أثر استخدام إستراتيجية تعليم الأقران في تنمية بعض مهارات القراءة الجهرية والاحتفاظ بها لدى تلاميذ التربية الخاصة في ماد

‫اﻟﻤﺠﻠﺪ‬ ،‫اﻷﺳﺎﺳﯿﺔ‬ ‫اﻟﺘﺮﺑﯿﺔ‬ ‫ﻛﻠﯿﺔ‬ ‫أﺑﺤﺎث‬ ‫ﻣﺠﻠﺔ‬١١‫اﻟﻌﺪد‬ ،٢
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
 
 
 
 
 
 
‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻫﺩﻑ‬‫ﺍﻟﻰ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﺍﻷ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬‫ﺘﻨﻤﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﻗﺭﺍﻥ‬
‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬،‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺒﻬﺎ‬ ‫ﻭﺍﻻﺤﺘﻔﺎﻅ‬
‫ﻫﺩ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬‫ﻓﺭﻀﻴﺎﺕ‬ ‫ﻭﻀﻊ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬‫ﺍﻟﺠﻬﺭﻴـﺔ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﺒﻌـﺽ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﺘﺨﺹ‬
‫ﺍﺨﺭﻯ‬ ‫ﻭﻓﺭﻀﻴﺎﺕ‬‫ﺍﻻﺤﺘﻔﺎ‬ ‫ﺘﺨﺹ‬‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺘﻠﻙ‬ ‫ﻅ‬،‫ﺍﻟﺜﺎﻟـﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﺍﻗﺘﺼﺭ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬)‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬(،‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬،‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺎﻥ‬‫ﻴﻁﻠـﻕ‬ ‫ﺍﻟـﺫﻱ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬
‫ﺍﻟﻤﺘﻜﺎﻓﺌﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻋﻠﻴﻪ‬،‫ﻤﻥ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻜﻭﻨﺕ‬)١١(‫ﺘﻠﻤﻴﺫ‬‫ﹰ‬‫ﺍ‬‫ﺍﻤـﺎ‬ ‫ﹰ‬‫ﺓ‬‫ﻭﺘﻠﻤﻴﺫ‬
‫ﻤﻥ‬ ‫ﻓﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬)٩(‫ﺘ‬‫ﺒـﻴﻥ‬ ‫ﺍﻟﺘﻜـﺎﻓﺅ‬ ‫ﺍﻟﺒﺎﺤﺜـﺎﻥ‬ ‫ﺭﺍﻋـﻰ‬ ‫ﻜﻤـﺎ‬ ‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﻼﻤﻴﺫ‬
‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﺩﺓ‬.
‫ﺘﻁﻠﺏ‬‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺒﺤﺙ‬‫ﺃ‬‫ﻟﻘﻴﺎﺱ‬ ‫ﺩﻭﺍﺕ‬‫ﺘﻠﻙ‬‫ﺍﻟﺜﻼﺙ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬،‫ﻭﻗ‬‫ﺍﻟﺒﺎﺤﺜـﺎﻥ‬ ‫ﻗﺎﻡ‬ ‫ﺩ‬‫ﺒﻌﺭﻀـﻬﺎ‬
‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﺼﻼﺤﻴﺘﻬﺎ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺀ‬ ‫ﻋﻠﻰ‬.‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺒﺤﺴﺎﺏ‬ ‫ﻭﻜﺫﻟﻙ‬‫ﺒﻁﺭﻴﻘﺔ‬‫ﺇ‬‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﻋـﺎﺩﺓ‬
‫ﻭﺍﻟﺒﺎﻟﻎ‬)٧٥,٠(‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﺘﻤﺕ‬ ،‫ﺒﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬‫ﺍﻟﺘـﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺴﺘﺨﺩﺍﻡ‬)t-test(‫ﻟﻌﻴﻨﺘـﻴﻥ‬
‫ﻤﺴﺘﻘﻠﺘﻴﻥ‬
‫ﻭ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬)‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬(
‫ﺍﻟﻘﺭﺍ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺘﻲ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬‫ﺍﻟﺩﺭﺠـﺔ‬ ‫ﺒـﻨﻔﺱ‬ ‫ﺍﻟﻤﺠﻤـﻭﻋﺘﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﻨﻤﺕ‬ ‫ﻭﺇﻨﻤﺎ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺀﺓ‬
‫ﺼـﺤﺔ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻤﺎ‬ ،‫ﻨﻔﺴﻬﺎ‬
‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺤﺘﻔﺎﻅ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﺴﺭﻋﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬
‫ﺍ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻭﻀﻊ‬ ‫ﺘﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﺴﺘﻜﻤﺎﻻ‬ ‫ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﻟﺘﻭﺼﻴﺎﺕ‬.
‫ﺍﻟﺒﺤﺙ‬ ‫ﺘﺴﻠﻴﻡ‬ ‫ﺘﺎﺭﻴﺦ‬:٣/١/٢٠١١‫ﺍﻟﻨﺸﺭ‬ ‫ﻗﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ‬ ‫؛‬:١٥/٩/٢٠١١

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‫ﻤﺤﻤﺩ‬ ‫ﺍﺤﻤﺩ‬‫ﻴﻠﺩﺍ‬ ‫ﻭﻋﻤﺎﺭ‬
The Effect of Using Peer Tutoring Teaching Strategy
on Developing Some oral Reading Skills by Special
Education Pupils in Reading
Assist. Prof. Dr.Ahmed M. Noori Assist. Lect. Ammar Y. Karoomi
College of Basic Education/ Mosul University
Abstract:
The current research aims to reveal the impact of peer tutoring
strategy on developing and retaining some oral reading skills by special
education pupils in reading. To achieve the aim of the research,
hypotheses were put related to developing some oral reading skills and
other theories about the retention of these skills. The research was limited
to third primary class pupils (special education) of both sexes. The
researcher used the experimental design of equated groups design. The
experimental group was ( 11 ) pupils whereas the control group was (9)
pupils. The researcher achieved equation between the groups in various
variables.
The research required the existence of tools to measure these three
skills and were presented to a pnnel of experts to know their
appropriatness for application. Stabililty was calculated using re-test
reading (0.75).The Data were statistically analysed using T-test for two
independent samples.
The results showed statistically significant difference in favor of
the experimental group in developing oral reading. Absence of
statistically significant differences between both groups in developing
oral reading and accuracy , rather it developed in the same degree for
both groups. Retention test, however was for the experimental group
because the experimental group retained material more than the control
group. Given these facts , some recommendations and suggestion were
put complete the research.

‫ﺼـﻭﺭﺘﻪ‬ ‫ﺍﺨﺘﻠﻔـﺕ‬ ‫ﻭﺇﻥ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﻀﻌﻔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺘﺜﺒﺕ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻟﻭﺍﻗﻊ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺇﻥ‬
‫ﺁﺨﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺇﻨﺴﺎﻥ‬ ‫ﻤﻥ‬ ‫ﻭﺩﻭﺍﻋﻴﻪ‬)،‫ﺤﺴﻥ‬٢٠٠٣،١٤(‫ﻓـﻲ‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻀﻌﻑ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺃﺼﺒﺤﺕ‬ ‫ﻓﻠﻘﺩ‬
‫ﻫـﺫﻩ‬ ‫ﺒﺤﺜـﺕ‬ ‫ﻁﺎﻟﻤـﺎ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺒﺸﺅﻭﻥ‬ ‫ﻭﺍﻟﻤﻌﻨﻴﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﻴﻥ‬ ‫ﺘﺸﻐل‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬
‫ﺍﻟﻤﺸﻜ‬‫ﺫﻟﻙ‬ ‫ﻋﻥ‬ ‫ﻨﺠﻤﺕ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﻨﺩﻭﺍﺕ‬ ‫ﺃﺠﻠﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻭﻋﻘﺩﺕ‬ ،‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻭﻜﺘﺒﺕ‬ ‫ﺍﻟﻤﺅﺘﻤﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻠﺔ‬
‫ﻴﺄﺨـﺫ‬ ‫ﻟـﻡ‬ ‫ﺍﻟﺤﻠـﻭل‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺸﻴﺌ‬ ‫ﺍﻥ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﺴﻠﻴﻤﺔ‬ ‫ﺍﻟﺤﻠﻭل‬ ‫ﻤﻥ‬ ‫ﺼﺎﻟﺤﺔ‬ ‫ﻁﺎﺌﻔﺔ‬ ‫ﻜﻠﻪ‬

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‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬…
‫ﺘ‬ ‫ﺍﻥ‬ ‫ﺍﻟﻰ‬ ‫ﺍﺩﻯ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﻐﻴﻴﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻁﺭﻴﻘﻪ‬‫ﻅ‬‫ﻭﺍﻟﻤﻌـﺎﻟﺠﻴﻥ‬ ‫ﺍﻟﺩﺍﺭﺴـﻴﻥ‬ ‫ﺘﺘﺤـﺩﻯ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ل‬
‫ﺍ‬ ‫ﺒﺎﻟﺠﻬﻭﺩ‬ ‫ﻭﺘﺴﺨﺭ‬‫ﺤﻠﻬﺎ‬ ‫ﻓﻲ‬ ‫ﻟﻤﺒﺫﻭﻟﺔ‬)،‫ﺍﻟﻌﺯﺍﻭﻱ‬١٩٨٥،١(
‫ﻭ‬‫ﻭﺃﺴـﺎﺘﺫﺓ‬ ،‫ﺍﻟﻠﻐﻭﻴـﺔ‬ ‫ﺍﻟﻤﺠـﺎﻤﻴﻊ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺒﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﻤﺸﺘﻐﻠﻭﻥ‬ ‫ﻴﺭﻯ‬
‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺃﻥ‬ ‫ﻭﻤﻌﻠﻤﻴﻬﺎ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﻤﺸﺭﻓﻲ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻤﻌﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ‬
‫ﺍﻷﺴﺎ‬ ‫ﻭﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻰ‬ ‫ﻴﻔﺘﻘﺭ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬‫ﻟـﺫﻟﻙ‬ ،‫ﻭﺘﻁﻭﻴﺭﻫـﺎ‬ ‫ﺒﻬﺎ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺴﻴﺔ‬
‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻏﺎﻟﺒﻴـﺔ‬ ‫ﺃﻥ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺍﻀﺤ‬ ‫ﹰ‬‫ﺎ‬‫ﻀﻌﻔ‬ ‫ﻨﺭﻯ‬
،‫ﻗـﻡ‬ ،‫ﺍﻟﺒـﺎﺤﺜﻴﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻋﺒﺭ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺒﻬﺎ‬ ‫ﻭﺍﻟﺠﻬﺭ‬ ‫ﻭﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺘﻤﻴﻴﺯ‬ ‫ﻋﻥ‬ ‫ﻴﻨﺼﺭﻓﻭﻥ‬
‫ﺍﻟﻀـ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﺒﺎﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻥ‬ ، ‫ﺍﺠﻠﺱ‬ ،‫ﺍﻗﺭﺃ‬‫ﺍﻟﺠﻬﺭﻴـﺔ‬ ‫ﻟﻠﻘـﺭﺍﺀﺓ‬ ‫ﺭﻭﺭﻴﺔ‬
)،‫ﺨﺎﻁﺭ‬١٩٩٨،٣٨(،‫ﺍﻟﺘﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻜﻤﺎ‬‫ﻟـﺩﻴﻬﻡ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺒﻴﺔ‬
‫ﺘﻌﻠ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺸﺩﻴﺩ‬ ‫ﻀﻌﻑ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻁﻴﺌﻭ‬ ‫ﺃﻨﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺸﺨﺼﻭﺍ‬ ‫ﻭﺍﻟﺫﻴﻥ‬ ‫ﻤﻴﺔ‬
‫ﻭﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﺼﺎﻤﺘﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬)،‫ﺃﺤﻤﺩ‬٢٠٠٦،٤. (
‫ﺍ‬ ‫ﻓﻲ‬ ‫ﺘﻜﻤﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻓﺈﻥ‬ ‫ﻭﺒﺫﻟﻙ‬‫ﻟﺴﺅ‬‫ﺍﻵﺘﻲ‬ ‫ﺍل‬:
١-‫ﺇﺴﺘﺭﺍ‬ ‫ﺍﺜﺭ‬ ‫ﻤﺎ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺘﻴﺠﻴﺔ‬‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬)‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬(‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬‫ﺒﻬﺎ‬ ‫ﻭﺍﻻﺤﺘﻔﺎﻅ‬.
 
 
‫ﺘﻭﺠـﺩ‬ ‫ﺒـل‬ ،‫ﻤﻁﻠـﻕ‬ ‫ﺒﺸﻜل‬ ‫ﻏﻴﺭﻫﺎ‬ ‫ﻤﻥ‬ ‫ﺃﻓﻀل‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺒﺄﻥ‬ ‫ﺍﻟﻘﻭل‬ ‫ﺍﻟﺼﻌﺏ‬ ‫ﻤﻥ‬
‫ﻤﻌﻴ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﻤﻌﻠﻡ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻤﻌﻴﻨﻴﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻊ‬ ‫ﻤﻌﻴﻥ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻤﺤﺩﻭﺩﺓ‬ ‫ﺍﻫﺩﺍﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻨﺴﺏ‬ ‫ﻨﺔ‬
‫ﺃﻫﻤﻬـﺎ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺍﺨﺭﻯ‬ ‫ﻋﻭﺍﻤل‬ ‫ﻭﺠﻭﺩ‬ ‫ﺒﺎﻟﺤﺴﺒﺎﻥ‬ ‫ﻴﺅﺨﺫ‬ ‫ﻜﻤﺎ‬ ،‫ﻤﻌﻴﻥ‬
‫ﺍﻟﻤﺘﻌﻠ‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﺎﺩﺓ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻁﺒﻴﻌﺔ‬‫ﻤﻴﻥ‬)،‫ﻋﻭﺍﺩ‬٢٠٠٦،٦٣-٦٥(‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﻫﻨﺎﻙ‬ ،
‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻤﻥ‬‫ﻗ‬ ‫ﻤﻥ‬ ‫ﺘﺴﺘﺨﺩﻡ‬‫ﻤـﻥ‬ ‫ﺍﻻﻓـﺎﺩﺓ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﻤﻜﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻭﻴﺅﺩﻱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒل‬
‫ﺍﻟﻤﻨﺸﻭﺩﺓ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻻﻫﺩﺍﻑ‬ ‫ﻭﺒﻠﻭﻍ‬ ‫ﺍﻟﻤﺨﻁﻁﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬)،‫ﺠﺎﻤل‬٢٠٠٢،١٨. (
‫ﻤﻥ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺩﺭﺒﻬﻡ‬ ،‫ﹰ‬‫ﺎ‬‫ﻤﻌ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﻤل‬ ‫ﺘﻌﺯﺯ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﺎﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬
‫ﻨ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺎﺕ‬،‫ﺃﻗـﺭﺍﻨﻬﻡ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﻭﺍﻟﻤﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺘﺄﺜﻴﺭ‬ ‫ﹰ‬‫ﺍ‬‫ﻅﺭ‬
‫ﺍﻟﻘﺩﻴﻡ‬ ‫ﺍﻟﻘﻭل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﺃﻱ‬ ‫ﻫﺫﺍ‬ ‫ﺘﻭﺴﻴﻊ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬"‫ﻤﺭﺘﻴﻥ‬ ‫ﺘﺘﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﹸﻌﻠﻡ‬‫ﺘ‬ ‫ﺃﻥ‬"‫ﻟﺘﺘﻌﻠﻡ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻓﺄﻓﻀل‬
‫ﺸﻴ‬‫ﹰ‬‫ﺎ‬‫ﺌ‬‫ﺁﺨﺭ‬ ‫ﻟﺸﺨﺹ‬ ‫ﺘﺩﺭﺴﻪ‬ ‫ﺃﻥ‬)،‫ﺍﻟﺭﺤﺎﻭﻱ‬٢٠٠٦،٨. (
‫ﻜﻠﻭﺍﺭﺩ‬ ‫ﺍﺸﺎﺭ‬)١٩٧٦cloward(‫ﺍﻟﺘﺤﺼـﻴﻠﻲ‬ ‫ﺍﻟﻤﺴـﺘﻭﻯ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫ﺍﻟﻰ‬‫ﻟﻠﺘﻼﻤ‬‫ﻨﺘﻴﺠـﺔ‬ ‫ﻴـﺫ‬
‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬‫ﻭ‬‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﻥ‬‫ﺒ‬‫ﺎﻟﻔﺎﻋﻠﻴﺔ‬‫ﻨﻔﺴﻬﺎ‬‫ﺍﻟﺫﻴﻥ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬
‫ﺍﻟﻤﺴـﺅﻭﻟﻴﺔ‬ ‫ﻴﻀـﻊ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﻓﺘﻌﻠﻴﻡ‬ ،‫ﺍﻟﻨﻭﺍﺤﻲ‬ ‫ﻫﺫﻩ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺍﻟﺘﻼﻤﻴﺫ‬ ،‫ﻋﺠﺯ‬ ‫ﻨﻭﺍﺤﻲ‬ ‫ﻟﺩﻴﻬﻡ‬
‫ﹰ‬‫ﺎ‬‫ﻏﺎﻟﺒ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﺜﺭﻩ‬ ‫ﻟﻪ‬ ‫ﻗﻭﻱ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﻭﻫﺫﺍ‬ ،‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻋﺎﺘﻕ‬ ‫ﻋﻠﻰ‬‫ﻴﻜﻭﻨـﻭ‬ ‫ﻤﺎ‬‫ﻥ‬‫ﻤﺘﻌﻠﻤـﻴﻥ‬

٤
‫ﻴ‬ ،‫ﺍﻗﺭﺍﻨﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺨﺼﻭﺼﻲ‬ ‫ﻤﻌﻠﻡ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﻴﺘﻭﺍﻓﺭ‬ ‫ﻓﻌﻨﺩﻤﺎ‬ ،‫ﺴﻠﺒﻴﻴﻥ‬‫ﻓـﻲ‬ ‫ﻤﺒﺎﺸـﺭ‬ ‫ﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻨﺩﻤﺠﻭﻥ‬
، ‫ﺘﻌﻠﻤﻬﻡ‬‫ﻟﻠﻤﻨﺎﻗﺸـﺔ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﻴﻭﻓﺭ‬ ‫ﺍﺨﺭ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺍﻥ‬ ‫ﻜﻤﺎ‬ ،‫ﹰ‬‫ﺎ‬‫ﻓﺭﺩﻴ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﻌﻠﻴﻤ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻭﻴﻭﻓﺭ‬
‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺭﺍﺠﻌﺔ‬ ‫ﺘﻐﺫﻴﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﺘﻘﻭﻴﻡ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻭﺍﻟﺘﺴﺎﺅل‬)‫ﻭ‬ ‫ﺍﻟﺴﺭﻁﺎﻭﻱ‬،‫ﺍﺨﺭﻭﻥ‬٢٠٠٠،١-
٢(‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻭﺇﻥ‬‫ﻴ‬‫ﹰ‬‫ﻼ‬‫ﻓﻀ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺤﺴﻥ‬‫ﺍﻟـﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻥ‬
‫ﻟﺩﻴﻪ‬)Schnnk , 1987,219. (
‫ﻟﻼﺤ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻭﻴﺴﺘﺠﻴﺏ‬‫ﺍﻟ‬ ‫ﻴﻤﻴل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘﻴﺎﺠﺎﺕ‬‫ﻋـﻥ‬ ‫ﻓﻀﻼ‬ ،‫ﺘﺠﺎﻫﻠﻬﺎ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ‫ﺘﻌﻠﻴﻡ‬
‫ﺒﻔﻌ‬ ٌ‫ل‬‫ﻓﺎﻋ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﻟﻨﻔﺱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻥ‬‫ﻟﻠ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺎﻟﻴﺔ‬ٌ‫ل‬‫ﺩﻟﻴ‬ ‫ﻭﻫﻨﺎﻙ‬ ،‫ﺍﻟﻤﺨﺘﻠﻑ‬ ‫ﻌﻤﺭ‬‫ﺍﻷﻗـﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺤﺴﻥ‬ ‫ﻗﺩ‬)،‫ﺍﺒﺭﺍﻫﻴﻡ‬٢٠٠٤،٨٧٢. (
‫ﻴﺭﻯ‬)‫ﻨﺯﺍل‬(‫ﻋﻼﻗـﺔ‬ ‫ﻤـﻥ‬ ‫ﻤﺭﻭﻨﺔ‬ ‫ﺍﻜﺜﺭ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﻏﺎﻟﺒ‬ ،‫ﺒﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺃﻥ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻌﺯﻴﺯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﻅﻬﺭ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻭﺫﻭﻱ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﻭﺍﻻﻜﺎﺩﻴﻤﻴﺔ‬)Nazzal , 2002 , 68- 80. (
‫ﺘﻌـﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ،‫ﻟﻠﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻤﻔﺘﻭﺤﺔ‬ ‫ﺍﻟﻨﺎﻓﺫﺓ‬ ‫ﻷﻨﻬﺎ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺒﺎﻫﺘﻤﺎﻡ‬ ‫ﻭﻤﻬﺎﺭﺍﺘﻬﺎ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺤﻅﻴﺕ‬ ‫ﻟﻘﺩ‬
‫ﺍﻟﺘﺜﻘﻴﻑ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬.‫ﻜﺒﻴﺭ‬ ‫ﺒﺎﻫﺘﻤﺎﻡ‬ ‫ﺤﻅﻲ‬ ‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻀﻭﺀ‬ ‫ﻭﻋﻠﻰ‬‫ﺘـﺯﻭﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺇﺫ‬
‫ﻭﺍﻻﺴـﺘﻤﺘﺎﻉ‬ ‫ﻭﺍﻟﺘﺭﻓﻴﻪ‬ ‫ﺍﻟﺘﺴﻠﻴﺔ‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﺘﺘﻭﻓﺭ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻭﻤﻥ‬ ،‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬
‫ﹰ‬‫ﺎ‬‫ﺃﻴﻀ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻭﺘﻨﻤﻲ‬ ،‫ﻭﺍﻟﻜﺘﺏ‬ ‫ﺍﻟﻘﺼﺹ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬)،‫ﺭﺠـﺏ‬١٩٩٤،١٦٦-
١٦٧. (
‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺘﻌﺩ‬ ‫ﻓﺎﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﺫﻟﻙ‬.‫ﺘﺤ‬ ‫ﻭﻫـﻲ‬‫ﻋﻠـﻰ‬ ‫ﺘـﻭﻱ‬
‫ﺃﻴـ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻭﺤﺘﻰ‬ ،‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻫﻲ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺔ‬
‫ﻀـﺭﻭﺭﻴﺔ‬ ‫ﺘﻌـﺩ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻭﻫﻨﺎﻙ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﻗﺎﺩﺭ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺠﺏ‬ ‫ﻤﺎﺩﺓ‬
‫ﺒﻬـﺎ‬ ‫ﻨﻌﻨـﻲ‬ ‫ﻭﺍﻨﻤﺎ‬ ‫ﻓﻘﻁ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺘﺭﺩﻴﺩ‬ ‫ﻤﺠﺭﺩ‬ ‫ﻨﻌﻨﻲ‬ ‫ﻓﻼ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺫﻜﺭﻨﺎ‬ ‫ﻭﺇﺫﺍ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻟﺯﻴﺎﺩﺓ‬
‫ﻭﺍﺘﻘﺎﻨ‬ ‫ﺍﻻﻓﻜﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬‫ﻬﺎ‬‫ﺠﺩﻴﺩﺓ‬ ‫ﺒﺨﺒﺭﺍﺕ‬ ‫ﻭﺍﻟﺨﺭﻭﺝ‬)،‫ﺤﺴﻥ‬٢٠٠٣،١٥. (
‫ﻓﺎﻟﻤﻌﻠﻡ‬‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﻘﻑ‬ ‫ﺘﻼﻤﻴﺫﻩ‬ ‫ﺃﺨﻁﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻤﻜﻥ‬
‫ﺍﻟﻨﻁﻕ‬ ‫ﺇﺠﺎﺩﺘﻬﻡ‬‫ﺃ‬ ‫ﻫﺩﻓﻬﺎ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﻓﺎﻟﻘﺭﺍﺀﺓ‬ ،‫ﺘﻬـﺩﻑ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ،‫ﻨﻘﺭﺅﻩ‬ ‫ﻤﺎ‬ ‫ﻤﻌﻨﻰ‬ ‫ﺍﻟﻤﺴﺘﻤﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻨﻘل‬ ‫ﻥ‬
‫ﺃﻴﻀﺎ‬ ‫ﺍﻹﻓﻬﺎﻡ‬ ‫ﺇﻟﻰ‬)‫ﺍﷲ‬ ‫ﺨﻠﻑ‬،٢٠٠٢،١٨٩. (
‫ﺇﻜﺴـﺎﺏ‬ ‫ﻓـﻲ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻟﻘﺩ‬
‫ﺃﻜﺩ‬ ‫ﻓﻘﺩ‬ ،‫ﺍﻻﺨﺭﻯ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬)Cere , 1982(‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬
‫ﻤـﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺤﺘﻭﻱ‬ ‫ﻓﻬﻲ‬ ،‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻟﻬﺎ‬ ‫ﻭﻤﻤﺎﺭﺴﺘﻬﻡ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬
‫ﺒﺎﻟﻨﺴـﺒﺔ‬ ‫ﺒﻜﺜﻴـﺭ‬ ‫ﺃﺴﻬل‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻷﺼﺒﺢ‬ ،‫ﻓﻴﻬﺎ‬ ‫ﻤﺎﻫﺭﻴﻥ‬ ‫ﻭﺃﺼﺒﺤﻭﺍ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺃﺘﻘﻨﻬﺎ‬ ‫ﻟﻭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻨﺹ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻔﺎﻋل‬ ‫ﹰ‬‫ﻻ‬‫ﻭﻓﻌﺎ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻴﺩ‬ ‫ﹰ‬‫ﺎ‬‫ﻗﺎﺭﺌ‬ ‫ﻟﻴﻜﻭﻥ‬ ‫ﻗﺎﺭﺉ‬ ‫ﻜل‬ ‫ﻟﺩﻯ‬ ‫ﺘﺘﻭﻓﺭ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻠﻙ‬ ،‫ﺇﻟﻴﻬﻡ‬
‫ﻭﺍﺠﺏ‬ ‫ﻤﻥ‬ ‫ﺃﺼﺒﺢ‬ ‫ﻟﺫﺍ‬ ،‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﻌﻨﺎﻴﺔ‬ ‫ﻭﻴﻭﻟﻴﻪ‬‫ﺍﻜﺴﺎﺏ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬‫ﹰ‬‫ﺍ‬‫ﻗﺩﺭ‬ ‫ﺘﻼﻤﺫﺘﻬﺎ‬‫ﹰ‬‫ﺎ‬‫ﻤﻨﺎﺴـﺒ‬

