communication Arabe

1. ‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬ ‫ﻤﺸﺭﻭﻉ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﻌﺎﻟﻰ‬
‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺭﻜﺯ‬
‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻜﻠﻴﺔ‬–‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬
‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬
‫ﺃ‬.‫ﺩ‬.‫ﺴﻼﻡ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻋﺎﺯﺓ‬

2. ‫اﻟﻌﺎﻟﻰ‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫إﻟﻰ‬ ‫اﻟﻤﺆدﻳﺔ‬ ‫اﻟﻄﺮق‬ ‫ﻣﺸﺮوع‬
‫اﻟﺸﺮآﺎء‬
-‫اﻟﻘﺎهﺮة‬ ‫ﺟﺎﻣﻌﺔ‬ ،‫اﻟﻬﻨﺪﺳﺔ‬ ‫آﻠﻴﺔ‬.-‫ﻓﻮرد‬ ‫ﻣﺆﺳﺴﺔ‬.
-‫ﺟﺎﻣﻌﺎت‬:،‫وﺣﻠﻮان‬ ،‫وأﺳﻴﻮط‬ ،‫ﺷﻤﺲ‬ ‫وﻋﻴﻦ‬ ،‫اﻟﻘﺎهﺮة‬
‫ﻮﻳ‬ ‫ﺳ‬ ‫ﻰ‬ ‫وﺑﻨ‬ ،‫ﻮم‬ ‫واﻟﻔﻴ‬ ،‫ﻮادى‬ ‫اﻟ‬ ‫ﻮب‬ ‫وﺟﻨ‬ ،‫ﺎ‬ ‫واﻟﻤﻨﻴ‬،‫ﻒ‬
‫وﺳﻮهﺎج‬.
-‫ﻟﻠﻤﺮأة‬ ‫اﻟﻘﻮﻣﻰ‬ ‫اﻟﻤﺠﻠﺲ‬.-‫اﻟﻤﺴﺘﻘﺒﻞ‬ ‫ﺟﻴﻞ‬ ‫ﺟﻤﻌﻴﺔ‬.
‫اﻻﻧﺠﻠﻴﺰﻳﺔ‬ ‫اﻟﻜﺘﺐ‬
1- Planning and Controlling.
2- Systems and Creative Thinking.
3- Research Methods and Writing
Research Proposals.
4- Statistical Data Analysis.
5- Teams and Work Groups.
6- Risk Assessment and Risk
Management.
7- Communication Skills.
8- Negotiation Skills.
9- Analytical Thinking.
10- Problem Solving and Decision
Making.
11- Stress Management.
12- Accounting for Management and
Decision Making.
13- Basics of Managerial Economics.
14- Economic Feasibility Studies.
15- Health, Safety and Environment.
16- Wellness Guidelines: Healthful Life.
17- General Lectures Directory.
‫اﻟﻤﺸﺮوع‬ ‫رﺳﺎﻟﺔ‬
‫ﺎت‬ ‫اﻟﺠﺎﻣﻌ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺮﻳﺠﻴﻦ‬ ‫واﻟﺨ‬ ‫ﻼب‬ ‫اﻟﻄ‬ ‫ﺎرات‬ ‫ﻣﻬ‬ ‫ﻊ‬ ‫رﻓ‬
‫اﻟﻤ‬‫ﻊ‬‫اﻟﻤﺠﺘﻤ‬ ‫ﻰ‬‫ﻓ‬ ‫ﺴﺮﻳﻊ‬‫اﻟ‬ ‫ﺪﻣﺎج‬‫اﻻﻧ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻤﺴﺎﻋﺪﺗﻬﻢ‬ ‫ﺨﺘﻠﻔﺔ‬
‫ﻰ‬‫اﻟﻌﻠﻤ‬ ‫ﺚ‬‫اﻟﺒﺤ‬ ‫ﺔ‬‫ﺣﺎﺟ‬ ‫ﻊ‬‫ﻣ‬ ‫ﺐ‬‫ﻳﺘﻨﺎﺳ‬ ‫ﺎ‬‫ﺑﻤ‬ ‫ﺎراﺗﻬﻢ‬‫ﻣﻬ‬ ‫ﻘﻞ‬‫وﺻ‬
‫اﻟﻌﻤﻞ‬ ‫وﺳﻮق‬.
‫اﻟﺘﺪرﻳﺒﻴﺔ‬ ‫اﻟﺒﺮاﻣﺞ‬ ‫ﻣﻄﺒﻮﻋﺎت‬
‫اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﻜﺘﺐ‬
١-‫اﻟﻤﺤﺎﺟﺔ‬:‫ﺗﻨﻤﻴﺘﻬﺎ‬ ‫وأﺳﺎﻟﻴﺐ‬ ‫ﻗﻴﺎﺳﻬﺎ‬ ‫ﻃﺮق‬.
٢-‫اﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻠﻜﺘﺎﺑﺔ‬ ‫اﻷﺳﺎﺳﻴﺔ‬ ‫اﻟﻠﻐﻮﻳﺔ‬ ‫اﻟﻘﻮاﻋﺪ‬.
٣-‫ﻣﻦ‬ ‫اﻟﺘﺨﺮج‬ ‫ﻣﺸﺮوﻋﺎت‬ ‫دﻟﻴﻞ‬‫ﺑﺮﻧﺎﻣﺞ‬"‫ﺎرات‬‫ﻣﻬ‬ ‫ﺗﻨﻤﻴﺔ‬
‫اﻟﻌﻠﻤﻰ‬ ‫اﻟﺒﺤﺚ‬."
٤-‫واﻟﺮﻗﺎﺑﺔ‬ ‫اﻟﺘﺨﻄﻴﻂ‬.
٥-‫واﻹﺑﺪاﻋﻰ‬ ‫اﻟﻨﻤﻄﻰ‬ ‫اﻟﺘﻔﻜﻴﺮ‬.
٦-‫ﻟﻠﺒﺤﺚ‬ ‫اﻟﻤﻘﺘﺮح‬ ‫اﻟﻤﺸﺮوع‬ ‫وآﺘﺎﺑﺔ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻣﻨﺎهﺞ‬.
٧-‫ﻟﻠﺒﻴﺎﻧﺎت‬ ‫اﻹﺣﺼﺎﺋﻰ‬ ‫اﻟﺘﺤﻠﻴﻞ‬.
٨-‫اﻟﺠﻤﺎﻋﻰ‬ ‫واﻟﻌﻤﻞ‬ ‫اﻟﻔﺮق‬ ‫ﺗﻜﻮﻳﻦ‬.
٩-‫اﻟﻤﺨﺎﻃﺮ‬ ‫وإدارة‬ ‫ﺗﻘﻴﻴﻢ‬.
١٠-‫اﻻﺗﺼﺎل‬ ‫ﻣﻬﺎرات‬.
١١-‫اﻟﺘﻔﺎوض‬ ‫ﻣﻬﺎرات‬.
١٢-‫اﻟﺘﺤﻠﻴﻠﻰ‬ ‫اﻟﺘﻔﻜﻴﺮ‬:‫وا‬ ‫واﻟﻤﻬﺎرة‬ ‫اﻟﻘﺪرة‬‫ﻷ‬‫ﺳﻠﻮب‬.
١٣-‫اﻟﻘﺮار‬ ‫وﺻﻨﻊ‬ ‫اﻟﻤﺸﺎآﻞ‬ ‫ﺣﻞ‬.
١٤-‫اﻟﻀﻐﻮط‬ ‫إدارة‬.
١٥-‫اﻟﻘﺮار‬ ‫وﺻﻨﻊ‬ ‫ﻟﻺدارة‬ ‫اﻟﻤﺤﺎﺳﺒﺔ‬.
١٦-‫اﻹدارى‬ ‫اﻻﻗﺘﺼﺎد‬ ‫أﺳﺎﺳﻴﺎت‬.
١٧-‫اﻻﻗﺘﺼﺎدﻳﺔ‬ ‫اﻟﺠﺪوى‬ ‫دراﺳﺎت‬.
١٨-‫اﻟﻤﺴﺘﺪاﻣﺔ‬ ‫واﻟﺘﻨﻤﻴﺔ‬ ‫اﻟﺒﻴﺌﺔ‬:‫ﻴﻢ‬‫واﻟﺘﻘﻴ‬ ‫ﻰ‬‫اﻟﻤﻌﺮﻓ‬ ‫اﻹﻃﺎر‬
‫اﻟﻤﺤﺎﺳﺒﻰ‬.
١٩-‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﺼﺤﺔ‬ ‫إرﺷﺎدات‬:‫ﺻﺤﻴﺔ‬ ‫ﺣﻴﺎة‬ ‫أﺟﻞ‬ ‫ﻣﻦ‬.
٢٠-‫اﻟﺼﻐﻴﺮة‬ ‫اﻟﻤﺸﺮوﻋﺎت‬:‫ا‬‫واﻟﺘﺤﺪﻳﺎت‬ ‫ﻟﻔﺮص‬.
٢١-‫اﻟﻤﻌﺎﺻﺮة‬ ‫اﻟﻤﻮﺿﻮﻋﺎت‬ ‫ﺣﻮل‬ ‫أﺿﻮاء‬.‫اﻹﻧﺘﺮﻧﺖ‬ ‫ﺷﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﺸﺮوع‬ ‫ﻣﻮﻗﻊ‬
www.Pathways.cu.edu.eg
‫اﻟﻨﺎﺷﺮ‬:‫واﻟﺒﺤﻮث‬ ‫اﻟﻌﻠﻴﺎ‬ ‫اﻟﺪراﺳﺎت‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻣﺮآﺰ‬–‫اﻟﻬﻨﺪﺳﺔ‬ ‫آﻠﻴﺔ‬–‫اﻟﻘﺎهﺮة‬ ‫ﺟﺎﻣﻌﺔ‬.
‫ت‬:٣٥٧١٦٦٢٠)٢٠٢(+،٣٥٦٧٨٢١٦)٢٠٢(+‫ﻓﺎآﺲ‬:٣٥٧٠٣٦٢٠)٢٠٢(+
‫ﺷﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﻮﻗﻊ‬‫اﻹﻧﺘﺮﻧﺖ‬:www.capscu.eng.cu.edu.eg‫إﻟﻜﺘﺮوﻧﻰ‬ ‫ﺑﺮﻳﺪ‬:capscu@eng.cu.edu.eg

3. ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬
‫إﻋﺪاد‬
‫أ‬.‫د‬.‫ﺳﻼم‬ ‫ﻣﺤﻤﺪ‬ ‫ﻋﺎزة‬
‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﺼﻭل‬ ‫ﺃﺴﺘﺎﺫ‬
‫ﺍﻟﻤﻨﻴﺎ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ـ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬
‫اﻟﻘﺎهﺮة‬
٢٠٠٧

4. ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﻁﺒﻌﺔ‬‫ﺩﻴﺴﻤﺒﺭ‬٢٠٠٧
‫ﺍﻟﻨﺎﺸﺭ‬:‫ﺘﻁ‬ ‫ﻤﺭﻜﺯ‬‫ﻭ‬‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻴﺭ‬
‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻜﻠﻴﺔ‬–‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬
‫ﺕ‬:٣٥٧١٦٦٢٠-٣٥٦٧٨٢١٦-٣٥٧١٣٨٥٢–٣٥٦٧٨٢١٨)٢٠٢(+
‫ﻓﺎﻜﺱ‬:٣٥٧٠٣٦٢٠)٢٠٢(+
‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﺸﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﻤﻭﻗﻊ‬:www.capscu.eng.cu.edu.eg
‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﺸﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﻭﻗﻊ‬:www.Pathways.cu.edu.eg
‫ﺍﻟ‬‫ﺒﺭﻴﺩ‬‫ﺍﻹ‬‫ﻟﻜﺘﺭﻭﻨﻰ‬:Pathways@Pathways.edu.eg
‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺒﺩﺍﺭ‬ ‫ﺍﻹﻴﺩﺍﻉ‬ ‫ﺭﻗﻡ‬:٢٥٧٩١/٢٠٠٧
‫ﺍﻟﺩﻭﻟﻰ‬ ‫ﺍﻟﺘﺭﻗﻴﻡ‬:ISBN 977-403-264-0
‫ﻤﺤﻔﻭﻅﺔ‬ ‫ﺍﻟﺤﻘﻭﻕ‬ ‫ﺠﻤﻴﻊ‬‫ﻭ‬‫ﺒﻁﺒﻊ‬ ‫ﻴﺴﻤﺢ‬ ‫ﻻ‬‫ﺃﻭ‬‫ﻨﺴﺦ‬‫ﺃﻭ‬‫ﺘﺼﻭﻴﺭ‬‫ﺍﻹﺼﺩﺍﺭ‬ ‫ﻫﺫﺍ‬‫ﺃﻭ‬‫ﻤﻨﻪ‬ ‫ﺠﺯﺀ‬ ‫ﺃﻯ‬
‫ﺍﻟﻨﺎﺸﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺴﺒﻕ‬ ‫ﻜﺘﺎﺒﻰ‬ ‫ﺇﺫﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﺒﻌﺩ‬ ‫ﺇﻻ‬.

5. ‫ﺃ‬
‫ﻭﺘﻘﺩﻴﺭ‬ ‫ﺸﻜﺭ‬
‫ﻤﺸﺭﻭﻉ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻥ‬ ‫ﺒﺎﻟﻨﻴﺎﺒﺔ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﻨﺴﻕ‬ ‫ﻴﺘﻘﺩﻡ‬"‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﻌـﺎﻟﻰ‬
‫ﺒﻤﺼﺭ‬"‫ﺍﻟ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺩﻋﻡ‬ ‫ﻟﺘﻘﺩﻴﻤﻬﺎ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﻓﻭﺭﺩ‬ ‫ﻟﻤﺅﺴﺴﺔ‬ ‫ﻭﺘﻘﺩﻴﺭﻩ‬ ‫ﺸﻜﺭﻩ‬ ‫ﺒﺨﺎﻟﺹ‬ ،‫ﻌﺎﻟﻰ‬
‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﻤـﺼﺭ‬ ‫ﻓـﻰ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻭﺍﻷﻨﺸﻁﺔ‬.‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﺭﻴـﻕ‬ ‫ﻭﻴﺘﻘـﺩﻡ‬
‫ﻟﻠﺩﻜﺘﻭﺭﺓ‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺍﻟﺸﻜﺭ‬ ‫ﺒﺨﺎﻟﺹ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬/‫ﻤﺅﺴـﺴﺔ‬ ‫ﻤﻜﺘﺏ‬ ‫ﻤﺩﻴﺭ‬ ،‫ﺒﻼﻴﻔﻴﺭ‬ ‫ﺇﻴﻤﺎ‬
‫ﻭﺍﻟﺩﻜﺘﻭﺭﺓ‬ ‫ﺒﺎﻟﻘﺎﻫﺭﺓ‬ ‫ﻓﻭﺭﺩ‬/‫ﺍﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻤﺩﻴﺭ‬ ،‫ﺍﻟﺨﻭﺍﺠﺔ‬ ‫ﺩﻴﻨﺎ‬‫ﻌﺎﻟﻰ‬‫ﺍﻟﻌـﺎﻤﻠﻴﻥ‬ ‫ﻭﺠﻤﻴﻊ‬
‫ﺍﻟ‬ٍ‫ﺩ‬‫ﺒﺠﻬ‬ ‫ﺴﺎﻫﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺒﺎﻟﻤﻜﺘﺏ‬ ‫ﻤﻌﻨﻴﻴﻥ‬ٍ‫ﺭ‬‫ﻭﺍﻓ‬‫ﻟﻤﺴﺎ‬‫ﺘﻭﺠـﺕ‬ ‫ﺍﻟـﺫﻯ‬ ‫ﺍﻟﻤـﺸﺭﻭﻉ‬ ‫ﻫـﺫﺍ‬ ‫ﻨﺩﺓ‬
‫ﺘﻤﻭﻴﻠﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺴﺘﻤﺭﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﻴﻭﻴﻭﺭﻙ‬ ‫ﻓﻭﺭﺩ‬ ‫ﻟﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﺭﺌﻴﺴﻰ‬ ‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﺒﻤﻭﺍﻓﻘﺔ‬ ‫ﺇﻨﺠﺎﺯﺍﺘﻪ‬
‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻭﺘﻨﻔﻴﺫ‬.
‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺒﺎﻟﺸﻜﺭ‬ ‫ﻭﻨﺘﻘﺩﻡ‬‫ﺇﻟﻰ‬‫ﺒﺠﺎﻤﻌﺎﺕ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬:‫ﻭﻋﻴﻥ‬ ،‫ﺍﻟﻘﺎﻫﺭﺓ‬
‫ﻭﺍﻟﻔﻴﻭ‬ ،‫ﺍﻟﻭﺍﺩﻯ‬ ‫ﻭﺠﻨﻭﺏ‬ ،‫ﻭﺍﻟﻤﻨﻴﺎ‬ ،‫ﻭﺤﻠﻭﺍﻥ‬ ،‫ﻭﺃﺴﻴﻭﻁ‬ ،‫ﺸﻤﺱ‬‫ﻭﺴﻭﻫﺎﺝ؛‬ ،‫ﺴﻭﻴﻑ‬ ‫ﻭﺒﻨﻰ‬ ،‫ﻡ‬
‫ﻌ‬‫ﺠﻤﻴ‬ ‫ﻭﻴﺴﺎﻫﻤﻭﻥ‬ ‫ﻭﺍﻻﻨﺘﻘﺎﻟﻴﺔ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﻤﺭﺤﻠﺘﻪ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻓﻰ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﺴﺎﻫﻡ‬ ‫ﺍﻟﺫﻴﻥ‬‫ﺘﻨﻔﻴـﺫ‬ ‫ﻓـﻰ‬ ‫ﺎ‬
‫ﺍﻟﻘﻭﻤﻰ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬.‫ﺍﻟﻘﻭﻤﻰ‬ ‫ﺍﻟﻤﺠﻠﺱ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺸﺭﺍﻜﺔ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﺃﺩﺕ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺠﻴل‬ ‫ﻭﺠﻤﻌﻴﺔ‬ ‫ﻟﻠﻤﺭﺃﺓ‬‫ﺇﻟﻰ‬‫ﺠﺩﻴﺩﺓ‬ ‫ﻭﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﻀﺦ‬،‫ﻭ‬‫ﺇﻟـﻰ‬‫ﺘﻨـﻭﻉ‬
‫ﺍﻟﻤﺴﺘﻔﻴﺩﻴﻥ‬‫ﺍﻟﻁـﻼﺏ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻌﺩﻴـﺩ‬ ‫ﺸـﻤﻠﺕ‬ ‫ﺒﺤﻴـﺙ‬ ،‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻭﺃﻨﺸﻁﺔ‬ ‫ﺨﺩﻤﺎﺕ‬ ‫ﻤﻥ‬
‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺨﺭﻴﺠﻴﻥ‬.
‫ﺍﻟﻤـﺸﺭﻭﻉ‬ ‫ﺘـﺴﻴﻴﺭ‬ ‫ﻟﺠﻨـﺔ‬ ‫ﺃﻋـﻀﺎﺀ‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﻭﺍﻟﻌﺭﻓﺎﻥ‬ ‫ﺍﻟﺸﻜﺭ‬ ‫ﺒﺨﺎﻟﺹ‬ ‫ﻨﺘﻭﺠﻪ‬ ،‫ﻭﺃﺨﻴﺭﺍ‬
‫ﺍﻟﻤـﺸﺭﻭﻉ‬ ‫ﻭﺍﺴﺘـﺸﺎﺭﻴﻰ‬ ‫ﻭﺍﻟﻤﺤﺎﻀـﺭﻴﻥ‬ ‫ﻤﻴﻥ‬‫ﻴ‬‫ﻭﺍﻟﻤﻘ‬ ‫ﻭﺍﻟﻤﺩﺭﺒﻴﻥ‬ ‫ﻭﺍﻟﻤﻨﺴﻘﻴﻥ‬ ‫ﻭﺍﻟﻤﺅﻟﻔﻴﻥ‬
‫ﺍﻟﻤﺤ‬ ‫ﺒﻜﺎﻓﺔ‬ ‫ﺍﻟﻤﻌﺎﻭﻨﺔ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻭﺍﻟﻔﺭﻕ‬‫ﻴﺘﺴﻨﻰ‬ ‫ﺤﺘﻰ‬ ‫ﺒﻌﻨﺎﻴﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬ ‫ﻭﺠﻤﻴﻌﻬﻡ‬ ،‫ﺎﻓﻅﺎﺕ‬
‫ﺍﻟﻘﻭﻤﻰ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ،‫ﺒﻪ‬ ‫ﻴﻠﻴﻕ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺒﺎﻟﻨﺠﺎﺡ‬ ،‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﻤﺭﺍﺤﻠﻪ‬ ‫ﺒﺠﻤﻴﻊ‬ ،‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺘﻨﻔﻴﺫ‬
‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻭﺒﻤﻌﺎﻴﻴﺭ‬.

