يركز هذا الموضوع على تقديم تصور حول اثر تدريس مادة الروبوت على الطلبة والمهارات والمفاهيم التي يمكن اكسابها للطلبة من خلال تعليمهم وتدريبهم على برمجة وتصميم الروبوت ويقدم تصور حول تكامل ودمج التعلم في مجالات العلوم والتكنولوجا والهندسة والرياضيات او ما يعرف ب ستيم STEM

1. https://www.facebook.com/Ismail.Yasein.Jo
1 Ismail Yasein
‫ا‬ .... ‫ت‬‫و‬
 ‫ودوره‬‫ا‬ ‫ا‬
 ‫ا‬
( ‫م‬ ) ‫ا‬ ‫ت‬‫و‬ ‫ط‬‫ا‬ ‫ا‬ 

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‫د‬

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‫م‬‫ا‬  ‫ت‬‫و‬‫رو‬‫ا‬‫أ‬‫ا‬ ‫وت‬‫رو‬‫ا‬ ‫و‬
1920
Robota

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1500
150
aeolipile
automatopoietica
1801

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feedback
cybernetics
1948
biological electronics
bionics

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bionic man
‫و‬‫رو‬‫ا‬ ‫ر‬‫ا‬ ‫ت‬
1983
MIT

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23
microcomputer
232
microcomputer

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‫ف‬‫ا‬ ‫ن‬‫ا‬  ‫وت‬‫رو‬‫ا‬ ‫وم‬ ‫ن‬ ‫دة‬‫ا‬
1
2
‫دا‬‫ا‬ ‫ط‬‫ا‬ ‫درات‬   ‫ودوره‬ ‫وت‬‫رو‬‫ا‬ ‫م‬ ‫ا‬
35

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‫ﺔ‬‫وﻓﻌﺎﻟﻴ‬ ،‫ﺎر‬‫اﻷﻓﻜ‬ ‫وﺗﻌﻤﻴﻢ‬ ،‫اﻷﺳﺌﻠﺔ‬ ‫وﺗﻮﻟﻴﺪ‬ ،‫واﻟﺘﻄﺒﻴﻖ‬ ،‫واﻟﺘﻘﻮﻳﻢ‬ ،‫واﻻﺳﺘﻨﺘﺎج‬ ،‫اﻟﺘﺤﻠﻴﻞ‬‫ﻞ‬‫وﺣ‬ ،‫ﺮ‬‫اﻟﺘﻌﺒﻴ‬
‫ﺪ‬ ‫واﻟﻨﻘ‬ ،‫ﻜﻼت‬ ‫اﻟﻤﺸ‬.

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)Habits Of Mind(
.

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2015
15

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‫وم‬ ‫ا‬ ‫ت‬‫وا‬‫ا‬  ‫وت‬‫رو‬‫ا‬ ‫م‬ ‫م‬  ‫ف‬
NREC-‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ﺑﺪراﺳﺔ‬ ‫ﻗﺎم‬ ‫واﻟﺘﻲ‬ ‫اﻣﺮﯾﻜﺎ‬ ‫ﻓﻲ‬ .‫اﻟﺮوﺑﻮت‬ ‫ﻋﻠﻢ‬ ‫أﻛﺎدﯾﻤﯿﺔ‬
‫اﻟﻰ‬ ‫ﺑﺎﻻﺿﺎﻓﺔ‬ ‫اﻣﺮﯾﻜﯿﺎ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
NCTM‫ھﻨﺎ‬ ‫ﻧﻮردھﺎ‬ ‫واﻟﺘﻲ‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫ﺑﺎﻟﻤﻘﺎرﻧﺎت‬ ‫ﺧﺮج‬ ‫واﻟﺬي‬‫ﻋﻠﻮم‬ ‫اھﻤﯿﺔ‬ ‫ﺗﻮﺿﺢ‬ ‫ﺣﯿﺚ‬ ‫ﻟﻠﻔﺎﺋﺪة‬‫اﻟﺮوﺑﻮت‬
. ‫اﻟﻤﻮﺿﻮﻋﺔ‬ ‫واﻟﻤﻘﺎﯾﯿﺲ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﯾﺨﺪم‬ ‫اﻟﺮوﺑﻮت‬ ‫ﺗﻌﻠﯿﻢ‬ ‫ان‬ ‫وﻛﯿﻒ‬
‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﺗﻮﺣﯿﺪ‬
.‫واﻟﻤﻨﻈﻤﺔ‬ ‫واﻟﻨﻈﺎم‬ ‫اﻷﻧﻈﻤﺔ‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬ ‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
ً‫ا‬‫ﻛﺒﯿﺮﺟﺪ‬ ‫ﻓﮭﻮ‬ ‫ﻣﻌﻘﺪ‬ ‫واﻟﻤﺼﻤﻢ‬ ‫اﻟﺤﻘﯿﻘﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫إن‬
‫ﻟﻠ‬ ‫وﺷﺎﺋﻚ‬‫واﺣﺪ‬ ‫ﺑﺂن‬ ‫واﻟﻔﮭﻢ‬ ‫ﺒﺤﺚ‬.
‫اﻟﻨﻈﺎم‬‫ﻣﻦ‬ ‫ﻣﺮﺗﺒﺔ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ھﻮ‬
‫اﻟﺘﻲ‬ ‫اﻟﻘﻄﻊ‬ ‫أو‬ ‫اﻟﻤﺮﺗﺒﻄﺔ‬ ‫اﻷﺷﯿﺎء‬
.‫اﻟﻜﻞ‬ ‫ﺗﺸﻜﻞ‬
‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﻣﻦ‬ ‫اﻟﮭﺪف‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬‫ﻓﻲ‬ ‫ﺑﺎﻟﺘﺤﻠﯿﻞ‬ ‫اﻟﺘﻔﻜﯿﺮ‬ ‫ھﻮ‬
.‫اﻷﻧﻈﻤﺔ‬ ‫ﻧﻄﺎق‬
‫اﻟﻌﻠﻢ‬ ‫ﯾﻔﺘﺮض‬‫اﻟﻜﻮن‬ ‫ﺳﻠﻮك‬ ‫ﺑﺄن‬
‫ﻧﻔﺴﮭﺎ‬ ‫ھﻲ‬ ‫ﻓﻄﺒﯿﻌﺘﮫ‬ ،‫ﻣﺘﻘﻠﺐ‬ ‫ﻏﯿﺮ‬
‫وﻣﺘﻨﺒﺄ‬ ‫ﻣﻔﮭﻮم‬ ‫وھﻮ‬ ‫ﻣﻜﺎن‬ ‫ﻛﻞ‬ ‫ﻓﻲ‬
.‫ﺑﮫ‬
‫ھﻮ‬ ‫اﻟﺘﻨﺒﺆ‬‫ﻟﺘﻤﯿﯿﺰ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫اﺳﺘﺨﺪام‬
‫أواﻟﺘﻐﯿﺮات‬ ‫اﻟﻤﺸﺎھﺪات‬ ‫وﺷﺮح‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫اﺳﺘﺨﺪام‬ ‫ﯾﺴﻤﺢ‬ .ً‫ﺎ‬‫ﻣﺴﺒﻘ‬
.‫ﻟﻠﺘﻨﺒﺆات‬ ‫ﻧﺴﺒﻲ‬ ‫ﺑﺘﺄﻛﯿﺪ‬
‫ھﻮ‬ ‫اﻟﻨﻈﺎم‬‫ﻣﻦ‬ ‫وﺣﺪات‬ ‫ﺳﻠﻮك‬
‫اﻻھﺘﻤﺎم‬‫أو‬ ‫واﻟﺘﺮﺗﯿﺐ‬ ‫واﻷﺷﯿﺎء‬
‫اﻟﻜﻮن‬ ‫ﻓﻲ‬ ‫اﻷﺣﺪاث‬–‫ﺷﺮﺣﮫ‬ ‫ﯾﻤﻜﻦ‬
.ً‫ﺎ‬‫رﯾﺎﺿﯿ‬
‫اﻟﺘﻨﻈﯿﻢ‬ ‫ودرﺟﺎت‬ ‫أﻧﻮاع‬‫ﺗﻌﻄﻲ‬
.‫اﻟﻌﺎﻟﻢ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻔﻜﯿﺮ‬ ‫اﻋﺘﯿﺎدﯾﺔ‬ ً‫ﺎ‬‫طﺮﻗ‬
‫طﺒﯿﻌ‬ ‫ﺑﺴﺒﺐ‬ ‫ﺗﻌﺘﺒﺮاﻟﺮوﺑﻮت‬‫ﺘﮭﺎ‬‫أﻣﺜﻠﺔ‬ ‫اﻟﻤﻌﻘﺪة‬
‫ﻣﻤﺘﺎزة‬‫ﻋﻦ‬‫اﻷﻧﻈﻤﺔ‬.
:‫ﻋﻠﻰ‬ ‫اﻷﻣﺜﻠﺔ‬ ‫ﺗﺸﺘﻤﻞ‬
1-.‫اﻟﺘﺼﻔﺢ‬ ‫أﺟﮭﺰة‬
2-.‫اﻟﺘﺤﺴﺲ‬ ‫أﺟﮭﺰة‬
3-.‫اﻟﺤﺮﻛﺔ‬ ‫وﻧﻘﻞ‬ ‫اﻟﻘﺪرة‬ ‫أﺟﮭﺰة‬
4-.‫اﻟﺘﻌﺎﻣﻞ‬ ‫أﻧﻈﻤﺔ‬
5-،‫اﻟﻤﺸﺎھﺪة‬ ‫وأﺟﮭﺰة‬ ‫اﻟﺮﻓﻊ‬ ‫أﺟﮭﺰة‬
...‫إﻟﺦ‬
‫إن‬‫ﺟﮭﺎز‬ ‫ﻛﻞ‬‫إﻟﻰ‬ ‫ﺗﻘﺴﯿﻤﮫ‬ ‫ﯾﻤﻜﻦ‬‫ﻓﺮﻋﯿﺔ‬ ‫أﺟﮭﺰة‬.
‫ﺑﻨﯿﺖ‬‫ﻋﻠﻤﺎﻟﺮوﺑﻮت‬ ‫ﺗﻘﻨﯿﺎت‬‫ﻋﻠﻰ‬‫ﺳﻠﺴ‬‫ﺳﻠﻮﻛﯿﺔ‬ ‫ﻠﺔ‬
.‫ﺑﮭﺎ‬ ‫وﻣﺘﻨﺒﺄ‬ ‫ﻣﻔﮭﻮﻣﺔ‬ ‫وھﻲ‬ ً‫ﺎ‬‫رﯾﺎﺿﯿ‬ ‫ﻗﯿﺎﺳﮭﺎ‬ ‫ﯾﻤﻜﻦ‬
‫ﻋﻠﻰ‬ ‫ﯾﺴﮭﻞ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻐﻨﯿﺔ‬ ‫اﻷﻣﺜﻠﺔ‬ ‫ﻣﻦ‬ ‫اﻟﻌﺪﯾﺪ‬ ‫ﯾﻮﺟﺪ‬
.‫ﻓﮭﻤﮭﺎ‬ ‫اﻷطﻔﺎل‬
2-.‫اﻟﻤﯿﻜﺎﻧﯿﻜﯿﺔ‬ ‫واﻟﻔﺎﺋﺪة‬ ‫اﻟﻤﺴﻨﻨﺎت‬
3-.‫اﻹﻟﻜﺘﺮوﻧﻲ‬ ‫واﻟﺘﺤﻜﻢ‬ ‫اﻟﺤﺴﺎﺳﺎت‬
4-.‫اﻟﺴﺮﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫وﺗﺄﺛﯿﺮه‬ ‫اﻟﻌﺠﻼت‬ ‫ﻗﻄﺮ‬
5-.‫اﻟﻌﺰم‬ ‫ﻋﻠﻰ‬ ‫وﺗﺄﺛﯿﺮه‬ ‫اﻟﺬراع‬ ‫طﻮل‬

