مجلة وهج الاصدار الاول

‫ﺳﻠطﻧﺔ ﻋﻣﺎن‬ ‫رؤﻳﺘﻨﺎ‪ :‬إﻋﺪاد ﺟﻴﻞ رﻗﻤﻲ ﻣﻮاﻛﺐ ﻟﺮؤﻳﺔ ﻋﻤﺎن ‪.2040‬‬ ‫وزارة اﻟﺗرﺑﯾﺔ واﻟﺗﻌﻠﯾم‬ ‫اﻟﻣدﯾرﯾﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺗرﺑﯾﺔ واﻟﺗﻌﻠﯾم ﺑﻣﺣﺎﻓظﺔ ﺷﻣﺎل اﻟﺑﺎطﻧﺔ‬ ‫ﻣدرﺳﺔ ﺻﺣم ﻟﻠﺗﻌﻠﯾم اﻷﺳﺎﺳﻲ ﻟﻠﺑﻧﺎت اﻟﺻﻔوف)‪#\"$ !(12-10‬‬ ‫رﺳﺎﻟﺗﻧﺎ‬ ‫ﺗﺗطﻠﻊ ﻣدرﺳﺗﻧﺎ إﻟﻰ ﺗطﺑﯾق اﻟﺗﻘﺎﻧﺔ اﻟﺣدﯾﺛﺔ اﻟﻔﺎﻋﻠﺔ ﻓﻲ ﺟﻣﯾﻊ ﻋﻣﻠﯾﺎت اﻟﺗﻌﻠم واﻟﺗﻌﻠﯾم ﺑﺗﺳﺧﯾر‬ ‫اﻹﻣﻛﺎﻧﯾﺎت اﻟﻣﺎدﯾﺔ واﻟﺑﺷرﯾﺔ‪ ،‬وﺑﺷراﻛﺔ ﻣﺟﺗﻣﻌﯾﺔ‪ ،‬ﻟﺗﺧرﯾﺞ ﺟﯾل ﺗﻘﻧﻲ ﻣﺗﻘن ﻟﻣﮭﺎرات واﺳﺗراﺗﯾﺟﯾﺎت‬ ‫اﻟﺗﻌﻠم اﻟﺣدﯾﺛﺔ ﻗﺎدر ﻋﻠﻰ ﺧدﻣﺔ اﻟوطن‪.‬‬ ‫اﻹﺷراف اﻟﻌﺎم ‪ :‬اﻟدﻛﺗورة ﻧﻌﯾﻣﺔ ﺣﻣﯾد اﻟﻌﻠوﯾﺔ‬ ‫اﻻﺧراج‬ ‫اﻟﻣراﺟﻌﺔ اﻟﻠﻐوﯾﺔ‬ ‫اﻷﺳﺗﺎذة ﻋﺎﯾده ﺑﻧت ﺣﺳن ﺑن ﻋﻠﻲ‬ ‫اﻷﺳﺗﺎذة ﺷرﯾﻔﺔ ﺟﻣﻌﺔ اﻟﺷﯾدﯾﺔ‬ ‫اﻷﺳﺗﺎذة أﺣﻼم ﺑﻧت ﻋﻠﻲ اﻟﺣﻣداﻧﯾﺔ‬ ‫اﻷﺳﺗﺎذة رﻓﯾﻌﺔ ﻣﺣﻣد اﻟﺑﺎدﯾﺔ‬

‫اﻟﻌدد اﻷول‬ ‫وﻣﻀﺎت ﺣﻮل اﻟﺘﻨﻤﻴﺔ اﻟﺒﺸﺮﻳﺔ‬ ‫اﻟﺒﺮﻣﺠﺔ اﻟﻠﻐﻮﯾﺔ اﻟﻌﺼﺒﯿﺔ‬ ‫ﺗﻌﺪ واﺣﺪة ﻣﻦ أھﻢ أﻗﺴﺎم اﻟﺘﻨﻤﯿﺔ اﻟﺒﺸﺮﯾﺔ اﻟﺘﻲ ﺑﺮع ﻓﯿﮭﺎ اﻟﺪﻛﺘﻮر إﺑﺮاھﯿﻢ اﻟﻔﻘﻲ ‪ ،‬ﺣﯿﺚ أﻧﮫ ﻗﺎم ﺑﺘﺄﻟﯿﻒ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻜﺘﺐ ‪،‬‬ ‫وﻣﻦ اﻟﺠﺪﯾﺮ ﺑﺎﻟﺬﻛﺮ أن اﻟﺒﺮﻣﺠﺔ اﻟﻠﻐﻮﯾﺔ اﻟﻌﺼﺒﯿﺔ ﯾﮭﺘﻢ ﺑﺎﻻﺗﺼﺎل اﻟﺪاﺧﻠﻲ واﻟﺨﺎرﺟﻲ ‪ ،‬ﻛﻤﺎ أﻧﮭﺎ ﺗﺤﻤﻞ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺘﻘﻨﯿﺎت‬ ‫اﻟﺘﻲ ﺗﺴﺎھﻢ ﻓﻲ ﺗﻌﺰﯾﺰ اﻻﻣﺘﯿﺎز اﻟﺒﺸﺮي ‪.‬‬ ‫ﺗﻌﺘﻤﺪ ﻣﻘﺎﻻت اﻟﻜﺎرﯾﺰﻣﺎ وﻟﻐﺔ اﻟﺠﺴﺪ ﻓﻰ اﻟﻮﺻﻮل إﻟﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻣﻮر اﻟﺘﻰ ﺗﺘﻤﺜﻞ ﻓﯿﻤﺎ ﯾﻠﻰ ‪:‬‬ ‫‪ v‬ﺗﻄﻮﯾﺮ ﻣﮭﺎرات اﻟﻘﺮاء ﻟﻤﻮاﻛﺒﺔ اﻟﺘﻐﯿﺮات ﻟﻠﺘﻔﻮق ﻋﻠﻰ اﻟﻤﻨﺎﻓﺴﯿﻦ وإﺑﮭﺎر اﻷﺧﺮﯾﻦ‬ ‫‪ v‬اﻛﺘﺴﺎب اﻟﻘﺎرئ اﻟﻘﺪرة ﻋﻠﻰ إﯾﺼﺎل ﺻﻮرﺗﮭﻢ واﻧﻄﺒﺎﻋﺎﺗﮭﻢ اﻟﺼﺤﯿﺤﺔ ﺗﺠﺎه اﻷﺧﺮﯾﻦ‬ ‫‪ v‬اﻛﺴﺎب اﻟﻘﺮاء اﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﺼﺮف ﺑﺈﯾﺠﺎﺑﯿﺔ ﻓﻰ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﻮاﻗﻒ وﺧﺎﺻﺔ اﻟﺴﻠﺒﯿﺔ ﻋﻦ طﺮﯾﻖ اﻟﺘﺤﻜﻢ ﻓﻰ ﻟﻐﺔ اﻟﺠﺴﺪ‬ ‫‪ v‬اﻟﻘﺪرة ﻋﻠﻰ ﺗﻘﺪﯾﺮ اﻟﻤﺴﺎﻓﺎت وﻓﻘﺎ ﻟﻠﻤﻮاﻗﻒ واﺗﯿﻜﯿﺖ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻷﺧﺮﯾﻦ‬ ‫‪ v‬ﯾﻌﺘﺒﺮ ﻛﺘﺎب ﻗﻮة اﻟﺘﻔﻜﯿﺮ اﻹﯾﺠﺎﺑﻲ واﺣﺪ ﻣﻦ أھﻢ ﻛﺘﺐ اﻟﺘﻨﻤﯿﺔ اﻟﺒﺸﺮﯾﺔ ﻣﻦ ﺗﺄﻟﯿﻒ ﻧﻮرﻣﺎن ﻓﯿﻨﯿﺴﺖ ﺑﯿﻞ ‪ ،‬وﻣﻦ اﻟﺠﺪﯾﺮ ﺑﺎﻟﺬﻛﺮ‬ ‫أﻧﮫ وﺿﻊ ﻛﺎﻓﺔ أﻓﻜﺎره ﻓﻰ ھﺬا اﻟﻜﺘﺎب اﻟﺬى ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻄﻮﯾﺮ اﻟﺬات ‪ ،‬ﻛﻤﺎ اﻧﮫ ﺣﻘﻖ ﻧﺴﺒﺔ ﻣﺒﯿﻌﺎت ﻋﺎﻟﯿﺔ ﺣﻮل اﻟﻌﺎﻟﻢ ‪ ،‬ﺣﯿﺚ‬ ‫ﯾﺴﺮد ھﺬا اﻟﻜﺘﺐ ﻗﻮة اﻟﺘﻔﻜﯿﺮ وأﺛﺮه ﻓﻰ دﻓﻊ اﻟﻔﺮد ﻟﺤﻘﯿﻖ اﻟﻨﺠﺎح ﻓﻰ ﺣﯿﺎﺗﮫ وﻣﺎ ﯾﻄﻤﺢ إﻟﯿﮫ ‪.‬‬ ‫ﺗﻘــﺮأ ﰲ ﻫـﺬا اﻟﻌــﺪد‬ ‫‪ q‬اﻟﺗﻧﻣﯾﺔ اﻟﻣﮭﻧﯾﺔ ﻓﻲ اﻟﻣﺟﺗﻣﻊ اﻟﻣدرﺳﻲ‪.‬‬ ‫‪ q‬ﻣﺟﺗﻣﻌﺎت اﻟﺗﻌﻠم اﻟﻣﮭﻧﯾﺔ‪.‬‬ ‫‪ q‬ﺑراﻣﺞ ‪Microsoft‬اﻟﻣﺑﺗﻛرة ﻟﻠﻣﻌﻠﻣﯾن‬ ‫‪ q‬ﻗواﻋد اﻟﺳﻼﻣﺔ ﻓﻲ اﻟﻣﺧﺗﺑرات اﻟﻛﯾﻣﯾﺎﺋﯾﺔ‪.‬‬ ‫‪How to improve your listening skill? q‬‬ ‫‪ q‬اﻟﺗﻐﯾب اﻟﻣدرﺳﻲ ﺧطر ﯾﮭدد طﻼﺑﻧﺎ‪.‬‬ ‫‪1‬‬

