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\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/0m4GV0yR0hM_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/0m4GV0yR0hM_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..947bbefcac82220dffc1a0d9a18ec24bd725be69
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/0m4GV0yR0hM_raw.srt
@@ -0,0 +1,1824 @@
+1
+00:00:21,400 --> 00:00:25,180
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,180 --> 00:00:29,280
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,280 --> 00:00:36,520
+آله وصحبه أجمعين اليوم محاضرتنا ستكون ان شاء الله
+
+4
+00:00:36,520 --> 00:00:43,510
+عن الفروض العلميةولكن نذكر بموضوع المحاضرة السابقة
+
+5
+00:00:43,510 --> 00:00:48,130
+كانت هي قضية استخدام المنهج العلمي في دراسة
+
+6
+00:00:48,130 --> 00:00:53,590
+الظواهر الاجتماعية بين المؤيد والمعارف وتمت مناقشة
+
+7
+00:00:53,590 --> 00:00:57,270
+هذا الموضوع بالتفصيل من حيث تعقد المواقف
+
+8
+00:00:57,270 --> 00:01:02,410
+الاجتماعية ومن حيث استحالة إجراء التجارب في العلوم
+
+9
+00:01:02,410 --> 00:01:04,450
+الاجتماعية وكذلك
+
+10
+00:01:06,770 --> 00:01:11,050
+تعذر الوصول إلى القوانين الاجتماعية وبعد الظواهر
+
+11
+00:01:11,050 --> 00:01:16,730
+الاجتماعية عن الموضوعية وأخيرا عدم دقة المقاييس
+
+12
+00:01:16,730 --> 00:01:22,010
+الاجتماعية هذا يعني كل ما نقشناه في المحاضرة
+
+13
+00:01:22,010 --> 00:01:27,330
+السابقةوأثبتنا بأنه لابد من استخدام المنهج العلمي
+
+14
+00:01:27,330 --> 00:01:31,370
+اليوم أصبحت العلوم الاجتماعية علم الاجتماع والخدمة
+
+15
+00:01:31,370 --> 00:01:36,310
+الاجتماعية تستخدم المنهج العلمي في دراسة الظواهر
+
+16
+00:01:36,310 --> 00:01:41,890
+الاجتماعية للوصول إلى القوانين الاجتماعية التي
+
+17
+00:01:41,890 --> 00:01:46,230
+تحكم سير هذه الظواهر والنظم والعلاقات الاجتماعية
+
+18
+00:01:46,710 --> 00:01:51,270
+فاليوم يعني .. لكن على المتخصصين في العلوم
+
+19
+00:01:51,270 --> 00:01:54,510
+الاجتماعية والخدمة الاجتماعية وعلم الاجتماع خاصة
+
+20
+00:01:54,510 --> 00:01:59,770
+لابد انه يكون عندهم دائما الاطلاع الواسع في قضية
+
+21
+00:01:59,770 --> 00:02:04,790
+استخدام المنهج العلمي في دراسة الظواهر الاجتماعية
+
+22
+00:02:04,790 --> 00:02:11,590
+في المجتمع اليوم سنتناول موضوع هام جدا وهو موضوع
+
+23
+00:02:11,590 --> 00:02:20,520
+الفروض العلمية الفروض العلميةالفروض العلمية هذه
+
+24
+00:02:20,520 --> 00:02:26,380
+كثيرا ما نستعين بها في عند دراستنا لأي ظاهرة أو
+
+25
+00:02:26,380 --> 00:02:30,820
+مشكلة بحيث أننا لابد أن نضع يا إما تساؤلات للبحث
+
+26
+00:02:30,820 --> 00:02:36,420
+أو نضع فروض علمية فسنتناول الموضوع من حيث تعريف
+
+27
+00:02:36,420 --> 00:02:41,200
+الفراض العلمي أنواع الفروض ومصادرها وشروط الفروض
+
+28
+00:02:41,200 --> 00:02:47,270
+العلمية لو إجينا للفروض العلميةالفروض العلمية هي
+
+29
+00:02:47,270 --> 00:02:50,850
+عبارة عن حلول مؤقتة أنا عندما أدرس مظاهرة أو مشكلة
+
+30
+00:02:50,850 --> 00:02:55,750
+بضع احتمالات إذن الفرض هو عبارة عن فكرة مبدئية
+
+31
+00:02:55,750 --> 00:03:01,910
+احتمالية قابلة للصح أو للخطأ فلذلك بضع الاحتمالات
+
+32
+00:03:01,910 --> 00:03:06,170
+فلذلك من هنا بيقول الفروض هي حلول مؤقتة بتخضع
+
+33
+00:03:06,170 --> 00:03:10,870
+للاختبار والتجريب والإثبات وليست حلول نهائية
+
+34
+00:03:10,870 --> 00:03:16,710
+للمشكلة ليست هي الحلول النهائيةفهي حلول احتمالية
+
+35
+00:03:16,710 --> 00:03:20,830
+يعني احتمالية يعني محتملة او احتمالية ليست مؤكدة
+
+36
+00:03:20,830 --> 00:03:27,290
+اه ايه نعم محتمل ليست مؤكدة فلذلك المدرس .. ليست
+
+37
+00:03:27,290 --> 00:03:32,410
+حلول يعني مؤكدة للمشكلة بل هي حلول احتمالية قابلة
+
+38
+00:03:32,410 --> 00:03:38,060
+للخطأ والصوابطبعا هنا إحنا كباحثين علينا نختار
+
+39
+00:03:38,060 --> 00:03:44,180
+الوسائل المناسبة لجمع الحقائق والبيانات اللي بتثبت
+
+40
+00:03:44,180 --> 00:03:50,720
+صحة أو خطأ الفرض العلمي واضح؟ في عندنا أيضا كلمة
+
+41
+00:03:50,720 --> 00:03:54,120
+الفروض في أصلها الإغريقي هي عبارة عن مجموعة
+
+42
+00:03:54,120 --> 00:04:00,620
+المبادئ الأوليةاللي طبعا بيسلم العقل بصحتها طبعا
+
+43
+00:04:00,620 --> 00:04:02,680
+لا يستطيع .. ولا اللي دلوقتي لا يستطيع البرهن
+
+44
+00:04:02,680 --> 00:04:07,180
+عليها بطريقة مباشرة لشدة عموميتها وعرف أرسله الفرض
+
+45
+00:04:07,180 --> 00:04:12,640
+بأنه نقطة البدء في كل برهنة نقطة البدء علشان بدنا
+
+46
+00:04:12,640 --> 00:04:18,760
+إيه نبرهن على شيء لابد نضع له فرض علمي علشان نتأكد
+
+47
+00:04:18,760 --> 00:04:20,500
+من صحته أو خطأ
+
+48
+00:04:23,030 --> 00:04:27,350
+وأيضا هو المنبع الأول لكل معرفة يكتسبها الإنسان أي
+
+49
+00:04:27,350 --> 00:04:32,050
+أنه المبدأ العام الذي يستخدم كإحدى مقدمات القياس
+
+50
+00:04:32,050 --> 00:04:37,150
+في العصر الحديث نستعمل الفرض لنشير إلى التعميمات
+
+51
+00:04:37,150 --> 00:04:43,190
+التي لم تثبت صحتهاوالتي يحاول الباحث أن يتحقق من
+
+52
+00:04:43,190 --> 00:04:47,210
+صدقها ليتخذها سبيلا إلى فهم الظوائر وتفسيرها في
+
+53
+00:04:47,210 --> 00:04:51,190
+عندنا أستاذنا رحمة الله عليه عبدالباصط حسن عرف لنا
+
+54
+00:04:51,190 --> 00:04:55,850
+الفرض العلمي فالآن بدنا نعرف ما هو الفرض العلمي ما
+
+55
+00:04:55,850 --> 00:04:58,830
+هو الفرض العلمي؟ أيوة بجيب وعبارة عن فكرة مبدئية
+
+56
+00:04:58,830 --> 00:05:01,870
+تربط بين ظاهرة موضوع الدراسة وبين أحد العوامل
+
+57
+00:05:01,870 --> 00:05:05,430
+المرتبط بيها أو المسبب لهابالضبط طيب ممكن احنا
+
+58
+00:05:05,430 --> 00:05:10,730
+يعني لما بقول هو عبارة عن فكرة أو عبارة عن فكرة
+
+59
+00:05:10,730 --> 00:05:15,290
+مبدئية تربط بين الظاهرة والعوامل أو أحد العوامل
+
+60
+00:05:15,290 --> 00:05:21,950
+المسبب لها ممكن نضرب مثال على ذلك الظاهرة
+
+61
+00:05:21,950 --> 00:05:25,950
+والعوامل المسبب لهاناخد أي ظاهرة، اذكرولي ظواهر
+
+62
+00:05:25,950 --> 00:05:29,910
+كتيرة في مجتمعنا الفلسطيني، ما هي الظواهر، ايش هي
+
+63
+00:05:29,910 --> 00:05:34,430
+الظواهر، لابد كل طالب اتشغل يعني ظواهر كتيرة،
+
+64
+00:05:34,430 --> 00:05:39,250
+عندنا ظواهر اجتماعية، ايه يا بن تقولي؟ ظاهرة
+
+65
+00:05:39,250 --> 00:05:43,170
+البطالة، ظاهرة الفقر، طيب اه ظاهرة البطالة مثلا لو
+
+66
+00:05:43,170 --> 00:05:46,930
+أخدنا ظاهرة هذه موجودة في المجتمع، ظاهرة الفقر
+
+67
+00:05:46,930 --> 00:05:52,630
+موجودة في المجتمعطب لو أخدنا .. يعني لو أخدنا مثلا
+
+68
+00:05:52,630 --> 00:05:56,390
+ظاهرة البطالة، ما العوامل المسببة لظاهرة البطالة؟
+
+69
+00:05:56,390 --> 00:06:02,070
+الحصار .. الحصار السياسي والاقتصادي من قبل
+
+70
+00:06:02,070 --> 00:06:06,130
+الاحتلال، الحصار المفروض علينا من قبل القوات ظالمة
+
+71
+00:06:06,130 --> 00:06:11,010
+على مجتمعنا، إذا هذا سبب رئيسي، إذا ممكن هنا نربط
+
+72
+00:06:11,010 --> 00:06:17,270
+ما بين هذه الظاهرة وهذا العامل، واضح؟ أيضا عدم
+
+73
+00:06:17,270 --> 00:06:22,680
+موجود فرص عملهذه بطالة، عدم وجود الوظائف الكافية
+
+74
+00:06:22,680 --> 00:06:27,100
+للشباب الخريجين، زيادة عدد الخريجين وقلة الوظائف،
+
+75
+00:06:27,100 --> 00:06:31,120
+هذه أيضا بالسبب لنا البطالة، إذا معناته في أعدد
+
+76
+00:06:31,120 --> 00:06:37,640
+أسباب للظاهرة، ممكن نربط سببونجعله فرض علمي ونربطه
+
+77
+00:06:37,640 --> 00:06:42,180
+بالظاهرة نقول والله ظاهرة البطالة هذه توجد علاقة
+
+78
+00:06:42,180 --> 00:06:48,800
+أو دلالة معنوية ودلالة إحصائية ما بين الحصار
+
+79
+00:06:48,800 --> 00:06:54,540
+الاقتصادي والبطالة الحصار المفروض علينا والبطالة
+
+80
+00:06:54,540 --> 00:06:59,900
+إذا هنا ربطنا بين أحد العوامل وبين البطالة كظاهرة
+
+81
+00:07:01,240 --> 00:07:04,580
+واضح؟ افهمنا كيف هذه ال .. ال .. بالانصيق؟ وهكذا
+
+82
+00:07:04,580 --> 00:07:08,020
+بنا .. يعني ممكن نطبقه على كل ظواهرنا الاجتماعية،
+
+83
+00:07:08,020 --> 00:07:11,020
+في عندنا كثير من الظواهر الاجتماعية، بدي كل طالبة
+
+84
+00:07:11,020 --> 00:07:14,520
+تذكر ظاهرة اجتماعية علشان يلوم بهذه الظواهر، لأن
+
+85
+00:07:14,520 --> 00:07:17,600
+هو مواضيع باحتنا في الفصل القادم ان شاء الله، لبحث
+
+86
+00:07:17,600 --> 00:07:24,100
+التخرج، نعم يا بنت قولي؟ نعم؟ظاهرة التسول أيضًا، و
+
+87
+00:07:24,100 --> 00:07:27,080
+العوامل اللي بتسبب في ظاهرة التسول، كثيرة جدًا،
+
+88
+00:07:27,080 --> 00:07:32,920
+اذكر كمان ظاهرة، اللي عم .. ايه؟العمال .. عمالة
+
+89
+00:07:32,920 --> 00:07:35,700
+الأطفال أيضا و عوامل بتأثر فيها .. أيوة بنتى
+
+90
+00:07:35,700 --> 00:07:39,220
+الجريمة و القتل .. الجريمة .. ظاهرة الجريمة و
+
+91
+00:07:39,220 --> 00:07:41,960
+العوامل بتسبب الجريمة .. اه .. ظاهرة الطلاق ..
+
+92
+00:07:41,960 --> 00:07:45,740
+ظاهرة الطلاق في المجتمع .. و لها أسباب .. لظاهرة
+
+93
+00:07:45,740 --> 00:07:50,820
+الطلاق .. ايوة .. اه .. سرقة ..ظاهرة السرقة .. و
+
+94
+00:07:50,820 --> 00:07:55,630
+العوامل بتسبب .. ظاهرة السرقةظاهرة جناح الأحداث،
+
+95
+00:07:55,630 --> 00:07:58,550
+إذا كثير من الظواهر الاجتماعية موجودة في مجتمعنا
+
+96
+00:07:58,550 --> 00:08:03,530
+وتحتاج إلى دراسات فاحنا بنشوف الظاهرة و بنربط
+
+97
+00:08:03,530 --> 00:08:08,250
+العوامل أو أحد العوامل مسبب للظاهرة بالظاهرة، هنا
+
+98
+00:08:08,250 --> 00:08:13,530
+هذا بنصيغه على صيغة أيه فرض علميواضح؟ فهمنا؟ إذن
+
+99
+00:08:13,530 --> 00:08:17,770
+الفرض هو عبارة عن فكرة مبدئية تربط ما بين الظاهرة
+
+100
+00:08:17,770 --> 00:08:22,330
+والعوامل المؤثرة في الظاهرة أو بعض العوامل ممكن
+
+101
+00:08:22,330 --> 00:08:26,530
+ناخد عامل، عاملين، ثلاثة، أربع إلى أكتر ونربطها
+
+102
+00:08:26,530 --> 00:08:31,690
+بالظاهرة ونصيغها على صيغة فرض علمى زي ما هنشوف ان
+
+103
+00:08:31,690 --> 00:08:36,410
+شاء الله كيفية صياغة الفروض العلمى استاذ ده سامحك،
+
+104
+00:08:36,410 --> 00:08:39,630
+هل جدت مثلا لما أخدنا البطالة أسبابها الحصار وهذا
+
+105
+00:08:39,630 --> 00:08:44,780
+الحصار والإغلاق المعادرفروض .. فروض .. ايوة ممكن
+
+106
+00:08:44,780 --> 00:08:48,920
+ايوة لإن عوامل بتسبب الظاهرة فهذه ممكن نصيغها على
+
+107
+00:08:48,920 --> 00:08:55,560
+شكل فروض يعني أسباب للظاهرة ونربطها على صيغة فروض
+
+108
+00:08:55,560 --> 00:09:00,660
+وحنقولكوا كيف نصيغ الفروضفي عندنا أيضًا تعريف آخر
+
+109
+00:09:00,660 --> 00:09:04,060
+إحنا قلنا هنا عبارة عن فكرة مبدئية تربط ما بين
+
+110
+00:09:04,060 --> 00:09:08,400
+الظاهرة والعوامل المسببة لها أو أحد العوامل
+
+111
+00:09:08,400 --> 00:09:11,840
+المرتبط لها والمسببة لها أو عبارة عن فكرة مبدئية
+
+112
+00:09:11,840 --> 00:09:20,620
+تربط بين متغيرينين متغير تابع ومتغير مستقل متغير
+
+113
+00:09:20,620 --> 00:09:25,080
+تابع ومتغير مستقل زي هنشوف إيش المتغير التابع زي
+
+114
+00:09:25,080 --> 00:09:30,680
+مثلًا الطبق الإجتماعي والإنجابوظاهرة الإنجاب و
+
+115
+00:09:30,680 --> 00:09:37,460
+هكذا طيب في عندنا هنا الفروض دايما بتوجهنا إلى
+
+116
+00:09:37,460 --> 00:09:42,270
+نوعية الحقائقيعني دائما الحقائق والبيانات اللي
+
+117
+00:09:42,270 --> 00:09:46,730
+بدنا نجمعها من مجتمع البحث فعندما نصيغ الفرض إذا
+
+118
+00:09:46,730 --> 00:09:50,790
+هنا بنركز موضوع البحث حول المشكلة والفرض العلمي
+
+119
+00:09:50,790 --> 00:09:55,510
+اللي هو اللي بنبحث فيه أو مجموعة الفروض العلمية هو
+
+120
+00:09:55,510 --> 00:10:01,070
+بيجب فرض عام ومنه بتنبثق فروض فرعية واضح؟ أيضا من
+
+121
+00:10:01,070 --> 00:10:06,280
+الضروري ما نسترعش في صياغة الفروض لأي مشكلةبنصيغ
+
+122
+00:10:06,280 --> 00:10:10,040
+المشكلة و بنختار المشكلة و بنشوف إيش أهم العوامل
+
+123
+00:10:10,040 --> 00:10:13,700
+بتأثر في المشكلة و بنستنبط منها الفروض العلمية
+
+124
+00:10:13,700 --> 00:10:19,360
+لصياغة المشكلة و التأكد من هذه الفروض هل هي صحيحة
+
+125
+00:10:19,360 --> 00:10:23,850
+أم غير صحيحةهل إلها علاقة بالمشكلة أم لا؟ هذه طبعا
+
+126
+00:10:23,850 --> 00:10:29,630
+بدنا نجلس ونفكر وعندما نصيغي الفرض سواء كان فرض
+
+127
+00:10:29,630 --> 00:10:35,590
+عام للمشكلة أو نختار منه بعض الفروض الفرعية الفروض
+
+128
+00:10:35,590 --> 00:10:42,010
+الفرعية طبعا الفروض الأهمية كبيرة يعني إحنا خدنا
+
+129
+00:10:42,010 --> 00:10:46,390
+فكرة عن الفروض الآن بدنا ناخد إيش أهمية الفروض ما
+
+130
+00:10:46,390 --> 00:10:52,380
+أهمية الفروض بالنسبة لنا كباحثينعندما نصيغي الفرض
+
+131
+00:10:52,380 --> 00:10:55,740
+دلوقت يا رب المناسبة في البحوث في الخدمة
+
+132
+00:10:55,740 --> 00:10:59,900
+الاجتماعية وعلم الاجتماع دائما احنا بنضع يا اما
+
+133
+00:10:59,900 --> 00:11:05,000
+تساؤلات للبحث لتجيب عن هذه التساؤلات أو بنضع فروض
+
+134
+00:11:05,000 --> 00:11:10,120
+علمية للتأكد من صحة هذه الفروض او عدم صحتها فاحنا
+
+135
+00:11:10,120 --> 00:11:14,060
+هنا بنركز على موضوع الفروض لان نركز على موضوع
+
+136
+00:11:14,060 --> 00:11:18,300
+الفروض فالفروض الأهمية ما أهمية هذه الفروض اه يا
+
+137
+00:11:18,300 --> 00:11:24,310
+بنت قوليالتجريبية التي تتغلب من الباحث صياغ فروض
+
+138
+00:11:24,310 --> 00:11:28,010
+محددة بعد الملاحظة والتجارب التي يقوم بها في
+
+139
+00:11:28,010 --> 00:11:32,030
+المرحلة الجولية للباحث؟ كويس، انت عارفين في العلوم
+
+140
+00:11:32,030 --> 00:11:38,370
+الخدمة الاجتماعية وعلم الاجتماع والعلوم الاجتماعية
+
+141
+00:11:38,370 --> 00:11:43,890
+يعني البحوث التجريبية ما زالت يعني تخضع إلى الفروض
+
+142
+00:11:43,890 --> 00:11:49,730
+العلمية لوضع فروض عليها والتأكد من صحة هذه الفروض
+
+143
+00:11:50,130 --> 00:11:53,630
+فاليوم أصبحت العلوم الاجتماعية أو خاصة علم
+
+144
+00:11:53,630 --> 00:11:56,850
+الاجتماع والخدمة الاجتماعية متقدمة في البحث
+
+145
+00:11:56,850 --> 00:12:01,430
+التجريبي وبالرغم من أنها متقدمة لكن أيضا هناك بعض
+
+146
+00:12:01,430 --> 00:12:06,230
+الظواهر الاجتماعية التي لم يتطرق لها البحث وأيضا
+
+147
+00:12:06,230 --> 00:12:09,630
+هناك بعض الظواهر التي تظهر جديدا في المجتمع تكون
+
+148
+00:12:09,630 --> 00:12:14,330
+ظواهر جديدةتنشأ حديثا في المجتمع تحتاج إلى دراسات
+
+149
+00:12:14,330 --> 00:12:18,850
+لأن ما فيها دراسات تجربية أو سبق فيها الكام من
+
+150
+00:12:18,850 --> 00:12:23,570
+الدراسات فهذه الدراسات التي لم يسبق فيها دراسات
+
+151
+00:12:23,570 --> 00:12:28,970
+يعني كمية كثيرة أو لكي نصيغ منها الفروض هنا بنتبع
+
+152
+00:12:28,970 --> 00:12:32,230
+مع هذه الدراسات الحديثة إيش نوع الدراسة اللي
+
+153
+00:12:32,230 --> 00:12:36,190
+بنعملها مع مثل هذه الظواهر؟ مين تقولي؟ ما نوع
+
+154
+00:12:36,190 --> 00:12:41,000
+الدراسة؟ما نوع الدراسة مع البحوث الجديدة أو مع
+
+155
+00:12:41,000 --> 00:12:44,080
+الظواهر الجديدة في المجتمع المشكلات الجديدة التي
+
+156
+00:12:44,080 --> 00:12:48,960
+تظهر ومافيش عندنا دراسات حولها بنعمل عليها ايه؟
+
+157
+00:12:49,790 --> 00:12:55,610
+برافو استطلاعية دراسات كشفية او استطلاعية دراسات
+
+158
+00:12:55,610 --> 00:13:00,930
+كشفية او دراسات استطلاعية لماذا؟ لكي نجري هذه
+
+159
+00:13:00,930 --> 00:13:05,130
+الدراسات الاستطلاعية حول هذه الظواهر الجديدة او
+
+160
+00:13:05,130 --> 00:13:10,270
+الظواهر التي لم يسبق للباحثين دراستها دراسة معمقة
+
+161
+00:13:10,880 --> 00:13:14,400
+دراسة كثيرة يعني معمقة بحيث نستنبط منها الفرود
+
+162
+00:13:14,400 --> 00:13:17,740
+فلذلك بنسلط الأضواء على مثل هذه المواضيع
+
+163
+00:13:17,740 --> 00:13:21,600
+الاجتماعية والمشكلات أو الظواهر الاجتماعية بأننا
+
+164
+00:13:21,600 --> 00:13:28,360
+نقوم بإجراء دراسات كشفية أو استطلاعية بنسميها ومن
+
+165
+00:13:28,360 --> 00:13:32,360
+خلال هذه الدراسات الكشفية والاستطلاعية بعد ذلك
+
+166
+00:13:32,360 --> 00:13:38,770
+نستنبط الفرودالفروض ونضعها كفروض لبحوثنا القادمة
+
+167
+00:13:38,770 --> 00:13:44,810
+حول هذه الظواهر التي تمت دراستها وهكذا واضح؟فلذلك
+
+168
+00:13:44,810 --> 00:13:48,710
+من هنا تبرز أهمية الفروض في أنه في البحوث اللي في
+
+169
+00:13:48,710 --> 00:13:53,990
+إن عندنا عدد وكم حول الدراسات حول الظاهرة كم من
+
+170
+00:13:53,990 --> 00:13:59,990
+البحوث هنا ممكن نصيغ اللي هي الفروض بسهولة ولكن
+
+171
+00:13:59,990 --> 00:14:04,930
+الدراسات التي لم يكن فيها عدد كافن في الدراسات
+
+172
+00:14:04,930 --> 00:14:07,590
+الاجتماعية من الظواهر الاجتماعية عدد كافن من
+
+173
+00:14:07,590 --> 00:14:13,340
+البحوث أو مواضيع لم يتطرق لها الباحثون من قبلهذه
+
+174
+00:14:13,340 --> 00:14:19,000
+تحتاج إلى دراسات استكشافية أو بتسميها استطلاعية
+
+175
+00:14:19,000 --> 00:14:24,300
+لكي نستطلع الذهب للظاهرة وندرس العوامل المسبب لها
+
+176
+00:14:24,300 --> 00:14:29,240
+كدراسة استطلاعية كشفية وبعد ذلك ممكن نصيغ منها
+
+177
+00:14:29,240 --> 00:14:35,940
+الفرق واضح هذا الموضوع؟نعم ايه و اقولك كمان نعم في
+
+178
+00:14:35,940 --> 00:14:40,520
+اهمية للفروض انها في حياة الإنسان اليومية حيث
+
+179
+00:14:40,520 --> 00:14:43,760
+يتعابض عديد من الأمور التي تحتاج إلى تفسير
+
+180
+00:14:43,760 --> 00:14:47,520
+وتواجههم طبعا كثير من المشكلة هذه من أهميتها
+
+181
+00:14:47,520 --> 00:14:51,500
+الهمية الفروض مش للباحث العلمي فقط الفروض العلمية
+
+182
+00:14:51,500 --> 00:14:55,140
+نحن نحتاج اليها جميعا سواء كنا باحثين او غير
+
+183
+00:14:55,140 --> 00:14:59,500
+باحثين لأن بتواجهنا مشكلاتأحيانا بتواجهينا مشكلات
+
+184
+00:14:59,500 --> 00:15:03,560
+يومية أو مشكلات أسبوعية أو شهرية أو .. المهم تواجه
+
+185
+00:15:03,560 --> 00:15:07,160
+الإنسان مشكلات طب من أجل أن يواجه المشكلات ما
+
+186
+00:15:07,160 --> 00:15:11,300
+بيقول بلّا أنا بأفترض كذا و كذا .. هاه .. إذا كلمة
+
+187
+00:15:11,300 --> 00:15:14,960
+افتراض للمشكلة اللتي يواجهها أفترض إن المشكلة هذه
+
+188
+00:15:14,960 --> 00:15:18,400
+السببة كذا لكن أفترض اللي هو بيقول احتمال أو أفترض
+
+189
+00:15:18,400 --> 00:15:23,360
+إنه يكون الحل هكذا .. إذا حتى الإنسان العادياللي
+
+190
+00:15:23,360 --> 00:15:26,760
+ما بيكونش في البحث العلمي ممكن يستخدم هذه الفروض
+
+191
+00:15:26,760 --> 00:15:30,900
+ويفترض لأنها عبارة عن أسباب احتمالية حول الظاهرة
+
+192
+00:15:30,900 --> 00:15:34,300
+أو الموقف أو المشكلة التي يمر بها يوميا ممكن أن
+
+193
+00:15:34,300 --> 00:15:38,880
+احنا نمر بمواقف كثيرة ربما بعض الطالبات اليوم عند
+
+194
+00:15:38,880 --> 00:15:43,400
+قدومهم إلى الجامعةيعني وجهتهم مشكلة أروح ما أروحش
+
+195
+00:15:43,400 --> 00:15:47,120
+اليوم في دراسة مافيش دراسة في الأستاذ هيجي مش هيجي
+
+196
+00:15:47,120 --> 00:15:50,380
+محاضرة إذا هذه كلها إيه؟ أفكار إيه تخمينية
+
+197
+00:15:50,380 --> 00:15:54,720
+احتمالية فهي بتقرر بعد ذلك لأ والله أنا هاروح لإن
+
+198
+00:15:54,720 --> 00:15:57,600
+الأستاذ هيجي بيغيبش مش معتاد إنه يغيب إذا معناته
+
+199
+00:15:57,600 --> 00:16:00,960
+لابد أحضر محاضرة اليوم جديدة موضوع جديد إذا هنا
+
+200
+00:16:00,960 --> 00:16:06,440
+إيه؟ بتتخذ قرارفبتوقف على إيه؟ على عقليتها وكيفية
+
+201
+00:16:06,440 --> 00:16:11,300
+التفكير في هذه الفرود اللي بتفترضها والحلول اللتي
+
+202
+00:16:11,300 --> 00:16:15,080
+يعني تضاعها للحل طبعا هذا كل إنسان لكن احنا
+
+203
+00:16:15,080 --> 00:16:19,060
+بالنسبة للبحث العلمي كباحثين بنقوم بدراسة حسب
+
+204
+00:16:19,060 --> 00:16:23,020
+المنهج العلمي بنختار الظاهرة أو المشكلة و بنضع لها
+
+205
+00:16:23,020 --> 00:16:28,180
+فرود علمية أيضا لها علاقة بالبحث فرود و بيكون
+
+206
+00:16:28,180 --> 00:16:32,820
+باحثنا في حدود هذه الفرودبحيث هذه الفروض بتوجهنا
+
+207
+00:16:32,820 --> 00:16:37,060
+إلى الدراسة لهذه الظاهرة في حدود الفروض التي
+
+208
+00:16:37,060 --> 00:16:43,280
+افترضتها للمشكلة لكي نتأكد من صحتها أو عدم صحتها
+
+209
+00:16:43,280 --> 00:16:49,940
+بالنسبة للظاهرة أو المشكلة، واضح؟ ماذا أيضا؟ أيوة
+
+210
+00:16:49,940 --> 00:16:57,860
+يا بنتي، قولي الكلام
+
+211
+00:16:57,860 --> 00:17:02,650
+سليموهذه من أهمية الفروض العلمية لماذا نضع الفرض
+
+212
+00:17:02,650 --> 00:17:08,110
+العلمي علشان نركز في البحث ذهن الباحث مايتشتتش في
+
+213
+00:17:08,110 --> 00:17:12,990
+مواضيع كثيرة وأسباب كثيرة بنركز لو أخدنا ظاهرة
+
+214
+00:17:12,990 --> 00:17:17,070
+الطلاق مثلا على سبيل المثال وبدنا ندرسها ممكن ناخد
+
+215
+00:17:17,070 --> 00:17:20,890
+عامل أو عاملين ونضعهم على شكل أيه فروض علمية
+
+216
+00:17:20,890 --> 00:17:24,610
+ونتأكد من صحتها وعدم صحتها ممكن نقول والله العامل
+
+217
+00:17:24,610 --> 00:17:28,820
+الاقتصادي وتأثيره علىظاهرة الطلاق ناخد منه فرض عام
+
+218
+00:17:28,820 --> 00:17:32,840
+و بعد ذلك نصيغ فروض ايه فرعية للتأكد من هذا الفرض
+
+219
+00:17:32,840 --> 00:17:36,120
+.. اي نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي
+
+220
+00:17:36,120 --> 00:17:37,460
+نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي
+
+221
+00:17:37,460 --> 00:17:37,860
+نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي
+
+222
+00:17:37,860 --> 00:17:38,160
+نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي
+
+223
+00:17:38,160 --> 00:17:38,280
+نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي
+
+224
+00:17:38,280 --> 00:17:38,280
+نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي نعم اي
+
+225
+00:17:38,280 --> 00:17:42,100
+نعم اي نعم اي نعم اي نعم ابنختار المشكلة أو
+
+226
+00:17:42,100 --> 00:17:45,680
+الظاهرة وبنحدد العوامل اللي مؤثرة فيها وبنختار لنا
+
+227
+00:17:45,680 --> 00:17:51,160
+بعض العوامل لنضعها على شكل فروض للتأكد منها من
+
+228
+00:17:51,160 --> 00:17:55,700
+صحتها أو عدم صحتها فهنا بيصيرش عنا تشتت بيصير
+
+229
+00:17:55,700 --> 00:18:00,940
+فكرنا في البحث كله في حدود فرض او اثنين او عامل او
+
+230
+00:18:00,940 --> 00:18:05,140
+عاملين او سبب او سببين للمشكلة فاحنا بنركز عليهم
+
+231
+00:18:05,140 --> 00:18:10,500
+واضح؟ وهكذافإذن الفروض العلمية من أهميتها لا تشتت
+
+232
+00:18:10,500 --> 00:18:14,100
+ذهن الباحث في البحث بل تركز على موضوع البحث
+
+233
+00:18:14,100 --> 00:18:17,760
+والعوامل المسببة له في حدود الفروض التي قام
+
+234
+00:18:17,760 --> 00:18:25,200
+بافتراضها للتأكد من صحتها أو عدم صحتها ماذا أيضا؟
+
+235
+00:18:25,200 --> 00:18:28,500
+أيوة يا بنتى تعتمد الفروض من خلال الميارين التي
+
+236
+00:18:28,500 --> 00:18:31,400
+ابتدها الباحثون من قبل والتي وصلت فيها البهوض
+
+237
+00:18:31,400 --> 00:18:34,390
+السابقة إلى درجة عالية من التطور العلميفيبدأ
+
+238
+00:18:34,390 --> 00:18:37,550
+الباحثون بعدها بصيادة فرود محددة بحيث تدور الأبحاث
+
+239
+00:18:37,550 --> 00:18:40,730
+في صلبة و .. وحاول .. وحاول التثبت من صحاته عادى
+
+240
+00:18:40,730 --> 00:18:44,870
+.. كويس هو دائما احنا الفرود العلمية بنقول بتتطرق
+
+241
+00:18:44,870 --> 00:18:49,070
+اليها في البحوث اللتي تم إجرائها واضح؟ والميادين
+
+242
+00:18:49,070 --> 00:18:52,530
+البحث اللي تم إجرائها في الموضوعات المختلفة فلذلك
+
+243
+00:18:52,530 --> 00:18:55,910
+الموضوعات اللتي سبق دراستها دائما نستنبط منها ال
+
+244
+00:18:55,910 --> 00:18:59,990
+.. الفرود العلمية فلذلك من أهمية الفرود بأنها
+
+245
+00:18:59,990 --> 00:19:05,210
+بتكون مجال خصم في الدراساتال .. التي تم فيها عدد
+
+246
+00:19:05,210 --> 00:19:09,050
+من الدراسات فلذلك من هنا من السهل على الباحث أن
+
+247
+00:19:09,050 --> 00:19:13,470
+يستنبط الفرود حول أي ظاهرة أو مشكلة يقوم بدراستها
+
+248
+00:19:13,470 --> 00:19:16,490
+هذا لزكاية يا أستاذ يعني مشكلة جديدة يعني طرقوا
+
+249
+00:19:16,490 --> 00:19:19,950
+لفرع تاني و هم حطوا فروده و اتأكدوا منها اه يعني
+
+250
+00:19:19,950 --> 00:19:22,630
+هذي .. هذي بدوا ياخدوا من المشكلة السابقة من
+
+251
+00:19:22,630 --> 00:19:27,630
+المشكلة السابقةبرضه نعم .. نعم من المشاكل السابقة
+
+252
+00:19:27,630 --> 00:19:31,310
+ممكن يختاروا ويعرفوا إيش العوامل مؤثرة فيها وتشوف
+
+253
+00:19:31,310 --> 00:19:34,870
+هل تؤثر على المشكلة الحاضرة أم لا من دراسات سابقة
+
+254
+00:19:34,870 --> 00:19:39,190
+وكثير من الفروض ممكن ناخدها من دراسات سابقة في بحث
+
+255
+00:19:39,190 --> 00:19:42,750
+في عولة موضوع معين ممكن يكون لنا مجال خصب لكي
+
+256
+00:19:42,750 --> 00:19:47,030
+نصنبط الفروض لم يتطرق لها الباحث في هذه .. في هذا
+
+257
+00:19:47,030 --> 00:19:51,710
+البحث فممكن نصنبط لها فروض جديدة ونشوف إيش العوامل
+
+258
+00:19:51,710 --> 00:19:56,780
+اللي هتتأثر في هذه الظاهرة وها كدهطيب هذه كلها
+
+259
+00:19:56,780 --> 00:20:01,700
+بتبرز لنا أهمية الفروض العلمية بالنسبة للبحث
+
+260
+00:20:01,700 --> 00:20:05,900
+الاجتماعي في عندنا أنواع للفروض في عندنا ثلاث
+
+261
+00:20:05,900 --> 00:20:11,800
+أنواع للفروض ثلاث أنواع أولا الفرض البحثي ثم الفرض
+
+262
+00:20:11,800 --> 00:20:18,060
+الصفري ثم الفرض الإحسانو هذه بدنا نفهمها جيدا حتى
+
+263
+00:20:18,060 --> 00:20:21,800
+حرفنا كيف الأن بدنا نختار الفرض و نختار حول
+
+264
+00:20:21,800 --> 00:20:27,000
+المشكلة و نركز ذهننا حول فروض معينة الأن بدنا نشوف
+
+265
+00:20:27,000 --> 00:20:30,640
+كيف بدنا نصيح هذه الفروض عن طريق أنواع الفروض في
+
+266
+00:20:30,640 --> 00:20:36,360
+عندنا الفرض البحثي الفرض البحثي الفرض البحثي هنا
+
+267
+00:20:36,360 --> 00:20:45,580
+في عندنا الفرض البحثي طبعا الفرض البحثيهذا بيستنبط
+
+268
+00:20:45,580 --> 00:20:52,260
+من خلال بحوث .. بحوث سابقة وبتكون تم جمع بيانات
+
+269
+00:20:52,260 --> 00:20:57,140
+ونتائج وغير ذلك حول هذه البحوث التي سبقت دراستها
+
+270
+00:20:57,140 --> 00:21:01,460
+فالباحث بيختار موضوع بحث مثلا وبيستنبط بعض الفروض
+
+271
+00:21:01,460 --> 00:21:08,210
+من هذه الدراساتولم يتطرق له الباحثون السابقون فهو
+
+272
+00:21:08,210 --> 00:21:11,730
+بيختار ما أوجه النقص في هذا البحث وكيف نتم هذا
+
+273
+00:21:11,730 --> 00:21:16,730
+البحث فلذلك من هنا هذا اسمه البحث اللي هو الصيغة
+
+274
+00:21:16,730 --> 00:21:24,630
+البحثية للتأكد منصيغة الفرض طبعا بتاخدوها يعني
+
+275
+00:21:24,630 --> 00:21:31,650
+صيغة دائما الفرض البحثي يصاغ بصيغة إيجابية بأنه
+
+276
+00:21:31,650 --> 00:21:35,930
+توجد دلالة دائما معنوية أو إحصائية بين المشكلة
+
+277
+00:21:35,930 --> 00:21:39,650
+والعامل اللي تم اختياره اللي هو الفرض ليه المؤثر
+
+278
+00:21:39,650 --> 00:21:43,690
+في هذه المشكلة على سبيل المثال ممكن نصيغ دائما
+
+279
+00:21:43,690 --> 00:21:48,810
+الفرض بصيغة إيجابية أنه نقول توجد دلالة توجد دلالة
+
+280
+00:21:48,810 --> 00:21:55,870
+إحصائية أو معنويةبين ظاهرة الطلاق وظاهرة ضعف الوزع
+
+281
+00:21:55,870 --> 00:22:01,110
+الديني، هكذا، بنربط، إذا هذا إيه؟ عامل بصيغة
+
+282
+00:22:01,110 --> 00:22:07,150
+بحثية، فرضية بحثية إيجابية، فلذلك الفرض البحثي
+
+283
+00:22:07,150 --> 00:22:15,440
+نصيغه بصيغة إيجابيةعكس الفرض الصفري اللذي يصاغ
+
+284
+00:22:15,440 --> 00:22:20,120
+بصيغة سلبية، بيقول لما نصيغ المشكلة اللي طرقنا
+
+285
+00:22:20,120 --> 00:22:24,760
+عليها الطلاق، لا توجد علاقة بين ظاهرة الطلاق
+
+286
+00:22:28,380 --> 00:22:32,500
+العوامل الاقتصادي أو ضعف الوزع الديني لاتوجد علاقة
+
+287
+00:22:32,500 --> 00:22:36,160
+بين ظهرة الطلاق وضعف الوزع الديني إذا هنا صيغنا
+
+288
+00:22:36,160 --> 00:22:39,040
+الفرض إيه بالصيغة الصفرية خلينا في الفرض البحثي
+
+289
+00:22:39,040 --> 00:22:43,840
+أولا خلينا في صيغة الفرض البحثي فلذلك الفرض البحثي
+
+290
+00:22:43,840 --> 00:22:50,580
+دائما بوجهنا إلى صياغة الفروض بالصيغة إيجابية لكي
+
+291
+00:22:50,580 --> 00:22:55,680
+نستنبط منها الحقائق والبيانات حول الظاهرة أو حول
+
+292
+00:22:55,680 --> 00:23:01,860
+المشكلة المراد دراستهافي عندنا على سبيل المثال
+
+293
+00:23:01,860 --> 00:23:09,400
+ممكن ناخد يعني مشكلة أو ظاهرة موجودة في مجتمعنا
+
+294
+00:23:09,400 --> 00:23:14,170
+الشبابي حول الوعي الاجتماعيوممكن من خلال هذه
+
+295
+00:23:14,170 --> 00:23:18,290
+الظاهرة أو المشكلة نصيغ إليها فرض علمي عام ومن
+
+296
+00:23:18,290 --> 00:23:23,310
+خلال الفرض العلمي نصيغ الفروض الفرعية التي تخدم
+
+297
+00:23:23,310 --> 00:23:27,750
+لنا الفرض العلمي أنا هنا ضارب مثال حول خدمة
+
+298
+00:23:27,750 --> 00:23:31,110
+الجماعة، تعرفوها خدمة الجماعة؟ طريقة من طرق الخدمة
+
+299
+00:23:31,110 --> 00:23:34,590
+الاجتماعية وممكن نستخدمها في الجامعة وفي المدارس
+
+300
+00:23:34,590 --> 00:23:40,110
+وفي المجال الشبابي ووين ما كان، حتى يعني كطريقة
+
+301
+00:23:40,110 --> 00:23:44,970
+مهنيةفهنا في فرض يعني أو في موضوع أو دراسة بنقول
+
+302
+00:23:44,970 --> 00:23:48,630
+خدمة الجماعة وتنمية الوعي الاجتماعي لدى شباب
+
+303
+00:23:48,630 --> 00:23:51,670
+الجامعة الإسلامية خلّينا ناخد شباب الجامعة
+
+304
+00:23:51,670 --> 00:23:54,770
+الإسلامية ولمّا نقول شباب الجامعة الإسلامية الذكور
+
+305
+00:23:54,770 --> 00:23:59,810
+والإناذ أو طلبة الجامعة الإسلامية واضح الوعي
+
+306
+00:23:59,810 --> 00:24:04,510
+الاجتماعي وتنمية الوعي الاجتماعي لدى طلبة الجامعة
+
+307
+00:24:04,510 --> 00:24:10,950
+الإسلامية هذا موضوع موضوع اجتماعييحتاج إلى معرفة
+
+308
+00:24:10,950 --> 00:24:13,370
+الوعي الاجتماعي، دور الخدمة الاجتماعية، دور خدمة
+
+309
+00:24:13,370 --> 00:24:17,710
+الجماعة، هل خدمة الجماعة عند تطبيقها مع الطالبات
+
+310
+00:24:17,710 --> 00:24:20,890
+والطلاب هنا في الجامعة الإسلامية ممكن تؤدي إلى
+
+311
+00:24:20,890 --> 00:24:25,670
+زيادة الوعي الاجتماعي لدى الطلبة، هذا موضوع البحث
+
+312
+00:24:25,670 --> 00:24:28,750
+طب من خلال موضوع البحث هذا اللي احنا ذكرناه على
+
+313
+00:24:28,750 --> 00:24:32,890
+طلبة الجامعة الإسلامية طلابا وطالبات، يعني ذكورا
+
+314
+00:24:32,890 --> 00:24:38,460
+وإناثا، بيشمل للناحيتينهذا موضوع للبحث ممكن نصيغي
+
+315
+00:24:38,460 --> 00:24:43,740
+الفرض العام للمشكلة ومن خلال الفرض العام ممكن ناخد
+
+316
+00:24:43,740 --> 00:24:49,800
+الفروض الفرعية ناخد الفروض الفرعية طيب ممكن كيف
+
+317
+00:24:49,800 --> 00:24:54,570
+ننصيغي الفرض العاملهذه الظاهرة الموجودة، اللي هي
+
+318
+00:24:54,570 --> 00:24:58,510
+تنمية الوعي الاجتماعي من خلال تطبيق مائل خدمة
+
+319
+00:24:58,510 --> 00:25:02,570
+الجامعة بين الطلاب والطالبات في الجامعة الإسلامية،
+
+320
+00:25:02,570 --> 00:25:06,850
+ما هو الفرض العام؟ نصيغ فرض عام ومنه نشتق فروض
+
+321
+00:25:06,850 --> 00:25:10,190
+فرعية، ما هو الفرض العام؟ ان هو الشباب الجامعة في
+
+322
+00:25:10,190 --> 00:25:13,410
+مستوى الوعي الاجتماعي، ممكن البثق عنه الوعي
+
+323
+00:25:13,410 --> 00:25:18,280
+السياسيأيوة، كويس، إذا بدنا نصيغ فرض عام إحنا،
+
+324
+00:25:18,280 --> 00:25:21,480
+بدنا نصيغ فرض عام، ما هو الفرض العام؟ هاي الفرض
+
+325
+00:25:21,480 --> 00:25:26,000
+العام، الفرض العام توجد فروق ذات دلالة معنوية بين
+
+326
+00:25:26,000 --> 00:25:30,240
+الذكور والإنات عينة البحث من شباب طلبة الجامعة
+
+327
+00:25:30,240 --> 00:25:34,800
+الإسلامية في مستوى الوعي الاجتماعي، هذا فرض إيه؟
+
+328
+00:25:34,800 --> 00:25:40,770
+عامطيب خلّينا ناخد الفروض الفرعية، يلا هي الفروض
+
+329
+00:25:40,770 --> 00:25:44,350
+الفرعية، ما هي الفرض الأول؟ توجد فروض ذات دلالة
+
+330
+00:25:44,350 --> 00:25:47,610
+معنوية بين الذكور والإناس عينة البحث من الشباب
+
+331
+00:25:47,610 --> 00:25:50,710
+الجامعي في مستوى الوعي بقضايا المجتمع و المشكلة ..
+
+332
+00:25:50,710 --> 00:25:54,370
+إذا أول نقطة في الفرض ال .. الفرعي .. الفرعي أخدنا
+
+333
+00:25:54,370 --> 00:25:58,270
+القضايا، المجتمع و مشكلته، يعني مشكلات المجتمع، هل
+
+334
+00:25:58,270 --> 00:26:02,370
+لديهم وعي بمشكلات المجتمع؟هل ت .. يعني إذا كان في
+
+335
+00:26:02,370 --> 00:26:06,950
+توجد علاقة هنا بين الوعي توجد علاقة أو فروق ذات
+
+336
+00:26:06,950 --> 00:26:10,630
+دلالة معنوية بين طلبة الجامعة اللي هم عينة البحث
+
+337
+00:26:10,630 --> 00:26:15,650
+اللي بنقدر نطلبة الجامعة وفي مستوى الوعي بقضايا
+
+338
+00:26:15,650 --> 00:26:21,290
+المجتمع ومشكلته هذا ما نسميه إيش فرض فرعي بيخدملنا
+
+339
+00:26:21,290 --> 00:26:24,630
+الفرض الرئيسي اللي هو الوعي الاجتماعي طيب الفرض
+
+340
+00:26:24,630 --> 00:26:28,110
+الثاني اه اللي ما اتكلمتش هنا أيه يلا اتفضلي
+
+341
+00:26:29,370 --> 00:26:32,150
+الدلالة المعنوية بين الذكور والإينات ووعينات البحث
+
+342
+00:26:32,150 --> 00:26:35,130
+من الشباب الجامعي في مستوى الوعي السياسي إذا أخدنا
+
+343
+00:26:35,130 --> 00:26:40,730
+الجانب الثاني الوعي السياسي الوعي السياسي ماذا
+
+344
+00:26:40,730 --> 00:26:51,310
+أيضا الفرض اللي في الآخر أيوة يا بنتي الوعي
+
+345
+00:26:51,310 --> 00:26:55,210
+بالتنظيمات الشبابية هل لديهم وعي أم لا إذا هنا
+
+346
+00:26:55,210 --> 00:27:00,580
+صغنا الفرض البحثي دائما بصيغة إيهإيجابية ولا
+
+347
+00:27:00,580 --> 00:27:05,400
+سلبية؟ نفي ولا إيجاب؟ إيجاب، اللي هي توجد علاقة
+
+348
+00:27:05,400 --> 00:27:09,780
+ذات دلالة إحصائية أو فروق، توجد فروق ذات دلالة
+
+349
+00:27:09,780 --> 00:27:16,460
+معنوية أو إحصائية بين طلبة الجامعة واللي هي الواعي
+
+350
+00:27:16,460 --> 00:27:19,980
+في مستوى الواعي بالتنظيمات الشبابية، في عندنا فرض
+
+351
+00:27:19,980 --> 00:27:24,160
+رابع، فرعي، من هنا، من ناحية هذه، مين ما اتكلموش
+
+352
+00:27:24,160 --> 00:27:27,740
+هنا، اللي ما اتكلموش الطالبات، آه يلا اتكلمي، فضلي
+
+353
+00:27:29,950 --> 00:27:34,150
+أحنا قلنا التنظيمات الشبابية هذا قلنا الفرض التالت
+
+354
+00:27:34,150 --> 00:27:39,830
+في الفرض الرابع نعم خلاص اللي بعد المشاركة في أيها
+
+355
+00:27:39,830 --> 00:27:44,150
+إذا بنربط ما بين الوعي الاجتماعي والمشاركة
+
+356
+00:27:44,150 --> 00:27:50,960
+المشاركةنربط ما بين الوعي الاجتماعي ومشاركة الطلبة
+
+357
+00:27:50,960 --> 00:27:55,160
+المشاركة في تنمية المجتمع فلذلك بيقولوا هل توجد
+
+358
+00:27:55,160 --> 00:27:58,980
+دلالة إحصائية أو دلالة معنوية ما بين طلبة الجامعة
+
+359
+00:27:58,980 --> 00:28:06,700
+في مستوى الوعي بالمشاركة في تنمية المجتمع هذا فرض
+
+360
+00:28:06,700 --> 00:28:11,800
+فرعي كله بيخدملنا الفرض الرئيسي اللي هي الوعي
+
+361
+00:28:11,800 --> 00:28:17,190
+الاجتماعيبهذا الشكل احنا ممكن نصيغ الفرض بصيغة
+
+362
+00:28:17,190 --> 00:28:23,230
+بحثية اللي هي بصيغة إيجابية واضح ننتقل إلى النوع
+
+363
+00:28:23,230 --> 00:28:28,910
+الثاني من الفروض ننتقل إلى النوع الثاني فيه الفروض
+
+364
+00:28:28,910 --> 00:28:35,540
+الصفرية .. الفروض الصفريةيعني هي زي الفرد البحثية
+
+365
+00:28:35,540 --> 00:28:40,900
+بس إنما إيه تصاغ بصيغة النافي ولذلك بنقول لا توجد
+
+366
+00:28:40,900 --> 00:28:45,560
+علاقة ذات دلالة إحصائية بين كذا وكذا، واضح؟ هذا
+
+367
+00:28:45,560 --> 00:28:50,660
+خلاصة الفرد الصفري فلذلك من هنا بنصيغها سواء بين
+
+368
+00:28:50,660 --> 00:28:55,550
+الظاهرة أو بعض العوامل المؤثرة فيهاأو بين المتغير
+
+369
+00:28:55,550 --> 00:29:01,330
+التابع والمتغير المستقل بصيغة بصيغة النفي فإيش
+
+370
+00:29:01,330 --> 00:29:04,510
+ناخد مثال يعني مثلا يعني لو قلنا مثلا المتغير
+
+371
+00:29:04,510 --> 00:29:08,270
+التابع والمستقل مثل وضع الطبقي والمتغير التابع
+
+372
+00:29:08,270 --> 00:29:14,790
+الإنجاب هل توجد علاقة بين ظاهرة الإنجاب والطبق
+
+373
+00:29:14,790 --> 00:29:18,970
+الاجتماعي في المجتمع؟هنا .. هنا بنصيغها بهذا ..
+
+374
+00:29:18,970 --> 00:29:23,290
+فإذن معناته بيقول لا توجد علاقة لو بدنا نصيغها
+
+375
+00:29:23,290 --> 00:29:27,730
+بصيغة النفي اللي هي الصفرية لا توجد علاقة بين
+
+376
+00:29:27,730 --> 00:29:31,990
+الطبقة الاجتماعية والموجودة في السمع وظاهرة
+
+377
+00:29:31,990 --> 00:29:36,520
+الإنجابواضح؟ لكن لو بدنا نصيحها بصيغة ال ..
+
+378
+00:29:36,520 --> 00:29:40,400
+الإيجابية بقول توجد .. توجد علاقة، بس، واضح؟
+
+379
+00:29:40,400 --> 00:29:46,060
+خلّينا ناخد أيضًا مثال لمشكلة .. لمشكلة على الفرض
+
+380
+00:29:46,060 --> 00:29:50,520
+الصفري، يعني مثلًا حول الإعداد المهني واتجاهات
+
+381
+00:29:50,520 --> 00:29:56,070
+طلبة الخدمة الاجتماعية نحو المعاقين أو المعوقينفي
+
+382
+00:29:56,070 --> 00:30:01,350
+المجتمع هذا موضوع ممكن نختارله فرض عام فرض صفري
+
+383
+00:30:01,350 --> 00:30:07,430
+إيش بنصيغه؟ بنقول لا توجد علاقة ذات دلالة إحصائية
+
+384
+00:30:07,430 --> 00:30:12,470
+بين الإعداد المهني واتجاهات طلبة الخدمة الاجتماعية
+
+385
+00:30:12,470 --> 00:30:17,410
+نحو المعوقين طب من هذا الفرض العام ممكن نصير فرض
+
+386
+00:30:17,410 --> 00:30:23,630
+فرعي أو فروض فرعية عدد من الفروض الفرعيةاللي ما
+
+387
+00:30:23,630 --> 00:30:29,750
+اتكلمتش نهائي يالا انتي اتكلمتش هذا
+
+388
+00:30:29,750 --> 00:30:34,790
+الفرض
+
+389
+00:30:34,790 --> 00:30:39,290
+الأول إذا أخدنا الجانب المعرفي لا توجد علاقة ذات
+
+390
+00:30:39,290 --> 00:30:42,890
+دلالة إحصائية بين الإعداد المهني والجانب المعرفي
+
+391
+00:30:42,890 --> 00:30:48,490
+لاتجاهات طلاب المعوقين اللي هنا أيوة في الآخر انت
+
+392
+00:30:48,490 --> 00:30:52,150
+يا بنت مايوجد دلالة إحصائية بين الإعداد المهني
+
+393
+00:30:52,150 --> 00:30:57,980
+والطلابوالجانب الوجداني .. اذا ايوة ربطنا هنا
+
+394
+00:30:57,980 --> 00:31:01,340
+بالجانب الوجداني لا توجد علاقة ذات دلالة إحصائية
+
+395
+00:31:01,340 --> 00:31:06,700
+بين الإعداد المهني والجانب الوجداني لاتجاهات طلبة
+
+396
+00:31:06,700 --> 00:31:12,620
+الخدمة الاجتماعية .. يلا انت تفضلي ماتكلمتش
+
+397
+00:31:17,440 --> 00:31:20,900
+الجانب السلوكي إذا ربطنا لا توجد علاقة ذات دلالة
+
+398
+00:31:20,900 --> 00:31:26,460
+إحصائية بين الإعداد المهني والجانب السلوكي إذا
+
+399
+00:31:26,460 --> 00:31:32,280
+قلنا ربطنا لا توجد علاقة إذا هنا أخذنا ثلاث فروض
+
+400
+00:31:32,280 --> 00:31:37,320
+للفرض العام وضعنا الفرض العام وضعناه للمشكلة أو
+
+401
+00:31:37,320 --> 00:31:41,540
+الظاهرة اللي هي ثلاث فروض فرعية ولكن صيغناها
+
+402
+00:31:41,540 --> 00:31:45,240
+بصياغة سلبية وهذا اللي بنقول عنه اللي إيه الفرض
+
+403
+00:31:45,240 --> 00:31:48,120
+الصفريطب ليش احنا هنا أحيانا بنصير .. ليه ما
+
+404
+00:31:48,120 --> 00:31:52,380
+نخليها دايما كلها انصيخة بفروض بحثية، توجد علاقة،
+
+405
+00:31:52,380 --> 00:31:56,380
+توجد علاقة؟ ليش ما نقول لا توجد؟ لماذا؟ أولا ليش
+
+406
+00:31:56,380 --> 00:31:58,960
+بدنا نفرق بين الجمهور، بعدين ممكن تقول هناك علاقة،
+
+407
+00:31:58,960 --> 00:32:04,980
+توجد بالإجابأه لأ ممكن إحنا الباحث أحيانا يفترض
+
+408
+00:32:04,980 --> 00:32:08,960
+حتى يبعد عن التحيز حتى يبعد عن التحيز مانقولش
+
+409
+00:32:08,960 --> 00:32:12,020
+والله دابن توجد علاقة توجد علاقة أحيانا الباحث
+
+410
+00:32:12,020 --> 00:32:15,380
+بديه يقول والله لا توجد علاقة علشان مانتهمش بالإيه
+
+411
+00:32:15,380 --> 00:32:20,660
+بالتحيز في البحث فلذلك أحيانا بصيغة بصيغة سلبية
+
+412
+00:32:20,660 --> 00:32:24,520
+اللي هي بصيغة النفي واضح؟ وأحيانا ممكن لو ثبت
+
+413
+00:32:24,520 --> 00:32:29,630
+العكس تتحول إلى إيه؟ فرض إيجابيتتحول إلى فرض
+
+414
+00:32:29,630 --> 00:32:32,650
+إيجابي لو ثبت العكس، يعني لو جالت مثلا إذا نقول
+
+415
+00:32:32,650 --> 00:32:35,390
+إحنا لا توجد علاقة ذات دلالة إحصائب الإعداد المهن
+
+416
+00:32:35,390 --> 00:32:39,170
+هو الجانب السلوكي، لو ثبت في علاقة معناته توجد
+
+417
+00:32:39,170 --> 00:32:42,550
+علاقة معناته و كده، لذلك إحنا في البحث بنصيغها
+
+418
+00:32:42,550 --> 00:32:46,910
+بصيغة صفرية حتى نبتعد عن عملية التحيث، يعني نكون
+
+419
+00:32:46,910 --> 00:32:48,990
+بعيدين عن التحيث، نعم يا بنتين
+
+420
+00:32:54,240 --> 00:33:00,060
+وأفرض صفري باتهمش بالتحيز لا يتهم لأنه أنا ممكن
+
+421
+00:33:00,060 --> 00:33:04,320
+أضع بصيغة صفرية على أساس أنا مش عارف الموضوع لأن
+
+422
+00:33:04,320 --> 00:33:07,600
+يعني أحيانا بدي أقول لا توجد علاقة ليه أقول توجد
+
+423
+00:33:07,600 --> 00:33:11,040
+علاقة و أحيانا بصيغه بصيرة بحثية أقول توجد علاقة
+
+424
+00:33:11,040 --> 00:33:14,440
+إذا أنا متأكد أن توجد علاقة بدي أتأكد منها بصيغ
+
+425
+00:33:14,440 --> 00:33:19,200
+لكن أحيانا بقى حتى البحث بفيد من نتائج غير التي
+
+426
+00:33:19,200 --> 00:33:23,400
+كنت هتوقع بهاواضح البحث يفيدني بنتائج غير اللي كنت
+
+427
+00:33:23,400 --> 00:33:27,000
+أتوقع بيها فلو مثلا قلت لا توجد علاقة وثبت أنه
+
+428
+00:33:27,000 --> 00:33:30,140
+توجد علاقة بيكون نتائج البحث اللي وصلنا إليها خالي
+
+429
+00:33:30,140 --> 00:33:34,920
+عن التحيز واضح خالي عن التحيز الباحث و هكذا فأنا
+
+430
+00:33:34,920 --> 00:33:40,580
+بصيغ بصيغة النفي احنا الآن أخدنا نوعين من الصياغة
+
+431
+00:33:40,580 --> 00:33:43,640
+البحثي و الصفري بدي من كل طالب ان شاء الله في
+
+432
+00:33:43,640 --> 00:33:48,800
+المحاضرة القادمة بدي أصيغلي مشكلتينتكتب مشكلتين
+
+433
+00:33:48,800 --> 00:33:53,840
+يعني .. العنوان يعني لمشكلتين و تختارلي اتصيغها
+
+434
+00:33:53,840 --> 00:33:59,240
+مرة تضع فرض عام لكل مشكلة بالفرض العام تحوله إلى
+
+435
+00:33:59,240 --> 00:34:06,780
+صياغة بحثية و صياغة صفرية واضح؟ هذه ليه تستنبط منه
+
+436
+00:34:06,780 --> 00:34:11,600
+فروض فرعية من كل فرض عام و تصيغه بالصيغة تانية
+
+437
+00:34:11,600 --> 00:34:17,550
+الصفرية و البحثيةيعني الإيجابية والسلبية النفي
+
+438
+00:34:17,550 --> 00:34:20,930
+وعدم النفي واضح؟ تتدربوا عليه لأن هذا موضوع
+
+439
+00:34:20,930 --> 00:34:23,930
+بحوثكوا ان شاء الله في الفصل القادم كيبكوا تختاروا
+
+440
+00:34:23,930 --> 00:34:27,390
+موضوع البحث كيبكوا تضعوا الفرض العام كيبكوا تصيغوا
+
+441
+00:34:27,390 --> 00:34:31,210
+الفروض الفرعية لكل مشكلة تتدربوا عليه وان شاء الله
+
+442
+00:34:31,210 --> 00:34:35,110
+بيكون موضوع نقاشنا جزء من المحاضرة حول هذا الموضوع
+
+443
+00:34:35,110 --> 00:34:41,250
+حتى نكملباقي المحاضرة لسة ما زال لم ننتهي منها،
+
+444
+00:34:41,250 --> 00:34:46,070
+عندنا الفروض الإحصائية وغير ذلك للبحث طيب إلى هنا
+
+445
+00:34:46,070 --> 00:34:50,870
+يعني اليوم كان موضوعنا حول الفروض العلمية واخدنا
+
+446
+00:34:50,870 --> 00:34:56,760
+موضوع الفروض معنى الفرض العلميوأيضا أهمية الفروض
+
+447
+00:34:56,760 --> 00:35:01,440
+وأنواع الفروض تكلمنا في أنواع الفروض حول الفرض
+
+448
+00:35:01,440 --> 00:35:05,920
+البحثي والفرض الصفري وإن شاء الله في المحاضرة
+
+449
+00:35:05,920 --> 00:35:10,620
+القادمة نكمل باقي الفروض ونكمل أيضا مصادر الفروض
+
+450
+00:35:10,620 --> 00:35:17,380
+من أين وإن شاء الله أيضا نكون قد أدينا الواجبيعني
+
+451
+00:35:17,380 --> 00:35:20,700
+كل طالبة تؤدي ما عليها من واجب ان شاء الله وهو
+
+452
+00:35:20,700 --> 00:35:25,440
+صياغة مشكلة او مشكلتين وصياغة .. صياغة هذه المشكلة
+
+453
+00:35:25,440 --> 00:35:29,540
+ثم وضع الفرض العام والفروض الفرعية لكل مشكلة
+
+454
+00:35:29,540 --> 00:35:35,600
+بصياغة الفرض البحثي والفرض الايه الصفري إلى أن
+
+455
+00:35:35,600 --> 00:35:39,860
+نلتقي في المحاضرة القادمة لقنا مني كل تحية وتقدير
+
+456
+00:35:39,860 --> 00:35:43,100
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/1o60HcbVIKs.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/1o60HcbVIKs.srt
new file mode 100644
index 0000000000000000000000000000000000000000..6f1536dc2e687bba0eefa8cedad592f14ede8e7a
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/1o60HcbVIKs.srt
@@ -0,0 +1,1534 @@
+1
+00:00:21,140 --> 00:00:24,700
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,700 --> 00:00:29,360
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,360 --> 00:00:36,780
+آله وصحبه أجمعين. في المحاضرة السابقة تحدثنا عن بعض
+
+4
+00:00:36,780 --> 00:00:41,800
+المناهج، مناهج البحث الاجتماعي. من هذه المناهج
+
+5
+00:00:41,800 --> 00:00:47,160
+المنهج التاريخي، والمنهج التجريبي، والمنهج الوصفي،
+
+6
+00:00:47,160 --> 00:00:56,180
+ومنهج المسح الاجتماعي. واليوم نكمل المناهج أيضًا،
+
+7
+00:00:56,180 --> 00:01:02,740
+اللي هو منهج دراسة الحالة، ومنهج تحليل المضمون.
+
+8
+00:01:05,240 --> 00:01:10,520
+وإن شاء الله يتخلل هذه المحاضرة عرض من الطالبات عن
+
+9
+00:01:10,520 --> 00:01:15,980
+موضوع المناهج التي درسناها، كتقارير تم إعدادها من
+
+10
+00:01:15,980 --> 00:01:22,140
+بعض الطالبات في إطار النشاط الخاص بهذا المساق،
+
+11
+00:01:22,140 --> 00:01:26,920
+من مساق المناهج البحث. سنتيح الفرصة لعدد من الطالبات
+
+12
+00:01:26,920 --> 00:01:30,260
+لإلقاء ما يتعلق بمناهج البحث.
+
+13
+00:01:33,170 --> 00:01:38,270
+نتكلم عن منهج دراسة الحالة اليوم. منهج دراسة الحالة
+
+14
+00:01:38,270 --> 00:01:45,610
+هو طبعًا منهج علمي يقوم بدراسة الحالة، سواء كانت هذه
+
+15
+00:01:45,610 --> 00:01:50,090
+الحالة فردًا أو جماعة أو مجتمعًا، ولكن هذا المنهج
+
+16
+00:01:50,090 --> 00:01:56,290
+يتصف بالعمق. يتصف بالعمق، الدراسة فيه تكون دراسة
+
+17
+00:01:56,290 --> 00:02:02,570
+معمقة. وأيضًا دراسة الحالة تأخذ عددًا محدودًا من مفردات
+
+18
+00:02:02,570 --> 00:02:09,010
+البحث. لا نتوسع في العينة من مجتمع البحث، وإنما تكون
+
+19
+00:02:09,010 --> 00:02:14,270
+العينة صغيرة جدًا حتى نستطيع أن نقوم بدراستها
+
+20
+00:02:14,270 --> 00:02:22,860
+دراسة متعمقة. فلذلك من هنا بتكون دراسة الحالة معمقة.
+
+21
+00:02:22,860 --> 00:02:28,220
+نصل إلى الحقائق عن طريق دراسة الحالة، ونكتشف
+
+22
+00:02:28,220 --> 00:02:33,400
+الحقائق من خلال دراستنا لهذه الحالة. فلذلك من هنا
+
+23
+00:02:33,400 --> 00:02:40,660
+منهج دراسة الحالة يعتبر منهجًا مميزًا للعينات الصغيرة
+
+24
+00:02:40,660 --> 00:02:46,200
+جدا التي نختارها من أجل القيام بالبحث والدراسة
+
+25
+00:02:46,200 --> 00:02:53,380
+عليها. طبعًا الأساليب المستخدمة في عملية دراسة الحالة،
+
+26
+00:02:53,380 --> 00:02:59,700
+طبعًا عندنا أساليب نستخدمها أو أدوات ممكن نعتبرها
+
+27
+00:02:59,700 --> 00:03:03,640
+أدوات. الأدوات اللي بنستخدمها في منهج دراسة الحالة،
+
+28
+00:03:03,640 --> 00:03:09,380
+أكثر شيء المقابلة. ولذلك مقابلة معمقة، وليست مقابلة
+
+29
+00:03:09,380 --> 00:03:15,490
+يعني مثل المقابلة العادية، ولكن مقابلة معمقة. لماذا
+
+30
+00:03:15,490 --> 00:03:20,350
+معمقة؟ حتى نستطيع أن نصل إلى أعماق دراسة الحالة،
+
+31
+00:03:20,350 --> 00:03:26,310
+إلى أعماق الحالة، ونتعرف على حقائق الحالة التي
+
+32
+00:03:26,310 --> 00:03:33,140
+نقوم بدراستها. فأول شيء المقابلة. فلذلك من هنا يعتمد
+
+33
+00:03:33,140 --> 00:03:37,720
+الباحث على المقابلة، ونحن نعلم أن المقابلة لها
+
+34
+00:03:37,720 --> 00:03:42,640
+بداية ووسط ونهاية. ودائمًا في البداية نسأل الأسئلة
+
+35
+00:03:42,640 --> 00:03:47,360
+العادية، الروتينية اللي هي البيانات الأولية نسميها،
+
+36
+00:03:47,840 --> 00:03:54,400
+مثل الاسم، العمر، منطقة السكن، مستوى التعليم، عدد
+
+37
+00:03:54,400 --> 00:03:57,200
+الأولاد، يليه الحالة الاجتماعية، متزوجة أو غير
+
+38
+00:03:57,200 --> 00:04:00,500
+متزوجة، وهكذا، يعني بيانات بنسميها البيانات
+
+39
+00:04:00,500 --> 00:04:04,980
+الأولية عن دراسة الحالة. وهذه أمور سهلة جدًا، يعني
+
+40
+00:04:04,980 --> 00:04:09,700
+يستطيع الباحث أن تعتبر أيضًا مقدمة لربط العلاقة ما
+
+41
+00:04:09,700 --> 00:04:14,280
+بين الباحث والمبحوث، حتى يستطيع الباحث أن يجاوب
+
+42
+00:04:14,280 --> 00:04:20,050
+بدقة وبعمق على أسئلة الباحث. بعد ذلك ندخل في صميم
+
+43
+00:04:20,050 --> 00:04:26,570
+دراسة الحالة في المقابلة، يعني نصل إلى الأعماق، نصل
+
+44
+00:04:26,570 --> 00:04:31,370
+إلى أسئلة متعمقة حول الموضوع المراد دراسته من خلال
+
+45
+00:04:31,370 --> 00:04:38,170
+هذه الحالة. فبنركز على المجالات، وعلى مناطق الدراسة،
+
+46
+00:04:38,170 --> 00:04:43,770
+مناطق البحث التي سنقوم بدراستها أو بحثها مع الحالة
+
+47
+00:04:43,770 --> 00:04:49,230
+التي نقوم بإجراء المقابلة المتعمقة معها. طبعًا
+
+48
+00:04:51,070 --> 00:04:55,250
+المقابلة، ممكن نربط  العميل هنا من خلال دراسة الحالة
+
+49
+00:04:55,250 --> 00:05:00,190
+لربط الماضي بالحاضر، ممكن نسأله أسئلة تسلسلية،
+
+50
+00:05:00,190 --> 00:05:04,630
+مسلسلة من الماضي إلى الحاضر، يعني مثل التاريخ
+
+51
+00:05:04,630 --> 00:05:10,610
+التطوري للحالة. بدأت الحالة كيف، يعني تطورت ووصلت
+
+52
+00:05:10,610 --> 00:05:15,490
+إلى ما هي عليه. هذه كلها أسئلة تطورية، تاريخية منذ
+
+53
+00:05:15,490 --> 00:05:21,520
+الماضي إلى الحاضر. هذه ماذا نسميها؟ تاريخ التطوري.
+
+54
+00:05:21,520 --> 00:05:26,160
+عندما نسأل العميل عن حالته اللي باينة من الماضي إلى
+
+55
+00:05:26,160 --> 00:05:29,980
+الحاضر، اللي احنا بنسميه تاريخ التطوري للحالة.
+
+56
+00:05:29,980 --> 00:05:35,500
+وهذه طبعًا بيكون في منهج دراسة الحالة. أيضًا احنا في
+
+57
+00:05:35,500 --> 00:05:40,940
+دراسة الحالة، بنركز على العميل أو المبحوث اللي هو
+
+58
+00:05:40,940 --> 00:05:44,680
+الحالة... الحالة اللي أمامنا، لكن هذا لا يعني أننا
+
+59
+00:05:44,680 --> 00:05:49,080
+نترك باقي جوانب الدراسة. فمن مناطق الدراسة التي
+
+60
+00:05:49,080 --> 00:05:54,660
+نقوم بها في دراسة الحالة، هناك أشخاص آخرين... أشخاص
+
+61
+00:05:54,660 --> 00:06:01,780
+آخرين لهم علاقة بالحالة، مثل الأسرة، مثل الأصدقاء، مثل
+
+62
+00:06:01,780 --> 00:06:09,420
+الأقارب، مثل الجيران، مثل هؤلاء، المدرسين، الصداقات من
+
+63
+00:06:09,420 --> 00:06:15,200
+البيئة المحيطة بالدراسة، الحالة، الحالة. زملاء
+
+64
+00:06:15,200 --> 00:06:19,320
+المهنة، زملاء ال... وهكذا. هذولا كلهم بيكونوا مصدر
+
+65
+00:06:19,320 --> 00:06:24,420
+دراسة لنا إذا احتجنا أن نسأل، ونبحث عن الحالة، و
+
+66
+00:06:24,420 --> 00:06:30,120
+دراستها. واضح؟ يعني ليس المقصود بس فقط اللي هو
+
+67
+00:06:30,120 --> 00:06:34,620
+العميل أو المبحوث فقط في دراسة الحالة، ولكن ممكن
+
+68
+00:06:34,620 --> 00:06:38,780
+نسأل أناسًا آخرين إذا استدعى الأمر، وتطلب الأمر بأن
+
+69
+00:06:38,780 --> 00:06:47,560
+نسأل، ونبحث في ذلك أيضًا. بالإضافة، احنا اتكلمنا عن
+
+70
+00:06:47,560 --> 00:06:53,460
+المقابلة المعمقة، وسؤال الآخرين أيضًا، الملاحظة. وهذه
+
+71
+00:06:53,460 --> 00:06:56,640
+الملاحظة تكون من خلال أيضًا، قد تكون من المقابلة أو
+
+72
+00:06:56,640 --> 00:07:00,860
+غير المقابلة. يعني بطريقة مباشرة بتكون الملاحظة، و
+
+73
+00:07:00,860 --> 00:07:04,460
+أحيانًا بطريقة غير مباشرة. بطريقة مباشرة من خلال
+
+74
+00:07:04,460 --> 00:07:09,420
+المقابلة نستطيع أن نلاحظ. واضح؟ ولكن في طريقة غير
+
+75
+00:07:09,420 --> 00:07:14,820
+مباشرة، وهي أن نضع العميل الذي نريد أن نبحث عنه
+
+76
+00:07:14,820 --> 00:07:20,400
+وتفاعلاته، وكيفية يعني نشاطه، ومارسته للنشاط وغير
+
+77
+00:07:20,400 --> 00:07:24,180
+ذلك، وكيفية التصرف في المواقف المختلفة. هذه كلها عن
+
+78
+00:07:24,180 --> 00:07:29,440
+طريق الملاحظة غير مباشرة. واليوم أصبح عندنا أجهزة
+
+79
+00:07:29,440 --> 00:07:35,790
+إلكترونية حديثة نستطيع أن نراقب العميل. وهذه ممكن
+
+80
+00:07:35,790 --> 00:07:40,110
+نستخدمها أيضًا للأحداث الجانحين في المؤسسة كذلك
+
+81
+00:07:40,110 --> 00:07:44,090
+لمراقبتهم اليوم عن طريق الأجهزة الحديثة. المراقبة
+
+82
+00:07:44,090 --> 00:07:48,950
+بالكاميرا، بالكاميرا والجهاز الكمبيوتر نستطيع نراقب
+
+83
+00:07:48,950 --> 00:07:53,810
+تفاعلات الأعضاء داخل المؤسسة، أو إذا كان هناك فرد
+
+84
+00:07:53,810 --> 00:07:59,410
+معين نستطيع ندرس حالته، ومدى تفاعله مع زملائه
+
+85
+00:07:59,410 --> 00:08:03,530
+وكيفية ممارسته للأنشطة وغير ذلك. هذه بتسميها
+
+86
+00:08:03,530 --> 00:08:08,050
+الملاحظة غير المباشرة. وممكن أن نلاحظ اليوم بسهولة،
+
+87
+00:08:08,050 --> 00:08:12,650
+كذلك ممكن أن نلاحظ في العمل، ممكن أن نلاحظ العامل
+
+88
+00:08:12,650 --> 00:08:17,830
+وعلاقاته مع زملائه في العمل كذلك. هذه كمان ملاحظة
+
+89
+00:08:17,830 --> 00:08:22,990
+ممكن نلاحظ الطالب أثناء دراسته في المدرسة، وممارسته
+
+90
+00:08:22,990 --> 00:08:26,630
+للأنشطة المختلفة في المدرسة كذلك. هذه طريقة غير
+
+91
+00:08:26,630 --> 00:08:31,570
+مباشرة. ممكن أن نلاحظ، إذا الملاحظة تعتبر أداة من
+
+92
+00:08:31,570 --> 00:08:37,690
+أدوات جمع البيانات في دراسة الحالة. واضح؟ في وثائق
+
+93
+00:08:37,690 --> 00:08:43,630
+شخصية. نعم. فيه بعد ذلك المستندات والوثائق، ممكن
+
+94
+00:08:43,630 --> 00:08:49,630
+نلجأ إليها، مثل شهادة الميلاد، مثل الهوية، كاتبات
+
+95
+00:08:49,630 --> 00:08:54,490
+شخصية، ورقم الهوية، وغير ذلك أيضًا. ممكن نصل إلى بعض
+
+96
+00:08:54,490 --> 00:08:58,970
+الشهادات العلمية، إذا ما كان عندنا يعني الحالة لأول
+
+97
+00:08:58,970 --> 00:09:02,430
+مرة، ونريد أن نسأل عن المستوى العلمي، إذا هنا نطلب
+
+98
+00:09:02,430 --> 00:09:06,610
+إيه؟ بعض المستندات المساندة لنا في دراسة الحالة،
+
+99
+00:09:06,610 --> 00:09:11,050
+بعض التقارير الطبية عن الحالة، ودراسة الحالة. إذا
+
+100
+00:09:11,050 --> 00:09:17,150
+هذه كلها مصدر معلومات، مصدر معلومات للحالة، ودراسة
+
+101
+00:09:17,150 --> 00:09:24,330
+الحالة. واضح؟ يعرفنا الوثائق والمستندات، هذه بتكون
+
+102
+00:09:24,330 --> 00:09:26,930
+مصدر من مصادر المعلومات.
+
+103
+00:09:31,440 --> 00:09:37,100
+إذاً من هنا، المقابلة، والملاحظة، والاعتماد على
+
+104
+00:09:37,100 --> 00:09:44,360
+الوثائق، والصور، والمجلات، والصحافة، وغير ذلك. هذه ممكن
+
+105
+00:09:44,360 --> 00:09:47,900
+تكون مصدر من مصادر دراسة الحالة. يعني مثلًا ممكن
+
+106
+00:09:47,900 --> 00:09:54,710
+أعمل دراسة عن الجريمة، ممكن أتبع الجريمة في الصحف، و
+
+107
+00:09:54,710 --> 00:09:58,310
+أعمل عليها دراسة. حالة الجريمة في مجتمعنا الفلسطيني
+
+108
+00:09:58,310 --> 00:10:03,550
+في قطاع غزة خلال مدة ستة شهور. ممكن نتتبع الصحافة، و
+
+109
+00:10:03,550 --> 00:10:07,410
+نشوف الصحف اللي بتكتب عن الجريمة، ونعمل دراسة حالة
+
+110
+00:10:07,410 --> 00:10:12,330
+عن الجريمة خلال ستة شهور في الصحافة الفلسطينية، و
+
+111
+00:10:12,330 --> 00:10:16,970
+هكذا. فهذه بتكون أيضًا مصدر من مصادر دراسة الحالة،
+
+112
+00:10:16,970 --> 00:10:22,870
+وبنشوف ما نوع الجريمة، وعدد الإحصائيات للجريمة في
+
+113
+00:10:22,870 --> 00:10:27,010
+أي شهر أكثر، ونوعية الجرائم وغير ذلك. هذه كلها ما
+
+114
+00:10:27,010 --> 00:10:30,290
+نسميها دراسة الحالة عن ظاهرة الجريمة من خلال
+
+115
+00:10:30,290 --> 00:10:31,430
+الصحافة.
+
+116
+00:10:34,530 --> 00:10:39,550
+إذن هنا دراسة الحالة مهمة لنا، وممكن ندرس بتعمق في
+
+117
+00:10:39,550 --> 00:10:45,280
+ذلك. ممكن أحيانًا ندرس دراسة الحالة عن أفراد معينين،
+
+118
+00:10:45,280 --> 00:10:49,520
+وخاصة في مجال الأحداث مثلًا، ممكن ناخد عددًا محدودًا،
+
+119
+00:10:49,520 --> 00:10:53,440
+ستة أفراد، خمسة، ونعمل لهم دراسة حالة لكي نصل إلى
+
+120
+00:10:53,440 --> 00:10:56,940
+العمق، ومعرفة الأسباب الحقيقية لظاهرة الأحداث
+
+121
+00:10:56,940 --> 00:11:02,880
+الجانحين في المجتمع. لكن هنا إلى عيوب دراسة الحالة،
+
+122
+00:11:02,880 --> 00:11:05,980
+بالرغم من... لماذا؟ لأنه قلنا العينة صغيرة، فمن
+
+123
+00:11:05,980 --> 00:11:10,340
+خلال العينة لا نستطيع أن نعمم على المجتمع ككل. ليه؟
+
+124
+00:11:10,340 --> 00:11:16,000
+لأن مفردات البحث قليلة جدًا من حيث العدد. فلذلك هذه
+
+125
+00:11:16,000 --> 00:11:20,880
+يعني لا توصلنا إلى النتائج الدقيقة في البحث، ولكن
+
+126
+00:11:20,880 --> 00:11:25,300
+بتوصلنا إلى النتائج حول مفردات العينة اللي أنا
+
+127
+00:11:25,300 --> 00:11:27,320
+أقوم بالبحث عليها.
+
+128
+00:11:31,800 --> 00:11:35,880
+أيضًا كذلك دراسة الحالة لا يستطيع أي إنسان يقوم
+
+129
+00:11:35,880 --> 00:11:41,610
+بها أبدًا أن... هذه تحتاج إلى خبرة. تحتاج دراسة الحالة
+
+130
+00:11:41,610 --> 00:11:45,890
+إلى خبرة من الأخصائي الاجتماعي ذي الخبرة، الأخصائي
+
+131
+00:11:45,890 --> 00:11:50,710
+ذي الخبرة والمران والممارسة. فهذه تحتاج إلى خبرة،
+
+132
+00:11:50,710 --> 00:11:57,050
+دراسة الحالة، وتدريب أيضًا. دراسة الحالة ممكن تكون
+
+133
+00:11:57,050 --> 00:12:02,200
+يعني تحتاج إلى وقت وجهد وتكاليف. بتكلفني وقت...
+
+134
+00:12:02,200 --> 00:12:06,480
+بتأخذ وقتًا طويلًا، مقابلات وغير ذلك. ممكن مقابلة أولى
+
+135
+00:12:06,480 --> 00:12:10,900
+لا تجدي، إحنا هاخد موعد مقابلة أخرى، أيضًا... وهذه
+
+136
+00:12:10,900 --> 00:12:16,360
+تأخذ يعني جهدًا، وتحتاجي لتكاليف أيضًا مادية وغير ذلك.
+
+137
+00:12:16,810 --> 00:12:20,970
+هذه كلها بنسميها من عيوب المقابلة، عفواً، من عيوب
+
+138
+00:12:20,970 --> 00:12:25,950
+دراسة الحالة. بالرغم أنها مفيدة في أنها بتوصلني إلى
+
+139
+00:12:25,950 --> 00:12:31,850
+دراسة متعمقة، ولكن عن مفردات البحث التي أقوم بالبحث
+
+140
+00:12:31,850 --> 00:12:40,390
+عنها أيضًا.
+
+141
+00:12:40,390 --> 00:12:44,170
+ممكن دراسة الحالة أحيانًا العميل ما يعطينيش المعلومات
+
+142
+00:12:44,170 --> 00:12:48,340
+الصادقة، وخاصة عندما تكون المقابلة وجهًا لوجه،
+
+143
+00:12:48,340 --> 00:12:54,920
+وجهًا لوجه. في هذه الحالة العميل قد ينسى، اللي هو
+
+144
+00:12:54,920 --> 00:12:59,220
+المبحوث. يعني أيضًا قد يهرب من الإجابة على بعض
+
+145
+00:12:59,220 --> 00:13:05,000
+الأسئلة، ليجيبنا بدقة. أيضًا ممكن أن يراوغ، ممكن أن
+
+146
+00:13:05,000 --> 00:13:11,000
+يجاوب بطريقة ترضي الباحث، آه مش بالطريقة الصحيحة، وها
+
+147
+00:13:11,000 --> 00:13:15,940
+كذا. فلذلك هذه أيضًا يعني من عيوب دراسة الحالة.
+
+148
+00:13:26,080 --> 00:13:30,420
+أيضًا ممكن الباحث نفسه يتحيز في الكتابة عندما
+
+149
+00:13:30,420 --> 00:13:35,340
+يقابل العميل أو المبحوث، ممكن يتحيز عند سؤال
+
+150
+00:13:35,340 --> 00:13:39,500
+المبحوث، وغير ذلك. ممكن عند التسجيل لا يصل إلى كتابة
+
+151
+00:13:39,500 --> 00:13:43,360
+الحقائق، هذه أيضًا من وجهة نظر المبحوث. كذلك ممكن أن
+
+152
+00:13:43,360 --> 00:13:47,760
+يكون هناك تحيزًا، ولكن ممكن يتغلب عليه بالموضوعية،
+
+153
+00:13:47,760 --> 00:13:53,860
+لكن هذه إحنا بنقولها لأن هذه كلها من عيوب دراسة
+
+154
+00:13:53,860 --> 00:14:00,040
+الحالة. نكون بذلك قد انتهينا من دراسة الحالة، وهذه
+
+155
+00:14:00,040 --> 00:14:03,060
+دراسة الحالة تنطبق على الفرد والجماعة والمجتمع.
+
+156
+00:14:03,060 --> 00:14:06,660
+ممكن ناخد فردًا أو مجموعة من الأفراد، ممكن ناخد جماعة
+
+157
+00:14:06,660 --> 00:14:12,280
+أو مجموعة، جماعة، ونبحث، نعمل لها دراسة حالة، أو مجتمعًا
+
+158
+00:14:12,280 --> 00:14:16,300
+صغيرًا كذلك، ونعمل عليه دراسة حالة، مثل المجتمع المحلي
+
+159
+00:14:16,300 --> 00:14:21,340
+وغير ذلك، وهكذا. إذا دراسة الحالة باختصار هي دراسة
+
+160
+00:14:21,340 --> 00:14:28,430
+متعمقة للحالة، نصل من خلالها إلى نتائج دقيقة، لكن
+
+161
+00:14:28,430 --> 00:14:32,890
+تكون على نفس العينة التي نقوم بدراستها، ولا نستطيع
+
+162
+00:14:32,890 --> 00:14:37,890
+التعميم، يعني لصغر العينة لا نستطيع التعميم من خلال
+
+163
+00:14:37,890 --> 00:14:44,370
+العينة على باقي أفراد المجتمع. هذه
+
+164
+00:14:44,370 --> 00:14:48,750
+باختصار دراسة الحالة. نعم.
+
+165
+00:14:51,400 --> 00:14:55,300
+نكمل تحليل المضمون... نكمل تحليل المضمون... نكمل
+
+166
+00:14:55,300 --> 00:14:57,700
+تحليل المضمون أيضًا... نخلص الفصل عشان... حاضر، و
+
+167
+00:14:57,700 --> 00:15:02,780
+نخلص فصل المناهج عشان نتفرج لعرض التقارير إن شاء
+
+168
+00:15:02,780 --> 00:15:06,820
+الله لما... يعني ما كملناش، اليوم نكمل المحاضرة
+
+169
+00:15:06,820 --> 00:15:11,660
+القادمة أيضًا. نعطي فترة للنشاط، يعني كل طالبة تحاول
+
+170
+00:15:11,660 --> 00:15:15,080
+تعد لنا تقرير البحث
+
+171
+00:15:16,770 --> 00:15:20,170
+حول موضوع من مواضيع مناهج البحث في المحاضرات
+
+172
+00:15:20,170 --> 00:15:28,6
+
+223
+00:19:30,020 --> 00:19:33,520
+السابقة، لكن ممكن احنا هذه الدراسة تحتاج باستمرار
+
+224
+00:19:33,520 --> 00:19:40,100
+ظاهرة الحجاب مثلاً، وارتدائه، وأشكاله، يعني لماذا؟
+
+225
+00:19:40,100 --> 00:19:44,100
+وهذا ممكن نعمل... نستخدم منهج دراسة الحالة لدراسة
+
+226
+00:19:44,100 --> 00:19:47,460
+بعض الحالات عند الطالبات في الجامعة، ويكون دراسة
+
+227
+00:19:47,460 --> 00:19:52,210
+اجتماعية أيضاً، وأنتم كطالبات خدمة اجتماعية يعني
+
+228
+00:19:52,210 --> 00:19:56,330
+هذا عملكم في المجتمع لكي... للظواهر الغريبة
+
+229
+00:19:56,330 --> 00:19:59,990
+الموجودة، لماذا تنتشر؟ لماذا تنتشر في المجتمع؟
+
+230
+00:19:59,990 --> 00:20:04,770
+تغريب، تغريب، آه، ممكن، ممكن هذا... إذا احنا بنقول هذه
+
+231
+00:20:04,770 --> 00:20:10,420
+الكلمة، بعد الدراسة نعرف لماذا؟ ربما كلها جذور، ربما
+
+232
+00:20:10,420 --> 00:20:16,360
+كلها أصول، واضح؟ آه، فلذلك بدنا نشوف يعني كيف، فيها
+
+233
+00:20:16,360 --> 00:20:20,380
+حبة دراسة الحالة أيضاً نستخدمها في ال... أو عفواً
+
+234
+00:20:20,380 --> 00:20:27,200
+تحليل المضمون، نستخدمه كذلك في مضمون الصحافة مثلاً،
+
+235
+00:20:27,200 --> 00:20:30,760
+خلال فترة معينة، زي ما تعرفتوا مثلاً، اللي هو حول
+
+236
+00:20:30,760 --> 00:20:35,560
+الجريمة، تحليل المضمون، مدى انتشار الجريمة أيضاً في
+
+237
+00:20:35,560 --> 00:20:40,010
+خلال فترة زمنية معينة في المجتمع، تحليل المضمون
+
+238
+00:20:40,010 --> 00:20:44,050
+أيضاً، أحياناً تحليل المضمون في خطابات عندكم
+
+239
+00:20:44,050 --> 00:20:48,410
+ملموسة لدى شؤون الطالبات، لدى شؤون الطلبة يعني
+
+240
+00:20:48,410 --> 00:20:53,130
+أحياناً في صندوق، اسمه صندوق الاقتراحات والآراء من
+
+241
+00:20:53,130 --> 00:20:56,690
+خلال هذا الصندوق، أنا بحلل المضمون بتاع الخطابات
+
+242
+00:20:56,690 --> 00:21:00,830
+والرسائل، أو الشكاوى الموجودة في هذا الصندوق، إذا
+
+243
+00:21:00,830 --> 00:21:05,160
+بأخذ هذا المضمون خلال أسبوع أو أسبوعين، وبحلله، ما
+
+244
+00:21:05,160 --> 00:21:09,460
+اتجاهات الطالبة أو الطالبات، يعني عامةً الطالبات، ما
+
+245
+00:21:09,460 --> 00:21:12,360
+اتجاه الطالبات في هذا الصندوق؟ إيش المشكلات اللي
+
+246
+00:21:12,360 --> 00:21:16,240
+بيَعانين منها؟ ما هي المشكلات؟ ما اتجاهاتهم؟ حول أي
+
+247
+00:21:16,240 --> 00:21:20,620
+مواضيع؟ مواضيع تعليمية؟ مواضيع اقتصادية؟ مواضيع تخص
+
+248
+00:21:20,620 --> 00:21:24,440
+الجامعة؟ وهكذا، إذا هنا أنا بحلل مضمون الرسائل
+
+249
+00:21:24,440 --> 00:21:28,180
+الموجودة في صندوق الشكاوى، من أي نوع هذه الشكاوى،
+
+250
+00:21:28,180 --> 00:21:34,080
+واضح؟ وبحللها، هذا اسمه تحليل المضمون، أحياناً في
+
+251
+00:21:34,080 --> 00:21:40,200
+يعني ظاهرة البدع، أحياناً بتكون حول، يعني زي اللي هنا
+
+252
+00:21:40,200 --> 00:21:45,460
+عملكم دراسة سيد عويتس يعني حول ضريح الإمام اللي
+
+253
+00:21:45,460 --> 00:21:52,280
+هو الشافعي، الشافعي، هذا بعض أحيان الأضرحة هذه بيكون
+
+254
+00:21:52,280 --> 00:21:57,610
+في عندها صناديق، بعض الزوار بيكتب، خاصة في مصر زي
+
+255
+00:21:57,610 --> 00:22:02,110
+السيد البدوي في طنطا، زي الشافعي، وغيره، الإمام
+
+256
+00:22:02,110 --> 00:22:05,910
+الشافعي، فبيكون صندوق للاقتراحات، وقراء الناس،
+
+257
+00:22:05,910 --> 00:22:09,430
+فبيكتبوا، فبيجي اللي بده يحلل، بياخد الرسائل، هذه
+
+258
+00:22:09,430 --> 00:22:14,070
+بيشوف إيش تحليل المضمون حول هؤلاء، إيش بيكتبوا
+
+259
+00:22:14,070 --> 00:22:15,270
+الناس، اتجاهاتهم.
+
+260
+00:22:19,380 --> 00:22:24,320
+احنا مثلاً، ممكن نضع برضه يعني صندوق للشكاوى هنا في
+
+261
+00:22:24,320 --> 00:22:28,780
+مسجد سيد هاشم، ونشوف الزوار، أحياناً الزوار بيجونا
+
+262
+00:22:28,780 --> 00:22:33,480
+من باكستان، بيجونا من الهند، ممكن نأخذ رأيهم، لماذا
+
+263
+00:22:33,480 --> 00:22:36,400
+هؤلاء بيجوا، وبيصوروا، وبيعملوا، بيكتبوا وهراء، و
+
+264
+00:22:36,400 --> 00:22:41,020
+نشوف رأيهم، لماذا؟ لماذا؟ واضح؟ إذا أنا... أعرف
+
+265
+00:22:41,020 --> 00:22:45,770
+على الاتجاهات، أعرف على الاتجاهات عندهم، وهذا كذا، هذا
+
+266
+00:22:45,770 --> 00:22:51,790
+إيش بنسميه تحليل المضمون، عرفنا
+
+267
+00:22:51,790 --> 00:22:58,970
+تحليل المضمون، طيب، نكون بذلك يعني انتهينا من منهج
+
+268
+00:22:58,970 --> 00:23:05,530
+دراسة الحالة، ومنهج تحليل المضمون، طبعاً تحليل
+
+269
+00:23:05,530 --> 00:23:10,950
+المضمون احنا عارفين وصفه، هو يصف لنا الظاهرة،
+
+270
+00:23:10,950 --> 00:23:17,680
+يصف لنا الحالة، واضح؟ وممكن نصل إلى إحصاءات كمية من
+
+271
+00:23:17,680 --> 00:23:22,260
+خلال تحليل المضمون، ونصل إلى أرقام، يعني مش بس وصف
+
+272
+00:23:22,260 --> 00:23:27,860
+يعني كيفي، لا وصف كمي أيضاً بالأرقام حول المضمون،
+
+273
+00:23:27,860 --> 00:23:37,700
+ودراسة المضمون، واضح؟ إن شاء الله، يعني الآن في هذه
+
+274
+00:23:37,700 --> 00:23:43,300
+المحاضرة، نفتح باب الحوار في التقارير المعدة من قبل
+
+275
+00:23:43,300 --> 00:23:47,480
+الطالبات، حول نتائج البحث، يعني نجعلها المحاضرة، و
+
+276
+00:23:47,480 --> 00:23:51,880
+المحاضرة القادمة، يعني ما كتبت الآن في نتائج البحث،
+
+277
+00:23:51,880 --> 00:23:58,860
+والمحاضرة القادمة سنأخذ يعني عينة من الطالبات في
+
+278
+00:23:58,860 --> 00:24:03,680
+كتابة مواضيع مختلفة عما سبق، عما سبق عرضه، وفي
+
+279
+00:24:03,680 --> 00:24:08,550
+المحاضرات السابقة، من التي تريد أن تعرض الآن؟ الآن
+
+280
+00:24:08,550 --> 00:24:14,030
+مع الطالبة سمية جنينة في بحثها عن المنهج التاريخي
+
+281
+00:24:14,030 --> 00:24:18,010
+من، من المنهج البحثي والاجتماعي، بسم الله الرحمن الرحيم،
+
+282
+00:24:18,010 --> 00:24:21,190
+والحمد لله رب العالمين، والصلاة والسلام على أشرف
+
+283
+00:24:21,190 --> 00:24:25,690
+المرسلين، أول شيء هأتكلم في بحث أنا عاملاه عن منهج
+
+284
+00:24:25,690 --> 00:24:31,090
+البحث التاريخي، تطرقْت في البحث لعدة عناوين، أول شيء
+
+285
+00:24:31,090 --> 00:24:36,890
+أتكلمت عن تعريف بكلمة المنهج، بعدين تكلمت عن علم
+
+286
+00:24:36,890 --> 00:24:43,110
+التاريخ بوجه مخصوص، يعني جزء جزئياً، بعدين عن المنهج
+
+287
+00:24:43,110 --> 00:24:47,530
+التاريخي، وأهمية البحث التاريخي، ومقومات البحث في
+
+288
+00:24:47,530 --> 00:24:50,450
+المنهج التاريخي، اتكلمت أيضاً عن خطوات المنهج
+
+289
+00:24:50,450 --> 00:24:54,530
+التاريخي، والتفصيل الاجتماعي والنفسي للتاريخ، وعلم
+
+290
+00:24:54,530 --> 00:24:57,730
+التاريخ كأحد ال... وعلم الاجتماع كأحد العلم
+
+291
+00:24:57,730 --> 00:25:01,790
+المساعدة لدراسة التاريخ، ونقاط الالتقاء والاختلاف
+
+292
+00:25:01,790 --> 00:25:07,230
+بين علم التاريخ وعلم الاجتماع، أتحدث باختصار حول
+
+293
+00:25:07,230 --> 00:25:11,220
+موضوع المنهج التاريخي، أول شيء، المنهج التاريخي هو
+
+294
+00:25:11,220 --> 00:25:14,220
+يستخدم المنهج التاريخي في دراسة التاريخ بمعناه
+
+295
+00:25:14,220 --> 00:25:17,740
+العام، والذي يتمثل في دراسة الماضي بمختلف أحداثه
+
+296
+00:25:17,740 --> 00:25:21,620
+وظواهره، وكذلك دراسة التاريخ بمعناه الخاص، الذي
+
+297
+00:25:21,620 --> 00:25:25,320
+يعني البحث في مجموعة حياة البشر الماضية، وما تشتمل
+
+298
+00:25:25,320 --> 00:25:29,820
+عليها من علاقات بين الأحداث والمتغيرات في الفترات
+
+299
+00:25:29,820 --> 00:25:35,000
+الزمنية المختلفة عبر التاريخ، ويركز المنهج التاريخي
+
+300
+00:25:35,000 --> 00:25:38,180
+في دراسة الماضي من أجل فهم الحاضر، وتنبؤ بالمستقبل،
+
+301
+00:25:38,180 --> 00:25:41,780
+واستخدامه كذلك في دراسة الحاضر من خلال دراسة
+
+302
+00:25:41,780 --> 00:25:45,820
+الظواهر والأحداث، وتفسيرها في الرجوع إلى أصلها، وتحديد
+
+303
+00:25:45,820 --> 00:25:49,800
+التغيرات والتطورات التي تعرضت لها على مرور الزمن في
+
+304
+00:25:49,800 --> 00:25:53,480
+المراحل التاريخية المختلفة، ومعرفة العوامل والأسباب
+
+305
+00:25:53,480 --> 00:25:58,610
+المسؤولة في منحها صورتها الحالية، والمنهج التاريخي
+
+306
+00:25:58,610 --> 00:26:02,590
+أيضاً يقدم وصفاً دقيقاً للماضي، إلا أنه يعتمد على
+
+307
+00:26:02,590 --> 00:26:06,230
+الملاحظة المباشرة للظواهر والأحداث، ولا يعتمد على
+
+308
+00:26:06,230 --> 00:26:10,410
+التجربة العلمية للوصول إلى الحقائق، فالنصر المعنى في
+
+309
+00:26:10,410 --> 00:26:14,830
+الأساس للمنهج التاريخي هو الآثار والسجلات التاريخية،
+
+310
+00:26:14,830 --> 00:26:18,950
+وأحياناً يعتمد على الناس والأفراد، إذا كانوا هؤلاء
+
+311
+00:26:18,950 --> 00:26:22,130
+الأفراد يملكون القدرة التي تُمكّنهم من الاحتفاظ
+
+312
+00:26:22,130 --> 00:26:27,250
+بالحقائق لفترة زمنية طويلة، وقد يميل أولئك الأفراد
+
+313
+00:26:27,250 --> 00:26:31,130
+إلى التحيز والمبالغة في وصف الحقائق، وتصويرها، كذلك
+
+314
+00:26:31,130 --> 00:26:34,370
+المنهج التاريخي، بحكم دراسته للماضي، لا يمكن للباحث
+
+315
+00:26:34,370 --> 00:26:38,210
+من استرجاع الظواهر،
+
+316
+00:26:38,210 --> 00:26:42,090
+السيطرة عليها أو التأثير فيها، لذلك فإن المنهج
+
+317
+00:26:42,090 --> 00:26:44,730
+التاريخي، والمعرفة التي يتم التوصل إليها من خلال
+
+318
+00:26:44,730 --> 00:26:48,110
+تطبيق المنهج التاريخي تكون غير دقيقة بالمعيار
+
+319
+00:26:48,110 --> 00:26:50,890
+العلمي الحديث، لأنها غير كاملة، وتستند إلى أدلة
+
+320
+00:26:50,890 --> 00:26:55,750
+وبرهان جزئي، ورغم ذلك فإن المنهج التاريخي منهج
+
+321
+00:26:55,750 --> 00:27:00,910
+يعتمد على الحقيقة من خلال أسلوب علمي، يبدأ بتحديد
+
+322
+00:27:00,910 --> 00:27:04,330
+المشكلة، مروراً بوضع الفرضيات الملائمة، وجمع البيانات
+
+323
+00:27:04,330 --> 00:27:07,650
+والمعلومات، وإخضاع الفرضيات للاختبار، ومن ثم الوصول
+
+324
+00:27:07,650 --> 00:27:11,110
+إلى النتائج المنشودة، والاعتماد على الملاحظة غير
+
+325
+00:27:11,110 --> 00:27:16,450
+المباشرة في هذا المنهج لا ينقصه من قيمته، زي ما
+
+326
+00:27:16,450 --> 00:27:20,810
+بنعتمد على الملاحظة المباشرة، أيضاً هناك ملاحظة غير
+
+327
+00:27:20,810 --> 00:27:25,870
+مباشرة نعتمد عليها، هأتكلم هلق عن أهمية البحث ال...
+
+328
+00:27:25,870 --> 00:27:28,950
+... البحث التاريخي، أول شيء، الكشف عن ما هو غير
+
+329
+00:27:28,950 --> 00:27:31,930
+معروف، إن بعض الأحداث لم تُسجَّل في التاريخ، هدف
+
+330
+00:27:31,930 --> 00:27:35,390
+بيساعدنا على الوصول إليها، وكشفها، الإجابة على
+
+331
+00:27:35,390 --> 00:27:39,700
+الأسئلة الخاصة بأحداث الماضي، توضيح العلاقة بين
+
+332
+00:27:39,700 --> 00:27:43,620
+الماضي والحاضر، لأن معرفة الماضي يمكن أن تقدم منظوراً
+
+333
+00:27:43,620 --> 00:27:47,940
+أفضل لأحداث الحاضر، تسجيل وتقييم إنجازات الأفراد،
+
+334
+00:27:47,940 --> 00:27:51,460
+والمؤسسات والمنظمات، والمساعدة على فهم الثقافة التي
+
+335
+00:27:51,460 --> 00:27:57,340
+يعيش ضمنها الأفراد، المقومات للبحث في المنهج
+
+336
+00:27:57,340 --> 00:28:00,020
+التاريخي، هناك عدة مقومات لازم أن ينتقيها
+
+337
+00:28:00,020 --> 00:28:03,940
+الباحث في المنهج التاريخي، أول شيء، أن يكون الباحث
+
+338
+00:28:03,940 --> 00:28:07,520
+ملماً باللغات، بعدة لغات لموضوع البحث، أن يكون
+
+339
+00:28:07,520 --> 00:28:10,340
+لديه القدرة على فهم القضايا، وتفسيرها تفسيراً
+
+340
+00:28:10,340 --> 00:28:15,160
+صحيحاً، أن يلم بعلم الوثائق، ويكون لديه دراية
+
+341
+00:28:15,160 --> 00:28:19,240
+بالمصطلحات الخاصة بالوثائق العصر الذي يبحث به، يكون
+
+342
+00:28:19,240 --> 00:28:23,160
+عنده عدة مصطلحات يستفيد منها في دراسته، عشان يقدر
+
+343
+00:28:23,160 --> 00:28:27,300
+يُوصل ال... المنهج التاريخي كما هو، أن يكون لديه
+
+344
+00:28:27,300 --> 00:28:30,600
+دراية ب... بعدد من العلوم، زي علم الاقتصاد والجغرافيا،
+
+345
+00:28:30,600 --> 00:28:34,300
+وعدد... والعلوم الأخرى، التي يمكن من خلالها القول
+
+346
+00:28:34,300 --> 00:28:37,160
+بموضوع البحث، هيسهل أن المنهج التاريخي مرتبط كثيراً
+
+347
+00:28:37,160 --> 00:28:42,400
+بالعلوم الأخرى، والآن سأترك الحديث ل... ل... لأم
+
+348
+00:28:42,400 --> 00:28:45,560
+حمود، عشان... لتكمل المنهج التاريخي، شكراً.
+
+349
+00:28:49,200 --> 00:28:53,440
+بسم الله الرحمن الرحيم، والصلاة والسلام على سيدنا
+
+350
+00:28:53,440 --> 00:29:01,560
+محمد، وعلى آله وأصحابه أجمعين، أنا تطرقْت في حديثي في...
+
+351
+00:29:01,560 --> 00:29:07,720
+في بحثي عن المنهج التاريخي، استكمالاً لما... قدمته
+
+352
+00:29:07,720 --> 00:29:12,560
+زميلتي سمية، هناك فيه يعني أشياء متشابهة في البحث،
+
+353
+00:29:12,560 --> 00:29:16,200
+بس أنا كان فيه إضافة، عن آراء بعض العلماء الأجانب،
+
+354
+00:29:16,200 --> 00:29:22,600
+وفي... في بحثي كان عن ابن خلدون، أهم العناوين
+
+355
+00:29:22,600 --> 00:29:26,160
+التي أبرزتها، اللي هو مفهوم علم التاريخ، ومنهج
+
+356
+00:29:26,160 --> 00:29:30,570
+التاريخي، وأهمية التاريخ في البحث الاجتماعي، والمبادئ
+
+357
+00:29:30,570 --> 00:29:33,350
+العامة التي يقوم عليها البحث التاريخي، والمنهج
+
+358
+00:29:33,350 --> 00:29:38,010
+التاريخي، وخطوات البحث التاريخي، ومصادر المعلومات،
+
+359
+00:29:38,010 --> 00:29:43,910
+ونقد المعلومات، وابن خلدون كان من أشهر العلماء
+
+360
+00:29:43,910 --> 00:29:49,890
+العرب الذين كتبوا عن المنهج التاريخي، طبعاً أنا بدأت...
+
+361
+00:29:50,620 --> 00:29:56,320
+البحث في إهداء، بحب أهدي هذا البحث لزوجي، وأبنائي، و
+
+362
+00:29:56,320 --> 00:30:00,740
+بناتي، ووالدَيّ الكرام، أحفادي الصغار، أحمد وماريا،
+
+363
+00:30:00,740 --> 00:30:06,280
+صديقاتي، وبناتي الطالبات، إلى الأستاذ الفاضل، الدكتور
+
+364
+00:30:06,280 --> 00:30:09,920
+وليد شبير، إلى كل من علمني معنى الحياة، وتحمل
+
+365
+00:30:09,920 --> 00:30:13,660
+الصعاب، إلى كل من شجعني على الدراسة، والجد، و
+
+366
+00:30:13,660 --> 00:30:17,470
+المثابرة، والاجتهاد، إلى أرواح الشهداء الأبرار، إلى
+
+367
+00:30:17,470 --> 00:30:22,170
+الأسرة داخل السجون، إليهم كل تحية، إليكم جميعاً أهدي
+
+368
+00:30:22,170 --> 00:30:23,610
+ثمرة جهدي المتواضع.
+
+369
+00:30:28,100 --> 00:30:33,500
+مفهوم علم التاريخ، والمنهج التاريخي، كتبت يعني أنه
+
+370
+00:30:33,500 --> 00:30:36,320
+شَرَحْتُ منذ البداية إلى الصلة الوثيقة بين التاريخ كعلم،
+
+371
+00:30:36,320 --> 00:30:40,420
+وميدان، ميادين البحث العلمي، وبين المنهج التاريخي،
+
+372
+00:30:40,420 --> 00:30:43,900
+ذلك باعتبار أنه لا وجود لعلم التاريخ إلا بوجود
+
+373
+00:30:43,900 --> 00:30:48,180
+المنهج العلمي الذي يتبعه، ويطبقه في جميع حقائقه، وفي
+
+374
+00:30:48,180 --> 00:30:52,880
+فحصها، ونقدها، وتحليلها، وتفسيرها، واستخلاص التعميمات،
+
+375
+00:30:52,880 --> 00:30:57,490
+والحقائق العامة منها، هناك آراء لبعض العلماء،  بأُشير
+
+376
+00:30:57,490 --> 00:31:02,210
+إلى... هذا زي هو، Margot Kett, Alan Nevins...
+
+377
+00:31:02,210 --> 00:31:06,990
+Nevins، عرّف علم التاريخ أنه بأنه وصف الحوادث، أو
+
+378
+00:31:06,990 --> 00:31:10,610
+الحقائق الماضية، وكتابتها بروح البحث الموجه عن
+
+379
+00:31:10,610 --> 00:31:14,710
+الحقيقة الكاملة، وفي كمان آراء لعلماء أجانب، Carter
+
+380
+00:31:14,710 --> 00:31:20,180
+Feud، وتطرقت في حديثي في البحث عن مفهوم المنهج
+
+381
+00:31:20,180 --> 00:31:23,700
+التاريخي، المنهج التاريخي أعرفه هو الطريق الذي
+
+382
+00:31:23,700 --> 00:31:27,520
+يتبعه الباحث التاريخي في جمع معلوماته عن الأحداث،
+
+383
+00:31:27,520 --> 00:31:32,160
+والحقائق الماضية، وفي فحصها، ونقدها، وتحليلها، والتأكد
+
+384
+00:31:32,160 --> 00:31:36,600
+من صحتها، وفي عرضها، وترتيبها، وتنظيمها، وتفسيرها،
+
+385
+00:31:36,600 --> 00:31:41,190
+واستخلاص التعميمات والنتائج العامة، مدى توافر سمات
+
+386
+00:31:41,190 --> 00:31:44,210
+العلم في التاريخ، وتوافر سمات المنهج العلمي في
+
+387
+00:31:44,210 --> 00:31:47,710
+المنهج التاريخي؟ هناك جدل كبير بين الباحثين
+
+388
+00:31:47,710 --> 00:31:51,430
+الاجتماعيين، هل التاريخ علم وفن؟ للإجابة عن هذا
+
+389
+00:31:51,430 --> 00:31:55,690
+السؤال، يمكن
+
+445
+00:35:42,920 --> 00:35:47,400
+وفي... أنا شرحت يعني أن هناك مجموعة من الاعتبارات
+
+446
+00:35:47,400 --> 00:35:51,700
+التي يقع فيها بعض الباحثين في صياغة مشكلة البحث أو
+
+447
+00:35:51,700 --> 00:35:56,060
+موضوع الصياغة... فضلاً يا... يعني إحنا الـ manage
+
+448
+00:35:56,060 --> 00:35:59,840
+التاريخ، ونركز على الـ manage التاريخ، ماذا يجب علينا
+
+449
+00:35:59,840 --> 00:36:03,680
+الـ manage التاريخ إحنا في الخدمة الاجتماعية؟ هل
+
+450
+00:36:03,680 --> 00:36:10,420
+يجب علينا الـ manage التاريخ...  أهو في دراسة الحقائق
+
+451
+00:36:10,420 --> 00:36:14,580
+الماضية... الماضية، عشان ما نقعش يعني... أهو نستفيد
+
+452
+00:36:14,580 --> 00:36:19,460
+منها في ال... عشان ما نقعش يعني في أخطاء ال... ال...
+
+453
+00:36:19,460 --> 00:36:24,100
+الماضية، للحاجة ممكن أيضاً الفايرة، كثير من الفواير
+
+454
+00:36:24,100 --> 00:36:28,620
+لها جذور تاريخية، ممكن نصل إلى جذورها، سبب هو
+
+455
+00:36:28,620 --> 00:36:31,260
+أساساً من اللي... من خلال الجذور وكيف تصورت
+
+456
+00:36:31,260 --> 00:36:34,460
+الفايرة، يُترك من الرقم الأهمية اللي ما أدي في
+
+457
+00:36:34,460 --> 00:36:38,930
+دورية، في دراسة الفايرة، تطور الفايرة... آخر شيء... آه
+
+458
+00:36:38,930 --> 00:36:43,010
+...آخر شيء بس عشان اهتمت بالمفكر العربي ابن
+
+459
+00:36:43,010 --> 00:36:48,330
+خالدون، ابن خلدون اسمه ابن خ...
+
+460
+00:36:48,330 --> 00:36:52,150
+خلدون، ابن خلدون خلوها... اللي بيقولوا خلدون لأ
+
+461
+00:36:52,150 --> 00:36:57,480
+هو خلدون... خلد... خلدون... اهتم ابن خلدون
+
+462
+00:36:57,480 --> 00:37:01,480
+بالتاريخ ونقد موقف المؤرخين وأسلوب تعاملهم مع
+
+463
+00:37:01,480 --> 00:37:05,460
+الحدث، وخصص جزءاً مهماً من مقدمته المشهورة للبحث
+
+464
+00:37:05,460 --> 00:37:09,840
+التاريخي، انطلق أولاً بتعريف التاريخ أن التاريخ في
+
+465
+00:37:09,840 --> 00:37:15,370
+باطنه نظر وتحقيق وتعليل الكائنات ومبادئها ومبادئها
+
+466
+00:37:15,370 --> 00:37:21,250
+وعلم وتكييفات الواقع... الوقائع وأسبابها عميق، وهو
+
+467
+00:37:21,250 --> 00:37:25,650
+لذلك أصيل في الحكمة عريق، وجدير بأن يُعد في علومها
+
+468
+00:37:25,650 --> 00:37:30,410
+وخلقه، ويفصل ابن خلدون المنهج التاريخي... ابن خلدون
+
+469
+00:37:30,410 --> 00:37:33,970
+المنهج التاريخي عن علم الكلام والخطابة اللذين زاد
+
+470
+00:37:33,970 --> 00:37:37,110
+عصره، حيث يقول إن الكلام في هذا الغرض، البحوث
+
+471
+00:37:37,110 --> 00:37:41,510
+التاريخية الاجتماعية ليست من علم الخطابة الذي هو
+
+472
+00:37:41,510 --> 00:37:45,630
+أحد العلوم المنطقية، علم البلاغة، فإن موضوع الخطابة
+
+473
+00:37:45,630 --> 00:37:49,710
+إنما هو الأقوال المقنعة، نافعة في استمالة الجمهور
+
+474
+00:37:49,710 --> 00:37:55,240
+إلى رأي أو صدهم عنه، الأسباب الناجمة عن أمور تتعلق
+
+475
+00:37:55,240 --> 00:37:59,220
+بنفسيات المؤرخين وأمورهم، اعتبر ابن خلدون أن
+
+476
+00:37:59,220 --> 00:38:03,120
+المنطلق الذي يقع فيه المؤرخون، والذي يضعف الروايات
+
+477
+00:38:03,120 --> 00:38:06,240
+التاريخية، وبالتالي المنهج التاريخي في تحليل الخبر
+
+478
+00:38:06,240 --> 00:38:11,660
+هو الخطأ والزيف والكذب، ومن أهم أسباب الكذب في
+
+479
+00:38:11,660 --> 00:38:15,000
+الخبر، وقبول الأخبار الزائفة، فيما يلي الأسباب
+
+480
+00:38:15,000 --> 00:38:18,620
+الناجمة عن أمور تتعلق بنفسيات المؤرخين وميولهم
+
+481
+00:38:18,620 --> 00:38:23,290
+وأهوائهم، وميول من ينقلون عنهم، الأسباب الناجمة عن
+
+482
+00:38:23,290 --> 00:38:26,470
+ثقة بعض المؤرخين بالناقلين، الذين هم الرواة، دون
+
+483
+00:38:26,470 --> 00:38:30,910
+تمحيص أو دون نقط بواسطة منهجية التعديل والتجريح
+
+484
+00:38:30,910 --> 00:38:35,470
+أسباب الكذب في الخبر، الناجمة عن التغافل عن المقاصد
+
+485
+00:38:35,470 --> 00:38:39,130
+فكثير من الناقلين لا يعرف القصد بمن عينا أو سمعة
+
+486
+00:38:39,130 --> 00:38:43,750
+الأسباب الناتجة عن توهم الصدق، وإنما يجيء في الأكثر
+
+487
+00:38:43,750 --> 00:38:48,460
+من جهة الثقة بالراويين، شكراً لكم، بحسن السلامة، عبير
+
+488
+00:38:48,460 --> 00:38:51,780
+دبابش... عبير دبابش... المراقبة بقى زي اللي
+
+489
+00:38:51,780 --> 00:38:52,300
+بتحوزها
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/1o60HcbVIKs_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/1o60HcbVIKs_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e1e68290c421911997687fa9cad6dd7010d3bdda
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/1o60HcbVIKs_postprocess.srt
@@ -0,0 +1,1956 @@
+1
+00:00:21,140 --> 00:00:24,700
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,700 --> 00:00:29,360
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,360 --> 00:00:36,780
+آله وصحبه أجمعين في المحاضرة السابقة تحدثنا عن بعض
+
+4
+00:00:36,780 --> 00:00:41,800
+المناهج مناهج البحث الاجتماعي من هذه المناهج
+
+5
+00:00:41,800 --> 00:00:47,160
+المنهج التاريخي والمنهج التجريبي والمنهج الوصفي
+
+6
+00:00:47,160 --> 00:00:56,180
+ومنهج المسح الاجتماعيواليوم نكمل المناهج أيضًا
+
+7
+00:00:56,180 --> 00:01:02,740
+اللي هو منهج دراسة الحالة ومنهج تحليل المضمون
+
+8
+00:01:05,240 --> 00:01:10,520
+وإن شاء الله يتخلل هذه المحاضرة عرض من الطالبات عن
+
+9
+00:01:10,520 --> 00:01:15,980
+موضوع المناهج التي درسناها كتقارير تم إعدادها من
+
+10
+00:01:15,980 --> 00:01:22,140
+بعض الطالبات في إطار النشاط الخاص بهذا المساق،
+
+11
+00:01:22,140 --> 00:01:26,920
+منساق المناهج البحث سنتيح الفرصة لعدد من الطالبات
+
+12
+00:01:26,920 --> 00:01:30,260
+لإلقاء ما يتعلق بمناهج البحث
+
+13
+00:01:33,170 --> 00:01:38,270
+نتكلم عن منهج دراسة الحالة اليوم منهج دراسة الحالة
+
+14
+00:01:38,270 --> 00:01:45,610
+هو طبعا منهج علمى يقوم بدراسة الحالة سواء كانت هذه
+
+15
+00:01:45,610 --> 00:01:50,090
+الحالة فردا أو جماعة أو مجتمعا ولكن هذا المنهج
+
+16
+00:01:50,090 --> 00:01:56,290
+يتصف بالعمق يتصف بالعمق الدراسة فيه تكون دراسة
+
+17
+00:01:56,290 --> 00:02:02,570
+معمقةوأيضًا دراسة الحالة تاخد عدد محدود من مفردات
+
+18
+00:02:02,570 --> 00:02:09,010
+البحث لا نتوسع في العينة من مجتمع البحث وإنما تكون
+
+19
+00:02:09,010 --> 00:02:14,270
+العينة صغيرة جدًا حتى نستطيع أن نقوم بدراستها
+
+20
+00:02:14,270 --> 00:02:22,860
+دراسة متعمقة فلذلك من هنا بتكوندراسة الحالة معمقة
+
+21
+00:02:22,860 --> 00:02:28,220
+نصل إلى الحقائق عن طريق دراسة الحالة ونكتشف
+
+22
+00:02:28,220 --> 00:02:33,400
+الحقائق من خلال دراستنا لهذه الحالة فلذلك من هنا
+
+23
+00:02:33,400 --> 00:02:40,660
+منهج دراسة الحالة يعتبر منهج مميزا للعينات الصغيرة
+
+24
+00:02:40,660 --> 00:02:46,200
+جدا التي نختارها من أجل القيام بالبحث والدراسة
+
+25
+00:02:46,200 --> 00:02:53,380
+عليها طبعاالأساليب المستخدمة في عملية دراسة الحالة
+
+26
+00:02:53,380 --> 00:02:59,700
+طبعا عندنا أساليب نستخدمها أو أدوات ممكن نعتبرها
+
+27
+00:02:59,700 --> 00:03:03,640
+أدوات الأدوات اللي بنستخدمها في مانعة دراسة الحالة
+
+28
+00:03:03,640 --> 00:03:09,380
+أكتر شيء المقابلة ولذلك مقابلة معمقة وليست مقابلة
+
+29
+00:03:09,380 --> 00:03:15,490
+يعني مثل المقابلة العادية ولكن مقابلة معمقةلماذا
+
+30
+00:03:15,490 --> 00:03:20,350
+معمقة؟ حتى نستطيع أن نصل إلى أعماق دراسة الحالة،
+
+31
+00:03:20,350 --> 00:03:26,310
+إلى أعماق الحالة، ونتعرف على الحقائق الحالة التي
+
+32
+00:03:26,310 --> 00:03:33,140
+نقوم بدراستها، فأول شيء المقابلةفلذلك من هنا يعتمد
+
+33
+00:03:33,140 --> 00:03:37,720
+الباحث على المقابلة ونحن نعلم أن المقابلة لها
+
+34
+00:03:37,720 --> 00:03:42,640
+بداية ووسط ونهاية ودائما في البداية نسأل الأسئلة
+
+35
+00:03:42,640 --> 00:03:47,360
+العادية الروتينية اللي هي البيانات الأولية نسميها
+
+36
+00:03:47,840 --> 00:03:54,400
+مثل الإسم، العمر، منطقة السكن، مستوى التعليم، عدد
+
+37
+00:03:54,400 --> 00:03:57,200
+الأولاد، يليه الحالة الاجتماعية متزوجة أو غير
+
+38
+00:03:57,200 --> 00:04:00,500
+متزوجة، وهكذا، يعني بيانات بنسميها البيانات
+
+39
+00:04:00,500 --> 00:04:04,980
+الأولية عن دراسة الحالة، وهذه أمور سهلة جدا، يعني
+
+40
+00:04:04,980 --> 00:04:09,700
+يستطيع الباحث أن تعتبر أيضا مقدمة لربط العلاقة ما
+
+41
+00:04:09,700 --> 00:04:14,280
+بين الباحث والمبحوث، حتى يستطيع الباحث أن يجاوب
+
+42
+00:04:14,280 --> 00:04:20,050
+بدقة وبعمق على أسئلة الباحث،بعد ذلك ندخل في صميم
+
+43
+00:04:20,050 --> 00:04:26,570
+دراسة الحالة في المقابلة يعني نصل إلى الأعماق نصل
+
+44
+00:04:26,570 --> 00:04:31,370
+إلى أسئلة متعمقة حول الموضوع المراد دراسته من خلال
+
+45
+00:04:31,370 --> 00:04:38,170
+هذه الحالةفبنركز على المجالات وعلى مناطق الدراسة
+
+46
+00:04:38,170 --> 00:04:43,770
+مناطق البحث التي سنقوم بدراستها أو بحتها مع الحالة
+
+47
+00:04:43,770 --> 00:04:49,230
+التي نقوم بإجراء المقابلة المتعمقة معها طبعا
+
+48
+00:04:51,070 --> 00:04:55,250
+المقابلة ممكن نربط العميل هنا من خلال دراسة الحالة
+
+49
+00:04:55,250 --> 00:05:00,190
+لربط الماضي بالحاضر ممكن نسأله أسئلة تسلسلية
+
+50
+00:05:00,190 --> 00:05:04,630
+مسلسلة من الماضي إلى الحاضر يعني مثل التاريخ
+
+51
+00:05:04,630 --> 00:05:10,610
+التطوري للحالة بتبدأت الحالة كيف يعني تطورت ووصلت
+
+52
+00:05:10,610 --> 00:05:15,490
+إلى ما هي عليه هذه كلها أسئلة تطورية تاريخية منذ
+
+53
+00:05:15,490 --> 00:05:21,520
+الماضي إلى الحاضر هذه ماذا نسميهاتاريخ التطوري
+
+54
+00:05:21,520 --> 00:05:26,160
+عندما نسأل العميل عن حالته اللي باين من الماضي إلى
+
+55
+00:05:26,160 --> 00:05:29,980
+الحاضر اللي احنا بنسميه تاريخ التطوري من الحالة
+
+56
+00:05:29,980 --> 00:05:35,500
+وهذه طبعا بيكون في منهج دراسة الحالة ايضا احنا في
+
+57
+00:05:35,500 --> 00:05:40,940
+دراسة الحالةبنركز على العميل أو البحوث اللي هو
+
+58
+00:05:40,940 --> 00:05:44,680
+الحالة .. الحالة اللي أمامنا لكن هذا لا يعني أننا
+
+59
+00:05:44,680 --> 00:05:49,080
+نترك باقي جوانب الدراسة فمن مناطق الدراسة اللتي
+
+60
+00:05:49,080 --> 00:05:54,660
+نقوم بها في دراسة الحالة هناك أشخاص آخرين .. أشخاص
+
+61
+00:05:54,660 --> 00:06:01,780
+آخرين لهم علاقة بالحالةمثل الأسرة مثل الأصدقاء مثل
+
+62
+00:06:01,780 --> 00:06:09,420
+الأقارب مثل الجيران مثل هؤلاء المدرسين الصداقات من
+
+63
+00:06:09,420 --> 00:06:15,200
+البيئة المحيطة بالدراسة الحالة بالحالة زملاء
+
+64
+00:06:15,200 --> 00:06:19,320
+المهنة زملاء ال .. و هكذا هذولا كلهم بيكونوا مصدر
+
+65
+00:06:19,320 --> 00:06:24,420
+دراسة لنا إذا احتجنا في أن نسأل و نبحث عن الحالة و
+
+66
+00:06:24,420 --> 00:06:30,120
+دراستهاواضح؟ يعني ليس المقصود بس فقط اللي هو
+
+67
+00:06:30,120 --> 00:06:34,620
+العميل أو المبحوث فقط في درست الحالة ولكن ممكن
+
+68
+00:06:34,620 --> 00:06:38,780
+نسأل أناس آخرين إذا استدعى الأمر وتطلب الأمر بأن
+
+69
+00:06:38,780 --> 00:06:47,560
+نسأل ونبحث في ذلك أيضا بالإضافة احنا اتكلمنا عن
+
+70
+00:06:47,560 --> 00:06:53,460
+المقابلة المعمقةوسؤال الآخرين أيضًا الملاحظة وهذه
+
+71
+00:06:53,460 --> 00:06:56,640
+الملاحظة تكون من خلال أيضًا قد تكون من المقابلة أو
+
+72
+00:06:56,640 --> 00:07:00,860
+غير المقابلة يعني بطريقة مباشرة بتكون الملاحظة و
+
+73
+00:07:00,860 --> 00:07:04,460
+أحيانًا بطريقة غير مباشرة بطريقة مباشرة من خلال
+
+74
+00:07:04,460 --> 00:07:09,420
+المقابلة نستطيع أن نلاحظواضح؟ ولكن في طريقة غير
+
+75
+00:07:09,420 --> 00:07:14,820
+مباشرة وهي أن نضع العميل الذي نريد أن نبحث عنه
+
+76
+00:07:14,820 --> 00:07:20,400
+وتفاعلاته وكيفية يعني نشاطي ومارسته للنشاط وغير
+
+77
+00:07:20,400 --> 00:07:24,180
+ذلك وكيفية التصرف في المواقف المختلفة هذه كلها عن
+
+78
+00:07:24,180 --> 00:07:29,440
+طريق الملاحظة غير مباشرة واليوم أصبح عندنا أجهزة
+
+79
+00:07:29,440 --> 00:07:35,790
+إلكترونية حديثة نستطيع أن نراقبالعميل وهذه ممكن
+
+80
+00:07:35,790 --> 00:07:40,110
+نستخدمها أيضًا للأحداث الجانحين في المؤسسة كذلك
+
+81
+00:07:40,110 --> 00:07:44,090
+لمراقبتهم اليوم عن طريق الأجهزة الحديثة المراقبة
+
+82
+00:07:44,090 --> 00:07:48,950
+بالكاميرا بالكاميرا والجهاز الكمبيوتر نستطيع نراقب
+
+83
+00:07:48,950 --> 00:07:53,810
+تفاعلات الأعضاء داخل المؤسسة أو إذا كان هناك فرد
+
+84
+00:07:53,810 --> 00:07:59,410
+معين نستطيع ندرس حالتهلابد ومدى تعاوله مع زملائه
+
+85
+00:07:59,410 --> 00:08:03,530
+وكيفية ممارسة للأنشطة وغير ذلك هذه بتسميها
+
+86
+00:08:03,530 --> 00:08:08,050
+الملاحظة غير المباشرة وممكن أن نلاحظ اليوم بسهولة
+
+87
+00:08:08,050 --> 00:08:12,650
+كذلك ممكن أن نلاحظ في العمل ممكن أن نلاحظ العامل
+
+88
+00:08:12,650 --> 00:08:17,830
+وعلاقاته مع زملائهفي العمل كذلك هذه كمان ملاحظة
+
+89
+00:08:17,830 --> 00:08:22,990
+ممكن نلاحظ الطالب أثناء دراسته في المدرسة وممارسته
+
+90
+00:08:22,990 --> 00:08:26,630
+للأنشطة المختلفة في المدرسة كذلك هذه طريقة غير
+
+91
+00:08:26,630 --> 00:08:31,570
+مباشرة ممكن أن نلاحظ إذا الملاحظة تعتبر أداة من
+
+92
+00:08:31,570 --> 00:08:37,690
+أدوات جمع البيانات في دراسة الحالة واضح؟ في وثائق
+
+93
+00:08:37,690 --> 00:08:43,630
+الشخصية نعمفيه بعد ذلك المستندات والوثائق ممكن
+
+94
+00:08:43,630 --> 00:08:49,630
+نلجأ ليها مثل شهادة الميلادأه مثل الهوية كاتبات
+
+95
+00:08:49,630 --> 00:08:54,490
+شخصية ورقم الهوية وغير ذلك أيضًا ممكن نصل إلى بعض
+
+96
+00:08:54,490 --> 00:08:58,970
+الشهادات العلمية إذا ماكانش عندنا يعني الحالة لأول
+
+97
+00:08:58,970 --> 00:09:02,430
+مرة ونريد أن نسأل عن المستوى العلمي إذا هنا نطلب
+
+98
+00:09:02,430 --> 00:09:06,610
+إيه؟ بعض المستندات المساندة لنا في دراسة الحالة
+
+99
+00:09:06,610 --> 00:09:11,050
+بعض التقارير الطبية عن الحالة ودراسة الحالة إذا
+
+100
+00:09:11,050 --> 00:09:17,150
+هذه كلها مصدر معلومات مصدر معلومات للحالة ودراسة
+
+101
+00:09:17,150 --> 00:09:24,330
+الحالةواضح يعرفنا الوثائق والمستندات هذه بتكون
+
+102
+00:09:24,330 --> 00:09:26,930
+مصدر من مصادر المعلومات
+
+103
+00:09:31,440 --> 00:09:37,100
+إذاً من هنا المقابلة والملاحظة والاعتماد على
+
+104
+00:09:37,100 --> 00:09:44,360
+الوثائق والصور والمجلات والصحافة وغير ذلك هذه ممكن
+
+105
+00:09:44,360 --> 00:09:47,900
+تكون مصدر من مصادر دراسة الحالة يعني مثلا ممكن
+
+106
+00:09:47,900 --> 00:09:54,710
+أعمل دراسة عن الجريمةممكن أتتبع الجريمة في الصحف و
+
+107
+00:09:54,710 --> 00:09:58,310
+أعمل عليها دراسة حالة الجريمة في مجتمعنا الفلسطيني
+
+108
+00:09:58,310 --> 00:10:03,550
+في قطاع غزة خلال مدة ستة شهور ممكن نتتبع الصحافة و
+
+109
+00:10:03,550 --> 00:10:07,410
+نشوف الصحف اللي بتكتب عن الجريمة و نعمل دراسة حالة
+
+110
+00:10:07,410 --> 00:10:12,330
+عن الجريمة خلال ستة شهور في الصحافة الفلسطينية و
+
+111
+00:10:12,330 --> 00:10:16,970
+هكذافهذه بتكون إلا مصدر من مصادر دراسة الحالة
+
+112
+00:10:16,970 --> 00:10:22,870
+وبنشوف ما نوع الجريمة وعدد الإحصائيات للجريمة في
+
+113
+00:10:22,870 --> 00:10:27,010
+أي شهر أكثر ونوعية الجرائم وغير ذلك، هذه كلها ما
+
+114
+00:10:27,010 --> 00:10:30,290
+نسميها دراسة الحالة عن ظاهرة الجريمة من خلال
+
+115
+00:10:30,290 --> 00:10:31,430
+الصحافة.
+
+116
+00:10:34,530 --> 00:10:39,550
+إذن هنا دراسة الحالة مهمة لنا وممكن ندرس بتعمق في
+
+117
+00:10:39,550 --> 00:10:45,280
+ذلك.ممكن أحيانًا ندرس دراسة الحالة عن أفراد معينين
+
+118
+00:10:45,280 --> 00:10:49,520
+وخاصة في مجال الأحداث مثلًا ممكن ناخد عدد محدود،
+
+119
+00:10:49,520 --> 00:10:53,440
+ست أفراد، خمسة ونعمللهم دراسة حالة لكي نصل إلى
+
+120
+00:10:53,440 --> 00:10:56,940
+العمق ومعرفة الأسباب الحقيقية لظاهرة الأحداث
+
+121
+00:10:56,940 --> 00:11:02,880
+الجانحين في المجتمعلكن هنا إلى عيوب دراسة الحالة
+
+122
+00:11:02,880 --> 00:11:05,980
+بالرغم من .. لماذا؟ لأنه قلنا العينة صغيرة فمن
+
+123
+00:11:05,980 --> 00:11:10,340
+خلال العينة لا نستطيع أن نعمم على المجتمع ككل ليه؟
+
+124
+00:11:10,340 --> 00:11:16,000
+لأن مفردات البحث قليلة جداً من حيث العدد فلذلك هذه
+
+125
+00:11:16,000 --> 00:11:20,880
+يعني لا توصلنا إلى النتائج الدقيقة في البحث ولكن
+
+126
+00:11:20,880 --> 00:11:25,300
+بتوصلنا إلى النتائج حول مفردات العينة اللي أتي
+
+127
+00:11:25,300 --> 00:11:27,320
+أقوم بالبحث عليها
+
+128
+00:11:31,800 --> 00:11:35,880
+أيضًا كذلك دراسة الحالة لا يستطيع أي إنسان يقوم
+
+129
+00:11:35,880 --> 00:11:41,610
+بهالابد أن هذه تحتاج إلى خبرة تحتاج دراسة الحالة
+
+130
+00:11:41,610 --> 00:11:45,890
+إلى خبرة من الأخصائي الاجتماعي ذو الخبرة الأخصائي
+
+131
+00:11:45,890 --> 00:11:50,710
+ذو الخبرة والمران والممارسة فهذه تحتاج إلى خبرة
+
+132
+00:11:50,710 --> 00:11:57,050
+دراسة الحالة وتدريب أيضا دراسة الحالة ممكن تكون
+
+133
+00:11:57,050 --> 00:12:02,200
+يعني تحتاج إلى وقت وجهد وتكاليفبيتكلفني وقت ..
+
+134
+00:12:02,200 --> 00:12:06,480
+بتاخد وقت طويل، مقابلات وغير ذلك، ممكن مقابلة أولى
+
+135
+00:12:06,480 --> 00:12:10,900
+لا تجدى، نحنا هاخد موعد مقابلة أخرى، أيضا .. وهذه
+
+136
+00:12:10,900 --> 00:12:16,360
+تاخد يعني جهد، وتحتاجي لتكاليف أيضا مادية وغير ذلك
+
+137
+00:12:16,810 --> 00:12:20,970
+هذه كلها بنسميها من عيوب المقابلة عفوا من عيوب
+
+138
+00:12:20,970 --> 00:12:25,950
+دراسة الحالة بالرغم أنها مفيدة في أنها بتوصلني إلى
+
+139
+00:12:25,950 --> 00:12:31,850
+دراسة متعمقة ولكن عن مفردات البحث التي أقوم بالبحث
+
+140
+00:12:31,850 --> 00:12:40,390
+عنها أيضا
+
+141
+00:12:40,390 --> 00:12:44,170
+ممكن دراسة الحالة أحيانا العميل مايعطنيش المعلومات
+
+142
+00:12:44,170 --> 00:12:48,340
+الصادقةوخاصة عندما يكون المقابلة وجهًا إلى وجه
+
+143
+00:12:48,340 --> 00:12:54,920
+وجهًا إلى وجه في هذه الحالة العميل قد ينسى اللي هو
+
+144
+00:12:54,920 --> 00:12:59,220
+المبحوث يعني أيضًا قد يهرب من الإجابة على بعض
+
+145
+00:12:59,220 --> 00:13:05,000
+الأسئلة ليجيبنا بدقة أيضًا ممكن أن يراوغ ممكن أن
+
+146
+00:13:05,000 --> 00:13:11,000
+يجاوب بطريقة ترضي الباحثأه مش بالطريقة الصحيحة وها
+
+147
+00:13:11,000 --> 00:13:15,940
+كذا، فلذلك هذه أيضا يعني من عيوب دراسة الحالة
+
+148
+00:13:26,080 --> 00:13:30,420
+أيضًا ممكن الباحث نفسه يتحيز في الكتابة عندما
+
+149
+00:13:30,420 --> 00:13:35,340
+يقابل العميل أو المبحوث ممكن يتحيز عند سؤال
+
+150
+00:13:35,340 --> 00:13:39,500
+المبحوث وغير ذلك ممكن عند التسجيل لا يصل إلى كتابة
+
+151
+00:13:39,500 --> 00:13:43,360
+الحقائق هذه أيضًا من وجهة نظر المبحوث كذلك ممكن أن
+
+152
+00:13:43,360 --> 00:13:47,760
+يكون هناك تحيزًا ولكن ممكن يتغلب عليه بالموضوعية
+
+153
+00:13:47,760 --> 00:13:53,860
+لكن هذه احنا نقوله لأن هذه كلها من عيوب دراسة
+
+154
+00:13:53,860 --> 00:14:00,040
+الحالةنكون بذلك قد انتهينا من دراسة الحالة وهذه
+
+155
+00:14:00,040 --> 00:14:03,060
+دراسة الحالة تنطبق على الفرد والجماعة والمجتمع
+
+156
+00:14:03,060 --> 00:14:06,660
+ممكن ناخد فرد أو مجموعة من الأفراد ممكن ناخد جماعة
+
+157
+00:14:06,660 --> 00:14:12,280
+أو مجموعة جماعة ونبحث نعمل لها دراسة حالة أو مجتمع
+
+158
+00:14:12,280 --> 00:14:16,300
+صغير كذلك ونعمل عليه دراسة حالة مثل المجتمع المحلي
+
+159
+00:14:16,300 --> 00:14:21,340
+وغير ذلك وهكذا إذا دراسة الحالة باختصار هي دراسة
+
+160
+00:14:21,340 --> 00:14:28,430
+متعمقةللحالة نصل من خلالها إلى نتائج دقيقة لكن
+
+161
+00:14:28,430 --> 00:14:32,890
+تكون على نفس العينة التي نقوم بدراستها ولا نستطيع
+
+162
+00:14:32,890 --> 00:14:37,890
+التعميم يعني لصغر العينة لا نستطيع التعميم من خلال
+
+163
+00:14:37,890 --> 00:14:44,370
+العينة على باقي أفراد المجتمع هذه
+
+164
+00:14:44,370 --> 00:14:48,750
+باختصار دراستة الحالة نعم
+
+165
+00:14:51,400 --> 00:14:55,300
+نكمل تحليل المضمون .. نكمل تحليل المضمون .. نكمل
+
+166
+00:14:55,300 --> 00:14:57,700
+تحليل المضمون أيضا .. نخلص الفصل عشان .. حاضر و
+
+167
+00:14:57,700 --> 00:15:02,780
+نخلص فصل المناهج عشان نتفرج لعرض التقارير ان شاء
+
+168
+00:15:02,780 --> 00:15:06,820
+الله لما .. يعني ماكملناش اليوم نكمل المحاضرة
+
+169
+00:15:06,820 --> 00:15:11,660
+القادمة أيضا نعطي فترة للنشاط يعني كل طالبة تحاول
+
+170
+00:15:11,660 --> 00:15:15,080
+تعدلنا تقرير البحث
+
+171
+00:15:16,770 --> 00:15:20,170
+حول موضوع من مواضيع مناهج البحث في المحاضرات
+
+172
+00:15:20,170 --> 00:15:28,650
+القادمة أيضا ان شاء الله الآن سنتحدث
+
+173
+00:15:28,650 --> 00:15:37,810
+عن تحليل المضمون تحليل المضمون تحليل
+
+174
+00:15:37,810 --> 00:15:47,020
+المضمون هو وصفوصف ومن خلال اسمه مضمون يعني لمعرفة
+
+175
+00:15:47,020 --> 00:15:50,960
+المضمون لمعرفة الاتجاهات العلمية والاجتماعية
+
+176
+00:15:50,960 --> 00:15:55,600
+والسياسية وغير ذلك والعلاقات الإنسانية وقضاء وقت
+
+177
+00:15:55,600 --> 00:15:59,020
+الفراغ في التعرف على الاتجاهات والقيم والألمات
+
+178
+00:15:59,020 --> 00:16:07,110
+الثقافية للأفراد الذين يتمون للمجتمعكذلك ممكن اللي
+
+179
+00:16:07,110 --> 00:16:10,670
+هو المعنى تحليل المضمون ممكن نلقي الضوء على بعض
+
+180
+00:16:10,670 --> 00:16:17,670
+المشكلات والفروض العلمية لنتعرف على مضمونها وماذا
+
+181
+00:16:17,670 --> 00:16:24,690
+تهدففلذلك أحيانًا ممكن نجد مظاهرة أمامنا نتعرف على
+
+182
+00:16:24,690 --> 00:16:30,170
+المظاهرة هذه وندرسها لماذا المظاهرة هذه نعمل دراسة
+
+183
+00:16:30,170 --> 00:16:34,230
+حول هذه المظاهرة نضع فرود واختبارات لهذه المظاهرة
+
+184
+00:16:34,230 --> 00:16:41,730
+المسيرة المسيرات كذلك كذلك الشغب البدع الموضع كذلك
+
+185
+00:16:41,730 --> 00:16:45,930
+ممكن لماذا الطالبات يعني اليوم بيرتدوا الحجاب
+
+186
+00:16:45,930 --> 00:16:50,990
+لماذا؟مش مضمون؟ بدنا نعمل تحليل مضمون لماذا ارتداء
+
+187
+00:16:50,990 --> 00:16:56,670
+الحجاب بأشكال مختلفة ولكل شكل له مضمون؟ إذا ممكن
+
+188
+00:16:56,670 --> 00:17:01,280
+نعمل دراسة ولا لأ؟أنا أذكر وانا في مصر في الـ84
+
+189
+00:17:01,280 --> 00:17:07,660
+يعني احضرنا مناقشة في الدكتوراه لأستاذة فاضلة في
+
+190
+00:17:07,660 --> 00:17:11,040
+الخدمة الاجتماعية كانت عن الحجاب ودائرة الحجاب
+
+191
+00:17:11,040 --> 00:17:15,200
+واستخدمت تحليل المضمون أيضًا من مناهج دراسة الحالة
+
+192
+00:17:15,200 --> 00:17:17,880
+اللي هو التحليل المضمون، انتشار الحجاب لأنه كان
+
+193
+00:17:17,880 --> 00:17:22,260
+لسه مع بداية انتشار الحجاب بين طالبات الجامعة في
+
+194
+00:17:22,260 --> 00:17:27,390
+جمهورية مصر العربية في الـ84فكانت رسالة دكتوراه
+
+195
+00:17:27,390 --> 00:17:32,010
+يعني ممتازة وكانت الأستاذة أو الدكتوراه أو الطالبة
+
+196
+00:17:32,010 --> 00:17:36,990
+التي عدت الرسالة كانت تاخد تحليل المضمون حول ظاهرة
+
+197
+00:17:36,990 --> 00:17:41,470
+الحجاب لدى الطالب لدى المجتمع المصري وخاصة لدى
+
+198
+00:17:41,470 --> 00:17:46,490
+الطالبة الجامعية لأن كانت ظاهرة جديدةأيضًا احنا
+
+199
+00:17:46,490 --> 00:17:50,990
+عندنا اليوم تقليعات عندنا أيضًا ظواهر كثيرة جدًا
+
+200
+00:17:50,990 --> 00:17:54,410
+أنا بضرب أمثلة يعني مثلًا تحليل المضمون ممكن ناخد
+
+201
+00:17:54,410 --> 00:17:58,910
+حول ظاهرة الحجاب عندنا ممكن أيضًا ظاهرة الحجاب
+
+202
+00:17:58,910 --> 00:18:02,410
+بأشكالهم المختلفة لماذا تنتج؟ ممكن نعمل دراسة ولا
+
+203
+00:18:02,410 --> 00:18:07,590
+مش ممكن؟ ولماذا هذا الانتشار؟الحجاب بأشكاله
+
+204
+00:18:07,590 --> 00:18:13,130
+المختلفة الموجودة في الشكل والإعداد وغير ذلك وإجت
+
+205
+00:18:13,130 --> 00:18:16,310
+فترة من الفترات في الجامعة الإسلامية يعني بعض
+
+206
+00:18:16,310 --> 00:18:19,790
+الطالبات يعني إحنا انتقدناها ولذلك يمكن بعض من
+
+207
+00:18:19,790 --> 00:18:24,150
+الطالبات تغيروا هذا الاتجاه إن نجد الطالبة ترتدي
+
+208
+00:18:24,150 --> 00:18:30,530
+الحجاب ومع ذلك رأسها كأنه يعنينعم، ماعرفش كأنه
+
+209
+00:18:30,530 --> 00:18:34,210
+يعني ماعرفش اللي هي حتى صاروخ في رأسها ولا غير
+
+210
+00:18:34,210 --> 00:18:39,290
+ذلك، فلذلك من هنا هذه الظاهرة تحتاج لدراسة لماذا؟
+
+211
+00:18:39,290 --> 00:18:43,830
+هل من أجل تقليد الآخرين؟ هل لها مدلول؟ فأنا بدرب
+
+212
+00:18:43,830 --> 00:18:47,070
+أمثلة حقيقية حول هذه الظاهرة، هذا بنعملها دراسة
+
+213
+00:18:47,070 --> 00:18:51,830
+حالة، بنعمل دراسة حالة حول هذه الظاهرة لمعرفة ما
+
+214
+00:18:51,830 --> 00:18:55,950
+السبب في ذلكلماذا؟ أشياء غريبة بتكون على المجتمع،
+
+215
+00:18:55,950 --> 00:19:01,650
+ربما من تعمل ذلك هي مقتنعة، ربما يكون له فوائد،
+
+216
+00:19:01,650 --> 00:19:05,610
+إذا إحنا بدنا نعمل دراسة موضوعية، ما الأسباب؟ أما
+
+217
+00:19:05,610 --> 00:19:08,690
+لا ناخد و نقول و الله هذا كذا و كذا، لأ إذا هنا
+
+218
+00:19:08,690 --> 00:19:12,850
+بنعمل إيه؟ دراسة موضوعية حول الظاهرة، و لماذا
+
+219
+00:19:12,850 --> 00:19:17,450
+انتشرت؟ و ما أسباب انتشارها؟ ما أسباب انتشارها؟
+
+220
+00:19:17,450 --> 00:19:23,580
+واضح؟نعم ماعرفش هذه الأسباب بدها دراسة تحتاج دراسة
+
+221
+00:19:23,580 --> 00:19:27,560
+يا حبذا لو طالبة عملتنا دراسة حول ظاهرة الحجاب وفي
+
+222
+00:19:27,560 --> 00:19:30,020
+عندنا طالبات عملوا في ال bachelor's في السنوات
+
+223
+00:19:30,020 --> 00:19:33,520
+السابقة لكن ممكن احنا هذه الدراسة تحتاج باستمرار
+
+224
+00:19:33,520 --> 00:19:40,100
+ظاهرة الحجاب مثلا وارتدائه وأشكاله يعني لماذا؟
+
+225
+00:19:40,100 --> 00:19:44,100
+وهذا ممكن نعمل .. نستخدم منهج دراسة الحالة لدراسة
+
+226
+00:19:44,100 --> 00:19:47,460
+بعض الحالات عند الطالبات في الجامعة ويكون دراسة
+
+227
+00:19:47,460 --> 00:19:52,210
+اجتماعيةأيضًا وانتوا كطالبات خدمة اجتماعية يعني
+
+228
+00:19:52,210 --> 00:19:56,330
+هذا عملكوا في المجتمع لكي .. للظواهر الغريبة
+
+229
+00:19:56,330 --> 00:19:59,990
+الموجودة لماذا تنتشر؟ لماذا تنتشر في المجتمع؟
+
+230
+00:19:59,990 --> 00:20:04,770
+تغريب تغريب اه ممكن ممكن هذا .. اذا احنا بقول هذه
+
+231
+00:20:04,770 --> 00:20:10,420
+الكلمة بعد الدراسةنعرف لماذا؟ ربما كلها جذور، ربما
+
+232
+00:20:10,420 --> 00:20:16,360
+كلها أصول، واضح؟ آه، فلذلك بدنا نشوف يعني كيف، فيا
+
+233
+00:20:16,360 --> 00:20:20,380
+حبة درست الحالة أيضا نستخدمها في ال .. أو عفوا
+
+234
+00:20:20,380 --> 00:20:27,200
+تحليل المضمون نستخدمه كذلك فيمضمون للصحافة مثلا
+
+235
+00:20:27,200 --> 00:20:30,760
+خلال فترة معينة زي ما تعرفتلكوا مثلا اللي هو حول
+
+236
+00:20:30,760 --> 00:20:35,560
+الجريمة تحليل المضمون مدى انتشار الجريمة أيضا في
+
+237
+00:20:35,560 --> 00:20:40,010
+خلال فترة زمنية معينة في المجتمعتحليل المضمون
+
+238
+00:20:40,010 --> 00:20:44,050
+أيضًا أحيانًا تحليل المضمون في خطابات عندكم
+
+239
+00:20:44,050 --> 00:20:48,410
+تملموسة لدى شؤون الطالبات لدى شؤون الطلبة يعني
+
+240
+00:20:48,410 --> 00:20:53,130
+أحيانًا في صندوق اسم صندوق الاقتراحات والأراء من
+
+241
+00:20:53,130 --> 00:20:56,690
+خلال هذا الصندوق أنا بحلل المضمون بتاع الخطابات
+
+242
+00:20:56,690 --> 00:21:00,830
+والرسائل أو الشكاوة الموجودة في هذا الصندوق إذا
+
+243
+00:21:00,830 --> 00:21:05,160
+باخد هذا المضمون خلال أسبوع أو أسبوعين وبحللهاما
+
+244
+00:21:05,160 --> 00:21:09,460
+اتجاهات الطالبة أو الطالبات يعني عامةً الطالبات ما
+
+245
+00:21:09,460 --> 00:21:12,360
+اتجاه الطالبات في هذا الصندوق؟ أيش المشكلات اللي
+
+246
+00:21:12,360 --> 00:21:16,240
+بيعانوا منها؟ ما هي المشكلات؟ ما اتجاهاتهم؟ حول أي
+
+247
+00:21:16,240 --> 00:21:20,620
+مواضيع؟ مواضيع تعليمية؟ مواضيع اقتصادية؟ موضوع تخص
+
+248
+00:21:20,620 --> 00:21:24,440
+الجامعة؟ وهاكذا، إذا هنا أنا بحلل مضمون الرسائل
+
+249
+00:21:24,440 --> 00:21:28,180
+الموجودة في صندوق الشكاوة من أي نوع هذه الشكاوة
+
+250
+00:21:28,180 --> 00:21:34,080
+واضح؟ وبحللها، هذا اسمه تحليل المضمونأحيانا في
+
+251
+00:21:34,080 --> 00:21:40,200
+يعني ظاهرة البدع أحيانا بتكون حول يعني زي اللي هنا
+
+252
+00:21:40,200 --> 00:21:45,460
+عملكوا دراسة سيد عويتس يعني حول ضريح الإمام اللي
+
+253
+00:21:45,460 --> 00:21:52,280
+هو الشافعي الشافعي هذا بعض أحيان الأضرحة هذه بيكون
+
+254
+00:21:52,280 --> 00:21:57,610
+في عندها صناديق بعض الزوار بيكتب خاصة في مصرزي
+
+255
+00:21:57,610 --> 00:22:02,110
+السيد الفدوي في طنطا، زي الشافعي غيره الإمام
+
+256
+00:22:02,110 --> 00:22:05,910
+الشافعي، فبيكبوا صندوق للاختراحات وقراء الناس،
+
+257
+00:22:05,910 --> 00:22:09,430
+فبيكتبوا، فبييجي اللي بده يحلل، بياخد الرسالة، هده
+
+258
+00:22:09,430 --> 00:22:14,070
+بيشوف إيش تحليل المضمون حول هؤلاء، إيش بيكتبوا
+
+259
+00:22:14,070 --> 00:22:15,270
+الناس، اتجاهاتهم
+
+260
+00:22:19,380 --> 00:22:24,320
+احنا مثلا ممكن نضع برضه يعني صندوق للشكاوة هنا في
+
+261
+00:22:24,320 --> 00:22:28,780
+مسجد سيد هاشم و نشوف الزوار، أحيانا الزوار بيجونا
+
+262
+00:22:28,780 --> 00:22:33,480
+من باكستان، بيجونا من الهند، ممكن ناخد رأيهم لماذا
+
+263
+00:22:33,480 --> 00:22:36,400
+هدولة بييجوا و بيصوروا و بيعملوا بكتب و هراء و
+
+264
+00:22:36,400 --> 00:22:41,020
+نشوف رأيهم، لماذا؟ لماذا؟ واضح؟ اذا انا .. تعرف
+
+265
+00:22:41,020 --> 00:22:45,770
+على الاتجاهات، تعرف على الاتجاهات عندهموها كذا هذا
+
+266
+00:22:45,770 --> 00:22:51,790
+ايش بنسميه تحليل المضمون عرفنا
+
+267
+00:22:51,790 --> 00:22:58,970
+تحليل المضمون طيب نكون بذلك يعني انتهينا من منهج
+
+268
+00:22:58,970 --> 00:23:05,530
+دراسة الحالة ومنهج تحليل المضمون طبعا تحليل
+
+269
+00:23:05,530 --> 00:23:10,950
+المضمون احنا عارفين وصفه هو يصف لنا الظاهرة
+
+270
+00:23:10,950 --> 00:23:17,680
+يصف لنا الحالةواضح؟ وممكن نصل إلى إحصاءات كمية من
+
+271
+00:23:17,680 --> 00:23:22,260
+خلال تحليل المضمون ونصل إلى أرقام يعني مش بس وصف
+
+272
+00:23:22,260 --> 00:23:27,860
+يعني كيفي لأ وصف كم أيضا بالأرقام حول المضمون
+
+273
+00:23:27,860 --> 00:23:37,700
+ودراسة المضمون واضح؟ ان شاء اللهيعني الآن في هذه
+
+274
+00:23:37,700 --> 00:23:43,300
+المحاضرة نفتح باب الحوار في التقارير المعدة من قبل
+
+275
+00:23:43,300 --> 00:23:47,480
+الطالبات حول منائج البحث يعني نجعلها المحاضرة و
+
+276
+00:23:47,480 --> 00:23:51,880
+المحاضرة القادمة يعني ما كتبت الآن في منائج البحث
+
+277
+00:23:51,880 --> 00:23:58,860
+و المحاضرة القادمة سناخد يعني عينة من الطالبات في
+
+278
+00:23:58,860 --> 00:24:03,680
+كتابة مواضيع مختلفة عما سبق عما سبق عرضة و في
+
+279
+00:24:03,680 --> 00:24:08,550
+المحاضرات السابقةمن اللتي تريد ان تعرض الآن؟ الآن
+
+280
+00:24:08,550 --> 00:24:14,030
+مع طالبة سومية جنينة في بحتها عن المناجي التاريخي
+
+281
+00:24:14,030 --> 00:24:18,010
+من مناجي البحث والاجتماعي بسم الله الرحمن الرحيم
+
+282
+00:24:18,010 --> 00:24:21,190
+والحمد لله رب العالمين والصلاة والسلام على أشرف
+
+283
+00:24:21,190 --> 00:24:25,690
+المرسلينأول إشي هتكلم في بحث أنا عاملها عن منهج
+
+284
+00:24:25,690 --> 00:24:31,090
+البحث التاريخي تطرقت في بحث عدة عنوان أول إشي
+
+285
+00:24:31,090 --> 00:24:36,890
+اتكلمت عن تعريف بكلمة المنهج بعدين اتكلمت عن علم
+
+286
+00:24:36,890 --> 00:24:43,110
+التاريخ بوجه مخصوص يعني جزء جزئيا بعدين عن المنهج
+
+287
+00:24:43,110 --> 00:24:47,530
+التاريخي وأهمية البحث التاريخي ومقاومات البحث في
+
+288
+00:24:47,530 --> 00:24:50,450
+المنهج التاريخي اتكلمت أيضا عن خطوات المنهج
+
+289
+00:24:50,450 --> 00:24:54,530
+التاريخيوالتفصيل الاجتماعي والنفسي للتاريخ وعلم
+
+290
+00:24:54,530 --> 00:24:57,730
+التاريخ كأحد ال .. وعلم الاجتماع كأحد العلم
+
+291
+00:24:57,730 --> 00:25:01,790
+المساعدة لدراسة التاريخ ونقاط الالتقاء والاخلاف
+
+292
+00:25:01,790 --> 00:25:07,230
+بين علم التاريخ وعلم الاجتماع أتحدث باختصار حول
+
+293
+00:25:07,230 --> 00:25:11,220
+موضوع المنهج التاريخيأول إشي المنهج التاريخ هو
+
+294
+00:25:11,220 --> 00:25:14,220
+يستخدم المنهج التاريخ في دراسة التاريخ بمعناه
+
+295
+00:25:14,220 --> 00:25:17,740
+العام والذي يتمثل في دراسة الماضي بمختلف أحداث
+
+296
+00:25:17,740 --> 00:25:21,620
+وظواهرة و كذلك دراسة التاريخ بمعناه الخاص اللذي
+
+297
+00:25:21,620 --> 00:25:25,320
+يعني البحث في مجموعة حياة البشر الماضية وما تشتمل
+
+298
+00:25:25,320 --> 00:25:29,820
+عليهم من علاقات بين الأحداث والمتغيرات في الفترات
+
+299
+00:25:29,820 --> 00:25:35,000
+الزمنية المختلفة عبر التاريخويركز المنهج التاريخي
+
+300
+00:25:35,000 --> 00:25:38,180
+في دراسة الماضي من أجل فهم الحاضر وتنبؤ بالمستقبل
+
+301
+00:25:38,180 --> 00:25:41,780
+واستخدام كذلك في دراسة الحاضر من خلال دراسة
+
+302
+00:25:41,780 --> 00:25:45,820
+الظواهر وأحداث وتفسيرها في الرجوع إلى أصلها وتحديد
+
+303
+00:25:45,820 --> 00:25:49,800
+التغيرات وتطورات التي تعرضت لها على مرور الزمن في
+
+304
+00:25:49,800 --> 00:25:53,480
+المراحل التاريخية المختلفة ومعرفة العوامل والأسباب
+
+305
+00:25:53,480 --> 00:25:58,610
+المسؤولة في منحها صورتها الحاليةوالمنهج التاريخي
+
+306
+00:25:58,610 --> 00:26:02,590
+أيضا يقدم وصفا دقيقة للماضي إلا أنه يعتمد على
+
+307
+00:26:02,590 --> 00:26:06,230
+الملاحظة المباشرة للظواهر والأحداث ولا يعتمد على
+
+308
+00:26:06,230 --> 00:26:10,410
+التجربة العلمية للوصول إلى الحقائق، فنصر المعنى في
+
+309
+00:26:10,410 --> 00:26:14,830
+الأساس لمنهج تاريخي هو الأثار والسجلات التاريخية
+
+310
+00:26:14,830 --> 00:26:18,950
+وأحيانا يعتمد على الناس والأفراد إذا كانوا هؤلاء
+
+311
+00:26:18,950 --> 00:26:22,130
+الأفراد يملكون القدرة اللي اتمكنهم من الاحتفاظ
+
+312
+00:26:22,130 --> 00:26:27,250
+بالحقيقة فترة زمنية طويلةوقد يميلها أولئك الأفراد
+
+313
+00:26:27,250 --> 00:26:31,130
+إلى التحيز والمبالغة في وصف الحقائق وتصويرها كذلك
+
+314
+00:26:31,130 --> 00:26:34,370
+المنهج التاريخي بحكم دراسته للماضي لا يمكن الباحث
+
+315
+00:26:34,370 --> 00:26:38,210
+من استرجاع الظواهر
+
+316
+00:26:38,210 --> 00:26:42,090
+السيطرة عليها أو التأثير فيها لذلك فإن المنهج
+
+317
+00:26:42,090 --> 00:26:44,730
+التاريخي والمعرفة التي يتم توصل إليها من خلال
+
+318
+00:26:44,730 --> 00:26:48,110
+تطبيق المنهج التاريخي تكون غير تقيقة بالمعيار
+
+319
+00:26:48,110 --> 00:26:50,890
+العلمية الحديثة لأنها غير كامية وتستند إلى أدلقة
+
+320
+00:26:50,890 --> 00:26:55,750
+وبرهين جزئيةورغم ذلك فإن المنهج التاريخي منهج
+
+321
+00:26:55,750 --> 00:27:00,910
+يعتمد على الحقيقة من خلال أسلوب علمي يبدأ بتحديد
+
+322
+00:27:00,910 --> 00:27:04,330
+المشكلة مرورا بوضع الفرود الملائمة و جمع البيانات
+
+323
+00:27:04,330 --> 00:27:07,650
+و المعلومات و إخضاع الفرود للاختبار و من ثم الوصول
+
+324
+00:27:07,650 --> 00:27:11,110
+إلى النتائج المنشودة و الاعتماد على الملاحظة غير
+
+325
+00:27:11,110 --> 00:27:16,450
+المباشرة في هذا المنهج لاتنقصهم من قيمته زي ما
+
+326
+00:27:16,450 --> 00:27:20,810
+بنعتمد على الملاحظة المباشرة أيضا هناك ملاحظة غير
+
+327
+00:27:20,810 --> 00:27:25,870
+مباشرة نعتمد عليهاهتكلم هالجات عن أهمية البحث ال
+
+328
+00:27:25,870 --> 00:27:28,950
+.. البحث التاريخي، أول إشي الكشف عن ما هو غير
+
+329
+00:27:28,950 --> 00:27:31,930
+معروف، إن بعض الأحداث لم تتشجر في التاريخ، هدف
+
+330
+00:27:31,930 --> 00:27:35,390
+بيساعدنا على الوصول إليها وكشفها، الإجابة على
+
+331
+00:27:35,390 --> 00:27:39,700
+الأسئلة الخاصة بأحداث الماضيتوضيح العلاقة بين
+
+332
+00:27:39,700 --> 00:27:43,620
+الماضي والحاضر لأن معرفة الماضي يمكن أن تقدم منظرا
+
+333
+00:27:43,620 --> 00:27:47,940
+أفضل لإحداث الحاضر تسجيل وتقييم إنجازات الأفراد
+
+334
+00:27:47,940 --> 00:27:51,460
+والمنظمات والمؤسسات والمساعدة على فهم الثقافة التي
+
+335
+00:27:51,460 --> 00:27:57,340
+يعيش ضمنها الأفرادالمقاومات للبحث في المنهج
+
+336
+00:27:57,340 --> 00:28:00,020
+التاريخي، هناك عدة مقاومات لازم أن ينتصف بها
+
+337
+00:28:00,020 --> 00:28:03,940
+الباحث في المنهج التاريخي، أول إشي أنه يكون الباحث
+
+338
+00:28:03,940 --> 00:28:07,520
+ملمن باللغات، بعدة لغات لموضوع البحث، أنه يكون
+
+339
+00:28:07,520 --> 00:28:10,340
+لديه القدرة على فهم القضايا و تفسيرها تفسيرا
+
+340
+00:28:10,340 --> 00:28:15,160
+صحيحا، أن يلمب علم الوثائق و يكون لديه دراسة
+
+341
+00:28:15,160 --> 00:28:19,240
+بالمصطلحات الخاصة بوثائق العصري الذي يبحث بهيكون
+
+342
+00:28:19,240 --> 00:28:23,160
+عنده عدة مصطلحات يستفيد منها في دراسته عشان يقدر
+
+343
+00:28:23,160 --> 00:28:27,300
+يوصل ال .. المنهج التاريخي كما هو، ان يكون لديه
+
+344
+00:28:27,300 --> 00:28:30,600
+دراية ب .. بعدد علوم زي علم الاقتصاد والجغرافيا
+
+345
+00:28:30,600 --> 00:28:34,300
+وعدد .. والعلوم الأخرى، اللي يمكن من خلال هالقلمة
+
+346
+00:28:34,300 --> 00:28:37,160
+بموضوع البحث، هيسوء ان المنهج التاريخي مرتبط كتير
+
+347
+00:28:37,160 --> 00:28:42,400
+بالعلوم الأخرى، والأن سأترك الحديث ل .. ل .. لأم
+
+348
+00:28:42,400 --> 00:28:45,560
+حمود عشان .. لتكمل المنهج التاريخي، شكرا
+
+349
+00:28:49,200 --> 00:28:53,440
+بسم الله الرحمن الرحيم الصلاة والسلام علي سيدنا
+
+350
+00:28:53,440 --> 00:29:01,560
+محمد وعلي أصحابي أجمعين أنا اتطرقت في حديثي في ..
+
+351
+00:29:01,560 --> 00:29:07,720
+في بحثي عن المنهج التاريخي استكمال اللي ما ..قدمته
+
+352
+00:29:07,720 --> 00:29:12,560
+زميلتي سمية، هناك فيه يعني أشياء متشابهة في البحث
+
+353
+00:29:12,560 --> 00:29:16,200
+بس أنا كان فيه زيادة عن أراء بعض العلماء الأجانب
+
+354
+00:29:16,200 --> 00:29:22,600
+وفي .. في بحثي كان عن Ibn Khaldun أهم العناوين
+
+355
+00:29:22,600 --> 00:29:26,160
+اللي أبرزتها اللي هو مفهوم علم التاريخ ومنهج
+
+356
+00:29:26,160 --> 00:29:30,570
+التاريخي وهمية التاريخ في البحث الاجتماعيوالمبادئ
+
+357
+00:29:30,570 --> 00:29:33,350
+العامة التي يقوم عليها البحث التاريخي والمنهج
+
+358
+00:29:33,350 --> 00:29:38,010
+التاريخي وخطوات البحث التاريخي ومصادر المعلومات
+
+359
+00:29:38,010 --> 00:29:43,910
+ونقض المعلومات وإبن خالدون كان من أشهر العلماء
+
+360
+00:29:43,910 --> 00:29:49,890
+العرب اللي كتب عن المنهج التاريخي طبعا أنا بدأت ..
+
+361
+00:29:50,620 --> 00:29:56,320
+البحث في إهداء بحب أهدي هذا البحث لزوجي و أبنائي و
+
+362
+00:29:56,320 --> 00:30:00,740
+بناتي و والديا الكرام أحفاد الصغار أحمد و ماريا
+
+363
+00:30:00,740 --> 00:30:06,280
+صديقاتي و بناتي الطالبات إلى الأستاذ الفاضل دكتور
+
+364
+00:30:06,280 --> 00:30:09,920
+وليد شبير إلى كل من علمني معنى الحياة و تحمل
+
+365
+00:30:09,920 --> 00:30:13,660
+الصعاب إلى كل من شجعني على الدراسة و الجد و
+
+366
+00:30:13,660 --> 00:30:17,470
+المثابرة و الاجتهادإلى أرواح الشهداء الأبرار إلى
+
+367
+00:30:17,470 --> 00:30:22,170
+الأسرة داخل السجون إليهم كل تحية إليكم جميعا أهدي
+
+368
+00:30:22,170 --> 00:30:23,610
+ثمرة جهدي المتواضع
+
+369
+00:30:28,100 --> 00:30:33,500
+مفهوم علم التاريخ والمنهج التاريخى كتبت يعني أنه
+
+370
+00:30:33,500 --> 00:30:36,320
+شير منذ البداية إلى الصلة الوثيقة بين التاريخ كعلم
+
+371
+00:30:36,320 --> 00:30:40,420
+وميدان ميادين البحث العلمى وبين المنهج التاريخى
+
+372
+00:30:40,420 --> 00:30:43,900
+ذلك باعتبار أنه لا وجود لعلم التاريخ إلا بوجود
+
+373
+00:30:43,900 --> 00:30:48,180
+المنهج العلمى الذي يتبعه ويطبقه في جميع حقائقه وفي
+
+374
+00:30:48,180 --> 00:30:52,880
+فحصها ونقضها وتحليلها وتفسيرها وسط خلاص التعميمات
+
+375
+00:30:52,880 --> 00:30:57,490
+والحقائق العامة منهاهناك أراء لبعض العلماء بديش
+
+376
+00:30:57,490 --> 00:31:02,210
+أطيل ال .. هذا زي هو Margot Kett Alan Nevins ..
+
+377
+00:31:02,210 --> 00:31:06,990
+Nevins عرف علم التاريخ أنه بأنه وصف الحوادث أو
+
+378
+00:31:06,990 --> 00:31:10,610
+الحقائق الماضية وكتابتها بروح البحث الماقد عن
+
+379
+00:31:10,610 --> 00:31:14,710
+الحقيقة الكاملة وفي كمان أراء لعلماء أجانب Carter
+
+380
+00:31:14,710 --> 00:31:20,180
+Feudواتترقت في حديثي في البحث عن مفهوم المنهج
+
+381
+00:31:20,180 --> 00:31:23,700
+التاريخي، المنهج التاريخي تعرفه هو الطريق الذي
+
+382
+00:31:23,700 --> 00:31:27,520
+يتبع الباحث التاريخي في جمع معلومته عن الأحداث
+
+383
+00:31:27,520 --> 00:31:32,160
+والحقائق الماضية وفي فحصها ونقدها وتحليلها والتأكد
+
+384
+00:31:32,160 --> 00:31:36,600
+من صحتها وفي عرضها وترتيبها وتنظيمها وتفسيرها
+
+385
+00:31:36,600 --> 00:31:41,190
+واستخلاص التعميمات والنتائج العامةمدى توافر سمات
+
+386
+00:31:41,190 --> 00:31:44,210
+العلم في التاريخ وتوافر سمات المنهج العلمي في
+
+387
+00:31:44,210 --> 00:31:47,710
+المنهج التاريخي؟ هناك جدل كبير بين الباحثين
+
+388
+00:31:47,710 --> 00:31:51,430
+الاجتماعيين هل التاريخ علم وفن؟ للإجابة عن هذا
+
+389
+00:31:51,430 --> 00:31:55,690
+السؤال يمكن أن يكون علما وفنا في آن واحد فهو علم
+
+390
+00:31:55,690 --> 00:31:59,890
+من حيث أنه مجموعة من المعلومات المنظمة ويطبق منهجا
+
+391
+00:31:59,890 --> 00:32:04,550
+علميا تقدميا والنقد نزيه دقيق ويمكن أن يعتبر فنا
+
+392
+00:32:04,550 --> 00:32:07,550
+من حيث استعماله لبعض الوسائل الفنية في التعبير عن
+
+393
+00:32:07,550 --> 00:32:11,940
+حقائقهعن حقائقها وفي عرضها ونقضها وتحليلها سواء
+
+394
+00:32:11,940 --> 00:32:16,140
+كانت هذه الوسائل لغوية أو ميكانيكية تقنية أهمية
+
+395
+00:32:16,140 --> 00:32:20,300
+التاريخ في البحث الاجتماعي برضه من وجهة نظر
+
+396
+00:32:20,300 --> 00:32:25,660
+العلماء الأجانب أن التاريخ من عناصر التجديد والقوة
+
+397
+00:32:25,660 --> 00:32:28,920
+في البناء الاجتماعي لأن الجانب الأكبر من الحياة
+
+398
+00:32:28,920 --> 00:32:34,930
+متغير ومتطورأهمية التاريخ أن هناك علاقة سببية بين
+
+399
+00:32:34,930 --> 00:32:38,790
+الماضي والحاضر فالحياة الماضية لأي جماعة ولو نظمها
+
+400
+00:32:38,790 --> 00:32:42,450
+الاجتماعية تقف في علاقة تقف في علاقة سببية مع
+
+401
+00:32:42,450 --> 00:32:45,750
+الحياة الراهنة للجماعة ونظمها الاجتماعية بمعنى أن
+
+402
+00:32:45,750 --> 00:32:49,210
+الماضي مفتاح الحاضر تساعد دراسة التاريخ على
+
+403
+00:32:49,210 --> 00:32:53,780
+الاستقرار العلمي وسياغته للقوانين الاجتماعيةتساعد
+
+404
+00:32:53,780 --> 00:32:56,300
+دراسة التاريخ في الوقوف على العوامل المؤثرة في
+
+405
+00:32:56,300 --> 00:32:59,620
+المشكلات الاجتماعية الراهنة وإيجاد أساس صحيح
+
+406
+00:32:59,620 --> 00:33:02,260
+للتخطيط الاجتماعي والإصلاح الاجتماعي عن طريق
+
+407
+00:33:02,260 --> 00:33:06,040
+التعرف على المصادر الحقيقية للمشكلة هناك بعض
+
+408
+00:33:06,040 --> 00:33:08,860
+المبادئ العامة التي يقوم عليها البحث التاريخي
+
+409
+00:33:08,860 --> 00:33:13,340
+والمنهج التاريخيأول اعتبار لابد للمؤرخ أن ينظر إلى
+
+410
+00:33:13,340 --> 00:33:16,660
+الأحداث والحقائق التاريخية على أنها جزء لا يتجزأ
+
+411
+00:33:16,660 --> 00:33:21,200
+من الحياة الشاملة التي كانت محيطة بها الإيمان بأنه
+
+412
+00:33:21,200 --> 00:33:24,780
+تاريخ الإنسانية وحدة واحدة متصلة أي أن كل ما وقع
+
+413
+00:33:24,780 --> 00:33:28,460
+في الماضي وأن كل ما سوف يقع في المستقبل يكون سلسلة
+
+414
+00:33:28,460 --> 00:33:33,980
+واحدة أول حلقاتها عن الماضيبترمز أخر حلقاتها عن
+
+415
+00:33:33,980 --> 00:33:37,500
+المستقبل أن التاريخ يجب أن ينظر إليه على أنه ليس
+
+416
+00:33:37,500 --> 00:33:41,440
+مجرد مجموعة من الأحداث وليس مجرد سجل لحياة الملوك
+
+417
+00:33:41,440 --> 00:33:45,820
+أو الأمراء يجب أن يعتبر التفسير التاريخي كما يقول
+
+418
+00:33:45,820 --> 00:33:50,680
+سان سيمون هو حجر الزاوية في المنهج التاريخي طبعا
+
+419
+00:33:50,680 --> 00:33:56,640
+في هناك أراء لبعض العلماء زي مارك بلوكوفيها عندي
+
+420
+00:33:56,640 --> 00:34:01,600
+.. نبدأ عن خطوات البحث التاريخى، خطوات البحث
+
+421
+00:34:01,600 --> 00:34:05,900
+اختيار وتحديد موضوع البحث، أين وقعت الأحداث، من هم
+
+422
+00:34:05,900 --> 00:34:09,020
+الأشخاص، ماذا وقعت هذه الأحداث، ما أنواع النشاط
+
+423
+00:34:09,020 --> 00:34:14,630
+الإنساني، مصادر ال ..مصادر المعلومات، عندنا
+
+424
+00:34:14,630 --> 00:34:19,650
+المصادر الأولية ومصاري ثانوية، الأثار ومأنطلت هذه
+
+425
+00:34:19,650 --> 00:34:22,630
+الأثار بقايا المباني والأدوات والملابس والأواني
+
+426
+00:34:22,630 --> 00:34:26,810
+والنقود، عندنا وثائق وسجلات ويقصد بها الوثائق
+
+427
+00:34:26,810 --> 00:34:30,230
+التاريخية التي حفظت .. حفظت عن قصد بهدف مقل
+
+428
+00:34:30,230 --> 00:34:34,700
+المعلومات والبيانات وحفظ الأفكارفي هنا أشكال
+
+429
+00:34:34,700 --> 00:34:38,140
+متعددة من الوثائق والسجلات اللي هي السجلات الرسمية
+
+430
+00:34:38,140 --> 00:34:42,080
+والسجلات الشخصية والتراث الشعبي في عندنا سجلات
+
+431
+00:34:42,080 --> 00:34:46,100
+كمان مصورة ومواد منشورة وتشمل المطبوعات والكتب
+
+432
+00:34:46,100 --> 00:34:48,740
+والصحف والمقالات الدورية والأعمال الأدبية
+
+433
+00:34:48,740 --> 00:34:53,900
+والفلسفية التي تتضمن معلومات وتعتبر الصحف على سبيل
+
+434
+00:34:53,900 --> 00:34:57,680
+المثال عن مدى الاهتمام اهتمام المجتمع بأحداث معينة
+
+435
+00:34:58,050 --> 00:35:01,710
+كمان تشمل التسجيلات الصوتية للمقابلات والاجتماعات
+
+436
+00:35:01,710 --> 00:35:05,330
+على استوانات والاشرطة وكذلك التسجيلات على الأفلام
+
+437
+00:35:05,330 --> 00:35:08,590
+السينمائية أو أفلام الفيديو في عندنا كمان مصادر
+
+438
+00:35:08,590 --> 00:35:13,510
+ثانوية يمكن للباحث أن يعتمد على ما يسمى المصادر
+
+439
+00:35:13,510 --> 00:35:17,550
+الثانوية وهي التي تنقل أو تروى من شخص معين نقلا عن
+
+440
+00:35:17,550 --> 00:35:21,670
+شخص آخر فقد يكون هذا الشخص المنقول عنه شخص شاهد
+
+441
+00:35:21,670 --> 00:35:25,830
+حدثانمعينا أو شارك فيه ومن الممكن أن تكون هذه
+
+442
+00:35:25,830 --> 00:35:29,570
+المصادر بعد ما تم كتابتهم من أشخاص لم يلاحظوا
+
+443
+00:35:29,570 --> 00:35:34,010
+الحدث بأنفسهم وقد تكون عملية النقل متواترة عن عدة
+
+444
+00:35:34,010 --> 00:35:39,690
+أشخاص في عندنا نقد للمعلومات، نقد خارجي ونقد داخلي
+
+445
+00:35:42,920 --> 00:35:47,400
+وفي .. انا شرحت يعني ان هناك مجموعة من الاعتبارات
+
+446
+00:35:47,400 --> 00:35:51,700
+التي يقع فيها بعض الباحثين في صيغة مشكلة البحث او
+
+447
+00:35:51,700 --> 00:35:56,060
+موضوع الصيغة .. فضل يا .. يعني احنا ال manage
+
+448
+00:35:56,060 --> 00:35:59,840
+التاريخ و نركز على ال manage التاريخ، ماذا يجبنا
+
+449
+00:35:59,840 --> 00:36:03,680
+ال manage التاريخ احنا في الخدمة الاجتماعية؟ هل
+
+450
+00:36:03,680 --> 00:36:10,420
+يجبنا ال manage التاريخ .. اهفي دراسة الحقائق ..
+
+451
+00:36:10,420 --> 00:36:14,580
+الماضية .. الماضية عشان ما نقعش يعني .. اه نستقلز
+
+452
+00:36:14,580 --> 00:36:19,460
+منها في ال .. عشان نقعش يعني في أخطاء ال .. ال ..
+
+453
+00:36:19,460 --> 00:36:24,100
+الماضية للحاجة ممكن أيضا الفايرة، كثير من الفايرة
+
+454
+00:36:24,100 --> 00:36:28,620
+لها جذور ترددينية، ممكن نصل إلى جذورية، سبب هو
+
+455
+00:36:28,620 --> 00:36:31,260
+أساسا من اللي .. من خلال الجذور وكيف تصورت
+
+456
+00:36:31,260 --> 00:36:34,460
+الفايرة، يترك من الرقم الأهمية اللي مانا أدى في
+
+457
+00:36:34,460 --> 00:36:38,930
+دورية، في دراسة الفايرة، تطور الفايرةاخر إشي .. آه
+
+458
+00:36:38,930 --> 00:36:43,010
+.. أخر إشي بس عشان اهتمت بالمفكر العربي Ibn
+
+459
+00:36:43,010 --> 00:36:48,330
+Khaldun Ibn Khaldun اسمه ابن خلدون بضامن خ ..
+
+460
+00:36:48,330 --> 00:36:52,150
+خلدون Ibn Khaldun خلوها .. اللي بيقولوا خلدون لأ
+
+461
+00:36:52,150 --> 00:36:57,480
+هو خلد جانا خلد .. خلد .. خلد خلدوناهتم ابن خلدون
+
+462
+00:36:57,480 --> 00:37:01,480
+بالتاريخ ونقض موقف المؤرخين وأسلوب تعاملهم مع
+
+463
+00:37:01,480 --> 00:37:05,460
+الحدث وخصص جزء مهم من مقدمته المشهورة للبحث
+
+464
+00:37:05,460 --> 00:37:09,840
+التاريخي انطلق أولا بتعريف التاريخ أن التاريخ في
+
+465
+00:37:09,840 --> 00:37:15,370
+باطنه نظر وتحقيق وتعليل الكائنات ومبادئهاومبادئها
+
+466
+00:37:15,370 --> 00:37:21,250
+وعلم وتكييفات الواقع .. الوقائع واسبابها عميق وهو
+
+467
+00:37:21,250 --> 00:37:25,650
+لذلك أصيل في الحكمة عريق وجدير بأن يعد في علومها
+
+468
+00:37:25,650 --> 00:37:30,410
+وخلقه ويفصل ابن خلدون المنهج التاريخ .. ابن خلدون
+
+469
+00:37:30,410 --> 00:37:33,970
+المنهج التاريخ عن علم الكلام والقطاب اللذانزاد
+
+470
+00:37:33,970 --> 00:37:37,110
+عصره حيث يقول إن الكلام في هذا الغرض البحوث
+
+471
+00:37:37,110 --> 00:37:41,510
+التاريخية الإجتماعية ليست من علم الخطابة الذي هو
+
+472
+00:37:41,510 --> 00:37:45,630
+أحد العلوم المنطقية علم البلاغة فإن موضوع الخطابة
+
+473
+00:37:45,630 --> 00:37:49,710
+إنما هو الأقوال المقنعة نافعة في استمالة الجمهور
+
+474
+00:37:49,710 --> 00:37:55,240
+إلى رأي أو صدهم عنهمالأسباب الناجمة عن أمور تتعلق
+
+475
+00:37:55,240 --> 00:37:59,220
+بنفسيات المؤرخين وأمورهم اعتبر ايفن خلدون أن
+
+476
+00:37:59,220 --> 00:38:03,120
+المنظلق الذي يقع فيه المؤرخون والذي يضعف الروايات
+
+477
+00:38:03,120 --> 00:38:06,240
+التاريخية وبالتالي المنهج التاريخي في تحليل الخبر
+
+478
+00:38:06,240 --> 00:38:11,660
+هو الخطأ والزيف والكذب ومن أجمل أسباب الكذب في
+
+479
+00:38:11,660 --> 00:38:15,000
+الخبر وقبول الأخبار الزائفة فيما يلي الأسباب
+
+480
+00:38:15,000 --> 00:38:18,620
+الناجمة عن أمور تتعلق بنفسيات المؤرخين وميولهم
+
+481
+00:38:18,620 --> 00:38:23,290
+وأهوائهم وميول من ينقلون عنهمالأسباب الناجمة عن
+
+482
+00:38:23,290 --> 00:38:26,470
+ثقة بعض المؤرخين بالناقلين اللي هم الرواه دون
+
+483
+00:38:26,470 --> 00:38:30,910
+تمحيص أو دون نقط بواسطة منهجية التعديل والتجريح
+
+484
+00:38:30,910 --> 00:38:35,470
+أسباب الكذب في الخبر الناجمة عن الثهول عن المقاصد
+
+485
+00:38:35,470 --> 00:38:39,130
+فكثير من الناقلين لا يعرف القصد بمن عينا أو سمعة
+
+486
+00:38:39,130 --> 00:38:43,750
+الأسباب الناتجة عن توهم الصدق وإنما يجيء في الأكثر
+
+487
+00:38:43,750 --> 00:38:48,460
+من جهة الثقة بالعاملين شكرا لكم بحسن السلامعبير
+
+488
+00:38:48,460 --> 00:38:51,780
+دبابش .. عبير دبابش .. المراقبة بقى زي اللي
+
+489
+00:38:51,780 --> 00:38:52,300
+بتحوزها
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/2Otu63LBK5s_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/2Otu63LBK5s_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..497ef70d9be63a77454b0cf2de320680118eb2b3
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/2Otu63LBK5s_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 3198, "start": 21.16, "end": 31.98, "text": "بسم الله الرحمن الرحيم الحمد لله رب العالمين والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى آله وصحبه أجمعين أما بعد", "tokens": [3555, 38251, 21984, 34892, 5016, 27842, 34892, 5016, 32640, 21542, 2304, 3215, 24976, 3224, 12602, 3555, 18863, 45340, 9957, 16070, 9381, 15040, 3660, 16070, 3794, 37440, 15844, 5551, 8592, 28480, 9673, 2288, 3794, 1211, 9957, 8608, 25708, 8315, 3714, 35571, 3215, 4032, 3615, 23942, 19753, 43761, 4032, 9381, 5016, 3555, 3224, 5551, 7435, 2304, 3615, 9957, 5551, 15042, 39182], "avg_logprob": -0.06803385441501936, "compression_ratio": 1.7165354330708662, "no_speech_prob": 2.0265579223632812e-06, "words": [{"start": 21.16, "end": 21.78, "word": "بسم", "probability": 0.867431640625}, {"start": 21.78, "end": 21.96, "word": " الله", "probability": 0.9658203125}, {"start": 21.96, "end": 22.42, "word": " الرحمن", "probability": 0.98193359375}, {"start": 22.42, "end": 22.98, "word": " الرحيم", "probability": 0.9957682291666666}, {"start": 22.98, "end": 24.44, "word": " الحمد", "probability": 0.7840169270833334}, {"start": 24.44, "end": 24.78, "word": " لله", "probability": 0.951171875}, {"start": 24.78, "end": 25.02, "word": " رب", "probability": 0.95068359375}, {"start": 25.02, "end": 25.68, "word": " العالمين", "probability": 0.9943033854166666}, {"start": 25.68, "end": 26.18, "word": " والصلاة", "probability": 0.9072265625}, {"start": 26.18, "end": 26.6, "word": " والسلام", "probability": 0.974609375}, {"start": 26.6, "end": 26.78, "word": " على", "probability": 0.73046875}, {"start": 26.78, "end": 27.12, "word": " أشرف", "probability": 0.9845377604166666}, {"start": 27.12, "end": 27.9, "word": " المرسلين", "probability": 0.98984375}, {"start": 27.9, "end": 28.8, "word": " سيدنا", "probability": 0.9596354166666666}, {"start": 28.8, "end": 29.38, "word": " محمد", "probability": 0.99169921875}, {"start": 29.38, "end": 29.66, "word": " وعلى", "probability": 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"end": 63.34, "word": " للحقيقة", "probability": 0.9754638671875}, {"start": 63.34, "end": 64.48, "word": " وتفسير", "probability": 0.8986002604166666}, {"start": 64.48, "end": 65.2, "word": " الحقيقة", "probability": 0.9913736979166666}, {"start": 65.2, "end": 65.94, "word": " هذا", "probability": 0.55712890625}, {"start": 65.94, "end": 66.28, "word": " هو", "probability": 0.98779296875}, {"start": 66.28, "end": 67.22, "word": " العلم", "probability": 0.9755859375}, {"start": 67.22, "end": 68.86, "word": " أيضًا", "probability": 0.79656982421875}, {"start": 68.86, "end": 69.6, "word": " قلنا", "probability": 0.9150390625}, {"start": 69.6, "end": 70.14, "word": " العلم", "probability": 0.91796875}, {"start": 70.14, "end": 70.66, "word": " لابد", "probability": 0.8834635416666666}, {"start": 70.66, "end": 71.12, "word": " كله", "probability": 0.6646728515625}, {"start": 71.12, "end": 71.6, "word": " منهج", "probability": 0.9874674479166666}, {"start": 71.6, "end": 72.66, "word": " لابد", "probability": 0.91162109375}, {"start": 72.66, "end": 73.26, "word": " اتباع", "probability": 0.9473876953125}, {"start": 73.26, "end": 74.18, "word": " المنهج", "probability": 0.966552734375}, {"start": 74.18, "end": 74.8, "word": " العلمي", "probability": 0.9677734375}, {"start": 74.8, "end": 75.52, "word": " للوصول", "probability": 0.9683837890625}, {"start": 75.52, "end": 75.94, "word": " إلى", "probability": 0.916015625}, {"start": 75.94, "end": 76.76, "word": " الحقيقة", "probability": 0.9908854166666666}, {"start": 76.76, "end": 77.68, "word": " نستخدم", "probability": 0.989990234375}, {"start": 77.68, "end": 78.12, "word": " المنهج", "probability": 0.9920654296875}, {"start": 78.12, "end": 78.7, "word": " العلمي", "probability": 0.97900390625}, {"start": 78.7, "end": 79.6, "word": " للوصول", "probability": 0.97314453125}, {"start": 79.6, "end": 79.92, "word": " إلى", "probability": 0.98095703125}, {"start": 79.92, "end": 80.7, "word": " الحقيقة", "probability": 0.9931640625}, {"start": 80.7, "end": 81.82, "word": " واتكلمنا", "probability": 0.9087890625}, {"start": 81.82, "end": 82.1, "word": " عن", "probability": 0.99462890625}, {"start": 82.1, "end": 82.62, "word": " التعريف", "probability": 0.992919921875}, {"start": 82.62, "end": 83.28, "word": " الإجرائي", "probability": 0.96787109375}, {"start": 83.28, "end": 83.74, "word": " أيضًا", "probability": 0.9912109375}, {"start": 83.74, "end": 84.8, "word": " وتحدثنا", "probability": 0.9302978515625}, {"start": 84.8, "end": 85.0, "word": " عن", "probability": 0.99462890625}, {"start": 85.0, "end": 85.54, "word": " وظائف", "probability": 0.9796142578125}, {"start": 85.54, "end": 85.92, "word": " العلم", "probability": 0.9912109375}, {"start": 85.92, "end": 86.76, "word": " وخصائصه", "probability": 0.9912923177083334}], "temperature": 1.0}, {"id": 4, "seek": 11032, "start": 87.16, "end": 110.32, "text": "وقلنا إنه الوظيفة الرئيسية اللي هي اكتشاف الحقيقة وإقامة الدليل عليها وأيضا قلنا العلم يصل إلى صياغة القوانين والنظريات العلمية كذلك العلم من خلاصة المواضيع اللي شرحناها في المحاضرة السابقة بأن العلم واقعي، العلم مصاغ في قضايا، العلم منطقي", "tokens": [2407, 4587, 1211, 8315, 36145, 3224, 2423, 2407, 19913, 33911, 3660, 34892, 19986, 1829, 3794, 10632, 13672, 1829, 39896, 1975, 4117, 2655, 8592, 31845, 21542, 38436, 28671, 4032, 28814, 4587, 10943, 3660, 32748, 20292, 1211, 25894, 11296, 36725, 1829, 11242, 995, 12174, 1211, 8315, 18863, 19528, 7251, 36520, 30731, 20328, 1829, 5718, 118, 3660, 25062, 2407, 7649, 9957, 16070, 1863, 19913, 16572, 9307, 18863, 19528, 10632, 9122, 8848, 23275, 18863, 19528, 9154, 16490, 1211, 33546, 3660, 9673, 2407, 46958, 40228, 13672, 1829, 13412, 2288, 5016, 8315, 11296, 8978, 9673, 5016, 46958, 25720, 21136, 16758, 28671, 4724, 33456, 18863, 19528, 36764, 4587, 3615, 1829, 12399, 18863, 19528, 3714, 9381, 5718, 118, 8978, 12174, 11242, 995, 25528, 12399, 18863, 19528, 9154, 9566, 38436], "avg_logprob": -0.0930455948729984, 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94.32, "word": " وأيضا", "probability": 0.870361328125}, {"start": 94.32, "end": 94.94, "word": " قلنا", "probability": 0.8831380208333334}, {"start": 94.94, "end": 95.6, "word": " العلم", "probability": 0.919921875}, {"start": 95.6, "end": 96.0, "word": " يصل", "probability": 0.9921875}, {"start": 96.0, "end": 96.24, "word": " إلى", "probability": 0.95263671875}, {"start": 96.24, "end": 96.76, "word": " صياغة", "probability": 0.95927734375}, {"start": 96.76, "end": 97.4, "word": " القوانين", "probability": 0.9945068359375}, {"start": 97.4, "end": 98.26, "word": " والنظريات", "probability": 0.93720703125}, {"start": 98.26, "end": 98.96, "word": " العلمية", "probability": 0.9967447916666666}, {"start": 98.96, "end": 100.44, "word": " كذلك", "probability": 0.9488932291666666}, {"start": 100.44, "end": 102.04, "word": " العلم", "probability": 0.950927734375}, {"start": 102.04, "end": 102.42, "word": " من", "probability": 0.97265625}, {"start": 102.42, "end": 103.08, "word": " خلاصة", "probability": 0.9744873046875}, {"start": 103.08, "end": 103.7, "word": " المواضيع", "probability": 0.964599609375}, {"start": 103.7, "end": 103.96, "word": " اللي", "probability": 0.967529296875}, {"start": 103.96, "end": 104.58, "word": " شرحناها", "probability": 0.978125}, {"start": 104.58, "end": 104.7, "word": " في", "probability": 0.97021484375}, {"start": 104.7, "end": 105.22, "word": " المحاضرة", "probability": 0.96240234375}, {"start": 105.22, "end": 105.84, "word": " السابقة", "probability": 0.9920247395833334}, {"start": 105.84, "end": 106.54, "word": " بأن", "probability": 0.84423828125}, {"start": 106.54, "end": 106.9, "word": " العلم", "probability": 0.991943359375}, {"start": 106.9, "end": 107.62, "word": " واقعي،", "probability": 0.841552734375}, {"start": 107.62, "end": 107.96, "word": " العلم", "probability": 0.98828125}, {"start": 107.96, "end": 108.28, "word": " مصاغ", "probability": 0.6300048828125}, {"start": 108.28, "end": 108.42, "word": " في", "probability": 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"probability": 0.98291015625}, {"start": 115.09, "end": 115.47, "word": " لحل", "probability": 0.9384765625}, {"start": 115.47, "end": 116.23, "word": " المشكلات", "probability": 0.9534912109375}, {"start": 116.23, "end": 117.03, "word": " والعلم", "probability": 0.810791015625}, {"start": 117.03, "end": 117.41, "word": " يميل", "probability": 0.98876953125}, {"start": 117.41, "end": 117.59, "word": " إلى", "probability": 0.7958984375}, {"start": 117.59, "end": 118.31, "word": " التجريد", "probability": 0.9893798828125}, {"start": 118.31, "end": 119.39, "word": " وأخيرا", "probability": 0.8204345703125}, {"start": 119.39, "end": 120.35, "word": " المعرفة", "probability": 0.9698486328125}, {"start": 120.35, "end": 121.01, "word": " العلمية", "probability": 0.9944661458333334}, {"start": 121.01, "end": 121.47, "word": " هي", "probability": 0.93896484375}, {"start": 121.47, "end": 122.11, "word": " معرفة", "probability": 0.99560546875}, {"start": 122.11, "end": 122.91, "word": " مستمرة", "probability": 0.8829345703125}, {"start": 122.91, "end": 123.33, "word": " لا", "probability": 0.63623046875}, {"start": 123.33, "end": 123.75, "word": " تقف", "probability": 0.9842122395833334}, {"start": 123.75, "end": 124.19, "word": " عندها", "probability": 0.9609375}, {"start": 124.19, "end": 124.53, "word": " حد", "probability": 0.994140625}, {"start": 124.53, "end": 125.31, "word": " معين", "probability": 0.978515625}, {"start": 125.31, "end": 125.89, "word": " وهذا", "probability": 0.745361328125}, {"start": 125.89, "end": 126.23, "word": " واضح", "probability": 0.9713541666666666}, {"start": 126.23, "end": 126.37, "word": " من", "probability": 0.9921875}, {"start": 126.37, "end": 126.71, "word": " قوله", "probability": 0.9755859375}, {"start": 126.71, "end": 127.27, "word": " تعالى", "probability": 0.9661458333333334}, {"start": 127.27, "end": 127.89, "word": " وما", "probability": 0.794921875}, {"start": 127.89, "end": 128.39, "word": " أتيته", "probability": 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"probability": 0.953125}, {"start": 1040.48, "end": 1040.86, "word": " و", "probability": 0.92822265625}, {"start": 1040.86, "end": 1041.3, "word": " هكذا", "probability": 0.9698893229166666}, {"start": 1041.3, "end": 1042.2, "word": " واضح؟", "probability": 0.8385009765625}, {"start": 1042.2, "end": 1043.12, "word": " ماذا", "probability": 0.9152018229166666}, {"start": 1043.12, "end": 1044.12, "word": " أيضا؟", "probability": 0.864013671875}, {"start": 1044.12, "end": 1045.66, "word": " خلاص؟", "probability": 0.954833984375}, {"start": 1045.66, "end": 1046.7, "word": " طيب", "probability": 0.9638671875}], "temperature": 1.0}, {"id": 45, "seek": 107577, "start": 1047.77, "end": 1075.77, "text": "هذه النقاط التي ذكرناها كلها هي عبارة عن أهم العوامل اللي يجب مراعتها عند اختيار موضوع البحث ان شاء الله يعني هذا شرحناها بالتفصيل فلذلك ما يأتي هو شرح لغاية ما نصل إلى مقومات البحث العلمية ان شاء الله في المحاضرة القادمة سنتناولها بإذن الله تعالى", "tokens": [3224, 24192, 28239, 4587, 41193, 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1063.23, "word": " ما", "probability": 0.74267578125}, {"start": 1063.23, "end": 1064.73, "word": " يأتي", "probability": 0.9471028645833334}, {"start": 1064.73, "end": 1064.93, "word": " هو", "probability": 0.9560546875}, {"start": 1064.93, "end": 1065.61, "word": " شرح", "probability": 0.9959309895833334}, {"start": 1065.61, "end": 1066.01, "word": " لغاية", "probability": 0.9884033203125}, {"start": 1066.01, "end": 1067.07, "word": " ما", "probability": 0.751953125}, {"start": 1067.07, "end": 1067.57, "word": " نصل", "probability": 0.950439453125}, {"start": 1067.57, "end": 1068.37, "word": " إلى", "probability": 0.4287109375}, {"start": 1068.37, "end": 1069.87, "word": " مقومات", "probability": 0.8740234375}, {"start": 1069.87, "end": 1070.53, "word": " البحث", "probability": 0.99609375}, {"start": 1070.53, "end": 1071.23, "word": " العلمية", "probability": 0.98291015625}, {"start": 1071.23, "end": 1071.35, "word": " ان", "probability": 0.79345703125}, {"start": 1071.35, "end": 1071.49, "word": " شاء", "probability": 0.994140625}, {"start": 1071.49, "end": 1071.63, "word": " الله", "probability": 0.96630859375}, {"start": 1071.63, "end": 1071.81, "word": " في", "probability": 0.93896484375}, {"start": 1071.81, "end": 1072.47, "word": " المحاضرة", "probability": 0.9892578125}, {"start": 1072.47, "end": 1073.39, "word": " القادمة", "probability": 0.9930013020833334}, {"start": 1073.39, "end": 1074.25, "word": " سنتناولها", "probability": 0.923046875}, {"start": 1074.25, "end": 1074.59, "word": " بإذن", "probability": 0.98193359375}, {"start": 1074.59, "end": 1074.87, "word": " الله", "probability": 0.95751953125}, {"start": 1074.87, "end": 1075.77, "word": " تعالى", "probability": 0.982421875}], "temperature": 1.0}, {"id": 46, "seek": 108583, "start": 1078.55, "end": 1085.83, "text": "طيب إلى أن نلتقي لكم مني كل تحية وتقدير والسلام عليكم ورحمة الله وبركاته", "tokens": [9566, 1829, 3555, 30731, 14739, 8717, 1211, 2655, 38436, 5296, 24793, 9154, 1829, 28242, 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\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/2Otu63LBK5s_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/2Otu63LBK5s_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..534e002aa8e6898e020829aae11e636e79c434b8
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/2Otu63LBK5s_raw.srt
@@ -0,0 +1,928 @@
+1
+00:00:21,160 --> 00:00:25,680
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,680 --> 00:00:29,660
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,660 --> 00:00:36,780
+آله وصحبه أجمعين أما بعدأسعد الله الصبح كنا جميعا
+
+4
+00:00:36,780 --> 00:00:41,060
+وأهلا وسهلا بيكون في هذه المحاضرة في محاضرتنا
+
+5
+00:00:41,060 --> 00:00:48,340
+السابقة كنا نتحدث عن العلم وعن وظائف العلم وخصائص
+
+6
+00:00:48,340 --> 00:00:54,220
+العلم واتكلمنا وقلنا أن العلم هو الكشف عن الحقيقة
+
+7
+00:00:54,220 --> 00:01:02,560
+هو الكشف عن الحقيقةولذلك تعريفه هو عبارة عن الوصول
+
+8
+00:01:02,560 --> 00:01:09,600
+للحقيقة وتفسير الحقيقة هذا هو العلم أيضًا قلنا
+
+9
+00:01:09,600 --> 00:01:14,800
+العلم لابد كله منهج لابد اتباع المنهج العلمي
+
+10
+00:01:14,800 --> 00:01:19,920
+للوصول إلى الحقيقة نستخدم المنهج العلمي للوصول إلى
+
+11
+00:01:19,920 --> 00:01:24,800
+الحقيقة واتكلمنا عن التعريف الإجرائي أيضًا وتحدثنا
+
+12
+00:01:24,800 --> 00:01:29,100
+عن وظائف العلم وخصائصهوقلنا إنه الوظيفة الرئيسية
+
+13
+00:01:29,100 --> 00:01:34,320
+اللي هي اكتشاف الحقيقة وإقامة الدليل عليها وأيضا
+
+14
+00:01:34,320 --> 00:01:38,260
+قلنا العلم يصل إلى صياغة القوانين والنظريات
+
+15
+00:01:38,260 --> 00:01:44,580
+العلمية كذلك العلم من خلاصة المواضيع اللي شرحناها
+
+16
+00:01:44,580 --> 00:01:48,420
+في المحاضرة السابقة بأن العلم واقعي، العلم مصاغ في
+
+17
+00:01:48,420 --> 00:01:52,690
+قضايا، العلم منطقيوالعلم إجرائي والعلم يتسم
+
+18
+00:01:52,690 --> 00:01:57,030
+بالعمومية وكذلك العلم يسعى لحل المشكلات والعلم
+
+19
+00:01:57,030 --> 00:02:02,110
+يميل إلى التجريد وأخيرا المعرفة العلمية هي معرفة
+
+20
+00:02:02,110 --> 00:02:06,710
+مستمرة لا تقف عندها حد معين وهذا واضح من قوله
+
+21
+00:02:06,710 --> 00:02:12,410
+تعالى وما أتيته من العلم إلا قليلاوفي قوله أيضًا،
+
+22
+00:02:12,410 --> 00:02:17,470
+لو كان البحر مدادًا لكلمات ربي، لنفد البحر قبل أن
+
+23
+00:02:17,470 --> 00:02:23,090
+تنفد كلمات ربي، ولو جئنا بمثله مددًا. فالعلم من
+
+24
+00:02:23,090 --> 00:02:26,970
+المهد إلى اللحت، مافيش إنسان يقول عن نفسه أنه
+
+25
+00:02:26,970 --> 00:02:31,230
+عالم، لأن احنا أتينا القليل القليل القليل من
+
+26
+00:02:31,230 --> 00:02:37,020
+العلم، وعلينا أن نتعلميعني منذ طفولتنا إلى أننا
+
+27
+00:02:37,020 --> 00:02:41,760
+شيخ ويتوفان الله خلاص إن ان توفان الله فما مكث في
+
+28
+00:02:41,760 --> 00:02:46,400
+الأرض من علم لنا يبقى للآخرين فلذلك على العالم أن
+
+29
+00:02:46,400 --> 00:02:51,140
+يشتهد ويبحث دائما للوصول إلى الحقيقة اليوم بدنا
+
+30
+00:02:51,140 --> 00:02:56,260
+ناخد موضوع جديد وهو البحث العلمي البحث العلمي
+
+31
+00:02:56,260 --> 00:03:00,860
+البحث العلمي يعني هو دائما أيضا
+
+32
+00:03:03,430 --> 00:03:07,250
+سعي ورا الحقيقة، اكتشاف الحقيقة والسعي وراها لأن
+
+33
+00:03:07,250 --> 00:03:11,890
+العلم نصل إليه عن طريق منهج البحث العلمي فلذلك
+
+34
+00:03:11,890 --> 00:03:16,290
+البحث العلمي هو الدراسة العلمية الدقيقة الدراسة
+
+35
+00:03:16,290 --> 00:03:20,670
+العلمية الدقيقة والمنظمة لموضوع معين باستخدام
+
+36
+00:03:20,670 --> 00:03:24,810
+المنهج العلمي للوصول إلى الحقيقة أو مجموعة
+
+37
+00:03:24,810 --> 00:03:30,620
+الحقائق، إذا هو دراسة علمية منظمةنستخدم فيها مناهج
+
+38
+00:03:30,620 --> 00:03:35,240
+البحث العلمي وأيضًا لدراسة ظاهرة اجتماعية إذا كان
+
+39
+00:03:35,240 --> 00:03:38,720
+الموضوع البحث اجتماعي وإحنا موضوعنا مناهج البحث
+
+40
+00:03:38,720 --> 00:03:42,500
+الاجتماعي أو البحث العلمي الاجتماعي لدراسة الظواهر
+
+41
+00:03:42,500 --> 00:03:45,620
+الاجتماعية والمشكلات الاجتماعية فإذا إحنا هنا
+
+42
+00:03:45,620 --> 00:03:50,080
+بنعرف البحث العلمي الاجتماعي إنه هو الدراسة
+
+43
+00:03:50,080 --> 00:03:53,940
+العلمية الاجتماعية الدقيقة والمنظمة للمواضيع
+
+44
+00:03:54,220 --> 00:03:58,560
+الاجتماعية مثل المشكلات والظواهر الاجتماعية وغير
+
+45
+00:03:58,560 --> 00:04:04,040
+كل ما يتعلق بالمواضيع الاجتماعية باستخدام ماذا؟
+
+46
+00:04:04,040 --> 00:04:08,200
+مناهج العلمية اللي هي الاجتماعية مثل منهج دراسة
+
+47
+00:04:08,200 --> 00:04:12,280
+الحالة مثل منهج المسح الاجتماعي، منهج التاريخي،
+
+48
+00:04:12,280 --> 00:04:17,240
+منهج التجريبي، منهج الوصف التحليلي، منهج الإحصائي،
+
+49
+00:04:17,240 --> 00:04:21,300
+كل هذه مناهجلابد أن نستخدمها وغيرها من المناهج ان
+
+50
+00:04:21,300 --> 00:04:24,720
+شاء الله في حينها عندما نصل إلى موضوع المناهج
+
+51
+00:04:24,720 --> 00:04:30,280
+سنتحدث عن كل منهج من هذه المناهج بالتفصيل واضح طيب
+
+52
+00:04:30,280 --> 00:04:32,800
+في عندنا نعم
+
+53
+00:04:36,920 --> 00:04:40,400
+أه أه طيب هاجيين .. خلاص احنا اديناكوا الخلاصة
+
+54
+00:04:40,400 --> 00:04:44,820
+اعطيناكوا الخلاصة يعني ليه التعريف اللي هو البحث
+
+55
+00:04:44,820 --> 00:04:49,280
+العلمي في عندنا خصاص البحث العلمي طبعا هنا في
+
+56
+00:04:49,280 --> 00:04:54,960
+عندنا خمستاشر خطوة في خصاص البحث العلمي سكوليتر
+
+57
+00:04:54,960 --> 00:05:01,900
+هدي عرفها لنا و قال عندنا خمستاشرخاصية من خصائص
+
+58
+00:05:01,900 --> 00:05:06,740
+البحث العلمى هذه خصائص منها اختيار موضوع البحث
+
+59
+00:05:06,740 --> 00:05:11,120
+دراسة مسحية للمجال اللى فهم مشكلة البحث مسح
+
+60
+00:05:11,120 --> 00:05:16,120
+بيولوجرافي وايضا صياغة مشكلة البحث وتلخيص عناصر
+
+61
+00:05:16,120 --> 00:05:21,260
+المشكلة بدي طالب اتكمل موضوع اللى هو خصائص البحث
+
+62
+00:05:21,260 --> 00:05:28,940
+العلمى من 15 خاصيةوحدة وحدة، كل طالبة تقول قصية،
+
+63
+00:05:28,940 --> 00:05:32,220
+اللي بعدها تحديد البيانات المطلوبة، اللي هناك
+
+64
+00:05:32,220 --> 00:05:42,240
+اختيار مجال حل المشكلة، جمع البيانات، ترتيب
+
+65
+00:05:42,240 --> 00:05:49,980
+البيانات، تحليل و تفسير البيانات، الوصول إلى
+
+66
+00:05:49,980 --> 00:05:58,260
+النتائجالاستشهاد بالمراجع و الهوامش اه يا بنتى عرض
+
+67
+00:05:58,260 --> 00:06:01,200
+البحث اللي هو تقرير البحث النهائي كتاب التقرير
+
+68
+00:06:01,200 --> 00:06:07,140
+البحث النهائي هذه خمس عشر خطوة وضعت في يعني كخصائص
+
+69
+00:06:07,140 --> 00:06:10,540
+البحث العلمى لكن يعني بدنا نشرح ذلك بالتفصيل ان
+
+70
+00:06:10,540 --> 00:06:13,820
+شاء الله اللي هي شروط البحث العلمى و العوامل اللي
+
+71
+00:06:13,820 --> 00:06:17,600
+يجب مراعتها عند اختيار موضوع البحث هذه مهمة جدا
+
+72
+00:06:17,600 --> 00:06:22,730
+عندما نأتي لاختيار موضوع البحثلابد أن تكون هناك
+
+73
+00:06:22,730 --> 00:06:26,870
+شروط لاختيار موضوع البحث وهذه ستواجهك المشكلة في
+
+74
+00:06:26,870 --> 00:06:30,570
+الفصل القادم وان شاء الله لن تكون مشكلة لكن بدنا
+
+75
+00:06:30,570 --> 00:06:36,170
+ياكم ان تستعدوا لها وهو اختيار موضوع البحث يمكن كل
+
+76
+00:06:36,170 --> 00:06:40,420
+طالبة تعتقد بأن اختيار الموضوع سهلولا نختار رأي
+
+77
+00:06:40,420 --> 00:06:46,060
+موضوعه خلاص لأ في شروط معينة لابد أنه رعيها عند
+
+78
+00:06:46,060 --> 00:06:50,560
+اختيار موضوع البحث موضوع البحث مهم جدا لأنه بتوقف
+
+79
+00:06:50,560 --> 00:06:55,760
+عليه كل خطوات البحث التالية فلذلك لابد نراعي
+
+80
+00:06:55,760 --> 00:06:59,800
+العوامل هذه والشروط الواجب توفرها عند اختيار موضوع
+
+81
+00:06:59,800 --> 00:07:04,820
+البحث ما هو الشرط الأول في اختيار موضوع البحث اه
+
+82
+00:07:04,820 --> 00:07:05,500
+يا بنتي
+
+83
+00:07:09,270 --> 00:07:16,450
+أول حاجة .. أول نقطة عندما يختار الباحث المشكلة
+
+84
+00:07:16,450 --> 00:07:20,690
+لابد تنبع من إحساسه .. من فهم له المشكلة و إحساسه
+
+85
+00:07:20,690 --> 00:07:25,490
+.. هل يحس بالمشكلة؟ هل هو مقتنع بالمشكلة؟ هل
+
+86
+00:07:25,490 --> 00:07:29,990
+المشكلة بتعالج قضية؟بالنسبة له و للمجتمع فلذلك
+
+87
+00:07:29,990 --> 00:07:34,490
+إحساسه بالمشكلة أو موضوع البحث هذه أهم خطوة من
+
+88
+00:07:34,490 --> 00:07:39,070
+الخطوات لابد و إلا يفرض علينا البحث لأ لا يجوز
+
+89
+00:07:39,070 --> 00:07:42,070
+ولذلك احنا في الدراسات العليا حتى طلبتنا في ال
+
+90
+00:07:42,070 --> 00:07:45,850
+baccalaureate دائما بنخليهم و بنعودهم انهم يختاروا
+
+91
+00:07:45,850 --> 00:07:50,630
+مواضيع البحث و احنا كمشرفين للبحث على الطلبة بإن
+
+92
+00:07:50,630 --> 00:07:54,150
+نحاول نساعدهم في اختيار الموضوع ان الطالب نفسه
+
+93
+00:07:54,150 --> 00:07:57,970
+يختار الموضوع كذلك الدراسات العلياماجستير ودكتوراه
+
+94
+00:07:57,970 --> 00:08:03,550
+نختار موضوع البحث بنفسنا وهذا من شروط الدراسات
+
+95
+00:08:03,550 --> 00:08:06,890
+العليا البحث لا يفرض على الباحث ولكن ينبع من
+
+96
+00:08:06,890 --> 00:08:11,410
+الباحث ومن إحساس الباحث ولكن بشروط معينة طبعا تهم
+
+97
+00:08:11,410 --> 00:08:15,670
+المجتمع ويكون ذا قيمة وإلى آخرى لكن أول شرط اللي
+
+98
+00:08:15,670 --> 00:08:20,130
+هي إحساس الباحث بموضوع البحث أو بالمشكلة التي يريد
+
+99
+00:08:20,130 --> 00:08:23,990
+دراستها ماذا الموضوع النقطة الأخرى أيوة يا بنتي
+
+100
+00:08:26,750 --> 00:08:32,630
+أيضًا دا قيمة لأن أي بحث بدون قيمة لا فائدة لك لا
+
+101
+00:08:32,630 --> 00:08:36,330
+أهمية لك بل لذلك لازم يكون البحث هذا اللي بنختاره
+
+102
+00:08:36,330 --> 00:08:42,050
+قيمة علمية ونافعة لنا و لغيرنا لأنه سيبقى هذا
+
+103
+00:08:42,050 --> 00:08:46,070
+البحث تتوارثه الأجيال ولذلك انتوا بحث التخرج عندكم
+
+104
+00:08:46,070 --> 00:08:50,770
+بكرا هيقبأ صورة منه و نسخة منه في المكتبة و يطلع
+
+105
+00:08:50,770 --> 00:08:55,390
+عليهجميع طلبة العلم الذين يريدون إطلاع على هذا
+
+106
+00:08:55,390 --> 00:08:58,890
+البحث و هكذا طلبة ال magister و الدكتوراه و أبحاث
+
+107
+00:08:58,890 --> 00:09:03,070
+التخرج ال baccalaureate كلها محفوظة للإطلاع و تكون
+
+108
+00:09:03,070 --> 00:09:08,070
+عبر شبكة ال internet من خلال الجامعة أيوة يا ابنتي
+
+109
+00:09:08,070 --> 00:09:08,250
+نعم
+
+110
+00:09:11,410 --> 00:09:14,950
+أيضًا البحث لابد يكون جديد، مش مكرر، لا نختار
+
+111
+00:09:14,950 --> 00:09:19,050
+موضوع اجتماعي مكرر، يعني و الله درسنا حالة الطلاق
+
+112
+00:09:19,050 --> 00:09:23,190
+في الشجعية، تجين السنة هذه، تجين الطالب الفصل
+
+113
+00:09:23,190 --> 00:09:27,050
+القادم تدرس الحالة والظهر، لأ ما سبق دراستها هذه،
+
+114
+00:09:27,050 --> 00:09:30,370
+في مدينة شجعية، لكن ممكن ندرسها في مدينة أخرى،
+
+115
+00:09:30,370 --> 00:09:33,750
+ممكن ندرسها في حي آخر، في حي النصر، في حي زتون،
+
+116
+00:09:33,750 --> 00:09:37,450
+ممكن ندرسها في خانيونس، في رفح، في بيت حنون، في
+
+117
+00:09:37,450 --> 00:09:41,650
+بيت لاهيا، في جباليا، ندرسها في مجتمع آخرواضح لكن
+
+118
+00:09:41,650 --> 00:09:46,030
+لا نكرر دراستها يعني بحكم انها درست او نختار موضوع
+
+119
+00:09:46,030 --> 00:09:49,870
+اخر غير موضوع الطلاب ناخد موضوع عن الشباب ناخد
+
+120
+00:09:49,870 --> 00:09:55,630
+موضوع عن المسنين عن المرأة عن المعاقين عن الأحداث
+
+121
+00:09:55,630 --> 00:10:00,670
+الجانحين مواضيع كثيرة اجتماعية حسب المجالاتممكن
+
+122
+00:10:00,670 --> 00:10:03,650
+طالب تاخد لنا موضوع عن خدمة الفرد و دورها في
+
+123
+00:10:03,650 --> 00:10:07,670
+المجتمع و إيش أهميتها و اتباع المنهج الإسلامي في
+
+124
+00:10:07,670 --> 00:10:11,250
+خدمة الفرد كيف يجوز أو لا يجوز ممكن تتأكد من صحة
+
+125
+00:10:11,250 --> 00:10:15,510
+مبادئ خدمة الفرد من خلال المنهج الإسلامي في تطبيق
+
+126
+00:10:15,510 --> 00:10:20,830
+المبادئ هل الإسلامموجودة المبادئ هذه في خدمة الفرد
+
+127
+00:10:20,830 --> 00:10:24,650
+في الإسلام أم لا ونتأكد من صحتها و أعدام صحتها و
+
+128
+00:10:24,650 --> 00:10:28,310
+هكذا في تنظيم المجتمع كذلك في خدمة الجماعة ممكن في
+
+129
+00:10:28,310 --> 00:10:31,790
+مجال رعاية الشباب ناخد مواضيع عن الشباب مختلفة
+
+130
+00:10:31,790 --> 00:10:35,310
+مواضيع مشكلات الشباب وغيرها إذا الموضوع لابد أن
+
+131
+00:10:35,310 --> 00:10:41,210
+يكون ذو أهمية واضح وموضوع جديد دائما يبحث في
+
+132
+00:10:41,210 --> 00:10:42,870
+الجديد أيوة يا بنتي
+
+133
+00:10:46,650 --> 00:10:51,050
+وهذه نقطة هامة جدا عندما يختار كثير من الطالبات
+
+134
+00:10:51,050 --> 00:10:55,010
+يختاروا مواضيع بحث التخرج ولكن بعد أسبوع، بعد
+
+135
+00:10:55,010 --> 00:10:58,270
+أسبوعين بيروحوا على المكتبة طبعا من حد ما اختاروا
+
+136
+00:10:58,270 --> 00:11:02,270
+الموضوع لكن يأتوا للمشرف ويقولون الله لم نجد مراجع
+
+137
+00:11:02,270 --> 00:11:07,210
+حول الموضوعفلذلك من هنا قبل اختيار الموضوع لابد أن
+
+138
+00:11:07,210 --> 00:11:11,330
+نذهب إلى المكتبة و نعرف حول الموضوع هل فيه مراجع،
+
+139
+00:11:11,330 --> 00:11:14,510
+هل فيه دراسات سابقة، هل فيه أبحاث، واضح لنا أنها
+
+140
+00:11:14,510 --> 00:11:19,150
+بتساعدنا في اللي هي عملية البحث، لابد من توفر
+
+141
+00:11:19,150 --> 00:11:23,190
+المعلومات والمعارف والمراجع، أيوة يا بنتي يجب
+
+142
+00:11:23,190 --> 00:11:26,110
+اختيار مشكلة البحث بقدر الإمكانيات المادية
+
+143
+00:11:26,110 --> 00:11:30,120
+والبشرية والزمانيةطبعا الموارد المادية والبشرية
+
+144
+00:11:30,120 --> 00:11:33,760
+والزمانية المتاحة مهمة جدا ولابد ان الراعي هذه
+
+145
+00:11:33,760 --> 00:11:37,420
+الجوانب لان البحث يحتاج لموارد مالية ويحتاج لموارد
+
+146
+00:11:37,420 --> 00:11:43,770
+مشرية ويحتاج إلىالزمن الزمن و لذلك الزمن يعتبر
+
+147
+00:11:43,770 --> 00:11:47,890
+عامل أساسي مراعاة الزمن المحدد للبحث وهذه الاهامية
+
+148
+00:11:47,890 --> 00:11:51,850
+طبعا أي بحث يحتاج إلى المال أي بحث يحتاج إلى الجهد
+
+149
+00:11:51,850 --> 00:11:54,410
+البشري ولذلك احنا في بحث التخرج في الخدمة
+
+150
+00:11:54,410 --> 00:11:58,550
+الاجتماعية لطلبة ال bachelor's بنشترض يعني طالبة
+
+151
+00:11:58,550 --> 00:12:04,720
+او طالبتين او ثلاث طالباتيعني ممكن يشتركوا في
+
+152
+00:12:04,720 --> 00:12:10,760
+عملية بحث التخرج ممكن أيضا الزمن الفترة الزمنية في
+
+153
+00:12:10,760 --> 00:12:15,080
+عندنا ثلاث شهور اللي هي في شهر الفصل الثاني من
+
+154
+00:12:15,080 --> 00:12:19,800
+فبراير إلى مايو لازم يكون البحثبحث التخرج كل طالب
+
+155
+00:12:19,800 --> 00:12:23,840
+تنتهي منه لذا هنا بنحدد فترة زمانية أيضا الموارد
+
+156
+00:12:23,840 --> 00:12:27,460
+المالية يعني لأنه يحتاج إلى مال وتحليل البيانات
+
+157
+00:12:27,460 --> 00:12:31,920
+وغيرها وجهد واستبانة ليدات البحث وهذا طبعا لما
+
+158
+00:12:31,920 --> 00:12:36,100
+يكونوا ثلاث طالبات تتوزع المسئولية عليهم وأيضا
+
+159
+00:12:36,100 --> 00:12:41,640
+بصير يعني تخفيف العبء المالي فلذلك من هنامن
+
+160
+00:12:41,640 --> 00:12:45,180
+العوامل اللي لابد تتوفر للبحث اللي هو مراعاة
+
+161
+00:12:45,180 --> 00:12:50,160
+العوامل المادية والبشرية والفترة الزمنية المحددة
+
+162
+00:12:50,160 --> 00:12:58,700
+للبحث أيضا مين ما اتكلمتش نهائي اللي ما اتكلمتش
+
+163
+00:12:58,700 --> 00:13:03,300
+أيه يا بنت اللي هناك؟مراعاة الزمن المحدد اتكلمنا
+
+164
+00:13:03,300 --> 00:13:06,500
+عنه النقطة هذه اتكلمنا عنها بالتفصيل و من ضمنها
+
+165
+00:13:06,500 --> 00:13:10,140
+ايضا لأنها من أهميتها بحكم الأهمية وضعناها في نقطة
+
+166
+00:13:10,140 --> 00:13:15,000
+خاصة لوحدها فالزمن مهم جدا ليه؟ لأنه مش معقول
+
+167
+00:13:15,000 --> 00:13:18,900
+البحث يكون محدد له تلت شهور اربع شهور و نخليه سنة
+
+168
+00:13:18,900 --> 00:13:22,040
+لأنه خلاص انتهت السنة او كل سنة او سنتين زي
+
+169
+00:13:22,040 --> 00:13:25,320
+الماجستير او الدكتوراه و بعد ذلك تطول الفترة هذه
+
+170
+00:13:25,320 --> 00:13:29,540
+طبعا تؤثر على يحتاج الى إمكانيات و يحتاج الى أمور
+
+171
+00:13:29,540 --> 00:13:36,760
+أخرىأيوة يا بنتي قولي وهذه
+
+172
+00:13:36,760 --> 00:13:40,220
+مهمة جدا انتوا طالبات خدمة اجتماعية لابد تكون
+
+173
+00:13:40,220 --> 00:13:43,040
+اختيار مواضيع البحث في مواضيع اجتماعية ومشكلات
+
+174
+00:13:43,040 --> 00:13:46,860
+اجتماعية وضوائع اجتماعية متعلقة بالخدمة الاجتماعية
+
+175
+00:13:46,860 --> 00:13:50,660
+في المجالات المختلفة للخدمة الاجتماعية وطرق الخدمة
+
+176
+00:13:50,660 --> 00:13:54,660
+الاجتماعية فلذلك البحث لابد ان ينبع من خلال التخصص
+
+177
+00:13:55,290 --> 00:13:58,910
+واضح؟ تعوين الهندسة بيختاروا مواضيع هندسية، تعوين
+
+178
+00:13:58,910 --> 00:14:01,770
+الخدمة الاجتماعية والاجتماع مواضيع اجتماعية، تعوين
+
+179
+00:14:01,770 --> 00:14:06,070
+الطب مواضيع طبية، تعوين العلم وكذا، كل حسب تخصصه،
+
+180
+00:14:06,070 --> 00:14:11,750
+إذا البحث لابد أن ينبع من الباحث حسب تخصصه وخبرته
+
+181
+00:14:11,750 --> 00:14:16,630
+في هذا المجال، اللي ما اتكلمتش نهائي، أيوة يا بنت،
+
+182
+00:14:16,630 --> 00:14:20,210
+قولي، هذا
+
+183
+00:14:20,210 --> 00:14:25,490
+مهم جداعند اختيار موضوع البحث لاجب ان يكون موضوع
+
+184
+00:14:25,490 --> 00:14:31,890
+البحث متشابك لابد نختار جزئية او جزئية واضحة
+
+185
+00:14:31,890 --> 00:14:36,210
+المعالج يعني مثلا اضرب مثال يعني لما نقول والله
+
+186
+00:14:36,210 --> 00:14:41,760
+بدنا نتكلم عن مشكلات الشبابالاجتماعية والاقتصادية
+
+187
+00:14:41,760 --> 00:14:45,220
+والنفسية والصحية والتعليمية وإلى غير ذلك و الله
+
+188
+00:14:45,220 --> 00:14:48,900
+ناخد مشكلة واحدة المشكلات الاجتماعية و الله
+
+189
+00:14:48,900 --> 00:14:53,080
+المشكلات التعليمية المشكلات النفسية إذا من هنا
+
+190
+00:14:53,080 --> 00:14:57,320
+بنحدد إذا لما ناخد جانب واحد أفضل مما ناخد جوانب
+
+191
+00:14:57,320 --> 00:15:02,220
+متشعبة في المشكلة فلذلك نختار الموضوع المحدد واضح؟
+
+192
+00:15:02,220 --> 00:15:06,140
+بالعنوان المحدد أيوة يا بنتي يجب على الباحث أنك
+
+193
+00:15:06,140 --> 00:15:09,150
+تستخدم الوضع اللي فيه بحاجة لمشكلة تبحث عنهاأه
+
+194
+00:15:09,150 --> 00:15:12,970
+الصعوبات وهذه مهمة جدا الصعوبات قبل البحث و
+
+195
+00:15:12,970 --> 00:15:15,730
+الصعوبات بعد البحث ما هي الصعوبات المتوقعة قبل
+
+196
+00:15:15,730 --> 00:15:19,030
+البحث و بعد البحث بعد ما أجرينا البحث طبعا في
+
+197
+00:15:19,030 --> 00:15:23,030
+صعوبات قبل البحث يعني بكرة طالبة بدها تختار لموضوع
+
+198
+00:15:23,030 --> 00:15:28,310
+مثلا عن الأثار الاجتماعية لمتناولي المخدرات أو
+
+199
+00:15:28,310 --> 00:15:32,010
+لمراوجي المخدرات في المجتمع طبعا هذا البحث ليس
+
+200
+00:15:32,010 --> 00:15:36,180
+سهلامن وين بالسجن دي العينة؟ لأن هدول قد يكونون في
+
+201
+00:15:36,180 --> 00:15:41,070
+السجن، إذا هنا بدهم موافقة أمنيةوبدهم يكونوا
+
+202
+00:15:41,070 --> 00:15:44,970
+موجودين وعندهم تقبل إذا هذا إجراء مش سهل فلذلك قبل
+
+203
+00:15:44,970 --> 00:15:47,890
+ما نختار الموضوع بدنا ندرسه وهل الجهات الأمنية
+
+204
+00:15:47,890 --> 00:15:52,230
+توافق على دراسة مثل هذه فهنا الموضوع سهل يعني مش
+
+205
+00:15:52,230 --> 00:15:58,370
+سهل لابد من أن نعمل إجراءات الموافقة وهل فعلا في
+
+206
+00:15:58,370 --> 00:16:01,690
+موافقة على ذلك أم لا من الجهات الأمنية وغير ذلك
+
+207
+00:16:01,690 --> 00:16:07,810
+على مثل هذه الدراسة وهكذا نعم في عندنا صعوبات أخرى
+
+208
+00:16:08,320 --> 00:16:11,220
+كذلك هذا في اختيار العينات في مواضيع أخرى كثيرة
+
+209
+00:16:11,220 --> 00:16:14,920
+تحتاج لموافقات وأيضا كل موضوع أنتم بتختاروه للبحث
+
+210
+00:16:14,920 --> 00:16:18,220
+لابد أن تكون عليه موافقة من الجهة اللي بتدرسوها
+
+211
+00:16:18,220 --> 00:16:20,720
+لكن في بعض المواضيع من السهل أننا نحصل على
+
+212
+00:16:20,720 --> 00:16:24,760
+الموافقة والبعض يعني نجد صعوبة فلذلك من هنا نسجل
+
+213
+00:16:24,760 --> 00:16:28,100
+أيضا الصعوبات أثناء ممارسة البحثاللي هو الإجراء
+
+214
+00:16:28,100 --> 00:16:32,260
+البحثي عندما يكون الباحث يقوم ببحثه لابد صعوبات
+
+215
+00:16:32,260 --> 00:16:36,360
+هذه أيضًا يكتبها وفي نهاية البحث يكتبها في الرسالة
+
+216
+00:16:36,360 --> 00:16:40,940
+أو في رسالة البحث أو في تقرير البحث ما هي الصعوبات
+
+217
+00:16:40,940 --> 00:16:47,080
+التي واجهته ماذا أيضًا؟ ماتكلمتش نهائي أيوة يا
+
+218
+00:16:47,080 --> 00:16:51,720
+بنتي و الدقة في العنوان ما احنا قلنا اختيار
+
+219
+00:16:51,720 --> 00:16:55,960
+الموضوع والعنوان والعنوان مايكونش كبير العنوان
+
+220
+00:16:55,960 --> 00:17:01,240
+يكون صغيركان زمان الرسائل عنوانها كبير لكن اليوم
+
+221
+00:17:01,240 --> 00:17:07,880
+يعني يكون قصير جدا مايكونش كبير نعم يعبر عن المعنى
+
+222
+00:17:07,880 --> 00:17:15,560
+و هكذا يغطي جوانب البحث و قصير و في مضمون البحث
+
+223
+00:17:15,560 --> 00:17:19,200
+يعني يكون يعبر عن مضمون البحث مايكونش عنوان غير و
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+224
+00:17:19,200 --> 00:17:26,700
+مضمون البحث غير و هكذا واضح؟ ماذا أيضا؟ خلاص؟ طيب
+
+225
+00:17:27,770 --> 00:17:34,330
+هذه النقاط التي ذكرناها كلها هي عبارة عن أهم
+
+226
+00:17:34,330 --> 00:17:39,430
+العوامل اللي يجب مراعتها عند اختيار موضوع البحث ان
+
+227
+00:17:39,430 --> 00:17:44,730
+شاء الله يعني هذا شرحناها بالتفصيل فلذلك ما يأتي
+
+228
+00:17:44,730 --> 00:17:51,350
+هو شرح لغاية ما نصل إلى مقومات البحث العلمية ان
+
+229
+00:17:51,350 --> 00:17:54,870
+شاء الله في المحاضرة القادمة سنتناولها بإذن الله
+
+230
+00:17:54,870 --> 00:17:55,770
+تعالى
+
+231
+00:17:58,550 --> 00:18:03,750
+طيب إلى أن نلتقي لكم مني كل تحية وتقدير والسلام
+
+232
+00:18:03,750 --> 00:18:05,830
+عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/6ljCHsVD7nI_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/6ljCHsVD7nI_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..b2c38a906f4d5f37d70a075c02907543d738e178
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/6ljCHsVD7nI_raw.json
@@ -0,0 +1 @@
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1.4781951904296875e-05, "words": [{"start": 1987.32, "end": 1988.12, "word": "الدراسة", "probability": 0.9783203125}, {"start": 1988.12, "end": 1988.86, "word": " التطبيقية", "probability": 0.980078125}, {"start": 1988.86, "end": 1989.26, "word": " طب", "probability": 0.722412109375}, {"start": 1989.26, "end": 1989.4, "word": " ان", "probability": 0.7294921875}, {"start": 1989.4, "end": 1989.62, "word": " شاء", "probability": 0.99072265625}, {"start": 1989.62, "end": 1989.86, "word": " الله", "probability": 0.95654296875}, {"start": 1989.86, "end": 1990.92, "word": " احنا", "probability": 0.9640299479166666}, {"start": 1990.92, "end": 1991.48, "word": " إلى", "probability": 0.411865234375}, {"start": 1991.48, "end": 1991.8, "word": " هنا", "probability": 0.98388671875}, {"start": 1991.8, "end": 1992.22, "word": " ننهي", "probability": 0.982666015625}, {"start": 1992.22, "end": 1992.92, "word": " المحاضرة", "probability": 0.9906005859375}, {"start": 1992.92, "end": 1993.44, "word": " وفي", "probability": 0.7578125}, {"start": 1993.44, "end": 1994.0, "word": " المحاضرة", "probability": 0.9959716796875}, {"start": 1994.0, "end": 1994.54, "word": " القادمة", "probability": 0.9930013020833334}, {"start": 1994.54, "end": 1995.24, "word": " نكمل", "probability": 0.9933268229166666}, {"start": 1995.24, "end": 1996.26, "word": " المفاهيم", "probability": 0.9862060546875}, {"start": 1996.26, "end": 1996.66, "word": " بإذن", "probability": 0.8939208984375}, {"start": 1996.66, "end": 1996.98, "word": " الله", "probability": 0.9560546875}, {"start": 1996.98, "end": 1998.04, "word": " تعالى", "probability": 0.9822591145833334}, {"start": 1998.04, "end": 1998.66, "word": " لكم", "probability": 0.872314453125}, {"start": 1998.66, "end": 1999.06, "word": " مني", "probability": 0.9169921875}, {"start": 1999.06, "end": 1999.42, "word": " كل", "probability": 0.9853515625}, {"start": 1999.42, "end": 1999.9, "word": " تحية", "probability": 0.9674479166666666}, {"start": 1999.9, "end": 2000.74, "word": " وتقدير", "probability": 0.787841796875}, {"start": 2000.74, "end": 2001.94, "word": " والسلام", "probability": 0.8880208333333334}, {"start": 2001.94, "end": 2002.5, "word": " عليكم", "probability": 0.97216796875}, {"start": 2002.5, "end": 2002.98, "word": " ورحمة", "probability": 0.986083984375}, {"start": 2002.98, "end": 2003.3, "word": " الله", "probability": 0.97607421875}, {"start": 2003.3, "end": 2004.04, "word": " وبركاته", "probability": 0.97421875}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2004.69475, "duration_after_vad": 1948.004374999996}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/7zsQWYAZ9L4.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/7zsQWYAZ9L4.srt
new file mode 100644
index 0000000000000000000000000000000000000000..b6e6cbef412a398e4a21d0b0a9f40f92737f3efe
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/7zsQWYAZ9L4.srt
@@ -0,0 +1,1370 @@
+1
+00:00:24,640 --> 00:00:28,640
+الصلاة والسلام على أشرف المخلوقين سيدنا محمد وعلى
+
+2
+00:00:28,640 --> 00:00:35,120
+آله وصحبه أجمعين ومن اتبع هداه إلى يوم الدين. في
+
+3
+00:00:35,120 --> 00:00:42,480
+المحاضرات السابقة، استعرضنا منهج البحث، منهج هو منهج
+
+4
+00:00:42,480 --> 00:00:44,660
+ككل، لمساق منهج البحث.
+
+5
+00:00:54,710 --> 00:01:05,090
+ككل، فيما تم تحصيله وجمعه من معلومات وبيانات حول
+
+6
+00:01:05,090 --> 00:01:09,870
+مضامين المساق، ككل مساق، من أجل البحث الاجتماعي في
+
+7
+00:01:09,870 --> 00:01:16,250
+مواضيع مختلفة. تم تكليف الطالبات بهذه المواضيع، وفي
+
+8
+00:01:16,250 --> 00:01:20,430
+هذه المحاضرة، وإن شاء الله المحاضرة القادمة، سيكون
+
+9
+00:01:20,430 --> 00:01:25,910
+هناك عرض لهذه البحوث والتقارير من قبل الطالبات.
+
+10
+00:01:25,910 --> 00:01:28,970
+فلذلك،
+
+11
+00:01:28,970 --> 00:01:34,710
+موضوع المحاضرة وعنوانها: عرض بحوث وتقارير الطلبة.
+
+12
+00:01:34,710 --> 00:01:41,330
+فهذا النموذج سيكون نموذجًا لمن يطلع على المحاضرات
+
+13
+00:01:41,330 --> 00:01:49,360
+المصورة، بحيث يشاهد ويُراجع  عمل كل طالبة قامت بإعداد
+
+14
+00:01:49,360 --> 00:01:53,840
+بحث أو تقرير حول موضوع من موضوعات منهج البحث
+
+15
+00:01:53,840 --> 00:01:58,360
+الاجتماعي. نبدأ الآن بالطالبة نسرين الدعادة،
+
+16
+00:01:58,360 --> 00:02:04,220
+وموضوعها: المنهج التجريبي، وإن كان هذا المنهج من
+
+17
+00:02:04,220 --> 00:02:07,640
+المناهج الخاصة ب... من مناهج البحث الاجتماعي.
+
+18
+00:02:07,640 --> 00:02:14,040
+ولذلك نستمع إلى الطالبة في بحثها عن هذا الموضوع.
+
+19
+00:02:14,040 --> 00:02:17,140
+فانتِ تفضلي. بسم الله الرحمن الرحيم والصلاة والسلام
+
+20
+00:02:17,140 --> 00:02:20,450
+على أشرف المرسلين سيدنا محمد. أنا أتحدث... أنا
+
+21
+00:02:20,450 --> 00:02:23,890
+عملت بحثًا عن المنهج التجريبي، بتحدث عن اللي هو
+
+22
+00:02:23,890 --> 00:02:26,910
+تعريف المنهج التجريبي، إنه هذا المنهج التجريبي
+
+23
+00:02:26,910 --> 00:02:30,150
+يقوم بإنه بيدرس المشكلات البحثية، يركز على
+
+24
+00:02:30,150 --> 00:02:35,250
+الاختبار والتجربة والاختبار العلمي، وعلى أساس
+
+25
+00:02:35,250 --> 00:02:40,950
+إجراء تغيير معتمد بشروط معينة، ويستعين الباحث فيه
+
+26
+00:02:40,950 --> 00:02:45,050
+بالمختبرات وأدواتها لغرض الوصول إلى علاقة سببية.
+
+27
+00:02:45,200 --> 00:02:48,500
+لذلك يُعتبر هذا المنهج التجريبي من أهم المناهج
+
+28
+00:02:48,500 --> 00:02:52,560
+البحثية. بيقوم على قدرة الباحث على إجراء التجربة،
+
+29
+00:02:52,560 --> 00:02:56,460
+خبرته، على مهارته، على قوة الملاحظة، بتوقف على
+
+30
+00:02:56,460 --> 00:02:59,960
+الظروف التي يتطلبها البحث التجريبي، وعلى الأجهزة
+
+31
+00:02:59,960 --> 00:03:04,060
+والأدوات. أبدأ أحكي عن مصطلحات البحث التجريبي، بيقولوا
+
+32
+00:03:04,060 --> 00:03:07,200
+مصطلحات، من هذه المصطلحات اللي هي التجربة، التجربة
+
+33
+00:03:07,200 --> 00:03:10,680
+تقوم على تطبيق عامل معين على مجموعة دون الأخرى
+
+34
+00:03:10,680 --> 00:03:15,480
+لمعرفة ما يحدث من خلال هذه الطريقة، المتغير الثاني
+
+35
+00:03:15,480 --> 00:03:19,240
+اللي هو متغير المستقل، العامل أو السبب الذي يُطبق
+
+36
+00:03:19,240 --> 00:03:23,240
+بغرض معرفة أثره على النتيجة. وطريقة التدريس اللي هو
+
+37
+00:03:23,240 --> 00:03:26,440
+العامل المستقل، في عندنا العامل التابع اللي هو
+
+38
+00:03:26,440 --> 00:03:30,260
+النتيجة التي تُبحث عن تأثير تطبيق المتغير
+
+39
+00:03:30,260 --> 00:03:34,330
+المستقل عليها، زي اللي هو الدرجات التي تحصل عليها
+
+40
+00:03:34,330 --> 00:03:38,790
+الطلاب، هذا بتكون متغير تابع. المجموعة التجريبية اللي
+
+41
+00:03:38,790 --> 00:03:41,750
+هي المجموعة التي تُطبق عليها التجربة. المجموعة
+
+42
+00:03:41,750 --> 00:03:44,190
+الضابطة، اللي هي المجموعة التي تشبه تمامًا المجموعة
+
+43
+00:03:44,190 --> 00:03:47,650
+التجريبية في جميع خصائصها، بتُمثل فيها. في عندنا
+
+44
+00:03:47,650 --> 00:03:51,470
+المتغيرات الخارجية التي يلزم ضبطها لتكون بدرجة
+
+45
+00:03:51,470 --> 00:03:54,650
+متساوية في المجموعة التجريبية والضابطة. في عندنا اللي
+
+46
+00:03:54,650 --> 00:03:57,570
+هو الاختبار القبلي، الاختبار الذي تُختبره المجموعة
+
+47
+00:03:57,570 --> 00:04:01,070
+الضابطة والتجريبية قبل إجراء التجربة، بهدف اللي هو
+
+48
+00:04:01,070 --> 00:04:03,930
+تحديد مستوى التحصيل الدراسي. في عندك الاختبار
+
+49
+00:04:03,930 --> 00:04:07,270
+الباعدي، اللي هو الاختبار الذي تُختبره المجموع
+
+50
+00:04:07,270 --> 00:04:09,630
+التجريبية... قبل... قبل... قبل... قبل... قبل... قبل... قبل
+
+51
+00:04:09,630 --> 00:04:11,590
+...قبل... قبل... قبل... قبل... قبل... قبل... قبل
+
+52
+00:04:11,590 --> 00:04:11,670
+...قبل... قبل... قبل... قبل... قبل... قبل... قبل
+
+53
+00:04:11,670 --> 00:04:11,910
+...قبل... قبل... قبل... قبل... قبل... قبل... قبل
+
+54
+00:04:11,910 --> 00:04:13,810
+...قبل... قبل... قبل... قبل... قبل... قبل... قبل
+
+55
+00:04:13,810 --> 00:04:18,870
+...قبل... قبل... قبل... قبل... قبل... قبل... قبل
+
+56
+00:04:18,870 --> 00:04:22,370
+...
+
+57
+00:04:22,370 --> 00:04:28,910
+قبل
+
+58
+00:04:28,910 --> 00:04:33,890
+... وفي أساليب وطرق تصميم البحوث التجريبية،
+
+59
+00:04:33,890 --> 00:04:37,470
+إنهم بيصمموا التجربة على مجموعة واحدة، أو بتجربة
+
+60
+00:04:37,470 --> 00:04:40,950
+على مجموعتين متكافئتين، أو بيصمموها على مجموعتين
+
+61
+00:04:40,950 --> 00:04:44,910
+اللي هي متناوبة. بدي أترك الحديث لزميلتي عشان
+
+62
+00:04:44,910 --> 00:04:49,000
+أتكمل.بسم الله الرحمن الرحيم، استكمالًا لمبادئِ
+
+63
+00:04:49,000 --> 00:04:52,380
+الأخت نسرين، في حديثها عن المنهج التجريبي، فهي
+
+64
+00:04:52,380 --> 00:04:56,200
+قامت بِإيراد حديث عن التعريفات والمصطلحات للمنهج
+
+65
+00:04:56,200 --> 00:05:00,760
+التجريبي. فأنا سأتحدث عن شروط البحث التجريبي، له
+
+66
+00:05:00,760 --> 00:05:04,220
+شروط، لازم تتوافر فيه، أن يحدث المتغير المستقل قبل
+
+67
+00:05:04,220 --> 00:05:08,160
+المتغير التابع، أن يكون المتغير المستقل مضبوطًا من قبل
+
+68
+00:05:08,160 --> 00:05:12,880
+الباحث، أن يكون هناك  عدم وجود متغير ثالث يُفسّر العلاقة بين
+
+69
+00:05:12,880 --> 00:05:16,620
+المتغير المستقل والمتغير التابع، أي أن المتغير
+
+70
+00:05:16,620 --> 00:05:20,300
+المستقل يجب أن يكون السبب الوحيد لتغير
+
+71
+00:05:20,300 --> 00:05:25,400
+المتغير التابع. عندي أنواع للبحوث التجريبية، عندي
+
+72
+00:05:25,400 --> 00:05:32,370
+البحث المعملي، و... وبحوث على المواقف والأشخاص،
+
+73
+00:05:32,370 --> 00:05:37,870
+وبحوث على... هذه تُجرى على طريقة المجموعة الواحدة،
+
+74
+00:05:37,870 --> 00:05:41,230
+...الواحدة، زي ما ذُكر، وفي مجموعة... طريقة المجموعة
+
+75
+00:05:41,230 --> 00:05:45,410
+المتكافئة، أو المتناوبة. و...  و الطريقة المتناوبة.
+
+76
+00:05:48,910 --> 00:05:52,590
+عملتُ جزءًا عن تقرير المنهج التجريبي، مش سآخذ فيه
+
+77
+00:05:52,590 --> 00:05:56,250
+لأنه يعني يحتاج إلى ميزانية، وعملتُ عن تصميم البحث التجريبي
+
+78
+00:05:56,250 --> 00:06:02,230
+وسأُشير بشكل عام للمنهج التجريبي. في المنهج التجريبي، يجب
+
+79
+00:06:02,230 --> 00:06:05,710
+أن نؤكد على جوانب،  أن استخدام التجربة يحتاج
+
+80
+00:06:05,710 --> 00:06:09,410
+لتغيير محدد في الواقع، وهذا التغيير نسميه استخدام
+
+81
+00:06:09,410 --> 00:06:13,340
+المتغير المستقل أو التجريبي. ملاحظة نتائج وآثار ذلك
+
+82
+00:06:13,340 --> 00:06:17,940
+التغيير، وما نُطلِق عليه النتائج ورد الفعل بالنسبة
+
+83
+00:06:17,940 --> 00:06:21,500
+للمتغير التابع. ثلاث خطوات لإجراء التجربة للتأكد من
+
+84
+00:06:21,500 --> 00:06:25,360
+عدم وجود عوامل أخرى غير المتغير المستقل قد أثّرت على
+
+85
+00:06:25,360 --> 00:06:29,060
+ذلك الواقع، لأن عدم ضبط الإجراءات سيقلل قدرة الباحث
+
+86
+00:06:29,060 --> 00:06:34,080
+على حصر ومعرفة تأثير المتغير المستقل. مثل ذلك، زي
+
+87
+00:06:34,080 --> 00:06:36,500
+وجود طالبين بنفس المستوى التعليمي والمهارة
+
+88
+00:06:36,500 --> 00:06:39,800
+القرائية والعلمية. أنا حابّة أني أُجيب مثال عشان
+
+89
+00:06:39,800 --> 00:06:47,110
+يتوضح للجميع. نقرأ بالفهم لكم. وجود
+
+90
+00:06:47,110 --> 00:06:49,190
+طالبين، زي ما حكينا، وجود طالبين بنفس المستوى
+
+91
+00:06:49,190 --> 00:06:52,730
+التعليمي والمهارة القرائية والعلمية. استخدم الأول
+
+92
+00:06:52,730 --> 00:06:56,830
+منهما فهرسًا بطاقاتٍ تقليدية في مكتبة الجامعة، و
+
+93
+00:06:56,830 --> 00:07:00,730
+استخدم الثاني فهرسًا إلكترونيًا مخزون معلوماته في الحاسوب، و
+
+94
+00:07:00,730 --> 00:07:03,190
+يشترك الفهرسان في نفس المعلومات الأساسية، و
+
+95
+00:07:03,190 --> 00:07:06,590
+المُصغّرة والفنية. فوصول الطالب الثاني، مثلًا، إلى
+
+96
+00:07:06,590 --> 00:07:10,230
+المصادر التي يحتاجها بشكل أسرع، يوضح لنا أن استخدام
+
+97
+00:07:10,230 --> 00:07:15,340
+الحاسوب هو... الحاسوب هو، بنقول عليه متغير مستقل يُسرّع في
+
+98
+00:07:15,340 --> 00:07:18,480
+عملية الوصول إلى المعلومات التي يحتاجها الطالب في
+
+99
+00:07:18,480 --> 00:07:21,420
+المكتبة الجامعية، والتي... أي المكتبة الجامعية،
+
+100
+00:07:21,420 --> 00:07:26,200
+متغير تابع. وهنا لابد من التأكد من ضرورة التأكد
+
+101
+00:07:26,200 --> 00:07:30,420
+في البحث من عدم وجود عوامل أخرى غير المستقل... غير
+
+102
+00:07:30,420 --> 00:07:35,000
+المستقل... غير المستقل في المثال أعلاه، كما أنه قد
+
+103
+00:07:35,000 --> 00:07:38,020
+أثّرت على سرعة الوصول إلى المعلومات.
+
+104
+00:07:40,840 --> 00:07:44,120
+أخيرًا، مزايا وعيوب. إحنا عارفين، زي ما حكت الأستاذة
+
+105
+00:07:44,120 --> 00:07:48,020
+الدكتورة قبلي، إنه كل منهج زي ما له مزايا، وإحنا
+
+106
+00:07:48,020 --> 00:07:51,680
+بنستخدمها، إلا إنه في له سلبيات، عيوب، في استخدام
+
+107
+00:07:51,680 --> 00:07:55,630
+استخدامه. إنه يَعتبر الباحث التجريبي أدق أنواع الباحثين
+
+108
+00:07:55,630 --> 00:07:59,150
+العلميين، وأكفأهم في الوصول إلى نتائج دقيقة، يُوثّق
+
+109
+00:07:59,150 --> 00:08:02,430
+بها، وذلك للاعتبارات الآتية: إنه يسمح بتكرار التجارب
+
+110
+00:08:02,430 --> 00:08:05,990
+في ظل نفس الظروف، ومن قبل الباحث نفسه أو باحثين آخرين،
+
+111
+00:08:05,990 --> 00:08:09,670
+لتأكد من صحة النتائج. يُساعد الباحث في
+
+112
+00:08:09,670 --> 00:08:13,410
+اكتشاف العلاقات السببية بين المتغيرات بسرعة ودقة
+
+113
+00:08:13,410 --> 00:08:17,710
+أكثر، حيث يتيح للباحث أن يُغيّر، حسب
+
+114
+00:08:17,710 --> 00:08:22,570
+قصده، وعلى نحوٍ مُنظم، في مقدار المتغير التجريبي، أو
+
+115
+00:08:22,570 --> 00:08:25,910
+المستقل، ليرى تأثيره على متغير آخر هو المتغير
+
+116
+00:08:25,910 --> 00:08:29,150
+التابع.  أما عن المزايا، عند الصعوبات التي تواجه هذا النوع
+
+117
+00:08:29,150 --> 00:08:32,810
+من البحث، يتطلب استخدام هذا البحث إجراءات إدارية وفنية
+
+118
+00:08:32,810 --> 00:08:36,710
+وإجرائية دقيقة، مثل الحصول على موافقات من الجهات التي
+
+119
+00:08:36,710 --> 00:08:41,010
+سيُطبّق عليه البحث، وضمان تعاون المبحوثين مع الباحث
+
+120
+00:08:41,010 --> 00:08:45,410
+ وعدم انسحابهم أثناء إجراء البحث، وكذلك صعوبة تقييم
+
+121
+00:08:45,410 --> 00:08:48,630
+الأبحاث التي يترتب عليها أضرار معنوية ومادية
+
+122
+00:08:48,630 --> 00:08:52,900
+للأشخاص. التحيز، وقد ينجم عن الباحث نفسه أو من
+
+123
+00:08:52,900 --> 00:08:55,880
+الأشخاص الذين أجريت عليهم التجربة، خصوصًا إن كان
+
+124
+00:08:55,880 --> 00:08:59,340
+هؤلاء الأشخاص يعرفون مسبقًا هدف التجربة، مما يجعلهم
+
+125
+00:08:59,340 --> 00:09:03,860
+متكلفين في سلوكهم. صعوبة التحكم في جميع المتغيرات
+
+126
+00:09:03,860 --> 00:09:07,660
+والعوامل التي تؤثر في الظاهرة أو الحدث، نظرًا لصعوبة
+
+127
+00:09:07,660 --> 00:09:11,180
+حصْرها وتحديدها. صعوبة اختيار عينات التجربة، حيث
+
+128
+00:09:11,180 --> 00:09:14,600
+تكون ممثلة للمجتمع الأصلي المرتبط به النتائج، أو
+
+129
+00:09:14,600 --> 00:09:18,140
+تعميمها عليه. وجود متغيرات لا يمكن إخضاعها للضبط
+
+130
+00:09:18,140 --> 00:09:21,080
+التجريبي، مثل الخصائص الذاتية للمبحوثين، ومنها
+
+131
+00:09:21,080 --> 00:09:25,180
+المكانة الاجتماعية، الدين والمعتقدات.  إن
+
+132
+00:09:25,180 --> 00:09:27,900
+التجريب هو عبارة عن إثبات فروض، وتركيز على صحتها،
+
+133
+00:09:27,900 --> 00:09:31,060
+ولذلك لا يُؤدي إلى الاكتشاف. التجربة لا تُزوّد الباحث
+
+134
+00:09:31,060 --> 00:09:34,640
+بمعلومات جديدة، إنما يثبت، أو يُواصل، معلومات معينة.
+
+135
+00:09:34,640 --> 00:09:38,680
+تعتمد دقة النتائج على الأدوات التي يستخدمها الباحث،
+
+136
+00:09:38,680 --> 00:09:42,300
+كالاختبارات والمقاييس التي يُعِدّها،
+
+137
+00:09:44,500 --> 00:09:47,740
+ومدى صدق هذه الاختبارات وملاءمة القياس للظاهرة،
+
+138
+00:09:47,740 --> 00:09:51,840
+وبذلك يحذر الباحث من الوقوع في أخطاء القياس، عن
+
+139
+00:09:51,840 --> 00:09:54,780
+طريق التدقيق في اختيار الأدوات المناسبة للقياس،
+
+140
+00:09:54,780 --> 00:09:58,720
+والتي تتميز بالدقة والصدق والثبات. إن العوامل
+
+141
+00:09:58,720 --> 00:10:01,420
+والمتغيرات لا تؤثر على الظاهرة على انفراد، بل
+
+142
+00:10:01,420 --> 00:10:05,810
+تتفاعل هذه العوامل والمتغيرات، وتترابط في علاقات
+
+143
+00:10:05,810 --> 00:10:10,050
+شبكية، بحيث يصعب عزل أثر عامل معين على انفراد. ولذلك،
+
+144
+00:10:10,050 --> 00:10:13,770
+من الصعب تحديد العلاقة بين متغير تابع ومتغير مستقل،
+
+145
+00:10:13,770 --> 00:10:16,930
+فالباحث يجب أن يكون حذرًا في تفسير هذه العلاقة.
+
+146
+00:10:16,930 --> 00:10:21,490
+أخيرًا، في حالة إجراء التجربة تحت ظروف مصطنعة لا
+
+147
+00:10:21,490 --> 00:10:25,310
+تمثل الواقع، فإن نتائجها، في مثل هذه الحالة، لا تكون
+
+148
+00:10:25,310 --> 00:10:28,930
+صالحة للتطبيق في الظروف العادية. شكرًا جزيلاً.
+
+149
+00:10:32,690 --> 00:10:36,410
+أولًا،  المنهج العلمي هو أسلوب التفكير
+
+150
+00:10:36,410 --> 00:10:39,110
+والعمل الذي يعتمده الباحث في تنظيم أفكاره وتحليلها
+
+151
+00:10:39,110 --> 00:10:42,330
+وعرضها، وبالتالي الوصول إلى نتائج وحقائق معقولة حول
+
+152
+00:10:42,330 --> 00:10:47,150
+الظاهرة موضوع الدراسة. خصائص منهج البحث: إنها طريقة
+
+153
+00:10:47,150 --> 00:10:49,570
+التفكير والعمل المنظمة التي تقوم عليها الملاحظة
+
+154
+00:10:49,570 --> 00:10:52,730
+الموضوعية، والبعد عن التحيز، الديناميكية والمرونة،
+
+155
+00:10:52,730 --> 00:10:55,630
+إمكانية التثبت من نتائج البحث العلمي، التعميم،
+
+156
+00:10:55,630 --> 00:10:59,430
+القدرة على التنبؤ، قدرة على وضع تصور لما يمكن أن
+
+157
+00:10:59,430 --> 00:11:02,230
+تكون عليه الظواهر المدروسة في المستقبل. أنواع منهج
+
+158
+00:11:02,230 --> 00:11:04,610
+البحث العلمي: المنهج التاريخي، والوصفي، والتجريبي،
+
+159
+00:11:04,610 --> 00:11:07,730
+والمقارن، وأسلوب النظم، وأسلوب دراسة الحالة، وتحليل
+
+160
+00:11:07,730 --> 00:11:13,140
+المضمون، وأسلوب المسح. منهج الوصفي: يستخدم فيه دراسة
+
+161
+00:11:13,140 --> 00:11:15,740
+الأوضاع الراهنة للظواهر من حيث خصائصها وأشكالها،
+
+162
+00:11:15,740 --> 00:11:18,880
+وعلاقاتها، والعوامل المؤثرة فيها. خطوات البحث
+
+163
+00:11:18,880 --> 00:11:21,680
+باستخدام المنهج الوصفي: تحديد المشكلة، ووضع الفروض،
+
+164
+00:11:21,680 --> 00:11:24,580
+وتحديد المعلومات والبيانات التي يجب جمعها لأغراض
+
+165
+00:11:24,580 --> 00:11:28,920
+البحث. جمع البيانات والمعلومات من المصادر المختلفة،
+
+166
+00:11:28,920 --> 00:11:32,340
+تنظيم البيانات والمعلومات وتحليلها وتفسيرها. حصر
+
+167
+00:11:32,340 --> 00:11:36,720
+النتائج وصياغتها، ووضع التوصيات المناسبة. أساليب
+
+168
+00:11:36,720 --> 00:11:39,840
+المنهج الوصفي: أسلوب المسح، وأسلوب دراسة الحالة،
+
+169
+00:11:39,840 --> 00:11:45,200
+وأسلوب تحليل المضمون.  خارج أسلوب المسح، يتمثل هذا
+
+170
+00:11:45,200 --> 00:11:48,540
+الأسلوب في جمع البيانات والمعلومات عن متغيرات قليلة
+
+171
+00:11:48,540 --> 00:11:51,620
+ لعدد كبير من الأفراد، ويتطبق على كثير من الدراسات
+
+172
+00:11:51,620 --> 00:11:56,420
+من أجل وصف الوضع القائم للظاهرة بشكل
+
+223
+00:15:02,770 --> 00:15:06,450
+البحث عملية تحديد  المشكلة وبيانها مبدئيًا
+
+224
+00:15:06,450 --> 00:15:09,510
+وتحديد المشكلة بشكل نهائي  مقاومة تحديد المشكلة اختصارًا
+
+225
+00:15:09,510 --> 00:15:14,850
+لضيق الوقت سأتحدث عن عناصر مشكلة البحث وهي الباحث
+
+226
+00:15:14,850 --> 00:15:20,170
+والمشكلة، و توفر المعلومات. لابد أن يكون الباحث
+
+227
+00:15:20,170 --> 00:15:24,600
+لديه الإمكانيات من حيث الكفاءة والاهتمامات
+
+228
+00:15:24,600 --> 00:15:27,820
+واختصاصه في موضوع البحث، وقدرته على عمل البحث من
+
+229
+00:15:27,820 --> 00:15:31,140
+الناحية العلمية، ومن نواحي أخرى مثل توفر الوقت
+
+230
+00:15:31,140 --> 00:15:35,200
+والإمكانيات المادية، بالإضافة إلى توفر الرغبة والميل
+
+231
+00:15:35,200 --> 00:15:39,640
+إلى ذلك.  وتلبي مشكلة البحث في دراسته الأهداف والغايات التي
+
+232
+00:15:39,640 --> 00:15:43,290
+يسعى لتحقيقها. أما المشكلة فهي المحور والأساس الذي
+
+233
+00:15:43,290 --> 00:15:47,430
+تدور حوله كافة الجهود، والتي تتضافر باتجاه قدرات
+
+234
+00:15:47,430 --> 00:15:50,790
+الباحث ومحاولاته الدقيقة والمستمرة في جمع
+
+235
+00:15:50,790 --> 00:15:56,710
+المعلومات للوصول إلى إجابات يقينية.  لابد أن تكون المشكلة
+
+236
+00:15:56,710 --> 00:16:00,890
+ذات قيمة ومهمة، وتستحق الجهود المبذولة
+
+237
+00:16:00,890 --> 00:16:06,880
+لأنه لا يعقل أن يسخر الباحث وقته وجهده
+
+238
+00:16:06,880 --> 00:16:10,360
+وإمكانياته لمشكلة تافهة، وغير جديرة بالبحث. أما
+
+239
+00:16:10,360 --> 00:16:14,220
+توفر المعلومات، فكيف يستطيع الباحث تحديد المشكلة؟  إذا كان
+
+240
+00:16:14,220 --> 00:16:17,360
+هناك نقص في المعلومات، فإذا علم أحد الموظفين بوجود مشكلة في منظمته
+
+241
+00:16:17,360 --> 00:16:21,960
+بين الموظفين، اثنين مثلا في قسم الإنتاج،
+
+242
+00:16:21,960 --> 00:16:25,680
+فهو ابتداءً لابد من حصوله على كافة المعلومات حول
+
+243
+00:16:25,680 --> 00:16:29,060
+المشكلة.  ويحاول الباحث
+
+244
+00:16:29,060 --> 00:16:35,900
+أن تتكون لديه، وكذلك هو الباحث يحاول
+
+245
+00:16:35,900 --> 00:16:38,860
+أن تتكون لديه فكرة كاملة وشاملة عن المشكلة من عدة
+
+246
+00:16:38,860 --> 00:16:43,500
+مصادر هامة للمعلومات، مثل ممارسته للعمل والخبرات
+
+247
+00:16:43,500 --> 00:16:47,000
+المتراكمة، والأبحاث والدراسات السابقة، والملاحظة
+
+248
+00:16:47,000 --> 00:16:49,820
+والجولات الاستطلاعية الاكتشافية، والدراسات العلمية
+
+249
+00:16:49,820 --> 00:16:52,760
+والاختصاصية، والأدلة والبراهين العلمية والميدانية.
+
+250
+00:16:52,760 --> 00:17:00,020
+سوزان ستحدثنا عن المقابلة، وهذه تعتبر إحدى أدوات
+
+251
+00:17:00,020 --> 00:17:05,960
+الجمع الميداني للبيانات. نستمع إلى الطالبة سوزان
+
+252
+00:17:05,960 --> 00:17:10,120
+أبو كرش، التي تناولت في بحثها إحدى طرق جمع البيانات
+
+253
+00:17:10,120 --> 00:17:15,160
+الميدانية، وهي المقابلة. أول شيء، نتعرف على المقابلة. المقابلة
+
+254
+00:17:15,160 --> 00:17:19,160
+هي عملية اتصال شخصي لفظي فعال، يقوم على الثقة، تجري
+
+255
+00:17:19,160 --> 00:17:22,980
+بين الباحث وبين أحد أفراد عينة البحث، بهدف الحصول
+
+256
+00:17:22,980 --> 00:17:26,480
+على بيانات تسهم في تحديد جوانب مشكلة البحث بصورة
+
+257
+00:17:26,480 --> 00:17:30,830
+عميقة ودقيقة وواضحة، وإيجاد حلول مناسبة لها. نأتي بعد
+
+258
+00:17:30,830 --> 00:17:33,110
+ذلك إلى أنواع المقابلة؛  لدينا أنواع كثيرة من المقابلة،
+
+259
+00:17:33,110 --> 00:17:36,190
+حسب تقسيمات معينة. نأتي إلى تقسيم
+
+260
+00:17:36,190 --> 00:17:38,630
+المقابلة حسب نوع الأسئلة، إلى ثلاثة أنواع وهي:
+
+261
+00:17:38,630 --> 00:17:44,410
+مقابلة مقفلة، التي تكون أسئلتها أسئلة
+
+262
+00:17:44,410 --> 00:17:48,010
+دقيقة، تتطلب إجابات محددة ودقيقة، تشبه أسئلة
+
+263
+00:17:48,010 --> 00:17:51,150
+الاستبيان، التي تتطلب إجابات مثل: نعم أو لا، أو مثل
+
+264
+00:17:51,150 --> 00:17:55,170
+أوافق أو غير موافق.  وأيضًا مقابلة مفتوحة، وهي المقابلة
+
+265
+00:17:55,170 --> 00:17:58,130
+التي يطرح فيها الباحث أسئلة، ويترك المجال فيها
+
+266
+00:17:58,130 --> 00:18:01,550
+لأفراد العينة لإجابات حرة، دون تقيد في الزمن أو
+
+267
+00:18:01,550 --> 00:18:04,450
+مكان، مما يسمح بالحصول على بيانات ومعلومات قد تكشف
+
+268
+00:18:04,450 --> 00:18:07,950
+عن جوانب جديدة للمشكلة. وأيضًا هناك نوع ثالث، وهو
+
+269
+00:18:07,950 --> 00:18:11,290
+مقابلة  مقفلة ومفتوحة، تجمع بين نوعين من الأسئلة.
+
+270
+00:18:11,840 --> 00:18:15,680
+وأيضًا لدينا أنواع المقابلة، يمكن تقسيمها حسب نوع
+
+271
+00:18:15,680 --> 00:18:18,180
+الأشخاص الذين يقابلهم الأخصائي الاجتماعي، مثل
+
+272
+00:18:18,180 --> 00:18:21,100
+مقابلة العميل، أو مقابلة أحد أفراد أسرة العميل، أو
+
+273
+00:18:21,100 --> 00:18:25,940
+مقابلة مصادر المعلومات، أو مقابلة الخبراء. وأيضًا
+
+274
+00:18:25,940 --> 00:18:28,740
+تقسيم المقابلة من حيث التقنية، إلى مقابلة مقننة
+
+275
+00:18:28,740 --> 00:18:32,430
+ومقابلة غير مقننة. وأيضًا تقسيم المقابلة من حيث العدد،
+
+276
+00:18:32,430 --> 00:18:36,170
+إلى مقابلة فردية ومقابلة جماعية. وأيضًا هناك تقسيم
+
+277
+00:18:36,170 --> 00:18:39,930
+المقابلة إلى: مقابلة مباشرة شخصية، أو
+
+278
+00:18:39,930 --> 00:18:43,010
+مقابلة هاتفية، أو مقابلة بواسطة الوسائل
+
+279
+00:18:43,010 --> 00:18:47,210
+الإلكترونية والفيديو. هذه
+
+280
+00:18:47,210 --> 00:18:50,030
+هي تقسيمات المقابلة. وأيضًا هناك شروط للمقابلة
+
+281
+00:18:50,030 --> 00:18:53,350
+الجيدة؛ هناك ثلاثة شروط أساسية للقيام بمقابلة
+
+282
+00:18:53,350 --> 00:18:57,750
+ناجحة، وهي: درجة توفر المعلومات لدى المستجيب، و
+
+283
+00:18:57,750 --> 00:19:00,910
+أيضًا الإدراك، وهذا يعني فهم المستجيب لما هو
+
+284
+00:19:00,910 --> 00:19:05,230
+مطلوب منه، وأيضًا الدافعية، وهي شدة دافعية المستجيب للإجابة على الأسئلة المطروحة عليه. وهناك
+
+285
+00:19:05,230 --> 00:19:09,420
+خطوات لإجراء المقابلة؛  هناك عدة خطوات. الخطوة الأولى
+
+286
+00:19:09,420 --> 00:19:17,920
+هي تحديد الأهداف والأغراض من المقابلة؛ يجب أن يحدد الباحث هدفه من إجراء المقابلة،
+
+287
+00:19:17,920 --> 00:19:20,780
+ويقوم بتعريف
+
+288
+00:19:20,780 --> 00:19:23,900
+هذه الأهداف للأشخاص أو الجهات التي سيجري المقابلة
+
+289
+00:19:23,900 --> 00:19:27,560
+معها. وعليه ألا يجعل هدفه أو غرضه شيئًا غامضًا أو
+
+290
+00:19:27,560 --> 00:19:31,640
+يتركه معلقًا، أثناء إجراء المقابلة ومستجداتها.
+
+291
+00:19:31,640 --> 00:19:34,180
+الخطوة الثانية، هي تحديد عدد ونوعية الأشخاص الذين
+
+292
+00:19:34,180 --> 00:19:39,200
+يجب عليه مقابلتهم. يجب أن يمثل هؤلاء الأشخاص
+
+293
+00:19:39,200 --> 00:19:42,080
+جميع فئات مجتمع البحث، وأن يمتلك هؤلاء الأشخاص
+
+294
+00:19:42,080 --> 00:19:44,440
+البيانات والمعلومات الكافية والمفيدة حول مشكلة
+
+295
+00:19:44,440 --> 00:19:47,200
+البحث، وأن تكون المعلومات لدى هؤلاء الأشخاص
+
+296
+00:19:47,200 --> 00:19:50,980
+موثوقة. والخطوة الثالثة، هي الإعداد الجيد للمقابلة؛
+
+297
+00:19:50,980 --> 00:19:53,720
+حيث يجب أن يكون الباحث على دراية بأبعاد وجوانب مشكلة البحث،
+
+298
+00:19:53,720 --> 00:19:58,000
+أن يكون على دراية بموضوع البحث تمامًا، وبثقافة المبحوثين.  وأيضًا
+
+299
+00:19:58,000 --> 00:20:01,560
+تحليل أسئلة لكل بعد من أبعاد مشكلة البحث. وأيضًا
+
+300
+00:20:01,560 --> 00:20:03,980
+تحديد الأسئلة والاستفسارات المطلوب طرحها على
+
+301
+00:20:03,980 --> 00:20:06,660
+الأفراد والجهات المعنية. أما الخطوة الرابعة، فهي
+
+302
+00:20:06,660 --> 00:20:10,340
+تنفيذ وإجراء المقابلة، من حيث إعلام الأشخاص والجهات
+
+303
+00:20:10,340 --> 00:20:12,860
+المعنية بالمقابلة، والجهة التي ينتسب إليها الباحث،
+
+304
+00:20:12,860 --> 00:20:15,760
+وتأمين التعاون المسبق، والرغبة في إعطاء البيانات.
+
+305
+00:20:15,760 --> 00:20:18,440
+وأيضًا تحديد موعد مناسب مع الأفراد والجهات المعنية
+
+306
+00:20:18,440 --> 00:20:22,080
+بالبحث، وإيجاد الجو المناسب للحوار من حيث المظهر
+
+307
+00:20:22,080 --> 00:20:24,780
+اللائق للباحث، واختيار العبارات المناسبة للمقابلة،
+
+308
+00:20:24,780 --> 00:20:27,340
+ودراسة الوقت المناسب، لجمع كل البيانات
+
+309
+00:20:27,340 --> 00:20:30,760
+والمعلومات المطلوبة، والتحدث بشكل مسموع وبعبارات
+
+310
+00:20:30,760 --> 00:20:36,440
+واضحة. أما الخطوة الخامسة، والأخيرة، هي
+
+311
+00:20:36,440 --> 00:20:39,860
+تسجيل البيانات، وتفريغها وتصنيفها. أن يقوم الباحث بتدوين
+
+312
+00:20:39,860 --> 00:20:42,400
+البيانات والمعلومات مباشرة بعد إتمام المقابلة، وأن
+
+313
+00:20:42,400 --> 00:20:45,480
+يقوم بتفريغ هذه البيانات والمعلومات بدقة، وأن
+
+314
+00:20:45,480 --> 00:20:48,560
+يقوم بتسجيل سلوك الشخص الذي يقابله،
+
+315
+00:20:48,560 --> 00:20:52,440
+تعابيره الوجهية، وحركات جسمه، ونبرات صوته، بلغة مكتوبة،
+
+316
+00:20:52,440 --> 00:20:57,780
+لما لها من مدلولات مهمة. وفي عندنا خصائص للمقابلة
+
+317
+00:20:58,430 --> 00:21:02,450
+...  والآن ننتقل إلى موضوع الاستبيان،
+
+318
+00:21:02,450 --> 00:21:06,650
+واستخدامه في البحث. أول شيء: تعريف الاستبيان؛
+
+319
+00:21:06,650 --> 00:21:09,590
+الاستبيان هو مجموعة من الأسئلة المرتبطة مع بعضها
+
+320
+00:21:09,590 --> 00:21:13,450
+البعض، بشكل يحقق الهدف الذي يسعى الباحث إليه، وذلك
+
+321
+00:21:13,450 --> 00:21:16,350
+في إطار موضوع البحث والمشكلة التي اختارها.  تُرسل
+
+322
+00:21:16,350 --> 00:21:20,430
+أسئلة الاستبيان هذه عادةً بالبريد العادي، أو البريد
+
+323
+00:21:20,430 --> 00:21:23,010
+الإلكتروني، إلى مجتمع البحث، أو إلى مجموعة من
+
+324
+00:21:23,010 --> 00:21:26,210
+الأشخاص أو المؤسسات التي اختارهم الباحث كعينة
+
+325
+00:21:26,210 --> 00:21:31,660
+لبحثه.  وسأتحدث عن خطوات إنجاز الاستبيان؛  تحديد
+
+326
+00:21:31,660 --> 00:21:34,260
+الأهداف المطلوبة من عمل الاستبيان، وترجمة هذه الأهداف
+
+327
+00:21:34,260 --> 00:21:38,320
+إلى مجموعة من الأسئلة، واختبار أسئلة الاستبيان،
+
+328
+00:21:38,320 --> 00:21:41,160
+وتجربتها على مجموعة محدودة من الأفراد. ويمكن أيضًا
+
+329
+00:21:41,160 --> 00:21:44,840
+عرض أسئلة الاستبيان على خبراء متخصصين، يتمتعون بخبرات
+
+330
+00:21:44,840 --> 00:21:49,020
+وسمعة علمية متعمقة في موضوع البحث، كاستشارة منهم.
+
+331
+00:21:49,020 --> 00:21:51,740
+تصميم وكتابة الاستبيان بشكله النهائي، وتوزيع
+
+332
+00:21:51,740 --> 00:21:56,060
+الاستبيان، ومتابعة الإجابة على الاستبيان، وتعبئته
+
+333
+00:21:56,060 --> 00:21:58,760
+بالبيانات المطلوبة. وأنواع الاستبيان: استبيان مغلق،
+
+334
+00:21:58,760 --> 00:22:03,470
+ومفتوح، ومغلق ومفتوح.  سنتحدث عن مميزات الاستبيان،
+
+335
+00:22:03,470 --> 00:22:08,470
+وعيوبه، وخطوات إنجازه.  كيفية
+
+336
+00:22:08,470 --> 00:22:12,130
+مواصفات الاستبيان الجيد: أن تكون اللغة واضحة، وبأسلوب
+
+337
+00:22:12,130 --> 00:22:15,290
+واضح ومفهوم، واستخدام كلمات لائقة، مؤثرة في نفس
+
+338
+00:22:15,290 --> 00:22:18,390
+الآخرين، والابتعاد عن الكلمات المحرجة، لتشجيع الآخرين على
+
+339
+00:22:18,390 --> 00:22:22,010
+التجاوب. وتزويد المبحوثين بمجموعة من التعليمات،
+
+340
+00:22:22,010 --> 00:22:25,490
+والتوضيحات، ووضع تعريفات وترجمات لبعض المصطلحات لتسهيل
+
+341
+00:22:25,490 --> 00:22:28,150
+عملية تعبئة الاستبيان. ومراعاة الوقت المتوفر لدى
+
+342
+00:22:28,150 --> 00:22:31,050
+الأشخاص المعنيين بالإجابة، وإعطاء مساحة كافية
+
+343
+00:22:31,050 --> 00:22:33,510
+للإجابة.  التأكد من تجانس الأسئلة، بمعنى:
+
+344
+00:22:33,510 --> 00:22:37,210
+أن يبتعد الباحث عن الأسئلة المتشابهة.  ويستحسن
+
+345
+00:22:37,210 --> 00:22:41,830
+إرفاق رسالة شكر، ويكتب عليها عنوان البحث.  طيب، شكراً
+
+346
+00:22:41,830 --> 00:22:45,550
+للطالبة. وأنا أعتقد أن ما ذكرته يكمل موضوع الاستبيان،  
+
+347
+00:22:45,550 --> 00:22:47,350
+ما ذكرته يكمل ما هو موجود.
+
+349
+00:22:55,190 --> 00:22:58,910
+الاستبيان المغلق، وهو الذي تكون إجاباته محددة،
+
+350
+00:22:58,910 --> 00:23:03,470
+كأن يكون الجواب نعم أو لا.  الاستبيان
+
+351
+00:23:03,470 --> 00:23:06,390
+المفتوح، وتكون إجاباته غير محددة،  كأن يكون
+
+352
+00:23:06,390 --> 00:23:10,310
+الاستبيان المغلق المفتوح هو النوع الثاني، وهو النوع
+
+353
+00:23:10,310 --> 00:23:14,050
+الذي تحتاج بعض أسئلته إلى إجابات محددة، والبعض
+
+354
+00:23:14,050 --> 00:23:17,790
+الآخر إلى إجابات مفتوحة، مثل: ما هو تقييمك لخدمات
+
+355
+00:23:17,790 --> 00:23:22,950
+الجامعة؟  مغلق: جيدة، متوسطة، ضعيفة.  إذا كانت متوسطة أو
+
+356
+00:23:22,950 --> 00:23:28,090
+ضعيفة،  الفرع الثاني، وهو المفتوح: إذا كانت متوسطة
+
+357
+00:23:28,090 --> 00:23:33,170
+أو ضعيفة، ما هو اقتراحك لتحسينها؟ مميزات
+
+358
+00:23:33,170 --> 00:23:36,950
+الاستبيان: يضمن الاستبيان إجابات صحيحة وحرّة،
+
+359
+00:23:36,950 --> 00:23:41,390
+تكون الأسئلة موجهة لجميع أفراد العينة، وتوحيد
+
+360
+00:23:41,390 --> 00:23:45,650
+الأسئلة يسهل عملية تجميع المعلومات،
+
+361
+00:23:45,650 --> 00:23:49,410
+وبالتالي تفسيرها، والوصول إلى استنتاجات
+
+362
+00:23:49,410 --> 00:23:53,590
+مناسبة.  يُسهل على الباحث جمع معلومات كثيرة من عدة
+
+363
+00:23:53,590 --> 00:23:58,390
+أشخاص في وقت محدد.  الاستبيان لا يكلف مادياً من حيث
+
+364
+00:23:58,390 --> 00:24:02,580
+التكلفة وجمع المعلومات. العيوب: عدم فهم واستيعاب بعض
+
+365
+00:24:02,580 --> 00:24:06,480
+الأسئلة بنفس الطريقة من قِبل جميع أفراد العينة، وقد تكون
+
+366
+00:24:06,480 --> 00:24:09,880
+الإجابات على بعض الأسئلة غير متكاملة، بسبب إهمال
+
+367
+00:24:09,880 --> 00:24:13,700
+إجابة هذا السؤال أو ذاك، سهوًا أو تعمدًا. وقد يشعر
+
+368
+00:24:13,700 --> 00:24:17,080
+المبحوث بالملل أو التعب من أسئلة الاستبيان، خاصةً
+
+369
+00:24:17,080 --> 00:24:21,020
+إذا كانت طويلة وكثيرة.  شكراً.  سنتحدث عن المنهج
+
+370
+00:24:21,020 --> 00:24:25,660
+التاريخي. المنهج التاريخي،  يُعتبر من
+
+371
+00:24:25,660 --> 00:24:29,220
+المناهج الهامة في البحث الاجتماعي. المنهج التاريخي، هو الذي يدرس
+
+372
+00:24:29,220 --> 00:24:33,560
+الأحداث منذ بدايتها في الماضي، كيف نشأت، وكيف تطورت
+
+373
+00:24:33,560 --> 00:24:38,680
+من حيث الزمان والمكان، إلى ما وصلت إليه حاليًا.  فالمنهج
+
+374
+00:24:38,680 --> 00:24:43,400
+التاريخي يُفيدنا في معرفة كيفية نشوء وتطور الأحداث.
+
+375
+00:24:43,400 --> 00:24:47,000
+تحدثتُ في بحثي عن مقدمة في البحث التاريخي
+
+376
+00:24:47,000 --> 00:24:53,060
+الوثائقي.  تحدثت في بحثي عن مقدمة في البحث
+
+377
+00:24:53,060 --> 00:24:56,360
+التاريخي الوثائقي، وعن الأسلوب التاريخي والأسلوب
+
+378
+00:24:56,360 --> 00:24:59,740
+العلمي. وعن خطوات البحث التاريخي. وعن مصادر
+
+379
+00:24:59,740 --> 00:25:02,820
+المعلومات في البحث التاريخي.  و عن نقاط مصادر
+
+380
+00:25:02,820 --> 00:25:06,380
+المعلومات الخارجية والداخلية. وعن فروض البحث
+
+381
+00:25:06,380 --> 00:25:10,460
+التاريخي. وعن أهمية البحث التاريخي، وأسسه التي يجب
+
+382
+00:25:10,460 --> 00:25:14,520
+أن تُراعى.  و عن تقويم البحث التاريخي.  و عن مجالات
+
+383
+00:25:14,520 --> 00:25:18,040
+استخدام البحث التاريخي، وملخص عن البحث التاريخي.
+
+384
+00:25:19,020 --> 00:25:22,880
+مقدمة في البحث التاريخي الوثائقي؛ يهتم الأسلوب
+
+385
+00:25:22,880 --> 00:25:26,780
+التاريخي الوثائقي بجمع المعلومات والحقائق من خلال
+
+386
+00:25:26,780 --> 00:25:30,800
+دراسة الوثائق، والسجلات، والآثار. ويستخدم هذا الأسلوب
+
+387
+00:25:30,800 --> 00:25:35,780
+في دراسة الظواهر والمواقف التي...  يُستخدم... يُستخدم...
+
+388
+00:25:35,780 --> 00:25:41,600
+يُستخدم... يُستخدم هذا الأسلوب في دراسة
+
+389
+00:25:41,600 --> 00:25:45,600
+الظواهر والمواقف التي مضى عليها زمن قصير أو طويل،
+
+390
+00:25:45,600 --> 00:25:49,200
+فهو مرتبط بدراسة الماضي وأحداثه، كما قد يرتبط
+
+391
+00:25:49,200 --> 00:25:53,120
+بدراسة ظواهر حاضرة، من خلال الرجوع إلى نشأة هذه
+
+392
+0
+
+445
+00:29:19,630 --> 00:29:24,410
+بإذن الله تعالى في المحاضرة القادمة إن شاء الله
+
+446
+00:29:24,410 --> 00:29:27,950
+تحياتي وتقديري والسلام عليكم ورحمة الله وبركاته
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/7zsQWYAZ9L4_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/7zsQWYAZ9L4_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..0a8f90fb98164e910fb3ced4de1462629e83704b
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/7zsQWYAZ9L4_postprocess.srt
@@ -0,0 +1,1784 @@
+1
+00:00:24,640 --> 00:00:28,640
+الصلاة والسلام على أشرف المنطقيين سيدنا محمد وعلى
+
+2
+00:00:28,640 --> 00:00:35,120
+آله وصحبه أجمعين ومن اتبع هذا إلى يوم الدين في
+
+3
+00:00:35,120 --> 00:00:42,480
+المحاضرات السابقة استعرضنا منهج البحث منهج هو منهج
+
+4
+00:00:42,480 --> 00:00:44,660
+ككل لمساق منهج البحث
+
+5
+00:00:54,710 --> 00:01:05,090
+ككل في ما تم تحصيله وجمعه من معلومات وبيانات حول
+
+6
+00:01:05,090 --> 00:01:09,870
+مظامين المساق ككل مساق من أجل البحث الاجتماعي في
+
+7
+00:01:09,870 --> 00:01:16,250
+مواضيع مختلفة تم تكليف الطالبات بهذه المواضيع وفي
+
+8
+00:01:16,250 --> 00:01:20,430
+هذه المحاضرة وإن شاء الله المحاضرة القادمة سيكون
+
+9
+00:01:20,430 --> 00:01:25,910
+هناك عرضلهذه البحوث والتقارير من قبل الطالبات
+
+10
+00:01:25,910 --> 00:01:28,970
+فلذلك
+
+11
+00:01:28,970 --> 00:01:34,710
+موضوع المحاضرة وعنوانها عرض بحوث وتقارير الطلبة
+
+12
+00:01:34,710 --> 00:01:41,330
+فهذا النموذج سيكون نموذجا لمن يطلع على المحاضرات
+
+13
+00:01:41,330 --> 00:01:49,360
+المصورة بحيث يشاهد ويراحب مشاة كل طالبةقامت بإعداد
+
+14
+00:01:49,360 --> 00:01:53,840
+بحث أو تقرير حول موضوع من موضوعات منهج البحث
+
+15
+00:01:53,840 --> 00:01:58,360
+الإجتماعي نبدأ الآن بالطالبة نسرين الدعادة
+
+16
+00:01:58,360 --> 00:02:04,220
+وموضوعها المنهج التجريديوإن كان هذا المنهج من
+
+17
+00:02:04,220 --> 00:02:07,640
+الملاهج الخاصة بال .. من ملاهج البحث الاجتماعي
+
+18
+00:02:07,640 --> 00:02:14,040
+ولذلك نستمع إلى الطالبة في بحثها عن هذا الموضوع،
+
+19
+00:02:14,040 --> 00:02:17,140
+فانت تفضل بسم الله الرحمن الرحيم والصلاة والسلام
+
+20
+00:02:17,140 --> 00:02:20,450
+وعلى بشرة المرسلين سيدنا محمد محمدأنا اتحدث .. أنا
+
+21
+00:02:20,450 --> 00:02:23,890
+عملت بحث عن المنهج التجريبى بتأحكى عن اللي هو
+
+22
+00:02:23,890 --> 00:02:26,910
+تعريف المنهج التجريبى إنه هذا المنهج التجريبى
+
+23
+00:02:26,910 --> 00:02:30,150
+بيقوم بإنه بيدرس المشكلات الباحثية بيركز على
+
+24
+00:02:30,150 --> 00:02:35,250
+الاختبار على التجربة والاختبار العلمى وعلى اساس
+
+25
+00:02:35,250 --> 00:02:40,950
+إجراء تغير معتمد بشروط معينة وبيستعين الباحث فيه
+
+26
+00:02:40,950 --> 00:02:45,050
+بالمختبرات وأدواتها لغرض الوصول إلى علاقة سببية
+
+27
+00:02:45,200 --> 00:02:48,500
+لذلك يُعتبر هذا المنهج التجريبي من أهم المناهج
+
+28
+00:02:48,500 --> 00:02:52,560
+البحثية بيقوم على قدرة الباحث على إجراء التجربة،
+
+29
+00:02:52,560 --> 00:02:56,460
+خبرته، على مهارته، على قوات الملاحظة، بتوقف على
+
+30
+00:02:56,460 --> 00:02:59,960
+الظروف اللي بيتطلبها البحث التجريبي وعلى الأجهزة
+
+31
+00:02:59,960 --> 00:03:04,060
+والأدواتبدأ أحكي عن مصطلحات البحث التجري، بيقيلوا
+
+32
+00:03:04,060 --> 00:03:07,200
+مصطلحات، من هذه المصطلحات اللي هي التجربة، التجربة
+
+33
+00:03:07,200 --> 00:03:10,680
+بتقوم على تطبيق عامل معين على مجموعة دون الأخرى
+
+34
+00:03:10,680 --> 00:03:15,480
+لمعرفة ما يحدث من قطر هذه الطريقة، المتغير التاني
+
+35
+00:03:15,480 --> 00:03:19,240
+اللي هو متغير المستقل العامل أو السبب اللي يتطبق
+
+36
+00:03:19,240 --> 00:03:23,240
+بغرض معرفة قطره على النتيجة وطريقة التدريس اللي هو
+
+37
+00:03:23,240 --> 00:03:26,440
+العامل المستقل، في عندنا العامل التابع اللي هو
+
+38
+00:03:26,440 --> 00:03:30,260
+النتيجة اللي بتفتش عن تأثير التطبيق المتغير
+
+39
+00:03:30,260 --> 00:03:34,330
+المستقل عليها،زي اللي هو الدرجات اللي بتحصل عليها
+
+40
+00:03:34,330 --> 00:03:38,790
+الطلاب هذا بتكون متغير تابع المجموعة التجربية اللي
+
+41
+00:03:38,790 --> 00:03:41,750
+هي المجموعة اللي بتتطبق عليها التجربة المجموعة
+
+42
+00:03:41,750 --> 00:03:44,190
+الضابطة اللي هي المجموعة اللي بتشبه تماما المجموعة
+
+43
+00:03:44,190 --> 00:03:47,650
+التجربية في جميع خصائصها بتتمثل فيها في عنا
+
+44
+00:03:47,650 --> 00:03:51,470
+المتغيرات الخارجية اللي بيلزم ضبطها لتكون بدرجة
+
+45
+00:03:51,470 --> 00:03:54,650
+متساوية في المجموعة التجربية والضابطة في عنا اللي
+
+46
+00:03:54,650 --> 00:03:57,570
+هو الاختبار القبلي الاختبار اللي بتختبره المجموعة
+
+47
+00:03:57,570 --> 00:04:01,070
+الضابطة والتجربة قبل إجراء الاختبار بهدفاللي هو
+
+48
+00:04:01,070 --> 00:04:03,930
+تحديد مستوى التحصيل الدراسي، في عندك الاختبار
+
+49
+00:04:03,930 --> 00:04:07,270
+البعدي، اللي هو الاختبار اللي تختبره المجموع
+
+50
+00:04:07,270 --> 00:04:09,630
+التجربة .. قبل .. قبل .. قبل .. قبل .. قبل .. قبل
+
+51
+00:04:09,630 --> 00:04:11,590
+.. قبل .. قبل .. قبل .. قبل .. قبل .. قبل .. قبل
+
+52
+00:04:11,590 --> 00:04:11,670
+.. قبل .. قبل .. قبل .. قبل .. قبل .. قبل .. قبل
+
+53
+00:04:11,670 --> 00:04:11,910
+.. قبل .. قبل .. قبل .. قبل .. قبل .. قبل .. قبل
+
+54
+00:04:11,910 --> 00:04:13,810
+.. قبل .. قبل .. قبل .. قبل .. قبل .. قبل .. قبل
+
+55
+00:04:13,810 --> 00:04:18,870
+.. قبل .. قبل .. قبل .. قبل .. قبل .. قبل .. قبل
+
+56
+00:04:18,870 --> 00:04:22,370
+..