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‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﺗﻮﺣﯿﺪ‬
‫واﻟﺸﺮح‬ ‫واﻷﻣﺜﻠﺔ‬ ‫اﻟﺸﺎھﺪ‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﺘﻲ‬ ‫واﻟﺒﯿﺎﻧﺎت‬ ‫اﻟﻤﻼﺣﻈﺎت‬ ‫ﻣﻦ‬ ‫اﻟﺸﺎھﺪ‬ ‫ﯾﺘﻜﻮن‬
.‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻹﺛﺒﺎﺗﺎت‬ ‫ﻋﻠﯿﮭﺎ‬ ‫ﺗﺴﺘﻨﺪ‬‫اﺳﺘﺨﺪام‬ ‫إن‬
‫اﻟﺘﺪاﺧﻼت‬ ‫ﻟﻔﮭﻢ‬ ‫اﻟﺸﺎھﺪ‬‫ﺑﺎﻟﺘﻐﯿﺮات‬ ‫ﺑﺎﻟﺘﻨﺒﺆ‬ ‫ﯾﺴﻤﺢ‬
‫اﻟﻄ‬ ‫اﻷﻧﻈﻤﺔ‬ ‫ﻓﻲ‬.‫واﻟﻤﺼﻤﻤﺔ‬ ‫ﺒﯿﻌﯿﺔ‬
‫اﻟﺘﻲ‬ ‫ﻟﻠﺒﻨﻰ‬ ‫ﻣﺆﻗﺘﺔ‬ ‫ﻣﺨﻄﻄﺎت‬ ‫ھﻲ‬ ‫اﻷﻣﺜﻠﺔ‬ ‫إن‬
‫ﻣﻦ‬ ‫ﻓﺌﺔ‬ ‫أو‬ ‫واﻷﺣﺪاث‬ ‫اﻟﺤﻘﯿﻘﯿﺔ‬ ‫اﻷﺷﯿﺎء‬ ‫ﺗﻄﺎﺑﻖ‬
.‫اﻟﺘﻮﺿﯿﺢ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺪرة‬ ‫ﻟﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻷﺣﺪاث‬‫ﺗﻔﯿﺪ‬ ‫وھﻲ‬
.‫اﻷﺷﯿﺎء‬ ‫ﻋﻤﻞ‬ ‫آﻟﯿﺔ‬ ‫ﻓﮭﻢ‬ ‫ﻋﻠﻰ‬ ‫واﻟﻤﮭﻨﺪﺳﯿﻦ‬ ‫اﻟﻌﻠﻤﺎء‬
ً‫ﺎ‬‫أﺟﺴﺎﻣ‬ ‫وﺗﺘﻀﻤﻦ‬ ،‫ﻣﺘﻌﺪدة‬ ً‫ﻻ‬‫أﺷﻜﺎ‬ ‫اﻷﻣﺜﻠﺔ‬ ‫وﺗﺄﺧﺬ‬
‫ﻓﻜﺮ‬ ‫وﺑﻨﻰ‬ ‫وﻣﺨﻄﻄﺎت‬ ‫ﻓﯿﺰﯾﺎﺋﯿﺔ‬‫وﻣﻌﺎدﻻت‬ ‫ﯾﺔ‬
.‫ﺣﺎﺳﻮﺑﯿﺔ‬ ‫وﻣﺤﺎﻛﺎة‬ ‫رﯾﺎﺿﯿﺔ‬
‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻣﻊ‬ ‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﺸﺮوح‬ ‫ﺗﻨﺪﻣﺞ‬
.‫ﻣﻨﻄﻘﯿﺔ‬ ‫ﺑﻌﺒﺎرات‬ ‫اﻟﺠﺪﯾﺪة‬ ‫واﻷدﻟﺔ‬ ‫اﻟﻤﻮﺟﻮدة‬
"‫و"اﻟﻤﺜﺎل‬ "‫"اﻟﻔﺮﺿﯿﺔ‬ ‫ﻣﺜﻞ‬ ‫اﻟﻤﺼﻄﻠﺤﺎت‬ ‫إن‬
‫ﺗﺴﺘﻌﻤﻞ‬ "‫و"اﻟﻨﻤﻮذج‬ "‫و"اﻟﻨﻈﺮﯾﺔ‬ "‫و"اﻟﻘﺎﻧﻮن‬
.‫اﻟﻤﺘﻨﻮﻋﺔ‬ ‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﺸﺮوح‬ ‫ﻟﻮﺻﻒ‬
‫اﻟ‬ ‫ھﺬا‬ ‫ﻓﻲ‬ ‫اﻟﻤﺘﻀﻤﻨﺔ‬ ‫اﻷﺑﺤﺎث‬ ‫إن‬‫ﺗﺴﻤﺢ‬ ‫ﻤﻨﮭﺎج‬
.‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻤﺒﺎدئ‬ ‫ﻹﺛﺒﺎت‬ ‫اﻟﺸﻮاھﺪ‬ ‫ﺟﻤﻊ‬ ‫ﻟﻠﻄﻼب‬
‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﻣﻦ‬ ‫اﻟﻌﺪﯾﺪ‬ ‫ﻋﻠﻤﺎﻟﺮوﺑﻮت‬ ‫ﯾﻌﺮض‬
.‫اﻷوﻻد‬ ‫ﺗﺴﺤﺮ‬ ‫اﻟﺘﻲ‬
:‫اﻷﻣﺜﻠﺔ‬ ‫ﺗﺘﻀﻤﻦ‬
‫واﻹﻟﻜﺘﺮوﻧﯿﺔ‬ ‫اﻷﺳﺎﺳﯿﺔ‬ ‫اﻟﺪارات‬‫ﯾﻤﻜﻦ‬ ‫اﻟﺘﻲ‬
:‫ﺑﺎﺳﺘﺨﺪام‬ ‫ﻋﺮﺿﮭﺎ‬
1-‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫اﻟﻠﻤﺲ‬ ‫ﺣﺴﺎﺳﺎت‬NC
‫واﻟﻤﻐﻠﻘﺔ‬NO.
2-.‫اﻹﻧﺴﺎﻟﻲ‬ ‫ﺗﻐﺬﯾﺔ‬ ‫وﺣﺪة‬
3-.‫اﻟﻤﺤﺮﻛﺎت‬
4-.‫أﺧﺮى‬ ‫ﺗﺤﺴﺲ‬ ‫وﺣﺪات‬
‫ﺗﻌﺮض‬‫اﻟﺤﺮﻛﺔ‬ ‫ﻧﺎﻗﻼت‬‫ﻟﻠﺘﻨﺒﺆ‬ ‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻟﻘﺎﺑﻠﯿﺔ‬
.‫اﻟﻤﯿﻜﺎﻧﯿﻜﯿﺔ‬ ‫ﺑﺎﻟﻔﺎﺋﺪة‬

23. https://www.facebook.com/Ismail.Yasein.Jo
23 Ismail Yasein
‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﺗﻮﺣﯿﺪ‬
‫واﻟﻘﯿﺎس‬ ‫واﻟﺘﻐﯿﺮ‬ ‫اﻟﺜﺒﺎت‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫ﻧﺤﻮ‬ ‫طﺮﯾﻘﮭﺎ‬ ‫ﻓﻲ‬ ‫اﻷﺷﯿﺎء‬ ‫ﻣﻌﻈﻢ‬ ‫إن‬‫اﻻﺧﺘﻼف‬
‫اﻷﺷﯿﺎء‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﺑﻌﺾ‬ ‫ُﻌﺮف‬‫ﺗ‬ ‫ﺣﯿﻦ‬ ‫ﻓﻲ‬ ‫واﻟﺘﻐﯿﺮ‬
‫اﻹﻟﻜﺘﺮون‬ ‫وﺷﺤﻨﺔ‬ ‫اﻟﻀﻮء‬ ‫ﺳﺮﻋﺔ‬ ‫ﻣﺜﻞ‬ ‫ﺑﺎﻟﺜﺒﺎت‬
.‫اﻟﻜﻮﻧﯿﺔ‬ ‫اﻟﻄﺎﻗﺔ‬ ‫إﻟﻰ‬ ‫إﺿﺎﻓﺔ‬ ‫اﻟﻜﻠﯿﺔ‬ ‫واﻟﻜﺘﻠﺔ‬
‫ﯾﻤﻜﻦ‬‫ﻟﻠﻄﺎﻗﺔ‬‫ﺗﺘﻐﯿﺮ‬ ‫أن‬ ‫وﯾﻤﻜﻦ‬ ‫ﺗﻨﺘﻘﻞ‬ ‫أن‬
‫اﻟﻄﺎﻗﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫ﻓﺈن‬ ‫اﻟﻘﯿﺎس‬ ‫ﻋﻨﺪ‬ ‫ﻟﻜﻦ‬ .ً‫ﺎ‬‫ﻣﺎدﯾ‬
‫اﻟﻜﻮن‬ ‫اﻣﺘﺪاد‬ ‫ﻋﻠﻰ‬ ‫اﻟﻨﻈﺎم‬ ‫ھﺬا‬ ‫ﻓﻲ‬ ‫واﻟﻤﺎدة‬
.‫ذاﺗﮫ‬ ‫ﯾﺒﻖ‬
‫ﺗﻌﺘﺒﺮ‬‫اﻟﺮﯾﺎﺿﯿﺎت‬‫اﻟﺪﻗﯿﻖ‬ ‫ﻟﻠﻘﯿﺎس‬ ‫أﺳﺎﺳﯿﺔ‬
.‫ﻟﻠﺘﻐﯿﺮ‬
‫ﺗﺴﺘﺨﺪم‬‫اﻟﻤﺨﺘﻠﻔﺔ‬ ‫اﻟﻘﯿﺎس‬ ‫أﻧﻈﻤﺔ‬‫ﻟﻐﺎﯾﺎت‬
.‫ﻣﺨﺘﻠﻔﺔ‬
‫ﯾﺘﻀﻤﻦ‬‫اﻟﻤﻘﯿﺎس‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫أن‬ ‫ﻓﮭﻢ‬
‫ﻧﻈﺎم‬ ‫ﻣﻊ‬ ‫وﻋﻼﻗﺘﮭﺎ‬ ‫اﻟﻤﺨﺘﻠﻔﺔ‬ ‫واﻟﺨﺼﺎﺋﺺ‬
‫ﻧﻘﺼﺖ‬ ‫أو‬ ‫ازدادت‬ ‫ﻛﻠﻤﺎ‬ ‫ﺗﺘﻐﯿﺮ‬ ‫ﻗﺪ‬ ‫ﻣﺎ‬
!‫أﺑﻌﺎدھﺎ‬
‫ﺗﻘﺎرن‬‫اﻟﺴﺮﻋﺔ‬ً‫ﻼ‬‫ﻣﺜ‬ .‫ﻣﻘﺎﺳﺘﯿﻦ‬ ‫ﻛﻤﯿﺘﯿﻦ‬ ‫ﺑﯿﻦ‬
60‫اﻟﺜﺎﻧﯿﺔ‬ ‫ﻓﻲ‬ ً‫ا‬‫ﻣﺘﺮ‬.
‫ﻋﻠﻢ‬ ‫ﯾﻌﺘﻤﺪ‬‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮل‬ ‫اﻟﺜﺒﺎت‬ ‫ﻋﻠﻰ‬ ‫اﻟﺮوﺑﻮت‬
.‫اﻹﻧﺘﺎج‬ ‫ﻹﻋﺎدة‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﻧﺘﺎﺋﺞ‬
‫ﻋﻠﻰ‬ ‫اﻟﺒﺮﻣﺠﺔ‬ ‫ﺑﺪاﯾﺔ‬ ‫ﻋﻨﺪ‬ ‫اﻟﻄﻼب‬ ‫ﯾﻌﺘﻤﺪ‬ ،‫اﻟﺒﺪء‬ ‫ﻓﻲ‬
‫طﺎﻗﺔ‬ ‫ﺑﺪأت‬ ‫ﻛﻠﻤﺎ‬ ‫أﻧﮫ‬ ‫اﻟﺘﻮﻗﯿﺖ‬ ‫وﻣﺸﻜﻠﺔ‬ .‫اﻟﺘﻮﻗﯿﺖ‬
‫اﻟﺘﻨﺒﺆ‬ ‫ﺑﺎﻹﻣﻜﺎن‬ ‫ﯾﻌﺪ‬ ‫ﻟﻢ‬ ‫ﺑﺎﻻﻧﺨﻔﺎض‬ ‫اﻟﺒﻄﺎرﯾﺔ‬
‫ﯾﺄﺧﺬون‬ ‫ﻛﯿﻒ‬ ‫ﯾﺪﻟﮭﻢ‬ ‫أن‬ ‫اﻷﺳﺘﺎذ‬ ‫ﯾﺴﺘﻄﯿﻊ‬ .‫ﺑﺎﻟﻨﺘﺎﺋﺞ‬
‫ا‬ ‫ﻗﺮاءات‬‫وﻗﯿﺎﺳﺎﺗﮭﺎ‬ ‫ﺛﺎﺑﺘﺔ‬ ‫ﺗﻜﻮن‬ ‫اﻟﺘﻲ‬ ‫ﻟﺤﺴﺎﺳﺎت‬
.‫دﻗﺔ‬ ‫أﻛﺜﺮ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮل‬ ‫واﻗﻌﯿﺔ‬
‫ﻓﻲ‬ ،‫اﻟﺸﺮطﯿﺔ‬ ‫اﻟﻌﺒﺎرات‬ ‫ﺑﺎﺳﺘﺨﺪام‬ ‫اﻟﺒﺮﻣﺠﺔ‬ ‫ﻋﻨﺪ‬
‫وﺗﺴﻤﺢ‬ ‫ﺛﺎﺑﺘﺔ‬ ‫اﻟﺤﺴﺎﺳﺎت‬ ‫ﻗﺮاءات‬ ‫ﻓﺈن‬ ‫اﻟﺤﻘﯿﻘﺔ‬
.ً‫ﺎ‬‫ذاﺗﯿ‬ ‫اﻟﻘﺮار‬ ‫ﯾﺘﺨﺬ‬ ‫أن‬ ‫ﻟﻺﻧﺴﺎﻟﻲ‬

