴﻴﺮ اﻟ ﺪاﺧﻞ ﻣﻨﻬ ﺎ إﻟ ﻰ اﻟ ﺬاآﺮة وإﻋﻄﺎؤه ﺎ‬
‫ﻣﻌﺎﻧﻲ ﻣﻌﻴﻨﺔ ‪0‬‬
‫و‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻨﻈﻴﻢ ‪-: Organizing‬‬
‫وهﻲ ﻋﻤﻠﻴﺔ ﺗﻬﺪف إﻟﻰ ﺗﻨﻈﻴﻢ اﻟﻤﻌﻠﻮﻣ ﺎت ﻋﻠ ﻰ أﺳ ﺎس اﻟﻌﻨﺎﺻ ﺮ اﻟﻤ ﺸﺘﺮآﺔ اﻟﺘ ﻲ ﺗﺠﻤ ﻊ‬
‫ﺑﻴﻨﻬﺎ ﻟﺘﺨﺰن ﻓﻲ اﻟﺬاآﺮة ﻋﻠﻰ وﺣﺪات ﻣﺠﺮدة وأﻧﻤﺎط ﻋﺎﻣﺔ ﻣ ﻦ ﺧ ﻼل إدراك اﻟﻌﻼﻗ ﺎت‬
‫اﻟﻤﺸﺘﺮآﺔ ﺑﻴﻦ اﻷﺟﺰاء اﻟﻤﺘﻌﻠﻘﺔ ‪0‬‬
‫ط‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻜﺮار ‪-: Rehearsad‬‬
‫ﺗﺘﻄﻠ ﺐ ه ﺬﻩ اﻟﻌﻤﻠﻴ ﺔ ﺟﻬ ﺪًا ذهﻨﻴ ًﺎ وﺑ ﺪﻧﻴًﺎ ﻓ ﻲ ﺁن واﺣ ﺪ وه ﻲ اﺳ ﺘﻈﻬﺎر اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫وﺗﻜﺮاره ﺎ ودراﺳ ﺘﻬﺎ أآﺜ ﺮ ﻣ ﻦ ﻣ ﺮة ﺑﻬ ﺪف ﺗ ﺬآﺮهﺎ وﺗﺮﺳ ﻴﺨﻬﺎ ﻓ ﻲ اﻟ ﺬاآﺮة وﻣ ﻦ ﺛ ﻢ‬
‫اﺳ ﺘﺮﺟﺎﻋﻬﺎ ﻋﻨ ﺪ اﻟﺤﺎﺟ ﺔ ‪ ،‬واﻟﺘﻜ ﺮار ﻋﻠ ﻰ ﻧ ﻮﻋﻴﻦ وهﻤ ﺎ اﻟﺘﻜ ﺮار ﻏﻴ ﺮ اﻟﺤﺮﻓ ﻲ اﻟ ﺬي‬
‫ﻳﻌﻨﻲ اﻟﻤﻤﺎرﺳﺔ واﻟﺘﺪرﻳﺐ ﻋﻦ ﻃﺮﻳﻖ ﺗﻔﺼﻴﻞ اﻟﻤﻌﻠﻮﻣﺎت إﻟﻰ اﻟﺬاآﺮة ﺑﻘﺎﻟﺐ ﻣﻐﺎﻳﺮ ﻋﻤ ﺎ‬
‫اﺳﺘﻘﺒﻠﺖ ﻋﻠﻴﻪ وﻳﻘﺎﺑﻠﻪ اﻟﺘﺬآﺮ اﻟﻐﻴﺮ اﻟﺤﺮﻓﻲ ‪ ،‬واﻟﺘﻜﺮار اﻟﺤﺮﻓﻲ اﻟﺬي ﻳ ﺪﺧﻞ اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫إﻟﻰ اﻟﺬاآﺮة آﻤﺎ اﺳﺘﻘﺒﻠﺖ وﻳﻘﺎﺑﻠﻪ اﻟﺘﺬآﺮ اﻟﺤﺮﻓﻲ ‪0‬‬
‫ف‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﺠﻤﻴﻊ ‪-: Chuncking‬‬
‫ﺗﺘ ﻀﻤﻦ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘ ﺼﻨﻴﻒ واﻟﺘﺒﻮﻳ ﺐ واﻟﺘﻨﻈ ﻴﻢ واﻟﺘﺮﻣﻴ ﺰ وﻟﻌ ﻞ أه ﻢ وﻇﻴﻔ ﺔ‬
‫ﻟﻠﺘﺠﻤﻴﻊ هﻲ ﺗﺼﻐﻴﺮ اﻟﻤ ﺴﺎﺣﺔ اﻟﺘ ﻲ ﺗﺤﺘﻠﻬ ﺎ اﻟﻤﻌﻠﻮﻣ ﺎت ﻓ ﻲ اﻟ ﺬاآﺮة آ ﻲ ﻳ ﺴﻬﻞ ﺗ ﺬآﺮهﺎ‬
‫ﺣﻴﺚ ﻳﻘﻮم اﻟﻌﻘﻞ اﻟﺒ ﺸﺮي ﺑﺘﺠﻤﻴ ﻊ اﻟﻤﻌﺮﻓ ﺔ واﻟﻤﻌﻠﻮﻣ ﺎت ﻓ ﻲ ﻋﻤﻠﻴ ﺔ ﻋﻘﻠﻴ ﺔ ﺗ ﺴﺎﻋﺪ ﻋﻠ ﻰ‬
‫اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻤﻌﻠﻮﻣﺎت ﻋﻨﺪﻣﺎ ﺗﻜﻮن ﺿﺨﻤﺔ اﻟﺤﺠﻢ وذﻟﻚ ﻋﻦ ﻃﺮﻳﻖ وﺿﻌﻬﺎ ﻓ ﻲ ﻓﺌ ﺎت‬
‫ﻣﺘﺸﺎﺑﻬﺔ ذات ﻋﻨﺎﺻﺮ ﻣﺸﺘﺮآﺔ ) دروزة ‪ ، 1995 ،‬ص ‪0 ( 22-20‬‬
‫‪ -7‬اﻟﺨﻠﻴﻠﻲ ‪-: 1996‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك إﻟﻰ أرﺑﻌﺔ أﺻﻨﺎف هﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﻤﻴﺘﺎﻣﻌﺮﻓﻴﺔ ‪-:‬‬
‫وﻳﻘﺼﺪ ﺑﻬﺎ وﻋﻲ اﻟﻤﺘﻌﻠﻤﻴﻦ ﺑﻘﺪراﺗﻬﻢ وﺗﻔﻜﻴﺮهﻢ وهﻲ ﻣﻌﺮﻓﺔ اﻟﻔ ﺮد اﻟﻤﺮﺗﺒﻄ ﺔ ﺑﺎﻟﻤﺮاﻗﺒ ﺔ‬
‫اﻟﻨﺸﻄﺔ واﻟﻌﻤﻠﻴﺎت اﻹدراآﻴﺔ وﺗﻨﻈﻴﻢ وﺗﻨﺎﻏﻢ هﺬﻩ اﻟﻌﻤﻠﻴﺎت ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻨﻈﻴﻢ ‪-:‬‬
‫وﺗﺘﻜ ﻮن ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ ﻣ ﻦ إﻋ ﺎدة ﺗﺠﻤﻴ ﻊ اﻟﻤ ﺼﻄﻠﺤﺎت أو اﻷﻓﻜ ﺎر أو ﺗ ﺼﻨﻴﻔﻬﺎ أو‬
‫ﺗﻘﺴﻴﻤﻬﺎ إﻟﻰ ﻣﺠﻤﻮﻋ ﺎت ﻓﺮﻋﻴ ﺔ اﺻ ﻐﺮ ﻳﻤﻜ ﻦ ﺗﻨ ﺸﻴﻄﻬﺎ ﻋ ﻦ ﻃﺮﻳ ﻖ آﻠﻤ ﺔ اﻟ ﺴﺮ وﻋﻠﻴ ﻪ‬
‫ﺗﺴﺎﻋﺪ هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ ﻋﻠﻰ زﻳﺎدة ﻣﻌﻨﻰ اﻟﻤﻮاد اﻟﺠﺪﻳﺪة ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻔﺼﻴﻞ واﻟﺘﻮﺿﻴﺢ ‪-:‬‬
‫ﻋﻨﺪ اﺳﺘﺨﺪام هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ ﺗﺼﺒﺢ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺠﺪﻳﺪة أآﺜﺮ ﻣﻌﻨﻰ ﻣﻦ ﺧﻼل إﺿ ﺎﻓﺔ‬
‫ﺗﻔﺎﺻﻴﻞ إﻟﻴﻬﺎ ‪ ،‬هﺬا وﺑﺎﻹﻣﻜﺎن ﺗﻨﺸﻴﻄﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺗﻠﺨﻴﺺ اﻷﻓﻜﺎر اﻟﺮﺋﻴ ﺴﻴﺔ أو ﺗﺤﺪﻳ ﺪ‬
‫اﻷﻓﻜ ﺎر اﻟﻤﻬﻤ ﺔ اﻟﺘ ﻲ ﺗﺘﻌﻠ ﻖ ﺑﺎﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة ﻣ ﻦ ﺧ ﻼل اﺳ ﺘﺨﺪام اﻟﻤﻼﺣﻈ ﺎت‬
‫اﻟﺼﻔﻴﺔ‪0‬‬
‫د‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ إﻋﺎدة اﻟﺴﺮد واﻟﺘﺴﻤﻴﻊ ‪-:‬‬
‫ﻓﻲ هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ ﻳﺠﺐ ﻋﻠﻰ اﻟﻤﺘﻌﻠﻤﻴﻦ رﺑﻂ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة ﺑﺎﻟ ﺴﺎﺑﻘﺔ ﺣﺘ ﻰ ﻳ ﺘﻢ‬
‫اﻟﺘﻌﻠﻢ وﻳﻤﻜﻦ ﺗﻨﺸﻴﻄﻬﺎ ﻣﻦ ﺧﻼل وﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ اﻟﻤ ﺼﻄﻠﺤﺎت واﻟﻤﻔ ﺎهﻴﻢ اﻟﻤﻬﻤ ﺔ أو‬
‫وﺿﻊ داﺋﺮة ﺣﻮل اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﻴﺔ أو وﺿﻊ اﻟﺨﻄﻮط ﺗﺤﺘﻬﺎ ) اﻟﺨﻠﻴﻠ ﻲ ‪ ، 1996 ،‬ص‬
‫‪0 ( 329-319‬‬
‫‪ -8‬ﻗﻄﺎﻣﻲ ‪-:1998‬‬
‫ﺻﻨﻒ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك إﻟﻰ أرﺑﻌﺔ أﺻﻨﺎف هﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﺠﻤﻊ ‪-:‬‬
‫وﺗ ﺸﻴﺮ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ إﻟ ﻰ ﺗ ﺼﻐﻴﺮ اﻟﻤ ﺴﺎﺣﺔ اﻟﺘ ﻲ ﺗﺤﺘﻠﻬ ﺎ اﻟﻤﻌﻠﻮﻣ ﺔ ﻓ ﻲ ذاآ ﺮة‬
‫اﻟﻤﺘﻌﻠﻢ ﺑﺤﻴﺚ ﻳﺴﻬﻞ ﺗﺬآﺮهﺎ ﺣﻴﺚ ﺗﻘﻮم ﺑﺘﺠﻤﻴﻊ اﻟﻤﻌﻠﻮﻣﺎت ذات اﻟﻌﻨﺎﺻﺮ اﻟﻤﺸﺘﺮآﺔ‬
‫ﻓﻲ وﺣﺪة واﺣﺪة ﻳﺴﻤﺢ اﻟﻤﺠﺎل ﻟﻮﺣﺪة ﺟﺪﻳﺪة ﺑﺎﻟﺪﺧﻮل ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺴﻠﺴﻠﺔ ‪-:‬‬
‫ﺗ ﺸﻴﺮ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ إﻟ ﻰ اﻟﺘﺴﻠ ﺴﻞ اﻟﻤﻨﻄﻘ ﻲ وه ﻮ ﻳﺘ ﻀﻤﻦ رﺑ ﻂ اﻟﻔﻘ ﺮة اﻷوﻟ ﻰ‬
‫ﺑﺎﻟﺜﺎﻧﻴﺔ اﻟﺘﻲ ﻳﺮاد ﺣﻔﻈﻬﺎ وهﻜﺬا ﻓﻲ ﻧﻈﺎم رﺑﻂ ﻣﺘﺴﻠﺴﻞ ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﻮﻗﻊ ‪-:‬‬
‫وﺗﺸﻴﺮ هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ إﻟﻰ ﺗﻌﻠﻢ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻜﻠﻤﺎت اﻟﺮاﺑﻄﺔ اﻟﺘ ﻲ ﺗ ﺴﺎﻋﺪ ﻋﻠ ﻰ‬
‫ﺗﺬآﺮ ﻣﺎ ﺗﺮﻳﺪ ﻣﻦ ﺧﻼل ﺗﺨﻴﻞ ﺗﻠﻚ اﻟﻜﻠﻤﺎت واﻟﻤﻮاﻗﻊ ‪0‬‬
‫د‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ رﺑﻂ اﻟﻜﻠﻤﺎت ‪-:‬‬
‫ﺗ ﺴﺘﺨﺪم ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ ﻋﻨ ﺪﻣﺎ ﻳﺮﻳ ﺪ اﻟﻤ ﺘﻌﻠﻢ إن ﻳﺤﻔ ﻆ ﻗﺎﺋﻤ ﺔ ﻣ ﻦ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ‬
‫اﻷﻣﺎآﻦ واﻟﻜﻠﻤﺎت إذ ﻳﺘﻢ رﺑﻄﻬﺎ ﺑﺮواﺑﻂ آﺎﻧﺖ ﻣﻮﺟ ﻮدة ﺑﺎﻟ ﺬاآﺮة )ﻗﻄ ﺎﻣﻲ ‪1998 ،‬‬
‫‪ ،‬ص‪0 ( 62-60‬‬
‫‪ ) -9‬أﻧﻤﻮذج ﻳﻮﺳﻒ وﻧﺎﻳﻔﺔ ‪-: ( 1998 ،‬‬
‫ﺗﺘﻀﻤﻦ ﺛﻤﺎﻧﻲ أﺻﻨﺎف ﻣﻦ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وهﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫أ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﺼﻮر‪-:‬‬
‫وﻳﺘﻢ ﻓﻴﻬﺎ اﺳﺘﺤﻀﺎر ﺻﻮر ﻣﺘﺨﻴﻠﺔ ﻟﻠﺨﺒﺮات ‪0‬‬
‫ب‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺴﻠﺴﻠﺔ ‪-:‬‬
‫وﻓﻴﻬﺎ ﻳﺘﻢ اﺳﺘﺨﺪام رواﺑﻂ ﺣﺴﻴﺔ ﺑﺼﺮﻳﺔ ﺑﻴﻦ ﻓﻘﺮات اﻟﻨﺺ اﻟﻤﺪروس ‪0‬‬
‫ج‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻜﻠﻤﺔ اﻟﻤﻔﺘﺎﺣﻴﺔ ‪-:‬‬
‫ﻳﺘﻢ ﻓﻴﻬﺎ اﺳﺘﺨﺪام رواﺑﻂ ﺑﻴﻦ آﻠﻤﺎت ﺟﺪﻳﺪة وآﻠﻤﺎت ﻣﺄﻟﻮﻓﺔ ‪0‬‬
‫د‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻜﻠﻤﺔ اﻟﻼﻗﻄﺔ ‪-:‬‬
‫ﻳﺘﻢ ﻓﻴﻬﺎ اﺳﺘﺨﺪام ﺑﻌﺾ اﻟﻜﻠﻤﺎت ﻟﺮﺑﻄﻬﺎ ﺑﺼﻮرة ﻣﻌﻴﻨﺔ ‪0‬‬
‫ﻩ‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﻮاﻗﻊ ‪-:‬‬
‫ﻳﺘﻢ ﻓﻴﻬﺎ رﺑﻂ اﻟﻜﻠﻤﺎت اﻟﻤﺮاد ﺗﻌﻠﻤﻬﺎ ﺑﺄﻣﻜﻨﺔ ﺧﺎﺻﺔ ‪0‬‬
‫و‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻮﻋﻲ ‪-:‬‬
‫ﻳﺘﻢ اﻟﺘﺮآﻴﺰ ﻋﻠﻰ زﻳﺎدة وﻋﻲ اﻟﻤﺘﻌﻠﻢ وﺳﻴﻄﺮﺗﻪ ﻋﻠﻰ اﻟﺨﺒﺮة اﻟﺘﻲ ﻳﻮاﺟﻬﻬﺎ ‪0‬‬
‫ط‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺮﺑﻂ اﻟﻬﺰﻟﻲ ‪-:‬‬
‫ﻳﺘﻢ ﻓﻴﻬﺎ رﺑﻂ ﺑﻌﺾ اﻷﺷﻴﺎء اﻟﺘﻲ ﻳﻌﺮﻓﻬﺎ اﻟﻤﺘﻌﻠﻢ ﺑﻄﺮﻳﻘﺔ هﺰﻟﻴﺔ ‪0‬‬
‫ف‪ -‬إﺳﺘﺮاﺗﻴﺠﻴﺔ ﻧﻈﺎم اﻟﻜﻠﻤﺎت اﻟﺒﺪﻳﻠﺔ ‪-:‬‬
‫ﺗ ﺴﺘﺨﺪم ﻟﺠﻌ ﻞ اﻷﺷ ﻴﺎء ﻏﻴ ﺮ اﻟﺤ ﺴﻴﺔ وذات ﻣﻌﻨ ﻰ ) ﻳﻮﺳ ﻒ وﻧﺎﻳﻔ ﺔ ‪، 1998 ،‬ص‬
‫‪0 ( 184-174‬‬
‫‪ -2‬ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪Cognitive ِ ِActivators‬‬
‫‪-: Strategies‬‬
‫ﺑﻤﺎ إن إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ه ﻲ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻌﻤﻠﻴ ﺎت ﺗﻘ ﻮم ﺑﻬ ﺎ ذاآ ﺮة اﻟﻤ ﺘﻌﻠﻢ‬
‫ﺗ ﺆدي ﺑ ﻪ إﻟ ﻰ اﻟﻔﻬ ﻢ واﻟﺘﺒ ﺼﺮ واﻟﺮؤﻳ ﺎ وﻣ ﻦ ﺛ ﻢ اﻷﺳ ﺘﺮﺟﺎع واﻟﺘ ﺬآﺮ وﻣ ﻦ ه ﺬﻩ‬
‫اﻟﻌﻤﻠﻴﺎت هﻲ اﻟﺘﻔﺴﻴﺮ واﻟﺘﺤﻠﻴ ﻞ واﻟﺘﻠﺨ ﻴﺺ واﻟﺘﺨﻴ ﻞ واﻟ ﺮﺑﻂ واﻟﺘﺠﻤﻴ ﻊ واﻷﺳ ﺘﻨﺘﺎج‬
‫واﻟﺘﻘ ﻮﻳﻢ واﻟﺘﻜ ﺮار وﻏﻴﺮه ﺎ وه ﻲ ﺑﻤﺠﻤﻮﻋﻬ ﺎ ﺗﻌ ﺪ ﻋﻨ ﺪ ﺣ ﺪوث ﻋﻤﻠﻴ ﺔ اﻟ ﺘﻌﻠﻢ‬
‫)‪0 ( Reigeiult & Darwazeh ,1992‬‬
‫ﺑﻴﻨﻤ ﺎ ﻳ ﺮى ﺁﺧ ﺮون إن إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ه ﻲ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻘﺎﺑﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ‬
‫اﻟﺘﻲ ﺗﻤﻜﻦ اﻟﻔﺮد ﻣﻦ اﻟﻀﺒﻂ واﻟﺴﻴﻄﺮة ﻋﻠﻰ ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ & ‪(Gagne , Briggs‬‬
‫)‪0 Wager‬ﻟﻐ ﺮض أن ﺗﻜ ﻮن اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ ﻣ ﺆﺛﺮة وﻓﺎﻋﻠ ﺔ ﻻ ﺑ ﺪ ﻣ ﻦ ﺗﺤﺪﻳ ﺪ‬
‫اﻟﺸﺮوط واﻟﻈﺮوف اﻟﻮاﺟﺐ ﺗﻮﻓﺮهﺎ ﻋﻨﺪ اﺳﺘﺨﺪاﻣﻬﺎ ﻋﻠﻤًﺎ إن هﺬﻩ اﻟﺸﺮوط ﻻ ﺑ ﺪ أن‬
‫ﺗﻨﻄﻠﻖ ﻣﻦ ﻧﻈﺎم إﺳﺘﺮاﺗﻴﺠﻴﺔ ا دراك ﺳﻮاء أآﺎﻧﺖ ﻣﺘﻀﻤﻨﺔ أو ﻣﻨﻔﺼﻠﺔ واﻟﺘﻲ ﻳﺠ ﺐ‬
‫ﻋﻠﻰ اﻟﻤﺼﻤﻢ اﻟﺘﻌﻠﻴﻤﻲ أن ﻳﻌﺮﻓﻬﺎ واﻟﺘ ﻲ ﺗ ﺪور ﺑ ﺸﻜﻞ رﺋ ﻴﺲ ﺣ ﻮل ﺛﻼﺛ ﺔ ﻣﺘﻐﻴ ﺮات‬
‫هﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫‪ -1‬اﻟﻤﺴﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ اﻟﻤﺮاد ﺗﻨﻤﻴﺘﻪ‬
‫‪ -2‬ﺧﺼﺎﺋﺺ اﻟﻔﺮد‬
‫‪ -3‬ﺧﺼﺎﺋﺺ اﻟﻤﺤﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ ) دروزة ‪ ، 2004 ،‬ص‪( 138‬‬
‫أﻧ ﻮاع ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪Type of Cognitive Strateges‬‬
‫‪Activators‬‬
‫‪ -1‬إﻋﺎدة اﻟﺼﻴﺎﻏﺔ ‪Paraphrasing‬‬
‫وه ﻲ ﻋﺒ ﺎرة ﻋ ﻦ إﻋ ﺎدة اﻟﻤ ﺎدة اﻟﺪراﺳ ﻴﺔ ﺑﻠﻐ ﺔ اﻟﻔ ﺮد اﻟﺨﺎﺻ ﺔ وه ﻲ ﺗﻌﻜ ﺲ ﻣ ﺪى‬
‫اﺳﺘﻴﻌﺎب اﻟﻔﺮد ﻟﻤﺎ ﻳﻘﺮأ وﻳﺘﻌﻠﻢ )‪0 ( Garbowski , 1989 , p340‬‬
‫‪ -2‬اﻷهﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ ‪Objectives‬‬
‫هﻲ ﻋﺒﺎرة ﻋﻦ ﺳﻠﻮآﻴﺎت ﻣﻼﺣﻈﺔ وﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎس ﻳﺘﻮﻗﻊ ﻣﻦ اﻟﻤ ﺘﻌﻠﻢ أن ﻳﻈﻬﺮه ﺎ ﺑﻌ ﺪ‬
‫ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ واﻳﻀﺂ هﻲ اﻟﻐﺎﻳﺔ اﻟﺘﻲ ﻳﺴﻌﻰ إﻟﻴﻬﺎ اﻟﻔﺮد وﻳﺘﻄﻠﻊ إﻟﻰ ﺗﺤﻘﻴﻘﻬﺎ ) دروزة‬
‫‪،1995 ،‬ص ‪0 ( 193‬‬
‫‪ -3‬اﻟﺨﺎرﻃ ﺔ اﻟﻔﺮاﻏﻴ ﺔ ) اﻷﺷ ﻜﺎل واﻟﺠ ﺪاول وﺧ ﺮاﺋﻂ اﻟﻤﻔ ﺎهﻴﻢ ( ‪Diagrams‬‬
‫‪information map‬‬
‫وهﻲ أﺷﻜﺎل ﻣﺮﺋﻴﺔ ﺗ ﺼﻮر أه ﻢ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ اﻟﺘ ﻲ وردت ﻓ ﻲ اﻟﻤ ﺎدة اﻟﺪراﺳ ﻴﺔ‬
‫ﺑﻄﺮﻳﻘ ﺔ ﻣﻨﻈﻤ ﺔ ﺗﺘﺴﻠ ﺴﻞ ﻓﻴﻬ ﺎ اﻟﻤﻌﻠﻮﻣ ﺎت ﻣ ﻦ اﻟﻔﻜ ﺮة اﻟﻌﺎﻣ ﺔ إﻟ ﻰ اﻷﻗ ﻞ ﻋﻤﻮﻣﻴ ﺔ ‪،‬‬
‫وﺗﻨﻈﻢ ﻓﻴﻬﺎ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ ﻓ ﻲ اﻟﺨ ﺮاﺋﻂ واﻟﺠ ﺪاول واﻷﺷ ﻜﺎل ﻣ ﻦ اﻷﻋﻠ ﻰ ﻏ ﺎﻟﻰ‬
‫اﻷﺳ ﻔﻞ وﻣ ﻦ اﻟﻴﻤ ﻴﻦ إﻟ ﻰ اﻟﻴ ﺴﺎر وﺗﻈﻬ ﺮ ﻓ ﻲ دواﺋ ﺮ ﺗ ﺼﻞ ﺑﻴﻨﻬ ﺎ ﺧﻄ ﻮط ﻣ ﺴﺘﻘﻴﻤﺔ‬
‫وﺗﻜﻮن ﺑﻤﺜﺎﺑﺔ اﻷﺳﻬﻢ واﻹﺷﺎرات ﺗﺮﺑﻂ ﺑﻴﻦ هﺬﻩ اﻷﻓﻜ ﺎر) ‪Gerd & wolfram ,‬‬
‫‪0 ( 1995 ,p 115‬‬
‫إن اﻟﻔﺮق اﻷﺳﺎﺳﻲ ﺑﻴﻦ اﻟ ﺸﻜﻞ واﻷﻃ ﺎرﻣﻦ ﻧﺎﺣﻴ ﺔ وﺧﺎرﻃ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت ﻣ ﻦ ﻧﺎﺣﻴ ﺔ‬
‫أﺧ ﺮى ‪ ،‬إن اﻷول ﻳ ﺼﻮر اﻟﻤﻌﻠﻮﻣ ﺎت واﻟﻌﻼﻗ ﺎت اﻟﺘ ﻲ ﺗﺠﻤ ﻊ ﺑﻴﻨﻬﻤ ﺎ ﺑﺎﻟ ﺼﻮرة‬
‫واﻟﺮﻣﺰ ﻓﻲ ﺣﻴﻦ ﺧﺎرﻃﺔ اﻟﻤﻔﺎهﻴﻢ ﺗﺼﻮر اﻟﻤﻌﻠﻮﻣﺎت واﻟﻌﻼﻗﺎت ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﺮﺳ ﻢ‬
‫ﻟﻤﻀﻤﻮﻧﻬﺎ أو ﻋﻦ ﻃﺮﻳﻖ اﻟﻜﺘﺎﺑﺔ ﻷﺳﻤﺎﺋﻬﺎ ‪ ،‬وهﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺒ ﺪأ اﻟﺘﻨﻈ ﻴﻢ اﻟﻬﺮﻣ ﻲ‬
‫اﻟﺬي ﻧﺺ ﻋﻠﻴﻪ ) اوزﺑﻞ ( ) دروزة ‪ ، 1995 ،‬ص ‪0 ( 178-177‬‬
‫‪-4‬اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪Adjunct Questions‬‬
‫وهﻲ وﺳﻴﻠﺔ ﺗﺴﺘﺜﻴﺮ اﻟﻤﺘﻌﻠﻢ ﻓﻲ اﻟﺘﻔﻜﻴﺮ ﻓﻲ اﻟﻤﺎدة اﻟﻤﺪروﺳﺔ ﻣ ﻦ ﺧ ﻼل ﻃ ﺮح ﺟﻤ ﻞ‬
‫اﺳ ﺘﻔﻬﺎﻣﻴﺔ ﺗﺤﺜ ﻪ ﻋﻠ ﻰ اﻟﺒﺤ ﺚ ﻓ ﻲ ذاآﺮﺗ ﻪ ﻋ ﻦ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﻤﺨﺰوﻧ ﺔ اﻟﻤﺘﻌﻠﻤ ﺔ ﺛ ﻢ‬
‫اﺳ ﺘﺮﺟﺎﻋﻬﺎ ﺑﻬ ﺪف اﻹﺟﺎﺑ ﺔ ﻋ ﻦ اﻟ ﺴﺆال اﻟﻤﻄ ﺮوح أو ﺣ ﻞ اﻟﻤ ﺸﻜﻠﺔ اﻟﻤﻌﺮوﺿ ﺔ )‬
‫دروزة ‪ ، 1995 ،‬ص ‪0 ( 158‬‬
‫ﺗ ﺆدي إﻟ ﻰ اﺳﺘﻘ ﺼﺎء اﻟﻤﻌﺮﻓ ﺔ ﻣ ﻦ ﻣﺮاﺟ ﻊ ﻣﺨﺘﻠﻔ ﺔ وﻣ ﻦ ﺛ ﻢ ﺗ ﺆدي ﺑ ﻪ إﻟ ﻰ اﻟ ﺘﻌﻠﻢ‬
‫واﺳﺘﺮﺟﺎع اﻟﻤﻌﻠﻮﻣﺎت ﻣﻦ اﻟ ﺬاآﺮة ﻓ ﻲ اﻟﻮﻗ ﺖ اﻟﻤﻨﺎﺳ ﺐ وﺑﻬ ﺬا ﻓﻬ ﻲ وﺳ ﻴﻠﺔ ﻟﺘﻨ ﺸﻴﻂ‬
‫اﻟﻌﻤﻠﻴﺎت اﻟﻌﻘﻠﻴﺔ ‪ ،‬آﻤﺎ أﻧﻬﺎ ﺗﻌﺪ وﺳﻴﻠﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺘﻌﻠﻢ ﺑﻤ ﺴﺎﻋﺪﺗﻪ ﺑﺘﻠﺨ ﻴﺺ ﻣﺤﺘ ﻮى‬
‫اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ ﺑﺸﻜﻞ ﻣﻮﺟﺰ وﻣﻜﺜﻒ ) دروزة ‪ ، 2000 ،‬ص ‪0 (255‬‬
‫‪ -5‬اﻟﺠﻤﻞ واﻟﻌﻨﺎوﻳﻦ ‪Titles and sentences‬‬
‫أﻧﻬﺎ آﻠﻤﺎت ﻣﻮﺟﺰة ﺗﻌﺒﺮ ﻋﻦ ﻓﻜﺮة أو ﻣﻔﻬﻮم أو ﻣﺒ ﺪأ أو إﺟ ﺮاء ﻋ ﺎم ﻣ ﺘﻌﻠﻢ وﺗﻌﻄ ﻲ‬
‫ﻓﻜﺮة ﺟﻮهﺮﻳﺔ ﻋﻨﻪ )‪0 ( Wittrock and Carter‬‬
‫وﺗﺴﺎﻋﺪ اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ اﻟﺘﺬآﺮ واﻻﺳﺘﻴﻌﺎب ﻣﻦ ﺧﻼل رﺑﻂ اﻷﻓﻜﺎر اﻟﻌﺎﻣﺔ ﻓﻲ ﻋﻨ ﻮان‬
‫ﺑﺎﻷﻓﻜ ﺎر اﻟﺠﺰﺋﻴ ﺔ اﻟﺘﻔ ﺼﻴﻠﻴﺔ اﻟﻤﻮﺟ ﻮدة ﻓ ﻲ اﻟ ﻨﺺ اﻟﻤ ﺪروس آﻤ ﺎ أﻧﻬ ﺎ ﺗﻌﻤ ﻞ ﻋﻤ ﻞ‬
‫ﻣﻔﺎﺗﻴﺢ اﻟﺘﺬآﺮ ﻟﻠﻤﻌﻠﻮﻣﺎت اﻟﺘﻔﺼﻴﻠﻴﺔ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 218‬‬
‫‪ -6‬اﻟﺨﻄﻮط ﺗﺤﺖ اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﻴﺔ ‪Under lining‬‬
‫هﻲ ﻋﺒﺎرة ﻋﻦ ﻋﻼﻣﺎت ﻣﺴﺘﻘﻴﻤﺔ ﺗﺨﻄﻂ ﺑﻬﺎ اﻷﻓﻜ ﺎر اﻟﺘ ﻲ ﻳﻌﺘﻘ ﺪ اﻟﻤ ﺘﻌﻠﻢ إﻧﻬ ﺎ ﻣﻬﻤ ﺔ‬
‫ورﺋﻴﺴﻴﺔ ﻓﻲ ﺗﻌﻠﻢ اﻟﻤﺎدة اﻟﻤﺪروﺳﺔ وﺗﺴﺘﺨﺪم ﻟﺘﺮآﻴﺰ اﻟﻀﻮء ﻋﻠﻰ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ‬
‫اﻟﺘﻲ ﻳﺘﻀﻤﻨﻬﺎ اﻟﻤﺤﺘﻮى اﻟﻤﺪروس ﻋﻠﻰ اﺳﺎس ان هﺬﻩ اﻷﻓﻜﺎر ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ‬
‫اﻟﺘﻌﻠﻢ )‪0 (Blanchard Mikkelson , 1987 , p 119‬‬
‫‪ -7‬اﻟﺼﻮر اﻟﺤﺴﻴﺔ اﻟﻤﺎدﻳﺔ ‪picture‬‬
‫وهﻲ ﻋﺒﺎرة ﻋﻦ ﺷﻜﻞ ﺗﻮﺿ ﻴﺤﻲ ﻣﻨﻈ ﻮر ﻳ ﺰود اﻟﻤ ﺘﻌﻠﻢ ﺑﺎﻟﻤﻌﻠﻮﻣ ﺎت واﻟﺤﻘ ﺎﺋﻖ ﻋ ﻦ‬
‫ﺣﺎدث ﻣﻌﻴﻦ أو ﻣﻮﻗﻒ ﻣﺎ وﻗﺪ ﺗﻜﻮن هﺬﻩ اﻟﺼﻮر ﻣﻠﻮﻧﺔ او ﻏﻴ ﺮ ﻣﻠﻮﻧ ﺔ ) ‪Storeg ,‬‬
‫‪0 ( 1984 , p 51‬‬
‫إن اﻟﻔ ﺮق ﺑ ﻴﻦ اﻟ ﺼﻮرة اﻟﻤﺎدﻳ ﺔ واﻟﺘﺨ ﻴﻼت اﻟﺬهﻨﻴ ﺔ ه ﻮ أن اﻟ ﺼﻮر ﺷ ﺊ ﻣ ﺎدي‬
‫ﻣﺤﺴﻮس ‪ ،‬اﻟﻬﺪف ﻣﻦ اﺳﺘﺨﺪاﻣﻬﺎ ﺗﺠﺴﻴﺪ اﻟﻤﻌﻨ ﻰ رﺳ ﻤﺎ ﻋﻠ ﻰ اﻟ ﻮرق واﻟ ﺼﻮرة ﻗ ﺪ‬
‫ﺗﺼﻮر ﺣﺪﺛﺎ أو ﻣﺸﻬﺪا واﺣ ﺪ أو ﻋ ﺪة ﻣ ﺸﺎهﺪ ﻟﻤﻮﺿ ﻮع ﻣ ﺎ ‪ ،‬أﻣ ﺎ اﻟﺘﺨ ﻴﻼت اﻟﺬهﻨﻴ ﺔ‬
‫ﻓﺘﻜﻮﻧﻬﺎ ذاآﺮة اﻟﻤﺘﻌﻠﻢ ﻟﻔﻬﻢ ﻓﻜﺮة ﻣﺎ أو اﺳﺘﻴﻌﺎب ﺣﺪث ﻣﻌﻴﻦ وﺗﺆدي اﻟﺼﻮر اﻟﻤﺎدﻳﺔ‬
‫دورا ﻓﺎﻋﻼ ﻓﻲ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ) دروزة ‪ ، 1995 ،‬ص‪ ( 239-143،238‬ﻟﻄﻠﺒﺔ‬
‫اﻟﺜﺎﻧﻮﻳﺔ واﻟﻄﻠﺒﺔ اﻟﺠﺎﻣﻌﻴﻦ وﻃﻠﺒﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ دون اﻻﺑﺘﺪاﺋﻴﺔ ) دروزة ‪1995 ،‬‬
‫‪ ،‬ص ‪0 ( 260‬‬
‫‪ -8‬ﻣﻬﺎرة اﻟﺘﻠﺨﻴﺺ ‪Summary‬‬
‫وﻳ ﺸﻴﺮ )ﻓﺘﺤ ﻲ ‪ ( 1999 ،‬إﻟ ﻰ أن ﻣﻬ ﺎرة اﻟﺘﻠﺨ ﻴﺺ ﺗﻜﺘ ﺴﺐ ﻣ ﻦ ﺧ ﻼل ﺗ ﺪرﻳﺒﺎت‬
‫ﻣﺘﻮاﺻ ﻠﺔ ﻋﻠ ﻰ ﺗﺠﺮﻳ ﺪ اﻟﻤﻮﺿ ﻮع واﺳ ﺘﺨﺮاج ﻟﺒ ﻪ ﻣ ﻦ ﺑ ﻴﻦ اﻟﺘﻔ ﺼﻴﻼت واﻟ ﺸﺮوح‬
‫اﻟﻤﻄﻮﻟﺔ ‪0‬‬
‫وﻟﻠﺘﻠﺨﻴﺺ أهﻤﻴﺔ ﺑﺎﻟﻐﺔ ﻓﻲ ﻣﺨﺘﻠﻒ ﺟﻮاﻧﺐ اﻟﺤﻴ ﺎة اﻟﻤﻌﺎﺻ ﺮة ﺑ ﺴﺒﺐ ﺗﻨ ﻮع ﻣ ﺼﺎدر‬
‫اﻟﻤﻌﺮﻓ ﺔ ووﺳ ﺎﺋﻞ ﻧﻘﻠﻬ ﺎ وﺗ ﺪﻓﻘﻬﺎ ﺑﻐ ﺰارة ) ﻓﺘﺤ ﻲ ‪ ، 1999 ،‬ص ‪ ، ( 218‬وﻷن‬
‫ﻻﺳ ﺘﻴﻌﺎب اﻟﺘﻔ ﺴﻴﺮ ﻣﻬ ﺎرﺗﻴﻦ ﺗ ﺪﺧﻼن ﻓ ﻲ ﺻ ﻤﻴﻢ ﻋﻤﻠﻴ ﺔ اﻟﺘﻠﺨ ﻴﺺ ‪ ،‬وﻻ ﺿ ﺮورة‬
‫ﻟﻔﺼﻠﻬﻤﺎ واﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻤﺎ ﻗﺒﻞ اﻟﻘﻴﺎم ﺑﻌﻤﻠﻴﺔ اﻟﺘﻠﺨﻴﺺ ‪ ،‬ﻓﻜ ﻞ ﻋﻤﻠﻴ ﺔ ﻣﻨﻬﻤ ﺎ ﺗﺮﺗﺒﻄ ﺎن‬
‫ﺑﺎﻷﺧﺮى وﺗﻌﻤﻞ ﻣﻌﻬﺎ ) ﻓﺘﺤﻲ ‪ ، 1999 ،‬ص ‪0 ، ( 219‬‬
‫‪ -9‬اﻟﻤﻼﺣﻈﺎت اﻟﺼﻔﻴﺔ ‪Note taking‬‬
‫ﺗﺘﻄﻠﺐ اﻟﻤﻼﺣﻈﺎت اﻟﺼﻔﻴﺔ ﻣﺠﻤﻮﻋﺔ ﻣﺘﻌﺪدة ﻣﻦ ﻣﻬﺎرات ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣ ﺎت ﻷﻧﻬ ﺎ‬
‫ﺗﺸﺠﻊ اﻻﻧﺘﺒﺎﻩ ﻋﻠﻰ اﻟﻤﺎدة اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬وﺗﺸﺠﻊ ﻋﻤﻠﻴﺔ اﻟﺘﻔﺼﻴﻞ إذ ﻳ ﺴﺘﻄﻴﻊ اﻟﻤﺘﻌﻠﻤ ﻮن‬
‫زﻳﺎدة أﻓﻜﺎرهﻢ واﺳ ﺘﻴﻌﺎﺑﻬﻢ وه ﻢ ﻳﻜﺘ ﺴﺒﻮن ﻣﻌﻠﻮﻣ ﺎت ﻣﺨﺘ ﺼﺮة ﻣ ﻦ اﻟﻤ ﺎدة اﻟﻤﺘﻌﻠﻤ ﺔ‬
‫اﻟﻤﻌﺮوﺿ ﺔ ﺳ ﻮاء آﺎﻧ ﺖ ﻋﻠ ﻰ ﻧﺤ ﻮ ﻣ ﺴﻤﻮع ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﻤﺤﺎﺿ ﺮة أو ﻋﻠ ﻰ ﻧﺤ ﻮ‬
‫ﻣﻘ ﺮوء ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﻜﺘ ﺎب أو ﻋﻠ ﻰ ﻧﺤ ﻮ ﻣﺮﺋ ﻲ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﺤﺎﺳ ﻮب ) ﻋ ﺪس ‪،‬‬
‫‪ ، 1998‬ص‪0 ( 302‬‬
‫وﺗﺮى دروزة إن هﺬﻩ اﻟﻤﻨﺸﻄﺔ اﻟﻌﻘﻠﻴﺔ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺴﺘﺨﺪم ﻣﻊ ﻃﻠﺒﺔ اﻟﻤﺮﺣﻠﺔ اﻹﻋﺪادﻳﺔ‬
‫واﻟﺜﺎﻧﻮﻳ ﺔ واﻟﻄﻠﺒ ﺔ اﻟﺠ ﺎﻣﻌﻴﻴﻦ واﻟﺪراﺳ ﺎت اﻟﻌﻠﻴ ﺎ دون اﻻﺑﺘﺪاﺋﻴ ﺔ )دروزة ‪،1995 ،‬‬
‫ص ‪0 ( 260‬‬
‫‪ -10‬اﻟﺘﺸﺒﻴﻬﺎت واﻟﻤﻘﺎرﻧﺎت ‪Analogies‬‬
‫آ ﻲ ﻳ ﺼﺒﺢ اﻟﻤﻮﺿ ﻮع ﻏﻴ ﺮ اﻟﻤ ﺄﻟﻮف ﻣﺄﻟﻮﻓ ﺎ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻠﻤ ﺘﻌﻠﻢ ﻳ ﺘﻢ اﻟ ﺮﺑﻂ ﺑ ﻴﻦ‬
‫ﻣﻮﺿ ﻮﻋﻴﻦ دراﺳ ﻴﻴﻦ ﻣﺘ ﺴﺎوﻳﻴﻦ ﻓ ﻲ ﻣ ﺴﺘﻮى اﻟﻌﻤﻮﻣﻴ ﺔ اﺣ ﺪهﻤﺎ ﻣﺄﻟﻮﻓ ﺎ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟ ﻪ‬
‫واﻷﺧﺮ ﻏﻴﺮ ﻣﺄﻟﻮف ‪ ،‬هﺬا وﺗﻜﻮن اﻟﻤﻘﺎرﻧﺔ ﻣﻦ ﺣﻴ ﺚ اﻟ ﺸﻜﻞ اﻟﺨ ﺎرﺟﻲ أو اﻟﻮﻇﻴﻔ ﺔ‬
‫أو اﻟﺘﺮآﻴﺐ )‪0 (Gurtis & Reigluth , 1984 ,p112‬‬
‫‪ -11‬رؤوس اﻷﻗﻼم ‪Out line‬‬
‫هﻲ ﻣﻬﺎرة ﺗﺘﻌﻠﻖ ﺑﺘﺤﺪﻳﺪ اﻟﻌﻼﻗﺎت ﺑﻴﻦ اﻟﻤﻔﺎهﻴﻢ وﺗﻨﻈﻴﻤﻬﺎ ﻋﻠﻰ ﻧﺤ ﻮ ﻳﻌﻜ ﺲ اﻷﻓﻜ ﺎر‬
‫اﻟﺮﺋﻴﺴﻴﺔ اﻟﺘﻲ وردت ﻓﻲ اﻟﻤﻮﺿﻮع اﻟﺪراﺳﻲ ﺛﻢ اﻻﻧﺘﻘﺎل إﻟﻰ اﻷﻓﻜﺎر اﻷﻗﻞ ﻋﻤﻮﻣﻴﺔ‬
‫)‪0 (Keny & Scroder , 1994 , p 14‬‬
‫وهﻲ ﻋﺒﺎرة ﻋﻦ ﻧﻘﺎط ﺗﺒﺮز أهﻢ اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ اﻟﻤﺎدة اﻟﻤﺘﻌﻠﻤﺔ أي إﻧﻬﺎ أﻓﻜ ﺎر‬
‫ﺗﻤﺜﻞ اﻟﻌﻨﺎﺻﺮ اﻷﺳﺎﺳﻴﺔ اﻟﻤﺮاد ﺗﻌﻠﻤﻬﺎ )‪0( Grabowski , 1989 , p 261‬‬
‫ﺣﻴ ﺚ ﺗ ﺴﺘﺨﺪم رؤوس اﻷﻗ ﻼم آﻤﻔ ﺎﺗﻴﺢ ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ ﺗ ﺬآﺮ أه ﻢ اﻷﻓﻜ ﺎر‬
‫اﻟﺮﺋﻴ ﺴﻴﺔ ‪ ،‬وﺗﺠﻌ ﻞ اﻟﻤﻮﺿ ﻮع اﻟﺪراﺳ ﻲ أآﺜ ﺮ أﻟﻔ ﺔ وﺗﻘ ﺒﻼ ‪ ،‬وﻗ ﺪ ﺗﺤ ﻞ ﻣﺤ ﻞ‬
‫اﻟﻤﻮﺿﻮع اﻟﺪراﺳﻲ ﻓﻲ ﺣﺎﻟﺔ اﻟﻤﺮاﺟﻌﺔ اﻟﺴﺮﻳﻌﺔ ‪0‬‬
‫آﻤﺎ إﻧﻬﺎ وﺳﻴﻠﺔ ﺗﺠﻌﻞ اﻟﻤﺘﻌﻠﻢ ﻳﻨﺨﺮط ﻣﺒﺎﺷﺮة ﻓ ﻲ اﻟﺪراﺳ ﺔ وﻣ ﺎ ﻳﺘﺒﻌﻬ ﺎ ﻣ ﻦ ﻋﻤﻠﻴ ﺎت‬
‫اﺧﺘﻴﺎر اﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ وﺗﻨﻈﻴﻤﻬﺎ واﻟﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ ﺧﺎﺻ ﺔ ﻋﻨ ﺪﻣﺎ ﻳﻘ ﻮم اﻟﻤ ﺘﻌﻠﻢ ﺑﺘﺤﺪﻳ ﺪ‬
‫رؤوس اﻷﻗﻼم ﺑﻨﻔﺴﻪ ) دروزة ‪0 ( 231 ، 1995 ،‬‬
‫‪-12‬اﻟﺼﻮر اﻟﺬهﻨﻴﺔ واﻟﺘﺨﻴﻼت ‪Imagery‬‬
‫ه ﻲ ﻗ ﺪرة ﻋﻘﻠﻴ ﺔ ﺗ ﺼﻮر اﻟﻤﻮﺿ ﻮع أو اﻟﺤ ﺪث اﻟﺨ ﺎرﺟﻲ ﻓ ﻲ اﻟ ﺬاآﺮة ‪ ،‬وه ﻲ ﺗﻠ ﻚ‬
‫اﻟﺼﻮرة اﻟﺘﻲ ﺗﻜﻮﻧﻬﺎ ذاآﺮة اﻟﻤﺘﻌﻠﻢ ﻻﺳ ﺘﻴﻌﺎب ﺣ ﺪث ﻣﻌ ﻴﻦ أو ﻓﻬ ﻢ ﻓﻜ ﺮة ﻣ ﺎ ‪ ،‬ﻓﻬ ﻲ‬
‫ﺗﺨﻴﻞ وﺗﺼﻮرﻟﻤﻔﻬﻮم أو ﻣﺒﺪأ أو ﻓﻜ ﺮة ﻣﻌﻴﻨ ﺔ أو ﺣﻘﻴﻘ ﺔ أو إﺟ ﺮاء ﺑﻬ ﺪف رؤﻳ ﺔ ه ﺬﻩ‬
‫اﻟﻤﻌﻠﻮﻣﺎت ﻋﻠﻰ ﻧﺤﻮ أﻏﻨﻰ وأوﺿﺢ واﻟﻮﻗﻮف ﻋﻠﻰ ﺗﻔﺎﺻﻴﻠﻬﺎ ‪0‬‬
‫وﻳﻤﻜﻦ أن ﺗﺴﺘﺜﺎر اﻟﺘﺨﻴﻼت اﻟﺬهﻨﻴﺔ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟ ﺼﻮر اﻟﻤﺎدﻳ ﺔ ‪ ،‬ﺗ ﺆدي اﻟﺘﺨ ﻴﻼت‬
‫اﻟﺬهﻨﻴ ﺔ دورا ﻓ ﺎﻋﻼ اﻳﺠﺎﺑﻴ ﺎ ﻓ ﻲ ﻋﻤﻠﻴ ﺔ اﻟﻌﻠ ﻢ إذ ﺗ ﺴﺎﻋﺪ اﻟﻄﻔ ﻞ ﻋﻠ ﻰ ﺗﻤﻴ ﺰ اﻟﻜﻠﻤ ﺎت‬
‫وإدراآﻬﺎ آﻤﺎ ﺗﺠﻌﻞ اﻟﻤﺎدة اﻟﺼﻌﺒﺔ اﻟﻐﻴﺮ ﻣﺄﻟﻮﻓﺔ إﻟﻰ ﻣ ﺎدة ﺳ ﻬﻠﺔ ﻣﺄﻟﻮﻓ ﺔ ) دروزة ‪،‬‬
‫‪ ، 1995‬ص‪0 ( 247-239‬‬
‫‪ -13‬ﻣﻨﻈﻮﻣﺔ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺘﻘﺪﻣﺔ ‪Organizers‬‬
‫ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻌ ﺮض ه ﺬﻩ اﻟﻤﻨﻈﻮﻣ ﺔ ﻓ ﻲ ﺑﺪاﻳ ﺔ ﻋﻤﻠﻴ ﺔ اﻟ ﺘﻌﻠﻢ ﻷﻧﻬ ﺎ ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ‬
‫اﻟﺮﺑﻂ ﺑﻴﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺠﺪﻳﺪة اﻟﻤﺮاد ﺗﻌﻠﻤﻬﺎ واﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﻮﺟﻮدة ﺑﺬاآﺮﺗﻪ ﺳﺎﺑﻘﺂ‪0‬‬
‫وهﻲ ﺗﻨﺴﺞ ﺑﻄﺮﻳﻘﺔ هﺮﻣﻴﺔ ﺑﺤﻴﺚ ﺗﺘﻀﻤﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻌﺎﻣﺔ اوﻵ ﺛﻢ اﻷﻗ ﻞ ﻋﻤﻮﻣﻴ ﺔ‬
‫ﺛﻢ اﻷﻗﻞ ﺑﺸﻜﻞ ﺗﺪرﻳﺠﻲ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 161‬‬
‫‪ -14‬اﻟﻤﻠﺨﺼﺎت ‪Abstracts‬‬
‫ﺗ ﺸﺒﻪ اﻟﻤﻠﺨ ﺼﺎت إﻟ ﻰ ﺣ ﺪ ﻣ ﺎ ﻣﻨﻈﻮﻣ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﻤﺘﻘﺪﻣ ﺔ إﻻ أن اﻟﻤﻠﺨ ﺼﺎت‬
‫ﺗﺘ ﻀﻤﻦ ﻣﻌﻠﻮﻣ ﺔ ﺟﺰﺋﻴ ﺔ وﺣﻘ ﺎﺋﻖ ﻋﻠ ﻰ ﺧ ﻼف ﻣﻨﻈﻮﻣ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﻤﺘﻘﺪﻣ ﺔ اﻟﺘ ﻲ‬
‫ﺗﺘﻀﻤﻦ ﻣﻌﻠﻮﻣﺎت ﻋﺎﻣﺔ ﺷﺎﻣﻠﺔ وﻣﺠﺮدة ﻓﻘﻂ ‪ ،‬آﻤﺎ إن اﻟﻤﻠﺨﺼﺎت ﻻ ﺗﺘﺴﻠﺴﻞ ﺑﺸﻜﻞ‬
‫هﺮﻣ ﻲ ﻓ ﻲ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﻤﺘﻘﺪﻣ ﺔ ‪ ،‬ه ﺬا وﻳﻌ ﺮض اﻟﻤﻠﺨ ﺺ ﻗﺒ ﻞ اﻟﺒ ﺪء ﺑ ﺸﺮح‬
‫اﻟﻤﻮﺿﻮع اﻟﺪراﺳﻲ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 144‬‬
‫وهﻨﺎﻟ ﻚ ﻓ ﺮق ﺑ ﻴﻦ اﻟﺘﻠﺨ ﻴﺺ آﻌﻤﻠﻴ ﺔ واﻟﻤﻠﺨ ﺺ آﻨ ﺎﺗﺞ ﻓ ﺎﻟﺘﻠﺨﻴﺺ ﻳﺘﻄﻠ ﺐ اﻟﺘﺤﻠﻴ ﻞ‬
‫ﺑﻴﻨﻤ ﺎ اﻟﻤﻠﺨ ﺺ ﻳﻤﻜ ﻦ اﻋﺘﺒ ﺎرﻩ ﺗﻔ ﺴﻴﺮا وﺗﺮآﻴﺒ ﺎ وﻟﻜ ﻦ ﻋﻤﻠﻴ ﺔ اﻟﺘﻠﺨ ﻴﺺ ﺗﺘﺠ ﺎوز‬
‫اﻟﺘﻔﺴﻴﺮ ﻣﻦ ﺣﻴﺚ إﻧﻬﺎ ﺗﺘﻄﻠﺐ ﻗﺮارا ﻳﺠﺐ أن ﻳﺘﺨﺬ ﺣﻮل ﻣﺎ ﻳﻤﻜﻦ ﺣﺬﻓ ﻪ أو ﺗ ﻀﻤﻴﻨﻪ‬
‫وﺑﺄي ﻧﺴﻖ ‪0‬‬
‫آﻤﺎ إن اﻟﺤﺬف ﻓﻲ ﻋﻤﻠﻴﺔ اﻟﺘﻠﺨﻴﺺ ﻋﻤﻞ إﺑﺪاﻋﻲ ﻳﺘﻄﻠﺐ ﺗﺤﺪﻳﺪا واﺳﺘﺨﻼص ﻣﺎ هﻮ‬
‫أﺳﺎﺳﻲ ﻓﻲ اﻟﻤﻮﺿﻮع أﻣﺎ اﻟﺤﺬف ﻓﻲ اﻟﻤﻠﺨﺺ ﻓﻬﻮ ﻋﻴﺐ وﻗﺼﻮر ‪0‬‬
‫إﻧﻬﺎ ﻋﻤﻠﻴﺔ إﻋﺎدة ﺑﻨﺎء ﻋﻠﻰ وﻓﻖ ﺗﺴﻠﺴﻞ ﻣﺤﺪد ‪ ،‬ﻓﺄن اﻟﻤﻠﺨﺼﺎت أدوات ﻣﻬﻤﺔ ﻟﺘﻌﻠﻴﻢ‬
‫اﻟﺘﻔﻜﻴﺮ ﻷﻧﻬﺎ ﺗﺴﺎﻋﺪ اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺗﺜﺒﻴﺖ اﻷﻓﻜﺎر ﻓﻲ اﻟﺬهﻦ وﺗﻮﻓﺮ ﺗﺪرﻳﺒﺎ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬
‫اﻷﻓﻜ ﺎر واﻟﻤﻔ ﺎهﻴﻢ اﻟﺮﺋﻴ ﺴﻴﺔ آﻤ ﺎ ﺗ ﻮﻓﺮ ﻓﺮﺻ ﺎ ﻟﺘﻨﻈ ﻴﻢ اﻟﻤﻌﻠﻮﻣ ﺎت ﺑﺤ ﺴﺐ اوﻟﻮﻳ ﺎت‬
‫ﻣﻌﻴﻨﺔ ) ﻓﺘﺤﻲ ‪ ، 1995 ،‬ص‪0 ( 218-217‬‬
‫‪ -15‬اﻟﻘﺼﺺ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪Stories‬‬
‫ﺗﺆدي إﻟﻰ إﺛﺎرة اهﺘﻤﺎم اﻟﺘﻼﻣﻴﺬ وﺟﺬب اﻧﺘﺒﺎهﻬﻢ وﺗﺰﻳﺪ ﻣﻦ داﻓﻌﻴﺘﻬﻢ ﻟﻠﺘﻌﻠﻢ ﺣﻴﺚ أﻧﻬﺎ‬
‫وﺳﻴﻠﺔ ﻣﺤﺒﺒﺔ ﺗﻘﺪم ﻟﻠﺘﻼﻣﻴﺬ ﻓﻲ ﻣﺨﺘﻠﻒ اﻷﻋﻤﺎر واﻟﻤﺴﺘﻮﻳﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ ‪0‬‬
‫وهﻲ ﺳﺮد ﻟﻐﻮي ﻟﻠﻤﻌﻠﻮﻣﺎت واﻟﺤﻘﺎﺋﻖ اﻟﻤﺮاد ﺗﻌﻠﻤﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻣ ﺸﻮﻗﺔ ﺑﺤﻴ ﺚ ﺗ ﺼﻒ‬
‫اﻟﻤﻮﻗﻒ واﻟﺤﻮارات ﺑﻐﻴﺔ ﺗﻌﻠ ﻴﻢ اﻟﻤﻔﻬ ﻮم أو ﺗﺠ ﺴﻴﺪ اﻟﻤﺒ ﺪأ أو زرع اﺗﺠ ﺎﻩ ﺣ ﺴﻢ ‪ ،‬أو‬
‫ﺗﻨﻤﻴﺔ ﺧﻠﻖ ﻗﻮﻳﻢ ‪ ،‬وﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺘﻜﻮن ﻣﻦ ﻣﻘﺪﻣﺔ وﻋﺮض وﺧﺎﺗﻤﺔ وﻓﻲ اﻏﻠﺐ اﻷﺣﻴ ﺎن‬
‫ﺗﺴﺘﺨﺪم ﻣﻊ اﻟﻤﺘﻌﻠﻤﻴﻦ ﺻ ﻐﺎر اﻟ ﺴﻦ ﻟﺘﺮﺟﻤ ﺔ ﻣﻮاﺿ ﻴﻊ ﻳ ﺴﻴﺮة إﻟ ﻰ ﻗ ﺼﺔ ﺷ ﻴﻘﺔ ﻣﺜ ﻞ‬
‫ﺗ ﺪرﻳﺲ دورة اﻟﻤﻴ ﺎﻩ ﻓ ﻲ اﻟﻄﺒﻴﻌ ﺔ ﺑ ﺸﻜﻞ ﻗ ﺼﺔ ﻣﻌﻴﻨ ﺔ ) ‪Rahman & Pisanz ,‬‬
‫‪0 ( 1986 , p325‬‬
‫‪ -16‬اﻟﻤﺮاﺟﻌﺎت ‪Reviews‬‬
‫ﻟﻠﺘﺄآﺪ ﻣﻦ ﺣﺼﻮل ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ ﻳﻌﻴﺪ اﻟﻤﺘﻌﻠﻢ اﻟﻨﻈ ﺮ ﻓ ﻲ اﻟﻤ ﺎدة اﻟﻤﺘﻌﻠﻤ ﺔ وﻣﺮاﺟﻌﺘﻬ ﺎ‬
‫وﻏﺎﻟﺒ ﺎ ﻣ ﺎ ﺗﻐﻄ ﻲ اﻟﻨﻘ ﺎط اﻟﻤﻬﻤ ﺔ اﻟﺘ ﻲ وردت ﻓ ﻲ اﻟ ﻨﺺ اﻟﻤ ﺪروس ﺳ ﻮاء آﺎﻧ ﺖ‬
‫ﻣﻌﻠﻮﻣﺎت ﺟﺰﺋﻴﺔ أو ﻋﺎﻣﺔ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 160‬‬
‫وﺗﺄﺧ ﺬ اﻟﻤﺮاﺟﻌ ﺎت اﺳ ﺎﻟﻴﻴﺐ ﻣﺘﻌ ﺪدة ﻣﻨﻬ ﺎ اﻟﺘ ﺪرﻳﺐ اﻟﻤﺘﻜ ﺮر أو أﺳ ﻠﻮب إﻋ ﺎدة‬
‫اﻟﺼﻴﺎﻏﺔ ﻣﻦ اﺟﻞ إﺑﻘﺎء اﻟﻤﻌﻠﻮﻣﺎت ﺣﻴ ﺔ ﻓ ﻲ اﻟ ﺬاآﺮة ﻗ ﺼﻴﺮة اﻟﻤ ﺪى وﻟﻐﺎﻳ ﺔ ﺗ ﺴﻬﻴﻞ‬
‫اﻻﺣﺘﻔﺎظ ﻓﻲ اﻟﺬاآﺮة ﻃﻮﻳﻠﺔ اﻟﻤﺪى ‪0‬‬
‫وﺗﺄﺧﺬ اﻟﻤﺮاﺟﻌ ﺔ اﺷ ﻜﺎﻵ ﻣﺘﻌ ﺪدة آﺎﻟﻤﺮاﺟﻌ ﺔ ﺑ ﺼﻮت ﻣﺮﺗﻔ ﻊ واﻟﺘﻔﻜﻴ ﺮ اﻟﻤ ﺴﻤﻮع أو‬
‫ﺗﺄﺧﺬ ﺷﻜﻼ آﺘﺎﺑﻴﺎ اﻟﻤﺘﻤﺜﻞ ﺑﺎﻟﻤﻼﺣﻈﺎت اﻟﺤﺮﻓﻴﺔ أي اﻟﻄﻠﺒﺔ ﻣﻦ اﻟﻤﺘﻌﻠﻤﻴﻦ أن ﻳﻨﺴﺨﻮا‬
‫ﻓﻘﺮات ﻗﺼﻴﺮة آﻞ ﻣﻨﻬﺎ ﻳﺘﻜﻮن ﻣﻦ ﺟﻤﻠﺔ أو ﺟﻤﻠﺘﻴﻦ ﻣﻦ اﻟﻨﻮع اﻟﺬي ﻳﺤﺘﻮي‬
‫ﻋﻠﻰ اﻟﻔﻜﺮة اﻷﺳﺎﺳﻴﺔ أو ﺗﺄﺧﺬ ﺷﻜﻼ ﻟﻮﺿﻊ ﺧﻄﻮط ﺗﺤﺖ اﻷﻓﻜﺎر اﻟﺮﺋﻴ ﺴﻴﺔ ) ﻋ ﺪس‬
‫‪ ، 1998 ،‬ص‪0 ( 301-299‬‬
‫‪ -17‬وﺳﺎﺋﻞ ﺗﺪﻋﻴﻢ اﻟﺬاآﺮة ‪The Memory Consolidation Devices‬‬
‫ه ﻲ ﻋﺒ ﺎرة ﻋ ﻦ ﺻ ﻮر أو آﻠﻤ ﺎت أو ﺣ ﺮوف ﻳﻤﺜ ﻞ آ ﻞ ﺻ ﻮرة أو آﻠﻤ ﺔ أو ﺣ ﺮف‬
‫ﻣ ﺼﻄﻠﺤﺎ ﻣﻬﻤ ﺂاو ﻓﻜ ﺮة ﻣﻬﻤ ﺔ ﻳ ﺮاد ﺗﻌﻠﻤﻬ ﺎ وﺗﺘ ﺮاﺑﻂ ﻓﻴﻤ ﺎ ﺑﻴﻨﻬ ﺎ ﺑﺎﻧ ﺴﺠﺎم ﻓ ﻲ ﻧﻐﻤ ﺔ‬
‫ﻣﻮﺳ ﻴﻘﻴﺔ آﻤ ﺎ ﻓ ﻲ ﻃﺮﻳﻘ ﺔ ﻣﻔ ﺎﺗﻴﺢ اﻟﻜﻠﻤ ﺎت أو ﻗﻄﻌ ﺔ ﻣ ﺸﻮﻗﺔ أو ﺗ ﺼﻮرات ﻣﻜﺎﻧﻴ ﺔ‬
‫واﻟﻬ ﺪف ﻣﻨﻬ ﺎ ﺗ ﺪﻋﻴﻢ اﻟ ﺬاآﺮة ﻟﻠﻤ ﺘﻌﻠﻢ وﺗﺤ ﺴﻴﻨﻬﺎ ) دروزة ‪ ، 1995 ،‬ص‪، ( 161‬‬
‫وآﺬﻟﻚ هﻲ ﻋﺒﺎرة ﻋﻦ إﺳﺘﺮاﺗﻴﺠﻴﺎت ﺗﺴﺎﻋﺪ ﻋﻠﻰ اﺳﺘﺪﻋﺎء اﻟﻤﻌﻠﻮﻣﺎت ) ‪Bellezza‬‬
‫‪0( , 1981, p 247‬‬
‫وﻣﻦ أﺳﺎﻟﻴﺐ ﺗﻘﻮﻳﺔ اﻟ ﺬاآﺮة آﺄﺳ ﻠﻮب اﻟﻤﻮﻗ ﻊ ‪ ،‬أﺳ ﻠﻮب اﻟﺘﺨ ﻴﻼت ‪،‬ﻓﺄﺳ ﻠﻮب اﻟﻤﻮﻗ ﻊ‬
‫ﻳﻄﻠ ﺐ ﻣ ﻦ اﻟﻤ ﺘﻌﻠﻢ رﺑ ﻂ اﻷﺷ ﻴﺎء ﺑﻤﻮاﻗ ﻊ ﻣﺄﻟﻮﻓ ﺔ إذ ﻳﻤﻜ ﻦ ﺗﺨﻴ ﻞ أﻣﻜﻨ ﺔ ﻣﺄﻟﻮﻓ ﺔ ﻋﻨ ﺪ‬
‫ﺣﻔﻆ ﻗﺎﺋﻤﺔ ﻣﻦ اﻟﻤﻔﺮدات ‪ ،‬ﺑﺤﻴﺚ ﺗﻮﺿﻊ آﻞ ﻣﻔﺮدة ﻓﻲ ﺣﻴﺰ ﻣﻦ ﻣﻜﺎن ﻣﺄﻟﻮف ‪،‬اﻣ ﺎ‬
‫اﺳ ﻠﻮب اﻟﺘﺨﻴ ﻞ ﻓﻬ ﻮ ﺗﺨﻴ ﻞ أو رﺑ ﻂ اﻟﻤﻌﻠﻮﻣ ﺎت ﺑ ﺼﻮرة ذهﻨﻴ ﺔ ) ﻋ ﺪس ‪، 1998 ،‬‬
‫ص‪0 ( 296-295‬‬
‫وﻳﻌﺘﺒﺮ اﻟﻤﺪرس واﻟﻤﺘﻌﻠﻢ أﺳﺎﺳﻴﻦ ﻻﻧﺒﺜﺎق ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﺑﺎﻟﺘ ﺎﻟﻲ‬
‫ﻳﺴﺘﺨﺪم ﻓﻲ اﺷﺘﻘﺎق ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻧﻤﻄﺎن ﺗﻌﻠﻴﻤﻴﺎن هﻤﺎ ‪-:‬‬
‫‪ -1‬ﻧﻤ ﻂ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﻨﻔ ﺼﻠﺔ ‪Detached Cognitive Strategy‬‬
‫‪system‬‬
‫ﻣﻦ اﺟﻞ ﺗﺤﻘﻴﻖ اﻷهﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻤﻨﺸﻮدة ﻳﻌﺘﻤﺪ هﺬا اﻟﻨﻤﻂ اﻟﺘﻌﻠﻴﻤﻲ ﻋﻠ ﻰ اﻟﻤ ﺘﻌﻠﻢ‬
‫وﻳﻠﻘﻲ ﻋﻠﻰ آﺎهﻠﻪ ﺑﺘﻠﻚ اﻟﻤﺴﺆﻟﻴﺔ ‪ ،‬وهﻮ ﻋﻞ ﻧﻮﻋﻴﻦ هﻤﺎ ‪-:‬‬
‫أ‪ -‬ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﻨﻔﺼﻠﺔ )ﻏﻴﺮ اﻟﻤﺤ ﺪودة ( ‪UN-Specified‬‬
‫‪Generative Cognitive Strategy Activators‬‬
‫وﻳﺘ ﺮك ﻟﻠﻤ ﺘﻌﻠﻢ ﺣﺮﻳ ﺔ ﺗﻮﻇﻴ ﻒ ﻣ ﺎ ﻳ ﺸﺎء ﻣ ﻦ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك دون‬
‫ﺗﺤﺪﻳﺪ ﻣﺴﺒﻖ ﻟﻬﺎ آ ﺄن ﻳﻄﻠ ﺐ ﻣ ﻦ اﻟﻤ ﺘﻌﻠﻢ أن ﻳ ﺴﺘﺨﺪم ﻣ ﺎ ﻳ ﺸﺎء ﻣ ﻦ اﻟﻤﻨ ﺸﻄﺎت اﻟﺘ ﻲ‬
‫ﻳﺮاهﺎ ﻣﻨﺎﺳﺒﺔ وﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻓﻬﻢ اﻟﻤﻮﺿﻮع واﻻﺳﺘﻴﻌﺎب ﺑﺼﻮرة أﻓﻀﻞ ‪0‬‬
‫ب‪ -‬ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﻨﻔ ﺼﻠﺔ ) اﻟﻤﺤ ﺪدة (‬
‫‪Generative Cogntive Strategy Ctivators‬‬
‫‪Specified‬‬
‫ﻻ ﻳﺘ ﺮك ﻟﻠﻤ ﺘﻌﻠﻢ اﻟﺤﺮﻳ ﺔ ﻓ ﻲ ﺗﻮﻇﻴ ﻒ ﻣ ﺎ ﻳ ﺮاﻩ ﻣﻼﺋ ﻢ ﻣ ﻦ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك ﺑﻞ ﻳﺤﺚ ﻋﻠﻰ اﻟﺘﻔﻜﻴﺮ ﻓﻲ اﺷﺘﻘﺎق اﻟﻤﻨﺸﻄﺔ اﻟﺘﻲ ﻳﻘﺘﺮﺣﻬﺎ اﻟﻤﻌﻠﻢ آﺄن ﻳﻄﻠﺐ‬
‫ﻣﻨﻪ أن ﻳﻔﻜﺮ ﺑﺼﻴﺎﻏﺔ أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺧ ﻼل ﻗﺮاءﺗ ﻪ ﻟﻠ ﻨﺺ اﻟﺘﻌﻠﻴﻤ ﻲ أو إﺟﺎﺑﺘ ﻪ ﻋﻨ ﻪ‬
‫ﻟﻜﻲ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻓﻬﻢ ﻣﺎ ﻳﻘﺮأ أو اﺳﺘﻴﻌﺎﺑﻪ ﺑﻄﺮﻳﻘﺔ أﻓﻀﻞ ‪0‬‬
‫وﻳﻘ ﻮم ﻧﻤ ﻂ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﻨﻔ ﺼﻠﺔ ﺑ ﺸﻘﻴﻪ اﻟﻤﺤ ﺪد وﻏﻴ ﺮ اﻟﻤﺤ ﺪد ﻋﻠ ﻰ‬
‫ﻓﺮﺿﻴﺎت هﻲ ‪-:‬‬
‫أ‪ -‬ﻟﻴﺲ آﻞ ﻣﺪرس آﻔﻮءﺁ ﻟﻠﻘﻴﺎم ﺑﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻢ أو ﻗ ﺎدرا ﻋﻠ ﻰ اﻟﻘﻴ ﺎم ﺑﺘﻨﻤﻴ ﺔ ﺷﺨ ﺼﻴﺔ‬
‫اﻟﻤ ﺘﻌﻠﻢ ﺑﺎﻟ ﺸﻜﻞ اﻟ ﺼﺤﻴﺢ ﺑ ﻞ أن اﻟﻜﺜﻴ ﺮ ﻣ ﻦ اﻟﻤﺪرﺳ ﻴﻦ آ ﺎﻧﻮا ﺳ ﺒﺒﺎ ﻓ ﻲ إﺧﻔ ﺎق‬
‫اﻟﻤﺘﻌﻠﻤﻴﻦ واﺟﺒﺎرهﻢ ﻋﻠﻰ ﺗﺮك اﻟﻤﺪرﺳﺔ‪0‬‬
‫ب‪ -‬إن وﺿ ﻊ اﻟﻤ ﺘﻌﻠﻢ ﻓ ﻲ ﻣﻮﺿ ﻊ اﻟﻤ ﺴﺆﻟﻴﺔ واﻷﻳﻤ ﺎن ﺑﻘﺪراﺗ ﻪ واﻟﺜﻘ ﺔ ﺑﺠﻬ ﻮدﻩ‬
‫وأﻋﻤﺎﻟ ﻪ ﻳﻜ ﺴﺒﻪ اﻟﺜﻘ ﺔ ﺑﻨﻔ ﺴﻪ وﻳﺠﻌﻠ ﻪ ﻓ ﺮدا ﻗ ﺎدرا ﻋﻠ ﻰ ﺗﻌﻠ ﻴﻢ ﻧﻔ ﺴﻪ ﺑﻨﻔ ﺴﻪ واﻏﻨ ﺎء‬
‫ذاآﺮﺗﻪ ‪0‬‬
‫ج‪ -‬ﻟﻤ ﺎ آ ﺎن اﻟﻌ ﺼﺮ اﻟ ﺬي ﻧﻌ ﻴﺶ ﻓﻴ ﻪ ﻋ ﺼﺮ ﺗﻜﻨﻮﻟﻮﺟﻴ ﺎ ﻳﻤﺘ ﺎز ﺑ ﺎﻟﻨﻤﻮ اﻟ ﺴﻜﺎﻧﻲ‬
‫واﻟﺘﻔﺠ ﺮ اﻟﻤﻌﺮﻓ ﻲ واﻧﺘ ﺸﺎر اﻟﺤﺎﺳ ﻮب اﻟﺘﻌﻠﻴﻤ ﻲ ﻓﻘ ﺪ ﻳ ﺼﻌﺐ ﻣﻌ ﻪ ﺗ ﻮﻓﻴﺮ اﻟﻤﻌﻠﻤ ﻴﻦ‬
‫ﻟﺠﻤﻴﻊ اﻷﻓﺮاد ﻓﻲ آﻞ اﻟﻮﻗﺖ ﻟﺘﺰوﻳﺪ اﻟﻤﺘﻌﻠﻢ ﺑﻜﻞ ﻣﺎ ﻳﺴﺘﺠﺪ ﻣﻦ ﻋﻠﻢ وﻣﻌﺮﻓﺔ ‪0‬‬
‫د‪ -‬إن اﻟﻤ ﺘﻌﻠﻢ ﻓ ﺮد ﻟﺪﻳ ﻪ ﻗ ﺪر ﻣ ﻦ اﻟﻨ ﻀﺞ واﻟﻤﻌﺮﻓ ﺔ واﻟﻤ ﺴﺆﻟﻴﺔ وﻳﻤﻜﻨ ﻪ ﺗﻌﻠ ﻴﻢ ﻧﻔ ﺴﻪ‬
‫ﺑﻨﻔﺴﻪ واﻟﺘﺤﻜﻢ ﻓﻲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤ ﻪ وﺑﺎﻟﺘ ﺎﻟﻲ ﻓﻬ ﻮ ﻳ ﺴﺘﻄﻴﻊ أن ﻳﺨﺘ ﺎر اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ‬
‫اﻟﻤﻨﺎﺳﺒﺔ واﻟﻘﻴﺎم ﺑﺄﻋﺪادهﺎ واﻻﻋﺘﻤﺎد ﻋﻠﻰ ﻧﻔﺴﻪ ‪0‬‬
‫ﻩ‪ -‬إن اﻟﻤﺘﻌﻠﻢ هﻮ اﻟﺸﺨﺺ اﻟﺬي ﻳﻘ ﻮم ﺑﺘﻮﻇﻴ ﻒ ﻋﻤﻠﻴﺎﺗ ﻪ اﻟﻌﻘﻠﻴ ﺔ ﻟ ﺪى اﻟﻤ ﺘﻌﻠﻢ وﻟ ﻴﺲ‬
‫اﻟﻤﻌﻠ ﻢ وﺑﺎﻟﺘ ﺎﻟﻲ ﻓﻬ ﻮ اﻋ ﺮف ﺑﺎﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ ﺗﻨﺎﺳ ﺒﻪ وﺗ ﺆدي إﻟ ﻰ ﻓﻬﻤ ﻪ‬
‫واﺳﺘﻴﻌﺎﺑﻪ وﻣﻦ ﺛﻢ إﻟﻰ ﺗﻌﻠﻴﻤﻪ أآﺜﺮ ﻣﻦ اﻟﻤﺪرس ‪ ،‬إن ﻋﻤﻠﻴ ﺔ اﻟﺘﻌﻠ ﻴﻢ وﻋﻤﻠﻴ ﺔ ﺗﺤﻘﻴ ﻖ‬
‫اﻷهﺪاف هﻲ ﻋﻤﻠﻴﺔ ﺗﺘﻌﻠﻖ ﺑ ﺎﻟﻤﺘﻌﻠﻢ وﻣ ﺎ اﻟﻤ ﺪرس إﻻ وﺳ ﻴﻠﺔ ﻟﻤ ﺴﺎﻋﺪة اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ‬
‫ﺗﺤﻘﻴﻖ اﻷهﺪاف ) دروزة ‪ ، 1995 ،‬ص‪0 ( 140‬‬
‫‪Cognitive‬‬
‫‪Embedded‬‬
‫‪ -2‬ﻧﻤ ﻂ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﺘ ﻀﻤﻨ ُﺔ‬
‫‪Strategy system‬‬
‫ﻣﻦ اﺟﻞ ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺗﺤﻘﻴ ﻖ اﻷه ﺪاف اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﻤﻨ ﺸﻮدة ﺟ ﺎء ه ﺬا اﻟ ﻨﻤﻂ‬
‫اﻟﺬي ﻳﻌﺘﻤﺪ ﻋﻠ ﻰ اﻟﻤ ﺪرس أو واﺿ ﻊ اﻟﻤﻨﻬ ﺎج أو اﻟﻤ ﺼﻤﻢ وﻳﻠﻘ ﻲ ﻋﻠ ﻰ آﺎهﻠ ﻪ ﺑﺘﻠ ﻚ‬
‫اﻟﻤﺴﺆﻟﻴﺔ اﻟﻜﺒﻴﺮة ‪ ،‬وﺗﺴﺘﺨﺪم اﻟﻤﻨﺸﻄﺔ اﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ هﺬا اﻟﻤﺠ ﺎل ﻣ ﻦ ﺧ ﻼل اﺧﺘﻴ ﺎر‬
‫اﻟﻤﺪرس اﻟﻤﻨﺎﺳﺒﺔ ﻣﻨﻬﺎ وﺗﺠﻬﻴﺰهﺎ وﻣﻦ ﺛﻢ ﺣﺚ اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ دراﺳﺘﻬﺎ وﺗﻮﻇﻴﻔﻬ ﺎ ﻓ ﻲ‬
‫أﺛﻨﺎء ﺗﻌﻠﻤﻪ آﺄن ﻳﻌﻄﻲ اﻟﻤﺪرس أﺳﺌﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ وﻳﻄﻠﺐ ﻣﻨﻪ أن ﻳﺠﻴ ﺐ ﻋﻨﻬ ﺎ ﻟﺘ ﺴﺎﻋﺪﻩ‬
‫ﻋﻠﻰ ﺗﻌﻠﻢ اﻟﻨﺺ ﺑﻄﺮﻳﻘﺔ أﻓﻀﻞ ) دروزة ‪ ، 1994 ،‬ص‪0 ( 225-198‬‬
‫وهﻨﺎﻟﻚ ﻓﺮﺿﻴﺘﺎن أﺳﺎﺳﻴﺘﺎن ﻳﺴﺘﻨﺪ إﻟﻴﻬﺎ ﻧﻈﺎم إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﺘ ﻀﻤﻨﺔ وهﻤ ﺎ‬
‫‪-:‬‬
‫‪ -1‬ﻟﻤﺎ آﺎن اﻟﻤﺪرس هﻮ اﻷآﺒﺮﺳﻨﺂ ﻓﻲ ﻣﻌﻈﻢ اﻟﺤ ﺎﻻت ﻣ ﻦ اﻟﻤ ﺘﻌﻠﻢ واﻷآﺜ ﺮ ﻧ ﻀﺠﺎ‬
‫واﻷﻏﺰر ﻋﻠﻤﺎ وﻣﻌﺮﻓﺔ واﻷﻋﻤﻖ ﺧﺒ ﺮة واﻷآﻤ ﻞ ﺗ ﺄهﻴﻼ ﻟﻠﻘﻴ ﺎم ﺑﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠ ﻴﻢ أآﺜ ﺮ‬
‫ﻣﻦ اﻟﻤﺘﻌﻠﻢ ﻟﺬا ﻓﻬﻮ اﻷﻗﺪر ﻋﻠﻰ اﺧﺘﻴﺎر اﻟﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ اﻟﻤﻨﺎﺳ ﺒﺔ وإﻋ ﺪادهﺎ وﻣ ﻦ ﺛ ﻢ‬
‫اﻟﻘﻴﺎم ﺑﻤﺴﺆﻟﻴﺔ اﻟﺘﻌﻠﻴﻢ ﻣﻦ اﻟﻤﺘﻌﻠﻢ ‪0‬‬
‫‪ -2‬إن اﻟﻤﺘﻌﻠﻢ ﻓﺮد ﻟﻢ ﻳﺼﻞ ﺑﻌﺪ إﻟﻰ درﺟﺔ اﻟﻨﻀﺞ واﻟﻤﻌﺮﻓﺔ واﻟﻤﺴﺆﻟﻴﺔ اﻟﺘﻲ ﺗﺨﻮﻟ ﻪ‬
‫اﺧﺘﻴ ﺎر اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ اﻟﻤﻨﺎﺳ ﺒﺔ وﻣ ﻦ ﺛ ﻢ ﺿ ﺒﻂ ﻋﻤﻠﻴ ﺔ ﺗﻌﻠﻤ ﻪ ‪ ،‬ﻓ ﺎﻟﻤﺘﻌﻠﻢ هﻨ ﺎ ﻻ‬
‫ﻳﺴﺘﻄﻴﻊ أن ﻳﺤﻘﻖ اﻷهﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺪون ﻣﺴﺎﻋﺪة اﻟﻤﺪرس وﺗﻮﺟﻴﻬ ﻪ وﺧﺎﺻ ﺔ ﻓ ﻲ‬
‫اﻟﻤﺮاﺣﻞ اﻟﺪﻧﻴﺎ ﻣﻦ اﻟﺘﻌﻠﻢ وان اﺧﺘﻴﺎر اﻟﻤﻨﺸﻄﺔ اﻟﻌﻘﻠﻴﺔ اﻟﻤﻨﺎﺳﺒﺔ ه ﻲ إﺣ ﺪى اﻟﻮﺳ ﺎﺋﻞ‬
‫اﻟﺘﻲ ﻳﺤﺘﺎج ﻣﻌﻬﺎ إﻟﻰ ﻣﺴﺎﻋﺪة اﻟﻤﺪرس ) دروزة ‪ ،2004 ،‬ص‪0 ( 135‬‬
‫ﻣﻘﺎرﻧ ﺔ ﺑ ﻴﻦ ﺷ ﺮوط اﺳ ﺘﺨﺪام اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ آﺈﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراك ﻣﺘﺘﻈﻤﻨ ﺔ‬
‫واﺳﺘﺮاﺗﻴﺠﻴﺎت إدراك ﻣﻨﻔﺼﻠﺔ‬
‫ﻟﻐ ﺮض أن ﺗﻜ ﻮن اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ ﻣ ﺆﺛﺮة وﻓﺎﻋﻠ ﺔ ﻻ ﺑ ﺪ ﻣ ﻦ ﺗﺤﺪﻳ ﺪ اﻟ ﺸﺮوط‬
‫واﻟﻈﺮوف اﻟﻮاﺟﺐ ﺗﻮﻓﺮهﺎ ﻋﻨﺪ اﺳ ﺘﺨﺪاﻣﻬﺎ ﻋﻠﻤ ﺎ إن ه ﺬﻩ اﻟ ﺸﺮوط ﻻ ﺑ ﺪ أن ﺗﻨﻄﻠ ﻖ‬
‫ﻣﻦ ﻧﻈﺎم إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك ﺳﻮاء أآﺎﻧ ﺖ ﻣﺘ ﻀﻤﻨﺔ أو ﻣﻨﻔ ﺼﻠﺔ واﻟﺘ ﻲ ﻳﺠ ﺐ ﻋﻠ ﻰ‬
‫اﻟﻤﺼﻤﻢ اﻟﺘﻌﻠﻴﻤﻲ أن ﻳﻌﺮﻓﻬﺎ واﻟﺘﻲ ﺗ ﺪور ﺑ ﺸﻜﻞ رﺋﻴ ﺴﻲ ﺣ ﻮل ﺛﻼﺛ ﺔ ﻣﺘﻐﻴ ﺮات ه ﻲ‬
‫آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬اﻟﻤﺴﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ اﻟﻤﺮاد ﺗﻨﻤﻴﺘﻪ‬
‫‪ -2‬ﺧﺼﺎﺋﺺ اﻟﻔﺮد‬
‫‪ -3‬ﺧﺼﺎﺋﺺ اﻟﻤﺤﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ ) دروزة ‪ ، 2004 ،‬ص‪0 ( 138‬‬
‫‪ -1‬ﺷﺮوط اﺳﺘﺨﺪام اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ آﺈﺳﺘﺮاﺗﻴﺠﻴﺔ إدراك ﻣﻨﻔﺼﻠﺔ‬
‫أ‪ -‬ﻳﺠﺐ أن ﻳﺘﺰود اﻟﻄﺎﻟﺐ ﺑﺘﺪرﻳﺐ ﺧﺎص ﻋﻠ ﻰ آﻴﻔﻴ ﺔ اﺷ ﺘﻘﺎق اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ‬
‫وﺧﺎﺻﺔ ﻣﻊ اﻟﻄﻠﺒﺔ ﺿﻌﻴﻔﻲ اﻟﻘﺪرة اﻟﻌﻘﻠﻴﺔ أو ﻣﺘﻮﺳﻄﻲ اﻟﺬآﺎء ‪0‬‬
‫ب‪ -‬ﺗﻨﻤ ﻲ اﻟﻤ ﺴﺘﻮﻳﺎت اﻟ ﺪﻧﻴﺎ واﻟﻤﺘﻮﺳ ﻄﺔ واﻟﻌﻠﻴ ﺎ أي آﺎﻓ ﺔ اﻟﻤ ﺴﺘﻮﻳﺎت اﻟﺘ ﻲ ﺗﻜﻠ ﻢ‬
‫ﻋﻨﻬﺎ ﺑﻠﻮم ‪0‬‬
‫ج‪-‬ﺗ ﺴﺘﺨﺪم ﻟ ﺪى اﻟﺘﻌﺎﻣ ﻞ ﻣ ﻊ ﻣﺤﺘ ﻮى ﺗﻌﻠﻴﻤ ﻲ ﻋﻠ ﻰ درﺟ ﺔ ﻣ ﻦ اﻟ ﺼﻌﻮﺑﺔ وﻏﻴ ﺮ‬
‫ﻣﺄﻟﻮف ﻟﺪى اﻟﻤﺘﻌﻠﻢ ‪0‬‬
‫د‪ -‬آﻮن اﻟﻤﺤﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ ﻏﻴﺮ ﻣﻨﻈﻢ ‪0‬‬
‫ﻩ ‪ -‬ﺗ ﺴﺘﺨﺪم ﻣ ﻊ اﻟﻄﻠﺒ ﺔ اﻟ ﺬﻳﻦ ﻳﺘ ﺼﻔﻮن ﺑﺎﺳ ﺘﻘﻼﻟﻴﺔ اﻟﺘﻔﻜﻴ ﺮ وﻋ ﺪم اﻻﻋﺘﻤ ﺎد ﻋﻠ ﻰ‬
‫اﻟﻤﻌﻠﻢ ‪0‬‬
‫و‪ -‬ﺗﺴﺘﺨﺪم ﻣﻊ اﻟﻄﻠﺒﺔ ذوي اﻟﻘﺪرات اﻟﻌﻠﻴﺎ‬
‫‪ -2‬ﺷﺮوط اﺳﺘﺨﺪام اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ آﺈﺳﺘﺮاﺗﻴﺠﻴﺔ إدراك ﻣﺘﻀﻤﻨﺔ‬
‫ﺣﺪدت دروزة) ‪ (1995‬اﻟﺸﺮوط ﺑﻤﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫‪ -1‬ﺗﺴﺘﺨﺪم هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ ﻣﻊ اﻟﻄﻠﺒﺔ ﻏﻴﺮ اﻟﻤ ﺪرﺑﻴﻦ ﻷن اﻟﻤﻨ ﺸﻄﺔ ﻳ ﺘﻢ ﺗﺠﻬﻴﺰه ﺎ‬
‫واﺷ ﺘﻘﺎﻗﻬﺎ ﻣ ﻦ ﻗﺒ ﻞ اﻟﻤ ﺪرس ﻓ ﻼ ﻳﺤﺘ ﺎج اﻟﻤ ﺘﻌﻠﻢ إﻟ ﻰ اﻟﺘ ﺪرﻳﺐ ﻟﻐ ﺮض اﺷ ﺘﻘﺎﻗﻬﺎ أي‬
‫ﺗﻜﻮن ﺟﺎهﺰة وﻋﺎﻟﻴﺔ اﻟﺠﻮدة‪0‬‬
‫‪ -2‬ﺗﻨﻤﻲ هﺬﻩ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﺴﺘﻮﻳﺎت اﻟﺪﻧﻴﺎ ﻓﻲ اﻟﺘﻌﻠﻢ آﺎﻟﺘ ﺬآﺮ واﻟﻤﺘﻮﺳ ﻄﺔ آ ﺎﻟﻔﻬﻢ‬
‫واﺣﻴﺎﻧﺂ اﻟﺘﻄﺒﻴﻖ‬
‫‪ -3‬ﺗﺴﺘﺨﺪم ﻣﻊ ﻣﺤﺘﻮى ﺑﺴﻴﻂ وﻏﻴﺮ ﻣﻌﻘﺪ وﻳﻜﻮن ﻣﺂﻟﻮﻓﺂ ﻟﺪى اﻟﻤﺘﻌﻠﻢ ‪0‬‬
‫‪ -4‬ﺗﺴﺘﺨﺪم ﻣﻊ ﻣﺤﺘﻮى ﺗﻌﻠﻴﻤﻲ ﻳﺘﺼﻒ ﺑﺎﻟﺘﻨﻈﻴﻢ واﻟﺘﺴﻠﺴﻞ اﻟﻤﻨﻄﻘﻲ ‪0‬‬
‫‪ -5‬ﺗﺴﺘﺨﺪم ﻣﻊ اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺘﺼﻔﻮن ﺑﺎﻷﺗﻜﺎﻟﻴﺔ واﻻﻋﺘﻤﺎد ﻋﻠﻰ ﺳﻮاهﻢ ‪0‬‬
‫‪ -6‬ﺗﺴﺘﺨﺪم اﻷﺳﺘﺮاﺗﻴﺠﻴﺔ ﻣﻊ اﻟﻄﻠﺒﺔ ﻣﻦ ذوي اﻟﻘﺪرات اﻟﻤﺘﻮﺳﻄﺔ واﻟﻤﻨﺨﻔﻀﺔ ‪0‬‬
‫وﺑﻨﺎءا ﻋﻠﻰ هﺬا ﻓﺄن هﺬﻩ اﻷﺳﺘﺮاﺗﻴﺠﻴﺔ ﺳﺘﻜﻮن ﻓﺎﻋﻠﺔ ﻣ ﻊ اﻟﻄﻠﺒ ﺔ اﻟﻤﺘ ﺪرﺑﻴﻦ آﻤ ﺎ ﻓ ﻲ‬
‫ﻣﺨﻄ ﻂ ) ‪ ) (2‬ﻳﻮﺿ ﺢ ﻓﻌﺎﻟﻴ ﺔ اﺳ ﺘﺨﺪام اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﻓ ﻲ اﻟﻤﻮﻗ ﻒ اﻟﺘﻌﻠﻴﻤ ﻲ‬
‫آﺈﺳﺘﺮاﺗﻴﺠﻴﺔ إدراك ﻣﺘﻀﻤﻨﺔ وﻣﻨﻔﺼﻠﺔ()دروزة ‪ ، 1995 ،‬ص‪0 ( 111‬‬
‫ﻗﺪرة ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻣﻨﺨﻔﻀﺔ‬
‫ﻗﺪرة ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫ﺗﻮﻟﻴﺪ اﻷﻓﻜﺎر‬
‫ﻗﺪرة ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻋﺎﻟﻴﺔ‬
‫اﻋﺘﻤﺎدﻳﺔ اﻟﺘﻔﻜﻴﺮ‬
‫اﺳﺘﻘﻼﻟﻴﺔ اﻟﺘﻔﻜﻴﺮ‬
‫اﻟﻔﺮد اﻟﻤﺘﻌﻠﻢ‬
‫ﻃﻠﺒﺔ ﻟﻴﺴﻮا‬
‫ﺑﺤﺎﺟﺔ ﻟﺘﺪرﻳﺐ‬
‫ﻃﻠﺒﺔ ﺑﺤﺎﺟﺔ‬
‫ﻟﺘﺪرﻳﺐ‬
‫ﻣﺘﻐﻴﺮات ﻓﻲ‬
‫اﻟﻤﻮاﻗﻒ‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺤﺘﻮى ﻣﻨﻈﻢ‬
‫اﻟﻤﺤﺘﻮى‬
‫اﻟﺘﻌﻠﻴﻤﻲ‬
‫ﻣﺤﺘﻮى ﻏﻴﺮ‬
‫ﻣﻨﻈﻢ‬
‫اﻷﻧﺘﺒﺎﻩ‬
‫ﻓﻌﺎﻟﻴﺔ‬
‫اﻟﻤﻨﺸﻄﺔ‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫آﺈﺳﺘﺮاﺗﻴﺠﻴﺔ‬
‫إدراك‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫داﻓﻌﻴﺔ ذاﺗﻴﺔ‬
‫ﻣﺴﺘﻮﻳﺎت‬
‫ﻣﻨﺨﻔﻀﺔ ﻟﻠﺘﻌﻠﻢ‬
‫ﻣﺴﺘﻮى‬
‫اﻟﺘﻌﻠﻢ‬
‫ذاآﺮة‬
‫ﻣﺴﺘﻮﻳﺎت‬
‫ﻣﺘﻮﺳﻄﺔ ﻟﺘﻌﻠﻢ‬
‫ﻣﺴﺘﻮﻳﺎت ﻋﻠﻴﺎ‬
‫ﻟﻠﺘﻌﻠﻢ‬
‫ﻣﺨﻄﻂ)‪ (2‬ﻳﻮﺿﺢ ﻓﺎﻋﻠﻴﺔ اﺳﺘﺨﺪام اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ ﻓﻲ اﻟﻤﻮاﻗﻒ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ه ﺬا وﺗﻈﻬ ﺮ اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﺑﺄﺷ ﻜﺎل وﺻ ﻮر ﻣﺘﻨﻮﻋ ﺔ وﻣﺘﺒﺎﻳﻨ ﺔ ﻟﺘﺘﻨﺎﺳ ﺐ ﻣ ﻊ‬
‫ﺧﺼﺎﺋﺺ اﻟﻤﻌﻠﻤﻴﻦ واﻟﻤﺤﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ واﻷهﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ وﻣﻨﻬﺎ ﻣﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫‪ -1‬اﻟﺸﻜﻞ اﻟﺮﻣﺰي اﻟﺒﺼﺮي اﻟﺴﻤﻌﻲ ‪-: Audio Verbal Visual Mode‬‬
‫وﻓﻴ ﻪ ﺗﻌ ﺮض اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﺑﻘﺎﻟ ﺐ رﻣ ﺰي ﺑ ﺼﺮي ﺳ ﻤﻌﻲ ﻓ ﻲ ﺣﺎﻟ ﺔ اﻟﺒ ﺮاﻣﺞ‬
‫اﻟﺘﻠﻔﺰﻳﻮﻧﻴ ﺔ أو ﻓ ﻲ ﺣﺎﻟ ﺔ اﻟﻔﻴ ﺪﻳﻮ اﻟﻤﺮﺑ ﻮط ﺑﺎﻟﺤﺎﺳ ﻮب اﻟﺘﻌﻠﻴﻤ ﻲ ) ‪interactive‬‬
‫‪ ( video disc-DVD‬آ ﺄن ﺗﻌ ﺮض اﻟﻘ ﺼﺔ آﻤﻨ ﺸﻄﺔ ﻋﻘﻠﻴ ﺔ ﻣ ﺼﻮرة وﻣ ﺴﻤﻮﻋﺔ‬
‫وﻣﻜﺘﻮﺑﺔ ﻋﻦ ﻃﺮﻳﻖ )‪ ( IVD‬وهﻨﺎ ﻳﺘﺤﻜﻢ اﻟﻤﺘﻌﻠﻢ ﺑﻌﻤﻠﻴﺔ اﻟﻌﺮض وﻳﺘﻔﺎﻋﻞ ﻣﺒﺎﺷ ﺮة‬
‫ﻓﻲ ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ ﺑﺤﻴﺚ ﻳﺨﺘﺎر اﻟﻤﺸﻬﺪ اﻟ ﺬي ﻳﺮﻳ ﺪ وﻳ ﺴﺘﺠﻴﺐ إﻟ ﻰ اﻟﺒ ﺪاﺋﻞ أو اﻷﺳ ﺌﻠﺔ‬
‫اﻟﺘﻲ ﺗﻄﺮح ﻋﻠﻴﻪ ﻋﻦ ﻃﺮﻳﻖ ﻟﻤﺲ ﺷﺎﺷﺔ ﻟﻠﺤﺎﺳﻮب أو ﻟﻤﺲ اﺣﺪ ﻣﻔﺎﺗﻴﺤﻪ ‪0‬‬
‫‪ -2‬اﻟﺸﻜﻞ اﻟﺴﻤﻌﻲ اﻟﺒﺼﺮي ‪-: Audio-Visual Mode‬‬
‫وﻓﻴ ﻪ ﺗﻌ ﺮض اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﺑﻘﺎﻟ ﺐ ﺳ ﻤﻌﻲ ﺑ ﺼﺮي ﻣﻌ ًﺎ وﻓ ﻲ ه ﺬﻩ اﻟﺤﺎﻟ ﺔ ﻗ ﺪ‬
‫ﻳ ﺴﺘﺨﺪم اﻟﺘﻠﻔ ﺎز اﻟﺘﺮﺑ ﻮي او اﻟﻔﻴ ﺪﻳﻮ او اﻟﻠﻮﺣ ﺔ اﻟﻜﻬﺮﺑﺎﺋﻴ ﺔ آﻮﺳ ﺎﺋﻞ ﻟﻌ ﺮض ه ﺬﻩ‬
‫اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ‪ ،‬آ ﺄن ﺗﻌ ﺮض اﻟﻘ ﺼﺔ آﻤﻨ ﺸﻄﺔ ﻋﻘﻠﻴ ﺔ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻷﻓ ﻼم‬
‫اﻟﺴﻴﻨﻤﺎﺋﻴﺔ اﻟﻤﺘﺤﺮآﺔ او ﺗﻤﺜﻴﻠﻬﺎ ﻋﻠﻰ اﻟﻤﺴﺮح ﻣﻦ ﻗﺒﻞ اﻷﺷﺨﺎص اﻟﻤﻌﻨﻴﻦ ‪0‬‬
‫‪ -3‬اﻟﺸﻜﻞ اﻟﺮﻣﺰي اﻟﺒﺼﺮي ‪-: Verbal-Visuaflnode‬‬
‫وﻓﻴ ﻪ ﺗﻌ ﺮض اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﺑﻘﺎﻟ ﺐ ﺑ ﺼﺮي ورﻣ ﺰي ﻣﻌ ًﺎ وﻓ ﻲ ه ﺬﻩ اﻟﺤﺎﻟ ﺔ ﻗ ﺪ‬
‫ﻳ ﺴﺘﺨﺪم اﻟﻜﺘ ﺎب اﻟﻤ ﺼﻮر أو اﻟﺤﺎﺳ ﻮب اﻟﺘﻌﻠﻴﻤ ﻲ أو أﻳ ﺔ أداة ﺗﺠﻤ ﻊ ﺑ ﻴﻦ اﻟ ﺼﻮرة‬
‫واﻟﺮﻣ ﺰ آ ﺄن ﺗﻌ ﺮض اﻟﻘ ﺼﺔ آﻤﻨ ﺸﻄﺔ ﻋﻘﻠﻴ ﺔ ﻣﻜﺘﻮﺑ ﺔ وﻣ ﺼﻮرة ﻋﻠ ﻰ ﺷﺎﺷ ﺔ‬
‫اﻟﺤﺎﺳﻮب اﻟﺘﻌﻠﻴﻤﻲ أو اﻷﻓﻼم اﻟﺴﺎآﻨﺔ ‪0‬‬
‫‪ -4‬اﻟﺸﻜﻞ اﻟﺴﻤﻌﻲ ‪-: Audio Mode‬‬
‫وﻓﻴﻪ ﺗﻌﺮض اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ ﺑﻘﺎﻟﺐ ﺳﻤﻌﻲ وﻓ ﻲ ه ﺬﻩ اﻟﺤﺎﻟ ﺔ ﻗ ﺪ ﺗ ﺴﺘﺨﺪم اﻹذاﻋ ﺔ‬
‫اﻟﻤﺪرﺳﻴﺔ أو اﻟﻤﺴﺠﻼت وإﻟﻘﺎء اﻟﻜﻠﻤﺎت واﻟﻤﺤﺎﺿﺮات آﻮﺳﺎﺋﻞ ﻟﻌ ﺮض اﻟﻤﻨ ﺸﻄﺎت‬
‫آﺄن ﺗﺬاع اﻟﻘﺼﺔ آﻤﻨﺸﻄﺔ ﻋﻘﻠﻴﺔ ﻋﻦ ﻃﺮﻳﻖ اﻟﻤﺴﺠﻞ أو ﺗﺮد ﻋﻦ ﻃﺮﻳﻖ اﻟﻤﻌﻠﻢ ‪0‬‬
‫‪ -5‬اﻟﺸﻜﻞ اﻟﺒﺼﺮي ‪-: Visual Mode‬‬
‫وﻓﻴ ﻪ ﺗﻌ ﺮض اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﻋﻠ ﻰ ﺷ ﻜﻞ ﺻ ﻮر ﺳ ﺎآﻨﺔ أو ﻣﺘﺤﺮآ ﺔ وﻓ ﻲ ه ﺬﻩ‬
‫اﻟﺤﺎﻟ ﺔ ﺗ ﺴﺘﺨﺪم اﻟ ﺼﻮر واﻷﺷ ﻜﺎل واﻟﺮﺳ ﻮﻣﺎت واﻷﻓ ﻼم واﻟ ﺸﺮاﺋﺢ واﻟﺨ ﺮاﺋﻂ‬
‫واﻟﺠ ﺪاول واﻟﻤﻠ ﺼﻘﺎت وﻏﻴﺮه ﺎ آﻮﺳ ﺎﺋﻞ ﻟﻌ ﺮض اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ آ ﺄن ﺗﻌ ﺮض‬
‫ﺻﻮرة أو ﻋﺪة ﺻﻮر ﻓﻲ آﺘﺎب ﻣﺼﻮر ﻳﻤﺜﻞ ﺣﻮادث ﻗﺼﺔ ﻣﺎ آﻤﻨﺸﻄﺔ ﻋﻘﻠﻴﺔ ‪0‬‬
‫‪ -6‬اﻟﺸﻜﻞ اﻟﺮﻣﺰي ‪-: Visual Mode‬‬
‫وﻓﻴ ﻪ ﺗﻌ ﺮض اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﻋﻠ ﻰ ﺷ ﻜﻞ رﻣ ﻮز أو آﻠﻤ ﺎت ‪ ،‬أو أرﻗ ﺎم وﺑﻤﻌﻨ ﻰ‬
‫أﺧ ﺮ ﺗﻈﻬ ﺮ ه ﺬﻩ اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ ﺑﻘﺎﻟ ﺐ ﻟﻐ ﻮي ﻣﻜﺘ ﻮب ﺳ ﻮاء آ ﺎن ﻋ ﻦ ﻃﺮﻳ ﻖ‬
‫اﻟﻜﻠﻤ ﺔ أم ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟ ﺮﻗﻢ أو اﻟﺮﻣ ﺰ ‪ ،‬آ ﺄن ﻳﻘ ﺮأ اﻟﻤ ﺘﻌﻠﻢ ﻗ ﺼﺔ ﻣﻜﺘﻮﺑ ﺔ ﻟ ﻨﺺ‬
‫ﻣﺪروس آﻤﻨﺸﻄﺔ ﻋﻘﻠﻴﺔ ) دروزة ‪ ، 2004 ،‬ص‪0 ( 145‬‬
‫ﺗﻮﻗﻴﺖ اﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪Timing On Position Of‬‬
‫‪-: Cognitive Strategy Activators‬‬
‫وﺗﺴﺘﺨﺪم ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ أوﻗﺎت ﻣﺨﺘﻠﻔﺔ وهﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫‪ -1‬ﻗﺒﻞ اﻟﺒﺪء ﺑﻌﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ واﻟﺘﻌﻠﻢ ) ﻗﺒﻞ اﻟﺪرس ( ‪Pre-instruction‬‬
‫‪ -2‬ﻓﻲ أﺛﻨﺎء ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻢ واﻟﺘﻌﻠﻢ ) إﻧﺸﺎء اﻟﺪرس ( ‪During-instruction‬‬
‫‪ -3‬ﺑﻌﺪ اﻷﻧﺘﻬﺎء ﻣﻦ ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻢ واﻟﺘﻌﻠﻢ ) ﻧﻬﺎﻳﺔ اﻟﺪرس ( ‪Post-instruction‬‬
‫ﺑﻌ ﺾ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗﻜ ﻮن ﻓﻌﺎﻟ ﺔ أآﺜ ﺮ ﻣ ﻦ ﻏﻴﺮه ﺎ إذا ﺗ ﻢ‬
‫اﺳﺘﺨﺪاﻣﻬﺎ ﻗﺒﻞ اﻟﺒﺪء ﺑﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ واﻟﺘﻌﻠﻴﻢ ) اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ‪ ،‬اﻷه ﺪاف اﻟﺘﻌﻠﻴﻤﻴ ﺔ‬
‫‪ ،‬اﻟﺠﻤﻞ ‪ ،‬اﻟﻌﻨﺎوﻳﻦ ‪ ،‬رؤوس اﻷﻗﻼم ‪ ،‬اﻟﺼﻮر اﻟﻤﺎدﻳﺔ واﻟﺤﺴﻴﺔ ‪ ،‬اﻟﻤﻘﺪﻣﺎت ( ‪0‬‬
‫ﺑﻴﻨﻤﺎ ﺗﻜﻮن أﺧﺮى أآﺜﺮ ﻓﻌﺎﻟﻴ ﺔ إذا ﻣ ﺎ اﺳ ﺘﺨﺪﻣﺖ ﻓ ﻲ أﺛﻨ ﺎء ﻋﻤﻠﻴ ﺔ اﻟ ﺘﻌﻠﻢ واﻟﺘﻌﻠ ﻴﻢ )‬
‫اﻟﺨﻄﻮط ﺗﺤﺖ اﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ ‪ ،‬إﻋ ﺎدة ﺻ ﻴﺎﻏﺔ ‪ ،‬اﻟﺘ ﺸﺒﻴﻬﺎت واﻟﻤﻘﺎرﻧ ﺎت ‪ ،‬اﻷﺳ ﺌﻠﺔ‬
‫اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﺧ ﻼل ﻋﻤﻠﻴ ﺔ اﻟ ﺘﻌﻠﻢ واﻟﺘﻌﻠ ﻴﻢ ‪ ،‬اﻟﺘﺨ ﻴﻼت واﻟ ﺼﻮر اﻟﺬهﻨﻴ ﺔ واﻟﺤ ﺴﻴﺔ‬
‫واﻟﻤﺎدﻳﺔ ﻣﺜﻞ اﻟﻤﺼﻮرات واﻟﻤﻠﺤﻘﺎت واﻟﺠﺪاول واﻟﺨ ﺮاﺋﻂ واﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ (‬
‫‪0‬‬
‫ﻓ ﻲ ﺣ ﻴﻦ ﺑﻌ ﺾ اﻟﻤﻨ ﺸﻄﺎت ﺗﻜ ﻮن ﻓﺎﻋﻠ ﺔ إذا اﺳ ﺘﺨﺪﻣﺖ ﺑﻌ ﺪ اﻷﻧﺘﻬ ﺎء ﻣ ﻦ ﻋﻤﻠﻴ ﺔ‬
‫اﻟﺘﻌﻠ ﻴﻢ واﻟ ﺘﻌﻠﻢ ) إﻋ ﺎدة اﻟ ﺼﻴﺎﻏﺔ ‪ ،‬ﻣﻨﻈﻮﻣ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺒﻌﺪﻳ ﺔ واﻟﻤﺮاﺟﻌ ﺎت ‪،‬‬
