‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺷﺑــﺎﻁ‬

‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﻓﺑﺭﺍﻳﺭ )‪ 2015‬ﻡ(‬

‫) ﺷﻌﺎﻉ (‬ ‫ﺭﺑﻳﻊ ﺛﺎﻥ )‪ 1436‬ﻫـ(‬

‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟﺳﻧـــﺔ ﺍﻟﺧﺎﻣﺳﺔ‬

‫ﺝ‪.‬ﻡ‪.‬ﻉ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ‬

‫ﻟﻠﻣﺷﺗﺭﻛﻳﻥ ﻓﻘﻁ‬ ‫ﺍﻟــــﻌـﺩﺩ ‪50‬‬

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‫‪á```∏μ°ûe‬‬
‫‪á«°SQóŸG äÉÑLGƒdG‬‬
‫ﻟﻣﺎﺫﺍ ﻧﺣﻣﱢﻝ ﺃﺑﻧﺎءﻧﺎ ﺍﻟﻣﺯﻳﺩ ﻣﻣﺎ ﻻ ﻳﻔﻳﺩ؟‬
‫ﺗﺄﻟﻳﻑ‪ :‬ﺃﻟﻔﻲ ﻛﻭﻥ‬

‫ﻓﻲ ﺍﻟﺗﻌﻠﻳﻡ‪ ،‬ﻭﺍﺻﻔﻳﻥ ﺇﻳﺎﻫﺎ ﺑﺄﻧﻬﺎ ﻧﺷﺎﻁ ﻋﻘﻳﻡ ﻳﺳﺗﻧﺯﻑ ﻭﻗﺕ‬ ‫‪á©FÉ°V ádƒØW äGƒæ°S‬‬
‫ﺍﻟﻁﺎﻟﺏ ﺩﻭﻥ ﺃﻥ ﻳﻌﻭﺩ ﻋﻠﻳﻪ ﺑﺄﻱ ﻣﻧﻔﻌﺔ‪ .‬ﻳﺷﻌﺭ ﻫﺅﻻء‬ ‫ﻣﻌﻅﻣﻧﺎ ﺍﻋﺗﺎﺩ ﻫﺫﺍ ﺍﻟﺳﻳﻧﺎﺭﻳﻭ‪ :‬ﺑﻌﺩ ﺃﻥ ﻳﻘﺿﻲ ﺍﻟﻁﻔﻝ ﻣﻌﻅﻡ‬
‫ﺍﻵﺑﺎء ﺑﺎﻟﺣﺯﻥ ﻷﻥ ﺃﺑﻧﺎءﻫﻡ ﻳﻘﺿﻭﻥ ﺳﻧﻭﺍﺕ ﻁﻔﻭﻟﺗﻬﻡ‬ ‫ﻳﻭﻣﻪ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪ ،‬ﻳﻁﻠﺏ ﻣﻧﻪ ﻣﻌﻠﻣﻭﻩ ﻭﺍﺟﺑﺎﺕ ﺇﺿﺎﻓﻳﺔ‬
‫ﻣﺣﺑﻭﺳﻳﻥ ﺩﺍﺧﻝ ﻏﺭﻓﻬﻡ ﻳﺅﺩﻭﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻣﻣﺎ‬ ‫ﻳﺅﺩﻳﻬﺎ ﺣﻳﻥ ﻳﻌﻭﺩ ﺇﻟﻰ ﻣﻧﺯﻟﻪ‪ .‬ﻏﻳﺭ ﺃﻥ ﻫﺫﺍ ﺍﻟﻭﺿﻊ ﻏﻳﺭ‬
‫ﻳﺣﺭﻣﻬﻡ ﻣﻥ ﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﻁﻔﻭﻟﺗﻬﻡ‪.‬‬ ‫ﻣﻧﻁﻘﻲ‪ ،‬ﻓﺎﻻﻋﺗﻘﺎﺩﺍﺕ ﺍﻟﺷﺎﺋﻌﺔ ﺣﻭﻝ ﻓﻭﺍﺋﺩ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﺍﻟﻣﺩﺭﺳﻳﺔ )ﻛﺯﻳﺎﺩﺓ ﺍﻟﺗﺣﺻﻳﻝ ﺍﻟﺩﺭﺍﺳﻲ‪ ،‬ﻭﺗﻧﻣﻳﺔ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫‪á«°SQóŸG äÉÑLGƒ∏d á«Ñ∏°ùdG QÉKB’G‬‬ ‫ﺍﻻﻧﺿﺑﺎﻁ ﻭﺍﻟﺗﺣﻛﻡ ﻓﻲ ﺍﻟﻧﻔﺱ‪ ،‬ﻭﻏﺭﺱ ﺣﺱ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ(‬
‫ﻻ ﺗﺩﻋﻣﻬﺎ ﺍﻷﺩﻟﺔ ﺍﻟﺭﺍﻫﻧﺔ‪.‬‬
‫‪ -1‬ﻋﺏء ﻋﻠﻰ ﺍﻵﺑﺎء‬
‫ﻟﻳﺱ ﺍﻟﻣﻁﻠﻭﺏ ﻣﻥ ﺍﻷﺑﻭﻳﻥ ﺃﻥ ﻳﻭﻓﺭﺍ ﻷﺑﻧﺎﺋﻬﻣﺎ ﺍﻟﻣﻛﺎﻥ‬ ‫ﻭﻋﻠﻰ ﻣﺩﻯ ﺍﻟﻌﻘﻭﺩ ﺍﻟﻣﺎﺿﻳﺔ‪ ،‬ﺃﺭﻫﻕ ﺍﻟﻣﻌﻠﻣﻭﻥ ﻁﻼﺑﻬﻡ‬
‫ﻭﺍﻟﺯﻣﺎﻥ ﺍﻟﻼﺯﻣﻳﻥ ﻷﺩﺍء ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻓﺣﺳﺏ‪ ،‬ﺑﻝ‬ ‫ﺑﺎﻟﻣﺯﻳﺩ ﻭﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺗﻲ ﻻ ﺃﻭﻝ‬
‫ﺇﻧﻬﻣﺎ ﻣﻁﺎﻟﺑﺎﻥ ً‬
‫ﺃﻳﺿﺎ ﺑﺎﺗﺑﺎﻉ ﺇﺭﺷﺎﺩﺍﺕ ﺍﻟﻣﻌﻠﻣﻳﻥ‪ ،‬ﻭﻣﺗﺎﺑﻌﺔ‬ ‫ﻟﻬﺎ ﻭﻻ ﺁﺧﺭ‪ .‬ﻭﻓﻲ ﺍﻟﺣﻘﻳﻘﺔ‪ ،‬ﺑﻌﺩ ﺃﻥ ﺃﺻﺑﺣﺕ ﺍﻟﻣﺩﺭﺳﺔ‬
‫ﺗﻘﺩﻡ ﺃﺑﻧﺎﺋﻬﻣﺎ ﺧﻁﻭﺓ ﺑﺧﻁﻭﺓ ﻓﻲ ﺃﺛﻧﺎء ﺃﺩﺍﺋﻬﻡ ﻟﻠﻭﺍﺟﺑﺎﺕ‪.‬‬ ‫ﺗﺧﺻﺹ ﻣﻌﻠﻣًﺎ ﻟﻛﻝ ﻣﺎﺩﺓ ﺩﺭﺍﺳﻳﺔ‪ ،‬ﻟﻡ ﻳﻌﺩ ﻫﻧﺎﻙ ﺗﻧﺳﻳﻕ‬
‫ﺣﺗﻰ ﺍﻟﻣﻬﻣﺎﺕ ﺍﻟﺭﻭﺗﻳﻧﻳﺔ ﺗﺗﻁﻠﺏ ﺃﺣﻳﺎ ًﻧﺎ ﺍﺗﺑﺎﻉ ﺇﺭﺷﺎﺩﺍﺕ‬ ‫ﻛﻼ ﻣﻧﻬﻡ ﻗﺩ ﻳﻛﻠﻑ ﺍﻟﻁﺎﻟﺏ‬ ‫ﺑﻳﻥ ﺍﻟﻣﻌﻠﻣﻳﻥ‪ ،‬ﻣﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ً‬
‫ﻳﺻﻌُﺏ ﻋﻠﻰ ﺍﻷﺑﻭﻳﻥ ﺍﻟﺣﺎﺻﻠﻳﻥ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺟﺎﻣﻌﻳﺔ‬ ‫ﺑﻭﺍﺟﺑﺎﺕ ﻣﺩﺭﺳﻳﺔ ﺩﻭﻥ ﻣﺭﺍﻋﺎﺓ ﻟﻛﻡ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﺗﻲ ﻛﻠﻔﻪ‬
‫ﺍﺳﺗﻳﻌﺎﺑﻬﺎ‪ ،‬ﻫﺫﺍ ﻏﻳﺭ ﺃﻧﻬﺎ ﺗﺗﻁﻠﺏ‬ ‫ﺑﻬﺎ ﺑﺎﻟﻔﻌﻝ ﺍﻟﻣﻌﻠﻣﻭﻥ ﺍﻵﺧﺭﻭﻥ‪.‬‬
‫ﻣﻧﻬﻣﺎ ﺃﻥ ﻳﻛﻭﻧﺎ ﻗﺩ ﺣﺻﻼ ﻋﻠﻰ ﻗﺳﻁ‬
‫ﻭﺍﻑ ﻣﻥ ﺍﻟﺭﺍﺣﺔ ﻗﺑﻝ ﺃﻥ ﻳﺷﺭﻋﺎ‬ ‫ٍ‬ ‫‘ ‪á°UÓÿG √òg‬‬
‫ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻵﺑﺎء ﺍﻟﺫﻳﻥ ﻳﺻﻳﺑﻬﻡ‬
‫ﺍﻟﺫﻫﻭﻝ ﻣﻥ ﻛﻡ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ▼ ﺍﻟﺗﻣﻳﺯ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻣﻣﻛـﻥ ﺩﻭﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺃﺑﻧﺎﺋﻬﻣﺎ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺭﺍﺣﺔ‬
‫ﺭﻓﺎﻫﻳﺔ ﻧﺎﺩﺭً ﺍ ﻣﺎ ﺗﺗﻭﻓﺭ ﻟﻸﺑﻭﻳﻥ‬ ‫▼ ﺍﻓﺗﺭﺍﺿﺎﺕ ﻭﻣﻔﺎﻫﻳﻡ ﻣﻐﻠﻭﻁﺔ ﻋﻥ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‬
‫▼ ﺇﻋﺎﺩﺓ ﺍﻟﻧﻅﺭ ﻓﻲ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻛﻣًﺎ ﻭﻛﻳﻔﺎً‬
‫ﺍﻟﺗﻲ ﻳُﻁﺎﻟﺏ ﺑﻬﺎ ﺃﻁﻔﺎﻟﻬﻡ‪ ،‬ﻭﻳﺭﻭﻧﻬﺎ‬
‫ﺍﻟﻌﺎﻣﻠﻳﻥ‪.‬‬ ‫ً‬
‫ﻋﺎﻣﻼ ﻣﺳﺎﻋ ًﺩﺍ‬ ‫ً‬
‫ﻋﺎﺋﻘﺎ ﺃﻛﺛﺭ ﻣﻥ ﻛﻭﻧﻬﺎ‬