+
+57
+00:04:22,370 --> 00:04:28,910
+قبل
+
+58
+00:04:28,910 --> 00:04:33,890
+.. قوفي أساليب وطرق تصميم اللي هي البحوط التجربية
+
+59
+00:04:33,890 --> 00:04:37,470
+إن هم بيصمموا التجربة على مجموعة واحدة أو بتجربة
+
+60
+00:04:37,470 --> 00:04:40,950
+على مجموعتين متكافئتين أو بيصمموها على مجموعتين
+
+61
+00:04:40,950 --> 00:04:44,910
+اللي هي متناوبة، بدي أترك الحديث لزمن سنوعة عشان
+
+62
+00:04:44,910 --> 00:04:49,000
+أتكملبسم الله الرحمن الرحيم استكمالا لمبادعته
+
+63
+00:04:49,000 --> 00:04:52,380
+الأخت نصرين في أهل الحديث عن المنهج التجريبي فهي
+
+64
+00:04:52,380 --> 00:04:56,200
+قامت في أهل الحديث عن التعريفات والمصطلحات للمنهج
+
+65
+00:04:56,200 --> 00:05:00,760
+التجريبي فأنا بتتكلم عن شروط أنه للبحث التجريبي له
+
+66
+00:05:00,760 --> 00:05:04,220
+شروط لازم تقايل بيها أن يحدث المتغير المستقل قبل
+
+67
+00:05:04,220 --> 00:05:08,160
+المتغير التابعأن يكون المتغير المستقل مضبوط من قبل
+
+68
+00:05:08,160 --> 00:05:12,880
+الباحث أن يكون هناك متغير ثالث يفسر العلاقة بين
+
+69
+00:05:12,880 --> 00:05:16,620
+المتغير المستقل والمتغير التابع أي أن المتغير
+
+70
+00:05:16,620 --> 00:05:20,300
+المستقل لاجب أن يكون السبب الوحيد المتغير فيه
+
+71
+00:05:20,300 --> 00:05:25,400
+المتغير التابع عندي أنواع للبحوث التجربية عندي
+
+72
+00:05:25,400 --> 00:05:32,370
+البحث المعمليهو ان .. و بحوث على المواقف و الأشخاص
+
+73
+00:05:32,370 --> 00:05:37,870
+و بحوث على .. هاد بتنعمل على طريقة المجموع الواحد
+
+74
+00:05:37,870 --> 00:05:41,230
+.. الواحد زي ما حكت و في مجموعة .. طريقة المجموع
+
+75
+00:05:41,230 --> 00:05:45,410
+المتوادي أو المتكافئة و ال .. و الطريقة المتناوبة
+
+76
+00:05:48,910 --> 00:05:52,590
+أعملت بضك عن تقرير المنهج التجريبى، مش هاخد فيه
+
+77
+00:05:52,590 --> 00:05:56,250
+لإنه يعني بده budget وعملت عن تصميم البحث التجريبى
+
+78
+00:05:56,250 --> 00:06:02,230
+وسمعة عامة للمنهج التجريبى في المنهج التجريبى يجب
+
+79
+00:06:02,230 --> 00:06:05,710
+أن تأكد على جوانب سلسة أن استخدام التجربة يحتاج
+
+80
+00:06:05,710 --> 00:06:09,410
+تغيير محدد في الواقع و هذا التغيير نسمي استخدام
+
+81
+00:06:09,410 --> 00:06:13,340
+المتغير المستقل أو التجريبىملاحظة نتائج وأثار ذلك
+
+82
+00:06:13,340 --> 00:06:17,940
+التغيير وما نطلقه عليه النتائج ورد الفعل بالنسبة
+
+83
+00:06:17,940 --> 00:06:21,500
+لمتغير التابع تلاتة طبت إجراءات التجربة للتأكد من
+
+84
+00:06:21,500 --> 00:06:25,360
+عدم وجود عوام أخرى غير المتغير المستقل قد أثرت على
+
+85
+00:06:25,360 --> 00:06:29,060
+ذلك الواقع لأن عدم طبت الإجراءات سيقل مقدرة الباحث
+
+86
+00:06:29,060 --> 00:06:34,080
+على حصر ومعرفة تأثير المتغير المستقل مثل ذلك زي
+
+87
+00:06:34,080 --> 00:06:36,500
+وجود طالبين بنفس المستوى التعليمي والمهارة
+
+88
+00:06:36,500 --> 00:06:39,800
+القرائية والعلمية أنا حاببت أني أجيب مثال عشان
+
+89
+00:06:39,800 --> 00:06:47,110
+يتقرب الذهبيتقرأ بالفهم لكم وجود
+
+90
+00:06:47,110 --> 00:06:49,190
+طالبان زي ما حكينا وجود طالبان بنفس المستوى
+
+91
+00:06:49,190 --> 00:06:52,730
+التعليمي و المهارة القراية و العلمية استخدم الأول
+
+92
+00:06:52,730 --> 00:06:56,830
+منهما فهرس بطاقتين تقليدية في مكتبة الجامعة و
+
+93
+00:06:56,830 --> 00:07:00,730
+استخدم ثاني فهرس أولي مخزون معلوماته في الحسوب و
+
+94
+00:07:00,730 --> 00:07:03,190
+يشتم الفهرسان على نفس المعلومات الأساسية و
+
+95
+00:07:03,190 --> 00:07:06,590
+الملغرافية و الفنية فوصول الطالب الثاني مثلا إلى
+
+96
+00:07:06,590 --> 00:07:10,230
+المصادر التي يحتاجها بشكل أسرع يوضح لنا أن استخدام
+
+97
+00:07:10,230 --> 00:07:15,340
+الحسوب هوالحسب هو بنقول عليه متغير مستقل يسرع في
+
+98
+00:07:15,340 --> 00:07:18,480
+عملية الوصول إلى المعلومات التي يحتاجها الطالب في
+
+99
+00:07:18,480 --> 00:07:21,420
+المكتبة الجامعية والتي .. أي المكتبة الجامعية
+
+100
+00:07:21,420 --> 00:07:26,200
+متغير تابع وهنا لابد منك تأكيد على ضروري تأكيد
+
+101
+00:07:26,200 --> 00:07:30,420
+البحث من عدم وجود عوامل أخرى غير المستقل .. غير
+
+102
+00:07:30,420 --> 00:07:35,000
+المستقل .. غير المستقل في المثال أعلى كما أنه قد
+
+103
+00:07:35,000 --> 00:07:38,020
+أثرت على سرعة الوصول إلى المعلومات
+
+104
+00:07:40,840 --> 00:07:44,120
+أخيرًا مزايا وعيوب إن إحنا عارفين زي ما حكى القصة
+
+105
+00:07:44,120 --> 00:07:48,020
+الدكتور قبلك إنه كل منهج زي ما إله فيه مزايا وإحنا
+
+106
+00:07:48,020 --> 00:07:51,680
+بنستخدمها إلا إنه طرف ال selfie سلبية بتعيوب
+
+107
+00:07:51,680 --> 00:07:55,630
+استخدامهإنه يحتوى الباحث التجريبي أدق نوع الباحث
+
+108
+00:07:55,630 --> 00:07:59,150
+العلمي و أكفأها في التواصل إلى نتائج دقيقة يوثق
+
+109
+00:07:59,150 --> 00:08:02,430
+بها و ذلك لاحتبارات الآتية إنه يسمح بتكرار التجارب
+
+110
+00:08:02,430 --> 00:08:05,990
+في ظل نفس الظروف و من قبل الباحث نفسه أو باحثين أو
+
+111
+00:08:05,990 --> 00:08:09,670
+باحثين آخرين لتأكد من صحة النتائج يساعد الباحث في
+
+112
+00:08:09,670 --> 00:08:13,410
+اكتشاف العلاقات السببية بين المتغيرات بسرعة و دقة
+
+113
+00:08:13,410 --> 00:08:17,710
+أكثر حيث يتيح الباحث التجريبي للباحث أن يتغير عن
+
+114
+00:08:17,710 --> 00:08:22,570
+قصده و على نحو المنظم في مقدار المتغير التجريبيأو
+
+115
+00:08:22,570 --> 00:08:25,910
+المستقل ليرى تأثيره على متغير آخر هو المتغير
+
+116
+00:08:25,910 --> 00:08:29,150
+التابعاج مزايا عند الصعوبات اللي بتبقى جهاز النوع
+
+117
+00:08:29,150 --> 00:08:32,810
+من البحث يتطلب استخدام البحث إجراءات إدارية وفنية
+
+118
+00:08:32,810 --> 00:08:36,710
+وخلقية تنقدة مثل الحصول على موافقات من الجهات اللي
+
+119
+00:08:36,710 --> 00:08:41,010
+سيطبق عليها البحث وضمان تعاون المبحثين مع الباحث
+
+120
+00:08:41,010 --> 00:08:45,410
+وعدم انسحابهم أثناء إجراء البحث وكذلك صعوبة تفيق
+
+121
+00:08:45,410 --> 00:08:48,630
+الأبحاث اللي يترتب عليه أضرار معنوية ومادية
+
+122
+00:08:48,630 --> 00:08:52,900
+للأشخاص التحيزوقد ينجب عن الباحث نفسه أو من
+
+123
+00:08:52,900 --> 00:08:55,880
+الأشخاص الذين اتجروا عليه المتجربة خصوصا إن كان
+
+124
+00:08:55,880 --> 00:08:59,340
+هؤلاء الأشخاص يعرفون مسبقا هدف التجربة مما يجعلهم
+
+125
+00:08:59,340 --> 00:09:03,860
+متكلفون في سلوكهم، صعوبة التحكم في جميع المتغيرات
+
+126
+00:09:03,860 --> 00:09:07,660
+والعوامل التي تؤثر في الظاهرةأو الحدث نظرا لصعوبة
+
+127
+00:09:07,660 --> 00:09:11,180
+حاصلها وتحديدها، صعوبة اختيار عينات التجربة حيث
+
+128
+00:09:11,180 --> 00:09:14,600
+تكون ممثلة للمجتمع الأصلي المرتبط بيه النتائج أو
+
+129
+00:09:14,600 --> 00:09:18,140
+تعميمها عليهم وجود متغيرات لايمكن اخدعها للضبط
+
+130
+00:09:18,140 --> 00:09:21,080
+التجريبي مثل الخصائص الذاتية للمفلوسين ومنها
+
+131
+00:09:21,080 --> 00:09:25,180
+المكانة الاجتماعية، الدين والمعتقدات الأيولوجيةإن
+
+132
+00:09:25,180 --> 00:09:27,900
+التجريب هو عبارة عن إسباب فرود وتركض من صحتها
+
+133
+00:09:27,900 --> 00:09:31,060
+ولذلك لا يؤدي إلى الاكتشاف فالتجربة لا تزود الباحث
+
+134
+00:09:31,060 --> 00:09:34,640
+بمعلومات جديدة إنما يثبت بواصلها معلومات معينة
+
+135
+00:09:34,640 --> 00:09:38,680
+تعتمد دقة النتائج على الدقوات التي يستخدمها الباحث
+
+136
+00:09:38,680 --> 00:09:42,300
+كالاختبارات والمقاييس اللتي يعدها
+
+137
+00:09:44,500 --> 00:09:47,740
+ومدى صدق هذه الاختبارات وملائمة القياس الظاهرة
+
+138
+00:09:47,740 --> 00:09:51,840
+وبذلك يحذر الباحث من الوقوع في أخطاء القياس عن
+
+139
+00:09:51,840 --> 00:09:54,780
+طريق التدقيق في اختيار الأدوات المناسبة القياس
+
+140
+00:09:54,780 --> 00:09:58,720
+والتي تتميز بالدقة والصدق والثبات إن العوامل
+
+141
+00:09:58,720 --> 00:10:01,420
+والمتغيرات لا تؤثر على الظاهرة على الانفراد بل
+
+142
+00:10:01,420 --> 00:10:05,810
+تتفاعل هذه العوامل والمتغيراتوتترابطها في علاقات
+
+143
+00:10:05,810 --> 00:10:10,050
+شبكية بحيث يصف عضل أثر عامل معين على انفراد ولذلك
+
+144
+00:10:10,050 --> 00:10:13,770
+من الصعب تحديد العلاقة بين متغير تابع ومتغير مستقل
+
+145
+00:10:13,770 --> 00:10:16,930
+فالباحث يجب أن يكون حذرا في تفسير هذه العلاقة
+
+146
+00:10:16,930 --> 00:10:21,490
+أخيرا في حالة إجراء التاجر بتحت ظروف مصطنعة لا
+
+147
+00:10:21,490 --> 00:10:25,310
+تمثل الواقع فإن نتائجها في مثل هذه الحالة لاتكون
+
+148
+00:10:25,310 --> 00:10:28,930
+صالحة للتطبيق في الظروف العادية شكرا جزيلا
+
+149
+00:10:32,690 --> 00:10:36,410
+أول شي بتعرفي المنهج العلمي هو أسلوب التفكير
+
+150
+00:10:36,410 --> 00:10:39,110
+والعمل يعقده الباحث في تنظيم أفكاره وانحليلها
+
+151
+00:10:39,110 --> 00:10:42,330
+وعرضها وبالتالي الوصول إلى نتائج وحقائق معقولة حول
+
+152
+00:10:42,330 --> 00:10:47,150
+الظاهرة موضوع الدراسةخصائص منهج البحث إنها طريقة
+
+153
+00:10:47,150 --> 00:10:49,570
+التفكير والعمل المنظمة التي تقوم عليها الملاحظة
+
+154
+00:10:49,570 --> 00:10:52,730
+الموضوعية والبعد عن التحيز الديناميكية والمرونة
+
+155
+00:10:52,730 --> 00:10:55,630
+إمكانية التثبت من نتائج البحث العلمي التعميم
+
+156
+00:10:55,630 --> 00:10:59,430
+القدرة على التنبؤ قدرة على وضع تصور لم يمكن أن
+
+157
+00:10:59,430 --> 00:11:02,230
+تكون عليها الذواهر المدروسة في المستقبل أنواع منهج
+
+158
+00:11:02,230 --> 00:11:04,610
+البحث العلمي المنهج التاريخي والوصفي والتجريبي
+
+159
+00:11:04,610 --> 00:11:07,730
+والمقارن واسلوب النظم واسلوب دراسة الحالة وتحليل
+
+160
+00:11:07,730 --> 00:11:13,140
+المضمون واسلوب المسحالمنهج الوصفى يستخدم فيه دراسة
+
+161
+00:11:13,140 --> 00:11:15,740
+الأوضاع الراهنة للظواهر من حيث خصائصها وأشكالها
+
+162
+00:11:15,740 --> 00:11:18,880
+وعلاقاتها والعامل المؤثرة في ذلك خطوات البحث
+
+163
+00:11:18,880 --> 00:11:21,680
+باستخدام المنهج الوصفى تحديد المشكلة ووضع الفرود
+
+164
+00:11:21,680 --> 00:11:24,580
+وتحديد المعلومات والبيانات التي يجب بيجمعها لإغراض
+
+165
+00:11:24,580 --> 00:11:28,920
+البحث جمع البيانات والمعلومات من المصادر المختلفة
+
+166
+00:11:28,920 --> 00:11:32,340
+تنظيم البيانات والمعلومات وتحليلها وتفسيرها حصر
+
+167
+00:11:32,340 --> 00:11:36,720
+النتائج ووصيغتها ووضع التوصيات المناسبةأساليب
+
+168
+00:11:36,720 --> 00:11:39,840
+المنهج للوصفة اسلوب المسح واسلوب دراسة الحالة
+
+169
+00:11:39,840 --> 00:11:45,200
+واسلوب تحليل المضمون خارج اسلوب المسح يتمثل هذا
+
+170
+00:11:45,200 --> 00:11:48,540
+الاسلوب في جمع البيانات ومعلومات عن متغيرات قليلة
+
+171
+00:11:48,540 --> 00:11:51,620
+لعدد كبير من الأفراد ويتطبق على كثير من الدراسات
+
+172
+00:11:51,620 --> 00:11:56,420
+من أجل وصف الوضع القائم للظاهرة بشكل تفصيلي ومعين
+
+173
+00:11:56,420 --> 00:11:59,420
+ومقارنة الظواهر موضوع البحث وتحديد الوسائل
+
+174
+00:11:59,420 --> 00:12:02,180
+والإجراءات التي من شأنها تحسين وتطوير الوضع القائم
+
+175
+00:12:03,020 --> 00:12:06,520
+معوقات استخدام هذا النوع هو أسلوب المسح ارتفاع
+
+176
+00:12:06,520 --> 00:12:11,700
+التكاليف ويحتاج إلى وقت ومدى طويل الدراسات المسحية
+
+177
+00:12:11,700 --> 00:12:15,960
+هي دراسات شاملة لعدد كبير من الحالات نسبيا في وقت
+
+178
+00:12:15,960 --> 00:12:19,500
+معين وهي محاولة بحثية منظمة لتقليل وتحليل ووصف
+
+179
+00:12:19,500 --> 00:12:22,140
+الوضع الراهن لظاهرة أو نظام معين هذه الدراسات
+
+180
+00:12:22,140 --> 00:12:26,660
+المسحية تتميز بأنها بحوثات لا تجريبية بحوث وصفية
+
+181
+00:12:26,660 --> 00:12:33,470
+تتضمن سياقة الفروض واختيارها غالباواختبارهم غالبا
+
+182
+00:12:33,470 --> 00:12:36,290
+ما تستخدم .. ما تستخدم الطرق العشوائية في اختيار
+
+183
+00:12:36,290 --> 00:12:40,390
+العينات وبالتالي يمكن تقدير الخطأ لما تستخدم الطرق
+
+184
+00:12:40,390 --> 00:12:45,500
+العشوائيةتعمل على توصيف المتغيرات والإجراءات بدقة
+
+185
+00:12:45,500 --> 00:12:49,440
+وبصورة كاملة، يندرج تحت الدراسات المسحية الفروع
+
+186
+00:12:49,440 --> 00:12:52,020
+الأدية، المسح التربوي يتعلق بدراسة المشكلات
+
+187
+00:12:52,020 --> 00:12:54,640
+المتعلقة بالميدان التربوي بأبعاده المختلفة مثل
+
+188
+00:12:54,640 --> 00:12:57,720
+المعلمون والطلبة ووسائل التعلم وأهداف التربية،
+
+189
+00:12:57,720 --> 00:13:02,000
+وكذلك للعمل يتناول المسح شموليا الواجبات
+
+190
+00:13:02,000 --> 00:13:04,820
+والمسئوليات ومارسات في الواقع للعملين في قطاعات
+
+191
+00:13:04,820 --> 00:13:10,240
+العمل المختلفةالبحث المسحي اللي انت حكيت عنه
+
+192
+00:13:10,240 --> 00:13:14,080
+لأستاذ البحث الإجتماعي هو دراسات لإيجاد الحقائق
+
+193
+00:13:14,080 --> 00:13:16,860
+ويتضمن هذا المنهج جمع البيانات مباشرة من مجتمع أو
+
+194
+00:13:16,860 --> 00:13:20,080
+عينة الدراسة طلب خبرة في التخطيط والتحليل والتفسير
+
+195
+00:13:20,080 --> 00:13:23,320
+للنتائج يمكن جمع المعلومات بالملاحظ أو المقابلة أو
+
+196
+00:13:23,320 --> 00:13:26,600
+إرسال البيانات عن طريق البريد يستخدم البحث البحث
+
+197
+00:13:26,600 --> 00:13:30,770
+المسحي في مجال التربيةمنذ ومدة بعيد، كما أنه
+
+198
+00:13:30,770 --> 00:13:32,970
+يستخدم في كثير من العلوم الاجتماعية مثل البحث
+
+199
+00:13:32,970 --> 00:13:35,730
+المتعلقة بالتسويق والصحافة والرأي العام وقد
+
+200
+00:13:35,730 --> 00:13:38,230
+استخدمها في الحرب العالمية الثانية لقياس معنويات
+
+201
+00:13:38,230 --> 00:13:41,470
+الجنود وإنتاج الأسلحة ودقة إصابات الإصابات
+
+202
+00:13:41,470 --> 00:13:46,090
+وإنشاءاتهم، فيما بعد إركز على عدة في الجامعات
+
+203
+00:13:46,090 --> 00:13:51,010
+الأمريكية كجامعة Berkeley وChicagoشكرا جزيلا.
+
+204
+00:13:51,450 --> 00:13:55,170
+أتمنى بالبحوث المسحية يعني بتهتم فيهم. أيه محسنتها
+
+205
+00:13:55,170 --> 00:13:59,230
+البحث المسحي أنه كل ما تعدت استخدامه يعطي قوة
+
+206
+00:13:59,230 --> 00:14:01,650
+كبيرة وهذه هي الطريقة العملية لرجمع معلومات عن
+
+207
+00:14:01,650 --> 00:14:04,910
+خصائص الأفراد يسهل منهج المسحي إصدار تعيمات على
+
+208
+00:14:04,910 --> 00:14:08,270
+مجتمعات كبيرة بدراسة عينات ممثلة لتلك المجتمعات
+
+209
+00:14:08,270 --> 00:14:11,950
+المنهج المسحي مرن يسمح باستخدام أساليب أخرى لجمع
+
+210
+00:14:11,950 --> 00:14:15,650
+المعلومات المقابلة والملاحظة والبريدالمنهج المزحى
+
+211
+00:14:15,650 --> 00:14:19,010
+أداء جيدة لتوضيح البيانات الخطوات الرئيسية التي
+
+212
+00:14:19,010 --> 00:14:22,950
+نراعيها في البحث المزحى التخطيط أي أن يبدأ البحث
+
+213
+00:14:22,950 --> 00:14:28,110
+في توجيه السؤال الذي يبدأ أجابة عليه تعريف مجتمع
+
+214
+00:14:28,110 --> 00:14:31,690
+الدراسة هنا السؤال لمن سيوصل الاستبيان وهل مجتمع
+
+215
+00:14:31,690 --> 00:14:34,610
+الدراسة كبير أو محدد العينة لأن الباحثين لايتمكنون
+
+216
+00:14:34,610 --> 00:14:37,980
+من دراسة المجتمع بأكمله؟بناء الأداء وذلك من أجل
+
+217
+00:14:37,980 --> 00:14:41,540
+جمع البيانات من العيّن، إجراء المسح وذلك بعد
+
+218
+00:14:41,540 --> 00:14:44,720
+التأكد من صدق الأداء وثباتها، معالجة البيانات من
+
+219
+00:14:44,720 --> 00:14:46,980
+حيث الترميز والتحليل الإحصائي والاستخدام من
+
+220
+00:14:46,980 --> 00:14:53,320
+النتائج سأتحدث أنا غدير البطنيكي عن موضوع اللي هي
+
+221
+00:14:53,320 --> 00:14:59,450
+مشترك البنكمشكلة البحث نستمع إليها فضلا في بحثي عن
+
+222
+00:14:59,450 --> 00:15:02,770
+مشكلة البحث تحدثت عن تعريف مشكلة البحث عناصر مشكلة
+
+223
+00:15:02,770 --> 00:15:06,450
+البحث عملية الحسر والتحديد المبدئي للمشكلة تحديد
+
+224
+00:15:06,450 --> 00:15:09,510
+المشكلة بشكل نهائي مقاومة تحديد المشكلة اختصارا
+
+225
+00:15:09,510 --> 00:15:14,850
+الوقت سأتحدث عن عناصر مشكلة البحث وهي الباحث
+
+226
+00:15:14,850 --> 00:15:20,170
+والمشكلة وتوفر المعلومات الباحث لابد أن يكون
+
+227
+00:15:20,170 --> 00:15:24,600
+الباحث لديه الإمكانياتمن حيث الكفاءة والاهتمامات
+
+228
+00:15:24,600 --> 00:15:27,820
+واختصاصه في موضوع البحث وقدرته على عمل البحث من
+
+229
+00:15:27,820 --> 00:15:31,140
+الناحية العلمية ومن نواحي أخرى مثل التوفر الوقت
+
+230
+00:15:31,140 --> 00:15:35,200
+والإمكانيات المادية بالإضافة لتوفر الرغبة والميل
+
+231
+00:15:35,200 --> 00:15:39,640
+وتلبي مشكلة البحث في دراسته الأهداف والغايات التي
+
+232
+00:15:39,640 --> 00:15:43,290
+يسعى لتحقيقهاأما المشكلة فهي المحور والأساس الذي
+
+233
+00:15:43,290 --> 00:15:47,430
+تدور حوله كافة الجهود والتي تتدافر باتجاه قدرات
+
+234
+00:15:47,430 --> 00:15:50,790
+الباحث ومحاولاته الدقوبة والمستمرة في جمع
+
+235
+00:15:50,790 --> 00:15:56,710
+المعلومات للوصول إلى إجابات يقينية فالمشكلة لابد
+
+236
+00:15:56,710 --> 00:16:00,890
+من أن تكون ذات قيمة ومهمة وتستحق الجهود المفذولة
+
+237
+00:16:00,890 --> 00:16:06,880
+لأنهلا يعقل .. لا يعقل أن يسخر الباحث وقته وجهده
+
+238
+00:16:06,880 --> 00:16:10,360
+وإمكانيته للمشكلتها فيها وغير جديرة بالبحث أما
+
+239
+00:16:10,360 --> 00:16:14,220
+توفر المعلومات فتحديد المشكلة إذا كان .. فكيف
+
+240
+00:16:14,220 --> 00:16:17,360
+يستطيع الباحث تحديد المشكلة فإذا كان هناك نقص في
+
+241
+00:16:17,360 --> 00:16:21,960
+المعلومات فإذا علم أحد المدرعوش المشكلة في منظمته
+
+242
+00:16:21,960 --> 00:16:25,680
+بين الموظفين إثنين .. موظفين إثنين في قسم الإنتاج
+
+243
+00:16:25,680 --> 00:16:29,060
+فهو ابتداء لابد من حصوله على كافة المعلومات حول
+
+244
+00:16:29,060 --> 00:16:35,900
+المشكلة وحاول الباحث أن تتكونوكذلك هو الباحث يحاول
+
+245
+00:16:35,900 --> 00:16:38,860
+أن تتكون لديه فكرة كاملة وشاملة عن المشكلة من عدة
+
+246
+00:16:38,860 --> 00:16:43,500
+مصادر هامة للمعلومات مثل ممارسته للعمل والخبرات
+
+247
+00:16:43,500 --> 00:16:47,000
+المتراكمة، الأبحاث والدراسات السابقة، الملاحظة
+
+248
+00:16:47,000 --> 00:16:49,820
+والجولات الاستطلاعية الاكتشافية، دراسات علمية
+
+249
+00:16:49,820 --> 00:16:52,760
+والاختصاص، الأدلة والبراهين العلمية والميدانية
+
+250
+00:16:52,760 --> 00:17:00,020
+سوزان هتحدثينا عن المقابلة وهذه تعتبر إحدى أدوات
+
+251
+00:17:00,020 --> 00:17:05,960
+مجموعة الجامعة الميدانيةبنستمع إلى الطالبة توزان
+
+252
+00:17:05,960 --> 00:17:10,120
+أبوكرش تنوالت في بحث إحدى لواء جمع البيانات
+
+253
+00:17:10,120 --> 00:17:15,160
+اللوهية المقابلة أول شغلة بنعرف المقابلة المقابلة
+
+254
+00:17:15,160 --> 00:17:19,160
+هي عملية اتصال شخصي لفظي فعال يقوم على أثقة تجري
+
+255
+00:17:19,160 --> 00:17:22,980
+بين الباحث وبين أحد أفراد عينة البحث بهدف الحصول
+
+256
+00:17:22,980 --> 00:17:26,480
+على بيانات تسهم في تحديد جانب مشكلة البحث بصورة
+
+257
+00:17:26,480 --> 00:17:30,830
+عميقة ودقيقة وواضحة وإيجاد حلول مناسبة لهانأتي بعد
+
+258
+00:17:30,830 --> 00:17:33,110
+ذلك إلى أنواع المقابلة، في عندنا أنواع مقابلة
+
+259
+00:17:33,110 --> 00:17:36,190
+كتير، يعني حسب تقسيمات معينة، نأتي إلى تقسيم
+
+260
+00:17:36,190 --> 00:17:38,630
+المقابلة حسب نوع الأسئلة إلى ثلاثة أنواع وهي
+
+261
+00:17:38,630 --> 00:17:44,410
+مقابلة مقفلة التي تكون فيها الأسئلة فيها أسئلة
+
+262
+00:17:44,410 --> 00:17:48,010
+دقيقة تتطلب إجابات محددة ودقيقة تشبه أسئلة
+
+263
+00:17:48,010 --> 00:17:51,150
+الاستبيان التي تتطلب إجابات مثل نعم أو لا ومثل
+
+264
+00:17:51,150 --> 00:17:55,170
+أوافق أو غير موافقوأيضا مقابلة مفتوحة وهي المقابلة
+
+265
+00:17:55,170 --> 00:17:58,130
+التي يطرح فيها الباحث أسئلة ويترك المجال فيها
+
+266
+00:17:58,130 --> 00:18:01,550
+لأفراد العينة بإجابات حرة دون تقيد فيها لوقت أو
+
+267
+00:18:01,550 --> 00:18:04,450
+كام، مما يسمح للحصول على بيانات ومعلومات قد تكشف
+
+268
+00:18:04,450 --> 00:18:07,950
+عن جوانب جديدة للمشكلة وإيضا هناك نوع ثالث وهي
+
+269
+00:18:07,950 --> 00:18:11,290
+مقابلة مقفلة ومفتوحة تجتمل على نوعين من الأسئلة
+
+270
+00:18:11,840 --> 00:18:15,680
+وأيضًا لدينا أنواع المقابلة يمكن تقسيمها حسب نوع
+
+271
+00:18:15,680 --> 00:18:18,180
+الأشخاص الذين يقابلهم الأخصائي الاجتماعي مثل
+
+272
+00:18:18,180 --> 00:18:21,100
+مقابلة العميل أو مقابلة أحد أفراد أسرة العميل أو
+
+273
+00:18:21,100 --> 00:18:25,940
+مقابلة المصادر المعلومات أو مقابلة الخبراء وأيضًا
+
+274
+00:18:25,940 --> 00:18:28,740
+تقسيم المقابلة من حيث التقني إلى مقابلة مقننة
+
+275
+00:18:28,740 --> 00:18:32,430
+ومقابلة غير مقننةوأيضا تقسيم المقابلة من حيث العدد
+
+276
+00:18:32,430 --> 00:18:36,170
+إلى مقابلة فردية ومقابلة جماعية وأيضا هناك تقسيم
+
+277
+00:18:36,170 --> 00:18:39,930
+المقابلة إلى مقابلة المقابلة المباشرة الشخصية أو
+
+278
+00:18:39,930 --> 00:18:43,010
+المقابلة الهاتفية أو المقابلة بواسط الوسائل
+
+279
+00:18:43,010 --> 00:18:47,210
+الإلكترونية و الفيديو .. و الفيديو .. و الفيديوهذه
+
+280
+00:18:47,210 --> 00:18:50,030
+هي تقسيمات المقابلة و أيضًا هناك شروط المقابلة
+
+281
+00:18:50,030 --> 00:18:53,350
+الجيدة، هناك ثلاثة شروط أساسية للقيام بمقابلة
+
+282
+00:18:53,350 --> 00:18:57,750
+ناجحة، و هي درجة توفر المعلومات لدى المستجيب، و
+
+283
+00:18:57,750 --> 00:19:00,910
+أيضًا الإدراك، و هذا يعني فهم المستجيب لما هو
+
+284
+00:19:00,910 --> 00:19:05,230
+مطلوب منه، و أيضًا الدافعية، و هي شدة الدافعية عند
+
+285
+00:19:05,230 --> 00:19:09,420
+المستجيب بالإجابة على الأسئلة التي تواجه إليهوهناك
+
+286
+00:19:09,420 --> 00:19:14,060
+خطوات إجراء المقابلة فيها عدة خطوات الخطوة الأولى
+
+287
+00:19:14,060 --> 00:19:17,920
+وهي تحديد الأهداف والأغراض من المقابلة حيث يجب أن
+
+288
+00:19:17,920 --> 00:19:20,780
+يحدد الباحث هدفه من إجراء المقابلة وأن يقوم بتعريف
+
+289
+00:19:20,780 --> 00:19:23,900
+هذه الأهداف للأشخاص أو الجهاد التي سيجري المقابلة
+
+290
+00:19:23,900 --> 00:19:27,560
+معها وعليه أن لا يجعل هدفه أو غرضه شيئا قامدا أو
+
+291
+00:19:27,560 --> 00:19:31,640
+يتركه معلقا بالصدا أثناء إجراء المقابلة ومستجداتها
+
+292
+00:19:31,640 --> 00:19:34,180
+الخطوة الثانية وهي تحديد عدد ونوعية الأشخاص اللي
+
+293
+00:19:34,180 --> 00:19:39,200
+هنا يجب عليه مقابلتهمفيجب أن يمثل هؤلاء الأشخاص
+
+294
+00:19:39,200 --> 00:19:42,080
+جميع فئات مجتمع البحث وأن يمتلك هؤلاء الأشخاص
+
+295
+00:19:42,080 --> 00:19:44,440
+البيانات والمعلومات الكافية والمفيدة حول مشكلة
+
+296
+00:19:44,440 --> 00:19:47,200
+البحث وأيضا أن تكون المعلومات لدى هؤلاء الأشخاص
+
+297
+00:19:47,200 --> 00:19:50,980
+موثوقة والخطوة التالتة وهي الإعداد الجيد للمقابلة
+
+298
+00:19:50,980 --> 00:19:53,720
+حيث أن يحاطة بأبعاد وجوانب مشكلة البحث على الباحث
+
+299
+00:19:53,720 --> 00:19:58,000
+أن يلوم بموضوع البحث تماما وبثقافة المبحوثين وأيضا
+
+300
+00:19:58,000 --> 00:20:01,560
+تحليل أسئلة لكل بعد من أبعاد مشكلة البحثوأيضا
+
+301
+00:20:01,560 --> 00:20:03,980
+تحديد الأسئلة والاستفسارات المطلوب ترحوها على
+
+302
+00:20:03,980 --> 00:20:06,660
+الأفراد والجهات المعنية أما الخطوة الرابعة وهي
+
+303
+00:20:06,660 --> 00:20:10,340
+تنفيذ وإجراء المقابلة من حيث إعلام الأشخاص والجهات
+
+304
+00:20:10,340 --> 00:20:12,860
+المعنية بالمقابلة والجهة التي ينتسب إليها الباحث
+
+305
+00:20:12,860 --> 00:20:15,760
+وتأمين التعاون المسبق والرغبة في إعطاء البيانات
+
+306
+00:20:15,760 --> 00:20:18,440
+وأيضا تحديد موعد مناسب مع الأفراد والجهات المعنية
+
+307
+00:20:18,440 --> 00:20:22,080
+بالبحث وإيجاد الجو المناسب للحوار من حيث المظهر
+
+308
+00:20:22,080 --> 00:20:24,780
+اللائق للباحث واختيار العبارات المناسبة للمقابلة
+
+309
+00:20:24,780 --> 00:20:27,340
+ودراسة الوقت المناسبمحطة لجمع كل البيانات
+
+310
+00:20:27,340 --> 00:20:30,760
+والمعلومات المطلوبة والتحدث بشكل مسموع وبعبارات
+
+311
+00:20:30,760 --> 00:20:36,440
+واضحةأما الخطوة الخامسة و هي .. و الأخيرة و هي
+
+312
+00:20:36,440 --> 00:20:39,860
+تسجيل البيانات و تفريقها و تصنيفها أن يقوم بتدوين
+
+313
+00:20:39,860 --> 00:20:42,400
+البيانات و المعلومات مباشرة بعد إتمام المقابلة و
+
+314
+00:20:42,400 --> 00:20:45,480
+أن يقوم دقيقة في تفريق هذه البيانات و المعلومات و
+
+315
+00:20:45,480 --> 00:20:48,560
+أيضا أن يقوم بتسجيل سلوك .. سلوك الشخص الذي يقابله
+
+316
+00:20:48,560 --> 00:20:52,440
+تعابير وشهي و حركات جسمه و نبرات صوته بلغة مكتوبة
+
+317
+00:20:52,440 --> 00:20:57,780
+لما لها من مدلولات مهمة و في عندنا خصائص المقابلة
+
+318
+00:20:58,430 --> 00:21:02,450
+ولا خلاص ما يجيب وقام ناصر في موضوع الاستبيان
+
+319
+00:21:02,450 --> 00:21:06,650
+واستخدامه في المناجة أول شي تعريف الاستبيان
+
+320
+00:21:06,650 --> 00:21:09,590
+الاستبيان مجموعة من الأسئلة المرتبطة مع بعضها
+
+321
+00:21:09,590 --> 00:21:13,450
+البعض بشكل يحقق الهدف اللي يصل عليها الباحث وذلك
+
+322
+00:21:13,450 --> 00:21:16,350
+في وضع موضوع البحث والمشكلة اللي اختارها وتوصل
+
+323
+00:21:16,350 --> 00:21:20,430
+أسئلة الاستبيان هذه عادة بالبريد العادي كالبريد
+
+324
+00:21:20,430 --> 00:21:23,010
+الإلكتروني إلى مجتمع البحث أو إلى مجموعة من
+
+325
+00:21:23,010 --> 00:21:26,210
+الأشخاص أو المؤسسات اللي اختارهم الباحث كعينة
+
+326
+00:21:26,210 --> 00:21:31,660
+لبحثهمواتحدثت عن خطوات إنجاز الاستبيانتحديد
+
+327
+00:21:31,660 --> 00:21:34,260
+الأهداف المطلوبة من عمل الاستبيان وترجمة التحويل
+
+328
+00:21:34,260 --> 00:21:38,320
+الأهداف لمجموعة من الأسئلة واختبار أسلت استبيان
+
+329
+00:21:38,320 --> 00:21:41,160
+تجربتها على مجموعة محدودة من الأفراد ويمكن أيضا
+
+330
+00:21:41,160 --> 00:21:44,840
+إحارة أسلت استبيان إلى خبراء متحصصين يملهم خبرات
+
+331
+00:21:44,840 --> 00:21:49,020
+وسمعة علمية متعمقة في موضوع البحث كاستشارة منهم
+
+332
+00:21:49,020 --> 00:21:51,740
+تصميم ماركتاب الاستبيان من شكله النهائي وتوزيع
+
+333
+00:21:51,740 --> 00:21:56,060
+الاستبيان ومتابعة الإجابة على الاستبيان وتعبيرته
+
+334
+00:21:56,060 --> 00:21:58,760
+بالبيانات المطلوبة وانواع الاستبيان استبيان مغلق
+
+335
+00:21:58,760 --> 00:22:03,470
+ومفتوح ومغلق ومفتوحمعنى وعن مميزات الاستبيان
+
+336
+00:22:03,470 --> 00:22:08,470
+وعيوبه وكيفية خطوات إنجاز ال .. كيفية مواهبة
+
+337
+00:22:08,470 --> 00:22:12,130
+مواصفات الاستبيان الجيد أن تكون اللغة واضحة وبسلوب
+
+338
+00:22:12,130 --> 00:22:15,290
+واضح ومفهومة واستخدام كلمة اللائقة المؤثرة في نفس
+
+339
+00:22:15,290 --> 00:22:18,390
+الآخرين وابتعد عن أثر المحرجة لتبعد الآخرين عن
+
+340
+00:22:18,390 --> 00:22:22,010
+التجاوب وتزويد المبحثين بمجموعة من التعليمات
+
+341
+00:22:22,010 --> 00:22:25,490
+والتوضيحاتو يُفق تعريفات و ترسيلات ماضية على تسهيل
+
+342
+00:22:25,490 --> 00:22:28,150
+المهم يتعبئ بالاستبيان و مراعاة الوقت المتوفر لدى
+
+343
+00:22:28,150 --> 00:22:31,050
+الأشخاص المعنى بالإجابة و يعطاء ميونة كافية
+
+344
+00:22:31,050 --> 00:22:33,510
+بالإجابة في تغييرات المطروحات تأكد من الطلبة بين
+
+345
+00:22:33,510 --> 00:22:37,210
+الأسئلة أنه ابتعدت عن أسلحة المراكبة و يستحسن
+
+346
+00:22:37,210 --> 00:22:41,830
+الرسالة المطوفة و يكتب عليها عنوان البحث خلاص طيب
+
+347
+00:22:41,830 --> 00:22:45,550
+شكرا للطالبة و أنا أفهم استكمل الاستبيان استكمل ما
+
+348
+00:22:45,550 --> 00:22:47,350
+هي الاستبيان تحكي عن نفس الواقع
+
+349
+00:22:55,190 --> 00:22:58,910
+الاستبيان المغلق وهو التي تكون أسئلته محددة
+
+350
+00:22:58,910 --> 00:23:03,470
+بالإجابات كأن يكون الجواب بنعم أو لا الاستبيان
+
+351
+00:23:03,470 --> 00:23:06,390
+المفتوح وتكون أسئلته محددة الإجابة كأن يكون
+
+352
+00:23:06,390 --> 00:23:10,310
+الاستبيان المغلق المفتوح النوع التاني وهو النوع
+
+353
+00:23:10,310 --> 00:23:14,050
+التي تحتاج بعض أسئلته إلى أجابات محددة والبعض
+
+354
+00:23:14,050 --> 00:23:17,790
+الآخر إلى أجابات مفتوحة مثل ما هو تقيمك لخدمات
+
+355
+00:23:17,790 --> 00:23:22,950
+الجامعة مغلق جيدة متوسطة ضعيفة إذا كانت متوسطة أو
+
+356
+00:23:22,950 --> 00:23:28,090
+ضعيفةالفرع التاني اللي هو مفتوح إذا كانت متواجدة
+
+357
+00:23:28,090 --> 00:23:33,170
+أو ضعيفة ما هو اقتراحك ل .. لتحسينهامميزات
+
+358
+00:23:33,170 --> 00:23:36,950
+الاستبيان يؤمن الاستبيان لإجابات الصحيحة الحرة
+
+359
+00:23:36,950 --> 00:23:41,390
+تكون الأسئلة موجهة لجميع أفراد العينة وتصميم
+
+360
+00:23:41,390 --> 00:23:45,650
+الاستبيان ووحدة الأسئلة يسحل عملية تجميع المعلومات
+
+361
+00:23:45,650 --> 00:23:49,410
+في مجميع وبالتالي تفسيرها والوصول إلى استنتاجات
+
+362
+00:23:49,410 --> 00:23:53,590
+مناسبة يسهل على الباحث جمع معلومات كثيرة من عدة
+
+363
+00:23:53,590 --> 00:23:58,390
+أشخاص في وقت محدد الاستبيان لا يكلف ماديا من حيث
+
+364
+00:23:58,390 --> 00:24:02,580
+القيمة وجمع المعلوماتالعيوب عدم فهم واستيعاب بعض
+
+365
+00:24:02,580 --> 00:24:06,480
+الأسئلة وبطريقة واحدة لكل أفراد العينة وقد تكون
+
+366
+00:24:06,480 --> 00:24:09,880
+الإجابات على جميع الأسئلة غير متكاملة بسبب إهمال
+
+367
+00:24:09,880 --> 00:24:13,700
+إجابات هذا السؤال أو ذاك سهوا أو متعمدا وقد يشعر
+
+368
+00:24:13,700 --> 00:24:17,080
+المبحوث بالملأ أو التعب من أسئلة الاستبيان خاصة
+
+369
+00:24:17,080 --> 00:24:21,020
+إذا كانت طويلة وكثيرة، شكرا، شكرا، اه عن المنهج
+
+370
+00:24:21,020 --> 00:24:25,660
+التاريخيأه فمنهج بمنهج البحث الاجتماعي ويكبر من
+
+371
+00:24:25,660 --> 00:24:29,220
+المناهج الهامة منهج التاريخي اللي يدرس .. اللي
+
+372
+00:24:29,220 --> 00:24:33,560
+يدرس الناس من دائرة الماضي كيف نشأت وكيف تطورت
+
+373
+00:24:33,560 --> 00:24:38,680
+زمانها ومكانها الى ما وصلت الامالية عليه فالمنهج
+
+374
+00:24:38,680 --> 00:24:43,400
+التاريخي بفيدنا في المعرفة اللي نشأت وطورت وتطورت
+
+375
+00:24:43,400 --> 00:24:47,000
+اه تكلمت في بحث عن واحد مقدم عن البحث التاريخي
+
+376
+00:24:47,000 --> 00:24:53,060
+الوثائقيتحدثت عن بحث يواحد عن مقدمة عن البحث
+
+377
+00:24:53,060 --> 00:24:56,360
+التاريخي الوثائقي، تنين الأسلوب التاريخي والأسلوب
+
+378
+00:24:56,360 --> 00:24:59,740
+العلمي، تلاتة خطوات البحث التاريخي، أربع مصادر
+
+379
+00:24:59,740 --> 00:25:02,820
+المعلومات في البحث التاريخي، خمسة نقط مصادر
+
+380
+00:25:02,820 --> 00:25:06,380
+المعلومات الخارجي والداخلي، ستة الفرود في البحث
+
+381
+00:25:06,380 --> 00:25:10,460
+التاريخي، سبعة أهمية البحث التاريخي وأسسه التي يجب
+
+382
+00:25:10,460 --> 00:25:14,520
+أن تراعى، تمانية تقويم البحث التاريخي، تسعة مقاطع
+
+383
+00:25:14,520 --> 00:25:18,040
+استخدام البحث التاريخي، وملخص عن البحث التاريخي
+
+384
+00:25:19,020 --> 00:25:22,880
+مقدمة عن البحث التاريخي الوثائقي يهتم الأسلوب
+
+385
+00:25:22,880 --> 00:25:26,780
+التاريخي الوثائقي بجمع المعلومات والحقائق من خلال
+
+386
+00:25:26,780 --> 00:25:30,800
+دراسة الوثائق وسجلات والأثار ويستخدم هذا الأسلوب
+
+387
+00:25:30,800 --> 00:25:35,780
+في دراسة الظواهر والمواقف التي يستخدم .. يستخدم ..
+
+388
+00:25:35,780 --> 00:25:41,600
+يستخدم ال .. يستخدم .. ويستخدمهذا الأسلوب في دراسة
+
+389
+00:25:41,600 --> 00:25:45,600
+الظواهر والمواقف التي مضى عليها زمن قصير أو طويل،
+
+390
+00:25:45,600 --> 00:25:49,200
+فهو مرتبط بدراسة الماضي وأحداته، كما قد يرتبط
+
+391
+00:25:49,200 --> 00:25:53,120
+بدراسة ظواهر حاضرة من خلال الرجوع إلى النشأة لهذه
+
+392
+00:25:53,120 --> 00:25:57,120
+الظواهر وتطورات التي مرت عليها والعوامل التي أدت
+
+393
+00:25:57,120 --> 00:26:00,660
+إلى تكوينها بشكلها الحالي، تحدثت عن الأسلوب
+
+394
+00:26:00,660 --> 00:26:04,510
+التاريخي والأسلوب العلميهناك دائما تساؤلات حول مدى
+
+395
+00:26:04,510 --> 00:26:08,190
+قدرة الأسلوب التاريخي على استخدام المنهج العلمي
+
+396
+00:26:08,190 --> 00:26:12,890
+بتحديد المشكلة وفرض الفرود واختبارها أو في مدى
+
+397
+00:26:12,890 --> 00:26:16,410
+قدرة الباحث التاريخي على ضبط الظواهر التي يدرسها
+
+398
+00:26:16,410 --> 00:26:20,650
+وتصرف نحوها بموضوعية ونزاها، يعتمد أصحاب هذا الرأي
+
+399
+00:26:20,650 --> 00:26:23,810
+على أن الأسلوب التاريخي لا يعتمد على التجربة
+
+400
+00:26:23,810 --> 00:26:27,050
+بمفهومها العلمي وأن الباحث التاريخي لا يستطيع
+
+401
+00:26:27,050 --> 00:26:31,710
+تحديد ظواهرها وضبطها والتأثير عليهافهي حوادث ماضية
+
+402
+00:26:31,710 --> 00:26:35,210
+لا يستطيع الباحث استرجاعها أو تثبيت وضبط بعض
+
+403
+00:26:35,210 --> 00:26:39,650
+العوامل المؤثرة عليها.تنين أن مصدر الباحث التاريخي
+
+404
+00:26:39,650 --> 00:26:43,730
+في المعرفة لا يعتمد على الملاحظة المباشرة فكل ما
+
+405
+00:26:43,730 --> 00:26:48,310
+يستطيعه الباحث هو أن يعتمد على مصادر غير مباشرة
+
+406
+00:26:48,310 --> 00:26:52,680
+مثل أثار وسجلات أو أشخاصتلاتة، لا يستطيع الباحث
+
+407
+00:26:52,680 --> 00:26:55,780
+التاريخي أن يصل إلى كل الحقائق المتصلة بمشكلة
+
+408
+00:26:55,780 --> 00:27:00,200
+بحته، فمهما كان البحث التاريخي دقيقًا و .. فإنه لن
+
+409
+00:27:00,200 --> 00:27:04,020
+يتمكن من الكشف عن كل الأدلة و لن يستطيع اختبار كل
+
+410
+00:27:04,020 --> 00:27:07,860
+الأدلة، فالمعرفة التي يصل إليها معرفة جزئية تستند
+
+411
+00:27:07,860 --> 00:27:13,280
+إلى أدلة جزئية و ليس معرفة كاملةمصادر البحث
+
+412
+00:27:13,280 --> 00:27:16,700
+التاريخي، واحد المدونات والوثائق الرسمية، اتنين
+
+413
+00:27:16,700 --> 00:27:19,960
+التقارير الصحفية، تلاتة تقارير شهود العيان عن
+
+414
+00:27:19,960 --> 00:27:23,620
+الأحداث، أربع المصادر الشخصية، خمسة المذكرات
+
+415
+00:27:23,620 --> 00:27:27,940
+والتراجم، ستة الدراسات والكتابات التاريخية، سبعة
+
+416
+00:27:27,940 --> 00:27:31,120
+الدراسات الوصفية التي تمت في وقت سابق، تمانية
+
+417
+00:27:31,120 --> 00:27:35,700
+الكتابات الأدبية وفلسفية وغيرها، بدي أحكي عن
+
+418
+00:27:35,700 --> 00:27:40,260
+الفروض في البحث التاريخيلأ تختلف صياغة الفرود في
+
+419
+00:27:40,260 --> 00:27:43,260
+البحث التاريخي عن صياغة الفرود في الأبحاث الأخرى،
+
+420
+00:27:43,260 --> 00:27:46,680
+لكن طبيعة البحث التاريخي تتطلب أن يضع الباحث برضه
+
+421
+00:27:46,680 --> 00:27:51,020
+يقوم بتوجيهه في جمع المعلومات والبيانات، ثم يقوم
+
+422
+00:27:51,020 --> 00:27:54,200
+الباحث بتعديل الفرض في ضوء ما يجمعه من المعلومات
+
+423
+00:27:54,620 --> 00:27:58,440
+فالفرود في البحث التاريخي تتطلب مهارة فائقة لأن
+
+424
+00:27:58,440 --> 00:28:03,220
+الباحث يدرس ظاهرة في مقت وقعت في الماضي ولها عوامل
+
+425
+00:28:03,220 --> 00:28:07,160
+متعددة وهذا يتطلب خيالا واسعا وجرأة في تحديد
+
+426
+00:28:07,160 --> 00:28:11,240
+الفرود ويعتبر جمع المعلومات من مصادرها الأولية
+
+427
+00:28:11,240 --> 00:28:15,040
+والثانوية نقد هذه المعلومات بمثابة عملية إثبات
+
+428
+00:28:15,040 --> 00:28:18,360
+الفرود وتحقيقها بشرط أن تتوفر الأدلة الحسية
+
+429
+00:28:18,360 --> 00:28:23,890
+الكافية لإثبات الفروديعني بنبحث موضوع عن الماضي،
+
+430
+00:28:23,890 --> 00:28:27,590
+فبنرجح يارا للصحف ومجالات كامة مكتوبة .. مجالات
+
+431
+00:28:27,590 --> 00:28:30,790
+كامة .. مجالات كامة .. مجالات كامة .. مجالات كامة
+
+432
+00:28:30,790 --> 00:28:31,790
+.. مجالات كامة .. مجالات كامة .. مجالات كامة ..
+
+433
+00:28:31,790 --> 00:28:35,530
+مجالات كامة .. مجالات كامة .. مجالات كامة ..
+
+434
+00:28:35,530 --> 00:28:39,110
+مجالات كامة .. مجالات كامة .. مجالات كامة ..
+
+435
+00:28:39,110 --> 00:28:39,530
+مجالات كامة .. مجالات كامة .. مجالات كامة ..
+
+436
+00:28:39,530 --> 00:28:39,610
+مجالات كامة .. مجالات كامة .. مجالات كامة ..
+
+437
+00:28:39,610 --> 00:28:42,430
+مجالات كامة .. مجالات كامة .. مجالات كامة ..
+
+438
+00:28:42,430 --> 00:28:47,020
+مجالات كامة ..صحيفة معيّرة، كيف كانت كتبتي اللي
+
+439
+00:28:47,020 --> 00:28:51,660
+علّفتي في غضب وكده وكده، إذا هنا .. للمعه .. للمعه
+
+440
+00:28:51,660 --> 00:28:57,080
+طيب .. يا عزوز الله نأجل المحاضرة القادمة .. نأجل
+
+441
+00:28:57,080 --> 00:29:01,220
+يا أستاذ .. نأجل المحاضرة القادمة ان شاء الله ..
+
+442
+00:29:01,220 --> 00:29:08,110
+الوقت علشان .. الوقت انتهى .. الوقت انتهى فنؤجلإن
+
+443
+00:29:08,110 --> 00:29:13,590
+شاء الله موضوع المحاضرة القادمة أيضًا عرض البحوث
+
+444
+00:29:13,590 --> 00:29:19,630
+.. البحوث الطلبة في المحاضرة القادمة فإلى أن نلتقي
+
+445
+00:29:19,630 --> 00:29:24,410
+بإذن الله تعالى في المحاضرة القادمة لكون مني كل
+
+446
+00:29:24,410 --> 00:29:27,950
+تحياتي وتقدير والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/8QgBN9JmM54_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/8QgBN9JmM54_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..2a1a23e6ce5dce15353cfea76ebeec9c0056ba00
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/8QgBN9JmM54_raw.json
@@ -0,0 +1 @@
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\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/9EGvlPXa4qc_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/9EGvlPXa4qc_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ebb9bc6b87979d032c933b94c8130ee180ba9920
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/9EGvlPXa4qc_postprocess.srt
@@ -0,0 +1,1856 @@
+1
+00:00:20,860 --> 00:00:24,760
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,760 --> 00:00:28,940
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,940 --> 00:00:34,320
+آله وصحبه أجمعين اليوم
+
+4
+00:00:34,320 --> 00:00:38,920
+موضوع المحاضرة مقومات البحث العلمي ولكن قبل أن
+
+5
+00:00:38,920 --> 00:00:43,520
+نتعرض لمقومات البحث العلمي نحب أن نذكر بموضوع
+
+6
+00:00:43,520 --> 00:00:49,350
+المحاضرة السابقة وهيالعوامل .. أهم العوامل اللي
+
+7
+00:00:49,350 --> 00:00:54,710
+يجب مراعتها عند اختيار موضوع البحث أيضا قلنا يجب
+
+8
+00:00:54,710 --> 00:00:59,310
+أن يكون موضوع البحث ذو أهمية وقيمة علمية وكذلك
+
+9
+00:00:59,310 --> 00:01:03,970
+يكون موضوع البحث جديد غير مكرر وعادة لما نقول جديد
+
+10
+00:01:03,970 --> 00:01:08,050
+يعني البعض بيقول عشر سنوات احنا بنقول خمس سنوات فا
+
+11
+00:01:08,050 --> 00:01:12,640
+أكثر يعني مايكونش مكررفي نفس العنوان ونفس الدراسة
+
+12
+00:01:12,640 --> 00:01:17,400
+والمكان يعني لا يكون البحث يعني سبق دراسته في حدود
+
+13
+00:01:17,400 --> 00:01:22,280
+خمس سنوات في نفس المعايير الخاصة بالبحث فلابد أن
+
+14
+00:01:22,280 --> 00:01:26,820
+يكون الموضوع جديد غير مكرر لكي يعطي نتائج جديدة
+
+15
+00:01:27,510 --> 00:01:31,570
+أيضًا توفر المراجع العلمية أي بحث الباحث يريد
+
+16
+00:01:31,570 --> 00:01:35,430
+اختياره لابد أن يبحث عن المراجع أولًا ويعرف هل
+
+17
+00:01:35,430 --> 00:01:40,750
+موضوع البحث مراجع أم لا لأن المراجع مهمة جدًا عند
+
+18
+00:01:40,750 --> 00:01:44,550
+كتابة موضوع البحث والدراسات طبعًا لما نقول مراجع
+
+19
+00:01:44,550 --> 00:01:50,840
+هي دراسات وأبحاث وهكذا كلهاأيضا يجب اختيار مشكلة
+
+20
+00:01:50,840 --> 00:01:55,380
+البحث في حدود الإمكانيات المادية والبشرية والزمنية
+
+21
+00:01:55,380 --> 00:02:00,460
+للباحث لمالها من أهمية كذلك مراعاة الزمن وهنا
+
+22
+00:02:00,460 --> 00:02:04,780
+بنأكد على الزمن لحتى لا يزيد عن الفترة الزمنية
+
+23
+00:02:04,780 --> 00:02:08,980
+المحددة عادة في رسائل ال bachelor's أحنا عندنا
+
+24
+00:02:08,980 --> 00:02:13,640
+أبحاث التخرج نحدد فصل دراسي يعني في حدود ثلاث أربع
+
+25
+00:02:13,640 --> 00:02:17,860
+شهور للدراسة من بداية الفصل إلى نهايتهأيضًا في
+
+26
+00:02:17,860 --> 00:02:22,040
+الماجستير في الدكتوراه بعض الجامعات سنة للماجستير
+
+27
+00:02:22,040 --> 00:02:27,280
+بعض الجامعات سنتين أو ثلاثة للدكتوراه وهغير ذلك أو
+
+28
+00:02:27,280 --> 00:02:31,440
+الماجستير في بعض الجامعات حتى خمس سنوات يعني بتحدد
+
+29
+00:02:31,440 --> 00:02:35,320
+يعني الدراسة للدكتوراه أحيانًا لكن احنا بنقول
+
+30
+00:02:35,320 --> 00:02:38,640
+موضوع البحث الموضوع البحث اللي هو الفترة الزمنية
+
+31
+00:02:39,200 --> 00:02:44,460
+اللازمة لإجراء البحث الميداني منذ بدايته إلى
+
+32
+00:02:44,460 --> 00:02:49,540
+نهايته، فمن هنا لابد أنه راعي الزمن المحدد للبحث
+
+33
+00:02:49,540 --> 00:02:53,860
+كذلك يجب على البحث أن يختار مشكلة بحته في نطاق
+
+34
+00:02:53,860 --> 00:02:57,650
+التخصص ومجال الخبرة والثقافةفلذلك اللاخصائي
+
+35
+00:02:57,650 --> 00:03:01,130
+الاجتماعي يختار مواضيعه من طرق الخدمة الاجتماعية،
+
+36
+00:03:01,130 --> 00:03:04,830
+من مجالات الخدمة الاجتماعية المختلفة في الشباب، في
+
+37
+00:03:04,830 --> 00:03:09,470
+المسنين، في الأسرة، في الطفولة، في المعاقين وغير
+
+38
+00:03:09,470 --> 00:03:15,010
+ذلك، في الجريمة مثلا، الأحداث، الجانحين أو أصحاب
+
+39
+00:03:15,010 --> 00:03:26,650
+من يرتكبوا جنايات، اللي هي في علم ..طيب ..الذي يجب
+
+40
+00:03:26,650 --> 00:03:34,270
+أن يكون حاضر حاضر حاضر حاضر حاضر حاضر فلذلك نطاق
+
+41
+00:03:34,270 --> 00:03:38,510
+التخصص مهم جدا على الباحث أن يختار موضوع باحثه في
+
+42
+00:03:38,510 --> 00:03:44,870
+نطاق تخصصه الذي درسه يعني كخدمة اجتماعية للباحث
+
+43
+00:03:44,870 --> 00:03:47,990
+الاجتماعي او الاقتصادي الاجتماعي لابد ان يختار
+
+44
+00:03:47,990 --> 00:03:52,660
+مواضيع اجتماعيةوهذا الأمر بتطلب يعني من كل باحثة
+
+45
+00:03:52,660 --> 00:03:56,740
+في الفصل القادم عند اختيار مشروع التخرج لابد أن
+
+46
+00:03:56,740 --> 00:04:01,580
+يكون البحث اجتماعيا نابع من اهتمامات الباحث ونابع
+
+47
+00:04:01,580 --> 00:04:04,820
+من المجتمع والبيئة الاجتماعية التي يعيش فيها
+
+48
+00:04:04,820 --> 00:04:06,300
+الباحث، اللواء هي المجتمع
+
+49
+00:04:08,900 --> 00:04:12,480
+أيضًا اختيار، عدم اختيار المشكلة المتشعبة لما
+
+50
+00:04:12,480 --> 00:04:16,500
+نختار موضوع ما يكونش متشعب في أكثر من موضوع لابد
+
+51
+00:04:16,500 --> 00:04:20,460
+يكون مركز في موضوع واحد وقال يتشعب منه مواضيع
+
+52
+00:04:20,460 --> 00:04:24,540
+مختلفة أيضًا يجب على الباحث أن يدرس الصعوبات اللي
+
+53
+00:04:24,540 --> 00:04:28,400
+يمكن أن تحيط بمشكلة باحثه يدرسها قبل إجراء البحث
+
+54
+00:04:28,400 --> 00:04:33,160
+وأيضًا بعد إجراء البحث كذلك فهنا بدنا نتعرف ما هي
+
+55
+00:04:33,160 --> 00:04:36,160
+أهم الصعوبات اللي واجهت الباحث حتى يستفيد منها
+
+56
+00:04:36,160 --> 00:04:42,470
+الباحثين الجددفي البحث ويعرف يوجه يعني نصيحة
+
+57
+00:04:42,470 --> 00:04:47,410
+للباحثين الجدد بأهم الصعوبات اللي واجهته في بحثه
+
+58
+00:04:47,410 --> 00:04:53,170
+قبل البحث وبعد البحث أيضا مراعاة الدقة والتأني في
+
+59
+00:04:53,170 --> 00:04:57,470
+اختيار عنوان البحث مهم جدا ان الرائع الدقة عندما
+
+60
+00:04:57,470 --> 00:05:01,210
+نختار الموضوع يكون معبرا عن موضوع البحثعن الموضوع
+
+61
+00:05:01,210 --> 00:05:06,510
+المشكلة المراد دراستها مش نختار موضوع اسم وفي داخل
+
+62
+00:05:06,510 --> 00:05:10,550
+البحث يعني بيانات اخرى او معلومات اخرى لأ لا يجوز
+
+63
+00:05:10,550 --> 00:05:15,630
+لابد ان تطابق العنوان خزيار الموضوع هذه مهمة جدا و
+
+64
+00:05:15,630 --> 00:05:19,150
+هنا الموضوع فيله شروط برضه فيله شروط لابد انه
+
+65
+00:05:19,150 --> 00:05:23,370
+رعيها عند اختيار موضوع البحث اول شيء لابد يحقق
+
+66
+00:05:23,370 --> 00:05:27,950
+العنوان اهداف البحثأيضا يغطي جوانب البحث ومجتملاته
+
+67
+00:05:27,950 --> 00:05:32,330
+كل ما يجتمل عليه البحث أن يكون العنوان مختصرا دون
+
+68
+00:05:32,330 --> 00:05:35,350
+إخلال أو إطالة مانقولش والله أربع أو خمس سطور
+
+69
+00:05:35,350 --> 00:05:39,490
+العنوان اليوم أصبنا ميل إلى الصغر أن يكون العنوان
+
+70
+00:05:39,490 --> 00:05:43,090
+صغير يعني مايكونش يعني طويل في نفس الوقت يعبر عن
+
+71
+00:05:43,090 --> 00:05:46,970
+موضوع البحث الحبكة في التعبير والاختيار الدقيق
+
+72
+00:05:46,970 --> 00:05:52,380
+لألفاظي أيضا أن يكون شيقا وجذاباالعنوان معبر عن
+
+73
+00:05:52,380 --> 00:05:55,760
+موضوع البحث وفي نفس الوقت شيق بحيث من يقرأ العنوان
+
+74
+00:05:55,760 --> 00:06:01,540
+يريد أن يقرأ موضوع البحث وهكذا أيضا يتمشي مع أهداف
+
+75
+00:06:01,540 --> 00:06:06,720
+البحث وفرود وتساؤلاته العنوان أيضا يعني مايختلفش
+
+76
+00:06:06,720 --> 00:06:11,560
+عما في داخل البحث من أهداف وفرود وتساؤلات يضعها
+
+77
+00:06:11,560 --> 00:06:16,440
+الباحث للإجابة عليهافي عندنا اليوم بدنا نصل في
+
+78
+00:06:16,440 --> 00:06:23,320
+النهاية إلى موضوع المحاضرة وهو مقومات البحث العلمى
+
+79
+00:06:23,320 --> 00:06:28,540
+مقومات البحث العلمية او مقومات البحث العلمى بهذا
+
+80
+00:06:28,540 --> 00:06:33,410
+الاسم كله صح يعني مقومات البحث العلمىالمقومات،
+
+81
+00:06:33,410 --> 00:06:36,390
+ممكن نقول العلمية و ممكن نقول البحث العلمي، مقومات
+
+82
+00:06:36,390 --> 00:06:40,290
+البحث العلمي، يجوز العنوان هنا طرفي عندنا ناحيتين
+
+83
+00:06:40,290 --> 00:06:43,730
+لمقومات البحث العلمي و عندما نقول المقومات يعني
+
+84
+00:06:43,730 --> 00:06:48,970
+الدعائم أو الأسس أو الركائز أو غير ذلك فلذلك هذه
+
+85
+00:06:48,970 --> 00:06:53,190
+تشمل ناحيتين مقومات البحث العلمي أولا مهارات
+
+86
+00:06:53,190 --> 00:06:58,120
+الباحث وأخلاقياتهوالناحية الثانية قواعد الكتابة
+
+87
+00:06:58,120 --> 00:07:01,800
+العلمية واستخدام الرموز اللغوية اليوم سنتناول
+
+88
+00:07:01,800 --> 00:07:08,800
+موضوع مهارات الباحث وأخلاقياته ما هي مهارات الباحث
+
+89
+00:07:08,800 --> 00:07:14,440
+وأخلاقياته؟ بماذا يتصف الباحث؟ في عندنا عدد من
+
+90
+00:07:14,440 --> 00:07:20,080
+النقاط يتصف بها الباحث ما هي النقطة الأولى؟أول شيء
+
+91
+00:07:20,080 --> 00:07:23,720
+الوفاء لكل من قدم له يد العون ماذا يعني .. ماذا
+
+92
+00:07:23,720 --> 00:07:27,140
+تعني هذه الكلمة؟ ايش يعني تعني الوفاء لكل من قدم
+
+93
+00:07:27,140 --> 00:07:31,080
+له يد العون؟ أيوة يا بنتى الوفاء لكل من قدم له
+
+94
+00:07:31,080 --> 00:07:37,320
+العون لأي شخص ساعده في .. في بحثه انه يكون وافق له
+
+95
+00:07:37,320 --> 00:07:44,580
+ما يقدرش يعني .. اه يعني يقدر من قدم له مساعدة
+
+96
+00:07:44,580 --> 00:07:49,310
+أثناء البحث الأمانةوهذه مهمة جدا لابد صفة يتصرف
+
+97
+00:07:49,310 --> 00:07:52,450
+بها الباحث اللواء هي الأمانة العلمية الأمانة
+
+98
+00:07:52,450 --> 00:07:56,350
+العلمية عندما نستعيد بقراء الخبراء نذكر من هم
+
+99
+00:07:56,350 --> 00:08:00,430
+الخبراء عندما نقتبس أي فقرة من كتاب لابد أن نرجعها
+
+100
+00:08:00,430 --> 00:08:04,430
+إلى مصدرها هذه كلها بنسميها الأمانة عندما نتاخذ أي
+
+101
+00:08:04,430 --> 00:08:08,250
+خطوة لابد أن نذكرها في البحث العلمي إذا هنا لابد
+
+102
+00:08:08,250 --> 00:08:14,490
+أن نوضحكل الإجراءات و تكون نراعي فيها الأمانة
+
+103
+00:08:14,490 --> 00:08:17,930
+العلمية الباحث لابد أن يراعي الأمانة العلمية وهذا
+
+104
+00:08:17,930 --> 00:08:22,690
+كلها تحت بند الأمانة العلمية كل ما يأخذه الباحث من
+
+105
+00:08:22,690 --> 00:08:28,840
+الآخرين لابد أن يوثقه في بحثهواضح؟ هذه اللي بتسميه
+
+106
+00:08:28,840 --> 00:08:33,460
+الأمانة العلمية للباحث وهذه صفة مهمة جداً وهنا
+
+107
+00:08:33,460 --> 00:08:37,440
+بننتقل إلى الاقتباس عندما يقتبس الباحث من أفكار
+
+108
+00:08:37,440 --> 00:08:42,820
+الآخرين أو من أرائهم أو من كتبهم لابد أن نوثق هذه
+
+109
+00:08:42,820 --> 00:08:47,340
+الأراء وكل ما أخذناه من هذه الكتب ونوثقها في
+
+110
+00:08:47,340 --> 00:08:52,850
+الهامش وفي نهاية الكتاب أو البحث كمراجعأو خبراء
+
+111
+00:08:52,850 --> 00:08:57,350
+نذكر أسماءهم إذا خدنا أراء من رأيهم من أرائهم و
+
+112
+00:08:57,350 --> 00:09:01,290
+هكذا فلذلك من هنا لابد أن تكون لدينا الأمانة
+
+113
+00:09:01,290 --> 00:09:07,110
+العلمية و أمانة الاقتباس في عندنا نقطة رابعة من
+
+114
+00:09:07,110 --> 00:09:12,210
+صفات الباحث لأ لحظة لحظة اللي ما اتكلمتش اللي هناك
+
+115
+00:09:13,130 --> 00:09:15,370
+طب على الأسرار الغير سواء كانوا أفراد أو جامعات
+
+116
+00:09:15,370 --> 00:09:19,950
+فهي جيب على الباحث عالم دي باحقه السؤال و أنا
+
+117
+00:09:19,950 --> 00:09:24,980
+دايما كمان لما بيسأل عن معلومات ما يحاولونهذه
+
+118
+00:09:24,980 --> 00:09:29,620
+بنسميها السرية عندما يقوم الباحث بإجراء بحثه على
+
+119
+00:09:29,620 --> 00:09:33,140
+عينة من عينات البحث سواء فرد أو جماعة لما نقول
+
+120
+00:09:33,140 --> 00:09:37,300
+وحدات يعني وحدات المجتمع جماعة أو مجتمع أو فرد
+
+121
+00:09:37,300 --> 00:09:42,400
+فلذلك لابد أن يطبق مبدأ الأمانة أو السرية اللي هي
+
+122
+00:09:42,400 --> 00:09:47,200
+أمانة المعلومات عن المبحوثين وأيضا السرية ننشرش
+
+123
+00:09:47,200 --> 00:09:50,440
+أخبارهم ولا ننشر أي معلومات لا يرغب المبحوث في
+
+124
+00:09:50,440 --> 00:09:53,860
+نشرهافلذلك هذا مبدأ عندنا في الخدمة الاجتماعية
+
+125
+00:09:53,860 --> 00:09:57,440
+مبدأ مهم جدا في طرق الخدمة الاجتماعية وهو السرية
+
+126
+00:09:57,440 --> 00:10:00,960
+ومن ضمن هذه الطرق البحث الاجتماعي فلذلك لابد أن
+
+127
+00:10:00,960 --> 00:10:05,880
+نراعي تطبيق مبدأ السرية عند عملية البحث مع الآخر
+
+128
+00:10:05,880 --> 00:10:09,280
+سواء في بحث الحالة سواء في البحث الاجتماعي لظاهرة
+
+129
+00:10:09,280 --> 00:10:13,500
+أو مشكلة أو غير ذلك هذا لابد أن نطبقه في حياتنا
+
+130
+00:10:13,500 --> 00:10:19,830
+المهنية بشكل عام وعند البحث الاجتماعي بشكل خاصماذا
+
+131
+00:10:19,830 --> 00:10:27,630
+أيضًا؟ أيه يا بنتى؟ ماذا
+
+132
+00:10:27,630 --> 00:10:31,690
+يعني التواضع؟ التواضع مش بس تقول تواضع، لأ التواضع
+
+133
+00:10:31,690 --> 00:10:35,870
+في قرائه، التواضع في أفكاره، يعني مايتعلاش بفكره،
+
+134
+00:10:35,870 --> 00:10:39,130
+ويقول أن فكري ومواصلة إليه من نتائج هي مطلقة، لأ
+
+135
+00:10:39,130 --> 00:10:42,700
+لابد الباحث أن يتواضع في مواصلة إليه من نتائجو
+
+136
+00:10:42,700 --> 00:10:46,260
+يقول بأن ما وصلت إلي هذا على حسب قدري و على حسب
+
+137
+00:10:46,260 --> 00:10:51,300
+مجهودي ولكن ربما يصل إليه إلى هذه الأراء و أفضل
+
+138
+00:10:51,300 --> 00:10:55,800
+منها يعني باحثون آخرون يبحثون في الموضوع نفسه
+
+139
+00:10:55,800 --> 00:11:00,360
+فلذلك هنا بنسميه التواضع العلمي ألا يكون متعاليا
+
+140
+00:11:00,360 --> 00:11:05,570
+هذا الباحث و ألا تكون أحكامه مطلقةفي العلم ويقول
+
+141
+00:11:05,570 --> 00:11:09,410
+هذا رأي فقط و .. و .. فقط و لا يوجد رأي غيره و هذا
+
+142
+00:11:09,410 --> 00:11:14,010
+ما وصلت إليه لأ خطأ لابد أن يتواضع الباحث و أن
+
+143
+00:11:14,010 --> 00:11:19,010
+يكون متواضعا عند باحثه و عند دراسته يتواضع أمام
+
+144
+00:11:19,010 --> 00:11:24,490
+العلماء و أمام الباحثين فلذلك لابد أن يكون يتصف
+
+145
+00:11:24,490 --> 00:11:28,650
+بهذه الصفة و ألا تكون أولا يكون ما وصل إليه من
+
+146
+00:11:28,650 --> 00:11:34,540
+نتائج هي أحكام مطلقة نعم ماذا أيضا؟عدم التعالف
+
+147
+00:11:34,540 --> 00:11:49,420
+والتعديل إذا أخطأ في المصاري نعم ماشي
+
+148
+00:11:49,420 --> 00:11:56,420
+وعدم التشدد في استنتجاتها وأن أحكامه قاطعة ومطلقة
+
+149
+00:11:56,420 --> 00:12:02,250
+برضه هذه نفس الشيء توضع زائدإنه بالضبط من مظاهر
+
+150
+00:12:02,250 --> 00:12:07,010
+التوضع اللي هو عدم التعاليم، ماذا أيضًا؟ أيها ابن
+
+151
+00:12:07,010 --> 00:12:14,390
+تقولي طبعًا
+
+152
+00:12:14,390 --> 00:12:18,390
+فاسألوا أهل الذكر إن كنتم لا تعلمون، خلّي هذه
+
+153
+00:12:18,390 --> 00:12:24,440
+الآية عندنا مبدأ من مبادئنا في البحثفي البحث فلذلك
+
+154
+00:12:24,440 --> 00:12:29,900
+لابد أن نسأل أهل الخبرة و أهل المعرفة و العلم و
+
+155
+00:12:29,900 --> 00:12:33,820
+ألا نتقيم و ألا نحكم من خلال رأينا فقط لابد أن
+
+156
+00:12:33,820 --> 00:12:38,200
+نستشير و أن نستفيد من أهل الخبرة فهذه طبعا من صفة
+
+157
+00:12:38,200 --> 00:12:42,200
+من صفات الباحث لابد الاستعانة بالخبراء و المختصين
+
+158
+00:12:42,200 --> 00:12:47,340
+أثناء بحته واضح؟ هذه مهمة جدا و هذه صفة من صفات
+
+159
+00:12:47,340 --> 00:12:51,260
+أهل العلم و من صفات الباحث الاجتماعي
+
+160
+00:13:05,890 --> 00:13:10,790
+الخبراء والمختصين مثل أهل الإحصاء مثل أهل الإحصاء
+
+161
+00:13:10,790 --> 00:13:15,290
+في الإحصاء احنا ترى مهم جدا الإحصاء عندنا في البحث
+
+162
+00:13:15,290 --> 00:13:19,930
+الاجتماعيولذلك احنا بندرسكوا في الخدمة الاجتماعية
+
+163
+00:13:19,930 --> 00:13:25,750
+مساق ثلاث ساعات اسمه مساق مبادئ الإحصاء فالإحصاء
+
+164
+00:13:25,750 --> 00:13:29,470
+دي مهم جدا لأن الإحصاء بده يرتبلنا بحتنا نعمل
+
+165
+00:13:29,470 --> 00:13:33,190
+الجداوة الإحصائية بدنا نصل إلى الاستنتاج الإحصائي
+
+166
+00:13:33,190 --> 00:13:37,190
+التحليل الإحصائي بدنا نعرف النسب المئوية بدنا نعرف
+
+167
+00:13:37,190 --> 00:13:40,690
+الانحراف المعياري بدنا نعرف كل ما يتعلق بالعمليات
+
+168
+00:13:40,690 --> 00:13:44,230
+الإحصائية لأن الإحصاء هو أساس البحث الاجتماعي
+
+169
+00:13:44,230 --> 00:13:48,270
+عندنافلذلك من هنا لابد أن نستفيد من أهل الخبرة في
+
+170
+00:13:48,270 --> 00:13:52,830
+مجال الإحصاء عند البحث كذلك نستفيد من الخبرة عند
+
+171
+00:13:52,830 --> 00:13:57,410
+المتخصصين في المناهج المناهج البحث الإجتماعي كذلك
+
+172
+00:13:57,410 --> 00:14:01,130
+كيف لما نختار المنهج ما هو المنهج الملائم لدراسة
+
+173
+00:14:01,130 --> 00:14:04,290
+الظاهرة كيف لما نختار الأداء الأداء الخاصة بال
+
+174
+00:14:05,130 --> 00:14:09,550
+بأدات البحث برضه لابد أن نسأل المختصين في ذلك هل
+
+175
+00:14:09,550 --> 00:14:13,950
+يتناسب معه الأداء المقابلة أو الاستباع اللي هي
+
+176
+00:14:13,950 --> 00:14:19,650
+الملاحظة أو الاستبيان أو غير ذلك من الأدوات
+
+177
+00:14:19,650 --> 00:14:23,530
+المناهج أي المناهج أفضل من منهج الوصف التحليلي ولا
+
+178
+00:14:23,530 --> 00:14:27,090
+منهج المسح الاجتماعي ولاالتاريخي ولا التجريبي
+
+179
+00:14:27,090 --> 00:14:30,510
+فممكن نستخدم أكتر من منهج وممكن نستخدم أكتر من
+
+180
+00:14:30,510 --> 00:14:35,050
+أداء هذه طبعا كلها بنسأل أهل الخبرة في ذلك كذلك
+
+181
+00:14:35,050 --> 00:14:38,710
+اللغة مهمة جدا نسأل أهل اللغة بالنسبة للبحث
+
+182
+00:14:38,710 --> 00:14:41,890
+الاجتماعي اليوم احنا بندرسكوا كذلك في الجامعة
+
+183
+00:14:41,890 --> 00:14:47,070
+كمتطلبات كلية ومتطلبات جامعة النحو الصرف و
+
+184
+00:14:47,070 --> 00:14:51,250
+بندرسكوا النحو العربيالنحو العربي لماذا؟ طب وفن
+
+185
+00:14:51,250 --> 00:14:55,410
+الكتابة والتعبير كذلك لماذا؟ لكي نستفيد منه في
+
+186
+00:14:55,410 --> 00:14:59,770
+حياتنا العملية وفي بحوثنا حتى لا نصيغ البحث صياغة
+
+187
+00:14:59,770 --> 00:15:08,650
+غير سليمة ونخطأ في التعبيرات أو في الألفاظ أو في
+
+188
+00:15:08,650 --> 00:15:13,090
+الصياغة أو في كتابة الإملاءيعني أحياناً لابد أن
+
+189
+00:15:13,090 --> 00:15:17,610
+نميز بين همزة الوصل و همزة القطع في البحث هذه كلها
+
+190
+00:15:17,610 --> 00:15:21,150
+لابد أن نستفيد من أهل اللغة العربية و نستفيد من
+
+191
+00:15:21,150 --> 00:15:24,870
+المناهج الدراسية التي درسناها في التعليم العام و
+
+192
+00:15:24,870 --> 00:15:30,230
+في الجامعة حتى نطور ذلك و نستفيد منه في بحوثنا
+
+193
+00:15:30,230 --> 00:15:35,800
+الإجتماعية عند صياغتهافلذلك مهم جدا أن نستفيد من
+
+194
+00:15:35,800 --> 00:15:40,560
+أهل اللغة العربية كذلك في بعض الباحثين بعد .. يعني
+
+195
+00:15:40,560 --> 00:15:44,300
+بعد الانتهاء من البحث ممكن أن يعطوا البحث إلى
+
+196
+00:15:44,300 --> 00:15:48,720
+متخصص في اللغة لكي يراجع لهم البحث لغويا وإملائيا
+
+197
+00:15:48,720 --> 00:15:54,040
+وغير ذلك تصحيحيا فممكن يعني كذلك يستفيدوا من أهل
+
+198
+00:15:54,040 --> 00:15:58,340
+اللغة في ذلك وهذه طبعا بتكون في بحوث التخرج وفي ال
+
+199
+00:15:58,340 --> 00:16:01,640
+magister و الدكتوراه لأ مانع أن نستفيد من أهل
+
+200
+00:16:01,640 --> 00:16:05,310
+اللغة في ذلكلكن لما يكون الباحث بنفسه يستطيع أن
+
+201
+00:16:05,310 --> 00:16:09,950
+يصحح ويعدل من خلال ما اكتسبه من علم ومعرفة بيكون
+
+202
+00:16:09,950 --> 00:16:15,850
+أفضل طيب و بيكون مهارة لديه .. بتكون مهارة هذه من
+
+203
+00:16:15,850 --> 00:16:20,170
+المهارات اللي ممكن يستفيد منها طيب كذلك في من
+
+204
+00:16:20,170 --> 00:16:26,530
+مهارات الباحث .. ماذا؟ في الآخرأن يكون الباحث واسع
+
+205
+00:16:26,530 --> 00:16:29,450
+لإطلاع شغوفة بالتراقة متمة من العلم والتراكة
+
+206
+00:16:29,450 --> 00:16:32,930
+والبحث، ما هو لعب افتناق الكتب والمراجع واتردد على
+
+207
+00:16:32,930 --> 00:16:36,190
+المحتوى ودور النشر ويشري ورقه جديد في العلم ويسعى
+
+208
+00:16:36,190 --> 00:16:39,950
+لكل تطور في العالم؟ طبعا، بلا شك، الباحث لابد أن
+
+209
+00:16:39,950 --> 00:16:44,810
+يكون شغوفا لحب العلم والمعرفة، واسع للاطلاع على
+
+210
+00:16:44,810 --> 00:16:49,840
+الكتب والمراجعو في الزمن الماضي كنا نجري ورا
+
+211
+00:16:49,840 --> 00:16:53,140
+الكتاب لكي نحصل على الكتاب و المعلومة من داخل
+
+212
+00:16:53,140 --> 00:16:58,500
+الكتاب و نجمعها باليد لكي نجمع المعلومة للبحث
+
+213
+00:16:58,500 --> 00:17:03,080
+المعين فلذلك اليوم توفرت كل هذه الأمور أمام أعيننا
+
+214
+00:17:03,080 --> 00:17:07,540
+و في داخل بيوتنا و من خلال المواقع الاجتماعية
+
+215
+00:17:07,540 --> 00:17:12,380
+الموجودة المواقع ال internet الموجودة علىفي داخل
+
+216
+00:17:12,380 --> 00:17:15,880
+بيوتنا فلذلك من هنا لابد أن نستفيد من هذه الشبكة
+
+217
+00:17:15,880 --> 00:17:20,080
+العنكبوتية من خلال الوصول إلى المراجع والمعلومات
+
+218
+00:17:20,080 --> 00:17:23,580
+الموجودة ورسائل الماجستير والدكتوراه والبحوث
+
+219
+00:17:23,580 --> 00:17:29,530
+التخرج البكالوريوس وغير ذلك في كافة التخصصاتفاليوم
+
+220
+00:17:29,530 --> 00:17:32,290
+عندنا تخصص احنا في العلوم الاجتماعية والقدمة
+
+221
+00:17:32,290 --> 00:17:35,370
+الاجتماعية وعلم الاجتماع كثير من رسائل الماجستير
+
+222
+00:17:35,370 --> 00:17:38,210
+والدكتوراه وايضا الـBaccalaureate والمواضيع
+
+223
+00:17:38,210 --> 00:17:42,150
+الاجتماعية والكتب الاجتماعية موجودة على الانترنت
+
+224
+00:17:42,150 --> 00:17:45,890
+الشبكة العنكبوتية فلماذا لا نستفيد منها؟ اليوم
+
+225
+00:17:45,890 --> 00:17:50,590
+المعلومة صارت تحت أيدينا ولكن هناك مهارة لابد أن
+
+226
+00:17:50,590 --> 00:17:54,250
+تتوفر للباحث وهو كيفية الوصول إلى هذه المعلومة
+
+227
+00:17:54,560 --> 00:17:58,440
+كيفية الوصول إلى هذه المعلومة في الزمن الماضي كنا
+
+228
+00:17:58,440 --> 00:18:02,220
+نبحث في أمهات الكتب وفي المكتبات ونذهب من بلد إلى
+
+229
+00:18:02,220 --> 00:18:06,980
+بلد لكي نبحث عن الكتاب لكن اليوم أصبح كل المكتبات
+
+230
+00:18:06,980 --> 00:18:11,560
+موجودة اليوم ألاف الكتب موجودة ألاف الرسائل
+
+231
+00:18:11,560 --> 00:18:16,140
+العلمية موجودة لكن على الباحث أن يستفيد من هذه
+
+232
+00:18:16,140 --> 00:18:19,960
+المعلومات وهذه المعارف فلذلك من هنا لابد يتوفر
+
+233
+00:18:19,960 --> 00:18:24,090
+لدينا حب المعرفةوحب اقتناء الكتاب أيضا لمانع ده لا
+
+234
+00:18:24,090 --> 00:18:28,410
+يغني من اقتناء الكتب وخاصة كتب التخصص التي نتخصص
+
+235
+00:18:28,410 --> 00:18:33,550
+فيها اليوم أصبح يعني عصر عصر التخصص فالمتخصص لابد
+
+236
+00:18:33,550 --> 00:18:37,450
+أن يجمع الكتب التي يتخصص فيها لأن ستفيده في بحته
+
+237
+00:18:37,450 --> 00:18:42,530
+أو بحوثه المستقبلية وكذلك ستفيده في حياته المهنية
+
+238
+00:18:42,530 --> 00:18:47,230
+وهكذا فلذلك هذه صفة لابد أن تتوفر لدى الباحث
+
+239
+00:18:47,230 --> 00:19:12,150
+الاجتماعي نعمأيوة يا بنت قولي يعني
+
+240
+00:19:12,150 --> 00:19:18,300
+باختصار أن يكون موضوعياأه غير متحيز يعني لرأيه
+
+241
+00:19:18,300 --> 00:19:23,140
+لابد أه يكون فيه نوع من الحيادية فهذه الأمور كلها
+
+242
+00:19:23,140 --> 00:19:27,100
+بنضعها تحت صفة الموضوعية وعدم التحيز لأرائه
+
+243
+00:19:27,100 --> 00:19:31,380
+فالباحث من صفاته أن يصل إلى ما وصل إليه من نتائج
+
+244
+00:19:31,380 --> 00:19:35,650
+ويبينها ويوضحها حسب ما وصل إليها من نتائج بحثهدون
+
+245
+00:19:35,650 --> 00:19:40,590
+أن يدخل الأراء الشخصية في ذلك ويقول أنا وصلت إلى
+
+246
+00:19:40,590 --> 00:19:45,210
+كذا وكذا حسب ما ووصلتني إليه نتائج البحث ألا يجعل
+
+247
+00:19:45,210 --> 00:19:50,330
+رأيه هو الرأي الذي يفرضه في بحثه لأ لابد أن يعرض
+
+248
+00:19:50,330 --> 00:19:55,790
+الرأي الذي وصل إليه من خلال نتائج البحث العلمي ففي
+
+249
+00:19:55,790 --> 00:19:59,970
+هذه الحالة بيكون موضوعيا وألا يكون منحازا لرأيه
+
+250
+00:19:59,970 --> 00:20:05,750
+الشخصي في نتائج البحث نعمماذا أيضًا؟ أيوة يا بنتي
+
+251
+00:20:05,750 --> 00:20:16,930
+قويس
+
+252
+00:20:16,930 --> 00:20:22,310
+الصبر مهم جدًا صفة الصبرالله ايش بيقول في كتابه
+
+253
+00:20:22,310 --> 00:20:27,030
+العزيزي والعصر إن الإنسان لفي خسر إلا الذين آمنوا
+
+254
+00:20:27,030 --> 00:20:33,190
+وعملوا الصالحات وتواصوا بالحق وتواصوا بالصبر الصبر
+
+255
+00:20:33,190 --> 00:20:40,550
+الصبر الصبر مهم جدا مهم جدا في علاج كثير من
+
+256
+00:20:40,550 --> 00:20:45,470
+القضايافي علاج كثير من نتائج يعني الوصول إلى نتائج
+
+257
+00:20:45,470 --> 00:20:49,590
+دقيقة للبحث فلذلك البحث من صفة الباحث أن يكون
+
+258
+00:20:49,590 --> 00:20:56,070
+صبورا في بحثه وفي ما يصل إليه من نتائج طبعا ما يصل
+
+259
+00:20:56,070 --> 00:20:59,930
+إليه من نتائج ليست سهلة وإنما هي كلها نتاج الصبر
+
+260
+00:20:59,930 --> 00:21:04,910
+والمعاناة في البحث والدراسةوهكذا هذه صفة لابد أن
+
+261
+00:21:04,910 --> 00:21:08,730
+يتصف بها الباحث وإذا لم توجد لديه لابد أن يعود
+
+262
+00:21:08,730 --> 00:21:12,690
+نفسه على الصبر وعلى المعاناة في البحث البحث اليوم
+
+263
+00:21:12,690 --> 00:21:17,410
+يحتاج إلى قوة الشباب وإلى صبر الشباب أيضا ليس تهور
+
+264
+00:21:17,410 --> 00:21:23,490
+الشباب لأ قوة الشباب الفكرية والعقلية والجسمية مع
+
+265
+00:21:23,490 --> 00:21:30,290
+الصبرعدم التسرع يعني في نتائج لابد أن يكون على قدر
+
+266
+00:21:30,290 --> 00:21:34,130
+أو يكون الشباب .. الشباب الباحث العلمي طبعا لابد
+
+267
+00:21:34,130 --> 00:21:37,770
+أن يكونوا على قدر من الصبر لكي يصلوا إلى نتائج
+
+268
+00:21:37,770 --> 00:21:42,410
+دقيقة في بحوثهم فلذلك من هنا هذه الصفة مهمة جدا
+
+269
+00:21:42,410 --> 00:21:47,230
+للباحث على وهي صفة الصبروهذه مهارة من المهارات
+
+270
+00:21:47,230 --> 00:21:51,230
+اللي لابد أن يتصف بها الباحث و هي من صفاته أن
+
+271
+00:21:51,230 --> 00:21:55,150
+يغرسها لديه و هي صفات الصبر في الدراسة و البحث
+
+272
+00:21:55,150 --> 00:22:03,470
+أيوة يا بنتي ألا .. يكون
+
+273
+00:22:03,470 --> 00:22:07,590
+على دراية بالبحث العلمي
+
+274
+00:22:11,990 --> 00:22:15,670
+على دراية بأصول البحث العلمي أه طبعا أصول البحث
+
+275
+00:22:15,670 --> 00:22:20,650
+العلمي طبعا للبحث العلمي أصول يعني وقواعد وأسس
+
+276
+00:22:20,650 --> 00:22:25,610
+ومعرفة بالمناهج والأدوات ومجالات البحث وفروض البحث
+
+277
+00:22:25,610 --> 00:22:30,910
+وتساولات البحث وخطوات البحث وما يتعلق باستخدام
+
+278
+00:22:30,910 --> 00:22:34,910
+الإحصاء وغير ذلك هذه كلها ومناهج البحث وأدوات كلها
+
+279
+00:22:34,910 --> 00:22:38,830
+هذه طبعا لابد أن يُلم بيها ويكون على دراية بأصول
+
+280
+00:22:38,830 --> 00:22:43,320
+البحث العلميوتطبيقات البحث العلمي عندما يختار اسم
+
+281
+00:22:43,320 --> 00:22:47,040
+الموضوع عندما يختار المنهج عندما يختار الأداء
+
+282
+00:22:47,040 --> 00:22:52,340
+اللازمة للبحث عندما يختار المقياس اللازم للقياس
+
+283
+00:22:52,340 --> 00:22:56,580
+لنتائج البحث هذه كلها التأكد من صحة الفروض التأكد
+
+284
+00:22:56,580 --> 00:23:00,460
+من إجابة على تساؤلات البحث هذه كلها لابد أن يلمبها
+
+285
+00:23:00,460 --> 00:23:04,480
+الباحث مجالات البحث المختلفةالمكاني والزماني
+
+286
+00:23:04,480 --> 00:23:08,320
+والبشري كل ما يتعلق بأصول البحث الاجتماعي أو
+
+287
+00:23:08,320 --> 00:23:14,480
+العلمي لابد أن يلمبه الباحث الاجتماعي ما اتكلمتش
+
+288
+00:23:14,480 --> 00:23:17,620
+نهائيًا اتكلم يا مين تقولي
+
+289
+00:23:25,890 --> 00:23:29,910
+القواعد اللغة العربية مهمة جدا، معرفة بأصول اللغة
+
+290
+00:23:29,910 --> 00:23:33,630
+العربية والقواعد ده، وهذه نقطة مهمة جدا، لتو
+
+291
+00:23:33,630 --> 00:23:37,480
+اتكلمنا عنهاالباحث لابد أن يلمب اللغة العربية في
+
+292
+00:23:37,480 --> 00:23:41,220
+النحو والصرف والتعبير وال .. الصرف .. اه يعني مثلا
+
+293
+00:23:41,220 --> 00:23:46,280
+كثير يعني عملية الحاجة بسيطة هي لكن بيخطب فيها
+
+294
+00:23:46,280 --> 00:23:49,540
+الكثير وانتوا خدتوها في التعليم العام وفي الجامعة
+
+295
+00:23:49,540 --> 00:23:52,600
+بنعلمها لكوا في أن الكتابة والتعبير وفي النحو اللي
+
+296
+00:23:52,600 --> 00:23:57,160
+هي همزة القطع والوصل يعني نجد كثير من البحوث لا
+
+297
+00:23:57,160 --> 00:24:03,420
+يراعي فيها الباحث همزة القطع والوصلأل الشمسية و أل
+
+298
+00:24:03,420 --> 00:24:08,300
+القمرية كذلك بدنا نعرف كيف نميز بين أل الشمسية و
+
+299
+00:24:08,300 --> 00:24:12,120
+أل القمرية و متى الأل تكتب و أل لا تكتب في الأل
+
+300
+00:24:12,120 --> 00:24:18,640
+الشمسية زي الشمس و القمر بدنا نعرف .. أيضا في ..
+
+301
+00:24:18,690 --> 00:24:22,450
+البدأ كيف نبدأ العبارة بالجملة الفعلية الجملة
+
+302
+00:24:22,450 --> 00:24:26,750
+الإسمية ومتى نبدأ هذه أمور بسيطة لابد أن نلوم بها
+
+303
+00:24:26,750 --> 00:24:31,370
+هي ليست بسيطة بمعنى البساطة ولكنها يعني لابد تحتاج
+
+304
+00:24:31,370 --> 00:24:35,310
+إلى معرفة تحتاج إلى بحث تحتاج إلى يعني الاستماع
+
+305
+00:24:35,310 --> 00:24:39,850
+للخبراء والمختصين وإلى أساتذة العلم في هذا المجال
+
+306
+00:24:39,850 --> 00:24:43,850
+وخاصة في إطار المواد التي تدرسونها في هذه المرحلة
+
+307
+00:24:44,290 --> 00:24:48,150
+اللي هي النحو و فن الكتابة و التعبير و النحو
+
+308
+00:24:48,150 --> 00:24:51,230
+العربي و النحو الصرفة هذه كلها لابد تستفيدوا منها
+
+309
+00:24:51,230 --> 00:24:55,590
+و اللغة العربية بشكل عام فلذلك من هنا لابد أن نلمب
+
+310
+00:24:55,590 --> 00:24:59,550
+أصول اللغة العربية لأن هي اللغة الأم لغة القرآن و
+
+311
+00:24:59,550 --> 00:25:04,270
+لغتنا فلذلك يجب أن نتحدث بها مش معقول نتكلم لغة
+
+312
+00:25:04,270 --> 00:25:07,890
+انجليزية و مش عارفين لغتنا له والله الأفضل أن
+
+313
+00:25:07,890 --> 00:25:12,250
+نتكلم اللغة العربية التي ننطق بها بالدرجة الأولى و
+
+314
+00:25:12,250 --> 00:25:17,940
+نركز عليهاوليس معنى ذلك أن نترك اللغات الأخرى، لأ
+
+315
+00:25:17,940 --> 00:25:21,540
+نهتم بلغتنا بالدرجة الأولى وبعد ذلك نهتم بلغات
+
+316
+00:25:21,540 --> 00:25:26,160
+الأخرى، لغات اللي ممكن نستفيد منها في العلم و هكذا
+
+317
+00:25:26,160 --> 00:25:35,390
+طيب أيضا مهارات الباحث و من صفاتهمبادئ الإحصاء هذه
+
+318
+00:25:35,390 --> 00:25:39,110
+مهمة جدا واتكلمنا عنها اللي هي بندرسكوا احنا مبادئ
+
+319
+00:25:39,110 --> 00:25:43,910
+الإحصاء لابد ان تلموا بكل يعني مبادئ هذه المادة
+
+320
+00:25:43,910 --> 00:25:49,970
+لأن لها علاقة بالبحث العلميطيب، اللي هيكون الباحث
+
+321
+00:25:49,970 --> 00:25:53,750
+على مقدرة في تصنيف البيانات والتحليلة بالأرقام
+
+322
+00:25:53,750 --> 00:25:59,590
+واستخلاص الدلالات ويعرف يفسر ويحلل ويصل إلى نتائج
+
+323
+00:25:59,590 --> 00:26:04,510
+رقمية لأن اليوم الهدف احنا من بحوثنا مش بس البحث
+
+324
+00:26:04,510 --> 00:26:10,330
+اللي ما نصل إليه إلى كيفوتعبير فقط لابد من الدليل
+
+325
+00:26:10,330 --> 00:26:14,490
+بالكم بالأرقام بالنسبة المئوية كام نسبة لما نقول
+
+326
+00:26:14,490 --> 00:26:18,030
+نتحدث عن مشكلة في مجتمعنا نحدد المشكلة والعوامل
+
+327
+00:26:18,030 --> 00:26:21,310
+المسببة لها ما هي المشكلة وكم نسبتها في المجتمع
+
+328
+00:26:21,310 --> 00:26:24,810
+وما هي العوامل المؤثرة لها ونسبة كل عامل من هذه
+
+329
+00:26:24,810 --> 00:26:29,940
+العوامل هذه كله بالنسبة المئويةواضح؟ و أيضًا بما
+
+330
+00:26:29,940 --> 00:26:34,080
+نصل إليه من تحليل إحصائي فلذلك مهم جدًا أن نلمب
+
+331
+00:26:34,080 --> 00:26:40,520
+مبادئ الإحصاء و كيفية استخدام الإحصاء كقياس و
+
+332
+00:26:40,520 --> 00:26:47,400
+تحليل للبحث و نتائج البحث ماذا أيضًا .. أه .. أيوة
+
+333
+00:26:47,400 --> 00:26:51,700
+يا بنت قولي عايز أن يكون ملم ب .. ب .. ب .. لأ
+
+334
+00:26:51,700 --> 00:26:54,980
+بمخدرة من اللغة الإنجليزية اللي بتعامل على القراءة
+
+335
+00:26:54,980 --> 00:26:59,150
+للفقرات ولكن هذا من المخدرات الأسلميةهو احنا
+
+336
+00:26:59,150 --> 00:27:02,530
+مانقولش اللغة الإنجليزية فقط يعني على الباحث أن
+
+337
+00:27:02,530 --> 00:27:06,010
+يلوم باللغات الأجنبية عندنا الفرنسية عندنا
+
+338
+00:27:06,010 --> 00:27:10,050
+الإنجليزية عندنا الألمانية عندنا التركية عندنا
+
+339
+00:27:10,050 --> 00:27:15,290
+الصينية عندنا اليابانية لغات كثيرة جدا لغات كثيرة
+
+340
+00:27:16,150 --> 00:27:20,950
+في العالم فلذلك الباحث يعني لو أتقن له لغة لغتين
+
+341
+00:27:20,950 --> 00:27:26,150
+كويس احنا نأمل في المستقبل أن يصلنا طالب الجامعة
+
+342
+00:27:26,150 --> 00:27:30,750
+من المرحلة التعليم العام وهو يجيد اللغة الإنجليزية
+
+343
+00:27:30,750 --> 00:27:34,950
+و يا حباذة لو كانت هناك لغات أخرى مثل الفلنسية
+
+344
+00:27:35,180 --> 00:27:39,680
+وغيرها لكن على الأقل اللغة الإنجليزية لأن اليوم
+
+345
+00:27:39,680 --> 00:27:43,000
+اللغة الإنجليزية لغة عالمية فممكن نحن من خلال
+
+346
+00:27:43,000 --> 00:27:47,500
+اللغة نستفيد لنتعرف على ما وصل اليه العالم من
+
+347
+00:27:47,500 --> 00:27:51,100
+نتائج فيه الأبحاث العلمية يعني في علم الاجتماع في
+
+348
+00:27:51,100 --> 00:27:54,420
+الخدمة الاجتماعية هناك كثير من البحوث باللغة
+
+349
+00:27:54,420 --> 00:27:58,390
+الإنجليزيةلو طالبة تجيد اللغة الإنقليزية وتبحث على
+
+350
+00:27:58,390 --> 00:28:02,490
+الـ Internet ستجد كثير من الكتب والمراجع والأبحاث
+
+351
+00:28:02,490 --> 00:28:06,530
+والدراسات الأمريكية والبريطانية وبشكل عام
+
+352
+00:28:06,530 --> 00:28:09,710
+الأوروبية والأمريكية يعني كثير من هذه الدراسات
+
+353
+00:28:09,710 --> 00:28:14,310
+الاجتماعية موجودة على المواقع أو على الشبكة
+
+354
+00:28:14,310 --> 00:28:19,410
+العنكبوتية بشكل عام وأبحاث ماجستير ودكتوراه وأبحاث
+
+355
+00:28:19,410 --> 00:28:24,010
+علمية ومجلات علمية فلذلك لماذا نحرم أنفسنا من
+
+356
+00:28:24,010 --> 00:28:29,010
+الإطلاععلى هذا المجال من خلال اللغة ومعرفتنا للغة
+
+357
+00:28:29,010 --> 00:28:33,730
+فلذلك اللغة مهمة جدا نأمل وندعو أن يكون هناك توفيق
+
+358
+00:28:33,730 --> 00:28:37,890
+لأبنائنا وابناتنا في المستقبل من التعليم العام أن
+
+359
+00:28:37,890 --> 00:28:41,630
+يدرسوا اللغة الإنجليزية ويأتوا إلى الجامعةوهم
+
+360
+00:28:41,630 --> 00:28:46,470
+محصنين باللغة العربية واللغة الأجنبية حتى يستطيعوا
+
+361
+00:28:46,470 --> 00:28:51,070
+أن ينهلوا من العلم والمعرفة أثناء وجودهم في
+
+362
+00:28:51,070 --> 00:28:55,670
+الجامعة وكذلك يستخدموا اللغة في كيفية البحث العلمي
+
+363
+00:28:55,670 --> 00:29:00,210
+وهذه تعتبر مهارة من مهارات الباحث هي إيجادة اللغات
+
+364
+00:29:00,210 --> 00:29:07,190
+الأجنبية ماذا أيضا؟ آخر واحدة يلا اتفضلي تكون لديك
+
+365
+00:29:07,190 --> 00:29:10,390
+خبرة وفاية عن المشكلات التي تواجه المجتمع وأن يكون
+
+366
+00:29:10,390 --> 00:29:16,560
+على علمأه سلام، ممتاز جدا، أنا كباحث عندما أختار
+
+367
+00:29:16,560 --> 00:29:20,320
+بحثي لابد يكون يعالج لقضية من قضايا المجتمع، إذا
+
+368
+00:29:20,320 --> 00:29:26,000
+معناته لابد أن أفهم و أعرف و أحس بمشكلة المجتمع
+
+369
+00:29:26,000 --> 00:29:30,220
+اللي عايش فيه، ما هي مشكلة المجتمع اللي عايش فيه؟
+
+370
+00:29:31,230 --> 00:29:35,710
+وأحصر هذه المشكلات حتى عند اختيار موضوع بحث أن أخذ
+
+371
+00:29:35,710 --> 00:29:39,670
+الموضوع اللي ممكن يعالج قضية من قضايا مجتمعي اللي
+
+372
+00:29:39,670 --> 00:29:42,670
+عايش فيه احنا الفصل القادم ان شاء الله سنطلب من كل
+
+373
+00:29:42,670 --> 00:29:46,990
+طالبة وعدد من الطالبات ممكن يعني يكون ثلاثة
+
+374
+00:29:46,990 --> 00:29:52,530
+طالبتين او ثلاث او يعني طالبة واحدة تختار موضوع
+
+375
+00:29:52,530 --> 00:29:56,050
+للبحث فلذلك من هنا على كل طالبة أن تلمب مشكلات
+
+376
+00:29:56,050 --> 00:30:00,590
+مجتمعهاالمشكلات الأسرية المشكلات الاجتماعية الخاصة
+
+377
+00:30:00,590 --> 00:30:04,450
+بالشباب الخاصة بالطفولة الخاصة بالمعاقين المشكلات
+
+378
+00:30:04,450 --> 00:30:09,330
+الخاصة بالجريمة في مجتمعنا المشكلات الخاصة
+
+379
+00:30:09,330 --> 00:30:14,150
+بالبطالة المشكلات الخاصة بالطلاق بالزواج كل هذه
+
+380
+00:30:14,150 --> 00:30:18,310
+المشاكل الاجتماعية لابد أنه لمبها مشاكل كثيرة جدا
+
+381
+00:30:18,310 --> 00:30:22,570
+وموضوعات للبحث يعني كثيرة جدا فالبحث لابد يعني
+
+382
+00:30:22,570 --> 00:30:25,870
+تعيش في منطقة تشوف ايش المشكلة الموجودة في منطقتها
+
+383
+00:30:26,070 --> 00:30:30,530
+المشكلة الاجتماعية وممكن تضعها موضوعا للبحث تختار
+
+384
+00:30:30,530 --> 00:30:35,470
+هذه المشكلة موضوع للبحث و للدراسة واضح؟ فلذلك من
+
+385
+00:30:35,470 --> 00:30:38,830
+هنا لابد أن نلمب مشكلات مجتمعنا اللذين نعيش فيه
+
+386
+00:30:38,830 --> 00:30:44,150
+وهذا بيكون أفضل ومهم جدا في عندنا أيضا من مهارات
+
+387
+00:30:44,150 --> 00:30:51,030
+الباحث وأخلاقياته إجاز في إنتاج مغلص
+
+388
+00:30:51,030 --> 00:30:54,710
+في عماليه مصمم على هدفه ذو طاقة كبيرة وقدرة دقوبة
+
+389
+00:30:54,710 --> 00:31:00,510
+وولودنعم لابد أن يكون جادا في إنتاجه ومخلص في عمله
+
+390
+00:31:00,510 --> 00:31:05,150
+ومصمم على هدفي ذو طاقة كبيرة وقدرة دقوبة وجهد
+
+391
+00:31:05,150 --> 00:31:09,510
+مستمر وعطاء فيات هذا هو الباحث اللي احنا قلنا عنه
+
+392
+00:31:09,510 --> 00:31:14,330
+الإخلاص والصبر والإلمان بالبحث العلمي وأصول البحث
+
+393
+00:31:14,330 --> 00:31:18,990
+العلمي وكل هذه الأمور لكي يصل إلى نتائج مثمرة
+
+394
+00:31:18,990 --> 00:31:23,910
+ومفيدة ماذا أيضا؟ أيها ابنتي قولي
+
+395
+00:31:44,410 --> 00:31:48,790
+طبعا لا هي اللي بنقول عنها إبراز الشخصية العلمية
+
+396
+00:31:50,060 --> 00:31:54,820
+إبراز الشخصية العلمية للباحث لابد الباحث يكون تبرز
+
+397
+00:31:54,820 --> 00:31:59,500
+شخصيته العلمية من خلال بحثه ومن خلال آرائه يعني
+
+398
+00:31:59,500 --> 00:32:02,700
+عندما يبدأ برأي يقول رأي ما وصلت اليه كذا ورأي
+
+399
+00:32:02,700 --> 00:32:06,660
+العلمي كذا و أنا رأي كذا هنا ببرز شخصيته و آرائه
+
+400
+00:32:06,660 --> 00:32:11,340
+واضح هذه لا تتعارض مع الموضوعيةلا تتعرض مع موضوعية
+
+401
+00:32:11,340 --> 00:32:15,160
+البحث يقول ماوصلت ليه من نتائج البحث كذا وكذا هذه
+
+402
+00:32:15,160 --> 00:32:18,720
+موضوعية لكن في نفس الوقت يقول وانا اقرا كذا وكذا
+
+403
+00:32:18,720 --> 00:32:22,940
+اذا هنا ابرز رأيه وابرز شخصيته وهذا ما نريد ان
+
+404
+00:32:22,940 --> 00:32:27,500
+نركز عليه لابد ان تبرز شخصية الباحث في أثناء قيامه
+
+405
+00:32:27,500 --> 00:32:33,360
+بالبحث وانتهاء من بحته و أثناء التحليل و النتائج
+
+406
+00:32:33,360 --> 00:32:39,410
+نعم اللي مااتكلمتش تفضل يا بنتيألا يقفض .. يقرأ
+
+407
+00:32:39,410 --> 00:32:42,470
+قضايا وعلاقة حقه ويصلح بيها وما يستعينش أنه ينادي
+
+408
+00:32:42,470 --> 00:32:45,230
+اللي ربعه اللي يتأثر من صحيتها لأنه المسؤول الأول
+
+409
+00:32:45,230 --> 00:32:49,210
+عن المجال طبعا .. طبعا مهم جدا الأمانة العلمية ما
+
+410
+00:32:49,210 --> 00:32:52,650
+يصل إليها من نتائج يكتبها كما هي وفي نفس الوقت إذا
+
+411
+00:32:52,650 --> 00:32:56,150
+استعان بأراء غيره لابد .. لابد أن يوثقها سواء
+
+412
+00:32:56,150 --> 00:33:00,730
+بأراء شخصية من الخبير أو في الكتاب من المراجع
+
+413
+00:33:00,730 --> 00:33:05,230
+العلمية أن يوثق هذه المراجع في بحثه نعم وما أخذه
+
+414
+00:33:05,230 --> 00:33:06,550
+من هذه المراجع
+
+415
+00:33:12,820 --> 00:33:16,880
+البحث يكون ملمبي بكافة أجزائه من البداية من
+
+416
+00:33:16,880 --> 00:33:20,320
+المقدمة إلى النهاية يعني لابد أن يكون هناك ترابط
+
+417
+00:33:20,320 --> 00:33:24,120
+لأجزاء البحث العلمي وهذه مهارة من مهارات الباحث
+
+418
+00:33:24,120 --> 00:33:27,600
+ماذا أيضا؟
+
+419
+00:33:31,230 --> 00:33:34,330
+كويس وهذا يقولنا إبراز شخصية الباحث والقدرة على
+
+420
+00:33:34,330 --> 00:33:38,690
+النقد والتحليل وإبراز النتائج العامة للبحث، هذه
+
+421
+00:33:38,690 --> 00:33:42,310
+مهارة من مهارات الباحث، أيوة توافر فيه القدرة
+
+422
+00:33:42,310 --> 00:33:46,230
+التنظيمية ولديه شفاءة تنسيقية في أفكار تقيمة في
+
+423
+00:33:46,230 --> 00:33:50,680
+عمله وموظمة في أفكاروهذه بتنطبق على البحث وبعد
+
+424
+00:33:50,680 --> 00:33:53,940
+الانتهاء من البحث لابد أن يكون الباحث الباحث
+
+425
+00:33:53,940 --> 00:34:00,780
+مناسقا لبحثه منظما لبحثه لفصوله وأبوابه ودراساته
+
+426
+00:34:00,780 --> 00:34:05,060
+النظرية أولا ثم ما وصل اليه من نتائج الدراسات
+
+427
+00:34:05,060 --> 00:34:09,040
+الميدانية وهكذا وفي نهاية البحث أن يضع النتائج
+
+428
+00:34:09,040 --> 00:34:13,900
+والتوصيات وأن يضع المراجعالعلمية والملاحق وغير ذلك
+
+429
+00:34:13,900 --> 00:34:19,420
+هذه كلها صفة وصفات الباحث عند تنظيمه لبحثه وتنسيقه
+
+430
+00:34:19,420 --> 00:34:26,520
+للبحث نعم ايوة الرائع في اختيار اللباحث وتصميم
+
+431
+00:34:26,520 --> 00:34:30,980
+قطواته وتحديد قطاته دقسته واجراءاته وموالد المدحة
+
+432
+00:34:30,980 --> 00:34:35,890
+والإمكانات المتوترة والزمنأه الزمن المتيسر
+
+433
+00:34:35,890 --> 00:34:39,330
+والإمكانيات هذه مهمة جدا اللي قلنا عنها في بداية
+
+434
+00:34:39,330 --> 00:34:43,730
+الصفات يعني من صفات الباحث هنا ومهاراته الباحث
+
+435
+00:34:43,730 --> 00:34:49,970
+لابد أن يراعي الوقت والإمكانيات والمادية والبشرية
+
+436
+00:34:49,970 --> 00:34:53,990
+هذه كلها لابد أن يراعيها وأيضا الفترة الزمنية
+
+437
+00:34:53,990 --> 00:34:58,080
+اللازمة للبحثلابد أن يراعيها مايزيدش عنها لأنه
+
+438
+00:34:58,080 --> 00:35:01,340
+بتكلفه أشياء كثيرة جدا لو زاد عن الفترة الزمنية
+
+439
+00:35:01,340 --> 00:35:04,400
+وتعيق البحث فلذلك لابد أنه يراعي الإمكانيات
+
+440
+00:35:04,400 --> 00:35:08,560
+المادية للبحث الإمكانيات البشرية للبحث لابد أنه
+
+441
+00:35:08,560 --> 00:35:12,520
+يراعي الفترة الزمنية اللازمة لإنجاز البحث يعني
+
+442
+00:35:12,520 --> 00:35:16,160
+مثلا أنت الفصل القادم عندك البحث التخرج هيكون فصل
+
+443
+00:35:16,160 --> 00:35:20,430
+دراسي كامل من شهر فبراير إلى شهر مايوشهر يعني
+
+444
+00:35:20,430 --> 00:35:23,230
+حوالي ثلاثة إلى أربع شهور اتنين تلاتة أو أربعة
+
+445
+00:35:23,230 --> 00:35:28,070
+وخمسة يعني فلذلك هذه الفترة كافية لإنجاز بحث
+
+446
+00:35:28,070 --> 00:35:32,050
+التخرج فلذلك أي طالبة بتتأخر عن هذا الوقت بتتأثر
+
+447
+00:35:32,050 --> 00:35:36,030
+فلذلك من هنا بنقول الفترة الزمنيةمهم جدا للباحث
+
+448
+00:35:36,030 --> 00:35:40,270
+بأن يتقيد بها لإنجاز بحثه أحيانا الجامعات بتعطي
+
+449
+00:35:40,270 --> 00:35:44,450
+فترة زمنية لإنجاز بحث الماجستير والدكتورات كذلك
+
+450
+00:35:44,450 --> 00:35:47,650
+على الطالب اللي لايتأخر عن هذه الفترة لأنه لو تأخر
+
+451
+00:35:47,650 --> 00:35:52,170
+سيترتب عليه التزامات أخرى مادية ومشكلات علمية إلى
+
+452
+00:35:52,170 --> 00:35:55,250
+غير ذلك فلذلك من هنا الفترة الزمنية اللي لازمة
+
+453
+00:35:55,250 --> 00:35:59,870
+لإنجاز البحث هذه تعتبر مهارة لدى الباحث أن يراعيها
+
+454
+00:35:59,870 --> 00:36:07,130
+واضح؟ والإمكانيات المادية والبشرية كذلكطيب انكون
+
+455
+00:36:07,130 --> 00:36:12,050
+بذلك انتهينا من المهارة الأولى و هي المتعلقة
+
+456
+00:36:12,050 --> 00:36:18,450
+بالباحث و أخلاقياته و يعني ان شاء الله في المحاضرة
+
+457
+00:36:18,450 --> 00:36:24,070
+القادمة نبدأ الجزء الثاني من مقومات البحث و هي
+
+458
+00:36:24,070 --> 00:36:28,250
+المهارة قواعد الكتابة العلمية و استخدام الرموز
+
+459
+00:36:28,250 --> 00:36:32,450
+اللغويةاللي هي قواعد الكتابة العلمية واستخدام
+
+460
+00:36:32,450 --> 00:36:36,390
+الرموز اللغوية بإذن الله سيكون موضوع المحاضرة
+
+461
+00:36:36,390 --> 00:36:44,370
+القادمة طيب في نهاية هذا البحث نشكركم
+
+462
+00:36:44,370 --> 00:36:49,610
+جميعا ونتمنى لكم التوفيق وإلى أن نلتقي في المحاضرة
+
+463
+00:36:49,610 --> 00:36:55,630
+القادمة لكل مني كل تحية وتقدير والسلام عليكم ورحمة
+
+464
+00:36:55,630 --> 00:36:56,550
+الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/DJ7Q-heoTYU_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/DJ7Q-heoTYU_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..5b4f9e8a04733d07f6e35093222a87b02297d6ab
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/DJ7Q-heoTYU_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 3089, "start": 21.23, "end": 30.89, "text": "بسم الله الرحمن الرحيم الحمد لله رب العالمين والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى آله وصحبه أجمعين", "tokens": [3555, 38251, 21984, 34892, 5016, 27842, 34892, 5016, 32640, 21542, 2304, 3215, 24976, 3224, 12602, 3555, 18863, 45340, 9957, 16070, 9381, 15040, 3660, 16070, 3794, 37440, 15844, 5551, 8592, 28480, 9673, 2288, 3794, 1211, 9957, 8608, 25708, 8315, 3714, 35571, 3215, 4032, 3615, 23942, 19753, 43761, 4032, 9381, 5016, 3555, 3224, 5551, 7435, 2304, 3615, 9957], "avg_logprob": -0.05883360902468363, "compression_ratio": 1.6859504132231404, "no_speech_prob": 4.76837158203125e-07, "words": [{"start": 21.23, "end": 21.55, "word": "بسم", "probability": 0.865966796875}, {"start": 21.55, "end": 21.77, "word": " الله", "probability": 0.95703125}, {"start": 21.77, "end": 22.23, "word": " الرحمن", "probability": 0.97998046875}, {"start": 22.23, "end": 22.79, "word": " الرحيم", "probability": 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"seek": 178817, "start": 1759.13, "end": 1788.17, "text": "اليوم نكون قد انتهينا من تحديد المفاهيم ومعنى المفهوم واختلاف المفهوم باختلاف الأفراد والجماعات والمجتمعات وأيضا تعرفنا على صعوبات تحديد المفهوم وأسبابها وأيضا تعرفنا على التعريف الإجرائي وكيفية صياغة التعريف الإجرائي إلى هنا ننهي محاضرتنا لهذا اليوم وفي المحاضرة القادمة سنتكلم عن", "tokens": [6027, 1829, 20498, 8717, 30544, 12174, 3215, 16472, 47395, 1829, 8315, 9154, 6055, 5016, 16254, 3215, 9673, 5172, 40294, 32640, 4032, 2304, 3615, 1863, 7578, 9673, 5172, 3224, 20498, 4032, 47283, 2655, 15040, 5172, 9673, 5172, 3224, 20498, 4724, 47283, 2655, 15040, 5172, 16247, 5172, 2288, 18513, 16070, 7435, 15042, 3615, 9307, 16070, 2304, 7435, 39237, 3615, 9307, 36725, 1829, 11242, 995, 37279, 28480, 8315, 15844, 20328, 3615, 37746, 9307, 6055, 5016, 16254, 3215, 9673, 5172, 3224, 20498, 36725, 35457, 16758, 11296, 36725, 1829, 11242, 995, 37279, 28480, 8315, 15844, 16712, 3615, 16572, 5172, 33688, 7435, 2288, 16373, 1829, 4032, 4117, 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0.998046875}], "temperature": 1.0}, {"id": 77, "seek": 180197, "start": 1788.53, "end": 1801.97, "text": "نوعية البحوث الاجتماعية البحوث في الخدمة الاجتماعية إلى أن نلتقي في المحاضرة القادمة لكون مني كل تحية وتقدير والسلام عليكم ورحمة الله وبركاته", "tokens": [1863, 45367, 10632, 29739, 5016, 2407, 12984, 2423, 26108, 2655, 15042, 3615, 10632, 29739, 5016, 2407, 12984, 8978, 33962, 40448, 3660, 2423, 26108, 2655, 15042, 3615, 10632, 30731, 14739, 8717, 1211, 2655, 38436, 8978, 9673, 5016, 46958, 25720, 25062, 18513, 46007, 5296, 30544, 9154, 1829, 28242, 6055, 5016, 10632, 34683, 28543, 13546, 16070, 3794, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224], "avg_logprob": -0.10006893382352941, "compression_ratio": 1.8181818181818181, "no_speech_prob": 8.344650268554688e-07, "words": [{"start": 1788.53, "end": 1789.05, "word": "نوعية", "probability": 0.94775390625}, {"start": 1789.05, "end": 1789.53, "word": " البحوث", "probability": 0.965087890625}, {"start": 1789.53, "end": 1790.31, "word": " الاجتماعية", "probability": 0.9085286458333334}, {"start": 1790.31, "end": 1791.23, "word": " البحوث", "probability": 0.7718505859375}, {"start": 1791.23, "end": 1791.57, "word": " في", "probability": 0.943359375}, {"start": 1791.57, "end": 1792.15, "word": " الخدمة", "probability": 0.97021484375}, {"start": 1792.15, "end": 1792.95, "word": " الاجتماعية", "probability": 0.9761555989583334}, {"start": 1792.95, "end": 1793.83, "word": " إلى", "probability": 0.80615234375}, {"start": 1793.83, "end": 1794.01, "word": " أن", "probability": 0.85400390625}, {"start": 1794.01, "end": 1794.43, "word": " نلتقي", "probability": 0.9576416015625}, {"start": 1794.43, "end": 1794.57, "word": " في", "probability": 0.9765625}, {"start": 1794.57, "end": 1795.13, "word": " المحاضرة", "probability": 0.9896240234375}, {"start": 1795.13, "end": 1795.75, "word": " القادمة", "probability": 0.9943033854166666}, {"start": 1795.75, "end": 1796.17, "word": " لكون", "probability": 0.6177978515625}, {"start": 1796.17, "end": 1796.71, "word": " مني", "probability": 0.851806640625}, {"start": 1796.71, "end": 1797.25, "word": " كل", "probability": 0.943359375}, {"start": 1797.25, "end": 1797.73, "word": " تحية", "probability": 0.953125}, {"start": 1797.73, "end": 1798.51, "word": " وتقدير", "probability": 0.8649088541666666}, {"start": 1798.51, "end": 1799.23, "word": " والسلام", "probability": 0.9073893229166666}, {"start": 1799.23, "end": 1799.83, "word": " عليكم", "probability": 0.9697265625}, {"start": 1799.83, "end": 1800.33, "word": " ورحمة", "probability": 0.978271484375}, {"start": 1800.33, "end": 1800.69, "word": " الله", "probability": 0.974609375}, {"start": 1800.69, "end": 1801.97, "word": " وبركاته", "probability": 0.9712890625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1803.308125, "duration_after_vad": 1737.6112499999977}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/DJ7Q-heoTYU_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/DJ7Q-heoTYU_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..9a7ef6230d5643855db41400b84c62a0d77c54af
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/DJ7Q-heoTYU_raw.srt
@@ -0,0 +1,1524 @@
+1
+00:00:21,230 --> 00:00:24,790
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,790 --> 00:00:29,270
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,270 --> 00:00:35,970
+آله وصحبه أجمعينأما بعد في المحاضرة السابقة تحدثنا
+
+4
+00:00:35,970 --> 00:00:40,550
+عن الفروض العلمية وبياننا معنى الفرض العلمي وأنواع
+
+5
+00:00:40,550 --> 00:00:44,710
+الفروض العلمية وشروط الفروض العلمية وكيفية صياغ
+
+6
+00:00:44,710 --> 00:00:49,250
+الفروض العلمية وفي محاضرة سابقة تكلمنا عن أنواع
+
+7
+00:00:49,250 --> 00:00:54,150
+الفروض العلمية و هي الفرض البحثي و الفرض الصفري و
+
+8
+00:00:54,150 --> 00:00:59,510
+الفرض الإحصائي و أيضا اليوم سنتحدث أيضا في إطار
+
+9
+00:01:00,340 --> 00:01:06,780
+مفاهيم الدراسة سنتحدث عن المفاهيم الدراسة والتعريف
+
+10
+00:01:06,780 --> 00:01:11,940
+الإجرائي للمفهوم يعني أي مفهوم بدله تعريف إجرائي
+
+11
+00:01:11,940 --> 00:01:17,220
+كذلك لابد أن نعرف صعوبات تحديد مفاهيم الدراسة
+
+12
+00:01:17,220 --> 00:01:23,080
+وأيضا لابد أن نعرف كيف نصيب التعريف الإجرائي طبعا
+
+13
+00:01:23,080 --> 00:01:28,700
+في البداية تحديد المفهوم للدراسة هذا من مستلثمات
+
+14
+00:01:28,700 --> 00:01:33,410
+البحثعندما يقوم الباحث باختيار موضوع بحته لابد أن
+
+15
+00:01:33,410 --> 00:01:38,580
+يختار عنوان البحثوفي داخل عنوان البحث لابد أن يكون
+
+16
+00:01:38,580 --> 00:01:43,260
+هناك بعض المفاهيم التي يستخدمها الباحث فلذلك لابد
+
+17
+00:01:43,260 --> 00:01:48,020
+من تحديد معنى المفاهيم لأن هذه المفاهيم تختلف من
+
+18
+00:01:48,020 --> 00:01:51,800
+فرد إلى فرد أو من باحث إلى باحث ومن جماعة إلى
+
+19
+00:01:51,800 --> 00:01:56,480
+جماعة وأحيانا من مجتمع إلى مجتمع آخر عبر الزمان
+
+20
+00:01:56,480 --> 00:02:00,760
+والمكان فلذلك من هنا المفهوم يختلفمن الأفراد
+
+21
+00:02:00,760 --> 00:02:06,360
+والجامعات والمجتمعات و أيضًا عبر الزمان وعبر
+
+22
+00:02:06,360 --> 00:02:12,970
+المكانولذلك من هنا لابد حتى يفهم القارئ .. يفهم
+
+23
+00:02:12,970 --> 00:02:18,650
+القارئ موضوع البحث لابد على الباحث أن يصيغ مفاهيم
+
+24
+00:02:18,650 --> 00:02:23,330
+بحته بحيث تكون هذه المفاهيم واضحة من وجهة نظر
+
+25
+00:02:23,330 --> 00:02:27,410
+الباحث حتى عندما يقوم القارئ بقراءة هذا البحث
+
+26
+00:02:27,410 --> 00:02:32,530
+يستطيع يفهم ما الذي يقصده الباحث من هذه المفاهيم
+
+27
+00:02:32,530 --> 00:02:38,730
+التي وضعها في بحتهنضرب أمثلة للمفاهيم التي يحدث
+
+28
+00:02:38,730 --> 00:02:42,610
+فيها اختلاف على سبيل المثال لو ذكرنا كلمة الحرية
+
+29
+00:02:42,610 --> 00:02:46,150
+ممكن أي طالب بتقول ما معنى الحرية؟ ما معنى الحرية
+
+30
+00:02:46,150 --> 00:02:50,530
+يا بنتي؟ ما معنى الحرية من وجهة نظرك، إيش معنى؟
+
+31
+00:02:50,530 --> 00:02:54,270
+تفعل ما تريدين، يعني فعل ما تريد، ما معنى الحرية
+
+32
+00:02:54,270 --> 00:02:55,990
+أنت اللي في الآخر، اللي في الجنب أيه و أنت من
+
+33
+00:02:55,990 --> 00:03:00,760
+المنديل؟ أنتي، أنتي، إيش معنى الحرية؟يلا قول يا
+
+34
+00:03:00,760 --> 00:03:03,740
+بنتى ما معنى الحرية اللى في جنبك أيضا ما معنى
+
+35
+00:03:03,740 --> 00:03:08,180
+الحرية؟ طيب أنت يا ها يلا جنينك قولى ان الحرية
+
+36
+00:03:08,180 --> 00:03:11,760
+قديما كانت تعني احتقال الرقيق اما لان ماكنتش
+
+37
+00:03:11,760 --> 00:03:16,220
+معناها الحرية السياسية اه يعني الحرية للعبيد يعني
+
+38
+00:03:16,220 --> 00:03:19,600
+في الماضي حرية الرقيق اليوم بنقول عنها الحرية
+
+39
+00:03:19,600 --> 00:03:23,200
+السياسية ده مفهوم ايضا اخر ماذا ايضا؟ مفهوم الحرية
+
+40
+00:03:23,200 --> 00:03:27,880
+ماذا يعني لك مفهوم الحرية؟ الاختيار والارادة اه
+
+41
+00:03:27,880 --> 00:03:35,230
+ماذا ايضا؟حرية التعبير، حرية الشعوب، حرية الشعوب،
+
+42
+00:03:35,230 --> 00:03:40,670
+إذا هذا مفهوم كلمة واحدة اسمها حرية، ولكن الحرية
+
+43
+00:03:40,670 --> 00:03:46,740
+هنا تختلف من فرد إلى فردمن فرد لفرد، يعني اختلف
+
+44
+00:03:46,740 --> 00:03:50,620
+المفهوم، إذا معنى كلمة الحرية أنا بفهمها بمفهوم
+
+45
+00:03:50,620 --> 00:03:54,520
+معين، أنت تفهميها بمفهوم، اسميتك بمفهوم، أحيانا
+
+46
+00:03:54,520 --> 00:03:58,420
+المجتمعات تفهمها بمفهوم كل مجتمع، كل دولة، كل
+
+47
+00:03:58,420 --> 00:04:03,060
+جماعة تفهمها بمفهوم معين، فلذلك من هنا لابد من أن
+
+48
+00:04:03,060 --> 00:04:07,340
+نحدد المفهوم أو المصطلح الذي نقوم باستخدامه في
+
+49
+00:04:07,340 --> 00:04:11,000
+البحث، ماذا نريد من هذا المفهوم في إطار بحثنا،
+
+50
+00:04:11,000 --> 00:04:16,370
+الذي نقوم بدراستهفلذلك هذا يعني مهم جدا اللي هي
+
+51
+00:04:16,370 --> 00:04:20,010
+المفاهيم وزي وضربنا أمثلة حسب المفاهيم اللي انتوا
+
+52
+00:04:20,010 --> 00:04:24,610
+ذكرتوها وهكذا اللي هي مفهوم الحرية على سبيل المثال
+
+53
+00:04:24,610 --> 00:04:29,630
+وغيرها من المفاهيم الكثيرة أيضا يصعب تحديدها فلذلك
+
+54
+00:04:29,630 --> 00:04:34,390
+من هنا في صعوبة بتسميها صعوب التحديد لإيه المفاهيم
+
+55
+00:04:34,390 --> 00:04:40,070
+طبعا هذه صعوبة تحديد المفاهيم لها أسبابما هي أسباب
+
+56
+00:04:40,070 --> 00:04:43,950
+صعوبة تحديد المفاهيم؟ يعني هذا السؤال هيكون
+
+57
+00:04:43,950 --> 00:04:49,810
+المفهوم، كيفية تحديد المفهوم وما هي الصعوبات التي
+
+58
+00:04:49,810 --> 00:04:53,470
+تواجه
+
+59
+00:04:53,470 --> 00:04:57,510
+التحديد اللي هو المفهوم في البحث، ما هي الصعوبات،
+
+60
+00:04:57,510 --> 00:05:03,350
+اللي في الآخر، آخر طالبة بالضبط
+
+61
+00:05:10,360 --> 00:05:14,440
+إذاً أول شيء اللي هي الخبرات الجماعية المشتركة
+
+62
+00:05:14,440 --> 00:05:21,130
+الخبرات لأن المفهوم هو خبرة المجتمعخبرة المجتمع
+
+63
+00:05:21,130 --> 00:05:25,250
+ولذلك الأمثال أحيانًا المفاهيم الأمثال الشعبية ما
+
+64
+00:05:25,250 --> 00:05:29,950
+هي إلا نتاج خبرات الشعوب أيضًا وهكذا فلذلك أي
+
+65
+00:05:29,950 --> 00:05:35,030
+مفهوم بينتج داخل المجتمع هو نتيجة خبرات اجتماعية
+
+66
+00:05:35,030 --> 00:05:40,230
+من المجتمع يمر بها ولذلك يتفق على المصطلح أو على
+
+67
+00:05:40,230 --> 00:05:46,090
+المفهوم الذي تم اختياره وهكذا ولذلك من هنا العدات
+
+68
+00:05:46,090 --> 00:05:51,860
+التقاليد الأعرافالقيم الأفكار هذه تختلف من فرد
+
+69
+00:05:51,860 --> 00:05:55,740
+لفرد ومن جماعة لجماعة ومن مجتمع إلى مجتمع ولذلك من
+
+70
+00:05:55,740 --> 00:06:00,240
+هنا هذه من الأسباب اللي بتجعل المفهوم صعوبة انها
+
+71
+00:06:00,240 --> 00:06:06,420
+هي بتكون نتيجة خبرات المجتمعات والشعوب واضح هذا
+
+72
+00:06:06,420 --> 00:06:10,700
+أول سببوالذلك أيوة نعم يعني هيجيطة هذه الخبرات
+
+73
+00:06:10,700 --> 00:06:13,680
+بتكون لمجتمع معين لو احنا بنا انجليجرا مش هنفهم
+
+74
+00:06:13,680 --> 00:06:16,700
+عشان هي كده خاصة طبعا و لذلك بينتج من هذه الخبرات
+
+75
+00:06:16,700 --> 00:06:22,160
+مفاهيم معينة و لذلك يعني المفهوم هو نتيجة خبرات
+
+76
+00:06:22,160 --> 00:06:26,900
+الشعوب و عادات و تقاليد الشعوب اللي بتمر يعني بيها
+
+77
+00:06:26,900 --> 00:06:30,500
+العادات و التقاليد أي مجتمع و لذلك أحيانا مفهوم
+
+78
+00:06:30,500 --> 00:06:34,780
+معين بيتفق عليه مجتمع معين ممكن المجتمع الآخر
+
+79
+00:06:34,780 --> 00:06:40,490
+لايتفق عليهما يفهموش، ما معنى .. ما هو .. نعم؟ زي
+
+80
+00:06:40,490 --> 00:06:43,410
+سلوك الإحرافية أو زي .. في مجتمعات بكل سلوكها إنه
+
+81
+00:06:43,410 --> 00:06:47,450
+من .. من الشخص نفسه، فيه هي الضبط، فيه اللي بتخليه
+
+82
+00:06:47,450 --> 00:06:50,730
+من الخارفات و بتاعي، أكتر منه، مش خلال ما مفهومأه
+
+83
+00:06:50,730 --> 00:06:54,830
+.. أه البيئة .. أه أيوة .. أيوة .. كويس و لقوا بعض
+
+84
+00:06:54,830 --> 00:06:57,730
+المفاهيم أحيانا يعني موجودة في المجتمع زي ما ضربنا
+
+85
+00:06:57,730 --> 00:07:01,570
+مثلا الحرية .. الحرية هادة تختلف من مجتمع لمجتمع
+
+86
+00:07:01,570 --> 00:07:05,910
+من فرد لم فرد حسب خبرة المجتمع في مفهوم أيه للحرية
+
+87
+00:07:05,910 --> 00:07:13,670
+.. أه .. نعم .. أيه وقولي أه .. مصرور ..دربا شديدا
+
+88
+00:07:13,670 --> 00:07:18,150
+.. دربا شديدا هي ضربة مثل ازملتكوا ايضا كلمة مبسوط
+
+89
+00:07:18,150 --> 00:07:21,790
+و كلمة ايه؟ هي مبسوط، احنا عندنا مسرور .. مسرور في
+
+90
+00:07:21,790 --> 00:07:25,910
+العراق .. بالضبط كثير من الكلمات و المفاهيم يعني
+
+91
+00:07:25,910 --> 00:07:31,570
+تدل على معنى يعني مثلا ايضا لو جينا .. كلمة عين،
+
+92
+00:07:31,570 --> 00:07:35,610
+علها عدة معاني، عين .. عين البقرة، عين الماء ..
+
+93
+00:07:35,610 --> 00:07:38,930
+عين الماء، نعم .. عين العزيزي .. عين العزيزيبالضبط
+
+94
+00:07:38,930 --> 00:07:42,510
+هذه هناخدها أيضًا اه اللي هو المفهوم الواحد الكلمة
+
+95
+00:07:42,510 --> 00:07:46,450
+الواحدة تعبر عن أكثر من معنى بالضبط بالضبط وهكذا
+
+96
+00:07:46,450 --> 00:07:51,750
+إذا المفاهيم صعوبة تحديدها من أسباب صعوبة التحديد
+
+97
+00:07:51,750 --> 00:07:56,150
+اللي هي الزبارات الاجتماعية المشتركة لأفراد
+
+98
+00:07:56,150 --> 00:07:59,730
+المجتمع التي يمر بها أفراد المجتمع والمجتمع التي
+
+99
+00:07:59,730 --> 00:08:03,450
+ستمثل في العادات والتقاليد والأعراف والأفكار
+
+100
+00:08:03,450 --> 00:08:10,040
+والقيم إلى غير ذلكفي عندنا أيضًا أحيانًا المفهوم
+
+101
+00:08:10,040 --> 00:08:15,540
+الواحد له أكثر من معنى وهذه الصعوبة المتواجهنها،
+
+102
+00:08:15,540 --> 00:08:19,580
+يعني لو أخدنا على سبيل المثال كلمة الثقافة،
+
+103
+00:08:19,580 --> 00:08:24,920
+الثقافة إلها أكثر من معنى، البعض بيعتبرها عبارة عن
+
+104
+00:08:24,920 --> 00:08:31,980
+سلوك، الثقافة عبارة عن إيه؟ عن سلوكوالبعض يعني
+
+105
+00:08:31,980 --> 00:08:35,880
+لطبقة معينة واحنا عارفين طبقات المجتمع، يمكن تكون
+
+106
+00:08:35,880 --> 00:08:40,340
+طبقة معالية، طبقة متوسطة، طبقة دنيا، طبقة فقيرة،
+
+107
+00:08:40,340 --> 00:08:45,020
+طبقة غنية، طبقة برجوازية، طبقة إقطاعية، طبقة
+
+108
+00:08:45,020 --> 00:08:50,200
+رأسمالية، طبقة اشتراكية، طبقات المجتمع، طبقات
+
+109
+00:08:50,200 --> 00:08:56,980
+أنواع مختلفةطبقات و لذلك من هنا وجود المفاهيم يعني
+
+110
+00:08:56,980 --> 00:09:02,540
+بتعبر على حسب الطبقات الموجودة أحيانا و هكذا فممكن
+
+111
+00:09:02,540 --> 00:09:06,680
+يعتبر البعض المفهوم الثقافة بيستخدم البعض ليصف
+
+112
+00:09:06,680 --> 00:09:11,840
+سلوك معين لطبقة معينة طبقة من طبقات المجتمع سلوك
+
+113
+00:09:11,840 --> 00:09:15,620
+معين للطبقة الفقيرة للطبقة الغنية و هكذا
+
+114
+00:09:18,700 --> 00:09:23,920
+في معنى آخر للثقافة ليس سلوك بل بيعبر عن الإبداع
+
+115
+00:09:23,920 --> 00:09:29,480
+والخلق بيعبر عن الإبداع والخلق للثقافة في معنى آخر
+
+116
+00:09:29,480 --> 00:09:34,560
+للثقافة أيضا يمكن يعبر عن المستوى التعليمي أو
+
+117
+00:09:34,560 --> 00:09:38,200
+الثقافة للمجتمع وأفراد المجتمع ما هو مجتمعهم
+
+118
+00:09:38,200 --> 00:09:42,240
+التعليمي هكذا يعبر عن مفهوم الثقافة في مفهوم آخر
+
+119
+00:09:42,240 --> 00:09:47,430
+للثقافة وهو civilization الحضارةيعني البعض بيقول
+
+120
+00:09:47,430 --> 00:09:53,390
+عن الحضارة ثقافة البعض المجتمعات بتقول الحضارة هي
+
+121
+00:09:53,390 --> 00:09:58,370
+ثقافة والله بتميز بثقافة معينة اللي هي الحضارة
+
+122
+00:09:59,630 --> 00:10:03,290
+ثقافة في بعض بيقولك الثقافة هي الجانبين تشمل
+
+123
+00:10:03,290 --> 00:10:07,930
+الجانب المادي والمعنوي إذا من هنا اللفظ الواحد وهي
+
+124
+00:10:07,930 --> 00:10:14,090
+كلمة ثقافة مفهوم الثقافة بيختلف أيضا في عدة معاني
+
+125
+00:10:14,090 --> 00:10:17,290
+المفهوم الواحد ده ايه عدة معاني ولذلك على الباحث
+
+126
+00:10:17,290 --> 00:10:21,130
+عندما يقوم باختيار المفهوم لابد أن يحدد معنى
+
+127
+00:10:21,130 --> 00:10:26,630
+المفهوم الذي يختاره في بحثهمفهوم النقطة هذه؟
+
+128
+00:10:26,630 --> 00:10:31,930
+ثانية؟ نيجي للنقطة الثالثة وهي أن .. أيوة مين تقول
+
+129
+00:10:31,930 --> 00:10:34,950
+النقطة الثالثة؟ تفضل هناك ألفاظ غامضة وغير محددة
+
+130
+00:10:34,950 --> 00:10:39,010
+مثل جيد ورديق وبارد وحار، كثير وقليل، كاف وغير
+
+131
+00:10:39,010 --> 00:10:41,610
+كاف، فعلى سبيل المثال حينما نصف حالة التقص في
+
+132
+00:10:41,610 --> 00:10:44,730
+مدينة معينة، فلا يمكن أن نشير اليه على أنه جيد أو
+
+133
+00:10:44,730 --> 00:10:48,910
+رديق، بل حار أو بارد، كويس، إيش تفسير هذا الكلام؟
+
+134
+00:10:48,910 --> 00:10:53,690
+يعني إنه في عندنا ألفاظ أحيانا للمفهوم يعني نسبية
+
+135
+00:10:55,020 --> 00:11:01,960
+لما نقول حار وبارد، ماذا يعني حار وبارد؟ الجو حار،
+
+136
+00:11:01,960 --> 00:11:05,920
+يعني ارتفاع الحرارة، والبارد يعني ارتفاع البرودة،
+
+137
+00:11:05,920 --> 00:11:11,300
+هذا عندنا، لكن ممكن كلمة بارد تعني في بعض
+
+138
+00:11:11,300 --> 00:11:14,780
+المجتمعات حار، لو اجوا على بعض المجتمعات الأخرى،
+
+139
+00:11:14,780 --> 00:11:18,270
+يعني مثلا اللي عايشين في بلاد الاسكيموبلاد الثليج
+
+140
+00:11:18,270 --> 00:11:21,790
+احنا لما نكون عندنا الدنيا بتمطر و الدنيا مطار و
+
+141
+00:11:21,790 --> 00:11:25,770
+الدنيا بنقول الجو بارد، البعض منهم لو جالي من بلاد
+
+142
+00:11:25,770 --> 00:11:29,710
+الاسكيم و إلى فلسطين يقولش الحرارة هذه اللي عندكم،
+
+143
+00:11:29,710 --> 00:11:33,990
+حرارة الجو حار، اذا من هنا المفهوم الواحد اختلف
+
+144
+00:11:33,990 --> 00:11:38,370
+اللي باعرف ان انا حار هنا بارد عندنا قد يكون حار
+
+145
+00:11:38,370 --> 00:11:44,110
+في بعض المجتمعات الأخرى واضح؟ وهكذا
+
+146
+00:11:47,720 --> 00:11:52,300
+هذا هو المقصود بذلك، اللي هو المفهوم الواحد،
+
+147
+00:11:52,300 --> 00:11:58,980
+الفاظه غامض أحيانا بتكون، جيد، متوسط، حتى كلمة
+
+148
+00:11:58,980 --> 00:12:04,180
+ممتاز كذلك، لو رديق، مثلا، عالي، مرتفع، إيش يعني
+
+149
+00:12:04,180 --> 00:12:07,720
+عالي ومرتفع؟ ما هو يمكن يختلف، العالي بالنسبة لبعض
+
+150
+00:12:07,720 --> 00:12:11,800
+المجتمع يعتبر منخفض والمخافض، هكذا، تختلف المفاهيم
+
+151
+00:12:13,940 --> 00:12:19,140
+هذه المفاهيم تختلف من مجتمع إلى مجتمع آخر و هكذا
+
+152
+00:12:19,140 --> 00:12:26,000
+ولذلك لابد أن نحدد المفهوم في البحث لأن هذه كلها
+
+153
+00:12:26,000 --> 00:12:29,740
+مفاهيم نسبية تختلف من مجتمع لمجتمع و من فرد لفرد و
+
+154
+00:12:29,740 --> 00:12:34,840
+من جماعة إلى جماعة و هذا حي من صعوبات تحديد أو من
+
+155
+00:12:34,840 --> 00:12:38,600
+أسباب صعوبة تحديد المفاهيم اللي ما اتكلمتش نهائيا
+
+156
+00:12:38,600 --> 00:12:43,390
+انت اتكلمت ايه اتكلمت فضلهناك بعض الألفاظ لها أكثر
+
+157
+00:12:43,390 --> 00:12:46,970
+من معناه و هو أمر يقفي عليها و بموضة فاللفظ الذكي
+
+158
+00:12:46,970 --> 00:12:50,230
+نشده يعني سريع الفتنة و الذهم كأن تصف محمدا
+
+159
+00:12:50,230 --> 00:12:53,890
+بالذكاء و في ذات الوقت فإن له معنى آخر يعني جمال
+
+160
+00:12:53,890 --> 00:12:59,510
+الرائحة كأن تقول ثمرة المالبا ذكية الرائحةكلام
+
+161
+00:12:59,510 --> 00:13:04,390
+سليم يعني كلمة واحدة بنفس الحروف بننطقها ولكن لها
+
+162
+00:13:04,390 --> 00:13:09,390
+أكثر من معنى وهذه يعني جمال اللغة العربية جمال
+
+163
+00:13:09,390 --> 00:13:13,350
+اللغة العربية لغتنا الجميلة يعني أحياناً اللفظ
+
+164
+00:13:13,350 --> 00:13:17,790
+الواحد قد يعطي أكثر من معنى أيوة يا بنتي نعم انتوا
+
+165
+00:13:17,790 --> 00:13:21,490
+مش من عنا؟
+
+166
+00:13:21,490 --> 00:13:25,750
+عشان
+
+167
+00:13:25,750 --> 00:13:31,590
+نعرف اننا نسلم يا عزيزيأه طيب خيرا خيرا يلا
+
+168
+00:13:31,590 --> 00:13:36,990
+اضربيلي مثل على هذا السبب اللي هو الألفاظ هذه لما
+
+169
+00:13:36,990 --> 00:13:43,810
+نكون لها أكتر اللفظ اضربي مثلا اه انت ايش يعني
+
+170
+00:13:43,810 --> 00:13:47,170
+مثلا عندنا كلمة هتيلي كلمة وتعطي أكتر من المعنى
+
+171
+00:13:47,170 --> 00:13:51,730
+يعني كلمة نفس الألفاظ نفس الحروب فيها ولكنها تختلف
+
+172
+00:13:54,370 --> 00:14:00,710
+العين، أيوة، آه عين، آه العين لها أكثر من معنى،
+
+173
+00:14:00,710 --> 00:14:05,090
+العين يعني كلمة عين يعني إلها أكثر من معنى، يمكن
+
+174
+00:14:05,090 --> 00:14:08,830
+البعض يقصدها العين التي نرا بيها، البعض يقصدها هي
+
+175
+00:14:08,830 --> 00:14:13,810
+العين التي تتجسس على الغير، العين يقصد بها عين
+
+176
+00:14:13,810 --> 00:14:17,430
+الماء، ينبوع الماء أو عين الماء وكذا، إذا كلمة
+
+177
+00:14:17,430 --> 00:14:22,770
+واحدة، العين يعني لها أكثر من معنىمثل أيضًا ال ..
+
+178
+00:14:22,770 --> 00:14:29,670
+ال إيه؟ البر والبر .. أه و هكذا .. أه .. الحلم
+
+179
+00:14:29,670 --> 00:14:35,130
+والحلم .. أه إذا هذا ال .. ال .. يُحتبر ال .. يعني
+
+180
+00:14:35,130 --> 00:14:39,030
+لما نهج الكلمة و نضع عليها تشكيلة معينة، يختلف
+
+181
+00:14:39,030 --> 00:14:42,770
+معناها، بالرغم أنها حروف واحدة، ولكن أحيانًا عندما
+
+182
+00:14:42,770 --> 00:14:48,370
+نكسر الحرف أو نضم الحرف، يتغير المعنى، وأحيانًا لا
+
+183
+00:14:48,370 --> 00:14:54,280
+نكسر ولا نضمونفس المعنى يعني يختلف زي كلمة ذكيه
+
+184
+00:14:54,280 --> 00:15:01,480
+لما نقول ولد ذكي يعني ذكي جاية من الفطانة و الفهم
+
+185
+00:15:01,480 --> 00:15:06,200
+لهذا الولد لكن لما نقول مانجة، المانجة ذكية
+
+186
+00:15:06,200 --> 00:15:10,500
+الرائحة طيبة
+
+187
+00:15:10,500 --> 00:15:14,280
+الرائحة، طيبة الرائحة يعني طيبة الرائحة الذكية،
+
+188
+00:15:14,280 --> 00:15:19,810
+لكن بيقول عنها ذكية، ذكية الرائحةواضح؟ إذا هنا
+
+189
+00:15:19,810 --> 00:15:24,830
+مختلفش معنى الذكي يعني الولد الذكي وال manager ذكي
+
+190
+00:15:24,830 --> 00:15:31,730
+وال manko نفس الكلمة ولكن المعنى يختلف معنى ذكية
+
+191
+00:15:31,730 --> 00:15:35,970
+الرائحة طيبة الرائحة لكن هناك عند الولد الذكي
+
+192
+00:15:35,970 --> 00:15:40,730
+معناها الولد المفهوم الذكاء هنا عن الفطنة الذكاء
+
+193
+00:15:40,730 --> 00:15:44,830
+اللي هو الفطنة و الفهم سرعة الفطنة و الفهم لدى هذا
+
+194
+00:15:44,830 --> 00:15:52,870
+الولد أو الطالبواضح؟ إذا من هنا الكلمة الواحدة
+
+195
+00:15:52,870 --> 00:15:56,330
+تعطي أكتر من معنى وهذا برضه من صعوبة تحديد
+
+196
+00:15:56,330 --> 00:16:00,370
+المفاهيم ولذلك عندما نختار المفهوم لابد أن نحدد
+
+197
+00:16:00,370 --> 00:16:04,690
+المصطلح أو المفهوم يعني بمعناه، ماذا يقصد به
+
+198
+00:16:04,690 --> 00:16:10,240
+الباحث، ماذا يقصد الباحث في بحثي بهذا المفهومو هذه
+
+199
+00:16:10,240 --> 00:16:13,300
+لماذا نحن نذكرها الآن؟ لأن الفصل القادم حيكون
+
+200
+00:16:13,300 --> 00:16:16,260
+عندكم اختيار لمواضيع البحث، المواضيع البحث فيه
+
+201
+00:16:16,260 --> 00:16:22,000
+مفردات، للبحث ومفاهيم لابد من توضيحها، لابد من
+
+202
+00:16:22,000 --> 00:16:27,920
+توضيح هذه المفاهيم، في عندنا نقطة أخيرة اللي
+
+203
+00:16:27,920 --> 00:16:31,900
+ماتكلمتش نهائيا،
+
+204
+00:16:31,900 --> 00:16:38,140
+ماتكلمتش ولا كلبة؟ طيب اتفضليهناك كثير من المعاني
+
+205
+00:16:38,140 --> 00:16:40,780
+التغير بمرور الوقت و يتطور الارتصاء في العلوم و
+
+206
+00:16:40,780 --> 00:16:43,760
+أيضا نتيجة دهور مفاهيم جديدة مثل مفهوم التغير
+
+207
+00:16:43,760 --> 00:16:47,180
+الاجتماعي و التقدم للاجتماع نعم مصطلحات يعني بيظهر
+
+208
+00:16:47,180 --> 00:16:51,180
+عندنا نتيجة تقدم العلوم أحيانا بينشأ بعض المصطلحات
+
+209
+00:16:51,180 --> 00:16:55,600
+الجديدة و المفاهيم الجديدة يعني زي عندنا في علم
+
+210
+00:16:55,600 --> 00:16:59,900
+الاجتماع التغير و التغير الاجتماعيالبعض ممكن
+
+211
+00:16:59,900 --> 00:17:04,360
+يربطها بالتطور والتقدم الاجتماعي لأ لأن هذا كله له
+
+212
+00:17:04,360 --> 00:17:09,460
+مفهوم التغير ليس هو التطور وليس هو التقدم وليس هو
+
+213
+00:17:09,460 --> 00:17:13,560
+التغير وايضا التغير الثقافي ولذلك كل مفهوم من هذه
+
+214
+00:17:13,560 --> 00:17:18,920
+المفاهيم له معنى له معنى ولذلك من هنا تقدم العلوم
+
+215
+00:17:18,920 --> 00:17:25,280
+يؤدي إلى تقدم ..ظهور مصطلحات جديدة ومعاني جديدة
+
+216
+00:17:25,280 --> 00:17:30,750
+للمصطلحاتوهذا سبب من أسباب صعوبة تحديد المفاهيم
+
+217
+00:17:30,750 --> 00:17:36,490
+نظرا لتطور العلوم وتطور المفاهيم في هذه العلوم
+
+218
+00:17:36,490 --> 00:17:41,930
+المختلفة العلوم الاجتماعية وغيرها، واضح؟ إذا
+
+219
+00:17:41,930 --> 00:17:45,690
+انفمنا اللي هو ما هي أسباب صعوبة تحديد المفاهيم
+
+220
+00:17:45,690 --> 00:17:51,730
+وأيضا عرفنا ما هو المفهوم وكيف نصيغ المفهوم، في
+
+221
+00:17:51,730 --> 00:17:59,040
+عندنا الآن عندما اللي هي صياغةالمفهوم لما الباحث
+
+222
+00:17:59,040 --> 00:18:02,860
+يختار مفهوم معين، إيش بده يتبعه؟ إيه ما هي الخطوات
+
+223
+00:18:02,860 --> 00:18:07,760
+اللي ممكن يتبعها الباحث لما نبده يصيغ مفهوم معين؟
+
+224
+00:18:07,760 --> 00:18:10,760
+أنا الآن باحث واخترت موضوع البحث وعندي عدد من
+
+225
+00:18:10,760 --> 00:18:14,600
+المفاهيم كيف بده أميز بين هذه المفاهيم و أضع لها
+
+226
+00:18:14,600 --> 00:18:19,300
+مفهوم معين؟ يعني متفق عليه من وجهة نظري الباحثين
+
+227
+00:18:19,300 --> 00:18:24,580
+ومن وجهة نظري اتفضل يا بنت استعراض المفاهيم التي
+
+228
+00:18:24,580 --> 00:18:29,400
+تعرضت للمصطلحبالضبط إذا اخترنا مفهوم بدنا نشوف ما
+
+229
+00:18:29,400 --> 00:18:34,830
+هي المفاهيمزي مفهوم الحرية مثلا، مين من العلماء
+
+230
+00:18:34,830 --> 00:18:38,770
+اتعرض لمفهوم الحرية؟ ونذكر رأي الخبراء والمختصين
+
+231
+00:18:38,770 --> 00:18:43,130
+في هذا المفهوم، إذا أول حاجة استعراض رأي الخبراء
+
+232
+00:18:43,130 --> 00:18:48,150
+والمختصين في عرض هذا المفهوم. الخطوة الثانية، أيوة
+
+233
+00:18:48,150 --> 00:18:50,990
+يا بنتي، قولي. الوصول إلى نقاط الاتفاق المشتركة
+
+234
+00:18:50,990 --> 00:18:53,870
+بين أهل والتعريفات بعد الاستفادة من بعضها أو جوالف
+
+235
+00:18:53,870 --> 00:18:57,090
+منها استبعاد بعضها الأخرى. بالضبط، بدنا نعرف نقاط
+
+236
+00:18:57,090 --> 00:19:01,210
+الاتفاق من وجهة نظر العلماء حول مفهوماللي هو
+
+237
+00:19:01,210 --> 00:19:06,810
+المصطلح اللي تم اقضيه من قبل الباحث ومن قبل
+
+238
+00:19:06,810 --> 00:19:10,530
+الباحثين و العلماء، ما هو المصطلح اللي تم الاتفاق
+
+239
+00:19:10,530 --> 00:19:20,130
+عليه؟ واضح؟ ايوة يا بنت، قولي بالضبط
+
+240
+00:19:20,130 --> 00:19:22,210
+نعم
+
+241
+00:19:24,340 --> 00:19:27,780
+عدد من الباحثين، عدد من الباحثين أجمع على هذا
+
+242
+00:19:27,780 --> 00:19:31,500
+المفهوم، أيضًا على الباحث أن يختار المفهوم الذي
+
+243
+00:19:31,500 --> 00:19:35,900
+أجمع عليه أكبر عدد ممكن من الباحثين و العلماء،
+
+244
+00:19:35,900 --> 00:19:46,220
+وهكذا، ماذا أيضًا الخطوة اللي بعدها؟ بالتأكيد،
+
+245
+00:19:46,220 --> 00:19:50,540
+بعد ما أخذ هذا الخطوة اللي تم الاتفاق عليه، أخضع
+
+246
+00:19:50,540 --> 00:19:57,440
+هذا التعريف للنقد والتحليلأنقد و أحلل حتى أصل إلى
+
+247
+00:19:57,440 --> 00:20:01,760
+المفهوم السليم و أبدي وجهة نظري بعد ذلك، ماذا أقصد
+
+248
+00:20:01,760 --> 00:20:06,820
+أنا بالتحليل في البحث الذي أقوم بعمله، ماذا أقصد
+
+249
+00:20:06,820 --> 00:20:12,350
+بالمفهوم؟ذاكرت مفهوم العلماء وغيرهم، أنا وجهة نظري
+
+250
+00:20:12,350 --> 00:20:15,730
+كباحث ماذا أقصد بهذا المفهوم الذي تم اختياره في
+
+251
+00:20:15,730 --> 00:20:18,470
+البحث زي أستاذ ما أنت عملت في رعاية الشباب لما ..
+
+252
+00:20:18,470 --> 00:20:21,070
+نعم .. هتقولنا إيش معنى مفهوم الشباب؟ أه مفهوم
+
+253
+00:20:21,070 --> 00:20:24,930
+الشباب، نعم، عدة أراء وخبراء ووجهة نظرك ما هي ..
+
+254
+00:20:24,930 --> 00:20:29,290
+أه وجهة نظرك، نعم، بالضبط هكذا، تحليل شخصي حول
+
+255
+00:20:29,290 --> 00:20:33,310
+مفهوم الشباب ووجهة نظر الإسلام والخبراء والمختصين
+
+256
+00:20:34,130 --> 00:20:38,530
+ووجهة نظر الباحث نعم هكذا تقسيمات تحليلات هذا احنا
+
+257
+00:20:38,530 --> 00:20:44,340
+اللي بدنا نفهم ان الباحث هكذا في اي مفهومطيب في
+
+258
+00:20:44,340 --> 00:20:47,720
+عندنا الآن موضوع جديد و هو التعريف الإجرائي من
+
+259
+00:20:47,720 --> 00:20:52,560
+خلال هذا العرض اللي تم استعراضه هو نريد أن نصل إلى
+
+260
+00:20:52,560 --> 00:20:58,320
+تعريف إجرائي للمفهوم ما هو تعريف الإجرائي عندما
+
+261
+00:20:58,320 --> 00:21:03,580
+أحدد المفهوم أو المصطلح في البحث لابد أن أصل إلى
+
+262
+00:21:03,580 --> 00:21:08,800
+تعريف إجرائي لهذا المفهوم ما هو التعريف الإجرائي؟
+
+263
+00:21:08,800 --> 00:21:10,920
+بدي أعرف ما هو التعريف الإجرائي
+
+264
+00:21:13,770 --> 00:21:19,430
+ما هو التعريف الإجرائي نترك
+
+265
+00:21:19,430 --> 00:21:23,790
+مجال للتفكير يعني علشان هذا الموضوع مهم جدا لأن
+
+266
+00:21:23,790 --> 00:21:27,610
+أحيانا بيجيكوا تعريفات في تعريف عام أحيانا بتضمن
+
+267
+00:21:27,610 --> 00:21:30,950
+سطرين ثلاثة لكن هذا التعريف العام أحيانا لمفهوم
+
+268
+00:21:30,950 --> 00:21:35,390
+معين ممكن نضعه في تعريف إجرائي بتضمن عدد من النقاط
+
+269
+00:21:35,390 --> 00:21:39,650
+يتضمن هذا التعريف على شكل نقاط طويل أيوة يتضمن
+
+270
+00:21:39,650 --> 00:21:42,940
+نقاط معينة هذا اللي بنسميه تعريف الإجرائيوهذا
+
+271
+00:21:42,940 --> 00:21:46,380
+التعريف الإجرائي هو اللي بيشمل كل ما يشمله هذا
+
+272
+00:21:46,380 --> 00:21:50,320
+المضمون أو هذا اللي هو مضمون المفهوم اللي تم
+
+273
+00:21:50,320 --> 00:21:56,270
+تحديده فلذلك ما هو التعريف الإجرائي؟هو تعريف النهج
+
+274
+00:21:56,270 --> 00:22:01,150
+عن ترجمة المعاني المختلفة المستخدمة في الدراسة هذا
+
+275
+00:22:01,150 --> 00:22:04,110
+بعد ما استعرضها الباحث واخد الجوانب اللي بده
+
+276
+00:22:04,110 --> 00:22:07,210
+يعملها فهو المرشد في معادش الجوانب الظاهرة محل
+
+277
+00:22:07,210 --> 00:22:10,650
+الدراسة بالضبط يعني أنا موضوع البحث اللي أخدته في
+
+278
+00:22:10,650 --> 00:22:14,970
+عندي مفاهيم معينة تعريف الإجراء هنا هو تعريف
+
+279
+00:22:14,970 --> 00:22:20,000
+للمفهوماللي هو المضمون، مضمون الدراسة، مضمون
+
+280
+00:22:20,000 --> 00:22:26,860
+الدراسة، لهذا المفهوم، فلذلك أنا بحدد مصطلح معين
+
+281
+00:22:26,860 --> 00:22:31,600
+أو مفهوم معين بضعله تعريف إجرائي يتضمن كل الخطوات
+
+282
+00:22:31,600 --> 00:22:36,320
+أو كل العناصر اللي بتضمنها هذا المفهوم، مثل مفهوم
+
+283
+00:22:36,320 --> 00:22:39,940
+الخدمة الاجتماعيةنضرب مثال على ذلك مهنة الخدمة
+
+284
+00:22:39,940 --> 00:22:43,900
+الاجتماعية مهنة إذا نحنا هنا بنقول مفهوم ال إيه
+
+285
+00:22:43,900 --> 00:22:47,460
+مهنة الخدمة الاجتماعية طب إذا المفهوم مهنة الخدمة
+
+286
+00:22:47,460 --> 00:22:51,240
+الاجتماعية بدنا نضع عليه شكل بدنا نصيغه صياغة
+
+287
+00:22:51,240 --> 00:22:55,760
+إجرائية يعني مفهوم إجرائي بدنا نضعله تعريف إجرائي
+
+288
+00:22:55,760 --> 00:23:00,890
+لمفهوم الخدمة الاجتماعية هي مفهومزي مفهوم الطريقة
+
+289
+00:23:00,890 --> 00:23:03,550
+برضه، مفهوم طريقة تنظيم المجتمع، خدمة الفرد، اللي
+
+290
+00:23:03,550 --> 00:23:06,490
+هي جزء من مهمة الخدمة الاجتماعية أو خدمة الجماعة
+
+291
+00:23:06,490 --> 00:23:10,310
+إلى آخره أو أي مفهوم آخر لعلم الاجتماع مثلا، إذا
+
+292
+00:23:10,310 --> 00:23:14,090
+هنا إحنا بنحدد مفهوم إجرائي، مثلا، على سبيل
+
+293
+00:23:14,090 --> 00:23:17,780
+المثال، مهنة الخدمة الاجتماعية، اللي هي مهنتنافما
+
+294
+00:23:17,780 --> 00:23:22,000
+كيف نصير المفهوم الإجرائي لمهنة الخدمة الإجتماعية
+
+295
+00:23:22,000 --> 00:23:25,960
+نضرب مثال تطبيقي نعم يا بنت ياش أول الخدمة
+
+296
+00:23:25,960 --> 00:23:30,280
+الإجتماعية هي خدمة إنسانية خدمة إنسانية و هي علمي
+
+297
+00:23:30,280 --> 00:23:35,960
+و فن و تطبيقي كويس اذا كل نقطة من النقاط هذه تعتبر
+
+298
+00:23:35,960 --> 00:23:41,820
+في إطار التعريف الإجرائي ايوة نعم اذا هنا بدنا
+
+299
+00:23:41,820 --> 00:23:47,440
+نحدد نقطة نقطة نقول الخدمة الإجتماعيةلابد هنا طبعا
+
+300
+00:23:47,440 --> 00:23:52,520
+تعريف الإجراء يعني نحدد أول شيء و نقول والله
+
+301
+00:23:52,520 --> 00:23:58,580
+الخدمة الاجتماعية مهنة إيه؟ إنسانية إذا أول شيء و
+
+302
+00:23:58,580 --> 00:24:03,040
+المهنة الإنسانية دايما هدفها مادةسعادة الإنسان
+
+303
+00:24:03,040 --> 00:24:07,360
+ومهنتنا احنا الخدمة الاجتماعية هدفها ماذا؟ سعادة
+
+304
+00:24:07,360 --> 00:24:11,920
+الإنسان لإن بنساعد الإنسان على حل مشكلاته، تقديم
+
+305
+00:24:11,920 --> 00:24:16,950
+المساعدة للإنسان لكي يشعر بالسعادة والارتياحمع
+
+306
+00:24:16,950 --> 00:24:21,250
+نفسه و مع مجتمعه و مع بنياته التي يعيش فيها فلذلك
+
+307
+00:24:21,250 --> 00:24:25,910
+من هنا كل عملنا يعتبر مهنتنا مهنة إنسانية هذا
+
+308
+00:24:25,910 --> 00:24:29,230
+بنسميه النقطة الأولى في التعريف الإجرائي أو
+
+309
+00:24:29,230 --> 00:24:33,070
+الركيزة الأولى من ركاز التعريف الإجرائي في مفهوم
+
+310
+00:24:33,070 --> 00:24:37,070
+مهنة الخدمة الإجتماعية ما النقطة الثانية التي يشمل
+
+311
+00:24:37,070 --> 00:24:40,490
+التعريف الإجرائي آه قولي يا بنتي الخدمة الإجتماعية
+
+312
+00:24:40,490 --> 00:24:44,100
+تساند في خطواتي على قواعد منهج الألمانيينإذا هنا
+
+313
+00:24:44,100 --> 00:24:48,520
+مهنة الخدمة الاجتماعية بتستخدم أيه؟ المنهج العلمي،
+
+314
+00:24:48,520 --> 00:24:53,580
+في خطواتها، مش عشوائي ولا ارتجالي، لأ إذا في خطوات
+
+315
+00:24:53,580 --> 00:24:57,640
+المنهج العلمي، بنتبعها عندما نمارس مهنة الخدمة
+
+316
+00:24:57,640 --> 00:25:03,230
+الاجتماعية، نمارسها بالعلم، بالخطوات العلميةهذا
+
+317
+00:25:03,230 --> 00:25:06,730
+نقطة أخرى في تعريف الإجراءية أيوة يا بنتي قولي في
+
+318
+00:25:06,730 --> 00:25:11,050
+الآخر المهارة
+
+319
+00:25:11,050 --> 00:25:14,330
+يعني جذب العلمية و التطبيقية يعني اللاخصائي
+
+320
+00:25:14,330 --> 00:25:19,890
+الاجتماعي بيدرس دراسة نظرية و عملية إذا هنا بيعتمد
+
+321
+00:25:19,890 --> 00:25:22,470
+على مهنة التقدم الاجتماعي على اللاخصائي الاجتماعي
+
+322
+00:25:22,470 --> 00:25:27,130
+و مهارة اللاخصائي العلمية و العملية في التطبيق
+
+323
+00:25:27,130 --> 00:25:31,180
+أيوة نعم يا بنتي قوليالخدمة الاجتماعية لها ثلاث
+
+324
+00:25:31,180 --> 00:25:34,080
+طرق مثل الفرق والجماعة والتنظيم مهنة الخدمة
+
+325
+00:25:34,080 --> 00:25:37,720
+الاجتماعية لها ثلاث طرق هذه نقطة أخرى أيضا بالطرق
+
+326
+00:25:37,720 --> 00:25:40,200
+اللي بتحتويها مهنة الخدمة الاجتماعية أيوة في الآخر
+
+327
+00:25:40,200 --> 00:25:45,020
+مؤسسات ثانوية أو أولية المؤسسات الثانوية ولو لمين
+
+328
+00:25:45,020 --> 00:25:50,060
+تقولي ما هي المؤسسات الأولية مثل ماذا؟ طالبة تتكلم
+
+329
+00:25:50,060 --> 00:25:54,920
+مؤسسات الأولية مثل ماذا؟ وزارة الشؤون الاجتماعية
+
+330
+00:25:54,920 --> 00:26:01,250
+نعم الثانوية مثل المدارسوالمستشفيات والمصانع، نعم،
+
+331
+00:26:01,250 --> 00:26:06,770
+ماذا يجتمع التعريف الإجرائي أيضا الفلاقر؟
+
+332
+00:26:06,770 --> 00:26:10,370
+الوقائية
+
+333
+00:26:10,370 --> 00:26:14,350
+هي من الإجراءات المتمارسة لـ .. بالضبط، إذا مهنة
+
+334
+00:26:14,350 --> 00:26:21,350
+الخدمة الاجتماعية لها جوانب وقائية وعلاجية وتنموية
+
+335
+00:26:21,350 --> 00:26:25,120
+أو إنشائيةهذه الجوانب الثلاث المعنية للخدمة
+
+336
+00:26:25,120 --> 00:26:28,120
+الاجتماعية ماذا أيضا اللي ما اتكلمتش؟ اللي ما
+
+337
+00:26:28,120 --> 00:26:34,160
+اتكلمتش؟ اتكلمتي ايه؟ تفضلي بمارس حقوقائيون
+
+338
+00:26:34,160 --> 00:26:38,340
+اجتماعيون عندهم نظرية معينية لممارسةالأخصائي
+
+339
+00:26:38,340 --> 00:26:41,940
+الاجتماعي ركيزة أساسية في التعريف في تعريف أو في
+
+340
+00:26:41,940 --> 00:26:45,440
+مفهوم الخدمة الاجتماعية أن يمارس المهنة أخصائيون
+
+341
+00:26:45,440 --> 00:26:55,280
+اجتماعيون، ماذا أيضا؟ مع الـ Ideology يعني عقيدة
+
+342
+00:26:55,280 --> 00:27:01,170
+المجتمع، أفكار المجتمع، الـ Ideologyمعقيدة
+
+343
+00:27:01,170 --> 00:27:05,830
+المجتمع، وكل مجتمع له عقيدة، له أيديولوجية معينة،
+
+344
+00:27:05,830 --> 00:27:08,970
+أيديولوجية النظام الرأسمالي غير النظام الاشتراكي،
+
+345
+00:27:08,970 --> 00:27:13,670
+غير النظام الإسلامي، وها كذا، وكل مجتمع له أصل
+
+346
+00:27:13,670 --> 00:27:17,390
+أيديولوجية، اللي هي تنبع من أفكاره وعقيدته وقيمه
+
+347
+00:27:17,390 --> 00:27:21,530
+وعداته، وكل مجتمع له أيديولوجية، حتى المجتمعات
+
+348
+00:27:21,530 --> 00:27:25,250
+الصغيرة لها أيديولوجيةحتى الجماعات لها إديولوجية
+
+349
+00:27:25,250 --> 00:27:29,130
+تثير عليها، وهكذا، لذلك هنا مهنة الخدمة الاجتماعية
+
+350
+00:27:29,130 --> 00:27:33,510
+تتفق مع إديولوجية مين؟ مع المجتمع، المجتمع الذي
+
+351
+00:27:33,510 --> 00:27:38,210
+تمارس من خلاله، إذا كان تمارس في مجتمع اشتراكي،
+
+352
+00:27:38,210 --> 00:27:41,370
+تتفق مهنة الخدمة الاجتماعية مع مجتمع .. إديولوجية
+
+353
+00:27:41,370 --> 00:27:45,870
+المجتمع الاشتراكي، تمارس في مجتمع رأسمالي، تتفق مع
+
+354
+00:27:45,870 --> 00:27:50,590
+إديولوجية المجتمع الرأسماليتمارس في مجتمع إسلامي
+
+355
+00:27:50,590 --> 00:27:55,610
+تتفق مع إديولوجية المجتمع الإسلامي، هكذا، هذه مهنة
+
+356
+00:27:55,610 --> 00:27:58,790
+الخدمة الاجتماعية بتام نقطة أخيرة، أيها ابنتيك،
+
+357
+00:27:58,790 --> 00:28:02,790
+قوليه؟ الاخلاقية
+
+358
+00:28:02,790 --> 00:28:07,530
+والدينية، هذه مهمة جدا، لأن مهنتنا نابعة من الدين،
+
+359
+00:28:07,530 --> 00:28:11,130
+من الأديان السماوية كلها، مهنة الخدمة الاجتماعية
+
+360
+00:28:12,650 --> 00:28:16,290
+تنبع من كل الأديان السماوية، احنا نعترف بالأديان
+
+361
+00:28:16,290 --> 00:28:20,090
+السماوية كلها، وخاتم هذه .. واخر هذه الأديان اللي
+
+362
+00:28:20,090 --> 00:28:24,070
+هو الدين الإسلامي، فلذلك الخدمة الاجتماعية تنبع
+
+363
+00:28:24,070 --> 00:28:28,470
+يعني من الدين ومن الأخلاق وغير ذلك، فلذلك من هنا
+
+364
+00:28:28,470 --> 00:28:33,050
+يعني جذورها جذور دينيةالمهنة الخدمة الإجتماعية
+
+365
+00:28:33,050 --> 00:28:38,210
+وإنسانية وأخلاقية في نفس الوقت فلذلك هذا يشبه مثال
+
+366
+00:28:38,210 --> 00:28:50,610
+على التعريف الإجرائي لمهنة الخدمة الإجتماعية يعني
+
+367
+00:28:50,610 --> 00:28:56,690
+بنكون بذلكأحنا اتفقنا مع مجموعة العلماء واتفقنا
+
+368
+00:28:56,690 --> 00:29:00,770
+أيضا يعني أخدنا التعريف اتفقنا أو لم ناتفق مع
+
+369
+00:29:00,770 --> 00:29:06,590
+البعض وفي الآخر أخدنا يعني مفهوم جديد صاغو الباحث
+
+370
+00:29:06,590 --> 00:29:10,530
+في بحثي حول المصطلح أو المفهوم اللذي يتخذه في
+
+371
+00:29:10,530 --> 00:29:14,150
+البحث وضربنا مثل على ذلك اللي هو من خلال مهنة
+
+372
+00:29:14,150 --> 00:29:18,330
+الخدمة الاجتماعية للتعريف الإجرائي ولذلك من هنا
+
+373
+00:29:19,130 --> 00:29:24,130
+اليوم نكون قد انتهينا من تحديد المفاهيم ومعنى
+
+374
+00:29:24,130 --> 00:29:28,030
+المفهوم واختلاف المفهوم باختلاف الأفراد والجماعات
+
+375
+00:29:28,030 --> 00:29:33,530
+والمجتمعات وأيضا تعرفنا على صعوبات تحديد المفهوم
+
+376
+00:29:33,530 --> 00:29:38,910
+وأسبابها وأيضا تعرفنا على التعريف الإجرائي وكيفية
+
+377
+00:29:38,910 --> 00:29:44,450
+صياغة التعريف الإجرائي إلى هنا ننهي محاضرتنا لهذا
+
+378
+00:29:44,450 --> 00:29:49,530
+اليوم وفي المحاضرة القادمة سنتكلم عننوعية البحوث
+
+379
+00:29:49,530 --> 00:29:54,010
+الاجتماعية البحوث في الخدمة الاجتماعية إلى أن
+
+380
+00:29:54,010 --> 00:29:58,510
+نلتقي في المحاضرة القادمة لكون مني كل تحية وتقدير
+
+381
+00:29:58,510 --> 00:30:01,970
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/FQgcppxCM1Y_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/FQgcppxCM1Y_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..3795471809749bb30f322ebe5e38f308251c30ac
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/FQgcppxCM1Y_postprocess.srt
@@ -0,0 +1,2032 @@
+1
+00:00:21,780 --> 00:00:25,400
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,400 --> 00:00:30,280
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,280 --> 00:00:36,180
+آله وصحبه أجمعين أما بعد في المحاضرة السابقة
+
+4
+00:00:36,180 --> 00:00:42,100
+تحدثنا عن أدوات جمع البيانات المقابلة وشرحنا
+
+5
+00:00:42,100 --> 00:00:48,420
+المقابلة في التفصيل اليوم سنتناول الملاحظة
+
+6
+00:00:48,420 --> 00:00:56,580
+والاستبيانمن أدوات جمع البيانات الملاحظة سنتحدث
+
+7
+00:00:56,580 --> 00:01:02,340
+عنها أولاً طبعاً الملاحظة تعتبر أداة هامة من أدوات
+
+8
+00:01:02,340 --> 00:01:08,460
+جمع البيانات فلذلك الملاحظة هي المشاهدة الدقيقة
+
+9
+00:01:08,460 --> 00:01:15,620
+المشاهدة الدقيقة لظاهرة ما مع الاستعانة بأسليب
+
+10
+00:01:15,620 --> 00:01:21,210
+البحث والدراسة اللي تتلاقم مع هذه الظاهرةوهكذا
+
+11
+00:01:21,210 --> 00:01:26,250
+فلذلك الملاحظة تعتبر من الأدوات الهامة في جمع
+
+12
+00:01:26,250 --> 00:01:30,870
+البيانات وخاصة في البحوث الاجتماعية الكشفية
+
+13
+00:01:30,870 --> 00:01:38,550
+والتجريبية والوصفية الكشفية والوصفية والتجريبية
+
+14
+00:01:38,550 --> 00:01:44,330
+نستخدم الملاحظة كأداب من أدوات جمع البيانات في هذه
+
+15
+00:01:44,330 --> 00:01:44,990
+البحوث
+
+16
+00:01:47,680 --> 00:01:52,120
+طبعا الملاحظة الأهمية في الانثروبولوجيا لو رجعنا
+
+17
+00:01:52,120 --> 00:01:56,680
+إلى الوراء في مساق الانثروبولوجيا للاحظنا أن علماء
+
+18
+00:01:56,680 --> 00:02:01,140
+الانثروبولوجيا درسوا المجتمعات البداية والصغيرة
+
+19
+00:02:02,020 --> 00:02:07,540
+والجماعات والقبائل دراسة أنثروبولوجية عن طريق
+
+20
+00:02:07,540 --> 00:02:13,960
+الملاحظة وخاصة Marigret Mead قدمت من أمريكا في
+
+21
+00:02:13,960 --> 00:02:19,680
+أفريقيا وهناك بين القبائل الأفريقية لاحظت ثقافة
+
+22
+00:02:19,680 --> 00:02:25,350
+المجتمع الأفريقي فلاحظت الشبابولاحظت أن الشباب
+
+23
+00:02:25,350 --> 00:02:30,190
+سلوكهم يختلف عن سلوك الشباب الأمريكي، سلوك الشباب
+
+24
+00:02:30,190 --> 00:02:34,070
+الأفريقي يختلف عن سلوك الشباب الأمريكي، ولذلك من
+
+25
+00:02:34,070 --> 00:02:38,150
+هنا سجلت كثير من الملاحظات ووصلت إلى كثير من
+
+26
+00:02:38,150 --> 00:02:42,870
+النتائج العلمية، في المجتمعات أيضًا الأخرى بنستخدم
+
+27
+00:02:42,870 --> 00:02:48,940
+الملاحظةلكي يعني في المجتمعات الغربية والعربية
+
+28
+00:02:48,940 --> 00:02:53,560
+كذلك نستخدم الملاحظة في كثير من بحوثنا وخاصة في
+
+29
+00:02:53,560 --> 00:02:59,060
+علم الاجتماع لملاحظة الظواهروتأثيرات هذه الظواهر
+
+30
+00:02:59,060 --> 00:03:03,040
+في المجتمع وكيف نشأت هذه الظواهر أو العوامل
+
+31
+00:03:03,040 --> 00:03:07,160
+المسببة لهذه الظواهر الاجتماعية المختلفة لذلك من
+
+32
+00:03:07,160 --> 00:03:12,640
+هنا نعتبر أن الملاحظة وسيلة هامة في جمع البيانات
+
+33
+00:03:12,640 --> 00:03:18,300
+وسيلة هامة في جمع البيانات كذلك باللاحظ الملاحظة
+
+34
+00:03:18,300 --> 00:03:21,920
+ممكن استخدمها في المؤسسات الاجتماعية لملاحظة سلوك
+
+35
+00:03:21,920 --> 00:03:28,140
+العاملينأو صلوك الجماعات داخل المؤسسة وكيف يتصرفون
+
+36
+00:03:28,140 --> 00:03:32,340
+في المواقف المختلفة و هكذا إذا الملاحظة تعتبر
+
+37
+00:03:32,340 --> 00:03:38,620
+وسيلة وأداة هامة من أدوات جمع البيانات ممكن نصنف
+
+38
+00:03:38,620 --> 00:03:43,640
+الملاحظة إلى نوعين ملاحظة
+
+39
+00:03:43,640 --> 00:03:50,580
+مباشرة وملاحظة غير مباشرة الملاحظة المباشرة وهي
+
+40
+00:03:51,460 --> 00:03:55,960
+الملاحظة اللي بيقوم الباحث بنفسه بملاحظتها بملاحظة
+
+41
+00:03:55,960 --> 00:04:01,280
+الشيل أو الظاهرة أو الموضوع بنفسه يقوم بالملاحظة
+
+42
+00:04:01,280 --> 00:04:07,580
+هو اللي بيستخدم الملاحظة بنفسه الغير مباشرة بيعتمد
+
+43
+00:04:07,580 --> 00:04:12,560
+على ملاحظات الآخرين يعتمد على ملاحظات الآخرين
+
+44
+00:04:12,560 --> 00:04:19,530
+وخبرات الآخرينفلذلك بنسميها ملاحظة غير مباشرة،
+
+45
+00:04:19,530 --> 00:04:23,010
+بيعتمد على الملاحظات الأخرين اللي بدرسوا إلى
+
+46
+00:04:23,010 --> 00:04:27,790
+خبراتهم كذلك، إلى ما لديهم من خبرات شخصية، فلذلك
+
+47
+00:04:27,790 --> 00:04:32,490
+بيستعين بيها، وهذا بنسميها الملاحظة غير المباشرة
+
+48
+00:04:32,490 --> 00:04:37,170
+في عندنا تصنيف الملاحظة المباشرة ملاحظة عرضية
+
+49
+00:04:37,170 --> 00:04:43,410
+وملاحظة عمدية أو مقصودةولذلك من هنا بنقول الملاحظة
+
+50
+00:04:43,410 --> 00:04:47,110
+العرضية هي اللي بيجريها الباحث عن طريق الصدفة
+
+51
+00:04:47,110 --> 00:04:51,190
+اعتراضا صدفة يعني عن طريق الصدفة يعني ملاحظة
+
+52
+00:04:51,190 --> 00:04:56,910
+بالصدفة في ملاحظة عمدية أو مقصودة وهي التي يريد من
+
+53
+00:04:56,910 --> 00:05:02,370
+خلالها الباحث ملاحظة شيء معين مقصودة من قبل الباحث
+
+54
+00:05:02,370 --> 00:05:06,290
+أن يلاحظ وهي التي يجريها الباحث وفي ذهنه صورة ما
+
+55
+00:05:06,290 --> 00:05:13,220
+عن ما يريد ملاحظتهواضح؟ هذه بنسميها ملاحظة مقصودة
+
+56
+00:05:13,220 --> 00:05:17,880
+يعني أنا مثلا من خلال الجامعة ممكن ألاحظ ملاحظة
+
+57
+00:05:17,880 --> 00:05:21,180
+عرضية عادية من خلال المقصودة بلاحظ شيء معين طالب
+
+58
+00:05:21,180 --> 00:05:26,800
+قد تتكلم مع جارتها عرضا هكذا لكن ممكن تكون ملاحظة
+
+59
+00:05:26,800 --> 00:05:32,340
+عمدية أتابع طالب معينة كيف تتصرف في المحاضرةكيف
+
+60
+00:05:32,340 --> 00:05:36,780
+تتصرف في سلوكي أثناء المحاضرة، لاحظت هذه بقى إيه
+
+61
+00:05:36,780 --> 00:05:42,280
+بتسميها؟ ملاحظة عمدية أو مقصودة، مقصودة، وهكذا،
+
+62
+00:05:42,280 --> 00:05:47,380
+كيف تتصرف أثناء الإجابة، وهكذا، هذه ملاحظة إيه؟
+
+63
+00:05:47,380 --> 00:05:51,840
+مقصودة، العرضية قد تظهر شيء، أنا مش في ذهن الباحث،
+
+64
+00:05:51,840 --> 00:05:56,900
+لكن يظهر من خلال ملاحظتي له، ظهر فجأة هكذا، فهذه
+
+65
+00:05:56,900 --> 00:06:00,360
+بتسميها ملاحظة إيه؟ عرضية، فهمنا العرضية
+
+66
+00:06:00,360 --> 00:06:06,180
+والمقصودة؟طيب، يمكن تصريف الملاحظة أيضًا بالمشاركة
+
+67
+00:06:06,180 --> 00:06:13,040
+و بدون مشاركة كذلك، و في الملاحظة بدون مشاركة،
+
+68
+00:06:13,040 --> 00:06:17,470
+يقوم الباحث بملاحظة الأفراد دون أن يتفاعل معاهمدون
+
+69
+00:06:17,470 --> 00:06:22,250
+أن يشترك في العنشطة التي يمارسونها دون أن يعرفوا
+
+70
+00:06:22,250 --> 00:06:27,930
+بأنه يعني موجود معاهم و يشترك في عنشطتهم المختلفة
+
+71
+00:06:27,930 --> 00:06:31,330
+و يتفاعل معاهم هذا إيش بنسميها دون مشاركة في
+
+72
+00:06:31,330 --> 00:06:35,550
+ملاحظة بالمشاركة اللي ممكن ألاحظ أثناء مشاركتي
+
+73
+00:06:35,550 --> 00:06:40,770
+لنشاط الجماعة و التفاعل مع الجماعة هذه بنسميها
+
+74
+00:06:40,770 --> 00:06:47,250
+ملاحظة إيه بالمشاركة ملاحظة بالمشاركةوهكذا إذا
+
+75
+00:06:47,250 --> 00:06:50,770
+الملاحظة بدون مشاركة الباحث يقوم بملاحظة الأفراد
+
+76
+00:06:50,770 --> 00:06:55,030
+دون التفاعل معهم ودون مشاركة في الأنشطة التي
+
+77
+00:06:55,030 --> 00:07:00,870
+يقومون بها والملاحظة بالمشاركة الباحث يشارك
+
+78
+00:07:00,870 --> 00:07:07,360
+الجماعة ويحدث تفاعلمع الجماعة من قبل الباحث و خاصة
+
+79
+00:07:07,360 --> 00:07:12,700
+عندما يشاركهم في الأنشطة التي يقومون بها و هكذا
+
+80
+00:07:12,700 --> 00:07:18,420
+ولذلك من هنا بنقول عنه معيشة الباحث مع المبحوثين و
+
+81
+00:07:18,420 --> 00:07:23,180
+بيحسوا المبحوثين بأنه يعيش معهم و يشاركهم و يتفاعل
+
+82
+00:07:23,180 --> 00:07:28,440
+معهم هذه ما نسميها ملاحظة بالمشاركةفي عند .. في
+
+83
+00:07:28,440 --> 00:07:34,540
+الملاحظة بدون مشاركة بكون الباحث منفصل عن موضوع
+
+84
+00:07:34,540 --> 00:07:40,080
+الملاحظة منفصل حيث نجد الباحث يظل خارج الموقف أو
+
+85
+00:07:40,080 --> 00:07:42,760
+النسق الذي يدرسه عن بعد ممكن من خلال الكاميرا
+
+86
+00:07:42,760 --> 00:07:47,480
+يلاحظ سلوك الجماعة اللي هو مسائل الحديثة صارت وكيف
+
+87
+00:07:47,480 --> 00:07:51,480
+يتصرفون في المواقف المختلفة ممكن ملاحظة سلوك
+
+88
+00:07:51,480 --> 00:07:56,940
+الأحداث الجانحين ليلا من قبل المشرفيلاحظهم من خلف
+
+89
+00:07:56,940 --> 00:08:02,760
+الزجاج بدون أن يحسوا بأنه يلاحظهم وهكذا، لذا هذه
+
+90
+00:08:02,760 --> 00:08:08,180
+بنسميها ملاحظة دون مشاركة، وهكذا في الملاحظة
+
+91
+00:08:08,180 --> 00:08:12,460
+بالمشاركة الباحث يكون بدور معين ممارس نشاط اجتماعي
+
+92
+00:08:12,460 --> 00:08:17,600
+معين داخل الموقف أو النسق الذي يقوم بدراسته تصنيف
+
+93
+00:08:17,600 --> 00:08:22,440
+الملاحظة في المشاركة و بدون مشاركة قد تكون ظاهرة
+
+94
+00:08:22,440 --> 00:08:27,650
+أو مستترةقد تكون ظاهرة أو مستترة في الملاحظات
+
+95
+00:08:27,650 --> 00:08:31,350
+الظاهرة الباحث بقدّم نفسه بقول أنا الباحث الفلان
+
+96
+00:08:31,350 --> 00:08:36,210
+الفلان مع الجماعة وأنا موجود من أجل أن ألاحظ من
+
+97
+00:08:36,210 --> 00:08:40,610
+أجل أن أدرس من أجل أن كذا فلذلك من هنا هنا الباحث
+
+98
+00:08:40,610 --> 00:08:43,750
+يعرف نفسه هو على الجماعة هذه بنسميها الملاحظة
+
+99
+00:08:43,750 --> 00:08:49,390
+الظاهرة والمستترة متخفية متخفية لا يلاحظون الباحث
+
+100
+00:08:50,140 --> 00:08:54,560
+الجماعة أو المبحثين لا يلاحظون البحث ولذلك نسميها
+
+101
+00:08:54,560 --> 00:09:01,160
+الملاحظة المستترة الملاحظة العلمية المقصودة اللي
+
+102
+00:09:01,160 --> 00:09:05,240
+هي أحيانا ملاحظة علمية أنا أريد دراسة شيء معين
+
+103
+00:09:05,240 --> 00:09:09,620
+فبأعمل استمارة وبحدد فيها الأسئلة المطلوب الإجابة
+
+104
+00:09:09,620 --> 00:09:14,180
+عليها من قبل المبحثين ولذلك اللي بنسميها الملاحظة
+
+105
+00:09:14,180 --> 00:09:18,560
+العلميةالملاحظة العلمية المقصودة من خلال أسئلة
+
+106
+00:09:18,560 --> 00:09:24,720
+يعدها الباحث للإجابة عليها من قبل المبحوثين هذه
+
+107
+00:09:24,720 --> 00:09:29,940
+الملاحظة العلمية ولذلك هنا بيحدد الباحث ما يقوم
+
+108
+00:09:29,940 --> 00:09:35,600
+بملاحظته في المواقف التي يدرسها وهنا بتطلب من
+
+109
+00:09:35,600 --> 00:09:41,960
+الباحث ان يلاحظ ويسجل يلاحظ ويسجل ما يلاحظه
+
+110
+00:09:45,310 --> 00:09:48,470
+هذه الملاحظة العلمية، الآن بدنا نشوف ميزات
+
+111
+00:09:48,470 --> 00:09:52,690
+الملاحظة بشكل عام، في عندنا مميزات الملاحظة، هل
+
+112
+00:09:52,690 --> 00:09:56,390
+لها مميزات؟ الملاحظة اللي بتفيدنا في البحث؟ هل
+
+113
+00:09:56,390 --> 00:10:00,930
+بنصل إلى نتائج؟ هل ممكن نصل إلى حقائق علمية؟ طيب،
+
+114
+00:10:00,930 --> 00:10:05,170
+إيش المميزات بتاعة الملاحظة؟ آه، يلا يا بنت، قولي
+
+115
+00:10:05,170 --> 00:10:09,190
+أنها تسمح بتسجيل السلوك وقت حدوثه في الحالة آه،
+
+116
+00:10:09,190 --> 00:10:15,350
+تسمح بتسجيل السلوك وقت حدوثهتسجيل السلوك وقت
+
+117
+00:10:15,350 --> 00:10:18,830
+حدوثه، نعم، ماذا أيضا من مزايا الملاحظة؟ أيه يا
+
+118
+00:10:18,830 --> 00:10:21,950
+بنتك؟ كما أنها تسجل السلوك التلقائي ولا تترك
+
+119
+00:10:21,950 --> 00:10:26,770
+المجال اللي اعتمد على الذاكرة آه، كمان، يعني تسجل
+
+120
+00:10:26,770 --> 00:10:30,750
+السلوك التلقائي مباشرة، ماتعتمدش على الذاكرة، أيه
+
+121
+00:10:30,750 --> 00:10:34,590
+يا بنتك؟ أن الملاحظة تصلح في دراسة جامعات محدودة
+
+122
+00:10:34,590 --> 00:10:38,070
+الحجم في الجامعات الصغيرةأه طبعا، لأنه مش معقول
+
+123
+00:10:38,070 --> 00:10:41,070
+جماعة من خمسين، ستين، تمانين، مية، لأ، يعني
+
+124
+00:10:41,070 --> 00:10:45,690
+الملاحظة بتكون أقل نتيجة لكن الجامعات الصغيرة هذه
+
+125
+00:10:45,690 --> 00:10:48,470
+ممكن تصلح لها الملاحظة وخاصة ما بنقول عنها
+
+126
+00:10:48,470 --> 00:10:52,670
+بنستخدمها في نوع البحوث التجريبية التجريبية، هذه
+
+127
+00:10:52,670 --> 00:10:57,830
+بتكون عادة جامعات صغيرة صغيرة؟ نعم، أه يا بن تقولي
+
+128
+00:10:58,490 --> 00:11:01,050
+إن الملاحظة يمكن استخدامها في الأحوال التي يبدأ
+
+129
+00:11:01,050 --> 00:11:04,450
+فيها مكتوب نوعا من المقام للباحث ويرفض الإجابة على
+
+130
+00:11:04,450 --> 00:11:06,310
+أسئلة تعلق بعض أعمال السلوك
+
+131
+00:11:11,810 --> 00:11:15,550
+الأحوال اللي بيبدأ فيها المبحوث نوعا من المقاومة
+
+132
+00:11:15,550 --> 00:11:19,610
+للباحث ويرفض الإجابة على أسئلة تعلق بعض أنماط
+
+133
+00:11:19,610 --> 00:11:23,430
+السلوك فلذلك من هنا ممكن الباحث يلاحظ سلوك هذا
+
+134
+00:11:23,430 --> 00:11:27,730
+الشخص من خلال الملاحظة لأن الباحث المبحوث يرفض
+
+135
+00:11:27,730 --> 00:11:31,030
+الإجابة على الأسئلة من قبل الباحث لكن الباحث في
+
+136
+00:11:31,030 --> 00:11:35,590
+هذه الحالة لا يسأله لكن يلاحظ سلوكياته كيف تصرف
+
+137
+00:11:35,590 --> 00:11:40,940
+المواقف المختلفةفهذه بتفيدنا في الملاحظة خلصنا
+
+138
+00:11:40,940 --> 00:11:46,080
+اللي هي مميزات الملاحظة في عندنا عيوب الملاحظة كما
+
+139
+00:11:46,080 --> 00:11:51,260
+لها مميزات لها عيوب كذلك ما هي عيوب الملاحظة؟
+
+140
+00:11:51,260 --> 00:11:55,300
+عيبان تقولي أن الملاحظة ترجعت أهميتها نسبيا في
+
+141
+00:11:55,300 --> 00:11:58,360
+السنوات الأخيرة حيث نجد أن كثيرا من الدراسات خاصة
+
+142
+00:11:58,360 --> 00:12:01,140
+المسيحية اللي بتعتمد على المقابلة والاستبيان قد
+
+143
+00:12:01,140 --> 00:12:05,830
+صممت بدون الاعتماد على قدر من الملاحظة المنظمةأه
+
+144
+00:12:05,830 --> 00:12:10,970
+يعني هدم العيوبها برضه، يعني تراجعة أهميتها، ليه؟
+
+145
+00:12:10,970 --> 00:12:14,650
+لأن اليوم المسوح الاجتماعية تعتمد على المقابلة
+
+146
+00:12:14,650 --> 00:12:19,410
+والاستبيان أكثر من اعتمادها على الملاحظة، و هكذا،
+
+147
+00:12:19,410 --> 00:12:23,150
+ولذلك يعني بتاخد وقته جوده تكاليف و .. ويعني أما
+
+148
+00:12:23,150 --> 00:12:27,130
+الاستبيان اليوم أصبح أداء يعني و المقابلة كذلك من
+
+149
+00:12:27,130 --> 00:12:32,490
+الأدوات السهلة في جمع البيانات، أيوة بنتي قولي مثل
+
+150
+00:12:32,490 --> 00:12:40,720
+الملاحظة برحلة قصيرة ولا عادية؟أه تمثل مرحلة قصيرة
+
+151
+00:12:40,720 --> 00:12:46,880
+و عابرة الملاحظة أه لأنها ما بتتم فترة طويلة و
+
+152
+00:12:46,880 --> 00:12:51,540
+السلوك اللي يصدر من المبحوث لا يستمر ربما يصدر
+
+153
+00:12:51,540 --> 00:12:54,560
+خلال فترة وجيزة و هكذا
+
+154
+00:12:57,400 --> 00:13:01,400
+من التدريب كذلك و هذا من عيوبها لازم اللي بيقوم
+
+155
+00:13:01,400 --> 00:13:05,200
+بالملاحظة يكون عنده تدريب و عنده خبرة و مهارة في
+
+156
+00:13:05,200 --> 00:13:08,420
+الملاحظة لأنه مش اي انسان يستطيع ان يلاحظ ممكن
+
+157
+00:13:08,420 --> 00:13:16,080
+انسان يفتح عينيه لكن مش شايف مش ملاحظ احيانا
+
+158
+00:13:16,080 --> 00:13:19,940
+الملاحظة ممكن بيدها السماع احيانا الملاحظة بيدها
+
+159
+00:13:19,940 --> 00:13:26,440
+الحواس احيانا مع بعض الفئات لكي نلاحظأحيانًا يعني
+
+160
+00:13:26,440 --> 00:13:30,880
+.. يعني لا تعتمد بس فقط على النظر، وأحيانًا من لا
+
+161
+00:13:30,880 --> 00:13:36,320
+ينظر ولكنه لا يرى، لأنه ليس عنده بصيرة في ما ينظر
+
+162
+00:13:36,320 --> 00:13:41,380
+إليهفلذلك من هنا هدم انعيوب الملاحظة الإنسان اللذي
+
+163
+00:13:41,380 --> 00:13:44,700
+يعني يفقد أحياناً البصيرة و هو ينظر و يرى و
+
+164
+00:13:44,700 --> 00:13:48,640
+أحياناً يعني لا يستخدم حواسه الأخرى أيضاً في
+
+165
+00:13:48,640 --> 00:13:53,320
+الملاحظة فلا يركز حما يريد ملاحظته و هدم انعيوب
+
+166
+00:13:53,320 --> 00:13:58,360
+الملاحظة قد توصلنا إلى نتائج غير دقيقة توصلنا إلى
+
+167
+00:13:58,360 --> 00:14:04,200
+نتائج غير دقيقة اه في الآخر كما أن الملاحظة تقع
+
+168
+00:14:04,200 --> 00:14:07,870
+القائد الملاحظة تحت ضغط عاطفي لبني القوةطبعاً
+
+169
+00:14:07,870 --> 00:14:11,870
+العواطف وتبعدنا عن الموضوعية لأنه ممكن أميل
+
+170
+00:14:11,870 --> 00:14:16,170
+للجماعة أو للمبحوث وانحاز إليه وغير ذلك وإحنا
+
+171
+00:14:16,170 --> 00:14:20,130
+إنسان بشر يعني فالموضوعية قد نفقدها من خلال
+
+172
+00:14:20,130 --> 00:14:25,090
+الملاحظة فلذلك هذا من عيوب الملاحظة كذلك ماذا
+
+173
+00:14:25,090 --> 00:14:29,630
+أيضا؟ ما تكلمتش نهائي يلّا تفضلي بالإضافة إلى أن
+
+174
+00:14:29,630 --> 00:14:32,470
+عاملين الملاحظة تستغرب وقت قوية من الباحث وكثيرا
+
+175
+00:14:32,470 --> 00:14:37,470
+من التكليف تكليف والجهدالوقت والجهد والتكاليف
+
+176
+00:14:37,470 --> 00:14:41,770
+الملاحظة تحتاج الوقت والجهد والتكاليف وهذا من
+
+177
+00:14:41,770 --> 00:14:46,290
+عيوبها تكلفنا كثير من التكاليف والجهد والوقت
+
+178
+00:14:46,290 --> 00:14:49,870
+والمجهودات أيوة يا بنتى الملاحظة قد تؤذى نضمنا من
+
+179
+00:14:49,870 --> 00:14:51,690
+الألف والمشاعر الشخصية بين الباحثين
+
+180
+00:14:54,750 --> 00:14:58,570
+بالضبط البعد عن الموضوعية اللي هو بتخلي بين الباحث
+
+181
+00:14:58,570 --> 00:15:02,890
+والمبحوث نوع بين القلفة يعني نوع من القلفة وهذه
+
+182
+00:15:02,890 --> 00:15:07,150
+بتبعده عن الموضوعية يعني من عيوبها أن الباحث ما لا
+
+183
+00:15:07,150 --> 00:15:11,530
+يكون موضوعيا أحيانا يعني فيه متحيز لكن عليه أن
+
+184
+00:15:11,530 --> 00:15:16,270
+يتغلب بذلك عن طريق بأنه لا ينحس إلى المبحوث ويحاول
+
+185
+00:15:16,270 --> 00:15:21,050
+يتحكم في عواطفي ويتحكم في تصرفاتي وأن تكون علاقته
+
+186
+00:15:21,050 --> 00:15:26,070
+ميانية وأن يكون موضوعيا عند ملاحظتهليه الأشياء؟
+
+187
+00:15:26,070 --> 00:15:30,690
+ماذا؟ تفضلي الملاحظة لا يتيسر استخدامها في دراسة
+
+188
+00:15:30,690 --> 00:15:34,230
+الحالات الماضية أو الظاهرات الاجتماعية التي حدثت
+
+189
+00:15:34,230 --> 00:15:37,330
+منذ عشرات السنين أو القرون الأولى عمركوا لاحظتوا
+
+190
+00:15:37,330 --> 00:15:40,990
+شيء ماضي؟ لأ عمركوا لاحظتوا اللي مبارح؟ مبارح
+
+191
+00:15:40,990 --> 00:15:44,710
+انتوا كنتوا ممكن تلاحظوه اليوم؟ لأ ممكن بس بتجيبوه
+
+192
+00:15:44,710 --> 00:15:50,130
+في الذاكرة بتكون تسترجعوا إلى الذاكرة ماذا تصرفنا
+
+193
+00:15:50,130 --> 00:15:55,360
+أمس وأول أمس طب لما نقولكوا خلال أسبوعبالمرة، طب
+
+194
+00:15:55,360 --> 00:15:58,700
+فماركوا لما نكون شهر، لما نكون سنة، نقولكوا إيش
+
+195
+00:15:58,700 --> 00:16:02,440
+كان في مثلي هذا اليوم إذا لم يكن مسجلًا ومصورًا
+
+196
+00:16:02,440 --> 00:16:07,580
+وموثقًا وأمامي، لأصقيه، لأنه الإنسان لماذا سمي
+
+197
+00:16:07,580 --> 00:16:13,060
+إنسانًا؟ من النسيان، فلذلك بيلاحظه الإنسان اليوم
+
+198
+00:16:13,060 --> 00:16:16,840
+قد ينساه غداأخذنا نوع الملاحظة الغير مباشرة
+
+199
+00:16:16,840 --> 00:16:19,280
+بيستعين فيها بالاخرين .. بالاخرين الخبراء و
+
+200
+00:16:19,280 --> 00:16:22,840
+المختصين هدولة .. خبراء و مختصين .. ايوة خبراء و
+
+201
+00:16:22,840 --> 00:16:26,700
+مختصين هدولة بيكونوا هم رأوا الشيء و لاحظوا الشيء
+
+202
+00:16:26,700 --> 00:16:31,540
+و بيسجلوا هذا الشيء و بيسجلواواضح هكذا ملاحظة
+
+203
+00:16:31,540 --> 00:16:34,340
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+224
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+بستمع من الزوج و الزوج حول المشكلة لكن أنا ماعشت
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+225
+00:18:00,930 --> 00:18:05,410
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+226
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+228
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+229
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+230
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+231
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+لها. واضح؟ هذا كله نعم. بالنسبة للكلام اللي حكيته
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+ممارساتهم للأنشطة المختلفة و وجودهم في المؤسسة لأن
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+250
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+251
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+256
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+وجل أن يوفقني أنا وإياكم في صالحنا جميعا. السلام
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+عليكم ورحمة الله وبركاتهبسم الله الرحمن الرحيم
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+موضوع بحث اليوم عن الملاحظة أولا سأبدأ بتعرف
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+336
+00:25:11,880 --> 00:25:14,600
+الملاحظة الملاحظة هي المشاهدة الدقيقة لظاهرة معمع
+
+337
+00:25:14,600 --> 00:25:17,320
+باستعانة بأساليب البحث والدراسة اللي تتلقى مع
+
+338
+00:25:17,320 --> 00:25:20,680
+طبيعتها الداهرة سأنتقل بعد ذلك لأنواع الملاحظة
+
+339
+00:25:20,680 --> 00:25:24,220
+قسمت أنواع الملاحظة حسب درجة الضبط إلى ملاحظة
+
+340
+00:25:24,220 --> 00:25:28,080
+بسيطة ملاحظة بسيطة وملاحظة منظمة الملاحظة البسيطة
+
+341
+00:25:28,080 --> 00:25:30,840
+هي ملاحظة عرضية لا تهدف إلى الكشف عن حقائق هي تأتي
+
+342
+00:25:30,840 --> 00:25:34,540
+دون ضبط تاني أما الملاحظة المنظمةيحدد فيها الباحث
+
+343
+00:25:34,540 --> 00:25:37,180
+الحوادث والمشاهدات السليكيات التي يريد أن يجمع
+
+344
+00:25:37,180 --> 00:25:41,280
+عنها المعلومات ثانيا قصة مدحسة بوفق لدور الباحث
+
+345
+00:25:41,280 --> 00:25:44,360
+إلى ملاحظة الموضوع المشاركة والملاحظة بالمشاركة
+
+346
+00:25:44,360 --> 00:25:46,880
+الملاحظة المشاركة هي التي يقوم بيها الباحث
+
+347
+00:25:46,880 --> 00:25:49,740
+بالملاحظة ضمن أن يشترك في أي نشاط تقوم بيه الجماعة
+
+348
+00:25:49,740 --> 00:25:54,380
+موضوع الملاحظة أما الملاحظة المشاركة هي التي تتضمن
+
+349
+00:25:54,380 --> 00:25:57,000
+اشتراك الباحث في حياة الناس اللي يقوم بملاحظته
+
+350
+00:25:57,000 --> 00:26:00,740
+ومساهمته في أوجه النشاط اللي يقوم بيها لفترة مؤقتة
+
+351
+00:26:03,620 --> 00:26:07,980
+وقسمت الملاحظة إلى ملاحظة مفتوحة ومقيدة، المفتوحة
+
+352
+00:26:07,980 --> 00:26:11,740
+هي تقنع جميع البيانات الخاصة بموضوع معين، أما
+
+353
+00:26:11,740 --> 00:26:15,520
+الملاحظة المقيدة هي تكون مقيدة بمجال أو موقف معين،
+
+354
+00:26:15,520 --> 00:26:18,580
+وقسمت أيضًا إلى ملاحظة داخلية وملاحظة خارجية،
+
+355
+00:26:18,580 --> 00:26:21,440
+الملاحظة الداخلية هي ملاحظة الشخص نفسه وهي داتية
+
+356
+00:26:21,440 --> 00:26:24,740
+وليست موضوعية وليستية لأطفال الصغار القيام بها،
+
+357
+00:26:24,740 --> 00:26:28,000
+الملاحظة الخارجية يكون هدفها تتبع سلوك شخص معين من
+
+358
+00:26:28,000 --> 00:26:33,060
+قبل أشخاص آخرينبعد ذلك هناك موضوع إجراءات بعد ما
+
+359
+00:26:33,060 --> 00:26:35,600
+اتناولنا أنواع الملاحظة، الموضوع التاني إجراءات
+
+360
+00:26:35,600 --> 00:26:39,680
+ملاحظة اللي هي عدة خطوات، أول خطوة تحديد السلوك
+
+361
+00:26:39,680 --> 00:26:43,040
+اللي سوف يلاحظ وأبعده، تانيا إعداد دليل الملاحظة،
+
+362
+00:26:43,040 --> 00:26:46,380
+تالثا اختبار عينات سلوكية ممثلة بالملاحظة، رابعا
+
+363
+00:26:46,380 --> 00:26:50,250
+إعداد بطاقة الملاحظة، خمس عملية ملاحظةست أن يتأكد
+
+364
+00:26:50,250 --> 00:26:53,330
+الباحث من ستة ملاحظات وسبعة التسجيل هذي اللي هو
+
+365
+00:26:53,330 --> 00:26:56,730
+التهينة من إجراء الملاحظة بعد ذلك الأدوات المعينة
+
+366
+00:26:56,730 --> 00:26:59,450
+في إجراء الملاحظة عندي أربع أدوات المذكرات
+
+367
+00:26:59,450 --> 00:27:02,690
+التفصيلية و الأشريطة الصوتية و أشريطة الفيديو و
+
+368
+00:27:02,690 --> 00:27:08,250
+إستمرات الباحث بعد ذلك تسجيل المعلومات في طريقة
+
+369
+00:27:08,250 --> 00:27:13,870
+الملاحظة برضه من عدة خطوات سنة واحدة أي طالب تتكلم
+
+370
+00:27:13,870 --> 00:27:18,940
+صوت موجود وصوت على الجهازفيعني الرجاء يعني عدم
+
+371
+00:27:18,940 --> 00:27:20,700
+الحديثة و الاستماع
+
+372
+00:27:28,100 --> 00:27:31,260
+أتنولت أنا اللي هو مزايا وعيوب الملاحظة لكن نظرا
+
+373
+00:27:31,260 --> 00:27:34,600
+أننا اتنولناهم في الدرس في المحاضرة فيه اللي
+
+374
+00:27:34,600 --> 00:27:37,700
+هتنبسط .. اللي هو هحكي عامم النجاح الملاحظة بعد
+
+375
+00:27:37,700 --> 00:27:40,720
+ذلك رجاء .. رجاء ارشادات للملاحظة الجيدة عامم
+
+376
+00:27:40,720 --> 00:27:43,900
+النجاح الملاحظة تمثل فيه تلت نقاط تشمل الانتقاء
+
+377
+00:27:43,900 --> 00:27:46,480
+تلت أمور عامة أو تشمل سرية المعلومات اللي انت من
+
+378
+00:27:46,480 --> 00:27:48,740
+الحصول عليها أو البعد عن الداتية أو القراء الشخصية
+
+379
+00:27:48,740 --> 00:27:51,540
+سابعا ارشادات الملاحظة الجيدة ارشادات للملاحظة
+
+380
+00:27:51,540 --> 00:27:54,800
+الجيدةتحديد الفئات أولاً تاني أن نحصل على معلومات
+
+381
+00:27:54,800 --> 00:27:58,320
+كافية عن الفئات والموضوع اللي يستم مراحبته تلاتي
+
+382
+00:27:58,320 --> 00:28:01,480
+تحديد أهداف استخدام أسلوب الملاحظة لجمع البيانات
+
+383
+00:28:01,480 --> 00:28:04,520
+أربع استخدام الوسائل ودوات مناسبة لتسجيل الملاحظة
+
+384
+00:28:04,520 --> 00:28:08,900
+خمسة أدقة في الملاحظة6 ملاحظة السلوكيات ذات علاقة
+
+385
+00:28:08,900 --> 00:28:12,400
+بمشكلة الباحث، 7 التركيز على ملاحظة .. ملاحظة عدد
+
+386
+00:28:12,400 --> 00:28:15,960
+محدود من أنماط السلوك، 8 محاولة القيام بالملاحظة
+
+387
+00:28:15,960 --> 00:28:19,700
+دون معرفة الفرد بأنه يلاحظ من قبل الباحث، 9 تسجيل
+
+388
+00:28:19,700 --> 00:28:22,760
+فوري للمعلومة التي تمت ملاحظتها، بعد ذلك مزايا
+
+389
+00:28:22,760 --> 00:28:25,580
+وعيوب هتنوانهم في المحاضرة، فأكتفي أنا في القدر
+
+390
+00:28:25,580 --> 00:28:28,320
+هذابسم الله الرحمن الرحيم والصلاة والسلام على أشرف
+
+391
+00:28:28,320 --> 00:28:31,880
+المرسلين سيدنا محمد وعلى .. وعلى ألي وصحبه أجمعين،
+
+392
+00:28:31,880 --> 00:28:34,700
+اتنولت أنا في بحث أحد مناهج البحث الاجتماعي اللي
+
+393
+00:28:34,700 --> 00:28:40,240
+هو دراسة الحالة، اتنولت في بحث تعريف دراسة الحالة،
+
+394
+00:28:40,240 --> 00:28:42,700
+موقع دراسة الحالة بالبحث العلمي أهمية دراسة
+
+395
+00:28:42,700 --> 00:28:45,940
+الحالة، أنواع دراسة الحالة، الأثور، النظرية لدراسة
+
+396
+00:28:45,940 --> 00:28:49,530
+الحالةالخصائص الأساسية الأربعة لبحث دراسة الحالة
+
+397
+00:28:49,530 --> 00:28:53,190
+بعض النقاط الهمة في استخدام أسلوب دراسة الحالة
+
+398
+00:28:53,190 --> 00:28:57,110
+خدوة تطبيق دراسة الحالة مميزات دراسة الحالة رأي
+
+399
+00:28:57,110 --> 00:28:59,950
+المؤيدين والمعارفون لدراسة الحالة صعوبات دراسة
+
+400
+00:28:59,950 --> 00:29:03,730
+الحالة وطرق التغلب على صعوبات دراسة الحالة النقد
+
+401
+00:29:03,730 --> 00:29:07,030
+الموجه لأساليب دراسة الحالة والأسرة كنموزج لدراسة
+
+402
+00:29:07,030 --> 00:29:11,250
+الحالة ودليل نموزج لدراسة الحالة سيتحدث عن تعريف
+
+403
+00:29:11,250 --> 00:29:16,210
+دراسة الحالة وعن موقعها بالنسبة للبحث العلمي وعن
+
+404
+00:29:16,210 --> 00:29:21,480
+خطواتهادراسة الحالة هي شكل من التحليل الوصفي الذي
+
+405
+00:29:21,480 --> 00:29:24,980
+يستخدم في الدراسات المسيحية ويكتر استخدامها في وصف
+
+406
+00:29:24,980 --> 00:29:31,040
+وضع معين أو فرد معين أو مجتمع أو عادة أو تقليد
+
+407
+00:29:31,040 --> 00:29:33,720
+اجتماعي ويترتب على ذلك جمع الكثير من الحقائق
+
+408
+00:29:33,720 --> 00:29:36,740
+والبيانات المتعلقة بموضوع الباحث من حيث تاريخ
+
+409
+00:29:36,740 --> 00:29:40,860
+حياته أو مراحل تطوره خلال فترة زمانية معينة وتقوم
+
+410
+00:29:40,860 --> 00:29:43,260
+هذه تاريخة على اعتبار أن الفرق أو جماعة موضوع
+
+411
+00:29:43,260 --> 00:29:47,300
+الباحثيكون مع بيئاته التي اتفاعل معها وحدة متكاملة
+
+412
+00:29:47,300 --> 00:29:50,200
+وبالتالي فإن العوامل متداخلة في أي موقف تأخذ
+
+413
+00:29:50,200 --> 00:29:53,320
+معناها وامياتها من الموقف نفسه ولا يهدف الباحث في
+
+414
+00:29:53,320 --> 00:29:57,340
+دراسة الحالة إلى تحديد أو لمجرد الوصف ووصف كامل
+
+415
+00:29:57,340 --> 00:29:59,580
+للفرض أو الوحدة موضوع الدراسة بل يذهب إلى جوهر
+
+416
+00:29:59,580 --> 00:30:03,160
+الموضوع ويتفحص جميع جوانبه وحياة تلك الوحدة أو أنه
+
+417
+00:30:03,160 --> 00:30:06,400
+قد يركز على جانب معين من هذه الحياة فالبحث اجتماعي
+
+418
+00:30:06,400 --> 00:30:09,640
+اللي يدرس حالة الجنوح مثلا عند الأحداث يركز على
+
+419
+00:30:09,640 --> 00:30:14,470
+علاقة هؤلاء مع أبائهم وأخوانهموأنه قد يدرس الجنوح
+
+420
+00:30:14,470 --> 00:30:17,530
+بكامل جوانبه فيقوم بأخذ أعداد من الأحداث الجنح
+
+421
+00:30:17,530 --> 00:30:19,830
+ويدرس طفولاتهم وحياتهم الأسرية وعلاقاتهم
+
+422
+00:30:19,830 --> 00:30:22,610
+الاجتماعية ومستوهم الثقافي وخلفياتهم المادية
+
+423
+00:30:22,610 --> 00:30:24,970
+وتركيبهم الوراسي والمؤثرات الأخرى التي ساهمت في
+
+424
+00:30:24,970 --> 00:30:28,110
+تقنينهم أما بالنسبة لموقع دراسة الحالة بالبحث
+
+425
+00:30:28,110 --> 00:30:31,530
+العلمي تعدد وجهات النظر لدى الباحثين حول دراسة
+
+426
+00:30:31,530 --> 00:30:34,990
+الحالة فالبعض يرى أنها أحد منهج البحث العلمي حيث
+
+427
+00:30:34,990 --> 00:30:38,330
+يعرفون بأنهاالمنهج الذي يتجه إلى جمع البيانات
+
+428
+00:30:38,330 --> 00:30:42,630
+المتعلقة بأي وحدة سواء كانت فرد أو مؤسسة أو نظام
+
+429
+00:30:42,630 --> 00:30:45,950
+اجتماعي أو مجتمع محلي أو مجتمع عام وهو يقوم على
+
+430
+00:30:45,950 --> 00:30:49,570
+أساس التعمق في دراسة حالة معينة من تاريخ الوحدة أو
+
+431
+00:30:49,570 --> 00:30:52,750
+دراسة جميع المراحل التي مرت بها وذلك بقصد الوصول
+
+432
+00:30:52,750 --> 00:30:56,190
+إلى تعميمات علمية متعلقة بالوحدة المدروسة وبغيرها
+
+433
+00:30:56,190 --> 00:30:59,850
+من المحدات المشابهة لهاكما يرون أنها منهج يمكن عن
+
+434
+00:30:59,850 --> 00:31:03,790
+طريقه جمع البيانات ودراساتها بحيث يمكن رسم صورة
+
+435
+00:31:03,790 --> 00:31:07,090
+كلية لوحدة معينة في العلاقات المتنوعة ووضعها
+
+436
+00:31:07,090 --> 00:31:10,730
+الثقافية كما يرى محمد شفيق أن دراسة الحالة منهج
+
+437
+00:31:10,730 --> 00:31:13,950
+يعبر عن اتجاه كلي أو شمولي لفهم الظاهر موضوع
+
+438
+00:31:13,950 --> 00:31:18,510
+الدراسةوهو يشبه طريقته في طريقته flashback أو
+
+439
+00:31:18,510 --> 00:31:21,730
+العرض الاسترجاعي في الأعمال الفنية كما يرى آخرون
+
+440
+00:31:21,730 --> 00:31:25,070
+أن الدراسة الحالية لاتتعدى كونها مجرد أداء حتى وإن
+
+441
+00:31:25,070 --> 00:31:27,530
+كان الباحثون يعتمدون عليها بالصفة الأساسية في جمع
+
+442
+00:31:27,530 --> 00:31:30,790
+بياناتهم البحثية وهذا التعدد في وجهات النظر لفت
+
+443
+00:31:30,790 --> 00:31:33,990
+أنظار الباحثين لتحديد موقع دراسة الحال بالبحث
+
+444
+00:31:33,990 --> 00:31:38,150
+العلمي هل هي منهج أم أداء بحثيةيرى الفوال أن دراسة
+
+445
+00:31:38,150 --> 00:31:40,470
+الحالة لا ترقى إلى مستوى البحث العلمي وهذا لا
+
+446
+00:31:40,470 --> 00:31:43,690
+يعتبر تقليلا من أهميتها وكفائتها لأن المنهج لا
+
+447
+00:31:43,690 --> 00:31:48,170
+يصبح له قيمة دون أدوات فعالة تمكن من تحقيق أهدافه
+
+448
+00:31:48,170 --> 00:31:51,530
+وغياته التفسيرية وما يرتبط من قدرة العلم بكامله
+
+449
+00:31:51,530 --> 00:31:54,910
+على أن يتنبأ بما سوف يحدث مستقبلاوانحن نرى من
+
+450
+00:31:54,910 --> 00:31:57,550
+جانبنا أن دراسة الحالة تحتال موقعاً وسطاً بين كل
+
+451
+00:31:57,550 --> 00:32:01,210
+من مناهج وأدوات البحث العلمي كما ذكر الفوال فهي لا
+
+452
+00:32:01,210 --> 00:32:03,050
+تتقل من مستوى المنهج العلمي الافتقار هي البعض
+
+453
+00:32:03,050 --> 00:32:06,650
+الأسس التي يتسم بها المنهج العلمي لأن عنصر الذاتية
+
+454
+00:32:06,650 --> 00:32:09,630
+والحكم الشخصي موجود في اختيار الحالات وفي جمع
+
+455
+00:32:09,630 --> 00:32:12,550
+البيانات كما أنها لا تهبط لمستوى الأدوات حيث أنها
+
+456
+00:32:12,550 --> 00:32:16,090
+تعتمد على استخدام الأدوات التمكن من جمع البيانات
+
+457
+00:32:16,090 --> 00:32:19,390
+لذا فإننا ممكن نتعريف دراسة الحالة على أنها طريقة
+
+458
+00:32:19,390 --> 00:32:22,930
+من طرق البحث العلميتقوم على بعض خطواته وتعتمد على
+
+459
+00:32:22,930 --> 00:32:25,590
+عدد من الأدوات لاستكمال المعلومات والبيانات عن
+
+460
+00:32:25,590 --> 00:32:29,470
+الحالة موضوع الدراسة للوصول إلى صورة كلية عنها
+
+461
+00:32:29,470 --> 00:32:32,730
+وهناك أراء توافق هذا الاستدلال حيث أشار إبراهيم
+
+462
+00:32:32,730 --> 00:32:36,110
+توركي إلى دراسة الحالة باعتبارها طريقة تتضمن دراسة
+
+463
+00:32:36,110 --> 00:32:40,270
+الحالة واحدة أو بدل حالات دراسة متعمقة مع تحليل
+
+464
+00:32:40,270 --> 00:32:44,390
+عوامل المؤثرة والاهتمام بكل شيء عن الحالة المدروسة
+
+465
+00:32:44,390 --> 00:32:47,870
+وتطلب هذه طريقة خبرة وجهد من الباحثللقيام بجمع
+
+466
+00:32:47,870 --> 00:32:50,690
+البيانات لمعرفة كافة العوام مؤثرة وذلك حتى يتوفر
+
+467
+00:32:50,690 --> 00:32:54,290
+الدراسة العمل والشمول طيب إيش وجهة نظرك أنت؟ تميل
+
+468
+00:32:54,290 --> 00:32:58,010
+إلى أي رأي؟ إلا إنها أداة ولا منهج؟ لأ هي .. هي
+
+469
+00:32:58,010 --> 00:33:00,950
+منهج و بتستخدم أدوات إلى .. إلى ال .. يعني نعم ..
+
+470
+00:33:00,950 --> 00:33:06,170
+نعم اليوم أصبحت دراسة الحالة كمنهج نعم منهج وتعتمد
+
+471
+00:33:06,170 --> 00:33:09,270
+على .. ممكن نستخدم إلى أكثر من أداة ممكن نستخدم
+
+472
+00:33:09,270 --> 00:33:12,790
+الاستبيان ممكن نستخدم المقابلة ممكن نستخدم
+
+473
+00:33:12,790 --> 00:33:17,100
+الملاحظةفي دراسة الحالة نعم أما بالنسبة للخطوات
+
+474
+00:33:17,100 --> 00:33:19,700
+تطبيق دراسة الحالة تدامة الخطوات الرئيسية لدراسة
+
+475
+00:33:19,700 --> 00:33:23,620
+الحالة أو تحديد دقيق لمشكلة الدراسة وتضمن هذه
+
+476
+00:33:23,620 --> 00:33:26,000
+الخطوة تعيين الباحث الحالة المدروسة وليست توافر
+
+477
+00:33:26,000 --> 00:33:29,060
+فيها عناصر المشكلة المراد دراستها اتنين تحديد
+
+478
+00:33:29,060 --> 00:33:32,040
+الفرود أو التساؤلات التي يعتمد الباحث على التوجه
+
+479
+00:33:32,040 --> 00:33:35,060
+نحو الأبعاد الرئيسية المراد التركيز عليها بالحالة
+
+480
+00:33:35,060 --> 00:33:38,600
+التحديد الدقيق للمفاهيم والذي يسير إجراءات قياس
+
+481
+00:33:38,600 --> 00:33:42,130
+الظاهر المدروسة بالحالة التي تم اختيارهاأربعة
+
+482
+00:33:42,130 --> 00:33:44,810
+تصميم دقيق للأدوات المستخدمة في جمع البيانات من
+
+483
+00:33:44,810 --> 00:33:47,570
+الحالة الموضع الدراسة ويأتي مقادمتها دليل دراسة
+
+484
+00:33:47,570 --> 00:33:50,910
+الحالة التي يوضح الأبعاد الرئيسية التي يرغب البحث
+
+485
+00:33:50,910 --> 00:33:53,610
+التركيز عليها بالإضافة للأدوات الأخرى المعينة في
+
+486
+00:33:53,610 --> 00:33:56,830
+استكمال دراسة الحالة كالمقابلات والملاحظة واستثارة
+
+487
+00:33:56,830 --> 00:34:00,290
+الخبراءجمع البيانات بالاسترشاد بالدليل والأدوات
+
+488
+00:34:00,290 --> 00:34:03,830
+السابقة الإشارة إليها أيضًا التشخيص الدقيق وهذه
+
+489
+00:34:03,830 --> 00:34:06,210
+الخطوة هي أهم يميز دراسة الحالة عن غيرها من طرق
+
+490
+00:34:06,210 --> 00:34:09,590
+البحث العلمي ويعتبر التشخيص عملية عقلية تعتمد على
+
+491
+00:34:09,590 --> 00:34:13,050
+سلامة القدرات العقلية والتفكير المنطقي للباحث
+
+492
+00:34:13,050 --> 00:34:15,950
+والقدرة على تفسير وتحليل الحالة موضوع الدراسة
+
+493
+00:34:15,950 --> 00:34:18,930
+والراتب من العوامل المؤثرة المختلفةأخيرًا سياغة
+
+494
+00:34:18,930 --> 00:34:21,950
+النتائج وتتم هذه الخطوة بالاعتماد على ما أسفر عنه
+
+495
+00:34:21,950 --> 00:34:25,050
+خطوة التشخيص وينبغي الإشارة إلى أنه على الرغم من
+
+496
+00:34:25,050 --> 00:34:27,870
+دور الرئيس للبحث بطريقة دراسة الحالة ينصبحوا
+
+497
+00:34:27,870 --> 00:34:30,730
+لتشخيص الحالة وتفسيرها إلى أن الأمر لا يخلو من وضع
+
+498
+00:34:30,730 --> 00:34:33,790
+خطط مساعدة علاجية لتفادي أوجه القصور بالحالة
+
+499
+00:34:33,790 --> 00:34:36,610
+والتمكن من ساعدتها على الإصلاح في المستقبل. شكرا
+
+500
+00:34:36,610 --> 00:34:37,910
+جزيلا
+
+501
+00:34:40,250 --> 00:34:44,910
+في هذا اللقاء نكون قد تحدثنا عن أداء من أدوات جمع
+
+502
+00:34:44,910 --> 00:34:48,510
+البيانات وهي الملاحظة وأيضا أتحنا الفرصة لبعض
+
+503
+00:34:48,510 --> 00:34:55,230
+الطالبات لعرض تقاريرهن في البحث كنشاط
+
+504
+00:34:55,230 --> 00:34:59,870
+من أنشطة مناهج البحث الاجتماعي وإن شاء الله في
+
+505
+00:34:59,870 --> 00:35:04,510
+المحاضرة القادمة نكمل أدوات جمع البيانات وخاصة
+
+506
+00:35:04,510 --> 00:35:08,940
+الاستبيانوإلى أن نلتقي إن شاء الله في المحاضرة
+
+507
+00:35:08,940 --> 00:35:12,680
+القادمة لكون مني كل تحية وتقدير والسلام عليكم
+
+508
+00:35:12,680 --> 00:35:14,160
+ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/JwrwZl8amjs_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/JwrwZl8amjs_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..056e1cf055ab6bd2603b88cdd3a75d3729c52b11
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/JwrwZl8amjs_postprocess.srt
@@ -0,0 +1,1588 @@
+1
+00:00:20,840 --> 00:00:24,560
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,560 --> 00:00:28,800
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,800 --> 00:00:33,140
+آله وصحبه أجمعين ومن اتبع هداه إلى يوم الدين أما
+
+4
+00:00:33,140 --> 00:00:39,240
+بعد في المحاضرة السابقة كنا نتحدث عن مفاهيمالبحث
+
+5
+00:00:39,240 --> 00:00:43,880
+العلمي وذكرنا أكثر يعني المفاهيم عندنا مفاهيم
+
+6
+00:00:43,880 --> 00:00:48,300
+بسيطة لكي ندخل إلى موضوع البحث العلمي والاجتماعي
+
+7
+00:00:48,300 --> 00:00:52,660
+لابد أن نتعرف على هذه المفاهيم بصورة مبسطة صغيرة
+
+8
+00:00:52,660 --> 00:00:57,520
+جدا ثم نتوسع فيها عندما نتطرق لها في مدخل البحث
+
+9
+00:00:57,520 --> 00:01:03,020
+العلمي والبحث الاجتماعيعندنا أتعرضنا لموضوع البحث
+
+10
+00:01:03,020 --> 00:01:07,680
+يعني ما هو مفهوم البحث والدراسة ومشكلة الدراسة
+
+11
+00:01:07,680 --> 00:01:12,320
+والفرض العلمي وأيضا تحدثنا عن ورشة العمل والحلقة
+
+12
+00:01:12,320 --> 00:01:16,460
+الدراسية وخطة البحث وأيضا تحدثنا عن منهج الدراسة
+
+13
+00:01:16,460 --> 00:01:20,380
+وأداب الدراسة ودوات الدراسة والمقابل والاستبيان
+
+14
+00:01:20,380 --> 00:01:24,280
+والبحث الامبريقي ووصلنا عند البحث الميداني
+
+15
+00:01:24,280 --> 00:01:29,020
+والاستراتيجية والتكتيل البحث الميداني هو البحث
+
+16
+00:01:29,020 --> 00:01:33,760
+العمليالنزول إلى ميدان البحث يعني جزء من البحث
+
+17
+00:01:33,760 --> 00:01:37,420
+اللي إيه التطبيق اللي هو الـ Empirical فلذلك يعني
+
+18
+00:01:37,420 --> 00:01:40,580
+دائما إحنا في الخدمة الاجتماعية وعلم الاجتماع
+
+19
+00:01:40,580 --> 00:01:43,840
+والبحوث الاجتماعية بشكل عام نركز على البحوث
+
+20
+00:01:43,840 --> 00:01:48,660
+الميدانية لإننا نصل إلى الحقائق فلذلك يعني بتكون
+
+21
+00:01:48,660 --> 00:01:52,720
+دراسة تطبيقية ميدانية من الميدان نصل إلى دراسة
+
+22
+00:01:52,720 --> 00:01:57,840
+المشكلة الحاضرة لنعرف لنتعرف على أسبابها ونضع خطة
+
+23
+00:01:57,840 --> 00:02:02,980
+للعلاجلهذه المشكلة في عندنا الجزء الثاني
+
+24
+00:02:02,980 --> 00:02:07,500
+الاستراتيجية strategy يعني هذه الاستراتيجية هي
+
+25
+00:02:07,500 --> 00:02:11,500
+مأخوذة من المفهوم العسكري الاستراتيجية العسكرية
+
+26
+00:02:11,500 --> 00:02:16,620
+ودخلت عندنا كمصطلح في العلوم الاجتماعية فهي عبارة
+
+27
+00:02:16,620 --> 00:02:20,860
+عن الأهداف بعيدة المدىولذلك الستراتيجية هي تصور
+
+28
+00:02:20,860 --> 00:02:27,000
+عام خطة عامة أو تصور عام للوصول إلى الهدف ولذلك
+
+29
+00:02:27,000 --> 00:02:30,620
+عندما نقول استراتيجية العسكرية هي هدفها دائما
+
+30
+00:02:30,620 --> 00:02:36,470
+النصر الهدف العام هو النصرتحقيق النصر هو بالـ
+
+31
+00:02:36,470 --> 00:02:39,910
+Tactics اللي هي التكتيكات وهي عبارة عن الأثاليب
+
+32
+00:02:39,910 --> 00:02:44,450
+اللازمة للوصول إلى تحقيق الهدف وهو النصر وهنا
+
+33
+00:02:44,450 --> 00:02:48,210
+التكتيكات في الجيش مثلا على سبيل المثال يعني بتكون
+
+34
+00:02:48,210 --> 00:02:53,750
+تدريب العسكر احضار الأسلحة الحديثةعملية الـ carb
+
+35
+00:02:53,750 --> 00:02:57,810
+والفر هذه كلها وسائل تكتيكية من أجل الوصول إلى
+
+36
+00:02:57,810 --> 00:03:02,590
+النصر احنا عندنا في البحث الاجتماعي هو الوصول إلى
+
+37
+00:03:02,590 --> 00:03:06,630
+استراتيجية تحقيق .. اللي هي الوصول إلى تحقيق أهداف
+
+38
+00:03:06,630 --> 00:03:10,590
+عامة فلذلك نضع التصور العام والخطة العامة عندنا
+
+39
+00:03:10,590 --> 00:03:14,690
+والأهداف العامة ومن خلال التكتيك .. التكتيكات أو
+
+40
+00:03:14,690 --> 00:03:18,660
+التكتيكنستطيع أن نصل اللي هي عبارة عن الوسائل
+
+41
+00:03:18,660 --> 00:03:22,880
+اللازمة لإنجاز الهدف العام للوصول إلى الهدف العام
+
+42
+00:03:22,880 --> 00:03:27,440
+فهناك أهداف صغيرة المدى ووسائل نستطيع من خلالها
+
+43
+00:03:27,440 --> 00:03:32,520
+الوصول إلى الاستراتيجية فلذلك من هنا التكتيكات
+
+44
+00:03:32,520 --> 00:03:38,380
+عبارة عن وسائل لازمة للوصول إلى تحقيق الاستراتيجية
+
+45
+00:03:39,660 --> 00:03:44,500
+هذا بالنسبة للـ Tactical نكون بذلك انتهينا يعني من
+
+46
+00:03:44,500 --> 00:03:48,520
+المفاهيم الموجودة في الكتاب اليوم هيكون موضوعنا ان
+
+47
+00:03:48,520 --> 00:03:52,400
+شاء الله بإذن الله تعالى البحث في الخدمة
+
+48
+00:03:52,400 --> 00:04:03,440
+الاجتماعية البحث في الخدمة الاجتماعية البحث
+
+49
+00:04:03,440 --> 00:04:09,920
+في الخدمة الاجتماعية طبعا البحث العلمي مهم جداو
+
+50
+00:04:09,920 --> 00:04:15,240
+احنا .. ليه؟ لأن مهنة الخدمة الاجتماعية مهنة معترف
+
+51
+00:04:15,240 --> 00:04:20,240
+بيها ولها مقومات المهنة فلذلك بدنا نعرف ما هي
+
+52
+00:04:20,240 --> 00:04:24,120
+مقومات مهنة الخدمة الاجتماعية ما هي أول مقومة ..
+
+53
+00:04:24,120 --> 00:04:26,760
+كل طالبة تقوللي مقوم المقومات المهنة اللي أخدتوها
+
+54
+00:04:26,760 --> 00:04:29,060
+أنتوا عارف أنا .. أي و بني .. بناء معرفة تضمن
+
+55
+00:04:29,060 --> 00:04:33,680
+فلسفة .. إذا أول شيء بناء معرفةيتضمن الفلسفة
+
+56
+00:04:33,680 --> 00:04:37,360
+والمبادئ والأشياء دي كلها اللي هي البناء المعرفي
+
+57
+00:04:37,360 --> 00:04:40,380
+لمهنة الخدمة الاجتماعية المقوم الثاني يا بنتى
+
+58
+00:04:40,380 --> 00:04:44,280
+خبرات عملية ومهارات فنية تتوفر للممارسين خبرات
+
+59
+00:04:44,280 --> 00:04:49,700
+عملية ومهارات فنية إذا خبرات عملية ومهارات فنية
+
+60
+00:04:49,700 --> 00:04:54,840
+تتوفر للممارسين لمهنة الخدمة الاجتماعية مادة أيضا
+
+61
+00:04:54,840 --> 00:04:59,220
+نظام تعليم يعدل الأخطاء اللي ممارساتها ويتعلموها
+
+62
+00:04:59,220 --> 00:05:04,010
+وممارستهااه اللي هي نظام التعليمي زيكم زي قسم
+
+63
+00:05:04,010 --> 00:05:06,950
+الخدمة الاجتماعية في الجامعة الإسلامية هذا نظام
+
+64
+00:05:06,950 --> 00:05:11,830
+تعليمي نحن نعلم و نخرج الطلبة و الخريجين و
+
+65
+00:05:11,830 --> 00:05:15,770
+الخريجات في ميدان الخدمة الاجتماعية كخصائين
+
+66
+00:05:15,770 --> 00:05:20,290
+اجتماعيين للعمل في ميدان التطبيق لمهنة الخدمة
+
+67
+00:05:20,290 --> 00:05:24,190
+الاجتماعية نعم ماذا أيضا في الآخر يا بنت؟ طب فعلا
+
+68
+00:05:28,590 --> 00:05:32,010
+طبعا اعتراف من المجتمع لأن أي مهنة تحتاج اعتراف من
+
+69
+00:05:32,010 --> 00:05:36,750
+المجتمع لابد المجتمع يعترف بهذه المهنة فلذلك عندنا
+
+70
+00:05:36,750 --> 00:05:40,330
+من مقاومات المهنة أن هناك تصديق يعني مجتمعي
+
+71
+00:05:40,330 --> 00:05:43,670
+واعتراف مجتمعي من قبل المجتمع بمهنة الخدمة
+
+72
+00:05:43,670 --> 00:05:47,590
+الاجتماعية بل هناك اعتراف عالمي بمهنة الخدمة
+
+73
+00:05:47,590 --> 00:05:51,990
+الاجتماعية نعم أيوة يا بنتي تنظيم يجمع العاملين
+
+74
+00:05:51,990 --> 00:05:55,030
+بيها ويوفر لهم الحماية ويعمل على انموهم ومؤكد
+
+75
+00:05:55,030 --> 00:06:00,090
+المجتمعبالظبط تنظيم معين لحماية العاملين مثل
+
+76
+00:06:00,090 --> 00:06:03,530
+النقابات مثل النقابة للخصياء الاجتماعيين تنظيم
+
+77
+00:06:03,530 --> 00:06:07,150
+معين يحمي العاملين في مهنة الخدمة الاجتماعية
+
+78
+00:06:07,150 --> 00:06:11,690
+ويدافع عنهم ويطالب بحقوقهم إلى غير ذلك أيوة يا بنت
+
+79
+00:06:11,690 --> 00:06:13,170
+اللي في هناك
+
+80
+00:06:15,670 --> 00:06:18,710
+وطبعا المثاق الأخلاقي موجود لمهنة الخدمة
+
+81
+00:06:18,710 --> 00:06:22,670
+الاجتماعية يقوم على احترام الإنسان وكرامة الإنسان
+
+82
+00:06:22,670 --> 00:06:27,730
+ومبادئ هامة لمهنة الخدمة الاجتماعية هذا مثاق
+
+83
+00:06:27,730 --> 00:06:33,030
+أخلاقي يعني ملتزم به كل الأخصائيين الاجتماعيين
+
+84
+00:06:33,030 --> 00:06:36,530
+الذين يمارسون مهنة الخدمة الاجتماعيةهذه كلها ما
+
+85
+00:06:36,530 --> 00:06:41,830
+نسميها مقومات مهنة الخدمة الاجتماعية مقومات مهنة
+
+86
+00:06:41,830 --> 00:06:46,250
+الخدمة .. إذا مهنة الخدمة لها مقومات تقوم على أساس
+
+87
+00:06:46,250 --> 00:06:53,590
+من مقومات طيب مدامها هنا مقومات إذا هي الخدمة احنا
+
+88
+00:06:53,590 --> 00:06:58,810
+بنقول كعلم و فنكعلم يقوم على ماذا؟ على المعارف
+
+89
+00:06:58,810 --> 00:07:04,990
+والنظريات والمعارف هذه كلها والمبادئ فهذه كلها
+
+90
+00:07:04,990 --> 00:07:09,810
+ركيزة علمية طيب هذه المعارف والعلم هذا يعني يقوم
+
+91
+00:07:09,810 --> 00:07:14,210
+هكذا عشوائي ولا على منهج علمي؟ على منهج علمي إذن
+
+92
+00:07:14,210 --> 00:07:18,250
+هنا بنستخدم أيه؟ المنهج العلمي في كل طرق مهنة
+
+93
+00:07:18,250 --> 00:07:22,920
+الخدمة الاجتماعية ومجالاتها المختلفةمجلة الشباب،
+
+94
+00:07:22,920 --> 00:07:26,480
+مجلة الأسرة، مجلة المعاقين، مجلة رعاية الأحداث،
+
+95
+00:07:26,480 --> 00:07:30,540
+مجلة الأسرة الطفولة إلى غير ذلك من المجالات الخدمة
+
+96
+00:07:30,540 --> 00:07:34,040
+الاجتماعية العمالية الريفية إلى غير ذلك كل هذه
+
+97
+00:07:34,040 --> 00:07:38,520
+مجالات المختلفة وغيرها من المجالات بنستخدم المنهج
+
+98
+00:07:38,520 --> 00:07:44,260
+العلمي في كافة هذه المجالات لممارستها لممارسة
+
+99
+00:07:44,260 --> 00:07:49,440
+تطبيقية لمهنة الخدمة الاجتماعية من خلال المجالات
+
+100
+00:07:49,440 --> 00:07:55,650
+المختلفةطيب في ناحية ثانية ايضا ان الخدمة
+
+101
+00:07:55,650 --> 00:07:58,370
+الاجتماعية كفن ما المقصود بالعلم بالخدمة
+
+102
+00:07:58,370 --> 00:08:08,790
+الاجتماعية كفن يا بنتى بالضبط
+
+103
+00:08:08,790 --> 00:08:12,310
+اذا المهارة في الأداءالمهارة في الأداء والتطبيق
+
+104
+00:08:12,310 --> 00:08:16,570
+والبحوث الاجتماعية تساعدنا على ذلك تساعدنا على
+
+105
+00:08:16,570 --> 00:08:21,850
+المهارة في تطبيق مهنة الخدمة الاجتماعية نعم وهكذا
+
+106
+00:08:21,850 --> 00:08:25,790
+وهذه كلها من أجل الممارسة فالبحوث الخدمة
+
+107
+00:08:25,790 --> 00:08:30,730
+الاجتماعية هي المصدر الأساسي اللي بتستمد منه مهنة
+
+108
+00:08:30,730 --> 00:08:36,150
+مقومات ركزتها الأساسيتين العلم والفن واضح؟ وهكذا
+
+109
+00:08:36,150 --> 00:08:44,450
+وهنا طبعا بتعتمد على مصارين أيضاما هما المصاران ..
+
+110
+00:08:44,450 --> 00:08:50,190
+آه يا بنتي، قولي الفرد،
+
+111
+00:08:50,190 --> 00:08:54,550
+أيوة، التعامل مع الأفراد والجماعات، بالضبط، إذا
+
+112
+00:08:54,550 --> 00:08:58,030
+هنا احنا مصارين، مصار الفردي، التعامل مع الفرد
+
+113
+00:08:58,030 --> 00:09:04,410
+والجماعة، ثم المصار الأيه؟ المجتمعي، ما هومحطات
+
+114
+00:09:04,410 --> 00:09:08,190
+إنسانية كبرى وهي مؤسسة أو دارس مؤسسات خطة إجتماعية
+
+115
+00:09:08,190 --> 00:09:10,790
+بالضبط أو المجتمع المحلي اللي هي طريقة تنظيم
+
+116
+00:09:10,790 --> 00:09:15,200
+المجتمع بالضبطإذا المصارد ثاني هو بتعامل مع
+
+117
+00:09:15,200 --> 00:09:19,400
+الوحدات الإنسانية الأخرى اللي هي الأكبر من الفرد
+
+118
+00:09:19,400 --> 00:09:22,340
+والجماعة اللي هي المؤسسات الاجتماعية الموجودة في
+
+119
+00:09:22,340 --> 00:09:26,980
+المجتمع وأيضا تنظيم المجتمع مع المجتمع ككل اللي هي
+
+120
+00:09:26,980 --> 00:09:30,440
+طريقة تنظيم المجتمع وأيضا مع المجتمع القومي
+
+121
+00:09:30,440 --> 00:09:33,920
+السياسة والتخطيط السياسة الاجتماعية والتخطيط
+
+122
+00:09:33,920 --> 00:09:40,750
+الاجتماعي أيضا نتعامل مع المجتمع القومي طيبطبعا
+
+123
+00:09:40,750 --> 00:09:44,190
+التعامل مع هذه الوحدات الفردية والجماعية
+
+124
+00:09:44,190 --> 00:09:50,560
+والمجتمعية يتطلب ماذا؟لا أي لابد يكون تتوفر لدينا
+
+125
+00:09:50,560 --> 00:09:54,680
+مجموعة من المعارف والخبرات العلمية والمهارات
+
+126
+00:09:54,680 --> 00:09:58,720
+الفنية وهذه كلها بتضمنها من طرق مهنة الخدمة
+
+127
+00:09:58,720 --> 00:10:03,740
+الاجتماعية وهذه كلها بتستخدم يعني اللي هي عملية
+
+128
+00:10:03,740 --> 00:10:09,020
+البحث الاجتماعي في الحصول على المعارف والبناء
+
+129
+00:10:09,020 --> 00:10:13,900
+النظري ولمهنة الخدمة الاجتماعية إذا من هنا نحن
+
+130
+00:10:13,900 --> 00:10:19,220
+نحتاج البحث في الخدمة الاجتماعيةالخدمة الاجتماعية
+
+131
+00:10:19,220 --> 00:10:24,720
+اهتمت بالبحوث وبالبحث الاجتماعي منذ نشأتها ومنذ
+
+132
+00:10:24,720 --> 00:10:28,000
+ميري ريتشموند، بتعرفوا ميري ريتشموند؟ في خدمة
+
+133
+00:10:28,000 --> 00:10:33,440
+الفرد، وهذه اللي ألفت كتاب عن التشخيص الاجتماعي في
+
+134
+00:10:33,440 --> 00:10:39,060
+خدمة الفرد، لذلك في هذا الكتاب ميري ريتشموند في
+
+135
+00:10:39,060 --> 00:10:42,360
+كتاب البحث اللي هو التشخيص الاجتماعي أشارت إلى
+
+136
+00:10:42,360 --> 00:10:46,590
+أهمية البحث الاجتماعيفي خدمة الفرد والخدمة
+
+137
+00:10:46,590 --> 00:10:50,450
+الاجتماعية فلذلك هذه كانت المنطلقات الأولى
+
+138
+00:10:50,450 --> 00:10:54,830
+لاستخدام البحث الاجتماعي في مهنة الخدمة الاجتماعية
+
+139
+00:10:54,830 --> 00:10:59,730
+في طرق الخدمة الاجتماعية وخاصة في كتاب اللي أشرتله
+
+140
+00:10:59,730 --> 00:11:03,590
+ميري ريتشموند اللي هو التشريح الاجتماعي وهذا كان
+
+141
+00:11:03,590 --> 00:11:11,050
+عام 1917 يعني منذ نشأة الخدمة الخدمة الفرد منذ
+
+142
+00:11:11,050 --> 00:11:18,920
+بداية تأسيسهاأيضا في سنة الف وتسعمائة وتسعة وعشرين
+
+143
+00:11:18,920 --> 00:11:25,690
+.. الف وتسعمائة وتسعة وعشرين هذا أيضا صدر كتابكتاب
+
+144
+00:11:25,690 --> 00:11:30,890
+أيضًا سنوي للخدمة الاجتماعية بيصدر من عام 1929 هذا
+
+145
+00:11:30,890 --> 00:11:35,310
+الكتاب السنوي للخدمة الاجتماعية أيضًا اهتم بموضوع
+
+146
+00:11:35,310 --> 00:11:40,130
+البحث الاجتماعي إذن البحث الاجتماعي منذ أمد بعيد
+
+147
+00:11:40,130 --> 00:11:44,290
+في مهنة الخدمة الاجتماعية أشاروا إليه الخبراء
+
+148
+00:11:44,290 --> 00:11:49,280
+والمختصينولذلك من هنا فيه اهتمام ففي هذا الكتاب
+
+149
+00:11:49,280 --> 00:11:53,540
+كتبت مقالة عن البحث والخدمة الاجتماعية في سنة الف
+
+150
+00:11:53,540 --> 00:11:58,920
+وتسعمائية وسبعة و تلاتين Helen حددت ماذا مصطلح
+
+151
+00:11:58,920 --> 00:12:03,060
+البحث والخدمة الاجتماعية على أنه بيستخدم كمرادف
+
+152
+00:12:03,060 --> 00:12:08,710
+لمصطلح البحث الاجتماعيلكن هناك فرض ما بين البحث
+
+153
+00:12:08,710 --> 00:12:12,230
+الاجتماعي وما بين البحث في الخدمة الاجتماعية
+
+154
+00:12:12,230 --> 00:12:16,330
+سنتعرف عليه أو على هذه الفروق لاحقا ان شاء الله
+
+155
+00:12:22,620 --> 00:12:29,140
+في عندنا أيضًا عام 1949 أيضًا هناك في جماعة ظهرت
+
+156
+00:12:29,140 --> 00:12:33,760
+اسمها جماعة البحث في الخدمة الاجتماعية وهذه
+
+157
+00:12:33,760 --> 00:12:38,140
+الجماعة اهتمت بماذا؟ بفتح قنوات الاتصال بين
+
+158
+00:12:38,140 --> 00:12:43,350
+المهنيينالمتصلين بهذا الموضوع و أصدروا نشرة بعنوان
+
+159
+00:12:43,350 --> 00:12:47,030
+وسائل جديدة في البحث في الخدمة الاجتماعية كل هذا
+
+160
+00:12:47,030 --> 00:12:52,690
+تسلسل تاريخي لكي نعرف متى نشأ البحث اليوم نشأ
+
+161
+00:12:52,690 --> 00:12:56,740
+البحث الاجتماعي في الخدمة الاجتماعيةتسلسل تاريخي
+
+162
+00:12:56,740 --> 00:13:01,740
+وهذا احنا كحصين اجتماعيين يجب ان نعرف ذلك ايضا في
+
+163
+00:13:01,740 --> 00:13:06,240
+عام 1960 اصدر ماجدونالد كتاب بعنوان البحث في
+
+164
+00:13:06,240 --> 00:13:10,620
+الخدمة الاجتماعية وذكر فيه اهمية البحث في الخدمة
+
+165
+00:13:10,620 --> 00:13:15,140
+الاجتماعية وهنا موضح في هذا الكتاب وظيفة البحث في
+
+166
+00:13:15,140 --> 00:13:18,960
+الخدمة الاجتماعية وهي المساهمة في تنمية وزيادة
+
+167
+00:13:18,960 --> 00:13:25,920
+بناء المعرفتنمية وزيادة البناء المعرفي في الخدمة
+
+168
+00:13:25,920 --> 00:13:30,120
+الاجتماعية وهذا ممكن نعتمد عليه لخدمة أهداف الخدمة
+
+169
+00:13:30,120 --> 00:13:35,340
+الاجتماعية بالطرق الأساسية الفرد والجماعة والمجتمع
+
+170
+00:13:35,340 --> 00:13:39,240
+أيضا
+
+171
+00:13:39,240 --> 00:13:45,820
+في تعريف خلصنا الآن التسلسل التاريخيلنشأة البحث في
+
+172
+00:13:45,820 --> 00:13:48,940
+الخدمة الاجتماعية اليوم البحث في الخدمة الاجتماعية
+
+173
+00:13:48,940 --> 00:13:56,160
+يعتبر يعني نعتبره احنا من الطرق التانوية في الخدمة
+
+174
+00:13:56,160 --> 00:13:59,740
+الاجتماعية إلى جانب خدمة الفرد والجماعة والمجتمع
+
+175
+00:13:59,740 --> 00:14:06,000
+فلذلك البحث الاجتماعي بل أحيانا يعتبر طريقة أساسية
+
+176
+00:14:06,000 --> 00:14:10,840
+اليوم كبحث اجتماعي لأننا بنستخدمه في كل مجالات
+
+177
+00:14:10,840 --> 00:14:16,480
+وأيضا وحدات التعاملفي الخدمة الاجتماعية سواء
+
+178
+00:14:16,480 --> 00:14:21,040
+الأفراد أو الجماعات أو المجتمعات فلذلك مهم جدا
+
+179
+00:14:21,040 --> 00:14:24,660
+اليوم البحث الاجتماعي ننتقل من البحث إلى تعريف
+
+180
+00:14:24,660 --> 00:14:30,720
+البحث من التطور التاريخي للبحث كيف كان الآن بدنا
+
+181
+00:14:30,720 --> 00:14:35,640
+نشوف ما معنى البحث في الخدمة الاجتماعية آه فضل يا
+
+182
+00:14:35,640 --> 00:14:39,180
+بنتيالبحث الإجتماعي يعني الجهود المنظمة التي
+
+183
+00:14:39,180 --> 00:14:42,500
+تستهدف السعي وراء الحصول على بيانات ومعلومات كاملة
+
+184
+00:14:42,500 --> 00:14:45,820
+ودقيقة متصلة بالمشكلة من مشكلات الإنسان في صورته
+
+185
+00:14:45,820 --> 00:14:49,440
+كفرد أو في صورته كعدو في جماعة أو في صورته كمواطن
+
+186
+00:14:49,440 --> 00:14:52,960
+يعيش في المجتمع وذلك باستخدام الأسلوب العلمي بقصد
+
+187
+00:14:52,960 --> 00:14:56,480
+بناء وتنة وإتراء البناء المعرف أنظري وتطوير وتحسين
+
+188
+00:14:56,480 --> 00:15:00,340
+الارتقاء بأساليب مارزتها المهنية عند تعاملهم مع
+
+189
+00:15:00,340 --> 00:15:05,380
+المشكلات ومواقف الحياةتعريف طويل ولكن يلخص فيه
+
+190
+00:15:05,380 --> 00:15:11,120
+كلمات بسيطة هذا لدكتور رياض الحمزاوي هذا كان معيد
+
+191
+00:15:11,120 --> 00:15:14,840
+عندما كنا ندرس في الخدمة الاجتماعية في السبعينات
+
+192
+00:15:14,840 --> 00:15:21,660
+والآن هو أستاذ في الخدمة الاجتماعية فلذلك نذكر
+
+193
+00:15:21,660 --> 00:15:25,760
+تعريفه للبحث الاجتماعي البحث الاجتماعي في الخدمة
+
+194
+00:15:25,760 --> 00:15:32,830
+الاجتماعيةيعني هو جهود منظمة إذا يقوم على شيء منظم
+
+195
+00:15:32,830 --> 00:15:36,830
+وعلمي وأيضا بيهدف إلى الحصول على البيانات
+
+196
+00:15:36,830 --> 00:15:41,930
+والمعلومات حول أي مشكلة نريد دراستها أو .. أو لأي
+
+197
+00:15:41,930 --> 00:15:45,610
+موضوع نريد دراسته للوصول إلى جمع هذه البيانات
+
+198
+00:15:45,610 --> 00:15:50,150
+والمعلومات من أجل أن تساعدنا في علاج المشكلة سواء
+
+199
+00:15:50,150 --> 00:15:55,570
+كانت للفرد أو الجماعة أو المجتمعهذه خلاصة التعريف
+
+200
+00:15:55,570 --> 00:15:59,330
+الخاص بيه فلذلك بنعتمد على ماذا؟ على البحث
+
+201
+00:15:59,330 --> 00:16:02,730
+الاجتماعي في الخدمة الاجتماعية لأن البحث الاجتماعي
+
+202
+00:16:02,730 --> 00:16:07,490
+يساعدنا في جمع البيانات والمعلومات حول المشكلة لكي
+
+203
+00:16:07,490 --> 00:16:12,090
+نتخذ القرارات الملائمة والمناسبة في علاج هذه
+
+204
+00:16:12,090 --> 00:16:16,510
+المشكلة سواء كانت هذه المشكلة تهم الفرد أو الجماعة
+
+205
+00:16:16,510 --> 00:16:22,470
+أو المجتمع هذه خلاصة التعريف الخاص بالدكتور رياض
+
+206
+00:16:22,470 --> 00:16:29,260
+الحمزاويفي عندنا أيضًا تعريف آخر لأستاذنا رحمة
+
+207
+00:16:29,260 --> 00:16:34,540
+الله عليه عبد الحليم رضا هذا توفاه الله يعني العام
+
+208
+00:16:34,540 --> 00:16:39,160
+الماضي وأيضًا ندعو له بالرحمة لأن هو أستاذ يعني
+
+209
+00:16:39,160 --> 00:16:44,980
+تتلمذن على يديه فلذلك له تعريف في البحث في الخدمة
+
+210
+00:16:44,980 --> 00:16:48,330
+الاجتماعية تفضل يا بنتيهو استخدام منهج العلم اللي
+
+211
+00:16:48,330 --> 00:16:50,810
+توصل إلى نتائج تركية في إتراء القاعدة العلمية
+
+212
+00:16:50,810 --> 00:16:53,810
+لمهمة القدم الاجتماعية ولتنمية كالياتها التقالية
+
+213
+00:16:53,810 --> 00:16:57,750
+كي تصل أكتر مقدرة على تحقيق أهدافها كويس تعريف
+
+214
+00:16:57,750 --> 00:17:04,450
+قصير وواضحيعني نخص سؤالنا في أن البحث في الخدمة
+
+215
+00:17:04,450 --> 00:17:08,530
+الاجتماعية يستخدم المنهج العلمي لماذا؟ لنصل إلى
+
+216
+00:17:08,530 --> 00:17:12,510
+نتائج في إثراء القاعدة العلمية لمهنة الخدمة
+
+217
+00:17:12,510 --> 00:17:16,910
+الاجتماعية وتنمية إمكانياتها التقنية كي تصبح أكثر
+
+218
+00:17:16,910 --> 00:17:22,020
+مقدرة على تحقيق أهدافهاإذا هنا بنستخدم المنهج
+
+219
+00:17:22,020 --> 00:17:25,860
+العلمي في الخدمة الاجتماعية لكي نصل باستخدام هذا
+
+220
+00:17:25,860 --> 00:17:29,960
+المنهج العلمي لكي نصل إلى تحقيق أهداف مهنة الخدمة
+
+221
+00:17:29,960 --> 00:17:34,980
+الاجتماعية على أساس علمي مدروس فالبحث الاجتماعي
+
+222
+00:17:34,980 --> 00:17:39,760
+يساعدنا على ذلك بدون البحث الاجتماعي لا يمكن نصل
+
+223
+00:17:39,760 --> 00:17:44,440
+إلى القاعدة العلمية السليمة فالبحث هو أساس المعرفة
+
+224
+00:17:44,440 --> 00:17:49,050
+وهو أساس العلم وهو أساس الحقائق العلميةلأن احنا من
+
+225
+00:17:49,050 --> 00:17:53,010
+خلال تعريفنا للبحث قلنا هو البحث ماذا؟ هو الوصول
+
+226
+00:17:53,010 --> 00:17:58,170
+إلى الحقيقة، وصول إلى الحقيقة، دائما توصلنا إلى
+
+227
+00:17:58,170 --> 00:18:01,230
+الحقيقة عن طريق البحث، نتوصل للحقيقة عن طريق
+
+228
+00:18:01,230 --> 00:18:05,570
+البحث، فإذا هنا البحث هو استخدام المنهج العلمي
+
+229
+00:18:05,570 --> 00:18:09,950
+للوصول إلى الحقيقة
+
+230
+00:18:09,950 --> 00:18:13,710
+و الوصول إلى إثراء القاعدة العلمية لمهنة الخدمة
+
+231
+00:18:13,710 --> 00:18:17,790
+الاجتماعية ككلمن أجل ماذا؟ لتنمية الكانيات
+
+232
+00:18:17,790 --> 00:18:23,090
+التقانية ولكي تصبح أكثر مقدرة على تحقيق أهدافها
+
+233
+00:18:23,090 --> 00:18:28,050
+هذا أيضا تعريف آخر للبحث تعريف مبسط لكن كلهم بدوره
+
+234
+00:18:28,050 --> 00:18:33,850
+حول يعني موضوع معين وهو أن البحث ضروري في الخدمة
+
+235
+00:18:33,850 --> 00:18:38,470
+الاجتماعية ضروري جدا للوصول إلى الحقائق ولتنمية
+
+236
+00:18:38,910 --> 00:18:43,150
+الخدمة الاجتماعية على أساس علمي ولتحقيق أهدافها
+
+237
+00:18:43,150 --> 00:18:51,310
+أيضًا على أساس علمي في
+
+238
+00:18:51,310 --> 00:18:57,700
+عندنا حاجة اسمها وظائف البحثأه اي تعريف اذكر اي
+
+239
+00:18:57,700 --> 00:18:59,800
+تعريف ممشي لو قلتلك عارف البحث في الخدمة
+
+240
+00:18:59,800 --> 00:19:02,620
+الاجتماعية انت عارف في هذا التعريف او هذا و
+
+241
+00:19:02,620 --> 00:19:06,420
+الخلاصة واحدة يعني خلاصتهم يعني حتى باسلوبك تستطيع
+
+242
+00:19:06,420 --> 00:19:10,780
+ان تضعي تعريف معين حسب فهمك لهذا التعريف واضح
+
+243
+00:19:10,780 --> 00:19:14,560
+البحث في الخدمة الاجتماعية في عندنا الآن وظيفة
+
+244
+00:19:14,560 --> 00:19:17,900
+البحوث في الخدمة الاجتماعية واهدافها يمكن ان
+
+245
+00:19:17,900 --> 00:19:23,060
+نحددها في هذه الوظائف اللي هي الوظائف ما هي وظائف
+
+246
+00:19:23,060 --> 00:19:29,070
+البحوث في الخدمة الاجتماعيةأيوة يا بنتى تهتم بحوث
+
+247
+00:19:29,070 --> 00:19:31,350
+الخدمة الاجتماعية بالجانب التطبيقى أكثر من
+
+248
+00:19:31,350 --> 00:19:34,270
+اهتمامها بالجانب النظري فيدادك إيه لتحصيل معارف
+
+249
+00:19:34,270 --> 00:19:36,730
+علمية يمكن استخدامها في مختلف مجالات وميادية
+
+250
+00:19:36,730 --> 00:19:40,550
+الخدمة الاجتماعية تهتم بحوث الخدمة بالجانب
+
+251
+00:19:40,550 --> 00:19:47,830
+التطبيقى أكثر من الجانب النظري الشيء طبيعى احنا
+
+252
+00:19:47,830 --> 00:19:54,930
+مهنة الخدمة الاجتماعية مهنة ولكنها مهنة تطبيقية
+
+253
+00:19:56,060 --> 00:19:59,680
+تعتمد على الجانب النظري نعم ولكن أكثر شيء هي
+
+254
+00:19:59,680 --> 00:20:03,980
+للتطبيق الميداني مثل مهنة التمريد هل هي نظرية ولا
+
+255
+00:20:03,980 --> 00:20:07,740
+تطبيقية مع الإنسان؟ تطبيقية الطب كذلك هل هي نظرية
+
+256
+00:20:07,740 --> 00:20:12,200
+ولا تطبيقية؟ هذه كلها مهن تطبيقية والتحليل وغير
+
+257
+00:20:12,200 --> 00:20:16,380
+ذلك هذه كلها مهن إيه تطبيقية مع الإنسان نحن أيضا
+
+258
+00:20:16,380 --> 00:20:20,920
+في إطار هذه المهن التطبيقية مع الإنسان مباشرة
+
+259
+00:20:20,920 --> 00:20:26,420
+فلذلك هي مهنهم هي مهنة تطبيقيةبالإضافة للمعنى
+
+260
+00:20:26,420 --> 00:20:29,980
+التطبيقية الأخرى هذه تكون الخدمة الاجتماعية في
+
+261
+00:20:29,980 --> 00:20:34,180
+المجتمع تتعامل مع الإنسان مباشرة بالتطبيق العملي
+
+262
+00:20:34,180 --> 00:20:39,700
+في مساعدة الفرد والجماعة والمجتمع على حل مشكلتهم
+
+263
+00:20:39,700 --> 00:20:45,260
+والتكيف يعني مع أنفسهم ومع المجتمع من أجل تحقيق
+
+264
+00:20:45,260 --> 00:20:50,660
+التنمية ومن أجل يعني تحقيق التقدم والازدهار فلذلك
+
+265
+00:20:50,660 --> 00:20:55,740
+من هنا إحنا بنركز على إنهمن وظيفة البحوث
+
+266
+00:20:55,740 --> 00:21:00,720
+الاجتماعية أول شيء تهتم بالجانب الإيه؟ التطبيق لكن
+
+267
+00:21:00,720 --> 00:21:05,240
+ليس معناه ذلك أنها لا تهتم بالجانب النظري تهتم
+
+268
+00:21:05,240 --> 00:21:10,140
+ولكن أكثر شيء بالجانب التطبيق أكثر من اهتمامها
+
+269
+00:21:10,140 --> 00:21:14,030
+بالجانب النظري وكذافلذلك هنا بنحصل المعارف احنا
+
+270
+00:21:14,030 --> 00:21:18,250
+العلمية وغير ذلك في الخدمة الاجتماعية ومنجلاتها
+
+271
+00:21:18,250 --> 00:21:23,050
+المختلفة من أجل ماذا؟ من أجل التطبيق العملي للخدمة
+
+272
+00:21:23,050 --> 00:21:27,370
+الاجتماعية عند تعاملنا مع الفرد والجماعة والمجتمع
+
+273
+00:21:27,370 --> 00:21:30,670
+في
+
+274
+00:21:30,670 --> 00:21:36,550
+عندنا أيضا الجانب
+
+275
+00:21:36,550 --> 00:21:39,690
+الثاني او الوظيفة الثانية للبحوث في الخدمة
+
+276
+00:21:39,690 --> 00:21:40,750
+الاجتماعية اللي في الآخر
+
+277
+00:21:48,810 --> 00:21:52,090
+كويس احنا بنستخدم مبادئ عندنا في الخدمة الاجتماعية
+
+278
+00:21:52,090 --> 00:21:56,530
+في خدمة الفرد خدمة الجماعة في تنظيم المجتمع عندنا
+
+279
+00:21:56,530 --> 00:22:01,190
+مبادئ مثل التقبل مثل علاقة المهنية مثل السرية مثل
+
+280
+00:22:01,190 --> 00:22:05,990
+حق تقرير المصير ممكن استغلال الموارد الذاتية
+
+281
+00:22:05,990 --> 00:22:11,710
+للمؤسسة وغير ذلك هدم يعني وغيرها من المبادئ ولذلك
+
+282
+00:22:11,710 --> 00:22:18,250
+عندما نأخذ مبدأ ونطبقهلابد أن نخضع هذا المبدأ إلى
+
+283
+00:22:18,250 --> 00:22:22,050
+البحث العلمي هل يصلح لهذا المجتمع أو لا يصلح نحن
+
+284
+00:22:22,050 --> 00:22:25,610
+في مجتمعنا الفلسطيني مبادئ الخدمة الاجتماعية بطرقة
+
+285
+00:22:25,610 --> 00:22:29,830
+ثلاثة لو أخذنا مبدأ السرية مثلا في تعاملنا مع
+
+286
+00:22:29,830 --> 00:22:32,730
+الفرد أو الجماعة أو المجتمع هل يصلح تطبيقه في
+
+287
+00:22:32,730 --> 00:22:37,490
+مجتمعنا؟ وما هي الحالات الاستثنائية؟لأ ما احنا
+
+288
+00:22:37,490 --> 00:22:41,210
+مابنجرش نقول لأ يا بنت مباشرة هكذا لابد عن دراسة
+
+289
+00:22:41,210 --> 00:22:46,330
+علمية وبحث إذا من هنا البحوث وظيفتها هو التأكد من
+
+290
+00:22:46,330 --> 00:22:51,350
+صحة المبادئ التأكد من ماذا؟ من صحة هذه المبادئ هل
+
+291
+00:22:51,350 --> 00:22:55,790
+مبدأ السرية يصلح لبجتمعنا في كل الأوقات وكل الظروف
+
+292
+00:22:55,790 --> 00:23:00,950
+وكل الحالات؟ والله هناك حالات معينةمبدأ السرية لا
+
+293
+00:23:00,950 --> 00:23:05,050
+يصلح لابد من إبلاغ الجهات المسؤولة مثلا في حالة
+
+294
+00:23:05,050 --> 00:23:08,950
+الخطورة، في حالة كذا، واضح؟ إذا هذه كلها بنطبقها
+
+295
+00:23:08,950 --> 00:23:13,390
+عملي عن طريق استخدام البحث الاجتماعي في الخدمة
+
+296
+00:23:13,390 --> 00:23:17,950
+الاجتماعية، هل يصلح هذا المبدأ أم لا؟ مبدأ كذلك
+
+297
+00:23:17,950 --> 00:23:21,350
+التقبل، هل يصلح أم لا؟ كل هذا بنقل، وأيضا ممكن
+
+298
+00:23:21,350 --> 00:23:25,270
+نكتشف مبادئ جديدة، نستمد مبادئ جديدة من الواقع
+
+299
+00:23:25,840 --> 00:23:29,580
+ونضعها في الخدمة الاجتماعية، هل تصلح أو لا تصلح،
+
+300
+00:23:29,580 --> 00:23:34,220
+من الذي يفيدنا في ذلك؟ البحث الاجتماعي، اللي هو عن
+
+301
+00:23:34,220 --> 00:23:36,820
+طريق البحث العلمي، اللي هو البحوث في الخدمة
+
+302
+00:23:36,820 --> 00:23:39,760
+الاجتماعية، إذا البحوث في الخدمة الاجتماعية من
+
+303
+00:23:39,760 --> 00:23:44,820
+وظيفتها هو التأكد من صحة المبادئ التي نطبقها أو
+
+304
+00:23:44,820 --> 00:23:49,540
+اكتشاف مبادئ جديدة ممكن نستخدمها في مهنة الخدمة
+
+305
+00:23:49,540 --> 00:23:53,820
+الاجتماعية، هذه من وظائف البحث الاجتماعي في الخدمة
+
+306
+00:23:53,820 --> 00:23:56,430
+الاجتماعيةماذا أيضًا؟ هي بنتي
+
+307
+00:24:07,570 --> 00:24:11,490
+يعني خلاصة هذه الوظيفة أنه مابنتركش الجانب النظري،
+
+308
+00:24:11,490 --> 00:24:14,810
+احنا بنهتم أيضًا بالجانب النظري بالإضافة للجانب
+
+309
+00:24:14,810 --> 00:24:19,510
+الـA التطبيقي، وهكذا، فلذلك البحوث عندنا في الخدمة
+
+310
+00:24:19,510 --> 00:24:24,130
+الاجتماعية دائمًا يعني هي اتجاه تطبيقي، لكن أيضًا
+
+311
+00:24:24,130 --> 00:24:28,570
+لا يعني ذلك أننا نلغي الاهتمام بالجانب النظري،
+
+312
+00:24:28,570 --> 00:24:32,190
+فلذلك تهتم البحوث بالجانب النظري بالإضافة للجانب
+
+313
+00:24:32,190 --> 00:24:34,010
+التطبيقي، تفضل يا بنتي
+
+314
+00:24:36,990 --> 00:24:41,390
+بالتطبيقى نعم بالتطبيقى لكن ليس معنا ذلك أننا نلغي
+
+315
+00:24:41,390 --> 00:24:44,730
+الجانب النظري لأ الجانب النظري أيضا ناخد بيه لأنه
+
+316
+00:24:44,730 --> 00:24:49,470
+بيفيدنا في الجانب التطبيقى هذه هي أهم وظائف البحوث
+
+317
+00:24:49,470 --> 00:24:54,470
+في الخدمة الاجتماعية طيب في نقطة الآن تمم علينا
+
+318
+00:24:54,470 --> 00:25:01,970
+ناخدها وهي الفرق بين البحث الاجتماعى و البحث في
+
+319
+00:25:01,970 --> 00:25:05,430
+الخدمة الاجتماعيةإيش الفرق بين البحوث الاجتماعية
+
+320
+00:25:05,430 --> 00:25:09,130
+وبحوث الخدمة الاجتماعية؟ في عندنا خمس نقاط أو خمس
+
+321
+00:25:09,130 --> 00:25:13,250
+خصائص للبحث في الخدمة الاجتماعية ما هي الخصائص
+
+322
+00:25:13,250 --> 00:25:16,230
+اللي بتميز بيها البحث في الخدمة الاجتماعية عن
+
+323
+00:25:16,230 --> 00:25:20,710
+البحث الاجتماعي؟ كل طالبة بتتقولي خاصيةمين ما
+
+324
+00:25:20,710 --> 00:25:23,830
+اتكلمتش، اتفضلي يا بنتى، اتفضلي اتفضلي يركز البحث
+
+325
+00:25:23,830 --> 00:25:27,510
+في الخدمة الاجتماعية على دراسة أثر المشكلة على
+
+326
+00:25:27,510 --> 00:25:30,710
+الإنسان، بينما البحث الاجتماعي يركز على وصف
+
+327
+00:25:30,710 --> 00:25:33,890
+المشكلة أو الظاهرة أو محاول التفسير كويس، هذه
+
+328
+00:25:33,890 --> 00:25:38,330
+الخاصية، لكن في قبل ما نذكر هذه الخصائص، في بتفضوا
+
+329
+00:25:38,330 --> 00:25:40,730
+في شيء معين، ما هو هذا الشيء؟
+
+330
+00:25:43,400 --> 00:25:46,940
+بالضبط إذا البحوث الاجتماعية و البحوث في الخدمة
+
+331
+00:25:46,940 --> 00:25:52,660
+الاجتماعية هي بتهتم بالجانب الاجتماعي بالجانب ال
+
+332
+00:25:52,660 --> 00:25:56,500
+إيه؟ الاجتماعي اللي هي بالمشكلات ذات الطابع
+
+333
+00:25:56,500 --> 00:26:01,340
+الاجتماعي و بالمشكلات اللي لها أثر على الإنسان
+
+334
+00:26:01,340 --> 00:26:07,020
+سواء كان فردا أو جماعة أو مجتمعا طيب ننتقل الآن
+
+335
+00:26:07,020 --> 00:26:12,840
+مباشرة إلى الأثر تفضلي كملييلا الأولى الخاصية
+
+336
+00:26:12,840 --> 00:26:15,560
+الأولى يركز البحث في الخدمة الاجتماعية على دراسة
+
+337
+00:26:15,560 --> 00:26:19,400
+أثر المشكلة على الإنسان أينما البحث الاجتماعي يركز
+
+338
+00:26:19,400 --> 00:26:23,040
+على وصف المشكلة أو الظاهرة أو محاولة تفسير احنا في
+
+339
+00:26:23,040 --> 00:26:26,020
+الخدمة الاجتماعية بنركز على الإنسان و بنساعد
+
+340
+00:26:26,020 --> 00:26:29,000
+الإنسان في علاج مشكلته لكن عندنا في البحث
+
+341
+00:26:29,000 --> 00:26:33,580
+الاجتماعية ممكن احنا نوصف المشكلة و تفسير المشكلة
+
+342
+00:26:33,580 --> 00:26:37,360
+ما هي؟ بشكل عام أه بشكل عام لكن احنا في الخدمة
+
+343
+00:26:37,360 --> 00:26:42,480
+الاجتماعية بهتم بالإنسانبمشكلة الإنسان ومساعدته
+
+344
+00:26:42,480 --> 00:26:47,420
+على حل وعلاج هذه المشكلة. الجانب الآخر، أيوة يا
+
+345
+00:26:47,420 --> 00:26:48,060
+بنت اتفضل.
+
+346
+00:26:57,800 --> 00:27:01,540
+كويس لإن بحوث الخدمة الاجتماعية تطبيقية لما نقول
+
+347
+00:27:01,540 --> 00:27:05,060
+جانب ال Embryo يعني التطبيق فلذلك هي بتهتم بالجانب
+
+348
+00:27:05,060 --> 00:27:11,780
+ال إيه التطبيق و تصل إلى الخلاصة اللي هي استخلاص
+
+349
+00:27:11,780 --> 00:27:15,680
+فكرة أو مجموعة أفكار نظرية بينما البحث الاجتماعي
+
+350
+00:27:15,680 --> 00:27:20,860
+بيتضمن بحوث إيه استقرائية استقرائية تبدأ من فرض أو
+
+351
+00:27:20,860 --> 00:27:25,180
+فروض نظرية وتحاول دراستها وتفسيرها عن طريق ربطها
+
+352
+00:27:25,180 --> 00:27:28,830
+بالواقع الاجتماعيلا بنعيش احنا فيه، لكن بالنسبة
+
+353
+00:27:28,830 --> 00:27:34,250
+للخدمة الاجتماعية هي استخلاصية تطبيقية، واضح؟ طيب،
+
+354
+00:27:34,250 --> 00:27:38,890
+ماذا أيضا؟ أيوة يا بنتي، تفضل .. .. .. ..
+
+355
+00:27:43,300 --> 00:27:48,020
+كويس البحوث الخدمة الاجتماعية عملية تطبيقية لكن
+
+356
+00:27:48,020 --> 00:27:53,980
+البحوث الاجتماعية تنظير وتجريد يعني جوانب نظرية
+
+357
+00:27:53,980 --> 00:27:59,040
+وتجريدية فقط لكن الخدمة الاجتماعية هي تطبيقية
+
+358
+00:27:59,040 --> 00:28:04,700
+تعالج لنا الواقع التطبيقى الواقع الاجتماعى
+
+359
+00:28:04,700 --> 00:28:05,700
+التطبيقى
+
+360
+00:28:09,390 --> 00:28:14,410
+في عندنا نقطة من اللي ما اتكلمتش نهائي اللي ما
+
+361
+00:28:14,410 --> 00:28:18,690
+اتكلمتش بالمرة يعني ولا انت يالا اتفضلي اتفضلي لا
+
+362
+00:28:18,690 --> 00:28:22,730
+تنتهي اتفاضة اجتماعية عادة عند مجرد توصل الى نتائج
+
+363
+00:28:22,730 --> 00:28:25,630
+و التوصيات بالفعل دلوقتي كانت تطبيق نتائج البحر
+
+364
+00:28:25,630 --> 00:28:28,370
+لمشاركة التنمية و الترقب في بداية المدرسة من نظر
+
+365
+00:28:28,370 --> 00:28:32,230
+البحر و كذلك توضيح تطبيقات نتائج البحر في تنمية و
+
+366
+00:28:32,230 --> 00:28:35,410
+تطوير أسلوب و مارسة مهالية الحين ينتهي التطبيق
+
+367
+00:28:35,410 --> 00:28:39,740
+الاجتماعي عادة عند توصف نتائج و التوصيات البحريعني
+
+368
+00:28:39,740 --> 00:28:43,280
+إحنا لما نيجي نعمل بحث في الخدمة الاجتماعية ما
+
+369
+00:28:43,280 --> 00:28:46,880
+بنجافش عند النتائج والتوصيات فقط لابد أن نضع خطة
+
+370
+00:28:46,880 --> 00:28:50,880
+للإصلاح الاجتماعي والتطبيق العملي فلذلك بحوتنا في
+
+371
+00:28:50,880 --> 00:28:55,580
+الخدمة الاجتماعية هي بحوث تطبيقية لوضع خطط للإصلاح
+
+372
+00:28:55,580 --> 00:29:00,180
+الاجتماعي وعلاج المشكلة في حين البحث الاجتماعي
+
+373
+00:29:00,180 --> 00:29:04,380
+يركز على الوصول إلى نتائج البحث والتوصيات فقط
+
+374
+00:29:04,380 --> 00:29:08,840
+ويترك الأمر لمن ياخد بهذه النتائج والتوصياتلكن
+
+375
+00:29:08,840 --> 00:29:13,440
+احنا لأ بناخد هذه النتائج و التوصيات و تطبيقها لكي
+
+376
+00:29:13,440 --> 00:29:17,700
+نضع خطة للاصلاح الاجتماعي او علاج المشكلة ايوة يا
+
+377
+00:29:17,700 --> 00:29:22,160
+بنتي مين اللي مااتكلمتش نهائي انت يالا تفضلي يالا
+
+378
+00:29:22,160 --> 00:29:25,420
+و
+
+379
+00:29:25,420 --> 00:29:33,140
+هذه نقطة مهمة جدا اللي هي الكيف اكثر من الكم الكيف
+
+380
+00:29:33,140 --> 00:29:36,990
+يعني النوعدائما بحوثنا في الخدمة الاجتماعية تركز
+
+381
+00:29:36,990 --> 00:29:42,110
+على النوع اللي هو الطابع الكيفي و ليس الكمي العددي
+
+382
+00:29:42,110 --> 00:29:46,490
+ولذلك هذا ما يميز اللي هي بحوث الخدمة الاجتماعية
+
+383
+00:29:46,490 --> 00:29:50,110
+تركز على النوع اللي هو الطابع الكيفي لأ الطابع
+
+384
+00:29:50,110 --> 00:29:53,670
+الكمي العددي في الأبحاث و عددها و غير ذلك دون
+
+385
+00:29:53,670 --> 00:29:59,280
+الاستفادة لأ نحن نركز على النوع و هكذاطيب إلى هنا
+
+386
+00:29:59,280 --> 00:30:04,320
+يعني ننهي هذه المحاضرة ونكون قد أنهينا في هذه
+
+387
+00:30:04,320 --> 00:30:07,580
+المحاضرة هو البحث في الخدمة الاجتماعية تكلمنا عن
+
+388
+00:30:07,580 --> 00:30:11,820
+التطور التاريخي لمفهوم البحث الاجتماعي في الخدمة
+
+389
+00:30:11,820 --> 00:30:16,590
+الاجتماعية وتعريفالمفهوم البحث في الخدمة
+
+390
+00:30:16,590 --> 00:30:21,290
+الاجتماعية وأيضا تعرضنا إلى وظائف البحث في الخدمة
+
+391
+00:30:21,290 --> 00:30:25,790
+الاجتماعية وأخيرا تعرفنا على الخصائص التي تميز
+
+392
+00:30:25,790 --> 00:30:30,920
+البحث في الخدمة الاجتماعية عن البحث الاجتماعيإلى
+
+393
+00:30:30,920 --> 00:30:35,940
+هنا إن شاء الله في المحاضرة القادمة سناخد أنواع
+
+394
+00:30:35,940 --> 00:30:39,760
+البحوث في الخدمة الاجتماعية إلى هنا ننهي هذه
+
+395
+00:30:39,760 --> 00:30:44,000
+المحاضرة وإلى أن نلتقي بكون في المحاضرة القادمة
+
+396
+00:30:44,000 --> 00:30:49,080
+لكون مني كل تحية وتقدير والسلام عليكم ورحمة الله
+
+397
+00:30:49,080 --> 00:30:50,200
+وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d5f59154bb12821f090d5ca452da02c76339048b
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg.srt
@@ -0,0 +1,1211 @@
+1
+00:00:21,450 --> 00:00:26,030
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:26,030 --> 00:00:30,150
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,150 --> 00:00:35,530
+آله وصحبه أجمعين، أما بعد. في المحاضرة السابقة كنا
+
+4
+00:00:35,530 --> 00:00:41,750
+نتحدث عن الفروض العلمية. تحدثنا عن أنواعها وتحدثنا
+
+5
+00:00:41,750 --> 00:00:49,030
+عن مصادرها، وتحدثنا عن شروطها، وكل ما يتعلق بالفروض
+
+6
+00:00:49,030 --> 00:00:57,410
+العلمية وصياغتها. واليوم سنتحدث عن موضوع جديد، وهو
+
+7
+00:00:57,410 --> 00:01:05,070
+التصميم المنهجي للبحث. التصميم المنهجي للبحث. طبعا
+
+8
+00:01:05,070 --> 00:01:11,270
+التصميم المنهجي يتناول نقاطا سنتحدث فيها، لكن لا
+
+9
+00:01:11,270 --> 00:01:16,110
+نتناول جميع تصميمات المنهج للبحث، ولكن سنتناول
+
+10
+00:01:16,110 --> 00:01:20,710
+المرحلة التحضيرية. سنأخذ المراحل بشكل عام، ثم بعد
+
+11
+00:01:20,710 --> 00:01:27,570
+ذلك نأخذ كل مرحلة على حدة. نبدأ يعني، نأخذ مقدمة
+
+12
+00:01:27,570 --> 00:01:33,470
+بسيطة لكي نتعرف على المنهج
+
+13
+00:01:33,470 --> 00:01:39,820
+والطريقة (method). المنهج يعني في حاجة اسمها المنهج،
+
+14
+00:01:39,820 --> 00:01:43,540
+وفي حاجة اسمها طريقة منهج البحث، وطريقة البحث.
+
+15
+00:01:43,540 --> 00:01:48,460
+المنهج اللي هو إحنا بنسميه الاستراتيجية، يعني يعتبر
+
+16
+00:01:48,460 --> 00:01:52,740
+الأهداف العامة أو الاستراتيجية لهذا البحث. أما ما
+
+17
+00:01:52,740 --> 00:01:57,770
+يتعلق بالطريقة، فهي الوسيلة أو التكتيكات (tactics)
+
+18
+00:01:57,770 --> 00:02:02,450
+التي توصلنا إلى تحقيق الاستراتيجية.
+
+19
+00:02:02,450 --> 00:02:08,010
+هذا الفرق بين كلمة "بحث" research وكلمة method (الطريقة). فلذلك، من هنا منهج البحث هو
+
+20
+00:02:08,010 --> 00:02:15,170
+الاستراتيجية. والطريقة هي الوسيلة أو الوسائل اللازمة
+
+21
+00:02:15,170 --> 00:02:19,670
+لتحقيق الاستراتيجية، وهو لتحقيق البحث. في عندنا عملية
+
+22
+00:02:19,670 --> 00:02:27,320
+البحث هنا، بتنقسم إلى مراحل: اختيار موضوع البحث،
+
+23
+00:02:27,320 --> 00:02:32,440
+تحديد المفاهيم، اختيار تصميم البحث، جمع البيانات،
+
+24
+00:02:32,440 --> 00:02:37,580
+تلخيص البيانات وتحليلها وتفسيرها، ثم كتابة تقرير
+
+25
+00:02:37,580 --> 00:02:42,360
+البحث. هذه كلها اللي هي عملية أو خطوات البحث. طبعا
+
+26
+00:02:42,360 --> 00:02:49,840
+هنا البحث في الخدمة الاجتماعية، طبعا لابد يعني كله
+
+27
+00:02:50,760 --> 00:02:55,400
+يمر بمراحل وخطوات وإجراءات واضحة من أجل
+
+28
+00:02:55,400 --> 00:03:02,420
+الوصول إلى تحقيق البحث وأهدافه. الباحث في الخدمة
+
+29
+00:03:02,420 --> 00:03:07,500
+الاجتماعية يصمم بحثه. طبعا عندما عند تصميم البحث أو
+
+30
+00:03:07,500 --> 00:03:13,580
+التفكير في تصميم البحث، لابد في عندنا ثلاث مراحل
+
+31
+00:03:13,580 --> 00:03:17,200
+ثلاث مراحل يضعها في اعتباره الباحث عندما يقوم بتصميم
+
+32
+00:03:17,990 --> 00:03:22,730
+بحثه. أول مرحلة هي المرحلة التحضيرية. المرحلة
+
+33
+00:03:22,730 --> 00:03:28,700
+التحضيرية، يليها المرحلة الميدانية، ثم المرحلة
+
+34
+00:03:28,700 --> 00:03:34,200
+النهائية. المرحلة التحضيرية اللي هي التعرف بالمرحلة،
+
+35
+00:03:34,200 --> 00:03:40,240
+اللي هي عملية إعداد وتخطيط للبحث. ثم المرحلة
+
+36
+00:03:40,240 --> 00:03:43,740
+الميدانية وهي جمع البيانات من ميدان البحث. المرحلة
+
+37
+00:03:43,740 --> 00:03:47,700
+النهائية، خلاص، اللي هي استخلاص النتائج وكتابة
+
+38
+00:03:47,700 --> 00:03:52,100
+تقرير البحث. هذه المراحل كلها، إن شاء الله، سنأخذها
+
+39
+00:03:52,100 --> 00:03:55,720
+بالتفصيل. كل مرحلة من هذه المراحل التي ذكرناها لها
+
+40
+00:03:55,720 --> 00:04:01,900
+خطوات وإجراءات، مش بس نذكر المرحلة وخلاص، كل
+
+41
+00:04:01,900 --> 00:04:05,780
+مرحلة، نقول المرحلة التحضيرية، إذا لها خطوات
+
+42
+00:04:05,780 --> 00:04:09,640
+وإجراءات لابد من اتباعها. وهذه كل الخطوات
+
+43
+00:04:09,640 --> 00:04:14,200
+والإجراءات مترابطة مع بعضها البعض. وكذلك المراحل
+
+44
+00:04:14,200 --> 00:04:18,460
+الثلاث مترابطة. بدنا نأخذ الآن المرحلة الأولى من
+
+45
+00:04:18,460 --> 00:04:23,440
+مرحلة تصميم البحث، وهي المرحلة التحضيرية. يعني عندما
+
+46
+00:04:23,440 --> 00:04:28,340
+يقوم الباحث باختيار.. يعني بالتفكير في اختيار
+
+47
+00:04:28,340 --> 00:04:32,320
+موضوع البحث. هذه كلها والتخطيط له، الهدف من البحث،
+
+48
+00:04:32,320 --> 00:04:36,600
+وبدّه يضع خطة للبحث، يحدد مجالات البحث، يحدد مناهج
+
+49
+00:04:36,600 --> 00:04:41,040
+البحث، يحدد أدوات البحث. هذه كلها إيش بنسميها؟ تحضيرية.