‫اﻟﻌدد اﻷول‬ ‫اﻟﺘﻨﻤﻴﺔ اﳌﻬﻨﻴﺔ ﰲ ا‪A‬ﺘﻤﻊ اﳌﺪرﺳﻲ‬ ‫ﺗﺴﻌﻰ إدارة ﻣﺪرﺳﺔ ﺻﺤﻢ ﻟﻠﺘﻌﻠﯿﻢ اﻷﺳﺎﺳﻲ‬ ‫ﯾﺸﮭﺪ ﻋﺎﻟﻤﻨﺎ اﻟﯿﻮم اﻧﻔﺠﺎرا ﻣﻌﺮﻓﯿﺎ‬ ‫)‪ (12-10‬إﻟﻰ ﺗﺸﺠﯿﻊ وﺗﺤﻔﯿﺰ ﻣﻌﻠﻤﺎﺗﮭﺎ ﻋﻠﻰ‬ ‫وﺗﻜﻨﻮﻟﻮﺟﯿﺎ ھﺎﺋﻼ‪ ،‬اﻷﻣﺮ اﻟﺬي ﯾﺘﻄﻠﺐ‬ ‫اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ‪ ،‬إدراﻛﺎ ﻣﻨﺎ ﺑﻘﯿﻤﺔ وأھﻤﯿﺔ‬ ‫ﻣﻨﺎ ﺟﻤﯿﻌﺎ ﻣﻮاﻛﺒﺔ ھﺬ اﻟﺘﻐﯿﺮ اﻟﻤﻌﺮﻓﻲ‬ ‫اﻟﺴﺮﯾﻊ واﻟﺘﻔﺎﻋﻞ ﻣﻊ ﻣﻌﻄﯿﺎﺗﮫ اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫اﻟﺪور اﻟﻜﺒﯿﺮ اﻟﺬي ﺗﻘﻮم ﺑﮫ اﻟﻤﻌﻠﻤﺔ ﻓﻲ إﻋﺪاد‬ ‫ﻟﺬا ﻻﺑﺪ ﻣﻦ إدراك اﻟﻘﯿﺎدة ﻓﻲ‬ ‫ﺟﯿﻞ واع رﻗﻤﻲ ﻣﻮاﻛﺐ ﻟﺮؤﯾﺔ ﻋﻤﺎن‬ ‫اﻟﻤﺆﺳﺴﺎت اﻟﻤﺨﺘﻠﻔﺔ وﻣﻨﮭﺎ ﻣﺪارﺳﻨﺎ‬ ‫)‪ ،(2040‬وﻣﺘﻘﻨﺎ ﻟﻤﮭﺎرات اﻟﻘﺮن اﻟﻮاﺣﺪ‬ ‫أھﻤﯿﺔ اﻟﺘﺪرﯾﺐ واﻟﺘﺄھﯿﻞ اﻟﻤﮭﻨﻲ‬ ‫ﻟﻤﮭﺎرات‬ ‫وﻣﻜﺘﺴﺒﺎ‬ ‫واﻟﻌﺸﺮﯾﻦ‪،‬‬ ‫ﻟﻤﻮظﻔﯿﮭﺎ ﺑﺸﺘﻰ اﻟﻄﺮق واﻟﻮﺳﺎﺋﻞ‬ ‫واﺳﺘﻐﻼل اﻹﻣﻜﺎﻧﯿﺎت اﻟﻤﺎدﯾﺔ واﻟﺒﺸﺮﯾﺔ‬ ‫واﺳﺘﺮاﺗﯿﺠﯿﺎت ﺣﺪﯾﺜﺔ ﻓﻲ اﻟﺘﺪرﯾﺲ‪،‬‬ ‫اﻟﻤﺘﺎﺣﺔ ﺳﻮاء داﺧﻞ اﻟﻤﺆﺳﺴﺔ اﻟﺘﺮﺑﻮﯾﺔ‬ ‫وﺗﻮظﯿﻒ اﻟﺘﻘﺎﻧﺔ اﻟﺤﺪﯾﺜﺔ ﻓﻲ اﻟﺘﻌﻠﻢ‪ ،‬وﻣﻠﺘﺰﻣﺎ‬ ‫أم ﺧﺎرﺟﮭﺎ‪.‬‬ ‫ﺑﺎﻟﻘﯿﻢ اﻷﺧﻼﻗﯿﺔ واﻟﻤﺠﺘﻤﻌﯿﺔ اﻟﺪاﻋﻤﺔ‬ ‫ﺗﺴﻊ وﻧﺤﻦ ﻧﺪرك أھﻤﯿﺔ اﻟﻌﻨﺼﺮ‬ ‫ﻟﺴﻠﻮﻛﮭﻦ‪ ،‬وأن ﺗﻤﺘﻠﻚ اﻟﻄﺎﻟﺒﺔ اﻟﻘﺪرة ﻋﻠﻰ‬ ‫اﻟﺒﺸﺮي ﻓﻲ ﻧﺠﺎح أو ﻓﺸﻞ اﻟﻤﺆﺳﺴﺔ أﯾﺎ‬ ‫ﻛﺎن ﺣﺠﻤﮭﺎ وﻧﻮﻋﮭﺎ وﺗﺼﻨﯿﻔﮭﺎ‪ ،‬وﻣﻦ‬ ‫اﻟﻤﻨﺎﻓﺴﺔ ﻓﻲ ﺑﺮاﻣﺞ وﺗﺨﺼﺼﺎت اﻟﻘﺒﻮل‬ ‫ھﻨﺎ ظﮭﺮت اﻟﺤﺎﺟﺔ اﻟﻤﺎﺳﺔ ﻻﺳﺘﺜﻤﺎر‬ ‫اﻟﻤﻮﺣﺪ واﻟﺘﻲ ﺗﺘﻨﺎﺳﺐ وﺳﻮق اﻟﻌﻤﻞ ﺳﻮاء‬ ‫اﻟﻌﻨﺼﺮ اﻟﺒﺸﺮي ﺑﮭﺪف ﺗﺤﻘﯿﻖ رؤﯾﺔ‬ ‫داﺧﻞ اﻟﺴﻠﻄﻨﺔ أم ﺧﺎرﺟﮭﺎ‪ .‬ﻟﺬﻟﻚ وﺟﮭﺖ‬ ‫ورﺳﺎﻟﺔ وﺗﻄﻠﻌﺎت اﻟﻤﺆﺳﺴﺔ اﻟﺘﻲ ﯾﻨﺘﻤﻲ‬ ‫إدارة اﻟﻤﺪرﺳﺔ ﺟﮭﻮدھﺎ اﻟﺠﺒﺎرة إﻟﻰ ﺗﺒﻨﻲ‬ ‫إﻟﯿﮭﺎ‪ .‬وھﻨﺎ أﺧﺺ ﺑﺎﻟﺬﻛﺮ اﻟﻤﺆﺳﺴﺎت‬ ‫اﻟﺘﺮﺑﻮﯾﺔ )ﻣﺪارﺳﻨﺎ( ﺣﯿﺚ أﺻﺒﺢ ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﺸﺎرﯾﻊ اﻟﺘﺮﺑﻮﯾﺔ اﻟﺮاﺋﺪة ﻋﻠﻰ‬ ‫اﻟﻤﻠﺢ واﻟﻀﺮوري أن ﯾﺤﺎﻓﻆ اﻟﻤﻌﻠﻢ‬ ‫ﻣﺴﺘﻮى اﻟﺴﻠﻄﻨﺔ ﻣﻨﮭﺎ‪ :‬ﻣﺸﺮوع ﻣﺪارس‬ ‫ﻋﻠﻰ ﻣﺴﺘﻮى ﻣﺘﺠﺪد ﻣﻦ اﻟﻤﻌﺎرف‬ ‫ﻣﺎﯾﻜﺮوﺳﻔﺖ اﻟﻨﻤﻮذﺟﯿﺔ‪ ،‬وﻣﺸﺮوع ) ‪hp‬‬ ‫واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت اﻟﺤﺪﯾﺜﺔ ﻓﻲ‬ ‫‪idea)،‬إﺿﺎﻓﺔ إﻟﻰ ﻋﺪد ﻣﻦ اﻟﻤﺴﺎﺑﻘﺎت‬ ‫طﺮاﺋﻖ اﻟﺘﻌﻠﯿﻢ واﻟﺘﻘﻨﯿﺎت اﻟﺘﺮﺑﻮﯾﺔ‪ ،‬ﻟﺬا‬ ‫اﻟﺘﺮﺑﻮﯾﺔ ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﻤﺪرﺳﺔ ﻟﻠﻤﻌﻠﻤﺎت‬ ‫أﺻﺒﺢ اﻹﻧﻤﺎء اﻟﻤﮭﻨﻲ أﻛﺜﺮ ﺿﺮورة‬ ‫)ﺑﺼﻤﮫ اﺑﺪاع( ﻷﻣﯿﺰ اﺳﺘﺮاﺗﯿﺠﯿﺔ ﺗﺪرﯾﺲ‪،‬‬ ‫ﻣﻦ أﺟﻞ ﺗﻮﻓﯿﺮ اﻟﺨﺪﻣﺔ اﻟﺘﺮﺑﻮﯾﺔ‬ ‫وﻣﺴﺘﺠﺪاﺗﮭﺎ وﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ ﻋﻠﯿﮭﺎ‪،‬‬ ‫ﻛﺬﻟﻚ ﻣﺸﺮوع ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ‬ ‫وﺑﺎﻟﺘﺎﻟﻲ رﻓﻊ أداﺋﮭﻢ واﻧﺘﺎﺟﯿﺘﮭﻢ ﻣﻦ‬ ‫ﻟﺠﻤﯿﻊ اﻟﮭﯿﺌﺔ اﻹدارﯾﺔ واﻟﺘﺪرﯾﺴﯿﺔ‪ ،‬وذﻟﻚ‬ ‫ﺧﻼل ﺗﻄﻮﯾﺮ ﻛﻔﺎﯾﺘﮭﻢ اﻟﺘﻌﻠﯿﻤﯿﺔ‪.‬‬ ‫ﻟﺘﺪرﯾﺐ اﻟﻤﻌﻠﻤﺎت واﻹدارﯾﺎت ﻋﻠﻰ ﻣﮭﺎرات‬ ‫وﻣﻌﺎرف واﺳﺘﺮاﺗﯿﺠﯿﺎت ﺣﺪﯾﺜﺔ ﻓﻲ اﻟﻌﻤﻞ‪.‬‬ ‫د‪.‬ﻧﻌﻴﻤﺔ ﲪﻴﺪ اﻟﻌﻠﻮﻳﺔ‬ ‫ﻣﺪﻳﺮة اﳌﺪرﺳﺔ‬ ‫‪2‬‬

