Aweiss, Salem: Assessment In Language Education

‫ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻭﻋﻼﻗﺘﻬﻤﺎ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ :‬ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﺒﺩﻴل‪،‬‬ ‫ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻔﺎﻋﻠﻲ‪ ،‬ﻭﺍﻝﺘﻌ‪‬ﻠﻡ ﺍﻝﻨﺸﻁ‬ ‫ﺩ‪ .‬ﺴﺎﻝﻡ ﻋﻭﻴﺱ – ﺠﺎﻤﻌﺔ ﺴﺘﺎﻨﻔﻭﺭﺩ‬ ‫ﺸﻬﺩﺕ ﺍﻝﻌﻘﻭﺩ ﺍﻝﺜﻼﺜﺔ ﺍﻝﻤﺎﻀﻴﺔ ﺘﺤﻭ‪‬ﻻﺕ ﺠﻭﻫﺭﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻨﻅﺭﻴﺎﺕ‬ ‫ﺍﻝﺘﻌﻠﹼﻡ ﻭﺍﻜﺘﺴﺎﺏ ﺍﻝﻠﻐﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ‪ .‬ﻭﻴﺘﻤﺜﹼل ﻫﺫﺍ ﺍﻝﺘﺤﻭ‪‬ل ﻓﻲ ﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﺍﻝﺴﻠﻭﻜﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺒﻨﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻤﻌﺭﻓﺔ‪ .‬ﻭﻨﺘﺞ ﻋﻥ ﻫﺫﻩ ﺍﻝﺘﻭﺠﻬﺎﺕ ﺘﺤﻭ‪‬ﻻﺕ‬ ‫ﻓﻲ ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺃﺴﺎﻝﻴﺒﻪ ﺒﺤﻜﻡ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻭﺜﻴﻘﺔ ﺒﻴﻥ ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ‪.‬‬ ‫ﻭﺴﺄﻋﺭﺽ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﻘﺎﻝﺔ ﻝﻬﺫﻩ ﺍﻝﺘﺤﻭ‪‬ﻻﺕ ‪‬ﻤﺒﻴ‪‬ﻨﹰﺎ ﺃﻫﻤﻴﺔ ﺘﺒﻨﹼﻲ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺤﺩﻴﺜﺔ‬ ‫ﻭﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻤﻨﺒﺜﻘﺔ ﻋﻨﻬﺎ‪ .‬ﻭﺴﺘﺒﻴ‪‬ﻥ ﻫﺫﻩ ﺍﻝﻤﻘﺎﻝﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻭﺍﺠﺏ ﺘﻭﻓﹼﺭﻫﺎ ﻝﺘﻭﻓﻴﺭ‬ ‫ﻤﻨﺎﺨﺎﺕ ﻓﻌ‪‬ﺎﻝﺔ ﻭﺘﻔﺎﻋﻠﻴﺔ ﻝﺘﻌﺯﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﺜﺭﺍﺌﻬﺎ ﻤﻥ ﺨﻼل ﺘﺯﻭﻴﺩ ﺍﻝﻤﺤﺎﻀﺭ‬ ‫ﻭﺍﻝﻤﺘﻌﻠﻡ ﺒﺎﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻨﺠﺎﺡ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ .‬ﻭﺘﺘﻀﻤﻥ ﺍﻝﻤﻘﺎﻝﺔ‬ ‫ﻤﻘﺘﺭﺤﺎﺕ ﻋﻤﻠﻴﺔ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺃﻤﺜﻠﺔ ﻭﻤﻼﺤﻕ ﺘﺒﻴ‪‬ﻥ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﺒﺎﺩﻝﻴﺔ ﺒﻴﻥ ﻤﻔﻬﻭﻤﻲ‬ ‫ﺍﻝﺘﻌﻠﹼﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ‪.‬‬

‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺘﻌﺘﻤﺩ ﻓﻲ ﻤﺠﻤﻠﻬﺎ ﻋﻠﻰ ﺃﺒﺤﺎﺙ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺍﻝﺘﻲ ﺘﺭﻜﺯ‬ ‫ﻋﻠﻰ ﻤﻔﺎﻫﻴﻡ ﺍﻝﻤﺜﻴﺭ ﻭﺍﻻﺴﺘﺠﺎﺒﺔ ﻭﺍﻝﺘﻌﺯﻴﺯ ﻭﺍﻝﻌﻘﺎﺏ )ﺃﺒﺤﺎﺙ ﺴﻜﻨﺭ ﻭﻭﺍﻁﺴﻥ‪ ،‬ﻭﻏﻴﺭﻫﻤﺎ ﻓﻲ ﻤﺠﺎﻝﻲ‬ ‫ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻌﺎﻡ ﺍﻝﺴﻠﻭﻜﻲ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ(‪.‬‬ ‫ﻭﻓﻲ ﺍﻝﻌﻘﻭﺩ ﺍﻝﺜﻼﺜﺔ ﺍﻷﺨﻴﺭﺓ ﺒﺭﺯﺕ ﺃﻓﻜﺎﺭ ﺠﺩﻴﺩﺓ ﺍﻨﻁﻠﻘﺕ ﻤﻥ ﺃﺒﺤﺎﺙ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ‬ ‫ﻭﺃﺒﺤﺎﺙ ﺍﻝﺫﻫﻥ‪ -‬ﺍﻝﺩﻤﺎﻍ‪ .‬ﻭﻴﺭﺘﻜﺯ ﻋﺩﺩ ﻤﻥ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﻋﻠﻰ ﺃﺒﺤﺎﺙ ﻗﺩﻴﻤﺔ ﻨﺴﺒ ‪‬ﻴﹰﺎ ﻝﻠﻌﺎﻝﻡ ﺍﻝﺭﻭﺴﻲ‬ ‫ﻓﻴﻜﻭﺘﺴﻜﻲ ﻭﺃﻓﻜﺎﺭﻩ ﺤﻭل ﻤﺎ ﺩﻋﺎﻫﺎ ﻤﻨﻁﻘﺔ ﺍﻝﻨﻤﻭ – ﺍﻝﺘﻁﻭﺭ ﺍﻷﺩﻨﻰ ﻭﺍﻝﺘﻲ ﻴﺴﻤﻴﻬﺎ ﺍﻝﺒﻌﺽ ﻤﻨﻁﻘﺔ ﺍﻝﻨﻤﻭ‬ ‫ﺍﻝﻭﺸﻴﻙ ﺍﻝﻜﺎﻤﻥ )‪ .Zone of Proximal Development (ZPD‬ﻭﻴﻘﺼﺩ ﺒﺫﻝﻙ ﻤﺠﻤﻭﻋﺔ ﺍﻷﻋﻤﺎل‬ ‫ﺍﻝﺘﻰ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻁﺎﻝﺏ ﺇﻨﺠﺎﺯﻫﺎ ﺇﻻ ﺒﺘﻭﺠﻴﻪ ﻤﻥ ﺸﺨﺹ ﻤﺘﻤﺭﺱ ﺃﻭ ﺨﺒﻴﺭ ﺃﻭ ﻁﺎﻝﺏ ﺁﺨﺭ ﺃﻜﺜﺭ ﻤﻬﺎﺭﺓ‬ ‫ﻼ(‪ .‬ﻭﻓﻲ ﻋﺼﺭ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﻘﻭﻡ ﺍﻝﺤﺎﺴﻭﺏ‬ ‫ﻭﻤﻌﺭﻓﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﻤﺎﺩﺓ )ﺍﻝﻠﻐﺔ‪ ،‬ﻤﺜ ﹰ‬ ‫ﻭﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﺒﺩﻭﺭ ﺍﻝﺨﺒﻴﺭ ﺃﻭ ﺍﻝﻤﺘﻤﺭﺱ‪ .‬ﻓﻌﻨﺩﻤﺎ ﻴﻌﺎﻝﺞ ﺍﻝﻁﺎﻝﺏ ﻤﻊ ﻤﺭﺸﺩﻩ ﻤﻬﻤﺔ ﺘﺘﺤﺩﺍﻩ ﻓﺈﻥ ﺫﻝﻙ‬ ‫‪1‬‬

‫ﻻ ﻭﺨﻁﻁﹰﺎ ﻓﻲ ﻗﺎﻝﺏ ﻝﻐﻭﻱ ﻭﻋﻨﺩ ﺫﻝﻙ ﻴﺩﻤﺞ ﺍﻝﻁﺎﻝﺏ ﺘﻠﻙ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ‬ ‫ﺍﻝﻤﺭﺸﺩ ﻴﻘﺩﻡ ﻝﻠﻁﺎﻝﺏ ﺤﻠﻭ ﹰ‬ ‫ﺍﻝﻨﺸﺎﻁ ﺍﻝﺫﻱ ﻫﻭ ﺒﺼﺩﺩ ﺍﻝﻘﻴﺎﻡ ﺒﻪ )ﻤﺜل ﻓﻬﻡ ﻤﻔﺭﺩﺓ ﺠﺩﻴﺩﺓ ﺃﻭ ﺍﺴﺘﻴﻌﺎﺏ ﻨﺹ ﻗﺭﺍﺀﺓ ﺃﻭ ﺍﺴﺘﻤﺎﻉ( ﺒﺩﻭﻥ‬ ‫ﻤﺴﺎﻋﺩﺓ ﺃﻭ ﺩﻋﻡ ﺨﺎﺭﺠﻲ‪ .‬ﻭﻴﻘﻭل ﻓﻴﻜﻭﺘﺴﻜﻲ ﺃﻥ ﺍﻝﻠﺤﻅﺔ ﺍﻷﻜﺜﺭ ﺩﻻﻝﺔ ﻝﻠﻨﻤﻭ ﺍﻝﻔﻜﺭﻱ ﻭﺍﻝﻠﻐﻭﻱ ﻋﻨﺩ‬ ‫ﺍﻝﻁﺎﻝﺏ ﺘﺘﻡ ﻋﻥ ﺍﻝﺘﻘﺎﺀ ﺍﻝﻜﻼﻡ ﺒﺎﻝﻨﺸﺎﻁ ﺍﻝﻌﻤﻠﻲ‪.‬‬

‫أر "رد "  ل  م "اآء اد"‬

‫ﻓﻲ ﺃﻭﺍﺌل ﺍﻝﺜﻤﺎﻨﻴﻨﺎﺕ ﻤﻥ ﺍﻝﻘﺭﻥ ﺍﻝﻤﺎﻀﻲ ﻗﺎﻡ ﻫﻭﺍﺭﺩ ﻗﺎﺭﺩﻨﺭ ‪ Howard Gardner‬ﺒﺎﻋﺎﺩﺓ‬

‫ﺍﻝﻨﻅﺭ ﺠﺫﺭﻴﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺫﻜﺎﺀ ﻭﺁﺜﺎﺭﻩ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺘﻘﺩﻡ ﺒﻨﻅﺭﻴﺔ ﺠﺩﻴﺩﺓ ﻤﻔﺎﺩﻫﺎ ﺃﻨﻬﺎ ﺘﻘﻭﻡ‬ ‫ﻋﻠﻰ ﺃﺴﺎﺱ ﺘﻤﻴﺯ ﺍﻝﻔﺭﺩ ﻋﻥ ﺴﻭﺍﻩ ﻭﺃﻨﻪ ﻻ ﺒﺩ ﻝﻜل ﺍﻨﺴﺎﻥ ﺃﻥ ﻴﺘﻤﺘﻊ ﺒﺫﻜﺎﺀ ﺨﺎﺹ ﻭﻴﺘﻤﻴﺯ ﺒﻪ ﻭﺤﺩﻩ‪.‬‬ ‫ﻭﺃﻁﻠﻕ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ "ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺘﻌﺩﺩ" )‪ .(Multiple Intelligences‬ﻭﻜﺎﻥ ﻝﻬﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻷﺜﺭ‬ ‫ﺍﻷﻜﺒﺭ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺤﻴﺙ ﻏﻴﺭﺕ ﻤﻔﺎﻫﻴﻡ ﻜﺜﻴﺭﺓ ﻜﺎﻨﺕ ﺘﻌﺘﺒﺭ ﻤﻥ ﺍﻝﻤﺴﻠﻤﺎﺕ‪ .‬وﻋﻠﻰ ﻭﺠﻪ‬ ‫ﺍﻝﺘﺤﺩﻴﺩ‪ ،‬ﻓﺈﻥ ﺠﻭﻫﺭ ﺍﻝﻨﻘﺎﺵ ﻴﺘﺭﻜﺯ ﺤﻭل ﺍﻝﻔﻜﺭﺓ ﺍﻝﻘﺎﺌﻠﺔ ﺒﺄﻨﻪ ﻻ ﻴﻤﻜﻥ ﻭﺼﻑ ﺍﻝﺫﻜﺎﺀ ﻋﻠﻰ ﺃﻨﻪ ﻜﻤﻴﺔ‬ ‫ﻤﺤﺩﺩﺓ ﺜﺎﺒﺘﺔ ﻴﻤﻜﻥ ﻗﻴﺎﺴﻬﺎ‪ .‬ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻝﻙ ﻴﻤﻜﻥ ﺯﻴﺎﺩﺓ ﺍﻝﺫﻜﺎﺀ ﻭﺘﻨﻤﻴﺘﻪ ﺒﺎﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﺘﻌﻠﻡ‪ .‬ﺒل ﺃﻜﺜﺭ‬ ‫ﻤﻥ ﺫﻝﻙ ﻓﻬﻭ ﻴﻘﻭل ﺒﺄﻥ ﺍﻝﺫﻜﺎﺀ ﻤﺘﻌﺩﺩ ﻭﻋﻠﻰ ﺃﻨﻭﺍﻉ ﻤﺨﺘﻠﻔﺔ ﻭﺃﻥ ﻜل ﻨﻭﻉ ﻤﺴﺘﻘل ﻋﻥ ﺍﻷﻨﻭﺍﻉ ﺍﻷﺨﺭﻯ‬ ‫ﻭﻴﻤﻜﻨﻪ ﺃﻥ ﻴﻨﻤﻭ ﻭﻴﺯﻴﺩ ﺒﻤﻌﺯل ﻋﻥ ﺍﻷﻨﻭﺍﻉ ﺍﻷﺨﺭﻯ ﻭﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻤﻪ ﻭﺍﺴﺘﻌﻤﺎﻝﻪ‪ .‬ﻭﻜﺎﻥ ﻝﺘﺼﻨﻴﻑ‬ ‫ﻗﺎﺭﺩﻨﺭ ﻫﺫﺍ ﺃﻜﺒﺭ ﺍﻷﺜﺭ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻜﺫﻝﻙ ﻋﻠﻰ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺤﺘﻰ‬ ‫ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻷﻓﻜﺎﺭ ﻨﻔﺴﻬﺎ‪ .‬ﻭﻴﻘﺘﺭﺡ ﻗﺎﺭﺩﻨﺭ ﻭﺠﻭﺩ ﺍﻷﻨﻭﺍﻉ ﺍﻝﺘﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺫﻜﺎﺀ‪:‬‬ ‫ﺍﻝﺫﻜﺎﺀ ﺍﻝﻠﻐﻭﻱ )‪ ،(linguistic/verbal‬ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﻨﻁﻘﻲ‪/‬ﺍﻝﺭﻴﺎﻀﻲ )‪ ،(math/logical‬ﺍﻝﺫﻜﺎﺀ‬ ‫ﺍﻝﻤﻭﺴﻴﻘﻲ )‪ ،(musical‬ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﻜﺎﻨﻲ‪/‬ﺍﻝﺠﺴﻤﻲ‪/‬ﺍﻝﺤﺭﻜﻲ )‪ ،(bodily-kinesthetic‬ﺍﻝﺫﻜﺎﺀ ﺍﻝﺘﻔﺎﻋﻠﻲ‬ ‫)‪ ،(interpersonal‬ﺍﻝﺫﻜﺎﺀ ﺍﻝﺸﺨﺼﻲ‪-‬ﺍﻝﺫﺍﺘﻲ )‪ ،(intra-personal‬ﺍﻝﺫﻜﺎﺀ ﺍﻝﺒﻴﺌﻲ )‪،(naturalist‬‬ ‫ﻝﺫﻜﺎﺀ ﺍﻝﺼﻭﺭﻱ ﺃﻭ ﺍﻝﻔﺭﺍﻏﻲ )‪.(spatial‬‬