24. https://www.facebook.com/Ismail.Yasein.Jo
24 Ismail Yasein
‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﺗﻮﺣﯿﺪ‬
‫واﻟﺘﻮازن‬ ‫اﻟﺘﻄﻮر‬
‫ﻟﻠﻌﻠﻮ‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫م‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﺘﻐﯿﺮات‬ ‫ﻣﻦ‬ ‫ﺳﻠﺴﻠﺔ‬ ‫ھﻮ‬ ‫اﻟﺘﻄﻮر‬‫ﻣﺘﺪرج‬ ‫ﺑﻌﻀﮭﺎ‬
‫اﻟﺤﺎﻟﯿﯿﻦ‬ ‫واﻟﻮظﯿﻔﺔ‬ ‫اﻟﺸﻜﻞ‬ ‫ﺗﻔﺴﺮ‬ ‫واﻟﺘﻲ‬ ‫وﻣﺘﻘﻄﻊ‬
‫اﻟﻔﻜﺮة‬ ‫إن‬ .‫واﻟﻤﺼﻤﻤﺔ‬ ‫اﻟﻄﺒﯿﻌﯿﺔ‬ ‫واﻷﻧﻈﻤﺔ‬ ‫ﻟﻸﺷﯿﺎء‬
‫اﻟﯿﻮم‬ ‫وﻣﻮاد‬ ‫أﺷﻜﺎل‬ ‫ارﺗﻘﺎء‬ ‫ھﻲ‬ ‫ﻟﻠﺘﻄﻮر‬ ‫اﻷﺳﺎﺳﯿﺔ‬
.‫اﻟﻤﺎﺿﻲ‬ ‫ﻋﻦ‬
‫ﺣ‬ ‫ھﻮ‬ ‫اﻟﺘﻮازن‬ ‫إن‬‫ﻓﯿﺰﯾﺎﺋﯿﺔ‬ ‫ﺎﻟﺔ‬‫اﻟﻘﻮى‬ ‫ﻓﯿﮭﺎ‬ ‫ﺗﻈﮭﺮ‬
ً‫ﻼ‬‫ﻣﺜ‬ .‫اﻟﻤﻘﺪار‬ ‫ﻓﻲ‬ ‫وﻣﺘﺴﺎوﯾﺔ‬ ‫ﻣﺘﻌﺎﻛﺴﺔ‬ ‫واﻟﺘﻐﯿﺮات‬
‫أو‬ ‫اﻟﻤﻘﺪار‬ ‫ﻧﻔﺲ‬ ‫ﻟﮭﻤﺎ‬ ‫ﻣﻌﺎﻛﺴﺘﯿﻦ‬ ‫ﻗﻮﺗﯿﻦ‬ ‫إن‬
.‫اﻟﺴﻮﯾﺔ‬ ‫ﺑﻨﻔﺲ‬ ‫ﻟﺘﻐﯿﺮ‬ ‫ﺗﺆدﯾﺎن‬ ‫ﻣﺘﻮازﻧﺘﯿﻦ‬
‫اﻟﺘﻮازن‬–‫ﺑﺎﻟﻤﺴﻨﻨﺎت‬ ‫اﻟﻌﻤﻞ‬ ‫اﻟﻄﻼب‬ ‫ﯾﺒﺪأ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﺣﯿﺚ‬ .‫اﻟﻔﻜﺮة‬ ‫ھﺬه‬ ‫ﻋﺮض‬ ‫ﻓﯿﻤﻜﻨﮭﻢ‬ ‫واﻟﺒﻜﺮات‬
‫ﻋﻠﻰ‬ ‫ﯾﺤﺼﻠﻮن‬ ‫ﻛﯿﻒ‬ ‫ﯾﺘﻌﻠﻤﻮن‬‫أﻛﺒﺮ‬ ‫ﻣﯿﻜﺎﻧﯿﻜﯿﺔ‬ ‫ﻓﺎﺋﺪة‬
.‫ﺑﺎﻟﻌﻜﺲ‬ ‫واﻟﻌﻜﺲ‬ ‫اﻹﻧﺴﺎﻟﻲ‬ ‫ﺗﺒﺎطﺆ‬ ‫زﯾﺎدة‬ ‫ﻣﻘﺎﺑﻞ‬

25. https://www.facebook.com/Ismail.Yasein.Jo
25 Ismail Yasein
‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﺗﻮﺣﯿﺪ‬
‫واﻟﻮظﯿﻔﺔ‬ ‫اﻟﺸﻜﻞ‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫ﻣﻜﻤﻠﺘﯿﻦ‬ ‫ﺳﻤﺘﯿﻦ‬ ‫ھﻤﺎ‬ ‫واﻟﻮظﯿﻔﺔ‬ ‫اﻟﺸﻜﻞ‬ ‫إن‬
‫واﻷ‬ ‫اﻟﺤﯿﺔ‬ ‫واﻟﻜﺎﺋﻨﺎت‬ ‫ﻟﻸﺷﻜﺎل‬‫اﻟﻌﻠﻢ‬ ‫ﻓﻲ‬ ‫ﻧﻈﻤﺔ‬
.‫واﻟﻤﺼﻤﻢ‬ ‫اﻟﻄﺒﯿﻌﻲ‬
‫ﺗﺼﻤﯿﻢ‬ ‫ﻋﻨﺪ‬....‫اﻟﺮوﺑﻮت‬
.ً‫ﺎ‬‫داﺋﻤ‬ ‫اﻟﻮظﯿﻔﺔ‬ ‫ﯾﺘﺒﻊ‬ ‫اﻟﺸﻜﻞ‬ ‫ﻓﺈن‬
‫ﯾﻮﺟﺪ‬ ‫اﻟﺤﺮﻛﺔ‬ ‫ذاﺗﻲ‬ ‫إﻧﺴﺎﻟﻲ‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﯾﺮﻛﺐ‬ ‫ﻋﻨﺪﻣﺎ‬
‫اﻟﻤﻔﮭﻮم‬ ‫اﻷﺳﺘﺎذ‬ ‫ﯾﻘﻮي‬ ‫ﻛﻲ‬ ‫اﻟﻔﺮص‬ ‫ﻣﻦ‬ ‫اﻟﻌﺪﯾﺪ‬
."‫اﻟﻮظﯿﻔﺔ‬ ‫ﯾﺘﺒﻊ‬ ‫"اﻟﺸﻜﻞ‬ ‫اﻟﻌﻠﻤﻲ‬
‫ﺟﻨﺎزﯾﺮ‬ ‫اﺳﺘﻌﻤﺎل‬ ‫ﻋﻠﻰ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻗﺮار‬ ‫اﺷﺘﻤﻞ‬ ‫ﺳﻮاء‬
‫أ‬ ،‫اﻟﻌﺠﻼت‬ ‫ﺑﺪل‬‫ﻋﻦ‬ ً‫ﺎ‬‫ﻋﻮﺿ‬ ‫ﺳﺮﯾﻊ‬ ‫إﻧﺴﺎﻟﻲ‬ ‫ﻋﻤﻞ‬ ‫و‬
‫ﺳﯿﺴﺘﻌﻤﻠﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺘﺤﺴﺲ‬ ‫أداة‬ ‫اﺧﺘﯿﺎر‬ ‫أو‬ ‫اﻟﺒﻄﻲء‬
‫اﻟﻐﺎﯾﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺳﺘﺴﺘﻨﺪ‬ ‫اﻟﻘﺮارات‬ ‫ﺟﻤﯿﻊ‬ ‫ﻓﺈن‬ ،‫اﻹﻧﺴﺎﻟﻲ‬
‫وھﻲ‬ ‫اﻹﻧﺴﺎﻟﻲ‬ ‫ﻣﻦ‬ ‫اﻟﻤﺮﺟﻮة‬‫اﻟﻮظﯿﻔﺔ‬‫ھﺬه‬ ‫ﻛﻞ‬ .
‫ﺳﺘﺆ‬ ‫اﻟﻘﺮارات‬‫ﺛ‬‫ﻟﻺﻧﺴﺎﻟﻲ‬ ‫اﻟﻨﮭﺎﺋﻲ‬ ‫اﻟﻤﻈﮭﺮ‬ ‫ﻋﻠﻰ‬ ‫ﺮ‬
‫وھﻮ‬ ‫أﻻ‬‫اﻟﺸﻜﻞ‬

