يقدم معهد السلام الأمريكي مادة دراسية للمعلمين في التعليم الأساسي المتوسط لمساعدتهم في ترسيخ قيم السلام و التعايش في ظل الاختلاف من خلال منهج متكامل

1. GLOBAL PEACEBUILDING CENTER
spine=
0.5313”
‫ﺍﳌﺘﻮﺳﻄﺔ‬‫ﺍﳌﺪﺍﺭﺱ‬‫ﺇﺻﺪﺍﺭ‬‫ﻟﻠﻤﻌﻠﻤﲔ‬‫ﺍﻟﺴﻼﻡ‬‫ﺑﻨﺎﺀ‬‫ﺃﺩﻭﺍﺕ‬‫ﻣﺠﻤﻮﻋﺔ‬
United States
Institute of Peace
2301 Constitution Ave., NW
Washington, DC 20037
www.usip.org
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬
‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻟﻠﻤﺴﺎﻋﺪﺓ‬ ‫ﺃﺟﻠﻬﻢ‬ ‫ﻭﻣﻦ‬ ‫ﺍﳌﻌﻠﻤﲔ‬ ‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﰎ‬
‫ﻭﺁﺧﺮ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ‬ ‫ﻟﻠﻤﺪﺍﺭﺱ‬ ‫ﻭﺍﺣﺪ‬ - ‫ﻠﺪﺍﻥ‬‫ﺍ‬ ‫ﻭﻳﺘﻀﻤﻦ‬ .‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﳉﻴﻞ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻋﻠﻰ‬
١٣-١١ ‫ﺃﻋﻤﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻭﻣﻬﺎﺭﺍﺕ‬ ‫ﻣﻮﺍﺿﻴﻊ‬ ‫ﺗﻄﺮﺡ‬ ‫ﺗﻔﺎﻋﻠﻴﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﺭﻭﺳ‬ - ‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﻟﻠﻤﺪﺍﺭﺱ‬
.‫ﺍﻟﺘﻮﺍﻟﻲ‬ ‫ﻋﻠﻰ‬‫ﹰ‬‫ﺎ‬‫ﻋﺎﻣ‬ ١٨-١٤‫ﻭ‬
:‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻣﺠﺎﻝ‬ ‫ﻓﻲ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﺛﻼﺙ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﻨﻈﻴﻢ‬ ‫ﰎ‬
.‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ •
.‫ﺍﻟﻌﻨﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ‬ •
.‫ﺳﻼﻡ‬ ‫ﺻﺎﻧﻊ‬ ‫ﻟﺘﺼﺒﺢ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻫﻨﺎﻙ‬ •
،‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺑﺎﻷﺳﺎﻟﻴﺐ‬ ‫ﺍﻟﻌﻬﺪ‬ ‫ﺣﺪﻳﺜﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﻣﻔﺼﻠﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺧﻄﻄ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺍﻟﺘﻲ‬ ،‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﺘﻀﻤﻦ‬
‫ﺑﻨﺎﺀ‬ ‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﻮﺟﻬﺔ‬ ‫ﺇﺭﺷﺎﺩﻳﺔ‬ ‫ﻭﺃﻧﺸﻄﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﻭﻣﻮﺍﺭﺩ‬ ‫ﻧﺸﺮﺍﺕ‬
،‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻭﲢﻠﻴﻞ‬ ،‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺑﻨﺎﺀ‬ ،‫ﺍﻻﺗﺼﺎﻻﺕ‬ ‫)ﻣﺜﻞ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﻄﻮﺭ‬ .‫ﺍﻟﻌﺎﳌﻲ‬ ‫ﺍﻟﺴﻼﻡ‬
.‫ﺍﻷﻛﺒﺮ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﻭﻓﻲ‬ ‫ﻣﺠﺘﻤﻌﺎﺗﻬﻢ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺓ‬ ‫ﺑﺪﻭﺭ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻗﺪﺭﺍﺗﻬﻢ‬ (‫ﻭﺍﻟﻮﺳﺎﻃﺔ‬ ،‫ﻭﺍﻟﺘﻔﺎﻭﺽ‬
‫ﳌﻌﻬﺪ‬ ‫ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﺍﻟﻌﺎﳌﻲ‬ ‫ﺍﳌﺮﻛﺰ‬ ‫ﺇﺻﺪﺍﺭﺍﺕ‬ ‫ﺃﺣﺪ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
.‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬
www.buildingpeace.org ‫ﺑﺰﻳﺎﺭﺓ‬ ‫ﺗﻔﻀﻞ‬ ،‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺰﻳﺪ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬
‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﺍﳌﺘﻮﺳﻄﺔ‬ ‫ﺍﳌﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬
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2. ‫ﺇﻟﻰ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻳﺘﻮﺟﻪ‬
.‫ﺍﻟﺴﺨﻲ‬ ‫ﺩﻋﻤﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻓﻴﺮﺍﻳﺰﻭﻥ‬ ‫ﻣﺆﺳﺴﺔ‬
.‫ﺩ‬ ‫ﺟﻮﻥ‬ ‫ﻣﺆﺳﺴﺔ‬ ‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﰎ‬
.‫ﺁﺭﺛﺮ‬ ‫ﻣﺎﻙ‬ .‫ﺕ‬ ‫ﻭﻛﺎﺛﺮﻳﻦ‬
.‫ﺍﻟﺪﻡ‬ ‫ﺳﺮﻁﺎﻥ‬ ‫ﺑﺴﺒﺐ‬ ً‫ﺎ‬‫ﻋﺎﻣ‬ ‫ﻋﺸﺮ‬ ‫ﺍﺛﻨﺎ‬ ‫ﻋﻤﺮﻫﺎ‬ ‫ﺳﺎﺳﺎﻛﻲ‬ ‫ﺳﺎﺩﺍﻛﻮ‬ ‫ﺍﺳﻤﻬﺎ‬ ‫ﻳﺎﺑﺎﻧﻴﺔ‬ ‫ﻓﺘﺎﺓ‬ ‫ﺗﻮﻓﻴﺖ‬ ،‫ﻫﻴﺮﻭﺷﻴﻤﺎ‬ ‫ﻗﺼﻒ‬ ‫ﻋﻠﻰ‬ ‫ﺳﻨﻮﺍﺕ‬ ‫ﻋﺸﺮ‬ ‫ﻣﺮﻭﺭ‬ ‫ﺑﻌﺪ‬ ،۱۹٥٥ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ :‫ﺍﻟﻐﻼﻑ‬ ‫ﺻﻮﺭﺓ‬
‫ﺳﻮﻑ‬ ‫ﺍﻟﻐﺮﺍﻧﻴﻖ‬ ‫ﺑﺄﻥ‬ ‫ﻻﻋﺘﻘﺎﺩﻫﺎ‬ ً‫ﺍ‬‫ﻭﻧﻈﺮ‬ .‫ﻣﻨﻬﺎ‬ ً‫ﺎ‬‫ﺑﻌﻀ‬ ‫ﺳﺎﺩﺍﻛﻮ‬ ‫ﻭﺗﻠﻘﺖ‬ ‫ﻟﻠﻤﺮﺿﻰ‬ "‫ﻟﻠﺸﻔﺎء‬ ‫"ﺗﺪﻋﻮ‬ ‫ﻛﻬﺪﺍﻳﺎ‬ ‫ﻣﻠﻮﻧﺔ‬ ‫ﻏﺮﺍﻧﻴﻖ‬ ‫ﻭﺻﻠﺘﻬﺎ‬ ،‫ﻣﺮﺿﻬﺎ‬ ‫ﺑﺴﺒﺐ‬ ‫ﺍﻟﻤﺴﺘﺸﻔﻰ‬ ‫ﻓﻲ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻭﺑﻴﻨﻤﺎ‬
.‫ﻟﻠﺴﻼﻡ‬ ‫ﺭﻣﺰ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻐﺮﺍﻧﻴﻖ‬ ‫ﻭﺗﺤﻮﻟﺖ‬ ،‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎء‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺳﺎﺩﺍﻛﻮ‬ ‫ﻗﺼﺔ‬ ‫ﺍﻧﺘﺸﺮﺕ‬ ،‫ﻭﺍﻟﻴﻮﻡ‬ .‫ﻭﻓﺎﺗﻬﺎ‬ ‫ﻗﺒﻞ‬ ۱۰۰۰ ‫ﻣﻦ‬ ‫ﺃﻛﺜﺮ‬ ‫ﻭﺻﻨﻌﺖ‬ ،‫ﻁﻴﻬﺎ‬ ‫ﺳﺎﺩﺍﻛﻮ‬ ‫ﺑﺪﺃﺕ‬ ،‫ﺍﻟﺸﻔﺎء‬ ‫ﻓﻲ‬ ‫ﺗﺴﺎﻋﺪﻫﺎ‬
‫ﻟﻸﻁﻔﺎﻝ‬ ‫ﺍﻟﺘﺬﻛﺎﺭﻱ‬ ‫ﺍﻟﻨﺼﺐ‬ ‫ﺇﻟﻰ‬ ‫ﻏﺮﻧﻮﻕ‬ ‫ﺃﻟﻒ‬ ‫ﻭﻳﺮﺳﻠﻮﻥ‬ ،‫ﺍﻟﻌﻴﺶ‬ ‫ﻓﻲ‬ ‫ﺳﺎﺩﺍﻛﻮ‬ ‫ﻭﺭﻏﺒﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺭﺳﺎﻟﺔ‬ ‫ﺗﺄﺳﺮﻫﻢ‬ ‫ﺍﻷﻁﻔﺎﻝ‬ ‫ﻳﺰﺍﻝ‬ ‫ﻻ‬ ،‫ﻣﺎ‬ ‫ﺣﺪ‬ ‫ﺇﻟﻰ‬ ‫ﺧﻴﺎﻟﻴﺔ‬ ‫ﺳﺎﺩﺍﻛﻮ‬ ‫ﻗﺼﺔ‬ ‫ﺃﺻﺒﺤﺖ‬ ‫ﻭﺑﻴﻨﻤﺎ‬
.‫ﺑﺎﻟﻴﺎﺑﺎﻥ‬ ‫ﻫﻴﺮﻭﺷﻴﻤﺎ‬ ‫ﻓﻲ‬
Moodboard/SuperStock ©
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3. ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
00--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 100--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 1 15/01/2013 07:23:2015/01/2013 07:23:20

4. 00--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 200--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 2 15/01/2013 07:23:5015/01/2013 07:23:50

5. ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬
‫ﻣﻴﻠﻮﻓﺴﻜﻲ‬ ‫ﺃﻟﻴﺴﻮﻥ‬ ‫ﺍﻟﻤﺤﺮﺭ‬
‫ﻣﻊ‬ ‫ﺑﺎﻟﺘﻌﺎﻭﻥ‬
‫ﺑﻴﺮﺩﺍﻥ‬ ‫ﻛﺮﻳﺴﺘﻴﻨﺎ‬
‫ﺑﻴﻔﺮ‬ ‫ﺳﺎﺭﺓ‬
‫ﻏﻮﻟﺪﺑﻴﺮﻍ‬ ‫ﺩﺍﻧﻴﻴﻞ‬
‫ﻏﻮﺭﺩﻭﻥ‬ ‫ﻧﻮﺭﺍ‬
‫ﻻﻧﻜﺴﺘﺮ‬ ‫ﺇﻳﻼﻧﺎ‬
‫ﻣﻮﺭﻓﻲ‬ ‫ﺃﺩﺭﻳﺎﻧﺎ‬
‫ﺗﺮﻳﺒﻴﻠﻜﻮﻙ‬ ‫ﺗﻴﺮﻳﺰ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻣﻄﺒﻌﺔ‬
‫ﺍﻟﻌﺎﺻﻤﺔ‬ ،‫ﻭﺍﺷﻨﻄﻦ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
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6. ISBN (Arabic MS edation): 978-1-60127-149-5
٩٧٨-١-٦٠١٢٧-١٥٢-٥ :(‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺑﺎﻟﻠﻐﺔ‬ ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫)ﺇﺻﺪﺍﺭ‬ ‫ﺭﺩﻣﻚ‬
.‫ﻣﺤﻔﻮﻇﺔ‬ ‫ﺍﻟﺤﻘﻮﻕ‬ ‫ﺟﻤﻴﻊ‬ .‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﻭﺍﻟﺘﺄﻟﻴﻒ‬ ‫ﺍﻟﻄﺒﻊ‬ ‫ﺣﻘﻮﻕ‬ ‫ﺗﻌﻮﺩ‬ ٢٠١١ ©
‫ﻣﻌﻬﺪ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺔ‬ ‫ﻋﻦ‬ ‫ﺑﺎﻟﻀﺮﻭﺭﺓ‬ ‫ﺗﻌﺒﺮ‬ ‫ﻭﻻ‬ .‫ـﻂ‬‫ﻓﻘـ‬ ‫ﺍﻟﻤﺆﻟﻔﻴﻦ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺔ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ـﻮﺍﺭﺩﺓ‬‫ﺍﻟـ‬ ‫ﺍﻵﺭﺍﺀ‬ ‫ـﺮ‬‫ﺗﻌﺒـ‬
.‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬
2301 Constitution Avenue NW
Washington, DC 20037
www.usip.org
٢٠١١ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬ ‫ﺑﺎﻟﻠﻐﺔ‬ ‫ﻣﺮﺓ‬ ‫ﻷﻭﻝ‬ ‫ﻧﺸﺮ‬
.‫ﻣﺤﻔﻮﻇﺔ‬ ‫ﺍﻟﺤﻘﻮﻕ‬ ‫ﺟﻤﻴﻊ‬ .‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﻭﺍﻟﺘﺄﻟﻴﻒ‬ ‫ﺍﻟﻄﺒﻊ‬ ‫ﺣﻘﻮﻕ‬ ‫ﺗﻌﻮﺩ‬ ٢٠١١ ©
.‫ﺍﻷﻣﻴﺮﻛﻴﺔ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺇﺻﺪﺍﺭ‬ ‫ﻃﺒﻊ‬ ‫ﺗﻢ‬
٢٠١٢ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺗﺮﺟﻢ‬
First published in English in 2011
© 2011 by the Endowment of the United States Institute of Peace. All rights reserved.
Printed in the United States of America
The views expressed in this book are those of the authors alone. They do not necessarily
reflect views of the United States Institute of Peace.
UNITED STATES INSTITUTE OF PEACE
2301 Constitution Avenue NW
Washington, DC 20037
www.usip.org
Library of Congress Cataloging-in-Publication Data
Peacebuilding toolkit for educators: middle school lessons / Alison Milofsky, editor;
with contributions by Kristina Berdan . . . [et al.].
p. cm.
ISBN 978-1-60127-105-1 (alk. paper)
1. Peace-building—Study and teaching (Middle school) 2. Conflict management—
Study and teaching (Middle school) 3. Peace-building—Study and teaching (Middle
school)—Activity programs. 4. Conflict management—Study and teaching (Middle
school)—Activity programs. I. Milofsky, Alison. II. Berdan, Kristina.