‫اﻟﻌدد اﻷول‬ ‫‪KITCHEN‬‬ ‫ﳎﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﳌﻬﻨﻴﺔ‬ ‫ا ﻟ‪ E‬ﻌ‪ L‬د‪ Y‬د‪ T‬ا‪ S‬ﻷ‪ E‬و‪I F‬ل ‪0 8 | L‬‬ ‫• ﺗﻨﻤﯿﺔ ﺧﺒﺮات وﻣﮭﺎرات اﻟﻄﺎﻟﺐ واﻟﻤﻌﻠﻤﯿﻦ‪ :‬ﻻ‬ ‫• ﺧﻠﻖ ﺑﯿﺌﺔ ﻣﺪرﺳﯿﺔ داﻋﻤﺔ وﻣﺤﻔﺰة ﻟﻠﺘﻌﻠﻢ‪ :‬إن‬ ‫ﺗﻌﺘﺒﺮ ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ أﺣﺪ اﻷﺳﺎﻟﯿﺐ‬ ‫ﯾﻘﺘﺼﺮ ﻣﺠﺘﻤﻊ اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﻲ ﻋﻠﻰ ﺗﻨﻤﯿﺔ‬ ‫ﺑﻨﺎء ھﺬه اﻟﺒﯿﺌﺔ ﯾﻌﺪ ﻣﻦ أھﻢ اﻷھﺪاف واﻷﺳﺲ‬ ‫اﻟﻮاﻋﺪة ﻟﺘﺤﺴﯿﻦ اﻟﻨﻈﻢ اﻟﺘﻌﻠﯿﻤﯿﺔ‪ ،‬ورﻛﯿﺰة‬ ‫ﻟﺒﻨﺎء ﻣﺠﺘﻤﻊ ﺗﻌﻠﻢ ﻣﮭﻨﻲ‪ ،‬ﻟﺬا ﻓﺈن ﻧﺠﺎح اﻟﻤﺪرﺳﺔ‬ ‫اﻟﻤﮭﺎرات واﻟﺨﺒﺮات وﺣﺪھﺎ وﻟﻜﻨﮫ إﻟﻰ ﺟﺎﻧﺐ‬ ‫ﻓﻲ ﺑﻨﺎء ﻣﺠﺘﻤﻊ ﺗﻌﻠﻢ ﻣﮭﻨﻲ ﻣﺮھﻮن ﺑﺪرﺟﺔ ﻛﺒﯿﺮة‬ ‫أﺳﺎﺳﯿﺔ ﻓﻲ ﺑﺮاﻣﺞ اﻟﺘﻄﻮﯾﺮ واﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ‬ ‫ذﻟﻚ ﯾﮭﺪف إﻟﻰ ﺗﻨﻤﯿﺔ اﻟﺨﺒﺮات اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫ﺑﻘﺪرﺗﮭﺎ ﻋﻠﻰ ﺑﻨﺎء ﺑﯿﺌﺔ ﺗﻌﺎوﻧﯿﺔ ”ﺗﺘﺴﻢ ﺑﺎﻟﺼﺪاﻗﺔ“‬ ‫ﻟﻠﻤﻌﻠﻢ‪ ،‬واﻟﺘﻲ ﺗﻄﻮر ﻣﻔﮭﻮﻣﮭﺎ ﺑﺎﻋﺘﺒﺎر اﻟﻤﺪرﺳﺔ‬ ‫وﻣﺴﺎﻋﺪة اﻟﻌﺎﻣﻠﯿﻦ ﺑﻌﻀﮭﻢ اﻟﺒﻌﺾ‪ ،‬ﺑﺤﯿﺚ ﯾﺘﻮﻟﺪ‬ ‫اﻟﻤﺠﺘﻤﻊ واﻟﻮﺣﺪة اﻟﺮﺋﯿﺴﯿﺔ ﻓﻲ إﺣﺪاث اﻟﺘﺤﻮﻻت‬ ‫واﻷﻛﺎدﯾﻤﯿﺔ واﻟﻤﮭﻨﯿﺔ‪ ،‬وﯾﺘﻢ دﻣﺞ ھﺬه اﻟﺨﺒﺮات‬ ‫ﻟﺪﯾﮭﻢ إﺣﺴﺎس ﺑﺄﻧﮭﻢ أﺳﺮة واﺣﺪة ﺗﻌﻤﻞ ﺑﺎﻧﺴﺠﺎم‪.‬‬ ‫ﻣﻌﺎً‪ ،‬وﺗﮭﺪف ﻛﻞ اﻟﺒﺮاﻣﺞ اﻟﺘﻲ ﺗﻘﺪم ﻓﻲ ﻣﺠﺘﻤﻊ‬ ‫• ﺗﻨﻤﯿﺔ اﻟﺸﻌﻮر ﺑﺎﻟﺸﺨﺼﯿﺔ اﻟﺠﻤﺎﻋﯿﺔ‪ :‬ﺗﻌﺘﻤﺪ‬ ‫اﻟﻔﻌﺎﻟﺔ‪ ،‬ووﺳﯿﻠﺔ ﻣﻨﮭﺠﯿﺔ ﻟﺘﺤﺴﯿﻦ أداء اﻟﺘﻌﻠﯿﻢ‬ ‫ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ ﻋﻠﻰ ﻣﻨﺎخ ﻋﻤﻞ ﺟﻤﺎﻋﻲ ﯾﺘﺴﻢ‬ ‫واﻟﺘﻌﻠﻢ واﻟﺜﻘﺎﻓﺔ اﻟﻤﺪرﺳﯿﺔ‪ .‬ﻓﻤﻦ ﺧﻼل ﺗﺼﻤﯿﻢ‬ ‫اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﻲ إﻟﻰ ﺗﻨﻤﯿﺔ اﻟﻤﮭﺎرات واﻟﺨﺒﺮات‬ ‫ﺑﺎﻟﺘﻮاﺻﻞ اﻟﻤﻨﻔﺘﺢ واﻟﻤﺸﺎرﻛﺔ ﻓﻲ ﺻﻨﻊ اﻟﻘﺮار‬ ‫ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ ﺑﺎﻹﻣﻜﺎن اﻟﺘﻐﻠﺐ ﻋﻠﻰ‬ ‫اﻟﺸﺨﺼﯿﺔ ﻟﺪى اﻟﻤﻌﻠﻢ واﻟﻄﺎﻟﺐ وﻛﺬﻟﻚ ﺗﻨﻤﯿﺔ‬ ‫ﺛﻘﺎﻓﺔ اﻻﻧﻌﺰال إذ ﺑﯿﻨﺖ ﻋﺪد ﻣﻦ اﻟﺪراﺳﺎت أھﻤﯿﺔ‬ ‫واﻟﻔﮭﻢ اﻟﻤﺸﺘﺮك‪ ،‬واﻟﻌﻤﻞ اﻟﻘﺎﺋﻢ ﻋﻠﻰ اﻟﻔﺮق‬ ‫ﻣﮭﺎرات اﻟﺘﻔﻜﯿﺮ اﻟﻤﻌﻘﺪة‪ ،‬ﺧﺎﺻﺔ اﻟﺘﻔﻜﯿﺮ‬ ‫اﻟﺘﻌﺎوﻧﯿﺔ‪ ،‬ﻛﻞ ذﻟﻚ ﯾﺆدي إﻟﻰ ﺷﻌﻮر اﻟﻔﺮد ﺑﺄﻧﮫ‬ ‫اﻟﺘﻌﺎون ﺑﯿﻦ اﻟﻤﻌﻠﻤﯿﻦ وأﺛﺮه ﻋﻠﻰ اﻟﺮﺿﺎ‬ ‫اﻹﺑﺪاﻋﻲ ‪،‬ﺣﯿﺚ ﯾﺘﻌﻮد اﻟﻄﺎﻟﺐ ﻋﻠﻰ ﻣﻤﺎرﺳﺔ‬ ‫ﻋﻀﻮ ﻓﻲ ﺟﻤﺎﻋﺔ‪ ،‬أو ﻓﺮد ﻓﻲ ﻓﺮﯾﻖ‪ ،‬وﻣﻦ ﺛﻢ‬ ‫اﻟﻮظﯿﻔﻲ وﺷﻌﻮرھﻢ ﺑﺎﻟﻤﺴﺆوﻟﯿﺔ ﻧﺤﻮ ﺗﻌﻠﻢ‬ ‫اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﻓﻲ دراﺳﺔ ﻣﺸﻜﻠﺔ ﻣﻌﯿﻨﺔ‪ ،‬وﺟﻤﻊ‬ ‫اﻟﻄﺎﻟﺐ‪ ،‬إﺿﺎﻓﺔً إﻟﻰ أن اﻟﻤﻌﺎرف واﻟﻤﮭﺎ ارت‬ ‫ﯾﺘﻌﻠﻢ اﻟﻄﻼب أﻧﮭﻢ ﯾﻤﻜﻦ أن ﯾﻜﻮﻧﻮا ﻣﺴﺘﻘﻠﯿﻦ‬ ‫اﻟﺤﺎﺳﻤﺔ ﻓﻲ اﻟﺘﻌﻠﻢ ﺗﻜﻤﻦ ﻓﻲ ﺧﺒﺮات اﻟﻤﻌﻠﻤﯿﻦ‬ ‫اﻟﻤﺎدة اﻟﻌﻠﻤﯿﺔ ﻣﻦ ﻣﺼﺎدرھﺎ‪.‬‬ ‫ﺗﻤﺎﻣﺎً ﺑﺬاﺗﮭﻢ‪ ،‬وﻏﯿﺮ ﻣﻌﺘﻤﺪﯾﻦ ﻋﻠﻰ اﻵﺧﺮﯾﻦ‪.‬‬ ‫وﻣﻤﺎرﺳﺎﺗﮭﻢ‪ .‬وھﺬا ﯾﺘﻄﻠﺐ ﻓﺘﺢ ﻗﻨﻮات اﻻﺗﺼﺎل‬ ‫• ﺗﻨﻤﯿﺔ ﻣﻔﺎھﯿﻢ اﻟﻤﻮاطﻨﺔ داﺧﻞ اﻟﻤﻨﺎھﺞ اﻟﺪراﺳﯿﺔ‬ ‫ﺑﯿﻦ اﻟﻤﻌﻠﻤﯿﻦ ﻟﺘﺒﺎدل اﻷﻓﻜﺎر وﺗﺸﺎرﻛﮭﺎ ﻟﺘﺴﮭﻢ‬ ‫ﻓﻲ ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ‪ :‬وذﻟﻚ ﻣﻦ ﺧﻼل ﻣﺎ‬ ‫ﻓﻲ ﺗﻄﻮﯾﺮ اﻟﻤﮭﺎرات واﻟﻤﻌﺎرف ﻟﺪﯾﮭﻢ‬ ‫ﯾﻠﻲ‪:‬‬ ‫)‪E Joan, Talbert)..2010‬‬ ‫‪. 