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١ʘʖʗ١ʘʖʗ١ʘʖʗ١ʘʖʗ‫ـ‬‫ـ‬‫ـ‬‫ـ‬----ʖ٠٠ʗʖ٠٠ʗʖ٠٠ʗʖ٠٠ʗ
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‫ا‬.
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‫ا‬‫ا‬ ‫وان‬ ، ‫ن‬ ‫ان‬
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‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬.
‫ي‬ ‫وا‬ ،‫ك‬ ‫ا‬ ‫ا‬
‫آ‬ ‫و‬ ‫ك‬ ‫ا‬ ‫ات‬ ‫ا‬
‫ا‬ ‫ذه‬ ‫ي‬.
‫ت‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫آ‬
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، ‫ا‬ ‫م‬ ‫و‬
‫ا‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫ان‬ ‫ا‬ ‫وه‬
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)(
١٥٣
‫ا‬ ‫ا‬
‫وا‬ ‫ا‬
‫ا‬ ‫ا‬
١٥٥
‫ا‬ ‫ا‬ ‫وا‬ ‫ا‬
‫ا‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬
‫ه‬ ‫أ‬،‫ح‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ا‬ ‫م‬ ‫و‬،‫ور‬ ‫م‬ ‫و‬
‫ود‬ ‫ي‬ ‫ا‬ ‫أوا‬ ‫ا‬‫ا‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ا‬.‫ن‬ ‫آ‬ ‫واذا‬
ً ‫ا‬،‫ن‬ ‫ا‬ ‫ا‬ ‫وأن‬
‫ن‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫و‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ف‬ ‫ا‬
.‫ا‬ ‫ن‬ ‫وذ‬ ‫؛‬ ً ‫ا‬ ‫ه‬ ‫و‬‫ن‬ ‫اض‬ ‫ا‬
‫ا‬
‫ع‬ ‫ا‬ ‫ى‬.
‫ة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫أن‬ ‫ن‬ ‫آ‬ ‫واذا‬
‫ة‬ ‫ء‬ ‫ض‬،‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫رآ‬ ‫أن‬ ‫ا‬،
‫ا‬ ‫ا‬ ‫و‬ ‫و‬.‫ذ‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫وه‬‫ا‬
active‫ا‬ ‫ا‬.‫ب‬ ‫ا‬ ‫ل‬
‫ة‬ ‫ا‬ ‫ات‬ ‫ا‬،‫ا‬ ‫ات‬ ‫ا‬ ‫وا‬ ‫وو‬
‫ا‬ ‫أوا‬.
‫دا‬ ‫ا‬ ‫ا‬ ‫دئ‬ ‫ا‬ ‫آ‬ ‫ه‬ ‫ح‬ ‫ي‬ ‫ا‬ ‫ال‬ ‫وا‬
‫ا‬‫ا‬ ‫ا‬ ‫ب‬ ‫ق‬ ‫م‬ ‫ه‬ ‫ة‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫وه‬ ‫؟‬
١٥٧
‫ا‬ ‫ا‬constructivisist learning environ ment
‫ا‬ ‫ا‬ ‫ن‬ ‫و‬ ‫و‬:‫أن‬ ‫ي‬ ‫ا‬ ‫ن‬ ‫ا‬
‫؛‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ن‬ ‫ا‬‫دوات‬ ‫ا‬ ‫ذ‬
‫وأ‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ‫دة‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫در‬ ‫و‬ ‫ا‬
‫ت‬ ‫ا‬.‫ث‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ذي‬ ‫ا‬ ‫ا‬ ‫و‬
‫ا‬ ‫رات‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬
‫ت‬ ‫ا‬.‫و‬)١١(‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬.
‫ر‬)١١(‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬
١٥٩ ١٥٨
‫ر‬ ‫أ‬resbek‫م‬١٩٩٦ُ ً ‫ذ‬ ‫ا‬ ‫أن‬
‫ء‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫و‬ ‫ت‬ ‫ا‬ ‫؛‬ ‫ا‬
‫ه‬ ‫ا‬ ‫دئ‬ ‫أن‬ ‫وأآ‬ ‫ا‬:
١-‫ا‬ ‫ء‬ ‫ة‬ ‫ب‬ ‫ا‬ ‫اد‬ ‫ا‬.
٢-‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫اد‬ ‫ا‬
٣-‫دور‬ ‫ن‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ح‬ ‫ا‬
‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ‫و‬.
٤-‫ا‬ ‫م‬ ‫اا‬ ‫ق‬ ‫ا‬ ‫ظ‬ ‫ا‬.
‫وه‬‫ا‬ ‫ا‬ ‫ا‬ ‫دئ‬ ‫آ‬ ‫ى‬ ‫أ‬ ‫و‬ ‫ك‬:
‫أ‬-‫اد‬ ‫ا‬ ‫ت‬ ‫واه‬ ‫ت‬ ‫ا‬ ‫أن‬.
‫ب‬-‫ا‬ ‫اف‬ ‫أه‬ ‫ا‬ ‫اف‬ ‫أه‬ ‫ن‬ ‫أن‬.
‫ج‬-‫ل‬ ‫ا‬ ‫ا‬ ‫م‬ ‫وا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫أن‬
‫ا‬ ‫م‬ ‫وا‬ ‫ا‬‫اد‬ ‫ا‬ ‫ه‬ ‫ا‬.
‫د‬-‫ا‬ ‫دوار‬ ‫ر‬ ‫ا‬ ‫دور‬ ‫ان‬.
-‫ا‬ ‫ا‬ ‫أ‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫دل‬ ‫أن‬
‫ا‬ ‫و‬ ‫ا‬ ‫ل‬ ‫وذ‬.
‫و‬-‫ا‬ ‫ا‬ ‫ا‬. feed back
‫ور‬ ‫ا‬ ‫دئ‬ ‫ا‬ ‫و‬‫ا‬ ‫ة‬
‫رآ‬ ‫وا‬ ‫ان‬ ‫ا‬.‫ء‬ ‫آ‬ ‫ا‬ ‫م‬ ‫ه‬ ‫ان‬،‫و‬
‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫م‬ ‫وا‬ ‫ا‬ ‫رات‬ ‫ا‬
‫ا‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ذ‬ ‫ا‬ ‫ا‬‫ا‬
‫ا‬ ‫ا‬.‫ق‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫رآ‬ ‫ا‬ ‫و‬
‫ء‬ ‫وا‬ ‫وا‬ ‫ا‬ ‫ي‬ ‫ي‬ ‫ا‬ ‫ا‬.‫ه‬ ‫رآ‬ ‫وا‬ ‫ل‬ ‫وا‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ا‬‫ل‬
‫ا‬ ‫دة‬ ‫ن‬ ‫ا‬ ‫ت‬.‫را‬ ‫ا‬ ‫وا‬
‫ي‬ ‫آ‬ ‫آ‬ ‫ا‬،‫ت‬ ‫و‬،‫و‬ ‫ط‬ ‫و‬
‫و‬ ‫ا‬،‫ل‬ ‫ذ‬ ‫و‬ ‫ا‬ ‫ات‬ ‫و‬،
‫رآ‬ ‫ا‬ ‫وه‬.
‫ا‬ ‫ا‬‫دة‬ ‫ا‬ ‫ءات‬ ‫آ‬ ‫وا‬
‫د‬ ‫ا‬ ‫ى‬ ‫ء‬ ‫آ‬ ‫دة‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫ره‬ ‫ا‬ ‫ا‬.‫ول‬ ‫و‬
‫ذ‬ ‫ط‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫أن‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬
‫رد‬gardener‫د‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬
Multiple intelligence‫اص‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ف‬ ‫أ‬ ‫وا‬:‫ا‬ ‫ء‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫وا‬.
‫ا‬ ‫ي‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬.verbal- linguistic
‫ا‬ ‫رة‬ ‫وا‬ ‫ي‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫رة‬ ‫ا‬ ‫و‬
ً ‫أو‬ ً ‫ا‬.‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬‫رات‬ ‫ا‬ ‫ن‬
١٦١ ١٦٠
‫ر‬ ‫ا‬،‫وا‬ ‫اءة‬ ‫ن‬ ‫و‬،‫ت‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ن‬ ‫و‬،
‫وا‬ ‫ء‬ ‫ة‬ ‫ذاآ‬ ‫ن‬ ‫و‬‫آ‬ ‫وا‬ ‫ار‬،‫د‬ ‫ن‬ ‫و‬
‫ا‬.‫ه‬ ‫ه‬ ‫وأ‬‫و‬ ‫ث‬ ‫وا‬ ‫ع‬ ‫ا‬
‫ر‬ ‫ا‬ ‫أ‬‫آ‬ ‫ا‬‫ا‬ ‫ي‬ ‫ا‬ ‫ء‬:‫اء‬ ‫ا‬،
‫ب‬ ‫وا‬،‫ن‬ ‫وا‬
‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬‫ا‬ ‫و‬ ‫اءة‬ ‫ا‬،‫و‬
‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬٠٠٠‫ا‬،‫و‬‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬
‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬:
١-‫م‬ ‫آ‬ ‫ا‬ ‫ء‬ ‫أ‬.
٢-‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬.
٣-‫ا‬ ‫ا‬ ‫ون‬ ‫أداء‬ ‫أو‬ ‫ا‬ ‫ظ‬ ‫ا‬.
٤-‫ا‬ ‫اءة‬ ‫و‬ ‫آ‬ ‫د‬ ‫ا‬
‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬–‫ا‬logical –mathematical
‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬‫وا‬ ‫ا‬ ُ.
‫ء‬ ‫ا‬ ‫رون‬ ‫و‬ ‫ت‬ ‫وا‬ ‫ط‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫وأ‬
‫ا‬ ‫ون‬ ‫و‬.‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫آ‬
‫ا‬ ‫ء‬ ‫ا‬ ‫ر‬ ‫أ‬،‫ا‬ ‫ح‬ ‫ن‬ ‫و‬،‫وو‬ ‫م‬ ‫وا‬
ً‫ا‬،‫م‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫أن‬ ‫آ‬،
‫ا‬ ‫ب‬ ‫وا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫و‬.‫وأ‬
‫ت‬ ‫ا‬ ‫ه‬ ‫ه‬،‫د‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫وا‬.‫ن‬ ‫و‬‫ي‬
‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫در‬ ‫ء‬ ‫ا‬.
‫ا‬ ‫ا‬ ‫ا‬ ‫أو‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬
‫ي‬ ‫ا‬،‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫و‬:
١-ً ً ‫را‬ ‫م‬ ‫دة‬ ‫ا‬ ‫أن‬.
٢-‫ا‬ ‫م‬ ‫ان‬‫ا‬ ‫از‬ ‫وا‬
‫ى‬ ‫أ‬ ‫ه‬ ‫أو‬ ً ‫ء‬.
٣-‫أو‬ ‫ة‬ ‫ل‬ ‫ا‬ ‫أن‬.
٤-‫درا‬ ‫ا‬ ‫رك‬ ‫أن‬.
‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬–‫ا‬musical –rhythmic
‫رة‬ ‫ا‬ ‫و‬‫ن‬ ‫وا‬ ‫م‬ ‫ا‬،‫ا‬ ‫ا‬ ‫وه‬
‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬.‫ن‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫وا‬
‫ن‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ات‬.‫و‬
‫أ‬ ‫و‬ ‫ا‬ ‫ع‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ب‬ ‫أ‬
‫ا‬:‫ن‬ ‫ا‬،‫ا‬ ‫ق‬ ‫ا‬ ‫و‬ ‫و‬،‫ن‬ ‫وا‬.
١٦٣ ١٦٢
‫ع‬ ‫ا‬ ‫أو‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬
ً.‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫و‬:
١-‫اع‬ ‫ا‬ ‫أن‬‫ز‬ ‫اد‬ ‫ا‬ ‫ا‬
‫د‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫أن‬ ً ‫ط‬
‫ر‬ ‫ا‬ ‫ل‬ ‫د‬.
٢-‫وآ‬ ‫ا‬ ‫ص‬ ‫ا‬ ‫ات‬ ‫أ‬ ‫ع‬ ‫آ‬ ‫ا‬ ‫أن‬
‫ا‬ ‫أ‬ ‫ت‬ ‫ن‬...‫ا‬.
٣-‫أ‬ ‫ا‬ ‫ا‬ ‫أن‬‫ا‬ ‫ة‬ ‫ات‬
‫ات‬ ‫ا‬ ‫م‬ ‫وأ‬ ‫ط‬ ‫أ‬)‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬ ‫ات‬ ‫أ‬.(
٤-‫رة‬ ‫ا‬ ‫أن‬،‫د‬ ‫أن‬ ‫ول‬
‫ا‬ ‫ه‬ ‫ا‬ ‫اج‬ ‫ا‬،‫دات‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫رن‬ ‫أن‬ ‫ول‬ ‫و‬
‫و‬ ‫ا‬ ‫ى‬ ‫ا‬‫ا‬ ‫ا‬.
‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬-‫ي‬ ‫ا‬visual – spatial
‫ت‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫رة‬ ‫ا‬ ‫و‬
‫ا‬.‫ا‬ ‫ا‬ ‫ر‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫وأ‬،‫ت‬ ‫وا‬
‫ا‬،‫اول‬ ‫وا‬،‫رة‬ ‫ا‬ ‫ن‬ ‫وا‬.‫أن‬ ‫ن‬ ‫اد‬ ‫ا‬ ‫ء‬ ‫وه‬
‫ء‬ ‫ا‬ ‫وا‬ ‫و‬ ‫ا‬،‫ا‬ ‫ه‬ ‫وأ‬
‫ا‬ ‫ة‬ ‫ه‬ ‫و‬ ‫ر‬ ‫ا‬ ‫ا‬.‫ن‬ ‫ا‬ ‫و‬،‫ن‬ ‫وا‬،‫ن‬ ‫ر‬ ‫وا‬،
‫ن‬ ‫ا‬ ‫وا‬،‫ا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ن‬ ‫وا‬
.‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬:
١-‫ا‬ ‫أن‬.
٢-‫رة‬ ‫رس‬ ‫ا‬ ‫أن‬،‫آ‬ ‫ول‬
‫ى‬ ‫أ‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫دون‬ ‫رة‬ ‫ا‬.
٣-‫رة‬ ‫رس‬ ‫ا‬ ‫أن‬،‫رج‬ ‫ه‬
‫ل‬‫رة‬ ‫ا‬.
‫آ‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬–‫ي‬ ‫ا‬bodily – kinesthetic
‫ا‬ ‫آ‬ ‫د‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫رة‬ ‫ا‬ ‫وه‬.
‫ل‬ ‫ي‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ى‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫وه‬
‫ا‬ ‫ط‬ ‫ا‬.‫أ‬ ‫ام‬ ‫ا‬ ‫ه‬ ‫اد‬ ‫ا‬ ‫و‬‫ا‬ ‫ا‬ ‫أ‬ ‫ن‬ ‫و‬
‫ن‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫وده‬ ‫ا‬ ‫ه‬
‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬:‫رون‬ ‫ا‬،‫ن‬ ‫وا‬،‫ن‬ ‫ا‬ ‫وا‬،‫ه‬ ‫و‬ ‫ن‬ ‫وا‬
‫ا‬.‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬:
١-‫ان‬‫ام‬ ً ‫ا‬.
٢-‫را‬ ‫ا‬ ً ‫در‬ ‫ر‬ ‫ا‬ ‫أن‬.
٣-‫و‬ ‫ت‬ ‫ر‬ ‫آ‬ ‫ا‬ ‫ان‬
‫ى‬ ‫أ‬ ‫ت‬.
‫ر‬ ‫ز‬ ‫ام‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫أن‬.
١٦٥ ١٦٤
‫ا‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬.interpersonal intelligence
‫ا‬ ‫و‬ ‫دوا‬ ‫ا‬ ‫رة‬ ‫وه‬.‫ي‬ ‫ا‬ ‫د‬ ‫وا‬
‫ط‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ر‬ ً ً‫رآ‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ر‬
‫و‬،‫أو‬ ‫ع‬ ‫آ‬ ً ً‫رآ‬ ‫د‬ ‫ا‬ ‫ن‬ ‫أو‬.‫و‬
‫أ‬‫ت‬ ً‫ا‬‫واراء‬ ً‫ا‬‫ر‬ ‫أ‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬
‫ات‬ ‫م‬ ‫أو‬.
‫درا‬ ‫د‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫وأ‬
‫ا‬ ‫ت‬ ‫و‬ ‫ا‬ ‫ا‬ ً ‫د‬ ‫ا‬ ‫ت‬ ‫و‬ ‫ا‬
‫ت‬.‫ء‬ ‫و‬ ‫ا‬ ‫و‬‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ا‬.
‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬:
١-‫دة‬ ‫و‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫ام‬ ‫ا‬.
٢-‫دة‬ ‫و‬ ‫ا‬ ‫ا‬ ‫رس‬ ‫ا‬.
٣-ً ‫آ‬ ‫رس‬ ‫ا‬‫درا‬ ‫دة‬
٤-‫ا‬ ‫ه‬ ‫ا‬ ‫ر؛‬ ‫دور‬ ‫ا‬.
٥-‫ى‬ ‫أه‬ ‫ن‬ ‫ع‬ ‫ك‬ ‫ا‬‫ا‬
‫ا‬.
‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬intrapersonal intelligence
‫ا‬ ‫ء‬ ‫ذآ‬ ‫ن‬ ‫ا‬‫ع‬ ‫ون‬
‫س‬ ‫ا‬:‫ء‬ ‫ا‬ ‫وا‬ ‫س‬ ‫ا‬ ‫ث‬ ‫ا‬،
‫ل‬ ‫وا‬
‫ا‬.‫ء‬ ‫ا‬ ‫ه‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫وأ‬
‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫رآ‬ ‫وا‬.‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ذوي‬ ‫أ‬ ‫و‬
‫ا‬:‫ت‬ ‫ا‬ ‫و‬،‫ن‬ ‫وا‬،‫رون‬ ‫وا‬،‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫م‬ ‫و‬
‫آ‬ ‫ء‬ ‫آ‬ ‫ا‬،‫ودوا‬،‫د‬ ‫ا‬ ‫ك‬ ‫و‬.
‫ز‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬،‫و‬
‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬:
١-‫ون‬ ‫ة‬ ‫ا‬ ‫أن‬‫م‬ ‫آ‬.
٢-‫ا‬ ‫ان‬
‫را‬ ‫ا‬ ‫ت‬
٣-‫ا‬ ‫أن‬ ‫آ‬ ‫ل‬ ‫ذه‬ ‫ا‬ ‫ان‬
‫را‬ ‫ا‬ ‫ت‬ ‫ل‬.
‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬:
‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬‫ا‬‫دة‬ ‫ا‬ ‫ءات‬ ‫آ‬ ‫ا‬
‫ا‬–‫ا‬ ‫ا‬ ‫ز‬ ‫ار‬ ‫ر‬ ‫ا‬ ‫آ‬ ‫وا‬–
‫ن‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ذج‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬،
‫ر‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ً ‫رة‬ ‫ر‬ ‫ا‬ً‫ا‬ ‫و‬
١٦٧ ١٦٦
ً ‫د‬ ‫ى‬.‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ض‬ ‫و‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ذات‬:
•‫ذو‬ ‫أ‬ ‫ب‬ ‫ا‬ ‫ع‬ ‫أي‬ ‫ء‬ ‫ا‬
Meaningful،‫درا‬ ‫و‬ ‫ذا‬ ‫و‬‫ب‬ ‫ا‬
‫آ‬ ‫ذات‬ ‫آ‬ ‫اذا‬ ‫ت‬ ‫ا‬،‫ل‬ ‫وا‬
‫ت‬ ‫ا‬ ‫ا‬ ً ‫ي‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫ذا‬،‫ا‬ ‫أن‬
‫اه‬ ‫ا‬ ‫ب‬ ‫ا‬،‫و‬ ‫ده‬ ‫ث‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫أن‬
‫ول‬ ‫ا‬،‫أ‬ ‫ا‬ ‫ه‬ ‫آ‬ ‫وأ‬‫رة‬ ‫ا‬ ‫ن‬
‫ر‬ ‫ا‬ ‫ة‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫وع‬ ‫و‬.
*‫ف‬ ‫ص‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫ا‬ ،‫أ‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ا‬.‫ا‬ ‫ة‬ ً،ً
‫ت‬ ‫درا‬‫ت‬ ‫ا‬ ‫ت‬ ‫أن‬،‫را‬
‫ا‬French‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫را‬ ‫ا‬،
‫ر‬ ‫و‬،‫ا‬ ‫ت‬ ‫آ‬ ‫وا‬ ، ‫وأد‬،‫ا‬ ‫وا‬ ‫م‬ ‫وا‬.‫ا‬ ‫وه‬
‫ا‬ ‫ا‬
‫أ‬ ‫أآ‬ ‫ا‬ ‫ات‬ ‫ا‬‫ة‬ ‫و‬.
•‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬،
‫اءة‬ ‫ل‬ ‫ا‬،‫ا‬ ‫أ‬ ‫ن‬ ‫ب‬ ‫ا‬
‫ا‬ ‫أ‬ ‫و‬ ‫وآ‬ ‫ث‬ ‫ف‬،‫ول‬ ‫ر‬ ‫ا‬ ‫ه‬ ‫آ‬
‫رة‬ ‫ا‬ ‫أو‬.‫أ‬ ‫و‬‫ف‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫اث‬
‫ا‬،‫ا‬ ‫ء‬ ‫و‬.‫ه‬ ‫ا‬ ‫ل‬ ‫و‬،‫وآ‬
‫اءة‬ ‫وا‬ ‫رات‬ ‫ر‬ ‫ب‬ ‫ا‬ ‫وا‬ ‫ا‬ ‫ت‬
‫ا‬،‫ا‬ ‫و‬.
•‫ا‬‫و‬ ‫ا‬ ‫دره‬ ‫وا‬ ‫ام‬،ُ:‫اع‬ ‫ا‬ ‫ر‬
‫ا‬–‫ا‬ ‫ا‬ ‫أن‬ ‫ات‬ ‫ا‬ ً ‫ا‬ ‫ا‬
‫ا‬،‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ء‬ ‫آ‬ ‫ب‬ ‫ا‬ ‫ف‬ ‫وا‬
‫م‬ ‫ب‬ ‫ا‬ ‫و‬،‫ا‬ ً‫رة‬.
•‫ؤ‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ذه‬ ‫أن‬ ‫ا‬ ‫و‬
‫ا‬ ‫ر‬ ‫ا‬ ‫أو‬:
‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رب‬ ‫ل‬ ‫ا‬ ‫أن‬
‫ر‬ ‫وا‬،‫ه‬ ‫ا‬ ‫وف‬ ‫ا‬ ‫أو‬ ‫وط‬ ‫ا‬ ‫ام‬ ‫ا‬
‫ا‬‫أو‬ ‫و‬ ‫وط؟‬ ‫ا‬ ‫أو‬ ‫وف‬ ‫ا‬ ‫ه‬ ‫ه‬
‫ا‬ ‫ن‬ ‫آ‬ ‫ذا‬ ‫؟‬ ‫ا‬ ‫ه‬ ‫ت‬problem solving‫ا‬ ‫وا‬
Critical thinking‫ا‬ ‫ا‬ ‫اف‬ ‫أه‬ ‫أه‬ ‫ا‬ ‫ام‬ ‫وا‬،
‫ن‬
‫اف‬ ‫ه‬ ‫ا‬ ‫ه‬ ‫ز‬ ‫ا‬ ‫وط‬ ‫ا‬ ‫أو‬ ‫وف‬ ‫ا‬ ً‫أ‬‫د‬ ‫ك‬ ‫ه‬:
-ً ‫ا‬ ً ‫ب‬ ‫ا‬ ‫و‬authentic.
-‫ا‬ ‫وض‬ ‫ح‬ ‫ا‬‫ا‬ ‫أ‬ ‫ء‬ ‫آ‬
-‫ا‬ ‫ى‬ ‫ض‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬.
-‫وذا‬ ‫رة‬ ‫ا‬ ‫رة‬ ‫ا‬.
‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬studnt – centered.
١٦٩ ١٦٨
‫ا‬ ‫ا‬:
‫ت‬ ‫را‬ ‫ا‬ ‫ا‬ ‫أوردت‬ ‫ا‬ ‫ا‬ ‫أ‬
ً
‫ا‬ ‫ه‬ ‫ت‬ ‫ا‬،‫آ‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ت‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ا‬ ‫ا‬ ً‫ء‬ ‫وا‬.
‫و‬
‫ا‬ ‫ه‬ ‫ز‬ ‫أ‬:
-‫ز‬ ‫ا‬ ‫رف‬ ‫ة‬ ‫ا‬ ‫رف‬ ‫ا‬ ‫ر‬ ً ‫ا‬ ‫ن‬ ‫أن‬.
-‫دة‬ ‫ا‬ ‫ؤى‬ ‫ا‬multiple perspectivesً‫ا‬ ‫أ‬ ‫ا‬ ‫ه‬ ‫ن‬
‫ذا‬ ً ‫ور‬
،‫ؤى‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫م‬،‫رؤ‬ ‫و‬.
-‫و‬ ‫ا‬ ‫ا‬،‫ا‬ ‫ا‬.
-‫ا‬‫ز‬ ‫و‬ ‫و‬
‫ا‬ ‫دا‬.
-‫ت‬authentic‫ا‬ ‫ا‬ ‫ت‬real
world‫ا‬.
-‫ت‬‫دة‬multiple representations‫ا‬،‫ذ‬ ‫و‬
‫زم‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬over-simplifacation.
-‫ده‬ ‫دة‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬.
-‫ا‬ ‫م‬ ‫ا‬ ‫آ‬ ‫ا‬authentic tasks‫ت‬.
-‫ا‬ ‫ات‬ ‫ا‬ ‫ال‬ ‫ا‬‫ا‬ ‫ا‬ ‫ت‬ ً ‫دة‬ ‫ا‬ ‫ر‬،‫ا‬
‫و‬ ‫ا‬flexibility‫ر‬ ‫وا‬creativity.
-‫ا‬ ‫ء‬ ‫ون‬ ‫ا‬ ‫ا‬ ‫ا‬collaborative
construction Of knowledge ,،‫ا‬ ‫وض‬ ‫ا‬
Social negotiation ( jonassen, 1994) .
