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ﺒﻨﺎﺀ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻤﻭﻫﻭﺒﻴﻥ ﻭﺘﺼﻤﻴﻤﻬﺎ
ﺇﻥ ﻋﻤﻠﻴﺔ ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﻬﺞ ﻭﺘﺨﻁﻴﻁﻪ ﻋﻤﻠﻴﺔ ﻤﻌﻘﺩﺓ ﻭﻤﺘﺤﺭﻜﺔ ،ﻭﻟﺒﻨﺎﺀ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺼﺤﻴﺢ ،ﻭﺍﻟﺒﺩﺀ ﺒﺨﻁﺔ ﺸﺎﻤﻠﺔ
ﻟﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﻬﺞ ،ﻴﺠﺏ ﺃﻥ ﻴﺘﻡ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻵﺘﻴﺔ :ﺍﻟﺘﺨﻁﻴﻁ ،ﻭﺘﻘﻴﻴﻡ ﺍﻟﺤﺎﺠﺎﺕ ،ﻭﺘﺸﻜﻴل ﻓﺭﻕ ﺘﻁﻭﻴﺭ
ﺍﻟﻤﻨﻬﺞ ،ﻭﺤﺠﻡ ﺍﻟﻌﻤل ،ﻭﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﻬﺞ ،ﻭﺘﺒﻨﻲ ﺍﻟﻤﻨﻬﺞ ،ﻭﺍﻟﺘﺠﺭﻴﺏ ﺍﻟﻤﻴﺩﺍﻨﻲ ،ﻭﺍﻟﺘﻌﺩﻴل ،ﻭﺘﻨﻔﻴﺫ ﺍﻟﻤﻨﻬﺞ
ﺍﻟﺠﺩﻴﺩ ،ﻭﺍﻟﺘﻘﻴﻴﻡ.
ﺇﻥ ﺃﻱ ﻤﻨﻬﺞ ﺨﺎﺹ ﺒﺎﻟﻤﻭﻫﻭﺒﻴﻥ ﻻ ﺒﺩ ﺃﻥ ﻴﻌﺘﻤﺩ ﻓﻲ ﺒﻨﺎﺌﻪ ﻋﻠﻰ ﺃﺴﺱ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺠﻴﺩﺓ ،ﻭﻴﺭﺘﻘﻲ ﻀﻤﻥ
ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺭﺌﻴﺴﺔ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ:
.1ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻤﻌﺭﻓﺔ ﻤﺎﺫﺍ:
ﺘﻌﻨﻲ ﺍﻟﻤﻔﺎﻫﻴﻡ ﻭﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﻭﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻟﻤﺎﺩﺓ
.2ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻨﻲ ﻤﻌﺭﻓﺔ ﻋﻥ:
ﺘﻌﻨﻲ ﺍﻟﻤﺤﺘﻭﻯ ﻭﻤﻀﻤﻭﻥ ﺍﻟﻤﺤﺘﻭﻯ ﺒﻜل ﻤﻭﻀﻭﻋﺎﺘﻪ ﻭﺘﻔﺭﻴﻌﺎﺘﻪ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ
.3ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻟﺙ ﻤﻌﺭﻓﺔ ﻜﻴﻑ:
ﺘﻌﻨﻲ ﺍﻟﻨﺸﺎﻁﺎﺕ؛ ﻨﺸﺎﻁﺎﺕ ﺍﻟﻤﻨﻬﺞ ﻭﺘﻁﺒﻴﻘﺎﺘﻪ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻤﺩﻤﺠﺔ ﻤﻊ ﻤﻬﺎﺭﺍﺕ
ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻤﻼﺌﻤﺔ ﻟﻁﺒﻴﻌﺔ ﺍﻟﻤﺎﺩﺓ ﻭﺍﻟﻤﻭﻀﻭﻉ ﻭﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ
.4ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺭﺍﺒﻊ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ:
ﺘﻌﻨﻲ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﺒﺩﺀﹰﺍ ﺒﺎﻷﺴﺌﻠﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺍﻨﺘﻬﺎ ﺀ
ﺒﺘﻔﺴﻴﺭﺍﺕ ﺍﻟﻨﺘﺎﺌﺞ ،ﻭﻜﻴﻔﻴﺔ ﺘﺴﻭﻴﻕ ﺍﻟﻨﺘﻴﺠﺔ ،ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺜﻤﻴﻥ )ﺍﻹﻨﺘﺎﺠﻴﺔ
ﺍﻹﺒﺩﺍﻋﻴﺔ( ،ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﻨﺘﺎﺌﺞ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ.