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26 Ismail Yasein
‫ﻟﻠﻤﺤﺘﻮﯾﺎت‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬“A”
‫ا‬‫ﻛﺎﺳﺘﻌﻼم‬ ‫ﻟﻌﻠﻢ‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫ﯾﺠﺐ‬ ،‫اﻟﻤﺴﺘﻮﯾﺎت‬ ‫ﺟﻤﯿﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻔﻌﺎﻟﯿﺎت‬ ‫ﻛﻨﺘﯿﺠﺔ‬
:‫ﯾﻄﻮروا‬ ‫أن‬ ‫اﻟﻄﻼب‬ ‫ﺟﻤﯿﻊ‬ ‫ﻋﻠﻰ‬
‫اﻟﻀﺮور‬ ‫اﻟﻤﮭﺎرات‬‫ﯾ‬‫اﻻﺳﺘﻌﻼم‬ ‫ﻹﺟﺮاء‬ ‫ﺔ‬
.‫اﻟﻌﻠﻤﻲ‬
.‫اﻟﻌﻠﻤﻲ‬ ‫اﻻﺳﺘﻌﻼم‬ ‫ﻓﮭﻢ‬
‫اﻟﻄﻼب‬ ‫ﺗﻌﻠﯿﻖ‬ ‫ﯾﺠﺐ‬:‫اﻟﺘﻲ‬ ‫ﺑﺎﻟﻔﻌﺎﻟﯿﺎت‬
.‫ﺑﺴﺆال‬ ‫ﺗﺒﺪأ‬
.‫ﺑﺤﺚ‬ ‫إﺟﺮاء‬ ‫ﻟﮭﻢ‬ ‫ﺗﺴﻤﺢ‬
.‫اﻟﺸﻮاھﺪ‬ ‫ﺗﺠﻤﻊ‬
.‫اﻷﺳﺎﺳﻲ‬ ‫اﻟﺴﺆال‬ ‫ﻋﻠﻰ‬ ‫اﻹﺟﺎﺑﺔ‬ ‫ﺗﻌﻄﻲ‬
.‫اﻟﻨﺘﺎﺋﺞ‬ ‫ﻣﻊ‬ ‫اﻟﺒﺤﺚ‬ ‫ﻋﻤﻠﯿﺔ‬ ‫ﺗﺮﺑﻂ‬
‫ﺷﻜﻞ‬ ‫ﺗﺄﺧﺬ‬ ‫اﻟﻤﻨﮭﺎج‬ ‫ھﺬا‬ ‫ﻓﻲ‬ ‫اﻷﺑﺤﺎث‬ ‫ﺟﻤﯿﻊ‬ ‫إن‬
."‫ﻛﺎﺳﺘﻌﻼم‬ ‫"اﻟﻌﻠﻢ‬
‫اﻟﺬي‬ ‫اﻟﻤﻜﺎن‬ ‫ﻓﻲ‬ ‫اﻷﺑﺤﺎث‬ ‫اﻟﻄﻼب‬ ‫ﯾﻌﻄﻰ‬
.‫اﻟﺒﯿﺎﻧﺎت‬ ‫وﺟﻤﻊ‬ ‫ﻟﻠﺘﺠﺮﺑﺔ‬ ‫ﺑﮫ‬ ‫ﯾﺤﺘﺎﺟﻮن‬
.‫ﻟﻠﺒﺤﺚ‬ ‫ﻛﻨﺘﯿﺠﺔ‬ ‫اﻟﻌﻠﻤﯿﺔ‬ ‫اﻟﻤﺒﺎدئ‬ ‫اﻟﻄﻼب‬ ‫ﯾﺜﺒﺖ‬
‫ﻣﺎ‬ ‫ﺗﻠﺨﯿﺺ‬ ‫اﻟﻄﻼب‬ ‫ﻋﻠﻰ‬ ‫ﯾﺠﺐ‬ ‫اﻟﺒﺤﺚ‬ ‫إﺗﻤﺎم‬ ‫ﻋﻨﺪ‬
.‫ﻟﻠﺘﻮ‬ ‫ﺗﻌﻠﻤﻮه‬

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27 Ismail Yasein
‫ﻟﻠﻤﺤﺘﻮﯾﺎت‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬“B”
‫اﻟﻔﯿﺰﯾﺎء‬ ‫ﻋﻠﻮم‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫ﻟﻠﻔﻌﺎﻟ‬ ‫ﻛﻨﺘﯿﺠﺔ‬،‫اﻟﻤﺘﻮﺳﻄﺔ‬ ‫اﻟﻤﺴﺘﻮﯾﺎت‬ ‫ﻋﻠﻰ‬ ‫ﯿﺎت‬
:‫ﯾﻔﮭﻤﻮا‬ ‫أن‬ ‫اﻟﻄﻼب‬ ‫ﺟﻤﯿﻊ‬ ‫ﻋﻠﻰ‬ ‫ﯾﺠﺐ‬
.‫ﻟﻠﺨﺼﺎﺋﺺ‬ ‫اﻟﻤﺎدي‬ ‫واﻟﺘﻐﯿﺮ‬ ‫اﻟﺨﺼﺎﺋﺺ‬
.‫واﻟﻘﻮى‬ ‫اﻟﺤﺮﻛﺎت‬
.‫اﻟﻄﺎﻗﺔ‬ ‫ﺗﺤﻮﯾﻞ‬
‫ﻓﮭﻢ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺘﺮﻛﯿﺰ‬ ‫ﯾﻨﺘﻘﻞ‬ ،‫اﻟﻤﺘﻮﺳﻄﺔ‬ ‫اﻟﻤﺴﺘﻮﯾﺎت‬ ‫ﻓﻲ‬
‫إﻟﻰ‬ ‫واﻟﻤﻮاد‬ ‫اﻷﺷﯿﺎء‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﻣﻦ‬ ‫اﻟﻄﻼب‬
.‫اﻟﻤﻮاد‬ ‫ﻣﻨﮭﺎ‬ ‫ﺼﻨﻊ‬ُ‫ﺗ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻤﻜﻮﻧﺎت‬ ‫ﻣﻮاﺻﻔﺎت‬
‫أ‬ ‫وﺑﺎﺳﺘﺨﺪام‬‫واﻷﻟﻌﺎب‬ ‫اﻟﻜﺮات‬ ‫ﻣﺜﻞ‬ ‫ﺑﺴﯿﻄﺔ‬ ‫ﺷﯿﺎء‬
‫اﻟﻨﻮﻋﯿﺔ‬ ‫ﻣﻦ‬ ‫اﻻﻧﺘﻘﺎل‬ ‫ﻟﻠﻄﻼب‬ ‫ﯾﻤﻜﻦ‬ ،‫اﻟﻤﯿﻜﺎﻧﯿﻜﯿﺔ‬
‫وﯾﻤﻜﻨﮭﻢ‬ ‫اﻟﻤﺘﺤﺮﻛﺔ‬ ‫اﻷﺷﯿﺎء‬ ‫أﺻﻨﺎف‬ ‫ﺷﺮح‬ ‫إﻟﻰ‬
.‫اﻷﺷﯿﺎء‬ ‫ﻓﻲ‬ ‫اﻟﻔﺎﻋﻠﺔ‬ ‫اﻟﻘﻮى‬ ‫وﺻﻒ‬
‫واﻟﺤﺮارة‬ ‫اﻟﻀﻮء‬ ‫ﻋﻠﻰ‬ ‫اﻟﻄﺎﻗﺔ‬ ‫ﻓﮭﻢ‬ ‫وﯾﺸﺘﻤﻞ‬
.‫اﻷﺷﯿﺎء‬ ‫وﺣﺮﻛﺔ‬ ‫واﻟﺠﺎذﺑﯿﺔ‬ ‫واﻟﻜﮭﺮﺑﺎء‬ ‫واﻟﺼﻮت‬
‫ﻋﻠﻢ‬ ‫ﯾﻌﺮض‬‫ﻣﻦ‬ ‫اﻟﻌﺪﯾﺪ‬ ‫اﻟﺮوﺑﻮت‬‫اﻟﻔﯿﺰﯾﺎء‬ ‫ﻣﻔﺎھﯿﻢ‬
:‫اﻟﺘﻄﺒﯿﻘﯿﺔ‬
.‫اﻟﻤﯿﻜﺎﻧﯿﻜﯿﺔ‬ ‫اﻟﻔﺎﺋﺪة‬
.‫اﻟﻌﺰم‬
(‫اﻟﺪارات‬ ‫)ﻣﺒﺎدئ‬ .‫اﻷﺳﺎﺳﯿﺔ‬ ‫اﻟﺪارات‬
.‫واﻟﺘﻤﺜﯿﻠﯿﺔ‬ ‫اﻟﺮﻗﻤﯿﺔ‬ ‫اﻹﻟﻜﺘﺮوﻧﯿﺎت‬
.‫اﻟﻀﻮء‬
.‫اﻟﺘﺴﺎرع‬
.‫اﻟﺴﺮﻋﺔ‬
.(‫اﻟﺪاﻓﻌﺔ‬ ‫)اﻟﻘﻮة‬ ‫اﻟﺤﺮﻛﺔ‬ ‫ﻛﻤﯿﺔ‬
.‫اﻻﺣﺘﻜﺎك‬
‫ﺑﺤﺜﯿﺔ‬ ‫طﺒﯿﻌﺔ‬ ‫ذات‬ ‫ﺑﮭﺎ‬ ‫ﻧﻨﺼﺢ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻔﻌﺎﻟﯿﺎت‬ ‫إن‬
"‫ّﻖ‬‫ﺒ‬‫وط‬ ‫ﺮ‬ّ‫ﻜ‬‫"ﻓ‬ ‫طﺮﯾﻘﺔ‬ ‫وﺗﺴﺘﺨﺪم‬‫ﻋﻠﻰ‬ ‫وﯾﺠﺐ‬
.‫اﻟﻨﺘﺎﺋﺞ‬ ‫وﺿﻊ‬ ‫ﺛﻢ‬ ‫وﺗﺤﻠﯿﻠﮭﺎ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫اﻟﻄﻼب‬