+
+50
+00:04:41,040 --> 00:04:47,250
+نختار، الباحث بيختار المشكلة.. مشكلة البحث. وبعد
+
+51
+00:04:47,250 --> 00:04:52,770
+ذلك، وخطوة مهمة جدا، اختيار مشكلة البحث. وبعد قليل
+
+52
+00:04:52,770 --> 00:04:56,630
+سنتعرض للعوامل التي.. التي ستؤثر في كيفية
+
+53
+00:04:56,630 --> 00:05:01,790
+اختيار مشكلة البحث وغيرها. تحديد الفروض العلمية،
+
+54
+00:05:05,660 --> 00:05:10,420
+المفاهيم البحث أيضا، انحدد نوع الدراسة، ما نوع
+
+55
+00:05:10,420 --> 00:05:15,700
+الدراسة اللازمة لإجراء البحث. كذلك المنهج والأدوات
+
+56
+00:05:15,700 --> 00:05:20,500
+اللازمة، اللازمة، اللازمة استخدامها في البحث،
+
+57
+00:05:20,500 --> 00:05:24,200
+وكذلك الأدوات اللازمة استخدامها في البحث، سواء
+
+58
+00:05:24,200 --> 00:05:27,700
+أداة، أداةين، ثلاث أدوات، أنواع الأدوات كلها بنبينها.
+
+59
+00:05:27,700 --> 00:05:33,430
+هذه كلها في المرحلة التحضيرية. المجالات كذلك، الثلاث:
+
+60
+00:05:33,430 --> 00:05:37,970
+المجال البشري، المجال الزماني، المجال المكاني للبحث.
+
+61
+00:05:37,970 --> 00:05:41,890
+هذه كلها أيضا لابد أن تكون واضحة. المجال البشري اللي
+
+62
+00:05:41,890 --> 00:05:46,570
+هي عينة البحث، من سنجري عليهم البحث. المجال المكاني،
+
+63
+00:05:46,570 --> 00:05:50,910
+المكان الذي يُجرى فيه البحث. وأيضا الفترة الزمنية
+
+64
+00:05:50,910 --> 00:05:55,990
+اللازمة لإجراء البحث. هذه كلها أيضا سنأخذها
+
+65
+00:05:55,990 --> 00:05:59,400
+بالتفصيل إن شاء الله. والمراحل هذه إحنا بنذكرها الآن
+
+66
+00:05:59,400 --> 00:06:04,380
+إيجازا، ثم بعد ذلك سنفصلها تفصيلا. المرحلة الثانية
+
+67
+00:06:04,380 --> 00:06:08,340
+وهي المرحلة الميدانية. المقصود بالمرحلة الميدانية
+
+68
+00:06:08,340 --> 00:06:12,020
+هو النزول إلى الميدان وجمع البيانات من قبل
+
+69
+00:06:12,020 --> 00:06:17,220
+الباحث أو الباحثين. الباحث أو الباحثين من ميدان
+
+70
+00:06:17,220 --> 00:06:22,320
+البحث، اللي هي جمع البيانات اللازمة. هنا طبعا الباحث
+
+71
+00:06:22,320 --> 00:06:27,280
+يقوم بالاتصال بالمبحوثين، ويعرفهم ما المقصود، ما
+
+72
+00:06:27,280 --> 00:06:31,640
+المطلوب منهم في تعبئة البيانات اللازمة، اللازمة
+
+73
+00:06:31,640 --> 00:06:37,000
+جمعها للبحث. واضح أيضا، ممكن يكون عندنا فريق بحثي.
+
+74
+00:06:37,000 --> 00:06:40,660
+أيضا هذا، لابد أن يُعلم هذا الفريق البحثي ما المطلوب
+
+75
+00:06:40,660 --> 00:06:45,540
+منهم من حيث جمع البيانات، وتدريبهم، وتعليمهم في
+
+76
+00:06:45,540 --> 00:06:50,280
+كيفية جمع البيانات. هذه كلها في مرحلة إيه؟ الميدانية.
+
+77
+00:06:51,610 --> 00:06:55,290
+في عندنا بعد ذلك المرحلة النهائية. خلاص، بعد ما نجمع
+
+78
+00:06:55,290 --> 00:07:04,230
+البيانات، نقوم بتصنيف البيانات وتفريغها وتحليلها،
+
+79
+00:07:04,230 --> 00:07:09,310
+والوصول إلى النتائج. وبعد ذلك توصيات، وبعد ذلك نكتب
+
+80
+00:07:09,310 --> 00:07:13,870
+التقرير. خلال المرحلة النهائية نكتب فيها تقريرا، تقريرا شاملا
+
+81
+00:07:13,870 --> 00:07:17,410
+الذي يشملها، تقرير البحث طبعا.
+
+82
+00:07:21,600 --> 00:07:24,860
+أهم المراحل والخطوات التي نرغب أن يمر بها الباحث
+
+83
+00:07:24,860 --> 00:07:29,060
+الميداني، اللي هي أول حاجة، نيجي نأخذ بالتفصيل الآن
+
+84
+00:07:29,060 --> 00:07:35,040
+اللي هي عملية المرحلة التحضيرية. المرحلة التحضيرية،
+
+85
+00:07:35,040 --> 00:07:40,400
+في عندنا اختيار مشكلة البحث وصياغتها، وهذا أهم شيء
+
+86
+00:07:40,400 --> 00:07:44,120
+في المرحلة التحضيرية، أن نختار موضوع البحث، نختار
+
+87
+00:07:44,120 --> 00:07:49,620
+مشكلة البحث. وهذا يبقى الباحث فيه يعني فترات طويلة
+
+88
+00:07:49,620 --> 00:07:52,880
+من الزمن حتى يختار الموضوع، لأنه يترتب عليها كل
+
+89
+00:07:52,880 --> 00:07:58,770
+الإجراءات التالية للباحث. فاختيار الموضوع مهم جدا،
+
+90
+00:07:58,770 --> 00:08:04,570
+خطوة مهمة جدا، اللي هي اختيار موضوع البحث. ليه؟ لأنه
+
+91
+00:08:04,570 --> 00:08:09,030
+يتوقف على اختيار موضوع البحث المنهج، الأدوات
+
+92
+00:08:09,030 --> 00:08:14,650
+المستخدمة، نوع الدراسة، كذلك هذه كلها يتوقف عليها
+
+93
+00:08:14,650 --> 00:08:20,770
+اللي هي عملية مشكلة البحث، البيانات التي ممكن
+
+94
+00:08:20,770 --> 00:08:29,000
+نجمعها لمشكلة البحث وغير ذلك. في عندنا أول حاجة في
+
+95
+00:08:29,000 --> 00:08:35,060
+اختيار مشكلة البحث، قلناها أيضا، العوامل المؤثرة في
+
+96
+00:08:35,060 --> 00:08:38,540
+اختيار مشكلة البحث. أول شيء بدنا نحدد في اختيار
+
+97
+00:08:38,540 --> 00:08:42,780
+مشكلة البحث، مفهوم المشكلة، ما مفهوم المشكلة التي
+
+98
+00:08:42,780 --> 00:08:47,130
+اختارناها، موضوع البحث. وبعد ذلك بدنا نشوف العوامل
+
+99
+00:08:47,130 --> 00:08:49,890
+المؤثرة في اختيار مشكلة البحث، وهذه التي سنشرحها
+
+100
+00:08:49,890 --> 00:08:53,690
+بالتفصيل إن شاء الله بعد قليل. وكذلك كيفية اختيار
+
+101
+00:08:53,690 --> 00:08:56,730
+هذه المشكلة، والأسس التي يقوم عليها الاختيار
+
+102
+00:08:56,730 --> 00:09:00,710
+والنقاط التي يجب أن تتضمنها الصياغة الصحيحة
+
+103
+00:09:00,710 --> 00:09:07,860
+للمشكلة. وهكذا. بعد ذلك، هنا أول نقطة من
+
+104
+00:09:07,860 --> 00:09:12,380
+عوامل أو صياغة مشكلة البحث وصياغتها، اللي هي بدنا
+
+105
+00:09:12,380 --> 00:09:17,420
+نحدد مفهوم المشكلة (problem). المشكلة، مشكلة
+
+106
+00:09:17,420 --> 00:09:24,400
+البحث. فمشكلة البحث مهمة جدا، ولذلك هنا بدنا نفرق
+
+107
+00:09:24,400 --> 00:09:30,620
+يعني بين كلمة "مشكلة"، بين كلمة "قضية"، بين كلمة "مسألة".
+
+108
+00:09:31,540 --> 00:09:39,740
+إحنا طبعا أحيانا يعني لكل مفهوم استخداماته. القضية
+
+109
+00:09:39,740 --> 00:09:45,620
+تستخدم في المجال الحقوقي والقانوني. المحامي يقول قضية.
+
+110
+00:09:45,620 --> 00:09:49,000
+في
+
+111
+00:09:49,000 --> 00:09:53,740
+الرياضيات، بتقول له مشكلة، قضية، ولا بتقول له مسألة؟
+
+112
+00:09:53,740 --> 00:09:58,780
+مسألة رياضية. لكن إحنا في علم الاجتماع أو الخدمة
+
+113
+00:09:58,780 --> 00:10:05,020
+الاجتماعية نطلق عليها مشكلة، مشكلة البحث، مشكلة.
+
+114
+00:10:05,020 --> 00:10:12,590
+واضح؟ مفهوم هذا الأمر؟ طيب. ولذلك، اليوم المشكلة هو
+
+115
+00:10:12,590 --> 00:10:16,330
+الذي نستخدمه بين الباحثين الاجتماعيين. لكن
+
+116
+00:10:16,330 --> 00:10:21,210
+مشكلة البحث عبارة عن موضوع بحيث يبقى الغموض
+
+117
+00:10:21,210 --> 00:10:26,490
+وبأنها ظاهرة تحتاج إلى تفسير، وبأنها قضية موضع خلاف.
+
+118
+00:10:26,490 --> 00:10:30,390
+فيه البعض يخلط بين مفهوم المشكلة ومفهوم المشكلة
+
+119
+00:10:30,390 --> 00:10:35,330
+الاجتماعية. مشكلة البحث والمشكلة الاجتماعية، أيهما؟
+
+120
+00:10:35,330 --> 00:10:39,470
+يعني هنا لما بدنا نيجي نفسر، فيه اختلاف طبعا.
+
+121
+00:10:39,470 --> 00:10:45,290
+المشكلة الاجتماعية تُعبر عن موقف غامض. المشكلة
+
+122
+00:10:45,290 --> 00:10:48,930
+الاجتماعية تُعبر عن موقف غامض، يتطلب المعالجة. وهذا الموقف ينتج عن، أو المشكلة عن ظروف
+
+123
+00:10:48,930 --> 00:10:53,510
+المجتمع أو البيئة. وهنا طبعا لابد أن نوحد الجهود
+
+124
+00:10:53,510 --> 00:10:59,180
+ونجمعها.. نوحدها.. نجمعها ونوحدها من أجل مواجهة
+
+125
+00:10:59,180 --> 00:11:02,960
+المشكلة، اللي هي المشكلة الاجتماعية. أو ممكن يُعرّف
+
+126
+00:11:02,960 --> 00:11:08,160
+المشكلة أيضا بأنها عقبة أو عقبات تحول بين الظاهرة
+
+127
+00:11:08,160 --> 00:11:11,580
+الاجتماعية وبين أدائها لوظائفها الأساسية. يعني
+
+128
+00:11:11,580 --> 00:11:16,000
+الظاهرة الاجتماعية لا تقوم بوظائفها الأساسية،
+
+129
+00:11:16,000 --> 00:11:19,520
+لها. فهنا يصير مشكلة. يعني لما نقول ظاهرة الزواج، طيب
+
+130
+00:11:19,520 --> 00:11:24,240
+إذا ظاهرة الزواج لم تحقق الوظيفة الخاصة بالزواج، فيه
+
+131
+00:11:24,240 --> 00:11:27,870
+مشكلة ولا ما فيش؟ مشكلة. وهكذا. إذا هنا لا تحقق
+
+132
+00:11:27,870 --> 00:11:33,690
+الظاهرة وظائفها، إذا لم تحقق الظاهرة وظائفها، يكون
+
+133
+00:11:33,690 --> 00:11:38,810
+عندنا مشكلة. ممكن
+
+134
+00:11:38,810 --> 00:11:44,790
+أيضا نعرفها بأنها انحراف عن السلوك العام. يعني
+
+135
+00:11:44,790 --> 00:11:49,410
+المجتمع وضع معايير يسير عليها الناس، وقوانين يسير
+
+136
+00:11:49,410 --> 00:11:55,150
+عليها الناس. لكن إذا انحرف الناس عن هذه المعايير،
+
+137
+00:11:55,150 --> 00:12:00,490
+إيش بيصير عندنا؟ مشكلة. انحراف عن السلوك العام، مثل
+
+138
+00:12:04,670 --> 00:12:08,570
+مشكلة انحراف الأحداث الجانحين. لماذا نسميهم أحداث
+
+139
+00:12:08,570 --> 00:12:13,090
+جانحين؟ لأنهم انحرفوا. مشكلة انحراف الآن، قلنا
+
+140
+00:12:13,090 --> 00:12:17,020
+مشكلة انحراف الأحداث الجانحين. إذا انحرفوا عن إيه؟
+
+141
+00:12:17,020 --> 00:12:20,340
+القواعد العامة للمجتمع، عن قيم المجتمع، وضوابط
+
+142
+00:12:20,340 --> 00:12:24,080
+المجتمع، وقوانين المجتمع، ارتكبوا جنحا، نسميها
+
+143
+00:12:24,080 --> 00:12:29,480
+مخالفات أو جنح. إذا هنا يعني نسمي هنا القضية، أو
+
+144
+00:12:29,480 --> 00:12:34,820
+عفوا، الظاهرة مشكلة، مشكلة، مشكلة اللي هي انحراف
+
+145
+00:12:34,820 --> 00:12:39,100
+الأحداث الجانحين، نسميها مشكلة سلبية، لأن المشكلة
+
+146
+00:12:39,100 --> 00:12:45,670
+دائما لفظها يُبين أنها سلبية. ولو قلنا ظاهرة، الظاهرة
+
+147
+00:12:45,670 --> 00:12:49,310
+لها الناحيتين، السلبية والإيجابية. فلذلك نقول عنها
+
+148
+00:12:49,310 --> 00:12:54,270
+مشكلة انحراف الأحداث الجانحين لأنها مشكلة سلبية.
+
+149
+00:12:54,270 --> 00:12:59,130
+ليه؟ لأنهم انحرفوا عن قيم المجتمع، ومعايير المجتمع،
+
+150
+00:12:59,130 --> 00:13:03,550
+وتقاليده وقوانينه، وارتكبوا بعض المخالفات والجنح.
+
+151
+00:13:03,550 --> 00:13:07,810
+فلذلك من هنا انحرفوا عن معايير المجتمع، فبنسّمّيها
+
+152
+00:13:07,810 --> 00:13:12,870
+إيه؟ مشكلة. مشكلة. طيب.
+
+153
+00:13:24,770 --> 00:13:28,110
+طبعا المشكلة دائما مرتبطة، زي ما قلنا، بالجوانب
+
+154
+00:13:28,110 --> 00:13:31,990
+اللي إيه؟ السلبية أو المرضية، اللي هي لها الجانب
+
+155
+00:13:31,990 --> 00:13:37,350
+اللي إيه؟ المرضي أو السلبي. المشكلة، هذا لفظ المشكلة.
+
+156
+00:13:37,350 --> 00:13:41,810
+لكن مشكلات البحث، سويّة ومرضية.. سويّة ومرضية،
+
+157
+00:13:41,810 --> 00:13:46,910
+مشكلات البحث ما بنقولش عنها كلها مشكلات إيه؟ مرضية
+
+158
+00:13:46,910 --> 00:13:50,310
+أو مشكلات سويّة. لأ، بنطبّق عليها يا إما مشكلات مرضية،
+
+159
+00:13:50,310 --> 00:13:55,340
+يا إما مشكلات سويّة. إذا بنطبّق عليها الناحيتين. واضح؟
+
+160
+00:13:55,340 --> 00:14:00,300
+فلذلك من هنا فيه فرق بين مفهوم المشكلة الاجتماعية
+
+161
+00:14:00,300 --> 00:14:04,240
+ومشكلة البحث. أيهما؟ أو ساعدا. مدام عرفنا هذا العرض
+
+162
+00:14:04,240 --> 00:14:10,560
+الموجز، مشكلة البحث أو المشكلة الاجتماعية. لماذا
+
+163
+00:14:10,560 --> 00:14:17,330
+تشمل الناحية الثانية، السلبية والإيجابية. لكن مشكلة
+
+164
+00:14:17,330 --> 00:14:21,610
+الاجتماعية تشمل ناحية واحدة، وهي الناحية السلبية.
+
+165
+00:14:21,610 --> 00:14:27,690
+فهمنا الفرق بين مشكلة الاجتماعية ومشكلة البحث. طيب.
+
+166
+00:14:27,690 --> 00:14:32,070
+نيجي للعوامل الآن المؤثرة في اختيار مشكلة البحث.
+
+167
+00:14:32,070 --> 00:14:37,410
+خلاص، إحنا عرفنا مشكلة البحث، بدنا نشوف العوامل
+
+168
+00:14:37,410 --> 00:14:44,050
+التي تؤثر فيها. طبعا هنا في عدد من العوامل، وسنشرح
+
+169
+00:14:44,050 --> 00:14:49,370
+كل عامل بالتفصيل. من هذه العوامل التي تؤثر في اختيار
+
+170
+00:14:49,370 --> 00:14:57,230
+البحث أو اختيار مشكلة البحث: أول عامل، الهدف،
+
+171
+00:14:57,230 --> 00:15:03,650
+الهدف. ما هو
+
+223
+00:18:43,540 --> 00:18:47,140
+هم الدافع العلمي و لا الدافع العملي؟ أيهما أهم؟
+
+224
+00:18:47,140 --> 00:18:51,020
+طبعا الاثنان مرتبطان مع بعض، يعني ولهما
+
+225
+00:18:51,020 --> 00:18:56,200
+أهمية. طبعا، هل من واجب الباحث أن يقوم ببحث لغرض
+
+226
+00:18:56,200 --> 00:19:01,290
+العلم فقط أم لحل مشكلة قائمة؟  للمشكلة القائمة، وناحيتان
+
+227
+00:19:01,290 --> 00:19:04,250
+ممكن، يعني، اللي هو لإشباع الدافع العلمي، وفي نفس
+
+228
+00:19:04,250 --> 00:19:11,110
+الوقت من أجل حل مشكلة قائمة في المجتمع. وهكذا، هذه
+
+229
+00:19:11,110 --> 00:19:14,790
+وجهة نظر، يعني، الوجهات النظر المختلفة، نحن
+
+230
+00:19:14,790 --> 00:19:19,010
+لخصناها في أن نربط الدوافع العلمية مع العملية مع
+
+231
+00:19:19,010 --> 00:19:24,730
+بعضها البعض في علاج مشكلات المجتمع. واضح؟ خلاص، نيجي
+
+232
+00:19:24,730 --> 00:19:29,980
+أيضا من العوامل المؤثرة في اختيار مشكلة البحث: الفلسفة
+
+233
+00:19:29,980 --> 00:19:36,260
+الاجتماعية والسياسية للدولة.  ما فلسفتها
+
+234
+00:19:36,260 --> 00:19:41,140
+السياسية والاجتماعية؟ هل الدولة تشجع قيام الأبحاث؟
+
+235
+00:19:41,140 --> 00:19:44,600
+طب،  إذا كانت تشجع قيام الأبحاث، ما نوعية الأبحاث التي
+
+236
+00:19:44,600 --> 00:19:50,060
+تشجعها؟ ما هي... هل تدعم هذه الدولة، كفلسفة سياسية
+
+237
+00:19:50,060 --> 00:19:54,640
+واجتماعية، هل تركز على البحوث الاجتماعية لمعالجة
+
+238
+00:19:54,640 --> 00:19:59,950
+قضايا المجتمع، عفوا، مشكلات المجتمع؟ هل من سياستها
+
+239
+00:19:59,950 --> 00:20:06,010
+تمنح الباحثين الدعم الكافي اللازم للبحث؟ هل من
+
+240
+00:20:06,010 --> 00:20:12,210
+سياستها تركز على مواضيع معينة في البحث؟ تريد من
+
+241
+00:20:12,210 --> 00:20:16,930
+الباحثين دراستها وبحثها؟ إذا هنا، إيش نسميها؟
+
+242
+00:20:16,930 --> 00:20:20,810
+فلسفة الدولة، الفلسفة السياسية والاجتماعية للدولة.
+
+243
+00:20:21,600 --> 00:20:24,500
+فإذا كانت الفلسفة السياسية والاجتماعية للدولة
+
+244
+00:20:24,500 --> 00:20:29,540
+تشجع على قيام البحوث، إذا هنا الباحثون يشجعون على
+
+245
+00:20:29,540 --> 00:20:34,780
+اختيار المشكلات التي ترغب فيها سياسة الدولة. فلسفة
+
+246
+00:20:34,780 --> 00:20:39,040
+سياسة الدولة، أي البحوث، وتركز، تختار الباحثين
+
+247
+00:20:39,040 --> 00:20:43,200
+اللازمين لدراسة هذه المواضيع حسب كفاءتهم وقدرتهم
+
+248
+00:20:43,200 --> 00:20:49,760
+في هذا المجال. إذا، من هنا، طبعا، الحكومة التي تريد
+
+249
+00:20:49,760 --> 00:20:55,260
+مصلحة مجتمعها هي التي تهتم بالبحث العلمي، لأن
+
+250
+00:20:55,260 --> 00:20:58,880
+معالجة قضاء مشاكلنا لا يتم إلا عن طريق البحث
+
+251
+00:20:58,880 --> 00:21:03,850
+العلمي. والدول المتخلفة هي التي لا تهتم بالبحث
+
+252
+00:21:03,850 --> 00:21:07,970
+العلمي، وقضايا مشكلات البحث العلمي ومشكلات المجتمع،
+
+253
+00:21:07,970 --> 00:21:11,970
+دراسات علمية، وهكذا. فلذلك، من هنا، الدولة لها أهمية
+
+254
+00:21:11,970 --> 00:21:15,350
+كبيرة. وأيضا المواضيع التي تختارها الدولة وتطرحها
+
+255
+00:21:15,350 --> 00:21:23,310
+للباحثين كذلك، وهكذا. نعم، هذا كله يركز على الفلسفة
+
+256
+00:21:23,310 --> 00:21:29,350
+الاجتماعية والسياسية للدولة. خلاص؟
+
+257
+00:21:31,220 --> 00:21:37,600
+طبعا الهدف من البحوث دائما هو التخطيط العلمي وحشد
+
+258
+00:21:37,600 --> 00:21:42,180
+الموارد والإمكانيات اللازمة من أجل دراسة المشكلات
+
+259
+00:21:42,180 --> 00:21:47,100
+ووضع الخطط اللازمة لعلاجها.  في حاجة ثالثة من
+
+260
+00:21:47,100 --> 00:21:52,460
+العوامل المؤثرة في اختيار مشكلة البحث: تمويل البحث.
+
+261
+00:21:52,460 --> 00:21:57,020
+التمويل، وعصب الحياة، زي ما نقول، وعصب الأبحاث
+
+262
+00:21:57,020 --> 00:22:02,430
+العلمية. يعني، أبحاث علمية بدون تمويل، مافي شيء، لأنه فيه
+
+263
+00:22:02,430 --> 00:22:06,390
+يعني الباحث، يعني، يقف، لأن الباحث يحتاج إلى موارد
+
+264
+00:22:06,390 --> 00:22:09,790
+مالية. أحيانا نحب نقول: بحوث اجتماعية تحتاج لموارد مالية،
+
+265
+00:22:09,790 --> 00:22:14,380
+وأيضا بحوث علمية تحتاج لموارد مالية. بحوث في الطب،
+
+266
+00:22:14,380 --> 00:22:17,400
+بحوث في الأحياء، بحوث في الكيمياء، بحوث في الفيزياء،
+
+267
+00:22:17,400 --> 00:22:20,640
+تحتاج إلى مواد كيميائية، تحتاج إلى...و...وهكذا.
+
+268
+00:22:20,640 --> 00:22:23,940
+نحن في العلم الاجتماعي، وكذلك في الخدمة الاجتماعية،
+
+269
+00:22:23,940 --> 00:22:29,800
+نحتاج إلى موارد مالية من أجل إعداد البحث، وجمع
+
+270
+00:22:29,800 --> 00:22:34,560
+البيانات، وتفريغها، وتحليلها، ونحتاج إلى جهود
+
+271
+00:22:34,560 --> 00:22:39,480
+بشرية مكثفة، وغير ذلك، وجهود علمية. هذه كلها تحتاج
+
+272
+00:22:39,480 --> 00:22:45,020
+إلى موارد تمويلية. فلذلك، من هنا،
+
+273
+00:22:45,020 --> 00:22:51,080
+التمويل والموارد، التي نقصد بها، يعني، موارد سواء كانت
+
+274
+00:22:51,080 --> 00:22:55,700
+موارد مالية أو موارد بشرية كذلك. لأن أحيانا إذا
+
+275
+00:22:55,700 --> 00:22:59,320
+اخترنا فريق بحث لبحث معين، هذا الفريق يحتاج إلى
+
+276
+00:22:59,320 --> 00:23:03,800
+تمويل ودعم، وفي نفس الوقت، هذا...يحتاج إلى تدريب
+
+277
+00:23:03,800 --> 00:23:07,980
+وغير ذلك. هذا كله يحتاج إلى المال والتمويل. فلذلك،
+
+278
+00:23:07,980 --> 00:23:12,060
+من العوامل المؤثرة في اختيار مشكلة البحث، هو
+
+279
+00:23:12,060 --> 00:23:17,120
+التمويل، والموارد المالية والبشرية. واضح؟
+
+280
+00:23:19,370 --> 00:23:25,810
+طبعا، بعض الدول، يعني، فيها مؤسسات أحيانا تتولى عملية
+
+281
+00:23:25,810 --> 00:23:31,250
+البحث العلمي، وأحيانا الجامعات كذلك، لموظفيها، و
+
+282
+00:23:31,250 --> 00:23:36,010
+للعاملين فيها، وخاصة الأكاديميين وطلابها، تساعدهم
+
+283
+00:23:36,010 --> 00:23:39,590
+أيضا في إجراء البحث العلمي، وقد توفر جزءا من
+
+284
+00:23:39,590 --> 00:23:44,970
+النفقات اللازمة للبحث العلمي، تشجيعا للبحث العلمي.
+
+285
+00:23:45,820 --> 00:23:50,020
+وهذه الجامعات التي يكون عندها وعي وإدراك بأهمية
+
+286
+00:23:50,020 --> 00:23:54,600
+البحوث العلمية للمجتمع، مثل الجامعة الإسلامية عندنا،
+
+287
+00:23:54,600 --> 00:24:00,860
+تهتم بالبحث العلمي، وأيضا تشجع الباحثين من أساتذة
+
+288
+00:24:00,860 --> 00:24:07,100
+الجامعة، وأيضا من العاملين فيها على مختلف مستوياتهم
+
+289
+00:24:07,100 --> 00:24:11,440
+العلمية، ومن طلابها أيضا، بتشجيعهم على عملية البحث
+
+290
+00:24:11,440 --> 00:24:17,550
+العلمي، حتى بحوث التخرج كذلك. نكافئ الطلبة المتفوقين
+
+291
+00:24:17,550 --> 00:24:20,970
+في البحث على مستوى مرحلة البكالوريوس أو الماجستير. فلذلك، من هنا، هذا تشجيع، تشجيع للطلبة، تشجيع
+
+292
+00:24:20,970 --> 00:24:26,110
+للبحث العلمي في البكالوريوس والماجستير، وأيضا
+
+293
+00:24:26,110 --> 00:24:29,690
+لأساتذة الجامعة، تشجيع لهم على اختيار موضوعات للبحث.
+
+294
+00:24:29,690 --> 00:24:33,410
+وقد تساهم الجامعة بجزء من عملية البحث، ماليا وغير
+
+295
+00:24:33,410 --> 00:24:39,050
+ذلك، وتوفير الإمكانيات الأخرى، من مكتبة وكتب وغير ذلك
+
+296
+00:24:39,050 --> 00:24:43,260
+في داخل المكتبة، وبيئة بحثية داخل الجامعة. هذا
+
+297
+00:24:43,260 --> 00:24:47,420
+المقصود بتمويل البحث، واضح؟ إذا، التمويل مهم أم لا  مهم في اختيار المشكلة؟ مهم جدا، مهم جدا. نعم، في
+
+298
+00:24:47,420 --> 00:24:52,240
+عندنا أيضا، ما هو توفر الإمكانيات العلمية اللازمة
+
+299
+00:24:52,240 --> 00:24:57,260
+للبحث. نعم، أيوة يا ابنتي، قولي. البحث، تؤثر الإمكانيات
+
+300
+00:24:57,260 --> 00:25:02,520
+العلمية تأثيرا كبيرا على تحديد مشاكل البحث. في بعض
+
+301
+00:25:02,520 --> 00:25:09,620
+الباحثين، يركزون على دراسة مشاكل التي تدرسها
+
+302
+00:25:09,620 --> 00:25:12,720
+المنهجيات والأدوات المتقدمة أو العلمية أكثر من قبلهم.
+
+303
+00:25:12,720 --> 00:25:16,020
+الأكثر تطورا. نعم، في بعض الباحثين يتناولون مشكلات
+
+304
+00:25:16,020 --> 00:25:18,720
+التي لم تدرسها من قبل، بالمنهج والأدوات، ولكن
+
+305
+00:25:18,720 --> 00:25:22,240
+هنا، مثلا، في علاقة بين المستخدم، الباحث، وبين أدوات البحث.
+
+306
+00:25:22,240 --> 00:25:27,280
+فليس الباحث، مثلا، الذي يعمل عن جناح الأحداد، ليس  لازم  أن يسأل
+
+307
+00:25:27,280 --> 00:25:32,100
+نفسه، عن شخص حدث نفسه. لا بد أن يسأل، ما هي القدوة؟
+
+308
+00:25:32,100 --> 00:25:37,110
+لازم يستخدمها، لكي يدرس المشكلة بشكل موضوعي.
+
+309
+00:25:37,110 --> 00:25:40,070
+لازم يسأل نفسه، عن شيء قدوة
+
+310
+00:25:40,070 --> 00:25:44,150
+لازم يستخدمها، عشان يدرس المشكلة بشكل موضوعي.
+
+311
+00:25:50,240 --> 00:25:54,640
+المتطورة، الأدوات العلمية اللازمة لجمع البيانات في
+
+312
+00:25:54,640 --> 00:25:58,120
+البحث، اللازمة، حتى تكون البيانات صحيحة، من أجل وضع
+
+313
+00:25:58,120 --> 00:26:02,900
+الخطط الصحيحة لعلاج المشكلة في المجتمع. إذا، من هنا،
+
+314
+00:26:02,900 --> 00:26:06,840
+توفر الإمكانيات العلمية اللازمة للبحث يؤثر على
+
+315
+00:26:06,840 --> 00:26:11,280
+مشكلة البحث. إذا توفرت الموارد والإمكانيات العلمية،
+
+316
+00:26:11,280 --> 00:26:16,330
+طبعا، هنا، يعني، بيكون اختيار مشكلة البحث، والسير فيها
+
+317
+00:26:16,330 --> 00:26:20,930
+في اختيار وجمع البيانات وغيرها، يكون أسهل من مشكلة
+
+318
+00:26:20,930 --> 00:26:24,790
+لم تتوفر لها إمكانيات البحث العلمي، ولا أدوات البحث
+
+319
+00:26:24,790 --> 00:26:29,570
+العلمي اللازمة. واضح؟ فلذلك، من هنا، نركز على
+
+320
+00:26:29,570 --> 00:26:35,170
+الإمكانيات ومدى توفرها للبحث.
+
+321
+00:26:35,170 --> 00:26:39,200
+واضح؟ هذه من العوامل المؤثرة في اختيار مشكلة البحث. في
+
+322
+00:26:39,200 --> 00:26:42,780
+عندنا أيضا عامل من العوامل المؤثرة في مشكلة البحث،
+
+323
+00:26:42,780 --> 00:26:50,360
+وهو العامل الشخصي. العامل الشخصي، العامل الشخصي، من
+
+324
+00:26:50,360 --> 00:26:52,680
+لم أتحدث نهائيا، أنا أريد أن أتحدث عن ماذا يا ابنتي؟
+
+325
+00:27:16,960 --> 00:27:23,180
+العامل الشخصي يؤثر في اختيار مشكلة البحث. باحث عنده
+
+326
+00:27:23,180 --> 00:27:27,780
+اتجاهات دينية، قد يختار موضوعات ومشكلات لها علاقة
+
+327
+00:27:27,780 --> 00:27:33,440
+بالدين. واضح؟ فهنا، طبعا، أو قد يميل إلى طائفة أو
+
+328
+00:27:33,440 --> 00:27:37,080
+جماعة أو غير ذلك. هنا يختار موضوعات تهم هذه
+
+329
+00:27:37,080 --> 00:27:41,140
+الطائفة أو الجماعة. نحن لا نمانع في ذلك. البحث
+
+330
+00:27:41,140 --> 00:27:45,690
+العلمي لا يمانع في اختيار مشكلة البحث إذا كان هو من
+
+331
+00:27:45,690 --> 00:27:50,850
+هذه الطائفة أو يميل إليها، وغير ذلك، ولكن في شرط مهم جدا
+
+332
+00:27:50,850 --> 00:27:57,350
+هو أن يكون الباحث موضوعيا، ألا ينحاز، ألا يتحيز
+
+333
+00:27:57,350 --> 00:28:02,170
+لموضوع بحثه، وما نتج عنه. يعني، لابد أن يكون بحثه
+
+334
+00:28:02,170 --> 00:28:06,570
+موضوعيا، خاليا من العوامل الذاتية التي تؤثر على
+
+335
+00:28:06,570 --> 00:28:10,630
+نتائج البحث. هذا المقصود بالعامل الشخصي. إذا، العوامل
+
+336
+00:28:10,630 --> 00:28:14,030
+المؤثرة في اختيار مشكلة البحث: عوامل شخصية، الباحث
+
+337
+00:28:14,030 --> 00:28:17,270
+يميل إلى موضوع معين، إلى دراسة موضوع معين. نعم،
+
+338
+00:28:17,270 --> 00:28:21,570
+ميل، يهمه أو يهم طائفة معينة يميل إليها، وغير ذلك، أو
+
+339
+00:28:21,570 --> 00:28:26,710
+اتجاه فكري معين، مافي مانع، ولكن، لابد ألا ينحاز،
+
+340
+00:28:26,710 --> 00:28:30,810
+لابد أن يكون موضوعيا في اختيار مشكلة البحث وما
+
+341
+00:28:30,810 --> 00:28:34,970
+يترتب عليها من دراسة ونتائج وغير ذلك. واضحة الموضوعية
+
+342
+00:28:34,970 --> 00:28:39,190
+مهمة جدا جدا. هذه هي، إن شاء الله، في
+
+343
+00:28:39,190 --> 00:28:43,370
+المحاضرة القادمة، نأخذ كيفية اختيار مشكلة البحث
+
+344
+00:28:43,370 --> 00:28:48,350
+وغيرها، نكمل موضوعنا. فلذلك، اليوم، تحدثنا عن التصميم
+
+345
+00:28:48,350 --> 00:28:52,930
+المنهجي للبحث، تحدثنا عن مفهوم البحث والطريقة، تحدثنا
+
+346
+00:28:52,930 --> 00:28:55,970
+عن العوامل أو المراحل الخاصة بالبحث، وهي
+
+347
+00:28:55,970 --> 00:28:59,430
+المرحلة التحضيرية، والتنفيذية، والمرحلة النهائية، بإيجاز. ثم بدأنا بالمرحلة التحضيرية، وأول
+
+348
+00:28:59,430 --> 00:29:05,230
+مرحلة، أو أول خطوة، وهي اختيار مشكلة
+
+349
+00:29:05,230 --> 00:29:08,630
+البحث، والعوامل التي تؤثر في اختيار مشكلة البحث. إن
+
+350
+00:29:08,630 --> 00:29:12,390
+شاء الله، في المحاضرة القادمة، نكمل في كيفية اختيار
+
+351
+00:29:12,390 --> 00:29:15,710
+المشكلة، وغيرها من الموضوعات، إلى أن نلتقي في
+
+352
+00:29:15,710 --> 00:29:19,850
+المحاضرة القادمة. لكم مني كل تحية وتقدير، والسلام
+
+353
+00:29:19,850 --> 00:29:24,110
+عليكم ورحمة الله وبركاته.
+
+354
+00:29:24,110 --> 00:29:26,910
+ 
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..7158c2670b4a6998169e78fe5bb5ba681a58ce40
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 3819, "start": 21.45, "end": 38.19, "text": "بسم الله الرحمن الرحيم الحمد لله رب العالمين والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى آله وصحبه أجمعين أما بعد في المحاضرة السابقة كنا نتحدث عن الفروض العلمية", "tokens": [3555, 38251, 21984, 34892, 5016, 27842, 34892, 5016, 32640, 21542, 2304, 3215, 24976, 3224, 12602, 3555, 18863, 45340, 9957, 16070, 9381, 15040, 3660, 16070, 3794, 37440, 15844, 5551, 8592, 28480, 9673, 2288, 3794, 1211, 9957, 8608, 25708, 8315, 3714, 35571, 3215, 4032, 3615, 23942, 19753, 43761, 4032, 9381, 5016, 3555, 3224, 5551, 7435, 2304, 3615, 9957, 5551, 15042, 39182, 8978, 9673, 5016, 46958, 25720, 21136, 16758, 28671, 9122, 8315, 8717, 2655, 24401, 12984, 18871, 27188, 32887, 11242, 18863, 19528, 10632], "avg_logprob": -0.05941357877519396, "compression_ratio": 1.8545454545454545, "no_speech_prob": 7.152557373046875e-07, "words": [{"start": 21.45, "end": 21.77, "word": "بسم", "probability": 0.801513671875}, {"start": 21.77, "end": 22.03, "word": " الله", "probability": 0.96337890625}, {"start": 22.03, "end": 22.49, "word": " الرحمن", "probability": 0.970703125}, {"start": 22.49, "end": 23.07, "word": " الرحيم", "probability": 0.9954427083333334}, {"start": 23.07, "end": 24.69, "word": " الحمد", "probability": 0.90771484375}, {"start": 24.69, "end": 25.05, "word": " لله", "probability": 0.95654296875}, {"start": 25.05, "end": 25.31, "word": " رب", "probability": 0.960693359375}, {"start": 25.31, "end": 26.03, "word": " العالمين", "probability": 0.9923502604166666}, {"start": 26.03, "end": 26.61, "word": " والصلاة", "probability": 0.904296875}, {"start": 26.61, "end": 27.09, "word": " والسلام", "probability": 0.9775390625}, {"start": 27.09, "end": 27.31, "word": " على", "probability": 0.81884765625}, {"start": 27.31, "end": 27.63, "word": " أشرف", "probability": 0.9767252604166666}, {"start": 27.63, "end": 28.31, "word": " المرسلين", "probability": 0.98037109375}, {"start": 28.31, "end": 28.79, "word": " سيدنا", "probability": 0.9632161458333334}, {"start": 28.79, "end": 29.37, "word": " محمد", "probability": 0.98828125}, {"start": 29.37, "end": 30.15, "word": " وعلى", "probability": 0.9505208333333334}, {"start": 30.15, "end": 30.47, "word": " آله", "probability": 0.9345703125}, {"start": 30.47, "end": 30.97, "word": " وصحبه", "probability": 0.88408203125}, {"start": 30.97, "end": 31.53, "word": " أجمعين", "probability": 0.89384765625}, {"start": 31.53, "end": 32.47, "word": " أما", "probability": 0.90380859375}, {"start": 32.47, "end": 32.87, "word": " بعد", "probability": 0.9736328125}, {"start": 32.87, "end": 33.07, "word": " في", "probability": 0.8251953125}, {"start": 33.07, "end": 33.65, "word": " المحاضرة", "probability": 0.9873046875}, {"start": 33.65, "end": 34.27, "word": " السابقة", "probability": 0.9913736979166666}, {"start": 34.27, "end": 35.53, "word": " كنا", "probability": 0.98486328125}, {"start": 35.53, "end": 36.37, "word": " نتحدث", "probability": 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وهذه اللي هنشرحها بالتفصيل ان شاء الله بعد قليل وكذلك كيفية اختيار هذه المشكلة والأسس اللي بيقوم عليها الاختيار والنقاط اللي بغى تجتمل عليها الصياغة الصحيحة للمشكلة", "tokens": [37746, 22488, 29910, 23275, 47525, 8315, 8717, 8592, 38688, 18863, 2407, 10943, 1211, 9673, 12984, 37977, 8978, 1975, 9778, 31371, 9640, 37893, 28820, 3660, 29739, 5016, 12984, 37037, 24192, 13672, 1829, 8032, 1863, 46309, 5016, 11296, 20666, 2655, 5172, 9381, 26895, 16472, 13412, 16606, 21984, 39182, 12174, 20292, 1211, 4032, 4117, 8848, 23275, 9122, 33911, 10632, 1975, 9778, 31371, 9640, 29538, 9673, 8592, 28820, 3660, 4032, 6027, 10721, 3794, 3794, 13672, 1829, 4724, 1829, 4587, 20498, 25894, 11296, 2423, 47283, 31371, 9640, 16070, 1863, 4587, 41193, 13672, 1829, 4724, 17082, 7578, 6055, 7435, 39237, 1211, 25894, 11296, 31767, 1829, 5718, 118, 3660, 31767, 5016, 1829, 5016, 3660, 5296, 19528, 8592, 28820, 3660], "avg_logprob": -0.15099557522123894, "compression_ratio": 2.02, "no_speech_prob": 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بدأنا", "probability": 0.9894205729166666}, {"start": 1743.11, "end": 1743.59, "word": " بالمرحلة", "probability": 0.9658203125}, {"start": 1743.59, "end": 1744.35, "word": " التحضيرية", "probability": 0.9568359375}, {"start": 1744.35, "end": 1745.23, "word": " وأول", "probability": 0.63525390625}, {"start": 1745.23, "end": 1745.77, "word": " مرحلة", "probability": 0.8358154296875}, {"start": 1745.77, "end": 1745.93, "word": " اللي", "probability": 0.607177734375}, {"start": 1745.93, "end": 1746.31, "word": " هي", "probability": 0.95751953125}, {"start": 1746.31, "end": 1746.79, "word": " أو", "probability": 0.77392578125}, {"start": 1746.79, "end": 1747.01, "word": " أول", "probability": 0.941650390625}, {"start": 1747.01, "end": 1747.41, "word": " خطوة", "probability": 0.9869384765625}, {"start": 1747.41, "end": 1747.55, "word": " اللي", "probability": 0.756591796875}, {"start": 1747.55, "end": 1747.79, "word": " هي", "probability": 0.984375}, {"start": 1747.79, "end": 1748.21, "word": " اختيار", "probability": 0.8604736328125}, {"start": 1748.21, "end": 1748.63, "word": " مشكلة", "probability": 0.9568684895833334}, {"start": 1748.63, "end": 1749.01, "word": " البحث", "probability": 0.9957682291666666}, {"start": 1749.01, "end": 1749.89, "word": " والعوامل", "probability": 0.94208984375}, {"start": 1749.89, "end": 1750.01, "word": " اللي", "probability": 0.876220703125}, {"start": 1750.01, "end": 1750.51, "word": " تتأثر", "probability": 0.779052734375}, {"start": 1750.51, "end": 1750.65, "word": " في", "probability": 0.7705078125}, {"start": 1750.65, "end": 1751.05, "word": " اختيار", "probability": 0.915771484375}, {"start": 1751.05, "end": 1751.61, "word": " مشكلة", "probability": 0.9500325520833334}, {"start": 1751.61, "end": 1751.99, "word": " البحث", "probability": 0.9972330729166666}, {"start": 1751.99, "end": 1752.39, "word": " ان", "probability": 0.65625}, {"start": 1752.39, "end": 1752.67, "word": " شاء", "probability": 0.9775390625}, {"start": 1752.67, "end": 1752.83, "word": " الله", "probability": 0.9482421875}, {"start": 1752.83, "end": 1753.05, "word": " في", "probability": 0.939453125}, {"start": 1753.05, "end": 1753.51, "word": " المحاضرة", "probability": 0.9898681640625}, {"start": 1753.51, "end": 1753.93, "word": " القادمة", "probability": 0.990234375}, {"start": 1753.93, "end": 1754.45, "word": " نكمل", "probability": 0.98974609375}, {"start": 1754.45, "end": 1754.85, "word": " في", "probability": 0.923828125}, {"start": 1754.85, "end": 1755.29, "word": " كيفية", "probability": 0.98291015625}, {"start": 1755.29, "end": 1755.71, "word": " اختيار", "probability": 0.9542236328125}, {"start": 1755.71, "end": 1756.39, "word": " المشكلة", "probability": 0.995849609375}, {"start": 1756.39, "end": 1757.05, "word": " وغيرها", "probability": 0.9898681640625}, {"start": 1757.05, "end": 1757.19, "word": " من", "probability": 0.9912109375}, {"start": 1757.19, "end": 1757.99, "word": " الموضوعات", "probability": 0.99775390625}, {"start": 1757.99, "end": 1758.45, "word": " إلى", "probability": 0.9208984375}, {"start": 1758.45, "end": 1758.69, "word": " أن", "probability": 0.7587890625}, {"start": 1758.69, "end": 1759.25, "word": " نلتقي", "probability": 0.919921875}, {"start": 1759.25, "end": 1759.85, "word": " في", "probability": 0.9814453125}, {"start": 1759.85, "end": 1760.41, "word": " المحاضرة", "probability": 0.9969482421875}, {"start": 1760.41, "end": 1761.13, "word": " القادمة", "probability": 0.9934895833333334}, {"start": 1761.13, "end": 1761.99, "word": " لقنا", "probability": 0.8035481770833334}, {"start": 1761.99, "end": 1762.33, "word": " مني", "probability": 0.92431640625}, {"start": 1762.33, "end": 1762.53, "word": " كل", "probability": 0.93359375}, {"start": 1762.53, "end": 1762.97, "word": " تحية", "probability": 0.9007161458333334}, {"start": 1762.97, "end": 1763.67, "word": " وتقدير", "probability": 0.8876953125}, {"start": 1763.67, "end": 1764.11, "word": " والسلام", "probability": 0.87451171875}, {"start": 1764.11, "end": 1764.77, "word": " عليكم", "probability": 0.9677734375}, {"start": 1764.77, "end": 1765.57, "word": " ورحمة", "probability": 0.98828125}, {"start": 1765.57, "end": 1765.93, "word": " الله", "probability": 0.97705078125}, {"start": 1765.93, "end": 1766.91, "word": " وبركاته", "probability": 0.9453125}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1768.756875, "duration_after_vad": 1691.478749999996}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..866f47981763eb0dc2e67c6b94208f052bb16db5
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/O7Mf8suGukg_raw.srt
@@ -0,0 +1,1416 @@
+1
+00:00:21,450 --> 00:00:26,030
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:26,030 --> 00:00:30,150
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,150 --> 00:00:35,530
+آله وصحبه أجمعين أما بعد في المحاضرة السابقة كنا
+
+4
+00:00:35,530 --> 00:00:41,750
+نتحدث عن الفروض العلميةتحدثنا عن أنواعها وتحدثنا
+
+5
+00:00:41,750 --> 00:00:49,030
+عن مصادرها وتحدثنا عن شروطها وكل ما يتعلق بالفروض
+
+6
+00:00:49,030 --> 00:00:57,410
+العلمية وصياغتها واليوم سنتحدث عن موضوع جديد وهو
+
+7
+00:00:57,410 --> 00:01:05,070
+التصميم المنهج للبحث التصميم المنهج للبحثطبعا
+
+8
+00:01:05,070 --> 00:01:11,270
+التصميم المنهجي يتناول نقاط سنتحدث فيها لكن لا
+
+9
+00:01:11,270 --> 00:01:16,110
+نتناول جميع تصميم المنهج للبحث ولكن سنتناول
+
+10
+00:01:16,110 --> 00:01:20,710
+المرحلة التحضيرية سنأخذ المراحل بشكل عام ثم بعد
+
+11
+00:01:20,710 --> 00:01:27,570
+ذلك نأخذ كل مرحلة على حدث نبدأ يعني ناخد مقدمة
+
+12
+00:01:27,570 --> 00:01:33,470
+بسيطة لكي نتعرف على المنهج
+
+13
+00:01:33,470 --> 00:01:39,820
+والطريقةmethod المنهج يعني في حاجة اسمها المنهج
+
+14
+00:01:39,820 --> 00:01:43,540
+وفي حاجة اسمها طريقة منهج البحث وطريقة البحث
+
+15
+00:01:43,540 --> 00:01:48,460
+المنهج اللي هو احنا بنسميه الاستراتيجية يعني يعتبر
+
+16
+00:01:48,460 --> 00:01:52,740
+الأهداف العامة او الاستراتيجية هذا البحث أما ما
+
+17
+00:01:52,740 --> 00:01:57,770
+يتعلق بالطريقة فهي الوسيلة أو التكتيكاتالـ tactic
+
+18
+00:01:57,770 --> 00:02:02,450
+الذي يوصلنا إلى الاستراتيجية تحقيق الاستراتيجية
+
+19
+00:02:02,450 --> 00:02:08,010
+هذا الفرق بين كلمة بحث وكلمة بحث اللي هي research
+
+20
+00:02:08,010 --> 00:02:15,170
+وكلمة method الطريقة فلذلك من هنا منهج البحث هو
+
+21
+00:02:15,170 --> 00:02:19,670
+الاستراتيجية الطريقة هي الوسيلة أو الوسائل اللازمة
+
+22
+00:02:19,670 --> 00:02:27,320
+لتحقيق الاستراتيجية وهو لتحقيق البحث في عندناعملية
+
+23
+00:02:27,320 --> 00:02:32,440
+البحث هنا بتنقسم إلى مراحل اختيار موضوع البحث
+
+24
+00:02:32,440 --> 00:02:37,580
+تحديد المفاهيم اختيار تصميم البحث جمع البيانات
+
+25
+00:02:37,580 --> 00:02:42,360
+تلخيص البيانات وتحليلها تفسيرها ثم كتابة تقرير
+
+26
+00:02:42,360 --> 00:02:49,840
+البحث هذه كلها اللي هي عملية أو خطوات البحث طبعا
+
+27
+00:02:50,760 --> 00:02:55,400
+هنا البحث في الخدمة الاجتماعية طبعا لابد يعني كله
+
+28
+00:02:55,400 --> 00:03:02,420
+مراحل امر بمراحل وخطوات واجراءات واضحة من أجل
+
+29
+00:03:02,420 --> 00:03:07,500
+الوصول إلى تحقيق البحث وأهدافه الباحث في الخدمة
+
+30
+00:03:07,500 --> 00:03:13,580
+الاجتماعية بصمم بحثه طبعا عندما عند تصميم البحث أو
+
+31
+00:03:13,580 --> 00:03:17,200
+التفكير في تصميم البحث لابد في عندنا ثلاث مراحل
+
+32
+00:03:17,990 --> 00:03:22,730
+ثلاث مراحل يضعها في دهنه الباحث عندما يقوم بتصميم
+
+33
+00:03:22,730 --> 00:03:28,700
+بحته أول مرحلة هي المرحلة التحضيريةالمرحلة
+
+34
+00:03:28,700 --> 00:03:34,200
+التحذيرية يليها المرحلة الميدانية ثم المرحلة
+
+35
+00:03:34,200 --> 00:03:40,240
+النهائية المرحلة التحذيرية اللي هي التعرف بالمرحلة
+
+36
+00:03:40,240 --> 00:03:43,740
+اللي هي عملية إعداد والتخطيط للبحث ثم المرحلة
+
+37
+00:03:43,740 --> 00:03:47,700
+الميدانية وهي جمع البيانات من ميدان البحث المرحلة
+
+38
+00:03:47,700 --> 00:03:52,100
+التنفيذية خلاص اللي هي استخلاص النتائج وكتابة
+
+39
+00:03:52,100 --> 00:03:55,720
+تقرير البحث هذه المراحل كلها ان شاء الله سناخدها
+
+40
+00:03:55,720 --> 00:04:01,900
+بالتفصيلكل مرحلة من هذه المراحل اللي ذكرناها إلا
+
+41
+00:04:01,900 --> 00:04:05,780
+خطوات وإجراءات، مش بس نذكر المرحلة وخلاص، كل
+
+42
+00:04:05,780 --> 00:04:09,640
+مرحلة، نقول المرحلة التحضيرية إذا لها خطوات
+
+43
+00:04:09,640 --> 00:04:14,200
+وإجراءات لابد من إتباعها، وهذه كل الخطوات
+
+44
+00:04:14,200 --> 00:04:18,460
+والإجراءات مترابطة مع بعضها البعض، وكذلك المراحل
+
+45
+00:04:18,460 --> 00:04:23,440
+الثلاث مترابطةبدنا ناخد الآن المرحلة الأولى من
+
+46
+00:04:23,440 --> 00:04:28,340
+مرحلة تصميم البحث وهي المرحلة التحضيرية يعني عندما
+
+47
+00:04:28,340 --> 00:04:32,320
+يقوم الباحث باختيار .. يعني بالتفكير في اختيار
+
+48
+00:04:32,320 --> 00:04:36,600
+موضوع البحث هذه كلها والتقطيط له الهدف من البحث
+
+49
+00:04:36,600 --> 00:04:41,040
+وبده يضع خطة للبحث يحدد مجالات البحث يحدد مناهج
+
+50
+00:04:41,040 --> 00:04:47,250
+البحث يحدد أدوات البحث هذه كلها إيش بنسميهاتحذيرية
+
+51
+00:04:47,250 --> 00:04:52,770
+نختار الباحث بيختار المشكلة .. مشكلة البحث وبعد
+
+52
+00:04:52,770 --> 00:04:56,630
+ذلك وطرأ مهم جدا اختيار مشكلة البحث وبعد قليل
+
+53
+00:04:56,630 --> 00:05:01,790
+سنتعرض الى العوامل التي .. التي ستؤثر في كيفية
+
+54
+00:05:01,790 --> 00:05:05,660
+اختيار مشكلة البحث وغيرهاالتحديد الفروض العلمية
+
+55
+00:05:05,660 --> 00:05:10,420
+المفاهيم البحث أيضًا انحدد نوع الدراسة ما نوع
+
+56
+00:05:10,420 --> 00:05:15,700
+الدراسة اللازمة لإجراء البحث كذلك المنهج والأدوات
+
+57
+00:05:15,700 --> 00:05:20,500
+المنهج اللازمة اللازمة اللازمة استخدامها في البحث
+
+58
+00:05:20,500 --> 00:05:24,200
+وكذلك الأدوات اللازمة استخدامها في البحث سواء
+
+59
+00:05:24,200 --> 00:05:27,700
+أداء، أدتين، ثلاث أدوات، أنواع الأدوات كلها بنبين
+
+60
+00:05:27,700 --> 00:05:33,430
+هذه كلها في المرحلة التحضيريةالمجالات كذلك الثلاث
+
+61
+00:05:33,430 --> 00:05:37,970
+المجال البشري المجال الزماني المجال المكاني للبحث
+
+62
+00:05:37,970 --> 00:05:41,890
+هذه كلها أيضا لابد تكون واضحة المجال البشري اللي
+
+63
+00:05:41,890 --> 00:05:46,570
+هي عينة البحث من سنجر عليهم البحث المجال المكاني
+
+64
+00:05:46,570 --> 00:05:50,910
+المكان اللي يجرى فيه البحث وأيضا الفترة الزمنية
+
+65
+00:05:50,910 --> 00:05:55,990
+اللازمة لإجراء البحث هذه كلها أيضا سناخدها
+
+66
+00:05:55,990 --> 00:05:59,400
+بالتوصيل ان شاء اللهوالمراحل هذه احنا بنذكرها الآن
+
+67
+00:05:59,400 --> 00:06:04,380
+بإجاز ثم بعد ذلك سنفصلها تفصيلا المرحلة الثانية
+
+68
+00:06:04,380 --> 00:06:08,340
+وهي المرحلة الميدانية المقصود بالمرحلة الميدانية
+
+69
+00:06:08,340 --> 00:06:12,020
+هو النزول إلى الميدان وجمع البيانات الباحث من قبل
+
+70
+00:06:12,020 --> 00:06:17,220
+الباحث أو الباحثين الباحث أو الباحثين من ميدان
+
+71
+00:06:17,220 --> 00:06:22,320
+البحث اللي هي جمع البيانات اللازمة هنا طبعا الباحث
+
+72
+00:06:22,320 --> 00:06:27,280
+بيقوم بالاتصال بالمبحثينو بعرفهم ما المقصود ما
+
+73
+00:06:27,280 --> 00:06:31,640
+المطلوب منهم في تعبئة البيانات اللازمة اللازم
+
+74
+00:06:31,640 --> 00:06:37,000
+جمعها للبحث واضح أيضا ممكن يكون عندنا فريق بحثي
+
+75
+00:06:37,000 --> 00:06:40,660
+أيضا هذا لابد أن يعلم هذا الفريق البحثي ما المطلوب
+
+76
+00:06:40,660 --> 00:06:45,540
+منهم من حيث جمع البيانات و تدريبهم و تعليمهم في
+
+77
+00:06:45,540 --> 00:06:50,280
+كيفية جمع البيانات هذه كلها في مرحلة ايه الميدانية
+
+78
+00:06:51,610 --> 00:06:55,290
+في عدنة بعد ذلك برحلة نهائية خلاص بعد ما نجمع
+
+79
+00:06:55,290 --> 00:07:04,230
+البيانات بنقوم بتصنيف البيانات وتفريغها وتحليلها
+
+80
+00:07:04,230 --> 00:07:09,310
+والوصول إلى النتائج وبعد ذلك توصيات وبعد ذلك بنكتب
+
+81
+00:07:09,310 --> 00:07:13,870
+التقرير خلال المهدد بنكتب فيها تقرير تقرير شامل
+
+82
+00:07:13,870 --> 00:07:17,410
+اللي هو بيشملها تقرير البحث طبعا
+
+83
+00:07:21,600 --> 00:07:24,860
+أهم المراحل والخطوات اللي نبغي أن يمر بها الباحث
+
+84
+00:07:24,860 --> 00:07:29,060
+الميداني اللي هي أول حاجة نيجي ناخد بالتفصيل الآن
+
+85
+00:07:29,060 --> 00:07:35,040
+اللي هي عملية المرحلة التحضيرية المرحلة التحضيرية
+
+86
+00:07:35,040 --> 00:07:40,400
+في عندنا اختيار مشكلة البحث وصياغتها وهذا أهم شيء
+
+87
+00:07:40,400 --> 00:07:44,120
+في المرحلة التحضيرية أن نختار موضوع البحث نختار
+
+88
+00:07:44,120 --> 00:07:49,620
+مشكلة البحثوهذا يمكث الباحث فيها يعني فترات طويلة
+
+89
+00:07:49,620 --> 00:07:52,880
+من الزمن حتى يختار الموضوع لأنه بترتب عليها كل
+
+90
+00:07:52,880 --> 00:07:58,770
+الإجراءات التالية للباحثفاختيار الموضوع مهم جدا
+
+91
+00:07:58,770 --> 00:08:04,570
+خطوة مهمة جدا اللي هي اختيار موضوع البحث ليه؟ لأنه
+
+92
+00:08:04,570 --> 00:08:09,030
+بتوقف على اختيار موضوع البحث المنهج الأداء
+
+93
+00:08:09,030 --> 00:08:14,650
+المستخدمة نوع الدراسة كذلك هذه كلها بيتوقف عليها
+
+94
+00:08:14,650 --> 00:08:20,770
+اللي هي عملية مشكلة البحث البيانات اللي ممكن
+
+95
+00:08:20,770 --> 00:08:29,000
+نجمعها لمشكلة البحث وغير ذلكفي عندنا أول حاجة في
+
+96
+00:08:29,000 --> 00:08:35,060
+اختيار مشكلة البحث قلناها أيضا العوامل المؤثرة في
+
+97
+00:08:35,060 --> 00:08:38,540
+اختيار مشكلة البحث أول شي بدنا نحدد في اختيار
+
+98
+00:08:38,540 --> 00:08:42,780
+مشكلة البحث مفهوم المشكلة ما مفهوم المشكلة اللي
+
+99
+00:08:42,780 --> 00:08:47,130
+اختارناها موضوع البحثوبعد ذلك بدنا نشوف العوامل
+
+100
+00:08:47,130 --> 00:08:49,890
+المثلة في اختيار مشكلة البحث وهذه اللي هنشرحها
+
+101
+00:08:49,890 --> 00:08:53,690
+بالتفصيل ان شاء الله بعد قليل وكذلك كيفية اختيار
+
+102
+00:08:53,690 --> 00:08:56,730
+هذه المشكلة والأسس اللي بيقوم عليها الاختيار
+
+103
+00:08:56,730 --> 00:09:00,710
+والنقاط اللي بغى تجتمل عليها الصياغة الصحيحة
+
+104
+00:09:00,710 --> 00:09:07,860
+للمشكلةو كذلك .. و هكذا بعد ذلك هنا أول نقطة من
+
+105
+00:09:07,860 --> 00:09:12,380
+عوامل او صيار مشكلة البحث و صيارتها اللي هي بدنا
+
+106
+00:09:12,380 --> 00:09:17,420
+نحدد مفهوم المشكلة problem problem المشكلة مشكلة
+
+107
+00:09:17,420 --> 00:09:24,400
+البحث فمشكلة البحث مهمة جدا ولذلك هنا بدنا نفرق
+
+108
+00:09:24,400 --> 00:09:30,620
+يعني بين كلمة مشكلة بين كلمة قضية بين كلمة مسألة
+
+109
+00:09:31,540 --> 00:09:39,740
+احنا طبعا أحيانا يعني لكل مفهوم استخداماته القضية
+
+110
+00:09:39,740 --> 00:09:45,620
+تستخدم في المجال الحقوقي والقانون المحام يقول قضية
+
+111
+00:09:45,620 --> 00:09:49,000
+في
+
+112
+00:09:49,000 --> 00:09:53,740
+الرياضيات بتقوله مشكلة قضية ولا بتقوله مسألة؟
+
+113
+00:09:53,740 --> 00:09:58,780
+مسألة الرياضياتلكن احنا في علم الاجتماع أو الخدمة
+
+114
+00:09:58,780 --> 00:10:05,020
+الاجتماعية نطلق عليها مشكلة، مشكلة البحث، مشكلة،
+
+115
+00:10:05,020 --> 00:10:12,590
+واضح؟ مفهوم هذا الأمر؟ طيب ولذلكاليوم المشكلة هو
+
+116
+00:10:12,590 --> 00:10:16,330
+اللي احنا بنستخدمها بين الباحثين الاجتماعيين لكن
+
+117
+00:10:16,330 --> 00:10:21,210
+المشكلة البحث عبارة عن موضوع بحيث بيبقى الغموض
+
+118
+00:10:21,210 --> 00:10:26,490
+وبأنها ظاهرة تحتاج إلى تفسير وبأنها قضية موضع خلاف
+
+119
+00:10:26,490 --> 00:10:30,390
+فيه البعض بيخلط بين مفهوم المشكلة ومفهوم المشكلة
+
+120
+00:10:30,390 --> 00:10:35,330
+الاجتماعيةمشكلة البحث والمشكلة الاجتماعية أيهما
+
+121
+00:10:35,330 --> 00:10:39,470
+يعني هنا لما بدنا نيجي نفسر فيه اختلاف طبعا
+
+122
+00:10:39,470 --> 00:10:45,290
+المشكلة الاجتماعية بتتعبر عن موقف غامض المشكلة
+
+123
+00:10:45,290 --> 00:10:48,930
+الاجتماعية بتتعبر عن موقف غامض يتطلب الايه
+
+124
+00:10:48,930 --> 00:10:53,510
+المعالجة وهذا الموقف بينتج عن او المشكلة عن ظروف
+
+125
+00:10:53,510 --> 00:10:59,180
+المجتمع او البيئة وهنا طبعا لابد اننوحد الجهود
+
+126
+00:10:59,180 --> 00:11:02,960
+ونجمعها .. نوحدها .. نجمعها ونوحدها من أجل مواجهة
+
+127
+00:11:02,960 --> 00:11:08,160
+المشكلة اللي هي المشكلة الاجتماعية أو ممكن يتعرف
+
+128
+00:11:08,160 --> 00:11:11,580
+المشكلة أيضا بأنها عقبة أو عقبات تحول بين الظاهرة
+
+129
+00:11:11,580 --> 00:11:16,000
+الاجتماعية و بين أدائها لوظائفها الأساسية يعني
+
+130
+00:11:16,000 --> 00:11:19,520
+الظاهرة الاجتماعية لا تقوم بتبقي الوظائف الأساسية
+
+131
+00:11:19,520 --> 00:11:24,240
+لها فهنا بيصير مشكلة يعني لما نقول ظاهرة الزواج طب
+
+132
+00:11:24,240 --> 00:11:27,870
+إذا ظاهرة الزواج لم تحقق الوظيفة الخاصة بالزواجفي
+
+133
+00:11:27,870 --> 00:11:33,690
+مشكلة ولا مافيش؟ مشكلة وهكذا إذا هنا لا تحقق
+
+134
+00:11:33,690 --> 00:11:38,810
+الظاهرة وظائفها إذا لم تحقق الظاهرة وظائفها بكون
+
+135
+00:11:38,810 --> 00:11:44,790
+عندنا مشكلة ممكن
+
+136
+00:11:44,790 --> 00:11:49,410
+أيضا انعرفها بأنها انحراف عن السلوك العام يعني
+
+137
+00:11:49,410 --> 00:11:55,150
+المجتمع وضع معيير يسير عليها الناس وقوانين يسير
+
+138
+00:11:55,150 --> 00:12:00,490
+عليها الناسلكن إذا انحرف الناس عن هذه المعايير،
+
+139
+00:12:00,490 --> 00:12:04,670
+إيش بيصير عندنا؟ مشكلة، انحراف عن السلوك العام مثل
+
+140
+00:12:04,670 --> 00:12:08,570
+مشكلة انحراف الأحداث الجانحين، لماذا نسميهم أحداث
+
+141
+00:12:08,570 --> 00:12:13,090
+جانحين؟ لأنهم انحرفوا، مشكلة انحراف الآن، قلنا
+
+142
+00:12:13,090 --> 00:12:17,020
+مشكلة انحرافالاحداث الجانحين إذا انحرفوا عن إيه
+
+143
+00:12:17,020 --> 00:12:20,340
+القواعد العامة للمجتمع عن قيم المجتمع وضوابط
+
+144
+00:12:20,340 --> 00:12:24,080
+المجتمع وقوانين المجتمع ارتكبوا جنح بنسميها
+
+145
+00:12:24,080 --> 00:12:29,480
+مخالفات أو جنح إذا هنا يعني بنسمي هنا القضية أو
+
+146
+00:12:29,480 --> 00:12:34,820
+عفوا الظاهرة مشكلة مشكلة مشكلة اللي هي انحراف
+
+147
+00:12:34,820 --> 00:12:39,100
+الأحداث الجانحين بنسميها مشكلة سلبية لأن المشكلة
+
+148
+00:12:39,100 --> 00:12:45,670
+دائما لفظها يبين أنها سلبيةولو قلنا ظاهرة، الظاهرة
+
+149
+00:12:45,670 --> 00:12:49,310
+الناحيتين السلبية والإيجابية فلذلك بنقول عنها
+
+150
+00:12:49,310 --> 00:12:54,270
+مشكلة انحراف الأحداث الجانحين لأنها مشكلة سلبية
+
+151
+00:12:54,270 --> 00:12:59,130
+ليه؟ لأنهم انحرفوا عن قيم المجتمع وعداد المجتمع
+
+152
+00:12:59,130 --> 00:13:03,550
+وتقاليده وقوانينه وارتكبوا بعض المخالفات والجنح
+
+153
+00:13:03,550 --> 00:13:07,810
+فلذلك من هنا انحرفوا عن معيير المجتمع فبنسميها
+
+154
+00:13:07,810 --> 00:13:12,870
+إيه؟ مشكلة، مشكلة طيب
+
+155
+00:13:24,770 --> 00:13:28,110
+طبعا المشكلة دايما بترتبط زي ما قولنا بالجوانب
+
+156
+00:13:28,110 --> 00:13:31,990
+اللي إيه السلبية أو المرضية اللي هي لها الجانب
+
+157
+00:13:31,990 --> 00:13:37,350
+اللي إيه المرضي أو السلبي المشكلة هذا لف المشكلة
+
+158
+00:13:37,350 --> 00:13:41,810
+لكن مشكلات البحث سوية و المرضية .. سوية و المرضية
+
+159
+00:13:41,810 --> 00:13:46,910
+مشكلات البحث ما بنقولش عنها كلها مشكلات إيه مرضية
+
+160
+00:13:46,910 --> 00:13:50,310
+أو مشكلات سوية لأ بنطبق عليها يا إما مشكلات مرضية
+
+161
+00:13:50,310 --> 00:13:55,340
+يا إما مشكلات سوية إذا بنطبق عليها الناحيتينواضح؟
+
+162
+00:13:55,340 --> 00:14:00,300
+فلذلك من هنا في خلق بين المفهوم مشكلة الاجتماعية
+
+163
+00:14:00,300 --> 00:14:04,240
+ومشكلة البحث أيهما أو ساعدا مدام عرفنا هذا العرض
+
+164
+00:14:04,240 --> 00:14:10,560
+الموجز مشكلة البحث أو المشكلة الاجتماعية لماذا
+
+165
+00:14:10,560 --> 00:14:17,330
+تشمل الناحية تانية السلبية والإيجابيةلكن مشكلة
+
+166
+00:14:17,330 --> 00:14:21,610
+الاجتماعية تشمل ناحية واحدة وهي الناحية السلبية
+
+167
+00:14:21,610 --> 00:14:27,690
+فهمنا الفرق بين مشكلة الاجتماعية ومشكلة البحث طيب
+
+168
+00:14:27,690 --> 00:14:32,070
+نيجي للعوامل الآن المؤثرة في اختيار مشكلة البحث
+
+169
+00:14:32,070 --> 00:14:37,410
+خلاص احنا اقترنا مشكلة البحث بدنا نشوف العوامل
+
+170
+00:14:37,410 --> 00:14:44,050
+اللي بتأثر فيها طبعا هنا في عدد من العوامل وحنشرح
+
+171
+00:14:44,050 --> 00:14:49,370
+كل عامل بالتفصيلمن هذه العوامل التي تؤثر في مشكلة
+
+172
+00:14:49,370 --> 00:14:57,230
+اختيار البحث أو اختيار مشكلة البحث أول عامل الهدف
+
+173
+00:14:57,230 --> 00:15:03,650
+الهدف ما هو الهدف الذي يسعى اليه الباحث الناحية
+
+174
+00:15:03,650 --> 00:15:07,580
+الثانية نوع الفلسفة السياسية والاجتماعية للدولةأو
+
+175
+00:15:07,580 --> 00:15:11,460
+القائمة في الدولة، قيام بعض الأفراد والهيئات، يعني
+
+176
+00:15:11,460 --> 00:15:17,520
+دور المؤسسات في الدولة كذلك، قيام أيضًا مدى توفر
+
+177
+00:15:17,520 --> 00:15:21,480
+الإمكانيات، قيام بعض الأفراد بالانفاق أو المؤسسات
+
+178
+00:15:21,480 --> 00:15:25,700
+بالانفاق على البحوث، أيضًا توفر الإمكانيات اللازمة
+
+179
+00:15:25,700 --> 00:15:30,140
+للبحث، الدوافع الباحث، أيضًا هذه من العوامل بتأثر
+
+180
+00:15:30,140 --> 00:15:33,620
+في اختيار المشكلة، هذه النقاط كلها سندرسها
+
+181
+00:15:33,620 --> 00:15:39,810
+بالتفصيلالنقطة الأولى وهى دوافع البحث دوافع البحث
+
+182
+00:15:39,810 --> 00:15:44,950
+اه ايه وقول يا بنتى اول دافع دافع علمى قد يكون هدف
+
+183
+00:15:44,950 --> 00:15:48,490
+من الدراسة ومجرد البحث العلمى كاختيار نظرية من
+
+184
+00:15:48,490 --> 00:15:51,410
+النظريات او وصف الأحقاق ممكن ان تعتبر أساسا من
+
+185
+00:15:51,410 --> 00:15:55,370
+نظرية جديدة وحينما يكون الدراسة نظرية يكون هدف
+
+186
+00:15:55,370 --> 00:15:58,370
+الرئيس ومجرد إشباعه من غير العلمى اذا فى عندنا
+
+187
+00:15:58,370 --> 00:16:02,720
+دافعين اما دافع علمى او دافع عملي للبحثالدافع
+
+188
+00:16:02,720 --> 00:16:08,700
+العلمي هو إشباع الفضول العلمي لدى الباحث، تقديم
+
+189
+00:16:08,700 --> 00:16:14,280
+إضافات جديدة في العلم، نظرية، تأكد من صحة نظرية أو
+
+190
+00:16:14,280 --> 00:16:18,700
+اكتشاف بعض المفاهيم الجديدة في العلم، هذه كلها
+
+191
+00:16:18,700 --> 00:16:24,650
+جوانب ودوافع علمية لدى الباحثفهذا يعتبر البحث
+
+192
+00:16:24,650 --> 00:16:29,470
+الدافع له اللي هو دافع علمي في الدافع الآخر وهو
+
+193
+00:16:29,470 --> 00:16:32,950
+الدافع العملي الدافع العملي ما المقصود بالدافع
+
+194
+00:16:32,950 --> 00:16:45,910
+العملي؟ أيوة يا بن تقولي يعني
+
+195
+00:16:45,910 --> 00:16:50,310
+الدافع العملي هي إجراءات تطبيقية للعلم لحل مشكلات
+
+196
+00:16:50,310 --> 00:16:55,680
+واقعية في المجتمعبعاني منها المجتمع مشكلات ندرس
+
+197
+00:16:55,680 --> 00:16:59,760
+مشكلة الطلاق و نعرف كيف نعالجها مشكلة شغل وقت
+
+198
+00:16:59,760 --> 00:17:02,640
+الفراغ لدى الشباب و نعرف كيف نعالجها مشكلات
+
+199
+00:17:02,640 --> 00:17:07,060
+الاقتصادية للناس
+
+200
+00:17:07,060 --> 00:17:10,620
+و للمجتمع نعرف كيف نعالجها المشكلات انحراف الأحداث
+
+201
+00:17:10,620 --> 00:17:15,240
+و نعرف كيف نعالجها إذا دراسة تطبيقية مواضيع الهجرة
+
+202
+00:17:15,240 --> 00:17:19,540
+و غير ذلك مواضيع اجتماعية كثيرةمواضيع اجتماعية
+
+203
+00:17:19,540 --> 00:17:23,240
+ومشكلات اجتماعية هذه دوافع علمية تطبيقية إذا
+
+204
+00:17:23,240 --> 00:17:28,580
+الدافع العلمي العملي هو عبارة عن العلاج التطبيقي
+
+205
+00:17:28,580 --> 00:17:33,420
+للمشكلات التي نقوم بدراستها اللي هو وضع خطط للعلاج
+
+206
+00:17:33,420 --> 00:17:36,940
+لعلاج المشكلات اللي بعاني منها المجتمع أو أفراد
+
+207
+00:17:36,940 --> 00:17:46,560
+المجتمع واضح؟ هذا إذا من حيث الدافععنا دافع علمى
+
+208
+00:17:46,560 --> 00:17:50,160
+ودافع عملي لكن هل ممكن أن نفصل الدافع العلمى عن
+
+209
+00:17:50,160 --> 00:17:55,140
+الدافع العملي؟ لأ لأ لماذا؟ لأنهم مكملين لبعض ..
+
+210
+00:17:55,140 --> 00:17:59,780
+مكملين لبعضهم البعض بالرغم أننا درسناهم على حد الا
+
+211
+00:17:59,780 --> 00:18:03,100
+.. ايوة .. مكملين .. احنا لما حكينا ان الهدف
+
+212
+00:18:03,100 --> 00:18:07,140
+الأساسي للبحث بالنسبة للبحث ممكن يكون دافع عملي بس
+
+213
+00:18:07,140 --> 00:18:10,680
+وجد دافع علمى مش بإمكانه انه ي .. ي .. ي .. ي .. ي
+
+214
+00:18:10,680 --> 00:18:11,060
+.. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي
+
+215
+00:18:11,060 --> 00:18:11,980
+.. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي
+
+216
+00:18:11,980 --> 00:18:12,320
+.. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي .. ي
+
+217
+00:18:12,320 --> 00:18:17,140
+.. ي ..التطبيق من أجل التطبيق إذا ممكن نستفيد من
+
+218
+00:18:17,140 --> 00:18:23,780
+.. نعم نستفيد من الدراسات العلمية نظرية نستفيد
+
+219
+00:18:23,780 --> 00:18:27,460
+منها في المجال التطبيقي و كذلك من المجال التطبيقي
+
+220
+00:18:27,460 --> 00:18:31,800
+ممكن نستنبط أيضا نظريات علمية في التطبيق و هكذا
+
+221
+00:18:31,800 --> 00:18:35,280
+خلال الممارسة .. الممارسة المهنية
+
+222
+00:18:38,360 --> 00:18:43,540
+لذلك هنا لو سألنا هذا السائق يعني جوابنا عليه اللي
+
+223
+00:18:43,540 --> 00:18:47,140
+هم الدافع العلمي و لا الدافع العملي أيه هو أهم؟
+
+224
+00:18:47,140 --> 00:18:51,020
+طبعا الأتنين مرتبطين مع بعض من البعض يعني و لهم
+
+225
+00:18:51,020 --> 00:18:56,200
+أهمية طبعا هل من واجب الباحث أن يقوم ببحث لغرض
+
+226
+00:18:56,200 --> 00:19:01,290
+العلم فقط أو حل مشكلة قائمة؟لمشكلة قائمة وناحيتين
+
+227
+00:19:01,290 --> 00:19:04,250
+ممكن يعني اللي هو لإشباع الدفع العلمي وفي نفس
+
+228
+00:19:04,250 --> 00:19:11,110
+الوقت من أجل حل مشكلة قائمة في المجتمع وها كذا هذه
+
+229
+00:19:11,110 --> 00:19:14,790
+وجهة النظر يعني الوجهات النظر المختلفة احنا
+
+230
+00:19:14,790 --> 00:19:19,010
+لقصناها في أنه نربط الدوافع العلمية مع العملية مع
+
+231
+00:19:19,010 --> 00:19:24,730
+بعضهم البعض في علاج مشكلات المجتمع واضح؟ خلاص نيجي
+
+232
+00:19:24,730 --> 00:19:29,980
+أيضا من العوامل تأثر في اختيار مشكلة البحثالفلسفة
+
+233
+00:19:29,980 --> 00:19:36,260
+الاجتماعية والسياسية للدولة للدولة ايش فلسفتها
+
+234
+00:19:36,260 --> 00:19:41,140
+السياسية والاجتماعية هل الدولة بتشجع قيام الأبحاث
+
+235
+00:19:41,140 --> 00:19:44,600
+طب ده بتشجع قيام الأبحاث ما نوعية الأبحاث اللي
+
+236
+00:19:44,600 --> 00:19:50,060
+بتشجعها ما هي .. هل تدعم هذه الدولة كفلسفة سياسية
+
+237
+00:19:50,060 --> 00:19:54,640
+واجتماعية هل بتركزنا على البحوث الاجتماعية لمعالجة
+
+238
+00:19:54,640 --> 00:19:59,950
+قضايا المجتمع عفوا مشكلات المجتمعهل من سياستها
+
+239
+00:19:59,950 --> 00:20:06,010
+تمنح الباحثين الدعم الكافي اللازم للبحث؟ هل من
+
+240
+00:20:06,010 --> 00:20:12,210
+سياستها بتركز على مواضيع معينة في البحث؟ تريد من
+
+241
+00:20:12,210 --> 00:20:16,930
+الباحثين دراستها وبحتها؟ إذا هنا إيش بنسميها؟
+
+242
+00:20:16,930 --> 00:20:20,810
+فلسفة الدولة، الفلسفة السياسية والاجتماعية للدولة
+
+243
+00:20:21,600 --> 00:20:24,500
+فإذا كانت الفلسفة السياسية والاجتماعية للدولة
+
+244
+00:20:24,500 --> 00:20:29,540
+بتشجع على قيام البحوث إذا هنا الباحثين بتشجعوا على
+
+245
+00:20:29,540 --> 00:20:34,780
+اختيار المشاكل التي ترغب فيها سياسة الدولةفلسفة
+
+246
+00:20:34,780 --> 00:20:39,040
+سياسة الدولة أي البحوث وبتركز تختار الباحثين
+
+247
+00:20:39,040 --> 00:20:43,200
+اللازمين لدراسة هذه المواضيع حسب كفائتهم وقبرتهم
+
+248
+00:20:43,200 --> 00:20:49,760
+في هذا المجال إذا من هنا طبعا الحكومة التي تريد
+
+249
+00:20:49,760 --> 00:20:55,260
+مصلحة مجتمعها هي التي تهتم بالبحث العلمي لأن
+
+250
+00:20:55,260 --> 00:20:58,880
+معالجة قضاء مشاكلنا لا يتم إلا عن طريق البحث
+
+251
+00:20:58,880 --> 00:21:03,850
+العلميوالدول المتخلفة هي التي لا تهتم بالبحث
+
+252
+00:21:03,850 --> 00:21:07,970
+العلمي وقضوا مشكلات البحث العلمي ومشكلات المجتمع،
+
+253
+00:21:07,970 --> 00:21:11,970
+دراسات علمية وهكذا فلذلك من هنا الدولة لها أهمية
+
+254
+00:21:11,970 --> 00:21:15,350
+وأيضا المواضيع اللي بتختارها الدولة وبتطرحها
+
+255
+00:21:15,350 --> 00:21:23,310
+للباحثين كذلك وهكذا، نعم هذا كله بتركز على الفلسفة
+
+256
+00:21:23,310 --> 00:21:29,350
+الاجتماعية والسياسية للدولة خلاص؟
+
+257
+00:21:31,220 --> 00:21:37,600
+طبعا الهدف من البحوث دائما هو التخطيط العلمى وحشد
+
+258
+00:21:37,600 --> 00:21:42,180
+الموارد والامكانيات اللازمة من أجل دراسة المشكلات
+
+259
+00:21:42,180 --> 00:21:47,100
+ووضع الخطط اللازمة لعلاجها فى حاجة ثالثة من
+
+260
+00:21:47,100 --> 00:21:52,460
+العوامل التأثر فى اختيار مشكلة البحث تمويل البحث
+
+261
+00:21:52,460 --> 00:21:57,020
+تمويل وتمويل عصب الحياة زى ما نقول وعصب الأبحاث
+
+262
+00:21:57,020 --> 00:22:02,430
+العلمية يعني أبحاث علمية بدون تمويلمافيش لأنه فيه
+
+263
+00:22:02,430 --> 00:22:06,390
+يعني الباحث يعني بيقف لأن الباحث يحتاج إلى موارد
+
+264
+00:22:06,390 --> 00:22:09,790
+أحيانا نحب نقول بحوث اجتماعية تحتاج لموارد مالية
+
+265
+00:22:09,790 --> 00:22:14,380
+أيضا بحوث علمية تحتاج لموارد ماليةبحوث في الطب،
+
+266
+00:22:14,380 --> 00:22:17,400
+بحوث في الأحياء، بحوث في الكيميا، بحوث في الفيزيا،
+
+267
+00:22:17,400 --> 00:22:20,640
+تحتاج إلى مواد كيميائية، تحتاج إلى .. و .. و هكذا
+
+268
+00:22:20,640 --> 00:22:23,940
+احنا في العلم الاجتماعي كذلك و الخدمة الاجتماعية
+
+269
+00:22:23,940 --> 00:22:29,800
+نحتاج إلى موارد مالية من أجل إعداد البحث و جمع
+
+270
+00:22:29,800 --> 00:22:34,560
+البيانات و تفريغها و تحليلها و نحتاج إلى جهود
+
+271
+00:22:34,560 --> 00:22:39,480
+بشرية مكثفة و غير ذلك و جهود علمية، هذه كلها تحتاج
+
+272
+00:22:39,480 --> 00:22:45,020
+إلى مواردتمويل إلى موارد تمويلية فلذلك من هنا
+
+273
+00:22:45,020 --> 00:22:51,080
+تمويل وموارد اللي بنقصد بيها يعني موارد سواء كانت
+
+274
+00:22:51,080 --> 00:22:55,700
+موارد مالية أو موارد بشرية كذلكلأن أحيانا إذا
+
+275
+00:22:55,700 --> 00:22:59,320
+اخترنا فريق بحث لبحث معين هذا الفريق يحتاج إلى
+
+276
+00:22:59,320 --> 00:23:03,800
+تمويل ودعم وفي نفس الوقت هذا ال .. يحتاج إلى تدريب
+
+277
+00:23:03,800 --> 00:23:07,980
+وغير ذلك هذا كله يحتاج إلى المال و التمويل فلذلك
+
+278
+00:23:07,980 --> 00:23:12,060
+من العوام بت .. بتأثر في اختيار مشكلة البحث اللي
+
+279
+00:23:12,060 --> 00:23:17,120
+هو التمويل الموارد المالية و البشرية واضح؟
+
+280
+00:23:19,370 --> 00:23:25,810
+طبعا بعض الدول يعني فيها مؤسسات أحيانا تتولى عملية
+
+281
+00:23:25,810 --> 00:23:31,250
+البحث العلمي و أحيانا الجامعات كذلك لموظفيها و
+
+282
+00:23:31,250 --> 00:23:36,010
+للعملين فيها و خاصة الأكاديميين و طلبتها تساعدهم
+
+283
+00:23:36,010 --> 00:23:39,590
+أيضا في إجراء البحث العلمي و قد توفر جزء من
+
+284
+00:23:39,590 --> 00:23:44,970
+النفقات اللازمة للبحث العلمي تشجيعا للبحث العلمي
+
+285
+00:23:45,820 --> 00:23:50,020
+وهذه الجامعات التي يكون عندها وعي وإدراك بأهمية
+
+286
+00:23:50,020 --> 00:23:54,600
+البحوث العلمية للمجتمع مثل الجامعة الإسلامية عندنا
+
+287
+00:23:54,600 --> 00:24:00,860
+تهتم بالبحث العلمي وأيضا تشجع الباحثين من أساتذة
+
+288
+00:24:00,860 --> 00:24:07,100
+الجامعة وأيضا من العاملين فيها على مختلف مستوياتهم
+
+289
+00:24:07,100 --> 00:24:11,440
+العلمية ومن طلبتها أيضا بتشجيعهم على عملية البحث
+
+290
+00:24:11,440 --> 00:24:17,550
+العلمي حتى بحوث التخرج كذلك نكافئالطلبة المتفوقين
+
+291
+00:24:17,550 --> 00:24:20,970
+في البحث على مستوى مرحلة ال bachelor's أو ال
+
+292
+00:24:20,970 --> 00:24:26,110
+master's فلذلك من هنا هذا تشجيع تشجيع للطلبة تشجيع
+
+293
+00:24:26,110 --> 00:24:29,690
+للبحث العلمي في ال bachelor's و ال master's وايضا
+
+294
+00:24:29,690 --> 00:24:33,410
+لأسادس الجامعة تشجيع لهم على اختيار موضوعات للبحث
+
+295
+00:24:33,410 --> 00:24:39,050
+وقد تساهم الجامعة بجزء من عملية البحث ناليا وغير
+
+296
+00:24:39,050 --> 00:24:43,260
+ذلك وتوفير الإمكانيات الأخرىمن مكتبة وكتب وغير ذلك
+
+297
+00:24:43,260 --> 00:24:47,420
+في داخل المكتبة وبيئة بحثية داخل الجامعة هذا
+
+298
+00:24:47,420 --> 00:24:52,240
+المقصود بتمويل البحث، واضح؟ إذا التمويل مهم ولا مش
+
+299
+00:24:52,240 --> 00:24:57,260
+مهم في اختيار المشكلة؟ مهم جدا، مهم جدا، نعم في
+
+300
+00:24:57,260 --> 00:25:02,520
+عندنا أيضا اللي هي توفر الإمكانيات العلمية اللازمة
+
+301
+00:25:02,520 --> 00:25:09,620
+للبحث، نعم، أيوة يا بنت، قوليالبحث تؤثر الإمكانيات
+
+302
+00:25:09,620 --> 00:25:12,720
+العلمية تأثيرا كبيرة على تحديد مشاكل البحث في بعض
+
+303
+00:25:12,720 --> 00:25:16,020
+المهيزين يتصرفون على دراسة مشاكل التي تتدرسها
+
+304
+00:25:16,020 --> 00:25:18,720
+المنهج و الأدوات المتقدمة أو العلمية أكتر من قبلهم
+
+305
+00:25:18,720 --> 00:25:22,240
+الأكتر بتطور نعم في بعض البحثين يتناول مشاكلات
+
+306
+00:25:22,240 --> 00:25:27,280
+التي لاتتعرض لهم من قبلهم المنهج و الأدوات ولكن
+
+307
+00:25:27,280 --> 00:25:32,100
+هنا مثلا في عندي علاقة بين مستخدم باحث و بناد بحث
+
+308
+00:25:32,100 --> 00:25:37,110
+فمش باحث يعمل مثلا عن جناح الأحدادمش لازم يسأل
+
+309
+00:25:37,110 --> 00:25:40,070
+نفسه عن شخص اللي حدث نفسه، لازم يسأل اي ايش قدوة
+
+310
+00:25:40,070 --> 00:25:44,150
+لازم يستخدمها عشان يدلوا المشكلة بشكل موضوعي
+
+311
+00:25:50,240 --> 00:25:54,640
+المتطورة الأدوات العلمية اللازمة لجمع البيانات في
+
+312
+00:25:54,640 --> 00:25:58,120
+البحث اللازمة حتى تكون البيانات صحيحة من أجل وضع
+
+313
+00:25:58,120 --> 00:26:02,900
+الخطط الصحيحة لعلاج المشكلة في المجتمع إذا من هنا
+
+314
+00:26:02,900 --> 00:26:06,840
+توفر الإمكانيات العلمية اللازمة للبحث بتأثر على
+
+315
+00:26:06,840 --> 00:26:11,280
+مشكلة البحث إذا توفرت الموارد والإمكانيات العلمية
+
+316
+00:26:11,280 --> 00:26:16,330
+طبعا هنا يعني بيكون اختيار مشكلة البحثوالسير فيها
+
+317
+00:26:16,330 --> 00:26:20,930
+في اختيار جمع البيانات وغيرها بكون أسهل من مشكلة
+
+318
+00:26:20,930 --> 00:26:24,790
+لم تتوفر لها إمكانيات البحث العلمي ولا أدوات البحث
+
+319
+00:26:24,790 --> 00:26:29,570
+العلمي اللازمة، واضح؟ فلذلك من هنا بنركز على
+
+320
+00:26:29,570 --> 00:26:35,170
+الإمكانيات ومدى توفرها للبحث،
+
+321
+00:26:35,170 --> 00:26:39,200
+واضح؟ هذه من العوامل بتأثر في اختيار مشكلة البحثفي
+
+322
+00:26:39,200 --> 00:26:42,780
+عندنا أيضا عامل من العوامل التأثرة ومشكلة البحث
+
+323
+00:26:42,780 --> 00:26:50,360
+وهو العامل الشخصي العامل الشخصي العامل الشخصي مين
+
+324
+00:26:50,360 --> 00:26:52,680
+ما اتكلمتش نهائي أنا بده أتكلم أيه يا بنتي؟
+
+325
+00:27:16,960 --> 00:27:23,180
+العمل الشخصي يؤثر في اختيار مشكلة البحثباحث عنده
+
+326
+00:27:23,180 --> 00:27:27,780
+اتجاهات دينية قد يختار موضوعات ومشكلات لها علاقة
+
+327
+00:27:27,780 --> 00:27:33,440
+بالدين واضح فهنا طبعا او قد يميل الى طائفة او
+
+328
+00:27:33,440 --> 00:27:37,080
+جماعة او غير ذلك هنا بيختار موضوعات تهم هذه
+
+329
+00:27:37,080 --> 00:27:41,140
+الطائفة او الجماعة احنا لا نمانع في ذلك البحث
+
+330
+00:27:41,140 --> 00:27:45,690
+العلمي لا يمانع في اختيار مشكلة البحثإذا كان هو من
+
+331
+00:27:45,690 --> 00:27:50,850
+هذه الطائفة أو يميلها وغير ذلك ولكن في شرط مهم جدا
+
+332
+00:27:50,850 --> 00:27:57,350
+هو أن يكون الباحث موضوعيا ألا ينحاز ألا يتحيز
+
+333
+00:27:57,350 --> 00:28:02,170
+لموضوع باحثه وما نتج عنه يعني لابد أن يكون باحثه
+
+334
+00:28:02,170 --> 00:28:06,570
+موضوعيا خالي من العوامل الذاتية التي تؤثر على
+
+335
+00:28:06,570 --> 00:28:10,630
+نتائج البحثهذا المقصود بالعامل الشخصي، إذا العوامل
+
+336
+00:28:10,630 --> 00:28:14,030
+التأثير في اختيار مشكلة البحث، عوامل شخصية، الباحث
+
+337
+00:28:14,030 --> 00:28:17,270
+تميل إلى موضوع معين، إلى دراسة موضوع معين، نعم
+
+338
+00:28:17,270 --> 00:28:21,570
+ميل، يهمك أو يهم طائفة معينة تميلها وغير ذلك أو
+
+339
+00:28:21,570 --> 00:28:26,710
+اتجاه فكري معين، مافي مانع، ولكن اللي لا تنحاز،
+
+340
+00:28:26,710 --> 00:28:30,810
+لابد أن تكون موضوعيا في اختيار مشكلة البحث وما
+
+341
+00:28:30,810 --> 00:28:34,970
+يترتب عليها من دراسة ونتائج وغير ذلكواضح الموضوعية
+
+342
+00:28:34,970 --> 00:28:39,190
+مهمة جدا جدا هذه هي اللي هي العوامل ان شاء الله في
+
+343
+00:28:39,190 --> 00:28:43,370
+المحاضرة القادمة بناخد كيفية اختيار مشكلة البحث
+
+344
+00:28:43,370 --> 00:28:48,350
+وغيرها نكمل موضوعنا فلذلك اليوم تحدثنا عن التصميم
+
+345
+00:28:48,350 --> 00:28:52,930
+المنهج للبحث تحدثنا عن مفهوم البحث والطريقة تحدثنا
+
+346
+00:28:52,930 --> 00:28:55,970
+عن العوامل أو المراحل الخاصة بالبحث اللي هي
+
+347
+00:28:55,970 --> 00:28:59,430
+المرحلة التحضيرية والتنفيذية والمرحلة اللي هي
+
+348
+00:28:59,430 --> 00:29:05,230
+النهائيةبإيجاز ثم بدأنا بالمرحلة التحضيرية وأول
+
+349
+00:29:05,230 --> 00:29:08,630
+مرحلة اللي هي أو أول خطوة اللي هي اختيار مشكلة
+
+350
+00:29:08,630 --> 00:29:12,390
+البحث والعوامل اللي تتأثر في اختيار مشكلة البحث ان
+
+351
+00:29:12,390 --> 00:29:15,710
+شاء الله في المحاضرة القادمة نكمل في كيفية اختيار
+
+352
+00:29:15,710 --> 00:29:19,850
+المشكلة وغيرها من الموضوعات إلى أن نلتقي في
+
+353
+00:29:19,850 --> 00:29:24,110
+المحاضرة القادمة لقنا مني كل تحية وتقدير والسلام
+
+354
+00:29:24,110 --> 00:29:26,910
+عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/PS088fARrGc.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/PS088fARrGc.srt
new file mode 100644
index 0000000000000000000000000000000000000000..15800e0fa00e1b7feb2ba029e16ba27932e4fe51
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/PS088fARrGc.srt
@@ -0,0 +1,1055 @@
+1
+00:00:20,790 --> 00:00:24,670
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,670 --> 00:00:28,670
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,670 --> 00:00:35,810
+آله وصحبه أجمعين، أما بعد. في المحاضرة السابقة كنا
+
+4
+00:00:35,810 --> 00:00:41,910
+نتحدث عن البحوث في الخدمة الاجتماعية، وتكلمنا  نفحة
+
+5
+00:00:41,910 --> 00:00:47,350
+تاريخية عن البحث في الخدمة الاجتماعية. متى نشأ هذا
+
+6
+00:00:47,350 --> 00:00:53,910
+المفهوم؟ وكيف تطور هذا المفهوم؟ ووصلنا إلى المفاهيم
+
+7
+00:00:53,910 --> 00:00:59,170
+الخاصة بالبحث الاجتماعي في الخدمة الاجتماعية اليوم.
+
+8
+00:01:00,090 --> 00:01:03,730
+وأيضًا تكلمنا في المحاضرة السابقة عن وظائف البحوث
+
+9
+00:01:03,730 --> 00:01:07,930
+في الخدمة الاجتماعية، وأخذنا نقطة مهمة جدًا وموضوع
+
+10
+00:01:07,930 --> 00:01:12,490
+عام جدًا، وهو الفرق بين البحوث الاجتماعية والبحوث
+
+11
+00:01:12,490 --> 00:01:16,990
+في الخدمة الاجتماعية. وهذا الفرق عبارة عن خصائص
+
+12
+00:01:16,990 --> 00:01:21,810
+البحوث في الخدمة الاجتماعية، وما تتميز به البحوث في
+
+13
+00:01:21,810 --> 00:01:27,340
+الخدمة الاجتماعية. أيضًا سنكمل موضوعنا: البحوث في
+
+14
+00:01:27,340 --> 00:01:31,600
+الخدمة الاجتماعية من حيث أنواع البحوث في الخدمة
+
+15
+00:01:31,600 --> 00:01:36,280
+الاجتماعية. أنواع البحوث في الخدمة الاجتماعية، هناك
+
+16
+00:01:36,280 --> 00:01:41,080
+نوعًا من البحوث في الخدمة الاجتماعية حسب التقسيمات
+
+17
+00:01:41,080 --> 00:01:49,180
+لـ... فيلب... لـ فيليب كيلين، وأيضًا لـجاهودة. وهنأخذ
+
+18
+00:01:49,180 --> 00:01:59,920
+التصنيفين. سنأخذ التصنيف الأول الخاص بفيليب كيلر. فيليب
+
+19
+00:01:59,920 --> 00:02:06,400
+كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب
+
+20
+00:02:06,400 --> 00:02:06,420
+كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب
+
+21
+00:02:06,420 --> 00:02:06,440
+كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب
+
+22
+00:02:06,440 --> 00:02:06,480
+كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب
+
+23
+00:02:06,480 --> 00:02:06,520
+كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب كيلر فيليب
+
+24
+00:02:06,520 --> 00:02:12,780
+كيلر فيليب كيلر
+
+25
+00:02:12,780 --> 00:02:16,460
+فيلب كيلر فيلب كيل
+
+26
+00:02:24,490 --> 00:02:33,590
+طبعًا Philip Kilin Philip
+
+27
+00:02:33,590 --> 00:02:43,170
+Kilin، بالنسبة لنا Philip Kilin قال لنا بأن هناك
+
+28
+00:02:43,170 --> 00:02:48,250
+خمسة أنواع من البحوث في الخدمة الاجتماعية. النوع
+
+29
+00:02:48,250 --> 00:02:54,570
+الأول: بحوث في أدوات ومناهج البحث. سنعرض هذه البحوث
+
+30
+00:02:54,570 --> 00:02:59,450
+الخمسة، وبعد ذلك تقسيماتها، وبعد ذلك سنتحدث
+
+31
+00:02:59,450 --> 00:03:03,810
+بالتفصيل عن كل نوع من هذه الأنواع. النوع الثاني:
+
+32
+00:03:05,960 --> 00:03:08,460
+الاحتياجات الأساسية للأفراد والجماعات والمجتمعات.
+
+33
+00:03:08,460 --> 00:03:11,520
+كويس. البحث الثالث، نوع الثالث: بحوث الخدمات التي
+
+34
+00:03:11,520 --> 00:03:15,340
+ينبغي تقديمها، مدى ملائمة الخدمات للاحتياجات. بحوث
+
+35
+00:03:15,340 --> 00:03:19,240
+الخدمات. آه يا بنتي! بحوث تقييم النتاج والتأثير على
+
+36
+00:03:19,240 --> 00:03:24,940
+تقييم الخدمات المطلوبة. تقييم الخدمات المطلوبة. أيوة.
+
+37
+00:03:24,940 --> 00:03:28,370
+هنا يعني إذا كنت تقيم أساليب المجتمع، الأساليب
+
+38
+00:03:28,370 --> 00:03:32,450
+تقويم الأساليب، بيكون نوعين من التقويم: تقويم مدى
+
+39
+00:03:32,450 --> 00:03:36,810
+تأثير فعلية الخدمات، والنوع الثاني اللي هو تقويم
+
+40
+00:03:36,810 --> 00:03:42,650
+الأساليب المتبعة في تقديم الخدمات. سندرس الخمسة
+
+41
+00:03:42,650 --> 00:03:47,990
+أنواع. والنوع الأخير اللي هو الرابع والخامس تحت
+
+42
+00:03:47,990 --> 00:03:54,470
+مسمى البحوث التقويمية. الآن طبعًا النوع الأول اللي هي
+
+43
+00:03:54,470 --> 00:03:58,810
+بحوث الأدوات والمناهج. بحوث الأدوات والمناهج، نحن
+
+44
+00:03:58,810 --> 00:04:04,370
+نعلم بأن هناك مناهج للبحث الاجتماعي، وهناك أدوات
+
+45
+00:04:04,370 --> 00:04:08,110
+تستخدم للبحث الاجتماعي. طبعًا من أنواع هذه البحوث:
+
+46
+00:04:08,110 --> 00:04:13,770
+المسح الاجتماعي، منهج دراسة الحالة، منهج الوصفي، منهج
+
+47
+00:04:13,770 --> 00:04:18,290
+التجريب، التاريخي، القياس الاجتماعي، إلى غير ذلك من
+
+48
+00:04:18,290 --> 00:04:23,240
+أنواع البحوث. وهناك أدوات نستخدمها أيضًا. كل منهج
+
+49
+00:04:23,240 --> 00:04:26,920
+يستخدم الأدوات الملائمة له، أو مجموعة الأدوات
+
+50
+00:04:26,920 --> 00:04:32,680
+الملائمة، مثل الملاحظة، الاستبيان، المقابلة، وغير ذلك.
+
+51
+00:04:32,680 --> 00:04:37,660
+هذه أدوات نستخدمها أيضًا في البحث الاجتماعي. إذا
+
+52
+00:04:37,660 --> 00:04:41,980
+هناك نوع من أنواع البحوث في الخدمة الاجتماعية يقيس
+
+53
+00:04:41,980 --> 00:04:47,090
+لنا ما مدى فعلية المناهج أو المنهج المستخدم. وأيضًا
+
+54
+00:04:47,090 --> 00:04:50,390
+ما مدى فعلية الأدوات المستخدمة، هل للأدوات
+
+55
+00:04:50,390 --> 00:04:53,970
+تأثير؟ هل استخدام هذه الأدوات أم أدوات أخرى؟
+
+56
+00:04:53,970 --> 00:04:57,050
+أيهما أنفع؟ وأيهما أجدى في الوصول إلى النتائج
+
+57
+00:04:57,050 --> 00:05:02,010
+الدقيقة للبحث؟ وكذلك المنهج، أي منهج نستخدم؟ منهج
+
+58
+00:05:02,010 --> 00:05:05,150
+المسح الاجتماعي، ولا منهج دراسة الحالة، ولا منهج
+
+59
+00:05:05,150 --> 00:05:08,150
+التاريخ، ولا منهج التجريبي، ولا منهج القياس
+
+60
+00:05:08,150 --> 00:05:12,630
+الاجتماعي، ولا منهج الوصف التحليلي. إذا هناك مناهج
+
+61
+00:05:12,630 --> 00:05:17,370
+عندنا، أو بحوث تقيس لنا ما مدى فعلية المنهج كذلك
+
+62
+00:05:17,370 --> 00:05:22,250
+المستخدم في الوصول إلى النتائج المطلوبة للبحث. فهذه
+
+63
+00:05:22,250 --> 00:05:27,960
+كلها نسميها تحت مسمى بحوث الأدوات والمناهج. هذا هو
+
+64
+00:05:27,960 --> 00:05:33,440
+النوع الأول من أنواع البحوث في الخدمة الاجتماعية.
+
+65
+00:05:33,440 --> 00:05:40,440
+في عندنا نوع ثاني: البحوث الاحتياجات، البحوث اللي
+
+66
+00:05:40,440 --> 00:05:46,020
+بتقيس لنا الاحتياجات المطلوبة. ما هي الاحتياجات؟ ولذلك
+
+67
+00:05:46,020 --> 00:05:52,600
+هذا النوع أيضًا، هنا نعرف مدى الحاجة، وكيف هذه البحوث
+
+68
+00:05:52,600 --> 00:05:56,940
+تقيس لنا الحاجة عند عينة البحث، أو عند مجتمع البحث.
+
+69
+00:05:56,940 --> 00:06:00,840
+فلذلك من هنا، هذا النوع يعني فيه خدمات تقدم
+
+70
+00:06:00,840 --> 00:06:05,140
+للمواطنين، فبدنا نعرف الاحتياجات قبل أن نقدم
+
+71
+00:06:05,140 --> 00:06:09,300
+الخدمات. بدنا نعرف ما هي الاحتياجات اللازمة لتقديمها
+
+72
+00:06:09,300 --> 00:06:14,020
+لهؤلاء المواطنين داخل المجتمع. فإذا من هنا في بحوث
+
+73
+00:06:14,020 --> 00:06:18,680
+تقيس لنا الاحتياجات اللازمة لدى عينة البحث،
+
+74
+00:06:18,680 --> 00:06:23,840
+والمطلوبة، أو من عينة البحث، حتى بناء عليها نستطيع
+
+75
+00:06:23,840 --> 00:06:29,040
+نقدم الخدمة المطلوبة. ولذلك هذه تسمى بحوث قياس
+
+76
+00:06:29,040 --> 00:06:34,370
+الاحتياجات، بحوث الاحتياجات وقياسها. كيف نقيس الحاجة
+
+77
+00:06:34,370 --> 00:06:38,690
+أو الاحتياجات عند عينة البحث، أو عند مجتمع البحث.
+
+78
+00:06:38,690 --> 00:06:44,070
+ولذلك هذا بتوافر فيها جانبين: الكيفي والكمي. الكيفي
+
+79
+00:06:44,070 --> 00:06:50,570
+والكمي أيضًا. ولذلك من هنا مهم جدًا أن نستخدم أو نعمل
+
+80
+00:06:50,570 --> 00:06:54,030
+دراسات، أو نعمل بحوث اللي هي بتقيس لنا الاحتياجات
+
+81
+00:06:54,030 --> 00:07:00,320
+المطلوبة. طبعًا نحن مطلوب منا كأخصائيين اجتماعيين بوضع
+
+82
+00:07:00,320 --> 00:07:03,580
+مقاييس علمية، ممكن نستخدمها في بحوث الخدمة
+
+83
+00:07:03,580 --> 00:07:08,520
+الاجتماعية، بحيث تتمشي مع مجتمعنا، مع ظروف مجتمعنا
+
+84
+00:07:08,520 --> 00:07:14,160
+الفلسطيني. بحوث نضعها لكي نقيس الحاجة، مدى حاجة
+
+85
+00:07:14,160 --> 00:07:18,870
+مجتمع البحث للخدمة. في الأول نعرف الحاجات، علشان
+
+86
+00:07:18,870 --> 00:07:23,310
+أو من أجل معرفة الحاجات أولًا، ثم بعد ذلك نقدر
+
+87
+00:07:23,310 --> 00:07:30,110
+الخدمات المطلوبة لدى أفراد المجتمع. واضح؟ في عندنا
+
+88
+00:07:30,110 --> 00:07:37,390
+أيضًا نوع ثاني يقيس لنا الخدمات، الخدمات المطلوبة.
+
+89
+00:07:37,390 --> 00:07:42,140
+بحوث تقيس لنا الخدمات: ما هي الخدمات؟ وأنواعها
+
+90
+00:07:42,140 --> 00:07:46,840
+المطلوبة؟ ما هي البرامج والمشاريع اللازمة من أجل
+
+91
+00:07:46,840 --> 00:07:53,190
+تقديم الخدمات؟ وهذه بحوث تدرس لنا البرنامج اللازم أو
+
+92
+00:07:53,190 --> 00:07:57,390
+المطلوب، أو المشروع اللازم والمطلوب في تقديم الخدمة
+
+93
+00:07:57,390 --> 00:08:01,330
+المطلوبة. وأيضًا نوع الخدمة، ما هي الخدمة، الخدمات
+
+94
+00:08:01,330 --> 00:08:06,570
+المطلوبة لدى عينات البحث أو مجتمع البحث. لذلك من
+
+95
+00:08:06,570 --> 00:08:10,070
+هنا، على مستوى الفرد، على مستوى الجماعة، على مستوى
+
+96
+00:08:10,070 --> 00:08:14,850
+المجتمع، لابد أن نعرف ما هي الخدمات المطلوبة. فهذه
+
+97
+00:08:14,850 --> 00:08:20,950
+بحوث تقيس خدمات الأفراد، الجماعات، المجتمع ككل. واضح؟
+
+98
+00:08:20,950 --> 00:08:26,890
+حتى نستطيع أن نقدم الخدمة اللازمة للفرد أو للجماعة
+
+99
+00:08:26,890 --> 00:08:32,710
+أو للمجتمع. هدفها نسميها بحوث تقيس لنا الخدمات
+
+100
+00:08:32,710 --> 00:08:42,490
+المطلوبة داخل المجتمع. في عندنا أيضًا، نعم.
+
+101
+00:08:42,490 --> 00:08:51,220
+بحوث إيه؟ بحوث تقويمية. وهذه تشمل النوعين، تشمل بحوث
+
+102
+00:08:51,220 --> 00:08:56,500
+تقويم الخدمات، نتائج الخدمات، النتائج والأساليب.
+
+103
+00:08:56,500 --> 00:09:01,380
+وأيضًا البحوث الثانية، الأساليب التي تقيس الأساليب،
+
+104
+00:09:01,380 --> 00:09:05,380
+أو تعرف لنا مدى فعلية الأساليب في تقديم الخدمات.
+
+105
+00:09:05,380 --> 00:09:10,360
+فهذه بحوث تقويمية نحتاج إليها، علشان نعرف، من أجل أن
+
+106
+00:09:10,360 --> 00:09:19,070
+نعرف ما مدى تأثير هذه، اللي هي النتائج، البحوث هذه، أو
+
+107
+00:09:19,070 --> 00:09:22,970
+الخدمة على الأفراد، وعلى الجماعات، وعلى المجتمع.
+
+108
+00:09:22,970 --> 00:09:26,790
+فلذلك من هنا بنشوف إيش التأثير الكلي والجزئي
+
+109
+00:09:26,790 --> 00:09:32,770
+لبرنامج أو مشروع أو خدمة تقدم للفرد أو الجماعة،
+
+110
+00:09:32,770 --> 00:09:37,950
+والمجتمع. لماذا؟ لنعرف الإيجابيات والسلبيات.
+
+111
+00:09:38,470 --> 00:09:42,590
+الإيجابيات والسلبيات عند تقديمنا الخدمات.
+
+112
+00:09:42,590 --> 00:09:48,870
+والإيجابيات ندعمها، والسلبيات نحاول أن نتلافها أو
+
+113
+00:09:48,870 --> 00:09:54,330
+نقلل منها أو نزيلها. واضح نهائيًا؟ وهكذا. إذا هذه
+
+114
+00:09:54,330 --> 00:10:01,050
+البحوث بتعرفنا على مدى فعلية الخدمات التي تقدم، هل
+
+115
+00:10:01,050 --> 00:10:06,230
+هي لها تأثير في مجتمع البحث أم لا؟ إيجابياتها، ما
+
+116
+00:10:06,230 --> 00:10:09,210
+سلبياتها. هذا النوع الأول من التقويم. فيه بحوث
+
+117
+00:10:09,210 --> 00:10:14,930
+تقويمية لمعرفة مدى الأساليب المستخدمة، مدى فعاليتها،
+
+118
+00:10:14,930 --> 00:10:19,170
+ومدى تأثيرها، وإيجابياتها وسلبياتها، الأساليب
+
+119
+00:10:19,170 --> 00:10:24,050
+المستخدمة في تقديم الخدمات أيضًا لأفراد، والجماعات،
+
+120
+00:10:24,050 --> 00:10:27,850
+ولمجتمع البحث. وأيضًا هنا لمعرفة الإيجابيات،
+
+121
+00:10:27,850 --> 00:10:31,290
+والسلبيات في هذه الأساليب. الأساليب الناجحة،
+
+122
+00:10:31,290 --> 00:10:36,210
+والأساليب التي ممكن نستخدمها بنجاح، ندعمها ونقويها،
+
+123
+00:10:36,210 --> 00:10:40,110
+والأساليب الضعيفة التي ليس لها تأثير، أو تأثيرها
+
+124
+00:10:40,110 --> 00:10:44,470
+ضعيف، نحاول أن نقلل منها أو نزيلها. هذه نسميها بحوث
+
+125
+00:10:44,470 --> 00:10:52,350
+تقويمية. بحوث تقويمية لفعالية الخدمات، وأيضًا لمعرفة
+
+126
+00:10:52,350 --> 00:10:58,350
+أساليب البحث وتقديم الخدمات، الأساليب المتبعة في
+
+127
+00:10:58,350 --> 00:11:04,890
+تقديم الخدمة اللازمة. واضح؟ لمجتمع البحث. هذا باختصار،
+
+128
+00:11:04,890 --> 00:11:10,490
+وطبعًا إحنا في عندنا أساليب كثيرة، ومناهج كثيرة جدًا،
+
+129
+00:11:10,490 --> 00:11:18,450
+ممكن نستخدمها، ونبدأ أيضًا بتقويمها. يعني مثلًا ممكن
+
+130
+00:11:18,450 --> 00:11:23,090
+نأخذ التقويم اللي هي عملية المسح الاجتماعي، وممكن
+
+131
+00:11:23,090 --> 00:11:26,290
+نقيم المسح الاجتماعي. في عندنا ثلاث أنواع للمسح:
+
+132
+00:11:26,290 --> 00:11:33,510
+القابلي، وأثناء، وبعدي. وهذه الثلاث مراحل: القابلي،
+
+133
+00:11:33,510 --> 00:11:38,210
+والدوري، والبعدي. وممكن نعمل تقييم أيضًا لهذه
+
+134
+00:11:38,210 --> 00:11:44,290
+المنهج عند استخدامها أيضًا. ممكن أحيانًا الباحث يلجأ
+
+135
+00:11:44,290 --> 00:11:49,030
+إلى منهج دراسة الحالة، لكي ندرس بعمق بعض الحالات،
+
+136
+00:11:49,740 --> 00:11:55,780
+واضح؟ بعمق بعض الحالات. وهذا بنستخدم فيه منهج دراسة
+
+137
+00:11:55,780 --> 00:12:00,900
+الحالة. وهكذا أيضًا في عندنا ممكن نستعين بمنهج
+
+138
+00:12:00,900 --> 00:12:05,780
+القياس الاجتماعي، لكي نتعرف على اتجاهات الناس،
+
+139
+00:12:05,780 --> 00:12:11,730
+وقناعاتهم حول الحاجات، وحول الخدمات المطلوبة. قياسي، و
+
+140
+00:12:11,730 --> 00:12:15,450
+Research، بتسميه منهج القياس الاجتماعي. ممكن نستعين
+
+141
+00:12:15,450 --> 00:12:20,770
+بالمنهج التاريخي، لمعرفة نجاح أو فشل أي مشروع، لأن
+
+142
+00:12:20,770 --> 00:12:24,730
+هذا بياخذ مسار تاريخي في الماضي، لكي نعرف هل المشروع
+
+143
+00:12:24,730 --> 00:12:28,810
+نجح أم لا؟ طيب، إذا نجح، ما هي عوامل النجاح؟ ممكن
+
+144
+00:12:28,810 --> 00:12:34,220
+نستخدمها في مشاريع حالية أو مستقبلية. وهكذا، ونتلاقى
+
+145
+00:12:34,220 --> 00:12:38,740
+في عوامل الفشل. إذا من هنا هذه كلها بنستخدمها إيه؟
+
+146
+00:12:38,740 --> 00:12:45,420
+اللي هي البحوث التقويمية. معرفة الأساليب، ومدى فشلها،
+
+147
+00:12:45,420 --> 00:12:54,540
+أو نجاحها، ومدى تأثيرها، ومدى نجاح هذه الخدمة في
+
+148
+00:12:54,540 --> 00:12:59,040
+تقديمها للمستفيدين من مجتمع البحث أم لا؟ هذا كله عن
+
+149
+00:12:59,040 --> 00:13:08,840
+طريق بحوث تقويمية، بحوث التقويمية. خلاص، نأتي للتصنيف
+
+150
+00:13:08,840 --> 00:13:18,880
+الثاني، وهو تصنيف جاهودة. جاهودة. تصنيف جاهودة. طبعًا
+
+151
+00:13:18,880 --> 00:13:24,760
+هنا في تصنيف للبحوث، بحيث يمكن أن نقسمها إلى ثلاثة، أكثر
+
+152
+00:13:24,760 --> 00:13:34,900
+ثلاثة أنواع من البحوث، وهي: البحث الأول، البحوث
+
+153
+00:13:34,900 --> 00:13:40,440
+الكشفية، سنذكرها الآن، وبعد ذلك سنتعرض لها بالمناقشة.
+
+154
+00:13:40,440 --> 00:13:46,940
+أيوة يا بنتي! والتشخيصية، البحوث الوصفية والتشخيصية،
+
+155
+00:13:46,940 --> 00:13:53,220
+نعم، أنتِ. البحوث التجريبية. البحوث التجريبية. طيب، هذه
+
+156
+00:13:53,220 --> 00:13:57,540
+ثلاثة أنواع من البحوث في الخدمة الاجتماعية، سنأتي
+
+157
+00:13:57,540 --> 00:14:05,580
+إلى كل نوع من هذه الأنواع. لو
+
+158
+00:14:05,580 --> 00:14:12,960
+أجينا للبحوث الكشفية، الصياغية أو الكشفية. هذا النوع
+
+159
+00:14:12,960 --> 00:14:19,700
+من البحث نستخدمه في مجتمع البحث، عندما نقوم بدراسة
+
+160
+00:14:19,700 --> 00:14:24,160
+الظاهرة أو المشكلة، أو الظاهرة لأول مرة في المجتمع،
+
+161
+00:14:24,160 --> 00:14:29,020
+يعني لا يكون هناك عدد من الدراسات حول موضوع معين،
+
+162
+00:14:30,110 --> 00:14:35,490
+حول مشكلة معينة في المجتمع. فلذلك بنستعين بالدراسات
+
+163
+00:14:35,490 --> 00:14:41,970
+الكشفية، بنسميها، أو الاستطلاعية، الدراسات
+
+164
+00:14:41,970 --> 00:14:48,370
+الاستطلاعية، أو البحث الاستطلاعي، أو الكشفية. لماذا؟
+
+165
+00:14:48,370 --> 00:14:51,230
+حتى نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+166
+00:14:51,230 --> 00:14:51,550
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+167
+00:14:51,550 --> 00:14:53,930
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+168
+00:14:53,930 --> 00:14:54,310
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+169
+00:14:54,310 --> 00:14:55,190
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+170
+00:14:55,190 --> 0
+
+223
+00:19:12,370 --> 00:19:17,410
+الجريمة في المجتمع، وكذلك في مجتمعنا، هذه كلها أنواع
+
+224
+00:19:17,410 --> 00:19:21,710
+من المشاكل اليوم. نستطيع أن نقوم بالوصف والتشخيص
+
+225
+00:19:21,710 --> 00:19:27,210
+لبعض هذه المشكلات. هذا هو النوع الثاني من أنواع
+
+226
+00:19:27,210 --> 00:19:31,570
+البحوث، اللي هو الوصفي والتشخيصي الذي يصف الظاهرة
+
+227
+00:19:31,570 --> 00:19:36,450
+ويشخصها لكي نعرف الأسباب والعوامل التي تؤثر في
+
+228
+00:19:36,450 --> 00:19:41,030
+الظاهرة. ننتقل إلى النوع الثالث من البحوث، وهي
+
+229
+00:19:41,030 --> 00:19:47,200
+البحوث التجريبية، وهذه أرقى مستوى، من أرقى المستويات، وتحتاج إلى
+
+230
+00:19:47,200 --> 00:19:52,940
+خبرة، وتحتاج إلى ممارسة مهنية طويلة الأمد، وأيضا
+
+231
+00:19:52,940 --> 00:19:57,640
+خبرات حتى نستطيع أن نتبع هذا المنهج، ألا وهو المنهج
+
+232
+00:19:57,640 --> 00:20:04,500
+التجريبي. المنهج التجريبي هو اختبار الفروض. نضع فروضا
+
+233
+00:20:04,500 --> 00:20:07,780
+لأنه صار عندنا أية دراسات وصفية تشخيصية وما عرفنا
+
+234
+00:20:07,780 --> 00:20:11,680
+أسبابها. إذاً، من هذا الكم، من هذا الكم لهذه الظواهر
+
+235
+00:20:11,680 --> 00:20:16,000
+الموجودة في المجتمع، نخضع هذه الظواهر للاختبار
+
+236
+00:20:16,000 --> 00:20:20,560
+للاختبار وإلى التجربة. ولذلك عندما نصيغ بعض
+
+237
+00:20:20,560 --> 00:20:26,100
+الفروض للبحوث هنا، أو البحث الذي نريد دراسته، نضع
+
+238
+00:20:26,100 --> 00:20:32,250
+فروضاً معينة، وهذه الفروض ممكن أن نخضعها
+
+239
+00:20:32,250 --> 00:20:38,230
+للتجربة والاختبار... للاختبار والتجربة. هذه الفروض
+
+240
+00:20:38,230 --> 00:20:45,630
+ونتأكد من صحتها أو عدم صحتها، وصدقها، وهكذا. ولذلك هذا
+
+241
+00:20:45,630 --> 00:20:51,110
+النوع نسميه البحوث التجريبية التي نخضع فيها عوامل
+
+242
+00:20:51,110 --> 00:20:56,350
+الظاهرة أو الفروض التي نفترضها بالنسبة لهذه
+
+243
+00:20:56,350 --> 00:20:59,570
+الظاهرة وأسبابها وغير ذلك، أو التي تؤثر بها
+
+244
+00:20:59,570 --> 00:21:05,110
+للاختبار والتجربة. هذا طبعاً إن شاء الله. كل منهج
+
+245
+00:21:05,110 --> 00:21:09,010
+التجريبي سنأخذه بالتفصيل عندما نصل لمنهج التجريبي
+
+246
+00:21:09,010 --> 00:21:14,490
+ولكن حتى تكونوا على علم ومعرفة كذلك بالمنهج
+
+247
+00:21:14,490 --> 00:21:17,610
+التجريبي عندما نشرحه في المستقبل، يكون فيه فكرة
+
+248
+00:21:17,610 --> 00:21:23,010
+المنهج التجريبي أيضاً منهج متقدم. يعني نحن
+
+249
+00:21:23,010 --> 00:21:26,810
+نستخدمه كذلك في الخدمة الاجتماعية بطرقها المختلفة
+
+250
+00:21:26,810 --> 00:21:33,940
+يعني أذكر نعم، البحوث فيه قليلة، البحوث التجريبية، ولكن
+
+251
+00:21:33,940 --> 00:21:38,360
+خطط، خطوات مهنة الخدمة الاجتماعية في مثل إجراء هذه
+
+252
+00:21:38,360 --> 00:21:44,220
+البحوث التجريبية، واستخدامها في طرق الخدمة
+
+253
+00:21:44,220 --> 00:21:47,320
+الاجتماعية، على سبيل المثال، يعني
+
+254
+00:21:50,360 --> 00:21:55,140
+حضرتُ مناقشة رسالة دكتوراه في خدمة الجماعة في عام
+
+255
+00:21:55,140 --> 00:21:59,500
+أواخر السبعينات. نذكر في أواخر السبعينات في كلية
+
+256
+00:21:59,500 --> 00:22:04,500
+الخدمة الاجتماعية بالقاهرة فأذكر
+
+257
+00:22:04,500 --> 00:22:10,560
+للباحث، رحمه الله عليه، كانت هناك دراسة عن أهمية تأثير
+
+258
+00:22:10,560 --> 00:22:15,430
+خدمة الجماعة في تغيير السلوك وتعديل السلوك، في تعديل
+
+259
+00:22:15,430 --> 00:22:20,050
+وتغيير سلوك الفتيان، مرحلة الفتوة، يعني الفتيان
+
+260
+00:22:20,050 --> 00:22:25,110
+الصغار، مرحلة 12 إلى 15، وهكذا، تغييرها في الأحياء
+
+261
+00:22:25,110 --> 00:22:28,970
+الشعبية. فكان ماخذ رسالة دكتوراه بهذا العنوان، على
+
+262
+00:22:28,970 --> 00:22:33,140
+هذا التأثير. هذا الرجل طبعاً، أو الأستاذ، رحمه الله
+
+263
+00:22:33,140 --> 00:22:36,580
+عليه، استخدم المنهج التجريبي. أنا بدلّكوا المثال
+
+264
+00:22:36,580 --> 00:22:40,900
+عشان نعرف كيفية استخدام المنهج التجريبي في بحوثنا
+
+265
+00:22:40,900 --> 00:22:45,040
+في الخدمة الاجتماعية. فطبعاً كان يعيش في بعض الأحياء
+
+266
+00:22:45,040 --> 00:22:49,980
+وقال إني لاحظت على الفتيان هناك سلوك غير سليم، وأنا
+
+267
+00:22:49,980 --> 00:22:53,780
+أشتغل في بعض ال... يعني أمارس وأشوف في مؤسسات
+
+268
+00:22:53,780 --> 00:22:59,240
+اجتماعية ولها دور في شغل وقت فراغ الفتيان، وبعض
+
+269
+00:22:59,240 --> 00:23:05,800
+ال... نعم. فلذلك يعني استمدّ البحث بتاعه من أنه
+
+270
+00:23:05,800 --> 00:23:09,600
+لا بد من تعديل سلوك هؤلاء عن طريق مؤسسات خدمة الجماعة.
+
+271
+00:23:10,650 --> 00:23:18,010
+فأخذ عينة في حدود عشرين من أهالي الحي اللي لاحظ
+
+272
+00:23:18,010 --> 00:23:23,510
+عليهم، على هؤلاء الفتيان، سلوكاً غير سويّ. أولاً، يتلفظون
+
+273
+00:23:23,510 --> 00:23:28,620
+ألفاظاً غير سوية، من البيئة، يعني يقضون وقت فراغهم في
+
+274
+00:23:28,620 --> 00:23:35,060
+أشياء مزعجة للجيران، وأصوات مزعجة، وغير ذلك. فيه تلفظ
+
+275
+00:23:35,060 --> 00:23:40,440
+فيه كلام نابي. كل هذه الأمور قام بتسجيلها التي تصدر
+
+276
+00:23:40,440 --> 00:23:44,520
+من هؤلاء الفتيان، وأخضعهم للتجربة عن طريق مؤسسة
+
+277
+00:23:44,520 --> 00:23:48,930
+لخدمة الجماعة، ووضع هؤلاء تحت المراقبة بحيث ينتموا
+
+278
+00:23:48,930 --> 00:23:51,990
+إلى هذه المؤسسة، وتقوم المؤسسة بدورها عن طريق
+
+279
+00:23:51,990 --> 00:23:57,330
+الخصائص الاجتماعية، وعمل برامج اجتماعية مناسبة، من
+
+280
+00:23:57,330 --> 00:24:01,130
+أجل تعديل سلوك هؤلاء، عن طريق، كيف نستخدم خدمة
+
+281
+00:24:01,130 --> 00:24:08,170
+الجماعة في تغيير سلوك الأفراد في المؤسسة. وهكذا بدأ
+
+282
+00:24:08,170 --> 00:24:13,690
+يسجل ويغير و... ولذلك من خلال مناقشته يعني وصل إلى
+
+283
+00:24:13,690 --> 00:24:17,670
+أنه تم التعديل بعد الشهر الأول، الثاني، الثالث،
+
+284
+00:24:17,670 --> 00:24:21,990
+الرابع، بعد ستة شهور، بعد... وهكذا، بعد فترة زمنية تم
+
+285
+00:24:21,990 --> 00:24:26,710
+تغيير سلوك هؤلاء الأفراد العشرين اللي كان سلوكهم
+
+286
+00:24:26,710 --> 00:24:30,510
+غير سويّ، أصبح سلوكهم، يتلفظون الألفاظ السوية،
+
+287
+00:24:30,510 --> 00:24:34,290
+ويستثمرون وقت فراغهم في أشياء مفيدة، أصبحوا غير
+
+288
+00:24:34,290 --> 00:24:39,470
+مزعجين لأهل الحي. إذاً، هنا استخدم المنهج التجريبي
+
+289
+00:24:39,470 --> 00:24:46,860
+في كيفية تعديل سلوك هؤلاء الفتيان، وكيفية
+
+290
+00:24:46,860 --> 00:24:52,220
+ممارسة المهنة، لطريقة خدمة الجماعة، كيف نستخدمها في
+
+291
+00:24:52,220 --> 00:24:57,280
+أن نقوم بتعديل السلوك، واضح؟، الغير سوي إلى السلوك
+
+292
+00:24:57,280 --> 00:25:01,520
+سويّ. فلذلك هذا الموضوع لفت انتباهي، ففعلاً نحن ممكن
+
+293
+00:25:01,520 --> 00:25:05,320
+نستخدم المنهج التجريبي، ولكن المنهج التجريبي عادة
+
+294
+00:25:05,320 --> 00:25:10,130
+نستخدمه في مراحل متقدمة، لمراحل الماجستير والدكتوراه،
+
+295
+00:25:10,130 --> 00:25:16,650
+يعني عادة بعد خبرة طويلة من الممارسة المهنية، ولكن
+
+296
+00:25:16,650 --> 00:25:20,150
+نحن في مرحلة الـBaccalaureate، عادة يستخدموا
+
+297
+00:25:20,150 --> 00:25:23,390
+الدراسة الاستطلاعية، الدراسة الاستطلاعية، يستخدموا
+
+298
+00:25:23,390 --> 00:25:26,970
+أيضاً نوعاً من أنواع البحوث، اللي هي الدراسات الوصفية
+
+299
+00:25:26,970 --> 00:25:32,250
+والتشخيصية وغير ذلك. هذه الأنواع اللي نحن بنركز
+
+300
+00:25:32,250 --> 00:25:36,410
+عليها، ولكن كمنهج تجريبي يحتاج إلى خبرة وخبرات
+
+301
+00:25:36,410 --> 00:25:41,390
+ومتخصصين في استخدام المنهج التجريبي، وكيفية استخدام
+
+302
+00:25:41,390 --> 00:25:46,410
+هذا المنهج. هذه باختصار اللي هي أنواع البحوث في
+
+303
+00:25:46,410 --> 00:25:51,630
+الخدمة الاجتماعية عند Philip Killen، والنوع الثاني
+
+304
+00:25:51,630 --> 00:25:56,890
+اللي هي أنواع البحوث عند Gauda. نكون بذلك
+
+305
+00:25:56,890 --> 00:26:02,110
+انتهينا من موضوع أنواع البحوث في الخدمة الاجتماعية.
+
+306
+00:26:02,110 --> 00:26:05,210
+نعم.
+
+307
+00:26:08,760 --> 00:26:16,600
+أه، خلصنا البحوث، كلها وأنواعها. نعم، في
+
+308
+00:26:16,600 --> 00:26:20,740
+عندنا موضوع إن شاء الله، بناخذه في المحاضرة القادمة،
+
+309
+00:26:20,740 --> 00:26:24,560
+دور بحوث الخدمة الاجتماعية في تطوير الممارسة
+
+310
+00:26:24,560 --> 00:26:29,660
+المهنية. طيب، ننتهي يعني الآن من المحاضرة بعد أن
+
+311
+00:26:29,660 --> 00:26:33,760
+استعرضنا أنواع البحوث في الخدمة الاجتماعية عند
+
+312
+00:26:33,760 --> 00:26:38,220
+Philip Killen وعند Gauda. وفي المحاضرة القادمة إن
+
+313
+00:26:38,220 --> 00:26:42,100
+شاء الله سنتناول البحوث، أو دور بحوث الخدمة
+
+314
+00:26:42,100 --> 00:26:47,120
+الاجتماعية في تطوير الممارسة المهنية بإذن الله.
+
+315
+00:26:47,120 --> 00:26:52,260
+تعالوا، في نهاية هذه المحاضرة، لكم مني كل تحية وتقدير،
+
+316
+00:26:52,260 --> 00:26:55,320
+والسلام عليكم ورحمة الله وبركاته.
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/PS088fARrGc_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/PS088fARrGc_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..aac1c726ee02e7e34551bd4dacb58094af834075
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/PS088fARrGc_raw.srt
@@ -0,0 +1,1280 @@
+1
+00:00:20,790 --> 00:00:24,670
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,670 --> 00:00:28,670
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,670 --> 00:00:35,810
+آله وصحبه أجمعين أما بعدفي المحاضرة السابقة كنا
+
+4
+00:00:35,810 --> 00:00:41,910
+نتحدث عن البحوث في الخدمة الاجتماعية وتكلمنا نفذة
+
+5
+00:00:41,910 --> 00:00:47,350
+تاريخية عن البحث في الخدمة الاجتماعية متى نشأ هذا
+
+6
+00:00:47,350 --> 00:00:53,910
+المفهوم وكيف تطور هذا المفهوم ووصلنا إلى المفاهيم
+
+7
+00:00:53,910 --> 00:00:59,170
+الخاصة بالبحث الاجتماعي في الخدمة الاجتماعية اليوم
+
+8
+00:01:00,090 --> 00:01:03,730
+وأيضًا تكلمنا في المحاضرة السابقة عن وظائف البحوث
+
+9
+00:01:03,730 --> 00:01:07,930
+في الخدمة الاجتماعية وأخدنا نقطة مهمة جدًا وموضوع
+
+10
+00:01:07,930 --> 00:01:12,490
+عام جدًا وهو الفرق بين البحوث الاجتماعية والبحوث
+
+11
+00:01:12,490 --> 00:01:16,990
+في الخدمة الاجتماعية وهذا الفرق عبارة عن خصائص
+
+12
+00:01:16,990 --> 00:01:21,810
+البحوث في الخدمة الاجتماعية وما تتميز به البحوث في
+
+13
+00:01:21,810 --> 00:01:27,340
+الخدمة الاجتماعيةأيضًا سنكمل موضوعنا البحوث في
+
+14
+00:01:27,340 --> 00:01:31,600
+الخدمة الاجتماعية من حيث أنواع البحوث في الخدمة
+
+15
+00:01:31,600 --> 00:01:36,280
+الاجتماعية أنواع البحوث في الخدمة الاجتماعية هناك
+
+16
+00:01:36,280 --> 00:01:41,080
+نوعًا من البحوث في الخدمة الاجتماعية حسب التقسيمات
+
+17
+00:01:41,080 --> 00:01:49,180
+ل .. فيلب .. ل فيلب كيلين و أيضًا ل جاهودة و هناخد
+
+18
+00:01:49,180 --> 00:01:59,920
+التصنيفين سناخد التصنيف الأول الخاصفيلب كيلر فيلب
+
+19
+00:01:59,920 --> 00:02:06,400
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+20
+00:02:06,400 --> 00:02:06,400
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+21
+00:02:06,400 --> 00:02:06,420
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+22
+00:02:06,420 --> 00:02:06,440
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+23
+00:02:06,440 --> 00:02:06,480
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+24
+00:02:06,480 --> 00:02:06,520
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+25
+00:02:06,520 --> 00:02:06,520
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+26
+00:02:06,520 --> 00:02:06,520
+كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب كيلر فيلب
+
+27
+00:02:06,520 --> 00:02:12,780
+كيلر فيلب كيلر
+
+28
+00:02:12,780 --> 00:02:16,460
+فيلب كيلر فيلب كيل
+
+29
+00:02:24,490 --> 00:02:33,590
+طبعا philip kilin philip
+
+30
+00:02:33,590 --> 00:02:43,170
+kilin بالنسبة عندنا philip kilinقال لنا بأن هناك
+
+31
+00:02:43,170 --> 00:02:48,250
+خمسة أنواع من البحوث في الخدمة الاجتماعية النوع
+
+32
+00:02:48,250 --> 00:02:54,570
+الأول بحوث في أدوات ومناهج البحث سنعرض هذه البحوث
+
+33
+00:02:54,570 --> 00:02:59,450
+الخمسة وبعد ذلك التقسيمات بتاعتهم وبعد ذلك سنتحدث
+
+34
+00:02:59,450 --> 00:03:03,810
+بالتفصيل عن كل نوع من هذه الأنواع النوع التاني
+
+35
+00:03:05,960 --> 00:03:08,460
+الاحتياجات الأساسية للأفراد والجماعات والمجتمعات
+
+36
+00:03:08,460 --> 00:03:11,520
+كويس البحث الثالث نوع الثالث بحوث الخدمات التي
+
+37
+00:03:11,520 --> 00:03:15,340
+ينبغى تقديمها مدى وفاة للاحتياجات للاحتياجات بحوث
+
+38
+00:03:15,340 --> 00:03:19,240
+الخدمات آه يا بنتي بحوث تقييم النتاج والتراتب على
+
+39
+00:03:19,240 --> 00:03:24,940
+تقييم الخدمات المطلوبة تقييم الخدمات المطلوبة أيوة
+
+40
+00:03:24,940 --> 00:03:28,370
+هنا يعني إذا كنت تقييمي أسلبي المجتمعالأساليب
+
+41
+00:03:28,370 --> 00:03:32,450
+تقويم الأساليب بزن نوعين من التقويم تقويم مدى
+
+42
+00:03:32,450 --> 00:03:36,810
+تأثير فعلية الخدمات والنوع الثاني اللي هو تقويم
+
+43
+00:03:36,810 --> 00:03:42,650
+الأساليب المتبعة في تقديم الخدمات سندرس الخمسة
+
+44
+00:03:42,650 --> 00:03:47,990
+أنواع والنوع الأخير اللي هو الرابع والخامس تحت
+
+45
+00:03:47,990 --> 00:03:54,470
+مسمى البحوث التقويميةالان طبعا النوع الأول اللي هي
+
+46
+00:03:54,470 --> 00:03:58,810
+بحوث الأدوات و المناهج بحوث الأدوات و المناهج نحن
+
+47
+00:03:58,810 --> 00:04:04,370
+نعلم بأن هناك مناهج للبحث الاجتماعي و هناك أدوات
+
+48
+00:04:04,370 --> 00:04:08,110
+تستخدم للبحث الاجتماعي طبعا من أنواع هذه البحوث
+
+49
+00:04:08,110 --> 00:04:13,770
+المسح الاجتماعي منهج دراسة الحالة منهج الوصفي منهج
+
+50
+00:04:13,770 --> 00:04:18,290
+التجريب التاريخي القياس الاجتماعي إلى غير ذلك من
+
+51
+00:04:18,290 --> 00:04:23,240
+أنواع البحوثوهناك أدوات نستخدمها أيضًا كل منهج
+
+52
+00:04:23,240 --> 00:04:26,920
+يستخدم الأداء الملائمة له أو مجموعة الأدوات
+
+53
+00:04:26,920 --> 00:04:32,680
+الملائمة مثل الملاحظة الاستبيان المقابلة وغير ذلك
+
+54
+00:04:32,680 --> 00:04:37,660
+هذه أدوات نستخدمها أيضًا في البحث الاجتماعي إذا
+
+55
+00:04:37,660 --> 00:04:41,980
+هناك نوع من أنواع البحوث في الخدمة الاجتماعية يقيس
+
+56
+00:04:41,980 --> 00:04:47,090
+لنا ما مدى فعلية المناهج أو المنهج المستخدموأيضًا
+
+57
+00:04:47,090 --> 00:04:50,390
+ما مدى فعلية الأداء المستخدمة، هل الأداء لها
+
+58
+00:04:50,390 --> 00:04:53,970
+تأثير؟ هل استخدام هذه الأداء أم الأداء الأخرى؟
+
+59
+00:04:53,970 --> 00:04:57,050
+أيهما أنفع وأيهما أجدأ في الوصول إلى النتائج
+
+60
+00:04:57,050 --> 00:05:02,010
+الدقيقة للبحث؟ وكذلك المنهج، أي منهج نستخدم؟منهج
+
+61
+00:05:02,010 --> 00:05:05,150
+المسح الاجتماعي و لا منهج دراسة الحالة و لا منهج
+
+62
+00:05:05,150 --> 00:05:08,150
+التاريخ و لا منهج التجريبي و لا منهج القياس
+
+63
+00:05:08,150 --> 00:05:12,630
+الاجتماعي و لا منهج الوصف التحليلي إذا هناك مناهج
+
+64
+00:05:12,630 --> 00:05:17,370
+عندنا أو بحوث تقيس لنا ما مدى فعلية المنهج كذلك
+
+65
+00:05:17,370 --> 00:05:22,250
+المستخدم في الوصول إلى النتائج المطلوبة للبحث فهذه
+
+66
+00:05:22,250 --> 00:05:27,960
+كلها بنسميها تحت مسمةبحوث الأدوات والمناهي هذا هو
+
+67
+00:05:27,960 --> 00:05:33,440
+النوع الأول من أنواع البحوث في الخدمة الاجتماعية
+
+68
+00:05:33,440 --> 00:05:40,440
+في عندنا نوع ثاني البحوث الاحتياجات البحوث اللي
+
+69
+00:05:40,440 --> 00:05:46,020
+بتقسلنا الاحتياجات المطلوبة ما هي الاحتياجات ولذلك
+
+70
+00:05:46,020 --> 00:05:52,600
+هذا النوع أيضا هنا نعرف مامد الحاجةوكيف هذه البحوث
+
+71
+00:05:52,600 --> 00:05:56,940
+تقيس لنا الحاجة عند عينة البحث أو عند مجتمع البحث
+
+72
+00:05:56,940 --> 00:06:00,840
+فلذلك من هنا هذا النوع يعني فيه خدمات تقدم
+
+73
+00:06:00,840 --> 00:06:05,140
+للمواطنين فبدنا نعرف الاحتياجات قبل أن نقدم
+
+74
+00:06:05,140 --> 00:06:09,300
+الخدمات بدنا نعرف ما هي الاحتياجات اللازمةلتقديمها
+
+75
+00:06:09,300 --> 00:06:14,020
+لهؤلاء المواطنين داخل المجتمع فإذا من هنا في بحوث
+
+76
+00:06:14,020 --> 00:06:18,680
+بتقسلنا الاحتياجات اللازمة لدى عينة البحث
+
+77
+00:06:18,680 --> 00:06:23,840
+والمطلوبة أو من عينة البحث حتى بناء عليها نستطيع
+
+78
+00:06:23,840 --> 00:06:29,040
+نقدم الخدمة المطلوبة ولذلك هذه تسمى بحوث قياس
+
+79
+00:06:29,040 --> 00:06:34,370
+الاحتياجات بحوث الاحتياجات وقياسهاكيف نقيس الحاجة
+
+80
+00:06:34,370 --> 00:06:38,690
+أو الاحتياجات عند عينة البحث أو عند مجتمع البحث
+
+81
+00:06:38,690 --> 00:06:44,070
+ولذلك هذا بتوافر فيها جانبين الكيفي والكمي الكيفي
+
+82
+00:06:44,070 --> 00:06:50,570
+والكمي أيضا ولذلك من هنا مهم جدا ان نستخدم او نعمل
+
+83
+00:06:50,570 --> 00:06:54,030
+دراسات او نعمل بحوث اللي هي بتقسلنا الاحتياجات
+
+84
+00:06:54,030 --> 00:07:00,320
+المطلوبةطبعا احنا مطلوب منا كاخصين اجتماعيين بوضع
+
+85
+00:07:00,320 --> 00:07:03,580
+مقييز علمية ممكن نستخدمها في بحوث الخدمة
+
+86
+00:07:03,580 --> 00:07:08,520
+الاجتماعية بحيث تتمشي مع مجتمعنا مع ظروف مجتمعنا
+
+87
+00:07:08,520 --> 00:07:14,160
+الفلسطيني بحوث نضعها لكي نقيس الحاجة مامده حاجة
+
+88
+00:07:14,160 --> 00:07:18,870
+مجتمع البحث إلى الخدمةفي الأول نعرف الحاجات علشان
+
+89
+00:07:18,870 --> 00:07:23,310
+أو من أجل معرفة الحاجات أولا ثم بعد ذلك نقدر
+
+90
+00:07:23,310 --> 00:07:30,110
+الخدمات المطلوبة لدى أفراد المجتمع واضح؟ في عندنا
+
+91
+00:07:30,110 --> 00:07:37,390
+أيضا نوع ثاني يقيس لنا الخدمات الخدمات المطلوبة
+
+92
+00:07:37,390 --> 00:07:42,140
+بحوث تقيس لنا الخدماتما هي الخدمات وأنواعها
+
+93
+00:07:42,140 --> 00:07:46,840
+المطلوبة؟ ما هي البرامج والمشاريع اللازمة من أجل
+
+94
+00:07:46,840 --> 00:07:53,190
+تقديم الخدمات؟ وهذه بحوثتدرسلنا البرنامج اللازم أو
+
+95
+00:07:53,190 --> 00:07:57,390
+المطلوب أو المشروع اللازم والمطلوب في تقديم الخدمة
+
+96
+00:07:57,390 --> 00:08:01,330
+المطلوبة وأيضا نوع الخدمة ما هي الخدمة الخدمات
+
+97
+00:08:01,330 --> 00:08:06,570
+المطلوبة لدى عينات البحث أو مجتمع البحث لذلك من
+
+98
+00:08:06,570 --> 00:08:10,070
+هنا على مستوى الفرد على مستوى الجماعة على مستوى
+
+99
+00:08:10,070 --> 00:08:14,850
+المجتمع لابد أن نعرف ما هي الخدمات المطلوبة فهذه
+
+100
+00:08:14,850 --> 00:08:20,950
+بحوث تقيسخدمات الأفراد الجماعات المجتمع ككل واضح
+
+101
+00:08:20,950 --> 00:08:26,890
+حتى نستطيع أن نقدم الخدمة اللازمة للفرد أو للجماعة
+
+102
+00:08:26,890 --> 00:08:32,710
+أو للمجتمع هدف نسميها بحوث تقيس لنا الخدمات
+
+103
+00:08:32,710 --> 00:08:42,490
+المطلوبة داخل المجتمع في عندنا أيضا نعم
+
+104
+00:08:42,490 --> 00:08:51,220
+بحوث ايهبحوث تقومية وهذه تشمل النوعين تشمل بحوث
+
+105
+00:08:51,220 --> 00:08:56,500
+تقويم الخدمات نتائج الخدمات النتائج والاساليب
+
+106
+00:08:56,500 --> 00:09:01,380
+وأيضا البحوث الثانية الأساليب التي تقيس الأساليب
+
+107
+00:09:01,380 --> 00:09:05,380
+أو تعرف لنا مدى فعلية الأساليب في تقديم الخدمات
+
+108
+00:09:05,380 --> 00:09:10,360
+فهذه بحوث تقومية نحتاج إليها علشان نعرف من أجل أن
+
+109
+00:09:10,360 --> 00:09:19,070
+نعرف ما مدى تأثيرهذه اللي هي النتائج البحوث هذه أو
+
+110
+00:09:19,070 --> 00:09:22,970
+الخدمة على الأفراد وعلى الجماعات وعلى المجتمع
+
+111
+00:09:22,970 --> 00:09:26,790
+فلذلك من هنا بنشوف إيش التأثير الكلي والجزء
+
+112
+00:09:26,790 --> 00:09:32,770
+لبرنامج أو مشروع أو خدمة تقدم للفرد أو الجماعة
+
+113
+00:09:32,770 --> 00:09:37,950
+والمجتمع لماذا؟ لنعرف الإيجابيات والسلبيات
+
+114
+00:09:38,470 --> 00:09:42,590
+الإيجابيات والسلبيات عند تقديمنا الخدمات
+
+115
+00:09:42,590 --> 00:09:48,870
+والإيجابيات ندعمها والسلبيات نحاول أن نتلافها أو
+
+116
+00:09:48,870 --> 00:09:54,330
+نقلل منها أو نزيلها واضح نهائيا وهكذا إذا هذه
+
+117
+00:09:54,330 --> 00:10:01,050
+البحوث بتعرفنا على مدى فعلية الخدمات التي تقدم هل
+
+118
+00:10:01,050 --> 00:10:06,230
+هي لها تأثير في مجتمع البحث أم لاما إيجابياتها ما
+
+119
+00:10:06,230 --> 00:10:09,210
+سلبياتها هذه النوع الأول من التقويم فيه بحوث
+
+120
+00:10:09,210 --> 00:10:14,930
+تقويمية لمعرفة مدى الأساليب المستخدمة مدى فاعليتها
+
+121
+00:10:14,930 --> 00:10:19,170
+ومدى تأثيرها وإيجابياتها وسلبياتها الأساليب
+
+122
+00:10:19,170 --> 00:10:24,050
+المستخدمة في تقديم الخدمات أيضًا لأفراد والجماعات
+
+123
+00:10:24,050 --> 00:10:27,850
+ولمجتمع البحث وأيضًا هنا لمعرفة الإيجابيات
+
+124
+00:10:27,850 --> 00:10:31,290
+والسلبيات في هذه الأساليب الأساليب الناجحة
+
+125
+00:10:31,290 --> 00:10:36,210
+والأساليبالممكن نستخدمها بنجاح بندعمها ونقويها
+
+126
+00:10:36,210 --> 00:10:40,110
+والأساليب الضعيفة التي ليس لها تأثير أو تأثيرها
+
+127
+00:10:40,110 --> 00:10:44,470
+ضعيف نحاول أن نقلل منها أو نزيله هذه بنسميها بحوث
+
+128
+00:10:44,470 --> 00:10:52,350
+تقويمية بحوث تقويمية لفعلية الخدمات وأيضا لمعرفة
+
+129
+00:10:52,350 --> 00:10:58,350
+أساليب البحث وتقديم الخدمات الأساليب المتبعة في
+
+130
+00:10:58,350 --> 00:11:04,890
+تقديم الخدمة اللازمةواضح لمجتمع البحث هذا باختصار
+
+131
+00:11:04,890 --> 00:11:10,490
+وطبعا احنا في عندنا اساليب كثيرة ومناهج كثيرة جدا
+
+132
+00:11:10,490 --> 00:11:18,450
+ممكن نستخدمها ونبدأ ايضا بتقويمها يعني مثلا ممكن
+
+133
+00:11:18,450 --> 00:11:23,090
+ناخذ التقويم اللي هي عملية المسح الاجتماعيو ممكن
+
+134
+00:11:23,090 --> 00:11:26,290
+نقوم المسح الاجتماعي في عندنا ثلاث أنواع المسح
+
+135
+00:11:26,290 --> 00:11:33,510
+القابلي و أثناء و بعدي و هذه الثلاث مراحل القابلي
+
+136
+00:11:33,510 --> 00:11:38,210
+و الدوري و البعدي و ممكن نعمل تقييم أيضا لهذه
+
+137
+00:11:38,210 --> 00:11:44,290
+المناهج عند استخدامها أيضا ممكن أحيانا الباحث يلجأ
+
+138
+00:11:44,290 --> 00:11:49,030
+إلى منهج دراسة الحالة لكي ندرس بعمق بعض الحالات
+
+139
+00:11:49,740 --> 00:11:55,780
+واضح بعمر بعض الحالات وهذا بنستخدم فيها منهج دراسة
+
+140
+00:11:55,780 --> 00:12:00,900
+الحالة وهكذا أيضا في عندنا ممكن نستعين بمنهج
+
+141
+00:12:00,900 --> 00:12:05,780
+القياس الاجتماعي لكي نتعرف على اتجاهات الناس
+
+142
+00:12:05,780 --> 00:12:11,730
+وقرائهمحول الحاجات وحول الخدمات المطلوبة، قياسي و
+
+143
+00:12:11,730 --> 00:12:15,450
+Reserque بتسميه منهج القياس الاجتماعي ممكن نستعين
+
+144
+00:12:15,450 --> 00:12:20,770
+بالمنهج التاريخي لمعرفة نجاح أو فشل أي مشروع لأن
+
+145
+00:12:20,770 --> 00:12:24,730
+هذا بياخد مصف تاريخي في الماضي لكي نعرف هل المشروع
+
+146
+00:12:24,730 --> 00:12:28,810
+نجح أم لا طيب إذا نجح ما هي عوامل النجاح ممكن
+
+147
+00:12:28,810 --> 00:12:34,220
+نستخدمها في مشاريع حالية أو مستقبليةوهكذا ونتلاقى
+
+148
+00:12:34,220 --> 00:12:38,740
+في عوامل الفشل إذا من هنا هذه كلها بنستخدمها إيه؟
+
+149
+00:12:38,740 --> 00:12:45,420
+اللي هي البحوث التقويميةمعرفة الأساليب ومدى فشلها
+
+150
+00:12:45,420 --> 00:12:54,540
+أو نجاحها ومدى تأثيرها ومدى نجاح هذه الخدمة في
+
+151
+00:12:54,540 --> 00:12:59,040
+تقديمها للمستفيدين من مجتمع البحث أم لا هذا كله عن
+
+152
+00:12:59,040 --> 00:13:08,840
+طريق بحوث تقومية بحوث التقومية خلاص نأتي للتصنيف
+
+153
+00:13:08,840 --> 00:13:18,880
+الثاني وهو تصنيفجاهودة جاهودة تصنيف جاهودة طبعا
+
+154
+00:13:18,880 --> 00:13:24,760
+هنا في تصنيف للبحوث بحيث يمكن أن نقسمها ثلاثة أكثر
+
+155
+00:13:24,760 --> 00:13:34,900
+ثلاثة أنواع من البحوث وهي البحث الأول البحوث
+
+156
+00:13:34,900 --> 00:13:40,440
+الكشفية سنذكرها الآن وبعد ذلك سنتعرض لها بالمناقشة
+
+157
+00:13:40,440 --> 00:13:46,940
+أيوة يا بنتيوالتشخيصية البحوث الوصفية والتشخيصية
+
+158
+00:13:46,940 --> 00:13:53,220
+نعم انت البحوث التجريبية البحوث التجريبية طيب هذه
+
+159
+00:13:53,220 --> 00:13:57,540
+ثلاث أنواع من البحوث في الخدمة الاجتماعية سنأتي
+
+160
+00:13:57,540 --> 00:14:05,580
+إلى كل نوع من هذه الأنواع لو
+
+161
+00:14:05,580 --> 00:14:12,960
+أجينا للبحوث الكشفية الصياغية أو الكشفيةهذا النوع
+
+162
+00:14:12,960 --> 00:14:19,700
+من البحث نستخدمه في مجتمع البحث عندما نقوم بدراسة
+
+163
+00:14:19,700 --> 00:14:24,160
+الظاهرة أو المشكلة أو الظاهرة لأول مرة في المجتمع
+
+164
+00:14:24,160 --> 00:14:29,020
+يعني لا يكون هناك كام من الدراسات حول موضوع معين
+
+165
+00:14:30,110 --> 00:14:35,490
+حول مشكلة معينة في المجتمع فلذلك بنستعين بالدراسات
+
+166
+00:14:35,490 --> 00:14:41,970
+الكشفية بنسميها أو الاستطلاعية الدراسات
+
+167
+00:14:41,970 --> 00:14:48,370
+الاستطلاعية أو البحث الاستطلاعيةأو الكشفية لماذا
+
+168
+00:14:48,370 --> 00:14:51,230
+حتى نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+169
+00:14:51,230 --> 00:14:51,550
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+170
+00:14:51,550 --> 00:14:53,930
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+171
+00:14:53,930 --> 00:14:54,310
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+172
+00:14:54,310 --> 00:14:54,310
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+173
+00:14:54,310 --> 00:14:55,190
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+174
+00:14:55,190 --> 00:14:56,170
+نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع نستطيع
+
+175
+00:14:56,170 --> 00:15:00,770
+نستطيع نستطيع نستطيع نستطيع نستطيع
+
+176
+00:15:00,770 --> 00:15:06,710
+نواضح وحتى في المستقبل النصيغة الفروض التي تثبت أو
+
+177
+00:15:06,710 --> 00:15:10,650
+لا تثبت مدى صحة العوامل التي تؤثر في هذه الظاهرة
+
+178
+00:15:10,650 --> 00:15:14,990
+أو المشكلة فلذلك من هنا نلجأ إلى هذه البعوث في
+
+179
+00:15:14,990 --> 00:15:21,350
+الدراسات الحديثة الجديدة في المجتمعولذلك احنا اول
+
+180
+00:15:21,350 --> 00:15:26,470
+ما بدأنا القسم عام 98 قسم الخدمة الاجتماعية ثم بعد
+
+181
+00:15:26,470 --> 00:15:32,870
+ذلك تم حث الطلاب والطالبات إلى مشاريع التخرج في
+
+182
+00:15:32,870 --> 00:15:37,720
+بحوث استطلاعيةحول الظواهر والمشكلات الاجتماعية في
+
+183
+00:15:37,720 --> 00:15:42,900
+مجتمعنا لأنه لم يسبق بأن درست هذه الظواهر دراسة
+
+184
+00:15:42,900 --> 00:15:48,060
+يعني أو عدد من الباحثين أخذ مثل هذه الدراسات فلذلك
+
+185
+00:15:48,060 --> 00:15:52,760
+لجأنا إلى الدراسات الاستطلاعية في المجتمع لكي
+
+186
+00:15:52,760 --> 00:15:57,440
+نستطلع أنواع الظواهر داخل مجتمعنا سواء كانت
+
+187
+00:15:57,440 --> 00:16:02,100
+إيجابية أو سلبية وأيضا توجيه الطلاب والطالبات
+
+188
+00:16:02,100 --> 00:16:07,730
+لدراسة هذه الظواهرإلى درجة إنه من عام 2002 إلى عام
+
+189
+00:16:07,730 --> 00:16:12,450
+2013 أصبح عندنا كام من المعرفة حول هذه الظواهر
+
+190
+00:16:12,450 --> 00:16:17,070
+فاليوم استخدمنا خلال هذه الفترات انتقلنا من المنهج
+
+191
+00:16:17,070 --> 00:16:22,950
+الاستطلاعي والكشفي للظواهر إلى الدراسات الوصفية
+
+192
+00:16:22,950 --> 00:16:29,310
+والتشخيصية نلجأ إلى النوع الثاني وهو الدراسات
+
+193
+00:16:29,310 --> 00:16:35,160
+الوصفية والتشخيصيةولكن بالرغم من ذلك ما زالت توجد
+
+194
+00:16:35,160 --> 00:16:40,240
+لدينا مشكلات لم تتعرض لها البحوث باستفادة ولا
+
+195
+00:16:40,240 --> 00:16:44,420
+الدراسات ولذلك مثلا عندنا كثير من الظواهر المستجدة
+
+196
+00:16:44,420 --> 00:16:48,900
+مثل ظاهرة الحصار الاقتصادي وتأثيراته الاجتماعية
+
+197
+00:16:48,900 --> 00:16:53,280
+على مجتمعنا وتأثيراته الاقتصادية وغير ذلك مثل
+
+198
+00:16:53,280 --> 00:16:58,680
+مواضيع جديدة وحديثة عندنامواضيع الأسرة كذلك والبحث
+
+199
+00:16:58,680 --> 00:17:04,900
+حول مشكلات أسر الأسرة وما يواجهونه وكذلك الشهداء
+
+200
+00:17:04,900 --> 00:17:09,040
+وما يواجهونه هذه مواضيع جديدة مستجدة عندنا
+
+201
+00:17:09,040 --> 00:17:13,500
+باستمرار كذلك هذه كلها تحتاج لأنها تنبع من واقع
+
+202
+00:17:13,500 --> 00:17:18,080
+مجتمعنا الفلسطيني كذلك بعض الحوادث بعض المشكلات
+
+203
+00:17:18,080 --> 00:17:22,490
+الجديدة مثل اللي هي الجريمة في المجتمعأحيانًا مثل
+
+204
+00:17:22,490 --> 00:17:26,010
+القتل وغير ذلك وكيف يحدث مثل هذه و هذه تحتاج إلى
+
+205
+00:17:26,010 --> 00:17:29,470
+دراسة حالة لبعض الظواهر الموجودة في المجتمع التي
+
+206
+00:17:29,470 --> 00:17:34,850
+بدأت تظهر في هذا الوقت هذه تحتاج إلى دراسات
+
+207
+00:17:34,850 --> 00:17:39,090
+استطلاعية أيضًا لمعرفة الأسباب حولها لذلك هناك
+
+208
+00:17:39,090 --> 00:17:43,310
+موضوعات جديدة تستجد داخل مجتمعنا هناك كثير من
+
+209
+00:17:43,310 --> 00:17:47,630
+المواضيع أيضًا تحتاج إلى النوع الثاني وهو الدراسة
+
+210
+00:17:47,630 --> 00:17:52,200
+الوصفية التشخيصية داخل مجتمعناوهذه الدراسة الوصفية
+
+211
+00:17:52,200 --> 00:17:57,660
+التشخيصية نلجأ إليها بعد أن يكون عندنا كام من
+
+212
+00:17:57,660 --> 00:18:03,540
+الأبحاث حول هذه الظواهر والمشكلات في المجتمع ونذكر
+
+213
+00:18:03,540 --> 00:18:07,540
+منها الكثير مثل المشكلات الأسرية بكافة أنواعها
+
+214
+00:18:07,540 --> 00:18:11,900
+التفكك الأسري، الطلاق، مشكلة المنازعات هذه كلها
+
+215
+00:18:11,900 --> 00:18:16,920
+يعني العنف الأسري وغير ذلك أيضا مشكلة انحراف
+
+216
+00:18:16,920 --> 00:18:22,480
+الأحداث الصغارفي المجتمع كذلك مشكلة البطالة مشكلة
+
+217
+00:18:22,480 --> 00:18:27,120
+التأخر الدراسي مشكلة الغياب المدرسي هذه مشاكل
+
+218
+00:18:27,120 --> 00:18:32,080
+طبيعية أصبحت ولكن تحتاج إلى دراسات وصفية تشخيصية
+
+219
+00:18:32,080 --> 00:18:37,280
+باستمرار لمعرفة الأسباب ومعرفة وصف الظاهرة وصفها
+
+220
+00:18:37,280 --> 00:18:41,580
+أولا ثم معرفة التشخيص اللي هي معنى التشخيص اللي هي
+
+221
+00:18:41,580 --> 00:18:48,100
+الأسباب التي تؤثر في الظاهرة وهكذامشكلات بكافة
+
+222
+00:18:48,100 --> 00:18:52,300
+فئات المجتمع، مشكلات الشباب بكافة أنوعية، مشكلات
+
+223
+00:18:52,300 --> 00:18:56,500
+الطلاب والطالبات في الجامعات وفي المدارس بكافة
+
+224
+00:18:56,500 --> 00:19:00,780
+أنوعية، مشكلات الأسرة بكافة أنوعية، مشكلات
+
+225
+00:19:00,780 --> 00:19:07,350
+المعاقين بكافة أنوعيةمشكلات الطفولة بكافة أنواعها
+
+226
+00:19:07,350 --> 00:19:12,370
+الاجتماعية وغير ذلك مشكلات الأحداث الجانحين ومشكلة
+
+227
+00:19:12,370 --> 00:19:17,410
+الجريمة في المجتمع كذلك في مجتمعنا هذه كلها أنواع
+
+228
+00:19:17,410 --> 00:19:21,710
+من المشاكل اليوم نستطيع أن نقوم بالوصف والتشخيص
+
+229
+00:19:21,710 --> 00:19:27,210
+لبعض هذه المشكلاتهذا هو النوع الثاني من أنواع
+
+230
+00:19:27,210 --> 00:19:31,570
+البحوث اللي هو الوصفي والتشخيصي الذي يصف الظاهرة
+
+231
+00:19:31,570 --> 00:19:36,450
+ويشخصها لكي نعرف الأسباب والعوامل التي تؤثر في
+
+232
+00:19:36,450 --> 00:19:41,030
+الظاهرة ننتقل إلى النوع الثالث من البحوث وهي
+
+233
+00:19:41,030 --> 00:19:47,200
+البحوث التجريبية وهذه أرقى مستوىمن أرقى وتحتاج إلى
+
+234
+00:19:47,200 --> 00:19:52,940
+خبرة وتحتاج إلى ممارسة مهنية كطويلة الأمد وأيضا
+
+235
+00:19:52,940 --> 00:19:57,640
+خبرات حتى نستطيع أن نتبع هذا المنهج ألا وهو المنهج
+
+236
+00:19:57,640 --> 00:20:04,500
+التجريبي المنهج التجريبي هواختبار الفروض نضع فروضة
+
+237
+00:20:04,500 --> 00:20:07,780
+لأنه صار عندنا أيه دراسات وصفية تشخصية وماعرفتها
+
+238
+00:20:07,780 --> 00:20:11,680
+سبابها إذا من هذه الكم من هذا الكم لهذه الظواهر
+
+239
+00:20:11,680 --> 00:20:16,000
+الموجودة في المجتمع نخضع هذه الظواهر إلى الاختبار
+
+240
+00:20:16,000 --> 00:20:20,560
+إلى الاختبار وإلى التجربة ولذلك عندما نصيغ بعض
+
+241
+00:20:20,560 --> 00:20:26,100
+الفروض للبحوث هنا أو البحث الذي نريد دراسته نضع
+
+242
+00:20:26,100 --> 00:20:32,250
+فروض يعني معينةو هذه الفروض يعني ممكن أن نخضعها
+
+243
+00:20:32,250 --> 00:20:38,230
+للتجربة والاختبار .. للاختبار والتجربة هذه الفروض
+
+244
+00:20:38,230 --> 00:20:45,630
+ونتأكد من صحتها أو عدم صحتها وصدقها وهكذاولذلك هذا
+
+245
+00:20:45,630 --> 00:20:51,110
+النوع بنسميه البحوث التجريبية التي نخضع فيه عوامل
+
+246
+00:20:51,110 --> 00:20:56,350
+الظاهرة أو الفروض التي نفترضها بالنسبة لهذه
+
+247
+00:20:56,350 --> 00:20:59,570
+الظاهرة واسبابها وغير ذلك أو التي تؤثر بيها
+
+248
+00:20:59,570 --> 00:21:05,110
+للاختبار والتجربة هذا طبعا ان شاء الله كل منهج
+
+249
+00:21:05,110 --> 00:21:09,010
+التجريب سناخده بالتفصيل عندما نصل لمنهج التجريبي
+
+250
+00:21:09,010 --> 00:21:14,490
+ولكنيعني حتى تكونوا على علم ومعرفة كذلك بالمنهج
+
+251
+00:21:14,490 --> 00:21:17,610
+التجريبي عندما نشرح في المستقبل يكون فيه فكرة
+
+252
+00:21:17,610 --> 00:21:23,010
+المنهج التجريبي يعني أيضا منهج متقدم يعني احنا
+
+253
+00:21:23,010 --> 00:21:26,810
+بنستخدمه كذلك في الخدمة الاجتماعية بطرقها المختلفة
+
+254
+00:21:26,810 --> 00:21:33,940
+يعني اذكر نعمالبحوث فيه قليلة البحوث التجربية ولكن
+
+255
+00:21:33,940 --> 00:21:38,360
+خطط خطوات مهنة الخدمة الاجتماعية في مثل إجراء هذه
+
+256
+00:21:38,360 --> 00:21:44,220
+البحوث التجربية واستخدامها في طرق الخدمة
+
+257
+00:21:44,220 --> 00:21:47,320
+الاجتماعية على سبيل المثال يعني
+
+258
+00:21:50,360 --> 00:21:55,140
+حضرنا مناقشة رسالة دكتوراه في خدمة الجماعة في عام
+
+259
+00:21:55,140 --> 00:21:59,500
+أواخر السبعينات نذكر في أواخر السبعينات في كلية
+
+260
+00:21:59,500 --> 00:22:04,500
+الخدمة الاجتماعية بالقاهرة فأذكر
+
+261
+00:22:04,500 --> 00:22:10,560
+لباحث رحمه الله عليه كانت هناك دراسة عمامة تأثير
+
+262
+00:22:10,560 --> 00:22:15,430
+خدمة الجماعةفي تغيير السلوك وتعديل السلوك في تعديل
+
+263
+00:22:15,430 --> 00:22:20,050
+وتغيير سلوك الفتيان مرحلة الفتوة يعني الفتيان
+
+264
+00:22:20,050 --> 00:22:25,110
+الصغار مرحلة 12 إلى 15 و هكذا تغييرها في الأحياء
+
+265
+00:22:25,110 --> 00:22:28,970
+الشعبية فكان ماخد رسالة دكتوراه بهذا العنوان على
+
+266
+00:22:28,970 --> 00:22:33,140
+هذا التأثيرهذا الرجل طبعا أو الأستاذ رحمه الله
+
+267
+00:22:33,140 --> 00:22:36,580
+عليه استخدم المنهج التجريبي أنا بتدللكوا المثال
+
+268
+00:22:36,580 --> 00:22:40,900
+علشان نعرف كيفية استخدام المنهج التجريبي في بحوثنا
+
+269
+00:22:40,900 --> 00:22:45,040
+في الخدمة الاجتماعيةفطبعا كان يعيش في بعض الأحياء
+
+270
+00:22:45,040 --> 00:22:49,980
+وقال اني لاحظت على الفتيان هناك سلوك غير سليم وانا
+
+271
+00:22:49,980 --> 00:22:53,780
+بأشتغل في بعض ال .. يعني بمارس و بشوف في مؤسسات
+
+272
+00:22:53,780 --> 00:22:59,240
+اجتماعية ولها دور في شغل وقت الفراغ للفتيان وبعض
+
+273
+00:22:59,240 --> 00:23:05,800
+ال .. نعم فلذلك يعني استلبط البحث بتاعه من انه
+
+274
+00:23:05,800 --> 00:23:09,600
+لابد يعدل سلوك هؤلاء عن طريق مؤسسات خدمة الجماعة
+
+275
+00:23:10,650 --> 00:23:18,010
+فأخذ عينة في حدود عشرين من أهالي الحي اللي لاحظ
+
+276
+00:23:18,010 --> 00:23:23,510
+عليهم على هؤلاء الفتيان سلوك غير سوي أولا يتلفظون
+
+277
+00:23:23,510 --> 00:23:28,620
+ألفاظ غير سويةمن البيئة يعني يقضون وقت فراغي في
+
+278
+00:23:28,620 --> 00:23:35,060
+أشياء مزعجة للجيران وأصوات مزعجة وغير ذلك فيه تلفظ
+
+279
+00:23:35,060 --> 00:23:40,440
+فيه كلام نابي كل هذه الأمور قام بتسجيلها التي تصدر
+
+280
+00:23:40,440 --> 00:23:44,520
+من هؤلاء الفتيان وأخضعهم للتجربة عن طريق مؤسسة
+
+281
+00:23:44,520 --> 00:23:48,930
+لخدمة الجماعةووضع هؤلاء تحت المراقبة بحيث ينتموا
+
+282
+00:23:48,930 --> 00:23:51,990
+إلى هذه المؤسسة وتقوم المؤسسة بدورها عن طريق
+
+283
+00:23:51,990 --> 00:23:57,330
+الخصائص الاجتماعي وعمل برامج اجتماعية مناسبة من
+
+284
+00:23:57,330 --> 00:24:01,130
+أجل تعديل سلوك هؤلاء عن طريق كيف نستخدم خدمة
+
+285
+00:24:01,130 --> 00:24:08,170
+الجماعة في تغيير سلوك الأفراد في المؤسسةوهكذا بدأ
+
+286
+00:24:08,170 --> 00:24:13,690
+يسجل ويغير و .. ولذلك من خلال مناقشته يعني وصل إلى
+
+287
+00:24:13,690 --> 00:24:17,670
+أنه تم التعديل بعد الشهر الأول الثاني الثالث
+
+288
+00:24:17,670 --> 00:24:21,990
+الرابع بعد ستة شهور بعد .. وهكذا بعد فترة زمنية تم
+
+289
+00:24:21,990 --> 00:24:26,710
+تغييرسلوك هؤلاء الأفراد العشرين اللي كانت سلوكهم
+
+290
+00:24:26,710 --> 00:24:30,510
+غير سوي أصبح سلوكهم يتلفظون الألفاظ السوية
+
+291
+00:24:30,510 --> 00:24:34,290
+ويستثمرون وقت فراغي في أشياء مفيدة أصبحوا غير
+
+292
+00:24:34,290 --> 00:24:39,470
+مزعجين لأهل الحي، إذا هنا استخدم المنهج التجريبي
+
+293
+00:24:39,470 --> 00:24:46,860
+في كيفية تعديل سلوك هؤلاء الفتيانويعني كيفية
+
+294
+00:24:46,860 --> 00:24:52,220
+ممارسة المهنية لطريقة خدمة الجماعة كيف نستخدمها في
+
+295
+00:24:52,220 --> 00:24:57,280
+أن نقوم بتعديل السلوك واضح؟ الغير سوي إلى السلوك
+
+296
+00:24:57,280 --> 00:25:01,520
+سوي فلذلك هذا الموضوع لفت انتباهي ففعلا احنا ممكن
+
+297
+00:25:01,520 --> 00:25:05,320
+نستخدم المنهج التجريبي ولكن المنهج التجريبي عادة
+
+298
+00:25:05,320 --> 00:25:10,130
+نستخدمه في مراحل متقدمةلمراحل ماجستير والدكتوراه
+
+299
+00:25:10,130 --> 00:25:16,650
+يعني عادة بعد خبرة طويلة من الممارسة المهنية ولكن
+
+300
+00:25:16,650 --> 00:25:20,150
+نحن في مرحلة الـBaccalaureate عادة يستخدموا
+
+301
+00:25:20,150 --> 00:25:23,390
+الدراسة الاسططماعية الدراسة الاستطلاعية يستخدموا
+
+302
+00:25:23,390 --> 00:25:26,970
+أيضا نوع من أنواع البحوث اللي هي الدراسات الوصفية
+
+303
+00:25:26,970 --> 00:25:32,250
+والتشخيصية وغير ذلك هذه الأنواع اللي احنا بنركز
+
+304
+00:25:32,250 --> 00:25:36,410
+عليها ولكن كمنهج تجريبي يحتاج إلى خبرة وخبرات
+
+305
+00:25:36,410 --> 00:25:41,390
+ومتخصصينفي استخدام المنهج التجريبي وكيفية استخدام
+
+306
+00:25:41,390 --> 00:25:46,410
+هذا المنهج هذه باختصار اللي هي الأنواع البحوث في
+
+307
+00:25:46,410 --> 00:25:51,630
+الخدمة الاجتماعية عند فيليب كيلين والنوع الثاني
+
+308
+00:25:51,630 --> 00:25:56,890
+اللي هي الأنواع البحوث عند جاهودة نكون بذلك
+
+309
+00:25:56,890 --> 00:26:02,110
+انتهينا من موضوع أنواع البحوث في الخدمة الاجتماعية
+
+310
+00:26:02,110 --> 00:26:05,210
+نعم
+
+311
+00:26:08,760 --> 00:26:16,600
+أه خلصنا البحوث كلها انواعهم نعم في
+
+312
+00:26:16,600 --> 00:26:20,740
+عندنا موضوع ان شاء الله بناخد في المحاضرة القادمة
+
+313
+00:26:20,740 --> 00:26:24,560
+دور بحوث الخدمة الاجتماعية في تطوير الممارسة
+
+314
+00:26:24,560 --> 00:26:29,660
+المهنية طيب ننتهي يعني الآن من المحاضرة بعد ان
+
+315
+00:26:29,660 --> 00:26:33,760
+استعرضنا أنواع البحوث في الخدمة الاجتماعية عند
+
+316
+00:26:33,760 --> 00:26:38,220
+Philip Killen وعند Gaudaوفي المحاضرة القادمة ان
+
+317
+00:26:38,220 --> 00:26:42,100
+شاء الله سنتناول البحوث أو دور بحوث الخدمة
+
+318
+00:26:42,100 --> 00:26:47,120
+الاجتماعية في تطوير الممارسة المهنية بإذن الله
+
+319
+00:26:47,120 --> 00:26:52,260
+تعالى في نهاية هذه المحاضرة لكم مني كل تحية وتقدير
+
+320
+00:26:52,260 --> 00:26:55,320
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/Ue5l4IXfYcc_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/Ue5l4IXfYcc_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2c6e525b67dc509f83c7380db99c919cf2fcbb38
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/Ue5l4IXfYcc_postprocess.srt
@@ -0,0 +1,2140 @@
+1
+00:00:21,020 --> 00:00:25,600
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,600 --> 00:00:30,580
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,580 --> 00:00:38,840
+آله وصحبه أجمعين أما بعدفي المحاضرة السابقة تكلمنا
+
+4
+00:00:38,840 --> 00:00:44,120
+عن المنهج التاريخي من ضمن منهج البحث الاجتماعي في
+
+5
+00:00:44,120 --> 00:00:50,360
+هذه المحاضرة سنتكلم عن المنهج التجريبي والمنهج
+
+6
+00:00:50,360 --> 00:00:56,500
+الوصفي ومنهج البحث الاجتماعي في إطار منهج البحث
+
+7
+00:00:56,500 --> 00:01:04,430
+الاجتماعي سنبدأ بالمنهج التجريبي طبعاالمنهج
+
+8
+00:01:04,430 --> 00:01:11,690
+التجريبي يقوم على قياس المتغيرات للظاهرة أو
+
+9
+00:01:11,690 --> 00:01:17,070
+المشكلة التي نقوم بدراستهابالظاهرة يقوم بقياس
+
+10
+00:01:17,070 --> 00:01:24,590
+المتغيرات للظاهرة فلذلك من هنا بنستخدم التجربة في
+
+11
+00:01:24,590 --> 00:01:30,370
+معرفة هذه المتغيرات التي تؤثر على الظاهرة وميزة
+
+12
+00:01:30,370 --> 00:01:34,530
+المنهج التجريبي أنه عندما نقوم بيه أي باحث يقوم
+
+13
+00:01:34,530 --> 00:01:39,010
+بإجراء المنهج التجريبي ممكن لو أتى باحث آخر وقام
+
+14
+00:01:39,010 --> 00:01:43,830
+باستخدام هذا المنهج يصل إلى نفس النتائج مع مراعاة
+
+15
+00:01:43,830 --> 00:01:48,600
+الظروفنفس الظروف نعم نفس الظروف الخاصة بالظاهرة
+
+16
+00:01:48,600 --> 00:01:54,900
+والشروط وغير ذلك طبعا المنهج التجريبي من المناهج
+
+17
+00:01:54,900 --> 00:01:59,840
+ليست سهلة لكن هذه بيستخدمها ذو الخبرة من الباحثين
+
+18
+00:01:59,840 --> 00:02:04,490
+الاجتماعيين الخصائص الاجتماعيين الخبراءالباحثين
+
+19
+00:02:04,490 --> 00:02:08,770
+هؤلاء يعني منهج متقدم في الخبرة لابد أن يكون لدى
+
+20
+00:02:08,770 --> 00:02:12,270
+الباحث خبرة في إجراء البحوث الاجتماعية والبحث
+
+21
+00:02:12,270 --> 00:02:18,610
+التجريبي يأتي بعد مرحلة متقدمة من البحوث تم عملها
+
+22
+00:02:18,610 --> 00:02:24,350
+مثل البحوث الاستكشافية وكل هذه البحوث لابد من
+
+23
+00:02:24,350 --> 00:02:29,240
+عملها حول الظاهرة وهناك يكون عدد أو كمكبير من
+
+24
+00:02:29,240 --> 00:02:33,640
+الدراسات حول الظاهرة من أجل أن نستنبط من الظاهرة
+
+25
+00:02:33,640 --> 00:02:38,560
+للفروض ونتحقق من صحتها وعدم صحتها فلذلك المنهج
+
+26
+00:02:38,560 --> 00:02:44,520
+التجريبي يعني عادة يستخدم في البحوث المتقدمة
+
+27
+00:02:44,520 --> 00:02:49,280
+وبنستخدمه نحن في الدراسات الاجتماعية عامة وفي
+
+28
+00:02:49,280 --> 00:02:53,460
+الخدمة الاجتماعية خاصة وعلم الاجتماع نستخدم المنهج
+
+29
+00:02:53,460 --> 00:02:57,220
+التجريبي أيضا لكن لابد من الباحث أن يكون على قدر
+
+30
+00:02:57,220 --> 00:03:02,530
+من الكفاءةو الخبرة في عمل البحوث الاجتماعية
+
+31
+00:03:02,530 --> 00:03:06,150
+التجريبية الخدمة الاجتماعية تستخدمش بشكل كبير
+
+32
+00:03:06,150 --> 00:03:12,430
+نستخدم نستخدم البحوث ماشي بس بدأنا نستخدم اليوم
+
+33
+00:03:12,430 --> 00:03:16,710
+بدأت الخدمة الاجتماعية تستخدم المنهج التجريبي في
+
+34
+00:03:16,710 --> 00:03:20,820
+دراساتهالتأكد من صحة الطرق والمبادئ المستخدمة في
+
+35
+00:03:20,820 --> 00:03:23,840
+طرق الخدمة الاجتماعية وأيضا في مجالات الخدمة
+
+36
+00:03:23,840 --> 00:03:27,080
+الاجتماعية الكثيرة اليوم بدأنا نستخدم المنهج
+
+37
+00:03:27,080 --> 00:03:31,160
+التجريبي وهناك كثير من الدراسات تقوم على استخدام
+
+38
+00:03:31,160 --> 00:03:35,840
+المنهج التجريبي وخاصة فيما اتقدم البحوث في الخدمة
+
+39
+00:03:35,840 --> 00:03:41,940
+الاجتماعية فبدأ الباحثون يستخدمون المنهج التجريبي
+
+40
+00:03:42,360 --> 00:03:47,720
+ولذلك قطع شوطا كبيرا في إجراء كثير من الدراسات
+
+41
+00:03:47,720 --> 00:03:51,500
+والبحوث في الخدمة الاجتماعية عن طريق استخدام
+
+42
+00:03:51,500 --> 00:04:00,810
+المنهج التجريونحن نحتاج لمنهج التجريبي في الدراسات
+
+43
+00:04:00,810 --> 00:04:04,890
+الاجتماعية والبحوث في المجالات الخدمة الاجتماعية
+
+44
+00:04:04,890 --> 00:04:09,950
+وأيضا في طرقها وكذلك في علم الاجتماع فلذلك من هنا
+
+45
+00:04:09,950 --> 00:04:15,850
+تبرز أهمية استخدام المنهج التجريبي وبنصل يعني لما
+
+46
+00:04:15,850 --> 00:04:19,260
+نعيد التجربةهنا عندما يقوم الباحث باستخدام المناج
+
+47
+00:04:19,260 --> 00:04:24,060
+التجريبي ويصل إلى نتائج ممكن عند قدوم أي باحث آخر
+
+48
+00:04:24,060 --> 00:04:27,800
+ويجري التجربة باستخدام نفس الظروف يصل إلى نفس
+
+49
+00:04:27,800 --> 00:04:32,020
+الظروف لابد أن يصل إلى نفس النتائج التي وصل إليها
+
+50
+00:04:32,020 --> 00:04:37,960
+الباحث الأول وهكذاطبعاً بيعتمد المنهج التجريبي
+
+51
+00:04:37,960 --> 00:04:43,060
+يعني على جمع البيانات والمعلومات عن طريق اختيار
+
+52
+00:04:43,060 --> 00:04:47,080
+عدد من الفروض وعن طريق التحكم في مختلف العوامل
+
+53
+00:04:47,080 --> 00:04:51,580
+التي تؤثر في الظاهرة موضع الدراسة والبصول إلى
+
+54
+00:04:51,580 --> 00:04:59,290
+العلاقات بين السبب والنتيجةبالنسبة لمنهج التجريبي
+
+55
+00:04:59,290 --> 00:05:05,050
+البعض بيرأ انه يتعذر تطبيقه وهذا أخدناه في استخدام
+
+56
+00:05:05,050 --> 00:05:10,370
+المنهج العلمي هل ممكن يتعذر تطبيق استخدام منهج
+
+57
+00:05:10,370 --> 00:05:14,570
+التجريبي في العلوم الاجتماعية أو في الخدمة
+
+58
+00:05:14,570 --> 00:05:18,720
+الاجتماعية؟ نعمهما المعارضين حكوا انه لا يمكن
+
+59
+00:05:18,720 --> 00:05:23,240
+استخدامه لأن الباحث بتحكم فيها فاحنا بنرد عليهم
+
+60
+00:05:23,240 --> 00:05:26,340
+بنحكي لأ ممكن باستخدام .. عوامل الذاتية يعني تتخذ
+
+61
+00:05:26,340 --> 00:05:29,320
+.. ممكن باستخدام القياس والتجربة وخاصة انه احنا في
+
+62
+00:05:29,320 --> 00:05:31,800
+عندنا اللي هي مجموعتين، المجموعة الضابط والمجموعة
+
+63
+00:05:31,800 --> 00:05:35,960
+المتمردة، ممكن قياس الظروف عليها واستخرج النتائج
+
+64
+00:05:35,960 --> 00:05:39,450
+.. بالضبطبالرغم من أن بعض المعارضين لاستخدام
+
+65
+00:05:39,450 --> 00:05:43,410
+المنهج التجريبي في العلوم الاجتماعية وفي الخدمة
+
+66
+00:05:43,410 --> 00:05:48,230
+الاجتماعية وعلم الاجتماع خاصة هنا نحن نرد عليهم
+
+67
+00:05:48,230 --> 00:05:55,170
+ونقول لأ ممكن أن نستخدم المنهج التجريبي بابتعادنا
+
+68
+00:05:55,170 --> 00:06:00,590
+عن الذاتية في ذلك ونستبع الموضوعية في إجراء
+
+69
+00:06:00,590 --> 00:06:06,620
+التجربةونستخدم مجموعتين مجموعة ضابطة ومجموعة
+
+70
+00:06:06,620 --> 00:06:12,280
+تجربية تتوفر فيها كل المتغيرات في التجربية وفي
+
+71
+00:06:12,280 --> 00:06:17,620
+الضابطة ما عدا عامل واحد ممكن أن نضعه في الجماعة
+
+72
+00:06:17,620 --> 00:06:22,510
+التجربيةوهنا لكي نقيس ما مدى تغير المجموعة
+
+73
+00:06:22,510 --> 00:06:26,990
+التجريبية نتيجة هذا العامل المستقل في المجموعة
+
+74
+00:06:26,990 --> 00:06:31,630
+التجريبية مع مراعاة كل الظروف في المجموعتين
+
+75
+00:06:31,630 --> 00:06:36,610
+التجريبية والمجموعة الضابطة وبعد ذلك نصل إلى
+
+76
+00:06:36,610 --> 00:06:40,930
+النتائج لمعرفة ما مدى تأثير العامل المستقل هذا على
+
+77
+00:06:40,930 --> 00:06:45,510
+بقية العوامل المتغيرة في التجربةأو في المجموعة
+
+78
+00:06:45,510 --> 00:06:49,750
+التجريبية ونقارنها بعد ذلك المجموعة التجريبية
+
+79
+00:06:49,750 --> 00:06:55,070
+بالمجموعة الضابطة لنعرف الفروق بين المجموعتين
+
+80
+00:06:55,070 --> 00:07:01,690
+الضابطة والتجريبية هذا هو باختصار المنهج التجريبي
+
+81
+00:07:04,610 --> 00:07:08,370
+لكن لما نقول مجموعة تجربية ومجموعة ضابطة لابد أن
+
+82
+00:07:08,370 --> 00:07:12,310
+نراعي كافة الظروف والعوامل بالنسبة للمجموعتين
+
+83
+00:07:12,310 --> 00:07:16,870
+والعوامل كلها نراعيها بأن تكون سامتة ونفسها
+
+84
+00:07:16,870 --> 00:07:21,470
+ومراعاة الظروف وكل الأمور هذه نراعيها في
+
+85
+00:07:21,470 --> 00:07:26,930
+المجموعتينفي هذه الحالة تنجح التجربة تنجح المتغير
+
+86
+00:07:26,930 --> 00:07:31,730
+المستقل هذا لمعرفة اللي يكون في المجموعة اللي هي
+
+87
+00:07:31,730 --> 00:07:36,190
+التجربية لمعرفة ممد تأثيره على بقية العوامل
+
+88
+00:07:36,190 --> 00:07:42,630
+المتغيرة في المجموعة التجربية هو المستقل بالنسبة
+
+89
+00:07:42,630 --> 00:07:47,260
+للمجموعة التجربية بالنسبة للعوامل الأخرىونفس
+
+90
+00:07:47,260 --> 00:07:50,880
+العوامل هي نفسها مجموعة ضابطة مع المجموعة التجربية
+
+91
+00:07:50,880 --> 00:07:54,780
+ما عدا العامل المستقل في المجموعة التجربية لمعرفة
+
+92
+00:07:54,780 --> 00:07:59,180
+ما مدى تأثيره على الظاهرة في المجموعة التجربية أو
+
+93
+00:07:59,180 --> 00:08:02,140
+الجماعة التجربية، واضح؟ افهمنا الجماعة الضابطة
+
+94
+00:08:02,140 --> 00:08:06,330
+والجماعة التجربية؟مجموعتيني واصل ناخدنا احنا كمان
+
+95
+00:08:06,330 --> 00:08:10,450
+قبل كده ممكن نعمل مجموعتيني طابتتيني ومجموعتيني
+
+96
+00:08:10,450 --> 00:08:16,990
+تجربتيني و هكذا و نقيس الفروقات قبل وبعد التجربة
+
+97
+00:08:16,990 --> 00:08:26,190
+اذا في علاقةالظاهرة تحدث في الجماعة التجربية فقط
+
+98
+00:08:26,190 --> 00:08:33,990
+دون الضابطة و تم الاستنتاج على إن هناك علاقة بين
+
+99
+00:08:33,990 --> 00:08:38,370
+هذا المتغير المستقل وبين الظاهرة لمعرفة مدى تأثير
+
+100
+00:08:38,370 --> 00:08:42,350
+العامل المستقل على العوامل المتغيرة الأخرى في
+
+101
+00:08:42,350 --> 00:08:46,230
+الظاهرة بالنسبة للجماعة التجربيةأو المجموعة
+
+102
+00:08:46,230 --> 00:08:49,330
+التجريبية، خلاص هذا كل باختصار اللي بدنا يجب أن
+
+103
+00:08:49,330 --> 00:08:53,350
+نعرفه في المنهج التجريبي المنهج التجريبي كما قلنا
+
+104
+00:08:53,350 --> 00:08:57,150
+يعني دائما في الدراسات المتقدمة ال master و
+
+105
+00:08:57,150 --> 00:09:01,350
+الدكتورات يعني بيكون بعض الطلبة يستخدمون اللي هو
+
+106
+00:09:01,350 --> 00:09:06,440
+المنهج التجريبي في عمل البحثالـ Baccalaureate ممكن
+
+107
+00:09:06,440 --> 00:09:12,040
+يتم عمل ذلك ولكن يحتاج إلى خبرة ويحتاج إلى مهارة
+
+108
+00:09:12,040 --> 00:09:17,960
+ووقت بالنسبة ليه؟ ممكن نستخدمه نعم، ليش لأ؟ نعم،
+
+109
+00:09:17,960 --> 00:09:27,560
+في عندنا المنهج الوصفي المنهج الوصفي المنهج الوصفي
+
+110
+00:09:27,560 --> 00:09:35,020
+هو من خلال اسمه هو وصف هو وصف للظاهروصف للظاهرة
+
+111
+00:09:35,020 --> 00:09:40,260
+وتحليلها ومعرفة العوامل المسببة لها وتشخيص للظاهرة
+
+112
+00:09:40,260 --> 00:09:43,780
+هذا هو المنهج الوصفي أن نقوم بالوصف والتحليل
+
+113
+00:09:43,780 --> 00:09:48,280
+والتشخيصلمعرفة الظاهرة ووصفها ومعرفة العوامل
+
+114
+00:09:48,280 --> 00:09:53,700
+المؤثرة في الظاهرة وهكذا جمع حقائق علمية حول
+
+115
+00:09:53,700 --> 00:09:59,500
+الظاهرة لكي نقوم بوصفها وصفا حقيقيا لمعرفة أسبابها
+
+116
+00:09:59,500 --> 00:10:05,200
+ولمعرفة العوامل المؤثرة في الظاهرة هذا هو باختصار
+
+117
+00:10:05,200 --> 00:10:12,170
+يعني معنى المنهج الوصفي نقوم بوصف الظاهرة وتشخيصها
+
+118
+00:10:12,170 --> 00:10:18,390
+وصف وتشخيص ونجمع البيانات اللازمة لذلك حتى نقوم
+
+119
+00:10:18,390 --> 00:10:22,130
+بالتشخيص الصحيح لابد من جمع البيانات والمعلومات
+
+120
+00:10:22,130 --> 00:10:26,510
+ونحللها ونفسرها حتى نصل إلى العوامل المسببة
+
+121
+00:10:26,510 --> 00:10:32,630
+للظاهرة هذا بالنسبة لمنهج الوصفي المنهج الوصفي هنا
+
+122
+00:10:32,630 --> 00:10:37,420
+بدنا نعرف اختلافه عن منهج المسح الاجتماعييعني
+
+123
+00:10:37,420 --> 00:10:41,900
+كثيرًا ما نستخدم المسح الاجتماعي في دراساتنا
+
+124
+00:10:41,900 --> 00:10:44,960
+الاجتماعية وخاصة في الخدمة الاجتماعية وعلم
+
+125
+00:10:44,960 --> 00:10:49,560
+الاجتماع ومن استخدم المنهج الوصفي فالمنهج المسح
+
+126
+00:10:49,560 --> 00:10:52,720
+الاجتماعي يعتبر هو أحد المناهج في المنهج الوصفي
+
+127
+00:10:52,720 --> 00:10:56,020
+لأنه عندما نستخدم المنهج المسح الاجتماعي نقول نصف
+
+128
+00:10:56,020 --> 00:11:00,800
+ونحلل الظاهرة وصف و تحليل وصف و تحليل الظاهرة
+
+129
+00:11:00,800 --> 00:11:04,600
+فلذلك في فروقات بين المنهج الوصفي ومنهج المسح
+
+130
+00:11:04,600 --> 00:11:08,390
+الاجتماعيلو اجينا للمنهج الوصفي من خلال اسمه
+
+131
+00:11:08,390 --> 00:11:15,730
+وعبارة عن ماذا؟ وصف الظاهرة، وصف الظاهرة وتشخيصها
+
+132
+00:11:15,730 --> 00:11:20,570
+للوصول للقوانين، الوصف والتشخيصولكن ليس في
+
+133
+00:11:20,570 --> 00:11:23,310
+الاناحية التطبيقية لكي نصل إلى القوانين اللي تحكم
+
+134
+00:11:23,310 --> 00:11:27,670
+سير هذه الظاهرة هذا معنى اللي هو المنهج الوصفي
+
+135
+00:11:27,670 --> 00:11:32,130
+وهذا يعني يقوم على ذلك الوصف والتشخيص للوصول إلى
+
+136
+00:11:32,130 --> 00:11:37,210
+القوانين اللي بتتصل بالظاهرة الاجتماعيةطبعا الوصفي
+
+137
+00:11:37,210 --> 00:11:40,470
+لا يهدف إلى الناحية التطبيقية، لكن من الذي يهدف
+
+138
+00:11:40,470 --> 00:11:43,790
+إلى الناحية التطبيقية؟ المسح الاجتماعي، إذا المسح
+
+139
+00:11:43,790 --> 00:11:46,830
+الاجتماعي الذي يقوم على الوصف والتحليل أيضا هو
+
+140
+00:11:46,830 --> 00:11:51,290
+الذي يضع يعني له جانب تطبيقي يركز على جانب التطبيق
+
+141
+00:11:51,290 --> 00:11:57,010
+الظاهرة، محل الدراسة ويضع لنا خطة علاجيةبعد ذلك
+
+142
+00:11:57,010 --> 00:12:02,850
+برنامج علاجي من خلال اللي هو لإصلاح المجتمع أو
+
+143
+00:12:02,850 --> 00:12:07,530
+لعلاج الظاهرة فمن هنا المسح الاجتماعي هو جانب
+
+144
+00:12:07,530 --> 00:12:11,650
+تطبيقي في دراساتنا الاجتماعية أو بحوثنا الاجتماعية
+
+145
+00:12:11,650 --> 00:12:17,270
+وأيضا يقوم بعملية اللي هو وضع خطة لعلاج الظاهرة
+
+146
+00:12:18,730 --> 00:12:23,010
+والمشكلة فيها المجتمع ولذلك هنا بيعملنا برنامج
+
+147
+00:12:23,010 --> 00:12:30,270
+إصلاحي برنامج لإصلاح المجتمع بركز على أناس بعينهم
+
+148
+00:12:30,270 --> 00:12:35,230
+أو مكان محددواضح او مجال او وضع معين في حين هذا
+
+149
+00:12:35,230 --> 00:12:41,410
+المنهج الوصفي على جماعة معينة في مكان معين او مجال
+
+150
+00:12:41,410 --> 00:12:48,010
+معين في حين المسح الاجتماعي يركز على المشكلات
+
+151
+00:12:48,010 --> 00:12:54,200
+المرضيةوبحدد أسباب أو أعراض الظاهرة المرضية
+
+152
+00:12:54,200 --> 00:12:58,580
+المدروسة اللي نقوم بدراستها وباهتم بوضع عام
+
+153
+00:12:58,580 --> 00:13:01,720
+بالأوضاع العامة في المجتمع والمشكلات العامة في
+
+154
+00:13:01,720 --> 00:13:07,020
+المجتمع مثل مشكلات الجريمة والانتحار والتشرد وهي
+
+155
+00:13:07,020 --> 00:13:10,900
+ذات صبغة عامة أحيانا تكون في المجتمع ونقوم
+
+156
+00:13:10,900 --> 00:13:17,150
+بدراستها لما لها من التأثير على المجتمعلكن في أوجه
+
+157
+00:13:17,150 --> 00:13:21,350
+الاتفاق ما بين المنهج الوصفي والمنهج المسح
+
+158
+00:13:21,350 --> 00:13:25,870
+الاجتماعي بأن كل المنهجين يعتمدان على مادة علمية
+
+159
+00:13:25,870 --> 00:13:31,390
+الطريقة العلمية منهج الوصفي ومنهج المسح الاجتماعي
+
+160
+00:13:31,390 --> 00:13:36,070
+كل منهم يتبع الطريقة العلمية في الدراسة ماذا أيضا
+
+161
+00:13:36,070 --> 00:13:39,580
+يهتمان بالحياة الاجتماعية ورخاء الإنسانيبيهتموا
+
+162
+00:13:39,580 --> 00:13:43,320
+بالجانب الاجتماعي المنهج الوصفي ومنهج المسح
+
+163
+00:13:43,320 --> 00:13:47,360
+الاجتماعي بيهتموا بالجوانب الاجتماعية في المجتمع
+
+164
+00:13:47,360 --> 00:13:50,600
+بالضبط مثل علم الاجتماع وخدمة الاجتماعية بيهتموا
+
+165
+00:13:50,600 --> 00:13:54,920
+بالجوانب الاجتماعية فالمنهج الوصفي بنستخدمه ومنهج
+
+166
+00:13:54,920 --> 00:13:59,160
+المسح الاجتماعي كل منهم نستخدم المنهجين لماذا
+
+167
+00:13:59,160 --> 00:14:04,640
+نستخدم كل منهملوضع ذضة أو لعلاج مشكلة للدراسة
+
+168
+00:14:04,640 --> 00:14:07,840
+الاجتماعية للجانب الاجتماعي ندرس الجوانب
+
+169
+00:14:07,840 --> 00:14:14,980
+الاجتماعية ماذا أيضا؟ منهج المسح الاجتماعي هو أحد
+
+170
+00:14:14,980 --> 00:14:18,080
+المنهج الرئيسية في الدراسات الوصفية Bravo نعم
+
+171
+00:14:18,080 --> 00:14:22,840
+ولذلك بنقول المنهج المسح الاجتماعي هو أحد المنهج
+
+172
+00:14:22,840 --> 00:14:27,380
+الرئيسية في الدراسات الوصفية أو في المنهج الوصفي
+
+173
+00:14:27,380 --> 00:14:34,640
+وليس العكسوهكذا هذه بنكون كده اعرفنا اوجه الاتفاق
+
+174
+00:14:34,640 --> 00:14:40,040
+و اوجه الاختلاف ما بين المنهج الوصفي ومنهج المسح
+
+175
+00:14:40,040 --> 00:14:51,260
+الاجتماعي في
+
+176
+00:14:51,260 --> 00:14:57,980
+عندنا يعني المنهج المسح الاجتماعيطبعا الان خلصنا
+
+177
+00:14:57,980 --> 00:15:03,200
+المنهج الوصفى لندرس منهج المسح الاجتماعى ندخل الى
+
+178
+00:15:03,200 --> 00:15:07,240
+المنهج اللى هندرسه في يد المحاضرة وهو المسح
+
+179
+00:15:07,240 --> 00:15:12,680
+الاجتماعىيعني باختصار احنا بنركز على المسح
+
+180
+00:15:12,680 --> 00:15:16,600
+الاجتماعي لأنه له استخدامات كثيرة عندنا في العلوم
+
+181
+00:15:16,600 --> 00:15:19,820
+الاجتماعية عامة وفي الخدمة الاجتماعية وفي علم
+
+182
+00:15:19,820 --> 00:15:25,260
+الاجتماع فلذلك بنركز على المسح الاجتماعي فالمسح
+
+183
+00:15:25,260 --> 00:15:30,190
+الاجتماعي دائما هو دراسة علميةللظاهرة لكي نقوم
+
+184
+00:15:30,190 --> 00:15:34,790
+بوصف الظاهرة وتحليلها وتفسيرها ومعرفة أسبابها
+
+185
+00:15:34,790 --> 00:15:39,550
+بالوصول إلى خطة إصلاحية لهذه الظاهرة في المجتمع
+
+186
+00:15:39,550 --> 00:15:43,970
+لكي نضع برنامج إصلاحي للظاهرة أو المشكلة في
+
+187
+00:15:43,970 --> 00:15:48,090
+المجتمع هذا هو بالنسبة باختصار اللي هو المسح
+
+188
+00:15:48,090 --> 00:15:52,620
+الاجتماعي فلذلك بيعتمد على الوصف والتحليلعندما
+
+189
+00:15:52,620 --> 00:15:55,760
+نقوم باستخدام منهج المسح الاجتماعي نقول لأننا
+
+190
+00:15:55,760 --> 00:16:00,680
+نستخدمه لأنه يقوم على الوصف والتحليل للظاهرة موضوع
+
+191
+00:16:00,680 --> 00:16:05,020
+الدراسة وتشخيصها ومعرفة العوامل المؤثرة فيها لكي
+
+192
+00:16:05,020 --> 00:16:10,060
+نضع جانب تطبيق يعني خطة إصلاحية للمجتمع من خلال
+
+193
+00:16:10,060 --> 00:16:14,360
+دراستنا لهذه الظاهرة باستخدام منهج المسح الاجتماعي
+
+194
+00:16:14,390 --> 00:16:18,070
+باعتمد على أحساقات كمية؟ طبعا فلذلك من هنا باختصار
+
+195
+00:16:18,070 --> 00:16:23,310
+هو دراسة علمية لظروف المجتمع ومشكلاته وحاجاته بقصد
+
+196
+00:16:23,310 --> 00:16:28,470
+وضع برنامج إصلاحي للمجتمع هذا هو باختصار مفهوم
+
+197
+00:16:28,470 --> 00:16:33,010
+المسح الاجتماعي وكثيرا ما نستخدمه يعني من خلال ما
+
+198
+00:16:33,010 --> 00:16:36,630
+انت عرض لموضوعاتي في موضوعات اجتماعية واقتصادية
+
+199
+00:16:36,630 --> 00:16:40,170
+وقياس الرأي العام ومعرفة كثير من الظواهر في
+
+200
+00:16:40,170 --> 00:16:45,630
+المجتمع ودراستهافلذلك مهم جدا المسح الاجتماعي
+
+201
+00:16:45,630 --> 00:16:49,630
+ليعتبر من أهم مناهج اللي هو البحث الاجتماعي
+
+202
+00:16:53,460 --> 00:16:57,980
+طبعاً المسح الاجتماع بفيدنا على دراسة الجوانب
+
+203
+00:16:57,980 --> 00:17:01,540
+المرضية اللي هي المشكلات يعني المشكلات في المجتمع
+
+204
+00:17:01,540 --> 00:17:06,360
+بنركز عليها عندما تكون في مشكلة في المجتمع لابد من
+
+205
+00:17:06,360 --> 00:17:10,220
+دراستها باستخدام منهج المسح الاجتماعي يعني مشكلات
+
+206
+00:17:10,220 --> 00:17:14,820
+خاصة بطلبة الجامعة بنستخدم المسح الاجتماعي بدراسات
+
+207
+00:17:14,820 --> 00:17:18,820
+اجتماعية دراسات و هكذا حتى أحيانا بعض المشكلات
+
+208
+00:17:18,820 --> 00:17:23,300
+الاقتصادية نستخدم لها منهج المسح الاجتماعي و هكذا
+
+209
+00:17:23,460 --> 00:17:28,760
+فلذلك بفيدنا في عملية التخطيط القومي عندما نقوم
+
+210
+00:17:28,760 --> 00:17:32,220
+بعمليات التخطيط القومي نستخدم منهج المسح الاجتماعي
+
+211
+00:17:32,220 --> 00:17:36,580
+في دراسة كثير من المشكلات والبواهر في المجتمع لكي
+
+212
+00:17:36,580 --> 00:17:41,940
+نضع الخطط الملائمة والمناسبة على المستوى القومي
+
+213
+00:17:45,330 --> 00:17:49,010
+أيضًا بقسلنا الرأي العام المسح الاجتماعي كثيرًا ما
+
+214
+00:17:49,010 --> 00:17:53,650
+نستخدمه في قياس الرأي العام حول اتجاهات الناس
+
+215
+00:17:53,650 --> 00:17:57,550
+اتجاهات الناس حول موضوعات معينة استخدموا اتجاهات
+
+216
+00:17:57,550 --> 00:18:01,390
+الناس حول الانتخابات حول القيادة حول ظاهرة أو
+
+217
+00:18:01,390 --> 00:18:04,930
+مشكلة ما رأي الناس في ذلك وما وجهة نظرهم في حلول
+
+218
+00:18:04,930 --> 00:18:09,110
+هذه الظاهرة فهنا بنعرف قياس الرأي العام حول موضوع
+
+219
+00:18:09,110 --> 00:18:15,620
+المعين وهكذا فلذلك يعني قياس الرأي العام بستخدمدهو
+
+220
+00:18:15,620 --> 00:18:22,180
+منهج المسح الاجتماعي في
+
+221
+00:18:22,180 --> 00:18:26,180
+عندنا أنواع المسوح الاجتماعية في عندنا من ناحية
+
+222
+00:18:26,180 --> 00:18:30,240
+الموضوع و من ناحية المجال البشري من ناحية الموضوع
+
+223
+00:18:30,240 --> 00:18:34,640
+عندنا المسح العام و المسح الخاص المسح العام و
+
+224
+00:18:34,640 --> 00:18:41,810
+المسح الخاص المسح العام ما هوما هو يا بنت؟ تفضل
+
+225
+00:18:41,810 --> 00:18:51,450
+يعني
+
+226
+00:18:51,450 --> 00:18:56,270
+من خلال اسم المسح العام هو يشمل جوانب كثيرة في
+
+227
+00:18:56,270 --> 00:19:00,320
+المجتمعأحيانًا بنا ممكن نعمل لعدد من الجوانب أو
+
+228
+00:19:00,320 --> 00:19:03,980
+ممكن ناخد كافة الجوانب في المجتمع الجانب الاجتماعي
+
+229
+00:19:03,980 --> 00:19:06,720
+الجانب الاقتصادي الجانب التعليمي الجانب الصحي
+
+230
+00:19:06,720 --> 00:19:10,880
+الجانب الديني كثير وغيرها من الجوانب الأخرى وهذا
+
+231
+00:19:10,880 --> 00:19:14,840
+المسح العام كثيرًا ما يستخدم يعني في المؤسسات
+
+232
+00:19:14,840 --> 00:19:19,220
+الكبيرة القومية في المجتمع مثل جهاز المركز للإحصاء
+
+233
+00:19:19,220 --> 00:19:22,920
+عندنا هو الذي يقوم بمثل هذه الدراسات لأنه بيشمل
+
+234
+00:19:22,920 --> 00:19:27,210
+جوانب كثيرة ويحتاج إلى إمكانيات ويحتاج إلى جهدووقت
+
+235
+00:19:27,210 --> 00:19:32,910
+طويل و هكذا فلذلك هذا المسح العام بنسميه يشمل جميع
+
+236
+00:19:32,910 --> 00:19:37,190
+مجالات المجتمع أو عدد كبير من هذه المجالات هذا
+
+237
+00:19:37,190 --> 00:19:42,530
+بنسميه المسح العام في عندنا حاجة أخرى من نوعية
+
+238
+00:19:42,530 --> 00:19:45,900
+المسح يعني .. أه أيوة يا بنتالمسح الخاص ليه اللي
+
+239
+00:19:45,900 --> 00:19:49,400
+بتهتم بدراسة شخم متعلق بنواعي محددة أو بنفرض في
+
+240
+00:19:49,400 --> 00:19:53,120
+الحياة الاجتماعية للتعليم والصحة والزراعة؟ بالضبط،
+
+241
+00:19:53,120 --> 00:19:57,340
+إذا هنا المسح الخاص هو في مجال معين، يا مجال
+
+242
+00:19:57,340 --> 00:20:01,400
+التعليم، يا مجال الصحة، يا المجال الزراعي، يا
+
+243
+00:20:01,400 --> 00:20:04,340
+المجال الاقتصادي، وها كده، إذا هنا نقوم بدراسة
+
+244
+00:20:04,340 --> 00:20:09,750
+مجال معين، ولذلك بنسميه المسح الخاصلإحدى مجالات
+
+245
+00:20:09,750 --> 00:20:14,850
+الموجودة في المجتمع، ليس مسحا عاما كما سبق في
+
+246
+00:20:14,850 --> 00:20:19,770
+المسح العام، لأ هنا مسح خاص يتضمن دراسة والقيام
+
+247
+00:20:19,770 --> 00:20:25,990
+ببحث حول مجال معين من أو مجال خاص من مجالات
+
+248
+00:20:25,990 --> 00:20:31,300
+المجتمعواضح؟ مجال تعليمي، مجال صحي، مجال زراعي، و
+
+249
+00:20:31,300 --> 00:20:35,480
+هكذا، بيئي إلى غير ذلك من المجالات، هذا بالنسبة من
+
+250
+00:20:35,480 --> 00:20:40,860
+حيث الموضوع، لكن هناك من حيث المجال البشري، من حيث
+
+251
+00:20:40,860 --> 00:20:44,620
+المجال البشري، عندنا نوعين، مسح شامل و مسح
+
+252
+00:20:44,620 --> 00:20:48,260
+بالعينة، المسح الشامل ما هو المسح الشامل؟ أيوة يا
+
+253
+00:20:48,260 --> 00:20:52,690
+بنتيوهي طبعاً الدراسة الشاملة لجميع مفردات المجتمع
+
+254
+00:20:52,690 --> 00:20:55,370
+ومن أيوبها أنها طريقة كتير تتغاليف وتحتاج إلى
+
+255
+00:20:55,370 --> 00:20:59,130
+وقتها كبير بالضبط لكن هذه الطريقة المسح الشامل
+
+256
+00:20:59,130 --> 00:21:04,750
+بتشمل جميع مفردات مجتمع الدراسة جميع مفردات مجتمع
+
+257
+00:21:04,750 --> 00:21:08,560
+الدراسةفلذلك هذا المجتمع يحتاج إلى الوقت، إلى
+
+258
+00:21:08,560 --> 00:21:12,600
+الجهد، إلى التكاليف، هذا عادة ما تقوم به المؤسسات
+
+259
+00:21:12,600 --> 00:21:18,200
+الكبيرة مثل الجهاز المركزي للإحصاء وخاصة يفيد هذه
+
+260
+00:21:18,200 --> 00:21:23,700
+الجهات بالتخطيط القوميللمشاريع والبرامج والخدمات
+
+261
+00:21:23,700 --> 00:21:28,580
+التي تقدم للناس لكي نعرف المجتمع بكافة جوانبه
+
+262
+00:21:28,580 --> 00:21:33,600
+فلذلك من هنا بنقول اللي هو دراسة اللي هو بنعمل مسح
+
+263
+00:21:33,600 --> 00:21:36,300
+شامل لجميع مفردات المجتمع نعم
+
+264
+00:21:40,500 --> 00:21:44,480
+لأ ليش أقل دقة؟ لماذا؟ لأ بالعكس، بيشمل جميع
+
+265
+00:21:44,480 --> 00:21:47,840
+المفرضات، لا هذا ولا ذلك، لأنه المصح الشامل ممكن
+
+266
+00:21:47,840 --> 00:21:50,540
+يؤدي لنفس النتاج اللي ممكن نصل بيها من خلال
+
+267
+00:21:50,540 --> 00:21:54,760
+العينة، إذا كانت العينة ممثلة للمجتمع، لكن
+
+268
+00:21:54,760 --> 00:22:01,700
+التكاليف كثيرة، نعم، أتن لحظةالعينة، العينة
+
+269
+00:22:01,700 --> 00:22:05,620
+الكبيرة، بتكون أكثر دقة، أه طيب، عم تشمل المجتمع
+
+270
+00:22:05,620 --> 00:22:10,460
+ككل، بس قلتلك هنا بتاخد إمكانيات كثيرة، بتاخد جهد
+
+271
+00:22:10,460 --> 00:22:15,360
+كثير، بتاخد وقت، بتاخد تكاليف، واضح؟ فلذلك هنا لو
+
+272
+00:22:15,360 --> 00:22:19,040
+عملنا على كل مفرضات المجتمع، أنا بقولك صح، مظبوط،
+
+273
+00:22:19,040 --> 00:22:22,340
+يعني لو بدنا نعمل دراسة على مشكلات طالبات الجامعة
+
+274
+00:22:23,720 --> 00:22:28,240
+لو عملنا على كل الطالبات مسح عام، كويس، بيقدي
+
+275
+00:22:28,240 --> 00:22:31,500
+النتائج دقيقة، معاكي أنا، لأنه بنشمل كل مفرضة من
+
+276
+00:22:31,500 --> 00:22:35,960
+المفرضات البحث، لكن هذا إيش بياخد من المجهود؟ مقت
+
+277
+00:22:35,960 --> 00:22:40,580
+ومجهود وتكاليف وشيء كثير، واضح؟ لكن لو أخدنا عينة
+
+278
+00:22:40,580 --> 00:22:44,940
+بتمثل الطالبات، عينة ممثلة للمجتمع من الطالبات،
+
+279
+00:22:44,940 --> 00:22:48,800
+وبدنا نعمل دراسة حولها، حول مشكلات الطالبات،هنصل
+
+280
+00:22:48,800 --> 00:22:52,400
+إلى نتائج قريبة، ليس فيها اختلاف عن النتيجة
+
+281
+00:22:52,400 --> 00:22:57,940
+العامة، واضح؟ أضرب مثال آخر قريب لكي تستفيد، لو
+
+282
+00:22:57,940 --> 00:23:03,000
+بدنا نحلل الإنسان من حيث المرض الذي يعاني منه أو
+
+283
+00:23:03,000 --> 00:23:07,200
+الأمراض التي يعاني منها الإنسان، نلجأ إلى تحليل
+
+284
+00:23:07,200 --> 00:23:12,190
+الدمتحليل الأساسي هو الدم طيب عندما نشخص المرض أو
+
+285
+00:23:12,190 --> 00:23:15,670
+نعرف هل الإنسان يعاني من مرض معين جسمي طبعا مرض
+
+286
+00:23:15,670 --> 00:23:21,310
+جسمي هل ناخد جميع الدم لديه حتى نحلله و نرجع بعد
+
+287
+00:23:21,310 --> 00:23:25,270
+تحليل الدم إلى جسم الإنسان مرة أخرى و الله ناخد
+
+288
+00:23:25,270 --> 00:23:29,490
+عينة ممثلة ناخد عينة صغيرة و من خلال العينة
+
+289
+00:23:29,490 --> 00:23:33,750
+الصغيرة هذه ندرس و نحلل و نصل إلى ماذا في جسم
+
+290
+00:23:33,750 --> 00:23:38,290
+الإنسان من أبرارنوعية المرض ماذا في جسم الإنسان من
+
+291
+00:23:38,290 --> 00:23:42,210
+أمراض من خلال هذه العين الصغيرة إذا هذه العينة
+
+292
+00:23:42,210 --> 00:23:47,570
+أخذناها ممثلة لجسم الإنسان وعينة صغيرة وحللناها
+
+293
+00:23:47,570 --> 00:23:51,890
+ووصلنا إلى النتائج فالنتائج هي هي سواء أخذنا الدم
+
+294
+00:23:51,890 --> 00:23:56,410
+جميعه أو أخذنا جزء من الدم البسيط بالعينة الصغيرة
+
+295
+00:23:56,410 --> 00:24:01,130
+ممكن نتاج التحليل توصلنا إلى النتائج نفسها كذلك في
+
+296
+00:24:01,970 --> 00:24:06,230
+يعني دراساتنا كذلك في المجتمع ناخد .. ممكن نحتاج
+
+297
+00:24:06,230 --> 00:24:10,130
+إلى دراسة جميع مفردات المجتمع وهذه بنحتاج فيها حتى
+
+298
+00:24:10,130 --> 00:24:13,830
+نتعرف على المجتمع ككل ونتعرف على خصائص المجتمع
+
+299
+00:24:13,830 --> 00:24:18,810
+الخصائص السكانية والاقتصادية والتعليمية والصحية
+
+300
+00:24:18,810 --> 00:24:22,490
+لمفردات المجتمع ولكن هذه تقوم به أجهزة كبيرة في
+
+301
+00:24:22,490 --> 00:24:26,390
+المجتمع متخصصة لذلك مثل الجهاز المركزي للإحصاء
+
+302
+00:24:26,390 --> 00:24:32,090
+عندناوعمل دراسات سابقة عن جميع السكان في قطاع غزة
+
+303
+00:24:32,090 --> 00:24:36,130
+وفي الظفة اللي هو الجهاز المركزي وبيعمل دراسات
+
+304
+00:24:36,130 --> 00:24:39,810
+مزال مستمردة إذا هذه أجهزة لديها الإمكانيات
+
+305
+00:24:39,810 --> 00:24:43,790
+والموارد والوقت والجود والخبراء في معرفة خصائص
+
+306
+00:24:43,790 --> 00:24:49,330
+المجتمع ككل ولكن إذا أردنا أن نقوم بمعرفة ظاهرة
+
+307
+00:24:49,330 --> 00:24:52,710
+معينة ومعرفة العوامل تأثر فيه ظاهرة معينة في
+
+308
+00:24:52,710 --> 00:24:56,840
+المجتمع، يجب أن ناخد عينةعينة من المجتمع، ممثلة
+
+309
+00:24:56,840 --> 00:25:00,780
+للمجتمع، بنصل إلى نقص النتائج، وهكذا. دكتور، مش
+
+310
+00:25:00,780 --> 00:25:03,720
+ممكن ناخد عينة وبعدين نعملها على المجتمع؟ طبعا،
+
+311
+00:25:03,720 --> 00:25:07,220
+العينة ما هي .. طبعا ما هي العينة، بنصل من نتائجها
+
+312
+00:25:07,220 --> 00:25:11,020
+ومعرفة الأسباب، تعمم على المجتمع ككل، نعم. هذا ..
+
+313
+00:25:11,020 --> 00:25:13,820
+هذا .. هذا مثل ال .. اللي هو المسح الاجتماعي
+
+314
+00:25:13,820 --> 00:25:17,500
+بالعينة، هو البحوث الاجتماعية، بناخد عينة ممثلة
+
+315
+00:25:17,500 --> 00:25:20,700
+للمجتمع، النتائج ..تمثل مجتمع، يعني على سبيل
+
+316
+00:25:20,700 --> 00:25:24,600
+المثال، لو بدنا نعرف مشكلات طالبات الجامعة، بناخد
+
+317
+00:25:24,600 --> 00:25:28,900
+عينة ممثلة لطالبات الجامعة ككل، وما نصل اليهم
+
+318
+00:25:28,900 --> 00:25:32,420
+النتائج، بنقول والله هذه مشكلة طالبات الجامعة،
+
+319
+00:25:32,420 --> 00:25:36,540
+تمثل مشكلات مجتمع طالبات الجامعة الإسلامية، وهكذا
+
+320
+00:25:36,960 --> 00:25:41,360
+من خلال هذه العينة التي تمثل جميع مفردات البحث في
+
+321
+00:25:41,360 --> 00:25:45,140
+الجامعة الإسلامية من الطالبات، من الكليات والأقصام
+
+322
+00:25:45,140 --> 00:25:49,020
+المختلفة، بعينة طبعا، متعرفين العينة وشروطها، لها
+
+323
+00:25:49,020 --> 00:25:53,160
+شروط ولها خصائص يعني لابد من مراعتها، حتى تكون
+
+324
+00:25:53,160 --> 00:25:58,260
+النتائج التي نصل إليها نتائج نستطيع أن نعممها على
+
+325
+00:25:58,260 --> 00:26:05,540
+جميع مفردات المجتمع أو على جميع مجتمع البحثخلاص؟
+
+326
+00:26:05,540 --> 00:26:11,520
+ماشي؟ عرفنا الجانب .. المسح الشامل؟ المسح الشامل
+
+327
+00:26:11,520 --> 00:26:16,400
+يشمل جميع مفردات مجتمع البحث المسح بالطريقة
+
+328
+00:26:16,400 --> 00:26:19,780
+العينية اتكلمنا عنه واضحناها بس برضه نسمع من
+
+329
+00:26:19,780 --> 00:26:22,660
+الطالبين في الآخر .. أيوة يا و لا؟
+
+330
+00:26:27,600 --> 00:26:31,700
+يعني عدد محدود من مجتمع البحث اللي هي تمثل مجتمع
+
+331
+00:26:31,700 --> 00:26:36,580
+البحث ونقوم بالدراسة، واضح؟ إذا هذا يعتبر اللي هو
+
+332
+00:26:36,580 --> 00:26:40,100
+المسح بالعينة، وهذا المسح بالعينة بيوفر علينا
+
+333
+00:26:40,100 --> 00:26:44,860
+الجهود والتكاليف والوقت والإمكانيات، وعادة ما نلجأ
+
+334
+00:26:44,860 --> 00:26:47,660
+إليه، في دراساتنا سواء كان في مرحلة ال
+
+335
+00:26:47,660 --> 00:26:50,620
+baccalaureate أو ال magisteria أو الدكتوراه دائما
+
+336
+00:26:50,620 --> 00:26:53,980
+طلبة العلم أو الباحثين كلهم يلجأوا إلى الدراسة
+
+337
+00:26:53,980 --> 00:26:58,040
+بالعينةدراسة بالعينة، يعني ناخد عينة من مجتمع
+
+338
+00:26:58,040 --> 00:27:02,860
+الباحث ليه كي نقوم بالدراسة والتعميم بعد ذلك مما
+
+339
+00:27:02,860 --> 00:27:06,300
+نصل إليه من النتائج على مجتمع الباحث، وهذا بتكون
+
+340
+00:27:06,300 --> 00:27:10,560
+أفضل يعني للباحث لإنه تتناسب مع وقته وجهده
+
+341
+00:27:10,560 --> 00:27:11,960
+وإمكانياته
+
+342
+00:27:15,300 --> 00:27:20,520
+خلصنا بالنسبة ليه اللي هو انواع المسوح الاجتماعية،
+
+343
+00:27:20,520 --> 00:27:24,040
+الآن بدنا ناخد موضوعات المسح، يعني إيش الموضوعات،
+
+344
+00:27:24,040 --> 00:27:26,880
+ما هي الموضوعات التي يقوم بدراستها المسح
+
+345
+00:27:26,880 --> 00:27:30,260
+الاجتماعي؟
+
+346
+00:27:30,260 --> 00:27:35,640
+نعم،
+
+347
+00:27:35,640 --> 00:27:42,390
+بالضبط يعني دراسات السكاندراسات السكانية لمعرفة
+
+348
+00:27:42,390 --> 00:27:47,450
+اللي هم الأفراد والجانب الاجتماعي للأسرة، الحالة
+
+349
+00:27:47,450 --> 00:27:52,790
+الزواجية وعدد الأفراد للأسرة ونوعية الأفراد
+
+350
+00:27:52,790 --> 00:27:56,850
+للأسرة، هذا كله والجوانب التعليمية للأسرة، الجوانب
+
+351
+00:27:56,850 --> 00:28:00,650
+الصحية للأسرة، الجوانب الاقتصادية للأسرة، كل ما
+
+352
+00:28:00,650 --> 00:28:04,990
+يتعلق بالخصائص اللي هي الديمографية للسكانهذا
+
+353
+00:28:04,990 --> 00:28:08,790
+بالنسبة موضوع مهم و لذلك كثير ما يستخدم المسح
+
+354
+00:28:08,790 --> 00:28:12,250
+الاجتماعي في دراسة الجوانب السكانية، الجوانب
+
+355
+00:28:12,250 --> 00:28:15,990
+السكانية، وعدد أفراد الأسرة طبعا وحجمها يعني، هل
+
+356
+00:28:15,990 --> 00:28:20,330
+هي كبيرة صغيرة من خلال عدد أفرادها و هكذاالداخل
+
+357
+00:28:20,330 --> 00:28:24,950
+كذلك متوسط ضعيف مرتفع وهذا بيبين أن الخصائص
+
+358
+00:28:24,950 --> 00:28:28,430
+الديمقرافية اللي هي كل الخصائص السكانية لمجتمع
+
+359
+00:28:28,430 --> 00:28:32,810
+البحث وكذلك الهجرة هل هو مقيم في هذا المجتمع أو هو
+
+360
+00:28:32,810 --> 00:28:38,230
+مهاجر إليه وكذا هذه كلها جوانب سكانية ديمقرافيةفي
+
+361
+00:28:38,230 --> 00:28:41,890
+عندنا جوانب أخرى يقوم دراستها المسح الاجتماعي اللي
+
+362
+00:28:41,890 --> 00:28:45,070
+ما اتكلمتش نهائيا، مين ما اتكلم؟ يالا أنتي يا
+
+363
+00:28:45,070 --> 00:28:48,130
+بنتي، تفضلي دراستها الجوانب الاجتماعية والاقتصادية
+
+364
+00:28:48,130 --> 00:28:51,310
+مثل نخل الأبطال والمهنة والسويات المعايشة وقادة
+
+365
+00:28:51,310 --> 00:28:54,870
+والنشاط المفتلك أو أنقصبالضبط الجوانب الاجتماعية
+
+366
+00:28:54,870 --> 00:28:59,090
+والاقتصادية، الجانب الاجتماعي اللي هو مثل قضاء وقت
+
+367
+00:28:59,090 --> 00:29:03,570
+الفراغ والترفيه والادراع والاطلاع وأين يقضي وقت
+
+368
+00:29:03,570 --> 00:29:07,650
+الفراغ الأسرة أو الشباب إلى غير ذلك، أيضًا فيه
+
+369
+00:29:07,650 --> 00:29:11,870
+جوانب اقتصادية زي الدخل والمهنة ومستويات المعيشة
+
+370
+00:29:11,870 --> 00:29:15,610
+وأوجه النشاط المختلفة والنشاطات الاقتصادية اللي هي
+
+371
+00:29:15,610 --> 00:29:18,930
+الأسرة، هذه كلها بيشملها الجوانب ايه؟ دراسة
+
+372
+00:29:18,930 --> 00:29:23,410
+الجوانب الاجتماعية والاقتصاديةفي جوانب أخرى أيضًا
+
+373
+00:29:23,410 --> 00:29:30,510
+من الموضوعات ...أيوة يا بنتي تفضل ...العادات
+
+374
+00:29:30,510 --> 00:29:35,310
+والتقاليد والقيم المرتبطة بالمجتمع وثقافة المجتمع
+
+375
+00:29:35,310 --> 00:29:39,050
+بنلجأ لها من خلال مسح الاجتماع بنشوف ثقافة الناس
+
+376
+00:29:39,050 --> 00:29:42,190
+وعاداتها حول كثير من الظواهر الموجودة في المجتمع
+
+377
+00:29:43,500 --> 00:29:46,620
+تقاليدها، الأعراف الموجودة في المجتمع، الجوانب
+
+378
+00:29:46,620 --> 00:29:51,200
+الثقافية، سلوكيات الناس، في كل ما يتعلق بالجوانب
+
+379
+00:29:51,200 --> 00:29:54,860
+الثقافية المادية والمعنوية، هذه كلها بنلجأ إليها
+
+380
+00:29:54,860 --> 00:29:59,700
+من خلال ما هي المسح الاجتماعي كموضوع من موضوعات
+
+381
+00:29:59,700 --> 00:30:02,800
+المسح الاجتماعي اللي بيدرس إنها ثقافة المجتمع
+
+382
+00:30:02,800 --> 00:30:08,000
+وعداته وتقاليده حول كثير من ظواهر المجتمع ومشكلات
+
+383
+00:30:08,000 --> 00:30:08,580
+المجتمع
+
+384
+00:30:12,150 --> 00:30:15,830
+ميه طب تضربلنا مثال على ذلك؟ في دراسة العادات
+
+385
+00:30:15,830 --> 00:30:19,590
+والتقاليد مثل ماذا؟ زي ما أخدنا المحاضرة الفادة عن
+
+386
+00:30:19,590 --> 00:30:23,890
+إزاي أو طرق الزواج، طرق الزواج القديمة بالضبط
+
+387
+00:30:23,890 --> 00:30:27,610
+بالضبط هدث أيوة نهو جاني في اللبس والعياد كيف كانت
+
+388
+00:30:27,610 --> 00:30:30,810
+في الماضي والحاضر، ظاهرة الزواج كيف كانت في الماضي
+
+389
+00:30:30,810 --> 00:30:36,390
+والحاضر، نعم؟كثير من .. و .. و عداتنا و تقليدنا و
+
+390
+00:30:36,390 --> 00:30:40,690
+أعرافنا كذلك كيف كان الناس يعيشونا في الماضي ثم
+
+391
+00:30:40,690 --> 00:30:45,610
+اليوم في الحاضر و هكذا التعليم
+
+392
+00:30:45,610 --> 00:30:49,030
+كيف كان في الماضي و الحاضر كذا ثقافة بشكل عام ايش
+
+393
+00:30:49,030 --> 00:30:51,550
+الأدات و الألات و الأدوات اللي كنا نستخدمها في
+
+394
+00:30:51,550 --> 00:30:59,930
+الماضي و نستخدمها اليوم الألات و الأدوات الألات
+
+395
+00:30:59,930 --> 00:31:05,690
+الحديثة و الألات القديمة الأدواتهذه كلها بنرجع
+
+396
+00:31:05,690 --> 00:31:09,670
+اليها و بنستخدمها و بنبحث فيها و بنضعها في محل
+
+397
+00:31:09,670 --> 00:31:14,030
+الدراسة كيف كانت العادات و التقاليد زمان في الزمن
+
+398
+00:31:14,030 --> 00:31:18,690
+الماضي أيام الأفراح و الأطراح أيام المقاتم كيف
+
+399
+00:31:18,690 --> 00:31:21,690
+كانت الناس في الأول كيف كان يشاركوا جيرانهم و
+
+400
+00:31:21,690 --> 00:31:26,190
+قاربهم في المقتم هذه بندرسها كيف كانت في الماضي
+
+401
+00:31:26,190 --> 00:31:29,970
+خلال العشرين تلاتين اربعين سنة او خمسين سنة و كيف
+
+402
+00:31:29,970 --> 00:31:35,640
+الآن هكذاولذلك الأفراح كيف كانت في الماضي؟ كيف
+
+403
+00:31:35,640 --> 00:31:39,820
+اليوم؟ الأعياد كيف كانت في الماضي؟ وكيف اليوم؟
+
+404
+00:31:39,820 --> 00:31:45,500
+وهكذا، هاذيش بنسميها كلها؟ جوانب ثقافية في العادات
+
+405
+00:31:45,500 --> 00:31:49,860
+والتقاليد والقيم والأعراف وبندرسها من خلال استخدام
+
+406
+00:31:49,860 --> 00:31:57,600
+منهج المسح الاجتماعي، خلاص؟ طيب، في عندنا أراء
+
+407
+00:31:57,600 --> 00:32:03,090
+الناس كذلكزي الرأي العام والتسويق والرغبات
+
+408
+00:32:03,090 --> 00:32:07,110
+والتفضيلات يعني زي ما بدنا نعرف انقيس الرأي العام
+
+409
+00:32:07,110 --> 00:32:11,610
+حول موضوع معين أو حول سلعة معينة اقتصادية أو حول
+
+410
+00:32:11,610 --> 00:32:16,040
+اتجاه السياسي معينامتخابات وغيرها أو حول بعض
+
+411
+00:32:16,040 --> 00:32:19,360
+الشخصيات الموجودة في المجتمع وغير ذلك أو بعض
+
+412
+00:32:19,360 --> 00:32:23,560
+الأمور الموجودة في المجتمع التي تهم المجتمع ماذا
+
+413
+00:32:23,560 --> 00:32:27,580
+نستخدم منهج المسح الاجتماع عن طريق أخذ عينات وهذه
+
+414
+00:32:27,580 --> 00:32:33,000
+الكثير ما يستخدموه الصحافة صحفيين يعني للوصول إلى
+
+415
+00:32:33,000 --> 00:32:37,440
+النتائج السريعة لقياس رأي العامحول ظاهرة معينة
+
+416
+00:32:37,440 --> 00:32:40,760
+عندنا في المجتمع اليوم مثلا بدنا نعرف رأي الناس
+
+417
+00:32:40,760 --> 00:32:44,140
+حول الحصار المفروض علينا في قطاع غزة ممكن من السهل
+
+418
+00:32:44,140 --> 00:32:48,100
+جدا ياخدوا رأي العام عن طريق عينة ممثلة للمجتمع من
+
+419
+00:32:48,100 --> 00:32:54,280
+الشباب من كذلك المختلف فئات العمر و يحللوها و
+
+420
+00:32:54,280 --> 00:32:57,700
+يصلوا الى النتائج السريعة إذا هنا بدنا نعرف اتجاه
+
+421
+00:32:57,700 --> 00:33:04,990
+الناس حول موضوع معينإذا هنا بنستخدم منهج المسح
+
+422
+00:33:04,990 --> 00:33:09,910
+الاجتماعي لقياس الآراء اللي هي الإجابات حول سلعة
+
+423
+00:33:09,910 --> 00:33:13,870
+معينة في المجتمع كذلك خاصة اللي هم في التجارة
+
+424
+00:33:13,870 --> 00:33:21,630
+والإنتاج الصناعي والاقتصادي هنا ممكن من أجل معرفة
+
+425
+00:33:21,630 --> 00:33:25,490
+مدى فعلية هذا المصنع في إنتاج سلعة معينة كذلك
+
+426
+00:33:25,490 --> 00:33:30,170
+بيعرفوا رغبات الناسرغبات الناس واتجاهاتهم حول هذه
+
+427
+00:33:30,170 --> 00:33:34,510
+السلعة من حيث الأسعار، من حيث الجودة، من حيث طبيعة
+
+428
+00:33:34,510 --> 00:33:38,590
+تغليف السلعة، إذن هنا بيستخدمون مسح الاجتماع
+
+429
+00:33:38,590 --> 00:33:43,290
+لمعرفة آراء الناس حول الظاهرة الاقتصادية أو السلعة
+
+430
+00:33:43,290 --> 00:33:47,430
+الاقتصادية الموجودة في المجتمعأو الخدمة أحياناً
+
+431
+00:33:47,430 --> 00:33:52,210
+معرفة الناس ورأيهم حول الخدمات في مؤسسة اجتماعية
+
+432
+00:33:52,210 --> 00:33:57,610
+تقدم خدمات للمستفيدين فئات معينة هنا ممكن حتى
+
+433
+00:33:57,610 --> 00:34:01,630
+تستمر المؤسسة بتقديم الخدمات وتنجح لابد من معرفة
+
+434
+00:34:01,630 --> 00:34:06,610
+أراء الناسهل هذه الخدمة تلبي حاجات الناس أم لا؟
+
+435
+00:34:06,610 --> 00:34:11,510
+المستفيدين من المؤسسة مؤسسة بتقدم خدمات ومساعدات
+
+436
+00:34:11,510 --> 00:34:16,650
+للأسر مثلا فقيرة أو بتقدم مساعدات للفئات معينة
+
+437
+00:34:16,650 --> 00:34:21,790
+كبار السن أو بتقدم لفئة معينة في المجتمع للمرأة أو
+
+438
+00:34:21,790 --> 00:34:25,710
+للرجل أو للطفل هنا لابد أن ناخد رأي الناس في ذلك
+
+439
+00:34:25,710 --> 00:34:29,700
+هل هم راضون عن هذه الخدمة أم لا؟ولذلك المؤسسات
+
+440
+00:34:29,700 --> 00:34:32,960
+الناجحة هي اللي تستخدم البحوث الاجتماعية في ذلك
+
+441
+00:34:32,960 --> 00:34:37,620
+وخاصة المسح الاجتماعي لمعرفة اتجاهات الناس حول
+
+442
+00:34:37,620 --> 00:34:41,780
+الخدمات التي تقدمها هل تتناسب معاهم احتياجاتهم ام
+
+443
+00:34:41,780 --> 00:34:46,470
+لا تتناسب؟ وما وجهة نظرهم في ذلك؟واضح؟ السيد عزيزي
+
+444
+00:34:46,470 --> 00:34:49,770
+هل ممكن نعتبر صندوق الشكاوي اللي .. طبعا .. اللي
+
+445
+00:34:49,770 --> 00:34:53,690
+وضعوه في المؤسسة يعتبر مسح اجتماعي؟ ممكن، الشكاوى
+
+446
+00:34:53,690 --> 00:35:00,090
+هو يعني هناخده كدراسة قراء برضه الناس، يعبر عن رأي
+
+447
+00:35:00,090 --> 00:35:05,250
+الناس، نعم نعتبر جزء منه، لكن هو يعتبر يعني تحليل
+
+448
+00:35:05,250 --> 00:35:09,830
+مضمون، في ضمن المسح الاجتماعي ولكن في إطار تحليل
+
+449
+00:35:09,830 --> 00:35:15,010
+المضمونفي إطار تحليل مضمون، وجهات النظر، أه لكن
+
+450
+00:35:15,010 --> 00:35:18,570
+إحنا بنقول المسح أحيانا بكبة يعني استبانة معينة
+
+451
+00:35:18,570 --> 00:35:22,090
+لقياس موضوع معين، إحنا بنحدده من قبل الباحث، من
+
+452
+00:35:22,090 --> 00:35:26,430
+قبل المؤسسة، يحدد ما هي الأسئلة التي يريد الباحث
+
+453
+00:35:26,430 --> 00:35:30,390
+أو يريد المؤسسة من الباب المبحوث الإجابة عليها،
+
+454
+00:35:30,390 --> 00:35:34,510
+لكن هذا اللي قلتيه صندوق، هذا وجهات نظروجهات نظر
+
+455
+00:35:34,510 --> 00:35:38,130
+تحليل مضمون بنعتبره ما مضمون واتجاهات الناس حول
+
+456
+00:35:38,130 --> 00:35:43,110
+هذا الموضوع حول موضوع معين بنسميه تحليل مضمون لكن
+
+457
+00:35:43,110 --> 00:35:47,810
+أيضا يدخل في إطار مسح الاجتماعي لمعرفة رأيهم لها
+
+458
+00:35:47,810 --> 00:35:51,630
+لو بدنا نستخدمه نعم ممكن الشكاوة ممكن ناخد رأيهم
+
+459
+00:35:51,630 --> 00:35:55,640
+برضه هذا يقيس لنا الرأي العام من وجهتهنظر
+
+460
+00:35:55,640 --> 00:35:59,400
+المستفيدين من خدمات مصر زي شكاوة طالبات مثلا مش
+
+461
+00:35:59,400 --> 00:36:04,200
+عاملنكوا صندوق لشكاوة في الجامعة هذه المقترحات ما
+
+462
+00:36:04,200 --> 00:36:08,460
+هي المقترحات ما هي الأراء حول وجهة نظر المبحوثة
+
+463
+00:36:08,460 --> 00:36:12,680
+ممكن كل طالبة تعبر عن وجهة نظرها مش وجهة نظر
+
+464
+00:36:12,680 --> 00:36:15,540
+المؤسسة ما تريد الاستفسار عنه
+
+465
+00:36:18,790 --> 00:36:24,210
+وهنا بنحلل مضمون هذا الصندوق، ماذا ما هو محلول أو
+
+466
+00:36:24,210 --> 00:36:29,270
+تحليل مضمون هذا الصندوق من خلال آراء الطالبات في
+
+467
+00:36:29,270 --> 00:36:34,630
+الجامعة حول كثير من المشكلات الطلابية داخل الجامعة
+
+468
+00:36:38,270 --> 00:36:42,410
+أيضًا أحيانًا نكشف عن معدل توزيع بعض الخصائص
+
+469
+00:36:42,410 --> 00:36:46,810
+الاجتماعية في بيئة أو طبقة معينة أو مجتمع محدد،
+
+470
+00:36:46,810 --> 00:36:50,250
+يعني بدنا نعرف مجتمعنا، مين الأكثر؟ الشباب ولا
+
+471
+00:36:50,250 --> 00:36:54,970
+المسنين؟ الشباب، لذا هنا بدنا نعرف فئات المجتمع،
+
+472
+00:36:54,970 --> 00:36:59,460
+مين الأكثر؟ رجالة من النساء؟مين اللي أكثر الأطفال
+
+473
+00:36:59,460 --> 00:37:04,760
+أم الشباب؟ إذا من هنا بنجبة بناءً على ماذا؟ على
+
+474
+00:37:04,760 --> 00:37:09,700
+دراسة بنستخدم فيها المسح الاجتماعي لكي نعرف الطبقة
+
+475
+00:37:09,700 --> 00:37:13,580
+أو المجتمع المحدد اللي نريد دراسته زي السن والنوع
+
+476
+00:37:13,580 --> 00:37:17,320
+والمهنة طب إيش أكثر المهن في المجتمع؟ برضه بدنا
+
+477
+00:37:17,320 --> 00:37:21,460
+نعرف بدنا دراسة حول ذلك الحالة الزواجية هل المفرد
+
+478
+00:37:21,460 --> 00:37:27,960
+المجتمع نسبة اللي في سن الزواج؟متزوجون ام غير
+
+479
+00:37:27,960 --> 00:37:32,380
+متزوجون بدنا نعرف ايضا، واضح؟ اذا هنا بنستخدم
+
+480
+00:37:32,380 --> 00:37:39,260
+ماذا؟ منهج المسح الاجتماعي وها كده العلاقات
+
+481
+00:37:39,260 --> 00:37:43,080
+الارتباطية ايضا وعلاقات برمات سلوكية واتجاهات
+
+482
+00:37:43,080 --> 00:37:46,700
+بعينها زي عدد الطلاب اللي بيمارسوا الرياضة وعدد
+
+483
+00:37:46,700 --> 00:37:49,960
+الطلاب اللي بيقرأوا الكتب مين اكثر؟ او اللي
+
+484
+00:37:49,960 --> 00:37:53,340
+بيشاهدوا التليفزيون؟طيب اللي بيشاهدوا التليفزيون و
+
+485
+00:37:53,340 --> 00:37:57,180
+لا اللي بيقعدوا على ال internet؟ ال internet لازم
+
+486
+00:37:57,180 --> 00:38:01,660
+من هنا كثير من الأمور طب اللي بيقرأ الكتب العادية
+
+487
+00:38:01,660 --> 00:38:05,720
+الورقية و لا الكتب الإلكترونية؟ مين الأفضل و مين
+
+488
+00:38:05,720 --> 00:38:08,820
+اللي بيقراها من الشباب؟ هل تميل إلى قراءة الكتب
+
+489
+00:38:08,820 --> 00:38:12,740
+الإلكترونية و لا الكتب الورقية؟ لذا هذه كلها
+
+490
+00:38:12,740 --> 00:38:17,200
+علاقات إرتباطية نستطيع أن نصل إليهاطيب، تمارسون
+
+491
+00:38:17,200 --> 00:38:21,140
+الرياضة، أي الرياضة تمارسون أكتر؟ كرة القدم أو كرة
+
+492
+00:38:21,140 --> 00:38:26,340
+الطائرة؟ ولا كرة تلس الطاولة؟ في الجامعة الإسلامية
+
+493
+00:38:26,340 --> 00:38:32,260
+مثلا، الفتى ماذا تمارس من أنشطة رياضية؟ هل تحبين
+
+494
+00:38:32,260 --> 00:38:36,400
+الرياضة أم لا تحبين الرياضة؟ هذه كلها رغبات مجتمع
+
+495
+00:38:36,400 --> 00:38:43,450
+البحثواضح؟ إذا هذا بنسميه اللي هو الكشف عن توزيع
+
+496
+00:38:43,450 --> 00:38:47,890
+.. عن معدل توزيع لبعض الخصائص الاجتماعية لمجتمع
+
+497
+00:38:47,890 --> 00:38:51,550
+البحث أين تقضينا الإجابة؟ يعني الوقت الفراغ في
+
+498
+00:38:51,550 --> 00:38:56,690
+الجامعة، في الاستماع للمحاضرات، النشاط والأنشطة في
+
+499
+00:38:56,690 --> 00:39:01,370
+وقت الفراغ الجامعي أم في السرسرة مع الطالبات
+
+500
+00:39:01,370 --> 00:39:06,720
+الأخريات؟أحياناً الثرثرة قد يكون لها فائدة لتنمية
+
+501
+00:39:06,720 --> 00:39:10,660
+العلاقات مع بعض ضيطه من البعض فلذلك هذه كله ممكن
+
+502
+00:39:10,660 --> 00:39:14,520
+نستفسر عنها و ممكن نضعها مواضيع للدراسة و ممكن
+
+503
+00:39:14,520 --> 00:39:18,620
+نبين الخصائص الاجتماعية لمجتمع البحث من خلال
+
+504
+00:39:18,620 --> 00:39:22,080
+دراستنا لهذه المواضيع المختلفة إذا ماذا نستخدم؟
+
+505
+00:39:22,080 --> 00:39:27,500
+نستخدم منهج المسح الاجتماعي لدراسة كل هذه الخصائص
+
+506
+00:39:27,500 --> 00:39:37,720
+الاجتماعية لمجتمع البحث واضح؟طيب نعم
+
+507
+00:39:37,720 --> 00:39:45,000
+خلاص ناخد كتير احنا مازال حاضر طبعا
+
+508
+00:39:45,000 --> 00:39:49,860
+البسح الاجتماعي ممكن طبعا عن طريق الاستبانة بنصيغ
+
+509
+00:39:49,860 --> 00:39:52,840
+عدد من الأسئلة وحن .. لما نتكلم عن الأدوات الباحث
+
+510
+00:39:52,840 --> 00:39:56,960
+حن .. نتكلم عنها بالتفصيل الاستبانة بنصيغ اللي هو
+
+511
+00:39:56,960 --> 00:40:00,240
+الأسئلة اللتي نريد من الباحث الإجابة عليها المبحوظ
+
+512
+00:40:00,240 --> 00:40:05,200
+الإجابة عليهاأو من خلال ونعطيها للمبحوث ويجيب
+
+513
+00:40:05,200 --> 00:40:08,860
+عليها إما عن طريق البريد الإلكتروني اليوم أصبحنا
+
+514
+00:40:08,860 --> 00:40:12,660
+نستخدم البريد الإلكتروني أو عن طريق المقابلة
+
+515
+00:40:12,660 --> 00:40:18,100
+الشخصية ونوزع اللي هو الاسبان على سماع البحث وغير
+
+516
+00:40:18,100 --> 00:40:23,480
+ذلك هذه كلها من الوسائل وهذه طبعا أحيانايعني ممكن
+
+517
+00:40:23,480 --> 00:40:27,660
+بيحصلوا على معلومات من خلال استبيال حصول من أعداد
+
+518
+00:40:27,660 --> 00:40:32,120
+كبيرة من المبحثين بمثل مجتمع معين هذا مشروع Gallup
+
+519
+00:40:32,120 --> 00:40:35,460
+لاستطلاع الرأي العام هذا في أمريكا مشروع Gallup
+
+520
+00:40:35,460 --> 00:40:39,940
+هذا بيعرف اتجاهات الرأي العام حول موضوعاتوخاصة في
+
+521
+00:40:39,940 --> 00:40:43,280
+قياس الرأي العام حول الاتجاه السياسي في الانتخابات
+
+522
+00:40:43,280 --> 00:40:47,980
+وغير ذلك وقياس رأي العام للأفراد المجتمع حول
+
+523
+00:40:47,980 --> 00:40:53,080
+موضوعات معينة إذا هنا بنستخدم المسح الإجتماعي إذا
+
+524
+00:40:53,080 --> 00:40:57,540
+المسح الإجتماعي ممكن نستخدم له المقابلة الاستبانة
+
+525
+00:40:57,540 --> 00:41:01,600
+وغير ذلك فهذه كل من الأدوات التي صانوا ناقش ان شاء
+
+526
+00:41:01,600 --> 00:41:07,480
+الله في محاضرات قادمة حول أدوات البحثبالتفصيل نكون
+
+527
+00:41:07,480 --> 00:41:11,820
+في هذه المحاضرة قد انتهينا من موضوع مناهج البحث
+
+528
+00:41:11,820 --> 00:41:15,920
+الجزئي طبعا اللي هو تكلمنا في المحاضرة السابقة عن
+
+529
+00:41:15,920 --> 00:41:19,300
+منهج تاريخي في هذه المحاضرة تكلمنا عن المنهج
+
+530
+00:41:19,300 --> 00:41:24,100
+التجريبي والمنهج الغصفي ومنهج المسح الاجتماعي وان
+
+531
+00:41:24,100 --> 00:41:29,560
+شاء الله في المحاضرة القادمة يعني سنكمل المواضيع
+
+532
+00:41:29,840 --> 00:41:34,220
+اللي ما يتبقى لنا من مسح اجتماعي ودراسة الحالة
+
+533
+00:41:34,220 --> 00:41:38,660
+وغيرها من مناهج البحث الاجتماعي إلى اللقاء في
+
+534
+00:41:38,660 --> 00:41:43,100
+المحاضرة القادمة لكون مني كل تحية وتقدير والسلام
+
+535
+00:41:43,100 --> 00:41:45,360
+عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/Ue5l4IXfYcc_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/Ue5l4IXfYcc_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2c6e525b67dc509f83c7380db99c919cf2fcbb38
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/Ue5l4IXfYcc_raw.srt
@@ -0,0 +1,2140 @@
+1
+00:00:21,020 --> 00:00:25,600
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,600 --> 00:00:30,580
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,580 --> 00:00:38,840
+آله وصحبه أجمعين أما بعدفي المحاضرة السابقة تكلمنا
+
+4
+00:00:38,840 --> 00:00:44,120
+عن المنهج التاريخي من ضمن منهج البحث الاجتماعي في
+
+5
+00:00:44,120 --> 00:00:50,360
+هذه المحاضرة سنتكلم عن المنهج التجريبي والمنهج
+
+6
+00:00:50,360 --> 00:00:56,500
+الوصفي ومنهج البحث الاجتماعي في إطار منهج البحث
+
+7
+00:00:56,500 --> 00:01:04,430
+الاجتماعي سنبدأ بالمنهج التجريبي طبعاالمنهج
+
+8
+00:01:04,430 --> 00:01:11,690
+التجريبي يقوم على قياس المتغيرات للظاهرة أو
+
+9
+00:01:11,690 --> 00:01:17,070
+المشكلة التي نقوم بدراستهابالظاهرة يقوم بقياس
+
+10
+00:01:17,070 --> 00:01:24,590
+المتغيرات للظاهرة فلذلك من هنا بنستخدم التجربة في
+
+11
+00:01:24,590 --> 00:01:30,370
+معرفة هذه المتغيرات التي تؤثر على الظاهرة وميزة
+
+12
+00:01:30,370 --> 00:01:34,530
+المنهج التجريبي أنه عندما نقوم بيه أي باحث يقوم
+
+13
+00:01:34,530 --> 00:01:39,010
+بإجراء المنهج التجريبي ممكن لو أتى باحث آخر وقام
+
+14
+00:01:39,010 --> 00:01:43,830
+باستخدام هذا المنهج يصل إلى نفس النتائج مع مراعاة
+
+15
+00:01:43,830 --> 00:01:48,600
+الظروفنفس الظروف نعم نفس الظروف الخاصة بالظاهرة
+
+16
+00:01:48,600 --> 00:01:54,900
+والشروط وغير ذلك طبعا المنهج التجريبي من المناهج
+
+17
+00:01:54,900 --> 00:01:59,840
+ليست سهلة لكن هذه بيستخدمها ذو الخبرة من الباحثين
+
+18
+00:01:59,840 --> 00:02:04,490
+الاجتماعيين الخصائص الاجتماعيين الخبراءالباحثين
+
+19
+00:02:04,490 --> 00:02:08,770
+هؤلاء يعني منهج متقدم في الخبرة لابد أن يكون لدى
+
+20
+00:02:08,770 --> 00:02:12,270
+الباحث خبرة في إجراء البحوث الاجتماعية والبحث
+
+21
+00:02:12,270 --> 00:02:18,610
+التجريبي يأتي بعد مرحلة متقدمة من البحوث تم عملها
+
+22
+00:02:18,610 --> 00:02:24,350
+مثل البحوث الاستكشافية وكل هذه البحوث لابد من
+
+23
+00:02:24,350 --> 00:02:29,240
+عملها حول الظاهرة وهناك يكون عدد أو كمكبير من
+
+24
+00:02:29,240 --> 00:02:33,640
+الدراسات حول الظاهرة من أجل أن نستنبط من الظاهرة
+
+25
+00:02:33,640 --> 00:02:38,560
+للفروض ونتحقق من صحتها وعدم صحتها فلذلك المنهج
+
+26
+00:02:38,560 --> 00:02:44,520
+التجريبي يعني عادة يستخدم في البحوث المتقدمة
+
+27
+00:02:44,520 --> 00:02:49,280
+وبنستخدمه نحن في الدراسات الاجتماعية عامة وفي
+
+28
+00:02:49,280 --> 00:02:53,460
+الخدمة الاجتماعية خاصة وعلم الاجتماع نستخدم المنهج
+
+29
+00:02:53,460 --> 00:02:57,220
+التجريبي أيضا لكن لابد من الباحث أن يكون على قدر
+
+30
+00:02:57,220 --> 00:03:02,530
+من الكفاءةو الخبرة في عمل البحوث الاجتماعية
+
+31
+00:03:02,530 --> 00:03:06,150
+التجريبية الخدمة الاجتماعية تستخدمش بشكل كبير
+
+32
+00:03:06,150 --> 00:03:12,430
+نستخدم نستخدم البحوث ماشي بس بدأنا نستخدم اليوم
+
+33
+00:03:12,430 --> 00:03:16,710
+بدأت الخدمة الاجتماعية تستخدم المنهج التجريبي في
+
+34
+00:03:16,710 --> 00:03:20,820
+دراساتهالتأكد من صحة الطرق والمبادئ المستخدمة في
+
+35
+00:03:20,820 --> 00:03:23,840
+طرق الخدمة الاجتماعية وأيضا في مجالات الخدمة
+
+36
+00:03:23,840 --> 00:03:27,080
+الاجتماعية الكثيرة اليوم بدأنا نستخدم المنهج
+
+37
+00:03:27,080 --> 00:03:31,160
+التجريبي وهناك كثير من الدراسات تقوم على استخدام
+
+38
+00:03:31,160 --> 00:03:35,840
+المنهج التجريبي وخاصة فيما اتقدم البحوث في الخدمة
+
+39
+00:03:35,840 --> 00:03:41,940
+الاجتماعية فبدأ الباحثون يستخدمون المنهج التجريبي
+
+40
+00:03:42,360 --> 00:03:47,720
+ولذلك قطع شوطا كبيرا في إجراء كثير من الدراسات
+
+41
+00:03:47,720 --> 00:03:51,500
+والبحوث في الخدمة الاجتماعية عن طريق استخدام
+
+42
+00:03:51,500 --> 00:04:00,810
+المنهج التجريونحن نحتاج لمنهج التجريبي في الدراسات
+
+43
+00:04:00,810 --> 00:04:04,890
+الاجتماعية والبحوث في المجالات الخدمة الاجتماعية
+
+44
+00:04:04,890 --> 00:04:09,950
+وأيضا في طرقها وكذلك في علم الاجتماع فلذلك من هنا
+
+45
+00:04:09,950 --> 00:04:15,850
+تبرز أهمية استخدام المنهج التجريبي وبنصل يعني لما
+
+46
+00:04:15,850 --> 00:04:19,260
+نعيد التجربةهنا عندما يقوم الباحث باستخدام المناج
+
+47
+00:04:19,260 --> 00:04:24,060
+التجريبي ويصل إلى نتائج ممكن عند قدوم أي باحث آخر
+
+48
+00:04:24,060 --> 00:04:27,800
+ويجري التجربة باستخدام نفس الظروف يصل إلى نفس
+
+49
+00:04:27,800 --> 00:04:32,020
+الظروف لابد أن يصل إلى نفس النتائج التي وصل إليها
+
+50
+00:04:32,020 --> 00:04:37,960
+الباحث الأول وهكذاطبعاً بيعتمد المنهج التجريبي
+
+51
+00:04:37,960 --> 00:04:43,060
+يعني على جمع البيانات والمعلومات عن طريق اختيار
+
+52
+00:04:43,060 --> 00:04:47,080
+عدد من الفروض وعن طريق التحكم في مختلف العوامل
+
+53
+00:04:47,080 --> 00:04:51,580
+التي تؤثر في الظاهرة موضع الدراسة والبصول إلى
+
+54
+00:04:51,580 --> 00:04:59,290
+العلاقات بين السبب والنتيجةبالنسبة لمنهج التجريبي
+
+55
+00:04:59,290 --> 00:05:05,050
+البعض بيرأ انه يتعذر تطبيقه وهذا أخدناه في استخدام
+
+56
+00:05:05,050 --> 00:05:10,370
+المنهج العلمي هل ممكن يتعذر تطبيق استخدام منهج
+
+57
+00:05:10,370 --> 00:05:14,570
+التجريبي في العلوم الاجتماعية أو في الخدمة
+
+58
+00:05:14,570 --> 00:05:18,720
+الاجتماعية؟ نعمهما المعارضين حكوا انه لا يمكن
+
+59
+00:05:18,720 --> 00:05:23,240
+استخدامه لأن الباحث بتحكم فيها فاحنا بنرد عليهم
+
+60
+00:05:23,240 --> 00:05:26,340
+بنحكي لأ ممكن باستخدام .. عوامل الذاتية يعني تتخذ
+
+61
+00:05:26,340 --> 00:05:29,320
+.. ممكن باستخدام القياس والتجربة وخاصة انه احنا في
+
+62
+00:05:29,320 --> 00:05:31,800
+عندنا اللي هي مجموعتين، المجموعة الضابط والمجموعة
+
+63
+00:05:31,800 --> 00:05:35,960
+المتمردة، ممكن قياس الظروف عليها واستخرج النتائج
+
+64
+00:05:35,960 --> 00:05:39,450
+.. بالضبطبالرغم من أن بعض المعارضين لاستخدام
+
+65
+00:05:39,450 --> 00:05:43,410
+المنهج التجريبي في العلوم الاجتماعية وفي الخدمة
+
+66
+00:05:43,410 --> 00:05:48,230
+الاجتماعية وعلم الاجتماع خاصة هنا نحن نرد عليهم
+
+67
+00:05:48,230 --> 00:05:55,170
+ونقول لأ ممكن أن نستخدم المنهج التجريبي بابتعادنا
+
+68
+00:05:55,170 --> 00:06:00,590
+عن الذاتية في ذلك ونستبع الموضوعية في إجراء
+
+69
+00:06:00,590 --> 00:06:06,620
+التجربةونستخدم مجموعتين مجموعة ضابطة ومجموعة
+
+70
+00:06:06,620 --> 00:06:12,280
+تجربية تتوفر فيها كل المتغيرات في التجربية وفي
+
+71
+00:06:12,280 --> 00:06:17,620
+الضابطة ما عدا عامل واحد ممكن أن نضعه في الجماعة
+
+72
+00:06:17,620 --> 00:06:22,510
+التجربيةوهنا لكي نقيس ما مدى تغير المجموعة
+
+73
+00:06:22,510 --> 00:06:26,990
+التجريبية نتيجة هذا العامل المستقل في المجموعة
+
+74
+00:06:26,990 --> 00:06:31,630
+التجريبية مع مراعاة كل الظروف في المجموعتين
+
+75
+00:06:31,630 --> 00:06:36,610
+التجريبية والمجموعة الضابطة وبعد ذلك نصل إلى
+
+76
+00:06:36,610 --> 00:06:40,930
+النتائج لمعرفة ما مدى تأثير العامل المستقل هذا على
+
+77
+00:06:40,930 --> 00:06:45,510
+بقية العوامل المتغيرة في التجربةأو في المجموعة
+
+78
+00:06:45,510 --> 00:06:49,750
+التجريبية ونقارنها بعد ذلك المجموعة التجريبية
+
+79
+00:06:49,750 --> 00:06:55,070
+بالمجموعة الضابطة لنعرف الفروق بين المجموعتين
+
+80
+00:06:55,070 --> 00:07:01,690
+الضابطة والتجريبية هذا هو باختصار المنهج التجريبي
+
+81
+00:07:04,610 --> 00:07:08,370
+لكن لما نقول مجموعة تجربية ومجموعة ضابطة لابد أن
+
+82
+00:07:08,370 --> 00:07:12,310
+نراعي كافة الظروف والعوامل بالنسبة للمجموعتين
+
+83
+00:07:12,310 --> 00:07:16,870
+والعوامل كلها نراعيها بأن تكون سامتة ونفسها
+
+84
+00:07:16,870 --> 00:07:21,470
+ومراعاة الظروف وكل الأمور هذه نراعيها في
+
+85
+00:07:21,470 --> 00:07:26,930
+المجموعتينفي هذه الحالة تنجح التجربة تنجح المتغير
+
+86
+00:07:26,930 --> 00:07:31,730
+المستقل هذا لمعرفة اللي يكون في المجموعة اللي هي
+
+87
+00:07:31,730 --> 00:07:36,190
+التجربية لمعرفة ممد تأثيره على بقية العوامل
+
+88
+00:07:36,190 --> 00:07:42,630
+المتغيرة في المجموعة التجربية هو المستقل بالنسبة
+
+89
+00:07:42,630 --> 00:07:47,260
+للمجموعة التجربية بالنسبة للعوامل الأخرىونفس
+
+90
+00:07:47,260 --> 00:07:50,880
+العوامل هي نفسها مجموعة ضابطة مع المجموعة التجربية
+
+91
+00:07:50,880 --> 00:07:54,780
+ما عدا العامل المستقل في المجموعة التجربية لمعرفة
+
+92
+00:07:54,780 --> 00:07:59,180
+ما مدى تأثيره على الظاهرة في المجموعة التجربية أو
+
+93
+00:07:59,180 --> 00:08:02,140
+الجماعة التجربية، واضح؟ افهمنا الجماعة الضابطة
+
+94
+00:08:02,140 --> 00:08:06,330
+والجماعة التجربية؟مجموعتيني واصل ناخدنا احنا كمان
+
+95
+00:08:06,330 --> 00:08:10,450
+قبل كده ممكن نعمل مجموعتيني طابتتيني ومجموعتيني
+
+96
+00:08:10,450 --> 00:08:16,990
+تجربتيني و هكذا و نقيس الفروقات قبل وبعد التجربة
+
+97
+00:08:16,990 --> 00:08:26,190
+اذا في علاقةالظاهرة تحدث في الجماعة التجربية فقط
+
+98
+00:08:26,190 --> 00:08:33,990
+دون الضابطة و تم الاستنتاج على إن هناك علاقة بين
+
+99
+00:08:33,990 --> 00:08:38,370
+هذا المتغير المستقل وبين الظاهرة لمعرفة مدى تأثير
+
+100
+00:08:38,370 --> 00:08:42,350
+العامل المستقل على العوامل المتغيرة الأخرى في
+
+101
+00:08:42,350 --> 00:08:46,230
+الظاهرة بالنسبة للجماعة التجربيةأو المجموعة
+
+102
+00:08:46,230 --> 00:08:49,330
+التجريبية، خلاص هذا كل باختصار اللي بدنا يجب أن
+
+103
+00:08:49,330 --> 00:08:53,350
+نعرفه في المنهج التجريبي المنهج التجريبي كما قلنا
+
+104
+00:08:53,350 --> 00:08:57,150
+يعني دائما في الدراسات المتقدمة ال master و
+
+105
+00:08:57,150 --> 00:09:01,350
+الدكتورات يعني بيكون بعض الطلبة يستخدمون اللي هو
+
+106
+00:09:01,350 --> 00:09:06,440
+المنهج التجريبي في عمل البحثالـ Baccalaureate ممكن
+
+107
+00:09:06,440 --> 00:09:12,040
+يتم عمل ذلك ولكن يحتاج إلى خبرة ويحتاج إلى مهارة
+
+108
+00:09:12,040 --> 00:09:17,960
+ووقت بالنسبة ليه؟ ممكن نستخدمه نعم، ليش لأ؟ نعم،
+
+109
+00:09:17,960 --> 00:09:27,560
+في عندنا المنهج الوصفي المنهج الوصفي المنهج الوصفي
+
+110
+00:09:27,560 --> 00:09:35,020
+هو من خلال اسمه هو وصف هو وصف للظاهروصف للظاهرة
+
+111
+00:09:35,020 --> 00:09:40,260
+وتحليلها ومعرفة العوامل المسببة لها وتشخيص للظاهرة
+
+112
+00:09:40,260 --> 00:09:43,780
+هذا هو المنهج الوصفي أن نقوم بالوصف والتحليل
+
+113
+00:09:43,780 --> 00:09:48,280
+والتشخيصلمعرفة الظاهرة ووصفها ومعرفة العوامل
+
+114
+00:09:48,280 --> 00:09:53,700
+المؤثرة في الظاهرة وهكذا جمع حقائق علمية حول
+
+115
+00:09:53,700 --> 00:09:59,500
+الظاهرة لكي نقوم بوصفها وصفا حقيقيا لمعرفة أسبابها
+
+116
+00:09:59,500 --> 00:10:05,200
+ولمعرفة العوامل المؤثرة في الظاهرة هذا هو باختصار
+
+117
+00:10:05,200 --> 00:10:12,170
+يعني معنى المنهج الوصفي نقوم بوصف الظاهرة وتشخيصها
+
+118
+00:10:12,170 --> 00:10:18,390
+وصف وتشخيص ونجمع البيانات اللازمة لذلك حتى نقوم
+
+119
+00:10:18,390 --> 00:10:22,130
+بالتشخيص الصحيح لابد من جمع البيانات والمعلومات
+
+120
+00:10:22,130 --> 00:10:26,510
+ونحللها ونفسرها حتى نصل إلى العوامل المسببة
+
+121
+00:10:26,510 --> 00:10:32,630
+للظاهرة هذا بالنسبة لمنهج الوصفي المنهج الوصفي هنا
+
+122
+00:10:32,630 --> 00:10:37,420
+بدنا نعرف اختلافه عن منهج المسح الاجتماعييعني
+
+123
+00:10:37,420 --> 00:10:41,900
+كثيرًا ما نستخدم المسح الاجتماعي في دراساتنا
+
+124
+00:10:41,900 --> 00:10:44,960
+الاجتماعية وخاصة في الخدمة الاجتماعية وعلم
+
+125
+00:10:44,960 --> 00:10:49,560
+الاجتماع ومن استخدم المنهج الوصفي فالمنهج المسح
+
+126
+00:10:49,560 --> 00:10:52,720
+الاجتماعي يعتبر هو أحد المناهج في المنهج الوصفي
+
+127
+00:10:52,720 --> 00:10:56,020
+لأنه عندما نستخدم المنهج المسح الاجتماعي نقول نصف
+
+128
+00:10:56,020 --> 00:11:00,800
+ونحلل الظاهرة وصف و تحليل وصف و تحليل الظاهرة
+
+129
+00:11:00,800 --> 00:11:04,600
+فلذلك في فروقات بين المنهج الوصفي ومنهج المسح
+
+130
+00:11:04,600 --> 00:11:08,390
+الاجتماعيلو اجينا للمنهج الوصفي من خلال اسمه
+
+131
+00:11:08,390 --> 00:11:15,730
+وعبارة عن ماذا؟ وصف الظاهرة، وصف الظاهرة وتشخيصها
+
+132
+00:11:15,730 --> 00:11:20,570
+للوصول للقوانين، الوصف والتشخيصولكن ليس في
+
+133
+00:11:20,570 --> 00:11:23,310
+الاناحية التطبيقية لكي نصل إلى القوانين اللي تحكم
+
+134
+00:11:23,310 --> 00:11:27,670
+سير هذه الظاهرة هذا معنى اللي هو المنهج الوصفي
+
+135
+00:11:27,670 --> 00:11:32,130
+وهذا يعني يقوم على ذلك الوصف والتشخيص للوصول إلى
+
+136
+00:11:32,130 --> 00:11:37,210
+القوانين اللي بتتصل بالظاهرة الاجتماعيةطبعا الوصفي
+
+137
+00:11:37,210 --> 00:11:40,470
+لا يهدف إلى الناحية التطبيقية، لكن من الذي يهدف
+
+138
+00:11:40,470 --> 00:11:43,790
+إلى الناحية التطبيقية؟ المسح الاجتماعي، إذا المسح
+
+139
+00:11:43,790 --> 00:11:46,830
+الاجتماعي الذي يقوم على الوصف والتحليل أيضا هو
+
+140
+00:11:46,830 --> 00:11:51,290
+الذي يضع يعني له جانب تطبيقي يركز على جانب التطبيق
+
+141
+00:11:51,290 --> 00:11:57,010
+الظاهرة، محل الدراسة ويضع لنا خطة علاجيةبعد ذلك
+
+142
+00:11:57,010 --> 00:12:02,850
+برنامج علاجي من خلال اللي هو لإصلاح المجتمع أو
+
+143
+00:12:02,850 --> 00:12:07,530
+لعلاج الظاهرة فمن هنا المسح الاجتماعي هو جانب
+
+144
+00:12:07,530 --> 00:12:11,650
+تطبيقي في دراساتنا الاجتماعية أو بحوثنا الاجتماعية
+
+145
+00:12:11,650 --> 00:12:17,270
+وأيضا يقوم بعملية اللي هو وضع خطة لعلاج الظاهرة
+
+146
+00:12:18,730 --> 00:12:23,010
+والمشكلة فيها المجتمع ولذلك هنا بيعملنا برنامج
+
+147
+00:12:23,010 --> 00:12:30,270
+إصلاحي برنامج لإصلاح المجتمع بركز على أناس بعينهم
+
+148
+00:12:30,270 --> 00:12:35,230
+أو مكان محددواضح او مجال او وضع معين في حين هذا
+
+149
+00:12:35,230 --> 00:12:41,410
+المنهج الوصفي على جماعة معينة في مكان معين او مجال
+
+150
+00:12:41,410 --> 00:12:48,010
+معين في حين المسح الاجتماعي يركز على المشكلات
+
+151
+00:12:48,010 --> 00:12:54,200
+المرضيةوبحدد أسباب أو أعراض الظاهرة المرضية
+
+152
+00:12:54,200 --> 00:12:58,580
+المدروسة اللي نقوم بدراستها وباهتم بوضع عام
+
+153
+00:12:58,580 --> 00:13:01,720
+بالأوضاع العامة في المجتمع والمشكلات العامة في
+
+154
+00:13:01,720 --> 00:13:07,020
+المجتمع مثل مشكلات الجريمة والانتحار والتشرد وهي
+
+155
+00:13:07,020 --> 00:13:10,900
+ذات صبغة عامة أحيانا تكون في المجتمع ونقوم
+
+156
+00:13:10,900 --> 00:13:17,150
+بدراستها لما لها من التأثير على المجتمعلكن في أوجه
+
+157
+00:13:17,150 --> 00:13:21,350
+الاتفاق ما بين المنهج الوصفي والمنهج المسح
+
+158
+00:13:21,350 --> 00:13:25,870
+الاجتماعي بأن كل المنهجين يعتمدان على مادة علمية
+
+159
+00:13:25,870 --> 00:13:31,390
+الطريقة العلمية منهج الوصفي ومنهج المسح الاجتماعي
+
+160
+00:13:31,390 --> 00:13:36,070
+كل منهم يتبع الطريقة العلمية في الدراسة ماذا أيضا
+
+161
+00:13:36,070 --> 00:13:39,580
+يهتمان بالحياة الاجتماعية ورخاء الإنسانيبيهتموا
+
+162
+00:13:39,580 --> 00:13:43,320
+بالجانب الاجتماعي المنهج الوصفي ومنهج المسح
+
+163
+00:13:43,320 --> 00:13:47,360
+الاجتماعي بيهتموا بالجوانب الاجتماعية في المجتمع
+
+164
+00:13:47,360 --> 00:13:50,600
+بالضبط مثل علم الاجتماع وخدمة الاجتماعية بيهتموا
+
+165
+00:13:50,600 --> 00:13:54,920
+بالجوانب الاجتماعية فالمنهج الوصفي بنستخدمه ومنهج
+
+166
+00:13:54,920 --> 00:13:59,160
+المسح الاجتماعي كل منهم نستخدم المنهجين لماذا
+
+167
+00:13:59,160 --> 00:14:04,640
+نستخدم كل منهملوضع ذضة أو لعلاج مشكلة للدراسة
+
+168
+00:14:04,640 --> 00:14:07,840
+الاجتماعية للجانب الاجتماعي ندرس الجوانب
+
+169
+00:14:07,840 --> 00:14:14,980
+الاجتماعية ماذا أيضا؟ منهج المسح الاجتماعي هو أحد
+
+170
+00:14:14,980 --> 00:14:18,080
+المنهج الرئيسية في الدراسات الوصفية Bravo نعم
+
+171
+00:14:18,080 --> 00:14:22,840
+ولذلك بنقول المنهج المسح الاجتماعي هو أحد المنهج
+
+172
+00:14:22,840 --> 00:14:27,380
+الرئيسية في الدراسات الوصفية أو في المنهج الوصفي
+
+173
+00:14:27,380 --> 00:14:34,640
+وليس العكسوهكذا هذه بنكون كده اعرفنا اوجه الاتفاق
+
+174
+00:14:34,640 --> 00:14:40,040
+و اوجه الاختلاف ما بين المنهج الوصفي ومنهج المسح
+
+175
+00:14:40,040 --> 00:14:51,260
+الاجتماعي في
+
+176
+00:14:51,260 --> 00:14:57,980
+عندنا يعني المنهج المسح الاجتماعيطبعا الان خلصنا
+
+177
+00:14:57,980 --> 00:15:03,200
+المنهج الوصفى لندرس منهج المسح الاجتماعى ندخل الى
+
+178
+00:15:03,200 --> 00:15:07,240
+المنهج اللى هندرسه في يد المحاضرة وهو المسح
+
+179
+00:15:07,240 --> 00:15:12,680
+الاجتماعىيعني باختصار احنا بنركز على المسح
+
+180
+00:15:12,680 --> 00:15:16,600
+الاجتماعي لأنه له استخدامات كثيرة عندنا في العلوم
+
+181
+00:15:16,600 --> 00:15:19,820
+الاجتماعية عامة وفي الخدمة الاجتماعية وفي علم
+
+182
+00:15:19,820 --> 00:15:25,260
+الاجتماع فلذلك بنركز على المسح الاجتماعي فالمسح
+
+183
+00:15:25,260 --> 00:15:30,190
+الاجتماعي دائما هو دراسة علميةللظاهرة لكي نقوم
+
+184
+00:15:30,190 --> 00:15:34,790
+بوصف الظاهرة وتحليلها وتفسيرها ومعرفة أسبابها
+
+185
+00:15:34,790 --> 00:15:39,550
+بالوصول إلى خطة إصلاحية لهذه الظاهرة في المجتمع
+
+186
+00:15:39,550 --> 00:15:43,970
+لكي نضع برنامج إصلاحي للظاهرة أو المشكلة في
+
+187
+00:15:43,970 --> 00:15:48,090
+المجتمع هذا هو بالنسبة باختصار اللي هو المسح
+
+188
+00:15:48,090 --> 00:15:52,620
+الاجتماعي فلذلك بيعتمد على الوصف والتحليلعندما
+
+189
+00:15:52,620 --> 00:15:55,760
+نقوم باستخدام منهج المسح الاجتماعي نقول لأننا
+
+190
+00:15:55,760 --> 00:16:00,680
+نستخدمه لأنه يقوم على الوصف والتحليل للظاهرة موضوع
+
+191
+00:16:00,680 --> 00:16:05,020
+الدراسة وتشخيصها ومعرفة العوامل المؤثرة فيها لكي
+
+192
+00:16:05,020 --> 00:16:10,060
+نضع جانب تطبيق يعني خطة إصلاحية للمجتمع من خلال
+
+193
+00:16:10,060 --> 00:16:14,360
+دراستنا لهذه الظاهرة باستخدام منهج المسح الاجتماعي
+
+194
+00:16:14,390 --> 00:16:18,070
+باعتمد على أحساقات كمية؟ طبعا فلذلك من هنا باختصار
+
+195
+00:16:18,070 --> 00:16:23,310
+هو دراسة علمية لظروف المجتمع ومشكلاته وحاجاته بقصد
+
+196
+00:16:23,310 --> 00:16:28,470
+وضع برنامج إصلاحي للمجتمع هذا هو باختصار مفهوم
+
+197
+00:16:28,470 --> 00:16:33,010
+المسح الاجتماعي وكثيرا ما نستخدمه يعني من خلال ما
+
+198
+00:16:33,010 --> 00:16:36,630
+انت عرض لموضوعاتي في موضوعات اجتماعية واقتصادية
+
+199
+00:16:36,630 --> 00:16:40,170
+وقياس الرأي العام ومعرفة كثير من الظواهر في
+
+200
+00:16:40,170 --> 00:16:45,630
+المجتمع ودراستهافلذلك مهم جدا المسح الاجتماعي
+
+201
+00:16:45,630 --> 00:16:49,630
+ليعتبر من أهم مناهج اللي هو البحث الاجتماعي
+
+202
+00:16:53,460 --> 00:16:57,980
+طبعاً المسح الاجتماع بفيدنا على دراسة الجوانب
+
+203
+00:16:57,980 --> 00:17:01,540
+المرضية اللي هي المشكلات يعني المشكلات في المجتمع
+
+204
+00:17:01,540 --> 00:17:06,360
+بنركز عليها عندما تكون في مشكلة في المجتمع لابد من
+
+205
+00:17:06,360 --> 00:17:10,220
+دراستها باستخدام منهج المسح الاجتماعي يعني مشكلات
+
+206
+00:17:10,220 --> 00:17:14,820
+خاصة بطلبة الجامعة بنستخدم المسح الاجتماعي بدراسات
+
+207
+00:17:14,820 --> 00:17:18,820
+اجتماعية دراسات و هكذا حتى أحيانا بعض المشكلات
+
+208
+00:17:18,820 --> 00:17:23,300
+الاقتصادية نستخدم لها منهج المسح الاجتماعي و هكذا
+
+209
+00:17:23,460 --> 00:17:28,760
+فلذلك بفيدنا في عملية التخطيط القومي عندما نقوم
+
+210
+00:17:28,760 --> 00:17:32,220
+بعمليات التخطيط القومي نستخدم منهج المسح الاجتماعي
+
+211
+00:17:32,220 --> 00:17:36,580
+في دراسة كثير من المشكلات والبواهر في المجتمع لكي
+
+212
+00:17:36,580 --> 00:17:41,940
+نضع الخطط الملائمة والمناسبة على المستوى القومي
+
+213
+00:17:45,330 --> 00:17:49,010
+أيضًا بقسلنا الرأي العام المسح الاجتماعي كثيرًا ما
+
+214
+00:17:49,010 --> 00:17:53,650
+نستخدمه في قياس الرأي العام حول اتجاهات الناس
+
+215
+00:17:53,650 --> 00:17:57,550
+اتجاهات الناس حول موضوعات معينة استخدموا اتجاهات
+
+216
+00:17:57,550 --> 00:18:01,390
+الناس حول الانتخابات حول القيادة حول ظاهرة أو
+
+217
+00:18:01,390 --> 00:18:04,930
+مشكلة ما رأي الناس في ذلك وما وجهة نظرهم في حلول
+
+218
+00:18:04,930 --> 00:18:09,110
+هذه الظاهرة فهنا بنعرف قياس الرأي العام حول موضوع
+
+219
+00:18:09,110 --> 00:18:15,620
+المعين وهكذا فلذلك يعني قياس الرأي العام بستخدمدهو
+
+220
+00:18:15,620 --> 00:18:22,180
+منهج المسح الاجتماعي في
+
+221
+00:18:22,180 --> 00:18:26,180
+عندنا أنواع المسوح الاجتماعية في عندنا من ناحية
+
+222
+00:18:26,180 --> 00:18:30,240
+الموضوع و من ناحية المجال البشري من ناحية الموضوع
+
+223
+00:18:30,240 --> 00:18:34,640
+عندنا المسح العام و المسح الخاص المسح العام و
+
+224
+00:18:34,640 --> 00:18:41,810
+المسح الخاص المسح العام ما هوما هو يا بنت؟ تفضل
+
+225
+00:18:41,810 --> 00:18:51,450
+يعني
+
+226
+00:18:51,450 --> 00:18:56,270
+من خلال اسم المسح العام هو يشمل جوانب كثيرة في
+
+227
+00:18:56,270 --> 00:19:00,320
+المجتمعأحيانًا بنا ممكن نعمل لعدد من الجوانب أو
+
+228
+00:19:00,320 --> 00:19:03,980
+ممكن ناخد كافة الجوانب في المجتمع الجانب الاجتماعي
+
+229
+00:19:03,980 --> 00:19:06,720
+الجانب الاقتصادي الجانب التعليمي الجانب الصحي
+
+230
+00:19:06,720 --> 00:19:10,880
+الجانب الديني كثير وغيرها من الجوانب الأخرى وهذا
+
+231
+00:19:10,880 --> 00:19:14,840
+المسح العام كثيرًا ما يستخدم يعني في المؤسسات
+
+232
+00:19:14,840 --> 00:19:19,220
+الكبيرة القومية في المجتمع مثل جهاز المركز للإحصاء
+
+233
+00:19:19,220 --> 00:19:22,920
+عندنا هو الذي يقوم بمثل هذه الدراسات لأنه بيشمل
+
+234
+00:19:22,920 --> 00:19:27,210
+جوانب كثيرة ويحتاج إلى إمكانيات ويحتاج إلى جهدووقت
+
+235
+00:19:27,210 --> 00:19:32,910
+طويل و هكذا فلذلك هذا المسح العام بنسميه يشمل جميع
+
+236
+00:19:32,910 --> 00:19:37,190
+مجالات المجتمع أو عدد كبير من هذه المجالات هذا
+
+237
+00:19:37,190 --> 00:19:42,530
+بنسميه المسح العام في عندنا حاجة أخرى من نوعية
+
+238
+00:19:42,530 --> 00:19:45,900
+المسح يعني .. أه أيوة يا بنتالمسح الخاص ليه اللي
+
+239
+00:19:45,900 --> 00:19:49,400
+بتهتم بدراسة شخم متعلق بنواعي محددة أو بنفرض في
+
+240
+00:19:49,400 --> 00:19:53,120
+الحياة الاجتماعية للتعليم والصحة والزراعة؟ بالضبط،
+
+241
+00:19:53,120 --> 00:19:57,340
+إذا هنا المسح الخاص هو في مجال معين، يا مجال
+
+242
+00:19:57,340 --> 00:20:01,400
+التعليم، يا مجال الصحة، يا المجال الزراعي، يا
+
+243
+00:20:01,400 --> 00:20:04,340
+المجال الاقتصادي، وها كده، إذا هنا نقوم بدراسة
+
+244
+00:20:04,340 --> 00:20:09,750
+مجال معين، ولذلك بنسميه المسح الخاصلإحدى مجالات
+
+245
+00:20:09,750 --> 00:20:14,850
+الموجودة في المجتمع، ليس مسحا عاما كما سبق في
+
+246
+00:20:14,850 --> 00:20:19,770
+المسح العام، لأ هنا مسح خاص يتضمن دراسة والقيام
+
+247
+00:20:19,770 --> 00:20:25,990
+ببحث حول مجال معين من أو مجال خاص من مجالات
+
+248
+00:20:25,990 --> 00:20:31,300
+المجتمعواضح؟ مجال تعليمي، مجال صحي، مجال زراعي، و
+
+249
+00:20:31,300 --> 00:20:35,480
+هكذا، بيئي إلى غير ذلك من المجالات، هذا بالنسبة من
+
+250
+00:20:35,480 --> 00:20:40,860
+حيث الموضوع، لكن هناك من حيث المجال البشري، من حيث
+
+251
+00:20:40,860 --> 00:20:44,620
+المجال البشري، عندنا نوعين، مسح شامل و مسح
+
+252
+00:20:44,620 --> 00:20:48,260
+بالعينة، المسح الشامل ما هو المسح الشامل؟ أيوة يا
+
+253
+00:20:48,260 --> 00:20:52,690
+بنتيوهي طبعاً الدراسة الشاملة لجميع مفردات المجتمع
+
+254
+00:20:52,690 --> 00:20:55,370
+ومن أيوبها أنها طريقة كتير تتغاليف وتحتاج إلى
+
+255
+00:20:55,370 --> 00:20:59,130
+وقتها كبير بالضبط لكن هذه الطريقة المسح الشامل
+
+256
+00:20:59,130 --> 00:21:04,750
+بتشمل جميع مفردات مجتمع الدراسة جميع مفردات مجتمع
+
+257
+00:21:04,750 --> 00:21:08,560
+الدراسةفلذلك هذا المجتمع يحتاج إلى الوقت، إلى
+
+258
+00:21:08,560 --> 00:21:12,600
+الجهد، إلى التكاليف، هذا عادة ما تقوم به المؤسسات
+
+259
+00:21:12,600 --> 00:21:18,200
+الكبيرة مثل الجهاز المركزي للإحصاء وخاصة يفيد هذه
+
+260
+00:21:18,200 --> 00:21:23,700
+الجهات بالتخطيط القوميللمشاريع والبرامج والخدمات
+
+261
+00:21:23,700 --> 00:21:28,580
+التي تقدم للناس لكي نعرف المجتمع بكافة جوانبه
+
+262
+00:21:28,580 --> 00:21:33,600
+فلذلك من هنا بنقول اللي هو دراسة اللي هو بنعمل مسح
+
+263
+00:21:33,600 --> 00:21:36,300
+شامل لجميع مفردات المجتمع نعم
+
+264
+00:21:40,500 --> 00:21:44,480
+لأ ليش أقل دقة؟ لماذا؟ لأ بالعكس، بيشمل جميع
+
+265
+00:21:44,480 --> 00:21:47,840
+المفرضات، لا هذا ولا ذلك، لأنه المصح الشامل ممكن
+
+266
+00:21:47,840 --> 00:21:50,540
+يؤدي لنفس النتاج اللي ممكن نصل بيها من خلال
+
+267
+00:21:50,540 --> 00:21:54,760
+العينة، إذا كانت العينة ممثلة للمجتمع، لكن
+
+268
+00:21:54,760 --> 00:22:01,700
+التكاليف كثيرة، نعم، أتن لحظةالعينة، العينة
+
+269
+00:22:01,700 --> 00:22:05,620
+الكبيرة، بتكون أكثر دقة، أه طيب، عم تشمل المجتمع
+
+270
+00:22:05,620 --> 00:22:10,460
+ككل، بس قلتلك هنا بتاخد إمكانيات كثيرة، بتاخد جهد
+
+271
+00:22:10,460 --> 00:22:15,360
+كثير، بتاخد وقت، بتاخد تكاليف، واضح؟ فلذلك هنا لو
+
+272
+00:22:15,360 --> 00:22:19,040
+عملنا على كل مفرضات المجتمع، أنا بقولك صح، مظبوط،
+
+273
+00:22:19,040 --> 00:22:22,340
+يعني لو بدنا نعمل دراسة على مشكلات طالبات الجامعة
+
+274
+00:22:23,720 --> 00:22:28,240
+لو عملنا على كل الطالبات مسح عام، كويس، بيقدي
+
+275
+00:22:28,240 --> 00:22:31,500
+النتائج دقيقة، معاكي أنا، لأنه بنشمل كل مفرضة من
+
+276
+00:22:31,500 --> 00:22:35,960
+المفرضات البحث، لكن هذا إيش بياخد من المجهود؟ مقت
+
+277
+00:22:35,960 --> 00:22:40,580
+ومجهود وتكاليف وشيء كثير، واضح؟ لكن لو أخدنا عينة
+
+278
+00:22:40,580 --> 00:22:44,940
+بتمثل الطالبات، عينة ممثلة للمجتمع من الطالبات،
+
+279
+00:22:44,940 --> 00:22:48,800
+وبدنا نعمل دراسة حولها، حول مشكلات الطالبات،هنصل
+
+280
+00:22:48,800 --> 00:22:52,400
+إلى نتائج قريبة، ليس فيها اختلاف عن النتيجة
+
+281
+00:22:52,400 --> 00:22:57,940
+العامة، واضح؟ أضرب مثال آخر قريب لكي تستفيد، لو
+
+282
+00:22:57,940 --> 00:23:03,000
+بدنا نحلل الإنسان من حيث المرض الذي يعاني منه أو
+
+283
+00:23:03,000 --> 00:23:07,200
+الأمراض التي يعاني منها الإنسان، نلجأ إلى تحليل
+
+284
+00:23:07,200 --> 00:23:12,190
+الدمتحليل الأساسي هو الدم طيب عندما نشخص المرض أو
+
+285
+00:23:12,190 --> 00:23:15,670
+نعرف هل الإنسان يعاني من مرض معين جسمي طبعا مرض
+
+286
+00:23:15,670 --> 00:23:21,310
+جسمي هل ناخد جميع الدم لديه حتى نحلله و نرجع بعد
+
+287
+00:23:21,310 --> 00:23:25,270
+تحليل الدم إلى جسم الإنسان مرة أخرى و الله ناخد
+
+288
+00:23:25,270 --> 00:23:29,490
+عينة ممثلة ناخد عينة صغيرة و من خلال العينة
+
+289
+00:23:29,490 --> 00:23:33,750
+الصغيرة هذه ندرس و نحلل و نصل إلى ماذا في جسم
+
+290
+00:23:33,750 --> 00:23:38,290
+الإنسان من أبرارنوعية المرض ماذا في جسم الإنسان من
+
+291
+00:23:38,290 --> 00:23:42,210
+أمراض من خلال هذه العين الصغيرة إذا هذه العينة
+
+292
+00:23:42,210 --> 00:23:47,570
+أخذناها ممثلة لجسم الإنسان وعينة صغيرة وحللناها
+
+293
+00:23:47,570 --> 00:23:51,890
+ووصلنا إلى النتائج فالنتائج هي هي سواء أخذنا الدم
+
+294
+00:23:51,890 --> 00:23:56,410
+جميعه أو أخذنا جزء من الدم البسيط بالعينة الصغيرة
+
+295
+00:23:56,410 --> 00:24:01,130
+ممكن نتاج التحليل توصلنا إلى النتائج نفسها كذلك في
+
+296
+00:24:01,970 --> 00:24:06,230
+يعني دراساتنا كذلك في المجتمع ناخد .. ممكن نحتاج
+
+297
+00:24:06,230 --> 00:24:10,130
+إلى دراسة جميع مفردات المجتمع وهذه بنحتاج فيها حتى
+
+298
+00:24:10,130 --> 00:24:13,830
+نتعرف على المجتمع ككل ونتعرف على خصائص المجتمع
+
+299
+00:24:13,830 --> 00:24:18,810
+الخصائص السكانية والاقتصادية والتعليمية والصحية
+
+300
+00:24:18,810 --> 00:24:22,490
+لمفردات المجتمع ولكن هذه تقوم به أجهزة كبيرة في
+
+301
+00:24:22,490 --> 00:24:26,390
+المجتمع متخصصة لذلك مثل الجهاز المركزي للإحصاء
+
+302
+00:24:26,390 --> 00:24:32,090
+عندناوعمل دراسات سابقة عن جميع السكان في قطاع غزة
+
+303
+00:24:32,090 --> 00:24:36,130
+وفي الظفة اللي هو الجهاز المركزي وبيعمل دراسات
+
+304
+00:24:36,130 --> 00:24:39,810
+مزال مستمردة إذا هذه أجهزة لديها الإمكانيات
+
+305
+00:24:39,810 --> 00:24:43,790
+والموارد والوقت والجود والخبراء في معرفة خصائص
+
+306
+00:24:43,790 --> 00:24:49,330
+المجتمع ككل ولكن إذا أردنا أن نقوم بمعرفة ظاهرة
+
+307
+00:24:49,330 --> 00:24:52,710
+معينة ومعرفة العوامل تأثر فيه ظاهرة معينة في
+
+308
+00:24:52,710 --> 00:24:56,840
+المجتمع، يجب أن ناخد عينةعينة من المجتمع، ممثلة
+
+309
+00:24:56,840 --> 00:25:00,780
+للمجتمع، بنصل إلى نقص النتائج، وهكذا. دكتور، مش
+
+310
+00:25:00,780 --> 00:25:03,720
+ممكن ناخد عينة وبعدين نعملها على المجتمع؟ طبعا،
+
+311
+00:25:03,720 --> 00:25:07,220
+العينة ما هي .. طبعا ما هي العينة، بنصل من نتائجها
+
+312
+00:25:07,220 --> 00:25:11,020
+ومعرفة الأسباب، تعمم على المجتمع ككل، نعم. هذا ..
