استراتيجيات التعلم النشط

‫ﺩﻤﺸﻕ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﺠﻠﺔ‬–‫ﺍﻟﻤﺠﻠﺩ‬28-‫ﺍﻟﻌﺩﺩ‬‫ﺍﻷﻭل‬-2012‫ﻋﺸﺎ‬ ‫ﺍﻨﺘﺼﺎﺭ‬-‫ﻋﻭﺍﺩ‬ ‫ﺃﺒﻭ‬ ‫ﻓﺭﻴﺎل‬
‫ﺍﻟﺸﺒﻠﻲ‬ ‫ﺇﻟﻬﺎﻡ‬-‫ﻋ‬ ‫ﺇﻴﻤﺎﻥ‬‫ﺒ‬‫ﺩ‬
519
‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺃﺜﺭ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬
‫ﺍﻟﻐﻭﺙ‬ ‫ﻟﻭﻜﺎﻟﺔ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬‫ﺍﻟﺩﻭﻟﻴﺔ‬
‫ﺍﻟﺩﻜﺘﻭﺭﺓ‬‫ﺍ‬‫ﻋﺸﺎ‬ ‫ﺨﻠﻴل‬ ‫ﻨﺘﺼﺎﺭ‬‫ﺍﻟﺩﻜﺘﻭﺭﺓ‬‫ﻓﺭﻴﺎل‬‫ﻤﺤﻤﺩ‬‫ﻋﻭﺍﺩ‬ ‫ﺃﺒﻭ‬
‫ﺍﻟﺩﻜﺘﻭﺭﺓ‬‫ﺇﻟﻬﺎﻡ‬‫ﻋﻠﻲ‬‫ﺍﻟﺸﻠﺒﻲ‬‫ﺍﻟﺩﻜﺘﻭﺭﺓ‬‫ﺇ‬‫ﺭﺴﻤﻲ‬ ‫ﻴﻤﺎﻥ‬‫ﻋﺒﺩ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬
)‫ﺍﻷﻭﻨﺭﻭﺍ‬(‫ﺍﻷﺭﺩﻥ‬
‫ﺍﻟ‬‫ﻤﻠﺨﺹ‬
‫ﺃﺜﺭ‬ ‫ﻻﺴﺘﻘﺼﺎﺀ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻫﺩﻓﺕ‬‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬
‫ﺍﻷ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬‫ﻜﺎﺩﻴﻤﻲ‬.‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬)59(‫ﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺍﺨﺘﻴﺭﻭﺍ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻁﺎﻟﺒ‬
‫ﺍﻟﺘ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬‫ﺼﻑ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺘﺨﺼﺹ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺭﺒﻭﻴﺔ‬.‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬
‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ،‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻘﻴﺎﺱ‬‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺼﻴﻠﻲ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬‫ﺍﻟ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ،‫ﻤﻘﻴﺎﺱ‬‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺒﺎﻟﻁﺭﻕ‬ ‫ﻭﺜﺒﺎﺘﻪ‬.‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻜﺸﻔﺕ‬
‫ﻋﻥ‬‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬‫ﻤﺠﻤﻭﻋ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺒﻴﻥ‬‫ﺘﻲ‬‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ،‫ﺩﺭﺍﺴﻲ‬.‫ﻫﺫﻩ‬ ‫ﺨﻠﺼﺕ‬ ‫ﻭﻗﺩ‬
‫ﻤﻥ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺩﻋﻭ‬‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺒﺘﻭﻅﻴﻑ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻭﻟﻠﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻓﻲ‬.)102‫ﻜﻠﻤﺔ‬(
)‫ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬:‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬،‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬،‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬(

‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺃﺜﺭ‬
.....
520
‫ﻤﻘﺩﻤﺔ‬:
‫ﻴﺸ‬‫ﺠﺩﻴ‬ ‫ﻤﻨﺤﻰ‬ ‫ﺫﺍﺘﻴﺎ‬ ‫ﺍﻟﻤﻨﻅﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻜل‬‫ﹰ‬‫ﺍ‬‫ﺩ‬‫ﹰ‬‫ﺎ‬‫ﻭﻤﻬﻤ‬‫ﺩﺭﺍ‬ ‫ﻓﻲ‬،‫ﻟﻠﻁﻠﺒـﺔ‬ ‫ﺍﻷﻜـﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺴﺔ‬
‫ﺒﺎ‬ ‫ﻋﻼﻗﺘﻪ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﻓﻲ‬ ‫ﺇﻟﻴﻪ‬ ‫ﻴﻨﻅﺭ‬ ‫ﻜﺎﻥ‬ ‫ﺤﻴﺙ‬‫ﺍﻟﺒﻴﺌـ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻟﻘﺩﺭﺓ‬‫ﺔ‬
،‫ﺍﻷﺴﺭﻴﺔ‬‫ﻓﺈ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻘﻴﺽ‬ ‫ﻭﻋﻠﻰ‬‫ﺍ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﻥ‬‫ﹰ‬‫ﺎ‬‫ﺫﺍﺘﻴ‬ ‫ﺍﻟﻤﻨﻅﻡ‬ ‫ﻟﺘﻌﻠﻡ‬‫ﻋﻠـﻰ‬ ‫ﺍﻫﺘﻤﺎﻤﻬﺎ‬ ‫ﺘﺭﻜـﺯ‬
‫ﺍﻹ‬‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺠﺎﺒﺔ‬:‫ﺃﻥ‬ ‫ﻟﻠﻤﺘﻌﻠﻡ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻜﻴﻑ‬‫ﻭﻴﻘﻭﻡ‬ ‫ﻴﻨﺘﺒﻪ‬‫ﻓـﻲ‬ ‫ﺘﻌﻠﻤﻴـﺔ‬ ‫ﺒﻤﻤﺎﺭﺴﺎﺕ‬
‫ﻤﺤﺩﺩﺓ‬ ‫ﻤﻭﺍﻗﻑ‬‫؟‬‫ﹰ‬‫ﺎ‬‫ﻭﻓﻘ‬‫ﻓﺈ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﻟﻬﺫﺍ‬‫ﺍﻟﻌﻘﻠﻴـﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻥ‬‫ﻴﺤﻘﻘـﻭﻥ‬ ‫ﻻ‬ ‫ﺍﻟﻌﺎﻟﻴـﺔ‬
‫ﺇﻨﺠﺎﺯ‬‫ﺃ‬ ‫ﺒﺸﻜل‬ ‫ﺍﺕ‬‫ﻀﺒ‬ ‫ﺃﻭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ‫ﺇﺨﻔﺎﻗﻬﻡ‬ ‫ﺒﺴﺒﺏ‬ ‫ﻤﺜل‬‫ﻋﻤﻠﻴـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﻜل‬ ‫ﻁ‬‫ﺍﻟـﺘﻌﻠﻡ‬
‫ﺃﻭ‬ ،‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬،‫ﺍﻟﺴﻠﻭﻜ‬ ‫ﺃﻭ‬‫ﻴﺔ‬.‫ﻡ‬‫ﺜ‬ ‫ﻭﻤﻥ‬‫ﻓﺈ‬‫ﹰ‬‫ﺎ‬‫ﺫﺍﺘﻴـ‬ ‫ﺍﻟﻤﻨﻅﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ ‫ﻥ‬‫ﺘﺭﻜـﺯ‬
‫ﺍﻫﺘ‬‫ﻤﺜل‬ ‫ﻤﻥ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺎﻤﻬﺎ‬:‫ﻟﻤﺎ‬‫ﺫﺍ‬‫ﺘﻌﻠﻤﻬﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻭﻥ‬ ‫ﻴﻀﺒﻁ‬ ‫ﻭﻜﻴﻑ‬
(Purdie, Hattie, & Doug, 1996, p.90; Zimmerman, 2002, p.66).
‫ﻓﺈ‬ ‫ﺫﻟﻙ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻀﺎﻓﺔ‬‫ﺫﺍﺘ‬ ‫ﺍﻟﻤﻨﻅﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ ‫ﻥ‬‫ﹰ‬‫ﺎ‬‫ﻴ‬‫ﺃ‬ ‫ﺘﻔﺘﺭﺽ‬‫ﺘﻭ‬ ‫ﻻ‬ ‫ﻨﻪ‬‫ﺘـﻀﻤﻥ‬ ‫ﺒﻴﺌـﺔ‬ ‫ﺠـﺩ‬
،‫ﺍﻟﺘﻌﻠﻡ‬‫ﺤﻴﺙ‬‫ﺇ‬‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺘﻐﻴﻴﺭﺍﺕ‬ ‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﺠﻴﺩﺓ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺎﺕ‬ ‫ﻥ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺤﺩﻭﺙ‬Zimmerman, 2002, p.67)(.
‫ﹰ‬‫ﻻ‬‫ﺘﺤﻭ‬ ‫ﺃﻥ‬ ‫ﻓﻲ‬ ‫ﺸﻙ‬ ‫ﻻ‬‫ﹰ‬‫ﺎ‬‫ﻤﻠﺤﻭﻅ‬‫ﺍﻟﺩﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺨﻴﺭ‬ ‫ﺍﻟﺭﺒﻊ‬ ‫ﻓﻲ‬ ‫ﻅﻬﺭ‬ ‫ﻗﺩ‬‫ﺍﺴـﺎﺕ‬
،‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﺎﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬‫ﺍﻟ‬ ‫ﻤﺒﺎﺩﺉ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﻜﺯﻭﻥ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﻜﺎﻥ‬ ‫ﺃﻥ‬ ‫ﻓﺒﻌﺩ‬‫ﻨﻅﺭﻴـﺔ‬
‫ﻟﻌﻤﻠﻴﺘﻲ‬ ‫ﺘﻔﺴﻴﺭﻫﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬‫ﻋﻠـﻰ‬ ‫ﻴﺭﻜـﺯﻭﻥ‬ ‫ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺃﺼﺒﺤﻭﺍ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺎﺕ‬ ‫ﻤﺒﺎﺩﺉ‬Paris, Lipson & Wixson,1983,p.296)(،‫ﺘﻨﻅـﺭ‬ ‫ﺤﻴـﺙ‬
‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬‫ﺍ‬‫ﻟﻠﻘﻴﺎﺱ‬ ‫ﻗﺎﺒﻠﺔ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺴﺘﺠﺎﺒﺎﺕ‬،‫ﻭﺘﻘﻭﻯ‬‫ﻋﻥ‬
،‫ﻭﺍﻟﺘﻌﺯﻴﺯ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻁﺭﻴﻕ‬‫ﺍﻟﻤﻌﺭﻓﻴ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺘﻨﻅﺭ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬‫ﺔ‬‫ﺇ‬‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻰ‬
‫ﻴﻌﺒﺭ‬ ‫ﺩﺍﺨﻠﻴﺔ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﻋﻤﻠﻴﺎﺕ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺒﻘﺩﺭﺓ‬ ‫ﻋﻨﻬﺎ‬،‫ﻭﻭﻋﻴﻬﺎ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﺒﺼﺭ‬
‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ،‫ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ‬ ،‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‬‫ﻤﺸﺎﺒﻬﺔ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬)،‫ﺩﺭﻭﺯﺓ‬2004‫ﺹ‬ ،13.(