1‬ﯾﻘﻮم اﻟﻄﻼب ﺑﺒﻨﺎء واﻛﺘﺸﺎف وﺗﺤﻮﯾﻞ‬ ‫وﺗﻮﺳﻌﺔ اﻟﻤﻌﺮﻓﺔ‪ ،‬واﻟﻤﻌﻠﻤﻮن ﯾﮭﯿﺌﻮن اﻟﻈﺮوف‬ ‫وﻗﺪ ﺗﻢ ﺗﺤﺪﯾﺪ ﻣﻮاﺻﻔﺎت ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ‬ ‫اﻟﺘﻲ ﯾﻘﻮم اﻟﻄﻼب ﻣﻦ ﺧﻼﻟﮭﺎ ﺑﺘﻨﻤﯿﺔ اﻟﻤﻔﺎھﯿﻢ ﻣﻦ‬ ‫ﻟﺘﺤﺴﯿﻦ اﻷداء اﻟﻤﮭﻨﻲ ﻟﻠﻤﻌﻠﻢ‪ ،‬وﻣﻦ ﺛﻢ ﺗﻨﻔﯿﺬ‬ ‫ورش ﺗﻌﺮﯾﻔﯿﺔ ﻟﻠﻤﻌﻠﻤﯿﻦ ﻟﺘﺮﺳﯿﺦ ﻣﻔﮭﻮم‬ ‫ﺧﻼل اﻟﻤﻮاد اﻟﺘﻲ ﯾﺪرﺳﻮﻧﮭﺎ‪.‬‬ ‫ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ ودورھﺎ ﻓﻲ ﺗﺤﺴﯿﻦ‬ ‫‪. 2‬ﯾﻘﻮم اﻟﻄﻼب ﺑﺘﺮﻛﯿﺐ ﻣﻌﺎرﻓﮭﻢ اﻟﺬاﺗﯿﺔ‬ ‫اﻷداء ﺑﺎﻋﺘﻤﺎدھﺎ ﻋﻠﻰ اﻟﺮؤﯾﺔ اﻟﺠﻤﺎﻋﯿﺔ‬ ‫ﺑﺼﻮرة ﻧﺸﻄﺔ‪ ،‬ﻓﺎﻟﺘﻌﻠﻢ ﺷﻲء ﯾﻔﻌﻠﮫ اﻟﻄﻼب‬ ‫أﻧﻔﺴﮭﻢ وﻟﯿﺲ ﺷﯿﺌﺎً ﯾﻔﻌﻠﮫ اﻟﻤﻌﻠﻤﻮن ﻟﻠﻄﺎﻟﺐ‪.‬‬ ‫اﻟﻤﺸﺘﺮﻛﺔ‪ ،‬وﺗﻨﻤﯿﺔ ﻣﻔﮭﻮم اﻟﻤﻮاطﻨﺔ وﺗﺮﺳﯿﺦ ﺑﻨﺎء‬ ‫‪. 3‬ﯾﻜﺎﻓﺢ اﻟﻤﻌﻠﻤﻮن ﻣﻦ أﺟﻞ ﺗﻄﻮﯾﺮ ﻛﻔﺎءات‬ ‫اﻟﻘﯿﻢ ﻟﺪى اﻟﻤﺘﻌﻠﻤﯿﻦ وﺗﻤﻜﯿﻨﮭﻢ ﻣﻦ ﺗﺤﻘﯿﻖ ﻣﺘﻌﺔ‬ ‫اﻟﻄﻼب وﻣﻮاھﺒﮭﻢ‪ ،‬ﻓﻤﺴﺆوﻟﯿﺔ اﻟﻤﻌﻠﻢ ھﻲ إﻟﮭﺎم‬ ‫اﻟﺘﻌﻠﻢ واﻟﺘﻨﻤﯿﺔ اﻟﻤﺴﺘﻤﺮة ﻟﻤﻮاردھﺎ اﻟﺒﺸﺮﯾﺔ ﻣﻦ‬ ‫اﻟﻄﻼب ﻛﻲ ﯾﺒﺬﻟﻮا اﻟﺠﮭﻮد ورﻋﺎﯾﺔ ﻣﻮاھﺒﮭﻢ‬ ‫أﺟﻞ ﺗﺤﻘﯿﻖ اﻟﺘﺤﺴﯿﻦ واﻟﺘﻄﻮﯾﺮ واﻟﺘﺪرﯾﺐ‬ ‫وﻛﻔﺎءاﺗﮭﻢ‪ .‬واﺣﺴﺎﺳﮭﻢ ﺑﺘﺤﻤﻞ اﻟﻤﺴﺆوﻟﯿﺔ‪.‬‬ ‫ﻟﻠﻤﺠﺘﻤﻊ اﻟﻤﺪرﺳﻲ‪.‬‬ ‫ﻧﻤﻮذج ﻣﻘﺘﺮح ﻟﺒﻨﺎء ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ –‬ ‫•ھﺪاف ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ؟‬ ‫ﺟﺎﻣﻌﺔ ﻋﯿﻦ ﺷﻤﺲ – ‪(2020‬‬ ‫• إﺻﻼح وﺗﻄﻮﯾﺮ اﻟﻤﺪار س‪ :‬وﯾﻤﺜﻞ ھﺬا اﻟﮭﺪف‬ ‫أ‪.‬ﻋﺎﻳﺪة ﺣﺴﻦ‬ ‫اﻟﻐﺎﯾﺔ اﻟﻜﺒﺮى ﻟﻤﺠﺘﻤﻊ اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﻲ‪ ،‬وھﻮ‬ ‫ﻣﺴﺎﻋﺪة اﳌﺪﻳﺮة‬ ‫ﺗﺤﻘﯿﻖ اﻻﺻﻼح ﺑﺎﻟﻤﺪرﺳﺔ وﺗﻄﻮﯾﺮ ﻋﻤﻠﯿﺔ‬ ‫اﻟﺘﻌﻠﻢ‪ ،‬واﻟﺠﺪﯾﺪ ھﻨﺎ ﻓﻲ ﻋﻤﻠﯿﺔ اﻹﺻﻼح ﺣﯿﺚ‬ ‫اﻧﮭﺎ ﺗﺘﻢ ﻣﻦ ﺧﻼل اﻟﺘﻌﻠﯿﻢ ﻧﻔﺴﮫ‪ ،‬أو ﻣﺎ ﯾﻤﻜﻦ أن‬ ‫ﻧﺴﻤﯿﮫ ”إﺻﻼح اﻟﺘﻌﻠﯿﻢ ﺑﺎﻟﺘﻌﻠﯿﻢ“‪ .‬ﻣﻦ ﺧﻼل ﺧﻠﻖ‬ ‫أو إﯾﺠﺎد ﺑﯿﺌﺔ ﺗﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺘﻌﻠﻢ‪.‬‬ ‫‪3‬‬

‫‪KITCHEN‬‬ ‫اﻟﻌدد اﻷول‬ ‫‪08 | LIFESTYLE‬‬ ‫اﳌﺒﺘﻜﺮة ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺑﺮاﻣﺞ‬ ‫ﻛﻤﺎ ﯾﺴﺘﻄﯿﻊ اﻟﻤﺘﺪرب اﻟﺤﺼﻮل ﻋﻠﻰ ﺷﺎرات أﺧﺮى ﻣﺜﻞ ﺷﺎرة ﺧﺒﯿﺮ‬ ‫ﺗﻌﺘﺒﺮ ﻣﺠﺘﻤﻌﺎت اﻟﺘﻌﻠﻢ اﻟﻤﮭﻨﯿﺔ ﻣﻦ أﻛﺜﺮ أدوات اﻟﺘﻄﻮﯾﺮ اﻟﻤﮭﻨﻲ‬ ‫ﻣﺒﺘﻜﺮ ﻓﻲ ﻣﺠﺎل اﻟﻤﻌﻠﻤﯿﻦ ﻣﻦ ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ‬ ‫ﻓﺎﻋﻠﯿﺔ ﺣﯿﺚ إﻧﮭﺎ ﺗﻮﻓﺮ ﻣﻨﺼﺔ ﻟﻠﺘﺒﺎدل اﻟﻤﻌﺮﻓﻲ وﺗﺤﻮﯾﻞ اﻟﻤﻌﺮﻓﺔ‬ ‫اﻟﻀﻤﻨﯿﺔ إﻟﻰ ﻣﻌﺮﻓﺔ ﺻﺮﯾﺤﺔ ﺗﺘﻤﯿﺰ ﻛﻮﻧﮭﺎ ﻣﺘﺎﺣﺔ ﻟﺠﻤﯿﻊ‬ ‫وﻣﻦ ﻣﺘﻄﻠﺒﺎﺗﮭﺎ‪:‬‬ ‫اﻟﻤﮭﺘﻤﯿﻦ ﺑﺎﻟﻤﺠﺎل ‪ ,‬وﻣﻮﻗﻊ ﻣﺠﺘﻤﻊ ﻣﻌﻠﻤﻲ ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ‬ ‫§ اﻟﺤﺼﻮل ﻋﻠﻰ ﺷﺎرة ﻣﻌﻠﻢ ﻣﺎﯾﻜﺮوﺳﻔﺖ اﻟﻤﺒﺘﻜﺮ‪.‬‬ ‫§ إﻛﻤﺎل ﻧﻤﻮذج اﻟﺘﺮﺷﯿﺢ اﻟﺬاﺗﻲ اﻟﺬي ﯾﻮﺿﺢ ﻛﯿﻔﯿﺔ دﻣﺞ اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬ ‫‪Community Microsoft Educator‬‬ ‫ﻓﻲ اﻟﺘﺪرﯾﺲ واﻟﺘﻌﻠﻢ ﻓﻲ اﻟﻔﺘﺮة ﺑﯿﻦ ‪ 15‬ﻣﺎﯾﻮ و ‪ 5‬ﯾﻮﻟﯿﻮ )ﻣﻊ ﻧﺎﻓﺬة‬ ‫ﻣﻮﻗﻊ ﺗﻌﻠﯿﻤﻲ ﯾﮭﺘﻢ ﺑﻤﺴﺎﻋﺪة اﻟﻤﻌﻠﻤــﯿﻦ ﻋﻠــﻰ دﻣـﺞ‬ ‫اﻟﺘﻘﻨﯿﺔ ﺑﺎﻟﺘﻌﻠﯿﻢ ﻟﺮﻓﻊ ﻗﺪراﺗﮭﻢ وﻛﻔﺎءاﺗﮭﻢ ﻛﻤﺎ أﻧﮫ ﯾﺤﻔﺰ ﻋﻠﻰ‬ ‫‪ 2‬ﻧﻮﻓﻤﺒﺮ ‪ 15 - 15‬دﯾﺴﻤﺒﺮ(‪.