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 ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ‪) -‬ﻓﺑﺭﺍﻳﺭ ‪50 - (2015‬‬ ‫ﻭﺍﻟﺳﻳﺎﺳﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻳﺟﻳﺏ ﻋﻧﻬﺎ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺗﺎﻟﻲ‪” :‬ﻛﻳﻑ‬ ‫‪ -2‬ﻋﺏء ﻋﻠﻰ ﺍﻷﺑﻧﺎء‬
‫ﺳﻳﺅﺛﺭ ﻛﻝ ﺫﻟﻙ ﻋﻠﻰ ﺍﻫﺗﻣﺎﻡ ﺃﺑﻧﺎﺋﻲ ﺑﺎﻟﺗﻌﻠﻳﻡ ﻭﺭﻏﺑﺗﻬﻡ‬ ‫ﺗﺻﻳﺏ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻷﻁﻔﺎﻝ ﺑﺣﺎﻟﺔ ﻣﻥ‬
‫ﻓﻲ ﻣﻭﺍﺻﻠﺔ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﺗﻔﻛﻳﺭ ﻭﺍﻻﺳﺗﻛﺷﺎﻑ؟“ ﻓﻲ ﺣﺎﻟﺔ‬ ‫ﺍﻹﺣﺑﺎﻁ ﺍﻟﻣﺯﻣﻥ‪ ،‬ﻓﺗﺟﻌﻠﻬﻡ ﻛﺛﻳﺭﻱ ﺍﻟﺑﻛﺎء ﻭﻣﺿﻐﻭﻁﻳﻥ‬
‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﺍﻹﺟﺎﺑﺔ ﻭﺍﺿﺣﺔ‪ .‬ﺍﻷﻁﻔﺎﻝ ﻳﻛﺭﻫﻭﻥ‬ ‫ً‬
‫ﺑﻌﺿﺎ ﻣﻧﻬﻡ ﺗﻔﻭﻕ ﻗﺩﺭﺗﻪ ﻗﺩﺭﺓ‬ ‫ﻭﺿﺟﺭﻳﻥ‪ .‬ﺻﺣﻳﺢ ﺃﻥ‬
‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺳﺑﺏ ﺍﻟﻭﺣﻳﺩ ﺍﻟﺫﻱ ﻳﻁﻔﺊ‬ ‫ﺃﻗﺭﺍﻧﻪ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺿﻐﻁ ﺍﻟﻧﺎﺟﻡ ﻋﻥ ﻛﻡ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﺷﻌﻠﺔ ﺍﻟﻔﺿﻭﻝ ﻟﺩﻳﻬﻡ‪ ،‬ﻛﻣﺎ ﺃﻧﻬﺎ ﺗﺟﻌﻝ ﺍﻟﻁﻼﺏ ﻳﻧﻅﺭﻭﻥ‬ ‫ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻭﻳﺳﺗﻁﻳﻊ ﺍﻻﻧﺗﻬﺎء ﻣﻥ ﺃﺩﺍء ﺟﻣﻳﻊ ﻭﺍﺟﺑﺎﺗﻪ‬
‫ﺇﻟﻰ ﺍﻟﺗﻌﻠﻡ ﺑﺎﻋﺗﺑﺎﺭﻩ ﻭﺳﻳﻠﺔ ﺑﻐﻳﺿﺔ ﻟﺗﺣﻘﻳﻕ ﺃﻫﺩﺍﻓﻬﻡ‪ .‬ﺑﻳﻧﻣﺎ‬ ‫ﻗﺑﻝ ﺍﻟﻣﻭﺍﻋﻳﺩ ﺍﻟﻣﺣﺩﺩﺓ ﻟﺗﺳﻠﻳﻣﻬﺎ‪ ،‬ﻭﻳﺣﻭﺯ ﻣﺎ ﻳﻘﺩﻣﻪ ﻣﻥ‬
‫ﺣﻳﻥ ﻳﺳﺗﻣﺗﻊ ﺍﻷﻁﻔﺎﻝ ﺑﺩﺭﺱ ﻣﺎ‪ ،‬ﻭﻳﺗﺣﺭﺭﻭﻥ ﻣﻥ ﺃﺩﺍء‬ ‫ﻭﺍﺟﺑﺎﺕ ﺭﺿﺎ ﺍﻟﻣﻌﻠﻣﻳﻥ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻠﻙ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺗﻬﻳﻣﻥ‬
‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻓﺈﻧﻬﻡ ﻳﺳﻌﻭﻥ ﺑﻁﺑﻳﻌﺔ ﺍﻟﺣﺎﻝ ﺇﻟﻰ‬ ‫ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﻋﻠﻰ ﺣﻳﺎﺓ ﺍﻷﻁﻔﺎﻝ ﺍﻟﻣﺗﻌﺛﺭﻳﻥ ﺩﺭﺍﺳﻳًﺎ ﻭﺗﺳﻠﺏ‬
‫ﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﻌﺭﻓﺔ‪.‬‬ ‫ﺍﻟﻁﻼﺏ ﺍﻟﻣﺗﻔﻭﻗﻳﻥ ﺑﻬﺟﺔ ﺍﻟﺗﻌﻠﻡ؛ ﺣﻳﺙ ﺗﺻﺑﺢ ﺍﻟﻣﺩﺭﺳﺔ‬
‫ﺑﺎﻟﻧﺳﺑﺔ ﺇﻟﻳﻬﻡ ﺑﻣﺛﺎﺑﺔ ﻣﻛﺎﻥ ﻟﻠﻌﻣﻝ‪ .‬ﻭﻓﻲ ﻧﻬﺎﻳﺔ ﻳﻭﻡ ﺍﻟﻌﻣﻝ‬
‫‪á«°SQóŸG äÉÑLGƒ∏d πg‬‬ ‫ﺫﻱ ﺍﻟﺳﺎﻋﺎﺕ ﺍﻟﺳﺑﻊ‪ ،‬ﻳﻛﻭﻥ ﺍﻟﻁﺎﻟﺏ ﻗﺩ ﺷﻌﺭ ﺑﺎﻹﻧﻬﺎﻙ‪.‬‬
‫‪?á«ÁOÉcCG ÒZ óFGƒa‬‬ ‫ﻭﻟﻛﻧﻪ‪ ،‬ﺷﺄﻥ ﺍﻟﻣﻭﻅﻑ ﺍﻟﺫﻱ ﻳﻌﻣﻝ ﻋﻠﻰ ﺍﻣﺗﺩﺍﺩ ﺩﻭﺍﻣﻳﻥ‪،‬‬
‫ﻳﺭﻯ ﺍﻟﺑﻌﺽ ﺃﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻓﺭﺻﺔ ﻟﻸﺑﻭﻳﻥ ﻛﻲ‬ ‫ﻳﺿﻁﺭ ﺇﻟﻰ ﻣﻭﺍﺻﻠﺔ ﺍﻟﻌﻣﻝ ﺑﻣﺟﺭﺩ ﺃﻥ ﻳﻌﻭﺩ ﺇﻟﻰ ﻣﻧﺯﻟﻪ‪.‬‬
‫ﻳﺗﻌﺭﻓﺎ ﻋﻠﻰ ﻣﺎ ﻳﺗﻌﻠﻣﻪ ﺃﻁﻔﺎﻟﻬﻣﺎ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﻭﻟﻛﻥ ﺇﺫﺍ‬
‫ﺣﻘﺎ ﻫﻭ ﺗﻌﺭﻳﻑ ﺍﻷﺑﻭﻳﻥ ﺑﻣﺎ ﻳﺣﺩﺙ ﺩﺍﺧﻝ‬ ‫ﻛﺎﻥ ﺍﻟﻬﺩﻑ ً‬ ‫‪ -3‬ﺳﺑﺏ ﻓﻲ ﺍﻟﺧﻼﻓﺎﺕ ﺍﻟﻌﺎﺋﻠﻳﺔ‬
‫ﻗﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪ ،‬ﻓﻠﻣﺎﺫﺍ ﻧﻠﺯﻡ ﺍﻟﻁﻼﺏ ﺑﺄﺩﺍء ﺍﻟﻭﺍﺟﺑﺎﺕ‬ ‫ﺗﺗﺯﺍﻳﺩ ﺍﻟﺧﻼﻓﺎﺕ ﺍﻟﻌﺎﺋﻠﻳﺔ ﺣﻳﻥ ﻳﺗﻌﺛﺭ ﺍﻟﻁﻼﺏ ﺩﺭﺍﺳﻳًﺎ‪.‬‬
‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﻓﻲ ﻣﻧﺎﺯﻟﻬﻡ ﻛﻝ ﻟﻳﻠﺔ؟ ﺃﻟﻳﺱ ﺑﺈﻣﻛﺎﻧﻬﻡ ﺃﻥ ﻳﺄﺧﺫﻭﺍ‬ ‫ﻓﺎﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻣﻧﻬﻛﺔ ﻭﻣﺣﺑﻁﺔ ﻭﺗﺳﺗﻧﺯﻑ ﻛﺛﻳﺭً ﺍ‬
‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﺗﻲ ﺃﻧﺟﺯﻭﻫﺎ ﺧﻼﻝ ﺍﻟﺣﺻﺹ ﺍﻟﺩﺭﺍﺳﻳﺔ ﺇﻟﻰ‬ ‫ﻣﻥ ﻭﻗﺕ ﺍﻟﻁﺎﻟﺏ‪ ،‬ﻓﺗﺩﻣﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻷﺳﺭﻳﺔ ﻭﺗﺣﺭﻡ‬
‫ﺍﻷﺑﻭﻳﻥ ﻭﺍﻷﺑﻧﺎء ﻣﻥ ﺑﻬﺟﺔ ﺍﻟﺣﻳﺎﺓ ﺍﻟﻌﺎﺋﻠﻳﺔ‪.‬‬
‫ﻣﻧﺎﺯﻟﻬﻡ ﻟﻳﺷﺭﺣﻭﺍ ﻵﺑﺎﺋﻬﻡ ﻛﻳﻑ ﻛﺎﻥ ﺃﺩﺍﺅﻫﻡ؟ ﻟﻣﺎﺫﺍ ﻻ‬
‫ﻧﺟﻌﻝ ﺍﻟﻣﻌﻠﻣﻳﻥ ﻳﺭﺳﻠﻭﻥ ﻣﺫﻛﺭﺍﺕ ﻭﺻﻔﻳﺔ ﻭﻧﻣﺎﺫﺝ ﻣﻥ‬
‫ﺧﻁﻁ ﺍﻟﺩﺭﻭﺱ ﺇﻟﻰ ﺍﻵﺑﺎء؟ ﻣﻥ ﺍﻟﻣﻣﻛﻥ ً‬
‫ﺃﻳﺿﺎ ﺃﻥ ﺗﻣﺩﻫﻡ‬
‫‪ -4‬ﺗﺣﺭﻡ ﺍﻟﻁﻼﺏ ﻣﻥ ﻣﻣﺎﺭﺳﺔ ﺃﻧﺷﻁﺔ ﺃﺧﺭﻯ‬
‫ﺍﻟﺳﺎﻋﺔ ﺍﻟﺗﻲ ﻳﻘﺿﻳﻬﺎ ﺍﻟﻁﻔﻝ ﻓﻲ ﺃﺩﺍء ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫ﻣﺟﺎﻟﺱ ﺍﻵﺑﺎء ﻭﺍﻟﻣﻛﺎﻟﻣﺎﺕ ﺍﻟﻬﺎﺗﻔﻳﺔ ﺑﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻓﻳﺔ ﺣﻭﻝ‬
‫ﻳﺣﺭﻡ ﻧﻔﺳﻪ ﻓﻳﻬﺎ ﻣﻥ ﻣﻣﺎﺭﺳﺔ ﺃﻧﺷﻁﺔ ﺃﺧﺭﻯ‪ ،‬ﻓﻼ ﻳﺣﻅﻰ‬
‫ﻣﺎ ﻳﺗﻌﻠﻣﻪ ﺃﺑﻧﺎﺅﻫﻡ ﻭﻣﺩﻯ ﺗﻘﺩﻣﻬﻡ ﻓﻳﻪ‪.‬‬
‫ﺑﻔﺭﺹ ﻛﺎﻓﻳﺔ ﻟﻘﺿﺎء ﺍﻟﻭﻗﺕ ﻣﻊ ﺃﺑﻭﻳﻪ‪ ،‬ﺃﻭ ﻷﻧﻣﺎﻁ ﻣﻥ‬
‫ﺍﻟﺗﻌﻠﻳﻡ ﻻ ﺗﺗﺿﻣﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ‪ ،‬ﺃﻭ‬
‫ﺇﻥ ﺃﻛﺛﺭ ﺍﻟﻔﻭﺍﺋﺩ ﻏﻳﺭ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﺷﻳﻭﻋً ﺎ ﻭﺍﻟﺗﻲ ﻳﺑﺭﺭ ﺑﻬﺎ‬
‫ﻟﻼﺳﺗﻣﺗﺎﻉ ﺑﺎﻟﻘﺭﺍءﺓ‪ ،‬ﺃﻭ ﺗﻛﻭﻳﻥ ﺻﺩﺍﻗﺎﺕ‪ ،‬ﺃﻭ ﻣﻣﺎﺭﺳﺔ‬
‫ﺍﻟﻛﺛﻳﺭﻭﻥ ﺃﻫﻣﻳﺔ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻫﻭ ﺃﻧﻬﺎ ﺗﺳﺎﻫﻡ ﻓﻲ‬
‫ﺑﻌﺽ ﺍﻟﺗﻣﺭﻳﻧﺎﺕ ﺍﻟﺭﻳﺎﺿﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻗﺳﻁ‬
‫ﺑﻧﺎء ﺷﺧﺻﻳﺔ ﺍﻟﻁﺎﻟﺏ‪ ،‬ﻭﺗﺣﺩﻳ ًﺩﺍ ﻳُﻘﺎﻝ ﺇﻧﻬﺎ ﺗﺳﺎﻋﺩ ﺍﻟﻁﻼﺏ‬
‫ﻣﻥ ﺍﻟﺭﺍﺣﺔ‪ ،‬ﺃﻭ ﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﻁﻔﻭﻟﺗﻪ ﻓﺣﺳﺏ‪ .‬ﻭﻣﺎ ﺩﺍﻣﺕ‬
‫ﻋﻠﻰ ﺗﺣﻣﻝ ﻣﺳﺅﻭﻟﻳﺔ ﺍﻷﻋﻣﺎﻝ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻭﺗﻧﻣﻲ ﻣﻬﺎﺭﺍﺗﻬﻡ‬
‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺗﻠﺗﻬﻡ ﺍﻟﻭﻗﺕ ﺍﻟﻣﻔﺗﺭﺽ ﺃﻥ ﻳﻘﺿﻳﻪ‬
‫ﺍﻟﺩﺭﺍﺳﻳﺔ ﻣﻥ ﺧﻼﻝ ﻣﻣﺎﺭﺳﺔ ﺍﻟﻣﻬﺎﻡ ﺍﻟﺗﻲ ﺗﻌﺯﺯ ﻟﺩﻳﻬﻡ‬
‫ﺍﻟﻁﻔﻝ ﻓﻲ ﺍﻟﺧﺑﺭﺍﺕ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻭﺍﻻﺳﺗﺟﻣﺎﻡ ﺧﺎﺭﺝ‬
‫ﺍﻟﻣﺛﺎﺑﺭﺓ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺗﺑﺎﻉ ﺍﻟﺗﻭﺟﻳﻬﺎﺕ‪ ،‬ﻭﺍﻻﻧﺿﺑﺎﻁ‪،‬‬
‫ﺍﻟﻣﻧﺯﻝ ﻭﺍﻷﻧﺷﻁﺔ ﺍﻹﺑﺩﺍﻋﻳﺔ‪ ،‬ﻓﺈﻧﻬﺎ ﻋﺎﺟﺯﺓ ﻋﻥ ﺍﻟﻭﻓﺎء‬
‫ﻭﺍﻟﺗﺣﻛﻡ ﻓﻲ ﺍﻟﻧﻔﺱ‪ ،‬ﻭﺍﻟﻣﺑﺎﺩﺭﺓ‪ ،‬ﻭﺍﻻﺳﺗﻘﻼﻟﻳﺔ‪ .‬ﻭﻟﻛﻥ ﻫﻝ‬
‫ﺑﺎﺣﺗﻳﺎﺟﺎﺗﻪ ﺍﻷﺳﺎﺳﻳﺔ‪ .‬ﻓﻳﻛﻔﻳﻪ ﺃﻥ ﻳﻘﺿﻲ ﺳﺑﻊ ﺳﺎﻋﺎﺕ‬
‫ﻟﻠﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻣﺛﻝ ﻫﺫﺍ ﺍﻟﺗﺄﺛﻳﺭ؟ ﻫﺫﺍ ﺃﻣﺭ ﻏﻳﺭ ﻣﺅﻛﺩ‪.‬‬
‫ﻣﻥ ﻳﻭﻣﻪ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻳﻭﻡ ﻓﻳﺣﺗﺎﺟﻪ ﺍﻟﻁﻔﻝ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻓﻠﻡ ﻳﺣﺩﺙ ﻗﻁ ﺃﻥ ﺃُﺟﺭﻳﺕ ﺗﺟﺭﺑﺔ ﻭﺍﺣﺩﺓ ﻹﺛﺑﺎﺕ ﺻﺣﺔ ﻫﺫﺍ‬
‫ﺍﻷﻣﺭ ﻣﻥ ﻋﺩﻣﻪ‪.‬‬
‫ﻓﻲ ﺍﻟﺣﻘﻳﻘﺔ‪ ،‬ﻣﻥ ﺃﻛﺛﺭ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺗﻲ ﺗﺟﻌﻝ ﺍﻷﻁﻔﺎﻝ‬
‫ﻳﻁﻭﺭﻭﻥ ﻣﻥ ﻗﺩﺭﺗﻬﻡ ﻋﻠﻰ ﺗﺻﻣﻳﻡ ﻭﺗﻧﻔﻳﺫ ﺍﻟﺧﻁﻁ‬
‫ﻭﻣﺗﺎﺑﻌﺔ ﺍﻟﻣﻬﺎﻡ ﺇﻟﻰ ﺃﻥ ﺗُﻧﺟﺯ‪ ،‬ﻫﻭ ﺃﺩﺍء ﺍﻷﻋﻣﺎﻝ ﺍﻟﻣﻧﺯﻟﻳﺔ‬
‫ﻭﺍﻟﻣﺷﺎﺭﻛﺔ ﻓﻲ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﺗﻌﺗﺑﺭ ﺟﺯءًﺍ ﻣﻥ ﺍﻟﺣﻳﺎﺓ‬
‫ﺍﻟﻌﺎﺋﻠﻳﺔ‪ .‬ﻭﺭﻏﻡ ﺫﻟﻙ‪ ،‬ﻓﺈﻧﻬﻡ ﻻ ﻳﻣﻠﻛﻭﻥ ﺍﻟﻭﻗﺕ ﺍﻟﻛﺎﻓﻲ‬
‫ﻭﺃﺳﺭﺗﻪ ﻛﻲ ﻳﻌﻳﺷﻭﺍ ﺣﻳﺎﺗﻬﻡ ﺑﻣﻣﺎﺭﺳﺔ ﺍﻷﻟﻌﺎﺏ‪ ،‬ﻭﺍﻷﻧﺷﻁﺔ‬
‫ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‪ ،‬ﻭﺍﻟﺗﺳﻭﻕ‪ ،‬ﻭﺣﻝ ﺍﻟﻣﺷﻛﻼﺕ‪ ،‬ﻭﺍﻷﻛﻝ‪،‬‬
‫ﻭﺍﻟﺳﻔﺭ‪ ،‬ﻭﻣﺷﺎﻫﺩﺓ ﺍﻷﻓﻼﻡ‪ ،‬ﻭﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﺎﻟﻘﺭﺍءﺓ‪ ،‬ﺇﻟﺦ‪.‬‬
‫‪ -5‬ﺗﺿﻌﻑ ﺍﻫﺗﻣﺎﻡ ﺍﻟﻁﻼﺏ ﺑﺎﻟﺗﻌﻠﻳﻡ‬
‫ﺍﻟﺷﻐﻑ ﺑﺎﻟﺗﻌﻠﻳﻡ ﻟﻳﺱ ﺻﻔﺔ ﻳﻣﻛﻥ ﺃﻥ ﺗﻐﺭﺳﻬﺎ ﻓﻲ ﺃﺑﻧﺎﺋﻙ‪،‬‬
‫ﺑﻝ ﺇﻧﻪ ﺷﻌﻠﺔ ﻣﻭﺟﻭﺩﺓ ﺩﺍﺧﻠﻬﻡ ﺑﺎﻟﻔﻌﻝ ﻭﻻ ﺑﺩ ﺃﻥ ﺗﺣﺭﺹ ﺃﻻ‬
‫ﺗﻧﻁﻔﺊ‪ .‬ﻭﺃﻱ ﺷﺧﺹ ﺣﺭﻳﺹ ﻋﻠﻰ ﺍﺳﺗﻣﺭﺍﺭ ﻫﺫﺍ ﺍﻟﺷﻐﻑ‬

‫‪2‬‬ ‫ﻟﻣﻣﺎﺭﺳﺔ ﺗﻠﻙ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﻔﻳﺩﺓ ﻷﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬

‫ً‬
‫ﻋﺎﺋﻘﺎ ﻓﻲ ﻁﺭﻳﻘﻬﻡ‪.‬‬ ‫ﺗﻘﻑ‬
‫ﺳﻳﺭﻏﺏ ﻓﻲ ﺍﻟﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﻛﻝ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻣﺎ‬
‫ﻳﺗﻌﻠﻣﻪ ﺍﻷﻁﻔﺎﻝ‪ ،‬ﻭﺍﻟﻛﻳﻔﻳﺔ ﺍﻟﺗﻲ ﻳﺗﻌﻠﻣﻭﻧﻪ ﺑﻬﺎ‪ ،‬ﻭﻛﻝ ﺍﻷﻧﺷﻁﺔ‬

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 ‫‪á«dhDƒ°ùŸGh á«°SQóŸG äÉÑLGƒdG‬‬ ‫ﻛﻣﺎ ﺃﻥ ﺍﻻﻋﺗﻘﺎﺩ ﺑﺄﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺿﺭﻭﺭﻳﺔ‬

‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ‪) -‬ﻓﺑﺭﺍﻳﺭ ‪50 - (2015‬‬

‫ﺗﺭﺗﺑﻁ ﺍﻻﺳﺗﻘﻼﻟﻳﺔ ﺑﻔﻛﺭﺓ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻛﺗﺳﺎﺏ‬ ‫ﻟﺗﺣﺳﻳﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻁﻼﺏ ﺍﻟﺩﺭﺍﺳﻳﺔ ﺃﻣﺭ ﻣﺷﻛﻭﻙ ﻓﻲ‬
‫ﺣﺱ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺗﻌﺭﻳﻑ ﻛﻠﻣﺔ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﻳﺗﻣﺛﻝ‬ ‫ﺻﺣﺗﻪ ﺑﻧﻔﺱ ﺍﻟﻘﺩﺭ‪ .‬ﻓﻌﻠﻰ ﺍﻓﺗﺭﺍﺽ ﺃﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﻓﻲ ”ﺍﺗﺧﺎﺫ ﺍﻟﻣﺭء ﻟﻠﻘﺭﺍﺭﺍﺕ ﺑﻣﻔﺭﺩﻩ“‪ ،‬ﻓﺈﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ‬ ‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﺗﻌﺯﺯ ﻣﻥ ﻗﺩﺭﺓ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺻﻳﺎﻏﺔ ﺍﻷﺳﺋﻠﺔ‬
‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﻻ ﺗﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻛﺗﺳﺎﺏ ﺗﻠﻙ ﺍﻟﺳﻣﺔ‬ ‫ﻭﺍﻟﺑﺣﺙ ﻋﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺗﺭﺗﻳﺏ ﺍﻷﻓﻛﺎﺭ‪ ،‬ﻓﻠﻣﺎﺫﺍ ﻧﻌﺗﻘﺩ‬
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‫ﻣﻁﻠﻘﺎ‪ .‬ﻏﻳﺭ ﺃﻥ ﻛﻠﻣﺔ ”ﺍﻟﻣﺳﺅﻭﻟﻳﺔ“ ﻋﺎﺩ ًﺓ ﻣﺎ ﺗُﺳﺗﺧﺩﻡ‬ ‫ﺃﻥ ﺗﻠﻙ ﺍﻟﻘﺩﺭﺍﺕ ﻻ ﻳﻣﻛﻥ ﺗﻁﻭﻳﺭﻫﺎ ﺧﻼﻝ ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ‬
‫ﺑﻣﻌﻧﻰ ﻣﺧﺗﻠﻑ ﺗﻣﺎﻣًﺎ ﻓﻲ ﺍﻟﺳﻳﺎﻕ ﺍﻟﻣﺩﺭﺳﻲ‪ .‬ﻓﻣﻥ ﺧﻼﻝ‬ ‫ﻧﻔﺳﻪ ﺍﻟﻣﻣﺗﺩ ﻁﻭﺍﻝ ﺳﺑﻊ ﺳﺎﻋﺎﺕ ﻟﻣﺩﺓ ﺧﻣﺳﺔ ﺃﻳﺎﻡ ﻓﻲ‬
‫ﺑﻌﺽ ﺍﻟﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﺗﺿﺢ ﺃﻥ ﺍﻷﻁﻔﺎﻝ ﻳﻌﺗﺑﺭﻭﻥ ﺃﻥ ﻣﻌﻧﻰ‬ ‫ﺍﻷﺳﺑﻭﻉ؟!‬
‫”ﺍﻟﻣﺳﺅﻭﻟﻳﺔ“ ﻫﻭ ﺍﻻﻧﺻﻳﺎﻉ ﻟﻣﺎ ﻳُﻁﻠﺏ ﻣﻧﻬﻡ ﺩﻭﻥ ﺍﻋﺗﺭﺍﺽ‬
‫ﺃﻭ ﺇﺑﺩﺍء ﻟﻶﺭﺍء‪.‬‬ ‫‪á«dÓ≤à°S’Gh á«°SQóŸG äÉÑLGƒdG‬‬
‫ﺗﻘﺩﺭ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﻗﺩﺭﺓ ﺍﻟﻣﺭء ﻋﻠﻰ ﺍﻟﻌﻣﻝ‬
‫ﺗﺟﻳﺩ ﺍﻟﻣﺩﺍﺭﺱ ﺗﻌﻠﻳﻡ ﺍﻟﻁﻼﺏ ﺍﺗﺑﺎﻉ ﺍﻷﻭﺍﻣﺭ‪ .‬ﻟﺫﺍ‪ ،‬ﻧﺣﻥ‬ ‫ﻭﺣﺩﻩ ﺩﻭﻥ ﻣﺳﺎﻋﺩﺓ ﺍﻵﺧﺭﻳﻥ‪ .‬ﻭﻓﻲ ﺿﻭء ﻫﺫﺍ‪ ،‬ﻧﻘﻳﱢﻡ‬
‫ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﻣﺭﺍﺟﻌﺔ ﻣﺳﺄﻟﺔ ﺗﻛﻠﻳﻑ ﺍﻟﻁﻼﺏ ﺑﺎﻟﻭﺍﺟﺑﺎﺕ‬ ‫ً‬
‫ﻭﻓﻘﺎ ﻟﺣﺟﻡ ﺍﻟﻣﺳﺎﻋﺩﺓ ﺍﻟﺗﻲ ﻳﺣﺗﺎﺝ ﺇﻟﻳﻬﺎ‬ ‫ﺗﻁﻭﺭ ﺍﻟﻁﻔﻝ‬
‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﻛﻝ ﻟﻳﻠﺔ ﻟﻣﺟﺭﺩ ﺗﻌﻠﻳﻣﻬﻡ ﺍﻟﻁﺎﻋﺔ ﺍﻟﻌﻣﻳﺎء ﻋﻠﻰ‬ ‫ﻣﻥ ﻋﺩﻣﻪ‪ .‬ﻟﻬﺫﺍ ﺗﺿﺎﻋﻔﺕ ﺃﻫﻣﻳﺔ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﻧﻔﺱ‬
‫ﺣﺳﺎﺏ ﻭﻗﺗﻬﻡ ﻭﺍﻫﺗﻣﺎﻣﺎﺗﻬﻡ‪.‬‬ ‫ﺣﺗﻰ ﺃﺻﺑﺣﺕ ﺗﻐﻁﻲ ﻋﻠﻰ ﻏﻳﺭﻫﺎ ﻣﻥ ﺍﻟﻘﻳﻡ ﺍﻷﻫﻡ ﻛﺑﻧﺎء‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﻭﺍﻟﺗﻌﺎﻭﻥ‪ .‬ﺍﻟﺳﺅﺍﻝ ﺍﻟﺫﻱ ﻳﻁﺭﺡ ﻧﻔﺳﻪ ﺍﻵﻥ ﻫﻭ‪:‬‬
‫‪•ÉÑ°†f’Gh á«°SQóŸG äÉÑLGƒdG‬‬ ‫ﺣﻘﺎ ﺃﻥ ﻧﻛﻠﻑ ﺍﻟﻁﻼﺏ ﺑﻭﺍﺟﺑﺎﺕ ﻳﻧﺟﺯﻭﻧﻬﺎ‬‫ﻫﻝ ﻳﺟﺏ ﻋﻠﻳﻧﺎ ً‬
‫ﺃﻳﺿﺎ ﺇﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺗﻌﻠﱢﻡ ﺍﻷﻁﻔﺎﻝ ﺍﻻﻧﺿﺑﺎﻁ‬ ‫ﻳُﻘﺎﻝ ً‬
‫ﻓﻲ ﻣﻧﺎﺯﻟﻬﻡ ﻛﻲ ﻧﻐﺭﺱ ﻓﻳﻬﻡ ﻣﻬﺎﺭﺓ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﻧﻔﺱ؟‬
‫ﻭﺍﻟﺗﺣﻛﻡ ﻓﻲ ﺍﻟﻧﻔﺱ‪ .‬ﺑﻳﺩ ﺃﻥ ﻫﺫﻩ ﺍﻟﻔﻛﺭﺓ ﺃﻛﺛﺭ ﺗﻌﻘﻳ ًﺩﺍ ﻣﻣﺎ‬
‫ﺗﺑﺩﻭ؛ ﺇﺫ ﻳﻣﻛﻥ ﻟﻠﻣﺭء ﺃﻥ ﻳﻛﻭﻥ ﺷﺩﻳﺩ ﺍﻻﻟﺗﺯﺍﻡ ﻭﺍﻻﻧﺿﺑﺎﻁ‬ ‫ﻓﻲ ﺍﻟﻭﺍﻗﻊ‪ ،‬ﻣﺎ ﺗﻔﺗﻘﺭ ﺇﻟﻳﻪ ﺍﻟﻣﺩﺍﺭﺱ ﻫﻭ ﺃﻥ ﺗﻘﺩﻡ ﻟﻸﻁﻔﺎﻝ‬
‫ﺑﺣﻳﺙ ﻳﺣﺭﻡ ﻧﻔﺳﻪ ﻣﻥ ﻣﺑﺎﻫﺞ ﺍﻟﺣﻳﺎﺓ‪ ،‬ﺳﻌﻳًﺎ ﺇﻟﻰ ﺃﺩﺍء‬
‫ﺍﻟﻔﺭﺹ ﺍﻟﺗﻲ ﺗﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﺗﻌﺎﻭﻥ ﺑﺷﻛﻝ ﻓﻌﺎﻝ ﻛﻲ‬
‫ﻭﺍﺟﺑﺎﺗﻪ‪ .‬ﻓﺑﻌﺽ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺫﻳﻥ ﻧﺗﺻﻭﺭﻫﻡ ﻗﺻﺹ ﻧﺟﺎﺡ‬
‫ﻳﺟﻳﺩﻭﺍ ﺗﻘﺎﺳﻡ ﺍﻟﻣﻬﻣﺎﺕ‪ ،‬ﻭﺗﺑﺎﺩﻝ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‪ ،‬ﻭﺍﻟﻌﻣﻝ‬
‫ﺗﻣﺷﻲ ﻋﻠﻰ ﻗﺩﻣﻳﻥ‪ ،‬ﻭﺍﻟﺫﻳﻥ ﻳُﻌﺗﺑﺭﻭﻥ ﺣﻠﻡ ﻛﻝ ﺃﺏ ﻭﻛﻝ‬ ‫ً‬
‫ﺑﻌﺿﺎ‬ ‫ﺍﺳﺗﻧﺎ ًﺩﺍ ﺇﻟﻰ ﺃﻓﻛﺎﺭ ﺍﻵﺧﺭﻳﻥ‪ ،‬ﻭﺗﺣﺩﻱ ﺑﻌﺿﻬﻡ‬
‫ﺃﻡ‪ ،‬ﻗﺩ ﻳﺷﻌﺭﻭﻥ ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺑﺎﻟﻘﻠﻕ ﺍﻟﻣﺳﺗﻣﺭ‪ ،‬ﻣﺩﻓﻭﻋﻳﻥ‬
‫ﺑﺣﺎﺟﺗﻬﻡ ﺍﻟﻣﺳﺗﻣﺭﺓ ﺇﻟﻰ ﺍﻟﺭﺿﺎ ﻋﻥ ﺃﻧﻔﺳﻬﻡ‪ً ،‬‬ ‫ﺩﻭﻥ ﺃﺣﻘﺎﺩ‪ ،‬ﻭﺍﻻﺳﺗﻣﺎﻉ ﺇﻟﻰ ﺍﻵﺧﺭﻳﻥ ﺑﺎﺣﺗﺭﺍﻡ ﻭﺍﺳﺗﻳﻌﺎﺏ‬
‫ﺑﺩﻻ ﻣﻥ ﺃﻥ‬
‫ﻭﺟﻬﺎﺕ ﻧﻅﺭﻫﻡ‪ ،‬ﺃﻱ ﺃﻥ ﻳﻛﻭﻧﻭﺍ ﺑﺎﺧﺗﺻﺎﺭ ﺟﺯءًﺍ ﻣﻥ ﻓﺭﻕ‬
‫ﻳﺣﺭﻛﻬﻡ ﺍﻟﻔﺿﻭﻝ‪ .‬ﻭﻫﺅﻻء ﺍﻟﺻﻐﺎﺭ ﻟﻳﺳﻭﺍ ﺑﺣﺎﺟﺔ ﺇﻟﻰ‬
‫ﻋﻣﻝ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﺃﻥ ﻳﺩﺭﻛﻭﺍ ﻗﻳﻣﺔ ﺍﻟﺗﻌﺎﻭﻥ‪ .‬ﻭﻫﺫﺍ ﺍﻟﻭﺿﻊ‬
‫ُﻘﺑﻠﻭﺍ ﻋﻠﻰ ﺍﻟﻣﺫﺍﻛﺭﺓ‪ ،‬ﺣﻳﺙ ﺇﻥ ﺍﻟﺣﺎﻓﺯ ﺍﻟﺫﻱ‬ ‫ﺍﻟﺗﻬﺩﻳﺩ ﻛﻲ ﻳ ِ‬ ‫ﺍﻟﻣﻧﻁﻘﻲ ﺗﻌﺟﺯ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻋﻥ ﺗﺣﻘﻳﻘﻪ ﺃﻭ‬
‫ﻳﺣﺭﻛﻬﻡ ﺩﺍﺧﻠﻲ‪ ،‬ﻏﻳﺭ ﺃﻧﻪ ﺑﺎﻟﺗﺄﻛﻳﺩ ﻟﻳﺱ ﺣﻘﻳﻘﻳًﺎ‪.‬‬
‫ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻪ‪.‬‬