‫اﻟﺘﻠﺨﻴﺼﺎت ( آﻤﺎ ﻳﻤﻜﻦ اﺳﺘﺨﺪام اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ أﺛﻨﺎء اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻓ ﻲ أآﺜ ﺮ‬
‫ﻣﻦ ﻣﻜﺎن ﻓﻌﻠﻰ ﺳﺒﻴﻞ اﻟﻤﺜﺎل اﻧﻪ ﻗﺪ ﺗﺴﺘﺨﺪم اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻗﺒﻞ اﻟﺒﺪء ﺑﺎﻟﺪرس وﻓﻲ‬
‫أﺛﻨﺎﺋﻪ وﺑﻌﺪﻩ ) دروزة ‪ ، 2004 ،‬ص‪0 ( 135‬‬
‫وﻣﻦ اﻟﺠﺪﻳﺮ ﺑﺎﻟﺬآﺮ اﻧﻪ ﻟﻌﻤﻠﻴﺔ ﺧ ﺰن اﻟﻤﻌﻠﻮﻣ ﺎت ﻓ ﻲ اﻟ ﺬاآﺮة ﺛ ﻼث ﻣﺮاﺣ ﻞ ﺗﻨ ﺴﻖ‬
‫ﻣ ﻊ ﺗﻮﻗﻴ ﺖ ﻇﻬ ﻮر ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ وه ﻲ‬
‫آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬ﻣﺮﺣﻠﺔ اﺳﺘﻘﺒﺎل اﻟﻤﻌﻠﻮﻣﺎت وإدﺧﺎﻟﻬﺎ ‪-: input‬‬
‫ﻓﻌ ﻦ ﻃﺮﻳ ﻖ اﻟﺤ ﻮاس اﻟﺨﻤ ﺴﺔ ﺳ ﻮف ﻳﺘﻌ ﺮض اﻟﻤ ﺘﻌﻠﻢ إﻟ ﻰ آﻤﻴ ﺔ آﺒﻴ ﺮة ﻣ ﻦ‬
‫اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺤﻴﻄﺔ‪ ،‬وﻟﻜﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺗﻘﻊ ﻓﻘﻂ ﻓﻲ ﺑﺆرة اﻧﺘﺒﺎﻩ اﻟﻤﺘﻌﻠﻢ وﻣﺠ ﺎل‬
‫اهﺘﻤﺎﻣﻪ ﻟﺘﺸﺒﻊ ﺣﺐ اﺳﺘﻄﻼﻋﻪ هﻲ اﻟﺘﻲ ﺗﺪﺧﻞ إﻟﻰ اﻟﺬاآﺮة ﻗﺼﻴﺮة اﻷﻣﺪ ‪0‬‬
‫‪ -2‬ﻣﺮﺣﻠﺔ إﻋﺪاد اﻟﻤﻌﻠﻮﻣﺎت وﺗﺮﻣﻴﺰهﺎ ‪-: processing and coding‬‬
‫إن اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ دﺧﻠﺖ ﻋﻦ ﻃﺮﻳﻖ اﻟﺤ ﻮاس اﻟﺨﻤ ﺴﺔ إﻟ ﻰ اﻟ ﺬاآﺮة ﻗ ﺼﻴﺮة اﻷﻣ ﺪ‬
‫ﻳﺘﻢ ﻣﻌﺎﻟﺠﺘﻬﺎ ﻓﻲ ه ﺬﻩ اﻟﻤﺮﺣﻠ ﺔ وﺗﻜﺮاره ﺎ وﺗﺠﻤﻴﻌﻬ ﺎ وﺗﺮﻣﻴﺰه ﺎ ﻓ ﻲ أﻧﻤ ﺎط ﻣﻌﺮﻓﻴ ﺔ‬
‫هﺮﻣﻴﺔ وذات ﻣﻌﻨﻰ وﻗﻴﻤﺔ ﻟﻐﺮض إﻋﺪادهﺎ ﻟﻠﺬاآﺮة ﻃﻮﻳﻠﺔ اﻷﻣﺪ ‪0‬‬
‫‪ -3‬ﻣﺮﺣﻠﺔ اﺳﺘﺮﺟﺎع اﻟﻤﻌﻠﻮﻣﺎت وﺗﻮﻇﻴﻔﻬﺎ ‪-: out-put‬‬
‫ﺗﺴﻤﻰ أﺣﻴﺎﻧ ﺎ ﺑﻤﺮﺣﻠ ﺔ اﻟﺨ ﺰن واﻟﺤﻔ ﻆ أو ﻣﺮﺣﻠ ﺔ اﻟ ﺬاآﺮة ﻃﻮﻳﻠ ﺔ اﻷﻣ ﺪ ﺣﻴ ﺚ ﺗﻤﺜ ﻞ‬
‫اﻟﻤﺮﺣﻠ ﺔ اﻷﺧﻴ ﺮة ﻓ ﻲ ﻋﻤﻠﻴ ﺔ ﺗﻨ ﺴﻴﻖ اﻟﻤﻌﻠﻮﻣ ﺎت ﻓﻔ ﻲ ه ﺬﻩ اﻟﻤﺮﺣﻠ ﺔ ﻳ ﺴﻤﺢ ﻟﻘ ﺴﻢ‬
‫اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺘ ﻲ ﻋﻮﻟﺠ ﺖ وﻧ ﺴﻘﺖ ﻓ ﻲ اﻟﻤﺮﺣﻠ ﺔ اﻟ ﺴﺎﺑﻘﺔ ﻟﻠ ﺬاآﺮة ﻗ ﺼﻴﺮة اﻷﻣ ﺪ أن‬
‫ﺗﺴﺘﻘﺮ ﻓﻲ اﻟﺬاآﺮة ﻃﻮﻳﻠﺔ اﻷﻣﺪ ﻷﺳﺘﺨﺪاﻣﻬﺎ وﻗﺖ اﻟﺤﺎﺟﺔ وﻋﻨﺪ اﻟﻄﻠﺐ ‪ ،‬ﺣﻴ ﺚ ﻳﻘ ﻮم‬
‫هﺬا اﻟﻘ ﺴﻢ ﻣ ﻦ اﻟ ﺬاآﺮة ﺑﺘﻔ ﺴﻴﺮ اﻟﻤﻌﻠﻮﻣ ﺎت وﺗﺤﻠﻴﻠﻬ ﺎ وﺗﻨﻈﻴﻤﻬ ﺎ ورﺑﻄﻬ ﺎ ﺑﻤﻌﻠﻮﻣ ﺎت‬
‫ﺳﺎﺑﻘﺔ ﻣﺘﻌﻠﻤﺔ ذات ﻋﻼﻗﺔ ﺛﻢ ﺗﺮﻣﻴﺰهﺎ ﻟﺨﺰﻧﻬﺎ ) دروزة ‪ ، 2004 ،‬ص‪0 ( 147‬‬
‫وﻣ ﻦ ﺧ ﻼل اﻟﺪراﺳ ﺎت اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻓ ﺄن اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ واﻟﺘ ﻲ ﺗﻈﻬ ﺮ أآﺜ ﺮ ﻣ ﻦ‬
‫ﻏﻴﺮهﺎ ﻗﺒﻞ اﻟﺒﺪء ﺑﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ واﻟﺘﻌﻠﻴﻢ وهﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫‪ -1‬وﺳﺎﺋﻞ ﺗﺪﻋﻴﻢ اﻟﺬاآﺮة واﻟﺘﻲ ﻣﻨﻬﺎ ﻃﺮﻳﻘﺔ اﻟﻤﻜﺎن وﻣﻔﺎﺗﻴﺢ اﻟﻜﻠﻤﺎت وﻧ ﺴﺞ اﻟﻘ ﺼﺔ‬
‫‪ -02‬ﻣﻨﻈﻮﻣﺔ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻘﺒﻠﻴﺔ ) اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻔﺮاﻏﻴﺔ ( ‪0‬‬
‫‪ -3‬اﻟﻤﻠﺨﺼﺎت ‪0‬‬
‫‪ -4‬اﻟﻤﻘﺪﻣﺎت ‪0‬‬
‫‪ -5‬اﻟﻘﺼﺺ ‪0‬‬
‫‪ -6‬اﻟﺼﻮر اﻟﺬهﻨﻴﺔ واﻟﺘﺨﻴﻼت ‪0‬‬
‫‪ -7‬اﻟ ﺼﻮر اﻟﺤ ﺴﻴﺔ واﻟﻤﺎدﻳ ﺔ وﻣﻨﻬ ﺎ اﻷﺷ ﻜﺎل واﻟ ﺼﻮر واﻟﺨ ﺮاﺋﻂ واﻟﻤﻠ ﺼﻘﺎت‬
‫واﻟﺠﺪاول ) اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻔﺮاﻏﻴﺔ ( ‪0‬‬
‫‪ -8‬رؤوس اﻷﻗﻼم ‪0‬‬
‫‪ -9‬اﻟﺠﻤﻞ واﻟﻌﻨﺎوﻳﻦ ‪0‬‬
‫‪ -10‬اﻟﺘﻌﻠﻴﻤﺎت ‪0‬‬
‫‪ -11‬اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪0‬‬
‫‪ -12‬اﻷهﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ ‪0‬‬
‫أﻣ ﺎ اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ ﺗﻈﻬ ﺮ أآﺜ ﺮ ﻣ ﻦ ﻏﻴﺮه ﺎ ﻓ ﻲ أﺛﻨ ﺎء اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻤﻴ ﺔ‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻬﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫ وﺳﺎﺋﻞ ﺗﺪﻋﻴﻢ اﻟﺬاآﺮة ‪0‬‬‫‪ -2‬اﻟﻤﻼﺣﻈﺎت اﻟﺼﻔﻴﺔ ‪0‬‬
‫‪ -3‬اﻟﺼﻮر اﻟﺬهﻨﻴﺔ واﻟﺘﺨﻴﻼت ‪0‬‬
‫‪ -4‬اﻟﺘﺸﺒﻴﻬﺎت واﻟﻤﻘﺎرﻧﺎت ‪0‬‬
‫‪ -5‬اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪0‬‬
‫‪ -6‬إﻋﺎدة اﻟﺼﻴﺎﻏﺔ ‪0‬‬
‫‪ -7‬اﻟﺨﻄﻮط ﺗﺤﺖ اﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ ‪0‬‬
‫‪ -8‬اﻟﻘﺼﺺ ‪0‬‬
‫‪ -9‬وﺳﺎﺋﻞ ﺗﺪﻋﻴﻢ اﻟﺬاآﺮة ‪0‬‬
‫أﻣﺎ اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ اﻟﺘﻲ ﺗﻈﻬﺮ أآﺜ ﺮ ﻣ ﻦ ﻏﻴﺮه ﺎ ﺑﻌ ﺪ اﻷﻧﺘﻬ ﺎء ﻣ ﻦ ﻋﻤﻠﻴ ﺔ اﻟﺘﻌﻠ ﻴﻢ‬
‫هﻲ ‪-:‬‬
‫‪ -1‬اﻟﻤﺮاﺟﻌﺎت ‪0‬‬
‫‪ -2‬اﻟﺘﻠﺨﻴﺼﺎت ‪0‬‬
‫‪ -3‬إﻋﺎدة اﻟﺼﻴﺎﻏﺔ ‪0‬‬
‫‪ -4‬اﻟﻤﺮآﺒﺔ اﻟﻤﺠﻤﻌﺔ ‪0‬‬
‫‪ -5‬اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﺒﻌﺪﻳﺔ ‪0‬‬
‫‪ -6‬ﻣﻨﻈﻮﻣﺔ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺒﻌﺪﻳﺔ‬
‫ﺗﻮﻗﻴﺖ اﺳﺘﻌﻤﺎل اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ‬
‫ﻧﻤﻂ اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ‬
‫ﺗﻈﻬﺮ ﺑﻌﺪ اﻟﺪرس‬
‫ﺗﻈﻬﺮ أﺛﻨﺎء اﻟﺪرس‬
‫ﺗﻈﻬﺮ ﻗﺒﻞ اﻟﺪرس‬
‫‪ -1‬وﺳﺎﺋﻞ ﺗﺪﻋﻴﻢ اﻟﺬاآﺮة‬
‫‪ -1‬وﺳﺎﺋﻞ ﺗﺪﻋﻴﻢ اﻟﺬاآﺮة‬
‫‪ -2‬ﻣﻨﻈﻮﻣ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت ‪ -2‬اﻟﻤﻼﺣﻈﺎت اﻟﺼﻔﻴﺔ‬
‫‪ -3‬اﻟﻘﺼﺺ‬
‫اﻟﻘﺒﻠﻴﺔ‬
‫‪ -4‬اﻟﺼﻮر اﻟﺬهﻨﻴﺔ‬
‫‪ -3‬اﻟﻤﻠﺨﺼﺎت‬
‫‪ -5‬اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﻴﺔ‬
‫‪ -4‬اﻟﻤﻘﺪﻣﺎت‬
‫‪ -6‬اﻟﻤﻘﺎرﻧﺎت‬
‫‪ -5‬اﻟﻘﺼﺺ‬
‫‪ -7‬إﻋﺎدة اﻟﺼﻴﺎﻏﺔ‬
‫‪ -6‬اﻟﺼﻮر اﻟﺬهﻨﻴﺔ‬
‫‪ -8‬اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﺧ ﻼل‬
‫‪ -7‬اﻷﺷﻜﺎل واﻟﺠﺪاول‬
‫‪ -8‬اﻟﺼﻮر اﻟﺤﺴﻴﺔ اﻟﻤﺎدﻳﺔ اﻟﺪرس‬
‫‪ -9‬رؤوس اﻷﻗﻼم‬
‫‪ -10‬اﻟﺠﻤﻞ واﻟﻌﻨﺎوﻳﻦ‬
‫‪ -11‬اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ‬
‫اﻟﻘﺒﻠﻴﺔ‬
‫‪ -12‬اﻷهﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫اﻟﻤ ﺴﺘﻮﻳﺎت اﻟ ﺪﻧﻴﺎ ‪/‬ﺗ ﺬآﺮ اﻟﻤ ﺴﺘﻮﻳﺎت اﻟﻤﺘﻮﺳ ﻄﺔ اﻟﻤ ﺴﺘﻮﻳﺎت اﻟﻌﻠﻴ ﺎ ‪/‬ﺗﺮآﻴ ﺐ‬
‫وﺗﻘﻮﻳﻢ‬
‫‪/‬ﺗﻄﺒﻴﻖ وﺗﺤﻠﻴﻞ‬
‫وﻓﻬﻢ‬
‫‪ -1‬اﻟﻤﺮاﺟﻌﺎت‬
‫‪ -2‬ﻣﻨﻈﻮﻣ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫اﻟﺒﺼﺮﻳﺔ‬
‫‪ -3‬اﻟﺘﻠﺨﻴﺼﺎت‬
‫‪ -4‬إﻋﺎدة اﻟﺼﻴﺎﻏﺔ‬
‫‪ -5‬اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ‬
‫اﻟﺒﻌﺪﻳﺔ‬
‫اﻟﻤﺴﺘﻮى اﻟﻌﻘﻠﻲ اﻟﺬي ﺗﻨﻤﻴﻪ اﻟﻤﻨﺸﻄﺔ اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻤﺨﻄﻂ)‪(3‬‬
‫ﻳﻮﺿﺢ اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻧﻤ ﻂ اﻟﻤﻨ ﺸﻄﺔ اﻟﻌﻘﻠﻴ ﺔ وﺗﻮﻗﻴ ﺖ اﺳ ﺘﻌﻤﺎﻟﻬﺎ ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ‬
‫واﻟﻤﺴﺘﻮى اﻟﻌﻘﻠﻲ اﻟﺬي ﺗﻨﻤﻴﻪ ‪0‬‬
‫ﺗﻮﻗﻴﺖ اﺳﺘﻌﻤﺎل اﻟﻤﻨﺸﻄﺔ‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫ﻗﺒﻞ ﺑﺪء اﻟﺪرس‬
‫اﺛﻨﺎء اﻟﺪرس‬
‫ﺑﻌﺪ اﻧﺘﻬﺎء اﻟﺪرس‬
‫ﻣﺮﺣﻠﺔ اﺳﺘﻘﺒﺎل اﻟﻤﻌﻠﻮﻣﺎت‬
‫وادﺧﺎﻟﻬﺎ‬
‫ﻣﺮﺣﻠﺔ ﺗﻨﺴﻴﻖ اﻟﻤﻌﻠﻮﻣﺎت‬
‫وﺑﺮﻣﺠﺘﻬﺎ‬
‫ﻣﺮﺣﻠﺔ‬
‫ﻣﺮاﺣﻞ ﺧﺰن اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ اﻟﺬاآﺮة‬
‫ﻣﺨﻄﻂ )‪(4‬‬
‫ﻳﻮﺿﺢ اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺗﻮﻗﻴﺖ اﺳ ﺘﻌﻤﺎل اﻟﻤﻨ ﺸﻄﺎت اﻟﻌﻘﻠﻴ ﺔ وﻣﺮاﺣ ﻞ ﺧ ﺰن اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫ﻓﻲ اﻟﺬاآﺮة )دروزة ‪ ، 2004 ،‬ص‪( 153- 147‬‬
‫وﻟﻤﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك أه ﺪاف ووﻇ ﺎﺋﻒ ﻳﻤﻜ ﻦ ﺗﻘ ﺴﻴﻤﻬﺎ ﺣ ﺴﺐ ﺗﻮﻗﻴﺘﻬ ﺎ‬
‫ﺣﻴ ﺚ إن ه ﺬﻩ اﻟﻮﻇ ﺎﺋﻒ ﺗﺨﺘﻠ ﻒ ﻣ ﻦ ﺗﻮﻗﻴ ﺖ إﻟ ﻰ أﺧ ﺮ أي ﻗﺒ ﻞ وﺑﻌ ﺪ وأﺛﻨ ﺎء اﻟﻌﻤﻠﻴ ﺔ‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ وآﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬أهﺪاف ووﻇﺎﺋﻒ اﻟﻤﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻘﺒﻠﻴﺔ ‪-:‬‬
‫‪ -1‬ﺗﺠﻤﻴﻊ أهﻢ اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﻴﺔ ﺑﺸﻜﻞ ﻣﻨﻈﻢ وﻣﺨﺘﺼﺮ ﻗﺒﻞ اﻟﺨﻮض ﻓﻲ اﻟﺘﻌﻠﻴﻢ ‪0‬‬
‫‪ -2‬ﺗﻨﻤﻴﺔ اﻟﺘﻌﻠﻢ ﻓﻲ اﻟﻤﺴﺘﻮﻳﺎت اﻟﺪﻧﻴﺎ آﺎﻟﺘﺬآﺮ واﻟﻔﻬﻢ أآﺜ ﺮ ﻣ ﻦ اﻟﻤ ﺴﺘﻮﻳﺎت اﻟﻮﺳ ﻄﻰ‬
‫آ ﺎﻟﺘﻄﺒﻴﻖ واﻟﺘﺤﻠﻴ ﻞ أو اﻟﻌﻠﻴ ﺎ آﺎﻟﺘﺮآﻴ ﺐ واﻟﺘﻘ ﻮﻳﻢ وﻓ ﻖ ﺗ ﺼﻨﻴﻒ ﺑﻠ ﻮم ﻟﻸه ﺪاف‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ ‪0‬‬
‫‪ -3‬ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ اﻟﺮﺑﻂ ﺑﻴﻦ اﻟﺘﻌﻠﻢ اﻟﺠﺪﻳﺪ واﻟﺘﻌﻠﻢ اﻟﻘﺪﻳﻢ ‪0‬‬
‫‪ -4‬ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻓﻲ إدﺧﺎل اﻟﻤﻌﻠﻮﻣﺎت وﺧﺰﻧﻬﺎ ﻓﻲ اﻟﺬاآﺮة ﻗﺼﻴﺮة اﻷﻣﺪ ‪0‬‬
‫‪ -5‬اﺳﺘﺜﺎرة اﻟﻌﻤﻠﻴﺎت اﻟﻌﻘﻠﻴﺔ ﻟﻠﻤﺘﻌﻠﻢ ودﻓﻌﻪ إﻟﻰ اﻟﺘﻔﻜﻴﺮ ﻓﻲ اﻟﻤﺎدة اﻟﻤﺪروﺳﺔ ‪0‬‬
‫‪ -6‬ﺟﺬب اﻧﺘﺒﺎﻩ اﻟﻤﺘﻌﻠﻢ إﻟﻰ ﻣﻮﺿﻮع اﻟﺪرس واﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ ﻓﻴﻪ ‪0‬‬
‫ب‪ -‬أهﺪاف ووﻇﺎﺋﻒ ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﺘﻲ ﺗﺴﺘﺨﺪم ﺧﻼل اﻟﺘﻌﻠﻢ ‪-:‬‬
‫‪-1‬ﺗﺒﺴﻴﻂ اﻟﻤﺤﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ اﻟﻤﻌﻘﺪ وﺟﻌﻠﻪ ﻣﺄﻟﻮﻓًﺎ ﻟﻠﻤﺘﻌﻠﻢ ‪0‬‬
‫‪ -2‬ﻣ ﺴﺎﻋﺪة اﻟﻤ ﺘﻌﻠﻢ ﻣ ﻦ ذوي اﻟﻘ ﺪرات اﻟﻤﺘﻮﺳ ﻄﺔ واﻟﻌﻠﻴ ﺎ ﻋﻠ ﻰ اﻷﺳ ﺘﻔﺎدة ﻣ ﻦ‬
‫اﻟﺘﻌﻠﻴﻢ‪0‬‬
‫‪ -3‬ﺗﻨﻤﻴﺔ اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ اﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺘﻮﺳﻄﺔ واﻟﻌﻠﻴﺎ أآﺜﺮ ﻣﻦ اﻟﻤﺴﺘﻮﻳﺎت اﻟﺪﻧﻴﺎ ‪0‬‬
‫‪ -4‬ﺗﺒﺼﻴﺮ اﻟﻤﺘﻌﻠﻢ ﺑﻜﻴﻔﻴﺔ ارﺗﺒﺎط اﻷﻓﻜﺎر اﻟﻤﺘﺼﻠﺔ ﺑﺒﻌﻀﻬﺎ اﻟﺒﻌﺾ ‪0‬‬
‫‪ -5‬ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺗﻨﺴﻴﻖ اﻟﻤﻌﻠﻮﻣﺎت وﺑﺮﻣﺠﺘﻬﺎ ﻓﻲ اﻟﺬاآﺮة ﻋﻦ ﻃﺮﻳ ﻖ اﻟﻘﻴ ﺎم‬
‫ﺑﺎﻟﻌﻤﻠﻴﺎت اﻟﻌﻘﻠﻴﺔ اﻟﺘﺎﻟﻴﺔ ﺗﻔﺴﻴﺮ اﻟﻤﻌﻠﻮﻣﺎت وﺗﺤﻠﻴﻠﻬﺎ وﺗﻨﻈﻴﻤﻬﺎ ورﺑﻄﻬ ﺎ ﺑﺎﻟﻤﻌﻠﻮﻣ ﺎت‬
‫اﻟﺴﺎﺑﻘﺔ وﺗﺒﻮﻳﺒﻬﺎ وﺗﺠﻤﻴﻌﻬﺎ وﺗﺮﺗﻴﺒﻬﺎ وﺗﺤﻮﻳﻠﻬﺎ إﻟﻰ أﻧﻤﺎط ذات ﻣﻌﻨﻰ ‪0‬‬
‫ج‪ -‬أهﺪاف ووﻇﺎﺋﻒ ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﺒﻌﺪﻳﺔ‪-:‬‬
‫‪ -1‬ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻣﻦ ذوي اﻟﻘﺪرات اﻟﻌﻠﻴﺎ ﻋﻠﻰ اﻷﺳﺘﻔﺎدة ﻣﻦ اﻟﺘﻌﻠﻢ إﻟﻰ اآﺒ ﺮ ﻗ ﺪر‬
‫ﻣﻤﻜﻦ ‪0‬‬
‫‪ -2‬ﺗﻨﻤﻴﺔ اﻟﺘﻌﻠﻢ ﻋﻠﻰ اﻟﻤﺴﺘﻮﻳﺎت اﻟﻌﻠﻴﺎ أآﺜﺮ ﻣﻦ اﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺘﻮﺳﻄﺔ واﻟﺪﻧﻴﺎ ‪0‬‬
‫‪ -3‬ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺧﺰن اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ اﻟﺬاآﺮة ﻃﻮﻳﻠﺔ اﻷﻣﺪ ‪0‬‬
‫‪ -4‬ﻣﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﻣﺮاﺟﻌﺔ آﻞ اﻟﻤﺎدة اﻟﻤﺘﻌﻠﻤﺔ ﻓﻲ وﻗﺖ ﻗﺼﻴﺮ ﻧﺴﺒﻴًﺎ ‪0‬‬
‫‪ -5‬رؤﻳﺔ اﻟﻤﻮﺿﻮع اﻟﻤﺘﻌﻠﻢ آﻜﻞ واﻟﻌﻼﻗﺎت اﻟﺘﻲ ﺗﺮﺑﻂ ﺑﻴﻦ أﺟﺰاﺋﻬﺎ ‪0‬‬
‫‪ -6‬ﺗﻠﺨﻴﺺ اﻟﻤﺎدة اﻟﻤﺘﻌﻠﻤﺔ وﺗﺠﻤﻴﻌﻬﺎ ﻓﻲ آﻞ ﻣﺘﻜﺎﻣﻞ ‪0‬‬
‫وﻣﻤ ﺎ ﺗﻘ ﺪم ﻳﻤﻜ ﻦ اﻟﻘ ﻮل إن ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗ ﺼﺒﺢ ﻓﺎﻋﻠ ﺔ ﺑﻌ ﺪ اﻟ ﺘﻌﻠﻢ‬
‫وﺑﺸﺮوط ﺧﺎﺻﺔ ﻣﺨﺘﻠﻔﺔ ﻋﻦ ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﺘ ﻲ ﻳ ﺴﺘﺨﺪﻣﻬﺎ اﻟﻄﺎﻟ ﺐ‬
‫ﻗﺒﻞ اﻟﺘﻌﻠﻢ وآﻤﺎ ﻣﻮﺿﺢ ذﻟﻚ ﻓﻲ اﻟﻤﺨﻄﻂ )‪0 ( 5‬‬
‫ﺗﻮﻟﻴﺪ اﻷﻓﻜﺎر‬
‫اﻟﻔﺮد اﻟﻤﺘﻌﻠﻢ‬
‫ﻗﺪرة ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻣﻨﺨﻔﻀﺔ‬
‫ﻗﺪرة ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫ﻗﺪرة ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻋﻠﻴﺎ‬
‫ﻣﺘﻐﻴﺮات‬
‫ﻓﻲ‬
‫اﻟﻤﻮﻗﻒ‬
‫اﻟﺘﻌﻠﻴﻤﻲ‬
‫اﻟﻤﺤﺘﻮى‬
‫اﻟﺘﻌﻠﻴﻤﻲ‬
‫اﻧﺘﺒﺎﻩ‬
‫ﻣﺘﺴﻠﺴﻞ ﻣﻦ‬
‫اﻟﻌﺎم ﻟﻠﺨﺎص‬
‫ﻓﻌﺎﻟﻴﺔ‬
‫اﻟﻤﻨﺸﻄﺔ‬
‫اﻟﻌﻘﻠﻴﺔ ﻗﺒﻞ‬
‫اﻟﺘﻌﻠﻢ‬
‫ﻣﺘﺴﻠﺴﻞ ﻣﻦ‬
‫اﻟﺨﺎص ﻟﻠﻌﺎم‬
‫ﻣﺴﺘﻮﻳﺎت‬
‫ﻣﻨﺨﻔﻀﺔ‬
‫ﻣﺴﺘﻮى اﻟﺘﻌﻠﻢ‬
‫ﻣﺴﺘﻮﻳﺎت‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫ﻓﻌﺎﻟﻴﺔ‬
‫اﻟﻤﻨﺸﻄﺔ‬
‫اﻟﻌﻘﻠﻴﺔ ﺑﻌﺪ‬
‫اﻟﺘﻌﻠﻢ‬
‫داﻓﻌﻴﺔ ذاﺗﻴﺔ‬
‫ﻣﺨﻄﻂ ) ‪ (5‬ﻓﻌﺎﻟﻴﺔ اﺳﺘﻌﻤﺎل اﻟﻤﻨﺸﻄﺎت‬
‫اﻟﻌﻘﻠﻴﺔ ﻓﻲ اﻟﻤﻮﻗﻒ اﻟﺘﻌﻠﻴﻤﻲ ﻗﺒﻞ وﺑﻌﺪ‬
‫ﻣﺴﺘﻮﻳﺎت ﻋﻠﻴﺎ‬
‫اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪0‬‬
‫ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ‪-:‬‬
‫ﻟﻐﺮض ﻓﻬﻢ آﺜﻴﺮ ﻣﻦ ﺟﻮاﻧﺐ ﻋﻤﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ ﻋﺎﻣﺔ واﻟﺘﺤﺼﻴﻞ ﺧﺎﺻ ﺔ أﺻ ﺒﺢ ﻣﻮﺿ ﻮع‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻣﺪﻋﺎة ﻟﻸهﺘﻤﺎم ﻣﻦ ﻗﺒﻞ اﻟﺒ ﺎﺣﺜﻴﻦ واﻟﺘﺮﺑ ﻮﻳﻴﻦ ) اﻟﺮﺑﻴﻌ ﻲ ‪( 60 ،‬‬
‫‪ ،‬إذ ﻳﻌﺘﺒﺮ ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﻬﻤﺔ اﻟﺬي ﻟﻪ ﺗﺄﺛﻴﺮ ﻓﻲ إﻧﺠﺎح أو إﺧﻔﺎق اﻟﺘﺤ ﺼﻴﻞ ﻓﺄﺷ ﺎر اﺣ ﺪ‬
‫اﻟﺒ ﺎﺣﺜﻴﻦ إﻟ ﻰ إن اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﻳ ﺆدون اﻷﺧﺘﺒ ﺎر ﺑ ﺸﻜﻞ أﻓ ﻀﻞ ﻧﺘﻴﺠ ﺔ اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت‬
‫إﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراك ﻣﻌﻴﻨ ﺔ ﻣﺜ ﻞ اﻟﺮﺳ ﻮم واﻷﺷ ﻜﺎل واﻟﻤﺨﻄﻄ ﺎت ) & ‪Freeman‬‬
‫)‪0 Moress ,1993, p 352‬‬
‫آﻤ ﺎ أﺷ ﺎر ﺑﺎﺣ ﺚ ﺁﺧ ﺮ إﻟ ﻰ اﻧ ﻪ ﺗﻮﺟ ﺪ ﻋﻼﻗ ﺔ ﺑ ﻴﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك واﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ إذ أن إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك أﻓﻀﻞ ﻣﺘﻨﺒﺄ ﻋﻦ اﻟﻤﻌﺪل اﻟﺘﺮاآﻤ ﻲ ) ‪Gadzella‬‬
‫‪( ,1976 , p 143‬‬
‫‪0‬‬
‫ﻓ ﺎﻟﻤﺘﻌﻠﻤﻴﻦ اﻟ ﺬﻳﻦ ﺗﻌﻠﻤ ﻮا ﺑﻤﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗ ﺘﻼﺋﻢ ﻣ ﻊ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫إدراآﻬ ﻢ ﺣ ﺼﻠﻮا ﻓ ﻲ اﻷﺧﺘﺒ ﺎرات اﻟﺘﺤ ﺼﻴﻠﻴﺔ ﻋﻠ ﻰ درﺟ ﺎت اﻗ ﻞ ﻣ ﻦ اﻟﻤﺘﻌﻠﻤ ﻴﻦ اﻟ ﺬﻳﻦ‬
‫ﺗﻌﻠﻤﻮا ﺑﻤﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻣﻄﺎﺑﻘ ﺔ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراآﻬ ﻢ ) ‪Dominno‬‬
‫)‪0 ,1979 , p 36‬‬
‫آﻤﺎ أﺷﺎرت دراﺳﺔ ) ‪ (Brophy & Good 1986‬إﻟﻰ أن ﺗﺤﺼﻴﻞ اﻟﻤﺘﻌﻠﻤﻴﻦ ﻣﺮﺗﺒﻂ‬
‫ﺑﻘﺪراﺗﻬﻢ ﻷداءاﺗﻬﻢ واﻹﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟﻤ ﺴﺘﺨﺪﻣﺔ اﻟﺘ ﻲ ﺗ ﺴﻬﻞ إدﻣ ﺎج اﻟﻤ ﺘﻌﻠﻢ ﻓ ﻲ اﻟﺘﻌﻠ ﻴﻢ‬
‫ووﺿ ﻮح اﻟﺘﻌﻠﻴﻤ ﺎت وﻧﻮﻋﻴ ﺔ اﻷﻧ ﺸﻄﺔ اﻷآﺎدﻳﻤﻴ ﺔ واﻟﻮﻗ ﺖ اﻟﻤﺒ ﺬول أو اﻟﻤ ﺴﺘﻐﺮق ﻓ ﻲ‬
‫أداﺋﻬﺎ )‪0 ( Brophy & Good , 1986 , p 2-3‬‬
‫ﻓﺈﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ ﺗﺤﻘﻴ ﻖ اﻟﻨﺠ ﺎح واﻟﺘﻌﺎﻣ ﻞ ﻣ ﻊ اﻟﻤﻮاﻗ ﻒ‬
‫اﻟﺠﺪﻳﺪة وﺣﻞ اﻟﻤﺸﻜﻼت وﺗﺠﻌﻠﻪ ﻣﻔﻜﺮًا ﻧﺸﻄًﺎ ﻣﺪى اﻟﺤﻴﺎة ﻟﺬﻟﻚ ﺗﻌﺪ هﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫ﻣﻄﻠ ﺐ ﺿ ﺮوري وأﺳﺎﺳ ﻲ ﻟﻠﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ) ‪Blakey & Spence , 1990 ,‬‬
‫‪0 ( p16‬‬
‫ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪-:‬‬
‫ﻳﻮﺿ ﺢ اﻷدب اﻟﺘﺮﺑ ﻮي واﻟﺘﺮﺑﻴ ﺔ اﻟﻌﻠﻤﻴ ﺔ ﻓ ﻲ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم إن ﻣ ﻦ ﺻ ﻔﺎت اﻟ ﺸﺨﺺ‬
‫اﻟﻤﺘﻨ ﻮر ﻋﻠﻤﻴ ًﺎ ه ﻮ أن ﺗﺘ ﻮﻓﺮ ﻟﺪﻳ ﻪ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ ﺗﺘﻤﺎﺷ ﻰ ﻣ ﻊ اﻟﺘﻔﻜﻴ ﺮ اﻟﻌﻠﻤ ﻲ‬
‫وﺗﺴﺎﻋﺪﻩ ﻋﻠ ﻰ اﻻﺷ ﺘﺮاك ﻓ ﻲ أﻧ ﺸﻄﺔ اﻟﻤﺠﺘﻤ ﻊ واﻹﺳ ﻬﺎم ﻓ ﻲ ﺣ ﻞ اﻟﻤ ﺸﻜﻼت وﺗ ﺴﺎﻋﺪﻩ‬
‫ﻋﻠﻰ اﻻﺷﺘﺮاك ﻓﻲ أﻧﺸﻄﺔ اﻟﻤﺠﺘﻤﻊ واﻹﺳﻬﺎم ﻓﻲ ﺣﻞ ﻣﺸﻜﻼﺗﻪ ) ﻋﺒ ﺪ اﻟ ﺴﻼم ‪،1975 ،‬‬
‫ص‪0( 326‬‬
‫ﻓﺄن ﺗﺄآﻴﺪ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺳﻮاء آﺎﻧﺖ ذات ﻃﺒﻴﻌ ﺔ ﻋﺎﻣ ﺔ وﺷ ﺎﻣﻠﺔ أو ﻣﺘﻤ ﺎﻳﺰة ﻓﺄﻧﻬ ﺎ ﻣ ﻦ‬
‫اﻷﺳﺲ اﻟﻌﻠﻤﻴﺔ اﻟﻤﻬﻤﺔ ﻓﻲ دراﺳﺔ اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ وآﺬﻟﻚ ﺗﺘﺄﺛﺮ ﺑﺎﻟﻤﺤﺘﻮى اﻟﻤﺘﻀﻤﻦ ﻓﻲ‬
‫اﻟﻌﻘﻞ اﻟﺒﺸﺮي ﻣﻦ ﻣﻌﻠﻮﻣﺎت وﻣﻌﺎرف وﺣﻘﺎﺋﻖ وأﻓﻜ ﺎر وﺗ ﺼﻮرات اآﺘ ﺴﺒﻬﺎ ﻣ ﻦ ﺧ ﻼل‬
‫ﺗﺮاآﻢ اﻟﺨﺒﺮات واﻟﺘﺠ ﺎرب اﻟﺘ ﻲ ﻣ ﺮت ﺑﻬ ﺎ ﺳ ﻮاء آﺎﻧ ﺖ ﻣﻨﺘﻈﻤ ﺔ ﻣ ﻦ ﺧ ﻼل اﻟﺘﻌﻠ ﻴﻢ أو‬
‫ﺑﺎﻟﺼﺪﻓﺔ ﻣﻦ ﺧﻼل اﻟﺨﺒﺮات اﻟﺤﻴﺎﺗﻴﺔ ‪ ،‬آﻤﺎ ﺗﺆﺛﺮ ﻃﺮﻳﻘﺔ اﻷداء اﻟﻌﻘﻠﻲ ﻣﻤﺜﻠﺔ ﻓﻲ ﺳﺮﻋﺔ‬
‫ودﻗ ﺔ اﻷداء ﻋﻨ ﺪ اﻟﺘﻌﺎﻣ ﻞ ﻣ ﻊ اﻟﻤﻨﺒﻬ ﺎت ﻓ ﻲ اﻟﻔ ﺮوق اﻟﻔﺮدﻳ ﺔ ﻓ ﻲ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﺘ ﻲ‬
‫ﻳﻌﺒﺮ ﻋﻨﻬﺎ اﻟﻌﻠﻤﺎء ﻓﻲ ﺻﻮرة ﻧﺴﺒﺔ اﻟﺬآﺎء ) اﻟﺼﺎدق ‪ ، 2003 ،‬ص‪0 ( 24-22‬‬
‫ﻟﺬا ﺗﻌﺪ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﻣﺠﻤﻮﻋﺔ ﻣﻬﺎرات ﺿﺮورﻳﺔ ﻻزﻣﺔ ﻷﻳ ﺔ ﻋﻤﻠﻴ ﺔ ﺗﻔﻜﻴ ﺮ ﻣﻨﻄﻘ ﻲ‬
‫وﺗﺸﻤﻞ ﻋﻠﻰ ﻣﻬﺎرات أﺳﺎﺳ ﻴﺔ ﻗﺎﻋﺪﻳ ﺔ ﻳ ﺴﺘﻄﻴﻊ أن ﻳﻘ ﻮم ﺑﻬ ﺎ اﻟﺠﻤﻴ ﻊ وﺗﻌ ﺪ اﻧﻄﻼﻗ ﺔ إﻟ ﻰ‬
‫ﻣﻬﺎرات أآﺜﺮ ﺗﻌﻘﻴﺪًا وإﺑﺪاﻋًﺎ ) ﻣﻌﻤ ﺎر‪ ، 2006 ،‬ص‪ 0 ( 54‬إذن ﻓ ﺎﻟﻤﺘﻌﻠﻢ اﻟﺠﻴ ﺪ ﺗﻜ ﻮن‬
‫ﻟﺪﻳﻪ اﻟﻘ ﺪرة ﻋﻠ ﻰ ﺗﻮﺟﻴ ﻪ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراآ ﻪ وﻋﻤﻠﻴﺎﺗ ﻪ اﻟﻌﻘﻠﻴ ﺔ ﻧﺤ ﻮ اﻟﻬ ﺪف اﻟﺘﻌﻠﻴﻤ ﻲ‬
‫ذاﺗﻴ ًﺎ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 11-2‬‬
‫وﺑﻨﺎ ًء ﻋﻠﻰ هﺬا ﺗﻮﺻﻞ ﺑﻌﺾ اﻟﺒﺎﺣﺜﻴﻦ إﻟﻰ أن اﻟﺘﺮآﻴﺰ ﻓﻲ اﻟﺘﻌﻠ ﻴﻢ ﻳﺠ ﺐ أن ﻳﻨ ﺼﺐ ﻓ ﻲ‬
‫آﻴﻔﻴﺔ ﺗﻌﻠﻢ اﻟﻤﺤﺘﻮى وﻟ ﻴﺲ ﻋﻠ ﻰ ذﻟ ﻚ اﻟﻤﺤﺘ ﻮى ‪ ،‬ﻓ ﺄن اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﺑﺤﺎﺟ ﺔ إﻟ ﻰ ﺗ ﺪرﻳﺒﺎت‬
‫ﻋﻠﻰ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻻدراك‪0‬‬
‫وﻗﺪ أﻃﻠﻖ ﻋﻠﻰ ﻣﻔﻬﻮم إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻣ ﺼﻄﻠﺢ اﻟﺘ ﺪرﻳﺐ ﻋﻠ ﻰ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ‬
‫)‪ (Snowman,1986,p245-247‬ﻟ ﺬا ﺗﻌ ﺪ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﺳ ﺎﺋﻞ‬
‫إدراآﻴﺔ ﻟﺤﺚ اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ ﺗﻮﻇﻴﻒ اآﺒﺮ ﻋﺪد ﻣﻤﻜﻦ ﻣﻦ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺧ ﻼل اﻟﻤﻮﻗ ﻒ‬
‫اﻟﺘﻌﻠﻴﻤﻲ ﻣﻦ اﺟﻞ اﻟﻮﺻﻮل إﻟﻰ ﻓﻬﻢ أﻋﻤﻖ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 121‬‬
‫وﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗﺤﺚ اﻟﻤﺘﻌﻠﻢ ﻋﻠﻰ اﺳﺘﺨﺪام اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﻤﻨﺎﺳ ﺒﺔ‬
‫ﺧ ﻼل اﻟﻤﻮاﻗ ﻒ اﻟﺘﻌﻠﻴﻤﻴ ﺔ وﺑﺎﻟﺘ ﺎﻟﻲ ﺗ ﺴﺎﻋﺪ اﻟﻤ ﺘﻌﻠﻢ ﻋﻠ ﻰ ﺗﻮﻇﻴ ﻒ اآﺒ ﺮ ﻗ ﺪر ﻣﻤﻜ ﻦ ﻣ ﻦ‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ وﺑﺎﻟﺘﺎﻟﻲ ﺗﻨﻤﻴﺔ ﻗﺪراﺗﻪ اﻟﻌﻘﻠﻴﺔ ﺑﻐﻴﺔ اﻟﻮﺻﻮل إﻟ ﻰ اﻟ ﺘﻌﻠﻢ اﻟ ﺬاﺗﻲ وه ﺬا ﻣ ﺎ‬
‫ﺗﺴﻌﻰ إﻟﻴﻪ اﻟﺘﺮﺑﻴﺔ اﻟﺤﺪﻳﺜﺔ ‪ ,‬اذًا ﺗﻮﺟﺪ ﺻ ﻠﺔ وﺛﻴﻘ ﺔ ﺑ ﻴﻦ ﻣﻨ ﺸﻄﺎت ٳﺳ ﺘﺮﺗﻴﺠﻴﺎت اﻹدراك‬
‫واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪0‬‬
‫وﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ إﻟﻰ ﻣﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫‪-1‬اﻟﻤﻼﺣﻈﺔ ‪-: Observing‬‬
‫وهﻲ ﻋﻤﻠﻴﺔ ﻳﺪوﻳﺔ ﻳﻘﻮم ﺑﻬﺎ اﻟﻄﺎﻟﺐ ﻟﻐﺮض ﺗﺪوﻳﻦ ﻣﻌﻠﻮﻣﺎت ﻣﺨﺘﺼﺮة ﻋﻤﺎ ﻳﺮﻳﺪ ﺗﻌﻠﻤ ﻪ‬
‫ﺳ ﻮاء ﻋﺮﺿ ﺖ اﻟﻤ ﺎدة اﻟﻤﺘﻌﻠﻤ ﺔ ﺑ ﺸﻜﻞ ﻣﻘ ﺮوء ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﻜﺘ ﺎب اﻟﻤﻄﺒ ﻮع أو ﺑ ﺸﻜﻞ‬
‫ﻣﺮﺋ ﻲ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﺤﺎﺳ ﻮب أو ﺑ ﺸﻜﻞ ﻣ ﺴﻤﻮع ﻋ ﻦ ﻃﺮﻳ ﻖ ﺗ ﺴﺠﻴﻞ اﻟ ﺼﻮت أو ﻋ ﻦ‬
‫ﻃﺮﻳﻖ اﻟﻤﺤﺎﺿﺮة ) دروزة ‪ ، 2000 ،‬ص‪0 ( 62‬‬
‫وهﻲ ﻣﻦ أﻗﺪم ﻋﻤﻠﻴﺎت اﻟﻌﻠ ﻢ ﻋﻠ ﻰ اﻹﻃ ﻼق ﺣﻴ ﺚ ﺗﻌﺘﺒ ﺮ ﻋﻤﻠﻴ ﺔ ﻣﻮﺟﻬ ﺔ وهﺎدﻓ ﺔ وه ﻲ‬
‫ﺳﺎس ﻋﻤﻠﻴﺎت اﻟﻌﻠﻢ اﻷﺧﺮى وﻧﺘﻴﺠﺘﻬﺎ اﻟﺘﻮﺻﻞ إﻟﻰ اﻟﻜﺜﻴﺮ إن ﻟﻢ ﻳﻜ ﻦ آ ﻞ ﻧﺘ ﺎﺋﺞ اﻟﻌﻠ ﻢ )‬
‫اﻟﺨﻠﻴﻠﻲ ‪ ، 1996 ،‬ص‪ ،( 25‬وﻟﻐﺮض اﻟﻮﺻﻮل إﻟﻰ اﻟﻤﻌﻠﻮﻣﺎت ﻋﻦ اﻟﺸﻲٔ اواﻟﻈﺎهﺮة‬
‫اﻟﺘﻲ ﺗﻘﻊ ﻋﻠﻴﻬﺎ اﻟﻤﻼﺣﻈﺔ ﻳﺘﻢ اﺳﺘﺨﺪام واﺣﺪة أو أآﺜﺮ ﻣﻦ اﻟﺤﻮاس اﻟﺨﻤﺲ ) اﻷﺑﺼﺎر ‪،‬‬
‫اﻟ ﺬوق ‪ ،‬اﻟ ﺸﻢ ‪ ،‬اﻟﻠﻤ ﺲ ‪ ،‬اﻟ ﺴﻤﻊ ( وه ﻲ ﻋﻤﻠﻴ ﺔ ﺗﻔﻜﻴ ﺮ ﺗﺘ ﻀﻤﻦ اﻟﻤ ﺸﺎهﺪة واﻟﻤﺮاﻗﺒ ﺔ‬
‫واﻹدراك وﺗﻘﺘ ﺮن ﻋ ﺎدة ﺑﻮﺟ ﻮد ه ﺪف أو ﺳ ﺒﺐ ﻗ ﻮي ﻳ ﺴﺘﺪﻋﻲ ﺗﺮآﻴ ﺰ اﻷﻧﺘﺒ ﺎﻩ ودﻗ ﺔ‬
‫اﻟﻤﻼﺣﻈﺔ ‪0‬‬
‫وه ﻲ ﺑﻬ ﺬا اﻟﻤﻌﻨ ﻰ ﻟﻴ ﺴﺖ ﻣﺠ ﺮد اﻟﻨﻈ ﺮ إﻟ ﻰ اﻷﺷ ﻴﺎء اﻟﻮاﻗﻌ ﺔ أﻣ ﺎم أﺑ ﺼﺎرﻧﺎ أو ﺳ ﻤﺎع‬
‫اﻷﺻﻮات اﻟﺪاﺋﺮة ﺣﻮﻟﻨﺎ ) ﺟﺮوان ‪ ،2002 ،‬ص‪0 ( 155‬‬
‫وﺗﺘﻀﻤﻦ اﻟﻤﻼﺣﻈﺔ اﻟﻌﻠﻤﻴﺔ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت هﻲ ‪-:‬‬
‫‪ -1‬ﺑﺎﻟﻤﻼﺣﻈﺔ اﻟﻤﺒﺎﺷﺮة ﻳﻤﻜﻦ اﻟﺘﻤﻴﺰ ﺑﻴﻦ اﻟﻔﺮوق ﻓﻲ اﻟﺨﺼﺎﺋﺺ اﻟﻔﻴﺰﻳﺎﺋﻴ ﺔ ﻟﻸﺷ ﻴﺎء او‬
‫اﻷﺣﺪاث ‪0‬‬
‫‪ -2‬ﻣﻦ اﺟﻞ ﻣﺴﺎﻋﺪة اﻟﺤﻮاس ﻓﻲ إﺟﺮاء اﻟﻤﻼﺣﻈﺔ ﺗﺴﺘﺨﺪم ﺑﻌﺾ اﻷدوات ‪0‬‬
‫‪ -3‬ﻣﻦ اﺟﻞ اﻟﻤﻼﺣﻈﺔ اﻟﺪﻗﻴﻘﺔ ﻧﻘﻮم ﺑﺘﻜﺮارهﺎ ‪0‬‬
‫‪-4‬اﺳﺘﺨﺪام اﻟﻘﻴﺎس ﻟﺰﻳﺎدة دﻗﺔ اﻟﻤﻼﺣﻈﺔ آﻠﻤﺎ آﺎن ذﻟﻚ ﻣﻤﻜﻨ ًﺎ ‪0‬‬
‫‪ -5‬اﻷﻣﺎﻧﺔ ﻓﻲ ﺗﺴﺠﻴﻞ اﻟﻤﺸﺎهﺪات أو اﻷﺣﺪاث ‪0‬‬
‫‪ -6‬ﺗﺮﺗﻴﺐ اﻟﻤﺸﺎهﺪات أو اﻷﺣﺪاث وﻓﻘﺂ ﻟﺘﺮﺗﻴﺐ ﺣﺪوﺛﻬﺎ ‪0‬‬
‫‪ -7‬اﻟﺘﻤﻴﺰ ﺑﻴﻦ اﻟﻤﺘﻐﻴﺮات واﻟﺜﻮاﺑﺖ ) اﻟﺨﻠﻴﻠﻲ وﺁﺧﺮون ‪ ،1996 ،‬ص‪0 ( 24‬‬
‫‪ -2‬اﻟﺘﺼﻨﻴﻒ ‪-: Classifying‬‬
‫ﻟﻪ إﺳﻬﺎم ﻓﻲ ﻣﻌﻨﻰ اﻟﺨﺒﺮة وﻳﻌﻨﻲ ﺗﺤﻘﻴ ﻖ اﻟﺘﺮﺗﻴ ﺐ واﻟﻨﻈ ﺎم وإﺳ ﺒﺎغ ﻋﻠ ﻰ اﻟﻮﺟ ﻮد وه ﻮ‬
‫ﻳﺘﻄﻠ ﺐ وﻳﺘ ﻀﻤﻦ اﻟﺘﺮآﻴ ﺐ واﻟﺘﺤﻠﻴ ﻞ ) ﺟ ﺎﺑﺮ ﻋﺒ ﺪ اﻟﺤﻤﻴ ﺪ ‪ ،( 370 ،‬وه ﻲ إﺣ ﺪى‬
‫اﻷهﺪاف اﻷﺳﺎﺳﻴﺔ اﻟﺘﻲ ﻳﻤﻜﻦ اﺳﺘﺨﺪاﻣﻬﺎ ﻟﺪراﺳ ﺔ اﻟﻈ ﻮاهﺮ اﻟﻄﺒﻴﻌﻴ ﺔ ﺑﻐﻴ ﺔ اﻟﺘﺒ ﺴﻴﻂ ﻣ ﻦ‬
‫ﺟﻬ ﺔ واﻟﺘﻨﺒ ﺆ ﺑﺨ ﺼﺎﺋﺺ اﻟﻌ ﻀﻮ اﻟﻤﻨﺘﻤ ﻲ ﻟﻬ ﺬا اﻟﺘﻘ ﺴﻴﻢ ﻣ ﻦ ﺟﻬ ﺔ اﺧ ﺮى ) اﻟﺨﻠﻴﻠ ﻲ ‪،‬‬
‫‪ ، 1996‬ص‪0 ( 25‬‬
‫وﻳﺘﻀﻤﻦ اﻟﺘﺼﻨﻴﻒ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت وهﻲ آﺎﻷﺗﻲ‪:‬‬
‫‪ -1‬اﻟﺘﻮﺻﻞ إﻟﻰ ﺧﺎﺻﻴﺔ ﻋﺎﻣﺔ ﻣﺸﺘﺮآﺔ ‪0‬‬
‫‪ -2‬ﻃﺒﻘًﺎ ﻟﻬﺬﻩ اﻟﺨﺎﺻﻴﺔ ﻳﺘﻢ ﺗﻘﺴﻴﻢ اﻷﺷﻴﺎء ‪0‬‬
‫‪-3‬ﻳﺠﺐ اﻟﺘﻌﺮف ﻋﻠﻰ أآﺜﺮ ﻣﻦ ﺧﺎﺻﻴﺔ ﻣﺸﺘﺮآﺔ ‪0‬‬
‫‪ -4‬ﺗﻘﺴﻴﻢ اﻷﺷﻴﺎء ﻃﺒﻘ ًﺎ ﻷآﺜﺮ ﻣﻦ ﺧﺎﺻﻴﺔ ‪0‬‬
‫‪ -5‬إﺟﺮاء ﻣﻼﺣﻈﺎت ﺟﺪﻳﺪة ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺪق اﻟﺘﻘﺴﻴﻢ ‪0‬‬
‫‪ -6‬ﻳﺴﺘﺨﺪم اﻟﻘﻴﺎس اﻟﻜﻤﻲ‬
‫ﻣﻌﻴﺎرا ﻟﻠﺘﻘﺴﻴﻢ أو ﻟﺰﻳﺎدة اﻟﺜﻘﺔ ﻓﻲ اﻟﺘﻘﺴﻴﻢ اﻟﻮﺻﻔﻲ ‪0‬‬
‫ً‬
‫‪-3‬اﻷﺳﺘﺪﻻل ‪-: Inference‬‬
‫وهﻲ ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﻳﺘﻢ ﻓﻴﻬﺎ اﻹﻧﺘﻘﺎل ﻣﻦ اﻟﻜﻠﻴﺎت إﻟﻰ اﻟﺠﺰﺋﻴﺎت وﻣﻦ اﻟﻌﺎم إﻟﻰ اﻟﺨﺎص )‬
‫زﻳﺘ ﻮن ‪، ( 103 ،‬وﻣ ﻦ ﺧ ﻼل دراﺳ ﺔ ﺧ ﺼﺎﺋﺺ اﻟ ﺸﺊ اﻟﻤﻌﻠ ﻢ ﻳ ﺘﻢ اﻟﺘﻌ ﺮف ﻋﻠ ﻰ‬
‫ﺧﺼﺎﺋﺺ اﻟﺸﺊ اﻟﻤﺠﻬﻮل )اﻟﺨﻠﻴﻠﻲ ‪ ،1996 ،‬ص‪0 ( 26‬‬
‫وﻳﺘﻀﻤﻦ ا ﺳﺘﺪﻻل اﻟﻌﻠﻤﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت وهﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬إﺟﺮاء اﻟﻤﻼﺣﻈﺔ ‪0‬‬
‫‪ -2‬اﻟﺘﻮﺻﻞ إﻟﻰ اﻟﺨﺼﺎﺋﺺ أو اﻟﺼﻔﺎت اﻟﻈﺎهﺮة ‪0‬‬
‫‪ -3‬ا ﺟﺘﻬﺎد ﻓﻲ اﻟﺘﻮﺻﻞ إﻟﻰ أﻟﺨﺼﺎﺋﺺ ﺁو اﻟﺼﻔﺎت ﻏﻴﺮ اﻟﻈﺎهﺮة ‪0‬‬
‫‪ -4‬اﻟﺮﺑﻂ ﺑﻴﻦ اﻟﺨﺼﺎﺋﺺ اﻟﻈﺎهﺮة وﻏﻴﺮ اﻟﻈﺎهﺮة ‪0‬‬
‫‪ -5‬اﻟﺘﻮﺻﻞ إﻟﻰ اﺳﺘﺪﻻل ﻣﺒﻨﻲ ﻋﻠﻰ اﻟﻤﻼﺣﻈﺔ ‪0‬‬
‫‪ -6‬اﺧﺘﻴﺎر ﻣﺪى ﺻﺪق اﻷﺳﺘﺪﻻل ‪0‬‬
‫‪ -7‬إﺟﺮاء ﻣﺠﻤﻮﻋﺔ ﺟﺪﻳﺪة ﻣﻦ اﻟﻤﻼﺣﻈﺎت ‪0‬‬
‫‪ -8‬ﻓ ﻲ ﺿ ﻮء اﻟﻤﻼﺣﻈ ﺎت اﻟﺠﺪﻳ ﺪة ﻳ ﺘﻢ اﻟﺘﺄآﻴ ﺪ ﻋﻠ ﻰ اﻷﺳ ﺘﺪﻻل اﻟ ﺴﺎﺑﻖ او ﺗﻌﺪﻳﻠ ﻪ )‬
‫اﻟﺨﻠﻴﻠﻲ وﺁﺧﺮون ‪ ، 1996 ،‬ص‪0 ( 27‬‬
‫‪-4‬ﻣﻬﺎرة اﻟﻘﻴﺎس ‪Measurement‬‬
‫وهﻲ ﻋﻤﻠﻴﺔ ﺗﺤﺪﻳﺪ ﺻﻔﺔ أو ﺷﻲٔٔ ﻳﻘﺎس ‪ ،‬وﻳﺘﻢ ﺗﻘﻨﻴﻦ وﺣﺪات اﻟﻘﻴﺎس ﻓﻲ اﻟﻨﻬﺎﻳ ﺔ ﺑﻌ ﺪ ان‬
‫آﺎﻧﺖ اﺧﺘﻴﺎرﻳﺔ ﻓﻲ ﺑﺪاﻳﺔ اﻷﻣﺮ ) اﻟﺨﻠﻴﻠﻲ وﺁﺧﺮون ‪ ،1996 ،‬ص‪0 ( 28‬‬
‫وﺗﺘﻀﻤﻦ هﺬﻩ اﻟﻤﻬﺎرة ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت وهﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬إﺟﺮاء ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﻼﺣﻈﺎت ‪0‬‬
‫‪ -2‬ﺗﺤﺪﻳﺪ اﻟﺨﺼﺎﺋﺺ أو اﻟﺨﺎﺻﻴﺔ ﻣﻮﺿﻮع اﻟﻘﻴﺎس ‪0‬‬
‫‪ -3‬ﺗﻌﺮﻳﻒ هﺬﻩ اﻟﺨﺼﺎﺋﺺ أو اﻟﺨﺎﺻﻴﺔ ‪0‬‬
‫‪ -4‬ﻣ ﻦ دون اﻟﻨﻈ ﺮ إﻟ ﻰ اﻟﻮﺣ ﺪات اﻟﻜﻤﻴ ﺔ اﻟﻤ ﺴﺘﺨﺪﻣﺔ ﻳ ﺘﻢ ﺗﺮﺗﻴ ﺐ اﻷﺷ ﻴﺎء ﻓ ﻲ ﺿ ﻮء‬
‫اﻟﺨﺼﺎﺋﺺ ًأو اﻟﺨﺎﺻﻴﺔ ‪0‬‬
‫‪ -5‬ﻟﻤﻘﺎرﻧﺔ اﻷﺷﻴﺎء ﻳﺘﻢ اﺳﺘﺨﺪام وﺣﺪات اﺧﺘﺒﺎرﻳﻪ ‪0‬‬
‫‪ -6‬ﺗﻘﻨﻴﻦ اﻟﻮﺣﺪات ‪0‬‬
‫‪ -7‬ﻟﻜﻞ ﻗﻴﺎس ﻣﻦ اﻟﻘﻴﺎﺳﺎت ﻳﺘﻢ اﺧﺘﻴﺎر ﻧﻈﺎم ﻣﻦ اﻟﻮﺣﺪات ‪0‬‬
‫‪ -8‬اﺳﺘﺨﺪام أﺟﻬﺰة ﻗﻴﺎس ﻣﻮﺛﻮق ﺑﻬﺎ ‪0‬‬
‫‪ -9‬ﻗﻴﺎس اﻟﻜﻤﻴﺎت اﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻰ أآﺜﺮ ﻣﻦ ﻣﺘﻐﻴ ﺮ واﺣ ﺪ ) اﻟﺨﻠﻴﻠ ﻲ وﺁﺧ ﺮون ‪1996 ،‬‬
‫‪ ،‬ص‪0 ( 27‬‬
‫‪ -5‬اﻟﺘﻨﺒﺆ ‪-: Prediction‬‬
‫ﻟﻐﺮض اﻟﺘﻨﺒﺆ ﺑﺤﺪوث ﻇ ﺎهﺮة أو ﺣ ﺪث ﻓ ﻲ اﻟﻤ ﺴﺘﻘﺒﻞ ﻳ ﺘﻢ اﺳ ﺘﻌﻤﺎل ﻣﻌﻠﻮﻣ ﺎت ﻣﺘ ﻮاﻓﺮة‬
‫ﻣﺴﺒﻘﺎ ) ﺷﻮا هﻴﻦ ‪ ، 2002 ،‬ص‪ ( 21‬وﺗﻬ ﺪف ﻋﻤﻠﻴ ﺔ اﻟﺘﻨﺒ ﺆ إﻟ ﻰ اﻟﺘﻌ ﺮف ﻋﻠ ﻰ ﻧﺘﻴﺠ ﺔ‬
‫ﻣﺘﻮﻗﻌﺔ ﻟﺤﺪث ﻣﺘﻮﻗﻊ ) اﻟﺨﻠﻴﻠﻲ ‪ ،1996 ،‬ص‪0 ( 27‬‬
‫وﻳﺘﻀﻤﻦ اﻟﺘﻨﺒﺆ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت وهﻲ آﺎﻵﺗﻲ ‪-:‬‬
‫‪ -1‬ﺗﺤﺪﻳﺪ ﻣﺠﻤﻮﻋﺔ اﻟﻌﻮاﻣﻞ أو اﻟﺸﺮوط اﻟﻤﺘﻮﻓﺮة ‪0‬‬
‫‪ -2‬ﺗﻤﻴﺰ اﻟﻤﺘﻐﻴﺮات اﻟﺜﻮاﺑﺖ ﺑﻴﻦ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻌﻮاﻣﻞ واﻟﺸﺮوط ‪0‬‬
‫‪ -3‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻨﻈﺮﻳﺔ أو اﻟﻤﺒﺪأ أو اﻟﻘﺎﻧﻮن اﻟﺘﻲ ﻳﻤﻜﻦ أن ﺗﺨﻀﻊ ﻟﻬﺎ اﻟﻤﺘﻐﻴﺮات ‪0‬‬
‫‪ -4‬اﺳﺘﺨﺪام اﻟﻨﻈﺮﻳﺔ أواﻟﻤﺒﺪأ أو اﻟﻘﺎﻧﻮن ﻓﻲ اﻟﺘﻨﺒﺆ ‪0‬‬
‫‪ -5‬اﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺪق اﻟﺘﻨﺒﺆ ‪0‬‬
‫‪ -6‬ﻟﺒﻴ ﺎن دﻗ ﺔ اﻟﺘﻨﺒ ﺆ ﻳ ﺘﻢ اﺳ ﺘﺨﺪام اﻟﻘﻴ ﺎس اﻟﻜﻤ ﻲ ) اﻟﺨﻠﻴﻠ ﻲ وﺁﺧ ﺮون ‪، 1996 ،‬‬
‫ص‪0(28‬‬
‫‪ -6‬ﻣﻬﺎرة اﻟﺘﻔﺴﻴﺮ ‪-: Explanation‬‬
‫إرﺟﺎع اﻟﺤﺪث أو اﻟﻈ ﺎهﺮة إﻟ ﻰ أﺳ ﺒﺎﺑﻬﺎ اﻟﺤﻘﻴﻘﻴ ﺔ ‪ ،‬وذﻟ ﻚ ﻣ ﻦ ﺧ ﻼل ﻧﻈﺮﻳ ﺔ او ﻣﺒ ﺪأ او‬
‫ﻗﺎﻧﻮن ﻋﻠﻤﻲ ﻣﻮﺛﻮق ﺑﻪ ﻳﺘﻀﻤﻦ رﺑﻂ اﻟﺴﺒﺐ ﺑﺎﻟﻨﺘﻴﺠ ﺔ أو رﺑ ﻂ اﻟ ﺸﺮوط اﻷوﻟﻴ ﺔ ﻟﻠﺤ ﺪث‬
‫او اﻟﻈﺎهﺮة ) اﻟﺨﻠﻴﻠﻲ ‪ ، 1996 ،‬ص‪0 ( 30‬‬
‫وﻳﺘﻀﻤﻦ اﻟﺘﻔﺴﻴﺮ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت وهﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬ﺗﺤﺪﻳﺪ اﻟﻨﺘﺎﺋﺞ ﺳﻮاء آﺎﻧﺖ ﻣﺘﺼﻠﺔ ﺑﻤﻮﺿﻮع اﻷهﺘﻤﺎم أو ﺑﻤﻮﺿﻮع اﻟﺘﺴﺎؤل ‪0‬‬
‫‪ -2‬ﻹﺑﺮاز وﺗﻮﺿﻴﺢ اﻟﻌﻼﻗﺎت اﻟﻌﻼﻗﺎت ﺑﻴﻦ اﻟﻨﺘﺎﺋﺞ ﻳﺘﻢ ﻣﻌﺎﻟﺠﺘﻬﺎ ‪0‬‬
‫‪ -3‬ﺗﺤﺪﻳﺪ اﻟﻨﻈﺮﻳﺔ أو اﻟﻤﺒﺪأ أو اﻟﻘﺎﻧﻮن اﻟﻤﺮﺗﺒﻂ ﺑﻤﻮﺿﻮع اﻷهﺘﻤﺎم أو اﻟﺘﺴﺎؤل ‪0‬‬
‫‪ -4‬ﺻﻴﺎﻏﺔ ﻋﺪد ﻣﻦ اﻟﻌﺒﺎرات ذات اﻟﻌﻼﻗﺔ واﻟﻤ ﺸﺘﻘﺔ ﻣ ﻦ اﻟﻨﻈﺮﻳ ﺔ أو اﻟﻤﺒ ﺪأ أو اﻟﻘ ﺎﻧﻮن‬
‫اﻟﺘﻲ ﺗﺮﺑﻂ ﺑﻴﻦ اﻟﺤﺪث ﺑﺎﻟﻈﺮوف واﻟﺸﺮوط ﺁو اﻟﻨﺘﻴﺠﺔ واﻟﺴﺒﺐ ‪0‬‬
‫‪ -5‬اﺧﺘﺒﺎر ﺻﺪق اﻟﺘﻔﺴﻴﺮ ) اﻟﺨﻠﻴﻠﻲ وﺁﺧﺮون ‪ ،1996 ،‬ص‪0 ( 32‬‬
‫‪ -7‬ﻣﻬﺎرة اﻟﺘﻮاﺻﻞ ‪-: Communication‬‬
‫ﺗﺘﻀﻤﻦ ﻋﻤﻠﻴﺘﻴﻦ أﺳﺎﺳﻴﺘﻴﻦ اﻷوﻟﻰ هﻲ إدراك وﻓﻬ ﻢ ﻓ ﺮد ﻣ ﺎ ﻷﻓﻜ ﺎر ورﻣ ﻮز اﻷﺧ ﺮﻳﻴﻦ‬
‫واﻟﺜﺎﻧﻴﺔ هﻲ ﻋﺮض أﻓﻜﺎر ورﻣﻮز ه ﺬا اﻟﻔ ﺮد ﺑﻄﺮﻳﻘ ﺔ ﻣﻔﻬﻮﻣ ﺔ ﻟﻸﺧ ﺮﻳﻦ ﻣﺜ ﻞ اﻟﺠ ﺪاول‬
‫واﻟﻤﻌﺎدﻻت واﻟﺮﺳﻮم اﻟﺒﻴﺎﻧﻴﺔ واﻟﺮﺳﻮم اﻟﺘﻮﺿﻴﺤﻴﺔ وهﺬﻩ اﻷﻓﻜﺎر ﺗﻀﻔﻲ ﻋﻠ ﻰ اﻷﺷ ﻜﺎل‬
‫ﻣﻌﺎﻧﻲ ‪ ،‬ﻓﻬﻲ ﻋﻤﻠﻴﺔ ﺗﺴﺠﻴﻞ دﻗﻴﻖ ﻟﻸﺣﺪاث ﻣﻤﺎ ﻳﻴﺴﺮ اﻟﻤﻘﺎرﻧﺔ واﻷﺧﺘﻴﺎر ﺑﻮاﺳﻄﺔ اﻟﻔﺮد‬
‫أو اﻵﺧ ﺮﻳﻦ ﻣ ﻦ ﺟﻬ ﺔ وﻧﻘ ﻞ اﻷﻓﻜ ﺎر ﻟﻸﺧ ﺮﻳﻦ ﻣ ﻦ ﺟﻬ ﺔ اﺧ ﺮى ) اﻟﺨﻠﻴﻠ ﻲ ‪،1996 ،‬‬
‫ص‪0 ( 30‬‬
‫وﻳﺘﻀﻤﻦ اﻟﺘﻮاﺻﻞ اﻟﻌﻠﻤﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت هﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬إﺟﺮاء اﻟﻤﻼﺣﻈﺔ ووﺻﻔﻬﺎ ﻟﻔﻀﻴًﺎ ‪0‬‬
‫‪ -2‬وﺻﻒ اﻟﻈﺮوف اﻟﺘﻲ ﻳﺘﻢ ﺗﺤﺘﻬﺎ إﺟﺮاء اﻟﻤﻼﺣﻈﺔ ‪0‬‬
‫‪ -3‬ﺗﺴﺠﻴﻞ اﻟﻤﻼﺣﻈﺔ ﺗﺴﺠﻴﻞ ﻣﻨﻈﻢ ‪0‬‬
‫‪ -4‬ﺗﺤﻮﻳﻞ اﻟﻤﻼﺣﻈﺔ إﻟﻰ ﻣﻌﺎدﻻت ورﻣﻮز ‪0‬‬
‫‪ -5‬إﻧﺸﺎء اﻟﺮﺳﻮم واﻟﺠﺪاول وﻋﺮض اﻟﻨﺘﺎﺋﺞ ‪0‬‬
‫‪ -6‬ﻟﻐﺮض إﻋﻄﺎء اﻟﺘﻔﺴﻴﺮ اﻟﻤﺤﺘﻤﻞ ﻟﻠﻨﺘﺎﺋﺞ ﻳﺘﻢ اﺳﺘﺨﺪام اﻟﺮﺳﻮم واﻟﺠﺪاول ‪0‬‬
‫‪ -7‬ﻟﻐ ﺮض وﺻ ﻒ وﺗﻔ ﺴﻴﺮ اﻟﻨﺘ ﺎﺋﺞ اﻟﺨ ﺎم ﻳ ﺘﻢ اﺳ ﺘﺨﺪام اﻟﺘﺤﻠﻴ ﻞ اﻟﺮﻳﺎﺿ ﻲ ) اﻟﺨﻠﻴﻠ ﻲ‬
‫وﺁﺧﺮون ‪ ، 1996 ،‬ص‪0 ( 31‬‬
‫‪ -8‬ﻣﻬﺎرة ﻓﺮض اﻟﻔﺮوض ‪-:‬‬
‫ﻼ ﻣﻤﻜﻨًﺎ ﻟﻤﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ واﻧﻪ ﻳﻘﺘ ﺮح ﻟﻌﻤ ﻞ ﺷ ﻲٔ ﻣ ﺎ ‪ ،‬وﻳﻜ ﻮن ﻣﺮﺷ ﺪًا‬
‫اﻧﻪ ﺗﻌﺒﻴﺮ ﻳﻘﺘﺮح ﺣ ً‬
‫وﻣﻮﺟﻬًﺎ ﻟﻠﻌﺜﻮر ﻋﻠﻰ ﺣﻞ ﻟﻠﻤ ﺸﻜﻠﺔ ‪ ،‬اﻧ ﻪ ﻣﺆﻗ ﺖ وﺷ ﺮﻃﻲ وﻳﻤﺜ ﻞ ﺗﺨﻤﻴﻨ ًﺎ واﺣﻴﺎﻧ ًﺎ ﻳﺤ ﺪد‬
‫وﻳﻘﻴﺪ اﻟﻠﻔﻆ ) ﺟﺎﺑﺮ ﻋﺒﺪ اﻟﺤﻤﻴﺪ ‪ ، 1994 ،‬ص‪0 ( 378‬‬
‫وﺗﺘﻀﻤﻦ هﺬﻩ اﻟﻤﻬﺎرة ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺴﻠﻮآﻴﺎت هﻲ آﺎﻷﺗﻲ ‪-:‬‬
‫‪ -1‬ﻟﻐ ﺮض ﻋﺒ ﻮر اﻟﻔﺠ ﻮة ﺑ ﻴﻦ ﻣ ﺎ ﻣﻌﻠ ﻮم وﻣ ﺎ ﻣﺠﻬ ﻮل ﻳ ﺘﻢ ﺗﺤﺪﻳ ﺪ اﻷﺳ ﺌﻠﺔ اﻟﺘ ﻲ ﻳ ﺮاد‬
‫اﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ‪0‬‬
‫‪ -2‬ﻓﺼﻞ اﻷﺳﺌﻠﺔ اﻟﺘﻲ ﻳﻤﻜﻦ اﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﺨﺒ ﺮة ﻋ ﻦ اﻷﺳ ﺌﻠﺔ اﻟﺘ ﻲ ﻳﻤﻜ ﻦ‬
‫اﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻓﻠﺴﻔﻴًﺎ ‪0‬‬
‫‪ -3‬ﺗﻘﺴﻴﻢ اﻷﺳﺌﻠﺔ اﻟﻌﺮﻳﻀﺔ إﻟﻰ أﺟﺰاء ‪0‬‬
‫‪ -4‬ﺻﻴﺎﻏﺔ أﺳﺌﻠﺔ ﻣﺤﺘﻤﻠﺔ ﻟﻜﻞ ﺳﺆال ﺑﺤﻴﺚ ﺗﻜﻮن ﻗﺎﺑﻠ ﺔ ﻟ ﺧﺘﺒ ﺎر ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﺘﺠﺮﻳ ﺐ‬
‫أو ﻋﻦ ﻃﺮﻳﻖ اﻟﻘﻴﺎس ‪0‬‬
‫‪ -5‬اﻟﺘﻤﻴﺰ ﺑﻴﻦ اﻟﻔﺮوض اﻟﺘﻲ ﻳﻤﻜﻦ اﺧﺘﺒﺎرهﺎ آﻤﻴ ًﺎ وﺗﻠﻚ اﻟﺘﻲ ﻳﻤﻜ ﻦ اﺧﺘﺒﺎره ﺎ وﺻ ﻔﻴًﺎ )‬
‫اﻟﺨﻠﻴﻠﻲ وﺁﺧﺮون ‪ ، 1996 ،‬ص‪0 ( 33‬‬
‫اﻟﻤﺤﻮر اﻷول ‪:‬‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺛﺮ ﻣﻨﺸﻄﺎت اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ‬
‫اﻟﻤﺤﻮر اﻟﺜﺎﻧﻲ ‪:‬‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺛﺮ ﻣﻨﺸﻄﺎت اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ ﺗﻨﻤﻴﺔ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻤﺤﻮر اﻟﺜﺎﻟﺚ ‪:‬‬
‫دراﺳ ﺎت ﺗﻨﺎوﻟ ﺖ اﻟﻌﻼﻗ ﺔ اﻻرﺗﺒﺎﻃﻴ ﺔ ﺑ ﻴﻦ ﻣﻨ ﺸﻄﺎت اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك واﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ ﻣﻦ ﺟﻬﺔ واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺟﻬﺔ اﺧﺮى‬
‫ﻧﻈﺮًا ﻟﻌﺪم ﺣﺼﻮل اﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ دراﺳﺎت ﺳﺎﺑﻘﺔ ﻣﺸﺎﺑﻬﺔ ﺗﻤﺎﻣًﺎ ﻟﺪراﺳﺘﻬﺎ ‪,‬ﻟﺬا أﺧﺬت‬
‫اﻟﺪراﺳﺎت اﻟﻘﺮﻳﺒــــﺔ ﻣﻦ دراﺳﺘﻬﺎ إذ ﻳﻤﻜﻦ وﺿﻊ ﺗﻠﻚ اﻟﺪراﺳﺎت ﻓﻲ ﺛﻼﺛﺔ ﻣﺤﺎور هﻲ‬
‫آﺎﻷﺗﻲ‪-:‬‬
‫دراﺳﺎت اﻟﻤﺤﻮر اﻷول ‪:‬‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺛﺮ ﻣﻨﺸﻄﺎت اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ‪-:‬‬
‫‪-1‬اﻟﺪراﺳﺎت اﻟﻌﺮﺑﻴﺔ‬
‫أ‪ -‬دراﺳﺔ ) رﻏﺪة ‪ / ( 1995 ،‬اﻷردن ‪-:‬‬
‫هﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ‪:‬‬
‫ﻣﻌﺮﻓﺔ اﺛﺮ اﺳﺘﺨﺪام ﺧﺎرﻃﺔ اﻟﻤﻔﺎهﻴﻢ ﻓﻲ اﻟﺘﺤﺼﻴﻞ اﻟﻌﻠﻤ ﻲ واآﺘ ﺴﺎب اﻟﻌﻤﻠﻴ ﺎت‬
‫اﻟﻌﻠﻤﻴﺔ ﻟﺪى ﻃﻠﺒﺔ اﻟﺼﻒ اﻟﺴﺎدس اﻷﺳﺎﺳﻲ ﻓﻲ ﻣﺎدة اﻟﻌﻠﻮم اﻟﻌﺎﻣﺔ ‪0‬‬
‫ﺷﻤﻠﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ))‪ (239‬ﻃﺎﻟﺒ ﺎ وﻃﺎﻟﺒ ﺔ ﻣ ﻦ ﻃﻠﺒ ﺔ اﻟ ﺼﻒ اﻟ ﺴﺎدس اﻷﺳﺎﺳ ﻲ‬
‫وزﻋﻮا إﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ ﺗﺠﺮﻳﺒﻴﺔ ﺗﺪرس ﺑﺎﺳﺘﺨﺪام ﺧﺎرﻃﺔ اﻟﻤﻌﻠﻮﻣﺎت واﻟﻀﺎﺑﻄﺔ ﺗﺪرس‬
‫ﺑﺎﻟﻄﺮﻳﻘ ﺔ اﻻﻋﺘﻴﺎدﻳ ﺔ ‪ 0‬اﻋ ﺪ اﺧﺘﺒ ﺎر ﻋﻘﻠ ﻲ ﻟﻠﻤﻔ ﺎهﻴﻢ اﻟﻌﻠﻤﻴ ﺔ واﺧﺘﺒ ﺎر ﺧ ﺎص ﺑﺎآﺘ ﺴﺎب‬
‫اﻟﻌﻤﻠﻴﺎت اﻟﻌﻠﻤﻴﺔ وﺑﺎﺳﺘﺨﺪام ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ آﺎﻧﺖ اﻟﻨﺘﺎﺋﺞ ﺗﻔ ﻮق اﻹﻧ ﺎث ﻋﻠ ﻰ اﻟ ﺬآﻮر ﻓ ﻲ‬
‫اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻓ ﻲ اﻻﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ وﺗﻔ ﻮق اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻋﻠ ﻰ‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ﻓﻲ اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ آﻤﺎ أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ ﻋﺪم وﺟ ﻮد ﻓ ﺮق ﺑ ﻴﻦ‬
‫اﻹﻧ ﺎث واﻟ ﺬآﻮر ﻓ ﻲ اﺧﺘﺒ ﺎر اآﺘ ﺴﺎب اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻠﻤﻴ ﺔ وﻳﻮﺟ ﺪ ﻓ ﺮق ﻓ ﻲ اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ﻓﻲ هﺬا اﻟﻤﺘﻐﻴﺮ ) رﻏﺪة ‪ ،1995 ،‬ص‪0( 51-35‬‬
‫ب‪-‬دراﺳﺔ ) اﻟﺨﻔﺎﺟﻲ ‪ ( 2002 ،‬ﺑﻐﺪاد‪ /‬اﻟﻌﺮاق‬
‫هﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ‪:‬‬
‫)‪(1‬‬
‫ﻓ ﻲ اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ واﻟﺪراﺳ ﺔ‬
‫ﻣﻌﺮﻓﺔ اﺛﺮ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ -‬اﻟﺘﻌﻠﻤﻴﺔ‬
‫ﻟﻄﻼب اﻟﺼﻒ اﻟﺨﺎﻣﺲ اﻟﻌﻠﻤﻲ وﺗﺤﺼﻴﻠﻬﻢ اﻟﺪراﺳﻲ ‪0‬‬
‫ﺷﻤﻠﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ )‪ (65‬ﻃﺎﻟﺒﺎ ﻣﻦ ﻃﻼب اﻟ ﺼﻒ اﻟﺨ ﺎﻣﺲ اﻟﻌﻠﻤ ﻲ ‪ /‬ﻣ ﻮزﻋﻴﻦ‬
‫ﻋﺸﻮاﺋﻴﺎ إﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ ﺗﺠﺮﻳﺒﻴﺔ درﺳﺖ ﻋﻠﻰ وﻓﻖ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ -‬اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬أﻣ ﺎ‬
‫ﺳﻦ دون اﺳﺘﺨﺪام اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ -‬اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ 0‬ﺑﻌﺪ اﻻﻧﺘﻬﺎء‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ﻓﺪر ّ‬
‫ﻣﻦ اﻟﺘﺠﺮﺑﺔ اﻟﺘﻲ اﺳﺘﻐﺮﻗﺖ )‪ (22‬أﺳﺒﻮﻋﺎ ‪ ،‬ﺗﻢ ﺗﻄﺒﻴﻖ اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ اﻟﻤﻜﻮن ﻣ ﻦ‬
‫)‪ (100‬ﻓﻘ ﺮة ‪ ،‬آﻤ ﺎ ﺗ ﻢ ﺗﻄﺒﻴ ﻖ ﻣﻘﻴ ﺎس اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ واﻟﺪراﺳ ﺔ ‪ ،‬وﺑﺎﺳ ﺘﺨﺪام‬
‫اﻻﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ﻟﻌﻴﻨﻴﺘ ﻴﻦ ﻣ ﺴﺘﻘﻠﺘﻴﻦ وﻣﻌﺎﻣ ﻞ ارﺗﺒ ﺎط ﻳﺮﺳ ﻮن ﻟﻤﻌﺎﻟﺠ ﺔ ﺑﻴﺎﻧ ﺎت اﻟﺪراﺳ ﺔ‬
‫إﺣﺼﺎﺋﻴﺎ أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ ﺗﻔﻮق ﻃﻼب اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻋﻠ ﻰ ﻃ ﻼب اﻟ ﻀﺎﺑﻄﺔ ﻓ ﻲ‬
‫)‪ (1‬ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ -‬ﺍﻟﺘﻌﻠﻤﻴﺔ ﺸﻤﻠﺕ ﺜﻤﺎﻨﻴﺔ ﺃﻨﻭﺍﻉ ‪ ) :‬ﺘﺴﻤﻴﻊ ﻭﺼﻴﺎﻏﺔ ﺍﻷﺴﺌﻠﺔ ‪ -‬ﻜﺘﺎﺒﺔ‬
‫ﺍﻟﻤﻠﺨﺼﺎﺕ ‪ -‬ﺍﺨﺘﻴﺎﺭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﻬﻤﺔ ‪ -‬ﺘﻨﻅﻴﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ‪ -‬ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺘﻲ ‪ -‬ﻋﻤل ﺍﻟﻨﻤﺎﺫﺝ ‪-‬‬
‫ﺍﻟﻤﻨﺎﻗﺸﺔ ﻭﺍﻟﺤﻭﺍﺭ ( ‪.‬‬
‫اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ واﻟﺪراﺳ ﺔ واﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ‪ ،‬آﻤ ﺎ ﺑﻴﻨ ﺖ اﻟﻨﺘ ﺎﺋﺞ وﺟ ﻮد ﻋﻼﻗ ﺔ‬
‫داﻟﺔ ﻣﻮﺟﺒﺔ ﺑﻴﻦ اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻌﻠﻢ واﻟﺪراﺳﺔ واﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳ ﻲ ﻟﻄ ﻼب اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ ) اﻟﺨﻔﺎﺟﻲ ‪ ،2002 ،‬ص‪0 ( 48-37‬‬
‫ج‪ -‬دراﺳﺔ ) دروزﻩ ‪ ( 2003‬ﻧﺎﺑﻠﺲ‪/‬ﻓﻠﺴﻄﻴﻦ‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ ﺗﻮﻇﻴ ﻒ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ‪ .‬واﻟﺨﻄ ﻮط ﺗﺤ ﺖ‬
‫اﻷﻓﻜـــ ـﺎر آﻤﻬـــ ـﺎرات دراﺳ ﻴﺔ ﻋﻠ ﻰ ﺗﺤ ﺼﻴﻞ اﻷآ ﺎدﻳﻤﻲ اﻟﺠ ﺎﻣﻌﻲ ﺑﺎﻋﺘﺒ ﺎر اﻟﻨﻈ ﺎم‬
‫اﻟﺘﻌﻠﻴﻤ ﻲ )ﻣﻨﻈﻤ ﺔ وﻣﻨﻔ ﺼﻞ وﻣﻨﻔ ﺼــــﻞ ﻣـــ ـﻊ ﻣﺮاﺟﻌ ﺔ ( ﺗﻜﻮﻧ ﺖ ﻋﻴﻨ ﺔ اﻟﺪراﺳ ﺔ ﻣ ﻦ‬
‫)‪ (114‬ﻃﺎﻟﺒ ًﺎ وﻃﺎﻟﺒ ﺔ ﻣ ﻦ ﻣ ﺴﺘﻮى اﻟ ﺴﻨﺔ اﻟﺜﺎﻟﺜ ﺔ ﻣ ﻦ آﻠﻴــ ـﺔ اﻟﺘﺮﺑﻴ ﺔ ﻓ ﻲ ﺟﺎﻣﻌ ﺔ اﻟﻨﺠ ﺎح‬
‫اﻟﻮﻃﻨﻴ ﺔ ﻓ ﻲ ﻧ ﺎﺑﻠﺲ ‪ .‬ﺗ ﻢ ﺗﻮزﻳ ﻊ اﻟﻄﻠﺒ ﺔ ﻋ ﺸﻮاﺋﻴًﺎ إﻟ ﻰ ﺛﻤ ﺎﻧﻲ ﻣﺠﻤﻮﻋ ﺎت ﺳﺒــ ـﻊ ﻣﻨﻬـــ ـﺎ‬
‫ﺗﺠﺮﻳﺒﻴﺔ آﺎﻷﺗﻲ ‪:‬‬
‫‪ -1‬ﻣﺠﻤﻮﻋﺔ أﻋﻄﻴﺖ ﻣﻼﺣﻈﺎت ﻣﻦ اﻟﻤﻌﻠﻢ ﻋﻠﻰ اﻟﻨﺺ اﻟﻤﺪروس ‪.‬‬
‫‪ -2‬ﻣﺠﻤﻮﻋﺔ أﻋﻄﻴﺖ اﻟﻨﺺ ﻣﺰودًا ﺑﺨﻄﻮط ﺗﺤﺖ اﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ آﻨﻈﺎم ﺗﻌﻠﻴﻤ ﻲ‬
‫ﻣﺘﻀﻤﻨﺔ ‪.‬‬
‫‪ -3‬ﻣﺠﻤﻮﻋﺔ ﻃﻠﺐ ﻣﻨﻬﺎ اﺷﺘﻘﺎق ﻣﻼﺣﻈﺎﺗﻬﺎ ﺑﻨﻔﺴﻬﺎ ‪.‬‬
‫‪ -4‬ﻣﺠﻤﻮﻋﺔ ﻃﻠﺐ ﻣﻨﻬﺎ اﻟﺘﺨﻄﻴﻂ ﺗﺤﺖ اﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ آﻨﻈﺎم ﺗﻌﻠﻴﻤﻲ ﻣﻨﻔﺼﻞ ‪.‬‬
‫‪ -5‬ﻣﺠﻤﻮﻋﺔ ﻃﻠﺐ ﻣﻨﻬﺎ اﺷﺘﻘﺎق ﻣﻼﺣﻈﺎﺗﻬﺎ ﺑﻨﻔﺴﻬﺎ ﺛﻢ ﻣﺮاﺟﻌﺘﻬﺎ ﻗﺒﻞ اﻻﻣﺘﺤﺎن ‪.‬‬
‫‪ -6‬ﻣﺠﻤﻮﻋ ﺔ ﻃﻠ ﺐ ﻣﻨﻬ ﺎ اﻟﺘﺨﻄ ﻴﻂ ﺗﺤ ﺖ اﻷﻓﻜ ﺎر اﻟﻤﻬﻤ ﺔ ﺛ ﻢ ﻣﺮاﺟﻌﺘﻬ ﺎ ﻗﺒ ﻞ‬
‫اﻻﻣﺘﺤـــﺎن آﻨﻈـــــﺎم ﺗﻌﻠﻴﻤﻲ ﻣﻨﻔﺼﻞ ﻣﻊ أﻟﻤﺮاﺟﻌﺔ‪.‬‬
‫‪ -7‬ﻣﺠﻤﻮﻋﺔ ﻃﻠﺐ ﻣﻨﻬﺎ أن ﺗﻮﻇﻒ أﻳﺔ ﻣﻬﺎرة دراﺳﻴﺔ ﺗﺮاهﺎ ﻣﻨﺎﺳﺒﺔ ﺗﺴﺎﻋﺪهﺎ ﻓﻲ‬
‫ﻓﻬــــﻢ اﻟﻨﺺ اﻟﻤﺪروس دون ﺗﺤﺪﻳﺪ ‪.‬‬
‫‪ -8‬اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ﻗﺮأت اﻟﻨﺺ اﻟﺘﻌﻠﻴﻤﻲ ﻓﻘﻂ ‪.‬‬
‫أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ اﺧﺘﺒ ﺎرًا ﻣ ﻦ ﻧ ﻮع اﻹﺟﺎﺑ ﺔ اﻟﻘ ﺼﻴﺮة ﻗﺎﺳ ﺖ ﻓﻴ ﻪ أﻟﻘ ﺪرة ﻋﻠ ﻰ اﻟﺘ ﺬآﺮ‬
‫واﻟﻔﻬﻢ واﻻﺳﺘﻨﺘﺎج اﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي واﻟﺜﻨ ﺎﺋﻲ واﻻﺧﺘﺒ ﺎر اﻟﻔ ﺎﺋﻲ‬
‫آﻮﺳﺎﺋﻞ إﺣﺼﺎﺋﻴﺔ ﻟﻤﻌﺎﻟﺠـﺔ اﻟﺒﻴﺎﻧﺎت ‪ .‬أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ ﻻ ﻳﻮﺟﺪ ﻓﺮق إﺣﺼﺎﺋﻲ ﺑﻴﻦ ﻧﻤ ﻂ‬
‫اﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ )ﻣﺘﻀﻤﻦ و ﻣﻨﻔﺼﻞ وﻣﻨﻔﺼـﻞ ﻣﻊ اﻟﻤﺮاﺟﻌ ﺔ( ﻋﻠ ﻰ اﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ‬
‫وآﺬﻟﻚ ﻻ ﻳﻮﺟﺪ ﻓﺮق ﺑﻴﻦ اﺧ ﺬ اﻟﻤﻼﺣﻈ ﺎت آﻤﻬــ ـﺎرة دراﺳﻴـــ ـﺔ وﺑ ﻴﻦ اﻟﺘﺨﻄ ﻴﻂ ﺗﺤ ﺖ‬
‫اﻷﻓﻜ ﺎر‪ .‬وآ ﺬﻟﻚ أﻇﻬ ﺮت اﻟﻨﺘ ﺎﺋﺞ أن ﻣﺘﻮﺳ ﻂ أداء اﻟﻤﺠﻤﻮﻋ ﺎت اﻟﺘﺠﺮﻳﺒﻴ ﺔ أﻋﻠ ﻰ ﻣ ﻦ‬
‫ﻣ ﺴﺘﻮى أداء اﻟﻤﺠﻤﻮﻋــــ ـﺔ اﻟ ﻀﺎﺑﻄﺔ ﻋﻠ ﻰ اﻻﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ ‪.‬‬
‫) دروزﻩ ‪ , 2003 ,‬ص ‪( 204 – 167‬‬
‫د‪ -‬دراﺳﺔ ) اﻻﺣﺒﺎﺑﻲ ‪ / (2006 ,‬ﺻﻼح اﻟﺪﻳﻦ‪ /‬اﻟﻌﺮاق‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺘﻴﻦ اﻹدراآﻴ ﺔ اﻟﻤﻨﻔ ﺼﻠﺔ واﻹدراآﻴ ﺔ‬
‫اﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ ﺗﺤﺼﻴـﻞ واﺳﺘﺒﻘﺎء ﻣﺎدة اﻟﺮﻳﺎﺿﻴﺎت ﻟ ﺪى ﻃﺎﻟﺒ ﺎت ﻣﻌﻬ ﺪ أﻋ ﺪاد اﻟﻤﻌﻠﻤ ﺎت‬
‫ﻓﻲ ﻣﺤﺎﻓﻈﺔ ﺻﻼح اﻟﺪﻳﻦ ‪ .‬ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﻣﻦ) ‪ (104‬ﻃﺎﻟﺒﺎت ﻣﻦ اﻟ ﺼﻒ اﻟﺜﺎﻟ ﺚ‬
‫ﻓ ﻲ ﻣﻌﻬـــ ـﺪ أﻋ ﺪاد اﻟﻤﻌﻠﻤــــ ـﺎت ﺗـ ـﻢ ﺗ ﻮزﻳﻌﻬﻦ ﺑ ﺸﻜﻞ ﻋ ﺸﻮاﺋﻲ إﻟ ﻰ أرﺑ ﻊ ﺷ ﻌﺐ‬
‫ﺑﺎﻟﺘ ﺴﺎوي ‪ ,‬اﺧﺘﻴ ﺮت ﺷ ﻌﺒﺘﺎن ﺑ ﺼــــﻮرة ﻋ ﺸﻮاﺋﻴـــــﺔ ﺗﻤــ ـﺜﻞ أﺣ ﺪاهﻤﺎ اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ اﻷوﻟﻰ وﺗﺘﻤﺜﻞ اﻷﺧﺮى اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﺎﻧﻴﺔ ﺑﻮاﻗ ﻊ )‪ (26‬ﻃﺎﻟﺒ ـﺔ ﻟﻜ ﻞ‬
‫ﻣﺠﻤﻮﻋﺔ ‪.‬‬
‫ﻣﺠﻤﻮﻋﻪ ﺗﺠﺮﻳﺒﻴﺔ أوﻟﻰ ‪ :‬درﺳﺖ ﻋﻠﻰ وﻓﻖ إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﻨﻔﺼﻠﺔ ‪.‬‬
‫ﻣﺠﻤﻮﻋﻪ ﺗﺠﺮﻳﺒﻴﺔ ﺛﺎﻧﻴﺔ ‪ :‬درﺳﺖ ﻋﻠﻰ وﻓﻖ إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﺘﻀﻤﻨﺔ ‪.‬‬
‫اﻋﺪ اﻟﺒﺎﺣﺚ اﺧﺘﺒﺎر ﺗﺤ ﺼﻴﻠﻲ ﻧ ﻮع اﻻﺧﺘﻴ ﺎر ﻣ ﻦ ﻣﺘﻌ ﺪد ‪ .‬اﺳ ﺘﺨﺪم اﻟﺒﺎﺣ ﺚ اﻻﺧﺘﺒ ﺎر‬
‫اﻟﺘﺎﺋﻲ وﻣﻌﺎدﻟــــﺔ آﻮدر – رﻳﺘﺸﺎرد ﺳﻮن وﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي آﻮﺳﺎﺋﻞ إﺣﺼﺎﺋﻴﺔ ‪.‬‬
‫وأﻇﻬ ﺮت اﻟﻨﺘ ﺎﺋﺞ ﺗﻔ ﻮق اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻟﺘ ﻲ درﺳ ﺖ ﻋﻠ ﻰ وﻓ ﻖ‬
‫اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﻨﻔﺼﻠﺔ ﻋﻠــﻰ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺘﻲ درﺳﺖ ﻋﻠﻰ وﻓﻖ‬
‫اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ اﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ وآ ﺬﻟﻚ اﺧﺘﺒ ﺎر اﻻﺳ ﺘﺒﻘﺎء ‪.‬‬
‫) أﻷﺣﺒﺎﺑﻲ ‪ ،2006 ،‬ص‪(123‬‬
‫‪-2‬اﻟﺪراﺳﺎت اﻷﺟﻨﺒﻴﺔ‬
‫ دراﺳﺔ ) ‪ / (schmid & telaro , 1990‬اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﻳﻜﻴﺔ ‪-:‬‬‫هﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ‪:‬‬
‫ﻣﻌﺮﻓﺔ اﺛﺮ اﺳﺘﺮاﺗﻴﺠﻴﺎت ) ﺟﺪاول ‪ ،‬ﺧﺎرﻃﺔ اﻟﻤﻔﺎهﻴﻢ ‪ ،‬أﺷﻜﺎل ( ﻓﻲ ﺗﺤﺴﻦ ﺗﻌﻠ ﻢ‬
‫ﻃﻠﺒﺔ اﻟﻤﺪارس اﻟﺜﺎﻧﻮﻳﺔ ﻓﻲ ﻣﻮﺿﻮع اﻟﺠﻬﺎز اﻟﻌ ﺼﺒﻲ ﺷ ﻤﻠﺖ ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ )‪ (43‬ﻃﺎﻟﺒ ﺎ‬
‫وﻃﺎﻟﺒﺔ ﻣﻦ ﻃﻠﺒﺔ اﻟﻤﺪارس اﻟﺜﺎﻧﻮﻳﺔ ﺻﻨﻔﻮا ﻋﻠﻰ وﻓﻖ ﻋﺎﻣﻞ اﻟﻘﺪرة ﻋﻠﻰ ﺗ ﺬآﺮ اﻟﻤﻔ ﺎهﻴﻢ‬
‫واﻟﻌﻼﻗﺎت اﻟﺘﻲ ﺗﺠﻤﻊ ﺑﻴﻨﻬﻤﺎ إﻟﻰ ﺛﻼث ﻣﺠﻤﻮﻋﺎت )ﻋﻠﻴﺎ ‪ ،‬ﻣﺘﻮﺳﻄﺔ ‪ ،‬ﻣﻨﺨﻔﻀﺔ ( ‪ ،‬ﺛ ﻢ‬
‫وزﻋﻮا ﻋﺸﻮاﺋﻴﺎ إﻟﻰ ﻣﺠﻤ ﻮﻋﺘﻴﻦ اﻷوﻟ ﻰ ‪ :‬ﺿ ﺎﺑﻄﺔ درﺳ ﺖ ﻣﻮﺿ ﻮع اﻟﺠﻬ ﺎز اﻟﻌ ﺼﺒﻲ‬
‫ﺑﺎﻟﻄﺮﻳﻘﺔ اﻟﺘﻘﻠﻴﺪﻳﺔ ‪ ،‬أﻣﺎ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺜﺎﻧﻴﺔ ‪ :‬ﺗﺠﺮﻳﺒﻴﺔ اﺳﺘﺨﺪم اﻟﻤ ﺪرس ﻓ ﻲ أﺛﻨ ﺎء اﻟ ﺸﺮح‬
‫) اﻟﺠﺪاول ‪ ،‬ﺧﺎرﻃﺔ اﻟﻤﻌﻠﻮﻣﺎت ‪ ،‬أﺷ ﻜﺎل ( ﺗﻮﺿ ﺢ اﻟﺠﻬ ﺎز اﻟﻌ ﺼﺒﻲ ﺑﺨﻼﻳ ﺎﻩ وأﻗ ﺴﺎﻣﻪ‬
‫واﻟﻌﻼﻗ ﺎت اﻟﺘ ﻲ ﺗ ﺮﺑﻂ ﺑ ﻴﻦ أﺟﺰاﺋ ﻪ ‪ .‬ﻃﺒ ﻖ اﺧﺘﺒ ﺎر ﻣ ﻦ ﻧ ﻮع اﺧﺘﻴ ﺎر ﻣ ﻦ ﻣﺘﻌ ﺪد ﻟﻘﻴ ﺎس‬
‫اﻟﻘﺪرة ﻋﻠﻰ ﺗﺬآﺮ اﻟﻤﻔﺎهﻴﻢ واﻟﻌﻼﻗﺎت اﻟﺘﻲ ﺗﺠﻤﻊ ﺑﻴﻨﻬﺎ ‪ .‬ﺑﻌ ﺪ ﻣﻌﺎﻟﺠ ﺔ اﻟﺒﻴﺎﻧ ﺎت إﺣ ﺼﺎﺋﻴﺎ‬
‫أﻇﻬ ﺮت اﻟﻨﺘ ﺎﺋﺞ ﺑﻔ ﺮق ذي دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻃﻠﺒ ﺔ ذوي اﻟﻘ ﺪرات اﻟﻤﻨﺨﻔ ﻀﺔ‬
‫ﻟﻠﻤﺠﻤﻮﻋ ﺔ اﻟﺘ ﻲ درﺳ ﺖ ﺑﺎﺳ ﺘﺨﺪام اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ اﻟﻔﺮاﻏﻴ ﺔ وﻟ ﻢ ﻳﺤ ﺪث ﻣﺜ ﻞ ه ﺬا‬
‫اﻟﺘﺤ ﺴﻦ ﻣ ﻊ ﻃﻠﺒ ﺔ ﻣ ﻦ ذوي اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ واﻟﻤﺘﻮﺳ ﻄﺔ واﻟﻌﻠﻴ ﺎ ﻟﻬ ﺬﻩ اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﻀﺎﺑﻄﺔ اﻟﺘﻲ درﺳﺖ ﻣﻦ دون اﺳﺘﺨﺪام اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻌﻠﻢ اﻟﻔﺮاﻏﻴ ﺔ ) & ‪Schmid‬‬
‫‪0 ( telaro , 1990, P : 78-85‬‬