-‫ا‬ ‫ق‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬،‫و‬:
*‫ا‬ ‫ات‬ ‫ا‬ ‫آ‬ ‫م‬insufficient previous
experience
*‫ا‬ ‫آ‬ ‫م‬ ‫ه‬ ‫ا‬insufficient interest
*‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫ج‬.
‫و‬‫ا‬ ‫و‬ ‫ا‬ ‫ا‬:
•‫را‬ ‫ا‬ ‫دة‬ ‫ا‬material‫ن‬ ‫أن‬ ‫وا‬،‫ا‬ ‫و‬
‫ا‬worth knowing
•‫ا‬ ‫ة‬ ‫رة‬ ‫ى‬ ‫و‬ ‫ذو‬،‫ات‬ ‫وا‬
‫ا‬content.
•‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬‫ى‬،‫ب‬ ‫ا‬ ‫ت‬ ‫واه‬ ‫ت‬ ‫و‬ ‫ر‬ ‫ق‬ ‫و‬
(Arnold, 1991).
•‫م‬ ‫ا‬ ‫ه‬tasks،‫أن‬ ‫وره‬ ‫وا‬
‫ت‬ ‫ا‬:
-
١٧١ ١٧٠
‫ارات‬ ‫وا‬ ‫أن‬ ‫ا‬
-‫ذا‬ ‫ا‬what question
-‫ام‬ ‫ا‬ ‫ا‬use their own mthods
-‫ا‬ ‫م‬ ‫ا‬ ‫ه‬discussion‫ل‬ ‫وا‬communication
-‫ر‬،‫ة‬ ‫ا‬ ‫ع‬ ‫أو‬.
-.
-‫اد‬extendable
-‫ء‬ ‫ا‬ ‫ا‬(wheatly,.1991)
‫ا‬ ‫را‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬:
‫ا‬ ‫ا‬ ‫ت‬ ‫أه‬ ‫ف‬ ‫ا‬ ‫و‬،‫ف‬ ‫ا‬ ‫ن‬ ‫ذه‬ ‫ا‬ ‫ا‬ ‫در‬
‫ا‬ ‫ره‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫دئ‬.‫ر‬ ً ‫أو‬ ‫أ‬ ‫و‬
‫ول‬ ‫ا‬ ‫و‬ ‫ا‬ ‫درا‬ ‫ة‬ ‫و‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬)٥(
‫ول‬)٥(‫ا‬ ‫را‬ ‫ا‬ ‫ة‬ ‫و‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬ ‫ر‬
..
.
.
..
..
..
.
.
.
.
.
.
١٧٣ ١٧٢
‫و‬‫ا‬ ‫أ‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬:
ً ‫أو‬:‫ا‬،‫درا‬ ‫و‬:
‫درة‬ ً ‫ا‬ ‫ن‬ ‫أن‬،‫وا‬،‫ا‬ ‫وا‬،‫ا‬ ‫وه‬
‫ا‬ ‫دي‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬.
ً:‫ا‬‫ري‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬:
‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ج‬ ‫رات‬ ‫وا‬
:‫ر‬ ‫أو‬،‫ا‬ ‫ل‬ ‫ا‬ ‫آ‬ ‫و‬
ً:‫ا‬ ‫ا‬ ‫ت‬:
‫وا‬ ‫ا‬ ‫ات‬ ‫ن‬ ‫أن‬،‫و‬‫و‬ ‫د‬.
‫اث‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ز‬ ‫ر‬ ‫ا‬ ‫و‬
‫ب‬ ً‫ا‬‫د‬ ‫ا‬ ‫ت‬ ‫وا‬،‫ا‬ ‫ه‬ ‫أن‬ ‫ون‬ ‫ا‬ ‫ه‬
‫اء‬ ‫و‬ ً ‫أآ‬ ‫اآ‬ ‫ل‬ ‫ا‬ ‫وه‬ ‫ا‬،‫وآ‬
‫ت‬ ‫ا‬ ‫ب‬ ً ‫أآ‬ ً‫آ‬‫و‬ ‫ا‬ ‫د‬ ‫ذ‬.
ً ‫را‬:‫و‬ ‫ا‬ ‫ا‬ ‫أو‬ ‫و‬ ‫ا‬ ‫ة‬ ‫ا‬:
‫ت‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ون‬
‫ور‬ ‫دة‬،‫دور‬ ‫ا‬ ‫اد‬ ‫أ‬ ‫د‬ ‫آ‬ ‫ان‬ ‫ا‬ ‫وه‬
‫ا‬ ‫ا‬‫ر‬ ‫ا‬ ‫ر‬،‫ان‬
‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬(slavin, 1991).
‫ا‬ ‫ا‬ ً:
‫ر‬ ‫و‬ ‫ب‬ ‫ا‬ ‫و‬ ، ً ‫ووا‬ ً ‫أ‬ ‫ا‬ ‫ن‬ ‫أن‬
‫ت‬،‫ا‬ ‫آ‬‫ن‬ ‫و‬ ، ‫ا‬ ‫أآ‬
‫و‬ ً.
‫را‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ود‬ ‫أن‬ ‫و‬،‫أآ‬ ‫ا‬ ‫وه‬
)١٩٩٨،Martha stone,(‫داء‬ ‫داء‬ ‫ا‬ ‫ا‬ ‫ن‬
ً ‫أآ‬‫ا‬
.(dunlap,1995 grabingar&) understanding goals
‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رب‬ ‫ا‬ ‫وه‬،‫ا‬ ‫ا‬ ‫و‬
‫ر‬ ‫ا‬.‫ا‬ ‫دور‬ ‫آ‬ ‫وا‬ ‫م‬ ‫ه‬ ‫ا‬ ‫رة‬ ‫ل‬ ‫ا‬ ‫أ‬
‫ا‬ ‫ا‬ ‫دوار‬ ‫ا‬ ‫أو‬ ‫؟‬ ‫ا‬ ‫ا‬‫؟‬ ‫ا‬ ‫ا‬ ‫ا‬
‫؟‬ ‫ا‬ ‫ا‬ ‫أدوار‬
‫آ‬ ‫ا‬ ‫ا‬ ‫أدوار‬ ‫د‬:
‫ا‬ ‫ا‬the active learner:
‫ا‬ ‫ور‬ ‫م‬ ‫وه‬،‫ل‬ ‫وا‬ ‫م‬،‫ض‬ ‫و‬
‫وض‬ ‫ا‬،‫وا‬،ً ‫ؤى‬ ‫ا‬ ‫ء‬ ‫و‬‫ت‬ ‫ا‬ ‫ل‬ ‫ا‬
‫ع‬ ‫ا‬،‫اءة‬ ‫أو‬،‫و‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫أداء‬ ‫أو‬.
‫ا‬ ‫ب‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ان‬ ‫أي‬،‫و‬.
١٧٥ ١٧٤
‫ا‬ ‫ا‬:the social learner
، ‫وا‬ ‫ا‬ ‫ان‬ ً ‫دا‬ ‫ا‬ ‫آ‬‫م‬ ‫ا‬ ‫ا‬
‫د‬ ‫رة‬ ‫رف‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ول‬ ‫ا‬،‫ا‬ ‫رة‬ ‫و‬
‫ل‬ ‫ا‬ ‫ا‬ ‫د‬:‫وأن‬ ‫ر‬ ‫ا‬ ‫ر‬
‫ت‬ ‫اه‬ ‫ف‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫و‬ ‫ب‬ ‫ا‬ ‫ن‬
‫ا‬ ‫ت‬ ‫ا‬‫دة‬.‫ت‬ ‫اه‬ ‫ف‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ن‬
‫دة‬ ‫ا‬ ‫ت‬ ‫ا‬.‫ى‬ ‫دات‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ر‬ ‫دي‬ ‫أن‬ ً ‫أ‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ا‬،
‫ا‬ ‫ازي‬.‫ا‬ ‫ور‬ ‫ا‬ ‫أن‬ ‫أي‬‫ب‬ ‫اآ‬
‫ا‬،‫ا‬ ‫رة‬ ‫و‬.
‫ا‬ ‫ا‬:the creative learner
‫ب‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫وا‬ ‫أو‬ ‫ب‬ ‫ا‬ ‫أن‬ ‫ورة‬ ‫ا‬ ‫آ‬
‫وا‬ ‫أو‬‫ا‬ ‫ف‬ ‫اآ‬.‫ب‬ ‫ا‬ ‫ا‬،
‫ا‬ ‫ت‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫دة‬ ‫ب‬ ‫ا‬ ‫وأن‬،‫ر‬ ‫ا‬ ‫ؤى‬ ‫وا‬
‫ا‬
‫ت‬ ‫آ‬ ‫ا‬.
‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ط‬ ‫ر‬ ‫ا‬:
‫ا‬ ‫ور‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ان‬،‫ر‬ ‫ا‬ ‫ء‬ ‫وأ‬
‫ا‬ ‫ور‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ا‬ ‫ه‬‫ري‬ ‫ا‬ ‫أو‬.‫ا‬ ‫ه‬ ‫و‬
‫ري‬ ‫ا‬ ‫أو‬ ‫ا‬ ‫ور‬ ‫ب‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ت‬ ‫ا‬
ً ‫ر‬ ‫ء‬ ‫و‬ ‫ه‬ ‫ا‬ ‫أن‬ ‫و‬empty vessel‫ا‬ ‫دا‬
–‫د‬ ‫وآ‬ ‫آ‬–‫ا‬ ‫م‬ ‫أن‬،‫آ‬ ‫و‬
‫ه‬ ‫أه‬ ‫ذات‬ ‫دئ‬:
ً ‫أو‬:‫ه‬ ‫و‬ ، ‫ت‬،‫و‬.‫و‬
‫ي‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫أ‬ ً‫ا‬ ‫ا‬ ‫ن‬ ‫أن‬ ‫ا‬ ‫ه‬،‫و‬
‫ا‬ ‫ت‬ ‫ه‬ ً‫ا‬ ‫رس‬ ‫ا‬ ‫ان‬،
‫ور‬‫ا‬ ‫ط‬ ‫أوا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ح‬ ‫ا‬ ‫ا‬ ‫ه‬Interesting
activity‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫أو‬:
-‫ر‬ ‫ات‬ ‫ا‬testable.
-‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ة‬‫دة‬ ‫ا‬ ‫ا‬
-‫ا‬ ‫ط‬ ‫دة‬ ‫ا‬group effort.
-‫ا‬ ‫أ‬ ‫أ‬ ‫ا‬ ‫ون‬ ‫ا‬،
‫ر‬.
ً:‫أو‬ ‫ه‬ ‫ل‬ ‫ا‬ ‫ء‬primary concepts‫ا‬ ‫ط‬ ‫أ‬
‫اء‬ ‫أ‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ي‬ ‫ا‬،‫دة‬ ‫ا‬ ‫اء‬ ‫أ‬ ‫آ‬ ‫و‬
Individual parts‫ا‬ ‫آ‬ ‫ا‬ ‫ان‬ ‫ا‬‫اء‬،‫أن‬ ‫ا‬
‫ا‬ ‫ء‬misapplication‫ا‬ ‫ا‬ ‫ه‬،
‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رؤ‬
١٧٧ ١٧٦
ً:‫ت‬ ‫و‬‫ا‬:‫ا‬ ‫ر‬ ‫أ‬ ‫ن‬ ‫وذ‬ideas،‫وأرا‬
Opinions‫ادراآ‬ ‫و‬ ‫ا‬.‫ورة‬ ‫ك‬ ‫وه‬
‫ا‬detailed knowledge‫ا‬،‫أن‬
‫ا‬ ‫أن‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫رآ‬ ‫ا‬ ‫ا‬ ‫ك‬ ‫ه‬
‫ا‬‫رس‬ ‫ن‬.‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬ ‫ه‬ ‫ان‬
‫وا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬
‫و‬.‫ا‬ ‫أن‬ ‫ا‬ ‫ن‬ ‫و‬
‫ه‬ ‫ر‬ ‫ا‬،‫ا‬ ‫وا‬،‫را‬ ‫و‬.‫ى‬ ‫أ‬ ‫رة‬ ‫و‬‫أن‬
‫أ‬.
ً ‫را‬:adapting‫ت‬ ‫ا‬ ‫ا‬ ‫؛‬ ‫ا‬suppositions‫ا‬.
‫ا‬ ‫ف‬ ‫أن‬ ‫ا‬ ‫وا‬ ‫ا‬،‫ا‬ ‫ه‬ ‫وأن‬
‫رس‬ ‫و‬.‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫أن‬ ‫و‬
‫ا‬ ‫ت‬ ‫ا‬ ً.‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ي‬ ‫ا‬ ‫وا‬،‫ه‬
‫ذا‬ ‫ا‬meaningful‫أ‬.
ً:‫ر‬ ‫ا‬ ‫ق‬ ‫ا‬teaching context‫ض‬
‫ا‬ ‫ة‬ ‫ن‬ ‫أن‬ ‫ا‬ ‫ا‬‫در‬
‫ي‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬.ً‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫أن‬ ‫و‬،‫آ‬
ً ً ‫ن‬ ‫أن‬ ‫ا‬ ‫أن‬.
‫ا‬ ‫ا‬ ‫دور‬ ‫ء‬ ‫ن‬ ‫وا‬.
‫وا‬ ‫ا‬
‫و‬ ‫ل‬ ‫ا‬ ‫و‬‫د‬‫ل‬ ‫ؤل‬ ‫ا‬ ‫ن‬ ‫ذه‬ ‫ا‬ ‫ا‬ ‫ر‬
‫ا‬ ‫ا‬،‫ة‬ ‫ا‬ ‫أن‬ ‫ي‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫و‬
‫وا‬ ‫ا‬.‫وأ‬ ‫و‬ ‫ام‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ون‬ ‫ا‬ ‫ول‬ ‫و‬
‫ا‬
‫ا‬ ‫ا‬،‫ا‬ ‫و‬‫ن‬ ‫ا‬ ‫ا‬ ‫د‬ ‫أ‬ ‫ذ‬
‫ا‬ ‫م‬ ‫ا‬ ‫ق‬ ‫أن‬ ‫ا‬ ‫ا‬ ‫وو‬ ‫ا‬.‫ة‬ ‫و‬
‫وآ‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫و‬ ‫اذا‬ ‫آ‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ات‬ ‫وا‬ ‫ت‬ ‫ر‬ ‫ا‬،‫ا‬ ‫ا‬ ‫وه‬‫ور‬
‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬.
‫؟‬ ‫ام‬ ‫ا‬ ‫ن‬ ‫وآ‬ ‫؟‬ ‫ام‬ ‫ا‬ ‫ن‬
‫رات‬ ‫وا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫اذا‬
‫ا‬ ‫م‬ ‫ا‬ ً ‫دة‬ ‫ا‬،‫وآ‬‫أن‬ ‫ا‬
‫ت‬ ‫ا‬ ‫أن‬ ‫ذ‬ ‫و‬ ‫ا‬ ‫رات‬ ‫ا‬ ً ‫أو‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ى‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫رات‬ ‫أن‬ ‫ا‬.
‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫د‬ ‫و‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫أدى‬
‫ا‬ ‫ت‬ ‫ا‬،‫ا‬ ‫ت‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫ف‬
‫ن‬ ‫ت‬ ‫د‬ ‫ا‬ ‫و‬ ‫ا‬
‫ذ‬ ‫أآ‬ ‫ء‬ ‫ور‬ ‫ه‬ ‫آ‬ ‫ا‬ ‫و‬ ‫و‬.
١٧٩ ١٧٨
‫و‬ ‫ة‬ ‫ا‬ ‫ل‬ ‫و‬ ‫ا‬ ‫م‬ ‫و‬‫ك‬ ‫ه‬
‫وا‬ ‫ا‬ ‫ذو‬ ‫ا‬ ‫ح‬ ‫ا‬ ‫أ‬ ‫اف‬ ‫أه‬،
‫ا‬ ‫دة‬ ‫ا‬:
١-‫ا‬ ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬.
٢-ً‫ا‬ ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬.
٣-‫ا‬ ً ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬.
٤-‫ا‬ ‫ن‬ ‫أن‬ً ‫ا‬ ‫أآ‬.
٥-‫ز‬ ‫أو‬ ‫ا‬ ً‫ا‬‫د‬ ‫ا‬ ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬
‫ا‬ ‫ا‬).‫أدوار‬.‫ر‬(
‫ا‬ ‫ه‬ ‫ا‬ ‫أراء‬/‫وذ‬ ‫؛‬ ‫ر‬ ‫ا‬
‫أ‬ ‫ا‬‫ل‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫ر‬ ‫ا‬.ً ‫و‬
‫ه‬ ‫ا‬،‫ت‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬
‫ا‬ ‫ا‬:‫آ‬encoding‫وا‬storage‫ع‬ ‫وا‬
retrieval
‫ت‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫وآ‬،‫وا‬‫ت‬ ‫ا‬ ‫ا‬،
‫د‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫و‬،‫ا‬ ‫وآ‬،‫ات‬ ‫وا‬
‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬motivational beliefsً ‫ا‬ ‫وا‬ ‫وا‬.
‫و‬ ‫ا‬ ‫دي‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫آ‬ ‫و‬،
‫د‬ ‫وأر‬،‫ا‬ ‫ور‬.‫ا‬ ‫ا‬ ‫ا‬ ‫ؤ‬ ‫ا‬ ‫ه‬ ‫أن‬
‫ا‬cognitive‫ا‬ ‫وا‬،‫ا‬ ‫ا‬ ‫وآ‬
)‫ا‬(metacognition‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬-‫ا‬ ‫ا‬
Socio – emotional.‫ا‬ ‫ا‬ ‫ه‬ ‫و‬،‫و‬،
‫وأدوار‬،‫را‬ ‫و‬،‫را‬.‫ا‬ ‫ر‬ ‫ا‬ ‫ض‬ ‫ا‬ ‫و‬
‫ا‬ ‫ال‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ء‬:
‫أه‬ ‫ال‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ن‬ ‫وذ‬ ‫؟‬ ً ‫ا‬ ‫آ‬
‫ا‬ ‫ات‬‫م‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ر‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬
‫ل‬ ‫ا‬ ‫ر‬ ‫ا‬.
‫ا‬ ‫ءة‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ك‬ ‫وه‬:
ً ‫أو‬:‫س‬ ‫أ‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫م‬ ‫أن‬
‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫دئ‬ ‫ا‬‫أه‬:
١-‫ا‬ ‫آ‬ ‫ا‬،‫ر‬ ‫ا‬teaching..
٢-‫ا‬ ‫ذا‬ ‫ل‬ ‫و‬،‫درا‬ ‫و‬.
٣-‫ارادة‬ ‫ب‬ ‫أ‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫ا‬will‫ض‬ ‫و‬purpose.
٤-‫أ‬ ‫ا‬ ‫وا‬ ‫ا‬a process.
٥-‫ا‬ ‫ى‬ ‫ء‬ ‫ا‬.
٦-‫ا‬‫ا‬ ‫ل‬natural curiosity‫ا‬ ‫ى‬.
٧-‫ا‬ ‫ذج‬ ‫ا‬ ‫أ‬mental model‫ر‬ ‫ا‬.
‫داء‬ ‫ا‬ ‫آ‬ ‫ا‬performance‫ا‬ ‫وا‬.
٨-
١٨١ ١٨٠
‫ا‬ ‫ا‬ ‫دئ‬ ‫ز‬ ‫ر‬ ‫ا‬cognitive theory.
٩-‫ا‬ ‫ت‬ ‫ا‬ ‫ام‬ ‫ا‬.
١٠-‫ر‬ ‫ا‬ ‫ا‬ ‫أ‬.
١١-‫ا‬ ‫ارات‬ ‫ج‬ ‫ا‬ ‫ا‬،
‫ا‬ ‫و‬.
١٢-‫و‬ ‫ا‬ ‫ا‬.
١٤-‫ا‬ ‫ا‬ ‫د‬.
١٥-‫ا‬ ‫ث‬ ‫ي‬ ‫ا‬ ‫ق‬ ‫ا‬ ‫آ‬ ‫ا‬.
١٦-‫ات‬ ‫أ‬beliefs‫ت‬ ‫ه‬ ‫وا‬attitudes‫ر‬ ‫ا‬ ‫ا‬.
١٧-‫و‬ ‫ة‬ ‫ء‬ ‫ص‬
‫ا‬ ‫ة‬ ‫ا‬ ‫ز‬ ‫ر‬.authentic experience
:‫وا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬
:
‫ذ‬ ‫ا‬ ‫ا‬‫ا‬ ‫ا‬autonomy‫درا‬ ‫و‬initiative
‫ا‬ ‫دا‬ ‫ان‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫ان‬
‫دار‬ ‫وا‬ ‫ا‬ ‫اآ‬ ‫ا‬ ‫ان‬ ‫ا‬ ،‫ت‬ ‫ا‬ ‫ا‬ ‫درا‬ ‫و‬ ‫و‬
‫ذ‬ ‫دون‬ ‫ارس‬ ‫ا‬.
‫وا‬ ‫ا‬‫ه‬ ‫وا‬ ،‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫درة‬
، ‫و‬ ‫ن‬ ‫و‬ ‫ت‬ ‫وا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ان‬
‫در‬ ‫ادا‬ ‫ا‬ ‫ن‬ ‫و‬ ، ‫ون‬
‫ا‬ ‫ف‬ ‫اآ‬ ‫اه‬ ‫آ‬ ‫وا‬ ، ‫ت‬ ‫ا‬‫ون‬ ‫ذ‬ ‫وه‬ ،‫ت‬
‫ا‬ ‫ر‬ ‫ون‬ ‫و‬ ‫ا‬ ‫ره‬ ‫ا‬.
‫ن‬ ‫ان‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫د‬ ، ‫ب‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬
‫درة‬ ‫ا‬ ‫در‬ ‫و‬ ‫ذا‬ ‫ب‬ ‫ا‬.‫ب‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫غ‬ ‫ذا‬
‫و‬ ‫ء‬ ‫وا‬ ‫ا‬ ‫ا‬‫ر‬ ‫و‬ ‫ذا‬ ‫ا‬ ‫ه‬ ‫ن‬ ، ‫راء‬ ‫ا‬
‫درة‬ ‫ا‬.
‫م‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬raw data‫وآ‬ ، ‫و‬ ‫ا‬ ‫در‬ ‫وا‬
‫وا‬ ‫ا‬ ‫اد‬ ‫ا‬.
، ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ب‬ ‫م‬ ‫ا‬:‫ا‬ ‫وا‬ ‫وب‬ ‫ا‬
‫و‬ ، ‫وا‬ ‫و‬ ‫وا‬، ‫وا‬ ،‫ر‬ ‫ا‬ ‫ت‬ ‫آ‬ ‫و‬ ،‫ب‬ ‫ره‬ ‫وا‬ ،‫م‬ ‫ا‬ ‫ب‬
‫وا‬"‫ت‬ ‫ا‬"‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ص‬ ‫ا‬ ، ‫ه‬ ‫و‬
‫اه‬ ‫ا‬ ‫ه‬.‫ات‬ ‫وا‬ ، ‫ا‬ ‫د‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫م‬ ‫و‬
‫ا‬ ‫ق‬ ‫ا‬ ، ‫د‬ ‫ا‬، ‫آ‬ ‫وا‬ ،
‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫ا‬ ‫و‬ ، ‫وا‬.
١٨٣ ١٨٢
‫ت‬ ‫م‬ ‫ا‬ ‫م‬ ‫ا‬
Cognitive terminology:،‫و‬ ، ،.، ‫و‬ ‫وا‬
‫ا‬ ‫ذه‬ ‫أ‬ ، ‫آ‬ ‫وا‬ ، ‫وا‬‫اق‬ ‫وا‬ ،‫ت‬ ‫ا‬ ‫ب‬
‫ر‬ ‫ا‬ ‫ض‬ ،‫ت‬ ‫وا‬ ،‫ص‬ ‫ا‬.
،‫روس‬ ‫ا‬ ‫ان‬ ‫ب‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬‫ل‬ ‫وان‬
‫ى‬ ‫ا‬ ‫و‬ ، ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬.‫م‬ ‫اه‬ ‫ان‬ ‫ا‬ ‫ه‬ ‫و‬
‫ع‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫د‬ ‫ي‬ ‫ا‬ ‫او‬ ،‫ب‬ ‫ا‬‫آ‬ ، ‫ام‬ ‫رس‬ ‫ف‬
‫ت‬ ‫ون‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫آ‬ ‫اء‬ ‫ا‬ ‫ان‬
‫و‬ ‫ب‬ ‫ا‬ ‫ات‬ ‫و‬ ‫ت‬ ‫و‬ ‫ت‬ ‫اه‬ ‫و‬ ‫ى‬ ‫ا‬
‫روس‬ ‫ا‬ ‫ان‬ ‫ى‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ،‫رئ‬ ‫ع‬ ‫ل‬
‫ا‬ ، ‫ة‬ ‫ا‬‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫آ‬
:‫ا‬ ‫ب‬.
‫ا‬ ‫ت‬ ‫ا‬ ‫وه‬ ، ‫ا‬ ‫ت‬ ‫ا‬ ‫ة‬ ‫آ‬ ‫ا‬ ‫ه‬ ‫ان‬
، ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ،‫ب‬ ‫ا‬ ‫ودا‬ ‫س‬ ‫و‬ ‫ت‬ ‫اه‬
‫ر‬‫ا‬ ‫آ‬.
‫و‬ ،‫ى‬ ‫ات‬ ‫ن‬
، ‫ر‬ ‫ا‬:، ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ر‬
‫ا‬ ، ‫ا‬ ‫ء‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ال‬ ‫ت‬ ‫ا‬ ‫ى‬ ‫ا‬
‫و‬ ،، ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬
، ‫ا‬ ‫او‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ب‬ ‫ا‬ ‫ا‬
‫آ‬ ‫ى‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫آ‬ ‫اذا‬ ‫ا‬.‫ا‬ ‫وه‬
،‫ال‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫اء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬‫ان‬ ‫ه‬ ‫ح‬
‫آ‬ ‫رة‬ ‫ع‬ ‫ا‬ ‫و‬ ، ‫ا‬.
