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1. ‫ﺍﻹﺴـﻼﻤﻴﺔ‬ ‫ﺍﻟﺠــﺎﻤﻌـــﺔ‬
–
‫ﻏـــﺯﺓ‬
‫ﺍﻟﻌﻠﻴــــﺎ‬ ‫ﺍﻟﺩﺭﺍﺴــــﺎﺕ‬ ‫ﻋﻤـــﺎﺩﺓ‬
‫ﺍﻟﺘﺭﺒﻴـــــــــــﺔ‬ ‫ﻜﻠﻴـــــﺔ‬
‫ﻗــﺴـﻡ‬
‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻭﺃﺴـﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﻨـﺎﻫﺞ‬
‫ﺍﳌﺘﺸﺎﺑﻬﺔ‬ ‫ﺍﳊﺮﻭﻑ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺗﻮﻇﻴﻒ‬ ‫ﺃﺛﺮ‬
ً ‫ﻧﻄﻘ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‬ ً ‫ﺷﻜﻼ‬
‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﺼﻒ‬ ‫ﺗﻼﻣﺬﺓ‬ ‫ﻟﺪﻯ‬ ‫ﺎ‬
.
‫ﺍﻟﻁﺎﻟﺒﺔ‬ ‫ﺇﻋﺩﺍﺩ‬
‫ﺴﻠﻭﺕ‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﻓﺎﺘﻥ‬
‫ﺍﻟﺩﻜﺘﻭﺭ‬ ‫ﺇﺸﺭﺍﻑ‬
‫ﺤﻠﺱ‬ ‫ﺩﺭﻭﻴﺵ‬ ‫ﺩﺍﻭﺩ‬
‫ﻟ‬ ‫ﹰ‬
‫ﻻ‬‫ﺍﺴﺘﻜﻤﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻗﺩﻤﺕ‬
‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬
‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬
–
‫ﻏﺯﺓ‬
.
١٤٣١
‫ﻫـ‬
-
٢٠١٠
‫ﻡ‬

2. )
‫أ‬
(
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“Ï%©!$#
t,n=y{
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‫ﺍﻟﻌﻠﻕ‬
:
١:٤
(

3. )
‫ب‬
(
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻠﺨﺹ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻬﺩﻑ‬
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﻟﺩﻯ‬
.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻭﺤﺩﺩﺕ‬
‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻓﻲ‬
:
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﻤﺎ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
‫؟‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﻟﺩﻯ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬
:
١
-
‫ﺍ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻋﺩﻡ‬ ‫ﻴﻌﺎﻟﺞ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﺎ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘـ‬ ‫ﻟﻤﺨﺘﻠﻔـﺔ‬
،
‫ﻟـﺩﻯ‬
‫؟‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬
٢
-
‫ﻫل‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≤ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ؟‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬
٣
-
‫ﻫل‬
‫ﺘ‬
‫ﻓﺭ‬ ‫ﻭﺠﺩ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻭﻕ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≤ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﹰ؟‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
٤
-
‫ﻫل‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≤ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬
‫ﹰ؟‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬
‫ﺍﻷ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻥ‬ ‫ﻭﻟﻺﺠﺎﺒﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﺘﻡ‬ ‫ﺴﺌﻠﺔ‬
:
−
‫ﻻ‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≤ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻟﺤـﺭﻭﻑ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬
.
−
‫ﻻ‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≤ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬
.

4. )
‫ج‬
(
−
‫ﻻ‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≤ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬
.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬
،
‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬
،
‫ﻭﺘﻜﻭﻨ‬
‫ﻤـﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺕ‬
)
٨٠
(
‫ﻤﻥ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﹰ‬
‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬
‫ﻤﺠﺘﻤﻊ‬
‫ﻗﻭﺍﻤﻪ‬
)
٢٤٠
(
‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﹰ‬
‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬
‫ﺍﻟﺜ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﻤﻥ‬
‫ﻟﻠﻌـﺎﻡ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺎﻨﻲ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‬
)
٢٠١٠
–
٢١١١
‫ﻡ‬
(
،
‫ﻭﻋﻴﻨﺘـﻴﻥ‬ ‫ﺘﺠـﺭﻴﺒﻴﺘﻴﻥ‬ ‫ﻋﻴﻨﺘـﻴﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﻌﻴﻨـﺔ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﻗﺴﻤﺕ‬
‫ﻀﺎﺒﻁﺘﻴﻥ‬
،
‫ﻟﻠﺒﻨ‬ ‫ﻏﺯﺓ‬ ‫ﺸﻬﺩﺍﺀ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺇﺤﺩﺍﻫﻤﺎ‬
‫ﻴﻥ‬
:
)
٢٠
(
‫ﺘﻠﻤﻴﺫ‬
‫ﹰ‬
‫ﺍ‬
‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻋﻴﻨﺔ‬
‫ﻭ‬
)
٢٠
(
‫ﻀﺎﺒﻁﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻠﻤﻴﺫ‬
،
‫ﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﻭﺍﻷﺨﺭﻯ‬
‫ﻟﻠﺒﻨﺎﺕ‬ ‫ﺍﻟﺼﺒﺎﺡ‬ ‫ﺍﻷﺤﻤﺩ‬ ‫ﻓﻬﺩ‬
:
)
٢٠
(
‫ﺘﻠﻤﻴـﺫ‬
‫ﺓ‬
‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻋﻴﻨﺔ‬
‫ﻭ‬
)
٢٠
(
‫ﺘﻠﻤﻴﺫ‬
‫ﻀﺎﺒﻁﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺓ‬
.
‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﻜﻤﺎ‬
:
١
-
‫ﺍﻻﺨﺘﺒﺎﺭ‬
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﺘﻤﻴﻴﺯ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻟﺼـﻑ‬ ‫ﻟﺘﻼﻤـﺫﺓ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬
.
٢
-
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﺘﻤﻴﻴﺯ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻷﻟﻌﺎﺏ‬ ‫ﺒﺭﻨﺎﻤﺞ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘـ‬ ‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬
‫ﻟﺘﻼﻤـﺫﺓ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬
.
٣
-
‫ﺒﺄﺴـﻠﻭﺏ‬ ‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﺠﻤﻴﻠﺔ‬ ‫ﻟﻐﺘﻨﺎ‬ ‫ﻜﺘﺎﺏ‬ ‫ﺩﺭﻭﺱ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻋﻥ‬ ‫ﻟﻴﺭﺸﺩﻩ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺩﻟﻴل‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬
.
‫ﻭﺘﻭ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺼﻠﺕ‬
:
−
‫ﻭﺠﻭﺩ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α > 0.05
(
،
‫ﻤﺘﻭﺴـﻁﺎﺕ‬ ‫ﺒـﻴﻥ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺤـﺭﻭﻑ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬
.
−
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﻋﻨ‬
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺩ‬
)
α >0.05
(
،
‫ﻤﺘﻭﺴـﻁﺎﺕ‬ ‫ﺒـﻴﻥ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬
.
−
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α >0.05
(
،
‫ﻤﺘﻭﺴـﻁﺎﺕ‬ ‫ﺒـﻴﻥ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬
‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﻴﺔ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬
.

5. )
‫د‬
(
‫ﺘﻭﺼﻴﺎﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬
:
١
.
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﺭﻭﻉ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺃﻟﻌﺎﺏ‬ ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬
،
‫ﻜﺎﻤﻠـﺔ‬ ‫ﻓـﺭﺹ‬ ‫ﻭﺇﻴﺠـﺎﺩ‬
‫ﻭﺘﻨﺎﻓﺴﻬﻡ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺘﻌﺎﻭﻥ‬
،
‫ﻭﺍﺴـﺘﺨﺩ‬ ‫ﺇﻋـﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻭﺫﻟﻙ‬
‫ﺍﻷﻨﺸـﻁﺔ‬ ‫ﺍﻡ‬
‫ﻟﻸﻟﻌﺎﺏ‬ ‫ﺍﻟﻤﺼﺎﺤﺒﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫؛‬
‫ﻋﻤﻠﻴـﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺩﺍﻓﻌﻴﺘﻬﻡ‬ ‫ﻭﺯﻴﺎﺩﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﺸﺎﺭﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﻤل‬ ‫ﻤﻤﺎ‬
‫ﺍﻟﺘﻌﻠﻡ‬
.
٢
.
‫ﺒﺘﺩﺭﻴ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺏ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬
.
٣
.
‫ﺍﻟ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻁﻭﻴﺭ‬
‫ﻤﻨﺎﺴﺒﺔ‬
‫ﻟﻠﻌﺼﺭ‬
.
٤
.
‫ﺇﻋﺩﺍﺩ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﻤﺭﺍﺤـل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻟﺘﺩﺭﻴﺏ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺩﻭﺭﺍﺕ‬
–
‫ﺍﻟ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻭﺨﺎﺼﺔ‬
‫ﺼﻔﻭﻑ‬
‫ﺍ‬
‫ﻷﻭﻟﻴﺔ‬
–
‫ﻓـﻲ‬ ‫ﺍﺴـﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺘﺩﺭﻴﺱ‬
.
٥
.
‫ﺍﻫﺘﻤـﺎﻡ‬ ‫ﺇﺜﺎﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺒﻪ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻫﺫﺍ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﺘﻀﺢ‬
‫ﻭﺘﺸﻭﻴﻘﻬﻡ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬
‫ﺒﺈﻴﺠﺎﺒﻴﺔ‬ ‫ﻭﻤﺸﺎﺭﻜﺘﻬﻡ‬ ‫ﻟﻠﺩﺭﺱ‬
‫؛‬
‫ﺘﻭﺼﻲ‬ ‫ﻟﺫﻟﻙ‬
‫ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺍﻷﻟﻌـﺎﺏ‬ ‫ﺒﺎﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺍﺤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
.
٦
.
‫ﻴﺘﻀﻤﻥ‬ ‫ﺃﻥ‬
‫ﺃﻟﻌﺎﺒ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻨﻬﺎﺝ‬
‫ﹰ‬
‫ﺎ‬
‫ﻭﺃﻟﻐﺎﺯ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬
‫ﹰ‬
‫ﺍ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻭﺍﻟﻤﺭﺍﺤل‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﻟﻤﺨﺘﻠﻑ‬
.
٧
.
‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻀﻤﻴﻥ‬ ‫ﻀﺭﻭﺭﺓ‬
،
‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺎﺕ‬
،
‫ﻭﻨ‬ ‫ﻨﻤﺎﺫﺝ‬
‫ﺍﻷﻟﻌـﺎﺏ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻅﺭﻴﺎﺕ‬
‫ﺘﻬﻴﺊ‬ ‫ﺒﺤﻴﺙ‬
‫ﻭﻤ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬
‫ﺒﻌﺩﻫﺎ‬ ‫ﺎ‬
.
٨
.
‫ﺍﻟﻤ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﻀﺭﻭﺭﺓ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺒﺎﺤﺙ‬
‫ﻋﺎﻡ‬ ‫ﺒﺸﻜل‬
،
‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﻤﻨﺎﻫﺞ‬
‫ﺨﺎﺹ‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬
.

6. )
‫ه‬
(
Abstract
This research aimed at studying the impact of using educational
games in differentiating the spoken resemblance letters for the elementary
second graders.
The problem was stated in the following major:" what is the impact
of using educational games in differentiating the spoken resemblance letters
for the elementary second graders?"
The following minor questions emanated from the above major one:
1. What is the program that handles undifferentiating of the spoken
resemblance letters for the elementary second graders?
2. Are there any statically significant differences at between
the mean grades of experimental and control groups of experimental
and control groups on differentiating test of the spoken resemblance
letters after applying the program?
3. Are there any statistically significant differentiating
between the mean grades of experimental and control male groups on
that differentiating test of the spoken resemblance letters?
4. Are there any statistically significant differences at
between the mean grades of experimental and control
female groups on the differentiating test of spoken resemblance
letters?
in order to answer these questions the following hypotheses are drafted:
1. There are no statistically significant difference at between
the mean grades of experimental group and their counterparts in the
control one on differentiating test of the spoken resemblance letters.
2. There are no statistically significant difference at between
the mean grades of male experimental group and their counterparts in
the control one on differentiating test of the spoken resemblance
letters.
3. There are no statistically significant difference at between
the mean grades of female experimental group and their counterparts
in the control one the differentiating test of the spoken resemblance
letters.

7. )
‫و‬
(
For answering the question of the study, the researcher adopted the
experimental approach. The sample of the study consisted of (80) students
from the (240) whole society of the second graders for the school year
(2010-2011).
The researcher divided the sample into two experimental samples and two
control ones(20 male students from gaza martyrs school and 20 female
students from fahd el ahmad el- sabah girls school for each group
separately).
Also, the researcher prepared the following tools:-
1. the diagnostic test to differentiate the spoken resemblance letters
between the elementary second graders.
2. Educational games program to differentiate the spoken resemblance
letters between the elementary second graders.
3. A guide for teachers on applying the lessons of " Our Beautiful
language book " for second class by using educational games method.
The study indicated that:
1. There are statistically significant differences at (a ≥ 0.05) between the
mean grades of experimental group and their counterparts in the control
one on the differentiating test of the spoken resemblance letters after
applying the program .
2. There are statistically significant differences at (a ≥ 0.05) between the
mean grades of male experimental group and their counterparts in the
control one on the differentiating test of the spoken resemblance letters.
3. There are statistically significant differences at (a ≥ 0.05) between the
mean grades of male experimental group and their counterparts in the
control one on the differentiating test of the spoken resemblance letters.
Based on these findings, the study recommended the following:
1. The necessity of applying educational games in various Arab language
branches and creating opportunities for students cooperation and
competition by encouraging them to participate in preparing and using
the educational activities associated to the games in order to increase
motivation towards the learning process.
2. The necessity of training teachers on using reading skills developmental
strategies.