‫دراﺳﺎت اﻟﻤﺤﻮر اﻟﺜﺎﻧﻲ ‪-:‬‬
‫دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺛﺮ ﻣﻨﺸﻄﺎت اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ ﺗﻨﻤﻴﺔ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫‪-1‬اﻟﺪراﺳﺎت اﻟﻌﺮﺑﻴﺔ‬
‫دراﺳﺔ ) دروزﻩ ‪ (1994،‬ﻧﺎﺑﻠﺲ‪ /‬ﻓﻠﺴﻄﻴﻦ‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ اﻟﻤﻼﺣﻈ ﺔ اﻟ ﺼﻔﻴﺔ آﻤﻨ ﺸﻄﺔ اﺳﺘﺮاﺗﻴﺠﻴـــ ـﺎت أدراك‬
‫ﻣﻨﻔﺼﻠـﺔ وآﺬﻟﻚ ﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ أدراك ﻣﺘ ﻀﻤﻨﺔ ﻓ ﻲ ﻣ ﺴﺘﻮى اﻟﺘ ﺬآﺮ واﻻﺳ ﺘﻴﻌﺎب واﻟ ﺘﻌﻠﻢ‬
‫اﻟﻌﺎم ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ ﻣ ﻦ )‪ (55‬ﻃﺎﻟﺒ ًﺎ وﻃﺎﻟﺒ ﺔ ﻣ ﻦ ﺟﺎﻣﻌ ﺔ اﻟﻨﺠ ﺎح اﻟﻮﻃﻨﻴ ﺔ‬
‫اﻟﻔﻠﺴﻄﻴﻨﻴﺔ اﻟﻤﺮﺣﻠﺔ اﻷوﻟـــﻰ وزﻋﺖ اﻟﻌﻴﻨﺔ ﻋﺸﻮاﺋﻴًﺎ إﻟﻰ أرﺑﻊ ﻣﺠﺎﻣﻴﻊ آﺎﻷﺗﻲ ‪:‬‬
‫‪ -1‬اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻷوﻟﻰ ‪ :‬ﻃﻠﺐ ﻣﻨﻬﺎ أن ﺗﻘﺮأ اﻟﻨﺺ اﻟﺘﻌﻠﻴﻤﻲ ﻣﻊ اﻟﻤﻼﺣﻈـــ ـﺎت‬
‫اﻟﻤﻮﺟــﻮدة ﻓﻴـﻪ آﻤﻨﺸﻄﺔ إﺳﺘﺮاﺗﻴﺠﻴﺔ أدراك ﻣﺘﻀﻤﻨﺔ ‪.‬‬
‫‪ -2‬اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻟﺜﺎﻧﻴ ﺔ ‪ :‬ﻃﻠ ﺐ ﻣﻨﻬ ﺎ أن ﺗﻘ ﺮأ اﻟ ﻨﺺ اﻟﺘﻌﻠﻴﻤ ﻲ ﻧﻔ ﺴﻪ ﻣ ﻊ اﺧ ﺬ‬
‫ﻣﻼﺣﻈﺎﺗﻬــــﺎ أﺛﻨـــﺎء‬
‫اﻟﻘﺮاءة آﻤﻨﺸﻄﺔ إﺳﺘﺮاﺗﻴﺠﻴﺔ إدراك ﻣﻨﻔﺼﻠﺔ ﻣﺤﺪدة ‪.‬‬
‫‪-3‬اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﺎﻟﺜﺔ ‪ :‬ﻃﻠﺐ ﻣﻨﻬﺎ أن ﺗﻮﻇﻒ ﻣﺎ ﺗﺸﺎء ﻣ ﻦ اﺳ ﺘﺮاﺗﻴﺠﻴﺎت أدراك‬
‫ﺗﺮى أﻧﻬﺎ ﻣﻔﻴﺪة ﻓﻲ ﺗﻌﻠﻢ اﻟﻨﺺ آﺈﺳﺘﺮاﺗﻴﺠﻴﺔ إدراك ﻣﻨﻔﺼﻠﺔ ﻏﻴﺮ ﻣﺤﺪودة ‪.‬‬
‫‪ -4‬اﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ ‪ :‬إذ ﻃﻠ ﺐ ﻣﻨﻬ ﺎ أن ﺗﻘ ﺮأ اﻟ ﻨﺺ اﻟﺘﻌﻠﻴﻤ ﻲ ﻓﻘ ﻂ ﻣ ﻦ دون ﺗﻠﻘ ﻲ‬
‫ﻣﻌﻠﻮﻣﺔ ﺗﺮﺷﺪهﺎ إﻟﻰ ﺗﻮﻇﻴﻒ أﻳﺔ ﻣﻨﺸﻄﺔ إﺳﺘﺮاﺗﻴﺠﻴﺔ أدراك ‪.‬‬
‫أﻋﺪت اﻟﺒﺎﺣﺜﺔ اﺧﺘﺒﺎر ﻳﻘﻴﺲ ﻣﺴﺘﻮى اﻟﺘ ﺬآﺮ واﺧﺘﺒ ﺎر أﺧ ﺮ ﻳﻘ ﻴﺲ ﻣ ﺴﺘﻮى اﻻﺳ ﺘﻴﻌﺎب‬
‫اﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺗﺤﻠﻴﻞ اﻟﺘﺒ ﺎﻳﻦ واﻻﺧﺘﺒ ﺎر اﻟﻔ ﺎﺋﻲ آﻮﺳ ﺎﺋﻞ إﺣ ﺼﺎﺋﻴﺔ وأﻇﻬ ﺮت اﻟﻨﺘ ﺎﺋﺞ‬
‫أن هﻨﺎك ﻓــــﺮﻗ ًﺎ إﺣ ﺼـــﺎﺋﻴًﺎ ﺑﻴـــــ ـﻦ اﻟﻤﺠﻤﻮﻋ ﺎت اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﺑﻌ ﻀﻬﺎ ﻣ ﻊ ﺑﻌ ﺾ وﺑﻴﻨﻬ ﺎ‬
‫وﺑﻴﻦ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ‪.‬وآﺎﻻﺗﻲ ‪:‬‬
‫اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻷوﻟ ﻰ اﻟﺘ ﻲ أﺧ ﺬت ﻣﻼﺣﻈ ﺎت اﻟﻤﻌﻠ ﻢ ﺛ ﻢ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ‬
‫اﻟﺜﺎﻟﺜﺔ اﻟﺘﻲ وﺟﻬﺖ ﻻﺳﺘﺨﺪام أﻳﺔ ﻣﻨ ﺸﻄﺔ ﻻﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺗﺮﻏﺒﻬ ﺎ ﺛ ﻢ اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﺎﻧﻴﺔ اﻟﺘــــﻲ وﺟﻬـــﺖ ﻻﺳﺘﺨﺪام اﻟﻤﻼﺣﻈﺎت ﻓﻲ أﺛﻨﺎء اﻟﻘﺮاءة ﺛ ﻢ اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﻀﺎﺑﻄﺔ ‪ ) .‬دروزﻩ‪ , 1994 ,‬ص ‪( 338 – 296‬‬
‫اﻟﺪراﺳﺎت اﻷﺟﻨﺒﻴﺔ‬
‫أ‪-‬دراﺳﺔ ) ‪ / (Annis , 1985‬اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﻳﻜﻴﺔ‪-:‬‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ اﻟﺘﻠﺨ ﻴﺺ واﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ آﻤﻨ ﺸﻄﺎت‬
‫ﻋﻘﻠﻴﺔ ﻓﻲ ﻣﺴﺘﻮﻳﺎت اﻟﺘﺬآﺮ – اﻻﺳﺘﻴﻌﺎب‪ -‬اﻟﺘﻄﺒﻴﻖ ‪ -‬اﻟﺘﺤﻠﻴﻞ ‪ -‬اﻟﺘﺮآﻴﺐ ‪ -‬اﻟﺘﻘ ﻮﻳﻢ ﻟ ﺪى‬
‫ﻃﻠﺒ ﺔ اﻟ ﺴﻨﺘﻴﻦ اﻟﺠ ﺎﻣﻌﻴﺘﻴﻦ اﻷوﻟ ﻰ واﻟﺜﺎﻧﻴ ﺔ ‪ 0‬ﺷ ﻤﻠﺖ ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ )‪ (84‬ﻃﺎﻟﺒ ﺎ وﻃﺎﻟﺒ ﺔ‬
‫وزﻋﻮا ﻋﺸﻮاﺋﻴﺎ إﻟﻰ ﺛ ﻼث ﻣﺠﻤﻮﻋ ﺎت ‪ ،‬اﻷوﻟ ﻰ ﻗﺎﻣ ﺖ ﺑﺘﻠﺨ ﻴﺺ ﻣ ﺎ ﺗﻘ ﺮأ ‪ ،‬أﻣ ﺎ اﻟﺜﺎﻧﻴ ﺔ‬
‫ﻓﻄﻠﺐ ﻣﻨﻬﻢ ﺗﺴﺠﻴﻞ ﻣﻼﺣﻈﺎﺗﻬﻢ ‪ ،‬أﻣﺎ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺜﺎﻧﻴ ﺔ ﻓﻬ ﻲ ﺿ ﺎﺑﻄﺔ ﻟ ﻢ ﺗﻨﺨ ﺮط ﺑﻤﺜ ﻞ‬
‫ه ﺬﻩ اﻟﻨ ﺸﺎﻃﺎت ‪ 0‬اﻋ ﺪ اﺧﺘﺒ ﺎر ﺗﺤ ﺼﻴﻠﻴﺎ ﻟﻤ ﺴﺘﻮﻳﺎت ﺑﻠ ﻮم اﻟ ﺴﺖ ) اﻟﺘ ﺬآﺮ –اﺳ ﺘﻴﻌﺎب‪-‬‬
‫اﻟﺘﻄﺒﻴ ﻖ ‪ -‬ﺗﺤﻠﻴ ﻞ ‪ -‬ﺗﺮآﻴ ﺐ ‪ -‬ﺗﻘ ﻮﻳﻢ ( ﺑﻌ ﺪ ﻣﻌﺎﻟﺠ ﺔ اﻟﺒﻴﺎﻧ ﺎت إﺣ ﺼﺎﺋﻴﺎ أﻇﻬ ﺮت اﻟﻨﺘ ﺎﺋﺞ‬
‫ﺗﻔ ﻮق أداء اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘ ﻲ ﻗﺎﻣ ﺖ ﺑﺘﻠﺨ ﻴﺺ ﻣ ﺎ ﺗﻘ ﺮأ ﻋﻠ ﻰ أداء اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘ ﻲ أﺧ ﺬت‬
‫ﻣﻼﺣﻈﺎﺗﻬ ﺎ اﻟﺨﺎﺻ ﺔ وﺗﻠ ﻚ اﻟﺘ ﻲ ﻟ ﻢ ﺗ ﻀﻢ ﺑﻤﺜ ﻞ ه ﺬﻩ اﻟﻤﻨ ﺸﻄﺎت آﻤﺠﻤﻮﻋ ﺔ ﺿ ﺎﺑﻄﺔ ‪،‬‬
‫وﻇﻬﺮ اﻟﺘﻔﻮق ﻋﻠﻰ ﻣﺴﺘﻮﻳﻴﻦ اﻟﺘﻄﺒﻴﻖ واﻟﺘﺤﻠﻴﻞ وﻟﻢ ﻳﻈﻬﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻳﺎت اﻟﺪﻧﻴﺎ آﺎﻟﺘﺬآﺮ‬
‫واﻻﺳ ﺘﻴﻌﺎب ‪ ،‬ﻓ ﻲ ﺣ ﻴﻦ أن اﻟﻄﻠﺒ ﺔ اﻟ ﺬﻳﻦ ﻃﻠ ﺐ ﻣ ﻨﻬﻢ اﺧ ﺬ ﻣﻼﺣﻈ ﺎﺗﻬﻢ آﻤﻨ ﺸﻄﺔ ﻋﻘﻠﻴ ﺔ‬
‫ﺗﻔﻮق ﻋﻠﻰ اﻟﺬﻳﻦ آﺘﺒﻮا اﻟﻤﻠﺨ ﺼﺎت واﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ أﻳ ﻀًﺎ ﻓ ﻲ ﻣ ﺴﺘﻮى اﻟﺘﺮآﻴ ﺐ‬
‫واﻟﺘﻘﻮﻳﻢ ) ‪0 (Annis , 1985 , P : 4-10‬‬
‫ب‪-‬دراﺳ ﺔ )‪ / (Steveral , 1989‬اﻟﻮﻻﻳ ﺎت اﻟﻤﺘﺤ ﺪة اﻷﻣﺮﻳﻜﻴ ﺔ ‪ -:‬ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ‬
‫إﻟ ﻰ اﺛ ﺮ ﺗﻨﻔﻴ ﺬ أﻧ ﺸﻄﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ‪ -‬ﺗﻌﻠﻤﻴ ﻪ * ﺑ ﺼﻮرة ﺟﻤﺎﻋﻴ ﺔ وﺑ ﺼﻮرة ﻓﺮدﻳ ﺔ ﻓ ﻲ‬
‫إﺳ ﺘﺮاﺗﻴﺠﻴﺔ ﺗﺤﺪﻳ ﺪ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﺔ ‪ 0‬ﺷ ﻤﻠﺖ ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ )‪ (486‬ﺗﻠﻤﻴ ﺬا ﻣ ﻦ ﺗﻼﻣﻴ ﺬ‬
‫اﻟﺼﻒ اﻟﺮاﺑﻊ واﻟﺨﺎﻣﺲ اﻻﺑﺘﺪاﺋﻲ ﻓﻲ أرﺑﻊ ﻣﺪارس اﺑﺘﺪاﺋﻴﺔ وزﻋﻮا ﻋﺸﻮاﺋﻴﺎ إﻟ ﻰ ﺛ ﻼث‬
‫ﻣﺠﻤﻮﻋﺎت ‪ ،‬ﻣﺠﻤﻮﻋﺔ ﺗﺠﺮﻳﺒﻴﺔ أوﻟﻰ درﺳﺖ ﺑﻄﺮﻳﻘﺔ ﺗﻘﺪم ﻓﻴﻬﺎ أﻧﺸﻄﺔ ﺗﻌﻠﻴﻤﻴﺔ ‪ -‬ﺗﻌﻠﻤﻴ ﻪ‬
‫ﺗﺘﻀﻤﻦ ﻣﻬﺎرات ﻓﻬﻢ اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﺔ وﺗﺤﺪﻳﺪهﺎ ﺗﻨﻔﺬ ﻋﻠ ﻰ وﻓ ﻖ ﻣﺒ ﺎدئ اﻟ ﺘﻌﻠﻢ اﻟﺘﻌ ﺎوﻧﻲ‬
‫وﺑﺘﻮﺟﻴ ﻪ اﻟﻤﺪرﺳ ﻴﻦ ‪ 0‬أﻣ ﺎ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻟﺜﺎﻧﻴ ﺔ ‪ :‬ﻓﺘﻠﻘ ﺖ اﻟ ﺪروس ﻧﻔ ﺴﻬﺎ ﻟﻜ ﻦ‬
‫اﻷﻧ ﺸﻄﺔ ﺗﻨﻔ ﺬ ﺑ ﺼﻮرة ﻓﺮدﻳ ﺔ ﻣ ﺴﺘﻘﻠﺔ وﺑﺘﻮﺟﻴ ﻪ ﻣ ﻦ اﻟﻤ ﺪرس ‪ ،‬أﻣ ﺎ ﺗﻼﻣﻴ ﺬ اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﻀﺎﺑﻄﺔ ﻓﻘﺪ درﺳﺖ ﺑﺎﻟﻄﺮﻳﻘﺔ اﻻﻋﺘﻴﺎدﻳﺔ ‪ 0‬ﺗﻜ ﻮن اﻻﺧﺘﺒ ﺎر أﻟﺒﻌ ﺪي ﻣ ﻦ )‪ (20‬ﻓﻘ ﺮة ‪،‬‬
‫ﺗﻜﻮﻧﺖ آﻞ ﻓﻘ ﺮة ﻣ ﻦ ﻧ ﺺ ﺷ ﺮﺣﻲ ﻳﺘﺒﻌ ﻪ ﺳ ﺆال ﺣ ﻮل ﺗﺤﺪﻳ ﺪ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﺔ وﺳ ﺆال‬
‫اﺳﺘﻨﺘﺎﺟﻲ وﺳﺆال ﻋﻦ ﺗﻔﺎﺻﻴﻞ ﺗﻠﻚ اﻟﻔﻘﺮة ‪ ،‬وﺗﻢ اﻟﺘﺄآﺪ ﻣﻦ ﺻ ﺪق اﻻﺧﺘﺒ ﺎر وﺗ ﻢ ﺣ ﺴﺎب‬
‫ﺛﺒﺎﺗﻪ ﺑﺎﺳﺘﺨﺪام ﻣﻌﺎﻣﻞ آﻮرن ﺑﺎخ إﻟﻔﺎ ﻓﺒﻠﻎ ) ‪ ( 0.80‬ﻷﺳﺌﻠﺔ ﺗﺤﺪﻳﺪ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﺔ و)‬
‫‪ (0.77‬ﻟﻸﺳﺌﻠﺔ اﻻﺳﺘﻨﺘﺎﺟﻴﺔ ‪ ،‬وﺑﺎﺳﺘﺨﺪام ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻟﺜﻨﺎﺋﻲ واﺧﺘﺒ ﺎر ﺷ ﻴﻔﻴﺔ ﻟﻤﻌﺎﻟﺠ ﺔ‬
‫ﺑﻴﺎﻧ ﺎت اﻟﺪراﺳ ﺔ ‪ ،‬أﻇﻬ ﺮت اﻟﻨﺘ ﺎﺋﺞ وﺟ ﻮد ﻓ ﺮق ذي دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﺗﻔ ﻮق أﻓ ﺮاد‬
‫اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠ ﺮﻳﺒﻴﺘﻴﻦ اﻷوﻟ ﻰ واﻟﺜﺎﻧﻴ ﺔ ﻋﻠ ﻰ إﻗ ﺮاﻧﻬﻢ ﻓ ﻲ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ )‬
‫‪(Sterenal , 1989 , P : 58-66‬‬
‫ج‪ -‬دراﺳﺔ ) ‪/( King ، 1991‬اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﻳﻜﻴﺔ‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ اﻟﺘ ﺪرﻳﺐ ﺗﻼﻣﻴ ﺬ اﻟ ﺼﻒ اﻟﺨ ﺎﻣﺲ اﻻﺑﺘ ﺪاﺋﻲ ﻓ ﻲ‬
‫اﻟﻮﻻﻳـــﺎت اﻟﻤﺘﺤـــــــﺪة اﻷﻣﻴﺮآﻴﺔ ﻋﻠﻰ ﻃﺮح اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ) آﻤﻨﺸﻄﺔ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ‬
‫اﻹدراك اﻟﻤﻨﻔ ﺼﻠﺔ( ﻋﻠ ﻰ ﻗ ﺪرﺗﻬﻢ ﻟﺤ ـﻞ اﻟﻤ ﺸﻜﻼت ‪ .‬ﺗﻜﻮﻧ ﺖ ﻋﻴﻨ ﺔ اﻟﺪراﺳ ﺔ ﻣ ﻦ)‪(46‬‬
‫ﺗﻠﻤﻴﺬ وﺗﻠﻤﻴ ﺬة ﻣ ﻦ اﻟ ﺼﻒ اﻟﺨ ﺎﻣﺲ اﻻﺑﺘ ﺪاﺋﻲ ﺗ ﻢ ﺗﻮزﻳــــ ـﻊ اﻟﻄﻠﺒ ﺔ ﻋ ﺸﻮاﺋﻴًﺎ إﻟ ﻰ ﺛ ﻼث‬
‫ﻣﺠﺎﻣﻴﻊ ‪:‬‬
‫اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻷوﻟ ﻰ‪ (14) :‬ﺗﻠﻤﻴ ﺬ وﺗﻠﻤﻴ ﺬة ﻃﻠ ﺐ ﻣﻨﻬ ﺎ أن ﺗﻄ ﺮح ﻋﻠ ﻰ ﻧﻔ ﺴﻬﺎ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴـــ ـﺔ ﺗﺘﻌﻠ ﻖ ﺑﻜﻴﻔﻴ ﺔ اﻟﻌﻤ ﻞ واﻟﺘﻘ ﺪم ﻓﻴ ﻪ وﻣ ﺪى ﺗﻌﻠﻤﻬ ﻢ ﻟﺤ ﻞ اﻟﻤ ﺸﻜﻼت ﺑ ﻴﻦ‬
‫اﻟﺤﻴﻦ واﻷﺧﺮ وﺗﺠﻴﺐ ﻋﻨﻬﺎ أﻧﻬ ﺎ ﻗ ـﺪ أﻋﻄﻴ ﺖ أﻧﻤ ﻮذج ﻣ ﻦ اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ أﻟﺠﻴ ﺪة ﻓ ﻲ‬
‫ﺛﻼﺛﺔ أﺷﻜﺎل هﻲ ‪:‬‬
‫‪ -1‬ﻋﻠﻰ ﻧﺤﻮ ﻣﻦ اﻷﺳﺌﻠﺔ ﻳﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺘﺨﻄﻴﻂ ﻟﻠﻌﻤﻞ )ﻗﺒﻞ اﻟﺒﺪء ﺑﻪ( ‪.‬‬
‫‪ -2‬ﻋﻠﻰ ﻧﺤﻮ ﻳﺴﺎﻋﺪهﻢ ﻋﻠﻰ ﻣﺮاﻗﺒﺔ ﺳﻴﺮ اﻟﻌﻤﻞ واﻟﺘﺄآﺪ ﻣﻦ ﻣﺪى ﺗﻌﻠﻤﻬﻢ ‪.‬‬
‫‪ -3‬ﻋﻠﻰ ﻧﺤﻮ ﻳﺴﺎﻋﺪهﻢ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﻣﺪى ﺗﻌﻠﻤﻬﻢ ‪.‬‬
‫إذ أن هﺬﻩ اﻟﻤﺠﻤﻮﻋﺔ ﺗﻄ ﺮح ﻋﻠ ﻰ ﻧﻔ ﺴﻬﺎ وﺗﺠﻴ ﺐ ﺑ ﻴﻦ اﻟﺤ ﻴﻦ واﻷﺧ ﺮ )آﺈﺳ ﺘﺮاﺗﻴﺠﻴﺔ‬
‫أدراك ﻣﻨﻔﺼﻠــﺔ ﻣﺤﺪودة (‪.‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﺎﻧﻴﺔ ‪ :‬وﺗﻜﻮﻧﺖ ﻣﻦ )‪ (16‬ﺗﻠﻤﻴﺬ وﺗﻠﻤﻴﺬة وﻃﻠ ﺐ ﻣﻨﻬ ﺎ أن ﺗﻄ ﺮح‬
‫ﻋﻠ ﻰ ﻧﻔ ﺴﻬـــــﺎ أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺑ ﻴﻦ اﻟﺤ ﻴﻦ واﻷﺧ ﺮ وﻟﻜﻨﻬ ﺎ ﻟ ﻢ ﺗ ﺰود ﺑ ﺎﻷﻧﻤﻮذج اﻟﺠﻴ ﺪ‬
‫*‬
‫ﺘﻀﻤﻨﺕ ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ -‬ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ ﻓﻬﻡ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺭﺌﻴﺴﺔ ‪.‬‬
‫ﻟﻸﺳ ﺌﻠﺔ اﻟ ﺬي زودت ﺑ ﻪ اﻟﻤﺠﻤﻮﻋــ ـﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻷوﻟ ﻰ )آﺈﺳ ﺘﺮاﺗﻴﺠﻴﺔ أدراك ﻣﻨﻔ ﺼﻠﺔ‬
‫ﻏﻴﺮ ﻣﺤﺪودة ( ‪.‬‬
‫اﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ ‪ :‬وﺗﻜﻮﻧ ﺖ ﻣ ﻦ )‪ (16‬ﺗﻠﻤﻴ ﺬ وﺗﻠﻤﻴ ﺬة ﻟ ﻢ ﺗﻮﺟ ﻪ ﻟﻄ ﺮح أﻳ ﺔ أﺳ ﺌﻠﺔ‬
‫ﺗﻌﻠﻴﻤﻴ ﺔ وﻟ ـﻢ ﺗ ﺰود ﺑ ﺄي أﻧﻤ ﻮذج ﻟﻸﺳ ﺌﻠﺔ اﻟﺠﻴ ﺪة اﻟ ﺬي زودت ﺑ ﻪ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ‬
‫اﻷوﻟ ﻰ ‪ .‬اﻋ ﺪ اﻟﺒﺎﺣ ﺚ اﺧﺘﺒ ﺎر اﻟﻘ ﺪرة ﻋﻠ ﻰ ﺣ ﻞ اﻟﻤ ﺸﻜﻼت ‪.‬اﺳ ﺘﺨﺪم اﻟﺒﺎﺣ ﺚ ﺗﺤﻠﻴ ﻞ‬
‫اﻟﺘﺒﺎﻳــﻦ واﻻﺧﺘﺒــﺎر اﻟﻔﺎﺋﻲ آﻮﺳﺎﺋﻞ إﺣﺼﺎﺋﻴﺔ ﻟﻤﻌﺎﻟﺠﻪ اﻟﺒﻴﺎﻧﺎت ‪.‬‬
‫أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ هﻨﺎﻟﻚ دﻻﻟﺔ إﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﻟﺢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻷوﻟـــﻰ ﻋﻠـــﻰ أداء‬
‫اﻟﻤﺠﻤﻮﻋــــﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﺎﻧﻴﺔ وآﺬﻟﻚ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫)‪( King , 1991,p.307-317‬‬
‫د‪ -‬دراﺳﺔ )‪ /(Reckards,1995‬اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﻳﻜﻴﺔ‬
‫هﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ﻣﻌﺮﻓﺔ ﻓﺎﻋﻠﻴﻪ اﺳﺘﺨﺪام اﻟﺨﻄﻮط ﺗﺤﺖ اﻟﻜﻠﻤﺎت واﻟﻤﻔﺎهﻴﻢ اﻟﻤﻬﻤﺔ‬
‫ﻓﻲ اﻟﻘﺪرة ﻋﻠـــﻰ اﻟﺘﺬآﺮ واﻻﺳﺘﻴﻌﺎب ‪ .‬ﺗﻜﻮﻧﺖ اﻟﻌﻴﻨﺔ ﻣﻦ )‪ (90‬ﻃﺎﻟﺒ ًﺎ وﻃﺎﻟﺒﺔ ﻣﻦ‬
‫اﻟﻄﻠﺒﺔ اﻟﺠﺎﻣﻌﻴﻴﻦ ﻓﻲ ﺟﺎﻣﻌﺔ ﺳﻴﺮاآﻮز اﻻﻣﻴﺮﻳﻜﻴﺔ وزﻋـــﻮا إﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ ﺑﺼﻮرة‬
‫ﻋﺸﻮاﺋﻴﺔ ﺑﻮاﻗﻊ )‪ (45‬ﻃﺎﻟﺒًﺎ وﻃﺎﻟﺒﺔ ﻟﻜﻞ ﻣﻨﻬﻤﺎ ‪.‬‬
‫ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻷوﻟﻰ ‪ :‬ﻃﻠﺐ ﻣﻨﻬ ﺎ أن ﺗﻘ ﺮأ ﻧ ﺼًﺎ ﺗﻌﻠﻴﻤﻴ ًﺎ وﻃﻠ ﺐ ﻣﻨﻬــــ ـﺎ أن‬‫ﺗﺨﻄ ﻂ ﺗﺤــــ ـﺖ اﻟﺤﻘ ﺎﺋﻖ واﻷﻓﻜ ﺎر اﻟﺘ ﻲ ﺗﻌﺘﻘ ﺪ أﻧﻬ ﺎ ﻣﻬﻤ ﺔ ﺧ ﻼل دراﺳ ﺘﻬﻢ ﻟﻠ ﻨﺺ‬
‫اﻟﺘﻌﻠﻴﻤﻲ ‪.‬‬
‫ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻟﺜﺎﻧﻴ ﺔ ‪ :‬وﺟﻬ ﺖ أن ﺗﻘ ﺮأ اﻟ ﻨﺺ اﻟﺘﻌﻠﻴﻤ ﻲ ﻧﻔ ﺴﻪ ﻣ ﻦ دون أي‬‫ﻃﻠﺐ ﻣﻨﻬــﺎ ‪ .‬اذ آﺎن اﻟﻨﺺ ﻣﺰودًا ﺑﻤﺜﻞ هﺬﻩ اﻟﺨﻄﻮط ‪.‬‬
‫اﻋﺪ اﻟﺒﺎﺣﺚ اﺧﺘﺒﺎر اﻟﺘﺬآﺮ اﻟﺠﺰﺋ ﻲ ) ﺗﻌﺒﺌ ﺔ اﻟﻔ ﺮاغ ( ﻳﻘ ﻴﺲ ﻣ ﺴﺘﻮى اﻟﺘ ﺬآﺮ اﺳ ﺘﺨﺪم‬
‫اﻟﺒﺎﺣــ ـﺚ اﻻﺧﺘ ـﺒﺎر اﻟﺘ ﺎﺋﻲ واﻟﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ آﻮﺳ ﺎﺋﻞ إﺣ ﺼﺎﺋﻴﺔ ﻟﻤﻌﺎﻟﺠ ﺔ اﻟﺒﻴﺎﻧ ﺎت‬
‫وأﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ ‪) .‬ﺗﻔﻮق اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻷوﻟﻰ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﺎﻧﻴ ﺔ‬
‫آﺬﻟﻚ وﺟــــــﺪ أن اﻟﻤﺠﻤﻮﻋـــﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻷوﻟﻰ اﺳﺘﺮﺟﻌﺖ ﻟﻴﺲ ﻓﻘﻂ اﻟﺠﻤ ﻞ واﻟﻜﻠﻤ ﺎت‬
‫اﻟﺘ ﻲ ﺧﻄﻄ ﺖ ﺗﺤﺘﻬ ﺎ وإﻧﻤ ﺎ أﻳ ﻀﺎ اﻷﻓﻜ ﺎر اﻟﺘـ ـﻲ ﻟ ﻢ ﺗﺨﻄ ﻂ ﺗﺤﺘﻬ ﺎ( ‪.‬‬
‫)‪(Rechards , 1995, p.5-11‬‬
‫د‪ -‬دراﺳﺔ ) ‪ /( Peper & Mayer,1998‬اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﻳﻜﻴﺔ‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ آﻤﻬ ﺎرة دراﺳ ﻴﺔ ﻓ ﻲ ﻗ ﺪرة‬
‫اﻟﻄﻠﺒــــﺔ ﻋﻠـــﻰ ﺣــــــﻞ اﻟﻤﺸﻜﻼت واﻟﺘﺬآﺮ ‪.‬‬
‫ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﻣﻦ)‪ (129‬ﻃﺎﻟﺒ ًﺎ وﻃﺎﻟﺒﺔ ‪.‬ﻓﻘﺪ ﻗﺎم اﻟﺒﺎﺣﺜﺎن ﺑﺎﺟﺮاء ﺗﺠﺮﺑﺘﻴﻦ ‪:‬‬
‫اﻟﺘﺠﺮﺑ ﺔ اﻷوﻟ ﻰ‪ :‬اﺳ ﺘﺨﺪم ﻓﻴﻬ ﺎ )‪ (40‬ﻃﺎﻟﺒ ًﺎ وﻃﺎﻟﺒ ﺔ ﻣ ﻦ ﻃﻠﺒ ﻪ اﻟ ﺼﻒ اﻟﺤ ﺎدي ﻋ ﺸﺮ‬
‫واﻟﺜﺎﻧﻲ ﻋﺸـﺮ ﻓﻲ اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة اﻷﻣﻴﺮآﻴﺔ ‪.‬‬
‫اﻟﺘﺠﺮﺑﺔ اﻟﺜﺎﻧﻴﺔ ‪ :‬اﺳﺘﺨﺪم ﻓﻴﻬﺎ )‪ (89‬ﻃﺎﻟﺒًﺎ وﻃﺎﻟﺒﺔ ﺟﺎﻣﻌﻴﺔ ‪.‬‬
‫إذ ﺗﻢ ﺗﻘﺴﻴﻢ ﻋﻴﻨﺔ اﻟﺘﺠﺮﺑﺔ اﻷوﻟﻰ ﻋﺸﻮاﺋﻴًﺎ إﻟﻰ ﻗﺴﻤﻴﻦ ﻣﺘﺴﺎوﻳﻴﻦ ﺑﻮاﻗﻊ )‪ (20‬ﻃﺎﻟﺒــ ـ ًﺎ‬
‫وﻃﺎﻟﺒــ ـﺔ ﻟﻜ ـﻞ ﻣﺠﻤﻮﻋ ﺔ )ﺗﺠﺮﻳﺒﻴ ﺔ وﺿ ﺎﺑﻄﺔ( ‪ .‬أﻣ ﺎ ﻋﻴﻨ ﺔ اﻟﺘﺠﺮﺑ ﺔ اﻟﺜﺎﻧﻴ ﺔ ﺗ ﻢ ﺗﻘ ﺴﻴﻤﻬﺎ‬
‫ﻋ ﺸﻮاﺋﻴ ًﺎ إﻟ ﻰ ﻣﺠﻤ ﻮﻋﺘﻴﻦ ‪ .‬اﻟﺘﺠﺮﻳﺒﻴ ﺔ )‪ (45‬ﻃﺎﻟﺒ ًﺎ وﻃﺎﻟﺒ ﺔ أﻣ ﺎ اﻟ ﻀﺎﺑﻄﺔ )‪(44‬ﻃﺎﻟﺒ ًﺎ‬
‫وﻃﺎﻟﺒﺔ ‪.‬و ﻃﻠـــــ ـﺐ ﻣـــ ـﻦ اﻟﻤﺠﻤﻮﻋﺘﻴـــ ـﻦ اﻟﺘﺠ ﺮﻳﺒﻴﺘﻴﻦ أن ﺗﺄﺧ ﺬا اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ‬
‫آﻤﻬ ﺎرة دراﺳ ﻴﺔ ‪ .‬اﻋ ﺪ اﻟﺒﺎﺣﺜ ﺎن اﺧﺘﺒ ﺎرًا ﻟﻠﺘﺬآـــــ ـﺮ وﻟﺤــــ ـﻞ اﻟﻤ ﺸﻜﻼت‪ .‬اﺳ ﺘﺨﺪم‬
‫اﻟﺒﺎﺣﺜﺎن اﻻﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ آﻮﺳ ﻴﻠﺔ إﺣ ﺼﺎﺋﻴﺔ ﻟﻤﻌﺎﻟﺠ ﺔ اﻟﺒﻴﺎﻧ ﺎت ‪ .‬وأﻇﻬـــ ـﺮت اﻟﻨﺘﺎﺋــــ ـﺞ‬
‫ﺗﻔـــ ـﻮق اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠ ﺮﻳﺒﻴﺘﻴﻦ ﻋﻠ ﻰ اﻟﻤﺠﻤﻮﻋﺘ ﺎن اﻟ ﻀﺎﺑﻄﺘﺎن ﻓ ﻲ ﺣ ﻞ اﻟﻤ ﺸﻜﻼت‬
‫ﺑﻴﻨﻤﺎ ﺗﻔﻮﻗﺖ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﻀﺎﺑﻄﺘﻴﻦ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺘﻴﻦ ﻓﻲ اﻟﺘﺬآﺮ ﻓﻘﻂ ‪.‬‬
‫)‪(Peper & Mayer , 1998, p.34-38‬‬
‫دراﺳﺎت اﻟﻤﺤﻮر اﻟﺜﺎﻟﺚ ‪-:‬‬
‫دراﺳ ﺎت ﺗﻨﺎوﻟ ﺖ اﻟﻌﻼﻗ ﺔ اﻻرﺗﺒﺎﻃﻴ ﺔ ﺑ ﻴﻦ ﻣﻨ ﺸﻄﺎت اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك واﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ ﻣﻦ ﺟﻬﺔ واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺟﻬﺔ اﺧﺮى‪.‬‬
‫‪-1‬اﻟﺪراﺳﺎت اﻟﻌﺮﺑﻴﺔ‬
‫أ‪ -‬دراﺳﺔ ) اﻟﺪاﻳﻨﻲ ‪ /(2004،‬دﻳﺎﻟﻰ ‪ /‬اﻟﻌﺮاق‬
‫ه ﺪﻓﺖ اﻟﺪراﺳ ﺔ إﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ ﻣﻨ ﺸﻄﺎت اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ ﺗﺤ ﺼﻴﻞ‬
‫اﻟﻤﻌﻠﻮﻣ ﺎت وﺗﻨﻤﻴ ـﺔ اﻟﻤﻬ ﺎرات اﻟﻌﻘﻠﻴ ﺔ ﻟﻄﺎﻟﺒ ﺎت اﻟ ﺼﻒ اﻟﺨ ﺎﻣﺲ اﻟﻌﻠﻤ ﻲ ﻓ ﻲ ﻣﺤﺎﻓﻈ ﺔ‬
‫ﻦ ﻋﺸﻮاﺋﻴﺎ إﻟﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ‬
‫دﻳﺎﻟﻰ ﻓﻲ اﻟﻌﺮاق ‪ .‬ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﻣﻦ)‪ (59‬ﻃﺎﻟﺒﺔ وزﻋ َ‬
‫ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ ‪ :‬ﺿﻤﺖ )‪ (29‬ﻃﺎﻟﺒﺔ درﺳﻦ ﺑﺎﺳﺘﺨﺪام ﻣﻨﺸﻄـــﺎت‬‫اﺳﺘﺮاﺗﻴﺠﻴـــــﺎت اﻹدراك ‪ -‬اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ‪ :‬ﺿﻤﺖ )‪ (30‬ﻃﺎﻟﺒﺔ درﺳﻦ ﺑﺎﻟﻄﺮﻳﻘﺔ‬
‫اﻻﻋﺘﻴﺎدﻳﺔ ‪.‬أﻋﺪت اﻟﺒﺎﺣﺜﺔ اﺧﺘﻴﺎر اﻟﻤﻬﺎرات اﻟﻌﻘﻠﻴﺔ وآﺬﻟﻚ اﺧﺘﺒﺎرًا ﺗﺤﺼﻴﻠﻴﺎ ﻟﻠﻤﻌﻠﻮﻣﺎت‬
‫اﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ اﻻﺧﺘﻴﺎر اﻟﺘﺎﺋﻲ آﻮﺳﻴﻠﺔ إﺣﺼﺎﺋﻴﺔ ﻟﺘﺤﻠﻴﻞ اﻟﺒﻴﺎﻧﺎت وأﻇﻬﺮت اﻟﻨﺘــــﺎﺋﺞ‬
‫ﺗﻔـــــﻮق أداء اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺘﻲ درﺳﺖ ﺑﺎﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت اﺳﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك ﻓﻲ اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠـــﻲ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ اﻟﺘﻲ درﺳﺖ ﺑﺎﻟﻄﺮﻳﻘﺔ‬
‫اﻻﻋﺘﻴﺎدﻳﺔ ‪.‬وآﺬﻟﻚ وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﻴﺔ ﻓﻲ درﺟﺎت اﻻﺧﺘﺒﺎر أﻟﺒﻌﺪي‬
‫ﻟﻠﻤﻬـــﺎرات اﻟﻌﻘﻠﻴـــﺔ ﻟﺼﺎﻟــــﺢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺘﻲ درﺳﺖ ﺑﺎﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت‬
‫اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‪ ) 0‬اﻟﺪاﻳﻨﻲ ‪(2004,‬‬
‫ب‪ -‬دراﺳﺔ )اﻟﺮﺑﻴﻌﻲ ‪ / ( 2004،‬ﺑﻐﺪاد ‪ /‬اﻟﻌﺮاق ‪-:‬‬
‫هﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ‪:‬‬
‫*‬
‫آﺸﻒ اﻟﻌﻼﻗﺔ اﻻرﺗﺒﺎﻃﻴﺔ ﺑﻴﻦ اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ واﻻﺳ ﺘﺬآﺎر واﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ‬
‫وﻓﻘﺎ ﻟﻤﺘﻐﻴﺮات اﻟﺠﻨﺲ ) ذآﻮر إﻧﺎث ( ‪ ،‬اﻟﺘﺨﺼﺺ ) ﻋﻠﻤﻲ ‪ /‬أدﺑﻲ ( ‪ .‬اﻟﻤﺮﺣﻠﺔ ) أوﻟﻰ‬
‫‪ /‬راﺑﻌﺔ ( ‪ 0‬ﺷﻤﻠﺖ ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﺳﺖ آﻠﻴﺎت ﻣ ﻦ ﺟﺎﻣﻌ ﺔ ﺑﻐ ﺪاد ﺑﻠ ﻎ ﻋ ﺪد اﻟﻄﻠﺒ ﺔ )‪(440‬‬
‫ﻃﺎﻟﺒ ﺎ و ﻃﺎﻟﺒ ﺔ ﻣ ﻦ اﻟﻤ ﺮﺣﻠﺘﻴﻦ اﻷوﻟ ﻰ واﻟﺮاﺑﻌ ﺔ ‪ ،‬ﺗ ﻢ ﺑﻨ ﺎء ﻣﻘﻴ ﺎس اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ‬
‫واﻟﺘﺬآﺮ ﺑﻌﺪ اﻟﺘﺤﻘﻖ ﻣﻦ ﺻﻴﻐﺔ اﻟﻤﺤﺘﻮى اﻟﺒﻨﺎﺋﻲ ‪ ،‬آﻤﺎ ﺗﻢ ﺣﺴﺎب ﻣﻌﺎﻣﻞ ﺛﺒﺎﺗﻪ ﺑﻄﺮﻳﻘﺘ ﻲ‬
‫إﻋ ﺎدة اﻻﺧﺘﺒ ﺎر واﻻﺗ ﺴﺎق اﻟ ﺪاﺧﻠﻲ ﻓﺒﻠ ﻎ ) ‪ ( 0.83‬و ) ‪ . (0.93‬ﻃﺒ ﻖ اﻟﻤﻘﻴ ﺎس ﻋﻠ ﻰ‬
‫ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ ‪ ،‬وﺗ ﻢ ﻣﻌﺎﻟﺠ ﺔ اﻟﺒﻴﺎﻧ ﺎت إﺣ ﺼﺎﺋﻴﺎ ﺑﺎﺳ ﺘﺨﺪام ﻣﺮﺑ ﻊ آ ﺎي ‪ ،‬ﻣﻌﺎﻣ ﻞ ارﺗﺒ ﺎط‬
‫ﺑﻴﺮﺳ ﻮن ‪ ،‬ﻣﻌﺎدﻟ ﺔ أﻟﻔ ﺎ آﻮرﻧﺒ ﺎخ ‪ ،‬اﻻﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ﻟﻌﻴﻨ ﺔ واﺣ ﺪة وﻟﻌﻴﻨﺘ ﻴﻦ ﻣ ﺴﺘﻘﻠﺘﻴﻦ ‪،‬‬
‫ﺗﺤﻠﻴ ﻞ اﻟﺘﺒ ﺎﻳﻦ اﻟﺜﻼﺛ ﻲ ‪ ،‬اﺧﺘﺒ ﺎر ﺷ ﻴﻔﻴﺔ ﻟﻠﻤﻘﺎرﻧ ﺎت اﻟﺒﻌﺪﻳ ﺔ اﻟﻤﺘﻌ ﺪدة ‪ ،‬وﻣﻌﺎﻣ ﻞ ﻓﻴ ﺸﺮ ‪،‬‬
‫أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ إن اﻟﻄﻠﺒﺔ ﻳﻤﺘﻠﻜ ﻮن اﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﺗﻌﻠ ﻢ واﺳ ﺘﺬآﺎر آﻤ ﺎ إن هﻨ ﺎك ﻋﻼﻗ ﺔ‬
‫ذات دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﺑ ﻴﻦ اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ واﻻﺳ ﺘﺬآﺎر واﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ‪) .‬‬
‫اﻟﺮﺑﻴﻌﻲ ‪ ،2004 ،‬ص‪0 ( 55‬‬
‫ج‪-‬دراﺳﺔ ) اﻟﺸﻴﺦ وﻋﺒﺪ اﻟﺮﺣﻴﻢ ‪ / ( 1993 ،‬اﻟﺪوﺣﺔ ‪ /‬ﻗﻄﺮ ‪-:‬‬
‫هﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ‪:‬‬
‫*‬
‫ﻣﻌﺮﻓ ﺔ اﻟﻌﻼﻗ ﺔ ﺑ ﻴﻦ ﻣﻬ ﺎرات اﻟ ﺘﻌﻠﻢ واﻻﺳ ﺘﺬآﺎر وﻋﻼﻗﺎﺗﻬ ﺎ ﺑﺎﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ واﻟﺬآﺎء وداﻓﻌﻴ ﺔ اﻟ ﺘﻌﻠﻢ ﻟ ﺪى ﻃﻠﺒ ﺔ اﻟﻤﺮﺣﻠ ﺔ اﻹﻋﺪادﻳ ﺔ ‪ 0‬ﺷ ﻤﻠﺖ ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ‬
‫)‪ (159‬ﻃﺎﻟﺒ ﺎ ﻣ ﻦ ﻃﻠﺒ ﺔ اﻟ ﺼﻒ اﻟﺜ ﺎﻧﻲ اﻹﻋ ﺪادي ‪ ،‬ﺗ ﻢ إﻋ ﺪاد ﻗﺎﺋﻤ ﺔ ﻣﻬ ﺎرات اﻟ ﺘﻌﻠﻢ‬
‫واﻻﺳﺘﺬآﺎر وﻣﻘﻴﺎس داﻓﻌﻴﺔ اﻟﺘﻌﻠﻢ ‪ ،‬ﻃﺒﻖ اﻟﻤﻘﻴﺎﺳﻴﻦ ﻋﻠﻰ ﻋﻴﻨﺔ اﻟﺒﺤ ﺚ ﻓ ﻀﻼ ﻋ ﻦ إﻟ ﻰ‬
‫اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺑﻌﺪ اﻟﺘﺄآﺪ ﻣﻦ ﺻﺪﻗﻬﺎ وﺣﺴﺎب ﺛﺒﺎﺗﻬﺎ‪0‬‬
‫وﺑﻌ ﺪ إﺟ ﺮاء اﻟﺘﺤﻠ ﻴﻼت اﻹﺣ ﺼﺎﺋﻴﺔ ﻟﻠﺒﻴﺎﻧ ﺎت ‪ ،‬أوﺿ ﺤﺖ اﻟﻨﺘ ﺎﺋﺞ إن أﻓ ﺮاد اﻟﻌﻴﻨ ﺔ ﻻ‬
‫ﻳﺘﻤﺘﻌ ﻮن ﺑﻤﻬ ﺎرات ﻋﺎﻟﻴ ﺔ ﺑﻤﺠ ﺎل اﻟ ﺘﻌﻠﻢ واﻻﺳ ﺘﺬآﺎر ‪ ،‬آﻤ ﺎ إن ﻣ ﺴﺘﻮى اﻟﺪاﻓﻌﻴ ﺔ ﻟ ﺪﻳﻬﻢ‬
‫اﻋﺘﻴﺎدﻳ ﺔ آﻤ ﺎ ارﺗﺒﻄ ﺖ آ ﻞ ﻣﻬ ﺎرات اﻟ ﺘﻌﻠﻢ واﻻﺳ ﺘﺬآﺎر وداﻓﻌﻴ ﺔ اﻟ ﺘﻌﻠﻢ ﺑﺎﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ واﺗﻀﺢ و ﺟﻮد ﻓﺮق ذي دﻻﻟﺔ إﺣ ﺼﺎﺋﻴﺔ ﻓ ﻲ ﺗﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ﺑ ﻴﻦ ﻣﺮﺗﻔﻌ ﻲ‬
‫وﻣﻨﺨﻔﻀﻲ ﻣﻬﺎرات اﻟﺘﻌﻠﻢ واﻻﺳﺘﺬآﺎر ﻟﺼﺎﻟﺢ اﻟﻤﺠﻤﻮﻋﺔ اﻷوﻟ ﻰ ) ﻣﺮﺗﻔﻌ ﻲ اﻟﻤﻬ ﺎرات‬
‫اﻟﺘﻌﻠﻢ واﻻﺳﺘﺬآﺎر ( ‪ ،‬آﻤﺎ آﺎن هﻨﺎك ﻋﻼﻗﺔ داﻟﺔ ﺑﻴﻦ ﻣﻬﺎرات اﻟﺘﻌﻠﻢ واﻟﺪاﻓﻌﻴﺔ وﺗﺄﺛﻴﺮه ﺎ‬
‫ﻓﻲ ﺗﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻓﻲ ﺣﺎﻟﺔ اﻟﺪاﻓﻌﻴﺔ اﻟﻤﺮﺗﻔﻌﺔ ﻓﻘﻂ ) اﻟﺸﻴﺦ وﻋﺒ ﺪ اﻟ ﺮﺣﻴﻢ ‪، 1993 ،‬‬
‫ص ‪0 ( 653-651‬‬
‫ﻣﺆﺷﺮات و دﻻﺋﻞ ﻣﺴﺘﻨﺒﻄﺔ ﻣﻦ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ ‪-:‬‬
‫‪-1‬ﺗﺒﺎﻳﻨﺖ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﻜﺎن إﺟﺮاﺋﻬ ﺎ ﻓﺒﻌ ﻀﻬﺎ أﺟﺮﻳ ﺖ ﻓ ﻲ اﻟﻮﻻﻳ ﺎت اﻟﻤﺘﺤ ﺪة‬
‫اﻷﻣﺮﻳﻜﻴ ﺔ آﺪراﺳ ﺔ )‪ (Annis,1985‬ودراﺳ ﺔ ) ‪(Stevenall, 1989‬‬
‫)‪ (schimid&tetaro,1990‬ودراﺳﺔ )‪ ، (King,1991‬ﻓﻲ ﺣﻴﻦ أﺟﺮﻳﺖ اﻟﺪراﺳ ﺎت‬
‫اﻟﻌﺮﺑﻴﺔ آﺪراﺳﺔ ) اﻟﺸﻴﺦ وﻋﺒﺪ اﻟﺮﺣﻴﻢ ‪ (1993 ،‬ﻓﻲ ﻗﻄﺮ ‪ ،‬ودراﺳ ﺔ ) رﻏ ﺪة ‪1995 ،‬‬
‫( ﻓ ﻲ اﻷردن ودراﺳ ﺔ )دروزة‪ (2003،‬ﻓ ﻲ ﻓﻠ ﺴﻄﻴﻦ‪ ،‬ودراﺳ ﺔ )اﻟﺨﻔ ﺎﺟﻲ ‪( 2002 ،‬‬
‫*‬
‫ﺘﻀﻤﻨﺕ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ‪ ):‬ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪،‬ﺍﻨﺘﻘﺎﺀ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺭﺌﻴﺴﺔ‪،‬ﺘﻨﻅﻴﻡ ﺍﻟﻭﻗﺕ‪،‬ﺍﻟﺘﺭﻜﻴﺯ‬
‫ﻭﺍﻻﻨﺘﺒﺎﻩ ﻋﻠﻰ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻬﻤﺔ ‪ ،‬ﺍﻟﻤﺭﺍﺠﻌﺔ ﻭﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺫﺍﺘﻲ‪،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ‪ ،‬ﻭﻀﻊ ﺍﻟﻌﻼﻤﺎﺕ ﻓﻲ‬
‫ﺍﻟﻜﺘﺎﺏ‪،‬ﺍﻟﺒﺤﺙ ﺍﻟﻤﺜﺎﺒﺭ ﻋﻥ ﺍﻟﻤﻌﺭﻓﺔ‪،‬ﺍﻟﺘﻨﻅﻴﻡ ﻭﺍﻻﻫﺘﻤﺎﻡ ‪ ،‬ﺘﺠﻨﺏ ﺍﻟﺘﺄﺨﻴﺭ ‪ ،‬ﻁﺭﻕ ﺍﻟﻌﻤل (‬
‫ودراﺳ ﺔ ) اﻟﺮﺑﻴﻌ ﻲ ‪ ( 2004 ،‬ودراﺳ ﺔ )اﻟ ﺪاﻳﻨﻲ ‪ ( 2004 ،‬ودراﺳ ﺔ ) أﻷﺣﺒ ﺎﺑﻲ ‪،‬‬
‫‪ ( 2006‬ﻓﻲ اﻟﻌﺮاق ‪ ،‬أﻣﺎ اﻟﺪراﺳﺔ اﻟﺤﺎﻟﻴﺔ ﻓﻘﺪ أﺟﺮﻳﺖ ﻓﻲ اﻟﻌﺮاق أﻳﻀﺎ ‪0‬‬
‫‪-2‬ﺗﺒﺎﻳﻦ ﺗﺄآﻴﺪ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ ﻋﻠ ﻰ ﻧ ﻮع ﻣﻨ ﺸﻄﺎت اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻤﻨﻬ ﺎ ﻣ ﻦ‬
‫أآ ﺪ ﻋﻠ ﻰ اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ آﺪراﺳ ﺔ )اﻟﺨﻔ ﺎﺟﻲ ‪ (2002 ،‬وﻣﻨﻬ ﺎ ﻣ ﻦ أآ ﺪ ﺗ ﺪوﻳﻦ‬
‫اﻟﻤﻼﺣﻈﺎت اﻟﺼﻔﻴﺔ آﺪراﺳ ﺔ )‪ (Annis , 1985‬ودراﺳ ﺔ )دروزة ‪ (2006 ،‬ودراﺳ ﺔ‬
‫ودراﺳ ﺔ )اﻟﺨﻔ ﺎﺟﻲ ‪ (2002 ،‬وﻣﻨﻬ ﺎ أآ ﺪ اﺳ ﺘﺨﺪام ﺧﺎرﻃ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت آﺪراﺳ ﺔ‬
‫)‪(Schmid&telaro,1990‬ودراﺳ ﺔ ) رﻏ ﺪة ‪ (1995 ،‬وﻣﻨﻬ ﺎ أآ ﺪ اﺧﺘﻴ ﺎر اﻷﻓﻜ ﺎر‬
‫اﻟﺮﺋﻴ ﺴﺔ آﺪراﺳ ﺔ ) ‪ ، (Stevenal , 1989‬وﻣﻨﻬ ﺎ ﻣ ﻦ أآ ﺪ ﻋﻠ ﻰ )اﻟﺘ ﺴﻤﻴﻊ ‪ ،‬اﻟﺘﻘﻴ ﻴﻢ‬
‫اﻟﺬاﺗﻲ‪ ،‬ﻋﻤﻞ اﻟﻨﻤﺎذج ‪ ،‬اﻟﻤﻨﺎﻗﺸﺔ واﻟﺤﻮار( آﺪراﺳﺔ )اﻟﺨﻔﺎﺟﻲ ‪ (2002 ،‬وﻓ ﻲ اﻟﺪراﺳ ﺔ‬
‫اﻟﺤﺎﻟﻴﺔ ﺗﻢ اﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت ) إﻋﺎدة اﻟﺼﻴﺎﻏﺔ ‪ ،‬اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬اﻷﺷﻜﺎل واﻟﺠ ﺪاول‬
‫وﺧ ﺮاﺋﻂ اﻟﻤﻌﻠﻮﻣ ﺎت ‪ ،‬اﻟﺘﻠﺨ ﻴﺺ‪ ،‬اﻟﺨﻄ ﻮط ﺗﺤ ﺖ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﺔ ‪ ،‬اﻟﻤﺮاﺟﻌ ﺎت ‪،‬‬
‫اﻟ ﺼﻮر اﻟﺤ ﺴﻴﺔ اﻟﻤﺎدﻳ ﺔ ‪ ،‬اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ‪ ،‬اﻟﻤﻨﻈﻤ ﺎت اﻟﻤﺘﻘﺪﻣ ﺔ ‪ ،‬اﻟﺘ ﺸﺒﻴﻬﺎت ‪،‬‬
‫اﻟﻤﻘﺎرﻧﺎت(ﻻن هﺬﻩ اﻟﻤﻨﺸﻄﺎت اﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺟﻨﺲ اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻧﻔﺴﻬﺎ ﻟﺘ ﺼﻨﻴﻒ‬
‫) دروزة ‪ ( 1995 ،‬اﻟﺬي اﻋﺘﻤﺪﺗﻪ اﻟﺒﺎﺣﺜﺔ ﻓﻲ اﻟﺪراﺳﺔ اﻟﺤﺎﻟﻴﺔ ‪ ،‬وهﺬا ﻣﻤ ﺎ ﻳﻌﻄ ﻲ ﺑﻌ ﺪا‬
‫اآﺒﺮ ﻟﻤﻌﺮﻓﺔ اﺛﺮ هﺬا اﻟﺘﻨﻮع ﻟﻼﺳﺘﺮاﺗﻴﺠﻴﺎت ﻓﻲ اﻟﻮﻗﺖ ﻧﻔﺴﻪ‪0‬‬
‫‪-3‬اﺧﺘﻠﻔ ﺖ اﻟﺪراﺳ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﻓ ﻲ ه ﺪﻓﻬﺎ ﻓ ﺒﻌﺾ ﻣﻨﻬ ﺎ ه ﺪف اﻟ ﻰ ﻣﻌﺮﻓ ﺔ اﺛ ﺮ اﻟﻤﺘﻐﻴ ﺮ‬
‫اﻟﻤ ﺴﺘﻘﻞ ﻓ ﻲ اﻟﺘﺤ ﺼﻴﻞ آﺪراﺳ ﺔ ) رﻏ ﺪة ‪ ( 1995 ،‬ودراﺳ ﺔ ) اﻟﺨﻔ ﺎﺟﻲ ‪(2002 ،‬‬
‫وﺑﻌﻀﻬﺎ هﺪف إﻟﻰ ﻣﻌﺮﻓﺔ اﺛﺮ اﻟﻤﺘﻐﻴﺮ اﻟﻤﺴﺘﻘﻞ ﻓﻲ اآﺘﺴﺎب اﻟﻌﻤﻠﻴﺎت اﻟﻌﻠﻤﻴ ﺔ آﺪراﺳ ﺔ‬
‫) رﻏ ﺪة ‪ ( 1995،‬وﺑﻌ ﻀﻬﺎ ﻳﺤ ﺚ ﻋﻠ ﻰ اﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟ ﺘﻌﻠﻢ واﻟﺪراﺳ ﺔ آﺪراﺳ ﺔ‬
‫)‪ (Stevenal, 1989‬ودراﺳﺔ )‪(King,1991‬ودراﺳﺔ ) اﻟﺨﻔﺎﺟﻲ ‪ (2002 ،‬ودراﺳﺔ‬
‫)اﻻﺣﺒ ﺎﺑﻲ ‪ .( 2006،‬أﻣ ﺎ دراﺳ ﺔ ) اﻟ ﺸﻴﺦ وﻋﺒ ﺪ اﻟ ﺮﺣﻴﻢ‪ ( 1993 ،‬ﻓﻬ ﺪﻓﺖ إﻟ ﻰ آ ﺸﻒ‬
‫اﻟﻌﻼﻗﺔ اﻻرﺗﺒﺎﻃﻴﺔ ﺑﻴﻦ ﻣﻬﺎرات اﻟﺘﻌﻠﻢ واﻟﺪاﻓﻊ اﻟﻤﻌﺮﻓﻲ واﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ‪،‬ﻓ ﻲ ﺣ ﻴﻦ‬
‫دراﺳ ﺔ ) اﻟﺮﺑﻴﻌ ﻲ ‪ ( 2004،‬ه ﺪﻓﺖ إﻟ ﻰ آ ﺸﻒ اﻟﻌﻼﻗ ﺔ اﻻرﺗﺒﺎﻃﻴ ﺔ ﺑ ﻴﻦ اﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻟﺘﻌﻠﻢ واﻟﺬآﺎء واﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻋﻠﻰ وﻓﻖ ﻣﺘﻐﻴﺮات اﻟﺠ ﻨﺲ واﻟﺘﺨ ﺼﺺ واﻟﻤﺮﺣﻠ ﺔ‬
‫اﻟﺪراﺳ ﻴﺔ ‪ 0‬إن ﺗﺒ ﺎﻳﻦ أه ﺪاف اﻟﺪراﺳ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﻟ ﻢ ﻳﺘﻨ ﺎول أي ﻣﻨﻬ ﺎ ﻣﺘﻐﻴ ﺮات اﻟﺒﺤ ﺚ‬
‫اﻟﺤﺎﻟﻲ ﺑﺼﻮرة ﻣﺠﺘﻤﻌﺔ وهﺬا ﻳﻌﻄﻲ أهﻤﻴﺔ آﺒﻴﺮة ﻟﻠﺒﺤﺚ اﻟﺤﺎﻟﻲ ﻋﻦ اﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت‬
‫اﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻟﻐﺮض ﻣﻌﺮﻓﺔ أﺛﺮه ﺎ ﻓ ﻲ اﻟﻤﺘﻐﻴ ﺮات اﻟﺘﺎﺑﻌ ﺔ) اﻟﺘﺤ ﺼﻴﻞ وﺗﻨﻤﻴ ﺔ‬
‫اﻟﻤﻬﺎرات اﻟﻌﻘﻠﻴﺔ( اﻟﺘﻲ ﺗﻌﺪ ﻣﻦ اﻟﻤﺘﻐﻴﺮات اﻟﻤﻬﻤﺔ واﻷﺳﺎﺳﻴﺔ و ﻳ ﺘﻢ ﻣ ﻦ ﺧﻼﻟﻬ ﺎ ﻣﻌﺮﻓ ﺔ‬
‫ﻣﺪى ﺗﻌﻠﻢ أﻓﺮاد ﻋﻴﻨﺔ اﻟﺒﺤﺚ اﻟﺤﺎﻟﻲ واﺳﺘﻴﻌﺎﺑﻬﻢ اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ ‪0‬‬
‫‪-4‬اﺧﺘﺎرت ﻣﻌﻈﻢ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ ﻋﻴﻨﺔ ﻋﺸﻮاﺋﻴﺔ ‪ ،‬ﻋ ﺪا دراﺳ ﺔ ) اﻟﺮﺑﻴﻌ ﻲ ‪(2004 ،‬‬
‫ﻓﻘﺪ آﺎﻧﺖ ﻋﻴﻨﺔ ﻣﻘﺼﻮرة ‪ .‬آﻤﺎ إن ﺣﺠﻢ اﻟﻌﻴﻨﺔ ﻗﺪ اﺧﺘﻠﻒ ﺗﺘﺮاوح ﺑﻴﻦ )‪ ( 486-43‬ﻓﺮدا‬
‫وه ﺬا ﻳﻌ ﻮد إﻟ ﻰ ﻧ ﻮع اﻟﺪراﺳ ﺔ ‪ ،‬اﻟﻤﺮﺣﻠ ﺔ اﻟﺪراﺳ ﻴﺔ ‪ ،‬اﻟﻤ ﺪة اﻟﺰﻣﻨﻴ ﺔ ‪ ،‬ﻋ ﺪد اﻟﻤﺘﻐﻴ ﺮات‬
‫اﻟﺘﺎﺑﻌﺔ ‪ .‬أﻣ ﺎ اﻟﺪراﺳ ﺔ اﻟﺤﺎﻟﻴ ﺔ ﻓﺒﻠﻐ ﺖ اﻟﻌﻴﻨ ﺔ )‪ (59‬ﻃﺎﻟﺒ ﺔ ﻣ ﻦ ﻃﺎﻟﺒ ﺎت اﻟ ﺼﻒ اﻟﺨ ﺎﻣﺲ‬
‫اﻟﻌﻠﻤ ﻲ وﻳﻌ ﺪ ﺣﺠﻤﻬ ﺎ ﻣﻨﺎﺳ ﺒﺎ ﻟﻠﺒﺤ ﻮث اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟﻈ ﺮوف واﻹﻣﻜﺎﻧ ﺎت وأه ﺪاف‬
‫اﻟﺪراﺳﺔ اﻟﺤﺎﻟﻴ ﺔ ‪ ،‬وﻻﺳ ﻴﻤﺎ أن اﻟﺒﺎﺣﺜ ﺔ ه ﻲ اﻟﺘ ﻲ ﻗﺎﻣ ﺖ ﺑﺘ ﺪرﻳﺲ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﻟ ﻀﻤﺎن‬
‫ﺗﻜ ﺎﻓﺆ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﻓ ﻲ ﻋﺎﻣ ﻞ اﻟﻤ ﺪرس ‪ ،‬ﻣﻤ ﺎ ﻟ ﻪ اﺛ ﺮ ﻓ ﻲ ﺗﻼﻓ ﻲ اﻟﺘﺒ ﺎﻳﻦ ﻓ ﻲ آﻔ ﺎءة‬
‫اﻟﻤﺪرﺳﺎت وأﺳﺎﻟﻴﺒﻬﻦ وﺧﺒﺮﺗﻬﻦ ﻓﻲ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ اﻟﺤﺎﻟﻴﺔ ‪ 0‬وﻣ ﻦ اﻟﻤﻼﺣ ﻆ أن ﻣﻌﻈ ﻢ‬
‫اﻟﺪراﺳﺎت اﺗﻔﻖ ﻋﻠﻰ اﺳﺘﺨﺪام اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻟﻐ ﺮض ﺑﻴ ﺎن اﺛ ﺮ اﻟﻤﺘﻐﻴ ﺮ اﻟﻤ ﺴﺘﻘﻞ‬
‫ﻓ ﻲ اﻟﻤﺘﻐﻴ ﺮات اﻟﺘﺎﺑﻌ ﺔ وﻟﻜﻨﻬ ﺎ اﺧﺘﻠﻔ ﺖ ﻓ ﻲ آﻴﻔﻴ ﺔ اﺳ ﺘﺨﺪام ه ﺬﻩ اﻟﻌﻴﻨ ﺔ ‪ .‬وﻓ ﻲ اﻟﺪراﺳ ﺔ‬
‫اﻟﺤﺎﻟﻴﺔ ﺗﻢ اﺳﺘﺨﺪام ﻣﺠﻤ ﻮﻋﺘﻴﻦ ﺗﺠﺮﻳﺒﻴ ﺔ وﺿ ﺎﺑﻄﺔ ‪,‬ه ﺬا ﻳﺘﻔ ﻖ ﻣ ﻊ دراﺳ ﺔ ) اﻟﺨﻔ ﺎﺟﻲ ‪،‬‬
‫‪ (2002‬ودراﺳﺔ ) رﻏﺪة ‪0 (1995 ،‬‬
‫‪-5‬ﺗﻄﺮﻗ ﺖ ﺑﻌ ﺾ اﻟﺪراﺳ ﺎت إﻟ ﻰ ﻣﺘﻐﻴ ﺮ اﻟﺠ ﻨﺲ ﻓﺒﻌ ﻀﻬﺎ اﻗﺘ ﺼﺮ ﻋﻠ ﻰ اﻟ ﺬآﻮر ﻓﻘ ﻂ‬
‫آﺪراﺳ ﺔ )‪ (Steveral,1989‬ودراﺳ ﺔ ) اﻟ ﺸﻴﺦ ﻋﺒ ﺪ اﻟ ﺮﺣﻴﻢ ‪ (1993 ،‬ودراﺳ ﺔ‬
‫)اﻟﺨﻔﺎﺟﻲ ‪ ( 2002 ،‬اﻣﺎ اﻟﺪراﺳﺎت اﻷﺧﺮى ﻓﺸﻤﻠﺖ آﻼ اﻟﺠﻨﺴﻴﻦ آﺪراﺳﺔ ) ‪Annis ,‬‬
‫‪ (1985‬ودراﺳﺔ )‪ (Schmid&Tetaro,1990‬ودراﺳﺔ ) دروزة ‪ ( 1994،‬ودراﺳﺔ‬
‫) رﻏ ﺪة ‪ ( 1995 ،‬ودراﺳ ﺔ ) دروزة ‪ ( 2003 ،‬ودراﺳ ﺔ ) اﻟﺮﺑﻴﻌ ﻲ ‪ ( 2004 ،‬ﻓ ﻲ‬
‫ﺣﻴﻦ إن اﻟﺪراﺳﺔ اﻟﺤﺎﻟﺔ اﻗﺘﺼﺮت ﻋﻠﻰ اﻹﻧﺎث ﻓﻘﻂ وذﻟ ﻚ ﻟﻘﻠ ﺔ اﻟﺪراﺳ ﺎت اﻟﻤﺘﻌﻠﻘ ﺔ ﺑﻬ ﺬا‬
‫اﻟﻤﺘﻐﻴﺮ ﻓﻲ اﻟﻤﺪارس اﻟﺜﺎﻧﻮﻳﺔ ﺧﺎﺻﺔ ‪0‬‬
‫‪-6‬أﺟﺮﻳ ﺖ اﻏﻠ ﺐ اﻟﺪراﺳ ﺎت ﻋﻠ ﻰ ﻣﺮاﺣ ﻞ ﺗﻌﻠﻴﻤﻴ ﺔ ﻣ ﺎ ﻗﺒ ﻞ اﻟﺠﺎﻣﻌ ﺔ ﻓ ﻲ ﺣ ﻴﻦ اﺟﺮﻳ ﺖ‬
‫ودراﺳﺔ )‪ ) ((Annis, 1985‬اﻟﺮﺑﻴﻌﻲ ‪ ( 2004 ،‬ﻋﻠ ﻰ اﻟﺘﻌﻠ ﻴﻢ اﻟﺠ ﺎﻣﻌﻲ أﻣ ﺎ اﻟﺪراﺳ ﺔ‬
‫اﻟﺤﺎﻟﻴ ﺔ ﻓﻘ ﺪ أﺟﺮﻳ ﺖ ﻋﻠ ﻰ اﻟﻤﺮﺣﻠ ﺔ اﻟﺜﺎﻧﻮﻳ ﺔ ﻟﻠ ﺼﻒ اﻟﺨ ﺎﻣﺲ اﻟﻌﻠﻤ ﻲ ﻧﻈ ﺮا ﻟﺘ ﺪﻧﻲ‬
‫اﻟﺘﺤﺼﻴﻞ وﺿﻌﻒ‬
‫اﻟﻤﻬﺎرات اﻟﻌﻘﻠﻴﺔ ﻟﺪى ﻃﻠﺒﺔ هﺬﻩ اﻟﻤﺮﺣﻠﺔ ﺑﺴﺒﺐ إﺗﺒﺎع أﺳﺎﻟﻴﺐ اﻟﺤﻔﻆ واﻟﺘﻠﻘﻴﻦ‪0‬‬
‫‪ -7‬اﺗﺒﻌ ﺖ ﻣﻌﻈ ﻢ اﻟﺪراﺳ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﺗ ﺼﻤﻴﻢ اﻟﻤﺠﻤﻮﻋ ﺎت اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ذات‬
‫اﻻﺧﺘﺒ ﺎر أﻟﺒﻌ ﺪي ‪ ،‬ﻣﺎﻋ ﺪا ودراﺳ ﺔ ) اﻟﺨﻔ ﺎﺟﻲ ‪ ( 2002 ،‬اﺗﺒﻌ ﺖ اﻟﺘ ﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒ ﻲ‬
‫ذات اﻻﺧﺘﺒ ﺎر اﻟﻘﺒﻠ ﻲ واﻟﺒﻌ ﺪي إن ه ﺬا اﻟﺘﺒ ﺎﻳﻦ ﻳﻌ ﻮد إﻟ ﻰ اﻟﺘﺒ ﺎﻳﻦ ﻓ ﻲ أه ﺪاف اﻟﺒﺤ ﺚ‬
‫واﻟﻤﺘﻐﻴ ﺮات اﻟﻤﺘﺒﻌ ﺔ ‪ .‬ان اﻟﺪراﺳ ﺔ اﻟﺤﺎﻟﻴ ﺔ اﺗﺒﻌ ﺖ اﻟﺘ ﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒ ﻲ ذات اﻻﺧﺘﺒ ﺎر‬
‫أﻟﺒﻌ ﺪي ﻟﻘﻴ ﺎس اﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ وذات اﻻﺧﺘﺒ ﺎر اﻟﻘﺒﻠ ﻲ واﻟﺒﻌ ﺪي ﻟﻘﻴ ﺎس اﻟﻤﻬ ﺎرات‬
‫اﻟﻌﻘﻠﻴﺔ ﻷن هﺪف اﻟﺒﺤﺚ هﻮ ﺗﻨﻤﻴﺔ اﻟﻤﻬﺎرات اﻟﻌﻘﻠﻴﺔ ‪0‬‬
‫‪ -8‬ﺗﺮاوﺣ ﺖ ﻣ ﺪة اﻟﺘﺠﺮﺑ ﺔ ﻓ ﻲ اﻟﺪراﺳ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﺑ ﻴﻦ )‪ (22-4‬أﺳ ﺒﻮﻋﺎ أﻣ ﺎ اﻟﺪراﺳ ﺔ‬
‫اﻟﺤﺎﻟﻴﺔ ﻓﺘﺮاوﺣﺖ اﻟﻤﺪة )‪ (16‬أﺳﺒﻮﻋﺎ ﻟﻤ ﺎ ﻳﺘﻄﻠﺒ ﻪ اﻟﺘﻐﻴﻴ ﺮ اﻟﺘ ﺎﺑﻊ ) اﻟﻤﺘﻐﻴ ﺮات اﻟﻌﻘﻠﻴ ﺔ (‬
‫ﻣﻦ ﻣﺪة زﻣﻨﻴﺔ ﻟﻤﻌﺮﻓﺔ ﺗﺄﺛﻴﺮ اﻟﻤﺘﻐﻴﺮ اﻟﻤﺴﺘﻘﻞ ﻓﻲ ﺗﻨﻤﻴﺔ هﺬا اﻟﻤﺘﻐﻴﺮ ﻟﺘﺎﺑﻊ ‪0‬‬
‫‪ -9‬ﺗﺒﺎﻳﻨﺖ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺣﻴﺚ اﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ اﻹﺣﺼﺎﺋﻴﺔ ﻓﻲ ﻣﻌﺎﻟﺠﺔ ﺑﻴﺎﻧ ﺎت‬
‫اﻟﺒﺤﺚ ﻧﻈﺮا ﻷﺧﺘﻼف هﺪف اﻟﺘﺠﺮﺑ ﺔ وﻧﻮﻋﻬ ﺎ وﻋ ﺪد اﻟﻤﺠﻤﻮﻋ ﺎت واﻟﻤﺘﻐﻴ ﺮات اﻟﻤ ﺮاد‬
‫دراﺳ ﺘﻬﺎ أﻣ ﺎ اﻟﺪراﺳ ﻴﺔ اﻟﺤﺎﻟﻴ ﺔ ﻓﺎﺳ ﺘﺨﺪﻣﺖ اﻻﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ﻟﻌﻴﻨ ﺔ واﺣ ﺪة ﻣﺘﺮاﺑﻄ ﺔ‬
‫وﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ‪ ،‬ﻣﻌﺎﻣﻞ ارﺗﺒﺎط ﺑﻴﺮﺳﻮن ‪ ،‬وﻣﻌﺎدﻟﺔ آﻴﻮدر رﻳﺘﺸﺎردﺗﺴﻮن ‪. 20-‬‬
‫إﺟﺮاءات اﻟﺒﺤﺚ‬
‫او ًﻻ‪ -‬ﺗﺼﻤﻴﻢ اﻟﺒﺤﺚ‬
‫ﺛﺎﻧﻴ ًﺎ‪ -‬ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ‬
‫ﺛﺎﻟﺜ ًﺎ‪ -‬ﻋﻴﻨﺔ اﻟﺒﺤﺚ‬
‫راﺑﻌ ًﺎ‪ -‬اﻟﺘﻜﺎﻓﺆ ﺑﻴﻦ أﻟﻤﺠﻤﻮﻋﺘﻲ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ‬
‫أ‪ -‬اﻟﺬآﺎء‬
‫ب‪ -‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء‬
‫ج‪ -‬اﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء‬
‫د‪ -‬اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ‬
‫و‪ -‬اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء أﻣﻮر اﻟﻄﻠﺒﺔ‬
‫ﺧﺎﻣﺴ ًﺎ‪ -‬إﺟﺮاءات اﻟﺴﻼﻣﺔ اﻟﺨﺎرﺟﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻟﺒﺤﺚ‬
‫ﺳﺎدﺳ ًﺎ‪ -‬ﻣﺴﺘﻠﺰﻣﺎت اﻟﺒﺤﺚ‬
‫أ‪ -‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ‬
‫ب‪ -‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫ج‪ -‬إﻋﺪاد ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫د‪ -‬إﻋﺪاد اﻟﺨﻄﻂ اﻟﺪراﺳﻴﺔ‬
‫ﺳﺎﺑﻌ ًﺎ‪ -‬أدوات اﻟﺒﺤﺚ‬
‫أ‪ -‬ﺑﻨﺎء اﻷﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫‪ -1‬ﺗﺤﺪﻳﺪ هﺪف اﻟﺒﺤﺚ‬
‫‪ -2‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ‬
‫‪ -3‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫‪ -4‬اﻟﺨﺎرﻃﺔ اﻷﺧﺘﺒﺎرﻳﺔ‬
‫‪ -5‬ﺻﻴﺎﻏﺔ ﻓﻘﺮات اﻷﺧﺘﺒﺎر وﺗﻌﻠﻴﻤﺎﺗﻪ‬
‫‪ -6‬ﺻﺪق اﻷﺧﺘﺒﺎر‬
‫‪ -7‬اﻷﺧﺘﺒﺎر اﻷﺳﺘﻄﻼﻋﻲ‬
‫‪ -8‬اﻟﺨﺼﺎﺋﺺ اﻟﺴﺎﻳﻜﻮﻣﺘﺮﻳﺔ ﻟﻸﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫أ‪ -‬ﻣﻌﺎﻣﻞ ﺻﻌﻮﺑﺔ اﻟﻔﻘﺮة‬
‫ب‪ -‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮة‬
‫ج‪ -‬ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ‬
‫‪ -9‬ﺛﺒﺎت اﻷﺧﺘﺒﺎر‬
‫ب‪ -‬ﺑﻨﺎء اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫‪ -1‬ﺗﺤﺪﻳﺪ ﻣﺠﺎﻻت اﻷﺧﺘﺒﺎر‬
‫‪ -2‬ﺑﻨﺎء ﻓﻘﺮات اﻷﺧﺘﺒﺎر‬
‫‪ -3‬ﻧﻮع اﻷﺧﺘﺒﺎر‬
‫‪ -4‬وﺿﻊ ﺗﻌﻠﻴﻤﺎت اﻷﺧﺘﺒﺎر‬
‫‪ -5‬ﻣﻔﺘﺎح اﻹﺟﺎﺑﺔ اﻟﻨﻤﻮذﺟﻴﺔ‬
‫‪ -6‬ﺻﺪق اﻷﺧﺘﺒﺎر‬
‫‪ -7‬ﺗﻄﺒﻴﻖ اﻷﺧﺘﺒﺎر ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻷﺳﺘﻄﻼﻋﻴﺔ‬
‫‪ -8‬اﻟﺘﺤﻠﻴﻞ اﻹﺣﺼﺎﺋﻲ ﻟﻔﻘﺮات اﻷﺧﺘﺒﺎر‬
‫أ‪ -‬ﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮة‬
‫ب‪ -‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮات‬
‫ج‪ -‬ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ‬
‫‪ -9‬ﺛﺒﺎت اﻷﺧﺘﺒﺎر‬
‫‪ -10‬إﺟﺮاءات ﺗﻄﺒﻴﻖ اﻟﺘﺠﺮﺑﺔ‬
‫‪ -11‬اﻟﻮﺳﺎﺋﻞ اﻹﺣﺼﺎﺋﻴﺔ‬
‫ﻳﺘ ﻀﻤﻦ ه ﺬا اﻟﻔ ﺼﻞ إﺟ ﺮاءات اﻟﺒﺤ ﺚ ﻣﺜ ﻞ ﺗﺤﺪﻳ ﺪ ﻣﺠﺘﻤ ﻊ اﻟﺒﺤ ﺚ ﻋﻴﻨﺘ ﻪ وأدواﺗ ﻪ‬
‫اﻟﻤ ﺴﺘﺨﺪﻣﺔ ‪ ،‬واﻟﺘ ﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒ ﻲ ‪ ،‬وﺗﺤﻠﻴ ﻞ اﻟﺒﻴﺎﻧ ﺎت ‪ ،‬واﻟﻤﻌﺎﻟﺠ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ‬
‫واﻹﺣﺼﺎﺋﻴﺔ ‪0‬‬
‫أو ًﻻ‪ -‬ﺗﺼﻤﻴﻢ اﻟﺒﺤﺚ ‪-:‬‬
‫ﻳﻌﺪ اﻷﺳﻠﻮب اﻟﺘﺠﺮﻳﺒﻲ هﻮ ﻣﻦ أآﻔﺄ أﺳﺎﻟﻴﺐ اﻟﺒﺤﺚ ﻓﻲ اﻟﺘﻮﺻ ﻞ إﻟ ﻰ ﻧﺘ ﺎﺋﺞ ﻳﻮﺛ ﻖ ﺑﻬ ﺎ )‬
‫ﻣﻠﺤ ﻢ ‪ ، 2000 ،‬ص‪ ، ( 374‬وﻗ ﺪ ﺗ ﻢ اﺧﺘﻴ ﺎر اﻟﺘ ﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒ ﻲ ﺑﻌ ﺪ اﻃ ﻼع اﻟﺒﺎﺣﺜ ﺔ‬
‫ﻋﻠ ﻰ ﻋ ﺪد ﻣ ﻦ اﻟﺘ ﺼﺎﻣﻴﻢ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ‪ ،‬اﻟ ﺬي ﻳﻌﻨ ﻲ آﻴﻔﻴ ﺔ ﺗ ﺼﻤﻴﻢ اﻟﺘﺠﺮﺑ ﺔ ﻋﻠ ﻰ أﺳ ﺎس‬
‫اﻟﻤﺘﻐﻴﺮات وآﻴﻒ ﻧﺴﺘﻄﻴﻊ ﺿﺒﻂ اﻟﻤﺘﻐﻴﺮات ﻋﻠﻰ أﺳﺎﺳﻬﺎ ) وﺟﻴﻪ ‪ ، 2002 ،‬ص‪(207‬‬
‫‪ ،‬وآ ﺬﻟﻚ ه ﻮ ﺗﺨﻄ ﻴﻂ اﻟﻈ ﺮوف واﻟﻌﻮاﻣ ﻞ اﻟﻤﺤﻴﻄ ﺔ ﺑﺎﻟﻈ ﺎهﺮة اﻟﺘ ﻲ ﻧﻘ ﻮم ﺑﺪراﺳ ﺘﻬﺎ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﻌﻴﻨﺔ وﻣﻼﺣﻈﺔ ﻣﺎ ﻳﺤﺪث ) ﻋﺰﻳﺰ وأﻧﻮر ‪ ، 1990 ،‬ص‪)(256‬أﻧ ﻮر وﻋ ﺪﻧﺎن‬
‫‪ ، 2007 ،‬ص‪ ، (487‬وﻳﻌﺘﻤ ﺪ ﻧ ﻮع اﻟﺘ ﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒ ﻲ ﻋﻠ ﻰ ﻃﺒﻴﻌ ﺔ اﻟﻤ ﺸﻜﻠﺔ وﻋﻠ ﻰ‬
‫اﻟﻈ ﺮوف اﻟﺘ ﻲ ﺗﻜ ﺸﻒ ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ وﻋﻠ ﻰ ﻣﻮﺿ ﻮع اﻟﺒﺤ ﺚ ) ﻓﺎﻧ ﺪاﻟﻴﻦ ‪، 1979 ،‬‬
‫ص‪0 (407‬‬
‫وﻳ ﻀﻤﻦ أﻟﺘ ﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒ ﻲ ﻟﻠﺒﺎﺣﺜ ﺔ دراﺳ ﺔ اﻟﻤ ﺸﻜﻠﺔ دراﺳ ﺔ ﻋﻠﻤﻴ ﺔ دﻗﻴﻘ ﺔ ‪ ،‬وﻧﻈ ﺮًا‬
‫ﻟﺘ ﻀﻤﻴﻦ ه ﺬا اﻟﺒﺤ ﺚ ﻣﺘﻐﻴ ﺮ واﺣ ﺪ ﻣ ﺴﺘﻘﻞ وه ﻮ ) ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك (‬
‫وﻣﺘﻐﻴﺮﻳﻦ ﺗﺎﺑﻌﻴﻦ هﻤﺎ ) اﻟﺘﺤﺼﻴﻞ ( و ) ﺗﻨﻤﻴﺔ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ( ﻓﻘﺪ ﺗﻢ اﺧﺘﻴﺎر اﻟﺘﺼﻤﻴﻢ‬
‫اﻟﺘﺠﺮﻳﺒﻲ ذي اﻟﻀﺒﻂ اﻟﺠﺰﺋﻲ ﻟﻤﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ) اﻟ ﻀﺎﺑﻄﺔ واﻟﺘﺠﺮﻳﺒﻴ ﺔ ( ذي اﺧﺘﺒ ﺎر‬
‫ﻗﺒﻠﻲ‪ -‬ﺑﻌﺪي ﻟﻠﻘﺪرات اﻟﻌﻘﻠﻴﺔ واﺧﺘﺒﺎر ﺑﻌﺪي ﻟﻠﺘﺤﺼﻴﻞ ‪ ،‬آﻤﺎ ﻳﻮﺿﺢ ﺑﺎﻟﺠﺪول أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول رﻗﻢ ) ‪( 1‬‬
‫ﻳﻮﺿﺢ اﻟﺘﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒﻲ ﻟﻌﻴﻨﺔ اﻟﺒﺤﺚ‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫اﻷﺧﺘﺒﺎر‬
‫اﻟﻘﺒﻠﻲ‬
‫اﺧﺘﺒﺎر‬
‫ﻟﻠﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻤﺘﻐﻴﺮ اﻟﻤﺴﺘﻘﻞ‬
‫ﻣﻨﺸﻄﺎت‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك‬
‫اﻟﻤﺘﻐﻴﺮ اﻟﺘﺎﺑﻊ‬
‫اﻟﺘﺤﺼﻴﻞ‬
‫واﻟﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫اﻷﺧﺘﺒﺎر‬
‫أﻟﺒﻌﺪي‬
‫اﻟﺘﺤﺼﻴﻞ‬
‫اﻟﻄﺮﻳﻘﺔ‬
‫اﻷﻋﺘﻴﺎدﻳﺔ‬
‫وﻟﻐﺮض ﺗﻨﻔﻴﺬ اﻟﺘﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒﻲ ﻧﺘﺒﻊ اﻟﺨﻄﻮات اﻵﺗﻴﺔ ‪-:‬‬
‫‪ -1‬ﺗﻮزﻳﻊ ﻋﻴﻨﺔ اﻟﺘﺠﺮﺑﺔ ﺑﺼﻮرة ﻋﺸﻮاﺋﻴﺔ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺘﻴﻦ إﺣﺪاهﻤﺎ ﺗﺠﺮﻳﺒﻴﺔ واﻷﺧﺮى‬
‫ﺿﺎﺑﻄﺔ ‪0‬‬
‫‪ -2‬إﺟ ﺮاء ﺗﻜ ﺎﻓﺆ ﺑ ﻴﻦ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﻋﻠ ﻰ ﺑﻌ ﺾ اﻟﻤﺘﻐﻴ ﺮات ذي‬
‫اﻟﻌﻼﻗﺔ ﻣﺜﻞ اﻟﺬآﺎء ‪ ،‬اﻟﻤﻌﻠﻮﻣﺎت اﻹﺣﻴﺎﺋﻴﺔ اﻟﺴﺎﺑﻘﺔ ‪ ،‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ‪ ،‬اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ ‪،‬‬
‫اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء اﻷﻣﻮر‪ ،‬اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪0‬‬
‫‪ -3‬ﺗﻄﺒﻴﻖ اﺧﺘﺒﺎر اﻟﺘﺤﺼﻴﻞ اﻟﻌﻠﻤ ﻲ واﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻋﻠ ﻰ ﻋﻴﻨ ﺔ اﻟﺘﺠﺮﺑ ﺔ ) اﻟ ﻀﺎﺑﻄﺔ‬
‫واﻟﺘﺠﺮﻳﺒﻴﺔ ( ﻟﺘﺤﺪﻳﺪ درﺟﺔ آﻞ ﻃﺎﻟﺒﺔ ﻋﻨﺪ ﺑﺪاﻳﺔ اﻟﺘﺠﺮﺑﺔ ‪0‬‬
‫‪ -4‬ﺗﻌ ﺮض اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻟﻤﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺑﻴﻨﻤ ﺎ ﻻ ﺗﺘﻌ ﺮض‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ﻟﻬﺎ ‪0‬‬
‫‪ -5‬ﺗﻄﺒﻴ ﻖ اﻷﺧﺘﺒ ﺎر ﻣ ﺮة اﺧ ﺮى ﻓ ﻲ اﻟﻨﻬﺎﻳ ﺔ ﻋﻠ ﻰ ﻋﻴﻨ ﺔ اﻟﺘﺠﺮﺑ ﺔ ﻟﺒﻴ ﺎن اﺛ ﺮ ﻣﻨ ﺸﻄﺎت‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ ‪0‬‬
‫ﺛﺎﻧﻴ ًﺎ‪ -‬ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ ‪-:‬‬
‫ﻃﺎﻟﺒ ﺎت اﻟ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ﻓ ﻲ ﻣﺘﻮﺳ ﻄﺔ اﻟﺠﻤﻬﻮرﻳ ﺔ ﻟﻠﺒﻨ ﺎت ﻓ ﻲ ﻣﺮآ ﺰ‬
‫ﻣﺤﺎﻓﻈﺔ اﻟﻘﺎدﺳﻴﺔ ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ‪2010/2009‬‬
‫ﺛﺎﻟﺜ ًﺎ‪ -‬ﻋﻴﻨﺔ اﻟﺒﺤﺚ ‪-:‬‬
‫إن ﻣ ﻦ اﻟﻌﻮاﻣ ﻞ اﻟﺘ ﻲ ﺗ ﺆﺛﺮ ﻓ ﻲ اﻟﺒﺤ ﻮث اﻟﺘﺠﺮﻳﺒﻴ ﺔ ه ﻲ ﻃﺮﻳﻘ ﺔ اﺧﺘﻴ ﺎر ﻋﻴﻨ ﺔ اﻟﺒﺤ ﺚ ‪،‬‬
‫ﺣﻴ ﺚ ﺗ ﺴﺘﻨﺪ إﺟ ﺮاءات اﺧﺘﻴﺎره ﺎ إﻟ ﻰ اﻷه ﺪاف اﻟﺘ ﻲ ﺗﺤ ﺎول اﻟﺒﺎﺣﺜ ﺔ ﺗﺤﻘﻴﻘﻬ ﺎ ‪ ،‬وآ ﺬﻟﻚ‬
‫ﻋﻠ ﻰ ﺗﺤﺪﻳ ﺪ ﻣﻔ ﺮدات اﻟﻤﺠﺘﻤ ﻊ واﻟﻮﺻ ﻒ اﻟ ﺪﻗﻴﻖ ﻟﻠﻤﺠﺘﻤ ﻊ اﻷﺻ ﻠﻲ ) زﻳﺘ ﻮن ‪1996 ،‬‬
‫‪،‬ص ‪ ، ( 132‬وﻗﺪ اﺧﺘﺎرت اﻟﺒﺎﺣﺜﺔ ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳﺔ ﻟﻠﺒﻨ ﺎت ﻓ ﻲ ﻣﺤﺎﻓﻈ ﺔ اﻟﻘﺎدﺳ ﻴﺔ‬
‫ﻋﻴﻨﺔ ﻣﺠﺘﻤﻌﻬﺎ ﻟﺘﻄﺒﻴﻖ اﻟﺘﺠﺮﺑﺔ ‪0‬‬
‫وﻗﺪ اﺧﺘﺎرت اﻟﺒﺎﺣﺜﺔ ﺷﻌﺒﺘﻴﻦ ﻓﻲ هﺬﻩ اﻟﻤﺪرﺳﺔ ﻋﻴﻨﺔ ﻟﻠﺒﺤﺚ ﻟﻌﺪة أﺳﺒﺎب ‪-:‬‬
‫‪ -1‬ﻟﻤﻌﺮﻓﺔ اﻟﺒﺎﺣﺜﺔ ﺑ ﺈدارة اﻟﻤﺪرﺳ ﺔ ﻣﻤ ﺎ ﻳ ﻀﻤﻦ ﻟﻬ ﺎ اﻟﺘﻌ ﺎون اﻟﺘ ﺎم ﻣ ﻦ ﺟﺎﻧﺒﻬ ﺎ ﻷﺟ ﺮاء‬
‫اﻟﺒﺤﺚ واﻟﻤﺴﺎﻋﺪة ﻓﻲ ﺗﺬﻟﻴﻞ اﻟﺼﻌﻮﺑﺎت اﻟﻤﺤﺘﻤﻠﺔ ‪0‬‬
‫‪ -2‬وﺟ ﻮد ﻣﺨﺘﺒ ﺮ ﻟﻸﺣﻴ ﺎء ﻓ ﻲ اﻟﻤﺪرﺳ ﺔ ﺗﻔﺘﻘ ﺮ إﻟﻴ ﻪ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻟﻤ ﺪارس اﻟﺘ ﻲ ﻗﺎﻣ ﺖ‬
‫اﻟﺒﺎﺣﺜﺔ ﺑﺰﻳﺎرﺗﻬﺎ ‪0‬‬
‫‪ -3‬وﺟﻮد ﺧﻤ ﺲ ﺷ ﻌﺐ ﻟﻠ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ﻣﻤ ﺎ ﻳﻌﻄ ﻲ ﻓﺮﺻ ﺔ ﻟﻼﺧﺘﻴ ﺎر اﻟﻌ ﺸﻮاﺋﻲ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ‪0‬‬
‫ﺣﻴ ﺚ اﺧﺘ ﺎرت اﻟﺒﺎﺣﺜ ﺔ ﺷ ﻌﺒﺘﻴﻦ ﺑ ﺼﻮرة ﻋ ﺸﻮاﺋﻴﺔ ﻣ ﻦ ﺧﻤ ﺲ ﺷ ﻌﺐ ﻟﺘﻜ ﻮن إﺣ ﺪاهﺎ‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ وه ﻲ ﺷ ﻌﺒﺔ ) ب ( واﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ وﺗﻤﺜﻠﻬ ﺎ اﻟ ﺸﻌﺒﺔ ) أ ( ‪،‬‬
‫ﺣﻴﺚ ﺑﻠﻎ ﻋﺪد اﻟﻄﺎﻟﺒ ﺎت ﻟﻠﻤﺠﻤ ﻮﻋﺘﻴﻦ ب) ‪ ( 48‬ﻃﺎﻟﺒ ﺔ ﺑﻮاﻗ ﻊ )‪ ( 23‬ﻃﺎﻟﺒ ﺔ ﻟﻠﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﺘﺠﺮﻳﺒﻴ ﺔ و) ‪ ( 25‬ﻃﺎﻟﺒ ﺔ ﻟﻠﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ ‪ ،‬وﺑﻌ ﺪ اﺳ ﺘﺒﻌﺎد اﻟﻄﺎﻟﺒ ﺎت ﻣ ﻦ أداة‬
‫اﻻﺧﺘﺒ ﺎر ﻓﻘ ﻂ ﻣ ﻊ ﺑﻘ ﺎﺋﻬﻦ ﺿ ﻤﻦ اﻟ ﺸﻌﺐ وذﻟ ﻚ ﻟﻜﺒ ﺮ ﺳ ﻨﻬﻦ ﺑﻮاﻗ ﻊ ﻃ ﺎﻟﺒﺘﻴﻦ ﻟﻠﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ وأرﺑﻊ ﻃﺎﻟﺒﺎت ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟ ﻀﺎﺑﻄﺔ ﻓﺄﺻ ﺒﺢ ﻋ ﺪد ﻃﺎﻟﺒ ﺎت اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ب )‬
‫‪ ( 42‬ﻃﺎﻟﺒ ﺔ ﺑﻮاﻗ ﻊ ) ‪ ( 21‬ﻃﺎﻟﺒ ﺔ ﻟﻠﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ و ) ‪ ( 21‬ﻃﺎﻟﺒ ﺔ ﻟﻠﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﻀﺎﺑﻄﺔ ‪ ،‬آﻤﺎ ﻣﻮﺿﺢ ﺑﺎﻟﺠﺪول أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 2‬‬
‫ﻳﻮﺿﺢ ﻋﺪد اﻟﻄﺎﻟﺒﺎت ﻟﻠﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻗﺒﻞ اﻻﺳﺘﺒﻌﺎد وﺑﻌﺪﻩ‬
‫ت‬
‫اﻟﺸﻌﺒﺔ‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋﺪد اﻟﻄﺎﻟﺒﺎت ﻗﺒﻞ‬
‫اﻻﺳﺘﺒﻌﺎد‬
‫ﻋﺪد اﻟﻄﺎﻟﺒﺎت‬
‫اﻟﻤﺴﺘﺒﻌﺪات‬
‫ﻋﺪد اﻟﻄﺎﻟﺒﺎت ﺑﻌﺪ‬
‫اﻻﺳﺘﺒﻌﺎد‬
‫‪1‬‬
‫أ‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪25‬‬
‫‪4‬‬
‫‪21‬‬
‫‪2‬‬
‫ب‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪23‬‬
‫‪2‬‬
‫‪21‬‬
‫‪48‬‬
‫‪6‬‬
‫‪42‬‬
‫اﻟﻤﺠﻤﻮع‬
‫راﺑﻌ ًﺎ‪ -‬اﻟﺘﻜﺎﻓﺆ ﺑﻴﻦ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ‪-:‬‬