‫وده‬ ‫ان‬ ‫ا‬ ‫ه‬ ‫ادراآ‬ ‫ب‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬
‫ه‬ ‫ا‬ ‫ه‬ ‫ت‬:
، ‫ره‬ ‫أ‬ ‫ض‬ ‫ب‬ ‫ا‬ ‫ان‬ ، ‫و‬ ‫ر‬ ‫ا‬ ‫ض‬ ‫ا‬ ‫م‬ ‫ذا‬
‫أآ‬ ‫ف‬ ‫ا‬ ‫ان‬ ‫ة‬ ‫ون‬ ‫وذ‬ ‫ا‬ ‫را‬
‫ه‬ ‫ا‬ ‫ا‬ ‫ب‬ ، ‫ا‬.
‫وذ‬ ‫ة‬ ‫رة‬ ‫ره‬ ‫أ‬ ‫ض‬ ‫م‬ ‫ا‬ ‫ى‬ ‫و‬
:
-‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬
-‫ع‬ ‫ب‬ ‫ا‬ ‫و‬ ‫ق‬‫ا‬ ‫ا‬
-‫أ‬ ‫ا‬ ‫ام‬ ‫ا‬"‫ة‬ ‫ا‬ ‫إن‬"‫ا‬ ‫ه‬ ‫ن‬
‫ا‬ ‫ب‬ ‫و‬ ‫ا‬.
-‫ا‬ ‫ا‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ه‬ ‫ا‬
‫ر‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫اه‬ ‫آ‬ ‫ورة‬ ‫ا‬ ‫ه‬ ‫و‬ ‫آ‬
‫و‬‫ره‬ ‫أ‬ ‫ن‬ ‫ب‬.
-
١٨٥ ١٨٤
‫ا‬ ‫و‬ ، ‫ار‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬،‫وذ‬
، ‫ه‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ارات‬ ‫ا‬ ‫ن‬
‫ه‬ ‫وآ‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ع‬ ‫وآ‬ ، ‫ر‬ ‫أ‬ ‫ض‬ ‫ح‬
‫د‬ ‫ا‬‫ا‬.
‫ان‬‫ا‬ ،‫ة‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ب‬ ‫ا‬
‫او‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ، ‫ا‬ ‫اع‬ ‫ا‬
‫ا‬ ‫ا‬.
-،‫ب‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫ح‬
‫ا‬open – ended questions‫ح‬ ‫ب‬ ‫ا‬ ‫وآ‬ ،
‫ن‬ ‫ان‬ ‫ا‬ ‫ا‬ ، ‫ا‬ ‫ا‬
‫ان‬ ‫آ‬ ، ‫ة‬ ‫وا‬ ‫ا‬ ‫ذات‬ ‫ا‬ ‫و‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ح‬ ‫ا‬.‫ة‬ ‫ك‬ ‫وه‬
‫آ‬‫ا‬)‫را‬(‫و‬ ، ‫ع‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ح‬ ‫ب‬ ‫ا‬ ‫م‬ ، ‫ت‬ ‫ا‬.
-‫ب‬ ‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬initial
responses.
‫ورة‬ ‫ع‬ ‫و‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ت‬
‫و‬ ‫ء‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫و‬ ‫ا‬ ‫ا‬ ‫او‬ ، ‫ا‬
‫أ‬ ‫ن‬ ‫وآ‬ ، ‫ه‬ ‫ا‬.
‫ا‬ ‫ت‬ ‫ات‬ ‫ا‬ ‫ا‬ ‫رك‬
‫و‬ ‫ا‬،initial hypotheses‫ذ‬ ‫ا‬.‫ا‬
‫ا‬ ‫ن‬ ‫و‬ ‫ا‬ ‫او‬ ،‫د‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ت‬ ‫ات‬ ‫ء‬ ‫ب‬ ‫ا‬ ‫رك‬ ‫ا‬
، ‫و‬ ‫ا‬.‫ت‬ ‫ي‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ى‬ ‫ان‬ ‫و‬ ، ‫ب‬‫ب‬ ،‫ب‬ ‫ا‬ ‫ه‬
‫و‬ ، ‫أ‬ ‫ر‬ ‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬
‫ه‬ ‫ت‬ ‫و‬ ‫ى‬ ‫ة‬ ‫ون‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫ت‬ ‫ا‬ ‫د‬ ‫و‬.
‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬wait time‫ن‬ ‫ا‬ ‫أ‬‫ن‬ ‫ا‬
‫و‬ ‫ا‬ ‫ن‬‫ا‬ ‫ب‬ ‫ا‬ ‫و‬ ،
‫أو‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫و‬ ، ‫أ‬ ‫درون‬
‫ن‬ ‫د‬ ‫ن‬ ‫و‬ ‫ش‬ ‫ا‬ ‫ون‬ ،‫ت‬ ‫ا‬ ‫اد‬ ‫إ‬
‫ز‬ ‫أن‬ ‫وذ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫أ‬
‫ف‬ ‫ع‬ ‫ا‬‫ه‬ ‫وا‬ ‫أن‬ ‫ن‬.
‫ا‬ ‫ن‬ ‫ف؛‬ ‫آ‬ ‫ر‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ج‬ ‫و‬.
‫إو‬ ‫ال‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ت‬ ‫أن‬ ‫ا‬ ‫ح‬ ‫و‬
‫و‬ ً ً‫ا‬ ‫أن‬ ‫ي‬ ‫وآ‬ ، ‫ء‬ ‫إ‬‫ا‬
‫ق‬ ‫ك‬ ‫أن‬.
١٨٧ ١٨٦
‫دس‬ ‫ا‬ ‫ا‬
‫ر‬ ‫ت‬ ‫ا‬ ‫ا‬
‫ا‬
١٩٣
‫ا‬ ‫ر‬ ‫ت‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ذج‬ ‫ا‬ ‫ذات‬ ‫ر‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ول‬
‫وا‬ ، ‫ا‬‫وه‬ ‫ار‬ ‫را‬ ‫ا‬ ‫ات‬ ‫دا‬:
١.‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫إ‬.
Problem Centered Learning
٢.‫ا‬ ‫دورة‬.
The learning cycle
٣.‫ذج‬"‫ن‬ ‫ا‬"‫ا‬(ACM)
Appleton Constructivist Model
٤.‫ـ‬ ‫ا‬ ‫ا‬ ‫ذج‬"‫ك‬"(Novak)
Humanistic Constructivist Model
٥.‫ـ‬ ‫أ‬ ‫ا‬ ‫ذج‬""(Posner)
Conceptual Change Model
٦.‫ر‬ ‫ا‬ ‫ا‬ ‫ذج‬"‫و‬ ‫دج‬ ‫و‬"
Constructivist learning Model
٧.‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫إ‬
Cooperative Leaning Strategy
ً ‫أو‬:‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫ل‬ ‫آ‬:
Problem Centered Learning strategy
‫ا‬ ‫ا‬ ‫ر‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬–‫ا‬–‫ر‬ ‫ل‬
‫وه‬ ‫ان‬ ،‫ت‬ ‫وا‬ ‫م‬ ‫ا‬"‫و‬ ‫ن‬"Grayson wheatly"
‫ا‬ ‫ر‬ ‫وه‬ ، ‫ا‬ ‫ا‬ ‫اآ‬‫ت‬ ‫وا‬ ‫م‬.
١٩٥
‫رة‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫و‬:‫م‬ ‫ا‬tasks
‫و‬ ‫ا‬ ‫ت‬ ‫وا‬cooperative groups‫رآ‬ ‫وا‬sharing
‫ه‬)١٢.(
‫أ‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫وا‬task‫ا‬
‫ا‬ ‫ل‬ ‫ا‬ ‫ذ‬ ، ‫د‬ ‫و‬ ‫ون‬
‫ت‬ ‫ا‬ ‫رآ‬ ‫ا‬ ‫و‬ ، ‫آ‬ ‫ة‬ ‫ت‬ ‫ل‬
‫ا‬ ‫ا‬ ‫ا‬.‫ت‬ ‫ف‬ ‫ا‬ ‫ول‬ ‫و‬
‫ا‬ ‫ا‬:
‫أ‬.‫ا‬ ‫م‬:
‫ا‬ ‫ه‬ ‫ح‬ ‫ن‬ ‫و‬ ‫؛‬ ‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫م‬
‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ره‬ ‫ا‬ ‫ع‬ ‫ا‬.‫ي‬ ‫ا‬ ‫ا‬
‫ا‬ ‫وط‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫أن‬:
١.‫ا‬ ‫ان‬
٢.‫ن‬ ‫ان‬‫ن‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ا‬
‫ا‬ ‫ا‬
٣.‫أآ‬ ‫ن‬ ، ‫ارات‬ ‫ا‬ ‫ذ‬ ‫ا‬ ‫ا‬ ‫ان‬
‫اب‬ ‫وأآ‬.
‫ا‬ ‫ه‬ ‫ا‬ ‫وه‬:‫آ‬
‫و‬ ‫؟‬ ‫و‬ ‫ء‬‫ى‬ ‫ا‬ ‫ه‬:‫در‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ي‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ارة‬.‫ا‬ ‫ان‬ ‫اذ‬
‫وا‬ ‫اب‬ ‫و‬ ‫ة‬ ‫وا‬ ‫ا‬ ‫ة‬ ‫ا‬
‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫وه‬ ،
‫ا‬ ‫ل‬.
٤.‫ان‬‫ذا‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ح‬ ‫ا‬what
if:‫ة‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ة‬ ‫اه‬ ‫ا‬ ‫ث‬ ‫ذا‬ ‫ال‬ ‫ا‬
‫ر‬ ‫ا‬
‫ن‬ ‫ن‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬ ‫ان‬
‫ا‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫او‬ ‫ت‬
١٩٧ ١٩٦
‫ا‬.‫ل‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ظ‬ ‫ا‬
‫اد‬ ‫ا‬ ‫ا‬)‫ا‬(‫رات‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬
‫ا‬)‫ا‬ ‫ت‬(‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬.
‫ا‬ ‫ه‬ ‫ت‬ ‫و‬‫ا‬ ‫او‬:
١.‫ا‬ ‫دي‬ ‫ان‬
٢.‫ا‬ ‫رة‬ ‫ا‬ ‫ان‬
٣.‫ا‬ ‫ان‬
٤.‫دات‬ ‫ا‬ ‫د‬ ‫ان‬ ، ‫ار‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ان‬
‫راء‬ ‫وا‬
٥.‫اد‬ ‫ن‬ ‫ان‬extenfable‫ل‬ ‫ا‬ ‫أي‬‫ن‬ ‫ا‬
‫ل‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬.
‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫و‬ ‫ة‬ ‫ا‬ ‫ن‬.
‫ب‬.‫و‬ ‫ا‬ ‫ا‬:
‫ا‬ ‫ا‬ ‫أ‬ ‫ا‬ ‫ه‬Cooperative learning‫ي‬ ‫وا‬ ،
‫ة‬ ‫ا‬ ، ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ض‬ ‫ل‬
‫آ‬ ‫اد‬ ‫أ‬ ، ‫اآ‬ ‫أو‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ت‬
‫و‬ ، ‫ا‬ ‫و‬ ‫ا‬ ‫أ‬ ‫ل‬ ‫وذ‬ ، ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ا‬
، ‫دوار‬ ‫ا‬ ‫ز‬ ‫ا‬‫ا‬ ‫و‬
‫آ‬ ‫ا‬ ، ‫ا‬ ‫رآ‬ ‫ا‬
‫و‬ ‫ا‬ ‫زع‬ ‫دور‬ ‫ه‬ ‫رس‬ ‫أ‬ ، ‫آ‬ ‫ور‬ ‫ل‬
‫ت‬ ‫ا‬ ‫وا‬ ، ‫ة‬ ‫و‬ ‫ة‬ ‫ه‬ ‫ل‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫دور‬
‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫ا‬ ‫و‬ ‫وا‬ ‫ا‬ ‫دة‬.
‫ا‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ك‬ ‫ه‬ ‫ان‬ ‫آ‬ ‫و‬
‫ا‬ ‫ا‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫اه‬.‫ن‬ ‫وا‬
‫ءل‬:‫ا‬ ‫ه‬learning task‫آ‬ ‫ل‬‫ص‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ال‬ ‫ا‬ ‫د‬ ‫و‬ ‫؟‬.
‫ج‬.‫رآ‬ ‫ا‬:
‫ض‬ ، ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ه‬
‫و‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫وا‬ ، ‫ا‬ ‫آ‬
‫ل‬ ‫ا‬.‫و‬، ‫وا‬ ‫ل‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫وث‬ ‫ا‬
‫ذ‬ ‫ن‬ ‫آ‬ ‫ان‬ ‫ق‬ ‫ا‬ ‫ع‬ ‫و‬ ‫ت‬ ‫ا‬ ‫ور‬.‫ان‬ ‫اذ‬
‫ا‬ ‫وا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬
‫ت‬ ‫ل‬ ‫ا‬.‫ه‬ ‫ن‬ ‫و‬‫ن‬ ‫ي‬ ‫ى‬ ‫آ‬ ‫ت‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬.explanations of their
reasoning‫ءل‬ ‫ةه‬:‫ت‬ ‫وا‬ ‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ه‬
‫ا‬ ‫ا‬ ‫ف‬ ‫وه‬ ‫؟‬:
١٩٩ ١٩٨
‫ا‬ ‫دات‬‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬:
‫ا‬‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫دات‬
‫ت‬ ‫وا‬:
١.‫وه‬ ، ‫ت‬ ‫ا‬ ‫ا‬ ‫ذات‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ه‬
‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬‫أآ‬ ‫ن‬ ‫و‬ ‫آ‬.
٢.‫ات‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫د‬:
‫أ‬.‫ا‬ ‫وط‬ ‫ا‬ ‫و‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ر‬ ‫ا‬
‫ب‬.‫ا‬ ‫و‬ ، ‫ا‬ ‫م‬ ‫ا‬
‫ت‬.‫ا‬ ‫ذج‬ ‫ا‬ ‫و‬ ‫دوار‬ ‫ا‬ ‫ر‬‫ا‬ ‫ا‬
‫آ‬ ‫ا‬،‫ذج‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ادار‬ ‫واه‬
‫ث‬.‫م‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ز‬ ‫ا‬ ‫ة‬ ‫وا‬ ‫دوات‬ ‫ا‬
‫ا‬
‫ج‬.‫ا‬ ‫ن‬ ، ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ا‬‫ا‬ ‫او‬
٣.‫ا‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬
‫و‬ ‫ه‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ن‬ ‫ان‬
‫ا‬ ‫ا‬ ‫ذج‬ ‫ا‬ ‫ا‬.
٤.‫ا‬ ‫ه‬‫آ‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫اذا‬ ‫ت‬ ‫ا‬ ‫ر‬ ‫ا‬
‫ت‬ ‫ا‬ ‫ة‬ ‫ه‬ ‫م‬.
:‫ا‬ ‫دورة‬ ‫ا‬ ‫ا‬Learning cycle
‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬"‫ن‬"
‫ر‬ ‫ا‬ ‫ل‬.‫آ‬ ‫ا‬ ‫و‬"‫أ‬"Atkn‫و‬"‫ر‬ ‫آ‬"
karplus‫م‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫و‬ ، ‫ر‬ ‫ا‬ ‫ه‬)١٩٦٢(
‫ان‬"‫ر‬ ‫آ‬"‫م‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫أد‬ ‫و‬)١٩٧٤.(
‫ه‬ ‫ا‬ ‫ا‬ ‫ث‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬:
١.‫ا‬‫ف‬
The exploration phase
٢.‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬
The conceptual invention phase
٣.‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬
The conceptual expansion phase
‫ا‬ ‫ا‬ ‫و‬ ‫و‬)‫ن‬ ‫ز‬،‫ن‬ ‫ز‬ ‫ل‬ ‫آ‬،١٩٩٢.(
١-‫ف‬ ‫ا‬.
‫ا‬ ‫ا‬ ‫ه‬ ‫أ‬‫وا‬ ‫ة‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ة‬
‫ا‬ ‫ل‬ ‫ن‬ ‫و‬ ، ‫ا‬ ‫ت‬ ‫ؤو‬
‫ن‬ ‫ا‬ ‫ء‬ ‫وا‬ ، ‫ه‬ ‫ؤ‬ ‫ا‬ ‫ا‬ ‫او‬ ‫د‬ ‫ا‬
‫ه‬ ‫ا‬ ‫دور‬ ‫و‬ ‫و‬ ‫ء‬ ‫ا‬‫ا‬ ‫ا‬
‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ل‬ ‫ا‬
‫آ‬ ‫ان‬ ‫دون‬‫ن‬.
٢٠١ ٢٠٠
٢.‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬.
‫ه‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬
‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫ذات‬ ‫دئ‬ ‫ا‬ ‫او‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ن‬ ‫و‬
‫ا‬ ‫ا‬ ‫ل‬ ‫ذ‬ ‫و‬ ، ‫ف‬ ‫ا‬ ‫ر‬ ‫ا‬
‫و‬ ‫ا‬ ‫اف‬ ‫ا‬.‫ه‬ ‫ال‬ ‫وا‬:‫ن‬ ‫ا‬ ‫ث‬ ‫ذا‬
‫دئ‬ ‫وا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫ذات‬
‫م‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫؟‬ ‫ف‬ ‫اا‬
‫او‬ ‫ر‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫او‬ ، ‫ا‬ ‫ح‬ ‫ا‬ ‫ل‬ ‫اء‬
‫ة‬ ‫ا‬ ‫ا‬ ‫در‬ ‫ذ‬ ‫ا‬ ‫او‬.
‫ا‬ ‫ه‬ ‫ن‬ ‫ا‬ ‫و‬‫م‬ ‫ا‬ ‫ا‬.
Concept introduction phase
٣.‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬:
‫د‬ ‫ا‬ ،‫ا‬ ‫ا‬ ‫او‬ ‫م‬ ‫ا‬ ‫ى‬ ‫ع‬ ‫ا‬ ‫ه‬ ‫دورا‬ ‫ا‬ ‫ه‬ ‫و‬
‫ا‬ ‫ه‬ ‫و‬ ، ‫ه‬ ‫ا‬ ‫اع‬ ‫وا‬ ‫ف‬ ‫ا‬ ‫ل‬
‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬.‫ا‬ ‫ن‬ ‫ا‬ ‫م‬ ‫ل‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬
‫ا‬ ‫ا‬ ‫ا‬ ‫أي‬ ‫ا‬ ‫أ‬ ‫ل‬ ‫ا‬
‫ة‬.‫ن‬ ‫ا‬ ‫آ‬ ‫و‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ه‬ ‫و‬
‫ى‬ ‫ا‬ ‫ا‬)‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬
Concept application phase)‫ه‬ ‫و‬ ، ‫ف‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وه‬
‫ا‬ ‫ا‬
‫ف‬ ‫ا‬Discovery phase‫ن‬ ‫ا‬ ‫ان‬ ‫ب‬ ‫ا‬ ‫و‬
‫ا‬ ‫ع‬ ‫ا‬ ‫ء‬ ‫ا‬‫ه‬ ‫ل‬ ‫ن‬ ‫ان‬ ‫ا‬ ‫و‬ ، ‫ه‬
‫ض‬ ‫ت‬ ‫أي‬ ‫وا‬ ، ‫ع‬ ‫وا‬ ‫م‬ ‫ا‬
‫ت‬ ‫ا‬ ‫ه‬ ‫ول‬ ‫و‬ ،.‫ان‬ ‫آ‬ ‫ا‬ ‫و‬
‫ر‬ ‫ا‬ ‫دا‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ان‬ ‫ا‬‫و‬ ،
‫ا‬ ‫ذ‬.
‫آ‬ ‫دي‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫دورة‬ ‫ات‬ ‫و‬
‫ا‬ ‫ة‬ ‫و‬.‫ل‬ ‫ف‬ ‫ا‬ ‫دي‬ ‫اذ‬
‫ر‬ ‫ا‬ ‫رة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ة‬ ‫أ‬
‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫او‬ ، ‫ا‬ ‫ا‬ ‫ا‬
""‫ا‬"‫ان‬ ‫ا‬ ‫م‬"‫ا‬ ‫ذه‬ ‫ل‬ ‫ذ‬ ‫و‬ ،
‫ا‬ ‫ا‬ ‫ا‬""‫ه‬ ‫ان‬ ‫ا‬ ‫م‬ ‫ن‬ ‫و‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬‫ل‬ ‫او‬ ، ‫ا‬ ‫ر‬ ‫ة‬ ‫ت‬
‫اع‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫م‬ ‫ل‬ ‫أو‬ ،
‫ه‬ ‫ى‬ ‫ا‬ ‫ذه‬ ‫ل‬ ‫وذ‬ ، ‫ان‬ ‫ا‬ ، ‫ه‬ ‫ا‬
"‫اء‬ ‫ا‬."
‫رآ‬ ‫ه‬ ، ‫اء‬ ‫وا‬ ‫ا‬ ‫و‬"‫ا‬ ‫ا‬ ‫ا‬"‫رأي‬ ‫وا‬
""‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫اه‬.‫و‬
‫اآ‬ ‫ا‬ ‫اآ‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫دورة‬
‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫وذ‬ ،‫ل‬
٢٠٣ ٢٠٢
‫ا‬ ‫ر‬–‫ف‬ ‫ا‬-
‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬.‫ات‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ء‬ ‫وا‬
‫دورة‬ ‫ة‬ ‫أ‬ ‫ا‬ ‫وه‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ة‬
‫ا‬.
‫ا‬ ‫و‬‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫دورة‬ ‫ا‬:
)١٣(‫ا‬ ‫دورة‬ ‫ا‬ ‫إ‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ح‬ ‫ان‬ ‫آ‬ ‫و‬
‫د‬ ‫ا‬ ‫ا‬ ‫دات‬ ‫ر‬ ‫ا‬ ‫م‬ ‫و‬ ‫ا‬
‫ا‬.
‫ا‬ ‫دورة‬ ‫ا‬ ‫ر‬ ‫ا‬:
‫ر‬ ‫ا‬ ‫ا‬ ‫أن‬ ‫ى‬ ‫ا‬ ‫ات‬ ‫ا‬
‫ا‬ ‫ط‬ ‫ا‬ ‫ا‬ ‫ا‬:
١.‫ا‬ ‫اف‬ ‫اه‬ ‫ا‬ ‫د‬)‫و‬ ‫ل‬ ‫ذ‬ ‫رك‬ ‫و‬
‫ا‬‫و‬(
٢.‫ا‬ ‫ا‬ ‫اد‬ ‫ا‬ ،‫أ‬ ‫ا‬ ‫او‬ ‫م‬ ‫ا‬ ‫ا‬ ‫د‬
٣.‫ا‬ ‫ت‬ ‫ا‬ ‫غ‬)‫ا‬ ‫ا‬ ‫ذات‬ ‫ا‬ ‫ا‬
(‫ء‬ ‫وذ‬ ، ‫ا‬ ‫دورة‬ ‫ا‬ ‫آ‬ ‫ا‬
‫ا‬ ‫و‬ ‫ا‬‫ا‬ ‫اه‬ ‫أ‬ ‫أو‬ ،‫ط‬
‫ه‬.
٤.‫او‬ ‫م‬ ‫ا‬ ‫و‬ ‫ات‬ ‫ا‬
‫و‬ ، ‫و‬ ، ‫ا‬ ‫ن‬ ‫اد‬ ‫ا‬ ‫أ‬ ‫ا‬
.
٥.‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫ا‬.‫ا‬ ‫و‬‫ن‬ ‫ا‬ ‫م‬ ‫ان‬
‫اد‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ، ‫ف‬ ‫ا‬ ‫ل‬ ‫أ‬
‫ل‬.‫ات‬ ‫و‬ ‫ت‬ ‫ء‬ ‫و‬
)‫ة‬ ‫وا‬ ‫أو‬ ، ‫ت‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫اء‬(
‫ا‬ ‫ء‬‫ت‬ ‫ا‬ ‫غ‬
٦.
٢٠٥ ٢٠٤
، ‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬
‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬
‫ا‬.
‫ا‬ ‫دورة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫و‬‫ا‬ ‫ل‬
‫ا‬:
)١٤(‫ا‬ ‫دورة‬ ‫أ‬ ‫ات‬
‫ا‬ ‫دورة‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ءل‬ ‫ن‬ ‫وا‬
‫؟‬ ‫ر‬ ‫ا‬
‫و‬ ،‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬
‫ا‬ ‫ا‬ ‫و‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬‫ث‬:،‫ف‬ ‫ا‬
‫ه‬ ‫ا‬ ‫ع‬ ‫وا‬ ، ‫ه‬ ‫ا‬ ‫اع‬ ‫وا‬.‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫آ‬
‫ا‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬:، ‫ا‬
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.
.
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learning""
"David Ausubel
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") "Kelly, 1955(Personal
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1962, Toulman, 1972""
(Von glaserfeld, Vygoesky, 1989)
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accommodation
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(Novak.1987,1993a1993b).
meaning making""
.""""
"".Ausubel assimilation theory
") "Kelly, 1955(Personal
construct theory""(Kuhn,
1962, Toulman, 1972""
(Von glaserfeld, Vygoesky, 1989)
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:
assimilating
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accommodation
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.
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.""Nilson (2001)
٢١٩ ٢١٨
).(
)(
""
–""–
)Appelton, 1997.(
:""
Constructivist learning Model "Trowbridge and Bybee"
"""Trowbridge and Bybee"
"E" ""Five E.S:
.:Engagement
..
:
....
.
.Exploring
.
.
.
٢٢١ ٢٢٠
.Explanation
.
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.
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––.
.
.Elaboration
.–
.
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.Evaluation
.
.:
.
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:Cooperative Learning Strategy
––
.""(Jonassen,1996)
:Knowledge
construction
social negotiation
.
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.
.
:
.)self-esteem(
.
.intrinsic motivation
.
.
.
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.
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academic
achievement.
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٢٢٥ ٢٢٤
:
.
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Wheatly:
.
.
.
.social and group
skills:communication skills
group management skills
conflict resolution skills
leadership.
""
Knower.
:
.:Positive interdependence
.""
we sink or swim together.
.:Face-to-face interaction
""
.
""VygotskySocial
Constructivism
::
:.
.
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:Individual accountability
.
.Social skills
:decision
makingtrust building
.
"Jonassen"
.
.group processing
.
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:Focused listing
.
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.
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.)()(
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.
:One minute interview
:
o
o
o
.Learning Team Group Roles
:
Leader
.
Monitor
.