+
+313
+00:25:11,020 --> 00:25:13,820
+هذا .. هذا مثل ال .. اللي هو المسح الاجتماعي
+
+314
+00:25:13,820 --> 00:25:17,500
+بالعينة، هو البحوث الاجتماعية، بناخد عينة ممثلة
+
+315
+00:25:17,500 --> 00:25:20,700
+للمجتمع، النتائج ..تمثل مجتمع، يعني على سبيل
+
+316
+00:25:20,700 --> 00:25:24,600
+المثال، لو بدنا نعرف مشكلات طالبات الجامعة، بناخد
+
+317
+00:25:24,600 --> 00:25:28,900
+عينة ممثلة لطالبات الجامعة ككل، وما نصل اليهم
+
+318
+00:25:28,900 --> 00:25:32,420
+النتائج، بنقول والله هذه مشكلة طالبات الجامعة،
+
+319
+00:25:32,420 --> 00:25:36,540
+تمثل مشكلات مجتمع طالبات الجامعة الإسلامية، وهكذا
+
+320
+00:25:36,960 --> 00:25:41,360
+من خلال هذه العينة التي تمثل جميع مفردات البحث في
+
+321
+00:25:41,360 --> 00:25:45,140
+الجامعة الإسلامية من الطالبات، من الكليات والأقصام
+
+322
+00:25:45,140 --> 00:25:49,020
+المختلفة، بعينة طبعا، متعرفين العينة وشروطها، لها
+
+323
+00:25:49,020 --> 00:25:53,160
+شروط ولها خصائص يعني لابد من مراعتها، حتى تكون
+
+324
+00:25:53,160 --> 00:25:58,260
+النتائج التي نصل إليها نتائج نستطيع أن نعممها على
+
+325
+00:25:58,260 --> 00:26:05,540
+جميع مفردات المجتمع أو على جميع مجتمع البحثخلاص؟
+
+326
+00:26:05,540 --> 00:26:11,520
+ماشي؟ عرفنا الجانب .. المسح الشامل؟ المسح الشامل
+
+327
+00:26:11,520 --> 00:26:16,400
+يشمل جميع مفردات مجتمع البحث المسح بالطريقة
+
+328
+00:26:16,400 --> 00:26:19,780
+العينية اتكلمنا عنه واضحناها بس برضه نسمع من
+
+329
+00:26:19,780 --> 00:26:22,660
+الطالبين في الآخر .. أيوة يا و لا؟
+
+330
+00:26:27,600 --> 00:26:31,700
+يعني عدد محدود من مجتمع البحث اللي هي تمثل مجتمع
+
+331
+00:26:31,700 --> 00:26:36,580
+البحث ونقوم بالدراسة، واضح؟ إذا هذا يعتبر اللي هو
+
+332
+00:26:36,580 --> 00:26:40,100
+المسح بالعينة، وهذا المسح بالعينة بيوفر علينا
+
+333
+00:26:40,100 --> 00:26:44,860
+الجهود والتكاليف والوقت والإمكانيات، وعادة ما نلجأ
+
+334
+00:26:44,860 --> 00:26:47,660
+إليه، في دراساتنا سواء كان في مرحلة ال
+
+335
+00:26:47,660 --> 00:26:50,620
+baccalaureate أو ال magisteria أو الدكتوراه دائما
+
+336
+00:26:50,620 --> 00:26:53,980
+طلبة العلم أو الباحثين كلهم يلجأوا إلى الدراسة
+
+337
+00:26:53,980 --> 00:26:58,040
+بالعينةدراسة بالعينة، يعني ناخد عينة من مجتمع
+
+338
+00:26:58,040 --> 00:27:02,860
+الباحث ليه كي نقوم بالدراسة والتعميم بعد ذلك مما
+
+339
+00:27:02,860 --> 00:27:06,300
+نصل إليه من النتائج على مجتمع الباحث، وهذا بتكون
+
+340
+00:27:06,300 --> 00:27:10,560
+أفضل يعني للباحث لإنه تتناسب مع وقته وجهده
+
+341
+00:27:10,560 --> 00:27:11,960
+وإمكانياته
+
+342
+00:27:15,300 --> 00:27:20,520
+خلصنا بالنسبة ليه اللي هو انواع المسوح الاجتماعية،
+
+343
+00:27:20,520 --> 00:27:24,040
+الآن بدنا ناخد موضوعات المسح، يعني إيش الموضوعات،
+
+344
+00:27:24,040 --> 00:27:26,880
+ما هي الموضوعات التي يقوم بدراستها المسح
+
+345
+00:27:26,880 --> 00:27:30,260
+الاجتماعي؟
+
+346
+00:27:30,260 --> 00:27:35,640
+نعم،
+
+347
+00:27:35,640 --> 00:27:42,390
+بالضبط يعني دراسات السكاندراسات السكانية لمعرفة
+
+348
+00:27:42,390 --> 00:27:47,450
+اللي هم الأفراد والجانب الاجتماعي للأسرة، الحالة
+
+349
+00:27:47,450 --> 00:27:52,790
+الزواجية وعدد الأفراد للأسرة ونوعية الأفراد
+
+350
+00:27:52,790 --> 00:27:56,850
+للأسرة، هذا كله والجوانب التعليمية للأسرة، الجوانب
+
+351
+00:27:56,850 --> 00:28:00,650
+الصحية للأسرة، الجوانب الاقتصادية للأسرة، كل ما
+
+352
+00:28:00,650 --> 00:28:04,990
+يتعلق بالخصائص اللي هي الديمографية للسكانهذا
+
+353
+00:28:04,990 --> 00:28:08,790
+بالنسبة موضوع مهم و لذلك كثير ما يستخدم المسح
+
+354
+00:28:08,790 --> 00:28:12,250
+الاجتماعي في دراسة الجوانب السكانية، الجوانب
+
+355
+00:28:12,250 --> 00:28:15,990
+السكانية، وعدد أفراد الأسرة طبعا وحجمها يعني، هل
+
+356
+00:28:15,990 --> 00:28:20,330
+هي كبيرة صغيرة من خلال عدد أفرادها و هكذاالداخل
+
+357
+00:28:20,330 --> 00:28:24,950
+كذلك متوسط ضعيف مرتفع وهذا بيبين أن الخصائص
+
+358
+00:28:24,950 --> 00:28:28,430
+الديمقرافية اللي هي كل الخصائص السكانية لمجتمع
+
+359
+00:28:28,430 --> 00:28:32,810
+البحث وكذلك الهجرة هل هو مقيم في هذا المجتمع أو هو
+
+360
+00:28:32,810 --> 00:28:38,230
+مهاجر إليه وكذا هذه كلها جوانب سكانية ديمقرافيةفي
+
+361
+00:28:38,230 --> 00:28:41,890
+عندنا جوانب أخرى يقوم دراستها المسح الاجتماعي اللي
+
+362
+00:28:41,890 --> 00:28:45,070
+ما اتكلمتش نهائيا، مين ما اتكلم؟ يالا أنتي يا
+
+363
+00:28:45,070 --> 00:28:48,130
+بنتي، تفضلي دراستها الجوانب الاجتماعية والاقتصادية
+
+364
+00:28:48,130 --> 00:28:51,310
+مثل نخل الأبطال والمهنة والسويات المعايشة وقادة
+
+365
+00:28:51,310 --> 00:28:54,870
+والنشاط المفتلك أو أنقصبالضبط الجوانب الاجتماعية
+
+366
+00:28:54,870 --> 00:28:59,090
+والاقتصادية، الجانب الاجتماعي اللي هو مثل قضاء وقت
+
+367
+00:28:59,090 --> 00:29:03,570
+الفراغ والترفيه والادراع والاطلاع وأين يقضي وقت
+
+368
+00:29:03,570 --> 00:29:07,650
+الفراغ الأسرة أو الشباب إلى غير ذلك، أيضًا فيه
+
+369
+00:29:07,650 --> 00:29:11,870
+جوانب اقتصادية زي الدخل والمهنة ومستويات المعيشة
+
+370
+00:29:11,870 --> 00:29:15,610
+وأوجه النشاط المختلفة والنشاطات الاقتصادية اللي هي
+
+371
+00:29:15,610 --> 00:29:18,930
+الأسرة، هذه كلها بيشملها الجوانب ايه؟ دراسة
+
+372
+00:29:18,930 --> 00:29:23,410
+الجوانب الاجتماعية والاقتصاديةفي جوانب أخرى أيضًا
+
+373
+00:29:23,410 --> 00:29:30,510
+من الموضوعات ...أيوة يا بنتي تفضل ...العادات
+
+374
+00:29:30,510 --> 00:29:35,310
+والتقاليد والقيم المرتبطة بالمجتمع وثقافة المجتمع
+
+375
+00:29:35,310 --> 00:29:39,050
+بنلجأ لها من خلال مسح الاجتماع بنشوف ثقافة الناس
+
+376
+00:29:39,050 --> 00:29:42,190
+وعاداتها حول كثير من الظواهر الموجودة في المجتمع
+
+377
+00:29:43,500 --> 00:29:46,620
+تقاليدها، الأعراف الموجودة في المجتمع، الجوانب
+
+378
+00:29:46,620 --> 00:29:51,200
+الثقافية، سلوكيات الناس، في كل ما يتعلق بالجوانب
+
+379
+00:29:51,200 --> 00:29:54,860
+الثقافية المادية والمعنوية، هذه كلها بنلجأ إليها
+
+380
+00:29:54,860 --> 00:29:59,700
+من خلال ما هي المسح الاجتماعي كموضوع من موضوعات
+
+381
+00:29:59,700 --> 00:30:02,800
+المسح الاجتماعي اللي بيدرس إنها ثقافة المجتمع
+
+382
+00:30:02,800 --> 00:30:08,000
+وعداته وتقاليده حول كثير من ظواهر المجتمع ومشكلات
+
+383
+00:30:08,000 --> 00:30:08,580
+المجتمع
+
+384
+00:30:12,150 --> 00:30:15,830
+ميه طب تضربلنا مثال على ذلك؟ في دراسة العادات
+
+385
+00:30:15,830 --> 00:30:19,590
+والتقاليد مثل ماذا؟ زي ما أخدنا المحاضرة الفادة عن
+
+386
+00:30:19,590 --> 00:30:23,890
+إزاي أو طرق الزواج، طرق الزواج القديمة بالضبط
+
+387
+00:30:23,890 --> 00:30:27,610
+بالضبط هدث أيوة نهو جاني في اللبس والعياد كيف كانت
+
+388
+00:30:27,610 --> 00:30:30,810
+في الماضي والحاضر، ظاهرة الزواج كيف كانت في الماضي
+
+389
+00:30:30,810 --> 00:30:36,390
+والحاضر، نعم؟كثير من .. و .. و عداتنا و تقليدنا و
+
+390
+00:30:36,390 --> 00:30:40,690
+أعرافنا كذلك كيف كان الناس يعيشونا في الماضي ثم
+
+391
+00:30:40,690 --> 00:30:45,610
+اليوم في الحاضر و هكذا التعليم
+
+392
+00:30:45,610 --> 00:30:49,030
+كيف كان في الماضي و الحاضر كذا ثقافة بشكل عام ايش
+
+393
+00:30:49,030 --> 00:30:51,550
+الأدات و الألات و الأدوات اللي كنا نستخدمها في
+
+394
+00:30:51,550 --> 00:30:59,930
+الماضي و نستخدمها اليوم الألات و الأدوات الألات
+
+395
+00:30:59,930 --> 00:31:05,690
+الحديثة و الألات القديمة الأدواتهذه كلها بنرجع
+
+396
+00:31:05,690 --> 00:31:09,670
+اليها و بنستخدمها و بنبحث فيها و بنضعها في محل
+
+397
+00:31:09,670 --> 00:31:14,030
+الدراسة كيف كانت العادات و التقاليد زمان في الزمن
+
+398
+00:31:14,030 --> 00:31:18,690
+الماضي أيام الأفراح و الأطراح أيام المقاتم كيف
+
+399
+00:31:18,690 --> 00:31:21,690
+كانت الناس في الأول كيف كان يشاركوا جيرانهم و
+
+400
+00:31:21,690 --> 00:31:26,190
+قاربهم في المقتم هذه بندرسها كيف كانت في الماضي
+
+401
+00:31:26,190 --> 00:31:29,970
+خلال العشرين تلاتين اربعين سنة او خمسين سنة و كيف
+
+402
+00:31:29,970 --> 00:31:35,640
+الآن هكذاولذلك الأفراح كيف كانت في الماضي؟ كيف
+
+403
+00:31:35,640 --> 00:31:39,820
+اليوم؟ الأعياد كيف كانت في الماضي؟ وكيف اليوم؟
+
+404
+00:31:39,820 --> 00:31:45,500
+وهكذا، هاذيش بنسميها كلها؟ جوانب ثقافية في العادات
+
+405
+00:31:45,500 --> 00:31:49,860
+والتقاليد والقيم والأعراف وبندرسها من خلال استخدام
+
+406
+00:31:49,860 --> 00:31:57,600
+منهج المسح الاجتماعي، خلاص؟ طيب، في عندنا أراء
+
+407
+00:31:57,600 --> 00:32:03,090
+الناس كذلكزي الرأي العام والتسويق والرغبات
+
+408
+00:32:03,090 --> 00:32:07,110
+والتفضيلات يعني زي ما بدنا نعرف انقيس الرأي العام
+
+409
+00:32:07,110 --> 00:32:11,610
+حول موضوع معين أو حول سلعة معينة اقتصادية أو حول
+
+410
+00:32:11,610 --> 00:32:16,040
+اتجاه السياسي معينامتخابات وغيرها أو حول بعض
+
+411
+00:32:16,040 --> 00:32:19,360
+الشخصيات الموجودة في المجتمع وغير ذلك أو بعض
+
+412
+00:32:19,360 --> 00:32:23,560
+الأمور الموجودة في المجتمع التي تهم المجتمع ماذا
+
+413
+00:32:23,560 --> 00:32:27,580
+نستخدم منهج المسح الاجتماع عن طريق أخذ عينات وهذه
+
+414
+00:32:27,580 --> 00:32:33,000
+الكثير ما يستخدموه الصحافة صحفيين يعني للوصول إلى
+
+415
+00:32:33,000 --> 00:32:37,440
+النتائج السريعة لقياس رأي العامحول ظاهرة معينة
+
+416
+00:32:37,440 --> 00:32:40,760
+عندنا في المجتمع اليوم مثلا بدنا نعرف رأي الناس
+
+417
+00:32:40,760 --> 00:32:44,140
+حول الحصار المفروض علينا في قطاع غزة ممكن من السهل
+
+418
+00:32:44,140 --> 00:32:48,100
+جدا ياخدوا رأي العام عن طريق عينة ممثلة للمجتمع من
+
+419
+00:32:48,100 --> 00:32:54,280
+الشباب من كذلك المختلف فئات العمر و يحللوها و
+
+420
+00:32:54,280 --> 00:32:57,700
+يصلوا الى النتائج السريعة إذا هنا بدنا نعرف اتجاه
+
+421
+00:32:57,700 --> 00:33:04,990
+الناس حول موضوع معينإذا هنا بنستخدم منهج المسح
+
+422
+00:33:04,990 --> 00:33:09,910
+الاجتماعي لقياس الآراء اللي هي الإجابات حول سلعة
+
+423
+00:33:09,910 --> 00:33:13,870
+معينة في المجتمع كذلك خاصة اللي هم في التجارة
+
+424
+00:33:13,870 --> 00:33:21,630
+والإنتاج الصناعي والاقتصادي هنا ممكن من أجل معرفة
+
+425
+00:33:21,630 --> 00:33:25,490
+مدى فعلية هذا المصنع في إنتاج سلعة معينة كذلك
+
+426
+00:33:25,490 --> 00:33:30,170
+بيعرفوا رغبات الناسرغبات الناس واتجاهاتهم حول هذه
+
+427
+00:33:30,170 --> 00:33:34,510
+السلعة من حيث الأسعار، من حيث الجودة، من حيث طبيعة
+
+428
+00:33:34,510 --> 00:33:38,590
+تغليف السلعة، إذن هنا بيستخدمون مسح الاجتماع
+
+429
+00:33:38,590 --> 00:33:43,290
+لمعرفة آراء الناس حول الظاهرة الاقتصادية أو السلعة
+
+430
+00:33:43,290 --> 00:33:47,430
+الاقتصادية الموجودة في المجتمعأو الخدمة أحياناً
+
+431
+00:33:47,430 --> 00:33:52,210
+معرفة الناس ورأيهم حول الخدمات في مؤسسة اجتماعية
+
+432
+00:33:52,210 --> 00:33:57,610
+تقدم خدمات للمستفيدين فئات معينة هنا ممكن حتى
+
+433
+00:33:57,610 --> 00:34:01,630
+تستمر المؤسسة بتقديم الخدمات وتنجح لابد من معرفة
+
+434
+00:34:01,630 --> 00:34:06,610
+أراء الناسهل هذه الخدمة تلبي حاجات الناس أم لا؟
+
+435
+00:34:06,610 --> 00:34:11,510
+المستفيدين من المؤسسة مؤسسة بتقدم خدمات ومساعدات
+
+436
+00:34:11,510 --> 00:34:16,650
+للأسر مثلا فقيرة أو بتقدم مساعدات للفئات معينة
+
+437
+00:34:16,650 --> 00:34:21,790
+كبار السن أو بتقدم لفئة معينة في المجتمع للمرأة أو
+
+438
+00:34:21,790 --> 00:34:25,710
+للرجل أو للطفل هنا لابد أن ناخد رأي الناس في ذلك
+
+439
+00:34:25,710 --> 00:34:29,700
+هل هم راضون عن هذه الخدمة أم لا؟ولذلك المؤسسات
+
+440
+00:34:29,700 --> 00:34:32,960
+الناجحة هي اللي تستخدم البحوث الاجتماعية في ذلك
+
+441
+00:34:32,960 --> 00:34:37,620
+وخاصة المسح الاجتماعي لمعرفة اتجاهات الناس حول
+
+442
+00:34:37,620 --> 00:34:41,780
+الخدمات التي تقدمها هل تتناسب معاهم احتياجاتهم ام
+
+443
+00:34:41,780 --> 00:34:46,470
+لا تتناسب؟ وما وجهة نظرهم في ذلك؟واضح؟ السيد عزيزي
+
+444
+00:34:46,470 --> 00:34:49,770
+هل ممكن نعتبر صندوق الشكاوي اللي .. طبعا .. اللي
+
+445
+00:34:49,770 --> 00:34:53,690
+وضعوه في المؤسسة يعتبر مسح اجتماعي؟ ممكن، الشكاوى
+
+446
+00:34:53,690 --> 00:35:00,090
+هو يعني هناخده كدراسة قراء برضه الناس، يعبر عن رأي
+
+447
+00:35:00,090 --> 00:35:05,250
+الناس، نعم نعتبر جزء منه، لكن هو يعتبر يعني تحليل
+
+448
+00:35:05,250 --> 00:35:09,830
+مضمون، في ضمن المسح الاجتماعي ولكن في إطار تحليل
+
+449
+00:35:09,830 --> 00:35:15,010
+المضمونفي إطار تحليل مضمون، وجهات النظر، أه لكن
+
+450
+00:35:15,010 --> 00:35:18,570
+إحنا بنقول المسح أحيانا بكبة يعني استبانة معينة
+
+451
+00:35:18,570 --> 00:35:22,090
+لقياس موضوع معين، إحنا بنحدده من قبل الباحث، من
+
+452
+00:35:22,090 --> 00:35:26,430
+قبل المؤسسة، يحدد ما هي الأسئلة التي يريد الباحث
+
+453
+00:35:26,430 --> 00:35:30,390
+أو يريد المؤسسة من الباب المبحوث الإجابة عليها،
+
+454
+00:35:30,390 --> 00:35:34,510
+لكن هذا اللي قلتيه صندوق، هذا وجهات نظروجهات نظر
+
+455
+00:35:34,510 --> 00:35:38,130
+تحليل مضمون بنعتبره ما مضمون واتجاهات الناس حول
+
+456
+00:35:38,130 --> 00:35:43,110
+هذا الموضوع حول موضوع معين بنسميه تحليل مضمون لكن
+
+457
+00:35:43,110 --> 00:35:47,810
+أيضا يدخل في إطار مسح الاجتماعي لمعرفة رأيهم لها
+
+458
+00:35:47,810 --> 00:35:51,630
+لو بدنا نستخدمه نعم ممكن الشكاوة ممكن ناخد رأيهم
+
+459
+00:35:51,630 --> 00:35:55,640
+برضه هذا يقيس لنا الرأي العام من وجهتهنظر
+
+460
+00:35:55,640 --> 00:35:59,400
+المستفيدين من خدمات مصر زي شكاوة طالبات مثلا مش
+
+461
+00:35:59,400 --> 00:36:04,200
+عاملنكوا صندوق لشكاوة في الجامعة هذه المقترحات ما
+
+462
+00:36:04,200 --> 00:36:08,460
+هي المقترحات ما هي الأراء حول وجهة نظر المبحوثة
+
+463
+00:36:08,460 --> 00:36:12,680
+ممكن كل طالبة تعبر عن وجهة نظرها مش وجهة نظر
+
+464
+00:36:12,680 --> 00:36:15,540
+المؤسسة ما تريد الاستفسار عنه
+
+465
+00:36:18,790 --> 00:36:24,210
+وهنا بنحلل مضمون هذا الصندوق، ماذا ما هو محلول أو
+
+466
+00:36:24,210 --> 00:36:29,270
+تحليل مضمون هذا الصندوق من خلال آراء الطالبات في
+
+467
+00:36:29,270 --> 00:36:34,630
+الجامعة حول كثير من المشكلات الطلابية داخل الجامعة
+
+468
+00:36:38,270 --> 00:36:42,410
+أيضًا أحيانًا نكشف عن معدل توزيع بعض الخصائص
+
+469
+00:36:42,410 --> 00:36:46,810
+الاجتماعية في بيئة أو طبقة معينة أو مجتمع محدد،
+
+470
+00:36:46,810 --> 00:36:50,250
+يعني بدنا نعرف مجتمعنا، مين الأكثر؟ الشباب ولا
+
+471
+00:36:50,250 --> 00:36:54,970
+المسنين؟ الشباب، لذا هنا بدنا نعرف فئات المجتمع،
+
+472
+00:36:54,970 --> 00:36:59,460
+مين الأكثر؟ رجالة من النساء؟مين اللي أكثر الأطفال
+
+473
+00:36:59,460 --> 00:37:04,760
+أم الشباب؟ إذا من هنا بنجبة بناءً على ماذا؟ على
+
+474
+00:37:04,760 --> 00:37:09,700
+دراسة بنستخدم فيها المسح الاجتماعي لكي نعرف الطبقة
+
+475
+00:37:09,700 --> 00:37:13,580
+أو المجتمع المحدد اللي نريد دراسته زي السن والنوع
+
+476
+00:37:13,580 --> 00:37:17,320
+والمهنة طب إيش أكثر المهن في المجتمع؟ برضه بدنا
+
+477
+00:37:17,320 --> 00:37:21,460
+نعرف بدنا دراسة حول ذلك الحالة الزواجية هل المفرد
+
+478
+00:37:21,460 --> 00:37:27,960
+المجتمع نسبة اللي في سن الزواج؟متزوجون ام غير
+
+479
+00:37:27,960 --> 00:37:32,380
+متزوجون بدنا نعرف ايضا، واضح؟ اذا هنا بنستخدم
+
+480
+00:37:32,380 --> 00:37:39,260
+ماذا؟ منهج المسح الاجتماعي وها كده العلاقات
+
+481
+00:37:39,260 --> 00:37:43,080
+الارتباطية ايضا وعلاقات برمات سلوكية واتجاهات
+
+482
+00:37:43,080 --> 00:37:46,700
+بعينها زي عدد الطلاب اللي بيمارسوا الرياضة وعدد
+
+483
+00:37:46,700 --> 00:37:49,960
+الطلاب اللي بيقرأوا الكتب مين اكثر؟ او اللي
+
+484
+00:37:49,960 --> 00:37:53,340
+بيشاهدوا التليفزيون؟طيب اللي بيشاهدوا التليفزيون و
+
+485
+00:37:53,340 --> 00:37:57,180
+لا اللي بيقعدوا على ال internet؟ ال internet لازم
+
+486
+00:37:57,180 --> 00:38:01,660
+من هنا كثير من الأمور طب اللي بيقرأ الكتب العادية
+
+487
+00:38:01,660 --> 00:38:05,720
+الورقية و لا الكتب الإلكترونية؟ مين الأفضل و مين
+
+488
+00:38:05,720 --> 00:38:08,820
+اللي بيقراها من الشباب؟ هل تميل إلى قراءة الكتب
+
+489
+00:38:08,820 --> 00:38:12,740
+الإلكترونية و لا الكتب الورقية؟ لذا هذه كلها
+
+490
+00:38:12,740 --> 00:38:17,200
+علاقات إرتباطية نستطيع أن نصل إليهاطيب، تمارسون
+
+491
+00:38:17,200 --> 00:38:21,140
+الرياضة، أي الرياضة تمارسون أكتر؟ كرة القدم أو كرة
+
+492
+00:38:21,140 --> 00:38:26,340
+الطائرة؟ ولا كرة تلس الطاولة؟ في الجامعة الإسلامية
+
+493
+00:38:26,340 --> 00:38:32,260
+مثلا، الفتى ماذا تمارس من أنشطة رياضية؟ هل تحبين
+
+494
+00:38:32,260 --> 00:38:36,400
+الرياضة أم لا تحبين الرياضة؟ هذه كلها رغبات مجتمع
+
+495
+00:38:36,400 --> 00:38:43,450
+البحثواضح؟ إذا هذا بنسميه اللي هو الكشف عن توزيع
+
+496
+00:38:43,450 --> 00:38:47,890
+.. عن معدل توزيع لبعض الخصائص الاجتماعية لمجتمع
+
+497
+00:38:47,890 --> 00:38:51,550
+البحث أين تقضينا الإجابة؟ يعني الوقت الفراغ في
+
+498
+00:38:51,550 --> 00:38:56,690
+الجامعة، في الاستماع للمحاضرات، النشاط والأنشطة في
+
+499
+00:38:56,690 --> 00:39:01,370
+وقت الفراغ الجامعي أم في السرسرة مع الطالبات
+
+500
+00:39:01,370 --> 00:39:06,720
+الأخريات؟أحياناً الثرثرة قد يكون لها فائدة لتنمية
+
+501
+00:39:06,720 --> 00:39:10,660
+العلاقات مع بعض ضيطه من البعض فلذلك هذه كله ممكن
+
+502
+00:39:10,660 --> 00:39:14,520
+نستفسر عنها و ممكن نضعها مواضيع للدراسة و ممكن
+
+503
+00:39:14,520 --> 00:39:18,620
+نبين الخصائص الاجتماعية لمجتمع البحث من خلال
+
+504
+00:39:18,620 --> 00:39:22,080
+دراستنا لهذه المواضيع المختلفة إذا ماذا نستخدم؟
+
+505
+00:39:22,080 --> 00:39:27,500
+نستخدم منهج المسح الاجتماعي لدراسة كل هذه الخصائص
+
+506
+00:39:27,500 --> 00:39:37,720
+الاجتماعية لمجتمع البحث واضح؟طيب نعم
+
+507
+00:39:37,720 --> 00:39:45,000
+خلاص ناخد كتير احنا مازال حاضر طبعا
+
+508
+00:39:45,000 --> 00:39:49,860
+البسح الاجتماعي ممكن طبعا عن طريق الاستبانة بنصيغ
+
+509
+00:39:49,860 --> 00:39:52,840
+عدد من الأسئلة وحن .. لما نتكلم عن الأدوات الباحث
+
+510
+00:39:52,840 --> 00:39:56,960
+حن .. نتكلم عنها بالتفصيل الاستبانة بنصيغ اللي هو
+
+511
+00:39:56,960 --> 00:40:00,240
+الأسئلة اللتي نريد من الباحث الإجابة عليها المبحوظ
+
+512
+00:40:00,240 --> 00:40:05,200
+الإجابة عليهاأو من خلال ونعطيها للمبحوث ويجيب
+
+513
+00:40:05,200 --> 00:40:08,860
+عليها إما عن طريق البريد الإلكتروني اليوم أصبحنا
+
+514
+00:40:08,860 --> 00:40:12,660
+نستخدم البريد الإلكتروني أو عن طريق المقابلة
+
+515
+00:40:12,660 --> 00:40:18,100
+الشخصية ونوزع اللي هو الاسبان على سماع البحث وغير
+
+516
+00:40:18,100 --> 00:40:23,480
+ذلك هذه كلها من الوسائل وهذه طبعا أحيانايعني ممكن
+
+517
+00:40:23,480 --> 00:40:27,660
+بيحصلوا على معلومات من خلال استبيال حصول من أعداد
+
+518
+00:40:27,660 --> 00:40:32,120
+كبيرة من المبحثين بمثل مجتمع معين هذا مشروع Gallup
+
+519
+00:40:32,120 --> 00:40:35,460
+لاستطلاع الرأي العام هذا في أمريكا مشروع Gallup
+
+520
+00:40:35,460 --> 00:40:39,940
+هذا بيعرف اتجاهات الرأي العام حول موضوعاتوخاصة في
+
+521
+00:40:39,940 --> 00:40:43,280
+قياس الرأي العام حول الاتجاه السياسي في الانتخابات
+
+522
+00:40:43,280 --> 00:40:47,980
+وغير ذلك وقياس رأي العام للأفراد المجتمع حول
+
+523
+00:40:47,980 --> 00:40:53,080
+موضوعات معينة إذا هنا بنستخدم المسح الإجتماعي إذا
+
+524
+00:40:53,080 --> 00:40:57,540
+المسح الإجتماعي ممكن نستخدم له المقابلة الاستبانة
+
+525
+00:40:57,540 --> 00:41:01,600
+وغير ذلك فهذه كل من الأدوات التي صانوا ناقش ان شاء
+
+526
+00:41:01,600 --> 00:41:07,480
+الله في محاضرات قادمة حول أدوات البحثبالتفصيل نكون
+
+527
+00:41:07,480 --> 00:41:11,820
+في هذه المحاضرة قد انتهينا من موضوع مناهج البحث
+
+528
+00:41:11,820 --> 00:41:15,920
+الجزئي طبعا اللي هو تكلمنا في المحاضرة السابقة عن
+
+529
+00:41:15,920 --> 00:41:19,300
+منهج تاريخي في هذه المحاضرة تكلمنا عن المنهج
+
+530
+00:41:19,300 --> 00:41:24,100
+التجريبي والمنهج الغصفي ومنهج المسح الاجتماعي وان
+
+531
+00:41:24,100 --> 00:41:29,560
+شاء الله في المحاضرة القادمة يعني سنكمل المواضيع
+
+532
+00:41:29,840 --> 00:41:34,220
+اللي ما يتبقى لنا من مسح اجتماعي ودراسة الحالة
+
+533
+00:41:34,220 --> 00:41:38,660
+وغيرها من مناهج البحث الاجتماعي إلى اللقاء في
+
+534
+00:41:38,660 --> 00:41:43,100
+المحاضرة القادمة لكون مني كل تحية وتقدير والسلام
+
+535
+00:41:43,100 --> 00:41:45,360
+عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/WmQR9RarVkw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/WmQR9RarVkw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..5270bc5745356a9a01e477122957ca63e48b82d8
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/WmQR9RarVkw.srt
@@ -0,0 +1,1340 @@
+1
+00:00:21,040 --> 00:00:25,900
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,900 --> 00:00:30,440
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,440 --> 00:00:33,260
+آله وصحبه وسلم تسليما كثيرا
+
+4
+00:00:36,470 --> 00:00:40,650
+أولا السلام عليكم ورحمة الله وبركاته وأسعد الله
+
+5
+00:00:40,650 --> 00:00:46,450
+صباحكم جميعا. نحن الآن في المحاضرات الأخيرة وفي
+
+6
+00:00:46,450 --> 00:00:54,190
+الأسابيع الأخيرة من هذا الفصل الدراسي، فلذلك
+
+7
+00:00:54,190 --> 00:00:58,590
+في محاضراتنا السابقة في مساق مناهج البحث الاجتماعي،
+
+8
+00:00:58,590 --> 00:01:05,090
+تكلمنا عن أدوات البحث الاجتماعي: المقابلة، والملاحظة،
+
+9
+00:01:05,090 --> 00:01:10,990
+والاستبيان. وفي هذه المحاضرة سنكمل أو سنأخذ موضوعا
+
+10
+00:01:10,990 --> 00:01:15,730
+جديدا وهو مجالات البحث الاجتماعي. مجالات البحث
+
+11
+00:01:15,730 --> 00:01:20,210
+الاجتماعي. طبعا هذه كلها من ضمن خطة البحث، عندما
+
+12
+00:01:20,210 --> 00:01:24,630
+نقوم بوضع خطة البحث، لابد أن نحدد أهمية البحث
+
+13
+00:01:24,630 --> 00:01:29,050
+وأهداف البحث، ومن ضمنها النقاط الأخرى، وتساؤلات
+
+14
+00:01:29,050 --> 00:01:33,050
+البحث، أو فرضياته.  مجالات البحث لابد أن نحدد
+
+15
+00:01:33,050 --> 00:01:38,970
+مجالات البحث. مجالات البحث تتكون من ثلاثة مجالات، وهذه
+
+16
+00:01:38,970 --> 00:01:42,710
+ضروري، لابد أن نكتبها هكذا: مجالات. أولا: المجال
+
+17
+00:01:42,710 --> 00:01:47,830
+البشري، وهذا سنشرحه إن شاء الله، والعينات وأنواعها،
+
+18
+00:01:47,830 --> 00:01:54,330
+وأيضا المجال المكاني، وبعد ذلك المجال الزماني للبحث.
+
+19
+00:01:54,870 --> 00:01:59,310
+هذه المجالات الثلاثة لابد أن توضع في كل بحث ميداني
+
+20
+00:01:59,310 --> 00:02:05,030
+بهذا الشكل. في بعض البحوث التي لاحظتها للطالبات في
+
+21
+00:02:05,030 --> 00:02:09,550
+السنوات الماضية، يعني يحيدون عن ذلك، يقولون الحد
+
+22
+00:02:09,550 --> 00:02:14,050
+المكاني، والحد البشري، والحد الزماني، والحد الموضوعي،
+
+23
+00:02:14,050 --> 00:02:18,180
+والحد... مش عارفها. إحنا بدنا نتقيد بالمفاهيم العلمية
+
+24
+00:02:18,180 --> 00:02:21,900
+الموجودة عندنا. يعني لا ننكر أن هذه وجهات نظر،
+
+25
+00:02:21,900 --> 00:02:25,060
+البعض يقول حد المكان، وحد الزمان، وحد الـ...
+
+26
+00:02:25,060 --> 00:02:28,040
+لكن إحنا بدنا المجال. على طول في البحث بنقول
+
+27
+00:02:28,040 --> 00:02:31,600
+مجالات البحث الاجتماعية، المجالات محددة بالثلاثة
+
+28
+00:02:31,600 --> 00:02:37,480
+مجالات للبحث، لا نزيد عليها، التي قلناها: الثلاثة:
+
+29
+00:02:37,480 --> 00:02:41,480
+البشري، المكاني، والزماني. هذه هي مجالات
+
+30
+00:02:41,480 --> 00:02:45,260
+البحث. لابد أن تكون في كل بحث ميداني. الفصل القادم
+
+31
+00:02:45,260 --> 00:02:49,960
+لطالبات الخدمة الاجتماعية اللي... اللي بالبحث
+
+32
+00:02:49,960 --> 00:02:53,560
+العملي عن، إن شاء الله، التخرج. تكون هذه مجالات البحث
+
+33
+00:02:53,560 --> 00:02:58,740
+الثلاثة اللي نكتبها في البحث. نيجي للبحث، للمجال
+
+34
+00:02:58,740 --> 00:03:04,000
+الأول، وهو المجال البشري. المجال البشري اللي هو
+
+35
+00:03:04,000 --> 00:03:10,740
+مفردات البحث. مفردات البحث التي سأعمل البحث
+
+36
+00:03:10,740 --> 00:03:16,820
+عليها. مجتمع البحث، سأسميه مجتمع البحث. فلذلك، على من
+
+37
+00:03:16,820 --> 00:03:22,340
+أجري البحث؟ هنا نحدد مجتمع البحث، ونحدد مفردات
+
+38
+00:03:22,340 --> 00:03:26,740
+البحث. فهل ممكن أن البيانات يكون من جميع مفردات
+
+39
+00:03:26,740 --> 00:03:32,250
+البحث؟ والله يكون من عدد محدود من مفردات البحث. مجتمع
+
+40
+00:03:32,250 --> 00:03:37,490
+البحث. فإذا كان حصر شامل، إذا المجتمع كامل لمجتمع
+
+41
+00:03:37,490 --> 00:03:41,570
+البحث، نأخذ جميع مفردات البحث. أما إذا كان عدد
+
+42
+00:03:41,570 --> 00:03:46,070
+محدود من مجتمع البحث، نأخذ مفردات محدودة. هذه
+
+43
+00:03:46,070 --> 00:03:51,610
+بنسميها العينة. عينة ما نأخذها من مجتمع البحث
+
+44
+00:03:51,610 --> 00:03:56,610
+البشري. مجتمع البشر، أكرر. ولذلك بنسميه،  اللي هو
+
+45
+00:03:56,610 --> 00:04:00,670
+العينة... العينة. ولذلك من هنا ننتقل إلى موضوع
+
+46
+00:04:00,670 --> 00:04:06,090
+العينات. العينة... الأنواع من العينات... أنواع من
+
+47
+00:04:06,090 --> 00:04:10,310
+العينات. في عندنا العينة العشوائية.
+
+48
+00:04:13,930 --> 00:04:19,710
+العينة أمامكم، العينة العشوائية البسيطة. وفي عندنا
+
+49
+00:04:19,710 --> 00:04:25,950
+العينة الطبقية، والعينة العمدية، والعينة المساحية،
+
+50
+00:04:25,950 --> 00:04:31,770
+والعينة المختارة بطريقة الحصة، يعني الـ Quota، محاصصة.
+
+51
+00:04:31,770 --> 00:04:38,220
+سنشرحها إن شاء الله. Quota, Quota Sample. إزاي بيصير في
+
+52
+00:04:38,220 --> 00:04:40,380
+الانتخابات؟ اه، اللي بيصير في الانتخابات هذه
+
+53
+00:04:40,380 --> 00:04:43,100
+بالنسبة للانتخابات، والأحزاب السياسية، والترشيحات،
+
+54
+00:04:43,100 --> 00:04:45,660
+مش بيقولوا في الـ Quota؟ صحيح، ما بتسمعوا كلمة الـ
+
+55
+00:04:45,660 --> 00:04:48,640
+Quota في الإذاعة والتلفزيون؟ أبدا أبدا، خاصة في
+
+56
+00:04:48,640 --> 00:04:51,280
+الانتخابات. اه، في الانتخابات، في الانتخابات اللي
+
+57
+00:04:51,280 --> 00:04:54,460
+بيصير في مجتمعاتنا العربية، وبدنا نعطي هذول Quota
+
+58
+00:04:54,460 --> 00:04:56,700
+نسبة: 10%، 20%، 4%،
+
+59
+00:04:56,700 --> 00:04:59,080
+15%، 4%. Quota Sample، و
+
+60
+00:04:59,080 --> 00:05:04,180
+هكذا. هذه الـ Quota اللي هي بنسميها العينة بالحصة.
+
+61
+00:05:07,240 --> 00:05:13,320
+تختارها بطريقة الحصة. نعود للعينة العشوائية البسيطة،
+
+62
+00:05:13,320 --> 00:05:19,760
+وهي عينة، يعني فيها احتمال الاختيار. عين عشوائية،
+
+63
+00:05:19,760 --> 00:05:25,440
+يعني أنتم مثلا، على سبيل المثال، مجتمع بحث. فهنا
+
+64
+00:05:25,440 --> 00:05:31,360
+بدنا نأخذ منكم عين عشوائية. العينة العشوائية هذه طبعا
+
+65
+00:05:31,360 --> 00:05:39,380
+موجودة، لكن تعطي كل أفراد مجتمع البحث احتمال الظهور
+
+66
+00:05:39,380 --> 00:05:42,900
+في البحث، أو الاشتراك في البحث. يعني لما نقول: أخذ
+
+67
+00:05:42,900 --> 00:05:47,550
+عينة منكم، العدد كنتم حوالي ستين أو أكثر، من هذه
+
+68
+00:05:47,550 --> 00:05:53,070
+العينة، بدنا نأخذ مثلا ثلاثين. كل طالبة من مجتمع
+
+69
+00:05:53,070 --> 00:05:58,570
+البحث موجودة، تعتقد بأنها ضمن احتمالات اختيارها في
+
+70
+00:05:58,570 --> 00:06:04,590
+البحث. ولذلك من هنا نقول: عينة عشوائية بسيطة، لأن كل
+
+71
+00:06:05,560 --> 00:06:11,620
+فرد من مجتمع البحث يعتقد بأنه سيظهر أو سيشارك في
+
+72
+00:06:11,620 --> 00:06:16,720
+العينة، ويكون مختارا من ضمن العينة. عينات مجتمع
+
+73
+00:06:16,720 --> 00:06:21,080
+البحث. وهذه بتكون بطريقة اقتراع مباشرة. ممكن نقول:
+
+74
+00:06:21,080 --> 00:06:25,560
+والله، نقتَرع الآن. كل طالبة يعني نسجل اسمها، ونأخذ
+
+75
+00:06:25,560 --> 00:06:30,190
+اقتراعا. أو بتكون الجداول العشوائية، وأحيانا ممكن
+
+76
+00:06:30,190 --> 00:06:34,310
+يكون الأسماء عندي، وهاد ما نسميها الأسماء، وأختار
+
+77
+00:06:34,310 --> 00:06:37,370
+عين عشوائية منتظمة. ما نسميها في الحد، الحد. ولما
+
+78
+00:06:37,370 --> 00:06:41,710
+نقول: نأخذ رقم واحد، رقم خمسة، رقم عشرة، رقم خمسة
+
+79
+00:06:41,710 --> 00:06:45,890
+عشر. إذا هنا في مدى خمسة، خمسة، خمسة. إذا هنا
+
+80
+00:06:45,890 --> 00:06:52,610
+أخذنا عين عشوائية منتظمة. خلاص. وكل طالبة يعني في
+
+81
+00:06:52,610 --> 00:06:56,230
+الرقم هذا، قد تختار، يعني عندها حرية الاختيار في
+
+82
+00:06:56,230 --> 00:07:00,650
+عينة ثانية. ممكن عشوائية من مجمل الأسماء، نأخذ هذه
+
+83
+00:07:00,650 --> 00:07:03,750
+العينة العشوائية. نكون عند الأسماء كلها موجودة، و
+
+84
+00:07:03,750 --> 00:07:07,530
+نختارها. البسيطة هذه، البسيطة. العينة العشوائية
+
+85
+00:07:07,530 --> 00:07:12,470
+البسيطة. واضح؟ وهكذا. إذا عندنا طريقة الاقتراع، و
+
+86
+00:07:12,470 --> 00:07:17,830
+طريقة الجداول العشوائية. في عندي نوع ثاني من العينات،
+
+87
+00:07:17,830 --> 00:07:24,930
+وهي العينة الطبقية. الأسماء
+
+88
+00:07:24,930 --> 00:07:28,830
+موجودة. أحيانا هذا منتظمة، وبأخذ رقم واحد، اثنين،
+
+89
+00:07:28,830 --> 00:07:32,470
+ثلاثة، أربعة. أو أحيانا العينة الموجودة كلها نأخذ،
+
+90
+00:07:32,470 --> 00:07:36,270
+يعني بال... الأسماء موجودة، وممكن نأخذ منهم أي
+
+91
+00:07:36,270 --> 00:07:40,470
+عينة، أو هذا العشوائية. عينة عشوائية من المجتمع
+
+92
+00:07:40,470 --> 00:07:44,090
+البحث. بحيث أن هذا مجتمع البحث، فنأخذ منه هذه
+
+93
+00:07:44,090 --> 00:07:50,550
+العينة العشوائية. العينة الطبقية. نشرح الآن أي
+
+94
+00:07:50,550 --> 00:07:53,350
+الطبقية. بس إحنا بنجاوب على العينة. الطالبة بتسأل:
+
+95
+00:07:53,350 --> 00:07:59,290
+العينة العشوائية. كيف تكون العينة الطبقية؟ طبعا
+
+96
+00:07:59,290 --> 00:08:05,910
+نقسم المجتمع إلى طبقات، ومن كل طبقة نختار عينة
+
+97
+00:08:05,910 --> 00:08:11,160
+تمثل هذه الطبقة. وهذه قد تكون تعتمد على المساحات
+
+98
+00:08:11,160 --> 00:08:16,300
+الجغرافية. أحيانا نأخذ عينة طبقية من... لو بدنا
+
+99
+00:08:16,300 --> 00:08:20,940
+نعمل دراسة عن السكان، أو عن قطاع غزة، أو سكان في
+
+100
+00:08:20,940 --> 00:08:24,320
+قطاع غزة. في هذه الحالة، نأخذ عينات طبقية من كل
+
+101
+00:08:24,320 --> 00:08:29,140
+مدينة وقرية في قطاع غزة. تمثل العينات الطبقية. أنا
+
+102
+00:08:29,140 --> 00:08:32,660
+بدي أوصلكم المفهوم على الجامعة، ومجتمع البحث، عشان
+
+103
+00:08:32,660 --> 00:08:38,200
+نكون أسهل. يعني مثلا، مجتمع الجامعة، نعمل دراسة عن
+
+104
+00:08:38,200 --> 00:08:44,360
+مشكلات طلبة الجامعة، طلابا وطالبات، من جميع كلياتها،
+
+105
+00:08:44,360 --> 00:08:50,400
+وأقسامها. في هذه الحالة، نختار عينة طبقية من كل
+
+106
+00:08:50,400 --> 00:08:54,300
+الأقسام، من كل الكليات والأقسام. إذا نختار عينة
+
+107
+00:08:54,300 --> 00:08:59,400
+ممثلة لمجتمع البحث، وهو الجامعة الإسلامية. فنختار
+
+108
+00:08:59,400 --> 00:09:04,700
+عينة طبقية. ولو قلنا مثلا، نريد أن نأخذ عينة طبقية
+
+109
+00:09:04,700 --> 00:09:09,120
+بنسبة 20 ألف كام؟ يعني 5% نأخذ منهم،
+
+110
+00:09:10,060 --> 00:09:14,400
+والله 10%، يعني برضه ترجع لإمكانيات الباحث، وخبراته،
+
+111
+00:09:14,400 --> 00:09:19,520
+الباحث، وماذا تمثيله للعينة؟ لو أخذنا 10% مثلا من
+
+112
+00:09:19,520 --> 00:09:24,460
+مجتمع البحث، ونأخذ في هذه الحالة عينة طبقية من
+
+113
+00:09:24,460 --> 00:09:28,260
+الجامعة. ما هي العينة الطبقية؟ اللي هي الكليات تمثل
+
+114
+00:09:28,260 --> 00:09:33,440
+الطبقات داخل الجامعة. الأقسام كذلك، في كل مجموعة
+
+115
+00:09:33,440 --> 00:09:37,820
+الأقسام في الكليات. إذا هذه بتكون طبقة، يعني عينة
+
+116
+00:09:37,820 --> 00:09:43,020
+طبقية عنقودية، أيضا من خلال طبقات الكليات، ومن خلال
+
+117
+00:09:43,020 --> 00:09:48,380
+الأقسام ككل. وبدنا نأخذ نسبة 10%. طب لو
+
+118
+00:09:48,380 --> 00:09:53,400
+قلنا: طلبة كلية الأداب عددهم ألفيّن، وبدنا نأخذ عشرة
+
+119
+00:09:53,400 --> 00:09:57,920
+في المئة من طلبة الجامعة. عشرة في المئة، زي ما قلنا،
+
+120
+00:09:57,920 --> 00:10:03,890
+بتبع نصيب كلية الأداب: 200، 200، وهكذا على حسب العديد
+
+121
+00:10:03,890 --> 00:10:08,550
+لأننا بنوزع الـ 20 ألف على عدد الكليات، كم كل كلية
+
+122
+00:10:08,550 --> 00:10:13,150
+فيها من الطلبة، وفي كل قسم كم أيضا. إذا مش فقط، فقط
+
+123
+00:10:13,150 --> 00:10:16,970
+على الكلية، أيضا بتجيء من النسبة على الأقسام. لو
+
+124
+00:10:16,970 --> 00:10:20,550
+قلنا: قسم الخدمة الاجتماعية عدد طلابه 400 طالب، و
+
+125
+00:10:20,550 --> 00:10:24,610
+طالبة. الحد الأدنى طبعا هذا: 400 طالب وطالبة. إذا
+
+126
+00:10:24,610 --> 00:10:29,150
+نسبة العشرة في المئة كم؟ 40، 40. نسبة العشرة في
+
+127
+00:10:29,150 --> 00:10:33,130
+المئة؟ 40. تاكيدين؟ أربعين؟ والله... والله ثمانين.
+
+128
+00:10:33,130 --> 00:10:37,990
+400 على عشرة... اه، 400 في عشرة، في 400...
+
+129
+00:10:37,990 --> 00:10:42,770
+...بحوالي أربعين، أربعين. إذا الـ 400 في عشرة في
+
+130
+00:10:42,770 --> 00:10:46,970
+المئة: أربعين طالب. إذا الأربعين طالب هذول من وين
+
+131
+00:10:46,970 --> 00:10:50,630
+بس فقط؟ من قسم الخدمة الاجتماعية، لكن العشرة في
+
+132
+00:10:50,630 --> 00:10:55,500
+المئة من الألفيّن كده...؟ كلية الأداب كام؟ متين...
+
+133
+00:10:55,500 --> 00:10:59,220
+متين... متين... متين... متين... متين... متين...
+
+134
+00:10:59,220 --> 00:10:59,520
+متين... متين... متين... متين... متين... متين...
+
+135
+00:10:59,520 --> 00:11:04,540
+متين... متين... متين... متين... متين... متين...
+
+136
+00:11:04,540 --> 00:11:05,340
+متين... متين... متين... متين... متين... متين...
+
+137
+00:11:05,340 --> 00:11:05,900
+متين... متين... متين... متين... متين... متين...
+
+138
+00:11:05,900 --> 00:11:06,100
+متين... متين... متين... متين... متين... متين...
+
+139
+00:11:06,100 --> 00:11:07,860
+متين... متين... متين... متين... متين... متين...
+
+140
+00:11:07,860 --> 00:11:09,560
+متين... متين... متين... متين... متين... متين...
+
+141
+00:11:09,560 --> 00:11:10,060
+متين... متين... متين... متين... متين... متين...
+
+142
+00:11:10,060 --> 00:11:14,080
+متين... متين...
+
+143
+00:11:14,080 --> 00:11:23,060
+...متين... متين...
+
+144
+00:11:23,060 --> 00:11:27,690
+...متين. واضح؟ و ليش قلنا أن عندكم دي؟ لأنه تمثل
+
+145
+00:11:27,690 --> 00:11:33,090
+الأجسام. الكليات، الطبقات. كل كلية، ومتفرع منها أي
+
+146
+00:11:33,090 --> 00:11:38,530
+الأقسام. وهكذا. فهذه طبقة، اللي هي العينة الطبقية.
+
+147
+00:11:38,530 --> 00:11:42,650
+فأنتم بهذه الشكل. هذي بتمثل مجتمع البحث. إحنا
+
+148
+00:11:42,650 --> 00:11:46,030
+عايزين نستخدمها أيضا في الدراسات السكانية. نستخدمها
+
+149
+00:11:46,030 --> 00:11:50,110
+في عمل دراسات عن المؤسسات الموجودة في المجتمع، عن
+
+150
+00:11:50,110 --> 00:11:53,850
+المصانع، ونوعية المصانع الموجودة في المجتمع، على حسب
+
+151
+00:11:53,850 --> 00:11:58,310
+المساحة الجغرافية. أين توجد هذه المصانع؟ شمالا، جنوبا،
+
+152
+00:11:58,310 --> 00:12:03,710
+وسطا. و بنحاول يعني، أو على حسب حجم المصنع، بعدد
+
+153
+00:12:03,710 --> 00:12:08,690
+العاملين فيه، أو بحسب نوعية الصناعات: صناعات غذائية،
+
+154
+00:12:08,690 --> 00:12:12,090
+صناعات ملابس، صناعات أدوات كهربائية، إلى غيره من
+
+155
+00:12:12,090 --> 00:12:16,190
+الصناعات. واضح؟ هكذا التوزيع للعينات الطبقية على
+
+156
+00:12:16,190 --> 00:12:20,430
+المساحات الجغرافية، الـ Geography، أو حتى بتكون في نفس المؤسسة،
+
+157
+00:12:20,430 --> 00:12:25,790
+برضه نختار منها عينات طبقية، على مستوى الكليات، لو
+
+158
+00:12:25,790 --> 00:12:30,500
+كانت جامعة وأقسامها. أظن بهذا الشكل أن فهمتم العينة
+
+159
+00:12:30,500 --> 00:12:38,460
+الطبقية. ننتقل إلى العينة العمدية. طبعا نقول العمدية،
+
+160
+00:12:38,460 --> 00:12:43,760
+لأنها... أنتم بتقولوا أحيانا عمدا، يعني مقصودة.
+
+161
+00:12:43,760 --> 00:12:52,180
+العمدية، يعني المقصودة. ولذلك هذه العينة، يعني عينات
+
+162
+00:12:52,180 --> 00:12:58,740
+لا تخضع لتطبيق قوانين الإحصاء، ويكون احتمال
+
+163
+00:12:58,740 --> 00:13:03,620
+اختيار أي فرد مجهول. في هذه الحالة للباحث، طبعا هنا
+
+164
+00:13:03,620 --> 00:13:10,800
+الباحث يختار عينة عمدية من مجتمع البحث، يعني بعض
+
+165
+00:13:10,800 --> 00:13:15,660
+الحالات، هو يعتقد أنها تمثل مجتمع البحث. وهذا زي
+
+166
+00:13:15,660 --> 00:13:20,100
+ما يحصل عندنا في الرأي العام. أحيانا مثلا، ممكن
+
+167
+00:13:20,100 --> 00:13:25,120
+مذيع أو مراسل يختار عينة من الشارع، أو من المجتمع،
+
+168
+00:13:25,120 --> 00:13:29,100
+الجامعة. عينة من الطالبات، عينة من الطلاب، ويناقشهم في
+
+16
+
+223
+00:17:28,650 --> 00:17:34,750
+عينة من مدارس غزة لما بنعمل دراسة على غزة وهي
+
+224
+00:17:34,750 --> 00:17:40,750
+مدينة تمثل الطلبة فبنعمل على جميع مناطق غزة وبنعمل
+
+225
+00:17:40,750 --> 00:17:44,800
+دراسة على مشكلات طلبة المرحلة الثانوية. إذا هنا
+
+226
+00:17:44,800 --> 00:17:49,840
+العينة إيش بنسميها؟ المساحية من كافة مناطق غزة
+
+227
+00:17:49,840 --> 00:17:55,040
+يعني المشكلة .. المشكلة هي بتجمع جميع المدارس، و
+
+228
+00:17:55,040 --> 00:17:58,060
+بعدين بناخد مشكلة من المدرسة و .. يعني .. بناخد
+
+229
+00:17:58,060 --> 00:18:02,460
+مدرسة و .. ده ماناخدش المدرسة، بناخد مدارس تمثل،
+
+230
+00:18:02,460 --> 00:18:07,680
+عينة من مدارس تمثل مدينة غزة، واضح؟ عينة من مدارس
+
+231
+00:18:07,680 --> 00:18:12,030
+تمثل مدينة غزة. ما بناخدش من مدرسة واحدة، ناخد من
+
+232
+00:18:12,030 --> 00:18:17,350
+عدة مدارس، عدة مدارس، وبعدين هل الدراسة على طلاب
+
+233
+00:18:17,350 --> 00:18:21,890
+ولا طالبات، بقى بنحدد، طلاب ولا طالبات، لو قلنا
+
+234
+00:18:21,890 --> 00:18:25,430
+طلاب، إذا نبقى نستقصر على طلاب. طيب، قلنا مرحلة
+
+235
+00:18:25,430 --> 00:18:29,630
+ثانوية، هل بتشمل الإعدادية والثانوية؟ لأ، بتشمل
+
+236
+00:18:29,630 --> 00:18:32,870
+إيه؟ المرحلة الثانوية، ولما نقول المرحلة
+
+237
+00:18:32,870 --> 00:18:37,630
+الثانوية، إذا بتشمل الثلاث مراحل، اللي هي الأولى
+
+238
+00:18:37,630 --> 00:18:41,250
+ثانوية، ثانية ثانوية، ثالثة ثانوية. واضح؟ أو العاشر، وال
+
+239
+00:18:41,250 --> 00:18:44,210
+الحادي عشر، والـ.. والـ.. والثاني عشر حسب
+
+240
+00:18:44,210 --> 00:18:49,110
+المفاهيم الحديثة .. اه .. في الـ .. في التعليم يعني
+
+241
+00:18:49,110 --> 00:18:53,070
+اليوم هذه الصفوف تمثل المرحلة الثانوية.  مُحدد يا
+
+242
+00:18:53,070 --> 00:18:56,950
+أستاذ؟ أي مرحلة؟ لأ ما احنا حددنا المرحلة
+
+243
+00:18:56,950 --> 00:19:01,030
+الثانوية، مادام قلت المرحلة الثانوية، إذا بتاخدي
+
+244
+00:19:01,030 --> 00:19:05,270
+..الثلاث سنوات .. اللي هي ثلاث صفوف .. أولى، وثانية
+
+245
+00:19:05,270 --> 00:19:09,390
+وثالثة. لكن لو قلت دراسة على الصف الأول، بتحدد الصف
+
+246
+00:19:09,390 --> 00:19:11,770
+الأول .. السنة، و .. لو قلت الثالث ثانوي .. ثالث
+
+247
+00:19:11,770 --> 00:19:15,310
+ثانوي .. ثاني ثانوي .. ثاني ثانوي .. وهكذا ..
+
+248
+00:19:15,310 --> 00:19:18,910
+واضح؟ أستاذ .. هالجدر احنا أخدنا من شمال، وشرق، و
+
+249
+00:19:18,910 --> 00:19:22,750
+جنوب، وغرب .. بناخد مثلاً مدرسة من الشرق، ومدرسة من
+
+250
+00:19:22,750 --> 00:19:24,690
+الغرب .. اه ممكن أسب .. أيوة .. وعينة منها ..
+
+251
+00:19:24,690 --> 00:19:27,970
+وعينة منها .. وعينة منها .. تمثل مجتمع البحث. واضح؟
+
+252
+00:19:27,970 --> 00:19:31,810
+حسب المساحة الجغرافية لمدينة غزة، لو قطاع غزة ككل،
+
+253
+00:19:31,810 --> 00:19:35,310
+بدنا ناخد من كافة مناطق قطاع غزة من شمالي إلى
+
+254
+00:19:35,310 --> 00:19:38,950
+جنوبي ومن غربي إلى شرقي، وهكذا، هذا ما نسميه
+
+255
+00:19:38,950 --> 00:19:46,270
+العينة المساحية الممثلة لمجتمع البحث، واضح؟ طيب
+
+256
+00:19:49,100 --> 00:19:51,940
+لكن ليش يعني احنا بناخد العينة المساحية الصغيرة
+
+257
+00:19:51,940 --> 00:19:55,900
+هذه؟ لأنه حسب الإمكانيات، الباحث، الباحث ما بيقدرش
+
+258
+00:19:55,900 --> 00:19:59,880
+يعمل دراسة على جميع المناطق والمدارس. مثلاً لو
+
+259
+00:19:59,880 --> 00:20:03,760
+بنعمل دراسة على مشكلة الطلبة، لأ بناخد عينة لأنها بتوفر لنا
+
+260
+00:20:03,760 --> 00:20:07,880
+الوقت، بتوفر الجهد، وتوفر التكاليف. فدائماً الباحث
+
+261
+00:20:07,880 --> 00:20:13,860
+بيختار عينة تتناسب مع إمكانياته، مع إمكانياته
+
+262
+00:20:14,710 --> 00:20:20,190
+المادية، ومع الفترة الزمنية، ومع جهده، وهكذا. ولذلك
+
+263
+00:20:20,190 --> 00:20:24,710
+احنا دائماً نفضل بالنسبة للبحوث التخرجية، اللي هو
+
+264
+00:20:24,710 --> 00:20:28,550
+خاصة إذا كانت مجتمع البحث كبير، يعني بناخد إيه؟
+
+265
+00:20:28,550 --> 00:20:34,450
+عينة، عينة. نعم، العينة المختارة بطريقة الحصة، الـ
+
+266
+00:20:34,450 --> 00:20:37,890
+quota يعني. الـ quota هذه كثيراً ما تسمعوها في
+
+267
+00:20:37,890 --> 00:20:43,570
+الانتخابات السياسية، يعني حد أن يكون في حزب سياسي
+
+268
+00:20:43,570 --> 00:20:48,430
+له quota معينة، نسبة 5%، 10%، فبيدخل في الانتخابات
+
+269
+00:20:48,430 --> 00:20:52,530
+على هذا الأساس. ولذلك هي نسبة، اللي اسمها، من خلال
+
+270
+00:20:52,530 --> 00:20:58,340
+اسمها هي المختارة بطريقة الحصة، بطريقة الحصة. وهذه
+
+271
+00:20:58,340 --> 00:21:03,520
+دائماً بيستخدموها في قياس الرأي العام. بتم تقسيم
+
+272
+00:21:03,520 --> 00:21:08,460
+المجتمع إلى طبقات أو فئات بالنسبة لخصائص معينة لمجتمع
+
+273
+00:21:08,460 --> 00:21:12,920
+البحث، ثم بيعمل الباحث على تمثيل كل فئة من العينة
+
+274
+00:21:12,920 --> 00:21:17,040
+بنسبة وجودها في المجتمع، كم موجودة في المجتمع، وكم
+
+275
+00:21:17,040 --> 00:21:20,480
+نسبة وجودها في المجتمع. وبنعطيها حصة، نسبة كبيرة،
+
+276
+00:21:20,480 --> 00:21:26,500
+بناخد نسبة كبيرة، نسبة صغيرة تكون صغيرة، نسبة متوسطة،
+
+277
+00:21:26,500 --> 00:21:29,580
+بناخد نسبة متوسطة، وهكذا. ممكن البعض 10%،
+
+278
+00:21:29,580 --> 00:21:32,440
+البعض 20%، البعض 30%، البعض
+
+279
+00:21:32,440 --> 00:21:35,720
+40%، وهكذا. هذه بنسميها اللي هي العينة
+
+280
+00:21:35,720 --> 00:21:42,660
+المختارة بطريقة الحصة، وهكذا، وبتكون مجتمع البحث
+
+281
+00:21:42,660 --> 00:21:50,130
+عارف كم الحصة اللي بدي أخدها. واضح؟ طيب، في عندنا
+
+282
+00:21:50,130 --> 00:21:54,750
+عيوب للعينات هذه كلها اللي احنا يعني شرحناها
+
+283
+00:21:54,750 --> 00:21:59,730
+بالتفصيل، في لها عيوب، ما هي العيوب هذه؟ في عيوب
+
+284
+00:21:59,730 --> 00:22:05,710
+كثيرة، لكن ناخد .. أيوة، قولي ابني، التحيز،
+
+285
+00:22:05,710 --> 00:22:10,480
+العينة، أحياناً الباحث قد يتحيز، في الاختيار، قد يتحيز
+
+286
+00:22:10,480 --> 00:22:15,440
+لكن بدي أتغلب على التحيز بأنه لا يتحيز، ودائماً يعني
+
+287
+00:22:15,440 --> 00:22:19,960
+العينة تكون ممثلة لمجتمع البحث، وليه يتدخل يعني فيها
+
+288
+00:22:19,960 --> 00:22:24,140
+لكن أحياناً قد يحدث نوع من التحيز، والتدخل من قبل
+
+289
+00:22:24,140 --> 00:22:28,800
+الباحث في اختيار العينة، أيًا كان نوع هذه العينة.
+
+290
+00:22:28,800 --> 00:22:30,120
+أيوة ابنتي قولي
+
+291
+00:22:34,940 --> 00:22:38,140
+بالضبط، هذا خطأ الصدفة. احنا لما نقول عينة صغيرة،
+
+292
+00:22:38,140 --> 00:22:42,300
+20، 30 أو خمسة، عشرة مثلاً، 15، أحياناً
+
+293
+00:22:42,300 --> 00:22:46,180
+فرد واحد ممكن يأثر في المجموعة، رأيه ممكن يأثر على
+
+294
+00:22:46,180 --> 00:22:50,760
+المجموعة، فلذلك بتطلع لنا نتائج غير سليمة، وغير
+
+295
+00:22:50,760 --> 00:22:54,560
+دقيقة، فهذا أيضاً من عيوب العينات، وخاصة العينات
+
+296
+00:22:54,560 --> 00:22:59,340
+الصغيرة. لكن لما نتلافى هذا الشيء، ده نختار عينة
+
+297
+00:22:59,340 --> 00:23:05,260
+كبيرة، كلما زادت في حجمها بتكون تمثل المجتمع أكثر
+
+298
+00:23:06,110 --> 00:23:09,470
+وهكذا، وأيضاً نتغلب عليها عن طريق الاختيار
+
+299
+00:23:09,470 --> 00:23:14,370
+السليم في التمثيل للعينة من كافة مكونات المجتمع،
+
+300
+00:23:14,370 --> 00:23:19,990
+مكونات مجتمع البحث، تمثل جميع المكونات، والعينات
+
+301
+00:23:19,990 --> 00:23:22,790
+في العلوم الاجتماعية، وفي الخدمة الاجتماعية، وعلم
+
+302
+00:23:22,790 --> 00:23:29,190
+الاجتماع، يعني مثل عينات الدم التي نسحبها من المريض
+
+303
+00:23:29,190 --> 00:23:31,210
+لكي نعرف ما نوع مرضه
+
+304
+00:23:34,280 --> 00:23:37,520
+نعرف ما نوع مرضه، ما نوع مشكلته، والأسباب هذه،
+
+305
+00:23:37,520 --> 00:23:42,040
+نُشخص هذه المشكلة بعد ذلك، نحددها، ونشخصها، ونعرف
+
+306
+00:23:42,040 --> 00:23:47,260
+بعد ذلك العلاج، وهذه هي طريقة العينات من مجتمع
+
+307
+00:23:47,260 --> 00:23:52,440
+البعض، ناخد عينة لكي نتعرف على طبيعة المشكلة لدى
+
+308
+00:23:52,440 --> 00:23:57,400
+هذا المجتمع، وما أسبابها، وكيف نشخصها. نشخصها من
+
+309
+00:23:57,400 --> 00:24:01,860
+خلال الأسباب، وبعد ذلك قد نضع خطط للعلاج، خطة
+
+310
+00:24:01,860 --> 00:24:06,680
+إصلاحية، خطة علاجية، توصيات، إلى آخر هذا
+
+311
+00:24:06,680 --> 00:24:12,280
+بالنسبة للعينات واختيارها من العلوم الاجتماعية
+
+312
+00:24:12,280 --> 00:24:16,160
+عامة، ومن الخدمة الاجتماعية، وعلم الاجتماع خاصة.
+
+313
+00:24:16,160 --> 00:24:24,980
+خلصنا الآن المجال الأول، المجال البشري، المجال
+
+314
+00:24:24,980 --> 00:24:28,320
+البشري اللي خلصناه، اللي خلصنا العينات، اللي هذه
+
+315
+00:24:28,320 --> 00:24:32,020
+من ضمن إيه؟ المجال البشري، البشري، البشري، البشري،
+
+316
+00:24:32,020 --> 00:24:33,680
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+317
+00:24:33,680 --> 00:24:33,960
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+318
+00:24:33,960 --> 00:24:34,800
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+319
+00:24:34,800 --> 00:24:36,080
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+320
+00:24:36,080 --> 00:24:44,160
+البشري، البشري، البشري، البشري، البشري،
+
+321
+00:24:44,160 --> 00:24:50,550
+البشري، البشري، البشري، البشري، البشري، البشري. يعني
+
+322
+00:24:50,550 --> 00:24:57,570
+بدي أعمل بحث على عينة من طلبة الجامعة الإسلامية،
+
+323
+00:24:57,570 --> 00:25:04,470
+لذلك هنا بدي أحدد، أقول مجتمع البحث هم طلبة الجامعة
+
+324
+00:25:04,470 --> 00:25:10,730
+الإسلامية في غزة، لأن الجامعة الإسلامية لها مكان
+
+325
+00:25:10,730 --> 00:25:15,330
+آخر، where؟ في خان يونس، لذلك عشان يميزها عن المكان
+
+326
+00:25:15,330 --> 00:25:20,390
+الآخر. وحتى لو كانت أيضاً مكان واحد، حتى نقول مكان
+
+327
+00:25:20,390 --> 00:25:25,990
+البحث هو طلبة الجامعة الإسلامية في غزة، سواء لا فرق
+
+328
+00:25:25,990 --> 00:25:30,650
+أو لا يوجد، لا فرق، عشان أحدد مجتمع البحث في المدينة
+
+329
+00:25:30,650 --> 00:25:35,250
+وهو مدينة غزة وفي الجامعة الإسلامية. واضح؟ هذا هو
+
+330
+00:25:35,250 --> 00:25:39,290
+المقصود بالمجال المكاني. المجال المكاني هو المجال
+
+331
+00:25:39,290 --> 00:25:42,990
+اللي بناخد منه العينة من مجتمع البحث، أين يكون هذا
+
+332
+00:25:42,990 --> 00:25:48,110
+المكان؟ ممكن بتاخد مثلاً دراسة عن ظاهرة الطلاق في
+
+333
+00:25:48,110 --> 00:25:53,430
+الشجاعية، إذا بدي أحدد الشجاعية، ومن وين؟ في قطاع
+
+334
+00:25:53,430 --> 00:25:58,770
+غزة، في قطاع غزة، من محكمة مثلاً، على النساء المطلقات،
+
+335
+00:25:58,770 --> 00:26:03,570
+أو النساء المطلقات في مدينة الشجاعية، أو في حي
+
+336
+00:26:03,570 --> 00:26:07,530
+الشجاعية في غزة، في غزة، في حي الشجاعية في غزة، و
+
+337
+00:26:07,530 --> 00:26:09,350
+أكثر، إذا هنا بحدد
+
+338
+00:26:14,130 --> 00:26:18,050
+لأ، أي مكان آخر، ممكن حي الزيتون، ممكن حي تل
+
+339
+00:26:18,050 --> 00:26:21,950
+السلطان في رفح، ممكن حي بيت حانون، ممكن حي دير
+
+340
+00:26:21,950 --> 00:26:26,710
+البلح، ممكن حي النصر، ممكن أي منطقة .. خان يونس
+
+341
+00:26:26,710 --> 00:26:34,480
+ممكن في .. في .. منطقة معين، أو منطقة .. يعني .. لأ
+
+342
+00:26:34,480 --> 00:26:37,100
+لأ، الحي الطفاح، هناك اللي مسمونه طفاح، هو خالي من
+
+343
+00:26:37,100 --> 00:26:40,960
+الترفاح، ما عرفش يعني كيف، لكن حي الطفاح، يكفي البشر
+
+344
+00:26:40,960 --> 00:26:44,620
+اللي فيه هم يمثلونا، الطفاح، ما في طفاح أنتو هنا
+
+345
+00:26:44,620 --> 00:26:47,860
+آه، بس كانت أصلاً طفاح يا بنت، كان فيها مزروعة
+
+346
+00:26:47,860 --> 00:26:52,740
+مزروعة طفاح زمان، آه، فلذلك احنا الأحياء موجودة،
+
+347
+00:26:52,740 --> 00:26:58,920
+فأنا لا أقصد حي معين، بل أقصد أي حي في قطاع غزة هو
+
+348
+00:26:58,920 --> 00:27:03,600
+مجتمعنا، ومجتمعنا يعني نحبه، و .. و لابد أن نبذل
+
+349
+00:27:03,600 --> 00:27:07,880
+القصارى جهدنا في معالجة .. دراسة مشكلاته، ومعرفة
+
+350
+00:27:07,880 --> 00:27:12,700
+هذه المشكلات، وعلاجها. ولكن عندما أذكر يعني حي معين
+
+351
+00:27:12,700 --> 00:27:16,700
+أو مدينة معينة، ليس معنى ذلك أنني لا أذكر باقي
+
+352
+00:27:16,700 --> 00:27:20,440
+المدن، ولا الأحياء الأخرى، لكن مثلاً، على سبيل المثال
+
+353
+00:27:20,440 --> 00:27:25,400
+واضح النقطة هذه؟ هذا إجابة لبنتنا إكرام، لماذا
+
+354
+00:27:25,400 --> 00:27:32,940
+اخترنا حي من أحياء غزة؟ طيب، خيرا، خيرا، خيرا، ناسي
+
+355
+00:27:32,940 --> 00:27:39,460
+ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي
+
+356
+00:27:39,460 --> 00:27:40,760
+ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي
+
+357
+00:27:40,760 --> 00:27:41,360
+ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي
+
+358
+00:27:41,360 --> 00:27:41,380
+ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي، ناسي
+
+359
+00:27:41,380 --> 00:27:47,510
+ناسي، ناسي، ناسي، ناسي، نللبحث، المجال الزمني باختصار،
+
+360
+00:27:47,510 --> 00:27:50,650
+فترة
+
+361
+00:27:50,650 --> 00:27:55,630
+زمنية، بس. لكن أنا في وجهة نظر، يعني وجهتين نظر، لابد
+
+362
+00:27:55,630 --> 00:28:00,280
+أن نأخذ بإحداهما، أو نأخذ بالاثنتين معاً. نعم، إيش
+
+363
+00:28:00,280 --> 00:28:02,480
+هي وجهة النظر؟ وجهة النظر اختلفوا فيها، إنه
+
+364
+00:28:02,480 --> 00:28:06,280
+اعتبروها جمع البيانات، فترة، والرأي الثاني
+
+365
+00:28:06,280 --> 00:28:08,560
+اعتبروها كل خطوات البحث، فترة. أنا أؤيد الرأي
+
+366
+00:28:08,560 --> 00:28:11,060
+الثاني، لأنه جمع البيانات يُعتبر خطوة من خطوات البحث.
+
+367
+00:28:11,060 --> 00:28:14,060
+كويس، أنا بدأ أقول لكم الآن رأي جديد أيضاً، رأي
+
+368
+00:28:14,060 --> 00:28:19,120
+ثالث، واعتبروه الرأي الثالث، الفترة الزمنية هي
+
+369
+00:28:19,120 --> 00:28:24,470
+عبارة عن الفترة اللازمة لإجراء البحث. وعندما أقول
+
+370
+00:28:24,470 --> 00:28:29,910
+البحث، يشمل الناحيتين، البحث النظري، والبحث الميداني،
+
+371
+00:28:29,910 --> 00:28:36,230
+فاحنا ممكن نحدد الفترة الزمنية منذ لحظة اختيارنا
+
+372
+00:28:36,230 --> 00:28:41,410
+للبحث، والبدء فيه، إلى أن ننتهي منه، سواء بالجانب
+
+373
+00:28:41,410 --> 00:28:46,800
+النظري، أو الجانب الميداني. وبناخد من ناحية الثانية
+
+374
+00:28:46,800 --> 00:28:50,820
+اللي هو الجانب الميداني، من خلال ما حددنا الفترة
+
+375
+00:28:50,820 --> 00:28:57,700
+الزمنية اللي لازمة للبحث ككل، وهي منذ شهر كذا إلى
+
+376
+00:28:57,700 --> 00:29:03,360
+شهر كذا، وبنحدد خلالها الفترة اللي أجرينا فيها جمع
+
+377
+00:29:03,360 --> 00:29:09,410
+البيانات. فترة جمع البيانات بنحددها، أضرب لكم مثال
+
+378
+00:29:09,410 --> 00:29:15,970
+لدراسة البحوث التخرج، مثلاً، أنتو هتاخدوا الفصل
+
+379
+00:29:15,970 --> 00:29:21,430
+القادم، بحث التخرج هيبدأ عندنا الفصل من شهر فبراير
+
+380
+00:29:21,430 --> 00:29:29,590
+وإلى نهاية شهر مايو، إذا هذه الفترة هي الفترة
+
+381
+00:29:29,590 --> 00:29:33,270
+الزمنية لإجراء البحث، وبنقول الفترة الزمنية، والمجال
+
+382
+00:29:33,270 --> 00:29:39,090
+الزمني من شهر فبراير إلى شهر مايو، لكن في خلال هذه
+
+383
+00:29:39,090 --> 00:29:43,350
+الفترة، أنتو طبعاً أجريتوا دراسة نظرية، وأجريتوا
+
+384
+00:29:43,350 --> 00:29:47,350
+دراسة ميدانية، اللي هي الاستبانة اللي صممتوها، وبدكم
+
+385
+00:29:47,350 --> 00:29:51,190
+تجمعوا البيانات، إذا هنا بنحدد، في خلال هذه الفترة
+
+386
+00:29:51,190 --> 00:29:55,950
+الزمنية اللي احنا حددناها، من مايو إلى .. من فبراير
+
+387
+00:29:55,950 --> 00:30:00,870
+إلى مايو، الفترة الكلية، وخلالها اللي هي فترة جمع
+
+388
+00:30:00,870 --> 00:30:05,730
+البيانات، وليكن في شهر مارس، من 15 مارس إلى 30
+
+389
+00:30:05,7
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/WmQR9RarVkw_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/WmQR9RarVkw_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..02d75eb9244fba441fb64bbb3e7a5ee0e9c62fbb
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/WmQR9RarVkw_postprocess.srt
@@ -0,0 +1,1640 @@
+1
+00:00:21,040 --> 00:00:25,900
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,900 --> 00:00:30,440
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:30,440 --> 00:00:33,260
+آله وصحبه وسلم تسليما كثيرا
+
+4
+00:00:36,470 --> 00:00:40,650
+أولا السلام عليكم ورحمة الله وبركاته وأسعد الله
+
+5
+00:00:40,650 --> 00:00:46,450
+صباحا كنا جميعا نحن الآن في المحاضرات الأخيرة وفي
+
+6
+00:00:46,450 --> 00:00:54,190
+الأسابيع الأخيرة من هذا الفصل الدراسي فلذلك
+
+7
+00:00:54,190 --> 00:00:58,590
+في محاضراتنا السابقة في مساق مناهج البحث الاجتماعي
+
+8
+00:00:58,590 --> 00:01:05,090
+تكلمنا عن أدوات البحث الاجتماعيالمقابلة والملاحظة
+
+9
+00:01:05,090 --> 00:01:10,990
+والاستبيان وفي هذه المحاضرة سنكمل أو سنأخذ موضوعا
+
+10
+00:01:10,990 --> 00:01:15,730
+جديدا وهو مجالات البحث الإجتماعيمجالات البحث
+
+11
+00:01:15,730 --> 00:01:20,210
+الاجتماعي طبعا هذه كلها من ضمن خطة البحث عندما
+
+12
+00:01:20,210 --> 00:01:24,630
+نقوم بوضع خطة البحث لابد أن نحدد أهمية البحث
+
+13
+00:01:24,630 --> 00:01:29,050
+واهداف البحث ومن ضمنها النقاط الأخرى وتساؤلات
+
+14
+00:01:29,050 --> 00:01:33,050
+البحث أو فرضه اللي هي مجالات البحث لابد أن نحدد
+
+15
+00:01:33,050 --> 00:01:38,970
+مجالات البحث مجالات البحث تتكون من ثلاث مجالاتوهذه
+
+16
+00:01:38,970 --> 00:01:42,710
+ضروري لابد أن نكتبها هكذا مجالات أولا المجال
+
+17
+00:01:42,710 --> 00:01:47,830
+البشري وهذا سنشرحه إن شاء الله و العينات و أنواعها
+
+18
+00:01:47,830 --> 00:01:54,330
+وأيضا المجال المكاني وبعد ذلك المجال الزماني للبحث
+
+19
+00:01:54,870 --> 00:01:59,310
+هذه المجالات الثلاث لابد أن توضع في كل بحث ميداني
+
+20
+00:01:59,310 --> 00:02:05,030
+بهذا الشكل في بعض البحوث التي لاحظتها للطالبات في
+
+21
+00:02:05,030 --> 00:02:09,550
+السنوات الماضية يعني يحيدون عن ذلك يقولون الحد
+
+22
+00:02:09,550 --> 00:02:14,050
+المكاني والحد البشري والحد الزماني والحد الموضوعي
+
+23
+00:02:14,050 --> 00:02:18,180
+والحد مش عارفهاحنا بدنا نتقيد بالمفاهيم العلمية
+
+24
+00:02:18,180 --> 00:02:21,900
+الموجودة عندنا، يعني لا ننكر إن هذه وجهات نظر،
+
+25
+00:02:21,900 --> 00:02:25,060
+البعض يقول لحد المكان و لحد الزمان و لحد الـ ..
+
+26
+00:02:25,060 --> 00:02:28,040
+لكن احنا بدنا المجال، على طول في البحث بنقول
+
+27
+00:02:28,040 --> 00:02:31,600
+مجالات البحث الاجتماعية، المجالات محددة بالثلاث
+
+28
+00:02:31,600 --> 00:02:37,480
+مجالات للبحث، لا نزيد عليهاالتي قلناها ثلاثة
+
+29
+00:02:37,480 --> 00:02:41,480
+المكاء البشري والمكاني والزماني هذه هي مجالات
+
+30
+00:02:41,480 --> 00:02:45,260
+البحث لابد ان تكون في كل بحث ميدان الفصل القادم
+
+31
+00:02:45,260 --> 00:02:49,960
+لطالبات الخدمة الاجتماعية اللي .. اللي بالسجن
+
+32
+00:02:49,960 --> 00:02:53,560
+البحثي عن ان شاء الله التخرج تكون هذه مجالات البحث
+
+33
+00:02:53,560 --> 00:02:58,740
+الثلاثة اللي نكتبها في البحث نيجي للبحث للمجال
+
+34
+00:02:58,740 --> 00:03:04,000
+الأول وهو المجال البشريالمجال البشري اللي هو
+
+35
+00:03:04,000 --> 00:03:10,740
+المفرضات البحث المفرضات البحث التي سأعمل البحث
+
+36
+00:03:10,740 --> 00:03:16,820
+عليها مجتمع البحث ساميها مجتمع البحث فلذلك على من
+
+37
+00:03:16,820 --> 00:03:22,340
+أجري البحث هنا بنحدد مجتمع البحث وبنحدد مفرضات
+
+38
+00:03:22,340 --> 00:03:26,740
+البحث فهل ممكن أن البيانات يكون من جميع مفرضات
+
+39
+00:03:26,740 --> 00:03:32,250
+البحث والله يكون من عدد محدود من مفرضات البحثمجتمع
+
+40
+00:03:32,250 --> 00:03:37,490
+البحث فإذا كان حصر شامل إذا المجتمع يكامل لمجتمع
+
+41
+00:03:37,490 --> 00:03:41,570
+البحث بناخد لجميع مفردات البحث أما إذا كان عدد
+
+42
+00:03:41,570 --> 00:03:46,070
+محدود من مجتمع البحث بناخد مفردات محدودة هذه
+
+43
+00:03:46,070 --> 00:03:51,610
+بنسميها العينة عينة ما بناخدها من مجتمع البحث
+
+44
+00:03:51,610 --> 00:03:56,610
+البشريمجتمع البشر واكد ولذلك بنسميه الحظ اللي هو
+
+45
+00:03:56,610 --> 00:04:00,670
+العينا .. العينا ولذلك من هنا سناتي إلى موضوع
+
+46
+00:04:00,670 --> 00:04:06,090
+العينات العينا .. الأنواع من العينات .. أنواع من
+
+47
+00:04:06,090 --> 00:04:10,310
+العينات في عندنا العينا العشوائية
+
+48
+00:04:13,930 --> 00:04:19,710
+العينة أمامكم العينة العشوائية البسيطة وفي عندنا
+
+49
+00:04:19,710 --> 00:04:25,950
+العينة القبقية والعينة العمدية والعينة المساحية
+
+50
+00:04:25,950 --> 00:04:31,770
+والعينة المختارة بطريقة الحصة يعني ال quota محاصصة
+
+51
+00:04:31,770 --> 00:04:38,220
+هنشرحها شاء اللهQuota Quota Sample ازاي بيصير في
+
+52
+00:04:38,220 --> 00:04:40,380
+الانتخابات؟ اه اللي بيصير في الانتخابات هذه
+
+53
+00:04:40,380 --> 00:04:43,100
+بالنسبة للانتخابات و الأحزاب السياسية و التنشيحات
+
+54
+00:04:43,100 --> 00:04:45,660
+مش بيقولوا في ال Quota صحيح مابتسمعوا كلمة ال
+
+55
+00:04:45,660 --> 00:04:48,640
+Quota في الإذاعة و التليفزيون؟ أبدا أبدا خاصة في
+
+56
+00:04:48,640 --> 00:04:51,280
+الانتخابات و اه في الانتخابات في الانتخابات اللي
+
+57
+00:04:51,280 --> 00:04:54,460
+بيصير في مجتمعاتنا العربية و بدنا نعطي هدولة Quota
+
+58
+00:04:54,460 --> 00:04:56,700
+نسبة عشرة في المية عشرين في المية اربعة في المية
+
+59
+00:04:56,700 --> 00:04:59,080
+خمس عشر في المية اربعة في المية Quota Sample و
+
+60
+00:04:59,080 --> 00:05:04,180
+هكذا هذه ال Quota اللي هي بنسميها العينة بالحص
+
+61
+00:05:07,240 --> 00:05:13,320
+تختارها بطريقة الحصة ندى للعينة العشوائية البسيفة
+
+62
+00:05:13,320 --> 00:05:19,760
+وهى عينة يعني فيها احتمال الاختيار عين عشوائية
+
+63
+00:05:19,760 --> 00:05:25,440
+يعني انتوا مثلا على سبيل المثال مجتمع بحث فهنا
+
+64
+00:05:25,440 --> 00:05:31,360
+بدنا ناخد منكوا عين عشوائيةعينة العشوائية هذه طبعا
+
+65
+00:05:31,360 --> 00:05:39,380
+موجودة لكن تعطي كل أفراد مجتمع البحث احتمال الظهور
+
+66
+00:05:39,380 --> 00:05:42,900
+في البحث أو الاشتراك في البحث يعني لما نقول أخد
+
+67
+00:05:42,900 --> 00:05:47,550
+عينة منكم العدد كنتوا حوالي ستين أو أكثرفمن هذه
+
+68
+00:05:47,550 --> 00:05:53,070
+العينة بدنا ناخد مثلا تلاتين كل طالبة من مجتمع
+
+69
+00:05:53,070 --> 00:05:58,570
+البحث موجودة تعتقد بأنها ضمن احتمالات اختيارها في
+
+70
+00:05:58,570 --> 00:06:04,590
+البحث ولذلك من هنا بنقول عينة عشوائية بسيطة لأن كل
+
+71
+00:06:05,560 --> 00:06:11,620
+فرد من مجتمع البحث يعتقد بأنه سيظهر أو سيشارك في
+
+72
+00:06:11,620 --> 00:06:16,720
+العينة ويكون مختارا من ضمن العينة عينات مجتمع
+
+73
+00:06:16,720 --> 00:06:21,080
+البحث وهذه بتكون بطريقة اقتراح مباشرة ممكن نقول
+
+74
+00:06:21,080 --> 00:06:25,560
+والله نقترع الآن كل طالبة يعني نسجل اسمها وناخد
+
+75
+00:06:25,560 --> 00:06:30,190
+اقتراحأو بتكون الجداول العشوائية و أحيانا ممكن
+
+76
+00:06:30,190 --> 00:06:34,310
+يكون الأسماء عندى و هاد ماتسميها الأسماء و أختار
+
+77
+00:06:34,310 --> 00:06:37,370
+عين عشوائية منتظمة ماتسميها في الحد الحد و لما
+
+78
+00:06:37,370 --> 00:06:41,710
+نقول ناخد رقم واحد، رقم خمسة، رقم عشرة، رقم خمس
+
+79
+00:06:41,710 --> 00:06:45,890
+عشر، إذا هنا في مدى خمسة، خمسة، خمسة، إذا هنا
+
+80
+00:06:45,890 --> 00:06:52,610
+أخدنا عين عشوائية منتظمةخلاص وكل طالبة يعني في
+
+81
+00:06:52,610 --> 00:06:56,230
+الرقم هذا قد تختار يعني عندها حرية الافتحار في
+
+82
+00:06:56,230 --> 00:07:00,650
+عينة تانية ممكن عشوائية من مجمل الأسماء ناخد هذه
+
+83
+00:07:00,650 --> 00:07:03,750
+العينة العشوية نكون عند الأسماء كلها موجودة و
+
+84
+00:07:03,750 --> 00:07:07,530
+نختارها البسيطة هذه البسيطة العينة العشوائية
+
+85
+00:07:07,530 --> 00:07:12,470
+البسيطة واضح؟ و هكذا إذا عندنا طريقة الإختراع و
+
+86
+00:07:12,470 --> 00:07:17,830
+طريقة الجداول العشوائيةفي عندى نوع ثانى من العينات
+
+87
+00:07:17,830 --> 00:07:24,930
+و هي العينا الطبقية الاسماء
+
+88
+00:07:24,930 --> 00:07:28,830
+موجودة أحيانا هذا منتظمة و باخد رقم واحد اتنين
+
+89
+00:07:28,830 --> 00:07:32,470
+اتلات أربعة أو أحيانا العينا الموجودة كلها بناخد
+
+90
+00:07:32,470 --> 00:07:36,270
+يعني بال .. الاسماء موجودة و ممكن ناخد منهم ايه
+
+91
+00:07:36,270 --> 00:07:40,470
+عينا او هذا العشوائية عينا عشوائية من المجتمع
+
+92
+00:07:40,470 --> 00:07:44,090
+البحث بحيث ان هذا مجتمع البحث فبناخد منه هذه
+
+93
+00:07:44,090 --> 00:07:50,550
+العينا العشوائيةالعينة الطبقية نشرح الآن أيه
+
+94
+00:07:50,550 --> 00:07:53,350
+الطبقية بس إحنا بنجاوب على العينة الطالبة بتسأل
+
+95
+00:07:53,350 --> 00:07:59,290
+العينة العشوائية كيف تكون العينة الطبقية طبعا
+
+96
+00:07:59,290 --> 00:08:05,910
+بنقسم المجتمع إلى طبقات ومن كل طبقة بنختار عينة
+
+97
+00:08:05,910 --> 00:08:11,160
+تمثل هذه الطبقةوهذه قد تكون تعتمد على المساحات
+
+98
+00:08:11,160 --> 00:08:16,300
+الجغرافية أحياناً بناخد عينة طبقية من .. لو بدنا
+
+99
+00:08:16,300 --> 00:08:20,940
+نعمل دراسة عن السكانأو عن قطاع غزة أو انسكان في
+
+100
+00:08:20,940 --> 00:08:24,320
+قطاع غزة في هذه الحالة بناخد عينات طبقية من كل
+
+101
+00:08:24,320 --> 00:08:29,140
+مدينة وقرية في قطاع غزة تمثل العينات الطبقية أنا
+
+102
+00:08:29,140 --> 00:08:32,660
+بدي أوصلكم المفهوم على الجامعة ومجتمع للبحث عشان
+
+103
+00:08:32,660 --> 00:08:38,200
+نكون أسهل يعني مثلا مجتمع الجامعة بنعمل دراسة عن
+
+104
+00:08:38,200 --> 00:08:44,360
+مشكلات طلبة الجامعة طلابا وطالباتمن جميع كلياتها
+
+105
+00:08:44,360 --> 00:08:50,400
+وأقسامها في هذه الحالة نختار عينة طبقية من كل
+
+106
+00:08:50,400 --> 00:08:54,300
+الأخصام من كل الكليات والأخصام إذا بنختار عينة
+
+107
+00:08:54,300 --> 00:08:59,400
+ممثلة لمجتمع البحث وهو الجامعة الإسلامية فبنختار
+
+108
+00:08:59,400 --> 00:09:04,700
+عينة طبقية ولو قلنا مثلا نريد أن ناخد عينة طبقية
+
+109
+00:09:04,700 --> 00:09:09,120
+بنسبة عشرين ألف كام يعني خمسة في المية ناخد منهم
+
+110
+00:09:10,060 --> 00:09:14,400
+والله 10% يعني برضه ترجع لإمكانيات الباحث وخدرات
+
+111
+00:09:14,400 --> 00:09:19,520
+الباحث وماذا تمثيله للعينة لو أخدنا 10% مثلا من
+
+112
+00:09:19,520 --> 00:09:24,460
+مجتمع البحث وناخد في هذه الحالة عينة طبقية من
+
+113
+00:09:24,460 --> 00:09:28,260
+الجامعة ما هي العينة الطبقية اللي هي الكليات تمثل
+
+114
+00:09:28,260 --> 00:09:33,440
+الطبقات داخل الجامعةالأقسام كذلك في كل مجموعة
+
+115
+00:09:33,440 --> 00:09:37,820
+الأقسام في الكليات إذا هذه بتكون طبقة يعني عينة
+
+116
+00:09:37,820 --> 00:09:43,020
+طبقية عنقودية أيضا من خلال طبقات الكليات ومن خلال
+
+117
+00:09:43,020 --> 00:09:48,380
+الأقسام ككل وبدنا ناخد نسبة عشرة في المية طب لو
+
+118
+00:09:48,380 --> 00:09:53,400
+قلنا طلبة كلية الأداب عددهم ألفين وبدنا ناخد عشرة
+
+119
+00:09:53,400 --> 00:09:57,920
+في المية من طلبة الجامعة عشرة في المية زي مقدش
+
+120
+00:09:57,920 --> 00:10:03,890
+بتبع نصيب كلية الأداب200 200 و هكذا على حسب العديد
+
+121
+00:10:03,890 --> 00:10:08,550
+لأننا بنوزع الـ 20 ألف على عدد الكليات كم كل كلية
+
+122
+00:10:08,550 --> 00:10:13,150
+فيها من الطلبة و في كل قسم كم أيضا إذا مش فقط فقط
+
+123
+00:10:13,150 --> 00:10:16,970
+على الكلية أيضا بتيجي من النسبة على الأقسام لو
+
+124
+00:10:16,970 --> 00:10:20,550
+قلنا قسم الخدمة الاجتماعية عدد طلاب 400 طالب و
+
+125
+00:10:20,550 --> 00:10:24,610
+طالبة الحد الأدنى طبعا هذا 400 طالب و طالبة إذا
+
+126
+00:10:24,610 --> 00:10:29,150
+نسبة العشرة في المية كم؟ 40 40 نسبة العشرة في
+
+127
+00:10:29,150 --> 00:10:33,130
+المية؟ 40تاكدين؟ اربعين؟ والله .. والله تمانين
+
+128
+00:10:33,130 --> 00:10:37,990
+اربعمية على عشرة .. اه اربعمية في عشرة في اربعمية
+
+129
+00:10:37,990 --> 00:10:42,770
+.. بحوالي اربعين، اربعين، اذا الاربعمية في عشرة في
+
+130
+00:10:42,770 --> 00:10:46,970
+المية اربعين طالب، اذا الاربعين طالب هدولة من وين
+
+131
+00:10:46,970 --> 00:10:50,630
+بس فقط؟ من قسم الخدمة الجامعية، لكن العشرة في
+
+132
+00:10:50,630 --> 00:10:55,500
+المية من الألفين كدهش؟كلية الأداب كام؟ متين ..
+
+133
+00:10:55,500 --> 00:10:59,220
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+134
+00:10:59,220 --> 00:10:59,520
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+135
+00:10:59,520 --> 00:11:04,540
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+136
+00:11:04,540 --> 00:11:05,340
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+137
+00:11:05,340 --> 00:11:05,900
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+138
+00:11:05,900 --> 00:11:06,100
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+139
+00:11:06,100 --> 00:11:07,860
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+140
+00:11:07,860 --> 00:11:09,560
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+141
+00:11:09,560 --> 00:11:10,060
+متين .. متين .. متين .. متين .. متين .. متين ..
+
+142
+00:11:10,060 --> 00:11:14,080
+متين .. متين
+
+143
+00:11:14,080 --> 00:11:23,060
+.. متين .. متين
+
+144
+00:11:23,060 --> 00:11:27,690
+.. متينواضح؟ وليش قلنا أنا عندكم دي؟ لأنه تمثل
+
+145
+00:11:27,690 --> 00:11:33,090
+الأجسامكليات الطبقات كل كلية ومتفرع منها أيه
+
+146
+00:11:33,090 --> 00:11:38,530
+الأقسام وهكذا فهذه طبقة اللي هي العينة الطبقية
+
+147
+00:11:38,530 --> 00:11:42,650
+فانتوها بهذا الشكل هذي بتمثل مجتمع البحث احنا
+
+148
+00:11:42,650 --> 00:11:46,030
+عايزين نستخدمها أيضا في الدراسات السكانية نستخدمها
+
+149
+00:11:46,030 --> 00:11:50,110
+في عمل دراسات عن المؤسسات الموجودة في المجتمع عن
+
+150
+00:11:50,110 --> 00:11:53,850
+المصانع ونوعية المصانع الموجودة في المجتمع على حسب
+
+151
+00:11:53,850 --> 00:11:58,310
+المساحة الجغرافية أين توجد هذه المصانع شمالا جنوبا
+
+152
+00:11:58,310 --> 00:12:03,710
+وسطاوبنحاول يعني أو على حسب حجم المصنع بعدد
+
+153
+00:12:03,710 --> 00:12:08,690
+العملين فيه أو بحسب نوعية الصناعات صناعات غدائية،
+
+154
+00:12:08,690 --> 00:12:12,090
+صناعات ملابس، صناعات إدوات كهربائية إلى غير إيه من
+
+155
+00:12:12,090 --> 00:12:16,190
+الصناعات واضح؟ هكذا التوزيع للعينات الطبقية على
+
+156
+00:12:16,190 --> 00:12:20,430
+المساحات الـ Geography أو حتى بتكون في نفس المؤسسة
+
+157
+00:12:20,430 --> 00:12:25,790
+برضه بنختار منها عينات طبقية على مستوى الكليات لو
+
+158
+00:12:25,790 --> 00:12:30,500
+كانت جامعة وأقسامهاأظن بهذا الشكل إن فهمت العينة
+
+159
+00:12:30,500 --> 00:12:38,460
+الطبقية ناتي إلى العينة العمدية طبعا بنقول العمدية
+
+160
+00:12:38,460 --> 00:12:43,760
+لأنه ماشي أنتوا بتقول أحيانا عمدا يعني مقصودة
+
+161
+00:12:43,760 --> 00:12:52,180
+العمدية يعني المقصودةولذلك هذه العينة يعني عينات
+
+162
+00:12:52,180 --> 00:12:58,740
+لا تخضع لتطبيق قوانين الإحصائية ويكون احتمال
+
+163
+00:12:58,740 --> 00:13:03,620
+اختيار أي فرد مجهول في هذه الحالة للباحث طبعا هنا
+
+164
+00:13:03,620 --> 00:13:10,800
+الباحث بختار عينة عمدية من مجتمع البحث يعني بعض
+
+165
+00:13:10,800 --> 00:13:15,660
+الحالات هو باعتقدهاإنها تمثل مجتمع البعض وهذا زي
+
+166
+00:13:15,660 --> 00:13:20,100
+ما يحصل عندنا في الرأي العام أحيانا مثلا ممكن
+
+167
+00:13:20,100 --> 00:13:25,120
+مذيعي أو مراسل يختار عينة من الشارع أو من المجتمع
+
+168
+00:13:25,120 --> 00:13:29,100
+الجامعة عينة من الطالبات عينة من الطلاب وينقشهم في
+
+169
+00:13:29,100 --> 00:13:34,690
+موضوع معينمثلا ممكن ناخد عينة من طلاب الخدمة .. من
+
+170
+00:13:34,690 --> 00:13:38,330
+طلبة الخدمة الاجتماعية بحيث يمثلوا رأي الجامعة
+
+171
+00:13:38,330 --> 00:13:41,450
+نستخدمها في الرأي العام ممكن نقول طلبة الخدمة
+
+172
+00:13:41,450 --> 00:13:48,950
+الاجتماعية هذولا كلهم بمثله يعني أراء طلبة الجامعة
+
+173
+00:13:48,950 --> 00:13:53,490
+الطلابا والطالبان فبناخدطلبة الخدمة الاجتماعية
+
+174
+00:13:53,490 --> 00:13:58,870
+يمثلون الجامعة في قياس رأي عام معين مناقشة محاول
+
+175
+00:13:58,870 --> 00:14:02,530
+مواضيع معينة في الجامعة يعني حسب الباحث ما هو
+
+176
+00:14:02,530 --> 00:14:07,270
+موضوع باحثه الذي اختاره ويعرض الأسئلة على هذه
+
+177
+00:14:07,270 --> 00:14:13,210
+العينة من اللي هي طلبة الجامعة ممكن نختار طلبة
+
+178
+00:14:13,210 --> 00:14:17,350
+كلية الهندسة ممكن نختار طلبة كلية التجارة كلية
+
+179
+00:14:17,350 --> 00:14:22,830
+العلوم وغيرها من الكليات كلية الطبهذه إيش بتسميها؟
+
+180
+00:14:22,830 --> 00:14:27,730
+عينة عمدية أنا اخترت كلية معينة أو اخترت قسم معين
+
+181
+00:14:27,730 --> 00:14:32,350
+يمثل رأي الطلبة خلاص إذا أنا هذا بسميه عمدا أنا
+
+182
+00:14:32,350 --> 00:14:37,250
+كباحث اخترت هذا الشيء لكن بيجبوا المبحثين مجهولين
+
+183
+00:14:37,250 --> 00:14:41,870
+مش عارف هذه فاطمة، خديجة، حمدة أسماء كتير لكن عينة
+
+184
+00:14:41,870 --> 00:14:45,510
+فلذلك من هنا لا تخضع لتطبيق قوانين الاحتمالات
+
+185
+00:14:45,510 --> 00:14:51,850
+الإحصائية لأنها حمديةعمضية نأتي إلى العينة الثانية
+
+186
+00:14:51,850 --> 00:15:00,990
+وهي العينة المساحية area area نعم سامية فلذلك هذه
+
+187
+00:15:00,990 --> 00:15:05,950
+العينة المساحية يعني تستخدم عند انتشار وحدات
+
+188
+00:15:05,950 --> 00:15:11,170
+العينة في مساحات جغرافية لو قلنا بدنا نعمل دراسة
+
+189
+00:15:11,170 --> 00:15:15,810
+سكانية على قطاع غزة إذا قطاع غزة مساحة يعني الحمد
+
+190
+00:15:15,810 --> 00:15:21,310
+للهبالرغم انه يعني من الشمال إلى جنوبه ثلاثمائة و
+
+191
+00:15:21,310 --> 00:15:25,030
+ستين كيلومتر، لكن بتقول مساحة الحمد لله فيها اكثر
+
+192
+00:15:25,030 --> 00:15:28,870
+من مليون و نصف نسمة، فلذلك بدنا نعمل دراسة عن
+
+193
+00:15:28,870 --> 00:15:32,030
+السكان، هذه بتعتمد على المساحات، لكن هل بدنا ناخد
+
+194
+00:15:32,030 --> 00:15:35,010
+احنا الدراسة بالعينة، الحصر ايه بالعينة؟ هل ناخد
+
+195
+00:15:35,010 --> 00:15:38,260
+كل السكان؟لأ، لعينك .. عينك .. لعينك .. لعينك ..
+
+196
+00:15:38,260 --> 00:15:38,820
+لعينك .. لعينك .. لعينك .. لعينك .. لعينك .. لعينك
+
+197
+00:15:38,820 --> 00:15:39,660
+لعينك .. لعينك .. لعينك .. لعينك .. لعينك .. لعينك
+
+198
+00:15:39,660 --> 00:15:40,520
+.. لعينك .. لعينك .. لعينك .. لعينك .. لعينك ..
+
+199
+00:15:40,520 --> 00:15:45,580
+لعينك .. لعينك .. لعينك .. لعينك .. لعينك .. لعينك
+
+200
+00:15:45,580 --> 00:15:46,180
+.. لعينك .. لعينك .. لعينك .. لعينك .. لعينك ..
+
+201
+00:15:46,180 --> 00:15:49,800
+لعينك .. لعينك .. لعينك .. لعينك .. لعينك .. لعينك
+
+202
+00:15:49,800 --> 00:15:58,070
+.. لعينك .. لعونخليها ممثلة للمجتمع عندنا فلذلك من
+
+203
+00:15:58,070 --> 00:16:02,090
+هنا نستخدم يعني تعتمد على المساحات الجغرافية
+
+204
+00:16:02,090 --> 00:16:08,210
+المتشعبة وهذه طبعا ممكن نختار العينة من المساحات
+
+205
+00:16:08,210 --> 00:16:14,190
+الجغرافية المختلفة بحيث تمثل لنا مجتمع الجغرافي في
+
+206
+00:16:14,190 --> 00:16:18,490
+قطاع غزة مجتمع السكان في قطاع غزة وهكذا نسميها
+
+207
+00:16:18,490 --> 00:16:23,640
+العينة المساحيةلكن ما بناخدش على كل السكان، بناخد
+
+208
+00:16:23,640 --> 00:16:28,420
+أيه؟ عينات، لكن هذه العينات تمثل المجتمع الدراسي
+
+209
+00:16:28,420 --> 00:16:32,660
+ككل أو المجتمع البحث ككل وهكذا، هذه هي العينة
+
+210
+00:16:32,660 --> 00:16:36,720
+المساحية دكتور يعني هنا بناخد من كل منطقة عينة
+
+211
+00:16:37,900 --> 00:16:40,560
+بنعملها على مجتمع البحث؟ بالضبط مجتمع البحث أه
+
+212
+00:16:40,560 --> 00:16:43,940
+بناخد منها عينة حسب موضوع البحث حسب الدراسة التي
+
+213
+00:16:43,940 --> 00:16:48,020
+نقوم بها و هكذا حسب المناطق الجيورفية يعني نضرب
+
+214
+00:16:48,020 --> 00:16:52,200
+مثال لو بدنا نعمل دراسة عن طلبة المرحلة الثانوية
+
+215
+00:16:52,200 --> 00:16:55,560
+نقول مشكلتها طلبة المرحلة الثانوية في قطاع غزة
+
+216
+00:16:55,560 --> 00:17:00,650
+طبعا في هذه الحالة هم مابتصرش على مدينة غزةبدنا ..
+
+217
+00:17:00,650 --> 00:17:04,590
+لما دام قلنا .. لو قلنا غزة فقط، بدنا .. على غزة،
+
+218
+00:17:04,590 --> 00:17:08,350
+و حتى لو قلنا على غزة، ما بنقتصرش بس اسم غزة كده
+
+219
+00:17:08,350 --> 00:17:12,250
+اللي هو المركز أو التل الهوى اللي احنا فيه الآن أو
+
+220
+00:17:12,250 --> 00:17:18,410
+مثلا الرمال اللي احنا فيها أو النصر أو الشجعي، لأ
+
+221
+00:17:18,750 --> 00:17:23,710
+غزة بتمثل شمالا وجنوبا ووسطا مساحة جغرافية ومعروفة
+
+222
+00:17:23,710 --> 00:17:28,650
+حدودها غرب وشرق وشمال وجنوب حدودها فاحنا بناخد
+
+223
+00:17:28,650 --> 00:17:34,750
+عينة من مدارس غزة لما بنعمل دراسة على غزة وهي
+
+224
+00:17:34,750 --> 00:17:40,750
+مدينة تمثل الطلبة فبنعمل على جميع مناطق غزة وبنعمل
+
+225
+00:17:40,750 --> 00:17:44,800
+دراسة على مشكلات طلبة المرحلة الثانويةإذا هنا
+
+226
+00:17:44,800 --> 00:17:49,840
+العينة إيش بنسميها؟ المساحية من كافة مناطق غزة
+
+227
+00:17:49,840 --> 00:17:55,040
+يعني المشكلة .. المشكلة هي بتجمع جميع المدارس و
+
+228
+00:17:55,040 --> 00:17:58,060
+بعدين بناخد مشكلة من المدرسة و .. يعني .. بناخد
+
+229
+00:17:58,060 --> 00:18:02,460
+مدرسة و .. ده ماناخدش المدرسة، بناخد مدارس تمثل،
+
+230
+00:18:02,460 --> 00:18:07,680
+عينة من مدارس تمثل مدينة غزة، واضح؟ عينة من مدارس
+
+231
+00:18:07,680 --> 00:18:12,030
+تمثل مدينة غزةما بناخدش من مدرسة واحدة، ناخد من
+
+232
+00:18:12,030 --> 00:18:17,350
+عدة مدارس، عدة مدارس، و بعدين هل الدراسة على طلاب
+
+233
+00:18:17,350 --> 00:18:21,890
+ولا طالبات، بقى بنحدد، طلاب ولا طالبات، لو قلنا
+
+234
+00:18:21,890 --> 00:18:25,430
+طلاب، إذا نبقى استقصر على طلاب، طيب، قلنا مرحلة
+
+235
+00:18:25,430 --> 00:18:29,630
+ثانوية، هل بتشمل الإعدادية والثانوية؟ لأ، بتشمل
+
+236
+00:18:29,630 --> 00:18:32,870
+إيه؟ المرحلة الثانوية، و لما نقول المرحلة
+
+237
+00:18:32,870 --> 00:18:37,630
+الثانوية، إذا بتشمل الثلاث مراحل، اللي هي الأولى
+
+238
+00:18:37,630 --> 00:18:41,250
+ثانوية ثانوية ثانوية ثالث ثانويةواضح؟ او العاشر و
+
+239
+00:18:41,250 --> 00:18:44,210
+الحدي عشر و ال .. و ال .. و الثاني عشر حسب
+
+240
+00:18:44,210 --> 00:18:49,110
+المفاهيم الحديثة .. اه .. في ال .. في التعليم يعني
+
+241
+00:18:49,110 --> 00:18:53,070
+اليوم هذه الصفوف تمثل المرحلة الثانوية .. متحدد يا
+
+242
+00:18:53,070 --> 00:18:56,950
+استاذ؟ اي مرحلة؟ لأ ما احنا حددنا المرحلة
+
+243
+00:18:56,950 --> 00:19:01,030
+الثانوية، مادام قلت المرحلة الثانوية، اذا بتاخدي
+
+244
+00:19:01,030 --> 00:19:05,270
+..الثلاث مرة .. اللي هي ثلاث صفور .. أولى و ثانية
+
+245
+00:19:05,270 --> 00:19:09,390
+و ثالثة لكن لو قلت دراسة على الصف الأول بتحدد الصف
+
+246
+00:19:09,390 --> 00:19:11,770
+الأول .. السنة و .. لو قلت الثالث ثانوي .. ثالث
+
+247
+00:19:11,770 --> 00:19:15,310
+ثانوي .. ثاني ثانوي .. ثاني ثانوي .. و هكذا ..
+
+248
+00:19:15,310 --> 00:19:18,910
+واضح؟ أستاذ .. هالجدر احنا أخدنا من شمال و شرق و
+
+249
+00:19:18,910 --> 00:19:22,750
+جنوب و غرب .. بناخد مثلا مدرسة من الشرق و مدرسة من
+
+250
+00:19:22,750 --> 00:19:24,690
+الغرب .. اه ممكن أسب .. ايوة .. وعينة منها ..
+
+251
+00:19:24,690 --> 00:19:27,970
+وعينة منها .. وعينة منها .. تمثل مجتمع البحرواضح؟
+
+252
+00:19:27,970 --> 00:19:31,810
+حسب المساحة الجغرافية لمدينة غزة، لو قطاع غزة ككل،
+
+253
+00:19:31,810 --> 00:19:35,310
+بدنا ناخد من كافة مناطق قطاع غزة من شمالي إلى
+
+254
+00:19:35,310 --> 00:19:38,950
+جنوبي ومن غربي إلى شمالي، وكذا، هذا ما نسميها
+
+255
+00:19:38,950 --> 00:19:46,270
+العين المساحية الممثلة لمجتمع البحث، واضح؟ طيب
+
+256
+00:19:49,100 --> 00:19:51,940
+لكن ليش يعني احنا بناخد العينة المساحية الصغيرة
+
+257
+00:19:51,940 --> 00:19:55,900
+هذه؟ لأنه حسب الإمكانيات الباحث الباحث مابقدرش
+
+258
+00:19:55,900 --> 00:19:59,880
+يعمل اتراسة على جميع المناطق والمدارس مثلا لو
+
+259
+00:19:59,880 --> 00:20:03,760
+بنعمل مشكلة للطلبة، لأ بناخد عينة لأن بتوفرنا
+
+260
+00:20:03,760 --> 00:20:07,880
+الوقت، بتوفر الحدود، وتوفر التكاليف فدائما الباحث
+
+261
+00:20:07,880 --> 00:20:13,860
+بيختار عينة تتناسب مع إمكانياته، مع إمكانياته
+
+262
+00:20:14,710 --> 00:20:20,190
+المادية ومنع الفترة الزمنية ومع جهده وهكذا ولذلك
+
+263
+00:20:20,190 --> 00:20:24,710
+احنا دائما نفضل بالنسبة للبحوث التخرجي اللي هو
+
+264
+00:20:24,710 --> 00:20:28,550
+خاصة اذا كانت المجتمع البحث كبير يعني بناخد ايه؟
+
+265
+00:20:28,550 --> 00:20:34,450
+عينا، عينا، نعم العينة المختارة بطريقة الحصة ال
+
+266
+00:20:34,450 --> 00:20:37,890
+quota يعنيال quota هذه كثيرة ما تسمعوها في
+
+267
+00:20:37,890 --> 00:20:43,570
+الانتخابات السياسية يعني حد أن يكون في حزب سياسي
+
+268
+00:20:43,570 --> 00:20:48,430
+له quota معينة نسبة 5% 10% فبيدخل في الانتخابات
+
+269
+00:20:48,430 --> 00:20:52,530
+على هذا الأساس ولذلك هي نسبة اللي اسم من خلال
+
+270
+00:20:52,530 --> 00:20:58,340
+اسمها هي المختارة بطريقة الحصةبطريقة الحصة وهذه
+
+271
+00:20:58,340 --> 00:21:03,520
+دائماً بيستخدموها في قياس الرأي العام بتم تقسيم
+
+272
+00:21:03,520 --> 00:21:08,460
+المجتمع لطبقات أو فئات بالنسبة لخصائص معينة لمجتمع
+
+273
+00:21:08,460 --> 00:21:12,920
+البحث ثم بيعمل الباحث على تمثيل كل فئة من العينة
+
+274
+00:21:12,920 --> 00:21:17,040
+بنسبة وجودها في المجتمع كم مصنوعة في المجتمع وكم
+
+275
+00:21:17,040 --> 00:21:20,480
+نسبة وجودها في المجتمعوبنعطيها حصة نسبة كبيرة
+
+276
+00:21:20,480 --> 00:21:26,500
+بناخد نسبة كبيرة نسبة صغيرة تكون صغيرة نسبة متوسطة
+
+277
+00:21:26,500 --> 00:21:29,580
+بناخد نسبة متوسطة وها كده ممكن البعض عشرة في المية
+
+278
+00:21:29,580 --> 00:21:32,440
+البعض عشرين في المية البعض تلاتين في المية البعض
+
+279
+00:21:32,440 --> 00:21:35,720
+أربعين في المية وها كده هذه بنسميها اللي هي العينا
+
+280
+00:21:35,720 --> 00:21:42,660
+المختارة بطريقة الحصة وها كده وبتكون مجتمع البحث
+
+281
+00:21:42,660 --> 00:21:50,130
+عارف كم الحصة اللي بدي أخدها واضح؟ طيبفي عندنا
+
+282
+00:21:50,130 --> 00:21:54,750
+عيوب العينات هذه كلها اللي احنا يعني شرحناها
+
+283
+00:21:54,750 --> 00:21:59,730
+بالتفصيل، في إلها عيوب، ما هي العيوب هذه؟ في عيوب
+
+284
+00:21:59,730 --> 00:22:05,710
+كثيرة، لكن ناخد .. أيوة، قولي ابني التحيص،
+
+285
+00:22:05,710 --> 00:22:10,480
+العين أحيانا الباحث قد يتحيصفي الاختيار قد يتحيز
+
+286
+00:22:10,480 --> 00:22:15,440
+لكن بدي أتغلب على التحيز بأنه لا يتحيز ودائما يعني
+
+287
+00:22:15,440 --> 00:22:19,960
+العينة تكون ممثلة لمجتمع وقال ليه يتدخل يعني فيها
+
+288
+00:22:19,960 --> 00:22:24,140
+لكن أحيانا قد يحدث نوع من التحيز والتدخل من قبل
+
+289
+00:22:24,140 --> 00:22:28,800
+الباحث في اختيار العينة أيا كان نوع هذه العينة
+
+290
+00:22:28,800 --> 00:22:30,120
+أيوة ابنتي قولي
+
+291
+00:22:34,940 --> 00:22:38,140
+بالضبط، هذا خطأ الصدفة إحنا لما نتقول عينا صغيرة،
+
+292
+00:22:38,140 --> 00:22:42,300
+إشرين، تلاتين أو خمسة، عشر مثلا، خمستاشر، أحيانا
+
+293
+00:22:42,300 --> 00:22:46,180
+فرد واحد ممكن يأثر في المجموعة، رأيه ممكن يأثر على
+
+294
+00:22:46,180 --> 00:22:50,760
+المجموعة، فلذلك بتطلع لنا نتائج غير سليمة وغير
+
+295
+00:22:50,760 --> 00:22:54,560
+دقيقة، فهذا أيضا من عيوب العينات وخاصة العينات
+
+296
+00:22:54,560 --> 00:22:59,340
+الصغيرةلكن لما نتلافى هذا الشيء ده نختار عينة
+
+297
+00:22:59,340 --> 00:23:05,260
+كبيرة كلما زادت في حجمها بتقول تمثل المجتمع أكثر
+
+298
+00:23:06,110 --> 00:23:09,470
+وها كده، وأيضاً نتغلب عليها عن طريق الإختيار
+
+299
+00:23:09,470 --> 00:23:14,370
+السليم في التمثيل للعينة من كافة مفرضات المجتمع،
+
+300
+00:23:14,370 --> 00:23:19,990
+مفرضات مجتمع البحث، تمثل جميع المفرضات، والعينات
+
+301
+00:23:19,990 --> 00:23:22,790
+في العلوم الاجتماعية وفي الخدمة الاجتماعية وعلم
+
+302
+00:23:22,790 --> 00:23:29,190
+الاجتماع يعني مثل عينات الدم التي نسحبها من المريض
+
+303
+00:23:29,190 --> 00:23:31,210
+لكي نعرف ما نوع مرضه
+
+304
+00:23:34,280 --> 00:23:37,520
+نعرف ما نوع مرضه، ما نوع مشكلته، والأسباب هذه،
+
+305
+00:23:37,520 --> 00:23:42,040
+نخصب هذه المشكلة بعد ذلك، نحددها، ونشخصها، ونعرف
+
+306
+00:23:42,040 --> 00:23:47,260
+بعد ذلك العلاج، وهذه أيه طريقة العينات من المجتمع
+
+307
+00:23:47,260 --> 00:23:52,440
+البعض، ناخد عينة لكي نتعرف على طبيعة المشكلة لدى
+
+308
+00:23:52,440 --> 00:23:57,400
+هذا المجتمع، وما أسبابها، وكيف نشخصهانشخصها من
+
+309
+00:23:57,400 --> 00:24:01,860
+خلال الأسباب وبعد ذلك قد نضع خطوط للعلاج خطة
+
+310
+00:24:01,860 --> 00:24:06,680
+إصلاحية، خطة علاجية، طرتاش، توصيات إلى آخر هذا
+
+311
+00:24:06,680 --> 00:24:12,280
+بالنسبة للعينات واختيارها من العلوم الاجتماعية
+
+312
+00:24:12,280 --> 00:24:16,160
+عامة ومن الخدمة الاجتماعية وعلم الاجتماع خاصة
+
+313
+00:24:16,160 --> 00:24:24,980
+خلصنا الآن المجال الأولالمجال البشري، المجال
+
+314
+00:24:24,980 --> 00:24:28,320
+البشري اللي خلصناه، اللي خلصنا العينات، اللي هذه
+
+315
+00:24:28,320 --> 00:24:32,020
+من ضمن ايه؟ المجال البشري، البشري، البشري، البشري،
+
+316
+00:24:32,020 --> 00:24:33,680
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+317
+00:24:33,680 --> 00:24:33,960
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+318
+00:24:33,960 --> 00:24:34,800
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+319
+00:24:34,800 --> 00:24:36,080
+البشري، البشري، البشري، البشري، البشري، البشري،
+
+320
+00:24:36,080 --> 00:24:44,160
+البشري، البشري، البشري، البشري، البشري،
+
+321
+00:24:44,160 --> 00:24:50,550
+البشري، البشري، البشري، البشري، البشري، البشرييعني
+
+322
+00:24:50,550 --> 00:24:57,570
+بدي أعمل بحث على عينة من طلبة الجامعة الإسلامية،
+
+323
+00:24:57,570 --> 00:25:04,470
+لذن هنا بدي أحدد، أقول مجتمع البحث هم طلبة الجامعة
+
+324
+00:25:04,470 --> 00:25:10,730
+الإسلامية في غزة، لأن الجامعة الإسلامية لها مكان
+
+325
+00:25:10,730 --> 00:25:15,330
+آخر، where؟ في خان يونس، لذن عشان يميزها عن المكان
+
+326
+00:25:15,330 --> 00:25:20,390
+الآخروحتى لو كانت أيضًا مكان واحد حتى نقول مكان
+
+327
+00:25:20,390 --> 00:25:25,990
+البحث هو طلبة الجامعة الإسلامية في غزة سواء لا فرق
+
+328
+00:25:25,990 --> 00:25:30,650
+أو لا يوجد لا فرق عشان أحدد مجتمع البحث في المدينة
+
+329
+00:25:30,650 --> 00:25:35,250
+وهو مدينة غزة وفي الجامعة الإسلامية واضح؟ هذا هو
+
+330
+00:25:35,250 --> 00:25:39,290
+المقصود بالمجال المكاني المجال المكاني هو المجال
+
+331
+00:25:39,290 --> 00:25:42,990
+اللي بناخد منه العينة من مجتمع البحث أين يكون هذا
+
+332
+00:25:42,990 --> 00:25:48,110
+المكان؟ممكن بتاخد مثلا دراسة عن ظاهرة الطلاق في
+
+333
+00:25:48,110 --> 00:25:53,430
+الشجيعية اذا بدي احدد الشجيعية و من وين؟ في قطاع
+
+334
+00:25:53,430 --> 00:25:58,770
+غزة في قطاع غزة من محكمة مثلا على النسوة المطلقات
+
+335
+00:25:58,770 --> 00:26:03,570
+او النساء المطلقات في مدينة الشجيعية او في حي
+
+336
+00:26:03,570 --> 00:26:07,530
+الشجيعية في غزة في غزة في حي الشجيعية في غزة و
+
+337
+00:26:07,530 --> 00:26:09,350
+اكتر اذا هنا بحدد
+
+338
+00:26:14,130 --> 00:26:18,050
+لأ، أي مكان آخر، ممكن حي الزيتون، ممكن حي تل
+
+339
+00:26:18,050 --> 00:26:21,950
+السلطان في رفح، ممكن حي بيت حنون، ممكن حي دير
+
+340
+00:26:21,950 --> 00:26:26,710
+البلح، ممكن حي النصر، ممكن أي منطقة .. فان يونس
+
+341
+00:26:26,710 --> 00:26:34,480
+ممكن في .. في .. منطقة معنو ولا منطقة .. يعني ..لأ
+
+342
+00:26:34,480 --> 00:26:37,100
+لأ الحي الطفاح هناك اللي مسمونه طفاح هو خالي من
+
+343
+00:26:37,100 --> 00:26:40,960
+الطفاح، ماعرفش يعني كيف، لكن حي الطفاح يكفي البشر
+
+344
+00:26:40,960 --> 00:26:44,620
+اللي فيه هم يمثلونا الطفاح، مافي طفاح انتوا هنا
+
+345
+00:26:44,620 --> 00:26:47,860
+أه، بس كانت أصلا طفاح يا بنت، كان فيها مزروعة
+
+346
+00:26:47,860 --> 00:26:52,740
+مزروعة طفاح زمان، أه، فلذلك احنا الأحياء موجودة،
+
+347
+00:26:52,740 --> 00:26:58,920
+فأنا لا أقصد حيا معينةبل أقصد أي حي في قطاع غزة هو
+
+348
+00:26:58,920 --> 00:27:03,600
+مجتمعنا ومجتمعنا يعني نحبه و .. و لابد أن نبذ
+
+349
+00:27:03,600 --> 00:27:07,880
+القصارى جهدنا في معالجة .. دراسة مشكلاتي ومعرفة
+
+350
+00:27:07,880 --> 00:27:12,700
+هذه المشكلات وعلاجها ولكن عندما أذكر يعني حي معين
+
+351
+00:27:12,700 --> 00:27:16,700
+أو مدينة معينة ليس معنى ذلك أنني لا أذكر باقي
+
+352
+00:27:16,700 --> 00:27:20,440
+المدن ولا حياتي الأخرى لكن مثالعلى سبيل المثال
+
+353
+00:27:20,440 --> 00:27:25,400
+واضح النقطة هذه؟ هذا إجابة لبنتنا إكرام لماذا
+
+354
+00:27:25,400 --> 00:27:32,940
+اخترنا حي من أحياء غزة؟ طيب خيرا خيرا خيرا ناسي
+
+355
+00:27:32,940 --> 00:27:39,460
+ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي
+
+356
+00:27:39,460 --> 00:27:40,760
+ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي
+
+357
+00:27:40,760 --> 00:27:41,360
+ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي
+
+358
+00:27:41,360 --> 00:27:41,380
+ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي ناسي
+
+359
+00:27:41,380 --> 00:27:47,510
+ناسي ناسي ناسي ناسي نللبحث المجال الزمني باختصار
+
+360
+00:27:47,510 --> 00:27:50,650
+فترة
+
+361
+00:27:50,650 --> 00:27:55,630
+زمنية بس لكن انا في وجهة نظر يعني وجهتين نظر لابد
+
+362
+00:27:55,630 --> 00:28:00,280
+ان ناخد باحتاهمة او ناخد بالاثنتين معاهمنعم، إيش
+
+363
+00:28:00,280 --> 00:28:02,480
+هي وجهة النظر؟ وجهة النظر اختلفوا فيها إنه
+
+364
+00:28:02,480 --> 00:28:06,280
+اعتبروها جمع البيانات تعاد فترة، والرأي التاني
+
+365
+00:28:06,280 --> 00:28:08,560
+اعتبروها كل خطوات البحث فترة، أنا اتعنى الرأي
+
+366
+00:28:08,560 --> 00:28:11,060
+التاني لإنه جمع البيانات اعتبر خطوة من خطوات البحث
+
+367
+00:28:11,060 --> 00:28:14,060
+كويس، أنا بدأ أقولكوا الآن رأي جديد أيضا، رأي
+
+368
+00:28:14,060 --> 00:28:19,120
+ثالث، واعتبروه الرأي الثالث، الفترة الزمنية هي
+
+369
+00:28:19,120 --> 00:28:24,470
+عبارة عن الفترة اللازمة لإجراء البحثوعندما أقول
+
+370
+00:28:24,470 --> 00:28:29,910
+البحث يشمل الناحيتين البحث النظري والبحث الميدان
+
+371
+00:28:29,910 --> 00:28:36,230
+فإحنا ممكن نحدد الفترة الزمنية منذ لحظة اختيارنا
+
+372
+00:28:36,230 --> 00:28:41,410
+للبحث و البدء فيه إلى أن ننتهي منه سواء بالجانب
+
+373
+00:28:41,410 --> 00:28:46,800
+النظري أو الجانب الميدانيوبناخد من ناحية الثانية
+
+374
+00:28:46,800 --> 00:28:50,820
+اللي هو الجانب الميداني من خلال ما حددنا الفترة
+
+375
+00:28:50,820 --> 00:28:57,700
+الزمنية اللي لازمة للبحث ككل وهي منذ شهر كذا إلى
+
+376
+00:28:57,700 --> 00:29:03,360
+شهر كذا وبنحدد خلالها الفترة اللي أجرينا فيها جمع
+
+377
+00:29:03,360 --> 00:29:09,410
+البياناتفترة جمع البيانات بنحددها أضربلكم مثال
+
+378
+00:29:09,410 --> 00:29:15,970
+لدراسة البحوث التخرج مثلا انتوا هتاخدوا الفصل
+
+379
+00:29:15,970 --> 00:29:21,430
+القادم بحث التخرج هيبدأ عندنا الفصل من شهر فبراير
+
+380
+00:29:21,430 --> 00:29:29,590
+وإلى نهاية شهرمايو، اذا هذه الفترة هي الفترة
+
+381
+00:29:29,590 --> 00:29:33,270
+الزمنية لإجراء البحث وبنقول الفترة الزمنية والمجال
+
+382
+00:29:33,270 --> 00:29:39,090
+الزماني من شهر فبراير إلى شهر مايو لكن في خلال هذه
+
+383
+00:29:39,090 --> 00:29:43,350
+الفترة انتوا طبعا اجريتوا دراسة نظرية واجريتوا
+
+384
+00:29:43,350 --> 00:29:47,350
+دراسة ميدانية اللي هي الاستبانة اللي صممتوها وبدكم
+
+385
+00:29:47,350 --> 00:29:51,190
+تشمع البيانات، اذا هنا بنحددفي خلال هذه الفترة
+
+386
+00:29:51,190 --> 00:29:55,950
+الزمنية اللي احنا حددناها من مايو إلى .. من فبراير
+
+387
+00:29:55,950 --> 00:30:00,870
+إلى مايو الفترة الكلية وخلالها اللي هي فترة جمع
+
+388
+00:30:00,870 --> 00:30:05,730
+البيانات ولي تكن في شهر مارس، من 15 مارس إلى 30
+
+389
+00:30:05,730 --> 00:30:13,470
+مارس أو من 15 مارس إلى مثلا 1 أربعة أسبوعين مثلا
+
+390
+00:30:13,470 --> 00:30:16,330
+أخدنا أو عشرين يوم في جمع البيانات، إذا هنا
+
+391
+00:30:16,330 --> 00:30:20,530
+بنحددها، بنحدد الناحيتينالفترة الزمنية من بداية
+
+392
+00:30:20,530 --> 00:30:24,230
+البحث لنهيته والفترة الزمنية التي جمعنا فيها
+
+393
+00:30:24,230 --> 00:30:29,630
+البيانات لماذا؟ لماذا؟ هذا طبعا في إجابة على هذا
+
+394
+00:30:29,630 --> 00:30:33,830
+السؤال لماذا؟ مين تقول لي لماذا؟ لماذا بحدد أنا
+
+395
+00:30:33,830 --> 00:30:37,690
+الناحيتين في ناحية واحدة في الفترة الزمنية بحدد
+
+396
+00:30:37,690 --> 00:30:40,870
+الناحيتين الدراسة النظرية اللي بجمعها للبحث ككل
+
+397
+00:30:40,870 --> 00:30:44,910
+وفي خلاله بحدد الفترة اللي جمعت فيها البيانات
+
+398
+00:30:44,910 --> 00:30:50,590
+لماذا؟أيوة بنتى؟ ممكن عشان أكتب لما أحدد .. أحدد
+
+399
+00:30:50,590 --> 00:30:53,970
+المشكلة بكتب و احد .. يعني ال .. ال two two مع بعض
+
+400
+00:30:53,970 --> 00:30:57,490
+ممكن أكتب التقرير النهائي إذا في توصيات مقترحات
+
+401
+00:30:57,490 --> 00:31:01,130
+ممكن أكتبها في نهاية البحث بجمع ال two two مع بعض
+
+402
+00:31:01,130 --> 00:31:03,570
+تكتبيها ماهوش يا طبيعي في نهاية البحث، مش يا
+
+403
+00:31:03,570 --> 00:31:07,030
+طبيعي، مال، اي، تكتبيها ماهي بعد ما تخلص من البحث
+
+404
+00:31:07,030 --> 00:31:11,060
+لازم تصلي إلى النتائج والتوصياتماشي .. اه .. ممكن
+
+405
+00:31:11,060 --> 00:31:14,780
+عشان احنا لما نعملنا البحث في خطة .. الخطة هذه
+
+406
+00:31:14,780 --> 00:31:17,440
+بتشمل على الوجد اللي بده اجمع فيه النظر و الوجد
+
+407
+00:31:17,440 --> 00:31:20,680
+اللي بده اجمع فيه الميدان عشان بالاخر ما .. لاجيش
+
+408
+00:31:20,680 --> 00:31:24,300
+حالة متضايقة في هذا الوجد، يكون الوجد زي ما سمنطله
+
+409
+00:31:24,300 --> 00:31:28,560
+نلتقي في المحاضرة القادمة، لكون مني كل تحية و
+
+410
+00:31:28,560 --> 00:31:32,600
+تقدير و السلام عليكم و رحمة الله و بركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow.srt
new file mode 100644
index 0000000000000000000000000000000000000000..25a49bdd0764f5480b22f86f6e11fdcd48b383a2
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow.srt
@@ -0,0 +1,1338 @@
+1
+00:00:21,720 --> 00:00:25,480
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,480 --> 00:00:29,500
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,500 --> 00:00:34,220
+آله وصحبه أجمعين أما بعد فأهلا وسهلا بكم في هذه
+
+4
+00:00:34,220 --> 00:00:39,480
+المحاضرة، وموضوع المحاضرة اليوم سنكمل مقومات البحث
+
+5
+00:00:39,480 --> 00:00:44,450
+العلمي ومعوقات البحث العلمي، ولكن نذكر في المحاضرة
+
+6
+00:00:44,450 --> 00:00:48,750
+السابقة التي كان موضوعها عن جزء من مقومات البحث
+
+7
+00:00:48,750 --> 00:00:54,890
+العلمي وهي مهارات الباحث، مهارات الباحث الاجتماعي،
+
+8
+00:00:54,890 --> 00:00:59,690
+فلذلك الباحث وأخلاقيّاته، وهذه كلها تم عرضها في
+
+9
+00:00:59,690 --> 00:01:05,940
+المحاضرة السابقة. اليوم سنأخذ الجزء الثاني من مقومات
+
+10
+00:01:05,940 --> 00:01:11,380
+البحث العلمي وهو... وهو... والعنوان سيكون
+
+11
+00:01:11,380 --> 00:01:15,240
+قواعد الكتابة العلمية واستخدام الرموز، هوية
+
+12
+00:01:15,240 --> 00:01:18,700
+لأن كل شيء متعلق باللغة، وأنتم طبعا بحوثكم باللغة
+
+13
+00:01:18,700 --> 00:01:22,680
+العربية، فلذلك هناك قواعد للغة العربية لابد أن
+
+14
+00:01:22,680 --> 00:01:28,270
+نلم بها، وهذا ما نُدرسكم إيّاه في الجامعة، مدرّسو لغة
+
+15
+00:01:28,270 --> 00:01:34,330
+العربية في النحو العربي والقواعد، ونحو الصرف، وأيضا
+
+16
+00:01:34,330 --> 00:01:38,970
+فن الكتابة والتعبير، هذه تعتبر مواد مهمة جدا
+
+17
+00:01:38,970 --> 00:01:44,890
+لاستخدامها لغويا في كتابة البحث، وأيضا في الحديث،
+
+18
+00:01:44,890 --> 00:01:49,030
+والتحدث أيضا. فلذلك عندما نكتب أي بحث لابد أن نراعي
+
+19
+00:01:49,030 --> 00:01:55,740
+قواعد اللغة العربية. طبعا بوجه عام يجب مراعاة التالي:
+
+20
+00:01:55,740 --> 00:02:01,740
+أولا: لابد أن نكتب البحث بلغة عربية سليمة، ولغة فصحى،
+
+21
+00:02:01,740 --> 00:02:06,920
+لغة فصحى، لابد أن نكتب بلغة الفصحى إلا إذا كان هناك
+
+22
+00:02:06,920 --> 00:02:11,600
+مجتمع لا يجيد الفصحى، ممكن نكتب الاستبيان، يعني
+
+23
+00:02:11,600 --> 00:02:15,780
+باللغة العامية التي تناسب المبحوث، مثل في القرى
+
+24
+00:02:15,780 --> 00:02:20,620
+وغير ذلك. فلذلك من هنا لابد أن نراعي اللهجة أحيانا،
+
+25
+00:02:20,620 --> 00:02:25,140
+اللفظ الخاص أو المفاهيم الخاصة بمجتمع البحث، لكن
+
+26
+00:02:25,140 --> 00:02:29,860
+بقدر الإمكان عند كتابة البحث لابد أن يكون باللغة
+
+27
+00:02:29,860 --> 00:02:34,980
+العربية الفصحى. أيضا في من قواعد اللغة أحيانا،
+
+28
+00:02:34,980 --> 00:02:38,940
+أهل اللغة يقولون لنا: لو ربطنا... لو
+
+29
+00:02:38,940 --> 00:02:43,080
+كتبنا الجملة، بدأناها بالفعل، وهذا نسميه جملة
+
+30
+00:02:43,080 --> 00:02:46,940
+فعليّة، تكون يعني أفضل من الجملة الاسمية. من تقول
+
+31
+00:02:46,940 --> 00:02:54,330
+الجملة الفعلية؟ كتب محمد الدرس. طب وجملة اسمية: محمد
+
+32
+00:02:54,330 --> 00:02:58,230
+كتب الدرس. نعم. وهكذا، إذاً معناته الجملة الفعلية
+
+33
+00:02:58,230 --> 00:03:01,810
+تبدأ بالفعل، الجملة الاسمية تبدأ بالاسم.
+
+34
+00:03:04,220 --> 00:03:08,940
+طبعا أيضا نراعي في قواعد الكتابة العلمية أن
+
+35
+00:03:08,940 --> 00:03:14,940
+نتواضع، يعني ما نظهرش بمظهر المتكبر والغرور، و
+
+36
+00:03:14,940 --> 00:03:21,160
+الكبرياء، ودائما نستخدم أسلوب بسيط وعبارات متواضعة.
+
+37
+00:03:21,570 --> 00:03:26,770
+واضح؟ يعني أقول: يتبين لي أنا كباحث، يتبين لي، أو
+
+38
+00:03:26,770 --> 00:03:32,170
+سأحاول، أو قد تبرز الدراسة، أو قد تظهر الدراسة، يعني
+
+39
+00:03:32,170 --> 00:03:37,830
+وهكذا. فهذا كلّه يعني يجنّبنا العبارات... أو يرجو
+
+40
+00:03:37,830 --> 00:03:43,510
+الباحث أن يوفق. ففي... يعني أحيانا كلمات زي: مطلقا،
+
+41
+00:03:43,510 --> 00:03:47,590
+مطلقا، وقطعا، وحتمًا، وخاصة في البحوث عن
+
+42
+00:03:47,590 --> 00:03:51,830
+الاجتماعية، ما فيش حاجة مُتصفّة، احنا بنعمل بحث ليس
+
+43
+00:03:51,830 --> 00:03:56,050
+مُطلقًا، يعني الذي فيه... ولكن أرى وصلت إلى نتائج كذا،
+
+44
+00:03:56,050 --> 00:04:01,010
+وكذا، وأرى بأن النتائج هي كالتالي حسب نتائج البحث.
+
+45
+00:04:01,010 --> 00:04:04,830
+إذاً هنا أضع النتائج كما هي، ولكن لا... لا أقول
+
+46
+00:04:04,830 --> 00:04:09,150
+والله هذه النتيجة هي مُطلقة وحتمية، ورأي... وهذا
+
+47
+00:04:09,150 --> 00:04:13,690
+لا يُسمح به، نبتعد عن كلمة حتما ومطلقا وقطعا في
+
+48
+00:04:13,690 --> 00:04:19,120
+بحوثنا الاجتماعية. أيضا تصحيح الأخطاء المطبعية هو
+
+49
+00:04:19,120 --> 00:04:23,480
+مسؤولية الباحث، يعني عندما نناقش باحثًا، ونجد فيها
+
+50
+00:04:23,480 --> 00:04:27,320
+أخطاء لغوية، لا يقول الباحث: والله هذا خطأ مطبعي من
+
+51
+00:04:27,320 --> 00:04:32,740
+المطبعة، أو من كذا، لا، الخطأ مسؤول عنه الباحث، فلذلك
+
+52
+00:04:32,740 --> 00:04:39,620
+الباحث لابد أن يصحح لغويا كل أجزاء بحثه. أيضا،
+
+53
+00:04:39,620 --> 00:04:43,340
+البعد عن استخدام العبارات الإنشائية الرنانة،
+
+54
+00:04:43,340 --> 00:04:48,100
+والفضفاضة. أحيانًا تكتب جمل هكذا، لا، إحنا لا نريد
+
+55
+00:04:48,100 --> 00:04:52,980
+إلا الجمل العلمية التي تعبر عن موضوع البحث. أيضا،
+
+56
+00:04:52,980 --> 00:04:57,240
+خلوّ الكتابة من ألفاظ المبالغة. أحيانًا يأخذ آراء
+
+57
+00:04:57,240 --> 00:04:59,860
+الخبراء والمختصين، ويقولوا: والله أخذت رأي الأستاذ
+
+58
+00:04:59,860 --> 00:05:03,420
+الجليل، الأستاذ الكبير، العالم الذي... يا لا، لا،
+
+59
+00:05:03,420 --> 00:05:08,000
+نخلينا متواضعين، نخلينا فيه تواضع، يعني رأيته فلان، و
+
+60
+00:05:08,000 --> 00:05:11,960
+فلان، ورأيه، وكذا وكذا، يعني... يعني نضيف
+
+61
+00:05:11,960 --> 00:05:15,560
+اسمه، أو حتى لقب الدكتور، وكذا، لكن ما فيش داعي
+
+62
+00:05:15,560 --> 00:05:21,400
+للتبجيل الزائد عن الحد، وهكذا. وهذا كلّه نبينه أين؟
+
+63
+00:05:21,400 --> 00:05:25,760
+في المراجع. لذلك نحن عندما نكتب المراجع، لا نكتب
+
+64
+00:05:25,760 --> 00:05:30,500
+حتى لقب الدكتور، اللي هو دكتور، أو أستاذ، أو غير
+
+65
+00:05:30,500 --> 00:05:35,360
+ذلك، نكتب اسمه مباشرة... اسمه مباشرة أين؟ في ال...
+
+66
+00:05:35,360 --> 00:05:39,360
+الهامش... في الفهرس... في الفهرس أيضا اسمه، و
+
+67
+00:05:39,360 --> 00:05:47,000
+هكذا: فلان فلان. طيب، أيضا لابد في البحث من قواعد
+
+68
+00:05:47,000 --> 00:05:51,440
+الكتابة، أو يكتب الباحث... لابد أن أرى أن الباحث له
+
+69
+00:05:51,440 --> 00:05:55,320
+شخصية. كيف أرى أنه شخصية؟ عندما يعبر، ويربط
+
+70
+00:05:55,320 --> 00:05:59,100
+الموضوع، نقاط الموضوع بعضها ببعض، ويبرز رأيه
+
+71
+00:05:59,100 --> 00:06:02,980
+أحيانا، وأرى كذا... كذا... كذا... آه، ويدافع عن هذا
+
+72
+00:06:02,980 --> 00:06:07,160
+الرأي الخاص به، وأرى فلان قال كذا، وأنا... وفلان
+
+73
+00:06:07,160 --> 00:06:10,980
+قال كذا من الكتاب، لكن أنا أرى كذا... إذاً هنا تبرز
+
+74
+00:06:10,980 --> 00:06:14,760
+ماذا؟ شخصية الباحث... شخصية الباحث في البحث
+
+75
+00:06:14,760 --> 00:06:19,120
+الاجتماعي. فلذلك لابد أن تبرز الشخصية، وهذه كما
+
+76
+00:06:19,120 --> 00:06:24,080
+قلت لكم في البحث الميداني خاصة، يعني... أو عندما يأخذ
+
+77
+00:06:24,080 --> 00:06:28,480
+حول مفهوم معين، أو آراء خبراء، لكن في النهاية يبرز
+
+78
+00:06:28,480 --> 00:06:33,060
+رأيه أيضا، وقرأ كذا وكذا، هنا تبرز شخصية الباحث في
+
+79
+00:06:33,060 --> 00:06:37,380
+الكتابة. أيضا، استخدام الباحث للجمل القصيرة بقدر
+
+80
+00:06:37,380 --> 00:06:40,780
+الإمكان، ما فيش داعي أن نُطيل الجملة. يعني خير الكلام
+
+81
+00:06:40,780 --> 00:06:44,500
+ما قل ودل، والجملة القصيرة أفضل، التي تعطي المعنى
+
+82
+00:06:44,500 --> 00:06:52,180
+أفضل من الجملة المطوّلة، هذه التي فيها نوع من الطول، و
+
+83
+00:06:52,180 --> 00:06:57,340
+التطويل وهكذا. أيضا مراعاة البساطة والوضوح والدقة
+
+84
+00:06:57,340 --> 00:07:00,720
+في الكتابة. البساطة أيضا، والكتابة تكون واضحة،
+
+85
+00:07:00,720 --> 00:07:04,380
+تلمّعاني، والعبارات تكون واضحة، والكلمات تكون واضحة
+
+86
+00:07:04,380 --> 00:07:08,440
+في الكتابة. الالتزام باللغة العربية الفصحى، اللي هي
+
+87
+00:07:08,440 --> 00:07:12,260
+نسمّيها اللغة العلمية، اللي هي اللغة العربية، إلا
+
+88
+00:07:12,260 --> 00:07:15,880
+إذا كان أيضا في لغة إنجليزية، واستعان ببعض
+
+89
+00:07:15,880 --> 00:07:20,320
+المفردات، أو ببعض المراجع في اللغة الإنجليزية، و
+
+90
+00:07:20,320 --> 00:07:24,680
+أخذنا بعض المقاطع، ما فيش أيضا مانع أن نكتبها كما هي،
+
+91
+00:07:24,680 --> 00:07:29,850
+و نسندها إلى من أخذنا منه. أيضا، ما يكونش عندنا تكرار
+
+92
+00:07:29,850 --> 00:07:34,990
+ممل، أو اختصار ممل. يعني لابد التكرار هذا الممل نبتعد
+
+93
+00:07:34,990 --> 00:07:40,030
+عنه، والاختصار أيضا الذي يفقدنا المعنى نبتعد عنه.
+
+94
+00:07:40,030 --> 00:07:43,810
+لابد أن نعطيه المعنى، والجملة تكون واضحة في إعطاء
+
+95
+00:07:43,810 --> 00:07:48,120
+المعنى. أيضا، تحاشي الأسلوب التهكمي وعبارات السخرية،
+
+96
+00:07:48,120 --> 00:07:53,920
+والاستفزاز. ولذلك من هنا، يعني نبتعد عن هذا الأسلوب،
+
+97
+00:07:53,920 --> 00:07:58,340
+عبارات السخرية والتهكم، وهذا رأي وكذا وكذا، و
+
+98
+00:07:58,340 --> 00:08:01,940
+نتهكم عليه، لا... لا يجوز، نبتعد عن ذلك. الحذر من عدم
+
+99
+00:08:01,940 --> 00:08:08,260
+إكمال الجملة، وإغفال جواب الشرط. أحيانا في جمل
+
+100
+00:08:08,260 --> 00:08:14,420
+فيها يعني سؤال، أداء يعني... آه... وفيه جواب. في
+
+101
+00:08:14,420 --> 00:08:17,960
+جواب. طيب، أنا ألاقي السؤال فقط، وما فيش له جواب؟
+
+102
+00:08:17,960 --> 00:08:22,200
+برضه هذا نقص في التعبير، فهذه أيضا لابد أن نراعيها.
+
+103
+00:08:22,200 --> 00:08:28,920
+أيضا، مراعاة القاعدة التي تحكم العدد، أيضا هذه مهمة
+
+104
+00:08:28,920 --> 00:08:32,420
+جدا، ومهمة تأخذوها أنتم في النحو. أربع درجات... آه،
+
+105
+00:08:32,420 --> 00:08:37,760
+يعني لابد... آه، المخالف... أيوه، آه...  ما هذه القواعد
+
+106
+00:08:37,760 --> 00:08:43,380
+في اللغة العربية؟ زي أربع درجات، مثل أيضا ست حجرات،
+
+107
+00:08:43,380 --> 00:08:48,360
+خمس أعوام، وكذا. لها قاعدة، تطبقونها حسب القاعدة، يعني
+
+108
+00:08:48,360 --> 00:08:53,240
+المفروض أن تلتزموا حسب القاعدة العلمية في اللغة، في
+
+109
+00:08:53,240 --> 00:08:58,100
+اللغة العربية. أيضا المراجع... لابد أن نثبت المراجع
+
+110
+00:08:58,100 --> 00:09:04,000
+... نثبت المراجع أولا في الهامش، في أسفل الصفحة،
+
+111
+00:09:04,000 --> 00:09:08,440
+المتن، أسفل... يعني في طرق لكتابة المراجع، وهذه
+
+112
+00:09:08,440 --> 00:09:13,380
+لما نصل إليها إن شاء الله في نهاية البحث الاجتماعي،
+
+113
+00:09:13,380 --> 00:09:17,760
+سنُعرّفكم على كيفية كتابة المراجع. ولكن هنا المقصود
+
+114
+00:09:17,760 --> 00:09:22,760
+أنه لابد أن أوضح المراجع في المتن، وفي النهاية،
+
+115
+00:09:22,760 --> 00:09:26,800
+أيضا في نهاية البحث، أو في الهامش، أيضا أسفل
+
+116
+00:09:26,800 --> 00:09:32,650
+الصفحة. كذلك، أُبين وأوضح ال... المرجع،
+
+117
+00:09:32,650 --> 00:09:37,490
+واسم المؤلف، وغير ذلك. هذا كلّه سنتوضّح في الصفحة، كذلك
+
+118
+00:09:37,490 --> 00:09:42,430
+والسنة، ودار النشر، إلى آخره، والطبعة. هذا كلّه سنبينه
+
+119
+00:09:42,430 --> 00:09:47,510
+إن شاء الله في محاضرة مستقلة، كيفية كتابة المراجع.
+
+120
+00:09:47,510 --> 00:09:50,730
+الاعتماد
+
+121
+00:09:50,730 --> 00:09:54,950
+على الكلمات المعاصرة. ما نجيبش كلمات قديمة، يعني، و
+
+122
+00:09:54,950 --> 00:09:58,010
+بعيدة عن المعنى. اليوم أصبحت اللغة أيضا... أو ما
+
+123
+00:09:58,010 --> 00:10:02,730
+نجيبش يعني... فلذلك نختصر المفاهيم، يعني... بحيث
+
+124
+00:10:02,730 --> 00:10:07,710
+تؤدي المعنى الصحيح. زي كلمات: الإمبريقيّة، الفيزيائيّة،
+
+125
+00:10:07,710 --> 00:10:11,090
+الـsociology، الـ formologia... هذه الكثيرة اللي ما
+
+126
+00:10:11,090 --> 00:10:15,070
+نجدها في كتب علم الاجتماع، والعلوم الاجتماعية، و
+
+127
+00:10:15,070 --> 00:10:18,730
+هكذا، والسيكولوجية، وغير ذلك. ياريت نُعبّر عنها
+
+128
+00:10:18,730 --> 00:10:25,340
+باللغة العربية، يكون أفضل. هنا في لغة عربية مرادفة
+
+129
+00:10:25,340 --> 00:10:28,120
+للفيزيائية، اللي هي الطبيعية. الـsociology، يعني
+
+130
+00:10:28,120 --> 00:10:35,160
+الاجتماعية، وهكذا. الـpsychology، يعني النفسية. طبعا
+
+131
+00:10:36,170 --> 00:10:40,670
+لابد أن نشكل أيضا، اللغة مهمة جدا عندنا. لابد في بعض
+
+132
+00:10:40,670 --> 00:10:44,870
+الكلمات لابد من تشكيلها. زي نائب الفاعل، زي مثلا
+
+133
+00:10:44,870 --> 00:10:51,770
+أحيانا لما نقول: أكلت التفاحة، بدها تشكيل، ولا
+
+134
+00:10:51,770 --> 00:10:55,290
+ما بدهاش؟ بدها تشكيل، لأن هو في المرحلة، التشكيل، الـ
+
+135
+00:10:55,290 --> 00:10:58,890
+hamza، اللي هي الضمة فوق الـhamza، من أجل أن نبين
+
+136
+00:10:58,890 --> 00:11:05,130
+نعم، أكلت التفاحة. واضح؟ يعني في بعض كلمات يتطلب
+
+137
+00:11:05,130 --> 00:11:10,910
+لابد من تشكيلها حتى يتضح المعنى الخاص بها. واضح؟
+
+138
+00:11:10,910 --> 00:11:16,110
+فهنا نلتزم بالكلمات أو العبارات جميعها إذا كانت
+
+139
+00:11:16,110 --> 00:11:21,340
+تحتاج إلى تشكيل، أن نشكّلها. زي المبني للمجهول، زي نائب
+
+140
+00:11:21,340 --> 00:11:28,100
+الفاعل، وهكذا. واضح؟ طيب، في أحيانًا عندنا بعض الرموز
+
+141
+00:11:28,100 --> 00:11:32,660
+نستخدمها برضه في البحث، ونختصر الكلمات. يعني مثلا،
+
+142
+00:11:32,660 --> 00:11:38,100
+لما نقول: ألف وتسع... ألفين وثلاث عشرة سنة، ألفين و
+
+143
+00:11:38,100 --> 00:11:41,420
+ثلاث عشرة. هذه ميلادية ولا هجرية؟ لا، لا، لا، لا، لا، لا، لا
+
+144
+00:11:41,420 --> 00:11:42,220
+لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا
+
+145
+00:11:42,220 --> 00:11:44,800
+لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا
+
+146
+00:11:44,800 --> 00:11:46,120
+لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا، لا
+
+147
+00:11:46,380 --> 00:11:50,560
+لما نقول: ألف وأربعمائة وأربعة وثلاثين... هجري...
+
+148
+00:11:50,560 --> 00:11:55,240
+هجري... إذا نختصر الهجري إلى حرف الهاء... وهكذا...
+
+149
+00:11:55,240 --> 00:11:58,960
+لما نقول: قبل الميلاد... ق.م... ق.م... لما
+
+150
+00:11:58,960 --> 00:12:03,020
+نقول: فصل... هذا فصل كذا من الكتاب... إذاً ف... نرمز
+
+151
+00:12:03,020 --> 00:12:06,660
+هنا. كلما نقول: جزء جيم واحد، جيم اثنين، يعني الجزء
+
+152
+00:12:06,660 --> 00:12:10,180
+الأول، الجزء الثاني، والصفحة صاد. هذه ماذا نسميها؟
+
+153
+00:12:10,180 --> 00:12:16,380
+رموز، لابد أن نستخدمها، ونتعلّمها حتى نضعها في البحث
+
+154
+00:12:16,380 --> 00:12:22,960
+الخاص بنا. وهكذا. أيضا، في عندنا هذه الاختصارات،
+
+155
+00:12:22,960 --> 00:12:26,700
+إحنا اللي قلنا عنها، الكلمات ونختصرها. في عندنا رموز
+
+156
+00:12:26,700 --> 00:12:32,080
+في البحث العلمي، مثل النقطة، والفاصلة، والفاصلة
+
+157
+00:12:32,080 --> 00:12:37,660
+المنقوطة، والنقطتين بعد العبارة من العبارات. هذه
+
+158
+00:12:37,660 --> 00:12:41,630
+برضه بدنا نعرف كيفية استخدامها، وأيضا تطبيقها في
+
+159
+00:12:41,630 --> 00:12:45,730
+البحث العلمي. متى نكتب النقطة؟ إذا انتهينا من الجملة،
+
+160
+00:12:45,730 --> 00:12:51,070
+وأيضا الفاصلة، وإحنا لسه بين الجمل داخل الفقرة، و
+
+161
+00:12:51,070 --> 00:12:55,760
+هكذا. وعلامة التعجب، لو كانت العبارة... يعني فيها
+
+162
+00:12:55,760 --> 00:12:59,560
+نوع من التعجب. علامة الاستفهام، لو كانت على شكل سؤال.
+
+163
+00:12:59,560 --> 00:13:04,000
+هذه كلها رموز لابد أن نراعيها. أيضا، الأقواس اللي
+
+164
+00:13:04,000 --> 00:13:07,740
+عندنا موجودة على الكمبيوتر، لابد أن نراعيها. أقواس
+
+165
+00:13:07,740 --> 00:13:12,740
+مربعة، وأقواس دائرية، وغير ذلك. هذه كلها... كلها
+
+166
+00:13:12,740 --> 00:13:18,920
+لابد أن نرا
+
+223
+00:17:43,760 --> 00:17:49,280
+تتولد الجهة أخذ هذه البحوث ونشرها وتطبيقها عندها
+
+224
+00:17:49,280 --> 00:17:53,780
+والاستفادة منها، هذا أيضا من معوقات البحث العلمي في
+
+225
+00:17:53,780 --> 00:18:00,080
+المجتمع. أيضا تكرار البحوث التي يتم إجراؤها في
+
+226
+00:18:00,080 --> 00:18:03,620
+الجهات المختلفة، لعدم وجود التنسيق، كما تحدثنا في
+
+227
+00:18:03,620 --> 00:18:07,380
+عملية التنسيق بين الجامعات، و التنسيق بين
+
+228
+00:18:07,380 --> 00:18:11,260
+الجامعات والمراكز البحث العلمية، لابد أن يكون فيه
+
+229
+00:18:11,260 --> 00:18:15,780
+تنسيق، حتى لا تتكرر البحوث. وهنا إذا تكررت، معناته
+
+230
+00:18:15,780 --> 00:18:19,480
+إحنا بنهدر، يعني فيه هدر للإمكانيات البشرية
+
+231
+00:18:19,480 --> 00:18:26,590
+والمادية، ووقت وجهد، وغير ذلك. في عندنا أيضا
+
+232
+00:18:26,590 --> 00:18:32,610
+الافتقار للمتابعة والتنفيذ. أحيانًا لما نأخذ بحثا، و
+
+233
+00:18:32,610 --> 00:18:37,910
+ننتهي منه، ونصل إلى نتائج، وخطوات علاج، لابد أنّه
+
+234
+00:18:37,910 --> 00:18:42,670
+ينفذ، لكن عدم التنفيذ هذا يعتبر معوقا من المعوقات.
+
+235
+00:18:43,620 --> 00:18:47,420
+معوق، لأن هذا التنفيذ يحتاج إلى إمكانيات وموارد،
+
+236
+00:18:47,420 --> 00:18:52,080
+ويحتاج إلى متابعة من الجهات المعنية. فلذلك من هنا
+
+237
+00:18:52,080 --> 00:18:56,680
+هذا يعتبر معوقا من معوقات البحوث. إذا الباحثون يعني
+
+238
+00:18:56,680 --> 00:19:00,100
+بدأوا يعملوا بحوثا، ولم يستفد المجتمع منها، فهذه
+
+239
+00:19:00,100 --> 00:19:05,380
+إعاقة للباحث، وخاصة الأساتذة الذين يبحثون، ويحسّون
+
+240
+00:19:05,380 --> 00:19:09,600
+بأن بحوثهم لا يستفاد منها. هذه طبعا يعني ما فيه
+
+241
+00:19:09,600 --> 00:19:13,930
+تشجيع على عملية البحث العلمي المستمر. فلذلك من هنا
+
+242
+00:19:13,930 --> 00:19:20,150
+نتغلب على هذا المعوق بأنّه لابد من الاستفادة من البحوث
+
+243
+00:19:20,150 --> 00:19:25,530
+العلمية في المجال التطبيقي داخل المجتمع، لكي نعالج
+
+244
+00:19:25,530 --> 00:19:33,070
+مشكلة، نحلّ المشكلة، وهكذا. في عندنا أيضا عدم مسايرة
+
+245
+00:19:33,070 --> 00:19:36,070
+البحوث مع اتجاهات التطوير العالمية والإقليمية،
+
+246
+00:19:39,260 --> 00:19:44,400
+وهكذا. ولذلك، ما فيه يعني المفروض أن يكون بين المؤسسات
+
+247
+00:19:44,400 --> 00:19:48,420
+العلمية والمراكز العلمية، خاصة مراكز البحوث،
+
+248
+00:19:48,420 --> 00:19:52,560
+منافسة بينها، وهذا يشجع عملية البحث. لكن عدم وجود
+
+249
+00:19:52,560 --> 00:19:56,840
+المنافسة، وعدم تشجيع الباحثين على البحث العلمي من
+
+250
+00:19:56,840 --> 00:20:01,840
+المراكز البحث العلمي وغير ذلك، هذا طبعا معوق من
+
+251
+00:20:01,840 --> 00:20:07,640
+معوقات البحث. فلذلك نتغلب عليها عن طريق يعني إيجاد
+
+252
+00:20:07,640 --> 00:20:14,840
+حوافز مادية وأدبية للباحثين. لابد أيضا أن هذا ضعف
+
+253
+00:20:14,840 --> 00:20:19,060
+الحوافز الأدبية والمادية أيضا يعتبر من ضمن معوقات
+
+254
+00:20:19,060 --> 00:20:23,260
+البحث العلمي. أنا كباحث، لابد أن أجد من يساعدني في
+
+255
+00:20:23,260 --> 00:20:27,240
+عملية البحث، من يشجعني في عملية البحث. فلذلك من هنا
+
+256
+00:20:27,240 --> 00:20:30,780
+حتى نتغلب على المعوقات، لابد أن يكون هناك حوافز
+
+257
+00:20:30,780 --> 00:20:38,280
+مادية ومعنوية للباحثين. لتغلب على معوقات البحث لديها
+
+258
+00:20:38,280 --> 00:20:42,680
+نعم.
+
+259
+00:20:42,680 --> 00:20:46,640
+أيضا
+
+260
+00:20:46,640 --> 00:20:51,540
+عدم توجيه العناية الملائمة للبحث العلمي، والتقدير
+
+261
+00:20:51,540 --> 00:20:56,750
+المناسب للباحثين، الذين يعانون من عدم ثبوتهم في المواقع
+
+262
+00:20:56,750 --> 00:21:01,030
+القيادية المناسبة، وعدم مناسبة العمل المخصص لهم في
+
+263
+00:21:01,030 --> 00:21:05,350
+كثير من الأحيان، مع عدم توفر الإمكانات اللازمة
+
+264
+00:21:05,350 --> 00:21:09,890
+لإجراء البحوث العلمية، زي المعامل، زي الأدوات، وغير
+
+265
+00:21:09,890 --> 00:21:15,670
+ذلك، المراجع، المجلات العلمية، وغير ذلك. فلذلك نطلب
+
+266
+00:21:15,670 --> 00:21:19,630
+يعني من الجهات المختصة بالبحث العلمي، توفير مثل هذه
+
+267
+00:21:19,630 --> 00:21:24,070
+الأدوات، المراجع، الكتب الخاصة بالعلوم، مثلا إذا كانت
+
+268
+00:21:24,070 --> 00:21:28,990
+فيزياء، أحياء، كيمياء، مختبرات، أو تحاليل طبية، أو المجال
+
+269
+00:21:28,990 --> 00:21:32,750
+الطبي، مختبرات علمية. اللي هم إحنا أيضا كعلم اجتماع،
+
+270
+00:21:32,750 --> 00:21:37,710
+صحافة، مواد علوم اجتماعية، لابد أيضا أن يكون هناك
+
+271
+00:21:37,710 --> 00:21:42,510
+مجلات علمية، لابد أن يكون مزيدا من الكتب العلمية، لابد
+
+272
+00:21:42,510 --> 00:21:46,230
+أن يكون مزيدا من البحوث والرسائل الخاصة بالماجستير
+
+273
+00:21:46,230 --> 00:21:49,990
+والدكتوراه في مجال علم الاجتماع والخدمة الاجتماعية،
+
+274
+00:21:49,990 --> 00:21:53,750
+وأيضا في المجال العلم التربوي، والتاريخي،
+
+275
+00:21:53,750 --> 00:21:57,690
+والجغرافية، ككل يعني هكذا. هذه الأدوات، إحنا في الخدمة
+
+276
+00:21:57,690 --> 00:22:02,710
+الاجتماعية، الميدان أيضا يعتبر مختبرنا، اللي هو
+
+277
+00:22:02,710 --> 00:22:06,770
+المجتمع يعتبر المختبر عندنا، لأنه بنعمل دراسة حول
+
+278
+00:22:06,770 --> 00:22:09,950
+الظواهر والمشكلات الاجتماعية الموجودة في المجتمع.
+
+279
+00:22:09,950 --> 00:22:14,890
+لذلك لابد أن يكون عندنا إلمام بظواهر المجتمع ومشكلاته،
+
+280
+00:22:14,890 --> 00:22:20,190
+وكيفية دراسة المشكلة دراسة علمية، باتباع المنهج
+
+281
+00:22:20,190 --> 00:22:24,210
+العلمي، واستخدام الأدوات العلمية، والتحليل الإحصائي
+
+282
+00:22:24,210 --> 00:22:29,350
+الدقيق للدراسة، لكي نصل إلى نتائج دقيقة حول الظواهر
+
+283
+00:22:29,350 --> 00:22:34,590
+والمشكلات الاجتماعية، لكي نضع خطة للإصلاح الاجتماعي
+
+284
+00:22:34,590 --> 00:22:39,810
+والعلاج الاجتماعي داخل المجتمع للمشكلات الاجتماعية.
+
+285
+00:22:39,810 --> 00:22:41,770
+طيب.
+
+286
+00:22:44,220 --> 00:22:48,780
+طبعا أحيانًا في مراكز، لكن ليس فيها طاقة وخبرة،
+
+287
+00:22:48,780 --> 00:22:52,520
+خبرات، وهذا يعتبر أيضا معوقا من معوقات البحث العلمي.
+
+288
+00:22:52,520 --> 00:22:57,780
+لابد من إنشاء مراكز للبحث العلمي، لكن يوجد فيها
+
+289
+00:22:57,780 --> 00:23:02,900
+خبراء ومختصون في البحث العلمي، لكي يقوموا بإجراء
+
+290
+00:23:02,900 --> 00:23:08,810
+البحوث العلمية. وهذا طبعا مهم جدا، ونحتاج إليها في
+
+291
+00:23:08,810 --> 00:23:12,930
+مجتمعنا الفلسطيني. اللي هي المراكز، اليوم المراكز
+
+292
+00:23:12,930 --> 00:23:16,330
+تكون عن طريق عمدات البحث العلمي في الجامعات
+
+293
+00:23:16,330 --> 00:23:20,630
+الفلسطينية، يعني تقوم بدور البحث العلمي. لكن أيضا
+
+294
+00:23:20,630 --> 00:23:25,150
+نطلب منها المزيد والمزيد، بتشجيع الباحثين على البحث،
+
+295
+00:23:25,150 --> 00:23:30,970
+والدراسة العلمية الدقيقة، لكي يستفيد منها المجتمع.
+
+296
+00:23:36,490 --> 00:23:42,670
+بس خلاص... إذا، نعم. البحث العلمي هو عبارة عن تراكم،
+
+297
+00:23:42,670 --> 00:23:49,120
+... تراكم البحوث. بحث يتراكم على بحث آخر، يضيف، هي
+
+298
+00:23:49,120 --> 00:23:53,300
+عبارة عن إضافات متراكمة. فلذلك المعرفة ما هي إلا
+
+299
+00:23:53,300 --> 00:23:58,440
+معرفة متراكمة. وما وصلنا إليه اليوم من علاج، أو من
+
+300
+00:23:58,440 --> 00:24:03,220
+ابتكارات، أو من اكتشافات، أو من تطور علمي، فهو عبارة
+
+301
+00:24:03,220 --> 00:24:07,560
+عن تراكم لهذا الأمر العلمي والبحث العلمي. فلذلك
+
+302
+00:24:07,560 --> 00:24:13,910
+البحوث تعتبر متراكمة، وهي تعتمد على بعضها البعض، من
+
+303
+00:24:13,910 --> 00:24:18,270
+أجل الوصول إلى حل المشكلات، وتطور المجتمع إلى
+
+304
+00:24:18,270 --> 00:24:29,450
+الأفضل والأحسن. نعم؟
+
+305
+00:24:29,450 --> 00:24:34,790
+أه، طيب، أستاذ، نعم. يعني إحنا هالجامعة، لما بدنا نعمل
+
+306
+00:24:34,790 --> 00:24:37,810
+بحث تخرج، يعني ليس شرطا أن يكون مُكررا في أي جامعة.
+
+307
+00:24:37,810 --> 00:24:41,390
+المهم عندنا في الجامعة، ليس مكررا. أه، بحث التخرج، يعني
+
+308
+00:24:41,390 --> 00:24:45,610
+بدك تتأكدي أنك بدك تعمل بحث تخرج، بدك تعمل جزءا نظريا
+
+309
+00:24:45,610 --> 00:24:49,070
+فيه، وجزءا ميدانيا، استبانة، بدك تصممي استبانة، وتجري
+
+310
+00:24:49,070 --> 00:24:53,610
+بحثا في الميدان. إحنا بحوثنا الاجتماعية، يعني في
+
+311
+00:24:53,610 --> 00:24:57,230
+مجتمعنا الفلسطيني متنوعة. يعني نفس المشكلة، ممكن
+
+312
+00:24:57,230 --> 00:25:01,170
+تبحثيها في مجتمع معين، في مدينة معينة، في قرية معينة،
+
+313
+00:25:01,170 --> 00:25:06,050
+أيضا ممكن تبحثها باحث آخر في قرية أو مدينة أخرى،
+
+314
+00:25:06,210 --> 00:25:10,630
+وهكذا. فهذه ميزة البحث يعني الاجتماعي، أنه ممكن
+
+315
+00:25:10,630 --> 00:25:16,010
+إحنا نأخذ اسم الموضوع، ولكن في منطقة أخرى. ولذلك
+
+316
+00:25:16,010 --> 00:25:20,170
+إحنا بنركز على البحث الميداني، يعني في جزء من البحث،
+
+317
+00:25:20,170 --> 00:25:24,850
+جزء نظري، لكن الجزء الميداني أكثر فائدة. فأنت لو
+
+318
+00:25:24,850 --> 00:25:28,110
+تأخذي مثلا مشكلة الطلاق، درستيها في الشجاعية، ممكن
+
+319
+00:25:28,110 --> 00:25:31,090
+نأخذ الطلاق في رفح، ممكن نأخذ الطلاق في خان يونس،
+
+320
+00:25:31,090 --> 00:25:35,760
+لأنه يختلف من مدينة لمدينة، ومن قرية إلى قرية. فلذلك
+
+321
+00:25:35,760 --> 00:25:39,800
+من هنا ممكن نختار اسم الموضوع، ولكن التطبيق العملي
+
+322
+00:25:39,800 --> 00:25:44,460
+يكون في مجتمع آخر، لأنه بنصل إلى نتائج أخرى ربما
+
+323
+00:25:44,460 --> 00:25:48,420
+ظاهرة الطلاق في الشمال، بيت لاهيا، غير عن
+
+324
+00:25:48,420 --> 00:25:52,960
+ظاهرة الطلاق في الجنوب، عن رفح وخان يونس، واضح؟ ففي
+
+325
+00:25:52,960 --> 00:25:56,940
+عوامل تؤثر هنا وهناك. فالعزيزة، أنت حكيتي قبل قليل
+
+326
+00:25:56,940 --> 00:25:59,100
+إن السودان نازلوا طالب يبحثوا
+
+327
+00:26:07,670 --> 00:26:11,130
+فاللهو، هو التنسيق، حتى لا يتكرر كتابة نفس
+
+328
+00:26:11,130 --> 00:26:15,160
+الموضوع، وخاصة في الماجستير، أركز أنا والدكتورة، حتى
+
+329
+00:26:15,160 --> 00:26:20,580
+لا يتكرر الموضوع نفسه بشروطه في الجامعات. فعندما
+
+330
+00:26:20,580 --> 00:26:24,340
+يبحث الطالب في موضوع معين، تطلب منه الجامعة بأن
+
+331
+00:26:24,340 --> 00:26:28,140
+يذهب إلى الجامعات الأخرى، والجامعة توقع له وتختم له
+
+332
+00:26:28,140 --> 00:26:31,740
+بأن هذا الموضوع الذي اختاره الباحث، طالب الماجستير
+
+333
+00:26:31,740 --> 00:26:35,600
+أو الدكتوراه، غير مكرر، وغير موجود في الجامعات
+
+334
+00:26:35,600 --> 00:26:40,080
+الأخرى. يعني إحنا برضه ما ننسى أن قطاع غزة هو، صح،
+
+335
+00:26:40,080 --> 00:26:45,390
+صغير في مساحته، ولكن كبير بعدد سكانه، هو وجامعاته، برضه
+
+336
+00:26:45,390 --> 00:26:48,710
+عندنا مؤسسات تعليمية كثيرة جدا، وخاصة في الدراسات
+
+337
+00:26:48,710 --> 00:26:52,450
+العليا. يعني عندنا جامعات، اليوم عدد لا يقل عن 6
+
+338
+00:26:52,450 --> 00:26:56,510
+جامعات فلسطينية، بالإضافة للكليات الجامعية أيضا، و
+
+339
+00:26:56,510 --> 00:27:00,530
+هذه كلها فيها مراكز للأبحاث، وعمدات للبحث العلمي.
+
+340
+00:27:00,530 --> 00:27:05,530
+فلذلك من هنا، الدراسات العليا، لابد يعني أنا أرى أنّه
+
+341
+00:27:05,530 --> 00:27:08,930
+عند اختيار الطالب لموضوع البحث، أن يمر على الجامعات
+
+342
+00:27:08,930 --> 00:27:14,210
+الأخرى، حتى نتأكد بأن البحث غير مكرر في هذه
+
+343
+00:27:14,210 --> 00:27:20,430
+الجامعة. مرحلة البكالوريوس، يعني ما هو إلا تدريب،
+
+344
+00:27:20,430 --> 00:27:25,530
+نحن نعتبر بحث التخرج للطالب أو الطالبة، ما هو إلا
+
+345
+00:27:25,530 --> 00:27:29,970
+وسيلة، يعني وسيلة للتدريب العملي على البحث العلمي،
+
+346
+00:27:29,970 --> 00:27:35,970
+كيف الطالب يبحث، كيف يكون يعني دراسة حول موضوع معين،
+
+347
+00:27:35,970 --> 00:27:40,610
+أو مشكلة معينة. فهذا يعتبر تمهيدا له للدراسات العليا.
+
+348
+00:27:40,610 --> 00:27:43,770
+إذا اكتسب الطالب هذه الخبرة، وهذه المهارة في ال
+
+349
+00:27:43,770 --> 00:27:47,710
+بكالوريوس، هذا يساعدّه في الماجستير، تكون العملية
+
+350
+00:27:47,710 --> 00:27:51,310
+سهلة جدا، وحتى في الحياة العملية كذلك، في المؤسسات
+
+351
+00:27:51,310 --> 00:27:57,020
+عندما تطلب الجهة التي يعمل فيها الباحث أو الباحثة
+
+352
+00:27:57,020 --> 00:28:01,680
+باحثا، بيكون عنده فكرة عن كيفية عمل البحوث. هذا...
+
+353
+00:28:01,680 --> 00:28:04,920
+هذا من شروط البحث العلمي، اللي هي الجدة، أن يكون
+
+354
+00:28:04,920 --> 00:28:09,040
+البحث جديدا. لكن إذا تكرر الاسم حول... زي ما اتكلمت،
+
+355
+00:28:09,040 --> 00:28:12,920
+مشكلة الطلاق، يجب نأخذها في مجتمعات أخرى، كيف ظهرت
+
+356
+00:28:12,920 --> 00:28:16,440
+الطلاق، والعوامل المؤثرة فيه. ولو أخذنا الجريمة، كيف تكون
+
+357
+00:28:16,440 --> 00:28:20,660
+الجريمة، وغير ذلك، الشباب ومشكلات الشباب، بدنا ندرسها،
+
+358
+00:28:20,660 --> 00:28:23,340
+بندرسها من الشباب. ممكن ندرس شباب الجامعة
+
+359
+00:28:23,340 --> 00:28:27,520
+الإسلامية لوحدهم، ممكن جامعة الأقصى تدرس شباب جامعة
+
+360
+00:28:27,520 --> 00:28:32,960
+الأقصى، جامعة الأزهر، مشكلات شباب جامعة الأزهر، وهكذا.
+
+361
+00:28:32,960 --> 00:28:36,860
+جامعة القدس المفتوحة تدرس مشكلات شباب جامعة القدس
+
+362
+00:28:36,860 --> 00:28:40,820
+المفتوحة، وهكذا باقي الجامعات. فلذلك ممكن نختار
+
+363
+00:28:40,820 --> 00:28:45,280
+العنوان، يقول مشكلات طلبة الجامعة، ولكن هنا نحدد
+
+364
+00:28:45,280 --> 00:28:50,500
+الجامعة، نحدد الجامعة. فهذا لا مانع أن ندرس كل
+
+365
+00:28:50,500 --> 00:28:51,280
+جامعة لحالها.
+
+366
+00:28:56,440 --> 00:29:01,100
+طيب، في أي سؤال بالنسبة لموضوعنا اليوم عن قواعد
+
+367
+00:29:01,100 --> 00:29:05,240
+اللغة ورموزها، كمهارة من مهارات الباحث، أو مقوم من
+
+368
+00:29:05,240 --> 00:29:10,560
+مقومات البحث الاجتماعي، وأيضا اللي هي قواعد اللغة
+
+369
+00:29:10,560 --> 00:29:15,580
+العربية، وأيضا اللي هي معوقات البحث العلمي، معوقات
+
+370
+00:29:15,580 --> 00:29:22,360
+البحث العلمي. في أي سؤال حول الموضوع اليوم؟
+
+371
+00:29:29,110 --> 00:29:34,630
+طيب، الموارد، المقصود طبعا الموارد المادية والبشرية،
+
+372
+00:29:34,630 --> 00:29:39,410
+أحيانا، والتكنولوجيا. قد يكون أيضا قلة هذه الموارد،
+
+373
+00:29:39,410 --> 00:29:43,390
+والمراجع، اللي هي المتعلق بالمراجع والكتب و
+
+374
+00:29:43,390 --> 00:29:46,250
+المجلات العلمية، هذه من ضمن المعوقات. هذه كلها
+
+375
+00:29:46,250 --> 00:29:52,020
+ذكرناها في معوقات البحث العلمي. نعم. وكمان نحن كمان
+
+376
+00:29:52,020 --> 00:29:56,240
+عارفين، نفس العلم، الأوضاع السياسية اللي إحنا بنعيش
+
+377
+00:29:56,240 --> 00:30:01,300
+فيها، نعم، معوق، يعتبر معوقا، لأن... بالضبط، لأن
+
+378
+00:30:01,300 --> 00:30:05,800
+الطالب لا يسمح له بالخروج خارج الوطن، يبحث عن موضوع
+
+379
+00:30:05,800 --> 00:30:09,380
+معين، ويبحث فيه عن مراجع ومجلات وكتب، هذه أكثر من
+
+380
+00:30:09,380 --> 00:30:13,100
+المعوقات. الحصار الاقتصادي اللي عندنا، الحصار اللي
+
+381
+00:30:13,100 --> 00:30:16,340
+موجود عندنا في مجتمعنا، يعتبر معوقا من معوقات
+
+382
+00:30:16,340 --> 00:30:20,400
+البحث العلمي. لأن أحيانا في طلبة العلوم، يعني
+
+383
+00:30:20,400 --> 00:30:23,800
+مثلا، طب، والتحاليل الطبية، والكيمياء،
+
+384
+00:30:23,800 --> 00:30:28,320
+يحتاجون إلى مواد من الخارج، مواد للبحث العلمي، أحيانا
+
+385
+00:30:28,320 --> 00:30:31,840
+تكون عائقا عندهم، الحصار يكون سببا في عدم وجود مثل
+
+386
+00:30:31,840 --> 00:30:36,400
+هذه المواد للبحث العلمي. نعم، أحيانا نحن نحتاج
+
+387
+00:30:36,400 --> 00:30:41,820
+لمراجع، و... يعني زيارة بعض الجامعات العربية، وغير
+
+388
+00:30:41,820 --> 00:30:46,500
+ذلك. ربما طالب العلم يذهب، ويستفسر، ليبحث حول موضوع
+
+389
+00:30:46,500 --> 00:30:50,020
+معين، وخاصة الماجستير والدكتوراه، لكن عدم السفر، و
+
+390
+00:30:50,020 --> 00:30:54,280
+إغلاق الحدود، والحصار كله يؤثر علينا، يعتبر معوقا من
+
+391
+00:30:54,
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e698ca5cb5bc9af734f2a849f9b616c14fc66c92
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_postprocess.srt
@@ -0,0 +1,1608 @@
+1
+00:00:21,720 --> 00:00:25,480
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,480 --> 00:00:29,500
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,500 --> 00:00:34,220
+آله وصحبه أجمعين أما بعد فأهلا وسهلا بيكون في هذه
+
+4
+00:00:34,220 --> 00:00:39,480
+المحاضرة وموضوع المحاضرة اليوم سنكمل مقومات البحث
+
+5
+00:00:39,480 --> 00:00:44,450
+العلمي ومعوقات البحث العلمي ولكن نذكرفي المحاضرة
+
+6
+00:00:44,450 --> 00:00:48,750
+السابقة التي كان موضوعها عن جزء من مقومات البحث
+
+7
+00:00:48,750 --> 00:00:54,890
+العلمي وهي مهارات الباحث مهارات الباحث الاجتماعي
+
+8
+00:00:54,890 --> 00:00:59,690
+فلذلك الباحث وأخلاقيات و هذه كلها تم عرضها في
+
+9
+00:00:59,690 --> 00:01:05,940
+المحاضرة السابقة اليوم سناخدالجزء التاني من مقومات
+
+10
+00:01:05,940 --> 00:01:11,380
+البحث العلمي و .. و هو .. و .. و العنوان هيكون
+
+11
+00:01:11,380 --> 00:01:15,240
+قواعد الكتابة العلمية و استخدام الرموز اللي هوية
+
+12
+00:01:15,240 --> 00:01:18,700
+لأن كل شي متعلق باللغة و أنتوا طبعا بحوثكوا باللغة
+
+13
+00:01:18,700 --> 00:01:22,680
+العربية فلذلك في هناك قواعد لللغة العربية لابد أن
+
+14
+00:01:22,680 --> 00:01:28,270
+نلم بهاوهذا ما ندرسكم إياه في الجامعة مدرسوه لغة
+
+15
+00:01:28,270 --> 00:01:34,330
+العربية في نحو العربي و القواعد و نحو الصرف و أيضا
+
+16
+00:01:34,330 --> 00:01:38,970
+فن الكتابة و التعبير هذه تعتبر مواد مهمة جدا
+
+17
+00:01:38,970 --> 00:01:44,890
+لاستخدامها لغويا في كتابة البحث و أيضا في الحديث
+
+18
+00:01:44,890 --> 00:01:49,030
+التحدث أيضا فلذلك عندما نكتب أي بحث لابد أنه راعي
+
+19
+00:01:49,030 --> 00:01:55,740
+قواعد اللغة العربيةطبعا بوجه عام يجب مراعاة التالي
+
+20
+00:01:55,740 --> 00:02:01,740
+أولا لابد أن نكتب البحث بلغة عربية سليمة ولغة فصحى
+
+21
+00:02:01,740 --> 00:02:06,920
+لغة فصحى لابد أن نكتب بلغة الفصحى إلا إذا كان هناك
+
+22
+00:02:06,920 --> 00:02:11,600
+مجتمع لا يجيد الفصحى ممكن نكتب الاستبيان يعني
+
+23
+00:02:11,600 --> 00:02:15,780
+باللغة العامية التي تناسب المبحوث مثل في القرى
+
+24
+00:02:15,780 --> 00:02:20,620
+وغير ذلك فلذلك من هنا لابد أن نراعياللهجة أحياناً
+
+25
+00:02:20,620 --> 00:02:25,140
+اللفظ الخاص أو المفاهيم الخاصة بمجتمع البحث لكن
+
+26
+00:02:25,140 --> 00:02:29,860
+بقدر الإمكان عند كتابة البحث لابد أن يكون باللغة
+
+27
+00:02:29,860 --> 00:02:34,980
+العربية الفصحى أيضاً في من قواعد اللغة أحياناً
+
+28
+00:02:34,980 --> 00:02:38,940
+الأهل اللغة بيقولوا يقولون لنا لو ربطنا .. لو
+
+29
+00:02:38,940 --> 00:02:43,080
+كتبنا الجملة بدأناها بالفعل وهذا بنسميها جملة
+
+30
+00:02:43,080 --> 00:02:46,940
+فعلية تكون يعني أفضل من الجملة الاسمية مين تقول
+
+31
+00:02:46,940 --> 00:02:54,330
+الجملة الفعلية؟كتب محمد الدرس طب وجملة اسمية محمد
+
+32
+00:02:54,330 --> 00:02:58,230
+كتب الدرس نعم وها كده إذا معناته الجملة الفعلية
+
+33
+00:02:58,230 --> 00:03:01,810
+تبدأ بالفعل الجملة الإسمية تبدأ بالاسم
+
+34
+00:03:04,220 --> 00:03:08,940
+طبعا أيضا بالراعي في قواعد الكتابة العلمية ان
+
+35
+00:03:08,940 --> 00:03:14,940
+التواطع يعني ما نظهرش بمظهر المتكبر و الغرور و
+
+36
+00:03:14,940 --> 00:03:21,160
+الكبرياء و دائما نستخدم جبل بسيطة و عبارات متواضعة
+
+37
+00:03:21,570 --> 00:03:26,770
+واضح؟ يعني أقول يتبين ليه أنا كباحث يتبين ليه أو
+
+38
+00:03:26,770 --> 00:03:32,170
+سأحاول أو قد تبرز الدراسة أو قد تظهر الدراسة يعني
+
+39
+00:03:32,170 --> 00:03:37,830
+و هكذا فهذا كله يعني بجنبنا العبارات أو يرجو
+
+40
+00:03:37,830 --> 00:03:43,510
+الباحث أن يوفق ففي يعني أحيانا يعني كلمات زي مطلق
+
+41
+00:03:43,510 --> 00:03:47,590
+مطلقا و قطعا و حتما و خاصة في البحوث عنا
+
+42
+00:03:47,590 --> 00:03:51,830
+الإجتماعيةمافيش حاجة مُتصفة احنا بنعمل بحث ليس
+
+43
+00:03:51,830 --> 00:03:56,050
+مُطلق يعني اللي فيه ولكنها أرى وصلت إلى نتائج كذا
+
+44
+00:03:56,050 --> 00:04:01,010
+وكذا وأرى بأن النتائج هي كالتالي حسب نتائج البحث
+
+45
+00:04:01,010 --> 00:04:04,830
+إذا هنا بأضع النتائج كما هي ولكن ما .. لا أقول
+
+46
+00:04:04,830 --> 00:04:09,150
+والله و هذه النتيجة هي مُطلقة وحتمية ورأي .. و هذا
+
+47
+00:04:09,150 --> 00:04:13,690
+لا يسمح بالذلك نبتعد عن كلمة حتما ومُطلقا وقطعا في
+
+48
+00:04:13,690 --> 00:04:19,120
+بحوثنا الاجتماعيةأيضا تصحيح الأخطاء المطبعية هي
+
+49
+00:04:19,120 --> 00:04:23,480
+مسئولية الباحث يعني عندما نناقش باحث و نجد فيها
+
+50
+00:04:23,480 --> 00:04:27,320
+أخطاء لغوية لا يقول الباحث والله هذا خطأ مطبعي من
+
+51
+00:04:27,320 --> 00:04:32,740
+المطبعة أو من كده لأ الخطأ مسئول عنه الباحث فلذلك
+
+52
+00:04:32,740 --> 00:04:39,620
+الباحث لابد أن يصحح لغويا كل أجزاء بحتهأيضًا،
+
+53
+00:04:39,620 --> 00:04:43,340
+البعد عن استخدام العبارات الإنشائية الرنانة
+
+54
+00:04:43,340 --> 00:04:48,100
+والفضفاضة أحيانًا تكتب جمل هكذا، لأ إحنا لا نريد
+
+55
+00:04:48,100 --> 00:04:52,980
+إلا الجمل العلمية التي تعبر عن موضوع البنزة أيضًا،
+
+56
+00:04:52,980 --> 00:04:57,240
+خلو الكتابة من الفاظ المبالغة أحيانًا بياخد أراء
+
+57
+00:04:57,240 --> 00:04:59,860
+الخبراء والمختصين ويقولوا و الله أخدت رأي الأستاذ
+
+58
+00:04:59,860 --> 00:05:03,420
+الجليل، الأستاذ الكبير، العالم اللي .. يا لأ لأ
+
+59
+00:05:03,420 --> 00:05:08,000
+خلينا متواطعينخلّينا فيه توضع يعني و رأيته فلان و
+
+60
+00:05:08,000 --> 00:05:11,960
+فلان يا رأيه و كده و كده يعني بس .. يعني بنضيف
+
+61
+00:05:11,960 --> 00:05:15,560
+اسمه أو حتى لقب الدكتور و كده لكن مافيش داعي
+
+62
+00:05:15,560 --> 00:05:21,400
+للتبجيل الزائد عن الحد و هكذا و هذا كله بنبينه وين
+
+63
+00:05:21,400 --> 00:05:25,760
+في المتد و لذلك احنا عندما نكتب المراجع مانكتبش
+
+64
+00:05:25,760 --> 00:05:30,500
+حتى اللقب الدكتور اللي هو ..دكتور أو أستاذ أو غير
+
+65
+00:05:30,500 --> 00:05:35,360
+ذلك بنكتب اسمه مباشرة .. اسمه مباشرة فين؟ في ال ..
+
+66
+00:05:35,360 --> 00:05:39,360
+ال .. الهامش .. في الفهرس .. في الفهرس برضه اسمه و
+
+67
+00:05:39,360 --> 00:05:47,000
+هكذا فلان فلانطيب أيضًا لابد في البحث من قواعد
+
+68
+00:05:47,000 --> 00:05:51,440
+الكتابة أو بيكتب الباحث لابد أن أرى أن الباحث له
+
+69
+00:05:51,440 --> 00:05:55,320
+شخصية، كيف أرى أنه شخصية؟ عندما يعبر ويربط
+
+70
+00:05:55,320 --> 00:05:59,100
+الموضوع، نقاط الموضوع بعضها ببعض ويبرز رأيه
+
+71
+00:05:59,100 --> 00:06:02,980
+أحيانًاو أرى كذا .. كذا و كذا .. اه و يدافع عن هذا
+
+72
+00:06:02,980 --> 00:06:07,160
+الرأي الخاص بيه و أرى فلان قال كذا و أنا .. و فلان
+
+73
+00:06:07,160 --> 00:06:10,980
+قال كذا من الكتاب لكن أنا أرى كذا .. إذا هنا تبرز
+
+74
+00:06:10,980 --> 00:06:14,760
+إيه؟ شخصية الباحث .. شخصية الباحث في البحث
+
+75
+00:06:14,760 --> 00:06:19,120
+الاجتماعي فلذلك بلابد أن تبرز الشخصية و هذه كما
+
+76
+00:06:19,120 --> 00:06:24,080
+قلت لكم في البحث الميداني خاصةيعني أو عندما يأخذ
+
+77
+00:06:24,080 --> 00:06:28,480
+حول مفهوم معين أو أراء خبراء لكن في النهاية يبرز
+
+78
+00:06:28,480 --> 00:06:33,060
+رأيه أيضًا وقرأ كذا وكذا هنا تبرز شخصية الباحث في
+
+79
+00:06:33,060 --> 00:06:37,380
+الكتابة أيضًا استخدام الباحث للجمل القصيرة بقدر
+
+80
+00:06:37,380 --> 00:06:40,780
+الإمكان مافيش داعي أن نطول الجملةيعني خير الكلام
+
+81
+00:06:40,780 --> 00:06:44,500
+ماقلة ودال و الجملة القصيرة أفضل التي تعطي المعنى
+
+82
+00:06:44,500 --> 00:06:52,180
+أفضل من الجملة المستطرة ده التي فيها نوع من طول و
+
+83
+00:06:52,180 --> 00:06:57,340
+تطويل و هكذا أيضا مراعاة البساطة و الوضوح و الدقة
+
+84
+00:06:57,340 --> 00:07:00,720
+في الكتابةالبساطة أيضًا و الكتابة تكون واضحة
+
+85
+00:07:00,720 --> 00:07:04,380
+تلمعاني و العبارات تكون واضحة و الكلمات تكون واضحة
+
+86
+00:07:04,380 --> 00:07:08,440
+في الكتابة الاتزاب باللغة العربية الفصحى اللي هي
+
+87
+00:07:08,440 --> 00:07:12,260
+بنسميها اللغة العلمية اللي هي اللغة العربية إلا
+
+88
+00:07:12,260 --> 00:07:15,880
+إذا كان أيضًا في لغة إنجليزية واستعانا ببعض
+
+89
+00:07:15,880 --> 00:07:20,320
+المفردات أو ببعض المراجع في اللغة الإنجليزية و
+
+90
+00:07:20,320 --> 00:07:24,680
+أخدنا بعض المقاطع مافيش أيضًا مانعنا نكتبها كما هي
+
+91
+00:07:24,680 --> 00:07:29,850
+و نسندها إلى من أخدنا منهأيضًا مايكونش عندنا تكرار
+
+92
+00:07:29,850 --> 00:07:34,990
+ممل أو اختصار ممل يعني لابد التكرار هذا الممل نبعد
+
+93
+00:07:34,990 --> 00:07:40,030
+عنه والاختصار أيضًا الذي يفقدنا المعنى نبعد عنه
+
+94
+00:07:40,030 --> 00:07:43,810
+لابد أن نعطيه المعنى والجملة تكون واضحة في إعطاء
+
+95
+00:07:43,810 --> 00:07:48,120
+المعنىأيضًا تحاشي الأسلوب التهكمي وعبارات السخرية
+
+96
+00:07:48,120 --> 00:07:53,920
+و الاستفزاز ولذلك من هنا يعني نبعد عن هذا الأسلوب
+
+97
+00:07:53,920 --> 00:07:58,340
+عبارات السخرية و التهكم و هذا رأي و كذا و كذا و
+
+98
+00:07:58,340 --> 00:08:01,940
+نتهكم عليه لا .. لا يجوز نبتعد عن ذلك الحذر من عدم
+
+99
+00:08:01,940 --> 00:08:08,260
+إكمال الجملة و إغفال جواب الشرط أحيانًا في جمل
+
+100
+00:08:08,260 --> 00:08:14,420
+فيها يعني سؤال الأداء يعني .. أه .. و فيه جوابفي
+
+101
+00:08:14,420 --> 00:08:17,960
+جواب طيب أنا ألاقي السؤال ولا ده ومافيش لها جواب؟
+
+102
+00:08:17,960 --> 00:08:22,200
+برضه هذا نقص في التعبير فهذه برضه لابد أن نراعيها
+
+103
+00:08:22,200 --> 00:08:28,920
+أيضا مراعاة القاعدة اللي بتحكم العدد أيضا هذه مهمة
+
+104
+00:08:28,920 --> 00:08:32,420
+جدا ومهمة تاخدوها أنتوا في النحلاربع درجات .. اه
+
+105
+00:08:32,420 --> 00:08:37,760
+يعني لابد .. اه المخالف ايوه اه .. ايه هذه القواعد
+
+106
+00:08:37,760 --> 00:08:43,380
+في اللغة العربية؟ زي أربع درجات مثل أيضا ست حجرات،
+
+107
+00:08:43,380 --> 00:08:48,360
+خمس أعوام وكذا لها قاعدة تبشوا حسب القاعدة، يعني
+
+108
+00:08:48,360 --> 00:08:53,240
+المفروض أن تصيروا حسب القاعدة العلمية في اللغة، في
+
+109
+00:08:53,240 --> 00:08:58,100
+اللغة العربيةأيضا المراجع .. لابد أن نثبت المراجع
+
+110
+00:08:58,100 --> 00:09:04,000
+.. نثبت المراجع أولا في الـ Hamishفي أسفل الصفحة
+
+111
+00:09:04,000 --> 00:09:08,440
+المتن أسفل يعني في طرق يعني لكتابة المراجعة وهذه
+
+112
+00:09:08,440 --> 00:09:13,380
+لما نصل إليها إن شاء الله في نهاية البحث الاجتماعي
+
+113
+00:09:13,380 --> 00:09:17,760
+سنعرفكم على كيفية كتابة المراجعة ولكن هنا المقصود
+
+114
+00:09:17,760 --> 00:09:22,760
+أنه لابد أن أوضح المراجعة في المتن وفي النهاية
+
+115
+00:09:22,760 --> 00:09:26,800
+أيضًا في نهاية البحث أو في القامش أيضًا أسفل
+
+116
+00:09:26,800 --> 00:09:32,650
+الصفحة كذلك أبين و أوضح ال .. الباقي ال ..مرجع
+
+117
+00:09:32,650 --> 00:09:37,490
+واسم المؤلف وغير ذلك هذا كله سنتوى الصفحة كذلك
+
+118
+00:09:37,490 --> 00:09:42,430
+والسنة ودار النشر إلى آخر والطبعة هذا كله سنبينها
+
+119
+00:09:42,430 --> 00:09:47,510
+ان شاء الله في محاضرة مستقلة كيفية كتابة المراجع
+
+120
+00:09:47,510 --> 00:09:50,730
+الاعتماد
+
+121
+00:09:50,730 --> 00:09:54,950
+على الكلمات المعاصرةما نجيبش كلمات قديمة يعني و
+
+122
+00:09:54,950 --> 00:09:58,010
+بعيدة عن المعنى اليوم أصبحت اللغة أيضا .. او ما
+
+123
+00:09:58,010 --> 00:10:02,730
+نجيبش يعني .. فلذلك نختصر المفاهيم يعني .. بحيث
+
+124
+00:10:02,730 --> 00:10:07,710
+تؤدي المعنى السليم زي كلمات الامبريقية، الفيزيقية،
+
+125
+00:10:07,710 --> 00:10:11,090
+ال sociology، ال formologia .. هذه الكثيرة اللي ما
+
+126
+00:10:11,090 --> 00:10:15,070
+نجدها في كتب علم الاجتماع و العلوم الاجتماعية و
+
+127
+00:10:15,070 --> 00:10:18,730
+هكذا و السيكولوجية و غير ذلك ياريح تنعبر عنها
+
+128
+00:10:18,730 --> 00:10:25,340
+باللغة العربية بكون أفضلو هنا في لغة عربية مرادفة
+
+129
+00:10:25,340 --> 00:10:28,120
+للفيزيقية اللي يعني الطبيعية ال sociology يعني
+
+130
+00:10:28,120 --> 00:10:35,160
+الاجتماعية و هكذا ال psychology يعني النفسية طبعا
+
+131
+00:10:36,170 --> 00:10:40,670
+لابد أن نشكل أيضا اللغة مهمة جدا عندنا لابد في بعض
+
+132
+00:10:40,670 --> 00:10:44,870
+الكلمات لابد من تشكيلها زي نائب الفاعل زي مثلا
+
+133
+00:10:44,870 --> 00:10:51,770
+أحيانا لما نقول أكلت التفاحة بدها تشكيل ولا
+
+134
+00:10:51,770 --> 00:10:55,290
+مابدهاش؟بدها تشكيل لأن هو المرحلة التشكيل الـ
+
+135
+00:10:55,290 --> 00:10:58,890
+Hamza اللي هي الضمّة فوق الـ Hamza من أجل أن نبين
+
+136
+00:10:58,890 --> 00:11:05,130
+نعم أكلت التفاحة واضح؟ يعني في بعض كلمات يتطلب
+
+137
+00:11:05,130 --> 00:11:10,910
+لابد من تشكيلها حتى يتضح المعنى الخاص بها واضح؟
+
+138
+00:11:10,910 --> 00:11:16,110
+فهنا نلتزم بالكلمات أو العبارات جميعها إذا كانت
+
+139
+00:11:16,110 --> 00:11:21,340
+تحتاج إلى تشكيلأن نشكلها زي المبني المجهول زي نائب
+
+140
+00:11:21,340 --> 00:11:28,100
+الفاعل و هكذا واضح؟ طيب في أحيانا عندنا بعض الرموز
+
+141
+00:11:28,100 --> 00:11:32,660
+بنستخدمها برضه في البحث و بنختصر الكلمات يعني مثلا
+
+142
+00:11:32,660 --> 00:11:38,100
+لما نقول الف وتسع .. الفين و تلتاش سنة الفين و
+
+143
+00:11:38,100 --> 00:11:41,420
+تلتاش هذه ميلادية ولا هجرية؟ لأ لأ لأ لأ لأ لأ لأ
+
+144
+00:11:41,420 --> 00:11:42,220
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+145
+00:11:42,220 --> 00:11:44,800
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+146
+00:11:44,800 --> 00:11:46,120
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ ل
+
+147
+00:11:46,380 --> 00:11:50,560
+لما نقول ألف و أربعمية و أربعة و تلاتية .. هجري ..
+
+148
+00:11:50,560 --> 00:11:55,240
+هجري .. إذا نختصر الهجري إلى حرف الها .. وهكذا ..
+
+149
+00:11:55,240 --> 00:11:58,960
+لما نقول قبل الميلاد .. قهف ميم .. قهف ميم .. لما
+
+150
+00:11:58,960 --> 00:12:03,020
+نقول فصل .. هذا فصل كذا من الكتاب .. إذا ف .. نرمز
+
+151
+00:12:03,020 --> 00:12:06,660
+هناكلما نقول جزء جيم جيم واحد جيم اتنين يعني الجزء
+
+152
+00:12:06,660 --> 00:12:10,180
+الأول الجزء التاني والصفحة صاد هذه إيش بنسميها
+
+153
+00:12:10,180 --> 00:12:16,380
+رموز لابد أن نستخدمها ونتعلمها حتى نضعها في البحث
+
+154
+00:12:16,380 --> 00:12:22,960
+الخاص بنا وها كدهأيضًا في عندنا هذه الاختصارات
+
+155
+00:12:22,960 --> 00:12:26,700
+احنا اللي قلنا عنها الكلمات ونختصرها في عندنا رموز
+
+156
+00:12:26,700 --> 00:12:32,080
+في البحث العلمي مثل النقطة و الفاصلة و الفاصلة
+
+157
+00:12:32,080 --> 00:12:37,660
+المنقطة و النقطتين بعد العبارة من العبارات هذه
+
+158
+00:12:37,660 --> 00:12:41,630
+برضه بدنا نعرف كيفية استخدامهاو أيضًا تطبيقها في
+
+159
+00:12:41,630 --> 00:12:45,730
+البحث العلمي متى نكتب النقطة إذا انتهينا من الجملة
+
+160
+00:12:45,730 --> 00:12:51,070
+و أيضًا الفاصلة و احنا لسه بين الجمل داخل الفقرة و
+
+161
+00:12:51,070 --> 00:12:55,760
+هكذا و علامة التعجب لو كانت العبارة ..يعني فيها
+
+162
+00:12:55,760 --> 00:12:59,560
+نوع من التعجب علامة الاستفاف لو كانت على شكل سؤال
+
+163
+00:12:59,560 --> 00:13:04,000
+هذه كلها رموز لابد أن نراعيها أيضا الأقواس اللي
+
+164
+00:13:04,000 --> 00:13:07,740
+عندنا موجودة على الكمبيوتر لابد أن نراعيها أقواس
+
+165
+00:13:07,740 --> 00:13:12,740
+مربعة و أقواس دائرية وغير ذلك هذه كلها .. كلها
+
+166
+00:13:12,740 --> 00:13:18,920
+لابد أن نراعيها علامات التنصيص كذلك كل ما يتعلق
+
+167
+00:13:18,920 --> 00:13:24,560
+باستخدام الرموز في البحث العلميبنكون انتهينا من
+
+168
+00:13:24,560 --> 00:13:29,440
+قواعد اللغة ورموزها وكيفية الاستفادة منها الآن
+
+169
+00:13:29,440 --> 00:13:35,820
+ننتقل إلى موضوع جديد وهو معوقات البحث العلمي طبعا
+
+170
+00:13:35,820 --> 00:13:39,980
+البحث العلمي له
+
+171
+00:13:39,980 --> 00:13:47,180
+معوقات إله إيجابيات ولكن في أحيانا معوقات يعني
+
+172
+00:13:47,180 --> 00:13:52,850
+تعيق البحث العلمي وأي حاجة في ال ..كون لأي مهنة
+
+173
+00:13:52,850 --> 00:13:57,290
+فيها لمعوّقات وأي علم له معوّقات فلذلك من هنا لابد
+
+174
+00:13:57,290 --> 00:14:02,430
+أن نتعرف على معوّقات البحث العلمي معوّقات البحث
+
+175
+00:14:02,430 --> 00:14:09,380
+العلمي أولافي عندنا بعض المعوقات اللي هي عدم وجود
+
+176
+00:14:09,380 --> 00:14:14,440
+تنسيق بين الجهات البحثية يعني مثلا على سبيل المثال
+
+177
+00:14:14,440 --> 00:14:19,080
+جامعات عندنا في قطاع غزة في فلسطين في عندنا يعني
+
+178
+00:14:19,080 --> 00:14:23,800
+أكثر من ست سبع جامعات وكليات هذه يعني فيها أبحاث
+
+179
+00:14:24,400 --> 00:14:27,160
+وتجرى الأبحاث فيها لماذا لا يكون تنسيق بين
+
+180
+00:14:27,160 --> 00:14:33,400
+الجامعات في معرفة أبحاث الماجستير والدكتوراه وكذلك
+
+181
+00:14:33,400 --> 00:14:37,200
+دليل أبحاث التخرج لماذا لا يكون هناك تنسيق بين
+
+182
+00:14:37,200 --> 00:14:41,320
+الجامعات بحيث لا تتكرر هذه المواضيع عند البحث فيها
+
+183
+00:14:42,560 --> 00:14:48,080
+وعدم السرقات أيضًا للبعض من الأبحاث، أه فلذلك يكون
+
+184
+00:14:48,080 --> 00:14:53,520
+تنسيق عادة بين المؤسسات في مجال البحث العلمي ولذلك
+
+185
+00:14:53,520 --> 00:14:57,300
+المفروض عندما يختار أي في الدراسات العليا طالب
+
+186
+00:14:57,300 --> 00:15:01,060
+الماجستير مثلًا أو الدكتوراه موضوع لابد أن يمر هذا
+
+187
+00:15:01,060 --> 00:15:06,960
+الموضوع على الجامعات الموجودة عندنا حتى نتأكد بأن
+
+188
+00:15:06,960 --> 00:15:12,340
+هذا الموضوع لم يسبق بحثضروري و هذه بعض الدول تاخد
+
+189
+00:15:12,340 --> 00:15:17,320
+بذلك أنا عندما كنت في السودان يعني .. يعني في
+
+190
+00:15:17,320 --> 00:15:19,980
+الأول ماكانوش ياخدوا لكن لما .. عندما أصبح عندهم
+
+191
+00:15:19,980 --> 00:15:24,220
+بعض الأجهزة الإلكترونية و الحسوب أصبحت الجامعات
+
+192
+00:15:24,220 --> 00:15:28,480
+يعني تطلب من الباحث الماجستير و الدكتوراه أن يمر
+
+193
+00:15:28,480 --> 00:15:33,300
+على الجامعات و يتأكد بأن هذا الباحث لم يسبق دراسته
+
+194
+00:15:33,300 --> 00:15:38,550
+أيضا في دول كثيرة جداتتأكد من ذلك فلماذا نحن في
+
+195
+00:15:38,550 --> 00:15:42,830
+مؤسساتنا لا يكون هناك تنسيق خاصة المؤسسات العلمية
+
+196
+00:15:42,830 --> 00:15:47,190
+اللي فيها البحث العلمي لابد أن يكون تنسيق من أجل
+
+197
+00:15:47,190 --> 00:15:51,550
+عدم تكرار موضوع البحث أو مشكلة البحث من قبل
+
+198
+00:15:51,550 --> 00:15:55,730
+الباحثين في هذه الجامعات أو المؤسسات العلمية أيضا
+
+199
+00:15:55,730 --> 00:16:00,070
+تفرد البحث إلى مشكلات أخرى يعني غير اللي تم
+
+200
+00:16:00,070 --> 00:16:05,240
+المناقشةطبعا .. طبعا أه أه البحث يعني ممكن نجزه
+
+201
+00:16:05,240 --> 00:16:10,400
+يعني يكون مثلا تم بحث الموضوع لكن ممكن ندرس في
+
+202
+00:16:10,400 --> 00:16:14,720
+جزئية أخرى من موضوع هذا البحث لم يسبق .. لم يتعرض
+
+203
+00:16:14,720 --> 00:16:21,380
+لها الباحث ممكن أيضا طبعا مافيش قولنا خطط مافيش
+
+204
+00:16:21,380 --> 00:16:26,600
+تنسيق هذه معوقات عدم موجود الخطط الدقيقة الواضحة
+
+205
+00:16:26,600 --> 00:16:30,520
+للبحث العلمي بحيث أن هذه الخطط تلبي حاجات المجتمع
+
+206
+00:16:30,520 --> 00:16:35,770
+الواقعيةلابد تكون البحوث واقعية و هكذا فلذلك لابد
+
+207
+00:16:35,770 --> 00:16:39,010
+من خطة دقيقة للبحث العلمي على المدى القريب و المدى
+
+208
+00:16:39,010 --> 00:16:44,750
+البعيد بحيث أن هذه الأبحاث تعالج لنا قضايا و مشاكل
+
+209
+00:16:44,750 --> 00:16:49,030
+في المجتمع مش البحث من أجل البحث فقط لأ البحث من
+
+210
+00:16:49,030 --> 00:16:52,510
+أجل التطبيق العملي للبحوث و الاستفادة منها حل
+
+211
+00:16:52,510 --> 00:16:57,240
+المشكلة و هكذا و علاجهاعزم الاستفادة بالنتائج من
+
+212
+00:16:57,240 --> 00:17:01,420
+البحوث ولذلك نجت كثير من البحوث على أرفه في
+
+213
+00:17:01,420 --> 00:17:05,030
+المكتباتوخاصة الماجستير والدكتوراه حتى الـ
+
+214
+00:17:05,030 --> 00:17:08,230
+Baccalaureate برضه الطالب بيبذل المجهود لكن في
+
+215
+00:17:08,230 --> 00:17:11,830
+النهاية نضع البحث في المكتبة على طلبة العلم أن
+
+216
+00:17:11,830 --> 00:17:16,110
+يذهبوا للاستفادة من هذه البحوث كذلك إذا كانت هناك
+
+217
+00:17:16,110 --> 00:17:19,870
+بحوث قيمة لماذا لا ننشرها؟ لابد أن تكون هناك جهة
+
+218
+00:17:19,870 --> 00:17:25,850
+راعية لنشر رسائل الماجستير والدكتوراه وأيضا بعض
+
+219
+00:17:25,850 --> 00:17:29,530
+رسائل الـ Baccalaureate الأبحاث المفيدة لكي يستفيد
+
+220
+00:17:29,530 --> 00:17:34,080
+منها المجتمع ويستفيد منها طلبة العلموتنشر على شكل
+
+221
+00:17:34,080 --> 00:17:38,280
+كتاب وأيضا لماذا لا نطبقها نرسلها للجهات المعنية
+
+222
+00:17:38,280 --> 00:17:43,760
+البحث الخاص في أي جهة مثلا يختصب أي جهة لماذا لا
+
+223
+00:17:43,760 --> 00:17:49,280
+تتولد الجهة أخذ هذه البحوث ونشرها وتطبيقها عندها
+
+224
+00:17:49,280 --> 00:17:53,780
+والاستفادة منها هذا أيضا من معوقات البحث العلمي في
+
+225
+00:17:53,780 --> 00:18:00,080
+المجتمعأيضًا تكرار البحوث اللي يتم إجرائها في
+
+226
+00:18:00,080 --> 00:18:03,620
+الجهات المختلفة لعدم وجود التنسيق كما تحدثنا في
+
+227
+00:18:03,620 --> 00:18:07,380
+عملية التنسيق بين الجامعات واضح التنسيق بين
+
+228
+00:18:07,380 --> 00:18:11,260
+الجامعات والمراكز البحوث العلمية لابد يكون فيه
+
+229
+00:18:11,260 --> 00:18:15,780
+تنسيق حتى لا تتكرر البحوث وهنا إذا اتكررت معناته
+
+230
+00:18:15,780 --> 00:18:19,480
+إحنا بنهدر يعني فيه هدر للإمكانيات البشرية
+
+231
+00:18:19,480 --> 00:18:26,590
+والمادية ووقت الفراغ وغير ذلكفي عندنا أيضًا
+
+232
+00:18:26,590 --> 00:18:32,610
+الافتقار للمتابعة التنفيذ أحيانًا لما ناخد بحث و
+
+233
+00:18:32,610 --> 00:18:37,910
+ننتهي منه و نصل إلى نتائج و خطوات علاج لابد إنه
+
+234
+00:18:37,910 --> 00:18:42,670
+ينفذ لكن عدم التنفيذ هذا يعتبر معوق من المعوقات
+
+235
+00:18:43,620 --> 00:18:47,420
+معوق لأن هذا التنفيذ يحتاج إلى إمكانيات وموارد
+
+236
+00:18:47,420 --> 00:18:52,080
+ويحتاج إلى متابعة من الجهات المعنية فلذلك من هنا
+
+237
+00:18:52,080 --> 00:18:56,680
+هذا يعتبر معوق من معوقات البحوث إذا الباحثين يعني
+
+238
+00:18:56,680 --> 00:19:00,100
+بدأوا يعملوا بحوث ولم يستفيد المجتمع منها فهذه
+
+239
+00:19:00,100 --> 00:19:05,380
+إعاقة للباحث وخاصة الأساتذة الذين يبحثون ويحسون
+
+240
+00:19:05,380 --> 00:19:09,600
+بأن بحوثهم لا يستفاد منها هذه طبعا يعني مافيش فيه
+
+241
+00:19:09,600 --> 00:19:13,930
+تشجيع على عملية البحث العلمي المستمرفلذلك من هنا
+
+242
+00:19:13,930 --> 00:19:20,150
+نتغلب عن هذا المعوق بأنه لابد الاستفادة من البحوث
+
+243
+00:19:20,150 --> 00:19:25,530
+العلمية في المجال التطبيقي داخل المجتمع لكي نعالج
+
+244
+00:19:25,530 --> 00:19:33,070
+مشكلة نحل المشكلة و هكذا في عندنا أيضا عدب مسيرة
+
+245
+00:19:33,070 --> 00:19:36,070
+البحوث مع اتجاهات التطوير العالمية والاقليمية
+
+246
+00:19:39,260 --> 00:19:44,400
+وهكذا ولذلك مافيش يعني المفروض يكون بين المؤسسات
+
+247
+00:19:44,400 --> 00:19:48,420
+العلمية والمراكز العلمية خاصة المراكز البحوث في
+
+248
+00:19:48,420 --> 00:19:52,560
+منافسة بينها وهذا بشجع عملية البحث لكن عدم وجود
+
+249
+00:19:52,560 --> 00:19:56,840
+المنافسة وعدم تشجيع الباحثين على البحث العلمي من
+
+250
+00:19:56,840 --> 00:20:01,840
+المراكز البحث العلمي وغير ذلك هذا طبعا معوق من
+
+251
+00:20:01,840 --> 00:20:07,640
+معوقات البحثفلذلك نتغلب عليها عن طريق يعني إيجاد
+
+252
+00:20:07,640 --> 00:20:14,840
+حوافز مادية وأدبية للباحثين لابد أيضًا هذا ضعف
+
+253
+00:20:14,840 --> 00:20:19,060
+الحوافز الأدبية والمادية أيضًا يعتبر من ضمن معوقات
+
+254
+00:20:19,060 --> 00:20:23,260
+البحث العلمي أنا كباحث لابد أن أجد من يساعدني في
+
+255
+00:20:23,260 --> 00:20:27,240
+عملية البحث من يشجعني في عملية البحث فلذلك من هنا
+
+256
+00:20:27,240 --> 00:20:30,780
+حتى نتغلب على المعوقات لابد أن يكون هناك حوافز
+
+257
+00:20:30,780 --> 00:20:38,280
+مادية ومعنوية للباحثينلتغلب على معوقات البحث لديها
+
+258
+00:20:38,280 --> 00:20:42,680
+نعم
+
+259
+00:20:42,680 --> 00:20:46,640
+أيضا
+
+260
+00:20:46,640 --> 00:20:51,540
+عدم توجيه العناية الملائمة للبحث العلمي والتقدير
+
+261
+00:20:51,540 --> 00:20:56,750
+المناسب للباحثيناللي بيعانوا من عدم ثبوتهم للمواقع
+
+262
+00:20:56,750 --> 00:21:01,030
+القيادية المناسبة وعدم مناسبة العمل المصندهم في
+
+263
+00:21:01,030 --> 00:21:05,350
+كثير من الأحيان مع عدم توفر الإمكانات اللازمة
+
+264
+00:21:05,350 --> 00:21:09,890
+لإجراء البحوث العلمية زي المعامل زي الأدوات غير
+
+265
+00:21:09,890 --> 00:21:15,670
+ذلك المراجع المجلات العلميةوغير ذلك فلذلك نطلب
+
+266
+00:21:15,670 --> 00:21:19,630
+يعني من الجهات المختصة بالبحث العلمي توفير مثل هذه
+
+267
+00:21:19,630 --> 00:21:24,070
+الأدوات المراجع الكتب الخاصة بالعلوم مثلا إذا كانت
+
+268
+00:21:24,070 --> 00:21:28,990
+فيزيا أحياء كيميا مختبرات أو تحليل طبية أوالمجال
+
+269
+00:21:28,990 --> 00:21:32,750
+الضبء مختبرات علمية اللي هم احنا أيضًا كعلم اجتماع
+
+270
+00:21:32,750 --> 00:21:37,710
+صحافة مواد علوم اجتماعية لابد أيضًا يكون هناك
+
+271
+00:21:37,710 --> 00:21:42,510
+مجلات علمية لابد يكون مزيد مننا الكتب العلمية لابد
+
+272
+00:21:42,510 --> 00:21:46,230
+يكون مزيد مننا البحوث والرسائل الخاصة بالماجستير
+
+273
+00:21:46,230 --> 00:21:49,990
+والدكتوراه في مجال علم الاجتماع والخدمة الاجتماعية
+
+274
+00:21:49,990 --> 00:21:53,750
+وايضًا في المجال العلم التربوي والتاريخي
+
+275
+00:21:53,750 --> 00:21:57,690
+والجغرافية ككل يعني هكذاهذه الأدوات احنا في الخدمة
+
+276
+00:21:57,690 --> 00:22:02,710
+الاجتماعية الميدان أيضًا يعتبر مختبرنا اللي هو
+
+277
+00:22:02,710 --> 00:22:06,770
+المجتمع يعتبر المختبر عندنا لأنه بنعمل دراسة حول
+
+278
+00:22:06,770 --> 00:22:09,950
+الظواهر والمشكلات الاجتماعية الموجودة في المجتمع
+
+279
+00:22:09,950 --> 00:22:14,890
+لذلك لابد يكون عندنا إلمام بظواهر المجتمع ومشكلاته
+
+280
+00:22:14,890 --> 00:22:20,190
+وكيفية دراسة المشكلة دراسة علمية باتباع المنهج
+
+281
+00:22:20,190 --> 00:22:24,210
+العلمي واستخدام الأدوات العلميةوالتحليل الإحصائي
+
+282
+00:22:24,210 --> 00:22:29,350
+الدقيق للدراسة لكي نصل إلى نتائج دقيقة حول الظواهر
+
+283
+00:22:29,350 --> 00:22:34,590
+والمشكلات الاجتماعية لكي نضع خطة للإصلاح الاجتماعي
+
+284
+00:22:34,590 --> 00:22:39,810
+والعلاج الاجتماعي داخل المجتمع للمشكلات الاجتماعية
+
+285
+00:22:39,810 --> 00:22:41,770
+طيب
+
+286
+00:22:44,220 --> 00:22:48,780
+طبعاً أحياناً في مراكز لكن مش فيها طاقة وخبرة،
+
+287
+00:22:48,780 --> 00:22:52,520
+خبرات وهذا يعتبر أيضاً معوق من معوقات البحث العلمي
+
+288
+00:22:52,520 --> 00:22:57,780
+لابد من إنشاء مراكز للبحث العلمي لكن يوجد فيها
+
+289
+00:22:57,780 --> 00:23:02,900
+خبراء ومختصون في البحث العلمي لكي يقوموا بإجراء
+
+290
+00:23:02,900 --> 00:23:08,810
+البحوث العلمية وهذا طبعاً مهم جداًونحتاج إليها في
+
+291
+00:23:08,810 --> 00:23:12,930
+مجتمعنا الفلسطيني اللي هي المراكز اليوم المراكز
+
+292
+00:23:12,930 --> 00:23:16,330
+بتكون عن طريق عمدات البحث العلمي في الجامعات
+
+293
+00:23:16,330 --> 00:23:20,630
+الفلسطينية يعني تقوم بدور البحث العلمي لكن أيضًا
+
+294
+00:23:20,630 --> 00:23:25,150
+نطلب منها المزيد والمزيد بتشجيع الباحثين على البحث
+
+295
+00:23:25,150 --> 00:23:30,970
+والدراسة العلمية الدقيقة لكي تستفيد منها المجتمع
+
+296
+00:23:36,490 --> 00:23:42,670
+بس خلاص .. اذا نعم البحث العلمى هو عبارة عن تراكم
+
+297
+00:23:42,670 --> 00:23:49,120
+.. تراكم البحوثبحث يتراكم على بحث آخر يضيف هي
+
+298
+00:23:49,120 --> 00:23:53,300
+عبارة عن إضافات متراكمة فلذلك المعرفة ما هي إلا
+
+299
+00:23:53,300 --> 00:23:58,440
+معرفة متراكمة وما وصلنا اليوم إليه من علاج أو من
+
+300
+00:23:58,440 --> 00:24:03,220
+ابتكارات أو من اكتشافات أو من تطور علمي فهو عبارة
+
+301
+00:24:03,220 --> 00:24:07,560
+عن تراكم لهذا الأمر العلمي والبحث العلمي فلذلك
+
+302
+00:24:07,560 --> 00:24:13,910
+البحوث تعتبر متراكمةو هي تعتمد على بعضها البعض من
+
+303
+00:24:13,910 --> 00:24:18,270
+أجل الوصول إلى حل المشكلات و تطور المجتمع إلى
+
+304
+00:24:18,270 --> 00:24:29,450
+الأفضل و الأحسن نعم؟
+
+305
+00:24:29,450 --> 00:24:34,790
+أه طيب استاذ نعم يعني احنا هالجامعة لما بدنا نعمل
+
+306
+00:24:34,790 --> 00:24:37,810
+بحثة تخرج يعني مش شرط أنه يكون مكرد في أي جامعة
+
+307
+00:24:37,810 --> 00:24:41,390
+المهم عندنا في الجامعة مش مكردةأه بحث التخرج يعني
+
+308
+00:24:41,390 --> 00:24:45,610
+بدك تتأكدي أنك بدك تعمل بحث تخرج بدك تعمل جزء نظري
+
+309
+00:24:45,610 --> 00:24:49,070
+فيه وجزء ميداني استبانة بدك تصمم استبانة و تجري
+
+310
+00:24:49,070 --> 00:24:53,610
+بحث في الميدان احنا بحوثنا الاجتماعية يعني في
+
+311
+00:24:53,610 --> 00:24:57,230
+مجتمعنا الفلسطيني متنوعة يعني نفس المشكلة ممكن
+
+312
+00:24:57,230 --> 00:25:01,170
+تبحتيها في مجتمع معين في مدينة معينة في قرية معينة
+
+313
+00:25:01,170 --> 00:25:06,050
+أيضا ممكن تبحث من باحث آخر في قرية أو مدينة أخرى
+
+314
+00:25:06,210 --> 00:25:10,630
+وها كده فهذه ميزة البحث يعني الاجتماعي انه ممكن
+
+315
+00:25:10,630 --> 00:25:16,010
+احنا ناخد اسم الموضوع ولكن في منطقة أخرى ولذلك
+
+316
+00:25:16,010 --> 00:25:20,170
+احنا بنركز على البحث الميداني يعني في جزء من البحث
+
+317
+00:25:20,170 --> 00:25:24,850
+جزء نظري لكن الجزء الميداني أكتر فائدة فانت لو
+
+318
+00:25:24,850 --> 00:25:28,110
+تاخد مثلا مشكلة الطلاق درستيها في الشجاعية ممكن
+
+319
+00:25:28,110 --> 00:25:31,090
+ناخد الطلاق في رفح ممكن ناخد الطلاق في ميد حنون
+
+320
+00:25:31,090 --> 00:25:35,760
+لأنه يختلف من مدينة لمدينة ومن قرية إلى قريةفلذلك
+
+321
+00:25:35,760 --> 00:25:39,800
+من هنا ممكن نختار اسم الموضوع ولكن التطبيق العملي
+
+322
+00:25:39,800 --> 00:25:44,460
+يكون في مجتمع آخر لأنه بنصل إلى نتاج أخرى ربما
+
+323
+00:25:44,460 --> 00:25:48,420
+ظاهرة الطلاق في الشمال بيتهانون وبيتلاهية غير عن
+
+324
+00:25:48,420 --> 00:25:52,960
+ظاهرة الطلاق في الجنوب عن رفح و خان يونس واضح؟ ففي
+
+325
+00:25:52,960 --> 00:25:56,940
+عوامل بتأثر هنا و هناك فالعزيزي إنت حكيت قبل هتة
+
+326
+00:25:56,940 --> 00:25:59,100
+إن السودان نازلوا طالب يبحثوا
+
+327
+00:26:07,670 --> 00:26:11,130
+فالله هو التنسيق على حتى لا يتكرر كتابة نفس
+
+328
+00:26:11,130 --> 00:26:15,160
+الموضوع و خاصة في الماجستير بركز أنا و الدكتورةحتى
+
+329
+00:26:15,160 --> 00:26:20,580
+لا يتكرر الموضوع نفسه بشروطه في الجامعات فعندما
+
+330
+00:26:20,580 --> 00:26:24,340
+يبحث الطالب في موضوع معين بتطلب منه الجامعة بأن
+
+331
+00:26:24,340 --> 00:26:28,140
+يذهب إلى الجامعات الأخرى والجامعة توقع له وتختم له
+
+332
+00:26:28,140 --> 00:26:31,740
+بأن هذا الموضوع اللذي اختاره الباحث طالب الماجستير
+
+333
+00:26:31,740 --> 00:26:35,600
+أو الدكتوراه غير مكرر وغير موجود في الجامعات
+
+334
+00:26:35,600 --> 00:26:40,080
+الأخرى يعني احنا برضه ما تنسيش ان قطاع غزة هو صح
+
+335
+00:26:40,080 --> 00:26:45,390
+صغير في مساحته ولكن كبير بعدد سكانه هو جامعاتهبرضه
+
+336
+00:26:45,390 --> 00:26:48,710
+عندنا مؤسسات تعليمية كثيرة جدا و خاصة في الدراسات
+
+337
+00:26:48,710 --> 00:26:52,450
+العليا يعني عندنا جامعات اليوم عدد لا يقل عن 6
+
+338
+00:26:52,450 --> 00:26:56,510
+جامعات فلسطينية بالاضافة للكليات الجامعية أيضا و
+
+339
+00:26:56,510 --> 00:27:00,530
+هذه كلها فيها مراكز للأبحاث و عمدات للبحث العلمي
+
+340
+00:27:00,530 --> 00:27:05,530
+فلذلك من هنا الدراسات العليا لابد يعني أنا أرى أنه
+
+341
+00:27:05,530 --> 00:27:08,930
+عند اختيار الطالب لموضوع البحث أن يمر على الجامعات
+
+342
+00:27:08,930 --> 00:27:14,210
+الأخرى حتى نتأكد بأن البقى البحث غير مكرر في هذه
+
+343
+00:27:14,210 --> 00:27:20,430
+الجامعةمرحلة ال baccalaureate يعني ما هو إلا تدريب
+
+344
+00:27:20,430 --> 00:27:25,530
+نحن بنعتبر بحث التخرج للطالب أو الطالبة ما هو إلا
+
+345
+00:27:25,530 --> 00:27:29,970
+وسائع يعني وسيلة للتدريب العملي على البحث العلمي
+
+346
+00:27:29,970 --> 00:27:35,970
+كيف الطالب يبحثكيف يكون يعني دراسة حول موضوع معين
+
+347
+00:27:35,970 --> 00:27:40,610
+أو مشكلة معينة فهذا يعتبر تمهيد له للدراسات العليا
+
+348
+00:27:40,610 --> 00:27:43,770
+إذا اكتسب الطالب هذه الخبرة و هذه المهارة في ال
+
+349
+00:27:43,770 --> 00:27:47,710
+bachelor's هذا بيساعده في ال master تكون العملية
+
+350
+00:27:47,710 --> 00:27:51,310
+سهلة جدا وحتى في الحياة العملية كذلك في المؤسسات
+
+351
+00:27:51,310 --> 00:27:57,020
+عندما تطلب الجالالتي يعمل فيها الباحث أو الباحثة
+
+352
+00:27:57,020 --> 00:28:01,680
+باحثا بيكون عنده فكرة عن كيفية عمل البحوث هذا ..
+
+353
+00:28:01,680 --> 00:28:04,920
+هذا من شروط البحث العلمي اللي هي الجديد أن يكون
+
+354
+00:28:04,920 --> 00:28:09,040
+البحث جديد لكن إذا تكرر الإسم حول .. زي ما اتكلمت
+
+355
+00:28:09,040 --> 00:28:12,920
+مشكلة الطلاق يجب ناخدها في مجتمعات أخرى كيف ظهرت
+
+356
+00:28:12,920 --> 00:28:16,440
+الطلاق و العون مأثرة فيهالو أخدنا الجريمة كيف تكون
+
+357
+00:28:16,440 --> 00:28:20,660
+الجريمة وغير ذلك الشباب ومشكلات الشباب بدنا ندرسها
+
+358
+00:28:20,660 --> 00:28:23,340
+بندرسها منهم الشباب ممكن ندرس الشباب الجامعة
+
+359
+00:28:23,340 --> 00:28:27,520
+الإسلامية لوحدهممكن جامعة الأقصى تدرس شباب جامعة
+
+360
+00:28:27,520 --> 00:28:32,960
+الأقصى جامعة الأزهر مشكلات شباب جامعة الأزهر وهكذا
+
+361
+00:28:32,960 --> 00:28:36,860
+جامعة القدس المفتوحة تدرس مشكلات شباب جامعة القدس
+
+362
+00:28:36,860 --> 00:28:40,820
+المفتوحة وهكذا باق الجامعات فلذلك ممكن نختار
+
+363
+00:28:40,820 --> 00:28:45,280
+العنوان يقول مشكلات طلبة الجامعة ولكن هنا بنحدد
+
+364
+00:28:45,280 --> 00:28:50,500
+الجامعة بنحدد الجامعة فهذا لا مانع أنه ندرس كل
+
+365
+00:28:50,500 --> 00:28:51,280
+جامعة لحدها
+
+366
+00:28:56,440 --> 00:29:01,100
+طيب في أي سؤال بالنسبة لموضوعنا اليوم عن قواعد
+
+367
+00:29:01,100 --> 00:29:05,240
+اللغة ورموزها كمهارة من مهارات الباحث أو مقوم من
+
+368
+00:29:05,240 --> 00:29:10,560
+مقومات البحث الاجتماعي و أيضا اللي هي قواعد اللغة
+
+369
+00:29:10,560 --> 00:29:15,580
+العربية و أيضا اللي هي معوقات البحث العلمي معوقات
+
+370
+00:29:15,580 --> 00:29:22,360
+البحث العلمي في أي سؤال حول الموضوع اليوم؟
+
+371
+00:29:29,110 --> 00:29:34,630
+طيب الموارد معقولنا طبعا الموارد المادية و البشرية
+
+372
+00:29:34,630 --> 00:29:39,410
+أحيانا و التكنولوجيا قد يكون ايضا قلة هذه الموارد
+
+373
+00:29:39,410 --> 00:29:43,390
+و المراجع اللي هي المتعلق بالمراجع و الكتب و
+
+374
+00:29:43,390 --> 00:29:46,250
+المجلات العلمية هذه من ضمن المعوقات هذه كلها
+
+375
+00:29:46,250 --> 00:29:52,020
+ذكرناها في معوقات البحث العلمي نعموكمان نحن كمان
+
+376
+00:29:52,020 --> 00:29:56,240
+عارفين نفس العلم، الأوضاع السياسية اللي إحنا بنعيش
+
+377
+00:29:56,240 --> 00:30:01,300
+بيهانعم، معوّق، يعتبر معوّق لأن .. بالضبط لأن
+
+378
+00:30:01,300 --> 00:30:05,800
+الطالب لا يسمح له بالخروج خارج الوطن يبحث عن موضوع
+
+379
+00:30:05,800 --> 00:30:09,380
+معين ويبحث فيه عن مراجع ومجلات وكتب، هذه أكثر من
+
+380
+00:30:09,380 --> 00:30:13,100
+المعوّقات الحصار الاقتصادي اللي عندنا، الحصار اللي
+
+381
+00:30:13,100 --> 00:30:16,340
+موجود عندنا في مجتمعنا يعتبر معوّق من معوّقات
+
+382
+00:30:16,340 --> 00:30:20,400
+البحث العلمي لأن أحيانًا في طلبة العلوم، يعني
+
+383
+00:30:20,400 --> 00:30:23,800
+مثلًا تعوين الطب والتحاليل الطبية والكيميا،
+
+384
+00:30:23,800 --> 00:30:28,320
+يحتاجون إلى موادمن الخارج مواد للبحث العلمي أحيانا
+
+385
+00:30:28,320 --> 00:30:31,840
+تكون عائق عندهم الحصار يكون سبب في عدم موجود مثل
+
+386
+00:30:31,840 --> 00:30:36,400
+هذه المواد للبحث العلمي نعم أحيانا نحن نحتاج
+
+387
+00:30:36,400 --> 00:30:41,820
+لمراجع و .. يعني زيارة بعض الجامعات العربية وغير
+
+388
+00:30:41,820 --> 00:30:46,500
+ذلك ربما طالب العلم يذهب و يستفسر ليبحث حول موضوع
+
+389
+00:30:46,500 --> 00:30:50,020
+معين وخاصة ال master و الدكتوراه لكن عدم السفر و
+
+390
+00:30:50,020 --> 00:30:54,280
+إغلاق الحدود و الحصار كله بأثر علينا يعتبر معوق من
+
+391
+00:30:54,280 --> 00:30:59,470
+معوقاتالبحث العلمي إذا بنضيف للمعوقات الحصار خاصة
+
+392
+00:30:59,470 --> 00:31:04,070
+أبناءنا هنا في فلسطين في قطاع غزة يعني يعتبر
+
+393
+00:31:04,070 --> 00:31:11,770
+الحصار بمختلف أنواعه على أبناء مجتمعنا يعتبر سببا
+
+394
+00:31:11,770 --> 00:31:17,240
+رئيسيا أيضا من أسباب أو من معوقات البحث العلمياحنا
+
+395
+00:31:17,240 --> 00:31:21,940
+يعني اتكلمنا قولنا عن القواعد اللغة ورموزها
+
+396
+00:31:21,940 --> 00:31:25,460
+ومقومات البحث العلمي اللي هي من مقومات البحث
+
+397
+00:31:25,460 --> 00:31:29,820
+العلمي واتكلمنا عن معوقات البحث العلمي ان شاء الله
+
+398
+00:31:29,820 --> 00:31:34,760
+في المحاضرة القادمة سنتناول مفاهيم البحث العلمي
+
+399
+00:31:34,760 --> 00:31:40,320
+بالتفصيل وسنشرح هذه المفاهيم كل مفهوم على أحدى إلى
+
+400
+00:31:40,320 --> 00:31:44,470
+أن نلتقي بكلنا ان شاء الله في المحاضرة القادمةلكل
+
+401
+00:31:44,470 --> 00:31:48,350
+مني كل تحية و تقدير والسلام عليكم ورحمة الله
+
+402
+00:31:48,350 --> 00:31:49,470
+وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..af06d8ead08465dc29fc793976a108960af084a4
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_raw.json
@@ -0,0 +1 @@
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" أسباب", "probability": 0.97900390625}, {"start": 1873.65, "end": 1873.89, "word": " أو", "probability": 0.86865234375}, {"start": 1873.89, "end": 1874.05, "word": " من", "probability": 0.97314453125}, {"start": 1874.05, "end": 1874.71, "word": " معوقات", "probability": 0.9586588541666666}, {"start": 1874.71, "end": 1875.15, "word": " البحث", "probability": 0.9903971354166666}, {"start": 1875.15, "end": 1875.71, "word": " العلمي", "probability": 0.95947265625}], "temperature": 1.0}, {"id": 83, "seek": 190374, "start": 1876.6, "end": 1903.74, "text": "احنا يعني اتكلمنا قولنا عن القواعد اللغة ورموزها ومقومات البحث العلمي اللي هي من مقومات البحث العلمي واتكلمنا عن معوقات البحث العلمي ان شاء الله في المحاضرة القادمة سنتناول مفاهيم البحث العلمي بالتفصيل وسنشرح هذه المفاهيم كل مفهوم على أحدى إلى أن نلتقي بكلنا ان شاء الله في المحاضرة القادمة", "tokens": [39319, 8315, 37495, 22653, 1975, 2655, 4117, 19528, 8315, 12174, 12610, 8315, 18871, 25062, 14407, 22488, 13672, 17082, 3660, 4032, 2288, 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1877.86, "word": " يعني", "probability": 0.85791015625}, {"start": 1877.86, "end": 1878.9, "word": " اتكلمنا", "probability": 0.949609375}, {"start": 1878.9, "end": 1879.2, "word": " قولنا", "probability": 0.7381998697916666}, {"start": 1879.2, "end": 1879.38, "word": " عن", "probability": 0.99560546875}, {"start": 1879.38, "end": 1880.86, "word": " القواعد", "probability": 0.8474934895833334}, {"start": 1880.86, "end": 1881.2, "word": " اللغة", "probability": 0.98681640625}, {"start": 1881.2, "end": 1881.94, "word": " ورموزها", "probability": 0.9463704427083334}, {"start": 1881.94, "end": 1882.94, "word": " ومقومات", "probability": 0.7685546875}, {"start": 1882.94, "end": 1883.3, "word": " البحث", "probability": 0.9918619791666666}, {"start": 1883.3, "end": 1883.86, "word": " العلمي", "probability": 0.8076985677083334}, {"start": 1883.86, "end": 1884.5, "word": " اللي", "probability": 0.90087890625}, {"start": 1884.5, "end": 1884.62, "word": " هي", "probability": 0.88671875}, {"start": 1884.62, "end": 1884.74, "word": " من", "probability": 0.95703125}, {"start": 1884.74, "end": 1885.2, "word": " مقومات", "probability": 0.96533203125}, {"start": 1885.2, "end": 1885.46, "word": " البحث", "probability": 0.9983723958333334}, {"start": 1885.46, "end": 1885.84, "word": " العلمي", "probability": 0.9601236979166666}, {"start": 1885.84, "end": 1886.46, "word": " واتكلمنا", "probability": 0.96259765625}, {"start": 1886.46, "end": 1886.86, "word": " عن", "probability": 0.9951171875}, {"start": 1886.86, "end": 1887.86, "word": " معوقات", "probability": 0.786376953125}, {"start": 1887.86, "end": 1888.2, "word": " البحث", "probability": 0.99658203125}, {"start": 1888.2, "end": 1888.84, "word": " العلمي", "probability": 0.9778645833333334}, {"start": 1888.84, "end": 1889.28, "word": " ان", "probability": 0.849609375}, {"start": 1889.28, "end": 1889.52, "word": " شاء", "probability": 0.98974609375}, {"start": 1889.52, "end": 1889.82, "word": " الله", "probability": 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" كل", "probability": 0.927734375}, {"start": 1898.62, "end": 1899.06, "word": " مفهوم", "probability": 0.9866943359375}, {"start": 1899.06, "end": 1899.3, "word": " على", "probability": 0.93896484375}, {"start": 1899.3, "end": 1899.94, "word": " أحدى", "probability": 0.7744954427083334}, {"start": 1899.94, "end": 1900.32, "word": " إلى", "probability": 0.8701171875}, {"start": 1900.32, "end": 1900.52, "word": " أن", "probability": 0.63671875}, {"start": 1900.52, "end": 1901.04, "word": " نلتقي", "probability": 0.970703125}, {"start": 1901.04, "end": 1901.54, "word": " بكلنا", "probability": 0.720703125}, {"start": 1901.54, "end": 1901.66, "word": " ان", "probability": 0.90087890625}, {"start": 1901.66, "end": 1901.84, "word": " شاء", "probability": 0.9951171875}, {"start": 1901.84, "end": 1902.12, "word": " الله", "probability": 0.96533203125}, {"start": 1902.12, "end": 1902.62, "word": " في", "probability": 0.97802734375}, {"start": 1902.62, "end": 1903.14, "word": " المحاضرة", "probability": 0.99755859375}, {"start": 1903.14, "end": 1903.74, "word": " القادمة", "probability": 0.99365234375}], "temperature": 1.0}, {"id": 84, "seek": 190947, "start": 1903.95, "end": 1909.47, "text": "لكل مني كل تحية و تقدير والسلام عليكم ورحمة الله وبركاته", "tokens": [1211, 28820, 9154, 1829, 28242, 6055, 5016, 10632, 4032, 6055, 28543, 13546, 16070, 3794, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224], "avg_logprob": -0.15262277477553912, "compression_ratio": 1.2439024390243902, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 1903.95, "end": 1904.47, "word": "لكل", "probability": 0.6146240234375}, {"start": 1904.47, "end": 1904.87, "word": " مني", "probability": 0.7138671875}, {"start": 1904.87, "end": 1905.07, "word": " كل", "probability": 0.85498046875}, {"start": 1905.07, "end": 1905.53, "word": " تحية", "probability": 0.93896484375}, {"start": 1905.53, "end": 1905.71, "word": " و", "probability": 0.6923828125}, {"start": 1905.71, "end": 1906.29, "word": " تقدير", "probability": 0.8927408854166666}, {"start": 1906.29, "end": 1907.03, "word": " والسلام", "probability": 0.7945149739583334}, {"start": 1907.03, "end": 1907.55, "word": " عليكم", "probability": 0.966064453125}, {"start": 1907.55, "end": 1908.01, "word": " ورحمة", "probability": 0.9503173828125}, {"start": 1908.01, "end": 1908.35, "word": " الله", "probability": 0.970703125}, {"start": 1908.35, "end": 1909.47, "word": " وبركاته", "probability": 0.98740234375}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1910.027, "duration_after_vad": 1858.8581249999975}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e698ca5cb5bc9af734f2a849f9b616c14fc66c92
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/X73iJrPevow_raw.srt
@@ -0,0 +1,1608 @@
+1
+00:00:21,720 --> 00:00:25,480
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,480 --> 00:00:29,500
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,500 --> 00:00:34,220
+آله وصحبه أجمعين أما بعد فأهلا وسهلا بيكون في هذه
+
+4
+00:00:34,220 --> 00:00:39,480
+المحاضرة وموضوع المحاضرة اليوم سنكمل مقومات البحث
+
+5
+00:00:39,480 --> 00:00:44,450
+العلمي ومعوقات البحث العلمي ولكن نذكرفي المحاضرة
+
+6
+00:00:44,450 --> 00:00:48,750
+السابقة التي كان موضوعها عن جزء من مقومات البحث
+
+7
+00:00:48,750 --> 00:00:54,890
+العلمي وهي مهارات الباحث مهارات الباحث الاجتماعي
+
+8
+00:00:54,890 --> 00:00:59,690
+فلذلك الباحث وأخلاقيات و هذه كلها تم عرضها في
+
+9
+00:00:59,690 --> 00:01:05,940
+المحاضرة السابقة اليوم سناخدالجزء التاني من مقومات
+
+10
+00:01:05,940 --> 00:01:11,380
+البحث العلمي و .. و هو .. و .. و العنوان هيكون
+
+11
+00:01:11,380 --> 00:01:15,240
+قواعد الكتابة العلمية و استخدام الرموز اللي هوية
+
+12
+00:01:15,240 --> 00:01:18,700
+لأن كل شي متعلق باللغة و أنتوا طبعا بحوثكوا باللغة
+
+13
+00:01:18,700 --> 00:01:22,680
+العربية فلذلك في هناك قواعد لللغة العربية لابد أن
+
+14
+00:01:22,680 --> 00:01:28,270
+نلم بهاوهذا ما ندرسكم إياه في الجامعة مدرسوه لغة
+
+15
+00:01:28,270 --> 00:01:34,330
+العربية في نحو العربي و القواعد و نحو الصرف و أيضا
+
+16
+00:01:34,330 --> 00:01:38,970
+فن الكتابة و التعبير هذه تعتبر مواد مهمة جدا
+
+17
+00:01:38,970 --> 00:01:44,890
+لاستخدامها لغويا في كتابة البحث و أيضا في الحديث
+
+18
+00:01:44,890 --> 00:01:49,030
+التحدث أيضا فلذلك عندما نكتب أي بحث لابد أنه راعي
+
+19
+00:01:49,030 --> 00:01:55,740
+قواعد اللغة العربيةطبعا بوجه عام يجب مراعاة التالي
+
+20
+00:01:55,740 --> 00:02:01,740
+أولا لابد أن نكتب البحث بلغة عربية سليمة ولغة فصحى
+
+21
+00:02:01,740 --> 00:02:06,920
+لغة فصحى لابد أن نكتب بلغة الفصحى إلا إذا كان هناك
+
+22
+00:02:06,920 --> 00:02:11,600
+مجتمع لا يجيد الفصحى ممكن نكتب الاستبيان يعني
+
+23
+00:02:11,600 --> 00:02:15,780
+باللغة العامية التي تناسب المبحوث مثل في القرى
+
+24
+00:02:15,780 --> 00:02:20,620
+وغير ذلك فلذلك من هنا لابد أن نراعياللهجة أحياناً
+
+25
+00:02:20,620 --> 00:02:25,140
+اللفظ الخاص أو المفاهيم الخاصة بمجتمع البحث لكن
+
+26
+00:02:25,140 --> 00:02:29,860
+بقدر الإمكان عند كتابة البحث لابد أن يكون باللغة
+
+27
+00:02:29,860 --> 00:02:34,980
+العربية الفصحى أيضاً في من قواعد اللغة أحياناً
+
+28
+00:02:34,980 --> 00:02:38,940
+الأهل اللغة بيقولوا يقولون لنا لو ربطنا .. لو
+
+29
+00:02:38,940 --> 00:02:43,080
+كتبنا الجملة بدأناها بالفعل وهذا بنسميها جملة
+
+30
+00:02:43,080 --> 00:02:46,940
+فعلية تكون يعني أفضل من الجملة الاسمية مين تقول
+
+31
+00:02:46,940 --> 00:02:54,330
+الجملة الفعلية؟كتب محمد الدرس طب وجملة اسمية محمد
+
+32
+00:02:54,330 --> 00:02:58,230
+كتب الدرس نعم وها كده إذا معناته الجملة الفعلية
+
+33
+00:02:58,230 --> 00:03:01,810
+تبدأ بالفعل الجملة الإسمية تبدأ بالاسم
+
+34
+00:03:04,220 --> 00:03:08,940
+طبعا أيضا بالراعي في قواعد الكتابة العلمية ان
+
+35
+00:03:08,940 --> 00:03:14,940
+التواطع يعني ما نظهرش بمظهر المتكبر و الغرور و
+
+36
+00:03:14,940 --> 00:03:21,160
+الكبرياء و دائما نستخدم جبل بسيطة و عبارات متواضعة
+
+37
+00:03:21,570 --> 00:03:26,770
+واضح؟ يعني أقول يتبين ليه أنا كباحث يتبين ليه أو
+
+38
+00:03:26,770 --> 00:03:32,170
+سأحاول أو قد تبرز الدراسة أو قد تظهر الدراسة يعني
+
+39
+00:03:32,170 --> 00:03:37,830
+و هكذا فهذا كله يعني بجنبنا العبارات أو يرجو
+
+40
+00:03:37,830 --> 00:03:43,510
+الباحث أن يوفق ففي يعني أحيانا يعني كلمات زي مطلق
+
+41
+00:03:43,510 --> 00:03:47,590
+مطلقا و قطعا و حتما و خاصة في البحوث عنا
+
+42
+00:03:47,590 --> 00:03:51,830
+الإجتماعيةمافيش حاجة مُتصفة احنا بنعمل بحث ليس
+
+43
+00:03:51,830 --> 00:03:56,050
+مُطلق يعني اللي فيه ولكنها أرى وصلت إلى نتائج كذا
+
+44
+00:03:56,050 --> 00:04:01,010
+وكذا وأرى بأن النتائج هي كالتالي حسب نتائج البحث
+
+45
+00:04:01,010 --> 00:04:04,830
+إذا هنا بأضع النتائج كما هي ولكن ما .. لا أقول
+
+46
+00:04:04,830 --> 00:04:09,150
+والله و هذه النتيجة هي مُطلقة وحتمية ورأي .. و هذا
+
+47
+00:04:09,150 --> 00:04:13,690
+لا يسمح بالذلك نبتعد عن كلمة حتما ومُطلقا وقطعا في
+
+48
+00:04:13,690 --> 00:04:19,120
+بحوثنا الاجتماعيةأيضا تصحيح الأخطاء المطبعية هي
+
+49
+00:04:19,120 --> 00:04:23,480
+مسئولية الباحث يعني عندما نناقش باحث و نجد فيها
+
+50
+00:04:23,480 --> 00:04:27,320
+أخطاء لغوية لا يقول الباحث والله هذا خطأ مطبعي من
+
+51
+00:04:27,320 --> 00:04:32,740
+المطبعة أو من كده لأ الخطأ مسئول عنه الباحث فلذلك
+
+52
+00:04:32,740 --> 00:04:39,620
+الباحث لابد أن يصحح لغويا كل أجزاء بحتهأيضًا،
+
+53
+00:04:39,620 --> 00:04:43,340
+البعد عن استخدام العبارات الإنشائية الرنانة
+
+54
+00:04:43,340 --> 00:04:48,100
+والفضفاضة أحيانًا تكتب جمل هكذا، لأ إحنا لا نريد
+
+55
+00:04:48,100 --> 00:04:52,980
+إلا الجمل العلمية التي تعبر عن موضوع البنزة أيضًا،
+
+56
+00:04:52,980 --> 00:04:57,240
+خلو الكتابة من الفاظ المبالغة أحيانًا بياخد أراء
+
+57
+00:04:57,240 --> 00:04:59,860
+الخبراء والمختصين ويقولوا و الله أخدت رأي الأستاذ
+
+58
+00:04:59,860 --> 00:05:03,420
+الجليل، الأستاذ الكبير، العالم اللي .. يا لأ لأ
+
+59
+00:05:03,420 --> 00:05:08,000
+خلينا متواطعينخلّينا فيه توضع يعني و رأيته فلان و
+
+60
+00:05:08,000 --> 00:05:11,960
+فلان يا رأيه و كده و كده يعني بس .. يعني بنضيف
+
+61
+00:05:11,960 --> 00:05:15,560
+اسمه أو حتى لقب الدكتور و كده لكن مافيش داعي
+
+62
+00:05:15,560 --> 00:05:21,400
+للتبجيل الزائد عن الحد و هكذا و هذا كله بنبينه وين
+
+63
+00:05:21,400 --> 00:05:25,760
+في المتد و لذلك احنا عندما نكتب المراجع مانكتبش
+
+64
+00:05:25,760 --> 00:05:30,500
+حتى اللقب الدكتور اللي هو ..دكتور أو أستاذ أو غير
+
+65
+00:05:30,500 --> 00:05:35,360
+ذلك بنكتب اسمه مباشرة .. اسمه مباشرة فين؟ في ال ..
+
+66
+00:05:35,360 --> 00:05:39,360
+ال .. الهامش .. في الفهرس .. في الفهرس برضه اسمه و
+
+67
+00:05:39,360 --> 00:05:47,000
+هكذا فلان فلانطيب أيضًا لابد في البحث من قواعد
+
+68
+00:05:47,000 --> 00:05:51,440
+الكتابة أو بيكتب الباحث لابد أن أرى أن الباحث له
+
+69
+00:05:51,440 --> 00:05:55,320
+شخصية، كيف أرى أنه شخصية؟ عندما يعبر ويربط
+
+70
+00:05:55,320 --> 00:05:59,100
+الموضوع، نقاط الموضوع بعضها ببعض ويبرز رأيه
+
+71
+00:05:59,100 --> 00:06:02,980
+أحيانًاو أرى كذا .. كذا و كذا .. اه و يدافع عن هذا
+
+72
+00:06:02,980 --> 00:06:07,160
+الرأي الخاص بيه و أرى فلان قال كذا و أنا .. و فلان
+
+73
+00:06:07,160 --> 00:06:10,980
+قال كذا من الكتاب لكن أنا أرى كذا .. إذا هنا تبرز
+
+74
+00:06:10,980 --> 00:06:14,760
+إيه؟ شخصية الباحث .. شخصية الباحث في البحث
+
+75
+00:06:14,760 --> 00:06:19,120
+الاجتماعي فلذلك بلابد أن تبرز الشخصية و هذه كما
+
+76
+00:06:19,120 --> 00:06:24,080
+قلت لكم في البحث الميداني خاصةيعني أو عندما يأخذ
+
+77
+00:06:24,080 --> 00:06:28,480
+حول مفهوم معين أو أراء خبراء لكن في النهاية يبرز
+
+78
+00:06:28,480 --> 00:06:33,060
+رأيه أيضًا وقرأ كذا وكذا هنا تبرز شخصية الباحث في
+
+79
+00:06:33,060 --> 00:06:37,380
+الكتابة أيضًا استخدام الباحث للجمل القصيرة بقدر
+
+80
+00:06:37,380 --> 00:06:40,780
+الإمكان مافيش داعي أن نطول الجملةيعني خير الكلام
+
+81
+00:06:40,780 --> 00:06:44,500
+ماقلة ودال و الجملة القصيرة أفضل التي تعطي المعنى
+
+82
+00:06:44,500 --> 00:06:52,180
+أفضل من الجملة المستطرة ده التي فيها نوع من طول و
+
+83
+00:06:52,180 --> 00:06:57,340
+تطويل و هكذا أيضا مراعاة البساطة و الوضوح و الدقة
+
+84
+00:06:57,340 --> 00:07:00,720
+في الكتابةالبساطة أيضًا و الكتابة تكون واضحة
+
+85
+00:07:00,720 --> 00:07:04,380
+تلمعاني و العبارات تكون واضحة و الكلمات تكون واضحة
+
+86
+00:07:04,380 --> 00:07:08,440
+في الكتابة الاتزاب باللغة العربية الفصحى اللي هي
+
+87
+00:07:08,440 --> 00:07:12,260
+بنسميها اللغة العلمية اللي هي اللغة العربية إلا
+
+88
+00:07:12,260 --> 00:07:15,880
+إذا كان أيضًا في لغة إنجليزية واستعانا ببعض
+
+89
+00:07:15,880 --> 00:07:20,320
+المفردات أو ببعض المراجع في اللغة الإنجليزية و
+
+90
+00:07:20,320 --> 00:07:24,680
+أخدنا بعض المقاطع مافيش أيضًا مانعنا نكتبها كما هي
+
+91
+00:07:24,680 --> 00:07:29,850
+و نسندها إلى من أخدنا منهأيضًا مايكونش عندنا تكرار
+
+92
+00:07:29,850 --> 00:07:34,990
+ممل أو اختصار ممل يعني لابد التكرار هذا الممل نبعد
+
+93
+00:07:34,990 --> 00:07:40,030
+عنه والاختصار أيضًا الذي يفقدنا المعنى نبعد عنه
+
+94
+00:07:40,030 --> 00:07:43,810
+لابد أن نعطيه المعنى والجملة تكون واضحة في إعطاء
+
+95
+00:07:43,810 --> 00:07:48,120
+المعنىأيضًا تحاشي الأسلوب التهكمي وعبارات السخرية
+
+96
+00:07:48,120 --> 00:07:53,920
+و الاستفزاز ولذلك من هنا يعني نبعد عن هذا الأسلوب
+
+97
+00:07:53,920 --> 00:07:58,340
+عبارات السخرية و التهكم و هذا رأي و كذا و كذا و
+
+98
+00:07:58,340 --> 00:08:01,940
+نتهكم عليه لا .. لا يجوز نبتعد عن ذلك الحذر من عدم
+
+99
+00:08:01,940 --> 00:08:08,260
+إكمال الجملة و إغفال جواب الشرط أحيانًا في جمل
+
+100
+00:08:08,260 --> 00:08:14,420
+فيها يعني سؤال الأداء يعني .. أه .. و فيه جوابفي
+
+101
+00:08:14,420 --> 00:08:17,960
+جواب طيب أنا ألاقي السؤال ولا ده ومافيش لها جواب؟
+
+102
+00:08:17,960 --> 00:08:22,200
+برضه هذا نقص في التعبير فهذه برضه لابد أن نراعيها
+
+103
+00:08:22,200 --> 00:08:28,920
+أيضا مراعاة القاعدة اللي بتحكم العدد أيضا هذه مهمة
+
+104
+00:08:28,920 --> 00:08:32,420
+جدا ومهمة تاخدوها أنتوا في النحلاربع درجات .. اه
+
+105
+00:08:32,420 --> 00:08:37,760
+يعني لابد .. اه المخالف ايوه اه .. ايه هذه القواعد
+
+106
+00:08:37,760 --> 00:08:43,380
+في اللغة العربية؟ زي أربع درجات مثل أيضا ست حجرات،
+
+107
+00:08:43,380 --> 00:08:48,360
+خمس أعوام وكذا لها قاعدة تبشوا حسب القاعدة، يعني
+
+108
+00:08:48,360 --> 00:08:53,240
+المفروض أن تصيروا حسب القاعدة العلمية في اللغة، في
+
+109
+00:08:53,240 --> 00:08:58,100
+اللغة العربيةأيضا المراجع .. لابد أن نثبت المراجع
+
+110
+00:08:58,100 --> 00:09:04,000
+.. نثبت المراجع أولا في الـ Hamishفي أسفل الصفحة
+
+111
+00:09:04,000 --> 00:09:08,440
+المتن أسفل يعني في طرق يعني لكتابة المراجعة وهذه
+
+112
+00:09:08,440 --> 00:09:13,380
+لما نصل إليها إن شاء الله في نهاية البحث الاجتماعي
+
+113
+00:09:13,380 --> 00:09:17,760
+سنعرفكم على كيفية كتابة المراجعة ولكن هنا المقصود
+
+114
+00:09:17,760 --> 00:09:22,760
+أنه لابد أن أوضح المراجعة في المتن وفي النهاية
+
+115
+00:09:22,760 --> 00:09:26,800
+أيضًا في نهاية البحث أو في القامش أيضًا أسفل
+
+116
+00:09:26,800 --> 00:09:32,650
+الصفحة كذلك أبين و أوضح ال .. الباقي ال ..مرجع
+
+117
+00:09:32,650 --> 00:09:37,490
+واسم المؤلف وغير ذلك هذا كله سنتوى الصفحة كذلك
+
+118
+00:09:37,490 --> 00:09:42,430
+والسنة ودار النشر إلى آخر والطبعة هذا كله سنبينها
+
+119
+00:09:42,430 --> 00:09:47,510
+ان شاء الله في محاضرة مستقلة كيفية كتابة المراجع
+
+120
+00:09:47,510 --> 00:09:50,730
+الاعتماد
+
+121
+00:09:50,730 --> 00:09:54,950
+على الكلمات المعاصرةما نجيبش كلمات قديمة يعني و
+
+122
+00:09:54,950 --> 00:09:58,010
+بعيدة عن المعنى اليوم أصبحت اللغة أيضا .. او ما
+
+123
+00:09:58,010 --> 00:10:02,730
+نجيبش يعني .. فلذلك نختصر المفاهيم يعني .. بحيث
+
+124
+00:10:02,730 --> 00:10:07,710
+تؤدي المعنى السليم زي كلمات الامبريقية، الفيزيقية،
+
+125
+00:10:07,710 --> 00:10:11,090
+ال sociology، ال formologia .. هذه الكثيرة اللي ما
+
+126
+00:10:11,090 --> 00:10:15,070
+نجدها في كتب علم الاجتماع و العلوم الاجتماعية و
+
+127
+00:10:15,070 --> 00:10:18,730
+هكذا و السيكولوجية و غير ذلك ياريح تنعبر عنها
+
+128
+00:10:18,730 --> 00:10:25,340
+باللغة العربية بكون أفضلو هنا في لغة عربية مرادفة
+
+129
+00:10:25,340 --> 00:10:28,120
+للفيزيقية اللي يعني الطبيعية ال sociology يعني
+
+130
+00:10:28,120 --> 00:10:35,160
+الاجتماعية و هكذا ال psychology يعني النفسية طبعا
+
+131
+00:10:36,170 --> 00:10:40,670
+لابد أن نشكل أيضا اللغة مهمة جدا عندنا لابد في بعض
+
+132
+00:10:40,670 --> 00:10:44,870
+الكلمات لابد من تشكيلها زي نائب الفاعل زي مثلا
+
+133
+00:10:44,870 --> 00:10:51,770
+أحيانا لما نقول أكلت التفاحة بدها تشكيل ولا
+
+134
+00:10:51,770 --> 00:10:55,290
+مابدهاش؟بدها تشكيل لأن هو المرحلة التشكيل الـ
+
+135
+00:10:55,290 --> 00:10:58,890
+Hamza اللي هي الضمّة فوق الـ Hamza من أجل أن نبين
+
+136
+00:10:58,890 --> 00:11:05,130
+نعم أكلت التفاحة واضح؟ يعني في بعض كلمات يتطلب
+
+137
+00:11:05,130 --> 00:11:10,910
+لابد من تشكيلها حتى يتضح المعنى الخاص بها واضح؟
+
+138
+00:11:10,910 --> 00:11:16,110
+فهنا نلتزم بالكلمات أو العبارات جميعها إذا كانت
+
+139
+00:11:16,110 --> 00:11:21,340
+تحتاج إلى تشكيلأن نشكلها زي المبني المجهول زي نائب
+
+140
+00:11:21,340 --> 00:11:28,100
+الفاعل و هكذا واضح؟ طيب في أحيانا عندنا بعض الرموز
+
+141
+00:11:28,100 --> 00:11:32,660
+بنستخدمها برضه في البحث و بنختصر الكلمات يعني مثلا
+
+142
+00:11:32,660 --> 00:11:38,100
+لما نقول الف وتسع .. الفين و تلتاش سنة الفين و
+
+143
+00:11:38,100 --> 00:11:41,420
+تلتاش هذه ميلادية ولا هجرية؟ لأ لأ لأ لأ لأ لأ لأ
+
+144
+00:11:41,420 --> 00:11:42,220
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+145
+00:11:42,220 --> 00:11:44,800
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+146
+00:11:44,800 --> 00:11:46,120
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ ل
+
+147
+00:11:46,380 --> 00:11:50,560
+لما نقول ألف و أربعمية و أربعة و تلاتية .. هجري ..
+
+148
+00:11:50,560 --> 00:11:55,240
+هجري .. إذا نختصر الهجري إلى حرف الها .. وهكذا ..
+
+149
+00:11:55,240 --> 00:11:58,960
+لما نقول قبل الميلاد .. قهف ميم .. قهف ميم .. لما
+
+150
+00:11:58,960 --> 00:12:03,020
+نقول فصل .. هذا فصل كذا من الكتاب .. إذا ف .. نرمز
+
+151
+00:12:03,020 --> 00:12:06,660
+هناكلما نقول جزء جيم جيم واحد جيم اتنين يعني الجزء
+
+152
+00:12:06,660 --> 00:12:10,180
+الأول الجزء التاني والصفحة صاد هذه إيش بنسميها
+
+153
+00:12:10,180 --> 00:12:16,380
+رموز لابد أن نستخدمها ونتعلمها حتى نضعها في البحث
+
+154
+00:12:16,380 --> 00:12:22,960
+الخاص بنا وها كدهأيضًا في عندنا هذه الاختصارات
+
+155
+00:12:22,960 --> 00:12:26,700
+احنا اللي قلنا عنها الكلمات ونختصرها في عندنا رموز
+
+156
+00:12:26,700 --> 00:12:32,080
+في البحث العلمي مثل النقطة و الفاصلة و الفاصلة
+
+157
+00:12:32,080 --> 00:12:37,660
+المنقطة و النقطتين بعد العبارة من العبارات هذه
+
+158
+00:12:37,660 --> 00:12:41,630
+برضه بدنا نعرف كيفية استخدامهاو أيضًا تطبيقها في
+
+159
+00:12:41,630 --> 00:12:45,730
+البحث العلمي متى نكتب النقطة إذا انتهينا من الجملة
+
+160
+00:12:45,730 --> 00:12:51,070
+و أيضًا الفاصلة و احنا لسه بين الجمل داخل الفقرة و
+
+161
+00:12:51,070 --> 00:12:55,760
+هكذا و علامة التعجب لو كانت العبارة ..يعني فيها
+
+162
+00:12:55,760 --> 00:12:59,560
+نوع من التعجب علامة الاستفاف لو كانت على شكل سؤال
+
+163
+00:12:59,560 --> 00:13:04,000
+هذه كلها رموز لابد أن نراعيها أيضا الأقواس اللي
+
+164
+00:13:04,000 --> 00:13:07,740
+عندنا موجودة على الكمبيوتر لابد أن نراعيها أقواس
+
+165
+00:13:07,740 --> 00:13:12,740
+مربعة و أقواس دائرية وغير ذلك هذه كلها .. كلها
+
+166
+00:13:12,740 --> 00:13:18,920
+لابد أن نراعيها علامات التنصيص كذلك كل ما يتعلق
+
+167
+00:13:18,920 --> 00:13:24,560
+باستخدام الرموز في البحث العلميبنكون انتهينا من
+
+168
+00:13:24,560 --> 00:13:29,440
+قواعد اللغة ورموزها وكيفية الاستفادة منها الآن
+
+169
+00:13:29,440 --> 00:13:35,820
+ننتقل إلى موضوع جديد وهو معوقات البحث العلمي طبعا
+
+170
+00:13:35,820 --> 00:13:39,980
+البحث العلمي له
+
+171
+00:13:39,980 --> 00:13:47,180
+معوقات إله إيجابيات ولكن في أحيانا معوقات يعني
+
+172
+00:13:47,180 --> 00:13:52,850
+تعيق البحث العلمي وأي حاجة في ال ..كون لأي مهنة
+
+173
+00:13:52,850 --> 00:13:57,290
+فيها لمعوّقات وأي علم له معوّقات فلذلك من هنا لابد
+
+174
+00:13:57,290 --> 00:14:02,430
+أن نتعرف على معوّقات البحث العلمي معوّقات البحث
+
+175
+00:14:02,430 --> 00:14:09,380
+العلمي أولافي عندنا بعض المعوقات اللي هي عدم وجود
+
+176
+00:14:09,380 --> 00:14:14,440
+تنسيق بين الجهات البحثية يعني مثلا على سبيل المثال
+
+177
+00:14:14,440 --> 00:14:19,080
+جامعات عندنا في قطاع غزة في فلسطين في عندنا يعني
+
+178
+00:14:19,080 --> 00:14:23,800
+أكثر من ست سبع جامعات وكليات هذه يعني فيها أبحاث
+
+179
+00:14:24,400 --> 00:14:27,160
+وتجرى الأبحاث فيها لماذا لا يكون تنسيق بين
+
+180
+00:14:27,160 --> 00:14:33,400
+الجامعات في معرفة أبحاث الماجستير والدكتوراه وكذلك
+
+181
+00:14:33,400 --> 00:14:37,200
+دليل أبحاث التخرج لماذا لا يكون هناك تنسيق بين
+
+182
+00:14:37,200 --> 00:14:41,320
+الجامعات بحيث لا تتكرر هذه المواضيع عند البحث فيها
+
+183
+00:14:42,560 --> 00:14:48,080
+وعدم السرقات أيضًا للبعض من الأبحاث، أه فلذلك يكون
+
+184
+00:14:48,080 --> 00:14:53,520
+تنسيق عادة بين المؤسسات في مجال البحث العلمي ولذلك
+
+185
+00:14:53,520 --> 00:14:57,300
+المفروض عندما يختار أي في الدراسات العليا طالب
+
+186
+00:14:57,300 --> 00:15:01,060
+الماجستير مثلًا أو الدكتوراه موضوع لابد أن يمر هذا
+
+187
+00:15:01,060 --> 00:15:06,960
+الموضوع على الجامعات الموجودة عندنا حتى نتأكد بأن
+
+188
+00:15:06,960 --> 00:15:12,340
+هذا الموضوع لم يسبق بحثضروري و هذه بعض الدول تاخد
+
+189
+00:15:12,340 --> 00:15:17,320
+بذلك أنا عندما كنت في السودان يعني .. يعني في
+
+190
+00:15:17,320 --> 00:15:19,980
+الأول ماكانوش ياخدوا لكن لما .. عندما أصبح عندهم
+
+191
+00:15:19,980 --> 00:15:24,220
+بعض الأجهزة الإلكترونية و الحسوب أصبحت الجامعات
+
+192
+00:15:24,220 --> 00:15:28,480
+يعني تطلب من الباحث الماجستير و الدكتوراه أن يمر
+
+193
+00:15:28,480 --> 00:15:33,300
+على الجامعات و يتأكد بأن هذا الباحث لم يسبق دراسته
+
+194
+00:15:33,300 --> 00:15:38,550
+أيضا في دول كثيرة جداتتأكد من ذلك فلماذا نحن في
+
+195
+00:15:38,550 --> 00:15:42,830
+مؤسساتنا لا يكون هناك تنسيق خاصة المؤسسات العلمية
+
+196
+00:15:42,830 --> 00:15:47,190
+اللي فيها البحث العلمي لابد أن يكون تنسيق من أجل
+
+197
+00:15:47,190 --> 00:15:51,550
+عدم تكرار موضوع البحث أو مشكلة البحث من قبل
+
+198
+00:15:51,550 --> 00:15:55,730
+الباحثين في هذه الجامعات أو المؤسسات العلمية أيضا
+
+199
+00:15:55,730 --> 00:16:00,070
+تفرد البحث إلى مشكلات أخرى يعني غير اللي تم
+
+200
+00:16:00,070 --> 00:16:05,240
+المناقشةطبعا .. طبعا أه أه البحث يعني ممكن نجزه
+
+201
+00:16:05,240 --> 00:16:10,400
+يعني يكون مثلا تم بحث الموضوع لكن ممكن ندرس في
+
+202
+00:16:10,400 --> 00:16:14,720
+جزئية أخرى من موضوع هذا البحث لم يسبق .. لم يتعرض
+
+203
+00:16:14,720 --> 00:16:21,380
+لها الباحث ممكن أيضا طبعا مافيش قولنا خطط مافيش
+
+204
+00:16:21,380 --> 00:16:26,600
+تنسيق هذه معوقات عدم موجود الخطط الدقيقة الواضحة
+
+205
+00:16:26,600 --> 00:16:30,520
+للبحث العلمي بحيث أن هذه الخطط تلبي حاجات المجتمع
+
+206
+00:16:30,520 --> 00:16:35,770
+الواقعيةلابد تكون البحوث واقعية و هكذا فلذلك لابد
+
+207
+00:16:35,770 --> 00:16:39,010
+من خطة دقيقة للبحث العلمي على المدى القريب و المدى
+
+208
+00:16:39,010 --> 00:16:44,750
+البعيد بحيث أن هذه الأبحاث تعالج لنا قضايا و مشاكل
+
+209
+00:16:44,750 --> 00:16:49,030
+في المجتمع مش البحث من أجل البحث فقط لأ البحث من
+
+210
+00:16:49,030 --> 00:16:52,510
+أجل التطبيق العملي للبحوث و الاستفادة منها حل
+
+211
+00:16:52,510 --> 00:16:57,240
+المشكلة و هكذا و علاجهاعزم الاستفادة بالنتائج من
+
+212
+00:16:57,240 --> 00:17:01,420
+البحوث ولذلك نجت كثير من البحوث على أرفه في
+
+213
+00:17:01,420 --> 00:17:05,030
+المكتباتوخاصة الماجستير والدكتوراه حتى الـ
+
+214
+00:17:05,030 --> 00:17:08,230
+Baccalaureate برضه الطالب بيبذل المجهود لكن في
+
+215
+00:17:08,230 --> 00:17:11,830
+النهاية نضع البحث في المكتبة على طلبة العلم أن
+
+216
+00:17:11,830 --> 00:17:16,110
+يذهبوا للاستفادة من هذه البحوث كذلك إذا كانت هناك
+
+217
+00:17:16,110 --> 00:17:19,870
+بحوث قيمة لماذا لا ننشرها؟ لابد أن تكون هناك جهة
+
+218
+00:17:19,870 --> 00:17:25,850
+راعية لنشر رسائل الماجستير والدكتوراه وأيضا بعض
+
+219
+00:17:25,850 --> 00:17:29,530
+رسائل الـ Baccalaureate الأبحاث المفيدة لكي يستفيد
+
+220
+00:17:29,530 --> 00:17:34,080
+منها المجتمع ويستفيد منها طلبة العلموتنشر على شكل
+
+221
+00:17:34,080 --> 00:17:38,280
+كتاب وأيضا لماذا لا نطبقها نرسلها للجهات المعنية
+
+222
+00:17:38,280 --> 00:17:43,760
+البحث الخاص في أي جهة مثلا يختصب أي جهة لماذا لا
+
+223
+00:17:43,760 --> 00:17:49,280
+تتولد الجهة أخذ هذه البحوث ونشرها وتطبيقها عندها
+
+224
+00:17:49,280 --> 00:17:53,780
+والاستفادة منها هذا أيضا من معوقات البحث العلمي في
+
+225
+00:17:53,780 --> 00:18:00,080
+المجتمعأيضًا تكرار البحوث اللي يتم إجرائها في
+
+226
+00:18:00,080 --> 00:18:03,620
+الجهات المختلفة لعدم وجود التنسيق كما تحدثنا في
+
+227
+00:18:03,620 --> 00:18:07,380
+عملية التنسيق بين الجامعات واضح التنسيق بين
+
+228
+00:18:07,380 --> 00:18:11,260
+الجامعات والمراكز البحوث العلمية لابد يكون فيه
+
+229
+00:18:11,260 --> 00:18:15,780
+تنسيق حتى لا تتكرر البحوث وهنا إذا اتكررت معناته
+
+230
+00:18:15,780 --> 00:18:19,480
+إحنا بنهدر يعني فيه هدر للإمكانيات البشرية
+
+231
+00:18:19,480 --> 00:18:26,590
+والمادية ووقت الفراغ وغير ذلكفي عندنا أيضًا
+
+232
+00:18:26,590 --> 00:18:32,610
+الافتقار للمتابعة التنفيذ أحيانًا لما ناخد بحث و
+
+233
+00:18:32,610 --> 00:18:37,910
+ننتهي منه و نصل إلى نتائج و خطوات علاج لابد إنه
+
+234
+00:18:37,910 --> 00:18:42,670
+ينفذ لكن عدم التنفيذ هذا يعتبر معوق من المعوقات
+
+235
+00:18:43,620 --> 00:18:47,420
+معوق لأن هذا التنفيذ يحتاج إلى إمكانيات وموارد
+
+236
+00:18:47,420 --> 00:18:52,080
+ويحتاج إلى متابعة من الجهات المعنية فلذلك من هنا
+
+237
+00:18:52,080 --> 00:18:56,680
+هذا يعتبر معوق من معوقات البحوث إذا الباحثين يعني
+
+238
+00:18:56,680 --> 00:19:00,100
+بدأوا يعملوا بحوث ولم يستفيد المجتمع منها فهذه
+
+239
+00:19:00,100 --> 00:19:05,380
+إعاقة للباحث وخاصة الأساتذة الذين يبحثون ويحسون
+
+240
+00:19:05,380 --> 00:19:09,600
+بأن بحوثهم لا يستفاد منها هذه طبعا يعني مافيش فيه
+
+241
+00:19:09,600 --> 00:19:13,930
+تشجيع على عملية البحث العلمي المستمرفلذلك من هنا
+
+242
+00:19:13,930 --> 00:19:20,150
+نتغلب عن هذا المعوق بأنه لابد الاستفادة من البحوث
+
+243
+00:19:20,150 --> 00:19:25,530
+العلمية في المجال التطبيقي داخل المجتمع لكي نعالج
+
+244
+00:19:25,530 --> 00:19:33,070
+مشكلة نحل المشكلة و هكذا في عندنا أيضا عدب مسيرة
+
+245
+00:19:33,070 --> 00:19:36,070
+البحوث مع اتجاهات التطوير العالمية والاقليمية
+
+246
+00:19:39,260 --> 00:19:44,400
+وهكذا ولذلك مافيش يعني المفروض يكون بين المؤسسات
+
+247
+00:19:44,400 --> 00:19:48,420
+العلمية والمراكز العلمية خاصة المراكز البحوث في
+
+248
+00:19:48,420 --> 00:19:52,560
+منافسة بينها وهذا بشجع عملية البحث لكن عدم وجود
+
+249
+00:19:52,560 --> 00:19:56,840
+المنافسة وعدم تشجيع الباحثين على البحث العلمي من
+
+250
+00:19:56,840 --> 00:20:01,840
+المراكز البحث العلمي وغير ذلك هذا طبعا معوق من
+
+251
+00:20:01,840 --> 00:20:07,640
+معوقات البحثفلذلك نتغلب عليها عن طريق يعني إيجاد
+
+252
+00:20:07,640 --> 00:20:14,840
+حوافز مادية وأدبية للباحثين لابد أيضًا هذا ضعف
+
+253
+00:20:14,840 --> 00:20:19,060
+الحوافز الأدبية والمادية أيضًا يعتبر من ضمن معوقات
+
+254
+00:20:19,060 --> 00:20:23,260
+البحث العلمي أنا كباحث لابد أن أجد من يساعدني في
+
+255
+00:20:23,260 --> 00:20:27,240
+عملية البحث من يشجعني في عملية البحث فلذلك من هنا
+
+256
+00:20:27,240 --> 00:20:30,780
+حتى نتغلب على المعوقات لابد أن يكون هناك حوافز
+
+257
+00:20:30,780 --> 00:20:38,280
+مادية ومعنوية للباحثينلتغلب على معوقات البحث لديها
+
+258
+00:20:38,280 --> 00:20:42,680
+نعم
+
+259
+00:20:42,680 --> 00:20:46,640
+أيضا
+
+260
+00:20:46,640 --> 00:20:51,540
+عدم توجيه العناية الملائمة للبحث العلمي والتقدير
+
+261
+00:20:51,540 --> 00:20:56,750
+المناسب للباحثيناللي بيعانوا من عدم ثبوتهم للمواقع
+
+262
+00:20:56,750 --> 00:21:01,030
+القيادية المناسبة وعدم مناسبة العمل المصندهم في
+
+263
+00:21:01,030 --> 00:21:05,350
+كثير من الأحيان مع عدم توفر الإمكانات اللازمة
+
+264
+00:21:05,350 --> 00:21:09,890
+لإجراء البحوث العلمية زي المعامل زي الأدوات غير
+
+265
+00:21:09,890 --> 00:21:15,670
+ذلك المراجع المجلات العلميةوغير ذلك فلذلك نطلب
+
+266
+00:21:15,670 --> 00:21:19,630
+يعني من الجهات المختصة بالبحث العلمي توفير مثل هذه
+
+267
+00:21:19,630 --> 00:21:24,070
+الأدوات المراجع الكتب الخاصة بالعلوم مثلا إذا كانت
+
+268
+00:21:24,070 --> 00:21:28,990
+فيزيا أحياء كيميا مختبرات أو تحليل طبية أوالمجال
+
+269
+00:21:28,990 --> 00:21:32,750
+الضبء مختبرات علمية اللي هم احنا أيضًا كعلم اجتماع
+
+270
+00:21:32,750 --> 00:21:37,710
+صحافة مواد علوم اجتماعية لابد أيضًا يكون هناك
+
+271
+00:21:37,710 --> 00:21:42,510
+مجلات علمية لابد يكون مزيد مننا الكتب العلمية لابد
+
+272
+00:21:42,510 --> 00:21:46,230
+يكون مزيد مننا البحوث والرسائل الخاصة بالماجستير
+
+273
+00:21:46,230 --> 00:21:49,990
+والدكتوراه في مجال علم الاجتماع والخدمة الاجتماعية
+
+274
+00:21:49,990 --> 00:21:53,750
+وايضًا في المجال العلم التربوي والتاريخي
+
+275
+00:21:53,750 --> 00:21:57,690
+والجغرافية ككل يعني هكذاهذه الأدوات احنا في الخدمة
+
+276
+00:21:57,690 --> 00:22:02,710
+الاجتماعية الميدان أيضًا يعتبر مختبرنا اللي هو
+
+277
+00:22:02,710 --> 00:22:06,770
+المجتمع يعتبر المختبر عندنا لأنه بنعمل دراسة حول
+
+278
+00:22:06,770 --> 00:22:09,950
+الظواهر والمشكلات الاجتماعية الموجودة في المجتمع
+
+279
+00:22:09,950 --> 00:22:14,890
+لذلك لابد يكون عندنا إلمام بظواهر المجتمع ومشكلاته
+
+280
+00:22:14,890 --> 00:22:20,190
+وكيفية دراسة المشكلة دراسة علمية باتباع المنهج
+
+281
+00:22:20,190 --> 00:22:24,210
+العلمي واستخدام الأدوات العلميةوالتحليل الإحصائي
+
+282
+00:22:24,210 --> 00:22:29,350
+الدقيق للدراسة لكي نصل إلى نتائج دقيقة حول الظواهر
+
+283
+00:22:29,350 --> 00:22:34,590
+والمشكلات الاجتماعية لكي نضع خطة للإصلاح الاجتماعي
+
+284
+00:22:34,590 --> 00:22:39,810
+والعلاج الاجتماعي داخل المجتمع للمشكلات الاجتماعية
+
+285
+00:22:39,810 --> 00:22:41,770
+طيب
+
+286
+00:22:44,220 --> 00:22:48,780
+طبعاً أحياناً في مراكز لكن مش فيها طاقة وخبرة،
+
+287
+00:22:48,780 --> 00:22:52,520
+خبرات وهذا يعتبر أيضاً معوق من معوقات البحث العلمي
+
+288
+00:22:52,520 --> 00:22:57,780
+لابد من إنشاء مراكز للبحث العلمي لكن يوجد فيها
+
+289
+00:22:57,780 --> 00:23:02,900
+خبراء ومختصون في البحث العلمي لكي يقوموا بإجراء
+
+290
+00:23:02,900 --> 00:23:08,810
+البحوث العلمية وهذا طبعاً مهم جداًونحتاج إليها في
+
+291
+00:23:08,810 --> 00:23:12,930
+مجتمعنا الفلسطيني اللي هي المراكز اليوم المراكز
+
+292
+00:23:12,930 --> 00:23:16,330
+بتكون عن طريق عمدات البحث العلمي في الجامعات
+
+293
+00:23:16,330 --> 00:23:20,630
+الفلسطينية يعني تقوم بدور البحث العلمي لكن أيضًا
+
+294
+00:23:20,630 --> 00:23:25,150
+نطلب منها المزيد والمزيد بتشجيع الباحثين على البحث
+
+295
+00:23:25,150 --> 00:23:30,970
+والدراسة العلمية الدقيقة لكي تستفيد منها المجتمع
+
+296
+00:23:36,490 --> 00:23:42,670
+بس خلاص .. اذا نعم البحث العلمى هو عبارة عن تراكم
+
+297
+00:23:42,670 --> 00:23:49,120
+.. تراكم البحوثبحث يتراكم على بحث آخر يضيف هي
+
+298
+00:23:49,120 --> 00:23:53,300
+عبارة عن إضافات متراكمة فلذلك المعرفة ما هي إلا
+
+299
+00:23:53,300 --> 00:23:58,440
+معرفة متراكمة وما وصلنا اليوم إليه من علاج أو من
+
+300
+00:23:58,440 --> 00:24:03,220
+ابتكارات أو من اكتشافات أو من تطور علمي فهو عبارة
+
+301
+00:24:03,220 --> 00:24:07,560
+عن تراكم لهذا الأمر العلمي والبحث العلمي فلذلك
+
+302
+00:24:07,560 --> 00:24:13,910
+البحوث تعتبر متراكمةو هي تعتمد على بعضها البعض من
+
+303
+00:24:13,910 --> 00:24:18,270
+أجل الوصول إلى حل المشكلات و تطور المجتمع إلى
+
+304
+00:24:18,270 --> 00:24:29,450
+الأفضل و الأحسن نعم؟
+
+305
+00:24:29,450 --> 00:24:34,790
+أه طيب استاذ نعم يعني احنا هالجامعة لما بدنا نعمل
+
+306
+00:24:34,790 --> 00:24:37,810
+بحثة تخرج يعني مش شرط أنه يكون مكرد في أي جامعة
+
+307
+00:24:37,810 --> 00:24:41,390
+المهم عندنا في الجامعة مش مكردةأه بحث التخرج يعني
+
+308
+00:24:41,390 --> 00:24:45,610
+بدك تتأكدي أنك بدك تعمل بحث تخرج بدك تعمل جزء نظري
+
+309
+00:24:45,610 --> 00:24:49,070
+فيه وجزء ميداني استبانة بدك تصمم استبانة و تجري
+
+310
+00:24:49,070 --> 00:24:53,610
+بحث في الميدان احنا بحوثنا الاجتماعية يعني في
+
+311
+00:24:53,610 --> 00:24:57,230
+مجتمعنا الفلسطيني متنوعة يعني نفس المشكلة ممكن
+
+312
+00:24:57,230 --> 00:25:01,170
+تبحتيها في مجتمع معين في مدينة معينة في قرية معينة
+
+313
+00:25:01,170 --> 00:25:06,050
+أيضا ممكن تبحث من باحث آخر في قرية أو مدينة أخرى
+
+314
+00:25:06,210 --> 00:25:10,630
+وها كده فهذه ميزة البحث يعني الاجتماعي انه ممكن
+
+315
+00:25:10,630 --> 00:25:16,010
+احنا ناخد اسم الموضوع ولكن في منطقة أخرى ولذلك
+
+316
+00:25:16,010 --> 00:25:20,170
+احنا بنركز على البحث الميداني يعني في جزء من البحث
+
+317
+00:25:20,170 --> 00:25:24,850
+جزء نظري لكن الجزء الميداني أكتر فائدة فانت لو
+
+318
+00:25:24,850 --> 00:25:28,110
+تاخد مثلا مشكلة الطلاق درستيها في الشجاعية ممكن
+
+319
+00:25:28,110 --> 00:25:31,090
+ناخد الطلاق في رفح ممكن ناخد الطلاق في ميد حنون
+
+320
+00:25:31,090 --> 00:25:35,760
+لأنه يختلف من مدينة لمدينة ومن قرية إلى قريةفلذلك
+
+321
+00:25:35,760 --> 00:25:39,800
+من هنا ممكن نختار اسم الموضوع ولكن التطبيق العملي
+
+322
+00:25:39,800 --> 00:25:44,460
+يكون في مجتمع آخر لأنه بنصل إلى نتاج أخرى ربما
+
+323
+00:25:44,460 --> 00:25:48,420
+ظاهرة الطلاق في الشمال بيتهانون وبيتلاهية غير عن
+
+324
+00:25:48,420 --> 00:25:52,960
+ظاهرة الطلاق في الجنوب عن رفح و خان يونس واضح؟ ففي
+
+325
+00:25:52,960 --> 00:25:56,940
+عوامل بتأثر هنا و هناك فالعزيزي إنت حكيت قبل هتة
+
+326
+00:25:56,940 --> 00:25:59,100
+إن السودان نازلوا طالب يبحثوا
+
+327
+00:26:07,670 --> 00:26:11,130
+فالله هو التنسيق على حتى لا يتكرر كتابة نفس
+
+328
+00:26:11,130 --> 00:26:15,160
+الموضوع و خاصة في الماجستير بركز أنا و الدكتورةحتى
+
+329
+00:26:15,160 --> 00:26:20,580
+لا يتكرر الموضوع نفسه بشروطه في الجامعات فعندما
+
+330
+00:26:20,580 --> 00:26:24,340
+يبحث الطالب في موضوع معين بتطلب منه الجامعة بأن
+
+331
+00:26:24,340 --> 00:26:28,140
+يذهب إلى الجامعات الأخرى والجامعة توقع له وتختم له
+
+332
+00:26:28,140 --> 00:26:31,740
+بأن هذا الموضوع اللذي اختاره الباحث طالب الماجستير
+
+333
+00:26:31,740 --> 00:26:35,600
+أو الدكتوراه غير مكرر وغير موجود في الجامعات
+
+334
+00:26:35,600 --> 00:26:40,080
+الأخرى يعني احنا برضه ما تنسيش ان قطاع غزة هو صح
+
+335
+00:26:40,080 --> 00:26:45,390
+صغير في مساحته ولكن كبير بعدد سكانه هو جامعاتهبرضه
+
+336
+00:26:45,390 --> 00:26:48,710
+عندنا مؤسسات تعليمية كثيرة جدا و خاصة في الدراسات
+
+337
+00:26:48,710 --> 00:26:52,450
+العليا يعني عندنا جامعات اليوم عدد لا يقل عن 6
+
+338
+00:26:52,450 --> 00:26:56,510
+جامعات فلسطينية بالاضافة للكليات الجامعية أيضا و
+
+339
+00:26:56,510 --> 00:27:00,530
+هذه كلها فيها مراكز للأبحاث و عمدات للبحث العلمي
+
+340
+00:27:00,530 --> 00:27:05,530
+فلذلك من هنا الدراسات العليا لابد يعني أنا أرى أنه
+
+341
+00:27:05,530 --> 00:27:08,930
+عند اختيار الطالب لموضوع البحث أن يمر على الجامعات
+
+342
+00:27:08,930 --> 00:27:14,210
+الأخرى حتى نتأكد بأن البقى البحث غير مكرر في هذه
+
+343
+00:27:14,210 --> 00:27:20,430
+الجامعةمرحلة ال baccalaureate يعني ما هو إلا تدريب
+
+344
+00:27:20,430 --> 00:27:25,530
+نحن بنعتبر بحث التخرج للطالب أو الطالبة ما هو إلا
+
+345
+00:27:25,530 --> 00:27:29,970
+وسائع يعني وسيلة للتدريب العملي على البحث العلمي
+
+346
+00:27:29,970 --> 00:27:35,970
+كيف الطالب يبحثكيف يكون يعني دراسة حول موضوع معين
+
+347
+00:27:35,970 --> 00:27:40,610
+أو مشكلة معينة فهذا يعتبر تمهيد له للدراسات العليا
+
+348
+00:27:40,610 --> 00:27:43,770
+إذا اكتسب الطالب هذه الخبرة و هذه المهارة في ال
+
+349
+00:27:43,770 --> 00:27:47,710
+bachelor's هذا بيساعده في ال master تكون العملية
+
+350
+00:27:47,710 --> 00:27:51,310
+سهلة جدا وحتى في الحياة العملية كذلك في المؤسسات
+
+351
+00:27:51,310 --> 00:27:57,020
+عندما تطلب الجالالتي يعمل فيها الباحث أو الباحثة
+
+352
+00:27:57,020 --> 00:28:01,680
+باحثا بيكون عنده فكرة عن كيفية عمل البحوث هذا ..
