Chapter 1

1. ‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﳌﻤﻠﻜﺔ‬
‫ﺍﻟﻌﺎﱄ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﺟﺎﻣﻌﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻭﻃﺮﻕ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﻗﺴﻢ‬
‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺃﺛﺮ‬
‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬‫ﺍﻟﺘﺤﺼﻴﻞ‬‫ﳓﻮﻫﺎ‬ ‫ﻭﺍﻻﲡﺎﻩ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﺬﻛﺎﺀ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬
‫ﺇﻋﺪﺍﺩ‬‫ﺍﻟﻄﺎﻟﺒﺔ‬
‫ﺗﻐﺮﻳﺪ‬‫ﺑﻨﺖ‬‫ﺍﻟﻔﺘﺎﺡ‬ ‫ﻋﺒﺪ‬‫ﺑﻦ‬‫ﳏﻤﺪ‬‫ﺍﻟﺮﺣﻴﻠﻲ‬
‫ﺇﺷﺮﺍﻑ‬
‫ﺃ‬.‫ﺩ‬.‫ﻳﺎﺳﲔ‬ ‫ﺣﺎﻣﺪ‬ ‫ﺑﻨﺖ‬ ‫ﻧﻮﺍﻝ‬
‫ﺍﳌﻜﺮﻣﺔ‬ ‫ﲟﻜﺔ‬ ‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﲜﺎﻣﻌﺔ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻭﻃﺮﻕ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﺃﺳﺘﺎﺫ‬
‫ﺍﻟ‬ ‫ﺩﺭﺟﺔ‬ ‫ﻟﻨﻴﻞ‬ ‫ﺗﻜﻤﻴﻠﻲ‬ ‫ﻣﺘﻄﻠﺐ‬‫ﰲ‬ ‫ﺪﻛﺘﻮﺭﺍﻩ‬‫ﲣﺼﺺ‬‫ﺍﳌﻨﺎﻫﺞ‬‫ﻭ‬‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬
١٤٣٤‫ﻫـ‬/٢٠١٣‫ﻡ‬

2. -‫ﺏ‬-

3. -‫ﺕ‬-
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺴﺘﺨﻠﺺ‬
‫ﻭﺍﻟﺬﻛﺎﺀ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺃﺛﺮ‬
‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬ ‫ﳓﻮﻫﺎ‬ ‫ﻭﺍﻻﲡﺎﻩ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻣﻌﺮﻓﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺪﻓﺖ‬‫ﺃﺛﺮ‬‫ﺍﻟﺘﻌﻠـﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬ ‫ﳓﻮﻫﺎ‬ ‫ﻭﺍﻻﲡﺎﻩ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﺬﻛﺎﺀ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﰲ‬.‫ﺍﺳـﺘﺨﺪﻣﺖ‬ ‫ﻭﻗﺪ‬‫ﺍﳌﻨـﻬﺞ‬
‫ﺫﻱ‬ ‫ﺍﻟﺘﺠﺮﻳﱯ‬‫ﺍﻟﺘﺼﻤﻴﻢ‬‫ﺍﻟﺘﺠﺮﻳﱯ‬ ‫ﺷﺒﻪ‬،‫ﲨﻴﻊ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﳎﺘﻤﻊ‬ ‫ﻭﺗﻜﻮﻥ‬‫ﻟﻠﻌﺎﻡ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬
‫ﺍﳉﺎﻣﻌﻲ‬١٤٣٣-١٤٣٤،‫ﻫـ‬‫ﰲ‬ ‫ﻓﺘﻤﺜﻠﺖ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺃﻣﺎ‬)٥٥(‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻃﺎﻟﺒﺔ‬‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬
‫ﺍﳌﻨﻮﺭﺓ‬ ‫ﺑﺎﳌﺪﻳﻨﺔ‬‫ﻣﻦ‬ ‫ﻭﺗﻜﻮﻧﺖ‬ ‫ﺿﺎﺑﻄﺔ‬ ‫ﺃﺣﺪﳘﺎ‬ ،‫ﳎﻤﻮﻋﺘﲔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺯﻋﺖ‬ ‫ﲝﻴﺚ‬ ،)٢٥(‫ﺩﺭﺳـﺖ‬ ‫ﻃﺎﻟﺒﺔ‬‫ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺒﺎﺷﺮ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻃﺮﻳﻘﺔ‬‫ﻣﻦ‬ ‫ﻭﺗﻜﻮﻧﺖ‬ ‫ﲡﺮﻳﺒﻴﺔ‬ ‫ﻭﺍﻷﺧﺮﻯ‬ ،)٣٠(‫ﺩﺭﺳﺖ‬ ‫ﻃﺎﻟﺒﺔ‬‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬.‫ﺇﻋﺪﺍﺩ‬ ‫ﻭﰎ‬‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﻦ‬ ‫ﳎﻤﻮﻋﺔ‬‫ﻭﺍﳌﻮﺍﺩ‬‫ﺗﻀﻤﻨﺖ‬:،‫ﻭﻳـﺐ‬ ‫ﻣﻮﻗـﻊ‬‫ﻭ‬‫ﺍﺧﺘﺒـﺎﺭ‬
‫ﲢﺼﻴﻠﻲ‬،‫ﺍﻟﺘﺮﺑﻮﻳـﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﳓﻮ‬ ‫ﺍﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﲡﺎﻩ‬ ‫ﻭﻣﻘﻴﺎﺱ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻭﻣﻘﻴﺎﺱ‬.
‫ﻭﺍﺳ‬‫ﺘﺨﺪﻣ‬‫ﻣﻨﻬﺎ‬ ،‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﻣﻦ‬ ‫ﳎﻤﻮﻋﺔ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺖ‬:،‫ﺍﳌﻌﻴﺎﺭﻳـﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓـﺎﺕ‬ ،‫ﺍﳊﺴـﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬
‫ﻛﺮﻭﻧﺒﺎﺥ‬ ‫ﻭﻣﻌﺎﻣﻞ‬‫ﺃﻟﻔﺎ‬‫ﺍﳌﺼﺎﺣﺐ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﻭﲢﻠﻴﻞ‬ ،،‫ﻭﺍﺧﺘﺒﺎﺭ‬)‫ﺕ‬(‫ﺍﳌﺴـﺘﻘﻠﺔ‬ ‫ﻟﻠﻌﻴﻨﺎﺕ‬‫ﻭﺍﺧﺘﺒـﺎﺭ‬ ،)‫ﺕ‬(‫ﻟﻠﻌﻴﻨـﺎﺕ‬
‫ﺇﻳﺘﺎ‬ ‫ﻭﻣﺮﺑﻊ‬ ،‫ﺍﳌﺘﺮﺍﺑﻄﺔ‬‫ﺍﻷﺛﺮ‬ ‫ﺣﺠﻢ‬ ‫ﳊﺴﺎﺏ‬.‫ﻭ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﻮﺻﻠﺖ‬ ‫ﻗﺪ‬‫ﺍ‬ ‫ﺇﱃ‬‫ﻟﻨﺘﺎﺋﺞ‬‫ﺍﻵﺗﻴﺔ‬:
١.‫ﺗ‬‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺮﻭﻕ‬ ‫ﻮﺟﺪ‬‫ﺩﻻﻟﺔ‬)٠B٠٥α≤(‫ﻃﺎﻟﺒـﺎﺕ‬ ‫ﺩﺭﺟـﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬
‫ﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻭﺩﺭﺟﺎﺕ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﰲ‬‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺘﻄﺒﻴﻖ‬‫ﺍﻟﺪﺭﺍﺳـﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬
)‫ﻭﺍﻟﻜﻠﻲ‬ ،‫ﻭﺍﻟﺘﻘﻮﱘ‬ ،‫ﻭﺍﻟﺘﺮﻛﻴﺐ‬ ،‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬(‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﺼﺎﱀ‬.
٢.‫ﺗﻮﺟﺪ‬ ‫ﻻ‬‫ﺩﻻﻟﺔ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺮﻭﻕ‬)٠B٠٥α≤(‫ﻃﺎﻟﺒـﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬
‫ﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻭﺩﺭﺟﺎﺕ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﰲ‬‫ﳌﻘﻴﺎﺱ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺘﻄﺒﻴﻖ‬‫ﺍﻻﺟﺘﻤـﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬
)‫ﺍﻟﺘﺼﺮﻑ‬ ‫ﻭﳏﻮﺭ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﺘﻔﺎﻋﻞ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻜﻔﺎﺀﺓ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻮﺍﻓﻖ‬ ‫ﳏﻮﺭ‬ ‫ﰲ‬‫ﺍﳌﻮﺍﻗﻒ‬ ‫ﰲ‬
‫ﻭﺍﻟﻜﻠﻲ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬.(
٣.‫ﺗ‬‫ﻮ‬‫ﺟ‬‫ﺩﻻﻟﺔ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺮﻭﻕ‬ ‫ﺪ‬)٠B٠٥α≤(‫ﺍﻟﺘﻄﺒـﻴﻘﲔ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﻭﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬‫ﰲ‬‫ﻣﻘﻴﺎﺱ‬‫ﺍ‬‫ﻻﲡﺎﻩ‬‫ﳓﻮ‬)‫ﺗﻄﺒﻴﻘـﺎﺕ‬ ‫ﺍﺳـﺘﺨﺪﺍﻡ‬ ‫ﺃﳘﻴـﺔ‬ ‫ﳏﻮﺭ‬
‫ﻭﺧﺼﺎﺋﺺ‬ ،‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳـﺔ‬ ‫ﺟﻮﺟـﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳـﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻮ‬ ‫ﻭﺩﻭﺭ‬ ،‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬
‫ﻭ‬ ،‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬‫ﺗﻄﺒﻴﻘـﺎﺕ‬ ‫ﺑﺎﺳـﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬
‫ﻭﺍﻟﻜﻠﻲ‬ ،‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬(‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻟﺼﺎﱀ‬.
‫ﻭ‬‫ﰲ‬‫ﺃﻭﺻﺖ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ؛‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺗﻮﺻﻠﺖ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺿﻮﺀ‬‫ﺍﻟﺒﺎﺣﺜﺔ‬‫ﺑﻌﺪﺩ‬،‫ﺍﻟﺘﻮﺻﻴﺎﺕ‬ ‫ﻣﻦ‬‫ﻣﻨﻬﺎ‬:‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻭﺍﻻﲡـﺎﻩ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺩﻣﺞ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺸﺎﺭﻛﻲ‬
‫ﻭﺧﺪﻣﺔ‬ ‫ﺍﻵﱄ‬ ‫ﺍﳊﺎﺳﺐ‬ ‫ﺃﺟﻬﺰﺓ‬ ‫ﺗﻮﻓﲑ‬ ‫ﻭ‬ ،‫ﳓﻮﻫﺎ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﰲ‬ ‫ﺍﻟﺴﺤﺎﺑﻴﺔ‬ ‫ﻭﺍﳊﻮﺳﺒﺔ‬‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﳉﺎﻣﻌﺎﺕ‬.
‫ﺍﳌﻔﺘﺎﺣﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬:‫ﺍﻟﺘﺮﺑﻮﻳﺔ؛‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬‫ﺍﻟﺪﺭﺍﺳﻲ؛‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬‫ﺍﳊﻮﺳـﺒﺔ‬ ‫ﺍﻻﺟﺘﻤـﺎﻋﻲ؛‬ ‫ﺍﻟـﺬﻛﺎﺀ‬
‫ﺍﻟﺘﺸﺎﺭﻛﻲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺴﺤﺎﺑﻴﺔ؛‬.

4. -‫ﺙ‬-
ABSTRACT
The Effect of Using Some Google Apps for Education in Teaching
Education Technology Course on Achievement, Social Intelligence and
Attitude Towards It Among the Students at Taibah University
This study aimed to investigate the effect of using some Google Apps for
Education in Teaching Education Technology Course on achievement, social
intelligence and attitude towards it among the students at Taibah University. The
study employed the quasi-experimental design with two groups: experimental and
control group. The population of the study consisted of all female students in
Faculty of Education at Taibah University during the academic year 1433- 1434
H, whereas the sample of the study consisted of (55) students divided into two
groups: the control group (n=25), which was taught using the traditional face-to-
face method, and the experimental group (n=30), which was taught using Google
Apps for Education through blended learning. The researcher constructed the
following tools and materials: Website, achievement test, social intelligence scale
and attitudes scale. The researcher used a number of statistical approaches
including: arithmetic mean, standard deviation, alpha Cronbach coefficient,
analysis of covariance ANCOVA, independent samples t-test, paired samples t-
test and ETA squared (η2) to calculate the effect size. The most important results
of the study were:
1. There were statistically significant differences at (0.05 ≥ α) level between
the mean scores of the experimental group, and the control group in
achievement at these levels (analysis, synthesis, evaluation and the
achievement test as a whole), in favor of the experimental group.
2. There were no statistically significant differences at (0. 05 ≥ α) level
between the mean scores of the experimental group, and the control group
in social intelligence at these levels (social adjustment, social competence,
social interaction, acting in social situations and the scale as a whole).
3. There were statistically significant differences at (0.05 ≥ α) level between
the mean scores of the pre and post applications of attitude of the
experimental group at these levels (importance of using Google Apps for
Education, properties of using Google Apps for Education, the role of the
professor while using Google Apps for Education, the capability of
achievement in Education Technology Course and the scale as a whole),
in favor of the post application.
In the light of the results of the study, the most important recommendations
were: using Collaborative learning through the integration of Google Apps for
Education in teaching Education Technology Course for developing the
academic achievement and the attitude towards it, providing computers and
Internet and cloud computing service in Saudi universities to enable students
benefiting from them and using them in creating a suitable learning environment
for the integration of technology in the educational process.
Key Words: Google Apps for Education, Achievement, Social Intelligence,
Cloud Computing, Collaborative Learning.