)(Reporter.
:Recorder.
.Cooperative learning models
.
Student Team – Achievement Division (STAD).
..
Teams Game Tournaments (TGT)
.
Team assisted Individualization (TAI)
.Learning Together Model (LTM)
.Group Investigation Model (GIM)
.Jigsaw I
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Individualized Instruction.
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Diagnostic Test
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.
.
.:
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Active Learning
–.
:
.
focused strategies
Metacognition strategies
.
.
the spirit of learning.
talk in learning
""Douglas Barnes
tentative.
.
:
Constructive epistemology
.
Invention
.
٢٣٥ ٢٣٤
.
""Catherine Twoney
.
meaningful learningsense
making learninglearning for
understanding.
:
.
:
.
.
.
facilitator
.
.
""Vygotsky""Cobb.
Knowledge transmission.
٢٣٧ ٢٣٦
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Authentic Assessment
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.
meaningful
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American Association for advancement of science (AAAs)
)(
٢٤١
.""
.""
.
.
.
.
.
.
)Kenber & Murphy,1999.(
""Ausubel
)Winn,1991(–
.
.
.
.
)Brooks,brooks,1995.(
:
:
.
٢٤٣ ٢٤٢
:
)Jonassen,1991.(
:
.
)Romiszowski, 1998(
.
.
portfolio assessment.
.
.
:
.
:
.
:
.
:
.
:.
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:
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٢٤٥ ٢٤٤
:
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.
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.
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)(Paulson & Paulson:
.Performance Assessment:
.
.Writing Tests:
"
."
Portfolios:
)(
.
.
.Culminating Exhibitions:
.
.Concept Mapping:
.
""
)Lawrenz,1991(
٢٤٩ ٢٤٨
:
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..
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.
.
.
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)patton,1998.(
)Eisner(
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٢٥١ ٢٥٠
.
.
.
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..
.
.
.
.
.
.
.
.
) .Salvia &
Ysseldyke.1998(
.
.
Types of Portfolios
)(:
.Showcase Portfolios
.Documentation Portfolios
.Evaluation Portfolios
.Process Portfolios
.Composite Portfolios
٢٥٣ ٢٥٢
‫داء‬ ‫ا‬ ‫ت‬ ‫ب‬ ‫ا‬
‫د‬ ‫و‬ ‫ا‬ ،‫ت‬ ‫ا‬ ‫وج‬ ‫ا‬ ‫ت‬ ‫را‬ ‫ا‬ ‫ا‬ ‫ل‬
‫ب‬ ‫ا‬ ‫و‬ ‫وذ‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ط‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫و‬ ، ‫أ‬:
١.‫ا‬‫ل‬ ‫ا‬ ‫أ‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ل‬
‫ب‬ ‫ا‬ ‫آ‬ ‫دة‬ ‫ا‬ ‫رات‬ ، ‫د‬ ‫ا‬ ‫رات‬ ‫ا‬.
٢.‫دي‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫أآ‬ ‫ا‬ ‫ا‬ ‫آ‬
‫ب‬ ‫ا‬ ‫ي‬ ‫ا‬
٣.‫ب‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬‫ة‬ ‫رة‬ ‫ت‬ ‫ن‬
‫اذه‬.‫رة‬ ‫ى‬ ‫ا‬ ‫آ‬.
٤.‫رات‬ ‫ا‬:‫رات‬ ‫ا‬ ‫ه‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫ا‬
‫ن‬ ‫ه‬ ‫رة‬ ‫وا‬ ‫ا‬.
٥.‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫أو‬‫زاد‬
‫أ‬.
٦.‫أ‬ ،‫داء‬ ‫ا‬ ‫ت‬ ‫رة‬ ‫و‬ ‫ة‬ ‫رات‬ ‫ب‬ ‫اآ‬
‫و‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫أ‬ ‫رة‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ف‬
‫ة‬ ‫رات‬ ‫ا‬ ‫واآ‬ ‫رات‬ ‫اذ‬.
٧.‫رآ‬ ‫ا‬‫ا‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫اد‬ ‫ا‬
‫ا‬ ‫ر‬ ‫ا‬ ‫و‬ ، ‫ا‬.
‫ا‬ ‫اه‬ ‫و‬ ‫در‬ ‫ن‬ ‫ب‬ ‫ا‬.
٨.‫ا‬ ‫آ‬ ‫ب‬ ‫ا‬ ‫و‬ ‫ا‬‫أ‬
‫ت‬ ‫ا‬ ‫ه‬ ‫وأن‬ ، ‫ه‬ ‫ب‬ ‫أ‬ ‫ه‬ ‫داء‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ادرآ‬
‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬.
٩.‫و‬ ‫رات‬ ‫ا‬ ‫و‬ ‫رات‬ ‫ا‬ ‫و‬ ‫أدق‬ ‫رة‬
‫ه‬ ‫ا‬ ‫ا‬ ‫ه‬ ،‫ا‬ ‫وو‬ ‫ت‬.
١٠.‫ب‬ ‫ا‬ ‫ى‬ ‫وا‬ ‫ا‬ ‫رات‬ ‫ا‬
١١.‫ب‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬
‫ى‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫و‬.
١٢.‫ء‬ ‫وا‬ ‫داة‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫وا‬ ‫رة‬ ‫ا‬ ‫ب‬ ‫اآ‬
‫او‬ ‫ة‬ ‫آ‬‫و‬ ‫ا‬ ‫ا‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫أو‬.
١٣.‫م‬ ‫أ‬ ‫آ‬ ، ‫ري‬ ‫ا‬ ‫م‬ ‫و‬ ‫ول‬ ‫ا‬ ‫آ‬ ‫ا‬
‫ا‬ ‫ه‬ ‫وا‬ ‫ا‬ ‫و‬ ‫ب‬ ‫ا‬ ‫رة‬.
‫داء‬ ‫ا‬ ‫ت‬ ‫ف‬ ‫ا‬‫رات‬ ‫وا‬
‫ت‬ ‫دوات‬ ‫آ‬ ‫رات‬ ‫وا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ف‬ ‫ان‬
‫داء‬ ‫ا‬.،‫ودة‬ ‫ز‬ ‫ز‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫ا‬
‫را‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ار‬ ‫ا‬ ‫م‬ ‫د‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ن‬.
٢٥٥ ٢٥٤
‫ا‬ ‫ى‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫و‬‫ازه‬ ‫إ‬:
‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫ا‬
‫ا‬ ‫آ‬ ‫آ‬ ‫د‬ ‫م‬ ‫داء‬ ‫ا‬
‫داء‬ ‫ا‬ ‫ت‬ ، ‫ا‬ ‫ل‬ ‫ا‬ ‫رات‬ ‫ا‬
‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬
‫رات‬ ‫ا‬‫ا‬ ‫ا‬ ‫رة‬ ‫ت‬
‫آ‬ ‫رة‬ ‫م‬ ‫ص‬ ‫ا‬ ‫داء‬ ‫ا‬
‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫وا‬ ‫ت‬ ‫واه‬ ‫ت‬ ‫ه‬ ‫ا‬
‫ى‬ ‫ا‬ ‫و‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫و‬ ‫وا‬.
‫داء‬ ‫ا‬
‫ء‬ ‫ا‬ ‫ان‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫ا‬ ‫ان‬
‫وآ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ام‬ ‫وا‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫وان‬ ، ‫ا‬
‫ة‬ ‫وآ‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫در‬ ‫ا‬ ‫ا‬ ‫وآ‬
‫ا‬ ‫ا‬ ‫و‬ ‫وآ‬ ‫ا‬ ‫و‬‫وآ‬ ‫ا‬ ‫ا‬ ‫ه‬
‫د‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫ارات‬ ‫و‬.
‫ا‬ ‫ه‬ ‫و‬evidences‫ا‬ ‫ل‬ ‫ا‬ ‫أي‬:
‫اد‬written material
‫ا‬video tapes
‫ا‬Audio Taps
‫ر‬photographs
‫أ‬ ‫ت‬‫ا‬ ‫ا‬ ‫ة‬Computer print-outs
‫ر‬drawings, diagrams & other artwork
‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫أي‬ ‫ى‬ ‫ان‬ ‫آ‬
‫ه‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫ان‬ ‫ووا‬ ‫م‬ ‫زا‬ ‫ا‬
، ‫رة‬ ‫آ‬ ‫ب‬ ‫ا‬‫ا‬ ‫ا‬ ‫ج‬ ‫و‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫و‬
‫ا‬portfolio paragraph‫ه‬ ‫ب‬
‫ا‬ ‫ة‬ ‫و‬ ‫ف‬ ‫دون‬ ‫وا‬.‫ات‬ ‫ا‬ ‫آ‬
‫ة‬ ‫ا‬ ‫ت‬ ‫وا‬informal observation‫وا‬ ‫ت‬ ‫وا‬‫ى‬
‫ا‬ ‫د‬ ‫ا‬ ‫ت‬ ‫وو‬ ‫ت‬.
‫ب؟‬ ‫ا‬ ‫أداء‬ ‫ى‬ ‫د‬ ‫ي‬ ‫ا‬ ‫و‬
‫ر‬ ‫ل‬ ‫ب‬ ‫داء‬ ‫ا‬ ‫ر‬ ‫ؤل‬ ‫ا‬ ‫ان‬
‫و‬collaborative perspectivet,[im‫ا‬ ‫ا‬the
constructivists viewpoint‫درا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ان‬ ‫ح‬
‫و‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫أ‬ ‫ا‬ ، ‫ر‬ ‫و‬ ،
‫ص‬ ‫ا‬ ‫ا‬ ‫دا‬ ‫ء‬ ‫أ‬ ‫ون‬ ‫ذا‬ ‫ب‬ ‫ا‬ ‫ل‬ ‫ان‬ ‫ا‬
، ‫ذ‬ ‫ه‬ ‫و‬ ‫ه‬ ‫و‬
‫د‬ ‫ذات‬ ‫ء‬ ‫ا‬.‫ب‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ا‬
‫ل‬ ‫ا‬ ‫و‬ ،‫ر‬ ‫ا‬ ‫ذ‬ ‫أآ‬:
٢٥٧ ٢٥٦
‫و‬ ‫ل‬ ‫ا‬)‫رات‬ ‫ا‬(‫ن‬ ‫ور‬
‫ل‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ان‬ ‫ه‬ ‫ا‬‫ذ‬ ‫و‬ ‫آ‬ ‫دات‬ ‫ا‬.‫ر‬ ‫أو‬
‫ا‬ ‫وه‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫درا‬
‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ق‬ ‫ا‬ ‫ا‬.
‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫راء‬ ‫ا‬ ‫س‬ ‫ا‬ ‫ان‬ ‫آ‬‫ا‬ ‫ا‬ ‫ه‬ ‫ان‬ ‫داء‬
‫ء‬ ‫ا‬ ‫ر‬ ‫ر‬ ‫ا‬ ‫دورا‬ ‫ء‬ ‫ان‬ ‫آ‬ ،‫ب‬ ‫ا‬ ‫ض‬
‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ون‬ ‫ه‬ ‫ن‬ ‫ا‬.‫و‬
‫دل‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫وا‬ ‫ى‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ا‬
،‫ا‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬.
‫و‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ورة‬ ‫ا‬ ‫و‬
‫ا‬ ‫ا‬ ‫ا‬ ‫او‬ ‫ء‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ل‬ ‫ا‬
‫ا‬ ‫ى‬.‫ا‬ ‫ا‬ ‫ان‬ ‫آ‬‫و‬ ‫ا‬ ‫دات‬drafts‫وا‬
‫و‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫و‬ ‫ا‬ ‫وا‬ ‫ا‬ ‫ا‬.
‫ت‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ام‬ ‫ا‬ ‫اء‬ ‫ا‬ ‫و‬:
‫ا‬ ‫ء‬ ‫ا‬ ‫داء‬ ‫ا‬The working potfolio
‫ا‬ ‫د‬ ‫رة‬ ‫وه‬‫ن‬ ‫رد‬ ‫آ‬ ‫ا‬ ‫ت‬accordion style
folder‫و‬ ،:
‫ا‬
‫داء‬ ‫ا‬ ‫و‬ ‫ا‬ ، ‫ا‬ ‫اد‬ ‫ا‬ ‫ب‬ ‫ا‬
‫ا‬permanent portfolio.
‫ا‬ ‫ب‬ ‫ا‬ ‫ه‬ ، ‫ء‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ه‬‫ا‬ ‫او‬ ‫ز‬
‫ذ‬.
‫ه‬ ‫و‬ ، ‫أ‬ ‫أ‬ ‫ء‬ ‫ب‬ ‫ا‬ ‫م‬
‫ا‬ ‫ا‬ ‫داء‬ ‫ا‬.
‫ا‬ ‫ا‬ ‫داء‬ ‫ا‬The permanent portfolio
‫ن‬ ‫رد‬ ‫آ‬ ‫ا‬ ‫ي‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫وه‬(walker & lamberdine
, 1994)،‫و‬ ‫ن‬ ‫و‬ ‫ن‬ ‫ا‬:
‫و‬ ‫دة‬ ‫اد‬ ‫ى‬
‫ره‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ك‬
‫ر‬ ‫ا‬ ‫و‬ ‫و‬ ،‫ع‬ ‫آ‬ ‫ن‬ ‫ان‬
‫ا‬ ‫ا‬ ‫ا‬ ‫اء‬ ‫ا‬ ‫ا‬ ‫وه‬ ‫ع‬ ‫ا‬.
‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫و‬‫ا‬ ‫ت‬ ‫ا‬ ‫ة‬ ‫ا‬ ،‫ة‬:
١.‫ت‬ ‫و‬ ‫د‬ ‫ت‬ ‫ء‬ ‫ا‬ ، ‫داء‬ ‫ا‬ ‫ت‬ ‫اد‬ ‫ا‬ ‫ء‬ ‫ا‬
‫م‬ ‫ذا‬ ‫و‬ ‫و‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ه‬ ‫و‬ ‫وا‬
‫ا‬.‫ب‬ ‫ا‬ ‫ان‬ ‫ذ‬ ‫آ‬
‫ح‬‫اد‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫م‬.
‫ا‬ ‫اد‬ ‫إ‬ ‫ا‬ ‫أ‬.
٣.
٢٥٩ ٢٥٨
‫او‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫وا‬ ‫ا‬ ‫دات‬ ‫ر‬ ‫ا‬
‫آ‬ ‫ا‬ ‫او‬ ‫ا‬.
‫ه‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وآ‬:
)١٨(‫ا‬ ‫ت‬ ‫ام‬ ‫ا‬‫داء‬
‫ا‬ ‫زات‬ ‫ا‬ ‫رن‬ ‫ان‬ ، ‫داء‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫داء‬ ‫ا‬
‫ا‬ ‫ر‬ ‫ا‬ ‫وذ‬ ‫ا‬ ‫زات‬.‫ت‬ ‫ا‬ ‫ن‬ ‫ان‬ ‫ض‬ ‫ا‬ ‫و‬
‫ا‬ ‫ط‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬:
.Process skill
assessment
.inquiry
assessments
.content
assessments
.
Interview notes
.observation notes
.
Observation notes
.
Check lists
.
Tests Scores
.Activities evaluations
.
Portfolios and class work grades
:
..
..
..
..
٢٦١ ٢٦٠
::
.
)Dwyer,1993.(
.
)Winograd, Cater & Tierney; 1993.(
)Gitomer,1993.(
.
.
::
.
.
.
:
)criteria(.
.
.
./
.
.//focused / modified-focused / holistic
.
.Analystic:
.
.modified analystic
.
.
:
.
.
:.
٢٦٣ ٢٦٢
.
a point system
.
.
:
:
.portfolio
.
.
.
)Resse, 1999(
.
..
.
:
.
.
.
٢٦٥ ٢٦٤
.
.
:
.
:.
:.
:.
)Reese,1999(.
.
.
.
٢٦٧ ٢٦٦
٢٦٩
Innovation
!
.
:
:
:
:
:
:
:!
!–
٢٧١
Innovation
!
.
:
:
:
:
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:!
!–
٢٧١
:
:
.
:
)(
)(
:
*.
*.
*
.
*
.
)(
""schmuck (1985):
"
)Johnson &
Johnson,1985.(
٢٧٣ ٢٧٢
.
.
.
:
:
.
)1991(Reigeluth:
!
!
!
:
:)
(
٢٧٥ ٢٧٤
:
.:
)(
.
cognitive domain:
:
:.
"."Perkins (1991):
)(retention
)(understanding
)(.
cognitive processes:
.
:.
:
odeclarative knowledge
figurative knowledge
""
""knowing that:
).(
oprocedural knowledge
)(operative knowledge
""
""knowledge how:
.
o
٢٧٧ ٢٧٦
contextual knowledge
:
)(
)(
.
::
.
": "
.
""Cunningham (1991)–
""–
perspectives
.
:
:
:
:
:
•
.
•
.
.
.
٢٧٩ ٢٧٨
:
*
.
*
.
*
.
*
.
*)(
.
•.
:
.
.
.
.
)Michael Oloughlin,1998(
:
: subjectivism
.
Individualism:
.
.
٢٨١ ٢٨٠
)Edward & Mercer,1987(
.
:
cognitive complexity.
.
.
.
:
:.
..
./.
.
.
.
.
:Cognitive complexity.
.....
٢٨٣ ٢٨٢
:
.––
."
"Maimonides
:])
(.
.
)experts(
)novices.(
:
:
""Vygotsky
""Zone of Proximal Development
.
:cognitive
scaffolds
.
.
:"
"beyond the information given
"
"without information given
٢٨٥ ٢٨٤
.
:
.
.
:
.criterion referenced evaluation
.
.norm referenced evaluation
.
.
:
.:
.
""
.
goal free evaluation
)(
.
.
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.:
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.:
.
.
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.
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.
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.
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:
.
:.
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""David Jonassen
""
.:
introductory stage:
–
.
advanced stage:
.
expertise stage:
expert
.
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.
instructional intervention.)(
:
٢٩١ ٢٩٠
:
.
.
:
.
.
:
:
...
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.
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‫ﻣﺼﻄﻠﺤﺎﺕ‬‫ﻣﺼﻄﻠﺤﺎﺕ‬‫ﻣﺼﻄﻠﺤﺎﺕ‬‫ﻣﺼﻄﻠﺤﺎﺕ‬
٢٩٥ ٢٩٤
)A(
‫ا‬Adaptation
‫ا‬Application
‫ا‬١Analysis
Approach
Assimilation
‫ا‬ ‫ا‬Authentic Learning
‫ا‬ ‫ا‬Authentic Assessment
‫ا‬Attention
‫ا‬ ‫ة‬ ‫ا‬Active experience
‫ا‬ ‫ا‬Acquired knowledge
‫اض‬ ‫ا‬Assumption
‫ة‬ ‫أ‬Alternative Framework
‫ا‬ ‫ا‬Advanced stage
)B(
‫آ‬ ‫ا‬ ‫ر‬ ‫ا‬Behaviorism
‫ه‬ ‫ا‬ ‫ا‬Brain research
‫ل‬ ‫أ‬Biological acts
‫آ‬ ‫اف‬ ‫أه‬Behavioral objectives
)C(
‫ه‬Concepts
‫م‬Concept map
‫ه‬Concrete concepts
‫ا‬ ‫ر‬ ‫ا‬Conceptual scheme
‫ا‬ ‫ا‬Credibility
‫ا‬ ‫ا‬Communicating
‫ا‬ ‫ل‬ ‫ا‬Cognitive domain
‫ا‬Comprehension
‫ا‬Controlling
‫وط‬/‫وف‬Conditions
٢٩٧
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس
التعلم والتدريس من منظور البنائية  زيتون -التعلم والتدريس

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التعلم والتدريس من منظور البنائية زيتون -التعلم والتدريس

  • 1. – + ^ + ^ + ^ + ^ ١ʘʖʗ١ʘʖʗ١ʘʖʗ١ʘʖʗ‫ـ‬‫ـ‬‫ـ‬‫ـ‬----ʖ٠٠ʗʖ٠٠ʗʖ٠٠ʗʖ٠٠ʗ :........................ ................................. •......................................................... •"........".................... •........................................ •....................................... •................................... •............. :....... •Trivial Constructivism................. •radical Constructivism................ •social Constructivism.................. •cultural Constructivism................ •critical Constructivism................. •interactive Constructivism............ •""human Constructivism................. •....................................... •............................. ٧
  • 2. :................................... •.............................................. •""...................................................... •"...............".............. •""................................. •.................................. •.................. :.................... •.................................................. •.............................. •............................. •...................... •....................................... •....................................... •..................................... :........................... •.................................................... •....................................... •............................. •........................................... •.................... •................................................ •................................................ •)........(............. :.................... •.................................. •"....................".................. •"........................".................. •".................".................... •".....".............................. •.............................................. :................................................ •...................................................... •................................................. •................................................. •............................................ •........................ •.............................................. •..................................... •.............................................. ٩ ٨
  • 8. theory of knowledge "")( epistemology knowledge . .. . )( )( .. .... . ):(EpistemeLogos . ):(. : ...( . : epistemic subject. epistemic object . )(epistemic relation . )( . ):()()( )(. ٢٠٢١
  • 10. )( .""john locke Tabula Rasa ).( –""Kant– . . : realismIdealism . )(. . . )(condtional reflex "". critical realism . . . . : : . :"" . ٢٤ ٢٥
  • 12. :""kant . :""Darwinism""P. Moreau E. Hilaire""Charles Darwin . :)( pragmatism" "William james""George Simmel"" john deweys""Alexander bogdarnov ""instrumentalism . : Genetic epistemology""jean piaget . )(:Pragmatisimpragma ""." ." )١(‫ره‬‫و‬‫ا‬‫ه‬‫ا‬‫رة‬‫أ‬‫ا‬‫ت‬‫ا‬ ٢٨٢٩
  • 13. )( ")"( "" . . . : .reality epistemic subject . .)(. knowledge transmission. . )(Ernst Von Glaserfeld . .. . .instrumental . . )(contextual).( . . . ! : )( . "" . theory of knowledge . "" ""wheatly""gurney""Autonio. ٣٠٣١
  • 14. Theory of cognitive learning . : : constructive epistemology assumptions. ::)( . : cognizing subject – – : . ""– . . "" . . Contextual knower. . .""Wheatly ––" ) (." knowledge transmission "": cognitive organizer structured word." "". ). ( )( . ٣٢٣٣
  • 15. :cognition )(adaptive)( experimental world)(ontological reality. . viable . cognitive constraints. "": Experiental constraints cognizing organism" . . –– . )( fitness realitymatching . : instrumentalist "" . . """ : ).( radical constructivists).( . hypothetical realism hypothesis. ."." ٣٤٣٥