ﻭﻴﻜﻭﻥ ﺍﻟﻁﺎﻟﺏ ﻤﺘﻠﻘﻴﹰﺎ ﻟﻠﻤﻌﺭﻓﺔ ﻓﻲ ﻤﺴﺘﻭﻴﺎﺕ )ﻤﺎﺫﺍ ﻭﻋﻥ( ،ﻭﻫﻲ ﻤﺎ ﹸﺘﺴ ﻤﻰ ﺒﻤﺭﺤﻠﺔ ﻨﺜﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ
ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻜﻡ ﺍﻟﻭﺍﻓﻲ ﻭﺍﻟﻭﺍﻓﺭ ﻤﻥ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻤﺴﺘﻘﺎﺓ ﻤﻥ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ ،ﺃﻤﺎ ﻓﻲ )ﻤﺴﺘﻭﻯ ﻜﻴﻑ(
ﻓﻴﻜﻭﻥ ﺩﻭﺭ ﺍﻟﻁﺎﻟﺏ ﻤﺘﻔﺎﻋ ﹰﻼ ﻤﻊ ﺍﻟﻤﻌﺭﻓﺔ ،ﺃﻱ ﺃﻥ ﺍﻟﻁﺎﻟﺏ ﻴﺨﺘﺒﺭ ﺍﻟﻤﻌﺭﻓﺔ ﺒﻨﻔﺴﻪ ،ﻭﻴﺠﺭﻱ ﺘﻁﺒﻴﻘﺎﺕ ﻟﺘﻌﻤﻕ
ﻓﻬﻤﻪ ﻟﻠﻤﻌﺭﻓﺔ ،ﻭﻤﻥ ﺜﻡ ﺭﺒﻁ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺘﻲ ﺘﻌﻠﻤﻬﺎ ﺍﻟﻁﺎﻟﺏ ﺒﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﻓﻲ )ﻤﺴﺘﻭﻯ ﺍﻟﺒﺤﺙ( ﻭﺒﺎﻟﺘﺎﻟﻲ
ﺍﻻﻨﺨﺭﺍﻁ ﻓﻲ ﻋﻤل ﺍﻟﻤﺸﺭﻭﻋﺎﺕ ﻭﺍﻟﺒﺤﺙ ﻭﺍﻻﻜﺘﺸﺎﻑ ﻭﺍﻻﻨﺘﻘﺎل ﻟﻤﺴﺘﻭﻯ ﺍﻹﻨﺘﺎﺠﻴﺔ ﺍﻹﺒﺩﺍﻋﻴﺔ ،ﻓﻴﺼﺒﺢ ﺍﻟﻁﺎﻟﺏ
ﻤﻨﺘﺠﹰﺎ ﻟﻠﻤﻌﺭﻓﺔ ،ﻓﻴﻜﺘﺸﻑ ﻤﻌﺭﻓﺔ ﺠﺩﻴﺩﺓ ﻴﻀﻴﻔﻬﺎ ﺇﻟﻰ ﻤﺎ ﻋﺭﻑ ،ﻭﻫﻭ ﺃﺭﻗﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻤﻌﺭﻓﺔ ،ﺃﻱ ﺃﻥ ﺍﻟﻤﻨﻬﺞ
ﺍﻟﻤﺘﻤﻴﺯ ﻴﺠﺏ ﺃﻥ ﻴﻨﻘل ﺍﻟﻤﻭﻫﻭﺏ ﻤﻥ ﻤﺴﺘﻭﻯ ﻤﺘﻠ ٍﻕ ﻟﻠﻤﻌﺭﻓﺔ ،ﺇﻟﻰ ﻤﺘﻔﺎﻋل ﻤﻊ ﺍﻟﻤﻌﺭﻓﺔ ،ﺜ ﻡ ﺇﻟﻰ ﻤﻨﺘﺞ ﻟﻠﻤﻌﺭﻓﺔ.
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