‫ﺍﻻﻧﺿﺑﺎﻁ ﻭﺍﻟﺗﺣﻛﻡ ﻓﻲ ﺍﻟﻧﻔﺱ ﻻ ﻳﻌﻧﻳﺎﻥ ﺃﻥ ﻳﺗﻌﻠﻡ ﺍﻟﻣﺭء‬

‫ﻭﺭﻏﻡ ﺫﻟﻙ‪ ،‬ﺗﺷﺟﻊ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ‬
‫ﺃﻥ ﺍﻟﺣﻳﺎﺓ ﻗﺎﺳﻳﺔ‪ ،‬ﻭﺃﻧﻪ ﻳﺟﺏ ﻋﻠﻳﻪ ﺃﻥ ﻳﻔﻌﻝ ﻛﻝ ﻣﺎ ﻳُﻣﻠﻰ‬
‫ﻋﻠﻳﻪ ﺩﻭﻥ ﻧﻘﺎﺵ‪ ،‬ﺑﻝ ﻳﻌﻧﻲ ﺃﻥ ﻳﺗﻌﻠﻡ ﻛﻳﻑ ﻳﺩﻳﺭ ﺣﺭﻳﺗﻪ‪،‬‬ ‫ﻁﻠﺏ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻣﻥ ﺁﺑﺎﺋﻬﻡ‪ ،‬ﻓﻳﻧﺗﻬﻲ ﺍﻟﻣﻁﺎﻑ ﺑﺎﻟﻁﻔﻝ ﺇﻟﻰ‬
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‫ﻣﻘﺎﺭﻧﺔ ﺑﻣﺎ ﻟﻭ‬ ‫ﺗﻌﻠﻡ ﺃﻣﻭﺭ ﺃﻛﺛﺭ ﺑﻔﺿﻝ ﻣﺳﺎﻋﺩﺓ ﺃﺑﻭﻳﻪ ﻟﻪ‬
‫ﺑﺎﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻓﺭﺹ ﺗﺳﻣﺢ ﻟﻪ ﺑﺷﻛﻝ ﺗﺩﺭﻳﺟﻲ ﺃﻥ ﻳﺻﺑﺢ‬
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‫ﻣﺳﺅﻭﻻ ﻋﻥ ﺃﻭﻗﺎﺕ ﻓﺭﺍﻏﻪ‪.‬‬ ‫ﺃﻧﺟﺯ ﻭﺍﺟﺑﺎﺗﻪ ﺑﻣﻔﺭﺩﻩ‪ .‬ﺇﻻ ﺃﻥ ﺍﻷﺑﻭﻳﻥ ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻧﺎ‬
‫ﺩﺍﺋﻣًﺎ ﺣﺫﺭﻳﻥ ﻣﻥ ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻟﻠﻁﻔﻝ‪.‬‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫‪º«∏©àdG øY ¬aô©f ’ Ée‬‬ ‫ﻓﻬﻧﺎﻙ ﻓﺭﻕ ﺑﻳﻥ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻁﻔﻝ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻡ ﻭﺗﺣﻣﻝ‬
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‫ﺑﺩﻻ ﻣﻧﻪ‬ ‫ﺍﻟﻣﺳﺅﻭﻟﻳﺔ‪ ،‬ﻭﺑﻳﻥ ﺇﻧﺟﺎﺯ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫ﺣﻳﻥ ﻳﻛﻭﻥ ﺍﻟﻣﺭء ﺷﺩﻳﺩ ﺍﻟﺗﻣﺳﻙ ﺑﻔﻛﺭﺓ ﻣﺎ‪ ،‬ﻓﺈﻧﻪ ﻗﺩ ﻳﻘﺎﺑﻝ‬
‫ﺍﻷﺩﻟﺔ ﺍﻟﺗﻲ ﺗﺩﺣﺽ ﻓﻛﺭﺗﻪ ﺑﺎﻟﺗﺟﺎﻫﻝ ﺍﻟﺗﺎﻡ‪ .‬ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ‬ ‫ﻛﻲ ﺗﻛﻭﻥ ﺧﺎﻟﻳﺔ ﻣﻥ ﺍﻷﺧﻁﺎء‪ .‬ﻭﻟﻛﻥ ﺣﺗﻰ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻁﻔﻝ‬
‫ﺑﺎﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﺍﻟﺗﻲ ﻳُﻌﺗﻘﺩ ﺃﻧﻬﺎ ﺗﺳﺎﻋﺩ ﺍﻟﻁﻼﺏ‬ ‫ﻋﻠﻰ ﺍﻟﺗﻌﻠﻡ ﻭﺗﺣﻣﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﻏﺎﻟﺑًﺎ ﻣﺎ ﺗﺭﻓﺿﻬﺎ ﺍﻟﻣﺩﺭﺳﺔ‬
‫ﻋﻠﻰ ﺍﻟﺗﻌﻠﻡ ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪ ،‬ﺗﻧﻁﻭﻱ ﺍﻟﻣﺷﻛﻠﺔ ﺑﺷﻛﻝ ﺟﺯﺋﻲ‬ ‫ﺗﺷﺟﻳﻌًﺎ ﻟﻠﻁﻔﻝ ﻋﻠﻰ ﺍﻻﺳﺗﻘﻼﻟﻳﺔ‪ .‬ﻭﻫﺫﺍ ﻳﺟﺏ ﺃﻥ ﻳﻘﻭﺩﻧﺎ‬
‫ﻋﻠﻰ ﺍﻓﺗﺭﺍﺿﺎﺕ ﻭﻣﻔﺎﻫﻳﻡ ﻣﻐﻠﻭﻁﺔ ﺣﻭﻝ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‬ ‫ﺇﻟﻰ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺗﺎﻟﻲ‪ :‬ﻫﻝ ﺍﻟﻬﺩﻑ ﺍﻷﺳﺎﺳﻲ ﻣﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﻧﻔﺳﻬﺎ‪ .‬ﻭﺗﻠﻙ ﺍﻻﻓﺗﺭﺍﺿﺎﺕ ﺍﻟﺧﺎﻁﺋﺔ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺍﻛﺗﺳﺎﺏ‬ ‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﻫﻭ ﻣﺳﺎﻋﺩﺓ ﺍﻷﻁﻔﺎﻝ ﻛﻲ ﻳﺻﺑﺣﻭﺍ ﻁﻼﺑًﺎ ﺃﻛﺛﺭ‬
‫ﺍﻷﻁﻔﺎﻝ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﺳﺗﻳﻌﺎﺑﻬﻡ ﻟﻸﻓﻛﺎﺭ ﻫﻲ ﺍﻟﻣﺳﺅﻭﻟﺔ ﻋﻥ‬ ‫ﺣﻣﺎﺳً ﺎ ﻭﺇﺗﻘﺎ ًﻧﺎ‪ ،‬ﺃﻡ ﺍﻟﻐﺭﺽ ﻣﻧﻬﺎ ﺍﻟﺣﻛﻡ ﻋﻠﻰ ﻣﺩﻯ ﺇﺟﺎﺩﺓ‬
‫ً‬
‫ﻗﺑﻭﻻ ﺑﻳﻥ‬ ‫ﻭﺿﻊ ﻋﺩﺩ ﻣﻥ ﺍﻟﺳﻳﺎﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﺗﻲ ﺗﻠﻘﻰ‬
‫ﻣﻥ ﻻ ﻳﻌﺭﻓﻭﻥ ً‬
‫ﺷﻳﺋﺎ ﻋﻥ ﻛﻳﻔﻳﺔ ﺣﺩﻭﺙ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‪.‬‬
‫ﺍﻟﻁﻼﺏ ﻓﻲ ﺇﻧﺟﺎﺯ ﺍﻟﻣﻬﻣﺎﺕ ﺑﻣﻔﺭﺩﻫﻡ ﻭﺗﻌﻠﻳﻣﻬﻡ ﻗﻳﻣﺔ‬
‫ﺍﻟﻣﺟﻬﻭﺩ ﺍﻟﻔﺭﺩﻱ؟‬
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 ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ‪) -‬ﻓﺑﺭﺍﻳﺭ ‪50 - (2015‬‬ ‫ﺃﻥ ﺳﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻳﺔ ﻗﺩ ﺳﺎﻋﺩﺕ ﺍﻟﻁﻼﺏ‬ ‫‪âbƒdÉH ≥∏©àe ∫hC’G ¢VGÎa’G‬‬
‫ﻓﻌﻼ ﻓﻲ ﺣﻔﻅ ﻗﺎﺋﻣﺔ ﻣﻥ ﺍﻟﺗﻭﺍﺭﻳﺦ ﺃﻭ ﺍﻟﺗﻌﺭﻳﻔﺎﺕ‪ .‬ﻣﺎ ﺩﺍﻡ‬ ‫ً‬ ‫ً‬
‫ﺑﺩﺍﻳﺔ‪ ،‬ﻓﻠﻧﻧﻅﺭ ﻓﻲ ﺃﻣﺭ ﺍﻻﻓﺗﺭﺍﺽ ﺍﻟﻘﺎﺋﻝ ﺑﺄﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﻟﻳﺱ ﻫﻧﺎﻙ ﺳﺑﺏ ﻭﺟﻳﻪ ﻳﺟﻌﻠﻬﻡ ﻳﺣﻔﻅﻭﻥ ﻫﺫﻩ ﺍﻟﺗﻭﺍﺭﻳﺦ‬ ‫ﺍﻟﻣﻧﺯﻟﻳﺔ ﻣﻔﻳﺩﺓ ﻷﻧﻬﺎ ﺗﻣﻧﺢ ﺍﻟﻁﻼﺏ ﻗﺩﺭً ﺍ ﺃﻛﺑﺭ ﻣﻥ ﺍﻟﻭﻗﺕ‬
‫ﻭﺍﻟﺗﻌﺭﻳﻔﺎﺕ‪ ،‬ﻓﻣﻥ ﺍﻟﻣﺣﺗﻣﻝ ﺃﻥ ﻳﻧﺳﻭﻫﺎ ﺑﺄﻱ ﺣﺎﻝ ﻣﻥ‬ ‫ﻹﺗﻘﺎﻥ ﻣﺎﺩﺓ ﺩﺭﺍﺳﻳﺔ ﻣﺎ ﺃﻭ ﻣﻬﺎﺭﺓ ﻣﺎ‪ .‬ﻳﻌﺗﻣﺩ ﺍﻟﻛﺛﻳﺭ ﻣﻥ‬
‫ﺧﺻﻭﺻﺎ ﻟﻭ ﻛﺎﻥ ﺑﺎﺳﺗﻁﺎﻋﺗﻬﻡ ﺩﺍﺋﻣًﺎ ﺃﻥ ﻳﺑﺣﺛﻭﺍ‬
‫ً‬ ‫ﺍﻷﺣﻭﺍﻝ‪،‬‬ ‫ﺍﻟﺧﺑﺭﺍء ﻋﻠﻰ ﻫﺫﺍ ﺍﻻﻓﺗﺭﺍﺽ ﺣﻳﻥ ﻳﻧﺎﺩﻭﻥ ﺑﺯﻳﺎﺩﺓ ﻋﺩﺩ‬
‫ﻋﻧﻬﺎ ﻓﻲ ﺍﻟﻛﺗﺏ ﺃﻭ ﺷﺑﻛﺔ ﺍﻹﻧﺗﺭﻧﺕ ﺇﺫﺍ ﺍﻗﺗﺿﻰ ﺍﻷﻣﺭ‪،‬‬ ‫ﺳﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ ﺃﻭ ﻣﺩ ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺳﻲ‪ ،‬ﺇﺫ ﺷﺎﻉ ﺍﻻﻋﺗﻘﺎﺩ‬
‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﻟﻥ ﺗﻛﻭﻥ ﻫﻧﺎﻙ ﺃﻱ ﻓﺎﺋﺩﺓ ﺗُﺫﻛﺭ ﻣﻥ ﺯﻳﺎﺩﺓ ﻋﺩﺩ‬ ‫ﺑﺄﻥ ﻧﺟﺎﺡ ﺍﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻣﺭﻫﻭﻥ ﺣﺗﻣًﺎ ﺑﻌﻧﺻﺭ ﺍﻟﻭﻗﺕ‪.‬‬
‫ﺳﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪ .‬ﻳﺩﻋﻭﻧﺎ ﻫﺫﺍ ﺍﻷﻣﺭ‪ ،‬ﺑﺎﻟﻁﺑﻊ‪ ،‬ﺇﻟﻰ ﺃﻥ‬ ‫ﻏﻳﺭ ﺃﻥ ﺍﻷﺑﺣﺎﺙ ﺗﺷﻳﺭ ﺇﻟﻰ ﺃﻥ ﻫﺫﺍ ﺍﻋﺗﻘﺎﺩ ﻣﻐﻠﻭﻁ؛ ﺣﻳﺙ‬
‫ﻧﺳﺄﻝ ﺃﻧﻔﺳﻧﺎ ﺍﻟﺳﺅﺍﻟﻳﻥ ﺍﻟﺗﺎﻟﻳﻳﻥ‪ :‬ﻣﺎ ﺍﻷﻣﻭﺭ ﺍﻟﺗﻲ ﺗﺳﺗﺣﻕ ﺃﻥ‬ ‫ﺇﻥ ﻫﻧﺎﻙ ﺣﺎﻻﺕ ﻛﺛﻳﺭﺓ ﻟﻡ ﻳﻔﺩﻫﺎ ﺇﻁﺎﻟﺔ ﻭﻗﺕ ﺍﻟﺗﻌﻠﻡ‪.‬‬
‫ﻳﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ؟ ﻭﻛﻳﻑ ﻧﻘﺭﺭ ﺫﻟﻙ؟‬
‫ﺍﻟﻭﻗﺕ ﺍﻟﻁﻭﻳﻝ ﺍﻟﺫﻱ ﻳﻘﺿﻳﻪ ﺍﻟﻁﻼﺏ ﻓﻲ ﺃﺩﺍء ﻣﻬﻣﺔ ﻣﺎ ﻻ‬
‫‪á°SQɪŸÉH ≥∏©àe ÊÉãdG ¢VGÎa’G‬‬ ‫ً‬
‫ﺇﻧﺟﺎﺯﺍ ﺗﻌﻠﻳﻣﻳًﺎ ﻛﺑﻳﺭً ﺍ ﻛﻣﺎ ﻗﺩ ﻳﺗﻭﻫﻡ‬ ‫ﻳﺿﻣﻥ ﺩﺍﺋﻣًﺎ ﺃﻥ ﻳﺣﻘﻘﻭﺍ‬
‫ﺳﺎﺩ ﺍﻋﺗﻘﺎﺩ ﺷﺎﺋﻊ ﺑﻳﻥ ﺍﻵﺑﺎء ﻭﺍﻟﻣﻌﻠﻣﻳﻥ ﺑﺄﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ‬ ‫ً‬
‫ﺍﻟﺑﻌﺽ‪ .‬ﺻﺣﻳﺢ ﺃﻥ ﺍﻟﺗﻌﻠﻡ ﻳﺳﺗﻐﺭﻕ ﻭﻗﺗﺎ‪ ،‬ﻭﻟﻛﻥ ﺍﻟﻭﻗﺕ‬
‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﻣﻔﻳﺩﺓ ﻷﻧﻬﺎ ﺗﻭﻓﺭ ﻟﻠﻁﻼﺏ ﺍﻟﻔﺭﺻﺔ ﻟﻣﻣﺎﺭﺳﺔ‬ ‫ﻭﺣﺩﻩ ﻻ ﻳﺿﻣﻥ ﻓﻲ ﺣﺩ ﺫﺍﺗﻪ ﺗﺣﻘﻕ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‪ .‬ﺇﻁﺎﻟﺔ‬
‫ﻭﺗﻁﺑﻳﻕ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻌﻠﻣﻭﻫﺎ‪ .‬ﻭﺭﻏﻡ ﺃﻥ ﻓﻛﺭﺓ ﺍﺭﺗﺑﺎﻁ‬ ‫ﻓﺗﺭﺓ ﺍﻟﺗﻌﻠﻡ ﻗﺩ ﺗﺅﺩﻱ ﺇﻟﻰ ﺍﻹﺟﺎﺩﺓ ﻭﺍﻹﺗﻘﺎﻥ ﻟﻭ ﻛﺎﻥ ”ﻋﺩﻡ‬
‫ﺍﻟﻣﻣﺎﺭﺳﺔ ﺑﺎﻹﺗﻘﺎﻥ ﻋﻠﻰ ﻗﺩﺭ ﻛﺑﻳﺭ ﻣﻥ ﺍﻟﺻﺣﺔ‪ ،‬ﻷﻥ ﻣﻥ‬ ‫ﻛﻔﺎﻳﺔ ﺍﻟﻭﻗﺕ“ ﻫﻭ ﺍﻟﺳﺑﺏ ﺍﻟﺭﺋﻳﺱ ﻭﺭﺍء ﻋﺟﺯ ﺍﻟﻁﺎﻟﺏ ﻋﻥ‬
‫ﻳﻣﺎﺭﺳﻭﻥ ﻧﻔﺱ ﺍﻟﻔﻌﻝ ﺑﻛﺛﺭﺓ ﻏﺎﻟﺑًﺎ ﻣﺎ ﻳﺻﻠﻭﻥ ﺇﻟﻰ ﻣﺭﺣﻠﺔ‬ ‫ﺍﻟﺗﻌﻠﻡ ﻓﻲ ﺍﻟﻣﻘﺎﻡ ﺍﻷﻭﻝ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﻫﻧﺎﻙ ﺃﺳﺑﺎﺏ ﺃﺧﺭﻯ‪،‬‬
‫ﺍﻹﺟﺎﺩﺓ ﻭﺍﻹﺗﻘﺎﻥ‪ ،‬ﻓﺈﻥ ﺻﺣﺔ ﻫﺫﺍ ﺍﻷﻣﺭ ﻣﺭﺗﺑﻁﺔ ﺑﺷﺭﻭﻁ‬ ‫ﻓﺈﻥ ﺇﺿﺎﻓﺔ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺳﺎﻋﺎﺕ ﻟﻥ ﻳﻔﻳﺩ ﺑﺷﻲء‪.‬‬
‫ﻣﻌﻳﻧﺔ‪.‬‬
‫ﻟﻳﺳﺕ ﺍﻟﺗﻐﻳﺭﺍﺕ ﺍﻟﻛﻣﻳﺔ – ﻛﻣﻁﺎﻟﺑﺔ ﺍﻟﻁﻼﺏ ﺑﻘﺿﺎء ﺍﻟﻣﺯﻳﺩ‬
‫ﻓﺎﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻣﻣﺎﺭﺳﺔ ﻗﺩ ﻳﺳﺎﻋﺩ ﺑﻌﺽ ﺍﻟﻁﻼﺏ ﻓﻲ ﺗﺫﻛﺭ‬ ‫ﻣﻥ ﺍﻟﻭﻗﺕ ﻓﻲ ﻗﺭﺍءﺓ ﺍﻟﻛﺗﺏ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺃﻭ ﻛﺗﺎﺑﺔ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ ﺃﻭ ﺭﺩ ﺍﻟﻔﻌﻝ ﺍﻟﻣﺗﻭﻗﻊ ﻣﻧﻬﻡ‪ ،‬ﻭﻟﻛﻧﻪ ﻟﻥ‬ ‫– ﻫﻲ ﺍﻟﺗﻲ ﺳﺗﺳﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻡ ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪ ،‬ﻓﻣﺎ‬
‫ﻳﺣﺳﱢ ﻥ ﻣﻥ ﻗﺩﺭﺗﻬﻡ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ‪ .‬ﻟﺫﻟﻙ‪ ،‬ﻧﻧﺻﺢ ﺑﺗﺟﻧﺏ‬ ‫ﺳﻳﺳﺎﻋﺩﻫﻡ ﻫﻭ ﺍﻟﺗﻐﻳﺭﺍﺕ ﺍﻟﻧﻭﻋﻳﺔ ﻓﻲ ﺍﻷﺳﻠﻭﺏ ﺍﻟﺫﻱ‬
‫ﻭﺍﺟﺑﺎﺕ ﻣﺩﺭﺳﻳﺔ‪ ،‬ﻷﻥ ﻣﺎ ﻳﻔﻌﻠﻭﻧﻪ ﻓﻲ‬
‫ٍ‬ ‫ﺇﻋﻁﺎء ﺍﻷﻁﻔﺎﻝ‬ ‫ﻳﻧﻅﺭﻭﻥ ﺑﻪ ﺇﻟﻰ ﺃﻧﻔﺳﻬﻡ ﻋﻧﺩ ﺗﻧﻔﻳﺫ ﺍﻟﻣﻬﻣﺔ ﺍﻟﻣﻁﻠﻭﺑﺔ ﻣﻧﻬﻡ‪،‬‬
‫ﻛﺎﻑ‪ ،‬ﻭﺍﻟﺗﻛﺭﺍﺭ ﻟﻳﺱ ﺿﺭﻭﺭﻳًﺎ ﻭﻻ ﻣﺳﺗﺣﺑًﺎ‪،‬‬ ‫ٍ‬ ‫ﺍﻟﻣﺩﺭﺳﺔ‬ ‫ﺃﻭ ﻳﻧﺧﺭﻁﻭﻥ ﺑﻪ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‪ ،‬ﺃﻭ ﻳﺳﺗﺟﻳﺑﻭﻥ ﺑﻧﺎ ًء‬
‫ﻛﻣﺎ ﺃﻥ ﺍﻵﺑﺎء ﺣﻳﻥ ﻳﺣﺎﻭﻟﻭﻥ ﻣﺳﺎﻋﺩﺓ ﺃﺑﻧﺎﺋﻬﻡ ﻓﻲ ﺇﻧﺟﺎﺯ‬ ‫ﻋﻠﻳﻪ ﻷﻧﺷﻁﺔ ﺍﻟﺗﻌﻠﻡ‪.‬‬
‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻳﻣﻳﻠﻭﻥ ﺇﻟﻰ ﺗﻠﻘﻳﻧﻬﻡ ﺍﻷﺳﺎﻟﻳﺏ ﺍﻟﺗﻲ‬
‫ﺗﻌﻠﻣﻭﺍ ﻭﻫﻡ ﺻﻐﺎﺭ ﺃﻧﻬﺎ ﺍﻷﺳﺎﻟﻳﺏ ”ﺍﻟﺻﺣﻳﺣﺔ“ ﻟﺣﻝ‬ ‫ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻣﻧﺢ ﺍﻟﻁﻼﺏ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻭﻗﺕ ﻛﻲ ﻳﺗﻌﻠﻣﻭﺍ‬
‫ﺍﻟﻣﺷﻛﻼﺕ‪ .‬ﻣﺭﺓ ﺃﺧﺭﻯ‪ ،‬ﻳﺅﺩﻱ ﻫﺫﺍ ﺍﻟﻭﺿﻊ ﺇﻟﻰ ﺇﻳﻘﺎﻑ‬ ‫ﺩﺭﺳً ﺎ ﻣﺎ ﻫﻭ ﺑﻣﺛﺎﺑﺔ ﻫﺭﻭﺏ ﻣﻥ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺗﺎﻟﻲ‪” :‬ﻫﻝ‬
‫ﻋﺟﻠﺔ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻋﻘﻭﻝ ﺍﻷﻁﻔﺎﻝ‪.‬‬ ‫ﻳﺳﺗﺣﻕ ﻫﺫﺍ ﺍﻟﺩﺭﺱ ﺃﻥ ﻳﺗﻌﻠﻣﻪ ﺍﻟﻁﺎﻟﺏ ﺃﻡ ﻻ؟“ ﻟﻧﻔﺗﺭﺽ‬

