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‫تعريف‬ ‫المهارة‬ Skill ‫فى‬ ‫اللغة‬ ‫يرجع‬ ‫أصل‬ ‫مصللل‬ ‫المهلارة‬ ‫إلل‬ ‫ى‬ ‫للل‬‫ل‬‫الفع‬ " ‫لللر‬‫ل‬‫مه‬ " ‫أى‬ ‫للل‬‫ل‬‫ح‬ ، ‫للل‬‫ل‬‫واالس‬ ‫للل‬‫ل‬‫من‬ " ‫ماهر‬ " ‫أى‬ ‫حاذ‬ ‫وبارع‬ ، ‫ويقال‬ ‫فالن‬ َ َ‫ه‬َ‫م‬ ََ‫ر‬ ‫فى‬ ‫العل‬ ‫أى‬ ‫كان‬ ‫ا‬ً‫ق‬‫حاذ‬ ‫ا‬ً‫م‬‫عال‬ ‫بل‬ ‫متق‬ ‫لا‬ً‫ن‬ ‫لل‬ ، ‫لع‬‫ل‬‫ويرج‬ ‫ل‬‫ل‬‫الفع‬ " ‫لر‬‫ل‬‫مه‬ " ‫لى‬‫ل‬‫إل‬ ‫ع‬ ‫ل‬‫ل‬‫ن‬ ‫ل‬‫ل‬‫م‬ ‫ل‬‫ل‬‫الخي‬ ‫كان‬ ‫ضرب‬ُ‫ي‬ ‫بها‬ ‫المث‬ ‫فى‬ ‫السرعة‬ .
‫المهارة‬ ‫تعريف‬ Skill ‫تعرف‬ ‫المهارة‬ ‫على‬ ‫أنها‬ : ‫السرعة‬ ‫والدقة‬ ‫والبراعة‬ ‫والجودة‬ ‫فى‬ ‫األداء‬ . ‫وتعرف‬ ‫المهارة‬ ‫أيضا‬ ‫بأنها‬ : ‫القدرة‬ ‫على‬ ‫األدا‬ ‫ء‬ ‫الجيد‬ ‫تحت‬ ‫ظروف‬ ‫معينة‬ . ‫أو‬ ‫القدرة‬ ‫على‬ ‫قيام‬ ‫الفرد‬ ‫بأداء‬ ‫أعمال‬ ‫مختلق‬ ‫ة‬ ‫قد‬ ‫تكون‬ ‫عقلية‬ ‫أو‬ ‫انفعالية‬ ‫أو‬ ‫حركية‬ .
- ‫االنتاج‬ ‫زيادة‬ ‫مع‬ ‫والمتناسق‬ ‫المنظم‬ ‫األداء‬ . - ‫األداء‬ ‫فى‬ ‫والتناسق‬ ‫والسهولة‬ ‫والدقة‬ ‫السرعة‬ . - ‫والخامات‬ ‫والوقت‬ ‫الجهد‬ ‫توفير‬ . - ‫االنتاج‬ ‫من‬ ‫مزيد‬ ‫أجل‬ ‫من‬ ‫والفهم‬ ‫الكفاءة‬ . - ‫العمل‬ ‫مواقف‬ ‫فى‬ ‫التصرف‬ ‫حسن‬ . - ‫المتغيرة‬ ‫العمل‬ ‫مواقف‬ ‫مع‬ ‫التكيف‬ . ‫يلى‬ ‫بما‬ ‫المهارة‬ ‫تتسم‬ :
‫يتوقف‬ ‫اكتساب‬ ‫المهارة‬ ‫على‬ : 1 ‫ـ‬ ‫العمر‬ ‫الزمنى‬ ‫للشخص‬ . 2 ‫ـ‬ ‫الوقت‬ ‫الذى‬ ‫يتم‬ ‫فيه‬ ‫التدريب‬ ‫على‬ ‫اكتساب‬ ‫المه‬ ‫ارة‬ . 3 ‫ـ‬ ‫نوعية‬ ‫المثيرات‬ ‫المراد‬ ‫اكتسابها‬ . 4 ‫ـ‬ ‫درجة‬ ‫استجابة‬ ‫الشخص‬ ‫لهذه‬ ‫المثيرات‬ . ‫اكتســـاب‬ ‫المهارة‬