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28 Ismail Yasein
‫ﻟﻠﻤﺤﺘﻮﯾﺎت‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬“E”
‫واﻟﺘﻘﻨﯿﺎت‬ ‫اﻟﻌﻠﻮم‬
‫ﻟﻠﻌﻠﻮم‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫ﯾﺠﺐ‬ ،‫اﻟﻤﺴﺘﻮﯾﺎت‬ ‫ﺟﻤﯿﻊ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻨﺸﺎطﺎت‬ ‫ﻛﻨﺘﯿﺠﺔ‬
‫اﻟﻄﻼ‬ ‫ﺟﻤﯿﻊ‬ ‫ﻋﻠﻰ‬:‫ﯾﻄﻮروا‬ ‫أن‬ ‫ب‬
.‫اﻟﺘﻘﻨﻲ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫إﻣﻜﺎﻧﯿﺎت‬
.‫واﻟﺘﻘﻨﯿﺎت‬ ‫اﻟﻌﻠﻮم‬ ‫ﻓﮭﻢ‬
‫ﻋﻦ‬ ‫اﻟﻌﻠﻮم‬ ‫ﺗﻤﯿﯿﺰ‬ ‫ﯾﺒﺪؤوا‬ ‫أن‬ ‫اﻟﻄﻼب‬ ‫ﻋﻠﻰ‬ ‫وﯾﺠﺐ‬
.‫اﻟﺘﻘﻨﯿﺎت‬
‫إﺗﻤﺎم‬ ‫ﯾﻤﻜﻦ‬ ،‫اﻟﻤﺘﻮﺳﻄﺔ‬ ‫اﻟﺼﻔﻮف‬ ‫ﺳﻨﻮات‬ ‫ﻓﻲ‬
‫ﻣﻊ‬ ‫اﻟﮭﺪف‬ ‫ﻓﯿﮭﺎ‬ ‫ﯾﺘﻼﻗﻰ‬ ‫اﻟﺘﻲ‬ ‫ﺑﺎﻟﻨﺸﺎطﺎت‬ ‫اﻷﺑﺤﺎث‬
،‫ﻣﺎ‬ ‫ﻣﻨﺘﺞ‬ ‫ﯾﻄﻮر‬ ‫أو‬ ‫ﻣﺸﺎﻛﻠﮭﻢ‬ ‫وﯾﺤﻞ‬ ‫اﻟﺒﺸﺮ‬ ‫ﻣﺘﻄﻠﺒﺎت‬
‫اﺳﺘﻜﺸﺎف‬ ‫ﻋﻦ‬ ً‫ﻼ‬‫ﻓﻀ‬.‫اﻟﺤﻘﯿﻘﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫ﻋﻦ‬ ‫أﻓﻜﺎر‬
‫ﻋﻠﻢ‬ ‫إن‬‫ﻻزدواج‬ ‫اﻷوﻟﻲ‬ ‫اﻟﻤﺜﺎل‬ ‫ھﻮ‬ ‫اﻟﺮوﺑﻮت‬
.‫واﻟﺘﻘﻨﯿﺎت‬ ‫اﻟﻌﻠﻢ‬
‫اﻟﻜﻮﻧﯿﺔ‬ ‫اﻟﺘﻮﺟﯿﮫ‬ ‫)أﺟﮭﺰة‬ ‫اﻟﻌﻠﻢ‬ ‫ﺗﻘﺪم‬ ‫ﻛﻠﻤﺎ‬GPS
‫ﺑﺎﺳﺘﺨﺪام‬ ‫اﻟﻤﺎء‬ ‫ﺗﺤﺖ‬ ‫اﻷﺷﯿﺎء‬ ‫ﻛﺸﻒ‬ ‫وﺟﮭﺎز‬
‫اﻟﺼﻮﺗﯿﺔ‬ ‫ﻓﻮق‬ ‫اﻷﻣﻮاج‬Sonar‫ﺗﺤﺖ‬ ‫اﻷﺷﻌﺔ‬ ‫و‬
‫اﻟﺤﻤﺮاء‬IR.‫دﻗﺔ‬ ‫أﻛﺜﺮ‬ ‫اﻟﺘﻘﻨﯿﺎت‬ ‫أﺻﺒﺤﺖ‬ (
‫اﻟﻌﻠﻢ‬ ‫إن‬.‫ﻣﺘﺒﺎدﻟﯿﻦ‬ ‫واﻟﺘﻘﻨﯿﺎت‬
‫اﻟﺒﺸﺮﯾﺔ‬ ‫ﺗﻌﻤﻘﺖ‬ ‫ﻛﻠﻤﺎ‬ .‫اﻟﺘﻘﻨﯿﺎت‬ ‫ﻗﯿﺎدة‬ ‫ﻓﻲ‬ ‫اﻟﻌﻠﻢ‬ ‫ﯾﻔﯿﺪ‬
‫ﻛﻠﻤﺎ‬ ‫أﻓﻀﻞ‬ ‫ﺑﺸﻜﻞ‬ ‫اﻟﻌﻠﻤﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫ﺑﺪراﺳﺔ‬ ‫أﻛﺜﺮ‬
.‫اﻟﻘﯿﺎس‬ ‫أدوات‬ ‫وطﻮرت‬ ‫اﻷدوات‬ ‫اﺳﺘﺨﺪﻣﺖ‬
‫اﻷﺑﺤﺎث‬ ‫ﻹﺟﺮاء‬ ‫دﻗﺔ‬ ‫أﻛﺜﺮ‬ ‫ﺑﺄدوات‬ ‫اﻟﺘﻘﻨﯿﺎت‬ ‫ﺗﻤﺪﻧﺎ‬
.‫واﻟﺘﺤﻠﯿﻞ‬ ‫واﻻﺳﺘﻌﻼم‬

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29 Ismail Yasein
‫ﻟﻠ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻤﺠﻠﺲ‬NCTM
‫اﻟـ‬ ‫ﻣﻘﺎﯾﯿﺲ‬NCTM
1-.‫واﻟﻌﻤﻠﯿﺎت‬ ‫اﻷﻋﺪاد‬
2-.‫اﻟﺠﺒﺮ‬
3-.‫اﻟﮭﻨﺪﺳﺔ‬
4-.‫اﻟﻘﯿﺎس‬
5-.‫اﻟﻤﺴﺎﺋﻞ‬ ‫ﺣﻞ‬
6-.‫واﻟﺒﺮھﺎن‬ ‫اﻟﺘﻌﻠﯿﻞ‬
7-.‫اﻻﺗﺼﺎﻻت‬
8-.‫اﻻرﺗﺒﺎطﺎت‬
‫ھﻨﺪﺳﺔاﻟﺮوﺑﻮت‬ ‫ﻟﻌﻠﻢ‬ ‫اﻟﻮطﻨﻲ‬ ‫اﻻﺗﺤﺎد‬NREC-.‫اﻟﺮوﺑﻮت‬ ‫ﻋﻠﻢ‬ ‫أﻛﺎدﯾﻤﯿﺔ‬
‫اﻟﺮﯾ‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﺎﺿﯿﺎت‬NCTM
6-8‫واﻟﻌﻤﻠﯿﺎت‬ ‫اﻷرﻗﺎم‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫ﺗﺸﺘﻤﻞ‬‫واﻟﻌﻤﻠﯿﺎت‬ ‫اﻷرﻗﺎم‬‫ﻋﻠﻰ‬
‫ﺑﯿﻨﮭﺎ‬ ‫واﻟﻌﻼﻗﺔ‬ ‫ﺗﻤﺜﯿﻠﮭﺎ‬ ‫وطﺮق‬ ‫اﻷرﻗﺎم‬ ‫ﻓﮭﻢ‬
.‫اﻟﺘﺮﻗﯿﻢ‬ ‫ﻧﻈﻢ‬ ‫وﺑﯿﻦ‬
‫ﺗﺮﺗ‬ ‫وﻛﯿﻒ‬ ‫اﻟﻌﻤﻠﯿﺎت‬ ‫ﻣﻌﻨﻰ‬ ‫وﻓﮭﻢ‬‫ﺒﻂ‬
.‫اﻷﺧﺮى‬ ‫ﺑﺎﻟﻌﻤﻠﯿﺎت‬
‫اﻟﻮاﻗﻌﻲ‬ ‫واﻟﺘﻘﺪﯾﺮ‬ ‫ﺑﻄﻼﻗﺔ‬ ‫اﻟﺤﺴﺎب‬
.(‫)اﻟﻤﻨﻄﻘﻲ‬
‫ﻋﻠﻢ‬ ‫ﯾﺴﺘﺨﺪم‬‫ﻓﻲ‬ ‫واﻟﻌﻤﻠﯿﺎت‬ ‫اﻷرﻗﺎم‬ ‫اﻟﺮوﺑﻮت‬
.‫اﻟﻤﻨﮭﺎج‬ ‫ﻧﺸﺎطﺎت‬ ‫ﻣﻦ‬ ‫اﻟﻌﺪﯾﺪ‬
.‫واﻟﻌﺰم‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫اﻻﺣﺘﻜﺎك‬
.‫اﻟﺮاﻓﻌﺎت‬
.‫واﻟﺒﻜﺮات‬ ‫اﻟﺴﯿﻮر‬
.‫اﻟﺤﺴﺎﺳﺎت‬ ‫ﻓﻲ‬ ‫ﻣﻘﺪﻣﺔ‬
.‫اﻹﻛﺘﺮوﻧﯿﺎت‬ ‫وﻣﺒﺎدئ‬ ‫اﻟﻠﻤﺲ‬ ‫ﺣﺴﺎﺳﺎت‬
‫واﻟﻄﯿﻒ‬ ‫اﻟﻀﻮء‬ ‫ﺣﺴﺎﺳﺎت‬.‫اﻟﻜﮭﺮطﯿﺴﻲ‬
.‫اﻟﺒﯿﺎﻧﻲ‬ ‫واﻟﺮﺳﻢ‬ ‫اﻟﺤﺮارة‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﻤﺤﯿﻂ‬ ‫و‬ ‫اﻟﺪوران‬ ‫ﺣﺴﺎﺳﺎت‬
‫ﺣﺴﺎﺳﺎت‬ ‫ﺑﺎﺳﺘﺨﺪام‬ ‫اﻟﺴﺮﻋﺔ‬ ‫ﺣﺴﺎب‬
.‫اﻟﺪوران‬

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30 Ismail Yasein
‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬NCTM
6-8‫اﻟﺠﺒﺮ‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫ﺗﻤﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺷﻲ‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫ﯾﺸﺘﻤﻞ‬‫اﻟﺠﺒﺮ‬‫ﻋﻠﻰ‬
‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻟﺤﺎﻻت‬ ‫وﺗﻤﺜﯿﻞ‬ ‫ﻋﺮض‬
.‫اﻟﺠﺒﺮﯾﺔ‬ ‫اﻟﺮﻣﻮز‬ ‫ﺑﺎﺳﺘﺨﺪام‬ ‫واﻟﺒﻨﻰ‬
‫وﻓﮭﻢ‬ ‫ﻟﻌﺮض‬ ‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻷﻣﺜﻠﺔ‬ ‫اﺳﺘﺨﺪام‬
.‫اﻟﻜﻤﯿﺔ‬ ‫اﻟﻌﻼﻗﺎت‬
‫اﻟﻤﻮاﺿﻊ‬ ‫ﻣﻦ‬ ‫اﻟﻌﺪﯾﺪ‬ ‫ﻓﻲ‬ ‫اﻟﺘﻐﯿﺮ‬ ‫ﺗﺤﻠﯿﻞ‬
(contexts).
‫ﻋﻠﻢ‬ ‫ﻧﺸﺎطﺎت‬ ‫إن‬‫ﺗﺸﺘﻤﻞ‬ ‫ﺑﺎﻟﺠﺒﺮ‬ ‫اﻟﻤﺘﻌﻠﻘﺔ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﺘﺎ‬ ‫ﻋﻠﻰ‬:‫ﻟﻲ‬
.‫اﻟﺸﺮطﯿﺔ‬ ‫اﻟﻌﺒﺎرات‬
.‫اﻟﻤﮭﺎم‬ ‫ﺗﻌﺪد‬
.‫اﻟﻤﺘﺤﻮﻻت‬
.‫اﻟﺤﺴﺎﺳﺎت‬ ‫ﺑﺮﻣﺠﺔ‬
.‫اﻟﻮظﺎﺋﻒ‬
.‫اﻟﻔﺮﻋﯿﺔ‬ ‫واﻟﺮوﺗﯿﻨﺎت‬ ‫اﻹﯾﺠﺎز‬
:‫ﯾﻠﻲ‬ ‫ﻣﺎ‬ ‫اﻟﻄﻼب‬ ‫ﻣﻦ‬ ‫اﻷﺑﺤﺎث‬ ‫ﺟﻤﯿﻊ‬ ‫ﺗﺘﻄﻠﺐ‬
.‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﻌﻘﺐ‬
.‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﺤﻠﯿﻞ‬
‫أو‬ ‫ﺟﺪول‬ ‫أو‬ ‫ﺑﯿﺎﻧﻲ‬ ‫ﻣﺨﻄﻂ‬ ‫ﻓﻲ‬ ‫ﺗﻤﺜﯿﻠﮭﺎ‬
.‫ﻣﻌﺎدﻟﺔ‬