5. -‫ﺝ‬-
‫ﻭﺗﻘﺪﻳﺮ‬ ‫ﺷﻜﺮ‬
‫ﳉﻼﻝ‬ ‫ﻳﻨﺒﻐﻲ‬ ‫ﻛﻤﺎ‬ ‫ﻟﻪ‬ ‫ﻭﺍﻟﺸﻜﺮ‬ ‫ﷲ‬ ‫ﺍﳊﻤﺪ‬‫ﻋﺮﺷﻪ‬ ‫ﻭﺯﻧﺔ‬ ‫ﻧﻔﺴﻪ‬ ‫ﻭﺭﺿﺎ‬ ‫ﺧﻠﻘﻪ‬ ‫ﻋﺪﺩ‬ ،‫ﺳﻠﻄﺎﻧﻪ‬ ‫ﻭﻋﻈﻴﻢ‬ ‫ﻭﺟﻬﻪ‬
‫ﻦ‬‫ﻣ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻛﻠﻤﺎﺗﻪ‬ ‫ﻭﻣﺪﺍﺩ‬‫ﻲ‬‫ﻋﻠ‬،‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺑﺈﳒﺎﺯ‬‫ﻭﻋﻠﻰ‬ ‫ﳏﻤﺪ‬ ‫ﻧﺒﻴﻨﺎ‬ ‫ﺍﳋﻠﻖ‬ ‫ﺃﻓﻀﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺴﻼﻡ‬ ‫ﻭﺍﻟﺼﻼﺓ‬
‫ﻛﺜﲑﺍ‬ ‫ﺗﺴﻠﻴﻤﺎ‬ ‫ﻭﺳﻠﻢ‬ ‫ﻭﺻﺤﺒﻪ‬ ‫ﺁﻟﻪ‬.
‫ﳉﺎﻣﻌﺔ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻮﺟﻪ‬‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬‫ﰲ‬ ‫ﻣﺘﻤﺜﻠﺔ‬‫ﻣﻌﺎﱄ‬‫ﺍﳉﺎﻣﻌﺔ‬ ‫ﻣﺪﻳﺮ‬‫ﺍﻷﺳﺘﺎﺫ‬‫ﺍﻟﺪﻛﺘﻮﺭ‬/‫ﺑﻜﺮﻱ‬‫ﻣﻌﺘﻮﻕ‬ ‫ﺑﻦ‬
،‫ﻋﺴﺎﺱ‬‫ﻭ‬‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻋﻤﻴﺪ‬‫ﺳﻌﺎﺩﺓ‬‫ﺍﻟﺪﻛﺘﻮﺭ‬/‫ﺍﻟﺸﻬﺮﻱ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺪ‬ ‫ﺑﻦ‬ ‫ﻣﺮﻋﻲ‬،‫ﻭ‬‫ﺍﻟﻌﻠﻴـﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻭﻛﻴﻠﺔ‬
‫ﺍﻷﺳﺘﺎﺫﺓ‬ ‫ﺳﻌﺎﺩﺓ‬‫ﺍﻟﺪﻛﺘﻮﺭﺓ‬/‫ﺍﻟﺒﻨﻴﺎﻥ‬ ‫ﺯﺍﻳﺪ‬ ‫ﻣﻴﺴﻮﻥ‬‫ﺍﻟﺪﻛﺘﻮﺭ‬ ‫ﺍﻷﺳﺘﺎﺫ‬ ‫ﺳﻌﺎﺩﺓ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬ ‫ﻭﻋﻤﻴﺪ‬ ،/‫ﺑـﻦ‬ ‫ﺯﺍﻳـﺪ‬
‫ﺍﻟﺪﻛﺘﻮﺭ‬ ‫ﺳﻌﺎﺩﺓ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻭﻃﺮﻕ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﻗﺴﻢ‬ ‫ﻭﺭﺋﻴﺲ‬ ،‫ﺍﳊﺎﺭﺛﻲ‬ ‫ﻋﺠﲑ‬/‫ﻋ‬‫ﻭﻭﻛﻴﻠﺔ‬ ،‫ﲤﻴﻢ‬ ‫ﺁﻝ‬ ‫ﳏﻤﺪ‬ ‫ﺑﻦ‬ ‫ﺍﷲ‬ ‫ﺒﺪ‬
‫ﺍﻟﺪﻛﺘﻮﺭﺓ‬ ‫ﺳﻌﺎﺩﺓ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻭﻃﺮﻕ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﻗﺴﻢ‬/‫ﻭ‬ ،‫ﺟﺎﻥ‬ ‫ﳏﻤﺪ‬ ‫ﺑﻨﺖ‬ ‫ﺧﺪﳚﺔ‬‫ﻹﺗﺎﺣﺘـﻬﻢ‬ ‫ﻋﻠﻴﻬـﺎ‬ ‫ﺍﻟﻘـﺎﺋﻤﲔ‬
‫ﺩﺭﺍﺳﱵ‬ ‫ﻻﺳﺘﻜﻤﺎﻝ‬ ‫ﱄ‬ ‫ﺍﻟﻔﺮﺻﺔ‬.
‫ﻭ‬‫ﺍﳌﺸﺮﻓ‬ ‫ﻟﺴﻌﺎﺩﺓ‬ ‫ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻮﺟﻪ‬‫ﺍﻷﺳﺘﺎﺫﺓ‬ ‫ﺔ‬‫ﺍﻟﺪﻛﺘﻮﺭ‬‫ﺓ‬/‫ﻳﺎﺳﲔ‬ ‫ﺣﺎﻣﺪ‬ ‫ﺑﻨﺖ‬ ‫ﻧﻮﺍﻝ‬،‫ﺍﻟﱵ‬‫ﻛﺎﻧ‬‫ﺖ‬
‫ﺍﷲ‬ ‫ﺑﻌﺪ‬–‫ﻭﺟﻞ‬ ‫ﻋﺰ‬–‫ﻓﻠﻬ‬ ،‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺇﲤﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﱄ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﻌﲔ‬‫ﺎ‬‫ﻭﺍﻻﻣﺘﻨﺎﻥ‬ ‫ﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﻛﻞ‬.
‫ﺍﻟﻠﺬ‬ ‫ﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﻟﺼﺎﺣﱯ‬ ‫ﻣﻮﺻﻮﻝ‬ ‫ﻭﺍﻟﺸﻜﺮ‬‫ﻳ‬‫ﺍﻷﺳـﺘﺎﺫ‬ ‫ﺳـﻌﺎﺩﺓ‬ ‫ﻭﳘﺎ‬ ،‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺧﻄﺔ‬ ‫ﺑﺘﺤﻜﻴﻢ‬ ‫ﺗﻔﻀﻼ‬ ‫ﻦ‬
‫ﺍﻟﺪﻛﺘﻮﺭ‬/‫ﻛﻨﺴﺎﺭ‬ ‫ﳏﻤﺪ‬ ‫ﺑﻦ‬ ‫ﺇﺣﺴﺎﻥ‬‫ﻩ‬،،‫ﻭﺍﻻﺗﺼﺎﻝ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫ﺃﺳﺘﺎﺫ‬‫ﻭﺳﻌﺎﺩﺓ‬‫ﺍﻷﺳـﺘﺎﺫ‬‫ﺍﻟـﺪﻛﺘﻮﺭ‬/
،‫ﻻﻝ‬ ‫ﳛﲕ‬ ‫ﺑﻦ‬ ‫ﺯﻛﺮﻳﺎ‬،‫ﻭﺍﻻﺗﺼﺎﻝ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫ﺃﺳﺘﺎﺫ‬‫ﻭ‬‫ﻹﺳـﻬﺎﻣﻬﻢ‬ ‫ﺍﶈﻜﻤـﲔ‬ ‫ﻟﻠﺴﺎﺩﺓ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻮﺟﻪ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﲢﻜﻴﻢ‬ ‫ﰲ‬ ‫ﻭﻋﻠﻤﻬﻢ‬ ‫ﺑﺮﺃﻳﻬﻢ‬.
‫ﺍﳌﻨﺎﻗﺸﲔ‬ ‫ﻟﻠﺴﺎﺩﺓ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﻭﺃﺗﻮﺟﻪ‬،‫ﺳﻌﺎﺩﺓ‬‫ﺍﻟﺪﻛﺘﻮﺭ‬/‫ﻋﻈﻤﺔ‬ ‫ﺃﺑﻮ‬ ‫ﲪﺰﺓ‬ ‫ﳒﻴﺐ‬،‫ﺍﻟﺘﻌﻠـﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﺃﺳﺘﺎﺫ‬
،‫ﺍﳌﺸﺎﺭﻙ‬‫ﻭ‬‫ﺳﻌﺎﺩﺓ‬‫ﺍﻷﺳﺘﺎﺫﺓ‬‫ﺍﻟﺪﻛﺘﻮﺭ‬‫ﺓ‬/،‫ﻳﺎﺭﻛﻨﺪﻱ‬ ‫ﺣﺎﻣﺪ‬ ‫ﺁﺳﻴﺎ‬‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻭﻃﺮﻕ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﺃﺳﺘﺎﺫ‬‫؛‬‫ﳌﻮﺍﻓﻘﺘـﻬﻢ‬
‫ﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﻣﻨﺎﻗﺸﺔ‬ ‫ﻋﻠﻰ‬،‫ﺫﻟﻚ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺜﻨﺎﺀ‬ ‫ﻛﻞ‬ ‫ﻓﻠﻬﻢ‬.
‫ﻭﺃﺗﻘﺪﻡ‬‫ﺑﺎﻟﺸﻜﺮ‬‫ﻭﺍﻟﺘﻘﺪﻳﺮ‬‫ﺍﳉﺎﻣﻌﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻋﻤﺎﺩﺓ‬ ‫ﻣﻘﺪﻣﺘﻬﻢ‬ ‫ﻭﰲ‬ ،‫ﺍﳌﻨﺎﻗﺸﺔ‬ ‫ﺇﺧﺮﺍﺝ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻘﺎﺋﻤﲔ‬.
‫ﺇﲤﺎﻣ‬ ‫ﺣﱴ‬ ‫ﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺇﻋﺪﺍﺩ‬ ‫ﻣﺮﺍﺣﻞ‬ ‫ﺧﻼﻝ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﱄ‬ ‫ﻗﺪﻡ‬ ‫ﻣﻦ‬ ‫ﻟﻜﻞ‬ ‫ﻭﺍﻻﻣﺘﻨﺎﻥ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﻭﺃﺗﻮﺟﻪ‬‫ﻬﺎ‬،‫ﻭﻟﻜﻞ‬
‫ﺇﳒﺎﺯ‬ ‫ﰲ‬ ‫ﺳﺎﻫﻢ‬ ‫ﻣﻦ‬‫ﻫﺎ‬،‫ﻣﻘﺪﻣﺘﻬﻢ‬ ‫ﻭﰲ‬‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬‫؛‬‫ﻟ‬‫ﺘﺬﻟﻴﻠ‬‫ﻬﺎ‬‫ﺗﻄﺒﻴـﻖ‬ ‫ﻓﺘـﺮﺓ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﻭﺍﺟﻬﺘﲏ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺼﻌﻮﺑﺎﺕ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬.
‫ﻭ‬،‫ﹰ‬‫ﺍ‬‫ﺃﺧﲑ‬‫ﺍﻟﻜﺮﳝﲔ‬ ‫ﻱ‬‫ﻟﻮﺍﻟﺪ‬ ‫ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻮﺟﻪ‬‫ﻭﺯﻭﺟﻲ‬‫ﻭﺃﺧﻮﰐ‬‫ﻢ‬‫ﻭﻣﺴـﺎﻧﺪ‬ ‫ﱄ‬ ‫ﺭﻋﺎﻳﺘﻬﻢ‬ ‫ﻋﻠﻰ‬
‫ﺍﳉﺰﺍﺀ‬ ‫ﺧﲑ‬ ‫ﻋﲏ‬ ‫ﺍﷲ‬ ‫ﻓﺠﺰﺍﻫﻢ‬ ،‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻓﺘﺮﺓ‬ ‫ﻃﻮﺍﻝ‬.
‫ﺍﻟﺒﺎﺣﺜﺔ‬

6. -‫ﺡ‬-
‫ﻓﻬﺮﺱ‬‫ﺍﶈﺘﻮﻳﺎﺕ‬
‫ﺍﳌﻮﺿﻮﻉ‬‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﺒﺴﻤﻠﺔ‬..............................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺴﺘﺨﻠﺺ‬‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺑﺎﻟﻠﻐﺔ‬.......................................................
‫ﺍﻹﳒﻠﻴﺰﻳﺔ‬ ‫ﺑﺎﻟﻠﻐﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺴﺘﺨﻠﺺ‬)Abstract(.......................................
‫ﻭ‬ ‫ﺷﻜﺮ‬‫ﺗﻘﺪﻳﺮ‬.........................................................................
‫ﻓﻬﺮﺱ‬‫ﺍﶈﺘﻮﻳﺎﺕ‬......................................................................
‫ﻓﻬﺮﺱ‬‫ﺍﳉﺪﺍﻭﻝ‬.......................................................................
‫ﻓﻬﺮﺱ‬‫ﺍﻷﺷﻜﺎﻝ‬......................................................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬:
‫ﻭﺃﺑﻌﺎﺩﻫﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬
‫ﻣﻘﺪﻣﺔ‬...............................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬......................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬......................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﳘﻴﺔ‬.........................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺣﺪﻭﺩ‬.......................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺼﻄﻠﺤﺎﺕ‬..................................................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﻔﺼﻞ‬:
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﺩﺑﻴﺎﺕ‬:‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ﺍﻹﻃﺎﺭ‬
‫ﺍﻟﻨﻈﺮﻱ‬ ‫ﺍﻹﻃﺎﺭ‬........................................................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬Blended Learning.................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬Google Apps for Education..........
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬Social intelligence..........................
‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻻﲡﺎﻫﺎﺕ‬Attitudes..............................................
‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬....................................................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﳌﺪﻣﺞ‬ ‫ﺑﺎﻟﺘﻌﻠﻢ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﺩﺭﺍﺳﺎﺕ‬Blended Learning...................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺑﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﺩﺭﺍﺳﺎﺕ‬Google Apps for
Education.....................................................................
‫ﺏ‬
‫ﺕ‬
‫ﺙ‬
‫ﺝ‬
‫ﺡ‬
‫ﺫ‬
‫ﺵ‬
٢
٧
٩
١٠
١١
١٢
١٦
١٦
٣٨
٧٧
٩٧
١٠٦
١٠٦
١١٩

7. -‫ﺥ‬-
‫ﺍﶈﺘﻮﻳﺎﺕ‬ ‫ﻓﻬﺮﺱ‬ ‫ﺗﺎﺑﻊ‬
‫ﺍﳌﻮﺿﻮﻉ‬‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺑﺎﻟﺬﻛﺎﺀ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﺩﺭﺍﺳﺎﺕ‬Social intelligence..............
‫ﻭﻣﺪﻯ‬ ‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻖ‬‫ﺍﻻ‬‫ﺳﺘ‬‫ﻔﺎﺩﺓ‬‫ﻣﻨﻬﺎ‬..................................
‫ﻓﺮ‬‫ﻭ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺽ‬....................................................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﻔﺼﻞ‬:
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺇﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬......................................................................
‫ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﱯ‬ ‫ﺍﻟﺘﺼﻤﻴﻢ‬..........................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ‬...................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﳎﺘﻤﻊ‬‫ﻭﻋﻴﻨﺘﻬﺎ‬...............................................................
-‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﳎﺘﻤﻊ‬...........................................................
-‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻋﻴﻨﺔ‬.............................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﺩﻭﺍﺕ‬‫ﻫﺎ‬‫ﺩ‬‫ﻭﻣﻮﺍ‬............................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﻄﺒﻴﻖ‬ ‫ﺇﺟﺮﺍﺀﺍﺕ‬............................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﰲ‬ ‫ﺍﳌﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬...........................................
‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﻟﻔﺼﻞ‬:
‫ﻋﺮﺽ‬‫ﻭﲢﻠﻴﻞ‬‫ﺍﻟ‬‫ﻨﺘﺎﺋﺞ‬‫ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻧﺘﺎﺋﺞ‬......................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﻣﻨﺎﻗﺸﺔ‬‫ﻣﻨﻬﺎ‬ ‫ﺍﻻﺳﺘﻔﺎﺩﺓ‬ ‫ﻭﻣﺪﻯ‬..........................................
‫ﺍﳋﺎﻣﺲ‬ ‫ﺍﻟﻔﺼﻞ‬:
‫ﺍﳌﻘﺘﺮﺣﺎﺕ‬ ،‫ﺍﻟﺘﻮﺻﻴﺎﺕ‬ ،‫ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﻣﻠﺨﺺ‬..............................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﻮﺻﻴﺎﺕ‬..................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻘﺘﺮﺣﺎﺕ‬.................................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﻣﺮﺍﺟﻊ‬ ‫ﻣﺼﺎﺩﺭ‬:
‫ﺍﳌﺮﺍﺟﻊ‬‫ﺍﻟﻌﺮﺑﻴﺔ‬.....................................................................
١٢٥
١٣٣
١٣٦
١٤٠
١٤٠
١٤١
١٤٢
١٤٢
١٤٢
١٤٣
١٧٣
١٨٠
١٨٤
٢٠٦
٢١٥
٢١٧
٢١٧
٢٢٠

8. -‫ﺩ‬-
‫ﺍﶈﺘﻮﻳﺎﺕ‬ ‫ﻓﻬﺮﺱ‬ ‫ﺗﺎﺑﻊ‬
‫ﺍﳌﻮﺿﻮﻉ‬‫ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ‬....................................................................
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ‬‫ﺍﻟﻌﺮﺑﻴﺔ‬...........................................................
‫ﺍﻷﺟﻨﺒﻴﺔ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ‬.........................................................
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻼﺣﻖ‬:
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)١:(‫ﺑﻴﺎﻥ‬‫ﻫﺎ‬‫ﺩ‬‫ﻭﻣﻮﺍ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻷﺩﻭﺍﺕ‬ ‫ﺍﶈﻜﻤﲔ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﺑﺄﲰﺎﺀ‬.................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٢:(‫ﻣﻘﺮﺭ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‬ ‫ﻟﺘﺤﻜﻴﻢ‬ ‫ﺍﶈﻜﻤﲔ‬ ‫ﻟﻠﺴﺎﺩﺓ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺧﻄﺎﺏ‬
‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺻﻮﺭﺗﻪ‬ ‫ﰲ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬.............................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٣:(‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‬‫ﰲ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﳌﻘﺮﺭ‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫ﺻﻮﺭﺗﻪ‬.....................................................................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٤:(‫ﺍﻟﻨﻤﻮﺫﺟﻴﺔ‬ ‫ﺍﻹﺟﺎﺑﺔ‬ ‫ﻣﻔﺘﺎﺡ‬‫ﻟ‬‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﻼﺧﺘﺒﺎﺭ‬‫ﰲ‬‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬
‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬...........................................................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٥:(‫ﻟﺪﻯ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﻟﺘﺤﻜﻴﻢ‬ ‫ﺍﶈﻜﻤﲔ‬ ‫ﻟﻠﺴﺎﺩﺓ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺧﻄﺎﺏ‬
‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺻﻮﺭﺗﻪ‬ ‫ﰲ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬................................................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٦:(‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻘﻴﺎﺱ‬‫ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫ﺻﻮﺭﺗﻪ‬ ‫ﰲ‬..
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٧:(‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﻟﺘﺤﻜﻴﻢ‬ ‫ﺍﶈﻜﻤﲔ‬ ‫ﻟﻠﺴﺎﺩﺓ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺧﻄﺎﺏ‬
‫ﺻﻮﺭﺗﻪ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﳓﻮ‬ ‫ﻃﻴﺒﺔ‬
‫ﺍﻷﻭﻟﻴﺔ‬............................................................................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٨:(‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﳓﻮ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ ‫ﻣﻘﻴﺎﺱ‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫ﺻﻮﺭﺗﻪ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬.............................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)٩:(‫ﺍﻟﻄﺎﻟﺒﺔ‬ ‫ﺩﻟﻴﻞ‬‫ﺇﱃ‬‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬....................
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)١٠:(‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻮ‬ ‫ﺩﻟﻴﻞ‬‫ﺇﱃ‬‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬......
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)١١:(‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﲡﺮﺑﺔ‬ ‫ﺗﻄﺒﻴﻖ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﲤﺖ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺸﺎﻫﺪﺍﺕ‬ ‫ﻟﺒﻌﺾ‬ ‫ﺻﻮﺭ‬...........
‫ﺭﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)١٢:(‫ﺍﻟﺮﲰﻴﺔ‬ ‫ﺍﳋﻄﺎﺑﺎﺕ‬.................................................
٢٤٣
٢٥٨
٢٦١
٢٦٧
٢٧٣
٢٩٠
٢٩٨
٣٠٠
٣٠٦
٣١٢
٣٢١
٣٢٨
٣٧٩
٤٤٥
٤٤٨