٥
‫ﻭﺴـﺭﻋﺔ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ،ﺼﺤﺔ‬ ‫ﺘﻠﻙ‬ ‫ﻀﻤﻥ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬
‫ﺍﻟﻤﻘﺭﻭﺀ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﺍﻟﺴﻠﻴﻡ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬)Cere , 1982 , 19. (
‫ﻭﻫﻲ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﺍﻻﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﺘﻨﺎﻭل‬)‫ﺩﻗـﺔ‬ ، ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﺴﺭﻋﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬(
‫ﻤﻬﺎﺭﺓ‬ ‫ﻭﺘﻌﺩ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬‫ﻤ‬‫ﺭﺌﻴﺴ‬ ‫ﺼﻔﺔ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺃﻫﻡ‬ ‫ﻥ‬‫ﺍﻟﻘـﺎﺭﺉ‬ ‫ﺼﻔﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺔ‬
‫ﺇﺘﻘـﺎﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻤﻥ‬ ‫ﻭﺨﻴﺭ‬ ،‫ﹰ‬‫ﺎ‬‫ﻭﺴﻠﻴﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺍﻀﺤ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻨﻁﻕ‬ ‫ﻤﻥ‬ ‫ﻴﺘﻤﻜﻥ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺠﻴﺩ‬
‫ﺃﻓﻜﺎﺭﻫـﺎ‬ ‫ﻭﻤﻌﺭﻓـﺔ‬ ‫ﺘﺭﺍﺒﻁﻬـﺎ‬ ‫ﻭﺤﺴﻥ‬ ،‫ﺍﻟﻤﻘﺭﻭﺀﺓ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻟﻤﻌﺎﻨﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺩﺭﻜ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﺍﻥ‬ ،‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﻫﺫﻩ‬
‫ﻟ‬ ،‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻫﻲ‬ ‫ﺍﻟﺠﺯﺌﻴﺔ‬‫ﻋﻠـﻰ‬ ‫ﻴﻠﻘـﻲ‬ ‫ﻭﻫـﺫﺍ‬ ،‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻭﺠﺏ‬ ‫ﺫﺍ‬
‫ﺍﻟﻔﺭﺼـﺔ‬ ‫ﻭﺍﺘﺎﺤـﺔ‬ ‫ﻋﻼﺠﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ،‫ﺘﻼﻤﻴﺫﻩ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﻁﻕ‬ ‫ﻋﻴﻭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻋﺏﺀ‬ ‫ﺍﻟﻤﻌﻠﻡ‬
‫ﹰ‬‫ﺎ‬‫ﺨﺎﻟﻴـ‬ ‫ﹰ‬‫ﺎ‬‫ﺴﻠﻴﻤ‬ ‫ﺃﺩﺍﺅﻩ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺤﺘﻰ‬ ‫ﺍﺨﻁﺎﺀﻩ‬ ‫ﻟﻪ‬ ‫ﻭﻴﺼﺤﺢ‬ ‫ﻭﻴﻜﺭﺭﻩ‬ ‫ﺍﻻﺩﺍﺀ‬ ‫ﻴﻤﺎﺭﺱ‬ ‫ﻟﻜﻲ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻟﻜل‬ ‫ﺍﻟﻜﺎﻓﻴﺔ‬
‫ﻭﺍﻟﺨﻁﺄ‬ ‫ﺍﻟﺨﻠﻁ‬ ‫ﻤﻥ‬)،‫ﺸﺤﺎﺘﺔ‬١٩٩٣،١٤٣. (
‫ﺃ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﺎ‬‫ﺒﺸـﻜل‬ ‫ﻓـﺎﻟﻘﺭﺍﺀﺓ‬ ،‫ﻟﻠﺘﻠﻤﻴﺫ‬ ‫ﺍﻟﺯﺍﻭﻴﺔ‬ ‫ﺤﺠﺭ‬ ‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﻓﻬﻲ‬
‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﻤﻜﻤﻠﺔ‬ ‫ﺩﻗﻴﻕ‬.‫ﺍﻟﺘﻠﻤﻴـﺫ‬ ‫ﻓﻴﻘﺭﺃ‬ ،‫ﺒﺎﻟﻨﻅﺭ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺭﺴﻡ‬ ‫ﺍﺩﺭﺍﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻓﻬﻲ‬
‫ﺒﺈﺨﺭﺍﺝ‬ ‫ﺘﻌﻨﻲ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ،‫ﺇﻀﺎﻓﺔ‬ ‫ﺃﻭ‬ ‫ﺇﺒﺩﺍل‬ ‫ﺃﻭ‬ ‫ﺤﺫﻑ‬ ‫ﻤﻥ‬ ‫ﺤﺭﻓﻴﺔ‬ ‫ﺃﺨﻁﺎﺀ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻥ‬ ‫ﺩﻗﻴﻕ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻜﻠﻤﺔ‬
‫ﺍﻟﺤﺭﻭﻑ‬‫ﺍﻟﺤﺭﻜـﺎﺕ‬ ‫ﺒﻀـﺒﻁ‬ ‫ﻭﺍﻻﻟﺘـﺯﺍﻡ‬ ‫ﺍﻟﺤﻠـﻕ‬ ‫ﺒﺄﺴﻔل‬ ‫ﻭﺘﻨﺘﻬﻲ‬ ‫ﺒﺎﻟﺸﻔﺔ‬ ‫ﺘﺒﺩﺃ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﺨﺎﺭﺠﻬﺎ‬ ‫ﻤﻥ‬
‫ﻓـﻲ‬ ‫ﺍﻟﺩﻗـﺔ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺃﻤﻴﺯ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺇﻥ‬ ،‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻤﻥ‬ ‫ﺤﺭﻑ‬ ‫ﻟﻜل‬ ‫ﻭﺍﻟﺴﻜﻨﺎﺕ‬
‫ﻭﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﻭﺍﻟﺼﺭﻓﻴﺔ‬ ‫ﺍﻟﻨﺤﻭﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺜﻤﺭﺓ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬)،‫ﺍﻟﻬﺎﺸﻤﻲ‬١٩٧٢،٣٥-٤٠(
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺃﻤﺎ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬‫ﻓ‬‫ﻤﻥ‬ ‫ﻤﻤﻜﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺍﻜﺒﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻴﻥ‬ ‫ﺘﻘﻊ‬ ‫ﺃﻥ‬ ‫ﺘﺘﻁﻠﺏ‬
‫ﺘﺘﻌﺭﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻋﺩﺩ‬ ‫ﺯﺍﺩ‬ ‫ﻭﻜﻠﻤﺎ‬ ،‫ﻟﻬﺎ‬ ‫ﺤﺭﻜﺔ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬‫ﺤﺭﻜـﺔ‬ ‫ﻜـل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻴﻥ‬ ‫ﻋﻠﻴﻬﺎ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺴﺭﻋﺘﻨﺎ‬ ‫ﺯﺍﺩﺕ‬.‫ﺍﻟﻠﻐـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻨـﺎﺱ‬ ‫ﺒﻌـﺽ‬ ‫ﻴﻘﺭﺅﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻋﺩﺩ‬ ‫ﻭﺼل‬ ‫ﻭﻗﺩ‬
‫ﺍﻟﻰ‬ ‫ﺍﻻﻨﻜﻠﻴﺯﻴﺔ‬)٦٠٠(‫ﺍ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻤﺎ‬ ،‫ﺍﻟﺩﻗﻴﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻜﻠﻤﺔ‬‫ﻴﺘﺠﺎﻭﺯ‬ ‫ﻓﻼ‬ ‫ﻟﻌﺭﺒﻴﺔ‬)٢٠٠(‫ﻋﻨـﺩ‬ ‫ﻜﻠﻤـﺔ‬
‫ﺁﺨـﺭ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺭﺠﻌﻴـﺔ‬ ‫ﺍﻟﺤﺭﻜﺔ‬ ‫ﺩﻗﺔ‬ ‫ﺍﻟﻌﻴﻥ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺒﻤﺠﺎل‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻭﻤﻥ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻴﻌﻲ‬
‫ﻴﻠﻴﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺴﻁﺭ‬ ‫ﺃﻭل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺴﻁﺭ‬)،‫ﻤﺼﻁﻔﻰ‬٢٠٠٢،١٠٣. (
‫ﺘﺘﺒﻠﻭﺭ‬ ‫ﻭﺒﺫﻟﻙ‬‫ﻴﺄﺘﻲ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﻤﻴﺔ‬:
١-‫ﺍﻟﺒﺤﺙ‬ ‫ﺘﻨﺎﻭل‬‫ﻓﻲ‬ ‫ﺃﺜﺭﻫﺎ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴـﺔ‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬.
٢-‫ﻓﺌـﺔ‬ ‫ﻭﻫـﻡ‬ ،‫ﻤﻌﻬـﻡ‬ ‫ﻴﺘﻌﺎﻤل‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻭﻓﺌﺔ‬ ،‫ﻴﺘﻨﺎﻭﻟﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺃﻫﻤﻴﺔ‬
‫ﻭﺨﺎﺼـﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺤﺎﺠﺔ‬ ‫ﻫﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﻭﻤﻬﺎﺭﺍﺘﻬﺎ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬.
 

٦
 
))‫ﺇﺴﺘﺭﺍ‬ ‫ﺃﺜﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺘﻴﺠﻴﺔ‬،‫ﺍﻟﺠﻬﺭﻴـﺔ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬((‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﺘﻡ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬:
‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬
))‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬‫ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﻀﺎﺒﻁ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺔ‬‫ﺍﻟ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ،‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺴـﺭﻋﺔ‬ ،‫ﻘـﺭﺍﺀﺓ‬
‫ﹰ‬‫ﺔ‬‫ﻤﺠﺘﻤﻌ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬((
‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬))‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻤﺘﻭﺴﻁ‬. ((
‫ﺍﻟﻔ‬‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺭﻀﻴﺔ‬))‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻤﺘﻭﺴﻁ‬. ((
‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬))‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬
‫ﺍﻟﻀﺎﺒﻁ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻤﺘﻭﺴﻁ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺔ‬. ((
‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬
))‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬‫ﺩﺭﺠـﺎﺕ‬ ‫ﻭﻤﺘﻭﺴـﻁ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻓﻲ‬‫ﺒ‬‫ﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ،‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬
‫ﻤﺠﺘﻤﻌﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬. ((
‫ﺍﻟﺭ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬‫ﺍﺒﻌﺔ‬))‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺤﺼـﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﺒﻤﻬﺎﺭﺓ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬. ((
‫ﺍﻟﻔﺭﻀﻴﺔ‬‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬))‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬
‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ‫ﺒﻤﻬﺎﺭﺓ‬. ((
‫ﺍﻟﺴﺎﺩﺴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬))‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒـﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺤﺼﺎﺌﻴ‬ ‫ﺩﺍل‬ ‫ﻓﺭﻕ‬ ‫ﻻﻴﻭﺠﺩ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﺒﻤﻬﺎﺭﺓ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬. ((
 
 
١-‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬)‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬(
٢-‫ﺍﻟﺜﻤﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺘﺩﺭﻴﺱ‬‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻜﺘﺎﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺨﻴﺭﺓ‬.
٣-‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬)٢٠٠٧،٢٠٠٨. (
  

٧
 
‫ﺍﻭﻻ‬:‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬Peer Tutoring Teaching
‫ﺭ‬‫ﻋ‬‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﻓﻪ‬)٢٠٠٤" (‫ﻴﻘـﻭﻡ‬ ‫ﻜـﺄﻥ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺒﺄﻨﻪ‬
‫ﺒﺘ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒﻌﺽ‬‫ﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻌﻠﻴﻡ‬‫ﺃ‬‫ﺃﻭ‬ ‫ﹰ‬‫ﺍ‬‫ﻋﻤﺭ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻗل‬‫ﺃ‬‫ﻓـﻲ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻗل‬‫ﺍﻟ‬‫ﺃﺴﺎﺴـﻴﺎﺘﻬﺎ‬ ‫ﻭﻓﻬـﻡ‬ ‫ﺘﺤﺼـﻴل‬
)،‫ﺍﺒﺭﺍﻫﻴﻡ‬٢٠٠٤،٨٦٩(
‫ﺭ‬‫ﻭﻋ‬‫ﻓﺭﺝ‬ ‫ﻓﻪ‬)٢٠٠٥" (‫ﻴﻜـﻭ‬ ‫ﻭﻗﺩ‬ ‫ﹰ‬‫ﺎ‬‫ﺒﻌﻀ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﺒﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻗﻴﺎﻡ‬ ‫ﺒﺄﻨﻪ‬‫ﻥ‬
‫ﻨﻔﺴﻪ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻘﺭﻴﻥ‬‫ﹰ‬‫ﺎ‬‫ﻤﺩﺭﺴﻴ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺃﻭ‬ ‫ﹰ‬‫ﺍ‬‫ﻋﻤﺭ‬ ‫ﻴﻌﻠﻭﻫﻡ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﻭ‬) .،‫ﻋﺒﺩﺍﻟﻜﺭﻴﻡ‬
٢٠٠٨،٢٧(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﻓﻪ‬‫ﺎﻥ‬‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬‫ﺘﻌﻠﻤﻴﺔ‬‫ﻤـﻥ‬ ‫ﺘﻠﻤﻴـﺫﻴﻥ‬ ‫ﺒـﻴﻥ‬ ‫ﻤﺸﺘﺭﻜﺔ‬ ‫ﺜﻨﺎﺌﻴﺔ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬-‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬-‫ﺍﻟﻤﻭﻀـﻭﻉ‬ ‫ﻗـﺭﺍﺀﺓ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﺤﺩﻫﻤﺎ‬
‫ﻟﻠﺘﻠﻤﻴـﺫ‬ ‫ﺍﻟﻤﻭﻀـﻭﻉ‬ ‫ﻗـﺭﺍﺀﺓ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﻭﻴﻘﻭﻡ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻗﺭﺍﺌﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﻴﻤﺘﻠﻙ‬ ‫ﺍﻵﺨﺭ‬ ‫ﻤﻥ‬ ‫ﺃﻓﻀل‬ ‫ﺒﺸﻜل‬
‫ﻫﻭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻵﺨﺭ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺍﻗل‬.
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﻘﺭﺍﺀﺓ‬Reading
‫ﺭ‬‫ﻋ‬‫ﻓﻬﺎ‬‫ﺩﺍﻭﻴﻨﻙ‬)1982Dowing" (‫ﺍﻥ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺒﺄﻨﻬﺎ‬
‫ﺍﻟﻨﺹ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺭﺴﺎﻟﺔ‬ ‫ﺒﺩﻗﺔ‬ ‫ﻭﻴﻔﻬﻡ‬ ‫ﻤﺭﻭﻱ‬ ‫ﺍﻭ‬ ‫ﻤﻁﺒﻭﻉ‬ ‫ﻨﺹ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺘﺘﺎﻟﻴﺔ‬ ‫ﺴﻠﺴﻠﺔ‬ ‫ﻴﺤﻠل‬
")Dowing 1982 , 13(
‫ﺭ‬‫ﻭﻋ‬‫ﺍﻟﺤﺴﻥ‬ ‫ﻓﻬﺎ‬)٢٠٠٥" (‫ﺍﻟﻌﻭﺍﻤـل‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻜﺜﻴـﺭ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺩﺨل‬ ‫ﻓﻜﺭﻱ‬ ‫ﻋﻘﻠﻲ‬ ‫ﻨﺸﺎﻁ‬ ‫ﺒﺄﻨﻬﺎ‬
‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺒﻠﻐﺔ‬ ‫ﺍﻟﺘﺤﺩﺙ‬ ‫ﻟﻐﺔ‬ ‫ﺭﺒﻁ‬ ‫ﺍﻟﻰ‬ ‫ﺍﺴﺎﺴﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻬﺩﻑ‬")،‫ﺍﻟﺤﺴﻥ‬٢٠٠٥،١١(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﺘﻌﺭﻑ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻓﻬﺎ‬
‫ﻜ‬ ‫ﻓﻲ‬ ‫ﻭﺭﺩﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﻭﺍﻟﺠﻤل‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻭﻨﻁﻕ‬ ‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺘﺎﺏ‬.
‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬Oral Reading
‫ﺭ‬‫ﻋ‬‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﻓﻬﺎ‬)١٩٧٢٨" (‫ﺍﻟﻌﻘﻠـﻲ‬ ‫ﻭﺍﻻﺩﺭﺍﻙ‬ ‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﻟﻠﺭﻤﻭﺯ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺒﺄﻨﻬﺎ‬
‫ﺒﻬﺎ‬ ‫ﻭﺍﻟﺠﻬﺭ‬ ‫ﺒﻨﻁﻘﻬﺎ‬ ‫ﻭﺍﻟﺭﻤﻭﺯ‬ ‫ﺍﻟﻤﻌﺎﻨﻲ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻭﻤﺩﻟﻭﻻﺘﻬﺎ‬")،‫ﺇﺒﺭﺍﻫﻴﻡ‬١٩٧٢،٦٩(
‫ﺭ‬‫ﻭﻋ‬‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﺍﻟﺭﺤﻴﻡ‬ ‫ﻓﻬﺎ‬)١٩٩٢"(‫ﻗﺭﺍﺀﺓ‬ ‫ﺒﺄﻨﻬﺎ‬،‫ﻭﻏﻴـﺭﻩ‬ ‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﻴﺴﻤﻌﻪ‬ ٍ‫ل‬‫ﻋﺎ‬ ‫ﺒﺼﻭﺕ‬
‫ﻤﺎﻴﻘﺭ‬ ‫ﺍﻟﻘﺎﺭﻯﺀ‬ ‫ﻴﺘﻠﻘﻰ‬ ‫ﻭﻓﻴﻬﺎ‬‫ﺅ‬‫ﺍﻷﺫﻥ‬ ‫ﻭﺍﺴـﺘﻌﻤﺎل‬ ‫ﺍﻟﻠﺴـﺎﻥ‬ ‫ﻭﺘﺤﺭﻴﻙ‬ ‫ﺍﻟﻌﻴﻥ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻩ‬")‫ﺍﻟـﺭﺤﻴﻡ‬
،‫ﻭﺁﺨﺭﻭﻥ‬١٩٩٢،٢٣(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﻓﻬﺎ‬‫ﺎﻥ‬ّ‫ﺄ‬‫ﺒ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺠﺭﺍﺌﻴ‬‫ﻴﻘـﺭﺃ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﻴﻁﻠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻨﻬﺎ‬
‫ﺍﻟﻘ‬ ‫ﻜﺘﺎﺏ‬ ‫ﻤﻭﺍﻀﻴﻊ‬‫ﹰ‬‫ﺎ‬‫ﻤﺭﺍﻋﻴ‬ ‫ﻭﺒﺎﺘﻘﺎﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻬﺭ‬ ‫ﺭﺍﺀﺓ‬‫ﻤﻥ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻀﺒﻁ‬ ‫ﻓﻴﻬﺎ‬‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺍﻟﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﻓـﻲ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻟﺘﻠـﻙ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺔ‬ ‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬ ‫ﻭﻓﻕ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺒﺤﺙ‬.

٨
‫ﺭﺍﺒﻌﺎ‬:‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬Reading correctnes
‫ﺭ‬‫ﻋ‬‫ﺍﻟﺴﻴﺩ‬ ‫ﻓﻬﺎ‬)١٩٩٧"(ّ‫ﺄ‬‫ﺒ‬‫ﺍﻟﺤﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻨﻬﺎ‬‫ﺒﻬـﺎ‬ ‫ﻭﺍﻟﻨﻁـﻕ‬ ‫ﻭﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﻭﻑ‬
‫ﺼﺤﻴﺢ‬ ‫ﺒﺸﻜل‬")،‫ﺍﻟﺴﻴﺩ‬١٩٩٧،٣٢١(
‫ﺭ‬‫ﻭﻋ‬‫ﺍﻟﺤﺴﻥ‬ ‫ﻓﻬﺎ‬)٢٠٠٥" (‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﻭﻤﺤﺎﻭﻟـﺔ‬ ‫ﺍﻟﺘـﺭﻗﻴﻡ‬ ‫ﻋﻼﻤـﺎﺕ‬ ‫ﺒﻤﺭﺍﻋـﺎﺓ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺼﺤﺔ‬ ‫ﻬﺎ‬
‫ﺍﺴﺘﻔﻬﺎﻡ‬ ‫ﺍﻭ‬ ‫ﺘﻌﺠﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﻟﻠﺤﺎﻻﺕ‬ ‫ﺍﻟﻠﻬﺠﺔ‬ ‫ﺘﺼﻭﻴﺭ‬").،‫ﺍﻟﺤﺴﻥ‬٢٠٠٥،١٨(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺠﺭﺍﺌﻴ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻓﻬﺎ‬‫ﺘﻠﻤﻴﺫ‬ ‫ﻨﻁﻕ‬ ‫ﻬﺎ‬‫ﺍﻟﺘﺭﺒ‬‫ﺨﺎﺼﺔ‬ ‫ﻴﺔ‬‫ﻓـﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﺼـﺤﻴﺤ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬
‫ﻤﻬـﺎﺭﺓ‬ ‫ﻟﻘﻴـﺎﺱ‬ ‫ﺍﻟﺒﺤـﺙ‬ ‫ﺍﺩﺍﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺭﺍﻋﻴ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﻤﻭﺍﻀﻴﻊ‬ ‫ﻗﺭﺍﺀﺘﻬﻡ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬.
‫ﺨﺎﻤﺴﺎ‬:‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬Accuracy of reading
‫ﺭ‬‫ﻋ‬‫ﻤﺼﻁﻔﻰ‬ ‫ﻓﻬﺎ‬)٢٠٠٢" (‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﻭﻭﻀـﻭﺡ‬ ‫ﺒﺩﻗـﺔ‬ ‫ﺍﻻﺼـﻭﺍﺕ‬ ‫ﻨﻁـﻕ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻬﺎ‬"
)،‫ﻤﺼﻁﻔﻰ‬٢٠٠٢،١٠٨(
‫ﺭ‬‫ﻭﻋ‬‫ﻓﻬ‬‫ﺍﻟﺨﺯﺭﺠﻲ‬ ‫ﺎ‬)٢٠٠٤"(‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﻭﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﺍﻟﺤـﺭﻭﻑ‬ ‫ﻨﻁـﻕ‬ ‫ﺠـﻭﺩﺓ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺩﻗﺔ‬ ‫ﻬﺎ‬
)،‫ﺍﻟﺨﺯﺭﺠﻲ‬٢٠٠٤،١٢(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺠﺭﺍﺌﻴ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻓﻬﺎ‬‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻨﻁﻕ‬ ‫ﻬﺎ‬
‫ﺍﻟ‬ ‫ﻤﺨﺎﺭﺠﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺒﺈﺨﺭﺍﺝ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﻗﻴﻘ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻭﺍﻀﻴﻊ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺤﺭﻭﻑ‬‫ﻭﻀـﺒﻁ‬ ‫ﺼﺤﻴﺤﺔ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﺩﺍﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺔ‬ ‫ﺍﻟﺩﻗﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﺭﺍﻋﺎﺓ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺤﺭﻜﺎﺕ‬.
‫ﺴﺎﺩﺴﺎ‬:‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬Reading speed
‫ﺭ‬‫ﻋ‬‫ﻓﻬﺎ‬‫ﺠﺘﺭﻱ‬)( Gterry 1977"‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﻬﺎ‬‫ﺍﻟﺘﻘﻨﻴﺔ‬‫ﺍﻟﻼﺯﻤﺔ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﺭﻋﺔ‬ ‫ﻟﺘﺤﺴﻴﻥ‬
‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﺴﺭﻋﺔ‬ ‫ﻀﻭﺍﺒﻁ‬ ‫ﻤﺭﺍﻋﻴﺎ‬)(Gterry , 1977 , 8
‫ﺭ‬‫ﻭﻋ‬‫ﺍﻟﺭﺍﺸﺩ‬ ‫ﻓﻬﺎ‬)٢٠٠١"(‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﺍﻟﻭﺍﺤـﺩ‬ ‫ﺍﻟﺜﺎﻨﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻘﺭﺅﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻋﺩﺩ‬ ‫ﻬﺎ‬‫ﺓ‬
‫ﺍﻟﻤﺘﺤﻘﻕ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﺒﻨﺴﺒﺔ‬ ‫ﻤﻘﺭﻭﻨﺔ‬‫ﺍﻟﻤﻘﺭﻭﺀ‬")،‫ﺍﻟﺭﺍﺸﺩ‬٢٠٠١،١٤(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﻓﻬﺎ‬‫ﺎﻥ‬‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﺠﺭﺍﺌﻴ‬‫ﻤﻌﺩل‬ ‫ﻬﺎ‬‫ﻋﺩﺩ‬‫ﻴﻘﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬‫ﺅ‬‫ﺘﻠﻤﻴﺫ‬ ‫ﻫﺎ‬‫ﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬‫ﻓﻲ‬
‫ﺍﻟﺩﻗﻴﻘﺔ‬‫ﻗﻴـﺎﺱ‬ ‫ﺍﺩﺍﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺤﺴﺏ‬ ‫ﺍﻟﻤﻌﺩﺓ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻗﻁﻌﺔ‬ ‫ﻤﻥ‬
‫ﺍﻟﺴﺭﻋﺔ‬.
‫ﺴﺎﺒﻌﺎ‬:‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻼﻤﻴﺫ‬Special Education Students
‫ﺭ‬‫ﻋ‬‫ﺭﺍﺸﺩ‬ ‫ﻓﻬﻡ‬٢٠٠٢"‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﺍﻭ‬ ‫ﻭﺍﺤـﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻴﻅﻬﺭﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺃﻭﻟﺌﻙ‬ ‫ﻬﻡ‬
‫ﺍﻟ‬ ‫ﺍﻻﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺜﺭ‬‫ﺍﻟﻠﻐـﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻜﺘﻭﺒـﺔ‬ ‫ﺍﻟﻠﻐـﺔ‬ ‫ﻭﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﻓﻬﻡ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺘﻲ‬
‫ﺘﺘﻌﻠـﻕ‬ ‫ﺍﺴﺒﺎﺏ‬ ‫ﺍﻟﻰ‬ ‫ﻻﺘﻌﻭﺩ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ،‫ﻭﺍﻟﻜﻼﻡ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﺴﻤﻊ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺒﺩﻭ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻨﻁﻭﻗﺔ‬
‫ﺍﻻﻋﺎﻗﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻏﻴﺭﻫﺎ‬ ‫ﺍﻭ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻭ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺍﻭ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺒﺎﻻﻋﺎﻗﺔ‬") .،‫ﺭﺍﺸﺩ‬٢٠٠٢،٣١(