6. ‫ﺏ‬
‫ﺍﻟﺴﺎﺩﺓ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺘﺴﻴﻴﺭ‬ ‫ﻟﺠﻨﺔ‬ ‫ﺃﻋﻀﺎﺀ‬
‫ﻤﺴﻠﺴل‬‫ﺍﻻﺴﻡ‬‫ﺍﻟﻭﻅﻴﻔﺔ‬‫ﺍﻟﺠﻬﺔ‬
١‫ﺃ‬.‫ﺩ‬.‫ﺴﻌﻴﺩ‬ ‫ﺍﻟﻤﻬﺩﻯ‬ ‫ﻤﺤﺴﻥ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﻨﺴﻕ‬
‫ﺠﺎﻤﻌﺔ‬‫ﺍﻟﻘ‬‫ﺎﻫﺭﺓ‬
‫ﻟﻠﻤﺭﺃﺓ‬ ‫ﺍﻟﻘﻭﻤﻰ‬ ‫ﺍﻟﻤﺠﻠﺱ‬
٢‫ﺃ‬.‫ﺩ‬.‫ﻋﺒﺩﺍﻟﺭﺤﻤﻥ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬
٣‫ﺃ‬.‫ﺩ‬.‫ﺒﺩﺭ‬ ‫ﺯﻜﻰ‬ ‫ﺃﺤﻤﺩ‬‫ﺸﻤﺱ‬ ‫ﻋﻴﻥ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺠﺎﻤﻌﺔ‬‫ﺸﻤﺱ‬ ‫ﻋﻴﻥ‬
٤‫ﺃ‬.‫ﺩ‬.‫ﻋﺒﺩﺍﷲ‬ ‫ﻋﺯﺕ‬‫ﺃﺴﻴﻭﻁ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺃﺴﻴﻭﻁ‬ ‫ﺠﺎﻤﻌﺔ‬
٥‫ﺃ‬.‫ﺩ‬.‫ﻋﺒﺩﺍﷲ‬‫ﺒ‬‫ﺭﻜﺎﺕ‬‫ﺤﻠﻭﺍﻥ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺤﻠﻭﺍﻥ‬ ‫ﺠﺎﻤﻌﺔ‬
٦‫ﺃ‬.‫ﺩ‬.‫ﺠﺎﺒﺭ‬ ‫ﻤﺎﻫﺭ‬‫ﺭﺌﻴ‬‫ﺍﻟﻤﻨﻴﺎ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺱ‬‫ﺍﻟﻤﻨﻴﺎ‬ ‫ﺠﺎﻤﻌﺔ‬
٧‫ﺃ‬.‫ﺩ‬.‫ﻤﻨﺼﻭﺭ‬ ‫ﻋﺒﺎﺱ‬‫ﺍﻟﻭﺍﺩﻯ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺍﻟﻭﺍﺩﻯ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺠﺎﻤﻌﺔ‬
٨‫ﺃ‬.‫ﺩ‬.‫ﺴﻌﻴﺩ‬ ‫ﺠﻼل‬‫ﺍﻟﻔﻴﻭﻡ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺍﻟﻔﻴﻭﻡ‬ ‫ﺠﺎﻤﻌﺔ‬
٩‫ﺃ‬.‫ﺩ‬.‫ﺭﻓﻌﺕ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺃﺤﻤﺩ‬‫ﺴﻭﻴﻑ‬ ‫ﺒﻨﻰ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺴﻭﻴﻑ‬ ‫ﺒﻨﻰ‬ ‫ﺠﺎﻤﻌﺔ‬
١٠‫ﺃ‬.‫ﺩ‬.‫ﻜﻤﺎل‬ ‫ﻤﺼﻁﻔﻰ‬‫ﺴﻭﻫﺎﺝ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺴﻭﻫﺎﺝ‬ ‫ﺠﺎﻤﻌﺔ‬
١١‫ﺃ‬.‫ﻫﺎﻨﻰ‬‫ﺍﻟﻨﺼﺭ‬ ‫ﺴﻴﻑ‬‫ﻟﻠﺘﻨﻤﻴﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻟﺼﻨﺩﻭﻕ‬ ‫ﻋﺎﻡ‬ ‫ﺃﻤﻴﻥ‬
‫ﺍﻹﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻟﺼﻨﺩﻭﻕ‬
‫ﻟﻠﺘﻨﻤﻴﺔ‬
١٢‫ﺃ‬.‫ﺩ‬.‫ﺍﻟﺒﺴﻴﻭﻨﻰ‬ ‫ﻋﺒﺩﺍﻟﻤﻨﻌﻡ‬‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻨﻴﺎ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺍﻟﻤﻨﻴﺎ‬ ‫ﺠﺎﻤﻌﺔ‬
١٣‫ﺃ‬.‫ﺩ‬.‫ﻤﻭﺴﻰ‬ ‫ﻋﺒﺩﺍﻟﻤﺘﻴﻥ‬‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻭﺍﺩﻯ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺭﺌﻴﺱ‬‫ﺍﻟﻭﺍﺩﻯ‬ ‫ﺠﻨﻭﺏ‬ ‫ﺠﺎﻤﻌﺔ‬
١٤‫ﺃ‬.‫ﺍﻷﻟﻔﻰ‬ ‫ﻤﻌﺘﺯ‬‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻤﺠﻠﺱ‬ ‫ﺭﺌﻴﺱ‬ ‫ﻨﺎﺌﺏ‬‫ﺠﻤﻌﻴﺔ‬‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺠﻴل‬
١٥‫ﺃ‬.‫ﺩ‬.‫ﺭﺸﺎﺩ‬ ‫ﻫﺩﻯ‬‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﺠﻨﺔ‬ ‫ﻤﻘﺭﺭ‬‫ﻟﻠﻤﺭﺃﺓ‬ ‫ﺍﻟﻘﻭﻤﻰ‬ ‫ﺍﻟﻤﺠﻠﺱ‬
١٦‫ﺩ‬.‫ﺍﻟﺨﻭﺍﺠﺔ‬ ‫ﺩﻴﻨﺎ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻤﺩﻴﺭﺓ‬‫ﺍﻟﻌﺎﻟﻲ‬‫ﻓﻭﺭﺩ‬ ‫ﻤﺅﺴﺴﺔ‬
١٧‫ﺃ‬.‫ﺩ‬.‫ﺸﺎﻫﻴﻥ‬ ‫ﺴﻤﻴﺭ‬‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻋﻤﻴﺩ‬–‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬‫ﻫﻨﺩﺴﺔ‬‫ﺍﻟﻘﺎﻫﺭﺓ‬
١٨‫ﺃ‬.‫ﺩ‬.‫ﺸﺭﻴﻑ‬‫ﻤﺭﺍﺩ‬
‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻤﺩﻴﺭ‬
‫ﻭﺍﻟﺒﺤﻭﺙ‬
‫ﻫﻨﺩﺴﺔ‬‫ﺍﻟﻘﺎﻫﺭﺓ‬
١٩‫ﺩ‬.‫ﻜﺎﺴﺏ‬ ‫ﺴﻴﺩ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﺩﻴﺭ‬‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬

7. ‫ﺝ‬
‫ﺍﻟﻨﺎﺸﺭ‬ ‫ﻤﻘﺩﻤﺔ‬
‫ﺘ‬‫ﻌ‬‫ﺩ‬‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻜﻠﻴﺔ‬‫ﺒ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﺭﺍﺌﺩﺓ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬،‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬‫ﻭ‬‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻴﻤﺜل‬
‫ﺍﻟﻬﻨﺩﺴﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﺇ‬‫ﺤﺩ‬‫ﻯ‬‫ﺒﻜﻠﻴـﺔ‬ ‫ﺍﻟﻤﻭﺠـﻭﺩﺓ‬ ‫ﺍﻟﺒﺤﺜﻴـﺔ‬ ‫ﺍﻟﻤﺭﺍﻜﺯ‬ ‫ﺩﻋﺎﺌﻡ‬
‫ﺍﻟﻬﻨﺩﺴﺔ‬.‫ﻭﻟﻘﺩ‬‫ﺘﺄﺴﻴﺱ‬ ‫ﺘﻡ‬‫ﺍﻟ‬‫ﻋﺎﻡ‬ ‫ﻤﺭﻜﺯ‬١٩٧٤‫ﺍﻟﺘـﺎﺒﻌﺘﻴﻥ‬ ‫ﻭﺍﻟﻴﻭﻨﻴﺩﻭ‬ ‫ﺍﻟﻴﻭﻨﺴﻜﻭ‬ ‫ﻤﻨﻅﻤﺘﻰ‬ ‫ﻤﻊ‬ ‫ﺒﺎﻟﺘﻌﺎﻭﻥ‬
‫ﺍﻟﻤﺘﺤﺩﺓ‬ ‫ﻟﻸﻤﻡ‬.‫ﻋﺎﻡ‬ ‫ﻭﻤﻨﺫ‬١٩٨٤‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﻴﻌﻤل‬ ‫ﺍﻵﻥ‬ ‫ﺤﺘﻰ‬‫ﺨﺎﺹ‬ ‫ﻁﺎﺒﻊ‬ ‫ﺫﺍﺕ‬ ‫ﻭﺤﺩﺓ‬‫ﺘﻬﺩﻑ‬ ‫ﻻ‬ ،‫ﺇﻟـﻰ‬
‫ﺫﺍﺘﻰ‬ ‫ﺒﺘﻤﻭﻴل‬ ‫ﻭﺘﻘﻭﻡ‬ ،‫ﺍﻟﺭﺒﺢ‬‫ﻷﻨﺸﻁﺘﻬﺎ‬‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺨﻁﺔ‬ ‫ﻀﻤﻥ‬‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﺘﻰ‬‫ﺇﻟﻰ‬‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺘﻨﻤﻴﺔ‬.
‫ﻭﻴ‬‫ﺍﻻ‬ ‫ﺒﺘﻘﺩﻴﻡ‬ ‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﻘﻭﻡ‬‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻔﻨﻴﺔ‬ ‫ﺴﺘﺸﺎﺭﺍﺕ‬،‫ﺍﻷﺒﺤـﺎﺙ‬ ‫ﺒـﺈﺠﺭﺍﺀ‬ ‫ﻴﻘـﻭﻡ‬ ‫ﻜﻤﺎ‬
‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﺘﻁﻠﺒﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬‫ﻭﺍﻟﺨـﺎﺹ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻘﻁﺎﻋﻴﻥ‬‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﻭﺍﻟﻬﻴﺌـﺎﺕ‬
‫ﻟﻠﻤﺸﺭﻭﻋﺎﺕ‬ ‫ﺍﻹﻨﺘﺎﺝ‬ ‫ﻭﺨﻁﻭﻁ‬ ‫ﺍﻷﺼﻭل‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﺠﺩﻭﻯ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺇﺠﺭﺍﺀ‬...‫ﺇﻟﺦ‬.‫ﻭ‬‫ﺒﺈﻋـﺩﺍﺩ‬ ‫ﻴﻘـﻭﻡ‬
‫ﻭﺍ‬ ‫ﺍﻟﻤﻌﺩﺍﺕ‬ ‫ﺘﺼﻤﻴﻤﺎﺕ‬‫ﺘﻨﻔﻴﺫﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻹﺸﺭﺍﻑ‬ ‫ﻟﻨﻅﻡ‬.‫ﺘﺩﺭﻴﺒﻴـﺔ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﺒﻌﻘﺩ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﻤﺭﻜﺯ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﻤﺘﻘﺩﻤﺔ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﻤﺘﻜﺎﻤﻠﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻀﻤﻥ‬.
‫ﻋﻥ‬ ‫ﺃﻤﺎ‬‫ﻤﺸﺭﻭﻉ‬"‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﻌﺎﻟﻰ‬"‫ﻓﻬﻭ‬‫ﺠﺎﻤﻌـﺔ‬ ‫ﺒـﻴﻥ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻤﺘﻌﺎﻗﺩ‬ ‫ﺩﻭﻟﻴﺔ‬ ‫ﻤﻨﺤﺔ‬
‫ﻓﻭﺭﺩ‬ ‫ﻭﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬‫؛‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻭﻴﻬﺩﻑ‬‫ﺇﻟﻰ‬‫ﺍﻟﺘﺨﺭﺝ‬ ‫ﻭﺤﺩﻴﺜﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬.‫ﻭﻴـﺩﻴﺭ‬
‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺭﻜﺯ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻫﺫﺍ‬–‫ﺍﻟﻘـﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌـﺔ‬‫ﻁﺒﻘـﺎ‬
‫ﻟﻼ‬‫ﻓﻭﺭﺩ‬ ‫ﻭﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻭﻗﻌﺔ‬ ‫ﺘﻔﺎﻗﻴﺔ‬‫ﺭﻗـﻡ‬ ‫ﻤﻨﺤﺔ‬١٠٢٠–١٩١٢‫ﺒﺘـﺎﺭﻴﺦ‬١٣
‫ﺴﺒﺘﻤﺒﺭ‬٢٠٠٢‫ﺭﻗﻡ‬ ‫ﻭﺍﻟﻤﻨﺤﺔ‬ ،١٠٢٠–١٩١٢-١‫ﺒﺘﺎﺭﻴﺦ‬١٦‫ﺴﺒﺘﻤﺒﺭ‬٢٠٠٥‫ﺍﺘﻔﺎﻗﻴـﺔ‬ ‫ﻭﻜﺫﻟﻙ‬ ،
‫ﺭﻗﻡ‬ ‫ﻤﻨﺤﺔ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬١٠٢٠–١٩١٢-٢‫ﺒﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻤﻭﻗﻌﺔ‬٢٧‫ﻴﻭﻟﻴﻭ‬٢٠٠٦.
‫ﻨﻬﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍ‬‫ﺭ‬‫ﻭﺴﻴ‬‫ﻓﻰ‬ ‫ﺍﻟﻤﺭﻜﺯ‬‫ﺘﻘـﺭﺭ‬ ،‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻟﻠﻤﺴﺎﻫﻤﺔ‬ ‫ﻭﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻨﺸﺭ‬‫ﺇ‬‫ﺼـﺩﺍﺭ‬
‫ﻤﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﻨﺴﺨﺔ‬‫ﺼ‬‫ﺨﺼﻴ‬ ‫ﺘﺄﻟﻴﻔﻬﺎ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬‫ﺎ‬‫ﺍﻟﻤﺸ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬‫ﺭﻭﻉ‬،‫ﺒﻬـﺩﻑ‬
‫ﺒﻤﺼﺭ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﺇﺜﺭﺍﺀ‬.
‫ﺩ‬.‫ﺸﺭﻴﻑ‬‫ﺃ‬‫ﻤ‬ ‫ﺤﻤﺩ‬‫ﺭ‬‫ﺍﺩ‬
‫ﻤﺩﻴﺭ‬‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺭﻜﺯ‬
‫ﺍﻟﻬﻨﺩﺴﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻓﻰ‬-‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻜﻠﻴﺔ‬–‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬
‫ﺩﻴﺴﻤﺒﺭ‬٢٠٠٧