521
‫ﹰ‬‫ﺍ‬‫ﻭﻨﻅﺭ‬‫ﻭﺩﻭﺭ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﻐﻴﺭ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻐﻴﺭ‬ ‫ﻟﻬﺫﺍ‬
‫ﺃﺨﺭﻯ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﻜل‬.‫ﺘﺭﻜـ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺃﻥ‬ ‫ﻓﺒﻌﺩ‬‫ﻋﻠـﻰ‬ ‫ﺯ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻤﺜﻴﺭﺍﺕ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻜﻴﻔﻴﺔ‬‫ﹰ‬‫ﺎ‬‫ﺘـﺩﺭﻴﺠﻴ‬ ‫ﺒـﺎﻟﻤﺘﻌﻠﻡ‬ ‫ﻴـﺅﺩﻱ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺨﺎﺭﺠﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﺇﻟـﻰ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬،‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬‫ﺍﻟﺘﻌﺯﻴ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺘﺩﻋﻴﻤﻬﺎ‬ ‫ﺜﻡ‬،‫ﻭﺍﻟﻤﺘﻘﻁﻊ‬ ‫ﺍﻟﻔﻭﺭﻱ‬ ‫ﺯ‬‫ﻫﺫﻩ‬ ‫ﺃﺼﺒﺤﺕ‬
‫ﺘﺘﻁﻠﺏ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺸﻜل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻋﺭﻀﻬﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺒﺘﻬﻴﺌﺔ‬ ‫ﺘﻬﺘﻡ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻤﻌﺎﻟﺠ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﻋﻤﻠﻴﺎﺘﻪ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻨﻪ‬‫ﻤـﻥ‬ ‫ﺘﺘـﻀﻤﻨﻪ‬ ‫ﻤﺎ‬ ‫ﺔ‬
،‫ﻭﺘﺒﻭﻴﺒﻬﺎ‬ ،‫ﻭﺘﻨﻅﻴﻤﻬﺎ‬ ،‫ﻭﺘﻨﺴﻴﻘﻬﺎ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬‫ﺇﻟﻰ‬ ‫ﺘﺅﺩﻱ‬ ‫ﻤﻌﻨﻰ‬ ‫ﺫﺍﺕ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﻓﻲ‬‫ﺤـل‬
‫ﺍﻟﻤﺸﻜﻠﺔ‬.‫ﻤﻨﻪ‬ ‫ﻴﺘﻭﻗﻊ‬ ‫ﻜﺎﻥ‬ ‫ﺃﻥ‬ ‫ﻓﺒﻌﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺃﻤﺎ‬
‫ﻭﻗﺎﺒﻠﺔ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﻓﺭﺩﻴﺔ‬ ‫ﺒﺎﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺃﻥ‬،‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺩﻻﻻﺕ‬ ‫ﻤـﻥ‬ ‫ﻜﺩﻻﻟﺔ‬ ‫ﻟﻠﻘﻴﺎﺱ‬
‫ﹰ‬‫ﺎ‬‫ﺇﻨﺴﺎﻨ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺃﺼﺒﺢ‬‫ﻨﺸ‬‫ﹰ‬‫ﺎ‬‫ﻁ‬‫ﹰ‬‫ﺎ‬‫ﻤﻨﻅﻤ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﺴﺘﻘﺒﺎل‬ ‫ﻓﻲ‬،‫ﻟﻬﺎ‬‫ﹰ‬‫ﺎ‬‫ﻭﻤﻭﻅﻔ‬‫ﻴﻤﺘﻠﻜﻪ‬ ‫ﻟﻤﺎ‬
‫ﻋﻘﻠﻴ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻤﻥ‬،‫ﻭﺘﺒﻭﻴﺒﻬـﺎ‬ ،‫ﻭﺘﻨﺴﻴﻘﻬﺎ‬ ،‫ﻟﻤﻌﺎﻟﺠﺘﻬﺎ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺔ‬‫ﻭﺘﺭﻤﻴﺯﻫـﺎ‬،
‫ﻭﺘﺤﻠﻴﻠﻬﺎ‬ ،‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‬‫ﻤﻌﻨﻰ‬ ‫ﺫﺍﺕ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﺇﻟﻰ‬)‫ﺩﺭﻭﺯﺓ‬،2004‫ﺹ‬ ،38.(
‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﺈﻥ‬ ‫ﻭﻟﺫﻟﻙ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﹰ‬‫ﺎ‬‫ﺠﺫﺭﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻐﻴﻴﺭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﺒﺘﻐﻴﻴﺭ‬ ‫ﺘﻘﻀﻲ‬ ‫ﹼﻤﻴﺔ‬‫ﻠ‬‫ﺍﻟﺘﻌ‬
‫ﻭﺍ‬‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺸﺭﺍﻜﺔ‬ ‫ﺒﻤﻐﺎﻤﺭﺓ‬ ‫ﻟﺩﺨﻭل‬،‫ﺨﺒﺭﺓ‬ ‫ﺘﻁﺎل‬ ‫ﺒل‬ ‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺘﻨﺤﺼﺭ‬ ‫ﻻ‬ ‫ﺸﺭﺍﻜﺔ‬
‫ﹼﻬﺎ‬‫ﻠ‬‫ﻜ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬.‫ﺍﻟﺘﺄﻫﻴﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻴﺩﻴﺭ‬ ‫ﻓﻘﻁ‬ ‫ﻋﻠﻤﻪ‬ ‫ﻤﻥ‬ ‫ﻟﻴﺱ‬ ‫ﻴﻨﻬل‬ ‫ﻓﺎﻟﻤﻌﻠﻡ‬ ‫ﻟﺫﻟﻙ‬،‫ﹰ‬‫ﺎ‬‫ﺃﻴﻀ‬ ‫ﺒل‬
‫ﺍﻟﻤﺭﺠﻭﺓ‬ ‫ﺍﻟﺸﺭﺍﻜﺔ‬ ‫ﻓﻲ‬ ‫ﻴﺩﺨل‬ ‫ﺃﻥ‬ ‫ﻟﻠﻤﺘﻌﻠﻡ‬ ‫ﻴﺴﻤﺢ‬ ‫ﻤﻤﻜﻥ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﺼﺩﺭ‬ ‫ﻜل‬ ‫ﻤﻥ‬)،‫ﺠﺭﺩﺍﻕ‬
1997‫ﺹ‬ ،24.(
‫ﻜﻤﺎ‬‫ﺃﻨ‬‫ﻨ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﻪ‬‫ﺍﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﻬﻡ‬ ‫ﺘﺅﺩﻱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺸﺠﻊ‬
‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻋﻠﻰ‬ ‫ﻻﻨﻌﻤل‬ ‫ﻓﺈﻨﻨﺎ‬ ،‫ﺍﻟﻤﺴﺎﻕ‬ ‫ﺒﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻭﺍﻟﺘﻭﻀﻴﺤﺎﺕ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻭﻁﺭﺡ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺒﺎﻟﻤﺎﺩﺓ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻷﻓﻀل‬‫ﻓﻘﻁ‬‫ﻗﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﻴﻀ‬ ‫ﻭﻨﺴﺎﻋﺩ‬ ‫ﺒل‬ ،
‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬)Myers & Jones, 1993, p.29(.

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‫ﻭﺍﻟﻤﻌﺎﻫﺩ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻟﻁﻠﺒﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﻤﻬﻡ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫ﺍﻟﻜﺜﻴﺭﻭﻥ‬ ‫ﻴﺘﺴﺎﺀل‬ ‫ﻭﻗﺩ‬
‫ﻓﻲ‬ ‫ﺃﻭﻟﻬﺎ‬ ‫ﻴﺘﻤﺜل‬ ،‫ﺍﻟﺴﺅﺍل‬ ‫ﻟﻬﺫﺍ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺇﺠﺎﺒﺎﺕ‬ ‫ﺍﻟﺤﻘﻴﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻭﺠﺩ‬ ‫ﺍﻷﻴﺎﻡ؟‬ ‫ﻫﺫﻩ‬ ‫ﻭﺍﻟﺠﺎﻤﻌﺎﺕ‬
‫ﻴﺨﺘﻠﻔﻭﻥ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺃﻥ‬‫ﺘﻭﺠﻪ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻭﺃﻥ‬ ،‫ﺍﻟﺴﺎﺒﻘﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺃﺴﻼﻓﻬﻡ‬ ‫ﻋﻥ‬
‫ﻭﻨ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﻨﺤﻭ‬ ‫ﺃﻜﺒﺭ‬‫ﻤﻊ‬ ‫ﺍﻟﺴﺭﻴﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺤﻭ‬
‫ﺍﻷ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﻼﺌﻤﺔ‬ ‫ﻭﺍﻷﺩﻭﺍﺕ‬ ‫ﺠﻬﺯﺓ‬)McCarthy & Anderson, 2000, p.45.(
‫ﺘﻘﻭﻱ‬ ‫ﺍﻟﻨﺸﻁﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺃﻥ‬ ،‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺭﺍﺀ‬ ‫ﺘﻘﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻭﻤﻥ‬
‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﺒﺼﺭﻑ‬ ‫ﺍﻟﺘﻌﻠﻡ‬)Harasim, et al., 1997.(‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﺫﻫ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻬﻭﺩ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﻭﺇ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻟﻬﻡ‬ ‫ﻭﻴﻭﻓﺭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﻨﻴﺔ‬‫ﻭﺃﺩﻭﺍﺕ‬ ‫ﻤﻜﺎﻨﺎﺕ‬
‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻭﻴﻐﻴﺭ‬ ،‫ﻭﺍﻟﻔﺎﻋل‬ ‫ﺍﻟﻤﻔﻴﺩ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﻔﻌﻠﻲ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩ‬.
‫ﺘﻁﻭﻴﺭ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺫﻟﻙ‬ ‫ﻓﺈﻥ‬ ،‫ﺍﻷﻴﺎﻡ‬ ‫ﻫﺫﻩ‬ ‫ﻨﻼﺤﻅﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻬﺎﺌل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺘﻲ‬ ‫ﺍﻻﻨﻔﺠﺎﺭ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻓﻲ‬
‫ﻁﺭﻴ‬‫ﺍﻟﻼﻤﺤﺩﻭﺩ‬ ‫ﺍﻟﻜﻡ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺤﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺸﺠﻊ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻘﺔ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺒﺩﺃ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﻜﺯ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺒﺎﻟﺘﻌﻠﻡ‬ ‫ﺇﻻ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﺎﺠﺤ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻻ‬ ‫ﻭﺍﻟﺫﻱ‬ ،‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻤﻥ‬
‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﻤﻴﻕ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﺸﺠﻴﻊ‬ ‫ﺒﺎﻟﻌﻤل‬
‫ﻗﺎﺩ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻭﻴﺘﻭﻗﻊ‬ ،‫ﺃﻓﻀل‬‫ﻭﻴﻁﺭﺡ‬ ،‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺒﻜﻠﻤﺎﺘﻪ‬ ‫ﺘﻭﻀﻴﺤﻬﺎ‬ ‫ﺃﻭ‬ ‫ﺸﺭﺤﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﺭ‬
‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﺎﻫﺩ‬ ‫ﻭﻴﻌﻤل‬ ،‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻥ‬ ‫ﻭﻴﺠﻴﺏ‬ ،‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬
‫ﻤﻔﻴﺩﺓ‬ ‫ﺘﻌﻤﻴﻤﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﻭﺼﻭل‬ ‫ﻤﻌﻬﺎ‬ ‫ﺒﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﺒﻌﺩ‬‫ﻗﺭﺍﺭﺍﺕ‬ ‫ﻭﺍﺘﺨﺎﺫ‬‫ﺒﺸﺄﻨﻬﺎ‬.
‫ﺍﻟﻤﻨﺎﺼﺭﻴﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻭﻴﻀﻴﻑ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﻟﻠﺘﻌﻠﻡ‬‫ﺃﻫﻤﻴﺔ‬‫ﺃ‬،‫ﺨﺭﻯ‬‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬‫ﺃﻥ‬‫ﺍﻟﻜﺜﻴﺭﺓ‬ ‫ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻹﺼﻐﺎﺀ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻤﻥ‬ ‫ﺘﻘﻠل‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻲ‬
‫ﺍﻟﺤﺼﺔ‬ ‫ﻭﻗﺕ‬ ‫ﻁﻴﻠﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺎﺕ‬ ‫ﻭﺘﺩﻭﻴﻥ‬ ‫ﻭﺃﺨﺫ‬ ،‫ﺍﻟﺴﻠﺒﻲ‬،‫ﻭ‬‫ﺫﻟﻙ‬‫ﺩﺍﻓﻌﻴﺘﻬﻡ‬ ‫ﻴﺜﻴﺭ‬ ‫ﺒﺸﻜل‬‫ﻟﻠﺘﻌﻠﻡ‬
‫ﻓﻴﻬﺎ‬ ‫ﻭﺍﻻﻨﻐﻤﺎﺱ‬)Carroll & Leander, 2001, p.33(.