٩
‫ﺭ‬‫ﻭﻋ‬‫ﺍﻟﻌﺒﺎﺩﻱ‬ ‫ﻓﻬﻡ‬٢٠٠٤"‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﺍﻟﺘﻼﻤﻴ‬ ‫ﺃﻭﻟﺌﻙ‬ ‫ﻬﻡ‬‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺼـﻔﻭﻑ‬ ‫ﻓﻲ‬ ‫ﻴﺩﺭﺴﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺫ‬
‫ﺘﺨﻁﻲ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻤﺴﺎﻋﺩﺘﻬﻡ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺨﺩﻤﺎﺕ‬ ‫ﺍﻟﻰ‬ ‫ﺤﺎﺠﺔ‬ ‫ﻭﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻤﻤﻥ‬
‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﺜﻨﺎﺀ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬ ‫ﻴﺘﻌﺭﻀﻭﻥ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻔﺸل‬")،‫ﺍﻟﻌﺒﺎﺩﻱ‬٢٠٠٤،٢٨(
‫ﺭ‬‫ﻭﻴﻌ‬‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻓﻬﻡ‬‫ﺍﻻ‬ ‫ﺍﻟﺜﺎﻟـﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﻓﺌﺔ‬ ‫ﻬﻡ‬‫ﺘـﻡ‬ ‫ﺍﻟـﺫﻴﻥ‬ ‫ﺒﺘـﺩﺍﺌﻲ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴـﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺼﻔﻭﻑ‬ ‫ﺍﻟﻰ‬ ‫ﻭﺘﺤﻭﻴﻠﻬﻡ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻟﺠﺎﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺘﺸﺨﻴﺼﻬﻡ‬
‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻭﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻁﻴﺌﻲ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻭﺼﻔﻬﻡ‬ ‫ﺍﻟﻌﺎﺩﻴﺔ‬‫ﺘﻌﻠ‬ ‫ﻭﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬‫ﻤﻴـﺔ‬
‫ﻭﻁـﺭﻕ‬ ‫ﺨﺎﺼـﺔ‬ ‫ﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺒﻴﺌـﺔ‬ ‫ﺍﻟﻰ‬ ‫ﻴﺤﺘﺎﺠﻭﻥ‬ ‫ﻭﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺜﺭ‬ ‫ﺍﻭ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﻓﻲ‬
‫ﻤـﻥ‬ ‫ﻟﻴﺘﻤﻜﻨـﻭﺍ‬ ‫ﺍﻟﺼـﻌﻭﺒﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺴﺎﻋﺩﻫﻡ‬ ‫ﻟﻜﻲ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﺘﺩﺭﻴﺱ‬
‫ﺍﻟﺯﻤﻨﻲ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﻓﻲ‬ ‫ﻴﻌﺎﺩﻟﻭﻨﻬﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺒﺄﻗﺭﺍﻨﻬﻡ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬.
‫ﺜﺎﻤﻨﺎ‬:‫ﺍﻻﺤﺘﻔﺎﻅ‬Retention
‫ﺭ‬‫ﻋ‬‫ﻋﺎﻗل‬ ‫ﻓﻪ‬)١٩٧٩"(‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻻﺴﺎﺱ‬ ‫ﻭﺍﻟﻤﻜﻭﻥ‬ ‫ﺍﻟﻤﺎﻀﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﺒﻘﻲ‬ ‫ﺍﻷﺜﺭ‬ ‫ﻪ‬
‫ﻭﺍﻟﺘﻌﺩﺩ‬ ‫ﻭﺍﻟﺘﺫﻜﺭ‬‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺇﺘﻘﺎﻥ‬")،‫ﻋﺎﻗل‬١٩٧٩،٩٨(
‫ﺭ‬‫ﻭﻋ‬‫ﻋﻴﺴﻭﻱ‬ ‫ﻓﻪ‬)١٩٧٩"(‫ﹼ‬‫ﻨ‬‫ﺒﺄ‬‫ﺍﻟﻔـﺭﺩ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻋﻥ‬ ‫ﺘﻌﺒﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺫﻜﺭ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻪ‬
‫ﻴﻤﺎﺭﺱ‬ ‫ﻭﻟﻡ‬ ،‫ﺘﻌﻠﻤﻪ‬ ‫ﻤﻥ‬ ‫ﻁﻭﻴﻠﺔ‬ ‫ﺃﻭ‬ ‫ﻗﺼﻴﺭﺓ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺒﻌﺩ‬ ‫ﺘﻌﻠﻤﻪ‬ ‫ﺃﻥ‬ ‫ﺴﺒﻕ‬ ‫ﻋﻤل‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺭ‬ ‫ﻓﻲ‬
‫ﺘﻌﻠ‬ ‫ﺒﻤﺎ‬ ‫ﺍﺤﺘﻔﻅ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻌﻘل‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺩﻟﻴل‬ ‫ﺴﺒﻕ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻭﺍﺴﺘﺩﻋﺎﺀ‬ ‫ﺍﻟﻌﻤل‬‫ﻤﻪ‬")،‫ﻋﻴﺴـﻭﻱ‬١٩٧٩،
١٣٨(
‫ﻤ‬‫ﺃ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺎ‬‫ﻋﺭﻓﺎﻫﺎ‬ ‫ﻓﻘﺩ‬ ‫ﺎﻥ‬‫ﺇﺠﺭﺍﺌﻴﺎ‬‫ﺒ‬‫ﺘﻠﻤﻴﺫ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻤﺩﻯ‬‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬‫ﺒـﺄﺩﺍﺀ‬ ‫ﺒﺎﻻﺤﺘﻔـﺎﻅ‬
‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬)‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬(‫ﺠـﺭﺍﺀ‬ ‫ﻤـﻥ‬ ‫ﻨﻤﺕ‬ ‫ﺍﻟﺘﻲ‬
‫ﺍ‬ ‫ﻭﺍﻟﻁﺭﻴﻘﺔ‬ ،‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻊ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﻤـﻊ‬ ‫ﻻﻋﺘﻴﺎﺩﻴـﺔ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬.
 
 
 
‫ﺍﻷ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺩ‬‫ﺘﻌ‬‫ﻗﺭﺍﻥ‬‫ﺇ‬‫ﻤﺠﻤﻭﻋـﺎﺕ‬ ‫ﻭﻫـﻲ‬ ،‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺤﺩﻯ‬
‫ﺒﺘﺸﻜﻴﻠﻬﺎ‬ ‫ﺍﻟﻤﺩﺭﺱ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺜﻨﺎﺌﻴﺔ‬ ‫ﺘﻌﺎﻭﻨﻴﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬‫ﺍﻹ‬ ‫ﻗﺩﺭ‬ ‫ﹰ‬‫ﻻ‬‫ﻤﺤﺎﻭ‬ ،‫ﻤﻜﺎﻥ‬‫ﺃ‬‫ﻏﻴـﺭ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﻴﺠﻌﻠﻬﺎ‬ ‫ﻥ‬
‫ﻫﺫ‬ ‫ﻭﻓﻲ‬ ،‫ﻤﺘﺠﺎﻨﺴﺔ‬‫ﻋﺩﺩ‬ ‫ﺍﻟﻰ‬ ‫ﺤﺼﺔ‬ ‫ﻤﺎﺒﻴﻥ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﻤﺩﺓ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻌ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻴﻌﻤل‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﺍ‬
‫ﻤﺩﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻨﻔﺫ‬ ‫ﺍﻟﺤﺼﺹ‬ ‫ﻤﻥ‬‫ﺃ‬،‫ﺴﺎﺒﻴﻊ‬‫ﺍﻷ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﻭﺫﻟﻙ‬‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻫﺩﺍﻑ‬،‫ﻴﻌ‬ ‫ﻭﻓﻴﻬﺎ‬‫ﻤـل‬
‫ﺘﻌﻠﻴﻤﻲ‬ ‫ﻨﺸﺎﻁ‬ ‫ﻹﻨﻬﺎﺀ‬ ‫ﻁﺎﻟﺒﻴﻥ‬ ‫ﻜل‬)،‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﻋﺒﺩ‬٢٠٠٨،٢٨(.
‫ﻭﻴﺸﻴﺭ‬)‫ﺍﻟﺤﻤﻴﺩ‬ ‫ﻭﻋﺒﺩ‬ ‫ﻫﻨﺩﺍﻡ‬(‫ﺒ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺠﻭﻫﺭ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬‫ﻫـﻭ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻭﺠﻴﻪ‬ ‫ﺎﺴﺘﺨﺩﺍﻡ‬
،‫ﺍﻟﺯﻭﺠﻴـﺔ‬ ‫ﺍﻟﺘﺸـﻜﻴﻼﺕ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺘﻡ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻟﻜل‬ ‫ﻤﺩﺭﺱ‬ ‫ﺘﻬﻴﺌﺔ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬‫ﻴﺘﺒـﺎﺩﻻﻥ‬ ‫ﺜـﻡ‬

١٠
‫ﺍﻷ‬‫ﺩﻭﺍﺭ‬،‫ﺃ‬‫ﺍﺘﺨ‬ ‫ﻓﻬﻭ‬ ‫ﻫﻨﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻤﺎ‬‫ﻋﻥ‬ ‫ﹰ‬‫ﻼ‬‫ﻓﻀ‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻗﺭﺍﺭﺍﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺎﺫ‬‫ﺍﻟﻤﺘﻌﻠﻤـﻴﻥ‬ ‫ﻤﻼﺤﻅﺔ‬،
‫ﺇ‬‫ﺍﻷ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻥ‬‫ﻤ‬ ‫ﺍﻟﻰ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻘﺭﻴﻨﻪ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻗﺭﺍﻥ‬‫ﻴﺴـﻬﻡ‬ ‫ﻭﺒﺫﻟﻙ‬ ،‫ﺴﺎﻋﺩﺓ‬
‫ﻓﻲ‬‫ﹴ‬‫ﺹ‬‫ﻓﺭ‬ ‫ﺒﺎﺘﺎﺤﺔ‬ ‫ﺍﻟﻔﺭﺩﻱ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺘﻭﺠﻴﻪ‬‫ﺃ‬،‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻓﻀل‬‫ﻭﻓﻕ‬ ‫ﻋﻠﻰ‬‫ﺍﺩﺍﺀ‬ ‫ﻓـﻲ‬ ‫ﻭﺒﺭﺍﻋﺘـﻪ‬ ‫ﺍﻟﻤـﺘﻌﻠﻡ‬
‫ﺍﻟﺘﺤﺼـﻴﻠﻲ‬ ‫ﻤﺴﺘﻭﺍﻩ‬ ‫ﻟﻘﺭﻴﻨﻪ‬ ‫ﺍﻟﻘﺭﻴﻥ‬ ‫ﺸﺭﺡ‬ ‫ﻴﻨﺎﺴﺏ‬ ‫ﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﻏﺎﻟﺒ‬ ‫ﺍﺫ‬ ،‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﻡ‬) .،‫ﺍﻟﺭﺤـﺎﻭﻱ‬
٢٠٠٦،١٩-٢٠(.
 
 
١-‫ﺍﻟ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﺒﻭل‬‫ﻭﺘﻘﺎﺭﺒـﺕ‬ ‫ﺍﻟﻨﻔﺴـﻲ‬ ‫ﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﺍﺯﺩﺍﺩ‬ ‫ﻓﻜﻠﻤﺎ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻭﺍﻗﺭﺍﻨﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻘﺭﻴﻥ‬
‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻜﺎﻥ‬ ‫ﻜﻠﻤﺎ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻭﺍﻵﻤﺎل‬ ‫ﺍﻟﻤﻴﻭل‬‫ﺃ‬‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻜﺜﺭ‬‫ﺃ‬‫ﻜﺒﺭ‬.
٢-‫ﻜﻔﺎﻴﺔ‬‫ﺍﻟﺩﺭﺱ‬ ‫ﺒﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻘﺭﻴﻥ‬‫ﻭﻤﻌﺭﻓﺘﻪ‬.
٣-‫ﺤ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻘﺭﻴﻥ‬ ‫ﻜﻔﺎﻴﺔ‬‫ﻭﺍﻷ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺴﻼﻤﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻗﻭﺓ‬ ‫ﻴﺙ‬‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺨﻼﻗﻴﺎﺕ‬.
٤-‫ﻤﻌﺭﻓﺔ‬‫ﻭﺘﺩﺭﻴﺴﻪ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﻘﺭﻴﻥ‬.)،‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﻋﺒﺩ‬٢٠٠٧،٢٩(
 
 
١-‫ﺍﻟ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﺍﻷ‬ ‫ﻤﻥ‬ ‫ﺨﺎﺹ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺤﺘﺎﺠﻭﻥ‬ ‫ﺫﻴﻥ‬‫ﻗﺭﺍﻥ‬.
٢-‫ﺍﻷ‬ ‫ﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺘﻬﻴﺌﺔ‬‫ﺍﻟﻤﺩﺭﺴـﺔ‬ ‫ﻤـﺩﻴﺭ‬ ‫ﻗﺒـل‬ ‫ﻤﻥ‬ ‫ﺘﺎﻤﺔ‬ ‫ﻗﻨﺎﻋﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺒﺤﻴﺙ‬ ‫ﻗﺭﺍﻥ‬
‫ﺘﻌﻠﻴﻡ‬ ‫ﺒﺄﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺒﺄﻨﺸﻁﺔ‬ ‫ﻴﺨل‬ ‫ﻟﻥ‬ ‫ﺍﻻﻗﺭﺍﻥ‬‫ﺃ‬‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻭ‬.
٣-‫ﺍﻟﺘﻌﻠﻴ‬ ‫ﻭﻗﺕ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﺒﺎﻷ‬ ‫ﻡ‬‫ﻗﺭﺍﻥ‬.
٤-‫ﺍﻷ‬ ‫ﺴﻴﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺘﺼﻤﻴﻡ‬‫ﺒﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﻗﺭﺍﻥ‬.
٥-‫ﺒ‬ ‫ﺴﻴﻘﻭﻤﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﺩﺭﻴﺏ‬‫ﺘ‬‫ﺯﻤﻼﺌﻬﻡ‬ ‫ﻌﻠﻴﻡ‬.
٦-‫ﺒﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺍﻨﺩﻤﺎﺝ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﻔﺎﻅ‬.)،‫ﻭﺍﺨﺭﻭﻥ‬ ‫ﺍﻟﺴﺭﻁﺎﻭﻱ‬٢٠٠٦،٢(
 
 
١-‫ﻷ‬ ‫ﺍﻟﻔﺼل‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﺴﺎﻋﺩﺓ‬‫ﻗﺭﺍﻨﻬﻡ‬In-Class Cooperation
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻴﻨﻅﻡ‬ ‫ﺍﻟﻨﻤﻭﺫﺝ‬ ‫ﻟﻬﺫﺍ‬‫ﺘﻠﻤﻴﺫﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻜل‬ ‫ﺘﺘﻜﻭﻥ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﻓﻲ‬‫ﺃ‬‫ﺃﻜﺜـﺭ‬ ‫ﻭ‬
‫ﻓﻲ‬ ‫ﺃﻓﺭﺍﺩﻫﺎ‬ ‫ﻴﻠﺘﻘﻲ‬‫ﺃ‬،‫ﺘﻌﻠﻤﻪ‬ ‫ﻤﺎﺘﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻤﺨﺼﺼﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻗﺎﺕ‬‫ﺇﺫ‬‫ﻻ‬‫ﺍﻷﻤﺭ‬ ‫ﻴﺘﻁﻠﺏ‬‫ﺇﻻ‬
‫ﺍﻹ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻼ‬‫ﻗﻠﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﻗﺩﺭ‬‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﺸﺭﺍﻑ‬‫ﻓﺭﺼـﺔ‬ ‫ﻟﻠﺘﻠﻤﻴـﺫ‬ ‫ﺍﻷﻨﻤﻭﺫﺝ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺘﻴﺢ‬ ،‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻗﺒل‬‫ﺍ‬‫ﻜﺒـﺭ‬
‫ﻓﻴﻬـﺎ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﺤﺎﻟﺔ‬ ‫ﻴﺤﺩﺙ‬ ‫ﺒﻤﺎ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺩﺭﺏ‬‫ﻓـﻲ‬ ‫ﺍﻟﻬﻴﻤﻨـﺔ‬
‫ﺍﻟﺼﻑ‬‫ﻟﻠﻤﻌﻠﻡ‬.
٢-‫ﻷ‬ ‫ﻋﻠﻴﺎ‬ ‫ﺼﻔﻭﻑ‬ ‫ﻤﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺘﻌﻠﻴﻡ‬‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﻤﻥ‬ ‫ﻗﺭﺍﻨﻬﻡ‬Cross Grade Tutoring

١١
‫ﹰ‬‫ﺎ‬‫ﻭﺘﺒﻌ‬ ،‫ﹰ‬‫ﺎ‬‫ﺘﻁﺒﻴﻘ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﺍﻷﻨﻤﻭﺫﺝ‬ ‫ﻭﻫﻭ‬‫ﺒﻤﺴﺎﻋﺩﺓ‬ ‫ﻋﻠﻴﺎ‬ ‫ﺼﻔﻭﻑ‬ ‫ﻤﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻷﻨﻤﻭﺫﺝ‬ ‫ﻟﻬﺫﺍ‬
‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻗﺭﺍﻨﻬﻡ‬.
٣-‫ﺍﻟﻌﺭﻓﺎﺀ‬ ‫ﻨﻅﺎﻡ‬Monitorial Instruction
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﻬﺎﻡ‬ ‫ﺒﻌﺽ‬ ‫ﺘﺴﻨﺩ‬‫ﺍﻟﺼﻑ‬ ‫ﺒﺘﻘﺴﻴﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﺘﻡ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺇﻟﻰ‬‫ﺇ‬‫ﻭﺘﻌﻴـﻴﻥ‬ ‫ﻤﺠﻤﻭﻋـﺎﺕ‬ ‫ﻟـﻰ‬
‫ﺒﺒﻌﺽ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﻜل‬ ‫ﻋﺭﻴﻑ‬‫ﺃ‬‫ﻤـﻥ‬ ‫ﺍﻟﻜﺜﻴـﺭ‬ ‫ﻭﻫﻨـﺎﻙ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺍﺭ‬
‫ﺍﻻ‬‫ﻟﻠﺘﻠﻤﻴﺫ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺩﻭﺍﺭ‬‫ﺃ‬‫ﻗﻴﺎﻡ‬ ‫ﺨﻴﺭ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻥ‬.
٤-‫ﺘﻌﻠﻴﻡ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺨﺎﺭﺝ‬Ancillary Teaching
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻨﻘﻁﻌﻴﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﻴﺴﺘﻔﺎﺩ‬‫ﺃ‬‫ﻋﻠﻰ‬ ‫ﻴﺤﺼﻠﻭﺍ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭ‬
‫ﺩﺭﺍﺴﻴﺔ‬ ‫ﻤﻘﺎﻋﺩ‬‫ﺃ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻑ‬ ‫ﺒﺸﻜل‬ ‫ﺤﺎﺠﺎﺘﻬﻡ‬ ‫ﻻﺘﻠﺒﻰ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭ‬
)،‫ﺍﻟﺭﺤﺎﻭﻱ‬٢٠٠٦،٢٢-٢٣(
 
 
 
‫ﻴﺸﻴﺭ‬‫ﺁ‬‫ﺠﻴﺘﺱ‬ ‫ﺭﺜﺭ‬Gates‫ﺇ‬‫ﻓﻴﺅﻜﺩ‬ ،‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻟﻰ‬‫ﺃ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻥ‬‫ﺃ‬‫ﻗﺭﺏ‬‫ﺇ‬‫ﻟﻰ‬
‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻤﺠﺭﺩ‬ ‫ﺍﻟﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻔﻜﺭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬،‫ﻟﻴﺴـﺕ‬ ‫ﺍﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺒﺴﻴﻁﺔ‬ ‫ﺍﻟﻴﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻟﻴﺴﺕ‬ ‫ﻭﻫﻲ‬
‫ﺃ‬‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺭﻜﺏ‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ،‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻥ‬ ‫ﻋﻤﻴﻘﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﺠﺭﺩ‬ ‫ﻭﻟﻴﺴﺕ‬ ‫ﻤﺤﺩﻭﺩﺓ‬ ‫ﻤﺩﺭﺴﻴﺔ‬ ‫ﺩﺍﺓ‬
‫ﺍﻟﻤﺸـﻜﻼﺕ‬ ‫ﻭﺤل‬ ‫ﻭﺍﻟﺘﺨﻴل‬ ‫ﻭﺍﻟﺤﻜﻡ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻨﻤﺎﻁ‬ ‫ﻜل‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬،‫ﻭﻻ‬‫ﻋﻠـﻰ‬ ‫ﺘﻘﺘﺼـﺭ‬
‫ﻜ‬ ‫ﻤﺠﺭﺩ‬‫ﹰ‬‫ﺎ‬‫ﻨﺸﺎﻁ‬ ‫ﻭﻨﻬﺎ‬‫ﹰ‬‫ﺎ‬‫ﻋﻘﻠﻴ‬‫ﹰ‬‫ﺎ‬‫ﻤﻌﺭﻓﻴ‬‫ﺃﻴﻀﺎ‬ ‫ﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﻭﻟﻜﻨﻬﺎ‬)Gates, 1989, 3-
4(.
‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬:‫ﺃﺜﺒﺘﺕ‬‫ﺍﻟﺘﺠﺎﺭﺏ‬‫ﺃ‬‫ﺍﻻﺴـﺘﻌﺩﺍﺩﺍﺕ‬ ‫ﺒﻌـﺽ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺘﺴـﺘﻌﻤل‬ ‫ﺍﻟﺠﻬﺭﻴـﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻥ‬
‫ﺍﻟﺼﺎﻤﺘﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻋﻥ‬ ‫ﺒﻬﺎ‬ ‫ﺘﺘﻤﻴﺯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬،‫ﺘ‬ ‫ﺫﻟﻙ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺍﻟﻰ‬ ‫ﻫﻲ‬ ‫ﺜﻡ‬‫ﺘ‬‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺒﻬـﺎ‬ ‫ﺤﻘـﻕ‬
‫ﻟﻠﻘ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬‫ﻓﻴﻬﺎ‬ ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺭﺍﺀﺓ‬‫ﺒﺎﻷ‬ ‫ﻭﺍﻟﻨﻁﻕ‬ ‫ﺍﻟﻤﻘﺭﻭﺀ‬‫ﻭﺩﻗـﺔ‬ ،‫ﺍﻹﻟﻘـﺎﺀ‬ ‫ﺤﺴﻥ‬ ‫ﻤﻊ‬ ‫ﹰ‬‫ﺎ‬‫ﺴﻠﻴﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﻟﻔﺎﻅ‬
‫ﻓﻲ‬ ‫ﻭﺘﺴﺘﻌﻤل‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﺃ‬‫ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬ ‫ﺜﻨﺎﺀ‬‫ﺃ‬‫ﹰ‬‫ﺎ‬‫ﻴﻀ‬،‫ﺍﻟﻘـﺩﺭﺓ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻀـﻌﻑ‬ ‫ﺘﺸـﺨﻴﺹ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﻟﻬﺎ‬
‫ﺍﻷﺨﻁﺎﺀ‬ ‫ﻤﻥ‬ ‫ﻓﻜﺜﻴﺭ‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬‫ﻴ‬ ‫ﺼﺎﻤﺘﺎ‬ ‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻘﻊ‬ ‫ﺍﻟﺘﻲ‬‫ﻭﻤﺜـل‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻬـﺭ‬ ‫ﻴﻘﺭﺃ‬ ‫ﺤﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻴﻀ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻘﻊ‬
‫ﺍﻷﺨﻁﺎ‬ ‫ﻫﺫﻩ‬‫ﻻ‬ ‫ﺀ‬‫ﺍﻟﺼﺎﻤﺘﺔ‬ ‫ﺒﺎﻟﻘﺭﺍﺀﺓ‬ ‫ﻜﺸﻔﻬﺎ‬ ‫ﻴﻤﻜﻥ‬)،‫ﺤﺴﻥ‬٢٠٠٣،٢٦-٢٧(.
 
 
١-‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻴﻠﺯﻡ‬ ‫ﺍﻟﻨﻁﻕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬:‫ﻭﻻ‬ ‫ﻴﺤﺫﻑ‬ ‫ﻻ‬ ‫ﻭﺃﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺼﺤﻴﺤ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻴﻨﻁﻕ‬ ‫ﺃﻥ‬
‫ﻭﺍﻟﻭﻗﻔﺎﺕ‬ ‫ﺍﻻﻴﻘﺎﻉ‬ ‫ﺼﺤﺔ‬ ‫ﻴﺭﺍﻋﻲ‬ ‫ﻭﺃﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﺠﻴﺩ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻴﺅﺩﻱ‬ ‫ﻭﺃﻥ‬ ‫ﻴﻀﻴﻑ‬.

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٢-‫ﻴﻠﺯ‬ ‫ﺍﻟﻌﻴﻥ‬ ‫ﺤﺭﻜﺔ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻡ‬:‫ﺃ‬‫ﺴـﻠﻴﻤﺔ‬ ‫ﺼـﺤﻴﺤﺔ‬ ‫ﺍﻟﻌﻴﻥ‬ ‫ﺤﺭﻜﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻥ‬
‫ﻭ‬ ‫ﻭﻁﺒﻴﻌﻴﺔ‬‫ﺃ‬‫ﻁﺒﻴﻌﻴﺔ‬ ‫ﻭﻗﻔﺎﺘﻬﺎ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻥ‬‫ﺃ‬‫ﹰ‬‫ﺎ‬‫ﻴﻀ‬.
٣-‫ﻤﻥ‬‫ﺍﻵ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﺘﻭﻓﺭ‬ ‫ﻴﻠﺯﻡ‬ ‫ﺍﻟﻤﻌﻨﻰ‬ ‫ﺤﻴﺙ‬‫ﺘﻴ‬‫ﺔ‬:‫ﺃ‬‫ﻭ‬ ‫ﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﻤﻌﻨـﻰ‬ ‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﻴﺩﺭﻙ‬ ‫ﻥ‬‫ﺃ‬‫ﻴﻔﻬـﻡ‬ ‫ﻥ‬
‫ﺍﻟﻨﻘﺩ‬ ‫ﻭﺍﻤﻜﺎﻨﻴﺔ‬ ‫ﻤﻌﻨﻰ‬ ‫ﻤﻥ‬ ‫ﺘﻀﻤﻪ‬ ‫ﻭﻤﺎ‬ ‫ﺒﺄﻜﻤﻠﻬﺎ‬ ‫ﻭﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺠﻤﻠﺔ‬ ‫ﻤﻌﻨﻰ‬.
٤-‫ﺒﻴ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﻥ‬‫ﺘﻭﻓﺭ‬ ‫ﻴﻠﺯﻡ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﻤﺼﺎﺩﺭ‬‫ﺍﻵﺘﻲ‬:‫ﺒﺎﻟﻤﺼـﺎﺩﺭ‬ ‫ﺍﻟﻘﺎﺭﺉ‬ ‫ﺇﻟﻤﺎﻡ‬
‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﻭﺍﺴﺘﻌﻤﺎل‬ ‫ﺍﻟﻤﻌﺎﺠﻡ‬ ‫ﻭﻤﻌﺭﻓﺔ‬.)،‫ﺍﻟﻜﺭﺒﺎﺴﻲ‬١٩٧١،٣٠(
 
 
‫ﺇ‬‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﺒﺄﺴﺎﻟﻴﺏ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻥ‬‫ﺃ‬‫ﻫﻤﻬـﺎ‬‫ﺃ‬‫ﺍﻟﺘﻜـﺭﺍﺭ‬ ‫ﺴـﻠﻭﺏ‬.
‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻓﺘﻜﺭﺍﺭ‬‫ﺃ‬‫ﻤﺎﻡ‬‫ﻴﺴﻤﻊ‬ ‫ﻓﻌﻨﺩﻤﺎ‬ ،‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺘﺩﺭﻴﺠﻴﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻴﻨﻤﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬
‫ﻴﻘﺭ‬ ‫ﺴﻭﻑ‬ ،‫ﻤﺭﺍﺕ‬ ‫ﻭﻟﻌﺩﺓ‬ ‫ﺒﺎﻟﺤﺭﻜﺎﺕ‬ ‫ﻤﻀﺒﻭﻁﺔ‬ ‫ﺼﺤﻴﺢ‬ ‫ﺒﺸﻜل‬ ‫ﺘﻨﻁﻕ‬ ‫ﻜﻠﻤﺔ‬‫ﺅ‬‫ﺍﻟﺼـﺤﻴﺢ‬ ‫ﺒﺎﻟﺸـﻜل‬ ‫ﻫﺎ‬
‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬،‫ﺴ‬ ‫ﻭﻜﺫﻟﻙ‬‫ﺭﺌﻴﺴ‬ ‫ﹰ‬‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﺘﻠﻌﺏ‬ ‫ﻭﻑ‬‫ﺘﺫﻜﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻓﻘﺩﺭﺘﻪ‬ ،‫ﹰ‬‫ﺎ‬‫ﺃ‬‫ﻭﺘـﺫﻜﺭ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺸﻜﺎل‬
‫ﻤﻥ‬ ‫ﺘﺯﻴﺩ‬ ‫ﺴﻭﻑ‬ ‫ﺍﻟﺭﺒﻁ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ،‫ﺍﻟﻤﻘﺭﻭﺀ‬‫ﻗﺭﺍﺀﺘﻬـﺎ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻔﻅ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺍﻭ‬ ‫ﺘﻠﻌﺜﻡ‬ ‫ﺩﻭﻥ‬،‫ﻭﺍﻟﺨﺒـﺭﺓ‬ ‫ﺍﻟﺘـﺩﺭﻴﺏ‬ ‫ﺤﺼـﻴﻠﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﻓﺎﻟﻘﺭﺍﺀﺓ‬)،‫ﺭﺠـﺏ‬
٢٠٠٦،١-٣(.
 