‫ﺍﻵﺜﺎﺭ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻝﻤﻔﻬﻭﻡ "ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺘﻌﺩﺩ" ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ‬ ‫ﺒﻴﻨﻤﺎ ﻴﺘﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻋﻠﻰ ﺍﻝﺤﻠﻭل ﻭﺍﻹﺠﺎﺒﺎﺕ ﻝﻠﻤﺴﺎﺌل ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ‬ ‫ﻼ ﻋﻥ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﺍﻝﺘﻭﺼل ﻝﻜل ﺍﻝﺤﻠﻭل ﺃﻭ ﺍﻹﺠﺎﺒﺎﺕ‪ ،‬ﻨﺠﺩ ﺃﻥ‬ ‫ﻴﺘﻌﺭﺽ ﻝﻬﺎ ﺍﻝﻁﺎﻝﺏ ﻓﻀ ﹰ‬ ‫ﻨﻅﺭﻴﺔ ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺘﻌﺩﺩ ﺘﻘﺘﺭﺡ ﻋﻤﻠﻴﺎﺕ ﻭﻁﺭﻕ ﻭﺃﺴﺎﻝﻴﺏ ﻤﺴﺘﻘﻠﺔ ﻋﻥ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ ﻝﺩﻯ ﻜل ﻁﺎﻝﺏ‪.‬‬ ‫ﻓﻤﻌﻅﻡ ﺍﻝﻤﺴﺎﺌل ﺍﻝﺸﺎﺌﻜﺔ ﻭﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺤﻘﻴﻘﻴﺔ ﺘﺘﻁﻠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻨﻭﺍﻉ ﻤﺘﻌﺩﺩﺓ ﻤﻥ ﺍﻝﺫﻜﺎﺀ ﻓﻲ‬ ‫ﻨﻔﺱ ﺍﻝﻭﻗﺕ‪ .‬ﻭﺨﻼﺼﺔ ﺍﻝﻘﻭل ﺃﻥ ﻨﻅﺭﻴﺔ ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺘﻌﺩﺩ ﺘﻘﺩﻡ ﻝﻨﺎ ﺇﻁﺎﺭﹰﺍ ﻋﻤﻠﻴﹰﺎ ﻭﺠﺫﺭﻴﹰﺎ ﻭﻤﺭﻨﹰﺎ ﻴﻤﻜﻨﻨﺎ‬ ‫‪2‬‬

‫ﻥ ﻨﻅﺭﻴﺔ ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺘﻌﺩﺩ‬ ‫ﻤﻥ ﺨﻼﻝﻪ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺤﺩﺩﺓ ﻝﻠﺘﻌﻠﻴﻡ‪ .‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺍﻝﺒﻌﺽ ﻴﺸﻴﺭ ﺇﻝﻰ ﺃ ‪‬‬ ‫ﺘﺸﺒﻪ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻤﻭﺍﺀﻤﺔ ﺍﻝﺤﺫﺍﺀ ﻝﻠﻔﺭﺩ‪ ،‬ﻓﺎﻝﻤﻘﺎﺱ ﺍﻝﻭﺍﺤﺩ ﻻ ﻴﺼﻠﺢ ﻝﺠﻤﻴﻊ ﺍﻷﻓﺭﺍﺩ‪ .‬ﻓﻤﻥ ﻫﻨﺎ ﻭﺠﻭﺏ‬ ‫ﺘﻨﻭﻉ ﻭﺘﻌﺩﺩ ﻁﺭﺍﺌﻕ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻌﻠﻴﻡ ﻝﺘﻌﻜﺱ ﺍﻝﻔﺭﻭﻗﺎﺕ ﻭﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻝﻔﺭﺩﻴﺔ‪ .‬ﻭﻴﺘﺒﻊ ﻫﺫﺍ ﺍﻝﺘﻭﺠ‪‬ﻪ‬ ‫ﺍﻝﺠﺩﻴﺩ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺘﻐﻴ‪‬ﺭ ﻓﻲ ﺃﺴﺎﻝﻴﺏ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ‪ .‬ﻭﺴﻨﻌﺭﺽ ﻝﻬﺫﻩ ﺍﻝﺘﻭﺠﻬﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ‬ ‫ﺍﻷﺠﺯﺍﺀ ﺍﻝﻼﺤﻘﺔ‪.‬‬ ‫ﻤﻀﻤﻭﻥ ‪ -‬ﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﺨﺎﺭﻁﺔ ﺍﻝﻤﻔﺎﻫﻴﻤﻴﺔ ﻝﻠﺘﻔﻜﻴﺭ‬ ‫ﺒﻨﺎ ‪‬ﺀ ﻋﻠﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ ﺘ ‪‬ﻡ ﻋﺭﻀﻬﺎ ﻓﻲ ﺍﻝﺠﺯﺀ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﻓﺈﻥ ﻤﻀﻤﻭﻥ ﻭﻤﻜﻭ‪‬ﻨﺎﺕ ﺍﻝﺨﺎﺭﻁﺔ‬ ‫ل ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻤﻨﻅﻭﻤﺔ "ﺒﻠﻭﻡ" ﻝﻠﻤﻌﺭﻓﺔ‬ ‫ﺍﻝﻤﻔﺎﻫﻴﻤﻴﺔ ﻝﻠﺘﻔﻜﻴﺭﻗﺩ ﺘﻐﻴ‪‬ﺭ ﺒﺼﻭﺭﺓ ﻤﻠﻔﺘﺔ ﻝﻠﻨﻅﺭ ﺒﺤﻴﺙ ﻗ ّ‬ ‫ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ) ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﺍﻝﻔﻬﻡ – ﺍﻻﺴﺘﻴﻌﺎﺏ‪ ،‬ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻝﺘﺤﻠﻴل‪ ،‬ﺍﻝﺘﺭﻜﻴﺏ‪ ،‬ﺍﻝﺘﻘﻴﻴﻡ( ﻭﺃﺼﺒﺢ‬ ‫ﺏ ﻋﻠﻰ ﻤﻔﺎﻫﻴﻡ ﺃﻜﺜﺭ ﺍﻝﺘﺼﺎﻗ ﹰﺎ ﺒﺎﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻤﺜل ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ ﻭﺍﻝﺘﻔﻜﻴﺭ‬ ‫ﺍﻝﺘﺭﻜﻴﺯ ﻴﻨﺼ ‪‬‬ ‫ل ﺍﻝﻤﺸﻜﻼﺕ‪.‬‬ ‫ﺍﻻﺒﺩﺍﻋﻲ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺘﺄﻤﻠﻲ ﻭﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺤ ّ‬ ‫ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ ‪:‬‬ ‫‪‬ﻴﺫﻜﺭ ﺃﺤﻴﺎﻨﺎ ﺍﺼﻁﻼﺡ "ﺍﻝﺘﻘﻴﻴﻡ"‪ 1‬ﻤﺭﺘﺒﻁﺎ ﺒﺎﺼﻁﻼﺡ "ﺍﻝﻘﻴﺎﺱ" ﺤﺘﻰ ﻴﻜﺎﺩ ﻴﺘﺒﺎﺩﺭ‬ ‫ﺇﻝﻰ ﺫﻫﻥ ﺍﻝﺴﺎﻤﻊ ﺃﻭ ﺍﻝﻘﺎﺭﺉ ﺃﻨﻬﻤﺎ ﻤﺘﺭﺍﺩﻓﺎﻥ‪ ،‬ﺃﻭ ﺃﻨﻬﻤﺎ ﻴﺅﺩﻴﺎﻥ ﺇﻝﻰ ﻤﻔﻬﻭﻡ ﻭﺍﺤﺩ‪ ،‬ﻤﻊ‬ ‫ﺃﻥ ﺒﻴﻨﻬﻤﺎ ﻓﺭﻗﹰﺎ ﻭﺍﻀﺤﹰﺎ‪ .‬ﻓﺎﻝﺘﻘﻭﻴﻡ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻴﻤﻜﻥ ﺘﻌﺭﻴﻔﻪ ﺒﺄﻨﻪ‪ :‬ﺘﺤﺩﻴﺩ ﺍﻝﺘﻘﺩﻡ ﺍﻝﺫﻱ ﻴﺤﺭﺯﻩ‬ ‫ﺍﻝﻤﺘﻌﻠﹼﻡ ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻡ‪ .‬ﺃﻤﺎ ﺍﻝﻘﻴﺎﺱ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻓﻬﻭ ﻭﺴﻴﻠﺔ ﻤﻥ ﻭﺴﺎﺌل ﺍﻝﺘﻘﻭﻴﻡ‬ ‫ﻭﻫﻭ ﻴﻌﻨﻲ ﻤﺠﻤﻭﻋﺔ ﻤﺭﺘﺒﺔ ﻤﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺃﻋﺩﺕ ﻝﺘﻘﻴﺱ ﺒﻁﺭﻴﻘﺔ ﻜﻤﻴﺔ ﺃﻭ ﺒﻁﺭﻴﻘﺔ ﻜﻴﻔﻴﺔ‬ ‫ﺒﻌﺽ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺃﻭ ﺍﻝﺴﻤﺎﺕ ﻭﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻨﻔﺴﻴﺔ‪ .‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﻝﻠﻘﻴﺎﺱ‬ ‫ﺩﺭﺠﺎﺕ ﺃﻭ ﺃﻨﻭﺍﻉ ﻜﺜﻴﺭﺓ‪ ،‬ﻭﻤﻥ ﺍﻝﺼﻌﺏ ﻭﻀﻊ ﺘﻌﺭﻴﻑ ﺸﺎﻤل ﻭﻤﻔﺼل ﻴﻠﻘﻰ ﻗﺒﻭل‬ ‫ﻥ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﺼﻔﻲ ﺘﻨﻁﻭﻱ ﻋﻠﻰ ﺠﻤﻊ‬ ‫ﺍﻝﺠﻤﻴﻊ‪ .‬ﻭﺨﻼﺼﺔ ﺍﻝﻘﻭل ﻫﻭ ﺃ ‪‬‬ ‫ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﻤﻌﺭﻓﺔ )ﺍﻝﻘﻴﺎﺱ( ﻭﺍﻝﺤﻜﻡ ﻋﻠﻰ ﻜﻔﺎﻴﺔ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ )ﺍﻝﺘﻘﻴﻴﻡ(‪.‬‬ ‫ﻭﺘﻜﺘﺴﺏ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻫﻤﻴ‪‬ﺔ ﺒﺎﻝﻐﺔ ﻷﻨﻬﺎ‪:‬‬ ‫‪ -1‬ﺘﻭ ﹼﻓﺭ ﻤﻠﺨﺼﺎﺕ ﻝﻠﺘﻌﻠﹼﻡ ﻭﺍﻻﻜﺘﺴﺎﺏ )ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﻨﻬﺎﺌﻲ ‪(Summative‬‬ ‫‪ 34 5ّ-78 1‬ه‪1‬ا ا‪,-./‬ق *‪" 9-‬ا‪ ";--<=/‬أي ‪ @7-A BCBDE‬ا‪3?/‬ء و*‪" 9-‬ا‪ ";CH<=/‬وه‪ H‬ا‪ M-DN=/‬أو ‪ JKL‬ا‪3?/‬ء ‪.,ً7CHA‬‬

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‫‪ -2‬ﺘﻭ ﹼﻓﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﺘﺩﺭﺝ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﹼﻡ ﺒﻬﺩﻑ ﺘﺯﻭﻴﺩ ﺍﻝﻁﻠﺒﺔ ﺒﺭﺩ ﻝﻤﺎ ﻗﺎﻤﻭﺍ ﺒﻪ )ﺍﻝﺘﻘﻭﻴﻡ‬ ‫ﺍﻝﺘﻜﻭﻴﻨﻲ ‪(Formative‬‬ ‫‪ -3‬ﺘﺴﺎﻋﺩ ﻓﻲ ﺘﺸﺨﻴﺹ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﹼﻡ‪.‬‬ ‫‪ -4‬ﺘﻭ ﹼﻓﺭ ﺍﻝﺤﺎﻓﺯ ﻝﻠﺘﻌﻠﹼﻡ ﺍﻝﻼﺤﻕ‪.‬‬ ‫‪ -5‬ﺘﺴﺎﻋﺩ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺩﻯ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ‪.‬‬ ‫‪ -6‬ﺘﺴﺎﻋﺩ ﺍﻝﻤﺤﺎﻀﺭ ﻤﻥ ﺍﻝﺘﺤﻘﹼﻕ ﻤﻥ ﻨﺘﺎﺌﺞ ﻋﻤﻠﻪ ﻭﻨﺸﺎﻁﻪ ﺒﺤﻴﺙ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺩﻋﻤﻬﺎ ﺃﻭ ﻴﻐﻴﺭ ﻓﻴﻬﻤﺎ‬ ‫ﻨﺤﻭ ﺍﻷﻓﻀل ﺴﻭﺍﺀ ﻓﻲ ﻁﺭﻴﻘﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺃﻭ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻁﻼﺏ‪.‬‬ ‫‪ -7‬ﻤﺴﺎﻋﺩﺓ ﺍﻝﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺴﻴﺎﺴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﻭﻀﻌﺕ ﻤﺴﺒﻘ ﹰﺎ‬ ‫ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﻤﻼﺀﻤﺔ ﻝﻠﻭﺍﻗﻊ ﺍﻝﺫﻱ ﺘﻌﻴﺸﻪ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬ ‫‪ -8‬ﻴﺴﺎﻫﻡ ﻓﻲ ﺘﻭﺠﻴﻪ ﺍﻝﻤﻌﻠﻡ ﻝﻁﻼﺒﻪ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺒﻴﻨﻬﻡ ﻤﻥ ﻓﺭﻭﻕ ﺘ ﹼﺘﻀﺢ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻪ‪.‬‬ ‫‪ -9‬ﻴﺴﺎﻋﺩ ﺍﻝﺘﻘﻴﻴﻡ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻨﺎﻫﺞ ﺒﺤﻴﺙ ﺘﻭﺍﻜﺏ ﺍﻝﺘﻘﺩﻡ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﻤﻌﺎﺼﺭ‪.‬‬ ‫ﺠﻪ ﺒﻤﺸﻜﻠﺔ ﻜﺒﻴﺭﺓ ﺘﺘﻤﺜﹼل ﻓﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺎ‬ ‫ﻭﻝﻜﻥ‪ ،‬ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﻫﺫﻩ ﺍﻷﻫﻤﻴ‪‬ﺔ‪ ،‬ﻓﺈﻨﻨﺎ ﻨﹸﻭﺍ َ‪‬‬ ‫ﻴﺘﻡ ﺘﺩﺭﻴﺴﻪ ﻭﻤﺎ ﻴﺘﻡ ﻗﻴﺎﺴﻪ ﻭﺘﻘﻭﻴﻤﻪ‪ .‬ﻭﺘﺄﺨﺫ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﺸﻜل ﺘﺩﺭﻴﺱ ﻤﺎ ﻨﻘﻭﻡ ﺒﻘﻴﺎﺴﻪ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬ ‫ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﺒﺤﻴﺙ ﻴﺘﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻤﺎ ﺴﻴﻜﻭﻥ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ‪ .‬ﻭﻝﻬﺫﺍ ﻴﺘﻭﺠﺏ ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﺴﺄل‪ :‬ﻫل ﻨﻘﻭﻡ‬ ‫ﻕ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ‪.‬‬ ‫ﺒﻘﻴﺎﺱ ﻤﺎ ﻴﺴﻬل ﻗﻴﺎﺴﻪ‪ ،‬ﺃﻡ‪ :‬ﻫل ﻨﻘﻭﻡ ﺒﻘﻴﺎﺱ ﻤﺎ ﻴﺴﺘﺤ ﹼ‬ ‫ﺃﺴﺱ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺘﺭﺒﻭﻱ‬ ‫ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺤﺩﺍﺜﺔ ﻤﺠﺎل ﺍﻝﺘﻘﻭﻴﻡ ﻋﻠﻰ ﺍﻝﺴﺎﺤﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﺈﻨﻪ ﺃﺼﺒﺢ ﻤﻥ ﺍﻷﻤﻭﺭ‬ ‫ﺍﻝﺭﺍﺴﺨﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﺃﺼﺒﺤﺕ ﻝﻪ ﻗﻭﺍﻋﺩ ﻭﺃﺴﺱ ﺜﺎﺒﺘﺔ ﻴﺘﻭﺠﺕ ﺍﺘﹼﺒﺎﻋﻬﺎ‬ ‫ﻭﻤﺭﺍﻋﺎﺘﻬﺎ ﻋﻨﺩ ﺍﻝﻘﻴﺎﻡ ﺒﻪ‪ ،‬ﻭﺃﻫﻤ‪‬ﻬﺎ‪:‬‬ ‫‪ 1‬ـ ﺃﻥ ﻴﺘﻡ ﺍﻝﺘﻘﻭﻴﻡ ﻓﻲ ﻀﻭﺀ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻭﻀﻌﺕ ﻝﻠﺘﻌﻠﻴﻡ ﻤﻨﺫ ﺍﻝﺒﺩﺍﻴﺔ )ﺃﺩﺍﺀ ﺍﻝﻁﻠﺒﺔ‪ ،‬ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ‬ ‫ﻭﻏﻴﺭ ﺫﻝﻙ( ‪.‬‬ ‫‪ 2‬ـ ﻤﺭﺍﻋﺎﺓ ﺍﻝﺩﻗﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﺃﺩﻭﺍﺕ ﺍﻝﻘﻴﺎﺱ ﻭﺘﻁﺒﻴﻘﻬﺎ‪.‬‬ ‫ل ﺤﺴﺏ ﻤﺠﺎﻝﻪ‪.‬‬ ‫‪3‬ـ ﻤﺸﺎﺭﻜﺔ ﺠﻤﻴﻊ ﻤﻥ ﻝﻬﻡ ﻋﻼﻗﺔ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻜ ﱞ‬ ‫‪4‬ـ ﻤﺭﺍﻋﺎﺓ ﺍﻝﺸﻤﻭﻝﻴ‪‬ﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻭﻴﻡ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻝﻠﺘﻘﻴﻴﻡ )ﺍﻷﻫﺩﺍﻑ‪ ،‬ﺃﺩﺍﺀ ﺍﻝﻁﻠﺒﺔ‬ ‫ﻭﺍﻝﻤﺩﺭ‪‬ﺱ‪ ،‬ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﻏﻴﺭﻫﺎ(‪.‬‬