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‫ﻭﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻀﺭﻭﺭﻴ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻜﺎﻥ‬ ‫ﻭﺇﺫﺍ‬‫ﻴﺴﺎﻋﺩﻩ‬ ‫ﺤﻴﺙ‬ ،‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﻜﺫﻟﻙ‬ ‫ﻓﻬﻭ‬ ،‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﹰ‬‫ﺎ‬‫ﻬﻤ‬
‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ‫ﺘﺭﺍﻋﻲ‬ ‫ﻜﻲ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻔﺎﻭﺘﺔ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﻨﺘﺎﺠﺎﺕ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﺭﺸﺎﺩ‬ ‫ﻭﺍﻟﻨﺼﺢ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻟﻬﻡ‬ ‫ﻭﻴﻘﺩﻡ‬ ،‫ﻓﺭﺩﻴﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬.
‫ﻟﻠ‬ ‫ﹰ‬‫ﻻ‬‫ﻤﺠﺎ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻥ‬ ٍ‫ل‬‫ﻟﻜ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻴﻤﺜل‬ ‫ﻜﻤﺎ‬‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺘﻌﺔ‬ ‫ﺘﺴﻠﻴﺔ‬
‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﺃﻨﺸﻁﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺭﺘﺎﺒﺔ‬ ‫ﺍﻟﻤﻠل‬ ‫ﻋﻥ‬ ‫ﻭﻴﺒﻌﺩﻫﻡ‬ ،‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬)Shenker, et al.,1996.(
‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬:
‫ﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﺘﻌﺩﺩﺕ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺒﻪ‬ ‫ﺠﺎﺀ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺒﺭﺯ‬ ‫ﻭﻤﻥ‬ ‫؛‬‫ﻟﻭﺭﻨﺯﻥ‬
(Lorenzen, 2006)‫ﻋ‬ ‫ﺍﻟﺫﻱ‬‫ﺭ‬‫ﻑ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺒﺄﻨﻪ‬‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺘﻌﻠﻡ‬ ‫ﻁﺭﻴﻘﺔ‬‫ﻟﻬﻡ‬ ‫ﻴﺴﻤﺢ‬ ‫ﺒﺸﻜل‬
‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺎﻋﻠﺔ‬ ‫ﺒﺎﻟﻤﺸﺎﺭﻜﺔ‬‫ﺒ‬ ،‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻐﺭﻓﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺘﺘﻡ‬ ‫ﺍﻟﺘﻲ‬‫ﺤ‬‫ﺘﻠﻙ‬ ‫ﺘﺄﺨﺫﻫﻡ‬ ‫ﻴﺙ‬
‫ﺍﻟﻤﺸ‬‫ﺍﻻ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺃﺒﻌﺩ‬ ‫ﻫﻭ‬ ‫ﻤﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺎﺭﻜﺔ‬‫ﺍﻟﻤﻼﺤﻅﺎﺕ‬ ‫ﺒﺘﺩﻭﻴﻥ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﻋﺘﻴﺎﺩﻱ‬
‫ﺨﻼل‬ ‫ﺯﻤﻼﺌﻪ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﺎﺩﺭﺓ‬ ‫ﺯﻤﺎﻡ‬ ‫ﻴﺄﺨﺫ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﺇﻟﻰ‬‫ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﺩﺍﺨل‬ ‫ﻠﻤﻴﺔ‬‫ﻴﺤﺎﻀﺭ‬ ‫ﺃﻥ‬ ‫ﻓﻲ‬ ‫ﻫﻨﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ،‫ﺍﻟﺼﻑ‬ ‫ﻏﺭﻓﺔ‬
‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻓﻬﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺅﺩﻱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻴﻭﺠﻪ‬ ‫ﻭﺃﻥ‬ ‫ﺃﻗل‬ ‫ﺒﺩﺭﺠﺔ‬
‫ﺘﻘﻨﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻌﺎﻟﻴﺎﺕ‬ ‫ﺘﺸﻤل‬ ‫ﺒﺤﻴﺙ‬ ،‫ﺃﻜﺒﺭ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬‫ﺃﻭ‬
‫ﺍﻟﻤﺠﻤ‬ ‫ﻤﻨﺎﻗﺸﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺜل‬ ‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﺴﺎﻟﻴﺏ‬‫ﻭﻟﻌ‬ ،‫ﺍﻟﺼﻐﻴﺭﺓ‬ ‫ﻭﻋﺎﺕ‬‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﺏ‬
‫ﺍﻟﻤﺸﺎﺭ‬ ‫ﻭﻋﻤل‬ ،‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬‫ﻭﻻ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﺒﻤﺴﺘﻭﻴﺎﺘﻬﺎ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻭﻁﺭﺡ‬ ،‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻴﻊ‬
‫ﺇﺸﺭﺍﻑ‬ ‫ﺘﺤﺕ‬ ‫ﺒﺄﻨﻔﺴﻬﻡ‬ ‫ﺃﻨﻔﺴﻬﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺸﺠﻴﻊ‬ ‫ﻴﺘﻡ‬ ‫ﺒﺤﻴﺙ‬ ،‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﺴﺎﺒﺭﺓ‬ ‫ﺴﻴﻤﺎ‬
‫ﻤﻌﻠﻤﻬﻡ‬.
‫ﻜﻤﺎ‬‫ﻑ‬‫ﺭ‬‫ﻋ‬‫ﻭ‬ ‫ﻤﺎﻴﺭﺯ‬‫ﺠﻭﻨﺯ‬)Myers & Jones, 1993, p.10(‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﻋﻠﻰ‬‫ﺃﻨﻪ‬‫ﺍﻟﺒﻴﺌﺔ‬
،‫ﺍﻟﻌﻤﻴﻕ‬ ‫ﻭﺍﻟﺘﺄﻤل‬ ‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﻭﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﻭﺍﻹﺼﻐﺎﺀ‬ ‫ﺍﻟﺘﺤﺩﺙ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺘﺘﻴﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ،‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻤﺜل‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬

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‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻤﻥ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻭﻟﻌﺏ‬ ،‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ،‫ﻭﺍﻟﻤﺤﺎﻜﺎﺓ‬ ،‫ﺍﻟﺼﻐﻴﺭﺓ‬
‫ﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻥ‬‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﻭﻩ‬ ‫ﻤﺎ‬‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻋﺎﻟﻡ‬.
‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻨﻅﺭ‬ ‫ﻜﻤﺎ‬‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﻤﺒﺎﺸﺭ‬ ‫ﻨﺸﻁ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺇﺸﻐﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬
‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺴﻴﻤﺎ‬ ‫ﻭﻻ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺒﻌﻤﻠﻴﺎﺕ‬ ‫ﻴﻘﻭﻤﻭﻥ‬ ‫ﺤﻴﺙ‬ ،‫ﻭﺍﻟﺘﺄﻤل‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬
‫ﺍﻟ‬ ‫ﺒﺄﺸﻜﺎﻟﻬﺎ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﺴﺘﻘﺒﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺭ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﺒﺩ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬‫ﻤﺨﺘﻠﻔﺔ‬
(Felder & Brent, 1997).
‫ﻭ‬‫ﻓ‬‫ﺭ‬‫ﻋ‬‫ﻪ‬‫ﻜل‬‫ﻭ‬ ‫ﺒﻭﻟﺴﻭﻥ‬ ‫ﻤﻥ‬‫ﻓﻭﺴﺕ‬)Paulson & Faust, 2006(‫ﺒ‬‫ﺒﻪ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻨﺸﺎﻁ‬ ‫ﺃﻱ‬ ‫ﺄﻨﻪ‬
،‫ﺍﻟﻤﺤﺎﻀﺭﺓ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻟﻪ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﺴﻠﺒﻲ‬ ‫ﺍﻹﺼﻐﺎﺀ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻐﺭﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬
‫ﻴﺴﺎﻋ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻹﻴﺠﺎﺒﻲ‬ ‫ﺍﻹﺼﻐﺎﺀ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﺒﺩ‬ ‫ﻴﺸﻤل‬ ‫ﺒﺤﻴﺙ‬،‫ﻴﺴﻤﻌﻭﻨﻪ‬ ‫ﻤﺎ‬ ‫ﻓﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺩﻫﻡ‬
‫ﻭﻜﺘﺎﺒ‬‫ﺃ‬ ‫ﺔ‬‫ﺃﻭ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻕ‬ ،‫ﺸﺭﻭﺤﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺁﺭﺍﺀ‬ ‫ﺃﻭ‬ ‫ﺃﻗﻭﺍل‬ ‫ﻤﻥ‬ ‫ﻴﻁﺭﺡ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﻭﺍﺭﺩﺓ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﻫﻡ‬
‫ﻤﺎ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺒﺸﻜل‬ ‫ﻭﺃﻨﺸﻁﺘﻬﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺘﻤﺎﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻌﺎﻤل‬ ،‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﻌﻘﻴﺏ‬
‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺃﻭ‬ ،‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺤﻴﺎﺘﻴﺔ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﻭﻩ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬:
‫ﺍﻟﺘ‬ ‫ﺍﻷﺩﺏ‬ ‫ﺇﻟﻴﻪ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻤﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻨﻔﺴﻲ‬ ‫ﺭﺒﻭﻱ‬‫ﺍﻟﻨﺸﻁ‬‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬
‫ﻟ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻠﻁﻠﺒﺔ‬‫ﺍﻟﻨﺸﻁ‬‫ﺃﻭ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺘﻌﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺘﻪ‬ ‫ﻭﻤﻤﺎﺭﺴﺔ‬
‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬،‫ﹰ‬‫ﺍ‬‫ﻭﺍﺴﺘﻨﺎﺩ‬‫ﻓﻲ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺩﺭﺓ‬ ‫ﺇﻟﻰ‬
‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺭﺩﻥ‬،‫ﹰ‬‫ﺍ‬‫ﻭﺘﻘﺩﻴﺭ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﻤﻥ‬‫ﻴﻥ‬‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻷﻫﻤﻴﺔ‬‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻨﺸﻁ‬‫ﺘ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻓﺈﻥ‬ ،‫ﺤﺩﺩ‬‫ﺃ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺕ‬‫ﺜﺭ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﻓﻲ‬
‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﻭﺘﺤﺼﻴﻠﻬﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬.
‫ﺍﻟﺘﺎﻟﻴﻴﻥ‬ ‫ﺍﻟﺴﺅﺍﻟﻴﻥ‬ ‫ﻋﻥ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﺤﺎﻭﻟﺕ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺈﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﻭﺘﺤﺩﻴﺩ‬:

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1.‫ﺍﻟﺘﻌ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺃﺜﺭ‬ ‫ﻤﺎ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﻠﻡ‬‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ؟‬
2.‫ﺃﺜﺭ‬ ‫ﻤﺎ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬‫ﻟﺩﻯ‬‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻁﻠﺒﺔ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫؟‬
‫ﻓﺭﻀﻴﺘﺎﻥ‬ ‫ﺍﻟﺴﺎﺒﻘﻴﻥ‬ ‫ﺍﻟﺴﺅﺍﻟﻴﻥ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻨﺒﺜﻕ‬‫ﺼﻔﺭﻴﺘﺎﻥ‬‫ﻫﻤﺎ‬:
1.‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺠﻭﻫﺭﻴﺔ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬‫ﺒﻴﻥ‬‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﺘﻭﺴﻁ‬
‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺘﻌﺭﻀﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬.
2.‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﻓﻲ‬ ‫ﺠﻭﻫﺭﻴﺔ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬‫ﺒﻴﻥ‬
‫ﻭﻤﺘﻭ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺘﻌﺭﻀﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﺘﻭﺴﻁ‬‫ﺴﻁ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬:
‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﺄﺘﻲ‬ ،‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺍﻨﻁﻼﻗ‬
‫ﻓﻁﺭﻴﻘﺔ‬ ،‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺒﺎل‬ ‫ﻴﺸﻐل‬ ‫ﻟﻠﺘﺩﺭﻴﺱ‬ ‫ﻓﺎﻋﻠﺔ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﺯﺍل‬ ‫ﻤﺎ‬ ‫ﺇﺫ‬ ،‫ﺘﺒﺤﺜﻪ‬
‫ﻋﻠﻴﻪ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺭﻜﻥ‬ ‫ﻫﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬‫ﺒﻤﻘﺩﺍﺭ‬ ‫ﺇﻨﻪ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻹﻨﺠﺎﺡ‬
‫ﻭﺘﺅﺜﺭ‬ ،‫ﺍﻟﻤﻨﺸﻭﺩﺓ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺘﺤﻘﻕ‬ ،‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﻟﻠﻤﻭﻗﻑ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻤﺎ‬
‫ﻡ‬‫ﺜ‬ ‫ﻤﻥ‬،‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻭﺘﺩﻨﻲ‬ ،‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻁﺭﻴﻕ‬ ‫ﺘﻌﺘﺭﺽ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻭﻓﻲ‬.
‫ﻭﺘ‬‫ﺃﻫﻤﻴ‬ ‫ﻨﺒﻊ‬‫ﺔ‬‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﺅﻜﺩ‬ ‫ﺤﻴﺙ‬ ،‫ﻭﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﻤﺒﺭﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬
‫ﺒ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬‫ﺩ‬‫ﻌ‬‫ﹰ‬‫ﺎ‬‫ﻤﺘﻠﻘﻴ‬ ‫ﺃﻭ‬ ،‫ﹰ‬‫ﻼ‬‫ﻤﺴﺘﻘﺒ‬ ‫ﻭﻟﻴﺱ‬ ،‫ﹰ‬‫ﻼ‬‫ﻭﻓﺎﻋ‬ ،‫ﹰ‬‫ﺎ‬‫ﻨﺸﻁ‬ ‫ﻩ‬
‫ﻭﻴﻘﻭﻡ‬ ‫ﻭﻤﺨﻁﻁ‬ ‫ﻤﺒﺎﺩﺭ‬ ‫ﻫﻭ‬ ‫ﺇﻨﻤﺎ‬ ،‫ﺒﺎﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﻤﺜﻴﺭ‬ ‫ﻴﻨﺘﻅﺭ‬ ،‫ﻟﻠﻤﻌﺭﻓﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺴﺘﻬﻠﻜ‬ ‫ﹰ‬‫ﺎ‬‫ﺴﻠﺒﻴ‬