‫‪á«°SQóŸG äÉÑLGƒdG ÖÑ°ùH »°SGQódG π«°üëàdG Iƒéa ´É°ùJG‬‬

‫ﺗﺗﺳﺑﺏ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻓﻲ ﺯﻳﺎﺩﺓ ﻓﺟﻭﺓ ﺍﻟﺗﺣﺻﻳﻝ ﺍﻟﺩﺭﺍﺳﻲ ﺑﻳﻥ ﺍﻟﻁﻼﺏ ﺣﺗﻰ ﻟﻭ ﻛﺎﻥ ﺟﻣﻳﻊ ﺁﺑﺎﺋﻬﻡ ﻗﺎﺩﺭﻳﻥ ﻋﻠﻰ ﺗﻘﺩﻳﻡ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﺍﻟﻣﺳﺎﻋﺩﺓ ﻟﻬﻡ‪ .‬ﻓﺎﻹﺷﺭﺍﻑ ﻋﻠﻰ ﺃﺩﺍء ﺍﻷﺑﻧﺎء ﻟﻠﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻳﺧﺗﻠﻑ ﺑﺎﺧﺗﻼﻑ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻻﺟﺗﻣﺎﻋﻲ ﻟﻸﺑﻭﻳﻥ‪ .‬ﻓﺎﻷﺑﻭﺍﻥ ﺍﻟﻠﺫﺍﻥ‬
‫ﻳﻧﺗﻣﻳﺎﻥ ﺇﻟﻰ ﺍﻟﻁﺑﻘﺔ ﺍﻟﻣﺗﻭﺳﻁﺔ‪ ،‬ﻭﺑﺧﺎﺻﺔ ﻫﺅﻻء ﺍﻟﺫﻳﻥ ﺗﺗﻁﻠﺏ ﻋﺎﺩﺍﺗﻬﻡ ﺍﻟﻭﻅﻳﻔﻳﺔ ﺣﻝ ﺍﻟﻣﺷﻛﻼﺕ‪ ،‬ﻳﺳﺎﻋﺩﺍﻥ ﺃﺑﻧﺎءﻫﻣﺎ ﺑﻁﺭﺡ‬
‫ﺃﺳﺋﻠﺔ ﺗﻘﺳﱢ ﻡ ﺍﻟﻣﺷﻛﻠﺔ ﺍﻟﻛﺑﻳﺭﺓ ﺇﻟﻰ ﻣﺷﻛﻼﺕ ﺃﺻﻐﺭ ﺗﺳﺎﻋﺩ ﻫﺅﻻء ﺍﻷﺑﻧﺎء ﻋﻠﻰ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺻﺣﻳﺣﺔ‪ .‬ﺃﻣﺎ ﺍﻷﺑﻭﺍﻥ‬
‫ﺍﻟﻠﺫﺍﻥ ﻳﻧﺗﻣﻳﺎﻥ ﺇﻟﻰ ﺍﻟﻁﺑﻘﺔ ﺍﻟﺩﻧﻳﺎ‪ ،‬ﻓﺗﺗﺯﺍﻳﺩ ﺍﺣﺗﻣﺎﻻﺕ ﺃﻥ ﻳﻭﺟﻬﺎ ﺃﺑﻧﺎءﻫﻣﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻌﻠﻳﻣﺎﺕ ﺍﻟﻣﺑﺎﺷﺭﺓ‪ .‬ﻭﻗﺩ ﻳﻌﻭﺩ ﺃﻁﻔﺎﻝ ﻛﻠﺗﺎ‬
‫ﺍﻟﻁﺑﻘﺗﻳﻥ ﺇﻟﻰ ﺍﻟﻣﺩﺭﺳﺔ ﺑﻭﺍﺟﺑﺎﺗﻬﻡ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻭﻗﺩ ﺃﻧﺟﺯﻭﻫﺎ‪ ،‬ﻏﻳﺭ ﺃﻥ ﻫﺅﻻء ﺍﻟﺫﻳﻥ ﻳﻧﺗﻣﻭﻥ ﺇﻟﻰ ﺍﻟﻁﺑﻘﺔ ﺍﻟﻣﺗﻭﺳﻁﺔ ﺗﺗﺯﺍﻳﺩ ﺍﺣﺗﻣﺎﻻﺕ‬
‫ً‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺄﻗﺭﺍﻧﻬﻡ ﻣﻥ ﺍﻟﻁﺑﻘﺔ ﺍﻟﺩﻧﻳﺎ‪.‬‬ ‫ﺍﻛﺗﺳﺎﺑﻬﻡ ﻟﻘﺩﺭﺍﺕ ﻋﻘﻠﻳﺔ ﺿﺭﻭﺭﻳﺔ ﺑﻌﺩ ﺣﻝ ﺗﻠﻙ ﺍﻟﺗﺩﺭﻳﺑﺎﺕ‬

‫ﻧﻧﺱ ً‬
‫ﺃﻳﺿﺎ ﺃﻥ ﻫﻧﺎﻙ ﺍﺧﺗﻼﻓﺎﺕ ﺷﺎﺳﻌﺔ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺗﻭﻓﺭ ﺍﻟﻛﺗﺏ ﻭﺃﺟﻬﺯﺓ ﺍﻟﺣﺎﺳﺏ ﺍﻵﻟﻲ ﻭﻏﻳﺭﻫﺎ ﻣﻥ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺗﻲ‬ ‫ﺩﻋﻭﻧﺎ ﻻ َ‬
‫ﻳﺳﺗﻁﻳﻊ ﺍﻷﻁﻔﺎﻝ ﻣﻥ ﻣﺧﺗﻠﻑ ﺍﻟﻁﺑﻘﺎﺕ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻬﺎ‪ .‬ﻛﻝ ﻣﺎ ﺳﺑﻕ ﻳﻌﻧﻲ ﺃﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺗﺿﺎﻋﻑ ﺍﻵﺛﺎﺭ‬
‫‪4‬‬ ‫ﺍﻟﻧﺎﺟﻣﺔ ﻋﻥ ﺍﺧﺗﻼﻑ ﺍﻟﻁﺑﻘﺎﺕ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺗﺯﻳﺩ ﺣﺎﻟﺔ ﺍﻟﻼﻣﺳﺎﻭﺍﺓ ﺑﻳﻥ ﺍﻟﻁﻼﺏ‪.‬‬

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 ‫ﻋﻠﻰ ﺍﻓﺗﺭﺍﺿﺎﺕ ﻣﻥ ﻳﺗﻣﺗﻌﻭﻥ ﺑﻧﻔﻭﺫ ﺃﻛﺑﺭ )ﺃﻱ ﺍﻟﻣﺩﻳﺭﻳﻥ(‬ ‫ﻭﺣﺗﻰ ﺣﻳﻥ ﻳﻛﺗﺳﺏ ﺍﻟﻁﻼﺏ ﺑﺎﻟﻔﻌﻝ ﻣﻬﺎﺭﺓ ﺃﻛﺎﺩﻳﻣﻳﺔ ﻣﻥ‬

‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ‪) -‬ﻓﺑﺭﺍﻳﺭ ‪50 - (2015‬‬

‫ﺗﺟﺎﻩ ﻣﻥ ﻳﺗﻣﺗﻌﻭﻥ ﺑﻧﻔﻭﺫ ﺃﻗﻝ )ﺃﻱ ﺍﻟﻣﻭﻅﻔﻳﻥ(‪ .‬ﻭﻗﺩ ﺃﻁﻠﻕ‬
‫ﺍﺳﻡ ”ﺍﻟﻧﻅﺭﻳﺔ ‪ “X‬ﻋﻠﻰ ﺍﻻﻋﺗﻘﺎﺩ ﺍﻟﻘﺎﺋﻝ ﺑﺄﻥ ﺍﻟﺑﺷﺭ ﻓﻲ‬
‫ﺍﻷﺳﺎﺱ ﻻ ﻳﺣﺑﻭﻥ ﺍﻟﻌﻣﻝ‪ ،‬ﻭﺃﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺑﺣﺎﺟﺔ ﺇﻟﻰ‬
‫ﻭﺟﻭﺩ ﺭﻗﺎﺑﺔ ﻋﻠﻳﻬﻡ‪ ،‬ﻭﻻ ﺑﺩ ﻣﻥ ﺇﻛﺭﺍﻫﻬﻡ ﻋﻠﻰ ﻓﻌﻝ ﻛﻝ‬
‫ﺷﻲء‪ .‬ﻭﻋﻠﻰ ﺻﻌﻳﺩ ﺁﺧﺭ‪ ،‬ﻫﻧﺎﻙ ”ﺍﻟﻧﻅﺭﻳﺔ ‪ ،“Y‬ﺍﻟﺗﻲ ﺗﺷﻳﺭ‬
‫ﺇﻟﻰ ﺃﻧﻪ ﺣﻳﻥ ﻳﻛﻭﻥ ﻟﺩﻯ ﺍﻹﻧﺳﺎﻥ ﺷﻲء ﻳﺳﺗﺣﻕ ﺃﻥ ﻳﻔﻌﻠﻪ‪،‬‬
‫ﻭﺣﻳﻥ ﻳُﻌﺎﻣﻝ ﺑﺎﺣﺗﺭﺍﻡ‪ ،‬ﻓﺈﻧﻪ ﻳﺻﺑﺢ ﻋﺿﻭً ﺍ ﻣﻧﺗﺟً ﺎ‪ ،‬ﻳﻔﺧﺭ‬
‫ﺑﻌﻣﻠﻪ‪ ،‬ﻭﻳﺳﻌﻰ ﺳﻌﻳًﺎ ﺩﺅﻭﺑًﺎ ﻧﺣﻭ ﺍﻟﺗﺣﺩﻳﺎﺕ ﻭﺍﻟﻣﺳﺅﻭﻟﻳﺎﺕ‪.‬‬
‫ﻭﺍﻟﻣﻘﺻﻭﺩ ﻣﻥ ﻫﺫﺍ ﺃﻥ ”ﺍﻟﻧﻅﺭﻳﺔ ‪ “X‬ﺗﺷﺭﺡ ﻧﻅﺭﺓ ﺍﻟﻛﺛﻳﺭ‬
‫ﻣﻥ ﺍﻷﺷﺧﺎﺹ ﺍﻟﺿﻣﻧﻳﺔ ﺇﻟﻰ ﺍﻷﻁﻔﺎﻝ‪ ،‬ﻣﺎ ﻟﻡ ﺗﻛﻥ ﺗﻠﻙ ﻫﻲ‬
‫ﻧﻅﺭﺗﻬﻡ ﺇﻟﻰ ﺍﻟﺟﻧﺱ ﺍﻟﺑﺷﺭﻱ ﺑﺄﻛﻣﻠﻪ‪ .‬ﻟﻛﻥ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ‬
‫ﻭﺟﻪ ﺍﻟﺧﺻﻭﺹ ﻳﻣﻳﻠﻭﻥ ﺑﻁﺑﻳﻌﺗﻬﻡ ﺇﻟﻰ ﻣﺣﺎﻭﻟﺔ ﻓﻬﻡ ﺍﻟﻌﺎﻟﻡ‬
‫ﻭﺍﻟﺩﻓﻊ ﺑﺄﻧﻔﺳﻬﻡ ﻧﺣﻭ ﻓﻌﻝ ﺃﺷﻳﺎء ﺗﻔﻭﻕ ﻣﺳﺗﻭﻯ ﻗﺩﺭﺍﺗﻬﻡ‬
‫ﺍﻟﺣﺎﻟﻲ‪ .‬ﻟﺫﺍ‪ ،‬ﺣﻳﻥ ﺗﺗﻘﻠﺹ ﺟﻬﻭﺩﻫﻡ‪ ،‬ﺃﻭ ﺣﻳﻥ ﻧﻘﻠﺻﻬﺎ ﻧﺣﻥ‬
‫ﺍﻟﺑﺎﻟﻐﻳﻥ‪ ،‬ﻻ ﻳﻌﺗﺑﺭ ﺗﺻﺭﻓﻬﻡ ﻫﺫﺍ ﺍﻧﻌﻛﺎﺳً ﺎ ﻟﻁﺑﻳﻌﺔ ﺍﻟﺑﺷﺭ‪،‬‬
‫ﻭﺇﻧﻣﺎ ﻳﻌﺗﺑﺭ ﺑﻣﺛﺎﺑﺔ ﺇﺷﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﻫﻧﺎﻙ ﺧﻁﺄ ﻣﺎ‪ .‬ﻓﺭﺑﻣﺎ‬
‫ﻳﻛﻭﻥ ﺍﻟﻁﻔﻝ ﻗﺩ ﺷﻌﺭ ﺑﺎﻟﺗﻬﺩﻳﺩ‪ .‬ﻭﺭﺑﻣﺎ ﺗﻛﻭﻥ ﻫﻧﺎﻙ ﻣﺣﻔﺯﺍﺕ‬
‫ﺧﺎﺭﺟﻳﺔ ﻗﻠﺻﺕ ﻣﻥ ﺍﻫﺗﻣﺎﻣﻪ ﺑﻣﻬﻣﺔ ﻣﺎ ﻻﻋﺗﺑﺎﺭﻩ ﺇﻳﺎﻫﺎ‬
‫ﻣﻣﻼ ﻭﻟﻛﻧﻪ ﺃﺳﺎﺳﻲ ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﻣﻛﺎﻓﺄﺓ‪ .‬ﻭﺭﺑﻣﺎ‬ ‫ً‬
‫ﺷﺭﻁﺎ‬
‫ﻳﻧﻅﺭ ﺍﻟﻁﻔﻝ ﺇﻟﻰ ﺍﻟﻣﻬﻣﺔ ﻧﻔﺳﻬﺎ ﻋﻠﻰ ﺃﻧﻬﺎ ﻣﻌﺩﻭﻣﺔ ﺍﻟﻔﺎﺋﺩﺓ‬
‫ً‬
‫ﻣﺛﻼ‪ ،‬ﻣﻛﺎ ًﻧﺎ‬ ‫ﻭﻣﻣﻠﺔ‪ .‬ﺃﻭ ﺭﺑﻣﺎ ﺗﻛﻭﻥ ﺍﻟﺑﻳﺋﺔ‪ ،‬ﻛﻐﺭﻓﺔ ﺍﻟﺩﺭﺍﺳﺔ‬
‫ﻳُﻌﻠﻲ ﻗﻳﻣﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻭﻟﻳﺱ ﺍﻻﺳﺗﻛﺷﺎﻑ ﺍﻟﻔﻛﺭﻱ‪ .‬ﻭﻓﻲ ﺗﻠﻙ‬
‫ً‬
‫ﻁﺭﻳﻘﺎ ﻣﺧﺗﺻﺭً ﺍ‬ ‫ﺍﻟﺣﺎﻟﺔ‪ ،‬ﻻ ﻳُﻌﺗﺑﺭ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻳﻥ ﻳﺳﻠﻛﻭﻥ‬
‫ﻛﺳﺎﻟﻰ‪ ،‬ﺑﻝ ﻋﻘﻼﻧﻳﻳﻥ‪ ،‬ﻓﻬﻡ ﺣﻳﻥ ﻳﺧﺗﺎﺭﻭﻥ ﺃﺳﻬﻝ ﺍﻟﻣﻬﻣﺎﺕ‬
‫ﺍﻟﻣﺗﺎﺣﺔ ﻟﻬﻡ‪ ،‬ﻓﺈﻧﻬﻡ ﺑﺫﻟﻙ ﻳﺿﺎﻋﻔﻭﻥ ﻓﺭﺹ ﻧﺟﺎﺣﻬﻡ‪.‬‬
‫ﻭﺑﺎﻟﺗﺎﻟﻲ‪ ،‬ﺣﻳﻥ ﺗﻣﻧﺢ ﺍﻟﻣﺩﺍﺭﺱ ﺩﺭﺟﺎﺕ ﻟﻁﻼﺑﻬﺎ‪ ،‬ﻓﺈﻧﻬﺎ ﻻ‬
‫ﺗﺷﺟﻌﻬﻡ ﻋﻠﻰ ﺍﺳﺗﺛﻣﺎﺭ ﺇﻣﻛﺎﻧﺎﺗﻬﻡ ﻭﺍﻛﺗﺷﺎﻑ ﻗﺩﺭﺍﺗﻬﻡ‪.‬‬
‫ﺇﺫﺍ ﻛﻧﺎ ﻻ ﻧﺛﻕ ﺑﻘﺩﺭﺓ ﺃﺑﻧﺎﺋﻧﺎ ﻋﻠﻰ ﺗﺟﻧﺏ ﺍﻟﻣﺗﺎﻋﺏ‪ ،‬ﻓﺈﻥ‬
‫ﻣﺣﺎﻭﻟﺗﻧﺎ ﺇﺑﻘﺎﺋﻬﻡ ﻣﺷﻐﻭﻟﻳﻥ ﻟﻥ ﺗﺣﻘﻕ ﻟﻧﺎ ﻫﺫﺍ ﺍﻟﻬﺩﻑ‪ .‬ﻓﺄﻳًﺎ‬
‫ﻛﺎﻥ ﻣﺎ ﻳﻔﻌﻠﻪ ﺃﻁﻔﺎﻟﻧﺎ ﻳﻌﻛﺱ ﻁﺑﻳﻌﺔ ﻋﻼﻗﺗﻧﺎ ﺑﻬﻡ ﺃﻛﺛﺭ ﻣﻣﺎ‬
‫ﻳﻌﻛﺱ ﻁﺭﻳﻘﺔ ﺍﺳﺗﻐﻼﻟﻬﻡ ﻟﻭﻗﺕ ﻓﺭﺍﻏﻬﻡ‪ .‬ﻭﻓﻲ ﺍﻟﻭﺍﻗﻊ‪ ،‬ﻋﺩﻡ‬
‫ﺛﻘﺔ ﺍﻷﺑﻭﻳﻥ ﻓﻲ ﺃﻁﻔﺎﻟﻬﻣﺎ ﻗﺩ ﺗﺅﺩﻱ ﺇﻟﻰ ﺗﺣﻭﻝ ﻣﺧﺎﻭﻓﻬﻣﺎ‬
‫ﺧﻼﻝ ﺍﻟﻣﻣﺎﺭﺳﺔ‪ ،‬ﻓﺎﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻳﻛﺗﺳﺑﻭﻥ ﺑﻬﺎ ﺗﻠﻙ ﺍﻟﻣﻬﺎﺭﺓ‬
‫ﺗﺟﻌﻠﻧﺎ ﻧﺗﻭﻗﻑ ﻋﻧﺩ ﺍﻟﻛﻳﻔﻳﺔ ﺍﻟﺗﻲ ﺳﻳﺳﺗﺧﺩﻣﻭﻧﻬﺎ ﺑﻬﺎ ﻓﻲ‬
‫ﺍﻟﻣﺳﺗﻘﺑﻝ‪ .‬ﻓﻌﻠﻰ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﻧﻔﺳﻲ‪ ،‬ﺣﻳﻥ ﻧﺩﺭﺏ ﺃﻧﻔﺳﻧﺎ ﻋﻠﻰ‬
‫ﻣﻬﺎﺭﺓ ﻣﺎ ﻛﻲ ﺗﺻﺑﺢ ﻋﺎﺩﺓ ﺭﺍﺳﺧﺔ ﻟﺩﻳﻧﺎ‪ ،‬ﻳﺻﺑﺢ ﺃﺩﺍﺅﻧﺎ‬
‫ﻟﺗﻠﻙ ﺍﻟﻣﻬﺎﺭﺓ ﺗﻠﻘﺎﺋﻳًﺎ ﻭ”ﺑﻼ ﺗﻔﻛﻳﺭ“‪ .‬ﻭﻣﻣﺎﺭﺳﺔ ﺍﻟﻣﺭء ﻟﺑﻌﺽ‬
‫ﺍﻟﻣﻬﺎﺭﺍﺕ ﺣﺗﻰ ﻳﺻﻝ ﺇﻟﻰ ﻣﺭﺣﻠﺔ ﻣﻣﺎﺭﺳﺗﻬﺎ ﻓﻌﻠﻳًﺎ ﻭﻫﻭ‬
‫ﻣﻐﻣﺽ ﺍﻟﻌﻳﻧﻳﻥ ﻳﺗﻌﺎﺭﺽ ﻣﻊ ﺍﻟﻣﺭﻭﻧﺔ ﻭﺍﻹﺑﺩﺍﻉ‪ .‬ﻓﻐﺎﻟﺑًﺎ‪،‬‬
‫ﻻ ﺗﺅﺩﻱ ﺍﻟﻣﻣﺎﺭﺳﺔ ﺇﻟﻰ ﺍﻟﻔﻬﻡ‪ ،‬ﺑﻝ ﺗﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺗﻌﻭﺩ ﻋﻠﻰ‬
‫ﺍﻟﻔﻌﻝ‪ ،‬ﻣﻣﺎ ﻳﻌﻧﻲ ﺗﻛﺭﺍﺭ ﺍﻟﺳﻠﻭﻙ ﺩﻭﻥ ﺗﻔﻛﻳﺭ‪ .‬ﻭﺣﻳﻥ ﻳﻐﻳﺏ‬
‫ﺍﻟﻔﻬﻡ‪ ،‬ﺗﺻﺑﺢ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻬﺎﺭﺓ ﻭﺗﻁﺑﻳﻘﻬﺎ‬
‫ﻣﺣﺩﻭﺩﺓ ﻟﻠﻐﺎﻳﺔ‪.‬‬
‫‪á«°SQóŸG äÉÑLGƒdG‬‬
‫“‪äÓμ°ûŸG ‘ º¡WQƒJ ™æ‬‬
‫ﻫﻧﺎﻙ ﺳﺑﺏ ﺁﺧﺭ ﻻ ﻳﺟﻌﻝ ﻗﻳﻣﺔ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻫﻲ‬
‫ﺍﻟﺳﺑﺏ ﺍﻟﺭﺋﻳﺱ ﻓﻲ ﺍﺳﺗﻣﺭﺍﺭ ﺍﻟﻣﻌﻠﻣﻳﻥ ﻓﻲ ﺇﻋﻁﺎﺋﻬﺎ ﻟﻠﻁﻼﺏ‬
‫ﻭﺍﺳﺗﻣﺭﺍﺭ ﺍﻵﺑﺎء ﻓﻲ ﻗﺑﻭﻟﻬﺎ‪ ،‬ﻭﻫﻭ ﺃﻥ ﻛﺛﻳﺭﻳﻥ ﻣﻧﺎ ﻻ ﻳﺛﻘﻭﻥ‬
‫ﺑﺄﻁﻔﺎﻟﻬﻡ‪ ،‬ﻭﻧﻧﻅﺭ ﺑﻌﻳﻥ ﺍﻟﺭﻳﺑﺔ ﺇﻟﻰ ﻣﺎ ﻗﺩ ﻳﻔﻌﻠﻭﻧﻪ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﻟﺩﻳﻬﻡ ﻗﺩﺭ ﺃﻛﺑﺭ ﻣﻥ ﻭﻗﺕ ﺍﻟﻔﺭﺍﻍ‪ ،‬ﻭﻧﺷﻛﻙ ﻓﻲ ﺇﻣﻛﺎﻧﻳﺔ ﺃﻥ‬
‫ً‬
‫ﻳﺗﻌﻠﻣﻭﺍ ﺃﻱ ﺷﻲء ﻣﻥ ﺗﻠﻘﺎء ﺃﻧﻔﺳﻬﻡ ﻣﺎ ﻟﻡ ﻳﻛﻠﻔﻬﻡ ﻣﻌﻠﻣﻭﻫﻡ‬
‫ﺑﻭﺍﺟﺑﺎﺕ ﻣﺩﺭﺳﻳﺔ ﻣﺣﺩﺩﺓ‪.‬‬
‫ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻧﻔﻛﺭ ﺑﻬﺎ ﻓﻲ ﺗﻘﻭﻳﻡ ﺳﻠﻭﻙ ﺍﻷﺑﻧﺎء ﺗﻔﺗﺭﺽ ﺃﻥ‬
‫ﺍﻷﻁﻔﺎﻝ ﻁﺎﺋﺷﻭﻥ ﻭﺃﺷﻘﻳﺎء ﻟﻠﻐﺎﻳﺔ‪ ،‬ﻭﺇﻥ ﻟﻡ ﻳﺳﻳﻁﺭ ﺍﻟﻣﻌﻠﻣﻭﻥ‬
‫ﻋﻠﻰ ﺣﺟﺭﺓ ﺍﻟﺩﺭﺍﺳﺔ‪ ،‬ﻓﺳﻳﺗﺣﻭﻝ ﺍﻟﻭﺿﻊ ﺇﻟﻰ ﻓﻭﺿﻰ‪ .‬ﺗﻠﻙ‬
‫ﺍﻟﻧﻅﺭﺓ ﺗﻭﺣﻲ ﺑﺄﻥ ﺍﻟﻁﻼﺏ‪ ،‬ﻭﺭﺑﻣﺎ ﺍﻟﺑﺷﺭ ﺑﻭﺟﻪ ﻋﺎﻡ‪ ،‬ﻟﻥ‬
‫ﻳﺗﺻﺭﻓﻭﺍ ﺃﺑ ًﺩﺍ ﺑﺷﻛﻝ ﻣﺳﺅﻭﻝ ﺃﻭ ﺣﻛﻳﻡ ﻣﺎ ﻟﻡ ﻳُﻔﺭﺽ ﻋﻠﻳﻬﻡ‬
‫ﻭﺑﺩﻻ ﻣﻥ ﻣﺳﺎﻋﺩﺗﻬﻡ ﻓﻲ ﺿﺑﻁ ﺳﻠﻭﻛﻬﻡ‪،‬‬ ‫ً‬ ‫ﻧﻅﺎﻡ ﺻﺎﺭﻡ‪،‬‬
‫ﻳﻌﺗﺎﺩﻭﻥ ﺍﺳﺗﻘﺑﺎﻝ ﺍﻷﻭﺍﻣﺭ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﺗﻭﻗﻌﺔ‬
‫ﻣﻧﻬﻡ ﺑﺎﻟﺗﺣﺩﻳﺩ‪.‬‬
‫ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺑﺎﺭﺯﺓ ﺗﺭﺑﻁ ﺑﻳﻥ ﺗﻠﻙ ﺍﻟﻧﻅﺭﺓ ﺍﻟﺳﻠﺑﻳﺔ ﺇﻟﻰ‬
‫ﺍﻷﻁﻔﺎﻝ ﻭﺍﻟﻣﻧﻬﺟﻳﺔ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ ﻟﻠﺗﻌﻠﻳﻡ ﺍﻟﺗﻲ ﺗُﺗﺧﺫ ﻓﻲ ﺇﻁﺎﺭﻫﺎ‬
‫ﺟﻣﻳﻊ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻣﻬﻣﺔ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﺣﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ ﺍﻟﻣُﻘﺭﺭ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﺇﻟﻰ ﺃﻣﺭ ﻭﺍﻗﻊ ﺣﻳﻥ ﻳﻧﺗﻬﻲ ﺍﻟﻣﻁﺎﻑ ﺑﻬﺅﻻء ﺍﻷﺑﻧﺎء ﺇﻟﻰ‬ ‫ﻋﻠﻰ ﺍﻟﻁﻼﺏ‪ .‬ﻓﺎﻟﺗﺩﺭﻳﺱ ﺑﺄﺳﻠﻭﺏ ﻣﺑﺎﺷﺭ ﻫﻧﺎ ﻟﻪ ﺍﻷﻭﻟﻭﻳﺔ‬
‫ﺍﻟﺗﺻﺭﻑ ً‬
‫ﻭﻓﻘﺎ ﻟﺗﻠﻙ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﻣﺧﻳﺑﺔ ﻟﻶﻣﺎﻝ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺕ‬ ‫ﻋﻠﻰ ﺍﻻﺳﺗﻛﺷﺎﻑ ﻭﺍﻻﻛﺗﺷﺎﻑ‪ ،‬ﺣﻳﺙ ﻳُﺳﺎﻕ ﺍﻟﻁﻼﺏ ﺧﻁﻭﺓ‬
‫ﻫﻧﺎﻙ ﻣﺷﻛﻼﺕ ﻛﺑﻳﺭﺓ ﺗﺑﺭﺭ ﻣﺧﺎﻭﻑ ﺍﻷﺑﻭﻳﻥ‪ ،‬ﻓﻼ ﺑﺩ ﻣﻥ‬ ‫ﺑﺧﻁﻭﺓ ﻋﺑﺭ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺣﻘﺎﺋﻕ ﻭﺍﻟﻣﻬﺎﺭﺍﺕ‪ ،‬ﻭﻳُﻘﻳﱠﻣﻭﻥ‬
‫ﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﺎ ﺑﺷﻛﻝ ﻣﺑﺎﺷﺭ ﻷﻧﻬﺎ ﻟﻥ ﺗﺗﺑﺧﺭ ﺃﻭ ﺗﺧﺗﻔﻲ ﺗﺣﺕ‬ ‫ﺑﺷﻛﻝ ﻣﺳﺗﻣﺭ ﺑﻧﺎ ًء ﻋﻠﻰ ﺇﺗﻘﺎﻧﻬﻡ ﻟﺗﻠﻙ ﺍﻟﺧﻁﺔ ﺍﻟﺩﺭﺍﺳﻳﺔ ﺍﻟﺗﻲ‬
‫ﻛﻭﻣﺔ ﻣﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪.‬‬ ‫ﻟﻡ ﻳﻛﻥ ﻟﻬﻡ ﺃﻱ ﺩﻭﺭ ﻓﻲ ﺇﻋﺩﺍﺩﻫﺎ‪ .‬ﻭﺣﺗﻰ ﺍﻷﻁﻔﺎﻝ ﺍﻷﻛﺑﺭ‬
‫ﺳ ًﻧﺎ ﻻ ﻳﺳﺗﻁﻳﻌﻭﻥ‪ ،‬ﻭﻻ ﻳﻧﺑﻐﻲ ﻟﻬﻡ‪ ،‬ﺍﻟﻣﺷﺎﺭﻛﺔ ﻓﻲ ﺻﻳﺎﻏﺔ‬
‫‪ô¶ædG IOÉYEG‬‬ ‫ﺍﻷﺳﺋﻠﺔ ﺃﻭ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺗﺻﻣﻳﻡ ﺗﺟﺎﺭﺑﻬﻡ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‪.‬‬
‫‘ ‪á«°SQóŸG äÉÑLGƒdG ºc‬‬
‫ﻣﻥ ﺍﻟﻣﺗﻭﻗﻊ ﺃﻥ ﻳﺅﺩﻱ ﺗﻘﻠﻳﻝ ”ﻛﻡ“ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺇﻟﻰ‬
‫ﺭﻓﻊ ”ﺟﻭﺩﺗﻬﺎ“‪ .‬ﻭﻫﺫﻩ ﺍﻟﻧﺗﻳﺟﺔ ﺗﻌﺗﺑﺭ ﺗﻁﻭﺭً ﺍ ﻣﻬﻣًﺎ ﻓﻲ ﺗﻌﻠﻳﻡ‬
‫ﻓﻲ ﻋﺎﻡ ‪ ،1960‬ﻁﺭﺡ ”ﺩﻭﺟﻼﺱ ﻣﺎﻛﺟﺭﻳﺟﻭﺭ“‪ ،‬ﺍﻟﻣﻔﻛﺭ‬
‫ﺍﻹﺩﺍﺭﻱ ﺍﻟﻣﻌﺭﻭﻑ‪ ،‬ﻓﻛﺭﺓ ﺃﻥ ﺃﻣﺎﻛﻥ ﺍﻟﻌﻣﻝ ﺗﺧﺗﻠﻑ ﺍﻋﺗﻣﺎ ًﺩﺍ‬
