ﺍﻟﺘﻌﻠﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﻴﻮﻡ- ﺳﺮﻳﻊ ﺍﻟﺘﻐﻴﺮ، ﻓﺈﻥ ﻋﺪﻡ ﺍﻟﻤﺒﺎﺩﺭﺓ ﻳﻌﺪ ﻣﺨﺎﻃﺮﺓ ﻭﺇﻫﻤﺎﻝ ﺍﻟﻤﻌﺮﻓﺔ ﻫﻮ ﺍﻟﺴﻘﺎﻡ ﺃ. ﺩ. ﻣﺤﻤﺪ ﺍﺑﻮﺍﻟﻘﺎﺳﻢ ﺍﻟﺮﺗﻴﻤﻲ ﺍﻟﻤﻮﻗﻊ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ www. arteimi. info 1
ﻭﺻﻒ ﻣﻮﺟﺰ • • • ﺗﻌﺮﻳﻒ ﺍﻟﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻧﻈﺮﻳﺔ ﺃﻨﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﺟﺎﻧﺒﻲ ﺍﻟﺪﻣﺎﻍ ﺍﻟﺒﺸﺮﻱ ﻭ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻬﻴﻤﻦ ﻣﻨﻬﻤﺎ ﺗﺼﻤﻴﻢ ﻭ ﺑﻨﺎﺀ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻛﻴﺔ ﻧﻈﻢ ﺍﻟﺘﺄﻠﻴﻒ 2
ﻓﺮﺿﻴﺎﺕ ﺍﺳﺎﺳﻴﺔ • ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻔﺮﺩﻱ )ﺍﻟﻤﻮﺟﻪ ﻟﺸﺨﺺ ﻭﺍﺣﺪ( ﺍﻓﻀﻞ ﺑﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺘﻌﻠﻢ ﻋﺒﺮ ﻧﻤﻂ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ • ﻳﺘﻌﻠﻢ ﺍﻟﻄﻼﺏ ﺑﺸﻜﻞ ﺍﻓﻀﻞ ﻓﻲ ﺑﻴﺌﺎﺕ ﺗﻜﻮﻥ ﻗﺮﻳﺒﺔ ﻣﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻓﻴﻬﺎ ﻣﻌﺮﻓﺘﻬﻢ 3
ﺍﻟﺘﻌﻠﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻫﻮ ﺗﻘﺪﻳﻢ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻂ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ، ﻭﻫﺬﺍ ﻳﺘﻀﻤﻦ: ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺳﻄﻮﺍﻧﺎﺕ CD/ DVD ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﻧﺘﺮﻧﺖ ﺍﻭ ﻧﻤﻂ ﺍﻟﺘﻌﻠﻢ ﻋﺒﺮ ﺍﻟﻮﺏ WEB )( ﺍﻟﻤﺤﺘﻮﻯ ﺍﻟﺜﺎﺑﺖ static ﺷﺮﺍﺋﺢ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ،ﺍﻻﻋﻼﻧﺎﺕ،ﻣﻮﺍﺩ ﻧﺼﻴﺔ( ) )(ﺍﻟﻤﺤﺘﻮﻯ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ dynamic )ﺩﺭﺱ ﺍﻓﺘﺮﺍﺿﻲ،ﺍﺳﺘﻐﻼﻝ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﻤﺘﺤﺮﻛﺔ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻭﻧﻲ cooperative learning 4
ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻌﻠﻢ learning ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺮﻓﺔ KM ﺍﻟﺘﻌﻠﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ E- Learning 5
ﺍﻟﺤﺎﺟﺔ ﻟﻠﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻓﻲ ﺍﻟﺠﻤﺎﻫﻴﺮﻳﺔ • • • ﺣﻞ ﻟﺒﻌﺾ ﺍﻟﻤﺸﺎﻛﻞ ﻣﺜﻞ )ﺍﻟﻜﻠﻔﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻟﻠﻜﺘﺐ، ﻣﺸﺎﻛﻞ ﺍﻟﻨﻘﻞ، ﻛﻠﻔﺔ ﺍﻟﻤﻌﻠﻢ ﺍﻟﺨﺼﻮﺻﻲ( ﻓﺮﺻﺔ ﺟﻴﺪﺓ ﻟﺬﻭﻱ ﺍﻟﺤﺎﺟﺎﺕ ﺍﻟﺨﺎﺻﺔ ﻓﺮﺻﺔ ﺟﻴﺪﺓ ﻟﻠﻄﻼﺏ ﺍﻟﻤﻮﻫﻮﺑﻴﻦ ﺍﻟﺮﻓﻊ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﻓﺮﺻﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﺍﻟﻔﺎﻋﻠﺔ ﺿﻤﻦ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ 6
ﻗﻄﺒﻲ ﺍﻟﺪﻣﺎﻍ ﺍﻟﺒﺸﺮﻱ ﺗﻌﺎﻟﺞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ ﻣﺨﺘﻠﻒ ﻟﺪﻯ ﺍﻟﻨﺎﺱ ﺗﺒﻌﺎ ﻟﻠﺠﺰﺀ ﺍﻟﻤﻬﻴﻤﻦ ﺍﻟﺠﺰﺀ ﺍﻻﻳﻤﻦ • • ﻛﻠﻲ ﺍﻟﻤﻌﺎﻟﺠﺔ holistic ﻋﺸﻮﺍﺋﻲ random ﺗﺠﺴﻴﻤﻲ concrete ﺑﺪﻳﻬﻲ intuitive ﺍﻟﺠﺰﺀ ﺍﻻﻳﺴﺮ • ﻣﺮﺣﻠﻲ ﺍﻟﻤﻌﺎﻟﺠﺔ Linear • ﺗﺘﺎﺑﻌﻲ ﺍﻭ ﺗﺴﻠﺴﻠﻲ sequential • ﺭﻣﺰﻱ symbolic • ﻣﻨﻄﻘﻲ Logical 7
ﺍﻧﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﻧﻈﺮﻳﺔ ﺃﻨﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﺍﻷﺴﺎﺗﺬﺓ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺃﻦ ﻛﺎﻓﺔ • ﻓﻲ ﺍﻟﻤﺆﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﻔﺘﺮﺽ ﺑﻌﺾ ﻛﺎﻷﺴﺘﺎﺫ ﻧﻔﺴﻪ، ﻭﻫﺬﺍ ﺧﻄﺎﺀ ﺍﻟﻄﻼﺏ ﻳﺘﻌﻠﻤﻮﻥ ﺑﻨﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺠﻴﺪﻭﻥ ﻳﺘﻌﻠﻤﻮﻥ ﻛﻤﺎ ﻳﻮﺩ ﻓﻜﺮﺓ ﻣﻔﺎﺩﻫﺎ " ﺃﻦ ﻛﻞ ﺷﺎﺋﻊ ﺗﻌﻡ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻟﻬﻢ ﺃﺴﺎﻟﻴﺐ ﺃﺘﻌﻠﻢ ﺃﻨﺎ "، ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﺟﺎﻳﻦ ﻭ ﻣﺘﻬﺎﻭﻧﻴﻦ ﻭ ﻣﺨﺘﻠﻔﺔ ﻳﻬﻤﻠﻮﻥ ﺇﻣﺎ ﻟﻘﻠﺔ ﺫﻛﺎﺋﻬﻢ ﺃﻮ ﺍﻧﻬﻢ ﻏﻴﺮ ﻣﻬﻤﻠﻴﻦ. • ﺇﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻌﺎﻃﻔﻴﺔ ﻭﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﺗﻤﺜﻞ ﻣﺆﺸﺮﺍﺕ ﺗﺪﻝ ﻋﻠﻰ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻳﺪﺭﻙ ﺑﻮﺍﺳﻄﺘﻬﺎ ﺍﻟﻄﺎﻟﺐ ﺑﻴﺌﺔ ﺍﻟﺘﻌﻠﻢ ﻭ ﻳﺴﺘﺠﻴﺐ ﻟﻬﺎ، ﻭﻫﻲ ﺗﺸﻜﻞ ﺍﻟﻄﺮﻳﻘﺔ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ. ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻤﻔﻀﻠﺔ ﻟﻠﻔﺮﺩ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺮ ﻭﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻄﺮﻳﻘﺔ ﻧﻤﻂ ﺍﻟﺘﻌﻠﻢ، ﻭﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﻧﻤﻂ ﺍﻟﺘﻌﻠﻢ ﺑﺄﻨﻪ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺮﻯ ﺑﻬﺎ ﺍﻷﺸﻴﺎﺀ ﺃﻮ ﻳﺠﻤﻊ ﺑﻬﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻳﻌﺎﻟﺠﻬﺎ. ﻭﺍﻟﻤﻌﺎﻟﺠﺔ ﻫﻲ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﻔﺮﺩ ﻭﻳﻘﻣﻬﺎ ﻭﻳﺴﺘﺨﺪﻣﻬﺎ. ﻭﻳﺼﻓﻬﺎ ﺍﻟﺘﻲ ﻳﻌﺮﺽ ﺑﻬﺎ ﺍﻟﻔﺮﺩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻟﻜﻞ ﺷﺨﺺ ﻧﻤﻂ ﺗﻌﻠﻢ ﺧﺎﺹ ﻭ ﻓﺮﻳﺪ ﻣﺜﻞ ﺍﻟﺘﻮﻗﻴﻊ ﻭﺍﻟﺒﺼﻤﺔ. ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻗﺪ ﻳﻨﺠﻢ ﻋﻨﻪ ﺯﻳﺎﺩﺓ 8 ﺇﻥ ﺗﻀﻤﻴﻦ ﻧﻈﺮﻳﺔ ﻧﻤﻂ ﺍﻟﺘﻌﻠﻢ ﻓﻲ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ
ﺗﺎﺑﻊ ﺍﻧﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﺍﻷﻮﻟﻰ • ﻭﻳﺤﺪﺩ ﺧﺒﺮﺍﺀ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ، ﻧﻘﻄﺘﻴﻦ ﻣﻬﻤﺘﻴﻦ ﻓﻲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ، ﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺪﺭﻙ ﺑﻬﺎ ﺍﻟﻨﺎﺱ ) ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻘﺒﻞ ﺑﻬﺎ( ﻣﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ، ﻭﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻧﻌﺎﻟﺞ ﺑﻬﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺠﺪﻳﺪﺓ )ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻧﺠﻌﻞ ﺍﻷﺸﻴﺎﺀ ﺗﻜﻮﻥ ﺟﺰﺀﺍ ﻣﻨﺎ (. ﻓﺒﻌﺾ ﺍﻟﻨﺎﺱ ﻳﻔﻀﻞ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﺨﺒﺮﺍﺕ ﺑﻬﺎ ﺧﻼﻝ ﺍﻹﺣﺴﺎﺱ ﻭﺍﻟﺸﻌﻮﺭ ﺑﺘﺘﺒﻊ ﻃﺮﻳﻘﻬﻢ ﺍﻟﺠﺪﻳﺪﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ، ﻭﺍﻟﺒﻌﺾ ﺍﻵﺨﺮ ﻳﻔﻀﻞ ﺍﻟﻔﻬﻢ ﻭﺍﻹﺩﺭﺍﻙ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻔﻜﻴﺮ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺭﻣﻮﺯ ﻣﻌﻴﻨﺔ ﺃﻮ ﻧﻤﺎﺫﺝ ﻣﻔﺎﻫﻴﻤﻴﺔ. ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺩﺍﻟﺔ ﺍﻹﺣﺴﺎﺱ" ﻭ "ﺍﻟﺘﻔﻜﻴﺮ" ﻓﻲ ﺍﻹﺩﺭﺍﻙ ﺑﻮﺍﺳﻄﺔ ﻣﺤﻮﺭ ﺑﻤﻔﺮﺩﺗﻴﻦ " ﺍﻹﺩﺭﺍﻙ ﺑﺎﻟﺸﻌﻮﺭ ﻧﻬﺎﻳﺘﻲ ﺍﻟﻤﺤﻮﺭ، ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻮﺳﻄﻴﺔ ﺍﻭ ﺍﻟﺘﻌﺎﺩﻝ ﺑﻴﻦ ﻷﻲ ﻓﺮﺩ ﺑﻨﻘﻄﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺨﻂ. ﻭﻓﻲ ﻣﻌﺎﻟﺠﺔ ﻭﺍﻹﺩﺭﺍﻙ ﺑﺎﻟﺘﻔﻜﻴﺮ ﻳﻼﺣﻈﻮﻥ ﻭﻳﺸﺎﻫﺪﻭﻥ ﺑﻴﻨﻤﺎ ﺍﻷﻔﺮﺍﺩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺠﺪﻳﺪﺓ ﻓﺈﻥ ﺑﻌﺾ ﺗﺪﻝ ﺷﺨﺼﻲ ﻣﺒﺎﺷﺮ . ﻭﻳﻤﻜﻨﻨﺎ ﺃﻴﻀﺎ ﺍﻵﺨﺮ ﻳﻜﻮﻥ ﻟﻪ ﺍﻟﺒﻌﺾ ﺗﺨﻝ ﺧﻂ ﺃﻮ ﻣﺤﻮﺭ ﺑﻤﻔﺮﺩﺗﻴﻦ ﻫﻤﺎ "ﺍﻟﻤﺸﺎﻫﺪﺓ" ﻭ "ﺍﻟﻔﻌﻞ" ﻓﻲ ﻧﻬﺎﻳﺘﻲ ﺍﻟﻤﺤﻮﺭ ، 9
ﺗﺎﺑﻊ ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﻤﻌﺎﻟﺠﺔ • ﻭﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻣﺴﺘﺨﺪﻣﺎ ﺑﻌﺪﻳﻦ ﻟﻜﻞ ﻣﻦ ﺗﺼﺭ ﺩﻳﻔﻴﺪ ﻛﻮﻟﺐ ﻭﺿﻊ ﺃﺮﺑﻌﺔ ﺃﻨﻮﺍﻉ ﻟﻠﻤﺘﻌﻠﻤﻴﻦ ﻛﻤﺎ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ. 01
ﺃﻨﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﻣﺤﻮﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻹﺣﺴﺎﺱ )ﺍﻟﺨﺒﺮﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ( CE ﺍﻟﻤﺸﺎﻫﺪﺓ ﻭﺍﻟﻤﻼﺣﻈﺔ RO ﺍﻟﻔﻌﻞ )ﺍﺧﺘﺒﺎﺭ ﻧﺘﺎﺋﺞ ﻟﻤﻔﺎﻫﻴﻢ ﻓﻲ ﻣﻮﺍﻗﻒ ﺟﺪﻳﺪﺓ( AE ﻣﺤﻮﺭ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺘﻔﻜﻴﺮ )ﺻﻴﺎﻏﺔ ﺍﻷﻔﻜﺎﺭ( AC 11