‬‬ ‫ﺗﻄﻮﯾﺮ اﻟﻤﮭﺎرات اﻟﺤﯿﺎﺗﯿﺔ اﻷﺳﺎﺳﯿـــﺔ وﯾﺪﻋﻢ اﻟﻤﻌﻠﻤﯿـﻦ ﻓﻲ‬ ‫ﺗﻮﺟﯿﮫ وﺗﻨﻤﯿﺔ اﻟﺸﻐﻒ ﻟﺪى اﻟﻄﻼب‪ ،‬وﯾﻘﺪم ﺗﺪرﯾﺒﺎً ﻣﺠﺎﻧﯿﺎً‬ ‫وأﯾﻀﺎ ﯾﻤﻜﻦ اﻟﺤﺼﻮل ﻋﻠﻰ ﺷﺎرة ﻣﺪرب اﻟﻤﻌﻠﻤﯿﻦ اﻟﻤﺒﺘﻜﺮ ﻣﻦ‬ ‫ﻟﻠﻤﻌﻠﻤﯿﻦ ﺑﮭﺪف أن ﯾﻜﻮﻧﻮا ﻋﻠﻰ دراﯾﺔ داﺋﻤﺔ ﺑﻜﯿﻔﯿﺔ ﺗﻄﺒﯿﻖ ﻛﻞ‬ ‫ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ‬ ‫ﺟﺪﯾﺪ ﻓﻲ اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ ﻓﻲ اﻟﺼﻒ اﻟﺪراﺳﻲ‪.‬‬ ‫وﯾﻤﻜﻦ اﻟﺤﺼﻮل ﻋﻠﯿﮭﺎ ﻣﻦ ﺧﻼل ‪:‬‬ ‫وﯾﮭﺪف اﻟﻤﺠﺘﻤﻊ اﻟﻰ ‪:‬‬ ‫•إﻛﻤﺎل أﻛﺎدﯾﻤﯿﺔ اﻟﻤﺪرب ﺑﻘﯿﺎدة اﻟﻤﺪرب أو ﻣﺴﺎر ﺗﻌﻠﻢ ﻣﺪرب‬ ‫‪.1‬دﻋﻢ اﻟﻄــﻼب واﻟﻤﻌﻠﻤـﯿﻦ ﻹﻧﺸـﺎء وﻣﺸﺎرﻛﺔ أﺳـﺎﻟﯿﺐ ﺟـﺪﯾﺪة‬ ‫‪MIE‬ﻋﻠﻰ ﻣﺮﻛﺰ ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ ﻟﻠﻤﻌﻠﻤﯿﻦ‬ ‫•اﻻﻧﻀﻤﺎم إﻟﻰ ﻣﺠﻤﻮﻋﺔ ﻟﯿﻨﻜﺪ إن‬ ‫ﻟﻠﺘـﻌـﻠﻢ واﻟﺘﺪرﯾﺲ ﻋﺒﺮ اﻻﻛﺘﺸﺎف‪.‬‬ ‫‪ .2‬إﺗﺎﺣﺔ اﻟﻔﺮﺻﺔ ﻟﻠﻤﻌﻠﻤﯿﻦ ﻟﻠﺘﺼﻤﯿﻢ واﻻﺑﺘﻜﺎر واﻟﺒﻨﺎء ﺑﺎﺳﺘﺨﺪام‬ ‫•اﻻﻟﺘﺰام ﺑﺘﺪرﯾﺐ ‪ 100‬ﻣﻌﻠﻢ‪ ،‬وﺗﻘﺪﯾﻢ ﺗﻘﺎرﯾﺮ ﻋﻦ ذﻟﻚ ﻓﻲ اﻟﻔﺘﺮة ﺑﯿﻦ‬ ‫‪ 1‬ﯾﻮﻟﯿﻮ و‪ 30‬ﯾﻮﻧﯿﻮ ﻣﻦ ﻛﻞ ﻋﺎم‪.‬‬ ‫اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ وﻓﻘﺎً ﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﻌﻠﻢ اﻟﻔﺮدﯾﺔ ‪.‬‬ ‫‪ .3‬ﻓﺮﺻﺔ ﻟﻠﻤﻌﻠﻢ ﻟﯿﺴﺘﻜﺸﻒ ﻣﺠﺘﻤﻊ اﻟﻤﻌﻠﻤﯿﻦ ﻣﻦ ﺟﻤﯿﻊ دول‬ ‫اﻟﻣﺻدر‪:‬‬ ‫اﻟﻌـﺎﻟﻢ واﻟﺘﻮاﺻـــﻞ ﻣﻌﮭﻢ واﻟﺒﺤﺚ ﻋﻦ دروس وﻗﻮاﻟﺐ ودﻻﺋﻞ‬ ‫ﺑراﻣﺞ ﻣﺎﯾﻛروﺳوﻓت اﻟﻣﺑﺗﻛرة ﻟﻠﻣﻌﻠﻣﯾن ‪ -‬ﻣرﻛز‬ ‫ﺗﻠﮭﻢ اﻟﺼﻒ اﻟﺪراﺳﻲ‪.‬‬ ‫ﻣﺎﯾﻛروﺳوﻓت ﻟﻠﻣﻌﻠﻣﯾن ))‪microsoft.com‬‬ ‫‪ .4‬ﺣﺼﻮل اﻟﻤﻌﻠﻢ ﻋﻠﻰ ﻧﻘﺎط وﺷﺎرات وﺷﮭﺎدات ﺑﺎﺳﺘﻤﺮار ﻣﻊ‬ ‫أ‪.‬أﺣﻼم اﳊﻤﺪاﻧﻴﺔ‬ ‫‪.‬‬ ‫ﻛﻞ ﺗﻘﺪم ﯾﺤﺮزه ﻓﻲ ﺣﻀﻮر اﻟﺘﺪرﯾﺐ واﺟﺘﯿﺎزه‪.‬‬ ‫ﻣﺴﺎﻋﺪة اﳌﺪﻳﺮة‬ ‫ﻣﻌﻠﻢ زﻣﻴﻞ ﻣﻦ ﻣﺎﻳﻜﺮوﺳﻔﺖ‬ ‫وﻣﻦ ھﺬه اﻟﻤﺤﻔﺰات واﻟﺸﺎرات ﺷﺎرة اﻟﻤﻌﻠﻢ اﻟﻤﺒﺪع أو اﻟﻤﺒﺘﻜﺮ‬ ‫ﻣﻌﻠﻢ ﻣﺎﻳﻜﺮوﺳﻔﺖ اﳋﺒﲑ‬ ‫‪،‬واﻟﺘﻲ ﯾﺴﺘﻄﯿﻊ اﻟﻤﺘﺪرب اﻟﺤﺼﻮل ﻋﻠﯿﮭﺎ ﻋﻦ طﺮﯾﻖ ‪:‬‬ ‫§ اﺟﺘﯿﺎز ﺳﺎﻋﺘﯿﻦ ﻣﻦ اﻟﻮرش اﻟﺘﺪرﯾﺒﯿﺔ ﻓﻲ ﻣﻮﻗﻊ ﻣﺮﻛﺰ‬ ‫ﻣﻌﻠﻤﻲ ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ اﻟﺘﻌﻠﯿﻤﻲ‪.‬‬ ‫§ ﺣﻀﻮر ﺗﺪرﯾﺐ ﻣﺒﺎﺷﺮ ﻣﻊ ﻣﺪرب ﻣﺎﯾﻜﺮوﺳﻮﻓﺖ ﻟﻤﺪة‬ ‫ﺳﺎﻋﺘﯿﻦ واﺳﺘﺮداد رﻣﺰ اﻹﻧﺠﺎز اﻟﺨﺎص ﺑﺎﻟﻮرش اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻟﺘﻲ ﺣﻀﺮھﺎ‪.‬‬ ‫‪4‬‬

‫اﻟﻌدد اﻷول‬ ‫‪KITCHEN‬‬ ‫‪08 | LIFESTYLE‬‬ ‫ﻗﻮاﻋﺪ اﻟﺴﻼﻣﺔ ﰲ اﳌﺨﺘﱪات اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‬ ‫اﺣﺘﯿﺎطﺎت اﻟﺴﻼﻣﺔ ﻣﻦ ﻣﺨﺎطﺮ اﻟﻜﯿﻤﺎوﯾﺎت‬ ‫إن اﻟﻌﻤﻞ ﻓﻲ اﻟﻤﺨﺘﺒﺮات ﯾﺘﻄﻠﺐ وﻋﻲ‬ ‫ﻛﺎﻣﻞ ﺑﺄھﻤﯿﺔ وﺧﻄﻮرة اﻟﻤﻮاد واﻷﺟﮭﺰة‬ ‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﺼﺎﺋﺺ اﻟﻤﺎدة اﻟﻜﯿﻤﯿﺎﺋﯿﺔ ﻣﻦ ﺧﻼل‬ ‫اﻟﻌﻼﻣﺎت اﻹرﺷﺎدﯾﺔ ﻋﻠﻰ اﻟﻌﺒﻮة‬ ‫اﻟﻤﺴﺘﺨﺪﻣﺔ‪ ،‬ﺣﯿﺚ أن ﻛﺜﯿﺮ ﻣﻦ اﻟﻤﻮاد‬ ‫ﻋﺪم ﻟﻤﺲ اﻟﻜﯿﻤﺎوﯾﺎت ﺑﺎﻟﯿﺪ ﻣﺒﺎﺷﺮةً وﻋﺪم ﺗﺬوﻗﮭﺎ أو‬ ‫ﯾﺘﺼﻒ ﺑﺎﻟﺴﻤﯿﺔ ‪ ،‬أو ﻣﮭﯿﺞ ﻟﻸﻏﺸﯿﺔ وﻣﻦ‬ ‫اﺳﺘﻨﺸﺎﻗﮭﺎ‪.