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‫‪5‬ـ ﻤﺭﺍﻋﺎﺓ ﺍﻻﺴﺘﻤﺭﺍﺭﻴﺔ ﻭﺍﻝﻤﺘﺎﺒﻌﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﺒﺤﻴﺙ ﻻ ﺘﺘﻭﻗﻑ ﺒﻌﺩ ﻅﻬﻭﺭ ﺍﻝﻨﺘﺎﺌﺞ‪.‬‬ ‫‪6‬ـ ﻤﺭﺍﻋﺎﺓ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ )ﺍﻝﺤﺎﻓﺯ‪ ،‬ﺍﻻﺴﺘﻌﺩﺍﺩ ﻻﻜﺘﺴﺎﺏ ﺍﻝﻠﻐﺔ‪ ،‬ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺃﻨﻤﺎﻁ ﺍﻝﺘﻌﹼﻠﻡ‪،‬‬ ‫ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ(‪.‬‬ ‫‪ .7‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺃﻻ ﻴﺼﺒﺢ ﺍﻝﺘﻘﻴﻴﻡ ﻫﺩﻓﹰﺎ ﻝﺫﺍﺘﻪ‪.‬‬ ‫‪8‬ـ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺘﻭﻓﹼﺭ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻻﺨﺘﺒﺎﺭﻴﺔ ﻤﻥ ﺜﺒﺎﺕ ﻭﺼﻼﺤﻴﺔ‪.‬‬ ‫‪9‬ـ ﻤﺭﺍﻋﺎﺓ ﺘﻨﻭﻉ ﺁﻝﻴﺎﺕ ﺍﻝﺘﻘﻴﻴﻡ ﺒﻬﺩﻑ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺘﻨﻭﻋﺔ ﻤﻥ ﻤﺼﺎﺩﺭ ﻭﺁﻝﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺠﻴ‪‬ﺩ‬ ‫ﻫﻨﺎﻙ ﺼﻔﺎﺕ ﺃﺴﺎﺴﻴﺔ ﻴﺠﺏ ﺘﻭﻓﺭﻫﺎ ﻓﻲ ﺃﻱ ﺍﺨﺘﺒﺎﺭ ﻜﻲ ﻨﺜﻕ ﺒﻨﺘﺎﺌﺠﻪ ﻭﻨﺴﺘﻔﻴﺩ ﻤﻨﻬﺎ‪ .‬ﻜﻤﺎ ﺃﻥ‬ ‫ﻫﻨﺎﻙ ﺼﻔﺎﺕ ﺜﺎﻨﻭﻴﺔ ﻴﺴﺘﺤﺴﻥ ﺃﻥ ﺘﺘﺼﻑ ﺒﻬﺎ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﻝﻜﻥ ﻭﺠﻭﺩﻫﺎ ﻝﻴﺱ ﺸﺭﻁﺎ ﻀﺭﻭﺭﻴﺎ‬ ‫ﻝﻨﺠﺎﻋﺘﻬﺎ‪ ،‬ﻭﻫﻨﺎﻙ ﻓﺌﺔ ﺜﺎﻝﺜﺔ ﻤﻥ ﺍﻝﺼﻔﺎﺕ ﺨﺎﺼﺔ ﺒﺎﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻨﻨﺔ‪ .‬ﻭﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺠﻴﺩ ﻫﻭ ﺍﻝﺫﻱ‬ ‫ﻴﺼﻠﺢ ﻷﺩﺍﺀ ﺍﻝﻐﺭﺽ ﺍﻝﺫﻱ ﻭﻀﻊ ﻤﻥ ﺃﺠﻠﻪ ﻋﻠﻰ ﺍﻝﻭﺠﻪ ﺍﻷﻜﻤل‪ ،‬ﻭﻤﺜل ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻻ ﻴﻜﺘﻤل ﺇﻻ ﺇﺫﺍ‬ ‫ﺘﻭﺍﻓﺭﺕ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﻤﺩﻯ ﺼﻼﺤﻴﺘﻪ ﻝﻠﻘﻴﺎﺱ ‪.‬‬ ‫ﺍﻝﺼﻔﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ‪:‬‬ ‫ﺃ ـ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ‪ :‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﺼﻔﻪ ﺃﺴﺎﺴﻴﺔ ﻤﻥ ﺼﻔﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺠﻴﺩ ﻋﻠﻴﻬﺎ ﻴﺘﻭﻗﻑ ﺜﺒﺎﺕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ ﺜﻡ ﺼﻼﺤﻴﺘﻪ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﻀﺭﻭﺭﻴﺔ ﻝﺠﻤﻴﻊ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻤﻥ ﻤﻘﺎﻝﻴﺔ )ﺃﻱ ﻜﺘﺎﺒﻴﺔ( ﻭﺤﺩﻴﺜﺔ ﺃﻻ ﺃﻥ‬ ‫ﻝﺯﻭﻤﻬﺎ ﺃﺸﺩ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻼﻤﺘﺤﺎﻨﺎﺕ ﺍﻝﻤﻘﺎﻝﻴﺔ‪ ،‬ﻭﺍﻝﺴﺒﺏ ﺃﻨﻬﺎ ﺘﺘﺼﻑ ﺒﺎﻝﺫﺍﺘﻴﺔ ﺃﻱ ﻴﺘﺄﺜﺭ ﺘﺼﻤﻴﻤﻬﺎ‬ ‫ﻭﺘﺼﺤﻴﺤﻬﺎ ﺒﺂﺭﺍﺀ ﺍﻝﻤﺼﺤﺢ ﻭﺘﻘﺩﻴﺭﻩ ﺃﻭ ﺘﻘﻴﻴﻤﻪ ﻝﻺﺠﺎﺒﺎﺕ‪ .‬ﺃﻤﺎ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﺼﺤﻴﺢ ﻓﻼ ﺒﺩ ﻤﻥ ﻭﺠﻭﺩ‬ ‫ﻨﻤﻭﺫﺝ ﺇﺠﺎﺒﺔ ﺨﺎﺹ‪ ،‬ﻭﻻﺒﺩ ﻤﻥ ﻗﺭﺍﺀﺓ ﻋﻴﻨﺔ ﻤﻥ ﺍﻹﺠﺎﺒﺎﺕ ﻗﺒل ﺍﻝﺘﺼﺤﻴﺢ‪.‬‬ ‫ﺏ‪ -‬ﺍﻝﺼﻼﺤﻴﺔ‪ :‬ﻫﻨﺎﻙ ﺃﻨﻭﺍﻉ ﻋﺩﻴﺩﺓ ﻤﻥ ﺍﻝﺼﻼﺤﻴﺔ‪ ،‬ﻭﺃﻜﺜﺭﻫﺎ ﺍﺭﺘﺒﺎﻁﹰﺎ "ﺒﺎﻝﻤﻔﻬﻭﻡ ﺍﻝﻌﺎﻡ ﻝﻠﺼﻼﺤﻴﺔ" ﻫﻭ‬ ‫ﻼ( ﻭﻤﺎ‬ ‫ﺼﻼﺤﻴﺔ ﺍﻝﻤﻔﻬﻭﻡ ﺃﻭ ﺍﻝﺼﻼﺤﻴﺔ ﺍﻝﻤﻨﻁﻘﻴﺔ ﻭﺍﻝﺘﻲ ﺘﻨﻁﻭﻱ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻷﺩﺍﺓ )ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻤﺜ ﹰ‬ ‫ﻼ )ﺍﺴﺘﻴﻌﺎﺏ ﻤﻬﺎﺭﺓ‬ ‫ﻋ ‪‬ﺩ ﻤﻥ ﺃﺠل ﻗﻴﺎﺴﻪ ﻓﻌ ﹰ‬ ‫ﺘﺩ‪‬ﻋﻲ ﻗﻴﺎﺴﻪ‪ .‬ﻓﺎﻻﺨﺘﺒﺎﺭ ﺍﻝﺠﻴﺩ ﺇﺫﹰﺍ ﻫﻭ ﺍﻝﺫﻱ ﻴﻘﻴﺱ ﻤﺎ ُﺃ ‪‬‬ ‫ﻼ(‪ ،‬ﻭﻻ ﻴﻘﻴﺱ ﺸﻴﺌﺎ ﺁﺨﺭ‪ .‬ﻭﺘﺭﺘﺒﻁ ﺼﻼﺤﻴﺔ ﺍﻻﺨﺘﺒﺎﺭ ﺒﺼﻼﺤﻴﺔ ﻜل ﺴﺅﺍل ﻓﻴﻪ‪ .‬ﻭﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻝﻘﺭﺍﺀﺓ ﻤﺜ ﹰ‬ ‫ﺍﻝﺼﺎﻝﺢ ﻫﻭ ﺍﻝﺫﻱ ﻴﺼﻠﺢ ﻝﻠﻘﻴﺎﺱ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﻁﻼﺏ ﻭﻗﺩ ﻻ ﻴﻜﻭﻥ ﺼﺎﻝﺤ ﹰﺎ ﻝﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﺨﺭﻯ‪ ،‬ﻭﺫﻝﻙ ﻝﺘﺩﺍﺨل ﻋﻭﺍﻤل ﺘﺅﺜﺭ ﻋﻠﻰ ﻤﺩﻯ ﺼﻼﺤﻴﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻜﻤﺴﺘﻭﻯ ﺍﻝﻁﻼﺏ ﺃﻭ ﺃﻥ ﺍﻝﻤﺩﺭﺱ‬