‫مهارة‬ ‫ته‬‫ر‬‫دا‬‫وا‬‫الوقت‬‫تنظيم‬
‫المهارة‬ ‫الثانية‬ ‫التعل‬ • ‫التعل‬ Learning : • ‫تعريف‬ : • ‫كما‬ ‫سبق‬ ‫وأن‬ ‫أشرنا‬ َ ً‫ا‬‫سابق‬ ‫أن‬ ‫التعل‬ ‫ه‬ ‫اكتساب‬ ‫الخبرة‬ ‫م‬ ‫العال‬ ‫الخارجي‬ ، ‫فك‬ ‫منك‬ ‫في‬ ‫مرحلت‬ ‫الدراسية‬ ‫االبتدائية‬ ‫يحم‬ ‫خبرات‬ ‫مختلفة‬ ‫م‬ ‫ف‬ ‫الخ‬ ‫والتردد‬ ‫النتقال‬ ‫م‬ ‫الحي‬ ‫اة‬ ‫االجتماعية‬ ‫إلى‬ ‫الحياة‬ ‫المدرسية‬ . • ‫فه‬ ‫كر‬ ‫ت‬ ‫خبراتك‬ ‫االجتماعية‬ ‫في‬ ‫ه‬ ‫ه‬ ‫المرحلة‬ ‫؟‬ ‫ه‬ ‫تستليع‬ ‫أن‬ ‫صف‬ ‫ت‬ ‫م‬ ‫الي‬ ‫األول‬ ‫ال‬ ‫ي‬ ‫التحقت‬ ‫في‬ ‫بالمدرسة‬ ‫االبتدائية‬ ‫؟‬ • ‫يعرف‬ ‫التعل‬ َ ً‫ا‬‫تبع‬ ‫لتعريف‬ ‫كمب‬ Kimble ‫بأن‬ ( ‫تغيير‬ ‫دائ‬ َ ً‫ا‬‫نسبي‬ ‫في‬ ‫ك‬ ‫السل‬ ‫نتيجة‬ ‫الخ‬ ‫برة‬ ‫المعززة‬ .) • َ ً‫ا‬‫وبناء‬ ‫على‬ ‫ا‬ ‫ه‬ ‫التعريف‬ ‫فأن‬ ‫التعل‬ ‫يرتبط‬ ‫بعدد‬ ‫م‬ ‫القضايا‬ ‫العلمية‬ ‫الهامة‬ ‫وهى‬ : • 1 - ‫التعل‬ ‫شيء‬ ‫يستدل‬ ‫علي‬ ‫بشك‬ ‫غير‬ ‫مباشر‬ ‫م‬ ‫خالل‬ ‫التغييرات‬ ‫التي‬ ‫تلرأ‬ ‫على‬ ‫ال‬ ‫ك‬ ‫سل‬ ‫ويمك‬ ‫مالحظت‬ . • 2 - ‫هناك‬ ‫ارتباط‬ ‫بي‬ ‫األداء‬ ‫والتعل‬ ‫فقد‬ ‫يحدث‬ ‫التعل‬ ‫في‬ ‫قف‬ ‫م‬ ‫تعلي‬ ‫دون‬ ‫األداء‬ ( ‫مثال‬ ‫تعل‬ ‫رة‬ ‫س‬ ‫الفاتحة‬ .) • 3 - ‫أن‬ ‫التغييرات‬ ‫كية‬ ‫السل‬ ‫ناتجة‬ ‫ع‬ ‫التدريب‬ ‫أو‬ ‫الخبرة‬ . • 4 - ‫ض‬ ‫ي‬ ‫تعريف‬ ‫كمب‬ Kimble ‫للتعل‬ ‫الدوام‬ ‫النسبي‬ ‫ك‬ ‫للسل‬ ‫حتى‬ ‫يعتبر‬ َ ً‫ا‬‫متعلم‬ ، ‫ويت‬ ‫التعل‬ ‫م‬ ‫خالل‬ ‫التفاع‬ ‫مع‬ ‫البيئة‬ ‫اء‬ ‫س‬ ‫بشك‬ ‫رسمي‬ ( ‫الجامعة‬ - ‫المدرسة‬ ) ‫أو‬ ‫المنزل‬ ( ‫غير‬ ‫رسمي‬ .)