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‫ﺍﻷ‬ ‫ﺒﺠﻤﻴﻊ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻨﺸﻁﺔ‬)،‫ﻭﻗﻁﺎﻤﻲ‬ ‫ﻗﻁﺎﻤﻲ‬2000‫ﺹ‬ ،361990,p.356;،Wittrock.(
‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻟﻠﺘﺭﺒﻴﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﺔ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺘﻔﻘﻭﻥ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻤﻌﻅﻡ‬ ‫ﻭﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﺠﺩ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺇﺘﻘﺎﻥ‬ ‫ﺠﺩﻴﺩﺓ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻟﻠﺒﺤﺙ‬ ‫ﹰ‬‫ﺎ‬‫ﺫﺍﺘﻴ‬ ‫ﻤﻭﺠﻬﻴﻥ‬ ‫ﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻟﻴﺼﺒﺤﻭﺍ‬ ‫ﺍﻟﻁﻠﺒﺔ‬‫ـ‬‫ﻴﺩﺓ‬
)Paris & Lipson,1984,p.301(.‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﺅﻜﺩ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﻤﺴﺅﻭﻟﻴ‬ ‫ﻫﺫﻩ‬ ‫ﻋﺎﺘﻘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻘﻊ‬ ،‫ﺘﻌﻠﻤﻪ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺤﻤل‬ ‫ﻓﻲ‬‫ـ‬‫ﺍﻟﻤﺴﺅﻭﻟﻴ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺒﻨﻲ‬ ‫ﻭﺃﻥ‬ ‫ﺔ‬‫ـ‬‫ﺔ‬
‫ﺍﻟﻤﺘﻌﻠ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﻴﺴﻬﻡ‬‫ـ‬‫ﺍﺴﺘﺤﻀ‬ ‫ﻋﻠﻰ‬ ‫ﻡ‬‫ـ‬‫ﺍﻟﺫﺍﻜ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺨﺯﻨﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺎﺭ‬‫ـ‬‫ﻭﻤﺭﺍﻗﺒﺘ‬ ،‫ﺭﺓ‬‫ـ‬‫ﻪ‬
‫ﻷﺩﺍ‬‫ﺌﻪ‬‫ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴ‬‫ـ‬‫ﺍﻟﻤﺴﺘﺨﺩﻤ‬ ‫ﺎﺕ‬‫ـ‬‫ﺍﻟﺘ‬ ‫ﺔ‬‫ـ‬‫ﺘﺴﻬ‬ ‫ﻲ‬‫ـ‬‫ﻋﻤﻠﻴ‬ ‫ل‬‫ـ‬‫ﺇﺩﻤ‬ ‫ﺔ‬‫ـ‬‫ﺍﻟﻁﻠﺒ‬ ‫ﺎﺝ‬‫ـ‬‫ﻓ‬ ‫ﺔ‬‫ـ‬‫ﻲ‬
‫ﺍﻟﺘﻌﻠ‬‫ـ‬‫ﻡ‬)،‫ﻭﻗﻁﺎﻤﻲ‬ ‫ﻗﻁﺎﻤﻲ‬2000‫ﺹ‬ ،21.(‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﻨﻅﺭﻴﻥ‬ ‫ﺒﺄﻥ‬ ‫ﻭﻭﻥ‬ ‫ﺒﺘﻠﺭ‬ ‫ﻭﻴﺸﻴﺭ‬
‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﻜﺯﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻫﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺒﺄﻥ‬ ‫ﻴﺘﻔﻘﻭﻥ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺘﻘﺎﻨﻲ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﻭﻴﺘﺒﻨﻭﻥ‬(Butler & Winne ,1995,p.252).
‫ﺍﻟﺘﻌﺭﻴﻔ‬‫ﺍﻹﺠﺭﺍﺌﻴﺔ‬ ‫ﺎﺕ‬:
‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬:‫ﻴﺸﺎﺭﻙ‬ ،‫ﻭﺍﺤﺩ‬ ‫ﺁﻥ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻭﻁﺭﻴﻘﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻁﺭﻴﻘﺔ‬‫ﻓﻴﻬﺎ‬‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻠﺒﺔ‬
‫ﻭﺍﻟﻤﺸﺎﺭﻴﻊ‬ ‫ﻭﺍﻟﺘﻤﺎﺭﻴﻥ‬‫ﺍﻟﻤﺭﺼﻭﺩﺓ‬‫ﻓﻲ‬،‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺴﺎﻕ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﺜﻨﺎﺀ‬‫ﺨﻼل‬ ‫ﻤﻥ‬
‫ﻟﻬﻡ‬ ‫ﺘﺴﻤﺢ‬ ،‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﻏﻨﻴﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﻴﺌﺔ‬‫ﹼ‬‫ﻨ‬‫ﺍﻟﺒ‬ ‫ﻭﺍﻟﺤﻭﺍﺭ‬ ،‫ﺍﻹﻴﺠﺎﺒﻲ‬ ‫ﺒﺎﻹﺼﻐﺎﺀ‬‫ﻭﺍﻟﻤﻨﺎﻗﺸﺔ‬ ،‫ﺎﺀ‬
،‫ﺍﻟﺜﺭﻴﺔ‬‫ﻴ‬ ‫ﻤﺎ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺴﻠﻴﻡ‬ ‫ﻭﺍﻟﺘﺤﻠﻴل‬‫ﻭﻗﻀﺎﻴﺎ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻁﺭﺤﻪ‬ ‫ﺃﻭ‬ ‫ﻜﺘﺎﺒﺘﻪ‬ ‫ﺃﻭ‬ ‫ﻗﺭﺍﺀﺘﻪ‬ ‫ﺘﻡ‬
‫ﻭﻤﻭ‬‫ﻀﻭﻋﺎﺕ‬‫ﻤﻊ‬ ،‫ﹰ‬‫ﺎ‬‫ﺒﻌﻀ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﺒﻴﻥ‬ ،‫ﻟﻬﻡ‬ ‫ﻤﺩﺭﺴﻬﻡ‬ ‫ﺘﺸﺠﻴﻊ‬‫ﺘﻌﻠﻴﻡ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺤﻤل‬ ‫ﻋﻠﻰ‬
‫ﺃﻨﻔﺴ‬‫ﻭ‬ ،‫ﺍﻟﺩﻗﻴﻕ‬ ‫ﺇﺸﺭﺍﻓﻪ‬ ‫ﺘﺤﺕ‬ ‫ﺒﺄﻨﻔﺴﻬﻡ‬ ‫ﻬﻡ‬‫ﺍﻟﻁﻤﻭﺤﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﺩﻓﻌﻬﻡ‬‫ﻟﻠﻤﺎﺩﺓ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬‫ﺍﻟﻤﺘﻜﺎﻤ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺭﻜﺯ‬ ‫ﻭﺍﻟﺘﻲ‬ ،‫ﻟﻠﻤﺘﻌﻠﻡ‬ ‫ﻠﺔ‬.
‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬:‫ﻗﺩﺭﺘﻪ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﻤﺘﻠﻜﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﻴﺔ‬ ‫ﺍﻻﻋﺘﻘﺎﺩﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺸﻴﺭ‬
)Bandura,1997,p.54.(‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﻴﻌﺭﻑ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺇﺠﺭﺍﺌﻴ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬.

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‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬:‫ﻴﺘﻌﻠﻤ‬ ‫ﻤﺎ‬ ‫ﻨﺎﺘﺞ‬ ‫ﻫﻭ‬‫ﻭﻗﺩﺭﺘﻪ‬ ،‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺯﻤﻨﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻪ‬
‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﻌﻼﻤﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻘﺎﺴ‬ ،‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﻭﻓﻬﻡ‬ ‫ﺍﺴﺘﺭﺠﺎﻉ‬ ‫ﻋﻠﻰ‬
‫ﻋﻠﻰ‬‫ﺇﻋﺩﺍﺩ‬ ‫ﻤﻥ‬ ‫ﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﺭﻴﻕ‬‫ﻤﺘﻌﺩﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻨﻭﻉ‬ ‫ﻭﻤﻥ‬ ،‫ﻴﻘﻴﺱ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﺍﻟﻤﺘﻭﻗﻊ‬ ‫ﺍﻟﻨﺘﺎﺠﺎﺕ‬.
‫ﺍﻟﺴﺎﺒ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﻘﺔ‬:
‫ﻭﺃﻨﺩﺭﺴﻭﻥ‬ ‫ﻤﻜﺎﺭﺜﻲ‬ ‫ﺃﺠﺭﻯ‬ ‫ﻓﻘﺩ‬ ،،‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺼﻌﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻤﺎ‬
)McCarthy & Anderson, 2000(‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﺜﺭ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺘﻌﺎﻭﻨﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﺠﻤﻌﻲ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻟﻌﺏ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬ ‫ﺒﺄﺴﺎﻟﻴﺒﻪ‬
‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺘﻨﻭﻴﻊ‬ ‫ﻓﻲ‬ ‫ﻓﺎﻋﻠﺔ‬ ‫ﻜﺄﺴﺎﻟﻴﺏ‬‫ﻭﺍﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﺘﺎﺭﻴﺦ‬ ‫ﻤﺴﺎﻗﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻤﻊ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﻭﺍﺴﺘﻘﺼﺎﺀ‬ ،‫ﺍﻟﺴﻴﺎﺴﻴﺔ‬
‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺃﺴﺎﻟﻴﺏ‬.‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻌﻠﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬
‫ﺃﻗﺭﺍﻨﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺃﻓﻀل‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺤﺭﺯﻭﺍ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﺴﺎﻟﻴﺏ‬‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻌﻠﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬
‫ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬‫ﺍﻷﺩﺍﺀ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻭﺍﺨﺘﺒﺎﺭﺍﺕ‬.
‫ﻭﻟﻴﻨﺩﺭ‬ ‫ﻜﺎﺭﻭل‬ ‫ﻭﺃﺠﺭﺕ‬)Carroll & Leander, 2001(‫ﺩﺍﻓﻌﻴﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺘﻭﻅﻴﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻠﺒﺔ‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ‬ ‫ﺍﻟﺸﺒﻜﺎﺕ‬ ‫ﺍﻟﺒﺎﺤﺜﺘﺎﻥ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺍﻟﻤﺘﻨﻭﻋﺔ‬‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻭﺫﻟﻙ‬‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻬﻡ‬ ‫ﻭﺯﻴﺎﺩﺓ‬
‫ﻭﺘﻌﺯﻴﺯ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺩﺍﻓﻌﻴﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻡ‬ ،‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻭﻓﻬﻡ‬ ‫ﺘﻨﻅﻴﻡ‬
‫ﻟﺩﻴﻬ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﻡ‬.‫ﺃﺠﺭﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﺯﻴﺎﺭﺍﺕ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﺘﺎﻥ‬‫ﻨﺤﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻫﺘﻤﺎﻤ‬ ‫ﻴﺒﺩﻭﻥ‬ ‫ﻻ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺃﻥ‬ ،‫ﺴﻠﺒﻴﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﺤﻭ‬
‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬.‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺩﺍﻓﻌﻴﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻠﺤﻭﻅ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺤﺴﻨ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬