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 ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ‪) -‬ﻓﺑﺭﺍﻳﺭ ‪50 - (2015‬‬ ‫ﺍﻟﻭﺍﺟﺑﺎﺕ ﺃﻥ ﺍﻷﻁﻔﺎﻝ ﺳﻳﻛﺗﺷﻔﻭﻥ ﺃﺷﻳﺎ ًء ﺟﺩﻳﺩﺓ‪ ،‬ﺃﻡ ﺗﻔﺗﺭﺽ‬ ‫ﺃﺑﻧﺎﺋﻧﺎ‪ .‬ﻭﻟﻧﺑﺩﺃ ً‬
‫ﺃﻭﻻ ﺑـ”ﻛﻡ“ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺗﻲ ﻳُﻛﻠﻑ‬
‫ﺃﻥ ﻋﻘﻭﻟﻬﻡ ﺧﺎﻭﻳﺔ؟ ﻫﻝ ﻳﺗﻌﺎﻣﻝ ﺍﻟﺗﺭﺑﻭﻳﻭﻥ ﻣﻊ ﺍﻟﺗﻌﻠﻡ ﻋﻠﻰ‬ ‫ﺑﻬﺎ ﺍﻟﻁﻼﺏ‪ .‬ﻳﻼﺣﻅ ﺍﻵﺑﺎء ﻛﻡ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻳﻘﺿﻳﻪ ﺃﺑﻧﺎﺅﻫﻡ‬
‫ﺃﻧﻪ ﻋﻣﻠﻳﺔ ﻳﺷﺎﺭﻙ ﻓﻳﻬﺎ ﺍﻟﻁﻼﺏ‪ ،‬ﺃﻡ ﺃﻧﻪ ﻋﻣﻠﻳﺔ ﻳﻘﻭﻡ ﺑﻬﺎ‬ ‫ﺑﺩﻻ ﻣﻥ ﻣﻣﺎﺭﺳﺔ ﺃﻧﺷﻁﺔ‬ ‫ً‬ ‫ﻓﻲ ﺃﺩﺍء ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫ﻁﺭﻑ ﻭﺍﺣﺩ ﻓﻘﻁ؟ ﻫﻝ ﺗﺗﻌﻠﻕ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ ﺑﺗﺣﻠﻳﻝ ﺍﻷﻓﻛﺎﺭ‬ ‫ﺃﺧﺭﻯ‪ ،‬ﻭﻳﻧﺯﻋﺟﻭﻥ ﻣﻥ ﺍﻵﺛﺎﺭ ﺍﻟﻧﺎﺟﻣﺔ ﻋﻥ ﻫﺫﺍ ﺍﻟﻭﺿﻊ‪.‬‬
‫ﺃﻡ ﺍﺗﺑﺎﻉ ﺍﻟﺗﻭﺟﻳﻬﺎﺕ؟‬ ‫ﻛﻣﺎ ﺃﻥ ﻫﻧﺎﻙ ﺑﻌﺽ ﺍﻟﻣﻌﻠﻣﻳﻥ ﺍﻟﺫﻳﻥ ﺗﻭﺻﻠﻭﺍ ﺇﻟﻰ ﻧﻔﺱ‬
‫ﺍﻻﺳﺗﻧﺗﺎﺝ‪ ،‬ﺇﻣﺎ ﺑﺳﺑﺏ ﺧﺑﺭﺍﺗﻬﻡ ﻛﺂﺑﺎء‪ ،‬ﺃﻭ ﺑﺳﺑﺏ ﺍﻛﺗﺷﺎﻓﻬﻡ‬
‫ﻭﺇﻥ ﻛﺎﻥ ﻻ ﺑﺩ ﻣﻥ ﻭﺟﻭﺩ ﻭﺍﺟﺑﺎﺕ ﻣﺩﺭﺳﻳﺔ‪ ،‬ﻓﻳﺟﺏ ﺃﻥ‬ ‫ﺃﻥ ﺗﻠﻙ ﺍﻟﻛﻣﻳﺎﺕ ﺍﻟﺿﺧﻣﺔ ﻣﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﻻ‬
‫ﻳﺳﻌﻰ ﺍﻟﻣﻌﻠﻣﻭﻥ ﻭﺍﻵﺑﺎء ﻟﺟﻌﻠﻬﺎ ﺃﻓﺿﻝ‪ .‬ﻫﻧﺎﻙ ﺛﻼﺛﺔ ﺃﻧﻭﺍﻉ‬ ‫ﺗﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻛﻲ ﻳﺻﺑﺣﻭﺍ ﻁﻼﺑًﺎ ﺃﻛﺛﺭ ﻣﻬﺎﺭﺓ ﻭﺣﻣﺎﺳً ﺎ‪.‬‬
‫ﻣﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺗﻲ ﻗﺩ ﺗﻔﻳﺩ ﺍﻟﻁﻼﺏ‪:‬‬
‫ﺃﻳﺿﺎ ﻣﺷﻛﻠﺔ ﺃﺧﺭﻯ‪ :‬ﻓﺑﻌﺽ‬ ‫ً‬ ‫ﻭﻗﺩ ﺍﻛﺗﺷﻑ ﺍﻟﻣﻌﻠﻣﻭﻥ‬
‫‪ -1‬ﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﺗﺗﻧﺎﺳﺏ ﺑﻁﺑﻳﻌﺗﻬﺎ ﻣﻊ ﺍﻟﺑﻳﺕ‪ :‬ﻳﻣﻛﻥ ﺃﻥ‬ ‫ﺍﻟﻁﻼﺏ ﻻ ﻳﻧﺟﺯﻭﻥ ﻭﺍﺟﺑﺎﺗﻬﻡ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻭﺑﺧﺎﺻﺔ ﺇﺫﺍ‬
‫ﻳﺩﻋﻭ ﺍﻟﻣﻌﻠﻡ ﻁﻼﺑﻪ ﺇﻟﻰ ﺍﺳﺗﻛﻣﺎﻝ ﺇﺣﺩﻯ ﺍﻟﻣﻬﻣﺎﺕ ﺍﻟﺗﻲ‬ ‫ﻛﺎﻥ ﻣﻁﻠﻭﺑًﺎ ﻣﻧﻬﻡ ﻛﻡ ﻛﺑﻳﺭ ﻣﻧﻬﺎ‪ .‬ﻭﺗﺗﻧﻭﻉ ﺍﻷﺳﺑﺎﺏ ﺍﻟﺗﻲ‬
‫ﻋﻣﻠﻭﺍ ﻋﻠﻳﻬﺎ ﻓﻲ ﺃﺛﻧﺎء ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ ﺣﻳﻥ ﻳﻌﻭﺩﻭﻥ‬ ‫ﺗﺅﺩﻱ ﺇﻟﻰ ﺫﻟﻙ‪ ،‬ﻓﻘﺩ ﻳﺟﻬﻝ ﺍﻟﻁﻔﻝ ﻁﺭﻳﻘﺔ ﺣﻝ ﺍﻟﻭﺍﺟﺑﺎﺕ‪،‬‬
‫ﺇﻟﻰ ﻣﻧﺎﺯﻟﻬﻡ‪ .‬ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ :‬ﻗﺩ ﻳﺟﺭﻭﻥ ﺗﺟﺭﺑﺔ‬ ‫ﺃﻭ ﻗﺩ ﻳﻛﻭﻥ ﻣﻘﺗﻧﻌًﺎ ﺑﺄﻧﻪ ﻟﻥ ﻳﻧﺟﺢ ﻓﻲ ﺣﻠﻬﺎ‪ ،‬ﻭﻗﺩ ﻳﺗﻌﻠﻕ‬
‫ﻓﻲ ﺍﻟﻣﻁﺑﺦ )ﻣﻥ ﺗﺻﻣﻳﻣﻬﻡ( ﻳﻌﻳﺩﻭﻥ ﻣﻥ ﺧﻼﻟﻬﺎ‬ ‫ﺍﻷﻣﺭ ﺑﺎﻟﺑﻳﺋﺔ ﺍﻟﺗﻲ ﻳﻌﻳﺵ ﻓﻳﻬﺎ ﻭﺍﻓﺗﻘﺎﺭﻩ ﺇﻟﻰ ﺑﻌﺽ ﺍﻟﻣﻭﺍﺭﺩ‬
‫ﺍﻟﺗﻭﺻﻝ ﺇﻟﻰ ﻧﻔﺱ ﺍﻻﻛﺗﺷﺎﻑ ﺍﻟﺫﻱ ﺗﻭﺻﻠﻭﺍ ﺇﻟﻳﻪ‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‪ ،‬ﻛﻣﺎ ﻗﺩ ﻳﻌﺎﻧﻲ ﻣﻥ ﺿﻳﻕ ﺍﻟﻭﻗﺕ ﺑﺳﺑﺏ ﺍﻟﺗﺯﺍﻣﺎﺗﻪ‬
‫ﺣﻳﻥ ﺃﺟﺭﻭﺍ ﺍﻟﺗﺟﺭﺑﺔ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﺗﺳﺎﻋﺩ ﻣﺛﻝ ﺗﻠﻙ‬ ‫ﺍﻟﺗﻲ ﻳﺅﺩﻳﻬﺎ ﺑﻌﺩ ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ‪ ،‬ﺃﻭ ﺭﺑﻣﺎ ﻳﻛﻭﻥ ﻏﻳﺭ ﻣﻘﺗﻧﻊ‬
‫ﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﻓﻲ ﺧﻠﻕ ﺭﺍﺑﻁ ﻗﻭﻱ ﺑﻳﻥ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻧﺯﻟﻳﺔ‬ ‫ﺃﺳﺎﺳً ﺎ ﺑﺄﻫﻣﻳﺔ ﺗﻠﻙ ﺍﻟﻭﺍﺟﺑﺎﺕ‪.‬‬
‫ﻭﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺩﺭﺳﻳﺔ‪.‬‬
‫‪ -2‬ﺍﻷﻧﺷﻁﺔ ﺍﻟﻌﺎﺋﻠﻳﺔ ﺍﻟﺗﻲ ﻻ ﻧﻌﺗﺑﺭﻫﺎ ﻭﺍﺟﺑﺎﺕ ﻣﺩﺭﺳﻳﺔ‪:‬‬ ‫ﻭﺑﺻﺭﻑ ﺍﻟﻧﻅﺭ ﻋﻥ ﺍﻟﺳﺑﺏ‪ ،‬ﻓﻣﻥ ﺍﻟﻭﺍﺿﺢ ﺃﻥ ﺭﺩ ﻓﻌﻝ‬
‫ﻣﻥ ﺿﻣﻥ ﺃﻛﺛﺭ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﻔﻳﺩﺓ ﻭﺍﻟﻣُﺭﺿﻳﺔ ﺍﻟﺗﻲ‬ ‫ﺍﻟﻣﻌﻠﻡ ﺍﻟﻌﻘﺎﺑﻲ‪ ،‬ﺑﻣﻧﺢ ﻣﺛﻝ ﻫﺅﻻء ﺍﻟﻁﻼﺏ ﺻﻔﺭً ﺍ ﺃﻭ‬
‫ﻳﻣﻛﻥ ﻟﻸﻁﻔﺎﻝ ﻣﻣﺎﺭﺳﺗﻬﺎ ﻋﻧﺩ ﻋﻭﺩﺗﻬﻡ ﺇﻟﻰ ﺍﻟﻣﻧﺯﻝ‪،‬‬ ‫ﺍﻟﻔﺳﺣﺔ‪ ،‬ﻟﻥ ﻳﺟﺩﻱ ﻧﻔﻌًﺎ‪ .‬ﻓﺑﺧﻼﻑ ﺃﻥ‬‫ﺣﺭﻣﺎﻧﻬﻡ ﻣﻥ ﻭﻗﺕ ُ‬
‫ً‬
‫ﻁﻭﻳﻼ ﺑﺻﺣﺑﺔ‬ ‫ﺗﻠﻙ ﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﻳﻘﺿﻭﻥ ﻓﻳﻬﺎ ً‬
‫ﻭﻗﺗﺎ‬ ‫ﻋﻘﺎﺏ ﺍﻟﻁﻔﻝ ﺑﺗﻠﻙ ﺍﻟﺻﻭﺭﺓ ﻳﻣﻧﺢ ﺍﻟﻣﻌﻠﻡ ﺷﻌﻭﺭً ﺍ ﺑﺎﻟﺭﺿﺎ‬
‫ﺃﺷﺧﺎﺹ ﺑﺎﻟﻐﻳﻥ‪ ،‬ﻭﺍﻟﺗﻲ ﻗﺩ ﻳﺗﻌﻠﻣﻭﻥ ﻣﻥ ﺧﻼﻟﻬﺎ‬ ‫ﻟﻛﻭﻧﻪ ﻗﺩ ﺃﺛﺑﺕ ﻟﻠﻁﻔﻝ ﺃﻧﻪ ﻫﻭ ﻣﻥ ﻳﻣﺳﻙ ﺑﺯﻣﺎﻡ ﺍﻷﻣﻭﺭ‪،‬‬
‫ﺍﻟﺗﺧﻁﻳﻁ‪ ،‬ﺃﻭ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ‪ ،‬ﺃﻭ ﺇﺿﺎﻓﺔ ﻗﻳﻣﺔ‬ ‫ﻓﺎﻟﻧﺗﻳﺟﺔ ﺍﻟﻭﺣﻳﺩﺓ ﺍﻟﻣﺣﺗﻣﻠﺔ ﻟﻬﺫﺍ ﺍﻟﻌﻘﺎﺏ ﻫﻲ ﺍﻟﻣﺯﻳﺩ ﻣﻥ‬
‫ﺳﻭﺍء ﺇﻟﻰ ﺃﻧﻔﺳﻬﻡ ﺃﻭ ﺇﻟﻰ ﺍﻵﺧﺭﻳﻥ‪ ،‬ﻣﺛﻝ ﺍﻟﻁﻬﻲ‪ ،‬ﺃﻭ‬ ‫ﺍﻟﺗﺩﻫﻭﺭ ﻓﻲ ﺳﻠﻭﻙ ﺍﻟﻁﺎﻟﺏ ﺗﺟﺎﻩ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‪،‬‬
‫ﺣﻝ ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﻣﺗﻘﺎﻁﻌﺔ‪ ،‬ﺃﻭ ﺃﻟﻌﺎﺏ ﺍﻟﻭﺭﻕ ﺃﻭ ﺍﻟﻁﺎﻭﻟﺔ‬ ‫ﻭﺍﻟﻣﺩﺭﺳﺔ‪ ،‬ﻭﺍﻟﻣﻌﻠﻡ‪ ،‬ﺑﻝ ﻭﺭﺑﻣﺎ ﺗﺟﺎﻩ ﻧﻔﺳﻪ‪.‬‬
‫ﻛﺎﻟﻛﻭﺗﺷﻳﻧــﺔ ﻭﺍﻟﺩﻭﻣﻳﻧـﻭ ﻭﺍﻟﺷﻁﺭﻧــﺞ‪ ،‬ﺃﻭ ﺍﻟﻘﺭﺍءﺓ‬
‫ﺑﺻﻭﺕ ﻣﺭﺗﻔﻊ‪ ،‬ﺃﻭ ﺣﺗﻰ ﻣﺷﺎﻫﺩﺓ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻟﺗﻠﻳﻔﺯﻳﻭﻧﻳﺔ‬ ‫‪IOƒL ‘ ô¶ædG IOÉYEG‬‬
‫ﺍﻟﻣﻔﻳﺩﺓ ﻣﻊ ﺁﺑﺎﺋﻬﻡ‪ ،‬ﺃﻭ ﺍﻟﺑﺣﺙ ﻣﻌﻬﻡ ﻋﻥ ﻣﻌﻠﻭﻣﺎﺕ‬ ‫‪á«°SQóŸG äÉÑLGƒdG iƒàfi‬‬
‫ﻋﻠﻰ ﺍﻹﻧﺗﺭﻧﺕ‪ .‬ﻭﻛﻠﻣﺎ ﺍﺳﺗُﺑﺩﻟﺕ ﺑﺎﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬ ‫ﻗﻠﻧﺎ ﺇﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﻭﺛﻳﻘﺔ ﺗﺭﺑﻁ ﺑﻳﻥ ﻛﻡ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫ﺍﻟﺗﻘﻠﻳﺩﻳﺔ ﻫﺫﻩ ﺍﻷﻧﻭﺍﻉ ﻣﻥ ﺍﻷﻧﺷﻁﺔ‪ ،‬ﺗﻁﻭﺭ ﺍﻷﻁﻔﺎﻝ‬ ‫ﻭﺟﻭﺩﺓ ﻣﺣﺗﻭﺍﻫﺎ‪ .‬ﻳﺗﺿﺢ ﻟﻧﺎ ﻫﺫﺍ ﻣﻥ ﺧﻼﻝ ﺍﻻﺳﺗﻣﺎﻉ ﺇﻟﻰ‬
‫ﺍﺟﺗﻣﺎﻋﻳًﺎ‪ ،‬ﻭﻋﺎﻁﻔﻳًﺎ‪ ،‬ﺑﻝ ﻭﻋﻘﻠﻳًﺎ‪ ،‬ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪.‬‬ ‫ﺍﻟﻣﻌﻠﻣﻳﻥ ﺍﻟﺫﻳﻥ ﻳﺗﺣﺩﺛﻭﻥ ﻋﻥ ﻣﺯﺍﻳﺎ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫‪ -3‬ﺍﻟﻘﺭﺍءﺓ‪ :‬ﺃﻓﺿﻝ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺗﻲ ﻗﺩ‬ ‫”ﺍﻷﻗﻝ ﻛﻣًﺎ ﻭﺍﻷﻛﺛﺭ ﺛﺭﺍءً“؛ ﺇﺫ ﻳﺗﻌﺎﻣﻝ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺻﻐﺎﺭ‬
‫ﻳُﻛﻠﻑ ﺑﻬﺎ ﺍﻷﻁﻔﺎﻝ ﻫﻲ ﻗﺭﺍءﺓ ﻛﺗﺏ ﻣﻥ ﺍﺧﺗﻳﺎﺭﻫﻡ‪.‬‬ ‫ﻣﻌﻬﺎ ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪ ،‬ﻭﺗﻘﻝ ﺍﺣﺗﻣﺎﻟﻳﺔ ﺇﺻﺎﺑﺗﻬﻡ ﺑﺎﻟﻘﻠﻕ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻭﻫﺫﺍ ﺍﻷﻣﺭ ﻧﺗﺎﺋﺟﻪ ﻣﺭﺿﻳﺔ ﻷﻥ ﺍﻟﻘﺭﺍءﺓ ﺍﻟﻣﺳﺗﻣﺭﺓ‬
‫ﺗﺿﺎﻋﻑ ﺧﺑﺭﺍﺕ ﺍﻷﻁﻔﺎﻝ ﻭﻣﻬﺎﺭﺍﺗﻬﻡ‪ ،‬ﺑﻝ ﻭﻗﺩ ﺗﻛﻭﻥ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﺃﻓﺿﻝ ﺇﺫﺍ ﺣﻅﻲ ﺍﻷﻁﻔﺎﻝ ﺑﻔﺭﺻﺔ ﻣﻧﺎﻗﺷﺔ‬
‫ﻣﺎ ﻗﺭﺅﻭﻩ ﻣﻊ ﺯﻣﻼﺋﻬﻡ ﻓﻲ ﺍﻟﺻﻑ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﻭﺍ ﻻ‬
‫ﻳﺟﻳﺩﻭﻥ ﺍﻟﻘﺭﺍءﺓ ﺑﻌﺩ‪ ،‬ﻳﻛﻭﻥ ﻭﺍﺟﺑﻬﻡ ﺑﺑﺳﺎﻁﺔ ﻋﺑﺎﺭﺓ‬
‫ﻋﻥ ﻧﺻﻭﺹ ”ﻳﻘﺭﺅﻫﺎ ﻟﻬﻡ“ ﺁﺑﺎﺅﻫﻡ‪ ،‬ﺣﻳﺙ ﻳﺧﻠﻕ ﻫﺫﺍ‬
‫ﺍﻟﻭﺿﻊ ﺭﻭﺗﻳ ًﻧﺎ ﻋﺎﺋﻠﻳًﺎ ﺣﻣﻳﻣًﺎ ﻛﻝ ﻳﻭﻡ ﻳﻘﻭﻱ ﺍﻟﺭﻭﺍﺑﻁ‬
‫ﺑﻳﻥ ﺍﻷﺳﺭﺓ ﻭﺃﺑﻧﺎﺋﻬﺎ‪ .‬ﻭﺍﻟﻬﺩﻑ ﻣﻥ ﺫﻟﻙ ﻫﻭ ﺗﻌﻠﻳﻡ‬
‫ﺑﺳﺑﺑﻬﺎ‪ ،‬ﻭﺗﺯﻳﺩ ﺍﺣﺗﻣﺎﻟﻳﺔ ﺇﻧﺟﺎﺯﻫﻡ ﻟﻬﺎ‪ .‬ﻭﺭﻏﻡ ﺃﻥ ﻛﻝ ﺗﻠﻙ‬
‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺻﺣﻳﺣﺔ‪ ،‬ﻓﺈﻥ ﺃﻳًﺎ ﻣﻧﻬﺎ ﻻ ﻳﺧﺑﺭﻧﺎ ﻣﺎ ﺇﻥ ﻛﺎﻧﺕ‬
‫ﻫﻧﺎﻙ ﻗﻳﻣﺔ ﺗﻌﻠﻳﻣﻳﺔ ﺣﻘﻳﻘﻳﺔ ﻟﺗﻠﻙ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺃﻡ ﻻ‪ .‬ﻭﺣﺗﻰ‬
‫ﻟﻭ ﻛﺎﻥ ﺍﻷﻁﻔﺎﻝ ﻗﺎﺩﺭﻳﻥ ﻋﻠﻰ ﺇﻧﺟﺎﺯﻫﺎ‪ ،‬ﻟﻣﺎﺫﺍ ﻳﺟﺏ ﺃﻥ‬
‫ﻳﻧﺟﺯﻭﻫﺎ ﻣﻥ ﺍﻷﺳﺎﺱ؟‬
‫ﻻ ﺑﺩ ﺃﻥ ﻧﺳﺄﻝ ﻣﺎ ﺇﻥ ﻛﺎﻥ ﻛﻝ ﻭﺍﺟﺏ ﻣﺩﺭﺳﻲ ﺳﻳﺳﺎﻋﺩ‬
‫ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺍﻟﺗﻔﻛﻳﺭ ﺑﺷﻛﻝ ﺃﻋﻣﻕ ﻓﻲ ﺍﻷﻣﻭﺭ ﺍﻟﻣﻬﻣﺔ ﺃﻡ‬