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‫ﺍﻝﺫﻱ ﻴﺩﺭﺱ ﻫﺫﻩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﻏﻴﺭ ﺍﻝﺫﻱ ﻴﺩﺭﺱ ﻝﻠﻤﺠﻤﻭﻋﺔ ﺍﻷﺨﺭﻯ ﻭﻫﻜﺫﺍ‪ .‬ﺃﻤﺎ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﺼﻤﻴﻡ‬ ‫ﻓﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﺍﻷﺴﺌﻠﺔ ﻋﻴﻨﻪ ﻤﻤﺜﻠﺔ ﻝﻤﺨﺘﻠﻑ ﺃﺠﺯﺍﺀ ﺍﻝﻤﺎﺩﺓ ﻭﺃﻥ ﺘﻜﻭﻥ ﻤﺤﺩﺩﺓ ﻭﺨﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻠﺒﺱ‬ ‫ﻭﺍﻝﻐﻤﻭﺽ ﻭﺃﻥ ﺘﻜﻭﻥ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻝﺘﻼﻤﻴﺫ ﻭﻤﻨﺎﺴﺒﺔ ﻝﻠﻐﺔ ﺍﻝﻁﻼﺏ‪ .‬ﻭﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻴﺴﻤ‪‬ﻰ ﺼﻼﺤﻴﺔ‬ ‫ﺍﻝﻤﺤﺘﻭﻯ ﺃﻭ ﺼﻼﺤﻴﺔ ﺍﻝﻤﻀﻤﻭﻥ‪.‬‬ ‫ﺝ ‪ -‬ﺍﻝﺜﺒﺎﺕ ‪ :‬ﻴﻘﺼﺩ ﺒﺜﺒﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺇﻋﻁﺎﺀ ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ ﺇﺫﺍ ﻤﺎ ﺃﻋﻁﻲ ﺇﻝﻰ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺫﺍﺘﻬﺎ ﻤﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﻨﻔﺱ ﺍﻝﻅﺭﻭﻑ ﺃﻭ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻤﺎﺜﻠﺔ‪ .‬ﻭﻴﻘﺎﺱ ﻫﺫﺍ ﺍﻝﺜﺒﺎﺕ ﺇﺤﺼﺎﺌﻴﺎ ﺒﺤﺴﺎﺏ ﻤﻌﺎﻤل‬ ‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﺘﻼﻤﻴﺫ ﻓﻲ ﺍﻝﻤﺭﺓ ﺍﻷﻭﻝﻰ ﻭﺒﻴﻥ ﺍﻝﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻝﻤﺭﺓ ﺍﻝﺜﺎﻨﻴﺔ‪،‬‬ ‫ﻓﺈﺫﺍ ﺜﺒﺘﺕ ﺍﻝﺩﺭﺠﺎﺕ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﻴﻥ ﻭﺘﻁﺎﺒﻘﺕ ﻗﻴل ﺃﻥ ﺩﺭﺠﺔ ﺜﺒﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻋﺎﻝﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻋﻭﺍﻤل‬ ‫ﻜﺜﻴﺭﺓ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺩﻱ ﺇﻝﻰ ﻋﺩﻡ ﺜﺒﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻤﻨﻬﺎ ﺴﻤﺎﺕ ﺍﻝﻔﺭﺩ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺩﺍﺌﻤﺔ )ﻤﻬﺎﺭﺍﺘﻪ‬ ‫ﻼ( ﻭﻓﻕ ﻤﺎ ﻴﻘﻭل " ﺜﻭﺭﻨﺩﺍﻴﻙ ﻭﻫﺎﺠﻥ" )‪ ،(1986‬ﻭﺴﻤﺎﺕ ﺍﻝﻔﺭﺩ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺩﺍﺌﻤﺔ )ﺍﻝﺤﺎﻓﺯ‬ ‫ﺍﻝﻌﺎﻤﺔ ﻤﺜ ﹰ‬ ‫ﻼ(‪ ،‬ﻭﺴﻤﺎﺕ ﺍﻝﻔﺭﺩ ﺍﻝﺨﺎﺼﺔ‬ ‫ﻼ(‪ ،‬ﻭﺴﻤﺎﺕ ﺍﻝﻔﺭﺩ ﺍﻝﻌﺎﻤﺔ ﺍﻝﻤﺅﻗﺘﺔ )ﺍﻝﺼﺤﺔ ﻭﺍﻝﺘﻭﺘﺭ ﺍﻻﻨﻔﻌﺎﻝﻲ ﻤﺜ ﹰ‬ ‫ﻤﺜ ﹰ‬ ‫ﻼ(‪.‬‬ ‫ﺍﻝﻤﺅﻗﺘﺔ )ﺍﻝﺘﺄﻫﺏ ﺍﻝﺫﻫﻨﻲ ﻭﻋﺎﻤل ﺍﻝﺤﻅ ﻤﺜ ﹰ‬ ‫ﺩ ـ ﺍﻝﺘﻤﻴﻴﺯ ‪ :‬ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﻤ‪‬ﻤﻴ‪‬ﺯ ﻫﻭ ﺍﻝﺫﻱ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺒﺭﺯ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺩﺍﺭﺴﻴﻥ ﻭﻴﻤﻴﺯ ﺒﻴﻥ‬ ‫ﺍﻝﻤﺘﻔﻭﻗﻴﻥ ﻭﺍﻝﻀﻌﺎﻑ‪ ،‬ﻝﺫﻝﻙ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﻜﻭﻥ ﺠﻤﻴﻊ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻴﺸﻤﻠﻬﺎ ﺍﻻﺨﺘﺒﺎﺭ ‪‬ﻤ ‪‬ﻤ‪‬ﻴﺯﺓ‪ ،‬ﺃﻱ ﺃﻥ ﻜل‬ ‫ﺴﺅﺍل ﺘﺨﺘﻠﻑ ﺍﻹﺠﺎﺒﺔ ﻋﻨﻪ ﺒﺎﺨﺘﻼﻑ ﺍﻝﻁﻠﺒﺔ‪ .‬ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻤﺩﻯ ﻭﺍﺴﻊ ﺒﻴﻥ ﺍﻝﺴﻬل‬ ‫ﻭﺍﻝﺼﻌﺏ ﻤﻥ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﺒﺤﻴﺙ ﻴﺅﺩﻱ ﻫﺫﺍ ﺇﻝﻰ ﺘﻭﺯﻴﻊ ﻤﻌﺘﺩل ﺒﻴﻥ ﺃﻋﻠﻰ ﺍﻝﺩﺭﺠﺎﺕ ﻭﺃﻗﻠﻬﺎ‪ ،‬ﻭﺃﻥ ﺘﺼﺎﻍ‬ ‫ﺍﻷﺴﺌﻠﺔ ﻓﻲ ﻜل ﻤﺴﺘﻭﻯ ﻤﻥ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﺼﻌﻭﺒﺔ ﺒﺤﻴﺙ ﻴﺤﺼل ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﺘﻔﺎﻭﺘﺔ ‪.‬‬ ‫ﻭﻝﺘﺤﻘﻴﻕ ﺍﻝﺘﻤﻴﻴﺯ ﻓﻲ ﺃﺴﺌﻠﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻻﺒﺩ ﻤﻥ ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﻜل ﺴﺅﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻭﺘﺤﺩﻴﺩ‬ ‫ﺴﻬﻭﻝﺘﻬﺎ ﻭﺼﻌﻭﺒﺘﻬﺎ )ﻤ‪‬ﻌﺎﻤل ﺍﻝﺼﻌﻭﺒﺔ( ﻭﺩﺭﺠﻪ ﺍﻝﺘﻤﻴﻴﺯ)ﻤ‪‬ﻌﺎﻤل ﺍﻝﺘﻤﻴﻴﺯ( ﺒﻴﻨﻬﺎ ﻤﻥ ﻭﺍﻗﻊ ﻋﺩﺩ ﺍﻹﺠﺎﺒﺎﺕ‬ ‫ﺍﻝﺼﺤﻴﺤﺔ ﻭﺍﻝﺨﺎﻁﺌﺔ ﻭﺍﻝﻤﺘﺭﻭﻜﺔ ﻓﻲ ﻜل ﺴﺅﺍل ﺃﻭ ﻤﻥ ﺨﻼل ﺇﻴﺠﺎﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻨﺘﺎﺌﺞ ﻜل ﺴﺅﺍل‬ ‫ﻭﻨﺘﺎﺌﺞ ﺍﻻﺨﺘﺒﺎﺭ ﻜﻠﻪ ‪.‬‬ ‫ﺹ ﺃﺨﺭﻯ ﻫﺎﻤﺔ ﻤﺜل ﺴﻬﻭﻝﻪ ﺍﻝﺘﻁﺒﻴﻕ ﻭﺍﻝﺘﺼﺤﻴﺢ‬ ‫ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺫﻜﺭﻨﺎ ﺴﺎﺒﻘﺎﹰ‪ ،‬ﻫﻨﺎﻙ ﺨﻭﺍ ‪‬‬ ‫ﻭﺍﺴﺘﺨﻼﺹ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻝﺘﻲ ﺘﺸﻤل ﻭﻀﻭﺡ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﻝﺘﻔﺎﺩﻱ ﺍﻝﺨﻠﻁ ﻭﺴﻭﺀ ﺍﻝﻔﻬﻡ‪.‬‬

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‫ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺼﻔﹼﻲ‬ ‫ﺃﺸﺭﻨﺎ ﻓﻲ ﺍﻷﺠﺯﺍﺀ ﺍﻝﺴﺎﺒﻘﺔ ﺇﻝﻰ ﺍﺭﺘﺒﺎﻁ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﺭﺘﺒﺎﻁﹰﺎ ﻤﺒﺎﺸﺭﹰﺍ ﺒﻌﻤﻠﻴﺘﹾﻲ ﺍﻝﻘﻴﺎﺱ‬ ‫ﻭﺍﻝﺘﻘﻴﻴﻡ‪ .‬ﺍﻝﺘﻭﺠ‪‬ﻪ ﺍﻝﺤﺩﻴﺙ ﻓﻲ ﻁﺭﺍﺌﻕ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺃﺴﺎﻝﻴﺒﻪ ﻴﻨﻁﻭﻱ ﻋﻠﻰ ﻀﺭﻭﺭﺓ ﺘﻌﺩﻴل ﺃﺴﺎﻝﻴﺏ ﺍﻝﻘﻴﺎﺱ‬ ‫ﻭﺍﻝﺘﻘﻭﻴﻡ ﺒﺤﻴﺙ ﺘﺘﻼﺌﻡ ﻤﻊ ﺍﻝﺘﻭﺠﻬﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻭﺘﻜﻭﻥ ﻤ‪‬ﻜﻤ‪‬ﻠﺔ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ‪.‬‬ ‫ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺤﺼﻭل ﺍﻝﺘﻌﻠﻡ ﻴﻘﻭﻡ ﺍﻝﻁﻠﺒﺔ ﺒﺎﻷﻤﻭﺭ ﺍﻝﺘﺎﻝﻴﺔ ﺘﻘﻠﻴﺩﻴﹰﺎ‪:‬‬ ‫‪ -1‬ﺍﻝﺠﻠﻭﺱ ﻝﻼﻤﺘﺤﺎﻨﺎﺕ ﺍﻝﻜﺘﺎﺒﻴﺔ‪ ،‬ﺨﺎﺼﺔ "ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ"‬ ‫‪ -2‬ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻻﺴﺌﻠﺔ ﺍﻝﺸﻔﻭﻴﺔ‬ ‫‪ -3‬ﻋﻤل ﺍﻝﻭﺍﺠﺒﺎﺕ ﺍﻝﺒﻴﺘﻴﺔ‬ ‫‪ -4‬ﻜﺘﺎﺒﺔ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﻘﺼﻴﺭﺓ‬ ‫‪ -5‬ﺍﻝﻘﻴﺎﻡ ﺒﺘﻘﺩﻴﻤﺎﺕ ﺸﻔﻭﻴﺔ‬ ‫‪ -6‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﻨﺸﺎﻁﺎﺕ ﺍﻝﺠﻤﺎﻋﻴﺔ )ﺤل ﺍﻝﻤﺸﻜﻼﺕ‪ ،‬ﺘﻤﺜﻴل ﺍﻝﻤﻭﺍﻗﻑ‪ ،‬ﺇﻝﺦ(‬ ‫ﺇﻀﺎﻓﺔ ﺍﻝﻰ ﺫﻝﻙ‪:‬‬ ‫‪ -7‬ﻴﻘﻭﻡ ﺍﻝﻤﺩﺭﺱ ﺒﻤﺘﺎﺒﻌﺔ ﺍﻝﻨﺸﺎﻁﺎﺕ )ﺍﻝﻔﺭﺩﻴﺔ ﻭﺍﻝﺠﻤﺎﻋﻴﺔ(‬ ‫‪ -8‬ﻴﻤﻜﻥ ﻝﻠﻁﻠﺒﺔ ﺃﻴﻀﹰﺎ ﺍﻝﻘﻴﺎﻡ ﺒﻨﺸﺎﻁ "ﺍﻝﺘﻔﻜﻴﺭ ﺒﺼﻭﺕ ﻤﺭﺘﻔﻊ" ﺨﻼل ﻗﻴﺎﻤﻬﻡ ﺒﺎﻝﻘﺭﺍﺀﺓ‪ ،‬ﻭﺍﻝﻜﺘﺎﺒﺔ‪ ،‬ﻭﻋﻤل‬ ‫ﺍﻝﻨﺸﺎﻁﺎﺕ ﺍﻷﺨﺭﻯ‪.‬‬ ‫ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻝﻘﻴﺎﺱ ﻴﺘﻭﺠ‪‬ﺏ ﻋﻠﻴﻨﺎ‪ ،‬ﻜﺘﺭﺒﻭﻴﻴ‪‬ﻥ‪ ،‬ﺘﻘﻴﻴﻡ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻻﺴﺘﺨﻼﺹ‬ ‫ﺍﻝﻨﺘﺎﺌﺞ ﻭﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ‪ .‬ﻭﺘﺘﻡ‪ ‬ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻭﻓﻘﹰﺎ ﻝﻤﻔﻬﻭﻤﻴﻥ ﺃﺴﺎﺴﻴﻴ‪‬ﻥ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬ ‫‪ -1‬ﻤﻘﺎﺭﻨﺔ ﻨﺘﺎﺌﺞ ﺍﻝﻁﻠﺒﺔ ﺒﻌﻀﻬﺎ ﺒﺒﻌﺽ )‪ (norm-referenced‬ﻭﻫﺫﺍ ﻴﻔﺘﺭﺽ ﺘﻭﺯﻴﻌﺎ ﻁﺒﻴﻌﻴﺎ‬ ‫)‪ (Normal Distribution‬ﻭﻤﺠﻤﻭﻋﺔ ﻤﺘﻐﺎﻴﺭﺓ ﺍﻝﺨﻭﺍﺹ )‪ (Heterogeneous‬ﻜﺎﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﺎﺒﻘﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺤﺎﻓﺯ ﻭﺍﻻﺴﺘﻌﺩﺍﺩ ﻭﺍﻝﻘﺎﺒﻠﻴﺔ ﻝﻠﺘﻌﻠﻡ‪.‬‬ ‫‪ -2‬ﻤﻘﺎﺭﻨﺔ ﻨﺘﺎﺌﺞ ﺍﻝﻁﻠﺒﺔ ﺒﻤﻌﻴﺎﺭ ﻤﻁﻠﻕ ‪Criterion-referenced‬‬ ‫ﻭﺠﻭﺏ ﺍﻝﺘﻘﻠﻴل ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻜﺘﺎﺒﻴﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﻤﻥ ﺍﻝﻤﺅﻜﺩ ﺃﻨﹼﻪ ﻝﻴﺱ ﺒﺎﺴﺘﻁﺎﻋﺘﻨﺎ ﻜﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﺘﻭﻗﻑ ﻋﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻜﺘﺎﺒﻴﺔ‬ ‫ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‪ .‬ﻝﻜﻥ ﻤﻥ ﺍﻝﻤﺅﻜﺩ ﻭﺠﻭﺏ ﺍﻝﺘﻘﻠﻴل ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻷﺴﺒﺎﺏ ﻋﺩﺓ ﺃﻫﻤ‪‬ﻬﺎ ﻋﺩﻡ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺇﻋﻁﺎﺀ‬ ‫ﻓﻜﺭﺓ ﻭﺍﻀﺤﺔ ﻭﻤﻌﻤ‪‬ﻘﺔ ﻝﻤﻌﺎﺭﻑ ﺍﻝﻁﻠﺒﺔ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﺍﻝﻤﺘﻨﻭﻋﺔ‪ .‬ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ ﻓﻬﻲ ﻻ ﺘﻔﻴﺩﻨﺎ ﻓﻲ‬