+
+353
+00:28:01,680 --> 00:28:04,920
+هذا من شروط البحث العلمي اللي هي الجديد أن يكون
+
+354
+00:28:04,920 --> 00:28:09,040
+البحث جديد لكن إذا تكرر الإسم حول .. زي ما اتكلمت
+
+355
+00:28:09,040 --> 00:28:12,920
+مشكلة الطلاق يجب ناخدها في مجتمعات أخرى كيف ظهرت
+
+356
+00:28:12,920 --> 00:28:16,440
+الطلاق و العون مأثرة فيهالو أخدنا الجريمة كيف تكون
+
+357
+00:28:16,440 --> 00:28:20,660
+الجريمة وغير ذلك الشباب ومشكلات الشباب بدنا ندرسها
+
+358
+00:28:20,660 --> 00:28:23,340
+بندرسها منهم الشباب ممكن ندرس الشباب الجامعة
+
+359
+00:28:23,340 --> 00:28:27,520
+الإسلامية لوحدهممكن جامعة الأقصى تدرس شباب جامعة
+
+360
+00:28:27,520 --> 00:28:32,960
+الأقصى جامعة الأزهر مشكلات شباب جامعة الأزهر وهكذا
+
+361
+00:28:32,960 --> 00:28:36,860
+جامعة القدس المفتوحة تدرس مشكلات شباب جامعة القدس
+
+362
+00:28:36,860 --> 00:28:40,820
+المفتوحة وهكذا باق الجامعات فلذلك ممكن نختار
+
+363
+00:28:40,820 --> 00:28:45,280
+العنوان يقول مشكلات طلبة الجامعة ولكن هنا بنحدد
+
+364
+00:28:45,280 --> 00:28:50,500
+الجامعة بنحدد الجامعة فهذا لا مانع أنه ندرس كل
+
+365
+00:28:50,500 --> 00:28:51,280
+جامعة لحدها
+
+366
+00:28:56,440 --> 00:29:01,100
+طيب في أي سؤال بالنسبة لموضوعنا اليوم عن قواعد
+
+367
+00:29:01,100 --> 00:29:05,240
+اللغة ورموزها كمهارة من مهارات الباحث أو مقوم من
+
+368
+00:29:05,240 --> 00:29:10,560
+مقومات البحث الاجتماعي و أيضا اللي هي قواعد اللغة
+
+369
+00:29:10,560 --> 00:29:15,580
+العربية و أيضا اللي هي معوقات البحث العلمي معوقات
+
+370
+00:29:15,580 --> 00:29:22,360
+البحث العلمي في أي سؤال حول الموضوع اليوم؟
+
+371
+00:29:29,110 --> 00:29:34,630
+طيب الموارد معقولنا طبعا الموارد المادية و البشرية
+
+372
+00:29:34,630 --> 00:29:39,410
+أحيانا و التكنولوجيا قد يكون ايضا قلة هذه الموارد
+
+373
+00:29:39,410 --> 00:29:43,390
+و المراجع اللي هي المتعلق بالمراجع و الكتب و
+
+374
+00:29:43,390 --> 00:29:46,250
+المجلات العلمية هذه من ضمن المعوقات هذه كلها
+
+375
+00:29:46,250 --> 00:29:52,020
+ذكرناها في معوقات البحث العلمي نعموكمان نحن كمان
+
+376
+00:29:52,020 --> 00:29:56,240
+عارفين نفس العلم، الأوضاع السياسية اللي إحنا بنعيش
+
+377
+00:29:56,240 --> 00:30:01,300
+بيهانعم، معوّق، يعتبر معوّق لأن .. بالضبط لأن
+
+378
+00:30:01,300 --> 00:30:05,800
+الطالب لا يسمح له بالخروج خارج الوطن يبحث عن موضوع
+
+379
+00:30:05,800 --> 00:30:09,380
+معين ويبحث فيه عن مراجع ومجلات وكتب، هذه أكثر من
+
+380
+00:30:09,380 --> 00:30:13,100
+المعوّقات الحصار الاقتصادي اللي عندنا، الحصار اللي
+
+381
+00:30:13,100 --> 00:30:16,340
+موجود عندنا في مجتمعنا يعتبر معوّق من معوّقات
+
+382
+00:30:16,340 --> 00:30:20,400
+البحث العلمي لأن أحيانًا في طلبة العلوم، يعني
+
+383
+00:30:20,400 --> 00:30:23,800
+مثلًا تعوين الطب والتحاليل الطبية والكيميا،
+
+384
+00:30:23,800 --> 00:30:28,320
+يحتاجون إلى موادمن الخارج مواد للبحث العلمي أحيانا
+
+385
+00:30:28,320 --> 00:30:31,840
+تكون عائق عندهم الحصار يكون سبب في عدم موجود مثل
+
+386
+00:30:31,840 --> 00:30:36,400
+هذه المواد للبحث العلمي نعم أحيانا نحن نحتاج
+
+387
+00:30:36,400 --> 00:30:41,820
+لمراجع و .. يعني زيارة بعض الجامعات العربية وغير
+
+388
+00:30:41,820 --> 00:30:46,500
+ذلك ربما طالب العلم يذهب و يستفسر ليبحث حول موضوع
+
+389
+00:30:46,500 --> 00:30:50,020
+معين وخاصة ال master و الدكتوراه لكن عدم السفر و
+
+390
+00:30:50,020 --> 00:30:54,280
+إغلاق الحدود و الحصار كله بأثر علينا يعتبر معوق من
+
+391
+00:30:54,280 --> 00:30:59,470
+معوقاتالبحث العلمي إذا بنضيف للمعوقات الحصار خاصة
+
+392
+00:30:59,470 --> 00:31:04,070
+أبناءنا هنا في فلسطين في قطاع غزة يعني يعتبر
+
+393
+00:31:04,070 --> 00:31:11,770
+الحصار بمختلف أنواعه على أبناء مجتمعنا يعتبر سببا
+
+394
+00:31:11,770 --> 00:31:17,240
+رئيسيا أيضا من أسباب أو من معوقات البحث العلمياحنا
+
+395
+00:31:17,240 --> 00:31:21,940
+يعني اتكلمنا قولنا عن القواعد اللغة ورموزها
+
+396
+00:31:21,940 --> 00:31:25,460
+ومقومات البحث العلمي اللي هي من مقومات البحث
+
+397
+00:31:25,460 --> 00:31:29,820
+العلمي واتكلمنا عن معوقات البحث العلمي ان شاء الله
+
+398
+00:31:29,820 --> 00:31:34,760
+في المحاضرة القادمة سنتناول مفاهيم البحث العلمي
+
+399
+00:31:34,760 --> 00:31:40,320
+بالتفصيل وسنشرح هذه المفاهيم كل مفهوم على أحدى إلى
+
+400
+00:31:40,320 --> 00:31:44,470
+أن نلتقي بكلنا ان شاء الله في المحاضرة القادمةلكل
+
+401
+00:31:44,470 --> 00:31:48,350
+مني كل تحية و تقدير والسلام عليكم ورحمة الله
+
+402
+00:31:48,350 --> 00:31:49,470
+وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/XvQW-BUCJvA_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/XvQW-BUCJvA_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..a16d4eaa534e83f8bae78b8ab6bd9b88e58106ea
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/XvQW-BUCJvA_postprocess.srt
@@ -0,0 +1,1200 @@
+1
+00:00:20,790 --> 00:00:25,090
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,090 --> 00:00:29,410
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,410 --> 00:00:35,010
+آله وصحبه أجمعين أما بعد احنا ما زلنا في مساق
+
+4
+00:00:35,010 --> 00:00:42,010
+مناهج البحث الاجتماعي وتناولنا في المحاضرة السابقة
+
+5
+00:00:42,010 --> 00:00:47,290
+الماضي البحوث في الخدمة الاجتماعية وتعرضنا اليها
+
+6
+00:00:47,290 --> 00:00:55,110
+اليوم سناخدمناهج البحث الاجتماعي سنأخد عدد من
+
+7
+00:00:55,110 --> 00:00:59,830
+المناهج ولكن سنبدأ اليوم بمنهج واحد سنتعرف على
+
+8
+00:00:59,830 --> 00:01:04,150
+مناهج البحث ما معنى كلمة المنهج والأداء ثم بعد ذلك
+
+9
+00:01:04,150 --> 00:01:10,880
+سنأخد المنهج التاريخيطبعا عندنا عدد من المناهج فى
+
+10
+00:01:10,880 --> 00:01:14,620
+عندنا المنهج التاريخى، منهج المسح الاجتماعى، منهج
+
+11
+00:01:14,620 --> 00:01:19,160
+التجريبى، منهج الوصفى، منهج دراسة الحالة، منهج
+
+12
+00:01:19,160 --> 00:01:23,920
+القياس الاجتماعى وغيرها
+
+13
+00:01:23,920 --> 00:01:27,280
+من المناهج كلها سنتعرض اليها ان شاء الله فى
+
+14
+00:01:27,280 --> 00:01:32,840
+المحاضرات القادمة واليوم سناخد أولى هذه المناهج
+
+15
+00:01:32,840 --> 00:01:37,400
+وهو المنهج التاريخىال .. قبل أن نتحدث عن المنهج
+
+16
+00:01:37,400 --> 00:01:41,940
+التاريخي لابد أن نعرف المنهج ما معنى كلمة المنهج
+
+17
+00:01:41,940 --> 00:01:47,320
+دايما تتردد المنهج .. اه .. أيوة فانت قولي المنهج
+
+18
+00:01:47,320 --> 00:01:51,620
+مفرد بالعربي ال .. ال .. ال .. طريقة او المنهج و
+
+19
+00:01:51,620 --> 00:01:54,800
+هو عبارة عن الأساليب التي يمكن بها تحكيم الهدف و
+
+20
+00:01:54,800 --> 00:01:57,940
+من خلال وساطية الباحثة الإجابة و النتيجة هي اللي
+
+21
+00:01:57,940 --> 00:02:01,620
+يخلص عليها الباحث و يتمحق سؤالته يمكن بها حل مشكلة
+
+22
+00:02:01,620 --> 00:02:05,130
+الباحثةممكن، أحسنتي، بارك الله فيك يعني المنهج
+
+23
+00:02:05,130 --> 00:02:09,190
+جاية من كلمة method باللغة الإنجليزية method أيه
+
+24
+00:02:09,190 --> 00:02:17,390
+معناها؟ معناها طريقة أو أسلوب method أو طريقة، هذه
+
+25
+00:02:17,390 --> 00:02:20,970
+كلها أو وسيلة، إذا هذه كلها أو أسلوب فلذلك من هنا
+
+26
+00:02:20,970 --> 00:02:25,530
+بنسميه اللي هو المنهج، المنهج والمنهج هذا بيتاخد
+
+27
+00:02:25,530 --> 00:02:30,980
+أساليب معينة للوصول إلى الحقائقاستخدم أساليب معينة
+
+28
+00:02:30,980 --> 00:02:35,200
+للوصول إلى الحقائق إذا المنهج هو الإجابة على
+
+29
+00:02:35,200 --> 00:02:39,920
+تساؤلات البحث هو الخطوات التي يتبعها العلمية من
+
+30
+00:02:39,920 --> 00:02:44,420
+أجل الوصول إلى الحقيقة هذا هو المنهج منهج البحث
+
+31
+00:02:44,420 --> 00:02:51,500
+الاجتماعي الأساليب التي يستخدمها من أجل الوصول إلى
+
+32
+00:02:51,500 --> 00:03:01,030
+الحقيقة ولذلك بنستخدم أداة أداةمع المنهج من أجل
+
+33
+00:03:01,030 --> 00:03:03,950
+تحقيق هداف المنهج و هو الوصول للحقائق ما هي
+
+34
+00:03:03,950 --> 00:03:08,190
+الأداء؟ الأداء هي الأداء التي ممكن من خلالها نجمع
+
+35
+00:03:08,190 --> 00:03:12,930
+بها البيانات الخاصة بموضوع البحث أو بمشكلة البحث
+
+36
+00:03:12,930 --> 00:03:19,770
+فلذلك بنحدد الأداء مثل الملاحظة مثل الاستبانة مثل
+
+37
+00:03:19,770 --> 00:03:23,710
+المقابلة و هكذا أدوات للبحث الاجتماعي
+
+38
+00:03:50,190 --> 00:03:57,130
+في عندنا طبعا اللي هو تعريف هوتني هذا عن المنهج،
+
+39
+00:03:57,130 --> 00:04:00,050
+يقول المنهج العلمي هو الإسلوب اللي بيسلكه الباحث
+
+40
+00:04:00,050 --> 00:04:06,270
+كي يجيب على الأسئلة التي تثيرها مشكلة الباحثبتجيب
+
+41
+00:04:06,270 --> 00:04:09,930
+على الأسئلة الأساليب اللي بتتابعها ولذلك عرف
+
+42
+00:04:09,930 --> 00:04:12,870
+الأداة أيضًا بأن الوسيلة اللي بيستعين بيها الباحث
+
+43
+00:04:12,870 --> 00:04:17,030
+في جمع البيانات الأداة هي الوسيلة اللي بيستخدمها
+
+44
+00:04:17,030 --> 00:04:21,890
+الباحث من أجل جمع البيانات أو الرد على تساؤلات
+
+45
+00:04:21,890 --> 00:04:27,090
+البحث بما سيحل .. يعني بما سيؤدي إلى حل المشكلة
+
+46
+00:04:27,090 --> 00:04:32,050
+هذا بالنسبة للمنهج والأداة بعد ذلك سندخل إلى
+
+47
+00:04:32,050 --> 00:04:35,440
+المناهجلأنه احنا هناخد المناهج و بعد ما نخلص
+
+48
+00:04:35,440 --> 00:04:41,700
+المناهج هنتقل الى الأدوات البعض الاجتماعية الان في
+
+49
+00:04:41,700 --> 00:04:46,000
+عندنا المنهج التاريخي اليوم في هذا المحاضرة
+
+50
+00:04:46,000 --> 00:04:52,080
+سنتناول المنهج التاريخي ماذا يعني من خلال اسمه
+
+51
+00:04:52,080 --> 00:04:57,530
+المنهج التاريخي؟ ماذا يعني هذا المنهج؟طبعا عندنا
+
+52
+00:04:57,530 --> 00:05:01,450
+عدد من المناهج سنتناولها تاريخ التجريب الوصفي لمسح
+
+53
+00:05:01,450 --> 00:05:05,710
+الاجتماعي، دراسة الحالة و تحليل المضمون اليوم
+
+54
+00:05:05,710 --> 00:05:11,850
+سنتناول التاريخي من خلال اسم التاريخي، التاريخ في
+
+55
+00:05:11,850 --> 00:05:17,380
+دروس النماذج، الحاضر ولا الماضي؟ الماضيأيوة إذا
+
+56
+00:05:17,380 --> 00:05:21,500
+الماضي .. إذا منهج التاريخ يبحث لنا في الماضي ..
+
+57
+00:05:21,500 --> 00:05:27,500
+يبحث لنا في الماضي عن الظاهرة أو المشكلة ..
+
+58
+00:05:27,500 --> 00:05:32,900
+الأسباب و كيف كانت هذه الظاهرة فلذلك بيبحث لنا عن
+
+59
+00:05:32,900 --> 00:05:37,060
+المشكلة أو الظاهرة عبر الزمان و المكان في الزمن
+
+60
+00:05:37,060 --> 00:05:42,780
+الماضيولذلك عندنا كثير من الظواهر تحتاج عندما نقوم
+
+61
+00:05:42,780 --> 00:05:47,800
+بدراستها لابد أن نرجع إلى الماضي إلى التاريخ لهذه
+
+62
+00:05:47,800 --> 00:05:51,700
+الظاهرة يعني على سبيل المثال ظاهرة الزواج في
+
+63
+00:05:51,700 --> 00:05:56,440
+مجتمعنا الفلسطيني هل هي ظاهرة حديثة؟ هل هي في
+
+64
+00:05:56,440 --> 00:05:59,860
+المجتمعات كلها حديثة؟ أم هي ظاهرة قديمة قدم
+
+65
+00:05:59,860 --> 00:06:05,440
+الإنسان على هذه الأرض؟قديمة ولكن مراسم الزواج
+
+66
+00:06:05,440 --> 00:06:12,940
+تتغير والظاهرة تتغير بمراسمها ومواصفاتها فلذلك من
+
+67
+00:06:12,940 --> 00:06:16,680
+هنا إذا أردنا أن نعرف كيف كانت ظاهرة الزواج في
+
+68
+00:06:16,680 --> 00:06:21,480
+مجتمعنا الفلسطيني منذ خمسين سنة أو ستين سنة بنرجع
+
+69
+00:06:21,480 --> 00:06:26,420
+إلى ماذا؟ للحاضر ولا إلى الماضي؟ بنرجع للماضي هذا
+
+70
+00:06:26,420 --> 00:06:30,840
+الماضي اللي احنا بنطلق عليهالمنهج التاريخي لكي
+
+71
+00:06:30,840 --> 00:06:36,620
+نعرف الظاهرة وكيف كانت الظاهرة خلال فترة زمنية
+
+72
+00:06:36,620 --> 00:06:44,400
+معينة في مجتمع معين وفي مكان معين وفي مكان معين
+
+73
+00:06:44,400 --> 00:06:50,440
+ومن هنا تبرز أهمية المنهج التاريخي من خلاله نستطيع
+
+74
+00:06:50,440 --> 00:06:55,910
+أن نتعرف على الحقائق وجمع البيانات والمعلوماتحول
+
+75
+00:06:55,910 --> 00:06:59,550
+الظاهرة المراد دراستها إذا كانت تحتاج إلى الرجوع
+
+76
+00:06:59,550 --> 00:07:03,810
+للماضي أو إذا كانت تحتاج إلى كيفية نشأة الظاهرة
+
+77
+00:07:03,810 --> 00:07:10,530
+نشأت الظاهرة من بدايتها كيف كانت وكيف تطورت وكيف
+
+78
+00:07:10,530 --> 00:07:14,310
+وصلت إلى ما هي عليه اليوملو أخذنا مثلا على سبيل
+
+79
+00:07:14,310 --> 00:07:20,330
+المثال الزي الجامعي الحجاب والوج الباب وغير ذلك
+
+80
+00:07:20,330 --> 00:07:24,510
+الإسلامي التي ترتديه الفتاة الجامعية في الجامعة
+
+81
+00:07:24,510 --> 00:07:30,210
+الإسلامية هل هو منذ خمسين سنة كان عندنا هذا الزي
+
+82
+00:07:30,210 --> 00:07:37,470
+أم هو زي المعاصر؟زي المعاصر انتقل إلينا من مجتمعات
+
+83
+00:07:37,470 --> 00:07:43,090
+أخرى إلى مجتمعنا لكي يتناسب مع مجتمعنا الإسلامي مع
+
+84
+00:07:43,090 --> 00:07:48,310
+عقيدتنا أولا و مع عاداتنا و تقاليدنا فلذلك من هنا
+
+85
+00:07:48,310 --> 00:07:53,340
+نحن نركز على دراسة مثل هذه الظاهرة متى نشأت؟متى
+
+86
+00:07:53,340 --> 00:07:57,260
+نشأت ظاهرة الجلباب و العباية و الأشياء دي في
+
+87
+00:07:57,260 --> 00:08:02,640
+مجتمعنا و تركنا بعض أحيانا الذى التراث اللى عندنا
+
+88
+00:08:02,640 --> 00:08:06,780
+كان التوب الفلاحي و الكندير و الجنعة و الكاب و مش
+
+89
+00:08:06,780 --> 00:08:11,610
+عارف ايه و الشاشة و ال ..والدائر يعني بعض الأشياء
+
+90
+00:08:11,610 --> 00:08:16,090
+للسيدات في الزمن الماضي فاليوم و ايضا للمدارس كان
+
+91
+00:08:16,090 --> 00:08:22,070
+المريول وغير ذلك اليوم انتقلت إلى ظاهرة الجلباب في
+
+92
+00:08:22,070 --> 00:08:27,430
+المجتمع إذا هذه ظاهرة نريد أن نبحثها وكيف نشأت إلى
+
+93
+00:08:27,430 --> 00:08:32,630
+ماذا نرجع إلى أي منهج إذا نرجع إلى المنهج التاريخي
+
+94
+00:08:32,630 --> 00:08:37,030
+في كيفية نشوء هذه الظاهرة، ظاهرة الملبس والزي في
+
+95
+00:08:37,030 --> 00:08:42,110
+الجلبابمتى أتت إلى مجتمعنا الفلسطيني وكيف نشأت وما
+
+96
+00:08:42,110 --> 00:08:47,350
+هي العوامل التي مهدت لها هذه كلها تحتاج إلى المنهج
+
+97
+00:08:47,350 --> 00:08:53,680
+التاريخي لكي ندرسفي مختلف الظواهر الاجتماعية سواء
+
+98
+00:08:53,680 --> 00:08:57,720
+كانت تتعلق بالملبس سواء كانت تتعلق بالعداد
+
+99
+00:08:57,720 --> 00:09:02,320
+والتقاليد سواء كانت تتعلق بالثقافة سواء كانت تتعلق
+
+100
+00:09:02,320 --> 00:09:08,480
+بكل ما هو يعني موروث يعني اجتماعي قديم في المجتمع
+
+101
+00:09:08,480 --> 00:09:13,740
+لابد أن نرجع إلى المنهج التاريخي لكي نعرف أساس هذه
+
+102
+00:09:13,740 --> 00:09:18,120
+الظاهرة أو المشكلة في الزمن الماضي كيف نشأت وكيف
+
+103
+00:09:18,120 --> 00:09:23,890
+تطورت وإلىما هي عليه اليوم ولذلك نربط الماضي
+
+104
+00:09:23,890 --> 00:09:30,130
+بالحاضر فالماضي يعطينا الحاضر والماضي و الحاضر
+
+105
+00:09:30,130 --> 00:09:35,690
+يعطينا المستقبل و هكذا ولذلك الحاضر له مناهج أخرى
+
+106
+00:09:35,690 --> 00:09:39,970
+تقوم بدراسة الحاضر وهذه سنتعرض لها في المحاضرات
+
+107
+00:09:39,970 --> 00:09:43,590
+القادمة ان شاء الله المناهج الأخرى فلذلك اليوم
+
+108
+00:09:43,590 --> 00:09:48,690
+نركز على المنهج التاريخي الذي يدرس الظاهرة دراسة
+
+109
+00:09:48,690 --> 00:09:55,860
+علميةمن خلال الماضي، من خلال الماضي، لكي يعرف كيف
+
+110
+00:09:55,860 --> 00:09:59,760
+نشأت الظاهرة، كيف تطورت الظاهرة، ما هي العوامل
+
+111
+00:09:59,760 --> 00:10:04,680
+التي ساعدت على نشوئها، إلى أن وصلت إلى ما نحن عليه
+
+112
+00:10:04,680 --> 00:10:10,430
+في الوقت الحاضر، وهكذا، هذا هو المنهج التاريخيالذن
+
+113
+00:10:10,430 --> 00:10:14,170
+دائما نرجع إلى ماذا؟ إلى الماضي لكي نجمع الحقائق
+
+114
+00:10:14,170 --> 00:10:18,850
+حول الظاهرة أو المشكلة هذا كل ما يتعلق بهذا
+
+115
+00:10:18,850 --> 00:10:24,470
+الموضوع بدنا الآن المصادر اتكلمنا عن المناجي
+
+116
+00:10:24,470 --> 00:10:28,230
+التاريخي و عرفنا انه ببحث عن الماضي حول الظاهرة او
+
+117
+00:10:28,230 --> 00:10:32,240
+المشكلة اذا من هنا بدنا فيه مصادرما هي المصادر
+
+118
+00:10:32,240 --> 00:10:37,560
+التي يمكن أن نستخدمها لكي تكون مصدرا للمعلومات و
+
+119
+00:10:37,560 --> 00:10:41,240
+لجمع المعلومات و الحقائق حول الظاهرة المراد
+
+120
+00:10:41,240 --> 00:10:50,120
+دراستها؟ ما هي هذه المصادر؟ ايوة يا بنتي كويس
+
+121
+00:10:51,440 --> 00:10:56,200
+هذه ايش بنقول عنها كلها الوثائق سواء كانت وثائق
+
+122
+00:10:56,200 --> 00:11:02,940
+مكتوبة وثائق شفوية نتحدث من خلالها أو وثائق مصورة
+
+123
+00:11:02,940 --> 00:11:09,860
+الوثائق بمختلف أنواعها وطبعا في وثائق مكتوبةيعني
+
+124
+00:11:09,860 --> 00:11:14,420
+بنبحث بنلاقي هذه بعض الوثائق مكتوبة عندنا زي
+
+125
+00:11:14,420 --> 00:11:18,480
+المخطوطات زي المذكرات زي الوثائق من الزمن الماضي
+
+126
+00:11:18,480 --> 00:11:24,660
+مكتوبة فلذلك بنلجأ اليها و بنبحث فيها أيضا في
+
+127
+00:11:24,660 --> 00:11:27,880
+عندنا الموضوع الاتفاقيات القوانين السجلات
+
+128
+00:11:27,880 --> 00:11:32,340
+التاريخية الجرائد و المجلات في الزمن الماضي يعني
+
+129
+00:11:32,340 --> 00:11:36,540
+كلها بنرجع اليها ممكن ندرسهاونعرف حول الظاهرة إذا
+
+130
+00:11:36,540 --> 00:11:41,100
+كان لها علاقة، هذه كلها ما نسميها وثائق مكتوبة، في
+
+131
+00:11:41,100 --> 00:11:45,160
+وثائق غير مكتوبة، وهذه الشفوية بتعتمد على الأفراد
+
+132
+00:11:45,160 --> 00:11:49,630
+أحيانا اللي عاشوا الظاهرةاللي عاشوا الظاهرة ولذلك
+
+133
+00:11:49,630 --> 00:11:53,610
+احنا اليوم بنكتب تاريخنا الفلسطيني في الزمن الماضي
+
+134
+00:11:53,610 --> 00:11:59,150
+فلذلك بنستعين بمين؟ بكبار السن بالشخصيات كبار السن
+
+135
+00:11:59,150 --> 00:12:03,510
+اللي عاشوا في فلسطين و بنسألهم عن فلسطين و قرى
+
+136
+00:12:03,510 --> 00:12:07,630
+فلسطين و بنسألهم عن العادات و التقاليد في فلسطين و
+
+137
+00:12:07,630 --> 00:12:10,870
+عن الظواهر الاجتماعية المختلفة في فلسطين هذا ايش
+
+138
+00:12:10,870 --> 00:12:15,520
+بنسويه؟ التاريخ الشفويوهو مقابلة هؤلاء الأفراد
+
+139
+00:12:15,520 --> 00:12:19,500
+ونسألهم عن الظواهر الاجتماعية في الزمن الماضي
+
+140
+00:12:19,500 --> 00:12:25,320
+ولذلك يكونوا مصدر من مصادر التاريخ المنهج التاريخي
+
+141
+00:12:25,320 --> 00:12:33,360
+لدراسة الظاهرة الاجتماعيةأيضا في صور أحيانا من
+
+142
+00:12:33,360 --> 00:12:38,040
+الوثائق أحيانا بيكون عندنا صور فبنلجأ إليها ولذلك
+
+143
+00:12:38,040 --> 00:12:41,560
+بنلاقي الصور في الحضارات القديمة موجودة لو جينا
+
+144
+00:12:41,560 --> 00:12:46,160
+للفراعنة ما زالت الصور موجودة على جدران المعابد
+
+145
+00:12:46,160 --> 00:12:53,280
+وغيرها يعني فلذلك من هنا الخطوط المنقوشات الصور كل
+
+146
+00:12:53,280 --> 00:12:57,440
+هذه أيضا مصدر من المصادر اللي هي الوثائق التاريخية
+
+147
+00:12:57,440 --> 00:13:03,410
+نعتبرها كمصدر من مصادر المنهجالتاريخي لجمع الحقائق
+
+148
+00:13:03,410 --> 00:13:09,490
+والمعلومات حول الظاهر نأتي إلى المصدر أو الإساني
+
+149
+00:13:09,490 --> 00:13:17,850
+وهو ما كُتب في تاريخ الحضارات البحوث وأراء يعني
+
+150
+00:13:17,850 --> 00:13:21,230
+البحوث والأراء اللي كُتبت عن أيه في الحضارات
+
+151
+00:13:21,230 --> 00:13:24,630
+القديمة إذا أردنا أن نعرف تاريخ أي حضارة قديمة
+
+152
+00:13:24,630 --> 00:13:28,590
+بنلجأ إلى ما كُتب عنها الحضارة الفرعونية مثلا نعرف
+
+153
+00:13:28,590 --> 00:13:32,430
+ما هي من خلال ما كُتب عنهاأيضًا من حضارة الإغريق
+
+154
+00:13:32,430 --> 00:13:35,610
+والرومان هذه الألاف قبل السنة يعني من ألاف السنين
+
+155
+00:13:35,610 --> 00:13:40,570
+قبل الميلاد نرجع إلى ماذا؟ إلى الكتب اللي كتبت في
+
+156
+00:13:40,570 --> 00:13:44,710
+هذا المجال وهكذا فلذلك الكتب اللي كتبت عن الحضارات
+
+157
+00:13:44,710 --> 00:13:50,290
+القديمة أيضًا تعتبر مصدر من مصادر المنهج التاريخي
+
+158
+00:13:50,290 --> 00:13:57,450
+كل ما كتب عن الحضارات القديمة وغيرها الأشخاص اللي
+
+159
+00:13:57,450 --> 00:14:00,230
+تاني ملاحظوا الطاهر وعصبر الحدث في قصتهم في زمان
+
+160
+00:14:00,230 --> 00:14:05,720
+أو شهودبالضبط اللي هو الأفراد و الأشخاص اللي عصروا
+
+161
+00:14:05,720 --> 00:14:09,720
+الظاهرة زي ما توا اتكلمنا عن تاريخنا الفلسطيني
+
+162
+00:14:09,720 --> 00:14:15,040
+لمعرفة بواهرنا الاجتماعية في فلسطين منذ قبل عام 48
+
+163
+00:14:15,040 --> 00:14:21,160
+في فلسطين المحتلة، من هنا نعرف كيف الناس كانت
+
+164
+00:14:21,160 --> 00:14:25,650
+عايشةالظواهر الاجتماعية اللي كانت موجودة فلذلك هنا
+
+165
+00:14:25,650 --> 00:14:29,530
+بنسأل مين مافيش عنا في الكتب أحيانا لأن .. لذلك
+
+166
+00:14:29,530 --> 00:14:33,270
+بنسأل الأفراد و الأشخاص اللي عاشوا في تلك المرحلة
+
+167
+00:14:33,270 --> 00:14:36,950
+و بنسألهم عن الظواهر اللي كانت موجودة مثل زيارة
+
+168
+00:14:36,950 --> 00:14:40,790
+الزواج كيف كانت موجودة في الماضي عادات الناس كيف
+
+169
+00:14:40,790 --> 00:14:44,070
+كانوا التكافل الاجتماعي كيف كان بين الناس كيف
+
+170
+00:14:44,070 --> 00:14:47,150
+كانوا الناس في الأفراح و الأطراح كيف كانوا ينظموا
+
+171
+00:14:47,150 --> 00:14:52,900
+حياتهمكيف كانوا يقتطون العيش يعني يعملون كيف وكيف
+
+172
+00:14:52,900 --> 00:14:58,140
+وكيف وكيف إلى غير ذلك حول دراسة كثير من الظواهر
+
+173
+00:14:58,140 --> 00:15:02,080
+الاجتماعية في الماضي فلذلك الأعياد كيف كانت
+
+174
+00:15:02,080 --> 00:15:05,580
+الأعياد في الزمن الماضي؟ كيف كان؟ فهذا كله بنسأل
+
+175
+00:15:05,580 --> 00:15:10,920
+مين؟ الأشخاص نسأل الأشخاص الذين عاصروا الأحداث في
+
+176
+00:15:10,920 --> 00:15:17,460
+الماضي فهذا يعتبر مصدر من مصادر المنهج التاريخيوهو
+
+177
+00:15:17,460 --> 00:15:22,000
+الأشخاص الذين لاحظوا الظاهرة و عصروها فلذلك بنعمل
+
+178
+00:15:22,000 --> 00:15:26,420
+معهم مقابلات و بنسألهم عن الظاهرة في تلك المرحلة و
+
+179
+00:15:26,420 --> 00:15:30,420
+هدولة بيعطونا اثر رجعي عن الزمن الماضي كيف كانت
+
+180
+00:15:30,420 --> 00:15:34,880
+الظاهرة فبنجمع الحقائق و المعلومات حول هذه الظاهرة
+
+181
+00:15:34,880 --> 00:15:41,300
+هناك أيضا مصدر اخر مصادر في عندها مصادر اوانية مثل
+
+182
+00:15:41,300 --> 00:15:50,160
+الاثار الاثارالأثار هذه أيضا يعني كلها تعتبر يعني
+
+183
+00:15:50,160 --> 00:15:59,280
+من المصادر الأساسية نعم يا بنتى نعم مصادرمصادر
+
+184
+00:15:59,280 --> 00:16:04,060
+أولية بنرجع إليها أيضا مثل الآثار، يعني عندنا في
+
+185
+00:16:04,060 --> 00:16:08,740
+فلسطين كثير من الآثار لو حبينا أن نعرف كيف المدن و
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+186
+00:16:08,740 --> 00:16:12,360
+ال .. في عندنا أريحة مثلا من أقدم المدن في العالم
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+00:16:12,360 --> 00:16:17,400
+موجودة و فيها بعض الآثارفيها قصر هشام .. قصر هشام
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+188
+00:16:17,400 --> 00:16:21,380
+اه و ايضا عند .. قلعة برقوق في خان يونس هذه في عصر
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+189
+00:16:21,380 --> 00:16:25,340
+الحديث .. المماليك يعني .. يعني اه برضه تعتبر
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+ماضي، تاريخ ماضي لو نريد ان نعرف كيف كانت ال ..
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+191
+00:16:29,560 --> 00:16:33,160
+الظاهر الاجتماعية في العصر المماليك عندنا فلذلك
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+قلعة برقوق في خان يونس هذه تعتبر من الآثار القديمة
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+00:16:38,960 --> 00:16:44,500
+نعموهكذا المسجد العمري يعني ايضا يعتبر من الآثار
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+194
+00:16:44,500 --> 00:16:48,640
+كثير من المساجد موجودة كثير من الآثار موجودة عندنا
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+195
+00:16:48,640 --> 00:16:52,860
+في قطاع غزة وفي فلسطين عموما يعني تدلنا على
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+196
+00:16:52,860 --> 00:16:58,580
+المصادر التاريخية كمعلومات وهكذا والحضارات ايضا
+
+197
+00:16:58,580 --> 00:17:06,620
+الفريق ال ..الفرعونية والإغريقية وأيضا الحضارات
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+198
+00:17:06,620 --> 00:17:11,760
+الرومانية والأشورية والبابلية القديمة كلها أيضا
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+199
+00:17:11,760 --> 00:17:17,640
+موجود ما يدله عليها فلذلك هذه من خلال هذه الأثار
+
+200
+00:17:17,640 --> 00:17:22,820
+الموجودة نستطيع أن نجمع كثير من الحقائق والمعلومات
+
+201
+00:17:22,820 --> 00:17:28,380
+حول الظاهرة المراد دراستها من الزمن الماضي ماذا
+
+202
+00:17:28,380 --> 00:17:29,420
+أيضا من المصادر؟
+
+203
+00:17:32,870 --> 00:17:38,450
+ماذا؟ ماتكلمتش نهائي كلكم اتكلمتوا؟ اتكلمت هي الله
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+204
+00:17:38,450 --> 00:17:45,230
+تفضل طبعا
+
+205
+00:17:45,230 --> 00:17:50,270
+المذكرات هذا بجب انسان مثلا الشخصية بارزة ولكن
+
+206
+00:17:50,270 --> 00:17:55,030
+اتها الدهر كبرك في العمر والان زي ما بتقولوني انه
+
+207
+00:17:55,030 --> 00:17:58,690
+راحت كتير من ال ..كبار الشخصيات والزعماء والقادة
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+208
+00:17:58,690 --> 00:18:03,450
+ورجال الفكر والعلماء يعني عادة في المرحلة المتاخرة
+
+209
+00:18:03,450 --> 00:18:08,830
+من عمرهم يعني يتفرغون لكتابة حياتهم ولكتابة الصيرة
+
+210
+00:18:08,830 --> 00:18:12,890
+الذاتية لحياتهم والأعمال التي كانوا يقومون بها
+
+211
+00:18:12,890 --> 00:18:18,740
+وغير ذلك هذه تعتبر مصدرمن مصادر المنهج التاريخي
+
+212
+00:18:18,740 --> 00:18:23,140
+لأن كل ما يكتمونه عن الماضي عن الماضي ولذلك
+
+213
+00:18:23,140 --> 00:18:27,400
+بنسميها المذكرات الشخصية أو السيرة الذاتية الماضية
+
+214
+00:18:27,400 --> 00:18:32,440
+عن مذكراتها في الماضي وهذه لها دلائق كثيرة جدا
+
+215
+00:18:32,440 --> 00:18:37,680
+عندنا في المنهج التاريخي فاحيانا نرجع اليها وهي
+
+216
+00:18:37,680 --> 00:18:43,100
+الرسائل والمقالات والكتب والسيرة الذاتيةو أيضًا في
+
+217
+00:18:43,100 --> 00:18:46,820
+بعض الصور والرسوم الصور من الماضي يعني ممكن
+
+218
+00:18:46,820 --> 00:18:50,600
+يجيبلنا صور كيف كان في الماضي و هم أطفال و هم في
+
+219
+00:18:50,600 --> 00:18:54,020
+مرحلة الشباب و ماذا كانوا يعملون و ماذا كان النشاط
+
+220
+00:18:54,020 --> 00:18:58,220
+و كده هذه أنشطة بتدل على كثير من البواهر أيضًا
+
+221
+00:18:58,220 --> 00:19:03,400
+الاجتماعية في مراحل تاريخية سابقة ولذلك أي طالبة
+
+222
+00:19:03,400 --> 00:19:07,300
+منكم بدأت تقعد معنا بالساق بدأت تحاول ترجع للماضي
+
+223
+00:19:07,300 --> 00:19:10,600
+بتجيب الله يعني أنا ماكنت طفلة وين كنت؟طيب إيش
+
+224
+00:19:10,600 --> 00:19:13,240
+هدول أصوريهم يوم أنا صغيرة ولا لأ؟ فيه ليه سجين
+
+225
+00:19:13,240 --> 00:19:16,400
+للصور يا ماما؟ و الله يا بابا؟ طب أنا كيف كان
+
+226
+00:19:16,400 --> 00:19:20,380
+وضعيا يا بابا؟ فهذه إيش تسأل عن الماضي فإذا هنا
+
+227
+00:19:20,380 --> 00:19:26,440
+الماضي هو منهج تاريخي لسيرتك الذاتية كيف كنتي و
+
+228
+00:19:26,440 --> 00:19:32,530
+أنتي منذ الولادة إلى أنالى ما انتي عليه اليوم هذه
+
+229
+00:19:32,530 --> 00:19:38,410
+كله ايه بتسميه تاريخ تاريخ الماضي ولذلك يعني في ال
+
+230
+00:19:38,410 --> 00:19:42,190
+.. الناس اللي بيهتموا بهذه الأشياء بيكتبوا دائما
+
+231
+00:19:42,190 --> 00:19:46,470
+ذكرياتهم و بيكتبوا دائما مذكراتهم حول هذه المواضيع
+
+232
+00:19:46,470 --> 00:19:50,050
+اللي كانوا يعيشوها فيهاهذه لا نستهيب بها، لأن هذه
+
+233
+00:19:50,050 --> 00:19:55,510
+تعتبر منارة للأجيال اللاحقة، اللاحقة من الأجيال
+
+234
+00:19:55,510 --> 00:20:00,170
+الماضية إلى الأجيال اللاحقة الحديثة، وهكذا، فبتم
+
+235
+00:20:00,170 --> 00:20:04,730
+تاريخه المتواصلفي هذا الأمر فهذه بنسميها السيرة
+
+236
+00:20:04,730 --> 00:20:08,910
+الذاتية، بنسميها الصور الشخصية اللي كانت موجودة أو
+
+237
+00:20:08,910 --> 00:20:12,610
+صور الجماعات مع الأسرة مع غير ذلك، النشاطات اللتي
+
+238
+00:20:12,610 --> 00:20:16,330
+كان الإنسان مارسها في الماضي، الظواهر الاجتماعية
+
+239
+00:20:16,330 --> 00:20:20,890
+وكيف كان يحيشها وغير ذلك، هذه كلها تكتب في مذكرات
+
+240
+00:20:20,890 --> 00:20:26,690
+فهذه تعتبر مصدر من مصادر المنهج التاريخي ولها
+
+241
+00:20:26,690 --> 00:20:31,650
+أهميةكبيرة جدا و أحيانا في هذه المذكرات نجد
+
+242
+00:20:31,650 --> 00:20:36,470
+الأحداث التي حدثت في الماضي أكثر من شخصية تكتب في
+
+243
+00:20:36,470 --> 00:20:41,370
+هذه الأحداث فهنا نعمل مقارنات بين الآراء المختلفة
+
+244
+00:20:41,370 --> 00:20:47,110
+و نبحث على ما هي الآراء التي تجمع حول موضوع معين و
+
+245
+00:20:47,110 --> 00:20:52,070
+تفيدنا حول موضوع معين فلذلك بتكون مصدر مهم جدا من
+
+246
+00:20:52,070 --> 00:20:57,500
+مصادر البحث الاجتماعي قال هو المنهج التالفواضح؟
+
+247
+00:20:57,500 --> 00:21:01,100
+اللي هي المذكرات و الرسائل و غيرها و الكتب و
+
+248
+00:21:01,100 --> 00:21:06,780
+الدراسات و غير ذلك و الصور في عندنا المصادر ثانوية
+
+249
+00:21:06,780 --> 00:21:12,440
+طبعا المصادر الثانوية مش معناه فيها ثانوية لأ تنقل
+
+250
+00:21:12,440 --> 00:21:18,140
+عن المصادر القواليةواضح سواء كانت كتب أو كل ما كتب
+
+251
+00:21:18,140 --> 00:21:22,020
+عن الأحداث والظواهر من قبل الباحثين أو ما تعرض
+
+252
+00:21:22,020 --> 00:21:26,560
+الأجيال اللاحقة للجيل الذي عاش في الظاهرة ولكن هذا
+
+253
+00:21:26,560 --> 00:21:30,460
+بتبقى عن الماضي كل ما أخوته من المصادر الأولية لكن
+
+254
+00:21:30,460 --> 00:21:35,280
+الذين يكتبون عنه هو بنسميهم المصادر الـA الثانوية
+
+255
+00:21:35,280 --> 00:21:40,780
+هذا يعتبر أيضا مصدر من مصادر منهج التاريخياللي هم
+
+256
+00:21:40,780 --> 00:21:45,340
+نقلوا كل ما يعني كُتب أو موجود في ان هي المصادر
+
+257
+00:21:45,340 --> 00:21:49,840
+الأولين أحيانا مثلا الأهرامات، بنلاقي الأهرامات
+
+258
+00:21:49,840 --> 00:21:53,500
+عندها نقوش كيف كانوا يعاملوا اليتامة، كيف كانوا
+
+259
+00:21:53,500 --> 00:21:56,540
+يتعاملوا مع الفقراء، وهذه كلها ظاهرة وين فقروا،
+
+260
+00:21:56,540 --> 00:21:59,790
+أحيانا بيجي المصدر الثانويبيكتبولنا عن هذه
+
+261
+00:21:59,790 --> 00:22:03,070
+الحاجات، فإذا معناته إحنا بنعتبر المصدر اللي كتب
+
+262
+00:22:03,070 --> 00:22:07,230
+عن الأثار أنها يعتبر أيه مصدر ثانوي، لكن وين مصدر
+
+263
+00:22:07,230 --> 00:22:10,610
+الأساسي؟ هي ما كتبة في الأثر الصحيح اللي هو
+
+264
+00:22:10,610 --> 00:22:15,610
+الأعرامات وغيرها عن مواكب، عرفت كيف؟ بالضبطدكتورة؟
+
+265
+00:22:15,610 --> 00:22:19,090
+ورق البرد يقصد اللي هو ال .. الكلام اللي كان مكتوب
+
+266
+00:22:19,090 --> 00:22:22,670
+عليه؟ كان مكتوب اه ورق اللي بالعالم شده له يعني
+
+267
+00:22:22,670 --> 00:22:25,970
+ألاف سنين من قبل الميلاد أيضا، هذا .. هذا المقصود
+
+268
+00:22:25,970 --> 00:22:29,150
+ورق البرد الورق هذا اللي بيكتبوا عليها كانوا زمان
+
+269
+00:22:29,150 --> 00:22:32,330
+هاد يستخدموه لإن ماكانش اليوم زي اليوم مثلا وسائل
+
+270
+00:22:32,330 --> 00:22:36,130
+حديثة وورق حديث وكتب وكده فلذلك كانوا يكتبون على
+
+271
+00:22:36,130 --> 00:22:41,790
+.. كانوا يكتبون على الجدران لذلك نجيهم يعنيموجودة
+
+272
+00:22:41,790 --> 00:22:46,990
+على المباني بعض الكلمات و بعض الصور و الرسومات مثل
+
+273
+00:22:46,990 --> 00:22:51,610
+الرسومات أيضا كانوا يعملوا المجسمات مثل المجسمات
+
+274
+00:22:51,610 --> 00:22:56,950
+اللي هي خوف و خفرع و منقرع و الهول و مش عارف مين
+
+275
+00:22:56,950 --> 00:23:00,150
+هذين المصريين يعني كانوا يستخدموا مثل هذه الوسائل
+
+276
+00:23:00,150 --> 00:23:04,650
+لكن يعني ماكانش فلذلك كانوا يستخدموا ورق البردة
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+277
+00:23:04,650 --> 00:23:10,350
+للكتاب عليه عن بعض الحقائقالموجودة في عصرهم فهي
+
+278
+00:23:10,350 --> 00:23:14,710
+موجودة وهذه بتحفظ الكلام إلى فترة طويلة جدا يعني
+
+279
+00:23:14,710 --> 00:23:18,350
+ألاف السنين منها مكتوب عليها من قبل الميلاد من
+
+280
+00:23:18,350 --> 00:23:22,750
+أيام الفراعنة وغيرها فلذلك هذه تعتبر مصدر من مصادر
+
+281
+00:23:22,750 --> 00:23:25,370
+المنهج التاريخي طبعا
+
+282
+00:23:34,060 --> 00:23:36,820
+ممكن احنا نعتمد على الوثائق ايضا المعاطرة في
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+283
+00:23:36,820 --> 00:23:41,560
+المنهج التاريخي من كتب ومجلات تكتب لنا عن الماضي
+
+284
+00:23:41,560 --> 00:23:46,080
+وكيف كان هذا كلها يبني مصادر من ايضا الخبراء
+
+285
+00:23:46,080 --> 00:23:50,140
+والمختصين في التاريخ و العلماء وغير ذلك، هذا كله
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+286
+00:23:50,140 --> 00:23:55,200
+ممكن نستعين بيهم ايضا في المنهج التاريخيبنقول بذلك
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+287
+00:23:55,200 --> 00:24:00,220
+أنهينا المنهج التاريخي من حيث تعريفه بأنه يدرس لنا
+
+288
+00:24:00,220 --> 00:24:05,480
+الظاهرة عبر الزمان والمكان في الماضي للمجتمعات
+
+289
+00:24:05,480 --> 00:24:11,060
+وأيضا لها مصادر .. المنهج التاريخي لها مصادر اللي
+
+290
+00:24:11,060 --> 00:24:15,540
+اتكلمنا عنها مثل المصادر .. مصادر أولية ومصادر
+
+291
+00:24:15,540 --> 00:24:19,850
+أولية ومصادر أوليةما كتب في تاريخ الحضارات ان
+
+292
+00:24:19,850 --> 00:24:23,590
+الشباب اللذين لاحظوا الظاهرة وايضا المصادر الأولية
+
+293
+00:24:23,590 --> 00:24:28,010
+والثانوية وكلها مرتبطة مع بعضها البعض وايضا سؤال
+
+294
+00:24:28,010 --> 00:24:32,170
+القبراء والمتصفين هذا كل ما يتعلم في المنهج الداري
+
+295
+00:24:32,750 --> 00:24:37,230
+اليوم نقول قد انهينا هذه المحاضرة عن المنهج
+
+296
+00:24:37,230 --> 00:24:41,530
+التاريخي وفي المحاضرة القادمة ان شاء الله سنتناول
+
+297
+00:24:41,530 --> 00:24:46,450
+المنهج التجريبي وإذا انتهينا منهم سندخل إلى منهج
+
+298
+00:24:46,450 --> 00:24:50,030
+آخر ان شاء الله طيب إلى أن نلتقي في المحاضرة
+
+299
+00:24:50,030 --> 00:24:55,430
+القادمة لكم مني كل تحية وتقدير والسلام عليكم ورحمة
+
+300
+00:24:55,430 --> 00:24:57,090
+الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/XvQW-BUCJvA_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/XvQW-BUCJvA_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..a39ff3096d6f4ed27e17fdf455dab4069f44f83d
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/XvQW-BUCJvA_raw.json
@@ -0,0 +1 @@
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"probability": 0.4246826171875}, {"start": 1455.18, "end": 1455.54, "word": " ومصادر", "probability": 0.8623046875}, {"start": 1455.54, "end": 1455.98, "word": " أولية", "probability": 0.8736979166666666}, {"start": 1455.98, "end": 1456.44, "word": " ومصادر", "probability": 0.8189453125}, {"start": 1456.44, "end": 1456.94, "word": " أولية", "probability": 0.8846028645833334}], "temperature": 1.0}, {"id": 62, "seek": 147217, "start": 1457.73, "end": 1472.17, "text": "ما كتب في تاريخ الحضارات ان الشباب اللذين لاحظوا الظاهرة وايضا المصادر الأولية والثانوية وكلها مرتبطة مع بعضها البعض وايضا سؤال القبراء والمتصفين هذا كل ما يتعلم في المنهج الداري", "tokens": [15042, 9122, 2655, 3555, 8978, 6055, 9640, 1829, 9778, 21542, 11242, 9640, 9307, 16472, 25124, 3555, 16758, 13672, 8848, 9957, 20193, 5016, 19913, 14407, 6024, 116, 40294, 25720, 36764, 1829, 11242, 995, 9673, 9381, 18513, 2288, 16247, 12610, 10632, 16070, 12984, 7649, 2407, 10632, 4032, 28820, 11296, 3714, 43500, 3555, 9566, 3660, 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اللذين", "probability": 0.80419921875}, {"start": 1460.67, "end": 1461.25, "word": " لاحظوا", "probability": 0.8343505859375}, {"start": 1461.25, "end": 1461.93, "word": " الظاهرة", "probability": 0.8033447265625}, {"start": 1461.93, "end": 1462.57, "word": " وايضا", "probability": 0.835693359375}, {"start": 1462.57, "end": 1463.09, "word": " المصادر", "probability": 0.9527587890625}, {"start": 1463.09, "end": 1463.59, "word": " الأولية", "probability": 0.9153645833333334}, {"start": 1463.59, "end": 1464.45, "word": " والثانوية", "probability": 0.9357421875}, {"start": 1464.45, "end": 1465.11, "word": " وكلها", "probability": 0.8025716145833334}, {"start": 1465.11, "end": 1465.67, "word": " مرتبطة", "probability": 0.9537109375}, {"start": 1465.67, "end": 1465.81, "word": " مع", "probability": 0.99462890625}, {"start": 1465.81, "end": 1466.29, "word": " بعضها", "probability": 0.9951171875}, {"start": 1466.29, "end": 1466.99, "word": " البعض", "probability": 0.98291015625}, {"start": 1466.99, "end": 1467.61, "word": " وايضا", "probability": 0.85223388671875}, {"start": 1467.61, "end": 1468.01, "word": " سؤال", "probability": 0.86865234375}, {"start": 1468.01, "end": 1468.55, "word": " القبراء", "probability": 0.8341471354166666}, {"start": 1468.55, "end": 1469.39, "word": " والمتصفين", "probability": 0.7232666015625}, {"start": 1469.39, "end": 1469.87, "word": " هذا", "probability": 0.650390625}, {"start": 1469.87, "end": 1470.07, "word": " كل", "probability": 0.96728515625}, {"start": 1470.07, "end": 1470.17, "word": " ما", "probability": 0.93896484375}, {"start": 1470.17, "end": 1470.79, "word": " يتعلم", "probability": 0.9677734375}, {"start": 1470.79, "end": 1471.09, "word": " في", "probability": 0.90576171875}, {"start": 1471.09, "end": 1471.71, "word": " المنهج", "probability": 0.9150390625}, {"start": 1471.71, "end": 1472.17, "word": " الداري", "probability": 0.6266276041666666}], "temperature": 1.0}, {"id": 63, "seek": 149709, "start": 1472.75, "end": 1497.09, "text": "اليوم نقول قد انهينا هذه المحاضرة عن المنهج التاريخي وفي المحاضرة القادمة ان شاء الله سنتناول المنهج التجريبي وإذا انتهينا منهم سندخل إلى منهج آخر ان شاء الله طيب إلى أن نلتقي في المحاضرة القادمة لكم مني كل تحية وتقدير والسلام عليكم ورحمة الله وبركاته", "tokens": [6027, 1829, 20498, 8717, 39648, 12174, 3215, 16472, 3224, 1829, 8315, 29538, 9673, 5016, 46958, 25720, 18871, 9673, 1863, 3224, 7435, 16712, 9640, 1829, 9778, 1829, 4032, 41185, 9673, 5016, 46958, 25720, 25062, 18513, 46007, 16472, 13412, 16606, 21984, 8608, 29399, 8315, 12610, 9673, 1863, 3224, 7435, 16712, 7435, 16572, 21292, 4032, 28814, 15730, 16472, 47395, 1829, 8315, 9154, 16095, 8608, 41260, 9778, 1211, 30731, 9154, 3224, 7435, 19753, 34740, 16472, 13412, 16606, 21984, 23032, 1829, 3555, 30731, 14739, 8717, 1211, 2655, 38436, 8978, 9673, 5016, 46958, 25720, 25062, 18513, 46007, 5296, 24793, 9154, 1829, 28242, 6055, 5016, 10632, 34683, 28543, 13546, 16070, 3794, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224], "avg_logprob": -0.10123146552655657, "compression_ratio": 2.1502347417840375, "no_speech_prob": 0.0013713836669921875, "words": [{"start": 1472.75, "end": 1473.61, "word": "اليوم", "probability": 0.97412109375}, {"start": 1473.61, "end": 1474.37, "word": " نقول", "probability": 0.7705078125}, {"start": 1474.37, "end": 1474.63, "word": " قد", "probability": 0.958251953125}, {"start": 1474.63, "end": 1475.13, "word": " انهينا", "probability": 0.896240234375}, {"start": 1475.13, "end": 1475.55, "word": " هذه", "probability": 0.8359375}, {"start": 1475.55, "end": 1476.25, "word": " المحاضرة", "probability": 0.82879638671875}, {"start": 1476.25, "end": 1476.89, "word": " عن", "probability": 0.97900390625}, {"start": 1476.89, "end": 1477.23, "word": " المنهج", "probability": 0.8604736328125}, {"start": 1477.23, "end": 1477.99, "word": " التاريخي", "probability": 0.923828125}, {"start": 1477.99, "end": 1478.47, "word": " وفي", "probability": 0.82177734375}, {"start": 1478.47, "end": 1479.09, "word": " المحاضرة", "probability": 0.9949951171875}, {"start": 1479.09, "end": 1479.57, "word": " القادمة", "probability": 0.9933268229166666}, {"start": 1479.57, "end": 1479.73, "word": " ان", "probability": 0.72412109375}, {"start": 1479.73, "end": 1479.89, "word": " شاء", "probability": 0.991943359375}, {"start": 1479.89, "end": 1480.17, "word": " الله", "probability": 0.95068359375}, {"start": 1480.17, "end": 1481.53, "word": " سنتناول", "probability": 0.8831787109375}, {"start": 1481.53, "end": 1482.19, "word": " المنهج", "probability": 0.99072265625}, {"start": 1482.19, "end": 1482.97, "word": " التجريبي", "probability": 0.9482421875}, {"start": 1482.97, "end": 1484.29, "word": " وإذا", "probability": 0.8448893229166666}, {"start": 1484.29, "end": 1484.95, "word": " انتهينا", "probability": 0.9281005859375}, {"start": 1484.95, "end": 1485.21, "word": " منهم", "probability": 0.702392578125}, {"start": 1485.21, "end": 1485.71, "word": " سندخل", "probability": 0.9530029296875}, {"start": 1485.71, "end": 1485.97, "word": " إلى", "probability": 0.79736328125}, {"start": 1485.97, "end": 1486.45, "word": " منهج", "probability": 0.9814453125}, {"start": 1486.45, "end": 1486.83, "word": " آخر", "probability": 0.7186279296875}, {"start": 1486.83, "end": 1486.99, "word": " ان", "probability": 0.5380859375}, {"start": 1486.99, "end": 1487.17, "word": " شاء", "probability": 0.992431640625}, {"start": 1487.17, "end": 1487.49, "word": " الله", "probability": 0.95361328125}, {"start": 1487.49, "end": 1488.55, "word": " طيب", "probability": 0.94384765625}, {"start": 1488.55, "end": 1488.75, "word": " إلى", "probability": 0.7880859375}, {"start": 1488.75, "end": 1488.95, "word": " أن", "probability": 0.8740234375}, {"start": 1488.95, "end": 1489.35, "word": " نلتقي", "probability": 0.948974609375}, {"start": 1489.35, "end": 1489.51, "word": " في", "probability": 0.984375}, {"start": 1489.51, "end": 1490.03, "word": " المحاضرة", "probability": 0.996826171875}, {"start": 1490.03, "end": 1490.67, "word": " القادمة", "probability": 0.9931640625}, {"start": 1490.67, "end": 1491.49, "word": " لكم", "probability": 0.899169921875}, {"start": 1491.49, "end": 1491.87, "word": " مني", "probability": 0.940185546875}, {"start": 1491.87, "end": 1492.17, "word": " كل", "probability": 0.9755859375}, {"start": 1492.17, "end": 1492.67, "word": " تحية", "probability": 0.9044596354166666}, {"start": 1492.67, "end": 1493.43, "word": " وتقدير", "probability": 0.81787109375}, {"start": 1493.43, "end": 1494.27, "word": " والسلام", "probability": 0.9130859375}, {"start": 1494.27, "end": 1494.87, "word": " عليكم", "probability": 0.961181640625}, {"start": 1494.87, "end": 1495.43, "word": " ورحمة", "probability": 0.9901123046875}, {"start": 1495.43, "end": 1495.81, "word": " الله", "probability": 0.96923828125}, {"start": 1495.81, "end": 1497.09, "word": " وبركاته", "probability": 0.9734375}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1499.1035, "duration_after_vad": 1439.7468750000005}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/aJ4tGsE5JCM_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/aJ4tGsE5JCM_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d8ecb602efc6614b1223ddf0159255cc4b13ebe7
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/aJ4tGsE5JCM_postprocess.srt
@@ -0,0 +1,1252 @@
+1
+00:00:20,840 --> 00:00:24,240
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,240 --> 00:00:28,980
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,980 --> 00:00:35,040
+آله وصحبه أجمعين أما بعد في المحاضرة السابقة كنا
+
+4
+00:00:35,040 --> 00:00:39,540
+نتكلم عن أنواع البحوث في الخدمة الاجتماعية
+
+5
+00:00:39,540 --> 00:00:46,200
+وتناولنا تصنيفات البحوث اللي هي عند فيليب كيلين
+
+6
+00:00:46,200 --> 00:00:54,230
+وعند جاهودة وأيضاعند فيليب كيلين تم تصنيف البحوث
+
+7
+00:00:54,230 --> 00:01:00,750
+إلى خمسة أنواع بحوث الأدوات والمناهج وأيضا بحوث
+
+8
+00:01:00,750 --> 00:01:05,690
+بتقسلنا الاحتياجات المطلوبة وكذلك بحوث تقيس
+
+9
+00:01:05,690 --> 00:01:11,190
+الخدمات المطلوبة وبعد ذلك البحوث التقويمية وهي
+
+10
+00:01:11,190 --> 00:01:18,070
+نوعانتقييز لنا الخدمات ومدى فعليتها وأيضا بحوث
+
+11
+00:01:18,070 --> 00:01:22,410
+تقييز لنا الأساليب التي من خلالها نستخدمها ..
+
+12
+00:01:22,410 --> 00:01:28,330
+نستخدمها في تقديم الخدمات ومدى فعلية هذه الأساليب
+
+13
+00:01:28,330 --> 00:01:33,830
+اللي بنستخدمها بحيث أنها تبين لنا النتائج العامة
+
+14
+00:01:34,670 --> 00:01:40,770
+وهكذا، هذه بنسميها بحوث تقويمية، هذه الخمس أصناف
+
+15
+00:01:40,770 --> 00:01:47,390
+من البحوث، في عند Gaudaتم تصنيف البحوث إلى ثلاثة
+
+16
+00:01:47,390 --> 00:01:53,970
+وهي البحوث الكشفية أو الاستطلاعية والبحوث الوصفية
+
+17
+00:01:53,970 --> 00:01:59,650
+التشخيصية وصف الظاهرة وتشخيص الظاهرة معرفة العوامل
+
+18
+00:01:59,650 --> 00:02:05,550
+التي تسبب الظاهرة وأيضا النوع الثالث وهي البحوث
+
+19
+00:02:05,550 --> 00:02:13,240
+التجريبية التي يعني البحث نقضعه للتجربةونتأكد منها
+
+20
+00:02:13,240 --> 00:02:19,660
+العينة والعوامل المسببة للظاهرة أو المشكلة وهذا
+
+21
+00:02:19,660 --> 00:02:23,640
+بيكون له طريقة تجربية وفي المحاضرة للفئة السابقة
+
+22
+00:02:23,640 --> 00:02:29,080
+تم شرح مثال على ذلك للبحوث التجربية في طريقة خدمة
+
+23
+00:02:29,080 --> 00:02:34,990
+الجماعة حول تعديل سلوكمجموعة من الصبيان أو من
+
+24
+00:02:34,990 --> 00:02:40,630
+الفتيان في حي من الأحياء وانضمامهم إلى مؤسسة من
+
+25
+00:02:40,630 --> 00:02:45,090
+مؤسسات خدمة الجماعة لشغل وقت الفراغ ووضع خطة
+
+26
+00:02:45,090 --> 00:02:51,700
+لمعرفة سلوكهم قبل دخولهم وبعد ذلك بعد دخولهمووضع
+
+27
+00:02:51,700 --> 00:02:55,560
+البرامج الملاهمة والمناسبة لهم في تعديل السلوك
+
+28
+00:02:55,560 --> 00:03:00,320
+وبعد فترة من الزمن تم تعديل سلوك هؤلاء بعد ستة
+
+29
+00:03:00,320 --> 00:03:06,240
+أشهر وبناء على مقاييس معينة وهكذا في عندنا الآن
+
+30
+00:03:06,240 --> 00:03:13,620
+هناخد موضوع جديد وهو دور بحوث الخدمة الاجتماعية في
+
+31
+00:03:13,620 --> 00:03:19,470
+تطوير الممارسة المهنية يعني بدنا نربط ما بينالبحث
+
+32
+00:03:19,470 --> 00:03:24,530
+في الخدمة الاجتماعية ودوره في الممارسة، هل البحوث
+
+33
+00:03:24,530 --> 00:03:30,670
+لها دور في الممارسة؟ وهل الممارس له دور أيضا في
+
+34
+00:03:30,670 --> 00:03:35,690
+البحوث وصياغة المشكلة ووضع الفروض وغير ذلك؟ هذا
+
+35
+00:03:35,690 --> 00:03:42,260
+موضوع محاضرتنا في هذا اليومأول شيء هنا بالنسبة
+
+36
+00:03:42,260 --> 00:03:44,740
+لبخوث الخدمة الاجتماعية و دورها في تطوير الممارس
+
+37
+00:03:44,740 --> 00:03:50,480
+المهانية أوجرن .. أوجرن .. يعني تم توضيح دور
+
+38
+00:03:50,480 --> 00:03:54,120
+الممارس في البحث ما هو دور الممارس في البحث؟ عندنا
+
+39
+00:03:54,120 --> 00:04:00,220
+هنا ثلاث نقاط اللي هي بتبين لنا دور الممارس في
+
+40
+00:04:00,220 --> 00:04:04,040
+البحث في الخدمة الاجتماعية مدام يعني عندكم قرأته
+
+41
+00:04:04,040 --> 00:04:07,480
+الموضوع ممكن نستفسر و نسأل أيوة يا بنتي قولي
+
+42
+00:04:07,480 --> 00:04:08,180
+النقطة الأولى
+
+43
+00:04:16,870 --> 00:04:24,190
+يعني إنسان في الميدانوفي مجال الدراسة في المجال
+
+44
+00:04:24,190 --> 00:04:29,890
+العمل التطبيقي الممارس لمهنة الخدمة الاجتماعية في
+
+45
+00:04:29,890 --> 00:04:35,570
+مجال معين هذا الممارس يكون أقدر على اختيار المشكلة
+
+46
+00:04:35,570 --> 00:04:41,330
+ومعرفة المشكلة من إنسان لا يعمل في نفس المجالهذه
+
+47
+00:04:41,330 --> 00:04:45,530
+النقطة الأولى إذا هنا الممارسة بتساعدنا في
+
+48
+00:04:45,530 --> 00:04:50,570
+الاختيار الصحيح لموضوع البحث أو مشكلة البحث فبيكون
+
+49
+00:04:50,570 --> 00:04:56,170
+الممارس عندما يختار بحثا أو موضوعا للدراسة أو
+
+50
+00:04:56,170 --> 00:05:01,410
+للبحث بيكون أدق من إنسان غير ممارس في نفس المجال
+
+51
+00:05:01,410 --> 00:05:05,850
+أو غير ممارس فلذلك الممارس هو الذي يختار ويصيغ
+
+52
+00:05:05,850 --> 00:05:10,440
+مشكلة البحث ناحية ثانية أيوة يا بنتييقوم الممارس
+
+53
+00:05:10,440 --> 00:05:14,160
+بعملية اختبار خرود أثناء قيامه بواجباتها المهنية،
+
+54
+00:05:14,160 --> 00:05:17,140
+إذ أنه فضلا عن إحساسه بوجود مشكلات معينة، فإنه
+
+55
+00:05:17,140 --> 00:05:20,590
+أيضا يحاول أن يحلهاإذا النقطة الأولى هي إحساس
+
+56
+00:05:20,590 --> 00:05:25,510
+بالمشكلة النقطة الثانية هو استطاعت الممارس أن يقوم
+
+57
+00:05:25,510 --> 00:05:30,710
+بوضع الفروض الفروض ويقوم باختبار هذه الفروض واتأكد
+
+58
+00:05:30,710 --> 00:05:37,270
+من صحتها ويعني تطبيقها فلذلك الناحية الثانية دور
+
+59
+00:05:37,270 --> 00:05:41,490
+الممارس في البحث هو يستطيع أن يقوم بوضع الفروض
+
+60
+00:05:41,490 --> 00:05:46,340
+ويستطيع أن يقوم باختبار الفروض أيضايساهم الممارسون
+
+61
+00:05:46,340 --> 00:05:49,520
+في شمع البيانات وتحليلها فهو بتركب المشتركين في
+
+62
+00:05:49,520 --> 00:05:55,160
+إشراق العملية البحثيةيساهم الممارس في جمع البيانات
+
+63
+00:05:55,160 --> 00:06:00,060
+والمعلومات وتحليل هذه البيانات فلذلك هو مشارك في
+
+64
+00:06:00,060 --> 00:06:06,160
+البحث مشارك في العملية البحثية هذه هي نعتبرها دور
+
+65
+00:06:06,160 --> 00:06:12,420
+الممارس في البحث بالثلاث مقاد وسهل جدا صياغة
+
+66
+00:06:12,420 --> 00:06:16,200
+المشكلة يستطيع أن يصيغ المشكلة الناحية الثانية أن
+
+67
+00:06:16,200 --> 00:06:23,290
+يضع الفروض ويختبرها الناحية الثالثةجمع البيانات
+
+68
+00:06:23,290 --> 00:06:31,350
+وتحليل البيانات للوصول إلى النتائج واضح؟ في عندنا
+
+69
+00:06:31,350 --> 00:06:37,410
+العلاقة بين الممارسة والبحث ما هي العلاقة؟ في
+
+70
+00:06:37,410 --> 00:06:46,610
+عندنا سبع نقاط لابد من معرفتها اللي هيالعلاقة بين
+
+71
+00:06:46,610 --> 00:06:51,190
+الممارسة والبحث ليش الممارسة؟ الممارسة المهنية
+
+72
+00:06:51,190 --> 00:06:54,930
+للخدمة الاجتماعية والبحث، اللي هو البحث في الخدمة
+
+73
+00:06:54,930 --> 00:06:58,830
+الاجتماعية ما العلاقة بينهما؟ بين البحث في الخدمة
+
+74
+00:06:58,830 --> 00:07:02,570
+الاجتماعية والممارسة المهنية في الخدمة الاجتماعية؟
+
+75
+00:07:02,570 --> 00:07:05,830
+أيوة بنت النقطة الأولى تبدأ سلسلة العملية ببلورة
+
+76
+00:07:05,830 --> 00:07:09,310
+مشكلة .. مشكلة البحث الناجعة من واقع الممارسة
+
+77
+00:07:09,310 --> 00:07:14,620
+الميدالية إذا أول شيء بلورت المشكلةوبلورة المشكلة
+
+78
+00:07:14,620 --> 00:07:18,860
+بتكون من الممارسة، من الممارس، يعني بلورة المشكلة
+
+79
+00:07:18,860 --> 00:07:26,020
+من خلال الممارسة، بكون أفضل و بتكون أدق، فلذلك
+
+80
+00:07:26,020 --> 00:07:31,260
+العلاقة بين الممارسة والبحث هو أول شيء صياغة
+
+81
+00:07:31,260 --> 00:07:37,860
+المشكلة، صياغة المشكلة يعني على أساس سليم، ناحية
+
+82
+00:07:37,860 --> 00:07:38,320
+ثانية
+
+83
+00:07:45,970 --> 00:07:49,990
+طبعا المشكلة اللي بيكون لها انتشار ديوعا يعني
+
+84
+00:07:49,990 --> 00:07:54,230
+انتشار في المجتمع هذه بيكون لها أهمية في البحث
+
+85
+00:07:54,230 --> 00:08:00,150
+لماذا؟ لأن من خلالها نستطيع أن ندرسها ونستطيع أن
+
+86
+00:08:00,150 --> 00:08:06,090
+نحل المشكلة في المجتمع لها صفة الانتشارواضح؟ فلذلك
+
+87
+00:08:06,090 --> 00:08:09,670
+من هنا المشكلة اللي بيكون لها انتشار في المجتمع هي
+
+88
+00:08:09,670 --> 00:08:14,470
+اللي بتكون أكثر أهمية في الدراسة نعم ماذا أيضا ..
+
+89
+00:08:14,470 --> 00:08:24,470
+نعم .. أيوة يا بنتي قولي .. بدائل
+
+90
+00:08:24,470 --> 00:08:28,790
+البحث بتيح لنا اختيار بدائل ومن البدائل بنختار
+
+91
+00:08:28,790 --> 00:08:34,960
+بدائل أيضاليه التوصل لحل المشكلة عن طريق هذه
+
+92
+00:08:34,960 --> 00:08:40,500
+البدائل فلذلك هنا بتيح لنا البحث بتاحنا اللي هي
+
+93
+00:08:40,500 --> 00:08:48,060
+اختيار البدائل نعم بدائل متاحة يمكن للموارشين
+
+94
+00:08:48,060 --> 00:08:52,420
+استخدامها ومن
+
+95
+00:08:52,420 --> 00:08:56,980
+البدائل هذه تعتبر حل المشكلة ومن البدائل نختار
+
+96
+00:08:56,980 --> 00:09:03,930
+بدائل ايضا ادق واكثر دقةهذه علاقة بين الممارسة
+
+97
+00:09:03,930 --> 00:09:06,050
+البحث والممارسة السمادة أيضًا
+
+98
+00:09:14,920 --> 00:09:19,480
+طبعا الممارسين لمهنة الخدمة الاجتماعية عندما
+
+99
+00:09:19,480 --> 00:09:23,600
+يختاروا البدائل بيختاروا من هذه البدائل بدائل أكثر
+
+100
+00:09:23,600 --> 00:09:30,300
+دقة لماذا؟ حتى تكون هذه البدائل تصل إلى الحل
+
+101
+00:09:30,300 --> 00:09:34,920
+الصحيح للمشكلة وهنا طبعا الممارسين بيضعوا هذه
+
+102
+00:09:34,920 --> 00:09:40,470
+البدائل للاختباراتو هذه الاختبارات يعني ممكن يصلوا
+
+103
+00:09:40,470 --> 00:09:44,850
+إلى .. يعني بتكون هذه البدائل ممكن انت .. انت ..
+
+104
+00:09:44,850 --> 00:09:50,730
+يعني نثبت صحتها ميدانيا عن طريق البحوث الامبريقية
+
+105
+00:09:50,730 --> 00:09:54,690
+اللي هي التطبيقية التطبيقية مثل ما أخدنا البحث
+
+106
+00:09:54,690 --> 00:09:59,760
+الامبريقي يعني هو البحث التطبيقيوهكذا فلذلك
+
+107
+00:09:59,760 --> 00:10:03,800
+الممارسين بيختبروا البدائل ميدانيا في ميدان
+
+108
+00:10:03,800 --> 00:10:09,520
+الممارسة و للتوصل إلى خبرات عن فعلية كل من هذه
+
+109
+00:10:09,520 --> 00:10:17,980
+البدائل مدى يعني صحتها ومدى فعليتها ميدانيا من
+
+110
+00:10:17,980 --> 00:10:25,740
+خلال التطبيق في مجال العمل التطبيق واضح؟ في عندنا
+
+111
+00:10:25,740 --> 00:10:26,660
+بعد ذلك
+
+112
+00:10:41,900 --> 00:10:48,040
+عارف عارف عارف بس هذا ماعرفش يعني صار .. أيوة ماشي
+
+113
+00:10:48,040 --> 00:10:54,580
+أيوة في نقطة خامسة أيضا اللي في الآخرالاختبار
+
+114
+00:10:54,580 --> 00:10:57,200
+الميداني بتوفر فروض بحثية جديدة يقول إن البحث
+
+115
+00:10:57,200 --> 00:11:00,140
+بيختارها منها جديدة و من ثم يمكن توصيل نتائج أكتر
+
+116
+00:11:00,140 --> 00:11:05,660
+اعتماد عليها دي تتوفر في المشكلات الميدانية نتائج
+
+117
+00:11:05,660 --> 00:11:11,800
+الاختبار الميداني بتوفر لنا فروض بحثية جديدة وهذه
+
+118
+00:11:11,800 --> 00:11:17,760
+الفروض ممكن نختبرها أيضا و ممكن نصل إلى نتائج أكتر
+
+119
+00:11:17,760 --> 00:11:23,730
+دقة و هكذا يعني عندما نقوم بعمل بحثونتأكد من صحة
+
+120
+00:11:23,730 --> 00:11:27,350
+الفروض اللي وضعناها ممكن هذا البحث يوصلنا إلى فروض
+
+121
+00:11:27,350 --> 00:11:32,970
+جديدة واضح؟ ونعيدها أيضا للاختبار ونتأكد من صحتها
+
+122
+00:11:32,970 --> 00:11:41,270
+هذه بتدينا دائما نتائج دقيقة حول الظاهرة ماذا
+
+123
+00:11:41,270 --> 00:11:46,560
+أيضا؟ ماتكلمتش بالمرةيالا انت اتكلمي باستمرار
+
+124
+00:11:46,560 --> 00:11:50,860
+صيانة عملية البحث على مارسا يزداد تراكم نتائج اكتر
+
+125
+00:11:50,860 --> 00:11:54,960
+دقة في التعامل مع المواقف الميدانية اه طبعا طبعا
+
+126
+00:11:54,960 --> 00:11:59,360
+هنا مع استمرارية البحث وتاقة منصحة الفروض وعمل
+
+127
+00:11:59,360 --> 00:12:05,040
+بحوث هنا بنصل الى ايه الى تراكم نتائج و هذه
+
+128
+00:12:05,040 --> 00:12:09,200
+النتائج بتكون دقيقة هذه اللي بتوصلنا الى ايه الى
+
+129
+00:12:09,200 --> 00:12:15,130
+القوانين والنظرية الاجتماعيةنصل إلى حقائق مش احنا
+
+130
+00:12:15,130 --> 00:12:19,210
+بنقول البحث هو الوصول إلى الحقيقة، فهنا من خلال
+
+131
+00:12:19,210 --> 00:12:25,130
+نتائج البحث و بوصلنا إلى نتائج أكثر دقة، إذا هنا
+
+132
+00:12:25,130 --> 00:12:30,930
+ممكن نصل في النهاية إلى يعني .. إلى نتائج دقيقة،
+
+133
+00:12:30,930 --> 00:12:33,970
+النتائج الدقيقة إلى ماذا توصلنا؟
+
+134
+00:12:36,500 --> 00:12:41,260
+تكوين نظرية ممارسة هي في الواقع عملية البحث
+
+135
+00:12:41,260 --> 00:12:44,260
+الممارسة بالخدمة الاجتماعية النظرية إذا هذه
+
+136
+00:12:44,260 --> 00:12:48,700
+النتائج الدقيقة توصلنا في النهاية إلى النظرية
+
+137
+00:12:48,700 --> 00:12:52,320
+والنظرية هذه اللي بنستخدمها في الممارسة المهنية
+
+138
+00:12:52,320 --> 00:12:56,880
+للخدمة الاجتماعية في كافة مجالاتهافي طرق مهنة
+
+139
+00:12:56,880 --> 00:13:01,740
+الخدمة الاجتماعية وفي المجالات المختلفة فتحتها بند
+
+140
+00:13:01,740 --> 00:13:05,960
+النظريات فلذلك البحث يوصلنا في النهاية إلى
+
+141
+00:13:05,960 --> 00:13:11,180
+النظريات الممارسة لمهنة الخدمة الاجتماعية هذه
+
+142
+00:13:11,180 --> 00:13:16,670
+الخلاصة من العلاقة بين الممارسة والبحثفلذلك
+
+143
+00:13:16,670 --> 00:13:21,070
+الممارسة والتطبيقية العملية هي بتكون يعني أفضل
+
+144
+00:13:21,070 --> 00:13:24,850
+للباحث ولذلك احنا مهنتنا مهنت الخدمة الاجتماعية هي
+
+145
+00:13:24,850 --> 00:13:28,650
+تطبيقية دايما في الميدان ولذلك الباحث الاجتماعي
+
+146
+00:13:28,650 --> 00:13:32,010
+ولا خصائي الاجتماعي بيكون على علاقة في المشكلات في
+
+147
+00:13:32,010 --> 00:13:37,170
+المؤسسة وفي المجال العمل اللي يعمل فيه وهكذا من
+
+148
+00:13:37,170 --> 00:13:40,830
+خلال مجال عمله يستطيع ان يعرف ما هي المشكلات
+
+149
+00:13:42,570 --> 00:13:46,570
+ويستطيع ان يضع الفروض ويتأكد منها ويضاحن التجربة
+
+150
+00:13:46,570 --> 00:13:50,870
+وغير ذلك هذه كلها من خلال الممارسة فلذلك هناك
+
+151
+00:13:50,870 --> 00:13:55,290
+علاقة وطيبة ما بين الممارسة والبحث في الخدمة
+
+152
+00:13:55,290 --> 00:13:59,830
+الاجتماعية في النهاية ممكن نصل إلىنتائج دقيقة ومن
+
+153
+00:13:59,830 --> 00:14:04,490
+النتائج الدقيقة ممكن نصل إلى وضع نظريات لوضعها في
+
+154
+00:14:04,490 --> 00:14:08,510
+قرق الخدمة الاجتماعية المختلفة ومجالاتها المختلفة
+
+155
+00:14:08,510 --> 00:14:16,220
+تحت مسمى الممارسة المهنية للخدمة الاجتماعيةهذه هي
+
+156
+00:14:16,220 --> 00:14:21,840
+العلاقة بين البحث في الخدمة الاجتماعية والممارسة
+
+157
+00:14:21,840 --> 00:14:28,160
+المهنية فالبحوث تستطيع من خلالها أن توصلنا إلى وضع
+
+158
+00:14:28,160 --> 00:14:32,180
+الحقائق أو إلى معرفة الحقائق اللي من خلالها بنضع
+
+159
+00:14:32,180 --> 00:14:37,380
+القوانين والنظريات الاجتماعية للممارسة هذه خلاصة
+
+160
+00:14:37,380 --> 00:14:40,040
+الموضوع العلاقة واضح؟
+
+161
+00:14:45,020 --> 00:14:48,980
+في خلاص يعني بيكون إحنا انتهينا من الفصل الأول
+
+162
+00:14:48,980 --> 00:14:56,180
+يعني حول البحث العلمي ومفاهيمه و البحث في الخدمة
+
+163
+00:14:56,180 --> 00:15:01,220
+الاجتماعية و أيضا الممارس المهنية و البحث في
+
+164
+00:15:01,220 --> 00:15:04,750
+الخدمة الاجتماعيةووظائف البحوث في الخدمة
+
+165
+00:15:04,750 --> 00:15:09,450
+الاجتماعية و تصنيفها اللي هي أنواعها وغير ذلك هذا
+
+166
+00:15:09,450 --> 00:15:14,830
+بيكون نهاية الفصل الأول ان شاء الله سناخد الآن او
+
+167
+00:15:14,830 --> 00:15:19,370
+في المحاضرة القادمة موضوع جديد في الفصل الثاني وهو
+
+168
+00:15:19,370 --> 00:15:23,750
+قضية استخدام المنهج العلمي في دراسة الظواهر
+
+169
+00:15:23,750 --> 00:15:29,610
+الاجتماعية هل ممكن نستخدم المنهج العلمي في دراستنا
+
+170
+00:15:29,610 --> 00:15:36,630
+للظواهر الاجتماعية؟طبعاً هناك مؤيد ومعارض فسنستعرض
+
+171
+00:15:36,630 --> 00:15:42,520
+رأي المؤيدي المعارضين وكيفية الرد عليهمالمعارضين
+
+172
+00:15:42,520 --> 00:15:47,040
+لاستخدام المنهج العلمي وكيفية الرد عليهم من خلال
+
+173
+00:15:47,040 --> 00:15:52,080
+النقاط التالية أولا من خلال المعارضين بتقولوا تعقد
+
+174
+00:15:52,080 --> 00:15:55,980
+المواقف الاجتماعية هناخد ما هي تعقد المواقف
+
+175
+00:15:55,980 --> 00:16:00,480
+الاجتماعية وكيفية الرد على المعترضين على استخدام
+
+176
+00:16:00,480 --> 00:16:05,000
+المنهج العلمي سناخد أيضا استحالة إجراء التجارب
+
+177
+00:16:05,520 --> 00:16:08,520
+البعض بيقول استحالة إجراء تجارب في العلوم
+
+178
+00:16:08,520 --> 00:16:13,540
+الاجتماعية، سناخد وجهة نظرهم وكيفية الرد عليهم،
+
+179
+00:16:13,540 --> 00:16:18,880
+فإنه لأ مش استحالة، إن ممكن ندرس ونعمل تجارب في
+
+180
+00:16:18,880 --> 00:16:24,920
+العلوم الاجتماعيةكذلك النقطة الثالثة اللي هي تعذر
+
+181
+00:16:24,920 --> 00:16:29,640
+الوصول إلى قوانين اجتماعية البعض من المعارضين
+
+182
+00:16:29,640 --> 00:16:33,180
+بيقول كيف نصل لقوانين اجتماعية؟ احنا وصلنا لقوانين
+
+183
+00:16:33,180 --> 00:16:37,400
+طبيعية ومن السهل نصل لقوانين طبيعية كيف ندرس يعني
+
+184
+00:16:37,400 --> 00:16:40,860
+دراسة الإنسان والظواهر الاجتماعية اللي بتمسح حياة
+
+185
+00:16:40,860 --> 00:16:45,920
+الإنسان ونستنبط منها قوانين؟ بنقولهم لأ برضه ممكن
+
+186
+00:16:45,920 --> 00:16:50,870
+أيضا توجد قوانين لتنظيم حياة الإنسانوما ينتج من
+
+187
+00:16:50,870 --> 00:16:55,750
+سلوكيته فلذلك من هنا القوانين ممكن الإنسان يخضع
+
+188
+00:16:55,750 --> 00:17:00,870
+للقوانين الاجتماعية فلذلك من هنا الظواهر
+
+189
+00:17:00,870 --> 00:17:06,570
+الاجتماعية ممكن تصل إلى القوانين الاجتماعية وهكذا
+
+190
+00:17:07,850 --> 00:17:11,570
+وهذه كلها هنرد عليها ان شاء الله رأي المعارضين
+
+191
+00:17:11,570 --> 00:17:16,590
+ورأي المؤيدين والنقطة الرابعة اللي هي بعد الظواهر
+
+192
+00:17:16,590 --> 00:17:19,230
+الاجتماعية عن الموضوعية البعض بيقول الظواهر
+
+193
+00:17:19,230 --> 00:17:24,070
+الاجتماعية بعيدة عن الموضوعية وهنرد عليهم أيضا
+
+194
+00:17:24,070 --> 00:17:28,110
+يقول لأ الظواهر الاجتماعية تخضع للموضوعية والبعد
+
+195
+00:17:28,110 --> 00:17:31,890
+عن تأثير العوامل الذاتية عن الظواهر الاجتماعية
+
+196
+00:17:31,890 --> 00:17:36,880
+وكيف يكون ذلك ان شاء الله بنرد أيضافي المحاضرة
+
+197
+00:17:36,880 --> 00:17:40,800
+القادمة إن شاء الله إذا كان هناك وقت أيضًا الموضوع
+
+198
+00:17:40,800 --> 00:17:46,480
+الخامس وهي عدم دقة المقاييس الاجتماعية البعض بعترض
+
+199
+00:17:46,480 --> 00:17:50,500
+وبقول لا توجد هناك مقاييس في دراستنا للظواهر
+
+200
+00:17:50,500 --> 00:17:54,220
+الاجتماعية والمشكلات الاجتماعية لكن احنا بنرد
+
+201
+00:17:54,220 --> 00:17:58,280
+عليهم بنقول هناك مقاييس لدراسة الظواهر الاجتماعية
+
+202
+00:17:58,280 --> 00:18:03,510
+وهناك مناهج بحثلمعرفة الظواهر الاجتماعية وأدوات
+
+203
+00:18:03,510 --> 00:18:08,770
+قياس إحصائي وغير ذلك لمعرفة الظواهر ومعرفة العوام
+
+204
+00:18:08,770 --> 00:18:13,910
+بتأثير في الظاهرة وممد تأثير هذه العوامل بالدقة عن
+
+205
+00:18:13,910 --> 00:18:18,750
+طريق المقييس الاجتماعي المختلفة هذه كلها ان شاء
+
+206
+00:18:18,750 --> 00:18:24,220
+الله سنأخد المنهج العلمي وكيفية الردعلى المعارضين
+
+207
+00:18:24,220 --> 00:18:29,620
+والمؤيدين في استخدامه في دراسة الظواهر الاجتماعية
+
+208
+00:18:29,620 --> 00:18:34,460
+في المحاضرة القادمة إن شاء الله هل هناك مشاركات في
+
+209
+00:18:34,460 --> 00:18:38,880
+مواضيع تم شرحها من قبل الطالبات؟ والآن يعني ممكن
+
+210
+00:18:38,880 --> 00:18:44,030
+نخل الطالبة تعرض إيش عندك موضوع ما ده؟البحث العلمي
+
+211
+00:18:44,030 --> 00:18:50,310
+في معنى وقت ممكن يعني في حدود خمس دقائق البحث
+
+212
+00:18:50,310 --> 00:18:55,450
+العلمي تشرحيه و تذاكر الطالبات بيه فممكن يعني
+
+213
+00:18:55,450 --> 00:18:59,910
+تتفضلي هو خليكي تقف هنا أمام الطالبات وتتعودي على
+
+214
+00:18:59,910 --> 00:19:04,570
+الإلقاء والشرح لأن هذا يعتبر تعويض للطالبة أولا في
+
+215
+00:19:04,570 --> 00:19:09,550
+عرض موضوعها في مقابلة الجمهور في كيفية تتصرف في
+
+216
+00:19:09,550 --> 00:19:16,050
+المواقف المختلفةعندك استعداد تيجي هنا؟ ممكن تفضلي
+
+217
+00:19:16,050 --> 00:19:19,950
+خلاص بسم
+
+218
+00:19:19,950 --> 00:19:22,490
+الله الرحمن الرحيم أنا اسمه ده حمد أبو حصيرة
+
+219
+00:19:22,490 --> 00:19:28,010
+عنواني .. عنوان اسمه البحث العلمي تحدثت فيه عن
+
+220
+00:19:28,010 --> 00:19:31,670
+البحث العلمي تعريف العلم وما المقصود بالبحث العلمي
+
+221
+00:19:31,670 --> 00:19:38,710
+أيضا أدوات البحث وميادين البحث العلميكمان تحدثت عن
+
+222
+00:19:38,710 --> 00:19:42,550
+العلاقة بين النظرية ومنهج البحث والمراحل الخامسة
+
+223
+00:19:42,550 --> 00:19:48,490
+للمشروع البحث هو المقصود بالبحث الاجتماعي وأساليب
+
+224
+00:19:48,490 --> 00:19:51,350
+البحث ومحتوى خطط البحث
+
+225
+00:19:54,500 --> 00:20:00,740
+مع تزايد اهتمام بالعلم والبحث العلمي نتيجة لتزايد
+
+226
+00:20:00,740 --> 00:20:06,120
+طموحات المجتمعات المختلفة في النمو والتقدم فبدأت
+
+227
+00:20:06,120 --> 00:20:11,280
+هذه المجتمعات بالبحث عن أساليب علمية لإيجاد الحلول
+
+228
+00:20:11,280 --> 00:20:15,340
+لمشكلتها الاقتصادية والاجتماعية والصحية
+
+229
+00:20:17,380 --> 00:20:21,020
+فكان مراكز البحث العلمى كما تزايد اهتمام بالمؤسسات
+
+230
+00:20:21,020 --> 00:20:26,560
+العلمية والتربوية لتنمية البحث العلمى لدى الباحثين
+
+231
+00:20:26,560 --> 00:20:31,200
+والدارسين والطلاب حيث ان البحث العلمى يختنبه كل
+
+232
+00:20:31,200 --> 00:20:35,080
+الناس من ضمنهم الباحثين والطلاب والدارسين ايضا
+
+233
+00:20:35,080 --> 00:20:42,010
+الناس العاملينل .. ل .. حتى نتيجة .. حتى تتخذ
+
+234
+00:20:42,010 --> 00:20:46,210
+التخطيط العلمي للبحث العلمي أساسا لتحديد .. لتحديد
+
+235
+00:20:46,210 --> 00:20:52,240
+حاجات الحاضرة والمستقبل اللي موقوبة هناتحدثت عن
+
+236
+00:20:52,240 --> 00:20:56,860
+تعريف البحث تعريف العلم وهو النشاط يهدف إلى زيادة
+
+237
+00:20:56,860 --> 00:21:00,780
+قدرة الإنسان على السيطرة على الطبيعة فالإنسان
+
+238
+00:21:00,780 --> 00:21:04,600
+مزوغا وجدا على البيئة يكثر فيه الغموض وتكثر فيه
+
+239
+00:21:04,600 --> 00:21:09,380
+التساؤلات بدأت في البحث عن تفكير ليحيط بهذه
+
+240
+00:21:09,380 --> 00:21:16,060
+الظواهر وغمضها ويعرف الحقائق و أيضا ليزيد من قدرات
+
+241
+00:21:16,060 --> 00:21:17,140
+التحكم بالطبيعة
+
+242
+00:21:19,710 --> 00:21:23,070
+تعريف البحث العلمي طبعا زي ما أخدنا مجموعة من
+
+243
+00:21:23,070 --> 00:21:27,150
+الجهود المنظمة التي يقوم بها الإنسان مستخدما
+
+244
+00:21:27,150 --> 00:21:30,570
+الأسلوب العلمي وقواعد الطريقة العلمية في سعيه
+
+245
+00:21:30,570 --> 00:21:36,130
+لزيادة سيطرته على البيئة واكتشاف ظواهرها وتحديد
+
+246
+00:21:36,130 --> 00:21:40,270
+العلاقات بين الظواهر في أكتر من تعريف البحث العلمي
+
+247
+00:21:40,270 --> 00:21:43,970
+ولكن هذا تعريف شامل للبحث العلمي أدوات البحث
+
+248
+00:21:43,970 --> 00:21:50,190
+العلمي كماأخذنا مع الأستاذ العينات، السبيان،
+
+249
+00:21:50,190 --> 00:21:53,710
+المقابلة، الملاحظة، أيضًا الأساليب المعقدة في
+
+250
+00:21:53,710 --> 00:21:58,170
+الملاحظة والتحليل، الأساليب تحليل المحتوى وأيضًا
+
+251
+00:21:58,170 --> 00:21:58,810
+الاختبارات
+
+252
+00:22:01,880 --> 00:22:07,140
+قدم تحدثت عن ميادين البحث العلمى كثيرا من ميادين
+
+253
+00:22:07,140 --> 00:22:11,240
+البحث العلمى تشمل مشكلات الحياة جميعا وفي مختلف
+
+254
+00:22:11,240 --> 00:22:14,400
+ميادينها البحث العلمى لا يقصر على الظواهر الطبيعية
+
+255
+00:22:14,400 --> 00:22:18,720
+لكن أكتر إشي بيكون في الظواهر الطبيعية ويقل في
+
+256
+00:22:18,720 --> 00:22:25,400
+الظواهر الاجتماعية الإنسانية فهذه الظواهر هي
+
+257
+00:22:25,400 --> 00:22:29,420
+ميادين البحث العلمى الظواهر الطبيعية و أيضا
+
+258
+00:22:29,420 --> 00:22:30,720
+الظواهر الاجتماعية
+
+259
+00:22:33,650 --> 00:22:38,530
+قرأت في .. قرأت في الكتاب هل يمكن استمرار في تطبيق
+
+260
+00:22:38,530 --> 00:22:42,350
+المنهج العلمي على العلوم الإنسانية؟ حاك .. هحاك
+
+261
+00:22:42,350 --> 00:22:43,210
+كام نقطة
+
+262
+00:22:51,240 --> 00:22:57,120
+بالإجاب .. نعم بالإجاب مع المعتراف بصعوبة البحث
+
+263
+00:22:57,120 --> 00:23:01,400
+العلمي في مجالات الظواهر الإنسانية التي تختلف عن
+
+264
+00:23:01,400 --> 00:23:05,900
+الظواهر الطبيعية و ذلك أن الظواهر الطبيعية ثابتة
+
+265
+00:23:05,900 --> 00:23:12,450
+نسبيامما يمكن الباحث من تحديد حصرها ويخضعها
+
+266
+00:23:12,450 --> 00:23:15,950
+للدراسة بينما الظواهر الاجتماعية أكثر عرضة للتغير
+
+267
+00:23:15,950 --> 00:23:19,210
+السريع من الظواهر الطبيعية في العادات والتقاليد
+
+268
+00:23:19,210 --> 00:23:25,470
+والعرف تتغير مع مرور الزمن أيضا
+
+269
+00:23:25,470 --> 00:23:32,530
+ال .. أنا موقف ال .. ده .. ده لأ .. اوه
+
+270
+00:23:32,990 --> 00:23:37,790
+أيضًا موقف ال .. أنا ظاهرة طبيعية، ظاهرة بسيطة،
+
+271
+00:23:37,790 --> 00:23:41,570
+بطبيعتي الحال، يمكن ملاحظاتها وقياسها ماديا من
+
+272
+00:23:41,570 --> 00:23:45,570
+خلال الأجهزة مثلًا المسطرة، المتر، باستخدام
+
+273
+00:23:45,570 --> 00:23:49,070
+الأجهزة كما أنا العلاقات الطبيعية بيغيريها، هي
+
+274
+00:23:49,070 --> 00:23:54,810
+علاقات بسيطة ومحدودة، سهلة يعني علينا، لكن ..وتثبت
+
+275
+00:23:54,810 --> 00:23:59,390
+العوامل المؤثر عليها، بينما ظواهر الاجتماعية أكتر
+
+276
+00:23:59,390 --> 00:24:03,190
+تعقيدا وتتأثر مجموعة كبيرة من العوامل المعنوية
+
+277
+00:24:03,190 --> 00:24:07,430
+التي يصعب حصرها، مثل الحراف الأحدث، يمكن ربطها
+
+278
+00:24:07,430 --> 00:24:12,070
+بعشرات العوامل المادية والمعنوية التي تجعل من
+
+279
+00:24:12,070 --> 00:24:14,690
+دراستها أمر بلغة صعوبة
+
+280
+00:24:19,960 --> 00:24:23,540
+أيضا يستطيع الباحث في .. في الطبيعة أن يخضع ل ..
+
+281
+00:24:23,540 --> 00:24:28,620
+أن يخضع ظواهر للتجربة هذا و ي carry التجربة، هذه
+
+282
+00:24:28,620 --> 00:24:32,500
+في الطبيعة، لكن في ال .. في الظواهر الاجتماعية لا
+
+283
+00:24:32,500 --> 00:24:38,460
+يستطيع أن يخضع هذه الظواهر للتجربة أيضا
+
+284
+00:24:38,460 --> 00:24:43,800
+تحدثت في بحثي عن محتويات خطة البحث التي ت .. التي
+
+285
+00:24:43,800 --> 00:24:51,580
+تكون في كل بحثومينها عند كتابة البحث عنوان البحث
+
+286
+00:24:51,580 --> 00:25:01,280
+المقدمة مشكلة البحث أيضا فرضيات البحث كمان
+
+287
+00:25:01,280 --> 00:25:03,680
+إجراءات البحث ومسلمات البحث
+
+288
+00:25:08,840 --> 00:25:13,920
+تحدثت بين العلاقة بين النظرية ومنهج البحث هناك
+
+289
+00:25:13,920 --> 00:25:17,360
+توجد علاقة دقيقة ولكنها ليست علاقة محددة بإحكام
+
+290
+00:25:17,360 --> 00:25:26,860
+بين النظرية التي وبين منهج البحث مثلا فرق ال ..فرق
+
+291
+00:25:26,860 --> 00:25:29,920
+النظرية البنائية و النظرية التأويلية، النظرية
+
+292
+00:25:29,920 --> 00:25:33,380
+التأويلية اللي بتحدث عنها الماركسية و الوظيفية و
+
+293
+00:25:33,380 --> 00:25:37,040
+Faber أما اللي بتح .. اللي بتتكلم عن نظرية تأويلية
+
+294
+00:25:37,040 --> 00:25:41,540
+الفعل اجتماعي تفع .. تفعولية المنهجية الشعبية كما
+
+295
+00:25:41,540 --> 00:25:46,780
+البحث النظرية البنائية تتحدث عن المناهج الكمية أما
+
+296
+00:25:46,780 --> 00:25:50,780
+النظرية التأويلية المناهج الكيفية تتحدث النظرية
+
+297
+00:25:50,780 --> 00:25:56,040
+البنائية أيضا عن المسموح الاجتماعيالممسوح
+
+298
+00:25:56,040 --> 00:25:59,360
+الاجتماعي .. المسوح .. المسوح .. المسوح .. المسوح
+
+299
+00:25:59,360 --> 00:26:03,860
+.. المسوح .. المسوح .. المسوح .. المسوح .. المسوح
+
+300
+00:26:03,860 --> 00:26:08,800
+.. المسوح .. المسوح .. المسوح .. المسوح .. المسوح
+
+301
+00:26:08,800 --> 00:26:14,220
+.. المسوح .. المسوح .. المسوح .. المسوح .. المسوح
+
+302
+00:26:14,220 --> 00:26:18,600
+.. المسوح .. المسوح .. المسوح .. المسوح .. المسوح
+
+303
+00:26:18,600 --> 00:26:22,360
+.. المسوح .. المسوح .. المسوح .. المسوح .. المسوح
+
+304
+00:26:22,360 --> 00:26:22,840
+.. المسوح .. المسوح .. المسوح .. المسوح .. المسوح
+
+305
+00:26:22,840 --> 00:26:26,560
+.. المسوح .. المسوح .. المسوح .. المسشكرا لطالبة
+
+306
+00:26:26,560 --> 00:26:30,920
+على هذا العرض مبارك الله فيها وان شاء الله في
+
+307
+00:26:30,920 --> 00:26:35,160
+محاضرات قادمة نعمل من الطالبات المشاركة أيضا
+
+308
+00:26:35,160 --> 00:26:40,340
+لموضوعات سبق انه شرحناها حتى يعني تذكير الطالبات
+
+309
+00:26:40,340 --> 00:26:44,640
+بيها ان شاء الله في المحاضرات القادمة شكرا لكلنا
+
+310
+00:26:44,640 --> 00:26:52,110
+جميعا و ..نذكر بأن موضوع المحاضرة قضية استخدام
+
+311
+00:26:52,110 --> 00:26:56,550
+المنهج العلمي في دراسة الظواهر الاجتماعية المحاضرة
+
+312
+00:26:56,550 --> 00:27:01,350
+القادمة إن شاء الله إلى أن نلتقي لكل مني كل تحية
+
+313
+00:27:01,350 --> 00:27:05,790
+وتحضير والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/eWS0H1YJwyY_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/eWS0H1YJwyY_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..4af4c9d63063cd835df67ca66fb466deb5c8757a
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/eWS0H1YJwyY_postprocess.srt
@@ -0,0 +1,1484 @@
+1
+00:00:21,480 --> 00:00:26,240
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:26,240 --> 00:00:31,640
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:31,640 --> 00:00:36,400
+آله وصحبه أجمعين في
+
+4
+00:00:36,400 --> 00:00:41,560
+المحاضرة السابقة تحدثنا عن أهمية الفروض العلمية
+
+5
+00:00:41,560 --> 00:00:48,860
+وتعريف الفرض العلمي قبل ذلك الفرض العلمي وأيضا
+
+6
+00:00:50,070 --> 00:00:57,790
+تحدثنا عن الأهمية الخاصة بالفروض العلمية تكلمنا
+
+7
+00:00:57,790 --> 00:01:03,150
+أيضًا عن أنواع الفروض الفرض البحثي والفرض الصفري
+
+8
+00:01:04,610 --> 00:01:09,190
+واليوم ان شاء الله سنتكلم عن النوع الثالث من
+
+9
+00:01:09,190 --> 00:01:14,390
+الفروض وهو الفرض الإحصائي ونكمل موضوع محاضرتنا
+
+10
+00:01:14,390 --> 00:01:20,110
+لهذا اليوم وهي عبارة عن مصادر وشروط الفروض العلمية
+
+11
+00:01:20,110 --> 00:01:24,150
+طبعا
+
+12
+00:01:24,150 --> 00:01:29,310
+في المحاضرة السابقة تكلمنا عن أنواع الفروض وقلنا
+
+13
+00:01:29,310 --> 00:01:33,170
+هناك الفرض البحثي ما هو الفرض البحثي نريد أن
+
+14
+00:01:33,170 --> 00:01:39,700
+نسترجعونتابع الفرض البحثى، ما هو الفرض البحثى؟ ايه
+
+15
+00:01:39,700 --> 00:01:43,880
+يا بنت، قولي فرض اللى يستنبطها الباحث من النظريات
+
+16
+00:01:43,880 --> 00:01:48,620
+السابقة بتكون بصيغة الإيجاب بصيغة الإيجاب، إذا هو
+
+17
+00:01:48,620 --> 00:01:54,500
+فرض بيستنبطها من البحوث السابقة تم إجراءهاويستنبط
+
+18
+00:01:54,500 --> 00:01:59,680
+هذه الفروض للتأكد من صحتها أو عدم صحتها فهذا يصاغ
+
+19
+00:01:59,680 --> 00:02:05,280
+بصيغة إيجابية مثال على ذلك مين تضربلنا مثال؟ شوف
+
+20
+00:02:05,280 --> 00:02:11,440
+أي طالب هتضرب مثال انت عرفتيه بدنا مثال لذلك أظن
+
+21
+00:02:11,440 --> 00:02:15,540
+أنا في المحاضرة السابقة قلت لكلنا لابد كل طالبة
+
+22
+00:02:15,540 --> 00:02:23,160
+تحضر موضوع بحثباسم الموضوع و تضع له فرضا عاما و من
+
+23
+00:02:23,160 --> 00:02:30,480
+الفرض العام تستنبط فروض فرعية ثلاثة اربعة خمس فروض
+
+24
+00:02:30,480 --> 00:02:35,380
+الى اخرى اضربينا مثال ما المثال على الفرض البحثي
+
+25
+00:02:37,100 --> 00:02:42,760
+أيوة يا بنت قولي مثلا اذا
+
+26
+00:02:42,760 --> 00:02:53,180
+توجد
+
+27
+00:02:53,180 --> 00:02:58,100
+هذا الفرض البحثي إذا احنا بنصيغه بصيغة إيجاب توجد
+
+28
+00:02:58,100 --> 00:03:07,450
+علاقة ذات دلالة معنوية بين .. ايوة .. ايوةوضعف
+
+29
+00:03:07,450 --> 00:03:12,730
+الوزع الدين .. نعم .. بالضبط الجريمة وقلة الضبط
+
+30
+00:03:12,730 --> 00:03:16,010
+الاجتماعي .. نعم .. أو العوامل الاقتصادية وغير ذلك
+
+31
+00:03:16,010 --> 00:03:21,090
+.. إذا هنا بنصيغ بصيغة إيجابية .. إيجابية .. طيب
+
+32
+00:03:21,090 --> 00:03:26,290
+عندما نتحدث عن الفرض الصفري ما هو الفرض الصفري؟
+
+33
+00:03:26,290 --> 00:03:29,650
+أيوة بدي .. بيصغب بصيغة إيجابية و بيكون الاحتمالش
+
+34
+00:03:29,650 --> 00:03:35,570
+فيها .. لأإذا ما بنصيغه بصيغة إيجابية بنصيغه بصيغة
+
+35
+00:03:35,570 --> 00:03:40,870
+سلبية مين تضرب المثال على الفرض الصفري؟ الفرض
+
+36
+00:03:40,870 --> 00:03:43,630
+الصفري أيه يا بنتي؟ لاتوجد علاقة بين الوضع الطبقي
+
+37
+00:03:43,630 --> 00:03:48,730
+ومعدل الإنتاج أه لاتوجد علاقة بين الوضع الطبقي
+
+38
+00:03:48,730 --> 00:03:54,510
+ومعدل الإنتاج أو معدل الإنتاج الإنجاف الإنجاف نعم
+
+39
+00:03:54,510 --> 00:04:03,200
+فهذا يعتبر اللي هو عاملتابع وعامل ايه؟ مستقل فلذلك
+
+40
+00:04:03,200 --> 00:04:09,800
+انصغنا بإيه؟ بصيغة النفل قولنا لا توجد علاقة لا
+
+41
+00:04:09,800 --> 00:04:17,660
+توجد علاقة بين الوضع الطبقي وإيه؟ ومعدل الإنجاب في
+
+42
+00:04:17,660 --> 00:04:25,240
+المجتمع إذا انصغنا بصيغة النفل وها كدهطب لماذا
+
+43
+00:04:25,240 --> 00:04:30,120
+نصيغ الفرض اللي يعني دائما .. يعني أحيانا بالفرض
+
+44
+00:04:30,120 --> 00:04:35,540
+الصفرى؟ لماذا؟ .. لماذا؟ نعم يا بنت حتى لا يتهم
+
+45
+00:04:35,540 --> 00:04:39,360
+بالتحيز .. الباحث لا يتهم بالتحيز فممكن يصيغه
+
+46
+00:04:39,360 --> 00:04:45,040
+بصيغة سلبية وممكن يثبته عكس ذلك لما نقول لا توجد
+
+47
+00:04:45,040 --> 00:04:49,480
+علاقة ممكن في الآخر نصل إنها توجد علاقة وهكذا بين
+
+48
+00:04:49,480 --> 00:04:58,170
+المتغيرين التابع والمستقلننتقل الآن إلى الفروض
+
+49
+00:04:58,170 --> 00:05:08,010
+الإحصائية الفروض الإحصائية في
+
+50
+00:05:08,010 --> 00:05:13,850
+عندنا فروض إحصائية من خلال اسمها تعتمد على ماذا؟
+
+51
+00:05:13,850 --> 00:05:20,700
+على اختبارات إحصائيةبنخضع الفرض الإحصائي للاختبار
+
+52
+00:05:20,700 --> 00:05:27,160
+الإحصائي وهذه الفروض الإحصائية أحيانا نستعين بها
+
+53
+00:05:27,160 --> 00:05:34,800
+للحصول على إحصاءات على سبيل المثال لو أخدنا متوسط
+
+54
+00:05:34,800 --> 00:05:40,400
+دخل الفرد في حي من الأحيانلو ضربنا مثل الحي الذي
+
+55
+00:05:40,400 --> 00:05:45,380
+ندرس فيه الآن وهو حي الرمال الجنوبي أو حي تل
+
+56
+00:05:45,380 --> 00:05:48,780
+الهواء بيقولوا عنه أو الرمال الجنوبي يعني ممكن
+
+57
+00:05:48,780 --> 00:05:56,000
+نفترض فرض ونشوف هل هذا الفرض صحيح أم لا بأن متوسط
+
+58
+00:05:56,000 --> 00:06:03,060
+دخل الفرد يعتبر مرتفع في هذا الحي طيب هذا فرض
+
+59
+00:06:03,060 --> 00:06:11,140
+يعتمد على ماذا؟ على إحصاءعلى قياس إحصائي فلذلك من
+
+60
+00:06:11,140 --> 00:06:16,220
+هنا الفرض هذا اللي هو ارتفاع متوسط داخل الأفراد في
+
+61
+00:06:16,220 --> 00:06:22,820
+حيطة للهواء أو الرمال الجنوبي من غزة يحتاج إلى
+
+62
+00:06:22,820 --> 00:06:28,280
+ماذا؟ إلى إحصائيات، إلى تطبيق إحصائي فلذلك علشان
+
+63
+00:06:28,280 --> 00:06:32,990
+أقارن مستوى داخل الفردفي الرمال الجنوبي في منطقة
+
+64
+00:06:32,990 --> 00:06:36,150
+تل الهواء اللي هو الحي الجامعة اللي موجودة فيه
+
+65
+00:06:36,150 --> 00:06:41,430
+الآن الجامعة الإسلامية لابد أن أقارنه باحياء أخرى
+
+66
+00:06:41,430 --> 00:06:47,740
+من مدينة غزةممكن ناخد أحياء أخرى مثل حي الزيتون،
+
+67
+00:06:47,740 --> 00:06:54,880
+ناخد حي الشجعية، حي التفاح، حي النصر و هكذا، إذا
+
+68
+00:06:54,880 --> 00:07:00,440
+أحياء كثيرة ممكن ناخدها و نعرف متوسط دخل الفرد في
+
+69
+00:07:00,440 --> 00:07:05,390
+كل حي من هذه الأحياء و نرى بعد البحثهل الافتراض
+
+70
+00:07:05,390 --> 00:07:09,990
+اللي فرضناه إن متوسط دخل الفرد أو متوسط دخل
+
+71
+00:07:09,990 --> 00:07:13,850
+الأفراد ومستوى المعيشة مرتفع في تل الهواء أم لا
+
+72
+00:07:13,850 --> 00:07:17,870
+مقارنة بالأحياء الأخرى في مدينة غزا إذا هنا
+
+73
+00:07:17,870 --> 00:07:23,770
+بنستخدم تطبيقات إحصائية للوصول إلى الأرقام
+
+74
+00:07:23,770 --> 00:07:30,780
+الإحصائية حتى نثبت أو لا نثبتهل فعلا مرتفع المتوسط
+
+75
+00:07:30,780 --> 00:07:35,160
+الداخل ام غير مرتفع في حي من ناحية غزة وهو منطقة
+
+76
+00:07:35,160 --> 00:07:42,460
+الرمال الجنوب اللي بتقع في الجامعة؟واضح؟ فهمنا
+
+77
+00:07:42,460 --> 00:07:48,240
+الآن الفرض الإحصائي هكذا بنستخدمه للإحصائيات
+
+78
+00:07:48,240 --> 00:07:53,360
+الحصول على الإحصائيات والنتائج الإحصائية ونشوف مدى
+
+79
+00:07:53,360 --> 00:07:58,040
+يعني التطبيق الإحصائي على الفرض اللي افترضنا لأنه
+
+80
+00:07:58,040 --> 00:08:05,020
+يحتاج إلى بحوث إحصائية وتطبيقات إحصائية طيب فلذلك
+
+81
+00:08:05,020 --> 00:08:08,680
+من هنا إذا كانت الفروق المعنوية بين مستوى الداخل
+
+82
+00:08:10,120 --> 00:08:15,940
+ممكن إذا في فروق معنوية إذا المعناته هنا إيه ممكن
+
+83
+00:08:15,940 --> 00:08:20,320
+نقبل الفرض إحصائيا إذا كانت الفروق المعنوية بين
+
+84
+00:08:20,320 --> 00:08:24,460
+مستويات الداخل موجودة فلذلك ممكن نقبل الفرض و
+
+85
+00:08:24,460 --> 00:08:28,240
+بالعكس إذا كانت الفروق ظاهرة أي غير حقيقية و غير
+
+86
+00:08:28,240 --> 00:08:33,850
+معنوية هنا ممكن لا نقبل الفرض إحصائيا و أحيانايعني
+
+87
+00:08:33,850 --> 00:08:38,650
+ممكن ناخد في برنامج SBSS إذا كانت الـ SIG عندنا
+
+88
+00:08:38,650 --> 00:08:44,250
+أقل من 5% معناته توجد فروق ذات دلالة معنوية
+
+89
+00:08:44,250 --> 00:08:48,630
+واحصائية واضحة في الفرض العلمي اللي افترضناه اللي
+
+90
+00:08:48,630 --> 00:08:53,890
+هو متوسط الداخل و الحي اللي بيسكنوا فيه أو يخطونون
+
+91
+00:08:53,890 --> 00:08:58,190
+فيه سكان المنطقة السكنية اللي احنا قلناها الرمال
+
+92
+00:08:58,190 --> 00:09:02,730
+الجنوبي من مدينة غزة لكن إذا كانت الـ SIGفي
+
+93
+00:09:02,730 --> 00:09:06,550
+الكمبيوتر طبعا اللي هو البرنامج SBSS عند التحليل
+
+94
+00:09:06,550 --> 00:09:12,500
+الإحصائي أكثر من 5%إذاً معناته لا توجد فروق ذات
+
+95
+00:09:12,500 --> 00:09:16,500
+دلالة معنوية، إذاً الفرض اللي أنا افترضته غير
+
+96
+00:09:16,500 --> 00:09:21,620
+صحيح، لا ينطبق على سكان الرمال الجنوبي من حيث
+
+97
+00:09:21,620 --> 00:09:25,960
+ارتفاع مستوى الدخل، واضح؟ عرفنا كيف نعرف في هذه؟
+
+98
+00:09:25,960 --> 00:09:31,160
+هذا كل تلخيص ذلك، وانا يعني يا حبة كل طالبة تفهم
+
+99
+00:09:31,160 --> 00:09:35,780
+التحليل الإحصائيعلى البرنامج على الكمبيوتر اللي هو
+
+100
+00:09:35,780 --> 00:09:39,060
+التحليل الحصائي ببرنامج SPSS اللي هو التحليل
+
+101
+00:09:39,060 --> 00:09:44,860
+الحصائي الاجتماعي للأبحاث حتى نستطيع أن نقارن
+
+102
+00:09:44,860 --> 00:09:48,680
+ونفّر حتى الطالبة التي لم تستطيع التحليل الآن في
+
+103
+00:09:48,680 --> 00:09:53,720
+هذه المرحلة ممكن تفهم نتائج التحليل على ماذا تدل
+
+104
+00:09:53,720 --> 00:09:58,360
+لأنه بكرا في بحث التخرج هنسأل الطالبةنسألها،
+
+105
+00:09:58,360 --> 00:10:01,820
+الدلالة المعنوية، الدلالة توجد علاقة ولا توجد؟
+
+106
+00:10:01,820 --> 00:10:06,460
+توجد دلالة أم لا توجد؟ وهكذا كيف نعرفها من النتائج
+
+107
+00:10:06,460 --> 00:10:10,740
+الإحصائية اللي بنحصل عليها في البحث والتحليل
+
+108
+00:10:10,740 --> 00:10:17,110
+الإحصائي؟أه طبعاً بعناته توجد علاقة أما إذا كانت
+
+109
+00:10:17,110 --> 00:10:20,950
+أكثر من خمسة من مية لا توجد علاقة دي السجن واضح و
+
+110
+00:10:20,950 --> 00:10:24,610
+هكذا و هدف الإحصاء انتوا أخدتوه يعني الأمور هذه
+
+111
+00:10:24,610 --> 00:10:28,030
+كلها لكن أنا برضه في البرنامج SPSS عند التحليل
+
+112
+00:10:28,030 --> 00:10:34,010
+هتلاقوها في الفصل القادم عند بحث التخرج عندما
+
+113
+00:10:34,010 --> 00:10:38,250
+تاخدوا الاستبانة و تفرجوها و تحللوها على الكمبيوتر
+
+114
+00:10:38,250 --> 00:10:42,650
+بتصلوا إلى الإحصاءات هذه و النتائج الإحصائية
+
+115
+00:10:43,410 --> 00:10:48,250
+المفروض مهارة هذه مهارة تكتسب لابد تكون طالبة في
+
+116
+00:10:48,250 --> 00:10:52,990
+الخدمة الاجتماعية أن تأخذ دورة في برنامج SBSS
+
+117
+00:10:52,990 --> 00:10:58,370
+للتحليل الإحصائي هذه تعتبر مهارة من المهارات
+
+118
+00:10:58,370 --> 00:11:00,690
+الإلكترونية
+
+119
+00:11:01,570 --> 00:11:08,070
+في فهم تفريغ أو ترميز الاستبانة ثم تفريغها على
+
+120
+00:11:08,070 --> 00:11:13,090
+البرنامج على الكمبيوتر ثم بعد ذلك تحليلها إحصائيا
+
+121
+00:11:13,090 --> 00:11:17,790
+من خلال برنامج SBSS اللي هو التحليل الإحصائي
+
+122
+00:11:17,790 --> 00:11:28,350
+الإجتماعي واضح؟ ماشي في عندنا موضوع اليوم جديد وهو
+
+123
+00:11:28,350 --> 00:11:29,210
+مصادر
+
+124
+00:11:31,390 --> 00:11:36,690
+الفروض ما هي مصادر الفروض؟ يعني في عندنا عدد من
+
+125
+00:11:36,690 --> 00:11:40,850
+المصادر اللي هي مجال التخصص و العلم الأخرى و
+
+126
+00:11:40,850 --> 00:11:44,330
+الثقافة و الخبرة و خيال الباحث بدنا نفهم إيش يعني
+
+127
+00:11:44,330 --> 00:11:48,350
+المجال هذا لكل نوع من هذه الأنواع أو يعني اللي هي
+
+128
+00:11:48,350 --> 00:11:52,590
+مصادر الفرق .. المصادر هذه لكل مصدر من هذه المصادر
+
+129
+00:11:52,590 --> 00:11:56,190
+ما هو النوع الأول .. المصدر الأول؟ تتكلمتي يا
+
+130
+00:11:56,190 --> 00:12:00,980
+بنتي؟ أيوة اللي وراكي تكلمي مجال تخصص البدءما هو
+
+131
+00:12:00,980 --> 00:12:03,680
+مجال تخصص الباحث اللي ممكن نستمد منه بالفرض
+
+132
+00:12:03,680 --> 00:12:11,680
+العلمي؟ اول
+
+133
+00:12:11,680 --> 00:12:16,860
+مصدر من مصادر الفرود هو تخصص الباحث، مجال تخصص
+
+134
+00:12:16,860 --> 00:12:21,260
+الباحثيعنده تخصصكوا ماذا؟ خدمة اجتماعية، إذا
+
+135
+00:12:21,260 --> 00:12:25,500
+بتاخدوا مواضيع أو مشكلات أو ظواهر اجتماعية، إذا في
+
+136
+00:12:25,500 --> 00:12:30,720
+إطار تخصصكوا، تاخدوا الموضوع، البحث، ثم تستمدوا
+
+137
+00:12:30,720 --> 00:12:32,260
+الفروض من خلال التخصص
+
+138
+00:12:34,530 --> 00:12:39,390
+في الخدمة الاجتماعية وعلم الاجتماع والعلوم هذه
+
+139
+00:12:39,390 --> 00:12:43,970
+كلها الاجتماعية لمعرفة الظواهر الاجتماعية فبنستمد
+
+140
+00:12:43,970 --> 00:12:48,870
+الفروض للظاهرة الاجتماعية من خلال مجال تخصص الباحث
+
+141
+00:12:48,870 --> 00:12:53,630
+إذا أول مصدر من مصادر البحوث اللي هو الفروض
+
+142
+00:12:53,630 --> 00:13:00,390
+العلمية اللي هو مجال تخصص الباحث هذا المصدر الأول
+
+143
+00:13:00,390 --> 00:13:09,170
+في اختيار الظاهرة أو المشكلةواضح؟ طيب لذلك الباحث
+
+144
+00:13:09,170 --> 00:13:12,090
+أحيانًا بدرس مثلًا في الخدمة الاجتماعية طرق الخدمة
+
+145
+00:13:12,090 --> 00:13:15,550
+الاجتماعية ممكن يستمد الفروض من خلال طرق الخدمة
+
+146
+00:13:15,550 --> 00:13:19,250
+الاجتماعية ونظرياتها المختلفة خدمة الفرض، خدمة
+
+147
+00:13:19,250 --> 00:13:23,010
+الجماعة، تنظيم المجتمع، مجالات الخدمة الاجتماعية،
+
+148
+00:13:23,010 --> 00:13:25,990
+المجال التعليمي، المجال الأسري، مجال المعاقين،
+
+149
+00:13:25,990 --> 00:13:29,930
+مجال الأحداث الجانحين، مجال الجريمة، مجال العمال،
+
+150
+00:13:29,930 --> 00:13:37,450
+مجال الطلاب، إلى غير ذلكوهكذا مجالات كثيرةالمجال
+
+151
+00:13:37,450 --> 00:13:40,070
+المدرسي، المجال التعليمي، نقول على سبيل المثال
+
+152
+00:13:40,070 --> 00:13:43,470
+المجال الصحي، مجالات الصحية برضه لدور الأخصاء
+
+153
+00:13:43,470 --> 00:13:46,950
+الاجتماعي، في الخدمة الاجتماعية الطبية، إذا هناك
+
+154
+00:13:46,950 --> 00:13:52,710
+مجالات كثيرة، طرق ونظريات وفي نفس الوقت مجالات
+
+155
+00:13:52,710 --> 00:13:57,390
+كثيرة للعمل، هذا كله يتخصص فيها الأخصاء الاجتماعي،
+
+156
+00:13:57,390 --> 00:14:02,490
+إذا عندما يختار الظاهرة أو المشكلة، هنا ممكن يستمد
+
+157
+00:14:02,490 --> 00:14:08,690
+الفروض لهذه المشكلة أو الظاهرةمن خلال مجال تخصصه
+
+158
+00:14:08,690 --> 00:14:13,710
+المتنوّق، واضح؟ وهذا الأساس، هو الأساس اللي بنعتمد
+
+159
+00:14:13,710 --> 00:14:19,830
+عليه في اللي هي استنباط الفروض أو مصدر من المصادر
+
+160
+00:14:19,830 --> 00:14:23,730
+الأساسية اللي هو مجال التخصص الباحث في اللي هو
+
+161
+00:14:23,730 --> 00:14:30,890
+استنباط الفروض الإلمية طيب، ننتقل بعد ذلك إلى
+
+162
+00:14:30,890 --> 00:14:34,970
+العلوم الأخرى، آه يا بن تقولي، إيش في عندك العلوم
+
+163
+00:14:34,970 --> 00:14:42,690
+الأخرى؟اللي في الآخر نعم مصدر من مصادر الفروض
+
+164
+00:14:42,690 --> 00:14:46,230
+العلمية اللي هي العلوم الأخرى ما هي العلوم الأخرى
+
+165
+00:14:46,230 --> 00:14:50,890
+اللي بتدرسوها علم النفس أيوة علم النفس علم
+
+166
+00:14:50,890 --> 00:14:57,410
+الاجتماع وعلم الفقه و الجغرافيا و التاريخ و العرب
+
+167
+00:14:57,410 --> 00:15:01,730
+حتى العرب يعتبر مصدر لأن أحيانا في علنا علاقة ما
+
+168
+00:15:01,730 --> 00:15:07,130
+بين اللغة و ما بين الحياة الاجتماعيةفي حاجة اسمة
+
+169
+00:15:07,130 --> 00:15:11,930
+علم الاجتماع اللغوي بنربط بين اللغة والحياة
+
+170
+00:15:11,930 --> 00:15:16,150
+الاجتماعية نشأة اللغة من حياتنا الاجتماعية وتأثير
+
+171
+00:15:16,150 --> 00:15:19,330
+اللغة في حياتنا الاجتماعية إذا هنا بنربط ممكن هذه
+
+172
+00:15:19,330 --> 00:15:24,890
+فروع أخرى أو علوم أخرى إحنا بندرسها مساندة ومساعدة
+
+173
+00:15:24,890 --> 00:15:29,690
+لتخصصنا للعلوم التي ندرسها فهذه كلها ممكن نستمد
+
+174
+00:15:29,690 --> 00:15:35,310
+منها أيه الفروض العلمية واضح؟ مساعدنا ممكن نؤصل
+
+175
+00:15:36,660 --> 00:15:40,600
+لبعض الظواهر أو المشكلات ندرسها وحسب المنهج
+
+176
+00:15:40,600 --> 00:15:44,710
+الإسلامي، إذا هنا بنستفيد من ماذا؟من الدين اللي
+
+177
+00:15:44,710 --> 00:15:50,830
+بندرسه بمواده المختلفة الفقه والعقيدة
+
+178
+00:15:50,830 --> 00:15:58,190
+والحضارة الإسلامية والفكر الإسلامي والعبادات وحضر
+
+179
+00:15:58,190 --> 00:16:03,710
+العالم الإسلامي وأيضا القرآن وتفسير القرآن وبنربط
+
+180
+00:16:03,710 --> 00:16:08,130
+القرآن بحياتنا الاجتماعية وممكن نستنبط بعض الفروض
+
+181
+00:16:08,130 --> 00:16:12,370
+لبعض ظواهرنا الاجتماعية ونربطها إذا هنا بنأصل
+
+182
+00:16:12,980 --> 00:16:17,880
+لعلومنا الاجتماعية وخاصة الخدمة الاجتماعية نؤصل
+
+183
+00:16:17,880 --> 00:16:21,500
+لها على سبيل المثال ممكن نعمل نربط مبادئ الخدمة
+
+184
+00:16:21,500 --> 00:16:27,440
+الاجتماعية بطرقها ثلاث مع الإسلام هل تتناسب؟ هل
+
+185
+00:16:27,440 --> 00:16:30,580
+هذه المبادئ موجودة في الإسلام؟ إذا هنا ممكن تكون
+
+186
+00:16:30,580 --> 00:16:36,540
+مصدر لنا من مصادر إيه وضع الفروض لأبحاثنا ونؤصل
+
+187
+00:16:36,540 --> 00:16:41,640
+الدراسة تكون تأصيل إسلام لها تأصيل إسلام لدراساتنا
+
+188
+00:16:44,620 --> 00:16:49,020
+واضح؟ فهمنا العلوم الأخرى؟ مش بندرسها هكذا عبثا،
+
+189
+00:16:49,020 --> 00:16:53,880
+لأ بندرسها من أجل الاستفادة منها طيب في مصدر آخر
+
+190
+00:16:53,880 --> 00:17:00,660
+.. مين اللي بدها تتكلم؟ اللي في الآخر اللي .. أيوة
+
+191
+00:17:00,660 --> 00:17:03,860
+اتفضل يالا يستطيع البحث .. يستطيع البحث أن يستفيد
+
+192
+00:17:03,860 --> 00:17:06,900
+من ثقافة المجتمع وما تشمله هذه الثقافة من هي
+
+193
+00:17:06,900 --> 00:17:11,230
+وإجهات وتقاليد وقراءات شئ عنصرية في المجتمعطبعاً
+
+194
+00:17:11,230 --> 00:17:15,430
+الثقافة مش المجتمع له ثقافة و الثقافة بتشمل
+
+195
+00:17:15,430 --> 00:17:20,870
+الناحيتين الناحية المادية و الناحية المعنوية عندنا
+
+196
+00:17:20,870 --> 00:17:27,010
+بتشمل القيم و الأفكار و عقيدة المجتمع و أعراف
+
+197
+00:17:27,010 --> 00:17:32,650
+المجتمع هذه كلها أيه بنسميها ثقافة المجتمع و أمثال
+
+198
+00:17:32,650 --> 00:17:36,920
+المجتمع الأمثال الشعبية حتىالمثال الشعبية التي
+
+199
+00:17:36,920 --> 00:17:41,120
+تسرد بين الناس هذه نوع من الثقافة لأن المثل الشعبي
+
+200
+00:17:41,120 --> 00:17:46,000
+عبارة عن خبرة الشعوب أو خبرة المجتمعبيصاغ في
+
+201
+00:17:46,000 --> 00:17:50,860
+كلمتين أو تلاتة أو جملة ولكن هذه الجملة ليست بسيطة
+
+202
+00:17:50,860 --> 00:17:56,880
+ولكنها نتيجة تجارب للمجتمع وللافراد المجتمع عبر
+
+203
+00:17:56,880 --> 00:18:01,640
+الأجيال وعبر الأزمان المختلفة فلذلك هنا ممكن نضع
+
+204
+00:18:01,640 --> 00:18:07,620
+هذا الشيء للاختبار ونستمد منه الفروض العلمية
+
+205
+00:18:07,620 --> 00:18:12,020
+الفروض العلمية واضح؟
+
+206
+00:18:15,020 --> 00:18:20,120
+أيضًا الأيديولوجية، أيديولوجية المجتمع، الأفكار،
+
+207
+00:18:20,120 --> 00:18:23,460
+المعتقدات والأفكار والأيديولوجية اللي بتسير عليها
+
+208
+00:18:23,460 --> 00:18:28,460
+المجتمع، يعني مثلًا مجتمع اشتراكي، الأيديولوجية
+
+209
+00:18:28,460 --> 00:18:32,930
+اللي خاصة بيه غير المجتمع الرأسماليوالأديولوجية
+
+210
+00:18:32,930 --> 00:18:38,070
+للمجتمع المسلم غير عنهم الأثنان اللي هم الاشتراكي
+
+211
+00:18:38,070 --> 00:18:42,190
+والرأسمالي الأديولوجية الإسلامية غير فلذلك من هنا
+
+212
+00:18:42,190 --> 00:18:46,270
+أيضًا من ثقافة المجتمع اللي هي الأيديولوجية اللي
+
+213
+00:18:46,270 --> 00:18:52,250
+من خلالها نستمد لإيه الفروض العلمية لدراسة الظواهر
+
+214
+00:18:52,250 --> 00:18:56,570
+أو دراسة المشكلات داخل المجتمع وهكذا
+
+215
+00:18:59,440 --> 00:19:04,200
+واضح؟ إذا هذا يعتبر مصدر من مصادر الفروق اللي هي
+
+216
+00:19:04,200 --> 00:19:14,580
+ثقافة المجتمع ماذا أيضا؟ نعم الخبرة الشخصية و هذا
+
+217
+00:19:14,580 --> 00:19:18,340
+شيء مهم مين تتكلم عن الخبرة الشخصية؟ فضليا بدي
+
+218
+00:19:20,210 --> 00:19:23,410
+والملاحظات خاصة في وضع كتير من الفروض واخبار
+
+219
+00:19:23,410 --> 00:19:27,230
+الشخصية والملاحظات ينحافظ الأول الحافظ الأول اللي
+
+220
+00:19:27,230 --> 00:19:30,650
+بيدفع العقل إلى التفكير ويحفظه إلى تصور علاقات بين
+
+221
+00:19:30,650 --> 00:19:35,430
+الظاهرين طبعا طبعا احنا بنستمد الفروض أيضا من مجال
+
+222
+00:19:35,430 --> 00:19:40,060
+الخبرات التي يكتسبها الباحثالخبرات الشخصية التي
+
+223
+00:19:40,060 --> 00:19:45,580
+يكتسبها من خلال عمله من خلال دراسته من خلال سفره
+
+224
+00:19:45,580 --> 00:19:49,880
+من خلال رحلاته من خلال اختلاطه بالمجتمع وافراد
+
+225
+00:19:49,880 --> 00:19:54,880
+المجتمع إذا هنا بيكتسب إيه خبرات ومن هذه الخبرات
+
+226
+00:19:54,880 --> 00:20:00,520
+يستطيع أن يستمد الفروض العلمية ويضعها عندما يختار
+
+227
+00:20:00,520 --> 00:20:06,400
+مشكلة أظاهرة من الظواهر لدراستها واضح؟
+
+228
+00:20:08,690 --> 00:20:13,550
+ماذا أيضًا من ضمن المصادر؟
+
+229
+00:20:13,550 --> 00:20:18,210
+ايه يا بنتى؟ الخيال البحث حيث يرتب خدع الحدود
+
+230
+00:20:18,210 --> 00:20:21,890
+وقدرة البحث على الخيال فخيال البحث يختلف عن خيال
+
+231
+00:20:21,890 --> 00:20:26,070
+الشعراء وخيال الشعراء جامد ومطلق أما خيال البحث
+
+232
+00:20:26,070 --> 00:20:31,870
+يكون مخيّر وله حدود ولكن الثواهر اللى تختلف من
+
+233
+00:20:31,870 --> 00:20:35,110
+البحث إلى أخر بقدرة الخيال هو خدرة الحدود على
+
+234
+00:20:35,110 --> 00:20:38,820
+الخيالطبعا خيال الباحث كل طالبة فيكوا عندها خيال
+
+235
+00:20:38,820 --> 00:20:44,740
+ولكن خيالها يختلف من طالبة إلى أخرى فإذا هنا يعتبر
+
+236
+00:20:44,740 --> 00:20:48,560
+الخيال الباحث اللي بيعتمد على الحقائق خاصة الباحث
+
+237
+00:20:48,560 --> 00:20:55,220
+العلمي يعني هنا بيستمد منه أيه الفروض العلمية واضح
+
+238
+00:20:55,220 --> 00:21:04,380
+الخيال ماذا أيضا خلصنا اللي هي المصادرفي عندنا
+
+239
+00:21:04,380 --> 00:21:12,480
+شروط، الآن سنتناول شروط الفروض العلمية، في عندنا
+
+240
+00:21:12,480 --> 00:21:18,020
+عدد من الشروط لابد أن تتوفر عند صياغة الفرض
+
+241
+00:21:18,020 --> 00:21:25,240
+العلمي، فما هي هذه الشروط العلمية؟
+
+242
+00:21:25,240 --> 00:21:28,240
+اللي ما اتكلمتش نهائي بدنا ياها تتكلم، اتفضل يا
+
+243
+00:21:28,240 --> 00:21:28,580
+بنتي
+
+244
+00:21:40,000 --> 00:21:44,900
+طبعا الفرض لابد أن يكون واضح و لا يكون غامضا و لا
+
+245
+00:21:44,900 --> 00:21:51,620
+يكون خياليا بل لابد أن يكون واقعيا و حقيقيا و أن
+
+246
+00:21:51,620 --> 00:21:57,280
+يكون واضحا و وضوح و أن يكون محددين هذا الفرض
+
+247
+00:21:57,280 --> 00:22:02,680
+العلمىوهنا ممكن نعرف حتى هذا الفرض اللي ممكن
+
+248
+00:22:02,680 --> 00:22:08,160
+نختاره تعريف إجرائي لأن هذا يخضع للاختبار وللبحث
+
+249
+00:22:08,160 --> 00:22:12,380
+للتأكد من صحتي وعدم صحتي إذا هنا لابد من الوضوح
+
+250
+00:22:12,380 --> 00:22:18,040
+فأول شرط من شروط الفرض العلمي أن يكون واضحافي
+
+251
+00:22:18,040 --> 00:22:22,940
+صياغته وفي معناه وفي يعني كل ما .. ما يشتمل عليه
+
+252
+00:22:22,940 --> 00:22:26,100
+ولمّا نقول تعريف إجرائي علشان نعرف هذا الفرض
+
+253
+00:22:26,100 --> 00:22:31,180
+مايكونش يعني كل باحث يفهمه بطريقة أخرى فنعرفه
+
+254
+00:22:31,180 --> 00:22:36,380
+علشان نحدد هذا الفرض اللي اختارناه ويكون مفهومه
+
+255
+00:22:36,380 --> 00:22:43,880
+واضحا في عندنا أيضا شرط آخر أيوة ابن تقولي
+
+256
+00:22:58,040 --> 00:23:04,020
+طبعا صياغة الفرض ما تكونش صياغة طويلة لابد يكون
+
+257
+00:23:04,020 --> 00:23:08,920
+قصير قصير كل ما كان قصير ومعبر على المعناه بيكون
+
+258
+00:23:08,920 --> 00:23:15,320
+أفضل و ألا يكون طويلةأن تكون صياغته صياغة موجزة
+
+259
+00:23:15,320 --> 00:23:21,360
+بإيجاز ويؤدى المعنى هذا أيضا شرط من شروط الفرض
+
+260
+00:23:21,360 --> 00:23:28,440
+العلمى وهكذاوان يكون خاضع طبعا للاختبار العلمي
+
+261
+00:23:28,440 --> 00:23:33,460
+الفرض مش يصيبه بس سياغة قصيرة ولا يكون خاضع للبحث
+
+262
+00:23:33,460 --> 00:23:38,180
+للاختبار العلمي لأ ان يكون خاضعا للاختبار فسياغته
+
+263
+00:23:38,180 --> 00:23:46,580
+يجب أن تكون سياغة دقيقة موجزة وواضحة ماذا أيضا؟
+
+264
+00:23:46,580 --> 00:23:52,340
+اتكلمت؟ يلا اتفضليأن تكون الفرود قابلة للاختبار
+
+265
+00:23:52,340 --> 00:23:55,540
+فالفرود الفلسفية والقضايا الأخلاقية والأحكام
+
+266
+00:23:55,540 --> 00:23:59,440
+القيامية يصب بل يستحيل اختبارها في بعض الأحيان
+
+267
+00:23:59,440 --> 00:24:06,520
+طبعا يعني مانقولش البيضة ولا الدجاجة مين اللي وجد
+
+268
+00:24:06,520 --> 00:24:09,960
+قبل طب ما خلاص قضية وانتهينا منها هذه هذا حاجات
+
+269
+00:24:09,960 --> 00:24:13,660
+فلسفية يعني مانقولش والله الأرض أصلها مياه ولا
+
+270
+00:24:13,660 --> 00:24:18,430
+أصلها نارما نقولش والله الشمس منين تشرق، هي بتشرق
+
+271
+00:24:18,430 --> 00:24:24,010
+من الغرب ولا من الشرق؟ معقولة؟ من الغرب؟ الشمس
+
+272
+00:24:24,010 --> 00:24:28,070
+بتشرق من وين؟ فلذلك مايجيش واحد باحث يقولنا والله
+
+273
+00:24:28,070 --> 00:24:31,940
+الشمس تشرق إلا إذا كان يوم الخيانةإذا خلاص احنا في
+
+274
+00:24:31,940 --> 00:24:36,460
+يوم القيامة وفيها ممكن لكن انه ان نعبر بهذا الشكل
+
+275
+00:24:36,460 --> 00:24:41,780
+لا يجوز لا يجوز ان يكون الفرض يعني مخالفا للحقيقة
+
+276
+00:24:41,780 --> 00:24:47,440
+او يكون فرضا فلسفيا زائدا عن الحد وفيه فلسفة يعني
+
+277
+00:24:47,440 --> 00:24:52,320
+طويلة وعميقة لا احنا نحتاج الى الفرض تكون واقعية
+
+278
+00:24:52,320 --> 00:24:58,970
+تعبر عن الواقع وقابلة للاختباروقابلة للاختبار و
+
+279
+00:24:58,970 --> 00:25:04,130
+للدراسة و البحث فلذلك من هنا مابنختارش يعني أمور
+
+280
+00:25:04,130 --> 00:25:08,350
+.. نقول والله الصدق يعني مثلا الصدق قيمة ايش
+
+281
+00:25:08,350 --> 00:25:11,910
+الصدق؟ بنخدعها للاختبار يعني إنها صالحة أو غير
+
+282
+00:25:11,910 --> 00:25:17,810
+صالح؟ معروف الصدق أنه قيمة إيجابية معروفة هل كانت
+
+283
+00:25:17,810 --> 00:25:22,890
+الصدق قيمة سلبية؟ لأ طبعا فهي قيمة إيجابية فهكذا
+
+284
+00:25:23,420 --> 00:25:27,380
+المواعيد المحافظة على المواعيد مش قيمة إيجابية و
+
+285
+00:25:27,380 --> 00:25:30,660
+الله نقول عنها لأ ممكن تكون هذه السؤال لأ فلذلك
+
+286
+00:25:30,660 --> 00:25:36,060
+أحيانا في قيم عندنا في مبادئ عقائدية يعني في حاجات
+
+287
+00:25:36,060 --> 00:25:41,620
+فلسفية يعني نحاول نبتعد عنها و نحاول نصيغ الاختبار
+
+288
+00:25:41,620 --> 00:25:46,960
+أو الفرض العلمي أن يكون قابل للاختبار و ألا يكون
+
+289
+00:25:46,960 --> 00:25:52,940
+يعني بعيد عن الاختبار و الحقيقةواضح؟ وهذا يعني مهم
+
+290
+00:25:52,940 --> 00:25:59,940
+جدا، يعني لابد ان .. انراعيه نعم
+
+291
+00:25:59,940 --> 00:26:08,060
+في برضه لسه ما زلنا .. اللي هي من شروط الفرض
+
+292
+00:26:08,060 --> 00:26:09,560
+العلمي أن يربط
+
+293
+00:26:13,830 --> 00:26:17,390
+طيب واحدة طالبة تتكلم لنا طالبة طالبة واحدة أيوة
+
+294
+00:26:17,390 --> 00:26:23,490
+يا بنتي قولي كويس
+
+295
+00:26:23,490 --> 00:26:27,670
+هذا مهم جدا لما ننصيق فرض لابد يكون مستنبط من وين
+
+296
+00:26:27,670 --> 00:26:33,690
+من بحوث سابقة ومن نظريات سابقة فلذلك لابد أن نربط
+
+297
+00:26:33,690 --> 00:26:40,070
+الفرض العلمي عند صياغته بالنظريات التي تم التحقق
+
+298
+00:26:40,070 --> 00:26:46,230
+منها وبحتهاأو نربطه ببعض البحوث السابقة التي
+
+299
+00:26:46,230 --> 00:26:51,370
+استنبطنا منها الفرض العلمي فلذلك في ضوء النظريات
+
+300
+00:26:51,370 --> 00:26:56,550
+ممكن نستنبط فرودنا العلمية الفرض العلمي واضح
+
+301
+00:26:56,550 --> 00:27:03,650
+للأبحاث الاجتماعية وهذا يعتبر شرط من شروط الفرود
+
+302
+00:27:03,650 --> 00:27:10,540
+العلميةطبعا لو بدنا نضع كل باحث يضع فروض ومالهاش
+
+303
+00:27:10,540 --> 00:27:16,480
+علاقة بالنظريات والنماذج هذه طبعا يعني ما .. ما
+
+304
+00:27:16,480 --> 00:27:20,840
+يمكن نصل للحقيقة لذلك عندما نصيغة فرضا .. فرضا
+
+305
+00:27:20,840 --> 00:27:25,300
+علميا لابد أن يكون واقعيا ومرتبط بالنظريات
+
+306
+00:27:25,300 --> 00:27:32,740
+والنماذج العلمية التي تم الوصول اليها ماذا أيضا من
+
+307
+00:27:32,740 --> 00:27:37,460
+شروط الفروض العلمية؟ أيوة يا بنتي قوليممكن نضع عدة
+
+308
+00:27:37,460 --> 00:27:40,380
+قروض محتملة .. محتملة بدل من أن يضع الفرض اللي
+
+309
+00:27:40,380 --> 00:27:44,080
+نعرفه دالي اه طبعا يعني أحيانا ممكن بعض الباحثين
+
+310
+00:27:44,080 --> 00:27:48,420
+بيضعوا فرض واحد لكن بيقعوا في مشكلة ان الفرض اللي
+
+311
+00:27:48,420 --> 00:27:55,160
+صغوه مابحققش الهدف من البحث فلذلك حتى نبعد نفسنا
+
+312
+00:27:55,160 --> 00:28:00,080
+عن ذلك لابد أن نضع أكثر من فرض علمي ممكن كما يعني
+
+313
+00:28:00,080 --> 00:28:04,200
+عرفناكوا نضع فرض عام ومن الفرض العام نصيغ عدد من
+
+314
+00:28:04,200 --> 00:28:12,090
+القروض الفرعيةلتحقيق الهدف العام للفرض العام واضح
+
+315
+00:28:12,090 --> 00:28:15,830
+عدد من الفروض لكن في نفس الوقت لا نكسر من الفروض
+
+316
+00:28:15,830 --> 00:28:21,990
+لماذا لا نكسر؟ لأنه من أجل ألا يتشتت الباحث ألا
+
+317
+00:28:21,990 --> 00:28:26,610
+يتشتت في ذهنه وفكره ويضيع الوقت ولابد أنه يحدد حسب
+
+318
+00:28:26,610 --> 00:28:30,690
+الوقت والجود والتكاليف لأننا مقيدين بفترة زمنية
+
+319
+00:28:30,690 --> 00:28:34,770
+مقيدين بإمكانيات
+
+320
+00:28:35,710 --> 00:28:41,290
+معينة ووقت محدد لابد يعني نراعي هذه الأمور فحتى لا
+
+321
+00:28:41,290 --> 00:28:45,430
+نشتت الأذان و الأفكار و الوقت و الموارد لابد أن
+
+322
+00:28:45,430 --> 00:28:51,550
+نحدد الفرض كم من الفروض العلمية لازمة لإجراء البحث
+
+323
+00:28:51,550 --> 00:28:56,490
+هل نطول في هذه البحوث؟ في نفس الوقت قال لأ نختصر
+
+324
+00:28:56,490 --> 00:29:00,570
+على فرض أو فرضين فقط بحيث لا يؤدي المعنى عندما
+
+325
+00:29:00,570 --> 00:29:04,350
+نقوم بالدراسة أو دراستة الظاهرة أو المشكلة و هكذا
+
+326
+00:29:04,940 --> 00:29:10,600
+فإذا هنا من الشروط يعني الباحث ما يضعش عدة فرود
+
+327
+00:29:10,600 --> 00:29:16,660
+يعني لابد يضع يعني فرض محدد يستطيع الإجابة عليه
+
+328
+00:29:16,660 --> 00:29:21,500
+ومن خلال الفرض العام يصير فرود فرعية لكي تثبت هذا
+
+329
+00:29:21,500 --> 00:29:26,840
+الفرض العام أو لا تثبت صحته واضح؟ و ألا يكثر منها
+
+330
+00:29:26,840 --> 00:29:32,200
+إكثرا بحيث يخل بالوقت و بالجهد و بالتكاليف عند
+
+331
+00:29:32,200 --> 00:29:33,040
+الباحث
+
+332
+00:29:43,760 --> 00:29:51,860
+طيب في عندنا ايضا من شروط الفروض العلمية ان تكون
+
+333
+00:29:51,860 --> 00:29:59,000
+خاليا من التناقض ما زلنا نتحدث عن شروط الفروض
+
+334
+00:29:59,000 --> 00:30:06,770
+العلمية في عندنا شرط اخر من شروط الفروض العلميةوهو
+
+335
+00:30:06,770 --> 00:30:11,530
+أن يكون الفرض العلمي خالي من التناقض الفروض كلها
+
+336
+00:30:11,530 --> 00:30:16,610
+تكون خالية من التناقض أريد من طرح هذا السؤال على
+
+337
+00:30:16,610 --> 00:30:21,730
+الطالبات للإجابة لمثل كيف يكون الفرض العلمي خالي
+
+338
+00:30:21,730 --> 00:30:28,310
+من التناقض كيف أضع فرض علمي أن يكون خالي من
+
+339
+00:30:28,310 --> 00:30:32,370
+التناقض وكيف أضع فرض علمي أن يكون فيه تناقضة
+
+340
+00:30:35,340 --> 00:30:58,380
+نعم قولي كان عنده ..
+
+341
+00:31:01,290 --> 00:31:05,870
+و بعدين تبين انه ما .. اه اه اه هو اصلا ما عندهوش
+
+342
+00:31:05,870 --> 00:31:09,690
+فهو طبعا تناقض هذا .. تناقض نعم .. ماذا أيضا؟ أيوة
+
+343
+00:31:09,690 --> 00:31:13,070
+يا بنتى؟ ممكن مثلا في انتشار ظاهر التطلاب نحكي انه
+
+344
+00:31:13,070 --> 00:31:16,830
+من الاخ ال .. الفروض الفرعية إلها أن سببها مثلا
+
+345
+00:31:16,830 --> 00:31:20,750
+تفكك الأسر نعم .. بدنا نروح نحكي كمان نفس الفروض
+
+346
+00:31:20,750 --> 00:31:24,930
+الفرعية أنه مافيش .. مثلا انه في علاقة بين هذه
+
+347
+00:31:24,930 --> 00:31:27,670
+الأسر، هذا صار تناقض مرة حينك أنه مافيش .. في تفكك
+
+348
+00:31:27,670 --> 00:31:32,110
+بينتهم مرة حينك أن العقل طيبهم نعممشكلتك .. مشكلت
+
+349
+00:31:32,110 --> 00:31:35,210
+الجريمة .. الجريمة .. ممكن تكون أول اشهر يعني
+
+350
+00:31:35,210 --> 00:31:39,290
+سببها ضعف وزع ديني ممكن يكون سوء الأحوال
+
+351
+00:31:39,290 --> 00:31:45,150
+الاقتصادية ممكن يكون مشاكل أسرية برضه الجريمة أو
+
+352
+00:31:45,150 --> 00:31:49,550
+مشاكل أخرى و بعد ما نثبت هذه الفروض و الحقائق
+
+353
+00:31:49,550 --> 00:31:57,030
+نلغيها أو نحكي كلام منافس إلها، هذا خطأ كويس، ماذا
+
+354
+00:31:57,030 --> 00:31:57,530
+أيضا؟
+
+355
+00:32:01,810 --> 00:32:07,170
+خلاص؟ طيب إذا هنا من شروط الفرض العلمية أن تكون
+
+356
+00:32:07,170 --> 00:32:11,690
+خالية من التناقض ألا يكون هناك تناقضا في الفرض
+
+357
+00:32:11,690 --> 00:32:16,010
+العلمي الذي أفترضه للبحث لأن الفرض العلمي يكون
+
+358
+00:32:16,010 --> 00:32:22,810
+خاضعا للتجربة و للبحث و التجربة و هكذا فمثلا قبول
+
+359
+00:32:22,810 --> 00:32:28,210
+الفرض الصفري يعني ماذا؟إنه في علاقة سلبية وقبول
+
+360
+00:32:28,210 --> 00:32:33,650
+الفرض البحثي إنه في علاقة إيجابية بين المتغيرين
+
+361
+00:32:34,650 --> 00:32:39,630
+وهذا بيقضي وجود فرض .. يعني فرض بديل يمكن قبوله في
+
+362
+00:32:39,630 --> 00:32:45,290
+حالة رفض الفرض الصفري وهكذا يعني لا يكون فيه تناقض
+
+363
+00:32:45,290 --> 00:32:52,050
+بين الفروض التي أضاها لابد الفروض تكون خاضعة للبحث
+
+364
+00:32:52,050 --> 00:32:56,290
+سواء كان الفروض صفرية أصيبها بالصيغة الصفرية اللي
+
+365
+00:32:56,290 --> 00:33:04,200
+هي الصيغة السلبية أو بصيغة الإيجاب واضح؟طيب في
+
+366
+00:33:04,200 --> 00:33:10,040
+عندنا أيضا خلاص خلصنا الحمد لله اللي هي شروط
+
+367
+00:33:10,040 --> 00:33:17,000
+الفروض العلمية و أيضاكل أنواع الفروض العلمية
+
+368
+00:33:17,000 --> 00:33:23,120
+تكلمنا عنها و أيضا مصادر الفروض العلمية و أهمية و
+
+369
+00:33:23,120 --> 00:33:26,900
+شروطها و تكلمنا عن أهمية الفروض العلمية في محاضرة
+
+370
+00:33:26,900 --> 00:33:32,580
+سابقة و تعريفها نكون بذلك يعني قد أنهينا موضوع
+
+371
+00:33:32,580 --> 00:33:36,440
+الفروض العلمية بكافة جوانب الموضوع
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/eWS0H1YJwyY_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/eWS0H1YJwyY_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..4af4c9d63063cd835df67ca66fb466deb5c8757a
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/eWS0H1YJwyY_raw.srt
@@ -0,0 +1,1484 @@
+1
+00:00:21,480 --> 00:00:26,240
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:26,240 --> 00:00:31,640
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:31,640 --> 00:00:36,400
+آله وصحبه أجمعين في
+
+4
+00:00:36,400 --> 00:00:41,560
+المحاضرة السابقة تحدثنا عن أهمية الفروض العلمية
+
+5
+00:00:41,560 --> 00:00:48,860
+وتعريف الفرض العلمي قبل ذلك الفرض العلمي وأيضا
+
+6
+00:00:50,070 --> 00:00:57,790
+تحدثنا عن الأهمية الخاصة بالفروض العلمية تكلمنا
+
+7
+00:00:57,790 --> 00:01:03,150
+أيضًا عن أنواع الفروض الفرض البحثي والفرض الصفري
+
+8
+00:01:04,610 --> 00:01:09,190
+واليوم ان شاء الله سنتكلم عن النوع الثالث من
+
+9
+00:01:09,190 --> 00:01:14,390
+الفروض وهو الفرض الإحصائي ونكمل موضوع محاضرتنا
+
+10
+00:01:14,390 --> 00:01:20,110
+لهذا اليوم وهي عبارة عن مصادر وشروط الفروض العلمية
+
+11
+00:01:20,110 --> 00:01:24,150
+طبعا
+
+12
+00:01:24,150 --> 00:01:29,310
+في المحاضرة السابقة تكلمنا عن أنواع الفروض وقلنا
+
+13
+00:01:29,310 --> 00:01:33,170
+هناك الفرض البحثي ما هو الفرض البحثي نريد أن
+
+14
+00:01:33,170 --> 00:01:39,700
+نسترجعونتابع الفرض البحثى، ما هو الفرض البحثى؟ ايه
+
+15
+00:01:39,700 --> 00:01:43,880
+يا بنت، قولي فرض اللى يستنبطها الباحث من النظريات
+
+16
+00:01:43,880 --> 00:01:48,620
+السابقة بتكون بصيغة الإيجاب بصيغة الإيجاب، إذا هو
+
+17
+00:01:48,620 --> 00:01:54,500
+فرض بيستنبطها من البحوث السابقة تم إجراءهاويستنبط
+
+18
+00:01:54,500 --> 00:01:59,680
+هذه الفروض للتأكد من صحتها أو عدم صحتها فهذا يصاغ
+
+19
+00:01:59,680 --> 00:02:05,280
+بصيغة إيجابية مثال على ذلك مين تضربلنا مثال؟ شوف
+
+20
+00:02:05,280 --> 00:02:11,440
+أي طالب هتضرب مثال انت عرفتيه بدنا مثال لذلك أظن
+
+21
+00:02:11,440 --> 00:02:15,540
+أنا في المحاضرة السابقة قلت لكلنا لابد كل طالبة
+
+22
+00:02:15,540 --> 00:02:23,160
+تحضر موضوع بحثباسم الموضوع و تضع له فرضا عاما و من
+
+23
+00:02:23,160 --> 00:02:30,480
+الفرض العام تستنبط فروض فرعية ثلاثة اربعة خمس فروض
+
+24
+00:02:30,480 --> 00:02:35,380
+الى اخرى اضربينا مثال ما المثال على الفرض البحثي
+
+25
+00:02:37,100 --> 00:02:42,760
+أيوة يا بنت قولي مثلا اذا
+
+26
+00:02:42,760 --> 00:02:53,180
+توجد
+
+27
+00:02:53,180 --> 00:02:58,100
+هذا الفرض البحثي إذا احنا بنصيغه بصيغة إيجاب توجد
+
+28
+00:02:58,100 --> 00:03:07,450
+علاقة ذات دلالة معنوية بين .. ايوة .. ايوةوضعف
+
+29
+00:03:07,450 --> 00:03:12,730
+الوزع الدين .. نعم .. بالضبط الجريمة وقلة الضبط
+
+30
+00:03:12,730 --> 00:03:16,010
+الاجتماعي .. نعم .. أو العوامل الاقتصادية وغير ذلك
+
+31
+00:03:16,010 --> 00:03:21,090
+.. إذا هنا بنصيغ بصيغة إيجابية .. إيجابية .. طيب
+
+32
+00:03:21,090 --> 00:03:26,290
+عندما نتحدث عن الفرض الصفري ما هو الفرض الصفري؟
+
+33
+00:03:26,290 --> 00:03:29,650
+أيوة بدي .. بيصغب بصيغة إيجابية و بيكون الاحتمالش
+
+34
+00:03:29,650 --> 00:03:35,570
+فيها .. لأإذا ما بنصيغه بصيغة إيجابية بنصيغه بصيغة
+
+35
+00:03:35,570 --> 00:03:40,870
+سلبية مين تضرب المثال على الفرض الصفري؟ الفرض
+
+36
+00:03:40,870 --> 00:03:43,630
+الصفري أيه يا بنتي؟ لاتوجد علاقة بين الوضع الطبقي
+
+37
+00:03:43,630 --> 00:03:48,730
+ومعدل الإنتاج أه لاتوجد علاقة بين الوضع الطبقي
+
+38
+00:03:48,730 --> 00:03:54,510
+ومعدل الإنتاج أو معدل الإنتاج الإنجاف الإنجاف نعم
+
+39
+00:03:54,510 --> 00:04:03,200
+فهذا يعتبر اللي هو عاملتابع وعامل ايه؟ مستقل فلذلك
+
+40
+00:04:03,200 --> 00:04:09,800
+انصغنا بإيه؟ بصيغة النفل قولنا لا توجد علاقة لا
+
+41
+00:04:09,800 --> 00:04:17,660
+توجد علاقة بين الوضع الطبقي وإيه؟ ومعدل الإنجاب في
+
+42
+00:04:17,660 --> 00:04:25,240
+المجتمع إذا انصغنا بصيغة النفل وها كدهطب لماذا
+
+43
+00:04:25,240 --> 00:04:30,120
+نصيغ الفرض اللي يعني دائما .. يعني أحيانا بالفرض
+
+44
+00:04:30,120 --> 00:04:35,540
+الصفرى؟ لماذا؟ .. لماذا؟ نعم يا بنت حتى لا يتهم
+
+45
+00:04:35,540 --> 00:04:39,360
+بالتحيز .. الباحث لا يتهم بالتحيز فممكن يصيغه
+
+46
+00:04:39,360 --> 00:04:45,040
+بصيغة سلبية وممكن يثبته عكس ذلك لما نقول لا توجد
+
+47
+00:04:45,040 --> 00:04:49,480
+علاقة ممكن في الآخر نصل إنها توجد علاقة وهكذا بين
+
+48
+00:04:49,480 --> 00:04:58,170
+المتغيرين التابع والمستقلننتقل الآن إلى الفروض
+
+49
+00:04:58,170 --> 00:05:08,010
+الإحصائية الفروض الإحصائية في
+
+50
+00:05:08,010 --> 00:05:13,850
+عندنا فروض إحصائية من خلال اسمها تعتمد على ماذا؟
+
+51
+00:05:13,850 --> 00:05:20,700
+على اختبارات إحصائيةبنخضع الفرض الإحصائي للاختبار
+
+52
+00:05:20,700 --> 00:05:27,160
+الإحصائي وهذه الفروض الإحصائية أحيانا نستعين بها
+
+53
+00:05:27,160 --> 00:05:34,800
+للحصول على إحصاءات على سبيل المثال لو أخدنا متوسط
+
+54
+00:05:34,800 --> 00:05:40,400
+دخل الفرد في حي من الأحيانلو ضربنا مثل الحي الذي
+
+55
+00:05:40,400 --> 00:05:45,380
+ندرس فيه الآن وهو حي الرمال الجنوبي أو حي تل
+
+56
+00:05:45,380 --> 00:05:48,780
+الهواء بيقولوا عنه أو الرمال الجنوبي يعني ممكن
+
+57
+00:05:48,780 --> 00:05:56,000
+نفترض فرض ونشوف هل هذا الفرض صحيح أم لا بأن متوسط
+
+58
+00:05:56,000 --> 00:06:03,060
+دخل الفرد يعتبر مرتفع في هذا الحي طيب هذا فرض
+
+59
+00:06:03,060 --> 00:06:11,140
+يعتمد على ماذا؟ على إحصاءعلى قياس إحصائي فلذلك من
+
+60
+00:06:11,140 --> 00:06:16,220
+هنا الفرض هذا اللي هو ارتفاع متوسط داخل الأفراد في
+
+61
+00:06:16,220 --> 00:06:22,820
+حيطة للهواء أو الرمال الجنوبي من غزة يحتاج إلى
+
+62
+00:06:22,820 --> 00:06:28,280
+ماذا؟ إلى إحصائيات، إلى تطبيق إحصائي فلذلك علشان
+
+63
+00:06:28,280 --> 00:06:32,990
+أقارن مستوى داخل الفردفي الرمال الجنوبي في منطقة
+
+64
+00:06:32,990 --> 00:06:36,150
+تل الهواء اللي هو الحي الجامعة اللي موجودة فيه
+
+65
+00:06:36,150 --> 00:06:41,430
+الآن الجامعة الإسلامية لابد أن أقارنه باحياء أخرى
+
+66
+00:06:41,430 --> 00:06:47,740
+من مدينة غزةممكن ناخد أحياء أخرى مثل حي الزيتون،
+
+67
+00:06:47,740 --> 00:06:54,880
+ناخد حي الشجعية، حي التفاح، حي النصر و هكذا، إذا
+
+68
+00:06:54,880 --> 00:07:00,440
+أحياء كثيرة ممكن ناخدها و نعرف متوسط دخل الفرد في
+
+69
+00:07:00,440 --> 00:07:05,390
+كل حي من هذه الأحياء و نرى بعد البحثهل الافتراض
+
+70
+00:07:05,390 --> 00:07:09,990
+اللي فرضناه إن متوسط دخل الفرد أو متوسط دخل
+
+71
+00:07:09,990 --> 00:07:13,850
+الأفراد ومستوى المعيشة مرتفع في تل الهواء أم لا
+
+72
+00:07:13,850 --> 00:07:17,870
+مقارنة بالأحياء الأخرى في مدينة غزا إذا هنا
+
+73
+00:07:17,870 --> 00:07:23,770
+بنستخدم تطبيقات إحصائية للوصول إلى الأرقام
+
+74
+00:07:23,770 --> 00:07:30,780
+الإحصائية حتى نثبت أو لا نثبتهل فعلا مرتفع المتوسط
+
+75
+00:07:30,780 --> 00:07:35,160
+الداخل ام غير مرتفع في حي من ناحية غزة وهو منطقة
+
+76
+00:07:35,160 --> 00:07:42,460
+الرمال الجنوب اللي بتقع في الجامعة؟واضح؟ فهمنا
+
+77
+00:07:42,460 --> 00:07:48,240
+الآن الفرض الإحصائي هكذا بنستخدمه للإحصائيات
+
+78
+00:07:48,240 --> 00:07:53,360
+الحصول على الإحصائيات والنتائج الإحصائية ونشوف مدى
+
+79
+00:07:53,360 --> 00:07:58,040
+يعني التطبيق الإحصائي على الفرض اللي افترضنا لأنه
+
+80
+00:07:58,040 --> 00:08:05,020
+يحتاج إلى بحوث إحصائية وتطبيقات إحصائية طيب فلذلك
+
+81
+00:08:05,020 --> 00:08:08,680
+من هنا إذا كانت الفروق المعنوية بين مستوى الداخل
+
+82
+00:08:10,120 --> 00:08:15,940
+ممكن إذا في فروق معنوية إذا المعناته هنا إيه ممكن
+
+83
+00:08:15,940 --> 00:08:20,320
+نقبل الفرض إحصائيا إذا كانت الفروق المعنوية بين
+
+84
+00:08:20,320 --> 00:08:24,460
+مستويات الداخل موجودة فلذلك ممكن نقبل الفرض و
+
+85
+00:08:24,460 --> 00:08:28,240
+بالعكس إذا كانت الفروق ظاهرة أي غير حقيقية و غير
+
+86
+00:08:28,240 --> 00:08:33,850
+معنوية هنا ممكن لا نقبل الفرض إحصائيا و أحيانايعني
+
+87
+00:08:33,850 --> 00:08:38,650
+ممكن ناخد في برنامج SBSS إذا كانت الـ SIG عندنا
+
+88
+00:08:38,650 --> 00:08:44,250
+أقل من 5% معناته توجد فروق ذات دلالة معنوية
+
+89
+00:08:44,250 --> 00:08:48,630
+واحصائية واضحة في الفرض العلمي اللي افترضناه اللي
+
+90
+00:08:48,630 --> 00:08:53,890
+هو متوسط الداخل و الحي اللي بيسكنوا فيه أو يخطونون
+
+91
+00:08:53,890 --> 00:08:58,190
+فيه سكان المنطقة السكنية اللي احنا قلناها الرمال
+
+92
+00:08:58,190 --> 00:09:02,730
+الجنوبي من مدينة غزة لكن إذا كانت الـ SIGفي
+
+93
+00:09:02,730 --> 00:09:06,550
+الكمبيوتر طبعا اللي هو البرنامج SBSS عند التحليل
+
+94
+00:09:06,550 --> 00:09:12,500
+الإحصائي أكثر من 5%إذاً معناته لا توجد فروق ذات
+
+95
+00:09:12,500 --> 00:09:16,500
+دلالة معنوية، إذاً الفرض اللي أنا افترضته غير
+
+96
+00:09:16,500 --> 00:09:21,620
+صحيح، لا ينطبق على سكان الرمال الجنوبي من حيث
+
+97
+00:09:21,620 --> 00:09:25,960
+ارتفاع مستوى الدخل، واضح؟ عرفنا كيف نعرف في هذه؟
+
+98
+00:09:25,960 --> 00:09:31,160
+هذا كل تلخيص ذلك، وانا يعني يا حبة كل طالبة تفهم
+
+99
+00:09:31,160 --> 00:09:35,780
+التحليل الإحصائيعلى البرنامج على الكمبيوتر اللي هو
+
+100
+00:09:35,780 --> 00:09:39,060
+التحليل الحصائي ببرنامج SPSS اللي هو التحليل
+
+101
+00:09:39,060 --> 00:09:44,860
+الحصائي الاجتماعي للأبحاث حتى نستطيع أن نقارن
+
+102
+00:09:44,860 --> 00:09:48,680
+ونفّر حتى الطالبة التي لم تستطيع التحليل الآن في
+
+103
+00:09:48,680 --> 00:09:53,720
+هذه المرحلة ممكن تفهم نتائج التحليل على ماذا تدل
+
+104
+00:09:53,720 --> 00:09:58,360
+لأنه بكرا في بحث التخرج هنسأل الطالبةنسألها،
+
+105
+00:09:58,360 --> 00:10:01,820
+الدلالة المعنوية، الدلالة توجد علاقة ولا توجد؟
+
+106
+00:10:01,820 --> 00:10:06,460
+توجد دلالة أم لا توجد؟ وهكذا كيف نعرفها من النتائج
+
+107
+00:10:06,460 --> 00:10:10,740
+الإحصائية اللي بنحصل عليها في البحث والتحليل
+
+108
+00:10:10,740 --> 00:10:17,110
+الإحصائي؟أه طبعاً بعناته توجد علاقة أما إذا كانت
+
+109
+00:10:17,110 --> 00:10:20,950
+أكثر من خمسة من مية لا توجد علاقة دي السجن واضح و
+
+110
+00:10:20,950 --> 00:10:24,610
+هكذا و هدف الإحصاء انتوا أخدتوه يعني الأمور هذه
+
+111
+00:10:24,610 --> 00:10:28,030
+كلها لكن أنا برضه في البرنامج SPSS عند التحليل
+
+112
+00:10:28,030 --> 00:10:34,010
+هتلاقوها في الفصل القادم عند بحث التخرج عندما
+
+113
+00:10:34,010 --> 00:10:38,250
+تاخدوا الاستبانة و تفرجوها و تحللوها على الكمبيوتر
+
+114
+00:10:38,250 --> 00:10:42,650
+بتصلوا إلى الإحصاءات هذه و النتائج الإحصائية
+
+115
+00:10:43,410 --> 00:10:48,250
+المفروض مهارة هذه مهارة تكتسب لابد تكون طالبة في
+
+116
+00:10:48,250 --> 00:10:52,990
+الخدمة الاجتماعية أن تأخذ دورة في برنامج SBSS
+
+117
+00:10:52,990 --> 00:10:58,370
+للتحليل الإحصائي هذه تعتبر مهارة من المهارات
+
+118
+00:10:58,370 --> 00:11:00,690
+الإلكترونية
+
+119
+00:11:01,570 --> 00:11:08,070
+في فهم تفريغ أو ترميز الاستبانة ثم تفريغها على
+
+120
+00:11:08,070 --> 00:11:13,090
+البرنامج على الكمبيوتر ثم بعد ذلك تحليلها إحصائيا
+
+121
+00:11:13,090 --> 00:11:17,790
+من خلال برنامج SBSS اللي هو التحليل الإحصائي
+
+122
+00:11:17,790 --> 00:11:28,350
+الإجتماعي واضح؟ ماشي في عندنا موضوع اليوم جديد وهو
+
+123
+00:11:28,350 --> 00:11:29,210
+مصادر
+
+124
+00:11:31,390 --> 00:11:36,690
+الفروض ما هي مصادر الفروض؟ يعني في عندنا عدد من
+
+125
+00:11:36,690 --> 00:11:40,850
+المصادر اللي هي مجال التخصص و العلم الأخرى و
+
+126
+00:11:40,850 --> 00:11:44,330
+الثقافة و الخبرة و خيال الباحث بدنا نفهم إيش يعني
+
+127
+00:11:44,330 --> 00:11:48,350
+المجال هذا لكل نوع من هذه الأنواع أو يعني اللي هي
+
+128
+00:11:48,350 --> 00:11:52,590
+مصادر الفرق .. المصادر هذه لكل مصدر من هذه المصادر
+
+129
+00:11:52,590 --> 00:11:56,190
+ما هو النوع الأول .. المصدر الأول؟ تتكلمتي يا
+
+130
+00:11:56,190 --> 00:12:00,980
+بنتي؟ أيوة اللي وراكي تكلمي مجال تخصص البدءما هو
+
+131
+00:12:00,980 --> 00:12:03,680
+مجال تخصص الباحث اللي ممكن نستمد منه بالفرض
+
+132
+00:12:03,680 --> 00:12:11,680
+العلمي؟ اول
+
+133
+00:12:11,680 --> 00:12:16,860
+مصدر من مصادر الفرود هو تخصص الباحث، مجال تخصص
+
+134
+00:12:16,860 --> 00:12:21,260
+الباحثيعنده تخصصكوا ماذا؟ خدمة اجتماعية، إذا
+
+135
+00:12:21,260 --> 00:12:25,500
+بتاخدوا مواضيع أو مشكلات أو ظواهر اجتماعية، إذا في
+
+136
+00:12:25,500 --> 00:12:30,720
+إطار تخصصكوا، تاخدوا الموضوع، البحث، ثم تستمدوا
+
+137
+00:12:30,720 --> 00:12:32,260
+الفروض من خلال التخصص
+
+138
+00:12:34,530 --> 00:12:39,390
+في الخدمة الاجتماعية وعلم الاجتماع والعلوم هذه
+
+139
+00:12:39,390 --> 00:12:43,970
+كلها الاجتماعية لمعرفة الظواهر الاجتماعية فبنستمد
+
+140
+00:12:43,970 --> 00:12:48,870
+الفروض للظاهرة الاجتماعية من خلال مجال تخصص الباحث
+
+141
+00:12:48,870 --> 00:12:53,630
+إذا أول مصدر من مصادر البحوث اللي هو الفروض
+
+142
+00:12:53,630 --> 00:13:00,390
+العلمية اللي هو مجال تخصص الباحث هذا المصدر الأول
+
+143
+00:13:00,390 --> 00:13:09,170
+في اختيار الظاهرة أو المشكلةواضح؟ طيب لذلك الباحث
+
+144
+00:13:09,170 --> 00:13:12,090
+أحيانًا بدرس مثلًا في الخدمة الاجتماعية طرق الخدمة
+
+145
+00:13:12,090 --> 00:13:15,550
+الاجتماعية ممكن يستمد الفروض من خلال طرق الخدمة
+
+146
+00:13:15,550 --> 00:13:19,250
+الاجتماعية ونظرياتها المختلفة خدمة الفرض، خدمة
+
+147
+00:13:19,250 --> 00:13:23,010
+الجماعة، تنظيم المجتمع، مجالات الخدمة الاجتماعية،
+
+148
+00:13:23,010 --> 00:13:25,990
+المجال التعليمي، المجال الأسري، مجال المعاقين،
+
+149
+00:13:25,990 --> 00:13:29,930
+مجال الأحداث الجانحين، مجال الجريمة، مجال العمال،
+
+150
+00:13:29,930 --> 00:13:37,450
+مجال الطلاب، إلى غير ذلكوهكذا مجالات كثيرةالمجال
+
+151
+00:13:37,450 --> 00:13:40,070
+المدرسي، المجال التعليمي، نقول على سبيل المثال
+
+152
+00:13:40,070 --> 00:13:43,470
+المجال الصحي، مجالات الصحية برضه لدور الأخصاء
+
+153
+00:13:43,470 --> 00:13:46,950
+الاجتماعي، في الخدمة الاجتماعية الطبية، إذا هناك
+
+154
+00:13:46,950 --> 00:13:52,710
+مجالات كثيرة، طرق ونظريات وفي نفس الوقت مجالات
+
+155
+00:13:52,710 --> 00:13:57,390
+كثيرة للعمل، هذا كله يتخصص فيها الأخصاء الاجتماعي،
+
+156
+00:13:57,390 --> 00:14:02,490
+إذا عندما يختار الظاهرة أو المشكلة، هنا ممكن يستمد
+
+157
+00:14:02,490 --> 00:14:08,690
+الفروض لهذه المشكلة أو الظاهرةمن خلال مجال تخصصه
+
+158
+00:14:08,690 --> 00:14:13,710
+المتنوّق، واضح؟ وهذا الأساس، هو الأساس اللي بنعتمد
+
+159
+00:14:13,710 --> 00:14:19,830
+عليه في اللي هي استنباط الفروض أو مصدر من المصادر
+
+160
+00:14:19,830 --> 00:14:23,730
+الأساسية اللي هو مجال التخصص الباحث في اللي هو
+
+161
+00:14:23,730 --> 00:14:30,890
+استنباط الفروض الإلمية طيب، ننتقل بعد ذلك إلى
+
+162
+00:14:30,890 --> 00:14:34,970
+العلوم الأخرى، آه يا بن تقولي، إيش في عندك العلوم
+
+163
+00:14:34,970 --> 00:14:42,690
+الأخرى؟اللي في الآخر نعم مصدر من مصادر الفروض
+
+164
+00:14:42,690 --> 00:14:46,230
+العلمية اللي هي العلوم الأخرى ما هي العلوم الأخرى
+
+165
+00:14:46,230 --> 00:14:50,890
+اللي بتدرسوها علم النفس أيوة علم النفس علم
+
+166
+00:14:50,890 --> 00:14:57,410
+الاجتماع وعلم الفقه و الجغرافيا و التاريخ و العرب
+
+167
+00:14:57,410 --> 00:15:01,730
+حتى العرب يعتبر مصدر لأن أحيانا في علنا علاقة ما
+
+168
+00:15:01,730 --> 00:15:07,130
+بين اللغة و ما بين الحياة الاجتماعيةفي حاجة اسمة
+
+169
+00:15:07,130 --> 00:15:11,930
+علم الاجتماع اللغوي بنربط بين اللغة والحياة
+
+170
+00:15:11,930 --> 00:15:16,150
+الاجتماعية نشأة اللغة من حياتنا الاجتماعية وتأثير
+
+171
+00:15:16,150 --> 00:15:19,330
+اللغة في حياتنا الاجتماعية إذا هنا بنربط ممكن هذه
+
+172
+00:15:19,330 --> 00:15:24,890
+فروع أخرى أو علوم أخرى إحنا بندرسها مساندة ومساعدة
+
+173
+00:15:24,890 --> 00:15:29,690
+لتخصصنا للعلوم التي ندرسها فهذه كلها ممكن نستمد
+
+174
+00:15:29,690 --> 00:15:35,310
+منها أيه الفروض العلمية واضح؟ مساعدنا ممكن نؤصل
+
+175
+00:15:36,660 --> 00:15:40,600
+لبعض الظواهر أو المشكلات ندرسها وحسب المنهج
+
+176
+00:15:40,600 --> 00:15:44,710
+الإسلامي، إذا هنا بنستفيد من ماذا؟من الدين اللي
+
+177
+00:15:44,710 --> 00:15:50,830
+بندرسه بمواده المختلفة الفقه والعقيدة
+
+178
+00:15:50,830 --> 00:15:58,190
+والحضارة الإسلامية والفكر الإسلامي والعبادات وحضر
+
+179
+00:15:58,190 --> 00:16:03,710
+العالم الإسلامي وأيضا القرآن وتفسير القرآن وبنربط
+
+180
+00:16:03,710 --> 00:16:08,130
+القرآن بحياتنا الاجتماعية وممكن نستنبط بعض الفروض
+
+181
+00:16:08,130 --> 00:16:12,370
+لبعض ظواهرنا الاجتماعية ونربطها إذا هنا بنأصل
+
+182
+00:16:12,980 --> 00:16:17,880
+لعلومنا الاجتماعية وخاصة الخدمة الاجتماعية نؤصل
+
+183
+00:16:17,880 --> 00:16:21,500
+لها على سبيل المثال ممكن نعمل نربط مبادئ الخدمة
+
+184
+00:16:21,500 --> 00:16:27,440
+الاجتماعية بطرقها ثلاث مع الإسلام هل تتناسب؟ هل
+
+185
+00:16:27,440 --> 00:16:30,580
+هذه المبادئ موجودة في الإسلام؟ إذا هنا ممكن تكون
+
+186
+00:16:30,580 --> 00:16:36,540
+مصدر لنا من مصادر إيه وضع الفروض لأبحاثنا ونؤصل
+
+187
+00:16:36,540 --> 00:16:41,640
+الدراسة تكون تأصيل إسلام لها تأصيل إسلام لدراساتنا
+
+188
+00:16:44,620 --> 00:16:49,020
+واضح؟ فهمنا العلوم الأخرى؟ مش بندرسها هكذا عبثا،
+
+189
+00:16:49,020 --> 00:16:53,880
+لأ بندرسها من أجل الاستفادة منها طيب في مصدر آخر
+
+190
+00:16:53,880 --> 00:17:00,660
+.. مين اللي بدها تتكلم؟ اللي في الآخر اللي .. أيوة
+
+191
+00:17:00,660 --> 00:17:03,860
+اتفضل يالا يستطيع البحث .. يستطيع البحث أن يستفيد
+
+192
+00:17:03,860 --> 00:17:06,900
+من ثقافة المجتمع وما تشمله هذه الثقافة من هي
+
+193
+00:17:06,900 --> 00:17:11,230
+وإجهات وتقاليد وقراءات شئ عنصرية في المجتمعطبعاً
+
+194
+00:17:11,230 --> 00:17:15,430
+الثقافة مش المجتمع له ثقافة و الثقافة بتشمل
+
+195
+00:17:15,430 --> 00:17:20,870
+الناحيتين الناحية المادية و الناحية المعنوية عندنا
+
+196
+00:17:20,870 --> 00:17:27,010
+بتشمل القيم و الأفكار و عقيدة المجتمع و أعراف
+
+197
+00:17:27,010 --> 00:17:32,650
+المجتمع هذه كلها أيه بنسميها ثقافة المجتمع و أمثال
+
+198
+00:17:32,650 --> 00:17:36,920
+المجتمع الأمثال الشعبية حتىالمثال الشعبية التي
+
+199
+00:17:36,920 --> 00:17:41,120
+تسرد بين الناس هذه نوع من الثقافة لأن المثل الشعبي
+
+200
+00:17:41,120 --> 00:17:46,000
+عبارة عن خبرة الشعوب أو خبرة المجتمعبيصاغ في
+
+201
+00:17:46,000 --> 00:17:50,860
+كلمتين أو تلاتة أو جملة ولكن هذه الجملة ليست بسيطة
+
+202
+00:17:50,860 --> 00:17:56,880
+ولكنها نتيجة تجارب للمجتمع وللافراد المجتمع عبر
+
+203
+00:17:56,880 --> 00:18:01,640
+الأجيال وعبر الأزمان المختلفة فلذلك هنا ممكن نضع
+
+204
+00:18:01,640 --> 00:18:07,620
+هذا الشيء للاختبار ونستمد منه الفروض العلمية
+
+205
+00:18:07,620 --> 00:18:12,020
+الفروض العلمية واضح؟
+
+206
+00:18:15,020 --> 00:18:20,120
+أيضًا الأيديولوجية، أيديولوجية المجتمع، الأفكار،
+
+207
+00:18:20,120 --> 00:18:23,460
+المعتقدات والأفكار والأيديولوجية اللي بتسير عليها
+
+208
+00:18:23,460 --> 00:18:28,460
+المجتمع، يعني مثلًا مجتمع اشتراكي، الأيديولوجية
+
+209
+00:18:28,460 --> 00:18:32,930
+اللي خاصة بيه غير المجتمع الرأسماليوالأديولوجية
+
+210
+00:18:32,930 --> 00:18:38,070
+للمجتمع المسلم غير عنهم الأثنان اللي هم الاشتراكي
+
+211
+00:18:38,070 --> 00:18:42,190
+والرأسمالي الأديولوجية الإسلامية غير فلذلك من هنا
+
+212
+00:18:42,190 --> 00:18:46,270
+أيضًا من ثقافة المجتمع اللي هي الأيديولوجية اللي
+
+213
+00:18:46,270 --> 00:18:52,250
+من خلالها نستمد لإيه الفروض العلمية لدراسة الظواهر
+
+214
+00:18:52,250 --> 00:18:56,570
+أو دراسة المشكلات داخل المجتمع وهكذا
+
+215
+00:18:59,440 --> 00:19:04,200
+واضح؟ إذا هذا يعتبر مصدر من مصادر الفروق اللي هي
+
+216
+00:19:04,200 --> 00:19:14,580
+ثقافة المجتمع ماذا أيضا؟ نعم الخبرة الشخصية و هذا
+
+217
+00:19:14,580 --> 00:19:18,340
+شيء مهم مين تتكلم عن الخبرة الشخصية؟ فضليا بدي
+
+218
+00:19:20,210 --> 00:19:23,410
+والملاحظات خاصة في وضع كتير من الفروض واخبار
+
+219
+00:19:23,410 --> 00:19:27,230
+الشخصية والملاحظات ينحافظ الأول الحافظ الأول اللي
+
+220
+00:19:27,230 --> 00:19:30,650
+بيدفع العقل إلى التفكير ويحفظه إلى تصور علاقات بين
+
+221
+00:19:30,650 --> 00:19:35,430
+الظاهرين طبعا طبعا احنا بنستمد الفروض أيضا من مجال
+
+222
+00:19:35,430 --> 00:19:40,060
+الخبرات التي يكتسبها الباحثالخبرات الشخصية التي
+
+223
+00:19:40,060 --> 00:19:45,580
+يكتسبها من خلال عمله من خلال دراسته من خلال سفره
+
+224
+00:19:45,580 --> 00:19:49,880
+من خلال رحلاته من خلال اختلاطه بالمجتمع وافراد
+
+225
+00:19:49,880 --> 00:19:54,880
+المجتمع إذا هنا بيكتسب إيه خبرات ومن هذه الخبرات
+
+226
+00:19:54,880 --> 00:20:00,520
+يستطيع أن يستمد الفروض العلمية ويضعها عندما يختار
+
+227
+00:20:00,520 --> 00:20:06,400
+مشكلة أظاهرة من الظواهر لدراستها واضح؟
+
+228
+00:20:08,690 --> 00:20:13,550
+ماذا أيضًا من ضمن المصادر؟
+
+229
+00:20:13,550 --> 00:20:18,210
+ايه يا بنتى؟ الخيال البحث حيث يرتب خدع الحدود
+
+230
+00:20:18,210 --> 00:20:21,890
+وقدرة البحث على الخيال فخيال البحث يختلف عن خيال
+
+231
+00:20:21,890 --> 00:20:26,070
+الشعراء وخيال الشعراء جامد ومطلق أما خيال البحث
+
+232
+00:20:26,070 --> 00:20:31,870
+يكون مخيّر وله حدود ولكن الثواهر اللى تختلف من
+
+233
+00:20:31,870 --> 00:20:35,110
+البحث إلى أخر بقدرة الخيال هو خدرة الحدود على
+
+234
+00:20:35,110 --> 00:20:38,820
+الخيالطبعا خيال الباحث كل طالبة فيكوا عندها خيال
+
+235
+00:20:38,820 --> 00:20:44,740
+ولكن خيالها يختلف من طالبة إلى أخرى فإذا هنا يعتبر
+
+236
+00:20:44,740 --> 00:20:48,560
+الخيال الباحث اللي بيعتمد على الحقائق خاصة الباحث
+
+237
+00:20:48,560 --> 00:20:55,220
+العلمي يعني هنا بيستمد منه أيه الفروض العلمية واضح
+
+238
+00:20:55,220 --> 00:21:04,380
+الخيال ماذا أيضا خلصنا اللي هي المصادرفي عندنا
+
+239
+00:21:04,380 --> 00:21:12,480
+شروط، الآن سنتناول شروط الفروض العلمية، في عندنا
+
+240
+00:21:12,480 --> 00:21:18,020
+عدد من الشروط لابد أن تتوفر عند صياغة الفرض
+
+241
+00:21:18,020 --> 00:21:25,240
+العلمي، فما هي هذه الشروط العلمية؟
+
+242
+00:21:25,240 --> 00:21:28,240
+اللي ما اتكلمتش نهائي بدنا ياها تتكلم، اتفضل يا
+
+243
+00:21:28,240 --> 00:21:28,580
+بنتي
+
+244
+00:21:40,000 --> 00:21:44,900
+طبعا الفرض لابد أن يكون واضح و لا يكون غامضا و لا
+
+245
+00:21:44,900 --> 00:21:51,620
+يكون خياليا بل لابد أن يكون واقعيا و حقيقيا و أن
+
+246
+00:21:51,620 --> 00:21:57,280
+يكون واضحا و وضوح و أن يكون محددين هذا الفرض
+
+247
+00:21:57,280 --> 00:22:02,680
+العلمىوهنا ممكن نعرف حتى هذا الفرض اللي ممكن
+
+248
+00:22:02,680 --> 00:22:08,160
+نختاره تعريف إجرائي لأن هذا يخضع للاختبار وللبحث
+
+249
+00:22:08,160 --> 00:22:12,380
+للتأكد من صحتي وعدم صحتي إذا هنا لابد من الوضوح
+
+250
+00:22:12,380 --> 00:22:18,040
+فأول شرط من شروط الفرض العلمي أن يكون واضحافي
+
+251
+00:22:18,040 --> 00:22:22,940
+صياغته وفي معناه وفي يعني كل ما .. ما يشتمل عليه
+
+252
+00:22:22,940 --> 00:22:26,100
+ولمّا نقول تعريف إجرائي علشان نعرف هذا الفرض
+
+253
+00:22:26,100 --> 00:22:31,180
+مايكونش يعني كل باحث يفهمه بطريقة أخرى فنعرفه
+
+254
+00:22:31,180 --> 00:22:36,380
+علشان نحدد هذا الفرض اللي اختارناه ويكون مفهومه
+
+255
+00:22:36,380 --> 00:22:43,880
+واضحا في عندنا أيضا شرط آخر أيوة ابن تقولي
+
+256
+00:22:58,040 --> 00:23:04,020
+طبعا صياغة الفرض ما تكونش صياغة طويلة لابد يكون
+
+257
+00:23:04,020 --> 00:23:08,920
+قصير قصير كل ما كان قصير ومعبر على المعناه بيكون
+
+258
+00:23:08,920 --> 00:23:15,320
+أفضل و ألا يكون طويلةأن تكون صياغته صياغة موجزة
+
+259
+00:23:15,320 --> 00:23:21,360
+بإيجاز ويؤدى المعنى هذا أيضا شرط من شروط الفرض
+
+260
+00:23:21,360 --> 00:23:28,440
+العلمى وهكذاوان يكون خاضع طبعا للاختبار العلمي
+
+261
+00:23:28,440 --> 00:23:33,460
+الفرض مش يصيبه بس سياغة قصيرة ولا يكون خاضع للبحث
+
+262
+00:23:33,460 --> 00:23:38,180
+للاختبار العلمي لأ ان يكون خاضعا للاختبار فسياغته
+
+263
+00:23:38,180 --> 00:23:46,580
+يجب أن تكون سياغة دقيقة موجزة وواضحة ماذا أيضا؟
+
+264
+00:23:46,580 --> 00:23:52,340
+اتكلمت؟ يلا اتفضليأن تكون الفرود قابلة للاختبار
+
+265
+00:23:52,340 --> 00:23:55,540
+فالفرود الفلسفية والقضايا الأخلاقية والأحكام
+
+266
+00:23:55,540 --> 00:23:59,440
+القيامية يصب بل يستحيل اختبارها في بعض الأحيان
+
+267
+00:23:59,440 --> 00:24:06,520
+طبعا يعني مانقولش البيضة ولا الدجاجة مين اللي وجد
+
+268
+00:24:06,520 --> 00:24:09,960
+قبل طب ما خلاص قضية وانتهينا منها هذه هذا حاجات
+
+269
+00:24:09,960 --> 00:24:13,660
+فلسفية يعني مانقولش والله الأرض أصلها مياه ولا
+
+270
+00:24:13,660 --> 00:24:18,430
+أصلها نارما نقولش والله الشمس منين تشرق، هي بتشرق
+
+271
+00:24:18,430 --> 00:24:24,010
+من الغرب ولا من الشرق؟ معقولة؟ من الغرب؟ الشمس
+
+272
+00:24:24,010 --> 00:24:28,070
+بتشرق من وين؟ فلذلك مايجيش واحد باحث يقولنا والله
+
+273
+00:24:28,070 --> 00:24:31,940
+الشمس تشرق إلا إذا كان يوم الخيانةإذا خلاص احنا في
+
+274
+00:24:31,940 --> 00:24:36,460
+يوم القيامة وفيها ممكن لكن انه ان نعبر بهذا الشكل
+
+275
+00:24:36,460 --> 00:24:41,780
+لا يجوز لا يجوز ان يكون الفرض يعني مخالفا للحقيقة
+
+276
+00:24:41,780 --> 00:24:47,440
+او يكون فرضا فلسفيا زائدا عن الحد وفيه فلسفة يعني
+
+277
+00:24:47,440 --> 00:24:52,320
+طويلة وعميقة لا احنا نحتاج الى الفرض تكون واقعية
+
+278
+00:24:52,320 --> 00:24:58,970
+تعبر عن الواقع وقابلة للاختباروقابلة للاختبار و
+
+279
+00:24:58,970 --> 00:25:04,130
+للدراسة و البحث فلذلك من هنا مابنختارش يعني أمور
+
+280
+00:25:04,130 --> 00:25:08,350
+.. نقول والله الصدق يعني مثلا الصدق قيمة ايش
+
+281
+00:25:08,350 --> 00:25:11,910
+الصدق؟ بنخدعها للاختبار يعني إنها صالحة أو غير
+
+282
+00:25:11,910 --> 00:25:17,810
+صالح؟ معروف الصدق أنه قيمة إيجابية معروفة هل كانت
+
+283
+00:25:17,810 --> 00:25:22,890
+الصدق قيمة سلبية؟ لأ طبعا فهي قيمة إيجابية فهكذا
+
+284
+00:25:23,420 --> 00:25:27,380
+المواعيد المحافظة على المواعيد مش قيمة إيجابية و
+
+285
+00:25:27,380 --> 00:25:30,660
+الله نقول عنها لأ ممكن تكون هذه السؤال لأ فلذلك
+
+286
+00:25:30,660 --> 00:25:36,060
+أحيانا في قيم عندنا في مبادئ عقائدية يعني في حاجات
+
+287
+00:25:36,060 --> 00:25:41,620
+فلسفية يعني نحاول نبتعد عنها و نحاول نصيغ الاختبار
+
+288
+00:25:41,620 --> 00:25:46,960
+أو الفرض العلمي أن يكون قابل للاختبار و ألا يكون
+
+289
+00:25:46,960 --> 00:25:52,940
+يعني بعيد عن الاختبار و الحقيقةواضح؟ وهذا يعني مهم
+
+290
+00:25:52,940 --> 00:25:59,940
+جدا، يعني لابد ان .. انراعيه نعم
+
+291
+00:25:59,940 --> 00:26:08,060
+في برضه لسه ما زلنا .. اللي هي من شروط الفرض
+
+292
+00:26:08,060 --> 00:26:09,560
+العلمي أن يربط
+
+293
+00:26:13,830 --> 00:26:17,390
+طيب واحدة طالبة تتكلم لنا طالبة طالبة واحدة أيوة
+
+294
+00:26:17,390 --> 00:26:23,490
+يا بنتي قولي كويس
+
+295
+00:26:23,490 --> 00:26:27,670
+هذا مهم جدا لما ننصيق فرض لابد يكون مستنبط من وين
+
+296
+00:26:27,670 --> 00:26:33,690
+من بحوث سابقة ومن نظريات سابقة فلذلك لابد أن نربط
+
+297
+00:26:33,690 --> 00:26:40,070
+الفرض العلمي عند صياغته بالنظريات التي تم التحقق
+
+298
+00:26:40,070 --> 00:26:46,230
+منها وبحتهاأو نربطه ببعض البحوث السابقة التي
+
+299
+00:26:46,230 --> 00:26:51,370
+استنبطنا منها الفرض العلمي فلذلك في ضوء النظريات
+
+300
+00:26:51,370 --> 00:26:56,550
+ممكن نستنبط فرودنا العلمية الفرض العلمي واضح
+
+301
+00:26:56,550 --> 00:27:03,650
+للأبحاث الاجتماعية وهذا يعتبر شرط من شروط الفرود
+
+302
+00:27:03,650 --> 00:27:10,540
+العلميةطبعا لو بدنا نضع كل باحث يضع فروض ومالهاش
+
+303
+00:27:10,540 --> 00:27:16,480
+علاقة بالنظريات والنماذج هذه طبعا يعني ما .. ما
+
+304
+00:27:16,480 --> 00:27:20,840
+يمكن نصل للحقيقة لذلك عندما نصيغة فرضا .. فرضا
+
+305
+00:27:20,840 --> 00:27:25,300
+علميا لابد أن يكون واقعيا ومرتبط بالنظريات
+
+306
+00:27:25,300 --> 00:27:32,740
+والنماذج العلمية التي تم الوصول اليها ماذا أيضا من
+
+307
+00:27:32,740 --> 00:27:37,460
+شروط الفروض العلمية؟ أيوة يا بنتي قوليممكن نضع عدة
+
+308
+00:27:37,460 --> 00:27:40,380
+قروض محتملة .. محتملة بدل من أن يضع الفرض اللي
+
+309
+00:27:40,380 --> 00:27:44,080
+نعرفه دالي اه طبعا يعني أحيانا ممكن بعض الباحثين
+
+310
+00:27:44,080 --> 00:27:48,420
+بيضعوا فرض واحد لكن بيقعوا في مشكلة ان الفرض اللي
+
+311
+00:27:48,420 --> 00:27:55,160
+صغوه مابحققش الهدف من البحث فلذلك حتى نبعد نفسنا
+
+312
+00:27:55,160 --> 00:28:00,080
+عن ذلك لابد أن نضع أكثر من فرض علمي ممكن كما يعني
+
+313
+00:28:00,080 --> 00:28:04,200
+عرفناكوا نضع فرض عام ومن الفرض العام نصيغ عدد من
+
+314
+00:28:04,200 --> 00:28:12,090
+القروض الفرعيةلتحقيق الهدف العام للفرض العام واضح
+
+315
+00:28:12,090 --> 00:28:15,830
+عدد من الفروض لكن في نفس الوقت لا نكسر من الفروض
+
+316
+00:28:15,830 --> 00:28:21,990
+لماذا لا نكسر؟ لأنه من أجل ألا يتشتت الباحث ألا
+
+317
+00:28:21,990 --> 00:28:26,610
+يتشتت في ذهنه وفكره ويضيع الوقت ولابد أنه يحدد حسب
+
+318
+00:28:26,610 --> 00:28:30,690
+الوقت والجود والتكاليف لأننا مقيدين بفترة زمنية
+
+319
+00:28:30,690 --> 00:28:34,770
+مقيدين بإمكانيات
+
+320
+00:28:35,710 --> 00:28:41,290
+معينة ووقت محدد لابد يعني نراعي هذه الأمور فحتى لا
+
+321
+00:28:41,290 --> 00:28:45,430
+نشتت الأذان و الأفكار و الوقت و الموارد لابد أن
+
+322
+00:28:45,430 --> 00:28:51,550
+نحدد الفرض كم من الفروض العلمية لازمة لإجراء البحث
+
+323
+00:28:51,550 --> 00:28:56,490
+هل نطول في هذه البحوث؟ في نفس الوقت قال لأ نختصر
+
+324
+00:28:56,490 --> 00:29:00,570
+على فرض أو فرضين فقط بحيث لا يؤدي المعنى عندما
+
+325
+00:29:00,570 --> 00:29:04,350
+نقوم بالدراسة أو دراستة الظاهرة أو المشكلة و هكذا
+
+326
+00:29:04,940 --> 00:29:10,600
+فإذا هنا من الشروط يعني الباحث ما يضعش عدة فرود
+
+327
+00:29:10,600 --> 00:29:16,660
+يعني لابد يضع يعني فرض محدد يستطيع الإجابة عليه
+
+328
+00:29:16,660 --> 00:29:21,500
+ومن خلال الفرض العام يصير فرود فرعية لكي تثبت هذا
+
+329
+00:29:21,500 --> 00:29:26,840
+الفرض العام أو لا تثبت صحته واضح؟ و ألا يكثر منها
+
+330
+00:29:26,840 --> 00:29:32,200
+إكثرا بحيث يخل بالوقت و بالجهد و بالتكاليف عند
+
+331
+00:29:32,200 --> 00:29:33,040
+الباحث
+
+332
+00:29:43,760 --> 00:29:51,860
+طيب في عندنا ايضا من شروط الفروض العلمية ان تكون
+
+333
+00:29:51,860 --> 00:29:59,000
+خاليا من التناقض ما زلنا نتحدث عن شروط الفروض
+
+334
+00:29:59,000 --> 00:30:06,770
+العلمية في عندنا شرط اخر من شروط الفروض العلميةوهو
+
+335
+00:30:06,770 --> 00:30:11,530
+أن يكون الفرض العلمي خالي من التناقض الفروض كلها
+
+336
+00:30:11,530 --> 00:30:16,610
+تكون خالية من التناقض أريد من طرح هذا السؤال على
+
+337
+00:30:16,610 --> 00:30:21,730
+الطالبات للإجابة لمثل كيف يكون الفرض العلمي خالي
+
+338
+00:30:21,730 --> 00:30:28,310
+من التناقض كيف أضع فرض علمي أن يكون خالي من
+
+339
+00:30:28,310 --> 00:30:32,370
+التناقض وكيف أضع فرض علمي أن يكون فيه تناقضة
+
+340
+00:30:35,340 --> 00:30:58,380
+نعم قولي كان عنده ..
+
+341
+00:31:01,290 --> 00:31:05,870
+و بعدين تبين انه ما .. اه اه اه هو اصلا ما عندهوش
+
+342
+00:31:05,870 --> 00:31:09,690
+فهو طبعا تناقض هذا .. تناقض نعم .. ماذا أيضا؟ أيوة
+
+343
+00:31:09,690 --> 00:31:13,070
+يا بنتى؟ ممكن مثلا في انتشار ظاهر التطلاب نحكي انه
+
+344
+00:31:13,070 --> 00:31:16,830
+من الاخ ال .. الفروض الفرعية إلها أن سببها مثلا
+
+345
+00:31:16,830 --> 00:31:20,750
+تفكك الأسر نعم .. بدنا نروح نحكي كمان نفس الفروض
+
+346
+00:31:20,750 --> 00:31:24,930
+الفرعية أنه مافيش .. مثلا انه في علاقة بين هذه
+
+347
+00:31:24,930 --> 00:31:27,670
+الأسر، هذا صار تناقض مرة حينك أنه مافيش .. في تفكك
+
+348
+00:31:27,670 --> 00:31:32,110
+بينتهم مرة حينك أن العقل طيبهم نعممشكلتك .. مشكلت
+
+349
+00:31:32,110 --> 00:31:35,210
+الجريمة .. الجريمة .. ممكن تكون أول اشهر يعني
+
+350
+00:31:35,210 --> 00:31:39,290
+سببها ضعف وزع ديني ممكن يكون سوء الأحوال
+
+351
+00:31:39,290 --> 00:31:45,150
+الاقتصادية ممكن يكون مشاكل أسرية برضه الجريمة أو
+
+352
+00:31:45,150 --> 00:31:49,550
+مشاكل أخرى و بعد ما نثبت هذه الفروض و الحقائق
+
+353
+00:31:49,550 --> 00:31:57,030
+نلغيها أو نحكي كلام منافس إلها، هذا خطأ كويس، ماذا
+
+354
+00:31:57,030 --> 00:31:57,530
+أيضا؟
+
+355
+00:32:01,810 --> 00:32:07,170
+خلاص؟ طيب إذا هنا من شروط الفرض العلمية أن تكون
+
+356
+00:32:07,170 --> 00:32:11,690
+خالية من التناقض ألا يكون هناك تناقضا في الفرض
+
+357
+00:32:11,690 --> 00:32:16,010
+العلمي الذي أفترضه للبحث لأن الفرض العلمي يكون
+
+358
+00:32:16,010 --> 00:32:22,810
+خاضعا للتجربة و للبحث و التجربة و هكذا فمثلا قبول
+
+359
+00:32:22,810 --> 00:32:28,210
+الفرض الصفري يعني ماذا؟إنه في علاقة سلبية وقبول
+
+360
+00:32:28,210 --> 00:32:33,650
+الفرض البحثي إنه في علاقة إيجابية بين المتغيرين
+
+361
+00:32:34,650 --> 00:32:39,630
+وهذا بيقضي وجود فرض .. يعني فرض بديل يمكن قبوله في
+
+362
+00:32:39,630 --> 00:32:45,290
+حالة رفض الفرض الصفري وهكذا يعني لا يكون فيه تناقض
+
+363
+00:32:45,290 --> 00:32:52,050
+بين الفروض التي أضاها لابد الفروض تكون خاضعة للبحث
+
+364
+00:32:52,050 --> 00:32:56,290
+سواء كان الفروض صفرية أصيبها بالصيغة الصفرية اللي
+
+365
+00:32:56,290 --> 00:33:04,200
+هي الصيغة السلبية أو بصيغة الإيجاب واضح؟طيب في
+
+366
+00:33:04,200 --> 00:33:10,040
+عندنا أيضا خلاص خلصنا الحمد لله اللي هي شروط
+
+367
+00:33:10,040 --> 00:33:17,000
+الفروض العلمية و أيضاكل أنواع الفروض العلمية
+
+368
+00:33:17,000 --> 00:33:23,120
+تكلمنا عنها و أيضا مصادر الفروض العلمية و أهمية و
+
+369
+00:33:23,120 --> 00:33:26,900
+شروطها و تكلمنا عن أهمية الفروض العلمية في محاضرة
+
+370
+00:33:26,900 --> 00:33:32,580
+سابقة و تعريفها نكون بذلك يعني قد أنهينا موضوع
+
+371
+00:33:32,580 --> 00:33:36,440
+الفروض العلمية بكافة جوانب الموضوع
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/li5_3p3lZyk_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/li5_3p3lZyk_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ffb838ffb398c6195e3fac52c2fb1c13ddf38e7e
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/li5_3p3lZyk_postprocess.srt
@@ -0,0 +1,1472 @@
+1
+00:00:20,650 --> 00:00:24,750
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,750 --> 00:00:29,270
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,270 --> 00:00:36,510
+آله وصحبه أجمعين أما بعد فأهلا وسهلا بكنا في هذه
+
+4
+00:00:36,510 --> 00:00:43,010
+القاعة قاعة المحاضرات المصورة وأيضا في مساق مناهج
+
+5
+00:00:43,010 --> 00:00:49,790
+البحث الاجتماعيإن شاء الله سنأخذ اليوم الموضوع
+
+6
+00:00:49,790 --> 00:00:56,890
+الأول في مناهج البحث وهو الخاص بالعلم والمعرفة
+
+7
+00:00:56,890 --> 00:01:02,130
+وخصائص العلم والمعرفة وبعد ذلك البحث سنترق إلى
+
+8
+00:01:02,130 --> 00:01:06,710
+موضوع البحث العلمي وأيضا مفهومه وخصائصه كذلك
+
+9
+00:01:06,710 --> 00:01:10,590
+ووظائف البحث العلمي لكن قبل أن ندخل في الموضوع
+
+10
+00:01:10,590 --> 00:01:17,020
+لابد أن نبرز أهمية البحث الاجتماعيالبحث الاجتماعي
+
+11
+00:01:18,260 --> 00:01:24,680
+مهم جدا من خلال المناهج التي سنستخدمها في دراساتنا
+
+12
+00:01:24,680 --> 00:01:30,680
+للظواهر الاجتماعية بحكم التخصص لأن البحث الاجتماعي
+
+13
+00:01:30,680 --> 00:01:35,820
+يطلق على التخصص في علم الاجتماع والخدمة الاجتماعية
+
+14
+00:01:35,820 --> 00:01:40,760
+أي البحوث الاجتماعية فلذلك مساق اسمه مناهج البحث
+
+15
+00:01:40,760 --> 00:01:44,820
+الاجتماعي مساق اسمه المناهج أو مناهج البحث
+
+16
+00:01:44,820 --> 00:01:49,830
+الاجتماعي بكافة أنواعها وما يتبع ذلكالبحث ضروري
+
+17
+00:01:49,830 --> 00:01:55,370
+جدا في مجتمعاتنا وخاصة في مجتمعنا العربي ومجتمعنا
+
+18
+00:01:55,370 --> 00:02:00,490
+الفلسطيني لكي نستخدمه في التخطيط فالبحث الاجتماعي
+
+19
+00:02:00,490 --> 00:02:05,350
+نستخدم في التخطيط للمجالات الاجتماعية الأسرية
+
+20
+00:02:05,350 --> 00:02:13,090
+والشبابية وكذلك المعاقين وكذلك في الطفولة وأيضا
+
+21
+00:02:13,090 --> 00:02:17,720
+للطلاب والطالباتكذلك في المدارس والتعليم العام
+
+22
+00:02:17,720 --> 00:02:21,300
+بشكل عام ومنشغلات التي تواجههم من الناحية
+
+23
+00:02:21,300 --> 00:02:25,360
+الاجتماعية فالخصائي له دور كبير في الحياة
+
+24
+00:02:25,360 --> 00:02:30,420
+الاجتماعية وفي المجتمع فلذلك البحث ضروري جدا لكي
+
+25
+00:02:30,420 --> 00:02:34,520
+عندما نقوم بدراسة أي مشكلة أو أي موضوع لابد أن
+
+26
+00:02:34,520 --> 00:02:41,090
+نتبع خطوات البحث العلمي ونتبع المنهجالعلمي السليم
+
+27
+00:02:41,090 --> 00:02:45,630
+والأداء السليمة لدراسة أي موضوع اجتماعي او مشكلة
+
+28
+00:02:45,630 --> 00:02:49,870
+اجتماعية موضوع البحث الاجتماعي مناهج البحث
+
+29
+00:02:49,870 --> 00:02:55,890
+الاجتماعي كمساق هذه تكون مقدمة قبل ان تاخدوا مساق
+
+30
+00:02:56,120 --> 00:03:01,180
+بحث التخرج لأن مناهج البحث الاجتماعي يطار نظري
+
+31
+00:03:01,180 --> 00:03:07,560
+تتعلم من خلاله المفاهيم وأنواع المناهج وأدوات
+
+32
+00:03:07,560 --> 00:03:11,820
+البحث الاجتماعي وبعد ذلك مجالات البحث الاجتماعي
+
+33
+00:03:11,820 --> 00:03:16,990
+وكذلك كيفية إعدادالبحث الاجتماعي وخطوات البحث
+
+34
+00:03:16,990 --> 00:03:21,790
+الاجتماعي من بدايتها إلى نهايتها اللي هي الخاصة
+
+35
+00:03:21,790 --> 00:03:29,050
+بالتصميم المنهجي للبحث الاجتماعي وهذا كله تمهيدا
+
+36
+00:03:29,050 --> 00:03:35,760
+للفصل القادم عند اختيار موضوع التخرج وهوبحث التخرج
+
+37
+00:03:35,760 --> 00:03:40,540
+اللي بتختاره فيه دراسة ظاهرة أو موضوع اجتماعي أو
+
+38
+00:03:40,540 --> 00:03:45,100
+مشكلة اجتماعية فلابد ان تتابعوا كل ما درسناه في
+
+39
+00:03:45,100 --> 00:03:48,760
+مناهج البحث الاجتماعي في التطبيق العملي ان شاء
+
+40
+00:03:48,760 --> 00:03:50,100
+الله الفصل القادم
+
+41
+00:03:52,600 --> 00:03:57,960
+طبعا خطتنا في الدراسة سنتناول المحاضرات أيضا
+
+42
+00:03:57,960 --> 00:04:02,280
+الحضور للطالبات يعني أيضا له جزء من التقييم
+
+43
+00:04:02,280 --> 00:04:08,040
+المشاركات كذلك له جزء من التقييم كذلك التكليف
+
+44
+00:04:08,040 --> 00:04:15,050
+الطالبات أيضا بإعدادما يتعلق بإعداد أبحاث صغيرة أو
+
+45
+00:04:15,050 --> 00:04:20,050
+تقارير صغيرة حول موضوعات البحث الاجتماعي الموضوعات
+
+46
+00:04:20,050 --> 00:04:25,310
+المختلفة حسب الخطة وحسب ما هو مفصل لديكنا في الخطة
+
+47
+00:04:25,310 --> 00:04:29,750
+التي تم توزيعها عليكنا في أي طالب ما خدتش من
+
+48
+00:04:29,750 --> 00:04:32,990
+الخطة؟ اللي ما خدتش طالب اتنين ان شاء الله بعد
+
+49
+00:04:32,990 --> 00:04:36,690
+المحاضرة سنعطيها من الخطة لكن انا في المحاضرات
+
+50
+00:04:36,690 --> 00:04:41,010
+السابقة تم توزيع الخطة على جميع الطالبات
+
+51
+00:04:43,360 --> 00:04:47,940
+القليلة القليلة التي كانت غائبة ان شاء الله بعد
+
+52
+00:04:47,940 --> 00:04:53,020
+نهاية المحاضرة سنعطيها الخطة بإذن الله تعالى سنعطي
+
+53
+00:04:53,020 --> 00:04:58,880
+الطلبات الخطة اليوم
+
+54
+00:04:58,880 --> 00:05:05,800
+سنبدأ في موضوع المحاضرة وهو موضوعنا عن العلم العلم
+
+55
+00:05:06,580 --> 00:05:12,460
+اليوم سنتكلم عن العلم وخصائص العلم ووظائف العلم
+
+56
+00:05:12,460 --> 00:05:18,060
+وإن شاء الله بعد ذلك سنتناول البحث العلمي ومفهوم
+
+57
+00:05:18,060 --> 00:05:22,800
+البحث العلمي وخصائص البحث العلمي اليوم لو أجينا
+
+58
+00:05:22,800 --> 00:05:34,170
+مثلا عندنا في البحث العلمي هو يعتبر ضرورةالبحث
+
+59
+00:05:34,170 --> 00:05:40,530
+العلمي يعتبر ضرورة طبعا كما تحدثنا في البداية أن
+
+60
+00:05:40,530 --> 00:05:46,670
+أساس التخطيط يقوم على البحث العلمي العلم فلذلك
+
+61
+00:05:46,670 --> 00:05:51,350
+البحث العلمي هو الوصول إلى الحقيقةدراسة علمية
+
+62
+00:05:51,350 --> 00:05:56,550
+للوصول إلى الحقائق الموجودة في المجتمع فلذلك من
+
+63
+00:05:56,550 --> 00:06:01,190
+هنا البحث ضرورة مهمة جدا و بنستخدمها للتخطيط
+
+64
+00:06:01,190 --> 00:06:05,810
+السليم لأن أي تخطيط داخل المجتمع لابد يعتمد على
+
+65
+00:06:05,810 --> 00:06:11,350
+البحث العلمي الذي من خلاله نجمع البيانات الصحيحة و
+
+66
+00:06:11,350 --> 00:06:15,010
+نحللها وبعد ذلك نصل إلى النتائج
+
+67
+00:06:17,810 --> 00:06:23,250
+أي مشكلة أو احتياجات داخل المجتمع يجب أن نتبع فيها
+
+68
+00:06:23,250 --> 00:06:28,710
+أسلوب البحث العلمي البحث العلمي اليوم أصبح ضرورة
+
+69
+00:06:28,710 --> 00:06:33,030
+لكل المجتمعات وخاصة المجتمعات النامية التي تريد أن
+
+70
+00:06:33,030 --> 00:06:37,560
+تتقدممثل مجتمعنا الفلسطيني نحن في أماس الحاجة إلى
+
+71
+00:06:37,560 --> 00:06:42,140
+الاهتمام بالبحث العلمي حتى نستطيع أن نحقق التنمية
+
+72
+00:06:42,140 --> 00:06:47,300
+بكافة مجالاتها الإجتماعية والاقتصادية وهكذا فلذلك
+
+73
+00:06:47,300 --> 00:06:53,440
+لابد أن نهتم بالبحث العلمي أيضا
+
+74
+00:06:56,060 --> 00:07:00,880
+التغيرات التي تحدث في المجتمع كذلك تحتاج إلى البحث
+
+75
+00:07:00,880 --> 00:07:04,840
+العلمي لمواجهة هذه التغيرات وما ينتج عنها من
+
+76
+00:07:04,840 --> 00:07:08,560
+مشكلات أحيانًا يحدث تغير اجتماعي أو تغير اجتماعي
+
+77
+00:07:08,560 --> 00:07:12,420
+داخل المجتمع ينتج عنه بعض المشكلات فلذلك من هنا
+
+78
+00:07:12,420 --> 00:07:17,540
+نحتاج إلى البحث العلمي لملاحقة التغيرات الاجتماعية
+
+79
+00:07:17,540 --> 00:07:23,160
+التي تحدث داخل المجتمع لنعرفإيجابياتها وسلبياتها
+
+80
+00:07:23,160 --> 00:07:28,180
+حتى نستطيع نضع الخطط السليمة لمواجهة هذه التغيرات
+
+81
+00:07:28,180 --> 00:07:32,780
+التي تحدث في المجتمع كذلك إذا نتج عن هذه التغيرات
+
+82
+00:07:32,780 --> 00:07:37,640
+المشكلات لكي نضع الخطط السليمة لمعالجة المشكلات
+
+83
+00:07:37,640 --> 00:07:42,160
+نتيجة البحث العلمي هذه كلها تبرز هنا أهمية البحث
+
+84
+00:07:42,160 --> 00:07:48,420
+العلميللوصول إلى حل المشكلات داخل المجتمع والوصول
+
+85
+00:07:48,420 --> 00:07:52,680
+إلى التخطيط السليم داخل المجتمع بدنا ناخد جزئية
+
+86
+00:07:52,680 --> 00:07:57,320
+جزئية نيجي الآن إلى العلم وعلى ما اعتقد أيضا العلم
+
+87
+00:07:57,320 --> 00:08:01,460
+ومفهوم العلم في النظرية الاجتماعية كنا تعرضنا اليه
+
+88
+00:08:01,460 --> 00:08:05,740
+أيضا في الكتاب الخاص بالنظرية الاجتماعية عن العلم
+
+89
+00:08:05,740 --> 00:08:08,920
+ومفهوم العلم وغير ذلك يعني لكن هنا
+
+90
+00:08:14,140 --> 00:08:20,000
+العلم هو الوصول إلى الحقيقة وتفسير الحقيقة هذا هو
+
+91
+00:08:20,000 --> 00:08:27,810
+العلم ولذلك أي علم ندرسه يفسر الحقيقةوبوضح لنا
+
+92
+00:08:27,810 --> 00:08:32,770
+الحقيقة فلذلك العلم هو الوصول إلى الحقيقة وتفسيرها
+
+93
+00:08:32,770 --> 00:08:39,990
+فلذلك العلم هو خطوات وإجراءات متعلقة منطقية طبعا
+
+94
+00:08:39,990 --> 00:08:44,920
+لما نقول خطوات وإجراءات منطقيةيعني مش اه منطقية
+
+95
+00:08:44,920 --> 00:08:49,560
+تعتمد على العقل وعلى التفكير وليست خيالية وليست
+
+96
+00:08:49,560 --> 00:08:54,720
+عشوائية بل هي منظمة بخطوات منظمة عندما نقول منطقية
+
+97
+00:08:54,720 --> 00:08:58,940
+يعني منظمة تقوم على التفكير العلمي السليم فلذلك
+
+98
+00:08:58,940 --> 00:09:02,640
+مجموعة من الخطوات والإجارات المنطقية من أجل تحقيق
+
+99
+00:09:02,640 --> 00:09:07,300
+هدف محدد والهدف هذا عادة هو الحقيقة هو الوصول إلى
+
+100
+00:09:07,300 --> 00:09:15,900
+الحقيقة هذا هو العلم وصلنا إلى ذلك والعلمهو الكشف
+
+101
+00:09:15,900 --> 00:09:21,120
+عن الوقائع باتباع الإجراءات المنهجية فلا علم بدون
+
+102
+00:09:21,120 --> 00:09:27,980
+منهجوالمنهج دائما قوامه الاستقرار طبعا فهكذا فلذلك
+
+103
+00:09:27,980 --> 00:09:34,360
+أي علم لابد أن يكون له منهج منهج نستخدمه فلذلك لا
+
+104
+00:09:34,360 --> 00:09:38,660
+علم بدون منهج فالمنهج ضروري من أجل الوصول إلى
+
+105
+00:09:38,660 --> 00:09:43,760
+العلم إلى الحقيقة وكشف الحقيقة وتفسير الحقيقة
+
+106
+00:09:43,760 --> 00:09:49,700
+وهكذا في عندنا تعريف جرائي للعلم
+
+107
+00:09:53,170 --> 00:09:57,730
+طبعا التعريف الجرائي بأنه بناء منظم من المعرفة
+
+108
+00:09:57,730 --> 00:10:03,150
+يبدأ بالواقع وينتهي إلى تفسير الواقع الواقع الذي
+
+109
+00:10:03,150 --> 00:10:08,430
+يعيشه الإنسان فيه مجتمعي بنبدأ به ونفسر هذا الواقع
+
+110
+00:10:08,430 --> 00:10:13,210
+الذي نعيش به فلذلك من هنا هذا هو العلم يفسر لنا
+
+111
+00:10:13,210 --> 00:10:18,670
+الواقع الذي نعيش به داخل مجتمعنا وأن العالق طبعا
+
+112
+00:10:18,670 --> 00:10:22,110
+نعم
+
+113
+00:10:23,330 --> 00:10:28,510
+طبعا العالم هو إنسان لأن هو اللي يقوم بالبحث مش أي
+
+114
+00:10:28,510 --> 00:10:32,510
+إنسان يستطيع أن يقوم بالبحث مش أي إنسان يستطيع أن
+
+115
+00:10:32,510 --> 00:10:36,250
+يدرس الظواهر و المشكلات داخل المجتمعلكن هناك
+
+116
+00:10:36,250 --> 00:10:41,590
+العلماء المختصصون في دراسة هذه الظواهر أنتظرنا
+
+117
+00:10:41,590 --> 00:10:46,510
+كعالمات إن شاء الله في المستقبل متخصصات كخصيات
+
+118
+00:10:46,510 --> 00:10:51,210
+اجتماعيات إذا علينا الاهتمام بالظواهر الاجتماعية
+
+119
+00:10:51,210 --> 00:10:55,130
+والمشكلات الاجتماعية في المجالات المختلفة فلذلك من
+
+120
+00:10:55,130 --> 00:11:00,250
+هنا بندرس مناهج البحث الاجتماعي فلذلك من هنا العلم
+
+121
+00:11:00,960 --> 00:11:07,040
+هو أي إنسان بيسلك في الحصول على هذه المعرفة وهنا
+
+122
+00:11:07,040 --> 00:11:11,360
+بيتبع برنامج بيأدي إلى الكشف عن الحقيقة فانتوا
+
+123
+00:11:11,360 --> 00:11:15,260
+بكرا يعني دوركوا الكشف عن الحقائق الاجتماعية داخل
+
+124
+00:11:15,260 --> 00:11:19,540
+المجتمع للوصول إلى حل المشكلات الاجتماعية هنا
+
+125
+00:11:19,540 --> 00:11:23,220
+بنعتمد أو بنصل مستندين إلى مجموعة من القواعد
+
+126
+00:11:23,220 --> 00:11:27,560
+العامة التي تهيمن على سير العقل وتحدد عملياته حتى
+
+127
+00:11:27,560 --> 00:11:32,570
+يصل إلى نتيجة معلومةوهذه ما نطلق عليها المنهج
+
+128
+00:11:32,570 --> 00:11:39,410
+العلمي خطوات ولذلك بنسميه method طريقة أو منهج
+
+129
+00:11:39,410 --> 00:11:43,750
+منهج العلمي ال method الطريقة التي نسلكها في
+
+130
+00:11:43,750 --> 00:11:48,230
+الوصول إلى الحقيقة واضح؟ وهذه طبعا الوصول إلى
+
+131
+00:11:48,230 --> 00:11:52,370
+الحقيقة اللي هي العلم العلم فالمنهج العلمي يوصلنا
+
+132
+00:11:52,370 --> 00:11:57,030
+إلى العلم العلم اللي هو الحقيقة داخل المجتمع و
+
+133
+00:11:57,030 --> 00:11:59,490
+هكذا طبعا
+
+134
+00:12:00,810 --> 00:12:06,890
+في عندنا وظائف بنسميها وظائف العلم وخصائص العلم
+
+135
+00:12:06,890 --> 00:12:11,970
+فهنا في عندنا العلم الوظيفة الرئيسية سواء كان علم
+
+136
+00:12:11,970 --> 00:12:18,590
+اجتماعي علم طبيعي علم اقتصادي اي علم كان هو اكتشاف
+
+137
+00:12:18,590 --> 00:12:25,490
+الحقيقة اكتشاف ماذا اكتشاف الحقيقةوإقامة الدليل
+
+138
+00:12:25,490 --> 00:12:29,610
+عليها على الحقيقة والسبيل إلى ذلك هو صياغة
+
+139
+00:12:29,610 --> 00:12:34,390
+القوانين العلمية نصل إلى قوانين علمية وبعد
+
+140
+00:12:34,390 --> 00:12:39,350
+القوانين نصل إلى نظريات علمية أيضا تفسر لنا الواقع
+
+141
+00:12:39,350 --> 00:12:42,690
+إذا كانت نظريات اجتماعية تفسر لنا الواقع الاجتماعي
+
+142
+00:12:42,690 --> 00:12:51,030
+نظريات طبيعية تفسر لنا الواقع الطبيعي وهكذا طيب
+
+143
+00:12:51,930 --> 00:12:55,710
+طبعا هذه القوانين أو النظريات هي عبارات تتضمن
+
+144
+00:12:55,710 --> 00:13:02,270
+تفسير للارتباط بين الظواهر طبعا تنتقل ابنها من
+
+145
+00:13:02,270 --> 00:13:09,890
+عالم المجهول إلى عالم المعلوم واضح للحقيقة طبعا في
+
+146
+00:13:09,890 --> 00:13:16,410
+عندنا خصائص العلم أهم خصائص العلمفي عندنا عدد من
+
+147
+00:13:16,410 --> 00:13:21,010
+الخصائص يعني أنا هنا بنقولها الآن سريعا و بعدين كل
+
+148
+00:13:21,010 --> 00:13:28,150
+خاصية نشرحها يعني من خصائص العلم أنه واقعي واقعي
+
+149
+00:13:28,150 --> 00:13:35,050
+واقعي مش خيالي أيضا من خصائص العلم مصاغ في قضايا
+
+150
+00:13:35,050 --> 00:13:40,990
+متسلسلة قضايا أيضا من خصائص العلم بأنه منطقي يقوم
+
+151
+00:13:40,990 --> 00:13:46,760
+على التفكير والمنطقواضح؟ للخيال، أيضًا من خصائص
+
+152
+00:13:46,760 --> 00:13:51,880
+العلم أنه إجرائي عملي تطبيقي إجرائي نكمل خصائص
+
+153
+00:13:51,880 --> 00:13:58,560
+العلم يتسم بالعمومية وطبعًا عمومية للجميع ليس
+
+154
+00:13:58,560 --> 00:14:02,420
+ملكًا خاصًا لفرد معين بل هو للجميع ملك الجميع
+
+155
+00:14:02,420 --> 00:14:09,620
+أيضًا العلم يسعى إلى حل المشكلاتحل المشكلات لأن ما
+
+156
+00:14:09,620 --> 00:14:14,160
+الفائدة من العلم إذا لم يحلي المشكلات فأي علم لابد
+
+157
+00:14:14,160 --> 00:14:17,780
+أن يحلي مشكلة إذا كان علما اجتماعيا يحلي مشكلة
+
+158
+00:14:17,780 --> 00:14:22,340
+اجتماعية علما طبيا يحلي مشكلة طبية علم هندسي يحلي
+
+159
+00:14:22,340 --> 00:14:26,540
+المشكلة الهندسية وهكذا على سبيل المثال في كل
+
+160
+00:14:26,540 --> 00:14:31,760
+العلومأيضًا العلم يميل إلى التجريد والمعرفة
+
+161
+00:14:31,760 --> 00:14:36,640
+العلمية لا تقف عند حد معين بل هي مستمرة وهكذا منذ
+
+162
+00:14:36,640 --> 00:14:42,220
+القدم إلى عصرنا الحاضر اللي هي المعرفة مستمرة
+
+163
+00:14:42,220 --> 00:14:48,300
+طبعًا الخصائص هذه اللي ذكرناها مجملة هنا بدنا
+
+164
+00:14:48,300 --> 00:14:52,720
+نحاول نشرح لما نقول واقعي ما معنى أن العلم واقعي
+
+165
+00:14:53,360 --> 00:14:57,320
+لابد أن نطرق باب المناقشة أيضًا و لابد كل طالبة
+
+166
+00:14:57,320 --> 00:15:03,200
+يكون ذهنها معانا و تحاول أنها أيضًا تركز و في هذه
+
+167
+00:15:03,200 --> 00:15:08,060
+المفاهيم التي قلناها خصائص العلم بدنا نعرف ما هي
+
+168
+00:15:08,060 --> 00:15:12,700
+أو وظائف العلم هذه التي ذكرناها كخصائص ما هي
+
+169
+00:15:12,700 --> 00:15:17,620
+الخصية الأولى أن العلم منطقي ماذا يعني أن العلم
+
+170
+00:15:17,620 --> 00:15:22,000
+واقعي؟ العلم واقعي ماذا تعني؟ آه يا بنتيأنها تقوم
+
+171
+00:15:22,000 --> 00:15:24,980
+على استقراء الظواهر والخبرات التي نعيشها لأنه جرب
+
+172
+00:15:24,980 --> 00:15:29,060
+التأمل والنظر وأنها تكون يمكن أن لاحظتها العالم في
+
+173
+00:15:29,060 --> 00:15:33,320
+الظواهر نفس الواقع اللي يعيش فيه بالضبط واقعي يعني
+
+174
+00:15:33,320 --> 00:15:37,260
+العلم يستمد من الواقع لا يستمد من الخيال الباحث
+
+175
+00:15:37,260 --> 00:15:43,080
+يعيش في مجتمع إذا دراسته للمشكلة للظاهرة من الواقع
+
+176
+00:15:43,080 --> 00:15:47,480
+اللي يعيش فيهفلذلك من هنا بنقول العلم الذي يصل
+
+177
+00:15:47,480 --> 00:15:51,120
+إليه الباحث لابد أن يكون واقعيا من مجتمعه الذي
+
+178
+00:15:51,120 --> 00:15:58,040
+يعيش فيه ويستقرق يستقرق اللي هي المعلومات واحنا
+
+179
+00:15:58,040 --> 00:16:02,150
+عارفين الاستقراء هو التعميم من الخاصإلى العام
+
+180
+00:16:02,150 --> 00:16:06,370
+نستقرق ونشوف الجزيئات وما نصل إليه من نتائج من
+
+181
+00:16:06,370 --> 00:16:11,330
+خلال العينات التي نصل إليها نستقرق منها الأسباب
+
+182
+00:16:11,330 --> 00:16:17,070
+وبعد ذلك نعممها على المجتمع الذي نقوم بدراسته،
+
+183
+00:16:17,070 --> 00:16:25,320
+واضح؟ هذا معنى أن العلم واقعيفلذلك من هنا يعني كل
+
+184
+00:16:25,320 --> 00:16:32,140
+ما يتعلق بالأمور الخيالية و البعيدة عن الواقع لابد
+
+185
+00:16:32,140 --> 00:16:36,100
+أن نستبعدها و دائما أن العلم لابد أن يدرس لنا
+
+186
+00:16:36,100 --> 00:16:40,540
+الواقع و يعالج لنا الواقع و نستقرق من خلال
+
+187
+00:16:40,540 --> 00:16:46,140
+ملاحظاتنا للجزئيات و للبحث و العينات ما نعممه على
+
+188
+00:16:46,140 --> 00:16:50,220
+منصة ليه من نتائج على المجتمع الذي نقوم بدراسته
+
+189
+00:16:52,490 --> 00:17:03,070
+طيب، هناك أيضًا خاصية أخرى، أن ما هي .. طيب،
+
+190
+00:17:03,070 --> 00:17:06,890
+مصادق في قضايا، ما هي القضايا؟ لأن المعرفة العلمية
+
+191
+00:17:06,890 --> 00:17:11,910
+عبارة عن إباء هي إبارات تقرر العلم من الظاهرة،
+
+192
+00:17:11,910 --> 00:17:15,970
+يعني إتباعها حكم صدق أو كذب، وكل ما هو واقعي في
+
+193
+00:17:15,970 --> 00:17:18,970
+العلم يجب أن يصلح للسياغة في سور القضايا، وتختلف
+
+194
+00:17:18,970 --> 00:17:22,450
+هذه القضايا في درجة علميةبالضبط يعني العلم هو
+
+195
+00:17:22,450 --> 00:17:26,370
+عبارة عن قضايا وبنشوف ما مدى صحة هذه القضايا وعدم
+
+196
+00:17:26,370 --> 00:17:31,190
+صحتها وربط القضية بقضية أخرى وما مدى تأثيرها على
+
+197
+00:17:31,190 --> 00:17:36,130
+المجتمع فلذلك العلم ما هو إلا علم مصاغ في قضايا
+
+198
+00:17:36,130 --> 00:17:41,150
+متتالية مع بعضها البعض من أجل تفسير الواقع لنا
+
+199
+00:17:41,150 --> 00:17:44,610
+سواء كان واقعا إجتماعيا أو واقعا طبيعيا نحن
+
+200
+00:17:44,610 --> 00:17:50,360
+كاجتماعيين إذا بنصيغل إيه الواقعالاجتماعي حول
+
+201
+00:17:50,360 --> 00:17:54,620
+القضايا الاجتماعية والمواضيع الاجتماعية وهكذا فمن
+
+202
+00:17:54,620 --> 00:17:58,960
+خصائص العلم أنه مصاغ في قضايا مرتبطة مع بعضها
+
+203
+00:17:58,960 --> 00:18:04,960
+البعض وتفسر لنا الواقع طيب
+
+204
+00:18:04,960 --> 00:18:08,720
+هذه هي الخلاصة اللي هي بالنسبة للعلم مصاغ في قضايا
+
+205
+00:18:08,720 --> 00:18:13,860
+طبعا القضايا العلمية التي نصل إليها هل هي مطلقة؟
+
+206
+00:18:16,330 --> 00:18:21,690
+هل ما نصل اليه من قضايا علمية، هل هي مطلقة او
+
+207
+00:18:21,690 --> 00:18:27,030
+نسبية؟ ليست مطلقة، احتمالية و نسبية
+
+208
+00:18:32,500 --> 00:18:37,340
+الواقع أيوة مدى صدقها أو كذبها لكن أنا بقول في
+
+209
+00:18:37,340 --> 00:18:40,900
+الإطلاق أو عدم الإطلاق هل هي مطلقة أو غير مطلقة
+
+210
+00:18:40,900 --> 00:18:45,960
+دائما العلوم نسبية يعني لكن العلوم الطبيعية هي
+
+211
+00:18:45,960 --> 00:18:49,700
+يعني فيها نوع شيء مطلق حتى العلوم الطبيعية بعض
+
+212
+00:18:49,700 --> 00:18:56,100
+القضايا وبعض القوانين يعني ثبت عدم صحتها بعد فترة
+
+213
+00:18:56,100 --> 00:19:00,740
+من الزمن يعني مثلا كانوا زمان يدرسون إن الذرة لا
+
+214
+00:19:00,740 --> 00:19:05,630
+تنشطرلكن اليوم الذرة تنشطر ولا لا تنشطر حتى العلوم
+
+215
+00:19:05,630 --> 00:19:11,600
+الطبيعية أحيانا تتغيرتتغير وإذا ثبت العلم عدم صحة
+
+216
+00:19:11,600 --> 00:19:15,960
+بعض القوانين الطبيعية فتتغير إلى الأصلحة فما بالكم
+
+217
+00:19:15,960 --> 00:19:20,080
+في العلوم الاجتماعية الحديثة التي تحتاج إلى دراسات
+
+218
+00:19:20,080 --> 00:19:23,860
+وأبحاث يعني كام من الأبحاث والدراسات حتى نصل إلى
+
+219
+00:19:23,860 --> 00:19:28,240
+الحقائق والتعميم فلذلك يعني العلوم اليوم ما نصل
+
+220
+00:19:28,240 --> 00:19:34,140
+إليه من قضايا هي عبارة عن قضايا ليست مطلقة وإنما
+
+221
+00:19:34,140 --> 00:19:39,320
+نسبيةوما يصلح في مجتمع قبل يصلح في مجتمع آخر وخاصة
+
+222
+00:19:39,320 --> 00:19:45,660
+القضايا الاجتماعية واضح فلذلك من هنا العلم يعني
+
+223
+00:19:45,660 --> 00:19:49,340
+بيكون مصارف في قضايا والقضايا هذه ليست مطلقة بل هي
+
+224
+00:19:49,340 --> 00:19:54,420
+احتمالية بمعنى ان الواقع هو الذي يحدد صدقها او
+
+225
+00:19:54,420 --> 00:20:02,740
+كذبها طبعا في عندنا ايضا من الخصائص بدنا ناخد من
+
+226
+00:20:02,740 --> 00:20:10,000
+الجهات كلهاالعلم منطقي، ماذا يعني كلمة منطقي؟ يعني
+
+227
+00:20:10,000 --> 00:20:13,040
+دراست داهرة اللي كنت اللي بحتها أن يتوصل لنظرية
+
+228
+00:20:13,040 --> 00:20:16,940
+معينة، و دي نظرية يجب أن تتبق أو تتصف مع القواعد
+
+229
+00:20:16,940 --> 00:20:21,240
+المنطقية، يعني لازم أي عالم يتوصل لنظرية تكون تصدق
+
+230
+00:20:21,240 --> 00:20:26,290
+أو العقل الإنسانينعم ايوة بالضبط فهنا معنى ذلك ان
+
+231
+00:20:26,290 --> 00:20:30,190
+الباحث العلمي لما بيقوم بصياغة الفروض واتحقق من
+
+232
+00:20:30,190 --> 00:20:33,730
+صحة الفروض او عدم صحة الفروض او المفاهيم اللي
+
+233
+00:20:33,730 --> 00:20:38,210
+بيضحها او النظرية وما يصل اليه اذا هنا لابد تكون
+
+234
+00:20:38,210 --> 00:20:42,710
+منطقية قائمة على الفكر وعلى البحث العلمي السليم هل
+
+235
+00:20:42,710 --> 00:20:47,980
+هي حقيقية منطقيةوالله غير منطقية فلذلك العلم دائما
+
+236
+00:20:47,980 --> 00:20:53,780
+من خصائصه أنه منطقي يفسر لنا الحقائق تفسيرا منطقيا
+
+237
+00:20:53,780 --> 00:20:58,480
+يقوم على العلم وعلى استخدام المنهج العلمي في تفسير
+
+238
+00:20:58,480 --> 00:21:03,540
+الظاهرة أو تفسير المشكلة أو تفسير الفرض هل هو
+
+239
+00:21:03,540 --> 00:21:07,260
+ينطبق أو لا ينطبق على المشكلة الفرض العلمي فلذلك
+
+240
+00:21:07,260 --> 00:21:12,920
+من هنا بنقول العلم منطقي دائماليس خياليا بل هو
+
+241
+00:21:12,920 --> 00:21:16,700
+يقوم عن اللي هو استخدام المنهج العلمي في دراسة
+
+242
+00:21:16,700 --> 00:21:20,900
+الظاهرة أو المشكلة والوصول إلى الحقائق اللي هي
+
+243
+00:21:20,900 --> 00:21:25,400
+حقائق العلم، واضح؟ فلذلك من هنا بنطلق عليه أن
+
+244
+00:21:25,400 --> 00:21:32,200
+العلم منطقي طيب، في عندنا خاصية أخرى من خصائص
+
+245
+00:21:32,200 --> 00:21:36,440
+العلم، ما هي؟ اه يا ابنتي، قولي العلم إجرائي
+
+246
+00:21:47,190 --> 00:21:52,210
+إجراء يعني إجراء عملي يعني العلم لابد أنه يطبق
+
+247
+00:21:52,210 --> 00:21:57,850
+ويكون له إجراءات عملية ليس العلم من أجل العلمليس
+
+248
+00:21:57,850 --> 00:22:02,430
+العلم من أجل العلم فقط ولكن العلم من أجل تفسير
+
+249
+00:22:02,430 --> 00:22:07,250
+الواقع وتطبيق على الواقع واضع على واقع المجتمع
+
+250
+00:22:07,250 --> 00:22:11,990
+وهكذا فأي علم لابد أن يكون علما إجرائيا عمليا
+
+251
+00:22:11,990 --> 00:22:18,470
+تطبيقيا نستفيد منه هذا هو العلم أيضا من خصائص
+
+252
+00:22:18,470 --> 00:22:23,410
+العلمأيوة يا بنتى؟ العلم يلقى صفة العمومية يعني أن
+
+253
+00:22:23,410 --> 00:22:26,330
+العمومية في استخدام الرموز المختلفة اللى عندها
+
+254
+00:22:26,330 --> 00:22:31,690
+يكون باحث بإقامة بحث ومن ثم بعد فترة زمنية يكون
+
+255
+00:22:31,690 --> 00:22:34,910
+باحث أخر بجراش نفسي البحث مع تطورات أخرى نفسي
+
+256
+00:22:34,910 --> 00:22:39,030
+البحث القديم طبعا العمومية بأن يكون عاما ما نصل
+
+257
+00:22:39,030 --> 00:22:43,970
+إليه من نتائج أن تعمم في المجتمع فلذلك العلم وما
+
+258
+00:22:43,970 --> 00:22:48,770
+نصل إليه من نتائج لابد أن يكون له صفة العموميةداخل
+
+259
+00:22:48,770 --> 00:22:53,170
+المجتمع وخارج المجتمع والكل يستفيد من نتائج البحث
+
+260
+00:22:53,170 --> 00:22:58,810
+العلمي فلذلك من هنا بنقول المعرفة بتكون عامة وليست
+
+261
+00:22:58,810 --> 00:23:03,570
+خاصة حكرا على فرد أو مجموعة لأ الكل اليوم وخاصة في
+
+262
+00:23:03,570 --> 00:23:06,750
+وسائل الاتصال اليوم الحديثة ومواقع الانترنت
+
+263
+00:23:06,750 --> 00:23:11,010
+والاتصالات وغير ذلك ووسائل الإعلام المختلفة
+
+264
+00:23:11,010 --> 00:23:15,410
+والقنوات الفضائية اليوم أي اكتشاف علمي يعمم ويعرف
+
+265
+00:23:15,780 --> 00:23:19,220
+يعني سواء كان طبي طبيعي لغير ذلك فانبالكم في
+
+266
+00:23:19,220 --> 00:23:23,460
+الاكتشافات العلمية الاجتماعية فلذلك من هنا بنقول
+
+267
+00:23:23,460 --> 00:23:28,640
+العلم يتسم بالعمومية فالبحث العلمي الجميع يستفيد
+
+268
+00:23:28,640 --> 00:23:34,300
+منه ليس حكرا على فرد أو جماعة أو مجتمع الكل لابد
+
+269
+00:23:34,300 --> 00:23:38,060
+أن يستفيد من العلم و هكذا فلذلك من هنا من سماعة
+
+270
+00:23:38,060 --> 00:23:43,480
+العلم أنه يتسم بالعمومية و هكذا
+
+271
+00:23:46,170 --> 00:23:51,250
+ولذلك أي شيء بيكتشفه أي باحث ممكن ما يصل إليه باحث
+
+272
+00:23:51,250 --> 00:23:55,570
+آخر أيضًا يجري دراسات ويشوف مامده صدق هذا الباحث
+
+273
+00:23:55,570 --> 00:24:00,030
+أو عدم صدقه هذا من حق الباحثين داخل المجتمع وخارج
+
+274
+00:24:00,030 --> 00:24:04,470
+المجتمع أيضًا يكون هناك تعاون وتبادل للمعارف وما
+
+275
+00:24:04,470 --> 00:24:09,570
+نصل إليه من حقائق إجتماعية في عندنا خاصية أخرى من
+
+276
+00:24:09,570 --> 00:24:17,490
+خصائص العلم، آية بنتي العلم يسعى دائمًاطبعا ماذا
+
+277
+00:24:17,490 --> 00:24:21,630
+يعني ذلك يا بنتى؟ البحث اجتماعي لما يعمل بحث
+
+278
+00:24:21,630 --> 00:24:26,670
+اجتماعي لمظاهر معينة يرجعه لذلك وجود مشكلة او
+
+279
+00:24:26,670 --> 00:24:29,850
+تساؤلات حول هذه المشكلة يشبه عليها هذه المشكلة
+
+280
+00:24:29,850 --> 00:24:33,050
+مثلا البحث المدني علمي او بحث اجتماعي نعم فهيضع
+
+281
+00:24:33,050 --> 00:24:37,990
+لذلك فرود معينة او فرود مبدئية او مؤقتة يفضل هذه
+
+282
+00:24:37,990 --> 00:24:43,810
+الاختبارات او الفرود يفضل الاختبار لمدى صحةيعني
+
+283
+00:24:43,810 --> 00:24:48,990
+باختصار باختصار أن العلم يسعى لحل المشكلات العلم
+
+284
+00:24:48,990 --> 00:24:55,110
+أي من خصائص أي علم لابد أن يحلنا المشكلة وإلا ما
+
+285
+00:24:55,110 --> 00:24:58,730
+الفائدة من العلم ولذلك وجود المشكلة داخل المجتمع
+
+286
+00:24:58,730 --> 00:25:04,170
+لابد أن العلم يسعى إلى اكتشاف الحقيقة حول أسباب
+
+287
+00:25:04,170 --> 00:25:08,230
+المشكلة وكيف نعالج المشكلة ونضع الخطة لعلاج
+
+288
+00:25:08,230 --> 00:25:12,130
+المشكلة فإذا من خصائص العلم هو الوصول إلى حل
+
+289
+00:25:12,130 --> 00:25:17,280
+المشاكلعلم اجتماعي بحللنا المشاكل الاجتماعية، علم
+
+290
+00:25:17,280 --> 00:25:21,080
+طبي بحللنا المشاكل الطبية، علم هندسي بحلل المشاكل
+
+291
+00:25:21,080 --> 00:25:25,400
+الهندسية، كل فيه مجال تخصصي، وهكذا، وهذا وإلا إذا
+
+292
+00:25:25,400 --> 00:25:29,440
+لم يحللنا مشاكل، لا فائدة من العلم، فمن خصائص
+
+293
+00:25:29,440 --> 00:25:34,720
+العلم هو حلل أيه؟ المشكلات، بأي نوع، بأي نوع كانت،
+
+294
+00:25:34,720 --> 00:25:38,680
+ومهما كان نوع هذه المشكلات، حسب دراستها وحسب
+
+295
+00:25:38,680 --> 00:25:42,900
+الباحثين، تخصصاتهم يقومون بحل المشكلات داخل
+
+296
+00:25:42,900 --> 00:25:53,070
+المجتمعطيب، في عندنا أيضًا العلم يميل إلى التجريد،
+
+297
+00:25:53,070 --> 00:25:57,330
+ماذا يعني ذلك؟ ماذا يعني أن العلم يميل إلى
+
+298
+00:25:57,330 --> 00:26:04,800
+التجريد؟ آه يا بنت، قوليأنا أبقى على الظواهر
+
+299
+00:26:04,800 --> 00:26:08,960
+المختلفة اللي اتفكر بوضع دراستها بيوضع في صور
+
+300
+00:26:08,960 --> 00:26:13,400
+مجردة لإن أنا قدرت بس المجموعة من الملاحظات
+
+301
+00:26:13,400 --> 00:26:19,010
+المختلفةبالضبط يعني المقصود بالتجريد مجردة من
+
+302
+00:26:19,010 --> 00:26:23,790
+العوامل الذاتية الخاصة بالباحث لابد تكون دائما
+
+303
+00:26:23,790 --> 00:26:28,050
+موضوعية ما يصل اليه الباحث من حقائق أن تكون حقائق
+
+304
+00:26:28,050 --> 00:26:32,770
+مجردة بعيدة عن العوامل الذاتية والتدخلات فلذلك ما
+
+305
+00:26:32,770 --> 00:26:37,710
+يصل اليه من ملاحظات ونتائج علمية يذكرها كما وصل
+
+306
+00:26:37,710 --> 00:26:43,490
+اليها الباحثهكذا حتى لا يكون هناك تحيز من قبل
+
+307
+00:26:43,490 --> 00:26:47,890
+الباحث تقايز الشخصي فهنا بنقول من خصائص العلم بأنه
+
+308
+00:26:47,890 --> 00:26:53,650
+مجرد موضوعي بعيد عن الذاتية العوامل الذاتية واضح؟
+
+309
+00:26:53,650 --> 00:26:59,990
+والتأثيرات الذاتية هذا مقصود بالعلم بأنه دائما
+
+310
+00:26:59,990 --> 00:27:08,870
+يميل إلى التجريد أيضا من خصائص العلم بأنهمستمر، لا
+
+311
+00:27:08,870 --> 00:27:12,850
+يقف عند حد معين، المعرفة العلمية هل تقف عند حد؟
+
+312
+00:27:12,850 --> 00:27:18,730
+لا، فلذلك من هنا، وقال لابد نذكر قول رب العزة
+
+313
+00:27:18,730 --> 00:27:23,770
+والجلال في قول تعالى وما أتيتم من العلم إلا قليلا،
+
+314
+00:27:23,770 --> 00:27:28,850
+ماذا يدل هذا؟ على إننا دائما لابد أن نسعى ونصل إلى
+
+315
+00:27:28,850 --> 00:27:33,090
+الحقيقة، والعلم دائما مستمر، والعلم من المهدي إلى
+
+316
+00:27:33,090 --> 00:27:38,940
+اللحد دائما، فلذلك من خصائص العلم بأنه مستمرمستمر،
+
+317
+00:27:38,940 --> 00:27:42,840
+لا يقف إلى حد معين لأن هناك تغيرات في الحياة و في
+
+318
+00:27:42,840 --> 00:27:45,700
+المجتمع فلذلك لا بد أن تواكبها التغيرات اللي هي
+
+319
+00:27:45,700 --> 00:27:50,420
+البحوث العلمية لدراسة هذه التغيرات و المشكلات التي
+
+320
+00:27:50,420 --> 00:27:54,980
+تنتج عن التغيرات سواء كانت تغيرات اجتماعية،
+
+321
+00:27:54,980 --> 00:27:59,240
+طبيعية، سياسية، اقتصادية إلى غير ذلك فلذلك من هنا
+
+322
+00:27:59,240 --> 00:28:03,720
+في خاصية من خصائص العلم بأن المعرفة العلمية هي
+
+323
+00:28:03,720 --> 00:28:10,180
+مستمرة ولذلك بيصير تراكمالمعرفة متراكمة ولذلك لو
+
+324
+00:28:10,180 --> 00:28:13,680
+أخذنا من الحضارات القديمة إلى اليوم تراكم العلم
+
+325
+00:28:13,680 --> 00:28:20,000
+وما وصلنا اليه اليوم من نتائج وتطور علمى حديث هل
+
+326
+00:28:20,000 --> 00:28:24,720
+هو وليد اللحظة ولا وليد التراكمات التراكمات
+
+327
+00:28:24,720 --> 00:28:28,560
+العلمية من الماضي إلى اليوم وهكذا إلى الحاضر نعم
+
+328
+00:28:28,560 --> 00:28:33,560
+والمستقبل من الماضي والحاضر نصنع المستقبل فلذلك من
+
+329
+00:28:33,560 --> 00:28:38,870
+هنا نقول بأن المعرفة العلمية هي مستمرةمش احنا
+
+330
+00:28:38,870 --> 00:28:42,250
+بنبصر للعلم من طريق المنهج العلمي، لو حكينا عن
+
+331
+00:28:42,250 --> 00:28:44,670
+المنهج العلمي و انه قواهما باستقرار و ان المعرفة
+
+332
+00:28:44,670 --> 00:28:47,730
+العلمية بتكون مستمرة، كيف احنا بدنا نتبع من طريق
+
+333
+00:28:47,730 --> 00:28:51,250
+المنهج العلمي؟ من طريق المنهج العلمي؟
+
+334
+00:28:53,850 --> 00:28:58,170
+مستمرة ايوة ايوة خلّي بالك ما هو الاستقرار بدينا
+
+335
+00:28:58,170 --> 00:29:01,210
+التفكير العلم السليم المجتمع المستقر هو الذي يصنع
+
+336
+00:29:01,210 --> 00:29:05,950
+الحضارة والمجتمع الغير مستقر من وين بنا ندرس لو
+
+337
+00:29:05,950 --> 00:29:09,490
+كان مجتمعنا في حالة حرب في حالة حصار وكذا يعني
+
+338
+00:29:09,490 --> 00:29:12,210
+هتكون صعوبة عندنا في الدراسة والمعوقات الدراسة
+
+339
+00:29:12,210 --> 00:29:16,450
+وغير ذلك فلذلك المجتمعات المستقرة هي اللتي تصنع
+
+340
+00:29:16,450 --> 00:29:22,010
+اللي هتكون فيها العلم يعني متاحولكن المجتمعات اللي
+
+341
+00:29:22,010 --> 00:29:26,270
+دائما فيها الإضطرابات والقلاق والحروب، من أي
+
+342
+00:29:26,270 --> 00:29:30,650
+نسيتي، فلذلك المجتمعات المستقرة تصنع الحضارة،
+
+343
+00:29:30,650 --> 00:29:34,230
+واضح، من هذا المنطلق اللي بنستخدم، وأيضا في فرق
+
+344
+00:29:34,230 --> 00:29:38,880
+بينها وبينهاالمعرفة المستمرة بأن مناصل اليه من
+
+345
+00:29:38,880 --> 00:29:42,620
+معرفة مستمرة من الماضي إلى الحاضر إلى المستقبل
+
+346
+00:29:42,620 --> 00:29:48,060
+وهكذا الصناعات كلها الحضارات القديمة مع اليوم يعني
+
+347
+00:29:48,060 --> 00:29:52,200
+الماضي والحاضر يصنع لنا المستقبل فلذلك اليوم مناصل
+
+348
+00:29:52,200 --> 00:29:57,440
+اليه من صناعات ومن ابتكارات ومن وسائل هو نتيجة
+
+349
+00:29:57,440 --> 00:30:01,780
+خبرات الشعوب ونتيجة البحث العلمي مناصل اليه من
+
+350
+00:30:01,780 --> 00:30:06,340
+أبحاث من تراث عندناأخدناها من الماضي ما وصلنا إليه
+
+351
+00:30:06,340 --> 00:30:09,440
+من حقائق نستطيع أن نستخدمها من أجل الوصول إلى
+
+352
+00:30:09,440 --> 00:30:14,120
+حقائق جديدة و هكذا ولا كيف الآن العالم يعني اكتشف
+
+353
+00:30:14,120 --> 00:30:17,840
+أشياء كثيرة في العلوم الطبيعية و علوم الفضاء و
+
+354
+00:30:17,840 --> 00:30:24,200
+علوم الاتصالات و غير ذلك هل هو وليد اللحظة؟تراكم
+
+355
+00:30:24,200 --> 00:30:28,700
+.. تراكم .. تراكم المعرفة ولذلك بنقول هنا تراكم
+
+356
+00:30:28,700 --> 00:30:32,420
+المعرفة فالمعرفة ايه مستمرة دائما توصلنا الى
+
+357
+00:30:32,420 --> 00:30:36,860
+الجديد دائما نصل الى الجديد و نصل .. يصل ال ..
+
+358
+00:30:36,860 --> 00:30:41,180
+يقصد الاستقرار ان البحث العلمي بده بيئة مستقرة من
+
+359
+00:30:41,180 --> 00:30:45,900
+أجل البحث العلمي ألا تكون بيئة مضطربة واضح؟ هذا
+
+360
+00:30:45,900 --> 00:30:52,540
+المقصود طيب في أي سؤال؟طيب احنا الآن في المحاضرة
+
+361
+00:30:52,540 --> 00:30:57,300
+هذه يعني تكلمنا عن البحث العلمي تكلمنا عن العلم
+
+362
+00:30:57,300 --> 00:31:02,140
+ومفهوم العلم وتكلمنا عن خصائص العلم ان شاء الله في
+
+363
+00:31:02,140 --> 00:31:06,360
+المحاضرة القادمة سنتكلم عن البحث العلمي ومفهوم
+
+364
+00:31:06,360 --> 00:31:10,720
+البحث العلمي وخصائص ووظائف ومقومات البحث العلمي
+
+365
+00:31:10,720 --> 00:31:16,120
+بإذن الله تعالى في نهاية هذه المحاضرة اتمنى لكنا
+
+366
+00:31:16,120 --> 00:31:21,780
+التوفيقوإلى أن نلتقي إن شاء الله وبإذن الله تعالى
+
+367
+00:31:21,780 --> 00:31:27,080
+في المحاضرة القادمة لكون مني كل تحية وتقدير
+
+368
+00:31:27,080 --> 00:31:30,240
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/li5_3p3lZyk_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/li5_3p3lZyk_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ffb838ffb398c6195e3fac52c2fb1c13ddf38e7e
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/li5_3p3lZyk_raw.srt
@@ -0,0 +1,1472 @@
+1
+00:00:20,650 --> 00:00:24,750
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,750 --> 00:00:29,270
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,270 --> 00:00:36,510
+آله وصحبه أجمعين أما بعد فأهلا وسهلا بكنا في هذه
+
+4
+00:00:36,510 --> 00:00:43,010
+القاعة قاعة المحاضرات المصورة وأيضا في مساق مناهج
+
+5
+00:00:43,010 --> 00:00:49,790
+البحث الاجتماعيإن شاء الله سنأخذ اليوم الموضوع
+
+6
+00:00:49,790 --> 00:00:56,890
+الأول في مناهج البحث وهو الخاص بالعلم والمعرفة
+
+7
+00:00:56,890 --> 00:01:02,130
+وخصائص العلم والمعرفة وبعد ذلك البحث سنترق إلى
+
+8
+00:01:02,130 --> 00:01:06,710
+موضوع البحث العلمي وأيضا مفهومه وخصائصه كذلك
+
+9
+00:01:06,710 --> 00:01:10,590
+ووظائف البحث العلمي لكن قبل أن ندخل في الموضوع
+
+10
+00:01:10,590 --> 00:01:17,020
+لابد أن نبرز أهمية البحث الاجتماعيالبحث الاجتماعي
+
+11
+00:01:18,260 --> 00:01:24,680
+مهم جدا من خلال المناهج التي سنستخدمها في دراساتنا
+
+12
+00:01:24,680 --> 00:01:30,680
+للظواهر الاجتماعية بحكم التخصص لأن البحث الاجتماعي
+
+13
+00:01:30,680 --> 00:01:35,820
+يطلق على التخصص في علم الاجتماع والخدمة الاجتماعية
+
+14
+00:01:35,820 --> 00:01:40,760
+أي البحوث الاجتماعية فلذلك مساق اسمه مناهج البحث
+
+15
+00:01:40,760 --> 00:01:44,820
+الاجتماعي مساق اسمه المناهج أو مناهج البحث
+
+16
+00:01:44,820 --> 00:01:49,830
+الاجتماعي بكافة أنواعها وما يتبع ذلكالبحث ضروري
+
+17
+00:01:49,830 --> 00:01:55,370
+جدا في مجتمعاتنا وخاصة في مجتمعنا العربي ومجتمعنا
+
+18
+00:01:55,370 --> 00:02:00,490
+الفلسطيني لكي نستخدمه في التخطيط فالبحث الاجتماعي
+
+19
+00:02:00,490 --> 00:02:05,350
+نستخدم في التخطيط للمجالات الاجتماعية الأسرية
+
+20
+00:02:05,350 --> 00:02:13,090
+والشبابية وكذلك المعاقين وكذلك في الطفولة وأيضا
+
+21
+00:02:13,090 --> 00:02:17,720
+للطلاب والطالباتكذلك في المدارس والتعليم العام
+
+22
+00:02:17,720 --> 00:02:21,300
+بشكل عام ومنشغلات التي تواجههم من الناحية
+
+23
+00:02:21,300 --> 00:02:25,360
+الاجتماعية فالخصائي له دور كبير في الحياة
+
+24
+00:02:25,360 --> 00:02:30,420
+الاجتماعية وفي المجتمع فلذلك البحث ضروري جدا لكي
+
+25
+00:02:30,420 --> 00:02:34,520
+عندما نقوم بدراسة أي مشكلة أو أي موضوع لابد أن
+
+26
+00:02:34,520 --> 00:02:41,090
+نتبع خطوات البحث العلمي ونتبع المنهجالعلمي السليم
+
+27
+00:02:41,090 --> 00:02:45,630
+والأداء السليمة لدراسة أي موضوع اجتماعي او مشكلة
+
+28
+00:02:45,630 --> 00:02:49,870
+اجتماعية موضوع البحث الاجتماعي مناهج البحث
+
+29
+00:02:49,870 --> 00:02:55,890
+الاجتماعي كمساق هذه تكون مقدمة قبل ان تاخدوا مساق
+
+30
+00:02:56,120 --> 00:03:01,180
+بحث التخرج لأن مناهج البحث الاجتماعي يطار نظري
+
+31
+00:03:01,180 --> 00:03:07,560
+تتعلم من خلاله المفاهيم وأنواع المناهج وأدوات
+
+32
+00:03:07,560 --> 00:03:11,820
+البحث الاجتماعي وبعد ذلك مجالات البحث الاجتماعي
+
+33
+00:03:11,820 --> 00:03:16,990
+وكذلك كيفية إعدادالبحث الاجتماعي وخطوات البحث
+
+34
+00:03:16,990 --> 00:03:21,790
+الاجتماعي من بدايتها إلى نهايتها اللي هي الخاصة
+
+35
+00:03:21,790 --> 00:03:29,050
+بالتصميم المنهجي للبحث الاجتماعي وهذا كله تمهيدا
+
+36
+00:03:29,050 --> 00:03:35,760
+للفصل القادم عند اختيار موضوع التخرج وهوبحث التخرج
+
+37
+00:03:35,760 --> 00:03:40,540
+اللي بتختاره فيه دراسة ظاهرة أو موضوع اجتماعي أو
+
+38
+00:03:40,540 --> 00:03:45,100
+مشكلة اجتماعية فلابد ان تتابعوا كل ما درسناه في
+
+39
+00:03:45,100 --> 00:03:48,760
+مناهج البحث الاجتماعي في التطبيق العملي ان شاء
+
+40
+00:03:48,760 --> 00:03:50,100
+الله الفصل القادم
+
+41
+00:03:52,600 --> 00:03:57,960
+طبعا خطتنا في الدراسة سنتناول المحاضرات أيضا
+
+42
+00:03:57,960 --> 00:04:02,280
+الحضور للطالبات يعني أيضا له جزء من التقييم
+
+43
+00:04:02,280 --> 00:04:08,040
+المشاركات كذلك له جزء من التقييم كذلك التكليف
+
+44
+00:04:08,040 --> 00:04:15,050
+الطالبات أيضا بإعدادما يتعلق بإعداد أبحاث صغيرة أو
+
+45
+00:04:15,050 --> 00:04:20,050
+تقارير صغيرة حول موضوعات البحث الاجتماعي الموضوعات
+
+46
+00:04:20,050 --> 00:04:25,310
+المختلفة حسب الخطة وحسب ما هو مفصل لديكنا في الخطة
+
+47
+00:04:25,310 --> 00:04:29,750
+التي تم توزيعها عليكنا في أي طالب ما خدتش من
+
+48
+00:04:29,750 --> 00:04:32,990
+الخطة؟ اللي ما خدتش طالب اتنين ان شاء الله بعد
+
+49
+00:04:32,990 --> 00:04:36,690
+المحاضرة سنعطيها من الخطة لكن انا في المحاضرات
+
+50
+00:04:36,690 --> 00:04:41,010
+السابقة تم توزيع الخطة على جميع الطالبات
+
+51
+00:04:43,360 --> 00:04:47,940
+القليلة القليلة التي كانت غائبة ان شاء الله بعد
+
+52
+00:04:47,940 --> 00:04:53,020
+نهاية المحاضرة سنعطيها الخطة بإذن الله تعالى سنعطي
+
+53
+00:04:53,020 --> 00:04:58,880
+الطلبات الخطة اليوم
+
+54
+00:04:58,880 --> 00:05:05,800
+سنبدأ في موضوع المحاضرة وهو موضوعنا عن العلم العلم
+
+55
+00:05:06,580 --> 00:05:12,460
+اليوم سنتكلم عن العلم وخصائص العلم ووظائف العلم
+
+56
+00:05:12,460 --> 00:05:18,060
+وإن شاء الله بعد ذلك سنتناول البحث العلمي ومفهوم
+
+57
+00:05:18,060 --> 00:05:22,800
+البحث العلمي وخصائص البحث العلمي اليوم لو أجينا
+
+58
+00:05:22,800 --> 00:05:34,170
+مثلا عندنا في البحث العلمي هو يعتبر ضرورةالبحث
+
+59
+00:05:34,170 --> 00:05:40,530
+العلمي يعتبر ضرورة طبعا كما تحدثنا في البداية أن
+
+60
+00:05:40,530 --> 00:05:46,670
+أساس التخطيط يقوم على البحث العلمي العلم فلذلك
+
+61
+00:05:46,670 --> 00:05:51,350
+البحث العلمي هو الوصول إلى الحقيقةدراسة علمية
+
+62
+00:05:51,350 --> 00:05:56,550
+للوصول إلى الحقائق الموجودة في المجتمع فلذلك من
+
+63
+00:05:56,550 --> 00:06:01,190
+هنا البحث ضرورة مهمة جدا و بنستخدمها للتخطيط
+
+64
+00:06:01,190 --> 00:06:05,810
+السليم لأن أي تخطيط داخل المجتمع لابد يعتمد على
+
+65
+00:06:05,810 --> 00:06:11,350
+البحث العلمي الذي من خلاله نجمع البيانات الصحيحة و
+
+66
+00:06:11,350 --> 00:06:15,010
+نحللها وبعد ذلك نصل إلى النتائج
+
+67
+00:06:17,810 --> 00:06:23,250
+أي مشكلة أو احتياجات داخل المجتمع يجب أن نتبع فيها
+
+68
+00:06:23,250 --> 00:06:28,710
+أسلوب البحث العلمي البحث العلمي اليوم أصبح ضرورة
+
+69
+00:06:28,710 --> 00:06:33,030
+لكل المجتمعات وخاصة المجتمعات النامية التي تريد أن
+
+70
+00:06:33,030 --> 00:06:37,560
+تتقدممثل مجتمعنا الفلسطيني نحن في أماس الحاجة إلى
+
+71
+00:06:37,560 --> 00:06:42,140
+الاهتمام بالبحث العلمي حتى نستطيع أن نحقق التنمية
+
+72
+00:06:42,140 --> 00:06:47,300
+بكافة مجالاتها الإجتماعية والاقتصادية وهكذا فلذلك
+
+73
+00:06:47,300 --> 00:06:53,440
+لابد أن نهتم بالبحث العلمي أيضا
+
+74
+00:06:56,060 --> 00:07:00,880
+التغيرات التي تحدث في المجتمع كذلك تحتاج إلى البحث
+
+75
+00:07:00,880 --> 00:07:04,840
+العلمي لمواجهة هذه التغيرات وما ينتج عنها من
+
+76
+00:07:04,840 --> 00:07:08,560
+مشكلات أحيانًا يحدث تغير اجتماعي أو تغير اجتماعي
+
+77
+00:07:08,560 --> 00:07:12,420
+داخل المجتمع ينتج عنه بعض المشكلات فلذلك من هنا
+
+78
+00:07:12,420 --> 00:07:17,540
+نحتاج إلى البحث العلمي لملاحقة التغيرات الاجتماعية
+
+79
+00:07:17,540 --> 00:07:23,160
+التي تحدث داخل المجتمع لنعرفإيجابياتها وسلبياتها
+
+80
+00:07:23,160 --> 00:07:28,180
+حتى نستطيع نضع الخطط السليمة لمواجهة هذه التغيرات
+
+81
+00:07:28,180 --> 00:07:32,780
+التي تحدث في المجتمع كذلك إذا نتج عن هذه التغيرات
+
+82
+00:07:32,780 --> 00:07:37,640
+المشكلات لكي نضع الخطط السليمة لمعالجة المشكلات
+
+83
+00:07:37,640 --> 00:07:42,160
+نتيجة البحث العلمي هذه كلها تبرز هنا أهمية البحث
+
+84
+00:07:42,160 --> 00:07:48,420
+العلميللوصول إلى حل المشكلات داخل المجتمع والوصول
+
+85
+00:07:48,420 --> 00:07:52,680
+إلى التخطيط السليم داخل المجتمع بدنا ناخد جزئية
+
+86
+00:07:52,680 --> 00:07:57,320
+جزئية نيجي الآن إلى العلم وعلى ما اعتقد أيضا العلم
+
+87
+00:07:57,320 --> 00:08:01,460
+ومفهوم العلم في النظرية الاجتماعية كنا تعرضنا اليه
+
+88
+00:08:01,460 --> 00:08:05,740
+أيضا في الكتاب الخاص بالنظرية الاجتماعية عن العلم
+
+89
+00:08:05,740 --> 00:08:08,920
+ومفهوم العلم وغير ذلك يعني لكن هنا
+
+90
+00:08:14,140 --> 00:08:20,000
+العلم هو الوصول إلى الحقيقة وتفسير الحقيقة هذا هو
+
+91
+00:08:20,000 --> 00:08:27,810
+العلم ولذلك أي علم ندرسه يفسر الحقيقةوبوضح لنا
+
+92
+00:08:27,810 --> 00:08:32,770
+الحقيقة فلذلك العلم هو الوصول إلى الحقيقة وتفسيرها
+
+93
+00:08:32,770 --> 00:08:39,990
+فلذلك العلم هو خطوات وإجراءات متعلقة منطقية طبعا
+
+94
+00:08:39,990 --> 00:08:44,920
+لما نقول خطوات وإجراءات منطقيةيعني مش اه منطقية
+
+95
+00:08:44,920 --> 00:08:49,560
+تعتمد على العقل وعلى التفكير وليست خيالية وليست
+
+96
+00:08:49,560 --> 00:08:54,720
+عشوائية بل هي منظمة بخطوات منظمة عندما نقول منطقية
+
+97
+00:08:54,720 --> 00:08:58,940
+يعني منظمة تقوم على التفكير العلمي السليم فلذلك
+
+98
+00:08:58,940 --> 00:09:02,640
+مجموعة من الخطوات والإجارات المنطقية من أجل تحقيق
+
+99
+00:09:02,640 --> 00:09:07,300
+هدف محدد والهدف هذا عادة هو الحقيقة هو الوصول إلى
+
+100
+00:09:07,300 --> 00:09:15,900
+الحقيقة هذا هو العلم وصلنا إلى ذلك والعلمهو الكشف
+
+101
+00:09:15,900 --> 00:09:21,120
+عن الوقائع باتباع الإجراءات المنهجية فلا علم بدون
+
+102
+00:09:21,120 --> 00:09:27,980
+منهجوالمنهج دائما قوامه الاستقرار طبعا فهكذا فلذلك
+
+103
+00:09:27,980 --> 00:09:34,360
+أي علم لابد أن يكون له منهج منهج نستخدمه فلذلك لا
+
+104
+00:09:34,360 --> 00:09:38,660
+علم بدون منهج فالمنهج ضروري من أجل الوصول إلى
+
+105
+00:09:38,660 --> 00:09:43,760
+العلم إلى الحقيقة وكشف الحقيقة وتفسير الحقيقة
+
+106
+00:09:43,760 --> 00:09:49,700
+وهكذا في عندنا تعريف جرائي للعلم
+
+107
+00:09:53,170 --> 00:09:57,730
+طبعا التعريف الجرائي بأنه بناء منظم من المعرفة
+
+108
+00:09:57,730 --> 00:10:03,150
+يبدأ بالواقع وينتهي إلى تفسير الواقع الواقع الذي
+
+109
+00:10:03,150 --> 00:10:08,430
+يعيشه الإنسان فيه مجتمعي بنبدأ به ونفسر هذا الواقع
+
+110
+00:10:08,430 --> 00:10:13,210
+الذي نعيش به فلذلك من هنا هذا هو العلم يفسر لنا
+
+111
+00:10:13,210 --> 00:10:18,670
+الواقع الذي نعيش به داخل مجتمعنا وأن العالق طبعا
+
+112
+00:10:18,670 --> 00:10:22,110
+نعم
+
+113
+00:10:23,330 --> 00:10:28,510
+طبعا العالم هو إنسان لأن هو اللي يقوم بالبحث مش أي
+
+114
+00:10:28,510 --> 00:10:32,510
+إنسان يستطيع أن يقوم بالبحث مش أي إنسان يستطيع أن
+
+115
+00:10:32,510 --> 00:10:36,250
+يدرس الظواهر و المشكلات داخل المجتمعلكن هناك
+
+116
+00:10:36,250 --> 00:10:41,590
+العلماء المختصصون في دراسة هذه الظواهر أنتظرنا
+
+117
+00:10:41,590 --> 00:10:46,510
+كعالمات إن شاء الله في المستقبل متخصصات كخصيات
+
+118
+00:10:46,510 --> 00:10:51,210
+اجتماعيات إذا علينا الاهتمام بالظواهر الاجتماعية
+
+119
+00:10:51,210 --> 00:10:55,130
+والمشكلات الاجتماعية في المجالات المختلفة فلذلك من
+
+120
+00:10:55,130 --> 00:11:00,250
+هنا بندرس مناهج البحث الاجتماعي فلذلك من هنا العلم
+
+121
+00:11:00,960 --> 00:11:07,040
+هو أي إنسان بيسلك في الحصول على هذه المعرفة وهنا
+
+122
+00:11:07,040 --> 00:11:11,360
+بيتبع برنامج بيأدي إلى الكشف عن الحقيقة فانتوا
+
+123
+00:11:11,360 --> 00:11:15,260
+بكرا يعني دوركوا الكشف عن الحقائق الاجتماعية داخل
+
+124
+00:11:15,260 --> 00:11:19,540
+المجتمع للوصول إلى حل المشكلات الاجتماعية هنا
+
+125
+00:11:19,540 --> 00:11:23,220
+بنعتمد أو بنصل مستندين إلى مجموعة من القواعد
+
+126
+00:11:23,220 --> 00:11:27,560
+العامة التي تهيمن على سير العقل وتحدد عملياته حتى
+
+127
+00:11:27,560 --> 00:11:32,570
+يصل إلى نتيجة معلومةوهذه ما نطلق عليها المنهج
+
+128
+00:11:32,570 --> 00:11:39,410
+العلمي خطوات ولذلك بنسميه method طريقة أو منهج
+
+129
+00:11:39,410 --> 00:11:43,750
+منهج العلمي ال method الطريقة التي نسلكها في
+
+130
+00:11:43,750 --> 00:11:48,230
+الوصول إلى الحقيقة واضح؟ وهذه طبعا الوصول إلى
+
+131
+00:11:48,230 --> 00:11:52,370
+الحقيقة اللي هي العلم العلم فالمنهج العلمي يوصلنا
+
+132
+00:11:52,370 --> 00:11:57,030
+إلى العلم العلم اللي هو الحقيقة داخل المجتمع و
+
+133
+00:11:57,030 --> 00:11:59,490
+هكذا طبعا
+
+134
+00:12:00,810 --> 00:12:06,890
+في عندنا وظائف بنسميها وظائف العلم وخصائص العلم
+
+135
+00:12:06,890 --> 00:12:11,970
+فهنا في عندنا العلم الوظيفة الرئيسية سواء كان علم
+
+136
+00:12:11,970 --> 00:12:18,590
+اجتماعي علم طبيعي علم اقتصادي اي علم كان هو اكتشاف
+
+137
+00:12:18,590 --> 00:12:25,490
+الحقيقة اكتشاف ماذا اكتشاف الحقيقةوإقامة الدليل
+
+138
+00:12:25,490 --> 00:12:29,610
+عليها على الحقيقة والسبيل إلى ذلك هو صياغة
+
+139
+00:12:29,610 --> 00:12:34,390
+القوانين العلمية نصل إلى قوانين علمية وبعد
+
+140
+00:12:34,390 --> 00:12:39,350
+القوانين نصل إلى نظريات علمية أيضا تفسر لنا الواقع
+
+141
+00:12:39,350 --> 00:12:42,690
+إذا كانت نظريات اجتماعية تفسر لنا الواقع الاجتماعي
+
+142
+00:12:42,690 --> 00:12:51,030
+نظريات طبيعية تفسر لنا الواقع الطبيعي وهكذا طيب
+
+143
+00:12:51,930 --> 00:12:55,710
+طبعا هذه القوانين أو النظريات هي عبارات تتضمن
+
+144
+00:12:55,710 --> 00:13:02,270
+تفسير للارتباط بين الظواهر طبعا تنتقل ابنها من
+
+145
+00:13:02,270 --> 00:13:09,890
+عالم المجهول إلى عالم المعلوم واضح للحقيقة طبعا في
+
+146
+00:13:09,890 --> 00:13:16,410
+عندنا خصائص العلم أهم خصائص العلمفي عندنا عدد من
+
+147
+00:13:16,410 --> 00:13:21,010
+الخصائص يعني أنا هنا بنقولها الآن سريعا و بعدين كل
+
+148
+00:13:21,010 --> 00:13:28,150
+خاصية نشرحها يعني من خصائص العلم أنه واقعي واقعي
+
+149
+00:13:28,150 --> 00:13:35,050
+واقعي مش خيالي أيضا من خصائص العلم مصاغ في قضايا
+
+150
+00:13:35,050 --> 00:13:40,990
+متسلسلة قضايا أيضا من خصائص العلم بأنه منطقي يقوم
+
+151
+00:13:40,990 --> 00:13:46,760
+على التفكير والمنطقواضح؟ للخيال، أيضًا من خصائص
+
+152
+00:13:46,760 --> 00:13:51,880
+العلم أنه إجرائي عملي تطبيقي إجرائي نكمل خصائص
+
+153
+00:13:51,880 --> 00:13:58,560
+العلم يتسم بالعمومية وطبعًا عمومية للجميع ليس
+
+154
+00:13:58,560 --> 00:14:02,420
+ملكًا خاصًا لفرد معين بل هو للجميع ملك الجميع
+
+155
+00:14:02,420 --> 00:14:09,620
+أيضًا العلم يسعى إلى حل المشكلاتحل المشكلات لأن ما
+
+156
+00:14:09,620 --> 00:14:14,160
+الفائدة من العلم إذا لم يحلي المشكلات فأي علم لابد
+
+157
+00:14:14,160 --> 00:14:17,780
+أن يحلي مشكلة إذا كان علما اجتماعيا يحلي مشكلة
+
+158
+00:14:17,780 --> 00:14:22,340
+اجتماعية علما طبيا يحلي مشكلة طبية علم هندسي يحلي
+
+159
+00:14:22,340 --> 00:14:26,540
+المشكلة الهندسية وهكذا على سبيل المثال في كل
+
+160
+00:14:26,540 --> 00:14:31,760
+العلومأيضًا العلم يميل إلى التجريد والمعرفة
+
+161
+00:14:31,760 --> 00:14:36,640
+العلمية لا تقف عند حد معين بل هي مستمرة وهكذا منذ
+
+162
+00:14:36,640 --> 00:14:42,220
+القدم إلى عصرنا الحاضر اللي هي المعرفة مستمرة
+
+163
+00:14:42,220 --> 00:14:48,300
+طبعًا الخصائص هذه اللي ذكرناها مجملة هنا بدنا
+
+164
+00:14:48,300 --> 00:14:52,720
+نحاول نشرح لما نقول واقعي ما معنى أن العلم واقعي
+
+165
+00:14:53,360 --> 00:14:57,320
+لابد أن نطرق باب المناقشة أيضًا و لابد كل طالبة
+
+166
+00:14:57,320 --> 00:15:03,200
+يكون ذهنها معانا و تحاول أنها أيضًا تركز و في هذه
+
+167
+00:15:03,200 --> 00:15:08,060
+المفاهيم التي قلناها خصائص العلم بدنا نعرف ما هي
+
+168
+00:15:08,060 --> 00:15:12,700
+أو وظائف العلم هذه التي ذكرناها كخصائص ما هي
+
+169
+00:15:12,700 --> 00:15:17,620
+الخصية الأولى أن العلم منطقي ماذا يعني أن العلم
+
+170
+00:15:17,620 --> 00:15:22,000
+واقعي؟ العلم واقعي ماذا تعني؟ آه يا بنتيأنها تقوم
+
+171
+00:15:22,000 --> 00:15:24,980
+على استقراء الظواهر والخبرات التي نعيشها لأنه جرب
+
+172
+00:15:24,980 --> 00:15:29,060
+التأمل والنظر وأنها تكون يمكن أن لاحظتها العالم في
+
+173
+00:15:29,060 --> 00:15:33,320
+الظواهر نفس الواقع اللي يعيش فيه بالضبط واقعي يعني
+
+174
+00:15:33,320 --> 00:15:37,260
+العلم يستمد من الواقع لا يستمد من الخيال الباحث
+
+175
+00:15:37,260 --> 00:15:43,080
+يعيش في مجتمع إذا دراسته للمشكلة للظاهرة من الواقع
+
+176
+00:15:43,080 --> 00:15:47,480
+اللي يعيش فيهفلذلك من هنا بنقول العلم الذي يصل
+
+177
+00:15:47,480 --> 00:15:51,120
+إليه الباحث لابد أن يكون واقعيا من مجتمعه الذي
+
+178
+00:15:51,120 --> 00:15:58,040
+يعيش فيه ويستقرق يستقرق اللي هي المعلومات واحنا
+
+179
+00:15:58,040 --> 00:16:02,150
+عارفين الاستقراء هو التعميم من الخاصإلى العام
+
+180
+00:16:02,150 --> 00:16:06,370
+نستقرق ونشوف الجزيئات وما نصل إليه من نتائج من
+
+181
+00:16:06,370 --> 00:16:11,330
+خلال العينات التي نصل إليها نستقرق منها الأسباب
+
+182
+00:16:11,330 --> 00:16:17,070
+وبعد ذلك نعممها على المجتمع الذي نقوم بدراسته،
+
+183
+00:16:17,070 --> 00:16:25,320
+واضح؟ هذا معنى أن العلم واقعيفلذلك من هنا يعني كل
+
+184
+00:16:25,320 --> 00:16:32,140
+ما يتعلق بالأمور الخيالية و البعيدة عن الواقع لابد
+
+185
+00:16:32,140 --> 00:16:36,100
+أن نستبعدها و دائما أن العلم لابد أن يدرس لنا
+
+186
+00:16:36,100 --> 00:16:40,540
+الواقع و يعالج لنا الواقع و نستقرق من خلال
+
+187
+00:16:40,540 --> 00:16:46,140
+ملاحظاتنا للجزئيات و للبحث و العينات ما نعممه على
+
+188
+00:16:46,140 --> 00:16:50,220
+منصة ليه من نتائج على المجتمع الذي نقوم بدراسته
+
+189
+00:16:52,490 --> 00:17:03,070
+طيب، هناك أيضًا خاصية أخرى، أن ما هي .. طيب،
+
+190
+00:17:03,070 --> 00:17:06,890
+مصادق في قضايا، ما هي القضايا؟ لأن المعرفة العلمية
+
+191
+00:17:06,890 --> 00:17:11,910
+عبارة عن إباء هي إبارات تقرر العلم من الظاهرة،
+
+192
+00:17:11,910 --> 00:17:15,970
+يعني إتباعها حكم صدق أو كذب، وكل ما هو واقعي في
+
+193
+00:17:15,970 --> 00:17:18,970
+العلم يجب أن يصلح للسياغة في سور القضايا، وتختلف
+
+194
+00:17:18,970 --> 00:17:22,450
+هذه القضايا في درجة علميةبالضبط يعني العلم هو
+
+195
+00:17:22,450 --> 00:17:26,370
+عبارة عن قضايا وبنشوف ما مدى صحة هذه القضايا وعدم
+
+196
+00:17:26,370 --> 00:17:31,190
+صحتها وربط القضية بقضية أخرى وما مدى تأثيرها على
+
+197
+00:17:31,190 --> 00:17:36,130
+المجتمع فلذلك العلم ما هو إلا علم مصاغ في قضايا
+
+198
+00:17:36,130 --> 00:17:41,150
+متتالية مع بعضها البعض من أجل تفسير الواقع لنا
+
+199
+00:17:41,150 --> 00:17:44,610
+سواء كان واقعا إجتماعيا أو واقعا طبيعيا نحن
+
+200
+00:17:44,610 --> 00:17:50,360
+كاجتماعيين إذا بنصيغل إيه الواقعالاجتماعي حول
+
+201
+00:17:50,360 --> 00:17:54,620
+القضايا الاجتماعية والمواضيع الاجتماعية وهكذا فمن
+
+202
+00:17:54,620 --> 00:17:58,960
+خصائص العلم أنه مصاغ في قضايا مرتبطة مع بعضها
+
+203
+00:17:58,960 --> 00:18:04,960
+البعض وتفسر لنا الواقع طيب
+
+204
+00:18:04,960 --> 00:18:08,720
+هذه هي الخلاصة اللي هي بالنسبة للعلم مصاغ في قضايا
+
+205
+00:18:08,720 --> 00:18:13,860
+طبعا القضايا العلمية التي نصل إليها هل هي مطلقة؟
+
+206
+00:18:16,330 --> 00:18:21,690
+هل ما نصل اليه من قضايا علمية، هل هي مطلقة او
+
+207
+00:18:21,690 --> 00:18:27,030
+نسبية؟ ليست مطلقة، احتمالية و نسبية
+
+208
+00:18:32,500 --> 00:18:37,340
+الواقع أيوة مدى صدقها أو كذبها لكن أنا بقول في
+
+209
+00:18:37,340 --> 00:18:40,900
+الإطلاق أو عدم الإطلاق هل هي مطلقة أو غير مطلقة
+
+210
+00:18:40,900 --> 00:18:45,960
+دائما العلوم نسبية يعني لكن العلوم الطبيعية هي
+
+211
+00:18:45,960 --> 00:18:49,700
+يعني فيها نوع شيء مطلق حتى العلوم الطبيعية بعض
+
+212
+00:18:49,700 --> 00:18:56,100
+القضايا وبعض القوانين يعني ثبت عدم صحتها بعد فترة
+
+213
+00:18:56,100 --> 00:19:00,740
+من الزمن يعني مثلا كانوا زمان يدرسون إن الذرة لا
+
+214
+00:19:00,740 --> 00:19:05,630
+تنشطرلكن اليوم الذرة تنشطر ولا لا تنشطر حتى العلوم
+
+215
+00:19:05,630 --> 00:19:11,600
+الطبيعية أحيانا تتغيرتتغير وإذا ثبت العلم عدم صحة
+
+216
+00:19:11,600 --> 00:19:15,960
+بعض القوانين الطبيعية فتتغير إلى الأصلحة فما بالكم
+
+217
+00:19:15,960 --> 00:19:20,080
+في العلوم الاجتماعية الحديثة التي تحتاج إلى دراسات
+
+218
+00:19:20,080 --> 00:19:23,860
+وأبحاث يعني كام من الأبحاث والدراسات حتى نصل إلى
+
+219
+00:19:23,860 --> 00:19:28,240
+الحقائق والتعميم فلذلك يعني العلوم اليوم ما نصل
+
+220
+00:19:28,240 --> 00:19:34,140
+إليه من قضايا هي عبارة عن قضايا ليست مطلقة وإنما
+
+221
+00:19:34,140 --> 00:19:39,320
+نسبيةوما يصلح في مجتمع قبل يصلح في مجتمع آخر وخاصة
+
+222
+00:19:39,320 --> 00:19:45,660
+القضايا الاجتماعية واضح فلذلك من هنا العلم يعني
+
+223
+00:19:45,660 --> 00:19:49,340
+بيكون مصارف في قضايا والقضايا هذه ليست مطلقة بل هي
+
+224
+00:19:49,340 --> 00:19:54,420
+احتمالية بمعنى ان الواقع هو الذي يحدد صدقها او
+
+225
+00:19:54,420 --> 00:20:02,740
+كذبها طبعا في عندنا ايضا من الخصائص بدنا ناخد من
+
+226
+00:20:02,740 --> 00:20:10,000
+الجهات كلهاالعلم منطقي، ماذا يعني كلمة منطقي؟ يعني
+
+227
+00:20:10,000 --> 00:20:13,040
+دراست داهرة اللي كنت اللي بحتها أن يتوصل لنظرية
+
+228
+00:20:13,040 --> 00:20:16,940
+معينة، و دي نظرية يجب أن تتبق أو تتصف مع القواعد
+
+229
+00:20:16,940 --> 00:20:21,240
+المنطقية، يعني لازم أي عالم يتوصل لنظرية تكون تصدق
+
+230
+00:20:21,240 --> 00:20:26,290
+أو العقل الإنسانينعم ايوة بالضبط فهنا معنى ذلك ان
+
+231
+00:20:26,290 --> 00:20:30,190
+الباحث العلمي لما بيقوم بصياغة الفروض واتحقق من
+
+232
+00:20:30,190 --> 00:20:33,730
+صحة الفروض او عدم صحة الفروض او المفاهيم اللي
+
+233
+00:20:33,730 --> 00:20:38,210
+بيضحها او النظرية وما يصل اليه اذا هنا لابد تكون
+
+234
+00:20:38,210 --> 00:20:42,710
+منطقية قائمة على الفكر وعلى البحث العلمي السليم هل
+
+235
+00:20:42,710 --> 00:20:47,980
+هي حقيقية منطقيةوالله غير منطقية فلذلك العلم دائما
+
+236
+00:20:47,980 --> 00:20:53,780
+من خصائصه أنه منطقي يفسر لنا الحقائق تفسيرا منطقيا
+
+237
+00:20:53,780 --> 00:20:58,480
+يقوم على العلم وعلى استخدام المنهج العلمي في تفسير
+
+238
+00:20:58,480 --> 00:21:03,540
+الظاهرة أو تفسير المشكلة أو تفسير الفرض هل هو
+
+239
+00:21:03,540 --> 00:21:07,260
+ينطبق أو لا ينطبق على المشكلة الفرض العلمي فلذلك
+
+240
+00:21:07,260 --> 00:21:12,920
+من هنا بنقول العلم منطقي دائماليس خياليا بل هو
+
+241
+00:21:12,920 --> 00:21:16,700
+يقوم عن اللي هو استخدام المنهج العلمي في دراسة
+
+242
+00:21:16,700 --> 00:21:20,900
+الظاهرة أو المشكلة والوصول إلى الحقائق اللي هي
+
+243
+00:21:20,900 --> 00:21:25,400
+حقائق العلم، واضح؟ فلذلك من هنا بنطلق عليه أن
+
+244
+00:21:25,400 --> 00:21:32,200
+العلم منطقي طيب، في عندنا خاصية أخرى من خصائص
+
+245
+00:21:32,200 --> 00:21:36,440
+العلم، ما هي؟ اه يا ابنتي، قولي العلم إجرائي
+
+246
+00:21:47,190 --> 00:21:52,210
+إجراء يعني إجراء عملي يعني العلم لابد أنه يطبق
+
+247
+00:21:52,210 --> 00:21:57,850
+ويكون له إجراءات عملية ليس العلم من أجل العلمليس
+
+248
+00:21:57,850 --> 00:22:02,430
+العلم من أجل العلم فقط ولكن العلم من أجل تفسير
+
+249
+00:22:02,430 --> 00:22:07,250
+الواقع وتطبيق على الواقع واضع على واقع المجتمع
+
+250
+00:22:07,250 --> 00:22:11,990
+وهكذا فأي علم لابد أن يكون علما إجرائيا عمليا
+
+251
+00:22:11,990 --> 00:22:18,470
+تطبيقيا نستفيد منه هذا هو العلم أيضا من خصائص
+
+252
+00:22:18,470 --> 00:22:23,410
+العلمأيوة يا بنتى؟ العلم يلقى صفة العمومية يعني أن
+
+253
+00:22:23,410 --> 00:22:26,330
+العمومية في استخدام الرموز المختلفة اللى عندها
+
+254
+00:22:26,330 --> 00:22:31,690
+يكون باحث بإقامة بحث ومن ثم بعد فترة زمنية يكون
+
+255
+00:22:31,690 --> 00:22:34,910
+باحث أخر بجراش نفسي البحث مع تطورات أخرى نفسي
+
+256
+00:22:34,910 --> 00:22:39,030
+البحث القديم طبعا العمومية بأن يكون عاما ما نصل
+
+257
+00:22:39,030 --> 00:22:43,970
+إليه من نتائج أن تعمم في المجتمع فلذلك العلم وما
+
+258
+00:22:43,970 --> 00:22:48,770
+نصل إليه من نتائج لابد أن يكون له صفة العموميةداخل
+
+259
+00:22:48,770 --> 00:22:53,170
+المجتمع وخارج المجتمع والكل يستفيد من نتائج البحث
+
+260
+00:22:53,170 --> 00:22:58,810
+العلمي فلذلك من هنا بنقول المعرفة بتكون عامة وليست
+
+261
+00:22:58,810 --> 00:23:03,570
+خاصة حكرا على فرد أو مجموعة لأ الكل اليوم وخاصة في
+
+262
+00:23:03,570 --> 00:23:06,750
+وسائل الاتصال اليوم الحديثة ومواقع الانترنت
+
+263
+00:23:06,750 --> 00:23:11,010
+والاتصالات وغير ذلك ووسائل الإعلام المختلفة
+
+264
+00:23:11,010 --> 00:23:15,410
+والقنوات الفضائية اليوم أي اكتشاف علمي يعمم ويعرف
+
+265
+00:23:15,780 --> 00:23:19,220
+يعني سواء كان طبي طبيعي لغير ذلك فانبالكم في
+
+266
+00:23:19,220 --> 00:23:23,460
+الاكتشافات العلمية الاجتماعية فلذلك من هنا بنقول
+
+267
+00:23:23,460 --> 00:23:28,640
+العلم يتسم بالعمومية فالبحث العلمي الجميع يستفيد
+
+268
+00:23:28,640 --> 00:23:34,300
+منه ليس حكرا على فرد أو جماعة أو مجتمع الكل لابد
+
+269
+00:23:34,300 --> 00:23:38,060
+أن يستفيد من العلم و هكذا فلذلك من هنا من سماعة
+
+270
+00:23:38,060 --> 00:23:43,480
+العلم أنه يتسم بالعمومية و هكذا
+
+271
+00:23:46,170 --> 00:23:51,250
+ولذلك أي شيء بيكتشفه أي باحث ممكن ما يصل إليه باحث
+
+272
+00:23:51,250 --> 00:23:55,570
+آخر أيضًا يجري دراسات ويشوف مامده صدق هذا الباحث
+
+273
+00:23:55,570 --> 00:24:00,030
+أو عدم صدقه هذا من حق الباحثين داخل المجتمع وخارج
+
+274
+00:24:00,030 --> 00:24:04,470
+المجتمع أيضًا يكون هناك تعاون وتبادل للمعارف وما
+
+275
+00:24:04,470 --> 00:24:09,570
+نصل إليه من حقائق إجتماعية في عندنا خاصية أخرى من
+
+276
+00:24:09,570 --> 00:24:17,490
+خصائص العلم، آية بنتي العلم يسعى دائمًاطبعا ماذا
+
+277
+00:24:17,490 --> 00:24:21,630
+يعني ذلك يا بنتى؟ البحث اجتماعي لما يعمل بحث
+
+278
+00:24:21,630 --> 00:24:26,670
+اجتماعي لمظاهر معينة يرجعه لذلك وجود مشكلة او
+
+279
+00:24:26,670 --> 00:24:29,850
+تساؤلات حول هذه المشكلة يشبه عليها هذه المشكلة
+
+280
+00:24:29,850 --> 00:24:33,050
+مثلا البحث المدني علمي او بحث اجتماعي نعم فهيضع
+
+281
+00:24:33,050 --> 00:24:37,990
+لذلك فرود معينة او فرود مبدئية او مؤقتة يفضل هذه
+
+282
+00:24:37,990 --> 00:24:43,810
+الاختبارات او الفرود يفضل الاختبار لمدى صحةيعني
+
+283
+00:24:43,810 --> 00:24:48,990
+باختصار باختصار أن العلم يسعى لحل المشكلات العلم
+
+284
+00:24:48,990 --> 00:24:55,110
+أي من خصائص أي علم لابد أن يحلنا المشكلة وإلا ما
+
+285
+00:24:55,110 --> 00:24:58,730
+الفائدة من العلم ولذلك وجود المشكلة داخل المجتمع
+
+286
+00:24:58,730 --> 00:25:04,170
+لابد أن العلم يسعى إلى اكتشاف الحقيقة حول أسباب
+
+287
+00:25:04,170 --> 00:25:08,230
+المشكلة وكيف نعالج المشكلة ونضع الخطة لعلاج
+
+288
+00:25:08,230 --> 00:25:12,130
+المشكلة فإذا من خصائص العلم هو الوصول إلى حل
+
+289
+00:25:12,130 --> 00:25:17,280
+المشاكلعلم اجتماعي بحللنا المشاكل الاجتماعية، علم
+
+290
+00:25:17,280 --> 00:25:21,080
+طبي بحللنا المشاكل الطبية، علم هندسي بحلل المشاكل
+
+291
+00:25:21,080 --> 00:25:25,400
+الهندسية، كل فيه مجال تخصصي، وهكذا، وهذا وإلا إذا
+
+292
+00:25:25,400 --> 00:25:29,440
+لم يحللنا مشاكل، لا فائدة من العلم، فمن خصائص
+
+293
+00:25:29,440 --> 00:25:34,720
+العلم هو حلل أيه؟ المشكلات، بأي نوع، بأي نوع كانت،
+
+294
+00:25:34,720 --> 00:25:38,680
+ومهما كان نوع هذه المشكلات، حسب دراستها وحسب
+
+295
+00:25:38,680 --> 00:25:42,900
+الباحثين، تخصصاتهم يقومون بحل المشكلات داخل
+
+296
+00:25:42,900 --> 00:25:53,070
+المجتمعطيب، في عندنا أيضًا العلم يميل إلى التجريد،
+
+297
+00:25:53,070 --> 00:25:57,330
+ماذا يعني ذلك؟ ماذا يعني أن العلم يميل إلى
+
+298
+00:25:57,330 --> 00:26:04,800
+التجريد؟ آه يا بنت، قوليأنا أبقى على الظواهر
+
+299
+00:26:04,800 --> 00:26:08,960
+المختلفة اللي اتفكر بوضع دراستها بيوضع في صور
+
+300
+00:26:08,960 --> 00:26:13,400
+مجردة لإن أنا قدرت بس المجموعة من الملاحظات
+
+301
+00:26:13,400 --> 00:26:19,010
+المختلفةبالضبط يعني المقصود بالتجريد مجردة من
+
+302
+00:26:19,010 --> 00:26:23,790
+العوامل الذاتية الخاصة بالباحث لابد تكون دائما
+
+303
+00:26:23,790 --> 00:26:28,050
+موضوعية ما يصل اليه الباحث من حقائق أن تكون حقائق
+
+304
+00:26:28,050 --> 00:26:32,770
+مجردة بعيدة عن العوامل الذاتية والتدخلات فلذلك ما
+
+305
+00:26:32,770 --> 00:26:37,710
+يصل اليه من ملاحظات ونتائج علمية يذكرها كما وصل
+
+306
+00:26:37,710 --> 00:26:43,490
+اليها الباحثهكذا حتى لا يكون هناك تحيز من قبل
+
+307
+00:26:43,490 --> 00:26:47,890
+الباحث تقايز الشخصي فهنا بنقول من خصائص العلم بأنه
+
+308
+00:26:47,890 --> 00:26:53,650
+مجرد موضوعي بعيد عن الذاتية العوامل الذاتية واضح؟
+
+309
+00:26:53,650 --> 00:26:59,990
+والتأثيرات الذاتية هذا مقصود بالعلم بأنه دائما
+
+310
+00:26:59,990 --> 00:27:08,870
+يميل إلى التجريد أيضا من خصائص العلم بأنهمستمر، لا
+
+311
+00:27:08,870 --> 00:27:12,850
+يقف عند حد معين، المعرفة العلمية هل تقف عند حد؟
+
+312
+00:27:12,850 --> 00:27:18,730
+لا، فلذلك من هنا، وقال لابد نذكر قول رب العزة
+
+313
+00:27:18,730 --> 00:27:23,770
+والجلال في قول تعالى وما أتيتم من العلم إلا قليلا،
+
+314
+00:27:23,770 --> 00:27:28,850
+ماذا يدل هذا؟ على إننا دائما لابد أن نسعى ونصل إلى
+
+315
+00:27:28,850 --> 00:27:33,090
+الحقيقة، والعلم دائما مستمر، والعلم من المهدي إلى
+
+316
+00:27:33,090 --> 00:27:38,940
+اللحد دائما، فلذلك من خصائص العلم بأنه مستمرمستمر،
+
+317
+00:27:38,940 --> 00:27:42,840
+لا يقف إلى حد معين لأن هناك تغيرات في الحياة و في
+
+318
+00:27:42,840 --> 00:27:45,700
+المجتمع فلذلك لا بد أن تواكبها التغيرات اللي هي
+
+319
+00:27:45,700 --> 00:27:50,420
+البحوث العلمية لدراسة هذه التغيرات و المشكلات التي
+
+320
+00:27:50,420 --> 00:27:54,980
+تنتج عن التغيرات سواء كانت تغيرات اجتماعية،
+
+321
+00:27:54,980 --> 00:27:59,240
+طبيعية، سياسية، اقتصادية إلى غير ذلك فلذلك من هنا
+
+322
+00:27:59,240 --> 00:28:03,720
+في خاصية من خصائص العلم بأن المعرفة العلمية هي
+
+323
+00:28:03,720 --> 00:28:10,180
+مستمرة ولذلك بيصير تراكمالمعرفة متراكمة ولذلك لو
+
+324
+00:28:10,180 --> 00:28:13,680
+أخذنا من الحضارات القديمة إلى اليوم تراكم العلم
+
+325
+00:28:13,680 --> 00:28:20,000
+وما وصلنا اليه اليوم من نتائج وتطور علمى حديث هل
+
+326
+00:28:20,000 --> 00:28:24,720
+هو وليد اللحظة ولا وليد التراكمات التراكمات
+
+327
+00:28:24,720 --> 00:28:28,560
+العلمية من الماضي إلى اليوم وهكذا إلى الحاضر نعم
+
+328
+00:28:28,560 --> 00:28:33,560
+والمستقبل من الماضي والحاضر نصنع المستقبل فلذلك من
+
+329
+00:28:33,560 --> 00:28:38,870
+هنا نقول بأن المعرفة العلمية هي مستمرةمش احنا
+
+330
+00:28:38,870 --> 00:28:42,250
+بنبصر للعلم من طريق المنهج العلمي، لو حكينا عن
+
+331
+00:28:42,250 --> 00:28:44,670
+المنهج العلمي و انه قواهما باستقرار و ان المعرفة
+
+332
+00:28:44,670 --> 00:28:47,730
+العلمية بتكون مستمرة، كيف احنا بدنا نتبع من طريق
+
+333
+00:28:47,730 --> 00:28:51,250
+المنهج العلمي؟ من طريق المنهج العلمي؟
+
+334
+00:28:53,850 --> 00:28:58,170
+مستمرة ايوة ايوة خلّي بالك ما هو الاستقرار بدينا
+
+335
+00:28:58,170 --> 00:29:01,210
+التفكير العلم السليم المجتمع المستقر هو الذي يصنع
+
+336
+00:29:01,210 --> 00:29:05,950
+الحضارة والمجتمع الغير مستقر من وين بنا ندرس لو
+
+337
+00:29:05,950 --> 00:29:09,490
+كان مجتمعنا في حالة حرب في حالة حصار وكذا يعني
+
+338
+00:29:09,490 --> 00:29:12,210
+هتكون صعوبة عندنا في الدراسة والمعوقات الدراسة
+
+339
+00:29:12,210 --> 00:29:16,450
+وغير ذلك فلذلك المجتمعات المستقرة هي اللتي تصنع
+
+340
+00:29:16,450 --> 00:29:22,010
+اللي هتكون فيها العلم يعني متاحولكن المجتمعات اللي
+
+341
+00:29:22,010 --> 00:29:26,270
+دائما فيها الإضطرابات والقلاق والحروب، من أي
+
+342
+00:29:26,270 --> 00:29:30,650
+نسيتي، فلذلك المجتمعات المستقرة تصنع الحضارة،
+
+343
+00:29:30,650 --> 00:29:34,230
+واضح، من هذا المنطلق اللي بنستخدم، وأيضا في فرق
+
+344
+00:29:34,230 --> 00:29:38,880
+بينها وبينهاالمعرفة المستمرة بأن مناصل اليه من
+
+345
+00:29:38,880 --> 00:29:42,620
+معرفة مستمرة من الماضي إلى الحاضر إلى المستقبل
+
+346
+00:29:42,620 --> 00:29:48,060
+وهكذا الصناعات كلها الحضارات القديمة مع اليوم يعني
+
+347
+00:29:48,060 --> 00:29:52,200
+الماضي والحاضر يصنع لنا المستقبل فلذلك اليوم مناصل
+
+348
+00:29:52,200 --> 00:29:57,440
+اليه من صناعات ومن ابتكارات ومن وسائل هو نتيجة
+
+349
+00:29:57,440 --> 00:30:01,780
+خبرات الشعوب ونتيجة البحث العلمي مناصل اليه من
+
+350
+00:30:01,780 --> 00:30:06,340
+أبحاث من تراث عندناأخدناها من الماضي ما وصلنا إليه
+
+351
+00:30:06,340 --> 00:30:09,440
+من حقائق نستطيع أن نستخدمها من أجل الوصول إلى
+
+352
+00:30:09,440 --> 00:30:14,120
+حقائق جديدة و هكذا ولا كيف الآن العالم يعني اكتشف
+
+353
+00:30:14,120 --> 00:30:17,840
+أشياء كثيرة في العلوم الطبيعية و علوم الفضاء و
+
+354
+00:30:17,840 --> 00:30:24,200
+علوم الاتصالات و غير ذلك هل هو وليد اللحظة؟تراكم
+
+355
+00:30:24,200 --> 00:30:28,700
+.. تراكم .. تراكم المعرفة ولذلك بنقول هنا تراكم
+
+356
+00:30:28,700 --> 00:30:32,420
+المعرفة فالمعرفة ايه مستمرة دائما توصلنا الى
+
+357
+00:30:32,420 --> 00:30:36,860
+الجديد دائما نصل الى الجديد و نصل .. يصل ال ..