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31 Ismail Yasein
‫ﻟﻤﻌﻠ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻤﻲ‬NCTM
6-8‫اﻟﮭﻨﺪﺳﺔ‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻤﺘﺒﺎدﻟﺔ‬ ‫اﻟﻌﻼﻗﺔ‬ ‫واﻓﮭﻢ‬ ‫وﺻﻨﻒ‬ ‫ﺑﺪﻗﺔ‬ ‫ﺻﻒ‬
‫ﺛﻼﺛﯿﺔ‬ ‫واﻷﺟﺴﺎم‬ ‫اﻷﺑﻌﺎد‬ ‫ﺛﻨﺎﺋﯿﺔ‬ ‫اﻷﺟﺴﺎم‬ ‫ﺑﯿﻦ‬
.‫اﻟﻤﻤﯿﺰة‬ ‫ﺧﺼﺎﺋﺼﮭﺎ‬ ‫ﺑﺎﺳﺘﺨﺪام‬ ‫اﻷﺑﻌﺎد‬
‫ﺣ‬‫اﻟﻔﻀﺎﺋﯿﺔ‬ ‫اﻟﻌﻼﻗﺔ‬ ‫ﻒ‬ِ‫وﺻ‬ ‫ﻣﺎ‬ ً‫ﺎ‬‫ﻣﻮﻗﻌ‬ ‫ﺪد‬
‫وﺑﺎﺳﺘﺨﺪام‬ ‫اﻟﮭﻨﺪﺳﯿﺔ‬ ‫اﻹﺣﺪاﺛﯿﺎت‬ ‫ﺑﺎﺳﺘﺨﺪام‬
.‫أﺧﺮى‬ ‫ﺗﻤﺜﯿﻠﯿﺔ‬ ‫أﻧﻈﻤﺔ‬
‫ﻋﻠﻢ‬ ‫ﻧﺸﺎطﺎت‬ ‫إن‬‫ﻓﻲ‬ ‫ﺑﺎﻟﮭﻨﺪﺳﺔ‬ ‫اﻟﻤﺘﻌﻠﻘﺔ‬ ‫اﻟﺮوﺑﻮت‬
:‫اﻟﺘﺎﻟﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺸﺘﻤﻞ‬ ‫اﻟﻤﻨﮭﺎج‬ ‫ھﺬا‬
.‫واﻟﻤﺤﯿﻂ‬ ‫اﻟﺪوران‬ ‫ﺣﺴﺎﺳﺎت‬
‫ﻣﻦ‬ ‫ﻟﯿﻨﺘﻘﻞ‬ ‫اﻹﻧﺴﺎﻟﻲ‬ ‫ﻟﺘﺒﺮﻣﺞ‬ ‫أﻣﻜﻨﺔ‬ ‫ﺣﺪد‬
.‫ﻷﺧﺮى‬ ‫ﻧﻘﻄﺔ‬
‫اﻟﻤﻮاﺻﻔﺎ‬‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫ت‬NCTM
6-8‫اﻟﻘﯿﺎس‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻘﻴﺎس‬
‫ﻟﻸﺟﺴﺎم‬ ‫ﻟﻠﻘﯿﺎس‬ ‫اﻟﻘﺎﺑﻠﺔ‬ ‫اﻟﺨﻮاص‬ ‫اﻓﮭﻢ‬
.‫ﺑﺎﻟﻘﯿﺎس‬ ‫وﻗﻢ‬ ‫واﻷﺟﮭﺰة‬ ‫واﻟﻮﺣﺪات‬
‫اﻟﻤ‬ ‫اﻟﺘﻘﻨﯿﺎت‬ ‫طﺒﻖ‬‫واﻷدوات‬ ‫ﻨﺎﺳﺒﺔ‬
.‫اﻟﻘﯿﺎﺳﺎت‬ ‫ﻟﺘﺤﺪﯾﺪ‬ (‫)اﻟﺼﯿﻎ‬ ‫واﻟﻘﻮاﻧﯿﻦ‬
‫ﻋﻠﻢ‬ ‫ﺐ‬َ‫ﺼ‬‫ﯾﻨ‬‫ﻓﻲ‬ ‫اﻟﺮﯾﺎﺿﻲ‬ ‫اﻟﻘﯿﺎس‬ ‫ﻋﻠﻰ‬ ‫اﻟﺮوﺑﻮت‬
:‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻔﻌﺎﻟﯿﺎت‬
.‫واﻟﺴﺮﻋﺔ‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫واﻟﻌﺰم‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫اﻻﺣﺘﻜﺎك‬
.‫اﻟﺮاﻓﻌﺎت‬
.‫واﻟﺒﻜﺮات‬ ‫اﻟﺴﯿﻮر‬
.‫اﻟﺒﺮﻣﺠﺔ‬
.‫اﻟﺪوران‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﻀﻮء‬ ‫ﺣﺴﺎﺳﺎت‬

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32 Ismail Yasein
‫ا‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫ﻟﻮطﻨﻲ‬NCTM
6-8‫اﻟﻤﺴﺎﺋﻞ‬ ‫ﺣﻞ‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻤﺴﺎﺋﻞ‬ ‫ﺣﻞ‬
‫ﺣﻞ‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ﺟﺪﯾﺪة‬ ‫رﯾﺎﺿﯿﺔ‬ ‫ﻣﻌﺮﻓﺔ‬ ‫اﺑﻦ‬
.‫اﻟﻤﺴﺎﺋﻞ‬
‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻟﻤﺴﺎﺋﻞ‬ ‫ﺣﻞ‬.
‫ﻣﻨﺎﺳﺒﺔ‬ ‫اﺳﺘﺮاﺗﯿﺠﯿﺎت‬ ‫ّﻒ‬‫ﯿ‬‫وﻛ‬ ‫طﺒﻖ‬‫ﻟﺤﻞ‬
.‫اﻟﻤﺴﺎﺋﻞ‬
‫ﺣﻞ‬ ‫طﺮق‬ ‫ﻋﻠﻰ‬ ‫ذﻟﻚ‬ ‫واﻋﻜﺲ‬ ‫راﻗﺐ‬
.‫اﻟﻤﺴﺎﺋﻞ‬
‫ﻣﺴﺎﺋﻞ‬ ‫ﯾﻮﺟﺪ‬ ‫وﺣﺪة‬ ‫ﻟﻜﻞ‬ ‫اﻟﺘﻤﮭﯿﺪﯾﺔ‬ ‫اﻟﺪروس‬ ‫ﺑﻌﺪ‬
‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺸﺘﻤﻞ‬ ‫اﻟﺘﻲ‬ ‫ﻟﻠﺘﻌﺪﯾﻞ‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﺗﺼﻤﯿﻤﯿﺔ‬
‫ھﺬه‬ ‫إن‬ .(‫اﻟﺤﺮﻛﺔ‬ ‫)ذاﺗﯿﺔ‬ ‫وﺑﺮﻣﺠﺔاﻟﺮوﺑﻮت‬ ‫واﻟﺒﻨﺎء‬
‫ﯾﻌﺪﻟﮭﺎ‬ ‫أن‬ ‫اﻟﻤﺎھﺮ‬ ‫ﻟﻸﺳﺘﺎذ‬ ‫وﯾﻤﻜﻦ‬ ‫ﻣﺮﻧﺔ‬ ‫اﻟﻤﺴﺎﺋﻞ‬
‫اﻟﺘﻲ‬ ‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻟﻨﻘﺎط‬ ‫ﻋﻠﻰ‬ ‫ﻟﯿﺮﻛﺰ‬‫ﻟﻠﺘﺪﺧﻞ‬ ‫ﺗﺤﺘﺎج‬
.‫اﻟﻄﺎﻟﺐ‬ ‫ﻋﻨﺪ‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬NCTM
6-8‫واﻟﺒﺮھﺎن‬ ‫اﻟﺘﻌﻠﯿﻞ‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫واﻟﺒﺮﻫﺎن‬ ‫اﻟﺘﻌﻠﻴﻞ‬
‫واﻟﺒﺮھ‬ ‫اﻟﺘﻌﻠﯿﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﺮف‬‫ﻛﺴﻤﺎت‬ ‫ﺎن‬
.‫ﻟﻠﺮﯾﺎﺿﯿﺎت‬ ‫أﺳﺎﺳﯿﺔ‬
.‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻟﺘﻮﻗﻌﺎت‬ ‫ﻓﻲ‬ ‫واﺑﺤﺚ‬ ‫اﻋﻤﻞ‬
.‫وﺑﺮھﻨﮭﺎ‬ ‫رﯾﺎﺿﯿﺔ‬ ً‫ﺎ‬‫ﺣﺠﺠ‬ ‫وﻗﯿﻢ‬ ‫طﻮر‬
‫ﻟﻠﺘﻌﻠﯿﻞ‬ ‫ﻣﺘﻨﻮﻋﺔ‬ ً‫ﻻ‬‫أﺷﻜﺎ‬ ‫واﺳﺘﺨﺪم‬ ‫اﺧﺘﺮ‬
.‫ﻟﻠﺒﺮھﺎن‬ ً‫ا‬‫وأﻓﻜﺎر‬
‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺣﻠﮭﺎ‬ ‫إﻟﻰ‬ ‫ﺗﺤﺘﺎج‬ ‫اﻟﺘﻲ‬ ‫اﻷﺑﺤﺎث‬ ‫ﻛﻞ‬ ‫إن‬
‫وﻓﺤﺺ‬ ‫اﻟﺒﯿﺎﻧﺎت‬ ‫ﺟﻤﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺸﺘﻤﻞ‬ ‫اﻟﻄﻼب‬
‫ﻋﻠﻰ‬ ‫ﯾﺠﺐ‬ .‫اﻛﺘﺸﺎﻓﺎﺗﮭﻢ‬ ‫وﻋﻜﺲ‬ ‫اﻟﻌﯿﻨﺎت‬‫اﻟﻄﻼب‬
.‫ﻟﻠﺘﻮ‬ ‫ﺗﻌﻠﻤﻮه‬ ‫ﻣﺎ‬ ‫ﯾﻨﻘﻠﻮا‬ ‫ﺛﻢ‬ ‫ﻋﻠﻤﻲ‬ ‫ﺑﺸﻜﻞ‬ ‫ﯾﺒﺤﺜﻮا‬ ‫أن‬