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‫ل ﺍﻝﻤﺸﻜﻼﺕ ﻭﺃﺩﺍﺀ‬ ‫ﻤﻌﺭﻓﺔ ﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻁﻠﺒﺔ ﻝﻤﻌﺎﺭﻓﻬﻡ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻬﻡ ﺒﺎﻻﺠﺎﺒﺔ‪ ،‬ﻭﺤ ّ‬ ‫ﺍﻝﻭﺍﺠﺒﺎﺕ ﻭﺍﻻﻨﺸﻁﺔ‪ .‬ﺃﺤﺩ ﺍﻝﺤﻠﻭل ﻝﻠﺘﻐﻠﹼﺏ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﺸﻜﻠﺔ ﻴﺘﻤﺜﹼل ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺌﻴﺔ‪.‬‬ ‫ﻤﺎ ﻫﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺌﻴﺔ؟‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺌﻴﺔ ﻫﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﻨﻁﻭﻱ ﻋﻠﻰ ﻤﺤﺎﻭﻝﺔ ﻗﻴﺎﺱ ﻤﻌﺭﻓﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﻁﻠﺒﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺃﺩﺍﺀ ﻨﺸﺎﻁﺎﺕ ﻝﻐﻭﻴﺔ ﺘﺸﺒﻪ ﺃﻭ ﺘﻤﺎﺜل ﺇﻝﻰ ﺤﺩ ﻤﺎ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺤﻘﻴﻘﻴﺔ ﻭﺘﺸﻤل ﻤﺎ ﻴﻠﻲ‪.‬‬ ‫‪ -1‬ﺍﺨﺘﺒﺎﺭﺍﺕ ﻜﺘﺎﺒﻴﺔ ﻤﺒﺎﺸﺭﺓ ﻜﻭﺼﻑ ﺸﺨﺹ ﺃﻭ ﻤﻜﺎﻥ ﺃﻭ ﻜﺘﺎﺒﺔ ﺨﺒﺭ‬ ‫‪ -2‬ﺍﻝﺤﻘﺎﺌﺏ‪ :‬ﻋﺩﺩ ﻤﻥ ﺍﻷﻋﻤﺎل ﺍﻝﻜﺘﺎﺒﻴﺔ ﻭﺍﻝﺸﻔﻭﻴﺔ ﻭﺍﻝﺘﺴﺠﻴﻠﻴﺔ ﻭﺍﻝﻤﺼﻭﺭﺓ ﺘﺒﻴ‪‬ﻥ ﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﻨﻤﻭ ﻓﻲ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻷﺩﺍﺀ‬ ‫‪ -3‬ﻋﺭﻭﺽ‪ ،‬ﻭﻫﻲ ﻨﺘﺎﺠﺎﺕ ﻋﻠﻰ ﺸﻜل ﺭﺴﻭﻤﺎﺕ ﻭﺼﻭﺭ ﻭﺘﺴﺠﻴﻼﺕ ﻭﻏﻴﺭ ﺫﻝﻙ‬ ‫‪ -4‬ﺘﻘﺩﻴﻤﺎﺕ‪ ،‬ﻜﻘﺭﺍﺀﺓ ﺃﺒﻴﺎﺕ ﺸﻌﺭﻴﺔ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﻐﻨﺎﺀ ﻭﻏﻴﺭ ﺫﻝﻙ‬ ‫‪ -5‬ﺭﺴﻡ ﺨﺭﻴﻁﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻌﻠﻴﻤﺎﺕ ﺃﻭ ﺘﻭﺠﻴﻬﺎﺕ ﺸﻔﻭﻴﺔ ﺃﻭ ﻜﺘﺎﺒﻴﺔ‬ ‫‪ -6‬ﺇﻋﻁﺎﺀ ﺘﻌﻠﻴﻤﺎﺕ ﺃﻭ ﺇﺭﺸﺎﺩﺍﺕ ﻜﺎﻻﻨﺘﻘﺎل ﻤﻥ ﻤﻜﺎﻥ ﺇﻝﻰ ﺁﺨﺭ ﻭﺘﺤﻀﻴﺭ ﻁﺒﻕ ﻁﻌﺎﻡ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺃﻭ‬ ‫ﺘﺸﻐﻴل ﺠﻬﺎﺯ ﻭﻏﻴﺭ ﻫﺫﺍ‬ ‫‪ -7‬ﺘﻔﺴﻴﺭ‪ ،‬ﻜﺸﺭﺡ ﺭﺴﻡ ﺒﻴﺎﻨﻲ ﻤﺜﻼﹰ‪ ،‬ﺃﻭ ﺘﻘﺩﻴﻡ ﻤﻌﻠﻭﻤﺎﺕ ﺴﻜﺎﻨﻴﺔ‬ ‫‪ -8‬ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻤﻭﻗﻑ ﺃﻭ ﻤﺸﻜﻠﺔ ﺒﺴﻴﻁﺔ ﻜﺤﺠﺯ ﻏﺭﻓﺔ ﻓﻲ ﻓﻨﺩﻕ ﻤﺜﻼ‬ ‫‪ -9‬ﻭﺼﻑ ﻤﻜﺎﻥ ﺃﻭ ﻤﻭﻗﻊ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻝﻤﻭﻗﻊ ﻭﺍﻝﻤﻨﺎﺥ ﻭﺍﻝﻤﺴﺎﺤﺔ ﻭﺍﻷﻫﻤﻴﺔ ﻭﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺠﻤﺎﻝﻴﺔ‬ ‫‪ -10‬ﻜﺘﺎﺒﺔ ﻨﺹ ﺃﻭ ﺍﻝﺭﺩ ﻋﻠﻰ ﺇﻋﻼﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﻨﻤﻭﺫﺝ‬ ‫ﺃﻤﺜﻠﺔ ﺃﺨﺭﻯ‪ :‬ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻌﻠﻴﺎ‪:‬‬ ‫ﺘﻘﺩﻴﻡ ﻤﺘﺤﺩﺙ‪ ،‬ﺇﺠﺭﺍﺀ ﻤﻘﺎﺒﻠﺔ‪ ،‬ﻭﺼﻑ ﺸﺨﺹ‪ ،‬ﺍﻝﺘﺤﺩﺙ ﻋﻥ ﺨﺒﺭ ﺃﻭ ﺤﺩﺙ‪.‬‬ ‫ﺍﻝﺘﻘﻴﻴﻤﺎﻥ ﺍﻷﺼﻴل ﻭﺍﻝﺒﺩﻴل‬ ‫ﻼ ﺤﻴﻥ ﻴﺘﻡ ﺍﻝﻘﻴﺎﺱ ﻓﻲ ﻅﺭﻭﻑ ﺘﺸﺎﺒﻪ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺤﻘﻴﻘﻴﺔ ﻭﺘﺤﺕ ﻅﺭﻭﻑ‬ ‫ﻴﻜﻭﻥ ﺍﻝﺘﻘﻴﻴﻡ ﺃﺼﻴ ﹰ‬ ‫ﻤﺸﺎﺒﻬﺔ‪ .‬ﺃﻤﺎ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺒﺩﻴل ﻓﻬﻭ ﺘﻌﺒﻴﺭ ﻴﺴﺘﺨﺩﻡ ﺒﻁﺭﻴﻘﺔ ﺘﻨﻁﻭﻱ ﻋﻠﻰ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻷﺩﺍﺌﻲ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺍﻷﺼﻴل‪.‬‬ ‫ﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻤﺘﻘﺩﻤﺔ‪ :‬ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ‬

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‫ﺫﻜﺭﻨﺎ ﻓﻲ ﺃﺤﺩ ﺍﻷﺠﺯﺍﺀ ﺍﻝﺴﺎﺒﻘﺔ ﺨﻼل ﺤﺩﻴﺜﻨﺎ ﻋﻥ ﺍﻝﺨﺎﺭﻁﺔ ﺍﻝﻤﻔﺎﻫﻴﻤﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﻝﻠﺘﻔﻜﻴﺭ ﺒﺄﻥ‬ ‫ﺇﺤﺩﻯ ﻤﻜﻭ‪‬ﻨﺎﺘﻬﺎ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻫﻲ ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ ﻭﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﻤﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ‬ ‫ﻥ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ ﻴ‪‬ﻤﺜﹼل ﺃﺸﻴﺎﺀ ﻤﺨﺘﻠﻔﺔ ﺒﺤﺴﺏ ﺍﻝﺒﺎﺤﺙ‪،‬‬ ‫ﺍﻝﺤﺩﻴﺙ‪ .‬ﻭﺘﺸﻴﺭ ﺍﻷﺩﺒ ‪‬ﻴﺎﺕ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺇﻝﻰ ﺃ ‪‬‬ ‫ﻥ ﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻫﻲ ﺃﺒﻌﺎﺩ ﺃﺴﺎﺴﻴ‪‬ﺔ ﻤﻥ ﻤﻜﻭ‪‬ﻨﺎﺕ ﻫﺫﺍ‬ ‫ﻝﻜﻥ ﻫﻨﺎﻙ ﺇﺘﹼﻔﺎﻕ ﺸﺒﻪ ﻜﺎﻤل ﻋﻠﻰ ﺃ ‪‬‬ ‫ل ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﺘﺄﻤل ﺍﻝﺫﺍﺘﻲ ﺍﻝﻨﻘﺩﻱ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻁﻕ ﻜﺎﻝﻘﻴﺎﺱ ﻭﺍﻻﺴﺘﺩﻻل ﻭﺍﻻﺴﺘﻘﺭﺍﺀ‬ ‫ﺍﻝﻤﻔﻬﻭﻡ ﻜﺤ ّ‬ ‫ﻭﺼﻨﻊ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬ ‫ﻥ ﺍﻝﺘﻭﺠﻬﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻭﺒﺨﺎﺼ‪‬ﺔ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺌﻴﺔ‬ ‫ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ‪ ،‬ﻓﺈ ‪‬‬ ‫ﺘﺘﻁﻠﺏ ﺃﻨﻭﺍﻋﹰﺎ ﻤﺨﺘﻠﻔ ﹰﺔ ﻤﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻠﻐﻭﻴﺔ ﺍﻝﺘﻲ ﻜﺎﻨﺕ ﻓﻲ ﺍﻝﺴﺎﺒﻕ ﺘﻨﺩﺭﺝ ﺘﺤﺕ ﻤﻔﻬﻭﻡ‬ ‫"ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩ‪‬ﻤﺔ ﻭﺍﻝﺘﺨﺼﺼﻴ‪‬ﺔ" ﺍﻝﺘﻲ ﻴﺤﺘﺎﺝ ﺇﻝﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻓﻲ ﺤﺎﻻﺕ ﻭﺴﻴﺎﻗﺎﺕ‬ ‫ﺨﺎﺼﺔ ﻤﺤﺩﺩﺓ‪ .‬ﻓﻲ ﻋﺎﻝﻤﻨﺎ ﺍﻝﺤﺎﻀﺭ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻭﺍﻝﻌﻭﻝﻤﺔ‪ ،‬ﺃﺼﺒﺤﺕ ﻫﺫﻩ ﺍﻝﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺃﺴﺎﺴﻴﺔ ﻴﺘﻭﺠﺏ ﻋﻠﻰ ﺍﻝﺠﻤﻴﻊ ﺍﻤﺘﻼﻜﻬﺎ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻌﻤﻠﻴﺔ‪.‬‬ ‫ﻭﻋﻠﻰ ﺍﻝﺼﻌﻴﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻨﺠﺩ ﻓﻲ ﻤﻌﻅﻡ ﺍﻷﺤﻭﺍل ﺃﻥ ﺍﻝﻁﺎﻝﺏ ﺍﻝﺫﻱ ﻴﺘﻤﻴﺯ ﻭﻴﺤﺼل ﻋﻠﻰ‬ ‫ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻌﺎﻝﻴﺔ ﻴﻜﻭﻥ ﻤﺘﻤﻴﺯﹰﺍ ﺒﺎﻤﺘﻼﻜﻪ ﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﻘﺩﻱ ﻭﻴﺘﻀﺢ ﺫﻝﻙ ﻓﻲ ﻜﺘﺎﺒﺎﺘﻪ ﻭﻤﻨﺎﻗﺸﺎﺘﻪ‬ ‫ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺫﺍﺕ ﺍﻝﻁﺎﺒﻊ ﻏﻴﺭ ﺍﻝﺘﻘﻠﻴﺩﻱ‪.‬‬ ‫ﻝﻜﻥ ﻝﻴﺱ ﻤﻥ ﺍﻝﻌﺩل ﺃﻥ ﻴﺘﻡ ﺘﻘﻴﻴﻡ ﺍﻝﻁﺎﻝﺏ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﻴﻤﺘﻠﻜﻪ ﻤﻥ ﻤﻬﺎﺭﺍﺕ ﺩﻭﻥ ﻤﺤﺎﻭﻝﺔ‬ ‫ﺘﻌﻠﻴﻤﻪ ﻭﺇﻜﺴﺎﺒﻪ ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﻝﺫﻝﻙ ﻻ ﺒﺩ ﺃﻥ ﻴﻜﻭﻥ ﻝﻠﻤﺤﺎﻀﺭ ﺩﻭﺭ ﻓﻲ ﺘﻌﻠﻴﻡ ﻭﺇﻜﺴﺎﺏ ﺍﻝﻁﺎﻝﺏ‬ ‫ﻝﻤﻬﺎﺭﺍﺕ ﻤﻌﻴﻨﺔ ﺘﺘﺩﺨل ﻓﻲ ﺘﻘﻴﻴﻤﻪ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻴﺘﻡ ﻗﻴﺎﺱ ﺘﻠﻙ ﺍﻝﻤﻬﺎﺭﺓ ﻭﺘﻘﻴﻴﻤﻬﺎ‪ .‬ﻭﺤﺘﻰ ﻴﺘﺤﻘﻕ ﺫﻝﻙ ﻴﺠﺏ‬ ‫ﺃﻥ ﻴﺼﺒﺢ ﺇﻜﺴﺎﺏ ﻤﻬﺎﺭﺓ ﻤﺎ ﻝﻠﻁﺎﻝﺏ ﺠﺯﺀﹰﺍ ﻤﻥ ﺃﻫﺩﺍﻑ ﺍﻝﻤﻘﺭﺭ ﻭ ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﻁﺭﻴﻘﺔ ﺍﻝﺘﺩﺭﻴﺱ ﻭﻓﻘﹰﺎ ﻝﻤﺎ‬ ‫ﻨﺭﻏﺏ ﻓﻲ ﺘﺤﻘﻴﻘﻪ‪.‬‬ ‫ﺇﻥ ﺇﺩﺭﺍﺝ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﻘﺩﻱ ﻜﻬﺩﻑ ﻀﻤﻥ ﺃﻫﺩﺍﻑ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺩﺭﺍﺴﻴﺔ ﻴﺤﺘﺎﺝ‪،‬‬ ‫ﺩﻭﻥ ﺸﻙ ﺇﻝﻰ ﺠﻬﺩ ﻤﻥ ﺍﻝﻤﺤﺎﻀﺭﻴﻥ ﻭﺍﻝﻤﺘﻌﻠﹼﻤﻴﻥ‪ ،‬ﻋﻠﻰ ﺤ ‪‬ﺩ ﺴﻭﺍﺀ ﻝﺘﺤﻘﻴﻕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺭﺠﻭ‪‬ﺓ‪ .‬ﻝﻜﻥ‪،‬‬ ‫ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻫﻤﻴﺔ ﺇﻜﺴﺎﺏ ﺍﻝﻁﻠﺒﺔ ﺍﻝﻤﻬﺎﺭﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻓﺈﻥ ﺍﻝﻭﺍﻗﻊ ﻴﺸﻴﺭ ﺃﻝﻰ ﺍﻤﺘﻨﺎﻉ ﺍﻝﻜﺜﻴﺭ ﻤﻥ‬ ‫ﺍﻝﺘﺭﺒﻭﻴﻴ‪‬ﻥ ﻋﻥ ﻤﺤﺎﻭﻝﺔ ﺘﻨﻤﻴﺘﻬﺎ ﻻﺴﺒﺎﺏ ﻤﺨﺘﻠﻔﺔ ﻨﺫﻜﺭ ﻤﻨﻬﺎ‪ :‬ﻁﻭل ﺍﻝﻤﻨﻬﺎﺝ ﺍﻝﺩﺭﺍﺴﻲ‪ ،‬ﺍﻷﻋﺩﺍﺩ ﺍﻝﻜﺒﻴﺭﺓ‬ ‫ﻤﻥ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﺘﺩﺭﻴﺱ – ﺘﺩﺭﻴﺏ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ‬ ‫ﺍﻝﻤﺘﻘﺩﻤﺔ‪.‬‬ ‫ﺇﻥ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﻘﺩﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴ‪‬ﻘﺩ‪‬ﻡ ﻭ ‪‬ﻴﻌﻠﹼﻡ ﺃﺜﻨﺎﺀ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺼﻔﻴﺔ ﻤﻥ ﺨﻼل ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ‪،‬‬ ‫ﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ ﺍﻵﺭﺍﺀ‪ ،‬ﻓﺘﺢ ﺒﺎﺏ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻭﺇﺘﺎﺤﺔ ﺍﻝﻔﺭﺼﺔ ﻝﻼﺨﺘﻼﻑ ﻓﻲ ﺍﻝﺭﺃﻱ‪ ،‬ﻭﻜﺫﻝﻙ ﻤﻥ ﺨﻼل‬