9. -‫ﺫ‬-
‫ﻓﻬﺮﺱ‬‫ﺍﳉﺪﺍﻭﻝ‬
‫ﺭﻗﻢ‬
‫ﺍﳉﺪﻭﻝ‬
‫ﺍﳉﺪﺍﻭﻝ‬ ‫ﻋﻨﻮﺍﻥ‬
‫ﺭﻗﻢ‬
‫ﺍﻟﺼﻔﺤﺔ‬
١‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺩﻣﺞ‬ ‫ﻣﻦ‬ ‫ﺗﺘﺤﻘﻖ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺰﺍﻳﺎ‬٢٨
٢‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺩﻣﺞ‬ ‫ﻣﻦ‬ ‫ﺗﺘﺤﻘﻖ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺗﺮﻯ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺰﺍﻳﺎ‬٢٩
٣‫ﺗﻮﺯﻳﻊ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻋﻴﻨﺔ‬١٤٣
٤‫ﻟﻠﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﺍﻟﻨﺴﱯ‬ ‫ﻭﺍﻟﻮﺯﻥ‬ ‫ﺍﳊﺼﺺ‬ ‫ﻋﺪﺩ‬١٤٦
٥‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﳌﻌﺮﻓﻴﺔ‬ ‫ﻟﻠﻤﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﻟﻨﺴﱯ‬ ‫ﺍﻟﻮﺯﻥ‬١٤٧
٦‫ﻣﻌﺮﰲ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻛﻞ‬ ‫ﰲ‬ ‫ﺍﻟﻔﻘﺮﺍﺕ‬ ‫ﻋﺪﺩ‬١٤٨
٧‫ﻣﻮﺿﻮﻉ‬ ‫ﻛﻞ‬ ‫ﰲ‬ ‫ﻣﻌﺮﰲ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻛﻞ‬ ‫ﰲ‬ ‫ﺍﻟﻔﻘﺮﺍﺕ‬ ‫ﻋﺪﺩ‬١٤٩
٨‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‬ ‫ﻣﻮﺍﺻﻔﺎﺕ‬‫ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫ﺑﺼﻮﺭﺗﻪ‬١٥٠
٩‫ﻣﻮﺍﺻﻔﺎﺕ‬‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‬١٥٤
١٠‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﺳﺘﺠﺎﺑﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﺗﻘﻴﻴﻢ‬ ‫ﻣﻔﺘﺎﺡ‬١٥٨
١١‫ﻛﺮﻭﻧﺒﺎﺥ‬ ‫ﺛﺒﺎﺕ‬ ‫ﻣﻌﺎﻣﻼﺕ‬‫ﺃﻟﻔﺎ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﶈﺎﻭﺭ‬١٦٠
١٢‫ﻣﻘﻴﺎﺱ‬ ‫ﻣﻮﺍﺻﻔﺎﺕ‬‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬١٦١
١٣
‫ﺍﲡﺎﻫﺎﺕ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﺳﺘﺠﺎﺑﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﺗﻮﺯﻳﻊ‬‫ﳓﻮ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
١٦٤
١٤
‫ﺛﺒﺎﺕ‬ ‫ﻣﻌﺎﻣﻼﺕ‬‫ﻛﺮﻭﻧﺒﺎﺥ‬‫ﺃﻟﻔﺎ‬‫ﳓﻮ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﺍﲡﺎﻫﺎﺕ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﶈﺎﻭﺭ‬
‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬‫ﺍﻟﺘﻌﻠﻴﻢ‬
١٦٦
١٥
‫ﻣﻘﻴﺎﺱ‬ ‫ﻣﻮﺍﺻﻔﺎﺕ‬‫ﺍﲡﺎﻫﺎﺕ‬‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﳓﻮ‬ ‫ﻃﻴﺒﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﻃﺎﻟﺒﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬
١٦٧
١٦‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‬ ‫ﳌﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﳌﻴﻞ‬ ‫ﲡﺎﻧﺲ‬١٨٠
١٧
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﻧﺘﻴﺠﺔ‬)‫ﺕ‬(‫ﻣﺴﺘﻘﻠﺘﲔ‬ ‫ﻟﻌﻴﻨﺘﲔ‬‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﺑﲔ‬ ‫ﻟﻠﻤﻘﺎﺭﻧﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﳌﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
١٨١
١٨
‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻃﺎﻟﺒﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬‫ﰲ‬‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﺧﺘﺒﺎﺭ‬
١٨٤

10. -‫ﺭ‬-
‫ﺗﺎﺑﻊ‬‫ﻓﻬﺮﺱ‬‫ﺍﳉﺪﺍﻭﻝ‬
‫ﺭﻗﻢ‬
‫ﺍﳉﺪﻭﻝ‬
‫ﺍﳉﺪﺍﻭﻝ‬ ‫ﻋﻨﻮﺍﻥ‬
‫ﺭﻗﻢ‬
‫ﺍﻟﺼﻔﺤﺔ‬
١٩
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﳌﺼﺎﺣﺐ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬‫ﻟ‬‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻠﻤﺠﻤﻮﻋﺘﲔ‬‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬
١٨٥
٢٠
‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﺍﻟﺘﺮﻛﻴﺐ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬
١٨٦
٢١
‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﳌﺼﺎﺣﺐ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬‫ﺍﺧﺘﺒﺎﺭ‬
‫ﺍﻟﺘﺮﻛﻴﺐ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻟﻠﻤﺠﻤﻮﻋﺘﲔ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬
١٨٧
٢٢
‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬
‫ﺍﻟﺘﻘﻮﱘ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬
١٨٨
٢٣
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﳌﺼﺎﺣﺐ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬
‫ﺍﻟ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﻋﻨﺪ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻟﻠﻤﺠﻤﻮﻋﺘﲔ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬‫ﺘﻘﻮﱘ‬
١٨٩
٢٤
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬ ‫ﻃﺎﻟﺒﺎﺕ‬ ‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬
‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬
١٩٠
٢٥
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﳌﺼﺎﺣﺐ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺘﲔ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
١٩٠
٢٦
‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻃﺎﻟﺒﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻮﺍﻓﻖ‬ ‫ﳏﻮﺭ‬ ‫ﰲ‬
١٩١
٢٧
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬)‫ﺕ‬(‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﻣﺴﺘﻘﻠﺘﲔ‬ ‫ﻟﻌﻴﻨﺘﲔ‬
‫ﻟ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻠﻤﺠﻤﻮﻋﺘﲔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻮﺍﻓﻖ‬ ‫ﳏﻮﺭ‬
١٩٢
٢٨
‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻃﺎﻟﺒﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﳏﻮﺭ‬ ‫ﰲ‬
١٩٣
٢٩
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬)‫ﺕ‬(‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﻣﺴﺘﻘﻠﺘﲔ‬ ‫ﻟﻌﻴﻨﺘﲔ‬
‫ﻟ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻠﻤﺠﻤﻮﻋﺘﲔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﳏﻮﺭ‬
١٩٣
٣٠
‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻃﺎﻟﺒﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﳏﻮﺭ‬ ‫ﰲ‬
١٩٤

11. -‫ﺯ‬-
‫ﺗﺎﺑﻊ‬‫ﻓﻬﺮﺱ‬‫ﺍﳉﺪﺍﻭﻝ‬
‫ﺭﻗﻢ‬
‫ﺍﳉﺪﻭﻝ‬
‫ﺍﳉﺪﺍﻭﻝ‬ ‫ﻋﻨﻮﺍﻥ‬
‫ﺭﻗﻢ‬
‫ﺍﻟﺼﻔﺤﺔ‬
٣١
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬)‫ﺕ‬(‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﻣﺴﺘﻘﻠﺘﲔ‬ ‫ﻟﻌﻴﻨﺘﲔ‬
‫ﻟ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻠﻤﺠﻤﻮﻋﺘﲔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﳏﻮﺭ‬
١٩٤
٣٢
‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻃﺎﻟﺒﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳌﻮﺍﻗﻒ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺼﺮﻑ‬ ‫ﳏﻮﺭ‬ ‫ﰲ‬
١٩٥
٣٣
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬)‫ﺕ‬(‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﻣﺴﺘﻘﻠﺘﲔ‬ ‫ﻟﻌﻴﻨﺘﲔ‬
‫ﻟ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻠﻤﺠﻤﻮﻋﺘﲔ‬‫ﺍﳌﻮﺍﻗﻒ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺼﺮﻑ‬ ‫ﳏﻮﺭ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
١٩٦
٣٤
‫ﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻃﺎﻟﺒﺎﺕ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺘﲔ‬‫ﺍ‬
‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻘﻴﺎﺱ‬ ‫ﰲ‬
١٩٧
٣٥
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻧﺘﺎﺋﺞ‬)‫ﺕ‬(‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻻﺧﺘﺒﺎﺭ‬ ‫ﻣﺴﺘﻘﻠﺘﲔ‬ ‫ﻟﻌﻴﻨﺘﲔ‬
‫ﻟ‬ ‫ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬‫ﰲ‬ ‫ﻭﺍﻟﻀﺎﺑﻄﺔ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻠﻤﺠﻤﻮﻋﺘﲔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻘﻴﺎﺱ‬
‫ﺍﻟﻜﻠﻲ‬
١٩٧
٣٦
‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻟﻠﻘﻴﺎﺳﲔ‬‫ﺍﻟﻘﺒﻠﻲ‬‫ﻭﺍﻟﺒﻌﺪﻱ‬‫ﺃﳘﻴﺔ‬ ‫ﶈﻮﺭ‬
‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
١٩٨
٣٧
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﻧﺘﻴﺠﺔ‬)‫ﺕ‬(‫ﺍﻟﻘﻴﺎﺳﲔ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻲ‬‫ﻣﺘﻮﺳﻄ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻟﺪﻻﻟﺔ‬ ‫ﻣﺘﺮﺍﺑﻄﺘﲔ‬ ‫ﻟﻌﻴﻨﱳ‬
‫ﺍﻟﻘﺒﻠﻲ‬‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺃﳘﻴﺔ‬ ‫ﶈﻮﺭ‬ ‫ﻭﺍﻟﺒﻌﺪﻱ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬
١٩٩
٣٨
‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻟﻠﻘﻴﺎﺳﲔ‬‫ﺍﻟﻘﺒﻠﻲ‬‫ﻭﺍﻟﺒﻌﺪﻱ‬‫ﺧﺼﺎﺋﺺ‬ ‫ﶈﻮﺭ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬‫ﻟﻄﺎﻟﺒﺎﺕ‬
‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
٢٠٠
٣٩
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﻧﺘﻴﺠﺔ‬)‫ﺕ‬(‫ﺍﻟﻘﻴﺎﺳﲔ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻟﺪﻻﻟﺔ‬ ‫ﻣﺘﺮﺍﺑﻄﺘﲔ‬ ‫ﻟﻌﻴﻨﱳ‬
‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﶈﻮﺭ‬ ‫ﻭﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬
٢٠٠

12. -‫ﺱ‬-
‫ﺗﺎﺑﻊ‬‫ﻓﻬﺮﺱ‬‫ﺍﳉﺪﺍﻭﻝ‬
‫ﺭﻗﻢ‬
‫ﺍﳉﺪﻭﻝ‬
‫ﺍﳉﺪﺍﻭﻝ‬ ‫ﻋﻨﻮﺍﻥ‬
‫ﺭﻗﻢ‬
‫ﺍﻟﺼﻔﺤﺔ‬
٤٠
‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻟﻠﻘﻴﺎﺳﲔ‬‫ﺍﻟﻘﺒﻠﻲ‬‫ﻭﺍﻟﺒﻌﺪﻱ‬‫ﺩﻭﺭ‬ ‫ﶈﻮﺭ‬
‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻮ‬
‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
٢٠١
٤١
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﻧﺘﻴﺠﺔ‬)‫ﺕ‬(‫ﻟﻌﻴﻨﱳ‬‫ﺍﻟﻘﻴﺎﺳﲔ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻲ‬‫ﻣﺘﻮﺳﻄ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻟﺪﻻﻟﺔ‬ ‫ﻣﺘﺮﺍﺑﻄﺘﲔ‬
‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻀﻮ‬ ‫ﺩﻭﺭ‬ ‫ﶈﻮﺭ‬ ‫ﻭﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬
٢٠٢
٤٢
‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻟﻠﻘﻴﺎﺳﲔ‬‫ﺍﻟﻘﺒﻠﻲ‬‫ﻭﺍﻟﺒﻌﺪﻱ‬‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﶈﻮﺭ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﻋﻠﻰ‬
‫ﻟﻄﺎﻟﺒﺎﺕ‬‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
٢٠٣
٤٣
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﻧﺘﻴﺠﺔ‬)‫ﺕ‬(‫ﺍﻟﻘﻴﺎﺳﲔ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻲ‬‫ﻣﺘﻮﺳﻄ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻟﺪﻻﻟﺔ‬ ‫ﻣﺘﺮﺍﺑﻄﺘﲔ‬ ‫ﻟﻌﻴﻨﱳ‬
‫ﺑﺎﺳﺘ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﶈﻮﺭ‬ ‫ﻭﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬‫ﺨﺪﺍﻡ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬
٢٠٣
٤٤
‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬‫ﻟﻠﻘﻴﺎﺳﲔ‬‫ﺍﻟﻘﺒﻠﻲ‬‫ﻭﺍﻟﺒﻌﺪﻱ‬‫ﺍﻻﲡﺎﻩ‬ ‫ﳌﻘﻴﺎﺱ‬
‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﳓﻮ‬
‫ﻤﻮﻋﺔ‬‫ﺍ‬‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
٢٠٤
٤٥
‫ﺍﺧﺘﺒﺎﺭ‬ ‫ﻧﺘﻴﺠﺔ‬)‫ﺕ‬(‫ﺍﻟﻘﻴﺎﺳﲔ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺘﻮﺳﻄﻲ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﺮﻕ‬ ‫ﻟﺪﻻﻟﺔ‬ ‫ﻣﺘﺮﺍﺑﻄﺘﲔ‬ ‫ﻟﻌﻴﻨﱳ‬
‫ﻣﻘﺮﺭ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﳓﻮ‬ ‫ﺍﻻﲡﺎﻩ‬ ‫ﳌﻘﻴﺎﺱ‬ ‫ﻭﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﻤﻮﻋﺔ‬‫ﺍ‬ ‫ﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬
٢٠٥