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‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻟﺘﻭﻅﻴﻑ‬ ‫ﻨﺘﻴﺠﺔ‬‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻠﺤﻭﻅ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺭﺘﻔﺎﻋ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻟﺘﺤﺴﻥ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬.‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻴﻨﺕ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻘﺩﺭﺘﻬﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺜﻘﺔ‬ ‫ﻤﻥ‬ ‫ﺯﺍﺩﺕ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﺴﺎﻟﻴﺏ‬.
‫ﻭﻴﻠﻜﻪ‬ ‫ﺃﺠﺭﺍﻫﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻓﻲ‬)Wilke, 2003(‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬
‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﻭﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﻭﺇﺜﺎﺭﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬
‫ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺎ‬ ‫ﻤﺴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺘﻜﺴﺎﺱ‬ ‫ﻭﻻﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻨﺠﻴﻠﻭ‬ ‫ﺠﺎﻤﻌﺔ‬)‫ﻭﻅﺎﺌﻑ‬ ‫ﻋﻠﻡ‬
‫ﺍﻷﻋﻀﺎﺀ‬.(‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺎﻕ‬ ‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﺘﻡ‬ ‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺸﺘﻤﻠﺕ‬
‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﺘﻡ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﻭﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬‫ﻤﻥ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺍﻟﻤﺴﺎﻕ‬
‫ﺍﻟﻤﺤﺎﻀﺭﺓ‬ ‫ﻜﺄﺴﻠﻭﺏ‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺨﻼل‬.‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﻭﻟﺘﻘﻴﻴﻡ‬
‫ﺍﻟﻤﺴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﻤﻭﺤﺩ‬ ‫ﺘﺤﺼﻴﻠﻲ‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻔﺌﺘﻴﻥ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺨﻀﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺫﺍﺘﻪ‬.‫ﺃﻓﻀل‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺒﻴﻨﺕ‬
‫ﺒﻜﺜﻴ‬‫ﺃﻓﻀل‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺩﺍﻓﻌﻴﺘﻬﻡ‬ ‫ﻭﻜﺎﻨﺕ‬ ،‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﺭ‬‫ﻓﻲ‬‫ﺃﺜﻨﺎﺀ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻗﺭﺍﻨﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻭﻜﺎﻨﻭﺍ‬ ،‫ﺍﻟﻤﺴﺎﻕ‬ ‫ﺘﺩﺭﻴﺱ‬.‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺩﺍﻓﻌﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻗﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺒﻴﻨﺕ‬ ‫ﻜﻤﺎ‬ ،‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬‫ﻟﺩﻴﻬﻡ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺠﻤﻭﻋﺘﻴﻥ‬
‫ﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺎﻋﺩﻫﻡ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﻭﺃﻓﺎﺩﻭﺍ‬ ، ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﻤﺤﺎﻀﺭﺓ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻤﻥ‬ ‫ﺃﻓﻀل‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﻗﺎﺕ‬.
‫ﻭﻓ‬‫ـ‬‫ﺩﺭﺍﺴ‬ ‫ﻲ‬‫ــ‬‫ﺃﺠﺭﺍﻫ‬ ‫ﺔ‬‫ــ‬‫ﺘﺭﺍﺒ‬ ‫ﺎ‬‫ــ‬‫ﻭﺒ‬ ‫ﺎﻥ‬‫ـ‬‫ﻭﻤ‬ ‫ﻭﻜﺱ‬‫ـ‬‫ﻭﺒ‬ ‫ﺎﻴﺭﺯ‬‫ـ‬‫ﻭﺒ‬ ‫ﻭﻻﺭﺩ‬‫ـ‬‫ﻭﻴ‬‫ـ‬‫ﻥ‬
)Taraban, R.; Box, C.; Myers, R.; Pollard, R. & Bowen, C., 2007(‫ﻫﺩﻓﺕ‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺇﻟﻰ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﻟﻠﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺴﻠﻭﻜﺎﺕ‬.‫ﺘﺼﻤﻴﻡ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﻷﻏﺭﺍﺽ‬
‫ﺍ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺇﺤﺩﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺤﻴﺎﺀ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻤﺨﺘﺒﺭﻴﻥ‬‫ﻭﻻﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﺜﺎﻨﻭﻴﺔ‬

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‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﻗﺴﻡ‬ ،‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺘﻜﺴﺎﺱ‬:‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻭﺃﺨﺭﻯ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬.
‫ﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻟﺭﺼﺩ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﻤﺨﺘﺒﺭﻱ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻐﺭﻓﺔ‬ ‫ﺩﺍﺨل‬ ‫ﻴﺠﺭﻱ‬ ‫ﻤﺎ‬ ‫ﻜل‬ ‫ﺘﺴﺠﻴل‬ ‫ﺘﻡ‬
‫ﺴﻠﻭﻜﺎﺕ‬ ‫ﻭﺭﺼﺩ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺘﺨﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﺍﺌﻕ‬ ‫ﺍﻟﻤﻌﻠﻡ‬
‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺕ‬.‫ﺃﻅﻬﺭﺕ‬‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﻅﻑ‬ ‫ﺤﻴﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺍﻟﺘﺴﺠﻴﻼﺕ‬
‫ﻭﻜﺎﻨﺕ‬ ،‫ﺃﻗل‬ ‫ﻋﻤل‬ ‫ﺼﺤﺎﺌﻑ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺨﺘﺒﺭ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺒﺸﻜل‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻤﻤﺎﺭﺴﺎﺘﻪ‬.‫ﺍﻟﻁﺎﺒﻊ‬ ‫ﺍﺘﺨﺫ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺃﻤﺎ‬
‫ﻭﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﺍﻟﺘﺸﺎﺭﻜﻲ‬.‫ﺍ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺨﺘﺒﺭ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﻭﺍ‬ ‫ﻟﺫﻴﻥ‬
‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺒﺄﻭﻟﺌﻙ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺒﺭ‬ ‫ﹰ‬‫ﺍ‬‫ﻗﺩﺭ‬ ‫ﺍﻜﺘﺴﺒﻭﺍ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻨﺸﻁ‬
‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻏﺭﻓﺔ‬.‫ﻤﺨﺘﺒﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﺘﻌﻠ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻟﻴﺩﺭﺱ‬ ‫ﻴﺼﻤﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻨﺸﻁ؛‬ ‫ﻡ‬
‫ﻭﻴﻌﺯﺯ‬ ،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺤﺴﻥ‬ ،‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻐﺭﻓﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻴﺯﻴﺩ‬
‫ﻟﻤﺤﺘﻭﻯ‬ ‫ﻓﻬﻤﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺯﻴﺩ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﻴﻌﺯﺯ‬ ،‫ﺒﻴﻨﻬﻡ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﺍﻟﺘﺸﺎﺭﻜﻲ‬ ‫ﺍﻟﻌﻤل‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬.
‫ﻭﺃﻭﺭﻫﺎﻥ‬ ‫ﺘﺎﻨﺩﻭﻏﺎﻥ‬ ‫ﻭﻗﺎﻡ‬)Tandogan, R. & Orhan, A., 2007(‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬
‫ﺍ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺴﺘﻨﺩ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﺴﺘﻘﺼﺎﺀ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻋﻠﻰ‬‫ﻟﻁﻠﺒﺔ‬‫ﻓﻲ‬ ‫ﺍﺴﺘﻨﺒﻭل‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺇﺤﺩﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺍﻟﺼﻑ‬
‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻡ‬ ‫ﻓﻬﻤﻬﻡ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺘﺭﻜﻴﺎ‬.‫ﺍ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺸﺘﻤﻠﺕ‬
‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻭﺍﻷﺨﺭﻯ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﺇﺤﺩﺍﻫﻤﺎ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬.‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺘﻡ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺘﻡ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﺍﺌﻕ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺴﺘﻨﺩ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﻤﺤﺘﻭﻯ‬
‫ﺍﻟﻨﺸﻁ‬.‫ﻋﻠ‬ ‫ﺃﺠﺭﻱ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺍﺴﺘﻨﺩﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﻰ‬
‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻥ‬ ‫ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬

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‫ﻁﺭﺍﺌﻕ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻗﺭﺍﻨﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺒﻜﺜﻴﺭ‬ ‫ﺃﻋﻠﻰ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬
‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬.‫ﺃ‬ ‫ﻟﺘﻭﻅﻴﻑ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﻤﺎ‬‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺴﻠﻭﺏ‬
‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺴﺘﻨﺩ‬‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺃﺜﺭ‬
‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﻟﻠﻁﻠﺒﺔ‬‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻨﺤﻭ‬.‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻴﻨﺕ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻓﻬﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺒﺸﻜل‬ ‫ﺴﺎﻫﻡ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬.
‫ﻭﺃﺠ‬‫ــ‬‫ﺸﻴﻔﻨ‬ ‫ﺭﻯ‬‫ــ‬‫ﻭﺠﺭﻴﻔﻴ‬ ‫ﺯ‬‫ـ‬‫ﻭﺠﻭﺴ‬ ‫ﻥ‬‫ــ‬‫ﻭﻟﻴ‬ ‫ﻲ‬‫ــ‬‫ﻭﺒﺭﺍﺩﻓ‬ ‫ﻭ‬‫ــ‬‫ﻭﺭﺩ‬
Griffin, A., J ocoy, C., Liu, Y. & Bradford, M., 2008)Scheyvens, R(
‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺒﻁﺭﺍﺌـﻕ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺇﺸﺭﺍﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺃﻫﻤﻴﺔ‬
‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﺍﻟﻔﺭﺼـﺔ‬ ‫ﺘﺘـﻴﺢ‬ ‫ﻭﻻ‬ ،‫ﺍﻟﺘﻌﻠﻴﻤـﻲ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻬﻴﻤﻥ‬ ‫ﺍﻟﺘﻲ‬
‫ﺍﻟﻔﺎ‬ ‫ﻟﻠﻤﺸﺎﺭﻜﺔ‬ ‫ﻟﻠﻤﺘﻌﻠﻤﻴﻥ‬‫ﻓﻴﻪ‬ ‫ﻋﻠﺔ‬.‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﺅﻜﺩ‬
‫ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴـﻑ‬ ‫ﺃﻥ‬ ‫ﺍﻻﻋﺘﻘﺎﺩﺍﺕ‬ ‫ﻜل‬ ‫ﻭﺭﻓﺽ‬ ،‫ﺍﻟﺠﻐﺭﺍﻓﻴﺎ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬
‫ﺃﻥ‬ ‫ﺘﺘﻁﻠـﺏ‬ ‫ﻷﻨﻬﺎ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﻴﺼﻌﺏ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺍﻟﺘﻌﻠﻴ‬ ‫ﺍﻟﻤﻭﻗـﻑ‬ ‫ﺒﻤﺤﺘﻭﻯ‬ ‫ﻤﺴﺒﻘﺔ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﻴﻜﻭﻥ‬‫ﻏﺎﻟﺒﻴـﺔ‬ ‫ﺘﻁﺒﻴـﻕ‬ ‫ﻭﺃﻥ‬ ،‫ﻤـﻲ‬
‫ﺤـﺩ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺍﻟﻁﻠﺒـﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﻜﺒﻴﺭ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻬﺩ‬ ‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻟﺴﻭﺍﺀ‬.
‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺇﺠﻤﺎل‬ ‫ﻭﻴﻤﻜﻥ‬:
-‫ﻟﺩﻴﻬﻡ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﻌﻤل‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺩﺍﻓﻌﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻴﺯﻴﺩ‬.
-‫ﻓﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻴﺯﻴﺩ‬‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺘﻌﻠﻤﻬﻡ‬ ‫ﻭﻴﻌﺯﺯ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻟﻤﺤﺘﻭﻯ‬ ‫ﺍﻟﻁﻠﺒﺔ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻘﺩﺭﺘﻬﻡ‬ ‫ﻭﺜﻘﺘﻬﻡ‬.
-‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻴﻌﻤل‬.

531
‫ﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺘﻘﺘﻀﻲ‬ ‫ﺍﻟﺤﺎﺠﺔ‬ ‫ﺃﻥ‬ ‫ﻴﺘﻀﺢ‬ ،‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﺭﺍﺠﻌﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬
‫ﺘﺘﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﺇﺤﺩﺍﺙ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬‫ﻭﺒﻨﺎﺀ‬ ‫ﺩﻋﻡ‬ ‫ﻓﻲ‬ ‫ﻜﺯ‬
‫ﻁﻴﺎﺘﻬﺎ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺤﻤل‬ ‫ﺃﻥ‬ ‫ﻨﺄﻤل‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻨﻲ‬‫ﺇﻨﺠﺎﺯ‬‫ﹰ‬‫ﺍ‬
‫ﻌ‬‫ﺍﻟﻔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬‫ﺠ‬‫ﺍﻟﻤﻭ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻤﻔﻬﻭﻡ‬ ‫ﻨﻤﻭﺫﺝ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ،‫ﺎل‬‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻨﺤﻭ‬ ‫ﻪ‬
‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﺭﻓﻊ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬.
‫ﺍﻟ‬‫ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﻁﺭﻴﻘﺔ‬:
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬:
‫ﺍﻟ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺘﻡ‬‫ﺍﻟﻐﻭﺙ‬ ‫ﻟﻭﻜﺎﻟﺔ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺩﻭﻟﻴﺔ‬‫ﻤ‬‫ﻋ‬ ‫ﻓﻲ‬‫ﺎﻥ‬/‫ﺍﻷﺭﺩﻥ‬‫ﺍﻟﺠﺎﻤﻌﻲ‬ ‫ﻟﻠﻌﺎﻡ‬2007/2008.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬)59(‫ﻓﻲ‬ ‫ﺘﻭﺯﻋﺕ‬ ‫ﻁﺎﻟﺒﺔ‬‫ﺸﻌﺒﺘﻴﻥ‬‫ﺘﻤﺜﻼ‬‫ﻥ‬‫ﻤﺠﻤﻭﻋ‬‫ﺘﻲ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬.
‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻋﺘﻤﺩ‬ ‫ﻭﻗﺩ‬‫ﺍﻷﻭل‬ ‫ﺍﻻﻤﺘﺤﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺸﻌﺒﺔ‬ ‫ﻜل‬ ‫ﻟﻌﻼﻤﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻟﻺﺭﺸﺎﺩ‬
‫ﻟﻠﻔﺼل‬‫ﺍﻟﺜﺎﻨﻲ‬‫ﺍﻟ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬‫ﺠﺎﻤﻌﻲ‬2007/2008‫ﻡ‬،‫ﺍﻷﻭل‬ ‫ﺍﻟﺸﻬﺭ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻌﻘﺩ‬ ‫ﻭﺍﻟﺫﻱ‬.
‫ﻭﻴﺒﻴﻥ‬)‫ﺍﻟﺠﺩﻭل‬1(‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻫﺫﻩ‬.
‫ﺍﻟﺠﺩﻭل‬)1(
‫ﺍﻟﻁ‬ ‫ﻭﻋﺩﺩ‬ ‫ﺍﻟﺸﻌﺏ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﻠﺒﺔ‬‫ﻭﺍﻻ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﻭﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬‫ﻨﺤﺭﺍﻓ‬‫ﺎﺕ‬
‫ﺍﻟﻁ‬ ‫ﻟﻌﻼﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬‫ﻠ‬‫ﺒ‬‫ﺔ‬‫ﺍﻷﻭل‬ ‫ﺍﻻﻤﺘﺤﺎﻥ‬ ‫ﻓﻲ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬ ‫ﺍﻟﺸﻌﺒﺔ‬ ‫ﺭﻤﺯ‬
2.36 15.14 29 ‫ﺃ‬
1.73 15.97 30 ‫ﺏ‬