Special Education 
‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻴﺩﺍﻥ‬ ‫ﻴﻌﺩ‬‫ﺃ‬‫ﺍﻟﻌﺩﻴـﺩ‬ ‫ﻭﺍﺠﻬـﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻴﺎﺩﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭ‬
‫ﺍﻟﺘﺤﺩ‬ ‫ﻤﻥ‬‫ﻭ‬ ،‫ﺒﺴﺭﻋﺔ‬ ‫ﻭﺘﻁﻭﺭ‬ ‫ﻨﻤﺎ‬ ‫ﺤﺘﻰ‬ ‫ﻴﺎﺕ‬‫ﺃ‬‫ﺍﻟﻌﻠﻤﻴـﺔ‬ ‫ﺍﻟﻤﻴـﺎﺩﻴﻥ‬ ‫ﺒـﻴﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﺒـﺎﺭﺯ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻜﺎﻨـ‬ ‫ﻴﺤﺘل‬ ‫ﺼﺒﺢ‬
‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺒﻠﺩﺍﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‬.‫ﺒﻌﺽ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﺘﺼﺭ‬ ‫ﺍﻟﻤﻴﺩﺍﻥ‬ ‫ﻫﺫﺍ‬ ‫ﻜﺎﻥ‬ ‫ﻗﺭﻴﺏ‬ ‫ﻋﻬﺩ‬ ‫ﻓﻤﻨﺫ‬
‫ﻻ‬ ‫ﻭﻜﺎﻥ‬ ،‫ﻭﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﻭﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﻭﺍﻻﻋﺎﻗﺔ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻻﻋﺎﻗﺔ‬ ‫ﻓﺌﺎﺕ‬ ‫ﺍﻓﺭﺍﺩ‬‫ﺒﺭﻋﺎﻴـﺔ‬ ‫ﻴﻌﺘـﺭﻑ‬
‫ﻴﻌ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺘﺭﺒﻴﺔ‬‫ﻨﻭﻉ‬ ‫ﻤﻥ‬ ‫ﺎﻨﻭﻥ‬‫ﺁ‬‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺨﺎﺭﺝ‬ ‫ﺍﻹﻋﺎﻗﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺨﺭ‬،‫ﻭﺘـﺭﺒﻴﺘﻬﻡ‬‫ﻫـﺫﺍ‬ ‫ﻭﻤـﺎﺯﺍل‬
‫ﺭﻏﻡ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺒﻠﺩﺍﻥ‬ ‫ﻤﻥ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺍ‬‫ﻤﻭﺠﻭﺩ‬ ‫ﺍﻟﻭﻀﻊ‬‫ﺃ‬‫ﻴﺸـﻤل‬ ‫ﻭﺍﺼﺒﺢ‬ ،‫ﻨﻁﺎﻗﻪ‬ ‫ﺍﺘﺴﻊ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻤﻴﺩﺍﻥ‬ ‫ﻫﺫﺍ‬ ‫ﻥ‬
‫ﹰ‬‫ﺎ‬‫ﺍﻴﻀ‬ ‫ﻭﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ ‫ﻭﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻁﻴﺌﻲ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﺨﺭﻯ‬ ‫ﻓﺌﺎﺕ‬‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺘﻀﻤﻥ‬‫ﺩﺭﺍﺴـﺔ‬
‫ﺍﻻ‬‫ﺍﻟﻌﺎ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬ ‫ﻋﻥ‬ ‫ﻨﺤﺭﺍﻑ‬،‫ﺩﻱ‬‫ﺍﻷ‬ ‫ﺠﻤﻴﻊ‬‫ﺤﺎﻻﺕ‬ ‫ﻓﻴﻬﻡ‬ ‫ﺘﺘﻭﺍﻓﺭ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻁﻔﺎل‬‫ﺩ‬‫ﺘﻌ‬‫ﻋـﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺠﻠﻴ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻨﺤﺭﺍﻓ‬
‫ﺍﻟﻭﺴﻁ‬ ‫ﻴﺤﺩﺩﻩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬)،‫ﻋﺒﻴﺩ‬٢٠٠٠،١٧-٥٩(.
‫ﻭ‬ ‫ﻜﻤﺎ‬‫ﻓـﻲ‬ ‫ﺍﻀـﻁﺭﺍﺏ‬ ‫ﻋﻥ‬ ‫ﻨﺎﺘﺠﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻁﻔﺎل‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻰ‬ ‫ﻜﻴﺭﻙ‬ ‫ﻴﺸﻴﺭ‬
‫ﺍﻟﻤﻨ‬ ‫ﺍﻟﺸـﻔﻭﻴﺔ‬ ‫ﻭﺍﻟﻠﻐـﺔ‬ ‫ﺒـﺎﻟﻔﻬﻡ‬ ‫ﻋﻼﻗـﺔ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ،‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﺠﺎﻨﺏ‬‫ﻁﻭﻗـﺔ‬‫ﺃ‬‫ﻭ‬
‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬.‫ﻭﻟﻬﺎ‬‫ﺃ‬‫ﻻ‬ ‫ﻋﺭﺍﺽ‬‫ﺍﻷﺨـﺭﻯ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻹﻋﺎﻗﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺸﻤل‬

١٣
‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻋﻠﻰ‬‫ﺃ‬‫ﻟﻬﺅﻻﺀ‬ ‫ﻤﺭﺍﻓﻘﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺍﻹﻋﺎﻗﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻥ‬‫ﺍﻷﻁﻔﺎل‬)،‫ﻋﺒﺩﺍﻟﻌﺯﻴﺯ‬٢٠٠٥،٢٧٥-
٢٧٦(.
 
 
 
‫ﺍﺴﺘﻬﺩﻓﺕ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﻜﺸﻑ‬‫ﺃ‬‫ﺘﺩ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺜﺭ‬‫ﺍﻟﺩﺭﺍﺴـﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺭﻴﺱ‬
‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻟﻁﻼﺏ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﺍﺌﻕ‬ ‫ﻟﻤﺎﺩﺓ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬‫ﺍﻟﺭﻴﺎﻀـﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻜﻠﻴـﺔ‬.
‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺸﺘﻤﻠﺕ‬)٤٤(‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻜﻠﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻁﺎﻟﺒ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬،‫ﺍﻷﻭﻟﻰ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺴﻤﻭﺍ‬‫ﺍ‬‫ﺴﺘﺨﺩﻤﺕ‬‫ﻤﻌ‬‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴ‬ ‫ﻬﺎ‬‫ﺍﻷﻗـﺭﺍﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺔ‬‫ﻭﺃﻤـﺎ‬
‫ﻓﺎ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬‫ﺴﺘﺨﺩﻤﺕ‬‫ﻤﻌ‬‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﻬﺎ‬‫ﻡ‬‫ﻭﺘ‬ ،‫ﺘﺤﻘ‬‫ﻴ‬‫ﺍﻟﻌﻤﺭ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻋﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻜﺎﻓﺅ‬ ‫ﻕ‬
‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﺍﻟﺫﻜﺎﺀ‬ ‫ﺍﻟﺯﻤﻨﻲ‬‫ﺍ‬ ،‫ﻟﻠﻌﻴﻨـﺎﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒـﻲ‬ ‫ﺍﻟﺘﺼـﻤﻴﻡ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺴﺘﺨﺩﻡ‬
،‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﻤﺘﻜﺎﻓﺌﺔ‬‫ﻭ‬‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺍﻟﻌ‬ ‫ﻟﻔﺭﻭﻗﺎﺕ‬، ‫ﺍﻟﻤﺘﺭﺍﺒﻁـﺔ‬ ‫ﻏﻴـﺭ‬ ‫ﻴﻨﺎﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻜﺎﻨﺕ‬‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﺘﺤﺼـﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺘﻔﻭﻕ‬
‫ﺍﻷﺴﻠﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻭﺘﻔﻭﻕ‬ ،‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﺍﺌﻕ‬ ‫ﻟﻤﺎﺩﺓ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬‫ﺍﻻﺤﺘﻔـﺎﻅ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬ ‫ﺏ‬
‫ﺍﻟﻤﻌﺭﻓﻲ‬)،‫ﺍﻟﺭﺤﺎﻭﻱ‬٢٠٠٦(.
 
 
‫ﻫﺩﻓﺕ‬‫ﺍﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﺍ‬‫ﻋﻠﻰ‬ ‫ﻟﺘﻌﺭﻑ‬‫ﺃ‬‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺜﺭ‬‫ﺃ‬‫ﺘﺤﺼـﻴل‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺼـﻭﺭﺓ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺴﻠﻭﺏ‬
‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ،‫ﻨﺤﻭﻫﺎ‬ ‫ﻤﻴﻠﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬
،‫ﺍﻟﻤﺘﻜﺎﻓﺌﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺫﺍ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬‫ﺇ‬‫ﻤـﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬ ‫ﺫ‬)٥٠(‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴـﺫ‬.‫ﻭﻗـﺎﻡ‬
‫ﺍﻟﺘﻜﺎﻓﺅ‬ ‫ﺒﺘﺤﻘﻴﻕ‬‫ﻤﺘﻐﻴ‬ ‫ﻓﻲ‬، ‫ﺍﻟﻌﻤﺭ‬ ‫ﺭﺍﺕ‬‫ﻭﺩﺭﺠ‬‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺎﺕ‬،‫ﻭﺍﺨﺘ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻭﺍﻟﻤﻌﺩل‬‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﺒﺎﺭ‬
، ‫ﻟﻸﺒﻭﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻯ‬‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﻗﺭﺍﺌﻴﺔ‬ ‫ﻗﻁﻌﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺨﺘﺎﺭ‬)٥٠(‫ﻜﺘـﺎﺏ‬ ‫ﻤـﻥ‬ ‫ﻜﻠﻤـﺔ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬)‫ﺍﻟﻘـﺭﺍ‬ ‫ﺴـﺭﻋﺔ‬ ،‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ،‫ﺍﻟﻤﻘﺭﻭﺀ‬ ‫ﻓﻬﻡ‬‫ﺀﺓ‬(‫ﻭﺍﺴـﺘﺨﺩﻡ‬
‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬،‫ﻭ‬‫ﺃ‬‫ﻟﻘﻴ‬ ‫ﺩﺍﺓ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻤﻴﻭل‬ ‫ﺎﺱ‬،‫ﺘﻤﺕ‬‫ﻤﻌﺎ‬‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻟﺠﺔ‬
‫ﹰ‬‫ﺎ‬‫ﺇﺤﺼﺎﺌﻴ‬‫ﻭ‬ ،‫ﻤﺴـﺘﻘﻠﺘﻴﻥ‬ ‫ﻟﻌﻴﻨﺘﻴﻥ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬‫ﺃﻅﻬـﺭﺕ‬‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻔـﻭﻕ‬ ‫ﺍﻟﻨﺘـﺎﺌﺞ‬
‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺒﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬،‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻭﺘﻔـﻭﻕ‬
‫ﺍﻟﻀ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻤﻴﻭل‬ ‫ﻓﻲ‬ ‫ﺎﺒﻁﺔ‬)،‫ﺍﻟﺠﺒﻭﺭﻱ‬٢٠٠٦(.
  

١٤
 
‫ﺍﺴﺘﻬﺩﻓﺕ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﺍﻷ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﺘﻨﻤﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﻗﺭﺍﻥ‬
،‫ﺍﻟﻤﻭﺼل‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﻗﺴﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬‫ﻋﻴﻨـﺔ‬ ‫ﺃﻤﺎ‬
‫ﺃﻓﺭﺍﺩﻫﺎ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻥ‬ ‫ﻓﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺒﺤﺙ‬)٢٣(‫ﻁ‬‫ﺍﻟﺒﺎﺤﺜـﺔ‬ ‫ﺍﺴـﺘﻌﺎﻨﺕ‬ ،‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺎﻟﺒ‬
‫ﹰ‬‫ﺎ‬‫ﻤﺴﺒﻘ‬ ‫ﻤﻌﺩﺓ‬ ‫ﺒﺄﺩﺍﺓ‬،‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﺤﺴﺏ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺜﺒﺎﺕ‬ ‫ﺃﻤﺎ‬،‫ﺒـﺎﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﻗﺎﻤـﺕ‬
‫ﺒﺎﺴـﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺒﺘﺩﺭﻴﺱ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬
‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺜﻡ‬‫ﻤﻌ‬ ‫ﺃﻤﺎ‬ ،‫ﻓﻘـﺩ‬ ‫ﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﺎﻟﺠـﺔ‬
‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬t-test‫ﻜﻭﺴﻴﻠﺔ‬‫ﺇ‬‫ﺤﺼﺎﺌﻴﺔ‬‫ﻹ‬ ‫ﺒﻴﺭﺴـﻭﻥ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﻤﻌﺎﻤل‬‫ﻴﺠـﺎﺩ‬
‫ﺍﻟﺜﺒﺎﺕ‬‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻭﻗﺩ‬ ،‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬‫ﺇ‬‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﻟﺼـﺎﻟﺢ‬ ‫ﺤﺼﺎﺌﻴﺔ‬
)‫ﺫﻜﻭﺭ‬‫ﹰ‬‫ﺍ‬‫ﻭﺇﻨﺎﺜ‬‫ﹰ‬‫ﺎ‬(‫ﺘﺩﺭ‬ ‫ﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺘﻌﺯﻯ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬‫ﺘﻨ‬ ‫ﻓـﻲ‬ ‫ﺍﻻﻗـﺭﺍﻥ‬ ‫ﻴﺱ‬‫ﻤﻴـﺔ‬
‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬)،‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﻋﺒﺩ‬٢٠٠٧،٢٢(.
 
 
 
‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺎﻥ‬‫ﺍﻟﻤﺠﻤﻭﻋـﺎﺕ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﻁﻠﻕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬‫ﺍﻟﻤﺘﻜﺎﻓﺌـﺔ‬
‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﻜﻭﻥ‬)‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬(‫ﻭﺒﻌﺩ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻗﺒل‬ ‫ﺒﺎﺨﺘﺒﺎﺭﻴﻥ‬‫ﻩ‬‫ﺍﻟﻤﺠﻤـﻭ‬ ‫ﻋﻠﻰ‬‫ﻋﺘﻴﻥ‬
‫ﺍﺨﺘﺎ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬ ‫ﻓﺠﺎﺀ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﻓـﻲ‬ ‫ﻤﻭﻀـﺢ‬ ‫ﻫـﻭ‬ ‫ﻜﻤـﺎ‬ ‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺭﻩ‬
‫ﺍﻟﺸﻜل‬)١(.
‫ﺍﻟﺸﻜل‬)١(
‫ﻟﻠﺒﺤﺙ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻲ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬ ‫ﻴﺒﻴﻥ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬‫ﺍﻟﻤﺴﺘﻘل‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﺍﻟﻘﺭﺍ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺀﺓ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬
 
 
‫ﺃ‬-‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﺘﻤﻊ‬
‫ﺒ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻗﺎﻡ‬‫ﺼﻔ‬ ‫ﺘﻀﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻋﺩﺩ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﻑ‬‫ﻓﻭﺠﺩ‬ ،‫ﺍ‬
‫ﻋﺩﺩﻫﺎ‬ ‫ﺃﻥ‬)٢٠(‫ﺘﻀﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻋﺩﺩ‬ ‫ﻭﺍﻥ‬ ‫ﻤﺩﺭﺴﺔ‬‫ﺍ‬ ‫ﺍﻟﺼﻑ‬‫ﺒﻠﻐـﺕ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﻟﺜﺎﻟﺙ‬)١١(
‫ﻭﺍﻥ‬ ،‫ﻤﺩﺭﺴﺔ‬‫ﺍﻟﺜﺎﻟ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﺩﺩ‬‫ﺙ‬)‫ﺨﺎﺼﺔ‬ ‫ﺘﺭﺒﻴﺔ‬(‫ﺒﻠ‬‫ﻎ‬)١٠٧(‫ﻭﺘﻠﻤﻴﺫﺍﺕ‬ ‫ﺘﻼﻤﻴﺫ‬.

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‫ﺏ‬-‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬:
‫ﺍﺨﺘﺎﺭ‬‫ﺍﻟﺒﺎﺤﺜ‬‫ﺎﻥ‬‫ﻤﺩﺭﺴﺔ‬)‫ﺃ‬‫ﻭﺭ‬(‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺘﻤﺜل‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬‫ﻭﻤﺩﺭﺴﺔ‬ ،)‫ﺍﻟﻤﻌﻠـﻡ‬(
،‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺘﻤﺜل‬‫ﺇﺫ‬‫ﺘﻼﻤﻴ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺒﻠﻎ‬‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺫ‬)١١(‫ﺘﻠﻤﻴﺫ‬‫ﹰ‬‫ﺍ‬‫ﻭ‬،‫ﺘﻠﻤﻴـﺫﺓ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻭﻤﺠﻤﻭﻉ‬‫ﺍﻟﻀﺎﺒﻁﺔ‬)١٢(‫ﺘﻠﻤﻴﺫ‬‫ﹰ‬‫ﺍ‬‫ﻭﺘﻠﻤﻴﺫﺓ‬،‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺍﺤﺘﻭﺕ‬ ‫ﻭﻗﺩ‬
‫ﺘﻠﻤﻴﺫﻴﻥ‬ ‫ﻋﻠﻰ‬‫ﺭﺍﺴﺒﻴﻥ‬‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﻓﺎﺴﺘﺒﻌﺩﺍﻫﻤﺎ‬‫ﻓﻲ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺨﺒﺭﺓ‬ ‫ﻟﺘﺭﺍﻜﻡ‬ ،‫ﺍﻟﻤﻭﻀﻭ‬‫ﺍﻟﺘﻲ‬ ‫ﻋﺎﺕ‬
،‫ﺍﻟﻤﺎﻀﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺴﻭﻫﺎ‬‫ﹰ‬‫ﺎ‬‫ﺴﻠﺒ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻗﺩ‬ ‫ﻤﻤﺎ‬‫ﻓﻲ‬‫ﻨ‬‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺘﺎﺌﺞ‬،‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﻭﻟﻜﻥ‬‫ﺃﺒﻘﻴﺎ‬ ‫ﻴﻥ‬‫ﻋﻠﻴﻬﻤ‬‫ﺎ‬‫ﻓﻲ‬
‫ﺼﻔﻬﻤ‬‫ﺎ‬‫ﹰ‬‫ﺎ‬‫ﺤﻔﺎﻅ‬‫ﺍﻟﻤ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻋﻠﻰ‬‫ﻭﻓﻲ‬ ‫ﺩﺭﺴﻲ‬‫ﻟﻠﺘﺠﺭﺒﺔ‬ ‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬‫ﺁﺨـﺭ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬ ‫ﺍﺴﺘﺒﻌﺩ‬ ‫ﻜﻤﺎ‬ ،
،‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻨﻘل‬ ‫ﻗﺩ‬ ‫ﻷﻨﻪ‬‫ﻭﺒﺫﻟﻙ‬‫ﺃ‬‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﺩﺩ‬ ‫ﺼﺒﺢ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬)٩(‫ﺃ‬ ،‫ﺍﻟﺭﺍﺴﺒﻴﻥ‬ ‫ﺍﺴﺘﺒﻌﺎﺩ‬ ‫ﺒﻌﺩ‬ ‫ﺘﻼﻤﻴﺫ‬‫ﻤﺎ‬‫ﺒﻘ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﻴ‬‫ﺕ‬‫ﻋﻠ‬‫ﺩﻭﻥ‬ ‫ﺤﺎﻟﻬـﺎ‬ ‫ﻰ‬
‫ﻭﺍﻟﺠﺩﻭل‬ ،‫ﺘﻐﻴﻴﺭ‬ ‫ﺃﻱ‬)١(‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻴﻭﻀﺢ‬.
‫ﺍﻟﺠﺩﻭل‬)١(
‫ﹰ‬‫ﺎ‬‫ﺘﺒﻌ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬‫ﻭﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻟﻠﻤﺠﻤﻭﻋﺎﺕ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﺴﻡ‬
‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﺩﺩ‬
‫ﺍﻻﺴﺘﺒﻌﺎﺩ‬ ‫ﻗﺒل‬
‫ﺍﻟﺭﺍﺴﺒﻴﻥ‬
‫ﺍﻟﻤﻨﻘﻭﻟﻴﻥ‬
‫ﺒﻌﺩ‬‫ﺍﻻﺴﺘﺒﻌﺎﺩ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﺃ‬‫ﻟﻠﺒﻨﻴﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﻭﺭ‬١١______‫ـــــ‬١١
‫ﺍﻟﻀﺎﺒﻁﺔ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬
‫ﻟﻠﺒﻨﻴﻥ‬
١٢٢١٩
 
 
١-‫ﹰ‬‫ﺎ‬‫ﻤﺤﺴﻭﺒ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺯﻤﻨﻲ‬ ‫ﺍﻟﻌﻤﺭ‬‫ﺒﺎﻷ‬‫ﺸﻬﺭ‬.
‫ﹰ‬‫ﺎ‬‫ﺍﺤﺼﺎﺌﻴ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻋﺩﻡ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﺒﻴﻥ‬‫ﺘﻼﻤﻴـﺫ‬ ‫ﺃﻋﻤـﺎﺭ‬ ‫ﻤﺘﻭﺴﻁ‬
‫ﻋﻨﺩ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬‫ﺤﺭﻴﺔ‬ ‫ﺩﺭﺠﺔ‬)١٩(‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻜﺎﻓﺅ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬‫ﻓـﻲ‬ ‫ﻤﻭﻀـﺢ‬ ‫ﻜﻤـﺎ‬
‫ﺍﻟﺠﺩﻭل‬)٢(
‫ﺍﻟﺠﺩﻭل‬)٢(
‫ﺒﺎﻻﺸﻬﺭ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺤﺴﻭﺒ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺍﻟﺯﻤﻨﻲ‬ ‫ﻟﻠﻌﻤﺭ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺃﻓﺭﺍﺩ‬ ‫ﻋﺩﺩ‬
‫ﺍﻟﻌﻴﻨﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺍﻻﻨﺤﺭﺍﻑ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﺩﺭﺠﺔ‬
‫ﺍﻟﺤﺭﻴﺔ‬
‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﻟﻤﺤﺴﻭ‬‫ﺒﺔ‬
‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٤٥,١١٠١٢٥,٩
١٩١٢٦,٠٠٩٣,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬١٠٠٠,١١١٧٧٠,١٠

١٦
٢-‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﻌﺩل‬:
‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺎﻥ‬‫ﻤﺠﻤﻭﻋﺘ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬‫ﻭ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻲ‬‫ﻓـﺭﻭ‬ ‫ﺘـﻭﺍﻓﺭ‬ ‫ﻋـﺩﻡ‬ ‫ﺘﺒﻴﻥ‬‫ﺩﺍﻟـﺔ‬ ‫ﻕ‬
‫ﺇ‬َ‫ﹰ‬‫ﺎ‬‫ﺤﺼﺎﺌﻴ‬‫ﻋﻨﺩ‬‫ﺤﺭﻴﺔ‬ ‫ﺩﺭﺠﺔ‬)١٩(‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺍﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬‫ﻫﻭ‬ ‫ﻜﻤﺎ‬ ، ‫ﻤﺘﻜﺎﻓﺌﺘﺎﻥ‬‫ﻓـﻲ‬ ‫ﻤﻭﻀـﺢ‬
‫ﺍﻟﺠﺩﻭل‬)٣(
‫ﺍﻟﺠﺩﻭل‬)٣(
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﻌﺩل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬
‫ﺍﻻﻨﺤ‬‫ﺭﺍﻑ‬
‫ﺩﺭﺠﺔ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٨١٨٢,٧٢٥٠٤٥,١
١٩٦١٣,١٠٩٣,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬١٠٧٠٠٠,٨٢٥١٦٧,١
٣-‫ﺩﺭﺠﺎ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺕ‬‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻟﻠﺼﻑ‬:
‫ﺍﻅﻬﺭﺕ‬‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﹰ‬‫ﺎ‬‫ﺍﺤﺼﺎﺌﻴ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺍﻟﺘﺎﺌﻲ‬‫ﻋﻨﺩ‬‫ﺤﺭﻴﺔ‬ ‫ﺩﺭﺠﺔ‬)١٩(‫ﻭﻫﺫﺍ‬
‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻜﺎﻓﺅ‬ ‫ﻴﻌﻨﻲ‬‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬)٤. (
‫ﺍﻟﺠﺩﻭل‬)٤(
‫ﻤﺠﻤ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﻋﺘﻲ‬‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﻨﻬﺎﺌﻲ‬ ‫ﺍﻻﻤﺘﺤﺎﻥ‬ ‫ﻓﻲ‬
‫ﺍﻟﻌﻴﻨ‬‫ﺔ‬
‫ﺩﺭﺠﺔ‬
‫ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﻟﺘﺎﺌﻴﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١١٨١٨,٧٦٦٢٤٢,١
١٩٣٧٣,١٠٩٣,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬١٠١٠٠٠,٨٣٧٠٣٢,١
٤-‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻵﺒﺎﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬:
‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﺍﻻﺨ‬‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺘﺒﺎﺭ‬‫ﻋﺩﻡ‬‫ﻭﺠﻭﺩ‬‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬‫ﺒﻴﻥ‬‫ﺍﻟﺒﺤـﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬‫ﻋﻨـﺩ‬
‫ﺤﺭﻴﺔ‬ ‫ﺩﺭﺠﺔ‬)١٩(‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻜﺎﻓﺅ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬‫ﻓـﻲ‬ ‫ﻤﻭﻀـﺢ‬ ‫ﻫـﻭ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺠﺩﻭل‬)٥. (