ﻋﻨﺎﺻﺮ ﺃﻨﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﻳﻮﺟﺪ ﺇﺣﺪﻯ ﻭﻋﺸﺮﻭﻥ ﻋﻨﺼﺮﺍ ﻟﻨﻤﻂ ﺍﻟﺘﻌﻠﻢ ﺗﺘﻀﻤﻦ: ü ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﻴﺌﻲ )ﺍﻟﺼﻮﺕ، ﺍﻟﻀﻮﺀ،ﺍﻟﺤﺮﺍﺭﺓ،ﻭﺿﻌﻴﺔ ﺍﻟﺠﻠﻮﺱ) ﺍﻟﺤ ﻱ ) emotional ) ﺍﻟﻌﺎﻃﻔﻲ ü ﺍﻟﻌﻨﺼﺮ ﺍﻻﻧﺴﺠﺎﻡ، ﺍﻟﺒﻨﺎﺀ ) structure ﺍﻟﺪﺍﻓﻊ،ﺍﻹﺻﺮﺍﺭ،ﺍﻻﻧﺴﺠﺎﻡ/ﻋﺪﻡ ) ﺍﻻﺟﺘﻤﺎﻋﻲ )ﺍﻟﺘﻌﻠﻢ ﻣﻨﻔﺮﺩﺍ،ﺍﻟﺘﻌﻠﻢ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺻﻐﻴﺮﺓ،ﺍﻟﺘﻌﻠﻢ ﺑﺸﻜﻞ ü ﺍﻟﻌﻨﺼﺮ ﺛﻨﺎﺋﻲ، ﺍﻟﺘﻌﻠﻢ ﺑﺼﺤﺒﺔ ﺷﺨﺺ ﺭﺍﺷﺪ، ﺍﻟﺘﻌﻠﻢ ﺑﺸﻜﻞ ﺭﻭﺗﻴﻨﻲ ﺍﻭ ﺍﻧﻤﺎﻁ ﻣﺤﺪﺩﺓ، ﺍﻭ ﺑﻄﺮﻳﻘﺔ ﺑﻬﺎ ﺗﻐﻴﻴﺮ ﻭ ﺗﺒﺪﻝ) ﺍﻻﺳﺘﻤﺎﻉ،ﺍﻟﻘﺮﺍﺀﺓ،ﺍﻭ ﺍﻹﺩﺭﺍﻛﻲ-ﺍﻟﺘﻌﻠﻢ ﺍﻓﻀﻞ ﺑﻮﺍﺳﻄﺔ ü ﺍﻟﻌﻨﺼﺮ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ ) ﺍﻹﺣﺴﺎﺱ، ﺍﻟﻠﻤﺲ، ﺍﻭ ﺍﻟﺘﺠﺮﻳﺐ، ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﺎﻗﺔ، ﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ، ﻭﺍﻟﺤﺮﻛﺔ) ü ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ/ﺍﻟﻨﻔﺴﻴﺔ )ﺍﻟﻌﻤﻮﻣﻲ /ﺍﻭ ﺍﻟﺘﺤﻠﻴﻠﻲ) 21
ﻧﻤﻮﺫﺝ ﻛﻮﻟﺐ ﻟﻠﺘﻌﻠﻢ ﺍﻟﺘﺠﺮﻳﺒﻲ ﺍﻟﻨﻮﻉ ﺍﻷﻮﻝ ﺍﻟﻤﺘﻌﺪﺩ ﺍﻭ ﺍﻟﻤﺘﺒﺎﻋﺪ diverger ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟﺚ ﺍﻟﻤﻘﺎﺭﺏ converger ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺴﺘﻮﻋﺐ assimilator ﺍﻟﻨﻮﻉ ﺍﻟﺮﺍﺑﻊ ﺍﻟﻤﺘﻜﻑ accomodator 31
ﺍﻟﻨﻮﻉ ﺍﻻﻭﻝ • ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﻟﻤﺘﺒﺎﻋﺪ ﻻﻧﻪ ﻳﻤﻴﻞ ﺍﻟﻰ ﺍﻻﻧﻔﺮﺍﺩﻳﺔ ﻭﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﺸﺨﺼﻲ ﺑﻘﺪﺭ ﻛﺒﻴﺮ • ﺍﻟﺴﺆﺎﻝ ﺍﻟﻤﻔﻀﻞ ﻟﺪﻳﻪ ﻫﻮ ﻟﻤﺎﺫﺍ ؟ • ﻣﺜﻞ: ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻤﻔﻬﻮﻡ ﻗﻴﻤﺎ ﺣﺘﻰ ﻳﺘﻮﺟﺐ ﺗﻌﻠﻤﻪ ؟ 41
ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ • ﻳﺴﻤﻰ ﺍﺳﺘﻴﻌﺎﺑﻲ ﻷﻨﻪ ﻳﺒﺤﺚ ﺩﺍﺋﻤﺎ ﻋﻦ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻻﻓﻜﺎﺭ ﻭﺍﻵﺮﺍﺀ ﺍﻟﺠﺪﻳﺪﺓ • ﺳﺆﺎﻟﻪ ﺍﻟﻤﻔﻀﻞ ﻫﻮ ﻣﺎﺫﺍ ؟ • ﻣﺜﻞ: ﻣﺎﺫﺍ ﻳﺠﺐ ﺍﻥ ﺍﻋﺮﻑ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺣﻞ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻠﺔ |؟ 51
ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟﺚ • • • ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﻣﺘﻘﺎﺭﺏ ﻷﻨﻪ ﻳﺒﺤﺚ ﻋﻦ ﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺳﺆﺎﻟﻪ ﺍﻟﻤﻔﻀﻞ ﻫﻮ ﻛﻴﻒ ؟ ﻣﺜﻞ : ﻛﻴﻒ ﻳﻌﻤﻞ ﻫﺬﺍ ﺍﻟﺠﻬﺎﺯ ؟ ﺍﻭ ﻛﻴﻒ ﻳﻤﻜﻨﻨﻲ ﺣﻞ ﻫﺬﻩ ﺍﻟﻤﻌﻀﻠﺔ ؟ 61
ﺍﻟﻨﻮﻉ ﺍﻟﺮﺍﺑﻊ • ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﻟﻤﺘﻜﻴﻒ ﻷﻦ ﺑﺈﻣﻜﺎﻧﻪ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻷﻮﺿﺎﻉ ﺍﻟﺠﺪﻳﺪﺓ • ﺳﺆﺎﻟﻪ ﺍﻟﻤﻔﻀﻞ ﻫﻮ ﻣﺎﺫﺍ ﻟﻮ ؟ • ﻣﺜﻞ : ﻣﺎﺫﺍ ﻟﻮ ﻗﻤﻨﺎ ﺑﺸﺊ آﺨﺮ ﻣﺨﺘﻠﻒ ﻟﺤﻞ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻠﺔ ؟ 71
ﺍﻷﺸﻴﺎﺀ ﺍﻟﻤﻔﻀﻠﺔ ﺣﺴﺐ ﻧﻤﻂ ﺍﻟﺘﻌﻠﻢ )ﻛﻮﻟﺐ( ﺍﻷﻮﻝ ﺍﻟﻨﻮﻉ ﻳﺪﻣﺞ ﺍﻟﺨﺒﺮﺓ ﻣﻊ ﺍﻟﺬﺍﺕ ﺍﻷﺮﺍﺀ ﻳﺴﻤﻊ ﻭﻳﺸﺎﺭﻙ ﻓﻲ ﻟﻪ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﻣﺘﻌﺪﺩﺓ ﻟﻺﻧﺴﺠﺎﻡ ﻳﻌﻤﻞ ﻳﺘﺪﺧﻞ ﺑﺸﻜﻞ ﺷﺨﺼﻲ ﺍﺑﺪﺍﻋﻲ ﺍﻟﺴﺆﺎﻝ ﺍﻟﻤﻔﻀﻞ. . . ﻟﻤﺎﺫﺍ ؟ ﺍﻟﻨﻮﻉ ﺍﻟﺮﺍﺑﻊ ﻳﺪﻣﺞ ﻛﻞ ﻣﻦ ﺍﻟﺨﺒﺮﺓ ﻭﺍﻟﺘﻄﺒﻴﻖ ﻳﺘﻌﻠﻢ ﺑﺎﺳﻠﻮﺏ ﺍﻟﻤﺤﺎﻭﻟﺔ ﻭﺍﻟﺨﻄﺄ ﺍﻻﻓﻜﺎﺭ ﺍﻟﺠﺪﻳﺪﺓ ﺑﻨﻔﺴﻪ ﻳﻜﺘﺸﻒ ﺍﻻﺷﻴﺎﺀ ﺍﻟﺠﺪﻳﺪﺓ ﺗﺜﻴﺮﻩ ﻳﺘﻜﻴﻒ ﻣﻊ ﺍﻭﺿﺎﻉ ﺟﺪﻳﺪﺓ ﻳﺘﻮﺻﻞ ﺍﻟﻰ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺟﻴﺪﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺒﺪﻳﻬﺔ ﺍﻟﺴﺆﺎﻝ ﺍﻟﻤﻔﻀﻞ . . "ﻣﺎﺫﺍ ﻟﻮ " ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ ﻳﺪﻣﺞ ﺍﻟﻤﺸﺎﻫﺪﺍﺕ ﺑﻤﺎ ﻳﻌﺮﻓﻪ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻭﺍﻟﻤﻮﺍﺻﻠﺔ ﻳﺒﺤﺚ ﻋﻦ ﻳﻌﺮﻑ ﻣﺎ ﻳﻔﻜﺮ ﺑﻪ ﺍﻟﺨﺒﺮﺍﺀ ﺧﻱ )ﺗﻮﺍﺻﻠﻲ( ﻳﻔﻜﺮ ﺑﺸﻜﻞ ﻳﻌﻤﻞ ﺑﺎﻟﺘﻔﺎﺻﻴﻞ ﻳﻨﺘﻘﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﻳﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟﺚ ﻳﺪﻣﺞ ﺑﻴﻦ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ ﻳﺨﺘﺒﺮ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﻳﻄﺒﻖ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﺤﺴﻴﺔ ﻳﺤﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻤﺘﻮﺍﺿﻌﺔ ﻳﻔﺭ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺷﻴﺎﺀ ﻳﻌﺮﻑ ﻛﻴﻒ ﺗﻌﻤﻞ 81