JZ5534.P44 2011
303.6'60712—dc23
2011029995
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7. ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
٧................................................................................................................... ‫ﻣﻘﺪﻣﺔ‬
٧ ..................................................................................................................‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺣﻮﻝ‬
٧................................................................................................................................................................................................................‫ﺗﺮﺣﻴﺐ‬ ‫ﺭﺳﺎﻟﺔ‬ :‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﺇﻟﻰ‬
٨.................................................................................................................‫ﻋﻠﻴﻬﺎ؟‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﻢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬ :‫ﺍﻟﻤﻨﻈﻤﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
٨............................................................................................................................................ ‫ﺍﻷﺩﻭﺍﺕ؟‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺴﺘﻬﺪﻓﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺠﻤﻬﻮﺭ‬ ‫ﻫﻮ‬ ‫ﻣﻦ‬ :‫ﺍﻟﺠﻤﻬﻮﺭ‬
٨....................................................................................................................................... ‫ﺍﻟﺒﺪﺀ؟‬ ‫ﻗﺒﻞ‬ ‫ﺗﻌﺮﻓﻪ‬ ‫ﺃﻥ‬ ‫ﺗﺤﺘﺎﺝ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
٩...............................................................................................................................................................................‫ﺍﻟﻤﻌﺎﻳﻴﺮ؟‬ ‫ﻣﻊ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺘﻮﺍﻓﻖ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
١٠ ............................................................................................................................‫ﻭﺍﻟﻨﺰﺍﻉ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺑﺘﻘﻴﻴﻢ‬ ‫ﺗﻘﻮﻡ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﺘﻘﻴﻴﻢ‬
١٠ ........................................................................................................‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺘﻮﺟﻴﻬﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
١٠ .................................................................................................................................................................................... ‫ﺍﻟﻌﺎﻟﻤﻲ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﺘﻢ‬ ‫ﻟﻤﺎﺫﺍ‬
١٠ ...................................................................................................................................................................‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬
١٣ ................................................................................................................................ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻋﻦ‬ ‫ﻧﺒﺬﺓ‬
١٣ ................................................................................................................................................................................................................................‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﺃﻧﺸﻄﺔ‬
١٣ .................................................................................................................................... ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﺣﻮﻝ‬
١٥.......................................................... ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ :١ ‫ﺍﻟﻘﺴﻢ‬
١٧ ............................................................................................................................................................................................................. ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬ ١-١ ‫ﺍﻟﺪﺭﺱ‬
٢٧ .......................................................................................................................................................................................‫ﺍﻟﺴﻼﻡ‬ ‫ﺣﻮﻝ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ٢-١ ‫ﺍﻟﺪﺭﺱ‬
٣٧....................................................................‫ﺍﻟﻌﻨﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ‬ :٢ ‫ﺍﻟﻘﺴﻢ‬
٣٩ ........................................................................................................................................................................................................‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﺮﺍﻗﺒﺔ‬ ١-٢ ‫ﺍﻟﺪﺭﺱ‬
٤٥ ............................................................................................................................................................................................. ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﺗﺤﺪﻳﺪ‬ ٢-٢ ‫ﺍﻟﺪﺭﺱ‬
٥١ .............................................................................................................................................................................................‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﺤﻠﻴﻞ‬ ‫ﻣﻤﺎﺭﺳﺔ‬ ٣-٢ ‫ﺍﻟﺪﺭﺱ‬
٥٩ .....................................................................................................................................................‫ﺍﻟﺸﻔﻬﻲ‬ ‫ﻏﻴﺮ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ :‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫٢-٤ﺃ‬ ‫ﺍﻟﺪﺭﺱ‬
٦٣ ...............................................................................................................................................................‫ﺍﻟﻔﻌﺎﻝ‬ ‫ﺍﻹﺻﻐﺎﺀ‬ :‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫٢-٤ﺏ‬ ‫ﺍﻟﺪﺭﺱ‬
٦٩ ...................................................................................................................‫ﻭﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﺍﻟﺮﻏﺒﺎﺕ‬ ‫ﺗﺤﺪﻳﺪ‬ —‫ﺍﻟﺘﻔﺎﻭﺽ‬ :‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫٢-٤ﺝ‬ ‫ﺍﻟﺪﺭﺱ‬
٧٧ ...........................................................................................................................................................‫ﺍﻟﺘﻔﺎﻭﺽ‬ ‫ﺃﺩﻭﺍﺭ‬ ‫ﻟﻌﺐ‬ :‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫٢-٤ﺩ‬ ‫ﺍﻟﺪﺭﺱ‬
٨٥ .......................................................................................................................................................................... ‫ﺍﻟﻮﺳﺎﻃﺔ‬ :‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫٢-٤ﻫـ‬ ‫ﺍﻟﺪﺭﺱ‬
٩٣............................................. ‫ﺳﻼﻡ‬ ‫ﺻﺎﻧﻊ‬ ‫ﻟﺘﺼﺒﺢ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻫﻨﺎﻙ‬ :٣ ‫ﺍﻟﻘﺴﻢ‬
٩٥ ..............................................................................................................................................................................................‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬ ‫ﺳﻤﺎﺕ‬ ١-٣ ‫ﺍﻟﺪﺭﺱ‬
٩٩ .....................................................................................................................................................................................‫ﺍﻟﻌﻤﻞ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬ ٢-٣ ‫ﺍﻟﺪﺭﺱ‬
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8. ١٠٥......................................................................................................................................................... ‫ﺍﻟﺴﻼﻡ‬ ‫ﺃﺟﻞ‬ ‫ﻣﻦ‬ ‫ﺗﻌﻤﻞ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻨﻈﻤﺎﺕ‬ ٣-٣ ‫ﺍﻟﺪﺭﺱ‬
١١١..........................................................................................................................................................‫ﺳﻼﻡ‬ ‫ﺻﺎﻧﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺤﻮﻝ‬ :‫ﺍﻟﻔﺎﺭﻕ‬ ‫ﺻﻨﺎﻋﺔ‬ ٤-٣ ‫ﺍﻟﺪﺭﺱ‬
١١٧.................................................................................................................................................................. ‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻋﺔ‬ ‫ﻧﺤﻮ‬ ‫ﺧﻄﻮﺓ‬ ‫ﺍﻟﺘﻘﺪﻡ‬ ٥-٣ ‫ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻤﻠﺤﻖ‬
١١٩.......................................................................................................................................................................................................................‫ﺍﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﺗﻮﺟﻴﻬﺎﺕ‬
١٢١.............................................................................................................................................................................................................................‫ﺍﻟﺘﻌﻘﻴﺒﺎﺕ‬ ‫ﻧﻤﻮﺫﺝ‬