8. )
‫ز‬
(
3. Develop the programs of preparing Arab language teacher in the light
of modern reading skills.
4. Prepare training programs for training teachers on applying educational
games at different educational levels.
5. Educational games and puzzles should be included in Arab language
curricula at different educational stages.
6. Games design theories and methods should be included in preparing
teachers programs at education faculties in order to be practiced in the
field training period and thereafter.
7. The necessity of using educational games in teaching different subject
in general and Arab language in particular .

9. )
‫ح‬
(
‫ﺍﻹﻫ‬
‫ــ‬
‫ﺪ‬
‫ﺍء‬
“
‫ﺍﳌﺼﻄﻔﻰ‬‫ﻭﺍﻹﻣﺎﻡ‬‫ﻟﻌﻠﻢ‬‫ﺍ‬‫ﻣﻨﺎﺭﺓ‬‫ﺇﱃ‬
،
‫ﺍﳌﺘﻌﻠﻤﲔ‬‫ﻋﻠﻢ‬‫ﻟﺬﻱ‬‫ﺍ‬‫ﺍﻷﻣﻲ‬‫ﺇﱃ‬
،
‫ﺍﳋﻠﻖ‬‫ﺳﻴﺪ‬‫ﺇﱃ‬
‫ﻳﻢ‬‫ﺮ‬‫ـ‬‫ـ‬‫ﻟﻜـــــ‬‫ﺍ‬‫ﻟﻨﺎ‬‫ﻮ‬‫ـ‬‫ـ‬‫ﺭﺳـــــ‬‫ﺇﱃ‬
‫ﻧﺒﻴﻨـــــــﺎ‬
‫ـﺪ‬‫ـ‬‫ﳏﻤـــــ‬
)
‫ﺻـــــــﻠﻰ‬
‫ﻭﺳـــــــﻠﻢ‬‫ـﻪ‬‫ـ‬‫ﻋﻠﻴـــــ‬‫ﺍ‬
.(
“
‫ﻟﻌﻄﺎﺀ‬‫ﺍ‬‫ﳝﻞ‬‫ﻻ‬‫ﻟﺬﻱ‬‫ﺍ‬‫ﻟﻴﻨﺒﻮﻉ‬‫ﺍ‬‫ﺇﱃ‬
،
‫ﻗﻠﺒﻬﺎ‬‫ﻣﻦ‬‫ﻣﻨﺴﻮﺟﺔ‬‫ﲞﻴﻮﻁ‬‫ﺳﻌﺎﺩﺗﻲ‬‫ﺣﺎﻛﺖ‬‫ﻣﻦ‬‫ﺇﱃ‬
،
‫ﺇﱃ‬
‫ﻟﺘﻀـــــــﺤﻴﺔ‬‫ﺍ‬‫ﻭ‬‫ـﱪ‬‫ـ‬‫ﻟﺼــــــ‬‫ﺍ‬‫ﻣﻌﻨـــــــﻰ‬‫ﻋﻠﻤـــــــﺘﲏ‬‫ﻣـــــــﻦ‬
،
‫ـﺔ‬‫ـ‬‫ﻟﻴــــــ‬‫ﺎ‬‫ﻟﻐ‬‫ﺍ‬‫ﺟـــــــﺪﺗﻲ‬ ‫ﺭﻭﺡ‬‫ﺇﱃ‬
.
“
‫ﺳﻌ‬‫ﻣﻦ‬‫ﺇﱃ‬
‫ﺖ‬
‫ﻭﺷﻘﻴ‬
‫ﺖ‬
‫ﻭﺍﳍﻨﺎﺀ‬‫ﻟﺮﺍﺣﺔ‬‫ﺎ‬‫ﺑ‬‫ﻧﻌﻢ‬‫ﻷ‬
،
‫ﻟ‬‫ﺍ‬
‫ﱵ‬
‫ﱂ‬
‫ﺗﺒﺨﻞ‬
‫ﰲ‬‫ﺩﻓﻌﻲ‬‫ﺃﺟﻞ‬‫ﻣﻦ‬‫ﺑﺸﻲﺀ‬
‫ﻟﻨﺠﺎﺡ‬‫ﺍ‬‫ﻳﻖ‬‫ﺮ‬‫ﻃ‬
،
‫ﻟ‬‫ﺍ‬
‫ﱵ‬
‫ﻋﻠﻤ‬
‫ﺘ‬
‫ﻭﺻﱪ‬‫ﲝﻜﻤﺔ‬‫ﺍﳊﻴﺎﺓ‬‫ﺳﻠﻢ‬‫ﺃﺭﺗﻘﻲ‬‫ﺃﻥ‬‫ﲏ‬
،
‫ﻟﺪ‬‫ﺍ‬‫ﻭ‬‫ﺇﱃ‬
‫ﺗ‬
‫ﻳﺰ‬‫ﺰ‬‫ﻟﻌ‬‫ﺍ‬‫ﻲ‬
‫ﺓ‬
.
“
‫ﺇﱃ‬‫ﺑﺎﳊﻨـﺎﻥ‬‫ﻟﺘﺸـﺒﻊ‬‫ﺍ‬‫ﺣﺘـﻰ‬ ‫ﻟﺪﻑﺀ‬‫ﺎ‬‫ﺑ‬ ‫ﻧﻲ‬‫ﺮ‬‫ﺃﻏﻤ‬ ‫ﻭ‬ ‫ﺩﺭﺑﻲ‬ ‫ﱄ‬ ‫ﻧﺎﺭ‬‫ﺃ‬ ‫ﻟﺬﻱ‬‫ﺍ‬ ‫ﻧﻲ‬‫ﺎ‬‫ﺍﳊ‬ ‫ﻟﺴﺮﺍﺝ‬‫ﺍ‬ ‫ﺇﱃ‬
‫ﻟ‬‫ﺍ‬ ‫ﻟﻌﲔ‬‫ﺍ‬ ‫ﻧﻮﺭ‬‫ﻭ‬ ‫ﻟﻘﻠﺐ‬‫ﺍ‬ ‫ﻣﻬﺠﺔ‬
‫ﺬﻱ‬
‫ﱂ‬
‫ﻳ‬
‫ﺍﳊﺒﻴـ‬‫ﺃﺑﻲ‬،‫ﻟﻘـﻮﺓ‬‫ﺍ‬‫ﻭ‬‫ﻟﺼـﱪ‬‫ﺎ‬‫ﺑ‬‫ﻭﺇﻣﺪﺍﺩﻱ‬‫ﻣﺘﺎﺑﻌﱵ‬‫ﻋﻦ‬ ‫ﻐﻔﻞ‬
‫ﺐ‬
.
“
‫ﻋﺮﻭﻗﻲ‬‫ﰲ‬‫ﳚﺮﻱ‬‫ﺣﺒﻬﻢ‬‫ﻣﻦ‬‫ﺇﱃ‬
،
‫ﻓﺆﺍﺩﻱ‬‫ﺑﺬﻛﺮﺍﻫﻢ‬‫ﻳﻠﻬﺞ‬‫ﻭ‬
،
‫ﺇﱃ‬
‫ﺃ‬
‫ﻭ‬‫ﺧﻮﺍﺗﻲ‬
‫ﺇ‬
‫ﻧﻲ‬‫ﺍ‬‫ﺧﻮ‬
.
“
‫ﻭﺍﻹﺑﺪﺍﻉ‬‫ﻟﻨﺠﺎﺡ‬‫ﺍ‬‫ﳓﻮ‬َ‫ﺎ‬‫ﻣﻌ‬‫ﻳﻖ‬‫ﺮ‬‫ﻟﻄ‬‫ﺍ‬‫ﻧﺸﻖ‬‫ﻭﳓﻦ‬ً‫ﺎ‬‫ﻳ‬‫ﻮ‬‫ﺳ‬‫ﻧﺎ‬‫ﺮ‬‫ﺳ‬‫ﻣﻦ‬‫ﺇﱃ‬
،
ً‫ﺍ‬‫ﻳﺪ‬‫ﺗﻜﺎﺗﻔﻨﺎ‬‫ﻣﻦ‬‫ﺇﱃ‬
‫ﺗﻌﻠﻤﻨــــــــﺎ‬‫ـﺮﺓ‬‫ـ‬‫ﺯﻫــــــ‬‫ﻧﻘﻄــــــــﻒ‬‫ـﻦ‬‫ـ‬‫ﻭﳓــــــ‬‫ـﺪ‬‫ـ‬‫ﺑﻴــــــ‬
،
‫ﻭﺯﻣﻴﻼﺗــــــــﻲ‬‫ﻳﻘﺎﺗﻲ‬‫ﺪ‬‫ـ‬‫ـ‬‫ﺻــــــ‬‫ﺇﱃ‬
.
“
‫ﻣـ‬‫ﻭﻋﺒـﺎﺭﺍﺕ‬‫ﺩﺭﺭ‬‫ﻣـﻦ‬ ‫ﻭﻛﻠﻤـﺎﺕ‬ ‫ﺫﻫﺐ‬ ‫ﻣﻦ‬ ‫ﺣﺮﻭﻓﺎ‬ ‫ﻧﺎ‬‫ﻮ‬‫ﻋﻠﻤ‬ ‫ﻣﻦ‬ ‫ﺇﱃ‬
‫ﻭﺃﺟـﻞ‬‫ﺃﲰـﻰ‬‫ﻦ‬
‫ﻟﻌﻠﻢ‬‫ﺍ‬‫ﰲ‬‫ﻋﺒﺎﺭﺍﺕ‬
،
‫ﻟﻨﺎ‬‫ﺗﻨﲑ‬‫ﻣﻨﺎﺭﺓ‬‫ﻓﻜﺮﻫﻢ‬‫ﻭﻣﻦ‬‫ﺣﺮﻭﻓﺎ‬‫ﻋﻠﻤﻬﻢ‬‫ﻟﻨﺎ‬‫ﺻﺎﻏﻮﺍ‬‫ﻣﻦ‬‫ﺇﱃ‬
‫ﻟﻜﺮﺍﻡ‬‫ﺍ‬‫ﺃﺳﺎﺗﺬﺗﻨﺎ‬‫ﺇﱃ‬‫ﻟﻨﺠﺎﺡ‬‫ﺍ‬‫ﻭ‬‫ﻟﻌﻠﻢ‬‫ﺍ‬‫ﺳﲑ‬
.
“
‫ﻟﻀﺎﺩ‬‫ﺍ‬‫ﻟﻐﺔ‬‫ﺇﺗﻘﺎﻥ‬‫ﻋﻠﻰ‬‫ﳛﺮﺻﻮﻥ‬‫ﻳﻦ‬‫ﺬ‬‫ﻟ‬‫ﺍ‬‫ﻟﻄﻠﺒﺔ‬‫ﺍ‬‫ﺋﻨﺎ‬‫ﺎ‬‫ﺃﺑﻨ‬‫ﺇﱃ‬
.