‫‪6‬‬ ‫ﺍﻷﻁﻔﺎﻝ ﻛﻳﻔﻳﺔ ﺇﺟﺭﺍء ﻣﺣﺎﺩﺛﺔ‪ ،‬ﻭﺍﻟﺭﺑﻁ ﺑﻳﻥ ﺍﻷﺷﻳﺎء‪،‬‬

‫ﻭﻓﻬﻡ ﻟﻐﺔ ﺍﻟﻛﺗﺏ‪ ،‬ﻭﻏﺭﺱ ﺣﺏ ﺍﻷﺩﺏ‪.‬‬
‫ﻻ‪ ،‬ﻭﺃﻥ ﻧﺳﺄﻝ ﻋﻥ ﻓﻠﺳﻔﺔ ﺍﻟﺗﺩﺭﻳﺱ ﺃﻭ ﺍﻟﻧﻅﺭﻳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬
‫ﺍﻟﺗﻲ ﻳﺳﺗﻧﺩ ﺇﻟﻳﻬﺎ ﻛﻝ ﻭﺍﺟﺏ ﻣﺩﺭﺳﻲ‪ .‬ﻫﻝ ﺗﻔﺗﺭﺽ ﻫﺫﻩ‬

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 ‫ﻳﻧﻣﻲ ﻫﺫﺍ ﺍﻟﻭﺿﻊ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻁﻼﺏ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻭﻳﻁﻭﺭ‬ ‫‪QÉ«àN’G‬‬

‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ‪) -‬ﻓﺑﺭﺍﻳﺭ ‪50 - (2015‬‬

‫ﻧﻣﻭﻫﻡ ﺍﻟﻌﻘﻠﻲ‪ .‬ﻭﻫﺫﺍ ﺍﻟﻧﻣﻭ ﻳﺣﺩﺙ ﺗﺣﺩﻳ ًﺩﺍ ﻷﻥ ﺍﻟﻣﻌﻠﻡ ﻭﺟﱠ ﻪ‬ ‫ﺇﺣﺩﻯ ﺍﻟﻁﺭﻕ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﻟﻠﺣﻛﻡ ﻋﻠﻰ ﺟﻭﺩﺓ ﺍﻷﺩﺍء ﺩﺍﺧﻝ‬
‫ﺇﻟﻳﻬﻡ ﺃﺳﺋﻠﺔ ً‬
‫ﺑﺩﻻ ﻣﻥ ﺍﻷﻭﺍﻣﺭ‪.‬‬ ‫ﻗﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ ﻫﻲ ﻣﺩﻯ ﻣﺷﺎﺭﻛﺔ ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﺗﺧﺎﺫ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺍﻟﺧﻳﺎﺭﺍﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‪ .‬ﻓﺄﻓﺿﻝ‬
‫ﻳﻌﺗﺑﺭ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺑﺷﻛﻝ ﺟﻣﺎﻋﻲ ﺑﻣﺛﺎﺑﺔ ﻓﺭﺻﺔ ﻟﻛﻝ‬ ‫ﺍﻟﻣﻌﻠﻣﻳﻥ ﻫﻡ ﻣﻥ ﻳﺩﺭﻛﻭﻥ ﺃﻥ ﺍﻷﻁﻔﺎﻝ ﻳﺗﻌﻠﻣﻭﻥ ﻛﻳﻑ‬
‫ﻁﺎﻟﺏ ﻛﻲ ﻳﺗﻭﺻﻝ ﺇﻟﻰ ﺧﻳﺎﺭﺍﺕ ﻓﺭﺩﻳﺔ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ‬ ‫ﻳﺗﺧﺫﻭﻥ ﻗﺭﺍﺭﺍﺕ ﺳﻠﻳﻣﺔ ﻣﻥ ﺧﻼﻝ ﻣﻣﺎﺭﺳﺗﻬﻡ ﻟﻌﻣﻠﻳﺔ‬
‫ﺑﻭﺍﺟﺑﺎﺗﻪ ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻓﻣﻥ ﺍﻟﻣﻣﻛﻥ ﺃﻥ ﺗﺧﺻﺹ ﺍﻟﻣﺩﺍﺭﺱ‬ ‫ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ‪ ،‬ﻭﻟﻳﺱ ﻣﻥ ﺧﻼﻝ ﺍﺗﺑﺎﻋﻬﻡ ﻟﻘﺭﺍﺭﺍﺕ ﺍﺗﺧﺫﻫﺎ‬
‫ﻭﻗﺗﺎ ﺧﻼﻝ ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ ﻟﻠﻁﻼﺏ ﺍﻟﺫﻳﻥ ﻳﻔﺿﻠﻭﻥ ﺍﻟﺗﻔﺭﻍ‬ ‫ً‬
‫ﻏﻳﺭﻫﻡ‪ .‬ﻓﻼ ﺑﺩ ﺃﻥ ﺗﻛﻭﻥ ﻟﻠﻁﻼﺏ ﻛﻠﻣﺔ ﻓﻳﻣﺎ ﺳﻭﻑ‬
‫ﻓﻲ ﺍﻟﻣﺳﺎء ﻟﻣﻣﺎﺭﺳﺔ ﺃﻧﺷﻁﺔ ﺃﺧﺭﻯ ﺑﺧﻼﻑ ﺍﻟﻭﺍﺟﺑﺎﺕ‬ ‫ﻳﺗﻌﻠﻣﻭﻧﻪ‪ ،‬ﻭﻓﻲ ﺍﻷﻭﺿﺎﻉ ﺍﻟﺗﻲ ﺳﻳﺗﻌﻠﻣﻭﻥ ﻓﻲ ﺇﻁﺎﺭﻫﺎ‪،‬‬
‫ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﻛﻲ ﻳﺣﻅﻭﺍ ﺑﻔﺭﺻﺔ ﻹﻧﺟﺎﺯ ﻫﺫﻩ ﺍﻟﻭﺍﺟﺑﺎﺕ‪،‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻛﻳﻔﻳﺔ ﺗﻘﻳﻳﻣﻬﻡ‪ ،‬ﻭﺗﻭﻗﻳﺕ ﻫﺫﺍ ﺍﻟﺗﻘﻳﻳﻡ‪ ،‬ﻭﻁﺭﻳﻘﺔ‬
‫ﺃﻭ ﺣﺗﻰ ﺑﺩء ﺍﻟﻌﻣﻝ ﻋﻠﻳﻬﺎ‪ ،‬ﻗﺑﻝ ﺃﻥ ﻳﻌﻭﺩﻭﺍ ﺇﻟﻰ ﻣﻧﺎﺯﻟﻬﻡ‪.‬‬ ‫ﺇﻋﺩﺍﺩ ﻗﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪ ،‬ﻭﻁﺭﻕ ﺗﺳﻭﻳﺔ ﺍﻟﺧﻼﻓﺎﺕ‪ ،‬ﺇﻟﺦ‪.‬‬
‫ﻭﺑﻣﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﺳﻳﻌﺗﺎﺩ ﺍﻟﻁﻔﻝ ﺇﻧﺟﺎﺯ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
‫ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ‪ ،‬ﺃﻭ ﻳﺧﺗﺎﺭ ﺍﻻﺳﺗﻣﺗﺎﻉ ﺑﺄﻭﻗﺎﺕ ﻓﺭﺍﻏﻪ ﻓﻲ ﺃﺛﻧﺎء‬ ‫ﻭﻣﺎ ﻳﻧﻁﺑﻕ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻳﻡ ﺑﺷﻛﻝ ﻋﺎﻡ ﻳﻧﻁﺑﻕ ﻋﻠﻰ ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ ﻭﺇﻧﺟﺎﺯ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺣﻳﻥ ﻳﻌﻭﺩ ﺇﻟﻰ ﻣﻧﺯﻟﻪ‪.‬‬ ‫ﺍﻟﻣﺩﺭﺳﻳﺔ ﺑﺷﻛﻝ ﺧﺎﺹ‪ .‬ﻓﺄﻛﺛﺭ ﺍﻟﻣﻌﻠﻣﻳﻥ ﺗﺄﺛﻳﺭً ﺍ ﻳﻣﻳﻝ‬
‫ﻻ ﻳﺗﻌﻠﻕ ﺍﻷﻣﺭ ﺳﻭﻯ ﺑﺎﻟﺧﻳﺎﺭﺍﺕ ﺍﻟﺷﺧﺻﻳﺔ ﺍﻟﻣﺩﺭﻭﺳﺔ‬ ‫ﺇﻟﻰ ﺇﺷﺭﺍﻙ ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻭﺍﺟﺑﺎﺕ‬
‫ﺍﻟﺗﻲ ﺗﻌﺯﺯ ﺍﻟﺣﺭﻳﺔ ﻭﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﻭﺗﺷﺟﻌﻬﻣﺎ‪.‬‬ ‫ﺍﻟﻣﺩﺭﺳﻳﺔ‪ً ،‬‬
‫ﺑﺩﻻ ﻣﻥ ﺇﺧﺑﺎﺭﻫﻡ ﺑﺑﺳﺎﻁﺔ ﺑﻣﺎ ﻳﺟﺏ ﺃﻥ ﻳﻔﻌﻠﻭﻩ‬
‫ﻋﻧﺩ ﻋﻭﺩﺗﻬﻡ ﺇﻟﻰ ﺍﻟﻣﻧﺯﻝ‪.‬‬
‫ﻳﺗﻣﺛﻝ ﺃﻛﺛﺭ ﺍﻟﺧﻳﺎﺭﺍﺕ ﺍﻧﻔﺗﺎﺣً ﺎ ﻓﻲ ﻋﺩﻡ ﺗﻛﻠﻳﻑ ﺍﻟﻁﻼﺏ‬
‫ﺑﻭﺍﺟﺑﺎﺕ ﻣﺩﺭﺳﻳﺔ‪ ،‬ﻭﻣﻥ ﺛﻡ ﺗﻛﻭﻥ ﻟﺩﻳﻬﻡ ﺣﺭﻳﺔ ﺍﺧﺗﻳﺎﺭ‬ ‫ﻭﻣﻊ ﺫﻟﻙ‪ ،‬ﻓﻣﺎ ﻳﻣﻳﺯ ﺍﻟﺗﺭﺑﻭﻳﻳﻥ ﺍﻟﻣﺎﻫﺭﻳﻥ ﻋﻥ ﻏﻳﺭﻫﻡ ﻫﻭ‬
‫ﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﺗﻧﺎﺳﺑﻬﻡ‪ ،‬ﻭﺍﻟﺗﻲ ﻗﺩ ﻳﺗﺄﺛﺭ ﺍﺧﺗﻳﺎﺭﻫﻡ ﻟﻬﺎ‬ ‫ﺍﺳﺗﻌﺩﺍﺩﻫﻡ ﻟﻳﺱ ﻓﻘﻁ ﻟﻣﻧﺎﻗﺷﺔ ﺗﻭﻗﻳﺕ ﻭﻛﻳﻔﻳﺔ ﺃﺩﺍء ﺍﻟﻭﺍﺟﺑﺎﺕ‬
‫ﺑﺎﻷﻧﺷﻁﺔ ﺍﻟﺗﻲ ﻳﻣﺎﺭﺳﻭﻧﻬﺎ ﺩﺍﺧﻝ ﻗﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪ .‬ﻫﻧﺎ‬ ‫ﺍﻟﻣﺩﺭﺳﻳﺔ‪ ،‬ﺑﻝ ﻭﻣﻧﺎﻗﺷﺔ ﺭﻏﺑﺔ ﺍﻟﻁﻼﺏ ﻓﻲ ﺃﺩﺍﺋﻬﺎ ﻣﻥ‬
‫ﻳﺷﻌﺭ ﺍﻷﻁﻔﺎﻝ ﺑﺎﻟﻣﺳﺅﻭﻟﻳﺔ‪ ،‬ﻣﻣﺎ ﻳﻌﺯﺯ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‬ ‫ﺍﻷﺳﺎﺱ‪ .‬ﻓﺩﺍﺧﻝ ﻗﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪ ،‬ﺭﺑﻣﺎ ﻳﻭﺟﻪ ﺍﻟﻣﻌﻠﻡ ﺇﻟﻰ‬
‫ﺑﺷﻛﻝ ﻫﺎﺩﻑ‪ .‬ﻓﺑﺎﺳﺗﻁﺎﻋﺗﻬﻡ ﻣﻭﺍﺻﻠﺔ ﺍﻟﺗﻌﻠﻡ ﺑﺷﻛﻝ‬ ‫ﺍﻟﻁﻼﺏ ﺍﻷﺳﺋﻠﺔ ﺍﻟﺗﺎﻟﻳﺔ‪ :‬ﻫﻝ ﺍﺳﺗﻛﻣﺎﻝ ﻣﺷﺭﻭﻉ ﻣﺎ ﺑﻌﺩ‬
‫ﻣﻧﺗﻅﻡ ﺣﻳﻥ ﻳﻌﻭﺩﻭﻥ ﺇﻟﻰ ﻣﻧﺎﺯﻟﻬﻡ‪ ،‬ﻣﻥ ﺧﻼﻝ ﺍﻟﺑﺣﺙ ﻋﻥ‬ ‫ﻛﺎﻑ‬
‫ٍ‬ ‫ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ ﻣﻧﻁﻘﻲ؟ ﻭﻫﻝ ﺳﻳﻛﻭﻥ ﻟﺩﻳﻬﻡ ﻭﻗﺕ‬
‫ﻣﻌﻠﻭﻣﺎﺕ ﺧﺎﺻﺔ ﺑﻣﺷﺭﻭﻉ ﻣﺎ‪ ،‬ﺃﻭ ﺍﻟﺑﺣﺙ ﻋﻥ ﻣﻘﺎﻻﺕ‬ ‫ﻟﻣﺭﺍﺟﻌﺔ ﺗﻠﻙ ﺍﻟﻣﻘﺎﻻﺕ ﺧﻼﻝ ﺍﻟﻳﻭﻡ ﺍﻟﺩﺭﺍﺳﻲ‪ ،‬ﺃﻡ ﻳﺟﺏ‬
‫ﺻﺣﻔﻳﺔ ﻟﻣﻧﺎﻗﺷﺔ ﺃﺣﺩ ﺍﻷﺣﺩﺍﺙ ﺍﻟﺟﺎﺭﻳﺔ‪ ،‬ﺇﻟﺦ‪ .‬ﻭﻟﻣﺎ ﻛﺎﻧﺕ‬ ‫ﺃﻥ ﻳﻧﻘﺣﻭﻫﺎ ﻟﺩﻯ ﻋﻭﺩﺗﻬﻡ ﻟﻠﻣﻧﺯﻝ؟ ﻓﺈﺫﺍ ﺗﺑﺎﻳﻧﺕ ﺍﻵﺭﺍء‪،‬‬
‫ﺗﻠﻙ ﺍﻷﻧﺷﻁﺔ ﺗﻘﻭﻡ ﻓﻲ ﺍﻷﺳﺎﺱ ﻋﻠﻰ ﺃﻓﻛﺎﺭ ﺍﻷﻁﻔﺎﻝ‬ ‫ﻳﻣﻛﻥ ﺇﺟﺭﺍء ﺗﺻﻭﻳﺕ‪ ،‬ﺃﻭ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﺍﻟﻧﻘﺎﺵ ﺇﻟﻰ ﺃﻥ‬
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‫ﺑﺩﻻ ﻣﻥ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺗﻲ ﻳﻔﺭﺿﻬﺎ‬ ‫ﻭﺧﻳﺎﺭﺍﺗﻬﻡ‪،‬‬ ‫ﻳﺗﻭﺻﻠﻭﺍ ﺇﻟﻰ ﺇﺟﻣﺎﻉ ﺁﺭﺍء‪ ،‬ﺃﻭ ﺃﻥ ﻳﺑﺣﺛﻭﺍ ﻋﻥ ﺣﻝ ﻭﺳﻁ‪.‬‬

‫‪Iô◊G IAGô≤dG óFGƒØH IôWÉîŸG‬‬

‫ﻳﺧﺎﻁﺭ ﺍﻟﻣﻌﻠﻣﻭﻥ ﺑﻔﻭﺍﺋﺩ ﺍﻟﻘﺭﺍءﺓ ﺍﻟﺣﺭﺓ ﺣﻳﻥ ﻳﺷﺗﺭﻁﻭﻥ ﻋﻠﻰ ﻁﻼﺑﻬﻡ ﻗﺭﺍءﺓ ﻋﺩﺩ ﻣﺣﺩﺩ ﻣﻥ ﺍﻟﺻﻔﺣﺎﺕ‪ ،‬ﺃﻭ ﺧﻼﻝ ﻋﺩﺩ ﻣﺣﺩﺩ‬
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‫ﺑﺩﻳﻼ ﻟﻠﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ‪ ،‬ﻭﻻ ﻳُﻁﻠﻕ ﻋﻠﻳﻪ ﺍﺳﻡ‬ ‫ﻣﻥ ﺍﻟﺩﻗﺎﺋﻕ ﻛﻝ ﻣﺳﺎء‪ .‬ﻓﻬﺫﺍ ﺍﻟﻭﺿﻊ ﻟﻳﺱ ﺑﻧﱠﺎءً‪ ،‬ﻭﻻ ﻳﻣﻛﻥ ﺃﻥ ﻳﻛﻭﻥ‬
‫”ﻭﺍﺟﺏ ﻣﺩﺭﺳﻲ“ ﺇﻻ ﻹﺭﺿﺎء ﺍﻵﺑﺎء ﻭﺣﺳﺏ‪ .‬ﺑﺎﺧﺗﺻﺎﺭ‪ :‬ﺇﻧﻪ ﻣﺛﺎﻝ ﻋﻠﻰ ﺗﺣﻭﻳﻝ ﻋﻣﻝ ﺇﻳﺟﺎﺑﻲ ﺇﻟﻰ ﻋﻣﻝ ﺗﻘﻠﻳﺩﻱ‪ ،‬ﻣﻣﺎ ﻳﺅﺩﻱ ﺇﻟﻰ‬
‫ﺍﺧﺗﺯﺍﻝ ﻗﻳﻣﺗﻪ‪.‬‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ً‬
‫ﻭﺻﻭﻻ ﺇﻟﻰ ﺍﻟﺻﻔﺣﺔ‬ ‫ﺣﻳﻥ ﻳُﻁﻠﺏ ﻣﻥ ﺍﻟﻁﻼﺏ ﻗﺭﺍءﺓ ﻋﺩﺩ ﻣﺣﺩﺩ ﻣﻥ ﺍﻟﺻﻔﺣﺎﺕ‪ ،‬ﻓﺈﻧﻬﻡ ﻳﻧﺗﻘﻠﻭﻥ ﻣﻥ ﺻﻔﺣﺔ ﺇﻟﻰ ﺃﺧﺭﻯ ﻓﺣﺳﺏ‪،‬‬
‫ﺍﻷﺧﻳﺭﺓ ﺍﻟﻣﻁﻠﻭﺏ ﻣﻧﻬﻡ ﻗﺭﺍءﺗﻬﺎ‪ ،‬ﺛﻡ ﻳﺗﻭﻗﻔﻭﻥ ﻋﻥ ﺍﻟﻘﺭﺍءﺓ‪ .‬ﻭﺣﻳﻥ ﺗُﺣﺩﺩ ﻟﻬﻡ ﻓﺗﺭﺓ ﺯﻣﻧﻳﺔ ﻣﻌﻳﻧﺔ ﻟﻠﻘﺭﺍءﺓ‪ ،‬ﻓﺈﻥ ﺍﻟﻧﺗﺎﺋﺞ ﻻ ﺗﺧﺗﻠﻑ‬
‫ﻛﺛﻳﺭً ﺍ‪ .‬ﻓﻔﻲ ﻛﻠﺗﺎ ﺍﻟﺣﺎﻟﺗﻳﻥ‪ ،‬ﺗﺻﺑﺢ ﺍﻟﻘﺭﺍءﺓ ﻓﻲ ﻧﻅﺭﻫﻡ ﻣﺟﺭﺩ ﻣﻬﻣﺔ ﺭﻭﺗﻳﻧﻳﺔ ﻳﺭﻳﺩﻭﻥ ﺃﻥ ﻳﻧﺗﻬﻭﺍ ﻣﻧﻬﺎ ﻓﺣﺳﺏ‪ .‬ﺍﻟﺑﺩﻳﻝ ﺍﻟﻣﺛﺎﻟﻲ‬
‫ﻟﺗﻠﻙ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻛﻣﻳﺔ ﻫﻭ ﺗﻛﻠﻳﻑ ﺍﻷﻁﻔﺎﻝ ﺑﻛﺗﺎﺑﺔ ﻣﻭﺿﻭﻉ ﺣﻭﻝ ﻣﺎ ﻗﺭﺅﻭﻩ‪ .‬ﻭﻟﻛﻥ ﻻ ﺑﺩ ﻣﻥ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﻫﺫﺍ ﺍﻷﻣﺭ ﺑﺣﺭﺹ‪،‬‬
‫ﻭﺑﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ ﻫﺩﻓﻧﺎ ﻫﻭ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺗﻧﻣﻳﺔ ﻫﻭﺍﻳﺔ ﺍﻟﻘﺭﺍءﺓ ﻟﺩﻳﻬﻡ ﻁﻳﻠﺔ ﺣﻳﺎﺗﻬﻡ‪ .‬ﻓﺄﺳﻬﻝ ﺍﻟﻁﺭﻕ ﻛﻲ ﻳﻛﺭﻩ ﺍﻟﻁﻼﺏ‬
‫ﺍﻟﻘﺭﺍءﺓ ﻫﻲ ﻣﻁﺎﻟﺑﺗﻬﻡ ﺑﺗﻘﺩﻳﻡ ﺇﺛﺑﺎﺕ ﻳﺩﻝ ﻋﻠﻰ ﺃﻧﻬﻡ ﻗﺩ ﻗﺭﺅﻭﺍ ﺑﺎﻟﻔﻌﻝ‪.‬‬