.....
532
‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ،‫ﻤﺘﻭﺴﻁﺎﺘﻬﺎ‬ ‫ﺘﻜﺎﻓﺅ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﺄﻜﺩ‬ ‫ﺍﻟﺸﻌﺏ‬ ‫ﻫﺫﻩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬ ‫ﻭﻟﻌﻤل‬‫ﺍﺨﺘﺒﺎﺭ‬)‫ﺕ‬(
‫ﺍﻟﻤﺴﺘﻘﻠﺔ‬ ‫ﻟﻠﻌﻴﻨﺎﺕ‬)‫ﺍﻟ‬‫ﺠﺩﻭل‬2(‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻅﺎﻫﺭﻱ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻴﺸﺭ‬ ‫ﻟﻡ‬ ‫ﺤﻴﺙ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺃﻴﺔ‬.
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﺕ‬(‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬‫ﺍﻻﻤﺘﺤﺎﻥ‬ ‫ﻋﻠﻰ‬
‫ﺍﻷﻭل‬‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬‫ﻗﻴﻤﺔ‬)‫ﺕ‬(‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬29
‫ﺍﻟ‬‫ﻀﺎﺒﻁﺔ‬30
-1.540.131
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬:
‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﻤﺘﺤﺎﻥ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺘﺩﺭﻴﺱ‬ ‫ﺘﻡ‬ ،‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺘﻡ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺤﺎﻀﺭﺓ‬ ‫ﺒﺄﺴﻠﻭﺏ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬‫ﺃﺴﻠﻭﺏ‬‫ﺍﻟﺫﻫﻨﻲ‬ ‫ﻭﺍﻟﻌﺼﻑ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻁﺭﺡ‬‫ﻭﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﻭﺍﻟﺯﻴﺎﺭﺍﺕ‬
‫ﺍﻟﻤﺸﺭﻭﻋﺎﺕ‬‫ﺍﺴﺘ‬ ‫ﻤﻥ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺭﺘﻴﺠﻴﺎﺕ‬‫ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻭﻫﻲ‬‫ﺘﺒ‬ ‫ﺍﻟﺘﻲ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻨﺘﻬﺎ‬،
‫ﺇﺭﺸﺎﺩﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺸﺘﻤﻠﺕ‬ ‫ﻜﻤﺎ‬ ،‫ﻭﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻁﺭﻴﻘﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺼﻔ‬ ‫ﺍﻟﺨﻁﻁ‬ ‫ﺘﻀﻤﻨﺕ‬ ‫ﺤﻴﺙ‬
‫ﺍﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﻭﺃﺴﺌﻠﺔ‬ ‫ﻭﺘﻭﺠﻴﻬﺎﺕ‬.
‫ﺘﻨﻅﻴﻡ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﺒﻌﻴﻥ‬ ‫ُﺨﺫ‬‫ﺃ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻓﻕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻜﺘﺎﺒﺔ‬ ‫ﻭﻟﺩﻯ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬‫ﻟﻜل‬‫ﻤﻭﻀﻭﻉ‬‫ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻴﺘﻼﺀﻡ‬ ‫ﺒﻤﺎ‬‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻨﺸﻁ‬‫ﻭﺘﺤﺩﻴﺩ‬ ،
‫ﺍﻟﺘﻐﺫﻴﺔ‬ ‫ﻭﺘﻘﺩﻴﻡ‬ ،‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻁﺭﺤﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺇﺫ‬ ‫ﺍﻟﺠﺩﻴﺩ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬
‫ﺍﻟﺭﺍﺠﻌﺔ‬‫ﻟﻠﻁ‬‫ﻠﺒﺔ‬‫ﺘﻭﺠﻴﻬ‬ ‫ﻭﻜﺫﻟﻙ‬ ،‫ﺍﻷﻤﺭ‬ ‫ﻟﺯﻡ‬ ‫ﻜﻠﻤﺎ‬‫ﻬﻡ‬‫ﻓﻲ‬‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺃﺜﻨﺎﺀ‬
‫ﺍﻟﻤﻬﻤﺎﺕ‬‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬.‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬ ‫ﺜﻡ‬‫ﺍﻻﺨﺘﺒﺎﺭ‬‫ﺍﻟﺒ‬‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﻌﺩﻱ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﻋﻠﻰ‬
‫ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺍﻨﺘﻬﺎﺀ‬ ‫ﺒﻌﺩ‬.

533
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬:
1.‫ﻤﻘﻴﺎﺱ‬‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬:
‫ﻁﻭﺭﻩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﻏﺎﻨﻡ‬)2007(‫ﺃﻁﺭﻭﺤﺔ‬ ‫ﻓﻲ‬
‫ﺩﻜﺘﻭﺭﺍﻩ‬‫ﻤﻥ‬ ‫ﻭﻴﺘﻜﻭﻥ‬ ،)30(‫ﻓﻘﺭﺓ‬‫ﺘﺩﺭﻴﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻭﺯﻋﺔ‬‫ﻟﻴﻜﺭﺕ‬‫ﺨﻤﺎ‬‫ﺴﻲ‬)‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻨﻁﺒﻕ‬
‫ﺒﺸﻜل‬ ‫ﺘﻨﻁﺒﻕ‬ ‫ﻻ‬ ،‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻨﻁﺒﻕ‬ ‫ﻻ‬ ،‫ﻤﺘﺭﺩﺩ‬ ،‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺘﻨﻁﺒﻕ‬ ،‫ﻜﺒﻴﺭﺓ‬
‫ﻤﻁﻠﻕ‬(‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻭﺘﻌﻁﻰ‬ ،)5،4،3،2،1(،
‫ﻭ‬‫ﺘﻘﻴﺱ‬‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﻭﺍﻟﻔﺎﻋﻠﻴﺔ‬ ،‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻫﻤﺎ‬ ‫ﺒﻌﺩﻴﻥ‬
،‫ﺍﻟﺨﺎﺼﺔ‬‫ﻤ‬ ‫ﻭﻫﻭ‬‫ﺘﺘﻭ‬ ‫ﻘﻴﺎﺱ‬‫ﺍ‬‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﺘﺘﻁﻠﺒﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻓﻴﻪ‬ ‫ﻓﺭ‬
،‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬‫ﺘﻡ‬ ‫ﻓﻘﺩ‬‫ﺍﻟﺘﺤ‬‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺨﺼﺎﺌﺼﻪ‬ ‫ﻤﻥ‬ ‫ﻘﻕ‬‫ﺃﻁﺭﻭﺤﺔ‬ ‫ﻓﻲ‬‫ﺍﻟ‬‫ﺘﻡ‬ ‫ﺇﺫ‬ ،‫ﺩﻜﺘﻭﺭﺍﻩ‬
‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﺴﺘﺨﻼﺹ‬‫ﻫﻤﺎ‬ ‫ﺃﺴﻠﻭﺒﻴﻥ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺼﺩﻗﻪ‬:‫ﺍﻟﻅﺎﻫﺭﻱ‬ ‫ﺍﻟﺼﺩﻕ‬)‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬(،
‫ﺒﺎﺴﺘﺨﺩ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﺴﺘﺨﻼﺹ‬ ‫ﺘﻡ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﺘﻤﻴﻴﺯﻱ‬ ‫ﻭﺍﻟﺼﺩﻕ‬‫ﻫﻤﺎ‬ ‫ﺃﺴﻠﻭﺒﻴﻥ‬ ‫ﺍﻡ‬:
‫ﺍﻻﺴﺘﻘﺭﺍﺭ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫ‬ ،‫ﺍﻹﻋﺎﺩﺓ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﺜﺒﺎﺕ‬)0.85(،‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﻭﺍﻟﺜﺒﺎﺕ‬
‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﻠﻎ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﺩﺍﺨﻠﻲ‬)0.82.(‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺘﺩﻗﻴﻕ‬ ‫ﻤﻥ‬ ‫ﻭﻟﻤﺯﻴﺩ‬
‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬‫ﻗﺒل‬ ‫ﻤﻥ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﺭﻴﻕ‬‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺍﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬
‫ﻓﻲ‬‫ﺃ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬ ،‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺨﺎﺭﺝ‬ ‫ﺍﻟﻜﻠﻴﺔ‬‫ﻓﺭﺍﺩﻫﺎ‬)20(‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﻭﺘﻡ‬ ،‫ﹰ‬‫ﺎ‬‫ﻁﺎﻟﺒ‬
‫ﺍﻻ‬ ‫ﺒﻁﺭﻴﻘﺔ‬‫ﻤﻌﺎﻤل‬ ‫ﺒﻠﻎ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺘﺴﺎﻕ‬‫ﺃﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬)0.86(‫ﻭﻫﻲ‬ ،‫ﻗﻴﻤﺔ‬‫ﻤﻨﺎﺴﺒﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬.‫ﺍﻟﻤﻠﺤﻕ‬ ‫ﻭﻴﺒﻴﻥ‬)1(‫ﻤﻘﻴﺎﺱ‬‫ﺍﻟﻔﺎﻋﻠ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﻴﺔ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬
‫ﺍﻟﺤﺎﻟﻴﺔ‬.
‫ﺘﻜﺎﻓﺅ‬ ‫ﻤﻥ‬ ‫ﻭﻟﻠﺘﺄﻜﺩ‬‫ﻗﺒل‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻨﻔﻴﺫ‬،‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻭﺍﺴﺘﺨﺭﺠﺕ‬‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻭﻨﺘﺎﺌﺞ‬)‫ﺕ‬(‫ﻭﻴﺒﻴﻥ‬ ،‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺠﺩﻭل‬)3(‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻫﺫﻩ‬.

.....
534
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﺕ‬(‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬
‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
‫ﻗﻴﻤﺔ‬)‫ﺕ‬(
‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬2973.6933.781.140.261
‫ﺍﻟﻀﺎﺒﻁﺔ‬3066.1011.95
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬)3(‫ﻋﺩﻡ‬‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬‫ﺇ‬‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺤﺼﺎﺌﻴﺔ‬
)≥α0.05(‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻤﻤﺎ‬ ،‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﻟﻠﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬‫ﻤﺘﻜﺎﻓﺌﺘﺎ‬‫ﻥ‬.
2.‫ﻤﻘ‬‫ﻴ‬‫ﺎﺱ‬‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬:
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺍﻟﺘﺭﺒـﻭﻱ‬ ‫ﺍﻹﺭﺸـﺎﺩ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺼﻴﻠﻲ‬‫ﺃﺜـﺭ‬ ‫ﻟﻘﻴـﺎﺱ‬ ‫ﺍﻟﺘﺠﺭﺒـﺔ‬ ‫ﺒﻌـﺩ‬
‫ﻓﻲ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬‫ﺍﻟ‬ ‫ﻀﻤﻥ‬‫ﺘـﺼﻨﻴﻑ‬ ‫ﻤـﻥ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺜﻼﺜﺔ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬
‫ﺒﻠﻭﻡ‬)‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬(‫ﻤﻥ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺒﺼﻭﺭﺘﻪ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﺘﺸﻜل‬ ،20‫ﻤـﻥ‬ ‫ﻓﻘﺭﺓ‬
‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﻋﺩﺩ‬ ‫ﻜﺎﻥ‬ ‫ﺤﻴﺙ‬ ،‫ﻤﺘﻌﺩﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻨﻭﻉ‬)4(‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﻭﺘﻭﺯﻋﺕ‬ ،‫ﻓﻘﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺒﺩﺍﺌل‬
‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬:6‫ﻭﺍﻟﺘـﺫﻜﺭ‬ ‫ﺍﻟﻤﻌﺭﻓـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﻓﻘﺭﺍﺕ‬،
‫ﻭ‬10‫ﻭ‬ ،‫ﻭﺍﻻﺴﺘﻴﻌﺎﺏ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﻓﻘﺭﺍﺕ‬4‫ﻭﺃﻤـﺎ‬ ‫ﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﻓﻘﺭﺍﺕ‬
‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻓﺘﻤﺜﻠﺕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﺘﺒﻌﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬:
1-‫ﺍﻟﻤﺤﺘـﻭﻯ‬ ‫ﻭﺘﺤﻠﻴـل‬ ‫ﺫﻜﺭﻫـﺎ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺨﻁﻁ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻀﻤﻨﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﺤﺩﻴﺩ‬
‫ﻭ‬ ‫ﻟﻸﻫﺩﺍﻑ‬ ‫ﺍﻟﻨﺴﺒﻲ‬ ‫ﺍﻟﻭﺯﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺀ‬‫ﺒﻨﺎ‬ ‫ﺍﻟﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﺠﺩﻭل‬ ‫ﻭﺇﻋﺩﺍﺩ‬‫ﺍﻟﻤﺤﺘﻭﻯ‬.
2-‫ﺼﻴﺎﻏﺔ‬20‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻥ‬‫ﻭ‬‫ﻟﺘﻜ‬ ‫ﻓﻘﺭﺓ‬.
3-‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﻭﺠﺩﻭل‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺒﻔﻘﺭﺍﺘﻪ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻋﺭﺽ‬
‫ﺤﻴـﺙ‬ ‫ﻤـﻥ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻘﺭﺍﺕ‬ ‫ﺘﺤﻜﻴﻡ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻭﺍﻟﻁﻠﺏ‬ ‫ﻤﺤﻜﻤﻴﻥ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻪ‬:‫ﺴـﻼﻤﺔ‬