10. )
‫ط‬
(
‫ﻟﻌﻤﻞ‬‫ﺍ‬‫ﻫﺬﺍ‬‫ﺇﳒﺎﺯ‬‫ﻋﻠﻰ‬‫ﺷﺠﻌﻨﺎ‬‫ﻣﻦ‬‫ﻛﻞ‬‫ﻭﺇﱃ‬
.
‫ﻭﺗﻘﺪﻳﺮ‬ ‫ﺷﻜﺮ‬
‫ﻭﺍﻟﺼﻼﺓ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﻥ‬ ‫ﺭﺏ‬ ‫ﷲ‬ ‫ﺍﻟﺤﻤﺩ‬
‫ﺍﻟﻤﺘﻘﻴﻥ‬ ‫ﺇﻤﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺴﻼﻡ‬
،
‫ﻨﺒﻴﻨـﺎ‬ ‫ﺃﺠﻤﻌﻴﻥ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻭﻗﺩﻭﺓ‬
‫ﻤﺤﻤﺩ‬
،
‫ﺍﻟﺩﻴﻥ‬ ‫ﻴﻭﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺈﺤﺴﺎﻥ‬ ‫ﺘﺒﻌﻬﻡ‬ ‫ﻭﻤﻥ‬ ‫ﻭﺼﺤﺒﻪ‬ ‫ﺁﻟﻪ‬ ‫ﻭﻋﻠﻰ‬
.
‫ﺍﻟﺤﻤﺩ‬ ‫ﻓﻠﻙ‬
)
‫ﺴﺒﺤﺎﻨﻙ‬
(
،
‫ﻨﻌﻠﻡ‬ ‫ﻨﻜﻥ‬ ‫ﻟﻡ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻤﺘﻨﺎ‬
،
‫ﺍﻟﺤﻜﻴﻡ‬ ‫ﺍﻟﻌﻠﻴﻡ‬ ‫ﺃﻨﺕ‬ ‫ﺇﻨﻙ‬
،
‫ﺨﻠﻘﻙ‬ ‫ﻋﻠﻡ‬ ‫ﺠﻌﻠﺕ‬
‫ﺒ‬ ‫ﻟﻨﺎ‬ ‫ﻜﺘﺒﺕ‬ ‫ﻤﺎ‬ ‫ﺇﻻ‬ ‫ﻓﻴﻪ‬ ‫ﻟﻨﺎ‬ ‫ﻨﺼﻴﺏ‬ ‫ﻻ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﻅﻴﻡ‬ ‫ﻋﻠﻤﻙ‬ ‫ﺒﺤﺭ‬ ‫ﻓﻲ‬ ‫ﻜﻘﻁﺭﺓ‬ ‫ﺃﺠﻤﻌﻴﻥ‬
‫ﻭﻓﻀـﻠﻙ‬ ‫ﺭﺤﻤﺘﻙ‬
‫ﺍﻷﻜﺭﻤﻴﻥ‬ ‫ﺃﻜﺭﻡ‬ ‫ﻴﺎ‬
.
‫ﻓ‬
‫ﻻ‬ ‫ﺍﻟﻨـﺎﺱ‬ ‫ﻴﺸﻜﺭ‬ ‫ﻟﻡ‬ ‫ﻭﻤﻥ‬ ،‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻭﻤﺴﺎﻋﺩﺓ‬ ‫ﺒﻌﻭﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻟﻪ‬ ‫ﻴﻜﺘﺏ‬ ‫ﻻ‬ ‫ﻋﻤل‬ ‫ﺃﻱ‬ ‫ﺈﻥ‬
‫ﺍﷲ‬ ‫ﻴﺸﻜﺭ‬
‫؛‬
‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻻﻤﺘﻨﺎﻥ‬ ‫ﺍﻟﺸﻜﺭ‬ ‫ﻓﺄﻗﺩﻡ‬ ،‫ﻷﻫﻠﻪ‬ ‫ﺍﻟﻔﻀل‬ ‫ﺃﻨﺴﺏ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻭﺍﺠﺏ‬ ‫ﻤﻥ‬ ‫ﺃﺠﺩ‬ ‫ﻟﺫﺍ‬
‫ﻭﺍﻟﺘﺸﺠﻴﻊ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﻟﻲ‬ ‫ﻗﺩﻡ‬
،
‫ﺍﻟ‬ ‫ﻫﺫﺍ‬ ‫ﺇﺨﺭﺍﺝ‬ ‫ﺴﺒﻴل‬ ‫ﻓﻲ‬
‫ﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻨ‬ ‫ﺤﻴﺯ‬ ‫ﺇﻟﻰ‬
‫ﻭﺭ‬
.
‫ﺒﺭﺌﻴﺴﻬﺎ‬ ‫ﻤﻤﺜﻠﺔ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﻟﻠﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺠﺯﻴل‬ ‫ﻓﺎﻟﺸﻜﺭ‬
،
‫ﻭ‬
‫ﺍﻟﻌﻠﻴـﺎ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻋﻤﺎﺩﺓ‬
،
‫ﻭﺇﻟـﻰ‬
‫ﺩﺭﺠﺔ‬ ‫ﻭﻨﻴل‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻻﺴﺘﻜﻤﺎل‬ ‫ﻟﻲ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﻹﺘﺎﺤﺔ‬ ‫ﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﺒﺫﻟﻭﻩ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﺃﺴﺎﺘﺫﺓ‬
‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬
،
‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻭﺃﺴـﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﻨـﺎﻫﺞ‬ ‫ﻗﺴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺘﺫﺓ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻭﺍﻤﺘﻨﺎﻨﻲ‬ ‫ﺒﺸﻜﺭﻱ‬ ‫ﺃﺨﺹ‬ ‫ﻜﻤﺎ‬
‫ﻭ‬ ‫ﺍﻟﺫﻴﻥ‬
‫ﻟ‬ ‫ﻓﺭﻭﺍ‬
‫ﻲ‬
‫ﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻟﻼﺴﺘﻔﺎﺩﺓ‬ ‫ﺍﻟﺴﺒل‬ ‫ﺠﻤﻴﻊ‬
.
‫ﺍﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﻟﺠﻨﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﺃﺸﻜﺭ‬
:
‫ﺍﻟﺩﻜﺘﻭﺭ‬ ‫ﺍﻷﺴﺘﺎﺫ‬
/
،‫ﹰ‬
‫ﺎ‬‫ﺨﺎﺭﺠﻴـ‬ ً
ً
‫ﹰ‬
‫ﺎ‬‫ﻤﻨﺎﻗﺸـ‬ ‫ﺍﻟﺠﻭﺍﺩ‬ ‫ﻋﺒﺩ‬ ‫ﺇﻴﺎﺩ‬
‫ﻭﺍﻷﺴـﺘﺎﺫ‬
‫ﺍﻟﺩﻜﺘﻭﺭ‬
/
‫ﹰ‬
‫ﺎ‬‫ﺩﺍﺨﻠﻴ‬ ‫ﹰ‬
‫ﺎ‬‫ﻤﻨﺎﻗﺸ‬ ‫ﻋﻔﺎﻨﺔ‬ ‫ﻋﺯﻭ‬
‫ﻟﺘﺨـﺭﺝ‬ ‫ﺍﻟﺭﺴـﺎﻟﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﻘﻴﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﻓﻲ‬ ‫ﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﺒﺫﻻﻩ‬ ‫ﻟﻤﺎ‬
‫ﺍﻟﺼﻭﺭﺓ‬ ‫ﻭﺒﻬﺫﻩ‬ ‫ﻭﺠﻪ‬ ‫ﺃﻜﻤل‬ ‫ﻋﻠﻰ‬
.
‫ﻜﻤﺎ‬
‫ﻴﺴﻌﺩﻨﻲ‬
‫ﺍﻟ‬ ‫ﺒﺠﺯﻴل‬ ‫ﺃﺘﻘﺩﻡ‬ ‫ﺃﻥ‬
‫ﺍﻟﻔﺎﻀل‬ ‫ﺍﻟﺩﻜﺘﻭﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺸﻜﺭ‬
/
‫ﺤﻠﺱ‬ ‫ﺩﺭﻭﻴﺵ‬ ‫ﺩﺍﻭﺩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺸﺭﻑ‬ ‫ﺍﻟﺫﻱ‬
،
‫ﺒﻌﻠﻤﻪ‬ ‫ﻋﻠﻲ‬ ‫ﻭﻓﺎﺽ‬
،
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻫـﺫﻩ‬ ‫ﺇﺜـﺭﺍﺀ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺤـﺭﺹ‬
‫ﻤﻤﻜﻨﺔ‬ ‫ﺼﻭﺭﺓ‬ ‫ﺒﺄﻓﻀل‬ ‫ﻭﺇﺨﺭﺍﺠﻬﺎ‬
،
‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﻜل‬ ‫ﻤﻨﻲ‬ ‫ﻓﻠﻪ‬
،
‫ﻭﺍﻟﻔﻀـل‬ ‫ﺒﺎﻟﺠﻤﻴل‬ ‫ﺍﻟﻌﺭﻓﺎﻥ‬ ‫ﺁﻴﺎﺕ‬ ‫ﻭﺃﺴﻤﻰ‬
‫ﻋﻤﺭﻱ‬ ‫ﻁﻭﺍل‬ ‫ﺃﻨﺴﺎﻩ‬ ‫ﻟﻥ‬ ‫ﺍﻟﺫﻱ‬
.
‫ﺒﺎﻟﺸ‬ ‫ﺃﺘﻭﺠﻪ‬ ‫ﻜﻤﺎ‬
‫ﻭﻤﺸـﻭﺭﺓ‬ ‫ﺭﺅﻯ‬ ‫ﻤﻥ‬ ‫ﻟﻲ‬ ‫ﻗﺩﻤﻭﻩ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﻤﺤﻜﻴﻥ‬ ‫ﻟﻠﺴﺎﺩﺓ‬ ‫ﺍﻟﺠﺯﻴل‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﻜﺭ‬
،
‫ﻟﻸﺴﺘﺎﺫ‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺒﺎﻟﺸﻜﺭ‬ ‫ﺃﺘﻭﺠﻪ‬ ‫ﻜﻤﺎ‬
/
‫ﺍﻟﺭﺒﻌـ‬ ‫ﺍﻟﻠﻁﻴﻑ‬ ‫ﻋﺒﺩ‬ ‫ﻤﺤﻤﺩ‬
‫ﻲ‬
‫ﺭﺅﻯ‬ ‫ﻤـﻥ‬ ‫ﻟـﻲ‬ ‫ﻗﺩﻤـﻪ‬ ‫ﻟﻤـﺎ‬
‫ﻭﻤﺸﻭﺭﺓ‬
.
‫ﻤـﺩﻴﺭﺘﻲ‬ ‫ﺇﻟـﻰ‬ ‫ﻭﺍﻟﺘﻘـﺩﻴﺭ‬ ‫ﺍﻟﺸـﻜﺭ‬ ‫ﺁﻴﺎﺕ‬ ‫ﺒﺄﺴﻤﻰ‬ ‫ﺃﺘﻘﺩﻡ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﻴﻔﻭﺘﻨﻲ‬ ‫ﻻ‬ ‫ﺍﻟﻤﻘﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬
‫ﺍﻟﻔﺎﻀﻠﺔ‬
‫ﺍﻟﺤﻨﻭﻨ‬
‫ﺔ‬
‫ﺍﻷ‬ ‫ﻓﻬﺩ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭﺓ‬
‫ﺍﻟﺼﺒﺎﺡ‬ ‫ﺤﻤﺩ‬
‫ﺍﻷﺴﺘﺎﺫﺓ‬
/
‫ﺍﻟﻜﺤﻠﻭﺕ‬ ‫ﺍﻟﻘﺎﺩﺭ‬ ‫ﻋﺒﺩ‬ ‫ﺁﻤﺎل‬
‫ﻋﻠـﻰ‬

11. )
‫ي‬
(
‫ﺒﻬﺎ‬ ‫ﺃﻤﺩﺘﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻔﻴﺩﺓ‬ ‫ﻭﺍﻵﺭﺍﺀ‬ ‫ﺍﻟﻜﺒﻴﺭﺓ‬ ‫ﻭﺍﻟﻤﺴﺎﻋﺩﺍﺕ‬ ‫ﺍﻟﺘﻀﺤﻴﺎﺕ‬
،
‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺒﺎﻟﺸﻜﺭ‬ ‫ﺃﺘﻘﺩﻡ‬ ‫ﻜﻤﺎ‬
‫ﻏﺯﺓ‬ ‫ﺸﻬﺩﺍﺀ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭ‬
‫ﺍﻷﺴﺘﺎﺫ‬
/
‫ﺍﻟﺩﻋﺱ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺯﻴﺎﺩ‬
‫ﻭﺍﻟﻤﺴـﺎﻋﺩﺓ‬ ‫ﺍﻟﻌﻭﻥ‬ ‫ﻴﺩ‬ ‫ﻭﺇﻤﺩﺍﺩ‬ ‫ﺘﻌﺎﻭﻨﻪ‬ ‫ﻋﻠﻰ‬
‫ﻭﺍﻨﺠﺎﺯﻩ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻫﺫﺍ‬ ‫ﻟﺘﻁﺒﻴﻕ‬
.
‫ﻜﻤﺎ‬
‫ﻹﻨﺠـﺎﺯ‬ ‫ﺍﻟﻌﻭﻥ‬ ‫ﻴﺩ‬ ‫ﻟﻲ‬ ‫ﻤﺩﺩﻥ‬ ‫ﺍﻟﻠﻭﺍﺘﻲ‬ ‫ﺍﻟﻌﺯﻴﺯﺍﺕ‬ ‫ﺯﻤﻴﻼﺘﻲ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺒﺎﻟﺸﻜﺭ‬ ‫ﺃﺘﻘﺩﻡ‬
‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻫﺫﻩ‬
)
‫ﺴﻴﺩﻭ‬ ‫ﺃﺒﻭ‬ ‫ﺴﻬﺎ‬
(
‫ﻭ‬
)
‫ﺍﻟﻤﺸﻬﺭﺍﻭﻱ‬ ‫ﺴﻬﺎ‬
(
‫ﻭ‬
)
‫ﺍﻟﻨﻴ‬ ‫ﺴﻬﻴﺭ‬
‫ﺭﺏ‬
(
‫ﻭ‬
)
‫ﻋﻴﺎﺩ‬ ‫ﺃﻨﻌﺎﻡ‬
. (
‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺒﺎﻟﺸﻜﺭ‬ ‫ﺃﺨﺹ‬ ‫ﻜﻤﺎ‬
‫ﺍ‬
‫ﻷ‬
‫ﺍﻟﻔﺎﻀل‬ ‫ﺴﺘﺎﺫ‬
/
،‫ﻤﺸﺘﻬﻰ‬ ‫ﻁﻪ‬
‫ﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﻤﻨﺤﻨﻲ‬ ‫ﺍﻟﺫﻱ‬
‫ﻩ‬
‫ﻭﻭﻗﺘﻪ‬
،
‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺍﻟﺸﻜﺭ‬ ‫ﻜل‬ ‫ﻤﻨﻲ‬ ‫ﻟﻪ‬ ،‫ﹰ‬
‫ﺎ‬‫ﻭﻤﻌﻴﻨ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﻨﺎﺼﺤ‬،‫ﹰ‬
‫ﺎ‬‫ﻤﺸﺠﻌ‬ ‫ﺍﻟﻁﺭﻴﻕ‬ ‫ﻁﻭل‬ ‫ﻋﻠﻰ‬ ‫ﻤﻌﻲ‬ ‫ﻭﺼﺒﺭﻩ‬
.
‫ﺍﻷﺴﺘﺎﺫ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻭﺼﻭل‬ ‫ﻭﺍﻟﺸﻜﺭ‬
‫ﺯﻫﻴﺭ‬ ‫ﺃﺒﻭ‬ ‫ﺴﻬﻴل‬
‫ﻓﻲ‬ ‫ﺨﺭﺠﺕ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺩﻗﻕ‬ ‫ﺍﻟﺫﻱ‬
‫ﺒﻨﺎﺀ‬ ‫ﻭﺃﺒﻬﻰ‬ ‫ﺤﻠﺔ‬ ‫ﺃﺠﻤل‬
.
‫ﺍﷲ‬ ‫ﺃﺩﻋﻭ‬ ‫ﻭﺃﺨﻴﺭﺍ‬
)
‫ﻭﺠـل‬ ‫ﻋﺯ‬
(
‫ﺒﻘﻭﻟـﻪ‬
‫ﺎﻟﻰ‬‫ﺗﻌ‬
:
}
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t•ä3ô©r&
š•tFyJ÷èÏR
ûÓÉL©9$#
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¥’n?tã
4’n?tãur
ž”t$Î!ºur
÷br&ur
Ÿ@uHùår&
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y7ÏGpHôqt•Î/
’Îû
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ÇÊÒÈ
{
.
)
‫ﺍﻟﻨﻤل‬
:
١٩
(