‫التركــيب‬ ‫التحـــليل‬ ‫التطبيــــــــــق‬ ‫االستيعاب‬ ( ‫الفهم‬ ) ‫االستقرائي‬ ‫التقدير‬ ‫التفسير‬ ‫الترجمة‬ ‫المعــرفــــــــة‬ ‫التقويم‬ ‫شك‬ ‫ض‬ ‫ي‬ ‫تصنيف‬ ‫م‬ ‫بل‬ ‫يات‬ ‫للمست‬ ‫األهداف‬ ‫في‬ ‫الميدان‬ ‫العقلي‬
‫االنفعالى‬ ‫المجال‬ ‫فى‬ ‫التعليمية‬ ‫األهداف‬ ‫تصنيف‬ ‫َاألهدافَالتعليميةَفيَالمجالَاالنفعالي‬ ‫ض‬ ‫َي‬ ‫شك‬ ( ‫ول‬ ‫كراث‬ )
‫تصنيف‬ ‫األهداف‬ ‫فى‬ ‫المجال‬ ‫النفس‬ - ‫حركى‬ َ‫َتصنيفَاألهدافَفيَالمجالَالنفسي‬ ‫ض‬ ‫َي‬ ‫شك‬ – َ‫حركي‬ ( ‫كيلر‬ )
‫تصنيف‬ ‫األهداف‬ َ ً‫ا‬‫وفق‬ ‫لتعل‬ ‫الخبرة‬ ‫المعرفية‬ ‫َالمعرفى‬ ‫َالتعل‬ ‫َمراح‬ ‫ض‬ ‫َي‬ ‫شك‬
‫مراح‬ ‫التعل‬ ‫الحركى‬ ‫لجانيي‬ ‫َالهرميَلدىَجانيي‬ ‫َالتعل‬ ‫ض‬ ‫َي‬ ‫شك‬
َ ً‫ا‬‫ثاني‬ : ‫مهارة‬ ‫االنتباه‬ . ‫يعرف‬ ‫االنتباه‬ ‫بأن‬ ‫القدرة‬ ‫على‬ ‫التعام‬ ‫مع‬ ‫كميات‬ ‫محدودة‬ ‫م‬ ‫مات‬ ‫المعل‬ ‫منتقاة‬ ‫م‬ ‫ك‬ ‫هائ‬ ‫م‬ ‫مات‬ ‫المعل‬ ‫التي‬ ‫تزودنا‬ ‫بها‬ ‫اس‬ ‫الح‬ ‫أو‬ ‫اكرة‬ ‫ال‬ ، ‫ويتميز‬ ‫االنتباه‬ ‫بعدة‬ ‫خصائص‬ ‫منها‬ ( ‫االن‬ ‫تقاء‬ ‫والتركيز‬ ‫والقصد‬ ‫والمي‬ ‫ع‬ ‫ض‬ ‫لم‬ ‫االنتباه‬ .) ‫ويعتبر‬ ‫االنتباه‬ ‫م‬ ‫ام‬ ‫الع‬ ‫الهامة‬ ‫والتفاع‬ ‫داخ‬ ‫قاعة‬ ‫الدرس‬ ‫وتؤثر‬ ‫مشتتات‬ ‫االنتباه‬ ‫فى‬ ‫اجد‬ ‫ت‬ ‫ضعف‬ ‫التحصي‬ ‫الدارسى‬ . ‫اع‬ ‫أن‬ ‫االنتباه‬ . 1 - ‫االنتباه‬ ‫اإلرادي‬ ( ‫تلقائي‬ :) ‫يعرف‬ ‫بأن‬ ‫انتباه‬ ‫إرادي‬ ‫يحاول‬ ‫الفرد‬ ‫في‬ ‫التركيز‬ ‫على‬ ‫مثير‬ ‫م‬ ‫بي‬ ‫عة‬ ‫مجم‬ ‫مثيرات‬ ‫وي‬ ‫ن‬ ‫ك‬ َ َ‫ا‬‫انتقائي‬ ‫مثال‬ ‫على‬ ‫ذلك‬ ‫كأن‬ ‫يستمع‬ ‫اللالب‬ ‫على‬ ‫المحاضرة‬ ‫في‬ ‫ع‬ ‫ض‬ ‫م‬ ‫ال‬ ‫يحب‬ ‫وبمكان‬ ‫سيء‬ ‫الت‬ ‫ية‬ ‫ه‬ . 2 - ‫االنتباه‬ ‫الالإرادي‬ ‫القسرى‬ : ‫ويعرف‬ ‫بأن‬ ‫تأثير‬ ‫المثير‬ ‫بشدت‬ ‫ت‬ ‫وق‬ ‫على‬ ‫الفرد‬ ‫دون‬ ‫اختيار‬ ‫من‬ ‫ودون‬ ‫جهد‬ ‫مثال‬ ‫ذلك‬ ‫ا‬ ‫الستماع‬ ‫ت‬ ‫لص‬ ‫مزعج‬ ‫يستتبع‬ ‫االستيقاظ‬ ‫م‬ ‫م‬ ‫الن‬ . 3 - ‫االنتباه‬ ‫االنتقائي‬ ‫التلقائي‬ : ‫ويعرف‬ ‫بأن‬ ‫االنتباه‬ ‫لمثير‬ ‫يشبع‬ ‫حاجات‬ ‫الفرد‬ ‫ودوافع‬ ‫اتية‬ ‫ال‬ ‫فيركز‬ ‫الفرد‬ ‫على‬ ‫ا‬ ‫ه‬ ‫ا‬ ‫لمؤثر‬ ‫بيسر‬ ‫لة‬ ‫وسه‬ ‫ويصعب‬ ‫تشتيت‬ ‫انتباه‬ ‫مثال‬ ‫على‬ ‫ذلك‬ ‫مشاهدة‬ ‫مشهدي‬ ‫ن‬ ‫بالتلفزي‬ .