13. -‫ﺵ‬-
‫ﻓﻬﺮﺱ‬‫ﺍﻷﺷﻜﺎﻝ‬
‫ﺭﻗﻢ‬
‫ﺍﻟﺸﻜﻞ‬
‫ﺍﻟﺸﻜﻞ‬ ‫ﻋﻨﻮﺍﻥ‬
‫ﺭﻗﻢ‬
‫ﺍﻟﺼﻔﺤﺔ‬
١‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻣﻔﻬﻮﻡ‬٢٢
٢‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻟﺘﻄﺒﻴﻖ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺒﺪﻳﻞ‬٢٥
٣‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻟﺘﻄﺒﻴﻖ‬ ‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﺒﺪﻳﻞ‬٢٦
٤‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻟﺘﻄﺒﻴﻖ‬ ‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﺒﺪﻳﻞ‬٢٦
٥‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻟﺘﻄﺒﻴﻖ‬ ‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﻟﺒﺪﻳﻞ‬٢٧
٦‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺗﺮﺍﻫﺎ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻟﺴﺤﺎﺑﺔ‬ ‫ﻣﻔﻬﻮﻡ‬٥٩
٧‫ﺍﻟﺴﺤﺎﺑﻴﺔ‬ ‫ﺍﳊﻮﺳﺒﺔ‬ ‫ﺃﻧﻮﺍﻉ‬٦٠
٨‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬٧٥
٩‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﻣﻜﻮﻧﺎﺕ‬٩٨
١٠‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﺗﻜﻮﻳﻦ‬ ‫ﻣﺮﺍﺣﻞ‬٩٩
١١‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﻣﻘﻴﺎﺱ‬١٠٣
١٢‫ﻟﻴﻜﺮﺕ‬ ‫ﺃﺳﻠﻮﺏ‬ ‫ﻭﻓﻖ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﻻﺳﺘﺠﺎﺑﺎﺕ‬ ‫ﺍﳌﺘﺪﺭﺝ‬ ‫ﺍﻟﺮﺗﱯ‬ ‫ﺍﳌﺘﺼﻞ‬١٠٤
١٣‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬ ‫ﺗﺼﻤﻴﻢ‬١٤١
١٤‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺘﻐﲑﺍﺕ‬١٤٢
١٥‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﻣﻮﻗﻊ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﳕﻮﺫﺝ‬١٦٨

14. ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬:
‫ﻭﺃﺑﻌﺎﺩﻫﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﳘﻴﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺣﺪﻭﺩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺼﻄﻠﺤﺎﺕ‬

15. -٢-
‫ﻣﻘﺪﻣﺔ‬:
‫ﺳﻴﺪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺴﻼﻡ‬ ‫ﻭﺍﻟﺼﻼﺓ‬ ،‫ﻧﻌﻤﻪ‬ ‫ﻋﻠﻰ‬ ‫ﷲ‬ ‫ﻭﺍﳊﻤﺪ‬ ،‫ﺍﷲ‬ ‫ﺑﺴﻢ‬‫ﻭﺻﺤﺒﻪ‬ ‫ﺁﻟﻪ‬ ‫ﻭﻋﻠﻰ‬ ‫ﳏﻤﺪ‬ ‫ﻧﺒﻴﻨﺎ‬ ‫ﺍﳌﺮﺳﻠﲔ‬
‫ﺃﲨﻌﲔ‬.
‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﲟﺠﺎﻝ‬ ‫ﻳﺘﻌﻠﻖ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻷﺧﺺ‬ ‫ﻭﻋﻠﻰ‬ ،‫ﺎﻻﺕ‬‫ﺍ‬ ‫ﺷﱴ‬ ‫ﰲ‬ ‫ﹰ‬‫ﺎ‬‫ﺳﺮﻳﻌ‬ ‫ﹰ‬‫ﺍ‬‫ﺗﻄﻮﺭ‬ ‫ﺍﻟﻴﻮﻡ‬ ‫ﺍﻟﻌﺎﱂ‬ ‫ﻳﺸﻬﺪ‬،‫ﻭﻗﺪ‬
‫ﻣﻄﻠﺒ‬ ‫ﺍﳌﺘﻌﺪﺩﺓ‬ ‫ﺑﺄﺷﻜﺎﳍﺎ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺃﺻﺒﺤﺖ‬‫ﹰ‬‫ﺎ‬‫ﺃﺳﺎﺳﻴ‬‫ﹰ‬‫ﺎ‬‫ﻛـﻞ‬ ‫ﰲ‬ ‫ﻳـﺪﺧﻞ‬ ‫ﺍﻟﺘﻘﲏ‬ ‫ﺍﻟﺘﻘﺪﻡ‬ ‫ﻭﺃﺧﺬ‬ ،‫ﺍﻟﻌﺼﺮ‬ ‫ﻣﻄﺎﻟﺐ‬ ‫ﻣﻦ‬
‫ﻭﺍﻟﺘﻌﻠ‬ ‫ﻟﻠﺘﺮﺑﻴﺔ‬ ‫ﻭﻛﺎﻥ‬ ،‫ﺎﻻﺕ‬‫ﺍ‬‫ﺍﻟﺘﻘﺪﻡ‬ ‫ﻫﺬﺍ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻮﻓﲑ‬ ‫ﺍﻟﻨﺼﻴﺐ‬ ‫ﻴﻢ‬.
‫ﻓـﺎﻟﺘﻌﻠﻴﻢ‬ ،‫ﺍﻻﺗﺼـﺎﻝ‬ ‫ﻭﺃﺩﻭﺍﺕ‬ ‫ﺍﳌﻌﺎﺭﻑ‬ ‫ﺗﻄﻮﺭ‬ ‫ﻋﻦ‬ ‫ﲟﻨﺄﻯ‬ ‫ﺍﻟﻌﺼﻮﺭ‬ ‫ﻣﻦ‬ ‫ﻋﺼﺮ‬ ‫ﺃﻱ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻳﻜﻦ‬ ‫ﻓﻠﻢ‬
،‫ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻣﻮﺍﺟﻬﺔ‬ ‫ﻣﻨﻪ‬ ‫ﳏﺎﻭﻟﺔ‬ ،‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﰲ‬ ‫ﻣﺬﻫﻠﺔ‬ ‫ﺗﻐﲑﺍﺕ‬ ‫ﺑﺈﺣﺪﺍﺙ‬ ‫ﻳﻬﺘﻢ‬‫ﻃﺒﻘـﺎﺕ‬ ‫ﻟﻜﺎﻓـﺔ‬ ‫ﻓﺮﺹ‬ ‫ﻭﺇﳚﺎﺩ‬
‫ﺘﻤﻊ؛‬‫ﺍ‬‫ﻭﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﻟﻌﻠﻢ‬ ‫ﻣﻌﲔ‬ ‫ﻣﻦ‬ ‫ﻟﻠﻨﻬﻞ‬)،‫ﺩﻭﻳﺪﻱ‬٢٠١٠:١٩٤.(
‫ﻳﻌﻤﻞ‬ ‫ﳌﻦ‬ ‫ﳝﻜﻦ‬ ‫ﻭﻻ‬‫ﺍﻟﻴﻮﻡ‬‫ﺍﻟﺸﻚ‬ ‫ﺍﻟﻌﺎﱄ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﰲ‬‫ﰲ‬‫ﻓﻘـﺪ‬ ،‫ﺍﻟﺘﻐـﻴﲑ‬ ‫ﻣﻦ‬ ‫ﺛﻘﺎﻓﺔ‬ ‫ﺿﻤﻦ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻳﺘﻢ‬ ‫ﺃﻧﻪ‬
‫ﺍﻹ‬ ‫ﻇﻬﺮﺕ‬‫ﺳﺘﺮﺍﺗﻴﺠ‬‫ﺫﺍﺗـﻪ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﻭﰲ‬ ،‫ﻟﻠﻤﺘﻌﻠﻤﲔ‬ ‫ﺍﳌﺘﻨﺎﻣﻲ‬ ‫ﻭﺍﻟﺘﻨﻮﻉ‬ ‫ﺍﳌﺘﺰﺍﻳﺪﺓ‬ ‫ﺍﻷﻋﺪﺍﺩ‬ ‫ﻻﺳﺘﻴﻌﺎﺏ‬ ‫ﺍﻟﻼﺯﻣﺔ‬ ‫ﻴﺎﺕ‬
‫ﺑﺎﻹﻧﺘ‬ ‫ﺍﻻﺗﺼﺎﻝ‬ ‫ﺷﻬﺪ‬‫ﺮﻧ‬‫ﺖ‬Internet‫ﹰ‬‫ﺎ‬‫ﺍﺭﺗﻔﺎﻋ‬ ‫ﺍﻟﺮﻗﻤﻴﺔ‬ ‫ﻭﺍﳌﻌﺮﻓﺔ‬‫ﹰ‬‫ﺎ‬‫ﻣﻠﺤﻮﻇ‬‫ﺍﳉـﻮ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬ ،‫ﺍﻟـﺘﻌﻠﻢ‬ ‫ﺍﺯﺩﻫـﺮ‬
‫ﺍﻹ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻭﺃﺻﺒﺢ‬ ،‫ﻟﻜﺘﺮﻭﱐ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﹰ‬‫ﺎ‬‫ﺗﻘﺮﻳﺒ‬ ‫ﺍﻟﺴﺎﺋﺪ‬ ‫ﺍﻟﺘﻴﺎﺭ‬ ‫ﳝﺜﻞ‬ ‫ﺍﻵﻥ‬)،‫ﻫﻴﻮﺯ‬٢٠١٢:١٣٥.(‫ﻓـ‬‫ﺎﻟﺘﻌﻠﻢ‬
‫ﻭﳑﺎﺭﺳـ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻨﻤﻴﺔ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺇﻛﺴﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﺜﲑ‬ ‫ﻟﺪﻳﻪ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬‫ﺍﻟـﺘﻔﻜﲑ‬ ‫ﺔ‬
‫ﺍﻻﺗﺼﺎﻝ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻄﻮﻳﺮ‬ ‫ﺍﻟﻨﺎﻗﺪ‬)Mitchell Forer, 2010: 87(.‫ﻭﻗﺪ‬‫ﺍﳌﺒـﺎﺭﻙ‬ ‫ﺩﺭﺍﺳـﺔ‬ ‫ﺃﻭﺻﺖ‬
)٢٠٠٤(‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻻﺳﺘﻔﺎﺩﺓ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﺻﻮﺭﻫﺎ‬ ‫ﲟﺨﺘﻠﻒ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﰲ‬‫؛‬‫ﺑـﲔ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫ﺍﻟﺮﺳﺎﺋﻞ‬ ‫ﻛﺘﺒﺎﺩﻝ‬
‫ﻣـﻦ‬ ‫ﺑﺎﻻﺳـﺘﻔﺎﺩﺓ‬ ‫ﺍﳉﺎﻣﻌﺎﺕ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﺗﺸﺠﻴﻊ‬ ،‫ﻣﻌﻠﻤﻴﻬﻢ‬ ‫ﻭﺑﲔ‬ ‫ﺍﻟﺒﻌﺾ‬ ‫ﺑﻌﻀﻬﻢ‬ ‫ﺍﻟﻄﻼﺏ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺎ‬‫ﺑﺘﻘﻨﻴﺎ‬‫ﻭﺗﻮﻋﻴﺘﻬﻢ؛‬‫ﺍﳌﺒﺎﺷـﺮﺓ‬ ‫ﺍﻟﺘﻌﻠـﻴﻢ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﳌﻌﺘﻤﺪﺓ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻟﺘﺴﻬﻴﻞ‬ ‫ﻭﺫﻟﻚ‬
‫ﻭﲢﺴﻴﻨﻬﺎ‬.
‫ﻭﺍﻟﺘﻐﻴ‬ ‫ﺍﻟﺘﻄﻮﻳﺮ‬ ‫ﻟﺪﻭﺍﻋﻲ‬ ‫ﻭﺍﺳﺘﺠﺎﺑﺔ‬‫ﰲ‬ ‫ﺍﳌﺘﻤﺜﻠـﺔ‬ ‫ﺍﳊﺪﻳﺜـﺔ‬ ‫ﺍﻟﺮﻗﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﺑﺘﻮﻇﻴﻒ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺗﺰﺍﻳﺪ‬ ‫ﲑ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﻟﻠﺘﻌﻠﻢ‬ ‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﳉﻴﻞ‬ ‫ﺃﺩﻭﺍﺕ‬‫؛‬‫ﻣﻨﻪ‬ ‫ﺑﺈﺭﺍﺩﺓ‬ ‫ﻃﺎﻟﺐ‬ ‫ﻛﻞ‬ ‫ﳉﻬﻮﺩ‬ ‫ﺗﻮﻇﻴﻒ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺑﻪ‬ ‫ﺗﺘﻤﻴﺰ‬ ‫ﳌﺎ‬
‫ﻣـﻦ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻨﻈﺎﻡ‬ ‫ﺃﺧﺮﺟﺖ‬ ‫ﻓﻘﺪ‬ ‫ﺬﺍ‬‫ﻭ‬ ،‫ﻭﺍﻟﺰﻣﺎﻥ‬ ‫ﺑﺎﳌﻜﺎﻥ‬ ‫ﺍﻟﺘﻘﻴﺪ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻔﺮﻳﻖ‬ ‫ﻋﻠﻰ‬ ‫ﻧﻔﻌﻪ‬ ‫ﻳﻌﻢ‬ ‫ﻋﻤﻞ‬ ‫ﻹﳒﺎﺯ‬
‫ﺣﺪ‬‫ﻧﺸﻂ‬ ‫ﻋﻀﻮ‬ ‫ﻣﺘﻌﻠﻢ‬ ‫ﻛﻞ‬ ‫ﻳﻈﻬﺮ‬ ‫ﲝﻴﺚ‬ ،‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺑﲔ‬ ‫ﺍﻹﳚﺎﰊ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺳﺎﻋﺪﺕ‬ ،‫ﻭﺍﻟﺰﻣﺎﻥ‬ ‫ﺍﳌﻜﺎﻥ‬ ‫ﻭﺩ‬
‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺧﱪﺍﺕ‬ ‫ﺩﻣﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺳﺎﻋﺪﺕ‬ ‫ﻛﻤﺎ‬ ،‫ﻭﻳﺘﺄﺛﺮ‬ ‫ﻳﺆﺛﺮ‬‫؛‬،‫ﻣﻌﺎ‬ ‫ﻭﺍﻟﻔﺮﺩ‬ ‫ﺍﳉﻤﺎﻋﺔ‬ ‫ﺃﻫﺪﺍﻑ‬ ‫ﲢﻘﻴﻖ‬ ‫ﻣﻦ‬ ‫ﻟﻴﺘﻤﻜﻨﻮﺍ‬
‫ﻓﺄﺗﺎﺣ‬ ‫ﺍﳌﻌﻠﻢ‬ ‫ﺩﻭﺭ‬ ‫ﻣﻦ‬ ‫ﻭﻏﲑﺕ‬‫ﺍﻹ‬ ‫ﺷﺒﻜﺔ‬ ‫ﻋﱪ‬ ‫ﻭﺍﻹﺭﺷﺎﺩ‬ ‫ﺍﻟﺪﻋﻢ‬ ‫ﻟﻪ‬ ‫ﺖ‬‫ﻧﺘﺮﻧﺖ‬)،‫ﻓﺮﺟﻮﻥ‬٢٠١١‫ﺃ‬:١٦.(

