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ﻨﻤﺎﺫﺝ ﹸﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺒﻨﺎﺀ ﺍﻟﻭﺤﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ:
ﺘﺼﻨﻴﻑ ﺒﻠﻭﻡ: .1
ﻴﺭﻜﺯ ﺍﻟﻤﻨﻬﺞ ﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻋﻠﻴﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻡ ،ﻭﺇﺠﺭﺍﺀ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ،ﻭﺃﺴﺎﻟﻴﺏ
ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﻓﻲ ﺍﻟﺼﻑ ﻋﻠﻰ ﺃﻥ ﻴﺘﻀﻤﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻷﺒﻌﺎﺩ ﺃﻭ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻵﺘﻴﺔ:
• ﺍﻟﺒﻌﺩ ﺍﻟﻤﻌﺭﻓﻲ ،ﻴﺸﻤل :ﺍﻟﺘﺫ ﱡﻜﺭ ،ﻭﺍﻟﻔﻬﻡ ،ﻭﺍﻟﺘﻁﺒﻴﻕ ،ﻭﺍﻟﺘﺤﻠﻴل ،ﻭﺍﻟﺘﺭﻜﻴﺏ ،ﻭﺍﻟﺘﻘﻭﻴﻡ
• ﺍﻟﺒﻌﺩ ﺍﻟﻭﺠﺩﺍﻨﻲ ،ﻴﺸﻤل :ﺍﺴﺘﻘﺒﺎل ،ﻭﺍﺴﺘﺠﺎﺒﺔ ،ﻭﺘﻘﺩﻴﺭ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل ،ﻭﺭﻓﺩ ﺍﻟﻤﻨﻬﺞ ﺒﻘﻴﻤﺔ ﺃﻭ
ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻘﻴﻡ ،ﻭﺴﻠﻭﻜﺎﺕ ﺍﻟﻜﻼﻡ
• ﺍﻟﺒﻌﺩ ﺍﻟﺤﺭﻜﻲ ،ﻴﺘﻀﻤﻥ :ﻤﺭﺍﻋﺎﺓ ﺤﺭﻜﺎﺕ ﺍﻟﺠﺴﻡ ﻋﺎﻤﺔ ،ﻭﺍﻟﺤﺭﻜﺎﺕ ﺍﻟﺩﻗﻴﻘﺔ ﻭﺍﻟﻤﻨﺴﻘﺔ ﻭﻤﻘﻭﻤﺎﺕ
ﺍﻻﺘﺼﺎل ﻏﻴﺭ ﺍﻟﻠﻔﻅﻲ
ﻫﺫﺍ ﻭﻴﻔﺘﺭﺽ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﻭﻫﻭﺒﻴﻥ ﻴﺤﺘﺎﺠﻭﻥ ﻟﻤﺴﺘﻭﻴﺎﺕ ﺘﻌﻠﻴﻡ ﻤﺘﻘﺩﻤﺔ ﻋﻥ ﺍﻟﻌﺎﺩﻴﻴﻥ
ﻨﻤﻭﺫﺝ ﺘﻭﺭﺍﻨﺱ: .2
ﻴﺭﺍﻋﻲ ﻨﻤﻭﺫﺠﻪ ﺘﻨﻤﻴﺔ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻴﻬﺎ ،ﻭﺤﺩﺩﻫﺎ ﺒﻤﻬﺎﺭﺍﺕ :ﺍﻟﻁﻼﻗﺔ ،ﻭﺍﻟﻤﺭﻭﻨﺔ،
ﻭﺍﻟﺘﻔﺎﺼﻴل ،ﻭﺍﻷﺼﺎﻟﺔ
ﻨﻤﻭﺫﺝ ﺭﻴﻨﺯﻭﻟﻲ: .3
ﻴﺘﻀﻤﻥ ﻨﻤﻭﺫﺠﻪ ﺍﻹﺜﺭﺍﺌﻲ ﺜﻼﺜﺔ ﺃﺸﻜﺎل:
ﺍﻷﻭل ،ﻭﻴﺘﻀﻤﻥ ﻨﺸﺎﻁﺎﺕ ﺍﺴﺘﻜﺸﺎﻓﻴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﻌﺭﻴﺽ ﺍﻟﻁﻼﺏ ﻟﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ
ﺍﻟﺜﺎﻨﻲ ،ﻭﻴﺘﻀﻤﻥ ﻨﺸﺎﻁﺎﺕ ﺘﺩﺭﻴﺒﻴﺔ ﺠﻤﺎﻋﻴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﻌﻠﻴﻡ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻨﺎﻗﺩ،
ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻭﺍﻟﺘﻘﻴﻴﻡ .ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﻤﻬﺎﺭﺍﺕ ﺘﻁﻭﻴﺭ ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﻭﺍﻟﻘﻴﻡ ﻭﺍﻟﺩﺍﻓﻌﻴﺔ
ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺍﻟﻤﻜﺘﺒﻴﺔ
ﺍﻟﺜﺎﻟﺙ ،ﻴﺘﻀﻤﻥ ﺍﻻﺸﺘﺭﺍﻙ ﻓﻲ ﻤﺸﻜﻼﺕ ﺤﻘﻴﻘﻴﺔ ﺒﺸﻜل ﻓﺭﺩﻱ ﺃﻭ ﻀﻤﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺼﻐﻴﺭﺓ.
ﻭﻴﺴﻤﺢ ﻨﻤﻭﺫﺠﻪ ﻟﻠﻁﻠﺒﺔ ﺒﺎﻟﻌﻤل ﻋﻠﻰ ﻤﺸﺭﻭﻋﺎﺕ ﺠﻤﻌﻴﺔ ﻭﻓﺭﺩﻴﺔ ﺘﻘﻊ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ
ﻨﻤﻭﺫﺝ ﺘﻴﻠﻭﺭ: .4
ﻴﻘﺘﺭﺡ ﻨﺸﺎﻁﺎﺕ ﺘﻌﻠﻴﻤﻴﺔ ﹸﺘﺭ ﹼﻜﺯ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺍﻟﻘﺩﺭﺓ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ،ﻭﺍﻹﺒﺩﺍﻉ ،ﻭﺍﻟﺘﺨﻁﻴﻁ ،ﻭﺍﻟﺘﻨﻅﻴﻡ،
ﻭﺍﻻﺘﺼﺎل ،ﻭﺍﻟﺘﻨﺒﺅ ،ﻭﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ .ﻭﻗﺩ ﺘ ﻡ ﺘﻁﻭﻴﺭ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﺒﺸﻜل ﻋﻠﻤﻲ ﺩﻗﻴﻕ ،ﻭﺒﻌﻤﻕ ﻭﺍﺘﺴﺎﻉ
ﻤﻥ ﻗﺒل ﺍﻟﻤﺭﺒﻴﺔ ﻜﺎﺭل ﺸﻠﺨﺘﺭ.
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