12. )
‫ك‬
(
‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻗﺎﺌﻤﺔ‬
‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﻗﺭﺁﻨﻴﺔ‬ ‫ﺁﻴﺔ‬
.
‫ﺃ‬
‫ﻤﻠ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺨﺹ‬
.
‫ﺏ‬
‫ﺍ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻠﺨﺹ‬
‫ﻹ‬
‫ﻨﺠﻠﻴﺯﻴﺔ‬
.
‫ﻩ‬
‫ﺇﻫﺩﺍﺀ‬
.
‫ﺡ‬
‫ﻭﺘﻘﺩﻴﺭ‬ ‫ﺸﻜﺭ‬
.
‫ﻁ‬
‫ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬ ‫ﻗﺎﺌﻤﺔ‬
.
‫ﻱ‬
‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻗﺎﺌﻤﺔ‬
.
‫ﻉ‬
‫ﺍﻟﻤﻼﺤﻕ‬ ‫ﻗﺎﺌﻤﺔ‬
.
‫ﺹ‬
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬
‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻹﻁﺎﺭ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺩﻤﺔ‬
.
٢
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬
.
٥
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺎﺕ‬
.
٥
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬
.
٦
‫ﺃﻫ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻴﺔ‬
.
٦
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬
.
٧
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬
.
٧
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺼل‬
‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬
.
٩
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺃﻫﻤﻴﺔ‬
.
١٠

13. )
‫ل‬
(
‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺃﻫﺩﺍﻑ‬
.
١١
‫ﻟﻠﻤﻨﻬﺎﺝ‬ ‫ﺍﻟﻌﺭﻴﻀﺔ‬ ‫ﺍﻟﺨﻁﻭﻁ‬ ‫ﻓﻲ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‬
.
١٢
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺨﺼﺎﺌﺹ‬
.
١٣
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﻅﺎﺌﻑ‬
.
١٨
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬
.
١٩
‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬
.
٢٠
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺃﻫﻤﻴﺔ‬
.
٢١
‫ﺘﻌﻠ‬ ‫ﻤﺭﺍﺤل‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻡ‬
.
٢٣
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺃﻨﻭﺍﻉ‬
.
٢٥
‫ﺍﻷﺩﺍﺀ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺃﻨﻭﺍﻉ‬
.
٢٥
‫ﻭﻋﻴﻭﺒﻬﺎ‬ ‫ﻤﺯﺍﻴﺎﻫﺎ‬ ‫ﺍﻟﺼﺎﻤﺘﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬
.
٢٥
‫ﻭﻋﻴﻭﺒ‬ ‫ﻤﺯﺍﻴﺎﻫﺎ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬
‫ﻬﺎ‬
.
٢٧
‫ﻟﻠﻤﺒﺘﺩﺌﻴﻥ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻁﺭﻕ‬
.
٣٠
‫ﺍﻟﻬﺠﺎﺌﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬
.
٣٠
‫ﺍﻟﺼﻭﺘﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬
.
٣١
‫ﺍﻟﻤﻘﻁﻌﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬
.
٣٣
‫ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬
.
٣٤
‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻁﺭﻴﻘﺔ‬
.
٣٤
‫ﺍﻟﺠﻤﻠﺔ‬ ‫ﻁﺭﻴﻘﺔ‬
.
٣٥
‫ﺍﻟﻘﺼﺔ‬ ‫ﻁﺭﻴﻘﺔ‬
.
٣٥
‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻁﺭﻴﻘﺔ‬
.
٣٧

14. )
‫م‬
(
‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﺘﻭﻓﻴﻘﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬
)
‫ﺍﻟﺘﻭﻟﻴﻔﻴﺔ‬
(
.
٣٩
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﻌﻭﺒﺎﺕ‬
.
٤٠
‫ﺍﻟﺩﺴﻠﻜﺴﻴﺎ‬
.
٤١
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻑ‬
.
٤٤
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﻁﺭﻕ‬
.
٤٥
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺄﺨﺭ‬ ‫ﺃﺴﺒﺎﺏ‬
.
٤٥
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻀﻌﻑ‬ ‫ﻤﻅﺎﻫﺭ‬
.
٤٦
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻑ‬ ‫ﺃﺴﺒﺎﺏ‬
٥١
‫ﻋﻼﺝ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻀﻌﻑ‬
٥٧
‫ﺃﺴ‬
‫ﺎﻟﻴﺏ‬
‫ﺍﻟﻀﻌﻑ‬ ‫ﻋﻼﺝ‬
‫ﺍﻟﻘﺭﺍﺌﻲ‬
.
٦٠
‫ﻟﻌﻼ‬ ‫ﻤﻘﺘﺭﺤﺎﺕ‬
‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻀﻌﻑ‬ ‫ﺝ‬
.
٦٢
‫ﺍﻟﻠﻌﺏ‬ ‫ﺘﻌﺭﻴﻑ‬
.
٦٤
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻠﻌﺒﺔ‬ ‫ﻤﻜﻭﻨﺎﺕ‬
.
٦٥
‫ﻟﻠﻌﺏ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻫﻤﻴﺔ‬
.
٦٥
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﻓﻭﺍﺌﺩ‬
.
٦٧
‫ﺍﻟﻠﻌﺏ‬ ‫ﻨﻅﺭﻴﺎﺕ‬
.
٦٨
‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﺼﻨﻴﻔﺎﺕ‬
.
٧١
‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺃﻨﻭﺍﻉ‬
.
٧٤
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬
.
٧٤
‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺨﺼﺎﺌﺹ‬
.
٧٥
‫ﺍﻟﻠﻌﺏ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﻭﻅﺎﺌﻑ‬
.
٧٦
‫ﺍﻟﻠ‬ ‫ﺃﻨﻭﺍﻉ‬
‫ﻌﺏ‬
.
٧٧

15. )
‫ن‬
(
‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻠﻌﺒﺔ‬ ‫ﻤﻭﺍﺼﻔﺎﺕ‬
.
٨٠
‫ﻭﺍﻟﻠﻌﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻠﻌﺒﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬
.
٨١
‫ﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﺴﻌﻰ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻫﺩﺍﻑ‬
.
٨٢
‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻔﻭﺍﺌﺩ‬
.
٨٣
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻤﻌﺎﻴﻴﺭ‬
.
٨٤
‫ﺍﻟﺘ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺤﺩﺩﺍﺕ‬
‫ﻌﻠﻴﻤﻴﺔ‬
.
٨٥
‫ﺍﻟﻠﻌﺒﺔ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻗﻭﺍﻋﺩ‬
.
٨٥
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻠﻌﺒﺔ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺨﻁﻭﺍﺕ‬
.
٨٦
‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﺘﻀﻤﻨﻬﺎ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
.
٨٨
‫ﻟﻸﻟﻌﺎﺏ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﺍﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺴﺱ‬
.
٩٠
‫ﺍﻟﻠﻌﺒﺔ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﺨﻁﻭﺍﺕ‬
.
٩٠
‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﻟﺘﻭﻅﻴﻑ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬
.
٩٢
‫ﺍﻟﻠﻌﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺴﻼﻡ‬ ‫ﻨﻅﺭﺓ‬
.
٩٣
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻔﺼل‬
‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬
‫ﻋﺎﻡ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬
.
٩٦
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﺭﻭﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬
.
٩٩
‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﺒﺎﺤﺙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬
.
١٠٧
‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎﻡ‬ ‫ﺘﻌﻘﻴﺏ‬
.
١١٤
‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﻔﺼل‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬
.
١١٧

16. )
‫س‬
(
‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬
.
١١٧
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬
.
١١٧
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬
.
١١٨
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺨﻁﻭﺍﺕ‬
.
١٣٣
‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬
.
١٣٥
‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﻔﺼل‬
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺒﺎﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
.
١٣٨
‫ﻭﺘﻔ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺒﺎﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺴﻴﺭﻫﺎ‬
.
١٣٨
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺒﺎﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
.
١٣٩
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺒﺎﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
.
١٤١
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺒﺎﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
.
١٤٣
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻴﺎﺕ‬
.
١٤٤
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺘﺭﺤﺎﺕ‬
.
١٤٥
‫ﻭﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬
.
١٤٦
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬
.
١٤٧
‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﻟﺩﻭﺭﺍﺕ‬ ‫ﺍﻟﻤﺠﻼﺕ‬
.
١٥٢
‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺭﺴﺎﺌل‬
.
١٥٤
‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﻟﻨﺩﻭﺍﺕ‬ ‫ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬
.
١٥٦
‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬
.
١٥٧
‫ﺍﻟﻤﻼﺤﻕ‬
.
١٥٩

17. )
‫ع‬
(
‫ﻗﺎﺌﻤ‬
‫ـ‬
‫ﺍﻟﺠ‬ ‫ﺔ‬
‫ـ‬
‫ﺩﺍﻭل‬
‫ﺍﻟﺠﺩﻭل‬ ‫ﺭﻗﻡ‬
‫ﺍﻟﺠﺩﻭل‬ ‫ﻋﻨﻭﺍﻥ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺭﻗﻡ‬
٢:١
‫ﺍﻟﺤﺭﻓﻴ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻘﺎﺭﻨﺔ‬
‫ﺔ‬
‫ﻭ‬
‫ﺍﻟﻁﺭﻴﻘﺔ‬
‫ﺍﻟﺼـﻭﺘﻴ‬
‫ﺔ‬
‫ﻭ‬
‫ﺍﻟﻁﺭﻴﻘـﺔ‬
‫ﺍﻟﻤﻘﻁﻌﻴﺔ‬
.
٣٣
٢:٢
‫ﻭ‬ ‫ﺍﻟﺘﺭﻜﻴﺒﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻘﺎﺭﻨﺔ‬
‫ﺍﻟﻁﺭﻴﻘﺔ‬
‫ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬
.
٨٣
٤:١
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻭﺯﻴﻊ‬
.
١١٨
٤:٢
‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻘﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤﻼﺕ‬
.
١٢٧
٤:٣
‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻘﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤﻼﺕ‬
.
١٢٨
٤:٤
‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬
‫ﻜل‬ ‫ﺒﻴﻥ‬
‫ﻓﻘﺭﺓ‬
‫ﻤﻥ‬
‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﻓﻘـﺭﺍﺕ‬
‫ﻤـﻊ‬
‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬
‫ﻟﻼﺨﺘﺒﺎﺭ‬
.
١٢٩
٤:٥
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
""
z
" "
‫ﻭﻤﺴـﺘﻭﻯ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﻔـﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬
‫ﺍﻟﻀـﺎﺒﻁﺔ‬
‫ﺍﻟﻌﻤﺭ‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
.
١٣٠
٤:٦
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
""
z
" "
‫ﻭﻤﺴـﺘﻭﻯ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﻔـﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬
‫ﺍﻟﻀـﺎﺒﻁﺔ‬
‫ﺍ‬ ‫ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﻟﺘﻲ‬
‫ﺍﻟﻌﺎﻡ‬
.
١٣١
٤:٧
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
""
z
" "
‫ﻭﻤﺴـﺘﻭﻯ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﻔـﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬
‫ﺍﻟﻀـﺎﺒﻁﺔ‬
‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬
.
١٣١
٤:٨
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴـﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
"
z
"
‫ﻭﻤﺴـﺘﻭﻯ‬
‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻔـﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
.
١٣٢
٥:١
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴـﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
"
‫ﺕ‬
"
‫ﻭﻤﺴـﺘﻭﻯ‬
‫ﺍ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻔﺭﻭﻕ‬
‫ﺘﻼﻤـﺫﺓ‬
‫ﻭ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬
‫ﺍﻟﻀـﺎﺒﻁﺔ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸـﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬
١٣٩