16. -٣-
‫ﻋـﱪ‬ ‫ﳑﺘـﺪﺓ‬ ‫ﻫﺎﺋﻠﺔ‬ ‫ﻣﻌﺎﺭﻑ‬ ‫ﺩﺍﺋﺮﺓ‬ ‫ﻣﻦ‬ ‫ﲢﺘﻮﻳﻪ‬ ‫ﻭﻣﺎ‬ ‫ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﺧﻮﻝ‬ ‫ﺃﺗﺎﺡ‬ ‫ﻓﻘﺪ‬ ‫ﺬﺍ‬‫ﻭ‬
‫ﻭﺷـﺒﻜﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﻟﻠﻔﻴﺪﻳﻮ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻣﻦ‬ ،‫ﺍﳌﻤﻴﺰﺍﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﺍﻟﻘﺎﺭﺍﺕ‬‫ﻭﺍﻟﱪﻳـﺪ‬ ،‫ﺍﻟﻔﻴـﺪﻳﻮ‬ ‫ﻣـﺆﲤﺮﺍﺕ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬‫ﺑﻌﻀﻬﻢ‬ ‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺑﲔ‬ ‫ﻭﺍﻻﺗﺼﺎﻝ‬ ‫ﺍﻟﱪﻳﺪﻳﺔ‬ ‫ﻭﺍﳌﻠﻔﺎﺕ‬ ‫ﺍﻟﺮﺳﺎﺋﻞ‬ ‫ﻟﺘﺒﺎﺩﻝ‬‫ﺑ‬‫ﺑـﺮﺍﻣﺞ‬ ‫ﺧـﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺒﻌﺾ‬
‫ﺍﳋﺪﻣﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺘﻴﺢ‬ ‫ﺣﻴﺚ‬ ‫ﺍﳊﻴﺔ‬ ‫ﻭﺍﶈﺎﺩﺛﺔ‬ ‫ﺍﻷﺧﺒﺎﺭ‬ ‫ﳎﻤﻮﻋﺎﺕ‬‫ﰲ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺗﺪﺍﻭﻝ‬‫ﺍﻟﺘﻌﻠﻴﻤ‬ ‫ﺎﻝ‬‫ﺍ‬‫ﻲ‬‫ﻭﺍﻟﺘﺪﺭﻳﺴـ‬‫ﻲ‬
‫ﻭﺍﻟﺘﺤﺪﺙ‬،‫ﻭﺍﻟﺘﺨﺎﻃﺐ‬،‫ﺍﳌﺴﺘﺨﺪﻣﲔ‬ ‫ﻣﻦ‬ ‫ﻛﺒﲑ‬ ‫ﻋﺪﺩ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻔﻮﺭﻳﺔ‬ ‫ﺍﻟﺮﺳﺎﺋﻞ‬ ‫ﻭﺗﺒﺎﺩﻝ‬.‫ﻫﺬﻩ‬ ‫ﻛﻞ‬‫ﺍﻻﺑﺘﻜـﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻘﻨﻴﺔ‬‫ﻭﺗﺪﺍﻭﻝ‬ ‫ﻧﻘﻞ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ‬ ‫ﻣﻊ‬ ‫ﺍﻷﻣﺎﻛﻦ‬ ‫ﳐﺘﻠﻒ‬ ‫ﻣﻦ‬ ‫ﺍﳊﻴﺔ‬ ‫ﻭﺍﶈﺎﺩﺛﺔ‬ ‫ﻭﺍﻟﻨﻘﺎﺵ‬ ‫ﺑﺎﻟﻠﻘﺎﺀ‬ ‫ﺗﺴﻤﺢ‬ ‫ﺍﳉﺪﻳﺪﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺑﺄﺷﻜﺎﳍﺎ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬)،‫ﻋﺘﻤﺎﻥ‬٢٠١٠:٧.(
،‫ﺍﻟﺴـﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﳌﻤﻠﻜﺔ‬ ‫ﰲ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻣﺴﺘﺨﺪﻣﻲ‬ ‫ﻋﺪﺩ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺍﺿﺢ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻄﻮﺭ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻳﺘﺰﺍﻣﻦ‬
‫ﻗﻔ‬ ‫ﻭﺍﻟﺬﻱ‬‫ﻋﺎﻡ‬ ‫ﻣﺴﺘﺨﺪﻡ‬ ‫ﻣﻠﻴﻮﻥ‬ ‫ﻣﻦ‬ ‫ﺰ‬٢٠٠١‫ﻋﺎﻡ‬ ‫ﻣﺴﺘﺨﺪﻡ‬ ‫ﻣﻼﻳﲔ‬ ‫ﺛﻼﺛﺔ‬ ‫ﺇﱃ‬٢٠٠٥،‫ﻭﺣﻮﺍﱄ‬١٣‫ﻣﻠﻴـﻮﻥ‬
‫ﻋﺎﻡ‬ ‫ﻣﺴﺘﺨﺪﻡ‬ ‫ﻭﻧﺼﻒ‬٢٠١١‫ﹰ‬‫ﺎ‬‫ﻭﻓﻘ‬ ‫ﻭﺫﻟﻚ‬ ،‫ﰲ‬ ‫ﻭﺭﺩ‬ ‫ﳌﺎ‬‫ﻟﻌﺎﻡ‬ ‫ﺍﻟﺴﻨﻮﻱ‬ ‫ﺍﻟﺘﻘﺮﻳﺮ‬٢٠٠٥‫ﻭﺍﻟﺘ‬‫ﻟﻌﺎﻡ‬ ‫ﺍﻟﺴﻨﻮﻱ‬ ‫ﻘﺮﻳﺮ‬
٢٠١١‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻭﺗﻘﻨﻴﺔ‬ ‫ﺍﻻﺗﺼﺎﻻﺕ‬ ‫ﳍﻴﺌﺔ‬.
‫ﺟﻮﺟﻞ‬ ‫ﻣﻮﻗﻊ‬ ‫ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﻮﺟﻮﺩﺓ‬ ‫ﺍﳌﻮﺍﻗﻊ‬ ‫ﺃﺷﻬﺮ‬ ‫ﻭﻣﻦ‬Google‫ﺑﺘﻄﺒﻴﻘﺎﺗﻪ‬Google
Apps‫؛‬‫ﻳﻌﺘﱪ‬ ‫ﺣﻴﺚ‬‫ﺟﻮﺟﻞ‬Google‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬ ‫ﺍﳌﻘﺪﻣﺔ‬ ‫ﺍﳋﺪﻣﺎﺕ‬ ‫ﻋﻤﻼﻕ‬،‫ﻛﻮﻧﻪ‬ ‫ﻳﺘﺠﺎﻭﺯ‬ ‫ﻓﻬﻮ‬
‫ﲝﺚ‬ ‫ﳏﺮﻙ‬ ‫ﳎﺮﺩ‬‫ﺗﻘﺪﳝﻬﺎ‬ ‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬ ‫ﺫﻟﻚ‬ ‫ﻭﺗﻴﺴﲑ‬ ‫ﻣﻜﺎﻥ‬ ‫ﻛﻞ‬ ‫ﰲ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﻭﻧﺸﺮ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﳋﺪﻣﺔ‬ ‫ﻳﺴﻌﻰ‬ ‫ﻣﻮﻗﻊ‬ ‫ﺇﱃ‬
‫ﺍﳌـﺪﺍﺭﺱ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺍﳊﻠﻮﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﺜﲑ‬ ‫ﺑﺘﻄﻮﻳﺮ‬ ‫ﻗﺎﻡ‬ ‫ﺃﻧﻪ‬ ‫ﻛﻤﺎ‬ ،‫ﹰ‬‫ﺎ‬‫ﳎﺎﻧ‬ ‫ﺍﳌﺘﻤﻴﺰﺓ‬ ‫ﺍﳋﺪﻣﺎﺕ‬ ‫ﳍﺬﻩ‬
‫ﺗﻄﻮﻳﺮ‬ ‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬ ‫ﻭﺍﳉﺎﻣﻌﺎﺕ‬‫ﺍﻟﺘﺮﺑﻮﻳـﺔ‬ ‫ﺟﻮﺟﻞ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬Google Apps for Education
)‫ﺃﻓﻨﺎﻥ‬،‫ﺍﻟﻌﺒﻴﺪ‬٢٠١١.(‫ﻓﻘـﺪ‬ ،‫ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺑﻌﺾ‬ ‫ﺗﺒﲏ‬ ‫ﰲ‬ ‫ﺍﻟﻌﺎﱂ‬ ‫ﺣﻮﻝ‬ ‫ﺍﳉﺎﻣﻌﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻭﺑﺪﺃﺕ‬
‫ﻓﻨﺲ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﺫﻛﺮﺕ‬)Vens, 2010(‫ﻭﻻﻳﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺃﻥ‬‫ﺃ‬‫ﻳﻮﺍ‬Iowa State University‫ﺑﺎﻟﻮﻻﻳـﺎﺕ‬
‫ﻗﺪ‬ ‫ﺍﻷﻣﺮﻳﻜﻴﺔ‬ ‫ﺍﳌﺘﺤﺪﺓ‬‫ﺍﳉﺎﻣﻌﻲ‬ ‫ﺣﺮﻣﻬﺎ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺑﻌﺾ‬ ‫ﺗﺒﻨﺖ‬.
‫ﺍﻟﺘﺮﺑﻮﻳ‬ ‫ﺟﻮﺟﻞ‬ ‫ﻓﺘﻄﺒﻴﻘﺎﺕ‬‫ﺔ‬Google Apps for Education‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﻣﻦ‬ ‫ﳎﺎﻧﻴﺔ‬ ‫ﺣﻘﻴﺒﺔ‬ ‫ﺗﻌﺪ‬
‫ﻭﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ ‫ﻟﺘﻮﻓﲑ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﱪ‬ ‫ﺍﺳﺘﻀﺎﻓﺘﻬﺎ‬ ‫ﺗﺘﻢ‬ ‫ﺍﻟﱵ‬Cooperative‫ﺑـﲔ‬ ‫ﻓﻌﺎﻟﻴـﺔ‬ ‫ﺃﻛﺜـﺮ‬ ‫ﺑﺸﻜﻞ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬.‫ﺃﺩﻭﺍﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳉﺎﻣﻌﺔ‬ ‫ﰲ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﳉﻤﻴﻊ‬ ‫ﻭﳝﻜﻦ‬‫؛‬‫ﻣﺜﻞ‬:‫ﺟﻮﺟـﻞ‬ ‫ﺑﺮﻳﺪ‬Gmail
‫ﺍﻟﺪﺭﺩﺷﺔ‬ ‫ﻭﻣﻴﺰﰐ‬‫ﺟﻮﺟـﻞ‬ ‫ﺗﻘـﻮﱘ‬ ‫ﺇﱃ‬ ‫ﺑﺎﻹﺿـﺎﻓﺔ‬ ،‫ﺍﻷﺩﺍﺓ‬ ‫ﻫـﺬﻩ‬ ‫ﰲ‬ ‫ﺍﳌﺪﳎﺘﲔ‬ ‫ﻭﺍﳌﺮﺋﻴﺔ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ‬Google
Calendar‫ﻭﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﻧﺸﺎﺀ‬ ‫ﻛﺒﲑﺓ‬ ‫ﻷﻋﺪﺍﺩ‬ ‫ﳝﻜﻦ‬ ‫ﺃﻧﻪ‬ ‫ﺇﱃ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ﺃﻛﱪ‬ ‫ﻭﺑﺴﻬﻮﻟﺔ‬ ‫ﺣﺎﱄ‬ ‫ﺗﻮﺍﺻﻞ‬ ‫ﺇﺟﺮﺍﺀ‬ ‫ﰲ‬
‫ﻋﻠﻰ‬ ‫ﺇﻟﻜﺘﺮﻭﱐ‬ ‫ﻣﻮﻗﻊ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬Sites‫ﺟﻮﺟﻞ‬ ‫ﺗﻮﻓﺮﻫﺎ‬ ‫ﻛﻤﺴﺎﺣﺔ‬Google‫ﺍﳉﺎﻣﻌﻲ‬ ‫ﻟﻸﺳﺘﺎﺫ‬‫؛‬‫ﻣﻮﻗﻌﻪ‬ ‫ﻹﻧﺸﺎﺀ‬
‫ﺍﳋ‬‫ﺟﻮﺟﻞ‬ ‫ﻣﺴﺘﻨﺪﺍﺕ‬ ‫ﺭ‬‫ﺮ‬‫ﳏ‬ ‫ﻭﻛﺬﻟﻚ‬ ،‫ﺑﻪ‬ ‫ﺎﺹ‬Google Doc‫ﻣـﻊ‬ ‫ﺍﳌـﺘﻌﻠﻤﲔ‬ ‫ﺗﻌـﺎﻭﻥ‬ ‫ﻓﺮﺻﺔ‬ ‫ﻳﺘﻴﺢ‬ ‫ﺍﻟﺬﻱ‬
‫ﻣﺴـﺘﺨﺪﻡ‬ ‫ﻟﻜـﻞ‬ ‫ﻭﳝﻜـﻦ‬ ،‫ﺑﺴﻬﻮﻟﺔ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻭﻣﺸﺎﺭﻛﺔ‬ ‫ﻭﺍﺣﺪ‬ ‫ﻣﺴﺘﻨﺪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﻌﻠﻲ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﰲ‬ ‫ﺑﻌﻀﻬﻢ‬