‫ﻟﻐﺮض اﻟﺘﺤﻘﻖ ﻣﻦ اﻧﻪ ﻻ ﺗﻮﺟ ﺪ ﻋﻮاﻣ ﻞ اﺧ ﺮى ﻏﻴ ﺮ اﻟﻤﺘﻐﻴ ﺮ اﻟﻤ ﺴﺘﻘﻞ ﺗ ﺆﺛﺮ ﻓ ﻲ ﻧﺘ ﺎﺋﺞ‬
‫اﻟﺘﺠﺮﺑ ﺔ ﻳﺠ ﺐ ﺗﻜ ﺎﻓﺆ أﻓ ﺮاد اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ‪ ،‬إذ أن ﻋ ﺪم ﺿ ﺒﻂ‬
‫اﻟﻤﺘﻐﻴ ﺮات ﺳ ﻴﻘﻠﻞ ﻣ ﻦ ﻗ ﺪرة اﻟﺒﺎﺣﺜ ﺔ ﻋﻠ ﻰ ﺣ ﺼﺮ وﻣﻌﺮﻓ ﺔ ﺗ ﺄﺛﻴﺮ اﻟﻤﺘﻐﻴ ﺮ اﻟﻤ ﺴﺘﻘﻞ )‬
‫ﻗﻨﺪﻟﻴﺠﻲ ‪ ، 1993 ،‬ص‪ ، ( 97‬وﻗﺪ ﺗﻢ اﻟﺤ ﺼﻮل ﻋﻠ ﻰ اﻟﻤﺘﻐﻴ ﺮات ﻣ ﻦ ﺧ ﻼل اﻹﻃ ﻼع‬
‫ﻋﻠﻰ اﻟﺪراﺳﺎت اﻟﺘﻲ أﺷﺎرت إﻟﻰ اﺣﺘﻤﺎﻟﻴﺔ ﺗﺄﺷﻴﺮهﺎ ﻓﻲ اﻟﺘﻄﺒﻴ ﻖ وﻟ ﺬﻟﻚ ﻓﻘ ﺪ ﺣ ﺪدت ه ﺬﻩ‬
‫اﻟﻤﺘﻐﻴﺮات ﺑﻤﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫) اﻟﺬآﺎء ‪ ،‬اﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ‪ ،‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ‪ ،‬اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ ﺑﺎﻷﺷ ﻬﺮ ‪ ،‬اﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء اﻷﻣﻮر ‪ ،‬واﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ( ‪0‬‬
‫أ‪ -‬اﻟﺬآﺎء ‪-: Intelligence‬‬
‫إن ﻣ ﺴﺘﻮى اﻟ ﺬآﺎء ه ﻮ ﻣ ﻦ اﻷﻣ ﻮر اﻟﻮاﺟ ﺐ ﻣﺮاﻋﺎﺗﻬ ﺎ ﻓ ﻲ ﻣﻜﺎﻓ ﺄة اﻟﻌﻴﻨ ﺎت ‪ ،‬وﻟﻤﻌﺮﻓ ﺔ‬
‫ﺗﻜﺎﻓﺆ ﻣﺠﻤﻮﻋﺎت اﻟﺒﺤﺚ ﻓﻲ درﺟﺔ اﻟﺬآﺎء اﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ ﻣﻘﻴ ﺎس راﻓ ﻦ ﻟﻠﻤ ﺼﻔﻮﻓﺎت‬
‫اﻟﻤﻌﺮﻓ ﺔ ﻓ ﻲ ﺟﺎﻣﻌ ﺔ اﻟﻤﻮﺻ ﻞ ﻣ ﻦ ﻗﺒ ﻞ ) اﻟ ﺪﺑﺎغ ‪ (1983 ،‬واﻟﻤﻼﺋ ﻢ ﻟﻠﺒﻴﺌ ﺔ اﻟﻌﺮاﻗﻴ ﺔ ‪،‬‬
‫وآﺎﻧﺖ درﺟﺔ اﻟﻤﻘﻴﺎس ) ‪ ( 60‬درﺟ ﺔ ﻧ ﺴﺒﺔ إﻟ ﻰ ﻋ ﺪد اﻷﺷ ﻜﺎل اﻟﺘ ﻲ ﻳﺤﺘﻮﻳﻬ ﺎ ‪ ،‬وﻗ ﺪ ﺗ ﻢ‬
‫ﺗﻄﺒﻴﻖ اﻷﺧﺘﺒﺎر ﻋﻠﻰ اﻟﻄﺎﻟﺒﺎت ﻟﻠﻤﺠﻤﻮﻋﺘﻴﻦ ) اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ( ﻗﺒﻞ اﻟﺒﺪء ﺑﺄﺟﺮاء‬
‫اﻟﺘﺠﺮﺑ ﺔ ﺑﺘ ﺄرﻳﺦ ) ‪ ، ( 2010 / 2 / 25‬وﺗ ﻢ ﺗ ﺼﺤﻴﺢ اﻹﺟﺎﺑ ﺎت ﻋﻠ ﻰ وﻓ ﻖ اﻟﻨﻤ ﻮذج‬
‫اﻟﻘﻴﺎﺳ ﻲ اﻟﻤﻌ ﺪ ﻟﻬ ﺬا اﻷﺧﺘﺒ ﺎر ‪ ،‬وﺑﻌ ﺪ آﺘﺎﺑ ﺔ درﺟ ﺎت اﻟ ﺬآﺎء ﻟﻠﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ‬
‫واﻟ ﻀﺎﺑﻄﺔ ﻣﻠﺤ ﻖ ) ‪ ، ( 2 ) ( 1‬وﺗ ﻢ إﻳﺠ ﺎد اﻟﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ ﻷﻓ ﺮاد‬
‫اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ‪ ،‬وﻃﺒﻖ اﻷﺧﺘﺒﺎر اﻟﺘﺎﺋﻲ ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻣﺘﺴﺎوﻳﺘﻴﻦ ﻹﻳﺠﺎد اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴ ﺔ‬
‫آﻤﺎ ﻣﺒﻴﻦ ﺑﺎﻟﺠﺪول أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 3‬‬
‫ﻳﻮﺿﺢ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﺬآﺎء‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋ‬
‫أﻓ‬
‫اﻟﻌﻴﻨﺔ‬
‫ﺪد اﻟﻤﺘﻮﺳ ﻂ اﻷﻧﺤﺮاف‬
‫اﻟﻤﻌﻴﺎري‬
‫ﺮاد اﻟﺤﺴﺎﺑﻲ‬
‫اﻟﺘﺒﺎﻳﻦ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪71،04‬‬
‫‪9،59‬‬
‫‪92،59‬‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪69 ،80‬‬
‫‪16،6‬‬
‫‪275،56‬‬
‫اﻟﻤﺤﺴﻮﺑﺔ‬
‫‪0،199‬‬
‫اﻟﺠﺪ وﻟﻴﺔ اﻟﺪﻻﻟ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫‪1،27‬‬
‫ﺔ‬
‫ﻏﻴﺮ داﻟﺔ‬
‫ان اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ اﻟﻤﺤﺴﻮﺑﺔ ﻟﻄﺎﻟﺒ ﺎت اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﻟﻤﺘﻐﻴ ﺮ اﻟ ﺬآﺎء ه ﻲ ) ‪ (0،199‬وه ﻲ‬
‫اﻗﻞ ﻣﻦ اﻟﻘﻴﻤﺔ اﻟﺠﺪ وﻟﻴﺔ )‪ (1،27‬ﻋﻨﺪ ﻣ ﺴﺘﻮى دﻻﻟ ﺔ ) ‪ ( 0،05‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ ) ‪( 40‬‬
‫ﻣﻤﺎ ﻳﺪل ﻋﻠﻰ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ‪0‬‬
‫ب‪ -‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء ‪-:Biological Cognative‬‬
‫وﻳﻌﻨﻲ ﺑﻪ درﺟﺎت ﻧ ﺼﻒ اﻟ ﺴﻨﺔ ﻓ ﻲ ﻣ ﺎدة اﻷﺣﻴ ﺎء ﺣﻴ ﺚ ﺗﻤﻜﻨ ﺖ اﻟﺒﺎﺣﺜ ﺔ ﻣ ﻦ اﻟﺤ ﺼﻮل‬
‫ﻋﻠﻰ درﺟﺎت ﻧﺼﻒ اﻟﺴﻨﺔ ﻟﻌﻴﻨﺔ اﻟﺒﺤﺚ ﻓﻲ ﻣﺎدة ﻋﻠﻢ اﻷﺣﻴﺎء ﻣﻦ ﺳ ﺠﻠﻬﺎ اﻟﺨ ﺎص ﻟﻠﻌ ﺎم‬
‫اﻟﺪراﺳ ﻲ ) ‪ (2010 /2009‬ﻣﻠﺤ ﻖ ) ‪ ، ( 2 ) ( 1‬وﺑﻌ ﺪ أن اﺳ ﺘﺨﺮﺟﺖ اﻟﻤﺘﻮﺳ ﻂ‬
‫اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ ﻟﻠﻤﺠﻤ ﻮﻋﺘﻴﻦ ‪ ،‬اﺳ ﺘﺨﺪﻣﺖ اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ‪ T-Test‬ذو اﻟﻨﻬ ﺎﻳﺘﻴﻦ‬
‫ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻟﻠﺘﺤﻘﻖ ﻣﻦ دﻻﻟ ﺔ اﻟﻔ ﺮوق ‪ ،‬إذ ﺣ ﺴﺒﺖ اﻟﻘﻴﻤ ﺔ اﻟﺘﺎﺋﻴ ﺔ وآﺎﻧ ﺖ )‪(0،24‬‬
‫وﺗﺒ ﻴﻦ أﻧﻬ ﺎ اﻗ ﻞ ﻣ ﻦ اﻟﺠ ﺪ وﻟﻴ ﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى اﻟﺪﻻﻟ ﺔ )‪ (0،05‬وﻟﺪرﺟ ﺔ اﻟﺤﺮﻳ ﺔ ) ‪( 40‬‬
‫واﻟﺒﺎﻟﻎ ﻣﻘﺪارهﺎ )‪ (2،70‬وﺑﺬﻟﻚ ﺗﻌﺪ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻣﺘﻜﺎﻓﺌﺘﻴﻦ ﻓ ﻲ ه ﺬا اﻟﻤﺘﻐﻴ ﺮ ) اﻟ ﺮاوي‬
‫‪ ، 1989 ،‬ص‪ ، ( 314-309‬آﻤﺎ ﻣﺒﻴﻦ ﺑﺎﻟﺠﺪول ) ‪0 (4‬‬
‫ﺟﺪول ) ‪( 4‬‬
‫ﻳﺒﻴﻦ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ ﻣﺘﻐﻴﺮ درﺟﺎت اﻟﻄﺎﻟﺒﺎت ﻓﻲ‬
‫اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋ‬
‫أﻓ‬
‫اﻟﻌﻴﻨﺔ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫ﺪد اﻟﻤﺘﻮﺳ ﻂ اﻷﻧﺤﺮاف‬
‫اﻟﻤﻌﻴﺎري‬
‫ﺮاد اﻟﺤﺴﺎﺑﻲ‬
‫‪63،75‬‬
‫‪13،5‬‬
‫اﻟﺘﺒﺎﻳﻦ‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫اﻟﻤﺤﺴﻮﺑﺔ‬
‫اﻟﺠﺪ وﻟﻴﺔ اﻟﺪﻻﻟ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫‪182،48‬‬
‫‪0،24‬‬
‫‪2،70‬‬
‫ﻏﻴﺮ داﻟﺔ‬
‫ﺔ‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪2‬‬
‫‪21‬‬
‫‪62،7‬‬
‫‪12،2‬‬
‫‪164،58‬‬
‫ج‪ -‬اﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء ‪-: Prior Knowledge‬‬
‫أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ اﺧﺘﺒ ﺎر ﺗﺤ ﺼﻴﻠﻲ ﻣﻜ ﻮن ﻣ ﻦ ) ‪ ( 25‬ﻓﻘ ﺮة ﻣﻠﺤ ﻖ )‪ ، (9‬وه ﻮ ﻣ ﻦ‬
‫اﻷﺧﺘﺒ ﺎرات اﻟﻤﻮﺿ ﻮﻋﻴﺔ ﻣ ﻦ ﻧ ﻮع اﻻﺧﺘﻴ ﺎر ﻣ ﻦ اﻟﻤﺘﻌ ﺪد ﻓ ﻲ ﺿ ﻮء ﻣ ﺎدة اﻷﺣﻴ ﺎء‬
‫ﻟﻠ ﺴﻨﻮات اﻟﺪراﺳ ﻴﺔ اﻟ ﺴﺎﺑﻘﺔ ‪ ،‬وﺗ ﻢ ﻋﺮﺿ ﻪ ﻋﻠ ﻰ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﺨﺒ ﺮاء ﻣﻠﺤ ﻖ ) ‪( 4‬‬
‫ﻟﻠﺘﻌ ﺮف ﻋﻠ ﻰ ﻣ ﺪى ﻣﻼﺋﻤﺘ ﻪ وﺻ ﻼﺣﻪ وﺻ ﺪﻗﻪ ‪ ،‬وﻗ ﺪ أﺟﺮﻳ ﺖ ﺑﻌ ﺾ اﻟﺘﻌ ﺪﻳﻼت ﻓ ﻲ‬
‫ﺿ ﻮء أراﺋﻬ ﻢ وﻣﻘﺘﺮﺣ ﺎﺗﻬﻢ وﻃﺒ ﻖ اﻷﺧﺘﺒ ﺎر ﺑﺘ ﺄرﻳﺦ ) ‪ ، ( 2010/2/29‬وﺗ ﻢ ﺗ ﺼﺤﻴﺢ‬
‫اﻹﺟﺎﺑ ﺔ ﺑﺈﻋﻄ ﺎء درﺟ ﺔ واﺣ ﺪة ﻟﻺﺟﺎﺑ ﺔ اﻟ ﺼﺤﻴﺤﺔ وإﻋﻄ ﺎء ﺻ ﻔﺮ ﻟﻺﺟﺎﺑ ﺔ اﻟﺨﺎﻃﺌ ﺔ أو‬
‫اﻟﻤﺘﺮوآﺔ ‪ ،‬وﺑﺬﻟﻚ ﻳﻜﻮن اﻟﺤﺪ اﻷﻋﻠ ﻰ ﻟ ﺪرﺟﺎت اﻷﺧﺘﺒ ﺎر ) ‪ ( 25‬درﺟ ﺔ واﻟﺤ ﺪ اﻷدﻧ ﻰ‬
‫هﻮ ) ﺻﻔﺮ ( درﺟﺔ ‪0‬‬
‫ورﺗﺒﺖ درﺟﺎت ﻋﻴﻨﺔ اﻟﺒﺤﺚ آﻤ ﺎ ﻣﺒ ﻴﻦ ﻓ ﻲ ﻣﻠﺤ ﻖ ) ‪ ، (2 ) (1‬وﺗ ﻢ ﺣ ﺴﺎب اﻟﻤﺘﻮﺳ ﻂ‬
‫اﻟﺤﺴﺎﺑﻲ واﻟﺘﺒﺎﻳﻦ ﻟﺘﻠﻚ اﻟﺪرﺟﺎت ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺗﻜﺎﻓﺆ ﻃﺎﻟﺒﺎت ﻋﻴﻨﺔ اﻟﺒﺤﺚ ‪ ،‬وﺗ ﻢ اﺳ ﺘﻌﻤﺎل‬
‫اﻷﺧﺘﺒﺎر اﻟﺘﺎﺋﻲ ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻣﺘﺴﺎوﻳﺘﻴﻦ آﻤﺎ ﻣﺒﻴﻦ ﺑﺎﻟﺠﺪول )‪0 (5‬‬
‫ﺟﺪول ) ‪(5‬‬
‫ﻳﻮﺿﺢ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ‬
‫ﻣﺎدة اﻷﺣﻴﺎء‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋ‬
‫أﻓ‬
‫اﻟﻌﻴﻨﺔ‬
‫ﺪد اﻟﻤﺘﻮﺳ ﻂ اﻷﻧﺤﺮاف‬
‫اﻟﻤﻌﻴﺎري‬
‫ﺮاد اﻟﺤﺴﺎﺑﻲ‬
‫اﻟﺘﺒﺎﻳﻦ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪78،19‬‬
‫‪10،80‬‬
‫‪116،71‬‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪77،28‬‬
‫‪15،31‬‬
‫‪234،65‬‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫اﻟﻤﺤﺴﻮﺑﺔ‬
‫‪0،28‬‬
‫اﻟﺠﺪ وﻟﻴﺔ اﻟﺪﻻﻟ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫‪2،17‬‬
‫ﻏﻴﺮ داﻟﺔ‬
‫ﺔ‬
‫ان اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ اﻟﻤﺤﺴﻮﺑﺔ ﺗﺴﺎوي )‪ (0,28‬وهﻲ اﻗﻞ ﻣﻦ اﻟﻘﻴﻤﺔ اﻟﺠﺪ وﻟﻴﺔ ﻋﻨﺪ ﻣ ﺴﺘﻮى‬
‫دﻻﻟ ﺔ ) ‪ ( 0،05‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ ) ‪ ( 40‬اﻟﺘ ﻲ ﺗ ﺴﺎوي ) ‪ ( 2،17‬وﺑﻨ ﺎءًا ﻋﻠ ﻰ ذﻟ ﻚ ﻓ ﺄن‬
‫اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻣﺘﻜﺎﻓﺌﺘﺎن ﻓﻲ هﺬا اﻟﻤﺘﻐﻴﺮ ‪0‬‬
‫د‪ -‬اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ ‪-: Age of time‬‬
‫اﻋﺘﻤﺪت اﻟﺒﺎﺣﺜﺔ ﻓﻲ اﺣﺘﺴﺎب أﻋﻤﺎر ﻣﺠﻤﻮﻋﺘﻲ اﻟﺒﺤﺚ ﺑﺎﻷﺷﻬﺮ ﻋﻠ ﻰ ﺑﻄﺎﻗ ﺎت اﻷﺣ ﻮال‬
‫اﻟﻤﺪﻧﻴﺔ ﻟﻠﻄﺎﻟﺒﺎت ﻣﻠﺤ ﻖ ) ‪ ، ( 3‬وﺑﻌ ﺪ اﺳ ﺘﺨﺮاج اﻟﻤﺘﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ ﻟﻠﻌﻴﻨﺘ ﻴﻦ‬
‫اﻟﻤ ﺴﺘﻘﻠﺘﻴﻦ اﺳ ﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜ ﺔ اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ‪ ،‬إذ ﺣ ﺴﺒﺖ اﻟﻘﻴﻤ ﺔ اﻟﺘﺎﺋﻴ ﺔ وآﺎﻧ ﺖ )‬
‫‪ (1،49‬وﺗﺒ ﻴﻦ أﻧﻬ ﺎ اﻗ ﻞ ﻣ ﻦ اﻟﺠ ﺪ وﻟﻴ ﺔ ﻟﻤ ﺴﺘﻮى دﻻﻟ ﺔ )‪ (0،05‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ ) ‪(40‬‬
‫واﻟﺒ ﺎﻟﻎ ﻣﻘ ﺪارهﺎ )‪ ( 2،70‬وﺑ ﺬﻟﻚ ﺗﻌﺘﺒ ﺮ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﻣﺘﻜ ﺎﻓﺌﺘﻴﻦ ﻓ ﻲ ه ﺬا اﻟﻤﺘﻐﻴ ﺮ )‬
‫اﻟﺮاوي ‪ ، 1989 ،‬ص‪ ، (314-309‬آﻤﺎ ﻣﻮﺿﺢ ﺑﺎﻟﺠﺪول )‪(6‬‬
‫ﺟﺪول ) ‪( 6‬‬
‫ﻳﻮﺿﺢ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﻌﻤﺮ ﻟﻠﻄﺎﻟﺒﺎت ﺑﺎﻷﺷﻬﺮ‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋ‬
‫أﻓ‬
‫اﻟﻌﻴﻨﺔ‬
‫ﺪد اﻟﻤﺘﻮﺳ ﻂ اﻷﻧﺤﺮاف‬
‫اﻟﻤﻌﻴﺎري‬
‫ﺮاد اﻟﺤﺴﺎﺑﻲ‬
‫اﻟﺘﺒﺎﻳﻦ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪199،6‬‬
‫‪7،59‬‬
‫‪57،3‬‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪185،7‬‬
‫‪3,83‬‬
‫‪14،68‬‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫اﻟﻤﺤﺴﻮﺑﺔ‬
‫‪1،49‬‬
‫ﻩ ‪ -‬اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء أﻣﻮر اﻟﻄﺎﻟﺒﺎت ‪-:‬‬
‫اﻟﺠﺪ وﻟﻴﺔ اﻟﺪﻻﻟ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫‪2،70‬‬
‫ﻏﻴﺮ داﻟﺔ‬
‫ﺔ‬
‫ﺗﻤﻜﻨ ﺖ اﻟﺒﺎﺣﺜ ﺔ ﻣ ﻦ اﻟﺤ ﺼﻮل ﻋﻠ ﻰ اﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ﻷوﻟﻴ ﺎء اﻷﻣ ﻮر ﻟﻠﻄﺎﻟﺒ ﺎت ﻓ ﻲ‬
‫اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻣﻦ ﺧﻼل اﻟﺒﻄﺎﻗﺎت اﻟﻤﺪرﺳﻴﺔ ﻣﻠﺤﻖ )‪ ، ( 3‬وﺑﻌﺪ أن‬
‫اﺳﺘﺨﺮﺟﺖ اﻟﻤﺘﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ ﻟﻠﻤﺠﻤ ﻮﻋﺘﻴﻦ ‪ ،‬اﺳ ﺘﺨﺪﻣﺖ اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ‪T-‬‬
‫‪ Test‬ذو اﻟﻨﻬﺎﻳﺘﻴﻦ ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻟﻠﺘﺤﻘﻖ ﻣﻦ دﻻﻟﺔ اﻟﻔﺮوق ‪ ،‬إذ ﺣﺴﺒﺖ اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫)‪ ( 3،9‬وﺗﺒ ﻴﻦ أﻧﻬ ﺎ اﻗ ﻞ ﻣ ﻦ اﻟﺠ ﺪ وﻟﻴ ﺔ ﻟﻤ ﺴﺘﻮى دﻻﻟ ﺔ )‪ (0،05‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ )‪(40‬‬
‫واﻟﺒﺎﻟﻎ ﻣﻘﺪارهﺎ )‪(11،07‬وﺑﺬﻟﻚ ﺗﻌﺪ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ﻣﺘﻜﺎﻓﺌﺘﻴﻦ ﻓ ﻲ ه ﺬا اﻟﻤﺘﻐﻴ ﺮ )اﻟ ﺮاوي‬
‫‪ ، 1989 ،‬ص‪ ، ( 314-309‬وآﻤﺎ ﻣﻮﺿﺢ ﺑﺎﻟﺠﺪول أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 7‬‬
‫ﻳﻮﺿﺢ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ ﻣﺘﻐﻴﺮ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ‬
‫ﻷوﻟﻴﺎء أﻣﻮر اﻟﻄﺎﻟﺒﺎت‬
‫ت اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋﺪد‬
‫أﻓﺮاد‬
‫اﻟﻌﻴﻨﺔ‬
‫أﻣﻲ‬
‫اﻟﺘﺤﺼﻴﻞ‬
‫اﺑﺘﺪاﺋﻲ ﻣﺘﻮﺳﻄﺔ إﻋﺪادﻳﺔ ﻣﻌﻬﺪ ﺟﺎﻣﻌﺔ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪6‬‬
‫‪4‬‬
‫‪3‬‬
‫‪5‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪5‬‬
‫‪6‬‬
‫‪3‬‬
‫‪4‬‬
‫‪1‬‬
‫‪2‬‬
‫‪0‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫ﻣﺤﺴﻮ اﻟﺠﺪوﻟﻴﺔ‬
‫ﺑﺔ‬
‫‪3،9‬‬
‫اﻟﺪرﺟﺔ‬
‫‪11،07‬‬
‫اﻟﺪﻻﻟﺔ‬
‫ﻏﻴﺮ‬
‫داﻟﺔ‬
‫و‪ -‬اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﻘﺒﻠﻲ ‪-:‬‬
‫‪ .1‬ﻟﻤﻌﺮﻓ ﺔ ﻣ ﺪى ﺗﻜ ﺎﻓﺆ ﻃﺎﻟﺒ ﺎت اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﺑﻤﺘﻐﻴ ﺮ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ‪ ،‬أﻋ ﺪت‬
‫اﻟﺒﺎﺣﺜﺔ اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ وﺗﻢ ﺗﻄﺒﻴﻘﻪ ﺑﺘﺄرﻳﺦ ) ‪ ( 2010/3/5‬ﻣﻠﺤﻖ )‪) (1‬‬
‫‪ ، ( 2‬وﺑﻌ ﺪ ﺗ ﺼﺤﻴﺢ إﺟﺎﺑ ﺎت اﻟﻄﺎﻟﺒ ﺎت ﺗ ﻢ إﻳﺠ ﺎد اﻟﻤﺘﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ‬
‫ﻟﻄﺎﻟﺒ ﺎت اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ‪ ،‬ﻃﺒ ﻖ اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ﻟﻌﻴﻨﺘ ﻴﻦ‬
‫ﻣﺴﺘﻘﻠﺘﻴﻦ ﻣﻦ دﻻﻟﺔ اﻟﻔﺮوق ‪ ،‬إذ ﺣﺴﺒﺖ اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴ ﺔ وآﺎﻧ ﺖ‪ (0،231) ،‬وﺗﺒ ﻴﻦ‬
‫أﻧﻬﺎ اﻗﻞ ﻣﻦ اﻟﺠ ﺪ وﻟﻴ ﺔ ﻟﻤ ﺴﺘﻮى دﻻﻟ ﺔ‪ (0،05 ) ،‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ ) ‪ ( 40‬اﻟﺒ ﺎﻟﻎ‬
‫ﻣﻘ ﺪارهﺎ )‪ (1،56‬ﻣﻤ ﺎ ﻳ ﺪل ﻋﻠ ﻰ ﺗﻜ ﺎﻓﺆ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﻓ ﻲ ه ﺬا اﻟﻤﺘﻐﻴ ﺮ‪ ،‬آﻤ ﺎ‬
‫ﻣﻮﺿﺢ ﺑﺎﻟﺠﺪول ) ‪0 ( 8‬‬
‫ﺟﺪول ) ‪(8‬‬
‫ﻳﻮﺿﺢ ﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ ﻣﺘﻐﻴﺮ درﺟﺎت اﺧﺘﺒﺎر اﻟﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋﺪد‬
‫أﻓﺮاد‬
‫اﻟﻌﻴﻨﺔ‬
‫اﻟﻤﺘﻮﺳﻂ‬
‫اﻟﺤﺴﺎﺑﻲ‬
‫اﻷﻧﺤﺮاف‬
‫اﻟﻤﻌﻴﺎري‬
‫اﻟﺘﺒﺎﻳﻦ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪79،90‬‬
‫‪10،57‬‬
‫‪111،80‬‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪78،28‬‬
‫‪14،93‬‬
‫‪222،95‬‬
‫اﻟﻤﺤﺴﻮﺑﺔ‬
‫اﻟﺠﺪوﻟﻴﺔ‬
‫اﻟﺪﻻﻟﺔ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫‪0،231‬‬
‫‪1،56‬‬
‫ﻏﻴﺮ داﻟﺔ‬
‫ﺧﺎﻣﺴ ًﺎ‪ -‬إﺟﺮاءات اﻟﺴﻼﻣﺔ اﻟﺨﺎرﺟﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻟﺒﺤﺚ ‪-:‬‬
‫ﻟﺘﺤﻘﻴﻖ اﻟﺴﻼﻣﺔ اﻟﺨﺎرﺟﻴﺔ ﻟﻠﺘﺼﻤﻴﻢ اﻟﺘﺠﺮﻳﺒﻲ ﻻ ﺑ ﺪ ﻣ ﻦ اﻟﺤ ﺪ ﻣ ﻦ ﺑﻌ ﺾ اﻟﻌﻮاﻣ ﻞ اﻟﺘ ﻲ‬
‫ﻳﻤﻜ ﻦ أن ﺗ ﺆﺛﺮ ﻓ ﻲ اﻟﻤﺘﻐﻴ ﺮ اﻟﺘ ﺎﺑﻊ ) اﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ واﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ( وه ﻲ‬
‫آﺎﻵﺗﻲ‪-:‬‬
‫أ‪ -‬ﻇﺮوف اﻟﺘﺠﺮﺑﺔ ‪-:‬‬
‫ﺗﻢ اﻷﻋﺪاد اﻟﻤﺴﺒﻖ واﻟﺘﺨﻄﻴﻂ ﻟﻠﺘﺠﺮﺑﺔ ﻟﺘﻨﻔﻴﺬهﺎ ﻓﻲ ﻇﺮوف اﻋﺘﻴﺎدﻳﺔ ﻓ ﻲ اﻟﻌ ﺎم اﻟﺪراﺳ ﻲ‬
‫) ‪0 ( 2010/2009‬‬
‫ب‪ -‬أدوات اﻟﻘﻴﺎس ‪-:‬‬
‫ﺗﻢ اﺳﺘﺨﺪام اﺧﺘﺒﺎر اﻟﺘﺤﺼﻴﻞ اﻟﻌﻠﻤﻲ واﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴ ﺔ واﻟﻠ ﺬان أﻋ ﺪﺗﻬﻤﺎ اﻟﺒﺎﺣﺜ ﺔ‬
‫ﻟﻐﺮض اﻟﺴﻴﻄﺮة ﻋﻠﻰ ﻣﺘﻐﻴﺮ أدوات اﻟﻘﻴﺎس ‪0‬‬
‫ج‪ -‬اﻟﺘﺎرآﺎت ﻓﻲ اﻟﺘﺠﺮﺑﺔ ‪-:‬‬
‫ﻟﻢ ﺗﻈﻬﺮ ﺣﺎﻻت ﺗﺄﺟﻴﻞ اﻟﺪراﺳﺔ أو ﺗﺮآﻬﺎ ﻣﻦ ﻗﺒﻞ اﻟﻄﺎﻟﺒﺎت أﺛﻨﺎء ﺗﻄﺒﻴﻖ اﻟﺘﺠﺮﺑﺔ ‪0‬‬
‫د‪ -‬اﻟﻤﺪرﺳﺔ ‪-:‬‬
‫ﺧﻼل ﺗﻄﺒﻴﻖ اﻟﺘﺠﺮﺑ ﺔ ﻗﺎﻣ ﺖ اﻟﺒﺎﺣﺜ ﺔ ﺑﻨﻔ ﺴﻬﺎ ﺑﺘ ﺪرﻳﺲ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ‪ ،‬وﻗﺎﻣ ﺖ ﺑﺘ ﺼﺤﻴﺢ‬
‫إﺟﺎﺑﺎت اﻟﻄﺎﻟﺒﺎت ﻟﻜﻞ ﻣﻦ اﺧﺘﺒﺎر اﻟﺘﺤﺼﻴﻞ اﻟﻌﻠﻤﻲ واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪0‬‬
‫ﻩ‪ -‬اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ ‪-:‬‬
‫درﺳﺖ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟ ﻀﺎﺑﻄﺔ اﻟﻔ ﺼﻮل ) اﻟﺨﺎﻣ ﺴﺔ ‪ ،‬اﻟ ﺴﺎدﺳﺔ ‪ ،‬اﻟ ﺴﺎﺑﻌﺔ ‪،‬‬
‫اﻟﺜﺎﻣﻨ ﺔ ( ﻣ ﻦ آﺘ ﺎب ﻋﻠ ﻢ اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ اﻷول ‪،‬ط‪،1‬ﻟﻌ ﺎم ‪2009‬ﻓ ﻲ ﻣﺘﻮﺳ ﻄﺔ‬
‫اﻟﺠﻤﻬﻮرﻳﺔ ﻟﻠﺒﻨﺎت ‪0‬‬
‫و‪ -‬اﺛﺮ اﻹﺟﺮاءات اﻟﺘﺠﺮﻳﺒﻴﺔ ‪-:‬‬
‫آﺎﻧﺖ اﻟﺒﺎﺣﺜﺔ ﻣﺪرﺳﺔ ﻋﻠﻰ ﻣﻼك اﻟﻤﺪرﺳﺔ ﻣﻨﺬ ﺑﺪء اﻟﻌ ﺎم اﻟﺪراﺳ ﻲ ‪ ،‬ﻟ ﺬﻟﻚ آ ﺎن ﺗ ﺪرﻳﺲ‬
‫اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ ﻓ ﻲ ﻇ ﺮوف ﺗﻌﻠﻴﻤﻴ ﺔ ﻃﺒﻴﻌﻴ ﺔ دون ﺷ ﻌﻮر اﻟﻄﺎﻟﺒ ﺎت ﺑ ﺄﻧﻬﻦ ﻣﻌﺮﺿ ﺎت‬
‫ﻟﻠﺘﺠﺮﺑﺔ ‪0‬‬
‫ط‪ -‬اﻟﻔﺘﺮة اﻟﺰﻣﻨﻴﺔ اﻟﻤﺴﺘﻐﺮﻗﺔ ﻟﻠﺘﺠﺮﺑﺔ ‪-:‬‬
‫ﺑﺪأ ﺗ ﺪرﻳﺲ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ اﺑﺘ ﺪاءًا ﻣ ﻦ) ‪ ( 2009/3/10‬وﻟﻐﺎﻳ ﺔ )‬
‫‪ ( 2010/5/10‬اﻟﻔ ﺼﻞ اﻟﺜ ﺎﻧﻲ ﻣ ﻦ اﻟﻌ ﺎم اﻟﺪراﺳ ﻲ‪ 2010/2009‬ﺑﻤ ﺎ ﻓﻴﻬ ﺎ اﻻﺧﺘﺒ ﺎر‬
‫أﻟﺒﻌﺪي ‪0‬‬
‫ف‪ -‬اﻟﺒﻴﺌﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﺼﻒ اﻟﺪراﺳﻲ ‪-:‬‬
‫ﺗﻢ ﺗﺪرﻳﺲ اﻟﻄﺎﻟﺒﺎت ﻓﻲ ﻣﺨﺘﺒﺮ اﻷﺣﻴﺎء ‪0‬‬
‫ق‪ -‬اﻟﺤﺼﺺ اﻟﺪراﺳﻴﺔ ‪-:‬‬
‫درﺳﺖ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟ ﻀﺎﺑﻄﺔ ﺑﻮاﻗ ﻊ ﺣ ﺼﺘﻴﻦ ﻟﻜ ﻞ ﻣﺠﻤﻮﻋ ﺔ ﻓ ﻲ اﻷﺳ ﺒﻮع‬
‫وآﺎﻧﺖ اﻟﺤﺼﺺ اﻷوﻟﻰ ﻣﻦ اﻟﻴﻮم اﻟﺪراﺳﻲ‪0‬‬
‫ﺳﺎدﺳًﺎ‪ -‬ﻣﺴﺘﻠﺰﻣﺎت اﻟﺒﺤﺚ ‪-:‬‬
‫أ‪ -‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ‬
‫ب‪ -‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫ج‪ -‬إﻋﺪاد ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫د‪ -‬إﻋﺪاد اﻟﺨﻄﻂ اﻟﺘﺪرﻳﺴﻴﺔ‬
‫أ‪ -‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ ‪-:‬‬
‫ﺣﺪدت اﻟﺒﺎﺣﺜﺔ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ اﻟﺘﻲ ﺗﻘﻮم ﺑﺘﺪرﻳﺴﻬﺎ ﻟﻌﻴﻨﺔ اﻟﺒﺤﺚ اﻷرﺑﻊ ﻓﺼﻮل ﻣﻦ آﺘ ﺎب‬
‫ﻋﻠﻢ اﻷﺣﻴﺎء ﻟﻠ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ اﻟﻤﻌﺘﻤ ﺪ ﻟﻠﻌ ﺎم اﻟﺪراﺳ ﻲ ) ‪ ، (2010/2009‬ﻓﻌﻤﻠﻴ ﺔ‬
‫ﺗﺤﺪﻳﺪ ﻣﺎدة اﻟﺪراﺳﺔ واﺧﺘﻴﺎرهﺎ وﺗﺮﺗﻴﺒﻬﺎ ﺿﺮوري ﺟﺪًا ﻓ ﻲ ﺗﺤﺪﻳ ﺪ اﻷه ﺪاف اﻟﺘﺮﺑﻮﻳ ﺔ )‬
‫ﻣﺎﺟﺪة وﺁﺧﺮون ‪ ، 2001 ،‬ص‪( 40‬‬
‫ب‪ -‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ‪-:‬‬
‫إن اﻟﺨﻄﻮة اﻷوﻟ ﻰ ﻓ ﻲ إﻋ ﺪاد اﻟﺨﻄ ﻂ اﻟﺪراﺳ ﻴﺔ واﻷﺧﺘﺒ ﺎرات اﻟﺘﺤ ﺼﻴﻠﻴﺔ ه ﻲ ﺻ ﻴﺎﻏﺔ‬
‫اﻷﻏ ﺮاض اﻟ ﺴﻠﻮآﻴﺔ ‪ ،‬وه ﻲ اﻟﻤﻌﻴ ﺎر اﻷﺳﺎﺳ ﻲ ﻓ ﻲ ﺗﻘ ﻮﻳﻢ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ) هﻨ ﺪام ‪،‬‬
‫‪ ، 1982‬ص‪ ( 135‬ﻟ ﺬﻟﻚ ﺗ ﻢ آﺘﺎﺑ ﺔ ) ‪ ( 145‬ﻏﺮﺿ ًﺎ ﺳ ﻠﻮآﻴًﺎ ﻟﻤﺤﺘ ﻮى اﻟﻔ ﺼﻮل )‬
‫اﻟﺨ ﺎﻣﺲ ‪ ،‬اﻟ ﺴﺎدس ‪ ،‬اﻟ ﺴﺎﺑﻊ ‪ ،‬اﻟﺜ ﺎﻣﻦ ( ﻣ ﻦ آﺘ ﺎب اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ‪،‬‬
‫اﻟﻄﺒﻌ ﺔ اﻷوﻟ ﻰ ‪ ،2009 ،‬ﺿ ﻤﻦ اﻟﺠﺎﻧ ﺐ اﻟﻤﻌﺮﻓ ﻲ ) اﻟﺘ ﺬآﺮ ‪ ،‬اﻷﺳ ﺘﻴﻌﺎب ‪ ،‬اﻟﺘﻄﺒﻴ ﻖ ‪،‬‬
‫اﻟﺘﺤﻠﻴﻞ ‪ ،‬اﻟﺘﺮآﻴ ﺐ ‪ ،‬اﻟﺘﻘ ﻮﻳﻢ ( ﺛ ﻢ ﻋﺮﺿ ﻬﺎ ﻋﻠ ﻰ ﻋ ﺪد ﻣ ﻦ اﻟﺨﺒ ﺮاء ﻣﻠﺤ ﻖ ) ‪ ( 4‬ﻟﺒﻴ ﺎن‬
‫رأﻳﻬﻢ ﻓﻲ ﻣﺪى ﺻﻼﺣﻴﺘﻬﺎ وﺷﻤﻮﻟﻬﺎ ﻟﻤﺤﺘﻮى اﻟﻤ ﺎدة اﻟﺪراﺳ ﻴﺔ ‪ ،‬وﻓ ﻲ ﺿ ﻮء اﻟﺘﻌ ﺪﻳﻼت‬
‫واﻟﻤﻼﺣﻈﺎت ﺻﻴﻐﺖ ﺑﺼﻮرﺗﻬﺎ اﻟﻨﻬﺎﺋﻴﺔ ﻣﻠﺤﻖ ) ‪ ، ( 5‬وﻳﺒﻴﻦ اﻟﺠﺪول أدﻧ ﺎﻩ اﻷﻏ ﺮاض‬
‫اﻟﺴﻠﻮآﻴﺔ ﻋﻠﻰ وﻓﻖ ﻣﺴﺘﻮﻳﺎت ﺑﻠﻮم ‪0‬‬
‫ﺟﺪول ) ‪( 9‬‬
‫ﻳﻮﺿﺢ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ﻋﻠﻰ وﻓﻖ ﻣﺴﺘﻮﻳﺎت ﺑﻠﻮم ﻓﻲ اﻟﻔﺼﻮل ) اﻟﺨﺎﻣﺲ‬
‫‪،‬اﻟﺴﺎدس ‪،‬اﻟﺴﺎﺑﻊ ‪،‬اﻟﺜﺎﻣﻦ (‬
‫اﻟﻤﺴﺘﻮى‬
‫اﻟﻔﺼﻞ‬
‫اﻟﺘﺬآﺮ‬
‫اﻷﺳﺘﻴﻌﺎب‬
‫اﻟﺘﻄﺒﻴﻖ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫اﻟﺘﺮآﻴﺐ‬
‫اﻟﺘﻘﻮﻳﻢ‬
‫اﻟﻤﺠﻤﻮع‬
‫اﻟﻤﺤﺘﻮى‬
‫اﻹﻧﺴﺎن‬
‫واﻟﻮراﺛﺔ‬
‫اﻟﺨﺎﻣﺲ‬
‫‪11‬‬
‫‪4‬‬
‫‪2‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪22‬‬
‫آﻴﻒ ﺗﻌﻤﻞ‬
‫أﺟﺴﺎم‬
‫اﻟﻜﺎﺋﻨﺎت‬
‫اﻟﺤﻴﺔ‬
‫اﻟﺴﺎدس‬
‫‪12‬‬
‫‪8‬‬
‫‪4‬‬
‫‪6‬‬
‫‪2‬‬
‫‪1‬‬
‫‪33‬‬
‫اﻟﺴﺎﺑﻊ‬
‫‪19‬‬
‫‪15‬‬
‫‪4‬‬
‫‪5‬‬
‫‪5‬‬
‫‪3‬‬
‫‪51‬‬
‫اﻟﺜﺎﻣﻦ‬
‫‪16‬‬
‫‪17‬‬
‫‪1‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪39‬‬
‫‪58‬‬
‫‪44‬‬
‫‪11‬‬
‫‪17‬‬
‫‪9‬‬
‫‪6‬‬
‫‪145‬‬
‫ﻣﻜﻮﻧﺎت‬
‫اﻟﺒﻴﺌﺔ‬
‫اﻹﺳﻌﺎﻓﺎت‬
‫اﻷوﻟﻴﺔ‬
‫اﻟﻤﺠﻤﻮع‬
‫ج‪ -‬إﻋﺪاد ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪-:‬‬
‫ﻟﻘﺪ ﺗﻢ إﻋﺪاد ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ ﺿ ﻮء اﻷﻏ ﺮاض اﻟ ﺴﻠﻮآﻴﺔ ‪ ،‬ﻓﻘ ﺪ ﺗ ﻢ‬
‫إﻋﺪاد ) ‪ ( 118‬ﻣﻨﺸﻄﺔ ﺑﻨﻮﻋﻴﻬﺎ اﻟﻤﻨﻔﺼﻠﺔ واﻟﻤﺘﻀﻤﻨﺔ وهﻲ ) ﺻﻴﺎﻏﺔ اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪ ،‬اﻟﺼﻮر اﻟﺤ ﺴﻴﺔ اﻟﻤﺎدﻳ ﺔ ‪ ،‬ﺧﺎرﻃ ﺔ اﻟﻤﻔ ﺎهﻴﻢ ‪ ،‬اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ‪ ،‬إﻋ ﺎدة اﻟ ﺼﻴﺎﻏﺔ‬
‫ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص ‪ ،‬اﻟﺘﺸﺒﻴﻬﺎت ) اﻟﻤﻘﺎرﻧﺎت ( ‪ ،‬اﺧﺘﻴﺎر اﻷﻓﻜﺎر اﻟﻤﻬﻤﺔ ‪ ،‬اﻟﺘﺨﻴﻞ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﻤﻌﻠﻮﻣ ﺎت ‪ ،‬آﺘﺎﺑ ﺔ اﻟﻤﻠﺨ ﺼﺎت وﺗ ﺼﻤﻴﻢ اﻟﻤﺨﻄﻄ ﺎت ( ﻟﺜﻤ ﺎﻧﻲ ٳﺳ ﺘﺮاﺗﻴﺠﺎت اﻹدراك‬
‫هﻲ ) اﻟﺘﺠﻤﻴﻊ ‪ ،‬اﻟﺘﻨﻈﻴﻢ ‪ ،‬اﻟﺘﻜﺮار ‪ ،‬اﻟﺘﻔﺴﻴﺮ ‪ ،‬اﻟﺘﺤﻠﻴﻞ ‪ ،‬اﻟﺘﺨﻴﻞ ‪ ،‬اﻟﺮﺑﻂ واﻷﺳﺘﺮﺟﺎع (‬
‫وﻗﺪ ﺗﻢ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﻋﺪد ﻣﻦ اﻟﻤﺘﺨﺼﺼﻴﻦ واﻟﺨﺒﺮاء ﻓﻲ هﺬا اﻟﻤﺠ ﺎل ﻟﻠﺘﺄآ ﺪ ﻣ ﻦ ﻣ ﺪى‬
‫ﺳﻼﻣﺘﻬﺎ ‪ ،‬وﻗﺪ ﺻﻴﻐﺖ ﺑﺼﻮرﺗﻬﺎ اﻟﻨﻬﺎﺋﻴﺔ ﻓ ﻲ ﺿ ﻮء اﻟﺘﻌ ﺪﻳﻼت اﻟﻤﻘﺘﺮﺣ ﺔ ﻣﻠﺤ ﻖ ) ‪( 8‬‬
‫‪0‬‬
‫د‪ -‬إﻋﺪاد اﻟﺨﻄﻂ اﻟﺘﺪرﻳﺴﻴﺔ ‪-:‬‬
‫إن اﻟﺘﺨﻄﻴﻂ اﻟﺠﻴﺪ ﺷ ﺮﻃًﺎ ﺿ ﺮورﻳًﺎ ﻟﻠﺘ ﺪرﻳﺲ اﻟﺠﻴ ﺪ ) آﺮاﺟ ﻪ ‪ ، ( 63 ، 1997 ،‬وه ﻮ‬
‫ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﺗﺴﺒﻖ ﻣﺮﺣﻠﺔ اﻟﺘﻨﻔﻴﺬ وﺑﻬﺎ ﻳﺤﺪد اﻟﻤﻌﻠﻢ ﻣﺎ ﻳﺮﻳﺪ اآﺘﺴﺎﺑﻪ ﻟﺘﻼﻣﻴﺬﻩ ) اﻟﺮﺷﻴﺪي‬
‫وﺁﺧ ﺮون ‪ ، ( 35 ، 1999 ،‬ﻓﻬ ﻮ ﻳﻬ ﺪف إﻟ ﻰ دراﺳ ﺔ اﻹﻣﻜﺎﻧ ﺎت واﻟﻤ ﻮارد اﻟﻤﺘ ﻮاﻓﺮة‬
‫وﺗﺤﺪﻳﺪ اﻹﺟﺮاءات ﻹﺳﺘﻐﻼﻟﻬﺎ ﻟﺘﺤﻘﻴﻖ أه ﺪاف ﻣﺮﺟ ﻮة ﺧ ﻼل ﻣ ﺪة زﻣﻨﻴ ﺔ ﻣﻌﻴﻨ ﺔ ) ﻋﺒ ﺪ‬
‫اﻟﺴﻼم ‪ ، ( 71 ، 2001 ،‬ﻟﺬﻟﻚ ﻗﺎﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺑﺄﻋ ﺪاد ) ‪ ( 16‬ﺧﻄ ﺔ دراﺳ ﻴﺔ ﻋﻠ ﻰ وﻓ ﻖ‬
‫ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﺜﻠﻬ ﺎ ﻟﻠﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ ﻋﻠ ﻰ وﻓ ﻖ اﻟﻄﺮﻳﻘ ﺔ‬
‫اﻻﻋﺘﻴﺎدﻳﺔ ‪ ،‬وﺑﻌﺪ ﻋﺮض ﻧﻤﺎذج ﻣﻦ اﻟﺨﻄ ﻂ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﻋﻠ ﻰ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ‬
‫اﻟﻤﺘﺨﺼ ﺼﻴﻦ واﻟﺨﺒ ﺮاء ‪ ،‬ﺗ ﻢ ﺻ ﻮغ اﻟﺨﻄ ﻂ ﺑﺎﻟ ﺼﻴﻐﺔ اﻟﻨﻬﺎﺋﻴ ﺔ ﺑﻌ ﺪ إﺟ ﺮاء اﻟﺘﻌ ﺪﻳﻼت‬
‫اﻟﻤﻘﺘﺮﺣﺔ ﻋﻠﻴﻬﺎ ‪ ،‬ﻣﻠﺤﻖ ) ‪0 ( 7 ) ( 6‬‬
‫ﺳﺎﺑﻌ ًﺎ‪ -‬أدوات اﻟﺒﺤﺚ ‪-:‬‬
‫وه ﻲ اﻟﻮﺳ ﻴﻠﺔ اﻟﺘ ﻲ ﻳﺠﻤ ﻊ ﺑﻬ ﺎ اﻟﺒﺎﺣ ﺚ ﺑﻴﺎﻧﺎﺗ ﻪ ﻟﻜ ﻲ ﻳ ﺴﺘﻄﻴﻊ أن ﻳﺤ ﻞ ﻣ ﺸﻜﻠﺔ اﻟﺒﺤ ﺚ‬
‫واﻟﺘﺤﻘ ﻖ ﻣ ﻦ ﻓﺮﺿ ﻴﺎﺗﻪ ) دوﻳ ﺪري ‪ ، 2002 ،‬ص‪ ، ( 305‬وﺑﻤ ﺎ إن اﻟﺒﺤ ﺚ اﻟﺤ ﺎﻟﻲ‬
‫ﻳﻬﺪف إﻟﻰ ﻣﻌﺮﻓﺔ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ ﻓﻲ ﺗﺤﺼﻴﻞ ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول‬
‫ﻣﺘﻮﺳﻂ وﺗﻨﻤﻴﺔ ﻗﺪراﺗﻬﻦ اﻟﻌﻘﻠﻴﺔ ﻓﻲ ﻣﺎدة ﻋﻠﻢ اﻷﺣﻴﺎء ‪ ،‬ﻟﺬﻟﻚ أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ أداﺗ ﻴﻦ هﻤ ﺎ‬
‫آﺎﻵﺗﻲ ‪-:‬‬
‫أ‪ -‬ﺑﻨﺎء اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ب‪ -‬ﺑﻨﺎء اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫أ‪ -‬اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ ‪-:‬‬
‫ﻟﻘﺪ ﻗﺎﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺑﺄﻋﺪاد هﺬا اﻻﺧﺘﺒﺎر ﺑﻨﻔﺴﻬﺎ وذﻟﻚ ﻣﻦ ﺧﻼل اﻹﺟﺮاءات اﻵﺗﻴﺔ ‪-:‬‬
‫‪ -1‬ﺗﺤﺪﻳﺪ هﺪف اﻻﺧﺘﺒﺎر‪-:‬‬
‫اﻟﻬﺪف ﻣﻦ اﻻﺧﺘﺒﺎر هﻮ ﻗﻴﺎس ﻣﺴﺘﻮى ﺗﺤﺼﻴﻞ اﻟﻄﺎﻟﺒﺎت ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﻟﻤﺎدة اﻷﺣﻴﺎء ‪0‬‬
‫‪ -2‬ﺗﺤﺪﻳﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ ‪-:‬‬
‫ﺗﺤﺪدت اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ ﺑﺎﻟﻔﺼﻮل اﻷرﺑﻌﺔ اﻷﺧﻴﺮة ﻟﻜﺘﺎب اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ‬
‫اﻟﻤﻘﺮر ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ) ‪ ، ( 2010/2009‬اﻟﻄﺒﻌﺔ اﻷوﻟﻰ ‪0 2009 ،‬‬
‫‪ -3‬ﺻﻴﺎﻏﺔ اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ‪-:‬‬
‫ﺑﻌ ﺪ ﻗ ﺮاءة اﻟﺒﺎﺣﺜ ﺔ ﻟﻔ ﺼﻮل اﻟﻜﺘ ﺎب وﺑ ﺼﻮرة ﻣﻌﻤﻘ ﺔ ‪ ،‬ﻗﺎﻣ ﺖ ﺑ ﺼﻴﺎﻏﺔ اﻷﻏ ﺮاض‬
‫اﻟ ﺴﻠﻮآﻴﺔ ﻟﻠﻤﺠ ﺎل اﻟﻤﻌﺮﻓ ﻲ ﻟﺒﻠ ﻮم وﺿ ﻤﻦ اﻟﻤ ﺴﺘﻮﻳﺎت اﻟ ﺴﺘﺔ ) اﻟﺘ ﺬآﺮ ‪ ،‬اﻻﺳ ﺘﻴﻌﺎب ‪،‬‬
‫اﻟﺘﻄﺒﻴﻖ ‪ ،‬اﻟﺘﺤﻠﻴ ﻞ ‪ ،‬اﻟﺘﺮآﻴ ﺐ ‪ ،‬اﻟﺘﻘ ﻮﻳﻢ ( وﺑﻮاﻗ ﻊ ) ‪ ( 6 ،9 ،17 ،11، 44 ، 58‬ه ﺪﻓ ًﺎ‬
‫ﻋﻠﻰ اﻟﺘﻮاﻟﻲ ‪ ،‬وﺑﺬﻟﻚ ﻳﺼﺒﺢ اﻟﻤﺠﻤﻮع اﻟﻜﻠﻲ ﻟﻸهﺪاف ) ‪ ، ( 145‬وﺑﻌﺪ ذﻟﻚ ﺗﻢ ﻋ ﺮض‬
‫اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ﻣﻊ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ﻟﻤﺎدة ﻋﻠﻢ اﻷﺣﻴﺎء ﻟﻠﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻋﻠﻰ‬
‫ﻧﺨﺒﺔ ﻣﻦ اﻟﺨﺒﺮاء واﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ ﻃﺮاﺋﻖ اﻟﺘﺪرﻳﺲ واﻟﺘﻘﻮﻳﻢ واﻟﻘﻴﺎس ) ﻣﻠﺤ ﻖ ) ‪( 4‬‬
‫‪ ،‬وﺑﻨﺎءًا ﻋﻠﻰ ﻣﻼﺣﻈﺎﺗﻬﻢ ﺗﻢ ﺗﻌﺪﻳﻞ ﺑﻌﺾ اﻷﻏ ﺮاض وإﻋ ﺎدة ﺻ ﻴﺎﻏﺔ اﻟ ﺒﻌﺾ اﻷﺧ ﺮ)‬
‫ﻣﻠﺤﻖ ) ‪( 5‬‬
‫‪ -4‬إﻋﺪاد ﺟﺪول ﻣﻮاﺻﻔﺎت ) اﻟﺨﺎرﻃﺔ اﻷﺧﺘﺒﺎرﻳﺔ ( ‪-:‬‬
‫ﺗﻌﺪ اﻟﺨﺎرﻃﺔ اﻷﺧﺘﺒﺎرﻳﺔ اﻟﻘﺎﺋﻤﺔ اﻟﺘﻲ ﺗﺮﺑﻂ اﻟﻬﺪف واﻟﻤﺤﺘﻮى ﻣ ﻦ ﺟﻬ ﺔ وﺗﺤ ﺪد اﻷﺳ ﺌﻠﺔ‬
‫اﻟﺘ ﻲ ﻣﺜﻠﻬ ﺎ ﻣ ﻦ ﺟﻬ ﺔ أﺧ ﺮى ) ﻋﺒ ﺪ اﻟﻬ ﺎدي ‪ ، 1999 ،‬ص‪ ، ( 100-99‬آﻤ ﺎ ﺗﻌ ﺪ ﻣ ﻦ‬
‫اﻟﺨﻄ ﻮات اﻟﻤﻬﻤ ﺔ ﻓ ﻲ إﻋ ﺪاد اﻻﺧﺘﺒ ﺎرات اﻟﺘﺤ ﺼﻴﻠﻴﺔ ﻟﻜﻮﻧﻬ ﺎ ﺗﻤﺜ ﻞ ﺟ ﺎﻧﺒﻲ اﻟﻤﺤﺘ ﻮى‬
‫واﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ﺑﺤﺴﺐ أوزان وأهﻤﻴﺔ آﻞ هﺪف ﻣﻨﻬﺎ ‪ ،‬ﻣﻤﺎ ﻳﻤﻜ ﻦ ﺗﻮزﻳ ﻊ ﻓﻘ ﺮات‬
‫اﻻﺧﺘﺒ ﺎر ﻋﻠ ﻰ اﻟﻤﻮﺿ ﻮﻋﺎت اﻟﺪراﺳ ﻴﺔ ﺑ ﺸﻜﻞ ﻣﺘ ﻮازن وﻣﻨﺘ ﺸﺮ ) إﻟﻬﻴﺘ ﻲ واﻟ ﺼﻮﻓﻲ ‪،‬‬
‫‪ ، ( 49 ، 2002‬ﻓﻬ ﻲ إذن ﺟ ﺪول ﺛﻨ ﺎﺋﻲ ﻳﺠﻤ ﻊ ﺑ ﻴﻦ اﻟﻤﺤﺘ ﻮى واﻷﻏ ﺮاض اﻟ ﺴﻠﻮآﻴﺔ‬
‫ﺑﺸﻜﻞ ﺧﺎص ﻓﻲ ﺑﻨﺎء اﺧﺘﺒﺎر ﻋﺎدل وﻣﺘﻮاﺋﻢ وﻣﺘﻮازن ) دوران ‪0 ( 29 ، 1985 ،‬‬
‫وﻗﺪ أﻋﺪت اﻟﺒﺎﺣﺜﺔ اﻟﺨﺎرﻃﺔ اﻷﺧﺘﺒﺎرﻳﺔ وﻓﻖ اﻟﺨﻄﻮات اﻵﺗﻴﺔ ‪-:‬‬
‫أ‪ -‬ﺗﺤﺪﻳﺪ أوزان اﻟﻔﺼﻮل اﻟﺪراﺳﻴﺔ واﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ‪-:‬‬
‫ﻟﻐﺮض ﺗﺤﺪﻳﺪ أوزان اﻟﻔﺼﻮل ﻓﻘﺪ ﺗﻢ اﻋﺘﻤﺎد ﻋﺪد اﻟﺤﺼﺺ اﻟﻤﻨﻔ ﺬة ﻟﺘ ﺪرﻳﺲ آ ﻞ ﻓ ﺼﻞ‬
‫دراﺳﻲ وﻗﺴﻤﺘﻪ ﻋﻠﻰ ﻋﺪد اﻟﺤﺼﺺ اﻟﻜﻠﻴﺔ اﻟﻤﻨﻔ ﺬة ﻓﻌﻠﻴ ًﺎ ﻟﺘ ﺪرﻳﺲ آ ﻞ اﻟﻔ ﺼﻮل ‪ ،‬وآﻤ ﺎ‬
‫هﻮ ﻣﻌﻠﻮم إن زﻣﻦ اﻟﺤﺼﺔ ه ﻮ ) ‪ ( 40‬دﻗﻴﻘ ﺔ واﺳ ﺘﺨﺪﻣﺖ اﻟﻌﻼﻗ ﺔ اﻵﺗﻴ ﺔ ﻟﻬ ﺬا اﻟﻐ ﺮض‬
‫أي ﺣﺴﺎب اﻟﻮزن ﻟﻠﻔﺼﻞ ‪-:‬‬
‫ﻋﺪد اﻟﺤﺼﺺ اﻟﻤﻨﻔﺬة ﻟﺘﺪرﻳﺲ اﻟﻔﺼﻞ‬
‫وزن اﻟﻔﺼﻞ = ————————————— × ‪100‬‬
‫ﻣﺠﻤﻮع اﻟﺤﺼﺺ اﻟﻤﻨﻔﺬة ﻟﺘﺪرﻳﺲ اﻟﻔﺼﻮل‬
‫وآﺎﻧ ﺖ اﻷوزان ﻟﻠﻔ ﺼﻮل اﻷرﺑﻌ ﺔ ﻋﻠ ﻰ اﻟﺘ ﻮاﻟﻲ ) ‪( %19 ، %25 ، %37 ، %19‬‬
‫ﻋﻠﻰ اﻟﺘﻮاﻟﻲ ‪ ،‬أﻣﺎ أوزان اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ اﻟﻤﻮﺿﻮﻋﻴﺔ ﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺠﺎل اﻟﻤﻌﺮﻓﻲ‬
‫واﻟﺘﻲ اﻋﺘﻤﺪﺗﻬﺎ اﻟﺒﺎﺣﺜﺔ وه ﻲ ) اﻟﺘ ﺬآﺮ ‪ ،‬اﻻﺳ ﺘﻴﻌﺎب ‪ ،‬اﻟﺘﻄﺒﻴ ﻖ ‪ ،‬اﻟﺘﺤﻠﻴ ﻞ ‪ ،‬اﻟﺘﺮآﻴ ﺐ ‪،‬‬
‫اﻟﺘﻘﻮﻳﻢ ( ﺣﺴﺐ ﺗﺼﻨﻴﻒ ﺑﻠﻮم ‪ ،‬ﻓﻘﺪ ﺗﻢ ﺣﺴﺎﺑﻬﺎ ﻣﻦ ﺧﻼل ﻋﺪد اﻷﻏ ﺮاض اﻟ ﺴﻠﻮآﻴﺔ ﻟﻜ ﻞ‬
‫ﻣﺴﺘﻮى ﻣﻦ اﻟﻤ ﺴﺘﻮﻳﺎت ﻣﻘ ﺴﻮﻣ ًﺎ ﻋﻠ ﻰ ﻣﺠﻤ ﻮع اﻷﻏ ﺮاض اﻟ ﺴﻠﻮآﻴﺔ اﻟﻜﻠﻴ ﺔ اﻟ ﺴﺘﺔ وﻓﻘ ﺂ‬
‫ﻟﻠﻌﻼﻗﺔ اﻵﺗﻴﺔ ‪-:‬‬
‫ﻋﺪد اﻷﻏﺮاض اﻟﺨﺎﺻﺔ ﺑﻜﻞ ﻓﺼﻞ‬
‫وزن اﻟﻤﺴﺘﻮى = ——————————— × ‪100‬‬
‫ﻋﺪد اﻷﻏﺮاض اﻟﻜﻠﻲ‬
‫وﻗﺪ آﺎﻧ ﺖ اﻷوزان )‪ ( %4 ، %6 ، %12 ، %8 ، %30 ، %40‬ﻟﻠﻤ ﺴﺘﻮﻳﺎت اﻟ ﺴﺘﺔ‬
‫وﺑﺎﻟﺘﻮاﻟﻲ آﻤﺎ ﻣﻮﺿﺢ ﺑﺎﻟﺠﺪول أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 10‬‬
‫ﻳﻮﺿﺢ ﻋﺪد اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ وأوزاﻧﻬﺎ ﻣﻮزﻋﺔ ﻋﻠﻰ اﻟﻔﺼﻮل‬
‫اﻟﻤﺴﺘﻮى‬
‫اﻟﻔﺼﻞ‬
‫اﻟﺘﺬآﺮ‬
‫‪%40‬‬
‫اﻻﺳﺘﻴﻌﺎب‬
‫‪%30‬‬
‫اﻟﺘﻄﺒﻴﻖ‬
‫‪%8‬‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫‪%12‬‬
‫اﻟﺘﺮآﻴﺐ‬
‫‪%6‬‬
‫اﻟﺘﻘﻮﻳﻢ‬
‫‪%4‬‬
‫اﻟﻤﺠﻤﻮع‬
‫‪%100‬‬
‫اﻟﻮزن‬
‫اﻟﻤﺆي‬
‫اﻟﻤﺤﺘﻮى‬
‫اﻹﻧﺴﺎن‬
‫واﻟﻮراﺛﺔ‬
‫اﻟﺨﺎﻣﺲ‬
‫‪11‬‬
‫‪4‬‬
‫‪2‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪22‬‬
‫‪%15‬‬
‫آﻴﻒ ﺗﻌﻤﻞ‬
‫أﺟﺴﺎم‬
‫اﻟﻜﺎﺋﻨﺎت‬
‫اﻟﺤﻴﺔ‬
‫اﻟﺴﺎدس‬
‫‪12‬‬
‫‪8‬‬
‫‪4‬‬
‫‪6‬‬
‫‪2‬‬
‫‪1‬‬
‫‪33‬‬
‫‪%23‬‬
‫اﻟﺴﺎﺑﻊ‬
‫‪19‬‬
‫‪15‬‬
‫‪4‬‬
‫‪5‬‬
‫‪5‬‬
‫‪3‬‬
‫‪51‬‬
‫‪%35‬‬
‫اﻟﺜﺎﻣﻦ‬
‫‪16‬‬
‫‪17‬‬
‫‪1‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪39‬‬
‫‪%27‬‬
‫‪58‬‬
‫‪44‬‬
‫‪11‬‬
‫‪17‬‬
‫‪9‬‬
‫‪6‬‬
‫‪145‬‬
‫‪%100‬‬
‫ﻣﻜﻮﻧﺎت‬
‫اﻟﺒﻴﺌﺔ‬
‫اﻹﺳﻌﺎﻓﺎت‬
‫اﻷوﻟﻴﺔ‬
‫اﻟﻤﺠﻤﻮع‬
‫ب‪ -‬ﻗ ﺮرت اﻟﺒﺎﺣﺜ ﺔ إﻋ ﺪاد ) ‪ ( 24‬ﻓﻘ ﺮة اﺧﺘﺒﺎرﻳ ﻪ ﻓﻘ ﻂ ﺑﻌ ﺪ اﻹﻃ ﻼع ﻋﻠ ﻰ اﻟﺪراﺳ ﺎت‬
‫واﻷدﺑﻴ ﺎت اﻟﻤﺘﺨﺼ ﺼﺔ ‪ ،‬وﺗﺒ ﺎدل اﻵراء ﻣ ﻊ ﻣﺪرﺳ ﺎت اﻟﻤ ﺎدة ‪،‬ﺑﺤﻴ ﺚ ﻳﺠ ﺐ أن ﻳﻜ ﻮن‬
‫ﻃﻮل اﻻﺧﺘﺒﺎر ﻣﻼﺋﻤ ًﺎ ﻟﻌﻤﺮ وﻣﺴﺘﻮى اﻟﻄﺎﻟﺒﺎت ‪ ،‬وﻗﺪ اﺳﺘﺨﺪﻣﺖ اﻟﻤﻌﺎدﻟﺔ اﻵﺗﻴﺔ ‪-:‬‬
‫ﻋ ﺪد اﻷﺳ ﺌﻠﺔ ﻟﻜ ﻞ ﺧﻠﻴ ﺔ = ﻋ ﺪد ﻓﻘ ﺮات اﻻﺧﺘﺒ ﺎر اﻟﻜﻠ ﻲ × وزن اﻟﻔ ﺼﻞ × وزن‬
‫اﻟﻤﺴﺘﻮى اﻟﻤﻌﺮﻓﻲ ‪0‬‬
‫وذﻟﻚ ﻟﻐﺮض ﺗﻐﻄﻴﺔ اﻟﻔﻘﺮات اﻷﺧﺘﺒﺎرﻳﺔ ﻟﻸﻏﺮاض اﻟﺴﻠﻮآﻴﺔ وﻣﺤﺘﻮى اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ‬
‫وﺗﻮزﻳﻌﻬﺎ ﺣﺴﺐ وزن اﻟﻔﺼﻮل اﻟﺪراﺳﻴﺔ واﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﻌﺮﻓﻴﺔ اﻟﻤﻮﺿﺤﺔ ﻓ ﻲ اﻟﺠ ﺪول‬
‫أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 11‬‬
‫ﻳﻮﺿﺢ اﻟﺨﺎرﻃﺔ اﻷﺧﺘﺒﺎرﻳﺔ ﺗﻮﺿﺢ ﻋﺪد اﻟﻔﻘﺮات اﻷﺧﺘﺒﺎرﻳﺔ ﻣﻮزﻋﺔ ﺣﺴﺐ اﻟﻔﺼﻮل‬
‫اﻟﺪراﺳﻴﺔ‬
‫اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫اﻟﻤﺤﺘﻮى اﻟﺪراﺳﻲ‬
‫اﻟﻤﺴﺘﻮى‬
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‫اﻟﺘﺮآﻴﺐ‬
‫اﻟﺘﻘﻮﻳﻢ‬
‫اﻟﻤﺠﻤﻮع‬
‫اﻻﺳﺘﻴﻌﺎب اﻟﺘﻄﺒﻴﻖ‬
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‫‪2‬‬
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‫اﻟﻤﺠﻤﻮع‬
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‫‪%100‬‬
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‫‪1‬‬
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‫‪ -5‬ﺻﻴﺎﻏﺔ ﻓﻘﺮات ا ﺧﺘﺒﺎر وﺗﻌﻠﻴﻤﺎﺗﻪ ‪-:‬‬
‫ﻳﺘﻄﻠﺐ إﻋ ﺪاد اﻻﺧﺘﺒ ﺎر ﻃﺮاﺋ ﻖ ﻣﻨﻬﺠﻴ ﺔ ﺗﺘﻔ ﻖ واﻟﻬ ﺪف ﻣ ﻦ ا ﺧﺘﺒ ﺎر واﻟﻔﺌ ﺔ اﻟﻤ ﺴﺘﻬﺪﻓﺔ‬
‫واﻟﻤﻮﺿﻮع اﻟﻤﺮاد ﻗﻴﺎﺳﻪ ) ﺻﺒﺎرﻳﻨﻲ ‪ ، 1995 ،‬ص‪0 ( 63‬‬
‫وﻟﻘﺪ اﺧﺘﺎرت اﻟﺒﺎﺣﺜﺔ ا ﺧﺘﺒﺎرات اﻟﻤﻮﺿﻮﻋﻴﺔ وذﻟﻚ ﻷن ﻟﻬﺎ ﻋﺪة ﺻﻔﺎت وهﻲ اﻹﺟﺎﺑ ﺔ‬
‫اﻟﻐﻴ ﺮ ﻗﺎﺑﻠ ﺔ ﻟﻠﺘﺄوﻳ ﻞ ﻣ ﻦ ﻗﺒ ﻞ اﻟﻤ ﺪرس ﻓﺄﻣ ﺎ ﺗﻜ ﻮن ﺻ ﺤﻴﺤﺔ أو ﺧﺎﻃﺌ ﺔ ‪ ،‬أي ﻻ ﺗﺨ ﻀﻊ‬
‫ﻟﻤﺰاﺟﻪ ‪ ،‬وآﺬﻟﻚ ﺗﻐﻄﻴﺘﻬﺎ ﻟﺠﻤﻴﻊ أﺟﺰاء اﻟﻤﻮﺿﻮع اﻟﺪراﺳﻲ ) اﻟﻜﻠﺰة وﺣ ﺴﻦ ‪1987 ،‬‬
‫‪ ،‬ص‪ ، ( 188‬ﻓﻘﺪ اﺧﺘﺎرت ا ﺧﺘﻴﺎر ﻣﻦ ﻣﺘﻌﺪد آﺄداة ﻟﻠﺒﺤﺚ اﻟﺬي ﻳﺴﺘﻌﻤﻞ ﻋ ﺎدة ﻟﻘﻴ ﺎس‬
‫اﻟﻤﺴﺘﻮى اﻟﻤﻌﺮﻓﻲ ﻟﻠﻤﺘﻌﻠﻢ وﻷﻧﻪ ﻳﺘﺼﻒ ﺑﺎﻟﺘﺸﻮﻳﻖ وﻳﻤﻜﻦ اﻹﺟﺎﺑ ﺔ ﻋﻨ ﻪ ﺑﻮﻗ ﺖ ﻗ ﺼﻴﺮ )‬
‫اﻟ ﺼﺎﻧﻊ ‪ ، 2000 ،‬ص‪ ( 31‬وآ ﺬﻟﻚ ﺗ ﻮﻓﺮ اﻟﺤﺮﻳ ﺔ ﻟﻠﻄﺎﻟ ﺐ ﻓ ﻲ أن ﻳﺨﺘ ﺎر أي ﻣ ﻦ‬
‫اﻹﺟﺎﺑﺎت اﻟﻤﻘﺘﺮﺣﺔ هﻲ اﻷﻓﻀﻞ واﻷآﺜﺮ ﺻﺤﺔ وﺻ ﻮاب ) أﻟﻌﺒﻴ ﺪي وﺣﻨ ﺎن ‪، 1970،‬‬
‫ص‪، ( 123‬ه ﺬا ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ اﺗ ﺼﺎﻓﻬﺎ ﺑﺎﻟ ﺸﻤﻮﻟﻴﺔ واﻟ ﺼﺪق واﻟﻤﻮﺿ ﻮﻋﻴﺔ وﺳ ﻬﻮﻟﺔ‬
‫اﻷﻋﺪاد وا ﻗﺘﺼﺎد ﺑﺎﻟﺠﻬﺪ واﻟﻮﻗﺖ ﻋﻨﺪ اﻟﺘﺼﺤﻴﺢ ) ﻋﺰﻳﺰ وﺁﺧ ﺮون ‪ ، 1989 ،‬ص‪65‬‬
‫(‪0‬‬
‫ﺣﻴ ﺚ أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ ) ‪ ( 24‬ﻓﻘ ﺮة اﺧﺘﺒﺎرﻳ ﻪ ‪ ،‬إﺣ ﺪى ه ﺬﻩ اﻟﺒ ﺪاﺋﻞ ﺻ ﺤﻴﺤﺔ واﻟﺒ ﺪاﺋﻞ‬
‫اﻟﺜﻼﺛﺔ اﻷﺧﺮى ﺧﺎﻃﺌﺔ ‪ ،‬ﺣﻴﺚ ﺗﻌﻄﻰ درﺟﺔ واﺣﺪة ﻟﻺﺟﺎﺑ ﺔ اﻟ ﺼﺤﻴﺤﺔ وﺻ ﻔﺮ ﻟﻺﺟﺎﺑ ﺔ‬
‫اﻟﺨﺎﻃﺌ ﺔ أو اﻟﻤﺘﺮوآ ﺔ ‪ ،‬وﺑﻬ ﺬا ﺗﻜ ﻮن أﻋﻠ ﻰ درﺟ ﺔ اﺧﺘﺒ ﺎر ) ‪ ( 24‬درﺟ ﺔ واﻗ ﻞ درﺟ ﺔ‬
‫اﺧﺘﺒﺎر هﻲ ) ﺻﻔﺮ ( درﺟﺔ ‪ ،‬هﺬا واﻋﺪت اﻟﺒﺎﺣﺜﺔ ﺗﻌﻠﻴﻤﺎت ﺗﻮﺿﺢ آﻴﻔﻴﺔ اﻹﺟﺎﺑﺔ ﻋﻠ ﻰ‬
‫اﻟﻔﻘ ﺮات ﻓ ﻲ ورﻗ ﺔ اﻹﺟﺎﺑ ﺔ ‪ ،‬ﺣﻴ ﺚ آﺎﻧ ﺖ اﻟﺘﻌﻠﻴﻤ ﺎت واﺿ ﺤﺔ وﻣﻔﻬﻮﻣ ﺔ ‪ ،‬آﻤ ﺎ أﻋ ﺪت‬
‫ﻣﻔﺘﺎح اﻹﺟﺎﺑﺔ ﻟ ﺧﺘﺒﺎر ﻣﻠﺤﻖ ) ‪ -10‬ب( ‪0‬‬
‫‪ -6‬ﺻﺪق اﻷﺧﺘﺒﺎر ‪-:‬‬
‫إذا اﺳﺘﻄﺎع اﻷﺧﺘﺒﺎر أن ﻳﻘﻴﺲ ﻣﺎ اﻓﺘﺮﺿﺖ أن ﻳﻘﻴﺴﻪ ﻳﻌﺪ ﺻﺎدﻗًﺎ ) ‪Guilford ,1982‬‬
‫‪ ، ( , p 470‬أي أن اﻻﺧﺘﺒﺎر اﻟ ﺼﺎدق ه ﻮ اﻷﺧﺘﺒ ﺎر اﻟ ﺬي ﻳﻘ ﻴﺲ ﻣ ﺎ اﻋ ﺪ ﻷﺟﻠ ﻪ ﺑﺤﻴ ﺚ‬
‫ﻳﺠﺐ أن ﻧﺤﺪد ﻣﺎذا ﻧﺮﻳﺪ أن ﻧﻘﻴﺲ ﻗﺒﻞ أن ﻧﻜﺘﺐ اﻟﻔﻘﺮات ) اﻟﺤﻴﻠ ﺔ ‪ ، 1999 ،‬ص ‪185‬‬
‫ﻼ ا ﺳ ﺘﻌﺪاد أو ا ﺗﺠ ﺎﻩ أو اﻟﻘ ﺪرة واﻟ ﺬي وﺿ ﻊ اﻷﺧﺘﺒ ﺎر ﻟﻘﻴﺎﺳ ﻪ )‬
‫( ‪ ،‬ﺣﻴ ﺚ ﻳﻘ ﻴﺲ ﻓﻌ ً‬
‫ﻓﻴﺼﻞ ‪ ، 1996 ،‬ص‪0 ( 239‬‬
‫وﻟﻐﺮض اﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺪق اﻷﺧﺘﺒﺎر ‪ ،‬ﻋﻤﺪت اﻟﺒﺎﺣﺜﺔ إﻟﻰ اﺳﺘﺨﺮاج ‪-:‬‬
‫أ‪ -‬اﻟﺼﺪق اﻟﻈﺎهﺮي ‪Face Validity‬‬
‫وهﻮ اﻹﺷﺎرة إﻟﻰ ﻣﺎ ﻳﺒﺪو أن اﻟﻤﻘﻴﺎس ﻳﻘﻴﺴﻪ أي إن اﻻﺧﺘﺒﺎر ﻳﺒﺪو ﺻﺎدﻗ ًﺎ ﻟﻤﺎ ﻳﻨﻈ ﺮ إﻟﻴ ﻪ‬
‫أو ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻠﻤﻔﺤ ﻮص ) اﻟﻈ ﺎهﺮ وﺁﺧ ﺮون ‪ ، ( 137 ، 1999 ،‬ﻓﻤ ﻦ اﺟ ﻞ أن ﺗﺘﻌ ﺮف‬
‫اﻟﺒﺎﺣﺜ ﺔ ﻋﻠ ﻰ ﻣ ﺪى ﻗﻴ ﺎس اﻷﺧﺘﺒ ﺎر ﻟﻠﻐ ﺮض اﻟ ﺬي وﺿ ﻊ ﻷﺟﻠ ﻪ ﻇﺎهﺮﻳ ًﺎ ﻋ ﻦ ﻃﺮﻳ ﻖ‬
‫ﻣﺮاﺟﻌﺔ اﻷﺧﺘﺒﺎر ﻓﻲ ﻣﺪى ﻣﻼﺋﻤﺔ ﻓﻘﺮاﺗ ﻪ ﻣ ﻊ ﻣﺮﺣﻠ ﺔ اﻟ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ووﺿ ﻮح‬
‫اﻟﻌﺒ ﺎرات وأﺳ ﻠﻮﺑﻬﺎ ودﻗ ﺔ ﺗﻌﻠﻴﻤﺎﺗ ﻪ ﻋ ﻦ ﻃﺮﻳ ﻖ ﻣﻨﺎﻗ ﺸﺔ اﻟﺒﺎﺣﺜ ﺔ وﻣ ﺸﺮﻓﺔ اﻻﺧﺘ ﺼﺎص‬
‫واﻃﻼﻋﻬﺎ ﻋﻠﻰ ﻣﻀﺎﻣﻴﻦ ﻓﻘﺮات اﻷﺧﺘﺒﺎر ‪0‬‬
‫ب‪ -‬ﺻﺪق اﻟﻤﺤﺘﻮى ‪-: Content Validity‬‬
‫وه ﻮ ﻣ ﻦ أه ﻢ اﻷﻧ ﻮاع اﻟﻤ ﺴﺘﺨﺪﻣﺔ ﻓ ﻲ اﻹﺧﺘﺒ ﺎرات اﻟﺘﺤ ﺼﻴﻠﻴﺔ وﻳﻌﻨ ﻲ ﺗﻤﺜﻴ ﻞ اﻷﺧﺘﺒ ﺎر‬
‫ﻟﻠﻤﻮﺿﻮع اﻟﺪراﺳﻲ أو اﻟﻈﺎهﺮة اﻟﺴﻠﻮآﻴﺔ اﻟﺬي ﻳﻬﺪف إﻟﻰ ﻗﻴﺎﺳﻬﺎ ) اﻟﺰوﺑﻌ ﻲ وﺁﺧ ﺮون‬
‫‪ ، 1981 ،‬ص‪ ، ( 39‬وآﺬﻟﻚ ﻳﻌﻨ ﻲ ﺗﻤﺜﻴ ﻞ أﺳ ﺌﻠﺔ اﻷﺧﺘﺒ ﺎر ﻟﻠﻤﺤﺘ ﻮى اﻷﺻ ﻠﻲ ﻟﻠﻤ ﺎدة )‬
‫ﻋﻮدة وﻣﻠﻜﺎوي ‪ ، 2001 ،‬ص‪0 ( 193‬‬
‫وﻗﺎﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺑﻌﺮض اﻻﺧﺘﺒﺎر ﺑﺼﻮرﺗﻪ اﻷوﻟﻴ ﺔ ﻣ ﻊ ﻗﺎﺋﻤ ﺔ اﻷﻏ ﺮاض اﻟ ﺴﻠﻮآﻴﺔ اﻟﺘ ﻲ‬
‫ﻳﻐﻄﻴﻬﺎ واﻟﻜﺘﺎب اﻟﻤﺪرﺳ ﻲ ﻋﻠ ﻰ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻤﺘﺨﺼ ﺼﻴﻦ ﺑﻤﺠ ﺎل اﻟﺘﺮﺑﻴ ﺔ وﻃﺮاﺋ ﻖ‬
‫اﻟﺘ ﺪرﻳﺲ واﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ ﻣﻠﺤ ﻖ )‪ ، (4‬وﻋ ﺪﻟﺖ ﺻ ﻴﺎﻏﺔ ﺑﻌ ﺾ اﻟﻔﻘ ﺮات ﻓ ﻲ ﺿ ﻮء‬
‫أراﺋﻬﻢ وﻣﻘﺘﺮﺣﺎﺗﻬﻢ وﺣﺬﻓﺖ وأﺻﺒﺢ ﺑﺼﻮرﺗﻪ اﻟﻨﻬﺎﺋﻴﺔ ﻣﻠﺤ ﻖ ) ‪ -10‬أ( ‪ ،‬ﺣﻴ ﺚ أن ﻗﻴ ﺎم‬
‫ﻋﺪد ﻣﻦ اﻟﺨﺒ ﺮاء واﻟﻤﺤﻜﻤ ﻴﻦ ﺑﺘﻘﺮﻳ ﺮ ﻣ ﺪى ﺗﺤﻘﻴ ﻖ اﻟﻔﻘ ﺮات ﻟﻠ ﺼﻔﺔ اﻟﻤ ﺮاد ﻗﻴﺎﺳ ﻬﺎ ه ﻲ‬
‫أﻓﻀﻞ ﻃﺮﻳﻘﺔ ﻟﻠﺘﺄآﺪ ﻣﻦ ﺻﺪق اﻟﻤﺤﺘﻮى ) ‪0 ( Ebel ,1972 ,p 566‬‬
‫ج‪ -‬ﺻﺪق اﻟﺒﻨﺎء ‪-: Construction Validity‬‬
‫ﻳﺘﺤﺪد هﺬا اﻟﻨﻮع ﻣﻦ اﻟﺼﺪق ﺑﺘﻔﺤﺺ ﺟﻤﻴﻊ اﻟﺪﻻﺋﻞ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻻﺧﺘﺒ ﺎر ﻣ ﻦ ﺣﻴ ﺚ ﺛﺒ ﺎت‬
‫اﻟﺪرﺟﺎت ﻋﻠﻰ اﻷﺧﺘﺒﺎر ﺗﺤﺖ ﻇﺮوف ﻣﺨﺘﻠﻔﺔ وﻧﻮع اﻟﻔﻘﺮات اﻟﺘ ﻲ ﻳﺘ ﻀﻤﻨﻬﺎ وﺗﺠﺎﻧ ﺴﻬﺎ‬
‫وﻋﻨﺪهﺎ ﺗﻜﻮن ﻣﻤﻴﺰة ) دوران ‪ ،1985 ،‬ص‪ ، ( 173‬وان اﻷﺧﺘﺒﺎر ﻳﻤﺘﻠﻚ ﺻﺪﻗًﺎ ﺑﻨﺎﺋﻴ ًﺎ‬
‫ﺑﺴﺒﺐ ﺗﻢ إﻳﺠﺎد ﻣﻌﺎﻣﻞ اﻟﺘﻤﻴﺰ ﻟﻔﻘﺮاﺗﻪ آﻤﺎ ﺳﻴﺮد ﻻﺣﻘًﺎ ‪0‬‬
‫‪ -7‬اﻷﺧﺘﺒﺎر اﻻﺳﺘﻄﻼﻋﻲ ‪-:‬‬
‫ﺗ ﻢ ﺗﻄﺒﻴ ﻖ اﻷﺧﺘﺒ ﺎر ﻟﺘﻘ ﺪﻳﺮ اﻟﻮﻗ ﺖ اﻟ ﺬي ﻳ ﺴﺘﻐﺮﻗﻪ اﻷﺧﺘﺒ ﺎر وﻟﻠﺘﻌ ﺮف ﻋﻠ ﻰ وﺿ ﻮح‬
‫اﻟﻔﻘ ﺮات ﻓ ﻲ اﻻﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ ‪ ،‬وﺗﺤﺪﻳ ﺪ ﻣ ﺪى ﻏﻤﻮﺿ ﻪ أو ﺻ ﻌﻮﺑﺔ أي ﻓﻘ ﺮة ‪،‬‬
‫وﺗﺸﺨﻴﺺ اﻟﻔﻘﺮات اﻟﺘﻲ ﺗﺤﺘﺎج إﻟﻰ ﺗﻌﺪﻳﻞ ﺑﺘﺄرﻳﺦ ) ‪ ) ( 2010/5/5‬وهﻲ ﻋﻴﻨ ﺔ ﻣﻤﺎﺛﻠ ﺔ‬
‫ﻟﻠﻌﻴﻨﺔ اﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﺤﺚ ( وهﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻃﺎﻟﺒﺎت ﻣﺪرﺳﺔ أم ﻋﻤ ﺎرة ‪ ،‬اﻟ ﺼﻒ اﻷول‬
‫ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺤﺎﻓﻈﺔ اﻟﻘﺎدﺳﻴﺔ وﺗﺘﺄﻟﻒ ﻣﻦ ) ‪ ( 24‬ﻃﺎﻟﺒﺔ ‪ ،‬وﻗﺪ ﻗﺎﻣﺖ هﺬﻩ اﻟﻌﻴﻨﺔ ﺑﺪراﺳ ﺔ‬
‫ﻧﻔﺲ اﻟﻤﻮاﺿﻴﻊ ﻧﻔﺴﻬﺎ اﻟﺘﻲ درﺳﺘﻬﺎ ﻋﻴﻨﺔ اﻟﺘﺠﺮﺑﺔ وذﻟﻚ ﺑﺎﻻﺗﻔﺎق ﻣﺴﺒﻘ ًﺎ ﻣﻊ ﻣﺪرﺳﺔ ﻋﻠ ﻢ‬
‫اﻷﺣﻴﺎء ﻓﻲ اﻟﻤﺪرﺳﺔ ‪ ،‬وﻗﺪ ﺗﺒﻴﻦ ﻟﻠﺒﺎﺣﺜﺔ إن ﻣﺘﻮﺳ ﻂ اﻟﻮﻗ ﺖ اﻟ ﻼزم ﻟﻺﺟﺎﺑ ﺔ ﺑﻠ ﻎ ) ‪( 45‬‬
‫دﻗﻴﻘﺔ ‪ ،‬وﺣﺴﺒﺖ ﻣﻦ أول وأﺧﺮ ﻃﺎﻟﺒﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ اﻷﺧﺘﺒﺎر ‪0‬‬
‫‪ -8‬اﻟﺨﺼﺎﺋﺺ اﻟﺴﺎﻳﻜﻮﻣﺘﺮﻳﺔ ﻟﻼﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ ‪-:‬‬
‫ﻟﻤﻌﺮﻓﺔ اﻟﺨﺼﺎﺋﺺ اﻟ ﺴﺎﻳﻜﻮﻣﺘﺮﻳﺔ ﻟﻼﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ ﻗﺎﻣ ﺖ اﻟﺒﺎﺣﺜ ﺔ ﺑ ﺄﺟﺮاء اﻟﺘﺤﻠﻴ ﻞ‬
‫اﻹﺣﺼﺎﺋﻲ واﻟﺬي ﻳﻌﺪ أآﺜﺮ أهﻤﻴﺔ ﻣﻦ اﻟﺘﺤﻠﻴﻞ اﻟﻤﻨﻄﻘﻲ اﻟﺬي ﻳﻌﺘﻤ ﺪ ﻋﻠ ﻰ اﻵراء اﻟﺬاﺗﻴ ﺔ‬
‫ﻟﻠﺨﺒ ﺮاء ﻟﻜ ﻮن اﻟﺘﺤﻠﻴ ﻞ ﻳﻜ ﺸﻒ ﻋ ﻦ ﻣ ﺪى ﻗﻴ ﺎس اﻟﻔﻘ ﺮات ﻟﻤ ﺎ أﻋ ﺪت ﻟﻘﻴﺎﺳ ﻪ ) ﻋ ﻼم ‪،‬‬
‫‪ ، 1986‬ص‪ ، ( 51‬وذﻟ ﻚ ﺑﺘﻄﺒﻴ ﻖ اﻷﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ ﻋﻠ ﻰ ﻋﻴﻨ ﺔ اﺳ ﺘﻄﻼﻋﻴﺔ ﺛﺎﻧﻴ ﺔ‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ ) ‪ ( 100‬ﻃﺎﻟﺒ ﺔ ﻓ ﻲ ﻣﺘﻮﺳ ﻄﺔ اﻟﺤﺮﻳ ﺔ ﻟﻠﺒﻨ ﺎت ﺑﺘ ﺄرﻳﺦ ) ‪ ( 2010/5/6‬وﺑﻌ ﺪ‬
‫اﻻﻧﺘﻬﺎء ﻣﻦ ﻋﻤﻠﻴﺔ اﻟﺘﺼﺤﻴﺢ ﺗﻢ ﺗﺤﻠﻴﻞ ﻓﻘﺮات اﻷﺧﺘﺒﺎر ﺑﺘﺮﺗﻴﺐ درﺟﺎت ﻃﺎﻟﺒ ﺎت اﻟﻌﻴﻨ ﺔ‬
‫ﺗﺮﺗﻴﺒ ًﺎ ﺗﻨﺎزﻟﻴ ًﺎ ﺛﻢ أﺧﺬت أوراق أﻋﻠﻰ )‪ (%27‬وأدﻧﻰ )‪ (%27‬وذﻟﻚ ﻹﻳﺠﺎد ﻣﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫أ‪ -‬ﻣﻌﺎﻣﻞ ﺻﻌﻮﺑﺔ اﻟﻔﻘﺮة ‪-: Hems Difficulty Coefficient‬‬
‫وﻳﻤﺜﻞ اﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻋ ﺪد اﻟﺘﻼﻣﻴ ﺬ اﻟ ﺬﻳﻦ أﺟ ﺎﺑﻮا إﺟﺎﺑ ﺔ ﺧﺎﻃﺌ ﺔ ﻋ ﻦ اﻟﻔﻘ ﺮة وﻋ ﺪد اﻟﺘﻼﻣﻴ ﺬ‬
‫اﻟﻜﻠﻲ ) اﺣﻤﺪ ‪ ، ( 289 ، 1988 ،‬ﻓﻜﻠﻤﺎ آﺎﻧﺖ اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ ﻟﻠﺼﻌﻮﺑﺔ اﻗﻞ آﻠﻤ ﺎ آﺎﻧ ﺖ‬
‫اﻟﻔﻘ ﺮة أﺳ ﻬﻞ ) ﺳ ﻤﺎرﻩ وﺁﺧ ﺮون ‪ ، 1989 ،‬ص‪ ، ( 106-105‬وﺗ ﻢ ﺣ ﺴﺎب ﻣﻌﺎﻣ ﻞ‬
‫اﻟ ﺼﻌﻮﺑﺔ ﻟﻜ ﻞ ﻓﻘ ﺮة ﻣ ﻦ ﻓﻘ ﺮات اﻷﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ ‪ ،‬ووﺟ ﺪ أﻧﻬ ﺎ ﺗﺮاوﺣ ﺖ ﺑ ﻴﻦ )‬
‫‪ ، (0،72 -0،29‬وﺑﻬﺬا ﺗﻌﺪ ﻓﻘﺮات اﻷﺧﺘﺒﺎر ﺟﻴﺪة وﻣﻌﺎﻣﻞ ﺻ ﻌﻮﺑﺘﻬﺎ ﻣﻨﺎﺳ ﺒًﺎ ﻷﻧﻬ ﺎ ﺗﻘ ﻊ‬
‫ﺿﻤﻦ اﻟﻤﺪى اﻟﺬي ﺣﺪدﻩ ﺑﻠﻮم وهﻮ )‪ ( 0،80-0،20‬ﻣﻠﺤﻖ )‪ -10‬ج( ) ﺑﻠﻮم وﺁﺧﺮون ‪،‬‬
‫‪ ، 1982‬ص‪0 ( 107‬‬
‫ب‪ -‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮات ‪-: Hems Discrimination power‬‬
‫وهﻲ ﻗﺪرﺗﻬﺎ ﻋﻠﻰ اﻟﺘﻤﻴﺰ ﺑ ﻴﻦ اﻟﻄﻠﺒ ﺔ اﻟ ﺬﻳﻦ ﻳﺘﻤﺘﻌ ﻮن ﺑﻘ ﺪر ﻗﻠﻴ ﻞ ﻣ ﻦ اﻟﻤﻌ ﺎرف واﻟﻄﻠﺒ ﺔ‬
‫اﻷآﺒ ﺮ ﻗ ﺪرة ﻓ ﻲ ﻣﺠ ﺎل ﻣﻌ ﻴﻦ ﻣ ﻦ اﻟﻤﻌ ﺎرف ) أﺑ ﻮ ﺻ ﺎﻟﺢ وﺁﺧ ﺮون ‪، 1995 ،‬‬
‫ص‪ ،(215‬وﺗﺮاوﺣ ﺖ اﻟﻘ ﻮة اﻟﺘﻤﻴﺰﻳ ﺔ ﻟﻔﻘ ﺮات اﻷﺧﺘﺒ ﺎر ﺑ ﻴﻦ ) ‪ ( 0،70-0،25‬ﻣﻠﺤ ﻖ‬
‫)‪ -10‬ج( ‪ ،‬وﺑﺬﻟﻚ ﺗﻌﺪ ﺟﻴﺪة ﻣﻦ ﺣﻴ ﺚ ﻗ ﻮة اﻟﺘﻤﻴ ﺰ ﻷﻧﻬ ﺎ ﺗﺰﻳ ﺪ ﻋ ﻦ )‪ ) (%20‬اﻟﻈ ﺎهﺮ‬
‫وﺁﺧ ﺮون ‪ ، 1999 ،‬ص‪ ، ( 130‬ه ﺬا ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ اﻧ ﻪ ﺗﻌ ﺪ اﻟﻔﻘ ﺮة اﻷﺧﺘﺒﺎرﻳ ﺔ ذات‬
‫ﺗﻤﻴﺰ ﻣﻮﺟﺐ إذا آ ﺎن ﻋ ﺪد اﻹﺟﺎﺑ ﺔ اﻟ ﺼﺤﻴﺤﺔ ﻋﻨﻬ ﺎ ﻷﻓ ﺮاد اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﻌﻠﻴ ﺎ اآﺒ ﺮ ﻣ ﻦ‬
‫ﻋ ﺪد اﻹﺟﺎﺑ ﺎت اﻟ ﺼﺤﻴﺤﺔ ﻋﻨﻬ ﺎ ﻷﻓ ﺮاد اﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﺪﻧﻴﺎ ) ‪Gronlund , 1976 ,‬‬
‫‪0 ( p211‬‬
‫ج‪ -‬ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ‪-: Options Effectivenss‬‬
‫إن ﻟﻠﺒﺪﻳﻞ ﻣﻬﻤﺔ ﺿﺮورﻳﺔ ﺑﺎﻟﺘﻤﻮﻳﻪ ﻋﻠﻰ اﻟﻤﺘﻌﻠﻤﻴﻦ ﻓﻲ ﻣﺤﺎوﻟﺔ ﻷﺑﻌﺎد اﻟﻀﻌﻴﻒ اﻟ ﺬي ﻻ‬
‫ﻳﺘﻤﻜﻦ ﻣﻦ اﻹﺟﺎﺑﺔ ﻋﻦ اﻟﻔﻘﺮة إﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻟﻬﺎ ﻓﻲ اﻻﺧﺘﺒ ﺎرات ﻣ ﻦ ﻧ ﻮع ا ﺧﺘﻴ ﺎرﻣﻦ‬
‫ﻣﺘﻌﺪد ) إﺑﺮاهﻴﻢ وﺁﺧﺮون ‪ ، 1989 ،‬ص‪0 ( 78‬‬
‫وﺗﻌﺪ اﻟﻔﻘﺮة ﺟﻴﺪة وﺟﻤﻴﻊ ﺑﺪاﺋﻠﻬﺎ اﻟﺨﻄﺄ ﻓﻌﺎﻟﺔ إذا اﺧﺘﺎر واﺣﺪ ﻣﻦ أﻓﺮاد اﻟﻤﺠﻤﻮﻋﺔ اﻟ ﺪﻧﻴﺎ‬
‫أو أآﺜﺮ اﻟﺒﺪﻳﻞ اﻟﺨﻄﺄ ) ﺛﻮرﻧﺪاﻳﻚ وهﻴﺠ ﻴﻦ ‪ ، 1989 ،‬ص‪ ، ( 245‬ه ﺬا ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ‬
‫اﻧ ﻪ ﻳﻜ ﻮن اﻟﺒ ﺪﻳﻞ اﻟﺨ ﺎﻃﺊ ﺳ ﺎﻟﺒًﺎ وأآﺜ ﺮ ﺟ ﺬﺑًﺎ ﻟﻠﻤﺠﻤﻮﻋ ﺔ اﻟ ﺪﻧﻴﺎ دون ﺗﺤﺪﻳ ﺪ ﻋ ﺪد اﻟ ﺬﻳﻦ‬
‫ﻳﺨﺘﺎروﻧﻪ ) ‪، ( Henderson , 1971 , p143‬وﻷﺟﻞ ﺣ ﺴﺎب ﻓﻌﺎﻟﻴ ﺔ اﻟﺒ ﺪاﺋﻞ ﻟﻔﻘ ﺮات‬
‫اﻹﺧﺘﺒﺎرﺗﻢ ﺗﻄﺒﻴﻖ ﻣﻌﺎدﻟﺔ ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ ووﺟﺪ إﻧﻬﺎ ﺗﺘ ﺮاوح ﺑ ﻴﻦ ) ‪( 0،30 - ) - 0،59‬‬
‫( ﻣﻠﺤﻖ )‪ -10‬د( ‪0‬‬
‫‪ -9‬ﺛﺒﺎت اﻷﺧﺘﺒﺎر ‪-: Test Reliability‬‬
‫ﻳﻌﺪ ﺛﺒﺎت اﻷﺧﺘﺒﺎر إذا أﻋﻄﺎﻧﺎ ﻧﻔﺲ اﻟﻨﺘﺎﺋﺞ ﻋﻨﺪ إﻋﺎدﺗ ﻪ ﻋﻠ ﻰ ﻧﻔ ﺲ اﻷﻓ ﺮاد وﺗﺤ ﺖ ﻧﻔ ﺲ‬
‫اﻟﻈﺮوف ) اﻟﻐﺮﻳﺐ ‪ ،1977 ،‬ص‪ ) ( 653‬ﺗﻮق ‪ ، 1983 ،‬ص‪ ، ( 230‬ﻓﺎﻟﺜﺒﺎت ﻳﻌ ﺪ‬
‫ﻣ ﻦ اﻟﺨ ﺼﺎﺋﺺ اﻟﻤﻬﻤ ﺔ اﻟﻮاﺟ ﺐ ﺗﻮﻓﺮه ﺎ ﻓ ﻲ أداة اﻟﻘﻴ ﺎس ) أﺑ ﻮ اﻟﺤﻄ ﺐ ‪، 1973 ،‬‬
‫ص‪ ، (101‬وﺗﻢ ﺣﺴﺎب ﻣﻌﺎﻣ ﻞ ﺛﺒ ﺎت اﻷﺧﺘﺒ ﺎر ﺑﺄﺳ ﺘﺨﺪام ﻣﻌﺎدﻟ ﺔ ) آﻴ ﻮدر‪ -‬ورﻳﺘ ﺸﺎرد‬
‫ﺳﻮن –‪ ، (20‬وﻣﻌﺎﻣﻞ اﻟﺜﺒﺎت اﻟﻤﺴﺘﺨﺮج ﺑﻬﺬﻩ اﻟﻄﺮﻳﻘﺔ ﻣﻼﺋﻢ ﻟﻼﺧﺘﺒﺎرات اﻟﻤﻮﺿ ﻮﻋﻴﺔ‬
‫ذات اﻹﺟﺎﺑ ﺔ اﻟﻮاﺣ ﺪة اﻟﻤﺤ ﺪدة واﻟﺘ ﻲ ﺗ ﻢ ﺗ ﺼﺤﻴﺤﻬﺎ ﺑﺈﻋﻄ ﺎء درﺟ ﺔ واﺣ ﺪة ﻟﻺﺟﺎﺑ ﺔ‬
‫اﻟﺼﺤﻴﺤﺔ وﺻﻔﺮ ﻟﻺﺟﺎﺑﺔ اﻟﺨﺎﻃﺌﺔ أو اﻟﻤﺘﺮوآﺔ ) ‪ ( Anastasia ,1998 ,p124‬وﻗ ﺪ‬
‫ﺑﻠﻐ ﺖ ﻗﻴﻤ ﺔ ﻣﻌﺎﻣ ﻞ اﻟﺜﺒ ﺎت اﻟﻤﺤ ﺴﻮب )‪ -10‬م( وﺗﻌ ﺪ ﻣﻘﺒﻮﻟ ﺔ ﻟﻼﺧﺘﺒ ﺎرات اﻟﺘ ﻲ ﻳﻌ ﺪهﺎ‬
‫اﻟﻤ ﺪرس ﻷن ﻣﻌ ﺎﻣﻼت ﺛﺒ ﺎت اﻻﺧﺘﺒ ﺎرات أﻟﺘﺤ ﺼﻴﻠﻴﺔ اﻟﻤﻘﻨﻨ ﺔ ﻻ ﺗﻘ ﻞ ﻋ ﻦ ) ‪) ( %85‬‬
‫اﺣﻤﺪ ‪ ، 1998 ،‬ص‪ ،( 154‬وﺑﺬﻟﻚ ﻳﻤﻜﻦ اﻟﻘﻮل أن ﻓﻘﺮات اﻷﺧﺘﺒ ﺎر ﺗﺘ ﺼﻒ ﺑﺎﻟﺜﺒ ﺎت ‪،‬‬
‫وﻗﺪ أﺻﺒﺢ اﻷﺧﺘﺒﺎر ﺑﺼﻴﻐﺘﻪ اﻟﻨﻬﺎﺋﻴﺔ ﻣﻠﺤﻖ ) ‪ -10‬أ( ﺟﺎهﺰًا ﻟﻼﺳﺘﺨﺪام ‪0‬‬