18. )
‫ف‬
(
‫ﺍﻟﺠﺩﻭل‬ ‫ﺭﻗﻡ‬
‫ﺍﻟﺠﺩﻭل‬ ‫ﻋﻨﻭﺍﻥ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺭﻗﻡ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬
.
٥:٢
‫ﻗﻴﻤﺔ‬
"
‫ﺕ‬
"
‫ﻭ‬
‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﺤﺠﻡ‬
١٣٩
٥:٣
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴـﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
"
z
"
‫ﻭﻤﺴـﺘ‬
‫ﻭﻯ‬
‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﻟﻤﺠﻤﻭﻋ‬
‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻋ‬
‫ﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴـﺔ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸـﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
.
١٤٠
٥:٤
‫ﻟـ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﺤﺠﻡ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬
η 2
١٤٠
٥:٥
‫ﻗﻴﻤﺔ‬
"
Z
"
‫ﺍﻟ‬ ‫ﻭﺤﺠﻡ‬ ‫ﺘﺭﺒﻴﻊ‬ ‫ﻭﺇﻴﺘﺎ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﻻﺨﺘﺒـﺎﺭ‬ ‫ﺘﺄﺜﻴﺭ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
.
١٤١
٥:٦
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
""
z
" "
‫ﻭﻤﺴـﺘﻭﻯ‬
‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬
‫ﺘﻠﻤﻴـﺫﺍﺕ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﻟﻤﺠﻤﻭﻋ‬
‫ﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻋ‬
‫ﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸـﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﻟﺤﺭﻭﻑ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
.
١٤٢
٥:٧
‫ﻗﻴﻤﺔ‬
"
Z
"
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻭﺤﺠﻡ‬ ‫ﺘﺭﺒﻴﻊ‬ ‫ﻭﺇﻴﺘﺎ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
.
١٤٢
٥:٨
‫ﻭﻗﻴﻤـﺔ‬ ‫ﺍﻟﺭﺘﺏ‬ ‫ﻭﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﺭﺘﺏ‬ ‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻌﺩﺩ‬
"
U"
"
‫ﻗﻴﻤـﺔ‬ ‫ﻭ‬
"Z"
‫ﻓـﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻭﻗﻴﻤﺔ‬
‫ﺍﺨﺘ‬
‫ﺒﺎﺭ‬
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘـ‬ ‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬
‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬
.
١٤٣

19. )
‫ص‬
(
‫ﻗﺎﺌﻤﺔ‬
‫ﺍﻟﻤﻼﺤﻕ‬
‫ﺍﻟﻤﻠﺤﻕ‬ ‫ﺭﻗﻡ‬
‫ﺍﻟﻤﻠﺤﻕ‬ ‫ﻋﻨﻭﺍﻥ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺭﻗﻡ‬
١
‫ﺍﻟﺭﺴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺴﻼﺕ‬
١٦٠
٢
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻷﺩﻭﺍﺕ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺃﺴﻤﺎﺀ‬
.
١٦٣
٣
‫ﺍﻟﻤﺘﺸﺎﺒ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﻬﺔ‬
.
١٦٥
٤
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺒﺭﻨﺎﻤﺞ‬
.
١٧٨
٥
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻟﻴل‬
.
٢٠٩
٦
‫ﻭﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺼﻭﺭ‬
.
٢٢٦

20. )
١
(
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
‫ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻹﻃﺎﺭ‬
•
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺩﻤﺔ‬
.
•
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬
.
•
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺎﺕ‬
.
•
‫ﺍﻟﺩﺭﺍ‬ ‫ﺃﻫﺩﺍﻑ‬
‫ﺴﺔ‬
.
•
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬
.
•
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬
.
•
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬
.

21. )
٢
(
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬
‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻹﻁﺎﺭ‬
‫ﺍﻟﻔﺼل‬ ‫ﻫﺫﺍ‬ ‫ﺘﻀﻤﻥ‬
،‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻘﺩﻤﺔ‬
‫ﻓ‬
‫ﻤﺸﻜﻠﺘﻬﺎ‬
‫ﻭﻓﺭﻀﻴﺎﺘﻬﺎ‬
،
‫ﺃﻫﺩﺍﻓ‬ ‫ﺜﻡ‬
‫ﻬﺎ‬
،
‫ﻭﺃﻫﻤﻴﺘﻬﺎ‬
،
‫ﻭ‬
‫ﺨـﺘﻡ‬
‫ﺒ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬
‫ﻭ‬
‫ﻤﺼﻁﻠﺤﺎﺘ‬
‫ﻬﺎ‬
.
‫ﺍﻟﻤﻘﺩﻤﺔ‬
:
‫ﹰ‬
‫ﺎ‬‫ﻭﺘﺴﺎﺭﻋ‬ ‫ﹰ‬
‫ﻼ‬‫ﻤﺫﻫ‬ ‫ﹰ‬
‫ﺍ‬‫ﺘﻁﻭﺭ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺇﻨﺴﺎﻥ‬ ‫ﺇﻥ‬
‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺸﺘﻰ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻅﻴﺭ‬ ‫ﻤﻨﻘﻁﻊ‬
،
‫ﻭﺍﺤﺩ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﻤﺠﺎل‬
‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﺒﻬﺫﺍ‬ ‫ﺘﺄﺜﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬
.
‫ﺍﻟﻠﻐـﺔ‬ ‫ﻓـﺈﻥ‬ ‫ﻟﺫﺍ‬ ‫؛‬ ‫ﻭﺍﻟﺘﻁﻭﺭ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻓﺭ‬ ‫ﺒﻨﺼﻴﺏ‬ ‫ﺤﻅﻲ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻥ‬ ‫ﻴﺨﻔﻰ‬ ‫ﻭﻻ‬
‫ﺍ‬ ‫ﻤﺭﺁﺓ‬
،‫ﻟﻤﺠﺘﻤﻊ‬
‫ﺘﺭﺍﺜﻪ‬ ‫ﻭﻤﺴﺘﻭﺩﻉ‬
،
‫ﺃﺩﺒﻪ‬ ‫ﻭﺩﻴﻭﺍﻥ‬
،
‫ﻭﺃﺤﻼﻤـﻪ‬ ‫ﻤﻁﺎﻤﺤـﻪ‬ ‫ﻭﺴﺠل‬
،
‫ﺃﻓﻜـﺎﺭﻩ‬ ‫ﻭﻤﻔﺘـﺎﺡ‬
‫ﻭﻋﻭﺍﻁﻔﻪ‬
،
‫ﺍﻟﺭﻭﺤﻲ‬ ‫ﻜﻴﺎﻨﻪ‬ ‫ﺭﻤﺯ‬ ‫ﻜﻠﻪ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻭﻕ‬ ‫ﻭﻫﻲ‬
،
‫ﻭﺘﻘﺩﻤﻪ‬ ‫ﻭﺤﺩﺘﻪ‬ ‫ﻭﻋﻨﻭﺍﻥ‬
،
‫ﻋﺎﺩﺍﺘـﻪ‬ ‫ﻭﺨﺯﺍﻨـﺔ‬
‫ﻭﺘﻘﺎﻟﻴﺩﻩ‬
.
)
‫ﺍﻟﻀﺒﻊ‬
،
٢٠٠١
:
٢٣
(
‫ﻭﻤ‬ ‫ﺤﻀﺎﺭﺍﺘﻬﺎ‬ ‫ﻭﻋﻨﻭﺍﻥ‬ ‫ﺍﻷﻤﺔ‬ ‫ﻭﺤﺩﺓ‬ ‫ﺃﺴﺎﺱ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻓﺎﻟﻠﻐﺔ‬
‫ﺸﺨﺼـﻴﺘﻬﺎ‬ ‫ﻭﺭﻤـﺯ‬ ‫ﻓﻜﺭﻫﺎ‬ ‫ﺭﺁﺓ‬
،‫ﻭﻜﻴﺎﻨﻬﺎ‬
‫ﺍﻟﻨﻔﺱ‬ ‫ﺭﺤﺎﺏ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺁﻓﺎﻕ‬ ‫ﻓﻲ‬ ‫ﻴﺘﺭﺩﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺼﺩﺍﻩ‬ ‫ﺍﻟﻔﻜﺭ‬ ‫ﻨﺸﺎﻁ‬ ‫ﻓﻬﻲ‬
،
‫ﺍﻟﻘﺩﺭ‬ ‫ﻭﻫﻲ‬
‫ﺍ‬
‫ﺍﻟﻭﺍﺤﺩﺓ‬ ‫ﺍﻷﻤﺔ‬ ‫ﺃﺒﻨﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻔﻜﺭﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﻥ‬ ‫ﻟﻤﺸﺘﺭﻙ‬
،
‫ﺘﻤﺘﺎﺯ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
،
‫ﻋـﻥ‬
‫ﺍﻟﻠﻐﺎﺕ‬ ‫ﺴﺎﺌﺭ‬
،
‫ﺴﺎﻤﻴﺔ‬ ‫ﻭﻤﻨﺯﻟﺔ‬ ‫ﻓﺭﻴﺩﺓ‬ ‫ﺒﻤﻜﺎﻨﺔ‬
‫؛‬
‫ﺍﻹﺴﻼﻤﻲ‬ ‫ﺍﻟﻔﻜﺭ‬ ‫ﻭﻟﻐﺔ‬ ،‫ﺍﻟﺒﻴﺎﻥ‬ ‫ﻭﻟﺴﺎﻥ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﻟﻐﺔ‬ ‫ﻓﻬﻲ‬
‫ﺒﻨﻭﺭﻩ‬ ‫ﺍﻟﻤﻌﻤﻭﺭﺓ‬ ‫ﺃﻀﺎﺀ‬ ‫ﺍﻟﺫﻱ‬
،
‫ﻜﺜﻴﺭﺓ‬ ‫ﺃﻤﻡ‬ ‫ﺤﻴﺎﻀﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻭﺍﺭﺩﺕ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺤﻀﺎﺭﺓ‬ ‫ﻭﻟﻐﺔ‬
‫ﺃﻥ‬ ‫ﻜﻤﺎ‬،
‫ﻟﻠﻐﺔ‬
‫ﺩﻭﺭ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﹰ‬
‫ﺍ‬
‫ﺃﺒﻨﺎﺌﻬﺎ‬ ‫ﻭﺘﻭﺤﻴﺩ‬ ‫ﺍﻷﻤﺔ‬ ‫ﺘﺭﺍﺙ‬ ‫ﺤﻔﻅ‬ ‫ﻓﻲ‬
‫ﺍﻟﺨﻁﺎﺏ‬ ‫ﺒﻥ‬ ‫ﻋﻤﺭ‬ ‫ﻟﻘﻭل‬،
)
‫ﻋﻨـﻪ‬ ‫ﺍﷲ‬ ‫ﺭﻀـﻲ‬
(
:
"
‫ﺍﻟﻤﺭﻭﺀﺓ‬ ‫ﻭﺘﺯﻴﺩ‬ ‫ﺍﻟﻌﻘل‬ ‫ﺘﺜﺒﺕ‬ ‫ﻓﺈﻨﻬﺎ‬ ‫ﺒﺎﻟﻌﺭﺒﻴﺔ‬ ‫ﻋﻠﻴﻜﻡ‬
"
.
)
،‫ﻋﻁﻴﺔ‬
٢٠٠٦
:
٧
(
‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺘﺼﺎل‬ ‫ﻭﺴﻴﻠﺔ‬ ‫ﻭﺍﻟﻠﻐﺔ‬
‫؛‬
‫ﻭﺍﻟـﺫﻭﻕ‬ ‫ﺍﻟﺠﻤﺎل‬ ‫ﻤﻭﺍﻁﻥ‬ ‫ﺘﻠﻤﺱ‬ ‫ﻻ‬ ‫ﺤﻴﺙ‬
‫ﺒﺩﻭ‬ ‫ﻭﺍﻟﺸﺎﻋﺭﻴﺔ‬ ‫ﻭﺍﻟﺘﺄﻤل‬
‫ﻨﻬﺎ‬
،
‫ﺍﻟﺤﺼـﻴﻠﺔ‬ ‫ﻭﺒﻨـﺎﺀ‬ ‫ﺍﻟﻤﻭﻫﺒـﺔ‬ ‫ﺼﻘل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺍﻤﺘﻼﻜﻬﺎ‬ ‫ﻭﺒﻘﺩﺭ‬
‫ﺍﻟﻠﻐﻭﻴﺔ‬
،
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻟﻠﻌﻠﻭﻡ‬ ‫ﻤﺩﺨل‬ ‫ﻓﻬﻲ‬
.
)
‫ﺤﺠﺎﺯﻱ‬
،
٢٠٠٥
:
٢
(
‫ﻨﻬـﺘﻡ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﻠﻐﺘﻨﺎ‬ ‫ﻨﻌﺘﺯ‬ ‫ﺃﻥ‬ ‫ﻭﺍﺠﺒﻨﺎ‬ ‫ﻓﻤﻥ‬ ‫ﺒﻠﻐﺎﺘﻬﺎ‬ ‫ﺘﻌﺘﺯ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﺸﻌﻭﺏ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﺇﺫﺍ‬
‫ﺒﺘﻌﻠﻴﻤﻬﺎ‬
،
‫ﻓﺤﺴﺏ‬ ‫ﺩﺭﺍﺴﻴﺔ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻟﻴﺴﺕ‬ ‫ﻓﻬﻲ‬
،
‫ﺍﻟ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻫﻲ‬ ‫ﺒل‬
‫ﻭﺍﻟﻨﺠـﺎﺡ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻓﻲ‬
،
‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺘﻭﻗﻑ‬ ‫ﺩﺭﺍﺴﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻓﺸﻠﻪ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻭﻨﺠﺎﺡ‬
‫ﺃﻭ‬ ‫ﺍﻟﻠﻐﺔ‬
‫ﻓﻴﻬﺎ‬ ‫ﻀﻌﻔﻪ‬
.
)
‫ﻨﺎﻴل‬
،
٢٠٠٦
:
٧
(
‫ﺍﻻﺴﺘﻤﺎﻉ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻤﻬﺎﺭﺍﺕ‬
،
‫ﺍﻟﺘﺤﺩﺙ‬
،
‫ﺍﻟﻘﺭﺍﺀﺓ‬
،
‫ﺍﻟﻜﺘﺎﺒﺔ‬
،
‫ﻭﻫـﺫﻩ‬
‫ﹰ‬
‫ﻼ‬‫ﻜ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﹰ‬
‫ﻼ‬‫ﻤﺘﻜﺎﻤ‬
‫ﻟ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﺭﻭﻉ‬ ‫ﺠﻤﻴﻊ‬
.