َ ً‫ا‬‫ثالث‬ : ‫مهارة‬ ‫االستماع‬ ‫وكتابة‬ ‫المالحظات‬ . • ‫تعتبر‬ ‫مهارة‬ ‫االستماع‬ ‫م‬ ‫المهارات‬ ‫الهامة‬ ‫في‬ ‫التعل‬ ‫وهى‬ ‫ابة‬ ‫ب‬ ‫الفرد‬ ‫للكالم‬ . • ‫نات‬ ‫مك‬ ‫مهارة‬ ‫االستماع‬ . • 1 - ‫إدراك‬ ‫ز‬ ‫الرم‬ ‫ية‬ ‫اللغ‬ ‫قة‬ ‫المنل‬ ‫ع‬ ‫طريق‬ ‫التمييز‬ ‫السمعي‬ ( ‫فالسماع‬ ‫السلي‬ ‫أو‬ ‫مراح‬ ‫االستماع‬ ‫الجيد‬ .) • 2 - ‫فه‬ ‫ل‬ ‫مدل‬ ‫ز‬ ‫الرم‬ ( ‫كلما‬ ‫كانت‬ ‫لغتك‬ ‫ى‬ ‫أق‬ ‫كان‬ ‫فهمك‬ ‫أوض‬ .) • 3 - ‫إدراك‬ ‫الرسالة‬ ‫المتضمنة‬ ‫في‬ ‫الكالم‬ ‫المنل‬ ( ‫التركيز‬ ‫على‬ ‫الكالم‬ ‫صلك‬ ‫ي‬ ‫إلى‬ ‫المعاني‬ ‫العميقة‬ .) • 4 - ‫تفاع‬ ‫الخبرات‬ ‫عة‬ ‫المسم‬ ‫مع‬ ‫خبرات‬ ‫المستمع‬ ‫وقيم‬ ‫واتجاهات‬ . • 5 - ‫نقد‬ ‫ه‬ ‫ه‬ ‫الخبرات‬ ‫يمها‬ ‫وتق‬ ‫والحك‬ ‫عليها‬ ‫في‬ ‫ء‬ ‫ض‬ ‫المعايير‬ ‫المناسبة‬ . • ‫شرط‬ ‫االستماع‬ ‫الجيد‬ ‫في‬ ‫قاعة‬ ‫الدرس‬ . • 1 - ‫التقاط‬ ‫األفكار‬ ‫الرئيسية‬ ‫م‬ ‫خالل‬ : • ‫أ‬ - ‫االستماع‬ ‫إلى‬ ‫األفكار‬ ‫وتسجي‬ ‫الفكرة‬ ‫الرئيسية‬ . • ‫ب‬ - ‫االستماع‬ ‫على‬ ‫التفاصي‬ ‫والحقائق‬ ‫التي‬ ‫تدع‬ ‫الفكرة‬ ‫الرئيسية‬ ‫وتنظيمها‬ ‫على‬ ‫شك‬ ‫أدلة‬ ‫داعمة‬ ‫للفكر‬ ‫ة‬ ‫حتى‬ ‫ال‬ ‫تضيع‬ ‫في‬ ‫التفاصي‬ ‫ع‬ ‫األفكار‬ ‫الكبرى‬ . • ‫ج‬ - ‫تدوي‬ ‫المالحظات‬ . • 2 - ‫مالحظة‬ ‫طريقة‬ ‫التدريس‬ ‫وارتباطها‬ ‫بأداء‬ ‫المعل‬ . • 3 - ‫االستماع‬ ‫بدقة‬ ‫للتسجيالت‬ ‫واألمثلة‬ . • 4 - ‫االنتباه‬ ‫والبعد‬ ‫ع‬ ‫المشتتات‬ . • 5 - ‫مراجعة‬ ‫المالحظات‬ ‫التي‬ ‫ت‬ ‫تدوينها‬ ‫ص‬ ‫بخص‬ ‫المادة‬ ‫عة‬ ‫المسم‬ . • 6 - ‫الحفاظ‬ ‫على‬ ‫الدافعية‬ ‫يق‬ ‫والتش‬ ‫م‬ ‫خالل‬ ‫طرح‬ ‫أسئلة‬ ‫ذاتية‬ ‫ل‬ ‫تلرح‬ ‫بعد‬ . • 7 - ‫االبتعاد‬ ‫ع‬ ‫االستجابات‬ ‫االنفعالية‬ ‫التي‬ ‫تشغ‬ ‫ع‬ ‫االستماع‬ ‫إلى‬ ‫تسلس‬ ‫ع‬ ‫ض‬ ‫الم‬ ‫نات‬ ‫ومك‬ ‫األساسية‬ .