‬‬ ‫اﻟﻤﻮاد ﻣﺎ ھﻮ ﺣﺎرق أو ﯾﺸﺘﻌﻞ وﻏﯿﺮ ذﻟﻚ‬ ‫‪ -‬ﻟﺒﺲ اﻟﻘﻔﺎزات واﻟﺒﺎﻟﻄﻮ أﺛﻨﺎء اﻟﻌﻤﻞ‬ ‫ﻣﻦ أﺷﻜﺎل اﻟﺨﻄﻮرة‪ ،‬ﻟﺬا ﯾﺠﺐ ﻗﺒﻞ اﻟﺒﺪء‬ ‫اﻟﺘﺨﻠﺺ ﻣﻦ ﺑﻮاﻗﻲ اﻟﻤﻮاد اﻟﻜﯿﻤﯿﺎﺋﯿﺔ ﺑﺎﻟﻄﺮﯾﻘﺔ‬ ‫ﻓﻲ اﻟﻌﻤﻞ اﻟﻤﺨﺒﺮي أن ﻧﻌﻲ أھﻤﯿﺔ‬ ‫اﻟﻤﻨﺎﺳﺒﺔ ﻟﻜﻞ ﻣﺎدة ﺣﺴﺐ إرﺷﺎدات ﻓﻨﻲ اﻟﻤﺨﺘﺒﺮ‪.‬‬ ‫وﺧﻄﻮرة اﻟﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ‪ ،‬وأﺧﺬ‬ ‫‪ -‬إﺟﺮاء اﻟﺘﺠﺎرب اﻟﺘﻲ ﯾﺘﺼﺎﻋﺪ ﻣﻨﮭﺎ ﻏﺎزات أو‬ ‫اﻟﺤﯿﻄﺔ واﻟﺤﺬر وإﺗﺒﺎع ﺗﻌﻠﯿﻤﺎت اﻟﺴﻼﻣﺔ‬ ‫رواﺋﺢ ﻓﻲ ﺧﺰاﻧﺔ طﺮد اﻟﻐﺎزات‪.‬‬ ‫اﻟﻤﻮﺻﻰ ﺑﮭﺎ ﺑﻜﻞ ﻣﺨﺘﺒﺮ‪.‬‬ ‫‪-‬ﻋﺪم ﺗﻮﺟﯿﮫ اﻧﺒﻮﺑﺔ اﻻﺧﺘﺒﺎر ﻧﺎﺣﯿﺔ اﻟﻮﺟﮫ أو اﻟﺠﺴﺪ‬ ‫أﺛﻨﺎء اﻟﺘﺴﺨﯿﻦ‪.‬‬ ‫‪-‬إﻏﻼق زﺟﺎﺟﺎت اﻟﻜﯿﻤﺎوﯾﺎت ﻋﻨﺪ اﻹﻧﺘﮭﺎء ﻣﻨﮭﺎ‬ ‫وﻋﺪم ﻓﺘﺢ ﻋﺪة زﺟﺎﺟﺎت ﻓﻲ وﻗﺖ واﺣﺪ‪.‬‬ ‫اﻟﻣﺻدر‬ ‫ﺗﻘﺴﯿﻢ اﻟﻤﺨﺎطﺮ ﻓﻲ اﻟﻤﺨﺘﺒﺮات‬ ‫‪https://learnchemistry12.com/‬‬ ‫ﯾﻤﻜﻦ ﺗﻘﺴﯿﻢ اﻟﻤﺨﺎطﺮ ﻓﻲ اﻟﻤﺨﺘﺒﺮات إﻟﻰ‬ ‫‪2017/04/blog-post-10.html‬‬ ‫ﻣﺨﺎطﺮ اﻟﻤﻮاد اﻟﻜﯿﻤﯿﺎﺋﯿﺔ‬ ‫ﻣﺨﺎطﺮ اﻟﺰﺟﺎﺟﯿﺎت‬ ‫ﻓﻨﻴﺎت اﳌﺨﺘﱪ‬ ‫اﻟﻤﺨﺎطﺮ اﻟﻜﮭﺮﺑﯿﺔ‬ ‫أ‪.‬ﻣﺮﱘ اﻟﺸﺤﻴﺔ ‪ -‬أ‪ .‬ﻋﺰﻳﺰة اﻟﺒﻠﻮﺷﻴﺔ‬ ‫ﻣﺨﺎطﺮ ﺣﯿﻮﯾﺔ‬ ‫‪5‬‬

‫اﻟﻌدد اﻷول‬ How to improve yourK I T C H E N 08 | LIFESTYLE listening skill? The listening skill has always been a trouble for , so they're easy to listen to for many hours. students and it irritates them when it comes to 5-Watch a lesson by an English teacher. Visit YouTube exams. That is simply because they don't practise and search for \"English lessons\". Watch a video by one listening through their leaning of English. of the English teachers there. Notice how the teacher So how can a student improve his/her listening simplifies the way that they're speaking to be easier for skill and get good score in exams? Here are some learners to understand. ways to improve your listening skill. 6-Transcribe something. Listen to 2-3 minutes audio 1-The best way to improve is to listen to English a recording and write down every word that you hear. lot. There's no way around it; you have to spend Keep going back and playing each sentence again and hours and hours listening to people speaking again until you've transcribed the whole thing. English. Listen to things that interest you. If you don't enjoy something, it's going to be hard for 7-Practice intensive listening. Find a recording of you to continue. You'll get bored and stop. something that you really want to understand and listen to it intensively. Stop the recording when you hear a 2-Interactive listening is the best. In other words, word