١٢٣ ................................................................................................................................................... ‫ﺍﻟﻤﺴﺎﻫﻤﻴﻦ‬ ‫ﺣﻮﻝ‬
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9. ٧ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺗﺮﺣﻴﺐ‬ ‫ﺭﺳﺎﻟﺔ‬ :‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﺇﻟﻰ‬
‫ﻟﺰﻳﺎﺩﺓ‬ ‫ﺍﻟﻜﻮﻧﻐﺮﺱ‬ ‫ﺃﺳﺴﻬﺎ‬ ‫ﺣﺰﺑﻴﺔ‬ ‫ﻏﻴﺮ‬ ‫ـﺘﻘﻠﺔ‬‫ﻣﺴـ‬ ‫ـﺔ‬‫ﻣﺆﺳﺴـ‬ ‫ﻫﻮ‬ (USIP) ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻣﻌﻬﺪ‬
‫ﺗﺰﻭﻳﺪ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ،‫ﺎ‬‫ﹰ‬‫ﺟﺰﺋﻴ‬ ،‫ﺑﺬﻟﻚ‬ ‫ﻭﻧﻘﻮﻡ‬ .‫ﺍﻟﻌﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻠﺠﻮﺀ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﻭﻟﺔ‬ ‫ﻗﺪﺭﺓ‬
‫ﺗﺜﻘﻴﻒ‬ ‫ﻭﻳﻌﺪ‬ .‫ـﺎﺕ‬‫ﺍﻟﻨﺰﺍﻋـ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ـﺎﺭﻛﺔ‬‫ﻟﻠﻤﺸـ‬ ‫ﻭﺍﻟﻤﻮﺍﺭﺩ‬ ،‫ـﺎﺭﺍﺕ‬‫ﻭﺍﻟﻤﻬـ‬ ،‫ﺑﺎﻟﻤﻌﺮﻓﺔ‬ ‫ـﻦ‬‫ﺍﻵﺧﺮﻳـ‬
‫ﻣﻬﻤﺘﻨﺎ‬ ‫ﻣﻦ‬ ‫ﺍ‬‫ﹰ‬‫ﺟﺰﺀ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﺣﻮﻝ‬ ،‫ﻣﻨﻪ‬ ‫ـﺒﺎﺏ‬‫ﺍﻟﺸـ‬ ‫ﻭﺧﺎﺻﺔ‬ ،‫ـﻮﺭ‬‫ﺍﻟﺠﻤﻬـ‬
.‫ﺍﻷﺳﺎﺳﻴﺔ‬
.‫ﻟﻠﺴﻼﻡ‬ ‫ﻛﺼﺎﻧﻌﻴﻦ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﻋﻤﻞ‬ ‫ﻟﺪﻋﻢ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﺗﻢ‬
‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ـﻰ‬‫ﻋﻠـ‬ ‫ﻟﻠﺘﻌﺮﻑ‬ ،‫ﻭﻛﻤﺠﺘﻤﻊ‬ ‫ـﺮﺍﺩ‬‫ﻛﺄﻓـ‬ ،‫ـﺒﺎﺏ‬‫ﺍﻟﺸـ‬ ‫ﻟﺪﻯ‬ ‫ﻫﺎﺋﻠﺔ‬ ‫ﻗﺪﺭﺍﺕ‬ ‫ـﻮﺩ‬‫ﺑﻮﺟـ‬ ‫ﻧﺆﻣﻦ‬ ‫ـﻦ‬‫ﻭﻧﺤـ‬
‫ـﺎﻟﻴﺐ‬‫ﺑﺄﺳـ‬ ‫ـﻬﻢ‬‫ﻭﺣﻤﺎﺳـ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻃﺎﻗﺔ‬ ‫ﺗﻮﺟﻴﻪ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﺑﺈﻣﻜﺎﻥ‬ ‫ﻭﺃﻥ‬ ،‫ﻓﻴﻬﺎ‬ ‫ـﺎﻫﻤﺔ‬‫ﻭﺍﻟﻤﺴـ‬ ‫ـﺔ‬‫ﺍﻟﺪﻭﻟﻴـ‬
‫ﻭﻗﺪ‬ .‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﻘﺪﺓ‬ ‫ﺑﺎﻟﻄﺒﻴﻌﺔ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﻭﺍﻟﻤﻮﺍﺩ‬ ‫ﺑﺎﻹﺭﺷﺎﺩﺍﺕ‬ ‫ﺗﺰﻭﻳﺪﻙ‬ ‫ﻓﻲ‬ ‫ﻧﺄﻣﻞ‬ ‫ﻛﻤﺎ‬ .‫ﺇﻳﺠﺎﺑﻴﺔ‬
‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﻤﺮﻛﺰ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﺑﺎﻟﻤﻮﻗﻊ‬ ‫ﺎ‬ ‫ﹰ‬‫ﻗﺴﻤ‬ ‫ﻭﺧﺼﺼﻨﺎ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ـﺎﺀ‬‫ﺑﺈﻧﺸـ‬ ‫ﻗﻤﻨﺎ‬
،‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ـﺎﺕ‬‫ﻭﺍﻟﺘﺪﺭﻳﺒـ‬ ،‫ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ـﺔ‬‫ﺍﻹﻋﺪﺍﺩﻳـ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ـﺔ‬‫ﻟﻄﻠﺒـ‬ ‫ﻭﺍﻟﺪﺭﻭﺱ‬ ‫ـﻮﺍﺩ‬‫ﺍﻟﻤـ‬ ‫ﻟﺘﻮﻓﻴﺮ‬ ‫ـﻲ‬‫ﺍﻟﻌﺎﻟﻤـ‬
‫ﻓﻲ‬ ‫ﻄﺮﺡ‬‫ﹸ‬‫ﺗ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ـﺌﻠﺔ‬‫ﺍﻷﺳـ‬ ‫ﻋﻦ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ـﻮﻝ‬‫ﺍﻟﺤﺼـ‬ ‫ﻳﻤﻜﻨﻚ‬ ‫ﺣﻴﺚ‬ ‫ﺣﻮﺍﺭﻱ‬ ‫ـﺪﻯ‬‫ﻭﻣﻨﺘـ‬
.‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﻓﺼﻠﻚ‬
.‫ﻭﺩﻋﻤﻪ‬ ،‫ﻭﺗﻌﺰﻳﺰﻩ‬ ،‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻧﻌﻠﻢ‬ ‫ﻷﻧﻨﺎ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺪﻭﺭ‬
‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻹﻳﺠﺎﺑﻴﺔ‬ ‫ـﺎﺫﺝ‬‫ﺍﻟﻨﻤـ‬ ‫ﻭﺇﺑﺮﺍﺯ‬ ‫ـﻼﻡ‬‫ﻟﻠﺴـ‬ ‫ﻛﺼﺎﻧﻌﻴﻦ‬ ‫ـﺒﺎﺏ‬‫ﺍﻟﺸـ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ـﺎﻋﺪﺓ‬‫ﺍﻟﻤﺴـ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻧﻬﺪﻑ‬
.‫ﺍﻟﻌﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﺗﻠﺠﺄ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬
‫ـﺠﻴﻌﻬﻢ‬‫ﺗﺸـ‬ ‫ﺑﻞ‬ ،‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻔﻜﻴﺮ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﻓﺮﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻣﻦ‬ ‫ـﺮﺽ‬‫ﺍﻟﻐـ‬ ‫ـﻦ‬‫ﻳﻜﻤـ‬ ‫ﻻ‬
‫ﻓﻲ‬ ‫ﺍﻟﻤﻘﺪﻣﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺑﺄﻥ‬ ‫ﻭﻧﺆﻣﻦ‬ .‫ﻓﻴﻪ‬ ‫ﻭﻣﻜﺎﻧﺘﻬﻢ‬ ‫ﺣﻮﻟﻬﻢ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻰ‬‫ﻋﻠـ‬
‫ﺍﻟﻮﺳﻄﺎﺀ‬ ‫ﻳﺴﺘﺨﺪﻣﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻓﺈﻥ‬ .‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻄﺒﻴﻖ‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬
‫ﻣﻊ‬ ‫ﻛﺒﻴﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬ ‫ـﺎﺑﻪ‬‫ﺗﺘﺸـ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻹﻋﺪﺍﺩﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺣﻞ‬ ‫ﺑﺮﺍﻣﺞ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻦ‬‫ﻣـ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻔﺎﻭﺿﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺪﻭﻝ‬ ‫ﻭﺭﺅﺳﺎﺀ‬ ‫ﺍﻟﺪﺑﻠﻮﻣﺎﺳﻴﻴﻦ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺑﻌﺾ‬
‫ﻓﻲ‬ ‫ﺗﺘﻤﺜﻞ‬ ‫ﺍﻟﺘﻲ‬ ،‫ـﻴﺔ‬‫ﺍﻷﺳﺎﺳـ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﺈﻥ‬ ،‫ﺍ‬‫ﹰ‬‫ﺗﻌﻘﻴﺪ‬ ‫ـﺮ‬‫ﺃﻛﺜـ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﻜﻮﻥ‬ ‫ـﺎ‬‫ﻣـ‬ ‫ﺎ‬‫ﹰ‬‫ﻏﺎﻟﺒ‬ ‫ـﺎ‬‫ﺑﻴﻨﻤـ‬
‫ﺑﺸﻜﻞ‬ ‫ﻣﻘﺒﻮﻟﺔ‬ ‫ﺣﻠﻮﻝ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﻮﺻﻮﻝ‬ ‫ﻣﺘﻀﺎﻓﺮ‬ ‫ﺑﺸﻜﻞ‬ ‫ﻭﺍﻟﻌﻤﻞ‬ ،‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺑﻨﺎﺀ‬ ،‫ﺍﻹﻳﺠﺎﺑﻲ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬
.‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻄﺒﻴﻘﻬﺎ‬ ‫ﻳﻤﻜﻦ‬ ،‫ﺍﻷﻃﺮﺍﻑ‬ ‫ﺑﻴﻦ‬ ‫ﻣﺘﺒﺎﺩﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺣﻮﻝ‬
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10. ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
٨‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
،‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺑﻨﻬﺎﻳﺔ‬ ‫ﺍﻟﻤﻮﺟﻮﺩ‬ ‫ـﺘﺒﻴﺎﻥ‬‫ﺍﻻﺳـ‬ ‫ﻋﺒﺮ‬ ‫ﺑﺘﻌﻠﻴﻘﺎﺗﻚ‬ ‫ﺗﺰﻭﻳﺪﻧﺎ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺧﺬ‬ ‫ﺑﺮﺟﺎﺀ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺑﺈﺟﺮﺍﺀ‬ ‫ﻭﺗﻘﻮﻡ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬ ‫ـﻒ‬‫ﺗﺴﺘﻜﺸـ‬ ‫ﺑﻴﻨﻤﺎ‬ ،‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﺒﺮ‬ ‫ﺃﻭ‬
‫ﺍﻟﺘﺤﺴﻴﻨﺎﺕ‬ ‫ﻭﺇﺿﻔﺎﺀ‬ ‫ﺩﺭﻭﺳﻨﺎ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻓﻲ‬ ،‫ﻣﻌﻠﻤﻴﻦ‬ ‫ﻛﻤﺠﺘﻤﻊ‬ ،‫ﻭﻧﺴﺘﻤﺮ‬ .‫ـﻲ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﻓﺼﻠﻚ‬ ‫ﻓﻲ‬ ‫ﺪﺭﺱ‬‫ﹸ‬‫ﺗ‬
.‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺧﺒﺮﺗﻚ‬ ‫ﻋﻠﻰ‬ ‫ﺍ‬‫ﹰ‬‫ﺑﻨﺎﺀ‬ ‫ﻋﻠﻴﻬﺎ‬
‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﻢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬ :‫ﺍﻟﻤﻨﻈﻤﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﻋﻠﻴﻬﺎ؟‬ ‫ﺍﻷﺩﻭﺍﺕ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻣﺠﺎﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺑﻌﺾ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺪﻭﺭ‬
.‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ .١
‫ﻣﻦ‬‫ﻃﺒﻴﻌﻲ‬‫ﺟﺰﺀ‬‫ﺃﻧﻪ‬‫ﻛﻤﺎ‬.‫ﺍﻟﻤﺠﺘﻤﻊ‬‫ﻓﻲ‬‫ﻋﻠﻴﻪ‬‫ﺍﻟﻘﻀﺎﺀ‬‫ﻳﻤﻜﻦ‬‫ﻻ‬‫ﻭﺑﺎﻟﺘﺎﻟﻲ‬،‫ﺎ‬‫ﹰ‬‫ﻃﺒﻴﻌﻴ‬‫ﹰ‬‫ﺎ‬‫ﺷﻴﺌ‬‫ﺍﻟﻨﺰﺍﻉ‬‫ﻳﻌﺪ‬
‫ﻳﺠﻌﻞ‬ ‫ﻭﻣﺎ‬ .‫ﻭﺍﻻﺯﺩﻫﺎﺭ‬ ‫ﺑﺎﻟﺘﻌﺪﺩﻳﺔ‬ ‫ـﻢ‬‫ﺗﺘﺴـ‬ ‫ﺩﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ﻇﻞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻴﺶ‬ ‫ﻣﻦ‬ ‫ﻭﺟﺰﺀ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬
‫ﺑﻴﻦ‬ ‫ﺑﺎﻟﺨﻼﻓﺎﺕ‬ ‫ـﻤﺎﺡ‬‫ﻭﺍﻟﺴـ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺪﺭﺗﻪ‬ ‫ﻫﻮ‬ ،‫ﺎ‬‫ﹰ‬‫ﻧﺎﺟﺤ‬ ‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻲ‬ ‫ـﻊ‬‫ﺍﻟﻤﺠﺘﻤـ‬
.‫ﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﻤﺘﻌﺎﺭﺿﺔ‬ ‫ﻭﺁﺭﺍﺋﻬﻢ‬ ‫ﺍﻷﺷﺨﺎﺹ‬
.‫ﺍﻟﻌﻨﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ‬ .٢
.‫ﺍﻟﻌﻨﻴﻔﺔ‬‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬‫ﻣﻨﻊ‬‫ﻳﻤﻜﻦ‬‫ﻭﻟﻜﻦ‬.‫ﺍﻟﻌﻨﻒ‬‫ﻣﺮﺣﻠﺔ‬‫ﺇﻟﻰ‬‫ﻳﺘﺼﺎﻋﺪ‬‫ﻋﻨﺪﻣﺎ‬‫ﻣﺸﻜﻠﺔ‬‫ﺍﻟﻨﺰﺍﻉ‬‫ﻳﺼﺒﺢ‬
‫ﺃﻓﻜﺎﺭﻫﻢ؛‬ ‫ـﻰ‬‫ﻋﻠـ‬ ‫ﻭﺍﻻﻧﻔﺘﺎﺡ‬ ‫ـﻦ‬‫ﺍﻵﺧﺮﻳـ‬ ‫ـﺮﺍﻡ‬‫ﺍﺣﺘـ‬ ‫ﻣﻊ‬ ‫ﺑﺂﺭﺍﺋﻬﻢ‬ ‫ـﻚ‬‫ﺍﻟﺘﻤﺴـ‬ ‫ـﺎ‬‫ﻃﻠﺒﺘﻨـ‬ ‫ـﻢ‬‫ﺗﻌﻠﻴـ‬ ‫ـﺎ‬‫ﻳﻤﻜﻨﻨـ‬
‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﺤﺘﺎﺝ‬ ‫ﻻ‬ .‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻮﺍﺟﻬﺔ‬ ‫ﻋﻨﺪ‬ ‫ﺑﻤﺴﺆﻭﻟﻴﺔ‬ ‫ﻭﺍﻟﺘﺼﺮﻑ‬ ‫ﻭﺍﻫﺘﻤﺎﻡ؛‬ ‫ﺑﺤﺮﺹ‬ ‫ـﺘﻤﺎﻉ‬‫ﻭﺍﻻﺳـ‬
‫ـﺘﺨﺪﻡ‬‫ﻳﺴـ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺎ‬‫ﹰ‬‫ﻣﻤﻜﻨ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻭﻳﻜﻮﻥ‬ .‫ﺍﻟﻌﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﻮﺻﻮﻝ‬ ‫ـﺮ‬‫ﺍﻷﺣﻤـ‬ ‫ﺍﻟﺨﻂ‬ ‫ﺗﺨﻄﻲ‬ ‫ـﻰ‬‫ﺇﻟـ‬
‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻛﺎﻥ‬ ‫ﺳﻮﺍﺀ‬ ،‫ﺧﻼﻓﺎﺗﻬﻢ‬ ‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﻃﺮﺍﻑ‬
.‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺃﻭ‬
.‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬ ‫ﻣﻦ‬‫ﹰ‬‫ﺍ‬‫ﻭﺍﺣﺪ‬ ‫ﺗﺼﺒﺢ‬ ‫ﻟﻜﻲ‬ ‫ﻛﺜﻴﺮﺓ‬ ‫ﻃﺮﻕ‬ ‫ﻫﻨﺎﻙ‬ .٣
‫ﻳﻤﻜﻦ‬ ‫ﻭﺑﺬﻟﻚ‬ ‫ﺍﻛﺘﺴﺎﺑﻬﺎ‬ ‫ﻳﻤﻜﻦ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ،‫ﺍﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻳﻌﺘﻤﺪ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‬ ‫ﺍﺗﺨﺎﺫ‬ ‫ﻳﺘﻀﻤﻦ‬ ‫ﹴ‬‫ﻉ‬‫ﻭﺍ‬ ‫ـﺎﺭ‬‫ﺍﺧﺘﻴـ‬ ‫ﻭﻟﻜﻨﻪ‬ .‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺻﻨﺎﻉ‬ ‫ﻣﻦ‬‫ﹰ‬‫ﺍ‬‫ﻭﺍﺣﺪ‬ ‫ﻳﺼﺒﺢ‬ ‫ﺃﻥ‬ ‫ـﺨﺺ‬‫ﺷـ‬ ‫ﻟﻜﻞ‬
.‫ﺍ‬‫ﹰ‬‫ﺟﻬﺪ‬ ‫ﺗﺘﻄﻠﺐ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺴﺘﻬﺪﻓﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺠﻤﻬﻮﺭ‬ ‫ﻫﻮ‬ ‫ﻣﻦ‬ :‫ﺍﻟﺠﻤﻬﻮﺭ‬
‫ﺍﻷﺩﻭﺍﺕ؟‬
‫ﻭﻳﻤﻜﻦ‬ .٨ ‫ﺇﻟﻰ‬ ٦ ‫ﻣﻦ‬ ‫ـﻴﺔ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﺍﻟﺼﻔﻮﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻦ‬ ‫ﻋﺎﻡ‬ ‫ﻟﺠﻤﻬﻮﺭ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻤﻤﺖ‬ ‫ﹸ‬‫ﺻ‬
‫ﻣﻦ‬ .‫ﺎ‬‫ﹰ‬‫ﺳﻨ‬ ‫ﺍﻷﺻﻐﺮ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﺑﻌﺾ‬ ‫ﺗﻌﺪﻳﻞ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻛﻤﺎ‬ ،‫ﺎ‬‫ﹰ‬‫ﺳﻨ‬ ‫ﺍﻷﻛﺒﺮ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﺗﻌﺪﻳﻞ‬
‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺸﺎﺭﻙ‬ ‫ﺃﻥ‬ ‫ﻭﻧﺄﻣﻞ‬ .‫ﻭﺍﻟﻨﺰﺍﻉ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺤﻮﺍﺭ‬ ‫ﻓﻲ‬ ‫ـﻦ‬‫ﺍﻟﺴـ‬ ‫ﺻﻐﺎﺭ‬ ‫ﻣﻦ‬ ‫ﺟﻤﻬﻮﺭ‬ ‫ـﺮﺍﻙ‬‫ﺇﺷـ‬ ‫ﺍﻟﻤﻬﻢ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺭﺳﺔ‬ ‫ﺇﻟﻰ‬ ‫ـﻴﺮﺗﻬﻢ‬‫ﻣﺴـ‬ ‫ﺧﻼﻝ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻳﻮﺍﺻﻠﻮﺍ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﻐﺎﺭ‬
‫ﻣﻔﻴﺪﺓ‬ ‫ـﺢ‬‫ﻟﺘﺼﺒـ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﺑﻤﺰﻳﺪ‬ ‫ـﺎ‬‫ﻭﺗﺰﻭﻳﺪﻫـ‬ ‫ـﺪﺭﻭﺱ‬‫ﺍﻟـ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ـﻢ‬‫ﻭﺗـ‬ .‫ﺍﻟﻌﺎﻟﻢ‬ ‫ـﻰ‬‫ﺇﻟـ‬ ‫ـﻢ‬‫ﻭﺍﻧﺘﻘﺎﻟﻬـ‬
‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻓﻲ‬ ‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬ ‫ـﺮﺍﻙ‬‫ﺇﺷـ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﻤﻞ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﺘﺨﺪﻣﺔ‬‫ﺍﻟﻤﺴـ‬ ‫ﺑﺎﻟﻄﺮﻕ‬ ‫ﺍﻟﻌﻬﺪ‬ ‫ﺣﺪﻳﺜﻲ‬ ‫ـﻦ‬‫ﻟﻠﻤﻌﻠﻤﻴـ‬
.‫ﻭﺍﻟﺒﺪﻳﻞ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻟﺒﻴﺌﺎﺕ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻫﺬﻩ‬ ‫ﺻﻤﻤﺖ‬ ‫ﻭﻗﺪ‬ .‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻲ‬
‫ﺗﻌﺮﻓﻪ‬ ‫ﺃﻥ‬ ‫ﺗﺤﺘﺎﺝ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺒﺪﺀ؟‬ ‫ﻗﺒﻞ‬
‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎﻣﺔ‬ ‫ﻧﻈﺮﺓ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﻹﺩﺭﺍﻙ‬ ‫ﺑﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﺠﻊ‬‫ﺗﺸـ‬ ‫ﺗﻔﺎﻋﻠﻴﺔ‬‫ﹰ‬‫ﺎ‬‫ـ‬‫ﺩﺭﻭﺳـ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺘﻀﻤﻦ‬
‫ﻟﻴﺲ‬ ‫ﻣﻌﻠﻢ‬ ‫ﺃﻭ‬ ‫ﺟﺪﻳﺪ‬ ‫ﻟﻤﻌﻠﻢ‬ ‫ﹴ‬‫ﻛﺎﻑ‬ ‫ﺑﺸﻜﻞ‬ ‫ﻣﻔﺼﻠﺔ‬ ‫ﻟﺘﻜﻮﻥ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﻭﺗﻢ‬ .‫ـﻜﻼﺕ‬‫ﺍﻟﻤﺸـ‬ ‫ﻭﺣﻞ‬
‫ﺍﻟﻐﺮﺽ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ـﺘﺨﺪﻣﻬﺎ‬‫ﻭﻳﺴـ‬ ‫ـﺘﻮﻋﺒﻬﺎ‬‫ﻳﺴـ‬ ‫ﻟﻜﻲ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ـﺎﻟﻴﺐ‬‫ﺑﺎﻷﺳـ‬ ‫ﺩﺭﺍﻳﺔ‬ ‫ـﻰ‬‫ﻋﻠـ‬
،‫ﺍﻟﻤﻮﺟﻬﺔ‬ ‫ﻭﺍﻟﺘﻤﺎﺭﻳﻦ‬ ، ‫ـﻢ‬‫ﺍﻟﻤﻌﻠـ‬ ‫ﺗﻮﺟﻴﻬﺎﺕ‬ ‫ـﻄﺔ‬‫ﺍﻟﻤﺘﻮﺳـ‬ ‫ـﺔ‬‫ﺍﻟﻤﺪﺭﺳـ‬ ‫ﺩﺭﻭﺱ‬ ‫ﻭﺗﺘﻀﻤﻦ‬ .‫ﻣﻨﻬﺎ‬ ‫ـﻮ‬‫ﺍﻟﻤﺮﺟـ‬
‫ﻟﻄﻠﺒﺔ‬ ‫ﺍﻟﺘﻨﻤﻮﻳﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻟﺘﻠﺒﻴﺔ‬ ‫ـﺔ‬‫ﺍﻟﻄﺮﻳﻘـ‬ ‫ﺑﻬﺬﻩ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻧﻈﻤﺖ‬ ‫ﻭﻟﻘﺪ‬ .‫ـﺘﻘﻠﺔ‬‫ﺍﻟﻤﺴـ‬ ‫ﻭﺍﻟﺘﻤﺎﺭﻳﻦ‬
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11. ٩ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺷﺨﺼﻲ‬ ‫ﺍﺗﺼﺎﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺴﺘﻔﻴﺪ‬ ،‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻭﻋﻠﻰ‬ .‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬
‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﻟﺘﺠﺮﺑﺔ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ـﺔ‬‫ﺍﻟﻔﺮﺻـ‬ ‫ﺇﺗﺎﺣﺔ‬ ‫ﺛﻢ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﻭﺿﻊ‬ ‫ـﻼﻝ‬‫ﺧـ‬ ‫ﻓﻤﻦ‬ .‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬ ‫ـﻴﺎﻕ‬‫ﺳـ‬ ‫ﻟﻮﺿﻊ‬
‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻢ‬‫ﻭﻳﺘﻌﻠـ‬ .‫ﻳﻔﻬﻢ‬ ‫ـﻢ‬‫ﻟـ‬ ‫ﻭﻣﻦ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ـﻢ‬‫ﻓﻬـ‬ ‫ﻣﻦ‬ ‫ﻣﻌﺮﻓﺔ‬ ‫ـﻦ‬‫ﻟﻠﻤﻌﻠﻤﻴـ‬ ‫ـﻨﻰ‬‫ﻳﺘﺴـ‬ ،‫ـﻬﻢ‬‫ﺑﺄﻧﻔﺴـ‬
.‫ﻭﻳﺨﺘﻠﻔﻮﻥ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﻳﻜﻮﻧﻮﺍ‬ ‫ﺃﻥ‬ ‫ـﻰ‬‫ﻣﻌﻨـ‬ ‫ﻣﺎ‬ ‫ﻭﻳﺘﻌﻠﻤﻮﻥ‬ .‫ﺍﻟﻤﺨﺎﻃﺮ‬ ‫ﺗﺤﻤﻞ‬ ‫ـﻄﺔ‬‫ﺍﻟﻤﺘﻮﺳـ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬
‫ﺃﻣﺮ‬ ‫ﺍﻟﻤﻌﻠﻢ‬ ‫ـﻞ‬‫ﻗﺒـ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﻭﺿﻊ‬ ‫ﺃﻥ‬ ‫ـﺎ‬‫ﻛﻤـ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ـﺎﺕ‬‫ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴـ‬ ‫ﺗﺼﻔﺢ‬ ‫ـﻮﻥ‬‫ﻳﺘﻌﻠﻤـ‬ ‫ـﺎ‬‫ﻛﻤـ‬
،‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺗﻨﻤﻮﻱ‬ ‫ﺗﺤﻮﻝ‬ ‫ﻫﻨﺎﻙ‬ .‫ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻣﻌﺮﻓﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻤﺴﺎﻋﺪﺗﻬﻢ‬ ‫ﺿﺮﻭﺭﻱ‬
‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ـﺮ‬‫ﻭﻳﻌﺘﺒـ‬ .‫ﺑﻬﻢ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﻢ‬‫ﺍﻟﻘﻴـ‬ ‫ﺑﻤﻌﺎﺭﺿﺔ‬ ‫ﺧﻼﻟﻪ‬ ‫ﻣﻦ‬ ‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬ ‫ﻳﺒﺪﺃ‬ ‫ـﺚ‬‫ﺣﻴـ‬
‫ﺍﻟﻤﺴﺘﻘﻠﺔ‬ ‫ﻟﻠﻤﻤﺎﺭﺳﺔ‬ ‫ﺍﻟﻔﺮﺻﺔ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻓﺈﻋﻄﺎﺀ‬ .‫ﺍﻟﻮﻗﺖ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺿﺮﻭﺭﻱ‬ ‫ﺃﻣﺮ‬ ‫ـﺘﻘﻠﻴﻦ‬‫ﺍﻟﻤﺴـ‬ ‫ﻭﺍﻟﻌﻤﻞ‬
‫ﻣﻤﺮﺍﺕ‬ ‫ﺗﻮﻓﺮ‬ .‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺗﻠﻚ‬ ‫ﻳﺒﻨﻲ‬ ‫ﻣﺎ‬ ‫ﺃﻫﻢ‬ ،‫ﹰ‬‫ﺎ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﻣﻦ‬ ‫ـﺎﻋﺪﺓ‬‫ﺑﻤﺴـ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺇﻃﺎﺭ‬ ‫ﻭﻓﻲ‬
‫ﺃﻧﻔﺴﻬﻢ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻔﺮﺹ‬ ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺩﺭﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬ ‫ﺍﻟﺨﺮﻭﺝ‬
‫ﺣﻘﻘﻮﺍ‬ ‫ﻗﺪ‬ ‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬ ‫ﻛﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ـﺎ‬‫ﻣـ‬ ‫ﺣﻮﻝ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺑﻤﻌﻠﻮﻣﺎﺕ‬ ‫ـﻦ‬‫ﺍﻟﻤﻌﻠﻤﻴـ‬ ‫ﺗﻤﺪ‬ ‫ـﻚ‬‫ﻭﻛﺬﻟـ‬ ،‫ﺁﻣﻨﺔ‬ ‫ـﺔ‬‫ﺑﻴﺌـ‬ ‫ـﻲ‬‫ﻓـ‬
‫ﺍﻟﻤﻜﻮﻧﺎﺕ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻳﺘﻀﻤﻦ‬ .‫ﺑﺪﻗﺔ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺃﺟﺎﺑﻮﺍ‬ ‫ﺍﻷﻫﺪﺍﻑ‬
:‫ﺍﻟﺘﺎﻟﻴﺔ‬
‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻐﺮﺽ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺤﺪﺩ‬ ‫ﺍﻟﺪﺭﺱ؟‬ ‫ﻫﺬﺍ‬ ‫ـﺘﺨﺪﺍﻡ‬‫ﺍﺳـ‬ ‫ـﺒﺎﺏ‬‫ﺃﺳـ‬ ‫ﻣﺎ‬ :‫ﺍﻷﺳــﺒﺎﺏ‬ ‫ﻋﺮﺽ‬
.‫ﻣﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺗﻢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬
.‫ﺍﻟﺪﺭﺱ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﺘﻮﻗﻌﺔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺗﺤﻘﻴﻘﻪ؟‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻫﺬﺍ‬ ‫ﻳﻬﺪﻑ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻘﻮﻣﻲ‬ ‫ﺍﻟﻤﺠﻠﺲ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ﺗﻘﺪﻡ‬ ‫ـﺮ؟‬‫ﺍﻟﻤﻌﺎﻳﻴـ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻳﺘﻮﺍﻓﻖ‬ ‫ـﻒ‬‫ﻛﻴـ‬ :‫ﺍﻟﻤﻌﺎﻳﻴــﺮ‬
.‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻓﻲ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﻛﻤﻔﺎﻫﻴﻢ‬ ‫ﺗﺤﺪﻳﺪﻫﺎ‬ ‫ﺗﻢ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﻭﺍﻟﻤﻮﺍﺭﺩ‬ ‫ﺍﻟﻨﺸﺮﺍﺕ‬ ‫ﺍﻟﻤﺠﺎﻝ‬ ‫ﻫﺬﺍ‬ ‫ﻳﻮﺿﺢ‬ ‫ﺍﻟﺪﺭﺱ؟‬ ‫ﻫﺬﺍ‬ ‫ﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺍﺣﺘﺎﺝ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻟﻤﻮﺍﺩ‬
‫ﺎ‬‫ﹰ‬‫ﻣﻄﻠﻮﺑ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻗﺪ‬ ‫ﻟﻠﺪﺭﺱ‬ ‫ﻣﺴﺒﻖ‬ ‫ﺗﺤﻀﻴﺮ‬ ‫ﺃﻱ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ﺟﻤﻌﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻮﻥ‬ ‫ـﻴﺤﺘﺎﺝ‬‫ﺳـ‬ ‫ﺍﻟﺘﻲ‬
.(‫ﻗﻄﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺸﺮﺓ‬ ‫ﺗﻘﻄﻴﻊ‬ ،‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫)ﻋﻠﻰ‬
.‫ﺍﻟﻔﺼﻞ‬ ‫ﻭﻗﺖ‬ ‫ﻣﻦ‬ ‫ﺩﻗﻴﻘﺔ‬ ٤٥ ‫ﻟﺘﺴﺘﻐﺮﻕ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺻﻤﻤﺖ‬ ‫ﺍﻟﺪﺭﺱ؟‬ ‫ﺳﻴﺴﺘﻐﺮﻕ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﻣﻦ‬ ‫ﻛﻢ‬ :‫ﺍﻟﻮﻗﺖ‬
.‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﺑﺎﺳﺘﺜﻨﺎﺀ‬ ،‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻟﻤﺤﺘﻮﻳﺎﺕ‬ ‫ﺍﻷﻭﻗﺎﺕ‬ ‫ﺗﺨﺼﻴﺺ‬ ‫ﺗﻢ‬ ‫ﻓﻘﺪ‬
.‫ﺑﺨﻄﻮﺓ‬ ‫ﺧﻄﻮﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺇﻛﻤﺎﻝ‬ ‫ـﺔ‬‫ﻋﻤﻠﻴـ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫ﹰ؟‬‫ﺎ‬‫ﻋﻤﻠﻴ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﺃﻃﺒﻖ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻹﺟــﺮﺍﺀﺍﺕ‬
‫ﻓﻲ‬ ‫ﻭﻳﻮﺟﺪ‬ .‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ـﺎﻝ‬‫ﺇﻛﻤـ‬ ‫ﻓﻲ‬‫ﹰ‬‫ﺎ‬‫ﻣﺨﺘﻠﻔ‬‫ﹰ‬‫ﺎ‬‫ـ‬‫ﻧﻬﺠـ‬ ‫ﺗﺘﺒﻊ‬ ‫ﺑﺪﻳﻠﺔ‬ ‫ﺧﻄﺔ‬ ‫ـﺮ‬‫ﺗﻈﻬـ‬ ‫ﻗﺪ‬ ،‫ـﺔ‬‫ﻣﻌﻴﻨـ‬ ‫ﺩﺭﻭﺱ‬ ‫ـﻲ‬‫ﻭﻓـ‬
.‫ﺇﺑﺮﺍﺯﻫﺎ‬ ‫ﺃﻭ‬ ‫ﺗﻨﺎﻭﻟﻬﺎ‬ ‫ﻳﺠﺐ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻓﻜﺎﺭ/ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺃﻭ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺠﺎﻧﺒﻲ‬ ‫ﺍﻟﺸﺮﻳﻂ‬
‫ﻹﺟﺮﺍﺀ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺗﻀﻤﻴﻦ‬ ‫ـﻢ‬‫ﻳﺘـ‬ ‫ـﻤﻲ؟‬‫ﺭﺳـ‬ ‫ﻏﻴﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﺗﻌﻠﻢ‬ ‫ﺗﻘﻴﻴﻢ‬ ‫ﻳﻤﻜﻨﻨﻲ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﻟﻤﻌﺮﻓﺔ‬ ١٠ ‫ﺹ‬ ‫)ﺍﻧﻈﺮ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ‫ـﺲ‬‫ﺗﻌﻜـ‬ ‫ﺃﻥ‬ ‫ﻭﻳﺠﺐ‬ ‫ﺫﺍﺗﻴﺔ‬‫ﹰ‬‫ﺍ‬‫ﺃﻓﻜﺎﺭ‬ ‫ﺗﻜﻮﻥ‬ ‫ﻟﻜﻨﻬﺎ‬ ،‫ـﻢ‬‫ﺍﻟﺘﻘﻴﻴـ‬
.(‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺗﻨﺎﻭﻝ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻤﺰﻳﺪ‬
‫ﺍﻟﻤﻮﺿﻮﻉ؟‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺇﺷﺮﺍﻙ‬ ‫ﺧﻼﻟﻬﺎ‬ ‫ﻣﻦ‬ ‫ﻳﻤﻜﻨﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺧﺮﻯ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻣﺎ‬ :‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬
‫ﻣﻮﺿﻮﻉ‬ ‫ﻻﺳﺘﻜﺸﺎﻑ‬ ‫ﺍﻟﻔﺮﺻﺔ‬ ‫ﺗﺘﻴﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﻣﻦ‬ ‫ﺃﻛﺜﺮ‬ ‫ﺃﻭ‬‫ﹰ‬‫ﹰ‬‫ﺎ‬‫ﻧﺸﺎﻃ‬ ‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻳﺘﻀﻤﻦ‬
.‫ﺃﻭﺿﺢ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻤﻌﺎﻳﻴﺮ؟‬ ‫ﻣﻊ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺘﻮﺍﻓﻖ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
‫ﺍﻟﻔﺼﻮﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻣﻔﺎﻫﻴﻢ‬ ‫ﺑﻴﻦ‬ ‫ـﺎﻕ‬‫ﺍﻻﺗﺴـ‬ ‫ﻣﻦ‬ ‫ـﺘﻮﻯ‬‫ﻣﺴـ‬ ‫ﻭﺟﻮﺩ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﺘﺨﺪﺍﻡ‬‫ﺍﺳـ‬ ‫ﻳﺘﻢ‬
،‫ﺗﻘﻴﻴﺪﻳﺔ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ﺗﺒﺪﻭ‬ ‫ﺑﻴﻨﻤﺎ‬ .‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﻧﻔﺲ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﻴﺔ‬‫ﺍﻟﺪﺭﺍﺳـ‬
‫ﺑﺎﻟﻤﺮﻭﻧﺔ‬ (NCSS) ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ـﺎﺕ‬‫ﻟﻠﺪﺭﺍﺳـ‬ ‫ﺍﻟﻘﻮﻣﻲ‬ ‫ﺍﻟﻤﺠﻠﺲ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﻮﺿﺤﺔ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﻢ‬‫ﺗﺘﺴـ‬
.‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻼﺑﺘﻜﺎﺭ‬ ‫ﺍﻟﻤﺠﺎﻝ‬ ‫ﻭﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺗﺴﻤﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻼﺯﻣﺔ‬
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12. ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
١٠‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﻘﻮﻣﻲ‬ ‫ﺍﻟﻤﺠﻠﺲ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﻣﻮﺿﺤﺔ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﻋﺸﺮ‬ ‫ﻣﻊ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺘﻮﺍﻓﻖ‬
:‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺪﺭﺍﺳﺎﺕ‬
١.‫ﺍﻟﺜﻘﺎﻓﺔ‬
٢.‫ﻭﺍﻟﺘﻐﻴﻴﺮ‬ ،‫ﻭﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‬ ،‫ﺍﻟﻮﻗﺖ‬
٣.‫ﻭﺍﻟﺒﻴﺌﺎﺕ‬ ،‫ﻭﺍﻷﻣﺎﻛﻦ‬ ،‫ﺍﻷﺷﺨﺎﺹ‬
٤.‫ﻭﺍﻟﻬﻮﻳﺔ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﺗﻨﻤﻴﺔ‬
٥.‫ﻭﺍﻟﻤﺆﺳﺴﺎﺕ‬ ،‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ،‫ﺍﻷﻓﺮﺍﺩ‬
٦.‫ﻭﺍﻟﺤﻜﻢ‬ ،‫ﻭﺍﻟﺴﻠﻄﺔ‬ ،‫ﺍﻟﻘﻮﺓ‬
٧.‫ﻭﺍﻻﺳﺘﻬﻼﻙ‬ ،‫ﻭﺍﻟﺘﻮﺯﻳﻊ‬ ،‫ﺍﻹﻧﺘﺎﺝ‬
٨.‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ،‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬ ،‫ﺍﻟﻌﻠﻮﻡ‬
٩.‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺮﻭﺍﺑﻂ‬
١٠.‫ﺍﻟﻤﺪﻧﻴﺔ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﺗﻄﺒﻴﻖ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﺍﻟﺨﺼﻮﺹ‬ ‫ﻭﺟﻪ‬ ‫ـﻰ‬‫ﻋﻠـ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﻖ‬‫ﺗﻨﻄﺒـ‬
‫ﻗﻢ‬ ،‫ﻣﻌﻴﺎﺭ‬ ‫ﻛﻞ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﻣﻦ‬ ‫ﻟﻤﺰﻳﺪ‬ .‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺤﺘﻮﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻋﻼﻩ‬ ‫ـﻮﺭﺓ‬‫ﺍﻟﻤﺬﻛـ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
h p://www.socialstudies.org/standards/strands. :‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﺍﻟﻤﻮﻗﻊ‬ ‫ﺑﺰﻳﺎﺭﺓ‬
‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺑﺘﻘﻴﻴﻢ‬ ‫ﺗﻘﻮﻡ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﻭﺍﻟﻨﺰﺍﻉ؟‬
‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﻟﺘﻘﻴﻴﻤﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺑﺘﻄﺒﻴﻖ‬ ‫ﺍﻟﺪﻟﻴﻞ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ـﻤﺢ‬‫ﺗﺴـ‬ ‫ﻻ‬
‫ـﺨﺼﻲ‬‫ﺍﻟﺸـ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻠﻮﺏ‬‫ﺃﺳـ‬ ‫ﺗﻌﻜﺲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺤﺎﺩﺛﺎﺕ‬ ‫ـﻢ‬‫ﺗﻘﻴﻴـ‬ ‫ـﺐ‬‫ﺍﻟﺼﻌـ‬ ‫ﻓﻤﻦ‬ .‫ـﺎﺭﺍﺕ‬‫ﺍﻻﺧﺘﺒـ‬ ‫ـﻰ‬‫ﻋﻠـ‬
‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻳﺄﺧﺬ‬ ‫ﻣﺎ‬ ‫ﻭﻋﺎﺩﺓ‬ .‫ﺍﻟﻜﻤﻴﺔ‬ ‫ﺍﻟﻤﻘﺎﻳﻴﺲ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﻓﻬﻢ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺗﺴﺎﻋﺪ‬
،‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ،‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫ﻋﻠﻰ‬ ،‫ﺫﺍﺗﻴﺔ‬ ‫ﺃﻛﺜﺮ‬‫ﹰ‬‫ﺎ‬‫ﻃﺎﺑﻌ‬
‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻳﻘﺪﻡ‬ .‫ﺍﻟﻔﺮﺩﻱ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ﺑﺄﻛﻤﻠﻪ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ـﺎﺕ‬‫ﻭﻣﻨﺎﻗﺸـ‬ ،‫ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬
‫ﺇﻟﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻪ‬‫ﺗﻌﻠﻤـ‬ ‫ﻣﺎ‬ ‫ﻟﺘﻘﻴﻴﻢ‬ ‫ـﺮﻕ‬‫ﺍﻟﻄـ‬ ‫ﺃﻓﻀﻞ‬ ‫ﻗﺮﺍﺭ‬ ‫ـﻊ‬‫ﻳﻘـ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﻟﻠﺘﻘﻴﻴﻢ‬ ‫ـﻜﺎﺭ‬‫ﺍﻷﻓـ‬ ‫ﻣﻦ‬ ‫ـﺔ‬‫ﻣﺠﻤﻮﻋـ‬
‫ﺗﻘﻴﻴﻢ‬ ‫ﻓﻲ‬ ‫ﻳﺴﺎﻋﺪﻙ‬ ‫ﻗﺪ‬ ‫ﺍﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﻟﻘﺴﻢ‬‫ﹰ‬‫ﺎ‬‫ﻧﻤﻮﺫﺟ‬ ،‫ﺍﻟﻤﻼﺣﻖ‬ ‫ـﻢ‬‫ﻗﺴـ‬ ‫ﻓﻲ‬ ،‫ـﺘﺠﺪ‬‫ﺳـ‬ .‫ﺍﻟﻔﺮﺩﻱ‬ ‫ﺍﻟﻤﻌﻠﻢ‬
.‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﺸﺎﺭﻛﺔ‬ ‫ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺘﻮﺟﻴﻬﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﺍﻟﻌﺎﻟﻤﻲ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﺘﻢ‬ ‫ﻟﻤﺎﺫﺍ‬
‫ﻳﺪﺭﻛﻮﻥ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ـﻦ‬‫ﺍﻟﻌﺎﻟﻤﻴﻴـ‬ ‫ﺍﻟﻤﻮﺍﻃﻨﻴﻦ‬ ‫ـﺮﺍﻙ‬‫ﻭﺇﺷـ‬ ‫ﺗﻌﻠﻴﻢ‬ ‫ـﻮﻝ‬‫ﺣـ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ـﺪﻭﺭ‬‫ﻳـ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺑﺈﺩﺍﺭﺓ‬ ‫ـﻮﻥ‬‫ﻳﻠﺘﺰﻣـ‬ ‫ﻭﺍﻟﺬﻳﻦ‬ ،‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻭﺣﻴﺎﺓ‬ ‫ﺣﻴﺎﺗﻬﻢ‬ ‫ﺑﻴﻦ‬ ‫ـﻂ‬‫ﺍﻟﺘﺮﺍﺑـ‬
‫ﺑﺎﻟﺨﻄﻂ‬ ‫ﻃﻠﺒﺘﻨﺎ‬ ‫ـﻼﻡ‬‫ﺇﻋـ‬ ‫ﻳﻤﻜﻨﻨﺎ‬ ،‫ـﻲ‬‫ﺍﻟﻌﺎﻟﻤـ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﺧﻼﻝ‬ ‫ـﻦ‬‫ﻭﻣـ‬ .‫ـﺘﻮﻳﺎﺕ‬‫ﺍﻟﻤﺴـ‬ ‫ﺟﻤﻴﻊ‬
‫ﹰ‬‫ﺎ‬‫ﺭﺃﻳ‬ ‫ﻭﺃﻥ‬ ‫ﺁﺭﺍﺋﻬﻢ‬ ‫ﻟﻬﻢ‬ ‫ـﻪ‬‫ﺑﺄﻧـ‬ ‫ﻭﺍﻟﺘﻮﻋﻴﺔ‬ ،‫ﺑﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺗﺰﻭﻳﺪﻫﻢ‬ ،‫ﺍﻟﻤﺪﻧﻴﺔ‬ ‫ـﺎﺭﻛﺔ‬‫ﺍﻟﻤﺸـ‬ ‫ـﺔ‬‫ﻟﻤﻤﺎﺭﺳـ‬ ‫ﺍﻟﻔﻌﺎﻟﺔ‬
.‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﻓﻲ‬ ‫ﺎ‬‫ﹰ‬‫ﻓ‬‫ﺍﺧﺘﻼ‬ ‫ﻳﺤﺪﺙ‬ ‫ﻗﺪ‬‫ﹰ‬‫ﺍ‬‫ﻭﺍﺣﺪ‬
.‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬
‫ﻓﻲ‬ ‫ﺃﺧﺬﻫﺎ‬ ‫ﻳﺠﺐ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﻴﺎﺀ‬‫ﺍﻷﺷـ‬ ‫ﺑﻌﺾ‬ ‫ﻫﻨﺎﻙ‬ ،‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻟﺘﺪﺭﻳﺲ‬ ‫ﻣﺤﺪﺩﺓ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﻳﻮﺟﺪ‬ ‫ﻻ‬ ‫ـﺎ‬‫ﺑﻴﻨﻤـ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻑ‬ ‫ـﻴﺘﻢ‬‫ﺳـ‬ .‫ـﻲ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﻣﻨﻬﺠﻚ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻘﺪﺓ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻣﺜﻞ‬ ‫ﺩﻣﺞ‬ ‫ﻋﻨﺪ‬ ‫ـﺎﺭ‬‫ﺍﻻﻋﺘﺒـ‬
‫ﺇﺩﺍﺭﺓ‬ ‫ﺳﻴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﺗﺄﻛﻴﺪﺍﺕ‬ ‫ﺗﺤﻤﻞ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ،‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻓﻲ‬ ‫ﺟﻴﺪﺓ‬ ‫ﻛﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬
.‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬
00--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 1000--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 10 15/01/2013 07:23:5315/01/2013 07:23:53

13. ١١ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻘﺪﻣﺔ‬
.‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺑﺤﻴﺎﺓ‬ ‫ﺍﻟﺮﺑﻂ‬ .‫ﻭﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻟﺮﺑﻂ‬
،‫ﻳﻔﻜﺮﻭﻥ‬ ‫ﻓﻘﺪ‬ .‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺒﻌﺪ‬ ‫ﻛﻞ‬ ‫ﺑﻌﻴﺪﺓ‬ ‫ﺗﺒﺪﻭ‬ ‫ﻗﺪ‬ ‫ﺣﻴﺚ‬ ‫ﺎ‬‫ﹰ‬‫ﺻﻌﺒ‬ ‫ﺍ‬‫ﹰ‬‫ﺃﻣﺮ‬ ‫ﺩﻭﻟﻴﺔ‬ ‫ﻣﺴﺎﻟﺔ‬ ‫ﺃﻱ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﻌﺪ‬
‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺑﺤﻴﺎﺓ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﺋﻞ‬ ‫ﺑﺮﺑﻂ‬ "‫ﺑﻬﺎ؟‬ ‫ﺃﻫﺘﻢ‬ ‫"ﻟﻤﺎﺫﺍ‬ ‫ﺃﻭ‬ "‫ﺍﻟﺪﻭﻟﻴﺔ؟‬ ‫ـﺄﻟﺔ‬‫ﺍﻟﻤﺴـ‬ ‫ﺑﻬﺬﻩ‬ ‫ﻋﻼﻗﺘﻲ‬ ‫"ﻣﺎ‬
‫ﺎ‬‫ﹰ‬‫ﻣﺤﻠﻴ‬ ‫ﻳﺤﺪﺙ‬ ‫ﻣﺎ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻻﺭﺗﺒﺎﻁ‬ ‫ﻋﻦ‬ ‫ـﻒ‬‫ﺍﻟﻜﺸـ‬ ‫ﻳﻤﻜﻨﻨﺎ‬ ،‫ﻳﻌﻴﺸﻮﻧﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﻭﺍﻟﻮﺍﻗﻊ‬ ،‫ـﺨﺼﻴﺔ‬‫ﺍﻟﺸـ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ـﺎﺋﻞ‬‫ﻟﻠﻤﺴـ‬ ‫ﺗﺼﺒﺢ‬ ،‫ﻟﻄﻠﺒﺘﻨﺎ‬ ‫ـﻂ‬‫ﻭﺍﻟﺮﻭﺍﺑـ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ ‫ـﻮﺭ‬‫ﺟﺴـ‬ ‫ﻧﺒﻨﻲ‬ ‫ﻋﻨﺪﻣﺎ‬ .‫ﺎ‬‫ﹰ‬‫ﻋﺎﻟﻤﻴ‬ ‫ـﺪﺙ‬‫ﻳﺤـ‬ ‫ـﺎ‬‫ﻭﻣـ‬
.‫ﺃﻛﺒﺮ‬ ‫ﻭﺻﺪﻯ‬ ‫ﺟﺪﻳﺪﺓ‬ ‫ﺃﻫﻤﻴﺔ‬
‫ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﺗﺄﻛﻴﺪ‬
.‫ﻣﺨﺘﻠﻔﺔ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ـﻢ‬‫ﻭﺗﻌﻠـ‬ ‫ﺑﺘﺠﺮﺑﺔ‬ ‫ﻣﺨﺘﻠﻔﺔ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ـﻮﻝ‬‫ﺣـ‬ ‫ﺗﺪﻭﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﻮﺍﺭﺍﺕ‬ ‫ﻟﻨﺎ‬ ‫ـﻤﺢ‬‫ﺗﺴـ‬
‫ﺑﺎﻟﻔﻌﻞ‬ ‫ـﺘﻤﺎﻉ‬‫ﻭﺍﻻﺳـ‬ ‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺻﻐﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻟﻄﻠﺒﺘﻨﺎ‬ ‫ﺍﻟﻤﻬﻢ‬ ‫ﻣﻦ‬ ‫ﻳﻜﻮﻥ‬ ،‫ـﻲ‬‫ﻭﺑﺎﻟﺘﺎﻟـ‬
.‫ﻳﻘﻮﻟﻮﻧﻪ‬ ‫ﻣﺎ‬ ‫ﺇﻟﻰ‬
‫ﻭﺟﻬﺎﺕ‬ ‫ﻟﺘﻮﺿﻴﺢ‬ ‫ﻓﺮﺻﺔ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﻤﻨﺢ‬ ‫ﺍﻻﺧﺘﻼﻑ‬ ‫ﻫﺬﺍ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﺍﻟﺤﻮﺍﺭ‬ ‫ـﺎﺀ‬‫ﺃﺛﻨـ‬ ‫ﺍﺧﺘﻼﻑ‬ ‫ﺣﺪﻭﺙ‬ ‫ﺍﻟﻮﺍﺭﺩ‬ ‫ـﻦ‬‫ﻭﻣـ‬
‫ـﻲﺀ‬‫ﺷـ‬ ‫ﻓﺎﻻﺧﺘﻼﻑ‬ .‫ﺍﻵﺭﺍﺀ‬ ‫ﺗﺜﺮﻱ‬ ‫ﻗﺪ‬ ‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻷﺧﺬ‬ ‫ـﺨﺼﻴﺔ‬‫ﺍﻟﺸـ‬ ‫ﻧﻈﺮﻫﻢ‬
‫ﺣﻮﻝ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ـﺔ‬‫ﻛﻴﻔﻴـ‬ ‫ﺗﻌﻠﻢ‬ ‫ﻳﺪﻭﺭ‬ ‫ﻣﺎ‬ ‫ـﺎﺩﺓ‬‫ﻭﻋـ‬ .‫ﺍﻟﺤﻮﺍﺭ‬ ‫ﻣﻦ‬‫ﹰ‬‫ﺎ‬‫ﺇﻳﺠﺎﺑﻴ‬‫ﹰ‬‫ﺍ‬‫ـﺰﺀ‬‫ﺟـ‬ ‫ﺍﻋﺘﺒﺎﺭﻩ‬ ‫ﻭﻳﺠﺐ‬ ‫ـﻲ‬‫ﻃﺒﻴﻌـ‬
.‫ﻋﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﻳﺘﺼﺎﻋﺪ‬ ‫ﺃﻥ‬ ‫ﻗﺒﻞ‬ ‫ﺍﻻﺧﺘﻼﻑ‬ ‫ﻣﻊ‬ ‫ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬
.‫ﺍﻟﺤﻮﺍﺭ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﺪﺭﻳﺲ‬
.‫ﺍﻟﻤﻌﻘﺪﺓ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻣﻨﺎﻗﺸﺔ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ﻓﻲ‬ ‫ﻳﺪﻭﺭ‬ ‫ﺗﻌﻠﻴﻤﻲ‬ ‫ﺗﺪﺭﻳﺐ‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﻤﻨﺎﻇﺮﺓ‬