  • 16. personal world ) ( . ).( . : ") "staver,1998(truthknowledge solipisismexperienceinstrumentalism brain research. : :truth"" :: )Searle,1995.( : )(. . . :knowledge . :inert knowledge :passive vocabulary . . . . ٣٦٣٧
  • 19. ."" cognitive constraints . ::brain based learning . . . ""salk .. : ") "(Caine @Caine : .The brain is a complex dynamical system .)(The brain/mind is social brain .The search for meaning is innate . The search of meaning occurs through patterning . Emotions are critical to patterning . And create parts and wholsEvery brain simultaneously perceives . Learninginvolves both focused attention and peripheral perception . Learning always involves conscious and unconscious processes .: We have at least two ways of organizing memory. Spatial memory Sets of systems for rote learning .learning is developmental . Complex learning is enhanced by challenge and inhibited by threat .Every brain is uniquely irganized ٤٢٤٣
  • 20. – . . . . – ""–– . objectivism . )٢(‫ر‬ ‫و‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫دئ‬"‫وآ‬ ‫آ‬" ٤٤٤٥
  • 21. ٤٧
  • 22. . Learining theory ") "Airasian & Walsh, 1997( / . Point of view. . ٤٨٤٩
  • 23. . : Trivial Consttructivism ... "" Personal Constructivism. Pioneer of constructivism"": "" . progression of ideas. """" . Radical Constructivism: –– " . ". . . . –– alternatives"truth" "vabikity" )(. – . . ٥٠٥١
  • 24. Social Constructivism . Collaborative learining "" ") "Cabb, 1994( . """) "perkins, 1998(: : : class discussion)Wood et al.,1995( . Cultural Constructivism "" . –– .Language : : :. .... . ٥٢٥٣
  • 25. Crirical Constructivism .. . ") "Taylor, 1996( . . Interactive Constructivism :: )Hennessey,1994;Shymansky, 1994a(’ :Appleton, Asoko, Burry, Stack,Buckworth, Muscella, yore. .)( . ) ( )(. . ).()Osborne &Fryberg, 1985( . ""Humman Constructivism " " ") "Novak, 1993( . ٥٤٥٥
  • 26. ."" "" ."" Conceptual change . "Subsumption" Conceptual Understanding. . Conceptual Framework. Qualitativel. . goals of educationmethods . . . ""Ethical professional Negotiation topics . instructional methods . : direct observation ٥٦٥٧
  • 27. . teaching strategies passive reception; rote learning approachesactive participation intensive interaction. cooperative group work debatesone- toe one conversation laboratoriesleihole-class activates . unique contribution thinking about thinking . : Coob(1994) : :Individual Cognitive :Sociocultral ") "( Von Glaserfeld)(Fosnot)( . . """""" ""Perturbation"""" Puzzlement. . Bakhting, leotev, Vygotsky . ""Rogoff)( .""Driver . ٥٨٥٩
  • 31. :. -Goals learning task )(personal goals . - behavioral objectives instructional designer )( . :: - . - ).( . :. - . - individualized instruction. . :: - . )( )( . ٦٧ ٦٦
  • 34. Behaviorism )(. ""objectives observablemeasurableconrollable controllef stimuli . . .. . . Cognitivism acquired retainrdretieved learner – constructedrelavant to prior-knowledge. ""computation theory . developmental .. working memory logical groupingsbridge new informationwhat we already know mechanical responder . processing acquired. ٧٣ ٧٢
  • 35. humanism humanist psychology. . humanist . . . . cooperative learningnegotiation. . drawing water from a well . ""William Arthur: " ." becoming a better human being )(intrinsic motivationpersonal growthaspirationindividual uniqueneecooperation . high conceptual. –– : ٧٤٧٥
  • 36. ‫آ‬ ‫ا‬‫ا‬‫ا‬ ‫ت‬ ‫ا‬‫ا‬ ‫ر‬ ‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫و‬ ، ‫ا‬ ‫ن‬ ‫ء‬‫دة‬. ‫و‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ه‬ ‫ذ‬ ‫ن‬ ‫ذ‬ ‫ا‬. ‫ا‬ ‫ر‬ ‫ث‬ ‫ا‬ ‫و‬ ، ‫ان‬ ‫ن‬ ‫و‬ ‫ي‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫آ‬ ً ً ‫وا‬ ‫ى‬ ‫أي‬ ‫ا‬. ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫آ‬‫وا‬ ‫ذ‬ ‫ن‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫د‬ ‫ا‬ ‫آ‬ ، ‫ا‬:‫ر‬ ‫ا‬ ‫دة‬ ‫ا‬ ‫ا‬ ‫ا‬ ،‫ة‬ ‫ا‬ ‫ا‬ ،‫ان‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬.‫ان‬ ‫ا‬ ‫ان‬ ‫و‬ ، ‫ذ‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫اذا‬ ‫ا‬ ‫ا‬.‫وج‬ ‫ا‬ ‫ر‬ ‫ر‬ ‫ا‬ ‫ف‬ ‫آ‬ ‫و‬ ‫ك‬ ‫ه‬ ‫ن‬ ‫ف‬ ، ‫ا‬ ‫ع‬ ‫وا‬ ،‫ل‬.‫ذ‬ ‫آ‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫س‬ ‫ا‬ ‫د؟‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ه‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫اذا‬ ‫ن‬ ،‫ب‬ ‫ا‬ ‫ا‬ ‫ك‬ ‫وا‬ ‫ا‬ ‫ب‬ ‫ا‬ ، ‫ز‬ ‫ن‬: ‫ب‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ، ‫ا‬ ‫و‬ ‫م‬ ‫ا‬ ‫اد‬ ‫وا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ر‬ ‫ا‬ ‫م‬ ‫ز‬ ‫و‬ ‫ن‬ ‫ا‬ ‫رب‬ ‫ذا‬ ، ‫د‬ ‫م‬ ‫ا‬ ‫دة‬ ‫ى‬ ، ‫ا‬ ‫؟‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬‫ا‬ ‫رة‬ ‫ر‬ ، ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫دة‬ ‫ا‬ ‫ا‬.‫م‬ ‫ا‬ ‫وه‬ ‫وا‬ ، ‫رة‬ ‫ا‬ ‫ذا‬ ‫أ‬ ‫اد‬ ‫ا‬ ‫وان‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫وو‬ ‫ر‬ ‫ا‬ ‫رب‬ ‫ا‬‫ت‬ ‫ى‬. ‫دور‬ ‫ا‬ ) ‫ا‬( ‫ا‬ ‫رك‬ ‫ا‬.‫اق‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫و‬ ، ‫ء‬ ‫وا‬ ‫رف‬ ‫ا‬ ، ‫ا‬ ‫ار‬ ‫ا‬ ‫وه‬ ، ‫و‬ ‫ا‬ ‫ا‬ ‫ك‬ ‫ا‬ ‫ر‬. ‫و‬ ‫دو‬ ، ‫ا‬ ‫اآ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬ . ‫ء‬ ‫ا‬‫اث‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫وا‬. ‫ا‬ ‫ك‬ ‫ا‬ ‫ا‬ ‫رس‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ءم‬ ‫ك‬ ،‫ة‬ ‫د‬ ‫؟‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ءم‬ ،‫ء‬ ‫وا‬ ‫اث‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬. ‫ا‬‫اء‬ ‫ا‬.‫أ‬ ، ‫اء‬ ‫ا‬ ‫ا‬ ‫اءات‬. ‫ا‬ ‫م‬ ‫ا‬ ‫دوات‬ ‫ا‬ ‫ا‬ ‫وا‬ ، ‫ا‬‫دوات‬ ‫ا‬ ‫م‬. ‫اف‬ ‫ه‬ ‫ا‬‫ا‬ ‫ت‬ ‫ا‬ ‫م‬ ‫آ‬ ‫ا‬ ‫ات‬ ‫ا‬ ، ‫ا‬ ، ‫ا‬ ‫اء‬ ‫ا‬ ‫ج‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫؟‬ ‫ا‬ ‫ل‬ ‫اف‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ذات‬ ‫ة‬ ‫ت‬ ‫ام‬ ‫ا‬ ‫ا‬.‫داء‬ ‫ا‬ ‫اف‬ ‫أه‬ ‫و‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬. ‫وض‬ ‫ا‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ،‫ة‬ ‫ا‬ ‫ا‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫دا‬)(‫دة‬ ‫ا‬ ‫ا‬ ‫و‬ ، ‫ة،و‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ن‬)( ‫وا‬‫ا‬ ‫ا‬ ‫اث‬ ‫ا‬‫ا‬ ‫اث‬ ‫ا‬ ‫دورا‬ ‫ن‬ ‫ا‬ ‫و‬ ، ‫ا‬ ‫ا‬ ‫ل‬ ‫ز‬ ‫ا‬ ‫ان‬ ، ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫وه‬ ‫اث‬ ‫ا‬ ‫ه‬ ‫وآ‬ ، ‫ا‬ ‫اث‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬. ‫ور‬ ‫ا‬)‫و‬( ‫درا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬.‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ل‬ ‫ف؟‬ ‫أ‬ ‫أن‬ ‫أر‬ ‫ذا‬ ‫؟‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ل‬ ‫أن‬ ‫ا‬ ‫ا‬ ‫ا‬: ‫ف؟‬ ‫ا‬ ‫ان‬ ‫ار‬ ‫ذا‬ ‫؟‬ ‫ا‬ ‫آ‬ ‫ا‬‫وآ‬ ،‫ر‬ ‫ن‬ ‫ان‬ ‫ء‬ ‫ان‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ا‬. ‫اف‬ ‫ه‬ ‫وا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬. ، ‫ا‬ ‫اداء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وا‬. ‫ا‬‫ا‬ ‫وان‬ ، ‫ن‬ ‫ان‬ ‫د‬ ‫ر‬.‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫وه‬ ‫ا‬ ‫آ‬ ‫ا‬.‫ات‬ ‫ا‬ ‫آ‬ ‫و‬ ، ‫آ‬ ‫ا‬ ‫ا‬ ‫ار‬. ‫آ‬ ،‫ة‬ ‫آ‬ ‫ا‬ ‫م‬ ‫ان‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬. ‫ي‬ ‫وا‬ ،‫ك‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫و‬ ‫ك‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ا‬ ‫ذه‬ ‫ي‬. ‫ت‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫وا‬ ‫ت‬authentic، ، ‫ا‬ ‫م‬ ‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫ان‬ ‫ا‬ ‫وه‬ ‫ا‬. ‫ا‬‫ر‬)‫ر‬(، ‫د‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫س‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وا‬)(‫اد‬ ‫ا‬ ‫آ‬ ‫ة‬ ‫ا‬ ‫ا‬. ٧٧
  • 37. ٧٩
  • 38. : how can we come to know what we know functioning schemes perturbation jeanpiaget knowing ٨١
  • 40. . logical determinism constructivism logical operation : sensori - metor stage preoperational stageconcrete stage operational formal operational stage "" : "" TYPES OF KNOWLEDGE :FIGURATIVE KNOWLEDGE –– )( )( OPERATIVE KNOWLEDGE : ٨٥ ٨٤
  • 46. Goal Oriented : constrictive Process : .1 )( : ( Meaningful Learninglearning for understanding sense making learning. invention )( ٩٧ ٩٦
  • 47. ) ( )( (Thomas Kuhn, 1962) .: programmed learning (Duffy & Jonassen,1991) .: ٩٩ ٩٨
  • 48. : ""Passion for life non-achievers problem centered learning meaning making : social negotiation: )( ) ( (Bauersfeld , 1988) : : ١٠١ ١٠٠
  • 49. schemes :prior knowledge : (pines &West ,1986) )(spontaneous knowledge gut knowledgenaive knowledge intuitive knowledge )(misconceptionalternative conceptions conceptionpre- • • • ١٠٣ ١٠٢
  • 52. )( )(paradigm . ""theory of knowing ""(Goodman,1984). philosophy of understanding psychology of understanding "" Piagetian perspective educational epistemology. ١٠٩ ١٠٨
  • 53. instructional Design . . . ).( ""Merrill" : ."" . ""reigeluth" : ." """ : ." : :. . . ).(– .: . . . ١١٢ ١١١
  • 57. ") "(Pavlov *) (""" ." * "". ") "(Watson *""""" . . " *"" . . ") "(Thorndike *"" . Educational Psychology. * "Error and Trial"of training Transfer Exercise of LawLaw of Effect ") "(Skinner Reinforcement ""Hull ."" ]S-O-R.[ . *"" . ١٢٠ ١١٩
  • 58. ""Tolman .""sign learning. ""Cognitive Maps Schemata. : :Response – Stimulus . . . : .Elicited Response . . . ."". :Conditioning : ..Respondent (Classical) . ""Pavlov . ١٢٢ ١٢١
  • 59. : .. . .Operation Conditioning ."". . :. : . . :Behavior Modification : .. .. .. .. . . : Behavioral objectives movement Teachin Machine Phase and Programmed Instruction Movement Individualized Instructional Approaches Computer – Assisted Learning Systems Approach to instruction :. . )ABCD)(Schwier,1998( "" .""Gage . ١٢٤ ١٢٣
  • 60. """"Briggs ""Mager"" task analysis . Competency –Based Education Accountability. :. """""" "" .: ""Pressey . ""PetersonChemosheets . . Crowder . "" ."""Holand (Saettler, 1990) :. : .""(1963) Keller Plan: individually paced mastery . .Individually Prescribed Instruction IPI (1964): "": ١٢٦ ١٢٥
  • 61. . Program for Learning in Accordance with Needs Flanagan : "" :Computer Assisted Instruction IBM . Control data corporation and mitre corporationplato, ticcit drill and practice . :Systems Approach to Instruction . (Schiffman, 1995) ١٢٨ ١٢٧
  • 63. : : . –" "– . " " . : Rote learning . . .. . : . The cognitive Revolution : . . .stimulus responseoutput information processing. Gestalt Psychology"" .: . ١٣٢ ١٣١
  • 65. """" stimulus and response .""Jerome S.Bruner ""."" "social interaction". ""The discovery Theory . .""David Ausubel ""Advance organizer . " .""" . "" . : . bridge. . . . . .Jean Piaget . ."" . : . . """"readiness . "" assimilationaccommodation. ١٣٦ ١٣٥
  • 66. .""Vygotsky "" "the zone of proximal development". . interaction actual developmental level porential developmental level potential the zone of proximal development" """ ." " ."Chomsky""Simon """" artificial intelligence . : Schema: . . .: . .Short Terem Memory (STM): – Rehearse. )±( . .Long Term Memory(LTM): . .Meaningful Effects: . .Serial Position effects: . .Practice Effects: . . Transfer Effects: . . ١٣٨ ١٣٧
  • 67. Interference Effects: . .Organization Effects: . .: . .State Context Effect: . .Mnemonies effects: ) (. .Schema Effects: . . Advance Organizer: . .Metacognition: . .Effective Instruction: Internal Schema Information Processing . Cognitive Teaching Models: "" """""""""" """Bruce Joyce & MarshaWeil" Information Processing Models : ""Advance Organizer Model ١٤٠ ١٣٩
  • 68. "" Concept Attainment Model "" Inductive thinking Model "" Training of Inquiry Model "" Developmental Model cognitionmemory . : Strategies MemoryCognitive strategies Met cognitive Strategies )(. Cognitive Teaching Strategies )(. ١٤٢ ١٤١
  • 70. (chunking). .expert novice . : .noviceexpert . . . . . Cognitive Learning Environment . . •"" ) .( . . . Y=F(S,T,E)(Y)(s) (T)(E). : (Personalization: . (Participation: (Independence: (Investigation: . (Differentiation: . : "" : • • ١٤٦ ١٤٥
  • 71. • : . . : Instructional Design . . . . . –– internal mental processes . )( (Tennyson,1992,37) ١٤٨ ١٤٧
  • 72. –task analysislearner analysis . . . . design models task analysislearner anaylsis :codingrepresentation prior schema (satteler, 1990). (Bendar et al, in Anglin,1995) open ended learning experiences . information processor . "Schema theory ConnectionismHypermedia Multimedia. System Approach ""Jonassen " "": Multiple representations to reality over simplification authenticcontextual. pre-determined. . ١٥٠ ١٤٩
  • 73. Collaborative construction of knowledgesocial negotiation . . collaboration . )( pre- determined outcomes . predictable. content. self evaluationpencil and paper tests mastery learning open system .)( –– . )( . .. )(. )( ١٥٢ ١٥١
  • 76. ‫ا‬ ‫ا‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫أ‬،‫ح‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ا‬ ‫م‬ ‫و‬،‫ور‬ ‫م‬ ‫و‬ ‫ود‬ ‫ي‬ ‫ا‬ ‫أوا‬ ‫ا‬‫ا‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ا‬.‫ن‬ ‫آ‬ ‫واذا‬ ً ‫ا‬،‫ن‬ ‫ا‬ ‫ا‬ ‫وأن‬ ‫ن‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫و‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ف‬ ‫ا‬ .‫ا‬ ‫ن‬ ‫وذ‬ ‫؛‬ ً ‫ا‬ ‫ه‬ ‫و‬‫ن‬ ‫اض‬ ‫ا‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ى‬. ‫ة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫أن‬ ‫ن‬ ‫آ‬ ‫واذا‬ ‫ة‬ ‫ء‬ ‫ض‬،‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫رآ‬ ‫أن‬ ‫ا‬، ‫ا‬ ‫ا‬ ‫و‬ ‫و‬.‫ذ‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫وه‬‫ا‬ active‫ا‬ ‫ا‬.‫ب‬ ‫ا‬ ‫ل‬ ‫ة‬ ‫ا‬ ‫ات‬ ‫ا‬،‫ا‬ ‫ات‬ ‫ا‬ ‫وا‬ ‫وو‬ ‫ا‬ ‫أوا‬. ‫دا‬ ‫ا‬ ‫ا‬ ‫دئ‬ ‫ا‬ ‫آ‬ ‫ه‬ ‫ح‬ ‫ي‬ ‫ا‬ ‫ال‬ ‫وا‬ ‫ا‬‫ا‬ ‫ا‬ ‫ب‬ ‫ق‬ ‫م‬ ‫ه‬ ‫ة‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫وه‬ ‫؟‬ ١٥٧
  • 77. ‫ا‬ ‫ا‬constructivisist learning environ ment ‫ا‬ ‫ا‬ ‫ن‬ ‫و‬ ‫و‬:‫أن‬ ‫ي‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫؛‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ن‬ ‫ا‬‫دوات‬ ‫ا‬ ‫ذ‬ ‫وأ‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ‫دة‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫در‬ ‫و‬ ‫ا‬ ‫ت‬ ‫ا‬.‫ث‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ذي‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫ا‬.‫و‬)١١(‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬. ‫ر‬)١١(‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ١٥٩ ١٥٨
  • 78. ‫ر‬ ‫أ‬resbek‫م‬١٩٩٦ُ ً ‫ذ‬ ‫ا‬ ‫أن‬ ‫ء‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫و‬ ‫ت‬ ‫ا‬ ‫؛‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫دئ‬ ‫أن‬ ‫وأآ‬ ‫ا‬: ١-‫ا‬ ‫ء‬ ‫ة‬ ‫ب‬ ‫ا‬ ‫اد‬ ‫ا‬. ٢-‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫اد‬ ‫ا‬ ٣-‫دور‬ ‫ن‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ح‬ ‫ا‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ‫و‬. ٤-‫ا‬ ‫م‬ ‫اا‬ ‫ق‬ ‫ا‬ ‫ظ‬ ‫ا‬. ‫وه‬‫ا‬ ‫ا‬ ‫ا‬ ‫دئ‬ ‫آ‬ ‫ى‬ ‫أ‬ ‫و‬ ‫ك‬: ‫أ‬-‫اد‬ ‫ا‬ ‫ت‬ ‫واه‬ ‫ت‬ ‫ا‬ ‫أن‬. ‫ب‬-‫ا‬ ‫اف‬ ‫أه‬ ‫ا‬ ‫اف‬ ‫أه‬ ‫ن‬ ‫أن‬. ‫ج‬-‫ل‬ ‫ا‬ ‫ا‬ ‫م‬ ‫وا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫أن‬ ‫ا‬ ‫م‬ ‫وا‬ ‫ا‬‫اد‬ ‫ا‬ ‫ه‬ ‫ا‬. ‫د‬-‫ا‬ ‫دوار‬ ‫ر‬ ‫ا‬ ‫دور‬ ‫ان‬. -‫ا‬ ‫ا‬ ‫أ‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫دل‬ ‫أن‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ل‬ ‫وذ‬. ‫و‬-‫ا‬ ‫ا‬ ‫ا‬. feed back ‫ور‬ ‫ا‬ ‫دئ‬ ‫ا‬ ‫و‬‫ا‬ ‫ة‬ ‫رآ‬ ‫وا‬ ‫ان‬ ‫ا‬.‫ء‬ ‫آ‬ ‫ا‬ ‫م‬ ‫ه‬ ‫ان‬،‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫م‬ ‫وا‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ذ‬ ‫ا‬ ‫ا‬‫ا‬ ‫ا‬ ‫ا‬.‫ق‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫رآ‬ ‫ا‬ ‫و‬ ‫ء‬ ‫وا‬ ‫وا‬ ‫ا‬ ‫ي‬ ‫ي‬ ‫ا‬ ‫ا‬.‫ه‬ ‫رآ‬ ‫وا‬ ‫ل‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ا‬‫ل‬ ‫ا‬ ‫دة‬ ‫ن‬ ‫ا‬ ‫ت‬.‫را‬ ‫ا‬ ‫وا‬ ‫ي‬ ‫آ‬ ‫آ‬ ‫ا‬،‫ت‬ ‫و‬،‫و‬ ‫ط‬ ‫و‬ ‫و‬ ‫ا‬،‫ل‬ ‫ذ‬ ‫و‬ ‫ا‬ ‫ات‬ ‫و‬، ‫رآ‬ ‫ا‬ ‫وه‬. ‫ا‬ ‫ا‬‫دة‬ ‫ا‬ ‫ءات‬ ‫آ‬ ‫وا‬ ‫د‬ ‫ا‬ ‫ى‬ ‫ء‬ ‫آ‬ ‫دة‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫ره‬ ‫ا‬ ‫ا‬.‫ول‬ ‫و‬ ‫ذ‬ ‫ط‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫أن‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رد‬gardener‫د‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ Multiple intelligence‫اص‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ف‬ ‫أ‬ ‫وا‬:‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫وا‬. ‫ا‬ ‫ي‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬.verbal- linguistic ‫ا‬ ‫رة‬ ‫وا‬ ‫ي‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫رة‬ ‫ا‬ ‫و‬ ً ‫أو‬ ً ‫ا‬.‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬‫رات‬ ‫ا‬ ‫ن‬ ١٦١ ١٦٠