‫ب‪ -‬ﺑﻨﺎء اﻻﺧﺘﺒﺎرات ﻟﻘﻴﺎس اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪-:‬‬
‫ﻗﺎﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺑﺄﻋﺪاد اﺧﺘﺒﺎر ﻟﻘﻴﺎس اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻷﻧﻬ ﺎ ﻟ ﻢ ﺗﺠ ﺪ اﺧﺘﺒ ﺎر ﺟ ﺎهﺰ ﻳ ﻼءم‬
‫ﻃﺒﻴﻌﺔ ﻣﺮﺣﻠﺔ اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻓﻲ ﻣﺎدة ﻋﻠﻢ اﻷﺣﻴﺎء ‪ ،‬وﻳﺸﻤﻞ ‪-:‬‬
‫‪ -1‬ﺗﺤﺪﻳﺪ ﻣﺠﺎﻻت اﻷﺧﺘﺒﺎر‪-:‬‬
‫ﺣﺪدت اﻟﺒﺎﺣﺜﺔ ﺑﺎﻷﺗﻔﺎق ﻣ ﻊ اﻟﺨﺒ ﺮاء ﻋ ﻦ ﻃﺮﻳ ﻖ إﻋ ﺪاد اﺳ ﺘﺒﻴﺎن أوﻟ ﻲ ﻟﺘﺤﺪﻳ ﺪ اﻟﻘ ﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ اﻟﺘﻲ ﻳﺘ ﻀﻤﻨﻬﺎ اﻷﺧﺘﺒ ﺎر واﻟﺘ ﻲ ﺗ ﻼءم اﻟﻤﺮﺣﻠ ﺔ اﻟﻤﺘﻮﺳ ﻄﺔ ﺛ ﻼث ﻣﻬ ﺎرات وه ﻲ‬
‫ﻣﻬ ﺎرات ﺟﻤ ﻊ اﻟﻤﻌﻠﻮﻣ ﺎت وﺗﻨﻈﻴﻤﻬ ﺎ وﺗ ﺸﻤﻞ ) اﻟﻤﻼﺣﻈ ﺔ واﻟﻤﻘﺎرﻧ ﺔ واﻟﺘ ﺼﻨﻴﻒ (‬
‫وﻣﻬ ﺎرات ﻣﻌﺎﻟﺠ ﺔ اﻟﻤﻌﻠﻮﻣ ﺎت وﺗ ﺸﻤﻞ ) اﻟﺘﻔ ﺴﻴﺮ واﻟﺘﻠﺨ ﻴﺺ ( واﻟﻤﻬ ﺎرات اﻹﻧﺘﺎﺟﻴ ﺔ‬
‫وﺗ ﺸﻤﻞ ) اﻻﺳ ﺘﻨﺘﺎج واﻟﺘﻨﺒ ﺆ ( ‪ ،‬وﻋ ﺮض اﻻﺳ ﺘﺒﺎﻧﺔ ﻋﻠ ﻰ ﻋ ﺪد ﻣ ﻦ اﻟﺨﺒ ﺮاء‬
‫واﻟﻤﺘﺨﺼﺼﻴﻦ وﺣﺼﻞ ﻋﻠﻰ اﻻﺗﻔﺎق ﺑﺘﺤﺪﻳﺪ ﺗﻠﻚ اﻟﻘﺪرات )ﺟﻤ ﻊ اﻟﻤﻌﻠﻮﻣ ﺎت وﺗﻨﻈﻴﻤﻬ ﺎ‬
‫وﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت واﻟﻤﻬﺎرات اﻹﻧﺘﺎﺟﻴﺔ ( ﻣﻠﺤﻖ ) ‪0 ( 11‬‬
‫‪ -2‬ﺑﻨﺎء ﻓﻘﺮات اﻷﺧﺘﺒﺎر‪-:‬‬
‫أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ ﻓﻘ ﺮات اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ واﻟ ﺬي ﺗ ﻀﻤﻦ ﺑ ﺼﻮرﺗﻪ اﻷوﻟﻴ ﺔ )‪(28‬‬
‫ﻓﻘﺮة ﻣﻠﺤﻖ )‪-13‬أ( ﺗﻮزﻋﺖ ﺑﻴﻦ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﻤﺬآﻮرة ﺳﺎﺑﻘًﺎ ‪ ،‬ﻣ ﻦ ﺧ ﻼل اﻹﻃ ﻼع‬
‫ﻋﻠﻰ ﻣﻘﺎﻳﻴﺲ واﺧﺘﺒﺎرات اﻟﻘﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﻤﺨﺘﻠﻔ ﺔ واﻟﻤ ﺼﺎدر واﻟﻤﺮاﺟ ﻊ اﻟﻤﺘﺨﺼ ﺼﺔ‬
‫‪0‬‬
‫‪ -3‬ﻧﻮع اﻷﺧﺘﺒﺎر ‪-:‬‬
‫أﻋ ﺪت اﻟﺒﺎﺣﺜ ﺔ اﺧﺘﺒ ﺎر ﻣﻮﺿ ﻮﻋﻲ ﻣ ﻦ ﻧ ﻮع اﻻﺧﺘﻴ ﺎر ﻣ ﻦ ﻣﺘﻌ ﺪد ‪ ،‬ﻓﻬ ﻮ ﻳﻘ ﻴﺲ أه ﺪاف‬
‫ﻋﻘﻠﻴﺔ ﻳﺼﻌﺐ ﻋﻠﻰ اﻷﺳ ﺌﻠﺔ اﻟﻤﻮﺿ ﻮﻋﻴﺔ اﻷﺧ ﺮى ﻗﻴﺎﺳ ﻬﺎ ﻟ ﺬﻟﻚ ﻓﻬ ﻮ ﻳﻌ ﺪ أﻓ ﻀﻞ أﻧ ﻮاع‬
‫اﻷﺳﺌﻠﺔ اﻟﻤﻮﺿﻮﻋﻴﺔ ) اﻟﺪﻟﻴﻤﻲ وﻋﺪﻧﺎن ‪ ، 2005 ،‬ص‪ (62‬هﺬا ﺑﺎﻹﺿﺎﻓﺔ إﻟ ﻰ أﻧ ﻪ ﻳﻘ ﻞ‬
‫ﻓﻴﻬ ﺎ ﻧ ﺴﺒﺔ اﻟﺘﺨﻤ ﻴﻦ ﺑﺰﻳ ﺎدة ﻋ ﺪد اﻟﺒ ﺪاﺋﻞ اﻟﻤﺘ ﻮﻓﺮة ﻟﻜ ﻞ ﻓﻘ ﺮة ﻣ ﻦ ﻓﻘ ﺮات اﻷﺧﺘﺒ ﺎر )‬
‫اﻟﻬﻮﻳﺪي ‪ ، 2002 ،‬ص‪ ، ( 370‬آﻤﺎ اﺳﺘﺨﺪﻣﺖ اﻷﺳ ﺌﻠﺔ اﻟﻤﻘﺎﻟﻴ ﺔ ﻟﻤ ﺎ ﻟﻬ ﺎ ﻣ ﻦ ﻣﻤﻴ ﺰات‬
‫ﻣﺜﻞ ﺳﻬﻮﻟﺔ اﻟﻮﺿﻊ واﻷﻋ ﺪاد وﻷﻧﻬ ﺎ ﺗﻘ ﻴﺲ ﻗ ﺪرات ﻣﻌﺮﻓﻴ ﺔ ﻋﻠﻴ ﺎ ﺧﺎﺻ ﺔ ﻗ ﺪرات اﻟﻔﻬ ﻢ‬
‫واﻟﺘﺤﻠﻴ ﻞ واﻟ ﺮﺑﻂ واﻟﻨﻘ ﺪ واﻟﺘﻘ ﻴﻢ وﺗﺤﻮﻳ ﻞ اﻟﻤﻌﻠﻮﻣ ﺎت ) اﻟﻨﺠ ﺪي وﺁﺧ ﺮون ‪، 1999 ،‬‬
‫ص‪0 418‬‬
‫‪ -4‬وﺿﻊ ﺗﻌﻠﻴﻤﺎت اﻷﺧﺘﺒﺎر ‪-:‬‬
‫ﻟﻐﺮض ﺗﻮﺿﻴﺢ آﻴﻔﻴﺔ اﻹﺟﺎﺑﺔ ﻣﻦ ﻗﺒﻞ اﻟﻄﺎﻟﺒﺎت ﻋﻠ ﻰ ﻓﻘ ﺮات اﻷﺧﺘﺒ ﺎر ﺗﺠﻨﺒ ًﺎ ﻟﻸﺧﻄ ﺎء‬
‫ﻼ ﻋ ﻦ ﺗﺤﺪﻳ ﺪ اﻟ ﺰﻣﻦ‬
‫اﻟﻤﺤﺘﻤﻠ ﺔ ﻗﺎﻣ ﺖ اﻟﺒﺎﺣﺜ ﺔ ﺑﻮﺿ ﻊ ﺗﻌﻠﻴﻤ ﺎت ﺧﺎﺻ ﺔ ﻟﻬ ﻦ ‪ ،‬ﻓ ﻀ ً‬
‫اﻟﻤﻄﻠﻮب ﻟﻺﺟﺎﺑﺔ ﻋﻦ اﻟﻔﻘﺮات ﻣﻠﺤﻖ )‪0 (12‬‬
‫‪ -5‬ﻣﻔﺘﺎح اﻹﺟﺎﺑﺔ اﻷﻧﻤﻮذﺟﻴﺔ ‪-:‬‬
‫ﺗﻢ ﺻﻮغ ﻣﻔﺘﺎح اﻹﺟﺎﺑﺔ اﻷﻧﻤﻮذﺟﻴﺔ ﻋ ﻦ ﻓﻘ ﺮات اﻷﺧﺘﺒ ﺎر ﻣﻠﺤ ﻖ )‪-13‬ج ( ﻣ ﻊ إﻋﻄ ﺎء‬
‫درﺟﺔ واﺣﺪة ﻟﻺﺟﺎﺑﺔ اﻟ ﺼﺤﻴﺤﺔ وﺻ ﻔﺮ ﻟﻺﺟﺎﺑ ﺔ اﻟﺨﺎﻃﺌ ﺔ وﻋﻮﻣﻠ ﺖ اﻹﺟﺎﺑ ﺔ اﻟﻤﺘﺮوآ ﺔ‬
‫ﻣﻌﺎﻣﻠﺔ اﻹﺟﺎﺑﺔ اﻟﺨﺎﻃﺌﺔ ‪ ،‬وﺑﻬ ﺬا ﺗﺤ ﺪدت أﻋﻠ ﻰ درﺟ ﺔ ﻳﻤﻜ ﻦ أن ﺗﺤ ﺼﻞ ﻋﻠﻴﻬ ﺎ اﻟﻄﺎﻟﺒ ﺔ‬
‫ﺑﺎﻻﺧﺘﺒﺎر )‪ (28‬درﺟﺔ وأدﻧﻰ درﺟﺔ ﺗﺤﺼﻞ ﻋﻠﻴﻬﺎ هﻲ ) ﺻﻔﺮ ( درﺟﺔ ‪0‬‬
‫‪ -6‬ﺻﺪق اﻷﺧﺘﺒﺎر‪-:‬‬
‫ﻳﻜﺸﻒ هﺪف اﻟﻤﻘﻴﺎس ﻋﻦ ﻗﺪرة اﻟﻤﻘﻴﺎس ﻋﻠﻰ ﺗﺄدﻳﺔ اﻟﻐﺮض اﻟﺬي اﻋﺪ ﻷﺟﻠ ﻪ ﻟ ﺬﻟﻚ ﻳﻌ ﺪ‬
‫ﻣ ﻦ أآﺜ ﺮ اﻟﺨ ﺼﺎﺋﺺ اﻟﻘﻴﺎﺳ ﻴﺔ أهﻤﻴ ﺔ ﻟ ﻪ ) ﻋ ﻮدة ‪ ، 1998 ،‬ص‪ ، ( 335‬وﻟﻐ ﺮض‬
‫اﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺪق اﻷﺧﺘﺒﺎر ﻋﻤﺪت اﻟﺒﺎﺣﺜﺔ إﻟﻰ اﺳﺘﺨﺮاج ‪-:‬‬
‫أ‪ -‬اﻟﺼﺪق اﻟﻈﺎهﺮي ‪-: Face Validity‬‬
‫إن ﻃﺮﻳﻘﺔ ﻋﺮض ﻓﻘﺮات اﻷﺧﺘﺒﺎر أو اﻟﻘﻴ ﺎس ﻋﻠ ﻰ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﺨﺒ ﺮاء ﻟﻠﺤﻜ ﻢ ﻋﻠ ﻰ‬
‫ﺻﻼﺣﻴﺘﻪ ﻓﻲ ﻗﻴﺎس اﻟﺨﺎﺻﻴﺔ اﻟﺘﻲ وﺿﻊ ﻷﺟﻠﻬﺎ ه ﻲ أﻓ ﻀﻞ ﻃﺮﻳﻘ ﺔ ﻟﻠﺘﺜﺒ ﺖ ﻣ ﻦ ﺻ ﺪﻗﻪ‬
‫)‪ ،( Ebel , 1972 , p555‬وﻗ ﺪ ﻋﺮﺿ ﺖ ﻓﻘ ﺮات اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻋﻠ ﻰ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺨﺒﺮاء اﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ اﻟﻌﻠ ﻮم اﻟﺘﺮﺑﻮﻳ ﺔ واﻟﻨﻔ ﺴﻴﺔ وﻗ ﺪ أآ ﺪوا ﺻ ﻼﺣﻴﺔ‬
‫ﻓﻘﺮات اﻷﺧﺘﺒﺎر ﻣﻠﺤﻖ ) ‪ -13‬ب ( ‪0‬‬
‫ب‪ -‬ﺻﺪق اﻟﻤﺤﺘﻮى ‪-: Content Validity‬‬
‫ﻳﻌﻨﻲ ﺗﻤﺜﻴﻞ اﻷﺧﺘﺒﺎر ﻟﻠﻈﺎهﺮة اﻟﺴﻠﻮآﻴﺔ أو اﻟﻤﻮﺿﻮع اﻟﺪراﺳﻲ اﻟ ﺬي ﻳﻬ ﺪف إﻟ ﻰ ﻗﻴﺎﺳ ﻪ‬
‫) اﻟﺰوﺑﻌﻲ وﺁﺧﺮون ‪ ، 1981 ،‬ص‪ ، ( 39‬وﻟﻠﺘﺄآ ﺪ ﻣ ﻦ ه ﺬا اﻟ ﺼﺪق ﻋﺮﺿ ﺖ اﻟﺒﺎﺣﺜ ﺔ‬
‫اﻷﺧﺘﺒﺎر ﺑﺼﻮرﺗﻪ اﻷوﻟﻴﺔ ﻣﻊ آﺘﺎب اﻷﺣﻴﺎء ﻟﻠﺼﻒ اﻷول ﻋﻠ ﻰ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﺨﺒ ﺮاء‬
‫اﻟﻤﺘﺨﺼ ﺼﻴﻦ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ وﻃﺮاﺋ ﻖ اﻟﺘ ﺪرﻳﺲ واﻟﻜﺘ ﺎب اﻟﻤﺪرﺳ ﻲ ﻣﻠﺤ ﻖ )‪ ، (11‬ﻣﺜﻠﻤ ﺎ‬
‫أﺷﺎر )‪ ( Ebel 1972‬ﻓﻲ هﺬا اﻟﺼﺪد إﻟﻰ أن أﻓﻀﻞ وﺳﻴﻠﺔ ﻟﻠﺘﺄآﺪ ﻣ ﻦ ﺻ ﺪق اﻟﻤﺤﺘ ﻮى‬
‫هﻮ أن ﻳﻘﻮم ﻋﺪد ﻣﻦ اﻟﺨﺒ ﺮاء واﻟﻤﺤﻜﻤ ﻴﻦ ﺑﺘﻘﺮﻳ ﺮ ﻣ ﺪى ﺗﺤﻘﻴ ﻖ اﻟﻔﻘ ﺮات ﻟﻠ ﺼﻔﺔ اﻟﻤ ﺮاد‬
‫ﻗﻴﺎﺳﻬﺎ ) ‪0 ( Ebel ,1972 , 566‬‬
‫ج‪ -‬ﺻﺪق اﻟﺒﻨﺎء ‪-: Construction Validity‬‬
‫وهﻮ ﻋﺒﺎرة ﻋﻦ اﻓﺘﺮاﺿﺎت ﻧﻈﺮﻳﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ اﻟﺒﺎﺣﺚ ﻓﻲ ﺑﻨﺎء اﻷﺧﺘﺒﺎر ﺛﻢ ﻳﺘﺤﻘﻖ ﻣﻨ ﻪ‬
‫ﺗﺠﺮﻳﺒﻴًﺎ ﻓﺈذا ﺗﻄﺎﺑﻘ ﺖ اﻟﻨﺘ ﺎﺋﺞ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻣ ﻊ اﻻﻓﺘﺮاﺿ ﺎت اﻟﻨﻈﺮﻳ ﺔ ﻓ ﺄن اﻷﺧﺘﺒ ﺎر ﻳﺘﻤﺘ ﻊ‬
‫ﺑ ﺼﺪق ﺑﻨ ﺎﺋﻲ )‪ ، ( Ground , 1981 , p82‬وآ ﺬﻟﻚ ﻳﻘ ﺼﺪ ﺑ ﻪ اﻟﻤ ﺪى اﻟ ﺬي ﻳﻤﻜ ﻦ‬
‫ﻟﻼﺧﺘﺒﺎر أن ﻳﻘﺮر ﺑﻤﻮﺟﺒﻪ ﺑﻨﺎء ﻧﻈﺮﻳًﺎ ﻣﺤﺪدًا أو ﺧﺎﺻﻴﺔ ﻣﻌﻴﻨ ﺔ ) ‪Anastasit , 1976‬‬
‫‪ ، ( , p151‬وان اﻷﺧﺘﺒ ﺎر ﻳﻤﺘﻠ ﻚ ﺻ ﺪﻗًﺎ ﺑﻨﺎﺋﻴ ًﺎ ﻷﻧ ﻪ ﺗ ﻢ إﻳﺠ ﺎد ﻣﻌﺎﻣ ﻞ اﻟﺘﻤﻴ ﺰ ﻟﻔﻘ ﺮات‬
‫اﻷﺧﺘﺒﺎر آﻤﺎ ورد ذﻟﻚ ﺳﺎﺑﻘ ًﺎ ‪0‬‬
‫‪ -7‬ﺗﻄﺒﻴﻖ اﻻﺧﺘﺒﺎر ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻻﺳﺘﻄﻼﻋﻴﺔ ‪-:‬‬
‫إن اﻟﻬﺪف ﻣﻦ اﻟﻘﻴﺎم ﺑﺎﻟﺪراﺳﺔ اﻻﺳﺘﻄﻼﻋﻴﺔ هﻮ اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺪى وﺿ ﻮح ﻓﻘ ﺮات آ ﻞ‬
‫ﻣ ﻦ اﻷﺧﺘﺒ ﺎر اﻟﺨ ﺎص ﺑﺎﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻣ ﻦ ﺣﻴ ﺚ اﻟ ﺼﻴﺎﻏﺔ واﻟﻮﻗ ﺖ اﻟ ﺬي ﻳ ﺴﺘﻐﺮﻗﻪ‬
‫اﻟﻤﺴﺘﺠﻴﺐ ﻓﻲ اﻻﺳﺘﺠﺎﺑﺔ ‪0‬‬
‫ﺗﻢ ﺗﻄﺒﻴﻖ اﻷﺧﺘﺒﺎر ﻋﻠﻰ ﻧﻔﺲ اﻟﻌﻴﻨﺔ اﻻﺳﺘﻄﻼﻋﻴﺔ اﻟﺘﻲ ﻃﺒﻖ ﻋﻠﻴﻬﺎ ا ﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ﺑﺘﺄرﻳﺦ ) ‪ ( 2010/3/7‬ﻓﻲ ﻣﺘﻮﺳﻄﺔ ام ﻋﻤﺎرة ﻟﻠﺒﻨﺎت ‪ ،‬إذ ﺗﺮاوح اﻟﺰﻣﻦ اﻟﻤﺴﺘﻐﺮق ﻓﻲ‬
‫اﻹﺟﺎﺑ ﺔ ﺑ ﻴﻦ ) ‪ ( 64-40‬دﻗﻴﻘ ﺔ وﻋﻠﻴ ﻪ ﺗ ﻢ ﺗﺤﺪﻳ ﺪ وﻗ ﺖ اﻹﺟﺎﺑ ﺔ اﻟﻤ ﺴﺘﻐﺮق وه ﻮ )‪(52‬‬
‫دﻗﻴﻘﺔ ‪0‬‬
‫‪ -8‬اﻟﺘﺤﻠﻴﻞ اﻹﺣﺼﺎﺋﻲ ﻟﻔﻘﺮات اﻷﺧﺘﺒﺎر ‪-:‬‬
‫ﻣﻦ اﺟﻞ اﻟﺘﺄآﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﻓﻘﺮات اﻷﺧﺘﺒﺎر وﺗﺤ ﺴﻴﻦ ﻧﻮﻋﻴﺘ ﻪ ‪ ،‬ﻗﺎﻣ ﺖ اﻟﺒﺎﺣﺜ ﺔ ﺑﺘﺤﻠﻴ ﻞ‬
‫ﻓﻘﺮاﺗﻪ إﺣﺼﺎﺋﻴﺎ ‪ ،‬إذ أن هﺬﻩ اﻟﻌﻤﻠﻴﺔ ﺗﻤﻜ ﻦ ﻣ ﻦ اآﺘ ﺸﺎف ﻣﻮاﻗ ﻒ اﻟ ﻀﻌﻒ ﻓ ﻲ اﻷﺧﺘﺒ ﺎر‬
‫وإﻋﺎدة ﺻ ﻴﺎﻏﺘﻪ واﺳ ﺘﺒﻌﺎد اﻟﻔﻘ ﺮات اﻟﻐﻴ ﺮ ﺻ ﺎﻟﺤﺔ ﻣﺜﻠﻤ ﺎ أﺷ ﺎرت ﻟ ﺬﻟﻚ أدﺑﻴ ﺎت اﻟﻘﻴ ﺎس‬
‫اﻟﻨﻔ ﺴﻲ واﻟﺘﺮﺑ ﻮي )‪ ، ( Scannell , 1975 , p214‬ﺛ ﻢ أﺟﺮﻳ ﺖ ﻋﻠﻴﻬ ﺎ اﻟﺘﺤﻠ ﻴﻼت‬
‫اﻵﺗﻴﺔ‪-:‬‬
‫أ‪ -‬ﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮة ‪-: Hems Difficulty Coefficient‬‬
‫وهﻨﺎﻟ ﻚ وﻇﻴﻔﺘ ﻴﻦ أﺳﺎﺳ ﻴﺘﻴﻦ ﻟﺤ ﺴﺎب ﻣﻌﺎﻣ ﻞ اﻟ ﺼﻌﻮﺑﺔ ﻟﻠﻔﻘ ﺮة اﻷوﻟ ﻰ ﻹﻳﺠ ﺎد ﺻ ﺪق‬
‫ﻣﻔ ﺮدات اﻷﺧﺘﺒ ﺎر واﻟﺜﺎﻧﻴ ﺔ ه ﻲ اﺳ ﺘﻌﻤﺎل درﺟ ﺔ اﻟ ﺼﻌﻮﺑﺔ ﻟﻠﺘﻌ ﺮف ﻋﻠ ﻰ ﻧ ﺴﺒﺔ اﻟﻼﺋ ﻲ‬
‫ﻳﺠ ﺒﻦ إﺟﺎﺑ ﺔ ﺻ ﺤﻴﺤﺔ واﻟﻼﺋ ﻲ ﻳﺠ ﺒﻦ إﺟﺎﺑ ﺔ ﺧﺎﻃﺌ ﺔ ‪ ،‬وﻃﺮﻳﻘ ﺔ اﻧﺘ ﺸﺎر وﺗﻮزﻳ ﻊ ﻣ ﻦ‬
‫اﻟﺼﻮاب واﻟﺨﻄﺄ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﺘﻤﻊ واﻟﻌﻴﻨﺔ اﻟﺘﻲ ﺗﻤﺜﻠﻪ او اﻟﻔﺌ ﺎت وﻣﺠ ﺎﻣﻴﻊ ﺻ ﻐﻴﺮة ﺗﺒﻌ ًﺎ‬
‫ﻟﻤﺘﻐﻴﺮات ﻋﺪﻳﺪة ) اﻷﻣﺎم ‪ ، 1990 ،‬ص‪0 ( 109‬‬
‫وﺑﻌ ﺪ أن ﺣ ﺴﺒﺖ اﻟﺒﺎﺣﺜ ﺔ ﻣﻌﺎﻣ ﻞ اﻟ ﺼﻌﻮﺑﺔ ﻟﻜ ﻞ ﻓﻘ ﺮة ﻣ ﻦ ﻓﻘ ﺮات اﻷﺧﺘﺒ ﺎر اﻟﺨ ﺎص‬
‫ﻟﻠﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ وﺟ ﺪﺗﻬﺎ ﺗﺘ ﺮاوح ﺑ ﻴﻦ ) ‪ ( 70،0 -21،0‬وﻳ ﺮى ﺑﻠ ﻮم ‪ Bloom‬إن‬
‫ﻓﻘﺮات اﻹﺧﺘﺒﺎرﺗﻌﺪ ﺟﻴﺪة إذا ﺗﺮاوﺣﺖ ﻓﻲ ﻣﻌﺎﻣﻞ ﺻ ﻌﻮﺑﺘﻬﺎ ﺑ ﻴﻦ ) ‪ (0،80-0،20‬وه ﺬا‬
‫ﻳﻌﻨﻲ أن ﺟﻤﻴﻊ ﻓﻘﺮات اﻷﺧﺘﺒﺎر ﺗﻌﺪ ﻣﻘﺒﻮﻟﺔ ﻣﻠﺤﻖ ) ‪0 ( 14‬‬
‫ب‪ -‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮات ‪-: Hems Discrimination Power‬‬
‫إن ﻗ ﺪرة اﻟﻔﻘ ﺮة ﻋﻠ ﻰ اﻟﺘﻤﻴ ﺰ ﺑ ﻴﻦ اﻟﻄﻠﺒ ﺔ ذوي اﻟﻤ ﺴﺘﻮﻳﺎت اﻟﻌﻠﻴ ﺎ واﻟ ﺪﻧﻴﺎ ﺑﺎﻟﻨ ﺴﺒﺔ اﻟ ﻰ‬
‫اﻟ ﺼﻔﺔ اﻟﺘ ﻲ ﻳﻘﻴ ﺴﻬﺎ اﻷﺧﺘﺒ ﺎر ه ﻮ ﻣ ﺎ ﻳ ﺪﻋﻰ ﺑﻘ ﻮة ﺗﻤﻴ ﺰ اﻟﻔﻘ ﺮات ) ‪Stanleg ,1971‬‬
‫‪ ، ( ,p450‬هﺬا وان ﻓﻘ ﺮات اﻷﺧﺘﺒ ﺎر ﺗﻌ ﺪ ﺟﻴ ﺪة إذا آﺎﻧ ﺖ ﻗ ﻮة ﺗﻤﻴﺰه ﺎ )‪ (0،30‬ﻓ ﺄآﺜﺮ‬
‫)‪ ، ( Ebel , 1972 , p406‬وﻟﺬﻟﻚ ﻓﺄن ﺟﻤﻴﻊ ﻓﻘﺮات اﻷﺧﺘﺒ ﺎر ﺗﺘ ﺼﻒ ﺑﻤﻌﺎﻣ ﻞ ﺗﻤﻴ ﺰ‬
‫ﺟﻴﺪة ﻣﻠﺤﻖ )‪0 ( 14‬‬
‫ج‪ -‬ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ ‪-: Options Effectivens‬‬
‫ﺗﻌﺘﻤﺪ ﺻﻌﻮﺑﺔ ﻓﻘﺮة ا ﺧﺘﻴ ﺎر ﻣ ﻦ ﻣﺘﻌ ﺪد ﻋﻠ ﻰ درﺟ ﺔ اﻟﺘﻘ ﺎرب واﻟﺘ ﺸﺎﺑﻪ اﻟﻈ ﺎهﺮي ﺑ ﻴﻦ‬
‫ﻻ‬
‫اﻟﺒ ﺪاﺋﻞ ﻣﻤ ﺎ ﻳ ﺸﺘﺖ اﻟﻤﻔﺤ ﻮص ﻋ ﻦ اﻹﺟﺎﺑ ﺔ اﻟ ﺼﺤﻴﺤﺔ ‪ ،‬وﻳﻜ ﻮن اﻟﺒ ﺪﻳﻞ اﻟﺨ ﺎﻃﺊ ﻓﻌ ﺎ ً‬
‫ﻋﻨ ﺪﻣﺎ ﻳﺠ ﺬب اآﺒ ﺮ ﻋ ﺪد ﻣ ﻦ اﻟﻄﻠﺒ ﺔ اﻟﻤﺠﻴﺒ ﻴﻦ ) اﻟﺒﻐ ﺪادي ‪ ، ( 229 ، 1980 ،‬ه ﺬا‬
‫وﺣﺴﺒﺖ ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ ) اﺣﻤﺪ وﺧﻠﻴﻞ ‪ ( 125 ، 1988 ،‬ﻣﻠﺤﻖ )‪0 (15‬‬
‫‪ -9‬ﺛﺒﺎت اﻷﺧﺘﺒﺎر ‪Test Reliability‬‬
‫وﻳﻌﺮف ﻋﻠﻰ اﻧﻪ ﻳﻌﻄﻲ اﻷﺧﺘﺒﺎر ﻧﺘﺎﺋﺞ ﻣﻌﻨﻮﻳﺔ إذا ﻣﺎ أﻋﻴﺪ ﻣ ﺮة أو ﻣ ﺮات أﺧ ﺮى ﻋﻠ ﻰ‬
‫اﻟﻌﻴﻨ ﺔ ﻧﻔ ﺴﻬﺎ أو ﻋﻴﻨ ﺎت أﺧ ﺮى ﺑﺎﻟﻤﻮاﺻ ﻔﺎت أﻧﻔ ﺴﻬﺎ أو ﺗﺤ ﺖ اﻟﻈ ﺮوف أﻧﻔ ﺴﻬﺎ ‪ ،‬أي‬
‫وﺟ ﻮد ﻣﻌﺎﻣ ﻞ ارﺗﺒ ﺎط آﺒﻴ ﺮ ﺑ ﻴﻦ ﻧﺘ ﺎﺋﺞ اﻷﺧﺘﺒ ﺎر ﻓ ﻲ آ ﻞ ﻣ ﺮة ﻳﺠ ﺮي ﻓﻴﻬ ﺎ ) اﻟﺤﻜ ﻴﻢ ‪،‬‬
‫‪ ، 2004‬ص‪ ، (27‬وﻟﻐ ﺮض اﻟﺘﺤﻘ ﻖ ﻣ ﻦ ﺛﺒ ﺎت اﻷﺧﺘﺒ ﺎر اﻟﺨ ﺎص ﺑﺎﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ‬
‫اﺳﺘﺨﺪﻣﺖ ﻣﻌﺎدﻟﺔ )ﺳﺒﻴﺮﻣﺎن ﺑﺮاون( وﻓﻲ هﺬﻩ اﻟﻄﺮﻳﻘﺔ ﻳﻘ ﺴﻢ اﻷﺧﺘﺒ ﺎر أو اﻟﻤﻘﻴ ﺎس إﻟ ﻰ‬
‫ﻗ ﺴﻤﻴﻦ أي إﻟ ﻰ ﻧ ﺼﻔﻴﻦ وه ﻲ اﻟﺘ ﻲ ﺗ ﺴﻤﻰ اﻟﺘﺠﺰﺋ ﺔ اﻟﻨ ﺼﻔﻴﺔ ) أﺑ ﻮ ﻋ ﻼم ‪، 1989 ،‬‬
‫ص‪ ، (156‬ﻓﻘﺪ ﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺛﺒﺎت ﻓﻘﺮات اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ) ‪ ، ( 0،80‬وﺗﻌﺪ هﺬﻩ‬
‫اﻟﻨﺘﻴﺠﺔ ﺟﻴﺪة إذ ﻳﺬآﺮ آﺮو ﻧﻼﻧ ﺪ )‪ ( Gronlund‬إن اﻻﺧﺘﺒ ﺎرات ﻣ ﻦ إﻋ ﺪاد اﻟﻤﺪرﺳ ﻴﻦ‬
‫ﻳﺘﺮاوح ﻣﻌﺎﻣﻞ ﺛﺒﺎﺗﻬﺎ ﺑﻴﻦ )‪ ( Gronlund) ( 0،85- 60،0‬ﻣﻠﺤﻖ ) ‪0( 16‬‬
‫‪ -10‬إﺟﺮاءات ﺗﻄﺒﻴﻖ اﻟﺘﺠﺮﺑﺔ ‪-:‬‬
‫ﻗﺎﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺑﺘﻨﻔﻴﺬ اﻟﺘﺠﺮﺑﺔ ﺑﺘﺄرﻳﺦ ) ‪ ( 2010/3/13‬واﻧﺘﻬﺖ اﻟﺘﺠﺮﺑﺔ ﺑﺘﻄﺒﻴ ﻖ اﺧﺘﺒ ﺎر‬
‫اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ أﻟﺒﻌ ﺪي ﺑﺘ ﺄرﻳﺦ ) ‪ ( 2010/5/7‬وآﺎﻧ ﺖ ﻣ ﺪة اﻟﺘﺠﺮﺑ ﺔ ) ‪ ( 8‬أﺳ ﺎﺑﻴﻊ‬
‫ﺗﻤﺜﻠ ﺖ ﺑﺘ ﺪرﻳﺲ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ ﻋﻠ ﻰ وﻓ ﻖ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ‬
‫وﺣﺴﺐ اﻟﺨﻄﻂ اﻟﺘﺪرﻳﺴﻴﺔ اﻟﻤﻌﺪة واﻟﻤﺘﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻊ اﻟﺨﺒﺮاء واﻟﻤﺘﺨﺼﺼﻴﻦ ﻣﻠﺤﻖ )‪(6‬‬
‫وﺗﺪرﻳﺲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ﻋﻠﻰ وﻓﻖ اﻟﻄﺮﻳﻘ ﺔ اﻻﻋﺘﻴﺎدﻳ ﺔ وه ﻲ ﻣﺘﻘﺎرﺑ ﺔ ﻓ ﻲ ﻋ ﺪدهﺎ‬
‫ﻓﻲ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ‪ ،‬وﺑﻌﺪ اﻻﻧﺘﻬﺎء ﻣﻦ ﺗ ﺪرﻳﺲ اﻟﻤ ﺎدة اﻟﻌﻠﻤﻴ ﺔ ﻃﺒ ﻖ‬
‫اﻷﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ واﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻋﻠ ﻰ اﻟﺘ ﻮاﻟﻲ وﻓ ﻲ ﻳ ﻮﻣﻴﻦ ﻣﺨﺘﻠﻔ ﻴﻦ ﻟﻜ ﻞ‬
‫ﺷﻌﺒﺔ دراﺳﻴﺔ ‪ ،‬وﺗﺤﺖ إﺷﺮاف اﻟﺒﺎﺣﺜﺔ ﺑﺎﻟﺘﻌﺎون ﻣﻊ ﻣﺪرﺳﺎت اﻻﺧﺘﺼﺎص ‪0‬‬
‫‪ -11‬اﻟﻮﺳﺎﺋﻞ اﻹﺣﺼﺎﺋﻴﺔ ‪-:‬‬
‫ﺗﻢ اﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ اﻹﺣﺼﺎﺋﻴﺔ اﻟﺘﻲ ﺗﺘﻨﺎﺳﺐ ﻣﻊ إﺟﺮاءات اﻟﺒﺤﺚ وآﻤﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫‪ -1‬اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ‪ T-test‬اﺳ ﺘﻌﻤﻞ اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ ﻟﻤﻜﺎﻓ ﺄة ﻣﺠﻤ ﻮﻋﺘﻲ اﻟﺒﺤ ﺚ‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ ﻣﺘﻐﻴﺮات ) اﻟﺬآﺎء ‪ ،‬اﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ‪ ،‬اﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ ‪،‬‬
‫اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ ‪ ،‬اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء اﻷﻣﻮر ‪ ،‬اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ( آﻤ ﺎ ﻓ ﻲ‬
‫اﻟﻤﻌﺎدﻟﺔ اﻵﺗﻴﺔ ‪-:‬‬
‫‪X1 − X 2‬‬
‫‪1‬‬
‫‪1‬‬
‫‪+‬‬
‫‪n1 n 2‬‬
‫=‪t‬‬
‫‪Sp‬‬
‫‪(n 1 − 1)S12 + (n 2 − 1)S 22‬‬
‫‪n1 + n 2 − 2‬‬
‫إذ ان‪:‬‬
‫‪ =t‬اﻻﺧﺘﺒﺎر اﻟﺘﺎﺋﻲ‬
‫‪ = X1‬اﻟﻤﺘﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪ = X 2‬اﻟﻤﺘﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫= ‪S 2p‬‬
‫‪ =n1‬ﻋﺪد ﻃﻼب اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪ =n2‬ﻋﺪد ﻃﻼب اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫‪ =S1‬اﻻﻧﺤﺮاف اﻟﻤﻌﻴﺎري ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪ =S2‬اﻻﻧﺤﺮاف اﻟﻤﻌﻴﺎري ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫‪ = S 2p‬اﻟﺘﺒﺎﻳﻦ ) أﻟﺒﻴﺎﺗﻲ ‪ ،1977 ،‬ص‪( 206‬‬
‫‪ -2‬ﻗﻮة ﺗﻤﻴﺰ اﻟﻔﻘﺮة ‪-:‬‬
‫‪Nı-N2‬‬
‫———— = ‪DE‬‬
‫‪N‬‬
‫ﺣﻴﺚ أن ‪-:‬‬
‫‪ = DE‬ﻣﻌﺎﻣﻞ ﺗﻤﻴﺰ اﻟﻔﻘﺮة‬
‫‪ = Nı‬ﻋﺪد اﻹﺟﺎﺑﺎت اﻟﺼﺤﻴﺤﺔ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﻠﻴﺎ‬
‫‪ = N2‬ﻋﺪد اﻹﺟﺎﺑﺎت اﻟﺼﺤﻴﺤﺔ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺪﻧﻴﺎ‬
‫‪ = N‬ﻋﺪد أﻓﺮاد إﺣﺪى اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ) اﺣﻤﺪ ‪ ، 1988،‬ص‪( 288‬‬
‫‪ -3‬ﻣﻌﺎﻣﻞ ﺻﻌﻮﺑﺔ اﻟﻔﻘﺮة ‪-:‬‬
‫‪Nı-N2‬‬
‫——— = ‪D‬‬
‫‪2N‬‬
‫ﺣﻴﺚ أن ‪-:‬‬
‫‪ = D‬ﻣﻌﺎﻣﻞ ﺻﻌﻮﺑﺔ اﻟﻔﻘﺮة‬
‫‪ = Nı‬ﻋﺪد اﻹﺟﺎﺑﺎت اﻟﺼﺤﻴﺤﺔ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﻠﻴﺎ‬
‫‪ = N2‬ﻋﺪد اﻹﺟﺎﺑﺎت اﻟﺼﺤﻴﺤﺔ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺪﻧﻴﺎ‬
‫) اﺣﻤﺪ ‪ ، 1988 ،‬ص‪(289‬‬
‫‪ = N‬ﻋﺪد اﻷﻓﺮاد ﻓﻲ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﻌﻠﻴﺎ واﻟﺪﻧﻴﺎ‬
‫‪ -4‬ﻣﻌﺎدﻟﺔ ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ‬
‫‪Nı - N2‬‬
‫—————— = ‪ED‬‬
‫‪N‬‬
‫ﺣﻴﺚ أن ‪-:‬‬
‫‪ = ED‬ﻣﻌﺎﻣﻞ ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ﻟﻼﺧﺘﺒﺎر اﻟﻤﻮﺿﻮﻋﻲ‬
‫‪ = Nı‬ﻋﺪد اﻟﺬﻳﻦ اﺧﺘﺎروا اﻟﺒﺪﻳﻞ اﻟﺨﺎﻃﺊ ﻣﻦ اﻟﻔﺌﺔ اﻟﻌﻠﻴﺎ‬
‫‪ = N2‬ﻋﺪد اﻟﺬﻳﻦ اﺧﺘﺎروا اﻟﺒﺪﻳﻞ اﻟﺨﺎﻃﺊ ﻣﻦ اﻟﻔﺌﺔ اﻟﺪﻧﻴﺎ‬
‫) اﺣﻤﺪ ‪ ، 1988 ،‬ص‪( 291‬‬
‫‪ = N‬اﻟﻌﺪد اﻟﻜﻠﻲ ﻷﻓﺮاد اﻟﻌﻴﻨﺔ‬
‫‪ -5‬ﻣﻌﺎدﻟﺔ آﻴﻮدر رﻳﺘﺸﺎردﺳﻮن‪-:20-‬‬
‫⎤ ‪n ⎡ ∑ Pq‬‬
‫⎥ ‪⎢1 − 2‬‬
‫⎢⎣ ‪n − 1‬‬
‫⎥⎦ ‪S x‬‬
‫= ‪KR20‬‬
‫ﺣﻴﺚ أن ‪:‬‬
‫= ﻣﻌﺎﻣﻞ اﻟﺜﺒﺎت ‪K.R20.‬‬
‫‪ :‬ﻋﺪد ﻓﻘﺮات اﻻﺧﺘﺒﺎر ‪n.‬‬
‫= هﻮ ﻣﺠﻤﻮع ﻧﺴﺐ اﻹﺟﺎﺑﺎت اﻟﺼﺤﻴﺤﺔ×ﻧﺴﺐ اﻹﺟﺎﺑﺎت اﻟﺨﺎﻃﺌﺔ ‪∑Pq.‬‬
‫‪ :‬اﻟﺘﺒﺎﻳﻦ اﻟﻜﻠﻲ ‪S2x.‬‬
‫)اﺣﻤﺪ‪،1999 ،‬ص‪(355‬‬
‫‪ -6‬ﻣﻌﺎدﻟﺔ ﺳﺒﻴﺮﻣﺎن ﺑﺮاون ‪-:‬‬
‫اﺳﺘﻌﻤﻠﺖ هﺬﻩ اﻟﻤﻌﺎدﻟﺔ ﻹﻳﺠﺎد ﺛﺎﺑﺖ اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫½‪2 R‬‬
‫——————— = ‪R‬‬
‫½‪1+ R‬‬
‫ﺣﻴﺚ أن ‪-:‬‬
‫½‪ = R‬ﺛﺒﺎت ﻧﺼﻒ اﻷﺧﺘﺒﺎر‬
‫)‪0 ( Stanly & Kenneth ,1972 , p 15‬‬
‫ﻋﺮض اﻟﻨﺘﺎﺋﺞ وﻣﻨﺎﻗﺸﺘﻬﺎ‬
‫أو ًﻻ‪ -‬ﻋﺮض اﻟﻨﺘﺎﺋﺞ‬
‫ﺛﺎﻧﻴًﺎ‪ -‬ﺗﻔﺴﻴﺮ اﻟﻨﺘﺎﺋﺞ‬
‫ﺛﺎﻟﺜ ًﺎ‪ -‬اﻻﺳﺘﻨﺘﺎﺟﺎت‬
‫راﺑﻌ ًﺎ‪ -‬اﻟﺘﻮﺻﻴﺎت‬
‫ﺧﺎﻣﺴ ًﺎ‪ -‬اﻟﻤﻘﺘﺮﺣﺎت‬
‫ﻳﺘ ﻀﻤﻦ ه ﺬا اﻟﻔ ﺼﻞ ﻋﺮﺿ ًﺎ ﻟﻨﺘ ﺎﺋﺞ اﻟﺒﺤ ﺚ وﺗﻔ ﺴﻴﺮهﺎ وذآ ﺮ ﻷه ﻢ اﻻﺳ ﺘﻨﺘﺎﺟﺎت‬
‫واﻟﺘﻮﺻﻴﺎت اﻟﻤﻘﺘﺮﺣﺔ ‪0‬‬
‫أو ًﻻ‪ -‬ﻋﺮض اﻟﻨﺘﺎﺋﺞ ‪-:‬‬
‫‪ -1‬اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ‪-:‬‬
‫ﺗ ﻢ إﻳﺠ ﺎد اﻟﻤﺘﻮﺳ ﻂ اﻟﺤ ﺴﺎﺑﻲ واﻟﺘﺒ ﺎﻳﻦ ﻟ ﺪرﺟﺎت آ ﻞ ﻣ ﻦ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ‬
‫واﻟﻀﺎﺑﻄﺔ ﻓﻲ اﻷﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ وذﻟﻚ ﻟﻐ ﺮض اﻟﺘﺤﻘ ﻖ ﻣ ﻦ ه ﺪف اﻟﺒﺤ ﺚ ﻣ ﻦ ﺧ ﻼل‬
‫ﻓﺮﺿﻴﺎﺗﻪ اﻟﺼﻔﺮﻳﺔ ‪ ،‬ﺣﻴﺚ ﺗﻢ إﻳﺠﺎد اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴ ﺔ اﻟﻤﺤ ﺴﻮﺑﺔ ﺑﺄﺳ ﺘﺨﺪام اﻷﺧﺘﺒ ﺎر اﻟﺘ ﺎﺋﻲ‬
‫ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻏﻴﺮ ﻣﺘﺴﺎوﻳﺘﻴﻦ ﻓﻲ اﻟﻌﺪد آﻤﺎ ﻣﺒﻴﻦ ﺑﺎﻟﺠﺪول أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 12‬‬
‫ﻳﻮﺿﺢ اﻟﻤﺘﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ واﻟﺘﺒﺎﻳﻦ واﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ اﻟﻤﺤﺴﻮﺑﺔ واﻟﺠﺪوﻟﻴﺔ ﻟﺪرﺟﺎت‬
‫اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻓﻲ اﻷﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ أﻟﺒﻌﺪي‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋﺪد‬
‫أﻓﺮاد‬
‫اﻟﻌﻴﻨﺔ‬
‫اﻟﻤﺘﻮﺳﻂ‬
‫اﻟﺤﺴﺎﺑﻲ‬
‫اﻻﻧﺤﺮاف‬
‫اﻟﻤﻌﻴﺎري‬
‫اﻟﺘﺒﺎﻳﻦ‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫اﻟﻤﺤﺴﻮﺑﺔ اﻟﺠﺪ وﻟﻴﺔ‬
‫اﻟﺪﻻﻟﺔ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪89،66‬‬
‫‪9،03‬‬
‫‪81،64‬‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪81،45‬‬
‫‪14،64‬‬
‫‪214،33‬‬
‫‪5‬‬
‫‪2،3‬‬
‫داﻟﺔ‬
‫ﻳﺘﺒﻴﻦ ﻣ ﻦ اﻟﺠ ﺪول أﻋ ﻼﻩ إن اﻟﻘﻴﻤ ﺔ اﻟﺘﺎﺋﻴ ﺔ اﻟﻤﺤ ﺴﻮﺑﺔ ) ‪( 5‬اآﺒ ﺮ ﻣ ﻦ اﻟﻘﻴﻤ ﺔ اﻟﺠ ﺪ وﻟﻴ ﺔ‬
‫اﻟﺒﺎﻟﻐ ﺔ ) ‪ ( 2،3‬ﻋﻨ ﺪ ﻣ ﺴﺘﻮى دﻻﻟ ﺔ ) ‪ ( 0،05‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ ) ‪ ( 40‬وﺑﻬ ﺬا ﺗ ﺮﻓﺾ‬
‫اﻟﻔﺮﺿﻴﺔ اﻟﺼﻔﺮﻳﺔ اﻟﺘﻲ ﺗﻨﺼﺺ ﻋﻠﻰ اﻧﻪ ‪-:‬‬
‫) ﻻ ﻳﻮﺟ ﺪ ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى ) ‪ ( 0،05‬ﺑ ﻴﻦ ﻣﺘﻮﺳ ﻂ درﺟ ﺎت‬
‫ﺳ ﻦ ﺑﺄﺳ ﺘﺨﺪام إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ وﻣﺘﻮﺳ ﻂ‬
‫اﻟﻄﺎﻟﺒ ﺎت اﻟﻼﺗ ﻲ ﻳﺪر ّ‬
‫ﺳ ﻦ ﺑﺎﻟﻄﺮﻳﻘ ﺔ اﻻﻋﺘﻴﺎدﻳ ﺔ ﻓ ﻲ اﻷﺧﺘﺒ ﺎر أﻟﺘﺤ ﺼﻴﻠﻲ ( أي‬
‫اﻟﺪرﺟﺎت ﻟﻠﻄﺎﻟﺒﺎت اﻟﻼﺗ ﻲ ﻳﺪر ّ‬
‫ﺗﻔﻮق ﻃﺎﻟﺒﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺘﻲ درﺳﺖ وﻓﻖ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ‬
‫ﺳ ﻦ ﺑ ﺪون اﺳ ﺘﺨﺪام إﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫ﻋﻠ ﻰ ﻗﺮﻳﻨ ﺎﺗﻬﻦ ﻓ ﻲ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟ ﻀﺎﺑﻄﺔ اﻟﻼﺗ ﻲ در ّ‬
‫ا دراك‪0‬‬
‫‪ -2‬اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪-:‬‬
‫ﺗ ﻢ اﻟﻤﻘﺎرﻧ ﺔ ﺑ ﻴﻦ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﺑ ﺎﻟﻔﺮوق ﺑ ﻴﻦ اﻻﺧﺘﺒ ﺎرﻳﻦ اﻟﻘﺒﻠ ﻲ‬
‫واﻟﺒﻌﺪي ﻻﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء وذﻟﻚ ﻟﻐ ﺮض اﻟﺘﺤﻘ ﻖ ﻣ ﻦ اﻟﻔﺮﺿ ﻴﺔ‬
‫اﻟﺼﻔﺮﻳﺔ اﻟﺜﺎﻧﻴﺔ ‪ ،‬وﺗﻢ ذﻟﻚ ﺑﻄﺮح ) درﺟﺔ اﻷﺧﺘﺒﺎر اﻟﺒﻌﺪي – درﺟﺔ اﻷﺧﺘﺒ ﺎر اﻟﻘﺒﻠ ﻲ (‬
‫ﻟﻜﻞ ﻃﺎﻟﺒﺔ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺘﻴﻦ ‪ ،‬ﺛﻢ ﺣﺴﺎب اﻟﻤﺘﻮﺳﻂ واﻟﺘﺒﺎﻳﻦ ﻟﻔﺮوق درﺟﺎت آﻞ ﻣﺠﻤﻮﻋﺔ‬
‫ﻋﻠﻰ ﺣﺪة ‪ ،‬وﺑﺎﺳﺘﺨﺪام اﻷﺧﺘﺒﺎر اﻟﺘﺎﺋﻲ ﻟﻌﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ ﻣﺘﺴﺎوﻳﺘﻴﻦ ﻓ ﻲ اﻟﻌ ﺪد ﺛ ﻢ إﻳﺠ ﺎد‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ اﻟﻤﺤﺴﻮﺑﺔ آﻤﺎ ﻓﻲ اﻟﺠﺪول اﻟﻤﻮﺿﺢ أدﻧﺎﻩ ‪0‬‬
‫ﺟﺪول ) ‪( 13‬‬
‫ﻳﻮﺿﺢ اﻟﻤﺘﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ وﺗﺒﺎﻳﻦ اﻟﻔﺮوق واﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ اﻟﻤﺤﺴﻮﺑﺔ ﻟﻠﻔﺮوق‬
‫ﻟﺪرﺟﺎت اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ ﻻﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﻘﺒﻠﻲ واﻟﺒﻌﺪي‬
‫ت‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫ﻋﺪد‬
‫أﻓﺮاد‬
‫اﻟﻌﻴﻨﺔ‬
‫ﻣﺘﻮﺳﻂ‬
‫اﻟﻔﺮوق‬
‫اﻧﺤﺮاف‬
‫اﻟﻔﺮوق‬
‫ﺗﺒﺎﻳﻦ‬
‫اﻟﻔﺮوق‬
‫‪1‬‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪21‬‬
‫‪7،57‬‬
‫‪4،28‬‬
‫‪18،33‬‬
‫اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ‬
‫اﻟﻤﺤﺴﻮﺑﺔ اﻟﺠﺪ وﻟﻴﺔ‬
‫‪6،71‬‬
‫‪3،37‬‬
‫اﻟﺪﻻﻟﺔ‬
‫اﻹﺣﺼﺎﺋﻴﺔ‬
‫داﻟﺔ‬
‫‪2‬‬
‫اﻟﻀﺎﺑﻄﺔ‬
‫‪21‬‬
‫‪1،09‬‬
‫‪4،67‬‬
‫‪21،86‬‬
‫ﺗﺒﻴﻦ ﻣﻦ اﻟﺠﺪول أﻋﻼﻩ إن اﻟﻘﻴﻤﺔ اﻟﺘﺎﺋﻴﺔ اﻟﻤﺤﺴﻮﺑﺔ ) ‪ ( 6،71‬اآﺒﺮ ﻣﻦ اﻟﻘﻴﻤﺔ اﻟﺠﺪ وﻟﻴ ﺔ‬
‫اﻟﺒﺎﻟﻐ ﺔ ) ‪ ( 3،37‬ﻋﻨ ﺪ ﻣ ﺴﺘﻮى دﻻﻟ ﺔ ) ‪ ( 0،05‬ودرﺟ ﺔ ﺣﺮﻳ ﺔ ) ‪ ، ( 40‬ﻣﻤ ﺎ ﻳﻌﻨ ﻲ‬
‫وﺟ ﻮد ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﺑ ﻴﻦ اﻟﻤﺠﻤ ﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴ ﺔ واﻟ ﻀﺎﺑﻄﺔ ﻟ ﺼﺎﻟﺢ‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﻤﺎ ﻳﺸﻴﺮ إﻟﻰ رﻓﺾ اﻟﻔﺮﺿ ﻴﺔ اﻟ ﺼﻔﺮﻳﺔ اﻟﺜﺎﻧﻴ ﺔ اﻟﺘ ﻲ ﺗ ﻨﺺ ﻋﻠ ﻰ‬
‫اﻧ ﻪ ) ﻻ ﻳﻮﺟ ﺪ ﻓ ﺮق ذو دﻻﻟ ﺔ إﺣ ﺼﺎﺋﻴﺔ ﻋﻨ ﺪ ﻣ ﺴﺘﻮى ) ‪ ( 0،05‬ﺑ ﻴﻦ ﻣﺘﻮﺳ ﻂ اﻟﻔ ﺮوق‬
‫ﺳ ﻦ ﺑﺄﺳ ﺘﺨﺪام‬
‫ﻟ ﺪرﺟﺎت اﺧﺘﺒ ﺎر اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﻘﺒﻠ ﻲ واﻟﺒﻌ ﺪي ﻟﻠﻄﺎﻟﺒ ﺎت اﻟﻼﺋ ﻲ ﻳﺪر ّ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨﺸﻄﺎﺗﻬﺎ وﻣﺘﻮﺳﻂ اﻟﻔﺮوق ﻟﺪرﺟﺎت اﻷﺧﺘﺒﺎر ﻟﻠﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ‬
‫ﺳ ﻦ ﺑﺎﻟﻄﺮﻳﻘ ﺔ اﻻﻋﺘﻴﺎدﻳ ﺔ ( أي ﺗﻔ ﻮق اﻟﻤﺠﻤﻮﻋ ﺔ‬
‫اﻟﻘﺒﻠ ﻲ واﻟﺒﻌ ﺪي ﻟﻠﻄﺎﻟﺒ ﺎت اﻟﻼﺋ ﻲ ﻳﺪر ّ‬
‫ﺳﻦ ﺑﺄﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ ﺗﻨﻤﻴ ﺔ اﻟﻘ ﺪرات‬
‫اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﻼﺗﻲ در ّ‬
‫ﺳ ﻦ ﺑ ﺪون اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت‬
‫اﻟﻌﻘﻠﻴﺔ ﻋﻠﻰ ﻗﺮﻳﻨﺎﺗﻬﻦ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ اﻟﻼﺗ ﻲ در ّ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ‪0‬‬
‫ﺛﺎﻧﻴ ًﺎ‪ -‬ﺗﻔﺴﻴﺮ اﻟﻨﺘﺎﺋﺞ ‪-:‬‬
‫ﺳ ﻦ ﻋﻠ ﻰ وﻓ ﻖ‬
‫ﻳﻤﻜ ﻦ أن ﻳﻌ ﻮد ﺗﻔ ﻮق ﻃﺎﻟﺒ ﺎت اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﺘﺠﺮﻳﺒﻴ ﺔ اﻟﻼﺗ ﻲ در ّ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻋﻠﻰ أﻗﺮاﻧﻬﻦ ﻓﻲ اﻟﺘﺤﺼﻴﻞ واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ إﻟﻰ ﻣﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫‪ -1‬اﻟ ﺪور اﻹﻳﺠ ﺎﺑﻲ ﻟﻠﻤﺘﻌﻠﻤ ﺔ ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ – اﻟﺘﻌﻠﻤﻴ ﺔ ﻣ ﻦ ﺧ ﻼل ﺗﺤﻔﻴﺰه ﺎ ﻓ ﻲ‬
‫ﺗﻮﻇﻴ ﻒ ﻗ ﺪراﺗﻬﺎ اﻟﻌﻘﻠﻴ ﺔ ﻣ ﻦ ﺧ ﻼل ﺗﻘ ﺪﻳﻢ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺑﺄﺳ ﻠﻮﺑﻴﻦ‬
‫اﻟﻤﺘﻀﻤﻨﺔ واﻟﻤﻨﻔﺼﻠﺔ ‪ ،‬ﺣﻴﺚ ﺗﺤﻮل دورهﺎ إﻟﻰ ﻣﺘﻔﺎﻋﻠ ﺔ وﻣﻌﺎﻟﺠ ﺔ ﻟﻠﻤﻌﻠﻮﻣ ﺎت ﻣﻤ ﺎ ادى‬
‫إﻟﻰ ﺗﻌﻠﻢ ذي ﻣﻌﻨﻰ ‪0‬‬
‫وه ﺬا ﻣ ﺎ ﻳﺰﻳ ﺪ ﻓ ﻲ ﺗﺤ ﺼﻴﻠﻬﺎ اﻟﺪراﺳ ﻲ ﻣﺜﻠﻤ ﺎ أآ ﺪﻩ )‪ ) ( Rigney , 1978‬أن ﺑﺈﻣﻜ ﺎن‬
‫اﻟﻤﻌﻠﻢ ﺗﻜﻮﻳﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ودراﺳ ﺔ ﺟﻴ ﺪة ﻋﻨ ﺪ اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﻣ ﻦ ﺧ ﻼل أﺳ ﻠﻮﺑﻴﻦ‬
‫ﻻ ﻋ ﻦ اﺧﺘﻴ ﺎر اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﻨﺎﺳ ﺒﺔ‬
‫اﻷول هﻮ اﻷﺳﻠﻮب اﻟﺬي ﻳﻜﻮن ﻓﻴ ﻪ اﻟﻤ ﺘﻌﻠﻢ ﻣ ﺴﺆ ً‬
‫ﻟﺘﺤﻘﻴﻖ اﻟﻬﺪف اﻟﺘﻌﻠﻴﻤﻲ ‪0‬‬
‫أﻣﺎ اﻟﺜﺎﻧﻴﺔ ﻓﻬ ﻮ اﻷﺳ ﻠﻮب اﻟ ﺬي ﻳ ﺘﺤﻜﻢ ﺑ ﻪ اﻟﻤﻌﻠ ﻢ أو واﺿ ﻊ اﻟﻤ ﻨﻬﺞ وﻳ ﺘﻢ ﺑﻄﺮﻳﻘ ﺔ ﻏﻴ ﺮ‬
‫ﻣﺒﺎﺷﺮة ﻣﻦ اﺧﺘﻴﺎر إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك اﻟﻤﻨﺎﺳﺒﺔ ﻟﺘﺤﻘﻴﻖ اﻟﻬﺪف اﻟﺘﻌﻠﻴﻤﻲ وﻳﻘﻮم اﻟﻤﺘﻌﻠﻢ‬
‫ﺑﺘﻄﺒﻴ ﻖ ه ﺬﻩ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺔ ( ) دروزة ‪ ، 1995 ،‬ص‪ ، ( 23-20‬وﻗ ﺎل ) ‪Smith‬‬
‫‪ ) ( 1982‬إن ﺗﻜ ﻮﻳﻦ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت إدراك ودراﺳ ﺘﻬﺎ دراﺳ ﺔ ﺟﻴ ﺪة ﻳﻤﻜ ﻦ أن ﻳﺤ ﺼﻞ‬
‫ﻼ ﻋﻤ ﺎ‬
‫ﻣﻦ ﺧﻼل إﻋﺪاد أﻧﺸﻄﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘ ﺴﻢ ﺑﺎﻟﺘﻌﻘﻴ ﺪ واﻟﺘﻨﻮﻳ ﻊ ( رﻓﻘ ﺔ ‪ ،‬ص‪ ( 11‬ﻓ ﻀ ً‬
‫ذآ ﺮﻩ ) ﻣﺤﻤ ﺪ ‪ ) ( 1999 ،‬إن ﺗﻘ ﺪﻳﻢ اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺪراﺳ ﻴﺔ واﻟﺨﺒ ﺮات ﺑ ﺼﻴﻎ وأﺷ ﻜﺎل‬
‫ﻣﺘﻨﻮﻋﺔ ﺗﺘﻔﻖ ﻣﻊ ﺧﺼﺎﺋﺺ اﻟﻤﺘﻌﻠﻤﻴﻦ ﻳﺆدي إﻟﻰ ﺗﺤﺼﻴﻞ ‪ %90‬ﻣﻦ ﻣﺘﻄﻠﺒﺎت اﻟﻤﺘﻌﻠﻢ (‬
‫) ﻣﺤﻤﺪ ‪0 ( 120 ،1999 ،‬‬
‫‪ -2‬إن اﺳﺘﺨﺪام اﻷﺳﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﺟﻌﻠ ﺖ اﻟﻄﺎﻟﺒ ﺔ ﻓ ﻲ ﻣﻮﻗ ﻒ ﺗﻔﻜﻴ ﺮي ﻟﻠﻤ ﺎدة اﻟﻤﺪروﺳ ﺔ‬
‫وذﻟ ﻚ ﻟﻤ ﺎ ﺗﺘﻄﻠﺒ ﻪ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻣ ﻦ ﻣﻤﺎرﺳ ﺔ اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ‬
‫آﺎﻟﻤﻼﺣﻈﺔ واﻟﻤﻘﺎرﻧﺔ واﻻﺳﺘﻨﺘﺎج واﻟﺘﻘﻮﻳﻢ ‪ 0000‬اﻟﺦ ‪ ،‬ﻋﻠ ﻰ وﻓ ﻖ ﻣ ﺴﺘﻮﻳﺎت ﺑﻠ ﻮم ﻣ ﻦ‬
‫ﺧﻼل اﻟﻤﻮاﻗ ﻒ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ‪ ،‬وﺑﺎﻟﺘ ﺎﻟﻲ ﻓﻬ ﻲ وﺳ ﻴﻠﺔ ﻟﺘﻮﻇﻴ ﻒ اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻘﻠﻴ ﺔ ﻣ ﻦ ﺧ ﻼل‬
‫اﺳﺘﺜﺎرة داﻓﻌﻴﺔ اﻟﻤﺘﻌﻠﻤﺔ ﻟﻠﺒﺤﺚ واﻟﺪراﺳﺔ وﺑﺎﻟﺘﺎﻟﻲ ﺣﺜﻬﺎ ﻋﻠﻰ اﺳﺘﺮﺟﺎع اﻟﻤﻌﻠﻮﻣ ﺎت ﻣ ﻦ‬
‫اﻟﺬاآﺮة ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﻨﺎﺳﺐ ‪ ،‬ه ﺬا ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ ﻣ ﺴﺎﻋﺪة اﻟﻤﺘﻌﻠﻤ ﺔ ﺑﺘﻠﺨﻴ ﺼﻬﺎ ﻣﺤﺘ ﻮى‬
‫اﻟﻤﺎدة اﻟﺪراﺳﻴﺔ وﺑﺸﻜﻞ ﻣﻮﺟﺰ وﻣﻜﺜﻒ ﻣﻤﺎ أدى إﻟﻰ اﻟﺘﺤﻜﻢ ﻓ ﻲ ﻋﻤﻠﻴ ﺔ اﺳ ﺘﻴﻌﺎب اﻟﻤ ﺎدة‬
‫اﻟﻤﺪروﺳﺔ وﺗﻨﻈﻴﻢ اﻟﻤﻌﻠﻮﻣﺎت وﺑﺎﻟﺘﺎﻟﻲ أﻏﻨﺎء ﺗﻌﻠﻢ اﻟﻤﺘﻌﻠﻤﺔ وﺑﺸﻜﻞ أﻓﻀﻞ وأﻋﻤﻖ ‪0‬‬
‫ﻼ ﻋﻦ ﻗﻴﺎم اﻟﻤﺘﻌﻠﻤﺔ ﺑﺘﺴﺠﻴﻞ اﻟﻤﻼﺣﻈﺎت اﻟﺼﻔﻴﺔ أدى إﻟﻰ ﺗﺮآﻴﺰ اﻧﺘﺒﺎهﻬﺎ ﻟﻤﺎ ﻳ ﺮاد‬
‫ﻓﻀ ً‬
‫ﺗﻌﻠﻤﻪ واﻧﺪﻣﺎﺟﻬﺎ ﻓﻲ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻣ ﻦ ﺧ ﻼل اﻟﺘﻔﺎﻋ ﻞ ﻣ ﻊ اﻟﻤﻮﻗ ﻒ اﻟﺘﻌﻠﻴﻤ ﻲ إذ أﻧﻬ ﺎ‬
‫ﺗﻘﻮم ﺑﺘﻮﻇﻴﻒ ﻋﻤﻠﻴﺎﺗﻬﺎ اﻟﻌﻘﻠﻴﺔ وإﺳﺘﺮاﺗﻴﺠﻴﺎﺗﻬﺎ اﻹدراآﻴﺔ واﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﻌﻠﻢ اﻟﺬاﺗﻲ ﻣ ﻦ‬
‫ﺧ ﻼل اﻹﻟﻤ ﺎم ﺑ ﺄآﺒﺮ ﻗ ﺪر ﻣ ﻦ اﻟﻤﻌﻠﻮﻣ ﺎت وﻣ ﻦ ﺛ ﻢ ﺗﻨﻈﻴﻤﻬ ﺎ ودﻣﺠﻬ ﺎ ﻣ ﻊ اﻟﻤﻌﻠﻮﻣ ﺎت‬
‫اﻟﺴﺎﺑﻘﺔ وﻻ ﺳﻴﻤﺎ ﻋﻨﺪﻣﺎ ﻧﻘﻮم ﺑﺄﺳﺘﺨﺪام اﻟﺼﻮر اﻟﺤ ﺴﻴﺔ اﻟﻤﺎدﻳ ﺔ ﺛ ﺎر اﻧﺘﺒ ﺎﻩ اﻟﻤﺘﻌﻠﻤ ﺎت إذ‬
‫إﻧﻬﺎ ﺗﻘﺪم اﻟﻤﻔﺎهﻴﻢ اﻟﻌﻠﻤﻴﺔ ﺑﻮاﻗﻌﻴﺔ اآﺒﺮ ﻣ ﻦ اﻟﻜﻠﻤ ﺎت وﺣ ﺪهﺎ إذ أﻧﻬ ﺎ ﺗﻌﻤ ﻞ ﻋﻠ ﻰ ﺗﺮﺗﻴ ﺐ‬
‫اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﻤﻘﺪﻣ ﺔ وﺗﻨ ﺴﻴﻘﻬﺎ ﺑﺤ ﺴﺐ ﺗﺴﻠ ﺴﻞ ﺧﻄﻮاﺗﻬ ﺎ آﻤ ﺎ أﻧﻬ ﺎ ﺗﻔ ﺴﺮ ﺑﻌ ﺾ اﻷﻓﻜ ﺎر‬
‫اﻟﻐﺎﻣﻀﺔ دون اﻟﺤﺎﺟﺔ إﻟﻰ ﻣﻌﻠﻮﻣﺎت ﻟﻔﻈﻴﺔ ‪0‬‬
‫ﻼ ﻋ ﻦ ﺗ ﺼﻤﻴﻢ اﻟﻤﺨﻄﻄ ﺎت واﻟﺨ ﺮاﺋﻂ ﻓﻬ ﻲ ﺗﻌ ﺪ وﺳ ﻴﻠﺔ ذاﺗﻴ ﺔ ﻟﺘﻨﻈ ﻴﻢ اﻷﻓﻜ ﺎر‬
‫ﻓﻀ ً‬
‫وﺗﻮﻇﻴﻒ اﻟﻘﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻣﻤ ﺎ ﻗ ﺎد إﻟ ﻰ اﻟﻔﻬ ﻢ واﻟ ﺘﻌﻠﻢ ﺑ ﺸﻜﻞ أﻋﻤ ﻖ وأﻓ ﻀﻞ ‪ ،‬وه ﺬا ﻣ ﺎ‬
‫أآﺪﺗﻪ ) دروزة ‪ ( 1995 ،‬إن اﻟﺨ ﺮاﺋﻂ واﻟﺠ ﺪاول ﺗ ﺸﻜﻞ إﻃ ﺎر ﻣ ﻦ اﻟﻤﻌﻠﻮﻣ ﺎت ﻳ ﺴﺎﻋﺪ‬
‫ﻋﻠ ﻰ اﺳ ﺘﻘﺒﺎل اﻟﻤﻌﻠﻮﻣ ﺎت اﻟﺠﺪﻳ ﺪة ورﺑﻄﻬ ﺎ ﺑﺎﻟﻤﻌﻠﻮﻣ ﺎت اﻟ ﺴﺎﺑﻘﺔ ﻣ ﻦ ﺧ ﻼل ﺗﻮﻇﻴ ﻒ‬
‫اﻟﻌﻤﻠﻴﺎت اﻟﻌﻘﻠﻴﺔ ) دروزة ‪ ، 1995 ،‬ص‪0 ( 180‬‬
‫ﺛﺎﻟﺜ ًﺎ‪ -‬اﻻﺳﺘﻨﺘﺎﺟﺎت ‪-:‬‬
‫ﻓﻲ ﺿﻮء ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ ﺗﻢ اﻟﺘﻮﺻﻞ إﻟﻰ اﻻﺳﺘﻨﺘﺎﺟﺎت اﻵﺗﻴﺔ ‪-:‬‬
‫‪ -1‬اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ ﺗ ﺪرﻳﺲ ﻣ ﺎدة ﻋﻠ ﻢ اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ‬
‫اﻷول ﻣﺘﻮﺳﻂ ﻟﻬﺎ اﺛﺮ ﻓﻲ رﻓﻊ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻟﻠﻄﺎﻟﺒﺎت ‪0‬‬
‫‪ -2‬اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓ ﻲ ﺗ ﺪرﻳﺲ ﻣ ﺎدة ﻋﻠ ﻢ اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ‬
‫اﻷول ﻣﺘﻮﺳﻂ ﻟﻬﺎ اﺛﺮ ﻓﻲ ﺗﻨﻤﻴﺔ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﻟﺪى اﻟﻄﺎﻟﺒﺎت ‪0‬‬
‫راﺑﻌ ًﺎ‪ -‬اﻟﺘﻮﺻﻴﺎت ‪-:‬‬
‫ﻓﻲ ﺿﻮء ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ اﻟﺤﺎﻟﻲ ﺗﻮﺻﻲ اﻟﺒﺎﺣﺜﺔ ﺑﻤﺎ ﻳﺄﺗﻲ ‪-:‬‬
‫‪ -1‬اﻟﺘﺄآﻴﺪ ﻋﻠﻰ اﺳﺘﺨﺪام ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ ﺗﺪرﻳﺲ ﻣﺎدة ﻋﻠ ﻢ اﻷﺣﻴ ﺎء‬
‫ﻟﻠﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ﻟﻤﺎ ﻟﻬﺎ ﻣﻦ اﺛ ﺮ ﻓ ﻲ رﻓ ﻊ اﻟﺘﺤ ﺼﻴﻞ وﺗﻨﻤﻴ ﺔ اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻟ ﺪى‬
‫اﻟﻄﺎﻟﺒﺎت ‪0‬‬
‫‪ -2‬ﺗﻮﺟﻴﻪ اﻟﻤﺪرﺳﻴﻦ ﻓﻲ اﻟﻤﺪارس ﺑﻀﺮورة اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك‬
‫ﻓﻲ اﻟﺘﺪرﻳﺲ ‪0‬‬
‫‪ -3‬ﻓﺘﺢ دورات ﻟﻠﻤﺪرﺳﻴﻦ ﻹﻃﻼﻋﻬﻢ وﺗﺪرﻳﺒﻬﻢ ﻋﻠﻰ اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻌﻠﻤﻴﺔ اﻟﺤﺪﻳﺜﺔ ‪0‬‬
‫‪ -4‬إدﺧ ﺎل ﻃﺮﻳﻘ ﺔ اﻟﺘ ﺪرﻳﺲ ﺑﺄﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﺿ ﻤﻦ ﻣﻨ ﺎهﺞ‬
‫آﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ وﺑﺨﺎﺻﺔ ﻗﺴﻢ ﻋﻠﻮم اﻟﺤﻴﺎة ﺧﻼل درس ) ﻃﺮاﺋﻖ اﻟﺘﺪرﻳﺲ اﻟﻌﺎﻣﺔ (‪0‬‬
‫ﺧﺎﻣﺴ ًﺎ‪ -‬اﻟﻤﻘﺘﺮﺣﺎت ‪-:‬‬
‫ﻻ ﻟﻬﺬﻩ اﻟﺪراﺳﺔ اﻗﺘﺮﺣﺖ اﻟﺒﺎﺣﺜﺔ إﺟﺮاء اﻟﺪراﺳﺎت اﻵﺗﻴﺔ ‪-:‬‬
‫اﺳﺘﻜﻤﺎ ً‬
‫‪ -1‬اﺛﺮ ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ ﺗﺪرﻳﺲ ﻣﺮاﺣﻞ وﻣﻮاد دراﺳﻴﺔ أﺧﺮى ‪0‬‬
‫‪ -2‬اﺛﺮ ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ﻓﻲ ﻣﺘﻐﻴﺮات ﺗﺎﺑﻌﺔ أﺧﺮى ﻣﺜﻞ إﺣ ﺪاث اﻟﻤﺘﻐﻴ ﺮ‬
‫أﻟﻤﻔﺎهﻴﻤﻲ ‪ ،‬اﻟﺘﻔﻜﻴﺮ اﻟﻤﺘﺸﻌﺐ ‪ ،‬اﻟﺘﻔﻜﻴﺮ اﻹﺑﺪاﻋﻲ ‪ ،‬اﻟﺘﻌﻠﻢ اﻟﺬاﺗﻲ ‪0‬‬
‫‪ -3‬ﻣﻘﺎرﻧ ﺔ ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﺘ ﻀﻤﻨﺔ وﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك اﻟﻤﻨﻔﺼﻠﺔ ‪0‬‬
‫أو ًﻻ‪ -‬اﻟﻤﺼﺎدر اﻟﻌﺮﺑﻴﺔ‬
‫ﺛﺎﻧﻴ ًﺎ‪ -‬اﻟﻤﺼﺎدر اﻷﺟﻨﺒﻴﺔ‬
‫أو ًﻻ‪ -‬اﻟﻤﺼﺎدر اﻟﻌﺮﺑﻴﺔ‬
‫أ‪ -‬اﻟﻤﺮاﺟﻊ‬
‫**اﻟﻘﺮﺁن اﻟﻜﺮﻳﻢ‬
‫‪ -1‬إﺑ ﺮاهﻴﻢ ‪ ،‬ﻋﺎه ﺪ وﺁﺧ ﺮون ‪ ،‬ﻣﺒ ﺎدئ اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻴﻢ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬دار ﻋﻤ ﺎن ﻟﻠﻨ ﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1989 ،‬‬
‫‪ -2‬إﺑ ﺮاهﻴﻢ ‪ ،‬ﻋﺎه ﺪ وﺁﺧ ﺮون ‪ ،‬ﻣﺒ ﺎدئ اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻴﻢ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬ﻋﻤ ﺎن ‪ ،‬دار‬
‫ﻋﻤﺎن ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪1999 ،‬‬
‫‪ -3‬إﺑﺮاهﻴﻢ ﻋﻤﻴﺮة وﻓﺘﺤﻲ اﻟﺪﻳﻦ ‪ ،‬ﺗﺪرﻳﺲ اﻟﻌﻠﻮم واﻟﺘﺮﺑﻴ ﺔ اﻟﻌﻠﻤﻴ ﺔ ‪ ،‬ط‪ ، ٧‬اﻟﻘ ﺎهﺮة‬
‫‪ ،‬دار اﻟﻤﻌﺎرف ‪1982 ،‬‬
‫‪ -4‬أﺑﻮ ﺻﺎﻟﺢ ‪ ،‬ﻣﺤﻤﺪ وﺁﺧﺮون ‪ ،‬اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ ‪ ،‬ط‪ ، 5‬ﻣﻄﺎﺑﻊ اﻟﻜﺘﺎب اﻟﻤﺪرﺳ ﻲ‬
‫‪ ،‬ﺻﻨﻌﺎء ‪1995 ،‬‬
‫‪ -5‬أﺑﻮ اﻟﺤﻄﺐ ‪ ،‬ﻓﺆاد ‪ ،‬اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ‪ ،‬ط‪ ، 1‬ﻣﻜﺘﺒﺔ اﻷﻧﺠﻠﻮ اﻟﻤﺼﺮﻳﺔ ‪ ،‬اﻟﻘ ﺎهﺮة‬
‫‪1973 ،‬‬
‫‪ -6‬أﺑﻮ اﻟﺤﻄﺐ ‪ ،‬ﻓﺆاد وﺁﺧﺮون ‪ ،‬اﻟﺘﻘ ﻮﻳﻢ اﻟﻨﻔ ﺴﻲ ‪ ،‬ط‪ ، ٣‬اﻟﻘ ﺎهﺮة ‪ ،‬ﻣﻜﺘﺒ ﺔ اﻷﻧﺠﻠ ﻮ‬
‫اﻟﻤﺼﺮﻳﺔ ‪1987 ،‬‬
‫‪ -7‬أﺑﻮ اﻟﺤﻄﺐ ‪ ،‬ﻓﺆاد وﺻﺎدق أﻣﺎل ‪ ،‬ﻋﻠﻢ اﻟ ﻨﻔﺲ اﻟﺘﺮﺑ ﻮي ‪ ،‬ط‪ ، 1‬ﻣﻜﺘﺒ ﺔ اﻟﻨﻬ ﻀﺔ‬
‫اﻟﻌﺮﺑﻴﺔ ‪ ،‬اﻟﻘﺎهﺮة ‪1990 ،‬‬
‫‪ -8‬أﺑﻮ ﻋﻼم‪ ،‬رﺟﺎء ﻣﺤﻤﻮد ‪ ,‬ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﺮﺑ ﻮي ‪ ،‬ط‪ ، 4‬دار اﻟﻘﻠ ﻢ ‪ ،‬اﻟﻜﻮﻳ ﺖ ‪،‬‬
‫‪1986‬‬
‫‪ -9‬اﺣﻤﺪ ‪ ،‬ﺑﻠﻘﻴﺲ وﺗﻮﻓﻴﻖ ﻣﺮﻋﻲ ‪ ،‬اﻟﻤﺴﻴﺮ ﻓﻲ ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﺘﺮﺑ ﻮي ‪ ،‬ط‪ ، ١‬ﻋﻤ ﺎن‬
‫‪ ،‬دار اﻟﻔﺮﻗﺎن ‪1982 ،‬‬
‫‪ -10‬اﻷﻣﺎم ‪ ،‬ﻣﺼﻄﻔﻰ وﺁﺧﺮون ‪ ،‬اﻟﺘﻘﻮﻳﻢ واﻟﻘﻴﺎس ‪ ،‬ﺑﻐﺪاد ‪ ،‬ﻣﻄﺒﻌﺔ دار اﻟﺤﻜﻤ ﺔ ‪،‬‬
‫‪1990‬‬
‫‪ -11‬اﻟﺒﻐﺪادي ‪ ،‬ﻣﺤﻤﺪ رﺿ ﺎ ‪ ،‬اﻷه ﺪاف واﻻﺧﺘﺒ ﺎرات ﺑ ﻴﻦ اﻟﻨﻈﺮﻳ ﺔ واﻟﺘﻄﺒﻴ ﻖ ﻓ ﻲ‬
‫ﻣﻨﺎهﺞ وﻃﺮق اﻟﺘﺪرﻳﺲ ‪ ،‬ﻣﻜﺘﺒﺔ اﻟﻔﻼح ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﺑﻐﺪاد ‪1990 ،‬‬
‫‪ -12‬ﺑﻠ ﻮم ‪ ،‬ﺑﻨﻴ ﺎﻣﻴﻦ وﺁﺧ ﺮون ‪ ،‬ﺗﻘ ﻴﻢ ﺗﻌﻠ ﻢ اﻟﻄ ﻼب اﻟﺘﺠﻤﻴﻌ ﻲ واﻟﺘﻜ ﻮﻳﻨﻲ ‪ ،‬ﺗﺮﺟﻤ ﺔ‬
‫ﻣﺤﻤﺪ أﻣﻴﻦ اﻟﻤﻔﺘﻲ وﺁﺧﺮون ‪ ،‬دار ﻣﺎآﺠﺮوهﻴﻞ ﻟﻠﻨﺸﺮ ‪ ،‬اﻟﻘﺎهﺮة ‪1982 ،‬‬
‫‪ -13‬أﻟﺒﻴ ﺎﺗﻲ ‪ ،‬ﻋﺒ ﺪ اﻟﺠﺒ ﺎر ﺗﻮﻓﻴ ﻖ وزآﺮﻳ ﺎ اﺛﻨﺎﺳ ﻴﻮن ‪ ،‬اﻹﺣ ﺼﺎء اﻟﻮﺻ ﻔﻲ‬
‫واﻷﺳﺘﺪﻻﻟﻲ ﻓﻲ اﻟﺘﺮﺑﻴﺔ وﻋﻠﻢ اﻟﻨﻔﺲ ‪ /‬ﺟﺎﻣﻌﺔ اﻟﻤﺴﺘﻨﺼﺮﻳﺔ ‪ ،‬ﺑﻐﺪاد ‪1977 ،‬‬
‫‪ -14‬ﺗ ﻮق ‪ ،‬ﻣﺤ ﻲ اﻟ ﺪﻳﻦ وﻋﺒ ﺪ اﻟ ﺮﺣﻤﻦ ﻋ ﺪس ‪ ،‬أﺳﺎﺳ ﻴﺎت ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﺘﺮﺑ ﻮي ‪،‬‬
‫اﻟﻄﺒﺎﻋﺔ اﻟﻌﺮﺑﻴﺔ ‪ ،‬دار ﺟﻮن داﻳﻠﻲ ‪ ،‬ﻋﻤﺎن ‪1983 ،‬‬
‫‪ -15‬ﺛﻮرﻧ ﺪاﻳﻚ ‪ ،‬روﺑ ﺮت وإﻟﻴﺰاﺑﻴ ﺚ ه ﻴﺠﻦ ‪ ،‬اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ ﻓ ﻲ ﻋﻠ ﻢ اﻟ ﻨﻔﺲ‬
‫واﻟﺘﺮﺑﻴ ﺔ ‪ ،‬ﺗﺮﺟﻤ ﺔ ﻋﺒ ﺪ اﷲ زﻳ ﺪ اﻟﻜﻴﻼﻧ ﻲ وﻋﺒ ﺪ اﻟ ﺮﺣﻤﻦ ﻋ ﺪس ‪ ،‬ﻣﺮآ ﺰ اﻟﻜﺘ ﺎب‬
‫اﻷردﻧﻲ ‪19 ،‬‬
‫‪ -16‬ﺟﺎﺑﺮ‪ ،‬ﻋﺒﺪ اﻟﺤﻤﻴﺪ ﺟﺎﺑﺮ واﺣﻤﺪ ﺧﻴﺮ آ ﺎﻇﻢ ‪ ،‬ﻣﻨ ﺎهﺞ اﻟﺒﺤ ﺚ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ وﻋﻠ ﻢ‬
‫اﻟﻨﻔﺲ ‪ ،‬دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻣﺼﺮ اﻟﺠﺪﻳﺪة ‪1973 ،‬‬
‫‪ -17‬ﺟ ﺎﺑﺮ‪ ،‬ﻋﺒ ﺪ اﻟﺤﻤﻴ ﺪ ﺟ ﺎﺑﺮ وﺁﺧ ﺮون ‪ ،‬ﻣﻬ ﺎرات اﻟﺘ ﺪرﻳﺲ ‪ ،‬دار اﻟﻨﻬ ﻀﺔ ‪،‬‬
‫اﻟﻘﺎهﺮة ‪1994 ،‬‬
‫‪ -18‬ﺟﺎﺑﺮ‪ ،‬ﻋﺒﺪ اﻟﺤﻤﻴﺪ ﺟﺎﺑﺮ ‪ ،‬إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘ ﺪرﻳﺲ واﻟﺘﻌﻠ ﻴﻢ ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜ ﺮ‬
‫اﻟﻌﺮﺑﻲ ‪ ،‬اﻟﻘﺎهﺮة ‪1999 ،‬‬
‫‪ -19‬ﺟﺮوان ‪ ،‬ﻓﺘﺤ ﻲ ﻋﺒ ﺪ اﻟ ﺮﺣﻤﻦ ‪ ،‬ﺗﻌﻠ ﻴﻢ اﻟﺘﻔﻜﻴ ﺮ ﻣﻔ ﺎهﻴﻢ وﺗﻄﺒﻴﻘ ﺎت ‪ ،‬دار اﻟﻔﻜ ﺮ‬
‫ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪ ،‬ط‪ ، 1‬ﻋﻤﺎن‬
‫‪ -20‬اﻟﺤﻜﻴﻢ ‪ ،‬ﻋﻠﻲ ﺳﻠﻮم ‪ ،‬اﻻﺧﺘﺒﺎرات واﻟﻤﻘﺎﻳﺲ واﻹﺣﺼﺎء ﻓﻲ اﻟﻤﺠﺎل اﻟﺮﻳﺎﺿ ﻲ‬
‫‪ ،‬ط‪ ، 1‬ﻣﻄﺒﻌﺔ اﻟﻄﻴﻒ ‪ ،‬ﺑﻐﺪاد ‪2004 ،‬‬
‫‪ -21‬ﺣﻤ ﺪان ‪ ،‬ﻣﺤﻤ ﺪ زﻳ ﺎد ‪ ،‬ﺗﻄ ﻮﻳﺮ اﻟﻤ ﻨﻬﺞ ﻣ ﻊ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﺗﺪرﻳ ﺴﻴﺔ وﻣ ﻮاد‬
‫ﺗﺮﺑﻮﻳﺔ ﻣﺴﺎﻋﺪة ‪ ،‬دار اﻟﻤﻼﻳﻦ اﻟﺤﺪﻳﺜﺔ ‪ ،‬ﻋﻤﺎن ‪1985 ،‬‬
‫‪ -22‬ﺣﻤ ﺪان ‪ ،‬ﻣﺤﻤ ﺪ زﻳ ﺎد ‪ ،‬أﺳ ﺎﻟﻴﺐ اﻟ ﺘﻌﻠﻢ اﻟﻔ ﺮدي ﺗﺨﻄ ﻴﻂ ﺧﺮاﺋﻄﻬ ﺎ وﺗﺮﺷ ﻴﺪهﺎ‬
‫ﻟﻠﺘﺮﺑﻴﺔ اﻟﻤﺪرﺳﻴﺔ ‪ ،‬دﻣﺸﻖ ‪ ،‬دار اﻟﺘﺮﺑﻴﺔ اﻟﺤﺪﻳﺜﺔ ‪1999 ،‬‬
‫‪ -23‬اﻟﺨﻄﻴﺐ ‪ ،‬اﺣﻤ ﺪ ‪ ،‬ورداح اﻟﺨﻄﻴ ﺐ ‪ ،‬اﺗﺠﺎه ﺎت ﺣﺪﻳﺜ ﺔ ﻓ ﻲ اﻟﺘ ﺪرﻳﺐ ‪ ،‬ﻣﻄ ﺎﺑﻊ‬
‫اﻟﻔﺮزدق اﻟﺘﺠﺎرﻳﺔ ‪ ،‬ط‪ ، 1‬اﻷردن ‪1986 ،‬‬
‫‪ -24‬اﻟﺨﻠﻴﻠﻲ ‪ ،‬ﺧﻠﻴﻞ ﻳﻮﺳ ﻒ ‪ ،‬ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ﻓ ﻲ ﻣﺮاﺣ ﻞ اﻟﺘﻌﻠ ﻴﻢ ‪ ،‬وزارة اﻟﺘﺮﺑﻴ ﺔ‬
‫واﻟﺘﻌﻠﻴﻢ ‪ ،‬اﻟﻴﻤﻦ ‪1993 ،‬‬
‫‪ -25‬اﻟﺨﻠﻴﻠﻲ ‪ ،‬ﺧﻠﻴﻞ ﻳﻮﺳﻒ وﺁﺧ ﺮون ‪ ،‬ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ﻓ ﻲ ﻣﺮاﺣ ﻞ اﻟﺘﻌﻠ ﻴﻢ اﻟﻌ ﺎم ‪،‬‬
‫ط‪ ، 1‬دار اﻟﻘﻠﻢ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬اﻷﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﻟﻤﺘﺤﺪة ‪1996 ،‬‬
‫‪ -26‬اﻟﺨﻮاﻟﺪة ‪ ،‬ﻃﺮق اﻟﺘﺪرﻳﺲ اﻟﻌﺎﻣﺔ ‪ ،‬ط‪ ، 11‬ﻣﻄﺎﺑﻊ اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ ‪ ،‬ﺻ ﻨﻌﺎء‬
‫‪1993 ،‬‬
‫‪ -27‬اﻟﺪﺑﺎغ ‪ ،‬اﻟﻔﺨﺮي وﺁﺧﺮون ‪ ،‬اﺧﺘﺒﺎر اﻟﻤ ﺼﻔﻮﻓﺎت اﻟﻤﺘﺘﺎﺑﻌ ﺔ ﻟﻠﻘﻴ ﺎس اﻟﻤﻌﺮﻓ ﻲ )‬
‫اﻟﻘﺴﻢ اﻟﻨﻈﺮي ( ‪ ،‬اﻟﻤﻮﺻﻞ ‪ ،‬ﻣﻄﺒﻌﺔ ﺟﺎﻣﻌﺔ اﻟﻤﻮﺻﻞ ‪1983 ،‬‬
‫‪ -28‬اﻟﺪﻟﻴﻤﻲ ‪ ،‬إﺣﺴﺎن وﻋﺪﻧﺎن اﻟﻤﻬﺪاوي ‪ ،‬اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ ﻓﻲ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪،‬ﻣﻜﺘﺒﺔ اﺣﻤﺪ اﻟﺪﺑﺎغ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪ ،‬ط‪ ، 2‬ﺑﻐﺪاد ‪2004 ،‬‬
‫‪ -29‬دروزة ‪ ،‬أﻓﻨ ﺎن ﻧﻈﻴ ﺮ ‪ ،‬إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ آﺄﺳ ﺎس ﻟﺘ ﺼﻤﻴﻢ‬
‫اﻟﺘﻌﻠﻴﻢ ‪ ،‬ط‪ ، 1‬ﻧﺎﺑﻠﺲ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻨﺠﺎح اﻟﻮﻃﻨﻴﺔ ‪1995 ،‬‬
‫‪ -30‬دروزة ‪ ،‬أﻓﻨ ﺎن ﻧﻈﻴ ﺮ ‪ ،‬اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ واﻟﺘﻘ ﻴﻢ اﻟﻤﺪرﺳ ﻲ ‪ ،‬ط‪ ، 2‬ﻧ ﺎﺑﻠﺲ ‪،‬‬
‫ﺟﺎﻣﻌﺔ اﻟﻨﺠﺎح اﻟﻮﻃﻨﻴﺔ ‪1997 ،‬‬
‫‪ -31‬دروزة ‪ ،‬أﻓﻨﺎن ﻧﻈﻴﺮ ‪ ،‬اﻟﻨﻈﺮﻳﺔ ﻓ ﻲ اﻟﺘ ﺪرﻳﺲ وﺗﺮﺟﻤﺘﻬ ﺎ ﻋﻤﻠﻴ ًﺎ ‪ ،‬ﻋﻤ ﺎن ‪ ،‬دار‬
‫اﻟﺸﺮوق ‪2000 ،‬‬
‫‪ -32‬دوران ‪ ،‬ردوﻧ ﻲ ‪ ،‬أﺳﺎﺳ ﻴﺎت اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ ﻓ ﻲ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ‪ ،‬ﺗﺮﺟﻤ ﺔ‬
‫ﻣﺤﻤﺪ ﺳﻌﻴﺪ وﺁﺧﺮون ‪ ،‬اﻟﻤﻄﺒﻌﺔ اﻟﻮﻃﻨﻴﺔ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻴﺮﻣﻮك ‪ ،‬اﺑﺮﻳﻞ ‪1985 ،‬‬
‫‪ -33‬دوﻳﺪري ‪ ،‬رﺟﺎء وﺣﻴﺪ ‪ ،‬اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ أﺳﺎﺳﻴﺎﺗﻪ اﻟﻨﻈﺮﻳ ﺔ وﻣﻤﺎرﺳ ﺘﻪ اﻟﻌﻠﻤﻴ ﺔ‬
‫‪ ،‬دار اﻟﻔﻜﺮ ‪ ،‬اﻟﻤﻄﺒﻌﺔ اﻟﻌﻠﻤﻴﺔ ‪ ،‬دﻣﺸﻖ ‪2002 ،‬‬
‫‪ -34‬اﻟ ﺮاوي ‪ ،‬ﺧﺎﺷ ﻊ ﻣﺤﻤ ﻮد ‪ ،‬ﻣ ﺪﺧﻞ إﻟ ﻰ اﻹﺣ ﺼﺎء ‪ ،‬وزارة اﻟﺘﻌﻠ ﻴﻢ اﻟﻌ ﺎﻟﻲ‬
‫واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﻮﺻﻞ ‪1989 ،‬‬
‫‪ -35‬اﻟﺮﺷ ﻴﺪي ‪ ،‬ﺑ ﺸﻴﺮ ﺻ ﺎﻟﺢ ‪ ،‬ﻣﻨ ﺎهﺞ اﻟﺒﺤ ﺚ اﻟﺘﺮﺑ ﻮي ‪ ،‬دار اﻟﻜﺘ ﺐ اﻟﺤ ﺪﻳﺚ ‪،‬‬
‫ﻋﻤﺎن ‪2001 ،‬‬
‫‪ -36‬زﻏﻠﻮل ‪ ،‬ﻋﻤﺎد ﻋﺒﺪ اﻟﺮﺣﻴﻢ ‪ ،‬ﻧﻈﺮﻳﺎت اﻟﺘﻌﻠﻢ ‪ ،‬دار اﻟﺸﺮوق ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪،‬‬
‫ﻋﻤﺎن ‪2003 ،‬‬
‫‪ -37‬زﻏﻠ ﻮل ‪ ،‬ﻋﻤ ﺎد ﻋﺒ ﺪ اﻟ ﺮﺣﻴﻢ ‪ ،‬ﻣﺒ ﺎدئ ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﺘﺮﺑ ﻮي ‪ ،‬دار اﻟﻜﺘ ﺎب‬
‫اﻟﺠﺎﻣﻌﻲ ‪ ،‬اﻟﻌﻴﻦ ‪2004 ،‬‬
‫‪ -38‬اﻟﺰوﺑﻌ ﻲ ‪ ،‬ﻋﺒ ﺪ اﻟﺠﻠﻴ ﻞ وﺁﺧ ﺮون ‪ ،‬اﻻﺧﺘﺒ ﺎرات واﻟﻤﻘ ﺎﻳﺲ اﻟﻨﻔ ﺴﻴﺔ ‪ ،‬ﻣﺪﻳﺮﻳ ﺔ‬
‫ﻣﻄﺎﺑﻊ دار اﻟﻜﺘﺐ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﻮﺻﻞ ‪ ،‬اﻟﻤﻮﺻﻞ ‪1981 ،‬‬
‫‪ -39‬اﻟﺰوﺑﻌ ﻲ ‪ ،‬ﻋﺒ ﺪ اﻟﺠﻠﻴ ﻞ وﺁﺧ ﺮون ‪ ،‬ﻣﻨ ﺎهﺞ اﻟﺒﺤ ﺚ اﻟﺘﺮﺑ ﻮي ‪ ،‬ط‪ ، 2‬ﻣﻄﺒﻌ ﺔ‬
‫ﺟﺎﻣﻌﺔ ﺑﻐﺪاد ‪ ،‬ﺑﻐﺪاد ‪1981 ،‬‬
‫‪ -40‬زﻳﺘﻮن ‪ ،‬ﻋﺎﻳﺶ ﻣﺤﻤﻮد ‪ ،‬ﺗﻨﻤﻴﺔ اﻹﺑﺪاع واﻟﺘﻔﻜﻴﺮ اﻹﺑ ﺪاﻋﻲ ﻓ ﻲ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم‬
‫‪ ،‬ﺟﻤﻌﻴﺔ ﻋﻤﺎل اﻟﻤﻄﺎﺑﻊ اﻟﺘﻌﺎوﻧﻴﺔ ‪ ،‬ط‪ ، 1‬ﻋﻤﺎن ‪1987 ،‬‬
‫‪ -41‬زﻳﺘ ﻮن ‪ ،‬ﻋ ﺎﻳﺶ ﻣﺤﻤ ﻮد ‪ ،‬اﻻﺗﺠﺎه ﺎت واﻟﻤﻴ ﻮل اﻟﻌﻠﻤﻴ ﺔ ﻓ ﻲ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ‪،‬‬
‫ﻋﻤﺎن ‪ ،‬دار ﻋﻤﺎن ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪1988 ،‬‬
‫‪ -42‬زﻳﺘﻮن ‪ ،‬ﻋﺎﻳﺶ ﻣﺤﻤﻮد ‪ ،‬أﻧﻤﺎط اﻟﺘﻔ ﻀﻴﻼت اﻟﻤﻌﺮﻓﻴ ﺔ ﻋﻨ ﺪ ﻣﻌﻠﻤ ﻲ اﻟﻌﻠ ﻮم ﻓ ﻲ‬
‫اﻟﻤﺮﺣﻠﺔ اﻷﺳﺎﺳﻴﺔ ‪ ،‬اﻟﻤﺠﻠﺪ ) ‪ ، ( 16‬اﻟﻌﺪد ) ‪1993 ، ( 16‬‬
‫‪ -43‬زﻳﺘ ﻮن ‪ ،‬ﻋ ﺎﻳﺶ ‪ ،‬أﺳ ﺎﻟﻴﺐ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ‪ ،‬ط‪ ، 1‬دار اﻟ ﺸﺮوق ﻟﻠﻨ ﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2001 ،‬‬
‫‪ -44‬زﻳﺘﻮن ‪ ،‬ﻋﺪﻧﺎن ﺳﻠﻤﺎن ‪ ،‬اﻟﺘﻌﻠﻢ اﻟ ﺬاﺗﻲ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ ﺗﺮﺑﻮﻳ ﺔ ﻣﻌﺎﺻ ﺮة ‪ ،‬ط‪، 1‬‬
‫دﻣﺸﻖ ‪ ،‬أﻟﻒ ﺑﺎء اﻷدﺑﻴﺔ ‪1999 ،‬‬
‫‪ -45‬زﻳﺘ ﻮن ‪ ،‬ﻋ ﺪﻧﺎن ﺳ ﻠﻤﺎن ‪ ،‬دﻟﻴ ﻞ اﻟﻤﻌﻠ ﻢ ﻓ ﻲ ﺑﻨ ﺎء اﻻﺧﺘﺒ ﺎرات اﻟﺘﺤ ﺼﻴﻠﻴﺔ ‪،‬‬
‫اﻟﻤﻨﻈﻤﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ واﻟﺜﻘﺎﻓﺔ واﻟﻌﻠﻮم ‪ ،‬ﺗﻮﻧﺲ ‪1989 ،‬‬
‫‪ -46‬ﺳﻤﺎرﻩ ﻋﺰﻳﺰ وﺁﺧﺮون ‪ ،‬ﻣﺒﺎدئ اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ ﻓﻲ اﻟﺘﺮﺑﻴﺔ ‪ ،‬ط‪ ، 2‬دار اﻟﻔﻜﺮ‬
‫ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1989 ،‬‬
‫‪ -47‬ﺷﻮا هﻴﻦ ﺧﻴ ﺮ ‪ ،‬ﺗﻄ ﻮﻳﺮ ﻣﻬ ﺎرات اﻟﺘﻔﻜﻴ ﺮ ﻓ ﻲ ﺗﻌﻠ ﻢ اﻟﻌﻠ ﻮم ‪ ،‬ط‪ ، 1‬دار اﻷﻣ ﻞ‬
‫ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ارﺑﺪ ‪2002 ،‬‬
‫‪ -48‬اﻟ ﺼﺎدق ‪ ،‬ﻓ ﺎﺗﻦ ﺻ ﻼح ﻋﺒ ﺪ ‪ ،‬اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ اﻟﻤﻌﺮﻓﻴ ﺔ ﻟ ﺬوي اﻻﺣﺘﻴﺎﺟ ﺎت‬
‫اﻟﺨﺎﺻﺔ ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜﺮ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2003 ،‬‬
‫‪ -50‬اﻟﺼﺎﻧﻊ ‪ ،‬ﻣﺤﻤ ﺪ ‪ ،‬اﻷه ﺪاف اﻟ ﺴﻠﻮآﻴﺔ واﻻﺧﺘﺒ ﺎرات اﻟﻤﺪرﺳ ﻴﺔ ‪ ،‬ط‪ ، 2‬ﻣﺮآ ﺰ‬
‫ﻋﺒﺎدي ﻟﻠﺪراﺳﺎت واﻟﻨﺸﺮ ‪ ،‬اﻟﻴﻤﻦ ‪2000 ،‬‬