+
+358
+00:30:36,860 --> 00:30:41,180
+يقصد الاستقرار ان البحث العلمي بده بيئة مستقرة من
+
+359
+00:30:41,180 --> 00:30:45,900
+أجل البحث العلمي ألا تكون بيئة مضطربة واضح؟ هذا
+
+360
+00:30:45,900 --> 00:30:52,540
+المقصود طيب في أي سؤال؟طيب احنا الآن في المحاضرة
+
+361
+00:30:52,540 --> 00:30:57,300
+هذه يعني تكلمنا عن البحث العلمي تكلمنا عن العلم
+
+362
+00:30:57,300 --> 00:31:02,140
+ومفهوم العلم وتكلمنا عن خصائص العلم ان شاء الله في
+
+363
+00:31:02,140 --> 00:31:06,360
+المحاضرة القادمة سنتكلم عن البحث العلمي ومفهوم
+
+364
+00:31:06,360 --> 00:31:10,720
+البحث العلمي وخصائص ووظائف ومقومات البحث العلمي
+
+365
+00:31:10,720 --> 00:31:16,120
+بإذن الله تعالى في نهاية هذه المحاضرة اتمنى لكنا
+
+366
+00:31:16,120 --> 00:31:21,780
+التوفيقوإلى أن نلتقي إن شاء الله وبإذن الله تعالى
+
+367
+00:31:21,780 --> 00:31:27,080
+في المحاضرة القادمة لكون مني كل تحية وتقدير
+
+368
+00:31:27,080 --> 00:31:30,240
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ppaROo5Ycqw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ppaROo5Ycqw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..fdc7230358dc01f1bb4bfa3db337414fb95c4c16
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ppaROo5Ycqw.srt
@@ -0,0 +1,1146 @@
+1
+00:00:20,920 --> 00:00:24,200
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,200 --> 00:00:28,980
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,980 --> 00:00:34,420
+آله وصحبه أجمعين، أما بعد. في المحاضرة السابقة كنا
+
+4
+00:00:34,420 --> 00:00:40,480
+نتكلم عن تصميم منهج للبحث، وأيضا تكلمنا بشكل عام عن
+
+5
+00:00:40,480 --> 00:00:47,740
+المراحل الثلاث لتصميم منهج البحث. تكلمنا عن جزء...
+
+6
+00:00:47,740 --> 00:00:51,680
+جزء من المرحلة التحضيرية والتنفيذية، اللي هي
+
+7
+00:00:51,680 --> 00:00:56,120
+الميدانية، ثم المرحلة النهائية. بيجاز، وسنأخذ هذه كل
+
+8
+00:00:56,120 --> 00:01:00,880
+المراحل يعني بالتفصيل. واتكلمنا عن المشكلة، وأيضا
+
+9
+00:01:00,880 --> 00:01:05,320
+العوامل التي تؤثر على اختيار المشكلة. اليوم سنأخذ
+
+10
+00:01:05,320 --> 00:01:10,340
+كيفية اختيار المشكلة في هذه المحاضرة. كيفية اختيار
+
+11
+00:01:10,340 --> 00:01:17,230
+المشكلة، وأسس الاختيار، وأيضا أسس اختيار المشكلة.
+
+12
+00:01:17,230 --> 00:01:24,670
+طبعا البعض يرى أنه أصعب شيء أن يختار المشكلة، يعني
+
+13
+00:01:24,670 --> 00:01:30,830
+يكون اختيار المشكلة أصعب من حلولها. البعض
+
+14
+00:01:30,830 --> 00:01:36,610
+يرى أن اختيار المشكلة يكون أصعب من حلولها، وهذا يعني
+
+15
+00:01:36,610 --> 00:01:41,390
+شيء ملموس. الباحث عندما يختار أي موضوع للبحث أو
+
+16
+00:01:41,390 --> 00:01:47,490
+مشكلة البحث، يعني يفكر كثيرا حول الموضوع، وأهمية
+
+17
+00:01:47,490 --> 00:01:52,430
+الموضوع، وهل الموضوع له مراجع؟ هل ممكن أن نبحث و
+
+18
+00:01:52,430 --> 00:01:56,050
+نستمر في البحث فيه؟ وهكذا. الصعوبة والسهولة في
+
+19
+00:01:56,050 --> 00:02:00,830
+البحث، هذه. ولذلك الاختيار يعني أول خطوة تعترض
+
+20
+00:02:00,830 --> 00:02:05,230
+الباحث، سواء باحث البكالوريوس في بحث التخرج أو
+
+21
+00:02:05,230 --> 00:02:08,910
+الباحث في الماجستير أو الدكتوراه أو أي باحث آخر،
+
+22
+00:02:08,910 --> 00:02:15,250
+هو اختيار المشكلة. فلذلك كيف نختار المشكلة؟ هذا سؤال
+
+23
+00:02:15,250 --> 00:02:20,850
+مهم جدا. البعض يقول أيضا: ممكن نختار المشكلة، ولكن
+
+24
+00:02:20,850 --> 00:02:25,830
+التساؤلات الخاصة بالمشكلة، أيضا التساؤلات التي
+
+25
+00:02:25,830 --> 00:02:30,370
+تجيب على اللي هو البحث، وعلى المشكلة أيضا. خلال ذلك،
+
+26
+00:02:30,370 --> 00:02:33,850
+هذه قد تجد صعوبة. ما هي الأسئلة التي قد نضعها
+
+27
+00:02:33,850 --> 00:02:39,770
+للمشكلة؟ اللي جاوب عليها، وهكذا. فلذلك من هنا، اختيار
+
+28
+00:02:39,770 --> 00:02:49,950
+المشكلة موضوع مهم جدا. طبعا اختيار الموضوع، ممكن احنا
+
+29
+00:02:49,950 --> 00:02:55,590
+نختار موضوعا يهمنا، ينبع من إحساس الباحث من خلال
+
+30
+00:02:55,590 --> 00:03:00,750
+ملاحظاته في المجتمع وغير ذلك. يختار الموضوع، موضوع
+
+31
+00:03:00,750 --> 00:03:05,170
+أي شيء اجتماعي داخل المجتمع، أي موضوع اجتماعي، أي
+
+32
+00:03:05,170 --> 00:03:10,050
+مشكلة اجتماعية، ممكن الباحث يراها وتكون محل
+
+33
+00:03:10,050 --> 00:03:16,250
+اهتمامه ويختارها للبحث. ولذلك احنا في مجتمعنا
+
+34
+00:03:16,250 --> 00:03:21,150
+الفلسطيني، مواضيع ومشاكل كثيرة جدا اجتماعية، مشكلات
+
+35
+00:03:21,150 --> 00:03:25,610
+اجتماعية كثيرة جدا تحتاج إلى بحث. عندنا مشاكل في
+
+36
+00:03:25,610 --> 00:03:28,870
+الأسرة، مشاكل في الشباب، عند الشباب، مشاكل عند
+
+37
+00:03:28,870 --> 00:03:34,790
+المعاقين، مشاكل في ال... كالبطالة التي تعانيها
+
+38
+00:03:34,790 --> 00:03:39,380
+المشكلات التي توجه الشباب. مشكلات كثيرة جدا يعني
+
+39
+00:03:39,380 --> 00:03:44,060
+موجودة في مجتمعنا الفلسطيني تحتاج إلى دراسة وبحث.
+
+40
+00:03:44,060 --> 00:03:51,000
+فلذلك على الطالبة أن تنتبه إلى ذلك، وتفكر
+
+41
+00:03:51,000 --> 00:03:54,460
+في المشكلات التي يعاني منها مجتمعنا، وخاصة المشكلات
+
+42
+00:03:54,460 --> 00:03:58,200
+الاجتماعية التي تدخل في نطاق مهنة الخدمة
+
+43
+00:03:58,200 --> 00:04:02,660
+الاجتماعية، مجال تخصصنا بالدرجة الأولى. وهذه يعني
+
+44
+00:04:02,660 --> 00:04:05,900
+الحمد لله، مواضيع كثيرة، ومواضيع اجتماعية في
+
+45
+00:04:05,900 --> 00:04:07,260
+مجالات كثيرة جدا.
+
+46
+00:04:11,010 --> 00:04:16,890
+أيضا البدء في ال... طبعا اختيار المشكلة مهم جدا،
+
+47
+00:04:16,890 --> 00:04:21,450
+وضع التساؤلات أو وضع الفروض أيضا للمشكلة مهم جدا.
+
+48
+00:04:21,450 --> 00:04:27,510
+هذه كلها... نعم، هذه كلها أمور مهمة جدا، يعني لابد
+
+49
+00:04:27,510 --> 00:04:32,570
+أن تكون يعني موجودة في ذهن الباحث، يعني عند بداية
+
+50
+00:04:32,570 --> 00:04:38,270
+بحثه. فلذلك احنا نطلب منكم عند التخرج... عند بحث
+
+51
+00:04:38,270 --> 00:04:42,550
+التخرج، اللي هو سيكون إن شاء الله الفصل القادم بعد
+
+52
+00:04:42,550 --> 00:04:47,550
+ما سأتحدث عن مناهج البحث، هذا الذي تدرسونه الآن. فلذلك في
+
+53
+00:04:47,550 --> 00:04:51,910
+الفصل القادم، لابد من اختيار موضوع. هذا إيش نسميه؟
+
+54
+00:04:51,910 --> 00:04:57,450
+موضوع البحث أو مشكلة البحث. فالاختيار يعني يحتاج
+
+55
+00:04:57,450 --> 00:05:02,150
+إلى دقة واهتمام من قبل الباحث. طيب، كيف نختار؟
+
+56
+00:05:07,280 --> 00:05:11,380
+أه نعم، نفكر فيها. نعم، أنت أحسست بمشكلة في المجتمع،
+
+57
+00:05:11,380 --> 00:05:15,280
+مشكلة اجتماعية. ولذلك ممكن تختارها للدراسة،
+
+58
+00:05:15,280 --> 00:05:20,220
+لدراستها وعمل بحث فيها، وهذا ممكن يكون في بحث
+
+59
+00:05:20,220 --> 00:05:27,700
+التخرج إن شاء الله. في عندنا يعني الباحث، عشان يستمد
+
+60
+00:05:27,700 --> 00:05:32,040
+بمشاكله، مشكلات البحث، فيه لمصادر. فلذلك نقول: ما هي
+
+61
+00:05:32,040 --> 00:05:38,230
+مصادر... مصادر اختيار البحث أو المشكلة، ما هي المصادر؟
+
+62
+00:05:38,230 --> 00:05:42,090
+ميدان التخصص... لماذا مشكلات البحث؟ ما هي مصادر
+
+63
+00:05:42,090 --> 00:05:47,450
+اختيار مشكلات البحث؟ أه... أستاذ... نعم، أه، قولي
+
+64
+00:05:47,450 --> 00:05:49,930
+بالتفصيل... بإيجاز... ميدان التخصص... ميدان
+
+65
+00:05:49,930 --> 00:05:53,410
+التخصص، ماذا أيضا؟ أستاذ... أه... الدراسات الفرعية،
+
+66
+00:05:53,410 --> 00:05:56,330
+الدراسات الفرعية... أستاذ... اللي في الآخر، هناك،
+
+67
+00:05:56,330 --> 00:06:02,340
+I want itأيوة، أنت، أنت، أنت، خلاص. الاطلاع العام. طيب،
+
+68
+00:06:02,340 --> 00:06:08,760
+هذه نقاط كأسماء موضوعات، يعني مصادر، مصادر احنا
+
+69
+00:06:08,760 --> 00:06:12,740
+نستمد منها المشكلة الاجتماعية، اللي هي ميدان
+
+70
+00:06:12,740 --> 00:06:17,540
+التخصص، دراسات فرعية، الاطلاع العام. طيب، لو بدنا
+
+71
+00:06:17,540 --> 00:06:22,920
+نأتي لميدان التخصص، كيف بدنا نشرح، كيف نستمد منه
+
+72
+00:06:22,920 --> 00:06:28,040
+المشكلة الاجتماعية؟ طبعا أنتم تخصصكم خدمة اجتماعية،
+
+73
+00:06:28,900 --> 00:06:32,480
+إذا معناته المواضيع التي تختارونها أو المشكلات
+
+74
+00:06:32,480 --> 00:06:35,380
+التي تختارونها من خلال تخصصكم، اللي هي الخدمة
+
+75
+00:06:35,380 --> 00:06:39,720
+الاجتماعية. الخدمة الاجتماعية تخصص. في عندنا في طرق
+
+76
+00:06:39,720 --> 00:06:44,840
+الخدمة الاجتماعية، فرد وجماعة وتنظيم مجتمعي. ممكن
+
+77
+00:06:44,840 --> 00:06:49,640
+هذه تكون مصدرا من مصادر اختيار مشكلة البحث، في طريقة
+
+78
+00:06:49,640 --> 00:06:53,560
+من طرق الخدمة الاجتماعية، أو جزئية من جزئياتها، في
+
+79
+00:06:53,560 --> 00:07:00,060
+مبادئها، في فلسفتها، في أهدافها، وهكذا، في مجالاتها،
+
+80
+00:07:00,060 --> 00:07:05,220
+هذه كلها يعني متعلقة بالطرق. لو أتينا للمجالات،
+
+81
+00:07:05,220 --> 00:07:09,400
+مجالات الخدمة الاجتماعية واسعة وكثيرة. عندنا ممكن
+
+82
+00:07:09,400 --> 00:07:15,060
+نأخذ من ضمن تخصصنا بعض المشكلات التي تهمنا. المجالات، لو
+
+83
+00:07:15,060 --> 00:07:18,280
+أخذنا المجال الأسري، مش هذا مجال من مجالات الخدمة
+
+84
+00:07:18,280 --> 00:07:22,560
+الاجتماعية؟ وما أكثر المشكلات الأسرية؟ وما أكثر
+
+85
+00:07:22,560 --> 00:07:26,560
+الأية؟ المشكلات الأسرية كثيرة. ولذلك ممكن نختار
+
+86
+00:07:26,560 --> 00:07:30,200
+جزئية بسيطة، مشكلة صغيرة، مشكلة بسيطة من مشكلات
+
+87
+00:07:30,200 --> 00:07:34,200
+الأسرة. احنا ما نقول نختار مشكلات الأسرة كلها، لا،
+
+88
+00:07:34,200 --> 00:07:39,300
+جزئية، وهكذا. مشكلة تعاني منها الأسرة مثلا، مشكلة
+
+89
+00:07:39,300 --> 00:07:43,820
+عدم اهتمام الآباء بالأبناء، مشكلة مثلا الطلاق،
+
+90
+00:07:43,820 --> 00:07:48,780
+مشكلة مثلا عدم... خروج المرأة للعمل، عمل المرأة، هذه
+
+91
+00:07:48,780 --> 00:07:52,680
+مشكلات أسرية، تربية الأبناء، تنشئة اجتماعية في
+
+92
+00:07:52,680 --> 00:07:56,420
+الأسرة، موضوع كثير جدا لو أردنا نتكلم في مجال
+
+93
+00:07:56,420 --> 00:08:00,540
+الأسرة. عن الزواج، ظاهرة الزواج بين الماضي والحاضر،
+
+94
+00:08:00,540 --> 00:08:06,200
+هذه كلها، تربية الأبناء ويعني أمور كثيرة جدا ممكن
+
+95
+00:08:06,200 --> 00:08:10,920
+نأخذها من خلال مجالات الخدمة الاجتماعية، الأسرة. لو
+
+96
+00:08:10,920 --> 00:08:15,170
+أتينا لمجال آخر، مجال الشباب، برضه من مجالات الخدمة
+
+97
+00:08:15,170 --> 00:08:18,450
+الاجتماعية، وما أكثر المشكلات الاجتماعية في مجال
+
+98
+00:08:18,450 --> 00:08:23,410
+الشباب؟ من يتذكر مشكلات الشباب؟ ممكن تكون مصدرا من
+
+99
+00:08:23,410 --> 00:08:27,890
+مصادر اختيار للبحث في... اللي هي مجال من مجالات
+
+100
+00:08:27,890 --> 00:08:30,610
+الشباب، ما هي؟ مجال التقاعس؟ عدم استثمار وقت
+
+101
+00:08:30,610 --> 00:08:36,350
+الفراغ، وكيفية شغله أو استثماره. ماذا أيضا؟
+
+102
+00:08:36,350 --> 00:08:42,570
+المشكلات النفسية للشباب، ماذا أيضا؟ انحراف السلوك،
+
+103
+00:08:42,800 --> 00:08:46,920
+انحراف السلوك الشبابي، ماذا أيضا؟ أه، تعاطي...
+
+104
+00:08:46,920 --> 00:08:51,000
+تعاطي المخدرات عند الشباب، أه، البطالة عند الشباب،
+
+105
+00:08:51,000 --> 00:08:55,160
+مشكلة التدخين عند الشباب، مشكلة كبيرة. مشكلات
+
+106
+00:08:55,160 --> 00:08:59,020
+التعليمية التي تواجه الشباب، مثل تأخر الدراسة، أه،
+
+107
+00:08:59,020 --> 00:09:02,320
+الإدمان على الإنترنت، الإدمان برضه على الإنترنت عند
+
+108
+00:09:02,320 --> 00:09:06,280
+الشباب، أه، برضه موضوعات تهم الشباب، اقتصادية،
+
+109
+00:09:06,280 --> 00:09:10,780
+كالبطالة، البطالة، نعم قلناها، تهم الشباب، سياسية،
+
+110
+00:09:10,780 --> 00:09:14,530
+المشاركة السياسية، المشكلات الدينية التي تواجه
+
+111
+00:09:14,530 --> 00:09:20,270
+الشباب أيضا، المشكلات الصحية التي تواجه الشباب. مش
+
+112
+00:09:20,270 --> 00:09:24,750
+هذه كلها مشكلات تواجه الشباب، إذا هناك كثير وكثير
+
+113
+00:09:24,750 --> 00:09:28,590
+من المشكلات في مجال واحد من مجالات الخدمة
+
+114
+00:09:28,590 --> 00:09:32,430
+الاجتماعية، وما أكثر المجالات من مجالات الخدمة
+
+115
+00:09:32,430 --> 00:09:38,010
+الاجتماعية. لو أتينا أيضا لمجال المعاقين، المعاقين
+
+116
+00:09:38,010 --> 00:09:42,680
+أيضا بكثرة عندنا، ويحتاجون إلى دراسة، بفئاتهم
+
+117
+00:09:42,680 --> 00:09:46,560
+المختلفة، كمجال تهتم به الخدمة الاجتماعية، رعاية
+
+118
+00:09:46,560 --> 00:09:49,280
+المعاقين، والاهتمام بالمعاقين، والتأهيل الاجتماعي
+
+119
+00:09:49,280 --> 00:09:53,260
+للمعاقين، و... وهكذا، والخدمة الاجتماعية ودورها
+
+120
+00:09:53,260 --> 00:09:58,100
+في رعاية المعاقين، في رعاية الجرحى، وهكذا، في رعاية
+
+121
+00:09:58,100 --> 00:10:04,550
+مصابي الحروب. إذا معناته مواضيع كثيرة جدا، لو
+
+122
+00:10:04,550 --> 00:10:09,490
+اتطرقنا إليها. أيضا لو أتينا لمجال المسنين، رعاية
+
+123
+00:10:09,490 --> 00:10:13,790
+المسنين كذلك، برضه كثير جدا، الأحداث الجانحين،
+
+124
+00:10:13,790 --> 00:10:18,850
+والجريمة، والعمال كذلك، هذا من ضمن مجالات
+
+125
+00:10:18,850 --> 00:10:22,600
+الخدمة الاجتماعية، الخدمة الاجتماعية العمالية، وهكذا.
+
+126
+00:10:22,600 --> 00:10:27,220
+إذا مواضيع كثيرة ومجالات كثيرة، يعني ممكن نتطرق
+
+127
+00:10:27,220 --> 00:10:31,940
+إليها، وتكون عندنا ذهنية متفتحة لاختيار مواضيع
+
+128
+00:10:31,940 --> 00:10:35,760
+البحث. احنا في هذه المحاضرة يعني قلنا بين قوسين
+
+129
+00:10:35,760 --> 00:10:39,400
+ميدان التخصص، وشرحنا ميدان تخصص الخدمة
+
+130
+00:10:39,400 --> 00:10:44,000
+الاجتماعية، وكيفية اختيار مشكلة البحث من خلال ميدان
+
+131
+00:10:44,000 --> 00:10:48,900
+تخصصنا. فلذلك ميدان التخصص للباحث يعتبر هو مصدر
+
+132
+00:10:48,900 --> 00:10:53,260
+من مصادر اختيار المشكلة. فلذلك على الباحثة أن تختار
+
+133
+00:10:53,260 --> 00:10:58,720
+موضوعها من خلال تخصصها. دكتور، مش في مجلة المدمنين؟
+
+134
+00:10:58,720 --> 00:11:01,440
+أه، طبعا. أو إيش الفرق بينهم؟ مثلا لو أخذنا مشكلة
+
+135
+00:11:01,440 --> 00:11:04,180
+الشباب المدمنين، إيش الفرق بينهم وبين المدمنين؟
+
+136
+00:11:04,180 --> 00:11:06,320
+ولا ده يكون مختصرا بشكل عام؟ المدمنين... لا، ما هو
+
+137
+00:11:06,320 --> 00:11:09,620
+المدمنين أحيانا بيكون من كافة الفئات، يعني مش شرط
+
+138
+00:11:09,620 --> 00:11:13,360
+على الشباب. أه، يعني أحيانا مشكلة الإدمان هذه لا
+
+139
+00:11:13,360 --> 00:11:18,100
+يختص بالشباب فقط، لكن هناك المرأة، هناك الرجل،
+
+140
+00:11:18,100 --> 00:11:21,340
+هناك الأطفال، هناك الكبار السن. You do ايه؟ يعني
+
+141
+00:11:21,340 --> 00:11:25,020
+أحيانا... لسه بمجال المجتمع. أه، طبعا. ولذلك الشباب
+
+142
+00:11:25,020 --> 00:11:32,520
+فئة من فئات المجتمع، واضح. طيب، فلذلك التخصص يعتبر يعني
+
+143
+00:11:32,520 --> 00:11:36,880
+مجالا مهما جدا. فعلى الباحث عندما يختار موضوع البحث
+
+144
+00:11:36,880 --> 00:11:45,180
+أن يقوم بمسح مكتبي. للباحث الذي يختاره، أي الباحثين،
+
+145
+00:11:45,180 --> 00:11:48,560
+هل يوجد يعني مصادر في المكتبة حول موضوع البحث، هل
+
+146
+00:11:48,560 --> 00:11:51,740
+تمت دراسة هذا الموضوع؟ طيب، لو تمت دراسة هذا الموضوع
+
+147
+00:11:51,740 --> 00:11:56,010
+الذي تم اختياره؟ ما هي الأمور التي ناقصة، وممكن
+
+148
+00:11:56,010 --> 00:12:00,090
+أكملها في دراستي؟ أو ممكن أن أختار موضوعا، وأتأكد من
+
+149
+00:12:00,090 --> 00:12:03,490
+صحة النتائج كذلك. أيضا ممكن أختار نفس الموضوع،
+
+150
+00:12:03,490 --> 00:12:08,350
+وأتأكد، هل النتائج هي نفسها أم لا؟ هذا ممكن، ولكن
+
+151
+00:12:08,350 --> 00:12:12,990
+أحيانا يعني ممكن تواجه الباحث أن يختار موضوعا، ويجد
+
+152
+00:12:12,990 --> 00:12:18,910
+أنه ناس آخرون يعني أخذوا هذا الموضوع، وخاصة في رسائل
+
+153
+00:12:18,910 --> 00:12:23,390
+الماجستير والدكتوراه، نجد كثيرا. يقف إذا كان الموضوع
+
+154
+00:12:23,390 --> 00:12:26,970
+وما وضعه من خطة، ويعمل، ويتنقل، فلذلك يغير الموضوع
+
+155
+00:12:26,970 --> 00:12:31,770
+إلى موضوع آخر. ولكن إذا كان الموضوع يعني عندنا نظام
+
+156
+00:12:31,770 --> 00:12:35,270
+في الدراسات العليا، سبق عليه أكثر من خمس سنوات، سبع
+
+157
+00:12:35,270 --> 00:12:39,550
+سنوات، ثمان سنوات، إذا ممكن دراسة الموضوع
+
+158
+00:12:39,550 --> 00:12:46,190
+بإضافات جديدة على النتائج القديمة. واضح؟ وهكذا. أو
+
+159
+00:12:46,190 --> 00:12:49,270
+إذا وجد فيه نقص في دراسة هذا الموضوع، يريد أن
+
+160
+00:12:49,270 --> 00:12:55,310
+يكملها، ما فيش مانع، يكمل هذه الدراسة أيضا. واضح؟ نعم.
+
+161
+00:12:55,310 --> 00:12:59,250
+أه، في أمور أخرى، جوانب لم يتطرق إليها الباحث، ممكن هو
+
+162
+00:12:59,250 --> 00:13:04,750
+يتطرق إليها، وهكذا. هذا إذا كلّه مصدر من مصادر اللي
+
+163
+00:13:04,750 --> 00:13:10,430
+هو اختيار مشكلة الباحث، اللي هو ميدان تخصص الباحث. في
+
+164
+00:13:10,430 --> 00:13:15,290
+عندنا مقترحات، أربعة مقترحات، تدور حول هذه
+
+165
+00:13:15,290 --> 00:13:19,290
+القضية، اللي هي ميدان التخصص، ولذلك تكون هادية
+
+166
+00:13:19,290 --> 00:13:23,870
+للباحث، ومرشدا له عند اختيار إحدى المشكلات. ما هي
+
+167
+00:13:23,870 --> 00:13:26,930
+هذه الجوانب؟ ما هي هذه النقاط أو المقترحات الأربعة؟
+
+168
+00:13:26,930 --> 00:13:33,710
+الاقتراح الأول، أيوة يا بنتي قولي، إذا المعلومات التي
+
+169
+00:13:33,710 --> 00:13:38,870
+يصل إليها الباحث، بتحللها. إذا أول نقطة، تحليل، تحليل
+
+170
+00:13:39,900 --> 00:13:43,600
+ما أمكن الوصول إليه من معلومات ومعارف. النقطة
+
+171
+00:13:43,600 --> 00:13:48,860
+الثانية، أه.
+
+172
+00:
+
+223
+00:17:28,560 --> 00:17:33,800
+بجانب التخصص، بجانب مواد التخصص، مثل أنتم بتدرسوا
+
+224
+00:17:33,800 --> 00:17:36,500
+مواد تخصصية: خدمة اجتماعية ومجالات الخدمة
+
+225
+00:17:36,500 --> 00:17:40,560
+الاجتماعية، لكن تدرسوا مواد أخرى مثل الفقه، مثل
+
+226
+00:17:40,560 --> 00:17:45,460
+أيضًا علم الاجتماع، مثل علم السياسة، العقيدة، الحديث،
+
+227
+00:17:45,460 --> 00:17:49,780
+علم النفس إلى آخره. إذًا هذه كلها إيش بنسميها؟ دراسات
+
+228
+00:17:49,780 --> 00:17:54,300
+فرعية. الدراسات الفرعية هذه ممكن أيضًا تكون مصدرًا من
+
+229
+00:17:54,300 --> 00:17:58,440
+مصادر اختيار المشكلة، المصدر من مصادر اختيار
+
+230
+00:17:58,440 --> 00:18:03,660
+المشكلة، يعني لا يقتصر اختيار المشكلة على التخصص
+
+231
+00:18:03,660 --> 00:18:09,770
+فقط، لكن ممكن نستعين أيضًا بدراساتنا الفرعية. رأي
+
+232
+00:18:09,770 --> 00:18:14,810
+الدين فيها مثلًا، ممكن نربط موضوع، مثلًا، نصل إليه،
+
+233
+00:18:14,810 --> 00:18:17,930
+إليه في الخدمة الاجتماعية أو في مجالاتها، ونصل
+
+234
+00:18:17,930 --> 00:18:21,790
+إليه إسلاميًا. إذًا نحن نستفيد من ماذا؟ من الدراسات
+
+235
+00:18:21,790 --> 00:18:24,770
+الفقهية التي درسناها، والشرعية التي درسناها، و
+
+236
+00:18:24,770 --> 00:18:28,370
+الدين الإسلامي الذي درسناها، حتى نربطه مع العلوم
+
+237
+00:18:28,370 --> 00:18:32,080
+التي درسناها، التي هي علوم التخصص. يعني ممكن طالبة
+
+238
+00:18:32,080 --> 00:18:35,440
+تختار موضوعًا عن مبادئ خدمة الفرد، تأخذ مبدأً أو
+
+239
+00:18:35,440 --> 00:18:38,540
+اثنين، وعلاقتهما في الإسلام. هل هذه المبادئ نابعة
+
+240
+00:18:38,540 --> 00:18:42,080
+من الإسلام؟ وتسترشد بآيات قرآنية وأحاديث نبوية إلى
+
+241
+00:18:42,080 --> 00:18:46,680
+آخره، بأن: هل هذه المبادئ موجودة؟ والله هذه مقتصرة
+
+242
+00:18:46,680 --> 00:18:52,060
+على، يعني الخدمة الاجتماعية من الغرب فقط، من أمريكا
+
+243
+00:18:52,060 --> 00:18:56,060
+وأوروبا وغير ذلك، وجاءت لنا المبادئ والخدمة
+
+244
+00:18:56,060 --> 00:18:59,080
+الاجتماعية. لكن، نحن لو رجعنا إلى المبادئ وأصل
+
+245
+00:18:59,080 --> 00:19:03,290
+المبادئ، نجدها في الإسلام، نجدها في الدين عندنا، في
+
+246
+00:19:03,290 --> 00:19:07,790
+القرآن، ونجد لها جذورًا في السنة النبوية. فلذلك، من هنا
+
+247
+00:19:07,790 --> 00:19:11,950
+ممكن تكون القرآن والسنة النبوية مصدرًا... مصدرًا من
+
+248
+00:19:11,950 --> 00:19:17,410
+مصادر اختيار مشكلة البحث والدراسة، وخاصة عندما نقول
+
+249
+00:19:17,410 --> 00:19:21,810
+نؤصل لدراساتنا، يكون هناك تأصيل لدراساتنا
+
+250
+00:19:21,810 --> 00:19:25,590
+الاجتماعية وفي الخدمة الاجتماعية وعلم الاجتماع،
+
+251
+00:19:25,590 --> 00:19:30,810
+نؤصل إليها، بحيث نربطها بمنهجنا الإسلامي. إذًا من هنا
+
+252
+00:19:30,810 --> 00:19:35,330
+نستعين بماذا؟ بالدراسات الفرعية التي نحن درسناها،
+
+253
+00:19:35,330 --> 00:19:39,890
+وهكذا. طيب،
+
+254
+00:19:39,890 --> 00:19:42,930
+أيضًا،
+
+255
+00:19:42,930 --> 00:19:48,920
+قد يكون أحيانًا أثناء المحاضرات، وهذه فعلًا يعني أنا
+
+256
+00:19:48,920 --> 00:19:53,420
+عشت فيها أثناء المحاضرات، أنا من أساتذتي عندما كنا
+
+257
+00:19:53,420 --> 00:19:57,380
+أو كانوا يناقشوننا ونحن طلبة، كانت كثير من
+
+258
+00:19:57,380 --> 00:20:02,980
+الموضوعات مصادر اهتمام ومصادر بحث لدينا كطلاب. فلذلك،
+
+259
+00:20:02,980 --> 00:20:07,220
+المحاضرات ومناقشة الموضوعات المختلفة هذه أيضًا تكون
+
+260
+00:20:07,220 --> 00:20:12,340
+مصادر اهتمام الطالب، بحيث يضع هذه الفكرة في ذهنه،
+
+261
+00:20:12,340 --> 00:20:17,930
+وينمي هذه الفكرة عن طريق البحث، عن طريق ماذا؟ البحث.
+
+262
+00:20:17,930 --> 00:20:22,610
+ولذلك، أنا على سبيل المثال، عندما اخترنا مواضيع
+
+263
+00:20:22,610 --> 00:20:27,930
+مثلًا، أخذت موضوعًا في الماجستير عن مشكلات الشباب، كنا
+
+264
+00:20:27,930 --> 00:20:31,310
+ندرس في مرحلة البكالوريوس، مثلكم، في سنة ثالثة.
+
+265
+00:20:31,310 --> 00:20:34,650
+كان في كتاب اسمه الخدمة الاجتماعية المدرسية، وكان
+
+266
+00:20:34,650 --> 00:20:39,350
+الدكتور يشرح لنا عن مشكلات الطلبة. طيب، مشكلات
+
+267
+00:20:39,350 --> 00:20:44,710
+الطلبة، هو بشرحها من مجال التخصص، كمشكلات الطلبة، و
+
+268
+00:20:44,710 --> 00:20:47,890
+ماذا تواجه الطالب؟ مشكلات اجتماعية واقتصادية، و
+
+269
+00:20:47,890 --> 00:20:54,410
+نفسية وتعليمية. لكن لم يشر لنا... لم يشر لنا عن
+
+270
+00:20:54,410 --> 00:20:59,590
+المنهج في علاج هذه المشكلات، الغائب عن المدرس أو
+
+271
+00:20:59,590 --> 00:21:03,430
+الأستاذ، وهو المنهج الإسلامي. فلذلك، سبحان الله،
+
+272
+00:21:03,430 --> 00:21:07,570
+وأنا أجلس، يعني قلت: يعني الأستاذ يتحدث عن المشكلات
+
+273
+00:21:07,570 --> 00:21:12,010
+الطلابية، ولم يشِر إلى الإسلام، وكيف الإسلام عالج هذه
+
+274
+00:21:12,010 --> 00:21:16,590
+المشكلات. فلذلك، تمت الفكرة في ذهني، وأنا طالب في
+
+275
+00:21:16,590 --> 00:21:20,490
+المستوى الثالث، إلى أن أكملت مرحلة البكالوريوس، و
+
+276
+00:21:20,490 --> 00:21:23,610
+بعد ذلك سجلت في الماجستير، وعند اختيار موضوع
+
+277
+00:21:23,610 --> 00:21:28,610
+البحث، مباشرة اخترت موضوع مشكلات الطلاب، وربطها
+
+278
+00:21:28,610 --> 00:21:32,910
+بمشكلات الشباب، حتى عامة مشكلات الشباب، وربطها
+
+279
+00:21:32,910 --> 00:21:36,920
+بالمنهج الإسلامي. وهذا كان من المواضيع الحديثة في تلك
+
+280
+00:21:36,920 --> 00:21:41,760
+المرحلة، والحمد لله. إذًا، من هنا نحن نحسس طلابنا بأنه
+
+281
+00:21:41,760 --> 00:21:45,940
+يكون مصدر المشكلة من خلال الحوار، من خلال المناقشة
+
+282
+00:21:45,940 --> 00:21:49,940
+أثناء المحاضرات، سواء كانت المحاضرات تخصصية أو
+
+283
+00:21:49,940 --> 00:21:53,280
+عامة، أو فرعية، أو من خلال محاضرات الأنشطة،
+
+284
+00:21:53,280 --> 00:21:57,260
+المختلفة، النشاطات المختلفة التي تحدث في الجامعة
+
+285
+00:21:57,260 --> 00:22:03,520
+الإسلامية، وهكذا. فهذه تكون مصدرًا من مصادر اختيار
+
+286
+00:22:03,520 --> 00:22:09,260
+مشكلة البحث. فهذا كله متعلق بالدراسات الفرعية
+
+287
+00:22:09,260 --> 00:22:18,520
+وغيرها. أيضًا، عندنا الإطلاع العام، مصدر من مصادر
+
+288
+00:22:18,520 --> 00:22:25,680
+اختيار المشكلة، وهو الإطلاع العام، ثقافة عامة، يعني
+
+289
+00:22:25,680 --> 00:22:30,120
+مثلًا، اليوم عندنا بعض الصحف، عندنا بعض المجلات،
+
+290
+00:22:30,120 --> 00:22:34,480
+فبعض الطلبة يتطلع عليها، هذه تكون مصدرًا من مصادر
+
+291
+00:22:34,480 --> 00:22:38,040
+التي هي اختيار المشكلة. بعض المجلات ممكن تتحدث لنا عن
+
+292
+00:22:38,040 --> 00:22:42,540
+مشكلات، عن مشكلة الطلاب، عن مشكلة الشباب، كيف يستثمر
+
+293
+00:22:42,540 --> 00:22:47,420
+وقته فراغه، عن المرأة العاملة ومشكلتها، عن البطالة،
+
+294
+00:22:47,420 --> 00:22:51,730
+إذًا، هناك قضايا، عن أحيانًا الجريمة التي تحدث في
+
+295
+00:22:51,730 --> 00:22:55,890
+المجتمع، جريمة قتل، جريمة انتحار، إلى غير ذلك. هذه
+
+296
+00:22:55,890 --> 00:23:00,370
+الصحف والمجلات قد تكتب حول هذه الموضوعات. إذًا هذه
+
+297
+00:23:00,370 --> 00:23:05,730
+تكون مصادر اهتمام واختيار للدارسين والباحثين
+
+298
+00:23:05,730 --> 00:23:11,110
+في اختيار مثل هذه الموضوعات للدراسة، اختيارها لماذا؟
+
+299
+00:23:11,110 --> 00:23:17,810
+للدراسة. فلذلك، من هنا الإطلاع العام مهم جدًا، يعني
+
+300
+00:23:17,810 --> 00:23:22,590
+قراءة الكتب المختلفة، الثقافة، الذهاب إلى المكتبة،
+
+301
+00:23:22,590 --> 00:23:25,470
+والاطلاع على الكتب الموجودة في المكتبة، والأبحاث،
+
+302
+00:23:25,470 --> 00:23:29,830
+هذه تكون مصدرًا من مصادر اختيار المشكلة أيضًا أمامك،
+
+303
+00:23:29,830 --> 00:23:34,010
+فلذلك من هنا أيضًا ننصح بالإطلاع العام، لأن الاطلاع
+
+304
+00:23:34,010 --> 00:23:37,570
+العام يكون مصدرًا من مصادر اختيار المشكلة.
+
+305
+00:23:40,080 --> 00:23:43,580
+خلاص؟ مفهومة هذه الأمور، مصادر اختيار المشكلة؟ نعم.
+
+306
+00:23:43,580 --> 00:23:46,180
+طيب، الحمد لله... طيب.
+
+307
+00:23:49,310 --> 00:23:52,210
+عندنا أساس تقوم عليه اختيار المشكلة، على ما
+
+308
+00:23:52,210 --> 00:23:57,090
+أعتقد الوقت اقترب من النهاية، لكن نحن نذكرها
+
+309
+00:23:57,090 --> 00:24:01,230
+يعني، أو لنحدث عنها بالتفصيل إن شاء الله في
+
+310
+00:24:01,230 --> 00:24:05,190
+المحاضرة القادمة. نعم، نذكرها ذكرًا، ثم نشرحها
+
+311
+00:24:05,190 --> 00:24:10,350
+بالتفصيل. أيوة. إذًا أول نقطة: إحساس الباحث بالمشكلة.
+
+312
+00:24:10,350 --> 00:24:11,350
+أيوة، النقطة الثانية،
+
+313
+00:24:14,350 --> 00:24:20,590
+أهمية المشكلة. إحساس الباحث، ثم أهمية المشكلة، تدريب
+
+314
+00:24:20,590 --> 00:24:27,030
+الباحث في ميدان تخصص الباحث، تدريب الباحث على
+
+315
+00:24:27,030 --> 00:24:36,790
+اختيار المشكلة، وهكذا. طيب، ماذا أيضًا؟ جدية الموضوع،
+
+316
+00:24:36,790 --> 00:24:43,660
+يعني، كل الموضوع جاد، يكون الموضوع جاد، وأيضًا يتجنب
+
+317
+00:24:43,660 --> 00:24:47,220
+التكرار غير المقصود. أيوة، أيوة، اه من اللي بعدك. أيوة.
+
+318
+00:24:47,220 --> 00:24:51,140
+توفر
+
+319
+00:24:51,140 --> 00:24:56,300
+المصادر.
+
+320
+00:24:56,300 --> 00:25:00,160
+المهمة جدًا، المصادر، وهذا نتحدث عنه إن شاء الله
+
+321
+00:25:00,160 --> 00:25:03,240
+بالتفصيل في المحاضرة القادمة، كيف توفر المصادر
+
+322
+00:25:03,240 --> 00:25:08,030
+تساعدنا باختيار البحث. أيوة يا ابنتي، اه أنت... أنت...
+
+323
+00:25:08,030 --> 00:25:10,590
+برضه الموارد المادية والبشرية اللازمة للبحث... برضه
+
+324
+00:25:10,590 --> 00:25:11,690
+المادية والبشرية اللازمة للبحث... برضه المادية
+
+325
+00:25:11,690 --> 00:25:11,710
+والبشرية اللازمة للبحث... برضه المادية
+
+326
+00:25:11,710 --> 00:25:11,930
+والبشرية اللازمة للبحث... برضه المادية والبشرية
+
+327
+00:25:11,930 --> 00:25:12,370
+اللازمة للبحث... برضه المادية والبشرية اللازمة
+
+328
+00:25:12,370 --> 00:25:13,210
+للبحث... برضه المادية والبشرية اللازمة للبحث...
+
+329
+00:25:13,210 --> 00:25:14,350
+برضه المادية والبشرية اللازمة للبحث... برضه
+
+330
+00:25:14,350 --> 00:25:17,730
+المادية والبشرية اللازمة للبحث... برضه المادية
+
+331
+00:25:17,730 --> 00:25:22,630
+والبشرية اللازمة للبحث... برضه المادية والبشرية
+
+332
+00:25:22,630 --> 00:25:27,280
+اللازمة للبحث... برضه المادية والمدة الزمنية،
+
+333
+00:25:27,280 --> 00:25:31,320
+إن شاء الله. الآن ذكرنا هذه الأسس كلها التي تقوم
+
+334
+00:25:31,320 --> 00:25:34,900
+عليها اختيار المشكلة. في المحاضرة القادمة سنشرحها
+
+335
+00:25:34,900 --> 00:25:39,560
+بالتفصيل، وننتقل إلى موضوع جديد، وهو صياغة المشكلة.
+
+336
+00:25:39,560 --> 00:25:45,680
+طيب، الآن إلى أن نلتقي في المحاضرة القادمة، لكم مني
+
+337
+00:25:45,680 --> 00:25:49,800
+كل تحية وتقدير، والسلام عليكم ورحمة الله وبركاته.
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ppaROo5Ycqw_raw.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ppaROo5Ycqw_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..6831bd0f71cf4bf5fcaedcee014567c02a5f0429
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ppaROo5Ycqw_raw.srt
@@ -0,0 +1,1348 @@
+1
+00:00:20,920 --> 00:00:24,200
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,200 --> 00:00:28,980
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,980 --> 00:00:34,420
+آله وصحبه أجمعين أما بعد في المحاضرة السابقة كنا
+
+4
+00:00:34,420 --> 00:00:40,480
+نتكلم عن تصميم منهج للبحث وأيضا تكلمنا بشكل عام عن
+
+5
+00:00:40,480 --> 00:00:47,740
+المراحل الثلاث لتصميم منهج للبحثاتكلمنا عن جزء ..
+
+6
+00:00:47,740 --> 00:00:51,680
+جزء من المرحلة التحضيرية والتنفيذية اللي هي
+
+7
+00:00:51,680 --> 00:00:56,120
+الميدانية ثم المرحلة النهائية بيجاز وسناخد هذه كل
+
+8
+00:00:56,120 --> 00:01:00,880
+المراحل يعني بالتفصيل واتكلمنا عن المشكلة وأيضا
+
+9
+00:01:00,880 --> 00:01:05,320
+العوامل اللي تؤثر على اختيار المشكلة اليوم سناخد
+
+10
+00:01:05,320 --> 00:01:10,340
+كيفية اختيار المشكلة في هذه المحاضرة كيفية اختيار
+
+11
+00:01:10,340 --> 00:01:17,230
+المشكلةو أسس الاختيار أيضا و أسس اختيار المشكلة
+
+12
+00:01:17,230 --> 00:01:24,670
+طبعا البعض بيرى أنه أصعب شيء أن اختار المشكلة يعني
+
+13
+00:01:24,670 --> 00:01:30,830
+يكون اختيار المشكلة أصعب من حلولها البعض
+
+14
+00:01:30,830 --> 00:01:36,610
+يرى أن اختيار المشكلة يكون أصعب من حلولهاوهذا يعني
+
+15
+00:01:36,610 --> 00:01:41,390
+شيء ملموس الباحث عندما يختار أي موضوع للبحث أو
+
+16
+00:01:41,390 --> 00:01:47,490
+مشكلة البحث يعني يفكر كثيراحول الموضوع و أهمية
+
+17
+00:01:47,490 --> 00:01:52,430
+الموضوع و هل الموضوع له مراجع؟ هل ممكن أن نبحث و
+
+18
+00:01:52,430 --> 00:01:56,050
+نستمر في البحث فيه؟ و هكذا الصعوبة و السهولة في
+
+19
+00:01:56,050 --> 00:02:00,830
+البحث هذه ولذلك الاختيار يعني أول خطوة تعترض
+
+20
+00:02:00,830 --> 00:02:05,230
+الباحث سواء باحث ال baccalaureus في بحث التخرج أو
+
+21
+00:02:05,230 --> 00:02:08,910
+الباحث في ال magister أو الدكتوراه أو أي باحث آخر
+
+22
+00:02:08,910 --> 00:02:15,250
+هو اختيار المشكلةفلذلك كيف نختار المشكلة هذا سؤال
+
+23
+00:02:15,250 --> 00:02:20,850
+مهم جدا البعض يقول أيضا ممكن نختار المشكلة ولكن
+
+24
+00:02:20,850 --> 00:02:25,830
+التساؤلات الخاصة على المشكلة أيضا التساؤلات التي
+
+25
+00:02:25,830 --> 00:02:30,370
+تجيب على اللي هو البحث وعلى المشكلة أيضا خلال ذلك
+
+26
+00:02:30,370 --> 00:02:33,850
+هذه قد تجد صعوبة ما هي الأسئلة التي قد نضعها
+
+27
+00:02:33,850 --> 00:02:39,770
+للمشكلة اللي جاب عليها وها كدهفلذلك من هنا اختيار
+
+28
+00:02:39,770 --> 00:02:49,950
+المشكلة موضوع اهم جدا طبعا اختيار الموضوعممكن احنا
+
+29
+00:02:49,950 --> 00:02:55,590
+نختار موضوع يهمنا ينبع من إحساس الباحث من خلال
+
+30
+00:02:55,590 --> 00:03:00,750
+ملاحظاته في المجتمع وغير ذلك يختار الموضوع موضوع
+
+31
+00:03:00,750 --> 00:03:05,170
+أي شيء اجتماعي داخل المجتمع أي موضوع اجتماعي اي
+
+32
+00:03:05,170 --> 00:03:10,050
+مشكلة اجتماعية ممكن الباحث يراها و تكون محل
+
+33
+00:03:10,050 --> 00:03:16,250
+اهتمامه و يختارها للباحثولذلك احنا في مجتمعنا
+
+34
+00:03:16,250 --> 00:03:21,150
+الفلسطيني مواضيع ومشاكل كثيرة جدا اجتماعية مشكلات
+
+35
+00:03:21,150 --> 00:03:25,610
+اجتماعية كثيرة جدا تحتاج الى بحث عندنا مشاكل في
+
+36
+00:03:25,610 --> 00:03:28,870
+الأسرة مشاكل في الشباب عند الشباب مشاكل عند
+
+37
+00:03:28,870 --> 00:03:34,790
+المعاقين مشاكل في ال .. كالبطالة التي تعطيها
+
+38
+00:03:34,790 --> 00:03:39,380
+المشكلات اللي بتوجه الشبابمشكلات كثيرة جدا يعني
+
+39
+00:03:39,380 --> 00:03:44,060
+موجودة في مجتمعنا الفلسطيني تحتاج إلى دراسة وبحث
+
+40
+00:03:44,060 --> 00:03:51,000
+فلذلك على الطالبة أن تنتبه إلى ذلك وتفكر
+
+41
+00:03:51,000 --> 00:03:54,460
+في المشكلات اللي بعاني منها مجتمعنا وخاصة المشكلات
+
+42
+00:03:54,460 --> 00:03:58,200
+الاجتماعية التي تدخل في نطاق مهنة الخدمة
+
+43
+00:03:58,200 --> 00:04:02,660
+الاجتماعيةمجال تخصصنا بالدرجة الأولى وهذه يعني
+
+44
+00:04:02,660 --> 00:04:05,900
+الحمد لله مواضيع كثيرة ومواضيع الاجتماعية في
+
+45
+00:04:05,900 --> 00:04:07,260
+مجالات كثيرة جدا
+
+46
+00:04:11,010 --> 00:04:16,890
+أيضًا البدء في ال .. طبعًا اختيار المشكلة مهم جدًا
+
+47
+00:04:16,890 --> 00:04:21,450
+وضع التساؤلات أو وضع الفروض أيضًا للمشكلة مهم جدًا
+
+48
+00:04:21,450 --> 00:04:27,510
+هذه كلها .. نعم هذه كلها أمور مهمة جدًا يعني لابد
+
+49
+00:04:27,510 --> 00:04:32,570
+أن تكون يعني موجودة في ذهن الباحث يعني عند بداية
+
+50
+00:04:32,570 --> 00:04:38,270
+بحتهفلذلك احنا بنطلب منكوا عند التخرج .. عند بحث
+
+51
+00:04:38,270 --> 00:04:42,550
+التخرج اللي هو هيكون ان شاء الله الفصل القادم بعد
+
+52
+00:04:42,550 --> 00:04:47,550
+ما ساق مناهج البحث هذا اللي تدرسونه الآن فلذلك في
+
+53
+00:04:47,550 --> 00:04:51,910
+الفصل القادم لابد من اختيار موضوع هذا إيش بنسمي
+
+54
+00:04:51,910 --> 00:04:57,450
+موضوع البحث أو مشكلة البحث فالاختيار يعني يحتاج
+
+55
+00:04:57,450 --> 00:05:02,150
+إلى دقة واهتمام من قبل الباحث طيب كيف نختار؟
+
+56
+00:05:07,280 --> 00:05:11,380
+اه نعم نفكر فيها نعم انت تحسينا بمشكلة في المجتمع
+
+57
+00:05:11,380 --> 00:05:15,280
+مشكلة اجتماعية ولذلك ممكن تختارينا للدراسة
+
+58
+00:05:15,280 --> 00:05:20,220
+لدراستها وعمل بحث فيها و هذا ممكن يكون في بحث
+
+59
+00:05:20,220 --> 00:05:27,700
+التخرج ان شاء الله في عندنا يعني الباحث عشان يستمد
+
+60
+00:05:27,700 --> 00:05:32,040
+بمشكلاته مشكلات البحث فيه لمصادر فلذلك بنقول ما هي
+
+61
+00:05:32,040 --> 00:05:38,230
+مصادرمصادر اختيار البحث او المشكلة، ما هي المصادر؟
+
+62
+00:05:38,230 --> 00:05:42,090
+ميدان التخصص .. ليه مشكلات البحث؟ ما هي مصادر
+
+63
+00:05:42,090 --> 00:05:47,450
+اختيار مشكلات البحث؟ اه .. أستاذ .. نعم اه قولي
+
+64
+00:05:47,450 --> 00:05:49,930
+بالتفصيل .. بإيجاز .. ميدان التخصص .. ميدان
+
+65
+00:05:49,930 --> 00:05:53,410
+التخصص، ماذا أيضا؟ أستاذ .. اه .. الدراسات الفرعية
+
+66
+00:05:53,410 --> 00:05:56,330
+.. الدراسات الفرعية .. أستاذ .. اللي في الآخر هناك
+
+67
+00:05:56,330 --> 00:06:02,340
+I want itأيوة انت انت انت خلاص الاطلاع العام طيب
+
+68
+00:06:02,340 --> 00:06:08,760
+هذه نقاط كاسماء موضوعات يعني مصادر مصادر احنا
+
+69
+00:06:08,760 --> 00:06:12,740
+بنستمد منها المشكلة الاجتماعية اللي هي ميدان
+
+70
+00:06:12,740 --> 00:06:17,540
+التخصص دراسات الفراعية الاطلاع العام طب لو بدنا
+
+71
+00:06:17,540 --> 00:06:22,920
+نيجي لميدان التخصص كيف بدنا نشرح كيف بنستمد منه
+
+72
+00:06:22,920 --> 00:06:28,040
+المشكلة الاجتماعية طبعا انتوا تخصصكواخدمة اجتماعية
+
+73
+00:06:28,900 --> 00:06:32,480
+إذا معناته المواضيع التي تختارونها أو المشكلات
+
+74
+00:06:32,480 --> 00:06:35,380
+التي تختارونها من خلال تقصصكم اللي هي الخدمة
+
+75
+00:06:35,380 --> 00:06:39,720
+الاجتماعية الخدمة الاجتماعية تخصص في عندنا في طرق
+
+76
+00:06:39,720 --> 00:06:44,840
+الخدمة الاجتماعية فرد و جماعة و تنظيم مجتمع ممكن
+
+77
+00:06:44,840 --> 00:06:49,640
+هذه تكون مصدر من مصادر اختيار مشكلة البحث في طريقة
+
+78
+00:06:49,640 --> 00:06:53,560
+من طرق الخدمة الاجتماعية أو جزئية من جزئياتها في
+
+79
+00:06:53,560 --> 00:07:00,060
+مبادئها في فلسفتها في أهدافها و هكذافي مجالاتها
+
+80
+00:07:00,060 --> 00:07:05,220
+هذه كلها يعني متعلقة بالطرق لو أجينا للمجالات
+
+81
+00:07:05,220 --> 00:07:09,400
+مجالات الخدمة الاجتماعية واسعة وكثيرة عندنا ممكن
+
+82
+00:07:09,400 --> 00:07:15,060
+ناخد من ضمن تخصصنا بعض المشكلات بتهمنا المجالات لو
+
+83
+00:07:15,060 --> 00:07:18,280
+أخدنا المجال الأسري مش هذا مجال من مجالات الخدمة
+
+84
+00:07:18,280 --> 00:07:22,560
+الاجتماعية وما أكثر المشكلات الأسريةوما أكثر
+
+85
+00:07:22,560 --> 00:07:26,560
+الأيه؟ المشكلات الأسرية كثيرة ولذلك ممكن نختار
+
+86
+00:07:26,560 --> 00:07:30,200
+جزئية بسيطة، مشكلة صغيرة، مشكلة بسيطة من مشكلات
+
+87
+00:07:30,200 --> 00:07:34,200
+الأسرة، احنا ما بنقول نختار مشكلات الأسرة كلها، لأ
+
+88
+00:07:34,200 --> 00:07:39,300
+جزئية و هكذا، مشكلة بتعاني منها الأسرة مثلا مشكلة
+
+89
+00:07:39,300 --> 00:07:43,820
+عدم اهتمام الأباء بالأبناء، مشكلة مثلا الطلاق،
+
+90
+00:07:43,820 --> 00:07:48,780
+مشكلة مثلا عدم ..خروج المرأة للعمل عمل المرأة هذه
+
+91
+00:07:48,780 --> 00:07:52,680
+مشكلات أسرية تربية الأبناء تنشأ الاجتماعية في
+
+92
+00:07:52,680 --> 00:07:56,420
+الأسرة موضوع كثير جدا لو أردنا نتكلم في مجال
+
+93
+00:07:56,420 --> 00:08:00,540
+الأسرة عن الزواج ظاهرة الزواج بين الماضي والحاضر
+
+94
+00:08:00,540 --> 00:08:06,200
+هذه كلها تربية الأبناء ويعني أمور كثيرة جدا ممكن
+
+95
+00:08:06,200 --> 00:08:10,920
+نأخذها من خلال مجالات الخدمة الاجتماعية الأسرة لو
+
+96
+00:08:10,920 --> 00:08:15,170
+أجينا لمجال آخر مجال الشباببرضه من مجالات الخدمة
+
+97
+00:08:15,170 --> 00:08:18,450
+الاجتماعية وما أكثر المشكلات الاجتماعية في مجال
+
+98
+00:08:18,450 --> 00:08:23,410
+الشباب؟ مين تذكر لمشكلات الشباب؟ ممكن تكون مصدر من
+
+99
+00:08:23,410 --> 00:08:27,890
+مصادر اختيار للبحث في .. اللي هي مجال من مجالات
+
+100
+00:08:27,890 --> 00:08:30,610
+الشباب، ما هي؟ مجال التقاطش؟ عدم استثمار وقت
+
+101
+00:08:30,610 --> 00:08:36,350
+الفراغ وكيفية شغله أو استثماري، ماذا أيضا؟
+
+102
+00:08:36,350 --> 00:08:42,570
+المشكلات النفسية للشباب، ماذا أيضا؟ انحراف السلوك
+
+103
+00:08:42,800 --> 00:08:46,920
+انحراف السلوك الشبابي ماذا ايضا اه اتعاطى ..
+
+104
+00:08:46,920 --> 00:08:51,000
+اتعاطى المخدرات عند الشباب اه البطالة عند الشباب
+
+105
+00:08:51,000 --> 00:08:55,160
+مشكلة التدخين عند الشباب مشكلة كبيرة مشكلات
+
+106
+00:08:55,160 --> 00:08:59,020
+التعليمية اللى بتواجه الشباب زى تأخر الدراسة اه
+
+107
+00:08:59,020 --> 00:09:02,320
+الإدمان على الانترنت الإدمان برضه على الانترنت عند
+
+108
+00:09:02,320 --> 00:09:06,280
+الشباب اه برضه موضوعات تهم الشباب الاقتصادية
+
+109
+00:09:06,280 --> 00:09:10,780
+كالبطالة البطالة نعم قلناها بتهم الشباب سياسية
+
+110
+00:09:10,780 --> 00:09:14,530
+المشاركة السياسيةالمشكلات الدينية اللي بتواجه
+
+111
+00:09:14,530 --> 00:09:20,270
+الشباب أيضا المشكلات الصحية اللي بتواجه الشباب مش
+
+112
+00:09:20,270 --> 00:09:24,750
+هذه كلها مشكلات بتواجه الشباب إذا هناك كثير و كثير
+
+113
+00:09:24,750 --> 00:09:28,590
+من المشكلات في مجال واحد من مجالات الخدمة
+
+114
+00:09:28,590 --> 00:09:32,430
+الاجتماعية وما أكتر المجالات من مجالات الخدمة
+
+115
+00:09:32,430 --> 00:09:38,010
+الاجتماعية لو أجينا أيضا لمجال المعاقين المعاقين
+
+116
+00:09:38,010 --> 00:09:42,680
+أيضا بكثرة عندنا ويحتاجوا إلى دراسةبفئاتهم
+
+117
+00:09:42,680 --> 00:09:46,560
+المختلفة كمجال تهتم بيه الخدمة الاجتماعية رعاية
+
+118
+00:09:46,560 --> 00:09:49,280
+المعاقين والاهتمام بالمعاقين والتأيي الاجتماعي
+
+119
+00:09:49,280 --> 00:09:53,260
+للمعاقين و .. و هكذا و الخدمة الاجتماعية و دورها
+
+120
+00:09:53,260 --> 00:09:58,100
+في رعاية المعاقين في رعاية الجرحى و هكذا في رعاية
+
+121
+00:09:58,100 --> 00:10:04,550
+مصابي الحروب إذا المعناته مواضيع كثيرة جدالو
+
+122
+00:10:04,550 --> 00:10:09,490
+اتطرقنا اليها، ايضا لو اجينا لمجال المسنين، رعاية
+
+123
+00:10:09,490 --> 00:10:13,790
+المسنين كذلك، برضه كثير جدا، الأحداث الجانحين
+
+124
+00:10:13,790 --> 00:10:18,850
+والجريمة والموضوع العمال كذلك، هذا من ضمن مجالات
+
+125
+00:10:18,850 --> 00:10:22,600
+الخدمة الاجتماعية، الخدمة الاجتماعية العماليةوهكذا
+
+126
+00:10:22,600 --> 00:10:27,220
+إذا مواضيع كثيرة ومجالات كثيرة يعني ممكن نتطرق
+
+127
+00:10:27,220 --> 00:10:31,940
+إليها و تكون عندنا ذهنية متفتحة لاختيار مواضيع
+
+128
+00:10:31,940 --> 00:10:35,760
+البحث احنا في هذه المحاضرة يعني قلنا بين قسيين
+
+129
+00:10:35,760 --> 00:10:39,400
+ميدان التخصص وشرحنا على ميدان تخصص الخدمة
+
+130
+00:10:39,400 --> 00:10:44,000
+الاجتماعية وكيفية اختيار مشكلة البحث من خلال ميدان
+
+131
+00:10:44,000 --> 00:10:48,900
+تخصصنافلذلك ميدان التخصص من الباحث يعتبر هو مصدر
+
+132
+00:10:48,900 --> 00:10:53,260
+من مصادر اختيار المشكلة فلذلك على الباحثة أن تختار
+
+133
+00:10:53,260 --> 00:10:58,720
+موضوعها من خلال تخصصهادكتور مش في مجلة المدمنين؟
+
+134
+00:10:58,720 --> 00:11:01,440
+اه طبعا او ايش الفرق بينهم؟ مثلا لو أخدنا مشكلة
+
+135
+00:11:01,440 --> 00:11:04,180
+الشباب المدمنين، ايش الفرق بينهم وبين المدمنين؟
+
+136
+00:11:04,180 --> 00:11:06,320
+ولا ده يكون مختصر بشكل عام؟ المدمنين .. لا ما هو
+
+137
+00:11:06,320 --> 00:11:09,620
+المدمنين أحيانا بيكون من كافة الفئات، يعني مش شرط
+
+138
+00:11:09,620 --> 00:11:13,360
+على الشباب، اه يعني أحيانا مشكلة الإدمان هذه لا
+
+139
+00:11:13,360 --> 00:11:18,100
+يختصب الشباب فقط، لكن هناك المرأة، هناك الرجل،
+
+140
+00:11:18,100 --> 00:11:21,340
+هناك الأطفال، هناك الكبار السنYou do ايه يعني
+
+141
+00:11:21,340 --> 00:11:25,020
+احيانا .. لسه بمجال المجتمع اه طبعا و لذلك الشباب
+
+142
+00:11:25,020 --> 00:11:32,520
+فئة من فئة المجتمع واضح طيبفلذلك التخصص يعتبر يعني
+
+143
+00:11:32,520 --> 00:11:36,880
+مجال مهم جدا، فعلى الباحث عندما يختار موضوع البحث
+
+144
+00:11:36,880 --> 00:11:45,180
+أن يقوم بمسح مكتبي للباحث الذي يختاره أي الباحثين،
+
+145
+00:11:45,180 --> 00:11:48,560
+هل يوجد يعني مصادر في المكتب حول موضوع البحث، هل
+
+146
+00:11:48,560 --> 00:11:51,740
+تمت دراسة هذا الموضوع، طب لو تمت دراسة هذا الموضوع
+
+147
+00:11:51,740 --> 00:11:56,010
+اللي تم اقتياره؟ما هي الأمور اللي ناقصة وممكن
+
+148
+00:11:56,010 --> 00:12:00,090
+أكملها في دراستي أو ممكن أن اختار موضوع واتأكد من
+
+149
+00:12:00,090 --> 00:12:03,490
+صحة النتائج كذلك أيضا ممكن أختار نفس الموضوع
+
+150
+00:12:03,490 --> 00:12:08,350
+واتأكد هل النتائج هي نفسها أم لا هذا ممكن ولكن
+
+151
+00:12:08,350 --> 00:12:12,990
+أحيانا يعني ممكن تواجه الباحث أن يختار موضوع ويجد
+
+152
+00:12:12,990 --> 00:12:18,910
+أنه ناس آخرون يعني أخدوا هذا الموضوعوخاصة في رسائل
+
+153
+00:12:18,910 --> 00:12:23,390
+الماجستير والدكتورات نجد كثير يقف إذا كان الموضوع
+
+154
+00:12:23,390 --> 00:12:26,970
+وما وضعه من الخطة وعمل ويتنقل فلذلك يغير الموضوع
+
+155
+00:12:26,970 --> 00:12:31,770
+إلى موضوع آخر ولكن إذا كان الموضوع يعني عندنا نظام
+
+156
+00:12:31,770 --> 00:12:35,270
+في الدراسات العليا سبق عليه أكثر من خمس سنوات، سبع
+
+157
+00:12:35,270 --> 00:12:39,550
+سنوات، تمان سنوات إذا ممكن تحديد لدراسة الموضوع
+
+158
+00:12:39,550 --> 00:12:46,190
+بإضافات جديدة على النتائج القديمةواضح؟ و هكذا او
+
+159
+00:12:46,190 --> 00:12:49,270
+اذا وجد فيه نقص في دراسة هذا الموضوع يريد ان
+
+160
+00:12:49,270 --> 00:12:55,310
+يكملها مافيش مانع يكمل هذه الدراسة ايضا واضح؟ نعم
+
+161
+00:12:55,310 --> 00:12:59,250
+اه في امور اخرى جوانب لم يتطرق ليها الباحث ممكن هو
+
+162
+00:12:59,250 --> 00:13:04,750
+يتطرق ليها و هكذا هذا اذا كله مصدر من مصادر اللي
+
+163
+00:13:04,750 --> 00:13:10,430
+هو اختيار مشكلة الباحث اللي هو ميدان تخصص الباحثفي
+
+164
+00:13:10,430 --> 00:13:15,290
+عندنا مقترحات أربعة مقترحات أربعة بتدور حول هذه
+
+165
+00:13:15,290 --> 00:13:19,290
+القضية اللي هي ميدان التخصص ولذلك بتكون هاديا
+
+166
+00:13:19,290 --> 00:13:23,870
+للباحث ومرشدا له عند اختيار احدى المشكلات ما هي
+
+167
+00:13:23,870 --> 00:13:26,930
+هذه الجوانب ما هي هذه النقاط أو المقترحات الأربعة
+
+168
+00:13:26,930 --> 00:13:33,710
+اقتراح الأول أيوة يا بنت قولي اذا المعلومات اللي
+
+169
+00:13:33,710 --> 00:13:38,870
+بيصل اليها الباحث بتحللها اذا أول نقطة تحليل تحليل
+
+170
+00:13:39,900 --> 00:13:43,600
+ما أمكن الوصول اليه من المعلومات ومعارف النقطة
+
+171
+00:13:43,600 --> 00:13:48,860
+الثانية اه
+
+172
+00:13:48,860 --> 00:13:51,920
+يبينها لو أخد اختار بحث يشوف ما هي جوانب النقص
+
+173
+00:13:51,920 --> 00:13:56,760
+وممكن يعمل بحث عليها من أجل استكمالها من الطالبات
+
+174
+00:13:56,760 --> 00:13:58,320
+اللي ماتكلمه ايه انت يا بنتك
+
+175
+00:14:02,200 --> 00:14:06,680
+النقاط اللي كان فيها اختلاف حول وجهات النظر، ما هي
+
+176
+00:14:06,680 --> 00:14:10,880
+النقاط اللي فيها اختلاف، هذه أيضا ممكن ناخد هذه
+
+177
+00:14:10,880 --> 00:14:15,640
+النقاط ونضعها يعني مجال خصم للبحث كموضوع للبحث،
+
+178
+00:14:15,640 --> 00:14:18,220
+ماذا أيضا؟ أيوة بنتى؟ استفادة من معادلتك اللتي
+
+179
+00:14:18,220 --> 00:14:21,560
+حصلتها وحاول أن تطيب وقن على النقاط اللتي لم يتم
+
+180
+00:14:21,560 --> 00:14:26,440
+بحثها واللي تضاربت حولهابالضبط، القاء الضوء على
+
+181
+00:14:26,440 --> 00:14:30,760
+النقاط التي لم يتم بحثها أو اختلفة حولها الباحثون،
+
+182
+00:14:30,760 --> 00:14:37,020
+واضح؟ هذه تكون يعني ليه اختيار موضوع البحث طيب
+
+183
+00:14:37,020 --> 00:14:39,660
+طبعا
+
+184
+00:14:41,030 --> 00:14:45,150
+البعض بيرأى إن البحث العلمية لابد تاخد تكون إلا
+
+185
+00:14:45,150 --> 00:14:49,250
+مواضيع جديدة و بكون أفضل عندما يختار الباحث مواضوع
+
+186
+00:14:49,250 --> 00:14:53,690
+مواضيع جديدة لم يسبق ليها أحد يعني بكون أفضل لأن
+
+187
+00:14:53,690 --> 00:14:59,310
+هذا بيقبأ موضوع جديد لم يسبقه أحد فلذلك يعني بيقبأ
+
+188
+00:14:59,310 --> 00:15:03,110
+فريد من نوعه هذا البحث و طبعا إحنا لما ناخد بحث
+
+189
+00:15:03,110 --> 00:15:07,480
+تخرجأو بحث ماجستير أو بحث دكتوراه ان شاء الله هذا
+
+190
+00:15:07,480 --> 00:15:11,100
+بيجب أن نفتخر بالموضوع فلذلك عندما نختار الموضوع
+
+191
+00:15:11,100 --> 00:15:15,900
+من مجال تخصصنا لابد أن نختار موضوع له أهمية ومقتوق
+
+192
+00:15:15,900 --> 00:15:20,740
+وموضوع لم يسبق دراسته كثيرا حتى يكون موضوع فريد من
+
+193
+00:15:20,740 --> 00:15:25,800
+نوعه بإن أنا عملت إضافة علمية في المجتمع وفي العلم
+
+194
+00:15:25,800 --> 00:15:30,480
+فلذلك من هنا بنحث الطلبة دائما على اختيار الجديد
+
+195
+00:15:31,140 --> 00:15:35,520
+المواضيع الجديدة التي لم يتطرق اليها الباحثون من
+
+196
+00:15:35,520 --> 00:15:40,100
+قبل طيب
+
+197
+00:15:40,100 --> 00:15:46,680
+أيضا لكن هذا لا يمنع بأنه عندما نختار مواضيع جديدة
+
+198
+00:15:47,580 --> 00:15:50,660
+يعني أحيانًا ممكن نختار المواضيع القديمة أيضًا
+
+199
+00:15:50,660 --> 00:15:55,380
+ولكن من أن نعرف .. نتعرف عن نتائج وممكن بعض
+
+200
+00:15:55,380 --> 00:15:58,160
+الباحثين بدهم يتأكدوا من صحة هذه النتائج هل
+
+201
+00:15:58,160 --> 00:16:02,080
+النتائج صحيحة أم لا؟ ممكن أيضًا نتأكد منها وهذا
+
+202
+00:16:02,080 --> 00:16:06,540
+لمانع في البحث بإن ممكن نختار موضوع لمن أجل التأكد
+
+203
+00:16:06,540 --> 00:16:11,260
+من صحة نتائجه هل فعلا الباحث لما عمل هذا البحث وصل
+
+204
+00:16:11,260 --> 00:16:14,180
+إلى نتائج هل هي نفسها اللي ممكن نصل إليها احنا؟
+
+205
+00:16:14,340 --> 00:16:16,960
+أكيد يا أستاذ لأ لإن بيكون فيه تغيرات طرقة على
+
+206
+00:16:16,960 --> 00:16:19,760
+البحث فيه تغيرات زمنية لكن لو كانت الفترة قريبة
+
+207
+00:16:19,760 --> 00:16:23,700
+ممكن تكون لعناتك نتائج اه تغيرات بسيطة جدا و هذا
+
+208
+00:16:23,700 --> 00:16:28,100
+معروف في العلوم الاجتماعية دائما يعني المتغيرة
+
+209
+00:16:28,100 --> 00:16:30,120
+دائما العوامل متغيرة بتقول و النتائج مستغيرة طب يا
+
+210
+00:16:30,120 --> 00:16:33,220
+دكتور لو ما تروحش تغيرات على البحث يعتبر أنه ماجبش
+
+211
+00:16:33,220 --> 00:16:36,380
+بحث جديد إيش بالثورية دلوقت؟ لأ لأ ما هو بدك
+
+212
+00:16:36,380 --> 00:16:39,780
+تعرفيه من أي جوانب بدي يعمل الدراسة بدي أتأكد من
+
+213
+00:16:39,780 --> 00:16:44,940
+النتائج مابيخضع لمنهجمعين بحيث إنه يخضع لإعادة
+
+214
+00:16:44,940 --> 00:16:48,220
+الدراسة حتى يتأكد من نتائج البحث اللي موجود هل هو
+
+215
+00:16:48,220 --> 00:16:51,060
+فعلا هذا هو النتيجة اللي وصل إليها لكن احنا لا
+
+216
+00:16:51,060 --> 00:16:55,180
+نميل إلى ذلك نميل دائما إلى اختيار مواضيع جديدة
+
+217
+00:16:55,180 --> 00:16:58,580
+وخاصة طلبة ال bachelor's لابد أن يختاروا مواضيع
+
+218
+00:16:58,580 --> 00:17:04,220
+جديدة للبحث واضح؟ حتى يكون البحث جديد ويكون نابع
+
+219
+00:17:04,220 --> 00:17:11,260
+من المجتمع ونابع من اهتمامات الباحثأيضا في عندنا
+
+220
+00:17:11,260 --> 00:17:16,700
+ميدين اللي .. اللي هي بنختار بيها مشكلة البحث
+
+221
+00:17:16,700 --> 00:17:21,140
+الميدان الآخر بعد التخصص اللي هو الدراسات الفرعية
+
+222
+00:17:21,140 --> 00:17:28,560
+الدراسات الفرعيةالدراسات الفرعية اللي هي تجبى يعني
+
+223
+00:17:28,560 --> 00:17:33,800
+بجانب التخصص بجانب مواد التخصص مثل انتوا بتدرسوا
+
+224
+00:17:33,800 --> 00:17:36,500
+مواد تخصصية خدمة اجتماعية ومجالات الخدمة
+
+225
+00:17:36,500 --> 00:17:40,560
+الاجتماعية لكن بتدرسوا مواد أخرى مثل الفقه مثل
+
+226
+00:17:40,560 --> 00:17:45,460
+أيضا علم الاجتماع مثل علم السياسة العقيدة الحديث
+
+227
+00:17:45,460 --> 00:17:49,780
+علم النفس إلى آخره إذا هذه كلها إيش بنسميها دراسات
+
+228
+00:17:49,780 --> 00:17:54,300
+فرعية الدراسات الفرعيةهذه ممكن أيضًا تكون مصدر من
+
+229
+00:17:54,300 --> 00:17:58,440
+مصادر اختيار المشكلة، المصدر من مصادر اختيار
+
+230
+00:17:58,440 --> 00:18:03,660
+المشكلة، يعني لا يقتصر اختيار المشكلة على التخصص
+
+231
+00:18:03,660 --> 00:18:09,770
+فقط، لكن ممكن نستعين أيضًا بدراساتنا الفرعيةرأي
+
+232
+00:18:09,770 --> 00:18:14,810
+الدين فيها مثلا ممكن نربط موضوع مثلا نقصل إليه،
+
+233
+00:18:14,810 --> 00:18:17,930
+إليه في الخدمة الاجتماعية أو في مجالاتها و نقصل
+
+234
+00:18:17,930 --> 00:18:21,790
+إليه إسلاميا، إذا نانا نستفيد من ماذا؟ من الدراسات
+
+235
+00:18:21,790 --> 00:18:24,770
+الفقهية اللي درسناها و الشرعية اللي درسناها و
+
+236
+00:18:24,770 --> 00:18:28,370
+الدين الإسلامي اللي درسناها حتى نربطه مع العلوم
+
+237
+00:18:28,370 --> 00:18:32,080
+اللي درسناها، اللي هي علوم التخصصيعني ممكن طالبة
+
+238
+00:18:32,080 --> 00:18:35,440
+تختار موضوع عن مبادئ خدمة الفرد، تاخد مبدأ أو
+
+239
+00:18:35,440 --> 00:18:38,540
+اتنين و علاقتهم في الإسلام، هل هذه المبادئ نابعة
+
+240
+00:18:38,540 --> 00:18:42,080
+من الإسلام؟ وتسترشد بقيات قرآنية وحديث نبوية إلى
+
+241
+00:18:42,080 --> 00:18:46,680
+آخره بأن هل المبادئ هذه موجودة؟والله بس دي مقتصرة
+
+242
+00:18:46,680 --> 00:18:52,060
+على يعني الخدمة الاجتماعية من الغرب فقط، من أمريكا
+
+243
+00:18:52,060 --> 00:18:56,060
+و أوروبا و غير ذلك و جابولنا المبادئ و الخدمة
+
+244
+00:18:56,060 --> 00:18:59,080
+الاجتماعية لكن احنا لو رجعنا الى المبادئ و أصل
+
+245
+00:18:59,080 --> 00:19:03,290
+المبادئ نجدها في الإسلامنجدها في الدين عندنا في
+
+246
+00:19:03,290 --> 00:19:07,790
+القرآن ونجد لها جذور في السنة النبوية فلذلك من هنا
+
+247
+00:19:07,790 --> 00:19:11,950
+ممكن تكون القرآن والسنة النبوية مصدر .. مصدر من
+
+248
+00:19:11,950 --> 00:19:17,410
+مصادر اختيار مشكلة البحث والدراسة وخاصة عندما نقول
+
+249
+00:19:17,410 --> 00:19:21,810
+نؤصل لدراساتنا يكون هناك تعصيل لدراساتنا
+
+250
+00:19:21,810 --> 00:19:25,590
+الاجتماعية وفي الخدمة الاجتماعية وعلم الاجتماع
+
+251
+00:19:25,590 --> 00:19:30,810
+نؤصل إليهابحيث نربطها بمنهجنا الإسلامي إذا من هنا
+
+252
+00:19:30,810 --> 00:19:35,330
+بنستعين بماذا؟ بالدراسات الفرعية اللي احنا درسناها
+
+253
+00:19:35,330 --> 00:19:39,890
+وهكذا طيب
+
+254
+00:19:39,890 --> 00:19:42,930
+أيضا
+
+255
+00:19:42,930 --> 00:19:48,920
+قد يكون أحيانا أثناء المحاضراتوهذه فعلا يعني أنا
+
+256
+00:19:48,920 --> 00:19:53,420
+عشت فيها أثناء المحاضرات أنا من أساتذتي عندما كنا
+
+257
+00:19:53,420 --> 00:19:57,380
+أو كانوا يناقشوننا ونحن طلبة كانت كثير من
+
+258
+00:19:57,380 --> 00:20:02,980
+الموضوعات مصار اهتمام ومصار بحث لدينا كطلاب فلذلك
+
+259
+00:20:02,980 --> 00:20:07,220
+المحاضرات ومناخشة الموضوعات المختلفة هذه أيضا تكون
+
+260
+00:20:07,220 --> 00:20:12,340
+مصار اهتمام الطالب بحيث يضع هذه الفكرة في ذهنه
+
+261
+00:20:12,340 --> 00:20:17,930
+وينمي هذه الفكرة عن طريق البحثعن طريق إيه؟ البحث
+
+262
+00:20:17,930 --> 00:20:22,610
+ولذلك أنا على سبيل المثال يعني عندما اخترنا مواضيع
+
+263
+00:20:22,610 --> 00:20:27,930
+مثلا خد موضوع في الماجستير عن مشكلات الشباب كنا
+
+264
+00:20:27,930 --> 00:20:31,310
+ندرس في مرحلات ال bachelor's مثلكم في سنة ثالثة
+
+265
+00:20:31,310 --> 00:20:34,650
+كان في كتاب اسمه الخدمة الاجتماعية المدرسية وكان
+
+266
+00:20:34,650 --> 00:20:39,350
+الدكتور بيشرحلنا عن المشكلات الطلبةطيب مشكلات
+
+267
+00:20:39,350 --> 00:20:44,710
+الطلبة هو بشرحها من مجال التخصص كمشكلات الطلبة و
+
+268
+00:20:44,710 --> 00:20:47,890
+إيش بتواجه الطالب مشكلات اجتماعية و اقتصادية و
+
+269
+00:20:47,890 --> 00:20:54,410
+نفسية و تعليمية لكن لم يشر لنا .. لم يشر لناعن
+
+270
+00:20:54,410 --> 00:20:59,590
+المنهج في علاج هذه المشكلات الغائب عن المدرس أو
+
+271
+00:20:59,590 --> 00:21:03,430
+الأستاذ على و هو المنهج الإسلامي فلذلك سبحان الله
+
+272
+00:21:03,430 --> 00:21:07,570
+وأنا أجلس يعني قلت يعني الأستاذ يتحدث عن المشكلات
+
+273
+00:21:07,570 --> 00:21:12,010
+الطلابية ولم يشير إلى الإسلام وكيف الإسلام علج هذه
+
+274
+00:21:12,010 --> 00:21:16,590
+المشكلاتفلذلك تمت الفكرة في ذهني و أنا طالب في
+
+275
+00:21:16,590 --> 00:21:20,490
+المستوى الثالث إلى أن أكملت مرحلة ال bachelor's و
+
+276
+00:21:20,490 --> 00:21:23,610
+بعد ذلك سجلنا في ال magister و عند اختيار موضوع
+
+277
+00:21:23,610 --> 00:21:28,610
+البحث مباشرة اخترت موضوع مشكلات الطلاب و ربطها
+
+278
+00:21:28,610 --> 00:21:32,910
+بمشكلات الشباب حتى عامة مشكلات الشباب و ربطها
+
+279
+00:21:32,910 --> 00:21:36,920
+بالمنهج الإسلاموهذا كان من المواضيع الحديثة في تلك
+
+280
+00:21:36,920 --> 00:21:41,760
+المرحلة والحمد لله إذا من هنا نحن نحس طلابنا بأنه
+
+281
+00:21:41,760 --> 00:21:45,940
+بيكون مصدر المشكلة من خلال الحوار من خلال المناقشة
+
+282
+00:21:45,940 --> 00:21:49,940
+أثناء المحاضرات سواء كانت المحاضرات التخصص أو
+
+283
+00:21:49,940 --> 00:21:53,280
+العامة أو الفرعية أو من خلال محاضرات الأنشطة
+
+284
+00:21:53,280 --> 00:21:57,260
+المختلفة النشاطات المختلفة التي تحدث في الجامعة
+
+285
+00:21:57,260 --> 00:22:03,520
+الإسلامية وهكذا فهذه بتكون مصدرمن مصادر اختيار
+
+286
+00:22:03,520 --> 00:22:09,260
+مشكلات البحث فهذا كله متعلق بالدراسات الفرعية
+
+287
+00:22:09,260 --> 00:22:18,520
+وغيرها أيضا في عندنا الإطلاع العام مصدر من مصادر
+
+288
+00:22:18,520 --> 00:22:25,680
+اختيار المشكلةوهو الإطلاع العام ثقافة عامة يعني
+
+289
+00:22:25,680 --> 00:22:30,120
+مثلا اليوم في عندنا بعض الصحف في عندنا بعض المجلات
+
+290
+00:22:30,120 --> 00:22:34,480
+فبعض الطلبة بيتطلع عليها هذه بتكون مصدر من مصادر
+
+291
+00:22:34,480 --> 00:22:38,040
+اللي هي اختيار المشكلة بعض المجلات ممكن تتبالنا عن
+
+292
+00:22:38,040 --> 00:22:42,540
+مشكلات عن مشكلة الطلاب عن مشكلة الشباب كيف يستثمر
+
+293
+00:22:42,540 --> 00:22:47,420
+وقت فراغه عن المرأة العاملة ومشكلتها عن البطالة
+
+294
+00:22:47,420 --> 00:22:51,730
+إذا هناك قضاياعن أحياناً الجريمة التي تحدث في
+
+295
+00:22:51,730 --> 00:22:55,890
+المجتمع جريمة قتل جريمة انتحار إلى غير ذلك هذه
+
+296
+00:22:55,890 --> 00:23:00,370
+الصحف والمجلات قد تكتب حول هذه الموضوعات إذا هذه
+
+297
+00:23:00,370 --> 00:23:05,730
+بتكون مصار إيه اختيار واهتمام للدارسين والباحثين
+
+298
+00:23:05,730 --> 00:23:11,110
+في اختيار مثل هذه الموضوعات للدراسة اختيارها لماذا
+
+299
+00:23:11,110 --> 00:23:17,810
+للدراسةفلذلك من هنا الإطلاع العام مهم جدا، يعني
+
+300
+00:23:17,810 --> 00:23:22,590
+قراية الكتب المختلفة، الثقافة، الذهاب إلى المكتبة،
+
+301
+00:23:22,590 --> 00:23:25,470
+والاطلاع على الكتب الموجودة في المكتب، والأبحاث،
+
+302
+00:23:25,470 --> 00:23:29,830
+هذه بتكون مصدر من مصادر اختيار المشكلة أيضا أمامك،
+
+303
+00:23:29,830 --> 00:23:34,010
+فلذلك من هنا أيضا ننصح بالاطلاع العام، لأن الاطلاع
+
+304
+00:23:34,010 --> 00:23:37,570
+العام بيكون مصدر من مصادر اختيار المشكلة
+
+305
+00:23:40,080 --> 00:23:43,580
+خلاص؟ مفهومة هذه الأمور مصادر اختيار المشكلة؟ نعم
+
+306
+00:23:43,580 --> 00:23:46,180
+طيب الحمد لله .. طيب
+
+307
+00:23:49,310 --> 00:23:52,210
+في عندنا أساس بتقوب عليها اختيار المشكلة على ما
+
+308
+00:23:52,210 --> 00:23:57,090
+اعتقد الوقت يعني اقترب من النهاية لكن احنا نذكرها
+
+309
+00:23:57,090 --> 00:24:01,230
+يعني أو عشان نتحدث عنها بالتفصيل ان شاء الله في
+
+310
+00:24:01,230 --> 00:24:05,190
+المحاضرة القادمة نعم نذكرها ذكرا ثم نشرحها
+
+311
+00:24:05,190 --> 00:24:10,350
+بالتفصيل ايوة إذا أول نقطة إحساس الباحث في المشكلة
+
+312
+00:24:10,350 --> 00:24:11,350
+أيوة النقطة الثانية
+
+313
+00:24:14,350 --> 00:24:20,590
+أهمية المشكلة إحساس الباحث ثم أهمية المشكلة تدريب
+
+314
+00:24:20,590 --> 00:24:27,030
+الباحث في ميدان تخصص الباحث تدريب الباحث على
+
+315
+00:24:27,030 --> 00:24:36,790
+اختيار المشكلة و هكذا طيب ماذا أيضا جدة الموضوع
+
+316
+00:24:36,790 --> 00:24:43,660
+يعني كل الموضوع جادأه يكون الموضوع جد و أيضا يتجنب
+
+317
+00:24:43,660 --> 00:24:47,220
+التكرار غير المقصود أيوة أيوة أه من اللي بعدك أيوة
+
+318
+00:24:47,220 --> 00:24:51,140
+توفر
+
+319
+00:24:51,140 --> 00:24:56,300
+المصادر
+
+320
+00:24:56,300 --> 00:25:00,160
+المهمة جدا المصادر و هذا نتكلم عنه ان شاء الله
+
+321
+00:25:00,160 --> 00:25:03,240
+بالتفصيل في المحاضرة القادمة كيف توفر المصادر
+
+322
+00:25:03,240 --> 00:25:08,030
+بساعدنا باختيار البحث أيوة يا بنتيأه انت .. انت ..
+
+323
+00:25:08,030 --> 00:25:10,590
+برضه المادية والبشرية اللي لازمة للبحر .. برضه
+
+324
+00:25:10,590 --> 00:25:11,690
+المادية والبشرية اللي لازمة للبحر .. برضه المادية
+
+325
+00:25:11,690 --> 00:25:11,710
+والبشرية اللي لازمة للبحر .. برضه المادية والبشرية
+
+326
+00:25:11,710 --> 00:25:11,930
+اللي لازمة للبحر .. برضه المادية والبشرية اللي
+
+327
+00:25:11,930 --> 00:25:12,370
+لازمة للبحر .. برضه المادية والبشرية اللي لازمة
+
+328
+00:25:12,370 --> 00:25:13,210
+للبحر .. برضه المادية والبشرية اللي لازمة للبحر ..
+
+329
+00:25:13,210 --> 00:25:14,350
+برضه المادية والبشرية اللي لازمة للبحر .. برضه
+
+330
+00:25:14,350 --> 00:25:17,730
+المادية والبشرية اللي لازمة للبحر .. برضه المادية
+
+331
+00:25:17,730 --> 00:25:22,630
+والبشرية اللي لازمة للبحر .. برضه المادية والبشرية
+
+332
+00:25:22,630 --> 00:25:27,280
+اللي لازمة للبحر .. برضه المادية والالفترة الزمنية
+
+333
+00:25:27,280 --> 00:25:31,320
+ان شاء الله الآن ذكرنا هذه الأسس كلها اللي بيقوم
+
+334
+00:25:31,320 --> 00:25:34,900
+عليها اختيار المشكلة في المحاضرة القادمة سنشرحها
+
+335
+00:25:34,900 --> 00:25:39,560
+بالتفصيل وننتقل إلى موضوع جديد وهو صياغة المشكلة
+
+336
+00:25:39,560 --> 00:25:45,680
+طيب الآن إلى أن نلتقي في المحاضرة القادمة لكون مني
+
+337
+00:25:45,680 --> 00:25:49,800
+كل تحية وتقدير والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/qRqSEP9Uuzk_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/qRqSEP9Uuzk_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..db96fbb1f2e72fa61511e6fbe38c8f30b2424f80
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/qRqSEP9Uuzk_postprocess.srt
@@ -0,0 +1,1460 @@
+1
+00:00:21,230 --> 00:00:25,610
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,610 --> 00:00:29,850
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:29,850 --> 00:00:37,510
+آله وصحبه أجمعين في المحاضرة السابقة تحدثنا عن
+
+4
+00:00:37,510 --> 00:00:41,310
+كيفية اختيار مشكلة البحث و
+
+5
+00:00:43,420 --> 00:00:49,700
+عرضنا للأسس عرض في هذه المحاضرة سنشرح أسس اللي
+
+6
+00:00:49,700 --> 00:00:57,040
+بتقوم عليها اختيار المشكلة وأيضا سنعرض إلى كيفية
+
+7
+00:00:57,040 --> 00:01:02,480
+صياغة مشكلة البحث كيفية الصياغة لمشكلة البحث
+
+8
+00:01:02,480 --> 00:01:06,480
+بالنسبة
+
+9
+00:01:06,480 --> 00:01:14,550
+للأسس التي يقوم عليها اختيار المشكلةالأساس الأول
+
+10
+00:01:14,550 --> 00:01:19,970
+اه احنا ذكرناهم المرة اللى فاتت ما هي ايه يا بنتى
+
+11
+00:01:19,970 --> 00:01:29,070
+قولى قولى احساس الباحث نعم كويس
+
+12
+00:01:29,070 --> 00:01:33,310
+اذا اول شيء من الأساس اللى بتقوم عليها اختيار
+
+13
+00:01:33,310 --> 00:01:41,340
+المشكلة لدى الباحث هو احساس الباحث بالمشكلةاحساس
+
+14
+00:01:41,340 --> 00:01:46,560
+الباحث بالمشكلة وشعوره بالمشكلة لأنها نابعة من ذات
+
+15
+00:01:46,560 --> 00:01:52,280
+الباحث قد يعيش في المشكلة، قد يحس بالمشكلة من قبل
+
+16
+00:01:52,280 --> 00:01:58,760
+الأفراد في المجتمع، إذا اختيارها ينبع من إحساسات
+
+17
+00:01:58,760 --> 00:02:05,790
+الباحث، أي نعممن تفكيره ووعيه وعقله وكذلك معايشته
+
+18
+00:02:05,790 --> 00:02:10,770
+للمجتمع وافراد المجتمع أو ربما هو يكون يحس
+
+19
+00:02:10,770 --> 00:02:14,510
+بالمشكلة أيضا من خلال قد يكون هو جزء من هذه
+
+20
+00:02:14,510 --> 00:02:18,190
+المشكلة ويرغب في دراستها و البحث فيها من أجل وضع
+
+21
+00:02:18,190 --> 00:02:23,200
+خطات العلاجأو يرى الآخرون من أفراد المجتمع بأنهم
+
+22
+00:02:23,200 --> 00:02:27,240
+يعانون من هذه المشكلة وهو الباحث يحس بإحساس أفراد
+
+23
+00:02:27,240 --> 00:02:31,440
+المجتمع والمجتمع كذلك فلذلك من هنا يختار المشكلة
+
+24
+00:02:31,440 --> 00:02:37,480
+الهم للمجتمع ولأفراد المجتمع ليقوم بدراستها وبحثها
+
+25
+00:02:38,690 --> 00:02:46,070
+في عندنا أساس ثاني، أيوة بنتى، كذلك الفائدة،
+
+26
+00:02:46,070 --> 00:02:50,550
+الأهمية، هل المشكلة طبعا من الأساس اللى بعتمد
+
+27
+00:02:50,550 --> 00:02:54,150
+عليها اختيار المشكلة لدى الباحث اللى هو الأهمية،
+
+28
+00:02:54,150 --> 00:02:59,690
+هل المشكلة أهمية في المجتمع؟ هل لها أهمية؟إذا مدى
+
+29
+00:02:59,690 --> 00:03:05,050
+أهمية المشكلة تكون مصدر أو أسس من ال .. ال .. ال
+
+30
+00:03:05,050 --> 00:03:08,570
+.. الأسس اللي يختار مشكلة الباحث ندى الباحث عن
+
+31
+00:03:08,570 --> 00:03:11,870
+أهمية هذه المشكلة وهنا لابد أن يعمل أولويات
+
+32
+00:03:11,870 --> 00:03:15,730
+للمشاكل لأن مشاكل كثيرة في المجتمع فلابد أن يقارن
+
+33
+00:03:15,730 --> 00:03:21,800
+ويرى أي المشاكل أهمأي المشاكل أهم ويريد بحثها،
+
+34
+00:03:21,800 --> 00:03:25,960
+فلذلك الأهمية أيضا تعتبر أسس من الأسس اللي بيقوم
+
+35
+00:03:25,960 --> 00:03:30,520
+عليها اختيار مشكلة البحث لدى الباحث، ماذا أيضا؟
+
+36
+00:03:30,520 --> 00:03:35,060
+أيه بقى يا بنتي؟ تدريب الباحث، حد يمكنه .. يجب أن
+
+37
+00:03:35,060 --> 00:03:39,810
+يتقل المشكلة لدى مخصص الباحث، حد يحاولحتى يمكنهم
+
+38
+00:03:39,810 --> 00:03:43,530
+أن يحصلوا تلقاء العوامل المؤشرة في المشكلة بالضبط
+
+39
+00:03:43,530 --> 00:03:49,350
+تدريب الباحث يعني فيما يعني لابد انه مدى تدريبه في
+
+40
+00:03:49,350 --> 00:03:55,670
+المجتمع ومدى كيفية اختياره للمشكلة من خلال مجالات
+
+41
+00:03:55,670 --> 00:03:58,990
+تدريبية ومجالات العملية التي يقوم بها في المجتمع
+
+42
+00:03:58,990 --> 00:04:02,110
+فلذلك من هنا بتنبع يعني انتوا تتدربوا مثلا في
+
+43
+00:04:02,110 --> 00:04:06,130
+مؤسسات اجتماعيةممكن عند اختيار اي مشكلة تختارونها
+
+44
+00:04:06,130 --> 00:04:09,430
+من خلال مجال التدريب اللي بتتدربوا فيه في المؤسسات
+
+45
+00:04:09,430 --> 00:04:13,390
+لأنه بيكون هنا التدريب الباحث في مجال التدريب و
+
+46
+00:04:13,390 --> 00:04:17,630
+العمل يعني يكون مصدر من مصادر اختيار المشكلة وهذا
+
+47
+00:04:17,630 --> 00:04:22,070
+أساس من الأسس اللي بيعتمد عليها اختيار مشكلة البحث
+
+48
+00:04:22,070 --> 00:04:27,770
+ماذا أيضا؟ ايوة يا بنت اقولي مش هدات الموضوع عشانه
+
+49
+00:04:27,770 --> 00:04:32,410
+باتكرار غير المقصودأه جدة الموضوع و تجنب التكرار
+
+50
+00:04:32,410 --> 00:04:35,330
+هذه من الأسس اللي بتقوم عليها المشكلة لابد يكون
+
+51
+00:04:35,330 --> 00:04:42,570
+الموضوع جاد و أيضا لم يسبق اليه أحد ولم يدرسه أحد
+
+52
+00:04:42,570 --> 00:04:48,190
+و أيضا لا يكون مكررا و ألا يكون تناقض بين الموضوع
+
+53
+00:04:48,190 --> 00:04:51,530
+و غيره من المواضيع هذه كلها من الأسس اللي بيعتمد
+
+54
+00:04:51,530 --> 00:04:58,770
+عليها اختيار مشكلة البحث في عندنا أيضا أيوة ابنتى
+
+55
+00:04:59,770 --> 00:05:02,600
+على الفيو والبيانات اللي مطلوبة للمشكلةبالضبط مهم
+
+56
+00:05:02,600 --> 00:05:05,760
+جدا توفر المصادر من أصل قيم عليها اختيار المشكلة
+
+57
+00:05:05,760 --> 00:05:10,360
+توفر المصادر والمراجع لأن كثير من الباحثين عند
+
+58
+00:05:10,360 --> 00:05:14,840
+اختيارهم لموضوع البحث ويذهبون إلى المكتبة من أجل
+
+59
+00:05:14,840 --> 00:05:19,100
+جمع البيانات أو معلومات نظرية عن البحث أو دراسات
+
+60
+00:05:19,100 --> 00:05:23,240
+سابقة لم يجدوا فلذلك يعني قد يتأخرون في بحثهم
+
+61
+00:05:23,240 --> 00:05:29,260
+ويختارون بحث جديد لوجود مصادر جديدة له وكذا فلذلك
+
+62
+00:05:29,260 --> 00:05:33,040
+أهم وجود المصادرمهم جدا بالنسبة لاختيار مشكلة
+
+63
+00:05:33,040 --> 00:05:39,620
+البحث دراسات سابقة كذلك، بحوث سابقة، و هكذا ماذا
+
+64
+00:05:39,620 --> 00:05:46,160
+أيضا؟ اه يا بن تقولي اه
+
+65
+00:05:46,160 --> 00:05:49,320
+في عندنا امكانيات مادية و بشرية مهمة جدا للبحث
+
+66
+00:05:49,320 --> 00:05:52,100
+الامكانيات المادية لأن البحث دائما يحتاج
+
+67
+00:05:52,100 --> 00:05:57,520
+الامكانيات المادية إلى المال للانفاق لأنه يحتاج
+
+68
+00:05:57,520 --> 00:06:03,960
+أدوات و لوازمويحتاج أحيانا التنقلات وغير ذلك البحث
+
+69
+00:06:03,960 --> 00:06:08,400
+يحتاج إلى موارد مالية وأيضا وقد يحتاج إلى شراء بعض
+
+70
+00:06:08,400 --> 00:06:12,990
+المراجعوبعض الأدوات واللوازم أيضًا البحث يحتاج إلى
+
+71
+00:06:12,990 --> 00:06:16,990
+قوة بشرية إذا كان البحث يعني يحتاج إلى أداة من
+
+72
+00:06:16,990 --> 00:06:20,670
+الأدوات وهذه الأداة تحتاج إلى باحثين فهنا بيحتاج
+
+73
+00:06:20,670 --> 00:06:24,550
+إلى إمكانيات بشرية باحثين وتدريب الباحثين وإعداد
+
+74
+00:06:24,550 --> 00:06:29,070
+الباحثين من أجل جمع البيانات فلذلك من هنا كذلك من
+
+75
+00:06:29,070 --> 00:06:32,330
+الأساس اللي بيقوم عليها اختيار المشكلة اللي هي
+
+76
+00:06:32,330 --> 00:06:37,570
+توفر الموارد المادية والبشرية اللازمة للبحث هذه
+
+77
+00:06:37,570 --> 00:06:45,460
+مهمة جدًا أيضًانعم .. نعم .. اه ايوة شروط البحث
+
+78
+00:06:45,460 --> 00:06:47,840
+العلمى هذه هي من شروط البحث العلمى الأسس يقوم
+
+79
+00:06:47,840 --> 00:06:51,300
+عليها، ما هي اختيار المشكلة، نعم من أسس البحث
+
+80
+00:06:51,300 --> 00:06:54,400
+العلمى، لأنه لابد من توفر الموارد المالية
+
+81
+00:06:54,400 --> 00:07:01,840
+والبشرية، مهم جدا هذه، نعم، ماذا أيضا؟ في حاجة
+
+82
+00:07:01,840 --> 00:07:06,120
+مهمة جدا أيضا، نقطة مهمة، اتكلمتي؟ يلا اتكلم انت
+
+83
+00:07:09,470 --> 00:07:12,930
+طبعا مهم جدا أن نراعي الزمن عند اختيار المشكلة
+
+84
+00:07:12,930 --> 00:07:17,470
+لابد أن نعرف الزمن اللازم لإجراء المشكلة وتنفيذها
+
+85
+00:07:17,470 --> 00:07:21,670
+حتى لا يستغرق مننا البحث زمن يفوق قدراتنا
+
+86
+00:07:21,670 --> 00:07:25,790
+وإمكانياتنا لأن الزمن محدد بالموارد المادية
+
+87
+00:07:26,290 --> 00:07:29,590
+والبشرية الفترة الزمنية اللازمة لإجراء البحث إذا
+
+88
+00:07:29,590 --> 00:07:34,270
+تأخرنا في إجراء البحث هذا يكلفنا أشياء أخرى يكلفنا
+
+89
+00:07:34,270 --> 00:07:39,850
+موارد مادية يكلفنا أيضا أحيانا يعني بعض في
+
+90
+00:07:39,850 --> 00:07:42,530
+الإجراءات إذا كانت الجهة المسؤولة عن البحث تحتاج
+
+91
+00:07:42,530 --> 00:07:46,470
+فترة زمنية نقدم لها البحث برضه قد توجه اللوم
+
+92
+00:07:46,470 --> 00:07:50,930
+للباحث وغير ذلك فلماذا؟ فلذلك من هنا لابد من تحديد
+
+93
+00:07:50,930 --> 00:07:54,210
+الفترة الزمنية اللازمة للبحثفمن الأساس اللي بيعتمد
+
+94
+00:07:54,210 --> 00:07:58,170
+عليها اختيار المشكلة أن نحدد الفترة الزمنية عند
+
+95
+00:07:58,170 --> 00:08:03,450
+بداية إجراء البحث متى نبدأ و متى نتهي من البحث،
+
+96
+00:08:03,450 --> 00:08:09,310
+هذه مهمة جدا حتى لا يستغرق مننا البحث زمن طويل
+
+97
+00:08:09,310 --> 00:08:14,250
+يؤثر علينا في سير البحث ويؤثر على استهدار موارد
+
+98
+00:08:14,250 --> 00:08:19,190
+مالية وبشرية وغير ذلك أو قد يترتب عليه إجراءات
+
+99
+00:08:19,190 --> 00:08:23,590
+قانونية من الجهات اللي صاحبة البحثإذا كان الباحث
+
+100
+00:08:23,590 --> 00:08:27,410
+يقدم رسالة ماجستير على اسم المثال أو باكلوريوس
+
+101
+00:08:27,410 --> 00:08:30,630
+لأنه أحنا على سبيل المثال في ال baccalaureate نحدد
+
+102
+00:08:30,630 --> 00:08:36,390
+فترة زمنية في الفصل الثاني من فبراير إلى مايو ثلاث
+
+103
+00:08:36,390 --> 00:08:43,790
+شهور لابد الطالب أن ينجز فيها البحث ثلاثة شهورينجس
+
+104
+00:08:43,790 --> 00:08:47,810
+فيه بحث التخرج فلذلك لو .. و .. و يكون المناقشة
+
+105
+00:08:47,810 --> 00:08:52,670
+بعد ذلك مباشرة فلذلك لو تأخر الباحث أو الطالب عن
+
+106
+00:08:52,670 --> 00:08:56,590
+المناقشة لاترصدله الدرجة و يكون يعني الفترة
+
+107
+00:08:56,590 --> 00:09:00,470
+الزمنية انتهت ففي هذه الحالة بترتب عليها إجراءات
+
+108
+00:09:00,470 --> 00:09:05,730
+كثيرة يعني تعليمية وغير ذلك و إدارية و نظامية في
+
+109
+00:09:05,730 --> 00:09:13,570
+الجامعةيعني بدور أسئلة حول البحث اللي هو .. يعني
+
+110
+00:09:13,570 --> 00:09:19,000
+ليش ..طبعا اهمية البحث و لماذا اختار البحث؟ اه بدي
+
+111
+00:09:19,000 --> 00:09:22,280
+احدد اسباب اختيار المشكلة، اسباب اختيار مشكلتك
+
+112
+00:09:22,280 --> 00:09:25,280
+للبحث، لماذا؟ اخترت المشكلة، موضوع البحث اللي
+
+113
+00:09:25,280 --> 00:09:29,200
+بتدرسيه، هذا بتكتب كله في الخطة عندما تقدمينا
+
+114
+00:09:29,200 --> 00:09:32,660
+الخطة اللي هي عن البحث، عن اهمية البحث، اهداف
+
+115
+00:09:32,660 --> 00:09:37,360
+البحث، مجالات البحث، و ايه ممكن تبحث، ايه هي مناهج
+
+116
+00:09:37,360 --> 00:09:41,910
+البحث اللي بدي تستخدميها؟طبعا طبعا احنا بحث ..
+
+117
+00:09:41,910 --> 00:09:46,930
+يعتبر ال bachelor's ما هو الا تدريب .. تدريب لعمل
+
+118
+00:09:46,930 --> 00:09:51,370
+البحوث علشان في ال .. في ال magister عندما تدرسون
+
+119
+00:09:51,370 --> 00:09:54,830
+ال magister و تعدون رسائل ل magister يكون في خلفية
+
+120
+00:09:54,830 --> 00:09:58,630
+عندكم في كيفية إعداد البحوث و دايما احنا بحوثنا في
+
+121
+00:09:58,630 --> 00:10:03,210
+الخدمة الاجتماعية لابد تكون تطبيقية يعني بحوث
+
+122
+00:10:03,210 --> 00:10:08,640
+ميدانيةفيها جزء نظري و فيها ميداني تعدى أداة من
+
+123
+00:10:08,640 --> 00:10:13,700
+أدوات جمع البيانات و تفريغها و تحليلها و تصل إلى
+
+124
+00:10:13,700 --> 00:10:16,960
+نتائج من الميدان حول ظاهرة أو مشكلة موجودة في
+
+125
+00:10:16,960 --> 00:10:21,040
+المجتمع واضح؟
+
+126
+00:10:21,040 --> 00:10:29,460
+طيبنكون بذلك انتهينا من موضوع الأسس اللي هي اختيار
+
+127
+00:10:29,460 --> 00:10:32,400
+مشكلة البحث اللي بيعتمد عليها اختيار مشكلة البحث
+
+128
+00:10:32,400 --> 00:10:37,120
+بدنا ناخد اليوم موضوع جديد وهو الصياغةصياغة
+
+129
+00:10:37,120 --> 00:10:41,960
+المشكلة، طبعا صياغة المشكلة .. الصياغة الصحيحة
+
+130
+00:10:41,960 --> 00:10:46,820
+للمشكلة يابد انتصار صياغة جيدة و هنا في شروط
+
+131
+00:10:46,820 --> 00:10:52,220
+للصياغة فبدنا نتعرف على الشروط اللازمة لصياغة
+
+132
+00:10:52,220 --> 00:10:58,680
+مشكلة البحث ما اتكلمتش نهائيا، يلا انت تفضلي
+
+133
+00:11:01,700 --> 00:11:06,020
+تحديد الموضوع أول شي عندما نصير مشكلة البحث لابد
+
+134
+00:11:06,020 --> 00:11:12,520
+نحدد الموضوع لابد أن نحدد الموضوع تحديدا دقيقا لإن
+
+135
+00:11:12,520 --> 00:11:16,340
+ما .. مش معقول أن ندخل مواضيع مع بعضها البعض لابد
+
+136
+00:11:16,340 --> 00:11:21,140
+أن نحدد الموضوع واسم الموضوع واسم المشكلة نحددها
+
+137
+00:11:21,140 --> 00:11:28,040
+تحديدا واضحا ماذا أيضا؟ آه يا عزيزي تقولي
+
+138
+00:11:30,570 --> 00:11:34,970
+عندما نحدد اللي هو اسم الموضوع أو نحدد الموضوع
+
+139
+00:11:34,970 --> 00:11:38,730
+الرئيسي بنحدد النقاط الرئيسية والفرعية اللي مجتملة
+
+140
+00:11:38,730 --> 00:11:43,170
+عليها الموضوعموضوع البحث ما هي النقاط الرئيسية
+
+141
+00:11:43,170 --> 00:11:47,050
+والفرعية اللي ممكن تدخل في إطار تحديد موضوع البحث
+
+142
+00:11:47,050 --> 00:11:52,530
+الرئيسي تحديد العوامل الرئيسية التي دفعت الباحث
+
+143
+00:11:52,530 --> 00:11:56,710
+إلى اختيار المشكلة عوامل اختيار المشكلة من قبل
+
+144
+00:11:56,710 --> 00:12:00,090
+الباحث مادة وافعة التي دفعت الباحث لاختيار المشكلة
+
+145
+00:12:00,090 --> 00:12:04,870
+عندما تختاري موضوع البحث مادة وافعة مادة وافعة
+
+146
+00:12:04,870 --> 00:12:09,790
+التي دفعت الباحث لاختيار موضوع البحث هذه مهمة جدا
+
+147
+00:12:09,790 --> 00:12:10,190
+أيضا
+
+148
+00:12:13,070 --> 00:12:15,610
+اللي ما اتكلمتش نهائي احنا بنركز .. أيوة يا بنتى
+
+149
+00:12:15,610 --> 00:12:18,870
+التعريف لأهم الدراسات اللتي أجريت في موضوع البحث
+
+150
+00:12:18,870 --> 00:12:22,190
+.. تعريف .. الدراسات السابقة يعني .. يعني بدنا
+
+151
+00:12:22,190 --> 00:12:25,950
+نشوف ما هي الدراسات السابقة اللتي أجريت حول موضوع
+
+152
+00:12:25,950 --> 00:12:30,390
+البحث ونلم بيها ونلخصها ونشوف إيش أراء الباحثين
+
+153
+00:12:30,390 --> 00:12:36,010
+لدرس المشكلة وماذا يريد الباحث أن يضيف من جديد في
+
+154
+00:12:36,010 --> 00:12:40,280
+موضوع الدراسة اللتي يقوم بهاالباحث فلذلك من هنا
+
+155
+00:12:40,280 --> 00:12:45,800
+بنسترجع الدراسات السابقة ونلخصها ونحللها ونعرف إلى
+
+156
+00:12:45,800 --> 00:12:50,240
+ماذا وصل الباحثون القدامى ثم بعد ذلك يضيف الباحث
+
+157
+00:12:50,240 --> 00:12:54,060
+إلى ماذا يريد ان يضيف من باحته ما هو الجديد الذي
+
+158
+00:12:54,060 --> 00:12:58,880
+يريد ان يضيفه في باحته الذي يقوم بدراسته هذه كلها
+
+159
+00:12:58,880 --> 00:13:05,540
+يعني جوانب بالنسبة خاصة بصياغة المشكلة في أيضا
+
+160
+00:13:05,540 --> 00:13:07,920
+جانب اخر وهو
+
+161
+00:13:11,220 --> 00:13:12,520
+ايوة يا بنت قولي
+
+162
+00:13:16,730 --> 00:13:21,170
+تعريف بالصعاب؟ آه طبعا صعوبات اللي يتوقع الباحث
+
+163
+00:13:21,170 --> 00:13:24,310
+أنه يواجهها في باحثه أو واجهها في الآخر إذا انتهى
+
+164
+00:13:24,310 --> 00:13:27,210
+من البحث ما هي الصعوبات اللي واجهت الباحث إذا كان
+
+165
+00:13:27,210 --> 00:13:32,050
+لم ينتهي ولمّا في البداية برضه يُعرض الصعوبات ما
+
+166
+00:13:32,050 --> 00:13:36,530
+هي الصعوبات اللي يتوقع أن تواجهها عند قيامه بإجراء
+
+167
+00:13:36,530 --> 00:13:41,030
+البحث هذه أيضا عند صياغة المشكلة اللابد من عرضها
+
+168
+00:13:41,030 --> 00:13:47,870
+من قبل الباحثهذه هي طبعاً في البعض بيضيف أيضاً
+
+169
+00:13:47,870 --> 00:13:51,850
+بدنا نحدد يعني اللي هي مسلمات البحث وفروضي ونوع
+
+170
+00:13:51,850 --> 00:13:55,390
+الدراسة مصادر البيانات الأدوات اللي ممكن يستخدمها
+
+171
+00:13:55,390 --> 00:13:59,010
+الباحث والمنهج المستخدم أيضاً في البحث هذه كلها
+
+172
+00:13:59,010 --> 00:14:05,250
+بيضيفها عند صياغة المشكلة دكتور لو سمحت نعم لجد
+
+173
+00:14:05,250 --> 00:14:07,870
+الباحث مش عارف بالصعوبات اللي بدني واجهها في البحث
+
+174
+00:14:07,870 --> 00:14:11,290
+مدام هو لسه ماخدش يعني .. والله هو يتوقع هو قد
+
+175
+00:14:11,290 --> 00:14:16,110
+يتوقع لكن عندما يكتب البحثبدي اكتب الصعوبات اللي
+
+176
+00:14:16,110 --> 00:14:19,610
+واجهته فعلا، لكن انت عندما تختارين أي باحث تتوقع،
+
+177
+00:14:19,610 --> 00:14:22,930
+تقول والله اختار انا باحث كذا، لكن هتوقع صعوبات
+
+178
+00:14:22,930 --> 00:14:27,150
+معينة، كان الجهة المسؤولة توافقلي على البحث ام لا،
+
+179
+00:14:27,150 --> 00:14:30,310
+ممكن اجد صعوبة عند اختيار عينة الباحث، ممكن اجد
+
+180
+00:14:30,310 --> 00:14:33,010
+صعوبة عند تعبئة بيانات الباحث من الباحث، من
+
+181
+00:14:33,010 --> 00:14:37,230
+المبهودين، يعني هذه أمور تتوقعيها، لكن الصعوبات
+
+182
+00:14:37,230 --> 00:14:41,330
+الحقيقية هي بالنهاية، ما الصعوبات اللتي واجهت
+
+183
+00:14:41,330 --> 00:14:44,270
+الباحثفنكتبها بالآخر هذا الصعوبات؟ طبعا الصعوبات
+
+184
+00:14:44,270 --> 00:14:48,430
+اللي بتواجه الباحث، اه نعم الصعوبات اللي واجهت
+
+185
+00:14:48,430 --> 00:14:52,530
+الباحث، البعض يكتبها عند صياغة المشكلة، من المتوقع
+
+186
+00:14:52,530 --> 00:14:56,650
+أو الصعوبات اللي يتوقعها، خاصة عند تقديم خطة البحث
+
+187
+00:15:06,510 --> 00:15:12,210
+طيب احنا الآن خلصنا أسس اختيار المشكلة وصياغتها في
+
+188
+00:15:12,210 --> 00:15:17,810
+موضوع جديد وهو الفروض لكن ليس جديدا هذا من ضمن
+
+189
+00:15:17,810 --> 00:15:21,890
+المرحلة التحذيرية بعد ما نصيغ المشكلة بدنا نصيغ
+
+190
+00:15:21,890 --> 00:15:26,630
+الفروض نختار الفرض العام والفروض الفرعية ولذلك هذا
+
+191
+00:15:26,630 --> 00:15:31,620
+الموضوع احنا شرحناه بالتفصيل في محاضرات سابقةاسمها
+
+192
+00:15:31,620 --> 00:15:35,440
+فصل كامل اسمه الفروض العلمية اتكلمنا عن الفرض
+
+193
+00:15:35,440 --> 00:15:39,700
+ومعنى الفرض العلمي وأيضا قولنا هو عبارة عن فكرة
+
+194
+00:15:39,700 --> 00:15:45,120
+مبدئية يعني قابلة للاختبار للاختبار للتحقق من مدى
+
+195
+00:15:45,120 --> 00:15:50,920
+صدقه وعدم صدقه وأيضا قولنا في أنواع الفروض اللي هي
+
+196
+00:15:50,920 --> 00:15:55,760
+الفروض البحثية والفروض الصفرية والفروض الاحصائية
+
+197
+00:15:55,920 --> 00:16:00,560
+وشرحناها بالتفصيل وطلبنا منكوا أيضا تستعدوا و
+
+198
+00:16:00,560 --> 00:16:04,260
+تكتبوا أنواع الفروض تجيبوا الفرض العام والفروض
+
+199
+00:16:04,260 --> 00:16:09,080
+الفرعية لكل .. لأي مشكلة تختارونها و خاصة مشكلات
+
+200
+00:16:09,080 --> 00:16:13,630
+تنتج .. يعني من مجتمعنا الفلسطينيتختار كل طالبة
+
+201
+00:16:13,630 --> 00:16:18,890
+مشكلة و تضع لهذه المشكلة فرض عام و من الفرض العام
+
+202
+00:16:18,890 --> 00:16:24,990
+تستلبط فروض فرعية .. فروض فرعية للتحقق من صحتها أو
+
+203
+00:16:24,990 --> 00:16:30,190
+عدم صحتها هذا كله طلبنا منكوا في كيفية صياغة
+
+204
+00:16:30,190 --> 00:16:37,330
+الفروض في المحاضرة السابقة كانت عن اللي هو الفروض
+
+205
+00:16:37,330 --> 00:16:42,950
+العلميةوتكلمنا أيضًا شروط الفروض العلمية شروطها
+
+206
+00:16:42,950 --> 00:16:47,830
+وخصائصها خصاص الفروض ومصادرها مصادر الفروض كل هذا
+
+207
+00:16:47,830 --> 00:16:52,570
+تكلمنا عنه في محاضرة سابقة نحن هنا في هذا الموضوع
+
+208
+00:16:52,570 --> 00:16:57,390
+في المرحلة التحضيرية بعد منصيغة المشكلة بنقول لابد
+
+209
+00:16:57,390 --> 00:17:02,370
+أن نضع الفرد العام والفروض الفرعية للمشكلة وهذا في
+
+210
+00:17:02,370 --> 00:17:07,870
+سياق اللي هي التسلسليأتي في سياق التسلسل لاختيار
+
+211
+00:17:07,870 --> 00:17:12,230
+مشكلة البحث وبعد ما نختار المشكلة وانصيها لابد من
+
+212
+00:17:12,230 --> 00:17:17,030
+سياقة الفروض العلمية فلذلك من هنا الفروض العلمية
+
+213
+00:17:17,030 --> 00:17:21,670
+كلها واضحة عندكم معنى الفرض العلمي يعني على أساس
+
+214
+00:17:21,670 --> 00:17:24,870
+الفرض العلمي قلنا هو فكرة مبدأية ممكن تكون خاضعة
+
+215
+00:17:24,870 --> 00:17:30,100
+للاختبار ولتأكد من صحة هذا الفرض أو عدم صحتهأيضًا
+
+216
+00:17:30,100 --> 00:17:34,500
+قلنا في وظيفتين للفروض هي بتفسر لنا حقائق معينة
+
+217
+00:17:34,500 --> 00:17:41,080
+نمر اتنين بتوجه الباحث في مجال بحثي علشان لا تجعل
+
+218
+00:17:41,080 --> 00:17:44,820
+الباحث مشتتًا، حتى لا نجعل الباحث مشتتًا، على
+
+219
+00:17:44,820 --> 00:17:49,690
+الباحث أن يختارالفرض الذي يقوم بالتحقق منه ومن
+
+220
+00:17:49,690 --> 00:17:54,590
+صحته أو عدم صحته فهنا بيضع الفروض المعينة ويتحدد
+
+221
+00:17:54,590 --> 00:17:59,130
+دراسته ومجال دراسته في اللي هي الفروض اللتي وضعها
+
+222
+00:17:59,130 --> 00:18:03,950
+للدراسة فلذلك من هنا بتوجه الباحث لتحديد مجال
+
+223
+00:18:03,950 --> 00:18:09,750
+دراسته هذه من وظائف البحوث كذلك الفروض ممكن تستنبض
+
+224
+00:18:09,750 --> 00:18:15,610
+عن طريق التخمينالحدث أو التخمين يعني خيال الباحث
+
+225
+00:18:15,610 --> 00:18:20,530
+وأيضا عن طريق اللي هي بحوث سابقة تم إجراءها ممكن
+
+226
+00:18:20,530 --> 00:18:24,310
+نستنبط منها الفروض البحوث السابقة وكذلك عن طريق
+
+227
+00:18:24,310 --> 00:18:28,750
+النظريات العلمية وفي أيضا مجالات أخرىهذه اللي هي
+
+228
+00:18:28,750 --> 00:18:33,610
+الحدث والتخمين عن طريق نظريات أيضًا أو بحوث سابقة
+
+229
+00:18:33,610 --> 00:18:38,510
+تم إجراءها وهذه البحوث السابقة ممكن ناخد من
+
+230
+00:18:38,510 --> 00:18:43,250
+نتائجها ماذا وصل الباحث ونستنبط بعض الفروض العلمية
+
+231
+00:18:43,250 --> 00:18:48,030
+من نتائج البحوث اللي وصل إليها الباحثون السابقون
+
+232
+00:18:48,890 --> 00:18:52,410
+وتكون مجال لاختيار الفرض العلمي، لأنه احنا قلنا
+
+233
+00:18:52,410 --> 00:18:57,730
+الفروض تختار من البحوث التي أجريت، يعني في
+
+234
+00:18:57,730 --> 00:19:04,230
+المجتمع، ولذلك الفرض دائما من بحوث يعني سابقة تم
+
+235
+00:19:04,230 --> 00:19:09,800
+إجراءها في المجتمع، بنستربط إذا الفروض العلميةوهنا
+
+236
+00:19:09,800 --> 00:19:13,660
+بنستنبط الفرض العام ثم من الفرض العام نستنبط
+
+237
+00:19:13,660 --> 00:19:21,020
+الفروض الفرعية للتحقق من صحتها أو عدم صحتها أيضا
+
+238
+00:19:21,020 --> 00:19:26,430
+قلنا استلباط الفروض من النظريات أحياناالنظريات
+
+239
+00:19:26,430 --> 00:19:30,270
+العلمية نستنبط منها الفروض ودائما الفروض اللى
+
+240
+00:19:30,270 --> 00:19:33,230
+بنستنبطها لابد أنه نربطها بالنظريات العلمية كذلك
+
+241
+00:19:33,230 --> 00:19:39,370
+اللى بتكون اللى علاقة بالفرض العلمى فى عندنا مصادر
+
+242
+00:19:39,370 --> 00:19:45,010
+أخرى للفروض من ضمن هذه المصادر ثقافة المجتمع
+
+243
+00:19:45,010 --> 00:19:49,150
+الثقافة العادات والتقاليد والأعراف اللى ما هى كل
+
+244
+00:19:49,150 --> 00:19:53,510
+ما هو متعرف عليه داخل المجتمعوالقيم هذه كلها ثقافة
+
+245
+00:19:53,510 --> 00:19:57,990
+ثقافة المجتمع أيضًا من ثقافة المجتمع نستمد الفروض
+
+246
+00:19:57,990 --> 00:20:04,890
+ونستنبط الفروض العلمية للبحث للثقافة من عادات
+
+247
+00:20:04,890 --> 00:20:10,080
+وتقاليد المجتمعفي الظواقر الاجتماعية والمشكلات
+
+248
+00:20:10,080 --> 00:20:13,920
+الاجتماعية فلذلك ممكن نستنضط كثير من الفروض
+
+249
+00:20:13,920 --> 00:20:20,300
+العلمية كذلك تخصص الباحث يعتبر مصدر رئيس من مصادر
+
+250
+00:20:20,300 --> 00:20:23,680
+الفروض واحنا اتكلمنا عن التخصص في الخدمة
+
+251
+00:20:23,680 --> 00:20:27,960
+الاجتماعية مثلا الباحث الاجتماعي متخصص في الخدمة
+
+252
+00:20:27,960 --> 00:20:32,900
+الاجتماعية إذا تخصصه يساعده في اختيار مشكلة الباحث
+
+253
+00:20:32,900 --> 00:20:37,340
+ويساعدهفي اختيار الفرض العام والفروض الفرعية
+
+254
+00:20:37,340 --> 00:20:41,040
+لمشكلات البحث سواء كانت من طرق الخدمة الاجتماعية
+
+255
+00:20:41,040 --> 00:20:45,020
+أو من مجالات الخدمة الاجتماعية عندما يختار ظاهرة
+
+256
+00:20:45,020 --> 00:20:50,960
+أو مشكلة اجتماعية إذا التخصص مهم جدا في اختيار
+
+257
+00:20:50,960 --> 00:20:55,380
+الفروض أيضا من مصادر الفروض العلوم الأخرى اللي
+
+258
+00:20:55,380 --> 00:20:59,720
+احنا ذكرناها أيضا المساعدة والمساندةكل العلوم
+
+259
+00:20:59,720 --> 00:21:03,920
+المساندة مثلا لطربة الخدمة الاجتماعية علوم كثيرة
+
+260
+00:21:03,920 --> 00:21:08,860
+اقتصاد واجتماع وسياسة وعلم نفس وانغربولوجيا وأيضا
+
+261
+00:21:08,860 --> 00:21:13,820
+فقه وسيرة وغيرها وقرآن وتفسير القرآن هذه كلها ..
+
+262
+00:21:13,820 --> 00:21:18,360
+كل الأمور هذه كلها مفيدة جدا العلوم الإسلامية بشكل
+
+263
+00:21:18,360 --> 00:21:24,040
+عاموالشرعية بتدرسوها كمتطلبات في الجامعة هذه أيضا
+
+264
+00:21:24,040 --> 00:21:27,520
+علوم أخرى بنسميها وفرعية للتخصص العام اللي هو
+
+265
+00:21:27,520 --> 00:21:31,460
+الخدمة الاجتماعية فهذه مساندة ومساعدة أيضا في
+
+266
+00:21:31,460 --> 00:21:38,300
+اختيار الفروض العلمية لمشكلة البحث هذه من مصادر
+
+267
+00:21:38,300 --> 00:21:42,160
+اختيار اللي هي الفروض فيه أيضا الخبرة الشخصية
+
+268
+00:21:42,160 --> 00:21:47,940
+خبرات الشخصفي العمل في التدريب في العمل بكرا عند
+
+269
+00:21:47,940 --> 00:21:52,020
+التخرج بتعملوا في مجالات كثيرة هذه بتكتسبوا من
+
+270
+00:21:52,020 --> 00:21:55,300
+خلالها خبرات الخبرات هذه بتكون مصدر من المصادر
+
+271
+00:21:55,300 --> 00:21:59,300
+اللي هي اختيار مشاكل البحث وايضا اختيار مشكلة
+
+272
+00:21:59,300 --> 00:22:06,460
+البحث واختيار فروض البحث فروض البحثواضح؟ فلذلك
+
+273
+00:22:06,460 --> 00:22:11,700
+الخبرة الشخصية تعتبر مصدر من مصادر اختيار الفروض
+
+274
+00:22:11,700 --> 00:22:16,300
+العلمية في
+
+275
+00:22:16,300 --> 00:22:25,620
+نعم .. إيش كلام؟ كلام إيش؟ كلام إيش؟
+
+276
+00:22:28,830 --> 00:22:32,410
+لأ لأ لأ هو احنا بدأيكوا الخلاصة هذا الموضوع كله
+
+277
+00:22:32,410 --> 00:22:37,350
+شرحناه بالتفصيل في فصل كامل عن الفروض العلمية ولكن
+
+278
+00:22:37,350 --> 00:22:43,410
+هنا وضعت في مجال سياق كيفية اختيار مشكلة البحث في
+
+279
+00:22:43,410 --> 00:22:47,710
+الأول الأساس اختيار المشكلة ثم سياقة المشكلة ثم
+
+280
+00:22:47,710 --> 00:22:51,530
+تحديد فروض البحث فاحنا بنذكركوا بيها التذكير هنا
+
+281
+00:22:51,530 --> 00:22:57,450
+الفروض ولذلك الأساس هو الفصل اللى تم دراسته سابقا
+
+282
+00:22:57,490 --> 00:23:01,690
+نعم تدرسوها كما بيناها بالتفصيل حتى لو كان فيه
+
+283
+00:23:01,690 --> 00:23:05,710
+تقارب يعني، في كلام حتى هو نفسه، اه فالفروض هي نفس
+
+284
+00:23:05,710 --> 00:23:09,370
+الفروض، اه فيعني مثلا نسوي المثال مش كاتب أنواع
+
+285
+00:23:09,370 --> 00:23:13,290
+الفروض، انه في الفصل اللي شرحناها سابقا، في
+
+286
+00:23:13,290 --> 00:23:16,610
+محاضرات سابقة، أنواع الفروض البحثية والصفرية
+
+287
+00:23:16,610 --> 00:23:20,890
+والإحصائية إلهاوها كده وضربلكم أمثلة كيف نختار
+
+288
+00:23:20,890 --> 00:23:24,710
+المشكلة؟ كيف نضع الفرض العاملها؟ ثم نختار الفرض
+
+289
+00:23:24,710 --> 00:23:29,270
+الفرعية؟ وها كده وكيف نصيغي الفرض بصيغة بحثية و
+
+290
+00:23:29,270 --> 00:23:34,590
+بصيغة صفرية؟ كل
+
+291
+00:23:34,590 --> 00:23:38,370
+وارد .. كل شيء وارد يا بنتي .. كل شيء وارد .. كل
+
+292
+00:23:38,370 --> 00:23:41,110
+شيء وارد .. هذا كله وارد ان شاء الله
+
+293
+00:23:48,840 --> 00:23:52,480
+وظائف الفروض قلناها احنا اللي هي بتوجه الباحث
+
+294
+00:23:52,480 --> 00:23:57,820
+لتساعده في إيجاد الإجابة على المشكلة أيضا بتحدد
+
+295
+00:23:57,820 --> 00:24:04,280
+مجال الدراسة واضح حتى لا يتشعب اللي هو موضوع
+
+296
+00:24:04,280 --> 00:24:08,800
+الباحث ودراسته فهنا الفرض العلمي يساعده في تحديد
+
+297
+00:24:08,800 --> 00:24:12,580
+مجال الدراسة في إطار هذا الفرض العام والفروض
+
+298
+00:24:12,580 --> 00:24:19,150
+الفرعية للتحقق من صحتها أو عدم صحتهافي شروط أيضًا
+
+299
+00:24:19,150 --> 00:24:24,550
+للفرض برضه ماذا ذكركم إذا شرحناها بالتفصيل شروط
+
+300
+00:24:24,550 --> 00:24:27,830
+الفرض العلمي ما هي الشروط كل طالب يتكلم شرط من
+
+301
+00:24:27,830 --> 00:24:31,090
+شروط الفرض أيوة يا بنت اقولي أن تكون الفرود اللي
+
+302
+00:24:31,090 --> 00:24:34,410
+يضاها واضح هو يتخيلها ليه الغاية يجب عليها أن يحد
+
+303
+00:24:34,410 --> 00:24:37,750
+المفاهيم اللي تشتمل عليها الفرود تحديدًا دبي كويس
+
+304
+00:24:37,750 --> 00:24:44,320
+لابد يكون الفرض واضح مش غامضلا يكون غامضا .. اللي
+
+305
+00:24:44,320 --> 00:24:49,340
+ما اتكلمتش .. قولي يا بنتى .. ان يسوقها
+
+306
+00:24:49,340 --> 00:24:52,700
+بإيجاز .. يكون الفرض العلمى .. يعني موجز في حدود
+
+307
+00:24:52,700 --> 00:24:55,840
+سطر .. يعني ما نطولش .. ما نكتبش أربع أو خمس أسطور
+
+308
+00:24:55,840 --> 00:25:00,240
+عشان نصيغ الفرض العلمى .. لأ في حدود سطر .. نصيغه
+
+309
+00:25:00,240 --> 00:25:07,270
+.. وهكذا .. بكون أفضلفلذلك نختصر في صياغة الفرض
+
+310
+00:25:07,270 --> 00:25:11,250
+العلمي في الألفاظ وفي الكلمات بحيث تدل على المعنى
+
+311
+00:25:11,250 --> 00:25:15,810
+وخيره الكلام مقلة ودم ما هذه الأمثال هذه لازم
+
+312
+00:25:15,810 --> 00:25:20,530
+نعرفها اه يعني ممكن واحد يكتب ليه خمس ست سطور هو
+
+313
+00:25:20,530 --> 00:25:24,990
+حول فكرة واحدة ممكن نصيحها في سطر واحد طب لماذا؟
+
+314
+00:25:24,990 --> 00:25:29,850
+ماذا أيضا من شروط الفرض العلمي؟ شروط الفرض العلمي
+
+315
+00:25:29,850 --> 00:25:30,450
+اه
+
+316
+00:25:39,310 --> 00:25:43,710
+طبعا طبعا الفرض لازم يكون قبل الاختبار لكن مانجيبش
+
+317
+00:25:43,710 --> 00:25:47,030
+قيمة ثابتة و واضحة زي ال .. يعني و نقول والله بدنا
+
+318
+00:25:47,030 --> 00:25:53,210
+نختبرها لما يصيرش .. اه يعني يكون فيه تغير نعم
+
+319
+00:25:53,210 --> 00:25:59,430
+لابد يكون الفرض قبل الاختبار عندما نختار ال ..
+
+320
+00:26:00,040 --> 00:26:05,520
+الفرض العلمي لابد أن يكون قابلًا للاختبار لتأكد من
+
+321
+00:26:05,520 --> 00:26:12,840
+صحته أو عدم صحته نهائي ابن تقولي .. ايوة
+
+322
+00:26:12,840 --> 00:26:16,580
+مهم جدًا عندما نختار الفرض العلمي لابد يكون له
+
+323
+00:26:16,580 --> 00:26:20,920
+أساس نظري .. أساس بالنظرية العلمية يعني نختار
+
+324
+00:26:20,920 --> 00:26:25,810
+الفرض في إطار نظرية علمية بيكون أفضليكون العلاقة
+
+325
+00:26:25,810 --> 00:26:29,730
+بنظرية علمية اجتماعية مثلا لو كان الموضوع اجتماعي،
+
+326
+00:26:29,730 --> 00:26:33,430
+الفرض اختاره من المشكلة الاجتماعية، إذا معناته
+
+327
+00:26:33,430 --> 00:26:41,470
+لابد يكون الورتباط بنظرية اجتماعية التناقض
+
+328
+00:26:41,470 --> 00:26:47,430
+يعني مانصيغش فرض ويكون مناقض له فرض أخر، يكون
+
+329
+00:26:47,430 --> 00:26:50,990
+سياقته يعني المتناقض، لأ المجوزش، لابد يكون الفرض
+
+330
+00:26:50,990 --> 00:26:52,090
+خالي من التناقض
+
+331
+00:26:55,390 --> 00:26:58,630
+في الآخر، أيوة أنت .. أنت في الآخر، قولي يا بنتي
+
+332
+00:27:05,300 --> 00:27:09,260
+والاجتماعية و النفسية، احنا طبعا مش يعني مثلا نكثر
+
+333
+00:27:09,260 --> 00:27:13,640
+من الفروض و نضع مئات و عشر، لأ لأ لأ لأ المقصود
+
+334
+00:27:13,640 --> 00:27:18,580
+بيه أن نضع فرض عام و نضع له عدد من الفروض الفرعية،
+
+335
+00:27:18,580 --> 00:27:23,080
+يعني أربع فروض، خمس فروض، لكن ما نكثر، نضع عشرين
+
+336
+00:27:23,080 --> 00:27:27,480
+فرض فرعي لفرض عاميعني لو وضعنا فرض عام ووضعنا له
+
+337
+00:27:27,480 --> 00:27:32,100
+تلت فرود فرعية يكفي، ممتاز ووضعنا له تلاتة يكفي،
+
+338
+00:27:32,100 --> 00:27:36,320
+خمسة يكفي، سبعة يكفي، لأ بس ما لا نكثر ولذلك هنا
+
+339
+00:27:36,320 --> 00:27:41,220
+لماذا يعني بنسميها نكثر، الأربعة بنسميها اكثار في
+
+340
+00:27:41,220 --> 00:27:45,220
+الفرض الفرعي؟ ليه؟ لأنه بيكون العلوم الاجتماعية
+
+341
+00:27:45,220 --> 00:27:49,560
+والنفسية تحتاج إلى فرود فرعية للتأكد من صحة الفرض
+
+342
+00:27:49,560 --> 00:27:53,900
+العام فلذلك هنا نكثر من هذه الفرود الفرعية نسبيا
+
+343
+00:27:53,900 --> 00:27:58,660
+وليس اكثرا مطلقاللتأكد من صحة الفرض اللي نقوم
+
+344
+00:27:58,660 --> 00:28:05,100
+بوضعه و هكذا لكن ممكن أن نضع فرض عام و نضع له ثلاث
+
+345
+00:28:05,100 --> 00:28:09,260
+فروض فرعية يكفي أربع فروض خمس فروض فرعية للفرض
+
+346
+00:28:09,260 --> 00:28:13,020
+العام يكفي للتأكد من صحتها و غير ذلك هذا هو
+
+347
+00:28:13,020 --> 00:28:17,100
+المقصود بعملية الإكثار لكن ألا نضع فرض عام و بس و
+
+348
+00:28:17,100 --> 00:28:21,960
+مطبق و هكذا و نتركه ولا نضع معه فروض فرعية للتأكد
+
+349
+00:28:21,960 --> 00:28:24,600
+من صحة هذا الفرض العام لأن العلم الاجتماعي و
+
+350
+00:28:24,600 --> 00:28:30,320
+النفسيةتحتاج إلى مزيد من التحقق من الفرود وصحتها
+
+351
+00:28:30,320 --> 00:28:34,840
+أو عدم صحتها لأنها ما زالت دراسات نسميها حديثة
+
+352
+00:28:34,840 --> 00:28:38,540
+اجتماعية ونفسية دراسات حديثة تحتاج لمزيد من
+
+353
+00:28:38,540 --> 00:28:46,560
+الأبحاث والدراسات في
+
+354
+00:28:46,560 --> 00:28:54,070
+خلاصخلاص يكفي إلى هنا يعني اليوم بنكون أخدنا أسس
+
+355
+00:28:54,070 --> 00:29:00,270
+اختيار المشكلة و أيضا أخدنا كيفية صياغة المشكلة و
+
+356
+00:29:00,270 --> 00:29:05,270
+أخدنا أيضا الفروض و تحديد الفروض و كيفية صياغتها و
+
+357
+00:29:05,270 --> 00:29:09,650
+شروطها و وظائفها و وظائف الفروض و أهميتها أيضا
+
+358
+00:29:09,650 --> 00:29:13,810
+الفروض العلمية و هذا تذكير للفروض اللتي ذكرناها في
+
+359
+00:29:13,810 --> 00:29:18,980
+فصل سابقهنا ذكرناها على أساس في حدود سياق اللي هو
+
+360
+00:29:18,980 --> 00:29:23,060
+اختيار مشكلة البحث في المحاضرة القادمة ان شاء الله
+
+361
+00:29:23,060 --> 00:29:29,680
+سناخد المفاهيم .. مفاهيم الدراسة .. مفاهيم الدراسة
+
+362
+00:29:29,680 --> 00:29:35,440
+بإذن الله تعالى وصعوب تحديد المفاهيم و هكذا و بعد
+
+363
+00:29:35,440 --> 00:29:39,840
+ذلك ننتقل إلى مواضيع أخرى ان شاء الله طيب إلى أن
+
+364
+00:29:39,840 --> 00:29:44,400
+نلتقي في المحاضرة القادمةلكن مني كل تحية وتقدير
+
+365
+00:29:44,400 --> 00:29:47,840
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/qRqSEP9Uuzk_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/qRqSEP9Uuzk_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..00bf093edf769cd93ff793504bfe8679c4b4246a
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/qRqSEP9Uuzk_raw.json
@@ -0,0 +1 @@
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"end": 1773.0, "word": " تحديد", "probability": 0.8155517578125}, {"start": 1773.0, "end": 1773.76, "word": " المفاهيم", "probability": 0.988525390625}, {"start": 1773.76, "end": 1774.28, "word": " و", "probability": 0.521484375}, {"start": 1774.28, "end": 1774.72, "word": " هكذا", "probability": 0.8321940104166666}, {"start": 1774.72, "end": 1775.22, "word": " و", "probability": 0.56396484375}, {"start": 1775.22, "end": 1775.44, "word": " بعد", "probability": 0.94677734375}, {"start": 1775.44, "end": 1775.84, "word": " ذلك", "probability": 0.993408203125}, {"start": 1775.84, "end": 1776.36, "word": " ننتقل", "probability": 0.9605712890625}, {"start": 1776.36, "end": 1776.56, "word": " إلى", "probability": 0.6845703125}, {"start": 1776.56, "end": 1777.08, "word": " مواضيع", "probability": 0.962890625}, {"start": 1777.08, "end": 1777.82, "word": " أخرى", "probability": 0.9703776041666666}, {"start": 1777.82, "end": 1778.12, "word": " ان", "probability": 0.84912109375}, {"start": 1778.12, "end": 1778.3, "word": " شاء", "probability": 0.995849609375}, {"start": 1778.3, "end": 1778.58, "word": " الله", "probability": 0.96533203125}, {"start": 1778.58, "end": 1779.42, "word": " طيب", "probability": 0.97021484375}, {"start": 1779.42, "end": 1779.64, "word": " إلى", "probability": 0.80615234375}, {"start": 1779.64, "end": 1779.84, "word": " أن", "probability": 0.857421875}, {"start": 1779.84, "end": 1780.24, "word": " نلتقي", "probability": 0.9619140625}, {"start": 1780.24, "end": 1780.4, "word": " في", "probability": 0.9775390625}, {"start": 1780.4, "end": 1780.92, "word": " المحاضرة", "probability": 0.9970703125}, {"start": 1780.92, "end": 1781.54, "word": " القادمة", "probability": 0.9928385416666666}], "temperature": 1.0}, {"id": 77, "seek": 178784, "start": 1782.18, "end": 1787.84, "text": "لكن مني كل تحية وتقدير والسلام عليكم ورحمة الله وبركاته", "tokens": [1211, 19452, 9154, 1829, 28242, 6055, 5016, 10632, 34683, 28543, 13546, 16070, 3794, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224], "avg_logprob": -0.13418692019250658, "compression_ratio": 1.2317073170731707, "no_speech_prob": 1.7881393432617188e-07, "words": [{"start": 1782.18, "end": 1782.58, "word": "لكن", "probability": 0.637451171875}, {"start": 1782.58, "end": 1782.92, "word": " مني", "probability": 0.792236328125}, {"start": 1782.92, "end": 1783.12, "word": " كل", "probability": 0.9482421875}, {"start": 1783.12, "end": 1783.6, "word": " تحية", "probability": 0.9488932291666666}, {"start": 1783.6, "end": 1784.4, "word": " وتقدير", "probability": 0.8206380208333334}, {"start": 1784.4, "end": 1785.22, "word": " والسلام", "probability": 0.8057454427083334}, {"start": 1785.22, "end": 1785.84, "word": " عليكم", "probability": 0.969482421875}, {"start": 1785.84, "end": 1786.32, "word": " ورحمة", "probability": 0.9881591796875}, {"start": 1786.32, "end": 1786.68, "word": " الله", "probability": 0.97021484375}, {"start": 1786.68, "end": 1787.84, "word": " وبركاته", "probability": 0.96572265625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1789.144, "duration_after_vad": 1714.115624999997}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/yJFXeUQHdA0_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/yJFXeUQHdA0_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..33153b63d2ef81e7378c94da41337f6e7f6cd5df
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/yJFXeUQHdA0_postprocess.srt
@@ -0,0 +1,1696 @@
+1
+00:00:20,840 --> 00:00:24,200
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,200 --> 00:00:28,620
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,620 --> 00:00:34,580
+آله وصحبه أجمعين أما بعد في المحاضرة السابقة
+
+4
+00:00:34,580 --> 00:00:41,400
+تناولنا مفاهيم البحث وكيفية صياغة المفهوم وصعوبات
+
+5
+00:00:41,400 --> 00:00:49,060
+صياغة المفهوم ولذلك تعرضنا إلى هذا بالتفصيل صعوبات
+
+6
+00:00:49,810 --> 00:00:55,970
+وما أسباب الصعوبات الخاصة بالمفاهيم وأيضا
+
+7
+00:00:55,970 --> 00:01:00,590
+وصلنا إلى التعريف الإجرائي للمفهوملابد أن يكون
+
+8
+00:01:00,590 --> 00:01:05,390
+هناك لكل مفهوم تعريف إجرائي من وجهة نظر الباحث
+
+9
+00:01:05,390 --> 00:01:10,770
+طبقا لما درسه عن هذا المفهوم واخد رأي العلماء فيه
+
+10
+00:01:10,770 --> 00:01:16,930
+ولذلك عندما يضع مفهوما في بحته لابد أن يسوغه صياغة
+
+11
+00:01:16,930 --> 00:01:21,790
+يعني علمية إجرائية من وجهة نظري حتى نعرف ماذا يقصد
+
+12
+00:01:21,790 --> 00:01:27,360
+الباحث في بحته من هذا المفهوموضربنا أمثل على
+
+13
+00:01:27,360 --> 00:01:32,380
+المفاهيم كلمة أحيانًا مفهوم واحد قد يتغير من فرد
+
+14
+00:01:32,380 --> 00:01:35,980
+إلى فرد ومن جماعة إلى جماعة ومن مجتمع إلى مجتمع
+
+15
+00:01:35,980 --> 00:01:41,440
+عبر الزمان والمكان ولذلك من هنا أكدنا على صياغة
+
+16
+00:01:41,440 --> 00:01:45,680
+المفاهيم وتعريفها التعريف الإجرائي عندما نستخدمها
+
+17
+00:01:45,680 --> 00:01:52,050
+في البحوث الاجتماعياليوم سنتعرض إلى موضوع جديد
+
+18
+00:01:52,050 --> 00:01:58,530
+أيضًا وهي أنماط البحوث الاجتماعية، أنماط البحوث في
+
+19
+00:01:58,530 --> 00:02:04,420
+الخدمة الاجتماعيةأه الأنماط ما هي أنماط البحوث ما
+
+20
+00:02:04,420 --> 00:02:09,020
+هي أنواعها يعني أنواع البحوث عندنا ثلاث أنواع من
+
+21
+00:02:09,020 --> 00:02:13,760
+البحوث بنستخدمها في الخدمة الاجتماعية ومن هذه
+
+22
+00:02:13,760 --> 00:02:17,580
+الأنواع بدي كل طالبة تقوللي النوع الأول أيوة يا
+
+23
+00:02:17,580 --> 00:02:22,420
+بنتين في الآخرهذا الاستطلاع والاستكشاف وحنشرحه
+
+24
+00:02:22,420 --> 00:02:28,680
+نعرف ما هو ان شاء الله نمط الوصفي النمط التجريبي
+
+25
+00:02:28,680 --> 00:02:33,860
+هذه ثلاث أنماط من أنماط البحوث في الخدمة
+
+26
+00:02:33,860 --> 00:02:41,100
+الاجتماعية بنستخدمها في البحوث ولذلك س .. الآن
+
+27
+00:02:41,100 --> 00:02:46,260
+سنشرح هذه البحوث أو أنواع البحوث هذه الثلاثة
+
+28
+00:02:46,260 --> 00:02:50,820
+الأنماط الثلاثةاللي هو النمط الاستطلاعي او
+
+29
+00:02:50,820 --> 00:02:55,840
+الاستكشافي .. النمط الاستطلاعي او الاستكشافي ..
+
+30
+00:02:55,840 --> 00:03:02,320
+وهذا النمط الاستطلاعي او الاستكشافي مهم جدالأنه
+
+31
+00:03:02,320 --> 00:03:06,880
+بندرسه في المجتمعات الخامة التي لم يسبق فيها
+
+32
+00:03:06,880 --> 00:03:10,720
+دراسات حول مواضيع معينة وخاصة عندنا في المواضيع
+
+33
+00:03:10,720 --> 00:03:14,220
+الاجتماعية إذا كانت هناك بعض المشكلات أو الظواهر
+
+34
+00:03:14,220 --> 00:03:19,300
+لم تدرس من قبل فلذلك ممكن نجري عليها دراسات أو
+
+35
+00:03:19,300 --> 00:03:25,570
+بحوث استطلاعيةبحوث استطلاعية أو استكشافية لكي
+
+36
+00:03:25,570 --> 00:03:32,370
+نتعرف عليها على هذه الظاهرة وحجمها وأيضا خصائصها
+
+37
+00:03:32,370 --> 00:03:36,090
+وغير ذلك والعوامل المسببة فيها وغير ذلك فلذلك هذا
+
+38
+00:03:36,090 --> 00:03:41,230
+النوع من البحوث نجريه في المجتمعات التي لم يسبق
+
+39
+00:03:41,230 --> 00:03:45,870
+فيها دراسة مثل هذه المواضيع الاجتماعية أو أحيانا
+
+40
+00:03:45,870 --> 00:03:51,240
+لا يكون هناك كام من الدراساتكم من كافي من الدراسات
+
+41
+00:03:51,240 --> 00:03:56,840
+حول هذا الموضوع هنا يعني نقوم بعمل دراسات
+
+42
+00:03:56,840 --> 00:04:01,620
+استطلاعية أو استكشافية في المجتمع حول كثير من
+
+43
+00:04:01,620 --> 00:04:06,920
+الظواهر الاجتماعية طبعا
+
+44
+00:04:08,400 --> 00:04:13,660
+الخلاصة هنا أن البحوث الاستطلاعية والاستكشافية هي
+
+45
+00:04:13,660 --> 00:04:17,960
+البحوث التي لا يتوافر لدى الباحث أو صاف أو خصائص
+
+46
+00:04:17,960 --> 00:04:22,920
+محددة للظاهرة موضوع الدراسة فكيف بدى اتعرف على
+
+47
+00:04:22,920 --> 00:04:27,980
+خصائص الظاهرة؟ إذا بالبحوث الاستكشافية الدراسات
+
+48
+00:04:27,980 --> 00:04:34,520
+الاستكشافية أو البحوث الاستكشافية طبعا البحوث
+
+49
+00:04:34,520 --> 00:04:40,270
+الاستكشافية لها خصائصتتميز بخصائص فبدنا نتعرف على
+
+50
+00:04:40,270 --> 00:04:45,670
+الخصائص الخاصة بالبحوث الاستكشافية في عندنا عدد من
+
+51
+00:04:45,670 --> 00:04:51,130
+هذه الخصائص أول خاصية .. كل طالبة بدها تقوللي
+
+52
+00:04:51,130 --> 00:04:55,450
+خاصية من الخصائص اللي هي البحوث الاستطلاعية او
+
+53
+00:04:55,450 --> 00:04:59,960
+الاستكشافية الاستكشافية تفضلالأول خاصية هي عبارة
+
+54
+00:04:59,960 --> 00:05:03,120
+عن ضواهر لم تسبق لدراستها أي باحث من قبل ويجهل عن
+
+55
+00:05:03,120 --> 00:05:06,740
+أي معلومات متوافرة لديها إذا الأول خاصية أنها لم
+
+56
+00:05:06,740 --> 00:05:12,920
+يسبق للباحثين أنهم قاموا بدراستها، هذه الخاصية
+
+57
+00:05:12,920 --> 00:05:18,180
+الأولى، الخاصية الثانية ويدلت عديد من التساؤلات،
+
+58
+00:05:18,180 --> 00:05:22,380
+منها حجم الظاهرة وإبعادها والعوامل المؤثرة فيها
+
+59
+00:05:22,380 --> 00:05:25,480
+وإيضا مؤثرة عليها ولذلك هنا في البحوث الاستطلاعية
+
+60
+00:05:25,480 --> 00:05:30,190
+تريدوا أن تعرفوا أننا لا نصيغش فروضخلوا بالكم، لا
+
+61
+00:05:30,190 --> 00:05:34,010
+نسيق فرود، و أه لأن نعم، كيف نسيق فرود؟ لأن الفرود
+
+62
+00:05:34,010 --> 00:05:38,430
+تشتق من نتائج البحث السابقة، لكن هنا مافيش، إذا
+
+63
+00:05:38,430 --> 00:05:41,810
+هنا لا تشتق أو لا نضع فرود، ولكن إذا نضع في البحث
+
+64
+00:05:41,810 --> 00:05:47,610
+الإستطلاعية ماذا؟ تساؤلات، تساؤلاتتساؤلات في البحث
+
+65
+00:05:47,610 --> 00:05:52,470
+الاستطلاعي أو الاستكشافي وهنا في الاستطلاع أو في
+
+66
+00:05:52,470 --> 00:05:58,810
+التساؤلات بنضرح كثير من التساؤلات عشان نعرف حجم
+
+67
+00:05:58,810 --> 00:06:02,090
+الظاهرة، أبعاد الظاهرة، العوامل اللي بتأثر في
+
+68
+00:06:02,090 --> 00:06:05,350
+الظاهرة، العوامل اللي بتأثر على الظاهرة، و هكذا
+
+69
+00:06:05,350 --> 00:06:11,130
+هذه كلها أسئلة و بنحاول نجيب عليها نجيب عليها من
+
+70
+00:06:11,130 --> 00:06:18,490
+خلال البحث الاستكشافي للظاهرة موضوع البحثنعم، اللي
+
+71
+00:06:18,490 --> 00:06:21,410
+ما اتكلمتش نهائي، أيوة يا بنتي، قولي استخدام مثل
+
+72
+00:06:21,410 --> 00:06:24,490
+هذه الدراسات والبحوث الاستكشافية أو الاستطلاعية
+
+73
+00:06:24,490 --> 00:06:28,490
+أدوات أو أساليب مالية غير محكومة لا بمقاييس التباد
+
+74
+00:06:28,490 --> 00:06:32,050
+أو الصدق، بذلك نظرا للغموض اللي يكتن فيها بالضبط،
+
+75
+00:06:32,050 --> 00:06:35,720
+لأنا بحوث استطلاعية استكشافية لأول مرة يعنيلم تجب
+
+76
+00:06:35,720 --> 00:06:39,800
+عليها دراسات سابقة ولذلك هنا يعني الأدوات القياس
+
+77
+00:06:39,800 --> 00:06:45,000
+بتكون سهلة يعني حيانا ممكن مايكونش عليها ثبات
+
+78
+00:06:45,000 --> 00:06:48,800
+الصدقة وكذا لأنه الأول مرة بتدرسها فلذلك من هنا
+
+79
+00:06:48,800 --> 00:06:53,220
+هذه بتكون أدوات القياس مرينة التي نستخدمها واضحة
+
+80
+00:06:53,220 --> 00:06:58,720
+مثل الطابة الحرة بالضبط و الملاحظة أيضا و هكذا نعم
+
+81
+00:06:58,720 --> 00:07:03,450
+لاتستخدم أي الفرود علمية لأن الفرود تحتمن قبل قد
+
+82
+00:07:03,450 --> 00:07:06,370
+طمن فيها الدراسات بالطب و هذه خاصية من خصائص البحث
+
+83
+00:07:06,370 --> 00:07:10,150
+الاستكشافية اتكلمنا عنها ان الفروض دائما تساؤلات
+
+84
+00:07:10,150 --> 00:07:14,170
+ان عفوا البحوث الاستطلاعية تساؤلات نضع لها تساؤلات
+
+85
+00:07:14,170 --> 00:07:19,790
+ولا نضع لها فروض لأنها لأول مرة يعني استكشاف دراسة
+
+86
+00:07:19,790 --> 00:07:23,370
+استطلاعية استكشافية فكيف نضع الفروض فهذه من خصائص
+
+87
+00:07:23,370 --> 00:07:27,590
+البحث الاستطلاعية لا نصيغ لها الفروض العلمية ولكن
+
+88
+00:07:27,590 --> 00:07:33,610
+نضع لها تساؤلاتو نجيب على التساؤلات من خلال البحث
+
+89
+00:07:33,610 --> 00:07:46,990
+ماذا أيضا قال في الآخر؟ طبعا
+
+90
+00:07:46,990 --> 00:07:51,990
+لأنه دائما البحوث الوصفية أو التجربية بتعتمد على
+
+91
+00:07:51,990 --> 00:07:56,950
+ما قبلهافلذلك ممكن أن تكون هذه البحوث الاستطلاعية
+
+92
+00:07:56,950 --> 00:08:03,050
+تمهيدا للبحوث الوصفية والبحوث التجريبية فنقطة
+
+93
+00:08:03,050 --> 00:08:06,490
+انطلاق ممكن تكون لنا عندما نقوم بالدراسات
+
+94
+00:08:06,490 --> 00:08:11,470
+الاستطلاعية بنعرف الظاهرة وحجم الظاهرة وبعد ذلك
+
+95
+00:08:11,470 --> 00:08:15,050
+بنعرف العوامل المأثرة فيها ممكن هو النتائج اللي
+
+96
+00:08:15,050 --> 00:08:19,530
+وصلنا من الدراسة الاستطلاعية هذه ممكن تكون تمهيدا
+
+97
+00:08:19,530 --> 00:08:26,050
+لدراسة وصفيةأو دراسة تجربية واضح من خلالها قد نصيب
+
+98
+00:08:26,050 --> 00:08:30,530
+فروض للدراسة التجربية أو في المنهج الوصفي نقوم
+
+99
+00:08:30,530 --> 00:08:34,550
+بوصف الظاهرة وتحليلها وتفسيرها ومعرفة العوامل
+
+100
+00:08:34,550 --> 00:08:41,130
+المأثرة فيها وها كده خلاص فهمنا القصاص والمميزات
+
+101
+00:08:41,130 --> 00:08:45,230
+للدراسات الاستطلاعية؟ أظنها هياش صعبة سهلة سهلة
+
+102
+00:08:45,230 --> 00:08:50,370
+جدا طيب
+
+103
+00:08:51,830 --> 00:08:58,050
+لا لا في عندنا نمط ثاني النمط الثاني من البحوث وهو
+
+104
+00:08:58,050 --> 00:09:03,450
+النمط الوصفي النمط الوصفي وهذا مرحلة متقدمة بعد
+
+105
+00:09:03,450 --> 00:09:08,250
+الدراسات ال suppliers مشابهية ممكن نستخدم النمط
+
+106
+00:09:08,250 --> 00:09:13,130
+الوصفي في الدراسات أو في البحوث الاجتماعي فبدنا
+
+107
+00:09:13,130 --> 00:09:18,150
+نتعرف ما هو النمط الوصفينمط الوصفي بالنسبة ليه
+
+108
+00:09:18,150 --> 00:09:21,490
+البحوث؟ أيوة يا بنتي، قولي هو الذي يكون الباحث على
+
+109
+00:09:21,490 --> 00:09:25,630
+دراية بالأبعاد المتغيرات اللي تضمنها الظاهرة ولكن
+
+110
+00:09:25,630 --> 00:09:29,130
+يسعى لوصف خصائص هذه الظاهرة من خلال الدراسة
+
+111
+00:09:29,130 --> 00:09:34,800
+بالتأكيديعني الباحث من خلال دراسته للبحث الصداعية
+
+112
+00:09:34,800 --> 00:09:39,980
+يعني عرف حجم الظاهرة وأبعادها والعوامل الترافية
+
+113
+00:09:39,980 --> 00:09:44,040
+هنا بيقوم في المنهج الوصفي بعملية وصف أيضًا
+
+114
+00:09:44,040 --> 00:09:50,340
+للظاهرة تحليل ووصف ووصف وتحليل للظاهرة فهذا هو
+
+115
+00:09:50,340 --> 00:09:54,640
+النمط الوصفي اللي هو يقوم على الوصف والتحليل
+
+116
+00:09:54,640 --> 00:09:55,900
+للظاهرة الاجتماعية
+
+117
+00:09:58,840 --> 00:10:04,200
+الوصف والتحليل ليه؟ لأن الباحث عنده الأبعاد
+
+118
+00:10:04,200 --> 00:10:08,720
+والمتغيرات اللي بتضمها الظاهرة نتيجة ما وصل إليه
+
+119
+00:10:08,720 --> 00:10:13,840
+من دراسات استطلاعية قبل ذلك أو من نتائج وحوث سابقة
+
+120
+00:10:13,840 --> 00:10:20,990
+فلذلك هنا بيقوم بعملية وصف وتحليل للظاهرةو بيحدد
+
+121
+00:10:20,990 --> 00:10:24,950
+خصائص الظاهرة أيضا و العوامل المؤثرة فيها و غير
+
+122
+00:10:24,950 --> 00:10:29,890
+ذلك و هذه عادة هذا النمط من البحوث الوصفية بنطلق
+
+123
+00:10:29,890 --> 00:10:34,650
+عليه الدراسات المسحية الدراسات المسحية و لذلك عادة
+
+124
+00:10:34,650 --> 00:10:38,270
+منهج المسح الاجتماعي يقوم على الوصف و التحليل
+
+125
+00:10:38,270 --> 00:10:48,300
+الوصف و التحليل للظاهرة الوصف و التحليلوهذه طبعا
+
+126
+00:10:48,300 --> 00:10:52,840
+الدراسات المسحية بتهتم بتحديد الخصائص الاجتماعية
+
+127
+00:10:52,840 --> 00:10:59,780
+والاقتصادية والسياسية للظاهرة في المجتمع، إيش هي
+
+128
+00:10:59,780 --> 00:11:03,760
+الخصائص لهذه الظاهرة، من كافة هذه الجوانب،
+
+129
+00:11:03,760 --> 00:11:08,220
+الاجتماعية والاقتصادية والسياسية للظاهرة، بحيث
+
+130
+00:11:08,220 --> 00:11:14,070
+نعرف الظاهرة ووصف لهامن خلال وجودها في المجتمع
+
+131
+00:11:14,070 --> 00:11:18,530
+وتأثيرها على المجتمع وتأثير المجتمع عليها وهكذا
+
+132
+00:11:18,530 --> 00:11:22,990
+لأن الظاهرة هي نتاج المجتمع وأيضا الظاهرة تؤثر على
+
+133
+00:11:22,990 --> 00:11:29,440
+المجتمعفلذلك كلن يرتبط بالاخر الظاهرة والمجتمع
+
+134
+00:11:29,440 --> 00:11:32,840
+والمجتمع والظاهرة فلذلك من هنا في المنهج الوصفي
+
+135
+00:11:32,840 --> 00:11:37,820
+نقوم بوصف الظاهرة والتعرف على خصائصها الاجتماعية
+
+136
+00:11:37,820 --> 00:11:43,060
+والاقتصادية والثقافية و أحيانا أبعاد أخرى كذلك نعم
+
+137
+00:11:43,060 --> 00:11:49,960
+و هكذا قد تكون صحية تعليمية غير ذلك من الخصائص
+
+138
+00:11:49,960 --> 00:11:54,780
+سياسية أحيانا دينية و هكذا خصائص للظاهرة
+
+139
+00:12:01,930 --> 00:12:07,650
+في عندنا أيضًا البحث الوصفي بيركز على استكمال
+
+140
+00:12:07,650 --> 00:12:11,410
+البيانات المطلوبة
+
+141
+00:12:11,410 --> 00:12:16,830
+لبحث المشكلة بطريقة منظمة
+
+142
+00:12:16,830 --> 00:12:22,150
+بطريقة منظمة وتسجيلة وتحليلة باستخلاص النتائج، هذا
+
+143
+00:12:22,150 --> 00:12:27,620
+هو البحث الوصفينبط الوصف نبط الوصف باستكمل
+
+144
+00:12:27,620 --> 00:12:30,900
+البيانات المضطربة لحظة المشكلة بحيث انه بتكون
+
+145
+00:12:30,900 --> 00:12:35,660
+بطريقة مرظمة بسجلها و بحللها و بيصل الى النتائج في
+
+146
+00:12:35,660 --> 00:12:39,340
+النهاية فبنصل الى النتائج من خلال وصف المشكلة و
+
+147
+00:12:39,340 --> 00:12:43,180
+نصل الى تحليلة اللى هى عمليتنا النتائج الوصول الى
+
+148
+00:12:43,180 --> 00:12:47,840
+النتائج اللى بنستخلصها من وصفنا اللى هى الظاهرة
+
+149
+00:12:47,840 --> 00:12:53,150
+وتحليلنا لها فبنصل الى عدد من النتائجالبحوث
+
+150
+00:12:53,150 --> 00:12:59,170
+الوصفية بتأدى الى نقل صورة للموقف موضع الدراسة بما
+
+151
+00:12:59,170 --> 00:13:03,630
+يأدى الى تمكن من ماذا يعني البحوث الوصفية بتمكننا
+
+152
+00:13:03,630 --> 00:13:08,030
+من ايش؟ من ماذا تمكننا البحوث الوصفية؟ في عندنا
+
+153
+00:13:08,030 --> 00:13:12,250
+ثلاث حاجات ايوة ماتكلمتش ايوة تفضل يا بنتى التأكد
+
+154
+00:13:12,250 --> 00:13:16,530
+من سلامة المشكلة وفرعياتها تأكد من سلامة المشكلة
+
+155
+00:13:16,530 --> 00:13:22,490
+اول شىء وفرعيات المشكلةالحاجة بتقديلنا إننا نعرف
+
+156
+00:13:22,490 --> 00:13:29,230
+المشكلة، الفرعيات، جمع البيانات كذلك لإن من خلال
+
+157
+00:13:29,230 --> 00:13:32,950
+وصف المشكلة بنجمع بيانات، وهذه البيانات بتمكننا من
+
+158
+00:13:32,950 --> 00:13:38,190
+التحليل، أيوة أنت أيوة جمع البيانات تساعد على
+
+159
+00:13:38,190 --> 00:13:42,400
+التوضيح للحاجةبالحل إلى الوصول للحلول بعد النتائج
+
+160
+00:13:42,400 --> 00:13:46,840
+إلى الحل من المعلومات اللي هي البيانات اللي بنصل
+
+161
+00:13:46,840 --> 00:13:53,560
+اليها وجمعها بنصل إلى عملية حل المشكلة كيف نحل
+
+162
+00:13:53,560 --> 00:13:57,990
+المشكلة؟كيف نصل إلى حلول للمشكلة وهذه ممكن نضعها
+
+163
+00:13:57,990 --> 00:14:02,390
+أيضًا ولذلك البحوث الوصفية تمكننا من ذلك بعد ما
+
+164
+00:14:02,390 --> 00:14:05,730
+نصل إلى سيقة النتائج من النتائج ممكن نضع توصيات
+
+165
+00:14:05,730 --> 00:14:11,490
+تمكننا من الوصول إلى حلول للمشكلة هذه هي البحوث
+
+166
+00:14:11,490 --> 00:14:15,610
+الوصفية هذا اللي هو الهدف بتاعها يعني بتوصلنا إلى
+
+167
+00:14:15,610 --> 00:14:22,860
+هذه الأشياء بياناتو تحليل و وصول لنتائج ووصول إلى
+
+168
+00:14:22,860 --> 00:14:27,800
+ماعرف اللي المشكلة اللي هي توصيات لحل المشكلة
+
+169
+00:14:27,800 --> 00:14:33,700
+وانحيانا ممكن نصرح خطوط .. خطط يعني احنا عارفين
+
+170
+00:14:33,700 --> 00:14:38,920
+خطط للاصلاح الاجتماعي وخطط لحل المشكلة يعني برضه
+
+171
+00:14:38,920 --> 00:14:44,480
+هذه من خلال الدراسة اللي هي الظاهرة هذه كلها يعني
+
+172
+00:14:44,480 --> 00:14:49,800
+ما يتعلق بالنمط الوصفيفي عندنا أيضًا نمط تجريبي
+
+173
+00:14:49,800 --> 00:14:55,320
+تجريبي يعني احنا بمعظم الدراسات كلها استطلاعية
+
+174
+00:14:55,320 --> 00:14:59,320
+استكشافية في وصفية ولذلك كلها تعتمد على الوصف
+
+175
+00:14:59,320 --> 00:15:02,820
+والتحليل نستخدم فيها منهج .. منهج الوصفي ومنهج
+
+176
+00:15:02,820 --> 00:15:07,480
+الاجتماعي يقوم على الوصف والتحليل وغير ذلك منهج
+
+177
+00:15:07,480 --> 00:15:12,680
+أخرى فلكن هنا في تجريبي في نمط تجريبي بيعتمد على
+
+178
+00:15:12,680 --> 00:15:20,110
+التجربة على التجربةتجارب اجتماعية تجارب في المجتمع
+
+179
+00:15:21,640 --> 00:15:25,760
+أه تطبيق وبنشوف مدى نجاح هذه التجارب والعوامل
+
+180
+00:15:25,760 --> 00:15:29,400
+بتأثر في التجربة العوامل المستقلة والعوامل التابعة
+
+181
+00:15:29,400 --> 00:15:33,040
+وبنضع مرة عوامل تابعة وعوامل مستقلة وبنشوف العامل
+
+182
+00:15:33,040 --> 00:15:36,760
+المستقل ومدى تأثيره على العوامل التابعة المتغير
+
+183
+00:15:36,760 --> 00:15:41,500
+على المجموعة اللي هو موضوع الدراسة أو التجربة
+
+184
+00:15:41,500 --> 00:15:45,460
+ولذلك النمط التجريبي بخوث متقدمة تعتبر في الخدمة
+
+185
+00:15:45,460 --> 00:15:50,900
+الاجتماعيةاليوم تعتبر من الأنماط أو من الأنواع
+
+186
+00:15:50,900 --> 00:15:55,300
+المتقدمة في البحوث الاجتماعية ولكن تعتمد على ما
+
+187
+00:15:55,300 --> 00:15:59,560
+قبلها من الأبحاث لأنها تعتمد على صياغة فروض لابد
+
+188
+00:15:59,560 --> 00:16:04,340
+من صياغة فروض هناوهذه بنستنبط للفروض من البحوث
+
+189
+00:16:04,340 --> 00:16:09,440
+السابقة لبحوث سابقة سواء كانت من البحوث الوصفية أو
+
+190
+00:16:09,440 --> 00:16:13,100
+من البحوث الاستطلاعية او الاستكشافية مشقولنا احنا
+
+191
+00:16:13,100 --> 00:16:16,900
+البحوث الاستكشافية تمهيد للدراسات التجريبية فهذه
+
+192
+00:16:16,900 --> 00:16:21,080
+بنستنبط احيانا قد تكون من نتائجها ايضا بعض الفروض
+
+193
+00:16:21,080 --> 00:16:23,600
+للبحوث التجريبية
+
+194
+00:16:27,350 --> 00:16:31,990
+طيب، إذا النمط التجريبي هذا مهم جدا عندنا في بحوث
+
+195
+00:16:31,990 --> 00:16:36,230
+الخدمة الاجتماعية، و بعتمد على العوامل المستقلة و
+
+196
+00:16:36,230 --> 00:16:39,290
+العوامل المتغيرة، إننا نشوف العامل المستقل و
+
+197
+00:16:39,290 --> 00:16:47,600
+تأثيره على العوامل التابعةوهنا بنتأكد من صدقها
+
+198
+00:16:47,600 --> 00:16:52,020
+أو عدم صدقها أن يوجد علاقة بين كذا وكذا أو لا يوجد
+
+199
+00:16:52,020 --> 00:16:56,280
+علاقة بين كذا وكذا، بين المتغير المستقل والمتغير
+
+200
+00:16:56,280 --> 00:16:59,960
+التابعوها كده مش هكذا صيغنا الفروض وها كده اللي
+
+201
+00:16:59,960 --> 00:17:05,020
+أخدناها بهذا الشكل البحثية أو بصيغة بصيغة صفرية
+
+202
+00:17:05,020 --> 00:17:10,820
+بإنه لا توجد علاقة بين كده وبين كده بين العامل
+
+203
+00:17:10,820 --> 00:17:15,900
+المستقل والعامل المتغير واضح؟ وها كده إذا من هنا
+
+204
+00:17:15,900 --> 00:17:22,160
+نصيغ الفروض للتأكد من صحتها أو عدم صحتها في البحث
+
+205
+00:17:23,680 --> 00:17:28,280
+طبعًا تحليل البحث اللي هو ذي النمط التجريبي هذا
+
+206
+00:17:28,280 --> 00:17:32,520
+بيبدأ أول شيء بالتعرف على المشكلة، لابد نعرف
+
+207
+00:17:32,520 --> 00:17:38,080
+المشكلة ثم نحلل المشكلة، نحددها، ما هي نتعرف عليها
+
+208
+00:17:38,080 --> 00:17:42,180
+خلاص، بدنا نتعرف و نحددها، بعد ذلك بدنا نحلل
+
+209
+00:17:42,180 --> 00:17:46,890
+المشكلة و نشوف المتغيرات اللي بتأثر على المشكلةو
+
+210
+00:17:46,890 --> 00:17:52,770
+هذه بعد ذلك بنعمل صياغة للفروض اللى بتأثر على
+
+211
+00:17:52,770 --> 00:17:57,850
+المشكلة بنصيغ الفروض ممكن نضع فرض عام فرض عام و من
+
+212
+00:17:57,850 --> 00:18:02,090
+الفرض العام ممكن نضع عدد من الفروض الفرعية وبعدين
+
+213
+00:18:02,090 --> 00:18:07,230
+عرفناكوا كيف بنصيغ الفرض العام و نستنبط منه الفروض
+
+214
+00:18:07,230 --> 00:18:14,510
+الفرعية للمشكلة إذا بنحدد المشكلةو بعد ذلك بنفهم
+
+215
+00:18:14,510 --> 00:18:18,310
+المشكلة جيدا و العوامل المؤثرة فيها و بعد ذلك
+
+216
+00:18:18,310 --> 00:18:23,450
+بنصيغلها فروض علمية الفروض اه و هذه الفروض هي اللي
+
+217
+00:18:23,450 --> 00:18:29,290
+بنضحها اللي هي للاختبار .. للاختبار و بنشوف مدى
+
+218
+00:18:29,290 --> 00:18:35,330
+صحة هذا الفرض او عدم صحته بالنسبة للظاهرة و هكذا
+
+219
+00:18:39,270 --> 00:18:44,350
+طبعا الفرض احنا عارفين بتشير الى ناحيتين متغير او
+
+220
+00:18:44,350 --> 00:18:48,610
+مستقل او رفض علاقة المستقل بالمتغير او المتغير
+
+221
+00:18:48,610 --> 00:18:54,010
+بالمستقل و هكذا فلذلك من هنا هذه عوامل كلها بتشير
+
+222
+00:18:54,010 --> 00:19:00,350
+الى عوامل متغيرة عامل او يعني عامل مستقل او غير
+
+223
+00:19:00,350 --> 00:19:04,530
+مستقل او تابع متغير يعني التابع عوامل متغيرة يعني
+
+224
+00:19:04,530 --> 00:19:08,340
+التابعةوالعوامل المستقلة هي اللي أحيانا بنستخدمها
+
+225
+00:19:08,340 --> 00:19:12,540
+بتكون مستقلة في داخل البحث ليه معرفة ما مدى تأثير
+
+226
+00:19:12,540 --> 00:19:16,020
+هذا العامل المستقل على العوامل المتغيرة على
+
+227
+00:19:16,020 --> 00:19:22,140
+الظاهرة طبعا هنا الباحث علشان يتأكد من الصدق أو
+
+228
+00:19:22,140 --> 00:19:27,950
+عدم الصدق هنا بصمم تجربةوبنحاول نطمط فيها جميع
+
+229
+00:19:27,950 --> 00:19:35,270
+التوابع، فيما عدا العامل المستقل، العامل المستقل
+
+230
+00:19:35,270 --> 00:19:39,810
+أو المتغير المستقل، لكن المتغيرات التابعة كلها ..
+
+231
+00:19:39,810 --> 00:19:46,020
+ندخلها للتجربةوبنلاحظ ما يحدث للمتغيرات التابعة
+
+232
+00:19:46,020 --> 00:19:49,940
+بداخل العام المستقل وبنشوف ممدى تأثيره على باقي
+
+233
+00:19:49,940 --> 00:19:55,440
+العوامل التابعة نتيجة للتعرض لتعرض المتغير المستقل
+
+234
+00:19:55,440 --> 00:20:02,300
+دائما فتسمى هذه الطريقة التجربة البعدية البعدية
+
+235
+00:20:02,300 --> 00:20:06,960
+فتح الباب البعدية يعني فيما بعد البحث الإصطناعية
+
+236
+00:20:06,960 --> 00:20:12,660
+والوصفيةأه البعدية أظن مش عارفين أنتوا قوليها
+
+237
+00:20:12,660 --> 00:20:17,200
+البعدية إيش يعني تجربة البعدية يعني بعد ما نجري
+
+238
+00:20:17,200 --> 00:20:21,940
+التجربة بنشوف النتائج تجربة البعدية بعد ما نجري
+
+239
+00:20:21,940 --> 00:20:26,960
+البحث بنشوف مدى تأثير العامل المستقل على العوامل
+
+240
+00:20:26,960 --> 00:20:31,250
+التابعةواضح؟ أو المجموعات المتكافئة أحيانا بتكون
+
+241
+00:20:31,250 --> 00:20:35,430
+مجموعتين أو هكذا لكن أنا بدي أديكوا يعني هنا
+
+242
+00:20:35,430 --> 00:20:39,170
+التجربة البعدية يعني شرحناها إلكوا برضه هنا
+
+243
+00:20:39,170 --> 00:20:43,790
+بالتفصيل علشان الطالبة يكون عارفة إيش يعني التجربة
+
+244
+00:20:43,790 --> 00:20:48,450
+البعدية أو المجموعات المتكافئةأو المجموعات
+
+245
+00:20:48,450 --> 00:20:55,130
+المتكافئة يعني هنا بنبين ممكن ناخد الباحث هنا ممكن
+
+246
+00:20:55,130 --> 00:21:00,030
+يختار بعض التصنيفات التجربية لعينتين عشوائيتين
+
+247
+00:21:00,030 --> 00:21:05,930
+ناخد عينتين عشوائيتين مجموعة من هنا ومجموعة من هنا
+
+248
+00:21:05,930 --> 00:21:09,190
+عينة عينة من هنا وعينة من هنا لو كانت العينة مثلا
+
+249
+00:21:09,190 --> 00:21:13,450
+اربعين ناخد عشرين وعشرين وها كده في مجتمع البحث
+
+250
+00:21:13,450 --> 00:21:19,400
+اللي بنجري عليه الدراسة مجتمع البحثوهنا بيفترض
+
+251
+00:21:19,400 --> 00:21:23,760
+فيهم إن هما متكافئتان في جميع الوجوه، العينتين، لو
+
+252
+00:21:23,760 --> 00:21:27,780
+أخدنا عينة من هنا وعينة من هنا، كل الخصائص، خصائص
+
+253
+00:21:27,780 --> 00:21:31,460
+اجتماعية، خصائص اقتصادية، خصائص دعليمية، خصائص
+
+254
+00:21:31,460 --> 00:21:35,780
+سنية، عمرية، تكون يعني متشابهتين على الأقل،
+
+255
+00:21:35,780 --> 00:21:40,000
+العينتين، واضح؟في كل الوجوه ثم يدخل المتغير
+
+256
+00:21:40,000 --> 00:21:44,480
+التجريبي على المجموعة التجريبية دون المجموعة
+
+257
+00:21:44,480 --> 00:21:49,120
+الضابطة يعني في مجموعة ضابطة ومجموعة تجريبية وندخل
+
+258
+00:21:49,120 --> 00:21:52,300
+العامل المستقل على المجموعة التجريبية ونشوف ممد
+
+259
+00:21:52,300 --> 00:21:57,060
+تأثيره ونقارن بعد ذلك بين هذه المجموعة والمجموعة
+
+260
+00:21:57,060 --> 00:22:01,180
+الأخرى وهذا بيعتمد على تحليل إحصائية وبنصل إلى إنه
+
+261
+00:22:01,180 --> 00:22:06,780
+لما نكون عندنا الـ SIG في تحليل الكمبيوتريعني مثلا
+
+262
+00:22:06,780 --> 00:22:12,700
+أقل من 5% يوجد علاقة بين كذا وكذا، إذا كانت أكثر
+
+263
+00:22:12,700 --> 00:22:17,220
+من 5% لا يوجد علاقة بين العامل المستقل والعامل
+
+264
+00:22:17,220 --> 00:22:22,640
+التابع، وهكذا، إذا هنا بنعرف كيف نحلل ونفسر
+
+265
+00:22:22,640 --> 00:22:27,260
+إحصائيا، وهذا طبعا بعتمد على الإحصاء في التحليل،
+
+266
+00:22:27,260 --> 00:22:32,720
+واضح؟ هذه بنتطنق عليها طبعا بعد انتهاء التجربة،
+
+267
+00:22:32,720 --> 00:22:36,720
+بعد ما ننتهي من التجربةبنقيس التغير اللي طرع على
+
+268
+00:22:36,720 --> 00:22:41,420
+المجموعة تانية، مجموعة ألف ومجموعة با، وبنقارن
+
+269
+00:22:41,420 --> 00:22:45,040
+الفرق بينهما، وبنختبر هنا الدلالة بالأسليب
+
+270
+00:22:45,040 --> 00:22:48,700
+الإحصائية، وبنشوف الفروقات بين المجموعة ألف
+
+271
+00:22:48,700 --> 00:22:55,420
+ومجموعة باهذا بنطلق عليه ماذا التجارب البعدية بعد
+
+272
+00:22:55,420 --> 00:22:59,260
+ما نصل إلى النتائج اللى وصلنا إليها من العينتين ما
+
+273
+00:22:59,260 --> 00:23:02,380
+عرفنا مامد تأثير العامل المستقل على العوامل
+
+274
+00:23:02,380 --> 00:23:05,860
+التابعة للمجموعة ألف هنا وخلينا المجموعة ألف مثلا
+
+275
+00:23:05,860 --> 00:23:08,880
+ضابط والمجموعة با اللى دخلنا عليها العامل المستقل
+
+276
+00:23:08,880 --> 00:23:13,700
+وشوفنا مامد تأثير العامل المستقل على المجموعة با
+
+277
+00:23:13,700 --> 00:23:17,020
+وبنقارن هنا في هذه الحالة ما بين المجموعة با
+
+278
+00:23:17,020 --> 00:23:24,330
+والمجموعة ألفمفهوم هكذا؟ مفهوم هذا اللي هو مفهوم
+
+279
+00:23:24,330 --> 00:23:28,750
+التجربة البعدية اللي هي بعد ما ننتهي من اللي هي
+
+280
+00:23:28,750 --> 00:23:33,530
+التجربة بنشوف أو بنسميها المجموعات المتكافئة اللي
+
+281
+00:23:33,530 --> 00:23:37,710
+احنا قلناها مجموعة ألف ومجموعة ب متكافئة في كافة
+
+282
+00:23:37,710 --> 00:23:40,150
+الخصائص وعملنا عليها التجربة
+
+283
+00:23:42,290 --> 00:23:47,270
+خلّينا مجموعة ضابط ومجموعة تجربية
+
+284
+00:23:47,270 --> 00:23:51,370
+نعمل خلال العامل المستقل ومعرفة العوامل التابعة
+
+285
+00:23:52,250 --> 00:23:55,530
+كتبوها الحاجات هذه مهمة جدا التجربة اللي بعدها مش
+
+286
+00:23:55,530 --> 00:24:00,890
+موجودة عندكم فاحنا طفناها علشان لفظ جبته بس بدي
+
+287
+00:24:00,890 --> 00:24:04,490
+الطالب لما بتقرا تقول مافهمتوش ان احنا جبنا عشان
+
+288
+00:24:04,490 --> 00:24:09,130
+نفسر و هكذا و ضربنا أمثلته بال .. بالمجموعتين
+
+289
+00:24:09,130 --> 00:24:12,650
+مجموعة ألف مجموعة بقى مستقلة و تابعة أو ضابطة
+
+290
+00:24:12,650 --> 00:24:15,790
+المجموعة الضابطة و المجموعة التجربية و تأثير العمل
+
+291
+00:24:15,790 --> 00:24:20,230
+المستقل على إحدى الجماعات و بعد ذلك مقارنت جماعتين
+
+292
+00:24:20,230 --> 00:24:23,680
+مع بعضين مع بعضو معرفة الفروق الإحصائية في ذلك
+
+293
+00:24:39,400 --> 00:24:42,960
+ليش سمناها التجربة البعدية؟ لأن الباحث هنا بقيس
+
+294
+00:24:42,960 --> 00:24:48,860
+اتجاهات أفراد المجموعتين بعد انتهاء التجربة، بعد
+
+295
+00:24:48,860 --> 00:24:52,400
+انتهاء التجربة، أفراد المجموعتين، وهنا قلنا
+
+296
+00:24:52,400 --> 00:24:57,340
+المجموعتين متكافئتين لماذا؟ متكافئتين في الخصائص،
+
+297
+00:24:57,340 --> 00:25:00,920
+معنى التكافئة يعني في الخصائص كلها، الخصائص
+
+298
+00:25:00,920 --> 00:25:04,040
+العمرية، السنية، اللي هي الاجتماعية، الاقتصادية،
+
+299
+00:25:04,040 --> 00:25:04,840
+التعليمية إلى آخر
+
+300
+00:25:07,780 --> 00:25:11,760
+طيب في هنا مأخذ ويأخذ على التجارب البعدية أنها
+
+301
+00:25:11,760 --> 00:25:15,980
+تفترض تكافؤ المجموعات مش احنا قولنا مجموع ألف و
+
+302
+00:25:15,980 --> 00:25:21,760
+بقى و الخصائص تكون يعني متكافئة فهنا يعني تفترض
+
+303
+00:25:21,760 --> 00:25:25,280
+تكافؤ المجموعات من جميع الوجوه، هل ممكن أننا نختار
+
+304
+00:25:25,280 --> 00:25:30,870
+مجموعتين متكافئتين في كل الخصائص؟لازم يكون في
+
+305
+00:25:30,870 --> 00:25:35,030
+اختلاف، لابد، فان ذلك من الصعب ان نجد مجموعتين
+
+306
+00:25:35,030 --> 00:25:39,330
+متكافئتين، ولكن بنقول نسبيا، ممكن ان يكون هناك
+
+307
+00:25:39,330 --> 00:25:47,160
+تكافئ بين المجموعتين نسبيا، وليس مطلقاهذا الأول
+
+308
+00:25:47,160 --> 00:25:51,720
+كما أن المجموعتين التجربية اللي هنا قلنا بقى و هي
+
+309
+00:25:51,720 --> 00:25:55,360
+الضابط اللي هي مجموعة ألف يعني تتعرضان لتأثير
+
+310
+00:25:55,360 --> 00:25:59,120
+عوامل أخرى أيضا مش بس العامل المستقل ممكن في عوامل
+
+311
+00:25:59,120 --> 00:26:04,440
+أخرى بتأثر على المجموعتين هذا بالنسبة ما يتعلق
+
+312
+00:26:04,440 --> 00:26:07,780
+بتجربة البعدية أو المجموعات المتكافئة
+
+313
+00:26:10,530 --> 00:26:14,150
+ستاذ نعم يا بنت احنا فقالامنا عن المجموعات
+
+314
+00:26:14,150 --> 00:26:17,370
+التجربية و المجموعات الضابطة في ممكن قياس تاني
+
+315
+00:26:17,370 --> 00:26:22,610
+اللي هو بيسمى القياس القبلي و القياس البعدي قياس
+
+316
+00:26:22,610 --> 00:26:28,170
+قبلي و بعدين قياس بعدي بس بالقياس القبلي و البعدي
+
+317
+00:26:28,170 --> 00:26:32,690
+مجموعة واحدة من القياس او المحاسبة اللي مش ..
+
+318
+00:26:32,690 --> 00:26:36,230
+هنعرفها نعم هنعرفها بنعم القياس قبلي لإنها و بعدين
+
+319
+00:26:36,230 --> 00:26:39,350
+القياس البعدي و بعدين نشوف النتيجة ممكن .. ممكن ..
+
+320
+00:26:39,350 --> 00:26:45,260
+نعمبرضه نعم .. القبلي ثم البعد .. نعم .. نعم و هذه
+
+321
+00:26:45,260 --> 00:26:51,220
+الآن هناخدها في ال .. الأشكال بقولنا المختلفة
+
+322
+00:26:51,220 --> 00:26:56,940
+لتصميم التجربة العلمية آه خلصتوا؟ خلاص؟
+
+323
+00:27:09,820 --> 00:27:15,580
+ننتقل إلى النقطة التالية وهي الأشكال المختلفة
+
+324
+00:27:15,580 --> 00:27:20,080
+لتصميم التجربة العلمية في عندنا أشكال يعني عندنا
+
+325
+00:27:20,080 --> 00:27:26,140
+هنا أهم الأشكال قلنا ثلاثة محددينها بثلاثة أولا
+
+326
+00:27:26,140 --> 00:27:33,280
+ممكن نستخدم المفرداتاستخدام نفس المفردات كمجموعة
+
+327
+00:27:33,280 --> 00:27:37,160
+ضابطة ومجموعة تجربية يعني على سبيل المثال انتوا
+
+328
+00:27:37,160 --> 00:27:41,500
+ممكن تكونوا مفردات مجتمع البحر فممكن انتوا نجسمكوا
+
+329
+00:27:41,500 --> 00:27:46,200
+مجمعتين لكن من نفس المفردات المجتمع البحر اللي
+
+330
+00:27:46,200 --> 00:27:50,380
+اخترناها هذا النوع الأول النوع الثانياللي هو
+
+331
+00:27:50,380 --> 00:27:54,680
+استخدام مجموعة تجريبية ومجموعة دابطة، خلاص بينا
+
+332
+00:27:54,680 --> 00:27:58,880
+نحدد، نقول هذه تجريبية وهذه دابطة أو هذه دابطة أو
+
+333
+00:27:58,880 --> 00:28:02,940
+هذه تجريبية، حددناها، مجموعة ألف ومجموعة باء،
+
+334
+00:28:02,940 --> 00:28:08,420
+مجموعة ألف تجريبية، مجموعة باء دابطة، وهكذاواضح؟
+
+335
+00:28:08,420 --> 00:28:12,960
+لكن الأولانية لأ من المفردة المجموعة ممكن أخدنا
+
+336
+00:28:12,960 --> 00:28:18,740
+ايه؟ مجمعتين حولناهم إلى عينتين و بنربطهم هنا على
+
+337
+00:28:18,740 --> 00:28:23,700
+أساس يعني واحدة ضابطة و واحدة تجريبية الناحية
+
+338
+00:28:23,700 --> 00:28:31,880
+الثالثة بنكون مجمعتين تجريبيتين و ضابطتين تجمعتين
+
+339
+00:28:31,880 --> 00:28:36,560
+ضابطتين و مجمعتين تجريبيتينمجموعتين بدل ما تكون
+
+340
+00:28:36,560 --> 00:28:42,880
+مجموعة بنقول هنا مجموعة ألف وبقى ضابطة مجموعة جيم
+
+341
+00:28:42,880 --> 00:28:48,720
+ودال تجريبية مجموعتين و هنا علشان نتأكد من النتائج
+
+342
+00:28:48,720 --> 00:28:54,680
+و نشوف الضابطة و التجريبية هذه بالنسبة للأشكال لو
+
+343
+00:28:54,680 --> 00:29:00,860
+أجينا للشرح الشرح المفصل طبعا لهمناخد الأولى وهى
+
+344
+00:29:00,860 --> 00:29:05,520
+مفردات مجتمع البحث اللى قسمنا منه مجموعه تانى
+
+345
+00:29:05,520 --> 00:29:08,880
+مجموعه ضابط ومجموعه تجريبية لاستخدام نفس المفردات
+
+346
+00:29:08,880 --> 00:29:14,000
+كمجموعه ضابط ومجموعه تجريبية نفس المفردات اللى
+
+347
+00:29:14,000 --> 00:29:19,420
+خاصه بالبحث قسمناهم إلى جسمين مجموعه ضابط ومجموعه
+
+348
+00:29:19,420 --> 00:29:24,280
+تجريبية هذا التصميم لايلجأ الباحث لاستخدام مجموعه
+
+349
+00:29:24,280 --> 00:29:29,530
+تانى بل استخدم نفس المفرداتكمجموعة نفس المفردات
+
+350
+00:29:29,530 --> 00:29:33,590
+كمجموعة ضابطة ومجموعة تجربية زي ما شرحنا قبل قليل
+
+351
+00:29:33,590 --> 00:29:40,350
+هذا التصميم بيعطينا نتاج دقيقة لا يعطي نتاج دقيقة
+
+352
+00:29:40,350 --> 00:29:43,830
+إلا في الأحوال اللي بيكون فيها الباحث على معرفة
+
+353
+00:29:43,830 --> 00:29:49,110
+ودراية بخصائص المجموعتين وأيضا بجميع المتغيرات
+
+354
+00:29:49,110 --> 00:29:52,690
+اللي بتأثر في الظاهرة واضح؟
+
+355
+00:29:54,570 --> 00:29:58,470
+وأيضًا بيكون الباحث على ثقة من بقاء هذه المتغيرات
+
+356
+00:29:58,470 --> 00:30:01,850
+على ما هي عليه أو على الأقل يكون على ديار على
+
+357
+00:30:01,850 --> 00:30:06,490
+دراية بالأثر المحدد الذي تترك هذه المتغيرات في
+
+358
+00:30:06,490 --> 00:30:09,370
+الظاهر يعني بيكون الباحث على علم بالمتغيرات
+
+359
+00:30:09,370 --> 00:30:13,570
+الظاهرة عند هذه العين اللي قسمها إلى مجموعتين
+
+360
+00:30:13,570 --> 00:30:20,210
+تجربية وضابطة هذا بالنسبة للنقطة الأولى أو الشكل
+
+361
+00:30:20,210 --> 00:30:25,400
+الأول الشكل الأولاللي هو بالنسبة لتصميم التجربة
+
+362
+00:30:25,400 --> 00:30:30,600
+العلمية نيجي للشكل الثاني الآن الشكل التاني
+
+363
+00:30:30,600 --> 00:30:35,820
+مجموعتين مجموعة ألف ومجموعة با ألف ضابطة و با
+
+364
+00:30:35,820 --> 00:30:40,820
+تجريبية مجموعتين بيختلفوا عن اللي قلنا عنهم في
+
+365
+00:30:40,820 --> 00:30:44,400
+الأول مفردات وشكل المتنين الآن مجموعتين مجموعة ألف
+
+366
+00:30:44,400 --> 00:30:49,560
+ومجموعة با واحدة تجريبية والثانية ضابطة هذا
+
+367
+00:30:49,560 --> 00:30:54,690
+التصميم بيعطي نتائج أكثر دقة من الأولىأكثر دقة من
+
+368
+00:30:54,690 --> 00:31:00,110
+الشكل الأولوهذا اللي هو موجود الآن أكثر شيوعاً في
+
+369
+00:31:00,110 --> 00:31:05,230
+التجارب العلمية لكن العيب على هذا التصميم مجرد
+
+370
+00:31:05,230 --> 00:31:08,770
+شعور الأفراد بإنهم تحت التجربة ممكن يغيروا سلوكهم
+
+371
+00:31:08,770 --> 00:31:12,790
+لو أخدنا مثلا في الأحداث الجانحين عملنا تجربة ألف
+
+372
+00:31:12,790 --> 00:31:16,830
+وتجربة بقى وشوفنا بيصير إيه بيكونوا موضع التجربة
+
+373
+00:31:16,830 --> 00:31:19,890
+أو حتى أنتوا برضه لو قلنا بدنا نعمل لطالبات الخدمة
+
+374
+00:31:19,890 --> 00:31:23,750
+الاجتماعية مجموعة ألف ومجموعة بقى ألف ضابطة
+
+375
+00:31:23,750 --> 00:31:28,990
+والثانية تجربيةهنا بيكون ايه؟ تغيير سلوك، تغيير
+
+376
+00:31:28,990 --> 00:31:33,350
+سلوك، لكن هي بتدينا نتاج دقيقة نسميا، يعني أكثر
+
+377
+00:31:33,350 --> 00:31:41,410
+دقة من الأولى، من الشكل الأول، واضحة طبعا
+
+378
+00:31:41,410 --> 00:31:46,830
+اه، مفرضات البحث، بنقسمهم إلى قسمينممكن نقسمهم إلى
+
+379
+00:31:46,830 --> 00:31:51,810
+قسمين ألف وبا واحدة ضابطة وواحدة تجربية لكن من نفس
+
+380
+00:31:51,810 --> 00:31:57,490
+مفرضات مجتمع البحث لكن هنا لأ هنا مجتمع بحث لكن
+
+381
+00:31:57,490 --> 00:32:03,720
+فيه تجربة محددينة تجريبية ومجموعة أخرىضابطة،
+
+382
+00:32:03,720 --> 00:32:06,380
+مجموعة تجربية ومجموعة ضابطة يعني الفرق بينكم بس
+
+383
+00:32:06,380 --> 00:32:09,700
+الأشخاص اللي .. طبعا العينة .. اه العينة .. اه
+
+384
+00:32:09,700 --> 00:32:12,720
+الأشخاص، العينة اللي احنا بنحددها و بنختارها،
+
+385
+00:32:12,720 --> 00:32:17,180
+بنقول هذه يعني عينة تجربية، هذه عينة ضابطة و بنعمل
+
+386
+00:32:17,180 --> 00:32:21,880
+العامل المستقل مامده تأثيره على العينة التجربية و
+
+387
+00:32:21,880 --> 00:32:24,760
+بعد ذلك بنقارنه بالعينة .. بالمجموعة اللي هي
+
+388
+00:32:24,760 --> 00:32:31,890
+الضابطة و بنشوف مامده الفروقات في ذلك، واضح؟في
+
+389
+00:32:31,890 --> 00:32:36,930
+عندنا قلنا بعد ذلك لنتقل إلى النوع الثالث أو الشكل
+
+390
+00:32:36,930 --> 00:32:41,930
+الثالث لتصميم التجربة العلمية وهو تكوين مجموعتين
+
+391
+00:32:41,930 --> 00:32:49,310
+تجريبيتين ومجموعتين ضابطتين اتنين يعني مش واحدة
+
+392
+00:32:50,390 --> 00:32:53,270
+الشكل الثاني كان واحدة من ضابطة وتجريبية هنا تنتين
+
+393
+00:32:53,270 --> 00:32:57,830
+يعني ليه أكون هنا مجموعتين؟ بنخلي مجموع ألف وبا
+
+394
+00:32:57,830 --> 00:33:05,170
+تجريبية أو ضابطة با جيم ودال التجريبية
+
+395
+00:33:05,170 --> 00:33:09,670
+وهكذا فهنا بنشكل مجموعتين هنا بنحاول نضع الشروط
+
+396
+00:33:09,670 --> 00:33:12,890
+اللي يجب أن ينتزم بها الباحث عند اختيار كل من
+
+397
+00:33:12,890 --> 00:33:17,110
+المجموعتين ما هي الشروط لاختيار المجموعتين وهكذا
+
+398
+00:33:17,110 --> 00:33:24,120
+اللي هي التجريبية والضابطةوهذه طبعاً المجموعتين
+
+399
+00:33:24,120 --> 00:33:30,300
+التجربتين والضبطتين يعني ممكن أن نعرضها على النحو
+
+400
+00:33:30,300 --> 00:33:35,040
+التالي الشروط ما هي آية بنتقولي الاعتماد على
+
+401
+00:33:35,040 --> 00:33:38,060
+الملاحظة المضبوطة بمعنى أن الباحث لابد أن يضبط
+
+402
+00:33:38,060 --> 00:33:40,940
+جميع المتغيرات التي تؤثر على الظاهر المدرسة إذا
+
+403
+00:33:40,940 --> 00:33:44,700
+أول شيء بنا نعتمد على الملاحظةالملاحظة اللي هي مهم
+
+404
+00:33:44,700 --> 00:33:49,500
+جدا في التجربة الملاحظة المطلوبة ايه بقى يا بنتى
+
+405
+00:33:49,500 --> 00:33:52,580
+التحديد القاطع يقول ان المتغير المستقل والمتغير
+
+406
+00:33:52,580 --> 00:33:57,020
+التابع .. بالضبط بدنا نحدد ايش هو المتغير المستقل
+
+407
+00:33:57,020 --> 00:34:00,920
+والمتغير التابع لمجموعة تانية، الضابطة تانية أو
+
+408
+00:34:00,920 --> 00:34:09,450
+التجربة تانيةأه نمرة ثلاثة العوامل
+
+409
+00:34:09,450 --> 00:34:14,670
+بتأثر على المتغير التابع، بدنا نحللها أيضا، ماذا
+
+410
+00:34:14,670 --> 00:34:21,670
+أيضا؟طيب وفي عوامل أخرى طبعا البحث مابدركاش إلا
+
+411
+00:34:21,670 --> 00:34:26,430
+بعد نهاية البحث أيضا غير الأمور اللي احنا ذكرناها
+
+412
+00:34:26,430 --> 00:34:30,710
+نكون بذلك انتهينا من أنماط البحوث في الخدمة
+
+413
+00:34:30,710 --> 00:34:35,390
+الاجتماعية وإن شاء الله في المحاضرة القادمة سنبدأ
+
+414
+00:34:35,390 --> 00:34:40,640
+في مناهج البحث الاجتماعيفي هذه المحاضرة تم استعراض
+
+415
+00:34:40,640 --> 00:34:45,320
+ثلاث أنماط من البحوث الاجتماعية النمط الاستكشافي
+
+416
+00:34:45,320 --> 00:34:50,380
+أو الاستطلاعي والنمط الوصفي والنمط التجريبي وإن
+
+417
+00:34:50,380 --> 00:34:54,920
+شاء الله في المحاضرة القادمة سنبدأ في مناهج البحث
+
+418
+00:34:54,920 --> 00:34:59,240
+الاجتماعي وسنبدأ في المحف في المنهج التاريخي
+
+419
+00:34:59,240 --> 00:35:03,640
+المنهج التاريخي وهكذا نعم
+
+420
+00:35:06,500 --> 00:35:11,440
+بسيطة بسيطة هذا وباقي المناهج أيضا كلها ان شاء
+
+421
+00:35:11,440 --> 00:35:19,280
+الله على قدر المحاضرة سنشرح طيب
+
+422
+00:35:19,280 --> 00:35:24,440
+إلى هنا ننهي محاضرتنا لهذا اليوم وإلى أن نلتقي
+
+423
+00:35:24,440 --> 00:35:28,480
+بكنا ان شاء الله في المحاضرة القادمة لكنا مني كل
+
+424
+00:35:28,480 --> 00:35:32,840
+تحية وتقدير والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ytRZdx8ks3I_postprocess.srt b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ytRZdx8ks3I_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..0e16a352202cf3abbc31fc88662a44d32270dcd9
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ytRZdx8ks3I_postprocess.srt
@@ -0,0 +1,1592 @@
+1
+00:00:20,350 --> 00:00:23,910
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:23,910 --> 00:00:28,590
+والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى
+
+3
+00:00:28,590 --> 00:00:33,750
+آله وصحبه أجمعين أما بعد في المحاضرة السابقة
+
+4
+00:00:33,750 --> 00:00:39,410
+تكلمنا عن دور بحوث الخدمة الاجتماعية في تطوير
+
+5
+00:00:39,410 --> 00:00:44,670
+الممارسة المهانية واتكلمنا عن علاقة ما بين
+
+6
+00:00:44,670 --> 00:00:50,800
+الممارسة والبحثأيضًا اليوم إن شاء الله سنتكلم عن
+
+7
+00:00:50,800 --> 00:00:56,620
+قضية مهمة جدًا وهو قضية استخدام المنهج العلمي في
+
+8
+00:00:56,620 --> 00:01:02,120
+دراسة الظواهر الاجتماعية وطبعًا هناك خلاف بين
+
+9
+00:01:02,120 --> 00:01:09,720
+مؤيدين ومعارضين لاستخدام المنهج العلمي في دراسة
+
+10
+00:01:09,720 --> 00:01:14,820
+الظواهر الاجتماعية سنتناول هذا الموضوع من الجوانب
+
+11
+00:01:14,820 --> 00:01:20,640
+التاليةأول نقطة تعقد المواقف الاجتماعية سنعرف من
+
+12
+00:01:20,640 --> 00:01:24,960
+خلال هذا الموضوع ما هي أراء المؤيدين و أراء
+
+13
+00:01:24,960 --> 00:01:29,180
+المعارضين لاستخدام المنهج العلمي ثم بعد ذلك
+
+14
+00:01:29,180 --> 00:01:34,300
+سنتناول استحالة إجراء التجارب في العلوم الاجتماعية
+
+15
+00:01:34,300 --> 00:01:38,840
+ثم تعذر الوصول إلى قوانين اجتماعية وبعد الظواهر
+
+16
+00:01:38,840 --> 00:01:43,020
+الاجتماعية عن الموضوعية وعدم دقة المقاييس
+
+17
+00:01:43,020 --> 00:01:50,110
+الاجتماعيةسنتكلم عن النقطة الأولى وهو تعقد المواقف
+
+18
+00:01:50,110 --> 00:02:09,210
+الاجتماعية النقطة الأولى قضية يعني تعقد
+
+19
+00:02:09,210 --> 00:02:12,550
+المواقف الاجتماعية طبعا
+
+20
+00:02:14,170 --> 00:02:19,550
+الظواهر الاجتماعية المعارضين يقولون بأنها معقدة
+
+21
+00:02:19,550 --> 00:02:25,050
+كيف؟ فيها عوامل كثيرة تتدافل في عوامل أسبابها
+
+22
+00:02:25,050 --> 00:02:31,330
+وأحيانا أسباب واضحة وأسباب غير واضحة فلذلك من هنا
+
+23
+00:02:31,330 --> 00:02:38,860
+يعني الإنسان دائمايعني كائن متغير ويعني اتزخّل فيه
+
+24
+00:02:38,860 --> 00:02:47,020
+كثير من العوامل فلذلك من هنا يعني استخدام المنهج
+
+25
+00:02:47,020 --> 00:02:52,040
+العلمي في دراسة الظواهر الاجتماعيةالمعارضين يقولون
+
+26
+00:02:52,040 --> 00:02:58,300
+بأنه .. لأن الظواهر معقدة وهناك عوامل كثيرة تؤثر
+
+27
+00:02:58,300 --> 00:03:03,360
+فيها فبالإضافة على إنهم يعني الأفراد بيختلفوا من
+
+28
+00:03:03,360 --> 00:03:08,420
+الجوانب النفسية ولكل إنسان سلوكياته ونفسياته وغير
+
+29
+00:03:08,420 --> 00:03:14,140
+ذلك إلا أنه في عواملأيضًا جغرافية وثقافية ودينية
+
+30
+00:03:14,140 --> 00:03:18,920
+واجتماعية واقتصادية هذه أيضًا كلها بتأثر على
+
+31
+00:03:18,920 --> 00:03:26,460
+الإنسان وعلى الظاهرة الاجتماعية طبعًا
+
+32
+00:03:26,460 --> 00:03:30,040
+هؤلاء المعارضين يعني بيقولوا أن دراسة الظاهرة
+
+33
+00:03:30,040 --> 00:03:34,120
+الاجتماعية بتكون في غاية التعقيد وعدم الوضوح بحيث
+
+34
+00:03:34,120 --> 00:03:40,220
+يصعب فهمها واكتشاف القوانين العامة التي تحكمهافي
+
+35
+00:03:40,220 --> 00:03:48,600
+عندنا أيضا طبعا الرد عليهم الرد على هؤلاء الذين
+
+36
+00:03:48,600 --> 00:03:53,240
+يقولون بأنه ظاهرة يعني فيها عوامل كثيرة معقدة
+
+37
+00:03:53,240 --> 00:03:58,120
+وتؤثر فيها ويصعب علينا استخدام المنهج العلمي هل
+
+38
+00:03:58,120 --> 00:04:01,830
+نستطيع أن نرد عليهم؟كيف يا بنتى؟ كيف؟ ان ظاهرة
+
+39
+00:04:01,830 --> 00:04:06,130
+التعقيد هي ظاهرة نسبية هي تبدو للناس بأنها معقدة
+
+40
+00:04:06,130 --> 00:04:10,090
+ويصعب فهمها وادراكها ولكن بحقيقة الأمر ليس ذلك بل
+
+41
+00:04:10,090 --> 00:04:13,510
+هو ناشق عن الجهل بيها وكل ما تمكن العلماء من
+
+42
+00:04:13,510 --> 00:04:16,370
+تبسيطها وتحليلها وتحسيط العوامل التي تؤثر فيها
+
+43
+00:04:16,370 --> 00:04:22,260
+واستخدام الأدوات التقليقة سوف يصلحبالضبط، بالضبط،
+
+44
+00:04:22,260 --> 00:04:28,440
+إذا هذا الرأي للنقد المعارضين لاستخدام المنهج
+
+45
+00:04:28,440 --> 00:04:32,740
+العلمي، بنرد عليهم، وهذا رد عليهم أستاذنا الدكتور
+
+46
+00:04:32,740 --> 00:04:36,940
+عبدالباصد حسن رحمة الله عليه، هذا كان أستاذنا في
+
+47
+00:04:36,940 --> 00:04:40,440
+البحث الاجتماعي، يدرس يعني هو أستاذ كان في جامعة
+
+48
+00:04:40,440 --> 00:04:44,900
+العظروأيضًا كان أستاذًا يدرس في كلية الخدمة
+
+49
+00:04:44,900 --> 00:04:48,800
+الاجتماعية مناهج البحث الاجتماعي ودرس عندنا ..
+
+50
+00:04:48,800 --> 00:04:50,920
+درسنا في ال baccalaureate و أيضًا في ال magister
+
+51
+00:04:50,920 --> 00:04:55,240
+كذلك في مادة البحث الاجتماعي .. مناهج البحث
+
+52
+00:04:55,240 --> 00:04:59,220
+الاجتماعي فلذلك الرد .. وهذا يعتبر من علماء رحمة
+
+53
+00:04:59,220 --> 00:05:03,820
+الله عليهم الذين أسسوا البحث الاجتماعي البحث
+
+54
+00:05:03,820 --> 00:05:08,200
+الاجتماعي ك .. كمنهج وكمناهج للبحث الاجتماعي في
+
+55
+00:05:08,200 --> 00:05:13,160
+مصر وفي الوطن العربيفلذلك رد هذا الأستاذ عبدالباصط
+
+56
+00:05:13,160 --> 00:05:18,560
+حسن يعني قال إن الصفة هذه صفة نسبية وليست مطلقة،
+
+57
+00:05:18,560 --> 00:05:22,160
+إن الظاهرة إنها معقدة، لأ ليس هذه ظاهرة نسبية،
+
+58
+00:05:22,160 --> 00:05:27,400
+فلذلك الأمور اللي بتبدأ معقدة ممكن احنا نبسطها و
+
+59
+00:05:27,400 --> 00:05:33,560
+تكون يعني عوامل يعني سهلة جدا، نعم، فلذلك يعني
+
+60
+00:05:33,560 --> 00:05:38,560
+التعقيد هذا ليس مطلقبل هو نسبي ونستطيع أن نحلل
+
+61
+00:05:38,560 --> 00:05:44,200
+الظاهرة ونبسطها وتبسيطها وتحليلها هذا أيضا بيبيننا
+
+62
+00:05:44,200 --> 00:05:50,180
+العوامل المؤثرة فيها وأيضا قياس هذه العوامل لهذه
+
+63
+00:05:50,180 --> 00:05:54,600
+الظاهرة قياسا دقيقةوهذا التعقيد ليس في العلوم
+
+64
+00:05:54,600 --> 00:05:57,440
+الاجتماعية أو في الظواهر الاجتماعية فقط بل كان
+
+65
+00:05:57,440 --> 00:06:01,540
+أيضًا في العلوم الطبيعية عند نشأتها وعند دراستها
+
+66
+00:06:01,540 --> 00:06:06,960
+كانت معقدة أيضًا ولكن بتبسيطها وتحليلها وتفسيرها
+
+67
+00:06:06,960 --> 00:06:11,420
+تم الوصول إلى استخدام المنهج العلمي في دراسة
+
+68
+00:06:11,420 --> 00:06:18,530
+الظواهر الطبيعية وهكذافلذلك اليوم ممكن إحنا إذا
+
+69
+00:06:18,530 --> 00:06:22,190
+بسطنا هذه الأمور ولا نقول بأنها معقدة اللي هي
+
+70
+00:06:22,190 --> 00:06:26,430
+الظواهر الاجتماعية والعوامل المؤثرة فيها ممكن نحذف
+
+71
+00:06:26,430 --> 00:06:30,890
+العلماء الطبيعيين في تبسيط الظاهرة الاجتماعية حتى
+
+72
+00:06:30,890 --> 00:06:35,860
+يسل إخضاعها للدراسة والمنهاج العلميوهكذا واليوم
+
+73
+00:06:35,860 --> 00:06:39,120
+أصبحنا من السهل جدا ندرس أي ظاهرة اجتماعية في
+
+74
+00:06:39,120 --> 00:06:43,420
+وقتنا الحاضر أي ظاهرة اجتماعية ممكن نخضعها إلى
+
+75
+00:06:43,420 --> 00:06:47,420
+التحليل والتبسيط والدراسة ونستخدم فيها المنهج
+
+76
+00:06:47,420 --> 00:06:51,920
+العلمي لكي نعرف العوامل التي تؤثر في هذه الظاهرة
+
+77
+00:06:53,300 --> 00:06:58,080
+طيب، تقدم العلوم الاجتماعية كذلك بتحلنا الفرصة إلى
+
+78
+00:06:58,080 --> 00:07:01,720
+إن نتغلب على تعقد الظاهرة الاجتماعية ونزيد في
+
+79
+00:07:01,720 --> 00:07:07,780
+استخدامنا للمنهج العلمي وهاكذا، حتى نستطيع أن تتضح
+
+80
+00:07:07,780 --> 00:07:12,800
+لنا الظاهرة من خلال دراستها ومعرفة العوامل المؤثرة
+
+81
+00:07:12,800 --> 00:07:17,810
+فيها عن طريق استخدام المنهج العلميواضح؟ إذا
+
+82
+00:07:17,810 --> 00:07:22,390
+التعقيد ليس مطلقا، بل هو نسبي وممكن نحلله ونفسره
+
+83
+00:07:22,390 --> 00:07:26,930
+ونبسطه ونصل إلى العوامل المختلفة التي تؤثر في
+
+84
+00:07:26,930 --> 00:07:32,830
+الظاهر فهذا بالنسبة للنقطة الأولى اللي هي تعقد
+
+85
+00:07:32,830 --> 00:07:37,830
+المواقف الاجتماعية طب نيجي للناحية الثانية، رأي
+
+86
+00:07:37,830 --> 00:07:42,780
+المعارضين والمؤيدين لاستخدام المنهج العلميلو اجينا
+
+87
+00:07:42,780 --> 00:07:45,460
+النقطة الثانية استحالة تجري التجارب في العلوم
+
+88
+00:07:45,460 --> 00:07:50,760
+الاجتماعية البعض يقول ان العلوم الاجتماعية عامة من
+
+89
+00:07:50,760 --> 00:07:54,100
+الصعب ان نجري فيها تجارب زي العلوم الطبيعية
+
+90
+00:07:54,100 --> 00:07:58,100
+التجارب تجري في العلوم الطبيعية هكذا المعارضين
+
+91
+00:07:58,100 --> 00:08:02,340
+يقولون فقط التجارب تجري في العلوم الطبيعية فقط هل
+
+92
+00:08:02,340 --> 00:08:07,650
+هذا صحيح؟اليوم أصبحت في ظواهر اجتماعية والعلوم
+
+93
+00:08:07,650 --> 00:08:11,770
+الاجتماعية أصبحت متقدمة وبنجري فيها التجارب أيضا
+
+94
+00:08:11,770 --> 00:08:16,970
+لأن التجربة عادة يعني ما هي إلا ملاحظة علمية تحت
+
+95
+00:08:16,970 --> 00:08:26,080
+ضبط وتحكم .. ضبط وتحكم للتجربةنعم فلذلك هذا يعني
+
+96
+00:08:26,080 --> 00:08:30,660
+من جانب العلوم الطبيعية الضبط و التحكم في التجربة
+
+97
+00:08:30,660 --> 00:08:38,440
+أيضا ممكن التجربة تتكرر و هكذا تحت نفس الظروف و
+
+98
+00:08:38,440 --> 00:08:42,800
+تدينا نفس النتائج لو كررنا التجربة بظروف معينة و
+
+99
+00:08:42,800 --> 00:08:47,160
+ضوابط معينة ممكن تعطينا نفس النتائج هي في الظواهر
+
+100
+00:08:47,160 --> 00:08:52,790
+الطبيعية واضح؟ولذلك التجربة من هذا النوع دائما
+
+101
+00:08:52,790 --> 00:08:58,050
+بتخضع لإيه للضبط والتحكم بحيث أن الباحث بيعزل
+
+102
+00:08:58,050 --> 00:09:01,990
+المؤثرات الأخرى اللي بتأثر في الظاهرة حتى يستطيع
+
+103
+00:09:01,990 --> 00:09:06,650
+أن يقيس تأثير متغير واحد في هذه الظاهرة ولذلك
+
+104
+00:09:06,650 --> 00:09:10,310
+المعارضون لاستخدام منهج العلم بيروا في دراسة
+
+105
+00:09:10,310 --> 00:09:12,650
+الظواهر الاجتماعية أن استخدام التجارب في العلم
+
+106
+00:09:12,650 --> 00:09:18,730
+الاجتماعي أمر مستحيل كيف؟أمر مستحيل ويرون أن هذه
+
+107
+00:09:18,730 --> 00:09:23,410
+التجارب تقتصر فقط على علوم الطبيعية لأن التجارب في
+
+108
+00:09:23,410 --> 00:09:28,610
+نظرهم تقوم على مبادئ أساسية أهمها ما هي التحديد
+
+109
+00:09:28,610 --> 00:09:35,170
+والضبط والتحكم نعم طيب هل و أيضا يستطيعون التحكم
+
+110
+00:09:35,170 --> 00:09:38,590
+في الزمان والمكان وغيرها من المؤثرات هذا بالنسبة
+
+111
+00:09:38,590 --> 00:09:44,520
+للعلوم الطبيعية طيبإذا المنهج التجريبي بيعتمد على
+
+112
+00:09:44,520 --> 00:09:48,740
+أنه المقولة اللي بتقول الأمور المتماثلة تحدث في
+
+113
+00:09:48,740 --> 00:09:55,780
+الظروف المماثلة المماثلة الظروف أو الأمور
+
+114
+00:09:55,780 --> 00:10:03,340
+المتماثلة تحدث في الظروف المماثلة و هكذا نعمهذا
+
+115
+00:10:03,340 --> 00:10:07,260
+المنهج يتعذر تطبيقه في العلوم الاجتماعية على حسب
+
+116
+00:10:07,260 --> 00:10:10,700
+رأي المعارضين لإستخدام المنهج العلمي في العلوم
+
+117
+00:10:10,700 --> 00:10:15,630
+الاجتماعيةهذا بيتعذر تطبيقه في العلوم الاجتماعية
+
+118
+00:10:15,630 --> 00:10:20,230
+لأن الظواهر الاجتماعية فريدة في نوعها لا تتكرر
+
+119
+00:10:20,230 --> 00:10:24,370
+بنفس الصورة ولذلك يصبح استخدام المنهج العلمي عديم
+
+120
+00:10:24,370 --> 00:10:28,250
+النفع وإن أي تجربة تجرأ على الظواهر الاجتماعية لن
+
+121
+00:10:28,250 --> 00:10:33,350
+يكون لها سوى دلالة محدودة جدا وهنا بيستند
+
+122
+00:10:33,350 --> 00:10:37,070
+المعارضين على إن الظواهر الاجتماعية بتتداخل
+
+123
+00:10:37,070 --> 00:10:42,580
+وتتفاعل عناصرها مع بعضها البعضوهنا بيمكن يعني تكون
+
+124
+00:10:42,580 --> 00:10:46,760
+تفاعلة معقدة تأدي إلى تفاعل إيه؟ معقد كل العوامل
+
+125
+00:10:46,760 --> 00:10:50,660
+في الظاهرة الاجتماعية عزل عناصر الظاهرة منشأنها أن
+
+126
+00:10:50,660 --> 00:10:54,700
+يجردها من دلالتها الاجتماعية والتاريخية ويجعلها
+
+127
+00:10:54,700 --> 00:10:59,560
+غير ذات معناها الآن بدنا نشوف الرد على هذه القرار
+
+128
+00:10:59,560 --> 00:11:04,770
+هذا الرأي المعارض لاستخدام المنهج العلمي نعمدكتور
+
+129
+00:11:04,770 --> 00:11:08,030
+حسن فند الاعتراضات اللي تقام بيها أولئك المعترضون
+
+130
+00:11:08,030 --> 00:11:11,470
+وقال أنه كما هناك تجارب صناعية صناعية توجد هناك
+
+131
+00:11:11,470 --> 00:11:15,210
+تجارب طبيعية يمكن أن الإنسان يتحكم بيها ويقارنها
+
+132
+00:11:15,210 --> 00:11:20,530
+بيه من فترة لفترة وبما أن عن تجربتها قالوا أنها لا
+
+133
+00:11:20,530 --> 00:11:25,750
+تقوم في الدراسات الاجتماعية قال أنه أيضا العلم
+
+134
+00:11:25,750 --> 00:11:30,810
+التطبيقية يمكن أن لا تقوم بها التجربة العلم
+
+135
+00:11:30,810 --> 00:11:34,680
+الطبيعي لا يمكن تقوم بها التجربةأه أه نعم إذا هي
+
+136
+00:11:34,680 --> 00:11:38,040
+رأي الدكتور عبدالباسط بفند أن هذه الاعتراضات
+
+137
+00:11:38,740 --> 00:11:42,420
+وبيقولنا أنه ليس من الضروري أن يكون تحكم من جانب
+
+138
+00:11:42,420 --> 00:11:46,500
+الباحث في التجربة التي يجريها أو التي يجريها فكما
+
+139
+00:11:46,500 --> 00:11:49,660
+توجد التجارب الصناعية اللي بتتم في المختبر العلمي
+
+140
+00:11:49,660 --> 00:11:54,400
+أحيانا بدون .. خلاص بيجري التجربة وأحيانا قد يكون
+
+141
+00:11:54,400 --> 00:11:59,720
+الباحث بعيد عنها نسبيا توجد تجارب التي تخلقها
+
+142
+00:11:59,720 --> 00:12:04,150
+الطبيعة والتي لا يسعى الإنسان إلى تهيئتهاأو خلق
+
+143
+00:12:04,150 --> 00:12:07,630
+الظروف اللازمة لها وهذا يعني أن الباحث يستطيع أن
+
+144
+00:12:07,630 --> 00:12:12,090
+يستعيد بالتجارب غير المباشرة تجارب غير مباشرة أي
+
+145
+00:12:12,090 --> 00:12:15,890
+تلك التي تقدمها الطبيعة يعني مابتدخلش أحيانا فيها
+
+146
+00:12:15,890 --> 00:12:19,890
+تقدمها الطبيعة بدل من التجارب المباشرة التي يتحكم
+
+147
+00:12:19,890 --> 00:12:24,850
+فيها الباحث وهكذاكما أنه يستطيع المقارنة بين
+
+148
+00:12:24,850 --> 00:12:27,830
+التجارب اللي بتمندنا بيها الطبيعة وأن يقارن بين
+
+149
+00:12:27,830 --> 00:12:32,270
+المجتمعات المخططة أو المثالية وبين المجتمعات
+
+150
+00:12:32,270 --> 00:12:36,910
+العادية التي تنشأ مباشرة في المجتمع أحيانا فيه
+
+151
+00:12:36,910 --> 00:12:40,250
+مجتمعات تقوم على التخطيط وأحيانا المجتمعات لا تقوم
+
+152
+00:12:40,250 --> 00:12:48,910
+على التخطيط تنشأ هكذا عشوائيا أحيانا طيب ما زلنا
+
+153
+00:12:48,910 --> 00:12:53,300
+.. ما زلناالرأي القائل بأن التجربة لا يمكن تطبيقها
+
+154
+00:12:53,300 --> 00:12:56,360
+في دراسة الظواهر لعدم توفر القدرة على تحقيق الظروف
+
+155
+00:12:56,360 --> 00:13:02,400
+التجربية المتماثلة فإن هذا الشرط يتعذر أيضًا
+
+156
+00:13:02,400 --> 00:13:07,700
+تطبيقه بصورة مماتلة في العلوم الطبيعية أيضًاكذلك
+
+157
+00:13:07,700 --> 00:13:10,420
+يعني الشرط هذا مش بس في العلوم الاجتماعية أيضًا في
+
+158
+00:13:10,420 --> 00:13:14,820
+العلوم الطبيعية ممكن هذا ما ينطبقش أيضًا في العلوم
+
+159
+00:13:14,820 --> 00:13:18,880
+الطبيعية وأيضًا القول الآخر فروق الظوار الاجتماعية
+
+160
+00:13:18,880 --> 00:13:24,210
+فعلى الرغم أن موضوع كل ظاهرة فريد في نوعيوتتميز
+
+161
+00:13:24,210 --> 00:13:28,830
+بأنها فريدة إلا أن حدوث هذه الظاهرة في مجتمعات
+
+162
+00:13:28,830 --> 00:13:32,790
+أخرى بتيح الفرصة لدراسة هذه الظاهرة ومقارنة
+
+163
+00:13:32,790 --> 00:13:37,450
+الظاهرة بغيرها من الظواهر في المجتمعات الأخرى ممكن
+
+164
+00:13:37,450 --> 00:13:42,450
+ولا مش ممكن؟ ممكن نقيس ظاهرة الطلاق في مجتمعنا وفي
+
+165
+00:13:42,450 --> 00:13:45,770
+مجتمعات أخرى، ظاهرة الزواج في مجتمعنا ومجتمعات
+
+166
+00:13:45,770 --> 00:13:49,490
+أخرى، ظاهرة البطالة في مجتمعنا ومجتمعات أخرى،
+
+167
+00:13:49,490 --> 00:13:54,180
+وهكذاإذا ممكن هذه أيضا تزيدنا علما ومعرفة عندما
+
+168
+00:13:54,180 --> 00:13:57,680
+نقارن هذه الظاهرة يعني بغيرها من الظواهر في
+
+169
+00:13:57,680 --> 00:14:01,980
+المجتمعات الأخرى فلذلك ممكن نقارن بين هذه الظواهر
+
+170
+00:14:01,980 --> 00:14:06,920
+والوصول من خلالها إلى قوانين عامة لمعرفة هذه
+
+171
+00:14:06,920 --> 00:14:11,300
+الظاهرة وطبيعتها والعوامل المؤثرة فيها في كل مجتمع
+
+172
+00:14:11,300 --> 00:14:15,660
+ممكن نصل إلى قوانين عامة تؤثر في هذه الظاهرة
+
+173
+00:14:15,660 --> 00:14:20,740
+وتطورها وهكذاوأيضًا في عندنا رحمة الله عليه
+
+174
+00:14:20,740 --> 00:14:24,140
+الدكتور محمد علي محمد قال إذا سلمنا بأن الحوادث
+
+175
+00:14:24,140 --> 00:14:28,120
+الفريدة تخرج عن مجال العلم فإن ذلك لا يلغي مثلًا
+
+176
+00:14:28,120 --> 00:14:32,300
+علمية علم الاجتماع لأن علم الاجتماع يقوم على العلم
+
+177
+00:14:32,300 --> 00:14:36,960
+فإذا هجر علم الاجتماع تحليل أحداث التاريخ فإنه
+
+178
+00:14:36,960 --> 00:14:40,780
+سيحتفظ بموضوع أساسي للدراسة وهو الأشكال العديدة
+
+179
+00:14:40,780 --> 00:14:45,660
+للعلاقات الاجتماعية والتي تتميز بالتكرار والدوام
+
+180
+00:14:45,660 --> 00:14:50,750
+النسبيواضح؟ يعني إذا برضه صعب علينا أن نرجع للماضي
+
+181
+00:14:50,750 --> 00:14:55,670
+لكن في عندنا أحيانا حوادث تتكرر في الحاضر و هكذا
+
+182
+00:14:55,670 --> 00:15:02,650
+إذا ممكن نخضع اللي هو العلم الاجتماع و الظواهر
+
+183
+00:15:02,650 --> 00:15:06,750
+الاجتماعية لإستخدام المنهج العلمي في دراسة هذه
+
+184
+00:15:06,750 --> 00:15:13,850
+الظواهر أيضا في النقطة الثالثة وهو تعذر الوصول إلى
+
+185
+00:15:13,850 --> 00:15:18,900
+قوانين اجتماعيةيعني المعارضين قالوا من الصعب أننا
+
+186
+00:15:18,900 --> 00:15:22,900
+في العلوم الاجتماعية وفي علم الاجتماع عندما ندرس
+
+187
+00:15:22,900 --> 00:15:26,700
+الظواهر الاجتماعية أن نصل إلى قوانين لمعرفة أسباب
+
+188
+00:15:26,700 --> 00:15:31,160
+هذه الظواهر والوصول إلى قوانين تحكم سير هذه
+
+189
+00:15:31,160 --> 00:15:35,060
+الظواهر وتفسرها هذا مين اللي بيقول الكلام هذا
+
+190
+00:15:35,060 --> 00:15:39,260
+المعارضين لاستخدام المنهج العلمي في دراسة الظواهر
+
+191
+00:15:39,260 --> 00:15:40,640
+الاجتماعية
+
+192
+00:15:43,050 --> 00:15:49,010
+طبعا وقالوا انه مش معقول نصل لقوانين مثل في العلوم
+
+193
+00:15:49,010 --> 00:15:53,270
+الاجتماعية مثل ما وصلت اليه في العلوم الطبيعية
+
+194
+00:15:53,270 --> 00:15:58,490
+القوانين الدقيقة في العلوم الطبيعية وطبعا احنا
+
+195
+00:15:58,490 --> 00:16:03,570
+يعني هذا رأيهم هكذا فقالوا مثلا في عدة مبررات
+
+196
+00:16:03,570 --> 00:16:07,090
+مستندة لرأيهم اللي هي اول مبرر ان المجتمعات
+
+197
+00:16:07,090 --> 00:16:12,720
+المختلفة تخضع للتغير الاجتماعي المستمرتغير اجتماعي
+
+198
+00:16:12,720 --> 00:16:16,980
+مستمر، فكيف نصل إلى القوانين؟ الظاهر اليوم في حال،
+
+199
+00:16:16,980 --> 00:16:21,080
+غدا في حال آخر، وهكذا، فهذا تفسيرهم، لذلك الظروف
+
+200
+00:16:21,080 --> 00:16:26,160
+المماثلة لا تظل على حالها خلال الفترات التاريخية
+
+201
+00:16:26,580 --> 00:16:30,840
+خلال الفترات التاريخية المختلفة ومن ثم يجد في
+
+202
+00:16:30,840 --> 00:16:33,920
+المجتمع .. من ثم لا يجد في المجتمع إضطراب طويل
+
+203
+00:16:33,920 --> 00:16:38,840
+الأمد يصلح أن يكون أساسا للتعميمات بعيدة المدى،
+
+204
+00:16:38,840 --> 00:16:44,170
+ليه؟ لأنه في تغير سريع، في المجتمع تغيرات سريعةكما
+
+205
+00:16:44,170 --> 00:16:48,450
+أن الظواهر الاجتماعية لا تخضع لمبدأ الحتمية،
+
+206
+00:16:48,450 --> 00:16:52,370
+الحتمية التي تخضع لها الظواهر الطبيعية، الحتمية هي
+
+207
+00:16:52,370 --> 00:16:55,530
+الظواهر الطبيعية التي تخضع له الحتمية، أما رأيهم
+
+208
+00:16:55,530 --> 00:16:59,930
+هنا أن الظواهر الاجتماعية لا تخضع لمبدأ الحتمية،
+
+209
+00:16:59,930 --> 00:17:05,680
+وذلك بسبب الحرية التي يتمتع بها الإنسانفالإنسان
+
+210
+00:17:05,680 --> 00:17:10,460
+يستطيع أن يغير سلوكه طبقًا لحالته النفسية وطبعًا
+
+211
+00:17:10,460 --> 00:17:14,500
+للظروف المحيطة به لذلك يصبح من المستحيل التنبؤ
+
+212
+00:17:14,500 --> 00:17:18,300
+بسلوك ملايجتماعي ووضع المبادئ العامة لهذا السلوك
+
+213
+00:17:18,300 --> 00:17:24,480
+وبصفة خاصة إن هناك تأثير متبادل بين الحوادث بين
+
+214
+00:17:24,480 --> 00:17:30,490
+التنبؤات والحوادث المتنبأ بهاطيب هذا وجهة نظرهم
+
+215
+00:17:30,490 --> 00:17:34,830
+ناحيتين إن المجتمع متغير ولا يمكن استخدام المنهج
+
+216
+00:17:34,830 --> 00:17:37,930
+العلمي في دراسة الظواهر الاجتماعية لتغير حال
+
+217
+00:17:37,930 --> 00:17:41,550
+المجتمع والناحية الثانية الحتمية لا يمكن تطبيقها
+
+218
+00:17:41,550 --> 00:17:45,650
+في العلوم الاجتماعية ولكن مثل ما تطبق في العلوم
+
+219
+00:17:45,650 --> 00:17:50,030
+الطبيعية بدنا نشوف وجهة نظر الدكتور عبدالباسط حسن
+
+220
+00:17:50,030 --> 00:17:54,510
+في الرد على هؤلاء نفتح باب المناقشة فضل يا بناودهب
+
+221
+00:17:54,510 --> 00:17:57,650
+دكتور عبدالبصد حسن في تفكيره في هذه الاعتراضات إلى
+
+222
+00:17:57,650 --> 00:18:00,450
+أن سرعة تدخل الاجتماعات اتعارضت مع كامة دوار
+
+223
+00:18:00,450 --> 00:18:04,210
+الاجتماعية سلسلة القوانين ثالثة من الممكن اكتشافها
+
+224
+00:18:04,210 --> 00:18:07,970
+وإرسالها إليها إلى أن درجة تتطلب فقط إبتداء مناهج
+
+225
+00:18:07,970 --> 00:18:10,510
+وأساليب متنوعة تختلفة عن المناهج والأساليب التي
+
+226
+00:18:10,510 --> 00:18:14,590
+يستعملها في دراسة المجتمعات المستقرة الرئيسية طبعا
+
+227
+00:18:14,590 --> 00:18:21,360
+إذا هذه النقطة الأولى أنه رد عليهم على الاعتراضبأن
+
+228
+00:18:21,360 --> 00:18:25,520
+صرعة التغير الاجتماعي لا تتعارض مع كون الظواهر
+
+229
+00:18:25,520 --> 00:18:30,660
+الاجتماعية تسير وفقًا لإيه؟ بقوانين ثابتةوممكن
+
+230
+00:18:30,660 --> 00:18:34,520
+نكتشف هذه القوانين أو نصل إليها، لأن ذلك هذا
+
+231
+00:18:34,520 --> 00:18:40,600
+بيتطلب دائما اتباع مناهج وأساليب متنوعة تختلف عن
+
+232
+00:18:40,600 --> 00:18:44,000
+المناهج والأساليب التي يستعان بها في دراسة
+
+233
+00:18:44,000 --> 00:18:48,080
+المجتمعات المستقرة النسبية، هذه النقطة الأولى
+
+234
+00:18:48,080 --> 00:18:52,650
+التغير، واضح؟ فهمنا موضوع التغير؟إذاً معناته ممكن
+
+235
+00:18:52,650 --> 00:18:55,950
+نخضع المنهج اللي هو الظواهر الاجتماعي للمنهج
+
+236
+00:18:55,950 --> 00:19:00,030
+العلمي في الدراسة والتغير لا يكون عائقا عندنا في
+
+237
+00:19:00,030 --> 00:19:03,710
+استخدام المنهج العلمي في دراسة الظواهر الاجتماعية
+
+238
+00:19:03,710 --> 00:19:07,930
+للوصول إلى القوانين الاجتماعيين الناحية الثانية
+
+239
+00:19:07,930 --> 00:19:12,030
+مبدأ الحتمية طبعا فضلي
+
+240
+00:19:17,060 --> 00:19:19,980
+المبدأ الحكمية أن الأفراد لا يتصرفون بطريقة
+
+241
+00:19:19,980 --> 00:19:23,400
+عشوائية بل هم خاضعون لظروف اقتصادية وثقافية
+
+242
+00:19:23,400 --> 00:19:27,180
+واجتماعية و هذه المؤثرات تجعلهم يكونوا سلوكا
+
+243
+00:19:27,180 --> 00:19:31,100
+محايدا و أيضا قال دوركايم أن هناك صفتي الخاصة
+
+244
+00:19:31,100 --> 00:19:36,950
+دوركايمدوركايم عالم الاجتماع دوركايم أيوة أنه هناك
+
+245
+00:19:36,950 --> 00:19:41,170
+أنه يتميز الظواهر الإجتماعية بخصتين منها القهر
+
+246
+00:19:41,170 --> 00:19:44,130
+التي تجعل الإنسان يخضع للظواهر الطبيعية سواء أراد
+
+247
+00:19:44,130 --> 00:19:47,750
+رانكا أو لم يرد أو سواء شعر برانكا أو لم يشعر نعم
+
+248
+00:19:47,750 --> 00:19:54,420
+كأنه يحاول الخروج هذه الظواهر تتصدى له الظواهركويس
+
+249
+00:19:54,420 --> 00:19:57,880
+يعني هنا مبدأ الحتمية بالرغم أنه بنطبق في العلوم
+
+250
+00:19:57,880 --> 00:20:02,900
+الطبيعية اللي ممكن نسبيا احنا يطبق وين في العلوم
+
+251
+00:20:02,900 --> 00:20:05,960
+الاجتماعية وعلى دراسة الظواهر الاجتماعية لأن
+
+252
+00:20:05,960 --> 00:20:10,340
+الظواهر الاجتماعية يعني دائما لا يتصرفون بطريقة
+
+253
+00:20:10,340 --> 00:20:14,020
+عشوائية ليه؟ لأنهم يخضعون لمؤترات اجتماعية
+
+254
+00:20:14,020 --> 00:20:18,960
+واقتصادية وثقافية ودينية كذلك وغير ذلك هذه كلها
+
+255
+00:20:18,960 --> 00:20:24,740
+عوامل تخضع الإنسان للتصرفات السليمةالضوابط ولذلك
+
+256
+00:20:24,740 --> 00:20:29,800
+من هنا لا يمكن أن يحيدوا عن هذه العوامل وفي ذلك
+
+257
+00:20:29,800 --> 00:20:33,420
+هنا أيضا دوركايم بيان لنا بأنه من خصائص الظواهر
+
+258
+00:20:33,420 --> 00:20:39,950
+الاجتماعية أنها تتميز بخاصية الإلزام والقهرالالزام
+
+259
+00:20:39,950 --> 00:20:43,890
+يعني القهر هنا الإلزام لأفراد المجتمع ومن يخرج عن
+
+260
+00:20:43,890 --> 00:20:48,110
+الظاهرة قد يعاقب أحيانا فلذلك الظاهرة تلزم أفرادها
+
+261
+00:20:48,110 --> 00:20:53,230
+ويعاقب القانون على من يخرج عن حدود هذه الظاهرة
+
+262
+00:20:53,230 --> 00:20:58,190
+فلذلك الظاهرة الاجتماعية ممكن تفرض نفسها على الفرد
+
+263
+00:20:58,190 --> 00:21:03,730
+وإذا أراد أمر لم يرد ذلك فالفرد لا يشعر بهذا القهر
+
+264
+00:21:04,530 --> 00:21:09,570
+أو لا يكاد يشعر به حينما يستسلم به بمحط اختياره
+
+265
+00:21:09,570 --> 00:21:14,710
+واضح؟ وما يدل على وجود القهر الاجتماعي والالزام
+
+266
+00:21:14,710 --> 00:21:17,490
+الاجتماعي أن الفرد إذا حاول الخروج على إحدى
+
+267
+00:21:17,490 --> 00:21:21,770
+الظواهر الاجتماعية فتصدى لمقاومة بالصورة مختلفة
+
+268
+00:21:21,770 --> 00:21:25,190
+وهاكذا أحيانا نحن بنكون خضعين للظاهرة الاجتماعية
+
+269
+00:21:25,190 --> 00:21:30,110
+ومن يخرج عنها يعني يحاسبيعني الآن على سبيل المثال،
+
+270
+00:21:30,110 --> 00:21:33,190
+ظاهرة الحجاب موجودة في الجامعة الإسلامية، لكن لو
+
+271
+00:21:33,190 --> 00:21:36,950
+أي طالبة دخلت من باب الجامعة، طالبة ملتزمة طبعا في
+
+272
+00:21:36,950 --> 00:21:40,210
+الجامعة وتدرس في الجامعة، وهي غير مقيدة بظاهرة
+
+273
+00:21:40,210 --> 00:21:44,230
+الحجاب أو الجلباب أو غير ذلك، تعاقب ولا لا تعاقب،
+
+274
+00:21:44,230 --> 00:21:47,900
+واحيانا العقاب لا يسمح لها بالدخول أحيانالا يسمح
+
+275
+00:21:47,900 --> 00:21:51,940
+لها بالدخول، إذا هي خضعت لإيه؟ للقانون و للظاهرة
+
+276
+00:21:51,940 --> 00:21:56,220
+الموجودة في المجتمع و خاصة في المجتمع المؤسسة أو
+
+277
+00:21:56,220 --> 00:22:00,300
+المجتمع العام و هكذا فلذلك هناك في ضوابط معينة لا
+
+278
+00:22:00,300 --> 00:22:04,080
+يمكن الإنسان أن يحيد عنها، فإذا من هنا مبدأ
+
+279
+00:22:04,080 --> 00:22:07,790
+الحتميةيعني اللي بيقول عنه بس في العلوم الطبيعية
+
+280
+00:22:07,790 --> 00:22:11,950
+هذا لأ ممكن أيضا يطبق ولو نسميا في العلوم
+
+281
+00:22:11,950 --> 00:22:16,830
+الاجتماعية وممكن هذا ينطبقه فلذلك زي ما هو متوفر
+
+282
+00:22:16,830 --> 00:22:21,070
+هذا مفدي الحتمية في العلوم الطبيعية أيضا متوفر في
+
+283
+00:22:21,070 --> 00:22:26,620
+المجال الاجتماعي عند دراسة الظواهر الاجتماعيةوممكن
+
+284
+00:22:26,620 --> 00:22:30,240
+نصل بعد ذلك إلى القوانين العامة اللي بتحكم الظواهر
+
+285
+00:22:30,240 --> 00:22:33,360
+الاجتماعية واللي بتساعد على التنبؤ بما يحدث
+
+286
+00:22:33,360 --> 00:22:39,880
+للظواهر المختلفة تحت ظروف معينة واضح؟ هذا أيضا
+
+287
+00:22:39,880 --> 00:22:43,620
+النقطة اللي بعدها عامة عن التأثير المتبادل بين
+
+288
+00:22:43,620 --> 00:22:49,050
+التنبؤات والحوادث المتنبأ بها وإمكان تغييرهاالبعض
+
+289
+00:22:49,050 --> 00:22:52,770
+اللي بيقول عنها المعارضون لاستخدام المنهج العلمي
+
+290
+00:22:52,770 --> 00:22:56,230
+في دراسة الظواهر الاجتماعية يمكن أن نرد عليهم أنه
+
+291
+00:22:56,230 --> 00:23:01,290
+من شروط القانون العلمي أنه ليس مطلقةحتى بعض
+
+292
+00:23:01,290 --> 00:23:05,690
+القوانين الطبيعية التي وصل اليها العلم بعد فترة من
+
+293
+00:23:05,690 --> 00:23:10,770
+الزمن ثبت عدم نجاحها بأنها ليست مطلقة فلذلك من هنا
+
+294
+00:23:10,770 --> 00:23:15,150
+حتى العلوم الاجتماعية أيضا بيقول ليست مطلقة فلذلك
+
+295
+00:23:15,150 --> 00:23:18,990
+هذا ممكن ينطبق على العلوم الاجتماعية بأن القوانين
+
+296
+00:23:18,990 --> 00:23:24,460
+نسبية وليست مطلقةحتى قوانين العلوم الطبيعية ممكن
+
+297
+00:23:24,460 --> 00:23:28,780
+لا تكون مطلقة ولكنها نجحت وتقدمت ولكنها ليست
+
+298
+00:23:28,780 --> 00:23:32,860
+بالمطلقة لأنه ممكن يأتي لنا باحث ويثبت لنا بعض
+
+299
+00:23:32,860 --> 00:23:39,260
+النظريات وبعض القوانين الطبيعية بأنها في عندها
+
+300
+00:23:39,260 --> 00:23:44,840
+مفهوم آخر أو ممكن نصل إلى مفاهيم أخرى في تعديل هذه
+
+301
+00:23:44,840 --> 00:23:49,100
+النظرية أو القانون وغير ذلك أو ألغائها أحيانا مثل
+
+302
+00:23:49,100 --> 00:23:52,510
+قانون اتذرةقانون الذرة كان يقوله في العلوم
+
+303
+00:23:52,510 --> 00:23:56,570
+الطبيعية والكيمياء بأنها لا تنشطر، لكن بعد ذلك
+
+304
+00:23:56,570 --> 00:24:01,410
+أثبت العلم بأن الذرة دائما تنشطر، إذن معناته هذا
+
+305
+00:24:01,410 --> 00:24:08,010
+القانون ليس مطلقا، واضح؟ هو يخضع لماذا؟يخضع للبحث
+
+306
+00:24:08,010 --> 00:24:11,530
+والدراسة والمنهج العلمي و هكذا إذا العلوم
+
+307
+00:24:11,530 --> 00:24:16,290
+الاجتماعية أيضا ليست مطلقة و نسبية كذلك و ممكن
+
+308
+00:24:16,290 --> 00:24:24,790
+أننا نصل إلى القوانين الاجتماعية و هكذا خلاص نصل
+
+309
+00:24:24,790 --> 00:24:30,290
+إلى بعد الظواهر الاجتماعية عن الموضوعية كملهم
+
+310
+00:24:30,290 --> 00:24:33,070
+نقطين عندنا أمامنا نعم
+
+311
+00:24:37,080 --> 00:24:43,600
+خلّينا نكمل يعنينكمل وننهي الموضوع هذا بعض الظوار
+
+312
+00:24:43,600 --> 00:24:47,360
+الاجتماعية عن الموضوعية هو باختصار بأن الظوار
+
+313
+00:24:47,360 --> 00:24:51,820
+الاجتماعية بتتأثر بيها العوامل الذاتية ولذلك الرأي
+
+314
+00:24:51,820 --> 00:24:55,540
+المعارضين يقولون بأنه لا يمكن اخضاع عن الظوار
+
+315
+00:24:55,540 --> 00:25:00,060
+الاجتماعية لمنهج العلمي في دراستها لأنها تتأثر
+
+316
+00:25:00,060 --> 00:25:05,160
+بالعوامل الذاتية واضح هذا خلاصة هذا الرأي فلذلك من
+
+317
+00:25:05,160 --> 00:25:09,850
+هنا أن النتائجالبحث سوف يجعل هذه النتائج قبل
+
+318
+00:25:09,850 --> 00:25:14,170
+الاختبار للتحقق منه فيويا في العلوم الطبيعية لكن
+
+319
+00:25:14,170 --> 00:25:17,210
+هل ممكن احنا ايضا في العلوم الاجتماعية ما نصل
+
+320
+00:25:17,210 --> 00:25:20,570
+اليها من نتائج بعض البحوث في الظواهر الاجتماعية
+
+321
+00:25:20,570 --> 00:25:24,350
+انه ممكن لو طبقها باحث اخر يصل الى نفس النتائج؟
+
+322
+00:25:25,170 --> 00:25:29,570
+بظروف معينة؟ ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+323
+00:25:29,570 --> 00:25:29,590
+ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+324
+00:25:29,590 --> 00:25:32,250
+ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+325
+00:25:32,290 --> 00:25:34,530
+ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+326
+00:25:34,650 --> 00:25:35,210
+ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+327
+00:25:35,210 --> 00:25:35,250
+ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+328
+00:25:35,250 --> 00:25:37,370
+ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن! ممكن!
+
+329
+00:25:37,990 --> 00:25:41,330
+ممكن! ممكن!الظواهر الاجتماعية اللي ممكن يخضعها
+
+330
+00:25:41,330 --> 00:25:45,090
+للبحث العلمي أو لمنهج البحث العلمي لعدم خضوعها
+
+331
+00:25:45,090 --> 00:25:49,210
+للموضوعية لتدخل العوامل الذاتية للباحث بيقول لأ
+
+332
+00:25:49,210 --> 00:25:53,390
+ممكن الباحث أن يبتعد وأن يكون موضوعيا ولا يدخل
+
+333
+00:25:53,390 --> 00:25:59,290
+العوامل الذاتية وما يعني يقوم به ببحث معين بظروف
+
+334
+00:25:59,290 --> 00:26:03,970
+معينة وشروط معينة ونتائج معينة يصل اليها ممكن أن
+
+335
+00:26:03,970 --> 00:26:07,850
+يأتي باحث باحث آخر بنفس الظروف ونفس الأوضاع ممكن
+
+336
+00:26:07,850 --> 00:26:12,640
+يصل إلى نفس النتائجوهكذا إذا الموضوعية ممكن أن
+
+337
+00:26:12,640 --> 00:26:16,220
+تكون موجودة ولا مش ممكن؟ ممكن اللي هو ابتعاد
+
+338
+00:26:16,220 --> 00:26:21,400
+العوامل الذاتية عند دراسة الظواهر الاجتماعية واضح؟
+
+339
+00:26:21,400 --> 00:26:25,580
+وهكذا في عندنا أخر نقطة و هي عدم دقة المقاييس
+
+340
+00:26:25,580 --> 00:26:30,400
+الاجتماعية عدم دقة المقاييس الاجتماعية يعني
+
+341
+00:26:30,400 --> 00:26:35,110
+بيقولوا أنه في العلوم الطبيعية بنستخدمالمقاييس
+
+342
+00:26:35,110 --> 00:26:38,950
+الدقيقة الكمية الكيمية لكن احنا في العلوم
+
+343
+00:26:38,950 --> 00:26:42,070
+الاجتماعية ودراسة النظارة الاجتماعية يعني لسه
+
+344
+00:26:42,070 --> 00:26:46,690
+تعتمد على الألفاظ على الكيفية الكيفية في يعني لم
+
+345
+00:26:46,690 --> 00:26:51,910
+نصل إلى يعني مقاييس دقيقة إحصائية وهكذا في دراستنا
+
+346
+00:26:51,910 --> 00:26:54,770
+النظارة الاجتماعية لكن بنرد عليها بنقول لا احنا
+
+347
+00:26:54,770 --> 00:26:59,290
+بدأنا نصل إلى عن طريق دراسة علم الإحصاءوتقدم
+
+348
+00:26:59,290 --> 00:27:03,650
+العلوم الاجتماعية وبدأنا في نستخدم علوم الإحصاف
+
+349
+00:27:03,650 --> 00:27:07,250
+التحليل والتفسير والوصول إلى النتائج الدقيقة
+
+350
+00:27:07,250 --> 00:27:12,030
+الكامية فلذلك اليوم بدأنا نصل إلى دراسة الظواهر
+
+351
+00:27:12,030 --> 00:27:16,090
+الاجتماعية دراسة كامية والوصول إلى الأرقام في
+
+352
+00:27:16,090 --> 00:27:20,030
+معرفة النتائج لمعرفة أسباب الظاهرة والعوامل بتأثر
+
+353
+00:27:20,030 --> 00:27:23,850
+فيها فلذلك هذا الرأي الذي يقولونه أيضا المعارضين
+
+354
+00:27:23,850 --> 00:27:28,870
+أيضا يعود عليهم بأن اليومنستخدم المنهج العلمي في
+
+355
+00:27:28,870 --> 00:27:32,830
+دراسة الدورة الاجتماعية ونستخدم القياس في ذلك قياس
+
+356
+00:27:32,830 --> 00:27:40,710
+كمي وقياس نوعي كيفي وهكذا هذا بالنسبة يعني
+
+357
+00:27:43,570 --> 00:27:48,490
+بالنسبة لها الخلاصة لعدم دقة المقاييس وكيفية الرد
+
+358
+00:27:48,490 --> 00:27:52,630
+عليها ولذلك اليوم يعني شهدنا تقدم كبير جدا في علم
+
+359
+00:27:52,630 --> 00:27:55,930
+الإحصاء و أيضا في علم التحليل والتفسير في
+
+360
+00:27:55,930 --> 00:27:59,630
+الكمبيوتر برامج بتقوم بتفسر لنا و بتحلل لنا
+
+361
+00:27:59,630 --> 00:28:04,270
+النتائج الدقيقة و بوقت أقل و تكاليف أقل و هكذا
+
+362
+00:28:04,650 --> 00:28:07,970
+فلذلك اليوم تقدم التكنولوجيا وتقدم الإحصاء
+
+363
+00:28:07,970 --> 00:28:12,150
+والوسائل كلها التكنولوجية هذه كلها بتساعدنا في
+
+364
+00:28:12,150 --> 00:28:17,130
+الوصول إلى بيانات كمية وليست كيفية فقط فلذلك اليوم
+
+365
+00:28:17,130 --> 00:28:22,910
+نستخدم النوعين الكمي والكيفي في اللي هي المقاييز
+
+366
+00:28:22,910 --> 00:28:28,830
+الاجتماعية للظواهر الاجتماعية وهكذا
+
+367
+00:28:30,890 --> 00:28:34,870
+الخلاصة، خلاصة هذا الكلام أن المعارضين لاستخدام
+
+368
+00:28:34,870 --> 00:28:40,930
+المنهج العلمي على حق أم غير حق؟ على غير حق، ليه؟
+
+369
+00:28:40,930 --> 00:28:45,030
+لأننا نستخدم المنهج العلمي في دراستنا للظواهر
+
+370
+00:28:45,030 --> 00:28:49,610
+الاجتماعية ونخضع الظواهر الاجتماعية مثلها مثل
+
+371
+00:28:49,610 --> 00:28:54,790
+الظواهر الطبيعية لاستخدام مناهج البحث العلمي،
+
+372
+00:28:54,790 --> 00:28:58,730
+واضح؟ وهكذا، وهذه كلها تلقي علينا كعلماء اجتماع
+
+373
+00:28:59,190 --> 00:29:02,790
+وخدمة اجتماعية وعلوم اجتماعية بشكل عام وعلوم نفس
+
+374
+00:29:02,790 --> 00:29:07,530
+وغير ذلك إلى أننا لابد أن نبذل المزيد والمزيد من
+
+375
+00:29:07,530 --> 00:29:13,030
+الجهد حتى نخضع هذه الظواهر الاجتماعية عن طريق
+
+376
+00:29:13,030 --> 00:29:16,870
+استخدام المنهج العلمي وهكذا وهذا بتطلب مننا أن
+
+377
+00:29:16,870 --> 00:29:21,850
+نطور أساليبنا ووسائلنا الدراسية بحيث تصبح متناسبة
+
+378
+00:29:21,850 --> 00:29:27,820
+مع دراستة الظواهر الاجتماعية وهكذاهذا بالنسبة
+
+379
+00:29:27,820 --> 00:29:32,380
+باختصار ما يتعلق باستخدام المنهج العلمي في دراسة
+
+380
+00:29:32,380 --> 00:29:37,480
+الظواهر الاجتماعية وكيفية الرد على المعارضين عن
+
+381
+00:29:37,480 --> 00:29:42,940
+طريق المؤيدين لاستخدام المنهج العلمي باختصار يعني
+
+382
+00:29:42,940 --> 00:29:47,050
+اليوم أصبح نستخدم المنهج العلمي أم لا؟بنستخدمه
+
+383
+00:29:47,050 --> 00:29:50,810
+اليوم حتى في بحوثنا التطبيقية البحوث التطبيقية و
+
+384
+00:29:50,810 --> 00:29:53,790
+هناك كام من الأبحاث في علم الاجتماع و الخدمة
+
+385
+00:29:53,790 --> 00:29:57,130
+الاجتماعية يعني بنستخدم فيها اليوم في عندنا رسائل
+
+386
+00:29:57,130 --> 00:30:01,050
+جير ماجستير و دكتوراه و بحوث تخرج بنستخدم اللي هي
+
+387
+00:30:01,050 --> 00:30:04,710
+الحصاء و الأساليب الرياضية في التحليل و التفسير و
+
+388
+00:30:04,710 --> 00:30:08,970
+الوصول إلى الأرقام يعني في معرفة العوامل بتأثر في
+
+389
+00:30:08,970 --> 00:30:15,800
+الظاهرة فلذلك اليوم بنقول للمعارضينلأ احنا اليوم
+
+390
+00:30:15,800 --> 00:30:22,340
+نستخدم المنهج العلمي بكل ثقة وبكل أمان وبكل دقة
+
+391
+00:30:22,340 --> 00:30:26,220
+للوصول إلى النتائج السليمة في دراسة الظواهر
+
+392
+00:30:26,220 --> 00:30:30,920
+الاجتماعية بشكل عام والوصول إلى القوانين
+
+393
+00:30:30,920 --> 00:30:35,820
+الاجتماعية أيضا التي تحكم هذه الظواهر الاجتماعية
+
+394
+00:30:37,350 --> 00:30:42,450
+نكون بذلك أنهينا اللي هو قضية استخدام المنهج
+
+395
+00:30:42,450 --> 00:30:46,330
+العلمي في دراسة الظواهر الاجتماعية بين المؤيدين
+
+396
+00:30:46,330 --> 00:30:52,190
+والمعارضين لذلك طيب كل عام و أنتوا بخير و إلى أن
+
+397
+00:30:52,190 --> 00:30:56,730
+نتقى بعد عيد الأضحى لكون مني كل تحية وتقدير
+
+398
+00:30:56,730 --> 00:31:00,090
+والسلام عليكم ورحمة الله وبركاته
+
diff --git a/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ytRZdx8ks3I_raw.json b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ytRZdx8ks3I_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..efb4788d2c6e2c72715a194c152497bca77325c6
--- /dev/null
+++ b/PL9fwy3NUQKwZZ67fRYADM7z3oxHtJzYfi/ytRZdx8ks3I_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 4669, "start": 20.35, "end": 46.69, "text": "بسم الله الرحمن الرحيم الحمد لله رب العالمين والصلاة والسلام على أشرف المرسلين سيدنا محمد وعلى آله وصحبه أجمعين أما بعد في المحاضرة السابقة تكلمنا عن دور بحوث الخدمة الاجتماعية في تطوير الممارسة المهانية واتكلمنا عن علاقة ما بين الممارسة والبحث", "tokens": [3555, 38251, 21984, 34892, 5016, 27842, 34892, 5016, 32640, 21542, 2304, 3215, 24976, 3224, 12602, 3555, 18863, 45340, 9957, 16070, 9381, 15040, 3660, 16070, 3794, 37440, 15844, 5551, 8592, 28480, 9673, 2288, 3794, 1211, 9957, 8608, 25708, 8315, 3714, 35571, 3215, 4032, 3615, 23942, 19753, 43761, 4032, 9381, 5016, 3555, 3224, 5551, 7435, 2304, 3615, 9957, 5551, 15042, 39182, 8978, 9673, 5016, 46958, 25720, 21136, 16758, 28671, 6055, 4117, 19528, 8315, 18871, 11778, 13063, 4724, 5016, 2407, 12984, 33962, 40448, 3660, 2423, 26108, 2655, 15042, 3615, 10632, 8978, 6055, 9566, 2407, 13546, 9673, 2304, 9640, 3794, 3660, 9673, 3224, 7649, 10632, 4032, 9307, 4117, 19528, 8315, 18871, 11203, 995, 28671, 19446, 49374, 9673, 2304, 9640, 3794, 3660, 16070, 49628, 12984], "avg_logprob": -0.05788352248097254, "compression_ratio": 2.103286384976526, "no_speech_prob": 1.7285346984863281e-06, "words": [{"start": 20.35, "end": 20.71, "word": "بسم", "probability": 0.907958984375}, {"start": 20.71, "end": 20.99, "word": " الله", "probability": 0.96142578125}, {"start": 20.99, "end": 21.47, "word": " الرحمن", "probability": 0.9768880208333334}, {"start": 21.47, "end": 21.95, "word": " الرحيم", "probability": 0.9959309895833334}, {"start": 21.95, "end": 22.61, "word": " الحمد", "probability": 0.8275553385416666}, {"start": 22.61, "end": 22.97, "word": " لله", "probability": 0.95361328125}, {"start": 22.97, "end": 23.23, "word": " رب", "probability": 0.95703125}, {"start": 23.23, "end": 23.91, "word": " العالمين", "probability": 0.9931640625}, {"start": 23.91, "end": 24.85, "word": " والصلاة", "probability": 0.9222412109375}, {"start": 24.85, "end": 25.35, 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المعترضون وقال أنه كما هناك تجارب صناعية صناعية توجد هناك تجارب طبيعية يمكن أن الإنسان يتحكم بيها ويقارنها بيه من فترة لفترة وبما أن عن تجربتها قالوا أنها لا تقوم في الدراسات الاجتماعية قال أنه أيضا العلم التطبيقية يمكن أن لا تقوم بها التجربة العلم الطبيعي لا يمكن تقوم بها التجربة", "tokens": [3215, 4117, 2655, 13063, 11331, 3794, 1863, 6156, 41260, 42963, 34268, 2288, 46958, 9307, 13672, 1829, 6055, 4587, 10943, 4724, 1829, 11296, 5551, 12610, 19986, 4117, 9673, 34268, 43042, 11536, 4032, 4587, 6027, 14739, 3224, 9122, 15042, 34105, 4117, 6055, 7435, 9640, 3555, 20328, 8315, 3615, 10632, 20328, 8315, 3615, 10632, 6055, 29245, 3215, 34105, 4117, 6055, 7435, 9640, 3555, 23032, 21292, 3615, 10632, 7251, 43020, 14739, 33688, 1863, 3794, 7649, 7251, 2655, 5016, 24793, 4724, 1829, 11296, 4032, 1829, 4587, 9640, 1863, 11296, 4724, 1829, 3224, 9154, 6156, 2655, 25720, 5296, 5172, 2655, 25720, 4032, 3555, 15042, 14739, 18871, 6055, 7435, 25513, 2655, 11296, 50239, 14407, 14739, 11296, 20193, 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{"start": 677.69, "end": 678.69, "word": " وبما", "probability": 0.775390625}, {"start": 678.69, "end": 678.87, "word": " أن", "probability": 0.65576171875}, {"start": 678.87, "end": 679.05, "word": " عن", "probability": 0.55322265625}, {"start": 679.05, "end": 679.69, "word": " تجربتها", "probability": 0.80107421875}, {"start": 679.69, "end": 680.19, "word": " قالوا", "probability": 0.87158203125}, {"start": 680.19, "end": 680.39, "word": " أنها", "probability": 0.838623046875}, {"start": 680.39, "end": 680.53, "word": " لا", "probability": 0.57080078125}, {"start": 680.53, "end": 680.95, "word": " تقوم", "probability": 0.99560546875}, {"start": 680.95, "end": 681.17, "word": " في", "probability": 0.57421875}, {"start": 681.17, "end": 683.13, "word": " الدراسات", "probability": 0.9332275390625}, {"start": 683.13, "end": 683.91, "word": " الاجتماعية", "probability": 0.9295247395833334}, {"start": 683.91, "end": 684.33, "word": " قال", "probability": 0.884765625}, {"start": 684.33, 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لا", "probability": 0.5595703125}, {"start": 691.35, "end": 691.49, "word": " يمكن", "probability": 0.649658203125}, {"start": 691.49, "end": 691.75, "word": " تقوم", "probability": 0.9332682291666666}, {"start": 691.75, "end": 691.93, "word": " بها", "probability": 0.957763671875}, {"start": 691.93, "end": 692.45, "word": " التجربة", "probability": 0.9849853515625}], "temperature": 1.0}, {"id": 30, "seek": 69804, "start": 692.48, "end": 698.04, "text": "أه أه نعم إذا هي رأي الدكتور عبدالباسط بفند أن هذه الاعتراضات", "tokens": [10721, 3224, 5551, 3224, 8717, 25957, 11933, 15730, 39896, 12602, 10721, 1829, 32748, 4117, 2655, 13063, 6225, 44510, 6027, 3555, 32277, 9566, 4724, 5172, 1863, 3215, 14739, 29538, 42963, 34268, 2288, 46958, 9307], "avg_logprob": -0.23667279981514988, "compression_ratio": 1.247191011235955, "no_speech_prob": 0.0, "words": [{"start": 692.48, "end": 692.9, "word": "أه", "probability": 0.812255859375}, {"start": 692.9, "end": 693.18, "word": " أه", "probability": 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التي يجريها فكما توجد التجارب الصناعية اللي بتتم في المختبر العلمي أحيانا بدون .. خلاص بيجري التجربة وأحيانا قد يكون الباحث بعيد عنها نسبيا توجد تجارب التي تخلقها الطبيعة والتي لا يسعى الإنسان إلى تهيئتها", "tokens": [2407, 21292, 39648, 8315, 14739, 3224, 32239, 3794, 9154, 6024, 114, 2288, 13063, 1829, 14739, 7251, 30544, 6055, 5016, 24793, 9154, 10874, 7649, 3555, 29739, 39319, 12984, 8978, 16712, 7435, 25513, 3660, 38392, 7251, 7435, 16572, 11296, 34051, 38392, 7251, 7435, 16572, 11296, 6156, 4117, 15042, 6055, 29245, 3215, 16712, 7435, 9640, 3555, 31767, 8315, 3615, 10632, 13672, 1829, 39894, 39237, 8978, 9673, 46456, 26890, 18863, 19528, 1829, 5551, 5016, 1829, 7649, 995, 47525, 11536, 4386, 16490, 1211, 33546, 4724, 1829, 7435, 16572, 16712, 7435, 25513, 3660, 36725, 5016, 1829, 7649, 995, 12174, 3215, 7251, 30544, 29739, 39319, 12984, 45030, 25708, 18871, 11296, 8717, 35457, 25528, 6055, 29245, 3215, 6055, 7435, 9640, 3555, 38392, 6055, 9778, 1211, 4587, 11296, 41950, 21292, 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{"start": 1807.21, "end": 1807.75, "word": " معرفة", "probability": 0.9982096354166666}, {"start": 1807.75, "end": 1808.25, "word": " العوامل", "probability": 0.97216796875}, {"start": 1808.25, "end": 1808.73, "word": " بتأثر", "probability": 0.91943359375}, {"start": 1808.73, "end": 1808.97, "word": " في", "probability": 0.990234375}, {"start": 1808.97, "end": 1809.49, "word": " الظاهرة", "probability": 0.9337158203125}, {"start": 1809.49, "end": 1810.29, "word": " فلذلك", "probability": 0.9635009765625}, {"start": 1810.29, "end": 1810.79, "word": " اليوم", "probability": 0.987060546875}, {"start": 1810.79, "end": 1812.65, "word": " بنقول", "probability": 0.94873046875}, {"start": 1812.65, "end": 1813.83, "word": " للمعارضين", "probability": 0.9069417317708334}], "temperature": 1.0}, {"id": 81, "seek": 183582, "start": 1814.26, "end": 1835.82, "text": "لأ احنا اليوم نستخدم المنهج العلمي بكل ثقة وبكل أمان وبكل دقة للوصول إلى النتائج السليمة في دراسة الظواهر الاجتماعية بشكل عام والوصول إلى القوانين الاجتماعية أيضا التي تحكم هذه الظواهر الاجتماعية", "tokens": [1211, 10721, 1975, 5016, 8315, 45595, 20498, 8717, 14851, 9778, 40448, 9673, 1863, 3224, 7435, 18863, 19528, 1829, 4724, 28820, 38637, 28671, 46599, 28820, 5551, 2304, 7649, 46599, 28820, 11778, 28671, 24976, 2407, 9381, 12610, 30731, 28239, 2655, 16373, 7435, 21136, 20292, 46007, 8978, 11778, 23557, 3794, 3660, 6024, 116, 14407, 3224, 2288, 2423, 26108, 2655, 15042, 3615, 10632, 4724, 8592, 28820, 6225, 10943, 16070, 2407, 9381, 12610, 30731, 25062, 2407, 7649, 9957, 2423, 26108, 2655, 15042, 3615, 10632, 36632, 11242, 995, 38392, 6055, 5016, 24793, 29538, 6024, 116, 14407, 3224, 2288, 2423, 26108, 2655, 15042, 3615, 10632], "avg_logprob": -0.0665640751219759, "compression_ratio": 2.0872093023255816, "no_speech_prob": 1.7881393432617188e-07, "words": [{"start": 1814.26, "end": 1814.74, "word": "لأ", "probability": 0.932373046875}, {"start": 1814.74, "end": 1815.22, "word": " احنا", "probability": 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0.75927734375}, {"start": 1823.42, "end": 1824.14, "word": " النتائج", "probability": 0.9752197265625}, {"start": 1824.14, "end": 1824.74, "word": " السليمة", "probability": 0.9484049479166666}, {"start": 1824.74, "end": 1825.26, "word": " في", "probability": 0.91552734375}, {"start": 1825.26, "end": 1825.84, "word": " دراسة", "probability": 0.9931640625}, {"start": 1825.84, "end": 1826.22, "word": " الظواهر", "probability": 0.97890625}, {"start": 1826.22, "end": 1827.04, "word": " الاجتماعية", "probability": 0.95458984375}, {"start": 1827.04, "end": 1827.8, "word": " بشكل", "probability": 0.9876302083333334}, {"start": 1827.8, "end": 1828.3, "word": " عام", "probability": 0.99853515625}, {"start": 1828.3, "end": 1829.48, "word": " والوصول", "probability": 0.8681640625}, {"start": 1829.48, "end": 1830.1, "word": " إلى", "probability": 0.8662109375}, {"start": 1830.1, "end": 1830.92, "word": " القوانين", "probability": 0.9959716796875}, {"start": 1830.92, "end": 1832.2, "word": " الاجتماعية", "probability": 0.966064453125}, {"start": 1832.2, "end": 1832.72, "word": " أيضا", "probability": 0.873046875}, {"start": 1832.72, "end": 1833.28, "word": " التي", "probability": 0.7890625}, {"start": 1833.28, "end": 1833.74, "word": " تحكم", "probability": 0.9925130208333334}, {"start": 1833.74, "end": 1834.1, "word": " هذه", "probability": 0.98828125}, {"start": 1834.1, "end": 1834.96, "word": " الظواهر", "probability": 0.9880859375}, {"start": 1834.96, "end": 1835.82, "word": " الاجتماعية", "probability": 0.9650065104166666}], "temperature": 1.0}, {"id": 82, "seek": 186009, "start": 1837.35, "end": 1860.09, "text": "نكون بذلك أنهينا اللي هو قضية استخدام المنهج العلمي في دراسة الظواهر الاجتماعية بين المؤيدين والمعارضين لذلك طيب كل عام و أنتوا بخير و إلى أن نتقى بعد عيد الأضحى لكون مني كل تحية وتقدير والسلام عليكم ورحمة الله وبركاته", "tokens": [1863, 30544, 4724, 8848, 23275, 14739, 3224, 1829, 8315, 13672, 1829, 31439, 12174, 11242, 10632, 44713, 9778, 3215, 10943, 9673, 1863, 3224, 7435, 18863, 19528, 1829, 8978, 11778, 23557, 3794, 3660, 6024, 116, 14407, 3224, 2288, 2423, 26108, 2655, 15042, 3615, 10632, 49374, 9673, 33604, 25708, 9957, 16070, 2304, 3615, 9640, 11242, 9957, 5296, 8848, 23275, 23032, 1829, 3555, 28242, 6225, 10943, 4032, 14739, 2655, 14407, 4724, 9778, 13546, 4032, 30731, 14739, 8717, 2655, 4587, 7578, 39182, 6225, 25708, 16247, 11242, 5016, 7578, 5296, 30544, 9154, 1829, 28242, 6055, 5016, 10632, 34683, 28543, 13546, 16070, 3794, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224], "avg_logprob": -0.09936079796064984, "compression_ratio": 1.863849765258216, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 1837.35, "end": 1837.75, "word": "نكون", "probability": 0.840576171875}, {"start": 1837.75, "end": 1838.35, "word": " بذلك", "probability": 0.9344075520833334}, {"start": 1838.35, "end": 1839.85, "word": " أنهينا", "probability": 0.9376220703125}, {"start": 1839.85, "end": 1840.39, "word": " اللي", "probability": 0.72998046875}, {"start": 1840.39, "end": 1840.73, "word": " هو", "probability": 0.9755859375}, {"start": 1840.73, "end": 1841.39, "word": " قضية", "probability": 0.9894205729166666}, {"start": 1841.39, "end": 1842.01, "word": " استخدام", "probability": 0.976318359375}, {"start": 1842.01, "end": 1842.45, "word": " المنهج", "probability": 0.9571533203125}, {"start": 1842.45, "end": 1842.89, "word": " العلمي", "probability": 0.94091796875}, {"start": 1842.89, "end": 1843.07, "word": " في", "probability": 0.94580078125}, {"start": 1843.07, "end": 1843.63, "word": " دراسة", "probability": 0.98388671875}, {"start": 1843.63, "end": 1844.11, "word": " الظواهر", "probability": 0.97177734375}, {"start": 1844.11, "end": 1844.91, "word": " الاجتماعية", "probability": 0.9527994791666666}, {"start": 1844.91, "end": 1845.51, "word": " بين", "probability": 0.96142578125}, {"start": 1845.51, "end": 1846.33, "word": " المؤيدين", "probability": 0.9866943359375}, {"start": 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1852.65, "end": 1852.91, "word": " بعد", "probability": 0.93359375}, {"start": 1852.91, "end": 1853.19, "word": " عيد", "probability": 0.990966796875}, {"start": 1853.19, "end": 1853.85, "word": " الأضحى", "probability": 0.9542236328125}, {"start": 1853.85, "end": 1854.73, "word": " لكون", "probability": 0.5946044921875}, {"start": 1854.73, "end": 1855.21, "word": " مني", "probability": 0.831298828125}, {"start": 1855.21, "end": 1855.45, "word": " كل", "probability": 0.9326171875}, {"start": 1855.45, "end": 1855.89, "word": " تحية", "probability": 0.9646809895833334}, {"start": 1855.89, "end": 1856.73, "word": " وتقدير", "probability": 0.8343098958333334}, {"start": 1856.73, "end": 1857.57, "word": " والسلام", "probability": 0.87646484375}, {"start": 1857.57, "end": 1858.19, "word": " عليكم", "probability": 0.96630859375}, {"start": 1858.19, "end": 1858.69, "word": " ورحمة", "probability": 0.9539794921875}, {"start": 1858.69, "end": 1859.05, "word": " الله", "probability": 0.97119140625}, {"start": 1859.05, "end": 1860.09, "word": " وبركاته", "probability": 0.97763671875}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1860.615, "duration_after_vad": 1811.5381249999969}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/0ojXdXtAI2g.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/0ojXdXtAI2g.srt
new file mode 100644
index 0000000000000000000000000000000000000000..abcbe9d1d7b62cc1806385743a021ded51da4e6b
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/0ojXdXtAI2g.srt
@@ -0,0 +1,1843 @@
+1
+00:00:14,700 --> 00:00:18,020
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:18,020 --> 00:00:21,840
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:21,840 --> 00:00:26,650
+وعلى آله وصحبه وسلم أجمعين، أما بعد، تحدثنا في
+
+4
+00:00:26,650 --> 00:00:31,130
+محاضرتنا السابقة في الفصل الثالث عن مهام ومهارات
+
+5
+00:00:31,130 --> 00:00:35,890
+المعلم في الإدارة الصفية، وقلنا أن مهام المعلم أو
+
+6
+00:00:35,890 --> 00:00:40,550
+مهاراته تنقسم إلى ثلاثة أقسام: المهارات القبلية،
+
+7
+00:00:40,550 --> 00:00:44,890
+مهارات التنفيذ، ثم المهارات البعدية، اللي هي علاقة
+
+8
+00:00:44,890 --> 00:00:48,590
+بالتقويم، تحدثنا عن المهارات القبلية، وقلنا أن
+
+9
+00:00:48,590 --> 00:00:56,520
+المهارات القبلية تتعلق بماذا؟ التخطيط للدرس، تهيئة
+
+10
+00:00:56,520 --> 00:01:01,620
+بيئة التعلم،  الأهداف التعليمية، تهيئة الأجواء البيئة
+
+11
+00:01:01,620 --> 00:01:08,740
+الصفية المناسبة، تحليل المحتوى، ووضع الأهداف
+
+12
+00:01:08,740 --> 00:01:13,230
+تحدثنا عنها، تحديد الأساليب والوسائل التي يمكن أن
+
+13
+00:01:13,230 --> 00:01:17,390
+نستخدمها في هذا الإطار، وقلنا فيه اللي هو الأهداف
+
+14
+00:01:17,390 --> 00:01:20,530
+البعيدة، أو مهارات التنفيذ، هدفنا عن مجموعة من
+
+15
+00:01:20,530 --> 00:01:23,910
+المهارات، كويسة، ثم انتقلنا إلى المهارات البعدية
+
+16
+00:01:23,910 --> 00:01:26,510
+وقلنا أن هناك ثلاثة أنواع من التقويم: التقويم
+
+17
+00:01:26,510 --> 00:01:32,170
+القبلي، والتقويمي، والختامي، لو أجرنا السؤال عن
+
+18
+00:01:32,170 --> 00:01:37,700
+التقويم القبلي، أنتِ كمعلمة، تقومين بإيه؟ بتقويم
+
+19
+00:01:37,700 --> 00:01:42,060
+تشخيصي للطلاب، ما فائدة هذا النوع من أنواع التقويم؟
+
+20
+00:01:42,060 --> 00:01:48,120
+التعرف على قدرات الطلبة، تشخيص نقاط القوة والضعف
+
+21
+00:01:48,120 --> 00:01:52,340
+لدى الطلبة، ووضع وصياغة المنهج بما يتناسب مع احتياجات
+
+22
+00:01:52,340 --> 00:01:56,320
+واتجاهات وقدرات الطلبة، طيب نيجي اليوم إن شاء الله
+
+23
+00:01:56,320 --> 00:02:01,200
+لخصائص التعلم الفعال، وهذه الخصائص هي مجموعة من
+
+24
+00:02:01,200 --> 00:02:05,180
+الخصائص التي يمكن أن نتخيل أو أن نتصور نموذج
+
+25
+00:02:05,180 --> 00:02:10,400
+التعلم الفعال النموذجي الكفوء، في هذه الخصائص، إذا
+
+26
+00:02:10,400 --> 00:02:14,200
+ما توفرت في هذا التعلم أو في المعلم الذي يستخدم
+
+27
+00:02:14,200 --> 00:02:19,710
+هذه الخصائص لتعلمه أو لتعليمه، أول حاجة يتلاقى مع
+
+28
+00:02:19,710 --> 00:02:23,970
+الخصائص العقلية للمتعلم، ويناسب إمكاناته واتجاهاته
+
+29
+00:02:23,970 --> 00:02:28,910
+العقلية، لاحظوا، أي إنسان أنتم، حكيتوا كلمة أنه في
+
+30
+00:02:28,910 --> 00:02:32,230
+الامتحانات التشخيصية، إحنا بنقدر إيش نقاط القوة
+
+31
+00:02:32,230 --> 00:02:38,610
+والضعف، قدرات الطلبة، إذا وقفنا على نموذج ما، عندي
+
+32
+00:02:38,610 --> 00:02:43,550
+موهوب، ورحنا بدنا نعلمه، وبدأنا نضرب له الأمثلة
+
+33
+00:02:43,550 --> 00:02:47,370
+الكثيرة جداً في كل نقطة، إيش هيصير عند إيش هذا
+
+34
+00:02:47,370 --> 00:02:53,010
+المتعلم؟ ملل، وإنه إحنا بنكرر في أمور بديهية لا
+
+35
+00:02:53,010 --> 00:02:56,710
+تتناسب مع عقليته، لكن لو هذه البدهيات انتقلنا فيها
+
+36
+00:02:56,710 --> 00:03:01,550
+لواحد بطيء التعلم، هيستمتع، وهيَشعر أنه إيش؟ فاهم
+
+37
+00:03:01,550 --> 00:03:06,790
+وهيتفاعل مع الدرس، على النقيض تماماً، لو تحدثنا عن
+
+38
+00:03:06,790 --> 00:03:10,710
+المصطلحات التجريدية، والصور الكلية، والقضايا الرمزية،
+
+39
+00:03:10,710 --> 00:03:15,050
+كويس، الموهوب، حيث يستمتع، ويشعر بأنه فيها تحدي، ليش؟
+
+40
+00:03:15,050 --> 00:03:19,530
+لقدراته، في حين بطيء التعلم، ليش؟ لن يستوعب شيئاً، لذلك
+
+41
+00:03:19,530 --> 00:03:23,550
+أهم شغلة في التعلم، لابد أن يتلاقم مع خصائص العقلية
+
+42
+00:03:23,550 --> 00:03:28,280
+لكل مرحلة، مرحلة الطفولة، المراهقة، أو مرحلة الجامعية
+
+43
+00:03:28,280 --> 00:03:31,220
+اللي أنتم بتعيشوا فيها، إذا لابد أن تنسجم هذه
+
+44
+00:03:31,220 --> 00:03:35,260
+العلوم والمعارف، خصائص التعلم، مع القدرات العقلية
+
+45
+00:03:35,260 --> 00:03:41,560
+للمتعلم، النقطة الثانية، يرتبط بحاجات المتعلم
+
+46
+00:03:41,560 --> 00:03:45,940
+الجسمية والنفسية أيضاً، والاجتماعية، إيش يعني يرتبط
+
+47
+00:03:45,940 --> 00:03:50,900
+بحاجاته؟ إذا كانت أني حاجة أنا كطالبة في هذا السن
+
+48
+00:03:50,900 --> 00:03:56,890
+أنا أتعرف إلى قضية ما، خلّيني أتحدث عن، مثلاً اليوم
+
+49
+00:03:56,890 --> 00:04:01,070
+حاجتنا إحنا، و نعيش فرحة الأسرة والتحرير إن شاء
+
+50
+00:04:01,070 --> 00:04:07,930
+الله، حاجتنا أن نتعرف على تاريخ الحركة الأسيرة، نتعرف
+
+51
+00:04:07,930 --> 00:04:11,790
+على هؤلاء الأسرى، وما هي أهم أعمالهم، عشان نرتبط بإيش
+
+52
+00:04:11,790 --> 00:04:16,350
+بنوع من التفاعل مع هذا الحدث، أو إذا تحدثنا في درس
+
+53
+00:04:16,350 --> 00:04:21,270
+ما، وقدراتي الجسمية لا تتناسب مع حصة الرياضة،
+
+54
+00:04:21,270 --> 00:04:27,050
+ما أعرفش ألعب، قوة، إذا مهم جداً أن يكون هامش الحصة
+
+55
+00:04:27,050 --> 00:04:31,330
+الرياضة بالنسبة لي كطالبة أو كمعلمة، أصممه بما
+
+56
+00:04:31,330 --> 00:04:34,770
+يتناسب مع قدراتنا، بنفع اليوم أقول لكم تعالوا تفضلوا
+
+57
+00:04:34,770 --> 00:04:37,610
+نرفع أثقال خمسين كيلو أو مئة كيلو، وأنتم
+
+58
+00:04:37,610 --> 00:04:41,410
+لا تستطيعوا أن ترفعوا عشرة كيلو مثلاً، هذا أمر يصعب
+
+59
+00:04:41,410 --> 00:04:47,360
+لذلك، هذا أولاً، البعد الاجتماعي، إذا نتحدث عن ارتباطه
+
+60
+00:04:47,360 --> 00:04:50,800
+بالحاجات الاجتماعية، فكثير من قضايا التعلم لها
+
+61
+00:04:50,800 --> 00:04:55,400
+علاقة بالحاجات الاجتماعية، أمثلة إيش؟ أمثلة الحاجات
+
+62
+00:04:55,400 --> 00:04:56,040
+الاجتماعية:
+
+63
+00:04:59,240 --> 00:05:04,960
+إثبات الذات، الأمن والطمأنينة، الانتماء، التكيف مع
+
+64
+00:05:04,960 --> 00:05:09,580
+الجماعة، إذا هذا التعلم لم يورثني أو لم يُهيّئني
+
+65
+00:05:09,580 --> 00:05:13,480
+لمرحلة التكيف، وقبول، وسلوك اجتماعي مقبول في الوسط،
+
+66
+00:05:13,480 --> 00:05:17,600
+يعني تخيّل أنت جاي من بيئة، وأنا بعلمك قيمة معينة،
+
+67
+00:05:17,600 --> 00:05:21,340
+هذه القيمة تتنافى مع هذه البيئة، كويس؟ إذا تحدثت
+
+68
+00:05:21,340 --> 00:05:24,780
+عن التحرر، تحرر المرأة بالمفهوم الغربي أو العلماني،
+
+69
+00:05:25,210 --> 00:05:30,170
+معنى ذلك أن هذا في بيئتنا الغزية أو الفلسطينية أو
+
+70
+00:05:30,170 --> 00:05:34,210
+بيئتنا اللي ابتدأت بالدين الإسلامي، أمر مرفوض، إذا
+
+71
+00:05:34,210 --> 00:05:37,890
+لن يحدث تكييفاً مع البيئة الاجتماعية، إذا أول شغلة
+
+72
+00:05:37,890 --> 00:05:42,090
+لابد أن ترتبط بالخصائص العقلية، ثم بعد ذلك الجسمية
+
+73
+00:05:42,090 --> 00:05:48,090
+والاجتماعية والنفسية، وتتناسب مع مراحل النمو أيضاً،
+
+74
+00:05:48,090 --> 00:05:52,250
+تستند إلى خبرات قريبة من اللي هو، إيش هو، المتعلم،
+
+75
+00:05:52,250 --> 00:05:58,010
+زمان كنا ندرس التاريخ الفرعوني، وكان أو تاريخ
+
+76
+00:05:58,010 --> 00:06:01,890
+النهضة الإيطالية، والصور الوسطى، هذا التاريخ لم يكن
+
+77
+00:06:01,890 --> 00:06:06,090
+يسند إلى خبرات قريبة منها، فكان الطالب يشعر بنوع
+
+78
+00:06:06,090 --> 00:06:09,990
+من الافتراق بينه وبين هذا العلم أو بينه وبين هذه
+
+79
+00:06:09,990 --> 00:06:12,450
+الطبيعة، شو بدي أدرس في تاريخ فرعوني؟ شو بدي فيه
+
+80
+00:06:12,450 --> 00:06:15,750
+أنا؟ إذا بدي آخذه كمعرفة ماشي، لكن يوم أنه قرر
+
+81
+00:06:15,750 --> 00:06:20,460
+تاريخ فلسطين والقضية الفلسطينية، صار فيه نوع من
+
+82
+00:06:20,460 --> 00:06:24,720
+الاقتراب، نحن نتحدث عن جغرافيا فلسطين، نرى القدس،
+
+83
+00:06:24,720 --> 00:06:30,120
+نرى البحيرة، نرى الأودية في قطاع غزة، ونرى
+
+84
+00:06:30,120 --> 00:06:33,840
+البحر، نشوفها في عيننا، تستند إلى خبرات تتناسب مع
+
+85
+00:06:33,840 --> 00:06:38,180
+قدراتنا، وتتناسب مع معايشتنا، إذا نتفاعل نحن مع هذا
+
+86
+00:06:38,180 --> 00:06:42,200
+الموقف التعليمي، ومع هذا الدرس الذي نأخذه، ونفهمه
+
+87
+00:06:42,200 --> 00:06:47,180
+بطريقة مناسبة، أيضاً يؤدي إلى تعلم مهارات ومعلومات، و
+
+88
+00:06:47,180 --> 00:06:51,320
+اتجاهات تُستخدم في حياة المتعلم، نحن نستخدم الحكايات،
+
+89
+00:06:51,320 --> 00:06:57,200
+ونستخدم القصص، كويس، ونستخدم نوع من التربية التي
+
+90
+00:06:57,200 --> 00:07:00,840
+تتعلق، أو التي ينبغي أن تتعلق بحياتنا، وبإتجاهاتنا،
+
+91
+00:07:00,840 --> 00:07:05,340
+وقيمنا، يعني إحدى الطالبات اللي أنا بأدرسهم، بِتبعِت
+
+92
+00:07:05,340 --> 00:07:09,460
+إيميل لها، طبعاً لها، ضمن مجموعة في مساق التخطيط
+
+93
+00:07:09,460 --> 00:07:16,660
+الاستراتيجي، فكان هذا الإيميل ليس كله ما يبدو، أو كل
+
+94
+00:07:16,660 --> 00:07:21,520
+ما يظهر لك، هو في الواقع حقيقة، هذا العنوان كان ال
+
+95
+00:07:21,520 --> 00:07:29,440
+إيميل، كانت إحدى فقرات هذا البريد، قد ترى إنساناً يلبس
+
+96
+00:07:29,440 --> 00:07:35,600
+لباساً وهنداماً مرتباً، وترى يضع نظارات سوداء، و
+
+97
+00:07:35,600 --> 00:07:40,900
+يجلس في مطعم فاخر، يتناول أشهر المأكولات، لكنك لا
+
+98
+00:07:40,900 --> 00:07:46,920
+تدري، وأنت تتمنى أن تكون مكانه، أنه يخفي وراء
+
+99
+00:07:46,920 --> 00:07:52,220
+النظارات السوداء، عيوناً كفيفة، لا ترى، إذا ليس كل ما
+
+100
+00:07:52,220 --> 00:07:57,200
+يبدو لك في الظاهر هو حقيقة، هذا الإطار عمل للطالبة
+
+101
+00:07:57,200 --> 00:08:02,640
+شغلة، ولمست واقع عندها، تقول أنا مهندسة، خرجت هندسة
+
+102
+00:08:02,640 --> 00:08:09,680
+درست، ولما يعني أنت خرجت بتفوق، بدأ الخاطب يأتيها، لكن
+
+103
+00:08:09,680 --> 00:08:16,020
+كانت والدتي تقول أن هذا أحد أقربائها، يتقدم لها، غير
+
+104
+00:08:16,020 --> 00:08:19,640
+مناسب، هذا بيشتغل عامل، وأنت مهندسة، إما أن يكون
+
+105
+00:08:19,640 --> 00:08:24,200
+مهندس أو دكتور، غير ذلك لا، فتعَلق وتقول لقد عملت مع
+
+106
+00:08:24,200 --> 00:08:31,030
+مهندسين، ومع أطباء، وما شعرت به، رغم تفوقهم، ورغم في
+
+107
+00:08:31,030 --> 00:08:36,190
+مجال المهنة، ما شعرت لديهم أن، يعني عندهم نوع من
+
+108
+00:08:36,190 --> 00:08:39,990
+الاستقرار النفسي، أو نوع من الرضا، أو حتى نوع من
+
+109
+00:08:39,990 --> 00:08:44,430
+الإقناع بالنسبة لي، كيف أتعامل، إذا ليس كل ما يبدو
+
+110
+00:08:44,430 --> 00:08:51,610
+لكِ في الحقيقة هو واقع أو حقيقة، كما كنت تظنين، إذا
+
+111
+00:08:51,610 --> 00:08:55,290
+يؤدي إلى تعلم مهارات ومعلومات واتجاهات تُستخدم في
+
+112
+00:08:55,290 --> 00:08:59,210
+حياة المتعلم، وهذا مهم جداً، دائماً نربط التعلم به
+
+113
+00:08:59,680 --> 00:09:03,780
+الواقع، بالحياة أيضاً، يؤدي إلى تطور التفكير
+
+114
+00:09:03,780 --> 00:09:09,280
+الإبداعي، نحن لا نُعلّم حتى يحفظ الطلبة مناهجاً
+
+115
+00:09:09,280 --> 00:09:15,900
+ونظريات، ويحفظوها دون فهم ودون وعي لما وُضعت له، ولما
+
+116
+00:09:15,900 --> 00:09:20,420
+يعني تؤدي إليه، أيضاً، يتصف بالمرونة والانفتاح على
+
+117
+00:09:20,420 --> 00:09:25,300
+كافة المستجدات، نحن اليوم نتعلم، لكن هناك كثير من
+
+118
+00:09:25,300 --> 00:09:28,300
+المستجدات التي تحدث، كيف بدي أنا أُثّر بالمنهاج
+
+119
+00:09:28,300 --> 00:09:33,560
+بطريقة مرنة، مثال الأسرة اللي ضربته لمس، عندكم نوع
+
+120
+00:09:33,560 --> 00:09:36,900
+من القبول، ليش؟ لأن إحنا لسه بنعيش لحظات
+
+121
+00:09:36,900 --> 00:09:40,940
+الفرح، وننتظرها، يعني أن نرى إن شاء الله وجوههم على
+
+122
+00:09:40,940 --> 00:09:45,360
+سلامة وخير في أوطانهم، وبين أهليهم، هذه اللمسات، إذا
+
+123
+00:09:45,360 --> 00:09:49,560
+ما كنت أنا بأستخدمها دائماً، عشان أربط كل هذه الخبرات،
+
+124
+00:09:49,560 --> 00:09:54,790
+و يعني أنفتح بمرونة على كل نظريات التعلم الحديثة،
+
+125
+00:09:54,790 --> 00:09:57,890
+اليوم، والله في عيننا مستجد في علم الكومبيوتر، في
+
+126
+00:09:57,890 --> 00:10:02,270
+تطور علمي، في معرفة، في نظرية، كويس أن أنا كمعلم
+
+127
+00:10:02,270 --> 00:10:06,490
+أستحضِرها دائماً في الدرس، وأجيبها، أو أجربها، و
+
+128
+00:10:06,490 --> 00:10:10,800
+أُضِيحها في داخل الأمثلة اللي أنا بأعطيها للطلبة، أيضاً،
+
+129
+00:10:10,800 --> 00:10:15,520
+يركز على كون إيش؟ أن المتعلم هو محور العملية
+
+130
+00:10:15,520 --> 00:10:18,840
+التعليمية، ونقصد بمحور العملية التعليمية هو إيش؟
+
+131
+00:10:18,840 --> 00:10:21,940
+الارتكاز على المتعلم بطريقة تفاعلية، أن يصير هو
+
+132
+00:10:21,940 --> 00:10:28,920
+يتعلم، ويعلم، يشارك، يناقش، يعطي، يزيد، يسمع، يفهم، يدرك،
+
+133
+00:10:28,920 --> 00:10:32,760
+كل هذه المصطلحات مهمة جداً، حتى تبقى البيئة الصفية
+
+134
+00:10:32,760 --> 00:10:36,650
+أو بيت التعلم، بيئة فعالة، أيضاً يقوّي علاقات التعاونية
+
+135
+00:10:36,650 --> 00:10:39,970
+بين المتعلمين، ويطورها باستمرار، هذا المعلم ينبغي
+
+136
+00:10:39,970 --> 00:10:44,070
+أن يساهم أو يسهم، عفواً، في إحداث نوع من العلاقات
+
+137
+00:10:44,070 --> 00:10:47,410
+الصداقة ما بين الطلبة، من خلال أنشطة التعاونية، ومن
+
+138
+00:10:47,410 --> 00:10:51,750
+خلال الأنشطة الاجتماعية أيضاً، خصائص التعلم الفعال
+
+139
+00:10:51,750 --> 00:10:55,670
+أنه لا يقف عند حدود المدرسة، ولا يتوقف عند صفر معين،
+
+140
+00:10:55,670 --> 00:11:01,010
+إنما التعلم مدى الحياة، ودائماً الإنسان بيتعلم، إحدى
+
+141
+00:11:01,010 --> 00:11:06,270
+القصص المؤثرة، يذكرها أحد الممرضين في مستشفى الوفاء،
+
+142
+00:11:06,270 --> 00:11:12,990
+يقول كان رجلاً في الثمانين من عمره، معتاداً أن يأتي كل
+
+143
+00:11:12,990 --> 00:11:19,990
+صباح على دار المسنين، وفي يده إفطاراً، يفطر هو وزوجته،
+
+144
+00:11:19,990 --> 00:11:25,810
+التي كانت تقبع هناك، يقول فاستغربت أنه دوماً عاماً
+
+145
+00:11:25,810 --> 00:11:32,130
+كاملاً على ذلك، اقتربت منه، سألته لماذا تفعل ذلك، قال
+
+146
+00:11:32,130 --> 00:11:39,910
+لأنها زوجتي، قال له لكنها فقدت الذاكرة منذ زمن، قال
+
+147
+00:11:39,910 --> 00:11:45,950
+وما بال غرابة في هذا الأمر؟ قال هي لا تعرفك، قال صحيح،
+
+148
+00:11:45,950 --> 00:11:51,430
+هي لا تعرفني، لكني أعرفها، وأعرف من هي، هذا الوفاء، و
+
+149
+00:11:51,430 --> 00:11:59,440
+هذا الشعور، المهم جداً، يُعلّمنا أن الحياة مدرسة، نبقى
+
+150
+00:11:59,440 --> 00:12:03,420
+نتدرّج فيها من زمن إلى زمن، من عمر إلى عمر، من سنة
+
+151
+00:12:03,420 --> 00:12:09,000
+إلى أخرى، حتى يأتي أمر الله، ونقضي، لذلك القرآن
+
+152
+00:12:09,000 --> 00:12:12,200
+الكريم، حثّ على التعليم، حثّ على التعلم، حتى لو كان
+
+153
+00:12:12,200 --> 00:12:21,490
+رجلاً كبيراً في سنه، أو في عمري، أيضاً من سمات التعلم
+
+154
+00:12:21,490 --> 00:12:26,650
+الفعال، أنه يحقق التوازن في كافة مناحي الشخصية، لا
+
+155
+00:12:26,650 --> 00:12:31,050
+يركز على الجانب النظري العقلي فقط، ولا يركز على
+
+156
+00:12:31,050 --> 00:12:34,670
+الجانب الأداء السلوكي، أو على المهارات الاجتماعية،
+
+157
+00:12:34,670 --> 00:12:39,450
+إنما يحاول أن يخلق من المتعلم كياناً كاملاً، يستطيع
+
+158
+00:12:39,450 --> 00:12:43,130
+من خلالها أن يحقق أهداف التربية، وهي أهمها التكيّف
+
+159
+00:12:43,130 --> 00:12:48,740
+مع المجتمع، المساهمة والإسهام في تنقية التراث، والإسهام
+
+160
+00:12:48,740 --> 00:12:54,980
+في الارتقاء بهذا المجتمع نحو المجد أو نحو العلم،
+
+161
+00:12:54,980 --> 00:13:01,960
+لكن كل هذه المهارات التي تحدثنا عنها، تحتاج إلى نوع
+
+162
+00:13:01,960 --> 00:13:09,420
+من إثارة، إثارة الدافعية، نوع من التواصل، نوع من تقدير
+
+163
+00:13:09,420 --> 00:13:13,060
+الاتجاهات، خلّينا نشوف بعض النقاط التي ينبغي على
+
+164
+00:13:13,060 --> 00:13:17,260
+المعلم خلال عملية التدريس أن يبدأ فيها بها، حتى
+
+165
+00:13:17,260 --> 00:13:20,580
+يستطيع أن يحقق كل ما ذكرناه، ويمتلك مهارات التعلم
+
+166
+00:13:20,580 --> 00:13:24,040
+الفعال، أول شيء إثارة الدافعية لدى الطلبة، ما معنى
+
+
+223
+00:17:57,280 --> 00:18:02,500
+تقول إيش؟ الخبر يقول أن حريقًا شبّ في أبراج مثلاً
+
+224
+00:18:02,500 --> 00:18:09,940
+النداء، وتوجهت الإسعافات بطريقة سريعة جدًا، وبدأت
+
+225
+00:18:09,940 --> 00:18:14,600
+تسعف المصابين من هذا الحريق. لو كنتِ أنتِ طالب أول من
+
+226
+00:18:14,600 --> 00:18:19,880
+وصل إلى هذا المكان، ماذا ستفعلين؟ وأثير نقاش، أسمع
+
+227
+00:18:19,880 --> 00:18:24,480
+للطالبات، كل واحدة ستعطي مساهمة. بعد ذلك، شوفوا كم
+
+228
+00:18:24,480 --> 00:18:28,560
+كانت مساهمتكم. الآن سنتعرف من خلال درسنا للإسعافات
+
+229
+00:18:28,560 --> 00:18:33,080
+الأولية، كيف نأخذ الخطوات التي يمكن أن ننقذ فيها
+
+230
+00:18:33,080 --> 00:18:36,820
+المصابين بطريقة سليمة. إذا، أصبح في تهيئة للجميع،
+
+231
+00:18:36,820 --> 00:18:41,580
+بلاش نطفيء الأنوار. تخيلوا الآن أننا في درس عن الفضاء،
+
+232
+00:18:41,580 --> 00:18:46,920
+عن إيش؟ كوكب مثلاً، زي زحل، المشتري، مش عارفة. كلنا نغمض
+
+233
+00:18:46,920 --> 00:18:52,860
+عيوننا. ماشي؟ نتخيل إيش الفضاء، إيش مكوناته، تخيلوا
+
+234
+00:18:52,860 --> 00:18:56,160
+حالاتكم الآن في رحلة الفضاء. بعد ذلك، تصف لنا كل واحدة
+
+235
+00:18:56,160 --> 00:19:00,900
+على حدة، تصف مشاهداتها، ما تخيلته. بعد ما آخذ أربع أو
+
+236
+00:19:00,900 --> 00:19:04,580
+خمس مشاركات من الطالبات، إيش أعمل؟ طب، الآن نُضيء
+
+237
+00:19:04,580 --> 00:19:09,660
+الإضاءة، ونسمع كيف إيش الفضاء بطريقة علمية. هذا
+
+238
+00:19:09,660 --> 00:19:12,000
+الدرس اليوم اللي هنحكي فيه عن الفضاء. شوفنا إيش عملنا،
+
+239
+00:19:12,000 --> 00:19:15,340
+إيش؟ نهمّ نتهيأ للإثارة، الكل بدأ ينتظر. هل اللي حلم
+
+240
+00:19:15,340 --> 00:19:18,440
+فيه هو نفسه اللي هيخطف الدرس ولا لأ؟ هو بحلمه بس،
+
+241
+00:19:18,690 --> 00:19:25,130
+الله أعلم. طيب، استثارة الطلبة بوضعهم في موقف مفاجئ،
+
+242
+00:19:25,130 --> 00:19:30,350
+أو محير، أو صادم، أو طرح مشكلة، ثم الطلب إليهم حل هذه
+
+243
+00:19:30,350 --> 00:19:34,930
+المشكلة. في مثال أنا حاطة زي قصة موسى والخضر عليه
+
+244
+00:19:34,930 --> 00:19:40,250
+السلام. لما ذهب سيدنا موسى في صورة الكهف، وهي كلكم
+
+245
+00:19:40,250 --> 00:19:46,670
+تحفظوها. فكان يكلم الله، فقال... أو عاد إلى قومه، وقال: "أنا
+
+246
+00:19:46,670 --> 00:19:51,930
+أعلم أهل هذه الأرض". فأنزل الله وحيه إليه: "يا موسى، من
+
+247
+00:19:51,930 --> 00:19:56,210
+قال لك أنك أعلم أهل هذه الأرض، إن هناك من هو أعلم
+
+248
+00:19:56,210 --> 00:20:02,290
+منك، وحب أن يعلمه درسًا في هذا المجال". قال: "يا رب، ما
+
+249
+00:20:02,290 --> 00:20:08,800
+أعلم أحدًا غيري، هو أعلم مني؟ فأنا نبي الله، وكليمه". قال:
+
+250
+00:20:08,800 --> 00:20:13,480
+"بلى، فاذهب إلى منطقة فلان، ستجد قرية الرجل الصالح،
+
+251
+00:20:13,480 --> 00:20:18,640
+قرية الخضر عليه السلام". قال: فانطلق موسى وغلامه إلى
+
+252
+00:20:18,640 --> 00:20:26,360
+القرية. ولكن كان البحر حاجزًا حتى يصلوا. انطلقوا
+
+253
+00:20:26,360 --> 00:20:31,450
+هناك، وانتظروا قليلًا، ونسوا طبعًا السمكة، فعادوا
+
+254
+00:20:31,450 --> 00:20:35,250
+فوجدوا الخضر في مكانه. القصة طويلة جدًا، أريد أن
+
+255
+00:20:35,250 --> 00:20:40,430
+أذكر منها الموقف. فلما انطلقوا، يقول المفسرون: مكث الخضر
+
+256
+00:20:40,430 --> 00:20:43,970
+عليه السلام، وموسى عليه الصلاة والسلام، يومين
+
+257
+00:20:43,970 --> 00:20:47,690
+كاملين، يومين كاملين، وهم عايشين ينتظرون سفينة
+
+258
+00:20:47,690 --> 00:20:53,130
+تقلهم إلى حيث وجهة الخضر عليه السلام. فلما اقتربت
+
+259
+00:20:53,130 --> 00:21:00,790
+السفينة، بدأوا يلوحون لها، ثم ركبوا. أرست مرساها، و
+
+260
+00:21:00,790 --> 00:21:05,970
+ركبوا فيها، وانطلقوا. فما كان من الخضر إلا أن
+
+261
+00:21:05,970 --> 00:21:10,130
+خرقها. يومين كاملات إحنا بنستنى، وجاء الناس، حنوا
+
+262
+00:21:10,130 --> 00:21:15,510
+علينا، وركبونا، والآن تخرقها؟ إيش قال؟ "أخرقتها
+
+263
+00:21:15,510 --> 00:21:19,570
+لتغرق أهلها، الناس الطيبين هدول اللي ركبونا؟". لقد
+
+264
+00:21:19,570 --> 00:21:23,390
+جاءتْ هذه... نقاش، امرأة... أنا عجباً، مستغرب! يعني مش
+
+265
+00:21:23,390 --> 00:21:26,210
+ما أقول لكم هذا الكلام. واحد بيعمل معك معروف، هذا
+
+266
+00:21:26,210 --> 00:21:29,150
+الموقف إيش اسمه؟ موقف إيش؟ حائر. ويجي الموقف
+
+267
+00:21:29,150 --> 00:21:33,270
+الثاني؟ تبع اللي هو الغلام اللي قتله. ثم موقف
+
+268
+00:21:33,270 --> 00:21:38,150
+الجدار. كانت مواقف حائرة. فلما كان الشرط، قالت: إيش
+
+269
+00:21:38,150 --> 00:21:42,490
+تسألني عن شيء، حتى إيش؟ أحدث لك منه ذكرى؟ قال: إيش؟ يا
+
+270
+00:21:42,490 --> 00:21:46,470
+خضر. لما موسى... فبدأ يوضح المعلم، سيدنا الخضر عليه
+
+271
+00:21:46,470 --> 00:21:51,250
+السلام، لموسى هذا الطالب، أن هناك أسرارًا لا تعلمها
+
+272
+00:21:51,250 --> 00:21:57,060
+أنت. هذه حقيقته، تلك المعلومات. إذا، هذه بالنسبة لموقف
+
+273
+00:21:57,060 --> 00:22:00,200
+مفاجئ أو محير، كيف يمكن أن نطبق هذا الموضوع في درس
+
+274
+00:22:00,200 --> 00:22:05,320
+أنت تعلمينه؟ درس مثلاً في نصوص، أو في شعر، ثم نضع
+
+275
+00:22:05,320 --> 00:22:08,980
+بعض الأبيات الصعبة، ونقول للطلاب: من يُفسّرها؟ من
+
+276
+00:22:08,980 --> 00:22:13,380
+يُعيدها؟ إذا كنتَ تُعلّمه قدرات لغوية معينة، هذا الموقف
+
+277
+00:22:13,380 --> 00:22:18,020
+يبدأ إيش؟ كبيت شعر مشهور: "وَمدَّ عشرينَ بالقواقلِينَ،
+
+278
+00:22:18,020 --> 00:22:22,780
+تحشّرمتْ شرافته، فخرجَ الخَربُ، صَلِ اللي هيك ذوبه اللي كي
+
+279
+00:22:22,780 --> 00:22:26,340
+عذوبة تهيأ على الطرق بشكاهه براوكة في البوع بعبولي
+
+280
+00:22:26,340 --> 00:22:31,300
+قراحِفْ عَشَابِهِ، بِسْ كَعْبَال يَسْحَسانِهِ، لَكِن بِالْحَرْنَشِ أَزَاقَ عَمْلِي
+
+281
+00:22:31,300 --> 00:22:38,880
+لو قلنا لكم: فسّروا لنا بيتًا من الأبيات، إذا هذا
+
+282
+00:22:38,880 --> 00:22:43,660
+موقف إيش؟ صار إيش؟ مثير، في نوع مفاجئ، محير. لو قدرت
+
+283
+00:22:43,660 --> 00:22:48,720
+أشرحه، هتنتبهوا! مش هتنتبهوا؟ أكيد مش هشرحه، بس طبعًا، طيب،
+
+284
+00:22:48,720 --> 00:22:55,200
+الترابط بين حاجات الطلبة، والخبرات الأساسية، وموضوع
+
+285
+00:22:55,200 --> 00:22:59,980
+الدرس. شوفوا كمان مرة بالمثال الذي ذكرناه: مين فيكم
+
+286
+00:22:59,980 --> 00:23:05,360
+زار القدس، مسجد الأقصى؟ طيب، صفّي لنا المسجد الأقصى،
+
+287
+00:23:05,360 --> 00:23:09,660
+إيش شوفتِ في هذه الرحلة؟ إن هي راح يكون بستفيد من الناس
+
+288
+00:23:09,660 --> 00:23:15,010
+اللي هو الحديث، والأبواب، و... آه، شوفوا هذا الكلام
+
+289
+00:23:15,010 --> 00:23:18,870
+اليوم. إحنا درسنا عن المسجد الأقصى، هذا الآن فيه
+
+290
+00:23:18,870 --> 00:23:21,810
+ترابط. هتستمتع الطالب بزيارة الأقصى فيه ولا لأ؟
+
+291
+00:23:21,810 --> 00:23:25,990
+هتبدأ تتذكر كثير من المعالم اللي بيشرحها المدرس.