ﺍﻷﺸﻴﺎﺀ ﻏﻴﺮ ﺍﻟﻤﺤﺒﺒﺔ ﺣﺴﺐ ﻧﻤﻂ ﺍﻟﺘﻌﻠﻢ )ﻛﻮﻟﺐ( ﺍﻷﻮﻝ ﺍﻟﻨﻮﻉ ﺍﻟﻤﺤﺪﺩﺓ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻤﻔﺎﺟﺌﺔ -ﻋﺪﻡ ﺗﻔﺎﻋﻞ ﺍﻟﻄﺎﻟﺐ -ﺍﻟﻤﻌﻠﻤﻴﻦ ﻗﻠﻴﻠﻲ ﺍﻟﺸﻌﻮﺭ -ﺍﻟﻌﻤﻞ ﺍﻟﻔﺮﺩﻱ -ﺗﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ -ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﻤﻌﺘﻤﺔ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ -ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺒﻌﺜﺮﺓ -ﺗﻌﺪﺩ ﺍﻟﺴﻠﻄﺎﺕ -ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺮﺳﻮﺏ -ﺍﻟﻨﻘﺪ ، -ﺍﻟﻤﺸﺎﺭﻳﻊ ﺍﻟﺠﻤﺎﻋﻴﺔ -ﻋﺪﻡ ﺍﻟﺘﻨﻈﻴﻢ ، ﺍﻟﻤﻔﺎﺟﺌﺎﺕ ﺍﻟﻨﻮﻉ ﺍﻟﺮﺍﺑﻊ ﺯﻣﻨﻴﺎ - ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﻄﻮﻳﻠﺔ -ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻢ -ﺍﻟﺮﻭﺗﻴﻦ -ﺍﻟﺘﻜﺮﺍﺭ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ -ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﺘﻲ ﺗﻌﻮﺯﻫﺎ ﺍﻟﺨﻴﺎﺭﺍﺕ ﺍﻟﻤﻌﺮﻓﺔ ﻟﻐﺮﺽ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺘﺬﺭ ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ،- -ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﻤﻘﻮﻟﺒﺔ -ﻗﻠﺔ ﺍﻟﺘﻄﺒﻴﻖ ، -ﺍﻟﺒﻴﺌﺎﺕ -ﺍﻟﻌﻤﻞ ﺍﻟﺠﻤﺎﻋﻲ -ﺍﻟﻤﺨﺘﺒﺮﺍﺕ ﻏﻴﺮ ﺍﻟﻤﺠﺪﻳﺔ -ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺍﻟﻤﻘﺩﺓ 91
ﻧﻈﺎﻡ ﺍﻟﺘﻬﻴﺌﺔ ﻟﻤﻜﺎﺭﺛﻲ ﺍﻧﻮﺍﻉ ﺍﻟﻤﺘﻌﻠﻤﻴﻦ : • • ﺍﻟﻤﺘﻌﻠﻢ ﺍﻟﺘﺨﻟﻲ )ﺍﻟﻤﺍﻝ ﺍﻟﻰ ﺍﻟﺘﺼﻮﺭ ﺍﻟﻤﺠﺎﺯﻱ( ﺍﻟﻤﺘﻌﻠﻢ ﺍﻟﺘﺤﻠﻴﻠﻲ analytical ﺍﻟﻤﺘﻌﻠﻢ ﺍﻟﺟ )ﺍﻟﻤﺘﻌﻠﻢ ﺑﺎﻟﺴﻠﻴﻘﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ( common sense ﺍﻟﻤﺘﻌﻠﻢ ﺍﻟﻤﺘﺤﺱ ﺍﻭ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ Dynamic innovative 02
ﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻮﺍﺻﻞ ﻓﻲ ﺍﻟﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ • ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ e- mail • ﻣﻨﺘﺪﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ message boards • ﺍﻟﺴﺒﻮﺭﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ E- board • ﺍﻟﺘﺸﺎﺭﻙ ﺑﺎﻟﺘﻄﺒﻴﻖ • ﺍﻟﻤﻌﺎﻣﻞ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﻭ ﺍﻟﻤﺤﺎﻛﺎﺓ simulation • ﺍﻟﻤﻜﺘﺒﺔ library • ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺘﻘﻴﻴﻢ ﺑﺎﻟﺰﻣﻦ ﺍﻟﺤﻘﻴﻘﻲ • ﺍﻟﺒﺚ ﺍﻟﺼﻮﺗﻲ ﻭﺍﻟﻤﺮﺋﻲ ﻋﺒﺮ ﺍﻻﻧﺘﺮﻧﺖ video and audio streaming 12
ﺍﻟﻤﻨﺎﻓﻊ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﻤﺆﺘﻤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ ﺍﻟﻤﺤﺎﻛﺎﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺤﺎﺳﻮﺏ/ cd ROM ﻣﻨﺎﻓﻊ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻤﺒﺎﺷﺮ ﻗﻠﻴﻞ ﺍﻟﺴﻴﻄﺮﺓ ، ﻣﻨﻔﻌﺔ ﺗﻌﻠﻢ ﺟﻴﺪﺓ ﺍﻟﺘﺤﻜﻢ ﺑﺰﻣﻦ ﺍﻟﺘﻌﻠﻢ ﻓﻘﻂ ﻭﻟﻴﺲ ﺍﻟﻤﺤﺘﻮﻯ ﺳﻴﻄﺮﺓ ﺍﻟﻤﺘﻌﻠﻢ ﺗﺰﻭﻳﺪ ﻣﻨﺘﻈﻢ ﻣﻤﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺍﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺗﺰﻭﻳﺪ ﻣﻨﺘﻈﻢ، ﻭﻳﺤﺘﺎﺝ ﻻﻣﻜﺎﻧﻴﺔ ﻭﻟﻜﻨﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻦ ﺃﻲ ﻣﻜﺎﻥ ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﻤﺎﺩﻳﺔ ﺷﺮﻁ ﺗﻮﻓﺮ ﻋﺎﻟﻴﺔ BANDWIDTH hardware ﺍﺍﻻﻧﺘﺮﻧﺖ ﺍﺍﻻﺫﺍﻋﺔ ﺍﻟﻤﺴﻤﻮﻋﺔ ﺍﻟﺒﺚ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻲ ﺍﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺰﻣﻦ ﺍﻟﻤﺤﺪﺩ، ﻳﻘﺪﻡ ﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺰﻣﻦ ﺍﻟﻤﺤﺪﺩ ،ﻳﻘﺪﻡ ﻟﻤﺠﻤﻮﻋﺔ ﺗﻌﻠﻢ ﻣﺒﺎﺷﺮ ﺑﺬﺍﺕ ﺍﻟﻠﺤﻈﺔ ﻣﺘﺎﺡ ﺣﺴﺐ ﺍﻟﻄﻠﺐ ﺍﻻﺗﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻄﻠﺐ ﺗﻜﻴﻴﻒ ﻣﺤﺪﻭﺩ ﻣﻜﻴﻒ ﻟﺸﺨﺺ ﺍﻭ ﻣﺠﻤﻮﻋﺔ ﻣﺤﺪﻭﺩ ﺍﻟﺘﻜﻴﻒ ﻟﺸﺨﺺ ﺍﻟﻤﺘﻌﻠﻢ 22
ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ • ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺘﺠﻮﺍﻝ ﻭ ﺣﺮﻛﺔ ﺍﻟﻄﺎﻟﺐ ﻣﺤﻜﻤﺔ ﻣﺴﺒﻘﺎ ﻣﺜﻞ: • ﺍﺫﺍ ﺗﻤﺖ ﺍﻻﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺎﻝ 32 ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺗﺎﺑﻊ ﻟﻠﺴﺆﺎﻝ 66 ﻭﺇﻻ ﺇﻧﺘﻘﻞ ﺍﻟﻰ ﺍﻟﺴﺆﺎﻝ 52 ﺗﻘﺪﻡ ﺍﻟﻨﻈﻢﻋﻨﺎﻳﺔﻓﺮﺩﻳﺔﻟﻠﻄﺎﻟﺐ ﻳﻔﻌﻞ ﻛﻤﺎ ﻻ ﻫﺬﻩ ﺍﻟﻨﻈﺎﻡ ﻣﻊ ﺍﻟﻄﺒﻴﻌﻲ، ﻓﻼ ﺗﺘﻐﻴﺮﺗﻔﺎﻋﻼﺕ ﺍﻟﻤﻌﻠﻢ 32 ﺍﻟﻄﺎﻟﺐ
ﻧﻈﻢ ﺍﻟﺘﻌﻡ ﺍﻟﺬﻛﻴﺔ ﻳﺒﺮﺯ ﺍﻟﺬﻛﺎﺀ ﻓﻲ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺻﻴﻐﺔ ﻣﺎ ﻣﻦ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻤﻌﺮﻓﺔ ﻣﺜﻞ: • ﺗﺴﻠﺴﻞ ﺍﻟﻤﻨﻬﺎﺝ • ﺗﺤﻠﻴﻞ ﺍﻟﺤﻠﻮﻝ ﺍﻟﻤﻘﺪﻣﺔ ﻣﻦ ﺍﻟﻄﺎﻟﺐ • ﺗﻘﺪﻳﻢ ﺩﻋﻢ ﺗﻔﺎﻋﻠﻲ ﻟﺤﻞ ﺍﻟﻤﺴﺎﺋﻞ )ﺭﺑﻤﺎ ﺑﺎﻹﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﻤﺜﻠﺔ( 42
ﺃﻨﻮﺍﻉ ﺍﻟﻤﻌﺮﻓﺔ ﺑﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻛﻲ • ﻣﻌﺮﻓﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻤﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻤﻲ )ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﺘﺨﺼﺼﻲ( • ﻣﻌﺮﻓﺔ ﻋﻦ ﺷﺨﺺ ﺍﻟﻤﺘﻌﻠﻢ • ﻣﻌﺮﻓﺔ ﺗﺘﻌﻠﻖ ﺑﺎﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ 52
ﺻﻮﺭ ﺍﻟﺘﻜﻑ ﻓﻲ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ l ﺗﺠﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﺴﺘﺨﺪﻡ ﻟﻠﻨﻈﺎﻡ ﻭﺍﻋﺪﺍﺩ ﻧﻤﻮﺫﺝ ﻟﻠﻄﺎﻟﺐ ) (student model l ﺗﻜﻴﻴﻒ ﻋﺮﺽ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ، ﻭﺍﻻﺑﺤﺎﺭ ﺧﻼﻟﻬﺎ ﻭﺗﺴﻠﺴﻠﻬﺎ ﻭﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﻋﻠﻴﻬﺎ ﻟﺸﺨﺺ ﺍﻟﻄﺎﻟﺐ l ﺍﺳﺘﺨﺪﺍﻡ ﻧﻤﺎﺫﺝ ﻣﺨﺘﻠﻔﺔ ﻟﻠﻄﻼﺏ ﻟﺘﺸﻜﻴﻞ ﻣﺠﻤﻮﻋﺎﺕ ﻃﻼﺑﻴﺔ ﻷﺸﻜﺎﻝ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ l ﺗﺤﺪﻳﺪ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺨﺘﻠﻔﻴﻦ ﻋﻦ ﻧﻈﺮﺍﺋﻬﻢ ﻭﺍﻟﺘﺼﺮﻑ ﺗﺒﻌﺎ ﻟﺬﻟﻚ 62
ﻣﻜﻮﻧﺎﺕ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻛﻴﺔ • • • ﻭﺣﺪﺓ ﺍﻟﺨﺒﻴﺮ ﻭﺣﺪﺓ ﺍﻟﻄﺎﻟﺐ ﻭﺣﺪﺓ ﺍﺻﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺣﺪﺓ ﺍﻟﺸﺮﺡ ﻭﺣﺪﺓ ﺍﻟﺘﻮﺍﺻﻞ )ﺍﻟﻮﻟﻴﺠﺔ( 72
ﺑﻨﻴﺔ ﻧﻈﺎﻡ ﺗﻌﻡ ﺫﻛﻲ ﻭﺣﺪﺓ ﺍﻟﺨﺒﻴﺮ ﻭﺣﺪﺓ ﺍﻟﺘﻮﺍﺻﻞ )ﺍﻟﻮﻟﻴﺠﺔ( ﻭﺣﺪﺓ ﺍﻟﻄﺎﻟﺐ ﻭﺣﺪﺓ ﺍﺻﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺣﺪﺓ ﺍﻟﺸﺮﺡ 82
ﻧﻈﺎﻡ ﺍﻟﺘﻌﻠﻢ ﻋﺒﺮ ﺍﻟﻮﺏ WBLS 92
30
31
32
ﻭﺳﺎﺋﻞ ﺍﻟﺘﻮﺍﺻﻞ 33
34
ﻏﺮﻓﺔ ﺍﻟﺤﻮﺍﺭ 53
ﻟﻮﺣﺔ ﺍﻟﻨﻘﺎﺵ 63
ﻧﺘﺎﺋﺞ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ WBLS • • ﺃﺜﺮ ﻓﺎﻋﻞ ﻓﻲ ﺯﻳﺎﺩﺓ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻻ ﻳﻮﺟﺪ ﻓﺎﺭﻕ ﻛﺒﻴﺮ ﺑﻴﻦ ﻣﺠﻤﻮﻋﺔ 4 mat ﻭ ﻣﺠﻤﻮﻋﺔ PBL ﻓﻲ ﺍﻟﺘﺤﺼﻴﻞ ﺑﺎﻟﺒﺮﻣﺠﺔ ﺑﻠﻐﺔ ﺍﻟﺪﻟﻔﻲ ﻻ ﻳﻮﺟﺪ ﻓﺎﺭﻕ ﻓﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻲ ﺍﻟﺘﺤﺼﻴﻞ ﺣﺴﺐ ﺍﻟﺠﻨﺲ ﻳﻘﺪﻡ ﺍﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻤﺴﺄﻠﺔ ﺩﻋﻤﺎ ﻟﻠﻌﻤﻞ ﺍﻟﺠﻤﺎﻋﻲ ﻟﻠﻄﻼﺏ ﺍﻓﻀﻞ ﻣﻦ ﺍﺳﻠﻮﺏ ﻣﺎﻛﺎﺭﺛﻲ) (4 MAT 73
ﻋﻴﻮﺏ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻛﻴﺔ • ﻟﻴﺲ ﻟﺪﻳﻬﺎ ﻋﺎﻃﻔﻪ ، ﻭﻻ ﺗﺴﺘﺠﻴﺐ ﻛﻤﺎ ﻳﻌﻤﻞ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﺍﻟﻔﺼﻞ • ﻳﺠﺐ ﺍﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺘﻌﻠﻢ ﻣﻨﻀﺒﻄﺎ ﻭﻣﺘﺤﻤﺴﺎ ﺑﺸﻜﻞ ﻛﺎﻑ ﻟﻠﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﻌﻠﻢ ﺍﻭ ﺍﻟﻤﺪﺭﺏ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ • ﺍﻟﻤﺮﺷﺪ ﺍﻟﺤﺎﺳﻮﺑﻲ ﻻ ﻳﻀﻊ ﺿﻐﻮﻃﺎ ﻛﻤﺎ ﺗﻌﻤﻞ ﺍﻟﻤﺪﺭﺳﻪ ﻓﻬﻮ ﻻ ﻳﺘﺼﻞ ﺑﻮﻟﻲ ﺍﻷﻤﺮ ﺍﺫﺍ ﻟﻢ ﻳﺤﻀﺮ ﺍﻟﻄﺎﻟﺐ )ﺍﻟﻤﺘﻌﻠﻢ( ﺍﻟﺪﺭﻭﺱ 83
ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ 93