‫‪ -51‬ﺻﺎﻟﺢ ‪ ،‬اﺣﻤﺪ زآﻲ ‪ ،‬اﻟﺘﻌﻠﻴﻢ أﺳﺴﻪ وﻣﻔﺎهﻴﻤﻪ وﻧﻈﺮﻳﺎﺗﻪ ‪ ،‬ﻣﻜﺘﺒ ﺔ اﻟﻨﻬ ﻀﺔ اﻟﻌﺮﺑﻴ ﺔ‬
‫‪ ،‬اﻟﻘﺎهﺮة ‪1973 ،‬‬
‫‪ -52‬اﻟﻄﺒﻴﺐ ‪ ،‬اﺣﻤﺪ وﺁﺧﺮون ‪ ،‬اﻹﺣﺼﺎء ﻓﻲ اﻟﺘﺮﺑﻴﺔ وﻋﻠﻢ اﻟ ﻨﻔﺲ ‪ ،‬ط‪ ، 1‬اﻟﻤﻜﺘ ﺐ‬
‫اﻟﺠﺎﻣﻌﻲ اﻟﺤﺪﻳﺚ ‪ ،‬اﻹﺳﻜﻨﺪرﻳﺔ ‪1999 ،‬‬
‫‪ -53‬اﻟﻈ ﺎهﺮ ‪ ،‬ﻣﺤﻤ ﺪ وﺁﺧ ﺮون ‪ ،‬ﻣﺒ ﺎدئ اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬ط‪ ، 1‬دار‬
‫اﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1999 ،‬‬
‫‪ -54‬اﻟﻈﺎهﺮ ‪ ،‬ﻣﺤﻤ ﺪ وﺁﺧ ﺮون ‪ ،‬ﻣﺒ ﺎدئ اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ ‪) ،‬اﻹﺻ ﺪار‬
‫اﻟﺜﺎﻧﻲ ( ‪ ،‬دار اﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2002 ،‬‬
‫‪ -55‬أﻟﻌﺒﻴ ﺪي ‪ ،‬ﻏ ﺎﻧﻢ وﺣﻨ ﺎن اﺣﻤ ﺪ ‪ ،‬اﻟﺘﻘ ﻮﻳﻢ واﻟﻘﻴ ﺎس ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ واﻟﺘﻌﻠ ﻴﻢ ‪ ،‬دار‬
‫اﻟﺰاهﺮان ‪ ،‬ﻋﻤﺎن ‪2000 ،‬‬
‫‪ -56‬ﻋﺒﺪ اﻟﺮﺣﻤﻦ ‪ ،‬أﻧﻮر ﺣﺴﻴﻦ وﻋﺪﻧﺎن ﺣﻘﻲ زﻧﻜﻪ ‪ ،‬اﻷﻧﻤﺎط اﻟﻤﻨﻬﺠﻴﺔ وﺗﻄﺒﻴﻘﺎﺗﻬﺎ‬
‫ﻓﻲ اﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ واﻟﺘﻄﺒﻴﻘﻴﺔ ‪ ،‬ﻣﻄﺎﺑﻊ ﺷﺮآﺔ اﻟﻮﻓﺎق ﻟﻠﻄﺒﺎﻋﺔ ‪ ،‬ﺑﻐﺪاد ‪2007 ،‬‬
‫‪ -57‬ﻋﺒﺪ اﻟﺴﻼم ‪ ،‬ﻓﺎروق ‪ ،‬اﻟﺘﺼﻠﺐ اﻟﻔﻜﺮي وﻋﻼﻗﺘﻪ ﺑﺒﻌﺾ ﺧﺼﺎﺋﺺ اﻟﺸﺨ ﺼﻴﺔ‬
‫‪ ،‬دار اﻟﺜﻘﺎﻓﺔ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪ ،‬اﻟﻘﺎهﺮة ‪1975 ،‬‬
‫‪ -58‬ﻋﺒ ﺪ اﻟ ﺴﻼم ‪ ،‬ﻣ ﺼﻄﻔﻰ ‪ ،‬اﺗﺠﺎه ﺎت ﺣﺪﻳﺜ ﺔ ﻓ ﻲ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ‪ ،‬دار اﻟﻔﻜ ﺮ‬
‫اﻟﻌﺮﺑﻲ ‪ ،‬اﻟﻘﺎهﺮة ‪2001 ،‬‬
‫‪ -59‬ﻋﺒﺪ اﻟﻠﻄﻴﻒ ‪ ،‬ﺣ ﺴﻴﻦ ﺣﻴ ﺪر ‪ ،‬ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ﻓ ﻲ ﺿ ﻮء اﻻﺗﺠﺎه ﺎت اﻟﺘﺮﺑﻮﻳ ﺔ‬
‫اﻟﻤﻌﺎﺻﺮة ‪ ،‬ط‪ ، 1‬اﻟﻴﻤﻦ ‪ ،‬دار اﻟﺤﺎدي ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪1993 ،‬‬
‫‪ -60‬ﻋﺒ ﺪ اﻟﻬ ﺎدي ‪ ،‬ﻧﺒﻴ ﻞ ‪ ،‬ﻧﻤ ﺎذج ﺗﺮﺑﻮﻳ ﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﻣﻌﺎﺻ ﺮة ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜ ﺮ‬
‫ﻟﻠﻄﺒﺎﻋﺔ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2000 ،‬‬
‫‪ -61‬ﻋﺒﻴ ﺪ ‪ ،‬ﻣﺎﺟ ﺪة اﻟ ﺴﻴﺪ وﺁﺧ ﺮون ‪ ،‬أﺳﺎﺳ ﻴﺎت ﺗ ﺼﻤﻴﻢ اﻟﺘ ﺪرﻳﺲ ‪ ،‬ط‪ ، 1‬دار‬
‫اﻟﺼﻔﺎء ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2001 ،‬‬
‫‪ -62‬ﻋﺪس ‪ ،‬ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺮﺣﻤﻦ وﻣﺤﻲ اﻟﺪﻳﻦ ﺗﻮق ‪ ،‬ﻣﺪﺧﻞ إﻟﻰ ﻋﻠﻢ اﻟﻨﻔﺲ ‪ ،‬ط‪، 5‬‬
‫دار اﻟﻔﻜﺮ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1988 ،‬‬
‫‪ -63‬ﻋ ﺪس‪ ،‬ﻣﺤﻤ ﺪ ﻋﺒ ﺪ اﻟ ﺮﺣﻤﻦ ‪ ،‬اﻟﻘﻴ ﺎس اﻟﻨﻔ ﺴﻲ ‪ ،‬ط‪ ، 2‬ﻣﻜﺘﺒ ﺔ اﻟﻔ ﻼح ﻟﻠﻨ ﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1997 ،‬‬
‫‪ -64‬ﻋﺪس ‪ ،‬ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺮﺣﻤﻦ ‪ ،‬ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﺮﺑﻮي ) ﻧﻈﺮة ﻣﻌﺎﺻ ﺮة ( ‪ ،‬ط‪، 1‬‬
‫ﻋﻤﺎن ‪ ،‬دار اﻟﻔﻜﺮ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪1998 ،‬‬
‫‪ -65‬ﻋ ﺪس ‪ ،‬ﻣﺤﻤ ﺪ ﻋﺒ ﺪ اﻟ ﺮﺣﻤﻦ ‪ ،‬اﻟﻤﺪرﺳ ﺔ وﺗﻌﻠ ﻴﻢ اﻟﺘﻔﻜﻴ ﺮ ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜ ﺮ‬
‫ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2000 ،‬‬
‫‪ -66‬ﻋﺰﻳﺰ‪ ،‬داود ﺣﻨﺎ وأﻧﻮر ﺣﺴﻴﻦ ﻋﺒﺪ اﻟﺮﺣﻤﻦ ‪ ،‬ﻣﻨﺎهﺞ اﻟﺒﺤ ﺚ اﻟﺘﺮﺑ ﻮي ‪ ،‬ط‪، 1‬‬
‫دار اﻟﺤﻜﻤﺔ ‪ ،‬ﺑﻐﺪاد ‪1990 ،‬‬
‫‪ -67‬اﻟﻌﻘﻴﻞ ‪ ،‬إﺑﺮاهﻴﻢ ‪ ،‬اﻟﺸﺎﻣﻞ ﻓﻲ ﺗﺪرﻳﺲ اﻟﻤﻌﻠﻤ ﻴﻦ اﻟﺘﻔﻜﻴ ﺮ واﻹﺑ ﺪاع ‪ ،‬ط‪ ، 1‬دار‬
‫اﻟﻮراق ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪ ،‬اﻟﺮﻳﺎض ‪2004 ،‬‬
‫‪ -68‬ﻋﻼم ‪ ،‬ﺻﻼح اﻟﺪﻳﻦ ﻣﺤﻤﻮد ‪ ،‬اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ اﻟﺘﺮﺑ ﻮي واﻟﻨﻔ ﺴﻲ أﺳﺎﺳ ﻴﺎﺗﻪ‬
‫وﺗﻮﺟﻴﻬﺎﺗﻪ اﻟﻤﻌﺎﺻﺮة ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ ‪ ،‬اﻟﻘﺎهﺮة ‪2000 ،‬‬
‫‪ -69‬ﻋﻮدﻩ ‪ ،‬اﺣﻤﺪ ﺳﻠﻴﻤﺎن وﻓﺘﺤﻲ ﺣﺴﻨﻲ ﻣﻠﻜ ﺎوي ‪ ،‬أﺳﺎﺳ ﻴﺎت اﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ ﻓ ﻲ‬
‫اﻟﺘﺮﺑﻴﺔ واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ ‪ ،‬ﻣﻜﺘﺒﺔ اﻟﻤﻨﺎر ‪ ،‬ﻋﻤﺎن ‪1987 ،‬‬
‫‪ -70‬ﻋﻮدﻩ ‪ ،‬اﺣﻤﺪ ﺳﻠﻴﻤﺎن ‪ ،‬وﺧﻠﻴﻞ ﻳﻮﺳﻒ اﻟﺨﻠﻴﻠﻲ ‪ ،‬اﻹﺣﺼﺎء ﻟﻠﺒﺎﺣﺚ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ‬
‫واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ ‪ ،‬دار اﻟﻔﻜﺮ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1988 ،‬‬
‫‪ -71‬ﻋﻮدﻩ ‪ ،‬اﺣﻤﺪ ﺳﻠﻴﻤﺎن ‪ ،‬اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﺪرﻳ ﺴﻴﺔ ‪ ،‬ط‪ ، ٢‬دار اﻷﻣ ﻞ‬
‫ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪1998 ،‬‬
‫‪ -72‬ﻋ ﻮدة ‪ ،‬اﺣﻤ ﺪ ﺳ ﻠﻴﻤﺎن ‪ ،‬اﻟﻘﻴ ﺎس واﻟﺘﻘ ﻮﻳﻢ ﻓ ﻲ اﻟﻌﻤﻠﻴ ﺔ اﻟﺘﺪرﻳ ﺴﻴﺔ ‪ ،‬ط‪ ، 5‬دار‬
‫اﻷﻣﻞ ‪ ،‬ارﺑﺪ ‪2001 ،‬‬
‫‪ -73‬ﻓ ﺎﺧﺮ ‪ ،‬ﻋﺎﻗ ﻞ ‪ ،‬ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﺘﺮﺑ ﻮي ‪ ،‬ط‪ ، 3‬دار اﻟﻌﻠ ﻢ ﻟﻠﻤﻼﻳ ﻦ ‪ ،‬ﺑﻴ ﺮوت ‪،‬‬
‫‪1976‬‬
‫‪ -74‬ﻓﺎﺧﺮ ‪ ،‬ﻋﺎﻗﻞ ‪ ،‬ﻣﻌﺠﻢ اﻟﻌﻠﻮم اﻟﻨﻔﺴﻴﺔ ‪ ،‬دار اﻟﺮاﺋﺪ اﻟﻌﺮﺑﻲ ‪ ،‬ﺑﻴﺮوت ‪1988 ،‬‬
‫‪ -75‬ﻓﺎﻧﺪاﻟﻴﻦ دﻳﻮﺑﻮﻟ ﺪي ‪ ،‬ﻣﻨ ﺎهﺞ اﻟﺒﺤ ﺚ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ وﻋﻠ ﻢ اﻟ ﻨﻔﺲ ‪ ،‬ﺗﺮﺟﻤ ﺔ ﻣﺤﻤ ﺪ‬
‫ﻧﺒﻴﻞ ﻧﻮﻓﻞ ‪ ،‬ﺳﻠﻴﻤﺎن اﻟﺨﻀﺮي وﻃﻠﻌﺖ ﻣﻨﺼﻮر ‪ ،‬ط‪ ، 2‬ﻣﻜﺘﺒﺔ اﻷﻧﺠﻠﻮ اﻟﻤ ﺼﺮﻳﺔ ‪،‬‬
‫‪1979‬‬
‫‪ -76‬ﻓﺘﺤ ﻲ ‪ ،‬ﻋﺒ ﺪ اﻟ ﺮﺣﻤﻦ وﺟ ﺮوان ‪ ،‬ﺗﻌﻠ ﻴﻢ اﻟﺘﻔﻜﻴ ﺮ – ﻣﻔ ﺎهﻴﻢ وﺗﻄﺒﻴﻘ ﺎت ‪ ،‬دار‬
‫اﻟﻜﺘﺎب اﻟﺠﺎﻣﻌﻲ ‪ ،‬ﺑﻴﺮوت ‪1999 ،‬‬
‫‪ -77‬ﻓﻴ ﺼﻞ‪ ،‬ﻋﺒ ﺎس اﻻﺧﺘﺒ ﺎرات اﻟﻨﻔ ﺴﻴﺔ ﺗﻘﻨﻴﺎﺗﻬ ﺎ وإﺟﺮاءاﺗﻬ ﺎ ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜ ﺮ‬
‫اﻟﻌﺮﺑﻲ ‪ ،‬ﺑﻴﺮوت ‪1996 ،‬‬
‫‪ -78‬ﻗﻄﺎﻣﻲ ‪ ،‬ﻳﻮﺳﻒ وﻧﺎﻳﻔﺔ ‪ ،‬ﺗ ﺼﻤﻴﻢ اﻟﺘ ﺪرﻳﺲ ‪ ،‬ط‪ ، 1‬ﻣﻄﺒﻌ ﺔ اﻟﺠﺎﻣﻌ ﺔ ‪ ،‬اﻟﻘ ﺪس‬
‫اﻟﻤﻔﺘﻮﺣﺔ ‪ ،‬ﻋﻤﺎن ‪1994 ،‬‬
‫‪ -79‬ﻗﻄﺎﻣﻲ ‪ ،‬ﻧﺎﻳﻔﺔ ‪ ،‬ﺗﻌﻠﻴﻢ اﻟﺘﻔﻜﻴ ﺮ ﻟﻠﻤﺮﺣﻠ ﺔ اﻷﺳﺎﺳ ﻴﺔ ‪ ،‬ط‪ ، 1‬دار اﻟﻔﻜ ﺮ ﻟﻠﻄﺒﺎﻋ ﺔ‬
‫واﻟﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2001 ،‬‬
‫‪ -80‬ﻗﻄ ﺎﻣﻲ ‪ ،‬ﻧﺎﻳﻔ ﺔ ‪ ،‬ﻣﻬ ﺎرات اﻟﺘ ﺪرﻳﺲ اﻟﻔﻌ ﺎل ‪ ،‬دار اﻟﻔﻜ ﺮ ﻟﻠﻄﺒﺎﻋ ﺔ واﻟﻨ ﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2004 ،‬‬
‫‪ -81‬ﻗﻨ ﺪﻟﻴﺠﻲ ‪ ،‬ﻋ ﺎﻣﺮ إﺑ ﺮاهﻴﻢ ‪ ،‬اﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ واﺳ ﺘﺨﺪام ﻣ ﺼﺎدر اﻟﻤﻌﻠﻮﻣ ﺎت ‪،‬‬
‫اﻟﺠﺎﻣﻌﺔ اﻟﻤﺴﺘﻨﺼﺮﻳﺔ ‪ ،‬ﺑﻐﺪاد ‪1993 ،‬‬
‫‪ -82‬آﺎﻇﻢ ‪،‬اﺣﻤﺪ ﺧﻴﺮي وﺳﻌﺪ ﻳﺲ زآﻲ ‪ ،‬ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ‪ ،‬دار اﻟﻨﻬ ﻀﺔ اﻟﻌﺮﺑﻴ ﺔ‬
‫‪ ،‬اﻟﻘﺎهﺮة ‪1981 ،‬‬
‫‪ -83‬آﺮاﺟ ﻪ ‪ ،‬ﻋﺒ ﺪ اﻟﻘ ﺎدر ‪ ،‬ﺳ ﻴﻜﻮﻟﻮﺟﻴﺔ اﻟ ﺘﻌﻠﻢ ‪ ،‬ط‪ ، 2‬دار اﻟﺒ ﺎرودي ‪ ،‬ﻋﻤ ﺎن ‪،‬‬
‫‪1997‬‬
‫‪ -84‬آﺮاﺟﻪ ‪ ،‬ﻋﺒﺪ اﻟﻘﺎدر ‪ ،‬اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ ﻓﻲ ﻋﻠﻢ اﻟﻨﻔﺲ ) رؤﻳﺔ ﺟﺪﻳﺪة ( ‪ ،‬ط‪، 1‬‬
‫دار اﻟﺒﺎرودي اﻟﻌﻠﻤﻴﺔ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺒﻴﺖ ‪ ،‬ﻋﻤﺎن ‪1997 ،‬‬
‫‪ -85‬اﻟﻜﺰﻩ ‪ ،‬اﺣﻤﺪ وﺣﺴﻦ ﻋﻠﻲ ‪ ،‬اﻟﻤﻮاد اﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﻴﻦ اﻟﺘﻨﻈﻴﺮ واﻟﺘﻄﺒﻴ ﻖ ‪ ،‬ط‪، 1‬‬
‫ﻣﻜﺘﺐ اﻟﻄﺎﻟﺐ اﻟﺠﺎﻣﻌﻲ ‪ ،‬اﻟﺮﻳﺎض ‪1987 ،‬‬
‫‪ -86‬ﻣﺼﻄﻔﻰ ‪ ،‬ﻋﺒﺪ اﻟ ﺴﻤﻴﻊ ﻣﺤﻤ ﺪ ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴ ﺎ اﻟ ﺘﻌﻠﻢ ودراﺳ ﺎت ﻋﺮﺑﻴ ﺔ ‪ ،‬ﻣﺮآ ﺰ‬
‫اﻟﻜﺘﺎب ﻟﻠﻨﺸﺮ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻘﺎهﺮة ‪1999 ،‬‬
‫‪ -87‬ﻣﻌﻤﺎر ‪ ،‬ﺻﻼح ﺻﺎﻟﺢ ‪ ،‬ﻋﻴﻦ اﻟﺘﻔﻜﻴﺮ ‪ ،‬ط‪ ، 1‬دار دي ﺑﻮﻧ ﻮ ﻟﻠﻄﺒﺎﻋ ﺔ واﻟﻨ ﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ‪ ،‬ﻋﻤﺎن ‪2006 ،‬‬
‫‪ -88‬ﻣﻠﺤ ﻢ ‪ ،‬ﺳ ﺎﻣﻲ ﻣﺤﻤ ﺪ ‪ ،‬ﻣﻨ ﺎهﺞ اﻟﺒﺤ ﺚ ﻓ ﻲ اﻟﺘﺮﺑﻴ ﺔ وﻋﻠ ﻢ اﻟ ﻨﻔﺲ ‪ ،‬ط‪، 1‬دار‬
‫اﻟﻤﺴﻴﺮ ‪ ،‬ﻋﻤﺎن ‪2000 ،‬‬
‫‪ -89‬هﻨﺪام ‪ ،‬ﻳﺤﻴﻰ ﺣﺎﻣﺪ ‪ ،‬ﺗﺪرﻳﺲ اﻟﺮﻳﺎﺿ ﻴﺎت ‪ ،‬دار اﻟﻨﻬ ﻀﺔ اﻟﻌﺮﺑﻴ ﺔ ‪ ،‬اﻟﻘ ﺎهﺮة ‪،‬‬
‫‪1982‬‬
‫‪ -90‬اﻟﻬﻮﻳﺪي ‪ ،‬زﻳﺪ ‪ ،‬اﻷﺳﺎﻟﻴﺐ اﻟﺤﺪﻳﺜﺔ ﻓ ﻲ ﺗ ﺪرﻳﺲ اﻟﻌﻠ ﻮم ‪ ،‬دار اﻟﻜﺘ ﺐ واﻟﻨ ﺸﺮ ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺑﻐﺪاد ‪2002 ،‬‬
‫‪ -91‬إﻟﻬﻴﺘﻲ ‪ ،‬ﺧﻠﻒ ﻧﺎﺻﺮ وﻣﺤﻤﺪ ﻋﺒﺪ اﷲ اﻟﺼﻮﻓﻲ ‪ ،‬دﻟﻴ ﻞ اﻟﻤﻌﻠ ﻢ ﻓ ﻲ ﺗﻘ ﻮﻳﻢ اﻟﻄﻠﺒ ﺔ ‪،‬‬
‫وزارة اﻟﺘﺮﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ اﻟﻌﺎﻟﻲ ‪ ،‬ﺻﻨﻌﺎء ‪2002 ،‬‬
‫‪ -92‬وﺟﻴﻪ ﻣﺤﺠﻮب ‪ ،‬اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ وﻣﻨﺎهﺠﻪ ‪ ،‬دار اﻟﻜﺘﺐ واﻟﻨﺸﺮ ‪ ،‬ﺟﺎﻣﻌﺔ ﺑﻐ ﺪاد‬
‫‪2002 ،‬‬
‫‪ -93‬وزارة اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬ﻋﻠ ﻢ اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ‪ ،‬ط‪ ، 1‬ﺑﻐ ﺪاد ‪ ،‬وزارة‬
‫اﻟﺘﺮﺑﻴﺔ ‪2009 ،‬‬
‫ب اﻟﺮﺳﺎﺋﻞ واﻷﻃﺎرﻳﺢ‬
‫‪ -94‬اﻻﺣﺒ ﺎﺑﻲ ‪ ,‬ﻧ ﻮري ﺻ ﺎﻟﺢ ﺟﺎﺳ ﻢ ‪" , 2006 ,‬اﺛ ﺮ اﻹﺳ ﺘﺮاﺗﻴﺠﻴﺘﻴﻦ اﻹدراآﻴ ﺔ‬
‫اﻟﻤﻨﻔ ﺼﻠﺔ واﻹدراآﻴ ﺔ اﻟﻤﺘ ﻀﻤﻨﺔ ﻓ ﻲ ﺗﺤ ﺼﻴﻞ واﻻﺳ ﺘﺒﻘﺎء ﻣ ﺎدة اﻟﺮﻳﺎﺿ ﻴﺎت ﻟ ﺪى‬
‫ﻃﺎﻟﺒﺎت ﻣﻌﻬﺪ أﻋ ﺪاد اﻟﻤﻌﻠﻤ ﺎت" ‪ ,‬رﺳ ﺎﻟﺔ ﻣﺎﺟ ﺴﺘﻴﺮ ﻏﻴ ﺮ ﻣﻨ ﺸﻮرة ‪ ,‬ﺟﺎﻣﻌ ﺔ ﺑﻐ ﺪاد ‪,‬‬
‫آﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ اﺑﻦ اﻟﻬﻴﺜﻢ ‪.‬‬
‫‪ - 95‬اﻟﺨﻔ ﺎﺟﻲ ‪ ،‬راﺋ ﺪ إدرﻳ ﺲ ‪ ،‬اﺛ ﺮ اﺳ ﺘﺨﺪام أﻧ ﺸﻄﺔ ﺗﻌﻠﻴﻤﻴ ﺔ‪ -‬ﺗﻌﻠﻤﻴ ﻪ ﻓ ﻲ‬
‫إﺳﺘﺮاﺗﻴﺠﻴﺎت ﺗﻌﻠﻢ ودراﺳﺔ ﻃﻼب اﻟﺼﻒ اﻟﺨﺎﻣﺲ اﻟﻌﻠﻤﻲ وﺗﺤ ﺼﻴﻠﻬﻢ ﻓ ﻲ اﻟﻜﻴﻤﻴ ﺎء‬
‫‪ ،‬أﻃﺮوﺣﺔ دآﺘﻮراﻩ ﻏﻴﺮ ﻣﻨﺸﻮرة ‪ ،‬ﺟﺎﻣﻌﺔ ﺑﻐﺪاد ‪ /‬اﺑﻦ اﻟﻬﻴﺜﻢ ‪2001 ،‬‬
‫‪ -96‬دروزة ‪ ،‬أﻓﻨ ﺎن ﻧﻈﻴ ﺮ ‪ ،‬اﺛ ﺮ ﻣ ﺴﺘﻮى اﻷﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ وﻣﻜﺎﻧﻬ ﺎ ﻓ ﻲ اﻟ ﻨﺺ‬
‫اﻟﻤ ﺪروس ﻋﻠ ﻰ ﺛ ﻼث ﻣ ﺴﺘﻮﻳﺎت ﻣ ﻦ اﻟ ﺘﻌﻠﻢ ) اﻟﺘ ﺬآﺮ ‪ ،‬اﻟﺘﻄﺒﻴ ﻖ ‪ ،‬اﻻآﺘ ﺸﺎف ( ‪،‬‬
‫ﻣﺮآﺰ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻨﺠﺎح اﻟﻮﻃﻨﻴﺔ ‪ ،‬ﻧﺎﺑﻠﺲ ‪1986 ،‬‬
‫‪ -97‬اﻟﺪاﻳﻨﻲ ‪ ,‬ﺑﺘﻮل ﻣﺤﻤﺪ ﺟﺎﺳ ﻢ ‪ ", 2004 ,‬اﺛ ﺮ اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺎت اﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬
‫اﻹدراك ﻓﻲ ﺗﺤﺼﻴﻞ ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻟﺨ ﺎﻣﺲ اﻟﻌﻠﻤ ﻲ وﺗﻨﻤﻴ ﺔ ﻣﻬ ﺎراﺗﻬﻦ اﻟﻌﻘﻠﻴ ﺔ" ‪,‬‬
‫أﻃﺮوﺣﺔ دآﺘﻮراﻩ ﻏﻴﺮ ﻣﻨﺸﻮرة ‪ ,‬ﺟﺎﻣﻌﺔ ﺑﻐﺪاد ‪ ,‬آﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ ‪/‬اﺑﻦ اﻟﻬﻴﺜﻢ ‪.‬‬
‫‪ -98‬اﻟ ﺪﻟﻴﻤﻲ ‪ ،‬وﻓ ﺎء ﻋﺒ ﺪ اﻟﻬ ﺎدي ﻧﺠ ﻢ ‪ ،‬اﺛ ﺮ اﺳ ﺘﺨﺪام اﻟﻤﺨﺘﺒ ﺮ اﻻﺳﺘﻜ ﺸﺎﻓﻲ ﻓ ﻲ‬
‫اﻟﺘﻔﻜﻴ ﺮ اﻟﻌﻠﻤ ﻲ ‪ ،‬ﻟ ﺪى ﻃﺎﻟﺒ ﺎت ﻗ ﺴﻢ اﻟﻌﻠ ﻮم ﻓ ﻲ ﻣﻌﻬ ﺪ إﻋ ﺪاد اﻟﻤﻌﻠﻤ ﺎت ‪ ،‬أﻃﺮوﺣ ﺔ‬
‫دآﺘﻮراﻩ ﻏﻴﺮ ﻣﻨﺸﻮرة ‪ ،‬آﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ ‪ /‬اﺑﻦ اﻟﻬﻴﺜﻢ ‪1977‬‬
‫‪ -99‬اﻟﺮﺑﻴﻌﻲ ‪ ،‬اﻟﻤﺘﻐﻴﺮات ﻟﺪى ﻃﻠﺒﺔ اﻟﺠﺎﻣﻌﺔ ‪ ،‬أﻃﺮوﺣ ﺔ دآﺘ ﻮراﻩ ﻏﻴ ﺮ ﻣﻨ ﺸﻮرة ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺑﻐﺪاد ‪ /‬اﺑﻦ اﻟﻬﻴﺜﻢ ‪2004 ،‬‬
‫‪ -100‬رﻏ ﺪة إدرﻳ ﺲ ‪ ،‬ﺗﻌ ﺮف اﺛ ﺮ اﺳ ﺘﺨﺪام اﻟﺨ ﺮاﺋﻂ اﻟﻤﻔﺎهﻴﻤﻴ ﺔ ﻋﻠ ﻰ اﻟﺘﺤ ﺼﻴﻞ‬
‫اﻟﻌﻠﻤﻲ واآﺘ ﺴﺎب اﻟﻌﻤﻠﻴ ﺎت اﻟﻌﻠﻤﻴ ﺔ ﻟ ﺪى ﻃﻠﺒ ﺔ اﻟ ﺼﻒ اﻟ ﺴﺎدس اﻷﺳﺎﺳ ﻲ ﻓ ﻲ ﻣ ﺎدة‬
‫اﻟﻌﻠﻮم اﻟﻌﺎﻣﺔ ‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻏﻴﺮ ﻣﻨﺸﻮرة ‪ ،‬اﻟﺠﺎﻣﻌﺔ اﻷردﻧﻴﺔ ‪ ،‬ﻋﻤﺎن ‪1959 ،‬‬
‫‪ -101‬رﻓﻘ ﻪ ‪ ،‬ﺧﻠﻴ ﻒ ﺳ ﻠﻴﻢ ‪ ،‬اﻟﻌ ﺎدات اﻟﺪراﺳ ﻴﺔ ﻟ ﺪى ﻃﺎﻟﺒ ﺎت آﻠﻴ ﺎت اﻟﻤﺠﺘﻤ ﻊ‬
‫وﻋﻼﻗﺎﺗﻬﻦ ﺑﺘﺤﺼﻴﻠﻬﻦ اﻷآﺎدﻳﻤﻲ ‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻏﻴﺮ ﻣﻨ ﺸﻮرة ‪ ،‬آﻠﻴ ﺔ اﻟﺘﺮﺑﻴ ﺔ ‪،‬‬
‫ﺟﺎﻣﻌﺔ اﻟﻴﺮﻣﻮك ارﺑﺪ ‪1989،‬‬
‫‪ -102‬أﻟﺰﻋﻴﻤﻲ ‪ ،‬ﻣﺤﻤﺪ ‪ ،‬ﻣﻘﻴﺎس ﻣﻘﻮﻳﺎت ﺗﺤﺼﻴﻞ اﻟﺘﻼﻣﻴﺬ ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻷوﻟﻰ ﻣﻦ‬
‫اﻟﺘﻌﻠ ﻴﻢ اﻷﺳ ﺎس ‪ ،‬دراﺳ ﺎت وﺑﺤ ﻮث ﻋﺮﺑﻴ ﺔ وﻋﺎﻟﻤﻴ ﺔ ‪ ،‬ط‪ ، 1‬أآﺎدﻳﻤﻴ ﺔ اﻟﺘﺮﺑﻴ ﺔ‬
‫اﻟﺨﺎﺻﺔ ‪ ،‬اﻟﺮﻳﺎض ‪2004 ،‬‬
‫‪ -103‬اﻟ ﺸﻴﺦ ‪ ،‬ﺳ ﻠﻴﻤﺎن اﻟﺨ ﻀﺮي وأﻧ ﻮر رﻳ ﺎض ﻋﺒ ﺪ اﻟ ﺮﺣﻴﻢ ‪ ،‬ﻣﻬ ﺎرات اﻟ ﺘﻌﻠﻢ‬
‫واﻻﺳ ﺘﺬآﺎر وﻋﻼﻗﺘﻬ ﺎ ﺑﺎﻟﺘﺤ ﺼﻴﻞ واﻟ ﺬآﺎء وداﻓﻌﻴ ﺔ اﻟ ﺘﻌﻠﻢ ‪ ،‬ﺟﺎﻣﻌ ﺔ ﻗ ﺼﺮ ‪ ،‬ﻣﺮآ ﺰ‬
‫اﻟﺒﺤﻮث اﻟﺘﺮﺑﻮﻳﺔ )‪1993 ، (203‬‬
‫‪ -104‬اﻟﻄﺮﻓﻲ ‪ ،‬ﻋﻠ ﻲ ﺷ ﻨﺎن ﻋﻠ ﻲ ‪ ،‬اﺛ ﺮ اﺳ ﺘﺨﺪام اﻷﺳ ﻠﻮب اﻟﻤﻌﺮﻓ ﻲ ﻓ ﻲ ﺗﺤ ﺼﻴﻞ‬
‫ﻃﻠﺒ ﺔ اﻟ ﺼﻒ اﻟﺜ ﺎﻧﻲ ﻣﺘﻮﺳ ﻂ ﻓ ﻲ ﻣ ﺎدة ﻋﻠ ﻢ اﻷﺣﻴ ﺎء ‪ ،‬رﺳ ﺎﻟﺔ ﻣﺎﺟ ﺴﺘﻴﺮ ‪ ،‬ﺟﺎﻣﻌ ﺔ‬
‫اﻟﺒﺼﺮة ‪2001 ،‬‬
‫‪ -105‬ﻋﺒ ﺪ اﻟﻠﻄﻴ ﻒ ‪ ،‬اﻟﻘ ﺎدري دره ﻢ ‪ ،‬اﻟﺘﻔﻜﻴ ﺮ اﻟﻤﻨﻄﻘ ﻲ ﻟ ﺪى ﻃﻠﺒ ﺔ اﻟﻤﺮﺣﻠ ﺔ‬
‫اﻹﻋﺪادﻳﺔ وﻋﻼﻗﺘﻪ ﺑﺠﻨﺴﻬﻢ وﺗﺨﺼﺼﻬﻢ ‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟ ﺴﺘﻴﺮ ﻏﻴ ﺮ ﻣﻨ ﺸﻮرة ‪ ،‬ﺟﺎﻣﻌ ﺔ‬
‫ﺑﻐﺪاد‪ /‬آﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ ‪2003 ،‬‬
‫‪ -106‬ﻣﺤﻤ ﺪ ‪ ،‬ﻣ ﺼﻄﻔﻰ ﻋﻠﻴ ﺎن ‪ ،‬ﺑﻌ ﺾ اﻷﺳ ﺎﻟﻴﺐ اﻟﻤﻌﺮﻓﻴ ﺔ وﻋﻼﻗﺘﻬ ﺎ ﺑﺤ ﻞ‬
‫اﻟﻤ ﺸﻜﻼت دراﺳ ﺔ ﻣﻘﺎرﻧ ﺔ ﺑ ﻴﻦ اﻟﻄﻠﺒ ﺔ اﻟﻤﺘﻔ ﻮﻗﻴﻦ واﻟﻄﻠﺒ ﺔ اﻷﻋﺘﻴ ﺎدﻳﻦ ‪ ،‬أﻃﺮوﺣ ﺔ‬
‫دآﺘﻮراﻩ ﻏﻴﺮ ﻣﻨﺸﻮرة ‪ ،‬آﻠﻴﺔ اﻵداب ‪ /‬ﺟﺎﻣﻌﺔ اﻟﻤﺴﺘﻨﺼﺮﻳﺔ ‪1998 ،‬‬
‫‪ -107‬ﻣﺤﻤ ﺪ ﺣ ﺴﻴﻦ ﻣﺮﺳ ﻲ ‪ ،‬ﺑﺮﻧ ﺎﻣﺞ ﻟﺘﻄ ﻮﻳﺮ اﻟﻌ ﺎدات اﻟﺪراﺳ ﻴﺔ ﻟﻠﻄﺎﻟﺒ ﺎت‬
‫اﻟﻤﺘﻔﻮﻗﺎت ﺑﺎﻟﻜﻠﻴﺔ ‪ ،‬ﺗﻘﺮﻳﺮ ﻣﻨﺸﻮر ‪ ،‬آﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ ‪ /‬ﺟﺎﻣﻌﺔ اﻷﻣﺎرات ‪1995 ،‬‬
‫‪ -108‬اﻟ ﻮاﻓﻲ ‪ ،‬ﺣ ﺴﻦ ﻧ ﺎﺟﻲ ﻋﻠ ﻲ ‪ ،‬اﺛ ﺮ أﺳ ﻠﻮب ﺣ ﻞ اﻟﻤ ﺸﻜﻼت واﻟﺘ ﺪرﻳﺲ ﻋﻠ ﻰ‬
‫اﻟﻤﻬﺎرات اﻟﺪراﺳﻴﺔ ﻓﻲ زﻳﺎدة اﻟﺘﺤﺼﻴﻞ ﻟﺪى اﻟﻄﻼب اﻟﻤﺘﺄﺧﺮﻳﻦ دراﺳﻴ ًﺎ ﻓﻲ ﻣﺮﺣﻠ ﺔ‬
‫اﻟﺘﻌﻠﻴﻢ اﻷﺳﺎﺳﻲ ﻓﻲ اﻟﻴﻤﻦ ‪ ،‬أﻃﺮوﺣﺔ دآﺘﻮراﻩ ﻏﻴ ﺮ ﻣﻨ ﺸﻮر‪ ،‬آﻠﻴ ﺔ اﻟﺘﺮﺑﻴ ﺔ ‪،‬ﺟﺎﻣﻌ ﺔ‬
‫اﻟﻤﺴﺘﻨﺼﺮﻳﺔ ‪2000 ،‬‬
‫ج‪ -‬اﻟﺪورﻳﺎت‬
‫‪ -109‬ﻣﺤﻤﺪ ﻣﺤﻤﻮد ﺳ ﻠﻴﻤﺎن ‪ ،‬اﻟﺘﻌﻠ ﻴﻢ واﻟﺘﺮﺑﻴ ﺔ اﻟﺒﻴﺘﻴ ﺔ ﻓ ﻲ اﻟ ﻮﻃﻦ اﻟﻌﺮﺑ ﻲ ‪ ،‬ﻣﺠﻠ ﺔ‬
‫ﺷﺆن ﻋﺮﺑﻴﺔ ‪ ،‬اﻟﻌﺪد ) ‪ ، ( 9‬دﻣﺸﻖ ‪1997 ،‬‬
‫‪ -110‬اﻟﻼﻣ ﻲ ‪ ،‬ﻧ ﺸﻌﻪ آ ﺮﻳﻢ ‪ ،‬إﻋ ﺪاد ﺑﺮﻧ ﺎﻣﺞ ‪ ،‬إرﺷ ﺎد ﺟﻤﻌ ﻲ ﻣﻘﺘ ﺮح ﻟﺘﺨﻔﻴ ﻒ‬
‫اﻟﻤﺸﻜﻼت اﻟﺪراﺳﻴﺔ ﻟﺪى ﻃﻠﺒﺔ آﻠﻴ ﺔ اﻟﻤﻌﻠﻤ ﻴﻦ ‪ ،‬ﻣﺠﻠ ﺔ آﻠﻴ ﺔ اﻟﻤﻌﻠﻤ ﻴﻦ ‪ ،‬اﻟﻌ ﺪد ‪، 33‬‬
‫ﺑﻐﺪاد ‪2000 ،‬‬
‫‪ -111‬ﻗﻄ ﺎﻣﻲ ‪ ،‬ﻳﻮﺳ ﻒ وﻧﺎﻳﻔ ﺔ ‪ ،‬ﻣﺠﻠ ﺔ دي ﺑﻮﻧ ﻮ ﻟﺘﻌﻠ ﻴﻢ اﻟﺘﻔﻜﻴ ﺮ ‪ ،‬دار دي ﺑﻮﻧ ﻮ‬
‫ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ‪ ،‬ﻋﻤﺎن ‪2003 ،‬‬
‫‪ -112‬اﻟﻘﺮﻳ ﺸﻲ ‪ ،‬ﻣﻬ ﺪي ﻋﻠ ﻮان ﻋﺒ ﻮد ‪ ،‬اﻟﻤﻤﺎرﺳ ﺎت اﻟﺘﺪرﻳ ﺴﻴﺔ ﻟﻤﺪرﺳ ﻲ اﻟﻔﻴﺰﻳ ﺎء‬
‫ﻓﻲ ﺿ ﻮء اﻟﺘﻌﻠ ﻴﻢ اﻟﻔﻌ ﺎل ‪ ،‬ﻣﺠﻠ ﺔ واﺳ ﻂ ‪ ،‬اﻟﻤﺠﻠ ﺪ ) ‪ ، ( 1‬اﻟ ﺴﻨﺔ اﻷوﻟ ﻰ ‪ ،‬واﺳ ﻂ ‪،‬‬
‫‪2004‬‬
‫‪ -113‬اﻟﺼﺒﺎر ﻳﻨﻲ ‪ ،‬ﻣﺤﻤﺪ ﺳﻌﻴﺪ ‪ ،‬اﻟﻤﺸﺮوع اﻟﺮﻳﺎدي ﻟﺘﻄﻮﻳﺮ ﺗﺪرﻳﺲ ﻋﻠﻮم اﻟﺤﻴ ﺎة‬
‫ﻓﻲ اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ ‪ ،‬ﻣﺠﻠﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ‪ ،‬ﻣﺠﻠﺪ ) ‪ ، ( 5‬اﻟﻌﺪد ) ‪1985 ، ( 1‬‬
‫‪ -114‬اﻟ ﺼﺒﺎر ﻳﻨ ﻲ ‪ ،‬ﻣﺤﻤ ﺪ ﺳ ﻌﻴﺪ ‪ ،‬اﺳ ﺘﺨﺪام اﻻﺧﺘﺒ ﺎرات اﻟﺘﺤ ﺼﻴﻠﻴﺔ ﻓ ﻲ اﻟ ﺘﻌﻠﻢ ‪،‬‬
‫ﻣﺠﻠﺔ رﺳﺎﻟﺔ اﻟﻤﻌﻠﻢ ‪ ،‬اﻟﻌﺪد ) ‪ ، ( 8‬ﻣﺴﻘﻂ ‪1995 ،‬‬
‫‪ -115‬ﺳﻨﺪ‪ ،‬روﺑﺮت وروﺟ ﺮ ﺑ ﺎﻳﺒﻲ ‪ ،‬إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻟ ﺘﻌﻠﻢ ﻟﻜ ﻲ ﺗ ﺼﺒﺢ أﻓ ﻀﻞ ﻣﻌﻠ ﻢ‬
‫ﻟﻠﻌﻠﻮم ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻻﺑﺘﺪاﺋﻴﺔ ‪ ،‬ﺗﺮﺟﻤﺔ ﻋﺒﺪ اﻟﺤﻤﻴﺪ ﻋﺒﺪ اﷲ ‪ ،‬ﻣﺠﻠﺔ دراﺳﺎت اﻷﺟﻴﺎل‬
‫‪ ،‬اﻟﻌﺪد ) ‪ ، ( 5-4‬ﺳﻨﺔ ) ‪1983 ، ( 5‬‬
‫‪ -116‬ﺷ ﺮﻳﻒ ‪ ،‬ﻧﺎدﻳ ﺔ ‪ ،‬اﻷﺳ ﺎﻟﻴﺐ اﻟﻤﻌﺮﻓﻴ ﺔ اﻹدراآﻴ ﺔ وﻋﻼﻗﺘﻬ ﺎ ﺑﻤﻔﻬ ﻮم اﻟﺘﻤ ﺎﻳﺰ‬
‫اﻟﻨﻔﺴﻲ ‪ ،‬ﻣﺠﻠﺔ ﻋﺎﻟﻢ اﻟﻔﻜﺮ ‪ ،‬ﻣﺠﻠﺪ ) ‪ ، ( 13‬اﻟﻌﺪد )‪1982 ، (2‬‬
‫‪ -117‬ﺷﺮﻳﻒ ﻗﺎﺳﻢ اﻟﻄﺮاف ‪ ،‬دراﺳﺔ اﺛﺮ اﻷﺳﻠﻮب اﻟﻤﻌﺮﻓﻲ ﻋﻠﻰ اﻷداء ﻓﻲ ﺑﻌﺾ‬
‫اﻟﻤﻮاﻗ ﻒ اﻷﺧﺘﺒﺎرﻳ ﺔ ‪ ،‬ﻣﺠﻠ ﺔ اﻟﻌﻠ ﻮم اﻻﺟﺘﻤﺎﻋﻴ ﺔ ‪ ،‬اﻟﻤﺠﻠ ﺪ ) ‪ ، ( 4‬اﻟﻌ ﺪد ) ‪، ( 13‬‬
‫‪1987‬‬
‫‪ -118‬روا ﺷ ﺪة ‪ ،‬إﺑ ﺮاهﻴﻢ ﻓﻴ ﺼﻞ ‪ ،‬ﺻ ﻼﺣﻴﺔ ﻣﻘﻴ ﺎس إﺳ ﺘﺮاﺗﻴﺠﻴﺎت ﺗﻌﻠ ﻢ ودراﺳ ﺔ‬
‫ﻟﻼﺳﺘﺨﺪام ﻓﻲ اﻟﺒﻴﺌﺔ اﻷردﻧﻴﺔ ‪ ،‬ﻣﺠﻠﺔ أﺑﺤﺎث اﻟﻴﺮﻣ ﻮك ‪ ،‬ﻣﺠﻠ ﺪ ) ‪ ، ( 13‬اﻟﻌ ﺪد ) ‪2‬ب (‬
‫‪1997 ،‬‬
‫‪ -119‬أﻟﺰﻋﻴﻤﻲ ‪ ،‬ﻣﺤﻤﺪ ‪ ،‬ﻣﻘﻴﺎس ﻣﻘﻮﻳﺎت ﺗﺤﺼﻴﻞ اﻟﺘﻼﻣﻴﺬ ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻷوﻟﻰ ﻣﻦ‬
‫اﻟﺘﻌﻠ ﻴﻢ اﻷﺳ ﺎس ‪ ،‬اﻟﻤﺠﻠ ﺔ اﻟﻌﺮﺑﻴ ﺔ ﻟﻠﺘﺮﺑﻴ ﺔ ‪ ،‬اﻟﻤﺠﻠ ﺪ‪ ، 15‬اﻟﻤﻨﻈﻤ ﺔ اﻟﻌﺮﺑﻴ ﺔ ﻟﻠﺘﺮﺑﻴ ﺔ‬
‫واﻟﺜﻘﺎﻓﺔ واﻟﻌﻠﻮم ‪1995 ،‬‬
‫‪ -120‬دروزة ‪ ،‬أﻓﻨ ﺎن ﻧﻈﻴ ﺮ ‪ ،‬إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك ﻓ ﻲ اﻟﻨﻈ ﺎم اﻟﺘﻌﻠﻴﻤ ﻲ اﻟﻤﻌﺘﻤ ﺪ‬
‫ﻋﻠﻰ اﻟﻤﻌﻠﻢ ﺗﻘﺎﺑﻞ اﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ اﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ اﻟﻤ ﺘﻌﻠﻢ وأﺛﺮه ﺎ ﻓ ﻲ ﻣ ﺴﺘﻮى اﻟﺘ ﺬآﺮ‬
‫واﻟﻔﻬﻢ واﻻﺳﺘﻴﻌﺎب واﻟﺘﻌﻠ ﻴﻢ اﻟﻌ ﺎم ‪ ،‬ﻣﺠﻠ ﺔ اﻟﻨﺠ ﺎح ﻟﻸﺑﺤ ﺎث ‪ ،‬ع ‪ ، 8‬ﻧ ﺎﺑﻠﺲ اﻟ ﻀﻔﺔ‬
‫اﻟﻐﺮﺑﻴﺔ ‪1994 ،‬‬
‫‪ -121‬اﻟﺨﻮﻟﻲ ‪ ،‬ﻣﺤﻤﺪ ﻋﻠﻲ ‪ ،‬اﻟﻌﺎدات اﻟﺪراﺳ ﻴﺔ وارﺗﺒﺎﻃﻬ ﺎ ﺑﺎﻟﺘﺤ ﺼﻴﻞ اﻟﺪراﺳ ﻲ ‪،‬‬
‫ﻣﺠﻠﺔ اﻟﺘﻮﺛﻴﻖ اﻟﺘﺮﺑﻮي ‪ ،‬اﻟﻌﺪد ) ‪ ( 1‬اﻟﺴﻨﺔ ) ‪1981 ، ( 3‬‬
‫‪ -122‬ﺣﻴﺪر ﺟﻤﻞ ﻣﺪاﻧﺎت ‪ ،‬اﺗﺠﺎهﺎت ﻓﻲ ﺗﻘﻮﻳﻢ اﻟﺠﺎﻧ ﺐ اﻟﻌﻤﻠ ﻲ ﻓ ﻲ اﻟﻌﻠ ﻮم ‪ ،‬ﻣﺠﻠ ﺔ‬
‫اﻟﺘﺮﺑﻴﺔ ‪ ،‬اﻟﻌﺪد ) ‪ ، ( 102‬اﻟﺴﻨﺔ ) ‪ ، ( 24‬ﻋﻤﺎن ‪1995 ،‬‬
‫د‪ -‬اﻟﻤﺆﺗﻤﺮات‬
‫‪ -123‬اﻟﻌ ﺮاق ‪ ،‬وزارة اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬اﻟﻤﺪﻳﺮﻳ ﺔ اﻟﻌﺎﻣ ﺔ ﻟﻸﻋ ﺪاد واﻟﺘ ﺪرﻳﺐ ‪ /‬ﻣﻌﻬ ﺪ‬
‫اﻟﺘﺪرﻳﺐ واﻟﺘﻄﻮﻳﺮ اﻟﺘﺮﺑﻮي ﺑﺎﻟﺘﻨﺴﻴﻖ ﻣﻊ ﻣﺮآﺰ ﺗﺪرﻳﺐ اﻟﻘﻴﺎدات اﻟﺘﺮﺑﻮﻳﺔ ﻓﻲ ﻋﻤﺎن‬
‫‪ /‬اﻟﻴﻮﻧﺴﻜﻮ ) وﻗﺎﺋﻊ اﻟﻨﺪوة اﻟﻌﺮﺑﻴﺔ اﻟﻤﺨﺼ ﺼﺔ اﻟﻌﻠ ﻮم ﻟﻠﻔﺘ ﺮة ﻣ ﻦ ‪ 28 -16‬ﻟﺘﻄ ﻮﻳﺮ‬
‫ت‪1985 ، ( 2‬‬
‫‪ -124‬اﻟﻌ ﺮاق ‪ ،‬وزارة اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬ﻣ ﺆﺗﻤﺮ اﻟﺠﻬ ﺎد واﻟﺒﻨ ﺎء ‪ ،‬أﻳﻠ ﻮل ‪ ،‬ﻣﻄﺒﻌ ﺔ وزارة‬
‫اﻟﺘﺮﺑﻴﺔ ‪1992 ،‬‬
‫‪ -125‬اﻟﻌ ﺮاق ‪ ،‬وزارة اﻟﺘﺮﺑﻴ ﺔ ‪ ،‬اﻟﻤ ﺆﺗﻤﺮ اﻟﻔﻜ ﺮي اﻷول ﻟﻠﺘﺮﺑ ﻮﻳﻴﻦ اﻟﻌ ﺮب‪ ،‬ﺑﻐ ﺪاد ‪،‬‬
‫‪1995‬‬
‫‪ -126‬اﻟﻐﺮﻳﺐ ‪ ،‬رﻣﺰﻳﺔ ‪ ،‬اﻟﺘﻘﻮﻳﻢ واﻟﻘﻴﺎس اﻟﻨﻔﺴﻲ اﻟﺘﺮﺑ ﻮي ‪ ،‬ﻣﻜﺘﺒ ﺔ اﻷﻧﺠﻠ ﻮ اﻟﻤ ﺼﺮﻳﺔ‬
‫‪ ،‬اﻟﻘﺎهﺮة ‪1977 ،‬‬
‫‪ -127‬اﻟﻔ ﺮا ‪ ،‬ﻓ ﺎروق أﻟﺤﻤﻴ ﺪي ‪ ،‬ﻧ ﺪوة ﻣﻌﻠ ﻢ اﻟﻔ ﺼﻞ ﻓ ﻲ إﻃ ﺎر ﻣ ﺸﺮوع ﺗﻄ ﻮﻳﺮ‬
‫اﻟﺘﻌﻠﻴﻢ اﻻﺑﺘﺪاﺋﻲ ‪ ،‬وﺣﺪة اﻟﻴﻮﻧﺴﻜﻮ اﻹﻗﻠﻴﻤﻲ ﻟﺘﻨﺴﻖ ﺑﺮاﻣﺞ اﻟﺘﺠﺪﻳﺪ اﻟﺘﺮﺑﻮي ﻣﻦ اﺟ ﻞ‬
‫اﻟﺘﻨﻤﻴﺔ ﻓﻲ اﻟﺪول اﻟﻌﺮﺑﻴﺔ ) اﺑﻴﺮاس ( اﻟﺒﺤﺮﻳﻦ ‪ 30- 27 ،‬ﻣﺎﻳﺲ ‪1989 ،‬‬
‫‪ -128‬وزارة اﻟﺘﺮﺑﻴﺔ ‪ ،‬ﻣﺆﺗﻤﺮ اﺗﺤﺎد اﻟﺘﺮﺑﻮﻳﻴﻦ اﻟﻌﺮﺑﻲ اﻟﻔﻜﺮي اﻟﺨﺎﻣﺲ ‪ ،‬اﻟﻌﺮاق ‪،‬‬
‫ﺑﻐﺪاد ‪1999 ،‬‬
‫ اﻟﻤﺼﺎدر اﻷﺟﻨﺒﻴﺔ‬-‫ب‬
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‫ﻣﻠﺤﻖ ) ‪( 1‬‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ ) ‪ ( 21‬ﻃﺎﻟﺒﺔ ﻓﻲ اﻟﺬآﺎء واﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ‬
‫واﻟﻤﻌﻠﻮﻣﺎت اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ واﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫درﺟﺎت اﻟﺨﺎم اﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﻠﺘﻜﺎﻓﺆ‬
‫ت‬
‫درﺟﺔ‬
‫اﺧﺘﺒﺎر‬
‫اﻟﺬآﺎء‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪60‬‬
‫‪78‬‬
‫‪75‬‬
‫‪89‬‬
‫‪59‬‬
‫‪53‬‬
‫‪65‬‬
‫‪75‬‬
‫درﺟﺔ‬
‫درﺟﺔ‬
‫اﻟﺘﺤﺼﻴﻞ اﻟﻤﻌﻠﻮﻣﺎت‬
‫اﻟﺴﺎﺑﻖ ﻓﻲ اﻟﺴﺎﺑﻘﺔ ﻓﻲ‬
‫ﻣﺎدة‬
‫ﻣﺎدة‬
‫اﻷﺣﻴﺎء‬
‫اﻷﺣﻴﺎء‬
‫‪63‬‬
‫‪83‬‬
‫‪82‬‬
‫‪93‬‬
‫‪62‬‬
‫‪58‬‬
‫‪67‬‬
‫‪83‬‬
‫‪67‬‬
‫‪84‬‬
‫‪83‬‬
‫‪94‬‬
‫‪65‬‬
‫‪60‬‬
‫‪68‬‬
‫‪85‬‬
‫درﺟﺎت اﻟﺨﺎم‬
‫اﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﺘﺤﻠﻴﻞ‬
‫اﻟﻨﺘﺎﺋﺞ‬
‫درﺟﺔ‬
‫اﺧﺘﺒﺎر‬
‫اﻟﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻘﺒﻠﻲ‬
‫درﺟﺔ‬
‫اﺧﺘﺒﺎر‬
‫اﻟﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫أﻟﺒﻌﺪي‬
‫درﺟﺔ‬
‫اﻻﺧﺘﺒﺎر‬
‫أﻟﺘﺤﺼﻴﻠﻲ‬
‫أﻟﺒﻌﺪي‬
‫‪69‬‬
‫‪87‬‬
‫‪85‬‬
‫‪96‬‬
‫‪67‬‬
‫‪63‬‬
‫‪70‬‬
‫‪87‬‬
‫‪75‬‬
‫‪92‬‬
‫‪93‬‬
‫‪99‬‬
‫‪78‬‬
‫‪68‬‬
‫‪77‬‬
‫‪92‬‬
‫‪88‬‬
‫‪93‬‬
‫‪95‬‬
‫‪100‬‬
‫‪79‬‬
‫‪69‬‬
‫‪79‬‬
‫‪93‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫‪87‬‬
‫‪75‬‬
‫‪75‬‬
‫‪65‬‬
‫‪73‬‬
‫‪75‬‬
‫‪57‬‬
‫‪79‬‬
‫‪63‬‬
‫‪69‬‬
‫‪85‬‬
‫‪70‬‬
‫‪65‬‬
‫‪95‬‬
‫‪79‬‬
‫‪82‬‬
‫‪69‬‬
‫‪80‬‬
‫‪78‬‬
‫‪61‬‬
‫‪88‬‬
‫‪65‬‬
‫‪73‬‬
‫‪100‬‬
‫‪74‬‬
‫‪68‬‬
‫‪96‬‬
‫‪79‬‬
‫‪83‬‬
‫‪70‬‬
‫‪83‬‬
‫‪80‬‬
‫‪65‬‬
‫‪89‬‬
‫‪69‬‬
‫‪75‬‬
‫‪100‬‬
‫‪77‬‬
‫‪70‬‬
‫‪97‬‬
‫‪82‬‬
‫‪84‬‬
‫‪71‬‬
‫‪85‬‬
‫‪81‬‬
‫‪67‬‬
‫‪91‬‬
‫‪70‬‬
‫‪76‬‬
‫‪100‬‬
‫‪78‬‬
‫‪72‬‬
‫‪99‬‬
‫‪93‬‬
‫‪96‬‬
‫‪87‬‬
‫‪92‬‬
‫‪84‬‬
‫‪73‬‬
‫‪97‬‬
‫‪77‬‬
‫‪87‬‬
‫‪100‬‬
‫‪95‬‬
‫‪83‬‬
‫‪99‬‬
‫‪99‬‬
‫‪98‬‬
‫‪88‬‬
‫‪94‬‬
‫‪85‬‬
‫‪75‬‬
‫‪99‬‬
‫‪79‬‬
‫‪88‬‬
‫‪100‬‬
‫‪98‬‬
‫‪85‬‬
‫ﻣﻠﺤﻖ )‪(2‬‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ ) ‪ ( 21‬ﻃﺎﻟﺒﺔ ﻓﻲ اﻟﺬآﺎء واﻟﺘﺤﺼﻴﻞ اﻟﺴﺎﺑﻖ واﻟﻤﻌﻠﻮﻣﺎت‬
‫اﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺎدة اﻷﺣﻴﺎء واﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ واﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫درﺟﺎت اﻟﺨﺎم اﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﻠﺘﻜﺎﻓﺆ‬
‫ت‬
‫درﺟﺔ‬
‫اﺧﺘﺒﺎر‬
‫اﻟﺬآﺎء‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪55‬‬
‫‪58‬‬
‫‪60‬‬
‫‪75‬‬
‫‪60‬‬
‫‪85‬‬
‫‪75‬‬
‫‪85‬‬
‫درﺟﺔ‬
‫درﺟﺔ‬
‫اﻟﺘﺤﺼﻴﻞ اﻟﻤﻌﻠﻮﻣﺎت‬
‫اﻟﺴﺎﺑﻖ ﻓﻲ اﻟﺴﺎﺑﻘﺔ ﻓﻲ‬
‫ﻣﺎدة‬
‫ﻣﺎدة‬
‫اﻷﺣﻴﺎء‬
‫اﻷﺣﻴﺎء‬
‫‪69‬‬
‫‪60‬‬
‫‪66‬‬
‫‪83‬‬
‫‪68‬‬
‫‪94‬‬
‫‪80‬‬
‫‪92‬‬
‫‪60‬‬
‫‪63‬‬
‫‪68‬‬
‫‪85‬‬
‫‪70‬‬
‫‪90‬‬
‫‪78‬‬
‫‪85‬‬
‫درﺟﺎت اﻟﺨﺎم اﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﺘﺤﻠﻴﻞ‬
‫اﻟﻨﺘﺎﺋﺞ‬
‫درﺟﺔ‬
‫اﺧﺘﺒﺎر‬
‫اﻟﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫اﻟﻘﺒﻠﻲ‬
‫درﺟﺔ‬
‫اﺧﺘﺒﺎر‬
‫اﻟﻘﺪرات‬
‫اﻟﻌﻘﻠﻴﺔ‬
‫أﻟﺒﻌﺪي‬
‫درﺟﺔ‬
‫اﻻﺧﺘﺒﺎر‬
‫أﻟﺘﺤﺼﻴﻠﻲ‬
‫أﻟﺒﻌﺪي‬
‫‪63‬‬
‫‪64‬‬
‫‪65‬‬
‫‪87‬‬
‫‪73‬‬
‫‪93‬‬
‫‪77‬‬
‫‪86‬‬
‫‪64‬‬
‫‪67‬‬
‫‪66‬‬
‫‪86‬‬
‫‪72‬‬
‫‪92‬‬
‫‪79‬‬
‫‪86‬‬
‫‪65‬‬
‫‪70‬‬
‫‪69‬‬
‫‪90‬‬
‫‪75‬‬
‫‪93‬‬
‫‪83‬‬
‫‪90‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫‪70‬‬
‫‪85‬‬
‫‪70‬‬
‫‪90‬‬
‫‪65‬‬
‫‪83‬‬
‫‪63‬‬
‫‪83‬‬
‫‪60‬‬
‫‪80‬‬
‫‪%13‬‬
‫‪85‬‬
‫‪66‬‬
‫‪85‬‬
‫‪97‬‬
‫‪75‬‬
‫‪97‬‬
‫‪71‬‬
‫‪89‬‬
‫‪70‬‬
‫‪85‬‬
‫‪68‬‬
‫‪88‬‬
‫‪%5‬‬
‫‪92‬‬
‫‪75‬‬
‫‪87‬‬
‫‪89‬‬
‫‪78‬‬
‫‪93‬‬
‫‪75‬‬
‫‪89‬‬
‫‪75‬‬
‫‪87‬‬
‫‪70‬‬
‫‪90‬‬
‫‪23‬‬
‫‪88‬‬
‫‪80‬‬
‫‪89‬‬
‫‪86‬‬
‫‪78‬‬
‫‪95‬‬
‫‪79‬‬
‫‪87‬‬
‫‪75‬‬
‫‪85‬‬
‫‪74‬‬
‫‪93‬‬
‫‪27‬‬
‫‪94‬‬
‫‪84‬‬
‫‪88‬‬
‫‪85‬‬
‫‪79‬‬
‫‪93‬‬
‫‪77‬‬
‫‪85‬‬
‫‪77‬‬
‫‪89‬‬
‫‪75‬‬
‫‪92‬‬
‫‪25‬‬
‫‪89‬‬
‫‪82‬‬
‫‪90‬‬
‫‪91‬‬
‫‪80‬‬
‫‪98‬‬
‫‪80‬‬
‫‪90‬‬
‫‪77‬‬
‫‪90‬‬
‫‪75‬‬
‫‪94‬‬
‫‪30‬‬
‫‪95‬‬
‫‪85‬‬
‫ﻣﻠﺤﻖ ) ‪( 3‬‬
‫اﻟﻌﻤﺮ اﻟﺰﻣﻨﻲ ﺑﺎﻷﺷﻬﺮ واﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ﻷوﻟﻴﺎء أﻣﻮر اﻟﻄﺎﻟﺒﺎت ﻓﻲ‬
‫اﻟﻤﺠﻤﻮﻋﺘﻴﻦ اﻟﺘﺠﺮﻳﺒﻴﺔ واﻟﻀﺎﺑﻄﺔ‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫اﻟﺘﺤﺼﻴﻞ‬
‫اﻟﻌﻤﺮ‬
‫اﻟﺪراﺳﻲ‬
‫اﻟﺰﻣﻨﻲ‬
‫ﻷوﻟﻴﺎء‬
‫ﺑﺎﻷﺷﻬﺮ‬
‫أﻣﻮر‬
‫اﻟﻄﻠﺒﺔ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫‪156‬‬
‫أﻣﻲ‬
‫‪156‬‬
‫اﺑﺘﺪاﺋﻲ‬
‫‪156‬‬
‫ﻣﻌﻬﺪ‬
‫‪156‬‬
‫إﻋﺪادي‬
‫‪156‬‬
‫اﺑﺘﺪاﺋﻲ‬
‫‪156‬‬
‫أﻣﻲ‬
‫‪156‬‬
‫إﻋﺪادي‬
‫‪158‬‬
‫ﻣﻌﻬﺪ‬
‫‪156‬‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫اﻟﺘﺤﺼﻴﻞ‬
‫اﻟﻌﻤﺮ‬
‫اﻟﺪراﺳﻲ‬
‫اﻟﺰﻣﻨﻲ‬
‫ﻷوﻟﻴﺎء‬
‫ﺑﺎﻷﺷﻬﺮ‬
‫أﻣﻮر اﻟﻄﻠﺒﺔ‬
‫‪156‬‬
‫‪156‬‬
‫‪168‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪168‬‬
‫‪156‬‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫أﻣﻲ‬
‫اﺑﺘﺪاﺋﻲ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫أﻣﻲ‬
‫اﺑﺘﺪاﺋﻲ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫ﺟﺎﻣﻌﺔ‬
‫أﻣﻲ‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪180‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫إﻋﺪادي‬
‫أﻣﻲ‬
‫اﺑﺘﺪاﺋﻲ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫أﻣﻲ‬
‫ﺟﺎﻣﻌﺔ‬
‫إﻋﺪادي‬
‫اﺑﺘﺪاﺋﻲ‬
‫أﻣﻲ‬
‫إﻋﺪادي‬
‫أﻣﻲ‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪168‬‬
‫‪168‬‬
‫‪156‬‬
‫‪156‬‬
‫‪156‬‬
‫‪168‬‬
‫‪156‬‬
‫اﺑﺘﺪاﺋﻲ‬
‫إﻋﺪادي‬
‫ﻣﻌﻬﺪ‬
‫أﻣﻲ‬
‫اﺑﺘﺪاﺋﻲ‬
‫إﻋﺪادي‬
‫أﻣﻲ‬
‫اﺑﺘﺪاﺋﻲ‬
‫إﻋﺪادي‬
‫اﺑﺘﺪاﺋﻲ‬
‫إﻋﺪادي‬
‫ﺟﺎﻣﻌﺔ‬
‫ﻣﻠﺤﻖ ) ‪( 4‬‬
‫أﺳﻤﺎء اﻟﺨﺒﺮاء واﻟﻤﺘﺨﺼﺼﻴﻦ ﺑﺎﻟﺘﺮﺑﻴﺔ وﻋﻠﻢ اﻟﻨﻔﺲ وﻋﻠﻮم اﻟﺤﻴﺎة اﻟﺬﻳﻦ اﺳﺘﻌﺎﻧﺖ‬
‫ﺑﻬﻢ اﻟﺒﺎﺣﺜﺔ ﻓﻲ أﺛﻨﺎء إﺟﺮاء اﻟﺘﺠﺮﺑﺔ‬
‫ت اﻻﺳﻢ‬
‫‪ 1‬ﺟﺎﺑﺮ ﺣﺴﻴﻦ ﻣﺤﺴﻦ‬
‫‪ 2‬ﺣﺴﻴﻦ ﺳﻠﻤﺎن اﻟﺤﺴﻴﻦ‬
‫‪ 3‬ﺣﺴﻴﻦ ﻋﻠﻲ ﻣﺤﻤﺪ‬
‫‪ 4‬ﺳﻼم ﻧﺎﺟﻲ اﻟﻌﺎﻳﺪي‬
‫‪ 5‬ﺳﻼم ﻋﺒﺪ اﻟﺤﺴﻦ‬
‫‪ 6‬ﺳﺎﻟﻢ آﺎﻇﻢ اﻟﺸﻴﺦ‬
‫‪ 7‬ﻋﻠﻲ ﻣﺤﻤﺪ ﺣﺴﻦ‬
‫‪ 8‬ﻋﻠﻲ ﻧﺎﺟﺢ ﺣﺴﻴﻦ‬
‫‪ 9‬ﻋﻠﻲ ﺟﺮاد اﻟﻌﺎدﻟﻲ‬
‫‪ 10‬ﻗﺤﻄﺎن ﻓﻀﻞ زاهﻲ‬
‫‪ 11‬آﺎﻇﻢ ﺣﺴﺎن اﻟﻐﺰاﻟﻲ‬
‫اﻟﻠﻘﺐ اﻟﻌﻠﻤﻲ‬
‫م‪0‬م‬
‫م‪0‬د‬
‫م‪0‬‬
‫أ‪0‬م‪0‬د‬
‫م‪0‬‬
‫م‪0‬د‬
‫أ‪0‬م‪0‬د‬
‫م‪0‬د‬
‫م‪0‬د‬
‫أ‪0‬م‪0‬د‬
‫م‪0‬د‬
‫اﻻﺧﺘﺼﺎص‬
‫ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﺮﺑﻮي‬
‫ط‪0‬ت اﻟﺮﻳﺎﺿﻴﺎت‬
‫ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﺮﺑﻮي‬
‫ط‪0‬ت اﻟﻌﻠﻮم‬
‫ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﻌﺎم‬
‫ط‪0‬ت اﻟﺮﻳﺎﺿﻴﺎت‬
‫ط‪0‬ت اﻟﻌﻠﻮم‬
‫ط‪0‬ت اﻟﻜﻴﻤﻴﺎء‬
‫ط‪0‬ت اﻟﻜﻴﻤﻴﺎء‬
‫ط‪0‬ت اﻟﻌﻠﻮم‬
‫ط‪0‬ت اﻟﻔﻴﺰﻳﺎء‬
‫‪ 12‬ﻧﺎﺟﺢ ﺣﺴﻦ آﺎﻇﻢ‬
‫‪ 13‬ﻧﺎدﻳﺔ ﻋﻠﻲ أﻷﺳﺪي‬
‫‪ 14‬ﻧﺠﻴﺔ واﺟﺪ ﺣﺴﻴﻦ‬
‫أ‪0‬م‪0‬د‬
‫م‪0‬‬
‫م‪0‬‬
‫ط‪0‬ت اﻟﻜﻴﻤﻴﺎء‬
‫ط‪0‬ت اﻟﻜﻴﻤﻴﺎء‬
‫ط‪0‬ت اﻟﻔﻴﺰﻳﺎء‬
‫ﻣﻠﺤﻖ ) ‪( 5‬‬
‫اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ ﻟﻤﺤﺘﻮى اﻟﻔﺼﻮل اﻷرﺑﻊ ﻣﻦ آﺘﺎب ﻋﻠﻢ اﻷﺣﻴﺎء‬
‫ﺑﻌﺪ اﻻﻧﺘﻬﺎء ﻣﻦ اﻟﺪرس ﻳﺘﻮﻗﻊ ﻣﻦ اﻟﻄﺎﻟﺒﺔ أن ﺗﻜﻮن ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫اﻷﻏﺮاض اﻟﺴﻠﻮآﻴﺔ‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ ) اﻹﻧﺴﺎن واﻟﻮراﺛﺔ (‬
‫ﺗﻌﻄﻲ ﺗﻌﺮﻳﻔًﺎ ﺷﺎﻣﻼ ﻟﻤﻔﻬﻮم اﻟﻮراﺛﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﺴﻤﻲ أول ﻣﻦ أرﺳﻰ ﻋﻠﻢ اﻟﻮراﺛﺔ‬
‫ﺗﻌﻠﻞ اﺧﺘﻴﺎر اﻟﻌﺎﻟﻢ ﻣﻨﺪل ﻧﺒﺎت اﻟﺒﺰاﻟﻴﺎ ﺑﺄﺑﺤﺎﺛﻪ‬
‫ﺗﻌﻄﻲ أﻣﺜﻠﺔ ﻋﻦ اﻟﻮراﺛﺔ ﻟﻢ ﻳﺮد ذآﺮهﺎ ﺑﺎﻟﻜﺘﺎب‬
‫ﺗﺒﻴﻦ ﻣﻮﻗﻊ اﻟﻜﺮ وﻣﻮﺳﻮم‬
‫ﺗﻌﺪد أﺟﺰاء اﻟﻜﺮ وﻣﻮﺳﻮم‬
‫ﺗﺒﻴﻦ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ‬
‫ﺗﺤﺪد ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ﻓﻲ ﺟﺴﻢ اﻹﻧﺴﺎن‬
‫ﺗﺤﺪد ﻣﻮﻗﻊ اﻟﺠﻴﻨﺎت‬
‫ﺗﺮﺳﻢ ﺷﻜﻞ ﻳﻮﺿﺢ اﻟﻜﺮوﻣﺎﺗﻴﺪ ﻟﻢ ﻳﺮد وﺟﻮدﻩ ﺑﺎﻟﻜﺘﺎب‬
‫اﻟﻤﺴﺘﻮى‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪3‬‬
‫‪11‬‬
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‫ﺗﺒﻴﻦ اﺛﺮ اﻟﻌﻮاﻣﻞ اﻟﺒﻴﺌﻴﺔ ﻓﻲ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﺼﻔﺔ اﻟﺴﺎﺋﺪة واﻟﻤﺘﻨﺤﻴﺔ ﻟﻢ ﻳﺘﻢ ﺗﻮﺿﻴﺤﻬﺎ ﻣ ﻦ ﻗﺒ ﻞ اﻟﻤﺪرﺳ ﺔ‬
‫أﺛﻨﺎء اﻟﺪرس‬
‫ﺗﻘﺎرن ﺑﻴﻦ اﻻﻧﻘﺴﺎم اﻻﻋﺘﻴﺎدي و اﻻﻧﻘﺴﺎم اﻻﺧﺘﺰاﻟﻲ ﻟ ﻢ ﻳ ﺘﻢ ﺗﻮﺿ ﻴﺤﻬﺎ‬
‫ﻣﻦ ﻗﺒﻞ اﻟﻤﺪرﺳﺔ أﺛﻨﺎء اﻟﺪرس‬
‫ﺗﻌﺪد ﺑﻌﺾ اﻷﻣﺮاض اﻟﻮراﺛﻴﺔ ﻓﻲ اﻹﻧﺴﺎن‬
‫ﺗﺬآﺮ ﺳﺒﺐ اﻹﺻﺎﺑﺔ ﺑﺎﻷﻧﻴﻤﻴﺎ اﻟﺨﺒﻴﺜﺔ‬
‫ﺗﺬآﺮ ﺳﺒﺐ اﻹﺻﺎﺑﺔ ﺑﺎﻟﺜﻼﺳﻴﻤﻴﺎ‬
‫ﺗﻮﺿﺢ ﻋﻼﻗﺔ اﻟﻌﻠﻢ واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺗﺤﺴﻴﻦ ﺣﻴﺎة اﻹﻧﺴﺎن‬
‫ﺗﺒﻴﻦ ﻋﻼﻗﺔ اﻟﻮراﺛﺔ ﺑﺼﺤﺔ اﻹﻧﺴﺎن‬
‫ﺗﻮﺿﺢ اﺛﺮ اﻟﻮراﺛﺔ ﻓﻲ اﻟﺰراﻋﺔ‬
‫ﺗﻌﻄﻲ رأﻳﻬﺎ ﻓﻲ اﻟﻬﻨﺪﺳﺔ اﻟﻮراﺛﻴﺔ‬
‫ﺗﻮﺿﺢ اﻟﻌﺒﺎرة اﻟﺘﺎﻟﻴﺔ ) اﻟﻮراﺛﺔ وﺗﺤﺴﻴﻦ ﺣﻴﺎة اﻹﻧﺴﺎن (‬
‫ﻻ ﻟﺒﻌﺾ اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ﻏﻴﺮ ﻣﻮﺟﻮد ﺑﺎﻟﻜﺘﺎب‬
‫ﺗﺼﻤﻢ ﺟﺪو ً‬
‫اﻟﻔﺼﻞ اﻟﺴﺎدس ) آﻴﻒ ﺗﻌﻤﻞ أﺟﺴﺎم اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ (‬
‫ﺗﻮﺿﺢ ﺁﻟﻴﺔ ﺗﻨﻈ ﻴﻢ ﻋﻤ ﻞ أﺟ ﺴﺎم اﻟﻜﺎﺋﻨ ﺎت اﻟﺤﻴ ﺔ وﺗﺄﺛﺮه ﺎ ﻓ ﻲ اﻟﻌﻮاﻣ ﻞ‬
‫اﻟﺒﻴﺌﻴﺔ‬
‫ﺗﻌﺮف اﻟﻐﺬاء‬
‫ﺗﺤﺪد اﻟﻤﺼﺪر اﻟﺮﺋﻴﺴﻲ ﻟﻠﻐﺬاء‬
‫ﻳﻮﺿﺢ ﻋﻤﻠﻴﺔ اﻟﺒﻨﺎء اﻟﻀﻮﺋﻲ اﻟﺘﻲ ﺗﻘﻮم ﺑﻬﺎ اﻟﻨﺒﺎﺗﺎت‬
‫ﺗﺼﻤﻢ ﻣﺨﻄﻄ ًﺎ ﻟﻌﻤﻠﻴﺔ اﻟﺒﻨﺎء اﻟﻀﻮﺋﻲ ﻓﻲ اﻟﻨﺒﺎت‬
‫ﺗﺤﺪد ﻣﻮﻗﻊ اﻟﺒﻼﺳﺘﻴﺪات اﻟﺨﻀﺮاء ﻓﻲ اﻟﻨﺒﺎت‬
‫ﺗﻌﻠﻞ أهﻤﻴﺔ اﻟﻐﺬاء ﻟﺠﺴﻢ اﻟﻜﺎﺋﻦ اﻟﺤﻲ‬
‫ﺗﺼﻨﻒ اﻟﻐﺬاء إﻟﻰ ﻣﺠﺎﻣﻴﻌﻪ اﻟﺮﺋﻴﺴﻴﺔ‬
‫ﺗﺒﻴﻦ أهﻤﻴﺔ اﻟﻤﺎء واﻷﻣﻼح ﻟﻺﻧﺴﺎن‬
‫ﺗﺬآﺮ أهﻤﻴﺔ اﻟﻔﻴﺘﺎﻣﻴﻨﺎت ﻟﺠﺴﻢ اﻹﻧﺴﺎن‬
‫ﺗﺒﻴﻦ ﺗﺄﺛﻴﺮ ﺳﻮء اﻟﺘﻐﺬﻳﺔ ﻓﻲ ﺟﺴﻢ اﻹﻧﺴﺎن‬
‫ﻻ ﻷﻧﻮاع ﻣﻦ اﻟﺨﻀﺮ واﻟﻔﻮاآﻪ وﻣﺎ ﺗﺤﺘﻮﻳ ﻪ ﻣ ﻦ ﻓﻴﺘﺎﻣﻴﻨ ﺎت‬
‫ﺗﺼﻤﻢ ﺟﺪو ً‬
‫ﻟﻠﺠﺴﻢ‬
‫ﺗﻌﻄﻲ ﻣﺜﺎﻟﻴﻦ ﻋﻦ ﻣﻮاد ﻏﺬاﺋﻴﺔ ﺗﺘﻮﻓﺮ ﻓﻴﻬﺎ اﻟﺒﺮوﺗﻴﻨﺎت‬
‫ﺗﻨﺘﻘ ﻲ اﻟﻌﻮاﻣ ﻞ اﻟﺮﺋﻴ ﺴﻴﺔ اﻟﺘ ﻲ ﺗ ﻨﻘﺺ ﻧ ﺴﺒﺔ اﻟﻔﻴﺘﺎﻣﻴﻨ ﺎت ﻓ ﻲ ﺟ ﺴﻢ‬
‫اﻹﻧﺴﺎن‬
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‫ﺗﻤﻴ ﺰ ﺑ ﻴﻦ اﻟﻜﺎرﺑﻮهﻴ ﺪرات واﻟﺒﺮوﺗﻴﻨ ﺎت ﻟ ﻢ ﻳ ﺘﻢ ﺗﻮﺿ ﻴﺤﻬﺎ ﻣ ﻦ ﻗﺒ ﻞ‬
‫اﻟﻤﺪرﺳﺔ أﺛﻨﺎء اﻟﺪرس‬
‫ﺗﻤﻴﺰ ﺑ ﻴﻦ اﻟ ﺪهﻨﻴﺎت واﻟﻔﻴﺘﺎﻣﻴﻨ ﺎت ﻟ ﻢ ﻳ ﺘﻢ ﺗﻮﺿ ﻴﺤﻬﺎ ﻣ ﻦ ﻗﺒ ﻞ اﻟﻤﺪرﺳ ﺔ‬
‫أﺛﻨﺎء اﻟﺪرس‬
‫ﺗﺼﻨﻒ اﻟﻔﻴﺘﺎﻣﻴﻨﺎت‬
‫ﺗﻌﻄﻲ رأﻳﻬﺎ ﻓﻲ ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ آﻤﻴﺔ اﻟﻐﺬاء ووزن اﻟﺠﺴﻢ‬
‫ﺗﻌﻄﻲ ﺗﻌﺮﻳﻔًﺎ ﻟﻠﻔﻴﺘﺎﻣﻴﻨﺎت‬
‫ﺗﺬآﺮ أهﻤﻴﺔ اﻟﻔﻴﺘﺎﻣﻴﻨﺎت ﻟﺠﺴﻢ اﻹﻧﺴﺎن‬
‫ﺗﻌﻠﻞ ﻋﺪم اﻻﺳﺘﻐﻨﺎء ﻋﻦ اﻟﻤﺎء‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ وﻗﺎﺑﻠﻴﺘﻬﺎ ﻟﻠﺘﺤﺴﺲ ﻟ ﻢ ﻳ ﺘﻢ ﺗﻮﺿ ﻴﺤﻬﺎ ﻣ ﻦ ﻗﺒ ﻞ‬
‫اﻟﻤﺪرﺳﺔ أﺛﻨﺎء اﻟﺪرس‬
‫ﺗﻌﺪد ﺑﻌﺾ ﻣﻈﺎهﺮ اﻟﺴﻠﻮك ﻟﻠﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ‬
‫ﺗﻌﻠﻞ ﺗﻠﻮن اﻟﺤﺮﺑﺎء ﺑﻠﻮن ﺑﻴﺌﺘﻬﺎ‬
‫ﺗﻌﻠﻞ هﺠﺮة ﺑﻌﺾ اﻷﺳﻤﺎك ﻣﻦ اﻟﺒﺤﺎر اﻟﻰ اﻟﻤﻴﺎﻩ اﻟﻌﺬﺑﺔ‬
‫ﺗﻔﺴﺮ ﺣﺪوث اﻻﻧﺘﺤﺎء‬
‫ﺗﻠﺨﺺ اﻟﺴﺒﺎت ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻌﻄﻲ ﻣﺜﺎﻟﻴﻦ ﻟﻜﺎﺋﻨﺎت ﺗﻠﺠﺄ ﻟﻠﺪﻓﺎع ﻋﻦ ذاﺗﻬﺎ ﻋﻦ ﻃﺮﻳﻖ اﻟﻤﺨﺎﻟﺐ‬
‫ﺗﻌﻄﻲ أﻣﺜﻠﺔ ﻟﺒﻌﺾ ﻣﻈﺎهﺮ ﺳﻠﻮك اﻟﻜﺎﺋﻨ ﺎت اﻟﺤﻴ ﺔ ﻟ ﻢ ﻳ ﺮد ذآﺮه ﺎ ﻓ ﻲ‬
‫اﻟﻜﺘﺎب‬
‫ﺗﻘﺎرن ﺑﻴﻦ اﻟﻬﺮﻣﻮﻧﺎت واﻷﻧﺰﻳﻤﺎت‬
‫ﻻ ﻋﻦ اﻟﻐﺪد اﻟﺼﻢ‬
‫ﺗﻌﻄﻲ ﻣﺜﺎ ً‬
‫ﺗﺬآﺮ أهﻤﻴﺔ اﻟﻐﺪد اﻟﻨﺨﺎﻣﻴﺔ‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﻐﺪد ذات اﻹﻓﺮاز اﻟﺪاﺧﻠﻲ واﻟﻐﺪد ذات اﻹﻓﺮاز اﻟﺨﺎرﺟﻲ‬
‫ﺗﻌﻄﻲ ﺗﻌﺮﻳﻔًﺎ ﻟﻸوآﺴﻴﻨﺎت ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫اﻟﻔﺼﻞ اﻟﺴﺎﺑﻊ ) ﻣﻜﻮﻧﺎت اﻟﺒﻴﺌﺔ (‬
‫ﺗﻌﺪد ﻃﺒﻘﺎت اﻷرض ﻣﻦ اﻟﺨﺎرج إﻟﻰ اﻟﺪاﺧﻞ‬
‫ﺗﻮﺿﺢ ﺑﺪاﻳﺔ ﻧﺸﻮء اﻟﺤﻴﺎة‬
‫ﺗﻮﺿﺢ آﻴﻔﻴﺔ ﻧﺸﻮء اﻟﻤﺘﺤﺠﺮات‬
‫ﺗﻌﺮف ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص اﻟﻤﺤﻴﻂ اﻟﺤﻴﻮي‬
‫ﺗﻮﺿﺢ ﻣﻔﻬﻮم اﻟﺒﻴﺌﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻌﺪد ﻣﻜﻮﻧﺎت اﻟﺒﻴﺌﺔ‬
‫ﺗﻌﺪد اﻟﻌﻮاﻣﻞ اﻟﻼأﺣﻴﺎﺋﻴﺔ ﻓﻲ اﻟﺒﻴﺌﺔ‬
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‫ﺗﻌﺪد اﻟﻌﻮاﻣﻞ اﻹﺣﻴﺎﺋﻴﺔ ﻓﻲ اﻟﺒﻴﺌﺔ‬
‫ﺗﺒﻴﻦ ﻣﻌﻨﻰ اﻟﻨﻈﺎم اﻟﺒﻴﺌﻲ‬
‫ﺗﻌﺪد أﻧﻮاع اﻷﻧﻈﻤﺔ اﻟﺒﻴﺌﻴﺔ‬
‫ﺗﻮﺿﺢ أﺳﺲ اﻟﺘﻮازن اﻟﺒﻴﺌﻲ‬
‫ﺗﻌﺪد اﻷهﺮاﻣﺎت اﻟﺒﻴﺌﻴﺔ‬
‫ﺗﻌﻄﻲ أﻣﺜﻠﺔ ﻋﻦ اﻷهﺮاﻣﺎت اﻟﺒﻴﺌﻴﺔ ﻟﻢ ﻳﺮد ذآﺮهﺎ ﻓﻲ اﻟﻜﺘﺎب‬
‫ﺗﺴﻤﻲ اﻟﻤﻠﻮﺛﺎت اﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﻴﺌﺔ‬
‫ﺗﻨﻘﻲ اﻟﻌﻮاﻣﻞ اﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻠﻮث اﻟﺒﻴﺌﺔ‬
‫ﺗﻮﺿﺢ اﻟﻤﺸﻜﻼت اﻟﺒﻴﺌﻴﺔ اﻟﺮﺋﻴﺴﻴﺔ‬
‫ﺗﻌﻄﻲ أﻣﺜﻠﺔ ﻋﻦ اﻟﻤﺸﻜﻼت اﻟﺒﻴﺌﻴﺔ اﻟﺮﺋﻴﺴﻴﺔ ﻟﻢ ﻳﺮد ذآﺮهﺎ ﻓﻲ اﻟﻜﺘﺎب‬
‫ﺗﺬآﺮ ﺑﻌﺾ اﻹﺟﺮاءات اﻟﻼزﻣﺔ ﻟﺤﻤﺎﻳﺔ اﻟﺒﻴﺌﺔ ﻓﻲ اﻟﻌﺮاق‬
‫ﺗﻌﻄﻲ رأﻳﻬﺎ ﻓﻲ ) ﺿﺮورة اﻟﺤﻔﺎظ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﻣﻦ اﻟﺘﻠﻮث (‬
‫ﺗﺤﺪد ﻣﺼﺎدر اﻟﺘﻠﻮث اﻟﻔﻴﺰﻳﺎوي‬
‫ﺗﻌﻠﻞ اﻧﻘﺮاض ﺑﻌﺾ أﻧﻮاع اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ وﺑﻘﺎء أﻧﻮاع أﺧﺮى‬
‫ﺗﻠﺨﺺ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص ﻧﺸﻮء اﻟﺤﻴﺎة ﻋﻠﻰ اﻷرض‬
‫ﺗﻌﺮف اﻟﺒﻴﺌﺔ‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﻌﻮاﻣﻞ اﻹﺣﻴﺎﺋﻴﺔ واﻟﻼأﺣﻴﺎﺋﻴﺔ‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﺘﻄﻔﻞ واﻟﺘﻨﺎﻓﺲ‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﺘﻜﺎﻓﻞ واﻟﺘﻌﺎﻳﺶ‬
‫ﺗﻌﺮف اﻟﻨﻈﺎم اﻟﺒﻴﺌﻲ اﻟﻤﺎﻳﻜﺮو ﻧﻲ‬
‫ﺗﻌﻄﻲ ﻣﺜﺎل ﻋﻠﻰ اﻟﻜﺎﺋﻨﺎت اﻟﻤﺤﻠﻠﺔ ﻟﻢ ﻳﺮد ذآﺮهﺎ ﻓﻲ اﻟﻜﺘﺎب‬
‫ﺗﻘﺎرن ﺑﻴﻦ اﻟﻜﺎﺋﻨﺎت اﻟﻤﻨﺘﺠﺔ واﻟﻜﺎﺋﻨﺎت اﻟﻤﺤﻠﻠﺔ‬
‫ﺗﺼﻤﻢ ﻣﺨﻄﻂ ﻳﻮﺿﺢ هﺮم ﺑﻴﺌﻲ ﻋﺪدي ﻏﻴﺮ اﻟﻤﺬآﻮر ﺑﺎﻟﻜﺘﺎب‬
‫ﺗﺼﻤﻢ ﻣﺨﻄﻂ ﻳﻮﺿﺢ هﺮم اﻟﻄﺎﻗﺔ ﻏﻴﺮ اﻟﻤﺬآﻮر ﺑﺎﻟﻜﺘﺎب‬
‫ﺗﺼﻤﻢ ﻣﺨﻄﻂ ﻳﻮﺿﺢ هﺮم اﻟﻜﺘﻠﺔ ﻏﻴﺮ اﻟﻤﺬآﻮر ﺑﺎﻟﻜﺘﺎب‬
‫ﺗﺼﻤﻢ ﻣﺨﻄﻂ ﻳﻮﺿﺢ ﺳﻠﺴﻠﺔ ﻏﺬاﺋﻴﺔ‬
‫ﺗﻌﺪد أهﻢ اﻷﻗﺎﻟﻴﻢ اﻟﺤﻴﺎﺗﻴﺔ‬
‫ﺗﺴﺘﻨﺘﺞ اﻟﻌﻮاﻣﻞ اﻟﺮﺋﻴﺴﻴﺔ اﻟﺘﻲ ﺗﻠﻮث اﻟﺒﻴﺌﺔ‬
‫ﺗﻌﻄﻲ رأﻳﻬﺎ ﻓﻲ آﻴﻔﻴﺔ اﻟﺤﻔﺎظ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﻣﻦ اﻟﺘﻠﻮث‬
‫ﺗﻌﺮف اﻻﺣﺘﺒﺎس اﻟﺤﺮاري‬
‫ﺗﺮﺳﻢ ﺷﻜﻞ ﻳﻮﺿﺢ ﻇﺎهﺮة اﻻﺣﺘﺒﺎس اﻟﺤﺮاري‬
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‫ﺗﻌﻠﻞ ﺣﺪوث ﻇﺎهﺮة اﻻﺣﺘﺒﺎس اﻟﺤﺮاري‬
‫ﺗﻌﺮف ﻃﺒﻘﺔ اﻷوزون‬
‫ﺗﻌﻠﻞ ﺣﺪوث ﺛﻘﺐ ﻓﻲ ﻃﺒﻘﺔ اﻷوزون‬
‫ﺗﺒﻴﻦ ﺗﺄﺛﻴﺮ اﻟﻤﻠﻮﺛﺎت ﻋﻠﻰ ﻣﻴﺎﻩ اﻟﺸﺮب‬
‫ﺗﻌﻠﻞ ﺗﺴﺮب اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻮاد اﻟﻤﺸﻌﺔ ﻟﻠﺒﻴﺌﺔ‬
‫ﺗﺒﻴﻦ ﺧﻄﻮرة اﻟﻤﻮاد اﻟﻤﺸﻌﺔ ﺑﺎﻟﺒﻴﺌﺔ‬
‫ﺗﻮﺿﺢ ﺧﻄﻮرة اﻟﻘﻄﻊ اﻟﺠﺎﺋﺮ ﻟﻠﻨﺒﺎﺗﺎت‬
‫ﺗﻌﻠﻞ ﺣﺪوث اﻟﻌﺠﺎج ﺑﺎﻟﻌﺮاق‬
‫ﺗﻠﺨﺺ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص ﺑﻌﺾ اﻟﻈﻮاهﺮ اﻟﻄﺒﻴﻌﻴﺔ اﻟﺘﻲ ﺗﺪﻣﺮ اﻟﺒﻴﺌﺔ‬
‫ﺗﻌﺪد ﻃﺮق اﻟﺘﺨﻠﺺ ﻣﻦ اﻟﻔﻀﻼت اﻟﻤﻨﺰﻟﻴﺔ‬
‫ﺗﻌﻠﻞ ﺗﺄآﻞ اﻷﺑﻨﻴﺔ واﻟﺼﺨﻮر‬
‫ﺗﻌﺮف اﻟﻤﺒﻴﺪات‬
‫ﺗﻌﻠﻞ ﺿﺮر اﻟﻤﺒﻴﺪات ﺑﺎﻟﺒﻴﺌﺔ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻣﻦ ) اﻹﺳﻌﺎﻓﺎت اﻷوﻟﻴﺔ (‬
‫ﺗﺜﻤﻦ ﺟﻬﻮد اﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ اﻟﺪﻓﺎع اﻟﻤﺪﻧﻲ‬
‫ﺗﺴﻌﻰ ﻟﺘﻘﺪﻳﻢ اﻟﻤﺴﺎﻋﺪات ﻟﻸﺷﺨﺎص اﻟﺬﻳﻦ ﻳﺘﻌﺮﺿﻮن ﻟﻸﺻﺎﺑﺔ‬
‫ﺗﻨﻔﺬ ﻣﻬﺎرات اﻹﺳﻌﺎﻓﺎت اﻷوﻟﻴﺔ‬
‫ﺗﻌﻄﻲ ﺗﻌﺮﻳﻔًﺎ ﻟﻤﻔﻬﻮم اﻹﺳﻌﺎﻓﺎت اﻷوﻟﻴﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻮﺿﺢ ﻣﺨﺎﻃﺮ ﻋﺪم إﺳﻌﺎف اﻟﻤﺼﺎب‬
‫ﺗﻌﺮف اﻹﻏﻤﺎء‬
‫ﺗﻌﻠﻞ ﻓﻘﺪان اﻟﺸﺨﺺ ﻟﻮﻋﻴﻪ‬
‫ﺗﻌﺪد اﻟﺨﻄﻮات اﻟﻮاﺟﺐ إﺗﺒﺎﻋﻬﺎ ﻹﺳﻌﺎف اﻟﺸﺨﺺ اﻟﻤﻐﻤﻰ ﻋﻠﻴﻪ‬
‫ﺗﻮﺿﺢ ﻋﺒﺎرة اﻟﺘﻨﻔﺲ اﻻﺻﻄﻨﺎﻋﻲ‬
‫ﺗﻌﻠﻞ إﺻﺎﺑﺔ اﻹﻧﺴﺎن ﺑﺎﻟﺤﺮوق‬
‫ﺗﺼﻨﻒ اﻟﺤﺮوق‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﺤﺮوق اﻟﺒﺴﻴﻄﺔ واﻟﺤﺮوق اﻟﺸﺪﻳﺪة‬
‫ﺗﻔ ﺴﺮ ارﺗ ﺪاء اﻟ ﺸﺨﺺ ﻟﻤ ﺴﻌﻒ ﻟﻘﻔ ﺎز ﻣﻄ ﺎﻃﻲ ﻓ ﻲ ﺣﺎﻟ ﺔ اﻟ ﺼﻌﻘﺔ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﺗﺼﻨﻒ ﺣﺎﻻت اﻟﺘﺴﻤﻢ‬
‫ﺗﺬآﺮ ﻣﺴﺒﺐ اﻟﺼﻌﻘﺔ اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﺗﺒﻴﻦ أﻋﺮاض اﻟﺘﺴﻤﻢ ﺑﺎﻟﻐﺬاء‬
‫ﺗﻮﺿﺢ اﻟﻌﺒﺎرة اﻟﺘﺎﻟﻴ ﺔ ) إﻋﻄ ﺎء اﻟ ﺸﺨﺺ اﻟﻤ ﺴﻤﻢ ﺑﺎﻟﻐ ﺬاء ﺳ ﻮاﺋﻞ ﻋ ﻦ‬
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‫ﻃﺮﻳﻖ اﻟﻔﻢ اوﻋﻦ ﻃﺮﻳﻖ اﻟﻮرﻳﺪ (‬
‫ﺗﺬآﺮ ﻣﺴﺒﺐ اﻟﺘﺴﻤﻢ ﺑﻐﺎز ﺁﺣﺎدي اوآﺴﻴﺪ اﻟﻜﺮﺑﻮن‬
‫ﺗﻌﺮف اﻟﺮﻋﺎف‬
‫ﺗﻮﺿﺢ ﺳﺒﺐ ﻧﺰف اﻷﻧﻒ ﻋﻨﺪ ﺑﻌﺾ اﻷﺷﺨﺎص‬
‫ﺗﻌﺮف اﻟﻜﺴﻮر‬
‫ﺗﺼﻨﻒ اﻟﻜﺴﻮر‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﻜﺴﻮر اﻟﺒﺴﻴﻄﺔ واﻟﻜﺴﻮر اﻟﻤﻀﺎﻋﻔﺔ‬
‫ﺗﻌﺮف اﻟﺨﻠﻊ‬
‫ﺗﺒﻴﻦ أﻋﺮاض اﻟﺨﻠﻊ‬
‫ﺗﺮﺳﻢ ﺧﻠﻊ ﻋﻈﻢ اﻟﺰﻧﺪ ﻣﻦ ﻣﻜﺎﻧﻪ‬
‫ﺗﻔﺴﺮ ﻋﺪم إﻋﻄﺎء اﻟﺸﺨﺺ أي ﺷﻲٔ ﻋﻦ ﻃﺮﻳﻖ اﻟﻔﻢ ﺣﺘﻰ ﻳﺘﻮﻗﻒ اﻟﻘﺊ‬
‫ﺗﻮﺿﺢ إﺳﻌﺎف اﻟﻨﺰف اﻟﺪﻣﻮي‬
‫ﺗﻮﺿﺢ ﻣﺮاﺣﻞ إﺳﻌﺎف ﻟﺪﻏﺔ اﻟﻌﻘﺮب‬
‫ﺗﻮﺿﺢ ﻣﺮاﺣﻞ إﺳﻌﺎف ﻋﻀﺔ اﻟﺤﻴﻮاﻧﺎت‬
‫ﺗﻠﺨﺺ ﺧﻄﻮات إﺳﻌﺎف اﻟﻐﺮﻳﻖ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻌﻠﻞ ﺣﺎﺟﺔ اﻟﺸﺨﺺ اﻟﺬي ﻳﺘﻌﺮف ﻟﻀﺮﺑﺔ اﻟﺸﻤﺲ إﻟﻰ اﻟﺴﻮاﺋﻞ‬
‫ﺗﻌﺮف اﻟﺼﺮع‬
‫ﺗﻌﻄﻲ ﺗﻌﺮﻳﻔًﺎ ﻟﻤﻔﻬﻮم اﻟﺪﻓﺎع اﻟﻤﺪﻧﻲ‬
‫ﺗﻌﺪد اﻷهﺪاف اﻟﻌﺎﻣﺔ ﻟﻠﺪﻓﺎع اﻟﻤﺪﻧﻲ‬
‫ﺗﺬآﺮ وﺳﺎﺋﻞ اﻟﺘﻨﺒﻴﻪ ﻟﻠﺤﺎﻻت اﻟﻄﺎرﺋﺔ‬
‫ﺗﻤﻴﺰ ﺑﻴﻦ اﻟﻨﻐﻤﺔ اﻟﺪاﻟﺔ ﻋﻠﻰ ﺣﺪوث اﻟﺨﻄ ﺮ واﻟﻨﻐﻤ ﺔ اﻟﺪاﻟ ﺔ ﻋﻠ ﻰ زوال‬
‫اﻟﺨﻄﺮ‬
‫ﺗﻌﻄﻲ رأﻳﻬﺎ ﻓﻲ ﻣﺴﺎهﻤﺔ اﻟﻤﻮاﻃﻦ ﻓﻲ إﺳﻨﺎد ﻋﻤﻞ اﻟﺪﻓﺎع اﻟﻤﺪﻧﻲ‬
‫* اﻟﻤﺴﺘﻮى ) اﻟﺘﺬآﺮ ‪ ،‬اﻻﺳﺘﻴﻌﺎب ‪ ،‬اﻟﺘﻄﺒﻴﻖ ‪ ،‬اﻟﺘﺤﻠﻴﻞ ‪ ،‬اﻟﺘﺮآﻴﺐ ‪ ،‬اﻟﺘﻘﻮﻳﻢ (‬
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‫ﻣﻠﺤﻖ )‪(6‬‬
‫ﻧﻤﻮذج ﺧﻄﺔ ﺗﺪرﻳﺴﻴﺔ ﻋﻠﻰ وﻓﻖ ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ) اﻟﺘﺠﻤﻴﻊ ‪ ،‬اﻟﺘﻜﺮار‬
‫‪ ،‬اﻟﺘﻨﻈﻴﻢ ‪ ،‬اﻟﺘﻔﺴﻴﺮ ‪ ،‬اﻟﺘﺨﻴﻞ ‪،‬اﻟﺘﺤﻠﻴﻞ ‪ ،‬اﻟﺮﺑﻂ ‪ ،‬اﻻﺳﺘﺮﺟﺎع (‬
‫اﻟﻤﺪرﺳﺔ ‪ /‬ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳﺔ ﻟﻠﺒﻨﺎت‬
‫اﻟﺼﻒ ‪ /‬اﻷول ﻣﺘﻮﺳﻂ‬
‫اﻟﻤﺎدة ‪ /‬ﻋﻠﻢ اﻷﺣﻴﺎء‬
‫اﻟﻤﻮﺿﻮع ‪ /‬اﻹﻧﺴﺎن واﻟﻮراﺛﺔ‬
‫اﻷهﺪاف اﻟﺨﺎﺻﺔ‬
‫ﺗﻌﺮﻳﻒ اﻟﻄﺎﻟﺒﺎت ﻋﻠﻰ اﻟﻤﻔﺎهﻴﻢ اﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫‪ -1‬ﻋﻠﻢ اﻟﻮراﺛﺔ ‪0‬‬
‫‪ -2‬اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ ‪0‬‬
‫‪ -3‬اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﺴﺎﺋﺪة واﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﻤﺘﻨﺤﻴﺔ ‪0‬‬
‫اﻷهﺪاف اﻟﺴﻠﻮآﻴﺔ‬
‫ﻻ‪ -‬اﻟﻤﺠﺎل اﻟﻤﻌﺮﻓﻲ‬
‫أو ً‬
‫ﺟﻌﻞ اﻟﻄﺎﻟﺒﺔ ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫‪ -1‬ﺗﻌﺮف ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص ﻋﻠﻢ اﻟﻮراﺛﺔ ‪0‬‬
‫‪ -2‬ﺗﺴﻤﻲ أول ﻣﻦ أﺳﺲ ﻋﻠﻢ اﻟﻮراﺛﺔ ‪0‬‬
‫‪ -3‬ﺗﻌﻠﻞ اﺧﺘﻴﺎر ﻣﻨﺪل ﻟﻨﺒﺎت اﻟﺒﺰاﻟﻴﺎ ‪0‬‬
‫‪ -4‬ﺗﻮﺿﺢ ﻣﻔﻬﻮم اﻟﻮراﺛﺔ ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫‪ -5‬ﺗﻌﺮف اﻟﻜﺮ ﻣﻮﺳﻮم ‪0‬‬
‫‪ -6‬ﺗﺤﺪد ﻋﺪد اﻟﻜﺮ ﻣﻮﺳﻮﻣﺎت ﻓﻲ اﻟﺠﺴﻢ ‪0‬‬
‫‪ -7‬ﺗﺒﻴﻦ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ ‪0‬‬
‫‪ -8‬ﺗﻮﺿﺢ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﺴﺎﺋﺪة ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫‪ -9‬ﺗﻮﺿﺢ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﻤﺘﻨﺤﻴﺔ ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫‪ -10‬ﺗﻌﺮف اﻟﺼﻔﺔ اﻟﻬﺠﻴﻨﺔ ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫ﺛﺎﻧﻴ ًﺎ‪ -‬اﻟﻤﺠﺎل اﻟﻨﻔﺴﺤﺮآﻲ‬
‫ﺟﻌﻞ اﻟﻄﺎﻟﺒﺔ ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫ﺗﺮﺳﻢ ﺷﻜﻞ ﻳﻮﺿﺢ اﻟﻜﺮ وﻣﻮﺳﻮم ﻣﺆﺷﺮة ﻋﻠﻰ أﺟﺰاﺋﻪ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ ‪0‬‬
‫ﺛﺎﻟﺜًﺎ‪ -‬اﻟﻤﺠﺎل اﻟﻮﺟﺪاﻧﻲ‬
‫ﺟﻌﻞ اﻟﻄﺎﻟﺒﺔ ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫‪ -1‬ﺗﻘﺪر ﻋﻈﻤﺔ اﻟﺨﺎﻟﻖ ﺑﺈﻳﺠﺎد اﻟﻜﺎﺋﻨﺎت ﻣﻦ اﻟﻌﺪم وأﻋﻄﺎهﺎ ﺧﻠﻘﻬﺎ ﻳﻮم أﻋﻄ ﻰ ﻟﻜ ﻞ ﺧﻠ ﻖ‬
‫ﺧﻠﻘ ﻪ ‪ ،‬ﻓﺎﺧﺘﻠﻔ ﺖ ﻓﻴﻤ ﺎ ﺑﻴﻨﻬ ﺎ ﻓ ﻲ اﻷﻟ ﻮان واﻷﻃ ﻮال واﻷﻟ ﺴﻦ ‪ 0000‬اﻟ ﺦ ‪ ،‬ﺁﻳ ﺎت ﺑﻴﻨ ﺎت‬
‫ﻋﻠﻰ وﺟﻮدﻩ ﺟﻞ وﻋﻼ ‪0‬‬
‫‪ -2‬ﺗﻘﺪر ﺟﻬﻮد اﻟﻌﻠﻤﺎء ﻓﻲ ﻣﺠﺎل ﺗﺄﺳﻴﺲ ﻋﻠﻢ اﻟﻮراﺛﺔ وﺗﻔﺴﻴﺮ اﻧﺘﻘﺎل اﻟﺼﻔﺎت ﻣﻦ اﻵﺑﺎء‬
‫إﻟﻰ اﻷﺑﻨﺎء ﺑﻌﺪ اﺧﺘﺮاع اﻟﻤﺠﻬﺮ ‪0‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪ -1‬اﻟﺴﺒﻮرة ‪0‬‬
‫‪ -2‬اﻟﻄﺒﺎﺷﻴﺮ اﻟﻤﻠﻮن ‪0‬‬
‫‪ -3‬ﻣﺼﻮرات ‪0‬‬
‫)‪ (3‬دﻗﺎﺋﻖ‬
‫اﻟﻤﻘﺪﻣﺔ‬
‫ﺗﻘﻮم اﻟﻤﺪرﺳﺔ ﺑﻌﺪ اﻟﺘﺄﻣﻞ ﻓﻲ وﺟﻮﻩ اﻟﻄﺎﻟﺒﺎت ﻻﺧﺘﻴﺎر إﺣﺪاهﻦ ذات اﻟﺸﻜﻞ اﻟﻤﻤﻴﺰ آﻠﻮن‬
‫اﻟﻌﻴﻮن ‪ ،‬أو ﻟ ﻮن اﻟ ﺸﻌﺮ ‪ 0000‬اﻟ ﺦ ‪ ،‬ﻟﻐ ﺮض ﺗﻬﻴﺌ ﺔ أذه ﺎﻧﻬﻦ وﺟ ﺬب اﻧﺘﺒ ﺎهﻬﻦ ﻟﻠﻤ ﺎدة‬
‫اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﺠﺪﻳﺪة ﻣﻊ ﻃﺮح ﺑﻌﺾ اﻷﺳﺌﻠﺔ ﻋﻠﻴﻬﻦ ‪-:‬‬
‫س‪ /‬هﺎﻟﺔ ﻣﺎﺳﺒﺐ اﻣﺘﻼآﻚ ﻋﻴﻮن ﻣﻠﻮﻧﺔ ؟‬
‫ج‪ /‬ﻷن واﻟﺪي ﻳﻤﺘﻠﻚ ﻧﻔﺲ اﻟﻌﻴﻨﻴﻦ ‪0‬‬
‫س‪ /‬آﻴﻒ اﻧﺘﻘﻠﺖ هﺬﻩ اﻟﺼﻔﺔ ﻣﻦ واﻟﺪهﺎ ﺣﺘﻰ وﺻﻠﺖ إﻟﻴﻬﺎ ؟‬
‫ج‪ /‬ﻋﻦ ﻃﺮﻳﻖ اﻟﻮراﺛﺔ ) ﻣﻤﺘﺎزة( ‪0‬‬
‫س‪ /‬ﻣﻦ هﻮ أول ﻣﻦ أرﺳﻰ ﻋﻠﻢ اﻟﻮراﺛﺔ ؟‬
‫ج‪ /‬اﻟﻌ ﺎﻟﻢ اﻟﻨﻤ ﺴﺎوي ﻣﻨ ﺪل ‪ ،‬ﻓﻘ ﺪ أﺛﻤ ﺮت أﺑﺤﺎﺛ ﻪ اﻟﺮاﺋ ﺪة ﻋ ﻦ ﻧﺒ ﺎت اﻟﺒﺰاﻟﻴ ﺎ ﻋ ﻦ ﻧﺘ ﺎﺋﺞ‬
‫ﻣﻤﺘﺎزة )ﺟﻴﺪة ( ‪0‬‬
‫اﻟﻌﺮض )‪ (33‬دﻗﻴﻘﺔ‬
‫ﻳﺘﻢ ﺗﻘﺪﻳﻢ ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﻮراﺛﺔ ) آﻤﻨﺸﻄﺔ ﻹﺳﺘﺮاﺗﻴﺠﻴﺘﻲ اﻟﺘﻨﻈﻴﻢ واﻟﺘﺠﻤﻴﻊ ( ؟‬
‫اﻟﻮراﺛﺔ ) هﻮ اﻟﻌﻠﻢ اﻟﺬي ﻳﻬﺘﻢ ﺑﺪراﺳﺔ اﻧﺘﻘﺎل اﻟﺼﻔﺎﺗﺎت اﻟﻮراﺛﻴﺔ ﻣﻦ اﻵﺑﺎء إﻟﻰ اﻷﺑﻨﺎء (‬
‫) وﻟﻐﺮض إﺛﺎرة اﻟﻄﺎﻟﺒﺎت ﺗﺴﺄل اﻟﻤﺪرﺳﺔ (‬
‫ﻣﺎذا ﻧﻘﺼﺪ ﺑﺎﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ؟‬