١٧
‫ﺍﻟﺠﺩﻭل‬)٥(
‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﻵﺒﺎﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﻤﺘﻭﺴ‬‫ﻁ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٧٢٧٣,٧٢٢٧٧٢,٣
١٩٤٨٧,٠٠٩٣,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬١٠١٠٠٠,٧٦٠١٢٨,٢
٥-‫ﻷ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻬﺎﺕ‬
‫ﺍﻟﺘ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺎﺌﻲ‬‫ﺇ‬‫ﺤﺼﺎﺌﻴ‬‫ﻋﻨـﺩ‬ ‫ﺔ‬‫ﺤﺭﻴـﺔ‬ ‫ﺩﺭﺠـﺔ‬
)١٩(‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻜﺎﻓﺅ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬)٦. (
‫ﺍﻟﺠﺩﻭل‬)٦(
‫ﺍ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﻷ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﻟﺘﺎﺌﻲ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﻤﻬﺎﺕ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٦٥٤٥٥,٦٢١٣٥٦,١
١٩٠٧٩,٠٠٩٣,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬١٠٦٠٠٠,٦٨٩٧٣٧,١
٦-‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺩﺭﺠﺎﺕ‬)‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬: (
‫ﺍﻻ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺨﺘﺒﺎﺭ‬‫ﺇ‬‫ﺤﺼﺎﺌﻴ‬‫ﺔ‬‫ﺤﺭﻴـﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻋﻨﺩ‬)١٩(
‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻜﺎﻓﺅ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬)٧. (
‫ﺍﻟﺠﺩﻭل‬)٧(
‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﺍﻟﺜﻼﺙ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬)،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬
‫ﺍﻟﻘﺭﺍ‬ ‫ﺴﺭﻋﺔ‬ ، ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬‫ﺀﺓ‬(‫ﹰ‬‫ﺔ‬‫ﻤﺠﺘﻤﻌ‬.
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٩٠٩١,١٥٤٣١٥,٤٦
١٩٤٠٧,٠١٠١,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٠٠٠٠,١٤٦٦٢١,٥١
 

١٨
 
‫ﺍ‬ ‫ﺴﻼﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺅﺜﺭ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻀﺒﻁ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻗﺎﻡ‬‫ﻟﺘﺼﻤﻴﻡ‬‫ﻫـﺫﻩ‬ ‫ﻭﻤـﻥ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬.
١-‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺴﺭﻴﺔ‬:‫ﺃ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺒﻌﺩ‬‫ﻓﻬﻤﺎ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺎﻥ‬‫ﺒـﺎﻨﻬﻡ‬ ‫ﺍﻟﺒﺤـﺙ‬ ‫ﻤﺠﻤـﻭﻋﺘﻲ‬ ‫ﻴﺨﺒـﺭ‬ ‫ﻟﻡ‬
‫ﻟﻠﺘﺠﺭﺒﺔ‬ ‫ﻴﺨﻀﻌﻭﻥ‬‫ﺃ‬‫ﻭ‬‫ﺃ‬‫ﻨﻬ‬‫ﺎ‬‫ﻴﻤﺎﺭ‬‫ﺴﺎﻥ‬‫ﻋﻠﻴﻬﻡ‬‫ﺃ‬‫ﹰ‬‫ﺎ‬‫ﺴﻠﻭﺒ‬‫ﹰ‬‫ﺎ‬‫ﺤﺩﻴﺜ‬‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬‫،ﻭ‬‫ﻋﺩﻡ‬ ‫ﻜﺫﻟﻙ‬‫ﺇ‬‫ﻋﻁﺎﺀ‬
‫ﹰ‬‫ﺍ‬‫ﻤﺯﻴﺩ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻤﻥ‬‫ﺍﻨﻬ‬ ‫ﻜﻤﺎ‬ ،‫ﻤﺎ‬‫ﺍﺘﻔﻘ‬‫ﺎ‬‫ﺍﻟﻤﺩﺭﺴﺘﻴﻥ‬ ‫ﺍﺩﺍﺭﺘﻲ‬ ‫ﻤﻊ‬‫ﻋﻠﻰ‬‫ﻋـﺩﻡ‬
‫ﺍﻟﺘﻼ‬ ‫ﺇﺨﺒﺎﺭ‬‫ﻭﺃ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﻤﻴﺫ‬‫ﻫﺩﺍﻓﻪ‬.
٢-‫ﺍﻟﺩﺭﺍﺴﻴ‬ ‫ﺍﻟﻤﺎﺩﺓ‬‫ﺔ‬:‫ﺍﻟﺒﺎﺤﺜـ‬ ‫ﺍﺴﺘﺨﺩﻡ‬‫ﺎﻥ‬‫ﻟﻤـﺎﺩ‬ ‫ﺍﻟﻤﻘـﺭﺭ‬ ‫ﺍﻟﻤـﻨﻬﺞ‬‫ﺍﻟﺜﺎﻟـﺙ‬ ‫ﻟﻠﺼـﻑ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺓ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬/‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﻗﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻀﻴﻊ‬‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻔﺼل‬‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻜﻤﺎ‬)٨.(
‫ﺍﻟﺠﺩﻭل‬)٨(
‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻔﺼل‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻭﺍﻀﻴﻊ‬٢٠٠٧–٢٠٠٨
‫ﺕ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻋﺩﺩ‬
١-‫ﺘﻠﻌﺏ؟‬ ‫ﺍﻥ‬ ‫ﺘﺤﺏ‬ ‫ﻤﺎﺫﺍ‬٩٤
٢-‫ﺍﻟﻘﻁﺎﺭ‬ ‫ﻟﻌﺒﺔ‬٩٩
٣-‫ﺍﻟﺠﻴﺭﺍﻥ‬٦٩
٤-‫ﺍﻻﺭﺽ‬ ‫ﺤﺏ‬٨١
٥-‫ﺒﺎﻟﻬﺎﺘﻑ‬ ‫ﺤﺩﻴﺙ‬١٣٩
٦-‫ﺍﻟﻀﻴﻭﻑ‬٥٧
٧-‫ﻭﺍﻻﺴﺩ‬ ‫ﺍﻟﺼﻐﻴﺭﺓ‬ ‫ﺍﻟﻔﺎﺭﺓ‬٢٠٢
٨-‫ﺍﻟﻭﺭﻗﻴﺔ‬ ‫ﺍﻟﻁﻴﺎﺭﺓ‬١١٧
٣-‫ﺍﻟﻤﻌﻠﻡ‬:‫ﺩﺭ‬‫ﺱ‬‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺍﺤﺩ‬‫ﻤﺠﻤﻭﻋﺘ‬‫ﻲ‬‫ﺃﻱ‬ ‫ﺩﻭﻥ‬ ‫ﺴـﻠﻴﻤﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺒﻨﻔﺴﻪ‬ ‫ﺍﻟﺒﺤﺙ‬‫ﺘﺤﻴـﺯ‬،
‫ﻭ‬ ‫ﺍﻟﺒﺤـﺙ‬ ‫ﻤﺤﺘـﻭﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻋﻠﻴﻬﻤﺎ‬ ‫ﻴﺼﻌﺏ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻤﻌﻠﻤﺘﻲ‬ ‫ﻭﻟﻜﻭﻥ‬‫ﻭ‬ ‫ﺍﻫﺩﺍﻓـﻪ‬‫ﻁ‬‫ﺭﻴﻘـﺔ‬
‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬
٤-‫ﺍﻟ‬ ‫ﻤﺩﺓ‬‫ﺘﺠﺭﺒﺔ‬:‫ﻜﺎﻨ‬‫ﻭ‬ ‫ﺍﻷﻴـﺎﻡ‬ ‫ﻓـﻲ‬ ‫ﻭﻤﺘﺴﺎﻭﻴﺔ‬ ‫ﻤﻭﺤﺩﺓ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻤﺩﺓ‬ ‫ﺕ‬‫ﺍﻟﺤﺼـﺹ‬ ‫ﻋـﺩﺩ‬‫ﻟ‬‫ﻜ‬‫ﻠﺘـﺎ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬.
٥-‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺘﻭﺯﻴﻊ‬:‫ﺒﻴﻥ‬ ‫ﻟﻠﺩﺭﻭﺱ‬ ‫ﺍﻟﻤﺘﺴﺎﻭﻱ‬ ‫ﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻴﻁﺭﺓ‬ ‫ﺘﻤﺕ‬
‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﺘﻔﻕ‬ ‫ﻓﻘﺩ‬ ، ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬‫ﺎﻥ‬‫ﻤﻊ‬‫ﺇ‬‫ﺍﻟـﺩﺭﻭﺱ‬ ‫ﺠـﺩﻭل‬ ‫ﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺩﺭﺴﺘﻴﻥ‬ ‫ﺩﺍﺭﺘﻲ‬
‫ﻟﻤﺠﻤﻭ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﻤﺎﺩﺓ‬ ‫ﺍﻻﺴﺒﻭﻋﻲ‬‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺘﺎﺨﺫ‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﺘﻲ‬‫ﺍﻷﺴﺒﻭﻉ‬‫ﻨﻔﺴﻪ‬.
 

١٩
 
‫ﺨﻁﺔ‬ ‫ﻭﻀﻊ‬ ‫ﺘﻡ‬‫ﺍﻷ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻭﻓﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺩﺭﺍﺴﻴﺔ‬‫ﻗﺭﺍﻥ‬)‫ﺍﻟﺘﺠﺭﻴﺒﻴـﺔ‬ ‫ﻟﻠﻤﺠﻤﻭﻋـﺔ‬(
‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﻭﺍﻟﺨﻁﺔ‬)‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﻟﻠﻤﺠﻤﻭﻋﺔ‬(‫ﻤﻭﺍﻀﻴ‬ ‫ﻟﺘﺩﺭﻴﺱ‬،‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻊ‬‫ﻭﻗـﺩ‬
‫ﺍﻟﺨﻁﻁ‬ ‫ﻤﻥ‬ ‫ﺍﻨﻤﻭﺫﺝ‬ ‫ﻋﺭﺽ‬ ‫ﺘﻡ‬‫ﻤـﻥ‬ ‫ﻭﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺨﺒﺭﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻟﻌﺩﺩ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﺍﺴﺘﻤﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬
‫ﻭﺍﻟﻨﻔﺴـﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﻭﻁﺭﺍﺌﻕ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﺼﺎﺹ‬ ‫ﺫﻭﻱ‬‫ﻤـﺩﻯ‬ ‫ﻟﺒﻴـﺎﻥ‬
‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﺼﻼﺤﻴﺘﻬﺎ‬‫ﻀﻭﺀ‬ ‫ﻭﻓﻲ‬ ،‫ﺁ‬‫ﻭﻤﻼﺤ‬ ‫ﺭﺍﺌﻬﻡ‬‫ﺍﻟﻼﺯﻤـﺔ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﺃﺠﺭﻯ‬ ‫ﻅﺎﺘﻬﻡ‬
‫ﻓﺄ‬ ‫ﻋﻠﻴﻬﺎ‬‫ﺍﻟﻨ‬ ‫ﺒﺸﻜﻠﻬﺎ‬ ‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﺠﺎﻫﺯﺓ‬ ‫ﺼﺒﺤﺕ‬‫ﻏـﺭﺍﺭ‬ ‫ﻭﻋﻠﻰ‬ ،‫ﻬﺎﺌﻲ‬‫ﺍﻟﻤﻘﺩﻤـﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴـﻴﺔ‬ ‫ﺍﻟﺨﻁـﻁ‬
‫ﻟﻠﺨﺒﺭﺍﺀ‬،‫ﺘﻡ‬‫ﺇ‬‫ﻋﺩﺍ‬‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻀﻴﻊ‬ ‫ﻟﺒﺎﻗﻲ‬ ‫ﺍﻟﺨﻁﻁ‬ ‫ﺩ‬.
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 
 
‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﻁﻠﻊ‬‫ﺎﻥ‬‫ﻋﻠﻰ‬،‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬‫ﺍﺨﺘﺒـﺎﺭ‬)، ‫ﺴـﻠﻤﺎﻥ‬٢٠٠٥(،
)،‫ﺍﻟﻘﺯﺍﺯ‬١٩٨٤(،)، ‫ﺍﻟﺠﺒﻭﺭﻱ‬٢٠٠٦(،)‫ﻜﻨﺔ‬ ‫ﺁل‬،٢٠٠٦(‫ﻓﻭﺠﺩ‬‫ﺍ‬‫ﻫ‬‫ﺠﻤﻴﻌﻬﺎ‬ ‫ﺎ‬‫ﹰ‬‫ﺎ‬‫ﻨﺼـ‬ ‫ﺍﺨﺘـﺎﺭﺕ‬ ‫ﻗﺩ‬
‫ﹰ‬‫ﺎ‬‫ﻗﺭﺍﺌﻴ‬‫ﺃﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻨﻬﺠﻲ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻤﻥ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺘﻘﻴﺱ‬)‫ﺼـﺤﺔ‬
،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ، ‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﻬﻡ‬‫ﺃ‬‫ﻨﻭﺍﻋﻪ‬،‫ﻜ‬‫ﻭﺍﻟﺠﻤـل‬ ‫ﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﻔﻬﻡ‬‫ﻭﺍﻟﻔﻘـﺭﺍﺕ‬
‫ﻭﺍﻟﻘﺼﺹ‬،‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﺤﺩﺩ‬ ‫ﻭﺍﻟﻔﻬﻡ‬،‫ﻭﺍﻟﻔﻬﻡ‬ ، ‫ﺍﻟﻀﻤﻨﻲ‬ ‫ﻭﺍﻟﻔﻬﻡ‬‫ﺍﻟﻤﺒ‬‫ﺎﺸـﺭ‬‫ﺍﻟﺴـﻴﺎ‬ ‫ﻭﻓﻬـﻡ‬ ،‫ﻕ‬.(‫ﺍﻋﺘﻤـﺩ‬
‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬)‫ﺍﻟ‬ ‫ﻜﺘﺎﺏ‬‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻘﺭﺍﺀﺓ‬(‫ﺍﻟﺩﺭﺍﺴـﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻟﺘﻼﻤﺫﺓ‬ ‫ﺘﺩﺭﻴﺴﻪ‬ ‫ﺭ‬‫ﺭ‬‫ﺍﻟﻤﻘ‬
٢٠٠٧-٢٠٠٨‫ﻻ‬‫ﻻ‬ ‫ﺃﻥ‬ ‫ﺒﺸﺭﻁ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺍﺤﺩ‬ ‫ﺨﺘﻴﺎﺭ‬‫ﺍﻟﺘﻼﻤ‬ ‫ﻴﻜﻭﻥ‬‫ﻴ‬‫ﹰ‬‫ﺎ‬‫ﻤﺴﺒﻘ‬ ‫ﺩﺭﺴﻭﻩ‬ ‫ﻗﺩ‬ ‫ﺫ‬‫ﻭﺒﻌﺩ‬ ،
‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﻁﻼﻉ‬‫ﻴﻥ‬‫ﻋﻠﻰ‬‫ﻤﻭﻀﻭﻋ‬‫ﺍﻵ‬ ‫ﺍﻻﺠﺭﺍﺀﺍﺕ‬ ‫ﻭﺍﺘﺒﻌﺎ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺎﺕ‬‫ﺘﻴﺔ‬:
١.‫ﺍﺴﺘﺒﻌﺩ‬‫ﺍﻟﺸﻌﺭ‬ ‫ﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬‫ﹰ‬‫ﺎ‬‫ﻤﺴﺒﻘ‬ ‫ﺤﻔﻅﻭﻫﺎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻭﺍﻀﻴﻊ‬
٢.‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺍﺴﺘﺒﻌﺩ‬‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺎﻥ‬‫ﻋﻥ‬ ‫ﻜﻠﻤﺎﺘﻬﺎ‬ ‫ﻋﺩﺩ‬ ‫ﻴﻘل‬ ‫ﺍﻟﺘﻲ‬)٥٠(‫ﻜﻠﻤﺔ‬
٣.‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺴﺠل‬‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺎﻥ‬‫ﺭﻗﻡ‬ ‫ﺒﺎﻟﺠﺩﻭل‬ ‫ﺍﻟﻤﻭﻀﺤﺔ‬)٧(‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻤﻭﻀـﻭﻋﺎﺕ‬ ‫ﺍﺴﺘﺒﻌﺎﺩ‬ ‫ﺒﻌﺩ‬
‫ﻋﺩﺩﻫﺎ‬ ‫ﻓﺒﻠﻎ‬ ‫ﹰ‬‫ﺎ‬‫ﺁﻨﻔ‬ ‫ﺫﻜﺭﺕ‬)٨(‫ﻓﺎﺨ‬ ،‫ﻤﻭﺍﻀﻴﻊ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺘﺎﺭ‬‫ﺎﻥ‬‫ﺍﻟﺼـﻔﺤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺭﺽ‬ ‫ﺤﺏ‬ ‫ﻤﻭﻀﻭﻉ‬
)٨١-٨٢(‫ﻜﻠﻤﺎﺘﻪ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻐﺕ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺭ‬‫ﺭ‬‫ﺍﻟﻤﻘ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻤﻥ‬)٨١(‫ﻜﻠﻤﺔ‬.
٤-‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺨﺘﺼﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻨﺹ‬ ‫ﻋﺭﺽ‬‫ﺃ‬‫ﻋـﺩﺕ‬
‫ﻭ‬ ‫ﺍﻟﺨﺒﺭﺍﺀ‬ ‫ﻤﻭﺍﻓﻘﺔ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻐﺭﺽ‬ ‫ﻟﻬﺫﺍ‬‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬)٨٩%. (
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 
‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺤﺭﺹ‬ ‫ﻭﻗﺩ‬‫ﺎﻥ‬‫ﻋﻠﻰ‬‫ﺃ‬‫ﺘﻜﻭﻥ‬ ‫ﻥ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﻭﺍﺕ‬‫ﻭ‬ ‫ﺼﺎﺩﻗﺔ‬‫ﺃ‬‫ﺘﺤﻘﻕ‬ ‫ﻥ‬‫ﺃ‬‫ﻟﺫﻟﻙ‬ ، ‫ﺒﺤﺜﻪ‬ ‫ﻫﺩﺍﻑ‬
‫ﺍﺴﺘﺨﺩﻤ‬‫ﺎ‬‫ﺍﺴـﺎﺘﺫﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﺼﺎﺹ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻌﺭﻀﻬﺎ‬ ‫ﺍﻟﻅﺎﻫﺭﻱ‬ ‫ﺍﻟﺼﺩﻕ‬

٢٠
‫ﻭ‬ ‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﻭﻁﺭﺍﺌﻕ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬‫ﻟـﺫﻟﻙ‬ ‫ﺃﻋـﺩﺕ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻓﻲ‬ ‫ﺃﺴﺎﺘﺫﺓ‬
‫ﺍﻟﻐﺭ‬‫ﺽ‬‫ﻨﺴﺒﺔ‬ ‫ﻭﺍﻋﺘﻤﺩﺍ‬)٨٠%(‫ﻓﺄﻜﺜﺭ‬‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﻤﻘﺒﻭﻟﺔ‬ ‫ﻟﺘﻜﻭﻥ‬،‫ﻤﻌﺎﺩﻟـﺔ‬ ‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﻭﻗﺩ‬
‫ﺍﻟﻅﺎﻫﺭﻱ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﻹﻴﺠﺎﺩ‬ ‫ﻜﻭﺒﺭ‬‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻓﻜﺎﻨﺕ‬‫ﻜﺎﻵﺘﻲ‬:‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻤﻌﻴﺎﺭ‬)٨٨(%،
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻤﻌﻴﺎﺭ‬)٨٨(%،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻤﻌﻴﺎﺭ‬)٩٤(%
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 
‫ﺍﺨ‬ ‫ﻓﻘﺩ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺘﺎﺭ‬‫ﻤﻥ‬ ‫ﺍﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺎﻥ‬)٧(‫ﺘﻼﻤﻴﺫ‬،‫ﻭ‬‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻨﺹ‬ ‫ﻋﺭﺽ‬ ‫ﺘﻡ‬)‫ﺤـﺏ‬
‫ﺍﻻﺭﺽ‬(‫ﻟﻘﺭﺍﺀﺘﻪ‬ ‫ﻋﻠﻴﻬﻡ‬‫ﺜﻡ‬ ‫ﻭﻤﻥ‬‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺒﺘﺤﻠﻴل‬ ‫ﻗﺎﻤﺎ‬‫ﺍﺴﺘﻌﺎﻨ‬‫ﺎ‬‫ﺒ‬‫ﺍﻟﻠﻐـﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺨﺘﺹ‬ ‫ﻤﺼﺤﺢ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‬)‫ﻤﻌﻠﻡ‬‫ﻋﺭﺒﻴﺔ‬ ‫ﻟﻐﺔ‬(‫ﻟﻴﺼﺤﺢ‬‫ﺍﻻﺨﺘﺒﺎﺭ‬‫ﻨﻔﺴﻪ‬‫ﻋﻠـﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻗﺩﻡ‬ ‫ﺍﺴﺒﻭﻋﻴﻥ‬ ‫ﻤﺭﻭﺭ‬ ‫ﻭﺒﻌﺩ‬ ،
‫ﻨﻔﺴ‬ ‫ﺍﻟﻌﻴﻨﺔ‬‫ﻭﺘﻡ‬ ‫ﻬﺎ‬‫ﺘﺴ‬‫ﺠﻴ‬‫ﻭﺒ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻜل‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ل‬‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺎﻟﻁﺭﻴﻘﺔ‬،‫ﻨﻔﺴﻬﺎ‬‫ﻭﻗﺎﻤـ‬‫ﺎ‬‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﺒﺘﺼـﺤﻴﺢ‬
‫ﺍﻟﻨﺘ‬ ‫ﻭﺘﺤﻠﻴل‬‫ﻨﻔﺴﻪ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﺼﺤﺢ‬ ‫ﻭﻤﻊ‬ ‫ﺎﺌﺞ‬.‫ﻜﺎﻵﺘﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻜﺎﻨﺕ‬:‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺘﺼﺤﻴﺢ‬‫ﻗﺒـل‬ ‫ﻤﻥ‬
‫ﺍﻟﺒﺎﺤﺙ‬‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬)٧٥,٠(‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺘﺼﺤﻴﺢ‬‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻤﺨﺘﺹ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬)٧٨,٠(
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 
‫ﺩﺭﺱ‬‫ﺍﺤﺩ‬‫ﺍﻟﺒﺎﺤﺜ‬‫ﻴﻥ‬،‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺍﺤﺩ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺇﻟﻴﻪ‬ ‫ﺃﺸﺎﺭ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬)‫ﺍﻟﺤﺴﻥ‬٢٠٠٥(Class peer tutoring‫ﻓﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺒﺎﺸﺘﺭﺍﻙ‬
‫ﺒﻴﻨﻬﻡ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻓﻴﺘﺒﺎﺩل‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺍﻟﻭﻗﺕ‬‫ﻜﻤﺎ‬ ،‫ﻴ‬‫ﺍ‬ ‫ﻘﻭﻡ‬‫ﻴﻤﺘﻠﻜـﻭﻥ‬ ‫ﺍﻟـﺫﻴﻥ‬ ‫ﻟﺘﻼﻤﻴﺫ‬
،‫ﻤﻬﺎﺭﺓ‬ ‫ﺍﻷﻗل‬ ‫ﺯﻤﻼﺌﻬﻡ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﻭﺴﺭﻋﺔ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻜﺜﺭ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺘﻘﺎﻨ‬‫ﻴﻤﻜ‬ ‫ﻜﻤﺎ‬‫ﻴﻌﻠـﻡ‬ ‫ﺃﻥ‬ ‫ﻥ‬
‫ﺯﻤﻼﺌ‬ ‫ﻤﻥ‬ ‫ﺍﺜﻨﻴﻥ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬‫ﺫﻟﻙ‬ ‫ﺍﻷﻤﺭ‬ ‫ﺍﺴﺘﻭﺠﺏ‬ ‫ﺇﻥ‬ ‫ﻪ‬‫ﺭﻗﻡ‬ ‫ﺍﻟﻤﻠﺤﻕ‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻭﻜﻤﺎ‬ ،)١(
 
 
‫ﻁﺒﻕ‬‫ﺍﻟﺒﺎﺤﺜ‬‫ﺎﻥ‬‫ﺍﻻﺨﺘﺒﺎﺭ‬‫ﺍﻟﺘﺠﺭﻴﺒﻴ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺔ‬
، ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻭﻜﺎﻥ‬‫ﺇﺫ‬‫ﻤ‬ ‫ﻁﻠﺏ‬‫ﺍﻟﻤﺨﺘـﺎﺭ‬ ‫ﺍﻟـﻨﺹ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻜل‬ ‫ﻥ‬)‫ﺤـﺏ‬
‫ﺍﻻﺭﺽ‬(‫ﺒﻭ‬ ‫ﺼﻭﺘﻪ‬ ‫ﺒﺘﺴﺠﻴل‬ ‫ﻭﻗﺎﻡ‬‫ﺴ‬‫ﺎ‬‫ﻭﺤﺴـﺎﺏ‬ ‫ﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﺒﺘﻔﺭﻴﻎ‬ ‫ﺫﻟﻙ‬ ‫ﺒﻌﺩ‬ ‫ﻭﻗﺎﻡ‬ ‫ﺘﺴﺠﻴل‬ ‫ﺠﻬﺎﺯ‬ ‫ﻁﺔ‬
‫ﻭﻟﻜل‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺃﻓﺭﺍﺩ‬‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬.
 
 
‫ﺒﻌﺩ‬‫ﺃ‬‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺍﻨﺘﻬﺕ‬ ‫ﻥ‬‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻁﺒﻕ‬‫ﻨﻔﺴﻪ‬)‫ﺍﻷﺭﺽ‬ ‫ﺤـﺏ‬ ‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻨﺹ‬(‫ﻋﻠـﻰ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺘﻼﻤﻴﺫ‬)‫ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬(‫ﺍﺫ‬‫ﻤ‬ ‫ﻁﻠﺏ‬‫ﺍﻟﻤﺨﺘـﺎﺭ‬ ‫ﺍﻟﻨﺹ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻜل‬ ‫ﻥ‬)‫ﺤـﺏ‬

٢١
‫ﺍﻷﺭﺽ‬(‫ﺒﻭ‬ ‫ﺼﻭﺘﻪ‬ ‫ﺒﺘﺴﺠﻴل‬ ‫ﻭﻗﺎﻡ‬‫ﺴ‬‫ﺎ‬‫ﻭﺤﺴـﺎﺏ‬ ‫ﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﺒﺘﻔﺭﻴﻎ‬ ‫ﺫﻟﻙ‬ ‫ﺒﻌﺩ‬ ‫ﻭﻗﺎﻡ‬ ‫ﺘﺴﺠﻴل‬ ‫ﺠﻬﺎﺯ‬ ‫ﻁﺔ‬
‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺍ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻭﻟﻜل‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﻟﺠﻬﺭﻴﺔ‬.
 