ﺍﻟﻤﺆﺘﻤﺮﺍﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ • January 2010 • January 4 -7, 2010 Presidents’ Institute sponsored by the Council of Independent Colleges, Marco Island, Florida, USA. http: //www. cic. edu/conferences_events/presidents/2009. asp • January 31, 2010 National Association of Independent Colleges and Universities (NAICU) Annual Conference, Washington, D. C. , USA. http: //www. naicu. edu/events/ • February 2010 • February 1, 2010 DIDACTA Trade Fair for Education and Training, Stuttgart, Germany. http: //www. eventseye. com/fairs/f-didacta-6093 -1. html • February 1, 2010 Thailand International Education Exhibition, Bangkok, Thailand. http: //www. eventseye. com/fairs/f-tiee-thailand-international-education-exhibition-6411 -1. html • February 11 -14, 2010 American Association of School Administrators’ National Conference on Education, Phoenix, Arizona, USA. http: //www. aasa. org • February 15 -19, 2010 EDUCAUSE Management Program, Tempe, Arizona, USA. http: //net. educause. edu/The. EDUCAUSEInstitute. Management. Program/1734 • March 2010 • March 1 -4, 2010 International Telecommunication Union (ITU) Telecom Americas, Buenos Aires, Argentina. http: //www. itu. int/ITUTELECOM/events. html • April 2010 • file: ///C: /Users/Mohamed/Desktop/e%20 learning/e. Learning%20 Conferences%20%20 e. Learning%20 Technology. mht#ixzz 0 CWYn. BJPS 40
ﺗﺎﺑﻊ • April 6 -9, 2010 Australian Council for Computers in Education Conference, biennial, Melbourne, Victoria, Australia. http: //www. acce. edu. au/ • April 18 -21, 2010 ACM Special Interest Group on University and College Computing Services (SIGUCCS) Management Symposium, Victoria, British Columbia, Canada. http: //www. siguccs. org/index. htm • April 22 -25, 2010 American Association of Collegiate Registrars and Admissions Officers (AACRAO) Annual Meeting, 96 th, New Orleans, Louisiana, USA. • June 2010 • June 28 -30, 2010 Annual Conference on Innovation and Technology in Computer Science Education, Ankara, Turkey. http: //www. iticse 2010. bilkent. edu. tr/ • June ? 2010 International Lifelong Learning Conference was held June 16 -19, 2008 at Rydges Capricorn Resort, Yeppoon, Queensland, Australia. As the conference is held every second year, the 2010 date has not been established as yet. http: //lifelonglearning. cqu. edu. au/2008/index. htm • July 2010 • July 21 -24, 2010 Paris International Conference on Education, Economy and Society, Novotel Paris Tour Eiffel, France. http: //education-conferences. org/default. aspx • 41
ﺗﺎﺑﻊ • July ? , 2010 Design Research Society Conference, 5 th biennial. The 4 th was held July 16 -19, 2008 in Sheffield, United Kingdom. http: //drs 2008. designinquiry. wikispaces. net/ • August 2010 • August ? , 2010 Multimedia in Physics Teaching and Learning: Design, Development and Validation, 13 th GIREP 2008, Learning in Science Group conference was held August 18 -22, 2008 in University of Cyprus, Cyprus. The conference is held every second year. http: //www. ucy. ac. cy/girep 2008/ • September 2010 • September ? , 2010 Australian Library and Information Association Biennial