‫ﺗﻘﻮد اﻟﻤﺪرﺳﺔ اﻟﻨﻘ ﺎش ﻣ ﻊ اﻟﻄﺎﻟﺒ ﺎت وﻳ ﺘﻢ اﻟﺘﻮﺻ ﻞ إﻟ ﻰ اﻹﺟﺎﺑ ﺔ اﻟ ﺼﺤﻴﺤﺔ وه ﻲ) ﺑﺄﻧ ﻪ‬
‫ﺗﻘﺴﻢ اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ إﻟﻰ ﺻﻔﺔ ﺳﺎﺋﺪة ﻣﺜ ﻞ ﻟ ﻮن اﻟﺰه ﺮة اﻷﺣﻤ ﺮ وﺻ ﻔﺔ ﻣﺘﻨﺤﻴ ﺔ ﻣﺜ ﻞ‬
‫ﻟ ﻮن اﻟﺰه ﺮة اﻷﺑ ﻴﺾ ‪ ،‬أﻣ ﺎ اﻟ ﺼﻔﺔ اﻟﻬﺠﻴﻨ ﺔ ﻓﻬ ﻲ ﺗﻠ ﻚ اﻟ ﺼﻔﺔ اﻟﺘ ﻲ ﺗﻜ ﻮن ﻣﺰﻳﺠ ًﺎ ﺑ ﻴﻦ‬
‫اﻟﺼﻔﺎت اﻟﺴﺎﺋﺪة واﻟﻤﺘﻨﺤﻴﺔ ( )ﻣﻤﺘﺎزة ( ‪0‬‬
‫وﻟﺘﻨﺸﻴﻂ إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﺤﻠﻴﻞ ﺗﺴﺄل اﻟﻤﺪرﺳﺔ اﻟﻄﺎﻟﺒﺎت‬
‫س‪ /‬ﻟﻤﺎذا اﺧﺘﺎر اﻟﻌﺎﻟﻢ ﻣﻨﺪل ﻧﺒﺎت اﻟﺒﺰاﻟﻴﺎ ؟‬
‫ج‪ /‬وذﻟﻚ ﻷﺳﺒﺎب ﻋﺪﻳﺪة ﻣﻨﻬﺎ‬
‫‪ -1‬ﺳﻬﻮﻟﺔ زراﻋﺘﻬﺎ ‪0‬‬
‫‪ -2‬إﻣﻜﺎﻧﻴﺔ اﻟﺤﺼﻮل ﻣﻦ ﺗﺰاوج اﻟﻨﺒﺎﺗﺎت ) ﺗﻠﻘﻴﺤًﺎ اﺻﻄﻨﺎﻋﻴ ًﺎ ( ﻋﻠﻰ أﺟﻴﺎل ﺟﺪﻳﺪة ﻳﻤﻜﻦ‬
‫ﺗﻀﺮﻳﺒﻬﺎ ) ﺗﺰاوﺟﻬﺎ ( ﺑﺴﻬﻮﻟﺔ ‪0‬‬
‫‪ -3‬ﻗﺼﺮ دورة ﺣﻴﺎﺗﻬﺎ ‪0‬‬
‫‪ -4‬وﺿﻮح اﻟﺼﻔﺎت اﻟﻤﺘﻐﺎﻳﺮة )ﻣﻤﺘﺎزة( ‪0‬‬
‫وﺗﻘﻮل ﻃﺎﻟﺒﺔ أﺧﺮى‬
‫ﺣﻴﺚ درس ﺳﺒﻊ ﺻﻔﺎت ﻣﺨﺘﻠﻔﺔ وهﻲ آﺎﻷﺗﻲ‪-:‬‬
‫‪ -1‬ﺷﻜﻞ اﻟﺒﺬرة وﻟﻮﻧﻬﺎ ‪0‬‬
‫‪ -2‬ﺷﻜﻞ اﻟﻘﺮﻧﺔ وﻟﻮﻧﻬﺎ ‪0‬‬
‫‪ -3‬ﻟﻮن اﻷزهﺎر وﻣﻮاﻗﻌﻬﺎ ‪0‬‬
‫‪ -4‬ﻃﻮل اﻟﺴﺎق )أﺣﺴﻨﺖ ( ‪0‬‬
‫وﺑﻌ ﺪ ذﻟ ﻚ ﺗﻘ ﻮل اﻟﻤﺪرﺳ ﺔ ‪ ،‬ﻻﺣﻈ ﻲ اﻟﻤ ﺼﻮر اﻟ ﺬي أﻣﺎﻣ ﻚ ‪ ،‬ﻳ ﺘﻢ ﻋ ﺮض اﻟﻤ ﺼﻮر )‬
‫آﻤﻨﺸﻄﺔ ﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻔﺴﻴﺮ ( وﻳﻄﻠﺐ ﻣﻦ اﻟﻄﺎﻟﺒﺎت ﺗﻤﻴﺰ اﻟﺼﻔﺎت اﻟﺴﺒﻊ اﻟﺘﻲ درﺳﻬﺎ‬
‫ﻣﻨﺪل ﻓﻲ ﻧﺒﺎت اﻟﺒﺰاﻟﻴﺎ ﺑﺴﻬﻮﻟﺔ ووﺿﻮح ؟ ) ﻟﺘﻨﺸﻴﻂ إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺘﻨﻈﻴﻢ (‬
‫ج‪/‬‬
‫اﻟﺼﻔﺎت اﻟﻤﺘﻨﺤﻴﺔ‬
‫‪ -1‬ﺷﻜﻞ اﻟﺒﺬرة ﻣﺠﻌﺪة ‪0‬‬
‫‪ -2‬ﻟﻮن اﻟﺒﺬرة اﺧﻀﺮ ‪0‬‬
‫‪ -3‬ﺷﻜﻞ اﻟﻘﺮﻧﺔ ﺧﺸﻨﺔ ‪0‬‬
‫‪ -4‬ﻟﻮن اﻟﻘﺮﻧﺔ اﺻﻔﺮ ‪0‬‬
‫‪ -5‬ﻟﻮن اﻟﺰهﺮة اﺑﻴﺾ ‪0‬‬
‫‪ -6‬ﻣﻮﻗﻊ اﻟﺰهﺮة ﻧﻬﺎﺋﻲ ‪0‬‬
‫‪ -7‬ﻃﻮل اﻟﺰهﺮة ﻗﺼﻴﺮ ‪0‬‬
‫اﻟﺼﻔﺎت اﻟﺴﺎﺋﺪة‬
‫‪ -1‬ﺷﻜﻞ اﻟﺒﺬرة ﻣﻠﺴﺎء ‪0‬‬
‫‪ -2‬ﻟﻮن اﻟﺒﺬرة اﺻﻔﺮ ‪0‬‬
‫‪ -3‬ﺷﻜﻞ اﻟﻘﺮﻧﺔ ﻣﻠﺴﺎء ‪0‬‬
‫‪ -4‬ﻟﻮن اﻟﻘﺮﻧﺔ اﺧﻀﺮ ‪0‬‬
‫‪ -5‬ﻟﻮن اﻟﺰهﺮة اﺣﻤﺮ ‪0‬‬
‫‪ -6‬ﻣﻮﻗﻊ اﻟﺰهﺮة إﺑﻄﻲ ‪0‬‬
‫‪ -7‬ﻃﻮل اﻟﺰهﺮة ﻃﻮﻳﻞ ‪0‬‬
‫ﺛﻢ ﺗﺴﺘﺮﺳﻞ اﻟﻤﺪرﺳﺔ ﺑﺎﻟﺤﺪﻳﺚ ﻗﺎﺋﻠﺔ ﺑﺄن اﻟﻤﺴﺆل ﻋﻦ ﻧﻘﻞ اﻟﺼﻔﺎت ﻣ ﺎدة ﺗﻮﺟ ﺪ ﻓ ﻲ ﻧ ﻮاة‬
‫اﻟﺨﻼﻳﺎ ) اﻟﻨﺒﺎﺗﻴﺔ واﻟﺤﻴﻮاﻧﻴﺔ ( ﺗ ﺴﻤﻰ اﻟ ﺼﺒﻐﻴﺎت أو اﻟﻜ ﺮ وﻣﻮﺳ ﻮﻣﺎت ﻳﺒﻠ ﻎ ﻋ ﺪدهﺎ ‪23‬‬
‫زوج ‪0‬‬
‫وﻟﺘﻨ ﺸﻴﻂ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻨﻈ ﻴﻢ ﻳ ﺘﻢ اﺳ ﺘﺨﺪام ﻣﻨ ﺸﻄﺔ إﻋ ﺎدة اﻟ ﺼﻴﺎﻏﺔ ‪ ) ،‬ﺗﺮﺟﻤ ﻲ ه ﺬﻩ‬
‫اﻷﻓﻜﺎر ﺑﻜﻠﻤﺎﺗﻚ اﻟﺨﺎﺻﺔ واآﺘﺒﻴﻬﺎ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻚ ؟‬
‫وﻟﺘﻨﺸﻴﻂ إﺳﺘﺮاﺗﻴﺠﻴﺔ ) اﻟﺘﺠﻤﻴﻊ واﻟﺘﻨﻈﻴﻢ ( ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﻜ ﺮ وﻣﻮﺳ ﻮم ه ﻮ‬
‫) ﺧ ﻴﻂ دﻗﻴ ﻖ ﺟ ﺪًا ﺛﻨ ﺎﺋﻲ اﻟﺘﺮآﻴ ﺐ آ ﻞ ﺟ ﺰء ﻣﻨ ﻪ ﻳ ﺴﻤﻰ اﻟﻜﺮوﻣﺎﺗﻴ ﺪ ﻳﺮﺗﺒﻄ ﺎن ﺑﺠ ﺰء‬
‫ﻣﺮآ ﺰي ‪ ،‬وﻳﺤﻤ ﻞ آ ﻞ آﺮوﻣﺎﺗﻴ ﺪ ﺧ ﻴﻂ أﻟ ﺪﻧﺎ ‪ DNA‬اﻟ ﺬي ﺗﻘ ﻊ ﻋﻠﻴ ﻪ أﺟ ﺰاء ﺻ ﻐﻴﺮة‬
‫ﺗﺴﻤﻰ اﻟﺠﻴﻨﺎت أو اﻟﻤﻮرﺛﺎت اﻟﻤﺴﺆﻟﺔ ﻋﻦ ﻧﻘﻞ اﻟﺼﻔﺎت (‬
‫وﻟﺘﻨﺸﻴﻂ إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺮﺑﻂ‬
‫س‪ /‬ﻣﺎذا ﻳﺤﺪث إذا ﻟﻢ ﻳﻮﺟﺪ اﻟﻜﺮ وﻣﻮﺳﻮم ؟‬
‫ﻳ ﺘﻢ ﺗ ﺴﺠﻴﻞ ﺗﻨﺒ ﺆات اﻟﻄﺎﻟﺒ ﺎت ﻋﻠ ﻰ اﻟ ﺴﺒﻮرة ) ﺗﻤ ﻮت اﻟﻜﺎﺋﻨ ﺎت ‪ ،‬ﺗﺒﻘ ﻰ ﺣﻴ ﺔ ‪ ،‬ﺗﻨﺘﻘ ﻞ‬
‫اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ‪ ،‬ﻻ ﺗﻨﺘﻘﻞ اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ‪ ،‬ﺗﺼﺒﺢ اﻟﺤﻴﺎت ﻓﻮﺿﻰ ‪0000‬اﻟﺦ(‬
‫وﻟﺘﻨﺸﻴﻂ إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﺨﻴﻞ ﻳﻄﻠﺐ ﻣﻦ اﻟﻄﺎﻟﺒﺎت اﻧﺠﺎز اﻟﻤﻬﻤﺎت اﻵﺗﻴﺔ‪-:‬‬
‫‪ -1‬ﺗﺨﻴﻠﻲ اﻟﻜﺮ وﻣﻮﺳﻮم وارﺳﻤﻴﻪ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻚ ؟‬
‫ﻼ ﻟﻤﻔﻬﻮم أﻟﺠﻴﻦ أو اﻟﻤﻮروﺛﺔ ؟‬
‫‪ -2‬أﻋﻂ ﺗﻌﺮﻳﻔًﺎ ﺷﺎﻣ ً‬
‫ﺛﻢ ﺗﻮﺟﻪ اﻟﻤﺪرﺳﺔ ﺳﺆال ﻳﺘﻌﻠﻖ ﺑﺘﻔﺴﻴﺮ ﻇﺎهﺮة ﻣﻌﻴﻨﺔ ﻣﺜﻞ‬
‫س‪ /‬ﻣﺎﺳﺒﺐ ﻇﻬﻮر ﺑﻌﺾ اﻟﺼﻔﺎت اﻟﺠﺪﻳﺪة ﻋﻨﺪ اﻷﻓﺮاد اﻟﻐﻴﺮ ﻣﻮﺟ ﻮدة ﻋﻨ ﺪ اﻷﺑ ﻮﻳﻦ أو‬
‫اﻷﺟﺪاد وﻗﺪ ﺗﻜﻮن هﺬﻩ اﻟﺼﻔﺎت ﻣﺮﻏﻮب ﺑﻬﺎ أو ﻏﻴﺮ ﻣﺮﻏﻮب ) اﻟﻄﻔﺮة اﻟﻮراﺛﻴﺔ ( ؟‬
‫ج‪ /‬ﺑﺴﺒﺐ اﻟﺘﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﻜﻮﻧﺎت أﻟﺪﻧﺎ اﻟﻤﻜﻮﻧﺔ ﻟﻠﺠﻴﻨﺎت ‪ ) 0‬ﻣﻤﺘﺎزة(‬
‫ﻣﻦ ﺧﻼل ﻣﺎ ﺗﻘﺪم هﻞ ﻳﻤﻜﻦ ﺗﻮﻇﻴﻒ هﺬﻩ اﻟﻤﻔﺎهﻴﻢ ﻓﻲ اﻟﺤﻴﺎة اﻟﻌﻤﻠﻴﺔ ؟‬
‫آﻤﻨﺸﻄﺔ ﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺘﻔﺴﻴﺮ؟‬
‫ﺗﻘ ﻮد اﻟﻤﺪرﺳ ﺔ اﻟﻨﻘ ﺎش ﺣ ﻮل اﻟ ﺼﻔﺎت اﻟ ﺴﺎﺋﺪة واﻟ ﺼﻔﺎت اﻟﻤﺘﻨﺤﻴ ﺔ واﻟ ﺼﻔﺎت اﻟﻬﺠﻴﻨ ﺔ‬
‫وﻣﻦ اﻟﻤﺴﺆل ﻋﻦ ﻧﻘﻠﻬﺎ وآﻴﻔﻴﺔ ﺣﺪوث اﻟﻄﻔﺮات (‪0‬‬
‫وﻟﻤﺰﻳ ﺪ ﻣ ﻦ اﻟﺘﻮﺿ ﻴﺢ ﻟﻤﻌﻨ ﻰ ه ﺬﻩ اﻟﻤﻔ ﺎهﻴﻢ ) اﻟ ﺼﻔﺎت اﻟ ﺴﺎﺋﺪة ‪ ،‬اﻟ ﺼﻔﺎت اﻟﻤﺘﻨﺤﻴ ﺔ ‪،‬‬
‫اﻟﺼﻔﺎت اﻟﻬﺠﻴﻨﺔ ‪ ،‬اﻟﻄﻔﺮات ( ﻳﻄﻠﺐ ﻣﻦ اﻟﻄﺎﻟﺒﺎت إﻋﻄﺎء أﻣﺜﻠﺔ ﻏﻴﺮ واردة ﻓﻲ اﻟﻜﺘ ﺎب‬
‫ﻋﻦ هﺬﻩ اﻟﻤﻔﺎهﻴﻢ ‪ ،‬وﻳﺘﻢ ﺗﺴﺠﻴﻠﻬﺎ ﻋﻠﻰ اﻟﺴﺒﻮرة ؟‬
‫اﻟﺼﻔﺔ اﻟﺴﺎﺋﺪة ‪ /‬ﻣﺜﻞ اﻟﺸﺨﺺ ﻃﻮﻳﻞ اﻟﻘﺎﻣﺔ ‪0‬‬
‫اﻟﺼﻔﺔ اﻟﻤﺘﻨﺤﻴﺔ‪ /‬ﻣﺜﻞ اﻟﺸﺨﺺ ﻗﺼﻴﺮ اﻟﻘﺎﻣﺔ ‪0‬‬
‫اﻟﺼﻔﺔ اﻟﻤﺘﻨﺤﻴﺔ‪ /‬ﻣﺜﻞ اﻟﺸﺨﺺ ﻣﺘﻮﺳﻂ اﻟﻘﺎﻣﺔ ‪0‬‬
‫وﻟﺘﻨ ﺸﻴﻂ إﺳ ﺘﺮاﺗﻴﺠﻴﺔ ) اﻟﺘﻨﻈ ﻴﻢ ‪ ،‬اﻟﺘﻜ ﺮار ‪ ،‬اﻻﺳ ﺘﺮﺟﺎع ( ﻳﻄﻠ ﺐ ﻣ ﻦ اﻟﻄﺎﻟﺒ ﺎت ان‬
‫ﻳﻠﺨﺼﻦ ﻣﻮﺿﻮع اﻟﻮراﺛﺔ ؟‬
‫ﻓﻴﺘﻢ ﻣﻨﺎﻗﺸﺔ اﻟﻄﺎﻟﺒﺎت ﻓﻲ ﻣﻠﺨﺺ اﻟﻤﻮﺿﻮع ﺛﻢ ﺗﺴﺠﻞ ﻋﻠﻰ اﻟﺴﺒﻮرة ﻣﺎ ﻳﺄﺗﻲ‪-:‬‬
‫‪ -1‬أول ﻣﻦ أﺳﺲ ﻋﻠﻢ اﻟﻮراﺛﺔ هﻮ اﻟﻌﺎﻟﻢ اﻟﻨﻤﺴﺎوي ﻣﻨﺪل ‪0‬‬
‫‪ -2‬اﺧﺘﺎر اﻟﻌﺎﻟﻢ ﻣﻨﺪل ﻧﺒﺎت اﻟﺒﺰاﻟﻴﺎ ﺑﺄﺑﺤﺎﺛﻪ ﻷﻧﻪ ﻳﺘﻤﻴﺰ ب‬
‫أ‪ -‬ﺳﻬﻮﻟﺔ زراﻋﺘﻬﺎ ‪0‬‬
‫ب‪ -‬إﻣﻜﺎﻧﻴ ﺔ اﻟﺤ ﺼﻮل ﻣ ﻦ ﺗ ﺰاوج اﻟﻨﺒﺎﺗ ﺎت ) ﺗﻠﻘﻴﺤ ًﺎ اﺻ ﻄﻨﺎﻋﻴًﺎ ( ﻋﻠ ﻰ أﺟﻴ ﺎل ﺟﺪﻳ ﺪة‬
‫ﻳﻤﻜﻦ ) ﺗﻀﺮﻳﺒﻬﺎ ( ﺑﺴﻬﻮﻟﺔ ‪0‬‬
‫ج‪ -‬ﻗﺼﺮ دورة ﺣﻴﺎﺗﻬﺎ ‪0‬‬
‫د‪ -‬وﺿﻮح اﻟﺼﻔﺎت اﻟﻤﺘﻐﺎﻳﺮة ﺣﻴﺚ درس ﺳﺒﻊ ﺻﻔﺎت ﻣﺘﻐﺎﻳﺮة هﻲ آﺎﻷﺗﻲ‪-:‬‬
‫‪ -1‬ﺷﻜﻞ اﻟﺒﺬرة وﻟﻮﻧﻬﺎ ‪0‬‬
‫‪ -2‬ﺷﻜﻞ اﻟﻘﺮﻧﺔ وﻟﻮﻧﻬﺎ ‪0‬‬
‫‪ -3‬ﻟﻮن اﻷزهﺎر وﻣﻮاﻗﻌﻬﺎ ‪0‬‬
‫‪ -4‬ﻃﻮل اﻟﺴﺎق ‪0‬‬
‫‪ -3‬ﻋﻠﻢ اﻟﻮراﺛﺔ ) هﻮ اﻟﻌﻠﻢ اﻟﺬي ﻳﺨﺘﺺ ﺑﺪراﺳﺔ اﻧﺘﻘﺎل اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ﻣﻦ اﻵﺑﺎء إﻟﻰ‬
‫اﻷﺑﻨﺎء ‪0‬‬
‫‪ -4‬ﺗﻘﺴﻢ اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ إﻟﻰ ﻣﺎ ﻳﺄﺗﻲ‪-:‬‬
‫أ‪ -‬اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ اﻟﺴﺎﺋﺪة ‪0‬‬
‫ب‪ -‬اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ اﻟﻤﺘﻨﺤﻴﺔ ‪0‬‬
‫ج‪ -‬اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ اﻟﻤﺘﻨﺤﻴﺔ ‪0‬‬
‫‪ -5‬اﻟﻤﺴﺆل ﻋﻦ ﻧﻘﻞ اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ هﻲ ﻣ ﺎدة ﻣﻮﺟ ﻮدة ﻓ ﻲ ﻧ ﻮاة اﻟﺨﻼﻳ ﺎ ﺗ ﺴﻤﻰ اﻟﻜ ﺮ‬
‫وﻣﻮﺳﻮﻣﺎت ‪0‬‬
‫‪ -6‬ﻳﺘﺄﻟﻒ اﻟﻜﺮ وﻣﻮﺳﻮم ﻣﻦ اﻷﺟﺰاء اﻵﺗﻴﺔ‪-:‬‬
‫أ‪ -‬ﺧﻴﻂ دﻗﻴﻖ ﺛﻨﺎﺋﻲ اﻟﺘﺮآﻴﺐ آﻞ ﺟﺰء ﻣﻨﻪ ﻳﺴﻤﻰ اﻟﻜﺮوﻣﺎﺗﻴﺪ ‪0‬‬
‫ب‪ -‬ﻳﺮﺗﺒﻂ اﻟﻜﺮوﻣﺎﺗﻴﺪان ﻣﻌ ًﺎ ﺑﺠﺰء ﻣﺮآﺰي ‪0‬‬
‫‪ -7‬ﻳﺤﻤ ﻞ آ ﻞ آﺮوﻣﺎﺗﻴ ﺪ ﺧ ﻴﻂ أﻟ ﺪﻧﺎ ‪ DNA‬اﻟ ﺬي ﺗﻘ ﻊ ﻋﻠﻴ ﻪ أﺟ ﺰاء ﺻ ﻐﻴﺮة ﺗ ﺴﻤﻰ‬
‫اﻟﻤﻮروﺛﺎت ‪ ،‬وأي ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﻜﻮﻧﺎﺗﻪ ﻳﺆدي اﻟﻰ ﺣﺪوث اﻟﻄﻔﺮة ‪0‬‬
‫‪ -8‬ﻳﺒﻠﻎ ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ‪ 23‬زوج ‪0‬‬
‫اﻟﺘﻘﻮﻳﻢ ) ‪ ( 2‬دﻗﺎﺋﻖ‬
‫ﻳﺘﻢ ﺗﻘﻮﻳﻢ اﻟﻄﺎﻟﺒﺎت ﻣﻦ ﺧﻼل إﻋﺪاد أﺳﺌﻠﺔ وﻳﺘﻢ اﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﺗﺤﺮﻳﺮﻳ ًﺎ وآﺎﻷﺗﻲ‪-:‬‬
‫س‪ /‬ﻗﺎرﻧﻲ ﺑﻴﻦ اﻟﺼﻔﺎت اﻟﺴﺎﺋﺪة واﻟﺼﻔﺎت اﻟﻤﺘﻨﺤﻴﺔ ﻣﻦ ﺣﻴﺚ‬
‫‪ -1‬ﻣﻮﻗﻊ اﻟﺰهﺮة‬
‫‪ -2‬ﻃﻮل اﻟﺴﺎق ؟‬
‫ﻟﺘﻨﺸﻴﻂ إﺳﺘﺮاﺗﻴﺠﻴﺘﻲ ) اﻟﺘﺤﻠﻴﻞ واﻟﺮﺑﻂ ( ‪0‬‬
‫واﺟﺐ ﺑﻴﺘﻲ ) ‪ ( 2‬دﻗﺎﺋﻖ‬
‫ﺗﺤﻀﻴﺮ اﻟﺪرس اﻟﻘﺎدم وهﻮ اﻻﻧﻘﺴﺎم اﻻﻋﺘﻴﺎدي ) اﻟﺨﻴﻄﻲ ( ‪0‬‬
‫اﻟﻤﺼﺎدر‬
‫‪ -1‬ﻣﺼﺎدر اﻟﻤﺪرس‬
‫أ‪-‬دروزة ‪ ،‬أﻓﻨﺎن ﻧﻈﻴﺮ ‪ ،‬إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ آﺄﺳ ﺎس ﻟﺘ ﺼﻤﻴﻢ اﻟﺘﻌﻠ ﻴﻢ ‪،‬‬
‫ط‪ ، 1‬ﻧﺎﺑﻠﺲ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻨﺠﺎح اﻟﻮﻃﻨﻴﺔ ‪0 1995 ،‬‬
‫ب‪ -‬دروزة ‪ ،‬أﻓﻨﺎن ﻧﻈﻴﺮ ‪،‬إﺳﺘﺮاﺗﻴﺠﻴﺔ اﻹدراك ﻓﻲ اﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ اﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ اﻟﻤﻌﻠ ﻢ‬
‫ﺗﻘﺎﺑ ﻞ اﻟﻨﻈ ﺎم اﻟﺘﻌﻠﻴﻤ ﻲ اﻟﻤﻌﺘﻤ ﺪ ﻋﻠ ﻰ اﻟﻤ ﺘﻌﻠﻢ وأﺛﺮه ﺎ ﻓ ﻲ ﻣ ﺴﺘﻮى اﻟﺘ ﺬآﺮ واﻟﻔﻬ ﻢ‬
‫واﻻﺳ ﺘﻴﻌﺎب واﻟﺘﻌﻠ ﻴﻢ اﻟﻌ ﺎم ‪ ،‬ﻣﺠﻠ ﺔ اﻟﻨﺠ ﺎح ﻟﻸﺑﺤ ﺎث ‪ ،‬ع‪ ، 8‬ﻧ ﺎﺑﻠﺲ اﻟ ﻀﻔﺔ اﻟﻐﺮﺑﻴ ﺔ ‪،‬‬
‫‪0 1994‬‬
‫ج‪ -‬ﻣﺒ ﺎدئ اﻷﺣﻴ ﺎء ﻟﻠ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ‪ ،‬ط‪ , 1‬ﺑﻐ ﺪاد ‪ ،‬ﻟﺠﻨ ﺔ ﻓ ﻲ وزارﺗ ﻲ اﻟﺘﺮﺑﻴ ﺔ‬
‫واﻟﺘﻌﻠﻴﻢ اﻟﻌﺎﻟﻲ ‪ 2009 ،‬م ‪0‬‬
‫‪ -2‬ﻣﺼﺎدر اﻟﻄﺎﻟﺐ‬
‫ﻣﺒﺎدئ اﻷﺣﻴﺎء ﻟﻠﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ‪ ،‬ط‪ , 1‬ﺑﻐﺪاد ‪ ،‬ﻟﺠﻨﺔ ﻓﻲ وزارﺗﻲ اﻟﺘﺮﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ‬
‫اﻟﻌﺎﻟﻲ ‪ 2009 ،‬م ‪0‬‬
‫ﻣﻠﺤﻖ ) ‪( 7‬‬
‫ﻧﻤﻮذج ﺧﻄﺔ ﺗﺪرﻳﺴﻴﺔ ﻋﻠﻰ وﻓﻖ اﻟﻄﺮﻳﻘﺔ اﻻﻋﺘﻴﺎدﻳﺔ‬
‫اﻟﻤﺪرﺳﺔ ‪ /‬ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳﺔ ﻟﻠﺒﻨﺎت‬
‫اﻟﺼﻒ ‪ /‬اﻷول ﻣﺘﻮﺳﻂ‬
‫اﻟﻤﺎدة ‪ /‬اﻷﺣﻴﺎء‬
‫اﻟﺰﻣﻦ ‪ (40) /‬دﻗﻴﻘﺔ‬
‫اﻟﻤﻮﺿﻮع ‪ /‬ﻧﺸﺄة ﻋﻠﻢ اﻟﻮراﺛﺔ‬
‫اﻷهﺪاف اﻟﺨﺎﺻﺔ‬
‫ﺗﻌﺮﻳﻒ اﻟﻄﺎﻟﺒﺎت ﻋﻠﻰ اﻟﻤﻔﺎهﻴﻢ اﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫‪ -1‬ﻋﻠﻢ اﻟﻮراﺛﺔ‬
‫‪ -2‬اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ‬
‫‪ -3‬اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﺴﺎﺋﺪة واﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﻤﺘﻨﺤﻴﺔ‬
‫اﻷهﺪاف اﻟﺴﻠﻮآﻴﺔ‬
‫اوﻵ‪ -‬اﻟﻤﺠﺎل اﻟﻤﻌﺮﻓﻲ‬
‫ﺟﻌﻞ اﻟﻄﺎﻟﺒﺔ ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫‪ -1‬ﺗﻌﺮف ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص ﻋﻠﻢ اﻟﻮراﺛﺔ ‪0‬‬
‫‪ -2‬ﺗﺴﻤﻲ أول ﻣﻦ أﺳﺲ ﻋﻠﻢ اﻟﻮراﺛﺔ ‪0‬‬
‫‪ -3‬ﺗﻌﻠﻞ اﺧﺘﻴﺎر ﻣﻨﺪل ﻟﻨﺒﺎت اﻟﺒﺰاﻟﻴﺎ ‪0‬‬
‫‪ -4‬ﺗﻮﺿﺢ ﻣﻔﻬﻮم اﻟﻮراﺛﺔ ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫‪ -5‬ﺗﻌﺮف اﻟﻜﺮ وﻣﻮﺳﻮم ‪0‬‬
‫‪ -6‬ﺗﺤﺪد ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ﻓﻲ ﺟﺴﻢ اﻹﻧﺴﺎن ‪0‬‬
‫‪ -7‬ﺗﺒﻴﻦ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ ‪0‬‬
‫‪ -8‬ﺗﺒﻴﻦ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﺴﺎﺋﺪة ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫‪ -9‬ﺗﺒﻴﻦ ﻣﻌﻨﻰ اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﻤﺘﻨﺤﻴﺔ ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫‪ -10‬ﺗﻌﺮف اﻟﺼﻔﺔ اﻟﻮراﺛﻴﺔ اﻟﻬﺠﻴﻨﺔ ﻣﻊ اﻷﻣﺜﻠﺔ ‪0‬‬
‫ﺛﺎﻧﻴ ًﺎ‪ -‬اﻟﻤﺠﺎل اﻟﻨﻔﺴﻲ اﻟﺤﺮآﻲ‬
‫ﺟﻌﻞ اﻟﻄﺎﻟﺒﺔ ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫ﺗﺮﺳﻢ ﺷﻜﻞ ﻳﻮﺿﺢ اﻟﻜﺮ وﻣﻮﺳﻮم ﻣﺆﺷﺮة ﻋﻠﻰ أﺟﺰاﺋﻪ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ ‪0‬‬
‫ﺛﺎﻟﺜًﺎ‪ -‬اﻟﻤﺠﺎل اﻟﻮﺟﺪاﻧﻲ‬
‫ﺟﻌﻞ اﻟﻄﺎﻟﺒﺔ ﻗﺎدرة ﻋﻠﻰ أن ‪-:‬‬
‫‪ -1‬ﺗﻘﺪر ﻋﻈﻤﺔ اﻟﺨﺎﻟﻖ ﻹﻳﺠﺎد اﻟﻜﺎﺋﻨﺎت ﻣﻦ اﻟﻌﺪم وإﻋﻄﺎﺋﻬﺎ ﺧﻠﻘﻬﺎ ﻳﻮم أﻋﻄﻰ ﻟﻜﻞ ﺧﻠ ﻖ‬
‫ﺧﻠﻘﻪ ‪ ،‬ﻓﺎﺧﺘﻠﻔﺖ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻓﻲ اﻷﻟﻮان واﻷﻃﻮال واﻷﻟﺴﻦ ‪ 000‬اﻟﺦ ‪ ،‬ﺁﻳﺎت ﺑﻴﻨ ﺎت ﻋﻠ ﻰ‬
‫وﺟﻮدﻩ ﺟﻞ وﻋﻼ ‪0‬‬
‫‪ -2‬ﺗﻘﺪر ﺟﻬﻮد اﻟﻌﻠﻤﺎء ﻓ ﻲ ﺗﺄﺳ ﻴﺲ ﻋﻠ ﻢ اﻟﻮراﺛ ﺔ وﺗﻔ ﺴﻴﺮ اﻧﺘﻘ ﺎل اﻟ ﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ ﻣ ﻦ‬
‫اﻵﺑﺎء إﻟﻰ اﻷﺑﻨﺎء ﺑﻌﺪ اﺧﺘﺮاع اﻟﻤﺠﻬﺮ ‪0‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫‪ -1‬اﻟﺴﺒﻮرة ‪0‬‬
‫‪ -2‬اﻟﻄﺒﺎﺷﻴﺮ ‪0‬‬
‫اﻟﻤﻘﺪﻣﺔ ) ‪ ( 3‬دﻗﺎﺋﻖ‬
‫ﺗﻘﻮم اﻟﻤﺪرﺳﺔ ﺑﺎﻟﺘﺄﻣﻞ ﻟﺒﺮهﺔ ﻓﻲ وﺟ ﻮﻩ اﻟﻄﺎﻟﺒ ﺎت ﻻﺧﺘﻴ ﺎر أﺣ ﺪاهﻦ ذات اﻟ ﺸﻜﻞ اﻟﻤﻤﻴ ﺰ‬
‫ﺑﻠﻮن اﻟﻌﻴﻮن أو ﻟﻮن اﻟﺸﻌﺮ‪ ،‬ﻟﻐﺮض ﺗﻬﻴﺌ ﺔ أذه ﺎﻧﻬﻦ وﺟ ﺬب اﻧﺘﺒ ﺎهﻬﻦ ﻟﻠﻤ ﺎدة اﻟﺘﻌﻠﻴﻤﻴ ﺔ‬
‫اﻟﺠﺪﻳﺪة ﻣﻊ ﻃﺮح ﺑﻌﺾ اﻷﺳﺌﻠﺔ ﻋﻠﻴﻬﻦ ‪-:‬‬
‫س‪ /‬هﻨﺪ ﻣﺎﺳﺒﺐ اﻣﺘﻼآﻚ ﻋﻴﻮن ﻣﻠﻮﻧﺔ ؟‬
‫ج‪ /‬ﻷن واﻟﺪي ﻳﻤﺘﻠﻚ ﻧﻔﺲ اﻟﻌﻴﻨﻴﻦ ‪0‬‬
‫س‪ /‬آﻴﻒ اﻧﺘﻘﻠﺖ هﺬﻩ اﻟﺼﻔﺔ ﻣﻦ واﻟﺪهﺎ ﺣﺘﻰ وﺻﻠﺖ اﻟﻴﻬﺎ ؟‬
‫ج‪ /‬ﻋﻦ ﻃﺮﻳﻖ اﻟﻮراﺛﺔ ‪ ) 0‬ﻣﻤﺘﺎزة (‬
‫اﻟﻌﺮض ) ‪ ( 33‬دﻗﻴﻘﺔ‬
‫ﺗﻮﺟﻪ اﻟﻤﺪرﺳﺔ اﻷﺳﺌﻠﺔ وﺗﺠﻴﺐ اﻟﻄﺎﻟﺒﺎت ﻋﻨﻬﺎ وآﺎﻷﺗﻲ ‪-:‬‬
‫س‪ /‬ﻋﺮﻓﻲ ﻋﻠﻢ اﻟﻮراﺛﺔ ؟‬
‫ج‪ /‬هﻮ ﻋﻠﻢ ﻳﺨﺘﺺ ﺑﺪراﺳﺔ اﻧﺘﻘﺎل اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ﻣﻦ اﻵﺑﺎء إﻟﻰ اﻷﺑﻨﺎء ‪ )0‬ﻣﻤﺘﺎزة (‬
‫س‪ /‬ﻣﻦ هﻮ أول ﻣﻦ أﺳﺲ ﻋﻠﻢ اﻟﻮراﺛﺔ ؟‬
‫ج‪ /‬اﻟﻌﺎﻟﻢ اﻟﻨﻤﺴﺎوي ﻣﻨ ﺪل ‪ ،‬ﻓﻘ ﺪ أﺛﻤ ﺮت أﺑﺤﺎﺛ ﻪ اﻟﺮاﺋ ﺪة ﻋﻠ ﻰ ﻧﺒ ﺎت اﻟﺒﺰاﻟﻴ ﺎ ﻋ ﻦ ﻧﺘ ﺎﺋﺞ‬
‫ﻣﻤﺘﺎزة ‪ ) 0‬ﺟﻴﺪ(‬
‫س‪ /‬ﻟﻤﺎذا اﺧﺘﺎر اﻟﻌﺎﻟﻢ ﻣﻨﺪل ﻧﺒﺎت اﻟﺒﺰاﻟﻴﺎ ؟‬
‫ج‪ /‬وذﻟﻚ ﻷﺳﺒﺎب ﻋﺪﻳﺪة ﻣﻨﻬﺎ ‪-:‬‬
‫‪ -1‬ﺳﻬﻮﻟﺔ زرﻋﻬﺎ ‪0‬‬
‫‪ -2‬وﺿﻮح ﺻﻔﺎﺗﻬﺎ ذات اﻟﻤﺰاﻳﺎ اﻟﻤﺨﺘﻠﻔﺔ ﻓﻘﺪ درس ﺳﺒﻊ ﺻﻔﺎت ﻣﺨﺘﻠﻔﺔ هﻲ ‪-:‬‬
‫أ‪ -‬ﺷﻜﻞ اﻟﺒﺬرة وﻟﻮﻧﻬﺎ ‪0‬‬
‫ب‪ -‬ﺷﻜﻞ اﻟﻘﺮﻧﺔ وﻟﻮﻧﻬﺎ ‪0‬‬
‫ج‪ -‬ﻟﻮن اﻷزهﺎر وﻣﻮاﺻﻔﺎﺗﻬﺎ ‪0‬‬
‫د‪ -‬ﻃﻮل اﻟﺴﺎق ‪ ) 0‬ﻣﻤﺘﺎزة (‬
‫وﺗﻘﻮل أﺧﺮى‬
‫‪ -3‬إﻣﻜﺎﻧﻴ ﺔ اﻟﺤ ﺼﻮل ﻣ ﻦ ﺗ ﺰاوج اﻟﻨﺒﺎﺗ ﺎت ) ﺗﻠﻘﻴﺤﻬ ﺎ اﺻ ﻄﻨﺎﻋﻴًﺎ ( ﻋﻠ ﻰ أﺟﻴ ﺎل ﺟﺪﻳ ﺪة‬
‫ﻳﻤﻜﻦ ﺗﻀﺮﻳﺒﻬﺎ ﺑﺴﻬﻮﻟﺔ ‪0‬‬
‫‪ -4‬ﻗﺼﺮ دورة ﺣﻴﺎﺗﻬﺎ ‪ ) 0‬ﻣﻤﺘﺎزة (‬
‫س‪ /‬ﻣﻦ اﻟﻤﺴﺆل ﻋﻦ ﻧﻘﻞ اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ ؟‬
‫ج‪ /‬ﻋﺒ ﺎرة ﻋ ﻦ ﺗﺮاآﻴ ﺐ ﺻ ﻐﻴﺮة ﺗﻮﺟ ﺪ ﻓ ﻲ ﻧ ﻮاة اﻟﺨﻼﻳ ﺎ اﻟﻨﺒﺎﺗﻴ ﺔ واﻟﺤﻴﻮاﻧﻴ ﺔ ﺗ ﺴﻤﻰ‬
‫اﻟﺼﺒﻐﻴﺎت أو اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ‪ ) 0‬ﻣﻤﺘﺎزة (‬
‫س‪ /‬ﻣﻢ ﻳﺘﺮآﺐ اﻟﻜﺮ وﻣﻮﺳﻮم ؟‬
‫ج‪ /‬هﻮ ﺧﻴﻂ دﻗﻴ ﻖ ﺛﻨ ﺎﺋﻲ اﻟﺘﺮآﻴ ﺐ آ ﻞ ﺟ ﺰء ﻣﻨ ﻪ ﻳ ﺴﻤﻰ اﻟﻜﺮوﻣﺎﺗﻴ ﺪ ‪ ،‬ﻳﺮﺗﺒﻄ ﺎن ﺑﺠ ﺰء‬
‫ﻣﺮآﺰي ‪ ،‬وﻳﺤﻤﻞ آﻞ آﺮوﻣﺎﺗﻴﺪ ﺧﻴﻂ أﻟﺪﻧﺎ ‪ DNA‬اﻟﺬي ﺗﻘﻊ ﻋﻠﻴ ﻪ أﺟ ﺰاء ﺻ ﻐﻴﺮة ﺟ ﺪًا‬
‫) ﺟﻴﺪ (‬
‫ﺗﺴﻤﻰ اﻟﺠﻴﻨﺎت أو اﻟﻤﻮروﺛﺎت ‪0‬‬
‫س‪ /‬آﻢ ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت اﻟﻤﻮﺟﻮدة ﻓﻲ ﺧﻼﻳﺎ اﻹﻧﺴﺎن ؟‬
‫ج‪ (23 ) /‬زوج ‪ ،‬زوج واﺣﺪ ﻣﺴﺆل ﻋﻦ اﻟﺠﻨﺲ ‪ ) 0‬ﺟﻴﺪ (‬
‫اﻟﺘﻘﻮﻳﻢ ) ‪ ( 2‬دﻗﺎﺋﻖ‬
‫س‪ /‬ارﺳﻤﻲ ﻣﻊ اﻟﺘﺄﺷﻴﺮ ﻋﻠﻰ اﻷﺟﺰاء ﺷﻜﻞ ﻳﻮﺿﺢ اﻟﻜﺮ وﻣﻮﺳﻮم ؟‬
‫اﻟﻮاﺟﺐ أﻟﺒﻴﺘﻲ ) ‪ ( 2‬دﻗﺎﺋﻖ‬
‫ﺗﺤﻀﻴﺮ ﻟﻠﺪرس اﻟﻘﺎدم ‪ ،‬ﻣﻮﺿﻮع اﻻﻧﻘﺴﺎم اﻻﻋﺘﻴﺎدي ) اﻟﺨﻴﻄﻲ (‬
‫اﻟﻤﺼﺎدر‬
‫ ﻣﺒﺎدئ اﻷﺣﻴﺎء ﻟﻠﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ‪ ،‬ط‪ ، 1‬ﺑﻐﺪاد ‪ ،‬وزارﺗﻲ اﻟﺘﺮﺑﻴﺔ واﻟﻌﻠ ﻴﻢ اﻟﻌ ﺎﻟﻲ‬‫‪2009 ،‬‬
‫ﻣﻠﺤﻖ )‪(8‬‬
‫أﻧﻤﻮذج ﻟﻤﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك ) اﻟﺘﺠﻤﻴﻊ ‪ ،‬اﻟﺘﻨﻈﻴﻢ ‪ ،‬اﻟﺘﻜﺮار ‪ ،‬اﻟﺘﻔﺴﻴﺮ ‪،‬‬
‫اﻟﺘﺤﻠﻴﻞ ‪ ،‬اﻟﺘﺨﻴﻞ ‪ ،‬اﻟﺮﺑﻂ ‪ ،‬اﻻﺳﺘﺮﺟﺎع (‬
‫اﻟﻤﺪرﺳﺔ‪ /‬ﻣﺘﻮﺳﻄﺔ اﻟﺠﻤﻬﻮرﻳﺔ ﻟﻠﺒﻨﺎت‬
‫اﻟﺼﻒ‪ /‬اﻷول ﻣﺘﻮﺳﻂ‬
‫اﻟﻤﺎدة‪ /‬ﻋﻠﻢ أﻷﺣﻴﺎء‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫اﻟﻤﻨﺸﻄﺔ‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ‪/‬اﻹﻧﺴﺎن واﻟﻮراﺛﺔ‬
‫ﺗﻘﺪﻳﻢ ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﻮراﺛﺔ‬
‫إﻋ ﺎدة اﻟ ﺼﻴﺎﻏﺔ ﺑﺘﺮﺟﻤ ﺔ اﻷﻓﻜ ﺎر‬
‫اﻟﺮﺋﻴ ﺴﻴﺔ ﻟﻤﻔﻬ ﻮم اﻟﻮراﺛ ﺔ ﺑﻜﻠﻤﺎﺗﻬ ﺎ‬
‫اﻟﺨﺎﺻﺔ ﺑﻜﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ اﻟﻮرﻗ ﺔ اﻟﺘ ﻲ‬
‫أﻣﺎﻣﻬﺎ‬
‫ﺗ ﻀﻊ ﺳ ﺆاﻟﻴﻦ ﺣ ﻮل ﻣﻮﺿ ﻮع‬
‫اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ‬
‫أﺳﺌﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻌﻠﻖ ﺑﻤﻬﺎرة ﻣﻘﺎرﻧﺔ‬
‫اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ‬
‫ﻧﻮع اﻟﻤﻨﺸﻄﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺤﻠﻴﻞ ‪ ،‬رﺑﻂ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫اﻻﻧﻘ ﺴﺎم اﻻﻋﺘﻴ ﺎدي واﻻﻧﻘ ﺴﺎم‬
‫اﻻﺧﺘﺰاﻟ ﻲ ﻣ ﻦ ﺣﻴ ﺚ ﻋ ﺪد‬
‫آﺮوﻣﻮﺳﻮﻣﺎت اﻟﺨﻠﻴﺔ اﻟﻨﺎﺗﺠﺔ‬
‫ﺗﻜ ﻮن ﺻ ﻮرة ذهﻨﻴ ﺔ ﻋ ﻦ ﺗﺮآﻴ ﺐ‬
‫اﻟﻜ ﺮ وﻣﻮﺳ ﻮم وﺗﺮﺳ ﻤﻬﺎ ﻋﻠ ﻰ‬
‫اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﺨﺘﺎر اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ ﻟﻤﻮﺿ ﻮع‬
‫اﻟ ﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ وﺗﻜﺘﺒﻬ ﺎ ﻋﻠ ﻰ‬
‫اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫أﺳﺌﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻌﻠﻖ ﺑﻤﻬﺎرة ﻣﻘﺎرﻧﺔ‬
‫اﻟ ﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ اﻟ ﺴﺎﺋﺪة‬
‫واﻟ ﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ اﻟﻤﺘﻨﺤﻴ ﺔ ﻓ ﻲ‬
‫ﻧﺒﺎت اﻟﺒﺰاﻟﻴﺎ ﻣﻦ ﺣﻴﺚ ﻟﻮن اﻟﺰهﺮة‬
‫ﺗﻠﺨﺺ ﻣﻮﺿﻮع اﻟﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ‬
‫ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﻋ ﺮض ﻣ ﺼﻮر ﻳﻮﺿ ﺢ اﻻﻧﻘ ﺴﺎم‬
‫اﻻﻋﺘﻴﺎدي‬
‫ﻋ ﺮض ﻣ ﺼﻮر ﻳﻮﺿ ﺢ اﻻﻧﻘ ﺴﺎم‬
‫اﻻﺧﺘﺰاﻟﻲ‬
‫ﺗ ﺴﺠﻞ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ﻋ ﻦ‬
‫ﻣﻮﺿﻮع ﺑﻌﺾ اﻷﻣﺮاض اﻟﻮراﺛﻴﺔ‬
‫وﺗﻜﺘﺒﻬﺎ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﺘ ﺮﺟﻢ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ اﻟﺘ ﻲ‬
‫ﺗ ﻀﻤﻨﻬﺎ ﻣﻮﺿ ﻮع ) اﻟﻮراﺛ ﺔ‬
‫وﺗﺤ ﺴﻴﻦ ﺣﻴ ﺎة اﻹﻧ ﺴﺎن ( ﺑﺄﺳ ﻠﻮﺑﻬﺎ‬
‫اﻟﺨﺎص وﺗﻜﺘﺒﻬﺎ ﻋﻠ ﻰ اﻟﻮرﻗ ﺔ اﻟﺘ ﻲ‬
‫أﻣﺎﻣﻬﺎ‬
‫إﻋ ﺎدة ﺻ ﻴﺎﻏﺔ ﻣﻔﻬ ﻮم اﻟﻬﻨﺪﺳ ﺔ‬
‫اﻟﻮراﺛﻴﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻘ ﺪﻳﻢ ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ اﻻﻧﻘ ﺴﺎم‬
‫اﻻﻋﺘﻴﺎدي ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﻘ ﺪﻳﻢ ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ اﻻﻧﻘ ﺴﺎم‬
‫اﻻﺧﺘﺰاﻟﻲ ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﻀﻊ ﺳﺆاﻟﻴﻦ ﺣﻮل ﻣﻔﻬﻮم اﻟﻄﻔﺮة‬
‫ﻋ ﺮض ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ اﻟﻜ ﺮ‬
‫ﺗﺨﻴﻞ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺤﻠﻴﻞ ‪ ،‬رﺑﻂ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار ﻣﻨﻔﺼﻠﺔ‬
‫‪،‬اﺳﺘﺮﺟﺎع‬
‫ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار‪ ،‬ﻣﻨﻔﺼﻠﺔ‬
‫اﺳﺘﺮﺟﺎع‬
‫ﺗﺠﻤﻴ ﻊ ‪ ،‬ﺗﻨﻈ ﻴﻢ ‪ ،‬ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻜﺮار ‪ ،‬اﺳﺘﺮﺟﺎع‬
‫ﺗﺠﻤﻴ ﻊ ‪ ،‬ﺗﻨﻈ ﻴﻢ ‪ ،‬ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻜﺮار ‪ ،‬اﺳﺘﺮﺟﺎع‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﻔﺴﻴﺮ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
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‫وﻣﻮﺳﻮم ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﻘﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم اﻷﻧﻴﻤﻴ ﺎ‬
‫اﻟﺨﺒﻴﺜﺔ‬
‫ﺗﻘﺪﻳﻢ ﺧﺎرﻃﺔ ﻣﻌﻠﻮﻣﺎت ﻣﻊ ﺷﺮﺣﻬﺎ‬
‫ﻟﻤﻮﺿﻮع اﻟﺼﻔﺎت اﻟﻮراﺛﻴﺔ‬
‫ﺗﻘﺪﻳﻢ ﻣﻠﺨﺺ ﻗﺒﻠ ﻲ ﻟﻤﻮﺿ ﻮع ﻧ ﺸﺄة‬
‫ﻋﻠﻢ اﻷﺣﻴﺎء‬
‫ﻋ ﺮض ﻣ ﺼﺪر ﺣ ﺴﻲ ﻳﻮﺿ ﺢ‬
‫آﺮوﻣﻮﺳ ﻮﻣﺎت اﻹﻧ ﺴﺎن ﻣ ﻊ‬
‫ﺷﺮﺣﻬﺎ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﻋﻤ ﻰ‬
‫اﻷﻟﻮان‬
‫إﻋ ﺎدة ﺻ ﻴﺎﻏﺔ ﻣﻔﻬ ﻮم ﻧ ﺰف اﻟ ﺪم‬
‫اﻟﻮراﺛﻲ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻘﺪﻳﻢ ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬ ﻮم أﻣ ﺮاض‬
‫اﻟﻘﻠﺐ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﻣ ﺮض‬
‫اﻟﺴﻜﺮ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم‬
‫اﻟﺜﻼﺳﻴﻤﻴﺎ‬
‫اﻟﻔﺼﻞ اﻟﺴﺎدس‪ /‬آﻴﻒ ﺗﻌﻤﻞ أﺟﺴﺎم‬
‫اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ‬
‫ﺗﻘﺪﻳﻢ ﻣﻠﺨﺺ ﻗﺒﻠﻲ ﻟﻤﻮﺿﻮع ﺗﻨﻈﻴﻢ‬
‫ﻋﻤﻞ أﺟﺴﺎم اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻨﻈﻴﻢ ‪ ،‬ﺗﺨﻴﻞ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار ‪ ،‬ﻣﻨﻔﺼﻠﺔ‬
‫اﺳﺘﺮﺟﺎع‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻨﻈﻴﻢ‬
‫ﺗﻠﺨﺺ ﻣﻔﻬﻮم اﻟﻐﺬاء‬
‫ﻋﺮض ﺧﺎرﻃﺔ اﻟﻤﻔﺎهﻴﻢ ﻋﻦ اﻟﻐﺬاء ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻗﺒﻠ ﻲ ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﻜﺎرﺑﻮهﻴﺪرات‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻗﺒﻠ ﻲ ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﺪهﻨﻴﺎت ‪0‬‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﺒﺮوﺗﻴﻨﺎت ‪0‬‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
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‫ﺗﺠﻤﻴﻊ‬
‫ﺗﻠﺨﺺ ﻣﻮﺿﻮع اﻟﻔﻴﺘﺎﻣﻴﻨﺎت‬
‫ﻋﺮض ﺧﺎرﻃﺔ اﻟﻤﻔﺎهﻴﻢ ﻋﻦ اﻟﻐﺬاء ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻊ ﺷﺮﺣﻪ‬
‫أﺳﺌﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻌﻠﻖ ﺑﻤﻬﺎرة ﻣﻘﺎرﻧﺔ رﺑﻂ‬
‫اﻟﻜﺎرﺑﻮهﻴﺪرات واﻟﺒﺮوﺗﻴﻨﺎت‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻘﺎرﻧ ﺔ رﺑﻂ‬
‫اﻟﺪهﻨﻴﺎت واﻟﺒﺮوﺗﻴﻨﺎت‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة ﺗﺠﻤﻴﻊ‬
‫ﺗﺼﻨﻴﻒ اﻟﻔﻴﺘﺎﻣﻴﻨﺎت‬
‫ﺗﻘﺪﻳﻢ ﻣﻠﺨﺺ ﻗﺒﻠﻲ ﻟﻤﻮﺿﻮع اﻟﻤﺎء ﺗﺠﻤﻴﻊ‬
‫إﻋﺎدة ﺻﻴﺎﻏﺔ ﻣﻔﻬﻮم ﻣﺼﺪر اﻟﻐﺬاء ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار ‪،‬‬
‫اﺳﺘﺮﺟﺎع‬
‫ﺑﺎﻟﻄﺒﻴﻌﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
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‫ﺗﺮﺳ ﻢ ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ ﻣ ﺼﺪر ﺗﺨﻴﻞ ‪ ،‬ﺗﻜﺮار‬
‫اﻟﻐﺬاء ﻓﻲ اﻟﻄﺒﻴﻌﺔ‬
‫ﺗﻜﻮن ﺻﻮر ذهﻨﻴ ﺔ ﻟﻌﻤﻠﻴ ﺔ ﺻ ﻨﻊ ﺗﺨﻴﻞ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﻐﺬاء ﻓﻲ اﻟﻨﺒﺎت وﺗﺮﺳ ﻤﻬﺎ ﻋﻠ ﻰ‬
‫اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﻀﻊ ﺳﺆاﻟﻴﻦ ﺣ ﻮل ﻋﻤﻠﻴ ﺔ اﻟﺒﻨ ﺎء ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﻀﻮﺋﻲ ﺑﺎﻟﻨﺒﺎت‬
‫ﻋ ﺮض ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ ﻋﻤﻠﻴ ﺔ ﺗﻨﻈﻴﻢ‬
‫اﻟﺒﻨﺎء اﻟﻀﻮﺋﻲ ﻓﻲ اﻟﻨﺒﺎت‬
‫ﺗﻌ ﺪل ﺻ ﻮرﺗﻬﺎ اﻟﺬهﻨﻴ ﺔ اﻟﺘ ﻲ ﺗﺨﻴﻞ ‪ ،‬رﺑﻂ‬
‫آﻮﻧﺘﻬ ﺎ ﻋ ﻦ ﺟﺰﻳﺌ ﻪ ﺳ ﻜﺮ اﻟﻌﻨ ﺐ‬
‫ﻓﻲ ﺿﻮء اﻟﻤﺨﻄ ﻂ اﻟ ﺬي ﻳﻮﺿ ﺢ‬
‫ﺳﻜﺮ اﻟﻌﻨﺐ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺣ ﻮل ﻣﻮﺿ ﻮع ﺗﻔﺴﻴﺮ‬
‫أهﻤﻴﺔ اﻟﻐﺬاء ﻟﺠﺴﻢ اﻟﻜﺎﺋﻦ اﻟﺤﻲ‬
‫ﺗ ﺴﺠﻴﻞ اﻟﻤﻼﺣﻈ ﺎت ﻋ ﻦ ﺗﺠﻤﻴﻊ‬
‫ﻣﻮﺿ ﻮع أهﻤﻴ ﺔ اﻟﻐ ﺬاء ﻟﺠ ﺴﻢ‬
‫اﻟﻜﺎﺋﻦ اﻟﺤﻲ وﺗﻜﺘﺒﻬﺎ ﻋﻠﻰ اﻟﻮرﻗﺔ‬
‫اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﺨﺘ ﺎر اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
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‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‪،‬ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
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‫ﻟﻤﻮﺿ ﻮع ﺗ ﺄﺛﻴﺮات ﺳ ﻮء اﻟﺘﻐﺬﻳ ﺔ‬
‫ﻋﻠ ﻰ ﻋﻤ ﻞ اﻟﺠ ﺴﻢ وﺗﻜﺘﺒﻬ ﺎ ﻋﻠ ﻰ‬
‫اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺣ ﻮل ﻣﻮﺿ ﻮع‬
‫اﻟﺤ ﺲ واﻻﺳ ﺘﺠﺎﺑﺔ ﻓ ﻲ اﻟﻜﺎﺋﻨ ﺎت‬
‫اﻟﺤﻴﺔ‬
‫ﺗﻠﺨﺺ ﻣﻮﺿﻮع ﺳﻠﻮك اﻟﻜﺎﺋﻨ ﺎت‬
‫اﻟﺤﻴﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﻬﺮب‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﺪﻓﺎع‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﺘﻜﻴﻒ‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﺘﺨﻔﻲ‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﻬﺠﺮة‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﺴﺒﺎت‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة‬
‫ﻣﻘﺎرﻧ ﺔ اﻻﻧﺘﺤ ﺎء اﻹﻳﺠ ﺎﺑﻲ‬
‫واﻻﻧﺘﺤﺎء اﻟﺴﻠﺒﻲ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة‬
‫ﺑﻤﻘﺎرﻧ ﺔ اﻻﻧﺘﺤ ﺎء اﻟ ﻀﻮﺋﻲ‬
‫واﻻﻧﺘﺤﺎء اﻷرﺿﻲ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة‬
‫ﻣﻘﺎرﻧﺔ اﻻﻧﺘﺤﺎء اﻟﻠﻤﺲ واﻻﻧﺘﺤﺎء‬
‫اﻟﻜﻴﻤﻴﺎﺋﻲ‬
‫ﻋﺮض ﻣﺼﻮر ﻳﻮﺿ ﺢ اﻻﻧﺘﺤ ﺎء‬
‫اﻷرﺿﻲ ﻓﻲ اﻟﻨﺒﺎت‬
‫ﺗﻘﺪم ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﻘﻨﺺ‬
‫ﻋ ﺮض ﺧﺎرﻃ ﺔ اﻟﻤﻔ ﺎهﻴﻢ‬
‫ﻟﻤﻮﺿ ﻮع ﻣﻨﻈﻤ ﺎت اﻟﻨﻤ ﻮ ﻓ ﻲ‬
‫اﻟﺠﺴﻢ وﺗﻜﺘﺒﻬﺎ ﻋﻠﻰ اﻟﻮرﻗ ﺔ اﻟﺘ ﻲ‬
‫أﻣﺎﻣﻬﺎ‬
‫إﻋﺎدة اﻟ ﺼﻴﺎﻏﺔ ﺑﺘﺮﺟﻤ ﺔ اﻷﻓﻜ ﺎر‬
‫اﻟﺮﺋﻴ ﺴﻴﺔ ﻟﻤﻔﻬ ﻮم اﻟﻐ ﺪد اﻟ ﺼﻢ‬
‫ﺑﻜﻠﻤﺎﺗﻬ ﺎ اﻟﺨﺎﺻ ﺔ ﺑﻜﺘﺎﺑﺘﻬ ﺎ ﻋﻠ ﻰ‬
‫اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﻔﺴﻴﺮ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫رﺑﻂ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫رﺑﻂ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫رﺑﻂ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﻨﻔﺼﻠﺔ‬
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‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة ﺗﺤﻠﻴﻞ ‪ ،‬رﺑﻂ‬
‫ﻣﻘﺎرﻧ ﺔ اﻟﻐ ﺪة اﻟﺪرﻗﻴ ﺔ واﻟﻐ ﺪة‬
‫اﻟﻨﺨﺎﻣﻴﺔ ﻣﻦ ﺣﻴﺚ اﻟﻮﻇﻴﻔﺔ‬
‫ﻋ ﺮض ﻣ ﺼﻮر ﻳﻮﺿ ﺢ ﺑﻌ ﺾ ﺗﻨﻈﻴﻢ ‪ ،‬ﺗﺨﻴﻞ‬
‫اﻟﻐﺪد اﻟ ﺼﻤﺎء ﻓ ﻲ ﺟ ﺴﻢ اﻹﻧ ﺴﺎن‬
‫ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﻘ ﺪم ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻷﻧﺴﻮﻟﻴﻦ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺣ ﻮل ﻣﻨﻈﻤ ﺎت ﺗﺨﻴﻞ ‪ ،‬رﺑﻂ‬
‫اﻟﻨﻤﻮ ﻓﻲ اﻟﻨﺒﺎت‬
‫ﺗﻜ ﻮن ﺻ ﻮرة ذهﻨﻴ ﺔ ﻋ ﻦ ﺷ ﻜﻞ ﺗﺨﻴﻞ‬
‫اﻷوآﺴﻴﻨﺎت‬
‫اﻟﻔﺼﻞ اﻟﺴﺎﺑﻊ‪ /‬ﻣﻜﻮﻧﺎت اﻟﺒﻴﺌﺔ‬
‫ﺗﺴﺠﻴﻞ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ﻋ ﻦ ﺗﺠﻤﻴﻊ‬
‫ﻣﻮﺿﻮع ﻧ ﺸﻮء اﻷرض وﺗﻜﺘﺒﻬ ﺎ‬
‫ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﻘ ﺪﻳﻢ ﻣﻠﺨ ﺺ ﻗﺒﻠ ﻲ ﻟﻤﻮﺿ ﻮع ﺗﺠﻤﻴﻊ‬
‫ﻃﺒﻘﺎت اﻷرض‬
‫ﻋ ﺮض ﻣ ﺼﻮر ﻳﻮﺿ ﺢ ﻃﺒﻘ ﺎت ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻷرض‬
‫ﺗ ﻀﻊ ﺳ ﺆاﻟﻴﻦ ﺣ ﻮل ﻣﻮﺿ ﻮع ﺗﻔﺴﻴﺮ‬
‫ﻃﺒﻘﺎت اﻷرض‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة رﺑﻂ‬
‫ﻣﻘﺎرﻧﺔ اﻟﺠﺒﻬ ﺔ اﻟﺪاﺧﻠﻴ ﺔ واﻟﺠﺒﻬ ﺔ‬
‫اﻟﺨﺎرﺟﻴﺔ ﻣﻦ ﺣﻴﺚ اﻟﺴﻤﻚ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة رﺑﻂ‬
‫ﻣﻘﺎرﻧﺔ اﻟﻠﺐ واﻟﻠﺐ اﻟﺨﺎرﺟﻲ ﻣﻦ‬
‫ﺣﻴﺚ اﻟﻤﻮﻗﻊ‬
‫ﺗﻘ ﺪﻳﻢ ﻣﻠﺨ ﺺ ﻗﺒﻠ ﻲ ﻟﻤﻮﺿ ﻮع ﺗﺠﻤﻴﻊ‬
‫ﻧﺸﻮء اﻟﺤﻴﺎة ﻋﻠﻰ اﻷرض‬
‫ﻋ ﺮض ﺧﺎرﻃ ﺔ ﻣﻔ ﺎهﻴﻢ ﻋ ﻦ ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻧ ﺸﻮء اﻟﺤﻴ ﺎة ﻋﻠ ﻰ اﻷرض ﻣ ﻊ‬
‫ﺷﺮﺣﻬﺎ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺣ ﻮل اﻟﻤﺤ ﻴﻂ ﺗﺨﻴﻞ ‪ ،‬رﺑﻂ‬
‫اﻟﺤﻴﻮي‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
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‫ﺗ ﺴﺠﻴﻞ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ﺗﺠﻤﻴﻊ‬
‫ﺣﻮل ﻣﻮﺿﻮع ﻣﻜﻮﻧﺎت اﻟﺒﻴﺌﺔ‬
‫أﺳ ﺌﻠﺔ اﻟﺘﻌﻠﻴﻤ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة رﺑﻂ‬
‫ﻣﻘﺎرﻧ ﺔ اﻟﻌﻮاﻣ ﻞ اﻟﺤﻴﺎﺗﻴ ﺔ‬
‫واﻟﻌﻮاﻣﻞ اﻟﻼﺣﻴﺎﺗﻴﺔ‬
‫ﺗﻘﺪﻳﻢ ﻣﻨﻈﻢ ﺷﺎرح ﻟﻤﻔﻬﻮم اﻟﺘﻄﻔﻞ ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﺘﻨﺎﻓﺲ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﺘﻜﺎﻓﻞ‬
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‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة رﺑﻂ‬
‫ﻣﻘﺎرﻧﺔ اﻻﻓﺘﺮاس واﻟﺘﻌﺎﻳﺶ‬
‫إﻋﺎدة ﺻﻴﺎﻏﺔ ﻣﻮﺿ ﻮع اﻟﻌﻮاﻣ ﻞ ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار‪،‬‬
‫اﺳﺘﺮﺟﺎع‬
‫اﻟﻼﺣﻴﺎﺗﻴﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﻋ ﺮض ﺧﺎرﻃ ﺔ اﻟﻤﻔ ﺎهﻴﻢ ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻟﻤﻮﺿ ﻮع اﻟﻨﻈ ﺎم اﻟﺒﻴﺌ ﻲ وﺗﻜﺘﺒﻬ ﺎ‬
‫ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة ﺗﺠﻤﻴﻊ‬
‫اﻟﺘ ﺼﻨﻴﻒ ﻟﻤﻮﺿ ﻮع أﻧ ﻮاع‬
‫اﻷﻧﻈﻤﺔ اﻟﺒﻴﺌﻴﺔ‬
‫إﻋﺎدة ﺻﻴﺎﻏﺔ ﻣﻮﺿ ﻮع اﻷﻧﻈﻤ ﺔ ﺗﻨﻈﻴﻢ ‪ ،‬ﺗﻜﺮار‬
‫اﻟﺒﻴﺌﻴ ﺔ ﺑﺄﺳ ﻠﻮﺑﻬﺎ اﻟﺨ ﺎص ﻋﻠ ﻰ‬
‫اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﻘﺪﻳﻢ ﻣﺨﻄﻂ ﻳﻮﺿﺢ اﻟﺘﻮازن ﻓ ﻲ ﺗﺠﻤﻴ ﻊ ‪ ،‬ﺗﻨﻈ ﻴﻢ ‪،‬‬
‫ﺗﻜﺮار ‪ ،‬اﺳﺘﺮﺟﺎع‬
‫اﻟﻨﻈﺎم اﻟﺒﻴﺌﻲ ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﻠﺨ ﺺ ﻣﻮﺿ ﻮع اﻷهﺮاﻣ ﺎت ﺗﻨﻈﻴﻢ‬
‫اﻟﺒﻴﺌﻴﺔ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺣ ﻮل ﻣﻮﺿ ﻮع ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻔﺴﻴﺮ‬
‫اﻷهﺮاﻣﺎت اﻟﺒﻴﺌﻴﺔ‬
‫ﺗ ﺼﻤﻢ ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار ‪،‬‬
‫اﺳﺘﺮﺟﺎع‬
‫اﻷهﺮاﻣﺎت اﻟﻌﺪدﻳﺔ‬
‫ﻋ ﺮض ﺧﺎرﻃ ﺔ اﻟﻤﻔ ﺎهﻴﻢ ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻟﻤﻮﺿ ﻮع أهﺮاﻣ ﺎت اﻟﻄﺎﻗ ﺔ‬
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‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫‪92‬‬
‫‪93‬‬
‫‪94‬‬
‫‪95‬‬
‫‪96‬‬
‫‪97‬‬
‫‪98‬‬
‫‪99‬‬
‫‪100‬‬
‫‪101‬‬
‫‪102‬‬
‫‪103‬‬
‫‪104‬‬
‫وﺗﻜﺘﺒﻬﺎ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة‬
‫ﻣﻘﺎرﻧ ﺔ أهﺮاﻣ ﺎت اﻟﻄﺎﻗ ﺔ‬
‫وأهﺮاﻣﺎت اﻟﻜﺘﻠﺔ‬
‫ﺗﻜﻮن ﺻﻮرة ذهﻨﻴﺔ ﻋ ﻦ اﻟﺴﻠ ﺴﻠﺔ‬
‫اﻟﻐﺬاﺋﻴ ﺔ وﺗﺮﺳ ﻤﻬﺎ ﻋﻠ ﻰ اﻟﻮرﻗ ﺔ‬
‫اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﻘ ﺪﻳﻢ ﻣﻠﺨ ﺺ ﻗﺒﻠ ﻲ ﻟﻤﻮﺿ ﻮع‬
‫اﻷﻗﺎﻟﻴﻢ اﻟﺤﻴﺎﺗﻴﺔ‬
‫ﺗ ﻀﻊ ﺳ ﺆاﻟﻴﻦ ﺣ ﻮل ﻣﻮﺿ ﻮع‬
‫ﺗﻠﻮث اﻟﺒﻴﺌﺔ‬
‫ﻋ ﺮض ﺧﺎرﻃ ﺔ اﻟﻤﻔ ﺎهﻴﻢ ﻋ ﻦ‬
‫ﻣﻠﻮﺛﺎت اﻟﺒﻴﺌﺔ ﻣﻊ ﺷﺮﺣﻬﺎ‬
‫إﻋﺎدة اﻟ ﺼﻴﺎﻏﺔ ﺑﺘﺮﺟﻤ ﺔ اﻷﻓﻜ ﺎر‬
‫اﻟﺮﺋﻴ ﺴﻴﺔ ﻟﻤﻔﻬ ﻮم اﻻﺣﺘﺒ ﺎس‬
‫اﻟﺤ ﺮاري ﺑﻜﻠﻤﺎﺗﻬ ﺎ اﻟﺨﺎﺻ ﺔ ﻣ ﻊ‬
‫ﺑﻜﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﺛﻘ ﺐ‬
‫اﻷوزون‬
‫ﻋ ﺮض ﻣ ﺼﻮر ﺣ ﺴﻲ ﻳﻮﺿ ﺢ‬
‫ﺛﻘﺐ اﻷوزون‬
‫ﺗﻠﺨ ﺺ ﻣﻮﺿ ﻮع ﻣ ﺸﻜﻠﺔ اﻟﻤﻴ ﺎﻩ‬
‫اﻟ ﺼﺎﻟﺤﺔ ﻟﻠ ﺸﺮب ﺑﺄﺳ ﻠﻮﺑﻬﺎ‬
‫اﻟﺨﺎص‬
‫ﺗﻘﺪم ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم اﻟﻤ ﻮاد‬
‫اﻟﻤﺸﻌﺔ‬
‫ﺗ ﻀﻊ ﺳ ﺆاﻟﻴﻦ ﺣ ﻮل ﻣﻮﺿ ﻮع‬
‫اﻟﻘﻄﻊ اﻟﺠ ﺎﺋﺮ ﻟﻸﺷ ﺠﺎر وﺣﺮاﺋ ﻖ‬
‫اﻟﻐﺎﺑﺎت‬
‫ﺗ ﺴﺠﻴﻞ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ‬
‫ﺣﻮل ﻣﻮﺿﻮع اﻟﺘﺼﺤﺮ وزﺣ ﻒ‬
‫اﻟﺼﺤﺮاء‬
‫ﺗﻘ ﺪﻳﻢ ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ اﻷﻣﻄ ﺎر‬
‫اﻟﺤﺎﻣﻀﻴﺔ ﻣﻊ ﺷﺮﺣﻪ‬
‫ﺗﺤﻠﻴﻞ ‪ ،‬رﺑﻂ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺨﻴﻞ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻔﺴﻴﺮ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻨﻈﻴﻢ ‪ ،‬ﺗﺨﻴﻞ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻨﻈﻴﻢ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻔﺴﻴﺮ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴﻊ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﺗﺠﻤﻴ ﻊ ‪ ،‬ﺗﻨﻈ ﻴﻢ ‪ ،‬ﻣﺘﻀﻤﻨﺔ‬
‫ﺗﻜﺮار ‪ ،‬اﺳﺘﺮﺟﺎع‬
‫‪105‬‬
‫‪106‬‬
‫‪107‬‬
‫‪108‬‬
‫‪109‬‬
‫‪110‬‬
‫‪111‬‬
‫‪112‬‬
‫‪113‬‬
‫‪114‬‬
‫‪115‬‬
‫‪116‬‬
‫ﺗﻘ ﺪﻳﻢ ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻟﻤﺒﻴﺪات‬
‫ﺗ ﺼﻤﻢ ﻣﺨﻄ ﻂ ﻳﻮﺿ ﺢ آﻴﻔﻴ ﺔ ﺗﻨﻈﻴﻢ ‪ ،‬ﺗﺨﻴﻞ‬
‫ﺗﺸﻜﻞ اﻷﻣﻄﺎر اﻟﺤﺎﻣﻀﻴﺔ‬
‫ﻋ ﺮض ﻣ ﺼﻮر ﺣ ﺴﻲ ﻳﻮﺿ ﺢ ﺗﻨﻈﻴﻢ ‪ ،‬ﺗﺨﻴﻞ‬
‫ﺗ ﺮاآﻢ اﻟﻤﺒﻴ ﺪات ﻓ ﻲ اﻟﺴﻠ ﺴﻠﺔ‬
‫اﻟﻐﺬاﺋﻴﺔ ﻣﻊ ﺷﺮﺣﻪ‬
‫اﻟﻔ ﺼﻞ اﻟﺜ ﺎﻣﻦ‪ /‬اﻹﺳ ﻌﺎﻓﺎت‬
‫ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫اﻷوﻟﻴﺔ‬
‫ﺗﻘ ﺪم ﻣ ﻨﻈﻢ ﺷ ﺎرح ﻟﻤﻔﻬ ﻮم‬
‫اﻹﺳﻌﺎﻓﺎت اﻷوﻟﻴﺔ‬
‫ﺗﺴﺠﻴﻞ اﻟﻤﻼﺣﻈ ﺎت اﻟ ﺼﻔﻴﺔ ﻋ ﻦ ﺗﺠﻤﻴﻊ‬
‫ﻣﻮﺿ ﻮع إﺳ ﻌﺎف اﻟﺤ ﺎﻻت‬
‫اﻟﻄﺎرﺋ ﺔ وﺗﻜﺘﺒﻬ ﺎ ﻋﻠ ﻰ اﻟﻮرﻗ ﺔ‬
‫اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﺗ ﻀﻊ ﺳ ﺆاﻟﻴﻦ ﺣ ﻮل ﻣﻮﺿ ﻮع ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﺣﺎﻻت اﻹﻏﻤﺎء‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة ﺗﺤﻠﻴﻞ ‪ ،‬رﺑﻂ‬
‫ﻣﻘﺎرﻧ ﺔ اﻟﺤ ﺮوق اﻟﺒ ﺴﻴﻄﺔ‬
‫واﻟﺤ ﺮوق اﻟ ﺸﺪﻳﺪة ﻣ ﻦ ﺣﻴ ﺚ‬
‫أﻋﺮاﺿﻬﺎ‬
‫إﻋ ﺎدة ﺻ ﻴﺎﻏﺔ ﻣﻔﻬ ﻮم اﻟ ﺼﻌﻘﺔ ﺗﻨﻈ ﻴﻢ ‪ ،‬ﺗﻜ ﺮار ‪،‬‬
‫اﺳﺘﺮﺟﺎع‬
‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﺗﺨﺘ ﺎر اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﻴﺔ ﺗﻨﻈﻴﻢ‬
‫ﻟﻤﻮﺿﻮع ﺣﺎﻻت اﻟﺘﺴﻤﻢ وﺗﻜﺘﺒﻬ ﺎ‬
‫ﻋﻠﻰ اﻟﻮرﻗﺔ اﻟﺘﻲ أﻣﺎﻣﻬﺎ‬
‫ﻣﻠﺨﺺ ﻗﺒﻠ ﻲ ﻋ ﻦ ﻣﻔﻬ ﻮم اﻟﺘ ﺴﻤﻢ ﺗﺠﻤﻴﻊ‬
‫ﺑﺎﻟﻐﺬاء‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة ﺗﺠﻤﻴﻊ‬
‫ﺗﺼﻨﻴﻒ ﺣﺎﻻت اﻟﺘﺴﻤﻢ‬
‫أﺳ ﺌﻠﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﺗﺘﻌﻠ ﻖ ﺑﻤﻬ ﺎرة ﺗﺤﻠﻴﻞ ‪ ،‬رﺑﻂ‬
‫ﻣﻘﺎرﻧ ﺔ اﻟﻜ ﺴﻮر اﻟﺒ ﺴﻴﻄﺔ‬
‫واﻟﻜ ﺴﻮر اﻟﻤ ﻀﺎﻋﻔﺔ ﻣ ﻦ ﺣﻴ ﺚ‬
‫اﻷﻋﺮاض‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫‪117‬‬
‫‪118‬‬
‫ﻋ ﺮض ﺧﺎرﻃ ﺔ اﻟﻤﻔ ﺎهﻴﻢ ﺗﺠﻤﻴﻊ ‪ ،‬ﺗﻨﻈﻴﻢ‬
‫ﻟﻤﻮﺿ ﻮع ﺣ ﺎﻻت اﻟﻠ ﺴﻊ ﻣ ﻊ‬
‫ﺷﺮﺣﻬﺎ‬
‫ﺗﻠﺨ ﺺ ﻣﻮﺿ ﻮع اﻟ ﺪﻓﺎع اﻟﻤ ﺪﻧﻲ ﺗﻨﻈﻴﻢ‬
‫ﺑﺄﺳﻠﻮﺑﻬﺎ اﻟﺨﺎص‬
‫ﻣﺘﻀﻤﻨﺔ‬
‫ﻣﻨﻔﺼﻠﺔ‬
‫*ﻣﻨ ﺸﻄﺎت إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﻨﻔ ﺼﻠﺔ ‪ /‬ﺗﻘﺘ ﺮح اﻟﻤﺪرﺳ ﺔ ﻋﻠ ﻰ اﻟﻄﺎﻟﺒ ﺎت ﺑﺄﻋ ﺪاد‬
‫اﻟﻤﻨﺸﻄﺎت ‪0‬‬
‫*ﻣﻨﺸﻄﺎت إﺳﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك اﻟﻤﺘﻀﻤﻨﺔ ‪ /‬ﺗﻘﺪﻳﻢ اﻟﻤﻨﺸﻄﺔ ﺟﺎهﺰة ﻟﻠﻄﺎﻟﺒﺎت ‪0‬‬
‫ﻣﻠﺤﻖ ) ‪( 9‬‬
‫ﻓﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫اﺧﺘﺎري اﻟﺠﻮاب اﻟﺼﺤﻴﺢ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪-:‬‬
‫‪ -1‬ﻳ ﺴﻤﻰ اﻟﻌﻠ ﻢ اﻟ ﺬي ﻳ ﺪرس اﻟﻄﻔﻴﻠﻴ ﺎت ﻣ ﻦ ﺣﻴ ﺚ اﻟ ﺸﻜﻞ واﻟﺘﻜ ﺎﺛﺮ واﻷﻣ ﺮاض اﻟﺘ ﻲ‬
‫ﺗﺴﺒﺒﻬﺎ ﻟﻺﻧﺴﺎن واﻟﺤﻴﻮان واﻟﻨﺒﺎت ﺑﻌﻠﻢ ‪0000‬‬
‫أ‪ -‬اﻷﻣﺮاض‬
‫ب‪ -‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫ج‪-‬اﻟﻄﻔﻴﻠﻴﺎت‬
‫د‪ -‬اﻟﻤﻨﺎﻋﺔ‬
‫‪ -2‬أي ﻣﻦ اﻟﻌﻠﻤﺎء اﻟﻌﺮب أﻟﻒ آﺘﺎﺑﺎ اﺳﻤﺎﻩ ﺑﻌﻠﻢ اﻟﺤﻴﻮان ؟‬
‫أ‪ -‬اﻟﺠﺎﺣﻆ‬
‫ب‪ -‬اﺑﻦ اﻟﺮﺷﺪ‬
‫ج‪ -‬اﻟﺮازي‬
‫د‪ -‬اﺑﻦ اﻟﻨﻔﻴﺲ‬
‫‪ -3‬ﻳﺤﻤﻞ اﻷﻧﺒﻮب ﻓﻲ اﻟﻤﺠﻬﺮ ﻓﻲ ﻧﻬﺎﻳﺘﻪ اﻟﻌﻠﻴﺎ ﺗﺮاآﻴﺐ ﺗﺴﻤﻰ ب‪0000‬‬
‫أ‪ -‬اﻟﻌﺪﺳﺎت اﻟﺸﻴﺌﻴﺔ‬
‫ب‪ -‬اﻟﻌﺪﺳﺎت اﻟﻌﻴﻨﻴﺔ‬
‫ج‪ -‬اﻟﻘﺮص اﻟﺪوار‬
‫د‪ -‬اﻟﻤﻨﺼﺔ‬
‫‪ -4‬ﻳﺒﻠﻎ ارﺗﻔﺎع اﻟﺘﺮوﺑﻮﺳﻔﻴﺮ ب‪0000‬‬
‫أ‪) -‬ﺻﻔﺮ‪ ( 10 -‬آﻢ‬
‫ب‪ ( 40 -10) -‬آﻢ‬
‫ج‪ ( 50 -40 ) -‬آﻢ‬
‫د‪ ( 400 -50 ) -‬آﻢ‬
‫‪ -5‬ﺗﻜﻮن أﻋﻀﺎء اﻟﺤﺮآﺔ ﻓﻲ اﻟﻴﻮﻏﻠﻴﻨﺎ ﻋﻠﻰ ﺷﻜﻞ‪0000‬‬
‫أ‪ -‬اﺳﻮاط‬
‫ب‪ -‬أهﺪاب‬
‫ج‪ -‬اﻷﻗﺪام اﻟﻜﺎذﺑﺔ‬
‫د‪ -‬اﻟﻤﺠﺴﺎت‬
‫‪ -6‬ﻳﺸﻜﻞ ﻏﺎز اﻷوآﺴﺠﻴﻦ ﻧﺴﺒﺔ ﻓﻲ اﻟﻬﻮاء اﻟﺠﻮي ﺗﻘﺪر ب‪0000‬‬
‫أ‪(%78) -‬‬
‫ب‪(%0،04) -‬‬
‫ج‪(%1 ) -‬‬
‫د‪(%21 ) -‬‬
‫‪ -7‬إن اﻟﺮﻣﺰ اﻟﻜﻴﻤﻴﺎﺋﻲ ﻟﻐﺎز ﺛﺎﻧﻲ اوآﺴﻴﺪ اﻟﻜﺮﺑﻮن هﻮ‪0000‬‬
‫أ‪( O2) -‬‬
‫ب‪(CO2) -‬‬
‫ج‪(H) -‬‬
‫د ‪( S) -‬‬
‫‪ -8‬ﻳﻌﺮف اﻟﻤﺎء ﻋﻠﻰ اﻧﻪ ﺳﺎﺋﻞ ﻋﺪﻳﻢ اﻧﻪ‪0000‬‬
‫أ‪ -‬ﺳﺎﺋﻞ ﻋﺪﻳﻢ اﻟﻠﻮن وﻟﻪ ﻃﻌﻢ وراﺋﺤﺔ‬
‫ب‪ -‬ﺳﺎﺋﻞ ﻋﺪﻳﻢ اﻟﻠﻮن واﻟﻄﻌﻢ وﻟﻪ راﺋﺤﺔ‬
‫ج‪ -‬ﺳﺎﺋﻞ ﻋﺪﻳﻢ اﻟﻠﻮن واﻟﻄﻌﻢ واﻟﺮاﺋﺤﺔ‬
‫د‪ -‬ﺳﺎﺋﻞ ﻟﻪ ﻟﻮن وﻋﺪﻳﻢ اﻟﻄﻌﻢ واﻟﺮاﺋﺤﺔ‬
‫‪ -9‬ﺗﺪﻋﻰ ﻋﻤﻠﻴﺔ ﺗﺒﺨﺮ اﻟﻤﺎء ﻋﻠﻰ ﺳﻄﻮح اﻟﻨﺒﺎت واﻷوراق ﺧﺼﻮﺻﺎ ﺑﻌﻤﻠﻴﺔ‪0000‬‬
‫أ‪ -‬اﻟﻨﺘﺢ‬
‫ب‪ -‬اﻟﺘﻨﻔﺲ‬
‫ج‪ -‬اﻟﻬﻀﻢ‬
‫د‪ -‬اﻹﺧﺮاج‬
‫‪ -10‬ﻳﺘﻜﻮن اﻟﻤﺎء ﻣﻦ ‪0000‬‬
‫أ‪ -‬ذرﺗﻲ أوآﺴﺠﻴﻦ وذرة هﻴﺪروﺟﻴﻦ‬
‫ب‪ -‬ذرﺗﻲ أوآﺴﺠﻴﻦ وذرﺗﻲ هﻴﺪروﺟﻴﻦ‬
‫ج‪ -‬ذرة أوآﺴﺠﻴﻦ وذرﺗﻲ هﻴﺪروﺟﻴﻦ‬
‫د‪ -‬ﺛﻼث ذرات أوآﺴﺠﻴﻦ وذرة هﻴﺪروﺟﻴﻦ‬
‫‪ -11‬إن ﻣﻦ أهﻢ إﻋﺮاض ﻣﺮض اﻟﺒﻠﻬﺎرزﻳﺎ هﻲ‪0000‬‬
‫أ‪ -‬إﺳﻬﺎل ﺷﺪﻳﺪ ﻳﺸﺒﻪ ﻓﻮح أﻟﺘﻤﻦ‬
‫ب‪ -‬اﻟﺘﺒﻮل اﻟﺪﻣﻮي‬
‫ج‪ -‬ﺗﻘﻴﺆ‬
‫د‪ -‬اﺻﻔﺮار ﺑﻴﺎض اﻟﻌﻴﻨﻴﻦ‬
‫‪ -12‬ﺗﺘﻤﻴﺰ اﻟﻄﺒﻘﺔ اﻟﺮاﺑﻌﺔ ﻣﻦ ﻃﺒﻘﺎت اﻟﺘﺮﺑﺔ ﺑﺄﻧﻬﺎ‪0000‬‬
‫أ‪ -‬ﺗﺘﺄﻟﻒ ﻣﻦ اﻟﺼﺨﻮر اﻟﻜﺒﻴﺮة‬
‫ب‪ -‬ﺗﺘﺄﻟﻒ ﻣﻦ اﻟﺼﺨﻮر اﻟﻤﺘﻮﺳﻄﺔ‬
‫ج‪ -‬ﺗﺘﺄﻟﻒ ﻣﻦ اﻟﺼﺨﻮر اﻟﻤﺘﻮﺳﻄﺔ‬
‫د‪ -‬ﺗﺘﺄﻟﻒ ﻣﻦ اﻟﺮﻣﺎل‬
‫‪ -13‬ﻳﻌﺘﺒﺮ اﻟﻨﻤﻮ ﻣﺤﺪد ﻓﻲ‪0000‬‬
‫أ‪ -‬اﻟﻨﺨﻴﻞ‬
‫ب‪ -‬اﻟﻄﺤﺎﻟﺐ‬
‫ج‪ -‬اﻹﻧﺴﺎن‬
‫د‪ -‬اﻟﺴﺮﺧﺴﻴﺎت‬
‫‪ -14‬ﻳﺘﻜﻮن اﻟﺒﺮوﺗﻮﺑﻼزم ﻣﻦ ‪0000‬‬
‫أ‪ -‬اﻟﻨﻮاة ﻓﻘﻂ‬
‫ب‪ -‬اﻟﺴﺎﻳﺘﻮﺑﻼزم ﻓﻘﻂ‬
‫ج‪ -‬اﻟﺴﺎﻳﺘﻮﺑﻼزم وﻣﺤﺘﻮﻳﺎﺗﻪ‬
‫د‪ -‬اﻟﻨﻮاة واﻟﺴﺎﻳﺘﻮﺑﻼزم وﻣﺤﺘﻮﻳﺎﺗﻪ‬
‫‪ -15‬ﺗﻜﻮن أﺷﻜﺎل اﻟﺨﻼﻳﺎ اﻟﻌﺼﺒﻴﺔ‪0000‬‬
‫أ‪ -‬آﺮوﻳﺔ‬
‫ب‪ -‬ﻣﺘﻄﺎوﻟﺔ‬
‫ج‪ -‬ﻣﺘﻔﺮﻋﺔ‬
‫د‪ -‬ﻣﺘﻐﻴﺮة اﻟﺸﻜﻞ‬
‫‪ -16‬أن وﻇﻴﻔﺔ اﻟﺮاﻳﺒﻮﺳﻮﻣﺎت هﻲ‪0000‬‬
‫أ‪ -‬ﻧﺨﻴﻞ اﻟﻤﻮاد اﻟﻌﻀﻮﻳﺔ‬
‫ب‪ -‬ﺑﻨﺎء اﻟﺒﺮوﺗﻴﻨﺎت‬
‫ج‪ -‬ﺻﻨﻊ اﻟﻜﺎرﺑﻮهﻴﺪرات‬
‫د‪ -‬ﺗﺤﺮﻳﺮ اﻟﻄﺎﻗﺔ‬
‫‪ -17‬إن اﻟﻌﻀﻴﺎت اﻟﺨﻠﻮﻳﺔ اﻟﺘﻲ ﺗﻮﺟﺪ ﻋﻠﻰ ﺷﻜﻞ اﻗﻨﻴﺔ هﻲ‪0000‬‬
‫أ‪ -‬ﺑﻴﻮت اﻟﻄﺎﻗﺔ‬
‫ب‪ -‬اﻟﻔﺠﻮات‬
‫ج‪ -‬اﻷﺟﺴﺎم اﻟﺤﺎﻟﺔ‬
‫د‪ -‬أﺟﺴﺎم آﻮﻟﺠﻲ‬
‫‪ -18‬ﺗﺘﻤﻴﺰ اﻟﺨﻼﻳﺎ اﻟﻨﺒﺎﺗﻴﺔ ﺑﺎﺣﺘﻮاﺋﻬﺎ ﻋﻠﻰ ﻋﻀﻴﺎت ﺗﺴﻤﻰ ب‪0000‬‬
‫أ‪ -‬اﻟﺒﻼﺳﺘﻴﺪات‬
‫ب‪ -‬اﻟﻤﺎﻳﺘﻮآﻮﻧﺪرﻳﺎ‬
‫ج‪ -‬اﻷﺟﺴﺎم اﻟﺤﺎﻟﺔ‬
‫د‪ -‬اﻟﻔﺠﻮات‬
‫‪ -19‬ﻳﻌﺘﺒﺮ اﻟﺪم ﻣﻦ اﻷﻧﺴﺠﺔ‪0000‬‬
‫أ‪ -‬اﻟﻄﻼﺋﻴﺔ‬
‫ب‪ -‬اﻟﻌﻀﻠﻴﺔ‬
‫ج‪ -‬اﻟﻌﺼﺒﻴﺔ‬
‫د‪ -‬اﻟﺮاﺑﻄﺔ‬
‫‪ -20‬اﻟﻨﺴﻴﺞ اﻟﻌﻀﻠﻲ هﻮ اﻟﻤﺴﺆل ﻋﻦ‪000 0‬‬
‫أ‪ -‬ﺣﺮآﺔ أﺟﺰاء اﻟﺠﺴﻢ‬
‫ب‪ -‬ﺗﺴﻠﻢ اﻟﺤﻮاﻓﺰ ﻣﻦ اﻟﻤﺤﻴﻂ وﻳﺤﻮﻟﻬﺎ اﻟﻰ اﻟﺪﻣﺎغ‬
‫ج‪ -‬رﺑﻂ أﺟﺰاء اﻟﺠﺴﻢ اﻟﻤﺨﺘﻠﻔﺔ‬
‫د‪ -‬ﻳﻐﻄﻲ ﺳﻄﺢ اﻟﺠﺴﻢ‬
‫‪ -21‬ﺗﺨﺘﻠﻒ اﻷﻧﺴﺠﺔ اﻟﻨﺒﺎﺗﻴﺔ آﺜﻴﺮا ﻋﻦ اﻷﻧﺴﺠﺔ اﻟﺤﻴﻮاﻧﻴﺔ ﺑﺴﺒﺐ وﺟﻮد‪0000‬‬
‫أ‪ -‬اﻟﺴﻠﻴﻠﻮز ﻓﻲ ﺟﺪران اﻟﺨﻼﻳﺎ‬
‫ب‪ -‬ﻏﺪد اﻟﺮﺣﻴﻖ ﻓﻲ ﺟﺪران اﻟﺨﻼﻳﺎ‬
‫ج‪ -‬اﻟﺸﻌﻴﺮات ﻓﻲ ﺟﺪران اﻟﺨﻼﻳﺎ‬
‫د‪ -‬اﻟﺨﺸﺐ ﻓﻲ ﺟﺪران اﻟﺨﻼﻳﺎ‬
‫‪ -22‬ﻳﺘﺄﻟﻒ ﻧﺴﻴﺞ اﻟﻠﺤﺎء ﻣﻦ ﺧﻼﻳﺎ ﻧﺎﻗﻠﺔ ﻟﻠﻤﻮاد اﻟﻐﺬاﺋﻴﺔ اﻟﻤﺼﻨﻌﺔ ﻓﻲ اﻷوراق إﻟﻰ ﺳﺎﺋﺮ‬
‫أﻧﺤﺎء اﻟﻨﺒﺎت ﺗﺪﻋﻰ ب‪0000‬‬
‫أ‪ -‬اﻟﺨﻼﻳﺎ اﻟﻤﻨﺨﻠﻴﺔ ﻓﻘﻂ‬
‫ب‪ -‬اﻟﺨﻼﻳﺎ اﻟﻤﻨﺨﻠﻴﺔ واﻟﺨﻼﻳﺎ اﻟﺤﺸﻮﻳﺔ‬
‫ج‪ -‬اﻷﻧﺎﺑﻴﺐ اﻟﻤﻨﺨﻠﻴﺔ وﺧﻼﻳﺎ ﺣﺸﻮﻳﺔ وﻗﺼﻴﺒﺎت‬
‫د‪ -‬اﻷﻧﺎﺑﻴﺐ اﻟﻤﻨﺨﻠﻴﺔ وﺧﻼﻳﺎ ﺣﺸﻮﻳﺔ ﺳﺎﻧﺪة ﻟﻬﺎ‬
‫‪ -23‬ﻳﺴﺎﻋﺪ اﻟﺠﻬﺎز اﻟﺒﻮﻟﻲ ﻓﻲ اﻹﻧﺴﺎن ﻋﻠﻰ‪0000‬‬
‫أ‪ -‬اﻟﺘﻨﻔﺲ ﻣﻦ ﺧﻼل اﺧﺬ ﻏﺎز اﻷوآﺴﺠﻴﻦ وﻃﺮح ﻏﺎز ﺛﺎﻧﻲ اوآﻴﺪ اﻟﻜﺮﺑﻮن‬
‫ب‪ -‬ﺗﺼﻔﻴﺔ اﻟﺪم ﻣﻦ اﻟﻴﻮرﻳﺎ واﻟﻤﺎء واﻷﻣﻼح وﻃﺮﺣﻬﺎ ﻟﻠﺨﺎرج‬
‫ج‪ -‬ﻧﻘﻞ اﻟﻤﺆﺛﺮات اﻟﺨﺎرﺟﻴﺔ واﻟﺪاﺧﻠﻴﺔ واﻟﺘﻨﺴﻴﻖ ﺑﻴﻦ اﺟﻬﺰة اﻟﺠﺴﻢ اﻟﻤﺨﺘﻠﻔﺔ‬
‫د‪ -‬هﻀﻢ اﻟﻤﺎدة اﻟﻐﺬاﺋﻴﺔ واﻣﺘﺼﺎﺻﻬﺎ‬
‫‪ -24‬أي اﻷﺣﻴﺎء ﺗﻤﺜﻞ ﺣﻠﻘﺔ وﺻﻞ ﺑﻴﻦ اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ وﻏﻴﺮ اﻟﺤﻴﺔ ؟‬
‫أ‪ -‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫ب‪ -‬اﻷﻣﻴﺒﺎ‬
‫ج‪ -‬اﻟﻔﻴﺮوﺳﺎت‬
‫د‪ -‬اﻟﻴﻮﻏﻠﻴﻨﺎ‬
‫‪ -25‬ﺗﻮﺟﺪ ﻧﻮاة ﺑﺪاﺋﻴﺔ ﻓﻲ ‪0000‬‬
‫أ‪ -‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫ب‪ -‬اﻟﺮواﺷﺢ‬
‫ج‪ -‬اﻟﺒﺮاﻣﻴﺴﻴﻮم‬
‫د‪ -‬اﻷﻣﻴﺒﺎ اﻟﺤﺮة‬
‫ﻣﻠﺤﻖ ) ‪ -10‬أ (‬
‫ﻓﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ أﻟﺒﻌﺪي‬
‫اﺧﺘﺎري اﻟﺠﻮاب اﻟﺼﺤﻴﺢ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪-:‬‬
‫‪ -1‬ﻳﺴﻤﻰ اﻟﻤﺮض اﻟﻨﺎﺗﺞ ﻣﻦ ﺗﺸﻮﻩ ﺷﻜﻞ آﺮﻳﺎت اﻟﺪم اﻟﺤﻤﺮ ب‪0000‬‬
‫أ‪ -‬ﻓﻘﺮ اﻟﺪم أﻟﻤﻨﺠﻠﻲ‬
‫ب‪ -‬اﻟﻤﺮض اﻟﺴﻜﺮي‬
‫ج‪ -‬اﻟﺜﻼﺳﻴﻤﻴﺎ‬
‫د‪ -‬ﻋﻤﻰ اﻷﻟﻮان‬
‫‪ -2‬ﺗ ﺪﻋﻰ ﻋﻤﻠﻴ ﺔ ﻧﻤ ﻮ اﻷﺟ ﺰاء اﻟﺨ ﻀﺮﻳﺔ ﻓ ﻲ اﻟﻨﺒﺎﺗ ﺎت ﻧﺤ ﻮ اﻷﻋﻠ ﻰ واﻟﺠ ﺬور ﻧﺤ ﻮ‬
‫اﻷﺳﻔﻞ ب‪0000‬‬
‫أ‪ -‬اﻻﻧﺘﺤﺎء اﻟﻀﻮﺋﻲ‬
‫ب‪ -‬اﻻﻧﺘﺤﺎء اﻷرﺿﻲ‬
‫ج‪ -‬اﻷﻧﺘﺨﺎء ﺑﺎﻟﻠﻤﺲ‬
‫د‪ -‬اﻻﻧﺘﺤﺎء اﻟﻜﻴﻤﻴﺎﺋﻲ‬
‫‪ -3‬ﻳﺒﻠﻎ ﺳﻤﻚ اﻟﻘﺸﺮة اﻟﺨﺎرﺟﻴﺔ ﻟﻸرض ب‪0000‬‬
‫أ‪ ) -‬ﺻﻔﺮ‪ ( 33 -‬آﻢ‬
‫ب‪ (700 -33 ) -‬آﻢ‬
‫ج‪ (2900 -700 ) -‬آﻢ‬
‫د‪ (565 -2900) -‬آﻢ‬
‫‪ -4‬ﻳ ّﻌﺮف اﻟﻌﻠﻢ اﻟﺬي ﻳﺨ ﺘﺺ ﺑﺪراﺳ ﺔ اﻧﺘﻘ ﺎل اﻟ ﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ ﻣ ﻦ اﻷﺑ ﺎء اﻟ ﻰ اﻷﺑﻨ ﺎء‬
‫ﺑﻌﻠﻢ ‪0000‬‬
‫أ‪ -‬اﻷﻣﺮاض‬
‫ب‪ -‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫ج‪ -‬اﻟﻮراﺛﺔ‬
‫د‪ -‬اﻟﻄﻔﻴﻠﻴﺎت‬
‫‪ -5‬ﺗﻌﺮف اﻷﻧﺴﺠﺔ ﻋﻠﻰ اﻧﻬﺎ‪0000‬‬
‫أ‪ -‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻋﻀﺎء اﻟﻤﺨﺘﻠﻔﺔ ﻟﻬﺎ وﻇﻴﻔﺔ ﻣﺤﺪدة ﻓﻲ ﺟﺴﻢ اﻟﻜﺎﺋﻦ اﻟﺤﻲ‬
‫ب‪ -‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻧﻮﻳﺔ‬
‫ج‪ -‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺨﻼﻳﺎ اﻟﻤﺘﺸﺎﺑﻬﺔ ﺑﺎﻟﺸﻜﻞ واﻟﻮﻇﻴﻔﺔ واﻟﺘﺮآﻴﺐ‬
‫د‪ -‬ﻣﺠﻤﻮﻋﺔ ﻣ ﻦ اﻷﺟﻬ ﺰة اﻟﺠ ﺴﻤﻴﺔ اﻟﻤﺘﺨﺼ ﺼﺔ واﻟﺘ ﻲ ﺗﻌﻤ ﻞ ﺑﺘﻨ ﺴﻴﻖ ﺗ ﺎم ﻣ ﻊ ﺑﻌ ﻀﻬﺎ‬
‫ﻣﻜﻮﻧﺔ آﺎﺋﻦ ﺣﻲ‬
‫‪ -6‬ﻣﻦ اﻟﻐﺎزات اﻟﻤﺴﺒﺒﺔ ﻟﻸﻣﻄﺎر اﻟﺤﺎﻣﻀﻴﺔ هﻲ ‪0000‬‬
‫أ‪ -‬ﺛﻨﺎﺋﻲ اوآﺴﻴﺪ اﻟﻜﺮﺑﻮن‬
‫ب‪ -‬اﻟﻨﻴﺘﺮوﺟﻴﻦ‬
‫ج‪ -‬اآﺎﺳﻴﺪ اﻟﻨﻴﺘﺮوﺟﻴﻦ‬
‫د‪ -‬ﺣﺎﻣﺾ اﻟﻬﻴﺪروآﻠﻮرﻳﻚ‬
‫‪ -7‬اﻷهﺮاﻣﺎت اﻟﺒﻴﺌﻴﺔ ﺗﻤﺜﻞ‪0000‬‬
‫أ‪ -‬ﺗﻮزﻳﻊ اﻷﺣﻴﺎء‬
‫ب‪ -‬ﺗﻜﺎﺛﺮ اﻷﺣﻴﺎء‬
‫ج‪ -‬اﻟﺘﻄﻔﻞ ﻓﻲ اﻷﺣﻴﺎء‬
‫د‪ -‬اﻟﺘﻐﺬي ﻓﻲ اﻷﺣﻴﺎء‬
‫‪ -8‬ﻳﻤﻜﻦ إﺳﻌﺎف اﻟﺤﺮوق اﻟﺸﺪﻳﺪة ﺑﻮاﺳﻄﺔ‪0000‬‬
‫أ‪ -‬ﻏﺴﻠﻪ ﺑﺎﻟﻤﺎء اﻟﻔﺎﺗﺮ‬
‫ب‪ -‬ﻏﺴﻠﻪ ﺑﺎﻟﻤﺎء اﻟﺒﺎرد‬
‫ج‪ -‬ﺗﻌﺮﻳﻀﻪ ﻟﻠﻬﻮاء‬
‫د‪ -‬ﻧﻘﻠﻪ إﻟﻰ اﻟﻤﺴﺘﺸﻔﻰ ﺑﺄﺳﺮع وﻗﺖ ﻣﻤﻜﻦ‬
‫‪ -9‬ﻋﻨﺪ ﺗﺴﻤﻢ ﺷﺨﺺ ﻣﺎ ﺑﺎﻟﻐﺎز ﻳﻤﻜﻦ أن ﻳﻌﺎﻧﻲ ﻣﻦ‪0000‬‬
‫أ‪ -‬اﻟﺘﻘﻴﺆ واﻹﺳﻬﺎل‬
‫ب‪ -‬اﻟﺘﻮﺗﺮ‬
‫ج‪ -‬اﻹﻏﻤﺎء‬
‫د‪ -‬اﻟﻢ ﻓﻲ اﻟﺼﺪر‬
‫‪ -10‬أي ﻣﻦ اﻟﻌﻠﻤﺎء هﻮ أول ﻣﻦ أرﺳﻰ ﻋﻠﻢ اﻟﻮراﺛﺔ ؟‬
‫أ‪ -‬اﻟﺠﺎﺣﻆ‬
‫ب‪ -‬اﺑﻦ اﻟﺮﺷﺪ‬
‫ج‪ -‬وﻟﻴﻢ هﺎرﻓﻲ‬
‫د‪ -‬ﻣﻨﺪل‬