8. ‫ﺩ‬

9. ‫ﻩ‬
‫ﺇﺩﺍﺭﺓ‬ ‫ﺘﻘﺩﻴﻡ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬
‫ﻤﺸﺭﻭﻉ‬"‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﻌﺎﻟﻰ‬"‫ﻫﻭ‬‫ﻋﻠﻴﻬﺎ‬ ‫ﻤﺘﻌﺎﻗﺩ‬ ‫ﺩﻭﻟﻴﺔ‬ ‫ﻤﻨﺤﺔ‬‫ﺠﺎﻤﻌﺔ‬ ‫ﺒﻴﻥ‬
‫ﻓﻭﺭﺩ‬ ‫ﻭﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬‫؛‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻭﻴﻬﺩﻑ‬‫ﺇﻟﻰ‬‫ﻤﻥ‬ ‫ﻭﺍﻟﺨﺭﻴﺠﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺭﻓﻊ‬
‫ﻟ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺴﺭﻴﻊ‬ ‫ﺍﻻﻨﺩﻤﺎﺝ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺴﺎﻋﺩﺘﻬﻡ‬‫ﺒﻤﺎ‬ ‫ﻤﻬﺎﺭﺍﺘﻬﻡ‬ ‫ﻭﺼﻘل‬
‫ﺍﻟﻌﻤل‬ ‫ﻭﺴﻭﻕ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺤﺎﺠﺔ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬.‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺭﻜﺯ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻭﻴﺩﻴﺭ‬
‫ﺍﻟ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﻌﻠﻴﺎ‬‫ﻬﻨﺩﺴﺔ‬–‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺔ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻓﻰ‬ ‫ﻭﻴﺸﺎﺭﻙ‬ ،:،‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺠﺎﻤﻌﺎﺕ‬
،‫ﺴﻭﻴﻑ‬ ‫ﻭﺒﻨﻰ‬ ،‫ﻭﺍﻟﻔﻴﻭﻡ‬ ،‫ﺍﻟﻭﺍﺩﻯ‬ ‫ﻭﺠﻨﻭﺏ‬ ،‫ﻭﺍﻟﻤﻨﻴﺎ‬ ،‫ﻭﺤﻠﻭﺍﻥ‬ ،‫ﻭﺃﺴﻴﻭﻁ‬ ،‫ﺸﻤﺱ‬ ‫ﻭﻋﻴﻥ‬
‫ﺒﺎﻹﻀﺎﻓﺔ‬ ،‫ﻭﺴﻭﻫﺎﺝ‬‫ﺇﻟﻰ‬‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺠﻴل‬ ‫ﻭﺠﻤﻌﻴﺔ‬ ‫ﻟﻠﻤﺭﺃﺓ‬ ‫ﺍﻟﻘﻭﻤﻰ‬ ‫ﺍﻟﻤﺠﻠﺱ‬‫ﻭﺍﻟﺼﻨﺩﻭﻕ‬
‫ﻟﻠﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬.
‫ﻟ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﻤﻘﺭﺭﺍﺕ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻭﻓﻰ‬‫ﺘـﺴﻴﻴﺭ‬ ‫ﻟﺠﻨـﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺍﻟﺨﺭﻴﺠﻴﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬
‫ﺍﻟﻤﺸﺭﻭﻉ‬‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﻤﺭﺤﻠﺘﻪ‬‫ﺍﻟﻔﺠـﻭﺓ‬ ‫ﻟﺴﺩ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻟﺨﺭﻴﺞ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺘﺤﺩﻴﺩ‬
‫ﺒﻴﻥ‬‫ﺍ‬‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺤﺘﻴﺎﺠﺎﺕ‬‫ﺍﻟﺘﺨﺭﺝ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺇﻤﻜﺎﻨﻴﺎﺕ‬ ‫ﻭﺒﻴﻥ‬.‫ﺍﻟﺘﻌﺎﻗـﺩ‬ ‫ﺘﻡ‬ ‫ﻟﺫﺍ‬
‫ﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺃﺴﺎﺘﺫﺓ‬ ‫ﻤﻊ‬‫ﻹﻋﺩﺍﺩ‬‫ﺘﻬﺩﻑ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﻤﻘﺭﺭﺍﺕ‬ ‫ﻭﺘﺩﺭﻴﺱ‬‫ﺇﻟ‬‫ﻰ‬‫ﺨﺭﻴﺠﻰ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺭﻓﻊ‬
‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬‫ﻭﻫﻰ‬ ‫ﻋﺩﺓ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬:
١-‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬.٢-‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬.
٣-‫ﺍﻷﻋﻤﺎل‬ ‫ﻟﻤﺠﺎل‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬.٤-‫ﺍﻟﺜﺎﻨﻭﻯ‬ ‫ﻟﻤﺩﺭﺴﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬.
٥-‫ﺍﻟﻤﺩﺭﺒﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬.٦-‫ﺍﻟﻤﻬﺎ‬ ‫ﺘﻨﻤﻴﺔ‬‫ﺍﻟﻘﻴﺎﺩﻴﺔ‬ ‫ﺭﺍﺕ‬.
‫ﻤﺸﺭﻭﻉ‬ ‫ﻴﻌﻤل‬"‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﻌﺎﻟﻰ‬"‫ﻋﻠـﻰ‬ ‫ﺍ‬‫ﺩ‬‫ﻤﻌﺘﻤـ‬ ،‫ﺸﺎﻤل‬ ‫ﺠﻭﺩﺓ‬ ‫ﻟﻨﻅﺎﻡ‬ ‫ﹰﺎ‬‫ﻘ‬‫ﻁﺒ‬
‫ﻜـل‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻁﻭﻴﺭﻩ‬ ‫ﻭﻴﺘﻡ‬ ،‫ﻤﻨﻪ‬ ‫ﺍﻟﻌﺎﺌﺩ‬ ‫ﻭﻗﻴﺎﺱ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﻭﺍﻟﻤﺭﺍﻗﺒﺔ‬ ‫ﻭﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬
‫ﺍﻻﻋﺘ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻼﺤﻅﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻭﺘﺄﺨﺫ‬ ،‫ﺒﻪ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﻟﻜل‬ ‫ﺒﺎﻟﻨﺸﺎﻁ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﻴﻥ‬‫ﺒﺎﺭ‬
‫ﻤﺴﺘﻤﺭﺓ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺘﻡ‬ ،‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﻭﺍﻟﻤﺭﺍﻗﺒﺔ‬ ‫ﻭﺍﻟﺘﻨﻔﻴﺫ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﻋﻨﺩ‬.‫ﺃﻥ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻭﻟﺫﺍ‬
‫ﻭﻨﺸﺭ‬ ‫ﺒﺘﺄﻟﻴﻑ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻗﺎﻡ‬٢٠‫ﻤﻨﻬﻡ‬ ‫ﻜﺘﺎﺒﺎ‬١٧‫ﺍﻷﻭﻟـﻰ‬ ‫ﻤﺭﺤﻠﺘـﻪ‬ ‫ﻓـﻰ‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴـﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬

10. ‫ﻭ‬
)٢٠٠٢-٢٠٠٥(‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﻤﺭﺤﻠﺘﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻴﻘﻭﻡ‬ ،)٢٠٠٦-٢٠١٠(‫ﻭﻨـﺸﺭ‬ ‫ﺒﺘﺄﻟﻴﻑ‬١٨
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﻜﺘﺎﺒﺎ‬‫ﺍﻟـﺩﻭﺭﺍﺕ‬ ‫ﻫـﺫﻩ‬ ‫ﻭﻤﻘﻴﻤﻰ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻟﺭﻏﺒﺔ‬ ‫ﹰ‬‫ﺔ‬‫ﺘﻠﺒﻴ‬،‫ﻭﺒﻬـﺩﻑ‬
‫ﺍﻟﻤـﺸﺭﻭﻉ‬ ‫ﻤﺨﺭﺠﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‬.‫ﻭ‬‫ﺍﻟﻤﻘـﺭﺭﺍﺕ‬ ‫ﺒﻌـﺽ‬ ‫ﺇﺩﺭﺍﺝ‬ ‫ﺍﻵﻥ‬ ‫ﻴﺠـﺭﻯ‬
‫ﺇﻨﺸﺎﺀ‬ ‫ﻭﻜﺫﻟﻙ‬ ،‫ﺒﺎﻟﻜﻠﻴﺎﺕ‬ ‫ﺘﺩﺭﺱ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺭﺴﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻀﻤﻥ‬ ‫ﺒﺎﻟﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﺍﻻﻟﻜﺘﺭﻭﻨﻰ‬ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ ‫ﻤﺘﺨﺼﺹ‬ ‫ﺒﺭﻨﺎﻤﺞ‬.
‫ﺘﻡ‬ ‫ﻭﻜﻤﺎ‬‫ﺇ‬‫ﻫﺩﺍﺀ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﻁﺒﻭﻋﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻤﻥ‬ ‫ﻜﺎﻤﻠﺔ‬ ‫ﻨﺴﺨﺔ‬‫ﺍﻷﻭﻟـﻰ‬ ‫ﻤﺭﺤﻠﺘـﻪ‬ ‫ﻓﻰ‬‫ﻟﻤﻜﺘﺒـﺎﺕ‬
‫ﺍﻟﻤﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺎﺕ‬،‫ﺍﻟﻤﻬﺘﻤﻴﻥ‬ ‫ﻭﻤﻜﺘﺒﺎﺕ‬‫ﻓـﻰ‬ ‫ﺍﻟﻌﻤـل‬ ‫ﺒـﻨﻔﺱ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻓﺴﻭﻑ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻟﻠﻤﺅﻟﻔﺎﺕ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬.‫ﻭ‬‫ﺃﻥ‬ ‫ﺒﺎﻟﺫﻜﺭ‬ ‫ﺠﺩﻴﺭ‬ ‫ﻫﻭ‬ ‫ﻤﻤﺎ‬‫ﻤـﻥ‬ ‫ﻤﺴﺘﻤﺭﺓ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﻋﻤﻠﻴﺔ‬
‫ﻤﻘﺭﺭ‬ ‫ﻟﻜل‬ ‫ﻭﺍﻟﻤﻀﻤﻭﻥ‬ ‫ﺍﻟﺸﻜل‬ ‫ﺤﻴﺙ‬،‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﻭﻜﺫﻟﻙ‬‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻋﺩﺩ‬ ‫ﺯﻴﺎﺩﺓ‬‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬
‫ﺃﻭ‬‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬.
‫ﻭ‬‫ﻓﻰ‬‫ﺍﻷﺴﺎﺘﺫﺓ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﻨﺸﻜﺭ‬ ‫ﺍﻟﺨﺘﺎﻡ‬‫ﺩ‬ ‫ﺒﺠﻬﺩ‬ ‫ﺴﺎﻫﻤﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺍﻟﺯﻤﻼﺀ‬ ‫ﺍﻟﻤﺅﻟﻔﻴﻥ‬‫ﺀ‬‫ﺩﺍﺌﻡ‬ ‫ﻭﻋﻤل‬ ‫ﻭﺏ‬
‫ﺤﺘﻰ‬ ‫ﻴﻨﻘﻁﻊ‬ ‫ﻻ‬‫ﻴﻨﺸﺭ‬‫ﻫﺫﺍ‬‫ﺍﻟﻜﺘﺎﺏ‬‫ﺍﻵﻥ‬ ‫ﺃﻴﺩﻴﻜﻡ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻴﻜﻭﻥ‬‫ﺍﻟﺠﻬـﺩ‬ ‫ﻭﻨﻘﺩﺭ‬ ،‫ﺍﻟﻤﺨﻠـﺹ‬‫ﻭﺍﻵﺭﺍﺀ‬
‫ﻭﺍﻹﺴﺘ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺘﺴﻴﻴﺭ‬ ‫ﻟﺠﻨﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺴﺩﻴﺩﺓ‬‫ﺸﺎﺭﻴﻴﻥ‬.
‫ﺩ‬.‫ﻜﺎﺴﺏ‬ ‫ﺴﻴﺩ‬‫ﺩ‬.‫ﺴﻌﻴﺩ‬ ‫ﺍﻟﻤﻬﺩﻯ‬ ‫ﻤﺤﺴﻥ‬
‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﺩﻴﺭ‬‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﻤﻨﺴﻕ‬

11. ‫ﺯ‬
‫ﻓﻬﺭﺱ‬‫ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬
‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬١
‫ﻤﻘﺩﻤﺔ‬٣
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬:‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬٥
١-١‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬٥
١-٢‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻨﺎﺼﺭ‬٧
١-٣‫ﻤﺒﺎﺩﺉ‬‫ﺍﻻﺘﺼﺎل‬١٠
١-٤‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﺸﻜﺎل‬١٢
١-٥‫ﺍﻻﺘﺼﺎل‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬١٩
١-٦‫ﺘﻤﺭﻴﻥ‬)‫ﺍﻹ‬‫ﻏﺒﻴﺔ‬ ‫ﻟﻴﺴﺕ‬ ‫ﻭﺯﺓ‬(٢١
‫ﺍﻟﻔﺼل‬‫ﺍﻟﺜﺎﻨﻰ‬:‫ﻤﻬﺎﺭﺍﺕ‬‫ﻭﻤﻌﻭﻗﺎﺘﻪ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬٢٣
٢-١‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬٢٣
٢-٢‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬٢٦
٢-٣‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻜﻔﺎﺀﺓ‬٢٧
٢-٤‫ﻤﻬﺎﺭﺓ‬‫ﺍﻹﻨﺼﺎﺕ‬٢٧
٢-٥‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻁﺭﻕ‬٢٩
٢-٦‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻌﻭﻗﺎﺕ‬٣٣
٢-٧‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻌﻭﻗﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻐﻠﺏ‬ ‫ﻜﻴﻔﻴﺔ‬٣٥
٢-٨‫ﻭﺍﻻﺘﺼﺎل‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻷﻨﻤﺎﻁ‬ ‫ﺒﻌﺽ‬٣٧
٢-٩‫ﺘﻤﺭﻴﻥ‬)‫ﺍﻹ‬ ‫ﻋﻥ‬ ‫ﻨﺩﻭﺓ‬‫ﻨﺘﺭﻨﺕ‬(٣٩
‫ﺍﻟﺜﺎ‬ ‫ﺍﻟﻔﺼل‬‫ﻟﺙ‬:‫ﺍﻟﻌﺭﺽ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻟﺸﻔﻬﻲ‬٤١
٣-١‫ﺍﻹﻋﺩﺍﺩ‬‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺃﻭ‬٤١
٣-٢‫ﺘﻘﺩﻴﻡ‬‫ﺍﻟﻌﺭﺽ‬٤٢
٣-٣‫ﺍﻟﻌﺭﺽ‬ ‫ﻟﺘﻨﻔﻴﺫ‬ ‫ﻨﺼﺎﺌﺢ‬٤٣
٣-٤‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻭﺴﺎﺌل‬٤٤

12. ‫ﺡ‬
٣-٥‫ﺘﻘ‬‫ﻴ‬‫ﺍﻟﻌﺭﺽ‬ ‫ﻴﻡ‬٤٥
٣-٦‫ﻭﺍﻹﻗﻨﺎﻉ‬ ‫ﺍﻻﺘﺼﺎل‬٤٦
٣-٧‫ﺘﻤﺭﻴﻥ‬)‫ﺃﺩﻭﺍﺭ‬ ‫ﻭﺘﻤﺜﻴل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺤﺎﻟﺔ‬(٤٨
‫ﺃﺨﻴﺭﺓ‬ ‫ﻜﻠﻤﺔ‬٥١
‫ﺍﻟﻤﺭﺍﺠﻊ‬٥٣
‫ﺍﻷﺸﻜﺎل‬ ‫ﻓﻬﺭﺱ‬
‫ﺸﻜل‬)١-١:(‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻨﺎﺼﺭ‬٧
‫ﺸﻜل‬)١-٢:(‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺃﺸﻜﺎل‬١٢
‫ﺸﻜ‬‫ل‬)١-٣:(‫ﺍﻟﻠﻔﻅﻰ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺍﺴﺱ‬١٣
‫ﺸﻜل‬)١-٤:(‫ﺍﻟﻠﻔﻅﻰ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻨﺠﺎﺡ‬ ‫ﻋﻭﺍﻤل‬ ‫ﺒﻌﺽ‬١٥
‫ﺸﻜل‬)٢-١:(‫ﺍﻟﻭﺠﻪ‬ ‫ﺘﻌﺒﻴﺭﺍﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬٢٤
‫ﺸﻜل‬)٢-٢:(‫ﺍﻻﻭل‬ ‫ﺍﻻﻨﻁﺒﺎﻉ‬٢٥
‫ﺸﻜل‬)٢-٣:(‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬٣٢
‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻓﻬﺭﺱ‬
‫ﺠﺩﻭل‬)١-١:(‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺩﻻﻻﺕ‬ ‫ﺒﻌﺽ‬١٦

13. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١
‫ﺍﻟﻨ‬‫ﺘ‬‫ﺎ‬‫ﺌ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴ‬ ‫ﺞ‬‫ﺔ‬‫ﺍ‬‫ﻟ‬‫ﻤﺴﺘ‬‫ﻬ‬‫ﺩﻓﺔ‬
‫ﺍﻟﻌﻠﻤ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻫﺫﻩ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺒﻌﺩ‬‫ﻴ‬‫ﻭﺍﺴﺘﻴﻌﺎ‬ ‫ﺍﻟﻤﻘﺭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺤﻀﻭﺭ‬ ‫ﺔ‬‫ﹰ‬‫ﺍ‬‫ﻗـﺎﺩﺭ‬ ‫ﺘﻜـﻭﻥ‬ ‫ﺴﻭﻑ‬ ‫ﻤﺤﺘﻭﻴﺎﺘﻪ‬ ‫ﺏ‬
‫ﻋﻠﻰ‬:
•‫ﻭﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻰ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﻭﺇﺩﺭﺍﻙ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﻌﺭﻴﻑ‬.
•‫ﻭﻤﺒﺎﺩﺌﻪ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺘﺤﺩﻴﺩ‬.
•‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﺸﻜﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﻭﺃﻨﻭﺍﻋ‬‫ﻪ‬.
•‫ﺍﻟ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﻠﻡ‬‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﻜﻠﻑ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻓﻰ‬ ‫ﻭﻤﻤﺎﺭﺴﺘﻬﺎ‬ ‫ﻔﻌﺎل‬.
•‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺒﻬﺫﻩ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻭﺼﺎﻴﺎ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺍﻹﻨﺼﺎﺕ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻓﻬﻡ‬.
•‫ﻤﻭﺍﺠﻬﺘﻬﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﻌﻭﻗﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬.
•‫ﻋﺭﻭﺽ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬.
•‫ﺍﻻﺘﺼﺎل‬ ‫ﺒﻌﻤﻠﻴﺔ‬ ‫ﺍﻹﻗﻨﺎﻉ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺇﺩﺭﺍﻙ‬.

14. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٢

15. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻤﻘــﺩﻤــﺔ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٣
‫ﻤﻘ‬‫ــ‬‫ﺩﻤ‬‫ــ‬‫ﺔ‬
‫ﺘ‬‫ﻜﻭﻨﺕ‬‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺘﺠﻤﻌﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻘﺒﺎﺌل‬ ‫ﻭﺍﻟﺸﻌﻭﺏ‬ ‫ﻭﺍﻷﻤﻡ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬،‫ﺘﺒﺎﻴﻨـﺕ‬ ‫ﺍﻟـﺯﻤﻥ‬ ‫ﻭﺒﻤﺭﻭﺭ‬
‫ﺃﻓﺭﺍﺩﻫﺎ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﺎﻤﻼﺕ‬ ‫ﺘﻨﻅﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﻗﻭﺍﻨﻴﻨﻬﺎ‬ ‫ﻭﻤﻔﺎﻫﻴﻤﻬﺎ‬ ‫ﺜﻘﺎﻓﺘﻬﺎ‬،‫ﻨﻔـﺴﻪ‬ ‫ﺩﺍﺨـل‬ ‫ﻴﺨﺘﺯﻥ‬ ‫ﺇﻨﺴﺎﻥ‬ ‫ﻜل‬ ‫ﻭﺼﺎﺭ‬
‫ﺴﺒﻘﻭﻩ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﻤﻭﺭﻭﺜﺔ‬ ‫ﻭﺍﻟﻁﻤﻭﺤﺎﺕ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻘﻴﺩ‬ ‫ﺸﺩﻴﺩ‬ ‫ﹰ‬‫ﻼ‬‫ﻤﺘﻜﺎﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻅﺎﻤ‬‫ﺒﻴﺌ‬ ‫ﻭﻤﻥ‬‫ﺘﻪ‬،‫ﻭﺃﺼﺒﺢ‬
‫ﻤﺎ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻴﺤﺎﻭل‬ ‫ﺃﻥ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﺃﺭﺍﺩ‬ ‫ﺇﺫﺍ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻀﺭﻭﺭﻱ‬ ‫ﻤﻥ‬‫ﻭﺃﺤﺎﺴـﻴﺱ‬ ‫ﺃﻓﻜـﺎﺭ‬ ‫ﻤﻥ‬ ‫ﻴﺤﻤﻠﻭﻨﻪ‬
‫ﻭﻤﻌﺘﻘﺩﺍﺕ‬،‫ﻓﻴﻪ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻓﻰ‬ ‫ﻤﻌﻬﻡ‬ ‫ﻨﺎﺠﺤﺔ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﺇﻗﺎﻤﺔ‬ ‫ﻟﻴﺴﺘﻁﻴﻊ‬.
‫ﺍﻟﺤﺎﺠﺔ‬ ‫ﻭﻟﺩﺕ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻤﻥ‬‫ﺇﻟﻰ‬‫ﺍﺨﺘﻼﻓﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻴﺒﺤﺙ‬ ‫ﻋﻠﻡ‬،‫ﻭﻴﺤـﺎﻭل‬
‫ﺇﻴﺠ‬‫ﻭﺍﻟﺠﻬﺩ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺘﺨﺘﺼﺭ‬ ‫ﻭﺍﻟﺘﻭﺍﺼل‬ ‫ﻟﻠﺘﻔﺎﻫﻡ‬ ‫ﺃﺴﺱ‬ ‫ﺎﺩ‬،‫ﻟ‬ ‫ﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﻓﻭﻕ‬ ‫ﻭﺘﻘﻔﺯ‬‫ﻨﻘل‬‫ﻭﺇﻴﺼﺎل‬‫ﺍﻷ‬‫ﻟﻶﺨﺭ‬ ‫ﻓﻜﺎﺭ‬
‫ﺒﻨﺠﺎﺡ‬‫ﻭ‬‫ﺨﻼﻓﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻤﺼﺎﺩﻤﺎﺕ‬ ‫ﺩﻭﻥ‬‫؛‬‫ﺍﻷﻓـﺭﺍﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺼﺩﺍﻡ‬ ‫ﺘﺴﺒﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﺃﻥ‬ ‫ﻨﺠﺩ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﺃﺤﻴﺎﻥ‬ ‫ﻓﻔﻰ‬
‫ﻨﻘﻭل‬ ‫ﻓﻴﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻻ‬ ‫ﻗﺩ‬،‫ﹶ‬‫ﻨ‬ ‫ﻟﻡ‬ ‫ﻓﻴﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺤﻴﺎﻨ‬ ‫ﺒل‬‫ﹸ‬‫ﻘ‬‫ل‬،‫ﺃﻭ‬‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﻓﻰ‬‫ﺍﻟﺘﻰ‬‫ﺘﺤﺎﻭﺭ‬‫ﺒﻬﺎ‬ ‫ﻨﺎ‬،‫ﻓـﻰ‬ ‫ﺃﻭ‬
‫ﺍﻟﺤﻭﺍﺭ‬ ‫ﻓﻴﻪ‬ ‫ﺩﺍﺭ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﺘﻭﻗﻴﺕ‬،‫ﻤﻜﺎﻨﻪ‬ ‫ﺃﻭ‬،‫ﺍﻟﻨﻘﺎﺵ‬ ‫ﻋﻨﺩ‬ ‫ﻨﺭﺘﺩﻴﻪ‬ ‫ﻜﻨﺎ‬ ‫ﻤﺎ‬ ‫ﺤﺘﻰ‬ ‫ﺃﻭ‬‫؛‬‫ﺘﻌﻠـﻡ‬ ‫ﺃﻫﻤﻴـﺔ‬ ‫ﻴﺅﻜـﺩ‬ ‫ﻭﻫﺫﺍ‬
‫ﻭﺍﻜﺘﺴﺎﺏ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬.
‫ﺍﻟﺤﻭﺍ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻥ‬‫ﺭ‬‫ﻟﻴﺴﺕ‬‫ﻤﻘﺼﻭﺭﺓ‬‫ﺍﻵﺨﺭ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻋﻠﻰ‬،‫ﺒﻌﻀﻨﺎ‬ ‫ﺃﻥ‬ ‫ﻓﺭﻏﻡ‬‫ﻤﻨﺤﻪ‬‫ﻤﻭﻫﺒﺔ‬ ‫ﺍﷲ‬
‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬،‫ﻓﺈﻥ‬‫ﻤـﻭﻫﺒﺘﻬﻡ‬ ‫ﺍﻜﺘـﺸﺎﻑ‬ ‫ﻴﻤﻜـﻨﻬﻡ‬ ‫ﺍﻟﻨـﺎﺱ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻴﻨﺎ‬ ‫ﺍﷲ‬ ‫ﻨﻌﻡ‬ ‫ﻤﻥ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻓﻰ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬‫ﻭﺍﻻﻜﺘﺴﺎﺏ‬‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬،‫ﻴـﺼﻘل‬ ‫ﻓـﻥ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﻓﺎﻻﺘﺼﺎل‬
‫ﻭﺍﻟﺨﺒﺭﺓ‬ ‫ﺒﺎﻟﻌﻠﻡ‬.
‫ﺘﻌﺩ‬‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﺤﺩﻯ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺃ‬‫ﻥ‬‫ﻴ‬‫ﺘﻌ‬‫ﻠﻤ‬‫ﺍﻟﻘﺎﺩ‬ ‫ﻬﺎ‬‫ﺓ‬‫ﻭ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻭﻥ‬‫ﺃﻭﻟﻴﺎﺀ‬
‫ﺍﻷ‬‫ﻤﻭﺭ‬،‫ﻓﺈﺫ‬‫ﻤﺎ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺴﺘﻤﻌﻭﻥ‬ ‫ﻓﺸل‬ ‫ﺍ‬‫ﻨ‬‫ﻘﻭل‬،‫ﻨﺘﻴﺠـﺔ‬ ‫ﻟﻨﺎ‬ ‫ﺍﻹﻨﺼﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻜﺒﻴﺭ‬ ‫ﻋﺩﺩ‬ ‫ﺍﻨﺼﺭﻑ‬ ‫ﺇﺫﺍ‬ ‫ﺃﻭ‬
‫ﻨﻘﻭل‬ ‫ﻤﻤﺎ‬ ‫ﺒﺎﻟﻤﻠل‬ ‫ﺍﻹﺤﺴﺎﺱ‬،ٍ‫ﺫ‬‫ﺤﻴﻨ‬‫ﻨﻜﻭﻥ‬‫ﻗ‬‫ﺩ‬‫ﻓ‬‫ﻤﻌ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻘﺩﻨﺎ‬‫ﻬﻡ‬‫؛‬‫ﻋﻤﻠﻴـﺔ‬ ‫ﻓـﺸل‬ ‫ﺜـﻡ‬ ‫ﻭﻤـﻥ‬
‫ﺍﻻﺘﺼﺎل‬.
‫ﺤﺠـﻡ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﺒﺼﺭﻑ‬ ‫ﻟﻠﻨﺠﺎﺡ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﻤﻤﺎﺭﺴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻴﺼﺒﺢ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﺍﻟﻌﻤل‬‫ﺒﻪ‬ ‫ﻨﻘﻭﻡ‬ ‫ﺍﻟﺫﻯ‬‫ﺴ‬‫ﻤﺩ‬ ‫ﺃﻭ‬ ‫ﺼﻐﻴﺭﺓ‬ ‫ﻤﺅﺴﺴﺔ‬ ‫ﺃﻭ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺸﺭﻜﺔ‬ ‫ﻜﺎﻥ‬ ‫ﻭﺍﺀ‬‫ﺭ‬‫ﻤﻨﺯل‬ ‫ﺃﻭ‬ ‫ﺴﺔ‬‫ﻟ‬‫ﺃﺸﺎﺭﺕ‬ ‫ﻓﻘﺩ‬ ‫ﻸﺴﺭﺓ‬
‫ﺍﻷ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﺒﺤﺎﺙ‬‫ﺇﻟﻰ‬‫ﺃﻥ‬‫ﻭﺃﻥ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺒﻘﺩﺭﺘﻪ‬ ‫ﻤﺭﻫﻭﻥ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺤﻴﺎﺘﻪ‬ ‫ﻭﻓﻰ‬ ‫ﻋﻤﻠﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻨﺠﺎﺡ‬
٨٥%‫ﻨﺠﺎﺤ‬ ‫ﻤﻥ‬‫ﻪ‬‫ﻴﻌﺯﻯ‬‫ﺇﻟﻰ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﻓﻨﻭﻥ‬ ‫ﻤﻬﺎﺭﺍﺕ‬.

16. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻤﻘــﺩﻤــﺔ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٤
‫ﺃﻥ‬ ‫ﻤﻨﺎ‬ ‫ﻟﻜﺜﻴﺭ‬ ‫ﻭﻴﺒﺩﻭ‬‫ﺍﻻﺘﺼﺎل‬‫ﻏﺎﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬‫ﺤﻴﺎﺘﻨﺎ‬ ‫ﻤﻥ‬ ‫ﺠﺯﺀ‬ ‫ﻷﻨﻪ‬ ‫ﺍﻟﺒﺴﺎﻁﺔ‬ ‫ﻓﻰ‬،‫ﻓـﻰ‬ ‫ﺃﻤﻀﻴﻨﺎ‬ ‫ﻭﻷﻨﻨﺎ‬
‫ﻤﻤﺎﺭﺴ‬‫ﺘﻪ‬‫ﻁﻭﻴﻠﺔ‬ ‫ﻓﺘﺭﺓ‬،‫ﻤﻤﺎﺭﺴ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬‫ﺔ‬‫ﻓﻌﺎل‬ ‫ﺒﺸﻜل‬ ‫ﻤﻤﺎﺭﺴﺘﻪ‬ ‫ﻋﻥ‬ ‫ﺘﺨﺘﻠﻑ‬ ‫ﻁﻭﻴﻠﺔ‬ ‫ﻟﻔﺘﺭﺓ‬ ‫ﺍﻻﺘﺼﺎل‬.‫ﻓﺎﻻﺘﺼﺎل‬
‫ﻤـﻥ‬ ‫ﻤﺤﺩﻭﺩ‬ ‫ﻏﻴﺭ‬ ‫ﺒﻌﺩﺩ‬ ‫ﻤﺼﺤﻭﺒﺔ‬ ‫ﺍﻷﺤﻴﺎﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻰ‬ ‫ﻭﺘﻜﻭﻥ‬ ‫ﻤﻌﻅﻤﻬﺎ‬ ‫ﻓﻰ‬ ‫ﻭﻤﺠﺭﺩﺓ‬ ‫ﻭﺭﻤﺯﻴﺔ‬ ‫ﻤﻌﻘﺩﺓ‬ ‫ﻋﻤﻠﻴﺔ‬
‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻭﺍﻤل‬‫ﺘﺘﺠﻪ‬‫ﺒﻬﺎ‬‫ﺍﺘﺠﺎﻫ‬‫ﺎ‬‫ﺨ‬‫ﺎ‬‫ﻁ‬‫ﺌﺎ‬‫ﻗ‬‫ﺩ‬‫ﻴ‬‫ﺅﺩ‬‫ﻯ‬‫ﺇﻟﻰ‬‫ﺍﻟﻔﻬﻡ‬ ‫ﺴﻭﺀ‬‫؛‬‫ﻓﻘـﺩ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬‫ﺍﻥ‬‫ﻤـﻥ‬ ‫ﺍﻟﻬـﺩﻑ‬
‫ﺍﻻﺘﺼﺎل‬.
‫ﺍﻟﻤﻨﻁﻠﻕ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬‫ﺘﺄﺘﻰ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬،‫ﻭﻓﻰ‬‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‬‫ﻟـﻙ‬ ‫ﻨﻘﺩﻡ‬:‫ﻜﻴـﻑ‬
‫ﺘ‬‫ﺍﺘﺼﺎﻻ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻤﻊ‬ ‫ﺒﻔﺎﻋﻠﻴﺔ‬ ‫ﺘﺼل‬‫ﺸﻔﻬﻴ‬‫ﺎ‬‫ﺘﺤﺭﻴﺭﻴ‬ ‫ﺃﻭ‬‫ﺎ‬‫ﺃﻭ‬‫ﺇ‬‫ﻟ‬‫ﻜ‬‫ﺘﺭﻭﻨﻴ‬‫ﺎ‬‫ﻭﻜﻴـﻑ‬‫ﺘﻨﻘـل‬‫ﺭﺴـﺎﻟﺘﻙ‬
‫ﻤﻤﻜﻨ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﺒﺄﻓﻀل‬‫ﺔ‬،‫ﻭﻜﻴﻑ‬‫ﻋﻠﻰ‬ ‫ﺘﺘﻐﻠﺏ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻌﻭﻗﺎﺕ‬.
‫ﺁ‬‫ﻭﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﺎﺠﺤ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﻴﺠﺎﺒﻴ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﻨﺴﺎﻨ‬ ‫ﻟﺘﻜﻭﻥ‬ ‫ﻟﻙ‬ ‫ﺍﻟﻌﻭﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻰ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻤﻠﻴﻥ‬.
‫ﺍﻟﺴﺒﻴل‬ ‫ﻗﺼﺩ‬ ‫ﺍﷲ‬ ‫ﻭﻋﻠﻰ‬..‫ﻭ‬‫ﺍﻟﺘﻭﻓﻴﻕ‬ ‫ﻭﻟﻰ‬ ‫ﺍﷲ‬
‫ﺃ‬.‫ﺩ‬.‫ﺴﻼﻡ‬ ‫ﻋﺎﺯﺓ‬

17. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٥
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬
‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬‫ﻭﺃﺸﻜﺎﻟﻪ‬
‫ﺍﻟﻌﻼ‬ ‫ﻓﻰ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻴﻌﺩ‬‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻗﺎﺕ‬‫؛‬‫ﻹﻴﺼﺎل‬ ‫ﺘﺒﺎﺩﻟﻴﺔ‬ ‫ﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻬﻭ‬
‫ﺭﺴﺎﻟﺔ‬‫ﻤﺎ‬‫ﻭﺴﻴﻠﺔ‬ ‫ﻋﺒﺭ‬‫ﻤﺤﺩﺩﺓ‬‫ﻫﺩﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬‫ﻤﻌﻴﻥ‬.‫ﺍﻟـﻨﻔﺱ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺘﻌﺎﺭﻴﻑ‬ ‫ﻜﺜﺭﺕ‬ ‫ﻭﻗﺩ‬،
‫ﻭﺍﻻﺠﺘﻤﺎﻉ‬،‫ﻭﺍﻹﺩﺍﺭﺓ‬،‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬،‫ﻨ‬ ‫ﻴﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬‫ﻭ‬‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺒﻌﺽ‬ ‫ﺭﺩ‬:
١-١‫ﻤﻔﻬﻭﻡ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﻫﻤﻴﺘﻪ‬
‫ﻜﺎﻤل‬ ‫ﻜﻤﺎل‬ ‫ﻋﺭﻑ‬‫ﺍﻻﺘﺼﺎل‬)٢٠٠٧(:‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬‫ﺘﻭﺍﺼل‬ ‫ﻋﻤﻠﻴﺔ‬‫ﺒ‬‫ﻋﻭﺍﻤـل‬ ‫ﺘﺤﻜﻤﻬﻤـﺎ‬ ‫ﻁﺭﻓﻴﻥ‬ ‫ﻴﻥ‬
‫ﻜﺜﻴﺭﺓ‬ ‫ﻭﻤﺅﺜﺭﺍﺕ‬.
‫ﺍﻟﺤﺎﻓﻅ‬ ‫ﻋﺒﺩ‬ ‫ﺴﻼﻤﺔ‬ ‫ﻭﻋﺭﻓﻪ‬)١٩٩٣(:‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬‫ﺃﻓﻜﺎﺭﻙ‬ ‫ﺸﺭﺡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬‫ﻭﻋﺭﻀ‬‫ﻬﺎ‬‫ﻟﻐـﺔ‬ ‫ﻓـﻰ‬
‫ﻤﺘﺒﺎﻴﻨﻴﻥ‬ ‫ﻤﺨﺘﻠﻔﻴﻥ‬ ‫ﻷﻓﺭﺍﺩ‬ ‫ﻭﺍﻀﺤﺔ‬،‫ﺍﻻﺘـﺼﺎل‬ ‫ﻤـﻥ‬ ‫ﻟﻠﻤﺴﺘﻬﺩﻓﻴﻥ‬ ‫ﺭﺴﺎﻟﺘﻙ‬ ‫ﺘﻜﻴﻴﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻴﺘﻀﻤﻥ‬ ‫ﻭﻫﺫﺍ‬
‫ﻤﺴ‬ ‫ﻤﺴﺘﻭﺍﻫﻡ‬ ‫ﺃﻭ‬ ‫ﺨﻠﻔﻴﺘﻬﻡ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻤﻬﻤﺎ‬‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺃﺩﻭﺍﺕ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺨﺩﻤ‬،‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻻ‬‫ﻭﺃﺸﻜﺎ‬
‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻴﺘﻁﻠﺒﻪ‬ ‫ﻤﺎ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﻭﻏﻴﺭ‬.
‫ﺍﻟﻌﻘﻴﻠﻲ‬ ‫ﻋﺭﻓﻪ‬ ‫ﻜﻤﺎ‬)١٩٩٣(:‫ﺃﻨ‬ ‫ﻋﻠﻰ‬‫ﻪ‬‫ﺸﺨﺼﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻤﻌﺎﻨﻲ‬ ‫ﻭﻋﻁﺎﺀ‬ ‫ﺃﺨﺫ‬ ‫ﻋﻤﻠﻴﺔ‬،‫ﺴـﻠﻭﻙ‬ ‫ﻭﺃﻨـﻪ‬
‫ﺍﻟ‬ ‫ﺃﻓﻀل‬‫ﺴ‬‫ﻭﺍﻵﺭﺍﺀ‬ ‫ﻭﺍﻷﺤﺎﺴﻴﺱ‬ ‫ﻭﺍﻟﻤﻌﺎﻨﻲ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻟﻨﻘل‬ ‫ﻭﺍﻟﻭﺴﺎﺌل‬ ‫ﺒل‬‫ﺇﻟﻰ‬‫ﻭﺍﻟ‬ ‫ﺁﺨﺭﻴﻥ‬ ‫ﺃﺸﺨﺎﺹ‬‫ﻓﻰ‬ ‫ﺘﺄﺜﻴﺭ‬
‫ﺒﻤﺎ‬ ‫ﻭﺇﻗﻨﺎﻋﻬﻡ‬ ‫ﺃﻓﻜﺎﺭﻫﻡ‬‫ﻨﺭ‬‫ﻏ‬ ‫ﺃﻭ‬ ‫ﻟﻔﻅﻴﺔ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺫﻟﻙ‬ ‫ﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬ ‫ﻴﺩ‬‫ﻴ‬‫ﻟﻔﻅﻴﺔ‬ ‫ﺭ‬.
‫ﺍﻻﺘﺼﺎل‬‫ﻋﺭﻓﻪ‬ ‫ﻜﻤﺎ‬Barry:‫ﻫﻭ‬‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻤﻔﻬﻭﻤـﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺒﻨﻘل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻠﻙ‬
‫ﺍﻟﻤ‬ ‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬‫ﻨﻅ‬‫ﺍﻟﻤ‬ ‫ﻭﻏﻴﺭ‬ ‫ﻭﺭﺓ‬‫ﻨﻅ‬‫ﻤ‬ ‫ﻫﺩﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻁﺭﻓﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺭﺓ‬‫ﻌ‬‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﻥ‬‫ﺍﺴﺘﺨﺩﺍﻡ‬‫ﻭﺴـﺎﺌل‬
‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬،‫ﺍﻷﺜﺭ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻜﺩ‬ ‫ﻓﻘﺩ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﺨﻁﺄ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﻜﺜﻴﺭ‬ ‫ﺘﺤﺘﻤل‬ ‫ﻤﻌﻘﺩﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﻫﻰ‬.
‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﻭﺒﻨﺎﺀ‬‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺘﻌﺭﻴﻑ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺫﻟﻙ‬:‫ﻁـﺭﻓﻴﻥ‬ ‫ﺒـﻴﻥ‬ ‫ﺘـﺘﻡ‬ ‫ﺘﻔﺎﻋل‬ ‫ﻋﻤﻠﻴﺔ‬،‫ﻤﺭﺴـل‬
‫ﻭﻤﺴﺘﻘﺒل‬،‫ﺁﺭﺍﺀ‬ ‫ﺃﻭ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻨﻘل‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻴﺘﻡ‬‫ﺇﻟﻰ‬‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬‫ﻜﺎﻥ‬‫ﺩ‬‫ﻓﺭ‬‫ﺍ‬‫ﺃﻭ‬
‫ﻤﺘﻨ‬ ‫ﺒﺄﺴﺎﻟﻴﺏ‬ ‫ﻤﺠﻤﻭﻋﺔ‬‫ﻤﻌﻴﻥ‬ ‫ﻫﺩﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻭﻋﺔ‬.

18. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٦
‫ﻓﻰ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺘﺘﻤﺜل‬‫ﺃﻨﻪ‬:
١.‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﻁﺭﺍﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﻟﻠﺘﺨﺎﻁﺏ‬ ‫ﻭﺴﻴﻠﺔ‬.
٢.‫ﺍﻷﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺭﻗﺎﺒﺔ‬ ‫ﻭﺇﺸﺭﺍﻑ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﻟﻠﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﻫﺎﻤﺔ‬ ‫ﻭﺴﻴﻠﺔ‬.
٣.‫ﻭﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺠﻭﻫﺭ‬.
٤.‫ﻭﺍﻷﻋﻤ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻫﺎﻤﺔ‬ ‫ﺃﺩﺍﺓ‬‫ﻭﺍﻟﻤﺼﺎﻨﻊ‬ ‫ﻭﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‬ ‫ﺎل‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺍﺕ‬.
٥.‫ﻭﺍﻟﺘﻨﻅﻴﻤﻴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺤﺘﻤﻴﺔ‬ ‫ﻭﺴﻴﻠﺔ‬.
‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﻴﻬﺩﻑ‬‫ﺇﻟﻰ‬‫ﺒﺭﺴﺎﻟﺘﻙ‬ ‫ﺘﺼل‬ ‫ﺃﻥ‬‫ﺇﻟﻰ‬‫ﻫﺫ‬ ‫ﻴﺘﺤﻘﻕ‬ ‫ﻭﻟﻜﻲ‬ ‫ﻏﻤﻭﺽ‬ ‫ﻭﺩﻭﻥ‬ ‫ﺒﻭﻀﻭﺡ‬ ‫ﺍﻵﺨﺭﻴﻥ‬‫ﺍ‬
‫ﻜل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻬﺩ‬ ‫ﺒﺫل‬ ‫ﻤﻥ‬ ‫ﻻﺒﺩ‬ ‫ﺍﻟﻬﺩﻑ‬‫ﻤﻥ‬‫ﻤ‬‫ﺭﺴل‬‫ﺍ‬‫ﻭﻤﺴﺘﻘﺒﻠ‬ ‫ﻟﺭﺴﺎﻟﺔ‬‫ﻬﺎ‬‫ﻴﻤﻜـ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﻭﻫـﻰ‬‫ﺃﻥ‬ ‫ﻥ‬‫ﺘ‬‫ﺘﻌـﺭﺽ‬
‫ﻟﻸﺨﻁﺎﺀ‬،‫ﻴ‬ ‫ﺍﻟﺭﺴﺎﺌل‬ ‫ﻤﻥ‬ ‫ﻓﻜﻡ‬ِ‫ﻗ‬ ‫ﻤﻥ‬ ‫ﻓﻬﻤﻬﺎ‬ ‫ﺴﺎﺀ‬‫ﺒ‬‫ﻤﺘﻠ‬ ‫ل‬‫ﻘ‬‫ﻴﺘﻡ‬ ‫ﻻ‬ ‫ﻭﺤﻴﻨﻤﺎ‬ ‫ﻴﻬﺎ‬‫ﺘﺩﺍﺭﻙ‬‫ﻭﺭﺼﺩﻩ‬ ‫ﻫﺫﺍ‬‫ﻓ‬‫ﻓﻰ‬ ‫ﻴﺘﺴﺒﺏ‬ ‫ﻘﺩ‬
‫ﻭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻀﻴﺎﻉ‬‫ﺇ‬‫ﻫﺩ‬‫ﺍ‬‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻓﺭﺹ‬ ‫ﺭ‬.
‫ﺃﺠﺭﻴﺕ‬ ‫ﻭﻗﺩ‬‫ﺤﺩﻴﺜﺔ‬ ‫ﻤﺴﺤﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬‫ﺒ‬‫ﻴﻌﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺍﻟﺸﺭﻜﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻓﻰ‬ ‫ﺒﻴﺘﺴﺒﺭﺝ‬ ‫ﺠﺎﻤﻌﺔ‬
‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺒﻬﺎ‬٥٠,٠٠٠‫ﻤﻭﻅﻑ‬،‫ﺍ‬‫ﺘﻀﺢ‬‫ﻨﺘﺎﺌﺠﻬﺎ‬ ‫ﻤﻥ‬‫ﻭﺍﻟﻬـﺎﻡ‬ ‫ﺍﻟﻭﺤﻴـﺩ‬ ‫ﺍﻟﻌﺎﻤل‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻥ‬
‫ﻴ‬ ‫ﺍﻟﺫﻯ‬‫ﱠ‬‫ﻘ‬‫ﺍﻟﻤﺩﻴﺭﻴﻥ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺃﺴﺎﺴﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺭﺭ‬،‫ﺤﻴﺙ‬‫ﺃ‬‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺸﺎﺭﺕ‬‫ﺇﻟﻰ‬‫ﺘﺘـﻀﻤﻥ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻥ‬
‫ﻭﺍﻟﺘﺤﺭﻴﺭﻱ‬ ‫ﺍﻟﺸﻔﻬﻲ‬ ‫ﺍﻻﺘﺼﺎل‬،‫ﺍﻟﻌﻤل‬ ‫ﻨﺠﺎﺡ‬ ‫ﻓﻰ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻫﻰ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﻜﺫﻟﻙ‬.
‫ﻭﻋﻠﻰ‬‫ﺍﻵ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺯﺍﻴﺩ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬‫ﺍﻷ‬ ‫ﻭﻨﺔ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﺒﻤﻬﺎﺭﺍﺕ‬ ‫ﺨﻴﺭﺓ‬،‫ﺍﻷﻓـﺭﺍﺩ‬ ‫ﺒﻌﺽ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬
‫ﻻﻴﺯﺍﻟﻭﻥ‬‫ﹰ‬‫ﺎ‬‫ﻜﺘﺎﺒﻴ‬ ‫ﺃﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﺸﻔﻬﻴ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺃﻓﻜﺎﺭﻫﻡ‬ ‫ﺘﻭﺼﻴل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻋﺩﻡ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬،‫ﻭ‬‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻓﺘﻘﺎﺭﻫﻡ‬‫ﻗﺩ‬
‫ﻤﻥ‬ ‫ﻴﺤﺩ‬‫ﺃﺴﻬﻤﻬﻡ‬‫ﺍﻟﺘﺭﻗ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﺭﺹ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻨﺎﻓﺱ‬ ‫ﻓﻰ‬‫ﻲ‬‫ﺃﻤ‬ ‫ﻓﻰ‬‫ﺎ‬‫ﻴﻌﻁـل‬ ‫ﻤﻤـﺎ‬ ‫ﻋﻤﻠﻬﻡ‬ ‫ﻜﻥ‬‫ﻤـﺴﻴﺭﺓ‬
‫ﺍﻟﻤﻬﻨﻲ‬ ‫ﺘﻁﻭﺭﻫﻡ‬.
‫ﺇ‬‫ﻟﻶ‬ ‫ﺭﺴﺎﻟﺘﻙ‬ ‫ﺇﻴﺼﺎل‬ ‫ﻥ‬‫ﻭﺍﻟﺘﻁﻭﺭ‬ ‫ﻟﻠﻨﻤﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺘﻁﻠﺒ‬ ‫ﻴﻌﺘﺒﺭ‬ ‫ﺨﺭﻴﻥ‬،‫ﻭﻟﻜ‬‫ﻰ‬‫ﺘﺤﻘﻕ‬‫ﺘﻔﻬﻡ‬ ‫ﺃﻥ‬ ‫ﻻﺒﺩ‬ ‫ﻫﺫﺍ‬‫ﹰ‬‫ﻻ‬‫ﺃﻭ‬‫ﻤﺎ‬
‫ﺭﺴﺎﻟﺘﻙ‬ ‫ﻫﻰ‬،‫ﺍﻟﻤﺴﺘﻬﺩﻓ‬ ‫ﻫﻡ‬ ‫ﻭﻤﻥ‬‫ﻭ‬‫ﺍﻟﺫﻴﻥ‬ ‫ﻥ‬‫ﻫﺫﻩ‬ ‫ﻴﺘﻠﻘﻭﻥ‬ ‫ﺃﻭ‬ ‫ﻴﺴﺘﻘﺒﻠﻭﻥ‬‫ﺍﻟﺭﺴﺎﻟﺔ‬،‫ﺍﺴﺘﻘﺒﺎﻟﻬﺎ‬ ‫ﺴﻴﺘﻡ‬ ‫ﻭﻜﻴﻑ‬.‫ﻜﺫﻟﻙ‬
‫ﺃﻥ‬ ‫ﻻﺒﺩ‬‫ﺘ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﺒﻬﺫﺍ‬ ‫ﺍﻟﻤﺤﻴﻁﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻰ‬ ‫ﻀﻊ‬،‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﻭﺍﻟﺴﻴﺎﻕ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻅﺭﻭﻑ‬ ‫ﻤﺜل‬
‫ﺍﻻﺘﺼﺎل‬ ‫ﻓﻴﻪ‬ ‫ﻴﺘﻡ‬.
‫ﻫﺫﺍ‬ ‫ﻭﻴﻘﻭﺩﻨﺎ‬‫ﻟ‬‫ﺘﺘﻜﻭﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻠﺘﻌﺭﻑ‬‫ﻤﻨ‬‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺩﺍﺌﺭﺓ‬ ‫ﻬﺎ‬.

19. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٧
١-٢‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻨﺎﺼﺭ‬
‫ﺸﻜل‬)١-١(:‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻨﺎﺼﺭ‬
١.‫ﺍﻟﻬﺩﻑ‬Goal:
‫ﻤﺴﺒﻕ‬ ‫ﻫﺩﻑ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺒﻪ‬ ‫ﻨﻌﻨﻰ‬‫ﻟ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻌﻤﻠﻴﺔ‬‫ﻨﻔﺴﻬﺎ‬،‫ﻴﺴ‬ ‫ﺃﻥ‬ ‫ﻻﺒﺩ‬ ‫ﺇﺫ‬‫ﺄ‬‫ﺃﻥ‬ ‫ﻴﺭﻴﺩ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫ﻨﻔﺴﻪ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ل‬
‫ﺒﺎﻟﻔﺌـﺔ‬ ‫ﺍﻻﺘـﺼﺎل‬ ‫ﻤـﻥ‬ ‫ﺍﻨﺘﻬﺎﺌـﻪ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﻴﻨﺘﻅﺭﻫﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻫﻰ‬ ‫ﻭﻤﺎ‬ ‫ﻭﻟﻤﻥ؟‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻴﻨﻘل‬
‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ؟‬
٢.‫ﺍﻟﻤﺭﺴل‬Sender:
‫ﺭﺴﺎﻟﺔ‬ ‫ﺒﺈﺭﺴﺎل‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻁﺭﻑ‬ ‫ﻭﻫﻭ‬‫ﺇﻟﻰ‬‫ﺁﺨﺭ‬ ‫ﻁﺭﻑ‬)‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﻓﺭﺩ‬(.‫ﻨﺠﺩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺤﻴﺎﺘﻨﺎ‬ ‫ﻭﻓﻰ‬
‫ﺍﻟﻤ‬ ‫ﺃﻥ‬‫ﹰ‬‫ﺎ‬‫ﻤﻌﻠﻤ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻤﻜﻥ‬ ‫ﻤﻥ‬ ‫ﺭﺴل‬،‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬‫ﻤﺩﺭﺒ‬،‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬‫ﻁﺒﻴﺒ‬،‫ﺃﻭ‬‫ﹰ‬‫ﺍ‬‫ﻤﺤﺎﻀﺭ‬،‫ﻟﺩﻴـﻪ‬ ‫ﺃﺨـﺭ‬ ‫ﺸﺨﺹ‬ ‫ﺃﻯ‬ ‫ﺃﻭ‬
‫ﺃﻥ‬ ‫ﻴﺭﻴﺩ‬ ‫ﻭﺨﺒﺭﺍﺕ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬‫ﻴ‬‫ﻤﻨﻬﺎ‬ ‫ﻟﺘﺴﺘﻔﻴﺩ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻤﻥ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻟﻔﺌﺔ‬ ‫ﻨﻘﻠﻬﺎ‬.‫ﻁـﻭﺍل‬ ‫ﻴﺭﺴـل‬ ‫ﻴﻅل‬ ‫ﻻ‬ ‫ﻭﺍﻟﻤﺭﺴل‬
ِ‫ﺒ‬‫ﺍﻟﻤﺴﺘﻘ‬ ‫ﻴﺘﺤﺩﺙ‬ ‫ﻓﻌﻨﺩﻤﺎ‬ ‫ﺘﺒﺎﺩﻟﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻷﻥ‬ ‫ﺍﻟﻭﻗﺕ‬‫ﺍﻟﻭﻀﻊ‬ ‫ﻴﻨﻌﻜﺱ‬ ‫ﻴﺴﺘﺠﻴﺏ‬ ‫ﺃﻭ‬ ‫ل‬.
٣.‫ﺍﻟﺘﺭﻤﻴﺯ‬Encoding:
‫ﻟﻠﻁـﺭﻑ‬ ‫ﺇﺭﺴﺎﻟﻬﺎ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﺎﻨﻲ‬ ‫ﻋﻥ‬ ‫ﺘﻌﺒﺭ‬ ‫ﺸﻔﺭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﺭﻤﻭﺯ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻰ‬ ‫ﻭﺘﺘﻤﺜل‬
‫ﺍﻵﺨﺭ‬.
٤.‫ﺍﻟﺭﺴﺎﻟﺔ‬Message:
‫ﺍﻟﻌ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻭﻫﻰ‬‫ﻘ‬‫ﺍﻵﺨﺭ‬ ‫ﻟﻠﻁﺭﻑ‬ ‫ﺇﺭﺴﺎﻟﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻠﻴﺔ‬،‫ﺘﺘ‬ ‫ﻭﻫﻰ‬‫ﻴ‬‫ﻋـﻥ‬ ‫ﻟﻠﺘﻌﺒﻴـﺭ‬ ‫ﺍﻟﺘﺭﻤﻴﺯ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺢ‬
‫ﺍﻷﺨﺭ‬ ‫ﻟﻠﻁﺭﻑ‬ ‫ﻨﻘﻠﻬﺎ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻟﻤﻌﺎﻨﻲ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻓﻜﺎﺭ‬.‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﺤﻭﺭ‬ ‫ﻫﻰ‬ ‫ﻭﺍﻟﺭﺴﺎﻟﺔ‬،‫ﺘﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﻫﻰ‬
‫ﺍﻟﺩﺍﺌﺭﺓ‬ ‫ﻁﺭﻓﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺃﺠﻠﻬﺎ‬ ‫ﻤﻥ‬،‫ﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﻋـﻥ‬ ‫ﻋﺒـﺎﺭﺓ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻤﻜﻥ‬ ‫ﻤﻥ‬ ‫ﻓﺎﻟﺭﺴﺎﻟﺔ‬
‫ﺍﻟﻨﺎﺱ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﻓﺌﺔ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻔﻴﺩ‬ ‫ﺃﻥ‬ ‫ﻭﻴﺭﻴﺩ‬ ‫ﻤﻌﻴﻥ‬ ‫ﺸﺨﺹ‬ ‫ﻟﺩﻯ‬ ‫ﻤﻌﻴﻥ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻰ‬ ‫ﻤﺘﻭﺍﻓﺭﺓ‬،‫ﺨﺒﺭﺍﺕ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺃﻭ‬
‫ﻭﺍﻟﻘﻠ‬ ‫ﻜﺎﻟﺨﻭﻑ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﺃﻭ‬ ‫ﻭﻅﻴﻔﺔ‬ ‫ﺃﻭ‬ ‫ﻋﻤل‬ ‫ﻓﻰ‬‫ﺍﻟﻤـﺸﻭﺭﺓ‬ ‫ﺘﻘـﺩﻴﻡ‬ ‫ﺤﺎﻻﺕ‬ ‫ﻓﻰ‬ ‫ﻴﺤﺩﺙ‬ ‫ﻤﺜﻠﻤﺎ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﻋﺩﻡ‬ ‫ﻕ‬
‫ﺍﻟﺭﺴﺎﺌل‬ ‫ﻤﻥ‬ ‫ﻨﻭﻋﺎﻥ‬ ‫ﻭﻴﻭﺠﺩ‬:
‫ﺍﻟﻤﺭﺴل‬
‫ﺍﻷﺜـﺭ‬ ‫ﺍﻟﻬﺩﻑ‬
‫ﺍﻟﺘﺭﻤﻴﺯ‬‫ﺍﻟﺭﺴﺎﻟﺔ‬‫ﺍﻟﻘ‬‫ﻨﺎﺓ‬‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻓﻙ‬
‫ﻤﺭﺘﺩﺓ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻟﻤﺴﺘﻘﺒل‬

20. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٨
-‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﺭﺴﺎﺌل‬:‫ﻴ‬ ‫ﻤﺎ‬ ‫ﻜل‬ ‫ﻭﺘﺸﻤل‬‫ﻨﻁﻕ‬‫ﺃﻭ‬‫ﻠﻔﻅ‬‫ﻴ‬‫ﻭﺃﻟﻔﺎﻅ‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﻤﻥ‬.
-‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺭﺴﺎﺌل‬:‫ﻭﺘﺸ‬‫ﻤ‬‫ﺍﻟﻭﺠـﻪ‬ ‫ﻭﺘﻌﺒﻴـﺭﺍﺕ‬ ‫ﺍﻟﺠﺴﻡ‬ ‫ﺤﺭﻜﺎﺕ‬ ‫ﻤﺜل‬ ‫ﻤﻨﻁﻭﻕ‬ ‫ﻏﻴﺭ‬ ‫ﻫﻭ‬ ‫ﻤﺎ‬ ‫ﻜل‬ ‫ل‬
‫ﻭ‬ ‫ﻭﺍﻹﻴﻤﺎﺀﺍﺕ‬‫ﺃ‬‫ﻭﺍﻟﻤﻼﺒﺱ‬ ‫ﺍﻟﻤﻜﺘﺏ‬ ‫ﺜﺎﺙ‬.
٥.‫ﺃﻭ‬ ‫ﺍﻟﻘﻨﺎﺓ‬‫ﺍﻟﻭﺴﻴﻠﺔ‬Channel:
‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻨﻘل‬ ‫ﻴﺘﻡ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻭﺴﻴﻠﺔ‬ ‫ﻭﺘﻤﺜل‬‫ﺇﻟﻰ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻵﺨﺭ‬ ‫ﺍﻟﻁﺭﻑ‬.‫ﻭﻗـﺩ‬
‫ﺃﻭ‬ ‫ﻜﺘﺎﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺸﻔﻬﻴﺔ‬ ‫ﺘﻜﻭﻥ‬‫ﺇ‬‫ﻟﻜﺘﺭﻭﻨﻴﺔ‬.‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻨﻘل‬ ‫ﻨﺠﺎﺡ‬ ‫ﻭﻴﺘﻭﻗﻑ‬‫ﻋﻠﻰ‬‫ﻫﺩﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻭﺴﻴﻠﺔ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻤﺩﻯ‬
‫ﺍﻻﺘﺼﺎل‬.
٦.‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻓﻙ‬Decoding:
‫ﺍﻵ‬ ‫ﺍﻟﻁﺭﻑ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﻫﻰ‬‫ﺍﻟﺭﺴـﺎﻟﺔ‬ ‫ﻓـﻰ‬ ‫ﻭﺭﺩ‬ ‫ﻤﺎ‬ ‫ﻟﺘﻔﺴﻴﺭ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺍﺴﺘﻘﺒل‬ ‫ﺍﻟﺫﻯ‬ ‫ﺨﺭ‬
‫ﻭ‬‫ﻭ‬ ‫ﺍﺴﺘﺠﺎﺒﺘﻪ‬ ‫ﻤﺩﻯ‬‫ﻓﻬﻤﻪ‬‫ﻟﻬﺎ‬.
٧.‫ﺍﻟﻤﺴﺘﻘﺒل‬Receiver:
‫ﺍﻟﻤﺭﺴﻠﺔ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻴﺴﺘﻘﺒل‬ ‫ﺍﻟﺫﻯ‬ ‫ﻭﻫﻭ‬،‫ﻭﻴﺘﻔﺎﻋـل‬ ‫ﻟﻠﺭﺴﺎﻟﺔ‬ ‫ﻴﺴﺘﺠﻴﺏ‬ ‫ﺤﻴﻥ‬ ‫ﹰ‬‫ﻼ‬‫ﻤﺭﺴ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻭﻴﺼﺒﺢ‬
‫ﻤﻌﻬﺎ‬.‫ﺘﺒﺎﺩﻟ‬ ‫ﻋﻼﻗـﺔ‬ ‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻼ‬‫ﻤﺭﺴ‬ ‫ﻴﺼﺒﺢ‬ ‫ﻭﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﹰ‬‫ﻼ‬‫ﻤﺴﺘﻘﺒ‬ ‫ﻴﺼﺒﺢ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﺃﻥ‬ ‫ﺃﻯ‬‫ﻤـﺴﺘﻤﺭﺓ‬ ‫ﻴـﺔ‬.
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﻴﻔﻬﻡ‬ ‫ﺤﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﺎﺠﺤ‬ ‫ﻴﺼﺒﺢ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﻥ‬ ‫ﻭﺍﻟﺤﻘﻴﻘﺔ‬‫ﻨﻔﺴ‬‫ﻬﺎ‬.
٨.‫ﺍﻷﺜ‬‫ــ‬‫ﺭ‬Effect:
‫ﻭ‬‫ﻨ‬‫ﻌﻨﻰ‬‫ﺒﻪ‬‫ﻭﺒﻌﺩ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻁﺭﺃ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻷﺜﺭ‬ ‫ﻤﻼﺤﻅﺔ‬،‫ﻩ‬ِ‫ﺴ‬‫ﺍﻟﻤﺭ‬ ‫ﺒﻪ‬ ‫ﻭﻴﻘﻭﻡ‬‫ل‬
‫ﻟﻜﻲ‬‫ﻤﻥ‬ ‫ﻴﺘﺄﻜﺩ‬‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻤﺩﻯ‬،‫ﻴ‬ ‫ﻻ‬ ‫ﺍﺘﺼﺎل‬ ‫ﻤﻥ‬ ‫ﻓﺎﺌﺩﺓ‬ ‫ﻻ‬ ‫ﺤﻴﺙ‬‫ﻐﻴ‬‫ﻤﻌﻠ‬ ‫ﺭ‬‫ﺩ‬‫ﺠﺩﻴ‬ ‫ﻴﻀﻴﻑ‬ ‫ﺃﻭ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺃﻭ‬ ‫ﻭﻤﺔ‬‫ﺍ‬
‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻟﺸﺨﺼﻴﺔ‬.
٩.‫ﺍﻟﻤﺭﺘﺩﺓ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬Feedback:
‫ﻭﺍﺴﺘﺠﺎﺒﺘﻪ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻓﻌل‬ ‫ﺭﺩ‬ ‫ﻭﺘﻌﻜﺱ‬‫ﺃﻭ‬‫ﻟﻠﺭﺴﺎﻟﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺘﻪ‬ ‫ﻋﺩﻡ‬.‫ﻟﺫ‬‫ﻤ‬‫ﺩﺍﺌ‬ ‫ﺍﻟﻤﺭﺘﺩﺓ‬ ‫ﺍﻟﺘﻐﺫﻴﺔ‬ ‫ﻓﺎﺘﺠﺎﻩ‬ ‫ﻟﻙ‬‫ﺎ‬
‫ﺴ‬‫ﺍﻟﻤﺭ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﻋﻜﺱ‬ ‫ﻓﻰ‬ ‫ﻴﻜﻭﻥ‬‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻤﻨﻪ‬ ‫ل‬.‫ﻷ‬ ‫ﺍﻻﺴﻡ‬ ‫ﺒﻬﺫﺍ‬ ‫ﺴﻤﻴﺕ‬ ‫ﻭﻗﺩ‬‫ﻟﻠﻤﺭﺴـل‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻤﻥ‬ ‫ﺘﺭﺘﺩ‬ ‫ﻨﻬﺎ‬
‫ﻟﺘﻐﺫ‬‫ﺭ‬‫ﻗﺎﺩ‬ ‫ﺘﺠﻌﻠﻪ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻴﺘﻪ‬‫ﺍ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺴﺘﻤﺭﺍﺭ‬ ‫ﻋﻠﻰ‬.‫ﻟﻔﻅﻴـﺔ‬ ‫ﺍﻟﺭﺴـﺎﺌل‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﻟﻤﺎ‬
‫ﻟﻔﻅﻴﺔ‬ ‫ﻭﻏﻴﺭ‬،‫ﻜﺫﻟﻙ‬ ‫ﺍﻟﻤﺭﺘﺩﺓ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻤﻜﻥ‬ ‫ﻓﻤﻥ‬،‫ﺍﻟ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﺭﺘﺩﺓ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬‫ﻠ‬‫ﺘـﺘﻡ‬ ‫ﻻ‬ ‫ﻔﻅﻴﺔ‬
‫ﻭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﺇﻻ‬‫ﺠ‬‫ﻟﻭ‬ ‫ﻬﺎ‬‫ﺠ‬‫ﻪ‬‫ﺍﻟﻤﺸﺎﻋ‬ ‫ﻭﺘﺒﺎﺩل‬ ‫ﻭﺍﻟﻨﻅﺭ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺤﻴﺙ‬‫ﻭﺍﻷﺤﺎﺴﻴﺱ‬ ‫ﺭ‬.
‫ﻴﻜﻭﻥ‬ ‫ﻭﻟﻜﻰ‬‫ﹰ‬‫ﻻ‬‫ﻓﻌﺎ‬ ‫ﺍﻻﺘﺼﺎل‬)‫ﺃﻯ‬‫ﺃﻥ‬ ‫ﺘﺴﺘﻁﻴﻊ‬‫ﻓﻜﺭﻙ‬ ‫ﺨﻼﻟﻪ‬ ‫ﻤﻥ‬ ‫ﺘﻨﻘل‬‫ﺃﻭ‬ ‫ﻓﻬـﻡ‬ ‫ﺴـﻭﺀ‬ ‫ﺒـﺩﻭﻥ‬ ‫ﻟﻠﻐﻴﺭ‬
‫ﺍﻟﺘﺒﺎﺱ‬(‫ﺃﻥ‬ ‫ﻓﻼﺒﺩ‬‫ﻨ‬‫ﺍﻟﻤﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺘﺤﺩﺙ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻘﻠل‬‫ﺍ‬‫ﺤـل‬.‫ﺒﻌـﺽ‬ ‫ﻭﺇﻟﻴـﻙ‬
‫ﺍﻟﺘﻰ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﻨﻘﺎﻁ‬‫ﺘﺅﺩﻯ‬‫ﺇﻟﻰ‬‫ﻭﺍﻀﺢ‬ ‫ﺍﺘﺼﺎل‬‫ﻭ‬‫ﻤﺨﺘﺼﺭ‬،‫ﺠﻴﺩ‬ ‫ﺒﺸﻜل‬ ‫ﻭﻤﺨﻁﻁ‬.‫ﺸﻜل‬)١-٢(‫ﻴ‬‫ﻭﻀـﺢ‬
‫ﺍﻟ‬‫ﺼﻔﺎﺕ‬‫ﺍﻟﺘﻰ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﻴﺠﺏ‬.

21. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬٩
‫ﺍﻻ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﻤﻥ‬ ‫ﻋﻨﺼﺭ‬ ‫ﻜل‬ ‫ﻓﻰ‬ ‫ﺘﺘﻭﻓﺭ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺼﻔﺎﺕ‬‫ﺘﺼﺎل‬:
‫ﺍﻟﻤﺼﺩﺭ‬:
‫ﺃﻨﻙ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻤﺼﺩﺭ‬ ‫ﺃﻯ‬‫ﺃ‬‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻟﻭﻀﻭﺡ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﻓﺄﻨﺕ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﻨﺕ‬‫ﺘ‬‫ﻨﻔـﺴﻙ‬ ‫ﺴﺄل‬
‫ﻭﻤ‬ ‫ﺍﺘﺼل؟‬ ‫ﻟﻤﺎﺫﺍ‬‫ﺎ‬‫ﺍﻟ‬‫ﺫ‬‫ﻯ‬‫ﺃﺭﻴﺩ‬‫ﻨﻘﻠﻪ‬‫ﻜ‬ ‫ﻟﻠﻐﻴﺭ؟‬‫ﻤﺎ‬‫ﺃﻨﻨﺎ‬‫ﻨ‬‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬ ‫ﺤﺘﺎﺝ‬‫ﺃﻥ‬‫ﻨ‬‫ﻭﺍﺜ‬ ‫ﻜﻭﻥ‬‫ﻘﻴﻥ‬‫ﺍﻟﺘـﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬
‫ﻨﻨﻘﻠﻬﺎ‬‫ﻭﺩﻗﻴﻘﺔ‬ ‫ﻤﻔﻴﺩﺓ‬.
‫ﺍﻟﺭﺴﺎﻟﺔ‬:
‫ﻴ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻻﺨﺘﺼﺎﺭ‬ ‫ﻭﺍﻟﺩﻗﺔ‬ ‫ﺍﻟﻭﻀﻭﺡ‬ ‫ﺘﺘﻁﻠﺏ‬‫ﺭﺍ‬‫ﻨﻘﻠﻬﺎ‬ ‫ﺩ‬،‫ﻁﻭﻴﻠـﺔ‬ ‫ﺭﺴﺎﻟﺘﻙ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻓﺈﺫﺍ‬
‫ﻋﻠﻰ‬ ‫ﺘﺤﺘﻭﻯ‬ ‫ﺃﻭ‬ ‫ﻤﻨﻅﻤﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺃﻭ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﺩ‬‫ﺃ‬‫ﻓﻼﺒﺩ‬ ‫ﺨﻁﺎﺀ‬‫ﺃ‬‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﻴﺴﺎﺀ‬ ‫ﺃﻥ‬ ‫ﺘﺘﻭﻗﻊ‬ ‫ﻥ‬
‫ﻴﻤ‬ ‫ﺍﻟﻀﻌﻴﻑ‬‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺸﻭﺵ‬ ‫ﺃﻥ‬ ‫ﻜﻥ‬.
‫ﺍﻟﺘﺭﻤﻴﺯ‬:
‫ﺍﻟﺘﻌ‬ ‫ﺒﺴﺎﻁﺔ‬ ‫ﻴﺘﻁﻠﺏ‬‫ﺒ‬‫ﻴﺭ‬‫ﻭ‬‫ﻤﻌﻨﻰ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺘﺤﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﺘﻌﺒﻴﺭﺍﺕ‬ ‫ﺍﻷﻟﻔﺎﻅ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﻌﺩ‬.
‫ﺇ‬‫ﻨﻘـل‬ ‫ﻋﻠـﻰ‬ ‫ﻗـﺩﺭﺘﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺘﻭﻗﻑ‬ ‫ﻻ‬ ‫ﺼﺤﻴﺢ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻵﺨﺭ‬ ‫ﺍﻟﻁﺭﻑ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻥ‬
‫ﻓﻘﻁ‬ ‫ﻭﺩﻗﺔ‬ ‫ﻭﻭﻀﻭﺡ‬ ‫ﺒﺒﺴﺎﻁﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬،‫ﻤﻘﺩﺭﺘﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺫﻟﻙ‬ ‫ﻭﻟﻜﻥ‬‫ﻓـﻰ‬‫ﻭﺘـﺴﺘﺒﻌﺩ‬ ‫ﺘﺘﻭﻗـﻊ‬ ‫ﺃﻥ‬‫ﻤـﺼﺎﺩﺭ‬
‫ﻭﺍﻟﺼﺭﺍﻉ‬ ‫ﺍﻟﺨﻼﻑ‬)‫ﺸﺎﺌﻜﺔ‬ ‫ﺜﻘﺎﻓﻴﺔ‬ ‫ﻗﻀﺎﻴﺎ‬،‫ﺨﺎﻁ‬ ‫ﺍﻓﺘﺭﺍﻀﺎﺕ‬‫ﺌ‬‫ﺔ‬،‫ﻀ‬‫ﻴ‬‫ﺎ‬‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻉ‬(‫ﻜﻠـﻪ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻤﻔﺘﺎﺡ‬
‫ﻭﺍﻟ‬ ‫ﻭﺍﻟﺴﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺒﺎﻟﻔﺌﺔ‬ ‫ﻤﻌﺭﻓﺘﻙ‬ ‫ﻫﻭ‬‫ﻨ‬‫ﻭﻉ‬‫؛‬‫ﻓﻬـﻡ‬ ‫ﻓـﻰ‬ ‫ﻓﺎﻟﻔـﺸل‬
‫ﺍﻟﻤﺴﺘﻬﺩﻓﻴﻥ‬‫ﻗ‬‫ﻋﻨﻪ‬ ‫ﻴﻨﺘﺞ‬ ‫ﺩ‬‫ﻓﻘﺩﺍﻥ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﺩﺍﺌﺭﺓ‬.
‫ﺍﻟﻭﺴﻴﻠﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻘﻨﺎﺓ‬:
‫ﻴ‬‫ﺍﻻﺘ‬ ‫ﺘﻀﻤﻥ‬‫ﻟﻭﺠﻪ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺠﻬ‬ ‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﻤﻘﺎﺒﻼﺕ‬ ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺼﺎل‬،‫ﻜﻭﻨﻔﺭﺍﻨﺱ‬ ‫ﻓﻴﺩﻴﻭ‬،‫ﺍﻟﻤﻜﺘﻭﺒـﺔ‬ ‫ﺍﻟﺭﺴﺎﺌل‬
)‫ﺨﻁﺎﺒﺎﺕ‬،‫ﺇﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺒﺭﻴﺩ‬،‫ﻭﺘﻘﺎﺭﻴﺭ‬…(.‫ﻭ‬‫ﻭ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻫﺫﻩ‬‫ﻭ‬ ‫ﻗﻭﺓ‬ ‫ﻨﻘﺎﻁ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻘﻨﻭﺍﺕ‬‫ﻨﻘﺎﻁ‬‫ﻀﻌﻑ‬‫ﻟﺫﻟﻙ‬‫ﻴﺠﺏ‬
‫ﺃﻨﺴﺒ‬ ‫ﺍﺨﺘﻴﺎﺭ‬‫ﻬﺎ‬‫ﻭﺍﻟﻬﺩﻑ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻟﻁﺒﻴﻌﺔ‬ ‫ﻤﻼﺌﻤﺔ‬ ‫ﻭﺃﻜﺜﺭﻫﺎ‬.‫ﹰ‬‫ﻼ‬‫ﻤﺜ‬ ‫ﺍﻟﻼﺌﻕ‬ ‫ﻏﻴﺭ‬ ‫ﻓﻤﻥ‬‫ﺃ‬‫ﺍﻟﻨﺎﺱ‬ ‫ﺃﺤﺩ‬ ‫ﺘﻨﺘﻘﺩ‬ ‫ﻥ‬‫ﻋـﻥ‬
‫ﺍﻟﺒﺭ‬ ‫ﻁﺭﻴﻕ‬‫ﻴ‬‫ﺍﻟﺘﻭﺠ‬ ‫ﻤﻥ‬ ‫ﻁﻭﻴﻠﺔ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﺘﻌﻁﻲ‬ ‫ﺃﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﺩ‬‫ﻴ‬‫ﻗـﺩ‬ ‫ﻤﻤـﺎ‬ ‫ﻤﻭﻅـﻑ‬ ‫ﺃﻭ‬ ‫ﻟﻁﺎﻟﺏ‬ ‫ﹰ‬‫ﺎ‬‫ﻟﻔﻅﻴ‬ ‫ﻬﺎﺕ‬
‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻀﻴﺎﻉ‬ ‫ﻓﻰ‬ ‫ﻴﺘﺴﺒﺏ‬.
‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻓﻙ‬:
‫ﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻨﺎﺠﺢ‬ ‫ﺍﻟﺘﺭﻤﻴﺯ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬،‫ﻜﺫﻟﻙ‬‫ﻓﺈﻥ‬‫ﺃﺨﺭﻯ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻨﺎﺠﺢ‬ ‫ﺍﻟﺘﺭﻤﻴﺯ‬ ‫ﻓﻙ‬،‫ﻭﻟﻜﻰ‬‫ﻨـ‬‫ﻟﻬـﺎ‬ ‫ﻭﻓﺭ‬
‫ﺍﻟﻅﺭ‬ ‫ﺃﻓﻀل‬‫ﻭ‬‫ﹸ‬‫ﺘ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﻑ‬‫ﻌﻁ‬‫ﻰ‬‫ﺍﻟﻭﻗﺕ‬‫ﺍﻟﻜﺎﻓ‬‫ﻰ‬‫ﺒﺩﻗﺔ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻟﻘﺭﺍﺀﺓ‬،‫ﺒﺎﻫﺘﻤﺎﻡ‬ ‫ﻟﻼﺴﺘﻤﺎﻉ‬ ‫ﺃﻭ‬،‫ﺃﻥ‬ ‫ﻴﺠـﺏ‬ ‫ﻜﻤﺎ‬
‫ﻭﺍﺴﺘﺠﺎﺒﺘﻪ‬ ‫ﻓﻬﻤﻪ‬ ‫ﻴﺴﻬل‬ ‫ﻟﻜﻲ‬ ‫ﺍﻷﻤﺭ‬ ‫ﺍﻗﺘﻀﻰ‬ ‫ﻟﻭ‬ ‫ﺇﻀﺎﻓﻴﺔ‬ ‫ﺒﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻴﻔﻙ‬ ‫ﻤﻥ‬ ‫ﻨﻤﺩ‬.

22. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١٠
‫ﺍﻟﻤﺴﺘﻘﺒل‬:
‫ﺭﺴﺎﻟﺘﻙ‬ ‫ﺘﺼل‬ ‫ﺴﻭﻑ‬‫ﺇﻟﻰ‬‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺃﻓﻌﺎل‬ ‫ﺭﺩﻭﺩ‬ ‫ﺘﺘﻤﻨﻰ‬ ‫ﻭﺃﻨﺕ‬ ‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﻔﺌﺔ‬،‫ﺘﻀﻊ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﻭﻟﻜﻥ‬
‫ﺍﻟ‬ ‫ﻤﻥ‬ ‫ﻓﺭﺩ‬ ‫ﻜل‬ ‫ﺃﻥ‬ ‫ﺍﻋﺘﺒﺎﺭﻙ‬ ‫ﻓﻰ‬‫ﻤﺴﺘﻬﺩﻓﻴﻥ‬‫ﻗﺩ‬‫ﺒ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺩﺨل‬‫ﺄ‬‫ﻓﻬﻤﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺴﻭﻑ‬ ‫ﻭﻤﺸﺎﻋﺭ‬ ‫ﻓﻜﺎﺭ‬
‫ﻓـﺴ‬ ‫ﺤﻴﺎﻟـﻪ‬ ‫ﻤﻨﺎﺴﺏ‬ ‫ﺒﺸﻜل‬ ‫ﻭﺘﺼﺭﻓﺕ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻨﻘل‬ ‫ﻗﺒل‬ ‫ﻟﻬﺫﺍ‬ ‫ﻓﻁﻨﺕ‬ ‫ﻭﺇﺫﺍ‬ ‫ﻟﻬﺎ‬ ‫ﺍﺴﺘﺠﺎﺒﺘﻪ‬ ‫ﻭﻋﻠﻰ‬ ‫ﻟﺭﺴﺎﻟﺘﻙ‬‫ﻭﻑ‬
‫ﻨﺎﺠﺢ‬ ‫ﺒﺎﺘﺼﺎل‬ ‫ﺘﺤﻅﻰ‬.
‫ﺍﻟﺭﺍﺠﻌﺔ‬ ‫ﺍﻟﺘﻐﺫﻴﺔ‬:
‫ﻤﺴﺘﻤﻌ‬ ‫ﻴﺯﻭﺩﻙ‬ ‫ﺴﻭﻑ‬‫ﻭ‬‫ﺭﺴﺎﻟﺘﻙ‬‫ﻟﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺃﻭ‬ ‫ﻟﻔﻅﻴﺔ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺭﺍﺠﻌﺔ‬ ‫ﺒﺘﻐﺫﻴﺔ‬.
‫ﺘﺘ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬‫ﻭﺘﻬﺘﻡ‬ ‫ﻨﺒﻪ‬‫ﺒ‬‫ﻓﻬﻰ‬ ‫ﺍﻟﺘﻐﺫﻴﺔ‬ ‫ﻬﺫﻩ‬‫ﺍﻟﺸ‬‫ﻰﺀ‬‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻭﺤﻴﺩ‬‫ﻴ‬‫ﻤﻨﺤ‬‫ﻙ‬‫ﻓﻰ‬ ‫ﺍﻟﺜﻘﺔ‬‫ﺃ‬‫ﺍﻟﻤـﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻥ‬
‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻓﻬﻤﺕ‬ ‫ﻗﺩ‬،‫ﻓﻬﻡ‬ ‫ﺴﻭﺀ‬ ‫ﺤﺩﺙ‬ ‫ﻭﺇﺫﺍ‬،‫ْﺱ‬‫ﺒ‬‫ﹶ‬‫ﻟ‬ ‫ﺃﻭ‬‫ﻹﺯﺍﻟﺘﻪ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺍﻷﻗل‬ ‫ﻋﻠﻰ‬ ‫ﻓﻠﺩﻴﻙ‬.
‫ﻭﻫﻭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺁﺨﺭ‬ ‫ﻋﻨﺼﺭ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﻴﻤﻜﻥ‬:
‫ﺍﻟﺴﻴﺎﻕ‬Context:
‫ﻴﺘ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺘﻭﺼﻴل‬ ‫ﻓﻴﻪ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺃﻯ‬‫ﺍﻟﺒ‬ ‫ﻀﻤﻥ‬‫ﻴ‬‫ﺍﻟﻘﻭﻤﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺤﻴﻁﺔ‬ ‫ﺌﺔ‬
‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺃﻭ‬‫ﻴ‬‫ﻭ‬‫ﻌﺘﺒﺭ‬‫ﻟ‬ ‫ﻤﺼﺩﺭﺍ‬‫ﺍﻟﻤﺸﺎﻜل‬ ‫ﻤﻥ‬ ‫ﻠﻌﺩﻴﺩ‬.‫ﻟ‬ ‫ﻭﻨﻅﺭﺍ‬‫ﺃﻥ‬ ‫ﻓﻼﺒﺩ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﻤﻥ‬ ‫ﺘﺄﺘﻲ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻜﺜﺭﺓ‬
‫ﺒﺎﻟﻌﺩﻴﺩ‬ ‫ﺍﻟﻤﻨﺸﻐل‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺨﺼﻭﺼ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻭﻗﺕ‬ ‫ﺍﺴﺘﻐﻼل‬ ‫ﻓﻰ‬ ‫ﹰ‬‫ﻻ‬‫ﻭﻤﻌﻘﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻨﻁﻘﻴ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﻴﻜﻭﻥ‬
‫ﻜﻤ‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫ﺍﻟﻘﻀﺎﻴﺎ‬ ‫ﻤﻥ‬‫ﺍﺨﺘﻼﻑ‬ ‫ﺃﻥ‬ ‫ﺎ‬‫ﺜﻘﺎﻓﺔ‬‫ﻫـﺫﺍ‬ ‫ﻴﻀﻊ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﻟﻠﻤﺭﺴل‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻴﻤﺜل‬ ‫ﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﻏﺎﻟﺒ‬ ‫ﺍﻟﻤﺴﺘﻬﺩﻓﻴﻥ‬
‫ﻤﺘﻨﻭﻋـﺔ‬ ‫ﺜﻘﺎﻓﺎﺕ‬ ‫ﻟﻬﻡ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻤﻊ‬ ‫ﺃﻭ‬ ‫ﺒﻠﺩﻩ‬ ‫ﺩﺍﺨل‬ ‫ﻓﻰ‬ ‫ﺴﻭﺍﺀ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻠﺒﺤﺙ‬ ‫ﻭﻴﺨﻀﻌﻪ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻨﺼﺭ‬
‫ﺍﻟﺨﺎﺭﺝ‬ ‫ﻤﻥ‬.
١-٣‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﺒﺎﺩﺉ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻁﺭﻓﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻴﻘﻭﻡ‬‫ﺒﻬﺎ‬ ‫ﺍﻻﺴﺘﺭﺸﺎﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻰ‬
‫ﻭﺍﻟﺘـﻰ‬ ‫ﺍﻻﺘـﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻨﻨﺎ‬ ‫ﻗﻭﻱ‬ ‫ﻋﻠﻤﻲ‬ ‫ﺭﺒﺎﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﺭﻓﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻨﺅﺴﺱ‬ ‫ﺤﺘﻰ‬
‫ﺍﻟﺭ‬ ‫ﻓﻰ‬ ‫ﻟﻨﺎ‬ ‫ﺍﻟﻤﺨﺎﻟﻑ‬ ‫ﻤﻊ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﺤﻭﺍﺭ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻌﻠﻤﻨﺎ‬ ‫ﺒﺩﻭﺭﻫﺎ‬‫ﺃ‬‫ﻟﻨـﺎ‬ ‫ﻟﺘﻜﻭﻥ‬ ‫ﻭﺘﻘﺩﻴﺭﻩ‬ ‫ﺍﺤﺘﺭﺍﻤﻪ‬ ‫ﻨﻜﺴﺏ‬ ‫ﻭﻜﻴﻑ‬ ‫ﻱ‬
‫ﺍﻻﺘﺼﺎل‬ ‫ﻫﺩﻑ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺘﻭﺼﻴل‬ ‫ﻓﻰ‬ ‫ﺃﻓﻀل‬ ‫ﻓﺭﺼﺔ‬.
‫ﻤ‬ ‫ﻭﺘﺘﺤﺩﺩ‬‫ﻓﻰ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺒﺎﺩﺉ‬‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬‫ﺍﻵﺘﻴﺔ‬:
‫ﻟﻤﺎﺫﺍ؟‬‫ﻭ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺘﻌﻨﻰ‬.

23. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١١
‫ﻤﺎﺫﺍ؟‬‫ﻭ‬‫ﺃﻭ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻤﻀﻤﻭﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺘﻌﻨﻰ‬)‫ﻨﻘﻭل‬ ‫ﻤﺎﺫﺍ‬.(
‫ﻤ‬‫ـ‬‫ﻥ؟‬‫ﻭ‬‫ﺨﺼﺎﺌﺼﻪ‬ ‫ﻭﻤﻌﺭﻓﺔ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻬﺩﻑ‬ ‫ﺍﻟﺸﺨﺹ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺘﻌﻨﻰ‬.
‫ﻜﻴﻑ؟‬‫ﻭ‬‫ﺘﺸﻴﺭ‬‫ﺇﻟﻰ‬‫ﺘﺴﺘ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻭﺴﻴﻠﺔ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻓﻰ‬ ‫ﺨﺩﻡ‬.
‫ﻤﺘﻰ؟‬‫ﻭ‬‫ﺘﺸﻴﺭ‬‫ﺇﻟﻰ‬‫ﻟﻼﺘﺼﺎل‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻭﻗﺕ‬.
‫ﺃﻴ‬‫ـ‬‫ﻥ؟‬‫ﻭ‬‫ﺘﺸﻴﺭ‬‫ﺇﻟﻰ‬‫ﺍﻷﺨﺭ‬ ‫ﺒﺎﻟﻁﺭﻑ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻓﻴﻪ‬ ‫ﺴﻴﺘﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻤﻜﺎﻥ‬.
‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻰ‬ ‫ﻨﻀﻊ‬ ‫ﺃﻥ‬ ‫ﻓﻼﺒﺩ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺴﺕ‬ ‫ﺒﺎﻟﻤﺒﺎﺩﺉ‬ ‫ﻨﻠﺘﺯﻡ‬ ‫ﻭﺤﻴﻥ‬‫ﺃﻤﻭﺭ‬ ‫ﻋﺩﺓ‬‫ﻹﺘﻤـﺎﻡ‬ ‫ﻀـﺭﻭﺭﻴﺔ‬
‫ﻴﻠﻲ‬ ‫ﻤﺎ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬:
‫ﺍﻷ‬ ‫ﺍﻷﻤﺭ‬‫ﻭل‬:‫ﺃﻥ‬ِ‫ﺴ‬‫ﺍﻟﻤﺭ‬‫ﻤﻭﺠﻪ‬ ‫ل‬‫ﺒﺎ‬‫ﻟﻁﺭﻑ‬‫ﺍﻵ‬‫ﺨﺭ‬)‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺃﻯ‬(‫ﻤﺴﺘﻭﻯ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬‫ﻭﺘﻌﻠﻴﻤﻪ‬ ‫ﻭﺜﻘﺎﻓﺘﻪ‬ ‫ﺇﺩﺭﺍﻜﻪ‬
‫ﻭﻨﻭﻋﻪ‬ ‫ﻭﺨﺒﺭﺘﻪ‬ ‫ﻭﺴﻨﻪ‬...‫ﺇ‬‫ﻟﺦ‬"‫ﻋﻘﻭﻟﻬﻡ‬ ‫ﻗﺩﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﺨﺎﻁﺒﻭﺍ‬."
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻷﻤﺭ‬:‫ﺫ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﻥ‬‫ﺍ‬‫ﺍﻟﻤﺭﺴـل‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﺘﺒـﺎﺩل‬ ‫ﻴـﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﺘﺠﺎﻫﻴﻥ‬
‫ﺍﻟﻤﺭ‬ ‫ﺍﻟﺘﻐﺫﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺀ‬‫ﺒﻨﺎ‬ ‫ﻭﺍﻟﻤﺴﺘﻘﺒل‬‫ﺘﺩﺓ‬،‫ﺇﻟﻰ‬‫ﺃﺴﻔل‬ ‫ﻤﻥ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻪ‬ ‫ﺃﻥ‬ ‫ﺠﺎﻨﺏ‬‫ﺇﻟﻰ‬‫ﺍﻟﻌﻜﺱ‬ ‫ﺃﻭ‬ ‫ﺃﻋﻠﻰ‬.
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻷﻤﺭ‬:‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﺍﻟﻁـﺭﻑ‬ ‫ﻤـﻥ‬ ‫ﺘﺼﺩﺭ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻷﻓﻌﺎل‬ ‫ﻭﺭﺩﻭﺩ‬ ‫ﺍﻟﻤﺭﺘﺩﺓ‬ ‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻀﺭﻭﺭﺓ‬
)‫ﺍﻟﻤﺴﺘﻘﺒل‬(‫ﻟﻠﺭﺴﺎﻟﺔ‬ ‫ﻭﺘﻔﻬﻤﻪ‬ ‫ﻓﻬﻤﻪ‬ ‫ﻤﻥ‬ ‫ﻟﻠﺘﺤﻘﻕ‬،‫ﺍﺴﺘﺠﺎﺒﺘﻪ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻤﻌﺭﻓﺔ‬ ‫ﺃﻭ‬.
‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻷﻤﺭ‬:‫ﻭﺃﺜ‬ ‫ﺍﻟﺘﺸﻭﻴﺵ‬ ‫ﺒﻌﻨﺎﺼﺭ‬ ‫ﺍﻟﻭﻋﻰ‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺭﻫﺎ‬،‫ﻭ‬‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘـﺸﻭﻴﺵ‬ ‫ﻫﺫﺍ‬ ‫ﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬
‫ﻤـﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻴﺤﻘﻕ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺒﺎﻟﺸﻜل‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻭﺼﻭل‬ ‫ﺩﻭﻥ‬ ‫ﻴﺤﻭل‬ ‫ﻗﺩ‬ ‫ﺍﻟﻨﻬﺎﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻓﻬﻭ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻋﻠﻰ‬ ‫ﺃﻡ‬ ‫ﺍﻟﻤﺭﺴل‬
‫ﺍﻻﺘﺼﺎل‬.
‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻷﻤﺭ‬:‫ﺍﻟﺸﺨﺹ‬ ‫ﻭﻟﻴﺱ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻘﻀﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬.
‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻷﻤﺭ‬:‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺜﻘﺔ‬ ‫ﻜﺴﺏ‬ ‫ﻀﺭﻭﺭﺓ‬‫ﻭ‬‫ﺘﻘﺩ‬‫ﻴﺭﻫﻡ‬)‫ﹶ‬‫ﻘ‬‫ﺍﻟ‬‫ﺒ‬‫ﻭل‬.(
‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺍﻷﻤﺭ‬:‫ﺍﻹﻨﺼﺎﺕ‬‫ﻗ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻹﻴﺠﺎﺒﻲ‬‫ﺒ‬ِ‫ﺴ‬‫ﺍﻟﻤﺭ‬ ‫ل‬‫ﻓﻰ‬ ‫ﻴﺴﺎﻫﻤﺎﻥ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﻜﺫﺍ‬ ‫ﻭﺍﻟﻤﺴﺘﻘﺒل‬ ‫ل‬
‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻨﺠﺎﺡ‬.

24. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١٢
١-٤‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﺸﻜﺎل‬
‫ﺸﻜل‬)١-٢(:‫ﺃ‬‫ﺸﻜﺎل‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬
١-٤-١‫ﺍﻻﺘﺼﺎل‬‫ﺍﻟﺸﻔﻬﻲ‬
‫ﻭﻴﻨﻘﺴﻡ‬‫ﺇﻟﻰ‬‫ﻨﻭﻋﻴﻥ‬:
١.‫ﻟ‬‫ﻔﻅﻲ‬:‫ﺒﻨﺴﺒﺔ‬ ‫ﻭﻴﺅﺜﺭ‬٧%‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬.
٢.‫ﻟﻔﻅﻲ‬ ‫ﻏﻴﺭ‬:‫ﺍﻟﻰ‬ ‫ﻴﻨﻘﺴﻡ‬ ‫ﺒﺩﻭﺭﻩ‬ ‫ﻭﺍﻟﺫﻯ‬:
•‫ﺍﻟﺼﻭﺕ‬ ‫ﻨﺒﺭﺓ‬:‫ﺒﻨﺴﺒﺔ‬ ‫ﺘﺅﺜﺭ‬٣٨%‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬.
•‫ﺍﻟﺠﺴﺩﻴﺔ‬ ‫ﻭﺍﻹﻴﻤﺎﺀﺍﺕ‬ ‫ﺍﻟﺠﺴﻡ‬ ‫ﻟﻐﺔ‬:‫ﻭﺘ‬‫ﺅ‬‫ﺒﻨﺴﺒﺔ‬ ‫ﺜﺭ‬٥٥%‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬‫ﺍﻟﻨـﺴﺏ‬ ‫ﻓـﻰ‬ ‫ﻭﺍﻟﺘـﻭﺍﺯﻥ‬
‫ﺍﻟﺭﺴﺎﻟ‬ ‫ﻟﻁﺒﻴﻌﺔ‬ ‫ﻴﺨﻀﻊ‬‫ﺍﻟﻤﺴﺘﻬﺩﻓﻴﻥ‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﺔ‬*
.
‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻻﺘﺼﺎل‬
‫ﺒﺎﻟ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺴﺎﺴ‬ ‫ﻭﻴﻬﺘﻡ‬‫ﻓـﻰ‬ ‫ﺍﻻﺘـﺼﺎل‬ ‫ﻭﺴـﺎﺌل‬ ‫ﺃﻫـﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻨﻁﻭﻗﺔ‬ ‫ﻜﻠﻤﺎﺕ‬
‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬‫ﻜﺎﻨﺕ‬‫ﺘﻌﻠﻴﻤﻴﺔ‬‫ﺃﻭ‬‫ﺇﺩﺍﺭﻴﺔ‬‫ﺃﻭ‬‫ﻤﺅﺴﺴﻴﺔ‬‫ﺃﻭ‬‫ﺠﻤﺎﻫﻴﺭﻴﺔ‬،‫ﻭ‬‫ﻨ‬‫ﺍﻻﺘـﺼﺎل‬ ‫ﺍﺨﺘﻼﻑ‬ ‫ﻼﺤﻅ‬
‫ﺸﺨﺹ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻠﻔﻅﻲ‬‫ﺇﻟﻰ‬‫ﺒﺎﺴـﺘﺨﺩﺍﻡ‬ ‫ﻭﻟﻜـﻥ‬ ‫ﺍﻟﻔﻜﺭﺓ‬ ‫ﻨﻔﺱ‬ ‫ﻋﻥ‬ ‫ﻴﻌﺒﺭ‬ ‫ﺃﻥ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺸﺨﺹ‬ ‫ﻜل‬ ‫ﺃﻥ‬ ‫ﺒﻤﻌﻨﻰ‬ ‫ﺁﺨﺭ‬
‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻜﻠﻤﺎﺕ‬)‫ﺸﻌﺭ‬،‫ﻨ‬‫ﺜﺭ‬،‫ﺯ‬‫ﺠل‬،‫ﻋﺎﻤﻴﺔ‬ ‫ﻟﻐﺔ‬ ‫ﺃﻭ‬(‫ﻴ‬ ‫ﺍﻟﺫﻯ‬ ‫ﻫﻭ‬ ‫ﻭﻫﺫﺍ‬ِ‫ﺠ‬‫ﻭ‬‫ﻭﻴﻤﻜﻥ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻨﻭﻉ‬ ‫ﺩ‬
‫ﺃﻨﻤﺎﻁ‬ ‫ﻟﺜﻼﺙ‬ ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺘﻘﺴﻴﻡ‬:
•‫ﺍﻷﻭل‬ ‫ﺍﻟﻨﻤﻁ‬)‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﻨﻤﻁ‬:(
‫ﻤﺜل‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﻭﻫﻭ‬:‫ﺃﺭﻯ‬ ‫ﺃﻨﺎ‬،‫ﻨﻅﺭﻱ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬..‫ﺍﻟﺘـﻰ‬ ‫ﺍﻟﻌﺒـﺎﺭﺍﺕ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺃﻨﻪ‬ ‫ﺃﻯ‬
‫ﺘﻤﻴل‬‫ﺇﻟﻰ‬‫ﺍﻟﻨﻅﺭ‬.
*
http://www.ngoce.org/content/eff.doc
‫ﺸﻔﻬﻴﺔ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﺍﺘﺼﺎﻻﺕ‬
Interpersonal Communications
‫ﻤﻜﺘﻭﺒﺔ‬ ‫ﺍﺘﺼﺎﻻﺕ‬
Written Communications
‫ﺍ‬‫ﺍﻟﺠﺴﻡ‬ ‫ﻟﻐﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﺼﺎﻻﺕ‬
Body language Communications
‫ﺍﺘﺼﺎﻻﺕ‬‫ﺇ‬‫ﻟﻜﺘﺭﻭﻨﻴﺔ‬
Electronic Communications
‫ﺃﺸﻜﺎل‬
‫ﺍﻻﺘﺼﺎل‬

25. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١٣
•‫ﺍﻟﻨﻤﻁ‬‫ﺍﻟﺜﺎﻨﻲ‬)‫ﺍﻟﺴﻤﻌﻲ‬ ‫ﺍﻟﻨﻤﻁ‬:(
‫ﻤﺜل‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﻭﻫﻭ‬:‫ﺠﺭﻯ‬ ‫ﻋﻤﺎ‬ ‫ﺴﻤﻌﺕ‬ ‫ﻫل‬،‫ﻋﺎل‬ ‫ﺒﺼﻭﺕ‬ ‫ﻨﻔﻜﺭ‬ ‫ﺩﻋﻨﺎ‬…‫ﻴﺴﺘﺨ‬ ‫ﺃﻯ‬‫ﺩ‬‫ﻡ‬
‫ﺘﻤﻴل‬ ‫ﻋﺒﺎﺭﺍﺕ‬‫ﺇﻟﻰ‬‫ﺍﻟﺴ‬‫ﻤ‬‫ﻊ‬.
•‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻨﻤﻁ‬)‫ﺍﻟﺤﺴﻲ‬ ‫ﺍﻟﻨﻤﻁ‬:(
‫ﻤﺜل‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﻭﻫﻭ‬:‫ﺃ‬‫ﻨ‬‫ﺃﺸﻌﺭ‬ ‫ﺎ‬،‫ﺒﺄﻥ‬ ‫ﺇﺤﺴﺎﺱ‬ ‫ﻟﺩﻯ‬ ‫ﺃﻨﺎ‬…‫ﻴﺴﺘﺨﺩ‬ ‫ﺃﻯ‬‫ﺘﺼﻑ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻡ‬
‫ﻭﺍﻷﺤﺎﺴﻴﺱ‬ ‫ﺍﻟﻤﺸﺎﻋﺭ‬.
‫ﻓﺄ‬ ‫ﻟﺫﺍ‬‫ﻭ‬‫ﻫﻭ‬ ‫ﻨﻭﻉ‬ ‫ﺃﻯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺭﺴل‬ ‫ﻴﻌﺭﻑ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺎﺠﺢ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻓﻰ‬ ‫ﺨﻁﻭﺓ‬ ‫ل‬‫ﻭ‬‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻨﻭﻉ‬ ‫ﺃﻯ‬ ‫ﻤﻥ‬
‫ﺤ‬‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺘﻰ‬.
‫ﻤﻨﻬﺎ‬ ‫ﻨﺫﻜﺭ‬ ‫ﻤﺯﺍﻴﺎ‬ ‫ﻋﺩﺓ‬ ‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻟﺸﻔﻬﻲ‬ ‫ﻭﻟﻼﺘﺼﺎل‬:
‫ﺃﻨﻪ‬‫ﻭﻴ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻴﻭﻓﺭ‬‫ﺴ‬‫ﻤ‬‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺒﺎﻻﺘﺼﺎل‬ ‫ﺢ‬،‫ﺍﻷﺴـﺌﻠﺔ‬ ‫ﻭﻴﺸﺠﻊ‬ ‫ﻭﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﺼﺩﺍﻗﺔ‬ ‫ﺭﻭﺡ‬ ‫ﻭﻴﺨﻠﻕ‬
‫ﻭﺍﻹﺠﺎﺒﺎﺕ‬‫ﺍﻟﺘﻐﺫﻴﺔ‬ ‫ﻓﺭﺼﺔ‬ ‫ﻭﻴﺘﻴﺢ‬‫ﺍﻟﻤﺭﺘﺩﺓ‬.‫ﻭﺍﻟﺸﻜل‬)١-٣(‫ﻴﻭﻀﺢ‬‫ﺃ‬‫ﺍﻟﻠﻔﻅﻰ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺴﺱ‬.
‫ﺸﻜل‬)١-٣(:‫ﺃ‬‫ﺍﻟﻠﻔﻅﻰ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺴﺱ‬
‫ﺍﻟﺸﻔﻬﻲ‬ ‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬:
١.‫ﺍﻟﺘﺤﺩ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺙ‬:‫ﻤﻥ‬ ‫ﻟﻜل‬ ‫ﺎ‬‫ﻌ‬‫ﺘﺒ‬ ‫ﻭﺘﺘﺤﺩﺩ‬:
•‫ﺍﻟﺼﻭﺕ‬ ‫ﺴﺭﻋﺔ‬.•‫ﺍﻟﺼﻭﺕ‬ ‫ﻤﺴﺘﻭﻯ‬.•‫ﺍﻟﺼﻭﺕ‬ ‫ﺤﺩﺓ‬.

26. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١٤
٢.‫ﺍﻹﺼﻐﺎﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬:‫ﻫﻰ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺒﻌﺩﺓ‬ ‫ﺍﻹﺼﻐﺎﺀ‬ ‫ﻴﻤﺭ‬:
١.‫ﺍﻟﺴﻤﺎﻉ‬.٣.‫ﺍﻟﺘﻔﺴﻴﺭ‬.٥.‫ﺍﻻﺴﺘﻴﻌﺎﺏ‬.
٢.‫ﺍﻟﺘﺫﻜﺭ‬.٤.‫ﺍﻟﺘﻘﻴﻴﻡ‬.٦.‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬.
‫ﻴﻠﻲ‬ ‫ﺒﻤﺎ‬ ‫ﻋﻠﻴﻙ‬ ‫ﻓﺤﺴﺏ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺴﺘﻤﻌ‬ ‫ﻭﻟﻴﺱ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻴﺩ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺼﻐﻴ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻭﻟﻜﻲ‬:
-‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺴﻤﺎﻉ‬.
-‫ﺼﻴﺎﻏﺔ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺘﻁﻠﺏ‬ ‫ﺃﻥ‬ ‫ﺘﺘﺭﺩﺩ‬ ‫ﻻ‬ ‫ﻗﻴل‬ ‫ﻟﻤﺎ‬ ‫ﻓﻬﻤﻙ‬ ‫ﻤﻥ‬ ‫ﻟﻠﺘﺄﻜﺩ‬‫ﺍ‬‫ﻟ‬‫ﻤ‬‫ﻋﻠﻰ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻌﻤل‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺭﺍﺴل‬ ‫ﻤﻥ‬ ‫ﺭﺴل‬
‫ﺍﻟﻨﻅﺭ‬ ‫ﻭﺠﻬﺎﺕ‬ ‫ﺘﻘﺭﻴﺏ‬.
-‫ﺭﻜ‬‫ﺍﻟﻤﺭﺴل‬ ‫ﺤﺩﻴﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻨﺘﺒﺎﻫﻙ‬ ‫ﺯ‬.
-‫ﺘﻘﺎﻁﻊ‬ ‫ﻻ‬،‫ﻴﺘﻭﻗﻑ‬ ‫ﺤﺘﻰ‬ ‫ﻭﺍﻨﺘﻅﺭ‬.
-‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻤﻀﻤﻭﻥ‬ ‫ﻓﻰ‬ ‫ﺘﻌﻤﻕ‬،‫ﻭﺍﻀﺤﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻤﻌﺎﻨﻲ‬ ‫ﻁﻴﺎﺘﻬﺎ‬ ‫ﻓﻰ‬ ‫ﺘﺤﻤل‬ ‫ﻓﻘﺩ‬.
-‫ﺍﻟﻤﺭﺴل‬ ‫ﻤﻥ‬ ‫ﺘﺼﺩﺭ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻻﺘﺼﺎﻻﺕ‬ ‫ﻻﺤﻅ‬)‫ﺇﺸﺎﺭﺍﺘﻪ‬،‫ﺤﺭﻜﺎﺘﻪ‬،‫ﺇﻴﻤﺎﺀﺍﺘﻪ‬..‫ﺍﻟﺦ‬(
-‫ﺍ‬‫ﻤﻔﺘﻭﺤﺔ‬ ‫ﺃﻭ‬ ‫ﻤﻐﻠﻘﺔ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻁﺭﺡ‬.
-‫ﺍﻻﺴﺘﺠﺎﺒ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ‬ ‫ﺘﻭﺥ‬‫ﻟﻠﺤﺩﻴﺙ‬ ‫ﺔ‬.
-‫ﺍﻻﺤﻜﺎﻡ‬ ‫ﺇﺼﺩﺍﺭ‬ ‫ﻓﻰ‬ ‫ﺘﺘﺴﺭﻉ‬ ‫ﻻ‬.
‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻻﺘﺼﺎل‬
‫ﺘﺘﻌﺩﺍﻫﺎ‬ ‫ﺒل‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻵﺨﺭ‬ ‫ﻤﻊ‬ ‫ﺒﻬﺎ‬ ‫ﻨﺘﻌﺎﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺘﻘﺘﺼﺭ‬ ‫ﻻ‬‫ﺇﻟﻰ‬‫ﺍﻹﻴﻤـﺎﺀﺍﺕ‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻟﺼﻭﺕ‬ ‫ﻭﻨﺒﺭﺓ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﻭﺍﻻﺘﺼﺎل‬ ‫ﺍﻟﺠﺴﺩﻴﺔ‬،‫ﻟﺘﻭﻀـﻴﺢ‬ ‫ﻭﺴﻴﻠﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻟﻠﺘﻌﺒﻴﺭﺍﺕ‬ ‫ﻭﻴﻤﻜﻥ‬
‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬‫ﺘﺄﻜﻴﺩ‬ ‫ﺃﻭ‬‫ﻫﺎ‬.
‫ﻭ‬‫ﻴﺸﻜل‬‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻌﻭﻗﺎﺕ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺘﻁﺎﺒﻕ‬ ‫ﻋﺩﻡ‬،‫ﻤـﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻭﻋﻠﻰ‬
‫ﺒـل‬ ‫ﻭﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻭﺼﻴل‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺘﻌﺒﻴﺭﺍﺕ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﻫﻤﻴﺔ‬
‫ﺇﻨﻬﺎ‬‫ﻷ‬ ‫ﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﻓﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺜﺒﺎﺘ‬ ‫ﺃﻜﺜﺭ‬‫ﺍﻷ‬ ‫ﺍﻟﺤﻭﺍﺱ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻟﻌﻴﻥ‬ ‫ﺘﺭﻯ‬ ‫ﻨﻬﺎ‬‫ﺨﺭﻯ‬)‫ﺤﻴﺙ‬‫ﺃ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺴﺘﺨﺩﻡ‬‫ﺍﻟﺠـﺴﻡ‬ ‫ﻋـﻀﺎﺀ‬،
‫ﺍﻟﻌﻴﻥ‬،‫ﺍﻷ‬‫ﻴﺩﻱ‬،‫ﺍﻷﺭﺠل‬ ‫ﺤﺭﻜﺔ‬،‫ﺍﻟﻭﺠﻪ‬ ‫ﺘﻌﺒﻴﺭ‬(.

27. ‫ﻙ‬٢٨/١:‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﺘﺼﺎل‬‫ﻭﺃﺸﻜﺎﻟﻪ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻤﺅﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻕ‬‫ﺇ‬‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻰ‬١٥
‫ﺍﻟ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﻴﻌﺘﺒﺭ‬‫ﺠﺴﺩﻱ‬‫ﺍﻟ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬‫ﻠ‬‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﻭﻋﻠﻴﻪ‬ ‫ﻔﻅﻲ‬‫ﻨ‬‫ﺍﻵﺘﻲ‬ ‫ﺭﺍﻋﻰ‬:
-‫ﺃﻥ‬‫ﻨ‬‫ﻘﻭﻡ‬‫ﻋﺎﺩ‬‫ﺓ‬‫ﺒ‬‫ﻨﻅﺭﺍﺘ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﻨﺎ‬‫ﺍﻟﺤﻀﻭﺭ‬ ‫ﺒﻴﻥ‬.
-‫ﺃﻥ‬‫ﻨ‬‫ﻨﻅﺭﺍﺘ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺭﺴﺎﺌل‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﻪ‬‫ﻨﺎ‬‫ﺍﻟﻤﻌﺒﺭﺓ‬‫ﻟﻠﺤﻀﻭﺭ‬.
•‫ﺍﻟﻭ‬ ‫ﺘﻌﺒﻴﺭﺍﺕ‬‫ﺠﻪ‬:‫ﺤﺎﻭل‬‫ﻋﻨﺩ‬ ‫ﺍﻟﺠﻠﻴﺩﻱ‬ ‫ﺍﻟﺠﺎﻤﺩ‬ ‫ﺍﻟﻭﺠﻪ‬ ‫ﺘﺠﻨﺏ‬‫ﺍﻟﺘﺤﺩﺙ‬،‫ﺍﻟﻭﻗﺕ‬ ‫ﻨﻔﺱ‬ ‫ﻓﻰ‬‫ﺘﺠﻨـﺏ‬ ‫ﺤـﺎﻭل‬
‫ﺍﻹﻓﺭﺍﻁ‬‫ﻓﻰ‬‫ﺍﻟﻤﺴﺭﺤﻴﺔ‬ ‫ﺍﻟﺘﻌﺒﻴﺭﺍﺕ‬.
•‫ﺍﻟﻤﻅﻬﺭ‬:‫ﻴﺘﻤﻴﺯ‬ ‫ﺃﻥ‬ ‫ﻴﻨﺒﻐﻲ‬‫ﺍﻟﻤﻅﻬﺭ‬‫ﻭﺍﻟﺠﺎﺫﺒﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﺎﺴﻕ‬ ‫ﻭﺍﻟﻨﻅﺎﻓﺔ‬ ‫ﺒﺎﻻﻋﺘﺩﺍل‬.
•‫ﺇ‬‫ﺍﻟﻴﺩ‬ ‫ﺸﺎﺭﺍﺕ‬:‫ﻴﻨﺒﻐﻰ‬‫ﺘﻜ‬ ‫ﺃﻥ‬‫ﻭ‬‫ﻤﻐﺎﻻ‬ ‫ﺩﻭﻥ‬ ‫ﻤﻌﺒﺭﺓ‬ ‫ﻥ‬‫ﺓ‬‫ﻭ‬‫ﺴﻠﺒﻴﺔ‬ ‫ﺒﻘﻴﻡ‬ ‫ﺘﻭﺤﻰ‬ ‫ﻻ‬.
•‫ﺍﻟﻭﻗﻭﻑ‬:‫ﻤﻥ‬ ‫ﺍﻻﻨﺘﻘﺎل‬‫ﺍﻟﺠﺴﻡ‬ ‫ﻟﻐﺔ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺜﻘﺔ‬ ‫ﻭﻨﺸﺎﻁ‬ ‫ﺒﺘﻠﻘﺎﺌﻴﺔ‬ ‫ﻵﺨﺭ‬ ‫ﻤﻜﺎﻥ‬،‫ﻴﻔﻀل‬ ‫ﻭﻻ‬‫ﻭﻀﻊ‬
‫ﺒﺎﻟﺠﻨﺏ‬ ‫ﺍﻟﻴﺩﻴﻥ‬‫ﺃﻭ‬‫ﺍﻟ‬ ‫ﺘﺸﺒﻴﻙ‬‫ﺫ‬‫ﺭﺍﻋ‬‫ﻴ‬‫ﻴﻥ‬‫ﺃﻭ‬‫ﺒﺎﻟﻨ‬ ‫ﺍﻹﻓﺭﺍﻁ‬‫ﻅ‬‫ﻷ‬ ‫ﺭ‬‫ﺃﻭ‬ ‫ﺴﻔل‬‫ﻷ‬‫ﻋﻠﻰ‬.
‫ﺍﻟﺸﻜل‬ ‫ﻭﻴﻭﻀﺢ‬)١-٤(‫ﺒﻌﺽ‬‫ﺍﻟﻠﻔﻅﻰ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻨﺠﺎﺡ‬ ‫ﻋﻭﺍﻤل‬.
‫ﺸﻜل‬)١-٤(:‫ﻏﻴﺭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻨﺠﺎﺡ‬ ‫ﻋﻭﺍﻤل‬ ‫ﺒﻌﺽ‬‫ﺍﻟﻠﻔﻅﻰ‬
١-٤-٢‫ﺍﻟﺠﺴﻡ‬ ‫ﻟﻐﺔ‬Body Language
‫ﻭﺍﻟﺠﺩﻭل‬)١-١(‫ﺍﻟﺩﻻ‬ ‫ﺒﻌﺽ‬ ‫ﻴﻭﻀﺢ‬‫ﻻ‬‫ﻟﻠﺴﻠﻭﻙ‬ ‫ﺕ‬‫ﻏ‬‫ﺍﻟ‬ ‫ﻴﺭ‬‫ﻠ‬‫ﻭﻫﻰ‬ ‫ﻔﻅﻲ‬‫ﺘﻌﺘﻤﺩ‬‫ﺍﻟﻤﻼ‬ ‫ﻋﻠﻰ‬‫ﺤ‬‫ﻅﺎﺕ‬.
‫ﺍﻻﺒﺘﺴﺎﻤﺔ‬
‫ﺍﻟﻌﻴﻨﻴﻥ‬ ‫ﺘﻭﺍﺼل‬
‫ﺍﻹﻨﺼﺎﺕ‬
‫ﺍﻟﺘﻠﻘﺎﺌﻴﺔ‬
‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺇﻅﻬﺎﺭ‬
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‫ﺕ‬
‫ﺃ‬
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