that you don't know. Try to look up its meaning. it's better to talk with someone than just to listen Think carefully about why the speaker chose the words to a recorded TV show, radio program, or podcast. that they chose. When you talk to people, you listen more What about the listening questions in Exams? carefully, and you also think about how you're Here are some tips: going to respond. 1-Read the questions carefully and try to understand 3-Don't just listen to the same kind of English all them. the time. Don't just listen to the news, or only 2-Look at the important key word in the question. watch TV comedies. Expose yourself to a variety For example: when did the family move to Oman? of different kinds of situations and topics. The key words here are (when) asks about time\\date/ year /……… and Oman is another specific key word. 4-Listen to an audio book. An audio book is a 3-When it comes to listening don't answer the recording of someone reading a book. Books use questions from the first time…… wait till the a wider range of vocabulary. than everyday information is finished then answer speech, so they can teach you some new words. The readers for audio books also speak in a very Sources: clear and entertaining way> https://www.fluentu.com/blog/english/how-to-improve- english-listening-skills/ https://reallifeglobal.com/secret-tips-to-drastically. Edited by: T. Latifa 6

‫اﻟﻌدد اﻷول‬ ‫‪KITCHEN‬‬ ‫‪08 | LIFESTYLE‬‬ ‫اﻟﺘﻐﻴﺐ اﳌﺪرﺳﻲ ﺧﻄﺮ ﻳﻬﺪد ﻃﻼﺑﻨﺎ‬ ‫وﻣﻦ ﺑﯿﻦ اﻟﻌﻮاﻣﻞ أﯾﻀﺎ اﻟﻌﻮاﻣﻞ اﻟﻤﺪرﺳﯿﺔ‪ ،‬اﻟﻤﺘﻤﺜﻠﺔ‬ ‫إن اﻟﻤﺪرﺳﺔ ﻣﺆﺳﺴﺔ اﺟﺘﻤﺎﻋﯿﺔ ﻟﺘﺤﻘﯿﻖ أھﺪاف وﻏﺎﯾﺎت‬ ‫ﻓﻲ‪ :‬ﻋﺪم ﺳﻼﻣﺔ اﻟﻨﻈﺎم اﻟﻤﺪرﺳﻲ وﻋﺪم ﺗﻮﻓﺮ وﺳﺎﺋﻞ‬ ‫اﻟﻤﺠﺘﻤﻊ‪ ،‬ﻓﮭﻲ ﻣﺆﺳﺴﺔ ﺗﺮﺑﻮﯾﺔ ﻧﻈﺎﻣﯿﺔ ﻣﺴﺆوﻟﺔ ﻋﻦ‬ ‫اﻟﻀﺒﻂ اﻟﻤﻨﺎﺳﺒﺔ‪ ،‬وﻋﺪم ﺗﻮﻓﺮ اﻷﻧﺸﻄﺔ اﻟﻜﺎﻓﯿﺔ اﻟﻤﻼﺋﻤﺔ‬ ‫ﺗﻮﻓﯿﺮ ﺑﯿﺌﺔ ﺗﺮﺑﻮﯾﺔ ﺗﮭﺪف إﻟﻰ ﺗﻨﻤﯿﺔ ﺷﺨﺼﯿﺔ اﻟﻄﺎﻟﺐ‬ ‫ﻣﻦ ﺟﻤﯿﻊ اﻟﺠﻮاﻧﺐ )اﻟﻌﻘﻠﯿﺔ واﻟﺠﺴﻤﯿﺔ واﻟﻨﻔﺴﯿﺔ‬ ‫ﻟﻤﯿﻮل وﻗﺪرات واﺳﺘﻌﺪادات اﻟﻄﻠﺒﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ‬ ‫واﻻﺟﺘﻤﺎﻋﯿﺔ( ﻋﻠﻰ ﻧﺤﻮ ﻣﺘﻜﺎﻣﻞ‪ ،‬ﺑﻤﺎ ﯾﺤﻘﻖ ﺗﻜﯿﻔﮫ‬ ‫اﻟﻌﻮاﻣﻞ اﻷﺳﺮﯾﺔ‪ ،‬واﻟﺘﻲ ﺗﺘﻤﺜﻞ ﻓﻲ‪ :‬طﺒﯿﻌﺔ اﻟﺤﯿﺎة‬ ‫واﻧﺪﻣﺎﺟﮫ ﻣﻊ ﻣﺠﺘﻤﻌﮫ‪.‬‬ ‫اﻷﺳﺮﯾﺔ ﻛﺎﺿﻄﺮاب اﻟﻌﻼﻗﺎت اﻷﺳﺮﯾﺔ أو ﺿﻌﻒ‬ ‫وﺗﻌﺪ اﻟﻤﺪرﺳﺔ ﺿﺮورة اﺟﺘﻤﺎﻋﯿﺔ ﺗﺴﺘﮭﺪف اﻟﺤﻔﺎظ‬ ‫ﻋﻮاﻣﻞ اﻟﻀﺒﻂ واﻟﺮﻗﺎﺑﺔ اﻷﺳﺮﯾﺔ أو ﺳﻮء اﻟﻤﻌﺎﻣﻠﺔ‬ ‫اﻷﺳﺮﯾﺔ ﻛﺎﻟﻘﺴﻮة اﻟﺰاﺋﺪة‪ ،‬واﻟﻀﻮاﺑﻂ اﻟﺸﺪﯾﺪة ﻣﻤﺎ ﯾﺠﻌﻞ‬ ‫ﻋﻠﻰ ﻗﯿﻢ وﻣﻔﺎھﯿﻢ اﻟﻤﺠﺘﻤﻊ‪ ،‬وﻧﻘﻠﮭﺎ إﻟﻰ اﻷﺟﯿﺎل اﻟﻼﺣﻘﺔ‬ ‫اﻟﺘﻮﺗﺮ واﻟﻘﻠﻖ ھﻮ ﺳﻤﺔ اﻟﻄﺎﻟﺐ ﺑﺎﻟﺘﺎﻟﻲ ﯾﺒﺤﺚ ﻋﻦ‬ ‫ﻣﻦ أﺟﻞ اﻟﺤﻔﺎظ ﻋﻠﻰ اﻟﺘﺮاث واﻟﻤﺴﺎھﻤﺔ ﻓﻲ ﺗﻘﺪم‬ ‫ﻣﺘﻨﻔﺲ آﺧﺮ ﺑﻌﯿﺪا ﻋﻦ اﻟﺒﯿﺖ واﻟﻤﺪرﺳﺔ‪ ،‬ﻛﻤﺎ ﺗﻠﻌﺐ‬ ‫اﻟﻤﺠﺘﻤﻊ ورﻗﯿﮫ‪.