17. -٤-
‫ﻣﻌﻬﻢ‬ ‫ﻣﺴﺘﻨﺪﺍﺗﻪ‬ ‫ﻳﺸﺎﺭﻙ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ﺍﻷﺷﺨﺎﺹ‬ ‫ﰲ‬ ‫ﺑﺎﻟﺘﺤﻜﻢ‬ ‫ﺍﻻﺣﺘﻔﺎﻅ‬،‫ﳝﻜﻨـﻬﻢ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ﺍﻷﺷﺨﺎﺹ‬ ‫ﰲ‬ ‫ﻭﺍﻟﺘﺤﻜﻢ‬
‫ﺇﱃ‬ ‫ﺍﻟﺪﺧﻮﻝ‬‫ﻭﻗﺖ‬ ‫ﺃﻱ‬ ‫ﰲ‬ ‫ﺣﺴﺎﺑﻪ‬‫؛‬‫ﺍﶈﻤﻮﻟـﺔ‬ ‫ﺍﻵﱄ‬ ‫ﺍﳊﺎﺳﺐ‬ ‫ﺃﺟﻬﺰﺓ‬ ‫ﺃﻭ‬ ‫ﺍﳌﻜﺘﺐ‬ ‫ﺳﻄﺢ‬ ‫ﺃﺟﻬﺰﺓ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬،‫ﺃﻭ‬
‫ﺍﳉﻮﺍﻟﺔ‬ ‫ﺍﳍﻮﺍﺗﻒ‬،‫ﺍﻟﻠﻮﺣﻴﺔ‬ ‫ﺍﻷﺟﻬﺰﺓ‬ ‫ﺃﻭ‬)،‫ﺟﺎﺗﺮﻳﺪﺝ‬٢٠١٢(.
‫ﺍﻟﺘﻄﻮﺭ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬‫ﺍﻟﺘﻘﲏ‬‫ﻋﻨـﺪ‬ ‫ﺃﻧﻪ‬ ‫ﺫﻟﻚ‬ ،‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻋﻦ‬ ‫ﻳﻐﲏ‬ ‫ﻻ‬ ‫ﻭﳕﺎ‬ ‫ﲰﺎ‬ ‫ﻣﻬﻤﺎ‬
‫ﺍﻟ‬ ‫ﺃﳕﺎﻁ‬ ‫ﺍﻧﺘﺸﺎﺭ‬‫ﺘﻌﻠﻢ‬‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬‫ﻇﻬـﺮﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﻭﺗﻮﻇﻴﻔﻬﺎ‬ ‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻗﺒﺎﻝ‬ ‫ﻭﺯﻳﺎﺩﺓ‬
‫ﻟﺸـﻜﻞ‬ ‫ﺍﳊﺎﺟﺔ‬ ‫ﻇﻬﺮﺕ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﳍﺬﻩ‬ ‫ﻭﻧﺘﻴﺠﺔ‬ ،‫ﻣﻨﻔﺮﺩ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺗﻄﺒﻴﻘﻬﺎ‬ ‫ﻣﻦ‬ ‫ﲢﻮﻝ‬ ‫ﻗﺪ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺼﻌﻮﺑﺎﺕ‬ ‫ﺑﻌﺾ‬
‫ﺍﻟ‬ ‫ﻣﺰﺍﻳﺎ‬ ‫ﺑﲔ‬ ‫ﳚﻤﻊ‬ ‫ﺟﺪﻳﺪ‬‫ﺘﻌﻠﻢ‬‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬،‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﲰﻲ‬ ‫ﻣﺎ‬ ‫ﻭﻫﻮ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﻣﺰﺍﻳﺎ‬Blended
Learning)Clark James, 2005: 19(‫؛‬)Akkoyunlu Yilmaz, 2006: 45(‫؛‬
)،‫ﻭﻛﻨﺴﺎﺭﻩ‬ ‫ﻋﻄﺎﺭ‬٢٠١١‫ﺃ‬:٢٠٩.(‫ﺇﺫ‬‫ﺫﻛـﺮﺕ‬‫ﻛـﻮﺍﻟﻴﲑ‬‫ﻭ‬)Quillérou, 2011: 178- 179(‫ﺃﻥ‬
‫ﳓ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻄﺒﻖ‬ ‫ﺃﺻﺒﺢ‬ ‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬‫ﻣﺘﺰﺍﻳﺪ‬ ‫ﻮ‬‫؛‬‫ﻓﻬﻮ‬‫ﳚ‬‫ﻤﻊ‬‫ﺑﲔ‬‫ﺃﺳﺎﻟﻴﺐ‬‫ﺍﻟﺘﺪﺭﻳﺲ‬‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬‫ﹰ‬‫ﺎ‬‫ﻭﺟﻬ‬‫ﻟﻮﺟـﻪ‬‫ﻣـﻊ‬
‫ﺃﻧﺸﻄﺔ‬‫ﺍﻟﺘﻌﻠﻢ‬‫ﻋﻠﻰ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬)Davis Karen, 2007: 817(،‫ﺬﻩ‬‫ﻭ‬‫ﺍﻟﻄﺮﻳﻘﺔ‬‫ﻳﺴﺘﻔﻴﺪ‬‫ﺍﻟﻄﻼﺏ‬‫ﻣﻦ‬
‫ﺍﻟﺘﻔﺎﻋﻞ‬‫ﰲ‬‫ﺍﻟﺒﻴﺌﺔ‬،‫ﺍﻟﺼﻔﻴﺔ‬‫ﻭﳛﺼﻠﻮﻥ‬‫ﻋﻠﻰ‬‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻷﻟﻔﺔ‬‫ﻭ‬ ،‫ﻋﻤﻠﻬﻢ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻭﺳﻬﻮﻟﺔ‬‫ﺗﺰﻭﻳﺪﻫﻢ‬‫ﺑﺄﻛﺜﺮ‬
‫ﳑﻴﺰﺍﺕ‬‫ﺍﻟﺘﻌﻠﻢ‬‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬‫ﻛﺤﺮﻳﺔ‬‫ﺍ‬‫ﻟﺰﻣﺎﻥ‬،‫ﻭﺍﳌﻜﺎﻥ‬‫ﻭﺍﻻﺗﺼﺎﻝ‬‫ﻣﻊ‬‫ﺍﳌﻌﻠﻤ‬‫ﲔ‬‫ﻭﺍﻷﻗﺮﺍﻥ‬‫ﻣﻦ‬‫ﺃﻱ‬‫ﻣﻜـﺎﻥ‬‫ﻭﰲ‬‫ﺃﻱ‬
‫ﻭﻗﺖ‬)Altun et al, 2008: 140.(
‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﻣﻊ‬ ‫ﻭﻳﺴﺘﺨﺪﻡ‬ ،‫ﻟﻪ‬ ‫ﻭﺗﺄﻛﻴﺪﺍ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﻟﻠﺘﻌﻠﻢ‬ ‫ﺍﻣﺘﺪﺍﺩﺍ‬ ‫ﺑﺎﻋﺘﺒﺎﺭﻩ‬ ‫ﺍﳌﺪﻣﺞ‬ ‫ﺑﺎﻟﺘﻌﻠﻢ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻭﻳﺄﰐ‬
‫ﺍﳌﺴﺘﺤﺪﺛﺎﺕ‬ ‫ﺑﺘﻮﻇﻴﻒ‬ ‫ﺃﺩﺍﺋﻬﻢ‬ ‫ﺗﺪﻋﻴﻢ‬ ‫ﺪﻑ‬‫ﺍﻟﺘﻘﻨﻴﺔ‬‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﻟﻠﻤـﺎﺩﺓ‬ ‫ﻢ‬‫ﺇﺩﺍﺭ‬ ‫ﺗﺪﻋﻴﻢ‬ ‫ﰲ‬ ‫ﻢ‬‫ﻭﻣﺴﺎﻋﺪ‬ ،
‫ﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺪﻣﺞ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻧﺸﻂ‬ ‫ﺗﻌﻠﻴﻤﻲ‬ ‫ﻣﻮﻗﻒ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻗﺎﻋﺎﺕ‬ ‫ﺍﺧﻞ‬،‫ﻋـﱪ‬ ‫ﳛـﺪﺙ‬ ‫ﺍﻟـﺬﻱ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬
‫ﹰ‬‫ﻼ‬‫ﻭﻋﻤ‬ ،‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ﺩﺍﻓﻌﻴﺘﻬﻢ‬ ‫ﺯﻳﺎﺩﺓ‬ ‫ﺪﻑ‬ ‫ﺗﺼﻤﻴﻤﻪ‬ ‫ﻳﺘﻢ‬ ‫ﺣﻴﺚ‬ ،‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﻣﺒـﺪﺃ‬ ‫ﺑﺘﺤﻘﻴـﻖ‬
‫ﺍﳊﻴﺎﺓ‬ ‫ﻣﺪﻯ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ‬)،‫ﺇﲰﺎﻋﻴﻞ‬٢٠٠٩:٩٨.(
‫ﻭﺫﻛﺮ‬‫ﺩﻳﻔﻴﺰ‬‫ﻭﺁﺧﺮﻭﻥ‬)Davies et al, 2005: 841(‫ﺍ‬ ‫ﺳﻴﺎﻕ‬ ‫ﰲ‬ ‫ﺃﻥ‬‫ﻟﺘﻌﻠﻴﻢ‬‫ﺍﻟﻌﺎﱄ‬‫ﺯ‬ ‫ﻫﻨﺎﻙ‬‫ﻳـﺎﺩﺓ‬
‫ﰲ‬‫ﺃﻋﺪﺍﺩ‬،‫ﺍﻟﻄﻼﺏ‬‫ﻭﳏﺪﻭﺩﻳﺔ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻣﺎﻛﻦ‬ ‫ﰲ‬،‫ﻭ‬‫ﺗﻮﺟﻬ‬‫ﹰ‬‫ﺎ‬‫ﳓﻮ‬‫ﺧﻔﺾ‬،‫ﺍﻟﺘﻜﺎﻟﻴﻒ‬‫ﻭﺍﻟﺘﻘﻨﻴﺔ‬‫ﳝﻜﻦ‬‫ﺃﻥ‬‫ﺗ‬‫ﺴ‬‫ﺎ‬‫ﻫﻢ‬
‫ﹰ‬‫ﺎ‬‫ﺇﺳﻬﺎﻣ‬‫ﹰ‬‫ﺍ‬‫ﻛﺒﲑ‬‫ﰲ‬‫ﺣﻞ‬‫ﻫﺬﻩ‬‫ﺍﻟﻘﻀﺎﻳﺎ‬،‫ﻭﺑﻨﺎﺀ‬‫ﻋﻠﻰ‬،‫ﺫﻟﻚ‬‫ﻓﻘﺪ‬‫ﻛﺎﻥ‬‫ﻣﻦ‬‫ﺍﻟﺴﻬﻞ‬‫ﺇﺩﺧﺎﻝ‬‫ﺍﻟﺘﻘﻨﻴﺔ‬‫ﻋﻦ‬‫ﻃﺮﻳﻖ‬‫ﻭﺿﻊ‬
‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺑﻌﺾ‬‫ﻋﻠﻰ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬،‫ﻭﺭﺑﻂ‬‫ﺍﻟﻄﻼﺏ‬‫ﺎ‬‫ﻣﻌﺮﻓﺔ‬ ‫ﺍﳌﻬﻢ‬ ‫ﻣﻦ‬ ‫ﺃﻧﻪ‬ ‫ﺇﻻ‬ ،‫ﺑﺸـﻜﻞ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻛﻴﻔﻴﺔ‬
‫ﹰ‬‫ﻻ‬‫ﺑﺪ‬ ‫ﺃﻓﻀﻞ‬‫ﺍﻟﺘﻌﻠ‬ ‫ﺳﻴﺎﻕ‬ ‫ﰲ‬ ‫ﻣﻜﺮﺭ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬ ‫ﻣﻦ‬‫ﻴ‬‫ﺗﻄـﻮﻳﺮ‬ ‫ﰲ‬ ‫ﺍﻟﺴﻠﻴﻢ‬ ‫ﺍﻟﻄﺮﻳﻖ‬ ‫ﻫﻮ‬ ‫ﻭﻫﺬﺍ‬ ،‫ﺍﻟﺘﻘﻠﻴﺪﻱ‬ ‫ﻢ‬
‫ﺍﳌﺪﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬.
‫ﹰ‬‫ﺍ‬‫ﺃﺩﻭﺍﺭ‬ ‫ﻓﺮﺽ‬ ‫ﰎ‬ ‫ﻓﻘﺪ‬ ‫ﺍﻟﺘﻄﻮﺭ‬ ‫ﻫﺬﺍ‬ ‫ﻭﺃﻣﺎﻡ‬،‫ﺍﳌﻌﺮﻓﻴـﺔ‬ ‫ﺑﺎﻟﻨﺎﺣﻴﺔ‬ ‫ﻳﺮﺗﺒﻂ‬ ‫ﻣﺎ‬ ‫ﻣﻨﻬﺎ‬ ،‫ﻟﻠﻤﺘﻌﻠﻢ‬ ‫ﺟﺪﻳﺪﺓ‬ ‫ﻭﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻻﺟﺘﻤﺎ‬ ‫ﺑﺎﻟﻨﺎﺣﻴﺔ‬ ‫ﻳﺮﺗﺒﻂ‬ ‫ﻣﺎ‬ ‫ﻭﻣﻨﻬﺎ‬‫ﻋﻴﺔ‬.،‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﰲ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﳏﻮﺭ‬ ‫ﻳﻌﺘﱪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﻓﻬﻨﺎﻙ‬

18. -٥-
‫ﻣـﻦ‬ ‫ﲤﻜﻦ‬ ‫ﻓﻌﺎﻟﺔ‬ ‫ﻭﺃﺩﺍﺓ‬ ،‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺑﲔ‬ ‫ﺍﳌﻔﺎﺿﻠﺔ‬ ‫ﰲ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﻘﻴﺎﺱ‬ ‫ﻓﻬﻮ‬ ،‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﻘﻮﱘ‬ ‫ﰲ‬ ‫ﺍﳌﻌﺎﻳﲑ‬ ‫ﻭﺃﺑﺮﺯ‬
‫ﺍﻟﻘـﺎﺋﻤﲔ‬ ‫ﺑﲔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺗﺰﺍﻳﺪ‬ ‫ﺇﱃ‬ ‫ﺃﺩﻯ‬ ‫ﻣﺎ‬ ‫ﻭﻫﺬﺍ‬ ،‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺳﻠﻮﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻃﺮﺃ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺘﻐﲑ‬ ‫ﻣﺪﻯ‬ ‫ﻣﻌﺮﻓﺔ‬‫ﻋﻠـﻰ‬
‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺯﻳﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺴﺎﻋﺪ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺮﻑ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬‫؛‬‫ﻭﺗﻌﺰﻳﺰﻫـﺎ‬ ‫ﻟﺘـﺪﻋﻴﻤﻬﺎ‬ ‫ﺍﻟﺘﻔـﻮﻕ‬ ‫ﻭﺑﺎﻟﺘﺎﱄ‬
)،‫ﺍﻟﺴﺪﺣﺎﻥ‬٢٠٠٤:١٧.(
‫ﺩﺭﺍﺳﺔ‬ ‫ﺃﻛﺪﺕ‬ ‫ﻭﻗﺪ‬‫ﺟﺎﳝﺮ‬‫ﻭﺁﺧﺮﻭﻥ‬), 2000et alGeimer(‫ﺍﻻﻫﺘﻤـﺎﻡ‬ ‫ﺯﺍﺩ‬ ‫ﻣـﺎ‬ ‫ﻛـﻞ‬ ‫ﺃﻧـﻪ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺯﺍﺩ‬ ‫ﻭﺗﻨﻤﻴﺘﻬﺎ‬ ‫ﺍﳌﺘﻌﺪﺩﺓ‬ ‫ﺑﺎﻟﺬﻛﺎﺀﺍﺕ‬‫؛‬‫ﺇﺫ‬‫ﺇ‬‫ﺍﳊﺎﱄ‬ ‫ﺍﻟﻌﺼﺮ‬ ‫ﻥ‬‫ﻣﺘﻌﻠﻤ‬ ‫ﻳﺘﻄﻠﺐ‬ ‫ﻻ‬‫ﹰ‬‫ﺎ‬‫ﹰ‬‫ﻼ‬‫ﻣﺴﺘﻘﺒ‬‫ﻓﻘﻂ‬
‫ﹰ‬‫ﺎ‬‫ﻧﺸﻄ‬ ‫ﻣﺘﻌﻠﻤﺎ‬ ‫ﻳﺘﻄﻠﺐ‬ ‫ﻭﻟﻜﻨﻪ‬ ‫ﳍﺎ‬ ‫ﺣﺎﻓﻈﺎ‬ ‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬‫ﹰ‬‫ﺍ‬‫ﻣﺒﺘﻜﺮ‬‫ﹰ‬‫ﺍ‬‫ﻗﺎﺩﺭ‬‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻟﺘﻔﻜﲑ‬ ‫ﻋﻠﻰ‬،‫ﺑـﺬﻛﺎﺀﺍﺕ‬ ‫ﻭﻣﻠﻤﺎ‬
‫ﺣﻴﺚ‬ ،‫ﻣﺘﻌﺪﺩﺓ‬‫ﺇ‬‫ﻭﺍﺳـﺘﺨﺪﺍﻣﻬﺎ‬ ‫ﺍﻟﺬﻛﺎﺀﺍﺕ‬ ‫ﻷﻧﻮﺍﻉ‬ ‫ﺍﳌﺘﻌﻠﻢ‬ ‫ﺍﻣﺘﻼﻙ‬ ‫ﻣﺪﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪ‬ ‫ﻟﻠﻤﺘﻌﻠﻢ‬ ‫ﺍﳉﻴﺪ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻥ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﳊﻴﺎﺓ‬ ‫ﻣﻮﺍﻗﻒ‬ ‫ﰲ‬ ‫ﻭﺗﻮﻇﻴﻔﻬﺎ‬)،‫ﺃﲪﺪ‬٢٠٠٧:١٥٧.(‫ﺍﻟﱵ‬ ‫ﺍﻟﺬﻛﺎﺀﺍﺕ‬ ‫ﺃﻧﻮﺍﻉ‬ ‫ﲨﻴﻊ‬ ‫ﳝﺘﻠﻚ‬ ‫ﻓﺮﺩ‬ ‫ﻓﻜﻞ‬
‫ﺟﺎﺭﺩﻧﺮ‬ ‫ﺣﺪﺩﻫﺎ‬Gardener‫ﹰ‬‫ﺎ‬‫ﲤﺎﻣ‬ ‫ﻋﺎﻝ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﺇﱃ‬ ‫ﻳﻄﻮﺭﻫﺎ‬ ‫ﺃﻥ‬ ‫ﺑﺈﻣﻜﺎﻧﻪ‬ ‫ﻭﺍﻟﱵ‬ ،‫ﻧﻈﺮﻳﺘﻪ‬ ‫ﰲ‬‫ﺍﻟﻜﻔـﺎﺀﺓ‬ ‫ﻣـﻦ‬
)،‫ﻧﻮﻓﻞ‬٢٠٠٧:١٣٩(،‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﺍﻟﺬﻛﺎﺀﺍﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺃﻧﻮﺍﻉ‬ ‫ﺃﺑﺮﺯ‬ ‫ﻭﻣﻦ‬Social intelligence.
‫ﳛ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﻮﻉ‬ ‫ﻫﺬﺍ‬ ‫ﻓﺄﺻﺤﺎﺏ‬‫ﺍﻟﻨﺎﺱ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ ‫ﺒﻮﻥ‬،‫ﺍﻷﺻﺪﻗﺎﺀ‬ ‫ﻭﻛﺴﺐ‬‫ﺩﺍﺧـﻞ‬ ‫ﻭﺍﻟﺘﺤﺪﺙ‬ ،
،‫ﻤﻮﻋﺎﺕ‬‫ﺍ‬‫ﺍﻟﻐﲑ‬ ‫ﻣﻊ‬ ‫ﺍﳌﺴﺘﻤﺮ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ ‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻳﻔﻀﻠﻮﻥ‬ ‫ﻢ‬‫ﺃ‬ ‫ﻛﻤﺎ‬،‫ﺍﳉﻤـﺎﻋﻲ‬ ‫ﻭﺍﻟﻌﻤـﻞ‬)‫ﻋـﺎﻣﺮ‬
،‫ﻭﳏﻤﺪ‬٢٠٠٨:٩.(‫ﺍﻟﺘﻌﺎﻭﱐ‬ ‫ﻭﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﺮﺍﺟﻌﺔ‬ ‫ﻭﺍﻟﺘﻐﺬﻳﺔ‬)،‫ﺣﺴﲔ‬٢٠٠٣:٧١.(‫ﻭ‬‫ﺩﺭﺍﺳـﺔ‬ ‫ﺃﻛـﺪﺕ‬ ‫ﻗﺪ‬
‫ﻛﻮﻟﻴﺰ‬‫ﻭﺁﺧﺮﻭﻥ‬)Collis et al, 2005 B(‫ﺍﳋﱪﺍﺀ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺗﺘﻄﻠﺐ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﻋﻠﻰ‬‫ﺃﻭ‬‫ﻣﻦ‬ ‫ﺍﻟﺰﻣﻼﺀ‬
‫ﺍﻟﻌﻤﻞ‬ ‫ﺃﻣﺎﻛﻦ‬ ‫ﰲ‬ ‫ﺍﳋﱪﺓ‬ ‫ﺫﻭﻱ‬‫ﲝﻴـﺚ‬ ،‫ﺑﺎﳌﺘﻌﻠﻤﲔ‬ ‫ﺍﳋﺎﺻﺔ‬‫ﺗﺸـﻤﻞ‬‫ﻣـﻦ‬ ‫ﺍﳌﺰﻳـﺪ‬‫ﺍﻷﻧﺸـﻄﺔ‬‫ﺍﻟﺘﺸـﺎﺭﻛﻴﺔ‬
Collaborative‫ﺃﻧﻔﺴﻬﻢ‬ ‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺑﲔ‬،‫ﺩﺭﺍﺳﺔ‬ ‫ﻭﺃﻭﺻﺖ‬‫ﻭﺍﻟﻜﺮ‬)Walker, 2005(‫ﺍﻟﻄﻼﺏ‬ ‫ﻳﻌﻤﻞ‬ ‫ﺃﻥ‬
‫ﺗﻌﺎﻭﻧﻴﺔ‬ ‫ﺑﻴﺌﺔ‬ ‫ﰲ‬،‫ﺍﻟﺘﻮﺍﺻ‬ ‫ﻓﻌﻤﻠﻴﺔ‬‫ﺍﻟﱵ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﻣﻦ‬ ‫ﺍﳊﺎﺿﺮ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﰲ‬ ‫ﺗﻌﺪ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺑﲔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻞ‬
‫ﺍﻟﺘﻌﻠ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﻓﻌﺎﻝ‬ ‫ﺗﺄﺛﲑ‬ ‫ﻣﻦ‬ ‫ﳍﺎ‬ ‫ﳌﺎ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺃﺑﻨﻴﺔ‬ ‫ﰲ‬ ‫ﺇﳚﺎﺩﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﻌﺎﺻﺮﺓ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﲢﺮﺹ‬‫ﻴ‬‫ﺇﺿـﺎﻓﺔ‬ ،‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﻢ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺣﺎﺟﺔ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺇﱃ‬)،‫ﻧﻮﻓﻞ‬٢٠٠٧:٢٣٨.(
‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﻣﻊ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺑﺘﺪﺍﻭﻝ‬ ‫ﻳﻬﺘﻤﻮﻥ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﺃﺻﺤﺎﺏ‬ ‫ﺃﻥ‬ ‫ﻛﻤﺎ‬)،‫ﺣﺴﲔ‬٢٠٠٨‫ﺃ‬:
٨٤.(‫ﻓﻘﺪ‬ ‫ﻭﻟﺬﻟﻚ‬‫ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﻣﻦ‬ ‫ﻋﺪﺩ‬ ‫ﺩﺭﺱ‬‫ﻭﻣﻨﻬﻢ‬ ،‫ﺃﺭﺑﻮﻍ‬)Arbaugh, 2005(‫ﻭ‬‫ﻭﻛﻮﻟﻴﻨ‬ ‫ﺗﺸﻴﻼﱐ‬‫ـ‬‫ﺰ‬
)Celani Collins, 2005(‫ﻭ‬‫ﻫﻴﻮﺯ‬‫ﻭﺁﺧﺮﻭﻥ‬)Hughes et al, 2007(‫ﻭ‬‫ﻣﻮﻟﻴﻨﺎﺭﻱ‬
)Molinari, 2004(‫ﻭ‬‫ﻭﺳﻮﺍﻥ‬ ‫ﺭﻳﺘﺸﺎﺭﺩﺳﻮﻥ‬)Richardson Swan, 2003(‫ﻭ‬‫ﻭﺷﻴﻪ‬ ‫ﺳﻮﺍﻥ‬
)Swan Shih, 2005(،‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﱪ‬ ‫ﺍﳌﺘﺰﺍﻣﻨﺔ‬ ‫ﻏﲑ‬ ‫ﺍﳌﻨﺎﻗﺸﺎﺕ‬ ‫ﻓﺤﺺ‬ ‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻮﺟﻮﺩ‬
‫ﺗﺆﺛﺮ‬ ‫ﺎ‬‫ﺃ‬ ‫ﻭﻭﺟﺪﻭﺍ‬،‫ﺍﳌﻌﺮﻓﻴﺔ‬ ‫ﺍﻟﻄﻼﺏ‬ ‫ﳐﺮﺟﺎﺕ‬ ‫ﻋﻠﻰ‬‫ﺃﻇﻬﺮﺕ‬ ‫ﻭﻗﺪ‬‫ﺩﺭﺍﺳﺔ‬‫ﺳﺘﻮﺩﻝ‬‫ﻭﺁﺧﺮﻭﻥ‬)Stodel et
al, 2006(‫ﻋﱪ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻮﺟﻮﺩ‬ ‫ﺃﻥ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﺷﻌﺮ‬ ‫ﻭﻗﺪ‬ ،‫ﺍﻟﺼﻐﲑﺓ‬ ‫ﻤﻮﻋﺎﺕ‬‫ﺍ‬ ‫ﺩﺍﺧﻞ‬ ‫ﺃﻋﻈﻢ‬ ‫ﻳﺒﺪﻭ‬