535
‫ﺒﻤـ‬ ‫ﻓﻘـﺭﺓ‬ ‫ﻜل‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﻤﺩﻯ‬ ،‫ﻭﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬‫ﺍﻟﻬـﺩﻑ‬ ‫ﺴﺘﻭﻯ‬
‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻴﺭﻭﻨﻬﺎ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻤﻼﺤﻅﺎﺕ‬ ‫ﺃﻴﺔ‬ ‫ﻭﺇﺒﺩﺍﺀ‬ ،‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﻘﺼﻭﺩ‬.‫ﻤﻼﺤﻅـﺎﺘﻬﻡ‬ ‫ﻭﻤﻨﺎﻗﺸﺔ‬
‫ﻡ‬‫ﺘ‬ ‫ﻭﺒﺫﻟﻙ‬ ،‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺒﺼﻭﺭﺘﻬﺎ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻘﺭﺍﺕ‬ ‫ﺼﻴﻐﺕ‬ ‫ﺫﻟﻙ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻓﻲ‬ ،‫ﻭﺍﻗﺘﺭﺍﺤﺎﺘﻬﻡ‬
‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﻬﺫﺍ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬.
4-‫ﺍﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬‫ﻤﺠﺘﻤـﻊ‬ ‫ﻤﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬)‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺨﺎﺭﺝ‬(‫ﻋﺩﺩﻫﻡ‬ ‫ﻴﺒﻠﻎ‬30‫ﻁﺎﻟﺒﺎ‬)15،‫ﹰ‬‫ﺎ‬‫ﻁﺎﻟﺒ‬15‫ﻁﺎﻟﺒﺔ‬(‫ﻡ‬‫ﺜ‬ ‫ﻭﻤﻥ‬
‫ﻜﻭﺩﺭ‬ ‫ﻤﻌﺎﺩﻟﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬‫ﺴﻭ‬ ‫ﺭﻴﺘﺸﺎﺭﺩ‬‫ﻥ‬-20)KR-20(‫ﺒﻠﻎ‬ ‫ﻭﻗﺩ‬
‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﻤﻌﺎﻤل‬0.89‫ﻜﻤـﺎ‬ ،‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻷﻏﺭﺍﺽ‬ ‫ﻭﻤﻘﺒﻭل‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﻭﻫﻭ‬
‫ﻓﻘﺭﺍﺕ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﺘﻡ‬‫ﻤﻌـﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤـﺕ‬ ‫ﻭﻗـﺩ‬ ،‫ﻭﺘﻤﻴﻴﺯﻫﺎ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬
‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬)0.32‫ﻭ‬0.78(‫ﻜﺎﻥ‬ ‫ﺼﻌﺒﺔ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺼﻨﻔﺕ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺒﺎﺴﺘﺜﻨﺎﺀ‬ ،
‫ﺼﻌﻭﺒﺘﻬﺎ‬ ‫ﻤﻌﺎﻤل‬0.21‫ﺼـﻌﻭﺒﺘﻬﺎ‬ ‫ﻤﻌﺎﻤـل‬ ‫ﻜـﺎﻥ‬ ‫ﺴﻬﻠﺔ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺼﻨﻔﺕ‬ ‫ﻭﺃﺨﺭﻯ‬ ،
0.87‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻜﻤﺎ‬ ،)0.16-0.68.(
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﺼﻤﻴﻡ‬:
‫ﻫﺫﻩ‬ ‫ﻷﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﻨﻅﺭ‬‫ﺃﺜﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﺤﺎﻭل‬ ‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺸﺒﻪ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬
‫ﺍ‬‫ﻟﺫﺍﺘﻴﺔ‬‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺘﺼﻨﻴﻑ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻓﺈﻨﻪ‬ ،:
1.‫ﺍﻟﻤﺴﺘﻘل‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬:‫ﻭﻟﻪ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻭﻴﻤﺜل‬‫ﻤﺴﺘﻭﻴﺎﻥ‬:
‫ﺃ‬(‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬.
‫ﺏ‬(‫ﺍﻻﻋﺘﻴﺎﺩﻱ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬.
2.‫ﺍﻟﺘﺎﺒ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬‫ﻌﺔ‬:‫ﻫﻤﺎ‬ ‫ﺘﺎﺒﻌﺎﻥ‬ ‫ﻤﺘﻐﻴﺭﺍﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬:
‫ﺃ‬(‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍﻟﺫﺍﺘﻴﺔ‬.
‫ﺏ‬(‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬.

.....
536
‫ﻭ‬‫ﺍﻟﺠﺩﻭل‬)4(‫ﺘﺼﻤﻴﻤ‬ ‫ﻭﻴﻤﺜل‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺸﺒﻪ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬ ‫ﻴﺒﻴﻥ‬‫ﹰ‬‫ﺎ‬‫ﻗﺒﻠﻴ‬ ‫ﹰ‬‫ﺎ‬-‫ﺒﻌﺩﻴ‬‫ﹰ‬‫ﺎ‬
‫ﻤﺘﻜ‬ ‫ﻏﻴﺭ‬ ‫ﻟﻤﺠﻤﻭﻋﺎﺕ‬‫ﺎﻓﺌﺔ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺸﺒﻪ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬
‫ﺘﺠﺭﻴﺒﻴﺔ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﻤﻘﻴﺎﺱ‬
‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬
‫ﺍﻟﺫﺍﺘﻴﺔ‬
‫ﻤﻘﻴﺎﺱ‬
‫ﺍﻟﺘﺤﺼﻴل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫ﻀﺎﺒﻁﺔ‬
‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬
‫ﺍﻟﺫﺍﺘﻴ‬‫ﺔ‬
‫ﺍﻋﺘﻴﺎﺩﻱ‬ ‫ﺘﺩﺭﻴﺱ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺔ‬:
‫ﻓﺭﻀﻴﺎﺘﻬﺎ‬ ‫ﻭﻓﺤﺹ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻏﺭﺍﺽ‬ ‫ﻟﺘﺤﻘﻴﻕ‬‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺃﺜﺭ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻤﺜﻠﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍ‬‫ﻟﺫﺍﺘﻴﺔ‬‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ،‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬)‫ﺕ‬(
‫ﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻋﻥ‬ ‫ﻟﻠﻜﺸﻑ‬‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬‫ﻋﻠﻰ‬‫ﻤﻘﻴﺎﺴﻲ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬‫ﺍﻟﺒﻌﺩﻱ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬:
‫ﺍﻟﻔﺭﻀﻴﺔ‬‫ﺍﻷﻭﻟ‬‫ﻰ‬:‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺠﻭﻫﺭﻴﺔ‬‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬
‫ﻻﺴﺘ‬ ‫ﺘﻌﺭﻀﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺭﺍﺘﻴﺠﻴﺔ‬‫ﺃﺩﺍﺀ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺔ‬ ‫ﻟﻔﺤﺹ‬‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﺴﺘﺨﺭﺍﺝ‬ ‫ﺘﻡ‬
‫ﻟﺩﺭﺠﺎﺕ‬‫ﻁﻠﺒﺔ‬‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬‫ﺍﻟﺘﻁﺒﻴﻕ‬‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺒﻌﺩﻱ‬‫ﺍﺴﺘﺨﺭﺠﺕ‬ ‫ﺜﻡ‬ ،‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬
‫ﻨﺘﺎﺌﺞ‬‫ﺍﺨﺘﺒﺎﺭ‬)‫ﺕ‬(،‫ﺍﻟﻤﺴﺘﻘﻠﺔ‬ ‫ﻟﻠﻌﻴﻨﺎﺕ‬‫ﻟ‬‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻋﻥ‬ ‫ﻠﻜﺸﻑ‬.‫ﻭﻴﺒﻴﻥ‬
‫ﺍﻟﺠﺩﻭل‬)5(‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻫﺫﻩ‬.

537
‫ﺍﻟ‬‫ﺠﺩﻭل‬)5(
‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬‫ﻁﻠﺒﺔ‬‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬
‫ﻭﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻌﺩﻱ‬‫ﺍﺨﺘﺒﺎﺭ‬)‫ﺕ‬(‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻤ‬‫ﺘﻭﺴﻁﺎﺕ‬
‫ﻗﻴﻤﺔ‬)‫ﺕ‬(‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬29108.5514.33
‫ﺍﻟﻀﺎﺒﻁﺔ‬3090.7323.99
3.45*0.001
*‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬)≥α0.05(
‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬‫ﺍﻟﺠﺩﻭل‬)5(‫ﺍﻟﺩﻻﻟـﺔ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻨـﺩ‬ ‫ﺇﺤـﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟـﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬
)≥α0.05(‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺒﺎﻟﺭﺠﻭﻉ‬ ، ،‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬
،‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻫﺫﻩ‬ ‫ﺃﻥ‬ ‫ﻴﻼﺤﻅ‬،‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻨﺭﻓﺽ‬ ‫ﻭﺒﺫﻟﻙ‬
،‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﻨﻘﺒل‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻤﻤﺎ‬‫ﺘﺅﺜﺭ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﻴﺠﺎﺒﻴ‬
‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ‬.
‫ﺍﻟﻨ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺃﻥ‬ ‫ﻭﻴﻤﻜﻥ‬‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻴﺠﺔ‬‫ﺘـﺩﻋﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻤﻠﺕ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻤﺩﺭﺱ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺒﻴﻨﻬﻡ‬ ‫ﺍﻟﺜﻘﺔ‬ ‫ﻭﺘﻌﺯﻴﺯ‬ ،‫ﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺒﻘﺩﺭﺍﺘﻬﻡ‬ ‫ﺒﺄﻨﻔﺴﻬﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺜﻘﺔ‬
‫ﻤﻤﺎﺭﺴـﺘﻬﻡ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﺘﺄﻤل‬ ،‫ﺒﺄﻨﻔﺴﻬﻡ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻓﺭﺼﺔ‬ ‫ﻴﻤﻠﻜﻭﻥ‬ ‫ﻭﺃﺼﺒﺤﻭﺍ‬ ،‫ﺃﺨﺭﻯ‬
‫ﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻭﺘﻔﻜﻴﺭﻫﻡ‬.‫ﺒﺘﻨﻔﻴ‬ ‫ﻴﻬﺘﻤﻭﻥ‬ ‫ﻓﺄﺼﺒﺤﻭﺍ‬‫ﺍﻟﻤﻨﺎﻁـﺔ‬ ‫ﻭﺍﻟﺘﻌﻴﻴﻨﺎﺕ‬ ‫ﺍﻟﻭﺍﺠﺒﺎﺕ‬ ‫ﺫ‬
‫ﻓﻲ‬ ‫ﺇﻀﺎﻓﻴﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﻭﻗﺘ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻬﺩ‬ ‫ﻭﻴﻘﻀﻭﻥ‬ ،‫ﺒﻬﻡ‬‫ﺇﻨﺠﺎﺯ‬‫ﺃﻋﻤﺎﻟﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺒﻨﺸﺎﻁ‬ ‫ﻤﻨﺸﻐﻠﻴﻥ‬ ‫ﺒﺩﻭﺍ‬ ‫ﻭﻗﺩ‬ ،‫ﻫﺎ‬
‫ﺒﻬ‬ ‫ﻭﻤﺴﺘﻤﺘﻌﻴﻥ‬‫ﺎ‬‫ﺒ‬ ‫ﻭﻴﻌﺘﺯﻭﻥ‬ ،‫ﺈﻨﺠﺎﺯ‬‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻫﻡ‬.‫ﺒﻔﺎﻋﻠﻴﺘﻬﻡ‬ ‫ﺇﺤﺴﺎﺴﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻨﻌﻜﺱ‬ ‫ﻜﻠﻪ‬ ‫ﻭﻫﺫﺍ‬
‫ﻭﺘﻌﺯﻴﺯﻫﺎ‬ ،‫ﺍﻟﺫﺍﺘﻴﺔ‬.‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻭﺘﺘﻔﻕ‬‫ﻭﻴﻠﻜﻪ‬)Wilke, 2003(.