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33 Ismail Yasein
‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬NCTM
6-8‫اﻻﺗﺼﺎﻻت‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻻﺗﺼﺎﻻت‬
‫وﺗﻌﺰ‬ ‫ﺗﻨﻈﻢ‬‫ﻋﺒﺮ‬ ‫اﻟﺮﯾﺎﺿﻲ‬ ‫ﺗﻔﻜﯿﺮھﻢ‬ ‫ز‬
.‫اﻻﺗﺼﺎﻻت‬
‫ﻣﻔﮭﻮم‬ ‫ﺑﺸﻜﻞ‬ ‫اﻟﺮﯾﺎﺿﻲ‬ ‫ﺗﻔﻜﯿﺮھﻢ‬ ‫ﺗﻨﻘﻞ‬
.‫وﻏﯿﺮھﻢ‬ ‫واﻟﻤﻌﻠﻤﯿﻦ‬ ‫ﻟﻶﺧﺮﯾﻦ‬ ‫وواﺿﺢ‬
‫اﻷﻓﻜﺎر‬ ‫ﻋﻦ‬ ‫ﻟﺘﻌﺒﺮ‬ ‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻐﺔ‬ ‫اﺳﺘﺨﺪم‬
.‫ﺑﺪﻗﺔ‬ ‫اﻟﺮﯾﺎﺿﯿﺔ‬
‫ﻣﻦ‬ ‫ُﻄﻠﺐ‬‫ﯾ‬ .‫ﺑﺤﺚ‬ ‫ﻛﻞ‬ ‫ﻓﻲ‬ ‫ﺿﻤﮭﺎ‬ ‫ﯾﻤﻜﻦ‬ ‫ﻓﻌﺎﻟﯿﺔ‬ ‫ھﻲ‬
‫وﻓﻲ‬ .ً‫ﺎ‬‫رﻗﻤﯿ‬ ‫أﺗﻤﻮه‬ ‫اﻟﺬي‬ ‫اﻟﻌﻤﻞ‬ ‫ﻋﺮض‬ ‫اﻟﻄﻼب‬
‫اﻷﺳﺘ‬ ‫ﺪ‬ِ‫ھ‬‫ﯾﺸﺎ‬ ‫اﻟﺼﻔﻮف‬ ‫ﺑﻌﺾ‬‫وﻓﻲ‬ ‫اﻟﻌﺮض‬ ‫ھﺬا‬ ‫ﺎذ‬
‫ﻛﻼ‬ ‫وﻓﻲ‬ .‫اﻟﻌﺮض‬ ‫اﻟﻄﻼب‬ ‫ﯾﻘﺪم‬ ‫أﺧﺮى‬ ٍ‫ﺻﻔﻮف‬
‫أﻓﻜﺎرھﻢ‬ ‫ﺗﻨﻈﯿﻢ‬ ‫اﻟﻄﻼب‬ ‫ﻋﻠﻰ‬ ‫ﯾﺠﺐ‬ ‫اﻟﺼﻔﯿﻦ‬
.‫ﺑﮭﺎ‬ ‫اﻵﺧﺮﯾﻦ‬ ‫وﻣﺸﺎرﻛﺔ‬ ً‫ﺎ‬‫رﯾﺎﺿﯿ‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬NCTM
6-8‫اﻻرﺗﺒﺎطﺎت‬
‫ﻟﻤﻌﻠﻤﻲ‬ ‫اﻟﻮطﻨﻲ‬ ‫ﻟﻠﻤﺠﻠﺲ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫اﻟﺮﯾﺎﺿﯿﺎت‬
‫ﻣﻔﺎھﯿﻢ‬‫ﻋﻠﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻻرﺗﺒﺎﻃﺎت‬
‫اﻷﻓﻜﺎر‬ ‫ﻋﺒﺮ‬ ‫اﻻرﺗﺒﺎطﺎت‬ ‫واﺳﺘﺨﺪم‬ ‫ﻣﯿﺰ‬
.‫اﻟﺮﯾﺎﺿﯿﺔ‬
‫اﻟﺮﯾﺎﺿﯿﺔ‬ ‫اﻷﻓﻜﺎر‬ ‫ﺗﺘﺮاﺑﻂ‬ ‫ﻛﯿﻒ‬ ‫اﻓﮭﻢ‬
‫ﻣﻔﮭﻮم‬ ‫ﻹﻧﺘﺎج‬ ‫أﺧﺮى‬ ‫أﻓﻜﺎر‬ ‫ﻋﻠﻰ‬ ‫وﺗﺒﻨﻰ‬
.(‫)ﻣﺘﻤﺎﺳﻚ‬ ‫ﻣﺘﺮاﺑﻂ‬
‫ﻏﯿﺮ‬ ‫اﻟﻤﻔﺎھﯿﻢ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺮﯾﺎﺿﯿﺎت‬ ‫وطﺒﻖ‬ ‫ﻣﯿﺰ‬
.‫اﻟﺮﯾﺎﺿﯿﺔ‬
‫ﺿﻤﮭﺎ‬ ‫ﯾﻤﻜﻦ‬ ‫ﻓﻌﺎﻟﯿﺔ‬ ‫ھﻲ‬‫ﻣﻦ‬ ‫ُﻄﻠﺐ‬‫ﯾ‬ .‫ﺑﺤﺚ‬ ‫ﻛﻞ‬ ‫ﻓﻲ‬
‫وﻓﻲ‬ .ً‫ﺎ‬‫رﻗﻤﯿ‬ ‫أﺗﻤﻮه‬ ‫اﻟﺬي‬ ‫اﻟﻌﻤﻞ‬ ‫ﻋﺮض‬ ‫اﻟﻄﻼب‬
‫وﻓﻲ‬ ‫اﻟﻌﺮض‬ ‫ھﺬا‬ ‫اﻷﺳﺘﺎذ‬ ‫ﺪ‬ِ‫ھ‬‫ﯾﺸﺎ‬ ‫اﻟﺼﻔﻮف‬ ‫ﺑﻌﺾ‬
‫ﻛﻼ‬ ‫وﻓﻲ‬ .‫اﻟﻌﺮض‬ ‫اﻟﻄﻼب‬ ‫ﯾﻘﺪم‬ ‫أﺧﺮى‬ ٍ‫ﺻﻔﻮف‬
‫أﻓﻜﺎرھﻢ‬ ‫ﺗﻨﻈﯿﻢ‬ ‫اﻟﻄﻼب‬ ‫ﻋﻠﻰ‬ ‫ﯾﺠﺐ‬ ‫اﻟﺼﻔﯿﻦ‬
.‫ﺑﮭﺎ‬ ‫اﻵﺧﺮﯾﻦ‬ ‫وﻣﺸﺎرﻛﺔ‬ ً‫ﺎ‬‫رﯾﺎﺿﯿ‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
‫ﻋﻠﻤﺎﻟﺮوﺑﻮت‬ ‫وﺣﺪات‬ ‫ﻓﻲ‬ ‫ﻋﻨﻮﻧﺘﮭﺎ‬ ‫ﺗﻤﺖ‬

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34 Ismail Yasein
‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ﻣﻊ‬ ‫ﻟﯿﺘﻤﺎﺷﻰ‬ ‫ﻋﻠﻤﺎﻟﺮوﺑﻮت‬ ‫اﺳﺘﺨﺪام‬ ‫ﻛﯿﻔﯿﺔ‬ ‫ﺗﻌﺮﯾﻒ‬ ‫ارﺗﺒﺎطﺎت‬ ‫أدﻧﺎه‬ ‫ﺗﺸﺎھﺪ‬
.‫اﻟﻤﺰﯾﺪ‬ ‫ﻟﻤﻌﺮﻓﺔ‬ ‫أدﻧﺎه‬ ‫اﻟﻨﺺ‬ ‫ﻋﻠﻰ‬ ‫اﺿﻐﻂ‬ .‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻮطﻨﯿﺔ‬ ‫ﻟﻠﺠﻤﻌﯿﺔ‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
1-‫اﻟﺘﻘﻨ‬ ‫طﺒﯿﻌﺔ‬.‫ﯿﺎت‬
2-‫واﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﺘﻘﻨﯿﺎت‬
3-.‫اﻟﺘﺼﻤﯿﻢ‬
4-.‫اﻟﺘﻘﻨﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫إﻣﻜﺎﻧﯿﺎت‬
5-.‫ﻢ‬‫ﱠ‬‫ﻤ‬‫اﻟﻤﺼ‬ ‫اﻟﻌﺎﻟﻢ‬
‫ھﻨﺪﺳﺔاﻟﺮوﺑﻮت‬ ‫ﻟﻌﻠﻢ‬ ‫اﻟﻮطﻨﻲ‬ ‫اﻻﺗﺤﺎد‬NREC-.‫ﻋﻠﻤﺎﻟﺮوﺑﻮت‬ ‫أﻛﺎدﯾﻤﯿﺔ‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
‫اﻟﺘﻘﻨﯿﺎت‬ ‫طﺒﯿﻌﺔ‬
‫اﻟﺘﻘﻨ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬‫ﻲ‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻘﻴﺎﺳﻴﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬1‫و‬3
‫اﻟﺘﻘﻨﻴﺎت‬ ‫ﻃﺒﻴﻌﺔ‬
1-.‫اﻟﺘﻘﻨﯿﺎت‬ ‫وھﺪف‬ ‫اﻟﻤﻤﯿﺰات‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
3-‫و‬ ‫اﻟﺘﻘﻨﯿﺎت‬ ‫ﺑﯿﻦ‬ ‫اﻟﻌﻼﻗﺔ‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
‫أﺧﺮى‬ ‫وﻣﺠﺎﻻت‬ ‫اﻟﺘﻘﻨﯿﺎت‬ ‫ﺑﯿﻦ‬ ‫اﻻرﺗﺒﺎطﺎت‬
.‫ﻟﻠﺪراﺳﺔ‬
‫اﻟﺘﻘ‬ ‫ﻓﻲ‬ ‫اﻟﻄﻼب‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻮﺣﺪات‬ ‫ﺗﻐﻤﺲ‬‫ﻨﯿﺎت‬
.‫ﺑﻌﻠﻤﺎﻟﺮوﺑﻮت‬ ‫اﻟﻤﺘﻌﻠﻘﺔ‬
.‫اﻟﻤﻘﺪﻣﺔ‬ ‫وﺣﺪة‬
.‫اﻟﺤﺴﺎﺳﺎت‬
.‫اﻟﻤﯿﻜﺎﻧﯿﻚ‬
.‫اﻟﺒﺮﻣﺠﺔ‬