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‫ﺍﻝﺘﻌﻴﻴﻨﺎﺕ ﻭﺍﻝﻭﺍﺠﺒﺎﺕ ﺍﻝﻤﻨﺯﻝﻴﺔ ﻭﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒﺔ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺘﺭﺘﻴﺏ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﺘﺤﻠﻴل ﻭ‬ ‫ﺘﻘﻴﻴﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻘﺭﻭﺀﺓ ﻭﺍﻝﻤﻜﺘﻭﺒﺔ‪ .‬ﻭﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻤﻘﺎﻝﻴﺔ ﺃﻭ ﻤﻭﻀﻭﻋﻴﺔ‪ ،‬ﻴﺘﻡ‬ ‫ﻭﻀﻊ ﺍﻷﺴﺌﻠﺔ ﺒﺩﻗﺔ ﺒﺤﻴﺙ ﺘﺘﺠﺎﻭﺯ ﻋﻤﻠﻴﺘﻲ ﺍﻝﺘﺫﻜﺭ ﻭ ﺍﻝﻔﻬﻡ‪ .‬ﻭ ﻴﺸﺘﺭﻁ ﻓﻲ ﺼﻴﺎﻏﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻭﻀﻭﺡ ﻭ‬ ‫ﺍﻝﺩﻗﺔ ﺒﺤﻴﺙ ﻴ‪‬ﻌﻤل ﺍﻝﻁﺎﻝﺏ ﻋﻘﻠﻪ ﻝﻔﻬﻡ ﺍﻝﺴﺅﺍل ﺩﻭﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺸﺭﺡ ﺍﻝﺴﺅﺍل‪.‬‬ ‫ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ‪ ،‬ﻴﻤﻜﻥ ﺍﻝﻤﺤﺎﻀﺭ ﺍﻝﻘﻴﺎﻡ ﺍﻝﻤﺩﺭﺱ ﺒﻌﺭﺽ ﺃﻭ ﺘﻤﺜﻴل ﻫﺫﻩ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺍﻝﺼﻑ‬ ‫ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻔﻜﻴﺭ ﺒﺼﻭﺕ ﻤﺭﺘﻔﻊ ‪ ،Think Aloud‬ﻭﻫﺫﺍ‪ ،‬ﺒﺩﻭﺭﻩ ﻴﺘﻁﻠﺏ ﻭﻴﻔﺘﺭﺽ ﺇﻤﺘﻼﻙ‬ ‫ﺍﻝﻤﺤﺎﻀﺭ ﻝﺘﻠﻙ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻋﺭﻀﻬﺎ ﻭﺘﻭﻀﻴﺤﻬﺎ ﻭﺘﻭﺼﻴﻔﻬﺎ‪ .‬ﻫﺫﻩ ﺍﻝﺼﻔﺎﺕ ﻭﻏﻴﺭﻫﺎ ﻫﻲ‬ ‫ﻤﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻻﺴﺎﺴﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻭﺠﺏ ﻋﻠﻰ ﺘﺭﺒﻭﻴ‪‬ﻲ ﺍﻝﻘﺭﻥ ﺍﻝﺤﺎﺩﻱ ﻭﺍﻝﻌﺸﺭﻴﻥ ﺍﻤﺘﻼﻜﻬﺎ‪،‬‬ ‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺒﺼﻭﺭﺓ ﺘﻌﻜﺱ ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﻌﺎﻝﻴﺔ‪ .‬ﻭﻴﻌﺘﺒﺭ ﻫﺫﺍ ﻤﻥ ﺍﻻﻤﻭﺭ ﺍﻝﻭﺍﺠﺏ ﺘﻭﻓﹼﺭﻫﺎ ﻝﻺﻨﺘﻘﺎل‬ ‫ﺇﻝﻰ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻔﺎﻋﻠﻲ ﻭﺍﻝﺘﻌﻠﹼﻡ ﺍﻝﻔﻌ‪‬ﺎل‪ .‬ﺒﻤﻌﻨﻰ ﺁﺨﺭ‪ ،‬ﻭﺤﺘﻲ ﻴﺴﺘﻔﻴﺩ ﺍﻝﻁﻠﺒﺔ ﻤﻥ ﺍﻻﺒﺤﺎﺙ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ‬ ‫ﻤﺠﺎﻝﻲ ﺍﻝﺘﻌﻠﹼﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻴﺘﻭﺠﺏ ﻋﻠﻴﻨﺎ ﺘﺒﻨﹼﻲ ﻤﻔﺎﻫﻴﻡ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻔﻌ‪‬ﺎل ﻭﺍﺴﺎﻝﻴﺒﻪ ﺍﻝﻌﻤﻠﻴﺔ‪ .‬ﻭﺴﺄﺤﺎﻭل ﻓﻲ‬ ‫ﺍﻝﻘﺴﻡ ﺍﻝﺘﺎﻝﻲ ﺘﻘﺩﻴﻡ ﺘﻭﺼﻴﻔﺎﺕ ﻤﺤﺩ‪‬ﺩﺓ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻤﻥ ﺘﺒﻴﺎﻥ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﻭﺍﺠﺏ ﺘﻭﻓﹼﺭﻫﺎ‬ ‫ﻝﺘﺤﻘﻴﻕ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻔﺎﻋﻠﺔ ﻭﺍﻝﻨﺎﺠﻌﺔ‪.‬‬ ‫ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل‬ ‫ﺩﻭﺍﻋﻲ ﻭﻤﻨﻁﻠﻘﺎﺕ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل‬ ‫ﺇﻥ ﺍﻝﻤﺘﺎﺒﻊ ﻝﻤﺨﺭﺠﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﺸﺘﻰ ﺩﻭل ﺍﻝﻌﺎﻝﻡ ﻴﺠﺩ ﺃﻥ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻁﻠﺒﺔ ﻝﻴﺴﺕ ﻓﻲ‬ ‫ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﻤﺄﻤﻭل ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻤﺘﻼﻜﻬﺎ ﻝﻠﻤﻬﺎﺭﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒﺔ ﻭﺍﻝﻘﺩﺭﺍﺕ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﺨﺭﻯ‪ ،‬ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻤﺒﺫﻭﻝﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺍﻝﻤﻤﻅﻤﺎﺕ ﻭﺍﻝﺠﻤﻌﻴﺎﺕ‬ ‫ﺍﻝﺘﺭﺒﻭﻴﺔ‪ .‬ﺒﻨﺎﺀ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﻝﺯﻡ ﺃﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻋﻼﺝ ﻝﻤﺨﺘﻠﻑ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ‪ ،‬ﻭﻤﻨﻬﺎ ﺃﺴﻠﻭﺏ‬ ‫ﻻ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺇﺤﺩﺍﺙ ﺍﻝﺘﻐﻴﻴﺭ ﺍﻝﻤﻁﻠﻭﺏ ‪.‬‬ ‫ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ ‪ ،‬ﻭﺠﻌل ﺍﻝﺘﺩﺭﻴﺱ ﻓﻌﺎ ﹰ‬ ‫ﺘﻌﺎﺭﻴﻑ ﻝﻠﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل‬ ‫ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌ‪‬ﺎل ﻫﻭ ﺫﻝﻙ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺫﻱ ُﻴﻔ ‪‬ﻌل ﻤﻥ ﺩﻭﺭ ﺍﻝﻁﺎﻝﺏ ﻓﻲ ﺍﻝﺘﻌﻠﻡ ﻭﻴﺠﻌﻠﻪ‬ ‫ﻤﺸﺎﺭﻜ ﹰﺎ ﻭﺒﺎﺤﺜﹰﺎ ﻋﻥ ﺍﻝﻤﻌﻠﻭﻤﺔ ﻭﻤﻨﺘﺠﹰﺎ ﻝﻬﺎ ﺒﺸﺘﻰ ﺍﻝﻭﺴﺎﺌل ﺍﻝﻤﻤﻜﻨﺔ ‪ .‬ﻭﻴﻌﺘﻤﺩ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻝﺘﺩﺭﻴﺱ‬ ‫ﻋﻠﻰ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺫﺍﺘﻲ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻝﻠﻤﺘﻌﻠﻡ ﻭﺍﻝﺘﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﻗﺩ ﻴﻘﻭﻡ ﺒﺎﻝﺒﺤﺙ ﻤﺴﺘﺨﺩﻤﹰﺎ‬

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‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻨﺸﻁﺔ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺫﻫﻨﻴﺔ ﻭﺍﻝﻌﻠﻤﻴﺔ ﻜﺎﻝﻤﻼﺤﻅﺔ ﻭﻭﻀﺢ ﺍﻝﻔﺭﻭﺽ ﻭﺍﻝﻘﻴﺎﺱ ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‬ ‫ﻭﺍﻝﺘﻲ ﺘﺴﺎﻋﺩﻩ ﻓﻲ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﺒﻨﻔﺴﻪ ﻭﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺍﻝﻤﻌﻠﻡ ﻭﺘﻭﺠﻴﻬﻪ ﻭﺘﻘﻭﻴﻤﻪ‪.‬‬ ‫ﻭﻴﻘﻭل ﺒﺭﻭﻜﻔﻴﻠﺩ )‪ (2005‬ﻓﻲ ﺤﺩﻴﺜﻪ ﻋﻥ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌ‪‬ﺎل "‪ ...‬ﻤﻥ ﺍﻝﻤﺘﻭﻗﻊ ﻤﻥ ﺍﻝﺘﺩﺭﻴﺱ‬ ‫ﺍﻝﻔﻌ‪‬ﺎل ﺃﻥ ﻴﺭﺒﻲ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻘﺩﺭﺓ ﺍﻝﺫﺍﺘﻴﺔ ﺍﻝﻭﺍﻋﻴﺔ ﺍﻝﺘﻲ ﻻ ﺘﺘﻠﻤﺱ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺃﻭ ﺍﻝﻌﻼﻤﺔ‬ ‫ﺍﻝﻨﻬﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻤﺴﺎﻕ ﻜﻨﻬﺎﻴﺔ ﺍﻝﻤﻁﺎﻑ‪ .‬ﺇ ﹼﻨﻪ ﺘﺩﺭﻴﺱ ﻴﺭﻓﻊ ﻤﻥ ﻤﺴﺘﻭﻯ ﺇﺭﺍﺩﺓ ﺍﻝﻔﺭﺩ ﻝﻨﻔﺴﻪ ﻭﻤﺤﻴﻁﻪ‬ ‫ﻭﻭﻋﻴﻪ ﻝﻁﻤﻭﺤﺎﺘﻪ ﻭﻤﺸﻜﻼﺕ ﻤﺠﺘﻤﻌﻪ ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﻤﻨﻪ ﺃﻥ ﻴﻜﻭﻥ ﺫﺍ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺒﻠﻭﺭﺓ‬ ‫ﻭﺍﺍﻝﻔﻬﻡ‪ . "...‬ﻭﻗﺎل ﻜﻭﻝﺩﻭل )‪ ...(2001‬ﺇﻥ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل ﻴﻌﻠﻡ ﻜﻴﻔﻴ‪‬ﺔ ﻤﻬﺎﺠﻤﺔ ﺍﻷﻓﻜﺎﺭ ﻻ ﻤﻬﺎﺠﻤﺔ‬ ‫ﺍﻷﺸﺨﺎﺹ ‪ .‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌ‪‬ﺎل ﻴﺤﻭل ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺘﻌﻠﻤﻴﺔ ﺇﻝﻰ ﺸﺭﺍﻜﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻡ‬ ‫ﻭﺍﻝﻤﺘﻌﻠﻡ‪".‬‬ ‫ﺒﻨﺎ ‪‬ﺀ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﻌﻁﻴﺎﺕ‪ ،‬ﻴﻤﻜﻨﻨﺎ ﺃﻥ ﻨﻌ ‪‬ﺭﻑ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل ﺒﺄﻨﻪ ﺫﻝﻙ ﺍﻝﻨﻤﻁ ﻤﻥ ﺍﻝﺘﺩﺭﻴﺱ‬ ‫ﻼ ﺇﻝﻰ ﺇﺤﺩﺍﺙ ﺍﻝﺘﻐﻴﻴﺭ ﺍﻝﻤﻁﻠﻭﺏ‪ ،‬ﺃﻱ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺭﺴﻭﻤﺔ ﻝﻠﻤﺎﺩﺓ ﺴﻭﺍﺀ ﺍﻝﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﻓﻌ ﹰ‬ ‫ﺃﻭ ﺍﻝﻭﺠﺩﺍﻨﻴﺔ ﺃﻭ ﺍﻝﻤﻬﺎﺭﻴﺔ ‪ ،‬ﻭﻴﻌﻤل ﻋﻠﻰ ﺒﻨﺎﺀ ﺸﺨﺼﻴﺔ ﻤﺘﻭﺍﺯﻨﺔ ﻝﻠﻁﺎﻝﺏ ‪.‬‬ ‫ﻋﻼﻗﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل ﺒﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ‬ ‫ﺇﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺘﺩﺭﻴﺱ ﻝﻤﻭﻀﻭﻉ [‪ ,‬ﻝﻬﺎ ﺃﺜﺭ ﻜﺒﻴﺭ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬ ‫ﺍﻝﻤﺭﺠﻭﺓ‪ .‬ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﺈﻨﻪ ﻜﻠﻤﺎ ﻜﺎﻥ ﺍﺸﺘﺭﺍﻙ ﺍﻝﻁﺎﻝﺏ ﺃﻜﺒﺭ ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻝﻁﺭﻴﻘﺔ ﺃﻓﻀل‪ .‬ﻭﻤﻥ ﻁﺭﻕ‬ ‫ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺘﻲ ﺜﺒﺕ ﺠﺩﻭﺍﻫﺎ ﻓﻲ ﻤﺠﺎل ﺘﻌﻠﻴﻡ ﺍﻝﻠﻐﺎﺕ ﻤﺎ ﻴﻠﻲ ‪:‬‬ ‫ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺤﻭﺍﺭﻴﺔ ‪.‬‬ ‫ﺍﻝﻁﺭﻕ ﺍﻹﺴﺘﻜﺸﺎﻓﻴﺔ ﻭﺍﻹﺴﺘﻨﺘﺎﺠﻴﺔ ‪.‬‬ ‫ﺇﻋﺩﺍﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﺒﺴﻁﺔ ‪.‬‬ ‫ﻁﺭﻴﻘﺔ ﺤل ﺍﻝﻤﺸﻜﻼﺕ ‪.‬‬ ‫ﺍﻝﺭﺤﻼﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ‪.‬‬ ‫ﻁﺭﻴﻘﺔ ﺍﻝﻤﺸﺭﻭﻉ ‪.‬‬ ‫ﻁﺭﻴﻘﺔ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ ‪.‬‬ ‫ﺩﻭﺭ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل‬ ‫ﻱ‪ ،‬ﻴﻨﻁﻭﻱ ﻋﻠﻰ ﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻝﺩﻭﺭ‬ ‫ﺩﻭﺭ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺩﻭﺭ ﺤﻴﻭ ‪‬‬ ‫ﺍﻝﺘﻘﻠﻴﺩﻱ ﺍﻻﻝﻘﺎﺌﻲ ‪ ،‬ﻝﻴﺼﺒﺢ ﺩﻭﺭﹰﺍ ﻴﺭﻜﹼﺯ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻝﺘﻭﺠﻴﻪ ﺍﻝﻁﻼﺏ ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻭﺘﻴﺴﻴﺭ ﺍﻜﺘﺴﺎﺒﻬﻡ‬ ‫ﻝﻠﻤﻌﺭﻓﺔ‪ .‬ﻭﻜﻤﺜﺎل ﺘﻭﻀﻴﺤﻲ ﻝﻨﻔﺘﺭﺽ ﺃﻥ ﻤﻌﻠﻤﹰﺎ ﺴ ‪‬ﻴﺩ ‪‬ﺭﺱ ﻤﺎﺩﺓ ﻝﻠﻤﺴﺘﻭﻯ ﺍﻝﻤﺘﻭﺴﻁ ﺘﺘﻌﻠﹼﻕ ﺒﺎﻝﺒﻼﺩ‬ ‫‪11‬‬