‫ﻓﺘﻘﻮﻡ‬ ،‫ـﻲ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ـﺎﺥ‬‫ﻣﻨـ‬ ‫ﺗﻐﻴﻴﺮ‬ ‫ﻓﻲ‬ ‫ﻛﺒﻴﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬ ‫ﺍﻟﺤﻮﺍﺭ‬ ‫ـﺔ‬‫ﻋﻤﻠﻴـ‬ ‫ـﺎﻫﻢ‬‫ﺗﺴـ‬ ‫ﻗﺪ‬ ،‫ﺫﻟﻚ‬ ‫ـﻊ‬‫ﻭﻣـ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻨﺎﻇﺮﺓ‬ ‫ﻋﻜﺲ‬ ‫ﻭﻋﻠﻰ‬ .‫ـﻂ‬‫ﺍﻟﻨﺸـ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻨﻤﻴﺔ‬ ‫ـﺘﻨﻴﺮﺓ‬‫ﺍﻟﻤﺴـ‬ ‫ﺍﻟﻌﻘﻮﻝ‬ ‫ـﺠﻴﻊ‬‫ﺑﺘﺸـ‬
،‫ﺍﻟﻤﻌﺎﺭﺽ‬ ‫ﺣﺠﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺜﻐﺮﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺗﺘﻀﻤﻦ‬ ‫ﺍﻷﻃﺮﺍﻑ‬ ‫ﺃﺣﺪ‬ ‫ﺑﻔﻮﺯ‬ ‫ﺗﻨﺘﻬﻲ‬
‫ﺇﺩﺭﺍﻙ‬ ‫ﺗﻌﺰﻳﺰ‬ ‫ﺇﻟﻰ‬ ‫ـﻮﺍﺭ‬‫ﺍﻟﺤـ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬ ‫ﻭﻳﻬﺪﻑ‬ .‫ـﺮ‬‫ﺧﺎﺳـ‬ ‫ﺃﻭ‬ ‫ﺭﺍﺑﺢ‬ ‫ﻭﺟﻮﺩ‬ ‫ﻳﻔﺘﺮﺽ‬ ‫ﻻ‬ ‫ﺍﻟﺤﻮﺍﺭ‬ ‫ـﺈﻥ‬‫ﻓـ‬
.‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻷﺣﺪ‬ ‫ﺍﻟﺸﺨﺺ‬
.‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺗﺸﺠﻴﻊ‬
‫ﻭﻳﺘﺴﻢ‬ ،‫ﻭﻣﻼﺋﻢ‬ ،‫ﻭﺷﺨﺼﻲ‬ ،‫ﺩﻗﻴﻖ‬ ‫ﺗﻌﻠﻴﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺟﻤﻴﻊ‬ ‫ﺣﺼﻮﻝ‬ ‫ﻧﻀﻤﻦ‬ ‫ﻟﻜﻲ‬ ‫ﻧﺴﻌﻰ‬ ‫ﺃﻥ‬ ‫ﻳﺠﺐ‬
‫ﺗﺴﻤﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺍﺣﺪﺓ‬ ‫ﻣﺠﺮﺩ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺇﻥ‬ .‫ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‬ ‫ﺍﻟﻨﺎﺣﻴﺔ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻟﻤﺸﺎﺭﻛﺔ‬
:‫ﺑـ‬ ‫ﻟﻠﻄﻠﺒﺔ‬
◆‫ﺍﻟﻤﺨﺘﻠﻔﺔ؛‬ ‫ﺍﻟﻤﻮﺍﻗﻒ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﺳﺘﻨﺒﺎﻃﻲ‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
◆‫ﺍﻹﺟﻤﺎﻟﻴﺔ؛‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬ ‫ﺍﻟﻜﻞ‬ ‫ﺃﺟﺰﺍﺀ‬ ‫ﺗﻔﺎﻋﻞ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﺗﺤﻠﻴﻞ‬
◆‫ﻓﻌﺎﻝ؛‬ ‫ﺑﺸﻜﻞ‬ ‫ﻭﺍﻟﻤﻌﺘﻘﺪﺍﺕ‬ ،‫ﻭﺍﻻﺩﻋﺎﺀﺍﺕ‬ ،‫ﻭﺍﻟﺤﺠﺞ‬ ،‫ﺍﻷﺩﻟﺔ‬ ‫ﻭﺗﻘﻴﻴﻢ‬ ‫ﺗﺤﻠﻴﻞ‬
◆‫ﺍﻟﺒﺪﻳﻠﺔ؛‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﻭﺗﻘﻴﻴﻢ‬ ‫ﺗﺤﻠﻴﻞ‬
◆‫ﺑﻴﻨﻬﺎ؛‬ ‫ﺍﻟﺮﻭﺍﺑﻂ‬ ‫ﻭﺇﻗﺎﻣﺔ‬ ‫ﻭﺍﻟﺤﺠﺞ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻟﺠﻤﻊ‬
◆‫ﻭ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ؛‬ ‫ﺃﻓﻀﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﻮﺻﻮﻝ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺗﻔﺴﻴﺮ‬
◆.‫ﻧﻘﺪﻱ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻭﻋﻤﻠﻴﺎﺕ‬ ‫ﺗﺠﺎﺭﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮ‬
‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻔﺮﺹ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﺇﺗﺎﺣﺔ‬ ‫ـﺐ‬‫ﻭﻳﺠـ‬ ،‫ﺍﻟﻨﻘﺪﻳﻴﻦ‬ ‫ﺍﻟﻤﻔﻜﺮﻳﻦ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻴﻮﻡ‬ ‫ﺍﻟﻤﺘﻐﻴﺮ‬ ‫ﻋﺎﻟﻤﻨﺎ‬ ‫ـﺎﺝ‬‫ﻳﺤﺘـ‬
.‫ﺃﻗﺮﺍﻧﻬﻢ‬ ‫ﻣﻊ‬ ‫ﻭﺍﻟﺘﻔﺎﻋﻞ‬ ،‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﺣﻞ‬ ،‫ﺎ‬‫ﹰ‬‫ﻓﻌﻠﻴ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﻣﻦ‬ ‫ﻟﻴﺘﻤﻜﻨﻮﺍ‬
.‫ﺇﺑﺪﺍﻉ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﺸﺎﺭﻛﺔ‬
.‫ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‬ ‫ﺑﻴﻦ‬ ‫ـﻞ‬‫ﺍﻟﺘﻔﺎﻋـ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻓﻲ‬ ‫ـﺘﺨﺪﻣﺔ‬‫ﺍﻟﻤﺴـ‬ ‫ـﺎﻟﻴﺐ‬‫ﺍﻷﺳـ‬ ‫ﺗﺮﻛﺰ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺴﺘﺨﺪﻡ‬ ،‫ﻭﺑﺎﻟﺘﺎﻟﻲ‬
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14. ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
١٢‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ‫ﻭﻣﻨﺎﻗﺸﺎﺕ‬ ،‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ـﻄﺔ‬‫ﻭﺍﻷﻧﺸـ‬ ،‫ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻭﻋﻤﻞ‬ ،‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻟﻌﺐ‬ ‫ﺗﺘﻀﻤﻦ‬
،‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﻛﺒﻴﺮ‬ ‫ﻋﺪﺩ‬ ‫ﻟﺘﻠﺒﻴﺔ‬ ‫ـﺎﺩﺍﺕ‬‫ﺍﻹﺭﺷـ‬ ‫ﺗﻨﻮﻳﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬ ‫ـﺪﻑ‬‫ﺗﻬـ‬ .‫ـﺮﺓ‬‫ﺍﻟﻜﺒﻴـ‬
‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺨﻄﻂ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻭﻧﺴﻌﻰ‬ .‫ﻭﻣﺸﺎﺭﻛﺘﻬﻢ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺗﺮﻛﻴﺰ‬ ‫ﻋﻠﻰ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﺤﻔﺎﻅ‬ ‫ﻣﻊ‬ ‫ﻭﻟﻜﻦ‬
‫ﻛﻴﻔﻴﺔ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻘﺮﺍﺭﺍﺕ‬ ‫ﺍﺗﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﺠﻴﻊ‬‫ﺑﺘﺸـ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ـﻲﺀ‬‫ﺍﻟﺸـ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﺘﻘﺎﻝ‬ ‫ﺇﻟﻰ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻟﻤﻮﺍﺟﻬﺔ‬ ‫ﻋﻤﻠﻪ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻭﻣﺎ‬ ،‫ﻧﺰﺍﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻮﻗﻮﻉ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺘﺼﺮﻑ‬
‫ﺃﺷﺨﺎﺹ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺗﺮﺟﻤﺔ‬ .‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻋﻦ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺗﻤﺎﻣ‬ ‫ﺑﻌﻴﺪﺓ‬ ‫ﺗﺒﺪﻭ‬ ‫ـﺎﺋﻞ‬‫ﻣﺴـ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺘﺤﺪﺙ‬ ‫ﻋﻨﺪ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﻟﻠﻐﺎﻳﺔ‬ ‫ﻓﻌﺎﻟﺔ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺗﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬
،‫ﹰ‬‫ﺎ‬‫ـﺨﺼﻴ‬‫ﺷـ‬ ‫ﻭﻧﺠﻌﻠﻪ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﻋﻠﻰ‬ ‫ـﺎﻧﻲ‬‫ﺍﻹﻧﺴـ‬ ‫ﺍﻟﻄﺎﺑﻊ‬ ‫ـﻲ‬‫ﻭﻧﻀﻔـ‬ ‫ﺍﻷﺭﻗﺎﻡ‬ ‫ـﺎﻭﺯ‬‫ﻧﺘﺠـ‬ ‫ﺃﻥ‬ ‫ـﺪ‬‫ﻧﺮﻳـ‬ ،‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬
٣٠٠،٠٠٠ ‫ﺣﻮﺍﻟﻲ‬ ‫ﻭﺟﻮﺩ‬ ‫ﺑﺘﻘﺪﻳﺮ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﺃﺣﺪ‬ ‫ﻳﻘﻮﻡ‬ ‫ﻋﻨﺪﻣﺎ‬ ،‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫ﻋﻠﻰ‬ .‫ﻭﺍﻗﻌﻴﺔ‬ ‫ﺃﻛﺜﺮ‬ ‫ﻭﺑﺎﻟﺘﺎﻟﻲ‬
h p://www.cfr.org/ ‫ـﺔ‬‫ﺍﻟﺨﺎﺭﺟﻴـ‬ ‫ـﺎﺕ‬‫ﺍﻟﻌﻼﻗـ‬ ‫)ﻣﺠﻠﺲ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺩﻭﻟﺔ‬ ‫ﺛﻼﺛﻴﻦ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﻃﻔﻞ‬ ‫ـﺪﻱ‬‫ﺟﻨـ‬
‫ـﻌﺮ‬‫ﻭﻧﺸـ‬ ‫ﺍﻷﺭﻗﺎﻡ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻟﺬﻫﻮﻝ‬ ‫ﻧﺼﺎﺏ‬ ‫ﻗﺪ‬ ،(human-rights/child-soldiers-around-world/p9331
‫ـﻴﺮﺍﻟﻴﻮﻥ‬‫ﺳـ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺍﻟﺠﻨﻮﺩ‬ ‫ﺗﺠﺮﺑﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻧﺘﻌﺮﻑ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﻭﻟﻜﻦ‬ .‫ـﻲﺀ‬‫ﺷـ‬ ‫ﺃﻱ‬ ‫ﻓﻌﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺑﻌﺪﻡ‬
‫ـﺒﻞ‬‫ﺳـ‬ ‫ﻭﻣﻌﺮﻓﺔ‬ ‫ﻣﺤﻨﺘﻬﻢ‬ ‫ﻓﻬﻢ‬ ‫ـﺪﺀ‬‫ﺑـ‬ ‫ﻳﻤﻜﻨﻨﺎ‬ ،‫ـﺮﺏ‬‫ﺍﻟﺤـ‬ ‫ﺑﻌﺪ‬ ‫ـﺮﻫﻢ‬‫ﺃﺳـ‬ ‫ﻋﻠﻰ‬ ‫ـﻮﺭ‬‫ﺍﻟﻌﺜـ‬ ‫ـﻮﻥ‬‫ﻳﺤﺎﻭﻟـ‬ ‫ـﻦ‬‫ﺍﻟﺬﻳـ‬
h p://www.un.org/ ‫ﺳﻴﺮﺍﻟﻴﻮﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺍﻟﺠﻨﻮﺩ‬ ‫ﻳﺤﺪﺙ؟‬ ‫ﻣﺎﺫﺍ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫)ﺍﻷﻣﻢ‬ ‫ـﺎﻋﺪﺗﻬﻢ‬‫ﻣﺴـ‬
.(works/ goingon/soldiers/goingon_soldiers.html
.‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ﻣﺸﺎﺭﻛﺔ‬
‫ﻣﻦ‬ ‫ﺇﻧﺴﺎﻧﻲ‬ ‫ﺑﻄﺎﺑﻊ‬ ‫ﺇﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺗﻘﺪﻳﻢ‬ ‫ﻳﻤﻜﻦ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﺇﺣﺪﻯ‬ ‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ﻣﺸﺎﺭﻛﺔ‬ ‫ﺗﻤﺜﻞ‬
‫ﺃﻥ‬ ‫ﻭﻳﺠﺐ‬ ،‫ﺑﺎﻟﻨﺰﺍﻉ‬ ‫ـﻢ‬‫ﺣﻴﺎﺗﻬـ‬ ‫ﺗﺄﺛﺮﺕ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ـﺨﺎﺹ‬‫ﺍﻷﺷـ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﺘﻤﻊ‬‫ﻳﺴـ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻀﺮﻭﺭﻱ‬ ‫ﻣﻦ‬ .‫ﺧﻼﻟﻬﺎ‬
‫ﻧﺠﺎﺡ‬ ‫ﻗﺼﺺ‬ ‫ﺇﻟﻰ‬ ‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬ ‫ـﺘﻤﻊ‬‫ﻳﺴـ‬ ‫ﺃﻥ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﻤﻬﻢ‬ ‫ﻣﻦ‬ .‫ﺍﻟﻌﻤﻠﻲ‬ ‫ـﻰ‬‫ﺇﻟـ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ـﻲﺀ‬‫ﺍﻟﺸـ‬ ‫ﻳﺘﺨﻄﻮﺍ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺣﻞ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺪﻧﻴﻴﻦ‬ ‫ﺍﻟﻌﺴﻜﺮﻳﻴﻦ‬ ‫ﺑﻤﺸﺎﺭﻛﺔ‬ ‫ﻗﺎﻡ‬ ‫ﻭﻛﻴﻒ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻣﻌﻬﺪ‬
‫ﺇﺣﺪﻯ‬ ‫ﻓﻲ‬ ‫ﻃﺎﻟﺐ‬ ‫ﻳﺪﻫﺶ‬ ‫ـﺪ‬‫ﻗـ‬ .‫ـﺘﺮﻛﺔ‬‫ﺍﻟﻤﺸـ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺗﻮﺿﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ﻣﻦ‬ ‫ﺭﻭﺍﺑﻂ‬ ‫ﺧﻠﻖ‬ ‫ـﻦ‬‫ﻭﻳﻤﻜـ‬
‫ﻣﻨﺪﻫﺶ‬ ‫ﻧﺰﺍﻉ—ﻓﻬﻮ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫ﻓﻲ‬ ‫ـﺎﺏ‬‫ﺷـ‬ ‫ﻭﺍﻫﺘﻤﺎﻣﺎﺕ‬ ‫ﻫﻮﺍﻳﺎﺕ‬ ‫ـﻤﺎﻉ‬‫ﺳـ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻣﺪﺍﺭﺱ‬
‫ﺍﻟﺸﺨﺺ‬ ‫ﻫﺬﺍ‬ ‫ﻭﺃﺻﺒﺢ‬ .‫ﺎ‬ ‫ﹰ‬‫ﺣﺠﻤ‬ ‫ﺃﺻﻐﺮ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﺻﺒﺢ‬ ،‫ﻣﻔﺎﺟﺊ‬ ‫ﻧﺤﻮ‬ ‫ﻭﻋﻠﻰ‬ .‫ﻣﺘﺸﺎﺑﻬﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻣﺎﺕ‬ ‫ﻷﻥ‬
،‫ﻏﺎﻣﻀﺔ‬ ‫ﺗﺒﺪﻭ‬ ‫ﻗﺪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺗﻮﺿﻴﺢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ـﺎﻋﺪ‬‫ﺗﺴـ‬ ‫ﻛﻤﺎ‬ .‫ﺍ‬‫ﹰ‬‫ﺑﻌﺪ‬ ‫ﻭﺃﻗﻞ‬ ‫ﻏﺮﺑﺔ‬ ‫ﺃﻗﻞ‬ ‫ﺍﻵﺧﺮ‬
‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺃﺛﺮ‬ ‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬ ‫ـﺺ‬‫ﺍﻟﻘﺼـ‬ ‫ﺗﻨﻘﻞ‬ ،‫ﺃﻋﻤﻖ‬ ‫ـﺘﻮﻯ‬‫ﻣﺴـ‬ ‫ﻭﻋﻠﻰ‬ .‫ﻭﺍﻗﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ﺍﻟﺠﺎﻧﺐ‬ ‫ـﻞ‬‫ﺑﺘﺤﻮﻳـ‬
‫ﺃﺻﺒﺤﺖ‬ ،‫ﺍﻟﻘﺼﺺ‬ ‫ـﻖ‬‫ﻃﺮﻳـ‬ ‫ﻓﻌﻦ‬ .‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻒ‬‫ﺗﻌﺎﻃـ‬ ‫ـﺘﻐﻼﻝ‬‫ﺍﺳـ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﺣﻴﺎﺓ‬ ‫ـﻰ‬‫ﺇﻟـ‬ ‫ـﺔ‬‫ﺍﻟﺪﻭﻟﻴـ‬
‫ﹰ‬‫ﺎ‬‫ﺩﻭﻟﻴ‬‫ﹰ‬‫ﺎ‬‫ﻧﺰﺍﻋ‬ ‫ﻭﺣﺪﻫﺎ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ـﺎﺭﻛﺔ‬‫ﻣﺸـ‬ ‫ﺗﺤﻞ‬ ‫ﻭﻟﻦ‬ .‫ﺎ‬‫ﹰ‬‫ﻭﺿﻮﺣ‬ ‫ﺃﻛﺜﺮ‬ "‫ﺃﻫﺘﻢ؟‬ ‫"ﻟﻤﺎﺫﺍ‬ ‫ـﺆﺍﻝ‬‫ﺍﻟﺴـ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺟﺎﺑﺔ‬
‫ﻓﻬﻢ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺇﺣﺪﻯ‬ ‫ـﺨﺎﺹ—ﻭﻫﻮ‬‫ﺍﻷﺷـ‬ ‫ـﺮﺍﻙ‬‫ﺇﺷـ‬ ‫ﻳﻜﻔﻲ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﹰ‬‫ﺍ‬‫ـﺮ‬‫ﻛﺒﻴـ‬
.‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
.‫ﺑﺎﻟﺪﻋﻢ‬ ‫ﺍﻟﺸﻌﻮﺭ‬ ‫ﻋﻞ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﺴﺎﻋﺪﺓ‬
،‫ـﺎﻧﻴﺔ‬‫ﺇﻧﺴـ‬ ‫ﻣﻌﺎﻧﺎﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻨﻄﻮﻱ‬ ‫ﺍﻟﺘﻲ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﺜﻞ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﻟﻠﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ـﻦ‬‫ﻳﻤﻜـ‬
‫ﺍﻻﺿﻄﺮﺍﺑﺎﺕ‬ ‫ـﻲ‬‫ﺗﻔﺸـ‬ ‫ﻣﺜﻞ‬ ،‫ﺟﺪﻳﺪ‬ ‫ﻣﻮﺿﻮﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺘﻌﺮﻑ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﻋﺎﺩﺓ‬ .‫ﻓﺮﺩ‬ ‫ﺃﻱ‬ ‫ﻋﻠﻰ‬ ‫ﺎ‬‫ﹰ‬‫ﻗﻮﻳ‬ ‫ﺍ‬‫ﹰ‬‫ﺗﺄﺛﻴﺮ‬
‫ﺗﺘﺮﻙ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺛﺮﻭﺓ‬ ‫ﻳﻜﺘﺴﺒﻮﻥ‬ ‫ﻓﺈﻧﻬﻢ‬ ،‫ﺃﻓﺮﻳﻘﻴﺎ‬ ‫ﻓﻲ‬ ‫ﻻﺟﺌﻴﻦ‬ ‫ﺃﺯﻣﺔ‬ ‫ﻭﺟﻮﺩ‬ ‫ﺃﻭ‬ ،‫ﺍﻷﻭﺳﻂ‬ ‫ﺍﻟﺸﺮﻕ‬ ‫ﻓﻲ‬
‫ﻟﺘﺨﻔﻴﻒ‬ ‫ﺷﻲﺀ‬ ‫ﺃﻱ‬ ‫ﻓﻌﻞ‬ ‫ﻳﻤﻜﻨﻬﻢ‬ ‫ﻻ‬ ‫ﺣﻴﺚ‬ ‫ﻋﻠﻴﻬﻢ‬ ‫ﺍﻟﻤﻮﻗﻒ‬ ‫ﺻﻌﻮﺑﺔ‬ ‫ﻭﺑﻤﺪﻯ‬ ،‫ﺑﺎﻟﻴﺄﺱ‬‫ﹰ‬‫ﺍ‬‫ﺷﻌﻮﺭ‬ ‫ﻟﺪﻳﻬﻢ‬
‫ﺣﻮﻝ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ـﺎﻡ‬‫ﺍﻫﺘﻤـ‬ ‫ﺗﺄﻛﻴﺪ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺑﻌﻨﺎﻳﺔ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻦ‬‫ﺍﻟﻤﻌﻠﻤﻴـ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺠﺐ‬ .‫ـﻜﻠﺔ‬‫ﺍﻟﻤﺸـ‬ ‫ـﺪﺓ‬‫ﺣـ‬
‫ﺗﺨﻔﻒ‬ ‫ﺃﻥ‬ ‫ﻭﻳﻤﻜﻦ‬ .‫ﺣﻠﻮﻝ‬ ‫ﺇﻳﺠﺎﺩ‬ ‫ﻭﺭﺍﺀ‬ ‫ﻭﻳﺴﻌﻮﻥ‬ ،‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﻳﺘﺨﺬﻭﻥ‬ ‫ﻭﺃﻧﻬﻢ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ـﺎﺋﻞ‬‫ﺑﺎﻟﻤﺴـ‬ ‫ﺍﻟﻌﺎﻟﻢ‬
‫ﻣﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻮﻥ‬ ‫ﻳﻌﻤﻞ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻫﻢ‬ ‫ﻣﻦ‬ ،‫ـﻦ‬‫ﻭﻟﻜـ‬ ،‫ﺑﺎﻟﻴﺄﺱ‬ ‫ـﻌﻮﺭﻫﻢ‬‫ﺷـ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻹﻳﺠﺎﺑﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﻳﺔ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﻫﺬﻩ‬
‫ﻛﺠﻤﺎﻋﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻛﺄﻓﺮﺍﺩ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﺍﺗﺨﺎﺫ‬ ‫ﺑﺈﻣﻜﺎﻧﻬﻢ‬ ‫ﺃﻧﻪ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﻭﻹﻋﻼﻣﻬﻢ‬ ،‫ﺑﺎﻟﺪﻋﻢ‬ ‫ـﻌﺎﺭﻫﻢ‬‫ﻹﺷـ‬ ‫ﺍﻟﻄﻠﺒﺔ‬
.‫ﻓﺎﺭﻕ‬ ‫ﺇﺣﺪﺍﺙ‬ ‫ﺑﺈﻣﻜﺎﻧﻬﻢ‬ ‫ﺃﻧﻪ‬ ‫ﻭﻛﻤﺎ‬ ،‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻣﻦ‬
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15. ١٣ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻋﻦ‬ ‫ﻧﺒﺬﺓ‬
‫ﻭﻳﻘﻮﻡ‬ ‫ـﻬﺎ‬‫ﺃﺳﺴـ‬ ،‫ـﺘﻘﻠﺔ‬‫ﻣﺴـ‬ ‫ﺣﺰﺑﻴﺔ‬ ‫ﻏﻴﺮ‬ ‫ﻭﻃﻨﻴﺔ‬ ‫ـﺔ‬‫ﻣﺆﺳﺴـ‬ ‫ﻫﻮ‬ (USIP) ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ـﺪ‬‫ﻣﻌﻬـ‬
:‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺎﻋﺪﺓ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻳﻬﺪﻑ‬ .‫ﺍﻟﻜﻮﻧﺠﺮﺱ‬ ‫ﺑﺘﻤﻮﻳﻠﻬﺎ‬
◆‫ﻭﺗﺴﻮﻳﺘﻬﺎ؛‬ ‫ﺍﻟﻌﻨﻴﻔﺔ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻨﻊ‬
◆‫ﺍﻟﻨﺰﺍﻉ؛‬ ‫ﺑﻌﺪ‬ ‫ﻣﺎ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺭ‬ ‫ﺗﻌﺰﻳﺰ‬
◆.‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻜﺮﻱ‬ ‫ﺍﻟﻤﺎﻝ‬ ‫ﻭﺭﺃﺱ‬ ،‫ﻭﺃﺩﻭﺍﺗﻪ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺯﻳﺎﺩﺓ‬
‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ـﻮﺍﺭﺩ‬‫ﻭﺍﻟﻤـ‬ ،‫ـﺎﺭﺍﺕ‬‫ﻭﺍﻟﻤﻬـ‬ ،‫ﺑﺎﻟﻤﻌﺮﻓﺔ‬ ‫ـﻦ‬‫ﺍﻵﺧﺮﻳـ‬ ‫ـﻢ‬‫ﺑﺪﻋـ‬ ‫ﺫﻟﻚ‬ ‫ـﺒﻴﻞ‬‫ﺳـ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻬﺪ‬ ‫ـﻮﻡ‬‫ﻳﻘـ‬
.‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺟﻬﻮﺩ‬ ‫ﻓﻲ‬ ‫ﻣﺒﺎﺷﺮﺓ‬ ‫ﺇﺷﺮﺍﻛﻬﻢ‬
‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﺃﻧﺸﻄﺔ‬
.‫ﺍﻟﺘﺪﺭﻳﺐ‬ ،‫ﺍﻟﺘﺪﺭﻳﺲ‬ ،‫ﺍﻟﻔﻌﻞ‬ ،‫ﺭﺋﻴﺴﻴﺔ—ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻃﺮﻕ‬ ‫ﺃﺭﺑﻌﺔ‬ ‫ﻋﻤﻠﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﻳﻨﺘﻬﺞ‬
،‫ـﺎﺕ‬‫ﺍﻟﻤﻤﺎﺭﺳـ‬ ‫ﺃﻓﻀﻞ‬ ‫ﻭﻧﺤﺪﺩ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﻟﻠﻨﺰﺍﻋﺎﺕ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﻲ‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻷﺑﺤﺎﺙ‬ ‫ﺑﺈﺟﺮﺍﺀ‬ ‫ﻧﻘﻮﻡ‬ :‫ﺍﻟﺘﻔﻜﻴﺮ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺧﻄﻂ‬ ‫ﻭﻧﻄﻮﺭ‬
‫ﺣﻴﺜﻤﺎ‬ ‫ﻭﺇﺩﺍﺭﺗﻪ‬ ‫ـﺰﺍﻉ‬‫ﺍﻟﻨـ‬ ‫ﻟﻤﻨﻊ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻨﺎﻃﻖ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ـﺮﺓ‬‫ﺍﻟﺨﺒـ‬ ‫ﻣﻦ‬ ‫ﻋﻘﻮﺩ‬ ‫ﻋﻠﻰ‬ ‫ـﺪ‬‫ﻧﻌﺘﻤـ‬ :‫ـﻞ‬‫ﺍﻟﻔﻌـ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺮﻭﺏ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﺘﻘﺎﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻧﺴﺎﻋﺪ‬ ،‫ﻳﻨﺸﺄ‬
.‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺃﺭﺽ‬
‫ﺗﻄﻮﻳﺮ‬ ‫ﻭﻓﻲ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﺋﻞ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻊ‬ ‫ﻧﺸﺘﺮﻙ‬ :‫ﺍﻟﺘﺪﺭﻳﺲ‬
.‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﺘﺤﺪﻳﺎﺕ‬ ‫ﻋﺮﻳﺾ‬ ‫ﺟﻤﻬﻮﺭ‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫ﻧﻘﻮﻡ‬ .‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻣﻬﺎﺭﺍﺕ‬
‫ﻗﺎﺩﺓ‬ ‫ﻣﻦ‬ ‫ﺍ‬‫ﹰ‬‫ﺑﺪﺀ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﺎﻃﻖ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻷﻓﺮﺍﺩ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻓﻲ‬ ‫ـﻴﻦ‬‫ﺍﻟﻤﻤﺎﺭﺳـ‬ ‫ﺑﺘﺪﺭﻳﺐ‬ ‫ﻧﻘﻮﻡ‬ :‫ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻋﻠﻰ‬ ،‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﻟﻸﻣﻢ‬ ‫ﺍﻟﺘﺎﺑﻌﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺣﻔﻆ‬ ‫ﻗﻮﺍﺕ‬ ‫ﺇﻟﻰ‬‫ﹰ‬‫ﻻ‬‫ﻭﻭﺻﻮ‬ ‫ﺍﻟﻤﺪﻧﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬
.‫ﻭﺇﺩﺍﺭﺗﻪ‬ ‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻟﻤﻨﻊ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺍﺗﺒﺎﻉ‬ ‫ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﺣﻮﻝ‬
‫ـﻴﺔ‬‫ﺍﻟﺮﺋﻴﺴـ‬ ‫ﺍﻟﻤﻘﺮﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺗﻌﻠﻴﻤﻲ‬ ‫ـﺰ‬‫ﻭﻣﺮﻛـ‬ ‫ﻟﻠﻌﺮﺽ‬ ‫ـﺎﺣﺔ‬‫ﻣﺴـ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ـﻦ‬‫ﻳﺘﻀﻤـ‬
‫ﻭﻳﺐ‬ ‫ﻣﻮﻗﻊ‬ ‫ﻓﻲ‬ ‫ـﻲ‬‫ﻓﻌﻠـ‬ ‫ﻣﻜﺎﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ـﺔ‬‫ﺍﻟﻌﺎﺻﻤـ‬ ‫ـﻨﻄﻦ‬‫ﻭﺍﺷـ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻟﻤﻌﻬﺪ‬
‫ﻭﺍﻷﻧﺸﻄﺔ‬ ‫ﻭﺍﻟﻤﻮﺍﺭﺩ‬ ،‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﺩﺍﺧﻞ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﺒﺮﺍﻣﺞ‬ ‫ﺍﻟﻤﻌﺎﺭﺽ‬ ‫ﺧﻼﻝ‬ ‫ﻓﻤﻦ‬ .‫ﻣﺨﺼﺺ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺑﺎﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺍﻟﺰﺍﺋﺮﻳﻦ‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﻳﻘﻮﻡ‬ ،‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺎﺣﺔ‬
‫ﻓﻤﻊ‬ .‫ﻭﺣﻠﻬﺎ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺴﻠﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﻟﻠﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺭﺍﻛﻬﻢ‬ ‫ﻳﻌﺰﺯ‬ ‫ﻣﻤﺎ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﺒﻨﺎﺀ‬
‫ﻣﻦ‬ ‫ﺍﻟﻘﺎﺩﻡ‬ ‫ﺍﻟﺠﻴﻞ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﻳﺴﺎﻫﻢ‬ ،‫ﻭﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‬
.‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬
00--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 1300--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 13 15/01/2013 07:23:5415/01/2013 07:23:54

16. 00--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 1400--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 14 15/01/2013 07:23:5415/01/2013 07:23:54

17. ١‫ﺍﻟﻘﺴﻢ‬
.‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬ ،‫ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ﺗﻨﺎﻭﻟﻪ‬ ‫ﻳﺘﻢ‬ ‫ﻭﻋﻨﺪﻣﺎ‬ .‫ﺣﻴﺎﺗﻨﺎ‬ ‫ﻣﻦ‬ ‫ﻃﺒﻴﻌﻲ‬ ‫ﺟﺰﺀ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻭﻟﻜﻦ‬ ،‫ـﻠﺒﻲ‬‫ﺳـ‬ ‫ـﻲﺀ‬‫ﺷـ‬ ‫ﺃﻧﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻳﺘﻢ‬ ‫ﻣﺎ‬ ‫ﻋﺎﺩﺓ‬
‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ﻟﻠﻤﺠﺘﻤﻌﺎﺕ‬ ‫ـﻦ‬‫ﻭﻳﻤﻜـ‬ .‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ـﺪﻭﻝ‬‫ﺍﻟـ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺗﻘﻮﻡ‬ ‫ﺍﻟﺬﻱ‬ ‫ـﺎﺱ‬‫ﺍﻷﺳـ‬ ‫ﻫﻮ‬ ‫ﻓﺎﻟﻨﺰﺍﻉ‬ .‫ﻭﺍﻟﻨﻤﻮ‬ ‫ﻟﻠﺘﻌﻠﻢ‬ ‫ﻫﺎﻣﺔ‬‫ﹰ‬‫ﺎ‬‫ـ‬‫ﻓﺮﺻـ‬ ‫ـﺢ‬‫ﻳﺘﻴـ‬
‫ﻭﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻭﻳﻤﻜﻨﻬﻢ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻭﺍﻟﻤﻨﻈﻤﺎﺕ‬ ،‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ،‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻳﻘﺮ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ـﺮ‬‫ﺗﺰﺩﻫـ‬ ‫ﺃﻥ‬ ‫ـﺔ‬‫ﺍﻟﺘﻌﺪﺩﻳـ‬
‫ﻭﻓﺼﻞ‬ ،‫ـﺎﺕ‬‫ﺍﻟﻤﺆﺳﺴـ‬ ‫ﻗﻮﺓ‬ ‫ﺑﻔﻀﻞ‬ ‫ـﻠﻤﻴﺔ‬‫ﺳـ‬ ‫ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻫﺬﺍ‬ ‫ﺇﺩﺍﺭﺓ‬‫ﹰ‬‫ﺎ‬‫ـ‬‫ﻋﻤﻮﻣـ‬ ‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ـﺎﺕ‬‫ﺍﻟﻤﺠﺘﻤﻌـ‬ ‫ـﺘﻄﻴﻊ‬‫ﻭﺗﺴـ‬ .‫ﻣﺜﻤﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬
‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﻓﺮﺹ‬ ‫ﻭﺇﺗﺎﺣﺔ‬ ‫ﻣﻨﺘﻈﻤﺔ‬ ‫ﺍﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﺇﺟﺮﺍﺀ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻟﻤﺴﺎﺀﻟﺔ‬ ،‫ﺍﻟﺤﺮﺓ‬ ‫ﻭﺍﻟﺼﺤﺎﻓﺔ‬ ،‫ﺍﻟﻤﺪﻧﻲ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ،‫ﺍﻟﻘﺎﻧﻮﻥ‬ ‫ﻭﺳﻴﺎﺩﺓ‬ ،‫ﺍﻟﺴﻠﻄﺎﺕ‬
.‫ﺍﻟﺤﻜﻮﻣﺔ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻤﻮﺍﻃﻨﻴﻦ‬ ‫ﻹﺷﺮﺍﻙ‬
‫ﺑﻌﺪ‬ ‫ﺑﻬﻢ‬ ‫ﺧﺎﺻﺔ‬ ‫ـﺎﺕ‬‫ﺗﻌﺮﻳﻔـ‬ ‫ﺑﺘﻜﻮﻳﻦ‬ ‫ـﻴﻘﻮﻣﻮﻥ‬‫ﻭﺳـ‬ .‫ﻭﺍﻟﻨﺰﺍﻉ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻟﻬﻢ‬ ‫ﻳﻤﺜﻞ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺑﺎﻟﺘﻔﻜﻴﺮ‬ ،‫ـﻢ‬‫ﺍﻟﻘﺴـ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ،‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻴﻘﻮﻡ‬‫ﺳـ‬