َ ً‫ا‬‫رابع‬ : ‫مهارة‬ ‫المناقشات‬ ‫في‬ ‫قاعة‬ ‫الدرس‬ . • ‫تعرف‬ ‫بأنها‬ ‫اللريق‬ ‫العلمية‬ ‫ب‬ ‫ألسل‬ ‫النقاش‬ ‫والتي‬ ‫فيها‬ ‫يتبادل‬ ‫ن‬ ‫المشارك‬ ‫في‬ ‫صف‬ - ‫أو‬ ‫عة‬ ‫مجم‬ - ‫األفكار‬ َ ً‫ا‬‫وجه‬ ‫ج‬ ‫ل‬ ، ‫وذلك‬ ‫ل‬ ‫ح‬ ‫ع‬ ‫ض‬ ‫م‬ ‫يبدون‬ ‫في‬ َ ً‫ا‬‫اهتمام‬ ‫ن‬ً‫ا‬‫مشترك‬ ‫وتبدو‬ ‫أهميت‬ ‫في‬ ‫السماح‬ ‫للجميع‬ ‫بالمناقشة‬ . • ‫وتهدف‬ ‫المناقشة‬ ‫إلى‬ ‫ح‬ ‫المشكالت‬ ‫واستكشاف‬ ‫المبادئ‬ ‫وتغيير‬ ‫اقف‬ ‫الم‬ ‫وه‬ ‫يسم‬ ‫لآل‬ ‫خري‬ ‫أن‬ ‫ا‬ ‫يصبح‬ ‫ه‬ ‫أنفسه‬ ‫مصادر‬ ‫يتعل‬ ‫بعضه‬ ‫م‬ ‫بعض‬ . • ‫خصائص‬ ‫وسمات‬ ‫المناقشة‬ ‫اإليجابية‬ ( ‫المبادئ‬ ‫األخالقية‬ .) • 1 - ‫المناقشات‬ ‫ليست‬ َ ً‫ال‬‫مجا‬ ‫للتحدي‬ ‫والجدل‬ . 2 - ‫قت‬ ‫ال‬ ‫ملك‬ ‫للجميع‬ ‫فال‬ ‫يستأثر‬ ‫أحد‬ ‫بالنقاش‬ ‫على‬ ‫حساب‬ ‫زمالئ‬ . • 3 - ‫المناقشة‬ ‫ليست‬ َ ً‫ال‬‫مجا‬ ‫الستعراض‬ ‫ما‬ ‫يمتلك‬ ‫الفرد‬ ‫م‬ ‫ثقافة‬ ‫ومهارات‬ . • 4 - ‫المناقشات‬ ‫تركز‬ ‫على‬ ‫ار‬ ‫الح‬ ‫البناء‬ ‫العلمي‬ ‫الدقيق‬ ‫ل‬ ‫ح‬ ‫ع‬ ‫ض‬ ‫م‬ ‫أو‬ ‫فكرة‬ ‫دون‬ ‫األشخاص‬ . • 5 - ‫إعداد‬ ‫جدول‬ ‫المناقشة‬ ‫عات‬ ‫ض‬ ‫للم‬ ‫الملروحة‬ . 6 - ‫وضع‬ ‫ر‬ ‫تص‬ ‫مبدئي‬ ‫لمراح‬ ‫النقاش‬ . • ‫الشروط‬ ‫اجب‬ ‫ال‬ ‫افرها‬ ‫ت‬ ‫في‬ ‫المناقشة‬ ‫الفعالة‬ . • 1 - ‫مراعاة‬ ‫مهارات‬ ‫االستماع‬ ‫الفعال‬ . • 2 - ‫التغلب‬ ‫على‬ ‫ف‬ ‫الخ‬ ‫م‬ ‫المشاركة‬ . • 3 - ‫هادفية‬ ‫المشاركة‬ ‫بحيث‬ ‫ن‬ ‫تك‬ ‫لللب‬ ‫ضي‬ ‫ت‬ ‫أو‬ ‫إضافة‬ . • 4 - ‫التعبير‬ ‫ح‬ ‫ض‬ ‫ب‬ ‫واستخدام‬ ‫لغة‬ ‫تخدم‬ ‫ع‬ ‫ض‬ ‫م‬ ‫النقاش‬ . • 5 - ‫عية‬ ‫ض‬ ‫الم‬ ‫في‬ ‫طرح‬ ‫اآلراء‬ ‫دون‬ ‫االلتزام‬ ‫بها‬ . • 6 - ‫االلتزام‬ ‫بآداب‬ ‫ار‬ ‫الح‬ ‫واللباقة‬ ‫وتقدير‬ ‫اآلخري‬ . • 7 - ‫النقد‬ ‫ينصب‬ ‫على‬ ‫األفكار‬ ‫دون‬ ‫األشخاص‬ .