‫ﺍﻝﻌﺭﺒﻴﺔ‪ .‬ﻓﻲ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺍﻻﻝﻘﺎﺌﻴﺔ ﺴﻴﻘﻭﻡ ﺍﻝﻤﺤﺎﻀﺭ ﺒﺎﺨﺒﺎﺭ ﺍﻝﻁﻠﺒﺔ ﻋﻥ ﺍﻝﺒﻼﺩ ﻭﺍﻝﻤﻨﺎﻁﻕ ﻭﺍﻝﻤﺩﻥ‬ ‫ﺍﻝﺭﺌﻴﺴﻴﺔ‪ ،‬ﺍﻝﺦ‪ ،.‬ﻭﻴﻨﺘﻬﻲ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﺃﻗل ﻤﻥ ﺨﻤﺱ ﻋﺸﺭﺓ ﺃﻭ ﻋﺸﺭﻴﻥ ﺩﻗﻴﻘﺔ ‪ ،‬ﻭﻝﻜﻥ ﻝﻥ ﻴﻜﻭﻥ ﻝﻪ‬ ‫ﺘﺄﺜﻴﺭ ﺤﻘﻴﻘﻲ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻁﻼﺏ ﺃﻭ ﺴﻠﻭﻜﻪ‪ .‬ﺒﻴﻨﻤﺎ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻔﻌﺎل ﺴﻴﻁﺭﺡ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ‬ ‫ﺍﻝﻁﻼﺏ ﺍﻝﺴﺅﺍل ﺍﻝﺘﺎﻝﻲ‪ :‬ﻤﺎ ﻫﻲ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻨﻌﺭﻓﻬﺎ ﻋﻥ ﺍﻝﻤﻭﻀﻭﻉ )ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻌﺼﻑ ﺍﻝﺫﻫﻨﻲ‬ ‫ﺃﻭ ﺍﻝﻔﻜﺭﻱ( ‪ ،‬ﻭﻴﻌﻁﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻤﺘﻌﻠﹼﻤﻴﻥ ﺒﺎﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﺸﺎﻁ‪ .‬ﻭﻴ‪‬ﺘﺒﻊ ﺫﻝﻙ ﺒﻌﺭﺽ ﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﺘﻌﻠﹼﻕ ﺒﺎﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻝﻠﻤﻭﻀﻭﻉ‪ ،‬ﻭﻴﺤﺎﻭل ﻭﺒﺸﻜل ﺤﻭﺍﺭﻱ ﺠﻤﺎﻋﻲ ﺃﻭ ﻓﺭﺩﻱ ﺍﺴﺘﺜﺎﺭﺓ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫)ﺍﻝﻤﻌﺭﻓﺔ( ﺍﻝﺴﺎﺒﻘﺔ ﻝﺩﻯ ﺍﻝﻁﻠﺒﺔ ﻤﺴﺘﻌﻴﻨﹰﺎ ﺒﺎﻝﻤﻨﻅﻤﺎﺕ ﺍﻝﻤﺘﻘﺩﻤﺔ )ﻤﻠﺨﹼﺼﺎﺕ ﻭﻋﻨﺎﻭﻴﻥ ﺭﺌﻴﺴﻴﺔ ﻋﻥ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ(‪ .‬ﻭﻴﻘﻭﻡ ﺍﻝﻁﻠﺒﺔ ﻓﻲ ﻭﻗﺕ ﻻﺤﻕ ﺒﺎﻝﺒﺤﺙ ﻋﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻀﺎﻓﻴﺔ ﻋﻥ ﺍﻝﺒﻼﺩ ﺍﻝﻌﺭﺒﻴﺔ )ﺃﻨﻅﻤﺔ‬ ‫ﺍﻝﺤﻜﻡ‪ ،‬ﺍﻝﻤﻨﺎﺥ‪ ،‬ﺍﻝﻌﻤﻼﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ‪ ،‬ﺍﻝﺼﺎﺩﺭﺍﺕ ﻭﺍﻝﻭﺍﺭﺩﺍﺕ‪ ،‬ﺸﺨﺼﻴﺎﺕ ﻤﺸﻬﻭﺭﺓ‪ ،‬ﺍﻝﺦ‪ ،(.‬ﻭﻴﻘﻭﻤﻭﻥ‬ ‫ﺒﻌﺩ ﺫﻝﻙ ﺒﺘﻘﺩﻴﻤﺎﺕ ﺸﻔﻭﻴﺔ ﻭﻤﻘﺎﺒﻼﺕ )ﻤﻭﺍﻗﻑ ﺘﻤﺜﻴﻠﻴﺔ( ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻬﻡ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻝﻠﻐﺔ ﺒﻁﺭﻴﻘﺔ ﺃﺩﺍﺌﻴﺔ ﺫﺍﺕ ﻤﻌﻨﻰ‪.‬‬ ‫ﻭﻤﻥ ﺍﻝﻌﻭﺍﺌﺩ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻤﻥ ﻫﺫﺍ ﻜﻠﻪ ﻨﺠﺩ ﺃﻥ ﻫﺫﺍ ﺍﻝﻁﺭﻴﻘﺔ ‪:‬‬ ‫‪ .1‬ﺘﺴﺎﻋﺩ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﺎﺒﻘﺔ ‪ ،‬ﻓﻲ ﺤﺎل ﺘﻭﻓﺭﻫﺎ‪.‬‬ ‫‪ .2‬ﺘﺩﺭﺏ ﺍﻝﻁﻼﺏ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻭﻥ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺘﻭﻝﻴﺩ ﺍﻝﻤﻌﺭﻓﺔ ‪.‬‬ ‫‪ .3‬ﺘﺩﺭﺏ ﺍﻝﻁﻼﺏ ﻋﻠﻰ ﺃﺴﻠﻭﺏ ﺍﻝﺤﻭﺍﺭ ﻭﺍﻝﻤﻨﺎﻗﺸﺔ ﺍﻝﻤﻨﻅﻤﺔ ‪.‬‬ ‫‪ .4‬ﺘﺴﺎﻋﺩ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺒﺤﺙ ﻋﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ‪.‬‬ ‫‪ .5‬ﺘﺩﺭﺏ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺘﻘﺩﻴﻡ ﺍﻝﻌﺭﻭﺽ ﻭﻜﺘﺎﺒﺔ ﺍﻝﺘﻘﺎﺭﻴﺭ ‪.‬‬ ‫‪ .6‬ﺘﻜ ‪‬ﻭﻥ ﻤﻬﺎﺭﺓ ﺍﻝﺘﻭﺍﺼل ﻭﺸﺭﺡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻝﻶﺨﺭﻴﻥ ﺒﻁﺭﻴﻘﺔ ﻤﻘﻨﻌﺔ ‪.‬‬

‫ﻜﻠﻤﺔ ﺃﺨﻴﺭﺓ‬ ‫ﻻ ﺸﺒﻪ ﺠﺫﺭﻱ ﺘﻁﻠﺏ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ‬ ‫ﺸﻬﺩﺕ ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺤﺩﻴﺜﺔ ﺘﺤﻭ ﹰ‬ ‫ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﻤﺠﺎﻝﻲ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ‪ .‬ﻭﻗﺩ ﻋﺭﻀﻨﺎ ﻓﻲ ﻫﺫﺍ ﺍﻝﺒﺤﺙ ﻝﻤﺠﻤل ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬ ‫ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻔﺎﻋﻠﻲ ﻭﺍﻝﺘﻌﻠﹼﻡ ﺍﻝﻔﻌﺎل‪ ،‬ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺒﺩﻴل‪ ،‬ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ‪ .‬ﻭﺃﺸﺭﻨﺎ ﻓﻲ ﻤﻌﺭﺽ‬ ‫ﺤﺩﻴﺜﻨﺎ ﺍﻝﻰ ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻝﻤﻌﺘﻤﺩﺓ ﻋﻠﻰ ﺍﻻﺒﺤﺎﺙ ﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻭﻤﺎ ﺘﺒﻊ ﺫﻝﻙ‬ ‫ﻤﻥ ﺘﻐﻴﻴﺭ ﻓﻲ ﺃﺩﻭﺍﺕ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺘﻘﻭﻴﻡ‪ ،‬ﻭﺘﻭﺼﻠﻨﺎ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺇﺤﺩﺍﺙ‬ ‫ﻼ ﻭﺃﻜﺜﺭ ﻨﺸﺎﻁﹰﺎ‪ .‬ﻭﻗﻤﻨﺎ ﺃﻴﻀﹰﺎ‬ ‫ﺘﺤﻭﻻﺕ ﺠﻭﻫﺭﻴﺔ ﻓﻲ ﺍﺴﺎﻝﻴﺏ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺃﻨﻤﺎﻁ ﺍﻝﺘﻌﻠﻡ ﻝﺠﻌﻠﻬﻤﺎ ﺃﻋﻤﻕ ﺘﻔﺎﻋ ﹰ‬ ‫ﺒﻌﺭﺽ ﺒﻌﺽ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻺﺨﺘﺒﺎﺭ ﺍﻝﺠﻴﺩ ﻤ‪‬ﺸﻴﺭﻴﻥ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻹﺒﺘﻌﺎﺩ ﻗﺩﺭ ﺍﻹﻤﻜﺎﻥ ﻋﻥ‬

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‫ﺍﻷﻤﺘﺤﺎﻨﺎﺕ ﺍﻝﺘﺤﺼﻴﻠﻴﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺍﻝﺘﻲ ﺘﺭﻜﺯ ﻋﻠﻰ ﺍﻝﺤﻔﻅ ﻭﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻝﺴﻁﺤﻲ‪ ،‬ﻭﺍﻝﺘﺭﻜﻴﺯ ﺒﺩل ﺫﻝﻙ‬ ‫ﻋﻠﻰ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺒﺩﻴﻠﺔ ﻭﺍﻝﺘﻲ ﺘﻌﻜﺱ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﺍﻝﺤﻘﻴﻘﻴﺔ‪ .‬ﻭﻨﺄﻤل ﺃﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻝﻤﻘﺎﻝﺔ ﻤﻘﺩﻤﺔ‬ ‫ﻻﺒﺤﺎﺙ ﻤﻴﺩﺍﻨﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪ .‬ﻭﻗﺩ ﺒﺫﻝﻨﺎ ﺠﻬﺩﹰﺍ ﻝﺘﺄﻁﻴﺭ ﺍﻝﻨﻘﺎﺵ ﺍﻝﻤﺴﺘﻘﺒﻠﻲ ﻓﻲ ﻤﻴﺩﺍﻥ ﺘﺩﺭﻴﺱ ﺍﻝﻠﻐﺔ‬ ‫ﺍﻝﻌﺭﺒﻴﺔ ﻝﻐﻴﺭ ﺍﻝﻨﺎﻁﻘﻴﻥ ﺒﻬﺎ ﺒﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺘﻌﻠﻡ ﺍﻝﻨﺸﻁ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻔﺎﻋﻠﻲ ﻭﻤﺎ ﻴﺼﺎﺤﺒﻬﻤﺎ ﻤﻥ ﺁﻝﻴﺎﺕ‬ ‫ﻭﺃﺴﺎﻝﻴﺏ ﺤﺩﻴﺜﺔ ﻭﻓﻌﺎﻝﺔ ﻝﻠﻘﻴﺎﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺘﺘﻤﺘﻊ ﺒﺎﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻤﻴﻴﺯ‪ .‬ﻜﻤﺎ ﺘﻁﺭﻗﻨﺎ‬ ‫ﺍﻝﻰ ﺍﻝﺴﺒل ﺍﻝﻭﺍﺠﺏ ﺍﺘﺒﺎﻋﻬﺎ ﻝﺘﻁﻭﻴﺭ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻭﺘﻁﻭﻴﺭﻫﺎ‪.‬‬

‫ﺍﻝﻤﺭﺍﺠﻊ‬ ‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻌﺭﺒﻴﺔ‬ ‫ﺍﻹﻤﺎﻡ‪ ،‬ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ )‪ (2002‬ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺘﻌﺩﺩ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬ ‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺠﻤﻬﻭﺭﻴﺔ ﻤﺼﺭ ﺍﻝﻌﺭﺒﻴﺔ‪.‬‬ ‫‪13‬‬

،1 .‫ ﻁ‬،‫ ﻤﻨﺸﻭﺭﺍﺕ ﻜﻠﻴﺔ ﺍﻷﻤﻴﺭﺓ ﺜﺭﻭﺕ‬.‫( ﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻌﻠﻡ‬2004) ‫ ﻋﺒﺩ ﺍﻝﺤﻜﻴﻡ‬،‫ﺠﺎﺒﺭ‬ .‫ ﺍﻻﺭﺩﻥ‬،‫ﻋﻤﺎﻥ‬ ‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‬ Becker, H. J. (1992). A model for improving the performance of integrated learning systems: Mixed individualized/group/whole class lessons, cooperative learning, and organizing time for teacher-led remediation of small groups. Educational Technology, 32(9), 6-15. Bonwell, C., & Eison, J. (1999). Active learning: Creating excitement in the classroom, (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University. (ERIC Document Reproduction Service No. ED 336 049). Browne, M. N. & Freeman, K. (2000). Distinguishing Features of Critical Thinking Classrooms. Teaching in Higher Education, 5(3), 301-09. Brookfield, Stephen (2005). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. Burbach, M.E., Matkin, G.S., & Fritz, S.M. (2004). Teaching critical thinking in an introductory leadershipcourse utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482-493. Caldwell, S. (2001). E-Based professional development for effective teaching and leadership. http://cnx.org.content. King, A. (1995). Inquiring Minds Really Do Want to Know: Using Questioning to Teach Critical Thinking. Teaching of Psychology, 22(1), 13-17. Gardner , H. (2000) . Project Zero : Nelson Goodmans Legancy in Q Arts Education . Journal of Aesthetics & Art Criticism . Vol.58,, 3 (21-46). Gardner, Howard. Frames of Mind : the Theory of Multiple Intelligences. New York : Basic Books, 1983. King, A. (1995). Inquiring Minds Really Do Want to Know: Using Questioning to Teach Critical Thinking. Teaching of Psychology, 22(1), 13-17. Thorndike, R. L., and E. P. Hagan. 1986. Measurement and evaluation in psychology and education, 4th ed. New York: John Wiley and Sons.