19. -٦-
‫ﺍﳌﺘﻌﻠﻤ‬‫ﻮ‬‫ﻛﺎﻧﻮﺍ‬ ‫ﳑﺎ‬ ‫ﺃﻓﻀﻞ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﺒﻌﺾ‬ ‫ﺑﻌﻀﻬﻢ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻌﻠﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳊﺼﻮﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻳﻦ‬ ‫ﻛﺎﻧﻮﺍ‬ ‫ﻢ‬‫ﺃ‬ ‫ﻥ‬
‫ﹰ‬‫ﺎ‬‫ﻭﺟﻬ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺫﺍﺕ‬ ‫ﺗﻘﻠﻴﺪﻳﺔ‬ ‫ﻓﺼﻮﻝ‬ ‫ﰲ‬ ‫ﻛﺎﻧﻮﺍ‬ ‫ﻟﻮ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺳﻴﺤﺼﻠﻮﻥ‬‫ﻟﻮﺟﻪ‬.‫ﻭﺃﻛﺪﺕ‬‫ﻧﺘﺎﺋﺞ‬‫ﺩﺭﺍﺳﺔ‬‫ﺑﺮﻳﻨﺪﱄ‬
‫ﻭﺁﺧﺮﻭﻥ‬)Brindley et al, 2009(‫ﻟﺘﻀﻤﲔ‬ ‫ﻗﻮﻳﺔ‬ ‫ﺣﺠﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬‫ﺫﻱ‬ ‫ﺍﻟﺘﺸﺎﺭﻛﻲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﲡﺮﺑﺔ‬ ‫ﺧﱪﺍﺕ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺍﳌﻘﺮﺭﺍﺕ‬ ‫ﰲ‬ ‫ﺍﻟﺼﻐﲑﺓ‬ ‫ﻤﻮﻋﺎﺕ‬‫ﺍ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬،‫ﺍﳉﻤﺎﻋﻲ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻭﻣﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻭﺗﻄﻮﻳﺮ‬ ،
‫ﺑﺮﺿﺎ‬ ‫ﺍﻻﺭﺗﺒﺎﻁ‬ ‫ﻭﺛﻴﻖ‬ ‫ﻟﻴﻜﻮﻥ‬ ‫ﺗﺒﲔ‬ ‫ﻣﺎ‬ ‫ﻭﻫﻮ‬ ،‫ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﺑﺎﻻﻧﺘﻤﺎﺀ‬ ‫ﺍﻹﺣﺴﺎﺱ‬ ‫ﻳﺰﻳﺪ‬ ‫ﺍﻟﺘﺸﺎﺭﻛﻲ‬ ‫ﻓﺎﻟﺘﻌﻠﻢ‬‫ﻭﺍﺭﺗﻴﺎﺡ‬
‫ﺍﳌﺘﻌﻠﻢ‬.‫ﺩﺭﺍﺳﺔ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﻭﺃﻇﻬﺮﺕ‬‫ﻭﺃﻧﺪﺭﺳﻮﻥ‬ ‫ﺑﻮﳍﻴﻮﺑﺮ‬)Poellhuber Anderson, 2011(‫ﹰ‬‫ﺍ‬‫ﺟﺰﺀ‬ ‫ﺃﻥ‬
‫ﹰ‬‫ﺍ‬‫ﻛﺒﲑ‬‫ﺑﺎﻟﻌﻤﻞ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﺇﳚﺎﺑﻴﺔ‬ ‫ﺃﻛﺜﺮ‬ ‫ﲡﺎﺭﺏ‬ ‫ﻟﺪﻳﻬﻢ‬ ‫ﻭﺃﻥ‬ ،‫ﺍﻷﻗﺮﺍﻥ‬ ‫ﻣﻊ‬ ‫ﺑﺎﻟﺘﺸﺎﺭﻙ‬ ‫ﻣﻬﺘﻤﲔ‬ ‫ﻛﺎﻧﻮﺍ‬ ‫ﺍﻟﻄﻼﺏ‬ ‫ﻣﻦ‬
‫ﺍﳌﺰﻳﺪ‬ ‫ﻳﻈﻬﺮﻭﻥ‬ ‫ﺳﻨﺎ‬ ‫ﺍﻷﻛﱪ‬ ‫ﺍﻟﻄﻼﺏ‬ ‫ﻭﺃﻥ‬ ،‫ﻟﻠﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻘﻮﻳﺔ‬ ‫ﻢ‬‫ﻭﺗﻔﻀﻴﻼ‬ ‫ﺍﳉﻤﺎﻋﻲ‬‫ﻣﻦ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺑﺄﻣﺮ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻣﻦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﱪﳎﻴﺎﺕ‬ ‫ﺧﻼﻝ‬.‫ﻭﺃﻛﺪﺕ‬‫ﻛﻮﻣﺎﺭ‬ ‫ﺩﺭﺍﺳﺔ‬‫ﻭﺁﺧﺮﻭﻥ‬)Kumar et al, 2011(‫ﺍﻟﻮﺟﻮﺩ‬ ‫ﺃﻥ‬
‫ﻋﱪ‬ ‫ﻭﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺧﻼﻝ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﺍﻟﻮﺟﻮﺩ‬ ‫ﻭﻳﺸﻤﻞ‬ ،‫ﻣﻔﻴﺪ‬ ‫ﺃﻣﺮ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺑﺮﺍﻣﺞ‬ ‫ﰲ‬
‫ﻭﻏﲑ‬ ‫ﺍﳌﺘﺰﺍﻣﻦ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﻣﻦ‬ ‫ﳐﺘﻠﻔﺔ‬ ‫ﺃﻧﻮﺍﻉ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺘﻤﻊ‬‫ﺍ‬ ‫ﻭﺑﻨﺎﺀ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ﺧﺎﺭﺝ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﺍﻟﺰﻣﻦ‬ ‫ﻣﻦ‬ ‫ﻓﺘﺮﺓ‬ ‫ﻣﺪﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﺘﺰﺍﻣﻦ‬.‫ﻭ‬‫ﺩﺭﺍﺳﺔ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﺗﺸﲑ‬‫ﻭﻧﺎﻓﺮﺕ‬ ‫ﻓﻼﺗﺴﻴﻨﺲ‬)Veletsianos
Navarrete, 2012(‫ﺃﻥ‬ ‫ﺇﱃ‬‫ﻳﺘﻤﺘﻌ‬ ‫ﺍﳌﺘﻌﻠﻤﲔ‬‫ﻮﻥ‬‫ﻭ‬‫ﻳ‬‫ﻘﺪﺭ‬‫ﻭﻥ‬‫ﺍﻟﱵ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﲡﺮﺑﺔ‬ ‫ﺳﻮﺍﺀ‬ ‫ﺣﺪ‬ ‫ﻋﻠﻰ‬
‫ﺷﺒﻜﺔ‬ ‫ﺗﻮﻓﺮﻫﺎ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬،‫ﺑﻌﻀﻬ‬ ‫ﻭﺩﻋﻢ‬‫ﻢ‬‫ﺧﱪﺍﺕ‬ ‫ﻭﺗﻌﺰﻳﺰ‬ ،‫ﺗﻌﻠﻤﻬﻢ‬ ‫ﰲ‬ ‫ﺍﻟﺒﻌﺾ‬‫ﺍﻟﻄﻼﺏ‬‫ﺍﳋﺎﺻﺔ‬
‫ﻭﻣﻊ‬‫ﺍﻵﺧﺮﻳﻦ‬‫ﻫﺬﺍ‬ ‫ﺗﻔﺎﻋﻠﻬﻢ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻋﺰﺯﺕ‬ ‫ﻗﺪ‬ ‫ﻛﺎﻧﺖ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﲡﺮﺑﺘﻬﻢ‬ ‫ﺃﻥ‬ ‫ﻻﺣﻈﻮﺍ‬ ‫ﻭﻗﺪ‬ ،.
‫ﺍﻟﺬ‬ ‫ﻓﺎﳌﺘﻌﻠﻤﲔ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬‫ﺷـﺒﻜﺔ‬ ‫ﺃﻥ‬ ‫ﳚـﺪﻭﻥ‬ ‫ﺍﻵﺧـﺮﻳﻦ‬ ‫ﻣﻊ‬ ‫ﻭﺃﻓﻜﺎﺭﻫﻢ‬ ‫ﺁﺭﺍﺋﻬﻢ‬ ‫ﲟﻨﺎﻗﺸﺔ‬ ‫ﻳﻬﺘﻤﻮﻥ‬ ‫ﻳﻦ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﻭﺳﻴﻠﺔ‬ ‫ﺃﻓﻀﻞ‬‫ﺗﻘﻨﻴﺔ‬‫ﺍﻹﻟﻜﺘـﺮﻭﱐ‬ ‫ﻭﺍﻟﱪﻳﺪ‬ ‫ﺍﻟﺪﺭﺩﺷﺔ‬ ‫ﻓﻐﺮﻑ‬ ،‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﻣﻊ‬ ‫ﻟﻠﺘﻮﺍﺻﻞ‬Gmail‫ﻗـﺪ‬
‫ﺗﺴ‬‫ﺎ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﰲ‬ ‫ﻫﻢ‬)،‫ﺣﺴﲔ‬٢٠٠٨‫ﺏ‬:٢٠(‫ﺟﻮﺟـﻞ‬ ‫ﺗﻘـﻮﱘ‬ ‫ﺃﻥ‬ ‫ﻛﻤـﺎ‬ ،Google
Calendar‫ﻣـﻦ‬ ‫ﺍﳌﺘﻌﻠﻢ‬ ‫ﲤﻜﲔ‬ ‫ﺇﱃ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ﺃﻛﱪ‬ ‫ﻭﺑﺴﻬﻮﻟﺔ‬ ‫ﻭﻓﻮﺭﻱ‬ ‫ﺣﺎﱄ‬ ‫ﺗﻮﺍﺻﻞ‬ ‫ﺇﺟﺮﺍﺀ‬ ‫ﻟﻠﻤﺘﻌﻠﻤﲔ‬ ‫ﻳﺘﻴﺢ‬
‫ﺍﳌﻮﻗﻊ‬ ‫ﰲ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻭﺃﺳﺘﺎﺫﻩ‬ ‫ﺃﻗﺮﺍﻧﻪ‬ ‫ﻣﻊ‬ ‫ﻭﺗﻌﻠﻴﻘﺎﺗﻪ‬ ‫ﺃﻓﻜﺎﺭﻩ‬ ‫ﺗﺪﺍﻭﻝ‬‫ﺍﻹ‬‫ﻟﻜﺘﺮﻭﱐ‬Sites‫ﺗـﻮﻓﺮﻩ‬ ‫ﺍﻟﺬﻱ‬
‫ﺟﻮﺟﻞ‬Google‫ﻋﻠﻰ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬‫ﳏـ‬ ‫ﻭﻛـﺬﻟﻚ‬ ،‫ﺑﻪ‬ ‫ﺍﳋﺎﺹ‬ ‫ﻣﻮﻗﻌﻪ‬ ‫ﻹﻧﺸﺎﺀ‬ ‫ﺍﳉﺎﻣﻌﻲ‬ ‫ﻟﻸﺳﺘﺎﺫ‬ ‫ﻛﻤﺴﺎﺣﺔ‬‫ﺭ‬‫ﺮ‬
‫ﺟﻮﺟﻞ‬ ‫ﻣﺴﺘﻨﺪﺍﺕ‬Google Doc‫ﻣﺴﺘﻨﺪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﻌﻠﻲ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﰲ‬ ‫ﺑﻌﻀﻬﻢ‬ ‫ﻣﻊ‬ ‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺗﻌﺎﻭﻥ‬ ‫ﻓﺮﺻﺔ‬ ‫ﻳﺘﻴﺢ‬
‫ﻭﺍﺣﺪ‬،‫ﺑﺴﻬﻮﻟﺔ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻭﻣﺸﺎﺭﻛﺔ‬،‫ﻳﻨﻔﺬ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﻓﺎﳌﺘﻌﻠﻢ‬‫ﻗـﺪ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻘﺮﺭ‬ ‫ﻭﺃﻧﺸﻄﺔ‬ ‫ﻣﺸﺮﻭﻋﺎﺕ‬
‫ﻳ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺫﻛﺎﺀﻩ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻣﻦ‬ ‫ﺘﻤﻜﻦ‬‫ﺣﻴﺚ‬ ،‫ﺇ‬‫ﻥ‬‫ﺷﺒﻜ‬ ‫ﻋﻠﻰ‬ ‫ﲨﺎﻋﻲ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺗﻨﺘﺞ‬ ‫ﺍﳌﺸﺮﻭﻋﺎﺕ‬ ‫ﻫﺬﻩ‬‫ﺔ‬‫ﺍﻹﻧﺘﺮﻧﺖ‬،
‫ﺍﻟﻌﻼﻗﺎ‬ ‫ﺇﻧﺸﺎﺀ‬ ‫ﺷﺄﻧﻪ‬ ‫ﻣﻦ‬ ‫ﻭﻫﺬﺍ‬ ،‫ﺍﳌﺘﻌﻠﻤﲔ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻌﺎﻭﱐ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻓﺘﺘﻄﻠﺐ‬‫ﺕ‬‫ﺑﻴﻨ‬ ‫ﺍﻹﳚﺎﺑﻴﺔ‬‫ﻬﻢ‬)،‫ﻭﻟﺒﻴـﺐ‬ ‫ﻴﺪ‬‫ﺍ‬ ‫ﻋﺒﺪ‬
٢٠٠٩:٨٠.(‫ﺍﳊﺎﻓﻆ‬ ‫ﻋﺒﺪ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﺃﻭﺻﺖ‬ ‫ﻭﻗﺪ‬)٢٠٠٧(‫ﺑﺘﺼـﻤﻴﻢ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﻗﻴﺎﻡ‬ ‫ﺑﻀﺮﻭﺭﺓ‬
‫ﺗﻄﺒﻴﻖ‬ ‫ﻣﻊ‬ ‫ﻳﺘﻼﺀﻡ‬ ‫ﲟﺎ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺷﺒﻜﺔ‬ ‫ﻋﱪ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﳌﻘﺮﺭﺍﺕ‬‫ﺇﺳﺘﺮﺍ‬‫ﺗﻴﺠ‬‫ﻣـﻦ‬ ‫ﻟﺘﺤﻮﻳﻠـﻬﺎ‬ ‫ﺍﻟﺘﻌﺎﻭﱐ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻴﺎﺕ‬
‫ﹰ‬‫ﻻ‬‫ﻣﻨﻌﺰ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﻔﺮﺩﻱ‬ ‫ﺍﻟﺘﻌﻠﻢ‬‫ﻣﺘﻌﺎﻭﻧ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺍﻹﳚﺎﰊ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﺇﱃ‬‫ﹰ‬‫ﺎ‬،‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﻣﻊ‬