‫األهداف‬ : ‫نتوقع‬ ‫بعد‬ ‫دراسة‬ ‫الطالب‬ ‫لهذه‬ ‫المهارة‬ ‫أن‬ ‫يكون‬ ‫قادرا‬ ‫على‬ : 1 - ‫معرفة‬ ‫معنى‬ ‫القراءة‬ . 2 - ‫ر‬ ‫تص‬ ‫أهمية‬ ‫القراءة‬ . 3 - ‫معرفة‬ ‫يات‬ ‫مست‬ ‫القراءة‬ ‫والتعام‬ ‫مع‬ ‫ك‬ ‫ى‬ ‫مست‬ . 4 - ‫معرفة‬ ‫اع‬ ‫أن‬ ‫القراءة‬ ‫ومتى‬ ‫يتعام‬ ‫اللالب‬ ‫مع‬ ‫ك‬ ‫ع‬ ‫ن‬ . 5 - ‫أن‬ ‫يكتسب‬ ‫اللالب‬ َ ً‫ا‬‫اتجاه‬ َ ً‫ا‬‫إيجابي‬ ‫نح‬ ‫حب‬ ‫القرا‬ ‫ءة‬ . 6 - ‫أن‬ ‫يتعام‬ ‫اللالب‬ ‫مع‬ ‫القراءة‬ ‫كاء‬ ‫ب‬ ‫ية‬ ‫وحي‬ . ‫المهارة‬ ‫الرابعة‬ – ‫مهارات‬ ‫القراء‬
‫مهارة‬ ‫سرعة‬ ‫القراءة‬ . • ‫تعتبر‬ ‫القراءة‬ ‫مهارة‬ ‫إنسانية‬ ‫وتشير‬ ‫الدراسات‬ ‫إلى‬ ‫أن‬ ‫سرعة‬ ‫ال‬ ‫قراءة‬ ‫للفرد‬ ‫العادي‬ ‫تتراوح‬ ‫ما‬ ‫بي‬ 250 - 300 ‫كلمة‬ ‫في‬ ‫الدقيقة‬ ، ‫وم‬ ‫الممك‬ ‫أن‬ ‫تزيد‬ ‫إلى‬ 500 ‫كلمة‬ ‫في‬ ‫الدقيقة‬ ‫إذا‬ ‫تغلب‬ ‫اإلنسان‬ ‫على‬ ‫العادات‬ ‫الخاطئة‬ ‫في‬ ‫القراءة‬ ‫ويجب‬ ‫أن‬ ‫نعرف‬ ‫شروط‬ ‫القراءة‬ ‫الجيدة‬ : • ‫أ‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بالمادة‬ ‫التي‬ ‫نقرؤها‬ ، ‫فالكتاب‬ ‫أصعب‬ ‫في‬ ‫قراءت‬ ‫م‬ ‫المجالت‬ . • ‫ب‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بجدة‬ ‫ع‬ ‫ض‬ ‫الم‬ . • ‫ح‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫براحة‬ ‫اإلنسان‬ . • ‫د‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بالبعد‬ ‫ع‬ ‫ضاء‬ ‫الض‬ ‫اغ‬ ‫والش‬ . • ‫هـ‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بالتركيز‬ . • ‫ر‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بالكتب‬ ‫ذات‬ ‫اإلخراج‬ ‫الجيد‬ ( ‫اللباعة‬ ‫المرئية‬ ‫وال‬ ‫نة‬ ‫مل‬ .) • ‫م‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫باستخدام‬ ‫حاسة‬ ‫البصر‬ ‫وليس‬ ‫الكالم‬ . • ‫ل‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بالنظر‬ ‫إلى‬ ‫الجم‬ ‫وليس‬ ‫الكلمات‬ . • ‫ى‬ - ‫ترتبط‬ ‫سرعة‬ ‫القراءة‬ ‫بنم‬ ‫ثروة‬ ‫اللالب‬ ‫ية‬ ‫اللغ‬ .
َ ً‫ا‬‫خامس‬ : ‫مهارة‬ ‫كار‬ ‫االست‬ • ‫تنقسم‬ ‫هذه‬ ‫المهارة‬ ‫إلى‬ ‫قسمين‬ ‫وهما‬ : • 1 - ‫القسم‬ ‫األول‬ : ‫يشتم‬ ‫كار‬ ‫االست‬ ‫م‬ ‫مفه‬ ‫وأهميت‬ ‫ودوافع‬ ‫والعادات‬ ‫المتن‬ ‫عة‬ ‫المرتبلة‬ ‫ب‬ ‫والتهيئة‬ ‫كار‬ ‫لالست‬ . • 2 - ‫القسم‬ ‫الثاني‬ : ‫يشتم‬ ‫على‬ ‫عملية‬ ‫كار‬ ‫االست‬ ، ‫وطرقها‬ ‫ومهاراتها‬ ‫والعمل‬ ‫يات‬ ‫العقلية‬ ‫المرتبلة‬ ‫كار‬ ‫باالست‬ ، ‫والمشكالت‬ ‫التي‬ ‫تقل‬ ‫م‬ ‫فاعلية‬ ‫االس‬ ‫كار‬ ‫ت‬ . • ‫األهداف‬ : • ‫قع‬ ‫نت‬ ‫بعد‬ ‫دراسة‬ ‫اللالب‬ ‫ه‬ ‫له‬ ‫المهارة‬ ‫أن‬ ‫ن‬ ‫يك‬ ‫قادرا‬ ‫على‬ : • 1 - ‫التعرف‬ ‫على‬ ‫م‬ ‫مفه‬ ‫كار‬ ‫االست‬ ‫وأهميت‬ . 2 - ‫التعرف‬ ‫على‬ ‫دوافع‬ ‫كار‬ ‫االست‬ . • 3 - ‫التعرف‬ ‫على‬ ‫عادات‬ ‫كار‬ ‫االست‬ . 4 - ‫التدريب‬ ‫على‬ ‫كيفية‬ ‫التهيئة‬ ‫كار‬ ‫لالست‬ . • 5 - ‫التعرف‬ ‫على‬ ‫كيفية‬ ‫عملية‬ ‫كار‬ ‫االست‬ . 6 - ‫التعرف‬ ‫على‬ ‫طر‬ ‫كار‬ ‫االست‬ ‫المناسبة‬ . • 7 - ‫التعرف‬ ‫على‬ ‫عالقة‬ ‫كار‬ ‫االست‬ ‫الجيد‬ ‫بالعمليات‬ ‫العقلية‬ . 8 - ‫التعرف‬ ‫على‬ ‫مشكالت‬ ‫كار‬ ‫االست‬ ‫وكيفية‬ ‫عالجها‬ .
‫دوافع‬ ‫كار‬ ‫االست‬ :

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