  • 79. ‫ر‬ ‫ا‬،‫وا‬ ‫اءة‬ ‫ن‬ ‫و‬،‫ت‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ن‬ ‫و‬، ‫وا‬ ‫ء‬ ‫ة‬ ‫ذاآ‬ ‫ن‬ ‫و‬‫آ‬ ‫وا‬ ‫ار‬،‫د‬ ‫ن‬ ‫و‬ ‫ا‬.‫ه‬ ‫ه‬ ‫وأ‬‫و‬ ‫ث‬ ‫وا‬ ‫ع‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫أ‬‫آ‬ ‫ا‬‫ا‬ ‫ي‬ ‫ا‬ ‫ء‬:‫اء‬ ‫ا‬، ‫ب‬ ‫وا‬،‫ن‬ ‫وا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬‫ا‬ ‫و‬ ‫اءة‬ ‫ا‬،‫و‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬٠٠٠‫ا‬،‫و‬‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬: ١-‫م‬ ‫آ‬ ‫ا‬ ‫ء‬ ‫أ‬. ٢-‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬. ٣-‫ا‬ ‫ا‬ ‫ون‬ ‫أداء‬ ‫أو‬ ‫ا‬ ‫ظ‬ ‫ا‬. ٤-‫ا‬ ‫اءة‬ ‫و‬ ‫آ‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬–‫ا‬logical –mathematical ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬‫وا‬ ‫ا‬ ُ. ‫ء‬ ‫ا‬ ‫رون‬ ‫و‬ ‫ت‬ ‫وا‬ ‫ط‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫وأ‬ ‫ا‬ ‫ون‬ ‫و‬.‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫آ‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ر‬ ‫أ‬،‫ا‬ ‫ح‬ ‫ن‬ ‫و‬،‫وو‬ ‫م‬ ‫وا‬ ً‫ا‬،‫م‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫أن‬ ‫آ‬، ‫ا‬ ‫ب‬ ‫وا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫و‬.‫وأ‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫ه‬،‫د‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫وا‬.‫ن‬ ‫و‬‫ي‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫در‬ ‫ء‬ ‫ا‬. ‫ا‬ ‫ا‬ ‫ا‬ ‫أو‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ي‬ ‫ا‬،‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫و‬: ١-ً ً ‫را‬ ‫م‬ ‫دة‬ ‫ا‬ ‫أن‬. ٢-‫ا‬ ‫م‬ ‫ان‬‫ا‬ ‫از‬ ‫وا‬ ‫ى‬ ‫أ‬ ‫ه‬ ‫أو‬ ً ‫ء‬. ٣-‫أو‬ ‫ة‬ ‫ل‬ ‫ا‬ ‫أن‬. ٤-‫درا‬ ‫ا‬ ‫رك‬ ‫أن‬. ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬–‫ا‬musical –rhythmic ‫رة‬ ‫ا‬ ‫و‬‫ن‬ ‫وا‬ ‫م‬ ‫ا‬،‫ا‬ ‫ا‬ ‫وه‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬.‫ن‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫وا‬ ‫ن‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ات‬.‫و‬ ‫أ‬ ‫و‬ ‫ا‬ ‫ع‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ا‬:‫ن‬ ‫ا‬،‫ا‬ ‫ق‬ ‫ا‬ ‫و‬ ‫و‬،‫ن‬ ‫وا‬. ١٦٣ ١٦٢
  • 80. ‫ع‬ ‫ا‬ ‫أو‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ً.‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫و‬: ١-‫اع‬ ‫ا‬ ‫أن‬‫ز‬ ‫اد‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫أن‬ ً ‫ط‬ ‫ر‬ ‫ا‬ ‫ل‬ ‫د‬. ٢-‫وآ‬ ‫ا‬ ‫ص‬ ‫ا‬ ‫ات‬ ‫أ‬ ‫ع‬ ‫آ‬ ‫ا‬ ‫أن‬ ‫ا‬ ‫أ‬ ‫ت‬ ‫ن‬...‫ا‬. ٣-‫أ‬ ‫ا‬ ‫ا‬ ‫أن‬‫ا‬ ‫ة‬ ‫ات‬ ‫ات‬ ‫ا‬ ‫م‬ ‫وأ‬ ‫ط‬ ‫أ‬)‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬ ‫ات‬ ‫أ‬.( ٤-‫رة‬ ‫ا‬ ‫أن‬،‫د‬ ‫أن‬ ‫ول‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫اج‬ ‫ا‬،‫دات‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫رن‬ ‫أن‬ ‫ول‬ ‫و‬ ‫و‬ ‫ا‬ ‫ى‬ ‫ا‬‫ا‬ ‫ا‬. ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬-‫ي‬ ‫ا‬visual – spatial ‫ت‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫رة‬ ‫ا‬ ‫و‬ ‫ا‬.‫ا‬ ‫ا‬ ‫ر‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫وأ‬،‫ت‬ ‫وا‬ ‫ا‬،‫اول‬ ‫وا‬،‫رة‬ ‫ا‬ ‫ن‬ ‫وا‬.‫أن‬ ‫ن‬ ‫اد‬ ‫ا‬ ‫ء‬ ‫وه‬ ‫ء‬ ‫ا‬ ‫وا‬ ‫و‬ ‫ا‬،‫ا‬ ‫ه‬ ‫وأ‬ ‫ا‬ ‫ة‬ ‫ه‬ ‫و‬ ‫ر‬ ‫ا‬ ‫ا‬.‫ن‬ ‫ا‬ ‫و‬،‫ن‬ ‫وا‬،‫ن‬ ‫ر‬ ‫وا‬، ‫ن‬ ‫ا‬ ‫وا‬،‫ا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ن‬ ‫وا‬ .‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬: ١-‫ا‬ ‫أن‬. ٢-‫رة‬ ‫رس‬ ‫ا‬ ‫أن‬،‫آ‬ ‫ول‬ ‫ى‬ ‫أ‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫دون‬ ‫رة‬ ‫ا‬. ٣-‫رة‬ ‫رس‬ ‫ا‬ ‫أن‬،‫رج‬ ‫ه‬ ‫ل‬‫رة‬ ‫ا‬. ‫آ‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬–‫ي‬ ‫ا‬bodily – kinesthetic ‫ا‬ ‫آ‬ ‫د‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫رة‬ ‫ا‬ ‫وه‬. ‫ل‬ ‫ي‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ى‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫وه‬ ‫ا‬ ‫ط‬ ‫ا‬.‫أ‬ ‫ام‬ ‫ا‬ ‫ه‬ ‫اد‬ ‫ا‬ ‫و‬‫ا‬ ‫ا‬ ‫أ‬ ‫ن‬ ‫و‬ ‫ن‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫وده‬ ‫ا‬ ‫ه‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬:‫رون‬ ‫ا‬،‫ن‬ ‫وا‬،‫ن‬ ‫ا‬ ‫وا‬،‫ه‬ ‫و‬ ‫ن‬ ‫وا‬ ‫ا‬.‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬: ١-‫ان‬‫ام‬ ً ‫ا‬. ٢-‫را‬ ‫ا‬ ً ‫در‬ ‫ر‬ ‫ا‬ ‫أن‬. ٣-‫و‬ ‫ت‬ ‫ر‬ ‫آ‬ ‫ا‬ ‫ان‬ ‫ى‬ ‫أ‬ ‫ت‬. ‫ر‬ ‫ز‬ ‫ام‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫أن‬. ١٦٥ ١٦٤
  • 81. ‫ا‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬.interpersonal intelligence ‫ا‬ ‫و‬ ‫دوا‬ ‫ا‬ ‫رة‬ ‫وه‬.‫ي‬ ‫ا‬ ‫د‬ ‫وا‬ ‫ط‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ر‬ ً ً‫رآ‬ ‫ن‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ر‬ ‫و‬،‫أو‬ ‫ع‬ ‫آ‬ ً ً‫رآ‬ ‫د‬ ‫ا‬ ‫ن‬ ‫أو‬.‫و‬ ‫أ‬‫ت‬ ً‫ا‬‫واراء‬ ً‫ا‬‫ر‬ ‫أ‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫ات‬ ‫م‬ ‫أو‬. ‫درا‬ ‫د‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫وأ‬ ‫ا‬ ‫ت‬ ‫و‬ ‫ا‬ ‫ا‬ ً ‫د‬ ‫ا‬ ‫ت‬ ‫و‬ ‫ا‬ ‫ت‬.‫ء‬ ‫و‬ ‫ا‬ ‫و‬‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ب‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬. ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬: ١-‫دة‬ ‫و‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫ام‬ ‫ا‬. ٢-‫دة‬ ‫و‬ ‫ا‬ ‫ا‬ ‫رس‬ ‫ا‬. ٣-ً ‫آ‬ ‫رس‬ ‫ا‬‫درا‬ ‫دة‬ ٤-‫ا‬ ‫ه‬ ‫ا‬ ‫ر؛‬ ‫دور‬ ‫ا‬. ٥-‫ى‬ ‫أه‬ ‫ن‬ ‫ع‬ ‫ك‬ ‫ا‬‫ا‬ ‫ا‬. ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬intrapersonal intelligence ‫ا‬ ‫ء‬ ‫ذآ‬ ‫ن‬ ‫ا‬‫ع‬ ‫ون‬ ‫س‬ ‫ا‬:‫ء‬ ‫ا‬ ‫وا‬ ‫س‬ ‫ا‬ ‫ث‬ ‫ا‬، ‫ل‬ ‫وا‬ ‫ا‬.‫ء‬ ‫ا‬ ‫ه‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫أ‬ ‫وأ‬ ‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫رآ‬ ‫وا‬.‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ذوي‬ ‫أ‬ ‫و‬ ‫ا‬:‫ت‬ ‫ا‬ ‫و‬،‫ن‬ ‫وا‬،‫رون‬ ‫وا‬،‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫م‬ ‫و‬ ‫آ‬ ‫ء‬ ‫آ‬ ‫ا‬،‫ودوا‬،‫د‬ ‫ا‬ ‫ك‬ ‫و‬. ‫ز‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬،‫و‬ ‫ء‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬: ١-‫ون‬ ‫ة‬ ‫ا‬ ‫أن‬‫م‬ ‫آ‬. ٢-‫ا‬ ‫ان‬ ‫را‬ ‫ا‬ ‫ت‬ ٣-‫ا‬ ‫أن‬ ‫آ‬ ‫ل‬ ‫ذه‬ ‫ا‬ ‫ان‬ ‫را‬ ‫ا‬ ‫ت‬ ‫ل‬. ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬: ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬‫ا‬‫دة‬ ‫ا‬ ‫ءات‬ ‫آ‬ ‫ا‬ ‫ا‬–‫ا‬ ‫ا‬ ‫ز‬ ‫ار‬ ‫ر‬ ‫ا‬ ‫آ‬ ‫وا‬– ‫ن‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ذج‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬، ‫ر‬ ‫ا‬ ‫اف‬ ‫ه‬ ‫ا‬ ً ‫رة‬ ‫ر‬ ‫ا‬ً‫ا‬ ‫و‬ ١٦٧ ١٦٦
  • 82. ً ‫د‬ ‫ى‬.‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ض‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ذات‬: •‫ذو‬ ‫أ‬ ‫ب‬ ‫ا‬ ‫ع‬ ‫أي‬ ‫ء‬ ‫ا‬ Meaningful،‫درا‬ ‫و‬ ‫ذا‬ ‫و‬‫ب‬ ‫ا‬ ‫آ‬ ‫ذات‬ ‫آ‬ ‫اذا‬ ‫ت‬ ‫ا‬،‫ل‬ ‫وا‬ ‫ت‬ ‫ا‬ ‫ا‬ ً ‫ي‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫ذا‬،‫ا‬ ‫أن‬ ‫اه‬ ‫ا‬ ‫ب‬ ‫ا‬،‫و‬ ‫ده‬ ‫ث‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫أن‬ ‫ول‬ ‫ا‬،‫أ‬ ‫ا‬ ‫ه‬ ‫آ‬ ‫وأ‬‫رة‬ ‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬ ‫ة‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫وع‬ ‫و‬. *‫ف‬ ‫ص‬ ‫ا‬ ‫ه‬ ‫ب‬ ‫ا‬ ،‫أ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬.‫ا‬ ‫ة‬ ً،ً ‫ت‬ ‫درا‬‫ت‬ ‫ا‬ ‫ت‬ ‫أن‬،‫را‬ ‫ا‬French‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫را‬ ‫ا‬، ‫ر‬ ‫و‬،‫ا‬ ‫ت‬ ‫آ‬ ‫وا‬ ، ‫وأد‬،‫ا‬ ‫وا‬ ‫م‬ ‫وا‬.‫ا‬ ‫وه‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫أآ‬ ‫ا‬ ‫ات‬ ‫ا‬‫ة‬ ‫و‬. •‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬، ‫اءة‬ ‫ل‬ ‫ا‬،‫ا‬ ‫أ‬ ‫ن‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫و‬ ‫وآ‬ ‫ث‬ ‫ف‬،‫ول‬ ‫ر‬ ‫ا‬ ‫ه‬ ‫آ‬ ‫رة‬ ‫ا‬ ‫أو‬.‫أ‬ ‫و‬‫ف‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫اث‬ ‫ا‬،‫ا‬ ‫ء‬ ‫و‬.‫ه‬ ‫ا‬ ‫ل‬ ‫و‬،‫وآ‬ ‫اءة‬ ‫وا‬ ‫رات‬ ‫ر‬ ‫ب‬ ‫ا‬ ‫وا‬ ‫ا‬ ‫ت‬ ‫ا‬،‫ا‬ ‫و‬. •‫ا‬‫و‬ ‫ا‬ ‫دره‬ ‫وا‬ ‫ام‬،ُ:‫اع‬ ‫ا‬ ‫ر‬ ‫ا‬–‫ا‬ ‫ا‬ ‫أن‬ ‫ات‬ ‫ا‬ ً ‫ا‬ ‫ا‬ ‫ا‬،‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ء‬ ‫آ‬ ‫ب‬ ‫ا‬ ‫ف‬ ‫وا‬ ‫م‬ ‫ب‬ ‫ا‬ ‫و‬،‫ا‬ ً‫رة‬. •‫ؤ‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ذه‬ ‫أن‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫أو‬: ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رب‬ ‫ل‬ ‫ا‬ ‫أن‬ ‫ر‬ ‫وا‬،‫ه‬ ‫ا‬ ‫وف‬ ‫ا‬ ‫أو‬ ‫وط‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬‫أو‬ ‫و‬ ‫وط؟‬ ‫ا‬ ‫أو‬ ‫وف‬ ‫ا‬ ‫ه‬ ‫ه‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫ذا‬ ‫؟‬ ‫ا‬ ‫ه‬ ‫ت‬problem solving‫ا‬ ‫وا‬ Critical thinking‫ا‬ ‫ا‬ ‫اف‬ ‫أه‬ ‫أه‬ ‫ا‬ ‫ام‬ ‫وا‬، ‫ن‬ ‫اف‬ ‫ه‬ ‫ا‬ ‫ه‬ ‫ز‬ ‫ا‬ ‫وط‬ ‫ا‬ ‫أو‬ ‫وف‬ ‫ا‬ ً‫أ‬‫د‬ ‫ك‬ ‫ه‬: -ً ‫ا‬ ً ‫ب‬ ‫ا‬ ‫و‬authentic. -‫ا‬ ‫وض‬ ‫ح‬ ‫ا‬‫ا‬ ‫أ‬ ‫ء‬ ‫آ‬ -‫ا‬ ‫ى‬ ‫ض‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬. -‫وذا‬ ‫رة‬ ‫ا‬ ‫رة‬ ‫ا‬. ‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬studnt – centered. ١٦٩ ١٦٨
  • 83. ‫ا‬ ‫ا‬: ‫ت‬ ‫را‬ ‫ا‬ ‫ا‬ ‫أوردت‬ ‫ا‬ ‫ا‬ ‫أ‬ ً ‫ا‬ ‫ه‬ ‫ت‬ ‫ا‬،‫آ‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ا‬ ‫ا‬ ً‫ء‬ ‫وا‬. ‫و‬ ‫ا‬ ‫ه‬ ‫ز‬ ‫أ‬: -‫ز‬ ‫ا‬ ‫رف‬ ‫ة‬ ‫ا‬ ‫رف‬ ‫ا‬ ‫ر‬ ً ‫ا‬ ‫ن‬ ‫أن‬. -‫دة‬ ‫ا‬ ‫ؤى‬ ‫ا‬multiple perspectivesً‫ا‬ ‫أ‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫ذا‬ ً ‫ور‬ ،‫ؤى‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫م‬،‫رؤ‬ ‫و‬. -‫و‬ ‫ا‬ ‫ا‬،‫ا‬ ‫ا‬. -‫ا‬‫ز‬ ‫و‬ ‫و‬ ‫ا‬ ‫دا‬. -‫ت‬authentic‫ا‬ ‫ا‬ ‫ت‬real world‫ا‬. -‫ت‬‫دة‬multiple representations‫ا‬،‫ذ‬ ‫و‬ ‫زم‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬over-simplifacation. -‫ده‬ ‫دة‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫آ‬ ‫ا‬. -‫ا‬ ‫م‬ ‫ا‬ ‫آ‬ ‫ا‬authentic tasks‫ت‬. -‫ا‬ ‫ات‬ ‫ا‬ ‫ال‬ ‫ا‬‫ا‬ ‫ا‬ ‫ت‬ ً ‫دة‬ ‫ا‬ ‫ر‬،‫ا‬ ‫و‬ ‫ا‬flexibility‫ر‬ ‫وا‬creativity. -‫ا‬ ‫ء‬ ‫ون‬ ‫ا‬ ‫ا‬ ‫ا‬collaborative construction Of knowledge ,،‫ا‬ ‫وض‬ ‫ا‬ Social negotiation ( jonassen, 1994) . -‫ا‬ ‫ق‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬،‫و‬: *‫ا‬ ‫ات‬ ‫ا‬ ‫آ‬ ‫م‬insufficient previous experience *‫ا‬ ‫آ‬ ‫م‬ ‫ه‬ ‫ا‬insufficient interest *‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫ج‬. ‫و‬‫ا‬ ‫و‬ ‫ا‬ ‫ا‬: •‫را‬ ‫ا‬ ‫دة‬ ‫ا‬material‫ن‬ ‫أن‬ ‫وا‬،‫ا‬ ‫و‬ ‫ا‬worth knowing •‫ا‬ ‫ة‬ ‫رة‬ ‫ى‬ ‫و‬ ‫ذو‬،‫ات‬ ‫وا‬ ‫ا‬content. •‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬‫ى‬،‫ب‬ ‫ا‬ ‫ت‬ ‫واه‬ ‫ت‬ ‫و‬ ‫ر‬ ‫ق‬ ‫و‬ (Arnold, 1991). •‫م‬ ‫ا‬ ‫ه‬tasks،‫أن‬ ‫وره‬ ‫وا‬ ‫ت‬ ‫ا‬: - ١٧١ ١٧٠
  • 84. ‫ارات‬ ‫وا‬ ‫أن‬ ‫ا‬ -‫ذا‬ ‫ا‬what question -‫ام‬ ‫ا‬ ‫ا‬use their own mthods -‫ا‬ ‫م‬ ‫ا‬ ‫ه‬discussion‫ل‬ ‫وا‬communication -‫ر‬،‫ة‬ ‫ا‬ ‫ع‬ ‫أو‬. -. -‫اد‬extendable -‫ء‬ ‫ا‬ ‫ا‬(wheatly,.1991) ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬: ‫ا‬ ‫ا‬ ‫ت‬ ‫أه‬ ‫ف‬ ‫ا‬ ‫و‬،‫ف‬ ‫ا‬ ‫ن‬ ‫ذه‬ ‫ا‬ ‫ا‬ ‫در‬ ‫ا‬ ‫ره‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫دئ‬.‫ر‬ ً ‫أو‬ ‫أ‬ ‫و‬ ‫ول‬ ‫ا‬ ‫و‬ ‫ا‬ ‫درا‬ ‫ة‬ ‫و‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬)٥( ‫ول‬)٥(‫ا‬ ‫را‬ ‫ا‬ ‫ة‬ ‫و‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬ ‫ر‬ .. . . .. .. .. . . . . . . ١٧٣ ١٧٢
  • 85. ‫و‬‫ا‬ ‫أ‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ة‬: ً ‫أو‬:‫ا‬،‫درا‬ ‫و‬: ‫درة‬ ً ‫ا‬ ‫ن‬ ‫أن‬،‫وا‬،‫ا‬ ‫وا‬،‫ا‬ ‫وه‬ ‫ا‬ ‫دي‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬. ً:‫ا‬‫ري‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬: ‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ج‬ ‫رات‬ ‫وا‬ :‫ر‬ ‫أو‬،‫ا‬ ‫ل‬ ‫ا‬ ‫آ‬ ‫و‬ ً:‫ا‬ ‫ا‬ ‫ت‬: ‫وا‬ ‫ا‬ ‫ات‬ ‫ن‬ ‫أن‬،‫و‬‫و‬ ‫د‬. ‫اث‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ز‬ ‫ر‬ ‫ا‬ ‫و‬ ‫ب‬ ً‫ا‬‫د‬ ‫ا‬ ‫ت‬ ‫وا‬،‫ا‬ ‫ه‬ ‫أن‬ ‫ون‬ ‫ا‬ ‫ه‬ ‫اء‬ ‫و‬ ً ‫أآ‬ ‫اآ‬ ‫ل‬ ‫ا‬ ‫وه‬ ‫ا‬،‫وآ‬ ‫ت‬ ‫ا‬ ‫ب‬ ً ‫أآ‬ ً‫آ‬‫و‬ ‫ا‬ ‫د‬ ‫ذ‬. ً ‫را‬:‫و‬ ‫ا‬ ‫ا‬ ‫أو‬ ‫و‬ ‫ا‬ ‫ة‬ ‫ا‬: ‫ت‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ون‬ ‫ور‬ ‫دة‬،‫دور‬ ‫ا‬ ‫اد‬ ‫أ‬ ‫د‬ ‫آ‬ ‫ان‬ ‫ا‬ ‫وه‬ ‫ا‬ ‫ا‬‫ر‬ ‫ا‬ ‫ر‬،‫ان‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬(slavin, 1991). ‫ا‬ ‫ا‬ ً: ‫ر‬ ‫و‬ ‫ب‬ ‫ا‬ ‫و‬ ، ً ‫ووا‬ ً ‫أ‬ ‫ا‬ ‫ن‬ ‫أن‬ ‫ت‬،‫ا‬ ‫آ‬‫ن‬ ‫و‬ ، ‫ا‬ ‫أآ‬ ‫و‬ ً. ‫را‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ود‬ ‫أن‬ ‫و‬،‫أآ‬ ‫ا‬ ‫وه‬ )١٩٩٨،Martha stone,(‫داء‬ ‫داء‬ ‫ا‬ ‫ا‬ ‫ن‬ ً ‫أآ‬‫ا‬ .(dunlap,1995 grabingar&) understanding goals ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رب‬ ‫ا‬ ‫وه‬،‫ا‬ ‫ا‬ ‫و‬ ‫ر‬ ‫ا‬.‫ا‬ ‫دور‬ ‫آ‬ ‫وا‬ ‫م‬ ‫ه‬ ‫ا‬ ‫رة‬ ‫ل‬ ‫ا‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫دوار‬ ‫ا‬ ‫أو‬ ‫؟‬ ‫ا‬ ‫ا‬‫؟‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫؟‬ ‫ا‬ ‫ا‬ ‫أدوار‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫أدوار‬ ‫د‬: ‫ا‬ ‫ا‬the active learner: ‫ا‬ ‫ور‬ ‫م‬ ‫وه‬،‫ل‬ ‫وا‬ ‫م‬،‫ض‬ ‫و‬ ‫وض‬ ‫ا‬،‫وا‬،ً ‫ؤى‬ ‫ا‬ ‫ء‬ ‫و‬‫ت‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ع‬ ‫ا‬،‫اءة‬ ‫أو‬،‫و‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫أداء‬ ‫أو‬. ‫ا‬ ‫ب‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ان‬ ‫أي‬،‫و‬. ١٧٥ ١٧٤
  • 86. ‫ا‬ ‫ا‬:the social learner ، ‫وا‬ ‫ا‬ ‫ان‬ ً ‫دا‬ ‫ا‬ ‫آ‬‫م‬ ‫ا‬ ‫ا‬ ‫د‬ ‫رة‬ ‫رف‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ول‬ ‫ا‬،‫ا‬ ‫رة‬ ‫و‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫د‬:‫وأن‬ ‫ر‬ ‫ا‬ ‫ر‬ ‫ت‬ ‫اه‬ ‫ف‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫و‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ت‬ ‫ا‬‫دة‬.‫ت‬ ‫اه‬ ‫ف‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫دة‬ ‫ا‬ ‫ت‬ ‫ا‬.‫ى‬ ‫دات‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ر‬ ‫دي‬ ‫أن‬ ً ‫أ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ا‬، ‫ا‬ ‫ازي‬.‫ا‬ ‫ور‬ ‫ا‬ ‫أن‬ ‫أي‬‫ب‬ ‫اآ‬ ‫ا‬،‫ا‬ ‫رة‬ ‫و‬. ‫ا‬ ‫ا‬:the creative learner ‫ب‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫وا‬ ‫أو‬ ‫ب‬ ‫ا‬ ‫أن‬ ‫ورة‬ ‫ا‬ ‫آ‬ ‫وا‬ ‫أو‬‫ا‬ ‫ف‬ ‫اآ‬.‫ب‬ ‫ا‬ ‫ا‬، ‫ا‬ ‫ت‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫دة‬ ‫ب‬ ‫ا‬ ‫وأن‬،‫ر‬ ‫ا‬ ‫ؤى‬ ‫وا‬ ‫ا‬ ‫ت‬ ‫آ‬ ‫ا‬. ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ط‬ ‫ر‬ ‫ا‬: ‫ا‬ ‫ور‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ان‬،‫ر‬ ‫ا‬ ‫ء‬ ‫وأ‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ا‬ ‫ه‬‫ري‬ ‫ا‬ ‫أو‬.‫ا‬ ‫ه‬ ‫و‬ ‫ري‬ ‫ا‬ ‫أو‬ ‫ا‬ ‫ور‬ ‫ب‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫ت‬ ‫ا‬ ً ‫ر‬ ‫ء‬ ‫و‬ ‫ه‬ ‫ا‬ ‫أن‬ ‫و‬empty vessel‫ا‬ ‫دا‬ –‫د‬ ‫وآ‬ ‫آ‬–‫ا‬ ‫م‬ ‫أن‬،‫آ‬ ‫و‬ ‫ه‬ ‫أه‬ ‫ذات‬ ‫دئ‬: ً ‫أو‬:‫ه‬ ‫و‬ ، ‫ت‬،‫و‬.‫و‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫أ‬ ً‫ا‬ ‫ا‬ ‫ن‬ ‫أن‬ ‫ا‬ ‫ه‬،‫و‬ ‫ا‬ ‫ت‬ ‫ه‬ ً‫ا‬ ‫رس‬ ‫ا‬ ‫ان‬، ‫ور‬‫ا‬ ‫ط‬ ‫أوا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ح‬ ‫ا‬ ‫ا‬ ‫ه‬Interesting activity‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫أو‬: -‫ر‬ ‫ات‬ ‫ا‬testable. -‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ة‬‫دة‬ ‫ا‬ ‫ا‬ -‫ا‬ ‫ط‬ ‫دة‬ ‫ا‬group effort. -‫ا‬ ‫أ‬ ‫أ‬ ‫ا‬ ‫ون‬ ‫ا‬، ‫ر‬. ً:‫أو‬ ‫ه‬ ‫ل‬ ‫ا‬ ‫ء‬primary concepts‫ا‬ ‫ط‬ ‫أ‬ ‫اء‬ ‫أ‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ي‬ ‫ا‬،‫دة‬ ‫ا‬ ‫اء‬ ‫أ‬ ‫آ‬ ‫و‬ Individual parts‫ا‬ ‫آ‬ ‫ا‬ ‫ان‬ ‫ا‬‫اء‬،‫أن‬ ‫ا‬ ‫ا‬ ‫ء‬misapplication‫ا‬ ‫ا‬ ‫ه‬، ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رؤ‬ ١٧٧ ١٧٦
  • 87. ً:‫ت‬ ‫و‬‫ا‬:‫ا‬ ‫ر‬ ‫أ‬ ‫ن‬ ‫وذ‬ideas،‫وأرا‬ Opinions‫ادراآ‬ ‫و‬ ‫ا‬.‫ورة‬ ‫ك‬ ‫وه‬ ‫ا‬detailed knowledge‫ا‬،‫أن‬ ‫ا‬ ‫أن‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫رآ‬ ‫ا‬ ‫ا‬ ‫ك‬ ‫ه‬ ‫ا‬‫رس‬ ‫ن‬.‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬ ‫ه‬ ‫ان‬ ‫وا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫و‬.‫ا‬ ‫أن‬ ‫ا‬ ‫ن‬ ‫و‬ ‫ه‬ ‫ر‬ ‫ا‬،‫ا‬ ‫وا‬،‫را‬ ‫و‬.‫ى‬ ‫أ‬ ‫رة‬ ‫و‬‫أن‬ ‫أ‬. ً ‫را‬:adapting‫ت‬ ‫ا‬ ‫ا‬ ‫؛‬ ‫ا‬suppositions‫ا‬. ‫ا‬ ‫ف‬ ‫أن‬ ‫ا‬ ‫وا‬ ‫ا‬،‫ا‬ ‫ه‬ ‫وأن‬ ‫رس‬ ‫و‬.‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫أن‬ ‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ً.‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ي‬ ‫ا‬ ‫وا‬،‫ه‬ ‫ذا‬ ‫ا‬meaningful‫أ‬. ً:‫ر‬ ‫ا‬ ‫ق‬ ‫ا‬teaching context‫ض‬ ‫ا‬ ‫ة‬ ‫ن‬ ‫أن‬ ‫ا‬ ‫ا‬‫در‬ ‫ي‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬.ً‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫أن‬ ‫و‬،‫آ‬ ً ً ‫ن‬ ‫أن‬ ‫ا‬ ‫أن‬. ‫ا‬ ‫ا‬ ‫دور‬ ‫ء‬ ‫ن‬ ‫وا‬. ‫وا‬ ‫ا‬ ‫و‬ ‫ل‬ ‫ا‬ ‫و‬‫د‬‫ل‬ ‫ؤل‬ ‫ا‬ ‫ن‬ ‫ذه‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬،‫ة‬ ‫ا‬ ‫أن‬ ‫ي‬ ‫ا‬ ‫ور‬ ‫ا‬ ‫و‬ ‫وا‬ ‫ا‬.‫وأ‬ ‫و‬ ‫ام‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ون‬ ‫ا‬ ‫ول‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬،‫ا‬ ‫و‬‫ن‬ ‫ا‬ ‫ا‬ ‫د‬ ‫أ‬ ‫ذ‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ق‬ ‫أن‬ ‫ا‬ ‫ا‬ ‫وو‬ ‫ا‬.‫ة‬ ‫و‬ ‫وآ‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫و‬ ‫اذا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫وا‬ ‫ت‬ ‫ر‬ ‫ا‬،‫ا‬ ‫ا‬ ‫وه‬‫ور‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬. ‫؟‬ ‫ام‬ ‫ا‬ ‫ن‬ ‫وآ‬ ‫؟‬ ‫ام‬ ‫ا‬ ‫ن‬ ‫رات‬ ‫وا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫اذا‬ ‫ا‬ ‫م‬ ‫ا‬ ً ‫دة‬ ‫ا‬،‫وآ‬‫أن‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫أن‬ ‫ذ‬ ‫و‬ ‫ا‬ ‫رات‬ ‫ا‬ ً ‫أو‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫رات‬ ‫أن‬ ‫ا‬. ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫د‬ ‫و‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫أدى‬ ‫ا‬ ‫ت‬ ‫ا‬،‫ا‬ ‫ت‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫ف‬ ‫ن‬ ‫ت‬ ‫د‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ذ‬ ‫أآ‬ ‫ء‬ ‫ور‬ ‫ه‬ ‫آ‬ ‫ا‬ ‫و‬ ‫و‬. ١٧٩ ١٧٨