Conference was held September 2 -5, 2008 in Alice Springs, Australia. http: //www. alia 2008. com/ • October 2010 • October 6 -8, 2010 Languages and the Media, 8 th, International Conference and Exhibition on Language Transfer in Audiovisual Media, Berlin, Germany. www. languages-media. com • October 12 -15, 2010 EDUCAUSE Annual Conference, Anaheim, California, USA. http: //net. educause. edu/EDUCAUSEAnnual. Conference/1352 • 42 October 24 -27, 2010 Association for Computing Machinery (ACM) Special Interest Group on University and College Computing Services (SIGUCCS) Fall Conference, Norfolk, Virginia, USA. http: //www. siguccs. org/ • November 2010
ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ • 24 x 7 Learning is a leading consulting, technology services and outsourcing company committed to deliver learning solutions to enable organizations be successful globally by upgrading their workforce to compete in the global markets. BMS believes in being honest, hardworking and upfront at all times. We believe your technology investment should be there not only to assist you but enhance yourbusiness manifold. Bentley Systems, Incorporated provides software for the lifecycle of the world� infrastructure. The company� comprehensive portfolio s s for the building, plant, civil, and geospatial verticals spans architecture, engineering, construction (AEC) and operations. Congruent Solutions P Ltd. Congruent Solutions is a niche outsourcing service provider with a track record of successfully incubating offshore delivery centers for organizations looking to outsource technology and business processes for the first time. Digitally Defined Digitally. Defined is a professional web design and development company providing a full range of web services including e� business solutions, outsourcing solutions, hosting solutions and e�promotion solutions Element K (India) P Ltd. Over the past 25 years, Element K has been committed to helping the world's most prestigious companies improve their business with learning and development. Enhance • • • 43
ﺗﺎﺑﻊ ﺍﻟﺸﺮﻛﺎﺕ • • 44 Systems We have over 10 years experience in designing and developing state-of-art customized learning content, software and training management applications like LMS. Ensure Infotech Pvt. Ltd. is one of the IT Service & Solutions Company located at Mumbai in India providing high quality services at very competitive rates. It was born out of the need for flexibility, efficiency, and expertise in Information Technologies. GDR Media Limited is primarily engaged in developing custom built e-learning programs, high-end instructional design services and custom e-learning multimedia content development to help corporate, government, and academic institutions reach their performance goals through rich, interactive learning experiences. e. Mantras Emantras is an innovative digital education and performance enhancement company delivering world class training and educational solutions to enterprises seeking to be the best in class, academic and publishing clients striving to deliver great education and institutional education delivering continuing education.