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35 Ismail Yasein
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
‫واﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﺘﻘﻨﯿﺎت‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻘﻴﺎﺳﻴﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬4‫و‬5
‫واﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﺘﻘﻨﻴﺎت‬
4-‫واﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫اﻟﺜﻘﺎﻓﯿﺔ‬ ‫اﻵﺛﺎر‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
.‫ﻟﻠﺘﻘﻨﯿﺎت‬ ‫واﻟﺴﯿﺎﺳﯿﺔ‬ ‫واﻻﻗﺘﺼﺎدﯾﺔ‬
5-‫ﺗﻄﻮﯾﺮ‬ ‫ﻓﻲ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫دور‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
.‫اﻟﺘﻘﻨﯿﺎت‬ ‫واﺳﺘﻌﻤﺎل‬
‫اﻻرﺗﺒﺎط‬ ‫ﻓﮭﻢ‬ ‫ﻓﻲ‬ ‫اﻟﻄﻼب‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻮﺣﺪات‬ ‫ﺗﺴﺎﻋﺪ‬
.‫واﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﺘﻘﻨﯿﺎت‬ ‫ﺑﯿﻦ‬
‫اﻟﻤﻘ‬ ‫وﺣﺪة‬.‫ﺪﻣﺔ‬
.‫اﻟﺤﻘﯿﻘﯿﺔ‬ ‫وﺣﺪةاﻟﺮوﺑﻮت‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻓﮭﻢ‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻘﻴﺎﺳﻴﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬8-9-10
‫اﻟﺘﺼﻤﻴﻢ‬
8-‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬.‫ﻟﻠﺘﺼﻤﯿﻢ‬ ‫اﻟﻤﻤﯿﺰة‬ ‫اﻟﺼﻔﺎت‬
9-.‫اﻟﮭﻨﺪﺳﻲ‬ ‫اﻟﺘﺼﻤﯿﻢ‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
10-‫اﻹﺻﻼح‬ ‫دور‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
‫واﻹﺑﺪاع‬ ‫واﻻﺧﺘﺮاع‬ ‫واﻟﺘﻄﻮﯾﺮ‬ ‫واﻟﺒﺤﻮث‬
.‫اﻟﻤﺸﺎﻛﻞ‬ ‫ﺣﻞ‬ ‫ﻓﻲ‬ ‫واﻟﺘﺠﺮﯾﺐ‬
‫اﻟﻘﻀﺎﯾﺎ‬ ‫ﻓﻲ‬ ‫اﻟﻄﻼب‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻮﺣﺪات‬ ‫ﺗﻐﻤﺲ‬
.‫ﺑﺎﻟﺘﺼﻤﯿﻢ‬ ‫اﻟﻤﺘﻌﻠﻘﺔ‬
.‫واﻟﺴﺮﻋﺔ‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫واﻟﻌﺰم‬ ‫اﻟﻤﺴﻨﻨﺎت‬
‫واﻟﺮواﻓ‬ ‫اﻻﺣﺘﻜﺎك‬.‫ﻊ‬
.‫واﻟﺒﻜﺮات‬ ‫اﻟﺴﯿﻮر‬
.‫اﻹﻟﻜﺘﺮوﻧﯿﺎت‬ ‫وﻣﺒﺎدئ‬ ‫اﻟﻠﻤﺲ‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﻜﮭﺮطﯿﺴﻲ‬ ‫واﻟﻄﯿﻒ‬ ‫اﻟﻀﻮء‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﺒﯿﺎﻧﻲ‬ ‫واﻟﺮﺳﻢ‬ ‫اﻟﺤﺮارة‬ ‫ﺣﺴﺎﺳﺎت‬
.‫واﻟﻤﺤﯿﻂ‬ ‫اﻟﺪوران‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﺪوران‬ ‫وﺣﺴﺎﺳﺎت‬ ‫اﻟﺴﺮﻋﺔ‬ ‫ﻗﯿﺎس‬

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36 Ismail Yasein
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
‫اﻟﺘﻘﻨﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫إﻣﻜﺎﻧﯿﺎت‬
‫اﻟﻤ‬‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫ﻮاﺻﻔﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻘﻴﺎﺳﻴﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬11‫و‬12
‫اﻟﺘﻘﻨﻲ‬ ‫اﻟﻌﺎﻟﻢ‬ ‫إﻣﻜﺎﻧﻴﺎت‬
11-‫ﺗﻄﺒﯿﻖ‬ ‫إﻣﻜﺎﻧﯿﺔ‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
.‫اﻟﺘﺼﻤﯿﻢ‬ ‫ﻋﻤﻠﯿﺔ‬
12-‫و‬ ‫اﺳﺘﺨﺪام‬ ‫إﻣﻜﺎﻧﯿﺔ‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
‫اﻟﺘﻘﻨﯿﺔ‬ ‫اﻟﻤﻨﺘﺠﺎت‬ ‫ﻋﻠﻰ‬ ‫اﻟﻤﺤﺎﻓﻈﺔ‬
‫و‬.‫اﻷﺟﮭﺰة‬
‫ﺧﺒﺮات‬ ‫ﻟﺘﻄﻮﯾﺮ‬ ‫اﻟﻄﻼب‬ ‫اﻟﻨﺸﺎطﺎت‬ ‫ھﺬه‬ ‫ﺗﺪﻋﻮ‬
.‫ﻣﻔﯿﺪة‬ ‫ﺗﻘﻨﯿﺔ‬
.‫واﻟﺴﺮﻋﺔ‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫واﻟﻌﺰم‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫واﻟﺮواﻓﻊ‬ ‫اﻻﺣﺘﻜﺎك‬
.‫واﻟﺒﻜﺮات‬ ‫اﻟﺴﯿﻮر‬
.‫اﻹﻟﻜﺘﺮوﻧﯿﺎت‬ ‫وﻣﺒﺎدئ‬ ‫اﻟﻠﻤﺲ‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﻜﮭﺮطﯿﺴﻲ‬ ‫واﻟﻄﯿﻒ‬ ‫اﻟﻀﻮء‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﺒﯿﺎﻧﻲ‬ ‫واﻟﺮﺳﻢ‬ ‫اﻟﺤﺮارة‬ ‫ﺣﺴﺎﺳﺎت‬
.‫واﻟﻤﺤﯿﻂ‬ ‫اﻟﺪوران‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﺪوران‬ ‫وﺣﺴﺎﺳﺎت‬ ‫اﻟﺴﺮﻋﺔ‬ ‫ﻗﯿﺎس‬

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37 Ismail Yasein
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬ITEA
‫ﻢ‬‫ﱠ‬‫ﻤ‬‫اﻟﻤﺼ‬ ‫اﻟﻌﺎﻟﻢ‬
‫اﻟﺘﻘﻨﻲ‬ ‫ﻟﻠﺘﻌﻠﯿﻢ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫ﻟﻼﺗﺤﺎد‬ ‫اﻟﻘﯿﺎﺳﯿﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬
‫ﻋﻠﻢ‬ ‫ﻣﻔﺎھﯿﻢ‬‫اﻟﻤﻮاﺻﻔﺎت‬ ‫ھﺬه‬ ‫ﺗﻤﺎﺷﻲ‬ ‫اﻟﺘﻲ‬ ‫اﻟﺮوﺑﻮت‬
‫اﻟﻘﯿﺎﺳﯿﺔ‬
‫اﻟﻘﻴﺎﺳﻴﺔ‬ ‫اﻟﻤﻮاﺻﻔﺎت‬16-17-18-19
‫اﻟﺘﻘ‬ ‫اﺳﺘﺨﺪام‬‫اﻟﻤﺴﺘﻘﺒﻞ‬ ‫ﻟﺘﺼﻤﯿﻢ‬ ‫ﻨﯿﺎت‬
16-‫واﻟﻘﺪرة‬ ‫اﻟﻄﺎﻗﺔ‬ ‫ﺗﻘﻨﯿﺎت‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
‫اﺧﺘﯿﺎرھﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎدرﯾﻦ‬ ‫وﯾﺼﺒﺤﻮا‬
.‫واﺳﺘﺨﺪاﻣﮭﺎ‬
17-‫اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﺗﻘﻨﯿﺎت‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
‫ﻋﻠﻰ‬ ‫ﻗﺎدرﯾﻦ‬ ‫وﯾﺼﺒﺤﻮا‬ ‫واﻻﺗﺼﺎﻻت‬
.‫واﺳﺘﺨﺪاﻣﮭﺎ‬ ‫اﺧﺘﯿﺎرھﺎ‬
18-‫وﯾﺼﺒﺤﻮا‬ ‫اﻟﻨﻘﻞ‬ ‫ﺗﻘﻨﯿﺎت‬ ‫اﻟﻄﻼب‬ ‫ﯾﻔﮭﻢ‬
.‫واﺳﺘﺨﺪاﻣﮭﺎ‬ ‫اﺧﺘﯿﺎرھﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎدرﯾﻦ‬
19-‫اﻟﻄ‬ ‫ﯾﻔﮭﻢ‬‫اﻟﺘﺼﻨﯿﻊ‬ ‫ﺗﻘﻨﯿﺎت‬ ‫ﻼب‬
‫اﺧﺘﯿﺎرھﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎدرﯾﻦ‬ ‫وﯾﺼﺒﺤﻮا‬
.‫واﺳﺘﺨﺪاﻣﮭﺎ‬
‫ﻋﻤﻠﯿﺎت‬ ‫ﻓﻲ‬ ‫اﻟﻄﻼب‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻮﺣﺪات‬ ‫ﺗﻐﻤﺲ‬
‫اﻟﺘﺼﻤﯿﻢ‬‫وﻗﻀﺎﯾﺎھ‬‫ﺎ‬
.‫واﻟﺴﺮﻋﺔ‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫واﻟﻌﺰم‬ ‫اﻟﻤﺴﻨﻨﺎت‬
.‫واﻟﺮواﻓﻊ‬ ‫اﻻﺣﺘﻜﺎك‬
.‫واﻟﺒﻜﺮات‬ ‫اﻟﺴﯿﻮر‬
.‫اﻹﻟﻜﺘﺮوﻧﯿﺎت‬ ‫وﻣﺒﺎدئ‬ ‫اﻟﻠﻤﺲ‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﻜﮭﺮطﯿﺴﻲ‬ ‫واﻟﻄﯿﻒ‬ ‫اﻟﻀﻮء‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﺒﯿﺎﻧﻲ‬ ‫واﻟﺮﺳﻢ‬ ‫اﻟﺤﺮارة‬ ‫ﺣﺴﺎﺳﺎت‬
.‫واﻟﻤﺤﯿﻂ‬ ‫اﻟﺪوران‬ ‫ﺣﺴﺎﺳﺎت‬
.‫اﻟﺪوران‬ ‫وﺣﺴﺎﺳﺎت‬ ‫اﻟﺴﺮﻋﺔ‬ ‫ﻗﯿﺎس‬

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‫م‬‫أ‬ ‫ن‬ّ‫ا‬ ‫ت‬ ‫ن‬

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1. Lego Mindstorms and the Growth of Critical Thinking
Bernard Ricca /School of Education /Dominican University
Evelyn Lulis / CTI / DePaul University
Dennis Bade / John S Clark / Elementary School
2. Illinois State Board of Education (2003) State Goal 11. Author.
Retrieved 2 May 2006 from
http://isbe.net/ils/science/pdf/goal11.pdf.
Kay, J. S. (2003) Teaching robotics from a computer science perspective.
The Journal of Computing in Small Colleges, v.19 n.2, p.329-336.
3. Using robotic technology as a constructionist mindtool in knowledge
construction
Savage, T.; Sanchez, I.A.; Oapos;Donnell, F.; Tangney, B.
4. Some thoughts on robotics for education
Jacek Malec / Department of Computer Science / Lund University
5. Bajracharya, M., and Olsson, E. 2001. A low-cost, high-performance
robotics platform for education and research.
In Proc. 2001 AAAI Spring Symposium on Robotics and Education. AAAI.
This volume.
6. Wikibida ‫و‬‫ﻳﻜﺒﻴﺪﻳﺎ‬
‫ﻻﺻﺤﺎﺑﻬﺎ‬ ‫اﻟﺸﻜﺮ‬ ‫ﻣﻊ‬ ‫اﻟﻤﻮﺛﻘﺔ‬ ‫واﻟﻤﻘﺎﻻت‬ ‫اﻻﻧﺘﺮﻧﺖ‬ ‫ﻣﻮاﻗﻊ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫اﻻﻧﺘﺮﻧﺖ‬ ‫ﻣﻦ‬ ‫ﻣﻮاﻗﻊ‬ ‫ﻋﺪة‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫اﻟﺤﺼﻮل‬ ‫ﺗﻢ‬ ‫اﻟﺼﻮر‬