  • 88. ‫و‬ ‫ة‬ ‫ا‬ ‫ل‬ ‫و‬ ‫ا‬ ‫م‬ ‫و‬‫ك‬ ‫ه‬ ‫وا‬ ‫ا‬ ‫ذو‬ ‫ا‬ ‫ح‬ ‫ا‬ ‫أ‬ ‫اف‬ ‫أه‬، ‫ا‬ ‫دة‬ ‫ا‬: ١-‫ا‬ ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬. ٢-ً‫ا‬ ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬. ٣-‫ا‬ ً ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬. ٤-‫ا‬ ‫ن‬ ‫أن‬ً ‫ا‬ ‫أآ‬. ٥-‫ز‬ ‫أو‬ ‫ا‬ ً‫ا‬‫د‬ ‫ا‬ ‫أآ‬ ‫ا‬ ‫ن‬ ‫أن‬ ‫ا‬ ‫ا‬).‫أدوار‬.‫ر‬( ‫ا‬ ‫ه‬ ‫ا‬ ‫أراء‬/‫وذ‬ ‫؛‬ ‫ر‬ ‫ا‬ ‫أ‬ ‫ا‬‫ل‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫ر‬ ‫ا‬.ً ‫و‬ ‫ه‬ ‫ا‬،‫ت‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬:‫آ‬encoding‫وا‬storage‫ع‬ ‫وا‬ retrieval ‫ت‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫وآ‬،‫وا‬‫ت‬ ‫ا‬ ‫ا‬، ‫د‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫و‬،‫ا‬ ‫وآ‬،‫ات‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬motivational beliefsً ‫ا‬ ‫وا‬ ‫وا‬. ‫و‬ ‫ا‬ ‫دي‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫آ‬ ‫و‬، ‫د‬ ‫وأر‬،‫ا‬ ‫ور‬.‫ا‬ ‫ا‬ ‫ا‬ ‫ؤ‬ ‫ا‬ ‫ه‬ ‫أن‬ ‫ا‬cognitive‫ا‬ ‫وا‬،‫ا‬ ‫ا‬ ‫وآ‬ )‫ا‬(metacognition‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬-‫ا‬ ‫ا‬ Socio – emotional.‫ا‬ ‫ا‬ ‫ه‬ ‫و‬،‫و‬، ‫وأدوار‬،‫را‬ ‫و‬،‫را‬.‫ا‬ ‫ر‬ ‫ا‬ ‫ض‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ال‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ء‬: ‫أه‬ ‫ال‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ن‬ ‫وذ‬ ‫؟‬ ً ‫ا‬ ‫آ‬ ‫ا‬ ‫ات‬‫م‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ر‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ل‬ ‫ا‬ ‫ر‬ ‫ا‬. ‫ا‬ ‫ءة‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ك‬ ‫وه‬: ً ‫أو‬:‫س‬ ‫أ‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫م‬ ‫أن‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫دئ‬ ‫ا‬‫أه‬: ١-‫ا‬ ‫آ‬ ‫ا‬،‫ر‬ ‫ا‬teaching.. ٢-‫ا‬ ‫ذا‬ ‫ل‬ ‫و‬،‫درا‬ ‫و‬. ٣-‫ارادة‬ ‫ب‬ ‫أ‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫ا‬will‫ض‬ ‫و‬purpose. ٤-‫أ‬ ‫ا‬ ‫وا‬ ‫ا‬a process. ٥-‫ا‬ ‫ى‬ ‫ء‬ ‫ا‬. ٦-‫ا‬‫ا‬ ‫ل‬natural curiosity‫ا‬ ‫ى‬. ٧-‫ا‬ ‫ذج‬ ‫ا‬ ‫أ‬mental model‫ر‬ ‫ا‬. ‫داء‬ ‫ا‬ ‫آ‬ ‫ا‬performance‫ا‬ ‫وا‬. ٨- ١٨١ ١٨٠
  • 89. ‫ا‬ ‫ا‬ ‫دئ‬ ‫ز‬ ‫ر‬ ‫ا‬cognitive theory. ٩-‫ا‬ ‫ت‬ ‫ا‬ ‫ام‬ ‫ا‬. ١٠-‫ر‬ ‫ا‬ ‫ا‬ ‫أ‬. ١١-‫ا‬ ‫ارات‬ ‫ج‬ ‫ا‬ ‫ا‬، ‫ا‬ ‫و‬. ١٢-‫و‬ ‫ا‬ ‫ا‬. ١٤-‫ا‬ ‫ا‬ ‫د‬. ١٥-‫ا‬ ‫ث‬ ‫ي‬ ‫ا‬ ‫ق‬ ‫ا‬ ‫آ‬ ‫ا‬. ١٦-‫ات‬ ‫أ‬beliefs‫ت‬ ‫ه‬ ‫وا‬attitudes‫ر‬ ‫ا‬ ‫ا‬. ١٧-‫و‬ ‫ة‬ ‫ء‬ ‫ص‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ز‬ ‫ر‬.authentic experience :‫وا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ : ‫ذ‬ ‫ا‬ ‫ا‬‫ا‬ ‫ا‬autonomy‫درا‬ ‫و‬initiative ‫ا‬ ‫دا‬ ‫ان‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫ان‬ ‫دار‬ ‫وا‬ ‫ا‬ ‫اآ‬ ‫ا‬ ‫ان‬ ‫ا‬ ،‫ت‬ ‫ا‬ ‫ا‬ ‫درا‬ ‫و‬ ‫و‬ ‫ذ‬ ‫دون‬ ‫ارس‬ ‫ا‬. ‫وا‬ ‫ا‬‫ه‬ ‫وا‬ ،‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫درة‬ ، ‫و‬ ‫ن‬ ‫و‬ ‫ت‬ ‫وا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ان‬ ‫در‬ ‫ادا‬ ‫ا‬ ‫ن‬ ‫و‬ ، ‫ون‬ ‫ا‬ ‫ف‬ ‫اآ‬ ‫اه‬ ‫آ‬ ‫وا‬ ، ‫ت‬ ‫ا‬‫ون‬ ‫ذ‬ ‫وه‬ ،‫ت‬ ‫ا‬ ‫ر‬ ‫ون‬ ‫و‬ ‫ا‬ ‫ره‬ ‫ا‬. ‫ن‬ ‫ان‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫د‬ ، ‫ب‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫درة‬ ‫ا‬ ‫در‬ ‫و‬ ‫ذا‬ ‫ب‬ ‫ا‬.‫ب‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫غ‬ ‫ذا‬ ‫و‬ ‫ء‬ ‫وا‬ ‫ا‬ ‫ا‬‫ر‬ ‫و‬ ‫ذا‬ ‫ا‬ ‫ه‬ ‫ن‬ ، ‫راء‬ ‫ا‬ ‫درة‬ ‫ا‬. ‫م‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬raw data‫وآ‬ ، ‫و‬ ‫ا‬ ‫در‬ ‫وا‬ ‫وا‬ ‫ا‬ ‫اد‬ ‫ا‬. ، ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ب‬ ‫م‬ ‫ا‬:‫ا‬ ‫وا‬ ‫وب‬ ‫ا‬ ‫و‬ ، ‫وا‬ ‫و‬ ‫وا‬، ‫وا‬ ،‫ر‬ ‫ا‬ ‫ت‬ ‫آ‬ ‫و‬ ،‫ب‬ ‫ره‬ ‫وا‬ ،‫م‬ ‫ا‬ ‫ب‬ ‫وا‬"‫ت‬ ‫ا‬"‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ص‬ ‫ا‬ ، ‫ه‬ ‫و‬ ‫اه‬ ‫ا‬ ‫ه‬.‫ات‬ ‫وا‬ ، ‫ا‬ ‫د‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫م‬ ‫و‬ ‫ا‬ ‫ق‬ ‫ا‬ ، ‫د‬ ‫ا‬، ‫آ‬ ‫وا‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫ا‬ ‫و‬ ، ‫وا‬. ١٨٣ ١٨٢
  • 90. ‫ت‬ ‫م‬ ‫ا‬ ‫م‬ ‫ا‬ Cognitive terminology:،‫و‬ ، ،.، ‫و‬ ‫وا‬ ‫ا‬ ‫ذه‬ ‫أ‬ ، ‫آ‬ ‫وا‬ ، ‫وا‬‫اق‬ ‫وا‬ ،‫ت‬ ‫ا‬ ‫ب‬ ‫ر‬ ‫ا‬ ‫ض‬ ،‫ت‬ ‫وا‬ ،‫ص‬ ‫ا‬. ،‫روس‬ ‫ا‬ ‫ان‬ ‫ب‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬‫ل‬ ‫وان‬ ‫ى‬ ‫ا‬ ‫و‬ ، ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬.‫م‬ ‫اه‬ ‫ان‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ع‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫د‬ ‫ي‬ ‫ا‬ ‫او‬ ،‫ب‬ ‫ا‬‫آ‬ ، ‫ام‬ ‫رس‬ ‫ف‬ ‫ت‬ ‫ون‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫آ‬ ‫اء‬ ‫ا‬ ‫ان‬ ‫و‬ ‫ب‬ ‫ا‬ ‫ات‬ ‫و‬ ‫ت‬ ‫و‬ ‫ت‬ ‫اه‬ ‫و‬ ‫ى‬ ‫ا‬ ‫روس‬ ‫ا‬ ‫ان‬ ‫ى‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ،‫رئ‬ ‫ع‬ ‫ل‬ ‫ا‬ ، ‫ة‬ ‫ا‬‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫آ‬ :‫ا‬ ‫ب‬. ‫ا‬ ‫ت‬ ‫ا‬ ‫وه‬ ، ‫ا‬ ‫ت‬ ‫ا‬ ‫ة‬ ‫آ‬ ‫ا‬ ‫ه‬ ‫ان‬ ، ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ،‫ب‬ ‫ا‬ ‫ودا‬ ‫س‬ ‫و‬ ‫ت‬ ‫اه‬ ‫ر‬‫ا‬ ‫آ‬. ‫و‬ ،‫ى‬ ‫ات‬ ‫ن‬ ، ‫ر‬ ‫ا‬:، ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ر‬ ‫ا‬ ، ‫ا‬ ‫ء‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ال‬ ‫ت‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫و‬ ،، ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ، ‫ا‬ ‫او‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ى‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫آ‬ ‫اذا‬ ‫ا‬.‫ا‬ ‫وه‬ ،‫ال‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫اء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬‫ان‬ ‫ه‬ ‫ح‬ ‫آ‬ ‫رة‬ ‫ع‬ ‫ا‬ ‫و‬ ، ‫ا‬. ‫وده‬ ‫ان‬ ‫ا‬ ‫ه‬ ‫ادراآ‬ ‫ب‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ه‬ ‫ت‬: ، ‫ره‬ ‫أ‬ ‫ض‬ ‫ب‬ ‫ا‬ ‫ان‬ ، ‫و‬ ‫ر‬ ‫ا‬ ‫ض‬ ‫ا‬ ‫م‬ ‫ذا‬ ‫أآ‬ ‫ف‬ ‫ا‬ ‫ان‬ ‫ة‬ ‫ون‬ ‫وذ‬ ‫ا‬ ‫را‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ب‬ ، ‫ا‬. ‫وذ‬ ‫ة‬ ‫رة‬ ‫ره‬ ‫أ‬ ‫ض‬ ‫م‬ ‫ا‬ ‫ى‬ ‫و‬ : -‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬ -‫ع‬ ‫ب‬ ‫ا‬ ‫و‬ ‫ق‬‫ا‬ ‫ا‬ -‫أ‬ ‫ا‬ ‫ام‬ ‫ا‬"‫ة‬ ‫ا‬ ‫إن‬"‫ا‬ ‫ه‬ ‫ن‬ ‫ا‬ ‫ب‬ ‫و‬ ‫ا‬. -‫ا‬ ‫ا‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ه‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫اه‬ ‫آ‬ ‫ورة‬ ‫ا‬ ‫ه‬ ‫و‬ ‫آ‬ ‫و‬‫ره‬ ‫أ‬ ‫ن‬ ‫ب‬. - ١٨٥ ١٨٤
  • 91. ‫ا‬ ‫و‬ ، ‫ار‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬،‫وذ‬ ، ‫ه‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ارات‬ ‫ا‬ ‫ن‬ ‫ه‬ ‫وآ‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ع‬ ‫وآ‬ ، ‫ر‬ ‫أ‬ ‫ض‬ ‫ح‬ ‫د‬ ‫ا‬‫ا‬. ‫ان‬‫ا‬ ،‫ة‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫او‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ، ‫ا‬ ‫اع‬ ‫ا‬ ‫ا‬ ‫ا‬. -،‫ب‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫ح‬ ‫ا‬open – ended questions‫ح‬ ‫ب‬ ‫ا‬ ‫وآ‬ ، ‫ن‬ ‫ان‬ ‫ا‬ ‫ا‬ ، ‫ا‬ ‫ا‬ ‫ان‬ ‫آ‬ ، ‫ة‬ ‫وا‬ ‫ا‬ ‫ذات‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ح‬ ‫ا‬.‫ة‬ ‫ك‬ ‫وه‬ ‫آ‬‫ا‬)‫را‬(‫و‬ ، ‫ع‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ح‬ ‫ب‬ ‫ا‬ ‫م‬ ، ‫ت‬ ‫ا‬. -‫ب‬ ‫و‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬initial responses. ‫ورة‬ ‫ع‬ ‫و‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ت‬ ‫و‬ ‫ء‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫و‬ ‫ا‬ ‫ا‬ ‫او‬ ، ‫ا‬ ‫أ‬ ‫ن‬ ‫وآ‬ ، ‫ه‬ ‫ا‬. ‫ا‬ ‫ت‬ ‫ات‬ ‫ا‬ ‫ا‬ ‫رك‬ ‫و‬ ‫ا‬،initial hypotheses‫ذ‬ ‫ا‬.‫ا‬ ‫ا‬ ‫ن‬ ‫و‬ ‫ا‬ ‫او‬ ،‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ات‬ ‫ء‬ ‫ب‬ ‫ا‬ ‫رك‬ ‫ا‬ ، ‫و‬ ‫ا‬.‫ت‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ان‬ ‫و‬ ، ‫ب‬‫ب‬ ،‫ب‬ ‫ا‬ ‫ه‬ ‫و‬ ، ‫أ‬ ‫ر‬ ‫ا‬ ‫ن‬ ‫ر‬ ‫ا‬ ‫ه‬ ‫ت‬ ‫و‬ ‫ى‬ ‫ة‬ ‫ون‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫ت‬ ‫ا‬ ‫د‬ ‫و‬. ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬wait time‫ن‬ ‫ا‬ ‫أ‬‫ن‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ن‬‫ا‬ ‫ب‬ ‫ا‬ ‫و‬ ، ‫أو‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ن‬ ‫و‬ ، ‫أ‬ ‫درون‬ ‫ن‬ ‫د‬ ‫ن‬ ‫و‬ ‫ش‬ ‫ا‬ ‫ون‬ ،‫ت‬ ‫ا‬ ‫اد‬ ‫إ‬ ‫ز‬ ‫أن‬ ‫وذ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫أ‬ ‫ف‬ ‫ع‬ ‫ا‬‫ه‬ ‫وا‬ ‫أن‬ ‫ن‬. ‫ا‬ ‫ن‬ ‫ف؛‬ ‫آ‬ ‫ر‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ج‬ ‫و‬. ‫إو‬ ‫ال‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ت‬ ‫أن‬ ‫ا‬ ‫ح‬ ‫و‬ ‫و‬ ً ً‫ا‬ ‫أن‬ ‫ي‬ ‫وآ‬ ، ‫ء‬ ‫إ‬‫ا‬ ‫ق‬ ‫ك‬ ‫أن‬. ١٨٧ ١٨٦
  • 92. ‫دس‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ١٩٣
  • 93. ‫ا‬ ‫ر‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ذج‬ ‫ا‬ ‫ذات‬ ‫ر‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ول‬ ‫وا‬ ، ‫ا‬‫وه‬ ‫ار‬ ‫را‬ ‫ا‬ ‫ات‬ ‫دا‬: ١.‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫إ‬. Problem Centered Learning ٢.‫ا‬ ‫دورة‬. The learning cycle ٣.‫ذج‬"‫ن‬ ‫ا‬"‫ا‬(ACM) Appleton Constructivist Model ٤.‫ـ‬ ‫ا‬ ‫ا‬ ‫ذج‬"‫ك‬"(Novak) Humanistic Constructivist Model ٥.‫ـ‬ ‫أ‬ ‫ا‬ ‫ذج‬""(Posner) Conceptual Change Model ٦.‫ر‬ ‫ا‬ ‫ا‬ ‫ذج‬"‫و‬ ‫دج‬ ‫و‬" Constructivist learning Model ٧.‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫إ‬ Cooperative Leaning Strategy ً ‫أو‬:‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫ل‬ ‫آ‬: Problem Centered Learning strategy ‫ا‬ ‫ا‬ ‫ر‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬–‫ا‬–‫ر‬ ‫ل‬ ‫وه‬ ‫ان‬ ،‫ت‬ ‫وا‬ ‫م‬ ‫ا‬"‫و‬ ‫ن‬"Grayson wheatly" ‫ا‬ ‫ر‬ ‫وه‬ ، ‫ا‬ ‫ا‬ ‫اآ‬‫ت‬ ‫وا‬ ‫م‬. ١٩٥
  • 94. ‫رة‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫و‬:‫م‬ ‫ا‬tasks ‫و‬ ‫ا‬ ‫ت‬ ‫وا‬cooperative groups‫رآ‬ ‫وا‬sharing ‫ه‬)١٢.( ‫أ‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫وا‬task‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ذ‬ ، ‫د‬ ‫و‬ ‫ون‬ ‫ت‬ ‫ا‬ ‫رآ‬ ‫ا‬ ‫و‬ ، ‫آ‬ ‫ة‬ ‫ت‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ا‬.‫ت‬ ‫ف‬ ‫ا‬ ‫ول‬ ‫و‬ ‫ا‬ ‫ا‬: ‫أ‬.‫ا‬ ‫م‬: ‫ا‬ ‫ه‬ ‫ح‬ ‫ن‬ ‫و‬ ‫؛‬ ‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ره‬ ‫ا‬ ‫ع‬ ‫ا‬.‫ي‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وط‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫أن‬: ١.‫ا‬ ‫ان‬ ٢.‫ن‬ ‫ان‬‫ن‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ا‬ ‫ا‬ ٣.‫أآ‬ ‫ن‬ ، ‫ارات‬ ‫ا‬ ‫ذ‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫اب‬ ‫وأآ‬. ‫ا‬ ‫ه‬ ‫ا‬ ‫وه‬:‫آ‬ ‫و‬ ‫؟‬ ‫و‬ ‫ء‬‫ى‬ ‫ا‬ ‫ه‬:‫در‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ي‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ارة‬.‫ا‬ ‫ان‬ ‫اذ‬ ‫وا‬ ‫اب‬ ‫و‬ ‫ة‬ ‫وا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫وه‬ ، ‫ا‬ ‫ل‬. ٤.‫ان‬‫ذا‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ح‬ ‫ا‬what if:‫ة‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ة‬ ‫اه‬ ‫ا‬ ‫ث‬ ‫ذا‬ ‫ال‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ن‬ ‫ن‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫او‬ ‫ت‬ ١٩٧ ١٩٦
  • 95. ‫ا‬.‫ل‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ظ‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ا‬)‫ا‬(‫رات‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا‬)‫ا‬ ‫ت‬(‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬. ‫ا‬ ‫ه‬ ‫ت‬ ‫و‬‫ا‬ ‫او‬: ١.‫ا‬ ‫دي‬ ‫ان‬ ٢.‫ا‬ ‫رة‬ ‫ا‬ ‫ان‬ ٣.‫ا‬ ‫ان‬ ٤.‫دات‬ ‫ا‬ ‫د‬ ‫ان‬ ، ‫ار‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫راء‬ ‫وا‬ ٥.‫اد‬ ‫ن‬ ‫ان‬extenfable‫ل‬ ‫ا‬ ‫أي‬‫ن‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ن‬. ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫و‬ ‫ة‬ ‫ا‬ ‫ن‬. ‫ب‬.‫و‬ ‫ا‬ ‫ا‬: ‫ا‬ ‫ا‬ ‫أ‬ ‫ا‬ ‫ه‬Cooperative learning‫ي‬ ‫وا‬ ، ‫ة‬ ‫ا‬ ، ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ض‬ ‫ل‬ ‫آ‬ ‫اد‬ ‫أ‬ ، ‫اآ‬ ‫أو‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ت‬ ‫و‬ ، ‫ا‬ ‫و‬ ‫ا‬ ‫أ‬ ‫ل‬ ‫وذ‬ ، ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ا‬ ، ‫دوار‬ ‫ا‬ ‫ز‬ ‫ا‬‫ا‬ ‫و‬ ‫آ‬ ‫ا‬ ، ‫ا‬ ‫رآ‬ ‫ا‬ ‫و‬ ‫ا‬ ‫زع‬ ‫دور‬ ‫ه‬ ‫رس‬ ‫أ‬ ، ‫آ‬ ‫ور‬ ‫ل‬ ‫ت‬ ‫ا‬ ‫وا‬ ، ‫ة‬ ‫و‬ ‫ة‬ ‫ه‬ ‫ل‬ ‫ي‬ ‫ا‬ ‫ا‬ ‫دور‬ ‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫ا‬ ‫و‬ ‫وا‬ ‫ا‬ ‫دة‬. ‫ا‬ ‫ا‬ ‫را‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ك‬ ‫ه‬ ‫ان‬ ‫آ‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫اه‬.‫ن‬ ‫وا‬ ‫ءل‬:‫ا‬ ‫ه‬learning task‫آ‬ ‫ل‬‫ص‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ال‬ ‫ا‬ ‫د‬ ‫و‬ ‫؟‬. ‫ج‬.‫رآ‬ ‫ا‬: ‫ض‬ ، ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫وا‬ ، ‫ا‬ ‫آ‬ ‫ل‬ ‫ا‬.‫و‬، ‫وا‬ ‫ل‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫وث‬ ‫ا‬ ‫ذ‬ ‫ن‬ ‫آ‬ ‫ان‬ ‫ق‬ ‫ا‬ ‫ع‬ ‫و‬ ‫ت‬ ‫ا‬ ‫ور‬.‫ان‬ ‫اذ‬ ‫ا‬ ‫وا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫ا‬.‫ه‬ ‫ن‬ ‫و‬‫ن‬ ‫ي‬ ‫ى‬ ‫آ‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬.explanations of their reasoning‫ءل‬ ‫ةه‬:‫ت‬ ‫وا‬ ‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ف‬ ‫وه‬ ‫؟‬: ١٩٩ ١٩٨
  • 96. ‫ا‬ ‫دات‬‫ا‬ ‫ل‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬: ‫ا‬‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫دات‬ ‫ت‬ ‫وا‬: ١.‫وه‬ ، ‫ت‬ ‫ا‬ ‫ا‬ ‫ذات‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬‫أآ‬ ‫ن‬ ‫و‬ ‫آ‬. ٢.‫ات‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫د‬: ‫أ‬.‫ا‬ ‫وط‬ ‫ا‬ ‫و‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ب‬.‫ا‬ ‫و‬ ، ‫ا‬ ‫م‬ ‫ا‬ ‫ت‬.‫ا‬ ‫ذج‬ ‫ا‬ ‫و‬ ‫دوار‬ ‫ا‬ ‫ر‬‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬،‫ذج‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ادار‬ ‫واه‬ ‫ث‬.‫م‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ز‬ ‫ا‬ ‫ة‬ ‫وا‬ ‫دوات‬ ‫ا‬ ‫ا‬ ‫ج‬.‫ا‬ ‫ن‬ ، ‫ا‬ ‫ه‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬‫ا‬ ‫او‬ ٣.‫ا‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ه‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ن‬ ‫ان‬ ‫ا‬ ‫ا‬ ‫ذج‬ ‫ا‬ ‫ا‬. ٤.‫ا‬ ‫ه‬‫آ‬ ‫ا‬ ‫ن‬ ‫آ‬ ‫اذا‬ ‫ت‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ة‬ ‫ه‬ ‫م‬. :‫ا‬ ‫دورة‬ ‫ا‬ ‫ا‬Learning cycle ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬"‫ن‬" ‫ر‬ ‫ا‬ ‫ل‬.‫آ‬ ‫ا‬ ‫و‬"‫أ‬"Atkn‫و‬"‫ر‬ ‫آ‬" karplus‫م‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫و‬ ، ‫ر‬ ‫ا‬ ‫ه‬)١٩٦٢( ‫ان‬"‫ر‬ ‫آ‬"‫م‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫أد‬ ‫و‬)١٩٧٤.( ‫ه‬ ‫ا‬ ‫ا‬ ‫ث‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬: ١.‫ا‬‫ف‬ The exploration phase ٢.‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬ The conceptual invention phase ٣.‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬ The conceptual expansion phase ‫ا‬ ‫ا‬ ‫و‬ ‫و‬)‫ن‬ ‫ز‬،‫ن‬ ‫ز‬ ‫ل‬ ‫آ‬،١٩٩٢.( ١-‫ف‬ ‫ا‬. ‫ا‬ ‫ا‬ ‫ه‬ ‫أ‬‫وا‬ ‫ة‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫ل‬ ‫ن‬ ‫و‬ ، ‫ا‬ ‫ت‬ ‫ؤو‬ ‫ن‬ ‫ا‬ ‫ء‬ ‫وا‬ ، ‫ه‬ ‫ؤ‬ ‫ا‬ ‫ا‬ ‫او‬ ‫د‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫دور‬ ‫و‬ ‫و‬ ‫ء‬ ‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫آ‬ ‫ان‬ ‫دون‬‫ن‬. ٢٠١ ٢٠٠