‫‪ -11‬ﻓﻲ اﻻﻧﻘﺴﺎم اﻻﻋﺘﻴﺎدي ﻳﻨﺘﺞ ﻣﻦ ﺧﻠﻴﺔ اﻷﺻﻞ ﺧﻠﻴﺘﻴﻦ ﺟﺪﻳﺪﺗﻴﻦ ﻟﻬﺎ‪0000‬‬
‫أ‪ -‬ﻧﺼﻒ اﻟﻌﺪد ﻣﻦ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت‬
‫ب‪ -‬رﺑﻊ اﻟﻌﺪد ﻣﻦ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت‬
‫ج‪ -‬ﺛﻠﺚ اﻟﻌﺪد ﻣﻦ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت‬
‫د‪ -‬ﻧﻔﺲ اﻟﻌﺪد ﻣﻦ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت‬
‫‪ -12‬ﺗﻘﻮم اﻟﻐﺪة اﻟﺪرﻗﻴﺔ ﺑﻮﻇﻴﻔﺔ‪0000‬‬
‫أ‪ -‬ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻟﻌﻈﺎم‬
‫ب‪ -‬ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻟﺸﻌﺮ‬
‫ج‪ -‬ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻷﻇﺎﻓﺮ‬
‫د‪ -‬ﺗﻨﻈﻴﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ‬
‫‪ -13‬إن ﻣﻦ اﻷﻣﺜﻠﺔ ﻋﻠﻰ اﻟﻜﺎﺋﻨﺎت اﻟﻤﻨﺘﺠﺔ هﻲ‪0000‬‬
‫أ‪ -‬اﻷﺳﻤﺎك‬
‫ب‪ -‬اﻟﻄﻴﻮر‬
‫ج‪ -‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫د‪ -‬اﻟﻨﺒﺎﺗﺎت‬
‫‪ -14‬ﺗﻮﺟ ﺪ ﻓ ﻲ ﻧ ﻮاة اﻟﺨﻼﻳ ﺎ اﻟﺤﻴﻮاﻧﻴ ﺔ ﻣ ﺎدة ﻣ ﺴﺆﻟﺔ ﻋ ﻦ ﻧﻘ ﻞ اﻟ ﺼﻔﺎت اﻟﻮراﺛﻴ ﺔ ﺗ ﺴﻤﻰ‬
‫ب‪0000‬‬
‫أ‪ -‬اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت‬
‫ب‪ -‬اﻟﺮاﻳﺒﻮﺳﻮﻣﺎت‬
‫ج‪ -‬اﻟﻼﻳﺴﻮﺳﻮﻣﺎت‬
‫د‪ -‬اﻷﻧﻮﻳﺔ‬
‫‪ -15‬ﻳﻌﺘﺒﺮ ﻓﻴﺘﺎﻣﻴﻦ ‪ K‬ﺿﺮوري ﻓﻲ ‪0000‬‬
‫أ‪ -‬ﺑﻨﺎء اﻷﻧﺴﺠﺔ‬
‫ب‪ -‬ﺗﺮﻣﻴﻢ اﻷﻧﺴﺠﺔ‬
‫ج‪ -‬زﻳﺎدة ﻧﺴﺒﺔ اﻟﺴﻜﺮ ﻓﻲ اﻟﺪم‬
‫د‪ -‬ﻋﻤﻠﻴﺔ ﺗﺨﺜﺮ اﻟﺪم‬
‫‪ -16‬ﺗﺘﻠﻮن اﻟﺤﺮﺑﺎء ﺑﻠﻮن ﺑﻴﺌﺘﻬﺎ ‪0000‬‬
‫أ‪ -‬آﻲ ﺗﺘﻜﺎﺛﺮ‬
‫ب‪ -‬آﻲ ﺗﻨﻤﻮ‬
‫ج‪ -‬ﻟﺪرء اﻟﺨﻄﺮ ﻋﻨﻬﺎ ﻓﻴﺼﺒﺢ ﻣﻦ اﻟﺼﻌﺐ اﻟﺘﻌﺮف ﻋﻠﻴﻬﺎ‬
‫د‪ -‬آﻲ ﺗﺴﺒﺖ‬
‫‪ -17‬ﺗﺘﺤﺮك اﻷﻣﻴﺒﺎ ﺑﻮاﺳﻄﺔ‪0000‬‬
‫أ‪ -‬اﻷﻗﺪام اﻟﻜﺎذﺑﺔ‬
‫ب‪ -‬اﻟﺴﻮط‬
‫ج‪ -‬اﻷهﺪاب‬
‫د‪ -‬اﻟﻤﺠﺴﺎت‬
‫‪ -18‬ﺗﺘﻢ ﻓﻲ اﻟﺒﻼﺳﺘﻴﺪات ﻋﻤﻠﻴﺔ‪0000‬‬
‫أ‪ -‬ﺻﻨﻊ اﻟﻐﺬاء‬
‫ب‪ -‬ﺗﺤﺮﻳﺮ اﻟﻄﺎﻗﺔ‬
‫ج‪ -‬ﺗﺤﻠﻴﻞ اﻟﻤﻮاد‬
‫د‪ -‬اﻻﻧﻘﺴﺎم‬
‫‪ -19‬ﺗﺴﺘﺨﺪم اﻟﻤﺒﻴﺪات ل‪0000‬‬
‫أ‪ -‬اﻟﻘﻀﺎء ﻋﻠﻰ اﻟﺤﺸﺮات واﻷﻋﺸﺎب اﻟﻀﺎرة‬
‫ب‪ -‬ﻟﺰﻳﺎدة ﺧﺼﻮﺑﺔ اﻟﺘﺮﺑﺔ‬
‫ج‪ -‬ﻟﺰﻳﺎدة ﻧﻤﻮ اﻹﻧﺴﺎن‬
‫د‪ -‬ﻟﺰﻳﺎدة ﻧﻤﻮ اﻟﺤﻴﻮان‬
‫‪ -20‬ﻳﻌﺘﺒﺮ اﻟﺘﻠﻮث اﻟﻀﻮﺿﺎﺋﻲ ﻣﻦ اﻟﻤﻠﻮﺛﺎت‪0000‬‬
‫أ‪ -‬اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‬
‫ب‪ -‬اﻟﻔﻴﺰﻳﺎﺋﻴﺔ‬
‫ج‪ -‬اﻹﺣﻴﺎﺋﻴﺔ‬
‫د‪ -‬ﺟﻤﻴﻊ اﻻﺧﺘﻴﺎرات اﻟﺴﺎﺑﻘﺔ‬
‫‪ -21‬ﺗﻠﺠﺄ اﻟﻀﻔﺎدع ﻟﻠﺴﺒﺎت ﻓﻲ ﻗﻴﻌﺎن اﻟﺒﺮك ﻟﻐﺮض‪0000‬‬
‫أ‪ -‬اﻟﻬﺮوب ﻣﻦ اﻷﻋﺪاء‬
‫ب‪ -‬اﻟﺒﺤﺚ ﻋﻦ اﻟﻐﺬاء‬
‫ج‪ -‬اﻻﺳﺘﻌﺪاد ﻟﻠﺘﻜﺎﺛﺮ‬
‫د‪ -‬اﻻﺑﺘﻌﺎد ﻋﻦ اﻟﻈﺮوف اﻟﺒﻴﺌﻴﺔ اﻟﻐﻴﺮ ﻣﻼﺋﻤﺔ‬
‫‪ -22‬اﻟﻄﺒﻘﺔ اﻟﻮاﻗﻴﺔ ﻣﻦ اﻷﺷﻌﺔ ﻓﻮق اﻟﺒﻨﻔﺴﺠﻴﺔ هﻲ‪0000‬‬
‫أ‪ -‬ﻃﺒﻘﺔ اﻷوآﺴﺠﻴﻦ‬
‫ب‪ -‬ﻃﺒﻘﺔ ﺛﺎﻧﻲ اوآﺴﻴﺪ اﻟﻜﺮﺑﻮن‬
‫ج‪ -‬ﻃﺒﻘﺔ اﻷوزون‬
‫د‪ -‬ﻃﺒﻘﺔ اﻟﻨﻴﺘﺮوﺟﻴﻦ‬
‫‪ -23‬إن أﺧﺮ ﺧﻄﻮة ﻹﺳﻌﺎف اﻟﺸﺨﺺ اﻟﻤﻐﻤﻰ ﻋﻠﻴﻪ هﻲ‪0000‬‬
‫أ‪ -‬ﻧﻔﺦ اﻟﻬﻮاء ﻓﻲ ﻓﻤﻪ‬
‫ب‪ -‬ﻓﺘﺢ أزرار ﻣﻼﺑﺴﻪ‬
‫ج‪ -‬وﺿﻌﻪ وهﻮ ﻣﻤﺪد ﻋﻠﻰ اﻷرض‬
‫د‪ -‬وﺿﻊ اﻟﻴﺪ ﺗﺤﺖ رأﺳﻪ‬
‫‪ 0000 -24‬ه ﻲ ﻣﻌﻴ ﺸﺔ آ ﺎﺋﻨﻴﻦ أو أآﺜ ﺮ ﻣ ﻊ ﺑﻌ ﻀﻬﻤﺎ ﻓ ﻲ ﺑﻴﺌ ﺔ واﺣ ﺪة ﺑﺤﻴ ﺚ ﻳﻘ ﺪم‬
‫أﺣﺪاهﻤﺎ اﻟﻤﻨﻔﻌﺔ وﻻ ﻳﺘﻀﺮر اﻷﺧﺮ ﻣﺜﻞ ﻗﻴﺎم ﺑﻌﺾ أﻧﻮاع اﻟﻄﻴﻮر ﺑﺎﻟﺘﻐﺬي ﻋﻠﻰ اﻟﺪﻳﺪان‬
‫ﻓﻲ أﺳﻨﺎن اﻟﺘﻤﺎﺳﻴﺢ ‪0‬‬
‫أ‪ -‬اﻟﺘﻜﺎﻓﻞ‬
‫ب‪ -‬اﻟﺘﻨﺎﻓﺲ‬
‫ج‪ -‬اﻟﺘﻄﻔﻞ‬
‫د‪ -‬اﻻﻓﺘﺮاس‬
‫ﻣﻠﺤﻖ ) ‪ -10‬ب (‬
‫ﻣﻔﺘﺎح ﺗﺼﺤﻴﺢ اﻹﺟﺎﺑﺔ اﻷﻧﻤﻮذﺟﻴﺔ ﻟﻼﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫اﻹﺟﺎﺑﺔ اﻟﺼﺤﻴﺤﺔ‬
‫أ‬
‫ب‬
‫أ‬
‫ج‬
‫ج‬
‫ب‬
‫د‬
‫د‬
‫ج‬
‫د‬
‫د‬
‫د‬
‫د‬
‫أ‬
‫د‬
‫ج‬
‫أ‬
‫أ‬
‫أ‬
‫ب‬
‫د‬
‫ج‬
‫د‬
‫أ‬
‫‪22‬‬
‫‪23‬‬
‫‪24‬‬
‫ﻣﻠﺤﻖ ) ‪ -10‬ج (‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﻠﻴﺎ واﻟﺪﻧﻴﺎ وﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ وﻗﻮة اﻟﺘﻤﻴﺰ ﻟﻔﻘﺮات اﻻﺧﺘﺒﺎر‬
‫أﻟﺘﺤﺼﻴﻠﻲ‬
‫ت‬
‫ﻋﺪد اﻹﺟﺎﺑﺎت‬
‫اﻟﺼﺤﻴﺤﺔ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﻌﻠﻴﺎ‬
‫ﻋﺪد اﻹﺟﺎﺑﺎت‬
‫اﻟﺼﺤﻴﺤﺔ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺪﻧﻴﺎ‬
‫ﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ‬
‫ﻗﻮة اﻟﺘﻤﻴﺰ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪21‬‬
‫‪19‬‬
‫‪22‬‬
‫‪20‬‬
‫‪25‬‬
‫‪23‬‬
‫‪23‬‬
‫‪26‬‬
‫‪19‬‬
‫‪18‬‬
‫‪26‬‬
‫‪21‬‬
‫‪18‬‬
‫‪16‬‬
‫‪23‬‬
‫‪25‬‬
‫‪25‬‬
‫‪24‬‬
‫‪21‬‬
‫‪19‬‬
‫‪15‬‬
‫‪24‬‬
‫‪26‬‬
‫‪22‬‬
‫‪14‬‬
‫‪25‬‬
‫‪7‬‬
‫‪9‬‬
‫‪12‬‬
‫‪10‬‬
‫‪2‬‬
‫‪7‬‬
‫‪7‬‬
‫‪7‬‬
‫‪2‬‬
‫‪1‬‬
‫‪6‬‬
‫‪14‬‬
‫‪11‬‬
‫‪13‬‬
‫‪13‬‬
‫‪7‬‬
‫‪8‬‬
‫‪13‬‬
‫‪8‬‬
‫‪9‬‬
‫‪2‬‬
‫‪5‬‬
‫‪0،59‬‬
‫‪0،59‬‬
‫‪0،64‬‬
‫‪0،61‬‬
‫‪0،38‬‬
‫‪46،0‬‬
‫‪0،61‬‬
‫‪0،51‬‬
‫‪0،37‬‬
‫‪0،31‬‬
‫‪0،53‬‬
‫‪0،72‬‬
‫‪0،66‬‬
‫‪0،68‬‬
‫‪0،62‬‬
‫‪0،48‬‬
‫‪0،42‬‬
‫‪0،68‬‬
‫‪0،62‬‬
‫‪0،57‬‬
‫‪0،29‬‬
‫‪0،55‬‬
‫‪0،66‬‬
‫‪0،51‬‬
‫‪0،40‬‬
‫‪0،59‬‬
‫‪0،62‬‬
‫‪0،40‬‬
‫‪0،70‬‬
‫‪0،51‬‬
‫‪0،59‬‬
‫‪0،55‬‬
‫‪0،62‬‬
‫‪0،40‬‬
‫‪0،51‬‬
‫‪0،40‬‬
‫‪0،29‬‬
‫‪0،44‬‬
‫‪0،25‬‬
‫‪0،40‬‬
‫‪0،66‬‬
‫‪0،48‬‬
‫‪0،44‬‬
‫‪0،74‬‬
‫‪23‬‬
‫‪24‬‬
‫‪6‬‬
‫‪7‬‬
‫‪20‬‬
‫‪23‬‬
‫‪0،51‬‬
‫‪0،59‬‬
‫‪0،48‬‬
‫‪0،55‬‬
‫ﻣﻠﺤﻖ )‪ -10‬د (‬
‫ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ﻟﻔﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫أﺟﻮﺑﺔ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺪﻧﻴﺎ ﻋﻠﻰ‬
‫أﺟﻮﺑﺔ اﻟﻤﺠﻤﻮﻋﺔ‬
‫اﻟﺒﺪاﺋﻞ‬
‫اﻟﻌﻠﻴﺎ ﻋﻠﻰ اﻟﺒﺪاﺋﻞ‬
‫أ ب ج د‬
‫أ ب ج د‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫‪22‬‬
‫‪23‬‬
‫‪24‬‬
‫‪25‬‬
‫‪2‬‬
‫‪23‬‬
‫‪0‬‬
‫‪3‬‬
‫‪4‬‬
‫‪1‬‬
‫‪2‬‬
‫‪2‬‬
‫‪4‬‬
‫‪0‬‬
‫‪1‬‬
‫‪0‬‬
‫‪24‬‬
‫‪4‬‬
‫‪3‬‬
‫‪22‬‬
‫‪24‬‬
‫‪22‬‬
‫‪2‬‬
‫‪0‬‬
‫‪4‬‬
‫‪2‬‬
‫‪23‬‬
‫‪1‬‬
‫‪23‬‬
‫‪1‬‬
‫‪0‬‬
‫‪3‬‬
‫‪18‬‬
‫‪0‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪2‬‬
‫‪0‬‬
‫‪2‬‬
‫‪1‬‬
‫‪1‬‬
‫‪3‬‬
‫‪1‬‬
‫‪2‬‬
‫‪2‬‬
‫‪25‬‬
‫‪0‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪2‬‬
‫‪26‬‬
‫‪19‬‬
‫‪2‬‬
‫‪0‬‬
‫‪2‬‬
‫‪18‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪0‬‬
‫‪1‬‬
‫‪1‬‬
‫‪19‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫‪0‬‬
‫‪1‬‬
‫‪14‬‬
‫‪3‬‬
‫‪1‬‬
‫‪0‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪26‬‬
‫‪21‬‬
‫‪4‬‬
‫‪16‬‬
‫‪23‬‬
‫‪25‬‬
‫‪25‬‬
‫‪0‬‬
‫‪21‬‬
‫‪2‬‬
‫‪2‬‬
‫‪0‬‬
‫‪1‬‬
‫‪0‬‬
‫‪26‬‬
‫‪6‬‬
‫‪20‬‬
‫‪2‬‬
‫‪7‬‬
‫‪4‬‬
‫‪12‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪0‬‬
‫‪9‬‬
‫‪11‬‬
‫‪10‬‬
‫‪9‬‬
‫‪7‬‬
‫‪8‬‬
‫‪13‬‬
‫‪7‬‬
‫‪7‬‬
‫‪14‬‬
‫‪13‬‬
‫‪9‬‬
‫‪12‬‬
‫‪7‬‬
‫‪9‬‬
‫‪10‬‬
‫‪7‬‬
‫‪2‬‬
‫‪9‬‬
‫‪5‬‬
‫‪7‬‬
‫‪10‬‬
‫‪7‬‬
‫‪9‬‬
‫‪10‬‬
‫‪12‬‬
‫‪9‬‬
‫‪4‬‬
‫‪3‬‬
‫‪4‬‬
‫‪7‬‬
‫‪3‬‬
‫‪5‬‬
‫‪3‬‬
‫‪6‬‬
‫‪8‬‬
‫‪5‬‬
‫‪3‬‬
‫‪4‬‬
‫‪10‬‬
‫‪7‬‬
‫‪2‬‬
‫‪4‬‬
‫‪6‬‬
‫‪10‬‬
‫‪2‬‬
‫‪12‬‬
‫‪11‬‬
‫‪1‬‬
‫‪0‬‬
‫‪7‬‬
‫‪8‬‬
‫‪3‬‬
‫‪4‬‬
‫‪4‬‬
‫‪4‬‬
‫‪7‬‬
‫‪4‬‬
‫‪5‬‬
‫‪7‬‬
‫‪9‬‬
‫‪9‬‬
‫‪2‬‬
‫‪1‬‬
‫‪10‬‬
‫‪16‬‬
‫‪10‬‬
‫‪4‬‬
‫‪4‬‬
‫‪8‬‬
‫‪0‬‬
‫‪7‬‬
‫‪7‬‬
‫‪4‬‬
‫‪1‬‬
‫‪6‬‬
‫‪14‬‬
‫‪11‬‬
‫‪3‬‬
‫‪13‬‬
‫‪8‬‬
‫‪6‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪8‬‬
‫‪12‬‬
‫‪6‬‬
‫‪3‬‬
‫ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ‬
‫أ‬
‫ب‬
‫ج‬
‫د‬
‫‬‫‪0،07‬‬‫‬‫‪0،22‬‬‫‪0،14‬‬‫‪0،14‬‬‫‪0،03‬‬‫‪0،25‬‬‫‪0،33‬‬‫‪0،22‬‬‫‪0،33‬‬‫‪0،22‬‬‫‪0،59‬‬‫‬‫‪0،11‬‬‫‪0،14‬‬‫‬‫‬‫‬‫‪0،37‬‬‫‪0،25‬‬‫‪0،18‬‬‫‪0،29‬‬‫‪-‬‬
‫‪0،03‬‬‫‬‫‪0،40‬‬‫‪0،25‬‬‫‪0،25‬‬‫‬‫‪0،33‬‬‫‪0،29‬‬‫‪0،33‬‬‫‪0،18‬‬‫‪0،07‬‬‫‪0،11‬‬‫‪0،07‬‬‫‪0،22‬‬‫‪0،07‬‬‫‪0،07‬‬‫‪0،07‬‬‫‪0،14‬‬‫‪0،22‬‬‫‬‫‪0،11‬‬‫‪0،03‬‬‫‪0،29‬‬‫‪0،22-‬‬
‫‪0,03‬‬‫‪0،11‬‬‫‪0،11‬‬‫‬‫‬‫‪0،37‬‬‫‪0،40‬‬‫‪0،03‬‬‫‬‫‪0،14‬‬‫‪0،22‬‬‫‪0،07‬‬‫‪0،14‬‬‫‪0،11‬‬‫‪0،11‬‬‫‬‫‪0،07‬‬‫‪0،14‬‬‫‪0،22‬‬‫‪0،33‬‬‫‪0،29‬‬‫‬‫‪0،07‬‬‫‪0،33-‬‬
‫‪0،59‬‬‫‪0،33‬‬‫‪0،11‬‬‫‪0،11‬‬‫‪0،22‬‬‫‪0،11‬‬‫‬‫‬‫ﺻﻔﺮ‬
‫‬‫‬‫‬‫‬‫‪0،11‬‬‫‬‫‪22،0‬‬‫‪0،14‬‬‫‪0،11‬‬‫‪0،03‬‬‫‪0،03‬‬‫‬‫‪0،22‬‬‫‬‫‪0،03-‬‬
‫ﻣﻠﺤﻖ ) ‪ -10‬م (‬
‫ﻣﻌﺎﻣﻞ ﺛﺒﺎت ﻓﻘﺮات اﻻﺧﺘﺒﺎر أﻟﺘﺤﺼﻴﻠﻲ‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻷوﻟﻰ‬
‫‪20‬‬
‫‪19‬‬
‫‪19‬‬
‫‪18‬‬
‫‪18‬‬
‫‪18‬‬
‫‪17‬‬
‫‪17‬‬
‫‪17‬‬
‫‪16‬‬
‫‪16‬‬
‫‪16‬‬
‫‪16‬‬
‫‪16‬‬
‫‪15‬‬
‫‪15‬‬
‫‪15‬‬
‫‪14‬‬
‫‪14‬‬
‫‪14‬‬
‫‪14‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻟﺜﺎﻧﻴﺔ‬
‫‪18‬‬
‫‪17‬‬
‫‪20‬‬
‫‪16‬‬
‫‪17‬‬
‫‪15‬‬
‫‪19‬‬
‫‪14‬‬
‫‪10‬‬
‫‪13‬‬
‫‪14‬‬
‫‪16‬‬
‫‪15‬‬
‫‪17‬‬
‫‪12‬‬
‫‪11‬‬
‫‪13‬‬
‫‪10‬‬
‫‪12‬‬
‫‪15‬‬
‫‪11‬‬
‫ت‬
‫‪25‬‬
‫‪26‬‬
‫‪27‬‬
‫‪28‬‬
‫‪29‬‬
‫‪30‬‬
‫‪31‬‬
‫‪32‬‬
‫‪33‬‬
‫‪34‬‬
‫‪35‬‬
‫‪36‬‬
‫‪37‬‬
‫‪38‬‬
‫‪39‬‬
‫‪40‬‬
‫‪41‬‬
‫‪42‬‬
‫‪43‬‬
‫‪44‬‬
‫‪45‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻷوﻟﻰ‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪13‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪12‬‬
‫‪11‬‬
‫‪11‬‬
‫‪11‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻟﺜﺎﻧﻴﺔ‬
‫‪11‬‬
‫‪14‬‬
‫‪12‬‬
‫‪12‬‬
‫‪11‬‬
‫‪13‬‬
‫‪15‬‬
‫‪12‬‬
‫‪12‬‬
‫‪14‬‬
‫‪10‬‬
‫‪9‬‬
‫‪13‬‬
‫‪10‬‬
‫‪11‬‬
‫‪9‬‬
‫‪11‬‬
‫‪13‬‬
‫‪10‬‬
‫‪12‬‬
‫‪11‬‬
‫ت‬
‫‪49‬‬
‫‪50‬‬
‫‪51‬‬
‫‪52‬‬
‫‪53‬‬
‫‪54‬‬
‫‪55‬‬
‫‪56‬‬
‫‪57‬‬
‫‪58‬‬
‫‪59‬‬
‫‪60‬‬
‫‪61‬‬
‫‪62‬‬
‫‪63‬‬
‫‪64‬‬
‫‪65‬‬
‫‪66‬‬
‫‪67‬‬
‫‪68‬‬
‫‪69‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻷوﻟﻰ‬
‫‪11‬‬
‫‪11‬‬
‫‪11‬‬
‫‪11‬‬
‫‪11‬‬
‫‪11‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪10‬‬
‫‪9‬‬
‫‪9‬‬
‫‪9‬‬
‫‪9‬‬
‫‪9‬‬
‫‪9‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻟﺜﺎﻧﻴﺔ‬
‫‪12‬‬
‫‪11‬‬
‫‪10‬‬
‫‪12‬‬
‫‪10‬‬
‫‪9‬‬
‫‪11‬‬
‫‪11‬‬
‫‪13‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪8‬‬
‫‪10‬‬
‫‪7‬‬
‫‪9‬‬
‫‪8‬‬
‫ت‬
‫‪73‬‬
‫‪74‬‬
‫‪75‬‬
‫‪76‬‬
‫‪77‬‬
‫‪78‬‬
‫‪79‬‬
‫‪80‬‬
‫‪81‬‬
‫‪82‬‬
‫‪83‬‬
‫‪84‬‬
‫‪85‬‬
‫‪86‬‬
‫‪87‬‬
‫‪88‬‬
‫‪89‬‬
‫‪90‬‬
‫‪91‬‬
‫‪92‬‬
‫‪93‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻷوﻟﻰ‬
‫‪9‬‬
‫‪9‬‬
‫‪9‬‬
‫‪8‬‬
‫‪8‬‬
‫‪8‬‬
‫‪8‬‬
‫‪8‬‬
‫‪8‬‬
‫‪8‬‬
‫‪7‬‬
‫‪7‬‬
‫‪7‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬
‫‪6‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻟﺜﺎﻧﻴﺔ‬
‫‪8‬‬
‫‪10‬‬
‫‪7‬‬
‫‪6‬‬
‫‪7‬‬
‫‪10‬‬
‫‪6‬‬
‫‪8‬‬
‫‪11‬‬
‫‪9‬‬
‫‪10‬‬
‫‪6‬‬
‫‪9‬‬
‫‪8‬‬
‫‪4‬‬
‫‪10‬‬
‫‪8‬‬
‫‪5‬‬
‫‪6‬‬
‫‪9‬‬
‫‪10‬‬
‫ﻣﻠﺤﻖ ) ‪( 11‬‬
‫اﺳﺘﺒﻴﺎن أوﻟﻲ ﻟﻠﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫م‪ /‬اﺳﺘﺒﻴﺎن‬
‫ﺗ ﺮوم اﻟﺒﺎﺣﺜ ﺔ اﻟﻘﻴ ﺎم ﺑﺒﺤﺜﻬ ﺎ اﻟﻤﻮﺳ ﻮم ب) اﺛ ﺮ إﺳ ﺘﺮاﺗﻴﺠﻴﺎت اﻹدراك وﻣﻨ ﺸﻄﺎﺗﻬﺎ ﻋﻠ ﻰ‬
‫ﺗﺤ ﺼﻴﻞ ﻃﺎﻟﺒ ﺎت اﻟ ﺼﻒ اﻷول ﻣﺘﻮﺳ ﻂ ﻓ ﻲ ﻣ ﺎدة اﻷﺣﻴ ﺎء وﺗﻨﻤﻴ ﺔ ﻗ ﺪراﺗﻬﻦ اﻟﻌﻘﻠﻴ ﺔ ( ‪،‬‬
‫وﺗﻘﺘﻀﻲ ﻣﺘﻄﻠﺒﺎت اﻟﺒﺤ ﺚ اﻟﺤ ﺎﻟﻲ إﻋ ﺪاد أداة ﻟﻘﻴ ﺎس اﻟﻘ ﺪرات اﻟﻌﻘﻠﻴ ﺔ ﻓ ﻲ ﻣ ﺎدة اﻷﺣﻴ ﺎء‬
‫ﻟﺪى ﻃﺎﻟﺒﺎت اﻟﺼﻒ اﻷول ﻣﺘﻮﺳﻂ ‪ ،‬وﻧﻈﺮا ﻟﻤ ﺎ ﺗﻌﻬ ﺪﻩ اﻟﺒﺎﺣﺜ ﺔ ﻓ ﻴﻜﻢ ﻣ ﻦ ﺧﺒ ﺮة وﺳ ﻌﺔ‬
‫اﻹﻃﻼع ﻓﻲ هﺬا اﻟﻤﺠﺎل ارﺗﺄت أن ﺗ ﺴﺘﻄﻠﻊ ﻋﻠ ﻰ أراﺋﻜ ﻢ ﻓ ﻲ اﻟﺘﺤﻘ ﻖ ﻣ ﻦ ﻣ ﺪى ﻣﻼﺋﻤ ﺔ‬
‫ﺑﻌﺾ اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ اﻟﺘﻲ ﺗﺨﺪم اﻟﺒﺤﺚ ‪0‬‬
‫ت اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫‪ 1‬ﻣﻬ ﺎرات ﺟﻤ ﻊ‬
‫اﻟﻤﻌﻠﻮﻣﺎت وﺗﻨﻈﻴﻤﻬﺎ‬
‫أ‪ -‬اﻟﻤﻼﺣﻈﺔ‬
‫ب‪ -‬اﻟﻤﻘﺎرﻧﺔ‬
‫ج‪ -‬اﻟﺘﺼﻨﻴﻒ‬
‫د‪ -‬ﺗﻨﻈﻴﻢ اﻟﻤﻌﻠﻮﻣﺎت‬
‫‪ 2‬ﻣﻬ ﺎرة ﻣﻌﺎﻟﺠ ﺔ‬
‫اﻟﻤﻌﻠﻮﻣﺎت‬
‫أ‪ -‬اﻟﺘﻔﺴﻴﺮ‬
‫ب‪ -‬اﻟﺘﻠﺨﻴﺺ‬
‫‪ 3‬اﻟﻤﻬﺎرات اﻹﻧﺘﺎﺟﻴﺔ‬
‫أ‪ -‬اﻻﺳﺘﻨﺘﺎج‬
‫ب‪ -‬اﻟﺘﻨﺒﺆ‬
‫ﻣﻼﺋﻤﺔ‬
‫وﻟﻜﻢ ﻣﻨﻲ ﺑﺎﻟﻎ اﻟﺘﻘﺪﻳﺮ واﻷﻣﺘﻨﺎن‪0000‬‬
‫ﻏﻴﺮ ﻣﻼﺋﻤﺔ‬
‫اﻟﻤﻘﺘﺮﺣﺎت‬
‫اﻟﺒﺎﺣﺜﺔ‬
‫هﻨ ﺎء ﺻ ﻨﻜﻮل ﺟ ﺎﺑﺮ‬
‫ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ اﻟﻌﻠﻮم‬
‫ﻣﻠﺤﻖ ) ‪( 12‬‬
‫اﻻﺳﻢ ‪0 00‬‬
‫اﻟﻤﺪرﺳﺔ ‪000000000‬‬
‫اﻟﺼﻒ اﻟﺪراﺳﻲ‪000‬‬
‫ﺗﺄرﻳﺦ ﺗﻄﺒﻴﻖ اﻟﺘﺠﺮﺑﺔ‪000‬‬
‫‪0000000000000000000000000000000000000000000000000‬‬
‫ﺗﻌﻠﻴﻤﺎت اﻻﺧﺘﺒﺎر‬
‫ﻋﺰﻳﺰﺗﻲ اﻟﻄﺎﻟﺒﺔ‪0000‬‬
‫اﻗﺮﺋﻲ اﻟﺘﻌﻠﻴﻤﺎت ﺑﺪﻗﺔ ﻗﺒﻞ اﻹﺟﺎﺑﺔ ﻋﻦ اﻻﺧﺘﺒﺎر‬
‫‪ -1‬اﻻﻟﺘﺰام اﻟﺤﺮﻓﻲ ﺑﺘﻌﻠﻴﻤﺎت اﻷﺳﺌﻠﺔ اﻟﺘﺎﻟﻴﺔ‪-:‬‬
‫)‪(16,15،14،27،26،25،24،23،22،21،20،19،18،17‬‬
‫‪ -2‬ﺗﺘ ﻀﻤﻦ اﻷﺳ ﺌﻠﺔ ﻣ ﻦ ) ‪ (13،12،11،10،9،8،7،6،5،4،3،2،1‬أرﺑﻌ ﺔ إﺟﺎﺑ ﺎت‬
‫واﺣﺪة ﺻﺤﻴﺤﺔ واﻟﺒﺎﻗﻲ ﺧﻄﺄ‪ ،‬ﻟﺬا ﻳﻨﺒﻐﻲ ﻋﻠﻴﻚ ﻗ ﺮاءة آ ﻞ ﺳ ﺆال ﺑﺪﻗ ﺔ واﺧﺘﻴ ﺎر اﻷﺟﺎﺑ ﺔ‬
‫اﻟﺼﺤﻴﺤﺔ ﺑﻮﺿﻊ داﺋﺮة ﺣﻮل اﻟﺤﺮف اﻟﺬي ﻳﻤﺜﻞ اﻹﺟﺎﺑﺔ اﻟﺼﺤﻴﺤﺔ ‪0‬‬
‫‪ -3‬ﻋﺪم ﺗﺮك أي ﻓﺮع أو ﻓﻘﺮة ﺑﺪون إﺟﺎﺑﺔ ‪0‬‬
‫‪00000000000000000000000000000000000000000000000‬‬
‫* اﻟﻮﻗﺖ اﻟﻤﺴﻤﻮح ﺑﻪ ﻓﻲ هﺬا اﻻﺧﺘﺒﺎر هﻮ ) ‪ ( 52‬دﻗﻴﻘﺔ‬
‫ﻣﻊ أﻃﻴﺐ اﻷﻣﻨﻴﺎت‬
‫ﻣﻠﺤﻖ ) ‪ -13‬أ (‬
‫اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺑﺼﻮرﺗﻪ اﻷوﻟﻴﺔ‬
‫أ‪ -‬ﻣﻬﺎرات ﺟﻤﻊ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻨﻈﻴﻤﻬﺎ‬
‫‪ -1‬اﻟﻤﻼﺣﻈﺔ‬
‫‪ -1‬أراد ﻋﺎﻟﻤ ﺎ ﺑﺎﻳﻠﻮﺟﻴ ﺂ أن ﻳﻌ ﺮف أهﻤﻴ ﺔ اﻟﻜ ﺮ وﻣﻮﺳ ﻮﻣﺎت ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻨﻘ ﻞ اﻟ ﺼﻔﺎت‬
‫اﻟﻮراﺛﻴﺔ ﻟﺬﻟﻚ ﻋﻠﻴﻪ أن ﻳﻘﻮم ب‬
‫أ‪ -‬ﺗﺄﺛﻴﺮ درﺟﺎت اﻟﺤﺮارة ﻓﻲ اﻟﺨﻼﻳﺎ ‪0‬‬
‫ب‪ -‬إزاﻟﺔ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ﻟﺒﻌﺾ اﻟﺨﻼﻳﺎ ‪0‬‬
‫ج‪ -‬ﺗﺄﺛﻴﺮ ﺑﻌﺾ اﻟﻤﻮاد اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻓﻲ اﻟﺨﻼﻳﺎ ‪0‬‬
‫د‪ -‬آﻤﻴﺔ أل ‪ PH‬ي اﻟﺨﻼﻳﺎ اﻟﺤﻴﺔ ‪0‬‬
‫‪ -2‬ﻣﻬﺎرة اﻟﻤﻘﺎرﻧﺔ‬
‫‪ -2‬ﻣﻦ ﺧﻼل اﻟﺒﻴﺎﻧﺎت اﻟﻤﻮﺟﻮدة ﻓﻲ اﻟﺠﺪول أدﻧﺎﻩ ﻳﻤﻜﻦ ﻣﻘﺎرﻧﺔ‬
‫أ‪ -‬اﻟﻜﺮﺑﻮهﻴﺪرات ﺑﺎﻟﺪهﻮن ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﻨﻤﻮ‪0‬‬
‫ب‪ -‬اﻟﺪهﻮن ﺑﺎﻟﺒﺮوﺗﻴﻨﺎت ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻨﻈﻴﻢ ﻋﻤﻞ اﻟﺠﺴﻢ ‪0‬‬
‫ج‪ -‬اﻟﻔﻴﺘﺎﻣﻴﻨﺎت ﺑﺎﻷﻣﻼح ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﻨﻤﻮ‬
‫ﻧﻮع اﻟﻐﺬاء‬
‫اﻟﻜﺎرﺑﻮهﻴﺪرات‬
‫اﻟﺪهﻮن‬
‫اﻟﺒﺮوﺗﻴﻨﺎت‬
‫اﻟﻔﻴﺘﺎﻣﻴﻨﺎت‬
‫اﻷﻣﻼح‬
‫اﻟﻤﺎء‬
‫اﻟﻨﻤﻮ‬
‫ﺗﻨﻈﻴﻢ ﻋﻤﻞ اﻟﺠﺴﻢ‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫‪ -3‬ﺗﺨﺘﻠﻒ اﻟﺤﺮوق اﻟﺸﺪﻳﺪة ﻋﻦ اﻟﺤﺮوق اﻟﺒﺴﻴﻄﺔ ﺑﻜﻮﻧﻬﺎ‬
‫أ‪ -‬ﺗﺆدي إﻟﻰ اﺣﻤﺮار اﻟﺠﻠﺪ ﻣﻊ ﺣﺮﻗﺔ وأﻟﻢ ‪0‬‬
‫ب‪ -‬ﺗﺴﺒﺐ ﺗﺠﺰﺋﺔ اﻟﻌﻈﻢ إﻟﻰ ﺟﺰﺋﻴﻦ أو أآﺜﺮ ‪0‬‬
‫ج‪ -‬ﺗﺴﺒﺐ ﺗﻠﻔﺎ ﻟﻸﻧﺴﺠﺔ اﻟﻮاﻗﻌﺔ ﺗﺤﺖ اﻟﺠﻠﺪ ‪0‬‬
‫د‪ -‬ﺗﻤﺰق اﻷوﻋﻴﺔ اﻟﺪﻣﻮﻳﺔ ‪0‬‬
‫ﺗﺠﻬﻴﺰ اﻟﻄﺎﻗﺔ‬
‫*‬
‫*‬
‫*‬
‫‪ -4‬ﺗﺨﺘﻠﻒ اﻷﻧﺰﻳﻤﺎت ﻋﻦ اﻟﻬﺮﻣﻮﻧﺎت ﺑﻜﻮﻧﻬﺎ‬
‫أ‪ -‬ﺗﻨﻈﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ ‪0‬‬
‫ب‪ -‬ﺗﻨﻈﻴﻢ ﻧﺴﺒﺔ اﻟﺴﻜﺮ ﻓﻲ اﻟﺪم ‪0‬‬
‫ج‪ -‬ﺗﻔﺮز ﻣﻦ ﻏﺪد ذات إﻓﺮاز داﺧﻠﻲ ‪0‬‬
‫د‪ -‬ﺗﻔﺮز ﻣﻦ ﻏﺪد ذات إﻓﺮاز ﺧﺎرﺟﻲ ‪0‬‬
‫‪ -5‬ﺗﺨﺘﻠﻒ اﻟﻜﺴﻮر اﻟﺒﺴﻴﻄﺔ ﻟﻠﻌﻈﻢ ﻋﻦ اﻟﻜﺴﻮر اﻟﻤﻀﺎﻋﻔﺔ ﺑﻜﻮﻧﻬﺎ‬
‫أ‪ -‬ﺗﻮرم اﻟﻤﻜﺎن ﻓﻘﻂ ‪0‬‬
‫ب‪ -‬ﺗﻤﺰق اﻟﺠﻠﺪ واﻟﻌﻀﻼت اﻟﻤﺤﻴﻄﺔ ‪0‬‬
‫ج‪ -‬آﺴﺮ اﻟﻌﻈﻢ ﺟﺰﺋﻴﺎ أو آﻠﻴﺎ دون ﺣﺪوث ﻗﻄﻊ ﺑﺎﻟﺠﻠﺪ واﻟﻌﻀﻼت ‪0‬‬
‫د‪ -‬آﺴﺮ اﻟﻌﻈﻢ ﺟﺰﺋﻴﺎ أو آﻠﻴﺎ وﻳﺼﺎﺣﺒﻪ ﺗﻤﺰق اﻟﺠﻠﺪ واﻟﻌﻀﻼت اﻟﻤﺤﻴﻄﺔ ‪0‬‬
‫‪ -3‬ﻣﻬﺎرة اﻟﺘﺼﻨﻴﻒ‬
‫ﺗﻤﺜﻞ اﻟﻔﻘﺮات ﻣﻦ ) ‪ ( 14 -6‬ﻣﺠﻤﻮﻋﺎت ‪ ،‬ﺗﻀﻢ آ ﻞ ﻣﺠﻤﻮﻋ ﺔ ﻣﻔ ﺮدات أﺣ ﺪاهﺎ ﺗﻨﺘﻤ ﻲ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ ‪ ،‬اﺳﺘﺨﺮﺟﻲ اﻟﻤﻔﺮدة اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ آﻞ ﻣﺠﻤﻮﻋﺔ وﺑﻴﻨﻲ وﺟﻪ اﻻﺧ ﺘﻼف اﻟ ﺬي‬
‫ﻳﻤﻴﺰهﺎ ﻋﻦ اﻟﻤﻔﺮدات اﻟﺜﻼﺛﺔ اﻷﺧﺮى‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫‪ -6‬اﻟﺘﻌﺘﻴﻢ واﻷﺧﻼء واﻟﻤﻼﺟﺊ وﻧﻮﺑﺔ اﻟﺼﺮع ‪0‬‬
‫‪ -7‬اﻟﺘﻠ ﻮث اﻟﺤ ﺮاري ‪ ،‬اﻟﺘﻠ ﻮث اﻹﺷ ﻌﺎﻋﻲ ‪ ،‬اﻟﺘﻠ ﻮث اﻟ ﻀﻮﺿﺎﺋﻲ ‪،‬اﻟﺘﻠ ﻮث‬
‫ﺑﺎﻟﻔﺎﻳﺮوﺳﺎت‪0‬‬
‫‪ -8‬اﻟﺤﺮارة ‪ ،‬اﻟﻤﺎء ‪ ،‬اﻟﻀﻮء ‪ ،‬اﻟﺘﻄﻔﻞ ‪0‬‬
‫‪ -9‬اﻟﻴﺨﻀﻮر ‪ ،‬ﺿﻮء اﻟﺸﻤﺲ ‪ ،‬اﻟﻤﺎء ‪ ،‬اﻟﺒﺮوﺗﻴﻨﺎت ‪0‬‬
‫‪ -10‬اﻟﺒﺎذﻧﺠﺎن ‪ ،‬اﻟﺠﺰر ‪ ،‬اﻟﺒﺼﻞ ‪ ،‬اﻟﺘﻔﺎح ‪0‬‬
‫‪ -11‬اﻟﺠﻤﺠﻤﺔ ‪ ،‬اﻟﻌﻤﻮد اﻟﻔﻘﺮي ‪ ،‬اﻟﻘﻔﺺ اﻟﺼﺪري ‪ ،‬اﻟﺪﻣﺎغ ‪0‬‬
‫‪ -12‬ﻳﺤﺪث ﻓﻲ اﻟﺨﻼﻳﺎ اﻟﺠﺴﻤﻴﺔ ‪ ،‬ﻳﻨﺘﺞ ﻣﻦ ﺧﻠﻴﺘﻴﻦ ﺗﺸﺎﺑﻪ اﻟﺨﻠﻴﺔ اﻷم ‪ ،‬ﻳﺘﻮﻗ ﻒ اﻻﻧﻘ ﺴﺎم‬
‫ﺑﻌﺪ ﺳﻦ اﻟﻌﺸﺮﻳﻦ ‪ ،‬ﻻ ﻳﺤﺪث ﻓﻴﻪ أي ﺗﻐﻴﺮ ﻓﻲ ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ﻓﻲ اﻟﻨﻮاة ‪0‬‬
‫‪ -13‬اﻟﻜﺸﻒ ﻋﻦ اﻷﻣﺮاض اﻟﻮراﺛﻴﺔ ﻓﻲ ﻋﺎﺋﻠﺔ اﻟﺸﺨﺺ ‪ ،‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺸﺨ ﺼﻴﺔ ﻣ ﻦ‬
‫ﺧ ﻼل ﻓﺤ ﺺ اﻟ ﺪﻧﺎ ‪ ، DNA‬إﻧﺘ ﺎج اﻟﻤ ﺼﻮل ﻟﻸﻣ ﺮاض اﻟﻤﺨﺘﻠﻔ ﺔ ‪ ،‬اﻧﺘ ﺎج اﻟﻠﻘﺎﺣ ﺎت‬
‫ﻟﻸﻣﺮاض اﻟﻤﺨﺘﻠﻔﺔ ‪0‬‬
‫‪-14‬اﻷوآﺴﺠﻴﻦ ‪ ،‬اﻟﻜﻠﻮر ‪ ،‬اﻟﻜﺮﺑﻮن ‪ ،‬اﻟﻬﻴﺪروﺟﻴﻦ ‪0‬‬
‫‪ -4‬ﻣﻬﺎرة اﻟﺘﻨﻈﻴﻢ‬
‫‪ -15‬رﺗﺒﻲ اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻼﻗﺘﻬﺎ اﻟﻐﺬاﺋﻴﺔ‬
‫ﺣﻴﻮاﻧﺎت هﺎﺋﻤﺔ ‪ ،‬اﻟﺪاﻳﻮﺗﻮﻣﺎت ‪ ،‬أﻓﻌﻰ ‪ ،‬اﻟﻀﻔﺪع ‪ ،‬اﻟﻄﻴﺮ ‪ ،‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫‪ -16‬آﻮﻧﻲ ﻋﺒﺎرة ﻋﻠﻤﻴﺔ ﺻﺤﻴﺤﺔ ﺑﺎﺳﺘﺨﺪام اﻟﻜﻠﻤﺎت اﻟﺘﺎﻟﻴﺔ‪-:‬‬
‫اﻟﻨﺒﺎﺗﺎت ‪ ،‬اﻟﻴﺨﻀﻮر‪ ،‬ﺳﻜﺮ اﻟﻜﻠﻜﻮز ‪ ,‬واﻟﻤﺎء ‪ ،‬وﻏﺎز ﺛﺎﻧﻲ اوآﺴﻴﺪ اﻟﻜﺮﺑ ﻮن ‪ ،‬ﺑﻮاﺳ ﻄﺔ‬
‫اﻷوآﺴﺠﻴﻦ ‪ ،‬إﻟﻰ ‪ ،‬ﺗﻘﻮم ‪ ،‬ﺑﺘﺤﻮﻳﻞ ‪ ،‬ﺿﻮء اﻟﺸﻤﺲ ‪0‬‬
‫‪ -17‬ﻓﻲ اﻟﺮﺳﻢ اﻟﻤﺒﻴﻦ أدﻧﺎﻩ ﺣﺪدي ﻣﻮﻗﻊ اﻟﺘﺮاآﻴﺐ اﻟﺘﺎﻟﻴﺔ‪-:‬‬
‫اﻟﺠﺰء اﻟﻤﺮآﺰي ‪ ،‬اﻟﻜﺮوﻣﺎﺗﻴﺪ‬
‫ب‪ -‬ﻣﻬﺎرة ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت‬
‫‪ -1‬ﻣﻬﺎرة اﻟﺘﻔﺴﻴﺮ‬
‫‪ -18‬اﻟﻄﻔ ﺮة ﺗ ﺆدي إﻟ ﻰ ﻇﻬ ﻮر ﺑﻌ ﺾ اﻟ ﺼﻔﺎت اﻟﻤﺮﻏ ﻮب ﺑﻬ ﺎ اﻟﻐﻴ ﺮ ﻣﻮﺟ ﻮدة ﻋﻨ ﺪ‬
‫اﻷﺑﻮﻳﻦ ‪ ،‬آﻴﻒ ﺗﻔﺴﺮﻳﻦ ذﻟﻚ ؟‬
‫أ‪ -‬ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ‪0‬‬
‫ب‪ -‬ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﻜﻮﻧﺎت اﻟﺪﻧﺎ ‪ DNA‬اﻟﻤﻜﻮن ﻟﻠﺠﻴﻨﺎت ‪0‬‬
‫ج‪ -‬ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ اﻟﻤﻮروﺛﺎت ‪0‬‬
‫د‪ -‬ﻋﺪم اﻟﺘﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ اﻟﺠﻴﻨﺎت ‪0‬‬
‫‪ -19‬ﻳﻌﺘﺒﺮ اﻻﻧﻘﺴﺎم اﻻﺧﺘﺰاﻟﻲ ﻓﻲ اﻟﺨﻼﻳﺎ اﻟﺠﻨﺴﻴﺔ ﻣﻬﻢ ﻷﻧﻪ‪-:‬‬
‫أ‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻋﺪدهﺎ ‪0‬‬
‫ب‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ‪0‬‬
‫ج‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻋﺪد أﻧﻮﻳﺘﻬﺎ ‪0‬‬
‫د‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ آﻤﻴﺔ اﻟﺴﺎﻳﺘﻮﺑﻼزم ‪0‬‬
‫‪ -20‬ﺳﻤﻲ ﻓﻘﺮ اﻟﺪم أﻟﻤﻨﺠﻠﻲ ﺑﻬﺬا اﻻﺳﻢ‬
‫أ‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﻜﺮﻳﺎت اﻟﺒﻴﺾ وﺗﻜﻮن ﻣﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺠﻞ ‪0‬‬
‫ب‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﺼﻔﻴﺤﺎت اﻟﺪﻣﻮﻳﺔ وﺗﻜﻮن ﻣﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺠﻞ ‪0‬‬
‫ج‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﻜﺮﻳﺎت اﻟﺤﻤﺮ وﺗﻜﻮن ﻣﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺠﻞ ‪0‬‬
‫د‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﺒﻼزﻣﺎ ‪0‬‬
‫‪ -21‬ﺗﺴﺒﺖ اﻟﺪﺑﺒﺔ ﻓﻲ اﻟﺸﺘﺎء وذﻟﻚ ﺑﺴﺒﺐ‬
‫أ‪ -‬ﻗﻠﺔ اﻟﻐﺬاء ‪0‬‬
‫ب‪ -‬اﺳﺘﻌﺪادا ﻟﻠﺘﻜﺎﺛﺮ ‪0‬‬
‫ج‪ -‬هﺮﺑﺎ ﻣﻦ اﻷﻋﺪاء ‪0‬‬
‫د‪ -‬زﻳﺎدة وزﻧﻬﺎ ‪0‬‬
‫‪ -2‬ﻣﻬﺎرة اﻟﺘﺼﻨﻴﻒ‬
‫‪ -22‬ﺗﻤﺜﻞ اﻟﻔﻘﺮات ﻣﻦ )‪ (22-21‬ﻓﻘﺮات ﻟﺨﺼﻴﻬﺎ ﺑﺄﺳﻠﻮﺑﻚ اﻟﺨﺎص‬
‫إن ﺟ ﺴﻢ اﻟﻜ ﺎﺋﻦ اﻟﺤﻴ ﺔ ﻣﻜ ﻮن ﻣ ﻦ أﺟﻬ ﺰة ‪ ،‬واﻷﺟﻬ ﺰة ﻣﻜﻮﻧ ﺔ ﻣ ﻦ أﻋ ﻀﺎء واﻷﻋ ﻀﺎء‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ أﻧﺴﺠﺔ ‪ ،‬واﻷﻧﺴﺠﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻋﺪد ﻣﻦ اﻟﺨﻼﻳﺎ اﻟﻤﺘ ﺸﺎﺑﻬﺔ ﺑﺎﻟ ﺸﻜﻞ واﻟﺘﺮآﻴ ﺐ‬
‫واﻟﻮﻇﻴﻔ ﺔ ‪ ،‬وﺑﻨ ﺎءا ﻋﻠ ﻰ ه ﺬا ﻓ ﺄن ﻋﻤ ﻞ اﻟﺠ ﺴﻢ ﻓ ﻲ اﻟﻮاﻗ ﻊ ه ﻮ ﻣﺠﻤ ﻮع ﻋﻤ ﻞ ﺧﻼﻳ ﺎﻩ‬
‫اﻟﻤﺘﺸﺎﺑﻬﺔ واﻟﻤﺨﺘﻠﻔﺔ ﺑﺼﻮرة ﻣﻨﺘﻈﻤﺔ وﻣﻨﺴﻘﺔ‪ 0000‬اﻟﺦ‬
‫‪ -23‬ﻟﺨﺼﻲ ﻣﻮﺿﻮع اﻻﺣﺘﺒﺎس اﻟﺤﺮاري ) ﻇﺎهﺮة اﻟﺒﻴﺖ اﻟﺰﺟﺎﺟﻲ( ؟‬
‫ج‪ -‬اﻟﻤﻬﺎرات اﻷﺳﺘﻨﺘﺎﺟﻴﺔ‬
‫‪ -1‬ﻣﻬﺎرة اﻻﺳﺘﻨﺘﺎج‬
‫‪ -24‬اﺣﺪ أﺳﺒﺎب اﻹﺻﺎﺑﺔ ﺑﺎﻟﺮﻋﺎف ) ﻧﺰف اﻷﻧﻒ ( ﺣﺴﺐ رأي اﻷﻃﺒﺎء هﻮ‬
‫أ‪ -‬اﻧﺨﻔﺎض ﺿﻐﻂ اﻟﺪم ‪0‬‬
‫ب‪ -‬ارﺗﻔﺎع ﺿﻐﻂ اﻟﺪم ‪0‬‬
‫ج‪ -‬ﻧﻘﺺ ﻓﻲ اﻟﺼﻔﻴﺤﺎت اﻟﺪﻣﻮﻳﺔ ‪0‬‬
‫د‪ -‬ﻧﻘﺺ ﻓﻲ ﻋﺪد آﺮﻳﺎت اﻟﺪم اﻟﺒﻴﺾ ‪0‬‬
‫‪ -25‬ﻏﺎﺑﺔ ﻓﻴﻬﺎ أﺷﺠﺎر وﺷﺠﻴﺮات وﻟﺒﺎﺋﻦ ﻣﺨﺘﻠﻔ ﺔ آ ﺎﻟﻐﺰﻻن واآ ﻼت اﻟﻠﺤ ﻮم آﺎﻟ ﺬﺋﺎب ‪,‬‬
‫وﻃﻴﻮر وﺣﺸﺮات ‪ ،‬وﻗﺪ أﺻﻴﺒﺖ اﻟﻨﺒﺎﺗﺎت ﺑﻤﺮض ﻣﻬﻠﻚ ‪ ،‬وﺑﻌﺪ ﻣﺮور ﻓﺘﺮة ﻣ ﻦ اﻟ ﺰﻣﻦ‬
‫ﻣﺎت آﻞ ﻣﺎ ﻓﻲ اﻟﻐﺎﺑﺔ ‪ 0‬آﻴﻒ ﻳﻤﻜﻦ أن ﺗﻔﺴﺮي هﺬﻩ اﻟﻨﺘﻴﺠﺔ ؟‬
‫أ‪ -‬هﻼك اﻟﻨﺒﺎﺗﺎت ﻳﻌﻨﻲ هﻼك ﻣﺎﻋﻠﻰ اﻷرض ﻷﻧﻬﺎ اﻟﻤﻨﺘﺞ اﻟﻮﺣﻴﺪ ‪0‬‬
‫ب‪ -‬ﻣﺮض اﻟﺤﻴﻮاﻧﺎت ‪0‬‬
‫ج‪ -‬ﺳﺒﺎت اﻟﺤﻴﻮاﻧﺎت ‪0‬‬
‫د‪ -‬ﻻ ﻳﻮﺟﺪ ﺗﻔﺴﻴﺮ ﻟﺬﻟﻚ ‪0‬‬
‫‪ -2‬ﻣﻬﺎرة اﻟﺘﻨﺒﺆ‬
‫‪ -26‬ﻣﺎذا ﺗﺘﻮﻗﻌﻴﻦ أن ﻳﺤﺼﻞ إذا ﺣﺪث ﺧﻠﻞ ﻓﻲ ﻋﻤﻞ اﻟﻐﺪة اﻟﻨﺨﺎﻣﻴﺔ ؟‬
‫أ‪ -‬ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻟﻌﻈﺎم ‪0‬‬
‫ب‪ -‬ﻻ ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻟﻌﻈﺎم ‪0‬‬
‫ج‪ -‬ﺗﻨﻈﻴﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ ‪0‬‬
‫د‪ -‬ﻻ ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ ‪0‬‬
‫‪ -27‬ﺗﻌﺪ ﻃﺒﻘﺔ اﻷوزون ‪ O3‬اﻟﻄﺒﻘﺔ اﻟﻮاﻗﻴﺔ ﺿﺪ اﻷﺷﻌﺔ اﻟﺒﻨﻔﺴﺠﻴﺔ اﻟﻮاردة ﻣﻦ اﻟ ﺸﻤﺲ‬
‫‪،‬وﺛﻘﺐ اﻷوزون ﻓﻮق اﻟﻄﺐ اﻟﺠﻨﻮﺑﻲ هﻮ ﻧﺎﺗﺞ ﻋﻦ اﻟﻐﺎزات اﻟﻤﻨﺒﻌﺜﺔ ﻣﻦ اﻷرض وﻣﻨﻬﺎ‬
‫ﻏﺎز ‪ ، CO2‬هﻞ ﺑﺎﻋﺘﻘﺎدك ﺑﺄﻧﻪ‬
‫أ‪ -‬ﺳﻴﻨﺠﺢ اﻟﻌﻠﻤﺎء ﻓﻲ ﺗﺤﺠﻴﻢ ﺛﻘﺐ اﻷوزون ‪0‬‬
‫ب‪-‬ﺳﻴﻔﺸﻞ اﻟﻌﻠﻤﺎء ﻓﻲ ﺗﺤﺠﻴﻢ ﺛﻘﺐ اﻷوزون ‪0‬‬
‫ج‪ -‬هﺬﻩ ﻣﺠﺮد ﻧﻈﺮﻳﺎت ‪0‬‬
‫د‪ -‬ﻻ وﺟﻮد ﻟﺜﻘﺐ اﻷوزون ‪0‬‬
‫‪ -28‬ﻣﺎهﻮ ﺗﻮﻗﻌﻚ أن ﻳﺤﺼﻞ ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ ﻇﺎهﺮة اﻟﻌﺠﺎج ﻓﻲ ﺑﻠﺪﻧﺎ اﻟﺤﺒﻴﺐ ؟‬
‫أ‪ -‬زﻳﺎدة ﺣﺮآﺔ اﻟﻤﺮآﺒﺎت اﻟﻜﺜﻴﻔﺔ ‪0‬‬
‫ب‪ -‬ﻋﺪم روي اﻷراﺿﻲ ‪0‬‬
‫ج‪ -‬زﻳﺎدة اﻟﺮﻗﻌﺔ اﻟﺠﻐﺮاﻓﻴﺔ ‪0‬‬
‫د‪ -‬اﻟﺘﻘﻠﻴﻞ ﻣﻦ اﻷراﺿﻲ اﻟﻤﺰروﻋﺔ ‪0‬‬
‫ﻣﻠﺤﻖ )‪ -13‬ب(‬
‫اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ ﺑﺼﻮرﺗﻪ اﻟﻨﻬﺎﺋﻴﺔ‬
‫‪ -1‬اراد ﻋﺎﻟﻤ ﺎ ﺑﺎﻳﻠﻮﺟﻴ ﺂ أن ﻳﻌ ﺮف أهﻤﻴ ﺔ اﻟﻜ ﺮ وﻣﻮﺳ ﻮﻣﺎت ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻨﻘ ﻞ اﻟ ﺼﻔﺎت‬
‫اﻟﻮراﺛﻴﺔ ﻟﺬﻟﻚ ﻋﻠﻴﻪ أن ﻳﻘﻮم ب‬
‫أ‪ -‬ﺗﺄﺛﻴﺮ درﺟﺎت اﻟﺤﺮارة ﻓﻲ اﻟﺨﻼﻳﺎ ‪0‬‬
‫ب‪ -‬إزاﻟﺔ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ﻟﺒﻌﺾ اﻟﺨﻼﻳﺎ ‪0‬‬
‫ج‪ -‬ﺗﺄﺛﻴﺮ ﺑﻌﺾ اﻟﻤﻮاد اﻟﻜﻴﻤﺎﺋﻴﺔ ﻓﻲ اﻟﺨﻼﻳﺎ ‪0‬‬
‫د‪ -‬آﻤﻴﺔ أل ‪ PH‬ﻓﻲ اﻟﺨﻼﻳﺎ اﻟﺤﻴﺔ ‪0‬‬
‫‪ -2‬ﺗﺨﺘﻠﻒ اﻟﺤﺮوق اﻟﺸﺪﻳﺪة ﻋﻦ اﻟﺤﺮوق اﻟﺒﺴﻴﻄﺔ ﺑﻜﻮﻧﻬﺎ‬
‫أ‪ -‬ﺗﺆدي إﻟﻰ اﺣﻤﺮار اﻟﺠﻠﺪ ﻣﻊ ﺣﺮﻗﺔ وأﻟﻢ ‪0‬‬
‫ب‪ -‬ﺗﺴﺒﺐ ﺗﺠﺰﺋﺔ اﻟﻌﻈﻢ إﻟﻰ ﺟﺰﺋﻴﻦ أو أآﺜﺮ ‪0‬‬
‫ج‪ -‬ﺗﺴﺒﺐ ﺗﻠﻔﺎ ﻟﻸﻧﺴﺠﺔ اﻟﻮاﻗﻌﺔ ﺗﺤﺖ اﻟﺠﻠﺪ ‪0‬‬
‫د‪ -‬ﺗﻤﺰق اﻷوﻋﻴﺔ اﻟﺪﻣﻮﻳﺔ ‪0‬‬
‫‪ -3‬ﺗﺨﺘﻠﻒ اﻷﻧﺰﻳﻤﺎت ﻋﻦ اﻟﻬﺮﻣﻮﻧﺎت ﺑﻜﻮﻧﻬﺎ‬
‫أ‪ -‬ﺗﻨﻈﻴﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ ‪0‬‬
‫ب‪ -‬ﺗﻨﻈﻴﻢ ﻧﺴﺒﺔ اﻟﺴﻜﺮ ﻓﻲ اﻟﺪم ‪0‬‬
‫ج‪ -‬ﺗﻔﺮز ﻣﻦ ﻏﺪد ذات إﻓﺮاز داﺧﻠﻲ ‪0‬‬
‫د‪ -‬ﺗﻔﺮز ﻣﻦ ﻏﺪد ذات إﻓﺮاز ﺧﺎرﺟﻲ ‪0‬‬
‫‪ -4‬ﺗﺨﺘﻠﻒ اﻟﻜﺴﻮر اﻟﺒﺴﻴﻄﺔ ﻋﻦ اﻟﻜﺴﻮر اﻟﻤﻀﺎﻋﻔﺔ ﺑﻜﻮﻧﻬﺎ‬
‫أ‪ -‬ﺗﻮرم اﻟﻤﻜﺎن ﻓﻘﻂ ‪0‬‬
‫ب‪ -‬ﺗﻤﺰق اﻟﺠﻠﺪ واﻟﻌﻀﻼت اﻟﻤﺤﻴﻄﺔ ‪0‬‬
‫ج‪ -‬آﺴﺮ اﻟﻌﻈﻢ ﺟﺰﺋﻴﺎ أو آﻠﻴﺎ دون ﺣﺪوث ﻗﻄﻊ ﺑﺎﻟﺠﻠﺪ أو اﻟﻌﻀﻼت ‪0‬‬
‫د‪ -‬آﺴﺮ اﻟﻌﻈﻢ ﺟﺰﺋﻴﺎ أو آﻠﻴﺎ وﻳﺼﺎﺣﺒﻪ ﺗﻤﺰق اﻟﺠﻠﺪ واﻟﻌﻀﻼت اﻟﻤﺤﻴﻄﺔ ‪0‬‬
‫‪ -5‬اﻟﻄﻔﺮة ﺗﺆدي إﻟﻰ ﻇﻬﻮر ﺑﻌﺾ اﻟﺼﻔﺎت اﻟﻤﺮﻏﻮب ﺑﻬﺎ اﻟﻐﻴﺮ ﻣﻮﺟﻮدة ﻋﻨ ﺪ اﻷﺑ ﻮﻳﻦ‬
‫‪ ،‬آﻴﻒ ﺗﻔﺴﺮﻳﻦ ذﻟﻚ ؟‬
‫أ‪ -‬ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ‪0‬‬
‫ب‪ -‬ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﻜﻮﻧﺎت ‪ DNA‬اﻟﻤﻜﻮن ﻟﻠﺠﻴﻨﺎت ‪0‬‬
‫ج‪ -‬ﺗﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ اﻟﻤﻮروﺛﺎت ‪0‬‬
‫د‪ -‬ﻋﺪم اﻟﺘﻐﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ اﻟﺠﻴﻨﺎت ‪0‬‬
‫‪ -6‬ﻳﻌﺘﺒﺮ اﻻﻧﻘﺴﺎم اﻻﺧﺘﺰاﻟﻲ ﻓﻲ اﻟﺨﻼﻳﺎ اﻟﺠﻨﺴﻴﺔ ﻣﻬﻢ ﻷﻧﻪ ‪-:‬‬
‫أ‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﺣﻴﺔ ‪0‬‬
‫ب‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻋﺪد ﺛﺎﺑﺖ ﻣﻦ اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ‪0‬‬
‫ج‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻋﺪد أﻧﻮﻳﺘﻬﺎ ‪0‬‬
‫د‪ -‬ﻟﻜﻲ ﺗﺒﻘﻰ اﻟﺨﻼﻳﺎ ﻣﺤﺎﻓﻈﺔ ﻋﻠﻰ آﻤﻴﺔ اﻟﺴﺎﻳﺘﻮﺑﻼزم ‪0‬‬
‫‪ -7‬ﺳﻤﻲ ﻓﻘﺮ اﻟﺪم أﻟﻤﻨﺠﻠﻲ ﺑﻬﺬا اﻻﺳﻢ ؟‬
‫أ‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﻜﺮﻳﺎت اﻟﺒﻴﺾ وﺗﻜﻮن ﻣﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺠﻞ ‪0‬‬
‫ب‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﺼﻔﻴﺤﺎت اﻟﺪﻣﻮﻳﺔ وﺗﻜﻮن ﻣﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺠﻞ ‪0‬‬
‫ج‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﻜﺮﻳﺎت اﻟﺤﻤﺮ وﺗﻜﻮن ﻣﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺠﻞ ‪0‬‬
‫د‪ -‬ﻟﻠﺘﺸﻮﻩ ﻓﻲ ﺷﻜﻞ اﻟﺒﻼزﻣﺎ ‪0‬‬
‫‪ -8‬ﺗﺴﺒﺖ اﻟﺪﺑﺒﺔ ﻓﻲ اﻟﺸﺘﺎء وذﻟﻚ ل‪0000‬‬
‫أ‪ -‬ﻗﻠﺔ اﻟﻐﺬاء ‪0‬‬
‫ب‪ -‬اﺳﺘﻌﺪادا ﻟﻠﺘﻜﺎﺛﺮ ‪0‬‬
‫ج‪ -‬هﺮﺑﺎ ﻣﻦ اﻷﻋﺪاء ‪0‬‬
‫د‪ -‬اﻻﺑﺘﻌﺎد ﻋﻦ اﻟﻈﺮوف اﻟﻐﻴﺮ ﻣﻼﺋﻤﺔ ‪0‬‬
‫‪ -9‬اﺣﺪ أﺳﺒﺎب اﻹﺻﺎﺑﺔ ﺑﺎﻟﺮﻋﺎف ) ﻧﺰف اﻷﻧﻒ ( ﺣﺴﺐ رأي اﻷﻃﺒﺎء هﻮ ‪0000‬‬
‫أ‪ -‬اﻧﺨﻔﺎض ﺿﻐﻂ اﻟﺪم ‪0‬‬
‫ب‪ -‬ارﺗﻔﺎع ﺿﻐﻂ اﻟﺪم ‪0‬‬
‫ج‪ -‬ﻧﻘﺺ ﻓﻲ اﻟﺼﻔﻴﺤﺎت اﻟﺪﻣﻮﻳﺔ ‪0‬‬
‫د‪ -‬ﻧﻘﺺ ﻓﻲ ﻋﺪد آﺮﻳﺎت اﻟﺪم اﻟﺒﻴﺾ ‪0‬‬
‫‪ -10‬ﻏﺎﺑﺔ ﻓﻴﻬﺎ أﺷﺠﺎر وﺷﺠﻴﺮات وﻟﺒﺎﺋﻦ ﻣﺨﺘﻠﻔﺔ آ ﺎﻟﻐﺰﻻن واآ ﻼت اﻟﻠﺤ ﻮم آﺎﻟ ﺬﺋﺎب ‪،‬‬
‫وﻃﻴﻮر وﺣﺸﺮات ‪ ،‬وﻗﺪ أﺻﻴﺒﺖ اﻟﻨﺒﺎﺗﺎت ﺑﻤﺮض ﻣﻬﻠﻚ ‪ ،‬وﺑﻌﺪ ﻣﺮور ﻓﺘﺮة ﻣ ﻦ اﻟ ﺰﻣﻦ‬
‫ﻣﺎت آﻞ ﻣﺎ ﻓﻲ اﻟﻐﺎﺑﺔ ‪ 0‬آﻴﻒ ﻳﻤﻜﻦ أن ﺗﻔﺴﺮي هﺬﻩ اﻟﻨﺘﻴﺠﺔ ؟‬
‫أ‪ -‬هﻼك اﻟﻨﺒﺎﺗﺎت ﻳﻌﻨﻲ هﻼك ﻣﺎ ﻋﻠﻰ اﻷرض ﻷﻧﻬﺎ اﻟﻤﻨﺘﺞ اﻟﻮﺣﻴﺪ ‪0‬‬
‫ب‪ -‬ﻣﺮض اﻟﺤﻴﻮاﻧﺎت ‪0‬‬
‫ج‪ -‬ﺳﺒﺎت اﻟﺤﻴﻮاﻧﺎت ‪0‬‬
‫د‪ -‬ﻻ ﻳﻮﺟﺪ ﺗﻔﺴﻴﺮ ﻟﺬﻟﻚ ‪0‬‬
‫‪ -11‬ﻣﺎذا ﺗﺘﻮﻗﻌﻴﻦ أن ﻳﺤﺼﻞ إذا ﺣﺪث ﺧﻠﻞ ﻓﻲ ﻋﻤﻞ اﻟﻐﺪة اﻟﻨﺨﺎﻣﻴﺔ ؟‬
‫أ‪ -‬ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻟﻌﻈﺎم ‪0‬‬
‫ب‪ -‬ﻻ ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﻧﻤﻮ اﻟﻌﻈﺎم ‪0‬‬
‫ج‪ -‬ﺗﻨﻈﻴﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ ‪0‬‬
‫د‪ -‬ﻻ ﻳﺘﻢ ﺗﻨﻈﻴﻢ ﺿﺮﺑﺎت اﻟﻘﻠﺐ ‪0‬‬
‫‪ -12‬ﺗﻌﺪ ﻃﺒﻘﺔ اﻷوزون ‪ O3‬اﻟﻄﺒﻘﺔ اﻟﻮاﻗﻴﺔ ﺿﺪ اﻷﺷﻌﺔ اﻟﺒﻨﻔﺴﺠﻴﺔ اﻟﻮاردة ﻣﻦ اﻟ ﺸﻤﺲ‬
‫‪ ،‬وﺛﻘ ﺐ اﻷوزون ﻓ ﻮق اﻟﻘﻄ ﺐ اﻟﺠﻨ ﻮﺑﻲ ه ﻮ ﻧ ﺎﺗﺞ ﻋ ﻦ اﻟﻐ ﺎزات اﻟﻤﻨﺒﻌﺜ ﺔ ﻣ ﻦ اﻷرض‬
‫وﻣﻨﻬﺎ ﻏﺎز ‪ ، CO2‬هﻞ ﺑﺎﻋﺘﻘﺎدك ﺑﺄﻧﻪ‬
‫أ‪ -‬ﺳﻴﻨﺠﺢ اﻟﻌﻠﻤﺎء ﻓﻲ ﺗﺤﺠﻴﻢ ﺛﻘﺐ اﻷوزون ؟‬
‫ب‪ -‬ﺳﻴﻔﺸﻞ اﻟﻌﻠﻤﺎء ﻓﻲ ﺗﺤﺠﻴﻢ ﺛﻘﺐ اﻷوزون ؟‬
‫ج‪ -‬هﺬﻩ ﻣﺠﺮد ﻧﻈﺮﻳﺎت ؟‬
‫د‪ -‬ﻻ وﺟﻮد ﻟﺜﻘﺐ اﻷوزون ؟‬
‫‪ -13‬ﻣﺎهﻮ ﺗﻮﻗﻌﻚ أن ﻳﺤﺼﻞ ﻟﺘﻘﻠﻴﻞ ﻣﻦ ﻇﺎهﺮة اﻟﻌﺠﺎج ﻓﻲ ﺑﻠﺪﻧﺎ اﻟﺤﺒﻴﺐ ؟‬
‫أ‪ -‬زﻳﺎدة ﺣﺮآﺔ اﻟﻤﺮآﺒﺎت اﻟﻜﺜﻴﻔﺔ ‪0‬‬
‫ب‪ -‬ﻋﺪم روي اﻷراﺿﻲ ‪0‬‬
‫ج‪ -‬زﻳﺎدة اﻟﺮﻗﻌﺔ اﻟﺰراﻋﻴﺔ ‪0‬‬
‫د‪ -‬اﻟﺘﻘﻠﻴﻞ ﻣﻦ اﻷراﺿﻲ اﻟﻤﺰروﻋﺔ ‪0‬‬
‫‪ -14‬ﻓﻲ اﻟﺮﺳﻢ اﻟﻤﺒﻴﻦ أدﻧﺎﻩ‬
‫ﺣﺪدي ﻣﻮﻗﻊ اﻟﺘﺮاآﻴﺐ اﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫اﻟﺠﺰء اﻟﻤﺮآﺰي ‪ ،‬اﻟﻜﺮوﻣﺎﺗﻴﺪ‬
‫‪-15‬رﺗﺒﻲ اﻟﻜﺎﺋﻨﺎت اﻟﺤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻼﻗﺘﻬﺎ اﻟﻐﺬاﺋﻴﺔ‬
‫ﺣﻴﻮاﻧﺎت هﺎﺋﻤﺔ ‪ ،‬اﻟﺪاﻳﻮﺗﻮﻣﺎت ‪ ،‬أﻓﻌﻰ ‪ ،‬اﻟﻀﻔﺪع ‪ ،‬اﻟﻄﻴﺮ‪ ،‬اﻟﺒﻜﺘﺮﻳﺎ‬
‫‪ -16‬آﻮﻧﻲ ﻋﺒﺎرة ﻋﻠﻤﻴﺔ ﺻﺤﻴﺤﺔ ﺑﺎﺳﺘﺨﺪام اﻟﻜﻠﻤﺎت اﻟﺘﺎﻟﻴﺔ ‪-:‬‬
‫اﻟﻨﺒﺎﺗ ﺎت ‪ ،‬اﻟﻴﺨ ﻀﻮر ‪ ،‬ﺳ ﻜﺮ اﻟﻜﻠﻜ ﻮز ‪ ،‬واﻟﻤ ﺎء ‪ ،‬وﻏ ﺎز ﺛ ﺎﻧﻲ اوآ ﺴﻴﺪ اﻟﻜﺮﺑ ﻮن ‪،‬‬
‫ﺑﻮاﺳﻄﺔ وأوآﺴﺠﻴﻦ ‪ ،‬إﻟﻰ ‪ ،‬ﺗﻘﻮم ‪ ،‬ﺑﺘﺤﻮﻳﻞ ‪ ،‬ﺿﻮء اﻟﺸﻤﺲ ‪0‬‬
‫‪ -17‬ﻣﻦ ﺧﻼل اﻟﺒﻴﺎﻧﺎت اﻟﻤﻮﺟﻮدة ﻓﻲ اﻟﺠﺪول ادﻧﺎﻩ ﻳﻤﻜﻦ ﻣﻘﺎرﻧﺔ‬
‫أ‪ -‬اﻟﻜﺎرﺑﻮهﻴﺪرات ﺑﺎﻟﺪهﻮن ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﻨﻤﻮ‪0‬‬
‫ب‪ -‬اﻟﺪهﻮن ﺑﺎﻟﺒﺮوﺗﻴﻨﺎت ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻨﻈﻴﻢ ﻋﻤﻞ اﻟﺠﺴﻢ ‪0‬‬
‫ج‪ -‬اﻟﻔﻴﺘﺎﻣﻴﻨﺎت ﺑﺎﻷﻣﻼح ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﺠﻬﻴﺰ اﻟﻄﺎﻗﺔ ‪0‬‬
‫د‪ -‬اﻷﻣﻼح ﺑﺎﻟﻤﺎء ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﻨﻤﻮ ‪0‬‬
‫ﻧﻮع اﻟﻐﺬاء‬
‫اﻟﻨﻤﻮ‬
‫اﻟﻜﺎرﺑﻮهﻴﺪرات‬
‫اﻟﺪهﻮن‬
‫*‬
‫ﺗﻨﻈﻴﻢ ﻋﻤﻞ‬
‫اﻟﺠﺴﻢ‬
‫*‬
‫ﺗﺠﻬﻴﺰ اﻟﻄﺎﻗﺔ‬
‫*‬
‫*‬
‫اﻟﺒﺮوﺗﻴﻨﺎت‬
‫اﻟﻔﻴﺘﺎﻣﻴﻨﺎت‬
‫اﻷﻣﻼح‬
‫اﻟﻤﺎء‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫*‬
‫* ﺗﻤﺜ ﻞ اﻟﻔﻘ ﺮات ﻣ ﻦ )‪ (26 -18‬ﻣﺠﻤﻮﻋ ﺎت ‪ ،‬ﺗ ﻀﻢ آ ﻞ ﻣﺠﻤﻮﻋ ﺔ ﻣﻔ ﺮدات اﺣ ﺪاهﺎ‬
‫ﺗﻨﺘﻤﻲ ﻟﻤﺠﻤﻮﻋﺔ ‪ ،‬اﺳﺘﺨﺮﺟﻲ اﻟﻤﻔﺮدة اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ آﻞ ﻣﺠﻤﻮﻋﺔ وﺑﻴﻨﻲ وﺟﻪ اﻷﺧ ﺘﻼف‬
‫اﻟﺬي ﻳﻤﻴﺰهﺎ ﻋﻦ اﻟﻤﻔﺮدات اﻟﺜﻼﺛﺔ اﻷﺧﺮى ‪0‬‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬
‫‪-18‬اﻟﺘﻌﺘﻴﻢ ‪ ،‬اﻷﺧﻼء ‪،‬اﻟﻤﻼﺟﺊ ‪ ،‬ﻧﻮﺑﺔ اﻟﺼﺮع ‪0‬‬
‫‪ -19‬اﻟﺘﻠ ﻮث اﻟﺤ ﺮاري ‪،‬اﻟﺘﻠ ﻮث اﻟ ﻀﻮﺿﺎﺋﻲ ‪ ،‬اﻟﺘﻠ ﻮث اﻷﺷ ﻌﺎﻋﻲ ‪ ،‬اﻟﺘﻠ ﻮث‬
‫ﺑﺎﻟﻔﺎﻳﺮوﺳﺎت‪0‬‬
‫‪ -20‬اﻟﺤﺮارة ‪ ،‬اﻟﻤﺎء ‪ ،‬اﻟﻀﻮء ‪ ،‬اﻟﺘﻄﻔﻞ ‪0‬‬
‫‪ -21‬اﻟﻴﺨﻀﻮر ‪ ،‬ﺿﻮء اﻟﺸﻤﺲ ‪ ،‬اﻟﻤﺎء ‪ ،‬اﻟﺒﺮوﺗﻴﻨﺎت ‪0‬‬
‫‪ -22‬اﻟﺒﺎذﻧﺠﺎن ‪ ،‬اﻟﺠﺬر ‪ ،‬اﻟﺒﺼﻞ ‪ ،‬اﻟﺘﻔﺎح ‪0‬‬
‫‪ -23‬اﻟﺠﻤﺠﻤﺔ ‪ ،‬اﻟﻌﻤﻮد اﻟﻔﻘﺮي ‪ ،‬اﻟﻘﻔﺺ اﻟﺼﺪري ‪ ،‬اﻟﺪﻣﺎغ ‪0‬‬
‫‪ -24‬ﻳﺤﺪث ﻓﻲ اﻟﺨﻼﻳﺎ اﻟﺠﺴﻤﻴﺔ ‪ ،‬ﻳﻨﺘﺞ ﻣﻦ ﺧﻠﻴﺘﻴﻦ ﺗﺸﺎﺑﻪ اﻟﺨﻠﻴﺔ اﻷم ‪ ،‬ﻳﺘﻮﻗ ﻒ اﻻﻧﻘ ﺴﺎم‬
‫ﺑﻌﺪ ﺳﻦ اﻟﻌﺸﺮﻳﻦ ‪ ،‬ﻻ ﻳﺤﺪث ﻓﻴﻪ أي ﺗﻐﻴﺮ ﻓﻲ ﻋﺪد اﻟﻜﺮ وﻣﻮﺳﻮﻣﺎت ﻓﻲ اﻟﻨﻮاة ‪0‬‬
‫‪ -25‬اﻟﻜﺸﻒ ﻋﻦ اﻷﻣﺮاض اﻟﻮراﺛﻴﺔ ﻓﻲ ﻋﺎﺋﻠﺔ اﻟﺸﺨﺺ ‪ ،‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺸﺨ ﺼﻴﺔ ﻣ ﻦ‬
‫ﺧ ﻼل ﻓﺤ ﺺ ‪ DNA‬إﻧﺘ ﺎج اﻟﻤ ﺼﻮل ﻟﻸﻣ ﺮاض اﻟﻤﺨﺘﻠﻔ ﺔ ‪ ،‬اﻟﻠﻘﺎﺣ ﺎت ﻟﻸﻣ ﺮاض‬
‫اﻟﻤﺨﺘﻠﻔﺔ ‪0‬‬
‫‪ -26‬اﻷوآﺴﺠﻴﻦ ‪ ،‬اﻟﻜﻠﻮر ‪ ،‬اﻟﻜﺮﺑﻮن ‪ ،‬اﻟﻬﻴﺪروﺟﻴﻦ ‪0‬‬
‫*ﺗﻤﺜﻞ اﻟﻔﻘﺮات ﻣﻦ ) ‪ ( 28 -27‬ﻓﻘﺮات ﻟﺨﺼﻴﻬﺎ ﺑﺄﺳﻠﻮﺑﻚ اﻟﺨﺎص ؟‬
‫‪ -27‬إن ﺟ ﺴﻢ اﻟﻜ ﺎﺋﻦ اﻟﺤ ﻲ ﻣﻜ ﻮن ﻣ ﻦ أﺟﻬ ﺰة ‪ ،‬واﻷﺟﻬ ﺰة ﻣﻜﻮﻧ ﺔ ﻣ ﻦ أﻋ ﻀﺎء‬
‫واﻷﻋﻀﺎء ﻣﻜﻮﻧﺔ ﻣﻦ أﻧﺴﺠﺔ ‪ ،‬واﻷﻧﺴﺠﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻋﺪد ﻣﻦ اﻟﺨﻼﻳﺎ اﻟﻤﺘﺸﺎﺑﻬﺔ ﺑﺎﻟﺸﻜﻞ‬
‫واﻟﺘﺮآﻴﺐ واﻟﻮﻇﻴﻔﺔ ‪ ،‬وﺑﻨﺎءا ﻋﻠﻰ ه ﺬا ﻓ ﺄن ﻋﻤ ﻞ اﻟﺠ ﺴﻢ ﻓ ﻲ اﻟﻮاﻗ ﻊ ه ﻮ ﻣﺠﻤ ﻮع ﻋﻤ ﻞ‬
‫ﺧﻼﻳﺎﻩ اﻟﻤﺘﺸﺎﺑﻬﺔ واﻟﻤﺨﺘﻠﻔﺔ ﺑﺼﻮرة ﻣﻨﺘﻈﻤﺔ وﻣﻨﺴﻘﺔ ‪ 000‬اﻟﺦ‬
‫‪ -28‬ﻟﺨﺼﻲ ﻣﻮﺿﻮع اﻻﺣﺘﺒﺎس اﻟﺤﺮاري ) ﻇﺎهﺮة اﻟﺒﻴﺖ اﻟﺰﺟﺎﺟﻲ ( ؟‬
‫ﻣﻠﺤﻖ ) ‪ -13‬ج (‬
‫ﻣﻔﺘﺎح ﺗﺼﺤﻴﺢ اﻹﺟﺎﺑﺔ اﻷﻧﻤﻮذﺟﻴﺔ ﻟﻠﻔﻘﺮات اﻟﻤﻮﺿﻮﻋﻴﺔ ﻻﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫اﻹﺟﺎﺑﺔ اﻟﺼﺤﻴﺤﺔ‬
‫ب‬
‫ج‬
‫د‬
‫ج‬
‫ب‬
‫ب‬
‫ج‬
‫د‬
‫ب‬
‫أ‬
‫ب‬
‫أ‬
‫ج‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫ﻣﻠﺤﻖ ) ‪( 14‬‬
‫درﺟﺎت اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﻠﻴﺎ واﻟﺪﻧﻴﺎ وﻣﻌﺎﻣﻞ اﻟﺼﻌﻮﺑﺔ وﻗﻮة اﻟﺘﻤﻴﺰ ﻟﻔﻘﺮات اﺧﺘﺒﺎر‬
‫اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ت‬
‫ﻋﺪد اﻹﺟﺎﺑﺎت‬
‫اﻟﺼﺤﻴﺤﺔ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ‬
‫اﻟﻌﻠﻴﺎ‬
‫ﻋﺪد اﻹﺟﺎﺑﺎت‬
‫اﻟﺼﺤﻴﺤﺔ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ‬
‫اﻟﺪﻧﻴﺎ‬
‫ﻣﻌﺎﻣﻞ‬
‫اﻟﺼﻌﻮﺑﺔ‬
‫ﻗﻮة اﻟﺘﻤﻴﺰ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪25‬‬
‫‪26‬‬
‫‪18‬‬
‫‪13‬‬
‫‪12‬‬
‫‪5‬‬
‫‪0،70‬‬
‫‪0،70‬‬
‫‪0،42‬‬
‫‪0،44‬‬
‫‪0،51‬‬
‫‪0،48‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪14‬‬
‫‪15‬‬
‫‪16‬‬
‫‪17‬‬
‫‪18‬‬
‫‪19‬‬
‫‪20‬‬
‫‪21‬‬
‫‪22‬‬
‫‪23‬‬
‫‪24‬‬
‫‪25‬‬
‫‪26‬‬
‫‪27‬‬
‫‪28‬‬
‫‪15‬‬
‫‪2‬‬
‫‪12‬‬
‫‪10‬‬
‫‪5‬‬
‫‪3‬‬
‫‪10‬‬
‫‪7‬‬
‫‪7‬‬
‫‪4‬‬
‫‪9‬‬
‫‪2‬‬
‫‪8‬‬
‫‪6‬‬
‫‪9‬‬
‫‪14‬‬
‫‪2‬‬
‫‪5‬‬
‫‪9‬‬
‫‪15‬‬
‫‪10‬‬
‫‪4‬‬
‫‪9‬‬
‫‪2‬‬
‫‪9‬‬
‫‪23‬‬
‫‪15‬‬
‫‪24‬‬
‫‪22‬‬
‫‪17‬‬
‫‪19‬‬
‫‪25‬‬
‫‪21‬‬
‫‪18‬‬
‫‪11‬‬
‫‪25‬‬
‫‪17‬‬
‫‪20‬‬
‫‪19‬‬
‫‪26‬‬
‫‪23‬‬
‫‪17‬‬
‫‪19‬‬
‫‪20‬‬
‫‪23‬‬
‫‪22‬‬
‫‪13‬‬
‫‪19‬‬
‫‪12‬‬
‫‪26‬‬
‫‪0،29‬‬
‫‪0،48‬‬
‫‪0،44‬‬
‫‪0،44‬‬
‫‪0،44‬‬
‫‪0،59‬‬
‫‪0،22‬‬
‫‪0،51‬‬
‫‪0،40‬‬
‫‪0،25‬‬
‫‪0،59‬‬
‫‪0،55‬‬
‫‪0،44‬‬
‫‪0،48‬‬
‫‪62،0‬‬
‫‪0،33‬‬
‫‪0،55‬‬
‫‪0،51‬‬
‫‪0،40‬‬
‫‪0،29‬‬
‫‪0،44‬‬
‫‪0،33‬‬
‫‪0،37‬‬
‫‪0،37‬‬
‫‪0،62‬‬
‫‪0،70‬‬
‫‪0،31‬‬
‫‪0،66‬‬
‫‪0،59‬‬
‫‪0،40‬‬
‫‪0،40‬‬
‫‪0،64‬‬
‫‪0،21‬‬
‫‪0،46‬‬
‫‪0،27‬‬
‫‪0،62‬‬
‫‪0،35‬‬
‫‪0،21‬‬
‫‪0،46‬‬
‫‪0،64‬‬
‫‪0،68‬‬
‫‪0،35‬‬
‫‪0،44‬‬
‫‪0،53‬‬
‫‪0،70‬‬
‫‪0،59‬‬
‫‪0،31‬‬
‫‪0،51‬‬
‫‪0،25‬‬
‫‪0،64‬‬
‫ﻣﻠﺤﻖ ) ‪( 15‬‬
‫ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ اﻟﺨﺎﻃﺌﺔ ﻟﻠﻔﻘﺮات اﻟﻤﻮﺿﻮﻋﻴﺔ ﻻﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫أﺟﻮﺑ ﺔ اﻟﻤﺠﻤﻮﻋ ﺔ اﻟﻌﻠﻴ ﺎ أﺟﻮﺑ ﺔ اﻟﻤﺠﻤﻮﻋ ﺔ ﻓﻌﺎﻟﻴﺔ اﻟﺒﺪاﺋﻞ‬
‫اﻟﺪﻧﻴﺎ ﻋﻠﻰ اﻟﺒﺪاﺋﻞ‬
‫ﻋﻠﻰ اﻟﺒﺪاﺋﻞ‬
‫ب‬
‫ب ج د أ‬
‫ب ج د أ‬
‫ت أ‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪1‬‬
‫‪0‬‬
‫‪7‬‬
‫‪2‬‬
‫‪25‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪26‬‬
‫‪1‬‬
‫‪23‬‬
‫‪0‬‬
‫‪0‬‬
‫‪18‬‬
‫‪1‬‬
‫‪4‬‬
‫‪3‬‬
‫‪5‬‬
‫‪7‬‬
‫‪13‬‬
‫‪5‬‬
‫‪12‬‬
‫‪3‬‬
‫‪6‬‬
‫‪12‬‬
‫‪5‬‬
‫‪15‬‬
‫‪4‬‬
‫‪7‬‬
‫‪5‬‬
‫‪2‬‬
‫‪0،11‬‬‫‪0،11‬‬‫‪0،07‬‬‫‪0،18-‬‬
‫‬‫‪0،14‬‬‫‪0،40‬‬‫‪0،07-‬‬
‫ج‬
‫د‬
‫‪0،18‬‬‫‬‫‪0،14‬‬‫‪-‬‬
‫‪0،14،‬‬‫‪0،25‬‬‫‬‫‪0،03-‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬
‫‪13‬‬
‫‪15‬‬
‫‪2‬‬
‫‪1‬‬
‫‪3‬‬
‫‪19‬‬
‫‪0‬‬
‫‪21‬‬
‫‪7‬‬
‫‪5‬‬
‫‪4‬‬
‫‪24‬‬
‫‪2‬‬
‫‪4‬‬
‫‪4‬‬
‫‪25‬‬
‫‪3‬‬
‫‪18‬‬
‫‪6‬‬
‫‪3‬‬
‫‪0‬‬
‫‪22‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪2‬‬
‫‪1‬‬
‫‪11‬‬
‫‪5‬‬
‫‪1‬‬
‫‪2‬‬
‫‪17‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪5‬‬
‫‪10‬‬
‫‪12‬‬
‫‪9‬‬
‫‪9‬‬
‫‪8‬‬
‫‪10‬‬
‫‪8‬‬
‫‪7‬‬
‫‪6‬‬
‫‪2‬‬
‫‪5‬‬
‫‪5‬‬
‫‪4‬‬
‫‪3‬‬
‫‪5‬‬
‫‪7‬‬
‫‪3‬‬
‫‪11‬‬
‫‪7‬‬
‫‪2‬‬
‫‪10‬‬
‫‪9‬‬
‫‪7‬‬
‫‪6‬‬
‫‪9‬‬
‫‪9‬‬
‫‪4‬‬
‫‪8‬‬
‫‪8‬‬
‫‪3‬‬
‫‪5‬‬
‫‪9‬‬
‫‪6‬‬
‫‪3‬‬
‫‪8‬‬
‫‪6‬‬
‫‪0،22‬‬‫‪0,11‬‬‫‪0،25‬‬‫‪0،18‬‬‫‪0,14‬‬‫‬‫‪0،18‬‬‫‬‫ﺻﻔﺮ‬
‫‬‫‬‫‪0،011‬‬‫‪0،03‬‬‫‬‫‪0،18‬‬‫‬‫‪0،14‬‬‫‪0،22-‬‬
‫‪0،14‬‬‫‪0،07‬‬‫‬‫‪0،22‬‬‫‪0،22‬‬‫‪0،18‬‬‫‪0،25‬‬‫‪0،29‬‬‫‪-‬‬
‫‪0،11‬‬‫‪0،25‬‬‫‪0،03‬‬‫‬‫‪0،22‬‬‫‪0،18‬‬‫‪0،07‬‬‫‪0،25‬‬‫‪0،03-‬‬
‫ﻣﻠﺤﻖ ) ‪( 16‬‬
‫ﻣﻌﺎﻣﻞ ﺛﺒﺎت ﻓﻘﺮات اﺧﺘﺒﺎر اﻟﻘﺪرات اﻟﻌﻘﻠﻴﺔ‬
‫ت‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻟﻜﻠﻴﺔ‬
‫‪26‬‬
‫‪34‬‬
‫‪30‬‬
‫‪28‬‬
‫‪25‬‬
‫‪31‬‬
‫‪31‬‬
‫‪35‬‬
‫‪25‬‬
‫‪28‬‬
‫درﺟﺎت‬
‫س‬
‫‪12‬‬
‫‪18‬‬
‫‪16‬‬
‫‪13‬‬
‫‪13‬‬
‫‪17‬‬
‫‪15‬‬
‫‪18‬‬
‫‪11‬‬
‫‪13‬‬
‫درﺟﺎت‬
‫ص‬
‫‪14‬‬
‫‪16‬‬
‫‪14‬‬
‫‪15‬‬
‫‪12‬‬
‫‪14‬‬
‫‪16‬‬
‫‪17‬‬
‫‪14‬‬
‫‪15‬‬
‫ت‬
‫‪26‬‬
‫‪27‬‬
‫‪28‬‬
‫‪29‬‬
‫‪30‬‬
‫‪31‬‬
‫‪32‬‬
‫‪33‬‬
‫‪34‬‬
‫‪35‬‬
‫اﻟﺪرﺟﺔ‬
‫اﻟﻜﻠﻴﺔ‬
‫‪28‬‬
‫‪30‬‬
‫‪31‬‬
‫‪26‬‬
‫‪30‬‬
‫‪25‬‬
‫‪29‬‬
‫‪35‬‬
‫‪3‬‬
‫‪23‬‬
‫درﺟﺎت‬
‫س‬
‫‪16‬‬
‫‪16‬‬
‫‪16‬‬
‫‪12‬‬
‫‪16‬‬
‫‪13‬‬
‫‪15‬‬
‫‪18‬‬
‫‪16‬‬
‫‪10‬‬
‫درﺟﺎت‬
‫ص‬
‫‪12‬‬
‫‪14‬‬
‫‪15‬‬
‫‪14‬‬
‫‪14‬‬
‫‪12‬‬
‫‪14‬‬
‫‪17‬‬
‫‪15‬‬
‫‪13‬‬
16
15
15
12
10
13
12
19
15
11
16
16
14
18
17
14
16
12
11
12
15
17
13
14
15
14
13
15
33
29
31
24
21
25
27
36
28
25
31
30
27
33
36
37
38
39
40
41
42
43
44
45
46
47
48
49
12
12
13
15
10
16
13
11
12
13
17
14
15
18
14
11
14
13
11
18
11
9
14
10
16
18
14
15
26
23
27
28
21
34
24
20
26
23
33
32
29
33
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Abstract
The Current research aims to :Construct an instruction – Learning Design by using two types
of cognitive strategies Activators – Measure the effect of a
instruction – Learning Design by using two types of cognitive
strategies Activators on scientific thinking and development of
environ mental awareness for fourth grade .
To verify the first aim , the researcher constructs lnstruction –
Learning Design by using two types of cognitive strategies
Activators of four stages ( analysis , enemies , implementation ).
To verify the second aim , Two Hypo theses are formulated as
followin :1- There is no statistical significant differences at the level (
0.05 ) in scientific thinking scores between the first
experimental group who are taught according to an embedded
cognitive strategy and the second experimental group who
taught according to a detached cognitive strategy and control
group who are taught by using the traditional method .
2- There is no statistical significant difference at the level ( 0.05
) in mean differences of the degrees of environmental awareness
before and after the first experimental group who are taught
according to an embedded cognitive strategy and the second of
experimental group who are taught accrding to a detached
cognitive strategy and control group who are taught by using the
traditional method .
The sample of the study consisted of ( 42 ) students in fourth
grade , They were divided randomly into three groups in wich
each
one
contains
(
21
)
student
.
- The first experimental group are taught by using an embedded
cognitive strategy .
- The second experimental group are taught by using a detached
cognitive strategy .
- The control group are taught by using the traditional method .
- Hasten plans for teaching each group of three research group
are prepared .
The researcher prepared a measure of scientific thinking
including ( 24 ) items , and found out its validity and relativity
and
its
other
psychometric
.
The researcher also prepared environmental awareness scale ,
including ( 28 ) items , and found out its other psychometric .
The three research groups were equal ( time life , previous
knowledge , scientific thinking , environmental awareness ).
Experiment has applied in the first and the second term’s of the
academic year 2009 – 2010 .
After the correct answer have been using statistical data
processing one way analysis of variance ( ANOVA ) and
selection ( Scheffe ) and the aresults had showed as the
following :1- Two experimental groups excelled the control group in
scientific thinking ,
2-Two experimental groups excelled the control group
development
of
environmental
awareness
.
3- There is no difference between the two experimen’ts in both
variables ( scientific thinking , development of environmental
awareness ) .
Therefore , the researcher recommends the use of design
lnstructional – Learning proposed teaching of biology .
It is suggested that the researcher conduct studies of other
phases and different subjects to determine the effectiveness of
design lnstructional – Learning proposed in the achievement
realism and tendencies .