20. -٧-
‫ﻋﱪ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﳌﻘﺮﺭﺍﺕ‬ ‫ﻣﻊ‬ ‫ﻟﻠﺘﻌﺎﻣﻞ‬ ‫ﺗﺆﻫﻠﻪ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳉﺎﻣﻌﻲ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻳﺎﺕ‬ ‫ﻭﺗﻨﻤﻴﺔ‬‫ﺍﻹﻧﺘﺮﻧـﺖ‬
‫ﺧﻼﻝ‬ ‫ﻣﻦ‬‫ﺇﺳﺘﺮﺍﺗﻴﺠ‬‫ﺍﺳـﺘﺨﺪﺍﻡ‬ ‫ﳓـﻮ‬ ‫ﻭﺍﻟﻄﺎﻟـﺐ‬ ‫ﺍﳌﻌﻠﻢ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺩﻋﻢ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﺮﻛﻴﺰ‬ ،‫ﺍﻟﺘﻌﺎﻭﱐ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻴﺎﺕ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠ‬‫ﺍﻟﺘﻌﺎﻭﱐ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻴﺎﺕ‬.
‫ﰲ‬ ‫ﻳـﺆﺩﻱ‬ ‫ﻗـﺪ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﳊﻴﺎﺓ‬ ‫ﻣﻮﺍﻗﻒ‬ ‫ﰲ‬ ‫ﻭﺗﻮﻇﻴﻔﻪ‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻣﻪ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻟﻠﺬﻛﺎﺀ‬ ‫ﺍﳌﺘﻌﻠﻢ‬ ‫ﻭﺍﻣﺘﻼﻙ‬
‫ﺍﲡﺎﻫﺎﺕ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬‫ﺇ‬‫ﺗﺮﺳﺨﺎ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﺘﺮﺳﺦ‬ ،‫ﻋﺎﻟﻴﺔ‬ ‫ﳚﺎﺑﻴﺔ‬‫ﻣﺘﺰ‬ ‫ﺍﻫﺘﻤﺎﻣﺎ‬ ‫ﺗﻠﻘﻰ‬ ‫ﲝﻴﺚ‬ ‫ﺛﺎﺑﺘﺎ‬‫ﺍﻳـﺪﺍ‬
‫ﺇ‬ ‫ﻣﻦ‬ ‫ﺗﺮﻓﻊ‬ ‫ﺩﺭﺟﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﻣﻦ‬‫ﻣﻨﻬﺎ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺍﳌﺴﺘﻮﻳﺎﺕ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺬﻛﺎﺀ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﻮﻉ‬ ‫ﻫﺬﺍ‬ ‫ﰲ‬ ‫ﳒﺎﺯﻩ‬)،‫ﺭﺿـﺎ‬٢٠٠٧:
٢٥٠.(‫ﻓ‬‫ﻭﺍﳌﻬﺘﻤﻮﻥ‬ ‫ﺍﳌﺘﺨﺼﺼﻮﻥ‬ ‫ﺎﻟﺒﺎﺣﺜﻮﻥ‬‫ﺑﺎﻟﺘﻌﻠﻴﻢ‬‫ﺃﻭﻟ‬‫ﻮﺍ‬‫ﺍﻻﻧﻔﻌﺎﻟﻴﺔ‬ ‫ﺑﺎﻟﻈﻮﺍﻫﺮ‬ ‫ﺑﺎﻟﻐﺎ‬ ‫ﺍﻫﺘﻤﺎﻣﺎ‬‫؛‬‫ﻣـﻦ‬ ‫ﻭﺍﻟـﱵ‬
‫ﻓ‬ ،‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﺃﺑﺮﺯﻫﺎ‬‫ﺍﻹﳚ‬ ‫ﺎﻻﲡﺎﻫﺎﺕ‬‫ﻟﻠﻤﺘﻌﻠﻢ‬ ‫ﺍﶈﺮﻛﺔ‬ ‫ﺍﻟﻜﺎﻣﻨﺔ‬ ‫ﺍﻟﻘﻮﻯ‬ ‫ﻫﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﳓﻮ‬ ‫ﺎﺑﻴﺔ‬،‫ﻓﺎﳌﺘﻌﻠﻤ‬‫ﻮ‬‫ﻥ‬
‫ﻳﻜﺘﺴﺒﻮﻥ‬‫ﺍﲡﺎﻫﺎﺕ‬‫ﺍﻟﻈـﺮﻭﻑ‬ ‫ﺗـﻮﻓﺮﺕ‬ ‫ﺇﺫﺍ‬ ‫ﻳﻌﻴﺸـﻮﻧﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﳓﻮ‬ ‫ﺇﳚﺎﺑﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﺍﳌﻨﺎﺳﺒﺔ‬،‫ﻭ‬‫ﺍﻻﲡﺎﻫﺎﺕ‬‫ﺑﺎﳌﻮﺍﻓﻘﺔ‬ ‫ﺗﺘﺴﻢ‬ ‫ﻣﻮﺍﻗﻒ‬ ‫ﻫﻲ‬،‫ﺍﻟﺮﻓﺾ‬ ‫ﺃﻭ‬،‫ﺍﳊﻴﺎﺩ‬ ‫ﺃﻭ‬،‫ﻭﻫﻲ‬‫ﺩﻭﺭﺍ‬ ‫ﺗﻠﻌﺐ‬
‫ﺭﻓﻀﻪ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺸﻲﺀ‬ ‫ﻗﺒﻮﻝ‬ ‫ﰲ‬ ‫ﺣﺎﲰﺎ‬،‫ﲡﻌﻞ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﳓﻮ‬ ‫ﺇﳚﺎﺑﻴﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫ﺇﺫﺍ‬ ،‫ﺍﳌﻨﻄﻠﻖ‬ ‫ﻫﺬﺍ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻻﲡﺎﻫﺎﺕ‬
‫ﹰ‬‫ﺎ‬‫ﻣﺪﻓﻮﻋ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻳﻘﺒﻞ‬ ‫ﺍﳌﺘﻌﻠﻢ‬‫ﺫﻟـﻚ‬ ‫ﺳـﺒﻴﻞ‬ ‫ﰲ‬ ‫ﺗﻘﻒ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻣﻬﻤﺎ‬ ‫ﺫﺍﺗﻪ‬ ‫ﻣﻦ‬،‫ـ‬‫ﻣ‬‫ﺃ‬‫ﻛﺎﻧـﺖ‬ ‫ﺇﺫﺍ‬ ‫ﺎ‬
‫ﻣﺎ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻘﺒﻞ‬ ‫ﻟﻦ‬ ‫ﺍﳌﺘﻌﻠﻢ‬ ‫ﻓﺈﻥ‬ ،‫ﺳﺎﻟﺒﺔ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ‬‫ﻭﺍﳌﻮﺍﻗﻒ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺘﻐﲑ‬ ‫ﱂ‬،‫ﻭﻟـﺬﻟﻚ‬
‫ﹰ‬‫ﺎ‬‫ﺃﺳﺎﺳﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﺃﻣﺮ‬ ‫ﻳﻌﺘﱪ‬ ‫ﺍﻻﲡﺎﻫﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻮﻗﻮﻑ‬ ‫ﻓﺈﻥ‬‫ﺮ‬‫ﺗﻌ‬ ‫ﺃﺟﻞ‬ ‫ﻣﻦ‬‫ﻫـﺬﻩ‬ ‫ﺗﺸـﻜﻴﻞ‬ ‫ﰲ‬ ‫ﺍﻟﻜﺎﻣﻨـﺔ‬ ‫ﺍﻟﻌﻮﺍﻣـﻞ‬ ‫ﻑ‬
‫ﺍﻻﲡﺎﻫﺎﺕ‬،‫ﺗﻄﻮﻳﺮﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻌﻤﻞ‬،‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺑﻌﻤﻠﻴﺔ‬ ‫ﺍﶈﻴﻄﺔ‬ ‫ﺍﻟﻈﺮﻭﻑ‬ ‫ﻭﲢﺴﲔ‬‫ﳑ‬‫ﺍﳌﺘﻌﻠﻤـ‬ ‫ﳚﻌـﻞ‬ ‫ﺎ‬‫ﻮ‬‫ﻥ‬
‫ﺭﺍﺿﻴﺔ‬ ‫ﺑﻨﻔﺲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻘﺒﻠﻮﻥ‬،‫ﻭﺍﲡ‬‫ﺇﳚﺎﺑﻴﺔ‬ ‫ﺎﻫﺎﺕ‬)،‫ﺍﻟﺴﻨﺒﻞ‬٢٠٠٣:١١٨(.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬:
‫ﺇ‬‫ﺍﻟ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻥ‬‫ﺘﻌﻠﻢ‬‫ﺃﻣﻠﺘـﻪ‬ ‫ﺿﺮﻭﺭﻳﺎ‬ ‫ﻭﺃﻣﺮﺍ‬ ‫ﻣﻬﻤﺎ‬ ‫ﺃﺻﺒﺢ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺑﻴﺌﺔ‬ ‫ﰲ‬ ‫ﺍﳌﺘﻜﺎﻣﻠﺔ‬ ‫ﲟﻨﻈﻮﻣﺘﻪ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬
‫ﺍﻟﺘـﺪﺭﻳﺲ‬ ‫ﻭﻭﺳـﺎﺋﻞ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﻭﺍﳌﺴﺎﻗﺎﺕ‬ ‫ﻟﻠﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﻟﻠﻤﺤﺘﻮﻯ‬ ‫ﺍﳌﻄﻠﻮﺏ‬ ‫ﺍﻟﻨﻮﻋﻲ‬ ‫ﺍﻟﺘﻄﻮﻳﺮ‬ ‫ﺇﱃ‬ ‫ﺍﳊﺎﺟﺔ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺇﺛﺮﺍﺀ‬ ‫ﺗﻔﻌﻴﻞ‬ ‫ﰲ‬ ‫ﺍﻟﻼﺯﻣﺔ‬‫ﺍ‬‫ﺿﺮﻭﺭﻳﺔ‬ ‫ﻭﺗﻘﻨﻴﺎﺕ‬ ‫ﻭﺃﺳﺎﻟﻴﺐ‬ ‫ﲟﻌﻄﻴﺎﺕ‬ ‫ﻟﺘﻌﻠﻴﻤﻴﺔ‬)،‫ﺍﳌﻮﺳﻮﻱ‬٢٠٠٨:٢(.‫ﻭﻗﺪ‬
‫ﻭﺟﻮﺏ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﺃﻭﺻﺖ‬‫ﺗﻮﻓﲑ‬‫ﺍﳌﺆﺳﺴﺎﺕ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬‫ﻟ‬‫ﻠﺒﻨﻴﺔ‬‫ﺍﻟﺘﺤﺘﻴﺔ‬‫ﺍﻟﻼﺯﻣـﺔ‬‫ﻻﺳـﺘﺨﺪﺍﻡ‬‫ﺍﻟـ‬‫ﺘﻌﻠﻢ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬‫ﰲ‬‫ﳎﺎﻝ‬‫ﺍﻟﺘﻌﻠﻴﻢ‬‫ﻛﺪﺭﺍﺳﺔ‬ ،‫ﺁﻝ‬‫ﺷﻮﻳ‬‫ﻪ‬)Alshwiah, 2010(.‫ﻭﺑ‬‫ﺘﻀﻤﲔ‬‫ﺍﻟ‬‫ﺘﻌﻠﻢ‬‫ﺍﻹﻟﻜﺘـﺮﻭﱐ‬‫ﰲ‬
‫ﺍﳌﺴﺘﻤﺮﺓ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﺃﻧﺸﻄﺔ‬،‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬‫ﺍﻟﺘﻐﺬﻳﺔ‬‫ﺍﳌﻨﺘﻈﻤﺔ‬ ‫ﺍﻟﺮﺍﺟﻌﺔ‬‫ﻣﻦ‬،‫ﺍﳌﺴﺘﻬﺪﻓﺔ‬ ‫ﺍﻟﻔﺌﺔ‬‫ﻭ‬‫ﻟ‬‫ﻀـﻤﺎﻥ‬
‫ﺗﻮﻓﺮ‬‫ﺍﳌﺮﻭﻧﺔ‬‫ﺗﻮﻓﲑ‬ ‫ﻣﻊ‬ ،‫ﺍﻟﺘﺪﺭﻳﺐ‬‫ﺍﻟﺪﻗﻴﻖ‬‫ﻛﻤﺎ‬‫ﺗﻴﺸﻠﺮ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﺃﻭﺻﺖ‬)Ticheler, 2009.(
‫ﻭﻣ‬‫ﺍﺗﻀﺢ‬ ‫ﻓﻘﺪ‬ ‫ﺳﺎﺑﻘﺔ‬ ‫ﻓﺘﺮﺓ‬ ‫ﰲ‬ ‫ﻭﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﳉﺎﻣﻌﺔ‬ ‫ﺫﺍﺕ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﳌﻘﺮﺭ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﺧﻼﻝ‬ ‫ﻦ‬
‫ﻭﺟـﺪﻭﻝ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻄﺎﻟﺒﺔ‬ ‫ﺟﺪﻭﻝ‬ ‫ﻟﺘﻌﺎﺭﺽ‬ ‫ﺍﻟﺘﻜﺎﻟﻴﻒ‬ ‫ﺗﺴﻠﻴﻢ‬ ‫ﺪﻑ‬ ‫ﺍﳌﻘﺮﺭ‬ ‫ﻷﺳﺘﺎﺫﺓ‬ ‫ﺍﻟﻄﺎﻟﺒﺎﺕ‬ ‫ﻟﻘﺎﺀ‬ ‫ﺻﻌﻮﺑﺔ‬