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Vygotsky, Lev S. (1986). Thought and language. Newly revised and edited by Alex Kozulin. Cambridge, MA: The MIT Press. Wolfe , P. (2001). Brain . Research and Education : Fad or Q, http://www.patwolfe.comfoundation.com

‫ﻤﻼﺤﻕ‬ ‫ ﻜﻴﻔﻴﺔ ﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ‬:1 ‫ﻤﻠﺤﻕ‬

15

‫ﺃﻤﺜﻠﺔ ﻝﻨﺸﺎﻁﺎﺕ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺩﻱ ﺍﻝﻰ ﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻤﻥ ﺨﻼل ﺍﻝﻌﻤل‬ ‫ﺍﻝﻔﺭﺩﻱ‪ ،‬ﺍﻝﺯﻭﺠﻲ‪ ،‬ﻭﺍﻝﺠﻤﺎﻋﻲ‪:‬‬ ‫• ﺍﻝﻌﺼﻑ ﺍﻝﻔﻜﺭﻱ‬ ‫• ﺘﻜﻭﻴﻥ ﺠﻤل ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻔﺭﺩﺍﺕ ﻭﺘﻌﺎﺒﻴﺭ‬ ‫• ﺭﺒﻁ ﺍﻝﺠﻤل ﻋﻥ ﻁﺭﻴﻕ "ﺍﺩﻭﺍﺕ ﺍﻝﺭﺒﻁ"‬ ‫• ﺇﺸﺘﻘﺎﻕ ﻜﻠﻤﺎﺕ ﻤﻥ ﺍﻝﺠﺫﺭ‬ ‫• ﺍﻝﺘﺨﻤﻴﻥ ﻭﺍﻝﺘﻨﺒﺅ ﻭﺍﻝﺘﻘﺩﻴﺭ ﻭﺍﻝﻘﻴﺎﺱ ﻭﺍﻻﺴﺘﻨﺘﺎﺝ ﻭﺍﻻﺴﺘﻘﺭﺍﺀ ﻭﺍﻻﺴﺘﺩﻻل‬ ‫• ﺍﻝﺘﺼﻨﻴﻑ‬ ‫ﻼ‪ :‬ﺃﺒﻴﺽ – ﻭﺍﺴﻊ‬ ‫• ﺍﻝﺘﻌﺭﻴﻑ ﺒﺎﻝﺼﻭﺭ ﺍﻝﺒﻼﻏﻴﺔ ‪ -‬ﺍﻝﺘﺭﺍﻜﻴﺏ ﺍﻝﺨﻴﺎﻝﻴﺔ ﻭﺍﻝﺘﻌﺎﺒﻴﺭ ﺍﻝﻤﺠﺎﺯﻴﺔ )ﻤﺜ ﹰ‬ ‫ﺍﻝﻘﻠﺏ‪ ،‬ﻋﻥ ﻅﻬﺭ ﻗﻠﺏ‪ ،‬ﺘﻨﻔﹼﺱ ﺍﻝﺼﻌﺩﺍﺀ( ﻭﻤﻥ ﺨﻼل ﺍﻝﻘﻀﺎﺌﺩ ﻤﺜل "ﺃﻤ‪‬ﻲ" ﻭ"ﻜﻠﻤﺎﺕ" ﻭ"ﻗﺎﺭﺌﺔ‬ ‫ﺍﻝﻔﻨﺠﺎﻥ"‪ ،‬ﻭﻏﻴﺭﻫﺎ‪ .‬ﻴﻘﻭﻡ ﺍﻝﻤﻌﻠﻡ ﺒﻤﺸﺎﺭﻜﺔ ﻁﻼﺒﻪ ﺒﺸﺭﺡ ﻤﻌﻨﺎﻫﺎ ﺍﻷﺼﻠﻲ‪ ،‬ﻭﻤﻌﻨﺎﻫﺎ ﺍﻝﻤﺠﺎﺯﻱ‪.‬‬ ‫• ﻋﻤل ﺍﻝﻤﻘﺎﺭﻨﺎﺕ‬ ‫• ﺇﻋﻁﺎﺀ ﺃﻤﺜﻠﺔ ﺃﺨﺭﻯ ﻋﻥ ﻤﻔﻬﻭﻡ ﻤﻌﻴ‪‬ﻥ‬ ‫• ﺍﻝﻤﺭﺍﺩﻓﺎﺕ ﻭﺍﻝﻤﺘﻀﺎﺩﺍﺕ‬ ‫• ﺘﻭﻝﻴﺩ ﺍﻻﺴﺌﻠﺔ )ﻭﻝﻴﺱ ﻓﻘﻁ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ(‬ ‫• ﺘﺭﺘﻴﺏ ﺍﻝﻜﻠﻤﺎﺕ ﻭﺍﻝﺠﻤل ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ‬ ‫• ﺍﻴﺠﺎﺩ ﺃﻭﺠﻪ ﺍﻝﺘﺸﺎﺒﺔ ﻭﺍﻝﻔﺭﻭﻗﺎﺕ‬ ‫• ﺘﺨﻤﻴﻥ ﺍﻝﻤﻌﻨﻰ ﻤﻥ ﺍﻝﺴﻴﺎﻕ ﻭﻤﻥ ﺍﻝﺩﻻﺌل ﺍﻻﺨﺭﻯ‬ ‫• ﻭﻀﻊ ﺍﻝﻐﺭﻀﻴﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻤﻥ ﺨﻼل ﺍﻝﻌﻤل ﺍﻝﺯﻭﺠﻲ ﻭﺍﻝﺠﻤﺎﻋﻲ‬ ‫• ﻨﻘﺎﺸﺎﺕ ﺤﻭل ﻤﻭﻀﻭﻉ‪ ،‬ﻗﻀﻴﺔ‪ ،‬ﻜﺘﺎﺏ‪ ،‬ﺨﺒﺭ‪ ،‬ﺸﺨﺼﻴﺔ‪ ،‬ﺍﻝﺦ‪.‬‬ ‫• ﻜﺘﺎﺒﺔ ﺃﻭ ﺭﻭﺍﻴﺔ ﻗﺼﺔ ﻗﺼﻴﺭﺓ ﺒﺸﻜل ﺘﺴﻠﺴﻠﻲ‬ ‫• ﻝﻌﺏ ﺃﺩﻭﺍﺭ ﻭﻤﺤﺎﻜﺎﺓ‬ ‫ﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻤﻥ ﺨﻼل ﺍﻷﺴﺌﻠﺔ‬ ‫• " ﺩﻋﻭﻨﺎ ﻨﻘﺎﺭﻥ ﻫﺫﻩ ﺍﻝﺼﻭ‪‬ﺭ" ﺒﺩل " ﺩﻋﻭﻨﺎ ﻨﺭﻯ ﻤﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﺼﻭ‪‬ﺭ"‬ ‫‪16‬‬

‫• "ﻤﺎﺫﺍ ﺘﺘﻭﻗﻊ – ﺘﺘﻨﺒﺊ ﺴﻴﺤﺩﺙ ﺍﻵﻥ" ﺒﺩل "ﻤﺎﺫﺍ ﺘﻌﺘﻘﺩ ﺴﻴﺤﺩﺙ ﺍﻵﻥ"‬ ‫• "ﻤﺎ ﻫﻲ ﺍﻷﺩﻝﺔ ﺍﻝﺘﻲ ﺘﺸﻴﺭ‪ "...‬ﺒﺩل "ﻜﻴﻑ ﻴﻤﻜﻥ ﺍﻥ ﻨﻔﺴ‪‬ﺭ‪"...‬‬ ‫•‬

‫ل ﻫﺫﻩ ﺍﻝﻤﺸﻜﻠﺔ"‬ ‫"ﺒﺩل ﺩﻋﻭﻨﺎ ﻨﺤﻠل ﻫﺫﻩ ﺍﻝﻤﺸﻜﻠﺔ" ﺒﺩل "ﺩﻋﻭﻨﺎ ﻨﺤ ّ‬

‫ﻤﻠﺤﻕ ‪ :2‬ﻨﺸﺎﻁ ﺍﻻﺤﺠﻴﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻉ‬ ‫ﺘﻘﺴﻴﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﻰ ﺃﺠﺯﺍﺀ ﻤﺴﺘﻘﻠﹼﺔ‪.‬‬ ‫ﻼ ‪(5 4 3 2 1‬‬ ‫ﺘﻭﺯﻴﻊ ﺍﻝﻁﻠﺒﺔ ﺒﺤﺴﺏ ﺍﻷﺠﺯﺍﺀ )ﻤﺜ ﹰ‬ ‫ﺘﺘﻜﻭﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻷﻭﻝﻴﺔ ﻤﻥ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺫﻴﻥ ﻴﻨﺘﻤﻭﻥ ﺍﻝﻰ ﺍﻷﺠﺯﺍﺀ ﺍﻝﺨﻤﺴﺔ )ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﻡ(‪.‬‬ ‫ﻴ‪‬ﻌﻁﻰ ﻜل ﻁﺎﻝﺏ ﻓﻲ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺠﺯﺀ ‪ -‬ﺍﻝﻤﺎﺩﺓ ﺍﻝﺨﺎﺼﺔ ﺒﻪ )ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻻﺠﺯﺍﺀ ﺍﻝﺨﻤﺴﺔ(‬ ‫ﺘﺘﻜﻭﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺠﺩﻴﺩﺓ ) ﺘﺴ ‪‬ﻤﻰ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺨﺒﺭﺍﺀ(‬ ‫ﻴﻌﻭﺩ ﻜل ﻁﺎﻝﺏ ﺍﻝﻰ ﻤﺠﻤﻭﻋﺘﻪ ﺍﻷﻭﻝﻰ )ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﻡ( ﻭﻴﻘﻭﻡ ﻜل "ﺨﺒﻴﺭ"‬ ‫ﺸﺭﺡ ﺍﻝﻤﺎﺩﺓ ﻝﻶﺨﺭﻴﻥ‪.‬‬ ‫‪ .‬ﻴﺘﻡ ﺍﻻﻤﺭ ﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺍﻝﻤﺤﺎﻀﺭ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺘﺴﻬﻴل ﻋﻤل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﻭﺇﻋﻁﺎﺀ ﺍﻝﻨﺼﺢ‬ ‫ﻭﺍﻻﺭﺸﺎﺩ‪ ،‬ﻭﺘﺯﻭﻴﺩ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻻﻀﺎﻓﻴﺔ ﺍﻝﺘﻲ ﻗﺩ ﻴﺤﺘﺎﺠﻭﻥ ﺍﻝﻴﻬﺎ )ﻤﺸﺭﻑ‪ ،‬ﻤﺴﺎﻋﺩ‪،‬‬ ‫ﻤﻴﺴ‪‬ﺭ‪ ،‬ﺨﺒﻴﺭ ﻤﻌﻠﻭﻤﺎﺕ(‬ ‫ﻤﻠﺤﻕ ‪ :3‬ﻨﺸﺎﻁ ﺘﻜﺎﻤﻠﻲ )ﻗﺭﺍﺀﺓ‪ ،‬ﻤﺤﺎﺩﺜﺔ‪ ،‬ﺍﺴﺘﻤﺎﻉ‪ ،‬ﻜﺘﺎﺒﺔ(‬ ‫ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ‪:‬‬ ‫ﻨﺸﺎﻁ ﻋﺼﻑ ﻓﻜﺭﻱ )ﺨﺎﺭﻁﺔ ﻤﻔﺎﻫﻴﻤﻴﺔ(‬ ‫ﺃﺴﺌﻠﺔ ﺘﻨﺸﻴﻁﻴﺔ‪:‬‬ ‫‪.1‬‬

‫ﻤﺎﺫﺍ ﻨﻌﺭﻑ ﻋﻥ ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ؟‬

‫‪.2‬‬

‫ﻤﺎ ﻫﻲ ﺃﺴﻤﺎﺀ ﺒﻌﺽ ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ ﻭﻤﻭﺍﻗﻌﻬﺎ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ؟‬

‫‪.3‬‬

‫ﻤﺎ ﻫﻲ ﺍﻝﻌﻤﻼﺕ ﺍﻝﺭﺴﻤﻴﺔ ﻓﻲ ﺒﻌﺽ ﻫﺫﻩ ﺍﻝﺩﻭل؟‬

‫‪.4‬‬

‫ﻤﺎ ﻫﻲ ﺒﻌﺽ ﺃﻨﻅﻤﺔ ﺍﻝﺤﻜﻡ ﻓﻲ ﺍﻝﻌﺎﻝﻡ؟‬

‫‪ .5‬ﺃﺸﺘﻘﺎﻕ ﺒﻌﺽ ﺍﻝﻤﻔﺭﺩﺍﺕ ﻤﻥ ﺃﻝﻘﺎﺏ ﺍﻝﺤﻜﹼﺎﻡ‪ :‬ﻤﻠﻙ‪ ،‬ﻤﻠﻜﻲ‪ ،‬ﻤﻤﻠﻜﺔ‪ ،‬ﻤﺎﻝﻙ‪ ،‬ﻤﻤﻠﻭﻙ‪ ،‬ﺍﻝﺦ‪.‬‬

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‫ُﺘﻭﺯ‪‬ﻉ ﻻﺌﺤﺔ ﺒﺎﻻﺴﻤﺎﺀ ﺍﻝﺭﺴﻤﻴﺔ ﻝﻠﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ‪:‬‬ ‫ﺍﻝﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻝﻬﺎﺸﻤﻴﺔ‪ ،‬ﺴﻠﻁﻨﺔ ﻋ‪‬ﻤﺎﻥ‪ ،‬ﺍﻝﺠﻤﻬﻭﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪ ،‬ﺍﻷﻤﺎﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺤﺩﺓ‬ ‫ﻴﻘﻭﻡ ﺍﻝﻤﺤﺎﻀﺭ ﺒﺘﻭﺯﻴﻊ ﻭﺭﻗﺔ ﻋﻤل ﺘﺤﺘﻭﻱ ﺨﺭﻴﻁﺔ ﺼﻤ‪‬ﺎﺀ‪ ،‬ﺃﻀﺎﻓﺔ ﺍﻝﻰ ﺍﻻﻗﺎﻝﻴﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻝﻌﺎﻝﻡ‬ ‫ﺍﻝﻌﺭﺒﻲ‪:‬‬ ‫ﺒﻼﺩ ﺍﻝﺸﺎﻡ‪ ،‬ﺒﻼﺩ ﻤﺎ ﺒﻴﻥ ﺍﻝﻨﻬﺭﻴﻥ – ﺒﻼﺩ ﺍﻝﺭﺍﻓﺩﻴﻥ‪ ،‬ﺸﻤﺎل ﺃﻓﺭﻴﻘﻴﺎ‪ ،‬ﺸﺒﻪ ﺍﻝﺠﺯﻴﺭﺓ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﺍﺩﻱ‬ ‫ﺍﻝﻨﻴل‬ ‫ﻴﻘﻭﻡ ﺍﻝﻁﻠﺒﺔ ﺒﺎﻝﺘﺎﻝﻲ‪:‬‬ ‫‪.1‬‬

‫ﻜﺘﺎﺒﺔ ﺃﺴﻤﺎﺀ ﺍﻷﻗﺎﻝﻴﻡ ﻋﻠﻰ ﺍﻝﺨﺎﺭﻁﺔ ﺍﻝﺼﻤ‪‬ﺎﺀ‬

‫‪.2‬‬

‫ﺘﻘﺴﻴﻡ ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ ﺤﺴﺏ ﺍﻻﻗﺎﻝﻴﻡ‬

‫ﻨﺸﺎﻁ ﺸﻔﻭﻱ ‪ :‬ﻤﻥ ﺃﻨﺎ؟‬ ‫ﻴﻘﻭﻡ ﺍﻝﻤﺤﺎﻀﺭ‪ ،‬ﻭﺒﻌﺩ ﺫﻝﻙ ﺒﻌﺽ ﺍﻝﻁﻠﺒﺔ ﺒﻠﻌﺏ ﺩﻭﺭ "ﺩﻭﻝﺔ ﻤﻌﻴ‪‬ﻨﺔ" ﻋﻥ ﻁﺭﻴﻕ ﻁﺭﺡ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺤﺩﺩﺓ‬ ‫ﻼ‪:‬‬ ‫ﻋﻥ ﺩﻭﻝﺔ‪ ،‬ﻭﻴﻜﻭﻥ ﺩﻭﺭ ﺍﻝﻁﻠﺒﺔ ﻫﻭ "ﺍﻝﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﺍﻝﺩﻭﻝﺔ" ﻤﻥ ﺨﻼل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻘﺩ‪‬ﻤﺔ‪ .‬ﻤﺜ ﹰ‬ ‫ﺃﻨﺎ ﻓﻲ ﺸﺒﻪ ﺍﻝﺠﺯﻴﺭﺓ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺤﺩﻭﺩﻱ ﻫﻲ‪ ،....‬ﻤﻥ ﺍﻝﻤﺩﻥ ﺍﻝﻬﺎﻤﺔ‪ ،...‬ﺍﻝﺦ‪.‬‬ ‫ﻨﺸﺎﻁ ﺸﻔﻭﻱ‪ :‬ﺘﻘﺩﻴﻤﺎﺕ ﺸﻔﻭﻴﺔ ﻋﻥ ﺩﻭل ﻋﺭﺒﻴﺔ ﻤﺨﺘﻠﻔﺔ‬ ‫ﻨﺸﺎﻁ ﻗﺭﺍﺀﺓ ‪ -‬ﻜﺘﺎﺒﺔ‪:‬‬ ‫ﻴ‪‬ﻘﺴ‪‬ﻡ ﺍﻝﻨﺹ ﺍﻝﻰ ﻓﻘﺭﺍﺕ – ﺠﻤل ﻏﻴﺭ ﻤﺘﺭﺍﺒﻁﺔ‪ ،‬ﻭﻴﻘﻭﻡ ﺍﻝﻁﻠﺒﺔ ﺒﺘﺭﺘﻴﺒﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻤﻨﻁﻘﻴﺔ – ﺘﺴﻠﺴﻠﻴﺔ‪.‬‬

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