ﺍﻟﺨﻼﺻﺔ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺍﻧﻪ ﻳﻮﺟﺪ ﺇﺟﻤﺎﻉ ﻋﻠﻰ ﺃﻬﻤﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻟﺘﻌﻠﻢ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻤﺎ ﻟﻪ ﻣﻦ ﺍﺛﺮ ﻣﺘﻤﻴﺰ ﻓﻲ ﺍﻟﺮﻓﻊ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻤﻌﺮﻓﻲ، ﻧﻈﺮﺍ ﻟﻠﻔﻌﺎﻟﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻤﻴﺰ ﺑﻬﺎ ﻧﻈﻢ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻤﺘﻌﻠﻢ ﻭ ﺗﻘﺪﻳﻢ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻜﻑ ﻭﻓﻘﺎ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻛﻴﺔ ﻣﺜﻞ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻄﻼﺏ ﺗﻌﻤﻞ ﻋﻠﻰ ﺣﻞ ﻣﺴﺎﺋﻞ ﻓﻲ ﺑﻴﺌﺎﺕ ﻣﺤﺪﺩﺓ ﻣﻤﺎ ﺍﻟﺠﻤﺎﻋﻲ، ﺑﻤﻌﻨﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻳﻌﻄﻲ ﻓﻮﺍﺋﺪ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺇﺩﺭﺍﻛﻴﺔ. ﺍﻷﻤﻮﺭ ﺍﻟﻤﻬﻤﺔ ﻓﻲ ﺑﻨﺎﺀ ﻧﻈﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﻛﻴﺔ ﺗﻘﻠﻴﻞ ﺍﻟﺰﻣﻦ ﻭﺍﻟﻜﻠﻔﺔ ﺍﻟﺨﺎﺻﺔ ﺑﺘﺼﻤﻴﻢ • ﻭﻣﻦ ﻭﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﻨﻈﻢ، ﻭﻣﻦ ﺑﻴﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻤﻄﺮﻭﺣﺔ ﺗﻄﻮﻳﺮ ﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺪﻭﺍﺕ ﺗﺄﻠﻴﻒ ﺍﻷﺪﻭﺍﺕ Authoring systems ﻟﺒﻨﺎﺀ ﻧﻈﻢ ﺑﻄﺮﻳﻘﺔ ﻣﻨﻤﺬﺟﺔ . ﺇﻥ ﺑﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻷﺜﺮ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﺑﻲ ﺑﺄﻜﻤﻠﻪ، ﻟﻠﻤﺴﺘﻔﻴﺪ ﺍﻟﻌﺮﺑﻲ ﺳﻴﻜﻮﻥ ﻟﻪ ﻛﺒﻴﺮ ﻛﻤﺎ ﺍﻧﻪ ﻳﺰﻳﺪ ﻣﻦ ﻓﺮﺹ ﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻦ ﺍﻟﻤﺘﺨﺼﺼﻴﻦ ﺍﻟﻌﺮﺏ ﺍﻟﻤﺘﻮﺍﺟﺪﻳﻦ ﻓﻲ ﺃﻤﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ ﺟﻐﺮﺍﻓﻴﺎ. ﺍﻹﻧﺘﺮﻧﺖ ﺑﻌﺪ ﺗﻨﺎﻣﻲ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﻛﺜﻴﺮﺍ ﺑﺎﻟﺘﻌﻠﻢ ﻋﺒﺮ • ﻟﻘﺪ ﺍﺯﺩﺍﺩ ﻹﻋﺪﺍﺩﻩ ﺇﻻ ﺍﻧﻪ ﻳﺠﺐ ﺃﻦ ﻧﻌﻲ ﺃﻦ ﺗﺠﻬﻴﺰ ﻣﻘﺮﺭ ﺩﺭﺍﺳﻲ ﻳﺘﻄﻠﺐ ﺯﻣﻨﺎ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ، ﺛﻼﺛﺔ ﺃﻤﺜﺎﻝ ﺍﻟﺰﻣﻦ ﻭﺗﺤﻤﻴﻠﻪ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ، ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻭﺍﻟﻤﺠﻬﻮﺩ ﺍﻹﻋﺪﺍﺩ ﻟﻠﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﻤﺠﻬﻮﺩ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺒﻪ ﺗﺤﻀﻴﺮ ﺍﻟﻤﻘﺮﺭ ﺑﺎﻟﻨﻤﻂ ﺍﻟﺘﻘﻠﻴﺪﻱ ) ﺍﻟﻤﻌﺘﺎﺩ(، ﺫﻟﻚ ﺃﻦ ﺍﻟﻤﻌﻠﻢ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺍﺳﺘﻌﺪﺍﺩ ﻣﺴﺒﻖ ﻭﺗﻨﻈﻴﻤﺎ ﻟﻤﺤﺘﻮﻳﺎﺕ ﺍﻟﻤﻘﺮﺭ ﺑﺸﻜﻞ ﺍﻛﺜﺮ ﻛﻤﺎﻻ ﻭﺷﻤﻮﻟﻴﺔ. 54
ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻮﺍﻗﻌﻲ ﺭﺯ ﻋﻠﻰ ﺍﻟﻐﺪ ﺍﻹﻧﻄﻼﻕ ﺍﻟﻰ ﻣﺎ ﺑﻌﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺤﻴﺎﺓ ﺃﺠﻤﻞ ﺑﻌﺪ ﺍﻟﻐﺪ ﻧﻈﻢ ﺍﻟﺘﻔﻜﻴﺮ ﺿﻥ ﺍﻟﺸﺒﻜﺎﺕ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻋﺒﺮ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﻌﺎﻭﻥ ﺿﺮﻭﺭﺓ ﺩﺍﺋﻤﺔ 64
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