+
+292
+00:23:25,990 --> 00:23:30,130
+إذا، ترابطت هذه بين حاجات الطلبة، خبراتهم، بين موضوع
+
+293
+00:23:30,130 --> 00:23:33,970
+الدرس. هذا من أفضل خطوات إثارة الدافعية. هي كيف نربط
+
+294
+00:23:33,970 --> 00:23:38,450
+الواقع بالدرس، ثم بالواقع المُحيط الذي نعيشه بطريقة
+
+295
+00:23:38,450 --> 00:23:44,780
+مناسبة. طيب، وضوح المقرر الدراسي بتوظيف الحكايات، و
+
+296
+00:23:44,780 --> 00:23:48,180
+الأمثلة الواقعية. يمكن لو كنتِ أنتِ في درس عن بر
+
+297
+00:23:48,180 --> 00:23:54,620
+الوالدين، وتحدثتِ عن قصص بر الوالدين، وقصص العقوق،
+
+298
+00:23:54,620 --> 00:24:01,140
+وخلافَه. ولعلّني يمكن أختارت لكم اليوم قصة تتحدث
+
+299
+00:24:01,140 --> 00:24:06,710
+عن بر الوالدين، ولكن أحداث القصة... تبدأ عند ذاك
+
+300
+00:24:06,710 --> 00:24:14,710
+الشاب الذي قال: "بعد واحد وعشرين سنة من زواجي، وقع
+
+301
+00:24:14,710 --> 00:24:21,110
+في قلبي حبّ جديد، وبدأت أشعر بحب جديد. بدأ أشعر
+
+302
+00:24:21,110 --> 00:24:29,250
+بنوع من الاتجاه للحب. كانت زوجتي تعلم بذلك، وكانت
+
+303
+00:24:29,250 --> 00:24:38,280
+تشجعني. كان هذا الحب متجهًا نحو أمي التي تركها أبي
+
+304
+00:24:38,280 --> 00:24:43,720
+منذ أكثر من تسع سنوات، وقد ترملت. كانت بعيدة. أشغلني
+
+305
+00:24:43,720 --> 00:24:52,600
+عني، وأشغلني عنها كثيرة هي الأعمال، أعمالي، أطفالي، و
+
+306
+00:24:52,600 --> 00:24:58,700
+واجبات البيت، حتى ما كنت أزورها إلا كل عام، مرة في
+
+307
+00:24:58,700 --> 00:25:05,170
+ذات يوم، قررت أن أتواصل معها. رفعت سماعة الهاتف، تحدثت
+
+308
+00:25:05,170 --> 00:25:09,730
+إليها. قالت: "يا ولدي، مالك؟ يعني مش عادتك تتصل عليّ".
+
+309
+00:25:09,730 --> 00:25:14,750
+قالت: "مالك؟". قلت: "لا شيء يا أمي، أنا بخير، ولكني اشتقت
+
+310
+00:25:14,750 --> 00:25:20,350
+إليكِ، وأرغب إن لم يكن لديكِ مانع أن أخرج معكِ". قالت:
+
+311
+00:25:20,350 --> 00:25:25,650
+"أبيك شيء؟". قلت: "لا، ولكني أرغب أن أخرج معكِ. هل لديكِ
+
+312
+00:25:25,650 --> 00:25:30,510
+مانع؟". قالت: "لا، أسعد بذلك". كان يوم الخميس هو ذاك
+
+313
+00:25:30,510 --> 00:25:35,370
+الموعد الذي سأذهب فيه إلى بيت والدتي، بيتنا القديم.
+
+314
+00:25:35,370 --> 00:25:42,970
+فلما وصلت، كنت مضطربًا قليلًا، فقد فعلت البُعدة فعلها
+
+315
+00:25:42,970 --> 00:25:51,530
+فيا، حتى إذا ما طرقت باب شقة والدتي، كانت تنتظرني
+
+316
+00:25:51,530 --> 00:25:56,890
+بفارغ الصبر، وكانت تلبس... أنا ذاك فستانًا كان قد
+
+317
+00:25:56,890 --> 00:26:02,820
+اشتراه لها أبي قبل أن يتوفى بأيام. كانت تبدو كما لو
+
+318
+00:26:02,820 --> 00:26:12,120
+كانت سيدة عروس، تزف إلى عريسها. فلما رأتني، ابتسمت
+
+319
+00:26:12,120 --> 00:26:17,380
+وقالت: "لقد قلتُ، وأخبرتُ جميع جيراني أني سأخرج
+
+320
+00:26:17,380 --> 00:26:24,560
+اليوم معكِ". قالت: فانطلقنا إلى مطعم هادئ. لم يكن
+
+321
+00:26:24,560 --> 00:26:28,740
+شيئًا غير عادي في المطعم، إلا أن... إلا أن
+
+322
+00:26:28,740 --> 00:26:34,560
+الجلسة كانت... كثيرة، ملأتها أشجاني، والذكريات، والحب، و
+
+323
+00:26:34,560 --> 00:26:41,740
+العطف، وتبادل الابتسامات. نظرت في قائمة الطعام، و
+
+324
+00:26:41,740 --> 00:26:46,720
+بدأت أقرأ لأمي. فما كانت تستطيع القراءة، لأن نظرها
+
+325
+00:26:46,720 --> 00:26:53,440
+قد ضعف. وهي تنظر إليّ، وتقول: "يا ولدي، كنت أقرأ لك وأنتَ
+
+326
+00:26:53,440 --> 00:27:01,500
+صغير، كنت أقرأ لك وأنت صغير". فلما انتهينا من الجلسة،
+
+327
+00:27:01,500 --> 00:27:06,760
+وكان قد انتصف الليل، قلت: "سنعيدها". قالت: "أوافق، ولكن
+
+328
+00:27:06,760 --> 00:27:12,420
+بشَرْط، على حسابي". قلت: "لا". بس مرت اللحظات سريعة، حتى
+
+329
+00:27:12,420 --> 00:27:21,350
+ودعت أمي، وأوصلتها، ثم عدت إلى بيتي. يقول: وما هي إلا
+
+330
+00:27:21,350 --> 00:27:27,790
+أيام، وإذا بجرس الهاتف يرن على البيت، ويطرق نذير
+
+331
+00:27:27,790 --> 00:27:35,910
+خبر لم أكن أتوقعه: "والدتك في المستشفى". أدركتُ، أسْرعتُ
+
+332
+00:27:35,910 --> 00:27:42,850
+إليها. لم يُسعفني كثيراً سرعتي، لا في السيارة، ولا على
+
+333
+00:27:42,850 --> 00:27:51,910
+الأدراج. أسابقُ خطوات... ترغب أن تراها أُمّها الصبوح، أو
+
+334
+00:27:51,910 --> 00:27:55,670
+يرغب أن يرى وجه أُمّه الصبوح قبل أن تَفْضِي إلى ربها.
+
+335
+00:27:55,670 --> 00:28:02,670
+ماتت الأم. عاد ذاك الرجل حزينًا، يتذكر تلك الليلة،
+
+336
+00:28:02,670 --> 00:28:09,110
+وبعد أيام، وإذا بجرس الباب يدق مرة أخرى. في هذه
+
+337
+00:28:09,110 --> 00:28:15,810
+المرة، كان نادل المطعم يحمل معه فاتورة، مكتوب عليها:
+
+338
+00:28:15,810 --> 00:28:22,060
+"حجز لإثنين". وعلى ظهر هذه الفاتورة، كلمات كتبتها أمي
+
+339
+00:28:22,060 --> 00:28:28,720
+قبل أن تموت: "يا ولدي، كنت أعلم أني لن أكون معك مرة
+
+340
+00:28:28,720 --> 00:28:35,380
+أخرى، لذا حجزت لك مقعدين، لك ولزوجتك. أحبك يا ولدي".
+
+341
+00:28:35,380 --> 00:28:42,000
+هذه الكلمات التي يمكن أن نطلق عليها تربية لها
+
+342
+00:28:42,000 --> 00:28:47,300
+علاقة بواقع اجتماعي. يمكن أن يكون حيًّا في كثير من
+
+343
+00:28:47,300 --> 00:28:52,720
+البيوت، وفي كثير من الذين نسوا آباءهم، وبر آبائهم.
+
+344
+00:28:52,720 --> 00:28:57,120
+إذن، وضوح المقرر الدراسي بتوظيف الحكايات، والأمثلة
+
+345
+00:28:57,120 --> 00:29:01,060
+الواقعية. أيضًا، تنويع الوسائل التعليمية. فمن
+
+346
+00:29:01,060 --> 00:29:04,660
+المحاضرة إلى المناقشة، إلى الشرح، إلى استخدام
+
+347
+00:29:04,660 --> 00:29:09,740
+الألعاب التعليمية. والألعاب التعليمية مهمة جدًا في
+
+348
+00:29:09,740 --> 00:29:15,300
+توضيح كثير من الدروس. وعجبتني إحدى الطالبات التي كنتُ
+
+349
+00:29:15,300 --> 00:29:20,360
+أُدرّسها قبل عامين في مادة إدارة الصف، كانت تسأل عن
+
+350
+00:29:20,360 --> 00:29:24,260
+موضوع الألعاب التعليمية. هذا الإيميل تلقّيته منها،
+
+351
+00:29:24,260 --> 00:29:29,560
+وهي قد ابتكرت خمسة ألعاب لدرس واحد. هذا الدرس هي
+
+352
+00:29:29,560 --> 00:29:34,620
+تُعلّمه في مادة إيش؟ الأحياء. عن موضوع المياه العادمة،
+
+353
+00:29:34,620 --> 00:29:39,740
+وملوّثات البيئة، باستخدام بعض الألعاب التعليمية. هذا
+
+354
+00:29:39,740 --> 00:29:44,180
+الهدف الذي وضعته. ما هي اللعبة؟ اللعبة اسمها "الثعبان،
+
+355
+00:29:45,540 --> 00:29:51,140
+السلم، والموفن". والسلم، والثعبان. رسمت جدولًا مُقسّمًا إلى مربعات. في
+
+356
+00:29:51,140 --> 00:29:55,060
+بداية الخانة، تضع ثعبانًا، عن طريق طرح أسئلة متتالية،
+
+357
+00:29:55,060 --> 00:30:00,200
+وكل سؤال يؤدي للوصول... تمامًا زي ما نفعل في الحياة،
+
+358
+00:30:00,200 --> 00:30:05,290
+والسلم، وغيره. ثم تضع أنواع تعزيز مناسبة. إذا أجابت، إذا
+
+359
+00:30:05,290 --> 00:30:08,610
+أجابت صحيحة، فأنت تخرجها إلى كذا، وإذا أجابت... حتى تصل
+
+360
+00:30:08,610 --> 00:30:12,090
+إلى نهاية الدرس، وقد استوعبت هذا الدرس. وتضع هنا
+
+361
+00:30:12,090 --> 00:30:16,490
+إيش؟ أمثلة حية، على... أو من الدرس، على اللي هو: من أين
+
+362
+00:30:16,490 --> 00:30:19,170
+أتت المياه التي نشربها؟ ما هو مصدر مياه في الآبار
+
+363
+00:30:19,170 --> 00:30:22,230
+الجوفية؟ وهكذا. إذا، هذا نوع من أنواع الألعاب
+
+364
+00:30:22,230 --> 00:30:25,690
+التعليمية. وهي إن شاء الله موجودة على الموديل هذه،
+
+365
+00:30:25,690 --> 00:30:28,010
+الألعاب، بإمكانكم الاستفادة منها. هناك ألعاب للحروف،
+
+366
+00:30:28,010 --> 00:30:32,050
+هناك ألعاب للأرقام، ألعاب لدروس اللغة الإنجليزية،
+
+367
+00:30:32,050 --> 00:30:35,310
+كثيرة هي الألعاب، وضعناها في المواد الدراسية. إن
+
+368
+00:30:35,310 --> 00:30:39,970
+شاء الله، بإمكانكم تستفيدوا منها. نعود إلى اللي هو
+
+369
+00:30:39,970 --> 00:30:43,110
+محاضرتنا، أو النقطة التي تليها.
+
+370
+00:30:46,700 --> 00:30:50,880
+أيضًا، استخدام الحكايات النادرة، والقصص لإدخال العنصر
+
+371
+00:30:50,880 --> 00:30:54,000
+الشخصي، والعاطفي على المحتوى الدراسي. ثم استخدام
+
+372
+00:30:54,000 --> 00:30:58,140
+الأسئلة التي تثير التحدي، والفضول لدى الطلبة. دائمًا
+
+373
+00:30:58,140 --> 00:31:01,440
+الأسئلة التي تثير التحدي، هي إيش؟ إثارة للدافعية،
+
+374
+00:31:01,440 --> 00:31:05,100
+إثارة للانتباه للطلبة. زي إيش مثلاً؟ أسئلة تثير
+
+375
+00:31:05,100 --> 00:31:10,020
+التحدي، والفضول. في درس مثلاً، أي درس يعني، خلينا نقول
+
+376
+00:31:10,020 --> 00:31:16,600
+لو أنتِ بتدرّسي مادة في العلوم، كويس، ونقول: إحنا
+
+377
+00:31:16,600 --> 00:31:21,220
+ب ندرس: ما الفرق، أو وين العوامل المشتركة بين العرق، و
+
+378
+00:31:21,220 --> 00:31:27,620
+ماء العين الأزرق؟ شو معامل الارتباط؟ ما العلاقة بين
+
+379
+00:31:27,620 --> 00:31:32,080
+هذين؟ شوفنا أثّرنا شوية، صار في نوع من ال... طب
+
+380
+00:31:32,080 --> 00:3
+
+445
+00:36:01,620 --> 00:36:06,260
+راجل ملتحق وكان كذا وكان جماله في واحد اتنين تلاتة
+
+446
+00:36:06,260 --> 00:36:10,000
+ببدأ أصحح بعض المسارات ويمكن أنا ضربتلكوا دائما
+
+447
+00:36:10,000 --> 00:36:13,240
+الصورة أو تكوين الصورة الذهنية يختلف من عمر إلى
+
+448
+00:36:13,240 --> 00:36:17,820
+عمر في الصورة الذهنية لما نتحدث عن ممرضة فورا
+
+449
+00:36:17,820 --> 00:36:21,810
+ينصرف إلى إيش واحدة لِبُسها أبيض لو كنا
+
+450
+00:36:21,810 --> 00:36:26,530
+ممرضة نفسية هنختلف شوية لو كنا ممرضة نفسية بتشغل
+
+451
+00:36:26,530 --> 00:36:29,870
+في مستشفى الأمراض العقلية، هيبدأ الوصف يختلف إذا
+
+452
+00:36:29,870 --> 00:36:34,550
+احنا كل مرحلة بنحاول نزيد عليها بحيث يتضح الصورة
+
+453
+00:36:34,550 --> 00:36:38,490
+الذهنية، نرسمها بطريقة صحية فيها حسب عمر الطالب وما
+
+454
+00:36:38,490 --> 00:36:42,570
+يستطيع فهمه خلال هذه المرحلة العمرية، أيضا إعطاء
+
+455
+00:36:42,570 --> 00:36:45,590
+الطالب فرصة للقيام ببعض الأنشطة، يعني أنا درس في
+
+456
+00:36:45,590 --> 00:36:50,250
+درس في الرياضيات، خليني أعطيه حل مسائل، مش بقول كمان
+
+457
+00:36:50,250 --> 00:36:53,650
+أضيف نقاش، أربط القديم والجديد، خدنا عامل الدرب أو
+
+458
+00:36:53,650 --> 00:36:56,410
+الدرب مثلا، واليوم بده أنا آخد القسمة، طب خليه
+
+459
+00:36:56,410 --> 00:36:59,610
+يحاول شوية يسترجع في الدرب، في أنشطة يشتغل شوية في
+
+460
+00:36:59,610 --> 00:37:05,130
+القسمة، في أنشطة حتى يستطيع أن يُساويَ هذه الأمور، ثم
+
+461
+00:37:05,130 --> 00:37:07,810
+ربط الخبرات التعليمية بالواقع المعاصر لإحداث
+
+462
+00:37:07,810 --> 00:37:11,830
+التكيف بين المتعلم وبيئته التعليمية
+
+463
+00:37:16,660 --> 00:37:21,020
+النقطة الثالثة وهي ملاحظة سلوك الطلبة ومتابعتهم
+
+464
+00:37:21,020 --> 00:37:26,020
+الطبيعي أن المعلم ينبغي أن يلقي بناظره على الطلبة
+
+465
+00:37:26,020 --> 00:37:34,560
+دائما ليرقب انتباههم، ثم ليحاول أن يفهم من نظراتهم
+
+466
+00:37:34,850 --> 00:37:38,890
+من عيونهم إلى أي مدى هم متفاعلون مع الدرس، إلى أي
+
+467
+00:37:38,890 --> 00:37:42,690
+مدى أنا بالفعل قادر أؤثر فيهم، في محاضرات أنا بأشعر
+
+468
+00:37:42,690 --> 00:37:47,380
+أن الطلبة مش مستمتعين فيها، بقى أنهيها فورا، أو أحاول
+
+469
+00:37:47,380 --> 00:37:51,720
+أدخل أساليب جديدة، هذه الخبرة اللي ستمتلكينها
+
+470
+00:37:51,720 --> 00:37:57,200
+كمعلمة في المستقبل تمنحك القدرة على ملاحظة
+
+471
+00:37:57,200 --> 00:38:00,220
+التغيرات لدى الطلبة، بس مش شغلة بس في الحصة و
+
+472
+00:38:00,220 --> 00:38:04,120
+الانتباه، لكن في شغلات كتيرة من هذا الجانب المطلوب
+
+473
+00:38:04,120 --> 00:38:09,220
+منكِ كمعلمة، أول حاجة المظهر العام، المظهر العام
+
+474
+00:38:09,220 --> 00:38:14,040
+ترتيب الطالب، التزامه بالزي، إذا كان لَسَمح الله في
+
+475
+00:38:14,040 --> 00:38:17,740
+عنده مشكلة، يمكن يكون فقير وجايب بثوب مش مناسب
+
+476
+00:38:17,740 --> 00:38:21,940
+لِـمرحلة الشتاء أو فصل الشتاء، إذا ملاحظة سلوك الطالب
+
+477
+00:38:21,940 --> 00:38:27,340
+ممشط شعره مرتب، إضافة مقلمة، كل هذه القضايا مهمة جدا
+
+478
+00:38:27,340 --> 00:38:31,500
+وهي قضايا إدارية لها أبعاد نفسية على العملية
+
+479
+00:38:31,500 --> 00:38:33,620
+التعليمية، لأن أنا برضه بدي أعلم الطالب يكون مرتب
+
+480
+00:38:33,620 --> 00:38:39,250
+ونظيف، والنظافة جزء من الإيمان، مهم جدا، وقص أيضا
+
+481
+00:38:39,250 --> 00:38:43,670
+النظافة تُهيئ نفسية المتعلم أن يتعلم بطريقة مناسبة
+
+482
+00:38:43,670 --> 00:38:47,810
+أيضا الجوانب العقلية، مدى الاستيعاب، مدى قدرتهم على
+
+483
+00:38:47,810 --> 00:38:50,390
+الفهم اللي حكيت فيه، أيضا نواحي النفسية
+
+484
+00:38:50,390 --> 00:38:53,530
+والاجتماعية، يعني ممكن أنا ألاحظ طالبة بتتفاعل، عشر
+
+485
+00:38:53,530 --> 00:38:56,810
+طالبات بتتفاعلن، وألاحظ طالبة سرحانة بالمرة وبتمسك
+
+486
+00:38:56,810 --> 00:38:59,950
+الجوال وبتلعب فيه، هذه النواحي النفسية، ربما تكون
+
+487
+00:38:59,950 --> 00:39:04,270
+هذه الطالبة واحدة، يعني هذه النقاط، واضح أنكِ أنتِ
+
+488
+00:39:04,270 --> 00:39:07,870
+مش مهتمة، معلمة بتقول لطالبة: أنتِ مش مهتمة، أنتِ سرحانة؟
+
+489
+00:39:07,870 --> 00:39:11,050
+بصراحة والله أنا سرحانة، شكلكِ قاعدَة سهرانة طول الليل
+
+490
+00:39:11,050 --> 00:39:15,690
+على التلفزيون؟ اه والله كنت سهرانة، ولم تدري تلك
+
+491
+00:39:15,690 --> 00:39:20,030
+المعلمة أنها كانت سهرانة لتطبيب والدها المريض الذي
+
+492
+00:39:20,030 --> 00:39:25,010
+فقد زوجته منذ زمن، يعني هي سرحانة بالفعل لكنها
+
+493
+00:39:25,010 --> 00:39:30,110
+لا ترغب أن تتحدث بهذا الأمر، إحدى الفتيات تقابلها
+
+494
+00:39:30,110 --> 00:39:34,570
+صديقتها، تقول لها: الله ما أجمل جسمك، أنتِ لازلت محافظة
+
+495
+00:39:34,570 --> 00:39:38,790
+على هذا الجسم الرشيق، ولازلت محافظة على سمات وجهك
+
+496
+00:39:38,790 --> 00:39:44,190
+الناعم، ويا الله بتحملي طفل، ما أجمل ابنك، قالت: نعم
+
+497
+00:39:44,190 --> 00:39:48,750
+هو جميل، ولم تدري تلك المرأة أن هذا الطفل هو ابن
+
+498
+00:39:48,750 --> 00:39:53,290
+أخيها، وأنها لم تتزوج حتى الآن، وأنها.. وأنها
+
+499
+00:39:53,290 --> 00:39:58,110
+إذًا هذه الأمور كلها لابد أن ترعى كمعلمات النواحي
+
+500
+00:39:58,110 --> 00:40:01,070
+النفسية والاجتماعية بطريقة مناسبة، لأنه إذا أنتِ
+
+501
+00:40:01,070 --> 00:40:04,430
+راقبت، لاحظت سلوك الطلبة، سألتِهم بعد ذلك بطريقة
+
+502
+00:40:04,430 --> 00:40:08,410
+مؤدبة، أكيد هتاخدي نوع من التغذية الراجعة التي
+
+503
+00:40:08,410 --> 00:40:14,050
+تتناسب مع المعالجة التي ستفرضينها أو توجهين الطلبة
+
+504
+00:40:14,050 --> 00:40:19,190
+إليها، أيضا المستوى الثقافي والاجتماعي، قلنا سابقا أن
+
+505
+00:40:19,190 --> 00:40:23,750
+أي بيئة تختلف عن بيئة أخرى، بيئة طفل أو طالب تختلف
+
+506
+00:40:23,750 --> 00:40:27,890
+عن بيئة أخرى، بيئة طالب أبوه متعلم وأمه متعلمة، ما
+
+507
+00:40:27,890 --> 00:40:33,570
+شاء الله، بيدرسوا، يهتموا، يسألوا، يحاولوا دائما أن
+
+508
+00:40:33,570 --> 00:40:38,250
+ينموا قدرات الطالب، وطالب بيئته أخرى، هي بيئة تحارب
+
+509
+00:40:38,250 --> 00:40:42,030
+العلم، بتهاوش فيه، يتعلم ويروح يشتغل، أحسن يشوف
+
+510
+00:40:42,030 --> 00:40:46,550
+أقعد يساعدني في الدار، أحسن، هذه القضايا مهمة جدا فيه
+
+511
+00:40:46,550 --> 00:40:49,730
+أن أنا ألاحظ إلى أي مدى هذه الطالبة جايانة من أي
+
+512
+00:40:49,730 --> 00:40:55,410
+بيئة، عشان أنا كمان برضه أحاول أوجه أسهمي لعلاج هذه
+
+513
+00:40:55,410 --> 00:41:01,050
+المشكلة، إن كان هناك مشكلة، النقطة الأخيرة: الاحتفاظ
+
+514
+00:41:01,050 --> 00:41:06,850
+بالسجلات وتوثيق كافة العملية، قلنا أن من مهام
+
+515
+00:41:06,850 --> 00:41:11,620
+المعلم مهمتان: مهام إدارية، مهام فنية، إحدى هذه المهام
+
+516
+00:41:11,620 --> 00:41:15,840
+الإدارية: الاحتفاظ بالتوثيق، عملية التوثيق هي عملية
+
+517
+00:41:15,840 --> 00:41:20,560
+كثير مهمة، ويمكن من القصص اللي ذكرناها قصة ياسر، قصة
+
+518
+00:41:20,560 --> 00:41:25,520
+مين التاني؟ كمان إيمان، ما هو إيمان و ياسر إخوة، القصة
+
+519
+00:41:25,520 --> 00:41:30,040
+التانية التي ذكرناها، كلها قصص لحظة اعتداء، والمعلمة
+
+520
+00:41:30,040 --> 00:41:35,480
+كويسة، كلها كانت بيرجع المعلم للسجلات الموثقة حول
+
+521
+00:41:35,480 --> 00:41:39,160
+أحوال هذا الطالب، فيفهم الحقيقة ثم يعود ليعالج
+
+522
+00:41:39,160 --> 00:41:43,600
+بطريقة صحيحة، لذلك التوثيق نُواة العمل وهو معيار من
+
+523
+00:41:43,600 --> 00:41:48,140
+معايير الجودة التي تنادي بها معظم نظريات التميز في
+
+524
+00:41:48,140 --> 00:41:53,350
+العصر الحديث، لذلك إحدى هذه السجلات: ملف الطالب، كويس؟
+
+525
+00:41:53,350 --> 00:41:55,830
+طبعا، ملف الطالب اللي هو بيشمل بياناته، اسمه، تاريخ
+
+526
+00:41:55,830 --> 00:42:00,550
+ميلاده، كذا، سجله الأكاديمي، اليوم أنتِ عندك طالبة في
+
+527
+00:42:00,550 --> 00:42:04,570
+الجامعة، سجل أكاديمي بيوضح درجاتك في كل فصل، وأين
+
+528
+00:42:04,570 --> 00:42:08,110
+أنت كنت، هل تقدمتِ أو تراجعتِ، هذا التقدم والتراجع
+
+529
+00:42:08,110 --> 00:42:11,330
+له اعتبارات، لما تكون أنتِ أخذة 90 في الفصل الأول
+
+530
+00:42:11,330 --> 00:42:15,290
+فصل ثاني جاية بس 60، مش سهل اللي يكون فيه مشكلة، إذا
+
+531
+00:42:15,290 --> 00:42:18,970
+أنا كمعلمة فورا بروح، بتوجه لهذه الطالبة، بحاول
+
+532
+00:42:18,970 --> 00:42:22,610
+أفهم إيش هذه المشكلة، أيضا كمان سجل الطالب أيضا
+
+533
+00:42:22,610 --> 00:42:25,590
+سجل التحضير، دفتر التحضير اليومي للدروس، سجل
+
+534
+00:42:25,590 --> 00:42:29,130
+الواجبات البيتية، الخطط اللي حكينا عنها، الخطط
+
+535
+00:42:29,130 --> 00:42:32,190
+السنوية أو الخطط اليومية أو الخطط الأسبوعية أو خطط
+
+536
+00:42:32,190 --> 00:42:36,390
+الحصة نفسها، سجلات التقويم، الأنشطة، سجلات الإنجاز
+
+537
+00:42:36,390 --> 00:42:40,010
+ملفات الإنجاز، كل هذا القَصص مهم جدا أن يوثقه
+
+538
+00:42:40,010 --> 00:42:44,330
+المعلم بطريقة مناسبة، وأن يُدعى لنفسه وقتا أن يهتم
+
+539
+00:42:44,330 --> 00:42:51,070
+بها، لأنها تعبر عن تاريخ هذا الطالب، وتعبر عن جوهر
+
+540
+00:42:51,070 --> 00:43:00,370
+وتسلسل حياته وتقدمه، وتُفيد في تعديل السلوك، آخر
+
+541
+00:43:00,370 --> 00:43:03,490
+شغلة في هذا الفصل: ممارسات غير تربوية في أداء
+
+542
+00:43:03,490 --> 00:43:08,280
+المعلم، أحد هذه الممارسات: ضعف التغذية الراجعة، كثير
+
+543
+00:43:08,280 --> 00:43:14,760
+من المعلمين أو المعلمات من يهتم بالشرح لكنه لا
+
+544
+00:43:14,760 --> 00:43:19,700
+يعطي التقويم، جزء مهم من هذا الشرح، والتقويم أساسا
+
+545
+00:43:19,700 --> 00:43:23,250
+من أساس التغذية الراجعة، أهم شيء أنا أبدأ أعرف أن
+
+546
+00:43:23,250 --> 00:43:28,210
+الطالب فهم مني، أكيد إيش هقوله: تفضل اكتب لي أو جاوب
+
+547
+00:43:28,210 --> 00:43:32,130
+على هذه الأسئلة، هذا تقويم معرفة، تقويم السلوك اللي
+
+548
+00:43:32,130 --> 00:43:35,550
+أنا بشوف سلوك الطالب اللي بدأ معايا، جاي مش نظامي
+
+549
+00:43:35,550 --> 00:43:40,450
+جاي مشاغب، كويس؟ شرس؟ يعتدي على الآخرين؟ وفي نهاية
+
+550
+00:43:40,450 --> 00:43:43,670
+السنة إيش؟ اه والله ما شاء الله عليك، لأ، إتحسنت كتير
+
+551
+00:43:43,670 --> 00:43:47,530
+أخلاقك، إذا المعنى ذلك هي تغذية راجعة، تغذية راجعة
+
+552
+00:43:47,530 --> 00:43:50,630
+اللي علاقة بيه: تسجيل بعض الملاحظات، وتصويب الإجابات
+
+553
+00:43:50,630 --> 00:43:54,310
+المترددة وغير الصحيحة، أو تصويب الإجابات اللي
+
+554
+00:43:54,310 --> 00:43:58,340
+جزئيا صحيحة، مش هذا كلام حكيناه ولا لأ؟ طيب، أيضا من
+
+555
+00:43:58,340 --> 00:44:01,920
+الممارسات غير التربوية: سوء توزيع وقت الحصة على
+
+556
+00:44:01,920 --> 00:44:06,020
+فعاليات الدرس، يهتم بالتمهيد وينفق فيه الوقت، ثم إذا
+
+557
+00:44:06,020 --> 00:44:11,120
+ما أتى على شرح الدرس، ملّ الطلبة ولم يدركه أو لم
+
+558
+00:44:11,120 --> 00:44:15,140
+يدركه، أيضا سيطرة على الزمن لشرح كافة محتويات
+
+559
+00:44:15,140 --> 00:44:19,400
+الدرس، فيلجأ إلى إيش؟ للزجّاج والشلفَج والحاجات هذه
+
+560
+00:44:19,400 --> 00:44:23,260
+أيضا تصحيح كراسات، طاولة الإيش؟ كراسات الطلبة على
+
+561
+00:44:23,260 --> 00:44:26,820
+طاولة المعلم، فترى المنظر إيه؟ الطلبة يتجمعون
+
+562
+00:44:27,160 --> 00:44:33,680
+بطريقة يعني غير حضارية ليصححوا كراساتهم، فينفق
+
+563
+00:44:33,680 --> 00:44:37,560
+المعلم وقتا كثيرا في هذا الأمر، قلة الاهتمام بتربية
+
+564
+00:44:37,560 --> 00:44:41,860
+الترتيب، السبورة، الوسائل التعليمية، المقاعد، أيضا من
+
+565
+00:44:41,860 --> 00:44:47,520
+ممارسات غير تربوية، ثم إخراج الطلبة، ليش؟ قضاء أو
+
+566
+00:44:47,520 --> 00:44:51,120
+بعض الحاجيات للمعلم خارج الصف، روح يصلّط على طالب:
+
+567
+00:44:51,120 --> 00:44:53,460
+تفضل روح جيب لي الممحاة، جيب لي السجلات، جيب لي
+
+568
+00:44:53,460 --> 00:44:57,340
+المشغلات، هذا الكلام يُسعد الطالب لأنه بده بس يطلع
+
+569
+00:44:57,340 --> 00:45:00,860
+لكنه سيضيع عليه فرصة كثيرة، مطلوب منه أنه يوزع
+
+570
+00:45:00,860 --> 00:45:05,610
+المهام، أيضا النظر خارج الصف معظم الوقت، يعني أنا
+
+571
+00:45:05,610 --> 00:45:09,630
+بَشرح ونظري هناك، معناه ذلك أنني لن أستطيع ملاحظة
+
+572
+00:45:09,630 --> 00:45:14,110
+سلوك الطلبة، مقاطعة إجابة الطالب، الطالب يجيب، المعلم
+
+573
+00:45:14,110 --> 00:45:18,870
+يقاطع، معناه ذلك لن يعيد الطالب هذه المحاولة مرة
+
+574
+00:45:18,870 --> 00:45:22,030
+أخرى، لأنه أنا من أول ما بحكي بيروح إيش بيقطعني، أهدأ
+
+575
+00:45:22,030 --> 00:45:26,770
+اسمع، طب أنا بكمل؟ لأ، ده هو يتحدث، حتى بعد ذلك تعالج
+
+576
+00:45:26,770 --> 00:45:31,450
+بطريقة مناسبة، ضعف المتابعة للواجبات، وإرسال الطلبة
+
+577
+00:45:31,450 --> 00:45:34,270
+من حين لآخر للمدير، وقلة تشجيع الطلبة على توجيه
+
+578
+00:45:34,270 --> 00:45:39,420
+الأسئلة للمعلم، طيب هيك بنكون إحنا إن شاء الله وصلنا
+
+579
+00:45:39,420 --> 00:45:44,140
+إلى نهاية الفصل الثالث، أنا أعتذر للسرعة لكن كان
+
+580
+00:45:44,140 --> 00:45:50,540
+لابد لنا أن ننجز هذا الفصل، مرة أخرى، يعني إذا في
+
+581
+00:45:50,540 --> 00:45:53,580
+أي سؤال أو استفسار حول الفصل الثالث، تفضلوا
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/5KCgsiGqUuY.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/5KCgsiGqUuY.srt
new file mode 100644
index 0000000000000000000000000000000000000000..cac146ce9b67312dbc1e681d2ba06a1324f32553
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/5KCgsiGqUuY.srt
@@ -0,0 +1,1007 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,020 --> 00:00:16,320
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,320 --> 00:00:19,880
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,880 --> 00:00:23,600
+وعلى آله وصحبه وسلم أجمعين، أما بعد، تحدثنا في
+
+5
+00:00:23,600 --> 00:00:28,340
+المحاضرة السابقة عن مهارات التواصل الفعال، وقولنا
+
+6
+00:00:28,340 --> 00:00:34,930
+أن هناك خمس مهارات، أو خمس مهارات مهمة جداً في مجال
+
+7
+00:00:34,930 --> 00:00:38,330
+التواصل الفعال. أول هذه المهارات، قلنا التي ينبغي أن
+
+8
+00:00:38,330 --> 00:00:42,330
+يمتلكها المعلم هي مهارة الإصغاء، وقولنا أن الإصغاء
+
+9
+00:00:42,330 --> 00:00:46,170
+هو أساس، أو الإصغاء الجيد هو أساس  التحضير
+
+10
+00:00:46,170 --> 00:00:51,350
+والحديث الجيد، وتكوين الأفكار بطريقة صحيحة ومناسبة.
+
+11
+00:00:51,350 --> 00:00:55,690
+وقلنا أن الإصغاء يتطلب مهارتين أساسيتين: المهارة
+
+12
+00:00:55,690 --> 00:01:00,370
+الأولى: الانتباه لما يقوله المتعلم، ثم بعد ذلك إدراك
+
+13
+00:01:00,370 --> 00:01:04,830
+مضمون هذا الحديث من خلال
+
+14
+00:01:04,830 --> 00:01:09,850
+استخدام المخزون المعرفي لدى المعلم. المهارة الثانية
+
+15
+00:01:09,850 --> 00:01:13,150
+التي تحدثنا عنها، وهي مهارة الشرح، وقولنا أن المعلم
+
+16
+00:01:13,150 --> 00:01:18,550
+المتمكن الذي يستطيع أن يوصل فكرته بطريقة سلسة
+
+17
+00:01:18,550 --> 00:01:24,110
+مبسطة، ميسرة. لذلك تتطلب منه هذه المهارة أن يسمع
+
+18
+00:01:24,110 --> 00:01:29,340
+جيداً، أن يستمع للطالب جيداً، أن يفهم ويتفهم هذا
+
+19
+00:01:29,340 --> 00:01:33,360
+الطالب جيداً، أن يهتم به من خلال إيماء بالموافقة
+
+20
+00:01:33,360 --> 00:01:37,720
+على ما يتحدث به الطالب، أو بالاستدراك من خلال
+
+21
+00:01:37,720 --> 00:01:41,700
+التصحيح أيضاً. المهارة الثالثة وهي فحص الإدراك،
+
+22
+00:01:41,700 --> 00:01:48,130
+وقولنا أنها قدرة المتعلم أو المعلم على تفهم إدراكات
+
+23
+00:01:48,130 --> 00:01:51,970
+الطلبة، بماذا يفكرون، تفهم مشاعر الطلبة من خلال
+
+24
+00:01:51,970 --> 00:01:56,550
+الحديث، ودائماً، ويمكن في أسئلة الامتحان التي يعني
+
+25
+00:01:56,550 --> 00:02:00,290
+جات أن الطالب أو أن المعلم يستطيع من خلال النظر في
+
+26
+00:02:00,290 --> 00:02:04,150
+وجوه الطلبة، أن يتعرف إذا ما كان هؤلاء الطلبة
+
+27
+00:02:04,150 --> 00:02:09,450
+يتفهمون أو يفهمونه بشكل جيد. وقولنا أن هناك طريقتين:
+
+28
+00:02:09,450 --> 00:02:13,310
+الطريقة الأولى: طريقة غير مباشرة لفحص الإدراك، مثل
+
+29
+00:02:13,310 --> 00:02:18,990
+سؤالك للطالب: هل يمكنني، أو هل كنت تقصد أن تقول كذا؟
+
+30
+00:02:18,990 --> 00:02:23,410
+هل يمكنني أن أفهم من قولك كذا وكذا؟ أو بالطريقة
+
+31
+00:02:23,410 --> 00:02:26,610
+المباشرة، كأن يقول للطالب: لدي انطباع بأنك فهمت
+
+32
+00:02:26,610 --> 00:02:31,870
+الدرس جيداً، أو أنك أديت الواجب بطريقة مناسبة. ويعتمد
+
+33
+00:02:31,870 --> 00:02:35,050
+فحص الإدراك بشكل أساسي على مهارتي الإصغاء و
+
+34
+00:02:35,050 --> 00:02:41,340
+الانطباع، من خلال التوازن في استخدام وسائل التعليمية،
+
+35
+00:02:41,340 --> 00:02:44,560
+في استخدام وسائل الاتصال، سواء كانت وسائل الاتصال
+
+36
+00:02:44,560 --> 00:02:48,720
+اللفظية أو غير اللفظية، أو إقامة علاقات مع
+
+37
+00:02:48,720 --> 00:02:52,540
+المتعلمين قائمة على الثقة، والاحترام، والحب. وقولنا أن
+
+38
+00:02:52,540 --> 00:02:58,000
+الثقة أساسها إيش؟ الصراحة. الصراحة أساسها، أو أساس
+
+39
+00:02:58,000 --> 00:03:03,160
+الثقة، والثقة أساس الحب، والحب هو إيش؟ القناة السحرية
+
+40
+00:03:03,160 --> 00:03:07,060
+التي من خلالها يمتلك المعلم قلوب طلابه، ويتواصل معهم
+
+41
+00:03:07,060 --> 00:03:12,020
+بطريقة فعالة ومفيدة. أيضاً، آخر نقطة: القدرة على طرح
+
+42
+00:03:12,020 --> 00:03:15,140
+أسئلة خصبة ومتنوعة، وقولنا أن مهارة وضع الأسئلة
+
+43
+00:03:15,140 --> 00:03:20,660
+وصياغتها، بكونها تثير الانتباه، فهي يعني قدرات مهمة
+
+44
+00:03:20,660 --> 00:03:26,930
+جداً، وتحتاج إلى مهارة من قبل المعلم. نجي لنقطة جديدة
+
+45
+00:03:26,930 --> 00:03:30,410
+في هذه المحاضرة، وهي أهمية التفاعل والتواصل الصفي.
+
+46
+00:03:30,410 --> 00:03:34,270
+لماذا نحرص على التفاعل الصفي؟ ليش بدنا يتفاعلوا؟
+
+47
+00:03:34,270 --> 00:03:38,490
+طب أنا ممكن أمشي على النمط القديم، ويشرح المعلم
+
+48
+00:03:38,490 --> 00:03:43,330
+ويكون جاذباً في شرحه دون تفاعل، ويتعلم كثير من
+
+49
+00:03:43,330 --> 00:03:45,770
+الطلبة. وكثير من المعلمين اليوم بيقولوا: احنا
+
+50
+00:03:45,770 --> 00:03:52,410
+تعلمنا بطريقة جيدة ومناسبة كانت. لماذا التفاعل؟ أول
+
+51
+00:03:52,410 --> 00:03:56,150
+نقطة من هذه النقاط: مساعدة المعلم في تطوير طرق
+
+52
+00:03:56,150 --> 00:04:00,930
+التدريس. لاحظي أن المعلم أو أن المتعلم هو مرآة
+
+53
+00:04:00,930 --> 00:04:05,230
+للمعلم، يعني أنا بشوف أخطائي من خلالكم، كويس؟
+
+54
+00:04:05,230 --> 00:04:09,790
+ويمكنني أن آخذ تغذية راجعة معينة لأعدل فيها، إيش؟
+
+55
+00:04:09,790 --> 00:04:13,770
+أساليب التدريس التي أنا أتبعها. عشان هيك بنقول أول
+
+56
+00:04:13,770 --> 00:04:16,970
+حاجة: أنه أنا كمعلم، أنا المستفيد من القضية، أو من
+
+57
+00:04:16,970 --> 00:04:20,690
+البيئة التفاعلية التعليمية. النقطة الثانية:
+
+58
+00:04:20,690 --> 00:04:26,270
+أنا الطالب، من خلال طرح هذه الأفكار، ينمي، أو ينمّي
+
+59
+00:04:26,270 --> 00:04:31,210
+لديه إيش؟ طرق التفكير الإبداعي، أو طرق اللي هو طرح
+
+60
+00:04:31,210 --> 00:04:36,730
+الأفكار الإبداعية التي تسهم في تطوير عملية التعليم.
+
+61
+00:04:37,370 --> 00:04:40,930
+أيضاً، تشجع المعلم على الربط بين الدراسات النظرية
+
+62
+00:04:40,930 --> 00:04:45,770
+والتطبيقية. لاحظوا الأمثلة هي أكثر العناوين التي
+
+63
+00:04:45,770 --> 00:04:50,510
+يمكن من خلالها أن يصل المعلم إلى قلب الطالب وفهمه.
+
+64
+00:04:50,510 --> 00:04:55,610
+وإلا أي شغلة بتظلها نظرية، حتظلها عياش جامدة مجردة.
+
+65
+00:04:55,610 --> 00:04:59,570
+ربما الطالب الموهوب يستطيع أن يلامسها، أو أن
+
+66
+00:04:59,570 --> 00:05:04,630
+يتفهمها، أو أن يدركها، لكن بعض الطلبة اللي أقل شوية
+
+67
+00:05:04,630 --> 00:05:08,970
+من ناحية العقلية، أو اللي عندهم نوع من الصعوبة في
+
+68
+00:05:08,970 --> 00:05:13,950
+التعلم بطريقة تجريدية، حتلاقي إيش؟ يشتت انتباهه.
+
+69
+00:05:13,950 --> 00:05:17,970
+لأنه لا يستطيع أن يدرك ما الذي يريد المعلم. أيضاً،
+
+70
+00:05:17,970 --> 00:05:21,450
+تدعيم التفاعل الإيجابي بين المعلم والطلبة. يا جماعة،
+
+71
+00:05:21,450 --> 00:05:25,050
+إحنا بنيجي من بيئة… من وين؟ من بيئة الأسرة
+
+72
+00:05:27,970 --> 00:05:32,390
+بالأساس. المعلم يمثل بالنسبة للطالب قدوة، يمثل له
+
+73
+00:05:32,390 --> 00:05:37,750
+شيء كبير. اليوم، إذا المعلم بيحاول أن ينزل إلى طلبته،
+
+74
+00:05:37,750 --> 00:05:42,710
+ويغرس فيهم قيم، هذا من شأنه أن يتطلب من المعلم أن
+
+75
+00:05:42,710 --> 00:05:46,050
+يكون صديقاً أكثر من أن يكون معلماً، يعني لازم يكون
+
+76
+00:05:46,050 --> 00:05:48,910
+هناك نوع من التفاعل، هناك نوع من الحب، يحس الطالب
+
+77
+00:05:48,910 --> 00:05:52,090
+أنه يستطيع أن يتحدث مع معلمه أكثر مما يتحدث مع
+
+78
+00:05:52,090 --> 00:05:55,700
+والده في بيته. عشان هيك، كثير من المشاكل، بعض الطالبات
+
+79
+00:05:55,700 --> 00:05:59,260
+في الجامعة، بترغب أنها تطرحها على مدرسها أكثر من
+
+80
+00:05:59,260 --> 00:06:02,500
+أن تطرحها على أخوها، وعلى أبوها، وعلى أمها، لأنها تجد
+
+81
+00:06:02,500 --> 00:06:05,620
+فيه الإنسان، الإنسان المتعاون، الإنسان الذي يستطيع أن
+
+82
+00:06:05,620 --> 00:06:11,180
+يعني يتفهم، يدرك، يقدم نصيحة بطريقة تلامس الحقيقة
+
+83
+00:06:11,180 --> 00:06:15,510
+أو الواقع، أو الميول لدى هذه الطالبة أو تلك. لذا، مهم
+
+84
+00:06:15,510 --> 00:06:19,250
+جداً من تدعيم التفاعل الإيجابي، لأن هذا التفاعل، مشان
+
+85
+00:06:19,250 --> 00:06:23,350
+أن يجعل من البيئة الصفية بيئة نفسية، اجتماعية، آمنة،
+
+86
+00:06:23,350 --> 00:06:27,350
+مطمئنة، مستقرة، يسودها نوع من الاحترام والتبادل، ومن
+
+87
+00:06:27,350 --> 00:06:31,310
+ثمّ، نجد أن الدرس فيه حيوية، لأنه ما ضلّ المعلم بس
+
+88
+00:06:31,310 --> 00:06:35,950
+يتحدث، لأ، في طالب هان تساهم، هان تشارك، هان تعلق، و
+
+89
+00:06:35,950 --> 00:06:42,630
+هكذا. التفاعل الصفي يكشف عن مواطن الضعف، ويثري مواطن
+
+90
+00:06:42,630 --> 00:06:45,490
+القوة أيضاً، مش بس مواطن الضعف، أنه والله إذا في
+
+91
+00:06:45,490 --> 00:06:49,110
+نقطة ضعف هنا، لأ، كمان بيشخص وين مواطن القوة، أين فهم
+
+92
+00:06:49,110 --> 00:06:53,210
+الطلاب، وأين لم يفهموا، أين استوعبوا، أين استمتعوا، و
+
+93
+00:06:53,210 --> 00:06:58,690
+أين لم يستمتعوا. بهذه الطريقة، بنحاول إحنا أيضاً نشخص
+
+94
+00:06:58,690 --> 00:07:01,990
+مواطن الضعف والقوة، لنستفيد منها في دروس لاحقة.
+
+95
+00:07:01,990 --> 00:07:05,910
+أيضاً، تدريب الطلبة على احترام آراء زملائهم. إحنا
+
+96
+00:07:05,910 --> 00:07:09,680
+قلنا مهارة الإصلاح ليست حكراً على المعلم، اللي لازم
+
+97
+00:07:09,680 --> 00:07:13,040
+هو بس يمتلك هذه المهارة، كمان الطالب لازم يتعود على هذه
+
+98
+00:07:13,040 --> 00:07:18,120
+المهارة. فإذا ما أجاب طالب ما، أو طالبة بطريقة غير
+
+99
+00:07:18,120 --> 00:07:21,680
+كاملة، ماشي طالب ثاني يعالجها، لأ يا أستاذ هذه غلط
+
+100
+00:07:21,680 --> 00:07:26,300
+بتحكي… لأ، نتعود نستمع، نعود طلبتنا إنهم يستمعوا
+
+101
+00:07:26,300 --> 00:07:30,140
+من خلال إيش؟ الجو التفاعلي، كل واحد بياخد وقته الذي
+
+102
+00:07:30,140 --> 00:07:33,000
+لا يؤثر على جو الحصة بشكل كامل.
+
+103
+00:07:35,510 --> 00:07:42,290
+طيب، نجي للنقطة الأهم في هذا الدرس اليوم، وهو أن
+
+104
+00:07:42,290 --> 00:07:46,630
+هناك مجموعة من العلماء تداولوا منظومات للتواصل
+
+105
+00:07:46,630 --> 00:07:51,470
+والتفاعل، حطوا بعض النماذج. كويس؟ أهم هذه النماذج
+
+106
+00:07:51,470 --> 00:07:57,210
+للتفاعل الصفي هو نظام فلاندرز. هذا نظام هذا العالم
+
+107
+00:07:57,210 --> 00:08:02,530
+إيش وضعه؟ قال أن هذا النظام الذي وضعه يقيس اللي هو
+
+108
+00:08:02,530 --> 00:08:07,570
+عملية التواصل اللفظي، حيث افترضت هذه النظرية أن 70%
+
+109
+00:08:07,570 --> 00:08:11,730
+مما يحدث داخل الصف هو إيش؟ تواصل لفظي، بدليل أن
+
+110
+00:08:11,730 --> 00:08:16,650
+المعلم إما أن يشرح أو يستمع، والطالب إما أن يتحدث
+
+111
+00:08:16,650 --> 00:08:21,550
+ويبدأ، أو يستجيب، أو أن يكون هناك سلوك
+
+112
+00:08:21,550 --> 00:08:27,390
+مشترك بينهما. لذلك، هذا النموذج يطبق في المدارس
+
+113
+00:08:28,070 --> 00:08:33,690
+بشكل أكثر فعالية عندما يأتي اللي هو إيش؟ اللي
+
+114
+00:08:33,690 --> 00:08:37,830
+بنسميه إحنا المفتش، وهو المشرف الفني اللي نتحدث عنه.
+
+115
+00:08:37,830 --> 00:08:42,950
+يحاول أن يقيس قدرات المعلم وإمكاناته من خلال هذا
+
+116
+00:08:42,950 --> 00:08:46,030
+النموذج. اللي اليوم، إن شاء الله، هنشرح عنه إيش هو.
+
+117
+00:08:46,030 --> 00:08:51,850
+نظام Flanders. قسم Flanders قياسه إلى عشر، إلى ثلاث
+
+118
+00:08:51,850 --> 00:08:56,010
+أقسام، وهي عبارة عن بطاقة فيها معيار، معيار، تلت
+
+119
+00:08:56,010 --> 00:09:04,080
+معايير. المعلم أعطاله سبع نقاط، والطالب أعطاله نقطتين
+
+120
+00:09:04,080 --> 00:09:08,920
+في السلوك، والسلوك المشترك أعطاله نقطة واحدة. خليني
+
+121
+00:09:08,920 --> 00:09:13,690
+نشوف مع بعض إيش هذه النقاط. قال أن سلوك المعلم
+
+122
+00:09:13,690 --> 00:09:17,490
+ينقسم إلى قسمين: فيه السلوك غير المباشر، وفيه أربع
+
+123
+00:09:17,490 --> 00:09:21,170
+نقاط، وفيه سلوك مباشر، وفيه ثلاث نقاط. سلوك غير
+
+124
+00:09:21,170 --> 00:09:24,510
+المباشر الذي يصدر عن المعلم، هو بيحلل الآن سلوك
+
+125
+00:09:24,510 --> 00:09:29,310
+المعلم، وبيشوف إلى أي مدى هذا السلوك يطبقه المعلم
+
+126
+00:09:29,310 --> 00:09:33,150
+بطريقة صحيحة، بحيث أنه يجعل من عملية التفاعل الصفي
+
+127
+00:09:33,150 --> 00:09:38,720
+عملية مناسبة. أول حاجة: تقبل مشاعر الطلبة. هل يتقبل
+
+128
+00:09:38,720 --> 00:09:42,780
+المعلم مشاعر الطلبة من خلال بعض العبارات التي تشير
+
+129
+00:09:42,780 --> 00:09:46,640
+إلى هذا التفاهم؟ زي إيش يعني؟ أنا حاسّة أن الامتحان
+
+130
+00:09:46,640 --> 00:09:50,620
+أثقل عليكم كتير، وكان قاسي عليكم، هيك أنا بكون أنا
+
+131
+00:09:50,620 --> 00:09:54,720
+تفهمت مشاعركم، مش هيك؟ كويس؟ وكمان برضه حاسّة أن
+
+132
+00:09:54,720 --> 00:09:59,600
+أنا أحياناً بزيد في المنهج. هذا نوع من التفاهم، كويس؟
+
+133
+00:09:59,600 --> 00:10:02,860
+وبحس أن الجو اللي أنتم بتيجوا فيه هو جو يمكن
+
+134
+00:10:02,860 --> 00:10:07,680
+يكون، يعني بصفتكم ما شاء الله أغلبكم ربات بيوت، يعني
+
+135
+00:10:07,680 --> 00:10:10,740
+قد يكون قاسي عليكم من ناحية عملية التعليم. هذا
+
+136
+00:10:10,740 --> 00:10:15,560
+التفاهم مشان أنه إيش؟ يريح الطالب، ولا لا يريحه؟
+
+137
+00:10:15,560 --> 00:10:19,200
+يريح الطالب، ذلك أول حاجة ينبغي على المعلم أن
+
+138
+00:10:19,200 --> 00:10:24,160
+يمارسها: عملية تقبل مشاعر الطلبة. تقبل مشاعر الطلبة.
+
+139
+00:10:24,160 --> 00:10:30,010
+طيب، النقطة الثانية: تقبل أفكار الطلبة، كيف يعني؟
+
+140
+00:10:30,010 --> 00:10:34,450
+الآن، لو طلبت من واحدة منكم تقوم تحكي… تشرح لي هذه
+
+141
+00:10:34,450 --> 00:10:40,170
+الفكرة، فهي شرحتها، فأنا إيش بعمل؟ إما أنه بكتفي على
+
+142
+00:10:40,170 --> 00:10:44,190
+هذا الشرح، وبكتفي فيه، أو بأعيد صياغته، عشان أكمل
+
+143
+00:10:44,190 --> 00:10:48,170
+جوانب معرفية فيه، أو أني بحاول قدر المُمكن أنه إيش؟
+
+144
+00:10:48,170 --> 00:10:50,770
+ممتاز، الفكرة كتير رائعة، بس خليني أنا أشرحها
+
+145
+00:10:50,770 --> 00:10:54,450
+بطريقتي، يعني بحاول إيش؟ أعمل إعادة صياغة كاملة
+
+146
+00:10:54,450 --> 00:10:57,930
+للفكرة، لأنّي مش حاسّة أنه يعني فيها أجزاء كثيرة
+
+147
+00:10:57,930 --> 00:11:01,910
+صحيحة، فكويس أبدأ أصوّبها. لذلك، تقبل أفكار الطلبة، و
+
+148
+00:11:01,910 --> 00:11:05,290
+الأفكار قد تكون إما عبارة عن إعادة صياغة، أو
+
+149
+00:11:05,290 --> 00:11:11,490
+عبارة عن تصويب معيّن بطريقة مناسبة. في هذا المجال أيضاً،
+
+150
+00:11:11,490 --> 00:11:15,590
+الثناء والتشجيع. من الأشياء غير المباشرة أنه زي ما
+
+151
+00:11:15,590 --> 00:11:19,950
+حكينا، التحفيز، زي نقول: أحسنت، بارك الله فيك. هذا من
+
+152
+00:11:19,950 --> 00:11:23,510
+شأنه أن يثري، أو أن يدفع الطالب إلى مزيد من الإنجاز،
+
+153
+00:11:23,510 --> 00:11:27,130
+ومزيد من النجاح، لأنه دائماً التحفيز عملية مطلوبة
+
+154
+00:11:27,130 --> 00:11:30,950
+للعملية التعليمية. أيضاً، توجيه الأسئلة المثيرة للطلبة
+
+155
+00:11:30,950 --> 00:11:33,770
+والمناسبة، من حيث المستوى، من حيث المكان، من حيث
+
+156
+00:11:33,770 --> 00:11:37,470
+الحدث، ومن حيث التفكير والقدرات. كمان برضه،
+
+157
+00:11:37,470 --> 00:11:41,960
+إثارة الأسئلة، زي ما حكينا إحنا، هي من يعني
+
+158
+00:11:41,960 --> 00:11:45,880
+العوامل الأساسية لنجاح عملية الحفاظ على الدافعية
+
+159
+00:11:45,880 --> 00:11:50,380
+داخل الصف. أنتم في السؤال اللي ضربنا فيه مثال، أن
+
+160
+00:11:50,380 --> 00:11:54,160
+عشان أنا أعمل تهيئة كاملة، أنتم قدرتوا، إثارة أسئلة
+
+161
+00:11:54,160 --> 00:11:59,760
+تثير تحدي تفكير الطلبة، إحداث قصة معيّنة، موقف صادم،
+
+162
+00:11:59,760 --> 00:12:04,790
+أو مفاجئ، أو محير، وهكذا. أربع نقاط أساسية تشمل
+
+163
+00:12:04,790 --> 00:12:08,830
+السلوك غير المباشر: تقبل مشاعر الطلبة، تقبل أفكار
+
+164
+00:12:08,830 --> 00:12:12,770
+الطلبة، الثناء والتشجيع، ثم توجيه الأسئلة. طيب، فما
+
+165
+00:12:12,770 --> 00:12:18,410
+هو السلوك المباشر يا ترى؟ شرح، التلقين، الآن أنا
+
+166
+00:12:18,410 --> 00:12:23,500
+سلوكي معاكم سلوك إيش؟ مباشر، بصراحة، أنا بشرح فيه
+
+167
+00:12:23,500 --> 00:1
+
+223
+00:16:35,300 --> 00:16:41,000
+مشترك بين المعلم والطلبة، بيزرع عن المعلم ثم يلحقوا
+
+224
+00:16:41,000 --> 00:16:45,380
+الطالب، أو صمت كله ما شاء الله، بيسمع، بتطلع المعلم
+
+225
+00:16:45,380 --> 00:16:48,940
+عليهم هيك، فإيش؟ فإذا بيهم ما شاء الله رب العالمين.
+
+226
+00:16:48,940 --> 00:16:55,160
+إذا عشر نقاط أساسية في الفلاندرز، كمان مرة نقيتهم،
+
+227
+00:16:55,160 --> 00:16:59,420
+سلوك المعلم، أه، كم نقطة فيه؟ أربع، سبع،
+
+228
+00:16:59,420 --> 00:17:01,560
+سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع،
+
+229
+00:17:01,560 --> 00:17:11,180
+سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع،
+
+230
+00:17:11,180 --> 00:17:11,200
+سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع، سبع،
+
+231
+00:17:16,070 --> 00:17:29,150
+تقبل مشاعر الطلبة، التقبل
+
+232
+00:17:29,150 --> 00:17:30,550
+مشاعر الطلبة، التقبل، مشاعر الطلبة، التقبل، مشاعر
+
+233
+00:17:30,550 --> 00:17:32,490
+الطلبة، التقبل، مشاعر الطلبة، التقبل، مشاعر الطلبة
+
+234
+00:17:32,490 --> 00:17:33,790
+التقبل، مشاعر الطلبة، التقبل، مشاعر الطلبة، التقبل
+
+235
+00:17:33,790 --> 00:17:34,550
+مشاعر الطلبة، التقبل، مشاعر الطلبة، التقبل، مشاعر
+
+236
+00:17:34,550 --> 00:17:35,470
+الطلبة، التقبل، مشاعر الطلبة، التقبل، مشاعر الطلبة
+
+237
+00:17:35,470 --> 00:17:37,490
+التقبل، مشاعر الطلبة، التقبل، مشاعر الطلبة، التقبل
+
+238
+00:17:37,490 --> 00:17:40,230
+مشاعر الطلبة، التقبل، مشاعر الطلبة، التقبل، مشاعر
+
+239
+00:17:40,230 --> 00:17:41,390
+الطلبة، التقبل، مشاعر الطلبة، التقبل، مشاعر الطلبة
+
+240
+00:17:41,390 --> 00:17:45,420
+الطلبة، التناوب، والتشجيع، والتوجيه، الأسئلة هي السبع
+
+241
+00:17:45,420 --> 00:17:50,710
+نقاط. طيب، الطالب في نقطتين: استجابة، أو المبادرة،
+
+242
+00:17:50,710 --> 00:17:54,010
+استجابة، أو المبادرة، أو المبادرة، والسلوك المشترك
+
+243
+00:17:54,010 --> 00:18:00,370
+اللي هو بينهم. طيب، خليكم معنا، هذا شكل البطاقة اللي
+
+244
+00:18:00,370 --> 00:18:04,910
+احنا هنشتغل مع فلاندرز عليها. أول حاجة هي قسم سلوك
+
+245
+00:18:04,910 --> 00:18:08,910
+المعلم، سلوك الطالب، السلوك... اه، بس أنا في خطأ.
+
+246
+00:18:08,910 --> 00:18:14,130
+السلوك الطالب، اه، مافيش مشكلة، كويس، والسلوك المشترك
+
+247
+00:18:14,910 --> 00:18:19,570
+الان، إيش بنعمل احنا في هذه البطاقة؟ بيجي المشرف
+
+248
+00:18:19,570 --> 00:18:26,710
+الفني بيجلس هنا، كويس، ويبدأ يلاحظ المعلم، هل يستخدم
+
+249
+00:18:26,710 --> 00:18:31,410
+هل يتقبل مشاعر الطلبة؟ عليها واحد درجة، المدح
+
+250
+00:18:31,410 --> 00:18:34,670
+والتشجيع، وقال عليه درجتين، هذه عليها نص درجة، هذه
+
+251
+00:18:34,670 --> 00:18:38,920
+عليها نص درجة، بيعمل توزيع، وبيبدأ يحط له علامات، كويس.
+
+252
+00:18:38,920 --> 00:18:42,440
+باعتبارها علامات مهارية، جد جد من فطر، حلال السلعة.
+
+253
+00:18:42,440 --> 00:18:46,780
+واحد من واحد، ممتاز، طيب خلصنا وهكذا. هل بيشرح بشكل
+
+254
+00:18:46,780 --> 00:18:51,740
+متمكن من مادته؟ تمام، وضعه جيد. هل يوجه تعليمات؟ هل
+
+255
+00:18:51,740 --> 00:18:56,300
+يطرح أسئلة بطريقة لبقة؟ ويحط له الدرجات عليها، في
+
+256
+00:18:56,300 --> 00:19:00,280
+ختام الحصة، بيبقى هو أخد في تصنيف فلاندرز مثلاً
+
+257
+00:19:00,280 --> 00:19:02,940
+ولا تسعة من عشرة، أو ثمانية من عشرة، وبيبدأ يقولوا، و
+
+258
+00:19:02,940 --> 00:19:06,080
+الله، أنت في عندك مشكلة في إيش؟ في تقبل أفكار الطلبة.
+
+259
+00:19:06,080 --> 00:19:09,680
+ياريت تحسن أدائك، وتقبلِك. لكن هل يمكن المعلم أن
+
+260
+00:19:09,680 --> 00:19:14,560
+يقيس نفسه بناءً على هذه البطاقة؟ ولا لأ؟ ممكن هو إذا
+
+261
+00:19:14,560 --> 00:19:17,980
+حفظ البطاقة، سهل جداً أن يقيم حاله: هل أنا أتقبل
+
+262
+00:19:17,980 --> 00:19:20,780
+مشاعر الطلبة؟ الواحد بيعرف، يعني هل أنا مقبول عند
+
+263
+00:19:20,780 --> 00:19:26,240
+الطلبة، وبيحسوا أن أنا كمعلم جيد، ولا مش جيد، وهكذا.
+
+264
+00:19:26,240 --> 00:19:35,300
+طبعاً لاحظوا هذه المصفوفة، رغم أهميتها إلا أن عدداً
+
+265
+00:19:35,300 --> 00:19:40,360
+من الناس المختصين وجهوا لها بعض الانتقادات، فما هي
+
+266
+00:19:40,360 --> 00:19:41,880
+عيوب هذه البطاقة؟
+
+267
+00:19:45,030 --> 00:19:48,350
+إيش عيوب بطاقة Flanders، أو مقياس Flanders العشري؟
+
+268
+00:19:48,350 --> 00:19:52,490
+التركيز، التركيز
+
+269
+00:19:52,490 --> 00:19:55,170
+على الجانب اللفظي، وإهمال الجانب غير اللفظي، لاحظوا
+
+270
+00:19:55,170 --> 00:19:58,550
+مافيش ولا إشي، مع أنه قلنا أن الجانب غير اللفظي هو
+
+271
+00:19:58,550 --> 00:20:02,670
+أبلغ أثراً، كويس، من الجانب اللفظي، لكن هو اهتم
+
+272
+00:20:02,670 --> 00:20:05,590
+بالجانب اللفظي وبس، وأهمال الجانب غير اللفظي. تفضلي.
+
+273
+00:20:05,590 --> 00:20:10,130
+صعوبة استخدام هذا النظام، وتطبيقه في الفصل. صعوبة
+
+274
+00:20:10,130 --> 00:20:12,930
+استخدام هذا النظام، وتطبيقه في الفصل. اللحظة، المعلم
+
+275
+00:20:12,930 --> 00:20:17,230
+أن يطبق هذا النظام، ممكن، لكنه فيه ذاتية، ومش
+
+276
+00:20:17,230 --> 00:20:22,110
+موضوعية، وبنفس الوقت، أحياناً بيجي الواحد منهمك، يعني
+
+277
+00:20:22,110 --> 00:20:26,770
+مش دائماً تقدير المعلم لذاته، نفس تقدير الآخرين، يعني
+
+278
+00:20:26,770 --> 00:20:29,050
+ممكن أنا بأفكر، حالتي بشرحها كويسة، وأنتوا لأ، مش
+
+279
+00:20:29,050 --> 00:20:32,810
+فاهمين ولا حاجة، بس يعملوا هيك، وخلاص، مش هيك؟ تفضلي.
+
+280
+00:20:32,810 --> 00:20:39,100
+يركز هذا النظام على سلوك، يعني المعلم أكثر. أيوة، يركز
+
+281
+00:20:39,100 --> 00:20:42,320
+على سلوك المعلم، باعتباره هو المحور العملية
+
+282
+00:20:42,320 --> 00:20:44,540
+التعليمية؟ لأ، طب وين؟ مش الطالب محور العملية
+
+283
+00:20:44,540 --> 00:20:49,220
+التعليمية؟ طب وين الطالب بس؟ إما مبادرة، أو استجابة؟
+
+284
+00:20:49,220 --> 00:20:52,520
+طب وين الجانب التفاعلي؟ مافيش جانب تفاعلي، لذلك هو
+
+285
+00:20:52,520 --> 00:20:55,720
+يركز على سلوك المعلم أكثر مما يركز على سلوك الطالب.
+
+286
+00:20:55,720 --> 00:20:59,180
+طيب، رغم هذه العيوب التي وجهت، أو الانتقادات اللي
+
+287
+00:20:59,180 --> 00:21:03,160
+وجهت لنظام Flanders، إلا أنه يمكن تصنيف الأنماط
+
+288
+00:21:03,160 --> 00:21:10,800
+المنبثقة عن هذا المجال إلى ستة أصناف. أول حاجة أن
+
+289
+00:21:10,800 --> 00:21:14,440
+المعلم، أو تركيز المعلم على مادة الدرس، باعتبار أن
+
+290
+00:21:14,440 --> 00:21:18,240
+الشرح أحد أهم مكوناته. أيضاً توجيه الأسئلة، أو
+
+291
+00:21:18,240 --> 00:21:22,380
+التمرينات الشفوية، شرح وتوضيح لهذه التمرينات،
+
+292
+00:21:22,380 --> 00:21:27,240
+إصدار التوجيهات والتعليمات، إثارة التفكير المستقل
+
+293
+00:21:27,240 --> 00:21:30,060
+لدى الطلبة، والتأكيد على شعور وأحاسيس الطلبة، هذه
+
+294
+00:21:30,060 --> 00:21:34,500
+الجوانب الستة الأساسية اللي ممكن تضمنتها، أو بنيت
+
+295
+00:21:34,500 --> 00:21:38,720
+عليها مصفوفة Flanders، بطريقة مجردة.
+
+296
+00:21:41,210 --> 00:21:44,950
+هذا الجانب اللي احنا هنتحدث عنه. هيك بنكون تقريباً
+
+297
+00:21:44,950 --> 00:21:50,110
+احنا انتهينا من الفصل الرابع، وهو فصل له علاقة
+
+298
+00:21:50,110 --> 00:21:53,910
+بالاتصال والتواصل الصفي، وهو يعتبر من أهم فصول هذه
+
+299
+00:21:53,910 --> 00:21:57,910
+المادة. المرة القادمة إن شاء الله هنشرح مصادر
+
+300
+00:21:57,910 --> 00:22:03,350
+المشكلات الصفية، هنتعلم فيها الطريقة العلمية لحل
+
+301
+00:22:03,350 --> 00:22:06,610
+المشكلات، هناخد مجموعة من الطرق العلمية، بعد ما
+
+302
+00:22:06,610 --> 00:22:09,770
+نتعرف على مصادر المشكلات، اللي هي مصدرها من المعلم،
+
+303
+00:22:09,770 --> 00:22:12,530
+الطالب، اللي بيها الصفية، اللي بيها المدرسية، الأسرة،
+
+304
+00:22:12,530 --> 00:22:15,610
+جماعة الأصدقاء، وخلافهم. ما شاء الله رب العالمين. في
+
+305
+00:22:15,610 --> 00:22:18,710
+المحاضرة القادمة، بنشرحها. إلى ذلك الحين،
+
+306
+00:22:18,710 --> 00:22:22,250
+أستغفر الله، بارك الله فيكم، وإذا في أي سؤال، أو
+
+307
+00:22:22,250 --> 00:22:23,330
+استفسار، فضلاً.
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/5KCgsiGqUuY_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/5KCgsiGqUuY_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..5f746cde5bcd92147ad22b21037028919aeb746b
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/5KCgsiGqUuY_raw.json
@@ -0,0 +1 @@
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\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/F8SG7MjqdyQ.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/F8SG7MjqdyQ.srt
new file mode 100644
index 0000000000000000000000000000000000000000..fb8d6ade672da2cfe77d033b06f6ed56164c9be6
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/F8SG7MjqdyQ.srt
@@ -0,0 +1,667 @@
+1
+00:00:14,900 --> 00:00:17,440
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:17,440 --> 00:00:20,300
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:20,300 --> 00:00:24,840
+وعلى آله وصحبه وسلم أجمعين، أما بعد. في هذا
+
+4
+00:00:24,840 --> 00:00:32,200
+اللقاء الأخير سنستكمل معكم مشكلة.. مشكلة الطلبة
+
+5
+00:00:32,200 --> 00:00:36,780
+أو ذوي الاحتياجات الخاصة. تحدثنا في المحاضرة
+
+6
+00:00:36,780 --> 00:00:39,840
+السابقة عن الطلبة الموهوبين، واليوم إن شاء الله
+
+7
+00:00:39,840 --> 00:00:45,000
+سنتحدث عن الطلبة بطئي التعلم. طبعًا، هذين
+
+8
+00:00:45,000 --> 00:00:49,970
+الشريحتين من أهم الشرائح التي يترتب عليها أو
+
+9
+00:00:49,970 --> 00:00:54,610
+ربما يؤثر تأثيرًا كبيرًا في موضوع المشكلات الصفية
+
+10
+00:00:54,610 --> 00:00:59,490
+نظرًا لتعميم هاتين الظاهرتين. يعني لما نقول
+
+11
+00:00:59,490 --> 00:01:03,170
+والله، بطئي التعلم هم موجودون دائمًا، والموهوبين
+
+12
+00:01:03,170 --> 00:01:06,470
+موجودون دائمًا في أي بيئة صفية. لكن إذا تحدثنا عن
+
+13
+00:01:06,470 --> 00:01:10,440
+المعوقين أو الناس أصحاب الاحتياجات الخاصة،
+
+14
+00:01:10,440 --> 00:01:16,280
+كالصم أو البكم أو المكفوفين وخلافهم، قد لا نجد الكثير
+
+15
+00:01:16,280 --> 00:01:21,700
+في داخل الصفوف، لأن هذه الشريحة لها مدارس خاصة ولها
+
+16
+00:01:21,700 --> 00:01:25,560
+بيئة خاصة، سواء كانت هذه البيئة نفسية اجتماعية أو
+
+17
+00:01:25,560 --> 00:01:30,000
+بيئة مادية تختلف عن بيئة الطلبة العاديين بشكل عام.
+
+18
+00:01:30,000 --> 00:01:33,320
+اليوم إن شاء الله، سنأخذ طلبة بطئي التعلم، ونطرحها
+
+19
+00:01:33,320 --> 00:01:36,380
+سؤالًا: من هو الطالب بطيء التعلم؟
+
+20
+00:01:40,300 --> 00:01:44,680
+هو الطالب الذي له قدرة على التعلم على قدر حدود إمكاناته
+
+21
+00:01:44,680 --> 00:01:48,040
+واستعداداته. يعني، إذا نحن نتحدث عن طالب له قدرة
+
+22
+00:01:48,040 --> 00:01:52,980
+على التعلم، لكن هذا التعلم يكون بطيئًا حسب إمكاناته،
+
+23
+00:01:52,980 --> 00:01:56,820
+حدود قدراته، ومدى الاستعداد الموجود داخل نفسية
+
+24
+00:01:56,820 --> 00:02:01,000
+هذا المتعلم اتجاه مادة التعلم. فقد نجده بطيئًا في
+
+25
+00:02:01,000 --> 00:02:05,870
+التعلم في مادة ما، وفي مادة أخرى نجده جيدًا لحد ما،
+
+26
+00:02:05,870 --> 00:02:09,770
+لكن السمة العامة في هؤلاء الناس: يستطيعون أن يفكروا،
+
+27
+00:02:09,770 --> 00:02:13,250
+يستطيعون أن يعطوا، يعني يمكن أن يشاركوا، لكن
+
+28
+00:02:13,250 --> 00:02:17,010
+بطريقة تحتاج إلى وقت أطول من الوقت الذي يأخذه
+
+29
+00:02:17,010 --> 00:02:20,790
+الإنسان العادي، أو الإنسان متوسط الذكاء، فضلًا عن
+
+30
+00:02:20,790 --> 00:02:24,700
+الموهوب. لذلك، نقول هو الطالب الذي يحتاج لوقت أطول
+
+31
+00:02:24,700 --> 00:02:29,200
+من زملائه لإتمام المهمة التعليمية المكلف بها داخل
+
+32
+00:02:29,200 --> 00:02:32,220
+الصف، سواء كانت هذه المهمة عبارة عن إجابة عن سؤال
+
+33
+00:02:32,220 --> 00:02:37,400
+أو مهمة لها علاقة بعمل الواجب البيتي، أو لها
+
+34
+00:02:37,400 --> 00:02:43,720
+علاقة بفهم ما يشرحه المعلم. ما هي خصائص
+
+35
+00:02:43,720 --> 00:02:49,540
+الطلبة بطئي التعلم؟ حوالي ثمان خصائص. أولًا: تلقي
+
+36
+00:02:49,540 --> 00:02:52,760
+العلم قصير الأمد، بحماس واهتمام، إذا كان الموقف
+
+37
+00:02:52,760 --> 00:02:57,240
+التعليمي موقفًا قصيرًا. تجده يشارك، يتفاعل، يستطيع أن
+
+38
+00:02:57,240 --> 00:03:00,440
+يفهم. لكن إذا كان الموقف موقفًا طويلًا، فمعنى ذلك أن هذا
+
+39
+00:03:00,440 --> 00:03:04,480
+الأمر فيه نوع من الصعوبة. أيضًا، ليس فقط
+
+40
+00:03:04,480 --> 00:03:08,060
+الموقف أن يكون قصيرًا، بل بساطة الموقف
+
+41
+00:03:08,060 --> 00:03:12,200
+التعليمي، سهولته وصعوبته تؤثر بشكل كبير في موضوع
+
+42
+00:03:12,200 --> 00:03:17,940
+انسجامه وتفاعله، هذا النوع من الطلبة. أيضًا، التأخر في
+
+43
+00:03:17,940 --> 00:03:21,680
+الإنجاز بشكل عام. يلاحظ على هؤلاء الطلبة أن لديهم
+
+44
+00:03:21,680 --> 00:03:26,960
+تأخرًا في الإنجاز الذي يكلفوا به من قبل المعلم.
+
+45
+00:03:26,960 --> 00:03:31,600
+أيضًا، قلة القدرة على معالجة ماذا؟ العمليات المعقدة.
+
+46
+00:03:31,600 --> 00:03:34,860
+لاحظوا، التفكير التجريدي، من يجيده؟ الموهوبون. لكن التفكير المحسوس، الذي  يجب أن نضرب أمثلة
+
+47
+00:03:34,860 --> 00:03:39,660
+متعددة، هذا فقط من يستطيع أو يتفاعل معه هو
+
+48
+00:03:39,660 --> 00:03:44,520
+الطالب بطيء التعلم. إذاً، في العمليات المعقدة، سواء
+
+49
+00:03:44,520 --> 00:03:47,400
+كانت عمليات حسابية، أو ألفاظ لغوية معينة، لا يستطيع
+
+50
+00:03:47,400 --> 00:03:52,140
+بطيء التعلم التعامل معها بسهولة، يحتاج إلى وقت من
+
+51
+00:03:52,140 --> 00:03:55,620
+التدريب والمران، يحتاج إلى وقت من الفهم أكثر
+
+52
+00:03:55,620 --> 00:03:59,120
+من الطالب متوسط الذكاء أو الموهوب.  ضعف القدرة على
+
+53
+00:03:59,120 --> 00:04:05,390
+التحمل، وأيضًا ضعف الثقة بالنفس. عادةً، نجد طالب
+
+54
+00:04:05,390 --> 00:04:09,490
+بطيء التعلم  مُنخفض الثقة بنفسه، يعني دائمًا متردد، حتى
+
+55
+00:04:09,490 --> 00:04:15,410
+صداقاته تكون مع أشخاص قريبين من نفس مستواه.
+
+56
+00:04:15,410 --> 00:04:19,910
+له نظرة للأذكياء فيها نوع من الـ.. يعني نوع من
+
+57
+00:04:19,910 --> 00:04:25,560
+التناقض، نوع من الإجلال والاحترام، وأن
+
+58
+00:04:25,560 --> 00:04:28,580
+هؤلاء بيئة مختلفة عنه، وأيضًا فيها نوع من
+
+59
+00:04:28,580 --> 00:04:32,860
+الحسد والغيرة والحقد أحيانًا على الطلبة الذين
+
+60
+00:04:32,860 --> 00:04:37,140
+دائمًا.. يعني هو يحاول أن يفهم، يحاول أن يتجاوب مع
+
+61
+00:04:37,140 --> 00:04:40,820
+المعلم، لكنه لا يستطيع. أما الطالب الموهوب، تراه دائمًا
+
+62
+00:04:40,820 --> 00:04:45,520
+متفاعلًا ونشيطًا.  إذاً، أيضًا، الثقة بالنفس لديه ضعيفة، قلة
+
+63
+00:04:50,360 --> 00:04:54,310
+القدرة على التركيز والتعبير الشفوي. الشفوي شو
+
+64
+00:04:54,310 --> 00:04:55,730
+يعني؟ القدرة على التركيز؟
+
+66
+00:04:58,580 --> 00:05:01,820
+انتباه وتركيز. ما علاقته بالموقف؟ أي شيء طويل،
+
+67
+00:05:01,820 --> 00:05:06,280
+تتذكرون لما تحدثنا عن السلوكيات المتعددة التي
+
+68
+00:05:06,280 --> 00:05:08,760
+تحدثنا فيها عن سلوكيات تشتيت الانتباه وغيره؟
+
+69
+00:05:08,760 --> 00:05:12,580
+تحدثنا عن زمنية أي شيء.  علاقته أن كلما زاد الموقف
+
+70
+00:05:12,580 --> 00:05:17,220
+التعليمي طولًا، أو قدرة، يعني، خلينا نقول صار فيه أكثر من
+
+71
+00:05:17,220 --> 00:05:20,980
+حالة، معنى ذلك أنه بعد فترة، تجد أن  هناك تشتت،
+
+72
+00:05:20,980 --> 00:05:23,540
+لا يستطيع فهم تفاصيل هذا الموقف. تفضلي.
+
+73
+00:05:28,250 --> 00:05:32,310
+تلقي العلم قصير الأمد هو أن تلقي العلم قصير الأمد.
+
+74
+00:05:32,310 --> 00:05:34,790
+يتفاعل مع الموقف. إذا زاد، يصير عنده إيش؟ نوع من
+
+75
+00:05:34,790 --> 00:05:39,810
+التشتت.  أيضًا، التعبير الشفوي. لاحظوا أن كثيرًا من الناس
+
+76
+00:05:39,810 --> 00:05:42,590
+ما شاء الله عليهم، الأذكياء، لديهم القدرة على التعبير
+
+77
+00:05:42,590 --> 00:05:45,690
+عن ذواتهم، وعن ما يدور في داخلهم، وليس هذا فحسب، بل هو
+
+78
+00:05:45,690 --> 00:05:48,910
+لديه القدرة أيضًا على الإقناع، وكسب الآخرين في هذا
+
+79
+00:05:48,910 --> 00:05:52,910
+الحال.  بطيء التعلم ليس لديه القدرة، لديه مشاعر
+
+80
+00:05:52,910 --> 00:05:57,820
+نبيلة، ويمكن أن يعبر عن هذه المشاعر إذا ما توفرت له
+
+81
+00:05:57,820 --> 00:06:01,800
+هذه الفرصة، لكنه في المواقف العامة لا يستطيع، نتيجة
+
+82
+00:06:01,800 --> 00:06:06,060
+ضعف الثقة بالنفس، ليس لديه القدرة أن يعبر عما يحس، عشان
+
+83
+00:06:06,060 --> 00:06:09,320
+هيك، دائمًا هذا النوع يواجه مشاكل، ويواجه بعض
+
+84
+00:06:09,320 --> 00:06:12,500
+الإحباطات للأسف من بعض المعلمين قليل الخبرة، أن
+
+85
+00:06:12,500 --> 00:06:16,500
+لا يترك له فرصة للتعبير. لأنه إنسان قد.. يعني، يكون
+
+86
+00:06:16,500 --> 00:06:20,690
+لديه أشياء كثيرة جدًا، لكن نظرًا لأن المعلم ليس
+
+87
+00:06:20,690 --> 00:06:24,230
+لديه الوقت الكافي، عنده 45 طالبًا في الصف، مش هيقدر
+
+88
+00:06:24,230 --> 00:06:28,050
+يتعامل مع كل هذه التفاصيل بنوع من الرأفة، نوع من
+
+89
+00:06:28,050 --> 00:06:32,330
+إعطاء الفرصة. لأنه يحاول دائمًا إخفاء هذه المشاعر،
+
+90
+00:06:32,330 --> 00:06:36,550
+لأنه لا يستطيع أن يعبر عنها بطريقة واضحة ومعبرة.
+
+91
+00:06:36,550 --> 00:06:41,230
+أيضًا، الكسل، والعدوان، والعجز في تكوين العلاقات. طبعًا،
+
+92
+00:06:41,230 --> 00:06:48,180
+دائمًا الكسل ينتج عن إيش؟ عن ماذا ينتج؟ ليس عن
+
+93
+00:06:48,180 --> 00:06:52,420
+الإحباط، ليس عن الفشل في تجاوز مواقف. فجد، أنت لو
+
+94
+00:06:52,420 --> 00:06:56,120
+كنتِ قادرة على إنجاز مهمة بنجاح، ستنجزينها. لكن إذا لم تكنِ
+
+95
+00:06:56,120 --> 00:07:00,340
+قادرة، ستبدئين إيش؟ تتذرعين بأشياء كثيرة جدًا، ومن
+
+96
+00:07:00,340 --> 00:07:04,280
+ضمنها النوم. يعني بعضكم، يعني مثلاً، يريد أن يدرس شيء، و
+
+97
+00:07:04,280 --> 00:07:08,420
+لا.. خلاص، لا يستطيع دراسته، ماذا تفعل؟ تذهب إلى
+
+98
+00:07:08,420 --> 00:07:12,610
+النوم، أو تحاول قدر الإمكان تشغل نفسها بأي شيء آخر.
+
+99
+00:07:12,610 --> 00:07:16,230
+طبعًا، هذه المشكلة أين؟ طبعًا.. عفواً، يعني أنا
+
+100
+00:07:16,230 --> 00:07:18,730
+لا أقول عنكم أنكم بطئي التعلم، لا بأي حال، لكن
+
+101
+00:07:18,730 --> 00:07:23,310
+هذه بعض الملامح التي تصاحب حتى الإنسان متوسط
+
+102
+00:07:23,310 --> 00:07:26,370
+الذكاء، أو حتى الذكي، الذي يفشل في بعض المواقف في
+
+103
+00:07:26,370 --> 00:07:30,270
+حياته، يفشل في التكيف مع هذه المواقف، لذلك تراه يلجأ
+
+104
+00:07:30,270 --> 00:07:35,730
+إلى نوع من الكسل، يعبر عن.. يعني، نفسه بطريقة مختلفة.
+
+105
+00:07:35,730 --> 00:07:40,250
+أيضًا، العدوان، نفس القصة. هذا السلوك ناتج عن أيضًا
+
+106
+00:07:40,250 --> 00:07:44,810
+إحباط، وعن نوع من التراجع أو عدم فهم بعض هذه
+
+107
+00:07:44,810 --> 00:07:48,170
+المواقف. لذلك، تجدونه يلجأ إلى نوع من العدوان، سواء
+
+108
+00:07:48,170 --> 00:07:50,990
+العدوان اللفظي، أو حتى العدوان الجسدي، إذا كان في
+
+109
+00:07:50,990 --> 00:07:55,190
+البيت، الله يعينه، الذي أصغر منه. وإذا كان خارج البيت،
+
+110
+00:07:55,190 --> 00:07:59,690
+فمعنى ذلك أن هذا العدوان يأخذ صورة لفظية، أو صورة
+
+111
+00:07:59,690 --> 00:08:04,070
+حديث في ما يُعرف في الشارع بالغيبة والنميمة والقضايا
+
+112
+00:08:04,070 --> 00:08:08,250
+هذه.  أشوفي فلانة شايفة حالها، فلانة كذا، مش
+
+113
+00:08:08,250 --> 00:08:12,330
+عارفة إيش، وهاكذا. إذاً، أولًا: الكسل، والعدوان،
+
+114
+00:08:12,330 --> 00:08:15,630
+والعجز في تكوين العلاقات. لأنه، كما قلنا،
+
+115
+00:08:15,630 --> 00:08:19,950
+الإنسان الذي لا يثق بنفسه لا يعبر عن ذاته بطريقة
+
+116
+00:08:19,950 --> 00:08:24,210
+صحيحة، لذلك هو يحاول أن يهرب من المواقف التي يمكن
+
+117
+00:08:24,210 --> 00:08:29,750
+أن تضطره  لخوض غمار تجربة جديدة ليست مضمونة النتائج.. أو
+
+118
+00:08:29,750 --> 00:08:32,690
+ليست مضمونة النتائج مطلقًا، عشان هي كانت لحظة، و
+
+119
+00:08:32,690 --> 00:08:36,090
+علاقات تكون بسيطة، أو علاقات محدودة في الفئة
+
+120
+00:08:36,090 --> 00:08:40,910
+العقلية التي تحمل نفس الشيء، الصفات أو المواصفات. و
+
+121
+00:08:40,910 --> 00:08:43,510
+عادة، الطلبة الذين ليسوا أذكياء، طبعًا، يمكن واحد يقول لي،
+
+122
+00:08:43,510 --> 00:08:46,530
+فيه طالب بطيء التعلم، لكن اجتماعيًا ما شاء الله، ناجح،
+
+123
+00:08:46,530 --> 00:08:52,220
+مُصمم، بتلاقيه.. بيعزز. لكن أين هذه القصة؟ هذه
+
+124
+00:08:52,220 --> 00:08:55,940
+القصة تكون أنه ليس لديه ذكاء عقلي صحيح، لكن لديه
+
+125
+00:08:55,940 --> 00:08:59,520
+ذكاء اجتماعي، يعني هو يعوض الذكاء العقلي بالذكاء
+
+126
+00:08:59,520 --> 00:09:02,980
+الاجتماعي. في هذه الحالة، تشتت الانتباه، وضعف
+
+127
+00:09:02,980 --> 00:09:07,120
+الذاكرة. دائمًا ناسي، دائمًا إيش؟ حتى المحاضرة
+
+128
+00:09:07,120 --> 00:09:11,660
+الفاتة، ماذا أخذنا؟ ما رأيكم؟ أنتم موهوبون، ما شاء
+
+129
+00:09:11,660 --> 00:09:15,400
+الله، خلاص، إذا ذاكرين، إذاً، دائمًا الإنسان بطيء
+
+130
+00:09:15,400 --> 00:09:19,840
+التعلم أيضًا هو تمامًا بطيء الحفظ، وسريع إيش؟
+
+131
+00:09:19,840 --> 00:09:23,480
+النسيان، ليس بطيء النسيان.  يعني، كما يقولون، إيش؟  يكسب
+
+132
+00:09:23,480 --> 00:09:26,520
+الحرارة ببطء، ويفقدها ببطء. لا، هو يكسب المعلومات
+
+133
+00:09:26,520 --> 00:09:30,140
+ببطء، ويفقدها بسرعة، نتيجة عدم قدراته العقلية
+
+134
+00:09:30,140 --> 00:09:36,000
+التي يمكن أن تساعده في هذا المجال.  طيب، ما هي المشكلة
+
+135
+00:09:36,000 --> 00:09:39,900
+في الموضوع؟ نحن نتحدث عن مشكلة، ما هي المشكلة؟
+
+136
+00:09:42,620 --> 00:09:46,720
+إذا، ضعف التحصيل، أو تأخر فيه. إيش؟ التكييف مع البيئة
+
+137
+00:09:46,720 --> 00:09:49,780
+النفسية الاجتماعية أو التعليمية داخل البيئة
+
+138
+00:09:49,780 --> 00:09:53,720
+الصفية؟ طيب، إذا كان ضعف التحصيل هو المشكلة، يا ترى
+
+139
+00:09:53,720 --> 00:09:58,960
+ما الـ.. الهدف؟ أن نزيد قدرات
+
+140
+00:09:58,960 --> 00:10:02,620
+الطالب بطيء التعلم في إيش؟ وإحداث نوع من التكييف
+
+141
+00:10:02,620 --> 00:10:06,160
+بينه وبين البيئة، حتى يستطيع أن يحصل على الدراسة. طيب، ما هي
+
+142
+00:10:06,160 --> 00:10:11,550
+الحلول المقترحة يا ترى؟ لحظة. أولاً، توفير مناخ
+
+143
+00:10:11,550 --> 00:10:15,890
+تعليمي إيجابي، ومراعاة الفروق الفردية. نحن نتحدث عن
+
+144
+00:10:15,890 --> 00:10:20,190
+تفريد التعليم، أم لا تعرفونه؟ أخذنا عن تفريد
+
+145
+00:10:20,190 --> 00:10:25,430
+التعليم أن نقدم بعض النماذج التي يراعى فيها الفروق
+
+146
+00:10:25,430 --> 00:10:29,070
+الفردية. باعتبار مثلاً رزمة تعليمية تتناسب مع سين،
+
+147
+00:10:29,070 --> 00:10:34,030
+رزمة أخرى تتناسب مع صاد، لنتجاوز هذه المراحل بأكثر
+
+148
+00:10:34,030 --> 00:10:38,550
+من وسيلة. لنوفر جوًّا أو مناخًا تعليميًا إيجابيًا، نحاول أن نعزز
+
+149
+00:10:38,550 --> 00:10:41,410
+الجوانب السلوكية أو الجوانب العملية في هذا النوع.
+
+150
+00:10:41,410 --> 00:10:45,350
+لأن يا جماعة، إذا تحدثنا عن أفكار تجريدية، يجد
+
+151
+00:10:45,350 --> 00:10:49,620
+المعلم أو المتعلم بطيء التعلم فيها الصعوبة. معنى ذلك
+
+152
+00:10:49,620 --> 00:10:53,500
+أن من الجيد أن نتجاوز الأفكار التجريدية إلى
+
+153
+00:10:53,500 --> 00:10:57,980
+الأفكار المحسوسة التي يصاحبها أمثلة عملية على الدرس،
+
+154
+00:10:57,980 --> 00:11:02,260
+بحيث نستطيع أن نحصل قدر الإمكان على تركيز أكثر
+
+155
+00:11:02,260 --> 00:11:06,920
+من قبل الطلبة بطئي التعلم. إذاً، توفير مناخ تعليمي
+
+156
+00:11:06,920 --> 00:11:10,540
+إيجابي، ومراعاة الفروق الفردية. الجانب الثاني، دمج
+
+157
+00:11:10,540 --> 00:11:14,810
+الطلبة بطريقة فعالة. تذكرون أننا تحدثنا عن إيش؟
+
+158
+00:11:14,810 --> 00:11:19,390
+عن مجموعات الأقران، أو تعليم الفريق، أو غيره. إذاً،
+
+159
+00:11:19,390 --> 00:11:23,390
+نحن نتحدث عن مجموعات، دمج الموهوبين مع بطئي
+
+160
+00:11:23,390 --> 00:11:26,570
+التعلم، ومع متوسطي الذكاء. نفس القصة التي
+
+161
+00:11:26,570 --> 00:11:30,190
+نقولا هنا، لابد أن ندمج هؤلاء الطلبة في الأنشطة،
+
+162
+00:11:30,190 --> 00:11:33,270
+يعني ليس لأنه بطيء التعلم، خلاص، لا فائدة منه.
+
+163
+00:11:33,270 --> 00:11:37,310
+لا، دائمًا نختار.. دائمًا، وهذا من العيوب التي
+
+164
+00:11:37,310 --> 00:11:41,810
+توجه إلى المعلمات اللواتي يركزّن فقط على بعض الطالبات
+
+165
+00:11:41,810 --> 00:11:45,270
+الموهوبات، لأنها تُريحهن في بعض السلوكيات أو بعض
+
+166
+00:11:45,270 --> 00:11:49,490
+طرق تقديم المعرفة.  أيضًا، ربط خبرات الطالب
+
+167
+00:11:49,490 --> 00:11:55,250
+بأنشطة عملية. نحن، يعني الخبرات العملية، كلما كانت
+
+168
+00:11:55,250 --> 00:11:58,270
+أكثر ملموسة للواقع
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e4804f9c9866fb6e03464463d8b6903494c1f05a
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI.srt
@@ -0,0 +1,1773 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,550 --> 00:00:16,070
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,070 --> 00:00:19,510
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,510 --> 00:00:24,510
+وعلى آله وصحبه وسلم أجمعين، أما بعد، في هذا اليوم
+
+5
+00:00:24,510 --> 00:00:29,490
+إن شاء الله سنشرح في هذه المحاضرة، في الفصل الثاني
+
+6
+00:00:29,490 --> 00:00:34,170
+عن المناخ الصفي، ويقصد بالمناخ الصفي أو البيئة
+
+7
+00:00:34,170 --> 00:00:41,330
+الصفية أنها هي البيئة المادية والنفسية الاجتماعية
+
+8
+00:00:41,330 --> 00:00:46,230
+التي يعيش فيها، ومن خلالها الطالب في جو تعليمي
+
+9
+00:00:46,230 --> 00:00:52,650
+تعليمي، يسعى فيه المعلم إلى إكساب الطالب مهارات ومعارف
+
+10
+00:00:52,650 --> 00:00:57,110
+وقيم واتجاهات سلوكية مرغوب بها.
+
+11
+00:00:59,990 --> 00:01:04,390
+نلاحظ أن أي بيئة صفية تتكون من جانبين: جانب مادي
+
+12
+00:01:04,390 --> 00:01:10,870
+وجانب نفسي، جانب التفاعلات، الاتصال، جانب العلاقة
+
+13
+00:01:10,870 --> 00:01:15,590
+ما بين المعلم والطلبة، والعلاقة بين الطلبة أنفسهم،
+
+14
+00:01:15,590 --> 00:01:20,530
+مادي ونفسي أو اجتماعي، إذًا هي تفاعلات اجتماعية
+
+15
+00:01:20,960 --> 00:01:25,780
+أو تفاعلات لها علاقة بالتواصل، أما المادية أو
+
+16
+00:01:25,780 --> 00:01:29,420
+البيئة المادية فيمكن أن نتعرف عليها من خلال ماذا؟ فضلاً
+
+17
+00:01:30,900 --> 00:01:34,760
+الإضاءة، التهوية، كل الموارد والإمكانات
+
+18
+00:01:34,760 --> 00:01:40,240
+المادية التي تُكوّن البيئة الصفية، هي عبارة
+
+19
+00:01:40,240 --> 00:01:45,080
+عن بيئة مادية، عشان بس شوية ندخل في تفاصيل أكثر، و
+
+20
+00:01:45,080 --> 00:01:49,540
+أوفر في هذا المجال. جيد أن نتعرف على المفهوم
+
+21
+00:01:49,540 --> 00:01:54,780
+الأساسي للبيئة الصفية. أول حاجة للبيئة الصفية هي
+
+22
+00:01:54,780 --> 00:01:58,880
+البيئة التي تتفاعل فيها جميع الظروف، كما قلنا،
+
+23
+00:01:58,880 --> 00:02:04,060
+النفسية والاجتماعية، ثم الظروف البيئية أو العوامل
+
+24
+00:02:04,060 --> 00:02:09,760
+البيئية السائدة داخل الصف الدراسي، وتشمل العلاقات
+
+25
+00:02:09,760 --> 00:02:15,840
+القائمة بين المعلم والطلبة، وبين الطلبة بعضهم مع بعض.
+
+26
+00:02:17,310 --> 00:02:21,250
+لذلك، إذا تحدثنا عن البيئة المادية لدينا كثير من
+
+27
+00:02:21,250 --> 00:02:23,850
+القضايا التي يمكن أن نطرحها في هذا المجال. ما هي
+
+28
+00:02:23,850 --> 00:02:29,430
+أهم سمات البيئة المادية الفعالة؟ أو بعبارة أخرى، ما
+
+29
+00:02:29,430 --> 00:02:34,310
+هي مميزات أو السمات التي ينبغي أن تتوفر؟ أو الخصائص
+
+30
+00:02:34,310 --> 00:02:37,730
+التي ينبغي أن تتوفر داخل البيئة الصفية حتى نحكم
+
+31
+00:02:37,730 --> 00:02:40,530
+على أن هذا الصف بيئته المادية بيئة جيدة.
+
+32
+00:02:48,730 --> 00:03:00,190
+فضلًا فضلاً، بدايةً
+
+33
+00:03:00,190 --> 00:03:06,220
+أن تكون المقاعد في حالة جيدة، تراعي المعايير الصحية
+
+34
+00:03:06,220 --> 00:03:10,400
+في إنشائها. يعني لما نجي نتحدث عن مقعد يجلس عليه
+
+35
+00:03:10,400 --> 00:03:13,200
+الطالب حوالي ست ساعات أو خمس ساعات في اليوم
+
+36
+00:03:13,200 --> 00:03:16,880
+الدراسي، نتخيل أن هذا المقعد ينبغي أن يكون مصممًا
+
+37
+00:03:16,880 --> 00:03:23,360
+بطريقة مناسبة، مريحة للطالب، تراعي إيش؟ المعايير
+
+38
+00:03:23,360 --> 00:03:28,010
+الصحية الأساسية التي وضعت في هذا المجال. ألا يكون
+
+39
+00:03:28,010 --> 00:03:33,270
+الجسم مثنيًا، ألا يكون الجسم بشكل عمودي، يحاول
+
+40
+00:03:33,270 --> 00:03:36,710
+أن يراعي أن هذا قصير وهذا طويل وهكذا. طيب هذا أول
+
+41
+00:03:36,710 --> 00:03:42,690
+شيء، المقاعد. همم، رأيكم؟ الطلبة، إحنا قاعدين نحكي عن دور
+
+42
+00:03:42,690 --> 00:03:45,210
+الأشياء، المعلم؟ لأ، أنا بتحدث عن البيئة الصفية كيف
+
+43
+00:03:45,210 --> 00:03:51,750
+يمكن لنا أن نتخيلها. همم، طلع، رأيكم في اللون؟ فضلًا
+
+44
+00:03:56,030 --> 00:04:00,510
+إذًا ينبغي أن يكون اللون يتناسب مع إيش؟ مع الرؤية،
+
+45
+00:04:00,510 --> 00:04:03,690
+وبالعادة دائمًا لون المدارس أو البيئة الصفية
+
+46
+00:04:03,690 --> 00:04:08,370
+بيكون أبيض أو لون فاتح، يتيح للطلاب أن يعكس إنارة
+
+47
+00:04:08,370 --> 00:04:12,990
+كافية، ولا يرهق نظرهم. طيب الإضاءة؟ الإضاءة، فضلًا،
+
+48
+00:04:12,990 --> 00:04:17,310
+بوضع برنامج للصيانة... إحنا هنا لا نتحدث عن دور
+
+49
+00:04:17,310 --> 00:04:21,250
+المعلمة، نتحدث عن المعايير المطلوبة لوجود إضاءة
+
+50
+00:04:21,250 --> 00:04:26,410
+مثلاً، إيش معيار؟ إضاءة إيش مالها؟ مناسبة... مناسبة
+
+51
+00:04:26,410 --> 00:04:27,750
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+52
+00:04:27,750 --> 00:04:30,010
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+53
+00:04:30,010 --> 00:04:30,850
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+54
+00:04:30,850 --> 00:04:33,190
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+55
+00:04:33,190 --> 00:04:37,390
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+56
+00:04:37,390 --> 00:04:39,330
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+57
+00:04:39,330 --> 00:04:41,850
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+58
+00:04:41,850 --> 00:04:46,910
+... مناسبة... مناسبة... مناسبة... مناسبة... مناسبة
+
+59
+00:04:46,910 --> 00:04:53,940
+... مناسبة... مناسبة... مناسبة. إذًا هذه الجوانب كلها
+
+60
+00:04:53,940 --> 00:04:57,120
+بالإضافة للمساحات، توزيع البيئة الصفية، توزيع
+
+61
+00:04:57,120 --> 00:05:02,120
+المقاعد. قلنا أننا في الصفوف النموذجية يمكننا أن
+
+62
+00:05:02,120 --> 00:05:06,520
+نُشكّل المقاعد بأكثر من شكل، إما الشكل كما هو واضح في
+
+63
+00:05:06,520 --> 00:05:12,880
+الصورة، شكل الصفوف ويكون بينها فراغات طبيعية، أو أننا
+
+64
+00:05:12,880 --> 00:05:17,600
+نتحدث عن ورش العمل، أو نتحدث عن مجموعات، كويس،
+
+65
+00:05:17,600 --> 00:05:21,420
+التعاونية، أو نتحدث عن شيء على شكل دائرة وهكذا.
+
+66
+00:05:21,420 --> 00:05:25,400
+يستطيع المعلم أن يُكيّف البيئة الصفية بما يتناسب مع
+
+67
+00:05:25,400 --> 00:05:31,640
+عدد وطبيعة المساحة. طيب، مساحة الفصل، ما هو المعيار؟
+
+68
+00:05:31,640 --> 00:05:36,500
+كم المساحة المفروضة التي نضعها للطالب؟ مناسبة للعدد،
+
+69
+00:05:36,500 --> 00:05:41,340
+بس إيش كمان؟ يعني سبعة وثلاثة أرباع، همم، 47 متر حتى يكون
+
+70
+00:05:41,340 --> 00:05:46,750
+يغطي 45 طالبًا، يعني بواقع 1.1 تقريبًا
+
+71
+00:05:46,750 --> 00:05:50,510
+لإيش؟ للطالب الواحد بالمتر. طيب هذا بالنسبة
+
+72
+00:05:50,510 --> 00:05:54,170
+لبيئتنا الفلسطينية، لكن البيئة النموذجية تصل إلى
+
+73
+00:05:54,170 --> 00:05:58,970
+واحد ونصف، واثنين متر لكل طالب. فضلاً، أنت كل البيئة
+
+74
+00:05:58,970 --> 00:06:02,650
+يعني العدد الطبيعي كثير، بس كله ثلاثون طالبًا فقط.
+
+75
+00:06:02,650 --> 00:06:05,970
+يعني إذا تَعدّى خمسة وثلاثين، يعني هذا maximum، يعني
+
+76
+00:06:05,970 --> 00:06:10,520
+أكثر من هيك يعني لا يجوز أن يتعدى. طيب، نستطيع أن
+
+77
+00:06:10,520 --> 00:06:15,000
+إحنا في بيئة فلسطينية معروفة عنها أنها بيئتها...
+
+78
+00:06:15,000 --> 00:06:19,520
+بيئتها تُنادِي بإيش؟ بإلزامية التعليم، وإلزامية
+
+79
+00:06:19,520 --> 00:06:23,960
+التعليم كمان من مقتضياته أن تفتح مدارس، لكن الظروف
+
+80
+00:06:23,960 --> 00:06:27,900
+الاقتصادية والسياسية الموجودة داخل قطاع غزة مثلاً، أو
+
+81
+00:06:27,900 --> 00:06:32,790
+الضفة الغربية لا تسمح بإنشاء البيئة الموظفية التي
+
+82
+00:06:32,790 --> 00:06:37,990
+نتحدث عنها. كيف يمكن للمعلم أن يتعامل مع بيئة صفية
+
+83
+00:06:37,990 --> 00:06:42,570
+ربما تكون فيها صفوف مكتظة، أو أن الإمكانات المادية
+
+84
+00:06:42,570 --> 00:06:47,050
+لا تفي بالإيفاء بالمعايير المناسبة، و
+
+85
+00:06:47,050 --> 00:06:50,110
+الملائمة للبيئة الصفية؟ كيف يمكن؟ أو ما هو دور
+
+86
+00:06:50,110 --> 00:06:54,110
+المعلم الآن؟ نرجع لزميلاتكم. فضلاً، فضلاً.
+
+87
+00:07:00,930 --> 00:07:05,490
+المحافظة على البيئة الصفية في حالة توازن، وفي حالة
+
+88
+00:07:05,490 --> 00:07:09,430
+من الاستقرار، بحيث تكون متوفرة بشكل دائم. لكن أي
+
+89
+00:07:09,430 --> 00:07:11,790
+توازن؟ كيف نحكم على هذا التوازن؟
+
+90
+00:07:14,850 --> 00:07:19,730
+أو يلائم الطلبة، عدد الطلبة مع عدد المقاعد، مع
+
+91
+00:07:19,730 --> 00:07:24,830
+سعة الصف، مع نمط التهوية، نمط الإضاءة وهكذا. مش
+
+92
+00:07:24,830 --> 00:07:29,450
+معقول أنا أوزع إضاءة لعشرين طالبًا بنفس الطريقة
+
+93
+00:07:29,450 --> 00:07:32,990
+التي أوزعها أو أُعطيها لخمسين طالبًا داخل الصف.
+
+94
+00:07:32,990 --> 00:07:35,990
+إذًا أول شغلة، المحافظة الدائمة على عناصر البيئة
+
+95
+00:07:35,990 --> 00:07:41,450
+الصفية في حالة توازن. نقطة ثانية، ممكن صيانة، أشياء
+
+96
+00:07:41,450 --> 00:07:47,290
+الأمور، العناية بالممتلكات، إجراء الصيانة
+
+97
+00:07:47,290 --> 00:07:52,790
+الدائمة. هل المعلم مطلوب منه أن يقوم بالصيانة؟
+
+98
+00:07:52,790 --> 00:07:58,270
+ممتاز.
+
+99
+00:07:58,270 --> 00:08:04,170
+دور المعلم، في عندنا نوعين. أول حاجة، الصيانة الطارئة،
+
+100
+00:08:04,170 --> 00:08:09,650
+وهي الصيانة التي تأتي بناءً على حدوث خلل معين، طارئة،
+
+101
+00:08:09,650 --> 00:08:13,950
+يعني انكسر لوح زجاج،  إضاءة الأمور إيش مالها؟ وإحنا
+
+102
+00:08:13,950 --> 00:08:17,550
+في عز برد، لازم إيش مالها؟ نشتغل؟ طارئة. فورًا يُبلغ
+
+103
+00:08:17,550 --> 00:08:21,350
+المدير أو قسم الصيانة داخل المدرسة لمعالجتها. إذًا
+
+104
+00:08:21,350 --> 00:08:24,690
+دوره هو دور مُتابِع. في نوع ثاني من الصيانة وهي
+
+105
+00:08:24,690 --> 00:08:29,390
+الصيانة الدورية، أو نطلق عليها الصيانة الوقائية، وهو
+
+106
+00:08:29,390 --> 00:08:33,590
+أن يسعى المعلم، مش إحنا بدنا يحافظ على بيئة متوازنة
+
+107
+00:08:33,590 --> 00:08:37,410
+داخل الصف؟ أن يسعى المعلم إلى إحداث نوع من الصيانة
+
+108
+00:08:37,410 --> 00:08:41,210
+الدورية، يتفقد المقاعد، يتفقد الإضاءة، يتفقد العفن
+
+109
+00:08:41,210 --> 00:08:45,770
+الاطلاق، يتفقد كل شيء في داخل، ويُبلغ إدارة المدرسة
+
+110
+00:08:45,770 --> 00:08:50,970
+لإحداث أو لوضع برنامج عملي لصيانة البيئة الصفية.
+
+111
+00:08:50,970 --> 00:08:51,850
+النقطة الثالثة.
+
+112
+00:08:54,580 --> 00:08:58,640
+إشراك الطلبة. لماذا أشرك الطلبة؟ لماذا؟ أولاً،
+
+113
+00:08:58,640 --> 00:09:02,160
+يا عزيزي، أحتاجهم لشعورهم بالانتماء لهذه
+
+114
+00:09:02,160 --> 00:09:06,060
+البيئة، تخدمهم كما هم، البيئة وبالتالي عليهم أن
+
+115
+00:09:06,060 --> 00:09:09,420
+يخدموا هذه البيئة. شوفوا يا بنات، يعني إحنا لما نقول
+
+116
+00:09:09,420 --> 00:09:12,820
+إشراك الطلبة، فيه جانبان. تذكروا لما قلنا تحميل
+
+117
+00:09:12,820 --> 00:09:17,100
+الطلبة المسؤولية الأكاديمية. بذات السياق، نسعى إلى
+
+118
+00:09:17,100 --> 00:09:21,020
+إعداد الطالب ليكون مواطنًا صالحًا. إذا كان مواطنًا صالحًا
+
+119
+00:09:21,020 --> 00:09:24,400
+داخل البيئة الصفية، هيكون مواطنًا صالحًا وين؟ وجزء من
+
+120
+00:09:24,400 --> 00:09:28,020
+هذه المواطنة، المحافظة على مقدرات الفصل، بل بالعكس،
+
+121
+00:09:28,020 --> 00:09:32,420
+لا يستطيع الإنسان أن يحافظ إلا إذا إيش؟ شارك. خلينا نضرب
+
+122
+00:09:32,420 --> 00:09:39,070
+مثالًا، أنت الآن في بيتك، إذا قمتِ بحملة نظافة داخل
+
+123
+00:09:39,070 --> 00:09:43,310
+البيت، أنتِ وليست أمك، إيش بيصير؟ بيصير أنكِ أنتِ
+
+124
+00:09:43,310 --> 00:09:48,730
+ستسعين جاهدة أن تمنعي من أي واحد من أفراد الأسرة
+
+125
+00:09:48,730 --> 00:09:53,340
+أنه إيش؟ يوسّخ. إذا جاء أخوك وراح وسّخ البيت؟ شو
+
+126
+00:09:53,340 --> 00:09:56,380
+بيصير؟ بيصير فيه مشكلة كبيرة. همم، لكن لو أمك اللي
+
+127
+00:09:56,380 --> 00:10:01,400
+نظّفت، يعني، همم، بتبقى الشغل إيش؟ مش هتفرق. لذلك إشراك
+
+128
+00:10:01,400 --> 00:10:05,020
+الطلبة في تحميل المسؤولية. كيف نُشركهم؟ مثلاً، إعداد
+
+129
+00:10:05,020 --> 00:10:08,800
+الوسائل التعليمية، مجموعة النظافة هي دائمًا تهتم
+
+130
+00:10:08,800 --> 00:10:13,220
+بنظافة الصف، الترتيب، الطلاب بطريقة معينة بحيث أن
+
+131
+00:10:13,220 --> 00:10:17,420
+هم يحافظوا على إيش؟ هذا المقعد نظيفًا،
+
+132
+00:10:17,420 --> 00:10:20,360
+سيبقى لكِ طول العام إذا أنتِ حافظتِ على هذه النظافة.
+
+133
+00:10:20,360 --> 00:10:23,980
+إذًا هي نوع من تعويد الطلبة المسؤولية عن مقدرات
+
+134
+00:10:23,980 --> 00:10:26,640
+الصف بشكل دائم. طيب النقطة الرابعة،
+
+135
+00:10:30,090 --> 00:10:33,590
+إدخال تعديلات من وقت لآخر. تعرفوا، يعني إحنا أي إنسان
+
+136
+00:10:33,590 --> 00:10:36,730
+حتى لا يشعر بالملل، ينبغي أن يحدث نوع من التعديل.
+
+137
+00:10:36,730 --> 00:10:39,370
+أنتوا بتعملوا في بيوتكم هذا التعديل، ولا بتعملوهوش؟
+
+138
+00:10:39,370 --> 00:10:45,170
+كل فترة، كل عيد، كل مناسبة، حتى لا يشعر الأهل بأنه
+
+139
+00:10:45,170 --> 00:10:49,550
+البيت كما هو. فإذا أحدثنا شيء من التغيير على البيئة
+
+140
+00:10:49,550 --> 00:10:52,390
+الصفية، وإحداث نوع من التعديلات، سيبقى الطلبة في
+
+141
+00:10:52,390 --> 00:10:57,270
+حالة نشاط. وجزء من هذه التعديلات، نقل الطلبة من مكان
+
+142
+00:10:57,270 --> 00:11:02,680
+لمكان، أو أحيانًا نقل البيئة الصفية كاملة. أنه أنا
+
+143
+00:11:02,680 --> 00:11:05,760
+بطلع من الصف، بروح على صف ثاني. بيشعر الطلبة بأنه
+
+144
+00:11:05,760 --> 00:11:10,120
+صفّ جديد، هناك تجديد. أيضًا، نشر الثقافة، ثقافة المحافظة على
+
+145
+00:11:10,120 --> 00:11:16,490
+المقدرات. أي شيء نستطيع أن نتحدث به بشكل عام، أو أن
+
+146
+00:11:16,490 --> 00:11:21,010
+نصدر فيه قرارًا، لكن سنفشل حتمًا إذا ما، أو إذا لم
+
+147
+00:11:21,010 --> 00:11:24,310
+نسبق بذلك بموضوع نشر الثقافة. إيش مقصود نشر
+
+148
+00:11:24,310 --> 00:11:30,530
+الثقافة؟ لو تحدثنا إننا في بيئة زي الجامعة، هذه
+
+149
+00:11:30,530 --> 00:11:37,890
+البيئة، أو الجامعة، اتخذت قرارًا أنه إحنا بدنا ننشر، أو
+
+150
+00:11:37,890 --> 00:11:43,730
+بدنا نطبق الجودة مثلاً في مسار معين. لنقول إن هذا
+
+151
+00:11:43,730 --> 00:11:47,650
+المسار له علاقة في القبول والتسجيل، أو في عملية
+
+152
+00:11:47,650 --> 00:11:51,770
+التسجيل. تتخيلوا إنه إذا أنا قلت والله أنا يا جماعة
+
+153
+00:11:51,770 --> 00:11:54,770
+بدأت أطبق الجودة، ويجب الالتزام بالنظام، وأي واحدة لازم
+
+154
+00:11:54,770 --> 00:11:59,550
+تأتي في وقت محدد، وتأخذ بطاقة يُحدد لها الوقت والتاريخ
+
+155
+00:11:59,550 --> 00:12:04,150
+وتبدأ بتوقيت محدد، هذا الأمر لا يمكن له أن ينجح إذا
+
+156
+00:12:04,150 --> 00:12:08,690
+لم تحدث هناك حملة لنشر الثقافة. لغزة من أجل بيئة
+
+157
+00:12:08,690 --> 00:12:13,710
+نظيفة، من أجل غزة جميلة. نعمل لوحات كثيرة للإعلانات
+
+158
+00:12:13,710 --> 00:12:16,810
+عشان إيش؟ الناس تحافظ على غزة. إذا هي نوع من نشر
+
+159
+00:12:16,810 --> 00:12:20,370
+الثقافة، والثقافة جزء من غرس القيم، والقيم جزء من
+
+160
+00:12:20,370 --> 00:12:24,550
+سلامة التطبيق. لذلك إحنا بنروح باتجاه وين؟ إنه نشر
+
+161
+00:12:24,550 --> 00:12:28,350
+ثقافة لدى الطلبة، بأهمية إيش؟ هذا المقعد ملكك، وملك
+
+162
+00:12:28,350 --> 00:12:32,290
+أخوك غدًا، فينبغي أن تحافظ عليه، هذه النظافة،
+
+163
+00:12:32,290 --> 00:12:36,490
+إذا حافظت عليها تسعين إلى إرضاء الله عز وجل قبل أن
+
+164
+00:12:36,490 --> 00:12:40,510
+تسعين إلى إرضاء معلمك، وقبل أن تسعي إلى أن أنتِ اللي
+
+165
+00:12:40,510 --> 00:12:44,090
+يُقال عنكِ نظيفة، أو اللي يُقال عنكِ أنكِ طالبة نظامية، و
+
+166
+00:12:44,090 --> 00:12:49,590
+هكذا. طيب، آخر شغلة، إن إشراك المعلم، أو الطلبة، كما
+
+167
+00:12:49,590 --> 00:12:53,330
+تحدثنا، تنظيم جلوس الطلبة حسب احتياجاتهم، جزء من
+
+168
+00:12:53,330 --> 00:12:57,670
+الإيفاء أو الوفاء للطالب، إنك أنتَ تحاول أن تراعي حاجة
+
+169
+00:12:57,
+
+223
+00:18:41,990 --> 00:18:47,210
+اتطلبه يا أحمد، ازعلنا على زيارة ابن أحمد.
+
+224
+00:18:47,210 --> 00:19:00,370
+أحمد أحمد أحمد أحمد أحمد أحمد أحمد
+
+225
+00:19:23,230 --> 00:19:32,330
+تصور هذا المشهد؟ هذا مشهد يحتوي على كثير من النقاط.
+
+226
+00:19:32,330 --> 00:19:37,290
+جزء منها له علاقة بالأنماط، وجزء له علاقة ببداية
+
+227
+00:19:37,290 --> 00:19:41,550
+الدرس، والجزء الثالث له علاقة بالوسائل التعليمية
+
+228
+00:19:41,550 --> 00:19:46,970
+المستخدمة. خلّينا نسمع تعليقاتكم فضلاً. أولاً، هناك
+
+229
+00:19:46,970 --> 00:19:54,180
+أعداد كبيرة في الدراسات، التعليم المبارك في طفل طيب.
+
+230
+00:19:54,180 --> 00:19:58,860
+يعني إحنا لحظة، إن الصف مكتظ ولا مش مكتظ؟ مكتظ، كويس.
+
+231
+00:19:58,860 --> 00:20:03,780
+لكن هل كانت المعلمة تسيطر على الصف؟ في عندها قدرة
+
+232
+00:20:03,780 --> 00:20:08,560
+على الضبط؟ كان عندها قدرة. طيب، تصوركم لهذه المعلمة،
+
+233
+00:20:08,560 --> 00:20:13,180
+أي نمط يمكن أن تكون عليها؟ أيش النمط اللي كانت
+
+234
+00:20:13,180 --> 00:20:18,550
+عليه المعلمة؟ الديمقراطي. توافقوا على الكلام هذا؟ و
+
+235
+00:20:18,550 --> 00:20:22,710
+أنا أوافق. كذا كذلك، هي بالفعل، طبعاً، وين السماده اللي
+
+236
+00:20:22,710 --> 00:20:26,270
+كانت عندنا في النمط الديمقراطي؟ مشاركة الطلبة،
+
+237
+00:20:26,270 --> 00:20:32,250
+مشاركة الطلبة، التحية، السلام، كويس، القيم والاتجاهات
+
+238
+00:20:32,250 --> 00:20:36,870
+اللي حدث في الأول مرة. أيش أصبحنا؟ و أصبح الملك لله،
+
+239
+00:20:36,870 --> 00:20:40,670
+والحمد لله. إذا هي علمتهم قيمة، كيف أصبحتم؟ وكيف
+
+240
+00:20:40,670 --> 00:20:43,950
+يردوا من واقع سنة الرسول عليه الصلاة والسلام. أيش
+
+241
+00:20:43,950 --> 00:20:46,050
+كمان شغلات إنتوا حسيتوا إيجابية.
+
+242
+00:20:50,130 --> 00:20:53,610
+إنما كانت تنتظر... أه صحيح، هذا كلام صحيح، أنها
+
+243
+00:20:53,610 --> 00:20:57,150
+تشارك بناء على رغبة الطلبة، ومشاركتهم. طيب، التفاعل
+
+244
+00:20:57,150 --> 00:21:05,570
+مع الصف... تفاعل مع الطلبة كيف كان؟ إذا نستطيع أن
+
+245
+00:21:05,570 --> 00:21:09,030
+نقول أن البيئة النفسية الاجتماعية كان هناك فيها تفاعل
+
+246
+00:21:09,030 --> 00:21:12,510
+بشكل كبير. طيب، الوسائل التعليمية، أو قبل الوسائل
+
+247
+00:21:12,510 --> 00:21:17,890
+التعليمية، البيئة الصفية كبيئة صفية كيف؟ في وسائل
+
+248
+00:21:17,890 --> 00:21:23,950
+تعليمية مرتبة، في تهوية، وفي نظافة؟ طيب، واللي في
+
+249
+00:21:23,950 --> 00:21:27,890
+فراغات بين السطور، إذا كمان بيأثر فيها، كانت مرتبة
+
+250
+00:21:27,890 --> 00:21:33,550
+بشكل جيد؟ في طاولات وكراسي،  إلى حد ما مقبولة؟ طيب،
+
+251
+00:21:33,550 --> 00:21:35,350
+إيش في كمان شغلات؟
+
+252
+00:21:38,510 --> 00:21:42,330
+نوعت في أساليب التعليم. أول شغل استخدمت أيش الوسيلة
+
+253
+00:21:42,330 --> 00:21:46,650
+التعليمية؟ من خلال خريطة، خريطة فلسطين، بتوضح عليها
+
+254
+00:21:46,650 --> 00:21:50,430
+ملونة، توضح بالألوان. طيب، أيش كمان استخدمت وسيلة
+
+255
+00:21:50,430 --> 00:21:57,250
+ثانية؟ المسرح التمثيلي، عشان نزور النقب وهو أقرب لفهم
+
+256
+00:21:57,250 --> 00:22:03,350
+الطلبة أن هذا مشهد استهلالي، بدأت فيه لتُوظّف هذه
+
+257
+00:22:03,350 --> 00:22:07,350
+المسرحية للوصول إلى أفهام وأذهان الطلبة بطريقة
+
+258
+00:22:07,350 --> 00:22:12,510
+كمان سلسة ومناسبة. هذه نقاط أساسية. طيب، إيش في نقاط
+
+259
+00:22:12,510 --> 00:22:17,430
+سلبية شعرت فيها إدارة المعلمة للصف؟ إيش في شغلة
+
+260
+00:22:17,430 --> 00:22:23,490
+سلبية؟ هذه الأشياء الإيجابية، من خلال ما عرض هذا
+
+261
+00:22:23,490 --> 00:22:28,390
+الشيء الإيجابي، ما هو الشيء السلبي؟ مش سلبي
+
+262
+00:22:28,390 --> 00:22:34,710
+بالمعنى؟ كان في
+
+263
+00:22:34,710 --> 00:22:38,550
+نوع من الفوضى أثناء المشاركات، ولا لا؟ كان في نوع من
+
+264
+00:22:38,550 --> 00:22:44,810
+الفوضى. طيب، إيش كمان؟ أيوة، في أحياناً كثيرة كان
+
+265
+00:22:44,810 --> 00:22:47,770
+كثير طلبة بيرغبوا بالمشاركة لكنها لا تستطيع أن تفيد
+
+266
+00:22:47,770 --> 00:22:51,130
+بذلك. إيش؟ تحدث هذه المشاركات. إيش في شغلات ثانية؟
+
+267
+00:22:51,670 --> 00:22:57,250
+ركزتوا... يبدو أن كثرة عدم الثناء على الطلاب، إثنان،
+
+268
+00:22:57,250 --> 00:23:01,010
+إجابة كثيرة للطالبات أجبن لكنها لم تكن تثيب
+
+269
+00:23:01,010 --> 00:23:05,510
+الطالب، ولا تعززه بشكل كبير جداً. طيب، نكتفي بهذا
+
+270
+00:23:05,510 --> 00:23:10,290
+القدر. إحنا طبعاً عندنا أكثر من فيلم، فيديو، هنشوف
+
+271
+00:23:10,290 --> 00:23:14,270
+جوانب ثانية لأنماط أخرى، بس خلينا نرجع لمحاضرتنا
+
+272
+00:23:14,270 --> 00:23:26,990
+اللي هو البيئة الصفية بشكل كامل. نعم، فضلك. طيب،
+
+273
+00:23:26,990 --> 00:23:31,030
+عشان إحنا نقول كيف يمكن للمعلم الفلسطيني، أو حتى
+
+274
+00:23:31,030 --> 00:23:35,370
+المعلم في الوطن العربي بشكل عام، أن يبدأ العام الدراسي
+
+275
+00:23:35,370 --> 00:23:39,850
+بنجاح، وأن ينجح في تحقيق رسالته التعليمية و
+
+276
+00:23:39,850 --> 00:23:44,740
+التربوية، وكيف يمكن أن يتعامل مع الواقع كما هو، لا
+
+277
+00:23:44,740 --> 00:23:48,540
+نتحدث عن مثاليات، ولا نتحدث عن نظريات ربما هي في
+
+278
+00:23:48,540 --> 00:23:52,160
+بريطانيا أحياناً، أو أمريكا، نحن نتحدث هنا في غزة،
+
+279
+00:23:52,160 --> 00:23:56,420
+نتحدث مع صفوف مكتظة، كيف يمكن للمعلم أن يلامس هذا
+
+280
+00:23:56,420 --> 00:23:59,680
+الواقع؟ ما الذي سيفعله المعلم؟ ما هي المهارات التي
+
+281
+00:23:59,680 --> 00:24:03,880
+ينبغي أن يمتلكها المعلم حتى يكون قادراً على الوفاء
+
+282
+00:24:03,880 --> 00:24:08,400
+بهذا الواقع، أو الوفاء لهذا الواقع بشكل أدق. أول
+
+283
+00:24:08,400 --> 00:24:14,550
+حاجة، ينبغي للمعلم أن يؤسس لبيئة آمنة، مطمئنة، وهذه
+
+284
+00:24:14,550 --> 00:24:21,390
+تكون منذ أن يبدأ الفصل، أول محاضرة، أول حصة، أول قدوم
+
+285
+00:24:21,390 --> 00:24:25,290
+المعلم إلى الفصل، لازم يؤسس لبيئة آمنة، مطمئنة. أي
+
+286
+00:24:25,290 --> 00:24:30,220
+بيئة آمنة، مطمئنة؟ بيئة يسودها أيش؟ العنف؟ ولا
+
+287
+00:24:30,220 --> 00:24:33,540
+يسودها العدل، ويسودها التعاون، والحب، ويسودها
+
+288
+00:24:33,540 --> 00:24:39,380
+الألفة، حتى يعلم جميع الطلبة أنك كمعلمة لن تسمحي
+
+289
+00:24:39,380 --> 00:24:44,380
+بأي أذى سيحدث لهم. نعرف أن الطلبة يتفاوتون، هناك
+
+290
+00:24:44,380 --> 00:24:49,080
+طلاب شرسون، وهناك طلاب ضعفاء. الطالب الضعيف يحتاج إلى
+
+291
+00:24:49,080 --> 00:24:54,690
+حماية. يعني، يرغب في الاعتداء على هذا الطالب، ينبغي أن
+
+292
+00:24:54,690 --> 00:24:59,930
+يعلم أن هناك عقوبة ستقع عليه إن هو اعتدى. إذا، أول
+
+293
+00:24:59,930 --> 00:25:02,870
+حاجة، أسس بيئة آمنة، مطمئنة. هذه البيئة الآمنة
+
+294
+00:25:02,870 --> 00:25:05,930
+يشعر معها الطالب بالسعادة، يشعر معها الطالب بالأمن،
+
+295
+00:25:05,930 --> 00:25:10,050
+يشعر معها الطالب باللجوء إلى ركن يقويه، وهذا الركن
+
+296
+00:25:10,050 --> 00:25:14,210
+ينبغي أن يكون ركناً شديداً، وسديداً في نفس الوقت. النقطة
+
+297
+00:25:14,210 --> 00:25:17,450
+الثانية، أظهر الاحترام والمحبة لطلابك، وهي من
+
+298
+00:25:17,450 --> 00:25:22,650
+الشغلات اللي شفناها في الفيديو، أن المعلمة لم تبدأ
+
+299
+00:25:22,650 --> 00:25:26,710
+لتُعبّر عن محبتها، ولا عن تقديرها للطلاب، ولا تبتسم
+
+300
+00:25:26,710 --> 00:25:31,610
+لهم. هي حياتهم، صحيح، لكنه كان ينبغي عليها أن تُعبّر عن
+
+301
+00:25:31,610 --> 00:25:33,290
+حبها للطلبة.
+
+302
+00:25:36,060 --> 00:25:40,460
+فيه نوع من الشعور العاطفي لدى المعلمة، أنها سعيدة
+
+303
+00:25:40,460 --> 00:25:44,660
+بوجودها، كأن تقول المعلمة: أنا أحبكم، أنا سعيدة جداً
+
+304
+00:25:44,660 --> 00:25:49,140
+بوجودي بينكم اليوم، سيكون بإذن الله أفضل من أيام
+
+305
+00:25:49,140 --> 00:25:53,360
+أخرى، لأننا مجتمعون الآن هنا في هذا الموقع، لأننا
+
+306
+00:25:53,360 --> 00:25:58,780
+سنحقق طاعة لله عز وجل ورسوله، ونحن نتعلم العلم. هذه
+
+307
+00:25:58,780 --> 00:26:02,100
+التعبير عن السعادة، التعبير عن الحب، التعبير بتعبير
+
+308
+00:26:02,100 --> 00:26:06,960
+الوجه، بالابتسامة، بالرضا، هذا سيعطيهم نوع من الأريحية، و
+
+309
+00:26:06,960 --> 00:26:11,780
+سيساهم في تأسيس لبيئة أيضاً آمنة، مطمئنة، وزي ما
+
+310
+00:26:11,780 --> 00:26:17,220
+يقولوا دائماً: إذا امتلكتم الحب، امتلكتم الطاعة دائماً.
+
+311
+00:26:17,220 --> 00:26:23,300
+قول الشاعر: إن المحبة لمن يحبّ، أيتها الطاعة. لذلك، دائماً
+
+312
+00:26:23,300 --> 00:26:28,420
+أنتِ قدمي الحب، أسسي لقيم ثقافية. تماماً، إن مهما كثر اضطراب
+
+313
+00:26:28,420 --> 00:26:32,960
+الصفوف، سيسمع الجميع لكِ، بالعكس، سيطيعوا أمرك عن حب، و
+
+314
+00:26:32,960 --> 00:26:37,820
+عن إرادة ذاتية، وليس عن خوف وإجبار، كما هو في النمط
+
+315
+00:26:37,820 --> 00:26:45,660
+التسلطي. النقطة الثالثة، انقلي التوقعات الإيجابية
+
+316
+00:26:45,660 --> 00:26:50,440
+لطلابكِ. قولي لهم ما الذي تحبين أن يكونوا عليه في
+
+317
+00:26:50,440 --> 00:26:55,940
+المستقبل القريب؟ أنا أتوقع منكم أن تكونوا أيش؟ طالبات
+
+318
+00:26:55,940 --> 00:27:00,480
+ملتزمات بالمحاضرة. أتوقع منكم أن تأتين في وقت مبكر.
+
+319
+00:27:00,480 --> 00:27:04,440
+أتوقع منكم أن تحصلن على درجات عالية. إذن، هذه
+
+320
+00:27:04,440 --> 00:27:09,160
+التوقعات إيجابية، لأن الطالب يرغب دائماً أن يعلم ما
+
+321
+00:27:09,160 --> 00:27:15,240
+الذي يرضي أيش؟ معلمه، وحبيبه الذي أحبه، حتى يفعل ما
+
+322
+00:27:15,240 --> 00:27:18,860
+لهذه التوقعات. كثير منها ما نحتاج إلى من يُنَبّهُ ما
+
+323
+00:27:18,860 --> 00:27:22,540
+الذي ينبغي عليه فعلاً، لأن إحنا نحتاج أحياناً نقول
+
+324
+00:27:22,540 --> 00:27:26,950
+كيف يمكن أن أُرضي من أحب؟ فإذا جاءني، كيف أرضيه؟ عِدل
+
+325
+00:27:26,950 --> 00:27:31,130
+سهلة. قطعنا كثيراً من الأشواق، لذلك ننقل التوقعات
+
+326
+00:27:31,130 --> 00:27:35,550
+الإيجابية، حتى تمثل هذه التوقعات أنظمة واتجاهات
+
+327
+00:27:35,550 --> 00:27:41,110
+وقيم يلتزم بها الطلبة فيما بعد. حدد الهدف من
+
+328
+00:27:41,110 --> 00:27:46,230
+الأنشطة الصفية دائماً. إذا حدد الهدف، اليوم هدفنا
+
+329
+00:27:46,230 --> 00:27:50,920
+أيش؟ نتعرف على... بشكل عملي على أنماط الإدارة
+
+330
+00:27:50,920 --> 00:27:54,100
+الصفية، وأيّ أنماط أفضل. وهدفنا بشكل عملي أن
+
+331
+00:27:54,100 --> 00:27:57,540
+نُقيّم، إن شاء الله رب العالمين، نتعلم كيف نتعامل مع
+
+332
+00:27:57,540 --> 00:28:02,100
+الصفوف المكتظة. هذا هدفنا. إذا... إذا واضح الهدف،
+
+333
+00:28:02,100 --> 00:28:05,220
+معنا ذلك أن الطالب سيكون مرتاحاً على الأقل، ويساعد
+
+334
+00:28:05,220 --> 00:28:10,450
+لهذا الهدف. كمان برضه المعلم إذا حط هدف، سيحققه، ويُحَضّر
+
+335
+00:28:10,450 --> 00:28:14,470
+له، ويخطط له من خلال تخطيط للوسائل التعليمية التي
+
+336
+00:28:14,470 --> 00:28:18,270
+سيستخدمها، الأسلوب، والطريقة التي سيلقي بها
+
+337
+00:28:18,270 --> 00:28:22,290
+المحاضرة. إذا، معنا ذلك تحديد الهدف مهم جداً، وزي ما
+
+338
+00:28:22,290 --> 00:28:27,990
+قلنا: إن العالم يفسح الطريق لمن يعرف إلى أين يتجه.
+
+339
+00:28:31,680 --> 00:28:36,020
+طيب، نجي لاستخدام استراتيجيات جذب الانتباه. ساعة إلا
+
+340
+00:28:36,020 --> 00:28:43,120
+ربع، زمن الحصة، يستطيع الطالب أن يكون معكِ منتبهاً حتى
+
+341
+00:28:43,120 --> 00:28:49,300
+عشرين، ثلاثين دقيقة، لكنه حتماً سيشتت، أو سيشتت أي
+
+342
+00:28:49,300 --> 00:28:52,400
+مؤثر، ما انتباه هذا الطالب. كيف يمكن أن نعيد هذا
+
+343
+00:28:52,400 --> 00:28:57,580
+الانتباه؟ باستخدام استراتيجيات متعددة، اللي جت
+
+344
+00:28:57,580 --> 00:29:01,480
+بالانتباه. أولى هذه الاستراتيجيات، الاستراتيجيات
+
+345
+00:29:01,480 --> 00:29:07,280
+المادية، من أهمها أيش؟ حركات الجسم، الصوت، ونبرة
+
+346
+00:29:07,280 --> 00:29:11,260
+الصوت، الوسائل التعليمية، استخدام السبورة، استخدام
+
+347
+00:29:11,260 --> 00:29:14,540
+العرض. إذا، هذه وسائل مادية تُجَدّد الانتباه. الفيديو
+
+348
+00:29:14,540 --> 00:29:18,700
+اللي عرضناه، كلكم ما شاء الله، يعني نفسكم، كمّلُه مش
+
+349
+00:29:18,700 --> 00:29:23,040
+هيك. طيب، الاستراتيجيات التحريضية، أيش المقصود فيها؟
+
+350
+00:29:26,300 --> 00:29:31,940
+الاستراتيجية التحريضية، ما المقصود فيها؟
+
+351
+00:29:31,940 --> 00:29:37,380
+أخيراً، المعلومات. معادلة لما تَدلّتُهُ الله، هو يجعل
+
+352
+00:29:37,380 --> 00:29:41,360
+المعلم يلعب دور محامي الشيطان، محامي الشيطان الحاضر.
+
+353
+00:29:41,360 --> 00:29:51,280
+إحنا ذكرنا مثل، ذكرنا مثل، قلنا إنه لو عرضنا عليكم
+
+354
+00:29:51,280 --> 00:29:56,260
+عرضاً، وهذا العرض واقعي وفعلي، بدأ أُعرضه عليكم الآن،
+
+355
+00:29:56,260 --> 00:30:02,260
+أننا ننوي عقد رحلة ترفيهية وتعليمية في ذات الوقت،
+
+356
+00:30:02,260 --> 00:30:08,540
+مع شباب في شعبة 101، نخرج سوياً إن شاء الله إلى مسبح
+
+357
+00:30:08,540 --> 00:30:13,240
+كويس، والمطلوب منكم أن تلتزموا بالزي الرسمي في
+
+358
+00:30:13,240 --> 00:30:17,900
+السباحة إن شاء الله، وأن، يعني، نُحدِث نوع من التفاعل.
+
+359
+00:30:17,900 --> 00:30:24,530
+شو رأيكم؟ ممانعة إن شاء الله؟ ليش؟ فيها أيش هاي؟ هذا
+
+360
+00:30:24,530 --> 00:30:31,810
+انفتاح، هذا نوع من التربية والحرية. طيب، شفتوا كيف
+
+361
+00:30:31,810 --> 00:30:36,330
+إنتوا رفضتم هذا العرض؟ لماذا؟ لأن القيم تبعتكم،
+
+362
+00:30:36,330 --> 00:30:40,970
+التربية، الأخلاق، الدين، يرفض هذا المنطق. عشان هيك
+
+363
+00:30:40,970 --> 00:30:45,870
+يبقى فوراً، سنصل إلى قناعة أن الاختلاط أيش؟ إذا نحن
+
+364
+00:30:45,870 --> 00:30:51,350
+نطرح، ونلعب بدور محامي الشيطان، نطرح قضايا. إذا قلنا
+
+365
+00:30:51,350 --> 00:30:55,050
+واحد زائد واحد يساوي ثلاثة للطلبة، سيرفضوا هذا
+
+366
+00:30:55,050 --> 00:31:00,190
+المنطق، أليس كذلك؟ لماذا؟ لأن هذا المنطق مخالف لما
+
+367
+00:31:00,190 --> 00:31:06,230
+تعلموه، ومخالف للقيم. عشان هيك، نُرَسّخ قيمة جديدة نريدها
+
+368
+00:31:06,230 --> 00:31:11,470
+في الدرس، وهي تعكس حقيقة علمية، بطرح أيش؟ حقيقة
+
+369
+00:31:11,470 --> 00:31:15,230
+مخالفة لتلك القناعة اللي هي سابقة عندنا الطالب.
+
+370
+00:31:27,470 --> 00:31:32,970
+الاستراتيجية العاطفية، وهي أن تُعبّر المعلمة أو المعلم
+
+371
+00:31:32,970 --> 00:31:36,290
+عن حبه للطلاب، أن ينادي الطلاب بأسمائهم،  يُنادِيهم  بأسمائهم.
+
+372
+00:31:36,290 --> 00:31:41,650
+جميعنا يحب أن يحفظ المعلم اسمه، وكثير منا من يسعد
+
+373
+00:31:41,650 --> 00:31:45,530
+إذا ما خاطبه المعلم باسمه. وربما عند الشباب، لو قلنا
+
+374
+00:31:45,530 --> 00:31:48,910
+أبو محمد، أو أبو خالد، أو أبو عبيدة، أو أبو مصعب،
+
+375
+00:31:48,910 --> 00:31:52,250
+سيسعد أكثر. بس عند الفتيات، لأ، بتحب اسمها. مش هيك؟
+
+376
+00:31:54,900 --> 00:31:58,420
+الاستراتيجية العاطفية أيضاً مهمة لاستخدامها، ونحن
+
+377
+00:31:58,420 --> 00:32:04,780
+هنا نُحذّر المعلم أن يُنادِي الطالب
+
+378
+00:32:04,780 --> 00:32:09,800
+كأنه نكرة، أو يناديه باسم عائلته، أو يناديه بلقب. نحذر
+
+379
+00:32:09,800 --> 00:32:14,000
+من هذا المفهوم، لأنه هذا المفهوم يعني سيفقد الطالب
+
+380
+00:32:14,000 --> 00:32:18,220
+الدافعية، سيفقد الطالب حبه للمعلم، وسيبدأ المعلم أو
+
+381
+00:32:18,220 --> 00:32:21,560
+الطالب يعني يحاول أن يتخلص من هذا الموقف الذي لا
+
+382
+00:32:21,560 --> 00:32:27,300
+يرغبه. لذا، دائماً القيادات في العمل التربوي، القادة، حتى
+
+383
+00:32:27,510 --> 00:32:31,490
+قادة الدول، يحرصون على أن يُنادوا الناس، أو يحفظوا الأسماء
+
+384
+00:32:31,490 --> 00:32:35,610
+ويُنادُونهم، ويسألوا عنهم دائماً. جاذبات الانتباه
+
+385
+00:32:35,61
+
+445
+00:36:49,660 --> 00:36:53,840
+إيش أنتَ بَحَثتَ؟ دي أحضِر للنقطة التالية التي تليها
+
+446
+00:36:53,840 --> 00:36:56,880
+النقطة الأولى في الدرس: الاستفادة من أساليب
+
+447
+00:36:56,880 --> 00:37:00,220
+التعلم الذاتي كالبطاقات التعليمية، الرزم، الحقيبة
+
+448
+00:37:00,220 --> 00:37:04,360
+الإشغال بالقراءة الصامتة، النشاط التعاوني، حل
+
+449
+00:37:04,360 --> 00:37:08,760
+التمرينات، دي كلها إيش؟ تعليم أو تعلم ذاتي، أُسرِعَ تعلم
+
+450
+00:37:08,760 --> 00:37:13,120
+ذاتي أيضًا. نوعي من الأسئلة المطروحة بحيث تتضمن
+
+451
+00:37:13,120 --> 00:37:16,740
+أشكالًا تراعي قدرات الطلبة وميولهم. ما نفعش نَظَل نَسأل
+
+452
+00:37:16,740 --> 00:37:20,200
+السؤال بنفس الطريقة، مين جاوب وخلاص. وهذا من
+
+453
+00:37:20,200 --> 00:37:24,040
+السلبيات اللي شفناها في مقطع الفيديو، أنه كانت لا
+
+454
+00:37:24,040 --> 00:37:27,560
+يُوجد تنوع في الأسئلة المطروحة، كانت تحاول بس تسأل وخلاص
+
+455
+00:37:27,560 --> 00:37:30,860
+حتى تُرسِخ بعض المعلومات، لكن في شغلات تانية لها
+
+456
+00:37:30,860 --> 00:37:34,080
+علاقة بأشكال أخرى، يمكن من خلالها أن نُنوع في
+
+457
+00:37:34,080 --> 00:37:39,600
+الأسئلة. زي إيش الأشكال هذه؟ يعني هل ممكن أن نتحدث عن
+
+458
+00:37:39,600 --> 00:37:44,540
+لعبة تعليمية؟ مين يحلّها؟ لعبة تعليمية، مَنْ يُجِيدُ
+
+459
+00:37:44,540 --> 00:37:49,520
+هذه الحركة، ولها علاقة بالدرس؟ أكيد، ألعاب تعليمية
+
+460
+00:37:49,520 --> 00:37:52,240
+مُش أخذنا اللعبة التعليمية وقلنا أن الألعاب
+
+461
+00:37:52,240 --> 00:37:57,060
+التعليمية هي أسلوب تربوي يُرسِخ المعلومات بطريقة
+
+462
+00:37:57,060 --> 00:38:01,980
+أفضل، وتراعي بعض الناس شُطْرَة مهاريًا وجسديًا، ما شاء
+
+463
+00:38:01,980 --> 00:38:06,440
+الله عليها، لكن لو سألتِ سؤالًا مجرد، مش هتعرفي
+
+464
+00:38:06,440 --> 00:38:10,360
+التمثيل مثلاً، وهكذا. إذن ينبغي على المعلم أن يُنوع
+
+465
+00:38:10,360 --> 00:38:14,200
+من الأسئلة المطروحة، زي مسابقات، زي مثلاً أعطي ورقة
+
+466
+00:38:14,200 --> 00:38:18,260
+لِحَل بعض القضايا، وإكمال... يعني هذا التنويع من شأنه أن
+
+467
+00:38:18,260 --> 00:38:23,500
+يُوجِّه أو يأخذ الطالب نحو الانتباه الدائم. في الصفر،
+
+468
+00:38:23,500 --> 00:38:29,140
+اطرح السؤال، ثم اختاري من يجيب على هذا السؤال بعد
+
+469
+00:38:29,140 --> 00:38:37,400
+خمس ثوانٍ. لماذا؟ أنت حضرتِ المحاضرة دي، آه؟ معناها؟ و
+
+470
+00:38:37,400 --> 00:38:40,960
+لا أنتِ تَتَخدمين معي في المدخل؟ لأ لأ، غريبة، طيب
+
+471
+00:38:40,960 --> 00:38:46,860
+تفضلي، معروف
+
+472
+00:38:46,860 --> 00:38:55,620
+أن الخمس ثوانٍ، وليست دقائق، خمس
+
+473
+00:38:55,620 --> 00:38:57,120
+ثوانٍ
+
+474
+00:39:04,830 --> 00:39:07,770
+لحظة يا جماعة، نحن نقسم الطلبة إلى إيش؟ ثلاثة
+
+475
+00:39:07,770 --> 00:39:11,830
+مستويات، مظبوط؟ أو ثلاثة مستويات؟ المستوى الأول هو
+
+476
+00:39:11,830 --> 00:39:16,010
+مستوى الموهوبين، الأذكياء، وهذا، وأنت بتحكي السؤال
+
+477
+00:39:16,010 --> 00:39:19,910
+إيش؟ قادر على الإجابة. المستوى الثاني هو المستوى
+
+478
+00:39:19,910 --> 00:39:22,990
+المتوسط، واللي بيكونوا ٧٠٪ من الطلبة بيكونوا
+
+479
+00:39:22,990 --> 00:39:27,190
+إيش؟ على هذا المنطق، هذا يحتاج إلى الخمس ثوانٍ حتى
+
+480
+00:39:27,190 --> 00:39:33,490
+يفكر ويستحضر مقصود السؤال، ثم إيش؟ يُدلي بالإجابة.
+
+481
+00:39:33,890 --> 00:39:37,330
+النمط التراكمي اللي هو إيش؟ بطيء التعلم، ليه أحيانًا
+
+482
+00:39:37,330 --> 00:39:41,470
+يُوفق في الإجابة مع المتوسط، وأحيانًا لا يُوفق. شفنا
+
+483
+00:39:41,470 --> 00:39:45,750
+كيف؟ لذلك الخمس ثوانٍ، حتى لا نَحرم الحقوق الأغلبية
+
+484
+00:39:45,750 --> 00:39:50,850
+اللي هي ٧٠٪ من المشاركة والإجابة، وهذه من السلبيات
+
+485
+00:39:50,850 --> 00:39:53,790
+إحنا طبعًا مش في مهارات تدريس الآن، لكن أنا يعني على
+
+486
+00:39:53,790 --> 00:39:57,990
+الأقل إن هي كانت مجرد ما تسأل، إيش تروح إيش يقول
+
+487
+00:39:57,990 --> 00:40:02,980
+كلهم: أنا أنا، ويُجاوبوا. افتحي لهم الفرصة، لكن لعله خير
+
+488
+00:40:02,980 --> 00:40:10,860
+أحيانًا الواحد بيكون مش منتبه لهذه النقاط أيضًا.
+
+489
+00:40:10,860 --> 00:40:15,760
+الاستفادة من أسلوب تعليم الأقران. تعليم الأقران
+
+490
+00:40:15,760 --> 00:40:18,300
+المقصود فيه هو استثمار
+
+491
+00:40:20,010 --> 00:40:25,330
+الطلبة الموهوبين أو المتقدمين علميًا في تعليم زملاء
+
+492
+00:40:25,330 --> 00:40:30,230
+لهم، إيش؟ بطيئي التعلم أو حتى متوسطي التعلم. لذلك
+
+493
+00:40:30,230 --> 00:40:34,290
+مجموعات الأقران اللي تُوزَّع داخل الصفوف، هدفها
+
+494
+00:40:34,290 --> 00:40:39,350
+الأساسي هو إحداث نوع من التفاعل بين الطلبة، ثم أيضًا
+
+495
+00:40:39,350 --> 00:40:43,050
+نقل التجربة والمهارة، ومساعدة من المعلم. معقول
+
+496
+00:40:43,050 --> 00:40:48,010
+المعلم يُلاحِق ٤٥ طالبة، يحاول يناقشها ويُحاوِر هذه
+
+497
+00:40:48,010 --> 00:40:52,550
+ويُعطي هذه سؤالًا، ويُشارك هذه... طبعًا هذا الأمر يصعب، لذلك
+
+498
+00:40:52,550 --> 00:40:56,650
+هو يسعى بمجموعة من الطلاب الشطار اللي يُعلِّموا
+
+499
+00:40:56,650 --> 00:41:02,670
+زملائهم، ويستفيد من هذا الوقت أيضًا. ركزي على تعليم
+
+500
+00:41:02,670 --> 00:41:09,510
+الطلبة كيف يتعلمون ذاتيًا. بتعرفوا قصة أو المثل
+
+501
+00:41:09,510 --> 00:41:16,090
+الصيني الذي يقول: "لا تُطعِمني سمكة، ولكن علمني كيف
+
+502
+00:41:16,090 --> 00:41:23,470
+أُصطاد". أنتِ مُعَلِّمة لغة إنجليزية، عندك طالبة أو مجموعة
+
+503
+00:41:23,470 --> 00:41:28,970
+طالبات، كل يوم بيسألوكِ سؤال عن كلمة جديدة عندهم،
+
+504
+00:41:28,970 --> 00:41:34,520
+تتوقعين أن أنتِ هتجاوبي على هذه الأسئلة، لكن الطريقة
+
+505
+00:41:34,520 --> 00:41:38,640
+الأمثل في التعامل مع هذا الشيء، أنه نُعَلِّمُهُم إيش؟ كيف
+
+506
+00:41:38,640 --> 00:41:41,900
+يتعاملوا مع القاموس؟ كيف يصلوا للمكتبة؟ كيف
+
+507
+00:41:41,900 --> 00:41:45,390
+يستفيدوا من الإنترنت في الترجمة؟ طبعًا هذا التعلم
+
+508
+00:41:45,390 --> 00:41:48,770
+الذاتي إيش بيعمل؟ بيعمل فيه نوع من إيش؟ الوقت
+
+509
+00:41:48,770 --> 00:41:52,670
+المتاح إليكِ، إنك تنفذي أشياء أكثر من الموضوع، ثم
+
+510
+00:41:52,670 --> 00:41:57,510
+أيضًا يُبني لدى الطالب شخصيته، مهارة سيستفيد منها
+
+511
+00:41:57,510 --> 00:42:00,510
+طوال حياته. يعني بدل ما هو أنتِ تقعدي كل مرة تقعدي
+
+512
+00:42:00,510 --> 00:42:04,810
+تُعطيه شيء، لأ.. لأ، أعطيه يُشتَهِدُ بالعكس، هو سيرسخ هذا
+
+513
+00:42:04,810 --> 00:42:08,550
+العلم، ودايمًا الشغل اللي بتتعب فيه، ترسخ علمك فيه
+
+514
+00:42:08,550 --> 00:42:12,660
+بشكل أفضل. أكيد. أيضًا، الإفادة من مرافق المدرسة في
+
+515
+00:42:12,660 --> 00:42:16,240
+التدريس. غرفة الصف، معروف أن المدرسة مرافق مثل
+
+516
+00:42:16,240 --> 00:42:21,810
+المكتبة، المسجد، مختبر الكمبيوتر، مختبرات علمية. مهم
+
+517
+00:42:21,810 --> 00:42:26,730
+للمعلم، وبالذات معلمين الصف، أنهم إيش؟ أنهم يبدأوا
+
+518
+00:42:26,730 --> 00:42:30,190
+يُحاوِلوا قدر المكان، يُوَسِّعوا من المدرسة. هذا الصف مكتظ،
+
+519
+00:42:30,190 --> 00:42:33,330
+بآخذهم على المكتبة. المكتبة ما شاء الله واسعة، بدأ
+
+520
+00:42:33,330 --> 00:42:36,370
+أُنَفِّذ حصة من الحصص اللي لها علاقة بالمكتبة. أُستَخدِم
+
+521
+00:42:36,370 --> 00:42:41,490
+الكتب، إذا، أو أستخدم المختبر، وهكذا. اللجوء إلى جدول
+
+522
+00:42:41,490 --> 00:42:45,470
+دراسي مرن، بحيث إنه كثير من الأنشطة التي تحتاج إلى
+
+523
+00:42:45,470 --> 00:42:49,380
+مش حصة واحدة، حصتين وثلاث، أنفذ فيها النشاط. أشيء
+
+524
+00:42:49,380 --> 00:42:52,660
+بدأ أُعرِض فيه فيديو، أشيء بدأ ألعب تعليمية. فأروح أنا
+
+525
+00:42:52,660 --> 00:42:55,860
+للمدير، لمدير المدرسة، أو أُنَسِّق مع بعض المدرسين بحيث
+
+526
+00:42:55,860 --> 00:43:02,600
+أنه آخذ حصص متتالية، وأنفذ فيها هذا الموضوع. أخيرًا،
+
+527
+00:43:02,600 --> 00:43:05,800
+قومي بالانتقاء العشوائي للطلبة للإجابة على الأسئلة،
+
+528
+00:43:05,800 --> 00:43:09,520
+وهنا أبدأ أقف على سؤال، حتى... يعني إن شاء الله نصل إلى
+
+529
+00:43:09,520 --> 00:43:14,580
+النهاية. هل هذا الأسلوب هو أسلوب صحيح أم خطأ؟
+
+530
+00:43:14,580 --> 00:43:17,260
+أسلوب الانتقاء العشوائي للطلبة للإجابة على الأسئلة،
+
+531
+00:43:17,260 --> 00:43:18,380
+أسلوب صحيح أم خطأ؟
+
+532
+00:43:22,170 --> 00:43:32,010
+طيب، طيب ليش إحنا حاطينه هيك؟ طيب
+
+533
+00:43:32,010 --> 00:43:35,270
+أنا بدي أسأل سؤال ثاني، لحظة شوية، أنا بدي أسأله
+
+534
+00:43:35,270 --> 00:43:38,350
+بطريقة ثانية، إذا بتتكرّموا، أنا بدي أسأله بطريقة
+
+535
+00:43:38,350 --> 00:43:43,610
+ثانية: متى يُسْمَح للمعلم أن يلجأ للانتقاء العشوائي
+
+536
+00:43:43,610 --> 00:43:45,750
+للَطالب الذي أجاب على الأسئلة؟ متى يُسْمَح؟
+
+537
+00:43:50,070 --> 00:43:57,870
+لأ، فضل، حكت
+
+538
+00:43:57,870 --> 00:44:01,850
+أُذكِّركم بشغلة: أول نقطة، لإحداث التفاعل، أحيانًا بعض
+
+539
+00:44:01,850 --> 00:44:04,250
+الطلبة، أنا عارف شاطرة، يعني أنا بعرف بعض الطالبات
+
+540
+00:44:04,250 --> 00:44:07,850
+ما شاء الله عليهم، ممتازات جدًا، ومابيحبوش يشاركوا، لأ، أنا
+
+541
+00:44:07,850 --> 00:44:11,270
+بدي أهم يشاركوا، عشان يتفاعلوا، وحتى يفيدوا ويُغيّرهم
+
+542
+00:44:11,270 --> 00:44:14,790
+من الطلبة. أنا متأكدة أنها تجاوب، إذا إيش؟ إذا سألتها
+
+543
+00:44:14,790 --> 00:44:20,560
+على النقيض، إذا كان طالب إيش؟ وضعه صعب، ضعيف، بروح
+
+544
+00:44:20,560 --> 00:44:25,120
+بنتقي له سؤالًا أدركه تمامًا، وبالعكس، مُتَيْقِن تمامًا إنه
+
+545
+00:44:25,120 --> 00:44:29,140
+هيجوب هذا السؤال، عشان أحدث له نوع من إيش؟ الحافز والـ
+
+546
+00:44:29,140 --> 00:44:32,960
+تشجيع. النقطة الثالثة: استهداف قيادات السوق. إيش
+
+547
+00:44:32,960 --> 00:44:37,380
+قيادة السوق في الصّف؟ المشاغبين اللي بِيحْدثوا فوضى،
+
+548
+00:44:37,380 --> 00:44:40,900
+اللي عاملين حالهم ما شاء الله زعران، هدول بيحتاجوا
+
+549
+00:44:40,900 --> 00:44:45,630
+منّي الإحراج أحيانًا، حتى إيش؟ يعني أعطيهم نوع من
+
+550
+00:44:45,630 --> 00:44:48,870
+الإحراج، بقول له: تفضل، جاوب، عشان أورّيه إنه أنت شايف
+
+551
+00:44:48,870 --> 00:44:52,410
+هيك بس، شاطر فيها في المشاغبة فقط. إذا هذا الـ...
+
+552
+00:44:52,410 --> 00:44:55,710
+الثلاث حالات اللي أنا بقدر أستخدم فيها الموضوع. نوقف
+
+553
+00:44:55,710 --> 00:44:59,170
+عند مشكلات الكثافة الصفية، إن شاء الله، اللي هي
+
+554
+00:44:59,170 --> 00:45:02,070
+عندنا مشكلات تعليمية، في المحاضرة القادمة نتناولها
+
+555
+00:45:02,070 --> 00:45:04,250
+إن شاء الله رب العالمين. أشكركم لحسن الإصغاء، و
+
+556
+00:45:04,250 --> 00:45:05,550
+بارك الله فيكم، والسلام عليكم.
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..15f7bb039f145da7f0d994f30b99f9d69217e413
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI_postprocess.srt
@@ -0,0 +1,2224 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,550 --> 00:00:16,070
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,070 --> 00:00:19,510
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,510 --> 00:00:24,510
+وعلى آله وصحبه والسلام أجمعين أما بعد في هذا اليوم
+
+5
+00:00:24,510 --> 00:00:29,490
+ان شاء الله سنشرح في هذه المحاضرة في الفصل الثاني
+
+6
+00:00:29,490 --> 00:00:34,170
+عن المناخ الصفي ويقصد بالمناخ الصفي أو البيئة
+
+7
+00:00:34,170 --> 00:00:41,330
+الصفيةأنها هي البيئة المادية والنفس الاجتماعية
+
+8
+00:00:41,330 --> 00:00:46,230
+التي يعيش فيها ومن خلالها الطالب في جو تعليمي
+
+9
+00:00:46,230 --> 00:00:52,650
+تعلمي يسعى فيه المعلم إلى إكسب الطالب مهارات معارف
+
+10
+00:00:52,650 --> 00:00:57,110
+وقيم واتجاهات سلوكية مرغوب بها
+
+11
+00:00:59,990 --> 00:01:04,390
+نلاحظ أن أي بياصفية تتكون من جانبين جانب مادي
+
+12
+00:01:04,390 --> 00:01:10,870
+وجانب نفسي، جانب التفاعلات، الاتصال، جانب العلاقة
+
+13
+00:01:10,870 --> 00:01:15,590
+ما بين المعلم والطلبة، العلاقة بين الطلبة أنفسهم،
+
+14
+00:01:15,590 --> 00:01:20,530
+مادي ولا نفسي أو اجتماعي، اذا هي تفاعلات اجتماعية
+
+15
+00:01:20,960 --> 00:01:25,780
+هو تفاعلات لها علاقة بالتواصل أما المادية أو
+
+16
+00:01:25,780 --> 00:01:29,420
+البيئة المادية فيمكن أن نتعرف من خلال إيش؟ فضل
+
+17
+00:01:30,900 --> 00:01:34,760
+الإضاءة، التهوية، كل المخدرات والموارد والإمكانات
+
+18
+00:01:34,760 --> 00:01:40,240
+المادية التي يمكن أن تجمع البيئة الصفية هي عبارة
+
+19
+00:01:40,240 --> 00:01:45,080
+عن بيئة مادية عشان بس شوية ندخل في تفاصيل أوظ و
+
+20
+00:01:45,080 --> 00:01:49,540
+أوفة في هذا المجال جيد أن نتعرف على المفهوم
+
+21
+00:01:49,540 --> 00:01:54,780
+الأساسي للبيئة الصفيةأول حاجة للبيئة الصفية هي
+
+22
+00:01:54,780 --> 00:01:58,880
+البيئة التي تتفاعل فيها جميع الظروف كما قلنا
+
+23
+00:01:58,880 --> 00:02:04,060
+النفسية والاجتماعية ثم الظروف البيئية أو العوامل
+
+24
+00:02:04,060 --> 00:02:09,760
+البيئية السائدة داخل الصف الدراسي وتشمل علاقات
+
+25
+00:02:09,760 --> 00:02:15,840
+قائمة بين المعلم والطلبة وبين الطلبة بعضهم مع بعض
+
+26
+00:02:17,310 --> 00:02:21,250
+لذلك إذا تحدثنا عن البيئة المادية لدينا كثير من
+
+27
+00:02:21,250 --> 00:02:23,850
+القضايا التي يمكن أن نطرحها في هذا المجال ما هي
+
+28
+00:02:23,850 --> 00:02:29,430
+أهم سمات البيئة المادية الفاعلة أو بعبارة أخرى ما
+
+29
+00:02:29,430 --> 00:02:34,310
+هي مميزات أو السمات التي ينبغي أن تتوفر أو الخصائص
+
+30
+00:02:34,310 --> 00:02:37,730
+التي ينبغي أن تتوفر داخل البيئة الصفية حتى نحكم
+
+31
+00:02:37,730 --> 00:02:40,530
+على أن هذا الصف بيئة المادية بيئة جيدة
+
+32
+00:02:48,730 --> 00:03:00,190
+فضلي فضلي بداية
+
+33
+00:03:00,190 --> 00:03:06,220
+أن تكون المقاعد في حالةجيدة تراعي المعايير الصحية
+
+34
+00:03:06,220 --> 00:03:10,400
+في إنشائها يعني لما نجي نتحدث عن مقعد يجلس عليه
+
+35
+00:03:10,400 --> 00:03:13,200
+الطالب حوالي ست ساعات أو خمس ساعات في اليوم
+
+36
+00:03:13,200 --> 00:03:16,880
+الدراسي نتخيل أن هذا المقعد ينبغي أن يكون مصمم
+
+37
+00:03:16,880 --> 00:03:23,360
+بطريقة إيه مناسبة مريحة للطالب تراعي إيش المعايير
+
+38
+00:03:23,360 --> 00:03:28,010
+الصحية الأساسية التي وضعت في هذا المجالأه انه
+
+39
+00:03:28,010 --> 00:03:33,270
+مايكونش الجسم مثني مايكونش الجسم بشكل عمودي بحاول
+
+40
+00:03:33,270 --> 00:03:36,710
+يراعي أنه هذا قصير و هذا طويل و هكذا طيب هذا أول
+
+41
+00:03:36,710 --> 00:03:42,690
+شي المقاعد اه شرايك الطلبة احنا قاعدين نحكي عن دور
+
+42
+00:03:42,690 --> 00:03:45,210
+الاشي المعلم لأ أنا بتحدث عن البيئة الصفية كيف
+
+43
+00:03:45,210 --> 00:03:51,750
+يمكن لنا أن نتخيلها اه طلع شرايكوا في كلونه فضلي
+
+44
+00:03:56,030 --> 00:04:00,510
+إذا ينبغي أن يكون الطلاق يتناسب مع إيش، مع الرؤية،
+
+45
+00:04:00,510 --> 00:04:03,690
+و بالعادة دائما طلاق المدارس أو البيئة الصفية
+
+46
+00:04:03,690 --> 00:04:08,370
+بيكون أبيض أو لون فاتح يتيح للطلاب أن يعكس إنارة
+
+47
+00:04:08,370 --> 00:04:12,990
+كافية و لا يتهيب نظرهم طيب الإضاءة؟ إضاءة، فضليه،
+
+48
+00:04:12,990 --> 00:04:17,310
+بوضع برنامج للسيانة .. احنا هنا لا نتحدث عن دور
+
+49
+00:04:17,310 --> 00:04:21,250
+المعلمة، نتحدث عن المعايير المطلوبة لوجود إضاءة
+
+50
+00:04:21,250 --> 00:04:26,410
+مثلا إيش معيير؟ إضاءة إيش مالها؟مناسبة .. مناسبة
+
+51
+00:04:26,410 --> 00:04:27,750
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+52
+00:04:27,750 --> 00:04:30,010
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+53
+00:04:30,010 --> 00:04:30,850
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+54
+00:04:30,850 --> 00:04:33,190
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+55
+00:04:33,190 --> 00:04:37,390
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+56
+00:04:37,390 --> 00:04:39,330
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+57
+00:04:39,330 --> 00:04:41,850
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+58
+00:04:41,850 --> 00:04:46,910
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+59
+00:04:46,910 --> 00:04:53,940
+.. مناسبة .. مناسبة .. مناسبةإذا هذه الجوانب كلها
+
+60
+00:04:53,940 --> 00:04:57,120
+بالإضافة للمساحات توزيع البيئة الصفية توزيع
+
+61
+00:04:57,120 --> 00:05:02,120
+المقاعد قولنا أننا في الصفوف النموذجية يمكننا أن
+
+62
+00:05:02,120 --> 00:05:06,520
+نشكل المقاعد بأكثر من شكل إما الشكل كما هو واضح في
+
+63
+00:05:06,520 --> 00:05:12,880
+الصورة شكل الصفوف ويكون بينها فرغات طبيعية أو أننا
+
+64
+00:05:12,880 --> 00:05:17,600
+نتحدث عن ورش العمل أو نتحدث عن مجموعاتكويس
+
+65
+00:05:17,600 --> 00:05:21,420
+التعاونية أو نتحدث عن شئ على شكل دائرة و هكذا
+
+66
+00:05:21,420 --> 00:05:25,400
+يستطيع المعلم أن يكيّف البيئة الصفية بما يتناسب مع
+
+67
+00:05:25,400 --> 00:05:31,640
+عدد طبيعة المساحة طيب مساحة الفصل ما هي المعيار؟
+
+68
+00:05:31,640 --> 00:05:36,500
+كده المساحة المفروضة أن نحطها للطالب؟ مناسبة للعدد
+
+69
+00:05:36,500 --> 00:05:41,340
+بس ايش كمان؟ يعني سبعة و تلت اه 47 متر حتى يكون
+
+70
+00:05:41,340 --> 00:05:46,750
+يغطي 45 طالبيعني بواقع واحد point واحد تقريبا
+
+71
+00:05:46,750 --> 00:05:50,510
+لإيش؟ للطالب الواحد في المتر؟ طيب هذا بالنسبة
+
+72
+00:05:50,510 --> 00:05:54,170
+لبيئةنا الفلسطينية لكن البيئة النوزجية هتصل إلى
+
+73
+00:05:54,170 --> 00:05:58,970
+واحد و نصف و اتنين متر لكل طالب فضلي انت كل البيئة
+
+74
+00:05:58,970 --> 00:06:02,650
+يعني العدد الطبيعي كتير بس كله ثلاثين طالب فقط
+
+75
+00:06:02,650 --> 00:06:05,970
+يعني إذا اتعدى خمسة و تلاتين يعني هذه maximum يعني
+
+76
+00:06:05,970 --> 00:06:10,520
+أكتر من هيك يعني لا يجوز أن يتعدىطيب يستلقى ان
+
+77
+00:06:10,520 --> 00:06:15,000
+احنا في بيئة فلسطينية معروفن عنها أنها بيئته ..
+
+78
+00:06:15,000 --> 00:06:19,520
+بيئته تنادي بإيش؟ بالزامية التعليم و الزامية
+
+79
+00:06:19,520 --> 00:06:23,960
+التعليم كمان من مقتضياته أن تفتح مدارس لكن الظروف
+
+80
+00:06:23,960 --> 00:06:27,900
+الاقتصادية السياسية الموجودة داخل قطاع غزة مثلا أو
+
+81
+00:06:27,900 --> 00:06:32,790
+الضفة الغربيةلا تسمح بأنش بالبيئة الموظفية التي
+
+82
+00:06:32,790 --> 00:06:37,990
+نتحدث عنها كيف يمكن للمعلم أن يتعامل مع بيئة صفية
+
+83
+00:06:37,990 --> 00:06:42,570
+ربما تكون فيها صفوف مكتظة أو أن الإمكانات المادية
+
+84
+00:06:42,570 --> 00:06:47,050
+لا تفي بالإيفاء بالمواعي بالمعايير المناسبة و
+
+85
+00:06:47,050 --> 00:06:50,110
+الملائمة للبيئة الصفية كيف يمكن أو ما هو دور
+
+86
+00:06:50,110 --> 00:06:54,110
+المعلم الآن نرجع لزملتكم فضلي فضلي
+
+87
+00:07:00,930 --> 00:07:05,490
+المحافظة على البيئة الصفية في حال التوازن وفي حالة
+
+88
+00:07:05,490 --> 00:07:09,430
+من الاستقرار بحيث تكون متوفرة بشكل دائم لكن أي
+
+89
+00:07:09,430 --> 00:07:11,790
+توازن كيف نحكم على هذا التوازن
+
+90
+00:07:14,850 --> 00:07:19,730
+أو يلائم الطلبة عدد الطلبة معاش مع عدد المقاعد مع
+
+91
+00:07:19,730 --> 00:07:24,830
+سعة الصف مع نمط التهوية نمط الإضاءة و هكذا مش
+
+92
+00:07:24,830 --> 00:07:29,450
+معقول انا اوزع إضاءة لعشرين طالب بنفس الطريقة
+
+93
+00:07:29,450 --> 00:07:32,990
+اللتي أوزحها او اعطيها لخمسين طالب في داخل الصف
+
+94
+00:07:32,990 --> 00:07:35,990
+إذا أول شغلة المحافظة الدائمة على عناصر البيئة
+
+95
+00:07:35,990 --> 00:07:41,450
+الصفية في حال التوازن نقطة تانية ممكن سيانة أشياء
+
+96
+00:07:41,450 --> 00:07:47,290
+الأمور العالية المفيدة في الممتاز إجراء الصيانة
+
+97
+00:07:47,290 --> 00:07:52,790
+الدائمة هل المعلم مطلوب منه أن يقوم بالصيانة؟
+
+98
+00:07:52,790 --> 00:07:58,270
+ممتاز
+
+99
+00:07:58,270 --> 00:08:04,170
+دور المعلم في عندنا نوعين أول حاجة الصيانة الطارقة
+
+100
+00:08:04,170 --> 00:08:09,650
+وهي الصيانة التيتأتي بناء على حدوث خلل معين طارق،
+
+101
+00:08:09,650 --> 00:08:13,950
+يعني انكسر لوح الجزاز، مانا الأمور إيهاش؟ و احنا
+
+102
+00:08:13,950 --> 00:08:17,550
+في عزل برد لازم إيهاش نشتغل؟ طارقة فورا يبلغ
+
+103
+00:08:17,550 --> 00:08:21,350
+المدير أو قسم الصيانة داخل المدرسة ليه معالجة، إذا
+
+104
+00:08:21,350 --> 00:08:24,690
+دوره هو دور متابعفي نوع تاني من الصيانة وهي
+
+105
+00:08:24,690 --> 00:08:29,390
+الصيانة الدورية أو نطلق عليها الصيانة الوقائية وهو
+
+106
+00:08:29,390 --> 00:08:33,590
+أن يسعى المعلم مش احنا بدنا يحافظ على بيئة متوازنة
+
+107
+00:08:33,590 --> 00:08:37,410
+داخل الصف أن يسعى المعلم إلى إحداث نوع من الصيانة
+
+108
+00:08:37,410 --> 00:08:41,210
+الدائمة يتفقد المقاعد يتفقد الصيانة يتفقد العفن
+
+109
+00:08:41,210 --> 00:08:45,770
+الاطلاق يتفقد كل شيء في داخل ويبلغ الإدارة المدرسة
+
+110
+00:08:45,770 --> 00:08:50,970
+لإحداث أو لوضع برنامج عملي لصيانة البيئة الصفية
+
+111
+00:08:50,970 --> 00:08:51,850
+النقطة التالتة
+
+112
+00:08:54,580 --> 00:08:58,640
+إشراك الطلبة، لماذا انا اشارك الطلبة؟ لماذا؟ أولا
+
+113
+00:08:58,640 --> 00:09:02,160
+يا عزيزي احتاجهم للخضع الشعور بالانتماء لهذه
+
+114
+00:09:02,160 --> 00:09:06,060
+البيئة، تخدمهم كما هم البيئة وبالتالي عليهم ان
+
+115
+00:09:06,060 --> 00:09:09,420
+يخدموا هذه البيئةشوفوا يا بنات يعني احنا لما نقول
+
+116
+00:09:09,420 --> 00:09:12,820
+إشراك الطلبة فيه جانبين تذكروا لما قلنا تحميل
+
+117
+00:09:12,820 --> 00:09:17,100
+الطلبة المسئولية الأكاديمية بذات السياق نسعى إلى
+
+118
+00:09:17,100 --> 00:09:21,020
+إعداد الطالب ليكون مواطنا صالحا إذا كان مواطن صالح
+
+119
+00:09:21,020 --> 00:09:24,400
+داخل البيئة الصفية هيكون مواطن صالح وين؟ وجزء من
+
+120
+00:09:24,400 --> 00:09:28,020
+هذه المواطنة المحافظة على مقدرات الفصل بل بالعكس
+
+121
+00:09:28,020 --> 00:09:32,420
+لا يستطيع إنسان يحافظ إلا إذا إيش شارك خلينا نضرب
+
+122
+00:09:32,420 --> 00:09:39,070
+مثال أنت الآن في بيتكإذا قمتي بحملة نظافة في داخل
+
+123
+00:09:39,070 --> 00:09:43,310
+البيت أنتي و ليست أمك، إيش بيصير؟ بيصير أنك أنتي
+
+124
+00:09:43,310 --> 00:09:48,730
+ستسعي جاهدة أن تمنعي مين أي واحد من أفراد الأسرة
+
+125
+00:09:48,730 --> 00:09:53,340
+أنه إيش؟ طب إذا إجه أخوكي و راح وسخ البيت؟شو
+
+126
+00:09:53,340 --> 00:09:56,380
+بيصير؟ بيصير فيه مشكلة كبيرة اه لكن لو امك اللي
+
+127
+00:09:56,380 --> 00:10:01,400
+نظفت يعني هه بتبقى الشغل ايش مش هتفرق لذلك اشراك
+
+128
+00:10:01,400 --> 00:10:05,020
+الطلبة في تحميل الأسئولية كيف بنشركهم؟ مثلا إعداد
+
+129
+00:10:05,020 --> 00:10:08,800
+الوسائل التعليمية مجموعة النظافة هي دائما تهتم
+
+130
+00:10:08,800 --> 00:10:13,220
+بنظافة الصفر الترتيب الطلاب بطريقة معينة بحيث ان
+
+131
+00:10:13,220 --> 00:10:17,420
+هم يحافظوا على ايش هذا المقدرة ان هذا المقعدنظيف
+
+132
+00:10:17,420 --> 00:10:20,360
+سيبقى لك طول العام إذا انت حافظت على هذه النظافة
+
+133
+00:10:20,360 --> 00:10:23,980
+إذا هي نوع من تعويض الطلبة المسئولية عن مقدرات
+
+134
+00:10:23,980 --> 00:10:26,640
+الصف بشكل دائم طيب النقطة الرابعة
+
+135
+00:10:30,090 --> 00:10:33,590
+ادخل تعديلات من وقت لآخر تعرفوا يعني احنا أي إنسان
+
+136
+00:10:33,590 --> 00:10:36,730
+حتى لا يشعر بالملل ينبغي أن يحدث نوع من التعديل
+
+137
+00:10:36,730 --> 00:10:39,370
+انتوا بتعملوا في بيوتكم هذا التعديل ولا بتعملهوش
+
+138
+00:10:39,370 --> 00:10:45,170
+كل فترة كل عيد كل مناسبة حتى لا يشعر الاهل بأنه
+
+139
+00:10:45,170 --> 00:10:49,550
+البيت كما هو فإذا أحدثنا شيء من التغيير على البيئة
+
+140
+00:10:49,550 --> 00:10:52,390
+الصفية وإحداث نوع من التعديلات سيبقى الطلبة في
+
+141
+00:10:52,390 --> 00:10:57,270
+حالة نشاط وجزء من هذه التعديلات نقل الطلبة من مكان
+
+142
+00:10:57,270 --> 00:11:02,680
+لمكانأو أحيانا ينقل البيئة الصفية كاملة أنه أنا
+
+143
+00:11:02,680 --> 00:11:05,760
+بطلع من الصف بروح على الصف تاني بيشعر الطلبة بأنه
+
+144
+00:11:05,760 --> 00:11:10,120
+صفي هناك تجديد أيضا نشر الثقافة ثقافة المحافظة على
+
+145
+00:11:10,120 --> 00:11:16,490
+المقدرات أي شيء نستطيعأن نتحدث بيه بشكل عام أو أن
+
+146
+00:11:16,490 --> 00:11:21,010
+نصدر فيه قرار لكن سنفشل حتمًا إذا ما أو إذا لم
+
+147
+00:11:21,010 --> 00:11:24,310
+نسبق بذلك بموضوع نشر الثقافة إيش مقصود نشر
+
+148
+00:11:24,310 --> 00:11:30,530
+الثقافة؟ لو تحدثنا إننا في بيئة زي الجامعة، هذا
+
+149
+00:11:30,530 --> 00:11:37,890
+البيئة أو الجامعة تخدت قرارإنه إحنا بدنا ننشر أو
+
+150
+00:11:37,890 --> 00:11:43,730
+بدنا نطبق الجودة مثلا في مسار معين لنقول إن هذا
+
+151
+00:11:43,730 --> 00:11:47,650
+المسار إيه له علاقة في القبول وتسجيل أو في عملية
+
+152
+00:11:47,650 --> 00:11:51,770
+التسجيل تتخيلوا إنه إذا أنا قلت والله أنا يا جماعة
+
+153
+00:11:51,770 --> 00:11:54,770
+بدأ أطبق الجودة ويرد التزم بالنظام وأي واحدة لازم
+
+154
+00:11:54,770 --> 00:11:59,550
+تيجي بوقت محدد وتاخد بطاقة يحدد لها الوقت والتاريخ
+
+155
+00:11:59,550 --> 00:12:04,150
+وبدأ بتوقتش تتراجعهذا الأمر لا يمكن له أن ينجح إذا
+
+156
+00:12:04,150 --> 00:12:08,690
+لم تحدث هناك حملة لنشر الثقافة لغزة من أجل بيئة
+
+157
+00:12:08,690 --> 00:12:13,710
+نظيفة من أجل غزة جميلة نعمل لوحات كثيرة للإعلانات
+
+158
+00:12:13,710 --> 00:12:16,810
+عشان إيش الناس تحافظ على غزة إذا هي نوع من نشر
+
+159
+00:12:16,810 --> 00:12:20,370
+الثقافة والثقافة جزء من غرس القيم والقيم جزء من
+
+160
+00:12:20,370 --> 00:12:24,550
+سلامة التطبيق لذلك إحنا بنروح باتجاه وين إنه نشر
+
+161
+00:12:24,550 --> 00:12:28,350
+ثقافة لدى الطلبة أهمية إيش هذا المقعد ملكك وملك
+
+162
+00:12:28,350 --> 00:12:32,290
+أخوك بكرا إذا لم ينبغي أنه حافظ عليههذه النظافة
+
+163
+00:12:32,290 --> 00:12:36,490
+إذا حافظت عليها تسعى إلى إرضاء الله عز و جل قبل أن
+
+164
+00:12:36,490 --> 00:12:40,510
+تسعى إلى إرضاء معلمك و قبل أن تسعى إلى إن أنت اللي
+
+165
+00:12:40,510 --> 00:12:44,090
+يقال عنك نظيف أو اللي يقال عنك أنك طالب نظامي و
+
+166
+00:12:44,090 --> 00:12:49,590
+هكذا طيب أخر شغلة إن إشراك المعلق أو الطلبة كما
+
+167
+00:12:49,590 --> 00:12:53,330
+تحدثنا تنظيم جلوس الطلبة حسب احتياجاتهم جزء من
+
+168
+00:12:53,330 --> 00:12:57,670
+الإفاء أو الوفاء للطالب إنك أنتتحاول ان تراعي حاجة
+
+169
+00:12:57,670 --> 00:13:01,330
+الطالب احد هذه الحاجات مثلا زى ما حكينا الترتيب
+
+170
+00:13:01,330 --> 00:13:05,810
+اللى هو ايش الطول و القصر احد هذه الحاجات الحاجات
+
+171
+00:13:05,810 --> 00:13:10,610
+البيولوجية العضوية ان واحد يشكوا من ضعف السمع او
+
+172
+00:13:10,610 --> 00:13:14,370
+ضعف الإبصار اذا ينبغى ان اضعه في مكان يستطيع ان
+
+173
+00:13:14,370 --> 00:13:17,330
+يتعامل معاه اللى هو او العملية التعليمية و يتكيف
+
+174
+00:13:17,330 --> 00:13:22,390
+معها طيب شغل تانية اجلس الطالب كسول جانب الطالب
+
+175
+00:13:22,390 --> 00:13:27,040
+انك جيت انت اي شخص تتعامل معاهفي هناك شغل كتير
+
+176
+00:13:27,040 --> 00:13:30,120
+كويسة ان احنا كل واحد بيحب يقعد مع صاحبه او كل
+
+177
+00:13:30,120 --> 00:13:34,260
+طالبة تحب ان تجلس جانب زميلته التي تهوى بالذات في
+
+178
+00:13:34,260 --> 00:13:38,140
+السن الثانوية اللي بتبلغ هذه المرحلة بيصير ..
+
+179
+00:13:38,140 --> 00:13:42,280
+هنقول يصل الى درجة الارتباط العضوي لان الانسان
+
+180
+00:13:42,280 --> 00:13:45,560
+يرتبط بصديقه اكثر مما يرتبط باهله في مرحلة معاه
+
+181
+00:13:45,560 --> 00:13:49,620
+لذلك يعشق انه يجلس جانب صديقه هل نمنعه ولا نفي له
+
+182
+00:13:49,620 --> 00:13:54,080
+بهذا الطلب الاصل ان نفي له بهذا الطلب ما لم يؤثر
+
+183
+00:13:54,080 --> 00:13:57,750
+علىالعملية التربوية إذا كان و الله في إشغال و في
+
+184
+00:13:57,750 --> 00:14:02,050
+حديث جانبي هنا لأ بفرق لكن إذا لم يكن هناك إشغال و
+
+185
+00:14:02,050 --> 00:14:05,250
+ليس هناك حديث جانبي معناه ذلك ليختار الطالب المكان
+
+186
+00:14:05,250 --> 00:14:11,250
+الذي يرغب أن يجلس فيه طيب نجي الصفوف المقتضة و كيف
+
+187
+00:14:11,250 --> 00:14:15,130
+يمكن لنا أن نتعامل معها هلجيت أنا قبل ما أنتقل
+
+188
+00:14:15,130 --> 00:14:22,250
+لصفوف المقتضة بدي أعرض عليكمتسجيل لمحاضرة أو حصة
+
+189
+00:14:22,250 --> 00:14:27,510
+في داخل إحدى مدارس قطاع غزة بتتراقبوا سلوك المعلمة
+
+190
+00:14:27,510 --> 00:14:31,690
+وهي التعامل مع صفوف المقتلظة تشوفوا النمط التسلطي
+
+191
+00:14:31,690 --> 00:14:37,250
+أو النمط الشوري أي هذه الأنماط ثم نسجل على ورق
+
+192
+00:14:37,250 --> 00:14:42,690
+انتقاداتنا أو تعليقاتنا لسلوك هذه المعلمة أو سنقنا
+
+193
+00:14:42,690 --> 00:14:48,010
+على سلوك ما نسمع الآنندقق في عشر دقائق إن شاء الله
+
+194
+00:14:48,010 --> 00:14:52,590
+أو أقل عشان بعد ذلك ندير نقاش ثم ننتقل إلى كيف
+
+195
+00:14:52,590 --> 00:14:55,530
+يمكن المعلم أن يدير الصفوف المقتضة التي تحدثنا
+
+196
+00:14:55,530 --> 00:14:59,590
+عنها هي جزء من واقعنا في قطاع غزة أن أغلب الصفوف
+
+197
+00:14:59,590 --> 00:15:03,470
+ما بين خمسة و تلاتين وخمسة و أربعين وأحيانا تتجاوز
+
+198
+00:15:03,470 --> 00:15:05,270
+الخمسين في بعض المناحي
+
+199
+00:15:20,050 --> 00:15:29,290
+عشان يسجلها full-sec لكتابة
+
+200
+00:15:29,290 --> 00:15:34,750
+المعلم ايش رأيكوا فيها؟ ايه اسلوبها؟ بدايا ايه انا
+
+201
+00:15:34,750 --> 00:15:35,250
+زيها؟
+
+202
+00:15:58,300 --> 00:16:08,580
+سجلوا شجرة كاملةاسمه بنات تلسيين من أول إلى هالي
+
+203
+00:16:08,580 --> 00:16:14,620
+خارقة هالي
+
+204
+00:16:14,620 --> 00:16:23,740
+خارقة يبقى هنا خارقة دولة تلسيين ماعاصمة تلسيين
+
+205
+00:16:23,740 --> 00:16:28,800
+ماعاصمة بنات تلسيين ماعاصمة
+
+206
+00:16:32,610 --> 00:16:37,650
+عرفوا الفلسطينيين اقولت اي ناس كون نحن؟ اي ناس
+
+207
+00:16:37,650 --> 00:16:47,690
+كون؟ اي ناس كون؟ فرح؟ ناس كون؟ اي ناس كون؟
+
+208
+00:16:50,750 --> 00:16:57,770
+نسكن في بدية للغزة نسكن في بدية للغزة لماذا يرزقوا
+
+209
+00:16:57,770 --> 00:17:01,330
+اللون الأصفر من الخريطة؟ لماذا يرزقوا اللون الأصفر
+
+210
+00:17:01,330 --> 00:17:09,210
+من الخريطة؟ أيضا قدرنا يرزقوا جبانا اللون
+
+211
+00:17:09,210 --> 00:17:15,170
+الأصفر من الخريطة إلى الصحراء اللون الأصفر من
+
+212
+00:17:15,170 --> 00:17:18,030
+الخريطة إلى الصحراء اللون الأصفر من الخريطة إلى
+
+213
+00:17:18,030 --> 00:17:22,960
+الصحراءالسلام عليكم ورحمة الله وبركاته من جمهور
+
+214
+00:17:22,960 --> 00:17:23,820
+الهزم
+
+215
+00:17:42,340 --> 00:17:57,920
+العربة أنا القاضي
+
+216
+00:17:57,920 --> 00:17:58,340
+أنا
+
+217
+00:18:01,960 --> 00:18:07,480
+هزي أخو مالاي خمسين سنة، و هزي أخو مالاي خمسين
+
+218
+00:18:07,480 --> 00:18:13,500
+سنة، و هزي أخو مالاي خمسين سنة، و حلم اللي عزيزي
+
+219
+00:18:13,500 --> 00:18:14,760
+دفع بالصحراوي
+
+220
+00:18:20,740 --> 00:18:31,260
+لو نزلت أبنائنا، ليش بقى أول أبنائنا؟
+
+221
+00:18:31,260 --> 00:18:35,700
+لو نزلت أبنائنا، مازلت أبنائنا بزياد أبنائنا أصلا
+
+222
+00:18:35,700 --> 00:18:41,990
+فيه جناح تستخدعي؟ مازلت أبناء؟ماذا زعلنا؟ انا
+
+223
+00:18:41,990 --> 00:18:47,210
+اتطلبه يا احمد ازعلنا على زيارة ابن احمد احمد احمد
+
+224
+00:18:47,210 --> 00:19:00,370
+احمد احمد احمد احمد احمد احمد احمد
+
+225
+00:19:23,230 --> 00:19:32,330
+تصور هذا المشهد؟ هذا مشهديحتوي على كثير من النقاط
+
+226
+00:19:32,330 --> 00:19:37,290
+جزء منها له علاقة بالأنماط جزء له علاقة ببداية
+
+227
+00:19:37,290 --> 00:19:41,550
+الدرس والجزء الثالث له علاقة بالوسائل التعليمية
+
+228
+00:19:41,550 --> 00:19:46,970
+المستخدمة خلّينا نسمع تعليقاتكم فضلاً أولاً، هناك
+
+229
+00:19:46,970 --> 00:19:54,180
+أعداد كبيرة في الدراسات التعليم المبارك في طفلطيب
+
+230
+00:19:54,180 --> 00:19:58,860
+يعني احنا لحظة ان الصف مكتظ ولا مش مكتظ؟ مكتظ كويس
+
+231
+00:19:58,860 --> 00:20:03,780
+لكن هل كانت المعلمة تسيطر على الصف؟ في عندها قدرة
+
+232
+00:20:03,780 --> 00:20:08,560
+على الضبط؟ كان عندها قدرة طيب تصوركم هذه المعلمة
+
+233
+00:20:08,560 --> 00:20:13,180
+أي نمط يمكن أن تكون عليها؟ ايش النمط اللي كانت
+
+234
+00:20:13,180 --> 00:20:18,550
+عليها المعلمة؟ الديمقراطيبتوافقوا على الكلام هذا و
+
+235
+00:20:18,550 --> 00:20:22,710
+انا اوافق كذا كذلك هي بالفعل طبعا وين السماده اللى
+
+236
+00:20:22,710 --> 00:20:26,270
+كانت عندنا فى النمط الديمقراطى مشاركة الطلبة
+
+237
+00:20:26,270 --> 00:20:32,250
+مشاركة الطلبة التحية السلام كويس القيم والاتجاهات
+
+238
+00:20:32,250 --> 00:20:36,870
+اللى حدث فى الأول مرة ايش أصبحنا و أصبح الملك لله
+
+239
+00:20:36,870 --> 00:20:40,670
+و الحمد لله اذا هي علمتهم قيمة كيف أصبحتوا و كيف
+
+240
+00:20:40,670 --> 00:20:43,950
+يردوا من واقع سنة الرسول عليه الصلاة والسلام ايش
+
+241
+00:20:43,950 --> 00:20:46,050
+كمان شغلات انتوا حاسينا إيجابية
+
+242
+00:20:50,130 --> 00:20:53,610
+إنما كانت تنتظر .. أه صحيح هذا كلام صحيح أنها
+
+243
+00:20:53,610 --> 00:20:57,150
+تشارك بناء على رغبة الطلبة و مشاركتهم طيب التفاعل
+
+244
+00:20:57,150 --> 00:21:05,570
+مع الصف .. تفاعل مع الطلبة كيف كان؟ إذا نستطيع أن
+
+245
+00:21:05,570 --> 00:21:09,030
+نقول أن البيئة النفسي اجتماعية كان هناك فيها تفاعل
+
+246
+00:21:09,030 --> 00:21:12,510
+بشكل كبير طب الوسائل التعليمية أو قبل الوسائل
+
+247
+00:21:12,510 --> 00:21:17,890
+التعليمية البيئة الصفية كبيئة صفية كيف؟ في وسائل
+
+248
+00:21:17,890 --> 00:21:23,950
+تعليمية مرتبةفي تاهوية و في نعرة؟ طيب و اللي في
+
+249
+00:21:23,950 --> 00:21:27,890
+فراغات بين السطور، إذا كمان بيأثر فيها كانت مرتبة
+
+250
+00:21:27,890 --> 00:21:33,550
+بشكل جيد؟ في طاولات و كراسي بإله حد ما مقبولة؟ طيب
+
+251
+00:21:33,550 --> 00:21:35,350
+إيش في كمان شغلات؟
+
+252
+00:21:38,510 --> 00:21:42,330
+نوعت في أساليب التعليم أول شغل استخدمت ايش الوسيلة
+
+253
+00:21:42,330 --> 00:21:46,650
+التعليمية من خلال خريطة خريطة فلسطين بتوضح عليها
+
+254
+00:21:46,650 --> 00:21:50,430
+ملونة توضح بالألوان طيب ايش كمان استخدمت وسيلة
+
+255
+00:21:50,430 --> 00:21:57,250
+تانيةالمسرح تمثلي عشان نزور النقب وهو أقرب لفهم
+
+256
+00:21:57,250 --> 00:22:03,350
+الطلبة أن هذا مشهد استهلالي بدأت فيه لتوظف هذه
+
+257
+00:22:03,350 --> 00:22:07,350
+المسرحية للوصول إلى أفهام وأذهان الطلبة بطريقة
+
+258
+00:22:07,350 --> 00:22:12,510
+كمان سلسة ومناسبة هذه نقات الأساسية طب إيش في نقات
+
+259
+00:22:12,510 --> 00:22:17,430
+سلبية شعرت فيها إدارة المعلمة للصف إيش في شغلة
+
+260
+00:22:17,430 --> 00:22:23,490
+سلبية هذه الأشياء الإيجابيةمن خلال ما عرض هذا
+
+261
+00:22:23,490 --> 00:22:28,390
+الشيء الإيجابي، ما هو الشيء السلبي، مش سلبي
+
+262
+00:22:28,390 --> 00:22:34,710
+بالمرانة؟ كان في
+
+263
+00:22:34,710 --> 00:22:38,550
+نوع من الفوضى أثناء مشاركات و لا لا؟ كان في نوع من
+
+264
+00:22:38,550 --> 00:22:44,810
+الفوضى، طيب إيش كمان؟ أيوة، في أحيانا كثير كان
+
+265
+00:22:44,810 --> 00:22:47,770
+كتير طلبة بيرغب مشاركة لكنها لا تستطيع أن تفيد
+
+266
+00:22:47,770 --> 00:22:51,130
+بهذه إيش، إحدث هذه المشاركات، إيش في شغلات تانية؟
+
+267
+00:22:51,670 --> 00:22:57,250
+ركزتوش يبدو انت كثير عدم الثناء على الطالب اتنان
+
+268
+00:22:57,250 --> 00:23:01,010
+إجابة كتير الطالبات أجابوا لكنها لم تكنش تثيب
+
+269
+00:23:01,010 --> 00:23:05,510
+الطالب ولا تعززه بشكل كبير جدا طيب نكتفي بهذا
+
+270
+00:23:05,510 --> 00:23:10,290
+القدر احنا طبعا عندنا اكتر من فيلم فيديو هنشوف
+
+271
+00:23:10,290 --> 00:23:14,270
+جوانب تانية لأنماط أخرى بس خلينا نرجع لمحاضرتنا
+
+272
+00:23:14,270 --> 00:23:26,990
+اللي هو البيئة الصفية بشكل كاملنعم فضليك طيب
+
+273
+00:23:26,990 --> 00:23:31,030
+عشان احنا نقول كيف يمكن المعلم الفلسطيني أو حتى
+
+274
+00:23:31,030 --> 00:23:35,370
+المعلم في الوطن العربي بشكل عام أن يقلع بالعام
+
+275
+00:23:35,370 --> 00:23:39,850
+الدراسي بنجاح وأن ينجح في تحقيق رسالته التعليمية و
+
+276
+00:23:39,850 --> 00:23:44,740
+التربويةوكيف يمكن أن يتعامل مع الواقع كما هو لا
+
+277
+00:23:44,740 --> 00:23:48,540
+نتحدث عن مثاليات ولا نتحدث عن نظريات ربما هي في
+
+278
+00:23:48,540 --> 00:23:52,160
+بريطانيا أحيانا أو أمريكا نحن نتحدث هنا في غزة
+
+279
+00:23:52,160 --> 00:23:56,420
+نتحدث مع صفوف مكتظة كيف يمكن المعلم أن يلامس هذا
+
+280
+00:23:56,420 --> 00:23:59,680
+الواقع ما الذي سيفعله المعلم ما هي المهارات التي
+
+281
+00:23:59,680 --> 00:24:03,880
+ينبغي أن يمتلكها المعلم حتى يكون قادرا على الوفاء
+
+282
+00:24:03,880 --> 00:24:08,400
+بهذا الواقع أو الوفاء لهذا الواقع بشكل أدق أول
+
+283
+00:24:08,400 --> 00:24:14,550
+حاجةينبغي المعلم أن يؤسس لبيئة آمنة مطمئنة وهذه
+
+284
+00:24:14,550 --> 00:24:21,390
+تكون منذ أن يبدأ الفصل أول محاضرة أول حصة أول قدوم
+
+285
+00:24:21,390 --> 00:24:25,290
+المعلم إلى الفصل لازم يؤسس لبيئة آمنة مطمئنة أي
+
+286
+00:24:25,290 --> 00:24:30,220
+بيئة آمنة مطمئنة؟ بيئة يسودها إيش؟ العنف؟و لا
+
+287
+00:24:30,220 --> 00:24:33,540
+يسودها العدل و يسودها التعاون و الحب و يسودها
+
+288
+00:24:33,540 --> 00:24:39,380
+الألفة حتى يعلم جميع الطلبة أنك كمعلمة لن تسمحي
+
+289
+00:24:39,380 --> 00:24:44,380
+بأي إذاء سيحدث لهم نعرف أن الطلبة يتفاوتوا هناك
+
+290
+00:24:44,380 --> 00:24:49,080
+طلاب شرسين و هناك طلاب ضعفاء الطالب ضعيف يحتاج إلى
+
+291
+00:24:49,080 --> 00:24:54,690
+حمايةيعني يرغب في الاعتداء على هذا الطالب ينبغي أن
+
+292
+00:24:54,690 --> 00:24:59,930
+يعلم أن هناك عقوبة ستقع عليه أن هو اعتدى إذا أول
+
+293
+00:24:59,930 --> 00:25:02,870
+حاجة أسس البيئة آمنة ومطمئنة هذه البيئة الآمنة
+
+294
+00:25:02,870 --> 00:25:05,930
+يشعر معها الطالب بالسعادة يشعر معها الطالب بالأمن
+
+295
+00:25:05,930 --> 00:25:10,050
+يشعر معها الطالب باللجوء إلى ركن يقويه وهذا ركن
+
+296
+00:25:10,050 --> 00:25:14,210
+ينبغي أن يكون ركن شديدا وسديدا في نفس الوقت النقطة
+
+297
+00:25:14,210 --> 00:25:17,450
+الثانية أظهر الاحترام والمحبة لطلابك وهي من
+
+298
+00:25:17,450 --> 00:25:22,650
+الشغلات اللي شفناها في الفيديو أن المعلمةلم تبدأ
+
+299
+00:25:22,650 --> 00:25:26,710
+لتعبر عن محبتها ولا عن تقديرها للطلاب ولا تبتسم
+
+300
+00:25:26,710 --> 00:25:31,610
+لهم هي حياتهم صحيح لكنه كان ينبغي عليها أن تعبر عن
+
+301
+00:25:31,610 --> 00:25:33,290
+حبها للطلبة
+
+302
+00:25:36,060 --> 00:25:40,460
+فيه نوع من الشعور العاطفي لدى المعلمة أنها سعيدة
+
+303
+00:25:40,460 --> 00:25:44,660
+بوجودها كأن تقول المعلمة أنا أحبكم أنا سعيدة جدا
+
+304
+00:25:44,660 --> 00:25:49,140
+بوجودي بينكم اليوم سيكون بإذن الله أفضل من أيام
+
+305
+00:25:49,140 --> 00:25:53,360
+أخرى لأننا مجتمعين الآن هنا في هذا الموقع لأننا
+
+306
+00:25:53,360 --> 00:25:58,780
+سنحقق طاعة لله عز وجل ورسوله ونحن نتعلم العلم هذه
+
+307
+00:25:58,780 --> 00:26:02,100
+التعبير عن السعادة التعبير عن الحب التعبير بتعبير
+
+308
+00:26:02,100 --> 00:26:06,960
+الوجه بالابتسامةبالرضا هذا سيعطيهم نوع من إياش و
+
+309
+00:26:06,960 --> 00:26:11,780
+سيساهم في تأسيس لبيئة أيضا آمنة مطمئنة و زي ما
+
+310
+00:26:11,780 --> 00:26:17,220
+يقولوا دائما إذا امتلكتم الحب امتلكتم الطاعة دائما
+
+311
+00:26:17,220 --> 00:26:23,300
+قول الشهر ان المحبة لمن يحب ايه مطيعه لذلك دائما
+
+312
+00:26:23,300 --> 00:26:28,420
+أنت قدم الحب أسسي لقيمثقي تماما ان مهما كتضط
+
+313
+00:26:28,420 --> 00:26:32,960
+الصفوف سيسمع الجميع لك بالعكس هيطيعوا امرك عن حب و
+
+314
+00:26:32,960 --> 00:26:37,820
+عن وزع ذاتي و ليس عن خوف و إجبار كما هو في النمط
+
+315
+00:26:37,820 --> 00:26:45,660
+التسلطي النقطة الثالثة انقل التوقعات الإيجابية
+
+316
+00:26:45,660 --> 00:26:50,440
+لطلابك قولي لهم ما الذي تحبين ان يكونوا عليه في
+
+317
+00:26:50,440 --> 00:26:55,940
+المستقبل القريب انا اتوقع منكم ان تكونوا ايشطالبات
+
+318
+00:26:55,940 --> 00:27:00,480
+ملتزمات بالمحاضرة أتوقع منكم أن تأتوا في وقت مبكر
+
+319
+00:27:00,480 --> 00:27:04,440
+أتوقع منكم أن تحصلوا على درجات عالية إذن هذه
+
+320
+00:27:04,440 --> 00:27:09,160
+التوقعات إيجابية لأن الطالب يرغب دائما أن يعلم ما
+
+321
+00:27:09,160 --> 00:27:15,240
+الذي يرضي إيش معلمه وحبيبه الذي أحبه حتى يفعل ما
+
+322
+00:27:15,240 --> 00:27:18,860
+لهذه التوقعات كثير منها ما نحتاج إلى من ينبهو ما
+
+323
+00:27:18,860 --> 00:27:22,540
+الذي ينبغي عليه فعلا لأن احنا نحتاج أحيانا نقول
+
+324
+00:27:22,540 --> 00:27:26,950
+كيف يمكن أن أرضيمن أحب فإذا جالي كيف أرضيه عيدل
+
+325
+00:27:26,950 --> 00:27:31,130
+سهلة قطعنا كثير من الأشواق لذلك ننقل التوقعات
+
+326
+00:27:31,130 --> 00:27:35,550
+الإيجابية حتى تمثل هذه التوقعات أنظمة واتجاهات
+
+327
+00:27:35,550 --> 00:27:41,110
+وقيم يلتزم بها الطلبة فيما بعد حدد الهدف من
+
+328
+00:27:41,110 --> 00:27:46,230
+الأنشطة الصفية دائما إذا حدد الهدف اليوم هدفنا
+
+329
+00:27:46,230 --> 00:27:50,920
+أيه؟نتعرف على .. بشكل عملي على أنماط الإدارة
+
+330
+00:27:50,920 --> 00:27:54,100
+الصفية و أي ان الأنماط أفضل و هدفنا بشكل عملي أن
+
+331
+00:27:54,100 --> 00:27:57,540
+نقياش ان شاء الله رب العالمين نتعلم كيف نتعامل مع
+
+332
+00:27:57,540 --> 00:28:02,100
+الصفوف المكتظة هذا هدفنا اذا .. اذا واضح الهدف
+
+333
+00:28:02,100 --> 00:28:05,220
+مانا ذلك ان الطالب سيكون مرتاح على الأقل و يساعد
+
+334
+00:28:05,220 --> 00:28:10,450
+لهذا الهدف كمان برضه المعلم اذا حط هدفسيحققه ويحضر
+
+335
+00:28:10,450 --> 00:28:14,470
+له ويخطط له من خلال تخطيط للوسائل التعليمية التي
+
+336
+00:28:14,470 --> 00:28:18,270
+سيستخدمها الأسلوب، الطريقة التي سيلقي بها
+
+337
+00:28:18,270 --> 00:28:22,290
+المحاضرة، إذا معنا ذلك تحديد الهدف مهم جدا وزي ما
+
+338
+00:28:22,290 --> 00:28:27,990
+قلنا إن العالم يفسح الطريق لمن يعرف إلى أين يتجه
+
+339
+00:28:31,680 --> 00:28:36,020
+طيب نجي استخدام استراتيجيات جذب الانتباه ساعة إلا
+
+340
+00:28:36,020 --> 00:28:43,120
+تلت زمن الحصة يستطيع الطالب أن يكون معك منتبها حتى
+
+341
+00:28:43,120 --> 00:28:49,300
+عشرين تلاتين دقيقة لكنه حتما سيشتت أو سيشتت أي
+
+342
+00:28:49,300 --> 00:28:52,400
+مؤثر ما انتباه هذا الطالب كيف يمكن أن نعيد هذا
+
+343
+00:28:52,400 --> 00:28:57,580
+الانتباه؟باستخدام استراتيجيات متعددة اللى جت
+
+344
+00:28:57,580 --> 00:29:01,480
+بالانتباه اولى هذه الاستراتيجيات الاستراتيجيات
+
+345
+00:29:01,480 --> 00:29:07,280
+المادية من انثلتها ايش حركات الجسم الصوت ونبرة
+
+346
+00:29:07,280 --> 00:29:11,260
+الصوت الوسائل التعليمية استخدام السبورة استخدام
+
+347
+00:29:11,260 --> 00:29:14,540
+العرض اذا هذه وسائل المادية تجدد الانتباه الفيديو
+
+348
+00:29:14,540 --> 00:29:18,700
+اللى عرضناه كلكم ما شاء الله يعني نفسكم كمله مش
+
+349
+00:29:18,700 --> 00:29:23,040
+هيك طيب الاستراتيجيات التحريضية ايش المقصود فيها
+
+350
+00:29:26,300 --> 00:29:31,940
+الستراتيجية التحريضية، ما المقصود فيها؟
+
+351
+00:29:31,940 --> 00:29:37,380
+أخيرًا، المعلومات معادلة لما ندلت الله هو يجعل
+
+352
+00:29:37,380 --> 00:29:41,360
+المعلم يلعب دور محام الشيطان، محام الشيطان الحاضر
+
+353
+00:29:41,360 --> 00:29:51,280
+إحنا ذكرنا مثل، ذكرنا مثل، قلنا إنه لو عرضنا عليكم
+
+354
+00:29:51,280 --> 00:29:56,260
+عرضًاو هذا العرض واقعي و فعلي بدأ أعرضه عليكم الآن
+
+355
+00:29:56,260 --> 00:30:02,260
+أننا ننوي عقد رحلة ترفيهية وتعليمية في ذات الوقت
+
+356
+00:30:02,260 --> 00:30:08,540
+مع شباب في شعبة 101 نخرج سويا إن شاء الله إلى مسبح
+
+357
+00:30:08,540 --> 00:30:13,240
+كويس و المطلوب منكم أن تلتزموا بالزي الرسمي في
+
+358
+00:30:13,240 --> 00:30:17,900
+السباحة إن شاء الله و أن يعني نحدث نوع من التفاعل
+
+359
+00:30:17,900 --> 00:30:24,530
+شو رأيكم مفقين إن شاء الله؟ليش؟ فيها إيش هاي؟ هذا
+
+360
+00:30:24,530 --> 00:30:31,810
+انفتاح، هذه نوع من التربية والحرية طيب، شفتوا كيف
+
+361
+00:30:31,810 --> 00:30:36,330
+أنتوا رفضتوا هذا العرض؟ لماذا؟ لأن القيم تبعتكم،
+
+362
+00:30:36,330 --> 00:30:40,970
+التربية، الأخلاق، الدين، يرفض هذا المنطق عشان هيك
+
+363
+00:30:40,970 --> 00:30:45,870
+يبقى فورا سنصل إلى قناعة أن الإختلاط إيش إذا نحن
+
+364
+00:30:45,870 --> 00:30:51,350
+نطرح ونلعب بدور محام الشيطاننطرح قضايا إذا قلنا
+
+365
+00:30:51,350 --> 00:30:55,050
+واحد زائد واحد يساوي تلاتة للطلبة سيرفضوا هذا
+
+366
+00:30:55,050 --> 00:31:00,190
+المنطق أليس كذلك؟ لماذا؟ لأن هذا المنطق مخالف لما
+
+367
+00:31:00,190 --> 00:31:06,230
+تعلموه ومخالف للقيم عشان هي نرسخ قيمة جديدة نريدها
+
+368
+00:31:06,230 --> 00:31:11,470
+في الدرس وهي تعكس حقيقة علميةبطرح نائش حقيقة
+
+369
+00:31:11,470 --> 00:31:15,230
+مخالفة لتلك القناعة اللي هي سابقة عندنا الطالب
+
+370
+00:31:27,470 --> 00:31:32,970
+الستراتيجية العاطفية وهي أن تعبر المعلم أو المعلم
+
+371
+00:31:32,970 --> 00:31:36,290
+عن حبه للطلاب أن ينادى الطلاب بحب الأسماء إليهم
+
+372
+00:31:36,290 --> 00:31:41,650
+جميعنا يحب أن يحفظ المعلم اسمه وكثير مننا من يسعد
+
+373
+00:31:41,650 --> 00:31:45,530
+إذا ما خاطبه المعلم باسمه وربما عند الشباب لو قلنا
+
+374
+00:31:45,530 --> 00:31:48,910
+أبو محمد أو أبو خالد أو أبو عبيدة أو أبو مصعب
+
+375
+00:31:48,910 --> 00:31:52,250
+حيسعد أكتر بس عند الفتيات لأ بتحب اسمها مش هيك
+
+376
+00:31:54,900 --> 00:31:58,420
+الستراتيجية العاطفية أيضًا مهمة لاستخدامها ونحن
+
+377
+00:31:58,420 --> 00:32:04,780
+هنا نحذر المعلم أن ينادي الطالب
+
+378
+00:32:04,780 --> 00:32:09,800
+كأنه نكرة أو يناديه باسم عائلته أو يناديه بلقبنحذر
+
+379
+00:32:09,800 --> 00:32:14,000
+من هذا المفهوم لأنه هذا المفهوم يعني سيفقد الطالب
+
+380
+00:32:14,000 --> 00:32:18,220
+الدافعية سيفقد الطالب حبه للمعلم وسيبدأ المعلم أو
+
+381
+00:32:18,220 --> 00:32:21,560
+الطالب يعني يحاول أن يتخلص من هذا الموقف الذي لا
+
+382
+00:32:21,560 --> 00:32:27,300
+يرغبه لذا دائما القيادات العمل التربوي القادة حتى
+
+383
+00:32:27,510 --> 00:32:31,490
+قاد الدول يحرص على أن ينادي الناس أو يحفظ الأسماء
+
+384
+00:32:31,490 --> 00:32:35,610
+ويناديهم ويسأل عنهم دائما جاذبات الانتباه
+
+385
+00:32:35,610 --> 00:32:40,610
+التوكيدية إذا السيراتيجية الرابعة قولنا إنها مادية
+
+386
+00:32:40,610 --> 00:32:44,890
+تحريضية عاطفية ثم جاذبات الانتباه التوكيدية كأنا
+
+387
+00:32:44,890 --> 00:32:50,130
+أقول لكمانتبهوا هذه النقطة ستأتي في الامتحان سجلوا
+
+388
+00:32:50,130 --> 00:32:54,390
+هذا السؤال هذا سيأتي في الامتحان فورا كلنا سننتبه
+
+389
+00:32:54,390 --> 00:32:58,990
+لهذه النقطة لأنه حرصين على إيش هتان النقطتان
+
+390
+00:32:58,990 --> 00:33:03,210
+مهمتان انتبهوا الجيات النقطتان كتير مهمات إذا
+
+391
+00:33:03,210 --> 00:33:06,790
+استخدام هذا الموضوع من شأنه أن يجذب الانتباه طبعا
+
+392
+00:33:06,790 --> 00:33:10,010
+جذب الانتباه له مجموعة من الوسائل ينبغي على المعلم
+
+393
+00:33:10,010 --> 00:33:13,590
+أو السلوكيات ينبغي على المعلم أن يسعى إليها أحد
+
+394
+00:33:13,590 --> 00:33:20,530
+هذه النقاطراقب انتباه الطالب خلال الدرس لأنه دائما
+
+395
+00:33:20,530 --> 00:33:25,170
+الطالب يحاول ان يهرب من نظرات المعلم فإذا ما وجد
+
+396
+00:33:25,170 --> 00:33:28,810
+انه اه و الله منتبه او مش منتبه و أنه نظرة ما
+
+397
+00:33:28,810 --> 00:33:34,700
+سترمق هذا الطالب وس ترقبه في تحركاته سيبدأ يحاولأن
+
+398
+00:33:34,700 --> 00:33:40,120
+يبدي للمعلم أنه إيش منتبه يعني هذه إطار معروف نفسي
+
+399
+00:33:40,120 --> 00:33:43,240
+أن الطالب إذا شعر بالرقابة معناه حيظله إيش حتى
+
+400
+00:33:43,240 --> 00:33:46,840
+يومق برأسه أنه آه آه ماشي أنا معاك ماشي الحال بغض
+
+401
+00:33:46,840 --> 00:33:50,620
+النظر هذا يرجع إلى أسلوب المعلم إلى أي مدى بفهم أو
+
+402
+00:33:50,620 --> 00:33:54,480
+فاهمش متمكن من مادته العلمية أو غير متمكن حافظي
+
+403
+00:33:54,480 --> 00:33:58,160
+على سرعة وقت يرتد الدرس ما المقصود بسرعة وقت يرتد
+
+404
+00:33:58,160 --> 00:33:58,760
+الدرس؟
+
+405
+00:34:01,300 --> 00:34:06,580
+سرعة واترت الدرس، إيش المقصود؟
+
+406
+00:34:06,580 --> 00:34:10,420
+سرعة
+
+407
+00:34:10,420 --> 00:34:16,390
+واترت الدرس هو التوسط في إعطاءالمعلومات بحيث أنه
+
+408
+00:34:16,390 --> 00:34:20,390
+المعلومات البديهية لا قطيل الشرح فيها وحتى لا أصل
+
+409
+00:34:20,390 --> 00:34:23,630
+إلى حد الإشباع مع الطالب أيضًا المعلومات الصعبة لا
+
+410
+00:34:23,630 --> 00:34:26,670
+أسرع فيها يعني المعلومات الصعبة بدها إعادة مرة و
+
+411
+00:34:26,670 --> 00:34:29,410
+مرة تانية و تلاتة المفترض أن أعيدها المعلومة
+
+412
+00:34:29,410 --> 00:34:34,270
+البديهية لما أجي أقول والله عاصمة غزة أيش؟ بديهية
+
+413
+00:34:34,270 --> 00:34:38,470
+هاي؟ في عاصمة غزة؟ مالكم طب انتبهوا معانا شوفوا
+
+414
+00:34:38,470 --> 00:34:41,470
+إذا قلنا عاصمة فلسطين كما في الدرس كلكوا هتقول
+
+415
+00:34:41,470 --> 00:34:46,510
+القدس مش محتاجة لشرح كتيرإذا الإطار البديهي ينبغي
+
+416
+00:34:46,510 --> 00:34:49,670
+اللي يقف عليه المعلم كثيرا في حين أن القضايا اللي
+
+417
+00:34:49,670 --> 00:34:53,070
+تحتاج إلى تركيز ينبغي أن إيش يحاول أن يركز عليها
+
+418
+00:34:53,070 --> 00:34:57,190
+ويأخذ وقت اسألي أسئلة خص حياة الطلبة يا الله ما
+
+419
+00:34:57,190 --> 00:35:04,510
+أجملها جدا أن تسألي مثلا طالبة لديكي استشهد والدها
+
+420
+00:35:04,510 --> 00:35:09,070
+تسأليها و تقولي لها كيف معنوياتك؟ كيف معنويات أمك؟
+
+421
+00:35:09,070 --> 00:35:11,630
+شو أخبار الأهل؟ شو عاملين ان شاء الله؟ ان شاء الله
+
+422
+00:35:11,630 --> 00:35:16,370
+تساعدوا القصة أكترطب انت اه لما أبوكي بعت معاك
+
+423
+00:35:16,370 --> 00:35:21,070
+الصدقات للفقراء في داخل المدرسة كيف؟ يعني شعرت
+
+424
+00:35:21,070 --> 00:35:25,810
+بفخر واعتزاز؟ اسأليه أسئلة تخص حياة الطلبة لأن ما
+
+425
+00:35:25,810 --> 00:35:29,270
+يخص حياتهم جزء من التفاعل الاجتماعي والنفسي داخل
+
+426
+00:35:29,270 --> 00:35:32,330
+البيئة الصفية هذا سيشعره بإنك انت مهتم فيه وبتسألي
+
+427
+00:35:32,330 --> 00:35:35,470
+عن قضايا حتى إيه لها علاقة في البعد الاجتماعي وليس
+
+428
+00:35:35,470 --> 00:35:39,330
+لها علاقة في البعد الأكاديمي فقطهذا أمر كتير مهم
+
+429
+00:35:39,330 --> 00:35:43,550
+أيضا من النقاط التي تساعد المعلم على جذب انتباه
+
+430
+00:35:43,550 --> 00:35:48,570
+الطلبة الاستفادة من أساليب التعلم الذاتي ماذا نقصد
+
+431
+00:35:48,570 --> 00:35:54,930
+بأساليب التعلم الذاتي انت معلمة في فصل مكتظ و بدك
+
+432
+00:35:54,930 --> 00:35:59,810
+تراعي الانتباه و بدك تحقق ضبط الصف ثم نقول لك
+
+433
+00:35:59,810 --> 00:36:03,050
+استفيد من أساليب التعلم الذاتي ماذا نقصد اه اتفضل
+
+434
+00:36:06,210 --> 00:36:10,070
+أول حاجة يعني أنا بدي أحاول قدر الإمكان حتى لا
+
+435
+00:36:10,070 --> 00:36:13,410
+أضيع الوقت كثيرا أنه أحاول أستخدم وسائل تعليمية
+
+436
+00:36:13,410 --> 00:36:17,050
+متطورة زي ال model مثلا لكن أنا داخل الصف هذا
+
+437
+00:36:17,050 --> 00:36:21,150
+الكلام برا الصف داخل الصف الآن كيف أستفيد لأدير
+
+438
+00:36:21,150 --> 00:36:26,210
+العملية التعليمية اتفضلي اتفضلي اتفضلي وحدك ايوا
+
+439
+00:36:26,210 --> 00:36:29,950
+انا الآن بدي احضر للدرس او بدي اعلق وسيلة تعليمية
+
+440
+00:36:29,950 --> 00:36:33,660
+الفترة الدقيقتين او التلاتة اللي انابيكون وجهي
+
+441
+00:36:33,660 --> 00:36:38,940
+لصبورة أكيداش بديكون هنا بديكون في فوضىحتى لا تحدث
+
+442
+00:36:38,940 --> 00:36:42,640
+هذه الفوضى المفترض أنه يا بنات راجعا كنا نفتح على
+
+443
+00:36:42,640 --> 00:36:46,000
+الدرس نقرأه قراءه صامتا أو بوزق البطاقات التعليمية
+
+444
+00:36:46,000 --> 00:36:49,660
+أو بعطي أسئلة ومطلوب انحلها خلال دقيقتين بكون أنا
+
+445
+00:36:49,660 --> 00:36:53,840
+إيش انت بحت دي أحضر للنقطة التالية التي تالي
+
+446
+00:36:53,840 --> 00:36:56,880
+النقطة الأولى في الدرس إذا استفادة من أساليب
+
+447
+00:36:56,880 --> 00:37:00,220
+التعلم ذاتي كالبطاقات التعليمية الرزم الحقيبة
+
+448
+00:37:00,220 --> 00:37:04,360
+الإشغال في القراءه الصامتة النشاط التعاوني حل
+
+449
+00:37:04,360 --> 00:37:08,760
+التمرينات دي كله إيشتعليم أو تعلم ذاتي أسرير تعلم
+
+450
+00:37:08,760 --> 00:37:13,120
+ذاتي أيضًا نوعي من الأسئلة المطروحة بحيث تتضمن
+
+451
+00:37:13,120 --> 00:37:16,740
+أشكال انتراعي قدرات الطلبة وميولهم مانفعش نظل نسأل
+
+452
+00:37:16,740 --> 00:37:20,200
+السؤال بنفس الطريقة مين جاوب وخلاص وهذا من
+
+453
+00:37:20,200 --> 00:37:24,040
+السلبيات اللي شفناها في مقطع الفيديو أنه كانت لا
+
+454
+00:37:24,040 --> 00:37:27,560
+تنوع من الأسئلة المطروحة كانت تحاول بس تسأل وخلاص
+
+455
+00:37:27,560 --> 00:37:30,860
+حتى ترثق بعض المعلومات لكن في شغلات تانية إلها
+
+456
+00:37:30,860 --> 00:37:34,080
+علاقة بأشكال أخرى يمكن من خلالها أنه نوع في
+
+457
+00:37:34,080 --> 00:37:39,600
+الأسئلة زي إيش الأشكال هذهيعني هل ممكن أن نتحدث عن
+
+458
+00:37:39,600 --> 00:37:44,540
+لعبة تعليمية؟ مين يحلها؟ لعبة تعليمية ماني يجيد
+
+459
+00:37:44,540 --> 00:37:49,520
+هذه الحركة ولها علاقة بالدرس؟ أكيد، ألعاب تعليمية
+
+460
+00:37:49,520 --> 00:37:52,240
+مش هاخدنا اللعب التعليمية وقلنا أن الألعاب
+
+461
+00:37:52,240 --> 00:37:57,060
+التعليمية هي slope تربوي يرسخ المعلومات بطريقة
+
+462
+00:37:57,060 --> 00:38:01,980
+أفضل وتراعي بعض الناس شاطرة مهاريا وجسديا، ما شاء
+
+463
+00:38:01,980 --> 00:38:06,440
+الله عليها لكنه لو سألتي سؤال مجرد مش هتعرفزي
+
+464
+00:38:06,440 --> 00:38:10,360
+التمثيل مثلا و هكذا إذا ينبغي على المعلم أن ينوع
+
+465
+00:38:10,360 --> 00:38:14,200
+من الأسئلة المطروحة زي مسابقات زي مثلا أعطي ورقة
+
+466
+00:38:14,200 --> 00:38:18,260
+لحل بعض القضايا و إكمال يعني هذا التنويع منشأنه أن
+
+467
+00:38:18,260 --> 00:38:23,500
+يبدأ أو يأخذ الطالب نحو الانتباه الدائم في الصفر
+
+468
+00:38:23,500 --> 00:38:29,140
+اطرح السؤال ثم اختاري من يجيب على هذا السؤال بعد
+
+469
+00:38:29,140 --> 00:38:37,400
+خمس ثواني لماذا؟ انت حضرت المحاضرة دي اه؟معناه؟ و
+
+470
+00:38:37,400 --> 00:38:40,960
+لا أنت تتخدم معايا في المدخل؟ لأ لأ غريبة طيب
+
+471
+00:38:40,960 --> 00:38:46,860
+تفضلي معروف
+
+472
+00:38:46,860 --> 00:38:55,620
+أن الخمس ثواني و ليس دقائق خمس
+
+473
+00:38:55,620 --> 00:38:57,120
+ثواني
+
+474
+00:39:04,830 --> 00:39:07,770
+لحظة يا جماعة نحن نقسم الطلبة إلى إيش؟ ثلاث
+
+475
+00:39:07,770 --> 00:39:11,830
+مستويات، مظبوط؟ أو ثلاثة مستويات؟ المستوى الأول هو
+
+476
+00:39:11,830 --> 00:39:16,010
+مستوى الموهوبين، أذكياء و هذا و أنت بتحكي السؤال
+
+477
+00:39:16,010 --> 00:39:19,910
+إيش؟ قادر على الإجابة المستوى الثاني هو المستوى
+
+478
+00:39:19,910 --> 00:39:22,990
+المتوسط و اللي بيحاول ال 70% من الطلبة بيكونوا
+
+479
+00:39:22,990 --> 00:39:27,190
+إيش؟ على هذا المنطق هذا بيحتاج إلى الخمس ثواني حتى
+
+480
+00:39:27,190 --> 00:39:33,490
+يفكر و يستحضر مقصود السؤال ثم إيش؟ يدلي بالإجابة
+
+481
+00:39:33,890 --> 00:39:37,330
+النمط التاريثي اللي هو اياش بطيطة علموا ليه أحيانا
+
+482
+00:39:37,330 --> 00:39:41,470
+يوفق في الإجابة مع المتوسط و أحيانا لا يوفق شفنا
+
+483
+00:39:41,470 --> 00:39:45,750
+كيف لذلك الخمس ثواني حتى لا نخدم الحقوق الأغلبية
+
+484
+00:39:45,750 --> 00:39:50,850
+اللي هي 70% من المشاركة و الإجابة وهذه من السلبيات
+
+485
+00:39:50,850 --> 00:39:53,790
+احنا طبعا مش في مهارات تدريس الآن لكن انا يعني على
+
+486
+00:39:53,790 --> 00:39:57,990
+الأقل ان هي كانت مجرد ما تسأل اياش تروح اياش يقول
+
+487
+00:39:57,990 --> 00:40:02,980
+كلهم انا انا و يجاوبوافتعطيهم الفرصة لكن لعله خير
+
+488
+00:40:02,980 --> 00:40:10,860
+أحيانا الواحد بيكون مش منتبه لهذه النقاط أيضا
+
+489
+00:40:10,860 --> 00:40:15,760
+الاستفادة من أسلوب تعليم الأقران تعليم الأقران
+
+490
+00:40:15,760 --> 00:40:18,300
+المقصود فيه هو استثمار
+
+491
+00:40:20,010 --> 00:40:25,330
+الطلبة الموهوبين أو المتقدمين علميا في تعليم زملاء
+
+492
+00:40:25,330 --> 00:40:30,230
+لهم إياش بطيء تعلم أو حتى متوسطين تعلم لذلك
+
+493
+00:40:30,230 --> 00:40:34,290
+مجموعات الأقران اللي توزع داخل الصفوف هدفها
+
+494
+00:40:34,290 --> 00:40:39,350
+الأساسي هو إحداث نوع من التفاعلبين الطلبة ثم أيضا
+
+495
+00:40:39,350 --> 00:40:43,050
+نقل التجربة والمهارة ومساعدة من المعلم معقول
+
+496
+00:40:43,050 --> 00:40:48,010
+المعلم يلاحق 45 طالبة يحاول يناقشها ويحاور هذه
+
+497
+00:40:48,010 --> 00:40:52,550
+ويعطي هذه سؤال ويشارك هذه طبعا هذا الأمر يصعب لذلك
+
+498
+00:40:52,550 --> 00:40:56,650
+هو يسعين بمجموعة من الطلاب الشاطرين اللي يعلموا
+
+499
+00:40:56,650 --> 00:41:02,670
+زملائهم ويستفيد من هذا الوقت أيضا ركزي على تعليم
+
+500
+00:41:02,670 --> 00:41:09,510
+الطلبة كيف يتعلمون ذاتيابتعرفوا قصة أو المثل
+
+501
+00:41:09,510 --> 00:41:16,090
+الصيني الذي يقول اش لا تطعمني سمكة ولكن علمني كيف
+
+502
+00:41:16,090 --> 00:41:23,470
+أصطاد انت معلمة لغة انجليزية عندك طالبة او مجموعة
+
+503
+00:41:23,470 --> 00:41:28,970
+طالبة كل يوم بيسألوكي سؤال عن كلمة جديدة عندهم
+
+504
+00:41:28,970 --> 00:41:34,520
+تتوقع ان انت هتجاوبي على هذه الأسئلةلكن الطريقة
+
+505
+00:41:34,520 --> 00:41:38,640
+الأمثل في التعامل مع هذا الشيء أنه نعلمهم إيش؟ كيف
+
+506
+00:41:38,640 --> 00:41:41,900
+يتعاملوا مع القموس؟ كيف يصلوا المكتبة؟ كيف
+
+507
+00:41:41,900 --> 00:41:45,390
+يستفيدوا من ال internet في الترجمة؟طبعا هذا التعلم
+
+508
+00:41:45,390 --> 00:41:48,770
+الذاتي إيش بيعمل؟ بيعمل فيه نوع من إيش الوقت
+
+509
+00:41:48,770 --> 00:41:52,670
+المتاح إليك إنك تنفذي أشياء أكتر من الموضوع ثم
+
+510
+00:41:52,670 --> 00:41:57,510
+أيضا يبني لدى الطالب شخصيته مهارة سيستفيد منها
+
+511
+00:41:57,510 --> 00:42:00,510
+طوال حياته يعني بدل ما هو أنت تقعد كل مرة تقعد
+
+512
+00:42:00,510 --> 00:42:04,810
+تعطيه شيء لأ .. لأ اعطيه يشتهد بالعكس هو سيرسخ هذا
+
+513
+00:42:04,810 --> 00:42:08,550
+العلم و دايما الشغل اللي بتتعب فيها ترسخ علمك فيها
+
+514
+00:42:08,550 --> 00:42:12,660
+بشكل أفضل أكيدأيضًا الإفادة من مرافق المدرسة في
+
+515
+00:42:12,660 --> 00:42:16,240
+توصية غرفة الصف معروف أن المدرسة مرافق مثل
+
+516
+00:42:16,240 --> 00:42:21,810
+المكتبة، المسجد، مختبر الكمبيوتر، مختبرات علميةمهم
+
+517
+00:42:21,810 --> 00:42:26,730
+للمعلم و بالذات معلمين الصف انهم ايش انهم يبدأوا
+
+518
+00:42:26,730 --> 00:42:30,190
+يحاولوا قدر المكان يوسعوا من المدرسة هذا الصف مكتظ
+
+519
+00:42:30,190 --> 00:42:33,330
+باخدهم على المكتبة المكتبة ما شاء الله واسعة بدأ
+
+520
+00:42:33,330 --> 00:42:36,370
+انافذ حصة من الحصص اللي لها علاقة بالمكتبة استخدم
+
+521
+00:42:36,370 --> 00:42:41,490
+الكتب اذا او استخدم المختبر و هكذا اللجوء إلى جدول
+
+522
+00:42:41,490 --> 00:42:45,470
+دراسي مرن بحيث انه كثير من الأنشطة اللتي تحتاج إلى
+
+523
+00:42:45,470 --> 00:42:49,380
+مش حصة واحدة حصتين و تلاتة انافذ فيها النشاطأشي
+
+524
+00:42:49,380 --> 00:42:52,660
+بدأ أعرض فيه فيديو، أشي بدأ ألعب تعليمية فبروح أنا
+
+525
+00:42:52,660 --> 00:42:55,860
+لمدير لمدير المدرسة أو بنسق مع بعض المدرسين بحيث
+
+526
+00:42:55,860 --> 00:43:02,600
+أنه أاخد حصص متتالية وأنفذ فيها هذا الموضوع أخيرًا
+
+527
+00:43:02,600 --> 00:43:05,800
+قومي بالانتقاء العشوائي للطلبة للإجابة على الأسئلة
+
+528
+00:43:05,800 --> 00:43:09,520
+وهنا بدأ أقف على سؤال حتى يعني ان شاء الله نصل إلى
+
+529
+00:43:09,520 --> 00:43:14,580
+النهاية هل هذا الأسلوب هو أسلوب صحيح ولا خطأ؟
+
+530
+00:43:14,580 --> 00:43:17,260
+أسلوب الانتقاء العشوائي للطلبة للإجابة على الأسئلة
+
+531
+00:43:17,260 --> 00:43:18,380
+أسلوب صحيح ولا خاطر؟
+
+532
+00:43:22,170 --> 00:43:32,010
+طيب طب ليش احنا حاطينه هيك؟ طيب
+
+533
+00:43:32,010 --> 00:43:35,270
+انا بدي اسأل سؤال تاني لحظة شوية انا بدي اسأله
+
+534
+00:43:35,270 --> 00:43:38,350
+بطريقة تانية اذا بتتكرموا انا بدي اسأله بطريقة
+
+535
+00:43:38,350 --> 00:43:43,610
+تانية متى يسمح للمعلم ان يلجأ الانتقاء العشوائي
+
+536
+00:43:43,610 --> 00:43:45,750
+للطلب اللي اجاب على الأسئلة متى يسمح؟
+
+537
+00:43:50,070 --> 00:43:57,870
+لأ فضل حكت
+
+538
+00:43:57,870 --> 00:44:01,850
+أزملتكوا شغلة أول نقطة لإحداث التفاعل أحيانا بعض
+
+539
+00:44:01,850 --> 00:44:04,250
+الطلبة أنا عارف شاطرة يعني أنا بعرف بعض الطالبات
+
+540
+00:44:04,250 --> 00:44:07,850
+ماشاء الله عليهم ممتازات جدا ومحبوش يشاركوا لأ أنا
+
+541
+00:44:07,850 --> 00:44:11,270
+بدي أهم يشاركوا عشان يتفاعلوا وحتى يفيدوا ويغيرهم
+
+542
+00:44:11,270 --> 00:44:14,790
+من الطلبة أنا متأكدة أنها تجاوب إذا إيش إذا سألتها
+
+543
+00:44:14,790 --> 00:44:20,560
+على النقيد إذا كان طالب إيش ووضعه صعبضعيف بروح
+
+544
+00:44:20,560 --> 00:44:25,120
+بنتقيله سؤال ادرك تماما و بالعكس متيقن تماما ان هو
+
+545
+00:44:25,120 --> 00:44:29,140
+هيجاوب هذا السؤال عشان احدثله نوع من الاش الحافظ و
+
+546
+00:44:29,140 --> 00:44:32,960
+التشجيع النقطة التالتة استهداف قيادات السوق ايش
+
+547
+00:44:32,960 --> 00:44:37,380
+قيادة السوق في الصفر؟ المشاغبين اللي بيحدثوا فوضى
+
+548
+00:44:37,380 --> 00:44:40,900
+اللي عاملين حالهم ما شاء الله زعران هدول بيحتاجوا
+
+549
+00:44:40,900 --> 00:44:45,630
+مني الاحراج احياناحتى إيش يعني أعطيهم نوع من
+
+550
+00:44:45,630 --> 00:44:48,870
+الإحراج بقوله تفضل جاوب عشان أورجيه أنه انت شايف
+
+551
+00:44:48,870 --> 00:44:52,410
+هيك بس شاطر فيها في المشاغبة فقط إذا هذا ال ..
+
+552
+00:44:52,410 --> 00:44:55,710
+التلت حالات اللي أنا بقدر أستخدم فيها الموضوع نقف
+
+553
+00:44:55,710 --> 00:44:59,170
+عند مشكلات الكثافة الصفية ان شاء الله اللي هي
+
+554
+00:44:59,170 --> 00:45:02,070
+عندنا مشكلات تعليمية في المحاضرة القادمة نتناولها
+
+555
+00:45:02,070 --> 00:45:04,250
+ان شاء الله رب العالمين أشكركم لحسن الاسماع و
+
+556
+00:45:04,250 --> 00:45:05,550
+بعارف الله فيكم و السلام عليكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..15f7bb039f145da7f0d994f30b99f9d69217e413
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/FiV0j_uYcuI_raw.srt
@@ -0,0 +1,2224 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,550 --> 00:00:16,070
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,070 --> 00:00:19,510
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,510 --> 00:00:24,510
+وعلى آله وصحبه والسلام أجمعين أما بعد في هذا اليوم
+
+5
+00:00:24,510 --> 00:00:29,490
+ان شاء الله سنشرح في هذه المحاضرة في الفصل الثاني
+
+6
+00:00:29,490 --> 00:00:34,170
+عن المناخ الصفي ويقصد بالمناخ الصفي أو البيئة
+
+7
+00:00:34,170 --> 00:00:41,330
+الصفيةأنها هي البيئة المادية والنفس الاجتماعية
+
+8
+00:00:41,330 --> 00:00:46,230
+التي يعيش فيها ومن خلالها الطالب في جو تعليمي
+
+9
+00:00:46,230 --> 00:00:52,650
+تعلمي يسعى فيه المعلم إلى إكسب الطالب مهارات معارف
+
+10
+00:00:52,650 --> 00:00:57,110
+وقيم واتجاهات سلوكية مرغوب بها
+
+11
+00:00:59,990 --> 00:01:04,390
+نلاحظ أن أي بياصفية تتكون من جانبين جانب مادي
+
+12
+00:01:04,390 --> 00:01:10,870
+وجانب نفسي، جانب التفاعلات، الاتصال، جانب العلاقة
+
+13
+00:01:10,870 --> 00:01:15,590
+ما بين المعلم والطلبة، العلاقة بين الطلبة أنفسهم،
+
+14
+00:01:15,590 --> 00:01:20,530
+مادي ولا نفسي أو اجتماعي، اذا هي تفاعلات اجتماعية
+
+15
+00:01:20,960 --> 00:01:25,780
+هو تفاعلات لها علاقة بالتواصل أما المادية أو
+
+16
+00:01:25,780 --> 00:01:29,420
+البيئة المادية فيمكن أن نتعرف من خلال إيش؟ فضل
+
+17
+00:01:30,900 --> 00:01:34,760
+الإضاءة، التهوية، كل المخدرات والموارد والإمكانات
+
+18
+00:01:34,760 --> 00:01:40,240
+المادية التي يمكن أن تجمع البيئة الصفية هي عبارة
+
+19
+00:01:40,240 --> 00:01:45,080
+عن بيئة مادية عشان بس شوية ندخل في تفاصيل أوظ و
+
+20
+00:01:45,080 --> 00:01:49,540
+أوفة في هذا المجال جيد أن نتعرف على المفهوم
+
+21
+00:01:49,540 --> 00:01:54,780
+الأساسي للبيئة الصفيةأول حاجة للبيئة الصفية هي
+
+22
+00:01:54,780 --> 00:01:58,880
+البيئة التي تتفاعل فيها جميع الظروف كما قلنا
+
+23
+00:01:58,880 --> 00:02:04,060
+النفسية والاجتماعية ثم الظروف البيئية أو العوامل
+
+24
+00:02:04,060 --> 00:02:09,760
+البيئية السائدة داخل الصف الدراسي وتشمل علاقات
+
+25
+00:02:09,760 --> 00:02:15,840
+قائمة بين المعلم والطلبة وبين الطلبة بعضهم مع بعض
+
+26
+00:02:17,310 --> 00:02:21,250
+لذلك إذا تحدثنا عن البيئة المادية لدينا كثير من
+
+27
+00:02:21,250 --> 00:02:23,850
+القضايا التي يمكن أن نطرحها في هذا المجال ما هي
+
+28
+00:02:23,850 --> 00:02:29,430
+أهم سمات البيئة المادية الفاعلة أو بعبارة أخرى ما
+
+29
+00:02:29,430 --> 00:02:34,310
+هي مميزات أو السمات التي ينبغي أن تتوفر أو الخصائص
+
+30
+00:02:34,310 --> 00:02:37,730
+التي ينبغي أن تتوفر داخل البيئة الصفية حتى نحكم
+
+31
+00:02:37,730 --> 00:02:40,530
+على أن هذا الصف بيئة المادية بيئة جيدة
+
+32
+00:02:48,730 --> 00:03:00,190
+فضلي فضلي بداية
+
+33
+00:03:00,190 --> 00:03:06,220
+أن تكون المقاعد في حالةجيدة تراعي المعايير الصحية
+
+34
+00:03:06,220 --> 00:03:10,400
+في إنشائها يعني لما نجي نتحدث عن مقعد يجلس عليه
+
+35
+00:03:10,400 --> 00:03:13,200
+الطالب حوالي ست ساعات أو خمس ساعات في اليوم
+
+36
+00:03:13,200 --> 00:03:16,880
+الدراسي نتخيل أن هذا المقعد ينبغي أن يكون مصمم
+
+37
+00:03:16,880 --> 00:03:23,360
+بطريقة إيه مناسبة مريحة للطالب تراعي إيش المعايير
+
+38
+00:03:23,360 --> 00:03:28,010
+الصحية الأساسية التي وضعت في هذا المجالأه انه
+
+39
+00:03:28,010 --> 00:03:33,270
+مايكونش الجسم مثني مايكونش الجسم بشكل عمودي بحاول
+
+40
+00:03:33,270 --> 00:03:36,710
+يراعي أنه هذا قصير و هذا طويل و هكذا طيب هذا أول
+
+41
+00:03:36,710 --> 00:03:42,690
+شي المقاعد اه شرايك الطلبة احنا قاعدين نحكي عن دور
+
+42
+00:03:42,690 --> 00:03:45,210
+الاشي المعلم لأ أنا بتحدث عن البيئة الصفية كيف
+
+43
+00:03:45,210 --> 00:03:51,750
+يمكن لنا أن نتخيلها اه طلع شرايكوا في كلونه فضلي
+
+44
+00:03:56,030 --> 00:04:00,510
+إذا ينبغي أن يكون الطلاق يتناسب مع إيش، مع الرؤية،
+
+45
+00:04:00,510 --> 00:04:03,690
+و بالعادة دائما طلاق المدارس أو البيئة الصفية
+
+46
+00:04:03,690 --> 00:04:08,370
+بيكون أبيض أو لون فاتح يتيح للطلاب أن يعكس إنارة
+
+47
+00:04:08,370 --> 00:04:12,990
+كافية و لا يتهيب نظرهم طيب الإضاءة؟ إضاءة، فضليه،
+
+48
+00:04:12,990 --> 00:04:17,310
+بوضع برنامج للسيانة .. احنا هنا لا نتحدث عن دور
+
+49
+00:04:17,310 --> 00:04:21,250
+المعلمة، نتحدث عن المعايير المطلوبة لوجود إضاءة
+
+50
+00:04:21,250 --> 00:04:26,410
+مثلا إيش معيير؟ إضاءة إيش مالها؟مناسبة .. مناسبة
+
+51
+00:04:26,410 --> 00:04:27,750
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+52
+00:04:27,750 --> 00:04:30,010
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+53
+00:04:30,010 --> 00:04:30,850
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+54
+00:04:30,850 --> 00:04:33,190
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+55
+00:04:33,190 --> 00:04:37,390
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+56
+00:04:37,390 --> 00:04:39,330
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+57
+00:04:39,330 --> 00:04:41,850
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+58
+00:04:41,850 --> 00:04:46,910
+.. مناسبة .. مناسبة .. مناسبة .. مناسبة .. مناسبة
+
+59
+00:04:46,910 --> 00:04:53,940
+.. مناسبة .. مناسبة .. مناسبةإذا هذه الجوانب كلها
+
+60
+00:04:53,940 --> 00:04:57,120
+بالإضافة للمساحات توزيع البيئة الصفية توزيع
+
+61
+00:04:57,120 --> 00:05:02,120
+المقاعد قولنا أننا في الصفوف النموذجية يمكننا أن
+
+62
+00:05:02,120 --> 00:05:06,520
+نشكل المقاعد بأكثر من شكل إما الشكل كما هو واضح في
+
+63
+00:05:06,520 --> 00:05:12,880
+الصورة شكل الصفوف ويكون بينها فرغات طبيعية أو أننا
+
+64
+00:05:12,880 --> 00:05:17,600
+نتحدث عن ورش العمل أو نتحدث عن مجموعاتكويس
+
+65
+00:05:17,600 --> 00:05:21,420
+التعاونية أو نتحدث عن شئ على شكل دائرة و هكذا
+
+66
+00:05:21,420 --> 00:05:25,400
+يستطيع المعلم أن يكيّف البيئة الصفية بما يتناسب مع
+
+67
+00:05:25,400 --> 00:05:31,640
+عدد طبيعة المساحة طيب مساحة الفصل ما هي المعيار؟
+
+68
+00:05:31,640 --> 00:05:36,500
+كده المساحة المفروضة أن نحطها للطالب؟ مناسبة للعدد
+
+69
+00:05:36,500 --> 00:05:41,340
+بس ايش كمان؟ يعني سبعة و تلت اه 47 متر حتى يكون
+
+70
+00:05:41,340 --> 00:05:46,750
+يغطي 45 طالبيعني بواقع واحد point واحد تقريبا
+
+71
+00:05:46,750 --> 00:05:50,510
+لإيش؟ للطالب الواحد في المتر؟ طيب هذا بالنسبة
+
+72
+00:05:50,510 --> 00:05:54,170
+لبيئةنا الفلسطينية لكن البيئة النوزجية هتصل إلى
+
+73
+00:05:54,170 --> 00:05:58,970
+واحد و نصف و اتنين متر لكل طالب فضلي انت كل البيئة
+
+74
+00:05:58,970 --> 00:06:02,650
+يعني العدد الطبيعي كتير بس كله ثلاثين طالب فقط
+
+75
+00:06:02,650 --> 00:06:05,970
+يعني إذا اتعدى خمسة و تلاتين يعني هذه maximum يعني
+
+76
+00:06:05,970 --> 00:06:10,520
+أكتر من هيك يعني لا يجوز أن يتعدىطيب يستلقى ان
+
+77
+00:06:10,520 --> 00:06:15,000
+احنا في بيئة فلسطينية معروفن عنها أنها بيئته ..
+
+78
+00:06:15,000 --> 00:06:19,520
+بيئته تنادي بإيش؟ بالزامية التعليم و الزامية
+
+79
+00:06:19,520 --> 00:06:23,960
+التعليم كمان من مقتضياته أن تفتح مدارس لكن الظروف
+
+80
+00:06:23,960 --> 00:06:27,900
+الاقتصادية السياسية الموجودة داخل قطاع غزة مثلا أو
+
+81
+00:06:27,900 --> 00:06:32,790
+الضفة الغربيةلا تسمح بأنش بالبيئة الموظفية التي
+
+82
+00:06:32,790 --> 00:06:37,990
+نتحدث عنها كيف يمكن للمعلم أن يتعامل مع بيئة صفية
+
+83
+00:06:37,990 --> 00:06:42,570
+ربما تكون فيها صفوف مكتظة أو أن الإمكانات المادية
+
+84
+00:06:42,570 --> 00:06:47,050
+لا تفي بالإيفاء بالمواعي بالمعايير المناسبة و
+
+85
+00:06:47,050 --> 00:06:50,110
+الملائمة للبيئة الصفية كيف يمكن أو ما هو دور
+
+86
+00:06:50,110 --> 00:06:54,110
+المعلم الآن نرجع لزملتكم فضلي فضلي
+
+87
+00:07:00,930 --> 00:07:05,490
+المحافظة على البيئة الصفية في حال التوازن وفي حالة
+
+88
+00:07:05,490 --> 00:07:09,430
+من الاستقرار بحيث تكون متوفرة بشكل دائم لكن أي
+
+89
+00:07:09,430 --> 00:07:11,790
+توازن كيف نحكم على هذا التوازن
+
+90
+00:07:14,850 --> 00:07:19,730
+أو يلائم الطلبة عدد الطلبة معاش مع عدد المقاعد مع
+
+91
+00:07:19,730 --> 00:07:24,830
+سعة الصف مع نمط التهوية نمط الإضاءة و هكذا مش
+
+92
+00:07:24,830 --> 00:07:29,450
+معقول انا اوزع إضاءة لعشرين طالب بنفس الطريقة
+
+93
+00:07:29,450 --> 00:07:32,990
+اللتي أوزحها او اعطيها لخمسين طالب في داخل الصف
+
+94
+00:07:32,990 --> 00:07:35,990
+إذا أول شغلة المحافظة الدائمة على عناصر البيئة
+
+95
+00:07:35,990 --> 00:07:41,450
+الصفية في حال التوازن نقطة تانية ممكن سيانة أشياء
+
+96
+00:07:41,450 --> 00:07:47,290
+الأمور العالية المفيدة في الممتاز إجراء الصيانة
+
+97
+00:07:47,290 --> 00:07:52,790
+الدائمة هل المعلم مطلوب منه أن يقوم بالصيانة؟
+
+98
+00:07:52,790 --> 00:07:58,270
+ممتاز
+
+99
+00:07:58,270 --> 00:08:04,170
+دور المعلم في عندنا نوعين أول حاجة الصيانة الطارقة
+
+100
+00:08:04,170 --> 00:08:09,650
+وهي الصيانة التيتأتي بناء على حدوث خلل معين طارق،
+
+101
+00:08:09,650 --> 00:08:13,950
+يعني انكسر لوح الجزاز، مانا الأمور إيهاش؟ و احنا
+
+102
+00:08:13,950 --> 00:08:17,550
+في عزل برد لازم إيهاش نشتغل؟ طارقة فورا يبلغ
+
+103
+00:08:17,550 --> 00:08:21,350
+المدير أو قسم الصيانة داخل المدرسة ليه معالجة، إذا
+
+104
+00:08:21,350 --> 00:08:24,690
+دوره هو دور متابعفي نوع تاني من الصيانة وهي
+
+105
+00:08:24,690 --> 00:08:29,390
+الصيانة الدورية أو نطلق عليها الصيانة الوقائية وهو
+
+106
+00:08:29,390 --> 00:08:33,590
+أن يسعى المعلم مش احنا بدنا يحافظ على بيئة متوازنة
+
+107
+00:08:33,590 --> 00:08:37,410
+داخل الصف أن يسعى المعلم إلى إحداث نوع من الصيانة
+
+108
+00:08:37,410 --> 00:08:41,210
+الدائمة يتفقد المقاعد يتفقد الصيانة يتفقد العفن
+
+109
+00:08:41,210 --> 00:08:45,770
+الاطلاق يتفقد كل شيء في داخل ويبلغ الإدارة المدرسة
+
+110
+00:08:45,770 --> 00:08:50,970
+لإحداث أو لوضع برنامج عملي لصيانة البيئة الصفية
+
+111
+00:08:50,970 --> 00:08:51,850
+النقطة التالتة
+
+112
+00:08:54,580 --> 00:08:58,640
+إشراك الطلبة، لماذا انا اشارك الطلبة؟ لماذا؟ أولا
+
+113
+00:08:58,640 --> 00:09:02,160
+يا عزيزي احتاجهم للخضع الشعور بالانتماء لهذه
+
+114
+00:09:02,160 --> 00:09:06,060
+البيئة، تخدمهم كما هم البيئة وبالتالي عليهم ان
+
+115
+00:09:06,060 --> 00:09:09,420
+يخدموا هذه البيئةشوفوا يا بنات يعني احنا لما نقول
+
+116
+00:09:09,420 --> 00:09:12,820
+إشراك الطلبة فيه جانبين تذكروا لما قلنا تحميل
+
+117
+00:09:12,820 --> 00:09:17,100
+الطلبة المسئولية الأكاديمية بذات السياق نسعى إلى
+
+118
+00:09:17,100 --> 00:09:21,020
+إعداد الطالب ليكون مواطنا صالحا إذا كان مواطن صالح
+
+119
+00:09:21,020 --> 00:09:24,400
+داخل البيئة الصفية هيكون مواطن صالح وين؟ وجزء من
+
+120
+00:09:24,400 --> 00:09:28,020
+هذه المواطنة المحافظة على مقدرات الفصل بل بالعكس
+
+121
+00:09:28,020 --> 00:09:32,420
+لا يستطيع إنسان يحافظ إلا إذا إيش شارك خلينا نضرب
+
+122
+00:09:32,420 --> 00:09:39,070
+مثال أنت الآن في بيتكإذا قمتي بحملة نظافة في داخل
+
+123
+00:09:39,070 --> 00:09:43,310
+البيت أنتي و ليست أمك، إيش بيصير؟ بيصير أنك أنتي
+
+124
+00:09:43,310 --> 00:09:48,730
+ستسعي جاهدة أن تمنعي مين أي واحد من أفراد الأسرة
+
+125
+00:09:48,730 --> 00:09:53,340
+أنه إيش؟ طب إذا إجه أخوكي و راح وسخ البيت؟شو
+
+126
+00:09:53,340 --> 00:09:56,380
+بيصير؟ بيصير فيه مشكلة كبيرة اه لكن لو امك اللي
+
+127
+00:09:56,380 --> 00:10:01,400
+نظفت يعني هه بتبقى الشغل ايش مش هتفرق لذلك اشراك
+
+128
+00:10:01,400 --> 00:10:05,020
+الطلبة في تحميل الأسئولية كيف بنشركهم؟ مثلا إعداد
+
+129
+00:10:05,020 --> 00:10:08,800
+الوسائل التعليمية مجموعة النظافة هي دائما تهتم
+
+130
+00:10:08,800 --> 00:10:13,220
+بنظافة الصفر الترتيب الطلاب بطريقة معينة بحيث ان
+
+131
+00:10:13,220 --> 00:10:17,420
+هم يحافظوا على ايش هذا المقدرة ان هذا المقعدنظيف
+
+132
+00:10:17,420 --> 00:10:20,360
+سيبقى لك طول العام إذا انت حافظت على هذه النظافة
+
+133
+00:10:20,360 --> 00:10:23,980
+إذا هي نوع من تعويض الطلبة المسئولية عن مقدرات
+
+134
+00:10:23,980 --> 00:10:26,640
+الصف بشكل دائم طيب النقطة الرابعة
+
+135
+00:10:30,090 --> 00:10:33,590
+ادخل تعديلات من وقت لآخر تعرفوا يعني احنا أي إنسان
+
+136
+00:10:33,590 --> 00:10:36,730
+حتى لا يشعر بالملل ينبغي أن يحدث نوع من التعديل
+
+137
+00:10:36,730 --> 00:10:39,370
+انتوا بتعملوا في بيوتكم هذا التعديل ولا بتعملهوش
+
+138
+00:10:39,370 --> 00:10:45,170
+كل فترة كل عيد كل مناسبة حتى لا يشعر الاهل بأنه
+
+139
+00:10:45,170 --> 00:10:49,550
+البيت كما هو فإذا أحدثنا شيء من التغيير على البيئة
+
+140
+00:10:49,550 --> 00:10:52,390
+الصفية وإحداث نوع من التعديلات سيبقى الطلبة في
+
+141
+00:10:52,390 --> 00:10:57,270
+حالة نشاط وجزء من هذه التعديلات نقل الطلبة من مكان
+
+142
+00:10:57,270 --> 00:11:02,680
+لمكانأو أحيانا ينقل البيئة الصفية كاملة أنه أنا
+
+143
+00:11:02,680 --> 00:11:05,760
+بطلع من الصف بروح على الصف تاني بيشعر الطلبة بأنه
+
+144
+00:11:05,760 --> 00:11:10,120
+صفي هناك تجديد أيضا نشر الثقافة ثقافة المحافظة على
+
+145
+00:11:10,120 --> 00:11:16,490
+المقدرات أي شيء نستطيعأن نتحدث بيه بشكل عام أو أن
+
+146
+00:11:16,490 --> 00:11:21,010
+نصدر فيه قرار لكن سنفشل حتمًا إذا ما أو إذا لم
+
+147
+00:11:21,010 --> 00:11:24,310
+نسبق بذلك بموضوع نشر الثقافة إيش مقصود نشر
+
+148
+00:11:24,310 --> 00:11:30,530
+الثقافة؟ لو تحدثنا إننا في بيئة زي الجامعة، هذا
+
+149
+00:11:30,530 --> 00:11:37,890
+البيئة أو الجامعة تخدت قرارإنه إحنا بدنا ننشر أو
+
+150
+00:11:37,890 --> 00:11:43,730
+بدنا نطبق الجودة مثلا في مسار معين لنقول إن هذا
+
+151
+00:11:43,730 --> 00:11:47,650
+المسار إيه له علاقة في القبول وتسجيل أو في عملية
+
+152
+00:11:47,650 --> 00:11:51,770
+التسجيل تتخيلوا إنه إذا أنا قلت والله أنا يا جماعة
+
+153
+00:11:51,770 --> 00:11:54,770
+بدأ أطبق الجودة ويرد التزم بالنظام وأي واحدة لازم
+
+154
+00:11:54,770 --> 00:11:59,550
+تيجي بوقت محدد وتاخد بطاقة يحدد لها الوقت والتاريخ
+
+155
+00:11:59,550 --> 00:12:04,150
+وبدأ بتوقتش تتراجعهذا الأمر لا يمكن له أن ينجح إذا
+
+156
+00:12:04,150 --> 00:12:08,690
+لم تحدث هناك حملة لنشر الثقافة لغزة من أجل بيئة
+
+157
+00:12:08,690 --> 00:12:13,710
+نظيفة من أجل غزة جميلة نعمل لوحات كثيرة للإعلانات
+
+158
+00:12:13,710 --> 00:12:16,810
+عشان إيش الناس تحافظ على غزة إذا هي نوع من نشر
+
+159
+00:12:16,810 --> 00:12:20,370
+الثقافة والثقافة جزء من غرس القيم والقيم جزء من
+
+160
+00:12:20,370 --> 00:12:24,550
+سلامة التطبيق لذلك إحنا بنروح باتجاه وين إنه نشر
+
+161
+00:12:24,550 --> 00:12:28,350
+ثقافة لدى الطلبة أهمية إيش هذا المقعد ملكك وملك
+
+162
+00:12:28,350 --> 00:12:32,290
+أخوك بكرا إذا لم ينبغي أنه حافظ عليههذه النظافة
+
+163
+00:12:32,290 --> 00:12:36,490
+إذا حافظت عليها تسعى إلى إرضاء الله عز و جل قبل أن
+
+164
+00:12:36,490 --> 00:12:40,510
+تسعى إلى إرضاء معلمك و قبل أن تسعى إلى إن أنت اللي
+
+165
+00:12:40,510 --> 00:12:44,090
+يقال عنك نظيف أو اللي يقال عنك أنك طالب نظامي و
+
+166
+00:12:44,090 --> 00:12:49,590
+هكذا طيب أخر شغلة إن إشراك المعلق أو الطلبة كما
+
+167
+00:12:49,590 --> 00:12:53,330
+تحدثنا تنظيم جلوس الطلبة حسب احتياجاتهم جزء من
+
+168
+00:12:53,330 --> 00:12:57,670
+الإفاء أو الوفاء للطالب إنك أنتتحاول ان تراعي حاجة
+
+169
+00:12:57,670 --> 00:13:01,330
+الطالب احد هذه الحاجات مثلا زى ما حكينا الترتيب
+
+170
+00:13:01,330 --> 00:13:05,810
+اللى هو ايش الطول و القصر احد هذه الحاجات الحاجات
+
+171
+00:13:05,810 --> 00:13:10,610
+البيولوجية العضوية ان واحد يشكوا من ضعف السمع او
+
+172
+00:13:10,610 --> 00:13:14,370
+ضعف الإبصار اذا ينبغى ان اضعه في مكان يستطيع ان
+
+173
+00:13:14,370 --> 00:13:17,330
+يتعامل معاه اللى هو او العملية التعليمية و يتكيف
+
+174
+00:13:17,330 --> 00:13:22,390
+معها طيب شغل تانية اجلس الطالب كسول جانب الطالب
+
+175
+00:13:22,390 --> 00:13:27,040
+انك جيت انت اي شخص تتعامل معاهفي هناك شغل كتير
+
+176
+00:13:27,040 --> 00:13:30,120
+كويسة ان احنا كل واحد بيحب يقعد مع صاحبه او كل
+
+177
+00:13:30,120 --> 00:13:34,260
+طالبة تحب ان تجلس جانب زميلته التي تهوى بالذات في
+
+178
+00:13:34,260 --> 00:13:38,140
+السن الثانوية اللي بتبلغ هذه المرحلة بيصير ..