 
‫ﺃ‬‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﻋﺎﺩ‬‫ﺎﻥ‬‫ﻤﺭﻭ‬ ‫ﺒﻌﺩ‬ ‫ﻨﻔﺴﻪ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬‫ﺭ‬١٥‫ﹰ‬‫ﺎ‬‫ﻴﻭﻤ‬‫ﻟﻐـﺭﺽ‬ ‫ﻭﺫﻟـﻙ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻋﻠﻰ‬
، ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺒﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻗﻴﺎﺱ‬‫ﻭﺒ‬‫ﻨﻔﺴ‬ ‫ﺎﻟﻁﺭﻴﻘﺔ‬‫ﻬﺎ‬‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬‫ﻤ‬ ‫ﻁﻠﺏ‬‫ﻜل‬ ‫ﻥ‬
‫ﺍﻟﻨﺹ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺘﻠﻤﻴﺫ‬‫ﺍﻟﻤﺨﺘﺎﺭ‬)‫ﺍﻷﺭﺽ‬ ‫ﺤﺏ‬(‫ﺒﻭ‬ ‫ﺼﻭﺘﻪ‬ ‫ﺒﺘﺴﺠﻴل‬ ‫ﻭﻗﺎﻡ‬‫ﺴ‬‫ﺎ‬‫ﺒﻌـﺩ‬ ‫ﻭﻗﺎﻡ‬ ‫ﺘﺴﺠﻴل‬ ‫ﺠﻬﺎﺯ‬ ‫ﻁﺔ‬
‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺤﺴﺎﺏ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺒﺘﻔﺭﻴﻎ‬ ‫ﺫﻟﻙ‬‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﺍﺨﺘﺒﺎﺭ‬‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻟﻜﻼ‬.
 
 
‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﺘﻤﺕ‬‫ﺇﺤﺼﺎﺌﻴﺎ‬‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬‫ﻭ‬ ،‫ﺍﻟﺘـﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒـﺎﺭ‬
‫ﻤﺴﺘﻘﻠﺘﻴﻥ‬ ‫ﻟﻌﻴﻨﺘﻴﻥ‬‫ﻭﺒﺎﻻ‬ ،‫ﺒﺒﺭﻨﺎﻤﺞ‬ ‫ﺴﺘﻌﺎﻨﺔ‬)SPSS) . (، ‫ﻭﺍﻟﻁﻼﻓﺤﺔ‬ ‫ﺍﻟﺯﻋﺒﻲ‬٢٠٠٠(.
 
١-‫ﺍﻟ‬‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﺍﻻﻭﻟﻰ‬:
‫ﺘﺼﺤﻴﺢ‬ ‫ﺒﻌﺩ‬‫ﺇ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺠﺎﺒﺎﺕ‬‫ﺃ‬‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻅﻬﺭﺕ‬‫ﺃ‬‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻥ‬
‫ﺒﻠﻎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺜﻼﺜﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬)٩٠٩١,٩٤(‫ﻓﻲ‬ ،‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒﻠـﻎ‬ ‫ﺤـﻴﻥ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬)٦٦٦٧,٤٢(‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻜﻤﺎ‬)٩(.
‫ﺍﻟﺠﺩﻭل‬)٩(
‫ﻨﻤﻭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬)‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬(‫ﹰ‬‫ﺔ‬‫ﻤﺠﺘﻤﻌ‬
‫ﻋﺩﺩ‬
‫ﺍﻓﺭﺍﺩ‬
‫ﺍﻟﻌﻴﻨ‬‫ﺔ‬
‫ﺍﻟﺤﺴـﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴـﻁ‬‫ﺍﻻﻨﺤﺭﺍﻑ‬
‫ﺍﻟﻨﻤﻭ‬ ‫ﻟﻔﺭﻕ‬
‫ﺩﺭﺠﺔ‬
‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺩﻻﻟﺔ‬
)٠٥,٠(
‫ﺍﻟﻘﺒﻠﻲ‬‫ﺍﻟﺒﻌﺩﻱ‬‫ﺍﻟﻨﻤﻭ‬ ‫ﻓﺭﻕ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٩٠,١٥٤٨١,٢٤٩٩٠,٩٤٧٠٠٠١,٥٥
١٨٥٢٣,٢١٠١,٢‫ﺩﺍﻟﺔ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٠٠,١٤٦٦٦,١٨٨٦٦,٤٢٩٣٨٨,٢٩
‫ﺍﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴـﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍ‬ ‫ﹰ‬‫ﺎ‬‫ﻓﺭﻗ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺃﻋﻼﻩ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬)٥٢٣,٢(‫ﺍﻟﺒﺎﻟﻐـﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴـﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺒﺭ‬ ‫ﻭﻫﻲ‬)١٠١,٢(‫ﻭﺒﻬـﺫﺍ‬
‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﺘﻘﺒل‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺘﺭﻓﺽ‬.

٢٢
‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺍ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬‫ﺍﻷﻭﻟﻰ‬ ‫ﻟﻔﺭﻋﻴﺔ‬:
‫ﺃ‬‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻅﻬﺭﺕ‬‫ﺃ‬‫ﻥ‬‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬‫ﺒﻠـﻎ‬ ‫ﻗﺩ‬
)٨١٨٢,٢٤(‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ،)٦٦٦٧,١٣(‫ﺩﻻﻟﺔ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ‬
‫ﺍﻟﺘـﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﻴﻥ‬ ‫ﻫﺫﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬)t-test(‫ﺍﻟـﺫﻱ‬‫ﻅﻬـﺭ‬‫ﺕ‬
‫ﻨﺘﺎﺌﺠﻪ‬‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻤﺎﻫﻲ‬ ‫ﺒﺤﺴﺏ‬)١٠(.
‫ﺍﻟﺠﺩﻭل‬)١٠(
‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻨﻤﻭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬
‫ﻋﺩﺩ‬
‫ﺩﺭﺠﺔ‬
‫ﺍ‬‫ﻟﻤﺤﺴﻭﺒﺔ‬
)٠٥,٠(
‫ﺍﻟﻘﺒﻠﻲ‬‫ﺍﻟﺒﻌﺩﻱ‬
‫ﻓﺭﻕ‬
‫ﺍﻟﻨﻤﻭ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٨١,٦٥٦٣,٩٠٨١,٢٤٢٢١,١٤
١٨٧٤٧,١١٠١,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٧٧,٦١٤٤,٧٥٦٦,١٣١٨٣,١٤
‫ﺍ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻱ‬ ‫ﻓﺭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺃﻋﻼﻩ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬‫ﺒﻠﻐـﺕ‬ ‫ﺫ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬)٧٤٧,١(‫ﻭﻫﻲ‬‫ﺃ‬‫ﺍﻟﺒﺎﻟﻐـﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻤﻥ‬ ‫ﻗل‬)١٠١,٢(‫ﺘﻘﺒـل‬ ‫ﻭﺒﻬـﺫﺍ‬
‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬.
‫ﺒﺎﻟ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﻔﺭﻀﻴﺔ‬:
‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬‫ﻗـﺩ‬
‫ﺒﻠﻎ‬)٧٢٨٣,٢٦(‫ﺤﻴﻥ‬ ‫ﻓﻲ‬‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻠﻎ‬)١١١١,١٥(‫ﻭﻟﻤﻌﺭﻓﺔ‬ ،
‫ﺍﻟﺘـﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﻴﻥ‬ ‫ﻫﺫﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬)t-test(‫ﺍﻟـﺫﻱ‬
‫ﻅﻬﺭ‬‫ﺕ‬‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻤﺎﻫﻲ‬ ‫ﺒﺤﺴﺏ‬ ‫ﻨﺘﺎﺌﺠﻪ‬)١١(.

٢٣
‫ﺍﻟﺠﺩﻭل‬)١١(
‫ﺍﻻﺨﺘﺒﺎ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬‫ﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻨﻤﻭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺭ‬
‫ﻋﺩﺩ‬
‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﺍﻟﻨﻤﻭ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠( ‫ﺍﻟﻘﺒﻠﻲ‬‫ﺍﻟﺒﻌﺩﻱ‬‫ﺍﻟﻨﻤﻭ‬ ‫ﻓﺭﻕ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٦٣٦٤,٥٥٣٦٣٦,٨١٧٢٨٣,٢٦٦٢٩٣٦,١٤
١٨٩٨٦,١١٠١,٢‫ﺩﺍل‬ ‫ﻏﻴﺭ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٢٢٢٢,٥٤٣٣٣٣,٦٩١١١١,١٥٦٤٧١٢,١٠
‫ﺒﻠﻐـﺕ‬ ‫ﺍﺫ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﻱ‬ ‫ﻓﺭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺃﻋﻼﻩ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬)٩٨٦,١(‫ﺍﻟﺒﺎﻟﻐـﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻗل‬ ‫ﻭﻫﻲ‬)١٠١,٢(‫ﻭﺒﻬـﺫﺍ‬
‫ﺘ‬‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻘﺒل‬.
‫ﺍ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﻟﻤﺘﻌﻠﻘﺔ‬:
‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻅﻬﺭﺕ‬‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬
‫ﺒﻠﻎ‬ ‫ﻗﺩ‬)٤٥٤٥,٤٣(‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬)٨٨٨٩,١٢(
‫ﻫﺫﻴ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ‬‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﻴﻥ‬ ‫ﻥ‬)t-test(
‫ﺍﻟﺫﻱ‬‫ﻅﻬﺭ‬‫ﺕ‬‫ﻨﺘﺎﺌﺠﻪ‬‫ﻜﻤﺎ‬‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬)١٢(.
‫ﺍﻟﺠﺩﻭل‬)١٢(
‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻨﻤﻭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﻋﺩﺩ‬
‫ﺍﻟﺤﺴـﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴـﻁ‬
‫ﺍﻟﻤﻌﻴﺎﺭ‬‫ﻱ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﻘﺒﻠﻲ‬‫ﺍﻟﺒﻌﺩﻱ‬‫ﺍﻟﻨﻤﻭ‬ ‫ﻓﺭﻕ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٤٥٤٥,٣٣٩٠٩١,٧٦٤٥٤٥,٤٣٧١٤٥٨,٣٣
١٨٦٦٧,٢١٠١,٢‫ﺩﺍل‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩١١١١,٣١٠٠٠٠,٤٤٨٨٨٩,١٢٤٧٠٠٢,٦
‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬‫ﺍﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍ‬ ‫ﹰ‬‫ﺎ‬‫ﻓﺭﻗ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺃﻋﻼﻩ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬)٦٦٧,٢(‫ﺍﻟﺒﺎﻟﻐﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺒﺭ‬ ‫ﻭﻫﻲ‬)١٠١,٢(‫ﻭﺒﻬـﺫﺍ‬
‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﺘﻘﺒل‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺘﺭﻓﺽ‬.
  

٢٤
 
١-‫ﻋﺭﺽ‬‫ﺍﻟﺜﺎ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬‫ﻨﻴﺔ‬:
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺇﺠﺎﺒﺎﺕ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺒﻌﺩ‬‫ﺍﻻﺤﺘﻔﺎﻅ‬‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺍﻋـﺩﻩ‬ ‫ﺍﻟﺫﻱ‬
‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻘﻴﺎﺱ‬‫ﺍﻟﻤﺫﻜﻭﺭﺓ‬‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ،
‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬‫ﺍﻟﺜﻼﺙ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬‫ﺒﻠﻎ‬ ‫ﻗﺩ‬)٢٧٢٧,٢٢٨(‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒﻠـﻎ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬)٠٠٠٠,١٦٩(‫ﺍﻟﻤﺘﻭﺴـﻁﻴﻥ‬ ‫ﻫـﺫﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ‬
‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬)t-test(‫ﺍﻟﺫﻱ‬‫ﻅﻬﺭ‬‫ﺕ‬‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻤﺎﻫﻲ‬ ‫ﺒﺤﺴﺏ‬ ‫ﻨﺘﺎﺌﺠﻪ‬
‫ﺭﻗﻡ‬)١٣(.
‫ﺍﻟﺠﺩﻭل‬)١٣(
‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻘﺭﺍ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬‫ﺌﻴﺔ‬)‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﺴﺭﻋﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬(‫ﹰ‬‫ﺔ‬‫ﻤﺠﺘﻤﻌ‬
‫ﻋﺩﺩ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٢٧٢٧,٢٢٨٣٠١٩٨,٢٣
١٨٦٤٤,٤١٠١,٢‫ﺩﺍل‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٠٠٠٠,١٦٩٥٨٣١٨,٢٢
‫ﻤﺴـﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍ‬ ‫ﹰ‬‫ﺎ‬‫ﻓﺭﻗ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺃﻋﻼﻩ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﻼﺤﻅ‬)٠٥,٠(‫ﻭﺩﺭﺠـﺔ‬
‫ﺤﺭﻴﺔ‬)١٨(‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬)٦٤٤,٤(‫ﻭﻫﻲ‬‫ﺃ‬‫ﻤـﻥ‬ ‫ﻜﺒﺭ‬
‫ﺍﻟﺒﺎﻟﻐﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬)١٠١,٢(‫ﻭﺘﻘ‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺘﺭﻓﺽ‬ ‫ﻭﺒﻬﺫﺍ‬‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺒل‬.
٢-‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬‫ﻋﻠﻰ‬ ‫ﺘﻨﺹ‬ ‫ﺍﻟﺘﻲ‬‫ﻤﺎ‬‫ﻴﺄﺘﻲ‬:
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺇﺠﺎﺒﺎﺕ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺒﻌﺩ‬‫ﺍﻻﺤﺘﻔﺎﻅ‬‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺍﻋـﺩﻩ‬ ‫ﺍﻟـﺫﻱ‬
‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻘﻴﺎﺱ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻭﻤﻨﻬﺎ‬‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ،‫ﺘﻼﻤﻴـﺫ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺒﻠﻎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬)٧٢٧٣,٨٧(‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ،
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬)٦٦٦٧,٧٤(‫ﺍﻟﻤﺘﻭﺴﻁﻴﻥ‬ ‫ﻫﺫﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ‬ ،
‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬)t-test(‫ﺍﻟﺫﻱ‬‫ﻅﻬﺭ‬‫ﺕ‬‫ﺍﻟﺠـﺩﻭل‬ ‫ﻓـﻲ‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻤﺎﻫﻲ‬ ‫ﺒﺤﺴﺏ‬ ‫ﻨﺘﺎﺌﺠﻪ‬
‫ﺭﻗﻡ‬)١٤.(

٢٥
‫ﺍﻟﺠﺩﻭل‬)١٤(
‫ﺍﻟ‬‫ﺒﻤﻬﺎﺭﺓ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬
‫ﻋﺩﺩ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٧٢٧٣,٨٧٨٥٦٩٨,٦
١٨٦١٩,٣١٠١,٢‫ﺩﺍل‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٦٦٦٧,٧٤٢٨٧٠٩,٩
‫ﺤﺭﻴﺔ‬)١٨(‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬)٦١٩,٣(‫ﻭﻫﻲ‬‫ﺃ‬‫ﻤﻥ‬ ‫ﻜﺒﺭ‬
‫ﺍﻟﺒﺎﻟﻐﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬)١٠١,٢(‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﺘﻘﺒل‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺘﺭﻓﺽ‬ ‫ﻭﺒﻬﺫﺍ‬.
‫ﺍ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﻟﻤﺘﻌﻠﻘﺔ‬:
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺇﺠﺎﺒﺎﺕ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺒﻌﺩ‬‫ﺍﻻﺤﺘﻔﺎﻅ‬‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺍﻋـﺩﻩ‬ ‫ﺍﻟـﺫﻱ‬
‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻘﻴﺎﺱ‬‫ﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻭﻤﻨﻬﺎ‬‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﺘﻼﻤﻴـﺫ‬
‫ﺒﻠﻎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬)٣٦٣٦,٧٦(‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ،‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴـﻁ‬ ‫ﺒﻠـﻎ‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬)١١١١,٦٧(‫ﺍﻟﻤﺘﻭﺴﻁﻴﻥ‬ ‫ﻫﺫﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ‬ ،
‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬)t-test(‫ﺍﻟﺠـﺩﻭل‬ ‫ﻓـﻲ‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻤﺎﻫﻲ‬ ‫ﺒﺤﺴﺏ‬ ‫ﻨﺘﺎﺌﺠﻪ‬ ‫ﻅﻬﺭﺕ‬ ‫ﺍﻟﺫﻱ‬
‫ﺭ‬‫ﻗﻡ‬)١٥(
‫ﺍﻟﺠﺩﻭل‬)١٥(
‫ﺒﻤﻬﺎﺭﺓ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺩﻗﺔ‬
‫ﻋﺩﺩ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١٣٦٣٦,٧٦٨٨٨٧٣,٦
١٨٥٥٢,٢١٠١,٢‫ﺩﺍل‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩١١١١,٦٧٣٣٣٣٣,٩
‫ﺤﺭﻴﺔ‬)١٨(‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺇﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬)٥٥٢,٢(‫ﻭﻫﻲ‬‫ﺃ‬‫ﻤـﻥ‬ ‫ﻜﺒﺭ‬
‫ﺍﻟﺘ‬ ‫ﺍﻟﻘﻴﻤﺔ‬‫ﺍﻟﺒﺎﻟﻐﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺎﺌﻴﺔ‬)١٠١,٢(‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﺘﻘﺒل‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺘﺭﻓﺽ‬ ‫ﻭﺒﻬﺫﺍ‬.

٢٦
‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﺍﻟﺴﺎﺩﺴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬:
‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﻤﻭﻋﺘﻲ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺍﺠﺎﺒﺎﺕ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺒﻌﺩ‬‫ﺍﻻﺤﺘﻔﺎﻅ‬‫ﺍﻟﺒﺎﺤﺜـ‬ ‫ﺃﻋـﺩﻩ‬ ‫ﺍﻟﺫﻱ‬‫ﺎﻥ‬
‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻘﻴﺎﺱ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻭﻤﻨﻬﺎ‬‫ﺍﻅﻬ‬ ،‫ﺘﻼﻤﻴـﺫ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺭﺕ‬
‫ﻓﻲ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬‫ﺒﻠﻎ‬ ‫ﻗﺩ‬)١٨١٨,٦٤(‫ﺩﺭﺠـﺎﺕ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ،
‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬)٢٢٢٢,٢٧(‫ﺍﻟﻤﺘﻭﺴﻁﻴﻥ‬ ‫ﻫﺫﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ‬ ،
‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬)t-test(‫ﺍﻟﺫﻱ‬‫ﻅﻬﺭ‬‫ﺕ‬‫ﻨﺘﺎﺌﺠﻪ‬‫ﺒ‬‫ﺍﻟﺠـﺩﻭل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺤﺔ‬ ‫ﻫﻲ‬ ‫ﻤﺎ‬ ‫ﺤﺴﺏ‬
‫ﺭﻗﻡ‬)١٦(
‫ﺍﻟﺠﺩﻭل‬)١٦(
‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻟﻔﺭﻕ‬ ‫ﺍﻟﺘﺎﺌﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﺒﻤﻬﺎﺭﺓ‬
‫ﻋﺩﺩ‬
‫ﺩﺭﺠﺔ‬
)٠٥,٠(
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬١١١٨١٨,٦٤٦٤٧٧٩,١٧
١٨٠٨١,٤١٠١,٢‫ﺩﺍل‬
‫ﺍﻟﻀﺎﺒﻁﺔ‬٩٢٢٢٢,٢٧٩٤٩١١,٢١
‫ﺤﺭﻴﺔ‬)١٨(‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﺫ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬)٠٨١,٤(‫ﻤﻥ‬ ‫ﺍﻜﺒﺭ‬ ‫ﻭﻫﻲ‬
‫ﺍﻟﺒﺎﻟﻐﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ‬)١٠١,٢(‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﻭﺘﻘﺒل‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺘﺭﻓﺽ‬ ‫ﻭﺒﻬﺫﺍ‬.
 
 
١.‫ﺍﻷ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺒﻨﺘﺎﺌﺞ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻓﻴﻤﺎ‬‫ﻭﻟﻰ‬‫ﺍﻟﻔﺭﻀـﻴﺔ‬ ‫ﻭﻗﺒﻭل‬ ‫ﺭﻓﻀﻬﺎ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﻓﻘﺩ‬
‫ﺘ‬ ‫ﺘﻔﻭﻕ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬ ،‫ﺍﻟﺒﺩﻴﻠﺔ‬‫ﻓـﻲ‬ ‫ﺍﻟﻀـﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻼﻤﻴﺫ‬
‫ﺍﻷﻗـﺭﺍﻥ‬ ‫ﺘﻌﻠـﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻭﻫﺫﺍ‬ ،‫ﹰ‬‫ﺔ‬‫ﻤﺠﺘﻤﻌ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬
‫ﻋﻠـﻰ‬ ‫ﺴـﺎﻋﺩ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻵﺨﺭ‬ ‫ﺃﺤﺩﻫﻡ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﺩﻭﺭ‬ ‫ﻭﺃﺨﺫﻫﻡ‬ ‫ﺒﺎﻟﻨﻔﺱ‬ ‫ﻭﺍﻟﺜﻘﺔ‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﺒﻔﻀل‬
‫ﺍ‬ ‫ﻓﻲ‬ ‫ﻁﺭﻴﻘﺘﻪ‬ ‫ﺯﻤﻴﻠﻪ‬ ‫ﻤﻥ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻜل‬ ‫ﺍﻜﺘﺴﺎﺏ‬‫ﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﻟﻔـﻅ‬ ‫ﻤﻥ‬ ‫ﻭﺩﻗﺘﻬﺎ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻘﺭﺍﺀﺓ‬
‫ﺃﻴﻀﺎ‬ ‫ﻭﺍﻟﺴﺭﻋﺔ‬ ،‫ﻭﺍﻟﺤﺭﻜﺎﺕ‬)،‫ﺍﺒﺭﺍﻫﻴﻡ‬٢٠٠٤،٨٧٠(
٢.‫ﺍﻟﻔﺭﻀـﻴﺔ‬ ‫ﻗﺒﻭل‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﻓﻘﺩ‬ ‫ﻭﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺒﻨﺘﺎﺌﺞ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻓﻴﻤﺎ‬
‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬‫ﺍﻻ‬ ‫ﻫﺫﻩ‬‫ﻓﻲ‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﻤﻊ‬ ‫ﻤﺘﻜﺎﻓﺌﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﺘﻨﻤﻴـ‬‫ﺔ‬
‫ﻭﺩﻗﺘﻬﺎ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬
٣.‫ﺍﻟﻔﺭﻀﻴﺔ‬ ‫ﺒﻨﺘﺎﺌﺞ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺃﻤﺎ‬‫ﺍﻟﻔﺭﻋﻴﺔ‬‫ﻭﻗﺒـﻭل‬ ‫ﺭﻓﻀـﻬﺎ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺔ‬.‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺘﻔﻭﻕ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻭﻫﺫﺍ‬

٢٧
‫ﺍﻟﺘﻠﻤﻴـ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﺒﺏ‬ ‫ﻭﻴﻌﺯﻯ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬‫ﺍﻟﺒﻁـﻲﺀ‬ ‫ﺫ‬
‫ﺍﻟﺒﺼـﺭﻱ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻨﻪ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺩﻗﺘﻬﺎ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻋﻨﺩﻩ‬ ‫ﻨﻤﺕ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬
‫ﺒﺎﻟﺸـﻜل‬ ‫ﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﻭﻗـﺭﺍﺀﺓ‬ ‫ﻟﻠﺤﺭﻭﻑ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻟﻠﻔﻅ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻪ‬ ‫ﻭﺃﺼﺒﺤﺕ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻜﻠﻲ‬
‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺒﺎﻟﺸﻜل‬ ‫ﻤﻀﺒﻭﻁﺔ‬ ‫ﺍﻟﺼﺤﻴﺢ‬‫ﺒﺎﻟﻨ‬ ‫ﻴﺅﺩﻱ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺴﺭﻋﺘﻪ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻴﺠﺔ‬.
 
 
‫ﻓﻴﻤﺎ‬‫ﻴﺘﻌﻠﻕ‬‫ﺒ‬‫ﻨﺘﺎﺌﺞ‬‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﺍﺨﺘﺒﺎﺭ‬‫ﺍﻟﻔﺭﻀﻴ‬‫ﺎﺕ‬‫ﺭﻓـﺽ‬ ‫ﺇﻟـﻰ‬ ‫ﺠﻤﻴﻌﻬـﺎ‬
‫ﺍﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﺘﻔـﻭﻕ‬ ‫ﻋﻠـﻰ‬ ‫ﻴﺩل‬ ‫ﻭﻫﺫﺍ‬ ،‫ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬ ‫ﻭﻗﺒﻭل‬ ‫ﺍﻟﺼﻔﺭﻴﺔ‬ ‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬
‫ﺍﻟﺠﻬﺭﻴـﺔ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﺒﻤﻬـﺎﺭﺍﺕ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
)‫ﺍﻟﻘ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ،ﻭﺴﺭﻋﺔ‬ ‫ﺩﻗﺔ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﺤﺔ‬‫ﺭﺍﺀﺓ‬(‫ﺍﻟـﻰ‬ ‫ﺍﻟﺴﺒﺏ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﻌﺯﻭ‬ ،‫ﹰ‬‫ﺔ‬‫ﻭﻤﻨﻔﺼﻠ‬ ‫ﹰ‬‫ﺔ‬‫ﻤﺠﺘﻤﻌ‬
‫ﻓﻲ‬ ‫ﺍﻟﺨﺯﻥ‬ ‫ﺍﻟﻴﺔ‬ ‫ﻭﺘﻔﻌﻴل‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻨﺘﺒﺎﻩ‬ ‫ﺠﻠﺏ‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺩﻭﺭ‬ ‫ﻟﻬﺎ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﻥ‬
‫ﹰ‬‫ﺎ‬‫ﻗﻴﺎﺴـ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻨﻤﻭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺘﻌﺯﻴﺯ‬ ‫ﻓﻲ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺃﻥ‬ ،‫ﺍﻟﺫﺍﻜﺭﺓ‬
‫ﻓ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺒﺎﻟﻁﺭﻴﻘﺔ‬‫ﻓـﻲ‬ ‫ﻭﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﺨﺒـﺭﺍﺕ‬ ‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻲ‬
‫ﺍﻟﺯﻤﻥ‬ ‫ﻤﻥ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺒﻌﺩ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ‬ ‫ﺍﻟﺫﺍﻜﺭﺓ‬.
 
 
 
١-‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻟﺨﺎﺼﺔ‬.
٢-‫ﺍﻫﻤﻴﺔ‬‫ﺍﻷﻗ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺒﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺭﺍﻥ‬‫ﺘﻼﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬.
 
١-‫ﻟﺘﻼﻤﻴـﺫ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺒﺄﻨﻭﺍﻋﻬﺎ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺄﻜﻴﺩ‬
‫ﺍﻟﻨﻔﺴﻴ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﺒﻌﺽ‬ ‫ﺇﺯﺍﻟﺔ‬ ‫ﻓﻲ‬ ‫ﻭﻓﺎﻋﻠﻴﺘﻬﺎ‬ ‫ﻤﻬﺎﺭﺍﺘﻬﻡ‬ ‫ﺒﺘﻨﻤﻴﺔ‬ ‫ﻟﺘﻤﻴﺯﻫﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬‫ﺔ‬.
٢-‫ﻨﻴ‬ ‫ﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﺩﻴﺭﻴﺔ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺩﻭﺭﺍﺕ‬ ‫ﻓﺘﺢ‬ ‫ﻀﺭﻭﺭﺓ‬‫ﺍﻟﺼـﻔﻭﻑ‬ ‫ﻤﻌﻠﻤـﻲ‬ ‫ﻟﺘـﺩﺭﻴﺏ‬ ‫ﻨـﻭﻯ‬
‫ﺍﻟﺨﺎﺼﺔ‬‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻤﺜﺎﻟﻬﺎ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬.
 