‬‬ ‫ﻋﻮاﻣﻞ أﺧﺮى ﻛﺠﻤﺎﻋﺔ اﻟﺮﻓﺎق وﻣﺎ ﯾﻘﺪﻣﻮﻧﮫ ﻣﻦ‬ ‫ﻣﻐﺮﯾﺎت‪ ،‬وﻋﻮاﻣﻞ ﺟﺬب ﺗﺪﻓﻊ اﻟﻄﻠﺒﺔ ﻟﻠﺘﮭﺮب ﻣﻦ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ھﺬه اﻟﻮظﺎﺋﻒ ﻓﺈن ﻟﻠﻤﺪرﺳﺔ دور ﺗﻘﻮﯾﻤﻲ‬ ‫ﯾﺘﻤﺜﻞ ﻓﻲ ﺗﻄﮭﯿﺮ ﺷﺨﺼﯿﺔ اﻟﻄﻠﺒﺔ ﻣﻦ اﻻﻧﺤﺮاف‬ ‫اﻟﻤﺪرﺳﺔ ﻟﻘﻀﺎء أوﻗﺎت اﻟﻤﺘﻌﺔ ﻣﻊ زﻣﻼﺋﮭﻢ‪.‬‬ ‫واﻟﻨﻘﺺ وطﺮق اﻟﺘﻔﻜﯿﺮ واﻻﺗﺠﺎھﺎت واﻟﻤﯿﻮل اﻟﺴﻠﺒﯿﺔ‬ ‫وﻟﻌﻼج ظﺎھﺮة اﻟﺘﻐﯿﺐ اﻟﻤﺪرﺳﻲ ﺟﻤﻠﺔ ﻣﻦ اﻟﻄﺮق‬ ‫اﻟﻀﺎرة‪ ،‬وإﺑﺪاﻟﮭﺎ ﺑﺎﺗﺠﺎھﺎت وﻣﯿﻮل ﻣﻔﯿﺪة وإﯾﺠﺎﺑﯿﺔ‪،‬‬ ‫ﺗﺘﻤﺜﻞ ﻓﻲ ﻣﺤﺎوﻟﺔ ﺧﻠﻖ ﺑﯿﺌﺔ ﻣﺪرﺳﯿﺔ ﺟﺎذﺑﺔ ﻣﺤﻔﺰة‪ ،‬ﻣﻦ‬ ‫وﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻛﻞ ھﺬا ﻓﺈن اﻟﻤﺪرﺳﺔ ﺗﻮاﺟﮫ اﻟﻌﺪﯾﺪ ﻣﻦ‬ ‫ﺧﻼل ﺧﻠﻖ أﻧﺸﻄﺔ ﻣﺘﻨﻮﻋﺔ ﺗﺘﻼءم ﻣﻊ ﻗﺪرات وﻣﯿﻮل‬ ‫اﻟﻤﺸﻜﻼت اﻟﺼﻔﯿﺔ اﻟﺴﻠﻮﻛﯿﺔ اﻟﺘﻲ ﺗﻌﯿﻖ ﺗﺤﻘﯿﻖ أھﺪاﻓﮭﺎ‬ ‫اﻟﻄﻠﺒﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﺑﺚ اﻟﻮﻋﻲ واﻟﺘﺒﺼﯿﺮ ﺑﺎﻟﺘﺄﺛﯿﺮات‬ ‫ﻋﻠﻰ اﻟﻮﺟﮫ اﻷﻛﻤﻞ ‪ ،‬ﻛﺎﻟﻌﻨﻒ اﻟﻤﺪرﺳﻲ واﻟﻐﺶ و‬ ‫اﻟﺘﻐﯿﺐ اﻟﻤﺪرﺳﻲ‪.‬‬ ‫اﻟﺴﻠﺒﯿﺔ ﻟﮭﺬه اﻟﻈﺎھﺮة ﻋﻠﻰ أن ﻻ ﯾﻘﺘﺼﺮ اﻟﺠﺎﻧﺐ‬ ‫وﺗﻌﺪ ﻣﺸﻜﻠﺔ اﻟﺘﻐﯿﺐ اﻟﻤﺪرﺳﻲ ﻣﻦ اﻟﻤﺸﻜﻼت اﻟﺘﻲ‬ ‫اﻟﺘﻮﻋﻮي ﻋﻠﻰ اﻟﻄﻠﺒﺔ ﺑﻞ ﯾﻤﺘﺪ ﻟﯿﺸﻤﻞ أوﻟﯿﺎء اﻷﻣﻮر‬ ‫ﺗﻌﺎﻧﻲ ﻣﻨﮭﺎ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﺆﺳﺴﺎت اﻟﺘﺮﺑﻮﯾﺔ‪ ،‬واﻟﺘﻲ ﺗﺆﺛﺮ‬ ‫واﻟﻤﻌﻠﻤﯿﻦ‪ ،‬ودراﺳﺔ اﻟﻤﺸﻜﻼت اﻟﻄﻼﺑﯿﺔ اﻟﺤﻘﯿﻘﯿﺔ‬ ‫ﺑﺸﻜﻞ ﻛﺒﯿﺮ ﻋﻠﻰ أداء اﻟﻄﺎﻟﺐ وﻣﺴﺘﻮاه اﻟﺘﺤﺼﻠﻲ‪،‬‬ ‫واﻟﺘﻌﺮف ﻋﻠﻰ أﺳﺒﺎﺑﮭﺎ وﺗﮭﯿﺌﺔ اﻟﻈﺮوف ﻟﺘﺤﻘﯿﻖ اﻟﻤﺰﯾﺪ‬ ‫وﯾﻌﺮف اﻟﺘﻐﯿﺐ اﻟﻤﺪرﺳﻲ ﺑﺄﻧﮫ ﺗﻌﻤﺪ اﻟﻄﺎﻟﺐ ﻋﺪم‬ ‫ﻣﻦ اﻟﺘﻮاﻓﻖ اﻟﻨﻔﺴﻲ واﻻﺟﺘﻤﺎﻋﻲ واﻟﺘﺮﺑﻮي‪ ،‬أﯾﻀﺎ ﺧﻠﻖ‬ ‫اﻟﺬھﺎب إﻟﻰ اﻟﻤﺪرﺳﺔ ﻷﯾﺎم ﻣﺘﺘﺎﻟﯿﺔ أو ﻣﺘﻔﺮﻗﺔ أو‬ ‫اﻟﻤﺰﯾﺪ ﻣﻦ ﻋﻮاﻣﻞ اﻟﻀﺒﻂ داﺧﻞ اﻟﺒﯿﺌﺔ اﻟﻤﺪرﺳﯿﺔ ‪،‬‬ ‫ﻟﺤﺼﺺ دراﺳﯿﺔ ﻣﻌﯿﻨﺔ‪ ،‬دون ﻋﺬر ﻣﻘﺒﻮل ﻣﻤﺎ ﯾﺆدي‬ ‫وﺗﻮﺛﯿﻖ اﻟﻌﻼﻗﺔ ﺑﯿﻦ اﻟﺒﯿﺖ واﻟﻤﺪرﺳﺔ ﻟﺨﻠﻖ اﻟﻤﺰﯾﺪ ﻣﻦ‬ ‫إﻟﻰ اﻧﺨﻔﺎض ﻣﺴﺘﻮاه اﻟﺘﺤﺼﯿﻠﻲ‪.‬‬ ‫اﻟﺘﻌﺎون اﻟﻤﺸﺘﺮك ﺑﯿﻨﮭﻤﺎ‪ ،‬وﺗﺤﻮﯾﻞ ﺣﺎﻻت اﻟﻐﯿﺎب‬ ‫وﯾﺘﻐﯿﺐ اﻟﻄﻠﺒﺔ ﻋﻦ اﻟﻤﺪرﺳﺔ ﻷﺳﺒﺎب وﻋﻮاﻣﻞ ﻋﺪة‪ ،‬ﻣﻦ‬ ‫اﻟﻤﺘﻜﺮر إﻟﻰ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻟﺪراﺳﺘﮭﺎ واﻟﺘﻌﺮف‬ ‫ﺑﯿﻨﮭﺎ ﻋﻮاﻣﻞ ذاﺗﯿﺔ ﺗﺮﺟﻊ ﻟﻠﻄﺎﻟﺐ ﻧﻔﺴﮫ‪ ،‬وﺗﺘﻤﺜﻞ ﻓﻲ‪:‬‬ ‫ﺷﺨﺼﯿﺔ اﻟﻄﺎﻟﺐ وﺗﺮﻛﯿﺒﺘﮫ اﻟﻨﻔﺴﯿﺔ‪ ،‬واﻹﻋﺎﻗﺎت‬ ‫ﻋﻠﻰ أﺳﺒﺎﺑﮭﺎ ودواﻓﻌﮭﺎ ووﺿﻊ اﻟﺒﺮاﻣﺞ واﻟﺨﺪﻣﺎت‬ ‫واﻟﻌﺎھﺎت اﻟﺼﺤﯿﺔ واﻟﻨﻔﺴﯿﺔ اﻟﻤﻼزﻣﺔ ﻟﻠﻄﺎﻟﺐ‪ ،‬أو ﻗﺪ‬ ‫اﻟﺘﻮﺟﯿﮭﯿﺔ واﻹرﺷﺎدﯾﺔ اﻟﻤﻨﺎﺳﺒﺔ ﻟﻌﻼج اﻟﻤﺸﻜﻠﺔ‪.‬‬ ‫ﯾﺮﺟﻊ إﻟﻰ ﻋﺪم ﻗﺪرﺗﮫ ﻋﻠﻰ ﺗﻨﻈﯿﻢ وﻗﺘﮫ وﺟﮭﻠﮫ طﺮق‬ ‫اﻻﺳﺘﺬﻛﺎر‪ ،‬ﻣﻤﺎ ﯾﺴﺒﺐ ﻟﮫ اﻹﺣﺒﺎط واﻹﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ‬ ‫ﻋﻦ ﻣﺴﺎﯾﺮة زﻣﻼﺋﮫ ﺗﺤﺼﯿﻠﯿﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ اﻟﻰ ﺿﻌﻒ‬ ‫اﻟﺪاﻓﻌﯿﺔ ﻟﻠﺘﻌﻠﻢ ﻣﻤﺎ ﯾﺠﻌﻞ اﻟﻄﺎﻟﺐ ﻓﺎﻗﺪ ﻟﻼﺳﺘﺜﺎرة‬ ‫وﻣﻮاﺻﻠﺔ اﻟﺘﻘﺪم‪.‬‬ ‫إﻋداد اﻷﺧﺻﺎﺋﯾﺎت اﻻﺟﺗﻣﺎﻋﯾﺎت‪:‬‬ ‫‪.‬‬ ‫أ‪.‬رﯾم اﻟﺳﻌﯾدي – أ‪.‬ھﺎﺟر اﻟﺑﺎدي‬ ‫‪7‬‬