22. )
٣
(
‫ﻭﻫ‬
‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺜﻴﻕ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻨﺎﻙ‬
،
‫ﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﻤﻬﺎﺠﻤـﺔ‬ ‫ﻴﺴـﺘﻁﻴﻊ‬ ‫ﺍﻟـﺫﻱ‬ ‫ﻓﺎﻟﻁﻔل‬
‫ﻭﻗﺭﺍﺀﺘ‬
‫ﺴﻤﺎﻋﻬﺎ‬ ‫ﻋﻨﺩ‬ ‫ﻴﻜﺘﺒﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻬﺎ‬
.
)
‫ﻴﻭﻨﺱ‬
،
٢٠٠١
:
٢٤
(
‫ﺨﺎﺼ‬ ‫ﻤﻜﺎﻨﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻟﻠﻐﺔ‬ ‫ﺃﻥ‬ ‫ﻭﻜﻤﺎ‬
‫ﺔ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬
،
‫ﺍﻟﻭﺴـﺎﺌل‬ ‫ﺇﺤﺩﻯ‬ ‫ﻓﻬﻲ‬
‫ﺍﻟﻤ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻤﺔ‬
‫ﻭﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﻟﻭﻅﺎﺌﻔﻬﺎ‬ ‫ﺩﺭﺴﺔ‬
،
‫ﻭﺠﻤﻴﻊ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﺴﺎﺌل‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻌﺩ‬
‫ﺨﺒ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬
‫ﻭﺘﺠﺎﺭﺒﻪ‬ ‫ﺭﺍﺘﻪ‬
.
)
‫ﻁﻌﻴﻤﺔ‬
،
٢٠١٠
:
٣
(
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻬﺩﻑ‬
،
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬
،
‫ﻤـﻥ‬ ‫ﺤﺼﻴﻠﺔ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺇﻜﺴﺎﺏ‬
‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﻤﻔﺭﺩﺍﺕ‬
،
‫ﺍﻹﻟﻤﺎﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻤﻜﻴﻨﻬﻡ‬
‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺒﺎﻟﺘﺭﺍﻜﻴﺏ‬
،
‫ﻟﻬـﻡ‬ ‫ﺘﺘﻴﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻷﺴﺎﻟﻴﺏ‬
‫ﺤﺎﺠﺎﺘﻬﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬
،
‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻟﻬﻡ‬ ‫ﺘﻴﺴﺭ‬ ‫ﻭﺍﻟﺘﻲ‬
،
‫ﻭﺇﻜﺴـﺎ‬
‫ﻭﺍﻟﻘـﺩﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺒﻬﻡ‬
‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬
) .
‫ﺠﺎﺒﺭ‬
،
١٩٩١
:
١٠
(
‫ﻗﺩﻴﻤﺔ‬ ‫ﻟﻐﺔ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﻠﻐﺎﺕ‬ ‫ﺴﺎﺌﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﺘﻤﺘﺎﺯ‬
،
‫ﺍﻟﻠﻐﻭﻴـﺔ‬ ‫ﺃﺼـﻭﻟﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺎﻓﻅﺕ‬
‫ﺘﺒﺩﻴل‬ ‫ﺃﻭ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺩﻭﻥ‬ ‫ﻤﻥ‬
،
‫ﻭﻟﻌ‬
‫ﺍﻟﻜﺭ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﻨﺯﻭل‬ ‫ل‬
‫ﺍﻟﺼﻔﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺃﻜﺴﺒﻬﺎ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻫﻭ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻡ‬
.
‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻭﻋﻠﻰ‬
‫ﺃﻥ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬
،
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﻤﺭﺍﺤـل‬ ‫ﻓﻲ‬
،
‫ﹺ‬
‫ﻡ‬‫ﻻﺯ‬ ‫ﺃﻤﺭ‬
‫ﹺ‬
‫ﺭ‬‫ﻷﻤﻭ‬
‫ﻭﺤﻀﺎﺭﻴﺔ‬ ‫ﻭﺜﻘﺎﻓﻴﺔ‬ ‫ﻭﻗﻭﻤﻴﺔ‬ ‫ﻭﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﻴﻨﻴﺔ‬
،
‫ﺍﺴـﺘﺨﺩﺍﻤﺎ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻭﺃﻥ‬
‫ﻨﺎﺠ‬
‫ﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺘﺴﻌﻰ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺩ‬ ‫ﺤﺎ‬
،
‫ﻋﺎﻤﺔ‬ ‫ﺒﺎﺘﺕ‬ ‫ﺍﻟﺸﻜﻭﻯ‬ ‫ﻓﺈﻥ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﻤﺭﺍﺤـل‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤـﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻟﺴﻨﻭﺍﺕ‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺃﻟﺴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺃﻥ‬ ‫ﻭﻴﺭﻯ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻋﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺨﺼﺹ‬ ‫ﻤﻥ‬ ‫ﻓﻤﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻭﺍﻟﻤﺜﻘ‬
‫ﻨﻌﻴﺸﻬﺎ‬ ‫ﻤﺄﺴﺎﺓ‬ ‫ﻔﻴﻥ‬
،
‫ﻭ‬
‫ﺃﻥ‬
‫ﺘﺨﻠﻔ‬
‫ﹰ‬
‫ﺎ‬
‫ﻭﻋﺠﺯ‬
‫ﹰ‬
‫ﺍ‬
‫ﺃﺼﺎﺏ‬
‫ﺍﻟﻠﻐﻭﻱ‬ ‫ﺘﻌﻠﻤﻨﺎ‬
،
‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻠﻐـﺔ‬ ‫ﺃﺼﺒﺤﺕ‬ ‫ﺤﺘﻰ‬
‫ﻫﺠﺭﻭﻫﺎ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺃﻫﻠﻬﺎ‬ ‫ﺒﻴﻥ‬ ‫ﻏﺭﻴﺒﺔ‬
،
‫ﺜﻘ‬ ‫ﺘﻭﺍﺠـﻪ‬ ‫ﻤﺸـﻜﻠﺔ‬ ‫ﺃﻀﺤﺕ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬
‫ﻭﻭﺤـﺩﺘﻨﺎ‬ ‫ﻭﻫﻭﻴﺘﻨـﺎ‬ ‫ﺎﻓﺘﻨـﺎ‬
‫ﺍﻟﻘﻭﻤﻴﺔ‬
.
)
،‫ﻨﺎﻴل‬
٧:٢٠٠٦
(
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻼﻤﺫﺓ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻋﺩﻡ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺃﺜﺒﺕ‬ ‫ﻭﻗﺩ‬
‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﻨﻁﻘﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺸﻜﻼ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
):
‫ﺨﻠﻴل‬
،
٢٠٠٠
(
‫ﻭﺩﺭﺍﺴـﺔ‬
)
‫ﺤﺠـﺎﺯﻱ‬
،
٢٠٠٥
)(
‫ﻭﻏﻨﻴﻡ‬ ‫ﺍﻟﺤﻴﻠﺔ‬
،
٢٠٠٢
(
‫ﻭﺩﺭﺍﺴﺔ‬
)
‫ﺍﷲ‬ ‫ﻋﻁﺎ‬
،
٢٠٠٣
. (
‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺒﺎﺘﺕ‬ ‫ﻟﺫﺍ‬
،
‫ﻓﻴﻬ‬
‫ﺍﻟﻁﻔـل‬ ‫ﻗـﺩﺭﺍﺕ‬ ‫ﺘﻨﻤـﻭ‬ ‫ﺎ‬
‫ﻭﺍﻟﺘﺸﻜﻴل‬ ‫ﻭﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻟﻠﺘﺄﺜﻴﺭ‬ ‫ﻗﺎﺒﻼ‬ ‫ﻭﻴﻜﻭﻥ‬ ‫ﻤﻭﺍﻫﺒﻪ‬ ‫ﻭﺘﺘﻔﺘﺢ‬
،
‫ﺃﻫﻤﻴـﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻷﺒﺤﺎﺙ‬ ‫ﺃﺜﺒﺘﺕ‬ ‫ﻭﻗﺩ‬
‫ﺸﺨﺼ‬ ‫ﻭﺘﻜﻭﻴﻥ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻫﺫﻩ‬
‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻓﻲ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻪ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﻴﺘﻪ‬
،
‫ﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﻓﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺤﻀﺎﺭﻱ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺘﻘﺩﻡ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﺎﺱ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺒﻬﺎ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬
.
‫ﻟ‬
‫ﻬ‬
‫ﻭﺃﻋﻤـﺎﺭﻫﻡ‬ ‫ﻤﻴـﻭﻟﻬﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺘﻼﻤﻴﺫﻩ‬ ‫ﺘﻨﺎﺴﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺨﺘﺎﺭ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺫﺍ‬
‫ﺍﻟﺼﻑ‬ ‫ﻏﺭﻓﺔ‬ ‫ﺩﺍﺨل‬ ‫ﻭﻋﺩﺩﻫﻡ‬
،
‫ﻭﻜﺫﻟﻙ‬
‫ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻨﺘﺎﺠـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﺍﻷﻜﺒـﺭ‬ ‫ﺍﻟﻘﺩﺭ‬ ‫ﺘﺤﻘﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬

23. )
٤
(
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬
‫ﺒﺎﻟﻤﻨﻬﺎﺝ‬ ‫ﺘﺭﺘﺒﻁ‬ ‫ﺍﻟﺘﻲ‬
‫ﻭ‬
‫ﻨﺸـﻁﺎ‬ ‫ﺍﻟﻤـﺘﻌﻠﻡ‬ ‫ﺘﺠﻌل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺍﻟﻁﺭﺍﺌﻕ‬ ‫ﻫﺫﻩ‬ ‫ﺒﻴﻥ‬
‫ﺃﺜﻨﺎﺀ‬ ‫ﻭﻓﻌﺎﻻ‬
‫ﺘﺘﻭﻕ‬ ‫ﺒﻁﺒﻴﻌﺘﻬﺎ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﺃﻥ‬ ‫ﻭﻜﻤﺎ‬ ‫ﻭﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻠﺤﻘﺎﺌﻕ‬ ‫ﺍﻜﺘﺴﺎﺒﻪ‬
‫ﺇﻟـﻰ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻔﻁﺭﻱ‬ ‫ﻟﻤﻴﻠﻬﻡ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺼﻐﺎﺭ‬ ‫ﻋﻨﺩ‬ ‫ﺨﺼﻭﺼﺎ‬ ‫ﻭﺍﻟﻠﻌﺏ‬ ‫ﺍﻟﻤﺭﺡ‬
‫ﺘﻌﻠﻴﻤـﻲ‬ ‫ﻤﻨﺎﺥ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻘﺩﻴﻤﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺃﻨﺸﻁﺔ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﺘﻲ‬
‫ﻭﻤﻔﻴﺩ‬ ‫ﻤﺜﻴﺭ‬
‫ﺍﻟﻤﻌ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺴﺎﻋﺩ‬
‫ﻟﺘﻼ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻴﺘﻠﻘﺎﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻠﻭﻤﺎﺕ‬
‫ﺌ‬
‫ﻤﻤـﺎ‬ ‫ﻭﺭﻏﺒﺎﺘـﻪ‬ ‫ﺤﺎﺠﺎﺘﻪ‬ ‫ﻡ‬
‫ﺠـﺫﺏ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻘـﺩﺭﺓ‬ ‫ﻭﻟﻬﺎ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟﻤﺭﻏﻭﺏ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻤﻥ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺃﻨﻤﺎﻁﺎ‬ ‫ﻭﻴﻜﺴﺒﻪ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﻴﺜﻴﺭ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﻤﺎﺩﺓ‬ ‫ﺍﻻﻨﺘﺒﺎﻩ‬
،
‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﺘﺤﻘﻴﻕ‬
)
‫ﺸﻌﺕ‬
،
٢٠٠٢
:
٢
.(
‫ﻜ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﻭﺘﺴﻬﻡ‬
‫ﺠﺩﻴﺩ‬ ‫ل‬
،
‫ﺒﺎﻹﻀـﺎﻓﺔ‬ ‫ﺍﻟﻤـﺘﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻭﺘﻔﻌﻴل‬
‫ﺍﻷﻤـﻭﺭ‬ ‫ﺒﻌـﺽ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﺘﻨﻔﻴﺱ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻥ‬ ‫ﻟﻠﺘﺭﻓﻴﻪ‬ ‫ﻭﺴﻴﻠﺔ‬ ‫ﻟﻜﻭﻨﻬﺎ‬
،
‫ﺍﻟﻁﺎﻗـﺎﺕ‬ ‫ﻟﺘﻔﺭﻴـﻎ‬ ‫ﻭﻭﺴـﻴﻠﺔ‬
‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒﺨﺼﺎﺌﺼﻬﺎ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭﺍﺴﺘﻜﺸﺎﻑ‬ ‫ﻭﺍﻟﻌﻭﺍﻁﻑ‬
،
‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻭﻭﺴﻴﻠﺔ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬
.
‫ﺍ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺩ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﺭﻭﻑ‬ ‫ﻭﻤﻥ‬
‫ﻭﺍﻟﻔﻌﺎﻟﺔ‬ ‫ﻟﻤﺠﺩﻴﺔ‬
،
‫ﻭﺍﻟﺘـﻲ‬
‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﺘﺩﻋﻤﻬﺎ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﻴﺅﺩﻴﻬﺎ‬
،
‫ﺍﺘﺠﻬﻨﺎ‬ ‫ﻜﻠﻤﺎ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻭﺘﺸﺘﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﺴﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻨﺯﻭﻻ‬
،
‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﻨﻌﻜﺱ‬
،
‫ﺍﻟﺠﻭ‬ ‫ﻭﻴﺠﻌل‬ ‫ﻭﻴﺤﻔﺯﻫﻡ‬
‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺸﺭﻴﻁﺔ‬ ‫ﻭﺍﻟﺤﻤﺎﺴﺔ‬ ‫ﺒﺎﻹﺜﺎﺭﺓ‬ ‫ﻤﻠﻴﺌﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫ﺸﺭﻴﻔﺎ‬ ‫ﺍﻟﺘﻨﺎﻓﺱ‬
‫ﺍﻷﺤﻘﺎﺩ‬ ‫ﻋﻥ‬ ‫ﺒﻌﻴﺩﺍ‬
.
)
‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻀﻭﺍﺀ‬
،
٢٠٠٣
:
٢
. (
‫ﻭ‬
‫ﻟـﻪ‬ ‫ﻴﻜﻔﻠﻪ‬ ‫ﺃﺴﺎﺴﻴﺎ‬ ‫ﺤﻘﺎ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻩ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺤﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺴﻼﻡ‬ ‫ﻴﺅﻜﺩ‬
،
‫ﺍﻟﻠﻌـﺏ‬ ‫ﻭﺃﻥ‬
‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻴﻤﺜل‬
‫ﻴﻭﺴـﻑ‬ ‫ﺃﺨﻭﺓ‬ ‫ﺃﻟﺴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﻓﻲ‬ ‫ﻭﺭﺩ‬ ‫ﻜﻤﺎ‬ ‫ﻟﻠﻁﻔل‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬
u
}
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{
)
‫ﻴﻭﺴﻑ‬
،
١٢
(
‫ﺍﻟﺭﺴﻭل‬ ‫ﻜﺎﻥ‬ ‫ﻭﻟﻘﺩ‬
r
‫ﻭﺃﺒﻨـﺎﺀ‬ ‫ﺃﺤﻔـﺎﺩﻩ‬ ‫ﻴﻼﻋـﺏ‬ ‫ﻜﺎﻥ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺴﻨﺔ‬ ‫ﺍﻟﻘﺩﻭﺓ‬
‫ﺍﻟﺼﺤﺎﺒﺔ‬
،
‫ﻋﻠﻴﻬﻡ‬ ‫ﻭﺍﻟﺴﺭﻭﺭ‬ ‫ﺍﻟﺒﻬﺠﺔ‬ ‫ﻭﻴﺩﺨل‬ ‫ﻨﻔﻭﺴﻬﻡ‬ ‫ﻋﻥ‬ ‫ﻭﻴﺭﻭﺡ‬
،
‫ﻭﻴﺸﺠﻌﻬﻡ‬
‫ﺍﻟﺒـﺭﺉ‬ ‫ﺍﻟﻠﻌـﺏ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻤﺒﺎﺡ‬ ‫ﻭﺍﻟﻤﺭﺡ‬
)
‫ﺍﻟﺨﻁﻴﺏ‬
،
١٩٩٨
:
١٣٤
،
١٣٥
(
.
‫ﺃﻥ‬ ‫ﺍﻟﻐﺯﺍﻟﻲ‬ ‫ﻭﻴﺭﻯ‬
‫ﺍﻟﻌﻘﻠﻴـﺔ‬ ‫ﺒﺎﻟﺘﺭﺒﻴـﺔ‬ ‫ﺍﻟﻌﻨﺎﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻘل‬ ‫ﻻ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺒﺎﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻌﻨﺎﻴﺔ‬
‫ﻴﻘﻭل‬ ‫ﺫﻟﻙ‬ ‫ﻭﻓﻲ‬
"
‫ﻭﻴﺒﻁل‬ ‫ﺍﻟﻘﻠﺏ‬ ‫ﻴﻤﻴﺕ‬ ‫ﺩﺍﺌﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺇﺭﻫﺎﻗﻪ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺼﺒﻲ‬ ‫ﻤﻨﻊ‬ ‫ﺇﻥ‬
‫ﺫﻜﺎﺌـﻪ‬
‫ﺍﻟﻌﻴﺵ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻭﻴﻨﻐﺽ‬
"
)
‫ﺍﻟﻐﺯﺍﻟﻲ‬ ‫ﺤﺎﻤﺩ‬ ‫ﺃﺒﻭ‬
،
‫ﺏ‬
.
‫ﺕ‬
:
٦٢
(
.
‫ﻓ‬
‫ﺍﻟﻁﺭ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺎﻷﻟﻌﺎﺏ‬
‫ﺍﺌ‬
‫ﺘﺴ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻕ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﺎﻋﺩ‬
‫ﻨﻁﻘﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺸﻜﻼ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻋﻠﻰ‬
،
‫ﻟﺩﻯ‬ ‫ﺴﺤﺭ‬ ‫ﻤﻥ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻤﺎ‬
‫ﺍﻷﻁﻔﺎل‬
،
‫ﻟـﺫﻟﻙ‬

24. )
٥
(
‫ﺍﻟﺘﻠ‬ ‫ﻴﺤﺭﻡ‬ ‫ﺃﻻ‬ ‫ﻴﺠﺏ‬
‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﻤﻥ‬ ‫ﻤﻴﺫ‬
،
‫ﻭﻤﻨﻅﻤﺎ‬ ‫ﻤﺩﺭﻭﺴﺎ‬ ‫ﺘﻭﺍﺼﻼ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻴﺘﻭﺍﺼل‬ ‫ﺃﻥ‬ ‫ﻻﺒﺩ‬ ‫ﺒل‬
،
‫ﺤﻴﺙ‬
‫ﺘﺜﻴﺭ‬
‫ﻭﺍﻟﺤﻴﻭﻴﺔ‬ ‫ﻭﺍﻟﺤﺭﻜﺔ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬
،
‫ﻭ‬
‫ﺘ‬
‫ﺍﻟﻤﻌﻠﻭ‬ ‫ﻟﺘﻘﺒل‬ ‫ﺸﻬﻴﺘﻪ‬ ‫ﻔﺘﺢ‬
‫ﻴﺭﻀـﻰ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻤﺔ‬
‫ﻋﻨﻬﺎ‬
‫ﻭ‬
‫ﻴﺘﻔﻕ‬
‫ﻫﺫﺍ‬
‫ﻜـل‬ ‫ﺘﻌـﺩ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺤﻠﻘﺎﺕ‬ ‫ﻤﺘﺼﻠﺔ‬ ‫ﺴﻠﺴﻠﺔ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺫﻫﺏ‬ ‫ﻤﺎ‬ ‫ﻤﻊ‬
‫ﺍ‬ ‫ﻟﻠﻤﺭﺤﻠﺔ‬ ‫ﹰ‬
‫ﺍ‬‫ﺍﻤﺘﺩﺍﺩ‬ ‫ﻤﺭﺤﻠﺔ‬
‫ﻟﺴﺎﺒﻘﺔ‬
،
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﻟﻠﻤﺭﺤﻠﺔ‬ ‫ﹰ‬
‫ﺍ‬‫ﻭﺘﻤﻬﻴﺩ‬
.
‫ﻭ‬
‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻋﻤل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻟﻠﺼﻑ‬ ‫ﻤﻌﻠﻤﺔ‬
‫ﻟـﺩﻯ‬ ‫ﺼـﻌﻭﺒﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﺩﺭﻜﺕ‬
‫ﺍﻟﺘﻤ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﺫﺓ‬
‫ﻨﻁﻘﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺸﻜﻼ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻴﻴﺯ‬
.
‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻭﺃﺠﻤﻠﺕ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺫﻟﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﺂﺜﺭﺕ‬
:
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬
:
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸـﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺃﺜﺭ‬ ‫ﻤﺎ‬
‫؟‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﻟﺩﻯ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺴﺅﺍل‬
:
١
-
‫ﺘﻤﻴﻴﺯ‬ ‫ﻋﺩﻡ‬ ‫ﻴﻌﺎﻟﺞ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﺎ‬
‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬
‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬
‫؟‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬
٢
-
‫ﻫل‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≥ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﻋﻠ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻰ‬
‫؟‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬
٣
-
‫ﻫل‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≥ 0.05
(
،
‫ﻤﺘﻭﺴـ‬ ‫ﺒـﻴﻥ‬
‫ﻁﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
‫ﹰ؟‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬
٤
-
‫ﻫل‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≥ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬
‫ﹰ؟‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻀﻴﺎﺕ‬
:
١
-
‫ﺘ‬ ‫ﻻ‬
‫ﺇﺤ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
‫ﺼﺎﺌﻴﺔ‬
،
‫ﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≥ 0.05
(
،
‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﻭ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﺫﺓ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﺤـﺭﻭﻑ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﻌﺩ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬
.