‫ﻣﻦ‬ ‫ﻭﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﻘﺴﻤﻴﻦ‬ ‫ﻟﻔﻬﻢ‬ ‫ـﺎﺱ‬‫ﺍﻷﺳـ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺳﻴﺨﻠﺼﻮﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﺘﻨﺘﺎﺟﺎﺕ‬‫ﺍﻻﺳـ‬ ‫ﻭﺳﺘﻤﺜﻞ‬ .‫ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ـﺘﻌﺮﺍﺽ‬‫ﺍﺳـ‬
‫ﺇﺩﺍﺭﺓ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ـﻮﺩﺓ‬‫ﺍﻟﻤﻮﺟـ‬ ‫ﺍﻟﻌﺪﻳﺪﺓ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ـﺘﺨﺪﺍﻡ‬‫ﻭﺍﺳـ‬ ،‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ـﻮﻥ‬‫ﺳﻴﺪﺭﺳـ‬ ‫ﺣﻴﺚ‬ ،‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ـﺔ‬‫ﻣﺠﻤﻮﻋـ‬
.‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬
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18. 00--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 1600--GPC_EducatorToolkit-(MiddleSchool)_2012 reprint_AR.indd 16 15/01/2013 07:23:5615/01/2013 07:23:56

19. ١٧ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻷﺳﺒﺎﺏ‬ ‫ﻋﺮﺽ‬
‫ﺍﻟﺘﻌﺮﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻳﻦ‬ ‫ﻳﻜﻮﻧﻮﺍ‬ ‫ﺃﻥ‬ ‫ﻳﺠﺐ‬ ،‫ﺇﺩﺍﺭﺗﻪ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺒﺪﺃ‬ ‫ﺃﻥ‬ ‫ﻗﺒﻞ‬
‫ﻭﺍﺳﺘﻌﺮﺍﺽ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻭﻳﺒﺪﺃ‬ .‫ﻟﻠﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬ ‫ﺑﻮﺿﻊ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﺒﺪﺃ‬ .‫ﻋﻠﻴﻪ‬
.‫ﻟﻠﻤﻮﺿﻮﻉ‬ ‫ﻓﻬﻤﻬﻢ‬ ‫ﻟﺘﻌﺰﻳﺰ‬ ‫ﻟﻪ‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﺗﻔﺴﻴﺮﺍﺕ‬
‫ﺍﻷﻫﺪﺍﻑ‬
١..‫ﺍﻟﻔﺮﺩ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺔ‬ ‫ﻟﺘﻜﻮﻳﻦ‬ ‫ﻛﺴﺒﻴﻞ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻭﺗﻔﺴﻴﺮﺍﺕ‬ ‫ﺗﻌﺮﻳﻔﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻈﺮ‬
٢..‫ﺎ‬‫ﹰ‬‫ﺳﻠﺒﻴ‬ ‫ﺃﻭ‬ ‫ﺎ‬‫ﹰ‬‫ﺇﻳﺠﺎﺑﻴ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻛﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﻨﻈﺮ‬
٣..‫ﺣﻴﺎﺗﻨﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺩﻭﺭ‬ ‫ﺍﺳﺘﻜﺸﺎﻑ‬
‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
◆‫ﺍﻟﺜﻘﺎﻓﺔ‬
◆‫ﻭﺍﻟﺤﻜﻢ‬ ،‫ﻭﺍﻟﺴﻠﻄﺔ‬ ،‫ﺍﻟﻘﻮﺓ‬
◆‫ﺍﻟﻤﺪﻧﻴﺔ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
(‫ﺩﻗﻴﻘﺔ‬ ٤٥-‫ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺍﻟﺤﺼﺔ‬ ،‫ﺩﻗﻴﻘﺔ‬ ٤٥-‫ﺍﻷﻭﻟﻰ‬ ‫)ﺍﻟﺤﺼﺔ‬ :‫ﺍﻟﻮﻗﺖ‬
‫ﻭﺃﻗﻼﻡ‬ ‫ﺳﻮﺩﺍﺀ/ﺑﻴﻀﺎﺀ‬ ‫ﺳﺒﻮﺭﺓ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻫﺬﺍ‬ ‫ﺗﻄﺒﻴﻖ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻟﻜﻦ‬ ،‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻟﻤﻮﺍﺩ‬ ‫ﻳﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬
.‫ﺗﻤﻴﻴﺰ‬
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻟﻤﻮﺍﺩ‬
❑‫ﺻﻐﻴﺮﺓ‬ ‫ﺃﻭﺭﺍﻕ‬ ‫ﺃﻭ‬ (‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻟﻜﻞ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫)ﻟﻮﻥ‬ Post-It®
‫ﻣﻼﺣﻈﺎﺕ‬ ‫ﻣﺜﻞ‬ ‫ﺍﻟﻼﺻﻘﺔ‬ ‫ﺍﻟﻤﻼﺣﻈﺎﺕ‬ ‫ﺃﻭﺭﺍﻕ‬
❑‫ﺗﻤﻴﻴﺰ‬ ‫ﻭﺃﻗﻼﻡ‬ ‫ﺗﺨﻄﻴﻂ‬ ‫ﻭﺭﻕ‬
❑‫ﺃﻭﺭﺍﻕ‬ ‫ﺗﺘﻮﻓﺮ‬ ‫ﻟﻢ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﺍﻷﻭﺭﺍﻕ‬ ‫ﻭﻟﺘﺜﺒﻴﺖ‬ ،‫ﺍﻟﻠﺰﻭﻡ‬ ‫ﻋﻨﺪ‬ ، ‫ﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﻭﺭﻕ‬ ‫)ﻟﺘﺜﺒﻴﺖ‬ ‫ﺷﺮﻳﻂ‬
(‫ﺍﻟﻼﺻﻘﺔ‬ ‫ﺍﻟﻤﻼﺣﻈﺎﺕ‬
١-١ ‫ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬
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20. ‫ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
١٨‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰﺀ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻷﺳﺌﻠﺔ‬ .١
١.‫ﺍﻟﻨﺰﺍﻉ؟‬ ‫ﺗﻌﺮﻳﻒ‬ ‫ﻧﺴﺘﻄﻴﻊ‬ ‫ﻛﻴﻒ‬
٢.‫ﻟﻠﻨﺰﺍﻉ؟‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﺗﻌﺮﻳﻔﺎﺕ‬ ‫ﺗﻮﺟﺪ‬ ‫ﻗﺪ‬ ‫ﻟﻢ‬
(‫ﺩﻗﺎﺋﻖ‬ ١٠) ‫ﺍﻟﺪﻭﺍﻓﻊ/ﺍﻟﻤﻘﺪﻣﺔ‬ .٢
١.‫ﺗﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ـﻦ‬‫ﺍﻟﻤﻤﻜـ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﺎﺕ‬‫ﺑﺎﻟﻜﻠﻤـ‬ ‫ﻗﺎﺋﻤﺔ‬ ‫ـﺎﺭﻛﺔ‬‫ﺑﻤﺸـ‬ ‫ـﻴﻘﻮﻣﻮﻥ‬‫ﺳـ‬ ‫ﺃﻧﻬﻢ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ـﺢ‬‫ﻭﺿـ‬
.‫ﻣﺎ‬ ‫ﻛﻠﻤﺔ‬ ‫ﺛﻢ‬ "... ‫ﻓﻲ‬ ‫ﺗﻔﻜﺮ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﺫﻛﺮ‬ ‫"ﻋﻨﺪﻣﺎ‬ ‫ﺏ‬ ‫ﺗﺒﺪﺃ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻛﻞ‬ ‫ﺃﻥ‬ ‫ﻭﺃﺧﺒﺮﻫﻢ‬ ‫ﺑﺎﻟﻨﺰﺍﻉ‬ ‫ـﺔ‬‫ﻣﺮﺗﺒﻄـ‬
‫ﻫﺬﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻓﻜﺮ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺘﺼﻔﻴﻖ‬ ‫ـﻢ‬‫ﻋﻠﻴﻬـ‬ ‫ﻭﻳﻨﺒﻐﻲ‬ ،‫ﺟﺪﻳﺪﺓ‬ ‫ﺑﻜﻠﻤﺔ‬ ‫ﻣﺮﺓ‬ ‫ﻛﻞ‬ ‫ﺍﻟﺠﻤﻠﺔ‬ ‫ـﻲ‬‫ﻭﺗﻨﻬـ‬
‫ﻓﻴﻬﺎ‬ ‫ﻳﻔﻜﺮﻭﺍ‬ ‫ﻟﻢ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺼﻤﺖ‬ ‫ﻭﺍﻟﺘﺰﺍﻡ‬ ‫ﹰ؛‬‫ﺎ‬‫ـ‬‫ﺃﺣﻴﺎﻧـ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻓﻜﺮﻭﺍ‬ ‫ﺇﺫﺍ‬ ‫ﺃﺻﺎﺑﻌﻬﻢ‬ ‫ﻭﻓﺮﻗﻌﺔ‬ ‫ﹰ؛‬‫ﺍ‬‫ﻣﺮﺍﺭ‬ ‫ـﺔ‬‫ﺍﻟﻜﻠﻤـ‬
‫ﺣﺘﻰ‬ ‫ﻛﻠﻤﺔ‬ ‫ﻟﻜﻞ‬ ‫ﻭﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺍﻟﻐﺮﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺣﻮﻟﻬﻢ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺷﺠﻊ‬ .‫ﺍﻹﻃﻼﻕ‬ ‫ﻋﻠﻰ‬
‫ﺃﻭ‬ ‫ﺻﺤﻴﺤﺔ‬ ‫ﺇﺟﺎﺑﺔ‬ ‫ﺗﻮﺟﺪ‬ ‫ﻻ‬ ‫ﺃﻧﻪ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺃﺧﺒﺮ‬ .‫ـﻞ‬‫ﺍﻟﻔﺼـ‬ ‫ﻓﻲ‬ ‫ﺯﻣﻼﺋﻬﻢ‬ ‫ﺑﺈﺟﺎﺑﺎﺕ‬ ‫ﺩﺭﺍﻳﺔ‬ ‫ﻋﻠﻰ‬ ‫ـﻮﺍ‬‫ﻳﻜﻮﻧـ‬
.‫ﺍﻟﺴﺆﺍﻝ‬ ‫ﻫﺬﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺧﺎﻃﺌﺔ‬
٢.‫ﺃﻭ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ـﺎﺕ‬‫ﺍﻟﻜﻠﻤـ‬ ‫ﺑﻌﺾ‬ ‫ـﺘﺨﺪﻡ‬‫ﺍﺳـ‬ "... ‫ﻓﻲ‬ ‫ﺗﻔﻜﺮ‬ ،‫ـﺰﺍﻉ‬‫ﺍﻟﻨـ‬ ‫ﺃﺫﻛﺮ‬ ‫ـﺎ‬‫"ﻋﻨﺪﻣـ‬ ‫ﺏ‬ ‫ـﺎﺭﺓ‬‫ﻋﺒـ‬ ‫ﻛﻞ‬ ‫ـﺪﺃ‬‫ﻭﺍﺑـ‬
،‫ﻣﻮﺍﻓﻖ‬ ‫ﻏﻴﺮ‬ ،‫ﻃﺒﻴﻌﻲ‬ ،‫ﻗﺮﺍﺭ‬ ،‫ﻭﻓﻮﺯ/ﺧﺴﺎﺭﺓ‬ ،‫ﻏﻀﺐ‬ ،‫ﺃﺫﻯ‬ ،‫ﺑﺮﻱﺀ‬ ،‫ﺍﺧﺘﻼﻑ‬ :‫ﺟﻤﻠﺔ‬ ‫ﻛﻞ‬ ‫ﻹﻧﻬﺎﺀ‬ ‫ﺟﻤﻴﻌﻬﺎ‬
،‫ﺿﺪ‬ ،‫ﺍﺗﻔﺎﻕ‬ ،‫ﺃﻓﻜﺎﺭ‬ ،‫ﺣﺮﺏ‬ ،‫ﺧﻄﺄ‬ ،‫ﺗﻌﻠﻢ‬ ،‫ﺍﻟﻨﺎﺱ‬ ،‫ﻗﺘﺎﻝ‬ ،‫ﻋﻨﻒ‬ ،‫ﺻﺪﺍﻡ‬ ،‫ﺣﻖ‬ ،‫ﺗﻨﺎﺯﻉ‬ ،‫ﻋﺎﺩﻝ‬ ‫ـﺮ‬‫ﻏﻴـ‬ ،‫ﻣﺬﻧﺐ‬
.‫ﻣﺴﺎﻋﺪﺓ‬ ،‫ﺗﺪﺧﻞ‬ ،‫ﺗﺠﻨﺐ‬ ،‫ﺍﻟﺘﻐﻴﻴﺮ‬ ،‫ﻣﻨﻔﺼﻞ‬
‫ﺑﻬﻢ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺠﻤﻞ‬ ‫ﻹﻧﻬﺎﺀ‬ ‫ﻣﺘﻄﻮﻋﻴﻦ‬ ‫ﺍﻃﻠﺐ‬ ،‫ﺟﻤﻠﻚ‬ ‫ﻣﻦ‬ ‫ﺗﻨﺘﻬﻲ‬ ‫ﻭﻋﻨﺪﻣﺎ‬
٣..‫ﺟﻤﻴﻌﻬﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﺑﻌﺾ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ‬ ‫ﺑﺈﻳﺠﺎﺯ‬ ‫ﻧﺎﻗﺶ‬
◆‫ﺑﻬﺬﻩ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ـﻂ‬‫ﺑﺮﺑـ‬ ‫ﻗﺎﻡ‬ ‫ﻣﻨﻜﻢ‬ ‫ﺍ‬‫ﹰ‬‫ﻛﺜﻴﺮ‬ ‫ﺃﻥ‬ ‫ـﻰ‬‫ﺑﻤﻌﻨـ‬ ،‫ﻓﻌﻞ‬ ‫ﺭﺩ‬ "‫"ﺃﻋﻠﻰ‬ ‫ـﺖ‬‫ﻻﻗـ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﺃﻱ‬
(‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫)ﺍﻛﺘﺒﻬﻢ‬ ‫ﻓﻌﻞ؟‬ ‫ﺭﺩ‬ "‫"ﺃﻗﻞ‬ ‫ﻻﻗﺖ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺃﻱ‬ ‫ﺍﻟﻜﻠﻤﺔ؟‬
◆‫ﺑﺎﻟﻨﺰﺍﻉ؟‬‫ﹰ‬‫ﻼ‬‫ﻗﻠﻴ‬ ‫ﺃﻭ‬‫ﹰ‬‫ﺍ‬‫ﻛﺜﻴﺮ‬ ‫ﻣﺮﺗﺒﻄﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺃﻥ‬ ‫ﺗﻌﺘﻘﺪ‬ ‫ﻟﻤﺎﺫﺍ‬
◆‫ﻋﻨﻴﻔﺔ؟‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﺼﺒﺢ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫ﺍﻟﺠﺪﺍﻝ؟‬ ‫ﻋﻦ‬ ‫ﺍﻟﺸﺠﺎﺭ‬ ‫ﻳﺨﺘﻠﻒ‬ ‫ﻫﻞ‬
◆‫ﺳﻌﻴﺪﺓ؟‬ ‫ﻧﻬﺎﻳﺔ‬ ‫ﺫﺍ‬ ‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬‫ﺇﻳﺠﺎﺑﻴ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻫﻞ‬ ‫ﺳﻠﺒﻲ؟‬ ‫ﺃﻭ‬ ‫ﺳﻴﺊ‬‫ﹰ‬‫ﺎ‬‫ﺩﺍﺋﻤ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﻥ‬ ‫ﺗﻌﺘﻘﺪ‬ ‫ﻫﻞ‬
◆‫ﻭﺳﺎﻋﺪﺗﻚ‬ ‫ﺇﻳﺠﺎﺑﻲ‬ ‫ﺑﺸﻜﻞ‬ ‫ﻭﺍﻧﺘﻬﺖ‬ ‫ﺑﻬﺎ‬ ‫ﻣﺮﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺃﺣﺪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻳﻤﻜﻨﻚ‬ ‫ﻫﻞ‬
‫ﺁﺧﺮ؟‬ ‫ﺷﺨﺺ‬ ‫ﻋﻦ‬ ‫ﺃﻭ‬ ‫ﻧﻔﺴﻚ‬ ‫ﻋﻦ‬ ‫ﺷﻲﺀ‬ ‫ﺗﻌﻠﻢ‬ ‫ﻋﻠﻰ‬
❑(‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻛﺘﺒﻬﺎ‬ ‫)ﺃﻭ‬ ‫ﻋﻤﻞ‬ ‫ﻭﺭﻕ‬ ‫ﻟﻠﻔﻘﺮﺓ‬ ‫ﺍﻟﺨﺮﻭﺝ‬ ‫ﻣﺴﺎﺭﺍﺕ‬
❑‫ﺳﺎﻋﺔ/ﻣﻨﺒﻪ‬ ‫ﺃﻭ‬ ‫ﻣﻮﻗﺖ‬
‫ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﺠﺰﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻟﻤﻮﺍﺩ‬
❑‫ﺻﻐﻴﺮﺓ‬ ‫ﺃﻭﺭﺍﻕ‬ ‫ﺃﻭ‬ (‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻟﻜﻞ‬ ‫ﻣﺨﺘﻠﻒ‬ ‫)ﻟﻮﻥ‬ Post-It®
‫ﻣﻼﺣﻈﺎﺕ‬ ‫ﻣﺜﻞ‬ ‫ﺍﻟﻼﺻﻘﺔ‬ ‫ﺍﻟﻤﻼﺣﻈﺎﺕ‬ ‫ﺃﻭﺭﺍﻕ‬
❑‫ﺗﻤﻴﻴﺰ‬ ‫ﻭﺃﻗﻼﻡ‬ ‫ﺗﺨﻄﻴﻂ‬ ‫ﻭﺭﻕ‬
❑‫ﺍﻟﻤﻼﺣﻈﺎﺕ‬ ‫ﺃﻭﺭﺍﻕ‬ ‫ﺗﺘﻮﻓﺮ‬ ‫ﻟﻢ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﺍﻷﻭﺭﺍﻕ‬ ‫ﻭﻟﺘﺜﺒﻴﺖ‬ ،‫ﺍﻟﻠﺰﻭﻡ‬ ‫ﻋﻨﺪ‬ ،‫ﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﻭﺭﻕ‬ ‫)ﻟﺘﺜﺒﻴﺖ‬ ‫ﺷﺮﻳﻂ‬
(‫ﺍﻟﻼﺻﻘﺔ‬
❑(‫ﺷﺮﺍﺋﻂ‬ ‫ﺇﻟﻰ‬ ‫)ﺍﻗﻄﻊ‬ ‫ﻭﺇﺩﺍﺭﺗﻬﺎ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺣﻮﻝ‬ ‫ﺍﺳﺘﺸﻬﺎﺩﺍﺕ‬ ‫ﻧﺸﺮﺓ‬
❑(‫ﹰ‬‫ﺎ‬‫ﺗﻨﻤﻮﻳ‬ ‫ﻣﻼﺋﻤﺔ‬ ،‫ﺍﺧﺘﻴﺎﺭﻙ‬ ‫)ﻣﻦ‬ ‫ﻣﺪﻣﺠﺔ‬ ‫ﻭﺃﻗﺮﺍﺹ‬ ‫ﻣﺪﻣﺠﺔ‬ ‫ﺃﻗﺮﺍﺹ‬ ‫ﻣﺸﻐﻞ‬
❑(‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻛﺘﺒﻬﺎ‬ ‫)ﺃﻭ‬ ‫ﻋﻤﻞ‬ ‫ﻭﺭﻕ‬ ‫ﻟﻠﻔﻘﺮﺓ‬ ‫ﺍﻟﺨﺮﻭﺝ‬ ‫ﻣﺴﺎﺭﺍﺕ‬
❑‫ﺳﺎﻋﺔ/ﻣﻨﺒﻪ‬ ‫ﺃﻭ‬ ‫ﻣﻮﻗﺖ‬
‫ﺩﻗﻴﻘﺔ‬ ٤٥
‫ﻋﻠﻰ‬ ،‫ﻟﻠﻨﺰﺍﻋــﺎﺕ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻧﻈــﺮﺓ‬ ‫ﺗﺨﺘﻠﻒ‬ :‫ﻣﻼﺣﻈــﺔ‬
‫ﻛﺸــﻲﺀ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻧﻔﻜــﺮ‬ ‫ﺃﻧﻨﺎ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏــﻢ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻩ‬ ‫ﻳﻮﺻــﻒ‬ ‫ﻻ‬ ‫ﺍﻟﻨــﺰﺍﻉ‬ ‫ﺃﻥ‬ ‫ﺑﻴــﺪ‬ .‫ﺗﺠﻨﺒﻪ‬ ‫ﻳﺠــﺐ‬
‫ﺍﺧﺘﻴﺎﺭﻧﺎ‬ ‫ﻓﻜﻴﻔﻴــﺔ‬ ،‫ﺫﺍﺗﻪ‬ ‫ﺣﺪ‬ ‫ﻓﻲ‬‫ﹰ‬‫ﺎ‬‫ﺳــﻠﺒﻴ‬ ‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬‫ﺇﻳﺠﺎﺑﻴــ‬
‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬‫ﺇﻳﺠﺎﺑﻴــ‬ ‫ﺗﺠﻌﻠــﻪ‬ ‫ﻟﻠﻨــﺰﺍﻉ‬ ‫ﺍﻻﺳــﺘﺠﺎﺑﺔ‬ ‫ﻟﻄﺮﻳﻘــﺔ‬
‫ﻣﻊ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺳــﻴﺘﻌﺎﻣﻞ‬ ،‫ﺍﻟﺪﺭﺱ‬ ‫ﻫــﺬﺍ‬ ‫ﻭﻓﻲ‬ .‫ﺎ‬‫ﹰ‬‫ﺳــﻠﺒﻴ‬
‫ﻭﺍﻟﻮﻋﻲ‬ ‫ﺍﻟﻤﻬــﺎﺭﺍﺕ‬ ‫ﺗﻨﻤﻴــﺔ‬ ‫ﺃﺟﻞ‬ ‫ﻣــﻦ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﻓــﻜﺎﺭ‬
‫ﺇﻳﺠﺎﺑﻴﺔ‬ ‫ﺑﺄﺳــﺎﻟﻴﺐ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻊ‬ ‫ﻟﻠﺘﻌﺎﻃﻲ‬ ‫ﺍﻟﻼﺯﻣﻴﻦ‬
.‫ﻭﺑﻨﺎﺀﺓ‬
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