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‫ﺍﻟﻔﺭﻀﻴﺔ‬‫ﺍﻟﺜﺎﻨﻴ‬‫ﺔ‬:‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﻓﻲ‬ ‫ﺠﻭﻫﺭﻴﺔ‬‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺘﻌﺭﻀﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺸﻁ‬‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺔ‬ ‫ﻟﻔﺤﺹ‬‫ﺍﻟﺤـ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﺴﺘﺨﺭﺍﺝ‬ ‫ﺘﻡ‬‫ﺍﻟﻤﻌﻴﺎﺭﻴـﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓـﺎﺕ‬ ‫ﺴﺎﺒﻴﺔ‬
‫ﻟﺩﺭﺠﺎﺕ‬‫ﻁﻠﺒﺔ‬‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬‫ﺍﻟﺒﻌﺩﻱ‬‫ﺜﻡ‬ ،‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬
‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ‬‫ﺍﺨﺘﺒﺎﺭ‬)‫ﺕ‬(‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻋﻥ‬ ‫ﻟﻠﻜﺸﻑ‬.‫ﻭﻴﺒﻴﻥ‬‫ﺍﻟ‬‫ﺠﺩﻭل‬
)6(‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻫﺫﻩ‬.
‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬‫ﻟﺩﺭﺠﺎ‬‫ﺕ‬‫ﻁﻠﺒﺔ‬‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬
‫ﺍﻟ‬‫ﺒﻌﺩﻱ‬‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬‫ﻭ‬‫ﻨﺘﺎﺌﺞ‬‫ﺍﺨﺘﺒﺎﺭ‬)‫ﺕ‬(‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﻗﻴﻤﺔ‬)‫ﺕ‬(‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬2918.171.44
‫ﺍﻟﻀﺎﺒﻁﺔ‬3014.972.51
6.04*0.001
*‫ﺇﺤ‬ ‫ﺩﺍل‬‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺼﺎﺌﻴﺎ‬)≥α0.05(
‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬)6(‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬‫ﺇ‬‫ﺍﻟﺩﻻﻟـﺔ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻨـﺩ‬ ‫ﺤﺼﺎﺌﻴﺔ‬
)≥α0.05(‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﺒﻌﺩﻱ‬‫ﻓـﻲ‬
‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩ‬ ‫ﻤﺴﺎﻕ‬‫ﺍﻟﻔـﺭﻭﻕ‬ ‫ﻫﺫﻩ‬ ‫ﺃﻥ‬ ‫ﻴﻼﺤﻅ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺒﺎﻟﺭﺠﻭﻉ‬ ،
‫ﺍﻟﻤﺠ‬ ‫ﻟﺼﺎﻟﺢ‬‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻤﻭﻋﺔ‬.،‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﻨﻘﺒل‬ ،‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻨﺭﻓﺽ‬ ‫ﻭﺒﺫﻟﻙ‬
‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻤﻤﺎ‬‫ﺘﺅﺜﺭ‬‫ﺍﻷﻜـﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤـﺼﻴل‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﻴﺠﺎﺒﻴ‬
‫ﻟﻠﻁﻠﺒﺔ‬.

539
‫ﺍﻟﻨـﺸﻁ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺨﻀﻌﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺃﻥ‬ ‫ﻭﻴﻤﻜﻥ‬
‫ﻓﺎﻋﻠﻴﻥ‬ ‫ﻤﺸﺎﺭﻜﻴﻥ‬ ‫ﻜﺎﻨﻭﺍ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬-‫ﻫـﺫﻩ‬ ‫ﻅـل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﻟﻬﻡ‬ ‫ﻭﺃﺘﻴﺤﺕ‬ ،‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬
‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﻟ‬‫ﺇ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬‫ﺍﺘﺠﺎﻫـﺎﺘﻬﻡ‬ ‫ﺍﺴﺘﻜﺸﺎﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺸﺠﻴﻌﻬﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻴﺠﺎﺒﻴﺔ‬
‫ﺩﺍﻓﻌﻴﺘﻬﻡ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ،‫ﻭﻗﻴﻤﻬﻡ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺤﻔﺯﻫﻡ‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ‬‫ﻭ‬ ،‫ﻤـﺭﻭﺭﻫﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻌﻠﻤﻬﻡ‬ ‫ﺘﺴﻬﻴل‬
‫ﺤﻘﻴﻘﻴﺔ‬ ‫ﺒﻤﺸﻜﻼﺕ‬ ‫ﻤﺭﺘﺒﻁﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺨﺒﺭﺍﺕ‬‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻓﻲ‬،‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻭﺯﻴﺎﺩﺓ‬ ،‫ﺍﻨﺘﺒﺎﻫﻬﻡ‬ ‫ﻭﺯﻴﺎﺩﺓ‬‫ﺩﺍﺨل‬
‫ﺯﻴـﺎﺩﺓ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﻤﺤﺼﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻘﻭﺩ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻜل‬ ،‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ،‫ﺍﻟﺩﺭﺱ‬ ‫ﻗﺎﻋﺔ‬
‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺤﺼﻴل‬‫ﻴﺘﻌﻠﻤﻭﻨﻪ؛‬ ‫ﻟﻤﺎ‬‫ﻁﻠﺒـﺔ‬ ‫ﻫـﻡ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻋﻠﻴﻬﻡ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺃﻥ‬ ‫ﻭﻻﺴﻴﻤﺎ‬
‫ﺃﻫﺩﺍﻓﻬ‬ ‫ﻭﻴﺩﺭﻜﻭﻥ‬ ،‫ﺘﻌﻠﻤﻬﻡ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻴﺘﺤﻤﻠﻭﻥ‬ ‫ﺠﺎﻤﻌﻴﻭﻥ‬‫ﺍﻟﻤﺤﺎﻀﺭﺓ‬ ‫ﻤﺠﺭﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﻴﺸﺎﺭﻜﻭﻥ‬ ‫ﻡ‬
‫ﻓﺎﻋل‬ ‫ﺒﺸﻜل‬.‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻭﺘﺘﻔﻕ‬‫ﻭﻤـﺎﻴﺭﺯ‬ ‫ﻭﺒـﻭﻜﺱ‬ ‫ﺘﺭﺍﺒﺎﻥ‬
‫ﻭﺒـﻭﻴﻥ‬ ‫ﻭﺒﻭﻻﺭﺩ‬)Taraban, R.; Box, C.; Myers, R.; Pollard, R. & Bowen, C., 2007(،
‫ﻭﺃﻭﺭﻫـﺎﻥ‬ ‫ﺘﺎﻨـﺩﻭﻏﺎﻥ‬ ‫ﻭﺩﺭﺍﺴﺔ‬)Tandogan, R. & Orhan, A., 2007(‫ﻭﺩﺭﺍﺴـﺔ‬ ،
‫ﻤﺎﻜﺭﺜ‬‫ﻭﺃﻨﺩﺭﺴﻭﻥ‬ ‫ﻲ‬)McCarthy & Anderson, 2000(.
‫ﻤﻥ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺍﻗﺘﺭﺍﺡ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻓﻲ‬‫ﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺘﺘﻠﺨﺹ‬ ،:
-‫ﻋﻠـﻰ‬ ‫ﻤﻌﻬـﺎ‬ ‫ﻴﺘﻌـﺎﻤﻠﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﺨﺘﻼﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﺸﺠﻴﻊ‬
‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺁﺜﺎﺭ‬ ‫ﻤﻥ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻤﺎ‬ ،‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬.
-‫ﺍﻟﺘﺭﺒ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺘﻭﻓﻴﺭ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺍﻟﻤﺸﺠﻌﺔ‬ ‫ﺍﻟﺩﺍﻋﻤﺔ‬ ‫ﻭﻴﺔ‬
‫ﺍﻟﻨﺸﻁ‬.
-‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻤﻥ‬ ‫ﻤﺯﻴﺩ‬ ‫ﺇﺠﺭﺍﺀ‬‫ﺍﺴﺘ‬ ‫ﺃﺜﺭ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﻭﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻓﻲ‬.
-‫ﺍﻟﺒﺤﻭ‬ ‫ﻤﻥ‬ ‫ﻤﺯﻴﺩ‬ ‫ﺇﺠﺭﺍﺀ‬‫ﺍﺴ‬ ‫ﺃﺜﺭ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺙ‬‫ﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﺍﻟﺘﻌ‬‫ﺍﻟﻨﺸﻁ‬ ‫ﻠﻡ‬
،‫ﻟﻠـﺘﻌﻠﻡ‬ ‫ﺍﻟﺩﺍﻓﻌﻴـﺔ‬ ‫ﻤﺜل‬ ،‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬.

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540
‫ﺍﻟﻤﺭﺍﺠﻊ‬
‫ﺍﻟﻤﺭﺍﺠﻊ‬‫ﺍﻟﻌﺭﺒﻴﺔ‬
–‫ﻤﺭﺍﺩ‬ ،‫ﺠﺭﺩﺍﻕ‬)1997.(‫ﻟﺒﻨﺎﻥ‬ ‫ﺤﺎﻟﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻤﻜﻥ‬ ‫ﺍﻟﺠﺩﻴﺩ‬)‫ﻁ‬1.(
‫ﺒﻴﺭﻭﺕ‬:‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻟﻠﻌﻠﻭﻡ‬ ‫ﺍﻟﻠﺒﻨﺎﻨﻴﺔ‬ ‫ﺍﻟﻬﻴﺌﺔ‬.
–‫ﺩﺭﻭﺯﺓ‬،‫ﺃﻓﻨﺎ‬‫ﻥ‬)2004.(‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺃﺴﺎﺴﻴﺎﺕ‬.‫ﺎﻥ‬‫ﻤ‬‫ﻋ‬:‫ﺍﻟﺸﺭﻭﻕ‬ ‫ﺩﺍﺭ‬
‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬.
–‫ﻨﺎﺼﺭ‬ ،‫ﻏﺎﻨﻡ‬)2007.(‫ﺇﻟﻰ‬ ‫ﻤﺴﺘﻨﺩ‬ ‫ﹰ‬‫ﺎ‬‫ﺫﺍﺘﻴ‬ ‫ﺍﻟﻤﻨﻅﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺘﺩﺭﻴﺒﻲ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺃﺜﺭ‬
‫ﻟﺩﻯ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﻭﺍﻟﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﻅﺭﻴﺔ‬
‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻠﺒﺔ‬.‫ﻤ‬ ‫ﻏﻴﺭ‬ ‫ﺩﻜﺘﻭﺭﺍﻩ‬ ‫ﺭﺴﺎﻟﺔ‬،‫ﻋﻤﺎﻥ‬ ،‫ﺍﻷﺭﺩﻨﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ،‫ﻨﺸﻭﺭﺓ‬
‫ﺍﻷﺭﺩﻥ‬.
–،‫ﻭﻗﻁﺎﻤﻲ‬ ‫ﻴﻭﺴﻑ‬ ،‫ﻗﻁﺎﻤﻲ‬‫ﻨﺎﻴﻔﺔ‬)2000.(‫ﺍﻟﺼﻔﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺴﻴﻜﻭﻟﻭﺠﻴﺔ‬.‫ـﺎﻥ‬‫ﻤ‬‫ﻋ‬:‫ﺩﺍﺭ‬
‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﺸﺭﻭﻕ‬.
‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬
– Bandura, A. (1997). Self-efficacy: The exercise of control.
New York: Free-man.
– Butler, R., & Winne, P. (1995). Feedback and Self Regulation
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– Carroll, L. & Leander, S. (2001). Improve Motivation through the
Use of Active Learning Strategies. Unpublished Master
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– Felder, R. & Brent, R. (1997). Effective Teaching Workshop. North
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– Harasim, L. et al. (1997). Learning Networks; A Field Guide to
Teaching and Learning Online, M.A., Massachusetts: Institute of
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– Lorenzen, M. (2006). Active Learning and Library Instruction.
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– McCarthy, J. & Anderson, L. (2000). Active Learning Techniques
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294.
– Myers, C. & Jones, T. (1993). Promoting Active Learning
Strategies for the College Classroom. San Francisco, Jossey-Bass
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‫ﺩﻤﺸﻕ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﺭﻭﺩ‬ ‫ﺘﺎﺭﻴﺦ‬15/1/2009

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