25. )
٦
(
٢
-
‫ﻻ‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≥ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
.
٣
-
‫ﻻ‬
‫ﺘ‬
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬
،
‫ﺩﻻﻟـﺔ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬
)
α ≥ 0.05
(
،
‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬
‫ﻲ‬
‫ﺩﺭﺠﺎﺕ‬
‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬
‫ﺍﻟﺘﻤﻴﻴـﺯ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬
.
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬
:
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻬﺩﻑ‬
:
١
-
‫ﺍﻟﺘﻌﺭﻑ‬
‫ﺇﻟﻰ‬
‫ﺃﺜﺭ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﺘﻤﻴﻴﺯ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬
،
‫ﻟ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﺩﻯ‬
.
٢
-
‫ﺍ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﺤﺩﻴﺩ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬ ‫ﻟﻤﺘﺸﺎﺒﻬﺔ‬
،
‫ﺘﻼﻤـﺫﺓ‬ ‫ﻟﺩﻯ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬
.
٣
-
‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻤﺎ‬ ‫ﺇﺫﺍ‬ ‫ﺘﺤﺩﻴﺩ‬
،
‫ﺍﻟﺘﻼﻤﺫﺓ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬
،
‫ﺘﻌﺯﻯ‬
‫ﻭﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺇﻟﻰ‬
.
)
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺒﺭﻨﺎﻤﺞ‬
(
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬
:
١
-
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻭﻤﻌﻠﻤﺎﺕ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﺘﺴﺎﻋﺩ‬
‫ﺍﻟﺤـﺭﻭﻑ‬ ‫ﺘﺠﺭﻴـﺩ‬ ‫ﻭﺘﻌﻠﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬
‫ﺍﻟﻬﺠﺎﺌﻴﺔ‬
.
٢
-
‫ﻭﺍﻟﺘﻬﺠﺌﺔ‬ ‫ﺍﻹﻤﻼﺀ‬ ‫ﻓﺭﻉ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺭﻓﻊ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬
.
٣
-
‫ﻫﺫﻩ‬ ‫ﺘﺴﺎﻋﺩ‬
‫ﻜﻴﻔﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﺃﻭﻟﻴﺎﺀ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻬﺠﺎﺌﻴـﺔ‬ ‫ﺍﻟﺤـﺭﻭﻑ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺒﻨﺎﺌﻬﻡ‬ ‫ﻤﺴﺎﻋﺩﺓ‬
‫ﺍﻟﻨﻁﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻘﺎﺭﺒﺔ‬
.
٤
-
‫ﺍﻟﺩﺭﺍﺴ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻔﻴﺩ‬
‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺩﻭﺭ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻓﻲ‬ ‫ﺔ‬
‫ﻜﺎﺴـﺘﺭﺍﺘﻴﺠﻴ‬
‫ﻪ‬
‫ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻤـﻥ‬
‫ﺘﺩ‬
‫ﺍﻟﻬﺠﺎﺌﻴﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻌﺽ‬ ‫ﺭﻴﺱ‬
.
٥
-
‫ﺍﻟﺘﺭﺒﻭﻴﻴ‬ ‫ﻭﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺍﻀﻌﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻔﻴﺩ‬
‫ﻥ‬
‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﻟﻸﻟﻌﺎﺏ‬ ‫ﺩﻟﻴل‬ ‫ﻭﻀﻊ‬ ‫ﻓﻲ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﻭﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺘﻨﺎﺴﺏ‬ ‫ﺍﻟﺘﻲ‬
.
٦
-
‫ﻤﻔﻴﺩﺓ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺘﻭﻗﻊ‬ ‫ﻤﻥ‬
‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﻟﻠﺼـﻑ‬ ‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻨﻬﺎﺝ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻓﻲ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻷﺴﺎﺴﻲ‬
.

26. )
٧
(
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬
:
١
-
‫ﺍﻟﺯﻤﺎﻨﻲ‬ ‫ﺍﻟﺤﺩ‬
:
‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬
)
٢٠٠٩
-
٢٠١٠
(
‫ﻡ‬
.
٢
-
‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺤﺩ‬
:
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬
‫ﻓﻲ‬
‫ﺍﻷﺤ‬ ‫ﻓﻬﺩ‬ ‫ﻤﺩﺭﺴﺔ‬
‫ﻤﺩ‬
‫ﺍﻟﺼﺒﺎﺡ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬
‫ﻟﻠﺒﻨـﺎﺕ‬ ‫ﺍﻟﺩﻨﻴﺎ‬
،
‫ﻭﻤﺩﺭﺴـﺔ‬
‫ﺸﻬﺩﺍﺀ‬
‫ﻟﻠﺒﻨﻴﻥ‬ ‫ﻏﺯﺓ‬
‫ﻟﻠﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﺘﺎﺒﻌﺔ‬
‫ﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬
‫ﻏﺯﺓ‬ ‫ﺸﺭﻕ‬
.
٣
-
‫ﺍﻟ‬ ‫ﺍﻟﺤﺩ‬
‫ﻨﻭﻋﻲ‬
:
‫ﺍﻟﻤﺘﺸـﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻗﺘﺼﺭﺕ‬
‫ﹰ‬
‫ﻼ‬‫ﺸﻜ‬
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﺫﺓ‬ ‫ﻟﺩﻯ‬
‫ﺍﻟﻤـ‬ ‫ﻓﻲ‬
‫ﺍﻟﺘﺎﺒﻌـﺔ‬ ‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺩﺍﺭﺱ‬
‫ﻏﺯﺓ‬ ‫ﺸﺭﻕ‬ ‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬ ‫ﻟﻠﺴﻠﻁﺔ‬
.
‫ﻤﺼﻁ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻠﺤﺎﺕ‬
:
١
-
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬
:
‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻤﻥ‬ ‫ﻨﻭﻉ‬ ‫ﻫﻲ‬
‫ﺍﻟﻤﻨﻅﻤﺔ‬
‫ﻤـﺎ‬ ‫ﻭﻋـﺎﺩﺓ‬ ‫ﺍﻟﻘـﻭﺍﻨﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻟﻬﺎ‬ ،‫ﺍﻹﻁﺎﺭ‬ ‫ﺍﻟﻤﺤﻜﻤﺔ‬
‫ﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﺴﺒﻕ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﻭﺼﻭل‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﺍﺜﻨﺎﻥ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﺸﺘﺭﻙ‬
،
‫ﺍﻟﺘﻔﺎﻋـل‬ ‫ﻫـﺫﺍ‬ ‫ﻓـﻲ‬ ‫ﻭﻴﺩﺨل‬
‫ﺍﻟﻤﻨﺎﻓﺴﺔ‬ ‫ﻋﻨﺼﺭ‬
‫ﻭﻴﻨﺘ‬
‫ﺍﻟﻔﺭﻴﻘﻴﻥ‬ ‫ﺃﺤﺩ‬ ‫ﺒﻔﻭﺯ‬ ‫ﻋﺎﺩﺓ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﻬﻲ‬
.
٢
-
‫ﹰ‬
‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺸﻜﻼ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬
:
‫ﻋﺩﺩﻫﺎ‬ ‫ﻫﺠﺎﺌﻴﺔ‬ ‫ﺤﺭﻭﻑ‬ ‫ﻫﻲ‬
٢٢
‫ﹰ‬
‫ﺘ‬‫ﺼـﻭ‬ ‫ﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﹰ‬
‫ﺎ‬‫ﺤﺭﻓ‬
‫ﹰ‬
‫ﺎ‬‫ﻭﻟﻔﻅـ‬ ‫ﺎ‬
،
‫ﻫﻲ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻭﻫﺫﻩ‬
:
)
‫ﻨـ‬ ‫ﻴـ‬ ‫ﺙ‬ ‫ﺕ‬ ‫ﺏ‬
/
‫ﺝ‬ ‫ﺥ‬ ‫ﺡ‬
/
‫ﺫ‬ ‫ﺩ‬
/
‫ﺭﺯ‬
/
‫ﺵ‬ ‫ﺱ‬
/
‫ﺽ‬ ‫ﺹ‬
/
‫ﻅ‬ ‫ﻁ‬
/
‫ﻍ‬ ‫ﻉ‬
/
‫ﻕ‬ ‫ﻑ‬
.(
٣
-
‫ﺍﻷﺴﺎﺴ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬
‫ﻲ‬
:
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﻟﻠﻤﺭﺤﻠﺔ‬ ‫ﻴﻨﺘﻤﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻫﻡ‬
‫ﺍﻟﺩﻨﻴﺎ‬
‫ﻓﻠﺴـﻁﻴﻥ‬ ‫ﻓـﻲ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬
،
‫ﺤﻴﺙ‬
‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ‫ﺃﻋﻤﺎﺭﻫﻡ‬ ‫ﺘﺘﺭﺍﻭﺡ‬
٧
-
٨
‫ﺴﻨﻭﺍﺕ‬
.

27. )
٨
(
‫ﺍﻟﻔﺼ‬
‫ــ‬
‫ﺍﻟﺜ‬ ‫ﻞ‬
‫ــ‬
‫ﺎﻧ‬
‫ــ‬
‫ﻲ‬
‫ﺍﻹﻃ‬
‫ـــ‬
‫ﺍﻟﻨﻈ‬ ‫ﺎﺭ‬
‫ــ‬
‫ﺮﻱ‬
•
‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﺤﻭﺭ‬
:
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬
،
‫ﻤﻔﻬﻭﻤﻬﺎ‬
-
‫ﺃﻫﻤﻴﺘﻬﺎ‬
-
‫ﺨﺼﺎﺌﺼ‬
‫ﻬﺎ‬
-
‫ﻭﻅﺎﺌﻔﻬﺎ‬
-
‫ﻤﻬﺎﺭﺍﺘﻬﺎ‬
.
•
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻤﺤﻭﺭ‬
:
‫ﺍﻟﻘـﺭﺍﺀﺓ‬
،
‫ﻤﻔﻬﻭﻤﻬـﺎ‬
-
‫ﺃﻫﻤﻴﺘﻬـﺎ‬
-
‫ﺃﻫـﺩﺍﻓﻬﺎ‬
-
‫ﻤﻬﺎﺭﺍﺘﻬﺎ‬
-
‫ﺃﻨﻭﺍﻋﻬﺎ‬
-
‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﻁﺭﻕ‬
-
‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻀﻌﻑ‬
،
‫ﺃﺴﺒﺎﺒﻪ‬
‫ﻭﻋﻼﺠﻪ‬
-
‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺘﺸﺠﻴﻊ‬
.
•
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﺤﻭﺭ‬
:
،‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬
‫ﻤﻔﻬﻭﻤﻬﺎ‬
-
‫ﺃﻫﺩﺍﻓﻬﺎ‬
-
‫ﺃﻫﻤﻴﺘﻬـﺎ‬
–
‫ﻨﻅﺭﻴﺎﺘﻬﺎ‬
-
‫ﺘﺼﻨﻴﻔﺎﺘ‬
‫ﻬﺎ‬
-
‫ﻟﻠﻌﺏ‬ ‫ﺍﻹﺴﻼﻡ‬ ‫ﻨﻅﺭﺓ‬
.

28. )
٩
(
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺼل‬
‫ﺍﻹﻁ‬
‫ــ‬
‫ﺍﻟﻨﻅ‬ ‫ﺎﺭ‬
‫ـ‬
‫ﺭﻱ‬
‫ﹰ‬
‫ﺎ‬‫ﻋﺭﻀ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻫﺫﺍ‬ ‫ﻴﺘﻨﺎﻭل‬
‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻋﻥ‬ ‫ﻟﻠﺤﺩﻴﺙ‬
،
‫ﺍﻷﺭﺽ‬ ‫ﺍﻟﺒﺎﺤﺜـﺔ‬ ‫ﺘﻌﺩﻩ‬ ‫ﻭﺍﻟﺫﻱ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻠﺒﺔ‬
‫ﺘ‬
‫ﻤﻨﻬﺎ‬ ‫ﻨﻁﻠﻕ‬
،
‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﺜﻼﺜﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬
:
•
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬
،
‫ﻤﻔﻬﻭﻤﻬﺎ‬
-
‫ﺃﻫﻤﻴﺘﻬﺎ‬
–
‫ﺃﻫﺩﺍﻓﻬﺎ‬
–
‫ﺨﺼﺎﺌﺼﻬﺎ‬
-
‫ﻭﻅﺎﺌﻔﻬﺎ‬
-
‫ﻤﻬﺎﺭﺍﺘﻬﺎ‬
.
•
‫ﺍﻟﻘﺭﺍﺀﺓ‬
،
‫ﺃﻫﻤﻴﺘﻬﺎ‬
-
‫ﺃﻫﺩﺍﻓﻬﺎ‬
-
‫ﻤﻬﺎﺭﺍﺘﻬﺎ‬
-
‫ﺃﻨﻭﺍﻋﻬﺎ‬
-
‫ﻁﺭ‬
‫ﺍﺌ‬
‫ﺘﺩﺭﻴﺴ‬ ‫ﻕ‬
‫ﻬﺎ‬
-
‫ﺍﻟﻘﺭﺍﺌـﻲ‬ ‫ﺍﻟﻀﻌﻑ‬
،
‫ﺃﺴﺒﺎﺒﻪ‬
–
‫ﻋﻼﺠﻪ‬
-
‫ﺍﻷﻁﻔﺎل‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺘﺸﺠﻴﻊ‬
.
•
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻟﻌﺎﺏ‬
،
‫ﻤﻔﻬﻭﻤﻬﺎ‬
-
‫ﺃﻫﺩﺍﻓﻬﺎ‬
–
‫ﺃﻫﻤﻴﺘﻬﺎ‬
–
‫ﻨﻅﺭﻴﺎﺘﻬﺎ‬
.
‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﺤﻭﺭ‬
:
‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬
‫ﻤﻔﻬﻭﻤﻬﺎ‬،
-
‫ﺃﻫﻤﻴﺘﻬﺎ‬
–
‫ﺃﻫﺩﺍﻓﻬﺎ‬
–
‫ﻤﻬﺎﺭﺍﺘﻬﺎ‬
‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻔﻬﻭﻡ‬
:
‫ﻟﻐﺔ‬
:
‫ﻴﺭﺠﻌﻬﺎ‬
‫ﺇﻟﻰ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﺍﺒﻥ‬
)
‫ﻭﺍﻟﻠﻐﺎ‬ ‫ﺍﻟﻠﻐﻭ‬
(
‫ﻴﻌﻨﻴﺎﻥ‬ ‫ﻭﻫﻤﺎ‬
:
‫ﺍﻟﺴﻘﻁ‬
،
‫ﺒﻪ‬ ‫ﻻﻴﻌﺘﺩ‬ ‫ﻭﻤﺎ‬
‫ﻤﻨﻪ‬ ‫ﻴﺤﺼل‬ ‫ﻭﻻ‬ ‫ﻭﻏﻴﺭﻩ‬ ‫ﻜﻼﻡ‬ ‫ﻤﻥ‬
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