١-‫ﻤـﻭﺍﺩ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﻤﻤﺎﺜﻠﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀ‬
‫ﻭﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﺎﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺩﺭﺍﺴﻴﺔ‬.
٢-‫ﺩﺭﺍﺴـﻴﺔ‬ ‫ﺼﻔﻭﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺃﺜﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﻤﻤﺎﺜﻠﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀ‬
‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺼﻔﻭﻑ‬ ‫ﻤﻊ‬ ‫ﻭﻤﻘﺎﺭﻨﺘﻬﺎ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺼﻔﻭﻑ‬ ‫ﻤﻥ‬ ‫ﺃﺨﺭﻯ‬.

٢٨

١-،‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﻋﺒﺩ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﺤﻤﻭﺩ‬ ،‫ﻜﻨﺔ‬ ‫ﺁل‬)٢٠٠٦(،‫ﺇﺘﻘـ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺩﻤﺠﺔ‬ ‫ﺍﻷﻗﺭﺍﺹ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬‫ﺎﻥ‬
‫ﺍﻻﺒﺘـﺩﺍﺌﻲ‬ ‫ﺍﻟﺭﺍﺒـﻊ‬ ‫ﺍﻟﺼـﻑ‬ ‫ﺘﻼﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬ ‫ﻭﺤﻔﻅﻪ‬ ‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﺘﻼﻭﺓ‬‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫،ﻜﻠﻴـﺔ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬/‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬ ،‫ﺍﻟﻤﻭﺼل‬ ‫ﺠﺎﻤﻌﺔ‬.
٢-،‫ﻋﺯﻴﺯ‬ ‫ﻤﺠﺩﻱ‬ ،‫ﺇﺒﺭﺍﻫﻴﻡ‬)٢٠٠٤(،‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬‫ﺍﺒﻨـﺎﺀ‬ ‫ﻤﻁﺒﻌـﺔ‬ ،
‫ﺍ‬ ‫ﻤﻜﺘﺒﺔ‬ ،‫ﺤﺴﺎﻥ‬ ‫ﻭﻫﺒﺔ‬‫ﻻ‬‫ﻤﺼﺭ‬ ‫ـ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‬ ،‫ﻤﺼﺭﻴﺔ‬ ‫ﻨﺠﻠﻭ‬.
٣-،‫ﺇﺒﺭﺍﻫﻴﻡ‬،‫ﺍﻟﻌﻠﻴﻡ‬ ‫ﻋﺒﺩ‬)١٩٧٢(،‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻔﻨﻲ‬ ‫ﺍﻟﻤﻭﺠﻪ‬‫ﻁ‬ ،٦،‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﺩﺍﺭ‬ ،
‫ﺍﻟﻘﺎﻫﺭﺓ‬.
٤-،‫ﻤﺤﻤﺩ‬ ‫ﺍﻟﺴﻤﻴﻊ‬ ‫ﻋﺒﺩ‬ ‫ﺼﻼﺡ‬ ،‫ﺃﺤﻤﺩ‬)٢٠٠٦(،‫ﺍﻻﻜﺘﺸـﺎﻑ‬ ‫ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﻓﻌﺎﻟﻴـﺔ‬
‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺼﺎﻤﺘﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﺠﻪ‬
‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬‫ﺍﻟﻌﺭ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺒﻴﺔ‬‫ﺒﺨﻤـﻴﺱ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﻹﻋﺩﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ،
‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ـ‬ ‫ﻤﺸﻴﻁ‬)‫ﻤﻨﺸﻭﺭ‬ ‫ﻏﻴﺭ‬ ‫ﺒﺤﺙ‬.(
٥-،‫ﺠﺎﻤل‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﺭﺤﻤﻥ‬ ‫ﻋﺒﺩ‬ ،‫ﺠﺎﻤل‬)٢٠٠٢(،‫ﺘﻨﻔﻴـﺫ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﻕ‬
‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺘﺨﻁﻴﻁ‬‫ﻁ‬ ،٣‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺩﺍﺭ‬ ،-‫ﺍﻷﺭﺩﻥ‬.
٦-،‫ﻤﺸﻌل‬ ‫ﻁﻪ‬ ‫ﻓﺘﺤﻲ‬ ،‫ﺍﻟﺠﺒﻭﺭﻱ‬)٢٠٠٦(‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ،
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺼﻔﻭﻑ‬ ‫ﻓﻲ‬ ‫ﻭﻤﻌﻠﻤﺎﺘﻬﺎ‬،‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺒﺒﻌﺽ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬‫ﻜﻠﻴـﺔ‬ ‫ﺃﺒﺤﺎﺙ‬ ‫ﻤﺠﻠﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ‬‫ﺍﻷﺴﺎﺴﻴﺔ‬‫ﺍﻟﻌﺩﺩ‬ ،٤‫ﺍﻟﻤﺠﻠﺩ‬ ،٣‫ﺹ‬ ،٩٠‫ـ‬١٠٢.
٧-،‫ﺼﺎﻟﺢ‬ ‫ﺨﻠﻑ‬ ‫ﺼﺎﻟﺢ‬ ‫ﻤﺤﻤﺩ‬ ،‫ﺍﻟﺠﺒﻭﺭﻱ‬)٢٠٠٦(،‫ﺍﻟﻤﺼﻭﺭﺓ‬ ‫ﺍﻟﻘﺼﺔ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﺜﺭ‬‫ﻓﻲ‬
‫ﺘﻼﻤﻴﺫ‬ ‫ﺘﺤﺼﻴل‬‫ﻨﺤﻭﻫﺎ‬ ‫ﻭﻤﻴﻠﻬﻡ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺼﻑ‬‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫،ﻜﻠﻴـﺔ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬/‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬ ،‫ﺍﻟﻤﻭﺼل‬ ‫ﺠﺎﻤﻌﺔ‬
٨-،‫ﻋﻠﻭﺍﻥ‬ ‫ﺴﻌﺩ‬ ،‫ﺤﺴﻥ‬)٢٠٠٣(،‫ﺃ‬‫ﺍﻟﺘﺤﺼـﻴل‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻻﺴﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻨﻭﻋﻲ‬ ‫ﺜﺭ‬
‫ﺍﻟﻘﺭﺍﺌﻲ‬‫ﺍﻹﻋﺩﺍﺩﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺩﺒﻲ‬ ‫ﻭﺍﻟﺘﺫﻭﻕ‬‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫،ﻜﻠﻴﺔ‬)‫ﺭﺸﺩ‬ ‫ﺍﺒﻥ‬(‫ﺠﺎﻤﻌﺔ‬ ،
،‫ﺒﻐﺩﺍﺩ‬‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﺩﻜﺘﻭﺭﺍﻩ‬ ‫ﺍﻁﺭﻭﺤﺔ‬.
٩-،‫ﺴﻬﻰ‬ ،‫ﺍﻟﺤﺴﻥ‬)٢٠٠٥(‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﺤﺴـﻴﻥ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺭﻓﺎﻕ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﺜﺭ‬ ،
‫ﻓـﻲ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫،ﻤﺅﺘﻤﺭ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬/‫ﺍﻟﺨﺎﺼـ‬ ‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺸﺒﻜﺔ‬ ،‫ﺍﻻﺭﺩﻥ‬‫ﺔ‬
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١٠-،‫ﻫﺸﺎﻡ‬ ،‫ﺍﻟﺤﺴﻥ‬)٢٠٠٥(،‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻁﺭﻕ‬‫ﻁ‬ ،١‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺩﺍﺭ‬ ،
‫ﺍﻷﺭﺩﻥ‬ ‫ـ‬ ‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬.

٢٩
١١-،‫ﺳﻠﻤﺎن‬ ،‫اﷲ‬ ‫ﺧﻠﻒ‬)٢٠٠٢(،‫اﻟﺘﺪرﯾﺲ‬ ‫ﻓﻲ‬ ‫اﻟﻤﺮﺷﺪ‬‫ط‬ ،١‫ـ‬ ‫ﺎن‬‫ﻋﻤ‬ ،‫ﻊ‬‫واﻟﺘﻮزﯾ‬ ‫ﺮ‬‫ﻟﻠﻨﺸ‬ ‫ﺔ‬‫ﺟﮭﯿﻨ‬ ،
‫اﻻردن‬.
١٢-،‫ﻤﺎﺠﺩﺓ‬ ،‫ﺍﻟﺨﺯﺭﺠﻲ‬)٢٠٠٤(،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ،‫ﺍﻟﺠﺎﻤﻌﻲ‬ ‫ﻤﺠﻠﺔ‬‫ﺍﻟ‬ ،‫ﻌﺩﺩ‬٤‫ﺍﻟﻌﺭﺍﻕ‬ ‫ـ‬ ‫ﺒﻐﺩﺍﺩ‬ ‫ﺠﺎﻤﻌﺔ‬ ،.
١٣-،‫ﺍﻟﻭﺍﺌﻠﻲ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﻋﺒﺩ‬ ‫ﻭﺴﻌﺎﺩ‬ ‫ﺤﺴﻴﻥ‬ ‫ﻋﻠﻲ‬ ‫ﻁﻪ‬ ،‫ﺍﻟﺩﻟﻴﻤﻲ‬)٢٠٠٣(،‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻠﻐـﺔ‬
‫ﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﻭﻁﺭﺍﺌﻕ‬ ‫ﻤﻨﺎﻫﺠﻬﺎ‬‫ﺍﻷﺭﺩﻥ‬ ‫ـ‬ ‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﺸﺭﻭﻕ‬ ‫ﺩﺍﺭ‬ ،.
١٤-،‫ﻤﺼﻁﻔﻰ‬ ،‫ﺭﺠﺏ‬)١٩٩٤(،‫ﻴﻘﺭﺅﻭﻥ‬ ‫ﻫل‬ ‫ﺍﻁﻔﺎﻟﻨﺎ‬‫ﺍﻟﻌـﺩﺩ‬ ، ‫ﺍﻟﻜﻭﻴﺕ‬ ،‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﻤﺠﻠﺔ‬ ،٤٣١،
‫ﺹ‬١٦٦‫ـ‬١٦٧.
١٥-‫ﺍﻟﺭﺤﺎ‬،‫ﺤﺎﻤﺩ‬ ‫ﺍﻟﺠﺒﺎﺭ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻋﺒﺩ‬ ،‫ﻭﻱ‬)٢٠٠٦(‫ﺍﻷﻗـﺭﺍﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺘﺄﺜﻴﺭ‬ ،
‫ﻜﻠﻴـﺔ‬ ‫ﻁـﻼﺏ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﺍﺌﻕ‬ ‫ﺒﻤﺎﺩﺓ‬ ‫ﻭﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻓﻲ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬/،‫ﺍﻟﻤﻭﺼل‬ ‫ﺠﺎﻤﻌﺔ‬‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬.
١٦-،‫ﺩﺍﺅﺩ‬ ‫ﺴﺎﺠﺩﺓ‬ ،‫ﺴﻠﻤﺎﻥ‬)٢٠٠٥(،‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻘﻭﻴﻡ‬‫ﺍﻟﺼـﻑ‬ ‫ﺘﻼﻤـﺫﺓ‬ ‫ﻟـﺩﻯ‬
‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ،‫ﺒﻐﺩﺍﺩ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺴﺎﺩﺱ‬-‫ﺒﻐﺩﺍﺩ‬ ‫ﺠﺎﻤﻌﺔ‬‫ﻏﻴـﺭ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬ ،
‫ﻤﻨﺸﻭﺭﺓ‬.
١٧-،‫ﻭﺍﺨﺭﻭﻥ‬ ‫ﺯﻴﺩﺍﻥ‬ ،‫ﺍﻟﺴﺭﻁﺎﻭﻱ‬)٢٠٠٠(،‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﻟـﺫﻭﻱ‬ ‫ﺍﻟﺸﺎﻤل‬ ‫ﺍﻟﺩﻤﺞ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺘﻁﺒﻴﻘﺎﺘﻪ‬‫ﺍﻹﻤﺎﺭﺍﺕ‬ ‫ـ‬ ‫ﺍﻟﺠﺎﻤﻌﻲ،ﺍﻟﻌﻴﻥ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺩﺍﺭ‬ ،.
١٨-،‫ﺍﺤﻤﺩ‬ ‫ﻤﺤﻤﻭﺩ‬ ،‫ﺍﻟﺴﻴﺩ‬)١٩٨٠(،‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﺍﺌﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﺠﺯ‬‫ﻭﺁﺩﺍﺒﻬﺎ‬‫ﺝ‬ ،١،
‫ﻁ‬١‫ﻟﺒﻨﺎﻥ‬ ‫ـ‬ ‫ﺒﻴﺭﻭﺕ‬ ،‫ﺍﻟﻌﻭﺩﺓ‬ ‫ﺩﺍﺭ‬ ،.
١٩-،‫ﺤﺴﻥ‬ ،‫ﺸﺤﺎﺘﺔ‬)١٩٩٣(،‫ﻭﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﺍﻟﻨﻅﺭﻴـﺔ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﻌﻠﻴﻡ‬‫ﻁ‬ ،٢‫ﺍﻟـﺩﺍﺭ‬ ،
‫ﺍﻟﻘﺎﻫﺭﺓ‬ ،‫ﺍﻟﻠﺒﻨﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬.
٢٠-،‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﺍﻟﺭﺤﻤﻥ‬ ‫ﻋﺒﺩ‬ ‫ﻫﻴﻔﺎﺀ‬ ،‫ﺍﻟﻌﺒﺎﺩﻱ‬)٢٠٠٤(‫ﻭﺍﻟﺭﺴـﻭﻡ‬ ‫ﺍﻟﺘﻜـﺭﺍﺭ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﺜﺭ‬ ،
‫ﺍﻟﻌﻠـﻭﻡ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﻓـﻲ‬ ‫ﻭﺘﺤﺼﻴﻠﻬﻡ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﻜﻴﻔﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬
‫ﺍﻻﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻌﺎﻤﺔ،ﻜﻠﻴﺔ‬/،‫ﺍﻟﻤﻭﺼل‬ ‫ﺠﺎﻤﻌﺔ‬‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬.
٢١-،‫ﻓﺎﺭﻭﻕ‬ ‫ﺩﺍﻟﻴﺎ‬ ،‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﻋﺒﺩ‬)٢٠٠٧(‫ﻓـﻲ‬ ‫ﺍﻷﻗـﺭﺍﻥ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ،
‫ﺍﻟﺠﻐ‬ ‫ﻗﺴﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺘﻨﻤﻴﺔ‬، ‫ﺍﻻﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺭﺍﻓﻴﺔ‬‫ﺃﺒﺤـﺎﺙ‬ ‫ﻤﺠﻠﺔ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬‫ﺍﻟﻌﺩﺩ‬ ،١‫ﺍﻟﻤﺠﻠﺩ‬ ،٧‫ـ‬٢٠٠٨‫ﺹ‬ ،٢٢‫ـ‬٤٢.
٢٢-،‫ﻓﺎﺧﺮ‬ ،‫ﻋﺎﻗﻞ‬)١٩٧٩(،‫اﻟﺘﺮﺑﻮي‬ ‫اﻟﻨﻔﺲ‬ ‫ﻋﻠﻢ‬‫ﺑﯿﺮوت‬ ،‫ﻟﻠﻤﻼﯾﯿﻦ‬ ‫اﻟﻌﻠﻢ‬ ‫دار‬ ،-‫ﻟﺒﻨﺎن‬
٢٣-،‫ﺍﻟﺒﺯﺍﺯ‬ ‫ﻫﺎﺸﻡ‬ ‫ﻭﻫﻴﻔﺎﺀ‬ ‫ﻴﺎﺴﻴﻥ‬ ‫ﻋﺒﺩﺍﻟﺭﺯﺍﻕ‬ ، ‫ﻋﺒﺩﺍﷲ‬)٢٠٠١(‫ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺘﻴﻥ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﺜﺭ‬ ،
‫ﻟ‬‫ﺤـﺏ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻭل‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻼﺏ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﻠﺘﻌﻠﻡ‬
‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﻟﻠﻌﻠـﻭﻡ‬ ‫ﺍﻻﻭل‬ ‫ﺍﻟﻘﻁﺭﻱ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﺅﺘﻤﺭ‬ ،‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻻﺴﺘﻁﻼﻉ‬/‫ـ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻜﻠﻴـﺔ‬
،‫ﺍﻟﻤﺴﺘﻨﺼﺭﻴﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬٢٨-٢٩/٣/٢٠٠١.

٣٠
٢٤-،‫ﺍﻟﺴﻴﺩ‬ ‫ﻤﺎﺠﺩﺓ‬ ،‫ﻋﺒﻴﺩ‬)٢٠٠٠(،‫ﺇﻟـﻰ‬ ‫ﻤـﺩﺨل‬ ‫ـ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺘﻌﻠﻴﻡ‬
‫ﺍ‬‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻟﺘﺭﺒﻴﺔ‬‫ﻁ‬ ،١‫ﺍﻷﺭﺩﻥ‬ ‫ـ‬ ‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﺼﻔﺎﺀ‬ ‫ﺩﺍﺭ‬ ،.
٢٥-،‫ﺭﺤﻴﻡ‬ ‫ﻨﻌﻤﺔ‬ ،‫ﺍﻟﻌﺯﺍﻭﻱ‬)١٩٨٥(،‫ﻟﻠﻐـﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻤﻌﻬﺩ‬ ،‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺯﺍﺭﺓ‬ ،
،‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ‬.
٢٦-،‫ﻴﻭﺴﻑ‬ ،‫ﻋﻭﺍﺩ‬)٢٠٠٦(،‫ﺴﻴﻜﻭﻟﻭﺠﻴ‬‫ﺔ‬‫ﺍﻟﺩﺭﺍﺴـﻲ‬ ‫ﺍﻟﺘﺄﺨﺭ‬‫ﻁ‬ ،١‫ﻟﻠﻨﺸـﺭ‬ ‫ﺍﻟﻤﻨـﺎﻫﺞ‬ ‫ﺩﺍﺭ‬ ،
‫ﺍﻷﺭﺩﻥ‬ ‫ـ‬ ‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬.
٢٧-‫ﻋﻴﺴﻭ‬،‫ﺍﻟﺭﺤﻤﻥ‬ ‫ﻋﺒﺩ‬ ،‫ﻱ‬)١٩٧٩(،‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﻤﻌﺎﻟﻡ‬‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‬ ،‫ﺍﻟﻌﺭﺒﻲ‬ ‫ﺍﻟﻔﻜﺭ‬ ‫ﺩﺍﺭ‬ ،-
‫ﻤﺼﺭ‬.
٢٨-،‫ﻌﯿﺪ‬ ‫ﺳ‬ ،‫ﺪاﻟﻌﺰﯾﺰ‬ ‫ﻋﺒ‬)٢٠٠٥(،‫ﺔ‬ ‫اﻟﺨﺎﺻ‬ ‫ﺎت‬ ‫اﻻﺣﺘﯿﺎﺟ‬ ‫ذوي‬ ‫ﺎد‬ ‫إرﺷ‬‫ط‬ ،١‫ﺮ‬ ‫ﻟﻠﻨﺸ‬ ‫ﺔ‬ ‫اﻟﺜﻘﺎﻓ‬ ‫دار‬ ،
‫اﻷردن‬ ‫ـ‬ ‫ﻋﻤﺎن‬ ،‫واﻟﺘﻮزﯾﻊ‬.
٢٩-،‫ﺇﺒﺭﺍﻫﻴﻡ‬ ،‫ﺍﻟﻘﺎﻋﻭﺩ‬)١٩٩٥(‫ﺍﻟﺠﻐﺭﺍﻓﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﺎﻭﻨﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﺍﺜﺭ‬ ،
‫ﻭ‬،‫ﺍﻷﺭﺩﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﺸﺭ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻤﺭﻜﺯ‬ ‫ﻤﺠﻠﺔ‬،
‫ﺍﻟﻌﺩﺩ‬٧‫ﺍﻟﺴﻨﺔ‬ ،٤‫ﺹ‬ ،١٣١‫ـ‬١٧٢.
٣٠-،‫ﻗﻁـﺎﻤﻲ‬ ‫ﻭﻨﺎﻴﻔﺔ‬ ‫ﻴﻭﺴﻑ‬ ،‫ﻗﻁﺎﻤﻲ‬)٢٠٠٠(،‫ﺴـﻴﻜﻭﻟﻭﺠﻴ‬‫ﺔ‬‫ﺍﻟﺼـﻔﻲ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬‫ﻁ‬ ،١‫ﺩﺍﺭ‬ ،
‫ﺍﻻﺭﺩﻥ‬ ‫ـ‬ ‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬ ‫ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﺸﺭﻭﻕ‬.
٣١-،‫ﺤﺴﻥ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﺤﻔﻭﻅ‬ ،‫ﺍﻟﻘﺯﺍﺯ‬)١٩٨٤(،‫ﻭ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ‫ﺍﻟﻨﻁﻕ‬ ‫ﻗﻴﺎﺱ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺒﻴﻨﻬﻤﺎ‬ ‫ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻟﻤﻭﺼل‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬‫ﺠﺎﻤﻌـﺔ‬ ‫ـ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ،
‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬ ،‫ﺒﻐﺩﺍﺩ‬.
٣٢-،‫ﺍﻟﻜﺭﺒﺎﺴﻲ‬،‫ﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﻤﻭﺴﻰ‬)١٩٧١(،‫ﻓـﻲ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺭﺤﻠﺔ‬‫ﺍﻟﻨﺠﻑ‬ ‫ـ‬ ‫ﺍﻵﺩﺍﺏ‬ ‫ﻤﻁﺒﻌﺔ‬ ،‫ﺍﻻﺸﺭﻑ‬.
٣٣-‫ﷲ‬ ‫ﻋﺒﺩﺍ‬ ،‫ﻤﺼﻁﻔﻰ‬،‫ﻋﻠﻲ‬)٢٠٠٢(،‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬‫ﻁ‬ ،١‫ﻟﻠﻨﺸـﺭ‬ ‫ﺍﻟﻤﺴـﻴﺭﺓ‬ ‫ﺩﺍﺭ‬ ،
‫ﺍﻻﺭﺩﻥ‬ ‫ـ‬ ‫ﻋﻤﺎﻥ‬ ،‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬.
٣٤-،‫ﺘﻭﻓﻴﻕ‬ ‫ﻋﺎﺒﺩ‬ ،‫ﺍﻟﻬﺎﺸﻤﻲ‬)١٩٧٢(،‫ﺍﻟﻌﺭﺒﻴـﺔ‬ ‫ﺍﻟﻠﻐـﺔ‬ ‫ﻟﻤـﺩﺭﺱ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺍﻟﻤﻭﺠﻪ‬‫ﻤﻁﺒﻌـﺔ‬ ،
‫ﺍﻟﻌﺭﺍﻕ‬ ‫ـ‬ ‫ﺒﻐﺩﺍﺩ‬ ،‫ﺍﻹﺭﺸﺎﺩ‬.
:
35- Doeing .John and,Leong.che-chekan,1982,Psychology of reading,
New York, Macmillan.
36- Gates, Arther. I , (1989). Character and Purpose of Reading, 4th
year Book of the National Society for study of Education, Part II,
University of Chicago press , Chicago.

٣١
37- Nazzal,A.(2002),Peer-tutoring and a trisk students aexploratong
study. Action in teacher Education, 24.(1), p.p 68-80 .
38- Shunk, D.H.(1987), Self-efficacy and Motivated Learning in
Hastings,N & Schwieso, J. (eds), New Directions in Educational
psychology: behavior and motivation in the classroom London & New
York falmerpress. U.S.A.
39- Gere. Anne,(1982), Rune Ruggle Investing Language Function in
students, ora (U.S.A)Wasgington

٣٢
‫رﻗﻢ‬ ‫ﻣﻠﺤﻖ‬)١(
‫ﻭﻓﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﻨﻤﻭﺫﺠﻴﺔ‬ ‫ﺨﻁﺔ‬
‫ﺍﻷ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﻗﺭﺍﻥ‬
‫ﺍﻟﻤ‬‫ﺎﺩﺓ‬:‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻋﻨﻭﺍﻥ‬:‫ﺍﻟﻘﻁﺎﺭ‬ ‫ﻟﻌﺒﺔ‬
‫ﺍﻟﺼﻑ‬:‫ﺍﻟﺜﺎﻟﺙ‬‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﻔﺌﺔ‬:‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﺨﺎﺼﺔ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﺴﻡ‬:‫ﻟﻠﺒﻨﻴﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺃﻭﺭ‬‫ﺍﻟﺯﻤﻥ‬:٤٠‫ﺩﻗﻴﻘﺔ‬
‫ﺃﻭﻻ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬:
‫ﺍﻟﻤﺘﻭﻗ‬ ‫ﻤﻥ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺇﻨﻬﺎﺀ‬ ‫ﺒﻌﺩ‬ ‫ﻊ‬‫ﺍﻟﺘﻠﻤﻴ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﻗﺎﺩﺭ‬ ‫ﺫ‬‫ﺃ‬‫ﻥ‬:
١-‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺒﺎﻟﺤﺭﻜﺎﺕ‬ ‫ﺍﻟﺘﻘﻴﺩ‬ ‫ﻤﻊ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﻗﻴﻘ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻴﻨﻁﻕ‬) :‫ﺏ‬‫ﻌ‬‫ﹶ‬‫ﻟ‬-‫ﹰ‬‫ﺔ‬‫ﻟﻭﺤ‬.(
٢-‫ﻴﻘﺭﺃ‬‫ﻤﻨﺎﺴﺏ‬ ‫ﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﻟﻠﻨﺹ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﺒﺴﺭﻋﺔ‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻘﻁﻌﺔ‬.
٣-‫ﺍﻟﻜﻠﻤـﺔ‬ ‫ﻓـﻲ‬ ‫ﺤﺭﻑ‬ ‫ﺇﺒﺩﺍل‬ ‫ﻋﺩﻡ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺒﺎﻟﺸﻜل‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻘﻁﻌﺔ‬ ‫ﻴﻘﺭﺃ‬)‫ﻊ‬‫ـ‬‫ﻀ‬‫ﹶ‬‫ﻨ‬–
‫ﻨﻌﺽ‬(.
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﻭﺴﺎﺌ‬‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ل‬:‫ﺍ‬‫ﻟﺴﺒﻭﺭﺓ‬،‫ﺍﻟﻁﺒﺎﺸﻴﺭ‬‫ﻭﺍﻟﻤﻠﻭﻥ‬ ‫ﺍﻷﺒﻴﺽ‬،‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻟﻭﺤﺔ‬
‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﺩﺭﺱ‬ ‫ﺴﻴﺭ‬:‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﻴﺘﻀﻤﻥ‬:
١-‫ﺍﻟﺘﻤﻬﻴﺩ‬:
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺒ‬‫ﻤﺭ‬‫ﻭ‬ ‫ﻤﺒﺴﻁ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺍﺠﻌﺔ‬‫ﻭﻴﻘﻭﻡ‬ ‫ﻤﺨﺘﺼﺭ‬‫ﺍﺤﺩ‬
‫ﻴ‬ ‫ﺒﻌﺩﻫﺎ‬ ‫ﺒﻘﺭﺍﺀﺘﻪ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬‫ﻭ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺒﺎﻟﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺭﺒﻁ‬‫ﻴ‬‫ﺒﻌﺽ‬ ‫ﻌﺭﺽ‬‫ﺍﻟﻜﻠﻤـﺎﺕ‬
‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬)‫ﺘﻠﻌﺏ‬ ‫ﺃﻥ‬ ‫ﺘﺤﺏ‬ ‫ﻤﺎﺫﺍ‬(‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﻭﺍﻟﻤﻭﻀﻭﻉ‬)‫ﺍﻟﻘﻁﺎﺭ‬ ‫ﻟﻌﺒﺔ‬:(
‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺒﻌﺽ‬)‫ﻟﻌﺒﺔ‬–‫ﺍﻟﻘﻁﺎﺭ‬(‫ﻴﻜﺘﺏ‬‫ﺍﻟﺴـ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻋﻨﻭﺍﻥ‬‫ﺒﻭﺭﺓ‬
‫ﻭ‬ ‫ﺍﻟﻤﻠﻭﻥ‬ ‫ﺍﻟﻁﺒﺎﺸﻴﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬‫ﻭﺍﻀﺢ‬ ‫ﺒﺨﻁ‬–‫ﻫﻭ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﻟﻬﺫﺍ‬ ‫ﺩﺭﺴﻨﺎ‬)) :‫ﺍﻟﻘﻁﺎﺭ‬ ‫ﻟﻌﺒﺔ‬((‫ﻭ‬‫ﺒﻌـﺩﻫﺎ‬
‫ﻴﻤﻬ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺩ‬‫ﻁﺭﺡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒﺴﻴﻁ‬ ‫ﺒﺸﻜل‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺠﺩﻴﺩ‬‫ﻋﻠـﻰ‬ ‫ﺍﻷﺴـﺌﻠﺔ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺒﻌﺽ‬
‫ﺍﻟﺘﻼﻤﻴﺫ‬.
١-‫ﺍﻟﺒﻠﺩ‬ ‫ﺍﺴﻡ‬ ‫ﻤﺎ‬‫؟‬ ‫ﻓﻴﻪ‬ ‫ﻨﻌﻴﺵ‬ ‫ﺍﻟﺫﻱ‬
٢-‫ﺍﺴ‬ ‫ﻤﺎ‬‫ﺒﻠﺩﻨﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺭﻓﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻡ‬‫ﺍﻟﻌﺯﻴﺯ‬)‫ﺍﻟﻌﺭﺍﻕ‬(‫؟‬
٣-‫؟‬ ‫ﺍﻟﻌﺭﺍﻕ‬ ‫ﻋﺎﺼﻤﺔ‬ ‫ﺍﺴﻡ‬ ‫ﻤﺎ‬
٤-‫؟‬ ‫ﺘﻌﺭﻓﻭﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﻘل‬ ‫ﻭﺴﺎﺌل‬ ‫ﻤﺎﻫﻲ‬
‫ﻭﺒ‬‫ﻤ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻤﻨﺎﻗﺸﺔ‬ ‫ﻌﺩ‬‫ﻭ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻊ‬‫ﻋـﻥ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﻤﻌﺭﻓﺔ‬‫ﻴﻘـﻭﻡ‬ ‫ﺍﻟﻤﻭﻀـﻭﻉ‬
‫ﻭ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﺸﺭﺡ‬ ‫ﺍﻟﺒﺎﺤﺙ‬‫ﻋﻨﻪ‬ ‫ﻓﻜﺭﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺇﻋﻁﺎﺀ‬.

٣٣
٢-‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻨﻤﻭﺫﺠﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬:)‫ﺍﻻﺴﺘﻤﺎﻉ‬ ‫ﻗﺭﺍﺀﺓ‬(
‫ﻴ‬‫ﻘﺭ‬‫ﺃ‬‫ﺍﻟﻤﻌﻠﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺒﺼﻭﺕ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻤﻭﻀﻭﻉ‬‫ﹰ‬‫ﺎ‬‫ﻤﺭﺍﻋﻴ‬ ‫ﻭﻤﺴﻤﻭﻉ‬ ‫ﻭﺍﻀﺢ‬
‫ﻭ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺒﺎﻟﺸﻜل‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻗﺭﺍﺀﺓ‬‫ﻤﺭﺍ‬ ‫ﺍﻟﺩﻗﻴﻕ‬‫ﻴﻁﻠـﺏ‬ ‫ﺜﻡ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﻭﻟﻤﺭﺘﻴﻥ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺤﺭﻜﺎﺕ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻴ‬
‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬‫ﺍﻟﻤﺤﺩﺩ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻭﺤﺴﺏ‬ ‫ﻤﺭﺍﺕ‬ ‫ﻟﻌﺩﺓ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺒﻌﺩﻩ‬ ‫ﻤﻥ‬‫ﻴ‬ ‫ﺜﻡ‬ ،‫ﺸﺭﺡ‬
‫ﻤﺒﺴﻁ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻌﺭﺍﻕ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺒﺘﻌﺩﺍﺩ‬ ‫ﻓﻴﻘﻭﻡ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬‫ﻭ‬‫ﺍﻻﺭﺒﻌـﺔ‬ ‫ﺍﻻﺘﺠﺎﻫـﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻨﺒﺫﺓ‬ ‫ﺍﻋﻁﺎﺀ‬
‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻜل‬ ‫ﻤﻭﻗﻊ‬ ‫ﻭﻋﻥ‬‫ﻴﺩﻭ‬ ‫ﺒﻌﺩﻫﺎ‬ ،‫ﻋﻠﻰ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻥ‬‫ﻭﺍﻀـﺢ‬ ‫ﺒﺨﻁ‬ ‫ﺍﻟﺴﺒﻭﺭﺓ‬‫ﺒﺄﺴـﺘﺨﺩﺍﻡ‬
‫ﻭ‬ ‫ﺍﻟﻤﻠﻭﻥ‬ ‫ﺍﻟﻁﺒﺎﺸﻴﺭ‬‫ﻤﺜل‬ ‫ﺍﻻﺒﻴﺽ‬) :‫ﺍﻟﺴﺎﻗﻴﺔ‬–‫ﺍﻟﻨﺎﺼﺭﻴﺔ‬–‫ﺍﻟﺩﻴﻭﺍﻨﻴﺔ‬(‫ﻟﻭﺤـﺔ‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﹰﻋﻥ‬‫ﻼ‬‫ﻓﻀـ‬
‫ﻤﻌ‬ ‫ﺘﺴﻬل‬ ‫ﺒﺫﻟﻙ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻟﻴﻜﻭﻥ‬ ‫ﺍﻻﺨﺭ‬ ‫ﻤﻊ‬ ‫ﺤﺭﻑ‬ ‫ﻜل‬ ‫ﺒﺘﺭﻜﻴﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺤﺭﻭﻑ‬‫ﻭ‬ ‫ﺭﻓﺘﻬـﺎ‬
‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻗﺭﺍﺀﺘﻬﺎ‬.
٣-‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻗﺭﺍﺀﺓ‬:)‫ﺍﻟﻤﺒﺩﺌﻲ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬–‫ﺍﻟﻘﺒﻠﻲ‬(
‫ﻴ‬‫ﺠﻌل‬‫ﺍﻟﻤﻌﻠﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻴﻘﺭﺅﻭﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬:‫ﻟﻔﻘـﺭﺓ‬ ‫ﺘﻠﻤﻴﺫ‬ ‫ﻜل‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬
‫ﻋـﻥ‬ ‫ﺠﻴـﺩ‬ ‫ﺒﺸـﻜل‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺘﺸﺨﻴﺹ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺜﺭ‬ ‫ﺍﻭ‬
‫ﻤﻬﺎﺭﺓ‬ ‫ﺍﻻﻗل‬ ‫ﺍﻭ‬ ‫ﺍﻟﻀﻌﻴﻑ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬.
١-‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬) :‫ﺍﻻﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬(
‫ﻴﻁﺒﻕ‬‫ﺍﻟﻤﻌﻠﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺨﻁﻭﺍﺕ‬‫ﺍﻻ‬‫ﻴﺄﺘﻲ‬ ‫ﻭﻜﻤﺎ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬:
١-‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻫﺩﻑ‬ ‫ﺘﺤﺩﻴﺩ‬.
٢-‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻴﺄﺨﺫ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻴﺄﺨﺫ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻤﻬﺎﻡ‬ ‫ﺸﺭﺡ‬.
٣-‫ﺒﺠﺎﻨـﺏ‬ ‫ﺍﺤﺩﻫﻡ‬ ‫ﻴﺠﻠﺴﻭﻥ‬ ‫ﻭﺠﻌﻠﻬﻡ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﻟﻠﻘﻴﺎﻡ‬ ‫ﺍﻟﺯﻭﺠﻴﺔ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﺤﺩﻴﺩ‬
‫ﺍﻵﺨﺭ‬.
٤-‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻨﺹ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﻟﺯﻤﻼﺌﻬﻡ‬ ‫ﻗﺭﺍﺀﺘﻪ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺴﻴﻘﻭﻡ‬.
٥-‫ﻭﻗﺕ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻓﻴﻌﻁﻲ‬ ‫ﺒﺎﻷﻗﺭﺍﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﻗﺕ‬ ‫ﺘﺤﺩﻴﺩ‬)٢٠(‫ﺒﺎﻟﻤﻬﻤﺔ‬ ‫ﻟﻠﻘﻴﺎﻡ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺩﻗﻴﻘﺔ‬.
‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﻁﻠﺏ‬‫ﻴ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻤﻥ‬‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺴﺭﻋﺔ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺼﺤﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻘﻥ‬
‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻴﻑ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻌﻠﻡ‬ ‫ﺃﻥ‬‫ﺘﺭﺩﻴﺩ‬‫ﺍﻟﺘﻠﻤﻴ‬‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺒـﺩﻭﺭ‬ ‫ﻴﻘـﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺫ‬
‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﻘﺭﺍﺀﺓ‬‫ﺯﻤﻴﻠﻪ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺠﻤﻠﺔ‬‫ﺇﻟﻰ‬‫ﻭ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻜل‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻴﺘﻡ‬ ‫ﺃﻥ‬‫ﺍﻟﻌ‬ ‫ﺘﻌـﺎﺩ‬‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﻤﻠﻴـﺔ‬
‫ﺍﻟﻤﺤﺩﺩ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻴﻨﺘﻬﻲ‬،‫ﻴﻜﻭﻥ‬ ‫ﻫﻨﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﺃﻤﺎ‬‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺴﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺇﺸﺭﺍﻓﻪ‬‫ﻭ‬‫ﻟـﺯﻡ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﻤﺴـﺎﻋﺩﺓ‬
‫ﺫﻟﻙ‬‫ﻭ‬ ، ‫ﺍﻟﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﻋﻥ‬ ‫ﺒﻌﻴﺩﺍ‬ ‫ﻴﺠﻠﺴﻭﻥ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺒﺠﻌل‬ ‫ﺍﻟﻬﺩﻭﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺤﻔﺎﻅ‬‫ﺜﻡ‬ ‫ﻤﻥ‬‫ﺇﻋﻁـﺎﺀ‬
‫ﺭﺍﺠﻌﺔ‬ ‫ﺘﻐﺫﻴﺔ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬‫ﺯﻤﻼﺀﻫﻡ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻨﺩﻤﺎﺠﻬﻡ‬ ‫ﻟﻐﺭﺽ‬.
‫ﺭﺍﺒﻌﺎ‬:‫ﻭﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﺨﺎﺘﻤﺔ‬:
١-‫ﺍﻟﻨﻬﺎﺌﻲ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬:

٣٤
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﻤﺭﺤﻠـﺔ‬ ‫ﺒﻌـﺩ‬ ‫ﺍﻟﺘﻘـﻭﻴﻡ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﺘﻘﻭﻴﻡ‬
‫ﺃﻫﺩﺍ‬ ‫ﻤﻥ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺎ‬ ‫ﻤﺩﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻭﻏﺭﻀﻪ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬‫ﺒﻌـﺽ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻁﻠـﺏ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭ‬ ‫ﻑ‬
‫ﻜـﺫﻟﻙ‬ ‫ﻭ‬ ‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻀﻌﻔﺎﺀ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﹰ‬‫ﺔ‬‫ﺨﺎﺼ‬ ‫ﻭ‬ ‫ﻤﻨﻪ‬ ‫ﺃﺠﺯﺍﺀ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻴﻘﺭﺍﺅﺍ‬ ‫ﺍﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬
‫ﺍﻻﺨﺭﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬‫ﺍﻟﺤﺼﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺎﻗﻲ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻭﺤﺴﺏ‬.
٢-‫ﺍﻟﺒﻴﺘﻲ‬ ‫ﺍﻟﻭﺍﺠﺏ‬:‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻁﻠﺏ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺠﻴـﺩ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺒﻴﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬
‫ﻴﺘ‬ ‫ﻟﻜﻲ‬‫ﻗﺭﺍﺀﺘﻪ‬ ‫ﻡ‬‫ﻭﺒ‬ ‫ﺍﻟﻘﺎﺩﻡ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻓﻲ‬‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺈﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬‫ﻨﻔﺴﻬﺎ‬.

٣٥
‫ﻭﻓﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺼﻑ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻟﺘﺩﺭﻴﺱ‬ ‫ﻨﻤﻭﺫﺠﻴﺔ‬ ‫ﺨﻁﺔ‬
‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬)‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬(
‫ﺍﻟﻤﺎﺩﺓ‬:‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻋﻨﻭﺍﻥ‬:‫ﺍﻟﻘﻁﺎﺭ‬ ‫ﻟﻌﺒﺔ‬
‫ﺍﻟﺼﻑ‬:‫ﺍﻟﺜﺎﻟﺙ‬‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ‬ ‫ﺍﻟﻔﺌﺔ‬:‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻼﻤﻴﺫ‬‫ﺍﻟﺨﺎﺼﺔ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﺴﻡ‬:‫ﻟﻠﺒﻨﻴﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬‫ﺍﻟﺯﻤﻥ‬:٤٠‫ﺩﻗﻴﻘﺔ‬
‫ﺃﻭﻻ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬:
‫ﺍﻟﻤﺘﻭ‬ ‫ﻤﻥ‬‫ﻫﻭ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﺇﻨﻬﺎﺀ‬ ‫ﺒﻌﺩ‬ ‫ﻗﻊ‬‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ً‫ﹰ‬‫ﺍ‬‫ﻗﺎﺩﺭ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻥ‬:
١-‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﻭﺒﺎﻟﺤﺭﻜـﺎﺕ‬ ‫ﺒﺎﻟﺤﺭﻭﻑ‬ ‫ﺍﻟﺘﻘﻴﺩ‬ ‫ﻤﻊ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﻗﻴﻘ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﻁﻘ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻴﻨﻁﻕ‬)‫ﹶ‬‫ﻟ‬‫ﺏ‬‫ـ‬‫ﻌ‬-
‫ﹰ‬‫ﺔ‬‫ﹶﻭﺤ‬‫ﻟ‬.(
٢-‫ﻴﻘﺭﺃ‬‫ﻭ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﺒﺴﺭﻋﺔ‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻘﻁﻌﺔ‬‫ﻤﻨﺎﺴﺏ‬ ‫ﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺒﻭﻟﺔ‬.
٣-‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺤﺭﻑ‬ ‫ﺇﺒﺩﺍل‬ ‫ﻋﺩﻡ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺒﺎﻟﺸﻜل‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﻘﻁﻌﺔ‬ ‫ﻴﻘﺭﺃ‬)‫ﻊ‬‫ـ‬‫ﻀ‬‫ﹶ‬‫ﻨ‬–
‫ﻨﻌﺽ‬(‫ﺃﺨﺭﻯ‬ ‫ﻜﻠﻤﺔ‬ ‫ﻤﻜﺎﻥ‬ ‫ﺍﻟﺠﻤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻜﻠﻤﺔ‬ ‫ﺇﺒﺩﺍل‬ ‫ﺃﻭ‬)‫ﻫﻨـﺎ‬ ‫ﹰ‬‫ﺔ‬‫ﻟﻭﺤ‬ ‫ﹸ‬‫ﺕ‬‫ﻨﺜﺒ‬–‫ﻫﻨـﺎ‬ ‫ﻨﺜﺒـﺕ‬
‫ﹰ‬‫ﺔ‬‫ﻟﻭﺤ‬(‫ﺃﻭ‬‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺤﺭﻑ‬ ‫ﺯﻴﺎﺩﺓ‬)‫ﻫﻨﺎ‬–‫ﻫﻨﺎﻙ‬(
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬:‫ﺍﻟﺴﺒﻭﺭﺓ‬،‫ﺍﻟﻁﺒﺎﺸﻴﺭ‬‫ﻭﺍﻟﻤﻠﻭﻥ‬ ‫ﺍﻷﺒﻴﺽ‬،‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻟﻭﺤﺔ‬
‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﺩﺭﺱ‬ ‫ﺴﻴﺭ‬:‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﻴﺘﻀﻤﻥ‬:
١-‫ﺍﻟﺘﻤﻬﻴﺩ‬:
‫ﻴ‬‫ﺭ‬‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﺠﻊ‬)‫ﺍﻟﺒﺎﺤ‬‫ﺙ‬(‫ﻭ‬ ‫ﻭﻤﺨﺘﺼﺭ‬ ‫ﻤﺒﺴﻁ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬‫ﺍﻟﺘﻼ‬ ‫ﺍﺤـﺩ‬ ‫ﻴﻘﻭﻡ‬‫ﻤﻴـﺫ‬
‫ﻴ‬ ‫ﺒﻌﺩﻫﺎ‬ ‫ﺒﻘﺭﺍﺀﺘﻪ‬‫ﺒﺎﻟ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺭﺒﻁ‬‫ﺍﻟﻤﺸـﺘﺭﻜﺔ‬ ‫ﺍﻟﻜﻠﻤـﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭﻋﺭﺽ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﻴﻥ‬)‫ﺘﻠﻌﺏ‬ ‫ﺃﻥ‬ ‫ﺘﺤﺏ‬ ‫ﻤﺎﺫﺍ‬(‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﻭﺍﻟﻤﻭﻀﻭﻉ‬)‫ﺍﻟﻘﻁﺎﺭ‬ ‫ﻟﻌﺒﺔ‬(‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺒﻌﺽ‬
‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬)‫ﻟﻌﺒﺔ‬–‫ﺍﻟﻘﻁﺎﺭ‬(‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺜﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﻋﻠـﻰ‬ ‫ﺍﻟـﺩﺭﺱ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻋﻨﻭﺍﻥ‬ ‫ﺒﻜﺘﺎﺒﺔ‬
‫ﻭﺍ‬ ‫ﺒﺨﻁ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻠﻭﻥ‬ ‫ﺍﻟﻁﺒﺎﺸﻴﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺴﺒﻭﺭﺓ‬‫ﻀﺢ‬-‫ﻤﻭﻀـﻭﻋﻨﺎ‬‫ﻫـﻭ‬ ‫ﺍﻟﻴـﻭﻡ‬ ‫ﻟﻬـﺫﺍ‬))‫ﻟﻌﺒـﺔ‬
‫ﺍﻟﻘﻁﺎﺭ‬.((‫ﻭ‬‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺒﻌﺩﻫﺎ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒﺴﻴﻁ‬ ‫ﺒﺸﻜل‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺠﺩﻴﺩ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﺘﻤﻬﻴﺩ‬
‫ﻋﻠﻴﻬﻡ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺒﻌﺽ‬ ‫ﻁﺭﺡ‬
١-‫ﺍﻟﺒﻠﺩ‬ ‫ﺍﺴﻡ‬ ‫ﻤﺎ‬‫ﻓﻴﻪ‬ ‫ﻨﻌﻴﺵ‬ ‫ﺍﻟﺫﻱ‬‫؟‬
٢-‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺍﺴﻡ‬ ‫ﻤﺎ‬‫ﺒﻠﺩﻨﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺭﻓﻬﺎ‬‫ﺍﻟﻌﺯﻴﺯ‬)‫ﺍﻟﻌﺭﺍﻕ‬(‫؟‬
٣-‫ﺍﻟﻌﺭﺍﻕ‬ ‫ﻋﺎﺼﻤﺔ‬ ‫ﺍﺴﻡ‬ ‫ﻤﺎ‬‫؟‬
‫ﻭﺒ‬‫ﻤﻨﺎﻗ‬ ‫ﻌﺩ‬‫ﻭ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻊ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺸﺔ‬‫ﺍﻟﻤ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺨﺒﺭﺍﺘﻬﻡ‬ ‫ﻤﻌﺭﻓﺔ‬‫ﺒﺸﺭﺡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻭﻀﻭﻉ‬
‫ﻭ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬‫ﻋﻨﻪ‬ ‫ﻓﻜﺭﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺇﻋﻁﺎﺀ‬.
٢-‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻨﻤﻭﺫﺠﻴﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬) :‫ﺍﻻﺴﺘﻤﺎﻉ‬ ‫ﻗﺭﺍﺀﺓ‬(

٣٦
‫ﻴﻘﺭﺃ‬‫ﺍﻟﻤﻌﻠﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﻟﻤﺭﺘﻴﻥ‬ ‫ﻭﻤﺴﻤﻭﻉ‬ ‫ﻭﺍﻀﺢ‬ ‫ﺒﺼﻭﺕ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻤﻭﻀﻭﻉ‬
‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﻴﻁﻠﺏ‬ ‫ﺜﻡ‬ ‫ﺍﻜﺜﺭ‬ ‫ﺍﻭ‬‫ﺒﻌﺩﻩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬، ‫ﻤـﺭﺍﺕ‬ ‫ﻟﻌﺩﺓ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺠﻤﻠﺔ‬‫ﻴﻘـﻭﻡ‬ ‫ﺜـﻡ‬
‫ﻤﺒﺴﻁ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻌﺭﺍﻕ‬ ‫ﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﺒﺘﻌﺩﺍﺩ‬ ‫ﻓﻴﻘﻭﻡ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﺸﺭﺡ‬‫ﻭ‬‫ﺇ‬‫ﺍﻻﺘﺠﺎﻫـﺎﺕ‬ ‫ﻋـﻥ‬ ‫ﻨﺒـﺫﺓ‬ ‫ﻋﻁﺎﺀ‬
‫ﻭ‬ ‫ﺍﻷﺭﺒﻌﺔ‬‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻜل‬ ‫ﻤﻭﻗﻊ‬ ‫ﻋﻥ‬.
٣-‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻗﺭﺍﺀﺓ‬:
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻁﻠﺏ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﻴﻘﺭ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬‫ﺅﻭﻥ‬‫ﺠﻴﺩ‬ ‫ﺒﺸﻜل‬‫ﻗـﺭﺍﺀﺓ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﺒﻘﺭﺍﺀﺓ‬
‫ﺠﻬﺭﻴﺔ‬،‫ﻤﺴﻤﻭﻉ‬ ‫ﻭﺒﺼﻭﺕ‬ ‫ﻭﻫﺩﻭﺀ‬ ‫ﻭﺒﺘﺄﻥ‬‫ﺍﻟﻘـﺭﺍﺀﺓ‬ ‫ﻓـﻲ‬ ‫ﻟﻠﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﺎﻗﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﻴﺨﺘﺎﺭ‬
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺒﻌﺩﻫﺎ‬ ‫ﺍﻟﺠﻬﺭﻴﺔ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﺍﻟﻜﻠﻤﺎ‬ ‫ﺒﺘﺩﻭﻴﻥ‬‫ﻭﺍﻀـﺢ‬ ‫ﺒﺨـﻁ‬ ‫ﺍﻟﺴـﺒﻭﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺕ‬
‫ﻭ‬‫ﺍﻟﻤﻠﻭﻥ‬ ‫ﺍﻟﻁﺒﺎﺸﻴﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬‫ﻭ‬‫ﻤﺜل‬ ‫ﺍﻷﺒﻴﺽ‬) :‫ﺍﻟﺴﺎﻗﻴﺔ‬–‫ﺍﻟﻨﺎﺼﺭﻴﺔ‬–‫ﺍﻟﺩﻴﻭﺍﻨﻴﺔ‬(‫ﻋـﻥ‬ ‫ﹰ‬‫ﻼ‬‫ﻓﻀ‬
‫ﺍﺴ‬‫ﻭ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻟﻭﺤﺔ‬ ‫ﺘﺨﺩﺍﻡ‬‫ﻤ‬ ‫ﺤﺭﻑ‬ ‫ﻜل‬ ‫ﺒﺘﺭﻜﻴﺏ‬ ‫ﺫﻟﻙ‬‫ﺘﺴﻬل‬ ‫ﻭﺒﺫﻟﻙ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻟﻴﻜﻭﻥ‬ ‫ﺍﻵﺨﺭ‬ ‫ﻊ‬
‫ﻭ‬ ‫ﻤﻌﺭﻓﺘﻬﺎ‬‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻗﺭﺍﺀﺘﻬﺎ‬.
‫ﺭﺍﺒﻌﺎ‬:‫ﻭﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﺨﺎﺘﻤﺔ‬:
١-‫ﺍﻟﻨﻬﺎﺌﻲ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬:
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻘﻭﻡ‬)‫ﺍﻟﺒﺎﺤﺙ‬(‫ﻤﺭﺤﻠـﺔ‬ ‫ﺒﻌـﺩ‬ ‫ﺍﻟﺘﻘـﻭﻴﻡ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻨـﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﻜﻭﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﺘﻘﻭﻴﻡ‬
‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬‫ﺒﻌـﺽ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻁﻠـﺏ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻤﻥ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﺎ‬ ‫ﻤﺩﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻭﻏﺭﻀﻪ‬
‫ﺃﺠﺯﺍﺀ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬‫ﺍﻟﺤﺼﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺎﻗﻲ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻭﺤﺴﺏ‬ ‫ﻤﻨﻪ‬‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﻴﻘـﻭﻡ‬ ‫ﻜﻤـﺎ‬
‫ﻤـﻥ‬ ‫ﺘﺤﻘـﻕ‬ ‫ﻤـﺎ‬ ‫ﻤـﺩﻯ‬ ‫ﻟﻤﻌﺭﻓﺔ‬ ‫ﻟﻠﻤﻭﻀﻭﻉ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﺒﻌﺽ‬ ‫ﺤﻭل‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺒﻌﺽ‬ ‫ﺒﻁﺭﺡ‬
‫ﺃﻫﺩﺍﻑ‬.
٢-‫ﺍﻟﺒﻴﺘﻲ‬ ‫ﺍﻟﻭﺍﺠﺏ‬:
‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻁﻠﺏ‬)‫ﺍﻟﺒﺎﺤ‬‫ﺙ‬(‫ﻴـﺘﻡ‬ ‫ﻟﻜـﻲ‬ ‫ﺠﻴﺩ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺒﻴﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬
‫ﺒﺸـﻜل‬ ‫ﺍﻟﻤﻭﻀـﻭﻉ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻴﻥ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻜل‬ ‫ﻴﺼﺒﺢ‬ ‫ﻟﻜﻲ‬ ‫ﺍﻟﻘﺎﺩﻡ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻗﺭﺍﺀﺘﻪ‬
‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻭﺒﺴﺭﻋﺔ‬ ‫ﻭﺩﻗﻴﻕ‬ ‫ﺼﺤﻴﺢ‬.

أثر استخدام إستراتيجية تعليم الأقران في تنمية بعض مهارات القراءة الجهرية والاحتفاظ بها لدى تلاميذ التربية الخاصة في ماد

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أثر استخدام إستراتيجية تعليم الأقران في تنمية بعض مهارات القراءة الجهرية والاحتفاظ بها لدى تلاميذ التربية الخاصة في ماد