  • 97. ٢.‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬. ‫ه‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫ذات‬ ‫دئ‬ ‫ا‬ ‫او‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ن‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ذ‬ ‫و‬ ، ‫ف‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬ ‫ا‬ ‫اف‬ ‫ا‬.‫ه‬ ‫ال‬ ‫وا‬:‫ن‬ ‫ا‬ ‫ث‬ ‫ذا‬ ‫دئ‬ ‫وا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬‫ا‬ ‫ا‬ ‫ا‬ ‫ذات‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫؟‬ ‫ف‬ ‫اا‬ ‫او‬ ‫ر‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫او‬ ، ‫ا‬ ‫ح‬ ‫ا‬ ‫ل‬ ‫اء‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫در‬ ‫ذ‬ ‫ا‬ ‫او‬. ‫ا‬ ‫ه‬ ‫ن‬ ‫ا‬ ‫و‬‫م‬ ‫ا‬ ‫ا‬. Concept introduction phase ٣.‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬: ‫د‬ ‫ا‬ ،‫ا‬ ‫ا‬ ‫او‬ ‫م‬ ‫ا‬ ‫ى‬ ‫ع‬ ‫ا‬ ‫ه‬ ‫دورا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ه‬ ‫و‬ ، ‫ه‬ ‫ا‬ ‫اع‬ ‫وا‬ ‫ف‬ ‫ا‬ ‫ل‬ ‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬.‫ا‬ ‫ن‬ ‫ا‬ ‫م‬ ‫ل‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫أي‬ ‫ا‬ ‫أ‬ ‫ل‬ ‫ا‬ ‫ة‬.‫ن‬ ‫ا‬ ‫آ‬ ‫و‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ه‬ ‫و‬ ‫ى‬ ‫ا‬ ‫ا‬)‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ Concept application phase)‫ه‬ ‫و‬ ، ‫ف‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وه‬ ‫ا‬ ‫ا‬ ‫ف‬ ‫ا‬Discovery phase‫ن‬ ‫ا‬ ‫ان‬ ‫ب‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ء‬ ‫ا‬‫ه‬ ‫ل‬ ‫ن‬ ‫ان‬ ‫ا‬ ‫و‬ ، ‫ه‬ ‫ض‬ ‫ت‬ ‫أي‬ ‫وا‬ ، ‫ع‬ ‫وا‬ ‫م‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫ول‬ ‫و‬ ،.‫ان‬ ‫آ‬ ‫ا‬ ‫و‬ ‫ر‬ ‫ا‬ ‫دا‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ان‬ ‫ا‬‫و‬ ، ‫ا‬ ‫ذ‬. ‫آ‬ ‫دي‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬ ‫دورة‬ ‫ات‬ ‫و‬ ‫ا‬ ‫ة‬ ‫و‬.‫ل‬ ‫ف‬ ‫ا‬ ‫دي‬ ‫اذ‬ ‫ر‬ ‫ا‬ ‫رة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ة‬ ‫ة‬ ‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫او‬ ، ‫ا‬ ‫ا‬ ‫ا‬ ""‫ا‬"‫ان‬ ‫ا‬ ‫م‬"‫ا‬ ‫ذه‬ ‫ل‬ ‫ذ‬ ‫و‬ ، ‫ا‬ ‫ا‬ ‫ا‬""‫ه‬ ‫ان‬ ‫ا‬ ‫م‬ ‫ن‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ان‬‫ل‬ ‫او‬ ، ‫ا‬ ‫ر‬ ‫ة‬ ‫ت‬ ‫اع‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫م‬ ‫ل‬ ‫أو‬ ، ‫ه‬ ‫ى‬ ‫ا‬ ‫ذه‬ ‫ل‬ ‫وذ‬ ، ‫ان‬ ‫ا‬ ، ‫ه‬ ‫ا‬ "‫اء‬ ‫ا‬." ‫رآ‬ ‫ه‬ ، ‫اء‬ ‫وا‬ ‫ا‬ ‫و‬"‫ا‬ ‫ا‬ ‫ا‬"‫رأي‬ ‫وا‬ ""‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫اه‬.‫و‬ ‫اآ‬ ‫ا‬ ‫اآ‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫دورة‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫وذ‬ ،‫ل‬ ٢٠٣ ٢٠٢
  • 98. ‫ا‬ ‫ر‬–‫ف‬ ‫ا‬- ‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬.‫ات‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ء‬ ‫وا‬ ‫دورة‬ ‫ة‬ ‫أ‬ ‫ا‬ ‫وه‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ة‬ ‫ا‬. ‫ا‬ ‫و‬‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫دورة‬ ‫ا‬: )١٣(‫ا‬ ‫دورة‬ ‫ا‬ ‫إ‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ح‬ ‫ان‬ ‫آ‬ ‫و‬ ‫د‬ ‫ا‬ ‫ا‬ ‫دات‬ ‫ر‬ ‫ا‬ ‫م‬ ‫و‬ ‫ا‬ ‫ا‬. ‫ا‬ ‫دورة‬ ‫ا‬ ‫ر‬ ‫ا‬: ‫ر‬ ‫ا‬ ‫ا‬ ‫أن‬ ‫ى‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫ا‬ ‫ا‬: ١.‫ا‬ ‫اف‬ ‫اه‬ ‫ا‬ ‫د‬)‫و‬ ‫ل‬ ‫ذ‬ ‫رك‬ ‫و‬ ‫ا‬‫و‬( ٢.‫ا‬ ‫ا‬ ‫اد‬ ‫ا‬ ،‫أ‬ ‫ا‬ ‫او‬ ‫م‬ ‫ا‬ ‫ا‬ ‫د‬ ٣.‫ا‬ ‫ت‬ ‫ا‬ ‫غ‬)‫ا‬ ‫ا‬ ‫ذات‬ ‫ا‬ ‫ا‬ (‫ء‬ ‫وذ‬ ، ‫ا‬ ‫دورة‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ا‬‫ا‬ ‫اه‬ ‫أ‬ ‫أو‬ ،‫ط‬ ‫ه‬. ٤.‫او‬ ‫م‬ ‫ا‬ ‫و‬ ‫ات‬ ‫ا‬ ‫و‬ ، ‫و‬ ، ‫ا‬ ‫ن‬ ‫اد‬ ‫ا‬ ‫أ‬ ‫ا‬ . ٥.‫ه‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫ا‬.‫ا‬ ‫و‬‫ن‬ ‫ا‬ ‫م‬ ‫ان‬ ‫اد‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ، ‫ف‬ ‫ا‬ ‫ل‬ ‫أ‬ ‫ل‬.‫ات‬ ‫و‬ ‫ت‬ ‫ء‬ ‫و‬ )‫ة‬ ‫وا‬ ‫أو‬ ، ‫ت‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫اء‬( ‫ا‬ ‫ء‬‫ت‬ ‫ا‬ ‫غ‬ ٦. ٢٠٥ ٢٠٤
  • 99. ، ‫ه‬ ‫ا‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ا‬. ‫ا‬ ‫دورة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫و‬‫ا‬ ‫ل‬ ‫ا‬: )١٤(‫ا‬ ‫دورة‬ ‫أ‬ ‫ات‬ ‫ا‬ ‫دورة‬ ‫ا‬ ‫ا‬ ‫ام‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ءل‬ ‫ن‬ ‫وا‬ ‫؟‬ ‫ر‬ ‫ا‬ ‫و‬ ،‫م‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫و‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬‫ث‬:،‫ف‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ع‬ ‫وا‬ ، ‫ه‬ ‫ا‬ ‫اع‬ ‫وا‬.‫أ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫اع‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬:، ‫ا‬ . . . . . . . : . o: . . ٢٠٧ ٢٠٦
  • 101. :") "Novak:( Humanistic Constructivist Model (HCM). heuristic) ".( ""Joseph D.Novak ""Minnesota""Purdue ""Samuel Postlehwait . . " "Cogitive Assimilation ""The Psychology of meaningful verbal learning"" "David Ausubel Concept Learning "" ٢١٥ ٢١٤
  • 102. Jerome BrunerlearningCogitive .Children's science learning ""Ausebel . ""Learn how to learn"" Meaning making "." . )(":" ٢١٧ ٢١٦
  • 103. "": . . . ""–– (Novak.1987,1993a1993b). meaning making"" ."""" "".Ausubel assimilation theory ") "Kelly, 1955(Personal construct theory""(Kuhn, 1962, Toulman, 1972"" (Von glaserfeld, Vygoesky, 1989) )Atkinson & Shiffrin, 1968, Carey, 1987.( "" "." :Conceptual Change Model ""(Ponser et al.,1982 : assimilating . accommodation . : .dissatisfaction . .intelligibility ).( .plausibility . .fruitfulness .""Nilson (2001) ٢١٩ ٢١٨
  • 104. "": . . . ""–– (Novak.1987,1993a1993b). meaning making"" ."""" "".Ausubel assimilation theory ") "Kelly, 1955(Personal construct theory""(Kuhn, 1962, Toulman, 1972"" (Von glaserfeld, Vygoesky, 1989) )Atkinson & Shiffrin, 1968, Carey, 1987.( "" "." :Conceptual Change Model ""(Ponser et al.,1982 : assimilating . accommodation . : .dissatisfaction . .intelligibility ).( .plausibility . .fruitfulness .""Nilson (2001) ٢١٩ ٢١٨
  • 105. ).( )( "" –""– )Appelton, 1997.( :"" Constructivist learning Model "Trowbridge and Bybee" """Trowbridge and Bybee" "E" ""Five E.S: .:Engagement .. : .... . .Exploring . . . ٢٢١ ٢٢٠
  • 107. :Cooperative Learning Strategy –– .""(Jonassen,1996) :Knowledge construction social negotiation . : . . : .)self-esteem( . .intrinsic motivation . . . .. .Reteaching . : academic achievement. . . ٢٢٥ ٢٢٤
  • 108. : . ."" Wheatly: . . . .social and group skills:communication skills group management skills conflict resolution skills leadership. "" Knower. : .:Positive interdependence ."" we sink or swim together. .:Face-to-face interaction "" . ""VygotskySocial Constructivism :: :. . ٢٢٧ ٢٢٦
  • 109. :Individual accountability . .Social skills :decision makingtrust building . "Jonassen" . .group processing . . . . : :Focused listing . :Round table . . . :Three – steps interview .)()( )()( ٢٢٩ ٢٢٨
  • 110. –)()()()( . :One minute interview : o o o .Learning Team Group Roles : Leader . Monitor . )(Reporter. :Recorder. .Cooperative learning models . Student Team – Achievement Division (STAD). .. Teams Game Tournaments (TGT) . Team assisted Individualization (TAI) .Learning Together Model (LTM) .Group Investigation Model (GIM) .Jigsaw I .""Jigsaw I I : :) :STAD( .. Student Team Learning .. )( . ٢٣١ ٢٣٠
  • 111. . . . . .. . :) :IAI( .. Team Learning Individualized Instruction. .. ).( Diagnostic Test . . . . .. . :) :GI( .. . . .. . )(. . ٢٣٣ ٢٣٢
  • 112. . . .: . Active Learning –. : . focused strategies Metacognition strategies . . the spirit of learning. talk in learning ""Douglas Barnes tentative. . : Constructive epistemology . Invention . ٢٣٥ ٢٣٤
  • 113. . ""Catherine Twoney . meaningful learningsense making learninglearning for understanding. : . : . . . facilitator . . ""Vygotsky""Cobb. Knowledge transmission. ٢٣٧ ٢٣٦
  • 114. ٢٣٩
  • 115. Authentic Assessment " ." . meaningful . . American Association for advancement of science (AAAs) )( ٢٤١
  • 119. . . . . : )(Paulson & Paulson: .Performance Assessment: . .Writing Tests: " ." Portfolios: )( . . .Culminating Exhibitions: . .Concept Mapping: . "" )Lawrenz,1991( ٢٤٩ ٢٤٨
  • 121. . . . : .. . . . . . . . . ) .Salvia & Ysseldyke.1998( . . Types of Portfolios )(: .Showcase Portfolios .Documentation Portfolios .Evaluation Portfolios .Process Portfolios .Composite Portfolios ٢٥٣ ٢٥٢
  • 122. ‫داء‬ ‫ا‬ ‫ت‬ ‫ب‬ ‫ا‬ ‫د‬ ‫و‬ ‫ا‬ ،‫ت‬ ‫ا‬ ‫وج‬ ‫ا‬ ‫ت‬ ‫را‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ب‬ ‫ا‬ ‫و‬ ‫وذ‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫و‬ ، ‫أ‬: ١.‫ا‬‫ل‬ ‫ا‬ ‫أ‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫ب‬ ‫ا‬ ‫آ‬ ‫دة‬ ‫ا‬ ‫رات‬ ، ‫د‬ ‫ا‬ ‫رات‬ ‫ا‬. ٢.‫دي‬ ‫ا‬ ‫ا‬ ‫د‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫أآ‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫ب‬ ‫ا‬ ‫ي‬ ‫ا‬ ٣.‫ب‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬‫ة‬ ‫رة‬ ‫ت‬ ‫ن‬ ‫اذه‬.‫رة‬ ‫ى‬ ‫ا‬ ‫آ‬. ٤.‫رات‬ ‫ا‬:‫رات‬ ‫ا‬ ‫ه‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ن‬ ‫ه‬ ‫رة‬ ‫وا‬ ‫ا‬. ٥.‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫أو‬‫زاد‬ ‫أ‬. ٦.‫أ‬ ،‫داء‬ ‫ا‬ ‫ت‬ ‫رة‬ ‫و‬ ‫ة‬ ‫رات‬ ‫ب‬ ‫اآ‬ ‫و‬ ‫ا‬ ‫ة‬ ‫ا‬ ‫أ‬ ‫رة‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ف‬ ‫ة‬ ‫رات‬ ‫ا‬ ‫واآ‬ ‫رات‬ ‫اذ‬. ٧.‫رآ‬ ‫ا‬‫ا‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬ ، ‫ا‬. ‫ا‬ ‫اه‬ ‫و‬ ‫در‬ ‫ن‬ ‫ب‬ ‫ا‬. ٨.‫ا‬ ‫آ‬ ‫ب‬ ‫ا‬ ‫و‬ ‫ا‬‫أ‬ ‫ت‬ ‫ا‬ ‫ه‬ ‫وأن‬ ، ‫ه‬ ‫ب‬ ‫أ‬ ‫ه‬ ‫داء‬ ‫ا‬ ‫ان‬ ‫ا‬ ‫ادرآ‬ ‫ا‬ ‫ن‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬. ٩.‫و‬ ‫رات‬ ‫ا‬ ‫و‬ ‫رات‬ ‫ا‬ ‫و‬ ‫أدق‬ ‫رة‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ه‬ ،‫ا‬ ‫وو‬ ‫ت‬. ١٠.‫ب‬ ‫ا‬ ‫ى‬ ‫وا‬ ‫ا‬ ‫رات‬ ‫ا‬ ١١.‫ب‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫و‬. ١٢.‫ء‬ ‫وا‬ ‫داة‬ ‫ا‬ ‫ت‬ ‫ر‬ ‫وا‬ ‫رة‬ ‫ا‬ ‫ب‬ ‫اآ‬ ‫او‬ ‫ة‬ ‫آ‬‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫أو‬. ١٣.‫م‬ ‫أ‬ ‫آ‬ ، ‫ري‬ ‫ا‬ ‫م‬ ‫و‬ ‫ول‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫وا‬ ‫ا‬ ‫و‬ ‫ب‬ ‫ا‬ ‫رة‬. ‫داء‬ ‫ا‬ ‫ت‬ ‫ف‬ ‫ا‬‫رات‬ ‫وا‬ ‫ت‬ ‫دوات‬ ‫آ‬ ‫رات‬ ‫وا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ف‬ ‫ان‬ ‫داء‬ ‫ا‬.،‫ودة‬ ‫ز‬ ‫ز‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫را‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ار‬ ‫ا‬ ‫م‬ ‫د‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ن‬. ٢٥٥ ٢٥٤
  • 123. ‫ا‬ ‫ى‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫و‬‫ازه‬ ‫إ‬: ‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫آ‬ ‫آ‬ ‫د‬ ‫م‬ ‫داء‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ، ‫ا‬ ‫ل‬ ‫ا‬ ‫رات‬ ‫ا‬ ‫وا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫رات‬ ‫ا‬‫ا‬ ‫ا‬ ‫رة‬ ‫ت‬ ‫آ‬ ‫رة‬ ‫م‬ ‫ص‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ر‬ ‫وا‬ ‫ت‬ ‫واه‬ ‫ت‬ ‫ه‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫و‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫و‬ ‫وا‬. ‫داء‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ان‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫ا‬ ‫ان‬ ‫وآ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ام‬ ‫وا‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫وان‬ ، ‫ا‬ ‫ة‬ ‫وآ‬ ‫ر‬ ‫ا‬ ‫ت‬ ‫در‬ ‫ا‬ ‫ا‬ ‫وآ‬ ‫ا‬ ‫ا‬ ‫و‬ ‫وآ‬ ‫ا‬ ‫و‬‫وآ‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ن‬ ‫ارات‬ ‫و‬. ‫ا‬ ‫ه‬ ‫و‬evidences‫ا‬ ‫ل‬ ‫ا‬ ‫أي‬: ‫اد‬written material ‫ا‬video tapes ‫ا‬Audio Taps ‫ر‬photographs ‫أ‬ ‫ت‬‫ا‬ ‫ا‬ ‫ة‬Computer print-outs ‫ر‬drawings, diagrams & other artwork ‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫أي‬ ‫ى‬ ‫ان‬ ‫آ‬ ‫ه‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫ف‬ ‫ا‬ ‫ان‬ ‫ووا‬ ‫م‬ ‫زا‬ ‫ا‬ ، ‫رة‬ ‫آ‬ ‫ب‬ ‫ا‬‫ا‬ ‫ا‬ ‫ج‬ ‫و‬ ‫ت‬ ‫ا‬ ‫آ‬ ‫و‬ ‫ا‬portfolio paragraph‫ه‬ ‫ب‬ ‫ا‬ ‫ة‬ ‫و‬ ‫ف‬ ‫دون‬ ‫وا‬.‫ات‬ ‫ا‬ ‫آ‬ ‫ة‬ ‫ا‬ ‫ت‬ ‫وا‬informal observation‫وا‬ ‫ت‬ ‫وا‬‫ى‬ ‫ا‬ ‫د‬ ‫ا‬ ‫ت‬ ‫وو‬ ‫ت‬. ‫ب؟‬ ‫ا‬ ‫أداء‬ ‫ى‬ ‫د‬ ‫ي‬ ‫ا‬ ‫و‬ ‫ر‬ ‫ل‬ ‫ب‬ ‫داء‬ ‫ا‬ ‫ر‬ ‫ؤل‬ ‫ا‬ ‫ان‬ ‫و‬collaborative perspectivet,[im‫ا‬ ‫ا‬the constructivists viewpoint‫درا‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ان‬ ‫ح‬ ‫و‬ ‫د‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫أ‬ ‫ا‬ ، ‫ر‬ ‫و‬ ، ‫ص‬ ‫ا‬ ‫ا‬ ‫دا‬ ‫ء‬ ‫أ‬ ‫ون‬ ‫ذا‬ ‫ب‬ ‫ا‬ ‫ل‬ ‫ان‬ ‫ا‬ ، ‫ذ‬ ‫ه‬ ‫و‬ ‫ه‬ ‫و‬ ‫د‬ ‫ذات‬ ‫ء‬ ‫ا‬.‫ب‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ا‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫و‬ ،‫ر‬ ‫ا‬ ‫ذ‬ ‫أآ‬: ٢٥٧ ٢٥٦
  • 124. ‫و‬ ‫ل‬ ‫ا‬)‫رات‬ ‫ا‬(‫ن‬ ‫ور‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ان‬ ‫ه‬ ‫ا‬‫ذ‬ ‫و‬ ‫آ‬ ‫دات‬ ‫ا‬.‫ر‬ ‫أو‬ ‫ا‬ ‫وه‬ ‫رات‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫درا‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫ا‬ ‫ه‬ ‫ق‬ ‫ا‬ ‫ا‬. ‫ا‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫راء‬ ‫ا‬ ‫س‬ ‫ا‬ ‫ان‬ ‫آ‬‫ا‬ ‫ا‬ ‫ه‬ ‫ان‬ ‫داء‬ ‫ء‬ ‫ا‬ ‫ر‬ ‫ر‬ ‫ا‬ ‫دورا‬ ‫ء‬ ‫ان‬ ‫آ‬ ،‫ب‬ ‫ا‬ ‫ض‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ون‬ ‫ه‬ ‫ن‬ ‫ا‬.‫و‬ ‫دل‬ ‫ت‬ ‫ر‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫وا‬ ‫ى‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ا‬ ،‫ا‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫و‬. ‫و‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ورة‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫او‬ ‫ء‬ ‫ا‬ ‫ى‬ ‫ا‬ ‫ل‬ ‫ا‬ ‫ا‬ ‫ى‬.‫ا‬ ‫ا‬ ‫ان‬ ‫آ‬‫و‬ ‫ا‬ ‫دات‬drafts‫وا‬ ‫و‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫رات‬ ‫و‬ ‫ا‬ ‫وا‬ ‫ا‬ ‫ا‬. ‫ت‬ ‫ا‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ام‬ ‫ا‬ ‫اء‬ ‫ا‬ ‫و‬: ‫ا‬ ‫ء‬ ‫ا‬ ‫داء‬ ‫ا‬The working potfolio ‫ا‬ ‫د‬ ‫رة‬ ‫وه‬‫ن‬ ‫رد‬ ‫آ‬ ‫ا‬ ‫ت‬accordion style folder‫و‬ ،: ‫ا‬ ‫داء‬ ‫ا‬ ‫و‬ ‫ا‬ ، ‫ا‬ ‫اد‬ ‫ا‬ ‫ب‬ ‫ا‬ ‫ا‬permanent portfolio. ‫ا‬ ‫ب‬ ‫ا‬ ‫ه‬ ، ‫ء‬ ‫ا‬ ‫اد‬ ‫ا‬ ‫ه‬‫ا‬ ‫او‬ ‫ز‬ ‫ذ‬. ‫ه‬ ‫و‬ ، ‫أ‬ ‫أ‬ ‫ء‬ ‫ب‬ ‫ا‬ ‫م‬ ‫ا‬ ‫ا‬ ‫داء‬ ‫ا‬. ‫ا‬ ‫ا‬ ‫داء‬ ‫ا‬The permanent portfolio ‫ن‬ ‫رد‬ ‫آ‬ ‫ا‬ ‫ي‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫ا‬ ‫وه‬(walker & lamberdine , 1994)،‫و‬ ‫ن‬ ‫و‬ ‫ن‬ ‫ا‬: ‫و‬ ‫دة‬ ‫اد‬ ‫ى‬ ‫ره‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫ك‬ ‫ر‬ ‫ا‬ ‫و‬ ‫و‬ ،‫ع‬ ‫آ‬ ‫ن‬ ‫ان‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫اء‬ ‫ا‬ ‫ا‬ ‫وه‬ ‫ع‬ ‫ا‬. ‫د‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫و‬‫ا‬ ‫ت‬ ‫ا‬ ‫ة‬ ‫ا‬ ،‫ة‬: ١.‫ت‬ ‫و‬ ‫د‬ ‫ت‬ ‫ء‬ ‫ا‬ ، ‫داء‬ ‫ا‬ ‫ت‬ ‫اد‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫م‬ ‫ذا‬ ‫و‬ ‫و‬ ‫داء‬ ‫ا‬ ‫ت‬ ‫ه‬ ‫و‬ ‫وا‬ ‫ا‬.‫ب‬ ‫ا‬ ‫ان‬ ‫ذ‬ ‫آ‬ ‫ح‬‫اد‬ ‫ا‬ ‫ء‬ ‫ا‬ ‫م‬. ‫ا‬ ‫اد‬ ‫إ‬ ‫ا‬ ‫أ‬. ٣. ٢٥٩ ٢٥٨
  • 125. ‫او‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫ء‬ ‫وا‬ ‫ا‬ ‫دات‬ ‫ر‬ ‫ا‬ ‫آ‬ ‫ا‬ ‫او‬ ‫ا‬. ‫ه‬ ‫ة‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫وآ‬: )١٨(‫ا‬ ‫ت‬ ‫ام‬ ‫ا‬‫داء‬ ‫ا‬ ‫زات‬ ‫ا‬ ‫رن‬ ‫ان‬ ، ‫داء‬ ‫ا‬ ‫ت‬ ‫ل‬ ‫داء‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫ا‬ ‫وذ‬ ‫ا‬ ‫زات‬.‫ت‬ ‫ا‬ ‫ن‬ ‫ان‬ ‫ض‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ط‬ ‫ا‬ ‫و‬ ‫ا‬ ‫ا‬: .Process skill assessment .inquiry assessments .content assessments . Interview notes .observation notes . Observation notes . Check lists . Tests Scores .Activities evaluations . Portfolios and class work grades : .. .. .. .. ٢٦١ ٢٦٠
  • 126. :: . )Dwyer,1993.( . )Winograd, Cater & Tierney; 1993.( )Gitomer,1993.( . . :: . . . : )criteria(. . . ./ . .//focused / modified-focused / holistic . .Analystic: . .modified analystic . . : . . :. ٢٦٣ ٢٦٢
  • 127. . a point system . . : : .portfolio . . . )Resse, 1999( . .. . : . . . ٢٦٥ ٢٦٤
  • 129. ٢٦٩
  • 134. : .: )( . cognitive domain: : :. "."Perkins (1991): )(retention )(understanding )(. cognitive processes: . :. : odeclarative knowledge figurative knowledge "" ""knowing that: ).( oprocedural knowledge )(operative knowledge "" ""knowledge how: . o ٢٧٧ ٢٧٦
  • 135. contextual knowledge : )( )( . :: . ": " . ""Cunningham (1991)– ""– perspectives . : : : : : • . • . . . ٢٧٩ ٢٧٨
  • 137. )Edward & Mercer,1987( . : cognitive complexity. . . . : :. .. ./. . . . . :Cognitive complexity. ..... ٢٨٣ ٢٨٢
  • 138. : .–– ." "Maimonides :]) (. . )experts( )novices.( : : ""Vygotsky ""Zone of Proximal Development . :cognitive scaffolds . . :" "beyond the information given " "without information given ٢٨٥ ٢٨٤
  • 139. . : . . : .criterion referenced evaluation . .norm referenced evaluation . . : .: . "" . goal free evaluation )( . . . .: .. .: . . ٢٨٧ ٢٨٦
  • 141. . : .– .: ""David Jonassen "" .: introductory stage: – . advanced stage: . expertise stage: expert . "" . instructional intervention.)( : ٢٩١ ٢٩٠
  • 144. )A( ‫ا‬Adaptation ‫ا‬Application ‫ا‬١Analysis Approach Assimilation ‫ا‬ ‫ا‬Authentic Learning ‫ا‬ ‫ا‬Authentic Assessment ‫ا‬Attention ‫ا‬ ‫ة‬ ‫ا‬Active experience ‫ا‬ ‫ا‬Acquired knowledge ‫اض‬ ‫ا‬Assumption ‫ة‬ ‫أ‬Alternative Framework ‫ا‬ ‫ا‬Advanced stage )B( ‫آ‬ ‫ا‬ ‫ر‬ ‫ا‬Behaviorism ‫ه‬ ‫ا‬ ‫ا‬Brain research ‫ل‬ ‫أ‬Biological acts ‫آ‬ ‫اف‬ ‫أه‬Behavioral objectives )C( ‫ه‬Concepts ‫م‬Concept map ‫ه‬Concrete concepts ‫ا‬ ‫ر‬ ‫ا‬Conceptual scheme ‫ا‬ ‫ا‬Credibility ‫ا‬ ‫ا‬Communicating ‫ا‬ ‫ل‬ ‫ا‬Cognitive domain ‫ا‬Comprehension ‫ا‬Controlling ‫وط‬/‫وف‬Conditions ٢٩٧