‫ﺳﺗﺯﺩﺍﺩ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻁﻼﺏ ﺣﻳﻥ ﻳﻘﺭﺅﻭﻥ ﺃﻛﺛﺭ‪ ،‬ﻭﺳﻳﻘﺭﺅﻭﻥ ﺃﻛﺛﺭ ﺣﻳﻥ ﻳﺳﺗﻣﺗﻌﻭﻥ ﺑﺎﻟﻘﺭﺍءﺓ‪ ،‬ﻭﺳﻳﺳﺗﻣﺗﻌﻭﻥ ﺑﺎﻟﻘﺭﺍءﺓ ﺣﻳﻥ ﻳﺳﺗﻣﺗﻌﻭﻥ‬
‫ﺑﺎﻟﻣﺎﺩﺓ ﺍﻟﺗﻲ ﻳﻘﺭﺅﻭﻧﻬﺎ‪ ،‬ﻭﻳﺳﺗﻣﺗﻌﻭﻥ ﺑﺎﻟﻣﺎﺩﺓ ﺍﻟﺗﻲ ﻳﻘﺭﺅﻭﻧﻬﺎ ﺣﻳﻥ ﺗُﺗﺭﻙ ﻟﻬﻡ ﺣﺭﻳﺔ ﺍﺧﺗﻳﺎﺭﻫﺎ ﻭﺍﻟﺗﺑﺣﺭ ﻓﻳﻬﺎ ﺑﺎﻟﺻﻭﺭﺓ ﺍﻟﺗﻲ ﺗﻧﺎﺳﺑﻬﻡ‪.‬‬ ‫‪7‬‬
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 50 - (2015 ‫ )ﻓﺑﺭﺍﻳﺭ‬- ‫ ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ‬- ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺧﺎﻣﺳﺔ‬ ‫ ﻓﺈﻧﻬﻡ ﻟﻥ ﻳﻧﻅﺭﻭﺍ ﺇﻟﻳﻬﺎ ﻋﻠﻰ ﺃﻧﻬﺎ ﻭﺍﺟﺑﺎﺕ‬،‫ﻋﻠﻳﻬﻡ ﺍﻟﻣﻌﻠﻣﻭﻥ‬
.‫ ﺣﺗﻰ ﻟﻭ ﻗﺿﻭﺍ ﺳﺎﻋﺎﺕ ﻁﻭﻳﻠﺔ ﻭﻫﻡ ﻳﻌﻣﻠﻭﻥ ﻋﻠﻳﻬﺎ‬،‫ﻣﺩﺭﺳﻳﺔ‬
‫ ﻳﺗﺣﺭﺭ ﺍﻷﻁﻔﺎﻝ ﻣﻥ ﻧﻳﺭ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬،‫ﻭﺑﻬﺫﻩ ﺍﻟﻁﺭﻳﻘﺔ‬
،‫ﻟﻣﻣﺎﺭﺳﺔ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﻔﻳﺩﺓ ﺍﻟﺗﻲ ﺗﺣﻔﺯ ﺗﻔﻛﻳﺭﻫﻡ‬
.‫ﻭﺗﻧﺑﻊ ﻣﻥ ﺍﻫﺗﻣﺎﻣﺎﺗﻬﻡ ﺍﻟﺧﺎﺻﺔ‬

ÉæFÉæHCG ¿ƒ«©H ⁄É©dG

ájõ«∏‚E’Gh á«Hô©dG Úà¨∏dÉH Iôaƒàe á°UÓÿG √òg
This publication is available in both Arabic & English
:øY Qó°üJ ájô¡°T Iöûf
“´É©°T” »ª∏©dG ΩÓYEÓd á«Hô©dG ácöûdG
‫ ﻓﻠﻣﺎﺫﺍ‬،‫ﺇﺫﺍ ﻛﻧﺎ – ﻧﺣﻥ ﺍﻟﺑﺎﻟﻐﻳﻥ – ﻧﺭﻳﺩ ﻓﺗﺭﺓ ﺭﺍﺣﺔ ﺑﻌﺩ ﺍﻟﻌﻣﻝ‬
‫ﻳﺟﺏ ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ ﺃﻥ ﻳﻅﻠﻭﺍ ﻣﻧﺗﺟﻳﻥ ﺇﻟﻰ ﺃﻥ ﻳﻐﻠﺑﻬﻡ ﺍﻟﻧﻌﺎﺱ؟‬
‫ ﻳﺭﻏﺑﻭﻥ ﻓﻲ ﻗﺿﺎء ﺑﻌﺽ‬،‫ ﻋﻠﻰ ﻏﺭﺍﺭﻧﺎ‬،‫ﻣﺎﺫﺍ ﻟﻭ ﻛﺎﻧﻭﺍ‬
‫ﺍﻟﻭﻗﺕ ﻣﻊ ﺃﺻﺩﻗﺎﺋﻬﻡ؟ ﻭﻣﺎﺫﺍ ﻟﻭ ﻛﺎﻧﻭﺍ ﻳﻔﺿﻠﻭﻥ ﻗﺿﺎء ﺑﻌﺽ‬
‫ﺍﻟﻭﻗﺕ ﺑﻣﻔﺭﺩﻫﻡ ﺑﻌﺩ ﺃﻥ ﻗﺿﻭﺍ ﻳﻭﻣﻬﻡ ﻛﻠﻪ ﺑﺻﺣﺑﺔ ﺃﻗﺭﺍﻧﻬﻡ؟‬

(äÉ°UÓN) ‘ ∑GΰTÓd ،‫ﺇﻥ ﺍﻟﺟﻬﺩ ﺍﻟﻣﺑﺫﻭﻝ ﻟﺗﺣﻭﻳﻝ ﺍﻷﻁﻔﺎﻝ ﺇﻟﻰ ﻣﺧﻠﻭﻗﺎﺕ ﻣﺟﺗﻬﺩﺓ‬
¢ShDhô``e hCG ¢ù«Fôd É¡FGógE’ hCG ºμà°ù°SDƒŸ hCG ºμd ‫ ﻭﻏﺭﺱ ﻋﺎﺩﺍﺕ ﺍﻟﻌﻣﻝ ﺍﻹﻳﺟﺎﺑﻳﺔ‬،‫ﺑﺈﻛﺭﺍﻫﻬﻡ ﻋﻠﻰ ﺍﻟﻌﻣﻝ ﺍﻟﺷﺎﻕ‬
º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hCG ً
‫ﺟﻬﻼ ﺷﺩﻳ ًﺩﺍ ﺑﺎﻟﻛﻳﻔﻳﺔ ﺍﻟﺗﻲ ﻳﺗﻌﻠﻡ ﻭﻳﻌﻣﻝ‬ ‫ ﻳﻌﻛﺱ‬،‫ﻟﺩﻳﻬﻡ ﺑﺎﻟﻘﻭﺓ‬
.ø`«cΰûŸG äÉeóN IQGOEÉH ∫É``°üJ’G ‫ ﻭﻟﻳﺱ‬،‫ ﻓﺎﻹﻧﺳﺎﻥ ﻣﻛﺗﺷﻑ ﻧﺷﻁ‬.‫ﺑﻬﺎ ﺍﻟﺑﺷﺭ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻭﺍﻗﻊ‬
‫ﺟﻬﺎﺯ ﺍﺳﺗﻘﺑﺎﻝ ﺳﻠﺑﻳًﺎ ﺗﺳﺗﻁﻳﻊ ﺃﻥ ﺗﺻﺏ ﻓﻲ ﺩﺍﺧﻠﻪ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬
IôgÉ≤dG :á«Hô©dG öüe ájQƒ¡ªL
‫ ﻭﻟﻛﻲ ﻧﺳﺎﻋﺩ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻛﺗﺳﺎﺏ ﺣﺱ‬.‫ﺃﻭ ﺍﻟﻣﻬﺎﺭﺍﺕ‬
+ 2 02 24025324 - 24036657 - 22633897 : ∞JÉg
+2 02 22612521 : ¢ùcÉa ‫ ﻳﺟﺏ ﺃﻥ‬،‫ ﺃﻭ ﺃﻱ ﺳﻣﺔ ﺃﺧﺭﻯ‬،‫ ﺃﻭ ﺍﻻﺳﺗﻘﻼﻟﻳﺔ‬،‫ﺍﻟﻣﺳﺅﻭﻟﻳﺔ‬
ً
‫ﺑﺩﻻ ﻣﻥ ﺃﻥ ﻧﺟﺑﺭﻫﻡ ﻋﻠﻰ ﺃﻋﻣﺎﻝ ﻻ‬ ،‫ﻧﻌﻣﻝ ﺑﺎﻟﺗﻌﺎﻭﻥ ﻣﻌﻬﻡ‬
‘ ÉæÑJÉμe øe …CÉH ∫É°üJÓd
øª«dGh ¿OQC’Gh äGQÉeE’Gh ájOƒ©°ùdG ‫ ﻳﺗﻁﻠﺏ ﻣﻧﺎ ﺍﻷﻣﺭ ﺍﻻﺳﺗﻣﺎﻉ‬.(‫ﻳﺣﺑﻭﻧﻬﺎ )ﻛﺎﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬
,á«Hô©dG ∫hódG »bÉHh ô£bh ¿ÉªY áæ£∏°Sh ‫ ﻭﺍﻻﻧﺗﺑﺎﻩ ﺇﻟﻰ ﺍﻟﻛﻳﻔﻳﺔ ﺍﻟﺗﻲ‬،‫ ﻭﺗﻠﺑﻳﺔ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻡ‬،‫ﺇﻟﻰ ﺭﻏﺑﺎﺗﻬﻡ‬
:Éæ©bƒe IQÉjõH ΩôμàdG AÉLôdG
.‫ﻳﻧﻅﺭﻭﻥ ﺑﻬﺎ ﺇﻟﻰ ﺍﻟﺣﻳﺎﺓ‬
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k G “´É©°T” øY Qó°üJ
:äÉjQhO É°†jC
∫ɪYC’G πLQh ôjóŸG Öàc äÉ°UÓN ∞dDƒŸG
äÉ`````bÓY
…QGOE’G QÉàîŸG
∂JhôK ∂àë°U
‫ﺃﻟﻔﻲ ﻛﻭﻥ‬
ΩÉ©dG QGóe ≈∏Y ΩÉ¡dEG
IQÉ«°ùdG ‘ IQGOE’G :á«Jƒ°üdG á∏°ù∏°ùdG
‫ ﻭﻗﺩ ﺃﻟﱠﻑ ﻋﺷﺭﺓ ﻛﺗﺏ ﻣﻥ ﺑﻳﻧﻬﺎ ﻛﺗﺎﺑﺎ‬،‫ﻫﻭ ﺧﺑﻳﺭ ﺗﻌﻠﻳﻣﻲ ﻭﺗﺭﺑﻭﻱ‬
™aódGh ∑GΰT’G ɪFGO
k ºμæμÁ .“‫”ﺍﻟﻌﻘﺎﺏ ﺑﺎﻟﻣﻛﺎﻓﺄﺓ“ ﻭ”ﺍﻟﻣﺩﺍﺭﺱ ﺍﻟﺗﻲ ﻳﺳﺗﺣﻘﻬﺎ ﺃﺑﻧﺎﺅﻧﺎ‬
:Éæ©bƒe ≈∏Y É«k fhÎμdEG
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

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(äÉ°UÓN) Qó°üJ ÜÉ`````àμ`dG
á`«ŸÉ©dG ÖàμdG π°†aCG ,á«Hô©dG á¨∏dÉH ¢üî∏Jh 1993 ΩÉY ™∏£e òæe
ÖàμdG ≈∏Y õ````«cÎdG ™``e ,∫É```ªYC’G ∫É````LQh ø````jôjóª∏d á`¡LƒŸG Author: Alfie Kohn
±ó``¡`J .…QGOE’G ô`μ``Ø∏d G kójó`L ∞`«`°†J »`à`dGh É`©``«``Ñ`e
k Ì``cC’G
Title: The Homework Myth: Why Our Kids Get Too
ájQGOE’G äÉjô¶ædGh äÉ°SQɪŸG ÚH Iƒ```éØdG ó°S ≈dEG (äÉ``°UÓN) Much of a Bad Thing
ô``aƒJ å«M ;á```«Hô©dG IQGOE’G á```Ä«Hh ,á````eó≤àŸG ∫hódG ‘ á``ãjó◊G
.≥````«Ñ£à∏d á```∏HÉbh á```Hô›
q á````jQGOEG áaô©e º```¡d Publisher: Da Capo Press (August 14, 2007)
ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh
.Éæ©bƒe ≈∏Y ISBN: 978-0738211114

6454 : ´GójE’G ºbQ Pages: 256

8 ISSN: 110/2357

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 ‫ﺣﻘﻮﻕ ﺍﻟﻤﻠﻜﻴﺔ‬
‫ﻣﺤﻔﻮﻇﺔ ﻟﻠﺸﺮﻛﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻋﻼم اﻟﻌﻠﻤﻲ‬

‫ﺣﻘﻮق اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ ﻟﻬﺬا اﻟﻌﺪد وﻟﻜﻞ اﻋﺪاد واﻟﻜﺘﺐ اﻟﻜﺘﺮوﻧﻴﺔ واﻟﺼﻮﺗﻴﺔ‬
‫اﻟﻤﻨﺸﻮرة ﻋﻠﻰ ﻣﻮﻗﻌﻨﺎ ‪ www.edara.com‬ﺗﻌﻮد ﻟﻠﺸﺮﻛﺔ اﻟﻌﺮﺑﻴﺔ ﻟ‪#‬ﻋﻼم اﻟﻌﻠﻤﻲ‬
‫»ﺷﻌﺎع«‪ .‬وﻋﻠﻴﻪ ﻓﺈﻧﻨﺎ ﻧﺘﻮﻗﻊ ﻣﻨﻜﻢ اﻻﻟﺘﺰام ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺣﻘﻮﻗﻨﺎ ﻛﺎﻣﻠﺔ‬
‫وذﻟﻚ ﺑﻌﺪم ﻧﺴﺦ أو رﻓﻊ أو إرﺳﺎل أﻋﺪادﻧﺎ ﺧﺎرج ﺣﺪود اﺳﺘﺨﺪاﻣﻜﻢ اﻟﺸﺨﺼﻲ‬
‫واﻟﻤﻬﻨﻲ واﻟﻤﺆﺳﺴﻲ دون ﻣﻮاﻓﻘﺔ ﺧﻄﻴﺔ ﻣﻨﺎ‪ .‬ﻋﻠﻰ أﻧﻨﺎ ﻧﺴﻤﺢ ﻟﻠﻤﺸﺘﺮﻛﻴﻦ ﺑﺤﻔﻆ‬
‫وﻃﺒﺎﻋﺔ اﻋﺪاد ﻟﻼﺳﺘﺨﺪام اﻟﺪاﺧﻠﻲ ﻓﻘﻂ‪ .‬وﻋﻠﻴﻪ‪ ،‬ﻧﺮﺟﻮ أن ﻳﺘﻌﻬﺪ اﻟﺠﻤﻴﻊ ﺑﻌﺪم‬
‫ﻋﻠﻤﺎ ﺑﺄﻧﻨﺎ ﺳﻨﻘﺎﺿﻲ ﻛﻞ ﻣﻦ‬‫ً‬ ‫ﻧﻘﻞ أو ﺗﻤﺮﻳﺮ أو ﻣﺸﺎرﻛﺔ ا‪V‬ﺧﺮﻳﻦ ﻓﻲ ﺣﻘﻮﻗﻨﺎ ﻫﺬه‪.‬‬
‫ً‬
‫وﻓﻘﺎ ﻟﻘﻮاﻧﻴﻦ اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ اﻟﻤﺤﻠﻴﺔ واﻗﻠﻴﻤﻴﺔ واﻟﺪوﻟﻴﺔ‪.‬‬ ‫ﻻ ﻳﺤﺘﺮم ﻫﺬا اﻟﺘﻌﻬﺪ‬

‫أﻋﺪاد ﻫﺬا اﻟﺸﻬﺮ‬

‫ﺧﻼﺻﺔ ”ﻛﺘﺐ اﻟﻤﺪﻳﺮ“ ﺭﻗﻢ‪549 :‬‬

‫اﻟﻌﻘﻞ اﻟﺨــــﺎرق‬
‫ﺗﺄﻟﻴﻒ‪ :‬دﻳﺒﺎك ﺗﺸﻮﺑﺮا ورودوﻟﻒ ﺗﺎﻧﺰي‬

‫ﺧﻼﺻﺔ ”ﻛﺘﺐ اﻟﻤﺪﻳﺮ“ ﺭﻗﻢ‪550 :‬‬

‫ﻣﺎ ﻻ ُﻳﺸﺘﺮى ﻻ ُﻳﺒﺎع!‬
‫ﺗﺄﻟﻴﻒ‪ :‬ﻣﺎﻳﻜﻞ ﺳﺎﻧﺪل‬

‫ﺧﻼﺻﺔ ”ﻛﺘﺐ اﻟﺘﺮﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ“ ﺭﻗﻢ‪50 :‬‬

‫ﻣﺸﻜﻠﺔ اﻟﻮاﺟﺒﺎت اﻟﻤﺪرﺳﻴﺔ‬
‫ﺗﺄﻟﻴﻒ‪ :‬أﻟﻔﻲ ﻛﻮن‬

‫‪L‬‬
‫‪ójó‬‬
‫ﻋــﻼﻗـــــــــــﺎت‬ ‫ﺻﺤﺘﻚ ﺛﺮوﺗﻚ‬ ‫اﻟﻤﺨﺘﺎر ا‪$‬داري‬
‫ﺍﻟﻌﺪﺩ ‪98‬‬ ‫ﺍﻟﻌﺪﺩ ‪2‬‬ ‫ﺍﻟﻌﺪﺩ ‪158‬‬

‫◆ ﺗﻘﻠﻴـﻞ ﺳﺎﻋﺎت اﻟﻌﻤــﻞ ﻳﻀـﺎﻋﻒ اﻹﻧﺘــــﺎج‬
‫◆ ملﺎذا ﺗﻔﺸﻞ ﺣﻤﻼت ﺗﺴﻮﻳﻖ املﺤﺘﻮى اﻹﻟﻜﱰوﻧﻲ؟‬
‫◆ أﻓﻜﺎر ﺑﺎﺧﺘﺼــــــﺎر‬
‫◆ ﻣﺎ ﻳﺠﺐ أن ﺗﻌﺮﻓﻪ ﻗﺒﻞ أن ﺗﻘﺒﻞ اﻟﻮﻇﻴﻔﺔ‬
‫◆ ﻫﻜﺬا ﺗﻀﺎﻋﻒ ﻣﺘﺎﺑﻌﻴﻚ ﻋﲆ اﻹﻧﱰﻧﺖ‬
‫◆ اﻗﺘﻞ املﻠﻞ ﻗﺒﻞ أن ﻳﺘﴪب إﱃ ﻓﺮﻳﻖ اﻟﻌﻤﻞ‬
‫◆ ﻫﻞ ﺑﺎﺑﻚ ﻓﻌﻼً ﻣﻔﺘﻮح؟!‬
‫◆ ﻗﻒ ﻣﺴﺘﻘﻴﻤًﺎ ﻟﺘﻘﴤ ﻋﲆ اﻷﻟﻢ‬ ‫◆ ﻋﺰﻳﺰي املُ َ‬
‫ﺴ ﱢﻮق‪ :‬اﻹﻧﺴﺎن ﻣﺴﺘﻬﻠﻚ اﺟﺘﻤﺎﻋﻲ‬
‫◆ ﻣﺘﻰ ﺗﻈﻬﺮ ﻋﲆ وﺟﻬﻚ آﺛﺎر ﻋﺎداﺗﻚ ﻏري اﻟﺼﺤﻴﺔ؟‬ ‫◆ ﻣﻘــــﻮﻻت اﻟﻘﻴـــﺎدة‬
‫◆ ﻃﺮق ﻃﺒﻴﻌﻴﺔ ﻟﻌﻼج اﻟﺘﻬﺎب اﻟﺠﻴﻮب اﻷﻧﻔﻴﺔ‬ ‫◆ ”ﺑﺎﻧﺎﺳﻮﻧﻴﻚ“ واﻟﻌﺒﻮر إﱃ اﻟﺼني‬
‫اﺣـﱰس ﻣـﻦ ﺗـﻠﻚ اﻟﻔﺎﻛﻬـﺔ!‬ ‫◆‬ ‫◆ ﺛﺮوات وﻓرية ﻻ ﺗﺼﻞ إﱃ ﻳﺪ اﻟﻌﻤﺎﻟﺔ اﻟﻔﻘرية‬
‫◆ ﺣﻘﻴﺒﺔ ﻳﺪك ﺗﻬﺪد ﺣﻴﺎﺗﻚ!‬ ‫◆ اﻛﺘﺸﻒ أي ﻧﻮع ﻣﻦ اﻟﻘﺎدة أﻧﺖ!‬
‫◆ ﺻﺤﺔ ﻣﻮﻇﻔﻴﻚ ﻣﺴﺆوﻟﻴﺘﻚ أﻧﺖ‬ ‫◆ اﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﺘﻔﻜري اﻟﻔﻠﺴﻔﻲ ﻟﻘﻴﺎدة املﺆﺳﺴﺎت‬
‫◆ ﺣﻘــﺎﺋـــﻖ ﻋﻦ اﻟﻨــﻮم‬ ‫◆ ﺑﺎﻧﻮراﻣـﺎ اﻟﻄـﺎﺋﺮات اﻟﺠﺪﻳﺪة‬

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