+
+179
+00:13:38,140 --> 00:13:42,280
+هنقول يصل الى درجة الارتباط العضوي لان الانسان
+
+180
+00:13:42,280 --> 00:13:45,560
+يرتبط بصديقه اكثر مما يرتبط باهله في مرحلة معاه
+
+181
+00:13:45,560 --> 00:13:49,620
+لذلك يعشق انه يجلس جانب صديقه هل نمنعه ولا نفي له
+
+182
+00:13:49,620 --> 00:13:54,080
+بهذا الطلب الاصل ان نفي له بهذا الطلب ما لم يؤثر
+
+183
+00:13:54,080 --> 00:13:57,750
+علىالعملية التربوية إذا كان و الله في إشغال و في
+
+184
+00:13:57,750 --> 00:14:02,050
+حديث جانبي هنا لأ بفرق لكن إذا لم يكن هناك إشغال و
+
+185
+00:14:02,050 --> 00:14:05,250
+ليس هناك حديث جانبي معناه ذلك ليختار الطالب المكان
+
+186
+00:14:05,250 --> 00:14:11,250
+الذي يرغب أن يجلس فيه طيب نجي الصفوف المقتضة و كيف
+
+187
+00:14:11,250 --> 00:14:15,130
+يمكن لنا أن نتعامل معها هلجيت أنا قبل ما أنتقل
+
+188
+00:14:15,130 --> 00:14:22,250
+لصفوف المقتضة بدي أعرض عليكمتسجيل لمحاضرة أو حصة
+
+189
+00:14:22,250 --> 00:14:27,510
+في داخل إحدى مدارس قطاع غزة بتتراقبوا سلوك المعلمة
+
+190
+00:14:27,510 --> 00:14:31,690
+وهي التعامل مع صفوف المقتلظة تشوفوا النمط التسلطي
+
+191
+00:14:31,690 --> 00:14:37,250
+أو النمط الشوري أي هذه الأنماط ثم نسجل على ورق
+
+192
+00:14:37,250 --> 00:14:42,690
+انتقاداتنا أو تعليقاتنا لسلوك هذه المعلمة أو سنقنا
+
+193
+00:14:42,690 --> 00:14:48,010
+على سلوك ما نسمع الآنندقق في عشر دقائق إن شاء الله
+
+194
+00:14:48,010 --> 00:14:52,590
+أو أقل عشان بعد ذلك ندير نقاش ثم ننتقل إلى كيف
+
+195
+00:14:52,590 --> 00:14:55,530
+يمكن المعلم أن يدير الصفوف المقتضة التي تحدثنا
+
+196
+00:14:55,530 --> 00:14:59,590
+عنها هي جزء من واقعنا في قطاع غزة أن أغلب الصفوف
+
+197
+00:14:59,590 --> 00:15:03,470
+ما بين خمسة و تلاتين وخمسة و أربعين وأحيانا تتجاوز
+
+198
+00:15:03,470 --> 00:15:05,270
+الخمسين في بعض المناحي
+
+199
+00:15:20,050 --> 00:15:29,290
+عشان يسجلها full-sec لكتابة
+
+200
+00:15:29,290 --> 00:15:34,750
+المعلم ايش رأيكوا فيها؟ ايه اسلوبها؟ بدايا ايه انا
+
+201
+00:15:34,750 --> 00:15:35,250
+زيها؟
+
+202
+00:15:58,300 --> 00:16:08,580
+سجلوا شجرة كاملةاسمه بنات تلسيين من أول إلى هالي
+
+203
+00:16:08,580 --> 00:16:14,620
+خارقة هالي
+
+204
+00:16:14,620 --> 00:16:23,740
+خارقة يبقى هنا خارقة دولة تلسيين ماعاصمة تلسيين
+
+205
+00:16:23,740 --> 00:16:28,800
+ماعاصمة بنات تلسيين ماعاصمة
+
+206
+00:16:32,610 --> 00:16:37,650
+عرفوا الفلسطينيين اقولت اي ناس كون نحن؟ اي ناس
+
+207
+00:16:37,650 --> 00:16:47,690
+كون؟ اي ناس كون؟ فرح؟ ناس كون؟ اي ناس كون؟
+
+208
+00:16:50,750 --> 00:16:57,770
+نسكن في بدية للغزة نسكن في بدية للغزة لماذا يرزقوا
+
+209
+00:16:57,770 --> 00:17:01,330
+اللون الأصفر من الخريطة؟ لماذا يرزقوا اللون الأصفر
+
+210
+00:17:01,330 --> 00:17:09,210
+من الخريطة؟ أيضا قدرنا يرزقوا جبانا اللون
+
+211
+00:17:09,210 --> 00:17:15,170
+الأصفر من الخريطة إلى الصحراء اللون الأصفر من
+
+212
+00:17:15,170 --> 00:17:18,030
+الخريطة إلى الصحراء اللون الأصفر من الخريطة إلى
+
+213
+00:17:18,030 --> 00:17:22,960
+الصحراءالسلام عليكم ورحمة الله وبركاته من جمهور
+
+214
+00:17:22,960 --> 00:17:23,820
+الهزم
+
+215
+00:17:42,340 --> 00:17:57,920
+العربة أنا القاضي
+
+216
+00:17:57,920 --> 00:17:58,340
+أنا
+
+217
+00:18:01,960 --> 00:18:07,480
+هزي أخو مالاي خمسين سنة، و هزي أخو مالاي خمسين
+
+218
+00:18:07,480 --> 00:18:13,500
+سنة، و هزي أخو مالاي خمسين سنة، و حلم اللي عزيزي
+
+219
+00:18:13,500 --> 00:18:14,760
+دفع بالصحراوي
+
+220
+00:18:20,740 --> 00:18:31,260
+لو نزلت أبنائنا، ليش بقى أول أبنائنا؟
+
+221
+00:18:31,260 --> 00:18:35,700
+لو نزلت أبنائنا، مازلت أبنائنا بزياد أبنائنا أصلا
+
+222
+00:18:35,700 --> 00:18:41,990
+فيه جناح تستخدعي؟ مازلت أبناء؟ماذا زعلنا؟ انا
+
+223
+00:18:41,990 --> 00:18:47,210
+اتطلبه يا احمد ازعلنا على زيارة ابن احمد احمد احمد
+
+224
+00:18:47,210 --> 00:19:00,370
+احمد احمد احمد احمد احمد احمد احمد
+
+225
+00:19:23,230 --> 00:19:32,330
+تصور هذا المشهد؟ هذا مشهديحتوي على كثير من النقاط
+
+226
+00:19:32,330 --> 00:19:37,290
+جزء منها له علاقة بالأنماط جزء له علاقة ببداية
+
+227
+00:19:37,290 --> 00:19:41,550
+الدرس والجزء الثالث له علاقة بالوسائل التعليمية
+
+228
+00:19:41,550 --> 00:19:46,970
+المستخدمة خلّينا نسمع تعليقاتكم فضلاً أولاً، هناك
+
+229
+00:19:46,970 --> 00:19:54,180
+أعداد كبيرة في الدراسات التعليم المبارك في طفلطيب
+
+230
+00:19:54,180 --> 00:19:58,860
+يعني احنا لحظة ان الصف مكتظ ولا مش مكتظ؟ مكتظ كويس
+
+231
+00:19:58,860 --> 00:20:03,780
+لكن هل كانت المعلمة تسيطر على الصف؟ في عندها قدرة
+
+232
+00:20:03,780 --> 00:20:08,560
+على الضبط؟ كان عندها قدرة طيب تصوركم هذه المعلمة
+
+233
+00:20:08,560 --> 00:20:13,180
+أي نمط يمكن أن تكون عليها؟ ايش النمط اللي كانت
+
+234
+00:20:13,180 --> 00:20:18,550
+عليها المعلمة؟ الديمقراطيبتوافقوا على الكلام هذا و
+
+235
+00:20:18,550 --> 00:20:22,710
+انا اوافق كذا كذلك هي بالفعل طبعا وين السماده اللى
+
+236
+00:20:22,710 --> 00:20:26,270
+كانت عندنا فى النمط الديمقراطى مشاركة الطلبة
+
+237
+00:20:26,270 --> 00:20:32,250
+مشاركة الطلبة التحية السلام كويس القيم والاتجاهات
+
+238
+00:20:32,250 --> 00:20:36,870
+اللى حدث فى الأول مرة ايش أصبحنا و أصبح الملك لله
+
+239
+00:20:36,870 --> 00:20:40,670
+و الحمد لله اذا هي علمتهم قيمة كيف أصبحتوا و كيف
+
+240
+00:20:40,670 --> 00:20:43,950
+يردوا من واقع سنة الرسول عليه الصلاة والسلام ايش
+
+241
+00:20:43,950 --> 00:20:46,050
+كمان شغلات انتوا حاسينا إيجابية
+
+242
+00:20:50,130 --> 00:20:53,610
+إنما كانت تنتظر .. أه صحيح هذا كلام صحيح أنها
+
+243
+00:20:53,610 --> 00:20:57,150
+تشارك بناء على رغبة الطلبة و مشاركتهم طيب التفاعل
+
+244
+00:20:57,150 --> 00:21:05,570
+مع الصف .. تفاعل مع الطلبة كيف كان؟ إذا نستطيع أن
+
+245
+00:21:05,570 --> 00:21:09,030
+نقول أن البيئة النفسي اجتماعية كان هناك فيها تفاعل
+
+246
+00:21:09,030 --> 00:21:12,510
+بشكل كبير طب الوسائل التعليمية أو قبل الوسائل
+
+247
+00:21:12,510 --> 00:21:17,890
+التعليمية البيئة الصفية كبيئة صفية كيف؟ في وسائل
+
+248
+00:21:17,890 --> 00:21:23,950
+تعليمية مرتبةفي تاهوية و في نعرة؟ طيب و اللي في
+
+249
+00:21:23,950 --> 00:21:27,890
+فراغات بين السطور، إذا كمان بيأثر فيها كانت مرتبة
+
+250
+00:21:27,890 --> 00:21:33,550
+بشكل جيد؟ في طاولات و كراسي بإله حد ما مقبولة؟ طيب
+
+251
+00:21:33,550 --> 00:21:35,350
+إيش في كمان شغلات؟
+
+252
+00:21:38,510 --> 00:21:42,330
+نوعت في أساليب التعليم أول شغل استخدمت ايش الوسيلة
+
+253
+00:21:42,330 --> 00:21:46,650
+التعليمية من خلال خريطة خريطة فلسطين بتوضح عليها
+
+254
+00:21:46,650 --> 00:21:50,430
+ملونة توضح بالألوان طيب ايش كمان استخدمت وسيلة
+
+255
+00:21:50,430 --> 00:21:57,250
+تانيةالمسرح تمثلي عشان نزور النقب وهو أقرب لفهم
+
+256
+00:21:57,250 --> 00:22:03,350
+الطلبة أن هذا مشهد استهلالي بدأت فيه لتوظف هذه
+
+257
+00:22:03,350 --> 00:22:07,350
+المسرحية للوصول إلى أفهام وأذهان الطلبة بطريقة
+
+258
+00:22:07,350 --> 00:22:12,510
+كمان سلسة ومناسبة هذه نقات الأساسية طب إيش في نقات
+
+259
+00:22:12,510 --> 00:22:17,430
+سلبية شعرت فيها إدارة المعلمة للصف إيش في شغلة
+
+260
+00:22:17,430 --> 00:22:23,490
+سلبية هذه الأشياء الإيجابيةمن خلال ما عرض هذا
+
+261
+00:22:23,490 --> 00:22:28,390
+الشيء الإيجابي، ما هو الشيء السلبي، مش سلبي
+
+262
+00:22:28,390 --> 00:22:34,710
+بالمرانة؟ كان في
+
+263
+00:22:34,710 --> 00:22:38,550
+نوع من الفوضى أثناء مشاركات و لا لا؟ كان في نوع من
+
+264
+00:22:38,550 --> 00:22:44,810
+الفوضى، طيب إيش كمان؟ أيوة، في أحيانا كثير كان
+
+265
+00:22:44,810 --> 00:22:47,770
+كتير طلبة بيرغب مشاركة لكنها لا تستطيع أن تفيد
+
+266
+00:22:47,770 --> 00:22:51,130
+بهذه إيش، إحدث هذه المشاركات، إيش في شغلات تانية؟
+
+267
+00:22:51,670 --> 00:22:57,250
+ركزتوش يبدو انت كثير عدم الثناء على الطالب اتنان
+
+268
+00:22:57,250 --> 00:23:01,010
+إجابة كتير الطالبات أجابوا لكنها لم تكنش تثيب
+
+269
+00:23:01,010 --> 00:23:05,510
+الطالب ولا تعززه بشكل كبير جدا طيب نكتفي بهذا
+
+270
+00:23:05,510 --> 00:23:10,290
+القدر احنا طبعا عندنا اكتر من فيلم فيديو هنشوف
+
+271
+00:23:10,290 --> 00:23:14,270
+جوانب تانية لأنماط أخرى بس خلينا نرجع لمحاضرتنا
+
+272
+00:23:14,270 --> 00:23:26,990
+اللي هو البيئة الصفية بشكل كاملنعم فضليك طيب
+
+273
+00:23:26,990 --> 00:23:31,030
+عشان احنا نقول كيف يمكن المعلم الفلسطيني أو حتى
+
+274
+00:23:31,030 --> 00:23:35,370
+المعلم في الوطن العربي بشكل عام أن يقلع بالعام
+
+275
+00:23:35,370 --> 00:23:39,850
+الدراسي بنجاح وأن ينجح في تحقيق رسالته التعليمية و
+
+276
+00:23:39,850 --> 00:23:44,740
+التربويةوكيف يمكن أن يتعامل مع الواقع كما هو لا
+
+277
+00:23:44,740 --> 00:23:48,540
+نتحدث عن مثاليات ولا نتحدث عن نظريات ربما هي في
+
+278
+00:23:48,540 --> 00:23:52,160
+بريطانيا أحيانا أو أمريكا نحن نتحدث هنا في غزة
+
+279
+00:23:52,160 --> 00:23:56,420
+نتحدث مع صفوف مكتظة كيف يمكن المعلم أن يلامس هذا
+
+280
+00:23:56,420 --> 00:23:59,680
+الواقع ما الذي سيفعله المعلم ما هي المهارات التي
+
+281
+00:23:59,680 --> 00:24:03,880
+ينبغي أن يمتلكها المعلم حتى يكون قادرا على الوفاء
+
+282
+00:24:03,880 --> 00:24:08,400
+بهذا الواقع أو الوفاء لهذا الواقع بشكل أدق أول
+
+283
+00:24:08,400 --> 00:24:14,550
+حاجةينبغي المعلم أن يؤسس لبيئة آمنة مطمئنة وهذه
+
+284
+00:24:14,550 --> 00:24:21,390
+تكون منذ أن يبدأ الفصل أول محاضرة أول حصة أول قدوم
+
+285
+00:24:21,390 --> 00:24:25,290
+المعلم إلى الفصل لازم يؤسس لبيئة آمنة مطمئنة أي
+
+286
+00:24:25,290 --> 00:24:30,220
+بيئة آمنة مطمئنة؟ بيئة يسودها إيش؟ العنف؟و لا
+
+287
+00:24:30,220 --> 00:24:33,540
+يسودها العدل و يسودها التعاون و الحب و يسودها
+
+288
+00:24:33,540 --> 00:24:39,380
+الألفة حتى يعلم جميع الطلبة أنك كمعلمة لن تسمحي
+
+289
+00:24:39,380 --> 00:24:44,380
+بأي إذاء سيحدث لهم نعرف أن الطلبة يتفاوتوا هناك
+
+290
+00:24:44,380 --> 00:24:49,080
+طلاب شرسين و هناك طلاب ضعفاء الطالب ضعيف يحتاج إلى
+
+291
+00:24:49,080 --> 00:24:54,690
+حمايةيعني يرغب في الاعتداء على هذا الطالب ينبغي أن
+
+292
+00:24:54,690 --> 00:24:59,930
+يعلم أن هناك عقوبة ستقع عليه أن هو اعتدى إذا أول
+
+293
+00:24:59,930 --> 00:25:02,870
+حاجة أسس البيئة آمنة ومطمئنة هذه البيئة الآمنة
+
+294
+00:25:02,870 --> 00:25:05,930
+يشعر معها الطالب بالسعادة يشعر معها الطالب بالأمن
+
+295
+00:25:05,930 --> 00:25:10,050
+يشعر معها الطالب باللجوء إلى ركن يقويه وهذا ركن
+
+296
+00:25:10,050 --> 00:25:14,210
+ينبغي أن يكون ركن شديدا وسديدا في نفس الوقت النقطة
+
+297
+00:25:14,210 --> 00:25:17,450
+الثانية أظهر الاحترام والمحبة لطلابك وهي من
+
+298
+00:25:17,450 --> 00:25:22,650
+الشغلات اللي شفناها في الفيديو أن المعلمةلم تبدأ
+
+299
+00:25:22,650 --> 00:25:26,710
+لتعبر عن محبتها ولا عن تقديرها للطلاب ولا تبتسم
+
+300
+00:25:26,710 --> 00:25:31,610
+لهم هي حياتهم صحيح لكنه كان ينبغي عليها أن تعبر عن
+
+301
+00:25:31,610 --> 00:25:33,290
+حبها للطلبة
+
+302
+00:25:36,060 --> 00:25:40,460
+فيه نوع من الشعور العاطفي لدى المعلمة أنها سعيدة
+
+303
+00:25:40,460 --> 00:25:44,660
+بوجودها كأن تقول المعلمة أنا أحبكم أنا سعيدة جدا
+
+304
+00:25:44,660 --> 00:25:49,140
+بوجودي بينكم اليوم سيكون بإذن الله أفضل من أيام
+
+305
+00:25:49,140 --> 00:25:53,360
+أخرى لأننا مجتمعين الآن هنا في هذا الموقع لأننا
+
+306
+00:25:53,360 --> 00:25:58,780
+سنحقق طاعة لله عز وجل ورسوله ونحن نتعلم العلم هذه
+
+307
+00:25:58,780 --> 00:26:02,100
+التعبير عن السعادة التعبير عن الحب التعبير بتعبير
+
+308
+00:26:02,100 --> 00:26:06,960
+الوجه بالابتسامةبالرضا هذا سيعطيهم نوع من إياش و
+
+309
+00:26:06,960 --> 00:26:11,780
+سيساهم في تأسيس لبيئة أيضا آمنة مطمئنة و زي ما
+
+310
+00:26:11,780 --> 00:26:17,220
+يقولوا دائما إذا امتلكتم الحب امتلكتم الطاعة دائما
+
+311
+00:26:17,220 --> 00:26:23,300
+قول الشهر ان المحبة لمن يحب ايه مطيعه لذلك دائما
+
+312
+00:26:23,300 --> 00:26:28,420
+أنت قدم الحب أسسي لقيمثقي تماما ان مهما كتضط
+
+313
+00:26:28,420 --> 00:26:32,960
+الصفوف سيسمع الجميع لك بالعكس هيطيعوا امرك عن حب و
+
+314
+00:26:32,960 --> 00:26:37,820
+عن وزع ذاتي و ليس عن خوف و إجبار كما هو في النمط
+
+315
+00:26:37,820 --> 00:26:45,660
+التسلطي النقطة الثالثة انقل التوقعات الإيجابية
+
+316
+00:26:45,660 --> 00:26:50,440
+لطلابك قولي لهم ما الذي تحبين ان يكونوا عليه في
+
+317
+00:26:50,440 --> 00:26:55,940
+المستقبل القريب انا اتوقع منكم ان تكونوا ايشطالبات
+
+318
+00:26:55,940 --> 00:27:00,480
+ملتزمات بالمحاضرة أتوقع منكم أن تأتوا في وقت مبكر
+
+319
+00:27:00,480 --> 00:27:04,440
+أتوقع منكم أن تحصلوا على درجات عالية إذن هذه
+
+320
+00:27:04,440 --> 00:27:09,160
+التوقعات إيجابية لأن الطالب يرغب دائما أن يعلم ما
+
+321
+00:27:09,160 --> 00:27:15,240
+الذي يرضي إيش معلمه وحبيبه الذي أحبه حتى يفعل ما
+
+322
+00:27:15,240 --> 00:27:18,860
+لهذه التوقعات كثير منها ما نحتاج إلى من ينبهو ما
+
+323
+00:27:18,860 --> 00:27:22,540
+الذي ينبغي عليه فعلا لأن احنا نحتاج أحيانا نقول
+
+324
+00:27:22,540 --> 00:27:26,950
+كيف يمكن أن أرضيمن أحب فإذا جالي كيف أرضيه عيدل
+
+325
+00:27:26,950 --> 00:27:31,130
+سهلة قطعنا كثير من الأشواق لذلك ننقل التوقعات
+
+326
+00:27:31,130 --> 00:27:35,550
+الإيجابية حتى تمثل هذه التوقعات أنظمة واتجاهات
+
+327
+00:27:35,550 --> 00:27:41,110
+وقيم يلتزم بها الطلبة فيما بعد حدد الهدف من
+
+328
+00:27:41,110 --> 00:27:46,230
+الأنشطة الصفية دائما إذا حدد الهدف اليوم هدفنا
+
+329
+00:27:46,230 --> 00:27:50,920
+أيه؟نتعرف على .. بشكل عملي على أنماط الإدارة
+
+330
+00:27:50,920 --> 00:27:54,100
+الصفية و أي ان الأنماط أفضل و هدفنا بشكل عملي أن
+
+331
+00:27:54,100 --> 00:27:57,540
+نقياش ان شاء الله رب العالمين نتعلم كيف نتعامل مع
+
+332
+00:27:57,540 --> 00:28:02,100
+الصفوف المكتظة هذا هدفنا اذا .. اذا واضح الهدف
+
+333
+00:28:02,100 --> 00:28:05,220
+مانا ذلك ان الطالب سيكون مرتاح على الأقل و يساعد
+
+334
+00:28:05,220 --> 00:28:10,450
+لهذا الهدف كمان برضه المعلم اذا حط هدفسيحققه ويحضر
+
+335
+00:28:10,450 --> 00:28:14,470
+له ويخطط له من خلال تخطيط للوسائل التعليمية التي
+
+336
+00:28:14,470 --> 00:28:18,270
+سيستخدمها الأسلوب، الطريقة التي سيلقي بها
+
+337
+00:28:18,270 --> 00:28:22,290
+المحاضرة، إذا معنا ذلك تحديد الهدف مهم جدا وزي ما
+
+338
+00:28:22,290 --> 00:28:27,990
+قلنا إن العالم يفسح الطريق لمن يعرف إلى أين يتجه
+
+339
+00:28:31,680 --> 00:28:36,020
+طيب نجي استخدام استراتيجيات جذب الانتباه ساعة إلا
+
+340
+00:28:36,020 --> 00:28:43,120
+تلت زمن الحصة يستطيع الطالب أن يكون معك منتبها حتى
+
+341
+00:28:43,120 --> 00:28:49,300
+عشرين تلاتين دقيقة لكنه حتما سيشتت أو سيشتت أي
+
+342
+00:28:49,300 --> 00:28:52,400
+مؤثر ما انتباه هذا الطالب كيف يمكن أن نعيد هذا
+
+343
+00:28:52,400 --> 00:28:57,580
+الانتباه؟باستخدام استراتيجيات متعددة اللى جت
+
+344
+00:28:57,580 --> 00:29:01,480
+بالانتباه اولى هذه الاستراتيجيات الاستراتيجيات
+
+345
+00:29:01,480 --> 00:29:07,280
+المادية من انثلتها ايش حركات الجسم الصوت ونبرة
+
+346
+00:29:07,280 --> 00:29:11,260
+الصوت الوسائل التعليمية استخدام السبورة استخدام
+
+347
+00:29:11,260 --> 00:29:14,540
+العرض اذا هذه وسائل المادية تجدد الانتباه الفيديو
+
+348
+00:29:14,540 --> 00:29:18,700
+اللى عرضناه كلكم ما شاء الله يعني نفسكم كمله مش
+
+349
+00:29:18,700 --> 00:29:23,040
+هيك طيب الاستراتيجيات التحريضية ايش المقصود فيها
+
+350
+00:29:26,300 --> 00:29:31,940
+الستراتيجية التحريضية، ما المقصود فيها؟
+
+351
+00:29:31,940 --> 00:29:37,380
+أخيرًا، المعلومات معادلة لما ندلت الله هو يجعل
+
+352
+00:29:37,380 --> 00:29:41,360
+المعلم يلعب دور محام الشيطان، محام الشيطان الحاضر
+
+353
+00:29:41,360 --> 00:29:51,280
+إحنا ذكرنا مثل، ذكرنا مثل، قلنا إنه لو عرضنا عليكم
+
+354
+00:29:51,280 --> 00:29:56,260
+عرضًاو هذا العرض واقعي و فعلي بدأ أعرضه عليكم الآن
+
+355
+00:29:56,260 --> 00:30:02,260
+أننا ننوي عقد رحلة ترفيهية وتعليمية في ذات الوقت
+
+356
+00:30:02,260 --> 00:30:08,540
+مع شباب في شعبة 101 نخرج سويا إن شاء الله إلى مسبح
+
+357
+00:30:08,540 --> 00:30:13,240
+كويس و المطلوب منكم أن تلتزموا بالزي الرسمي في
+
+358
+00:30:13,240 --> 00:30:17,900
+السباحة إن شاء الله و أن يعني نحدث نوع من التفاعل
+
+359
+00:30:17,900 --> 00:30:24,530
+شو رأيكم مفقين إن شاء الله؟ليش؟ فيها إيش هاي؟ هذا
+
+360
+00:30:24,530 --> 00:30:31,810
+انفتاح، هذه نوع من التربية والحرية طيب، شفتوا كيف
+
+361
+00:30:31,810 --> 00:30:36,330
+أنتوا رفضتوا هذا العرض؟ لماذا؟ لأن القيم تبعتكم،
+
+362
+00:30:36,330 --> 00:30:40,970
+التربية، الأخلاق، الدين، يرفض هذا المنطق عشان هيك
+
+363
+00:30:40,970 --> 00:30:45,870
+يبقى فورا سنصل إلى قناعة أن الإختلاط إيش إذا نحن
+
+364
+00:30:45,870 --> 00:30:51,350
+نطرح ونلعب بدور محام الشيطاننطرح قضايا إذا قلنا
+
+365
+00:30:51,350 --> 00:30:55,050
+واحد زائد واحد يساوي تلاتة للطلبة سيرفضوا هذا
+
+366
+00:30:55,050 --> 00:31:00,190
+المنطق أليس كذلك؟ لماذا؟ لأن هذا المنطق مخالف لما
+
+367
+00:31:00,190 --> 00:31:06,230
+تعلموه ومخالف للقيم عشان هي نرسخ قيمة جديدة نريدها
+
+368
+00:31:06,230 --> 00:31:11,470
+في الدرس وهي تعكس حقيقة علميةبطرح نائش حقيقة
+
+369
+00:31:11,470 --> 00:31:15,230
+مخالفة لتلك القناعة اللي هي سابقة عندنا الطالب
+
+370
+00:31:27,470 --> 00:31:32,970
+الستراتيجية العاطفية وهي أن تعبر المعلم أو المعلم
+
+371
+00:31:32,970 --> 00:31:36,290
+عن حبه للطلاب أن ينادى الطلاب بحب الأسماء إليهم
+
+372
+00:31:36,290 --> 00:31:41,650
+جميعنا يحب أن يحفظ المعلم اسمه وكثير مننا من يسعد
+
+373
+00:31:41,650 --> 00:31:45,530
+إذا ما خاطبه المعلم باسمه وربما عند الشباب لو قلنا
+
+374
+00:31:45,530 --> 00:31:48,910
+أبو محمد أو أبو خالد أو أبو عبيدة أو أبو مصعب
+
+375
+00:31:48,910 --> 00:31:52,250
+حيسعد أكتر بس عند الفتيات لأ بتحب اسمها مش هيك
+
+376
+00:31:54,900 --> 00:31:58,420
+الستراتيجية العاطفية أيضًا مهمة لاستخدامها ونحن
+
+377
+00:31:58,420 --> 00:32:04,780
+هنا نحذر المعلم أن ينادي الطالب
+
+378
+00:32:04,780 --> 00:32:09,800
+كأنه نكرة أو يناديه باسم عائلته أو يناديه بلقبنحذر
+
+379
+00:32:09,800 --> 00:32:14,000
+من هذا المفهوم لأنه هذا المفهوم يعني سيفقد الطالب
+
+380
+00:32:14,000 --> 00:32:18,220
+الدافعية سيفقد الطالب حبه للمعلم وسيبدأ المعلم أو
+
+381
+00:32:18,220 --> 00:32:21,560
+الطالب يعني يحاول أن يتخلص من هذا الموقف الذي لا
+
+382
+00:32:21,560 --> 00:32:27,300
+يرغبه لذا دائما القيادات العمل التربوي القادة حتى
+
+383
+00:32:27,510 --> 00:32:31,490
+قاد الدول يحرص على أن ينادي الناس أو يحفظ الأسماء
+
+384
+00:32:31,490 --> 00:32:35,610
+ويناديهم ويسأل عنهم دائما جاذبات الانتباه
+
+385
+00:32:35,610 --> 00:32:40,610
+التوكيدية إذا السيراتيجية الرابعة قولنا إنها مادية
+
+386
+00:32:40,610 --> 00:32:44,890
+تحريضية عاطفية ثم جاذبات الانتباه التوكيدية كأنا
+
+387
+00:32:44,890 --> 00:32:50,130
+أقول لكمانتبهوا هذه النقطة ستأتي في الامتحان سجلوا
+
+388
+00:32:50,130 --> 00:32:54,390
+هذا السؤال هذا سيأتي في الامتحان فورا كلنا سننتبه
+
+389
+00:32:54,390 --> 00:32:58,990
+لهذه النقطة لأنه حرصين على إيش هتان النقطتان
+
+390
+00:32:58,990 --> 00:33:03,210
+مهمتان انتبهوا الجيات النقطتان كتير مهمات إذا
+
+391
+00:33:03,210 --> 00:33:06,790
+استخدام هذا الموضوع من شأنه أن يجذب الانتباه طبعا
+
+392
+00:33:06,790 --> 00:33:10,010
+جذب الانتباه له مجموعة من الوسائل ينبغي على المعلم
+
+393
+00:33:10,010 --> 00:33:13,590
+أو السلوكيات ينبغي على المعلم أن يسعى إليها أحد
+
+394
+00:33:13,590 --> 00:33:20,530
+هذه النقاطراقب انتباه الطالب خلال الدرس لأنه دائما
+
+395
+00:33:20,530 --> 00:33:25,170
+الطالب يحاول ان يهرب من نظرات المعلم فإذا ما وجد
+
+396
+00:33:25,170 --> 00:33:28,810
+انه اه و الله منتبه او مش منتبه و أنه نظرة ما
+
+397
+00:33:28,810 --> 00:33:34,700
+سترمق هذا الطالب وس ترقبه في تحركاته سيبدأ يحاولأن
+
+398
+00:33:34,700 --> 00:33:40,120
+يبدي للمعلم أنه إيش منتبه يعني هذه إطار معروف نفسي
+
+399
+00:33:40,120 --> 00:33:43,240
+أن الطالب إذا شعر بالرقابة معناه حيظله إيش حتى
+
+400
+00:33:43,240 --> 00:33:46,840
+يومق برأسه أنه آه آه ماشي أنا معاك ماشي الحال بغض
+
+401
+00:33:46,840 --> 00:33:50,620
+النظر هذا يرجع إلى أسلوب المعلم إلى أي مدى بفهم أو
+
+402
+00:33:50,620 --> 00:33:54,480
+فاهمش متمكن من مادته العلمية أو غير متمكن حافظي
+
+403
+00:33:54,480 --> 00:33:58,160
+على سرعة وقت يرتد الدرس ما المقصود بسرعة وقت يرتد
+
+404
+00:33:58,160 --> 00:33:58,760
+الدرس؟
+
+405
+00:34:01,300 --> 00:34:06,580
+سرعة واترت الدرس، إيش المقصود؟
+
+406
+00:34:06,580 --> 00:34:10,420
+سرعة
+
+407
+00:34:10,420 --> 00:34:16,390
+واترت الدرس هو التوسط في إعطاءالمعلومات بحيث أنه
+
+408
+00:34:16,390 --> 00:34:20,390
+المعلومات البديهية لا قطيل الشرح فيها وحتى لا أصل
+
+409
+00:34:20,390 --> 00:34:23,630
+إلى حد الإشباع مع الطالب أيضًا المعلومات الصعبة لا
+
+410
+00:34:23,630 --> 00:34:26,670
+أسرع فيها يعني المعلومات الصعبة بدها إعادة مرة و
+
+411
+00:34:26,670 --> 00:34:29,410
+مرة تانية و تلاتة المفترض أن أعيدها المعلومة
+
+412
+00:34:29,410 --> 00:34:34,270
+البديهية لما أجي أقول والله عاصمة غزة أيش؟ بديهية
+
+413
+00:34:34,270 --> 00:34:38,470
+هاي؟ في عاصمة غزة؟ مالكم طب انتبهوا معانا شوفوا
+
+414
+00:34:38,470 --> 00:34:41,470
+إذا قلنا عاصمة فلسطين كما في الدرس كلكوا هتقول
+
+415
+00:34:41,470 --> 00:34:46,510
+القدس مش محتاجة لشرح كتيرإذا الإطار البديهي ينبغي
+
+416
+00:34:46,510 --> 00:34:49,670
+اللي يقف عليه المعلم كثيرا في حين أن القضايا اللي
+
+417
+00:34:49,670 --> 00:34:53,070
+تحتاج إلى تركيز ينبغي أن إيش يحاول أن يركز عليها
+
+418
+00:34:53,070 --> 00:34:57,190
+ويأخذ وقت اسألي أسئلة خص حياة الطلبة يا الله ما
+
+419
+00:34:57,190 --> 00:35:04,510
+أجملها جدا أن تسألي مثلا طالبة لديكي استشهد والدها
+
+420
+00:35:04,510 --> 00:35:09,070
+تسأليها و تقولي لها كيف معنوياتك؟ كيف معنويات أمك؟
+
+421
+00:35:09,070 --> 00:35:11,630
+شو أخبار الأهل؟ شو عاملين ان شاء الله؟ ان شاء الله
+
+422
+00:35:11,630 --> 00:35:16,370
+تساعدوا القصة أكترطب انت اه لما أبوكي بعت معاك
+
+423
+00:35:16,370 --> 00:35:21,070
+الصدقات للفقراء في داخل المدرسة كيف؟ يعني شعرت
+
+424
+00:35:21,070 --> 00:35:25,810
+بفخر واعتزاز؟ اسأليه أسئلة تخص حياة الطلبة لأن ما
+
+425
+00:35:25,810 --> 00:35:29,270
+يخص حياتهم جزء من التفاعل الاجتماعي والنفسي داخل
+
+426
+00:35:29,270 --> 00:35:32,330
+البيئة الصفية هذا سيشعره بإنك انت مهتم فيه وبتسألي
+
+427
+00:35:32,330 --> 00:35:35,470
+عن قضايا حتى إيه لها علاقة في البعد الاجتماعي وليس
+
+428
+00:35:35,470 --> 00:35:39,330
+لها علاقة في البعد الأكاديمي فقطهذا أمر كتير مهم
+
+429
+00:35:39,330 --> 00:35:43,550
+أيضا من النقاط التي تساعد المعلم على جذب انتباه
+
+430
+00:35:43,550 --> 00:35:48,570
+الطلبة الاستفادة من أساليب التعلم الذاتي ماذا نقصد
+
+431
+00:35:48,570 --> 00:35:54,930
+بأساليب التعلم الذاتي انت معلمة في فصل مكتظ و بدك
+
+432
+00:35:54,930 --> 00:35:59,810
+تراعي الانتباه و بدك تحقق ضبط الصف ثم نقول لك
+
+433
+00:35:59,810 --> 00:36:03,050
+استفيد من أساليب التعلم الذاتي ماذا نقصد اه اتفضل
+
+434
+00:36:06,210 --> 00:36:10,070
+أول حاجة يعني أنا بدي أحاول قدر الإمكان حتى لا
+
+435
+00:36:10,070 --> 00:36:13,410
+أضيع الوقت كثيرا أنه أحاول أستخدم وسائل تعليمية
+
+436
+00:36:13,410 --> 00:36:17,050
+متطورة زي ال model مثلا لكن أنا داخل الصف هذا
+
+437
+00:36:17,050 --> 00:36:21,150
+الكلام برا الصف داخل الصف الآن كيف أستفيد لأدير
+
+438
+00:36:21,150 --> 00:36:26,210
+العملية التعليمية اتفضلي اتفضلي اتفضلي وحدك ايوا
+
+439
+00:36:26,210 --> 00:36:29,950
+انا الآن بدي احضر للدرس او بدي اعلق وسيلة تعليمية
+
+440
+00:36:29,950 --> 00:36:33,660
+الفترة الدقيقتين او التلاتة اللي انابيكون وجهي
+
+441
+00:36:33,660 --> 00:36:38,940
+لصبورة أكيداش بديكون هنا بديكون في فوضىحتى لا تحدث
+
+442
+00:36:38,940 --> 00:36:42,640
+هذه الفوضى المفترض أنه يا بنات راجعا كنا نفتح على
+
+443
+00:36:42,640 --> 00:36:46,000
+الدرس نقرأه قراءه صامتا أو بوزق البطاقات التعليمية
+
+444
+00:36:46,000 --> 00:36:49,660
+أو بعطي أسئلة ومطلوب انحلها خلال دقيقتين بكون أنا
+
+445
+00:36:49,660 --> 00:36:53,840
+إيش انت بحت دي أحضر للنقطة التالية التي تالي
+
+446
+00:36:53,840 --> 00:36:56,880
+النقطة الأولى في الدرس إذا استفادة من أساليب
+
+447
+00:36:56,880 --> 00:37:00,220
+التعلم ذاتي كالبطاقات التعليمية الرزم الحقيبة
+
+448
+00:37:00,220 --> 00:37:04,360
+الإشغال في القراءه الصامتة النشاط التعاوني حل
+
+449
+00:37:04,360 --> 00:37:08,760
+التمرينات دي كله إيشتعليم أو تعلم ذاتي أسرير تعلم
+
+450
+00:37:08,760 --> 00:37:13,120
+ذاتي أيضًا نوعي من الأسئلة المطروحة بحيث تتضمن
+
+451
+00:37:13,120 --> 00:37:16,740
+أشكال انتراعي قدرات الطلبة وميولهم مانفعش نظل نسأل
+
+452
+00:37:16,740 --> 00:37:20,200
+السؤال بنفس الطريقة مين جاوب وخلاص وهذا من
+
+453
+00:37:20,200 --> 00:37:24,040
+السلبيات اللي شفناها في مقطع الفيديو أنه كانت لا
+
+454
+00:37:24,040 --> 00:37:27,560
+تنوع من الأسئلة المطروحة كانت تحاول بس تسأل وخلاص
+
+455
+00:37:27,560 --> 00:37:30,860
+حتى ترثق بعض المعلومات لكن في شغلات تانية إلها
+
+456
+00:37:30,860 --> 00:37:34,080
+علاقة بأشكال أخرى يمكن من خلالها أنه نوع في
+
+457
+00:37:34,080 --> 00:37:39,600
+الأسئلة زي إيش الأشكال هذهيعني هل ممكن أن نتحدث عن
+
+458
+00:37:39,600 --> 00:37:44,540
+لعبة تعليمية؟ مين يحلها؟ لعبة تعليمية ماني يجيد
+
+459
+00:37:44,540 --> 00:37:49,520
+هذه الحركة ولها علاقة بالدرس؟ أكيد، ألعاب تعليمية
+
+460
+00:37:49,520 --> 00:37:52,240
+مش هاخدنا اللعب التعليمية وقلنا أن الألعاب
+
+461
+00:37:52,240 --> 00:37:57,060
+التعليمية هي slope تربوي يرسخ المعلومات بطريقة
+
+462
+00:37:57,060 --> 00:38:01,980
+أفضل وتراعي بعض الناس شاطرة مهاريا وجسديا، ما شاء
+
+463
+00:38:01,980 --> 00:38:06,440
+الله عليها لكنه لو سألتي سؤال مجرد مش هتعرفزي
+
+464
+00:38:06,440 --> 00:38:10,360
+التمثيل مثلا و هكذا إذا ينبغي على المعلم أن ينوع
+
+465
+00:38:10,360 --> 00:38:14,200
+من الأسئلة المطروحة زي مسابقات زي مثلا أعطي ورقة
+
+466
+00:38:14,200 --> 00:38:18,260
+لحل بعض القضايا و إكمال يعني هذا التنويع منشأنه أن
+
+467
+00:38:18,260 --> 00:38:23,500
+يبدأ أو يأخذ الطالب نحو الانتباه الدائم في الصفر
+
+468
+00:38:23,500 --> 00:38:29,140
+اطرح السؤال ثم اختاري من يجيب على هذا السؤال بعد
+
+469
+00:38:29,140 --> 00:38:37,400
+خمس ثواني لماذا؟ انت حضرت المحاضرة دي اه؟معناه؟ و
+
+470
+00:38:37,400 --> 00:38:40,960
+لا أنت تتخدم معايا في المدخل؟ لأ لأ غريبة طيب
+
+471
+00:38:40,960 --> 00:38:46,860
+تفضلي معروف
+
+472
+00:38:46,860 --> 00:38:55,620
+أن الخمس ثواني و ليس دقائق خمس
+
+473
+00:38:55,620 --> 00:38:57,120
+ثواني
+
+474
+00:39:04,830 --> 00:39:07,770
+لحظة يا جماعة نحن نقسم الطلبة إلى إيش؟ ثلاث
+
+475
+00:39:07,770 --> 00:39:11,830
+مستويات، مظبوط؟ أو ثلاثة مستويات؟ المستوى الأول هو
+
+476
+00:39:11,830 --> 00:39:16,010
+مستوى الموهوبين، أذكياء و هذا و أنت بتحكي السؤال
+
+477
+00:39:16,010 --> 00:39:19,910
+إيش؟ قادر على الإجابة المستوى الثاني هو المستوى
+
+478
+00:39:19,910 --> 00:39:22,990
+المتوسط و اللي بيحاول ال 70% من الطلبة بيكونوا
+
+479
+00:39:22,990 --> 00:39:27,190
+إيش؟ على هذا المنطق هذا بيحتاج إلى الخمس ثواني حتى
+
+480
+00:39:27,190 --> 00:39:33,490
+يفكر و يستحضر مقصود السؤال ثم إيش؟ يدلي بالإجابة
+
+481
+00:39:33,890 --> 00:39:37,330
+النمط التاريثي اللي هو اياش بطيطة علموا ليه أحيانا
+
+482
+00:39:37,330 --> 00:39:41,470
+يوفق في الإجابة مع المتوسط و أحيانا لا يوفق شفنا
+
+483
+00:39:41,470 --> 00:39:45,750
+كيف لذلك الخمس ثواني حتى لا نخدم الحقوق الأغلبية
+
+484
+00:39:45,750 --> 00:39:50,850
+اللي هي 70% من المشاركة و الإجابة وهذه من السلبيات
+
+485
+00:39:50,850 --> 00:39:53,790
+احنا طبعا مش في مهارات تدريس الآن لكن انا يعني على
+
+486
+00:39:53,790 --> 00:39:57,990
+الأقل ان هي كانت مجرد ما تسأل اياش تروح اياش يقول
+
+487
+00:39:57,990 --> 00:40:02,980
+كلهم انا انا و يجاوبوافتعطيهم الفرصة لكن لعله خير
+
+488
+00:40:02,980 --> 00:40:10,860
+أحيانا الواحد بيكون مش منتبه لهذه النقاط أيضا
+
+489
+00:40:10,860 --> 00:40:15,760
+الاستفادة من أسلوب تعليم الأقران تعليم الأقران
+
+490
+00:40:15,760 --> 00:40:18,300
+المقصود فيه هو استثمار
+
+491
+00:40:20,010 --> 00:40:25,330
+الطلبة الموهوبين أو المتقدمين علميا في تعليم زملاء
+
+492
+00:40:25,330 --> 00:40:30,230
+لهم إياش بطيء تعلم أو حتى متوسطين تعلم لذلك
+
+493
+00:40:30,230 --> 00:40:34,290
+مجموعات الأقران اللي توزع داخل الصفوف هدفها
+
+494
+00:40:34,290 --> 00:40:39,350
+الأساسي هو إحداث نوع من التفاعلبين الطلبة ثم أيضا
+
+495
+00:40:39,350 --> 00:40:43,050
+نقل التجربة والمهارة ومساعدة من المعلم معقول
+
+496
+00:40:43,050 --> 00:40:48,010
+المعلم يلاحق 45 طالبة يحاول يناقشها ويحاور هذه
+
+497
+00:40:48,010 --> 00:40:52,550
+ويعطي هذه سؤال ويشارك هذه طبعا هذا الأمر يصعب لذلك
+
+498
+00:40:52,550 --> 00:40:56,650
+هو يسعين بمجموعة من الطلاب الشاطرين اللي يعلموا
+
+499
+00:40:56,650 --> 00:41:02,670
+زملائهم ويستفيد من هذا الوقت أيضا ركزي على تعليم
+
+500
+00:41:02,670 --> 00:41:09,510
+الطلبة كيف يتعلمون ذاتيابتعرفوا قصة أو المثل
+
+501
+00:41:09,510 --> 00:41:16,090
+الصيني الذي يقول اش لا تطعمني سمكة ولكن علمني كيف
+
+502
+00:41:16,090 --> 00:41:23,470
+أصطاد انت معلمة لغة انجليزية عندك طالبة او مجموعة
+
+503
+00:41:23,470 --> 00:41:28,970
+طالبة كل يوم بيسألوكي سؤال عن كلمة جديدة عندهم
+
+504
+00:41:28,970 --> 00:41:34,520
+تتوقع ان انت هتجاوبي على هذه الأسئلةلكن الطريقة
+
+505
+00:41:34,520 --> 00:41:38,640
+الأمثل في التعامل مع هذا الشيء أنه نعلمهم إيش؟ كيف
+
+506
+00:41:38,640 --> 00:41:41,900
+يتعاملوا مع القموس؟ كيف يصلوا المكتبة؟ كيف
+
+507
+00:41:41,900 --> 00:41:45,390
+يستفيدوا من ال internet في الترجمة؟طبعا هذا التعلم
+
+508
+00:41:45,390 --> 00:41:48,770
+الذاتي إيش بيعمل؟ بيعمل فيه نوع من إيش الوقت
+
+509
+00:41:48,770 --> 00:41:52,670
+المتاح إليك إنك تنفذي أشياء أكتر من الموضوع ثم
+
+510
+00:41:52,670 --> 00:41:57,510
+أيضا يبني لدى الطالب شخصيته مهارة سيستفيد منها
+
+511
+00:41:57,510 --> 00:42:00,510
+طوال حياته يعني بدل ما هو أنت تقعد كل مرة تقعد
+
+512
+00:42:00,510 --> 00:42:04,810
+تعطيه شيء لأ .. لأ اعطيه يشتهد بالعكس هو سيرسخ هذا
+
+513
+00:42:04,810 --> 00:42:08,550
+العلم و دايما الشغل اللي بتتعب فيها ترسخ علمك فيها
+
+514
+00:42:08,550 --> 00:42:12,660
+بشكل أفضل أكيدأيضًا الإفادة من مرافق المدرسة في
+
+515
+00:42:12,660 --> 00:42:16,240
+توصية غرفة الصف معروف أن المدرسة مرافق مثل
+
+516
+00:42:16,240 --> 00:42:21,810
+المكتبة، المسجد، مختبر الكمبيوتر، مختبرات علميةمهم
+
+517
+00:42:21,810 --> 00:42:26,730
+للمعلم و بالذات معلمين الصف انهم ايش انهم يبدأوا
+
+518
+00:42:26,730 --> 00:42:30,190
+يحاولوا قدر المكان يوسعوا من المدرسة هذا الصف مكتظ
+
+519
+00:42:30,190 --> 00:42:33,330
+باخدهم على المكتبة المكتبة ما شاء الله واسعة بدأ
+
+520
+00:42:33,330 --> 00:42:36,370
+انافذ حصة من الحصص اللي لها علاقة بالمكتبة استخدم
+
+521
+00:42:36,370 --> 00:42:41,490
+الكتب اذا او استخدم المختبر و هكذا اللجوء إلى جدول
+
+522
+00:42:41,490 --> 00:42:45,470
+دراسي مرن بحيث انه كثير من الأنشطة اللتي تحتاج إلى
+
+523
+00:42:45,470 --> 00:42:49,380
+مش حصة واحدة حصتين و تلاتة انافذ فيها النشاطأشي
+
+524
+00:42:49,380 --> 00:42:52,660
+بدأ أعرض فيه فيديو، أشي بدأ ألعب تعليمية فبروح أنا
+
+525
+00:42:52,660 --> 00:42:55,860
+لمدير لمدير المدرسة أو بنسق مع بعض المدرسين بحيث
+
+526
+00:42:55,860 --> 00:43:02,600
+أنه أاخد حصص متتالية وأنفذ فيها هذا الموضوع أخيرًا
+
+527
+00:43:02,600 --> 00:43:05,800
+قومي بالانتقاء العشوائي للطلبة للإجابة على الأسئلة
+
+528
+00:43:05,800 --> 00:43:09,520
+وهنا بدأ أقف على سؤال حتى يعني ان شاء الله نصل إلى
+
+529
+00:43:09,520 --> 00:43:14,580
+النهاية هل هذا الأسلوب هو أسلوب صحيح ولا خطأ؟
+
+530
+00:43:14,580 --> 00:43:17,260
+أسلوب الانتقاء العشوائي للطلبة للإجابة على الأسئلة
+
+531
+00:43:17,260 --> 00:43:18,380
+أسلوب صحيح ولا خاطر؟
+
+532
+00:43:22,170 --> 00:43:32,010
+طيب طب ليش احنا حاطينه هيك؟ طيب
+
+533
+00:43:32,010 --> 00:43:35,270
+انا بدي اسأل سؤال تاني لحظة شوية انا بدي اسأله
+
+534
+00:43:35,270 --> 00:43:38,350
+بطريقة تانية اذا بتتكرموا انا بدي اسأله بطريقة
+
+535
+00:43:38,350 --> 00:43:43,610
+تانية متى يسمح للمعلم ان يلجأ الانتقاء العشوائي
+
+536
+00:43:43,610 --> 00:43:45,750
+للطلب اللي اجاب على الأسئلة متى يسمح؟
+
+537
+00:43:50,070 --> 00:43:57,870
+لأ فضل حكت
+
+538
+00:43:57,870 --> 00:44:01,850
+أزملتكوا شغلة أول نقطة لإحداث التفاعل أحيانا بعض
+
+539
+00:44:01,850 --> 00:44:04,250
+الطلبة أنا عارف شاطرة يعني أنا بعرف بعض الطالبات
+
+540
+00:44:04,250 --> 00:44:07,850
+ماشاء الله عليهم ممتازات جدا ومحبوش يشاركوا لأ أنا
+
+541
+00:44:07,850 --> 00:44:11,270
+بدي أهم يشاركوا عشان يتفاعلوا وحتى يفيدوا ويغيرهم
+
+542
+00:44:11,270 --> 00:44:14,790
+من الطلبة أنا متأكدة أنها تجاوب إذا إيش إذا سألتها
+
+543
+00:44:14,790 --> 00:44:20,560
+على النقيد إذا كان طالب إيش ووضعه صعبضعيف بروح
+
+544
+00:44:20,560 --> 00:44:25,120
+بنتقيله سؤال ادرك تماما و بالعكس متيقن تماما ان هو
+
+545
+00:44:25,120 --> 00:44:29,140
+هيجاوب هذا السؤال عشان احدثله نوع من الاش الحافظ و
+
+546
+00:44:29,140 --> 00:44:32,960
+التشجيع النقطة التالتة استهداف قيادات السوق ايش
+
+547
+00:44:32,960 --> 00:44:37,380
+قيادة السوق في الصفر؟ المشاغبين اللي بيحدثوا فوضى
+
+548
+00:44:37,380 --> 00:44:40,900
+اللي عاملين حالهم ما شاء الله زعران هدول بيحتاجوا
+
+549
+00:44:40,900 --> 00:44:45,630
+مني الاحراج احياناحتى إيش يعني أعطيهم نوع من
+
+550
+00:44:45,630 --> 00:44:48,870
+الإحراج بقوله تفضل جاوب عشان أورجيه أنه انت شايف
+
+551
+00:44:48,870 --> 00:44:52,410
+هيك بس شاطر فيها في المشاغبة فقط إذا هذا ال ..
+
+552
+00:44:52,410 --> 00:44:55,710
+التلت حالات اللي أنا بقدر أستخدم فيها الموضوع نقف
+
+553
+00:44:55,710 --> 00:44:59,170
+عند مشكلات الكثافة الصفية ان شاء الله اللي هي
+
+554
+00:44:59,170 --> 00:45:02,070
+عندنا مشكلات تعليمية في المحاضرة القادمة نتناولها
+
+555
+00:45:02,070 --> 00:45:04,250
+ان شاء الله رب العالمين أشكركم لحسن الاسماع و
+
+556
+00:45:04,250 --> 00:45:05,550
+بعارف الله فيكم و السلام عليكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/GpIWJYNhhcE_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/GpIWJYNhhcE_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..23dc6a432018a508ba4bd864288d3aabfcb56a47
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/GpIWJYNhhcE_raw.srt
@@ -0,0 +1,2428 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,000 --> 00:00:16,480
+نبدأ بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,480 --> 00:00:19,800
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,800 --> 00:00:23,800
+وعلى آله وصحبيه والسلام أجمعين أما بعد اتحدثنا في
+
+5
+00:00:23,800 --> 00:00:30,080
+المحاضرة السابقة عن المشكلة الثانية والثالثة من
+
+6
+00:00:30,080 --> 00:00:34,360
+المشكلات اللي هو الإدارة الصفية أو التي تواجه
+
+7
+00:00:34,360 --> 00:00:38,680
+الإدارة الصفية قلنا في مشكلة التحدث الصفي غير
+
+8
+00:00:38,680 --> 00:00:42,180
+المناسب والتي تناولناها في المحاضرة السابقةتحدثنا
+
+9
+00:00:42,180 --> 00:00:47,340
+عن أعراض ومظاهر هذه المشكلة ثم تحدثنا عن أسبابها و
+
+10
+00:00:47,340 --> 00:00:51,140
+الحلول المقترحة اليوم ان شاء الله سنتحدث عن مشكلة
+
+11
+00:00:51,140 --> 00:00:54,040
+اللي هو السلوك العدواني تجاه الآخرين وتكاد تكون
+
+12
+00:00:54,040 --> 00:00:58,060
+هذه المشكلة من المشاكل المرتبطة بسوق السلوك التي
+
+13
+00:00:58,060 --> 00:01:02,700
+تحدثنا عنه عندما وصفنا لأصناف السلوك وأن السلوك هو
+
+14
+00:01:02,700 --> 00:01:06,360
+مصدر المشكلات لأن أغلب المشكلات التي نرغب في
+
+15
+00:01:06,360 --> 00:01:10,380
+معالجتها لتحقيق الانضباط هي مشاكل سلوكيةوليست هي
+
+16
+00:01:10,380 --> 00:01:14,160
+مشاكل تعليمية بالدرجة الأولى وأحيانا حتى المشاكل
+
+17
+00:01:14,160 --> 00:01:17,220
+السلوكية تنعكس أساسا على التفسير الدراسي والتعليم
+
+18
+00:01:17,220 --> 00:01:22,400
+السلوك العدواني كما هو مبين أمامكم أنه هو نمط من
+
+19
+00:01:22,400 --> 00:01:27,680
+النماط المؤذية التي لايرغب المعلم أن يراها أو أن
+
+20
+00:01:27,680 --> 00:01:31,960
+يلاحظها أو أن يكتسبها الطلبة بأي حال من الأحوال
+
+21
+00:01:31,960 --> 00:01:36,440
+طبعا من أشكال هذه المسلكيات العدوانية مثل الاعتداء
+
+22
+00:01:36,440 --> 00:01:40,340
+اللفظي أو الاعتداء الجسديأو الاعتداء على ممتلكات
+
+23
+00:01:40,340 --> 00:01:46,000
+الغير يعني طالب بيعتدي على دفتر زميله بيخربش عليه
+
+24
+00:01:46,000 --> 00:01:50,180
+طالب آخر بيكسر المصر و هكذا هذه أشكال من اللي هو
+
+25
+00:01:50,180 --> 00:01:53,440
+الاعتداء اللي اللي هو على الممتلكات طبعا الاعتداء
+
+26
+00:01:53,440 --> 00:01:59,100
+اللفظي كان يعني يبدأ بإصدار ألقاب معينة أو ألفاظ
+
+27
+00:01:59,100 --> 00:02:05,220
+نابية لتليق بطالب مدرسة أو بهذا المكان الذي يمثل
+
+28
+00:02:05,220 --> 00:02:10,780
+حرما آمنا المفترض لطلبة اللي هوالمدرسة أيضًا
+
+29
+00:02:10,780 --> 00:02:14,180
+العدوانية هي استجابة لرغبات في الأساس يعني أنا
+
+30
+00:02:14,180 --> 00:02:22,460
+إنسان شعرت بظلمة فأبدأ أعبر عن هذا الظلم من خلال
+
+31
+00:02:22,460 --> 00:02:26,660
+مسلكيات قد تكون هذه المسلكيات خاطئة زي إن أنا أروح
+
+32
+00:02:26,660 --> 00:02:32,240
+أنتقم لذاتي أو أعطي ردًا غير مناسب في موقف من
+
+33
+00:02:32,240 --> 00:02:37,570
+المواقف طبعًا هذا المسلك ليش؟حتى يحقق رضا في نفسي
+
+34
+00:02:37,570 --> 00:02:40,930
+إذا أنا انتقمت مع نقاش بشعر بنوع من الارتياح إذا
+
+35
+00:02:40,930 --> 00:02:44,310
+في هناك توتر في غضب في داخل نفس الإنسانية من قبل
+
+36
+00:02:44,310 --> 00:02:49,010
+طالب معين تعرض لظلم أو لم يتعرض سواء كان هو يتسم
+
+37
+00:02:49,010 --> 00:02:52,510
+بهذه المثلكيات من أساس نتيجة تربية أسرية أو غيره
+
+38
+00:02:52,510 --> 00:02:56,770
+أو أنه زي ما حكينا تعرض لاعتداء فعرض أن يرد
+
+39
+00:02:56,770 --> 00:02:59,650
+الاعتداء ليه يعني زي ما يقولوا يعني
+
+40
+00:03:02,930 --> 00:03:06,870
+ما هي مظاهر هذه المشكلة؟ إذا بتحدث عن صلوات
+
+41
+00:03:06,870 --> 00:03:10,930
+أدواني، مش مع الطلبة بس مع المدرسين، نعم هناك من
+
+42
+00:03:10,930 --> 00:03:16,440
+الطلبة من يعتدي على المعلم إما باللفد أو أحيانالأ
+
+43
+00:03:16,440 --> 00:03:19,860
+كمان بالاعتداء الجسدي أو بعصيان الأوامر أو
+
+44
+00:03:19,860 --> 00:03:22,860
+بالتحريض هذا نوع من الاعتداء أو من نوع المساكيات
+
+45
+00:03:22,860 --> 00:03:27,320
+العدوانية ما هي مظاهر هذه المشكلة لحظة أمامنا أن
+
+46
+00:03:27,320 --> 00:03:30,980
+أول هذه المظاهر هو الاعتداء الجسدي على الأقران
+
+47
+00:03:30,980 --> 00:03:35,080
+بغرض الانتقام أو تحقيق الذاتإذا أول حاجة أنا بدي
+
+48
+00:03:35,080 --> 00:03:39,840
+أحقق ذاتي، أنا بطل، أنا قوي، أنا قادر أن أرد، بدي
+
+49
+00:03:39,840 --> 00:03:43,780
+أسيطر، إذا أول حاجة اعتداء بغرض الانتقام أو تحقيق
+
+50
+00:03:43,780 --> 00:03:47,900
+الذات أو التعبير عن الشعور بالإحباط، إيش يعني؟ إذا
+
+51
+00:03:47,900 --> 00:03:52,920
+أنا تعرضت لموقف محبط معاه، تعرضت لإنه والله بدي
+
+52
+00:03:52,920 --> 00:03:57,440
+أجاب عن سؤال، فهذه الإجابة لاقت عدم السحسان من
+
+53
+00:03:57,440 --> 00:04:01,520
+الطلبة أو من المعلمين، فبيروحوا إيش؟بيبدأوا يسهزوا
+
+54
+00:04:01,520 --> 00:04:04,000
+و يضحكوا على هذه الإجابة فببدأ أنا أشعر بهذا
+
+55
+00:04:04,000 --> 00:04:07,560
+الإحباط هذا الإحباط يولد شعور بالرغم بالانتقام من
+
+56
+00:04:07,560 --> 00:04:11,040
+الناس اللي أخذت كلامي بالسهزاء أو رمتني بنظرات
+
+57
+00:04:11,040 --> 00:04:14,980
+فيها نوع من الإزراء أو التحقير إذا هذا النقطة
+
+58
+00:04:14,980 --> 00:04:18,080
+التانية هذا النوع من الشعور يواجه إما بإتلاف
+
+59
+00:04:18,080 --> 00:04:22,440
+الممتلكات المدرسية أو إنه اعتداء جسدي أو لفظي أو
+
+60
+00:04:22,440 --> 00:04:26,600
+خلافه مابعده اللي هو انتهاء الحصة الاعتداء على
+
+61
+00:04:26,600 --> 00:04:31,010
+ممتلكات غير من الأقران فإذا لاحظتي كمعلمةإنه شكاوة
+
+62
+00:04:31,010 --> 00:04:33,890
+كثيرة ستصلك، بالذات في المرحلة الإبتدائية، يا
+
+63
+00:04:33,890 --> 00:04:37,970
+أنتي، هذه والله كسرة مسترتي، هذه مزعة البارقة، هذه
+
+64
+00:04:37,970 --> 00:04:43,910
+كذا، هذه المظاهر اللي بتبرز تحديدا في مرحلة
+
+65
+00:04:43,910 --> 00:04:49,140
+التعليم الأساسي والتعليم الإبتدائي بشكل عامفيها
+
+66
+00:04:49,140 --> 00:04:52,740
+كثير من الأشكال لذلك هي تحتاج إلى تدخل و هنشوف هذا
+
+67
+00:04:52,740 --> 00:04:57,080
+الكلام ضمن الحلول أيضا المشاكس المتكرر أو عدم
+
+68
+00:04:57,080 --> 00:05:01,480
+الامتثال للأوامر يعني لحظة كمان من مظاهر السلوك
+
+69
+00:05:01,480 --> 00:05:06,220
+العدواني أن تجدي بعض الطالبات أو الطلابلا يمتسل
+
+70
+00:05:06,220 --> 00:05:10,180
+لأوامرك كمعلمة يارت تهده، يارت كذا طب ايه اقعد
+
+71
+00:05:10,180 --> 00:05:14,040
+هنا، طب اطلع للناظر، لأ مش هاطلع أو مش هعمل أو ..
+
+72
+00:05:14,040 --> 00:05:18,980
+هذا طبعا فيه نوع من الدرر على هيبة و سلطة المعلم و
+
+73
+00:05:18,980 --> 00:05:22,080
+فيه نوع من الاعتداء على مهام و واجباته الأساسية
+
+74
+00:05:22,080 --> 00:05:25,720
+عشان هيك احنا بقول ان هذا ايضا من المظاهر الأساسية
+
+75
+00:05:25,720 --> 00:05:28,880
+في موضوع السلوك العدواني اصدار التهديدات و
+
+76
+00:05:28,880 --> 00:05:32,050
+الإساءات اللفظيةوالله ان شاء الله غير أثرناك بس
+
+77
+00:05:32,050 --> 00:05:36,110
+اتروح عشان انا أنتقم او او من هذه المساكيات
+
+78
+00:05:36,110 --> 00:05:41,390
+التهديد ايضا من المساكيات العدوانية التي تشعر او
+
+79
+00:05:41,390 --> 00:05:46,610
+تجعل من البيئة الصفية بيئة غير آمنة غير مطمئنة
+
+80
+00:05:46,610 --> 00:05:49,190
+فيها نوع من التوتر فيها نوع من المشاحنة فيها نوع
+
+81
+00:05:49,190 --> 00:05:56,430
+من التربص والترقب وفيها وهذه تبتعد ايضا عنالأصل
+
+82
+00:05:56,430 --> 00:05:59,570
+الأساسي الذي ينبغي أن نحافظ عليه في البيئة الصفية
+
+83
+00:05:59,570 --> 00:06:05,090
+وهو أسس لبيئة آمنة مطمئنة هذا الأساس اللي نبحث عنه
+
+84
+00:06:05,090 --> 00:06:09,690
+أيضا الرد على المعلم بألفاظ غير لائقة يصدر كثيرا
+
+85
+00:06:09,690 --> 00:06:13,820
+وهذا السؤال أخذناه سابقالو أنا إيش؟ طالب عندك ردك
+
+86
+00:06:13,820 --> 00:06:19,920
+بوقاها، شو العوامل اللي تؤثر غير عوامل النطج والسن
+
+87
+00:06:19,920 --> 00:06:22,540
+أو العمر، اللي اتحدثنا عنه، و اتحدثنا عن كثير من
+
+88
+00:06:22,540 --> 00:06:28,010
+العوامل، طبعا هذه تصدر لكنها تبقى في حدود ضيقةيعني
+
+89
+00:06:28,010 --> 00:06:32,470
+لات كانت تتجاوز أشياء بسيطة و نسبة بسيطة لكنها
+
+90
+00:06:32,470 --> 00:06:36,170
+تحتاج إلى علاج كما قلنا لأن رسالة المعلم هي رسالة
+
+91
+00:06:36,170 --> 00:06:39,810
+سامية ينبغي أن يحافظ على قدسيتها في نفس الطالب
+
+92
+00:06:39,810 --> 00:06:44,090
+وأيضا في نفس المعلم الغضب الشديد عند مراجعة
+
+93
+00:06:44,090 --> 00:06:50,650
+المدرسة بعض الطلبة لايرغبوا في المراجعة وهذا جائم
+
+94
+00:06:50,650 --> 00:06:56,220
+نتج عن إما شعور بالإحباط أو أنه يشعر بأنه مظلوممن
+
+95
+00:06:56,220 --> 00:06:59,360
+قبل المراجعة يعني طالب اعتد على طالب فرح رد
+
+96
+00:06:59,360 --> 00:07:02,940
+الاعتداء باعتداء المعلم لاحظ الاعتداء الثاني ولم
+
+97
+00:07:02,940 --> 00:07:08,920
+يلاحظ الأول بدأ يراجع ليش أنت اعتديت فبيجد ردة فعل
+
+98
+00:07:08,920 --> 00:07:13,540
+عنيفة من الطالب هو يستغربها هو لايعلم سببها الأساس
+
+99
+00:07:13,540 --> 00:07:17,760
+وهذا بيدعون إلى شغل كتير مهم ان الإنسان أو المعلم
+
+100
+00:07:17,760 --> 00:07:22,790
+ينبغي أن يراعي العدل قدر الإمكان وهو حتى إيشيعني
+
+101
+00:07:22,790 --> 00:07:27,390
+يحاول التدخل للمعالجة، يعني لا يسعجل اللوم، لا
+
+102
+00:07:27,390 --> 00:07:31,210
+يسعجل التقنيب، لا يسعجل العقاب قبل أن يتبين أو
+
+103
+00:07:31,210 --> 00:07:36,900
+يتضح له هذا الموقف، أيضًا التحريض على القصيانكثير
+
+104
+00:07:36,900 --> 00:07:39,960
+من الطلبة من يلجأ إلى عدم حضور الحصة هاي خلينا
+
+105
+00:07:39,960 --> 00:07:43,600
+نطلع نروح لأ بلاش اليوم تيجي على المدرسة او بداش
+
+106
+00:07:43,600 --> 00:07:47,060
+نسمع المدرس بدنا اول ما يجي المدرس نحدث نوع من
+
+107
+00:07:47,060 --> 00:07:51,300
+السلوك الفوضى غيره هذا ايضا من المساكبيات
+
+108
+00:07:51,300 --> 00:07:55,340
+العدوانية اللتي يمكن ان نلاحظها ضمن اطار مظاهر و
+
+109
+00:07:55,340 --> 00:08:01,860
+أعراض هذه المشكلة طيب يترى ما الأسباب؟ ما هي أسباب
+
+110
+00:08:01,860 --> 00:08:06,910
+هذه المشكلة؟ ليش في سلوك عدواني؟لماذا يعني في
+
+111
+00:08:06,910 --> 00:08:13,610
+مدارسنا مثلا نلحظ مثل هذه المثلكيات؟ أول نقطة
+
+112
+00:08:13,610 --> 00:08:16,130
+أساسية هي التربية الأسرية، بارك الله فيك، يعني
+
+113
+00:08:16,130 --> 00:08:20,150
+إحنا نتحدث عن طلبة إجوا من وين؟ من المجتمع، برا
+
+114
+00:08:20,150 --> 00:08:23,230
+المجتمع اللي تمعناه؟ لأ، أكيد هم إجوا من أسر، هذه
+
+115
+00:08:23,230 --> 00:08:27,410
+الأسر تختلف في تربيتها لأبنائها، فيما يعني يتعلق
+
+116
+00:08:27,410 --> 00:08:30,970
+تربية هادئة، تربية لأمشاكسة، تربية عضوانية، تربية
+
+117
+00:08:30,970 --> 00:08:36,330
+سلميةتربية دينية والتزام وتربية منحلة غير .. غير
+
+118
+00:08:36,330 --> 00:08:40,470
+لائقة أو غير أخلاقية، إذا التربية الأسرية باعتبار
+
+119
+00:08:40,470 --> 00:08:46,050
+أن الأسرة هي المحضن الأول التي ينشأفي داخلها هذا
+
+120
+00:08:46,050 --> 00:08:50,090
+الطالب خمس، ست سنوات قبل ما يجيك على المدرسة هو
+
+121
+00:08:50,090 --> 00:08:54,230
+عايش طالب وين؟ في بيته؟ في أسرته؟ يأخذ منها؟ إذا
+
+122
+00:08:54,230 --> 00:08:58,630
+بنية بشكل أساسي في داخل أسرة فالتربية الأسرية أول
+
+123
+00:08:58,630 --> 00:09:02,350
+نقطة من نقاطها تقليد السلوكيات العدوانية التي
+
+124
+00:09:02,350 --> 00:09:06,670
+يمارس الأب مع الأم لحظة المحاكاة، محاكاة الطفل
+
+125
+00:09:06,670 --> 00:09:11,700
+لسلوك والده والطفل لسلوك والدتها هذا أمر إيه؟يعني
+
+126
+00:09:11,700 --> 00:09:15,320
+لحظة الطفلة الأول شغلة بتحب تلعب مع مين؟ مع اللعبة
+
+127
+00:09:15,320 --> 00:09:19,780
+اللي هي شكل الأنثى تاخدها تمشطلها تحطلها البكل مش
+
+128
+00:09:19,780 --> 00:09:23,980
+عارف إيش ليش هذه المحاكاة؟ هذه في نفس الطالبة أو
+
+129
+00:09:23,980 --> 00:09:26,540
+نفس الطالب اللي بيقلد أبوه في بعض الحركات
+
+130
+00:09:26,540 --> 00:09:31,100
+والعبارات وماشاء الله بيعلي صوته على خواته بده
+
+131
+00:09:31,100 --> 00:09:35,140
+يعني يقلد الأب ليه يتقمص دور الرجل الكبير في هذا
+
+132
+00:09:35,140 --> 00:09:38,820
+البيت هذه إذا السلوكيات العدوانية التي تمارس أمامه
+
+133
+00:09:38,820 --> 00:09:42,760
+من قبل الأب أحيان بيجينا طلبةلأ بيضرب بنفس الطريقة
+
+134
+00:09:42,760 --> 00:09:45,700
+اللتي يضرب بها الأب أبنائه يعني كيف انضرب كمان
+
+135
+00:09:45,700 --> 00:09:48,920
+بروح عيش به حاول يقلد هذه الحركات تذكروا لما
+
+136
+00:09:48,920 --> 00:09:53,980
+تحدثنا عن وسائل الإعلام و دورها و أثرها في موضوع
+
+137
+00:09:53,980 --> 00:09:59,960
+العدوانية و سوء السلوك نفس القصة كيف يمكن أن تكون
+
+138
+00:09:59,960 --> 00:10:05,010
+الأسرة مفككةكيف الطبيعة أو هي طبيعته تربية الأب
+
+139
+00:10:05,010 --> 00:10:08,250
+لأبنائه؟ أيش أسلوب العقاب اللي بيتخذها الأب ضد
+
+140
+00:10:08,250 --> 00:10:12,490
+أبناء أو ضد الأسرة اللي بيعيش فيها، بينقلها هؤلاء
+
+141
+00:10:12,490 --> 00:10:17,190
+الأطفال إلى مدارسهم؟ ضعف الاهتمام العاطفي بالطالب
+
+142
+00:10:17,190 --> 00:10:20,470
+وشعوره دائما بالحرمان، ماذا نقصد الحرمان؟ هل هو
+
+143
+00:10:20,470 --> 00:10:25,530
+الحرمان المادي؟لأ حرمان العاطفي عارفين يعني كتير
+
+144
+00:10:25,530 --> 00:10:29,310
+جدا احنا لو نجي نتحدث عن اب لا يحضر ابناه الرسول
+
+145
+00:10:29,310 --> 00:10:33,170
+عليه الصلاة والسلام لما قبل الحسن والحسين فلاحظه
+
+146
+00:10:33,170 --> 00:10:37,250
+عربيا قال له يا رسول الله وإنا لكن لا نفعل ذلك
+
+147
+00:10:37,250 --> 00:10:41,310
+يعني هذا عيب عنا قال وما بيكم إن نزع الله الرحمة
+
+148
+00:10:41,310 --> 00:10:46,730
+من قلوبكم إذا موضوع الاهتمام العاطفيكتير مهم و ليس
+
+149
+00:10:46,730 --> 00:10:49,410
+خاص فيه انه بس انا احضر ابني او احضر بنتي لأ مش
+
+150
+00:10:49,410 --> 00:10:54,990
+هذا الأساس هو الايحاء الاستماع النظرات التي تعطى و
+
+151
+00:10:54,990 --> 00:10:59,730
+تتبادل بين الأب و ابنه و أبناء و هذا شيء فيه نوع
+
+152
+00:10:59,730 --> 00:11:03,330
+من الكتير الاهتمام ولا بأسة في أن يحتضن الأب ابنه
+
+153
+00:11:03,330 --> 00:11:06,910
+او بنته بطريقة تشعره بنوع من الحنان لأن كلنا احنا
+
+154
+00:11:06,910 --> 00:11:10,490
+بشر يعني الإنسان يحتاج إلى نوع من الحنان يحتاج إلى
+
+155
+00:11:10,490 --> 00:11:15,920
+نوع من الرأفة والرحمة التي توجه إليهأيضًا من أسباب
+
+156
+00:11:15,920 --> 00:11:19,980
+المتعلقة بالتربية الأسرية غياب الأب وأهماله للبيت
+
+157
+00:11:19,980 --> 00:11:24,400
+وكمان برضه تيجي الأم أيش لتمارس هذا الدور المزدوج
+
+158
+00:11:24,400 --> 00:11:29,600
+لتاخذ على كاهلها دورة يصعب عليها القيام بها معروف
+
+159
+00:11:29,600 --> 00:11:34,580
+أن الأب له سلطة وله سطوة ودائمًا احنا عند الأمهات
+
+160
+00:11:34,580 --> 00:11:38,240
+ما شاء الله إذا غلبوها ولادها بس ييجوا أيش أبوكوا
+
+161
+00:11:38,240 --> 00:11:43,480
+هورجيكم مش هيك؟ هذا الطريقة هي جاية بالنتيجة
+
+162
+00:11:43,480 --> 00:11:48,830
+لتكويناللي هو النفسي والجسدي لدى الأب وخوف الأبناء
+
+163
+00:11:48,830 --> 00:11:53,070
+دائما من هذا الأب غياب الأب واهماله للبيت أيضا فيه
+
+164
+00:11:53,070 --> 00:11:57,190
+نوع منانفلات السلوك نوع من اللي هو الممارسات
+
+165
+00:11:57,190 --> 00:12:02,650
+الخاطئة التي تصدر لأنه مهما تكون تربية المرأة وإن
+
+166
+00:12:02,650 --> 00:12:08,190
+كانت حكيمة تبقى في إطار ناقص يصعب التنبؤ بما سيحدث
+
+167
+00:12:08,190 --> 00:12:12,370
+من اللي هو مصادر لهذه المشكلات التي قد يحدثها
+
+168
+00:12:12,370 --> 00:12:16,670
+الأبناء خارج إطار هذا البيت تعزيز الأسرة للسلوك
+
+169
+00:12:16,670 --> 00:12:24,000
+العدواني للأبناءونقصد بذلك أن بعض الأسر تعزز كافل
+
+170
+00:12:24,000 --> 00:12:26,860
+للسلوك العدواني من خلال إيش؟
+
+171
+00:12:31,460 --> 00:12:36,660
+يعني بيبدأ الطفل يتشرب من أبوه أو من أمه إذا إجا
+
+172
+00:12:36,660 --> 00:12:40,500
+مضروب الولد لأ روح بده كسرك يضربه و يزيد عليه
+
+173
+00:12:40,500 --> 00:12:45,500
+العقاب حتى ينتقم من من ضربه طبعا أمل في أن يكون
+
+174
+00:12:45,500 --> 00:12:50,660
+شخصية قيادية قوية لا تضعف لأحد طبعا طبيعي إن بعض
+
+175
+00:12:50,660 --> 00:12:54,940
+العائلات للأسف تربي على هذا النهج و مش هي لأ خد
+
+176
+00:12:54,940 --> 00:12:59,270
+السكينة و أروح إيها أمزعهو هكذا هدرز مثلاكيات طبعا
+
+177
+00:12:59,270 --> 00:13:03,010
+تدنياش مثلاكيات عضوانية لدى الأطفال و ياريت يقنع
+
+178
+00:13:03,010 --> 00:13:07,030
+الطفل بيه نوع من الرد البسيط الذي يعني لايتجاوز
+
+179
+00:13:07,030 --> 00:13:10,610
+حدود عمره وإنما لأ بيحاول يعني زى ما حكينا يقلد
+
+180
+00:13:10,610 --> 00:13:14,610
+مثلاكيات فيها من السلوك العضواني لأبناء نطرح سؤال
+
+181
+00:13:14,610 --> 00:13:18,470
+ان هل نترك أبناءنا يضربون لإن علمهم التسامح فقط؟
+
+182
+00:13:19,270 --> 00:13:22,390
+حتى يخرجوا إلينا ما شاء الله عليهم ناس معدّبين؟ لأ
+
+183
+00:13:22,390 --> 00:13:26,650
+مش هيك، ليس هذا الذي نقصد، إنما نقصد إنه نحاول خدر
+
+184
+00:13:26,650 --> 00:13:30,550
+إمكان أن نعلمهم بدائل هذا العنف مثل، أنتوا المرة
+
+185
+00:13:30,550 --> 00:13:34,250
+الأولى، لأ اروح احكي مع أبوه، المرة التانية، إذا
+
+186
+00:13:34,250 --> 00:13:38,090
+زاد و الولد كان سيء، لأ ممكن يكون فيه نوع من
+
+187
+00:13:38,090 --> 00:13:41,950
+المقاطع، بعد هيك، لأ و الله إذا تجاوز، ممكن أردو
+
+188
+00:13:41,950 --> 00:13:45,030
+هذا الرد يكون بمنطق اذا انا بحاول كمان ابني في
+
+189
+00:13:45,030 --> 00:13:49,970
+داخل ابني او الطفل اللي في المدرسة مسلكيات اللي
+
+190
+00:13:49,970 --> 00:13:54,410
+لها علاقة بقوة الشخصية مثل ما لها علاقة بالرحمة
+
+191
+00:13:54,410 --> 00:13:58,530
+اللتي ينبغي ان تسود بيننا كمجتمع يؤمن بالله و يؤمن
+
+192
+00:13:58,530 --> 00:14:03,590
+برسوله و بقيم الإسلام بشكل عام ايضا عدم تربية
+
+193
+00:14:03,590 --> 00:14:07,630
+الطفل على تحمل المسؤولية الدلالة الزائدةيعني
+
+194
+00:14:07,630 --> 00:14:16,190
+تخيلوا إنه أحد الطلاب عوده أبواه على إيش العقاب
+
+195
+00:14:16,190 --> 00:14:20,560
+البدني دائما، كل ما يغلط غلطة بضربوهفلمّا خرج
+
+196
+00:14:20,560 --> 00:14:23,920
+للمدرسة وهو الآن في صف أول صار لما بدي أعمل أي
+
+197
+00:14:23,920 --> 00:14:28,320
+شغلة إذا المعلمة تبعته بتقوله اعملها أشهر دور بقول
+
+198
+00:14:28,320 --> 00:14:31,860
+لأ بدي أعملها إذا بديكي أعملها أضربيني فتعود على
+
+199
+00:14:31,860 --> 00:14:36,120
+العقاب كأسلوب كشكل لتقويم صلوكه لأنه يشعوده على قب
+
+200
+00:14:36,120 --> 00:14:39,520
+بنفس الطريقة و بمفهوم المخالفة ابني جيب يقول إنه
+
+201
+00:14:39,520 --> 00:14:45,060
+كمان الليونة الدلال الزائد هو لن يجد أحد يتحمله في
+
+202
+00:14:45,060 --> 00:14:48,430
+المدرسة عشان يدلله في البيت بتدلله أهبس هذا سينعكس
+
+203
+00:14:48,430 --> 00:14:52,970
+سلبا على وين؟ على اللي هو سلوكه في داخل المدرسة،
+
+204
+00:14:52,970 --> 00:14:55,970
+لذلك تحمل مسئولية أن أعلم الطالب كيف يتحمل مسئولية
+
+205
+00:14:55,970 --> 00:14:59,690
+أخطائه، كيف يعالج، كيف يعتذر إذا أخطأ، هذا أمر
+
+206
+00:14:59,690 --> 00:15:03,790
+بالنسبة للتربية الوسرية أيضا، ذو علاقة مباشرة
+
+207
+00:15:03,790 --> 00:15:10,140
+ومهمة في هذا المجالمن الأسباب اللي مالهاش علاقة في
+
+208
+00:15:10,140 --> 00:15:13,740
+الترابية الأسرية وجود قدر كبير من النشاط والمشهود
+
+209
+00:15:13,740 --> 00:15:18,500
+والطاقة التي تعتمر قلبها أو جسد أو عقل هذا الإنسان
+
+210
+00:15:18,500 --> 00:15:23,260
+أو هذا الطفل تذكروا لما قلنا من صفات أو تقسيمات
+
+211
+00:15:23,260 --> 00:15:28,940
+السلوكيات أنه سلوك فرط النشاط إنسان يعاني من ..
+
+212
+00:15:28,940 --> 00:15:33,420
+إنسان يعاني من فرط النشاط .. كويس؟
+
+213
+00:15:35,130 --> 00:15:39,510
+هذا الإنسان الذي يعاني من فرط النشاط، كويس، معناه
+
+214
+00:15:39,510 --> 00:15:44,170
+إنه لديه طاقة زائدة، يفرغها بطريقة مطلوب مننا أن
+
+215
+00:15:44,170 --> 00:15:48,070
+نقننها، نحاول قدر ما نستوعب وحكينا في هذا الكلام،
+
+216
+00:15:48,070 --> 00:15:51,730
+لكن إذا كان هذا الكلام اليوم أنا عندي بهذا
+
+217
+00:15:51,730 --> 00:15:56,670
+المثلجيات، أيضا هذه تسبب إيش؟ عدوانا؟تسبب أحد
+
+218
+00:15:56,670 --> 00:16:00,730
+المسببات التي تدفع الطالب لارتكاب أخطاء، هذه
+
+219
+00:16:00,730 --> 00:16:05,190
+الأخطاء يعني لا ندري كيف شكلها، لكن في النهاية هذا
+
+220
+00:16:05,190 --> 00:16:10,670
+الكابت إذا كان مقبوط في البيتيمارس عليه دور قهر ف
+
+221
+00:16:10,670 --> 00:16:14,110
+بيجي إيش بيحاول يفرغه في المدرسة أو في داخل الصف
+
+222
+00:16:14,110 --> 00:16:18,530
+أيضا عدم تمثل الطالب للقواعد والقوانين الصفية إيش
+
+223
+00:16:18,530 --> 00:16:24,410
+عن التمثل؟ التمثل هو فهم، هو محكا، هو اندماج كامل
+
+224
+00:16:24,410 --> 00:16:27,970
+من الطالب للقواعد والقوانين الصفية، هو اقتناع أيضا
+
+225
+00:16:28,160 --> 00:16:31,420
+مش بس كمان اندماج، كمان اقتناع إذا اقتنع الطالب
+
+226
+00:16:31,420 --> 00:16:35,860
+بالقواعد والقوانين الصفية تمثلها سلوكا مع الممارسة
+
+227
+00:16:35,860 --> 00:16:38,820
+أو مع الوقت وزي ما حكينا إنه كتير كويس إن أحنا
+
+228
+00:16:38,820 --> 00:16:41,980
+دايما نعلم في أول شهر قواعد القوانين الصفية بحيث
+
+229
+00:16:41,980 --> 00:16:46,460
+تصبح جزء من مسلكيات الطالب وثقافته، لذلك عدم تمثل
+
+230
+00:16:46,460 --> 00:16:51,330
+هذه القواعد من شأنه أن يحدث لنا أياشنوع من السلوك
+
+231
+00:16:51,330 --> 00:16:57,090
+العدواني نكمل الاحباط الاحباط اللذي يتعرضه الطالب
+
+232
+00:16:57,090 --> 00:17:01,490
+نتيجة عدم نجاحه في إنجاز عمل ما وذكرنا سابقا اي
+
+233
+00:17:01,490 --> 00:17:05,970
+اخفاققد يدفعوا نوع من الاشق الكره المادة أو الحقد
+
+234
+00:17:05,970 --> 00:17:09,870
+على المعلم أو حتى كمان الحقد على التلاميذ اللي هم
+
+235
+00:17:09,870 --> 00:17:13,310
+استطاعوا أن يفهموا هذه الجزئية من الدرس وهو لم
+
+236
+00:17:13,310 --> 00:17:16,530
+يستطعوا يفهمها وهذا أيضا بسبب نوع السلوك العدواني
+
+237
+00:17:16,530 --> 00:17:20,230
+وقولنا شكل من أشكال السلوك العدواني أن يحدث فوضىمش
+
+238
+00:17:20,230 --> 00:17:23,070
+بس يعني يعتدي على الطالب أو يعتدي على الكتاب أو
+
+239
+00:17:23,070 --> 00:17:26,350
+على الممتلكات لأ كمان هو يحدد فوضى بحيث لا يفهم
+
+240
+00:17:26,350 --> 00:17:32,670
+التلاميذ من أقرانه مادة الشرح أو المادة التي يتم
+
+241
+00:17:32,670 --> 00:17:38,790
+شرحها وقوع الطالب تحت تأثير وسائل الإعلام طبعا
+
+242
+00:17:38,790 --> 00:17:42,090
+وسائل الإعلام كتير كتير مؤثرة فإما أن تؤثر إيجابا
+
+243
+00:17:42,990 --> 00:17:47,890
+فيخرج لنا جيل ما شاء الله عليه أو أنها تؤثر سلبا
+
+244
+00:17:47,890 --> 00:17:52,930
+وهي السمة الغالبة لدينا للأسف لأنها قناة فضائية
+
+245
+00:17:52,930 --> 00:17:57,070
+بتهدي 500، 600، 1000 قناة فضائية كام من القنوات
+
+246
+00:17:57,070 --> 00:18:01,810
+الفضائية التي تقدم قيمة وتغرس اتجاهات وتضع البدائل
+
+247
+00:18:01,810 --> 00:18:06,650
+المناسبة التي تجذب هذا الجيل ليتعلم منها أكيد أقل
+
+248
+00:18:06,650 --> 00:18:10,590
+لاتمثل واحد او اتنين او خمس او عشر فالمية بيبقى
+
+249
+00:18:10,590 --> 00:18:15,200
+وسائل الإعلام التي تعلم العنفالأفلام اللتي يعني
+
+250
+00:18:15,200 --> 00:18:19,280
+الأفلام ال action أو أفلام ال NBC2 مش عارف إيش هذه
+
+251
+00:18:19,280 --> 00:18:22,980
+أفلام ينبغي محاربتها لأن لها تأثيرا واضحا و لعل
+
+252
+00:18:22,980 --> 00:18:27,580
+المعلمات من كنا يعني يلاحظنا بعض ال إيش يمكن بجز
+
+253
+00:18:27,580 --> 00:18:30,770
+عند الطلاب أكثر من الطالبات بس كمان عند الطلباتفي
+
+254
+00:18:30,770 --> 00:18:33,910
+تقليد أيه العلاقة في الأفلام العاطفية و الأشياء
+
+255
+00:18:33,910 --> 00:18:38,090
+التانية هذه كمان برضه شيء سلبي و غير مناسب و
+
+256
+00:18:38,090 --> 00:18:41,570
+الطالب يقعد تحت أثر و هي من ضمن الأسباب الرئيسة
+
+257
+00:18:41,570 --> 00:18:45,850
+اللتي يعاني منها اللي هو الطلبة أيضا ضعف المدرس
+
+258
+00:18:45,850 --> 00:18:49,900
+سواء شخصيا او علمياأحنا قلنا نمط الإدارة الصفية
+
+259
+00:18:49,900 --> 00:18:54,360
+يؤثر بشكل كبير جدا في وين؟ في نتجات التعلم و كمان
+
+260
+00:18:54,360 --> 00:18:57,860
+في مسلكيات الطلب و في سلوكهم إذا كان المعلم قويا
+
+261
+00:18:57,860 --> 00:19:01,340
+فأكيد الصف مانضبط و يا جماعة لما نتحدث احنا عن
+
+262
+00:19:01,340 --> 00:19:05,160
+العقاب و الانضباط احنا نتحدث عنه علم الانضباط كل
+
+263
+00:19:05,160 --> 00:19:08,820
+انضباط ذاتي له علاقة بالقيم و الثقافة ثم انضباط
+
+264
+00:19:08,820 --> 00:19:12,380
+خارجي له علاقة بتأثيرات العقاب التي يمارسها هذا
+
+265
+00:19:12,380 --> 00:19:17,580
+المعلم فأي ما معلم عاقب بطريقة مناسبةاختيار عقابة
+
+266
+00:19:17,580 --> 00:19:22,140
+مناسبة أكيد هيحاول قدر المكان يطبط هذا الصف و
+
+267
+00:19:22,140 --> 00:19:26,100
+يسيطر على المسلكيات العدوانية في مهدها فيعمل على
+
+268
+00:19:26,100 --> 00:19:30,120
+ايش التخلص منها أو تخليص الطالب منها لكن إذا كان
+
+269
+00:19:30,120 --> 00:19:33,780
+هذا الشخصية شخصية تسيوبية شخصية ضعيفة غير متمكنة
+
+270
+00:19:33,780 --> 00:19:39,510
+أساسا من مادتها العلميةفأكيد ستتيح المجال لظهور
+
+271
+00:19:39,510 --> 00:19:44,150
+هذه المسلكيات العدوانية بطريقة أكبر من الشخصيات
+
+272
+00:19:44,150 --> 00:19:48,230
+القوية، أيضًا أسلوب المدرس في إدارة الصف، نمط
+
+273
+00:19:48,230 --> 00:19:51,770
+ديمقراطي كما تحدثنا هو أفضل أنماط وليس نمط
+
+274
+00:19:51,770 --> 00:19:56,110
+دكتاتوري الذي يزيد من عمليات الكبط ولا يعني يزيد
+
+275
+00:19:56,110 --> 00:20:01,410
+من عمليات الإحباط وخلافنجي ل الحلول المقترحة لهذه
+
+276
+00:20:01,410 --> 00:20:08,750
+الظاهرة، إيش الهدف اللي نرغب أن نقدمه كحل في هذا
+
+277
+00:20:08,750 --> 00:20:13,310
+المجال؟ إيش الهدف اللي في هذه المشكلة اللي نرغب أن
+
+278
+00:20:13,310 --> 00:20:17,810
+نحله؟ إيش الهدف من هذه المشكلة؟ من حل هذه المشكلة؟
+
+279
+00:20:17,810 --> 00:20:24,860
+أه فضلي تخلص ال look like بسإذا أول حاجة أنا بدي
+
+280
+00:20:24,860 --> 00:20:28,380
+أتخلص من السلوك العدواني، كيف هذه الحلول، في عندنا
+
+281
+00:20:28,380 --> 00:20:31,340
+نوعين من الحلول، في عندنا حلول وقائية، و هذه
+
+282
+00:20:31,340 --> 00:20:34,780
+الحلول احنا نوجهها للمعلم قبل ما نوجهها للطالب،
+
+283
+00:20:34,780 --> 00:20:37,940
+أول حاجة في الحلول الوقائية فهم النزاع، هو السلوك
+
+284
+00:20:37,940 --> 00:20:41,920
+العدواني مش نزاعمصبوط ولا لا؟ نزاع بين اثنين أو
+
+285
+00:20:41,920 --> 00:20:47,420
+بين طالب و موقف أو بين طالب و ممتلك أو بين طالب و
+
+286
+00:20:47,420 --> 00:20:51,700
+مدرس فهم النزاع إذا فهمنا أن النزاع هو صراع بين
+
+287
+00:20:51,700 --> 00:20:56,360
+الأفراد وهو إطار طبيعي سما بشرية سائدة، مافي
+
+288
+00:20:56,360 --> 00:21:01,950
+إمكانية تخلص منها فهو صراع إما حول قيميعني أنا
+
+289
+00:21:01,950 --> 00:21:07,850
+مؤمنة بقيمة ما وانت غير مؤمنة فيها او برأي معين او
+
+290
+00:21:07,850 --> 00:21:11,470
+بسلطة انا بعتقد كطالب ان انا لازم اكون انا العريف
+
+291
+00:21:11,470 --> 00:21:15,970
+مش الطالب التاني اذا تنازع السلحيات تنازع السلطات
+
+292
+00:21:15,970 --> 00:21:19,950
+او احيانا الموضوع الاجتماعي هذا فقير وانا غنيهذا
+
+293
+00:21:19,950 --> 00:21:25,430
+يعني إنسان يعني شايف حاله أنا إنسان غلبان أو غيره
+
+294
+00:21:25,430 --> 00:21:30,750
+إذا أيضا المصادر اللي هو النزوات اللي بتعتمر في
+
+295
+00:21:30,750 --> 00:21:34,550
+قلب الإنسان إنه والله أنا عندي نزعة لحب السلطة
+
+296
+00:21:34,550 --> 00:21:38,210
+والسيطرة أنا عندي نزعة لكذا و هداك عنده نفس النزعة
+
+297
+00:21:38,210 --> 00:21:43,230
+أينا سيفوز إذا هذا نزعة طبيعية أحد الطلاب يريد أن
+
+298
+00:21:43,230 --> 00:21:47,210
+يحصل على ما يرغب أن يحصل عليه لتحقيق أو تخفيف
+
+299
+00:21:47,210 --> 00:21:52,220
+التوتر ليه؟في داخله اتجاه هذا الموقف عشان ايه كان،
+
+300
+00:21:52,220 --> 00:21:55,880
+اذا فهمنا النزاع انه صراع طبيعي، تعاملنا مع النزاع
+
+301
+00:21:55,880 --> 00:21:59,240
+هيكون اياش؟ اقل حدة مما لو فهمنا على انه سلوك
+
+302
+00:21:59,240 --> 00:22:04,380
+عدواني وحسب، يعني لازم نرفع العصا، لازم نواجهه،
+
+303
+00:22:04,380 --> 00:22:08,130
+لازم نحاربه، لازم .. لأ مش هيكالسلوك العدواني هو
+
+304
+00:22:08,130 --> 00:22:12,810
+سلوك ناتج عن نزاع ينبغي أن نفهمه لذلك نقدم مبادئ
+
+305
+00:22:12,810 --> 00:22:16,890
+لتقليل هذا النزاع وليس لإنهاءه لأنه لا يستحيل
+
+306
+00:22:16,890 --> 00:22:20,990
+انهاء النزاع أو السلوك العدواني بالكامل كيف نقلل
+
+307
+00:22:20,990 --> 00:22:24,610
+هذا اللي بدنا نرغب أنه نناقشه في الحلول الوقائية
+
+308
+00:22:24,610 --> 00:22:30,190
+أول نقطة في مبادئ تقليل النزاعأسس لبيئة آمنة
+
+309
+00:22:30,190 --> 00:22:34,450
+مطمئنة أوجد صفة مطمئنة يرتبط طلب فيه بعلاقات
+
+310
+00:22:34,450 --> 00:22:38,090
+اجتماعية وتعاونية مثمرة نكرر هذه العبارة دائما لأن
+
+311
+00:22:38,090 --> 00:22:41,710
+البيئة النفسي اجتماعية هي بيئة مهمة مهمة التأثير
+
+312
+00:22:41,710 --> 00:22:45,870
+وبالغة التأثير في أن يبقى الصف هادئا وان يبقى الصف
+
+313
+00:22:45,870 --> 00:22:52,430
+متفاعلا ومتسقا بطريقة جميلة جداأيضًا ضاع قواعد
+
+314
+00:22:52,430 --> 00:22:55,910
+صفية واضحة ومنطقية ذات السلسل الهرمي للنتائج
+
+315
+00:22:55,910 --> 00:23:00,370
+خلّيكم معانا في هذه النقطة، لاحظوا نقول قواعد صفية
+
+316
+00:23:00,370 --> 00:23:03,930
+مجموعة التعليمات التي ضاحها المعلم أو تضاحها
+
+317
+00:23:03,930 --> 00:23:08,730
+المعلمة بهدف إياش إيجاد بيئة مناسبة أو قواعد
+
+318
+00:23:08,730 --> 00:23:12,850
+مشتركة يتفق عليها الطرفين الطالب والمعلم ويطبقها
+
+319
+00:23:12,850 --> 00:23:18,580
+خلال مرحلة الدراسةإذا قلنا إنها منطقية ذات السلسل
+
+320
+00:23:18,580 --> 00:23:23,440
+هرمي للنتائج فنحن نقصد بها إنه أنا عندي هنا هاي
+
+321
+00:23:23,440 --> 00:23:28,460
+مثلثانة أو هرم كويس، في عندنا تدرجات أربعة، طالب
+
+322
+00:23:28,460 --> 00:23:33,200
+إنه ألقى مهملات على الأرض
+
+323
+00:23:37,010 --> 00:23:39,710
+هذه منافعة لأحدى القواعد اللي وضعناها القواعد
+
+324
+00:23:39,710 --> 00:23:43,190
+الصفية انه ممنوع القاء الاش الورق أو المهملات على
+
+325
+00:23:43,190 --> 00:23:46,850
+الأرض وإنما في وين؟ في سلة القمامة مش هيك؟ هذه
+
+326
+00:23:46,850 --> 00:23:50,750
+قاعدة من القواعد طالب ألقى المهملات ينبغي أنه يوضح
+
+327
+00:23:50,750 --> 00:23:55,630
+له إيه الأثر الذي يترتب على هذا الموضوع إذا ألقيت
+
+328
+00:23:55,630 --> 00:24:00,990
+أول مرة هقولك إيه؟ ياريت بس اشيل الورقة ارفع
+
+329
+00:24:00,990 --> 00:24:02,030
+الورقة
+
+330
+00:24:04,350 --> 00:24:07,510
+المرة التانية إذا قلقت مرة تانية هقولك تاني دور
+
+331
+00:24:07,510 --> 00:24:10,790
+معلش المرة اللي جاي كل السطر هذا بدك ترفع الأوراق
+
+332
+00:24:10,790 --> 00:24:15,090
+اللي موجودة فيه لإن انت هيخطط للمرة التانية إذا
+
+333
+00:24:15,090 --> 00:24:21,390
+بغلظ شوية يعني العقوبة قليلاإذا كمان مرة تالتة إذا
+
+334
+00:24:21,390 --> 00:24:25,110
+عدت هخليك تنظيف الصف يعني اليوم اللي عليك تنظيفه
+
+335
+00:24:25,110 --> 00:24:28,610
+لأ مش هو لأ يوم تاني هضيف عليك يوم تاني لحتى إيش
+
+336
+00:24:28,610 --> 00:24:33,370
+تكرر ثم بعد ذلك يمكن أنا ألجأ للعقاب البدني إذا
+
+337
+00:24:33,370 --> 00:24:37,950
+معناه ذلك التسلسل الهرمي للنتاج يكون واضح للطالب
+
+338
+00:24:37,950 --> 00:24:41,990
+إنه كل خطأ إيش العقوبات المترتبة على الخطأ بتدرج
+
+339
+00:24:42,700 --> 00:24:46,240
+بدءًا بيه اللي هو الأشياء البسيطة وانتهاءًا
+
+340
+00:24:46,240 --> 00:24:49,860
+بالأشياء التي قد تصل في نهايتها إلى إيش استخدام
+
+341
+00:24:49,860 --> 00:24:53,480
+العقاب البدني إذا كان هذا واضحًا للطالب بيصير فيه
+
+342
+00:24:53,480 --> 00:24:56,180
+نوع من الرضا حتى في استقبال العقاب مش هتلاقي طالب
+
+343
+00:24:56,180 --> 00:25:00,960
+يتمرد على العقاب بالإطلاق ولا يشكوا لأن هو كان
+
+344
+00:25:00,960 --> 00:25:05,640
+فاهمًا وموقعًا على اتفاقية بين المعلم والطالب إذا
+
+345
+00:25:05,640 --> 00:25:10,770
+هذا الخطأطيب النقطة الثالثة كون صفا ديمقراطيا و
+
+346
+00:25:10,770 --> 00:25:15,730
+ذلك بإشراك الطلبة في بعض القرارات الصفية تذكروا
+
+347
+00:25:15,730 --> 00:25:19,930
+أصحاب السلوك العدواني لما قلنا إنه دائما نعظم فيهم
+
+348
+00:25:19,930 --> 00:25:23,670
+الإيجابيات قبل أن نعالج السلوكيات السلبية يعني
+
+349
+00:25:23,670 --> 00:25:29,840
+قلنا رحم الله عبد اللهابن عمر كان ايش؟ يقوم الليل
+
+350
+00:25:29,840 --> 00:25:33,460
+ثم ترك قيام الليل، ماجالش هذا مجصر زي ما بعضنا
+
+351
+00:25:33,460 --> 00:25:37,520
+يعالج انت مجصر انت مش عارفش، لأ هو تحدث عن الجوانب
+
+352
+00:25:37,520 --> 00:25:41,700
+الإيجابية وذكرها ثم بدأ ليجد منفذا إلى الجوانب
+
+353
+00:25:41,700 --> 00:25:46,030
+السلبية فكان ايه؟أقدر على الوصول إلى قلب السامع
+
+354
+00:25:46,030 --> 00:25:50,350
+منه إلى أن يكون جلادا أو أن يكون لواما أو أن يكون
+
+355
+00:25:50,350 --> 00:25:55,650
+مؤنبا لأ احنا بعثنا معلمين ولم نبعث معنفين
+
+356
+00:25:55,650 --> 00:26:00,170
+بالاطلاق هذا أمر مرفوض لذلك نقول أنه ونحن نعالج
+
+357
+00:26:00,170 --> 00:26:04,110
+ينبغي أن نعظم الإيجابيات في نفس نفسنا لأن كل إنسان
+
+358
+00:26:04,110 --> 00:26:08,670
+فيه جانب من الخير كيف نبحث عنهم كيف نجده كيف نعظم
+
+359
+00:26:08,670 --> 00:26:14,280
+اتخاذ طالبة عندكخلينا نقول قليلته أدب، هذه أكثر
+
+360
+00:26:14,280 --> 00:26:18,840
+شغلة صعبة يعني عنها، لكنها فيها جانب الكرام أو
+
+361
+00:26:18,840 --> 00:26:22,380
+فيها جانب الشجاعة، فيها جانب الشهامة، فيها جانب
+
+362
+00:26:22,380 --> 00:26:26,880
+إنه هي يعني رقيقة أيضا في جوانب أخرى، خلينا نشوف
+
+363
+00:26:26,880 --> 00:26:30,500
+هذه الجوانب نتلمسها، نعظمها، ثم بعد ذلك نهمس في
+
+364
+00:26:30,500 --> 00:26:34,580
+أذنها، لما نحس إحنا قاعدين بنحملها مسئوليات،
+
+365
+00:26:34,580 --> 00:26:37,040
+بنمدحها في هذه الجوانب، ثم بعد ذلك نعالج هذه
+
+366
+00:26:37,040 --> 00:26:40,910
+الجوانب على حدة،أكيد هتستجيب وتكون استجابتها أكتر
+
+367
+00:26:40,910 --> 00:26:47,010
+كثيرا مما لو واجهناها بطريقة مباشرة إذا هذه
+
+368
+00:26:47,010 --> 00:26:51,130
+القرارات الصفية مهمة جدا نشارك فيها جميع الطلبة
+
+369
+00:26:51,130 --> 00:26:54,370
+حتى يتحملوا المسئولية اللي احنا بنعتقد أنها طريقة
+
+370
+00:26:54,370 --> 00:26:58,810
+من الطرق المهمة للحلول الوقعية حضر طريقة أو حضري
+
+371
+00:26:58,810 --> 00:27:03,450
+طريقة لحل النزاعات شو معناه هذا الموضوع؟ كيف نحضر
+
+372
+00:27:03,450 --> 00:27:10,910
+طريقة كمعلمات لحل النزاعات؟ نشغل إصلاح؟شو؟ شو
+
+373
+00:27:10,910 --> 00:27:14,950
+رأيكم؟
+
+374
+00:27:14,950 --> 00:27:23,590
+طيب جميل
+
+375
+00:27:23,590 --> 00:27:27,430
+جدا جدا تتذكروا احنا قولنا من مهام المعلم الإدارية
+
+376
+00:27:27,430 --> 00:27:31,750
+التخطيط صح؟ و جزء من هذا التخطيط هو تخطيط ليه؟
+
+377
+00:27:31,750 --> 00:27:35,610
+تحضير للدرس و تحضير للوسائل التعليمية و كمان نضيف
+
+378
+00:27:35,610 --> 00:27:40,760
+المرة هديهشالتحضير للمشاكل أو المشكلات المتوقعة أو
+
+379
+00:27:40,760 --> 00:27:45,860
+المساكيات المتوقعة أن تحدث والتحضير لطريقة لحل
+
+380
+00:27:45,860 --> 00:27:52,520
+النزاعات انا معلمة اتوقع ان طالب ما كويس لاتستجيب
+
+381
+00:27:52,520 --> 00:27:57,700
+لطلباتيأو أنها تعتدي على المعلمات، إيش
+
+382
+00:27:57,700 --> 00:28:00,360
+السيناريوهات اللي ممكن انا أو إيش الحلول اللي ممكن
+
+383
+00:28:00,360 --> 00:28:03,980
+أقدمها في هذه الحالة؟ إذا كنت أنا محاضرة، هكون
+
+384
+00:28:03,980 --> 00:28:07,360
+إيش؟ إنسانة خبيرة؟ إنسانة أقدم المعالجة بالوقت
+
+385
+00:28:07,360 --> 00:28:11,220
+المناسب؟ ماتأخرش السبب، ده أفكر إيش بده أعمل؟و هذه
+
+386
+00:28:11,220 --> 00:28:14,060
+تماما انتوا معلمات جدد بكرا ان شاء الله هتخرجوا
+
+387
+00:28:14,060 --> 00:28:18,780
+لحق للتعليم هذه القضية طريقة تعودكن عن ايش؟ عن
+
+388
+00:28:18,780 --> 00:28:22,140
+شغلة مهمة انه الخبرة الزمنية يمكن انا لما اكون
+
+389
+00:28:22,140 --> 00:28:26,060
+خبير ايه عشر سنوات او عشرين سنة يعني سهل ان انا
+
+390
+00:28:26,060 --> 00:28:31,010
+اتعامل مع الطالبات بطريقةمباشرة ومابدهاش تحضير لكن
+
+391
+00:28:31,010 --> 00:28:34,510
+إذا كنت جديد لأ بلزمني أن أحضر طريقة لحل النزاعات
+
+392
+00:28:34,510 --> 00:28:38,610
+بحيث يلحظ هؤلاء الطلبة أنه أنا دائما أتدخل لعلاج
+
+393
+00:28:38,610 --> 00:28:41,930
+وعلاش أيضا مناسب طيب أنا بدأ أفترض لو أنت تعرضت
+
+394
+00:28:41,930 --> 00:28:48,110
+لموقف هذا الموقف قالتلك طالب انت قانطي مثلا
+
+395
+00:28:48,110 --> 00:28:52,530
+مابتعرفش تشرحي ولا حاجة وانا مش فاهمة منك ولا إشي
+
+396
+00:28:52,530 --> 00:28:59,010
+كيف تردي عليها؟كيف نرد على طالبة بتتهمك بإنك
+
+397
+00:28:59,010 --> 00:29:03,550
+لاتستطيع الشرح؟
+
+398
+00:29:03,550 --> 00:29:06,710
+فضلي ممكن ناخد يعني ندها شوية اقتراحات يعني إيش
+
+399
+00:29:06,710 --> 00:29:10,050
+أنت شايفه لطريقة المناسبة يعني يعني أنت بتقترحي
+
+400
+00:29:10,050 --> 00:29:13,190
+أنه أسمع لها ما هي الاقتراحات اللتي يعني يمكن أن
+
+401
+00:29:13,190 --> 00:29:16,890
+تقدميها ليه؟ طيب أنت مش ملاحظة أنها مثالية شوية و
+
+402
+00:29:16,890 --> 00:29:20,210
+لا شو رايك؟ لأ لأ بتصير يعني طالبة بتقولك أنك أنت
+
+403
+00:29:20,210 --> 00:29:22,750
+بتعرفيش تشرحيهم مش فاهم منك ولا حاجة أه
+
+404
+00:29:27,050 --> 00:29:33,350
+مش رأيك؟ أكلفها بشرح درس معين و أنظر للأخطاء اللي
+
+405
+00:29:33,350 --> 00:29:38,450
+تتقع فيها ممتاز و بعدين أقولك شايفة أنت بتغلطي و
+
+406
+00:29:38,450 --> 00:29:42,250
+أنا بغلط زيك هيك ديك؟ لأ طبعا هذا الكلام شوفوا يا
+
+407
+00:29:42,250 --> 00:29:48,090
+جماعة إحنا أنت الأن أمام موقف مستهدفة فيه نيلة فيه
+
+408
+00:29:48,090 --> 00:29:53,250
+من كرامتكو من شخصيتك أمام طالبات، بالنهاية بعضهم
+
+409
+00:29:53,250 --> 00:29:57,370
+بينظر إليك أنك انسانة ممتازة جدا فلما تيجي طالب
+
+410
+00:29:57,370 --> 00:30:01,590
+تتطول عليك معناه فيه مشكلة كبيرة طيب هذه المشكلة
+
+411
+00:30:01,590 --> 00:30:05,570
+كيف أحلها؟ هل أحلها بالعنف؟ عاقب الطالبات؟ طبعا لأ
+
+412
+00:30:06,370 --> 00:30:11,610
+المطلوب منها تماما كيف عملنا في طيب ماشي احنا كتير
+
+413
+00:30:11,610 --> 00:30:15,830
+كلام ناخذه ربما يكون صحيحا و ربما لا يكون صحيحا
+
+414
+00:30:15,830 --> 00:30:18,930
+طيب خلينا نشارك الجميع ان شاء الله في هذه المشكلة
+
+415
+00:30:18,930 --> 00:30:22,970
+اللي بتتراها زميرتكم و انا بدي تكتبوا اكثر تلت
+
+416
+00:30:22,970 --> 00:30:25,510
+ايجابيات و تلت سلبيات في المعلمة اللي امامكم
+
+417
+00:30:25,510 --> 00:30:29,990
+بطريقة الكتابة السرية و في نتاج الموضوع اذا بناخد
+
+418
+00:30:29,990 --> 00:30:34,290
+ان هذه الملاحظة اللي زميرتكم عليها اجماعةمعنى ذلك
+
+419
+00:30:34,290 --> 00:30:37,410
+إن ان شاء الله نغير في أساليبنا، لكن إذا ماكنش
+
+420
+00:30:37,410 --> 00:30:39,750
+عليها إجماعة خلينا نتناقش و نشوف الطالبة واضح إن
+
+421
+00:30:39,750 --> 00:30:42,850
+في مشكلة خاصة ممكن أحلها أنا و زميلتكم الطالبة،
+
+422
+00:30:42,850 --> 00:30:46,270
+هيك هذا مخرج على الأقل فيه نوع من اللباقة و فيه
+
+423
+00:30:46,270 --> 00:30:48,770
+نوع من احترام من رأي و بنفس الوقت كمان برضه أنا
+
+424
+00:30:48,770 --> 00:30:51,670
+فيه نوع من استفادة من التخذية الراجعة من قبل
+
+425
+00:30:51,670 --> 00:30:57,590
+الطالبات اللي عنديطيب النقطة التانية تعليم الطلب
+
+426
+00:30:57,590 --> 00:31:00,210
+بدائل العنف والشغب يعني إذا الحل الوقائي الأول
+
+427
+00:31:00,210 --> 00:31:05,010
+قولنا إياش كمان مرة فهم النزاع من خلال طرح موضوع
+
+428
+00:31:05,010 --> 00:31:08,390
+.. موضوع .. مجموعة من المبادئ التي تقلل هذا النزاع
+
+429
+00:31:08,390 --> 00:31:12,650
+النقطة التانية تعليم الطلب بدائل العنف احنا يعني
+
+430
+00:31:12,650 --> 00:31:17,590
+للأسف أحيانا إذا بتيجي ل .. أنت داعي أو بتيجي
+
+431
+00:31:17,590 --> 00:31:22,310
+لطالبة أو لمعلمة أو لزميلتك أو أيا كانت بتقولنا
+
+432
+00:31:22,310 --> 00:31:29,030
+الغناء حرامتخيلي لو لم تقدمي لها بديلا ينسجب مع
+
+433
+00:31:29,030 --> 00:31:35,390
+الشرع تستجيب؟ طبعا مش هتستجيب و انا هنا اذكر قصة
+
+434
+00:31:35,390 --> 00:31:40,650
+يحدثني احد الزملاء انه مشرفته في الدكتوراه معلمة
+
+435
+00:31:40,650 --> 00:31:43,830
+او دكتورة ما شاء الله عليها خمسة و سبعين سنة وهي
+
+436
+00:31:43,830 --> 00:31:51,180
+متبرجة يعني لا تلبس الحجاب في يوم الأيام خرجةأو
+
+437
+00:31:51,180 --> 00:31:55,620
+فكرت أنت حج فسجلت اسمها فبالفعل بالقرعة طلع اسمها
+
+438
+00:31:55,620 --> 00:32:01,940
+للحجفكانت سعيدة فقال لها زملاء لها منافرين انا
+
+439
+00:32:01,940 --> 00:32:05,180
+باسمهم منافرين بس دي لبالك يعني خليك اشتري الجلباب
+
+440
+00:32:05,180 --> 00:32:07,640
+عشان ان شاء الله الآن بعد الحج خلاص ديك تلبسي
+
+441
+00:32:07,640 --> 00:32:12,320
+فقالت سائقها اذهب وامسح الاسم بديش الحج هذه
+
+442
+00:32:12,320 --> 00:32:16,320
+الطريقة اللي .. اللي تم المعالجة فيها هي لم تقدم
+
+443
+00:32:16,320 --> 00:32:20,920
+لها بديل تبصي بيها اتركيها لعلها ايش تشعر بيعني
+
+444
+00:32:20,920 --> 00:32:25,070
+روحانية الحجفتنطلق من قناعات غير قناعات اللي انت
+
+445
+00:32:25,070 --> 00:32:29,890
+بتحاول تفرضيها عليها قبل ان تكتسب هذه الإطارة لذلك
+
+446
+00:32:29,890 --> 00:32:34,190
+اذا بنقدم نقول هذا العنف غلط لابد ان نقدم له بدائل
+
+447
+00:32:34,190 --> 00:32:38,130
+ومن هذه البدائل التعامل مع الغضب احنا اتحدثنا ان
+
+448
+00:32:38,130 --> 00:32:43,950
+العنف مصدر ايش؟ مش الغضبأصلا مستحيل طالب يمارس
+
+449
+00:32:43,950 --> 00:32:48,950
+العنف بدون ما يكون هو في داخله يغلي من مثلاكيات
+
+450
+00:32:48,950 --> 00:32:52,710
+معينة اتجاه طالب اخر او اتجاه المعلم ماشي الحال
+
+451
+00:32:52,710 --> 00:32:56,350
+اذا التعامل مع الغضب وخلينا نعود الى هدية الرسول
+
+452
+00:32:56,350 --> 00:33:00,170
+عليه الصلاة والسلام في التعامل مع الغضب اول وصفة
+
+453
+00:33:00,170 --> 00:33:04,720
+كانت ايش الوضوءليش الوضوء؟ لأن الغضب معروف في
+
+454
+00:33:04,720 --> 00:33:11,440
+السيولوجيا، هو حالة من الغليان في دم الإنسان اللي
+
+455
+00:33:11,440 --> 00:33:14,200
+بيغلي، بيصير في نوع من الحرارة الشديدة جدا اللي
+
+456
+00:33:14,200 --> 00:33:19,920
+بدها تنفيذ، هذا التنفيذ كان له إيش؟الماء .. الماء
+
+457
+00:33:19,920 --> 00:33:23,620
+اللي لازم يبرد هذه العروق حتى يبدأ الإنسان ليهدأ
+
+458
+00:33:23,620 --> 00:33:27,740
+قليلا عن ما هو غاضب الوصفة الثانية اللتي قال فيها
+
+459
+00:33:27,740 --> 00:33:33,450
+الرسول إذا كنت واقفا فجلس وإذا كنت جالسافالتكيء
+
+460
+00:33:33,450 --> 00:33:39,070
+وإذا كنت متكيئا فالسلقي طب هذه الحركات كلها لها
+
+461
+00:33:39,070 --> 00:33:42,390
+دلالات كثيرة جدا أيضا لها انعكاسات على البيئة
+
+462
+00:33:42,390 --> 00:33:46,450
+الجسمية للإنسان عشان أيه كان الشغل التاني يتنفس
+
+463
+00:33:46,450 --> 00:33:51,530
+بعمق والسغفر لها الأجانب أو الغرببقولك عيد بال
+
+464
+00:33:51,530 --> 00:33:54,950
+إيش، بالعكس، من العشرة الواحد، لأ احنا بنقولك، لأ
+
+465
+00:33:54,950 --> 00:33:58,670
+احنا بنقدي شيء، بنذكر الإنسان بالله، تنفس بعمق،
+
+466
+00:33:58,670 --> 00:34:03,030
+حاول تاخد إيش، نعمل الراحة في هذا الإطار، أيضا
+
+467
+00:34:03,030 --> 00:34:07,730
+التعبير عن الغضب بتأنن و ..دراية ومن ذلك، إيش عن
+
+468
+00:34:07,730 --> 00:34:10,990
+التأني؟ معقول واحد غضبان يعبر عن الغضب بنوع من
+
+469
+00:34:10,990 --> 00:34:14,930
+التأني؟ طب هو غضبان، كيف يمكن له أن يكون متأنيا و
+
+470
+00:34:14,930 --> 00:34:18,810
+هو غضبان؟ شوفوا أول شغلة، إذا عرفنا إن الغضب شعور
+
+471
+00:34:18,810 --> 00:34:24,650
+إنساني، شعور يتملك الإنسان كويسهذا جزء من الثقافة
+
+472
+00:34:24,650 --> 00:34:28,570
+التي نغرسها في نفس أبنائنا كلنا قد نغضب لا حل اصلا
+
+473
+00:34:28,570 --> 00:34:33,230
+الذي لا يغضب مشكلة هو انسان يعني خلينا نسميه لا
+
+474
+00:34:33,230 --> 00:34:37,670
+يمتلك حاسيس يعني نقول بارد نقول بليد نقول اللي
+
+475
+00:34:37,670 --> 00:34:41,310
+بتكويه يعني مش مشكلة لكن الغضب هو شعور انساني لكن
+
+476
+00:34:41,310 --> 00:34:44,770
+ينبغي التعبير عنه بنوع من القشب بطرق غير مؤذية لا
+
+477
+00:34:44,770 --> 00:34:47,470
+تؤذي الآخرين طب كيف انا بدي أغضب و بديش أؤذي
+
+478
+00:34:47,470 --> 00:34:51,270
+الآخرين هذا إيه علاقة بالميران بالتمرين بالتربية
+
+479
+00:34:51,270 --> 00:34:55,920
+ماشي الحالأول نقطة في هذه النقاط أن اتعلم أن الغضب
+
+480
+00:34:55,920 --> 00:35:01,540
+عادة ما ياتي نتيجة لسوء فهم قبل يومين كنت محدد
+
+481
+00:35:01,540 --> 00:35:06,860
+لطلبة أن يأتوا لطعم التعويض فماجوش فزعلت كتير انا
+
+482
+00:35:06,860 --> 00:35:12,820
+طبعا زالت و قررت انه افعل شيئا لهم لكن عادت قلت
+
+483
+00:35:12,820 --> 00:35:17,710
+يالا نصبر قليلافرجيتها لما روحت أسالهم قالوا و
+
+484
+00:35:17,710 --> 00:35:20,170
+الله إحنا أنت بلقت على التلاتة و نص إجينا على
+
+485
+00:35:20,170 --> 00:35:22,090
+التلاتة و نص قولتهم لأ أنا بلقتكم على التلاتة عن
+
+486
+00:35:22,090 --> 00:35:25,010
+طريق طالب من الطلاب فقال لأ هو بلغنا على التلاتة و
+
+487
+00:35:25,010 --> 00:35:28,870
+نص فهم أجوا و أنا أجيت و أنا لأ أنا حضرت ولا هم
+
+488
+00:35:28,870 --> 00:35:32,470
+بحضروا فكانت إيش فيها نوع من انسوء الفهم اللي حدث
+
+489
+00:35:32,470 --> 00:35:37,410
+ينبغي أن نتملك أنفسنا عند الغضب ثم نسمع قليلا لأن
+
+490
+00:35:37,410 --> 00:35:41,070
+عادة تهويل الموقف لحظة لما بتزعل من أمك أو أبوك
+
+491
+00:35:41,790 --> 00:35:45,330
+بيأت الشيطان يتلبس هذا الاشي هذا الموقف فيبدأ
+
+492
+00:35:45,330 --> 00:35:50,730
+يكبرلك هذه القضية ويثير متهات كثيرة اه أبويا مش
+
+493
+00:35:50,730 --> 00:35:55,930
+عادل أبويا كذا المعلمة كذا ويبدأ هذا الموال يدخل
+
+494
+00:35:55,930 --> 00:36:00,790
+إلى قلب الإنسان أيضا من الأشياء اللتي ينبغي أن
+
+495
+00:36:00,790 --> 00:36:05,160
+نمرن عليها الطلبة أن نعودهم على مهارة الاستماعطبعا
+
+496
+00:36:05,160 --> 00:36:07,980
+الاستماع لماذا؟ الرسول عليه الصلاة والسلام ماذا
+
+497
+00:36:07,980 --> 00:36:12,640
+يقول اذا قلت مثل أخيك ايش سبعين عذرا فإن لم تجد
+
+498
+00:36:12,640 --> 00:36:17,200
+فتواجد يتخيل اوين حتى كمان لو انت مالجتش عذر حاول
+
+499
+00:36:17,200 --> 00:36:21,420
+تتواجد هذا الاستماع لمبررات الآخرين احتراما منك
+
+500
+00:36:21,420 --> 00:36:26,620
+لهم وقد يكون يعني لديهم ما يقنعونك به بان انت لأ
+
+501
+00:36:26,620 --> 00:36:30,820
+مش مش هيك يعني مش لازم تتعبر عن هذا الغضب ايضا اذا
+
+502
+00:36:30,820 --> 00:36:35,750
+ما كان هذا الغضب محقعبّر عنه بصراحة والصراحة
+
+503
+00:36:35,750 --> 00:36:41,090
+والأدب إذا تأكدت أن هذا الموقف مبرر من أمثلة هذا
+
+504
+00:36:41,090 --> 00:36:45,410
+الموضوع أنه أنا لقد أغضبتني يعني أنت زعلت في هذا
+
+505
+00:36:45,410 --> 00:36:48,470
+الموقف يا أستاذ أنت كذا الرسول عليه الصلاة والسلام
+
+506
+00:36:48,470 --> 00:36:52,250
+مع سامورا لما قال وكذا هو الرسول عليه الصلاة
+
+507
+00:36:52,250 --> 00:36:55,730
+والسلام فقال يا رسول الله لقد ألمتني فكشف الرسول
+
+508
+00:36:55,730 --> 00:37:00,010
+عليه الصلاة والسلام عن بطنه ليقتص منه سواد فإنكب
+
+509
+00:37:00,010 --> 00:37:04,990
+على بطنه وقال يقبله وقال هذا الذي أردتنيلحظ
+
+510
+00:37:04,990 --> 00:37:09,670
+الإنسان المعلم إيه؟يعني و الإنسان الصحابي كيف يعبر
+
+511
+00:37:09,670 --> 00:37:14,130
+عن غضبه بطريقة معقولة أيضا التركيز على القضية و
+
+512
+00:37:14,130 --> 00:37:16,990
+ليس الانتصار للذات يعني أنا لما كمان بدي أعالج
+
+513
+00:37:16,990 --> 00:37:20,670
+الغضب بيعالج الموقف و لا أعالج و إلا انتقلنا إلى
+
+514
+00:37:20,670 --> 00:37:25,090
+خانة الجدل و ليس خانة المعالجة أيضا دعي الآخرين
+
+515
+00:37:25,090 --> 00:37:29,170
+يعبرون عن غضبهم و لا ترد على الغضب بغضبهم كمان
+
+516
+00:37:29,170 --> 00:37:33,110
+برضه الآخرين لهم حق أن يغضبوا بس إذا غضبوا حاول
+
+517
+00:37:33,110 --> 00:37:37,630
+تستمعتستوعبهم بنفس القليات اللي تحدثنا عنها بهذه
+
+518
+00:37:37,630 --> 00:37:42,410
+الطريقة ثم تقدم حجتك و برهانك في هذا المجال يمكن
+
+519
+00:37:42,410 --> 00:37:45,470
+للعالم أنها تحدثنا عن الرسول عليه الصلاة والسلام و
+
+520
+00:37:45,470 --> 00:37:49,410
+هو يطوف حول الكعبة في قصته لمّا داس على أحد
+
+521
+00:37:49,410 --> 00:37:53,370
+الأعراب أو قدم أحد الأعراب فقال له أعمى أنت؟ قال
+
+522
+00:37:53,370 --> 00:37:58,630
+له لافاستل لعمر المخطاب وقد كان شاهدا على الموقف
+
+523
+00:37:58,630 --> 00:38:03,650
+ليه يريد قطع رأس ذلك العربي أتقول لرسول أأعمأ أنت
+
+524
+00:38:03,650 --> 00:38:09,510
+قال على رسلك يا عمر سألني أأعمأ أنت فأجبته لا إذا
+
+525
+00:38:09,510 --> 00:38:14,050
+انت عامل مع الغضب بطريقة إيش لينا وهينا وليس فيها
+
+526
+00:38:14,050 --> 00:38:19,370
+نوع من الإبتذال وعائشة رضي الله عنها أغضبت فاطمة
+
+527
+00:38:19,370 --> 00:38:25,270
+في موقف جميل جدافجاءت فاطمة تبكي لرسول الله عليه
+
+528
+00:38:25,270 --> 00:38:31,470
+الصلاة والسلام تقول له إن عائشته عيرني بأمي قالت
+
+529
+00:38:31,470 --> 00:38:37,790
+ما تقول؟ قالت تقول إن أباك تزوج أمك ثيبة وأنا
+
+530
+00:38:37,790 --> 00:38:43,250
+تزوجته بكرا شغل النسوان، كويس؟ فقال لها قولي لها
+
+531
+00:38:43,250 --> 00:38:49,310
+إن أمي تزوجت أبي بكرا وتزوجتيه أنتي إيش؟ ثيبةيعني
+
+532
+00:38:49,310 --> 00:38:52,910
+لحظة كيف يعلمها لأ ماتسكتش بس رد على الغضب بطريقة
+
+533
+00:38:52,910 --> 00:38:57,050
+أيش مهذبة وراقية وهذا من هدي الرسول عليه الصلاة
+
+534
+00:38:57,050 --> 00:39:01,250
+والسلام الدقطة التانية في موضوع تعليم الطلب بداية
+
+535
+00:39:01,250 --> 00:39:05,340
+العنف تعليم الطلب أساليب حل المشكلاتكيف يحلوا
+
+536
+00:39:05,340 --> 00:39:08,800
+مشكلتهم؟ كيف يتحملوا المسئولية؟ سيما خدنا نماذج حل
+
+537
+00:39:08,800 --> 00:39:13,160
+المشكلة، احنا كيف بيتعلم يحل مشكلته بطريقة هادئة،
+
+538
+00:39:13,160 --> 00:39:17,460
+بطريقة فيها من التعبير الذي يحفظ شخصية الإنسان
+
+539
+00:39:17,460 --> 00:39:21,200
+وقدره، وفيها أيضًا من الاحترام للآخرين بما لا
+
+540
+00:39:21,200 --> 00:39:24,660
+يتجاوز حدود الأدب والأخلاق، أيضًا تطوير مهارات
+
+541
+00:39:24,660 --> 00:39:29,940
+سلوكية جديدة، يعني كيف بيدطور مهارات سلوكية جديدة؟
+
+542
+00:39:30,630 --> 00:39:34,070
+أنا قدم نماذج عملية زي ما حكينا الآن عن الرسول
+
+543
+00:39:34,070 --> 00:39:37,160
+عليه الصلاة والسلام هيو كيف تعمل مع الغضابأحد
+
+544
+00:39:37,160 --> 00:39:42,360
+الدعاء ويده عباس السيسي يقول يعني صعدت إلى ال bus
+
+545
+00:39:42,360 --> 00:39:47,120
+وقردت التعرفة إلى زميلي يعني راجل شاب هيك جنبي
+
+546
+00:39:47,120 --> 00:39:52,320
+جاعد في ال bus فقردت التعرفة إلي فتصنعته أني
+
+547
+00:39:52,320 --> 00:39:58,920
+إحتكوا به يعني ضغطت بإيده على فخذه فألمه فقال أعمأ
+
+548
+00:39:58,920 --> 00:40:03,700
+أنت مش شايف يعني جاعد أنا جنبك قال يا ولا دي إني
+
+549
+00:40:03,700 --> 00:40:08,290
+ضعيف البصرفاعتذر ذاك الشاب يعني شعر بالخجل واعتذر
+
+550
+00:40:08,290 --> 00:40:13,110
+منه يقول فصاحبني طولش رحلتي من القاهرة إلى
+
+551
+00:40:13,110 --> 00:40:17,730
+الإسكندرية حتى أصبح متشربا للفكر الذي أردت أن
+
+552
+00:40:17,730 --> 00:40:22,210
+أدعوه إليه شوفوا هاي طريقة في هذا الجانب برضه تطور
+
+553
+00:40:22,210 --> 00:40:25,910
+مهارات صلوكية جديدة أيضا انا بقدم نماذج وممارسات
+
+554
+00:40:25,910 --> 00:40:30,370
+فاعلة وحسنة من خلال قدوة من خلال ذكر أمثلة في حياة
+
+555
+00:40:30,370 --> 00:40:35,390
+الصحابة وخلافهمطيب اخر شغلة نقف عندها ان شاء الله
+
+556
+00:40:35,390 --> 00:40:38,330
+و هي الحلول التنفيذية بعد وقوع النزاع انا بتفترض
+
+557
+00:40:38,330 --> 00:40:41,490
+هذا كله حلول وقائية تحدثنا عنه لكن ماذا لو وقع
+
+558
+00:40:41,490 --> 00:40:46,590
+النزاع جاك طالب اعتد على طالب اخر اول حاجة اجتماع
+
+559
+00:40:46,590 --> 00:40:50,250
+المعلم مع الطالب و اقنعه بنتاج الصدق السلبي دائما
+
+560
+00:40:50,250 --> 00:40:54,570
+نضع على رأس الاولويات الاستماع للاخر استماع للطالب
+
+561
+00:40:54,570 --> 00:40:59,960
+هذا حقنعطيه له لكي نسمع له في ورشة العقاب البدني
+
+562
+00:40:59,960 --> 00:41:05,200
+اللي كانت قبلها في الساعة العاشرة كما أشرت تشير
+
+563
+00:41:05,200 --> 00:41:11,060
+إحدى المعلمات أو ناضرة مدرسة تقول بنت سبت الذات
+
+564
+00:41:11,060 --> 00:41:16,440
+الإلهية ففورا بدون أن أسمع لها فصلتها ورفعت
+
+565
+00:41:16,440 --> 00:41:23,120
+للتعليم و أقروا قانون الفصل تلت أيام حسب النظاموهي
+
+566
+00:41:23,120 --> 00:41:26,660
+كانت مقتنعة طبعا بسلوكها تقول إن هذا الفصل جاء
+
+567
+00:41:26,660 --> 00:41:33,030
+عشان أحقق نوع من الردع فعلقته عليهاقلت لها، طيب،
+
+568
+00:41:33,030 --> 00:41:37,010
+ماذا لو كان السبب في هذا السلوك هو ليس الطالبة
+
+569
+00:41:37,010 --> 00:41:41,370
+نفسها؟ يعني هذا السبب كان تربية أوسرية، بيئة كلها
+
+570
+00:41:41,370 --> 00:41:45,710
+تسبب ذات الإله مياه، رغم عظم الجرم انت روحت رجعت
+
+571
+00:41:45,710 --> 00:41:49,030
+الطالبة من بيئة مدرسية قد تنسى فيها هذه البيئة إلى
+
+572
+00:41:49,030 --> 00:41:53,090
+بيئتها الأصلية فمعنى ذلك هترجعاش؟ ويزاد وانت عالج
+
+573
+00:41:53,090 --> 00:41:58,580
+هذا السلوك؟فأشارت بشكل مبرر لعله أن هذه الطالبة
+
+574
+00:41:58,580 --> 00:42:03,240
+سبت الذات الإلهية أمام جمع من الطالبات كانت في
+
+575
+00:42:03,240 --> 00:42:07,140
+الساحة والكل سامحها فكان لابد أياش على نظرية فشرت
+
+576
+00:42:07,140 --> 00:42:11,420
+بيهم من خلفهم لكنها لو كانت في مجموعة صغيرة لفعلت
+
+577
+00:42:11,600 --> 00:42:16,020
+مثل هذا المشهد، إذا الموضوع يقدر حسب الموقف، صحيح
+
+578
+00:42:16,020 --> 00:42:19,500
+هذا السلوك اللي عملته، لكنه يقدر حسب الموقف، لكن
+
+579
+00:42:19,500 --> 00:42:22,660
+الأولى أن أجتمع مع الطالبة، أقوم بسلوكها السلبي،
+
+580
+00:42:22,660 --> 00:42:27,040
+أستمع و أقنعها بالنتائج التي قد تجرهه أو يجره عليه
+
+581
+00:42:27,040 --> 00:42:31,360
+هذا السلوك تنمية وتعزيز السلوك الاجتماعيطبعا تزيد
+
+582
+00:42:31,360 --> 00:42:33,820
+السلوك الاجتماعي من شأنه انه إذا صار في حب بين
+
+583
+00:42:33,820 --> 00:42:37,740
+الطالبات إذا في حب بين المعلم والطالب أو في نوع من
+
+584
+00:42:37,740 --> 00:42:41,620
+المواد ده معناه ذلك أننا سنستغني عن كثير من إيش من
+
+585
+00:42:41,620 --> 00:42:45,460
+الإشكالات المتوقعة فإذا كان والله يعني أنا بدأ
+
+586
+00:42:45,460 --> 00:42:49,760
+أطرح استراتيجية جديدة شوية اسمها حاضنات المصالحة
+
+587
+00:42:49,760 --> 00:42:53,800
+لو وقع نزاع بين طالبتين مثلا تخيلي إنه إحدى
+
+588
+00:42:53,800 --> 00:43:00,680
+المدارسعملة غرفة مخصصة فقط لتسادعي وليه الأمر فإذا
+
+589
+00:43:00,680 --> 00:43:04,460
+ما وقع نزاع بين طالبين بتجيبه لوليه الأمر يمثل دور
+
+590
+00:43:04,460 --> 00:43:10,990
+المدرس ويبدأ يسمع لطالب المعتديومبرراته ثم يبدأ
+
+591
+00:43:10,990 --> 00:43:14,630
+يمارس دور الإصلاح بين الطالبين فإذا اللذي بينك و
+
+592
+00:43:14,630 --> 00:43:19,730
+بينه عداوته كأنه إيش يخرج الطالبين إيش ما شاء الله
+
+593
+00:43:19,730 --> 00:43:24,190
+عليهم و قد إيش الصلاحة إذا هذه حاضنة و أسلوب يمكن
+
+594
+00:43:24,190 --> 00:43:27,010
+أن أستخدمه في تنمية وتعزيز السلوك الاجتماعي فضلا
+
+595
+00:43:27,010 --> 00:43:31,210
+عن ممارسه في داخل الصفرأيضًا التعزيز الإيجابي
+
+596
+00:43:31,210 --> 00:43:34,790
+للسلوك المرغوب وتجاهل أو إطفاء السلوك غير المرغوب
+
+597
+00:43:34,790 --> 00:43:39,010
+هذا أيضًا من الحلول التنفيذية لأنه ليس شرطًا أن
+
+598
+00:43:39,010 --> 00:43:43,310
+تتابع كل الشكاوى التي تأتيك يعني أستاذ هذا خبطني
+
+599
+00:43:43,310 --> 00:43:46,030
+أستاذ ذات خبطني .. مش كل شيء لازم نتعب وإلا بنصير
+
+600
+00:43:46,030 --> 00:43:49,950
+إحنا لجنة إصلاح داخل الصف وليسنا معلمين أو معلمات
+
+601
+00:43:49,950 --> 00:43:54,810
+أيضًا استخدام العقاب وهذا العقاب سنتوقف عنده في
+
+602
+00:43:54,810 --> 00:43:57,790
+المحاضرة القادمة اللي نأخذ عنه قليلا ان شاء الله
+
+603
+00:43:57,790 --> 00:44:02,490
+رب العالمينلأي مدى هذا العقاب؟ لماذا نستخدم العقاب
+
+604
+00:44:02,490 --> 00:44:06,230
+البدني في المدرسة؟ هل العقاب البدني مفيد أنظار؟ ثم
+
+605
+00:44:06,230 --> 00:44:09,690
+ماهي الضوابط التي تطبط هذا العقاب البدني إذا ما
+
+606
+00:44:09,690 --> 00:44:12,930
+استخدمناه؟ أشكركم لحسن الاستماع و بارك الله فيكم
+
+607
+00:44:12,930 --> 00:44:13,610
+والسلام عليكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/KKpvSqlUqh8_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/KKpvSqlUqh8_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2cb57ec304440550eb01f09fb24429ef14c375b0
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/KKpvSqlUqh8_postprocess.srt
@@ -0,0 +1,2044 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,000 --> 00:00:16,240
+باسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,240 --> 00:00:19,660
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,660 --> 00:00:23,300
+وعلى آله وصحبه والسلام أجمعين أما بعد اليوم ان شاء
+
+5
+00:00:23,300 --> 00:00:28,620
+الله هنستكمل مشكلة تشتت الانتباه وكنا قد تحدثنا أن
+
+6
+00:00:28,620 --> 00:00:33,880
+علاج أو الحلول الوقائية لهذا التشتت تكمن في ثلاثة
+
+7
+00:00:33,880 --> 00:00:38,360
+مراحل أو ثلاث مراحل المرحلة الأولى وهي تبدأ مع
+
+8
+00:00:38,360 --> 00:00:44,120
+بداية الدرسو المرحلة الثانية في منتصف الدارس كيف
+
+9
+00:00:44,120 --> 00:00:47,600
+يمكن أن نجد بالانتباه الطلبة في منتصف الدارس ثم
+
+10
+00:00:47,600 --> 00:00:52,100
+نهاية الدارس اليوم احنا بعد ما ساردنا المظاهر و
+
+11
+00:00:52,100 --> 00:00:57,000
+الأسباب و الحلول اليوم هنشوف كيف يمكن أن نختار
+
+12
+00:00:57,000 --> 00:01:01,540
+الحل الأفضل من بين هذه الحلول دائما يتم اختيار
+
+13
+00:01:01,540 --> 00:01:06,830
+الحل الأفضل في ضوء أربع معطياتالمعطل أول بحسب
+
+14
+00:01:06,830 --> 00:01:11,550
+الموقف التعليمي لا يمكنني كمدرس بالاطلاق ان انا
+
+15
+00:01:11,550 --> 00:01:15,830
+احاسب طالب او اعالج مشكلة معينة لطالب مشتت
+
+16
+00:01:15,830 --> 00:01:19,270
+الانتباه بنفس الطريقة والقالية اللتي اعالجها لطالب
+
+17
+00:01:19,270 --> 00:01:22,890
+اخر ايش اللي اللي بيحكم هذا الموضوع الموقف
+
+18
+00:01:22,890 --> 00:01:28,880
+التعليمي ربما التشتت هنا حدث نتيجة ايه؟إن المدرس
+
+19
+00:01:28,880 --> 00:01:31,720
+لا يستطيع أن يشرح المادة أو لا يستطيع أن يوصل
+
+20
+00:01:31,720 --> 00:01:36,120
+فكرته أو أنه يسهب كثيرا أو يصل إلى حد الإشباع في
+
+21
+00:01:36,120 --> 00:01:41,220
+قضية بدهية أو بسيطة لذلك هنا أنا مش هعالج رقاش
+
+22
+00:01:41,220 --> 00:01:44,320
+الطالب أنا بدي عالج المدرس لكن إذا كان الموقف
+
+23
+00:01:44,320 --> 00:01:48,880
+التعليمي له علاقة بقضية معينة يصعب على الطالب
+
+24
+00:01:48,880 --> 00:01:51,940
+فهمها معناه ذلك الأمر يحتاج من الموقف التعليمي أو
+
+25
+00:01:51,940 --> 00:01:55,820
+مني كمدرس في الموقف التعليمي إلى تبسيطوتهيئة
+
+26
+00:01:55,820 --> 00:01:59,340
+ومحاولة تشرح أكثر حتى يستطيع الطالب فهمه إذا
+
+27
+00:01:59,340 --> 00:02:04,100
+الموقف التعليمي هو أول من أول محدد من محددات كويس
+
+28
+00:02:04,100 --> 00:02:07,740
+another في كيفية معالجة أو تقديم العلاج المناسب
+
+29
+00:02:07,740 --> 00:02:12,580
+لأي مشكلة تعليمية مثل مشكلة تشتت الانتباه طبعا هذه
+
+30
+00:02:12,580 --> 00:02:16,000
+المحددات بالمناسبة بتصلح لكل المشاكل وليس فقط
+
+31
+00:02:16,000 --> 00:02:19,260
+مشكلة تشتت الانتباه النقطة الثانية بحسب دراسة
+
+32
+00:02:19,260 --> 00:02:23,920
+شخصية المتعلم فالطالب الموهوبلا نتعامل معه كطالب
+
+33
+00:02:23,920 --> 00:02:28,500
+بطيق التعلم و الطالب الصحي بالسلوك غير السوي أيضا
+
+34
+00:02:28,500 --> 00:02:31,760
+لا يمكن أن نتعامل أو أن نساوي بينه و بين الطالب
+
+35
+00:02:31,760 --> 00:02:36,820
+المؤدب من يخطأ او يتشتت او يعني يسرح شوية في
+
+36
+00:02:36,820 --> 00:02:41,060
+المحاضرة لفترة معاه و لأول مرة اكيد تعاملي معاه
+
+37
+00:02:41,060 --> 00:02:44,550
+هيختلف مع الانسان اللي سارح على طولماشي الحل إذا
+
+38
+00:02:44,550 --> 00:02:48,110
+شخصية المتعلم أيضا ومدى استقبالها وقدرتها
+
+39
+00:02:48,110 --> 00:02:52,050
+الاستيعابية على اللي هو توجيهاتي أو تقبل هذه
+
+40
+00:02:52,050 --> 00:02:56,530
+التوجيهات لها أثر كبير جدا إمكانية التنفيذ بعض
+
+41
+00:02:56,530 --> 00:02:59,370
+الناس يطرح مثاليات كثيرة بعض المدرسين بالذات
+
+42
+00:02:59,370 --> 00:03:03,650
+المدرس الجديد الحماسة الشديدة بتدفع باتجاه إنه
+
+43
+00:03:03,650 --> 00:03:09,320
+بديعمل كل شيءحتى يؤسر للطلبة لكنه إمكانية تنفيذ ال
+
+44
+00:03:09,320 --> 00:03:12,900
+.. ال .. ال .. السيراتيجيات التي يختارها غير ممكنة
+
+45
+00:03:12,900 --> 00:03:15,880
+بالاطلاق أنا بدي أطبق أو بدي أستخدم مسيرة تعليمية
+
+46
+00:03:15,880 --> 00:03:21,420
+في صفر مافيه كهربا أو مافيه LCD أو مافيه كمبيوتر
+
+47
+00:03:21,420 --> 00:03:25,340
+أو مافيه إمكانية للشبكة أن أستخدم فيها سماعات صوت
+
+48
+00:03:25,340 --> 00:03:30,040
+أو غيره كمان هذا الكلام بيقف حائل دون إيش اللي هو
+
+49
+00:03:30,040 --> 00:03:34,770
+تنفيذ هذا الحلأحيانا إحنا في موضوع تشابط الانتباه
+
+50
+00:03:34,770 --> 00:03:38,830
+بنطرح كتير حلول أو أي مشكلة أخرى، بنطرح حلول
+
+51
+00:03:38,830 --> 00:03:43,850
+كثيرة، لكن هذا الحل هل يمكن تنفيذه؟ هنا بيقف هذا
+
+52
+00:03:43,850 --> 00:03:48,330
+المحدد مهم جدا وإلا إحنا بنطرح مثاليات خارجها عن
+
+53
+00:03:48,330 --> 00:03:53,870
+نطاق الواقعية المطلوب من المعلم مراعتها أيضا بحسب
+
+54
+00:03:53,870 --> 00:03:56,850
+الثقافة السائدة، شو بنقصد بالثقافة؟
+
+55
+00:03:59,880 --> 00:04:04,240
+كيف يعني؟ إيش يعني بحسب الثقافة السائدة؟ ممكن تكون
+
+56
+00:04:04,240 --> 00:04:09,000
+عدد التقليد وممكن تكون إيش؟ طبيعة المعرفة والقيم
+
+57
+00:04:09,000 --> 00:04:12,380
+التي يؤمن بها أفراد المجتمع أو أفراد هذا الصفر
+
+58
+00:04:12,380 --> 00:04:16,760
+الآن إذا أنا بنتحدث عن الثقافة السائدة إيه كويس؟
+
+59
+00:04:16,760 --> 00:04:19,980
+اللي ده مجتمع ما مثل أو مرحلة ما من المراحل
+
+60
+00:04:19,980 --> 00:04:23,080
+التعليمية زي المرحلة الإعدادية الثقافة السائدة
+
+61
+00:04:23,080 --> 00:04:26,380
+اللي بتبدأ فيها نوع من التمرد على الواقع نوع من
+
+62
+00:04:26,380 --> 00:04:30,670
+الاقتراب من السن المراهقة يصعب محهةإن أنا أختار
+
+63
+00:04:30,670 --> 00:04:34,810
+أسلوب مثلا العصى أو أسلوب .. عشان يعني أجذب
+
+64
+00:04:34,810 --> 00:04:38,870
+الانتباه أو أسلوب القصص أحيانا قد يخدم مرحلة
+
+65
+00:04:38,870 --> 00:04:43,310
+جامعية مثلا عشان أنا أعيد الانتباه لهذا الطالب أو
+
+66
+00:04:43,310 --> 00:04:47,010
+ذاك لإنه مش كتير هو الاهتمام بهذه القضية إذا
+
+67
+00:04:47,010 --> 00:04:50,910
+الثقافة الساعدة مهمة جدا في قضية التنفيذ أيضا اللي
+
+68
+00:04:50,910 --> 00:04:55,090
+هو الحلول التي يمكن أن أختارها في حل أي مشكلة من
+
+69
+00:04:55,090 --> 00:04:59,860
+مشاكل التعليمطيب إذا اخترنا أفضل حلول بحسب
+
+70
+00:04:59,860 --> 00:05:02,260
+المعايير الأربعة أو المحددات الأربعة اللي بين
+
+71
+00:05:02,260 --> 00:05:06,740
+إيدينا أكيد هننفذ الحل أو أكثر من حل أحيانا في أن
+
+72
+00:05:06,740 --> 00:05:11,520
+أكتر من حل لمشكلة واحدة إما بطريقة الدمش أو أحيانا
+
+73
+00:05:11,520 --> 00:05:15,600
+بطريقة اللي هو التعديل على بعض الحلول يعني ممكن حل
+
+74
+00:05:15,600 --> 00:05:23,100
+مثلا أني أقدم حافظ معين لطالب معينيمشي حاله لكن مع
+
+75
+00:05:23,100 --> 00:05:28,420
+هذا الحافظ لا يمكن ان اطبقه على طالب اخر بمفرضه
+
+76
+00:05:28,420 --> 00:05:33,360
+لازم اضيف اياش جنب التعزيز نوع من ال .. مثلا يعني
+
+77
+00:05:33,360 --> 00:05:36,860
+لأ نوع من الشدة يعني مش بس عزيزه بس لأ كمان في نوع
+
+78
+00:05:36,860 --> 00:05:40,360
+من الشدة او المتابعة اذا كمان برضه تنفيذ اي حل
+
+79
+00:05:40,360 --> 00:05:44,120
+لابد ان يكون اما بطريقة الدمج او طريقة التعديل على
+
+80
+00:05:44,120 --> 00:05:48,720
+الحلول المقترحة او طريقة اللي هو حذف بعض الجزئيات
+
+81
+00:05:48,720 --> 00:05:52,420
+من حلمهافي هذا الموضوع بعد هي كنا بنراجع الحل في
+
+82
+00:05:52,420 --> 00:05:56,060
+ضوء النتائج احنا قد طبقنا الحل نراجعه إذا كان
+
+83
+00:05:56,060 --> 00:06:00,200
+والله مناسب هينقش نعيد تكرار هذا الحل مع الطلبة
+
+84
+00:06:00,200 --> 00:06:03,900
+أصحاب الظروف المشابهة للطالب اللي طبقنا عليه الحل
+
+85
+00:06:03,900 --> 00:06:10,780
+ثم تقييم البديل الأنسب نيجي اليوم لحلول التنفيذية
+
+86
+00:06:10,780 --> 00:06:14,820
+في مشكلة تشتت الانتباه قبل أن ندخل في مشكلة اللي
+
+87
+00:06:14,820 --> 00:06:21,180
+هو القصور في أداء الواجب الدراسيأول حاجة هناك حلول
+
+88
+00:06:21,180 --> 00:06:25,780
+تنفيذية داب كثير من المعلمين على اتباعها في حل أو
+
+89
+00:06:25,780 --> 00:06:30,580
+في تقديم حلول منطقية او مقنعة او في تقديم حلول
+
+90
+00:06:30,580 --> 00:06:34,140
+لتجاوز هذه المشكلات اول حاجة التنظيم المناسب
+
+91
+00:06:34,140 --> 00:06:37,400
+للبيئة المادية احنا اتحدثنا في الأسباب قولنا ايش؟
+
+92
+00:06:37,930 --> 00:06:40,790
+البيئة المادية سبب من أسباب التشتت ولا .. قولنا
+
+93
+00:06:40,790 --> 00:06:44,990
+إذا كانت البيئة المادية بيئة غير أمنة غير مستقرة
+
+94
+00:06:44,990 --> 00:06:49,770
+فيها فوضى أو يعني أو غير مريحة إذا المعنى ذلك
+
+95
+00:06:49,770 --> 00:06:52,870
+سيحدث التشتت هنا بنقول تنظيم المناسب للبيئة
+
+96
+00:06:52,870 --> 00:06:56,790
+المادية بحيث تتوفر فيها كافة الظروف التي يمكن
+
+97
+00:06:56,790 --> 00:07:01,910
+للطالب أن يتكيف معها أو أن يتلاقم مع قدراته تدريب
+
+98
+00:07:01,910 --> 00:07:06,350
+الطلب على إطالة فترة الانتباه وتنظيم الوقت كيف
+
+99
+00:07:06,350 --> 00:07:13,440
+يمكنللمعلم أو المعلمة أن تقدم تدريبا مناسبا للطلبة
+
+100
+00:07:13,440 --> 00:07:18,340
+بحيث تطول فترة انتباههم روايدة روايدة يعني كيف؟
+
+101
+00:07:18,340 --> 00:07:22,980
+يعني هل فترة او اطالة فترة الانتباه هي قضية بحاجة
+
+102
+00:07:22,980 --> 00:07:30,020
+إلى تدريب؟كيف؟ تفضلي من خلال يعني الأستاذ لما يحط
+
+103
+00:07:30,020 --> 00:07:34,660
+مثلا وقت محدد للمقادرة أو الحصة لازم يمر ويقوم
+
+104
+00:07:34,660 --> 00:07:38,180
+بتبديد هات الفطوات ضمن الوقت اللي موجود عنده
+
+105
+00:07:38,180 --> 00:07:42,920
+فالموقف يعني مقصر من خلال الحصة فهنا على اساس يحقق
+
+106
+00:07:42,920 --> 00:07:48,440
+أهداف و لازم يعني يكون في فترة طويلة من انتباه لدى
+
+107
+00:07:48,440 --> 00:07:53,580
+الطلبة من خلال يعني مثلا عد الموضوع بطريقة مشوقة
+
+108
+00:07:53,980 --> 00:07:57,800
+خلّينا نقول كالتالي، تدريب الطلب على إطالة فترة
+
+109
+00:07:57,800 --> 00:08:04,040
+انتباهفي سماعة الطالب صاحب الصيوك المشتت للانتباه
+
+110
+00:08:04,040 --> 00:08:09,540
+ايش سماعته؟ انه ليس استطيع اكمال المشاريع، ليس
+
+111
+00:08:09,540 --> 00:08:13,940
+استطيع التكيف مع الموقف التعليمي الطويل قلنا من
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+112
+00:08:13,940 --> 00:08:19,100
+أحد أسباب العلاج أو أحد طرق العلاج أن نبدأ نعطيه
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+113
+00:08:19,100 --> 00:08:23,680
+الجزء الأول جزء قصير شويه نكتر الجرعة و هكذا حتى
+
+114
+00:08:24,270 --> 00:08:27,350
+يستطيع الطالب و هذا كلام لابد أن يكون بالتعاون مع
+
+115
+00:08:27,350 --> 00:08:30,710
+الأسرة أيضا يستطيع الطالب شويه شويه لحد ما يوصل
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+116
+00:08:30,710 --> 00:08:36,230
+انه قادر على ان يقضي حصة كاملة زمانها 45 دقيقة وهو
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+117
+00:08:36,230 --> 00:08:38,370
+ايه غير مشتت الانتباه
+
+118
+00:08:41,300 --> 00:08:44,800
+لأ هي إطارة تحتاج إلى وقت منها بحيث إيش يتكيف
+
+119
+00:08:44,800 --> 00:08:49,240
+الطالب على جو التعليم التعلمي حتى يعني يتجاوز
+
+120
+00:08:49,240 --> 00:08:54,220
+مشكلة اللي هو إيش التشطط أيضا انتقاء المربي لطريقة
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+121
+00:08:54,220 --> 00:08:58,180
+تدريس مناسبة وقلنا أحد الأسباب المعلم طريقة تدريس
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+122
+00:08:58,180 --> 00:09:01,940
+المعلمقد تكون غير مناسب لذلك إيه؟ في نوع من التشتت
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+123
+00:09:01,940 --> 00:09:06,000
+لدى الطلبة إذا مطلوب من المعلم أو المربي أو المدرس
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+124
+00:09:06,000 --> 00:09:09,620
+إنه يقدم طريقة أنسب للطلبة تتناسب مع ظروفهم
+
+125
+00:09:09,620 --> 00:09:13,800
+الاجتماعية أو النفسية أو حتى فروقهم الفردية أيضا
+
+126
+00:09:13,800 --> 00:09:19,070
+استخدام اتقانات والوسائلالمناسبة تعليمية مناسبة
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+127
+00:09:19,070 --> 00:09:23,490
+مثل LCD مثل وسائل اللي هي علاقة بالخرائط اللي هي
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+128
+00:09:23,490 --> 00:09:26,630
+علاقة بتقديم بطاقة تعليمية أي وسائل يمكن أن
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+129
+00:09:26,630 --> 00:09:30,090
+يبتدحها العقل الإنساني و بالذات باستخدام التقنيات
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+130
+00:09:30,090 --> 00:09:35,130
+هذه أيش بتظلها أشياء محببة لدى الطفلأولاد الطالب
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+131
+00:09:35,130 --> 00:09:38,610
+بشكل عام أيضا التشجيع الطلب على الإنهيمات في
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+132
+00:09:38,610 --> 00:09:41,910
+الموقف التعليمي من خلال الإثابة من خلال التحفيز من
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+133
+00:09:41,910 --> 00:09:46,390
+خلال تقديم مثيرات إيجابية تستطيع أو يستطيع المدرس
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+134
+00:09:46,390 --> 00:09:50,230
+من خلالها أن يحافظ على اللي هو عدم التشتت هذه
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+135
+00:09:50,230 --> 00:09:54,640
+تقريبا المشكلة الأولى اللي تحدثنا عنهافي اي سؤال
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+136
+00:09:54,640 --> 00:09:59,480
+عليها؟ اي تعليق حابين نضيفه؟ طيب ندخل الان في
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+137
+00:09:59,480 --> 00:10:04,380
+المشكلة الثانية وهي القصور في أداء الواجب المدرسي
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+138
+00:10:04,380 --> 00:10:11,480
+معروف انه اي مدرسة اي عملية تعليميةبيحاول المعلم
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+139
+00:10:11,480 --> 00:10:14,820
+يستكمل
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+140
+00:10:14,820 --> 00:10:18,020
+هذه العملية وعملية التحصيل الدراسي لدى الطالب من
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+141
+00:10:18,020 --> 00:10:22,400
+خلال إعطاءه بعض الواجبات التي تضيف إليه بعض
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+142
+00:10:22,400 --> 00:10:26,740
+الخبرات تعلمه أو تدربه على التعلم الذاتي بشكل عام
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+143
+00:10:26,740 --> 00:10:32,700
+أيضا تملأ جزء من وقته اللى هو في البيت بحيث لا
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+144
+00:10:32,700 --> 00:10:36,060
+يقضيه فقط في اللعب إنما يكون هناك ارتباط ببعض
+
+145
+00:10:36,060 --> 00:10:40,390
+الواجبات المدرسيةقبل ما نفوت في توصيف هذه المشكلة
+
+146
+00:10:40,390 --> 00:10:44,010
+و الاتفاق على التحديد الأساسي لها خلّينا مع بعض
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+147
+00:10:44,010 --> 00:10:48,490
+ناخد تمرين كويس نشوف .. يعني احنا مادرسناش عن
+
+148
+00:10:48,490 --> 00:10:51,670
+القصور في أداء الواجب لكن انا بعتقد من خلال
+
+149
+00:10:51,670 --> 00:10:56,790
+النماذج التي قدمناها لحل المشكلات صار في إمكانية
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+150
+00:10:56,790 --> 00:11:01,190
+افتراضي ان عندكم إمكانية ان انتوا تحلوا اي مشكلة
+
+151
+00:11:01,190 --> 00:11:06,250
+من خلال .. و اذكر سبع خطوات تحديد المشكلة تحليل
+
+152
+00:11:06,250 --> 00:11:10,990
+المشكلةتحديد الهداف مالذي نريد علاجه بالضبط ثم
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+153
+00:11:10,990 --> 00:11:15,990
+تقديم الحلول أو اقتراح الحلول ثم دراسة هذه الحلول
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+154
+00:11:15,990 --> 00:11:20,190
+واختيار الحل الأنسب ثم تقييم أو التنفيذ ثم التقييم
+
+155
+00:11:20,190 --> 00:11:24,390
+ماشي الحال من خلال هيكل عظم السمكة اسأل خمس مرات
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+156
+00:11:24,390 --> 00:11:29,070
+لماذا أو من خلال الخبرة العملية اللي بتمتلكها يعني
+
+157
+00:11:29,070 --> 00:11:32,750
+او بتمتلكوها ان شاء الله نحل هذا السؤال كيف يمكن
+
+158
+00:11:33,410 --> 00:11:37,950
+إنه نعرض حلولا مناسبة لمشكلة القصور في أداء الواجب
+
+159
+00:11:37,950 --> 00:11:43,090
+الدراسي تذكروا جيدا أنه ينبغي عليه كنا توصيف
+
+160
+00:11:43,090 --> 00:11:47,450
+المشكلة توصيفا مناسبا إذا حددنا المشكلة تحديد صح
+
+161
+00:11:47,450 --> 00:11:50,850
+معنا ذلك العلاج سيكون بإذن الله عز وجل صحيح معكم
+
+162
+00:11:50,850 --> 00:11:54,190
+دقيقتين أو تلت دقائق ان شاء الله ثم نتابع
+
+163
+00:12:10,620 --> 00:12:15,240
+خليكم معايا ان شاء الله طبعا اكيد يعني مشاركاتكم
+
+164
+00:12:15,240 --> 00:12:18,480
+هتكون تماما زي اللي موجودة هنا خلينا بس نكمل
+
+165
+00:12:18,480 --> 00:12:22,080
+نستكمل نشرح ان شاء الله رب العالمين عشان يعني
+
+166
+00:12:22,080 --> 00:12:25,910
+نحافظ على الوقت قدر الإمكانأول حاجة من مظاهر
+
+167
+00:12:25,910 --> 00:12:30,390
+المشكلة طبيعي احنا حددنا القصور كأساس المشكلة ان
+
+168
+00:12:30,390 --> 00:12:34,690
+هناك قصور من الطالب في أداء الواجب المدرسي المكلف
+
+169
+00:12:34,690 --> 00:12:38,750
+به من قبل المعلم اول مظهر من هذا المظاهر تأخر
+
+170
+00:12:38,750 --> 00:12:42,370
+الطالب عن القيام بالواجب المدرسي يعني قد يأتي
+
+171
+00:12:42,370 --> 00:12:46,630
+بالواجب لكنه متأخرا او ان هذا الواجب ايضا غير
+
+172
+00:12:46,630 --> 00:12:52,390
+مكتمللحظة القيام بجزء من الواجب النقطة التالتة و
+
+173
+00:12:52,390 --> 00:12:58,750
+هي نقل الواجب من زميله تلاحظ
+
+174
+00:12:58,750 --> 00:13:01,430
+هذا الكلام من خلال الخط من خلال الترتيب من خلال
+
+175
+00:13:01,430 --> 00:13:05,990
+التشابه هذا كمان من الأشياء اللي ممكن تعرف أن هناك
+
+176
+00:13:05,990 --> 00:13:10,150
+قصورده احتياجة لنقل الواجب، هنا في الجامعة كانت في
+
+177
+00:13:10,150 --> 00:13:13,950
+الهندسة تنقل قصارى تقارير، فواحدة نسخة كلها، لدرجة
+
+178
+00:13:13,950 --> 00:13:16,150
+انها نسخة عيلة للبنت، يعني كانت نسخة كلها ما شاء
+
+179
+00:13:16,150 --> 00:13:19,110
+الله، بس هي تماما اللي بنسخ هو أنظر الخريطة، بنسخ
+
+180
+00:13:19,110 --> 00:13:22,570
+من الكتاب، مش هيك؟ طيب، قلة الاهتمام بنقل الواجب
+
+181
+00:13:22,570 --> 00:13:26,990
+عن السبورةانت بتلاحظي وانت معلمة انه بتكتبتي
+
+182
+00:13:26,990 --> 00:13:30,590
+الواجب وواجب ما شاء الله يعني كتير و بتلاحظي
+
+183
+00:13:30,590 --> 00:13:34,970
+الطالبة بتكتبش ولا حاجة هذا ايش؟ معناه ذلك ان هناك
+
+184
+00:13:34,970 --> 00:13:39,330
+عدم اهتمام اما نية مسبقة انها ماتحلش او انه خلاص
+
+185
+00:13:39,330 --> 00:13:42,230
+رايكنا انها تاخد من زملتها و هذا كلام طبعا يسبب
+
+186
+00:13:42,230 --> 00:13:47,300
+لبعض الطلبة انه عدم القدرة على ..تحصيل هذا الواجب
+
+187
+00:13:47,300 --> 00:13:51,020
+أو كتابته أو نقله بطريقة خاطئة من نتيجة نقل اللي
+
+188
+00:13:51,020 --> 00:13:54,720
+هو الطالب الأول عدم مضوح أهمية الواجب بالغاية منه
+
+189
+00:13:54,720 --> 00:13:57,360
+أحيانا كثيرة ما نواجهها بالذات في مرحلة ثانوية
+
+190
+00:13:57,360 --> 00:14:00,340
+بالاسهتار ان شو هالواجب؟ يعني هم بدهم يشتغلوا
+
+191
+00:14:00,340 --> 00:14:04,340
+فينا؟ طب لأ أنا مش هحل الواجب أو على الأقل انه
+
+192
+00:14:04,340 --> 00:14:08,560
+خلاص ما هو المدرس أساسا بدورش على الواجب يعني
+
+193
+00:14:08,560 --> 00:14:12,080
+بيعطينا الواجب بدورش عليه فبيروح إيه هو نفسه كمان
+
+194
+00:14:12,080 --> 00:14:15,040
+بحلش هذا الواجب طيب إيش أسباب المشكلة؟
+
+195
+00:14:18,050 --> 00:14:24,010
+ممكن يكون المعلم أو الأسرة أو الطالب نفسه أو عوامل
+
+196
+00:14:24,010 --> 00:14:26,990
+انتصارية جميل هذه العوامل اللي كلكم مشتركين فيها
+
+197
+00:14:26,990 --> 00:14:30,270
+إما أن يكون ذات الواجب زي صعوبة الواجب في المدرسة
+
+198
+00:14:30,270 --> 00:14:33,570
+إنه بالفعل الواجب صعب لدرجة إن الطالب بحاول يحل
+
+199
+00:14:33,570 --> 00:14:37,490
+لكنه لم يستطيع حله كمثال الرياضيات أو العلوم أو
+
+200
+00:14:37,490 --> 00:14:41,190
+تطبيقات التجارب أو الإهراب أو غيره في أي مادة من
+
+201
+00:14:41,190 --> 00:14:45,880
+المواد سواء كانت إنسانية أو علميةكم الواجب و كثرته
+
+202
+00:14:45,880 --> 00:14:50,580
+هذه طبعا يمكن زمان العملية التعليمية كانت ترتكز أو
+
+203
+00:14:50,580 --> 00:14:55,680
+كان الواجب عبارة عن انتقام من الطالب يعني إذا كان
+
+204
+00:14:55,680 --> 00:14:59,440
+في إجازة فطول الإجازة لازم إيش يعطي المدرس أو
+
+205
+00:14:59,440 --> 00:15:03,440
+مجموع المدرسين يعطوا واجب متراكم انسخ خمسين صفحة
+
+206
+00:15:03,440 --> 00:15:07,000
+انسخ تلاتين صفحة حلل أشرين سؤال مية سؤال و هكذا
+
+207
+00:15:07,000 --> 00:15:12,530
+إذا كثرت هذا الواجب و تعدد مباحثهوهو أتن أساسا
+
+208
+00:15:12,530 --> 00:15:15,370
+نتيجة لضعف التنسيق بين المعلمين، كل معلم بده يعطي
+
+209
+00:15:15,370 --> 00:15:21,610
+بغض نظر عن إيه اللي هو ما يعطيه المدرس الآخر، كمان
+
+210
+00:15:21,610 --> 00:15:25,410
+برضه الطالب أحيانا كثيرة يكون لديه ضعف في تنظيمه،
+
+211
+00:15:25,410 --> 00:15:29,190
+عشان هيك لما حكينا أنه مهم جدا أن ندرس الطلبة أو
+
+212
+00:15:29,190 --> 00:15:32,550
+نعلمهم كيف ينظموا أوقاتهم، كيف يهتموا بتوزيع
+
+213
+00:15:32,550 --> 00:15:36,620
+الوقت، بيروح الطالب على البيتطبعا على الأكل على
+
+214
+00:15:36,620 --> 00:15:40,640
+اللعب و على النوم على التلفزيون على أكثر من شغلة
+
+215
+00:15:40,640 --> 00:15:45,240
+ثم الواجب الدراسي يؤخره لآخر ساعة فإذا قطعة
+
+216
+00:15:45,240 --> 00:15:48,500
+الطيارة .. قطعة الطيارة الكهربي صار أي حدث ما
+
+217
+00:15:48,500 --> 00:15:54,150
+فبيروح اللي هو عايش الواجب، فضلنعم هذا .. هذا ..
+
+218
+00:15:54,150 --> 00:15:58,970
+هذا جانب يعني كتير صعب، أيضا ميول الطالب السلبية
+
+219
+00:15:58,970 --> 00:16:02,930
+سواء تجاه المبحث أو تجاه مين المعلم، يعني بالفعل
+
+220
+00:16:02,930 --> 00:16:06,990
+أنا بحبش مادة معينة ما فبروح باهتمش فيها لإن هي
+
+221
+00:16:06,990 --> 00:16:11,260
+أساسا أما تكون صعبة علياأو أنا ماليش رغبة أني أطلع
+
+222
+00:16:11,260 --> 00:16:15,520
+فيها نتيجة الميولي السلبية سواء ضد المعلم أو ضد
+
+223
+00:16:15,520 --> 00:16:18,820
+هذا المبحث عدم مضوح التعليمات المتعلقة بالواجب
+
+224
+00:16:18,820 --> 00:16:23,040
+أحيان كثيرة من المدرس بيعطي واجب و هذا الواجب
+
+225
+00:16:23,040 --> 00:16:26,800
+بيكونش واضح شو المطلوب منه يعني بيكتب على اللوح و
+
+226
+00:16:26,800 --> 00:16:29,740
+بعدها انت حرين انجله طب إيه اللي بنعمله أنا مش
+
+227
+00:16:29,740 --> 00:16:34,040
+عارفبيقف الطالب حائرًا أمام هذا النموذج وهذا طبعًا
+
+228
+00:16:34,040 --> 00:16:38,360
+يؤدي إلى أو جزء من أسباب اللي هو مشكلة عدم حل
+
+229
+00:16:38,360 --> 00:16:41,400
+الواجب الدراسي قلت توافر الظروف المناسبة داخل
+
+230
+00:16:41,400 --> 00:16:44,960
+البيت يعني صدق اللي علوا البيئة الفلسطينية دايما
+
+231
+00:16:44,960 --> 00:16:48,360
+احنا نتحدث عنها لإن احنا بنعيشها كتير من الأشياء
+
+232
+00:16:48,360 --> 00:16:52,020
+بتقف حائق أحيانًا أمام تنفيذ الواجبات البيتية زي
+
+233
+00:16:52,020 --> 00:16:54,400
+مثلًا مشكلة الكهرباء اللي احنا بنعاني فيها الآن
+
+234
+00:16:54,400 --> 00:16:58,420
+انه بيروح الطالب مثلًا إذا كان مساء و عنده الكهربا
+
+235
+00:16:58,420 --> 00:17:03,540
+بتقطع من التلاتةعصرا حتى ايش ساعة اتناش في الليل
+
+236
+00:17:03,540 --> 00:17:06,720
+او احداش في الليل هذا معناه ان الطالب لن يستطيع ان
+
+237
+00:17:06,720 --> 00:17:09,980
+ايه ان يكتب الواجب الدراسي لسه اذا ماكانش عنده
+
+238
+00:17:09,980 --> 00:17:13,940
+مولد كهربا او غيره طبيعي يمكن ثقافة الشمعة او
+
+239
+00:17:13,940 --> 00:17:17,400
+ثقافة الضوء الكاز وغيره هذا مش موجود او مش متوفر
+
+240
+00:17:17,400 --> 00:17:21,200
+عندنا او في الجيل الجديد على الأقل لذلك بيصعب على
+
+241
+00:17:21,200 --> 00:17:26,180
+الطلبة التكيف مع هذا الموضوع جانب اخر انه احيانا
+
+242
+00:17:26,470 --> 00:17:29,730
+الاكتظاه في داخل البيت، الأسرة الممتدة اللي هي سما
+
+243
+00:17:29,730 --> 00:17:33,690
+من سمات مجتمعنا الفلسطيني تقدي دور كتير كبير انه
+
+244
+00:17:33,690 --> 00:17:37,770
+هالكوم هذا الكبير في غرفتين، مافيش بيئة دراسية،
+
+245
+00:17:37,770 --> 00:17:40,910
+مافيش جو تعليمي، مافيش تركيز يخلي نوع من اللي هو
+
+246
+00:17:40,910 --> 00:17:41,790
+أنتش تتفضلي
+
+247
+00:17:46,900 --> 00:17:51,240
+صحيح يعني لعله المستوى الثقافي الأسرة بيلعب دور
+
+248
+00:17:51,240 --> 00:17:53,920
+كتير كبير في المتابعة في عملية متابعة الواجب
+
+249
+00:17:53,920 --> 00:17:59,180
+التفتيش على الواجب متابعة متطلبات المدرسة وملاحظات
+
+250
+00:17:59,180 --> 00:18:02,180
+المعلمين لكن هذه الثقافة اليوم احنا اتغلبنا عليها
+
+251
+00:18:02,180 --> 00:18:05,860
+الحمد لله أغلب الجيل وابناءهم هم متعلمين بشكل
+
+252
+00:18:05,860 --> 00:18:09,560
+أساسي وفي نوع من المتابعة وإلى لما استطاع الطلبة
+
+253
+00:18:09,560 --> 00:18:13,580
+مواكبة المنهاج الصعب اللي موجود حاليا هذا كلاميمكن
+
+254
+00:18:13,580 --> 00:18:17,380
+يعلّوا تجاوزنا إلى حد كبير المشاكل الأسرية أي إن
+
+255
+00:18:17,380 --> 00:18:20,940
+كان شكلها أيضا تؤثر على أداء الواجب لكن هذه
+
+256
+00:18:20,940 --> 00:18:24,920
+المشاكل جدش حجمها بيكون في امتداد للمشكلة جدش
+
+257
+00:18:24,920 --> 00:18:28,760
+بتكون لأ قصيرة قد تكون المشكلة طارية على هذا الأمر
+
+258
+00:18:28,760 --> 00:18:36,020
+طيب إيش بنعالج في مشكلة قصور في أداء الواجب دراسي؟
+
+259
+00:18:36,020 --> 00:18:38,640
+إيش الهدف اللي حددتهوا أنتوا؟
+
+260
+00:18:40,410 --> 00:18:43,570
+إقناع الطالب بأهمية الواجب في المدرسة إقناع الطالب
+
+261
+00:18:43,570 --> 00:18:46,890
+بأهمية الواجب يعني هي غير ثقافة أن الواجب هذا كتير
+
+262
+00:18:46,890 --> 00:18:50,630
+مهم كتير مهم عشان تحسن خطك كتير مهم عشان تصير عندك
+
+263
+00:18:50,630 --> 00:18:54,730
+متابعة لما يشرح المعلم كتير مهم عشان أنت تتذكر كل
+
+264
+00:18:54,730 --> 00:18:59,010
+ما قاله المعلم بطريقة وتركز فيها المعلومات إذا هذا
+
+265
+00:18:59,010 --> 00:19:03,210
+هدف كتير رائع جدا إيش كمان؟ نحن نحكي نحكي نحكي
+
+266
+00:19:03,210 --> 00:19:03,930
+نحكي نحكي نحكي نحكي نحكي نحكي نحكي نحكي نحكي نحكي
+
+267
+00:19:03,930 --> 00:19:08,950
+نحكي نحكي نحكي نحكي نحكطيب خليكم معانا الان أول
+
+268
+00:19:08,950 --> 00:19:13,410
+حاجة هل الهدف هو تحديد الواجب بشكل واضح؟ الواجب مش
+
+269
+00:19:13,410 --> 00:19:15,890
+واضح وكان فيه هدف من الأهداف اللي بدي أحدده بشكل
+
+270
+00:19:15,890 --> 00:19:20,670
+واضح؟ قد يكون لكن هو هدف إيش؟ مش كبير لإنه بالغالب
+
+271
+00:19:20,670 --> 00:19:24,290
+الطلبة الشاطرين بيفهموا إيش المطلوب من الواجب فمش
+
+272
+00:19:24,290 --> 00:19:27,230
+كل الطلبة اللي ممكن يفهمه إقناع الطلبة بأهمية
+
+273
+00:19:27,230 --> 00:19:31,130
+الواجب اللي حكت زميلك هو هذا هدف كتير مهم تدريب
+
+274
+00:19:31,130 --> 00:19:34,170
+الطلبة على أهمية الوقت برضه من الأهداف المهمة لكن
+
+275
+00:19:34,170 --> 00:19:37,660
+هل هو الهدف الأساسي اللي أنا بدي أحققه؟بهو أهمية
+
+276
+00:19:37,660 --> 00:19:41,000
+الوقت له أكثر من أو يتجاوز موضوع الواجب لأشياء
+
+277
+00:19:41,000 --> 00:19:44,620
+أخرى التدريب الطالب على التكيف مع كل الظروف، لعله
+
+278
+00:19:44,620 --> 00:19:49,060
+هذا الهدف هو الأكثر عمقا فيه إذا أنا حققته، ليش؟
+
+279
+00:19:49,060 --> 00:19:52,920
+إذا كان والله الظروف في البيت مش مناسبة، كيف يتكيف
+
+280
+00:19:52,920 --> 00:19:56,580
+الطالب معها؟ و بالمناسبة كتير من أوائل القطاع هم
+
+281
+00:19:56,580 --> 00:20:01,320
+خرجوا من بيوت البيعة العامة تبعتها بيئة صعبة جدا
+
+282
+00:20:01,990 --> 00:20:04,190
+بيع على الصعيد الاقتصادي على الصعيد الاجتماعي على
+
+283
+00:20:04,190 --> 00:20:07,910
+الصعيد الكثير من الأشياء لكنه خرج منها منهم
+
+284
+00:20:07,910 --> 00:20:11,690
+متفوقون جدا في هذا المجال إذا كيف يمكن أن يتكيف
+
+285
+00:20:11,690 --> 00:20:14,430
+الطالب على كل الظروف لعله هذا الهدف بالإضافة
+
+286
+00:20:14,430 --> 00:20:17,950
+لإقناع الطالب أو نشر ثقافة أهمية الواجب من الأهداف
+
+287
+00:20:17,950 --> 00:20:21,870
+كتير مهمة التي يمكن أن نحددها كاهداف يجري عليها
+
+288
+00:20:21,870 --> 00:20:26,830
+طرح الحلول واقتراحها بشكل مناسب طيب اختيار الحلول
+
+289
+00:20:26,830 --> 00:20:32,460
+أول حاجةإذا أنا بدأ أحل أي مشكلة، بدأ أسأل الناس
+
+290
+00:20:32,460 --> 00:20:37,460
+ليش؟ لماذا؟ أسأل خمس مرات؟ لماذا؟ مظبوط ولا لأ؟
+
+291
+00:20:37,460 --> 00:20:42,160
+عشان أفهم بالضبط لماذا لم يحل الطالب الواجب، ليش
+
+292
+00:20:42,160 --> 00:20:46,800
+خسر؟ إذا أنا عرفتإن والله المشكلة تبعته هي مشكلة
+
+293
+00:20:46,800 --> 00:20:51,160
+إيها علاقة بمشكلة طارقة في البيت أو إيها علاقة في
+
+294
+00:20:51,160 --> 00:20:54,020
+مشكلة إيها علاقة في صعوبة المادة الدراسية في صعوبة
+
+295
+00:20:54,020 --> 00:20:58,080
+الواجب في عدم فهمه في استجال الطلب في عدم تنوع
+
+296
+00:20:58,080 --> 00:21:01,740
+الواجب في كثير من القضايا هذا من شأنه أن يحدد لي
+
+297
+00:21:01,740 --> 00:21:05,460
+أو يسهل لي تقديم العلاج بطريقة مناسبة إذا مقابلة
+
+298
+00:21:05,460 --> 00:21:09,600
+طلبة يا جماعة كتير كتير مهمة جدا طبيعي هيطرح أو
+
+299
+00:21:09,600 --> 00:21:12,600
+تطرحه يعني هل أنا عندي وقت أقابل خمسة وأربعين
+
+300
+00:21:12,600 --> 00:21:17,870
+طالبةهو طبيعي أساسا مش 45 طالبة مش هيحلوا الواجب،
+
+301
+00:21:17,870 --> 00:21:22,370
+هم اللي هيحبش هيحلوا الواجب عندك خمسة، ستة، أربعة،
+
+302
+00:21:22,370 --> 00:21:25,670
+وعادة ما يتكرر من ذات الأشخاص هم اللي بيحلوش
+
+303
+00:21:25,670 --> 00:21:28,570
+الواجب، بالمناسبة يعني، هتلاقي نفس المشكلة
+
+304
+00:21:28,570 --> 00:21:32,050
+هتلاقيها في نفس الأشخاص، وفي أكتر من مرة، لذلك،
+
+305
+00:21:32,050 --> 00:21:36,030
+فتصوري الجنس معهم قمر ممكن جدا، وسؤالهم عن سبب
+
+306
+00:21:36,030 --> 00:21:40,000
+المشكلة من الأمور المهمةالجانب التاني، تنويه
+
+307
+00:21:40,000 --> 00:21:44,060
+الواجبات والأنشطة، يعني إذا أنا برضه بتحدث عن شكل
+
+308
+00:21:44,060 --> 00:21:47,440
+عام، إذا أنا نوعت الواجبات، اهتميت بالكيف وليس
+
+309
+00:21:47,440 --> 00:21:50,840
+الكم، كيف الطالب ينمي قدراته على التفكير، كيف أهم
+
+310
+00:21:50,840 --> 00:21:54,340
+شغل يتدرب على القاعدة هيوحل لو كان مثال أو مثلين،
+
+311
+00:21:54,340 --> 00:21:57,540
+مش بضرورة عشرين مثال، لأنه بالنهاية العشرين مثال
+
+312
+00:21:57,540 --> 00:22:02,020
+يؤدوا نفس الهدف لمثالين، فخلاص، بيكفيغرس قيم
+
+313
+00:22:02,020 --> 00:22:05,400
+الإلتزام وتعريف الطالب أهمية الواجب عشان نحل الهدف
+
+314
+00:22:05,400 --> 00:22:10,360
+اللي حكته زميلتكم انه القيمة يا جماعة قيم مهم جدا
+
+315
+00:22:10,360 --> 00:22:14,920
+كمان مرة بركز عليها كتير القيم إذا انت رسختها
+
+316
+00:22:14,920 --> 00:22:18,220
+بطريقة صحيحة و أقنعت الطالب فيها معناه ذلك انت
+
+317
+00:22:18,220 --> 00:22:21,780
+تجاوزت كثير من النقاط او يمكن خلينا نقول أكتر من
+
+318
+00:22:21,780 --> 00:22:27,660
+60% من اللي هو موضوع الحلول تفسير المادة العلمية و
+
+319
+00:22:27,660 --> 00:22:32,020
+التركيز على ال كيف و ليس الكمتقديم التعزيز
+
+320
+00:22:32,020 --> 00:22:35,580
+الإيجابي يعني التعزيز الإيجابي يمكن أنه قدمه أول
+
+321
+00:22:35,580 --> 00:22:39,400
+حاجة مهمة جدا بتقديم التغذية الراجعة يعني أنا بدأ
+
+322
+00:22:39,400 --> 00:22:42,500
+أفتش على الواجب، بدأ أشوفه، بدأ أشوف عينات، بدأ
+
+323
+00:22:42,500 --> 00:22:46,260
+أثني على اللي هو بعض الطالبات والله أنا كتير كتير
+
+324
+00:22:46,260 --> 00:22:49,480
+فخور بهذه الطالبة لأنه عملت الواجب بطريقة كتير
+
+325
+00:22:49,480 --> 00:22:55,210
+رائعة جداأكتر مرتبة بتسطر صفحات دفترها بشكل راق
+
+326
+00:22:55,210 --> 00:23:00,330
+جدا بتلونه شوفوا كم هذا الطالب متميز هذا ما دعالي
+
+327
+00:23:00,330 --> 00:23:05,230
+تقديم نماذج سلوكية مهمة وممارسات ناجحة وفاعلة
+
+328
+00:23:05,230 --> 00:23:09,810
+للطالب أو تجارب حية ان هاي بينكم طالبة استطعت ان
+
+329
+00:23:09,810 --> 00:23:14,030
+تقدم نماذج رائعة في موضوع اللي هو الواجب هذا من
+
+330
+00:23:14,030 --> 00:23:17,770
+التعزيز اللي هو الإيجابي اخر شغل لو لم تنجح هذه
+
+331
+00:23:17,770 --> 00:23:21,920
+الحلول اكيد بستدعوالي الأمرطبعا واستدعاء وليه
+
+332
+00:23:21,920 --> 00:23:27,540
+الأمر ليس على طريقة العقاب ولا الاش الامتحان وإنما
+
+333
+00:23:27,540 --> 00:23:31,080
+استدعاء وليه الأمر فقط للتعاون معاه وإشعاره بإن
+
+334
+00:23:31,080 --> 00:23:34,580
+هناك في مشكلة ما ينبغي على الأسرة أن تتضافر جهودها
+
+335
+00:23:34,580 --> 00:23:39,220
+مع المدرسة لحل هذه المشكلة طيب إيش الحل الأنسب
+
+336
+00:23:39,220 --> 00:23:41,520
+اللي شايفينه أنتوا بين هذه الحلول؟
+
+337
+00:23:45,290 --> 00:23:49,590
+أول حاجة هي أولوية هذه المقابلة الأساسية، بعدها
+
+338
+00:23:49,590 --> 00:23:54,430
+يأتي غرس القيم ثم تنويع الواجبات، هاني برتب قاعد،
+
+339
+00:23:54,430 --> 00:23:58,130
+ماشي الحال، تبسيط، كل هذه الأمور مهمة جدا، لكن أول
+
+340
+00:23:58,130 --> 00:24:02,630
+حاجة بالأساس، هاني فيها نوع من غرس الثقة و تبادلية
+
+341
+00:24:02,630 --> 00:24:03,430
+في هذا المجال
+
+342
+00:24:07,980 --> 00:24:12,720
+طيب اخترنا أفضل حلول نفذنا الحل بعد هيك إيش بنعمل
+
+343
+00:24:12,720 --> 00:24:16,760
+تقييم و راجعة وده الصورة المشاكل وكيف نحلها طيب
+
+344
+00:24:16,760 --> 00:24:21,980
+نيجي ناخد المشكلة الثالثة و هي مشكلة التحدث الصفي
+
+345
+00:24:21,980 --> 00:24:27,140
+غير المناسب إيش يعني .. إيش توصيف هذه المشكلة؟ إيش
+
+346
+00:24:27,140 --> 00:24:29,660
+يعني التحدث الصفي غير مناسب؟ معناه أنه في .. أنا
+
+347
+00:24:29,660 --> 00:24:34,400
+بتخيل أنه في طلاب بيتحدثوا في غير موضوع التحدث أو
+
+348
+00:24:34,400 --> 00:24:39,550
+بدون إذن و يشوشوا علياعلى الطلبة الآخرى، مش هيك؟
+
+349
+00:24:39,550 --> 00:24:44,630
+طيب هذه المشكلة لها مجموعة من المظاهر أول هذه
+
+350
+00:24:44,630 --> 00:24:48,690
+المظاهر التحدث الجانبي بالأقران إذا لجيت تنتين
+
+351
+00:24:48,690 --> 00:24:51,930
+دايما بتتكلم مع بعض، هذه إيش اسمها؟ في عندهم مشكلة
+
+352
+00:24:51,930 --> 00:24:55,970
+و أنا كمان مرة بأكد المعلمة ما ينبغي عليها
+
+353
+00:24:55,970 --> 00:25:00,690
+المتابعة الحثيثة لكل تصرف يعني مانفعش تضلك أنت
+
+354
+00:25:00,690 --> 00:25:04,150
+كمعلمة شوفت تنتين اللي أول مرة حكوه، تضلك تقوله
+
+355
+00:25:04,150 --> 00:25:08,580
+ليش فزحكوالأ، يكون التدخل إذا زاد .. إيش قولنا؟ عن
+
+356
+00:25:08,580 --> 00:25:11,840
+حد وصار فيه إمكانية أن يشوّش على البيئة الصافية أو
+
+357
+00:25:11,840 --> 00:25:16,220
+على غير .. أو على التلاميذ الآخرين رفع الصوت عند
+
+358
+00:25:16,220 --> 00:25:19,820
+الرغبة بالإجابة عن السؤال، إيش يعني؟ ضالهم إيش؟
+
+359
+00:25:19,980 --> 00:25:24,240
+يشرب بطريقة غير مناسبة إذا رفع الصوت كمان برضه من
+
+360
+00:25:24,240 --> 00:25:28,600
+مظاهر التحدث الصفي غير المناسب اتطوع بالإجابة بدون
+
+361
+00:25:28,600 --> 00:25:31,780
+إذن تطلع الطالبة ما شاء الله عليها شاطرة كتير كل
+
+362
+00:25:31,780 --> 00:25:34,800
+نطفة اللي هي إيش ناطة تتسأل سؤال اللي هي مجاوبها
+
+363
+00:25:34,800 --> 00:25:38,540
+هذا أمر غير مرغوب وهي من مظاهر اللي هي المشكلة
+
+364
+00:25:38,540 --> 00:25:42,380
+أيضا التحدث مع المعلم بأسلوب غير لائق أو التحدث مع
+
+365
+00:25:42,380 --> 00:25:46,200
+الزملاء بأسلوب أو بألقاب غير مستحبة وهذا أيضا من
+
+366
+00:25:46,200 --> 00:25:50,260
+التحدث الصفي احنا كمان مرة غير المناسبقد يكون هناك
+
+367
+00:25:50,260 --> 00:25:56,140
+حديث في نوع من هالإياش يعني الود والصداقة بيكون
+
+368
+00:25:56,140 --> 00:25:59,740
+سلبة إذا أثرها سلبا على انتباه الطالب أو على
+
+369
+00:25:59,740 --> 00:26:03,560
+زملاءه الأخرين لكن هنا بنحدث عن تحديت صفي غير
+
+370
+00:26:03,560 --> 00:26:07,560
+مناسب يعني الألفاظ الملتقة في داكل هذا الجوهر هذه
+
+371
+00:26:07,560 --> 00:26:11,640
+المشكلة هو خارج إطار اللياقة سواء حتى لو كان إجابة
+
+372
+00:26:11,640 --> 00:26:16,600
+بدون إذن حتى لو كان تدخل أوالقاء بعض الاتهمات أو
+
+373
+00:26:16,600 --> 00:26:20,260
+الألقاب اللي يعني ما شاء الله بالذات في السن
+
+374
+00:26:20,260 --> 00:26:23,320
+الصغير تلاقي كل واحد إيه الشاطر اللي بده ينادي
+
+375
+00:26:23,320 --> 00:26:29,040
+زميله فيه بلقب غير مناسب ما هي أسباب هذه المشكلة؟
+
+376
+00:26:29,040 --> 00:26:34,240
+تذكروا قواعد القوانين الصفية؟ إيه تعريفها؟ في
+
+377
+00:26:34,240 --> 00:26:39,840
+واحدة ضحكت لإن هي يعني أجابت بطريقة صحيحة قواعد
+
+378
+00:26:39,840 --> 00:26:43,300
+القوانين الصفية إيش تعريفها؟ مجموعة التعليمات؟ أه
+
+379
+00:26:47,330 --> 00:26:50,470
+عشان يلتزم فيها الطالب الطلبة بشكل عام وهذا جيبناه
+
+380
+00:26:50,470 --> 00:26:53,270
+في الامتحان النصفي وللأسف كثير منكم اللي كتب
+
+381
+00:26:53,270 --> 00:26:56,090
+الاهدار الصفية او اللي كتب .. يالا الله يسامحكم
+
+382
+00:26:56,090 --> 00:27:02,390
+جال الطالب القواعد أو القوانين الصفية هو لم يتشرب
+
+383
+00:27:02,390 --> 00:27:06,450
+أساسالم يتشرب أساسا انه لأ الحديث ينبغي أن يكون
+
+384
+00:27:06,450 --> 00:27:11,390
+بإذن ماعرفش بالضبط أنه لازم يلتزم بقواعد الحديث
+
+385
+00:27:11,390 --> 00:27:14,890
+الجانب أنه مايزدش بحيث لا يؤثر على الآخرين و هكذا
+
+386
+00:27:14,890 --> 00:27:18,670
+نقطة تانية العلاقة أو علاقات الصداقة الحميمية ما
+
+387
+00:27:18,670 --> 00:27:23,230
+بين الطلبة و يمكن لعله عندكم في البنات الوحدة إذا
+
+388
+00:27:23,230 --> 00:27:27,810
+حكت قصة برا و ماكملتاش لازم تكملها و هي جاعدة مش
+
+389
+00:27:27,810 --> 00:27:32,860
+إمكانية يعنيهذه قصة يعني العلاقات الحميمية بين
+
+390
+00:27:32,860 --> 00:27:36,980
+الطالبات أيضا تحدث نوع من الفوضى ولذلك جزء من
+
+391
+00:27:36,980 --> 00:27:40,500
+النصائح اللي بننصحها للمعلمين أنه إذا وجدتي أن هذه
+
+392
+00:27:40,500 --> 00:27:44,060
+العلاقة ثنائية العلاقة ما بين الطالبة و الطالبة
+
+393
+00:27:44,060 --> 00:27:47,880
+ستأثر على تحصيل الدراسة فورا نفصليهم أحد أيش أسلي
+
+394
+00:27:47,880 --> 00:27:51,960
+بالعلاج بس هذا كلام مش محبب إلا إذا أثر أيش كمان
+
+395
+00:27:51,960 --> 00:27:57,660
+مرة عشان ما ..كمان المعنى هو غير محبب إلا إذا إش
+
+396
+00:27:57,660 --> 00:28:01,760
+أثر سلبًا قلنا يعني في الأساس لما توزع الطالبات
+
+397
+00:28:01,760 --> 00:28:05,160
+تتركيهم يختاروا كل واحدة تقعد معاه اللي بتحب أنها
+
+398
+00:28:05,160 --> 00:28:09,000
+تقعد جنبها يعني و هذا أمر مافيش عليه خلاف لكن إذا
+
+399
+00:28:09,000 --> 00:28:12,720
+أثر سلبًا معناه أنا بتدخل و أفصل بين هذه الطالبات
+
+400
+00:28:12,720 --> 00:28:17,920
+حب الظهور و محاولات جذب الانتباه بعض الطالبات يعني
+
+401
+00:28:17,920 --> 00:28:23,660
+بيشعروا أنه إبراز هذه الشخصية لديهميحتاج إلى إيش؟
+
+402
+00:28:23,660 --> 00:28:27,100
+نوع من التطوع و نوع من إبراز اللي هو القدرات
+
+403
+00:28:27,100 --> 00:28:31,500
+بطريقة تتجاوز حدود القواعد الصفية، يعني خلاص أساس
+
+404
+00:28:31,500 --> 00:28:36,240
+أنا كذا، تبدأ تعبر عنها بأكثر من أسلوب أو سلوك
+
+405
+00:28:36,240 --> 00:28:40,610
+ربما مايكنش كتير مناسبأكثر الإختلاف بين الطلبة أو
+
+406
+00:28:40,610 --> 00:28:44,490
+الغيرة اللى بتنشأ ما بين بالذات الطلبة في مستويات
+
+407
+00:28:44,490 --> 00:28:50,050
+محددة زى الموهوبين وغيره هذه بتخلى نوع من محاورة
+
+408
+00:28:50,050 --> 00:28:53,830
+إثبات الذات من خلال الحديث المتزايد أو طبيعة
+
+409
+00:28:53,830 --> 00:28:56,650
+التربية الأسرية ما شاء الله في أسرة تجيب تربي
+
+410
+00:28:56,650 --> 00:29:00,010
+ولادها أنه صامتان ما شاء الله يعني خلاص تحكيش إلا
+
+411
+00:29:00,010 --> 00:29:05,050
+لما يكون لازم أنك تحكيه وفي لأ الحكي عندهمأربعة و
+
+412
+00:29:05,050 --> 00:29:08,430
+عشرين ساعة، مش هيك؟ هذا طبيعي، طبيعة التربية
+
+413
+00:29:08,430 --> 00:29:12,170
+الوسرية بتنعكس مهما و مهما في الداخل اللي هو
+
+414
+00:29:12,170 --> 00:29:16,750
+الغرفة الصفية طب احنا .. لاحظوا احنا قاعدين بنتش
+
+415
+00:29:16,750 --> 00:29:20,610
+نحدد هدف، ايش اللي بتنعالجه لإنه صار فيه إنه نوع
+
+416
+00:29:20,610 --> 00:29:24,310
+من النظام أو المعرفة عندكم لذلك خشينا في الحلول
+
+417
+00:29:24,310 --> 00:29:27,430
+المقتلحة مباشرة لإنه صارت الحمد لله رب العالمين
+
+418
+00:29:27,430 --> 00:29:31,620
+أني أتقنتم هذه الطريقةأول حاجة تأكيد على شرح
+
+419
+00:29:31,620 --> 00:29:35,560
+القواعد الصفية وإقناع الطلب بها أول حل من الحلول
+
+420
+00:29:35,560 --> 00:29:40,100
+لابد أن نركز في المرحلة الأولى على غرس القيم زي ما
+
+421
+00:29:40,100 --> 00:29:44,700
+حكينا على ايش ترتيب اللي هو أو تنظيم مجموعة
+
+422
+00:29:44,700 --> 00:29:48,060
+القواعد الصفية وقولنا إذا تذكروا أن في القواعد
+
+423
+00:29:48,060 --> 00:29:55,140
+الصفية يحببلدى الطلبة إنه يكتبوا هذه القواعد على
+
+424
+00:29:55,140 --> 00:29:59,700
+الصائش على الصفحة الأولى من الدفتر عشان من أول ما
+
+425
+00:29:59,700 --> 00:30:02,740
+يفتحها دايما يقرأ هذه القوانين القوانين الصفية
+
+426
+00:30:02,740 --> 00:30:06,620
+أيضا قلنا القواعد القوانين الصفية يحب أن تعلق على
+
+427
+00:30:07,280 --> 00:30:12,640
+مجلة أو لوحة تذكر الطلبة دائما بها يحفظوها وبالعكس
+
+428
+00:30:12,640 --> 00:30:16,820
+بعض المعلمات كانوا يشبلجوا أنه نقرأ مع بعض في أول
+
+429
+00:30:16,820 --> 00:30:19,580
+دقيقة القواعد والقوانين الصفية بيصيروا جزء من
+
+430
+00:30:19,580 --> 00:30:22,980
+ثقافة أو نشر الثقافة أنه يصير فيه نوع من القراءة
+
+431
+00:30:22,980 --> 00:30:27,470
+الجماعية لهذه القواعد والقوانين الصفيةفصد الطالب
+
+432
+00:30:27,470 --> 00:30:31,710
+عن صديقه أو صديقتها إذا كانت لم تفلح كافة
+
+433
+00:30:31,710 --> 00:30:36,130
+المحاولات لمعالجة موضوع العلاقة أو الحديث المقترن
+
+434
+00:30:36,130 --> 00:30:40,770
+بنوع من الفوضى بين الطالب و زميلتها تنبيه الطالب
+
+435
+00:30:40,770 --> 00:30:45,110
+والحرص على إعادة الهدوء كل فترة مهم على المعلم زي
+
+436
+00:30:45,110 --> 00:30:49,280
+ما هو مهم يقض الطرف أحيانا عن بعض السلوكياتإلا إنه
+
+437
+00:30:49,280 --> 00:30:53,380
+أيضا مهم إنه إيش ينبّه مابقاله قاومة يا جماعة يا
+
+438
+00:30:53,380 --> 00:30:56,980
+رد تنتبهوا اللي ورا، خليكم معانا عشان إيه، احنا
+
+439
+00:30:56,980 --> 00:31:00,900
+بنحكي جاعدين في موضوع اللي هو إيه، طبعا هذا مثال،
+
+440
+00:31:00,900 --> 00:31:05,220
+ماشي مش إلكم يعني ان شاء الله ممكن يمشي المعلم،
+
+441
+00:31:05,220 --> 00:31:10,070
+نواحي الطالب اللي بتكلمالاقتراب المكاني هذا صحيح
+
+442
+00:31:10,070 --> 00:31:13,970
+هذا صحيح ايضا قلة تقبل إجابة الطالب الذي يجيب بدون
+
+443
+00:31:13,970 --> 00:31:17,690
+إذن يعني كمان أنا جزء من الإطفاء اللي بنحكي عنه أو
+
+444
+00:31:17,690 --> 00:31:22,710
+نوع من العقاب ان انا كمان ماقبلش منه إيه إجابات
+
+445
+00:31:22,710 --> 00:31:25,790
+طالما هو بيحكي خلص خليك يحكي أنا مش هأاخد منك هذا
+
+446
+00:31:25,790 --> 00:31:29,030
+جزء من هذا الموضوع الإهمال أحيانا او تنمية
+
+447
+00:31:29,030 --> 00:31:31,910
+العلاقات الاجتماعية بين الطلبة شوف احنا بنحكي عن
+
+448
+00:31:31,910 --> 00:31:34,530
+الصداقة هناك بجانب و بنقول تنمية العلاقات
+
+449
+00:31:34,530 --> 00:31:38,330
+الاجتماعيةإيش يعني؟ إيش المقصود؟ كيف نجمع بين
+
+450
+00:31:38,330 --> 00:31:41,310
+التنتين؟ إحنا بقول إن الصداقات الحميمية قد تكون
+
+451
+00:31:41,310 --> 00:31:45,470
+مشكلة بس مش دايما لكن كمان برضه تنمية العلاقة
+
+452
+00:31:45,470 --> 00:31:49,070
+الاجتماعية إيش دورها في موضوع علاج؟ مشكلة اللي هو؟
+
+453
+00:31:50,470 --> 00:31:53,730
+الله يبارك فيك ممتاز جدا ان احنا حكينا ان جزء من
+
+454
+00:31:53,730 --> 00:31:59,210
+الأسباب هو ايش الغيرة كويس أو نوع من المناكفات
+
+455
+00:31:59,210 --> 00:32:01,790
+والاختلافات لدرجة ده فيه نوع من العلاقات
+
+456
+00:32:01,790 --> 00:32:04,290
+الاجتماعية واحنا بنعمل على تنميتها معنا ذلك أنا
+
+457
+00:32:04,290 --> 00:32:09,100
+قضيت على أحد الأسباب المسببة لهذه المشكلةكمان مرة
+
+458
+00:32:09,100 --> 00:32:12,800
+برجع أذكر أن اختيار أي من الحلول ينبغى أن يبنى على
+
+459
+00:32:12,800 --> 00:32:16,180
+الهدف الأساسي الذي نحدده، ما الذي نريده لعلاج هذه
+
+460
+00:32:16,180 --> 00:32:21,840
+الظاهرة، ثم أي الحلول الأفضل في غرس هذه الطريقة
+
+461
+00:32:21,840 --> 00:32:26,680
+أنا بدأ أختم بس بقصة كتير لطيفة ليس لها علاقة
+
+462
+00:32:26,680 --> 00:32:31,020
+بالمحاضرة اللي بنتحدث عنها، لكن لها علاقة بغرس
+
+463
+00:32:31,020 --> 00:32:34,780
+القيامة، لما حكينا التأكيد على شرح القواعد الصفية،
+
+464
+00:32:34,780 --> 00:32:38,730
+كلنا بنتحدث عن بر الوالد، صح ولا لا؟مسوط انا مش
+
+465
+00:32:38,730 --> 00:32:43,760
+مسوطوبر الوالدين من الأشياء اللي بتجلب على الإنسان
+
+466
+00:32:43,760 --> 00:32:49,160
+الرضا حتى لو بعد ما ماتي والداي وأهمها أنها تجلب
+
+467
+00:32:49,160 --> 00:32:51,720
+رضا الله سبحانه وتعالى وكل الأعمال دون رضا
+
+468
+00:32:51,720 --> 00:32:57,980
+الوالدين هي أعمال تبقى في إطار الأعمال يعني التي
+
+469
+00:32:57,980 --> 00:33:03,420
+يفعلها الإنسان يعني ربما تذهب هباء منثورا إذا ما
+
+470
+00:33:03,420 --> 00:33:10,000
+لم يكن يصاحبها اللي هو بر الوالدين يروي أحدالشباب
+
+471
+00:33:10,000 --> 00:33:19,920
+المهتربين قصته مع والدتي يقول تزوجته من امرأة
+
+472
+00:33:19,920 --> 00:33:25,140
+وكانت هذه المرأة
+
+473
+00:33:25,140 --> 00:33:28,400
+جيدة
+
+474
+00:33:28,400 --> 00:33:34,960
+في أخلاقها بعد عشرين عاما اشتقت إلى ان ارتبط
+
+475
+00:33:34,960 --> 00:33:42,390
+بامرأة اخرى غير زوجتيوكانت تشجعني على ذلك كان
+
+476
+00:33:42,390 --> 00:33:50,610
+الزوج تتشجع على ذلك هذا الحب الذي جاء ليتفاعل كم
+
+477
+00:33:50,610 --> 00:33:57,670
+المراهق كان موجها لوالدتي هذه الأم التي تركتها منذ
+
+478
+00:33:57,670 --> 00:34:04,110
+تسع سنوات ولم أكن أتفقدها إلا كل فترة وفترة وكانت
+
+479
+00:34:04,110 --> 00:34:12,650
+تلك الفترات متباعدة يقولوفي ذات يوم اتصلت على أمي
+
+480
+00:34:12,650 --> 00:34:18,950
+رفعت سماعة الهاتف قالت من؟ قلت لها ولدك قالت أبيك
+
+481
+00:34:18,950 --> 00:34:23,990
+شيء يعني استغربت اتصالي هل بيك شيء يا ولادي؟ قلت
+
+482
+00:34:23,990 --> 00:34:29,370
+لها لا ولكن اشتقت أن اخرج معاك هل لديك مانع؟ قالت
+
+483
+00:34:29,370 --> 00:34:36,580
+لافحددنا يوما لنخرج فيه سويا إلى أحد المطاعم كان
+
+484
+00:34:36,580 --> 00:34:42,040
+يوم الخميس في ذاك الموعد المرتقب الذي وعدته حبيبة
+
+485
+00:34:42,040 --> 00:34:48,040
+قلبي فيه أن نخرج سويا كان والدي قد وفية منذ عدة
+
+486
+00:34:48,040 --> 00:34:55,840
+سنوات فلما ذهبت كنت مضطربا قليلا ووجدتها كذلك كانت
+
+487
+00:34:55,840 --> 00:35:02,600
+تلبس فساناتبدو فيه كما لو كانت سيدة أولى في يوم
+
+488
+00:35:02,600 --> 00:35:08,620
+زفافها كانت تلبس الفسان الذي اشتراه أبي قبل سنوات
+
+489
+00:35:08,620 --> 00:35:15,500
+وكانت تحتفظ به لهذه المناسبات خرجت معي و هي تقول
+
+490
+00:35:15,500 --> 00:35:21,920
+يا ولدي لقد أخبرت الجميع أنك ستأخذني الليلة إلى
+
+491
+00:35:21,920 --> 00:35:28,970
+فسحة جميلة و هم في بالغ شوقهملأحدثهم بعد عودتي عن
+
+492
+00:35:28,970 --> 00:35:34,310
+هذه الرحلة انطلقنا إلى أحد المطاعم كان مطاعما
+
+493
+00:35:34,310 --> 00:35:43,370
+هادئا متواضعا وهنا جلسنا بدأت أقرأ لأمي كبيرة السن
+
+494
+00:35:43,370 --> 00:35:50,830
+وهي تنظر إلي وجبات الطعام ما الذي ترغبين فيه قالت
+
+495
+00:35:50,830 --> 00:35:56,880
+يا ولدي كنت أقرأ لك وأنت صغيرتماما اليوم تقرألي
+
+496
+00:35:56,880 --> 00:36:01,980
+أنا كنت أقرأ لك و أنت صغير قال تناولنا الطعام
+
+497
+00:36:01,980 --> 00:36:07,960
+تبدلنا أطراف الحديث عدنا في منتصف الليل وهي تقول
+
+498
+00:36:07,960 --> 00:36:13,240
+وافقه على أن نخرج مرة أخرى ولكن هذه المرة على
+
+499
+00:36:13,240 --> 00:36:19,640
+حسابي قلت لها حسنا المهم أن نخرج يقول فلمّا عدت و
+
+500
+00:36:19,640 --> 00:36:26,600
+ادعتها و إذا بأيام قلائليرى إنه هاتف .. هاتف ليقول
+
+501
+00:36:26,600 --> 00:36:31,640
+لي أدرك والدتك كيف قد ذهبت إلى المستشفى أو حملت
+
+502
+00:36:31,640 --> 00:36:36,420
+إلى المستشفى قال فأسرعت الخطأ لم أكن أدرك ما تخبئ
+
+503
+00:36:36,420 --> 00:36:42,900
+لي الأيام حتى وقفت على باب المستشفى لأفاجأ أن
+
+504
+00:36:42,900 --> 00:36:49,320
+والدتي قد توفيتيقول عدته وما هي إلا أيام وانقض
+
+505
+00:36:49,320 --> 00:36:55,340
+العزاء وانت ذكرته تلك الرحلة أو تلك اللحظات التي
+
+506
+00:36:55,340 --> 00:37:02,720
+جمعتني بأمي وفي ذات يوم وبعد أن انقض العزاء إذا
+
+507
+00:37:02,720 --> 00:37:09,200
+بنادل المطعم على الباب يقدم ليه فاتورة ودعوة
+
+508
+00:37:09,200 --> 00:37:15,620
+لشخصين على العشاء كتبةعلى ظهرها كنت أعلم أني لن
+
+509
+00:37:15,620 --> 00:37:22,340
+أعيش إلى هذه اللحظة فحجزت لك و لزوجتك لتكون في تلك
+
+510
+00:37:22,340 --> 00:37:26,360
+الليلة أنت لا تعلم يا ولدي كم كانت هذه الليلة
+
+511
+00:37:26,360 --> 00:37:30,800
+بالنسبة لي أحبك يا ولدي أشكركم و مبارك لك
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/KKpvSqlUqh8_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/KKpvSqlUqh8_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2cb57ec304440550eb01f09fb24429ef14c375b0
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/KKpvSqlUqh8_raw.srt
@@ -0,0 +1,2044 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,000 --> 00:00:16,240
+باسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,240 --> 00:00:19,660
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:19,660 --> 00:00:23,300
+وعلى آله وصحبه والسلام أجمعين أما بعد اليوم ان شاء
+
+5
+00:00:23,300 --> 00:00:28,620
+الله هنستكمل مشكلة تشتت الانتباه وكنا قد تحدثنا أن
+
+6
+00:00:28,620 --> 00:00:33,880
+علاج أو الحلول الوقائية لهذا التشتت تكمن في ثلاثة
+
+7
+00:00:33,880 --> 00:00:38,360
+مراحل أو ثلاث مراحل المرحلة الأولى وهي تبدأ مع
+
+8
+00:00:38,360 --> 00:00:44,120
+بداية الدرسو المرحلة الثانية في منتصف الدارس كيف
+
+9
+00:00:44,120 --> 00:00:47,600
+يمكن أن نجد بالانتباه الطلبة في منتصف الدارس ثم
+
+10
+00:00:47,600 --> 00:00:52,100
+نهاية الدارس اليوم احنا بعد ما ساردنا المظاهر و
+
+11
+00:00:52,100 --> 00:00:57,000
+الأسباب و الحلول اليوم هنشوف كيف يمكن أن نختار
+
+12
+00:00:57,000 --> 00:01:01,540
+الحل الأفضل من بين هذه الحلول دائما يتم اختيار
+
+13
+00:01:01,540 --> 00:01:06,830
+الحل الأفضل في ضوء أربع معطياتالمعطل أول بحسب
+
+14
+00:01:06,830 --> 00:01:11,550
+الموقف التعليمي لا يمكنني كمدرس بالاطلاق ان انا
+
+15
+00:01:11,550 --> 00:01:15,830
+احاسب طالب او اعالج مشكلة معينة لطالب مشتت
+
+16
+00:01:15,830 --> 00:01:19,270
+الانتباه بنفس الطريقة والقالية اللتي اعالجها لطالب
+
+17
+00:01:19,270 --> 00:01:22,890
+اخر ايش اللي اللي بيحكم هذا الموضوع الموقف
+
+18
+00:01:22,890 --> 00:01:28,880
+التعليمي ربما التشتت هنا حدث نتيجة ايه؟إن المدرس
+
+19
+00:01:28,880 --> 00:01:31,720
+لا يستطيع أن يشرح المادة أو لا يستطيع أن يوصل
+
+20
+00:01:31,720 --> 00:01:36,120
+فكرته أو أنه يسهب كثيرا أو يصل إلى حد الإشباع في
+
+21
+00:01:36,120 --> 00:01:41,220
+قضية بدهية أو بسيطة لذلك هنا أنا مش هعالج رقاش
+
+22
+00:01:41,220 --> 00:01:44,320
+الطالب أنا بدي عالج المدرس لكن إذا كان الموقف
+
+23
+00:01:44,320 --> 00:01:48,880
+التعليمي له علاقة بقضية معينة يصعب على الطالب
+
+24
+00:01:48,880 --> 00:01:51,940
+فهمها معناه ذلك الأمر يحتاج من الموقف التعليمي أو
+
+25
+00:01:51,940 --> 00:01:55,820
+مني كمدرس في الموقف التعليمي إلى تبسيطوتهيئة
+
+26
+00:01:55,820 --> 00:01:59,340
+ومحاولة تشرح أكثر حتى يستطيع الطالب فهمه إذا
+
+27
+00:01:59,340 --> 00:02:04,100
+الموقف التعليمي هو أول من أول محدد من محددات كويس
+
+28
+00:02:04,100 --> 00:02:07,740
+another في كيفية معالجة أو تقديم العلاج المناسب
+
+29
+00:02:07,740 --> 00:02:12,580
+لأي مشكلة تعليمية مثل مشكلة تشتت الانتباه طبعا هذه
+
+30
+00:02:12,580 --> 00:02:16,000
+المحددات بالمناسبة بتصلح لكل المشاكل وليس فقط
+
+31
+00:02:16,000 --> 00:02:19,260
+مشكلة تشتت الانتباه النقطة الثانية بحسب دراسة
+
+32
+00:02:19,260 --> 00:02:23,920
+شخصية المتعلم فالطالب الموهوبلا نتعامل معه كطالب
+
+33
+00:02:23,920 --> 00:02:28,500
+بطيق التعلم و الطالب الصحي بالسلوك غير السوي أيضا
+
+34
+00:02:28,500 --> 00:02:31,760
+لا يمكن أن نتعامل أو أن نساوي بينه و بين الطالب
+
+35
+00:02:31,760 --> 00:02:36,820
+المؤدب من يخطأ او يتشتت او يعني يسرح شوية في
+
+36
+00:02:36,820 --> 00:02:41,060
+المحاضرة لفترة معاه و لأول مرة اكيد تعاملي معاه
+
+37
+00:02:41,060 --> 00:02:44,550
+هيختلف مع الانسان اللي سارح على طولماشي الحل إذا
+
+38
+00:02:44,550 --> 00:02:48,110
+شخصية المتعلم أيضا ومدى استقبالها وقدرتها
+
+39
+00:02:48,110 --> 00:02:52,050
+الاستيعابية على اللي هو توجيهاتي أو تقبل هذه
+
+40
+00:02:52,050 --> 00:02:56,530
+التوجيهات لها أثر كبير جدا إمكانية التنفيذ بعض
+
+41
+00:02:56,530 --> 00:02:59,370
+الناس يطرح مثاليات كثيرة بعض المدرسين بالذات
+
+42
+00:02:59,370 --> 00:03:03,650
+المدرس الجديد الحماسة الشديدة بتدفع باتجاه إنه
+
+43
+00:03:03,650 --> 00:03:09,320
+بديعمل كل شيءحتى يؤسر للطلبة لكنه إمكانية تنفيذ ال
+
+44
+00:03:09,320 --> 00:03:12,900
+.. ال .. ال .. السيراتيجيات التي يختارها غير ممكنة
+
+45
+00:03:12,900 --> 00:03:15,880
+بالاطلاق أنا بدي أطبق أو بدي أستخدم مسيرة تعليمية
+
+46
+00:03:15,880 --> 00:03:21,420
+في صفر مافيه كهربا أو مافيه LCD أو مافيه كمبيوتر
+
+47
+00:03:21,420 --> 00:03:25,340
+أو مافيه إمكانية للشبكة أن أستخدم فيها سماعات صوت
+
+48
+00:03:25,340 --> 00:03:30,040
+أو غيره كمان هذا الكلام بيقف حائل دون إيش اللي هو
+
+49
+00:03:30,040 --> 00:03:34,770
+تنفيذ هذا الحلأحيانا إحنا في موضوع تشابط الانتباه
+
+50
+00:03:34,770 --> 00:03:38,830
+بنطرح كتير حلول أو أي مشكلة أخرى، بنطرح حلول
+
+51
+00:03:38,830 --> 00:03:43,850
+كثيرة، لكن هذا الحل هل يمكن تنفيذه؟ هنا بيقف هذا
+
+52
+00:03:43,850 --> 00:03:48,330
+المحدد مهم جدا وإلا إحنا بنطرح مثاليات خارجها عن
+
+53
+00:03:48,330 --> 00:03:53,870
+نطاق الواقعية المطلوب من المعلم مراعتها أيضا بحسب
+
+54
+00:03:53,870 --> 00:03:56,850
+الثقافة السائدة، شو بنقصد بالثقافة؟
+
+55
+00:03:59,880 --> 00:04:04,240
+كيف يعني؟ إيش يعني بحسب الثقافة السائدة؟ ممكن تكون
+
+56
+00:04:04,240 --> 00:04:09,000
+عدد التقليد وممكن تكون إيش؟ طبيعة المعرفة والقيم
+
+57
+00:04:09,000 --> 00:04:12,380
+التي يؤمن بها أفراد المجتمع أو أفراد هذا الصفر
+
+58
+00:04:12,380 --> 00:04:16,760
+الآن إذا أنا بنتحدث عن الثقافة السائدة إيه كويس؟
+
+59
+00:04:16,760 --> 00:04:19,980
+اللي ده مجتمع ما مثل أو مرحلة ما من المراحل
+
+60
+00:04:19,980 --> 00:04:23,080
+التعليمية زي المرحلة الإعدادية الثقافة السائدة
+
+61
+00:04:23,080 --> 00:04:26,380
+اللي بتبدأ فيها نوع من التمرد على الواقع نوع من
+
+62
+00:04:26,380 --> 00:04:30,670
+الاقتراب من السن المراهقة يصعب محهةإن أنا أختار
+
+63
+00:04:30,670 --> 00:04:34,810
+أسلوب مثلا العصى أو أسلوب .. عشان يعني أجذب
+
+64
+00:04:34,810 --> 00:04:38,870
+الانتباه أو أسلوب القصص أحيانا قد يخدم مرحلة
+
+65
+00:04:38,870 --> 00:04:43,310
+جامعية مثلا عشان أنا أعيد الانتباه لهذا الطالب أو
+
+66
+00:04:43,310 --> 00:04:47,010
+ذاك لإنه مش كتير هو الاهتمام بهذه القضية إذا
+
+67
+00:04:47,010 --> 00:04:50,910
+الثقافة الساعدة مهمة جدا في قضية التنفيذ أيضا اللي
+
+68
+00:04:50,910 --> 00:04:55,090
+هو الحلول التي يمكن أن أختارها في حل أي مشكلة من
+
+69
+00:04:55,090 --> 00:04:59,860
+مشاكل التعليمطيب إذا اخترنا أفضل حلول بحسب
+
+70
+00:04:59,860 --> 00:05:02,260
+المعايير الأربعة أو المحددات الأربعة اللي بين
+
+71
+00:05:02,260 --> 00:05:06,740
+إيدينا أكيد هننفذ الحل أو أكثر من حل أحيانا في أن
+
+72
+00:05:06,740 --> 00:05:11,520
+أكتر من حل لمشكلة واحدة إما بطريقة الدمش أو أحيانا
+
+73
+00:05:11,520 --> 00:05:15,600
+بطريقة اللي هو التعديل على بعض الحلول يعني ممكن حل
+
+74
+00:05:15,600 --> 00:05:23,100
+مثلا أني أقدم حافظ معين لطالب معينيمشي حاله لكن مع
+
+75
+00:05:23,100 --> 00:05:28,420
+هذا الحافظ لا يمكن ان اطبقه على طالب اخر بمفرضه
+
+76
+00:05:28,420 --> 00:05:33,360
+لازم اضيف اياش جنب التعزيز نوع من ال .. مثلا يعني
+
+77
+00:05:33,360 --> 00:05:36,860
+لأ نوع من الشدة يعني مش بس عزيزه بس لأ كمان في نوع
+
+78
+00:05:36,860 --> 00:05:40,360
+من الشدة او المتابعة اذا كمان برضه تنفيذ اي حل
+
+79
+00:05:40,360 --> 00:05:44,120
+لابد ان يكون اما بطريقة الدمج او طريقة التعديل على
+
+80
+00:05:44,120 --> 00:05:48,720
+الحلول المقترحة او طريقة اللي هو حذف بعض الجزئيات
+
+81
+00:05:48,720 --> 00:05:52,420
+من حلمهافي هذا الموضوع بعد هي كنا بنراجع الحل في
+
+82
+00:05:52,420 --> 00:05:56,060
+ضوء النتائج احنا قد طبقنا الحل نراجعه إذا كان
+
+83
+00:05:56,060 --> 00:06:00,200
+والله مناسب هينقش نعيد تكرار هذا الحل مع الطلبة
+
+84
+00:06:00,200 --> 00:06:03,900
+أصحاب الظروف المشابهة للطالب اللي طبقنا عليه الحل
+
+85
+00:06:03,900 --> 00:06:10,780
+ثم تقييم البديل الأنسب نيجي اليوم لحلول التنفيذية
+
+86
+00:06:10,780 --> 00:06:14,820
+في مشكلة تشتت الانتباه قبل أن ندخل في مشكلة اللي
+
+87
+00:06:14,820 --> 00:06:21,180
+هو القصور في أداء الواجب الدراسيأول حاجة هناك حلول
+
+88
+00:06:21,180 --> 00:06:25,780
+تنفيذية داب كثير من المعلمين على اتباعها في حل أو
+
+89
+00:06:25,780 --> 00:06:30,580
+في تقديم حلول منطقية او مقنعة او في تقديم حلول
+
+90
+00:06:30,580 --> 00:06:34,140
+لتجاوز هذه المشكلات اول حاجة التنظيم المناسب
+
+91
+00:06:34,140 --> 00:06:37,400
+للبيئة المادية احنا اتحدثنا في الأسباب قولنا ايش؟
+
+92
+00:06:37,930 --> 00:06:40,790
+البيئة المادية سبب من أسباب التشتت ولا .. قولنا
+
+93
+00:06:40,790 --> 00:06:44,990
+إذا كانت البيئة المادية بيئة غير أمنة غير مستقرة
+
+94
+00:06:44,990 --> 00:06:49,770
+فيها فوضى أو يعني أو غير مريحة إذا المعنى ذلك
+
+95
+00:06:49,770 --> 00:06:52,870
+سيحدث التشتت هنا بنقول تنظيم المناسب للبيئة
+
+96
+00:06:52,870 --> 00:06:56,790
+المادية بحيث تتوفر فيها كافة الظروف التي يمكن
+
+97
+00:06:56,790 --> 00:07:01,910
+للطالب أن يتكيف معها أو أن يتلاقم مع قدراته تدريب
+
+98
+00:07:01,910 --> 00:07:06,350
+الطلب على إطالة فترة الانتباه وتنظيم الوقت كيف
+
+99
+00:07:06,350 --> 00:07:13,440
+يمكنللمعلم أو المعلمة أن تقدم تدريبا مناسبا للطلبة
+
+100
+00:07:13,440 --> 00:07:18,340
+بحيث تطول فترة انتباههم روايدة روايدة يعني كيف؟
+
+101
+00:07:18,340 --> 00:07:22,980
+يعني هل فترة او اطالة فترة الانتباه هي قضية بحاجة
+
+102
+00:07:22,980 --> 00:07:30,020
+إلى تدريب؟كيف؟ تفضلي من خلال يعني الأستاذ لما يحط
+
+103
+00:07:30,020 --> 00:07:34,660
+مثلا وقت محدد للمقادرة أو الحصة لازم يمر ويقوم
+
+104
+00:07:34,660 --> 00:07:38,180
+بتبديد هات الفطوات ضمن الوقت اللي موجود عنده
+
+105
+00:07:38,180 --> 00:07:42,920
+فالموقف يعني مقصر من خلال الحصة فهنا على اساس يحقق
+
+106
+00:07:42,920 --> 00:07:48,440
+أهداف و لازم يعني يكون في فترة طويلة من انتباه لدى
+
+107
+00:07:48,440 --> 00:07:53,580
+الطلبة من خلال يعني مثلا عد الموضوع بطريقة مشوقة
+
+108
+00:07:53,980 --> 00:07:57,800
+خلّينا نقول كالتالي، تدريب الطلب على إطالة فترة
+
+109
+00:07:57,800 --> 00:08:04,040
+انتباهفي سماعة الطالب صاحب الصيوك المشتت للانتباه
+
+110
+00:08:04,040 --> 00:08:09,540
+ايش سماعته؟ انه ليس استطيع اكمال المشاريع، ليس
+
+111
+00:08:09,540 --> 00:08:13,940
+استطيع التكيف مع الموقف التعليمي الطويل قلنا من
+
+112
+00:08:13,940 --> 00:08:19,100
+أحد أسباب العلاج أو أحد طرق العلاج أن نبدأ نعطيه
+
+113
+00:08:19,100 --> 00:08:23,680
+الجزء الأول جزء قصير شويه نكتر الجرعة و هكذا حتى
+
+114
+00:08:24,270 --> 00:08:27,350
+يستطيع الطالب و هذا كلام لابد أن يكون بالتعاون مع
+
+115
+00:08:27,350 --> 00:08:30,710
+الأسرة أيضا يستطيع الطالب شويه شويه لحد ما يوصل
+
+116
+00:08:30,710 --> 00:08:36,230
+انه قادر على ان يقضي حصة كاملة زمانها 45 دقيقة وهو
+
+117
+00:08:36,230 --> 00:08:38,370
+ايه غير مشتت الانتباه
+
+118
+00:08:41,300 --> 00:08:44,800
+لأ هي إطارة تحتاج إلى وقت منها بحيث إيش يتكيف
+
+119
+00:08:44,800 --> 00:08:49,240
+الطالب على جو التعليم التعلمي حتى يعني يتجاوز
+
+120
+00:08:49,240 --> 00:08:54,220
+مشكلة اللي هو إيش التشطط أيضا انتقاء المربي لطريقة
+
+121
+00:08:54,220 --> 00:08:58,180
+تدريس مناسبة وقلنا أحد الأسباب المعلم طريقة تدريس
+
+122
+00:08:58,180 --> 00:09:01,940
+المعلمقد تكون غير مناسب لذلك إيه؟ في نوع من التشتت
+
+123
+00:09:01,940 --> 00:09:06,000
+لدى الطلبة إذا مطلوب من المعلم أو المربي أو المدرس
+
+124
+00:09:06,000 --> 00:09:09,620
+إنه يقدم طريقة أنسب للطلبة تتناسب مع ظروفهم
+
+125
+00:09:09,620 --> 00:09:13,800
+الاجتماعية أو النفسية أو حتى فروقهم الفردية أيضا
+
+126
+00:09:13,800 --> 00:09:19,070
+استخدام اتقانات والوسائلالمناسبة تعليمية مناسبة
+
+127
+00:09:19,070 --> 00:09:23,490
+مثل LCD مثل وسائل اللي هي علاقة بالخرائط اللي هي
+
+128
+00:09:23,490 --> 00:09:26,630
+علاقة بتقديم بطاقة تعليمية أي وسائل يمكن أن
+
+129
+00:09:26,630 --> 00:09:30,090
+يبتدحها العقل الإنساني و بالذات باستخدام التقنيات
+
+130
+00:09:30,090 --> 00:09:35,130
+هذه أيش بتظلها أشياء محببة لدى الطفلأولاد الطالب
+
+131
+00:09:35,130 --> 00:09:38,610
+بشكل عام أيضا التشجيع الطلب على الإنهيمات في
+
+132
+00:09:38,610 --> 00:09:41,910
+الموقف التعليمي من خلال الإثابة من خلال التحفيز من
+
+133
+00:09:41,910 --> 00:09:46,390
+خلال تقديم مثيرات إيجابية تستطيع أو يستطيع المدرس
+
+134
+00:09:46,390 --> 00:09:50,230
+من خلالها أن يحافظ على اللي هو عدم التشتت هذه
+
+135
+00:09:50,230 --> 00:09:54,640
+تقريبا المشكلة الأولى اللي تحدثنا عنهافي اي سؤال
+
+136
+00:09:54,640 --> 00:09:59,480
+عليها؟ اي تعليق حابين نضيفه؟ طيب ندخل الان في
+
+137
+00:09:59,480 --> 00:10:04,380
+المشكلة الثانية وهي القصور في أداء الواجب المدرسي
+
+138
+00:10:04,380 --> 00:10:11,480
+معروف انه اي مدرسة اي عملية تعليميةبيحاول المعلم
+
+139
+00:10:11,480 --> 00:10:14,820
+يستكمل
+
+140
+00:10:14,820 --> 00:10:18,020
+هذه العملية وعملية التحصيل الدراسي لدى الطالب من
+
+141
+00:10:18,020 --> 00:10:22,400
+خلال إعطاءه بعض الواجبات التي تضيف إليه بعض
+
+142
+00:10:22,400 --> 00:10:26,740
+الخبرات تعلمه أو تدربه على التعلم الذاتي بشكل عام
+
+143
+00:10:26,740 --> 00:10:32,700
+أيضا تملأ جزء من وقته اللى هو في البيت بحيث لا
+
+144
+00:10:32,700 --> 00:10:36,060
+يقضيه فقط في اللعب إنما يكون هناك ارتباط ببعض
+
+145
+00:10:36,060 --> 00:10:40,390
+الواجبات المدرسيةقبل ما نفوت في توصيف هذه المشكلة
+
+146
+00:10:40,390 --> 00:10:44,010
+و الاتفاق على التحديد الأساسي لها خلّينا مع بعض
+
+147
+00:10:44,010 --> 00:10:48,490
+ناخد تمرين كويس نشوف .. يعني احنا مادرسناش عن
+
+148
+00:10:48,490 --> 00:10:51,670
+القصور في أداء الواجب لكن انا بعتقد من خلال
+
+149
+00:10:51,670 --> 00:10:56,790
+النماذج التي قدمناها لحل المشكلات صار في إمكانية
+
+150
+00:10:56,790 --> 00:11:01,190
+افتراضي ان عندكم إمكانية ان انتوا تحلوا اي مشكلة
+
+151
+00:11:01,190 --> 00:11:06,250
+من خلال .. و اذكر سبع خطوات تحديد المشكلة تحليل
+
+152
+00:11:06,250 --> 00:11:10,990
+المشكلةتحديد الهداف مالذي نريد علاجه بالضبط ثم
+
+153
+00:11:10,990 --> 00:11:15,990
+تقديم الحلول أو اقتراح الحلول ثم دراسة هذه الحلول
+
+154
+00:11:15,990 --> 00:11:20,190
+واختيار الحل الأنسب ثم تقييم أو التنفيذ ثم التقييم
+
+155
+00:11:20,190 --> 00:11:24,390
+ماشي الحال من خلال هيكل عظم السمكة اسأل خمس مرات
+
+156
+00:11:24,390 --> 00:11:29,070
+لماذا أو من خلال الخبرة العملية اللي بتمتلكها يعني
+
+157
+00:11:29,070 --> 00:11:32,750
+او بتمتلكوها ان شاء الله نحل هذا السؤال كيف يمكن
+
+158
+00:11:33,410 --> 00:11:37,950
+إنه نعرض حلولا مناسبة لمشكلة القصور في أداء الواجب
+
+159
+00:11:37,950 --> 00:11:43,090
+الدراسي تذكروا جيدا أنه ينبغي عليه كنا توصيف
+
+160
+00:11:43,090 --> 00:11:47,450
+المشكلة توصيفا مناسبا إذا حددنا المشكلة تحديد صح
+
+161
+00:11:47,450 --> 00:11:50,850
+معنا ذلك العلاج سيكون بإذن الله عز وجل صحيح معكم
+
+162
+00:11:50,850 --> 00:11:54,190
+دقيقتين أو تلت دقائق ان شاء الله ثم نتابع
+
+163
+00:12:10,620 --> 00:12:15,240
+خليكم معايا ان شاء الله طبعا اكيد يعني مشاركاتكم
+
+164
+00:12:15,240 --> 00:12:18,480
+هتكون تماما زي اللي موجودة هنا خلينا بس نكمل
+
+165
+00:12:18,480 --> 00:12:22,080
+نستكمل نشرح ان شاء الله رب العالمين عشان يعني
+
+166
+00:12:22,080 --> 00:12:25,910
+نحافظ على الوقت قدر الإمكانأول حاجة من مظاهر
+
+167
+00:12:25,910 --> 00:12:30,390
+المشكلة طبيعي احنا حددنا القصور كأساس المشكلة ان
+
+168
+00:12:30,390 --> 00:12:34,690
+هناك قصور من الطالب في أداء الواجب المدرسي المكلف
+
+169
+00:12:34,690 --> 00:12:38,750
+به من قبل المعلم اول مظهر من هذا المظاهر تأخر
+
+170
+00:12:38,750 --> 00:12:42,370
+الطالب عن القيام بالواجب المدرسي يعني قد يأتي
+
+171
+00:12:42,370 --> 00:12:46,630
+بالواجب لكنه متأخرا او ان هذا الواجب ايضا غير
+
+172
+00:12:46,630 --> 00:12:52,390
+مكتمللحظة القيام بجزء من الواجب النقطة التالتة و
+
+173
+00:12:52,390 --> 00:12:58,750
+هي نقل الواجب من زميله تلاحظ
+
+174
+00:12:58,750 --> 00:13:01,430
+هذا الكلام من خلال الخط من خلال الترتيب من خلال
+
+175
+00:13:01,430 --> 00:13:05,990
+التشابه هذا كمان من الأشياء اللي ممكن تعرف أن هناك
+
+176
+00:13:05,990 --> 00:13:10,150
+قصورده احتياجة لنقل الواجب، هنا في الجامعة كانت في
+
+177
+00:13:10,150 --> 00:13:13,950
+الهندسة تنقل قصارى تقارير، فواحدة نسخة كلها، لدرجة
+
+178
+00:13:13,950 --> 00:13:16,150
+انها نسخة عيلة للبنت، يعني كانت نسخة كلها ما شاء
+
+179
+00:13:16,150 --> 00:13:19,110
+الله، بس هي تماما اللي بنسخ هو أنظر الخريطة، بنسخ
+
+180
+00:13:19,110 --> 00:13:22,570
+من الكتاب، مش هيك؟ طيب، قلة الاهتمام بنقل الواجب
+
+181
+00:13:22,570 --> 00:13:26,990
+عن السبورةانت بتلاحظي وانت معلمة انه بتكتبتي
+
+182
+00:13:26,990 --> 00:13:30,590
+الواجب وواجب ما شاء الله يعني كتير و بتلاحظي
+
+183
+00:13:30,590 --> 00:13:34,970
+الطالبة بتكتبش ولا حاجة هذا ايش؟ معناه ذلك ان هناك
+
+184
+00:13:34,970 --> 00:13:39,330
+عدم اهتمام اما نية مسبقة انها ماتحلش او انه خلاص
+
+185
+00:13:39,330 --> 00:13:42,230
+رايكنا انها تاخد من زملتها و هذا كلام طبعا يسبب
+
+186
+00:13:42,230 --> 00:13:47,300
+لبعض الطلبة انه عدم القدرة على ..تحصيل هذا الواجب
+
+187
+00:13:47,300 --> 00:13:51,020
+أو كتابته أو نقله بطريقة خاطئة من نتيجة نقل اللي
+
+188
+00:13:51,020 --> 00:13:54,720
+هو الطالب الأول عدم مضوح أهمية الواجب بالغاية منه
+
+189
+00:13:54,720 --> 00:13:57,360
+أحيانا كثيرة ما نواجهها بالذات في مرحلة ثانوية
+
+190
+00:13:57,360 --> 00:14:00,340
+بالاسهتار ان شو هالواجب؟ يعني هم بدهم يشتغلوا
+
+191
+00:14:00,340 --> 00:14:04,340
+فينا؟ طب لأ أنا مش هحل الواجب أو على الأقل انه
+
+192
+00:14:04,340 --> 00:14:08,560
+خلاص ما هو المدرس أساسا بدورش على الواجب يعني
+
+193
+00:14:08,560 --> 00:14:12,080
+بيعطينا الواجب بدورش عليه فبيروح إيه هو نفسه كمان
+
+194
+00:14:12,080 --> 00:14:15,040
+بحلش هذا الواجب طيب إيش أسباب المشكلة؟
+
+195
+00:14:18,050 --> 00:14:24,010
+ممكن يكون المعلم أو الأسرة أو الطالب نفسه أو عوامل
+
+196
+00:14:24,010 --> 00:14:26,990
+انتصارية جميل هذه العوامل اللي كلكم مشتركين فيها
+
+197
+00:14:26,990 --> 00:14:30,270
+إما أن يكون ذات الواجب زي صعوبة الواجب في المدرسة
+
+198
+00:14:30,270 --> 00:14:33,570
+إنه بالفعل الواجب صعب لدرجة إن الطالب بحاول يحل
+
+199
+00:14:33,570 --> 00:14:37,490
+لكنه لم يستطيع حله كمثال الرياضيات أو العلوم أو
+
+200
+00:14:37,490 --> 00:14:41,190
+تطبيقات التجارب أو الإهراب أو غيره في أي مادة من
+
+201
+00:14:41,190 --> 00:14:45,880
+المواد سواء كانت إنسانية أو علميةكم الواجب و كثرته
+
+202
+00:14:45,880 --> 00:14:50,580
+هذه طبعا يمكن زمان العملية التعليمية كانت ترتكز أو
+
+203
+00:14:50,580 --> 00:14:55,680
+كان الواجب عبارة عن انتقام من الطالب يعني إذا كان
+
+204
+00:14:55,680 --> 00:14:59,440
+في إجازة فطول الإجازة لازم إيش يعطي المدرس أو
+
+205
+00:14:59,440 --> 00:15:03,440
+مجموع المدرسين يعطوا واجب متراكم انسخ خمسين صفحة
+
+206
+00:15:03,440 --> 00:15:07,000
+انسخ تلاتين صفحة حلل أشرين سؤال مية سؤال و هكذا
+
+207
+00:15:07,000 --> 00:15:12,530
+إذا كثرت هذا الواجب و تعدد مباحثهوهو أتن أساسا
+
+208
+00:15:12,530 --> 00:15:15,370
+نتيجة لضعف التنسيق بين المعلمين، كل معلم بده يعطي
+
+209
+00:15:15,370 --> 00:15:21,610
+بغض نظر عن إيه اللي هو ما يعطيه المدرس الآخر، كمان
+
+210
+00:15:21,610 --> 00:15:25,410
+برضه الطالب أحيانا كثيرة يكون لديه ضعف في تنظيمه،
+
+211
+00:15:25,410 --> 00:15:29,190
+عشان هيك لما حكينا أنه مهم جدا أن ندرس الطلبة أو
+
+212
+00:15:29,190 --> 00:15:32,550
+نعلمهم كيف ينظموا أوقاتهم، كيف يهتموا بتوزيع
+
+213
+00:15:32,550 --> 00:15:36,620
+الوقت، بيروح الطالب على البيتطبعا على الأكل على
+
+214
+00:15:36,620 --> 00:15:40,640
+اللعب و على النوم على التلفزيون على أكثر من شغلة
+
+215
+00:15:40,640 --> 00:15:45,240
+ثم الواجب الدراسي يؤخره لآخر ساعة فإذا قطعة
+
+216
+00:15:45,240 --> 00:15:48,500
+الطيارة .. قطعة الطيارة الكهربي صار أي حدث ما
+
+217
+00:15:48,500 --> 00:15:54,150
+فبيروح اللي هو عايش الواجب، فضلنعم هذا .. هذا ..
+
+218
+00:15:54,150 --> 00:15:58,970
+هذا جانب يعني كتير صعب، أيضا ميول الطالب السلبية
+
+219
+00:15:58,970 --> 00:16:02,930
+سواء تجاه المبحث أو تجاه مين المعلم، يعني بالفعل
+
+220
+00:16:02,930 --> 00:16:06,990
+أنا بحبش مادة معينة ما فبروح باهتمش فيها لإن هي
+
+221
+00:16:06,990 --> 00:16:11,260
+أساسا أما تكون صعبة علياأو أنا ماليش رغبة أني أطلع
+
+222
+00:16:11,260 --> 00:16:15,520
+فيها نتيجة الميولي السلبية سواء ضد المعلم أو ضد
+
+223
+00:16:15,520 --> 00:16:18,820
+هذا المبحث عدم مضوح التعليمات المتعلقة بالواجب
+
+224
+00:16:18,820 --> 00:16:23,040
+أحيان كثيرة من المدرس بيعطي واجب و هذا الواجب
+
+225
+00:16:23,040 --> 00:16:26,800
+بيكونش واضح شو المطلوب منه يعني بيكتب على اللوح و
+
+226
+00:16:26,800 --> 00:16:29,740
+بعدها انت حرين انجله طب إيه اللي بنعمله أنا مش
+
+227
+00:16:29,740 --> 00:16:34,040
+عارفبيقف الطالب حائرًا أمام هذا النموذج وهذا طبعًا
+
+228
+00:16:34,040 --> 00:16:38,360
+يؤدي إلى أو جزء من أسباب اللي هو مشكلة عدم حل
+
+229
+00:16:38,360 --> 00:16:41,400
+الواجب الدراسي قلت توافر الظروف المناسبة داخل
+
+230
+00:16:41,400 --> 00:16:44,960
+البيت يعني صدق اللي علوا البيئة الفلسطينية دايما
+
+231
+00:16:44,960 --> 00:16:48,360
+احنا نتحدث عنها لإن احنا بنعيشها كتير من الأشياء
+
+232
+00:16:48,360 --> 00:16:52,020
+بتقف حائق أحيانًا أمام تنفيذ الواجبات البيتية زي
+
+233
+00:16:52,020 --> 00:16:54,400
+مثلًا مشكلة الكهرباء اللي احنا بنعاني فيها الآن
+
+234
+00:16:54,400 --> 00:16:58,420
+انه بيروح الطالب مثلًا إذا كان مساء و عنده الكهربا
+
+235
+00:16:58,420 --> 00:17:03,540
+بتقطع من التلاتةعصرا حتى ايش ساعة اتناش في الليل
+
+236
+00:17:03,540 --> 00:17:06,720
+او احداش في الليل هذا معناه ان الطالب لن يستطيع ان
+
+237
+00:17:06,720 --> 00:17:09,980
+ايه ان يكتب الواجب الدراسي لسه اذا ماكانش عنده
+
+238
+00:17:09,980 --> 00:17:13,940
+مولد كهربا او غيره طبيعي يمكن ثقافة الشمعة او
+
+239
+00:17:13,940 --> 00:17:17,400
+ثقافة الضوء الكاز وغيره هذا مش موجود او مش متوفر
+
+240
+00:17:17,400 --> 00:17:21,200
+عندنا او في الجيل الجديد على الأقل لذلك بيصعب على
+
+241
+00:17:21,200 --> 00:17:26,180
+الطلبة التكيف مع هذا الموضوع جانب اخر انه احيانا
+
+242
+00:17:26,470 --> 00:17:29,730
+الاكتظاه في داخل البيت، الأسرة الممتدة اللي هي سما
+
+243
+00:17:29,730 --> 00:17:33,690
+من سمات مجتمعنا الفلسطيني تقدي دور كتير كبير انه
+
+244
+00:17:33,690 --> 00:17:37,770
+هالكوم هذا الكبير في غرفتين، مافيش بيئة دراسية،
+
+245
+00:17:37,770 --> 00:17:40,910
+مافيش جو تعليمي، مافيش تركيز يخلي نوع من اللي هو
+
+246
+00:17:40,910 --> 00:17:41,790
+أنتش تتفضلي
+
+247
+00:17:46,900 --> 00:17:51,240
+صحيح يعني لعله المستوى الثقافي الأسرة بيلعب دور
+
+248
+00:17:51,240 --> 00:17:53,920
+كتير كبير في المتابعة في عملية متابعة الواجب
+
+249
+00:17:53,920 --> 00:17:59,180
+التفتيش على الواجب متابعة متطلبات المدرسة وملاحظات
+
+250
+00:17:59,180 --> 00:18:02,180
+المعلمين لكن هذه الثقافة اليوم احنا اتغلبنا عليها
+
+251
+00:18:02,180 --> 00:18:05,860
+الحمد لله أغلب الجيل وابناءهم هم متعلمين بشكل
+
+252
+00:18:05,860 --> 00:18:09,560
+أساسي وفي نوع من المتابعة وإلى لما استطاع الطلبة
+
+253
+00:18:09,560 --> 00:18:13,580
+مواكبة المنهاج الصعب اللي موجود حاليا هذا كلاميمكن
+
+254
+00:18:13,580 --> 00:18:17,380
+يعلّوا تجاوزنا إلى حد كبير المشاكل الأسرية أي إن
+
+255
+00:18:17,380 --> 00:18:20,940
+كان شكلها أيضا تؤثر على أداء الواجب لكن هذه
+
+256
+00:18:20,940 --> 00:18:24,920
+المشاكل جدش حجمها بيكون في امتداد للمشكلة جدش
+
+257
+00:18:24,920 --> 00:18:28,760
+بتكون لأ قصيرة قد تكون المشكلة طارية على هذا الأمر
+
+258
+00:18:28,760 --> 00:18:36,020
+طيب إيش بنعالج في مشكلة قصور في أداء الواجب دراسي؟
+
+259
+00:18:36,020 --> 00:18:38,640
+إيش الهدف اللي حددتهوا أنتوا؟
+
+260
+00:18:40,410 --> 00:18:43,570
+إقناع الطالب بأهمية الواجب في المدرسة إقناع الطالب
+
+261
+00:18:43,570 --> 00:18:46,890
+بأهمية الواجب يعني هي غير ثقافة أن الواجب هذا كتير
+
+262
+00:18:46,890 --> 00:18:50,630
+مهم كتير مهم عشان تحسن خطك كتير مهم عشان تصير عندك
+
+263
+00:18:50,630 --> 00:18:54,730
+متابعة لما يشرح المعلم كتير مهم عشان أنت تتذكر كل
+
+264
+00:18:54,730 --> 00:18:59,010
+ما قاله المعلم بطريقة وتركز فيها المعلومات إذا هذا
+
+265
+00:18:59,010 --> 00:19:03,210
+هدف كتير رائع جدا إيش كمان؟ نحن نحكي نحكي نحكي
+
+266
+00:19:03,210 --> 00:19:03,930
+نحكي نحكي نحكي نحكي نحكي نحكي نحكي نحكي نحكي نحكي
+
+267
+00:19:03,930 --> 00:19:08,950
+نحكي نحكي نحكي نحكي نحكطيب خليكم معانا الان أول
+
+268
+00:19:08,950 --> 00:19:13,410
+حاجة هل الهدف هو تحديد الواجب بشكل واضح؟ الواجب مش
+
+269
+00:19:13,410 --> 00:19:15,890
+واضح وكان فيه هدف من الأهداف اللي بدي أحدده بشكل
+
+270
+00:19:15,890 --> 00:19:20,670
+واضح؟ قد يكون لكن هو هدف إيش؟ مش كبير لإنه بالغالب
+
+271
+00:19:20,670 --> 00:19:24,290
+الطلبة الشاطرين بيفهموا إيش المطلوب من الواجب فمش
+
+272
+00:19:24,290 --> 00:19:27,230
+كل الطلبة اللي ممكن يفهمه إقناع الطلبة بأهمية
+
+273
+00:19:27,230 --> 00:19:31,130
+الواجب اللي حكت زميلك هو هذا هدف كتير مهم تدريب
+
+274
+00:19:31,130 --> 00:19:34,170
+الطلبة على أهمية الوقت برضه من الأهداف المهمة لكن
+
+275
+00:19:34,170 --> 00:19:37,660
+هل هو الهدف الأساسي اللي أنا بدي أحققه؟بهو أهمية
+
+276
+00:19:37,660 --> 00:19:41,000
+الوقت له أكثر من أو يتجاوز موضوع الواجب لأشياء
+
+277
+00:19:41,000 --> 00:19:44,620
+أخرى التدريب الطالب على التكيف مع كل الظروف، لعله
+
+278
+00:19:44,620 --> 00:19:49,060
+هذا الهدف هو الأكثر عمقا فيه إذا أنا حققته، ليش؟
+
+279
+00:19:49,060 --> 00:19:52,920
+إذا كان والله الظروف في البيت مش مناسبة، كيف يتكيف
+
+280
+00:19:52,920 --> 00:19:56,580
+الطالب معها؟ و بالمناسبة كتير من أوائل القطاع هم
+
+281
+00:19:56,580 --> 00:20:01,320
+خرجوا من بيوت البيعة العامة تبعتها بيئة صعبة جدا
+
+282
+00:20:01,990 --> 00:20:04,190
+بيع على الصعيد الاقتصادي على الصعيد الاجتماعي على
+
+283
+00:20:04,190 --> 00:20:07,910
+الصعيد الكثير من الأشياء لكنه خرج منها منهم
+
+284
+00:20:07,910 --> 00:20:11,690
+متفوقون جدا في هذا المجال إذا كيف يمكن أن يتكيف
+
+285
+00:20:11,690 --> 00:20:14,430
+الطالب على كل الظروف لعله هذا الهدف بالإضافة
+
+286
+00:20:14,430 --> 00:20:17,950
+لإقناع الطالب أو نشر ثقافة أهمية الواجب من الأهداف
+
+287
+00:20:17,950 --> 00:20:21,870
+كتير مهمة التي يمكن أن نحددها كاهداف يجري عليها
+
+288
+00:20:21,870 --> 00:20:26,830
+طرح الحلول واقتراحها بشكل مناسب طيب اختيار الحلول
+
+289
+00:20:26,830 --> 00:20:32,460
+أول حاجةإذا أنا بدأ أحل أي مشكلة، بدأ أسأل الناس
+
+290
+00:20:32,460 --> 00:20:37,460
+ليش؟ لماذا؟ أسأل خمس مرات؟ لماذا؟ مظبوط ولا لأ؟
+
+291
+00:20:37,460 --> 00:20:42,160
+عشان أفهم بالضبط لماذا لم يحل الطالب الواجب، ليش
+
+292
+00:20:42,160 --> 00:20:46,800
+خسر؟ إذا أنا عرفتإن والله المشكلة تبعته هي مشكلة
+
+293
+00:20:46,800 --> 00:20:51,160
+إيها علاقة بمشكلة طارقة في البيت أو إيها علاقة في
+
+294
+00:20:51,160 --> 00:20:54,020
+مشكلة إيها علاقة في صعوبة المادة الدراسية في صعوبة
+
+295
+00:20:54,020 --> 00:20:58,080
+الواجب في عدم فهمه في استجال الطلب في عدم تنوع
+
+296
+00:20:58,080 --> 00:21:01,740
+الواجب في كثير من القضايا هذا من شأنه أن يحدد لي
+
+297
+00:21:01,740 --> 00:21:05,460
+أو يسهل لي تقديم العلاج بطريقة مناسبة إذا مقابلة
+
+298
+00:21:05,460 --> 00:21:09,600
+طلبة يا جماعة كتير كتير مهمة جدا طبيعي هيطرح أو
+
+299
+00:21:09,600 --> 00:21:12,600
+تطرحه يعني هل أنا عندي وقت أقابل خمسة وأربعين
+
+300
+00:21:12,600 --> 00:21:17,870
+طالبةهو طبيعي أساسا مش 45 طالبة مش هيحلوا الواجب،
+
+301
+00:21:17,870 --> 00:21:22,370
+هم اللي هيحبش هيحلوا الواجب عندك خمسة، ستة، أربعة،
+
+302
+00:21:22,370 --> 00:21:25,670
+وعادة ما يتكرر من ذات الأشخاص هم اللي بيحلوش
+
+303
+00:21:25,670 --> 00:21:28,570
+الواجب، بالمناسبة يعني، هتلاقي نفس المشكلة
+
+304
+00:21:28,570 --> 00:21:32,050
+هتلاقيها في نفس الأشخاص، وفي أكتر من مرة، لذلك،
+
+305
+00:21:32,050 --> 00:21:36,030
+فتصوري الجنس معهم قمر ممكن جدا، وسؤالهم عن سبب
+
+306
+00:21:36,030 --> 00:21:40,000
+المشكلة من الأمور المهمةالجانب التاني، تنويه
+
+307
+00:21:40,000 --> 00:21:44,060
+الواجبات والأنشطة، يعني إذا أنا برضه بتحدث عن شكل
+
+308
+00:21:44,060 --> 00:21:47,440
+عام، إذا أنا نوعت الواجبات، اهتميت بالكيف وليس
+
+309
+00:21:47,440 --> 00:21:50,840
+الكم، كيف الطالب ينمي قدراته على التفكير، كيف أهم
+
+310
+00:21:50,840 --> 00:21:54,340
+شغل يتدرب على القاعدة هيوحل لو كان مثال أو مثلين،
+
+311
+00:21:54,340 --> 00:21:57,540
+مش بضرورة عشرين مثال، لأنه بالنهاية العشرين مثال
+
+312
+00:21:57,540 --> 00:22:02,020
+يؤدوا نفس الهدف لمثالين، فخلاص، بيكفيغرس قيم
+
+313
+00:22:02,020 --> 00:22:05,400
+الإلتزام وتعريف الطالب أهمية الواجب عشان نحل الهدف
+
+314
+00:22:05,400 --> 00:22:10,360
+اللي حكته زميلتكم انه القيمة يا جماعة قيم مهم جدا
+
+315
+00:22:10,360 --> 00:22:14,920
+كمان مرة بركز عليها كتير القيم إذا انت رسختها
+
+316
+00:22:14,920 --> 00:22:18,220
+بطريقة صحيحة و أقنعت الطالب فيها معناه ذلك انت
+
+317
+00:22:18,220 --> 00:22:21,780
+تجاوزت كثير من النقاط او يمكن خلينا نقول أكتر من
+
+318
+00:22:21,780 --> 00:22:27,660
+60% من اللي هو موضوع الحلول تفسير المادة العلمية و
+
+319
+00:22:27,660 --> 00:22:32,020
+التركيز على ال كيف و ليس الكمتقديم التعزيز
+
+320
+00:22:32,020 --> 00:22:35,580
+الإيجابي يعني التعزيز الإيجابي يمكن أنه قدمه أول
+
+321
+00:22:35,580 --> 00:22:39,400
+حاجة مهمة جدا بتقديم التغذية الراجعة يعني أنا بدأ
+
+322
+00:22:39,400 --> 00:22:42,500
+أفتش على الواجب، بدأ أشوفه، بدأ أشوف عينات، بدأ
+
+323
+00:22:42,500 --> 00:22:46,260
+أثني على اللي هو بعض الطالبات والله أنا كتير كتير
+
+324
+00:22:46,260 --> 00:22:49,480
+فخور بهذه الطالبة لأنه عملت الواجب بطريقة كتير
+
+325
+00:22:49,480 --> 00:22:55,210
+رائعة جداأكتر مرتبة بتسطر صفحات دفترها بشكل راق
+
+326
+00:22:55,210 --> 00:23:00,330
+جدا بتلونه شوفوا كم هذا الطالب متميز هذا ما دعالي
+
+327
+00:23:00,330 --> 00:23:05,230
+تقديم نماذج سلوكية مهمة وممارسات ناجحة وفاعلة
+
+328
+00:23:05,230 --> 00:23:09,810
+للطالب أو تجارب حية ان هاي بينكم طالبة استطعت ان
+
+329
+00:23:09,810 --> 00:23:14,030
+تقدم نماذج رائعة في موضوع اللي هو الواجب هذا من
+
+330
+00:23:14,030 --> 00:23:17,770
+التعزيز اللي هو الإيجابي اخر شغل لو لم تنجح هذه
+
+331
+00:23:17,770 --> 00:23:21,920
+الحلول اكيد بستدعوالي الأمرطبعا واستدعاء وليه
+
+332
+00:23:21,920 --> 00:23:27,540
+الأمر ليس على طريقة العقاب ولا الاش الامتحان وإنما
+
+333
+00:23:27,540 --> 00:23:31,080
+استدعاء وليه الأمر فقط للتعاون معاه وإشعاره بإن
+
+334
+00:23:31,080 --> 00:23:34,580
+هناك في مشكلة ما ينبغي على الأسرة أن تتضافر جهودها
+
+335
+00:23:34,580 --> 00:23:39,220
+مع المدرسة لحل هذه المشكلة طيب إيش الحل الأنسب
+
+336
+00:23:39,220 --> 00:23:41,520
+اللي شايفينه أنتوا بين هذه الحلول؟
+
+337
+00:23:45,290 --> 00:23:49,590
+أول حاجة هي أولوية هذه المقابلة الأساسية، بعدها
+
+338
+00:23:49,590 --> 00:23:54,430
+يأتي غرس القيم ثم تنويع الواجبات، هاني برتب قاعد،
+
+339
+00:23:54,430 --> 00:23:58,130
+ماشي الحال، تبسيط، كل هذه الأمور مهمة جدا، لكن أول
+
+340
+00:23:58,130 --> 00:24:02,630
+حاجة بالأساس، هاني فيها نوع من غرس الثقة و تبادلية
+
+341
+00:24:02,630 --> 00:24:03,430
+في هذا المجال
+
+342
+00:24:07,980 --> 00:24:12,720
+طيب اخترنا أفضل حلول نفذنا الحل بعد هيك إيش بنعمل
+
+343
+00:24:12,720 --> 00:24:16,760
+تقييم و راجعة وده الصورة المشاكل وكيف نحلها طيب
+
+344
+00:24:16,760 --> 00:24:21,980
+نيجي ناخد المشكلة الثالثة و هي مشكلة التحدث الصفي
+
+345
+00:24:21,980 --> 00:24:27,140
+غير المناسب إيش يعني .. إيش توصيف هذه المشكلة؟ إيش
+
+346
+00:24:27,140 --> 00:24:29,660
+يعني التحدث الصفي غير مناسب؟ معناه أنه في .. أنا
+
+347
+00:24:29,660 --> 00:24:34,400
+بتخيل أنه في طلاب بيتحدثوا في غير موضوع التحدث أو
+
+348
+00:24:34,400 --> 00:24:39,550
+بدون إذن و يشوشوا علياعلى الطلبة الآخرى، مش هيك؟
+
+349
+00:24:39,550 --> 00:24:44,630
+طيب هذه المشكلة لها مجموعة من المظاهر أول هذه
+
+350
+00:24:44,630 --> 00:24:48,690
+المظاهر التحدث الجانبي بالأقران إذا لجيت تنتين
+
+351
+00:24:48,690 --> 00:24:51,930
+دايما بتتكلم مع بعض، هذه إيش اسمها؟ في عندهم مشكلة
+
+352
+00:24:51,930 --> 00:24:55,970
+و أنا كمان مرة بأكد المعلمة ما ينبغي عليها
+
+353
+00:24:55,970 --> 00:25:00,690
+المتابعة الحثيثة لكل تصرف يعني مانفعش تضلك أنت
+
+354
+00:25:00,690 --> 00:25:04,150
+كمعلمة شوفت تنتين اللي أول مرة حكوه، تضلك تقوله
+
+355
+00:25:04,150 --> 00:25:08,580
+ليش فزحكوالأ، يكون التدخل إذا زاد .. إيش قولنا؟ عن
+
+356
+00:25:08,580 --> 00:25:11,840
+حد وصار فيه إمكانية أن يشوّش على البيئة الصافية أو
+
+357
+00:25:11,840 --> 00:25:16,220
+على غير .. أو على التلاميذ الآخرين رفع الصوت عند
+
+358
+00:25:16,220 --> 00:25:19,820
+الرغبة بالإجابة عن السؤال، إيش يعني؟ ضالهم إيش؟
+
+359
+00:25:19,980 --> 00:25:24,240
+يشرب بطريقة غير مناسبة إذا رفع الصوت كمان برضه من
+
+360
+00:25:24,240 --> 00:25:28,600
+مظاهر التحدث الصفي غير المناسب اتطوع بالإجابة بدون
+
+361
+00:25:28,600 --> 00:25:31,780
+إذن تطلع الطالبة ما شاء الله عليها شاطرة كتير كل
+
+362
+00:25:31,780 --> 00:25:34,800
+نطفة اللي هي إيش ناطة تتسأل سؤال اللي هي مجاوبها
+
+363
+00:25:34,800 --> 00:25:38,540
+هذا أمر غير مرغوب وهي من مظاهر اللي هي المشكلة
+
+364
+00:25:38,540 --> 00:25:42,380
+أيضا التحدث مع المعلم بأسلوب غير لائق أو التحدث مع
+
+365
+00:25:42,380 --> 00:25:46,200
+الزملاء بأسلوب أو بألقاب غير مستحبة وهذا أيضا من
+
+366
+00:25:46,200 --> 00:25:50,260
+التحدث الصفي احنا كمان مرة غير المناسبقد يكون هناك
+
+367
+00:25:50,260 --> 00:25:56,140
+حديث في نوع من هالإياش يعني الود والصداقة بيكون
+
+368
+00:25:56,140 --> 00:25:59,740
+سلبة إذا أثرها سلبا على انتباه الطالب أو على
+
+369
+00:25:59,740 --> 00:26:03,560
+زملاءه الأخرين لكن هنا بنحدث عن تحديت صفي غير
+
+370
+00:26:03,560 --> 00:26:07,560
+مناسب يعني الألفاظ الملتقة في داكل هذا الجوهر هذه
+
+371
+00:26:07,560 --> 00:26:11,640
+المشكلة هو خارج إطار اللياقة سواء حتى لو كان إجابة
+
+372
+00:26:11,640 --> 00:26:16,600
+بدون إذن حتى لو كان تدخل أوالقاء بعض الاتهمات أو
+
+373
+00:26:16,600 --> 00:26:20,260
+الألقاب اللي يعني ما شاء الله بالذات في السن
+
+374
+00:26:20,260 --> 00:26:23,320
+الصغير تلاقي كل واحد إيه الشاطر اللي بده ينادي
+
+375
+00:26:23,320 --> 00:26:29,040
+زميله فيه بلقب غير مناسب ما هي أسباب هذه المشكلة؟
+
+376
+00:26:29,040 --> 00:26:34,240
+تذكروا قواعد القوانين الصفية؟ إيه تعريفها؟ في
+
+377
+00:26:34,240 --> 00:26:39,840
+واحدة ضحكت لإن هي يعني أجابت بطريقة صحيحة قواعد
+
+378
+00:26:39,840 --> 00:26:43,300
+القوانين الصفية إيش تعريفها؟ مجموعة التعليمات؟ أه
+
+379
+00:26:47,330 --> 00:26:50,470
+عشان يلتزم فيها الطالب الطلبة بشكل عام وهذا جيبناه
+
+380
+00:26:50,470 --> 00:26:53,270
+في الامتحان النصفي وللأسف كثير منكم اللي كتب
+
+381
+00:26:53,270 --> 00:26:56,090
+الاهدار الصفية او اللي كتب .. يالا الله يسامحكم
+
+382
+00:26:56,090 --> 00:27:02,390
+جال الطالب القواعد أو القوانين الصفية هو لم يتشرب
+
+383
+00:27:02,390 --> 00:27:06,450
+أساسالم يتشرب أساسا انه لأ الحديث ينبغي أن يكون
+
+384
+00:27:06,450 --> 00:27:11,390
+بإذن ماعرفش بالضبط أنه لازم يلتزم بقواعد الحديث
+
+385
+00:27:11,390 --> 00:27:14,890
+الجانب أنه مايزدش بحيث لا يؤثر على الآخرين و هكذا
+
+386
+00:27:14,890 --> 00:27:18,670
+نقطة تانية العلاقة أو علاقات الصداقة الحميمية ما
+
+387
+00:27:18,670 --> 00:27:23,230
+بين الطلبة و يمكن لعله عندكم في البنات الوحدة إذا
+
+388
+00:27:23,230 --> 00:27:27,810
+حكت قصة برا و ماكملتاش لازم تكملها و هي جاعدة مش
+
+389
+00:27:27,810 --> 00:27:32,860
+إمكانية يعنيهذه قصة يعني العلاقات الحميمية بين
+
+390
+00:27:32,860 --> 00:27:36,980
+الطالبات أيضا تحدث نوع من الفوضى ولذلك جزء من
+
+391
+00:27:36,980 --> 00:27:40,500
+النصائح اللي بننصحها للمعلمين أنه إذا وجدتي أن هذه
+
+392
+00:27:40,500 --> 00:27:44,060
+العلاقة ثنائية العلاقة ما بين الطالبة و الطالبة
+
+393
+00:27:44,060 --> 00:27:47,880
+ستأثر على تحصيل الدراسة فورا نفصليهم أحد أيش أسلي
+
+394
+00:27:47,880 --> 00:27:51,960
+بالعلاج بس هذا كلام مش محبب إلا إذا أثر أيش كمان
+
+395
+00:27:51,960 --> 00:27:57,660
+مرة عشان ما ..كمان المعنى هو غير محبب إلا إذا إش
+
+396
+00:27:57,660 --> 00:28:01,760
+أثر سلبًا قلنا يعني في الأساس لما توزع الطالبات
+
+397
+00:28:01,760 --> 00:28:05,160
+تتركيهم يختاروا كل واحدة تقعد معاه اللي بتحب أنها
+
+398
+00:28:05,160 --> 00:28:09,000
+تقعد جنبها يعني و هذا أمر مافيش عليه خلاف لكن إذا
+
+399
+00:28:09,000 --> 00:28:12,720
+أثر سلبًا معناه أنا بتدخل و أفصل بين هذه الطالبات
+
+400
+00:28:12,720 --> 00:28:17,920
+حب الظهور و محاولات جذب الانتباه بعض الطالبات يعني
+
+401
+00:28:17,920 --> 00:28:23,660
+بيشعروا أنه إبراز هذه الشخصية لديهميحتاج إلى إيش؟
+
+402
+00:28:23,660 --> 00:28:27,100
+نوع من التطوع و نوع من إبراز اللي هو القدرات
+
+403
+00:28:27,100 --> 00:28:31,500
+بطريقة تتجاوز حدود القواعد الصفية، يعني خلاص أساس
+
+404
+00:28:31,500 --> 00:28:36,240
+أنا كذا، تبدأ تعبر عنها بأكثر من أسلوب أو سلوك
+
+405
+00:28:36,240 --> 00:28:40,610
+ربما مايكنش كتير مناسبأكثر الإختلاف بين الطلبة أو
+
+406
+00:28:40,610 --> 00:28:44,490
+الغيرة اللى بتنشأ ما بين بالذات الطلبة في مستويات
+
+407
+00:28:44,490 --> 00:28:50,050
+محددة زى الموهوبين وغيره هذه بتخلى نوع من محاورة
+
+408
+00:28:50,050 --> 00:28:53,830
+إثبات الذات من خلال الحديث المتزايد أو طبيعة
+
+409
+00:28:53,830 --> 00:28:56,650
+التربية الأسرية ما شاء الله في أسرة تجيب تربي
+
+410
+00:28:56,650 --> 00:29:00,010
+ولادها أنه صامتان ما شاء الله يعني خلاص تحكيش إلا
+
+411
+00:29:00,010 --> 00:29:05,050
+لما يكون لازم أنك تحكيه وفي لأ الحكي عندهمأربعة و
+
+412
+00:29:05,050 --> 00:29:08,430
+عشرين ساعة، مش هيك؟ هذا طبيعي، طبيعة التربية
+
+413
+00:29:08,430 --> 00:29:12,170
+الوسرية بتنعكس مهما و مهما في الداخل اللي هو
+
+414
+00:29:12,170 --> 00:29:16,750
+الغرفة الصفية طب احنا .. لاحظوا احنا قاعدين بنتش
+
+415
+00:29:16,750 --> 00:29:20,610
+نحدد هدف، ايش اللي بتنعالجه لإنه صار فيه إنه نوع
+
+416
+00:29:20,610 --> 00:29:24,310
+من النظام أو المعرفة عندكم لذلك خشينا في الحلول
+
+417
+00:29:24,310 --> 00:29:27,430
+المقتلحة مباشرة لإنه صارت الحمد لله رب العالمين
+
+418
+00:29:27,430 --> 00:29:31,620
+أني أتقنتم هذه الطريقةأول حاجة تأكيد على شرح
+
+419
+00:29:31,620 --> 00:29:35,560
+القواعد الصفية وإقناع الطلب بها أول حل من الحلول
+
+420
+00:29:35,560 --> 00:29:40,100
+لابد أن نركز في المرحلة الأولى على غرس القيم زي ما
+
+421
+00:29:40,100 --> 00:29:44,700
+حكينا على ايش ترتيب اللي هو أو تنظيم مجموعة
+
+422
+00:29:44,700 --> 00:29:48,060
+القواعد الصفية وقولنا إذا تذكروا أن في القواعد
+
+423
+00:29:48,060 --> 00:29:55,140
+الصفية يحببلدى الطلبة إنه يكتبوا هذه القواعد على
+
+424
+00:29:55,140 --> 00:29:59,700
+الصائش على الصفحة الأولى من الدفتر عشان من أول ما
+
+425
+00:29:59,700 --> 00:30:02,740
+يفتحها دايما يقرأ هذه القوانين القوانين الصفية
+
+426
+00:30:02,740 --> 00:30:06,620
+أيضا قلنا القواعد القوانين الصفية يحب أن تعلق على
+
+427
+00:30:07,280 --> 00:30:12,640
+مجلة أو لوحة تذكر الطلبة دائما بها يحفظوها وبالعكس
+
+428
+00:30:12,640 --> 00:30:16,820
+بعض المعلمات كانوا يشبلجوا أنه نقرأ مع بعض في أول
+
+429
+00:30:16,820 --> 00:30:19,580
+دقيقة القواعد والقوانين الصفية بيصيروا جزء من
+
+430
+00:30:19,580 --> 00:30:22,980
+ثقافة أو نشر الثقافة أنه يصير فيه نوع من القراءة
+
+431
+00:30:22,980 --> 00:30:27,470
+الجماعية لهذه القواعد والقوانين الصفيةفصد الطالب
+
+432
+00:30:27,470 --> 00:30:31,710
+عن صديقه أو صديقتها إذا كانت لم تفلح كافة
+
+433
+00:30:31,710 --> 00:30:36,130
+المحاولات لمعالجة موضوع العلاقة أو الحديث المقترن
+
+434
+00:30:36,130 --> 00:30:40,770
+بنوع من الفوضى بين الطالب و زميلتها تنبيه الطالب
+
+435
+00:30:40,770 --> 00:30:45,110
+والحرص على إعادة الهدوء كل فترة مهم على المعلم زي
+
+436
+00:30:45,110 --> 00:30:49,280
+ما هو مهم يقض الطرف أحيانا عن بعض السلوكياتإلا إنه
+
+437
+00:30:49,280 --> 00:30:53,380
+أيضا مهم إنه إيش ينبّه مابقاله قاومة يا جماعة يا
+
+438
+00:30:53,380 --> 00:30:56,980
+رد تنتبهوا اللي ورا، خليكم معانا عشان إيه، احنا
+
+439
+00:30:56,980 --> 00:31:00,900
+بنحكي جاعدين في موضوع اللي هو إيه، طبعا هذا مثال،
+
+440
+00:31:00,900 --> 00:31:05,220
+ماشي مش إلكم يعني ان شاء الله ممكن يمشي المعلم،
+
+441
+00:31:05,220 --> 00:31:10,070
+نواحي الطالب اللي بتكلمالاقتراب المكاني هذا صحيح
+
+442
+00:31:10,070 --> 00:31:13,970
+هذا صحيح ايضا قلة تقبل إجابة الطالب الذي يجيب بدون
+
+443
+00:31:13,970 --> 00:31:17,690
+إذن يعني كمان أنا جزء من الإطفاء اللي بنحكي عنه أو
+
+444
+00:31:17,690 --> 00:31:22,710
+نوع من العقاب ان انا كمان ماقبلش منه إيه إجابات
+
+445
+00:31:22,710 --> 00:31:25,790
+طالما هو بيحكي خلص خليك يحكي أنا مش هأاخد منك هذا
+
+446
+00:31:25,790 --> 00:31:29,030
+جزء من هذا الموضوع الإهمال أحيانا او تنمية
+
+447
+00:31:29,030 --> 00:31:31,910
+العلاقات الاجتماعية بين الطلبة شوف احنا بنحكي عن
+
+448
+00:31:31,910 --> 00:31:34,530
+الصداقة هناك بجانب و بنقول تنمية العلاقات
+
+449
+00:31:34,530 --> 00:31:38,330
+الاجتماعيةإيش يعني؟ إيش المقصود؟ كيف نجمع بين
+
+450
+00:31:38,330 --> 00:31:41,310
+التنتين؟ إحنا بقول إن الصداقات الحميمية قد تكون
+
+451
+00:31:41,310 --> 00:31:45,470
+مشكلة بس مش دايما لكن كمان برضه تنمية العلاقة
+
+452
+00:31:45,470 --> 00:31:49,070
+الاجتماعية إيش دورها في موضوع علاج؟ مشكلة اللي هو؟
+
+453
+00:31:50,470 --> 00:31:53,730
+الله يبارك فيك ممتاز جدا ان احنا حكينا ان جزء من
+
+454
+00:31:53,730 --> 00:31:59,210
+الأسباب هو ايش الغيرة كويس أو نوع من المناكفات
+
+455
+00:31:59,210 --> 00:32:01,790
+والاختلافات لدرجة ده فيه نوع من العلاقات
+
+456
+00:32:01,790 --> 00:32:04,290
+الاجتماعية واحنا بنعمل على تنميتها معنا ذلك أنا
+
+457
+00:32:04,290 --> 00:32:09,100
+قضيت على أحد الأسباب المسببة لهذه المشكلةكمان مرة
+
+458
+00:32:09,100 --> 00:32:12,800
+برجع أذكر أن اختيار أي من الحلول ينبغى أن يبنى على
+
+459
+00:32:12,800 --> 00:32:16,180
+الهدف الأساسي الذي نحدده، ما الذي نريده لعلاج هذه
+
+460
+00:32:16,180 --> 00:32:21,840
+الظاهرة، ثم أي الحلول الأفضل في غرس هذه الطريقة
+
+461
+00:32:21,840 --> 00:32:26,680
+أنا بدأ أختم بس بقصة كتير لطيفة ليس لها علاقة
+
+462
+00:32:26,680 --> 00:32:31,020
+بالمحاضرة اللي بنتحدث عنها، لكن لها علاقة بغرس
+
+463
+00:32:31,020 --> 00:32:34,780
+القيامة، لما حكينا التأكيد على شرح القواعد الصفية،
+
+464
+00:32:34,780 --> 00:32:38,730
+كلنا بنتحدث عن بر الوالد، صح ولا لا؟مسوط انا مش
+
+465
+00:32:38,730 --> 00:32:43,760
+مسوطوبر الوالدين من الأشياء اللي بتجلب على الإنسان
+
+466
+00:32:43,760 --> 00:32:49,160
+الرضا حتى لو بعد ما ماتي والداي وأهمها أنها تجلب
+
+467
+00:32:49,160 --> 00:32:51,720
+رضا الله سبحانه وتعالى وكل الأعمال دون رضا
+
+468
+00:32:51,720 --> 00:32:57,980
+الوالدين هي أعمال تبقى في إطار الأعمال يعني التي
+
+469
+00:32:57,980 --> 00:33:03,420
+يفعلها الإنسان يعني ربما تذهب هباء منثورا إذا ما
+
+470
+00:33:03,420 --> 00:33:10,000
+لم يكن يصاحبها اللي هو بر الوالدين يروي أحدالشباب
+
+471
+00:33:10,000 --> 00:33:19,920
+المهتربين قصته مع والدتي يقول تزوجته من امرأة
+
+472
+00:33:19,920 --> 00:33:25,140
+وكانت هذه المرأة
+
+473
+00:33:25,140 --> 00:33:28,400
+جيدة
+
+474
+00:33:28,400 --> 00:33:34,960
+في أخلاقها بعد عشرين عاما اشتقت إلى ان ارتبط
+
+475
+00:33:34,960 --> 00:33:42,390
+بامرأة اخرى غير زوجتيوكانت تشجعني على ذلك كان
+
+476
+00:33:42,390 --> 00:33:50,610
+الزوج تتشجع على ذلك هذا الحب الذي جاء ليتفاعل كم
+
+477
+00:33:50,610 --> 00:33:57,670
+المراهق كان موجها لوالدتي هذه الأم التي تركتها منذ
+
+478
+00:33:57,670 --> 00:34:04,110
+تسع سنوات ولم أكن أتفقدها إلا كل فترة وفترة وكانت
+
+479
+00:34:04,110 --> 00:34:12,650
+تلك الفترات متباعدة يقولوفي ذات يوم اتصلت على أمي
+
+480
+00:34:12,650 --> 00:34:18,950
+رفعت سماعة الهاتف قالت من؟ قلت لها ولدك قالت أبيك
+
+481
+00:34:18,950 --> 00:34:23,990
+شيء يعني استغربت اتصالي هل بيك شيء يا ولادي؟ قلت
+
+482
+00:34:23,990 --> 00:34:29,370
+لها لا ولكن اشتقت أن اخرج معاك هل لديك مانع؟ قالت
+
+483
+00:34:29,370 --> 00:34:36,580
+لافحددنا يوما لنخرج فيه سويا إلى أحد المطاعم كان
+
+484
+00:34:36,580 --> 00:34:42,040
+يوم الخميس في ذاك الموعد المرتقب الذي وعدته حبيبة
+
+485
+00:34:42,040 --> 00:34:48,040
+قلبي فيه أن نخرج سويا كان والدي قد وفية منذ عدة
+
+486
+00:34:48,040 --> 00:34:55,840
+سنوات فلما ذهبت كنت مضطربا قليلا ووجدتها كذلك كانت
+
+487
+00:34:55,840 --> 00:35:02,600
+تلبس فساناتبدو فيه كما لو كانت سيدة أولى في يوم
+
+488
+00:35:02,600 --> 00:35:08,620
+زفافها كانت تلبس الفسان الذي اشتراه أبي قبل سنوات
+
+489
+00:35:08,620 --> 00:35:15,500
+وكانت تحتفظ به لهذه المناسبات خرجت معي و هي تقول
+
+490
+00:35:15,500 --> 00:35:21,920
+يا ولدي لقد أخبرت الجميع أنك ستأخذني الليلة إلى
+
+491
+00:35:21,920 --> 00:35:28,970
+فسحة جميلة و هم في بالغ شوقهملأحدثهم بعد عودتي عن
+
+492
+00:35:28,970 --> 00:35:34,310
+هذه الرحلة انطلقنا إلى أحد المطاعم كان مطاعما
+
+493
+00:35:34,310 --> 00:35:43,370
+هادئا متواضعا وهنا جلسنا بدأت أقرأ لأمي كبيرة السن
+
+494
+00:35:43,370 --> 00:35:50,830
+وهي تنظر إلي وجبات الطعام ما الذي ترغبين فيه قالت
+
+495
+00:35:50,830 --> 00:35:56,880
+يا ولدي كنت أقرأ لك وأنت صغيرتماما اليوم تقرألي
+
+496
+00:35:56,880 --> 00:36:01,980
+أنا كنت أقرأ لك و أنت صغير قال تناولنا الطعام
+
+497
+00:36:01,980 --> 00:36:07,960
+تبدلنا أطراف الحديث عدنا في منتصف الليل وهي تقول
+
+498
+00:36:07,960 --> 00:36:13,240
+وافقه على أن نخرج مرة أخرى ولكن هذه المرة على
+
+499
+00:36:13,240 --> 00:36:19,640
+حسابي قلت لها حسنا المهم أن نخرج يقول فلمّا عدت و
+
+500
+00:36:19,640 --> 00:36:26,600
+ادعتها و إذا بأيام قلائليرى إنه هاتف .. هاتف ليقول
+
+501
+00:36:26,600 --> 00:36:31,640
+لي أدرك والدتك كيف قد ذهبت إلى المستشفى أو حملت
+
+502
+00:36:31,640 --> 00:36:36,420
+إلى المستشفى قال فأسرعت الخطأ لم أكن أدرك ما تخبئ
+
+503
+00:36:36,420 --> 00:36:42,900
+لي الأيام حتى وقفت على باب المستشفى لأفاجأ أن
+
+504
+00:36:42,900 --> 00:36:49,320
+والدتي قد توفيتيقول عدته وما هي إلا أيام وانقض
+
+505
+00:36:49,320 --> 00:36:55,340
+العزاء وانت ذكرته تلك الرحلة أو تلك اللحظات التي
+
+506
+00:36:55,340 --> 00:37:02,720
+جمعتني بأمي وفي ذات يوم وبعد أن انقض العزاء إذا
+
+507
+00:37:02,720 --> 00:37:09,200
+بنادل المطعم على الباب يقدم ليه فاتورة ودعوة
+
+508
+00:37:09,200 --> 00:37:15,620
+لشخصين على العشاء كتبةعلى ظهرها كنت أعلم أني لن
+
+509
+00:37:15,620 --> 00:37:22,340
+أعيش إلى هذه اللحظة فحجزت لك و لزوجتك لتكون في تلك
+
+510
+00:37:22,340 --> 00:37:26,360
+الليلة أنت لا تعلم يا ولدي كم كانت هذه الليلة
+
+511
+00:37:26,360 --> 00:37:30,800
+بالنسبة لي أحبك يا ولدي أشكركم و مبارك لك
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..4d1454096533f4b21647296b693586bda6664244
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_postprocess.srt
@@ -0,0 +1,1556 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:19,250 --> 00:00:21,850
+بسم الله الرحمن الرحيم، الحمد لله رب العالمين،
+
+3
+00:00:21,850 --> 00:00:25,290
+والصلاة والسلام على أشرف المرسلين، سيدنا محمد عليه
+
+4
+00:00:25,290 --> 00:00:29,450
+وعلى آله وصحبه والسلم أجمعين أما بعد طبعا احنا
+
+5
+00:00:29,450 --> 00:00:32,830
+اتحدثنا في المرة السابقة أو المحاضرة السابقة عن
+
+6
+00:00:32,830 --> 00:00:36,770
+مشكلة تشتت الانتباه وذكرنا أن تشتت الانتباه يشير
+
+7
+00:00:36,770 --> 00:00:40,230
+إلى عدم قدرة الطالب أو ضعف الطالب في التركيز على
+
+8
+00:00:40,230 --> 00:00:45,500
+إيش مثير من بين مجموعة من المثيراتسواء كان هذا
+
+9
+00:00:45,500 --> 00:00:50,220
+بسبب ضعف القدرة على التركيز أو بسبب وجود بعض
+
+10
+00:00:50,220 --> 00:00:55,080
+المؤثرات الخارجية أو الداخلية داخل هذه الحصة أو
+
+11
+00:00:55,080 --> 00:00:59,240
+المحاضرة وقلنا من مظاهر المشكلة أول حاجة تركيز
+
+12
+00:00:59,240 --> 00:01:04,010
+النظر نحو ناحية معينة في الصفمن قبل الطالب قلة
+
+13
+00:01:04,010 --> 00:01:09,110
+المشاركة الصفية أو محدوديتها ثم ضعف الإنجاز
+
+14
+00:01:09,110 --> 00:01:12,450
+للواجبات أو الأنشطة الصفية ضعف الاستجابة لأسئلة
+
+15
+00:01:12,450 --> 00:01:16,430
+المعلم وانقطاع الطالب عن المهمة التعليمية نظرا
+
+16
+00:01:16,430 --> 00:01:20,850
+لعدم القدرة أو عدم الرغبة على إتمامها ثم أخيرا قلة
+
+17
+00:01:20,850 --> 00:01:25,310
+المتابعة للشرح أثناء الحصة بعد المظاهر أخدنا
+
+18
+00:01:25,310 --> 00:01:29,130
+الأسباب وقلنا أن من أسباب هذه الظاهرة
+
+19
+00:01:31,020 --> 00:01:35,880
+عوامل داخلية وعوامل إيش؟ خارجية وتحدثنا في العوامل
+
+20
+00:01:35,880 --> 00:01:39,060
+الداخلية عن درجة اهتمام الطالب بموضوع الحصة، حالة
+
+21
+00:01:39,060 --> 00:01:43,060
+الطالب الجسمية أو العقلية أو النفسية، ثم المشاكل
+
+22
+00:01:43,060 --> 00:01:46,900
+الأسرية أما في الأسباب أو العوامل الخارجية، تحدثنا
+
+23
+00:01:46,900 --> 00:01:51,240
+عن المناخ النفسي الإجتماعي السائد، البيئة المادية
+
+24
+00:01:51,240 --> 00:01:54,960
+لغرفة الصف، ضعف تنوة الأنشطة ونمط الإدار الصفية
+
+25
+00:01:54,960 --> 00:02:01,740
+وطريق التدريس المعلموقولنا أن الهدف الذي نريده أو
+
+26
+00:02:01,740 --> 00:02:06,820
+نريد تحديده بالضبط لعلاج هذه المشكلة أن أنا نريد
+
+27
+00:02:06,820 --> 00:02:09,920
+علاج ظهر التشتت وما ينتج عنها من ضعف التحصيل
+
+28
+00:02:09,920 --> 00:02:14,360
+العلمي اللي هو بالأساس من أخطر مشاكل الدراسية لدى
+
+29
+00:02:14,360 --> 00:02:21,460
+الطالباقترحنا مجموعة من الحلول مع بعض ثم او عفوا
+
+30
+00:02:21,460 --> 00:02:24,660
+يعني اقترحنا مجموعة من الحلول من ضمن الحلول
+
+31
+00:02:24,660 --> 00:02:28,720
+الوقائية ثم الحلول التنفيذية او العلاجية اتحدثنا
+
+32
+00:02:28,720 --> 00:02:33,580
+في الحل الوقائي الاول مين ذكرناه؟ الحل الوقائي
+
+33
+00:02:33,580 --> 00:02:38,360
+الاول اه اول حاجة جذب الانتباه في بداية الدرس
+
+34
+00:02:39,800 --> 00:02:43,340
+المقصود في بداية الدرس كمان مرة قلنا لابد للمعلم
+
+35
+00:02:43,340 --> 00:02:49,380
+أن يحضر الدرس وأول شيء يمكنهم أن يجذب اهتمام
+
+36
+00:02:49,380 --> 00:02:54,560
+التلاميذ أو أن يأخذ البابهم نحو التركيز على هذه
+
+37
+00:02:54,560 --> 00:02:58,980
+الحصة من خلال تقديم مشهد السهلالي يتم توضيح
+
+38
+00:02:58,980 --> 00:03:03,220
+الأهدافالأساسية المطلوبة في الدرس المتوقع فهمه أو
+
+39
+00:03:03,220 --> 00:03:06,820
+تحصيله من قبل الطلبة في نهاية الدرس إذا ما شرحه
+
+40
+00:03:06,820 --> 00:03:11,400
+المعلم وقلنا من أنثلات المشاهد الإستهلالية أنه
+
+41
+00:03:11,400 --> 00:03:15,880
+ممكن نبدأها ببعض اللي هو إيش المسائل التي تثير
+
+42
+00:03:15,880 --> 00:03:19,020
+انتباه الطلبة أو تجد بانتباههم أو تكليفهم ببعض
+
+43
+00:03:19,020 --> 00:03:24,680
+المهماتاللي هو عندما ينشغل المعلم في أخذ الحضور
+
+44
+00:03:24,680 --> 00:03:27,900
+والغياب أو مجموعة من الأعمال الإدارية التي يرغب أن
+
+45
+00:03:27,900 --> 00:03:31,660
+يفعلها مع الطلبة أيضا ماذا قلنا في جذب الانتباه في
+
+46
+00:03:31,660 --> 00:03:32,720
+بداية الدرس؟
+
+47
+00:03:35,660 --> 00:03:38,760
+اختيار إشارة أو تلميحة معينة تشير أو يفهم من
+
+48
+00:03:38,760 --> 00:03:43,600
+خلالها الطلبة أن المعلم سيبدأ الدرس الآن مثل ذلك
+
+49
+00:03:43,600 --> 00:03:49,680
+قولنا إغلاق الباب أو الطرق على الطاولة أو النظر
+
+50
+00:03:49,680 --> 00:03:53,080
+إلى الطلبة أي تلميحة يختارها المعلم بحيث مع الوقت
+
+51
+00:03:53,080 --> 00:03:57,440
+بيفهمها جميع الطلبة أيضا القيام بإزالة كل ما يشتت
+
+52
+00:03:57,440 --> 00:04:01,360
+الانتباه ثم مراجعة الدرس السابق باختصار من خلال
+
+53
+00:04:01,360 --> 00:04:05,280
+طرح الأسئلة كما نفعل نحن الآنفي هذا او في هذه
+
+54
+00:04:05,280 --> 00:04:10,540
+المحاضرةأيضًا التهيئة المحفظة لفهم الدرس وضربنا
+
+55
+00:04:10,540 --> 00:04:13,940
+مثال في التهيئة المحفظة مثلًا سواء درس اللي هو
+
+56
+00:04:13,940 --> 00:04:20,340
+الفضاء أو اللي هو التعبئة السجاجة plastic ب .. ب
+
+57
+00:04:20,340 --> 00:04:24,020
+.. يعني بضرب مثال على الأقل فيه نوع من الواقعية أو
+
+58
+00:04:24,020 --> 00:04:28,540
+التجربية حتى يبدأ اللي هو الطلبة بالفهم بشكل عام
+
+59
+00:04:28,540 --> 00:04:31,600
+توزيع الوسائل التعليمية على الطلبة للمساعدة في
+
+60
+00:04:31,600 --> 00:04:34,900
+توضيح بعض المفرضات وقلنا من ضمن الوسائل بطاقات
+
+61
+00:04:34,900 --> 00:04:39,920
+تعليمية وخلافهااليوم ان شاء الله سويا هنشرح رذب
+
+62
+00:04:39,920 --> 00:04:43,020
+الانتباه فيه منتصف الدرس احنا قسمنا الدرس اذا
+
+63
+00:04:43,020 --> 00:04:48,890
+تتذكروا زمان لتلت اقسام مظبوط قسم الاولتمهيد ثم
+
+64
+00:04:48,890 --> 00:04:53,310
+الشرح او مطن الدرس ثم اياش التقويم الختامي او
+
+65
+00:04:53,310 --> 00:04:57,870
+التلخيص الختامي الان جد بالانتباه في منتصف الدرس
+
+66
+00:04:57,870 --> 00:05:02,190
+بيتركز على اللي هو المحتوى او تقديم محتوى المادة
+
+67
+00:05:02,190 --> 00:05:07,970
+التعليمية خلال الخمسة عشرة دقيقةاللي خلّيني أقول
+
+68
+00:05:07,970 --> 00:05:12,170
+تركيز الطلبة بشكل أساسي ينصب على هذه أو على هذا
+
+69
+00:05:12,170 --> 00:05:16,210
+المحتوى من خلال ذكر مجموعة من النقاط أو المحاول
+
+70
+00:05:16,210 --> 00:05:20,910
+الرئيسية في الدرس يعني أنا كمعلم بمهد براجع لكن
+
+71
+00:05:20,910 --> 00:05:24,510
+إذا ما دخلت فيه محتوى الدرس لابد أن أركز على
+
+72
+00:05:24,510 --> 00:05:28,150
+النقاط الأساسية التي أرغب أن أحقق أهداف الدرس من
+
+73
+00:05:28,150 --> 00:05:34,430
+خلالها زي مثل خلّيني أشوفأول حاجة التوسط في
+
+74
+00:05:34,430 --> 00:05:40,290
+السرعة، أول خطوة من خطوات اللي هو جذب الانتباه في
+
+75
+00:05:40,290 --> 00:05:43,890
+منتصف الدرس اللي هو التوسط في إيش في السرعة في
+
+76
+00:05:43,890 --> 00:05:47,030
+إلقاء الدرس ما المقصود في التوسط في السرعة؟ إيش
+
+77
+00:05:47,030 --> 00:05:50,150
+المقصود؟
+
+78
+00:05:50,150 --> 00:05:52,210
+مايكونش سريع ما إحنا عارفين، أه فضليه
+
+79
+00:06:02,730 --> 00:06:07,190
+يعني هل المقصود بالتوسط زي ما حكت سبيلتكم أنه عدم
+
+80
+00:06:07,190 --> 00:06:11,330
+اللي هو الإسراع في الحديث أو الإبطاء فيه؟ قد يكون،
+
+81
+00:06:11,330 --> 00:06:14,410
+خلّيني أشوف رأي تاني، اتفضلي توسط في الصراع يعني
+
+82
+00:06:14,410 --> 00:06:18,970
+إذا اتعرض المعلم لم يتعرضها الطلاب سابقا و تحتاج
+
+83
+00:06:18,970 --> 00:06:21,690
+إلى لضاح يجب أن يكون بتفصيلها أمتازة
+
+84
+00:06:24,340 --> 00:06:27,940
+يعني هو هذا المقصود في التوسط بالسرعة التوسط في
+
+85
+00:06:27,940 --> 00:06:32,240
+السرعة هو العدم التوقف على بدهيات الأمور والاش
+
+86
+00:06:32,240 --> 00:06:36,400
+اطالة الشرح فيها أو المرور سريعا على النقاط التي
+
+87
+00:06:36,400 --> 00:06:41,000
+تحتاج إلى شرح بطريقة يعني يستطيع الطلبة من خلال
+
+88
+00:06:41,000 --> 00:06:46,240
+هذا الشرح فهمها بشكل واضح لذلك يوصل معلم بأن يراعي
+
+89
+00:06:46,240 --> 00:06:49,520
+إذا ما أراد أن يتوسط في السرعة خمسة وسبعين في
+
+90
+00:06:49,520 --> 00:06:52,750
+المية من الطلبة أن هما يكونوا عياشمستوعبين، راضين
+
+91
+00:06:52,750 --> 00:06:57,450
+عن أداء المعلم في هذا الدرس طيب، هذه نقطة النقطة
+
+92
+00:06:57,450 --> 00:07:00,470
+التانية تأمين الانتقال السلس بين الوحدات أو
+
+93
+00:07:00,470 --> 00:07:05,670
+الأنشطة التعليمية أي درس فيه جزيات، فيه إيش؟ جزيات
+
+94
+00:07:05,670 --> 00:07:09,410
+متعددة إذا متحدث عن الطريقة الكلية للتدريس اللي
+
+95
+00:07:09,410 --> 00:07:12,490
+حكينا عنها سابقا قولنا إن الطريقة الكلية هي إعطاء
+
+96
+00:07:12,490 --> 00:07:15,550
+نفذ عام عن الدرس من خلال توضيح الأهداف، بعض
+
+97
+00:07:15,550 --> 00:07:19,150
+الملامح العامة ثم بعد ذلك ننتقل إلى الطريقة الجزية
+
+98
+00:07:19,150 --> 00:07:23,560
+بتوضيح إيش جزيات هذا الدرسخلّينا نضرب مثال إذا أنا
+
+99
+00:07:23,560 --> 00:07:28,480
+بدأ أتحدث عن اللي هو الظروف السياسية والاجتماعية
+
+100
+00:07:28,480 --> 00:07:32,160
+التي أحاطت بهجرة الرسول عليه الصلاة والسلام ابني
+
+101
+00:07:32,160 --> 00:07:36,600
+أجي أتحدث أول حاجة عن البيئة المحيطة بالرسول عن
+
+102
+00:07:36,600 --> 00:07:39,480
+الأسباب التي دعت الرسول عليه الصلاة والسلام للهجرة
+
+103
+00:07:40,090 --> 00:07:43,670
+عن الحقد والعدوى اللي كانت تكنها قريش للرسول عليه
+
+104
+00:07:43,670 --> 00:07:46,810
+الصلاة والسلام مما دفعه إلى الهجرة ثم بعد ذلك
+
+105
+00:07:46,810 --> 00:07:51,230
+أحداث الهجرة من سلسلها بطريقة أيش تاريخية مناسبة
+
+106
+00:07:51,230 --> 00:07:55,670
+ثم أخيرا ما هي العذاب والعبار ما هي النتائج التي
+
+107
+00:07:55,670 --> 00:08:00,550
+تلت حدث الهجرة هذا إيش اسمه انتقال من إلى وعشان
+
+108
+00:08:00,550 --> 00:08:05,260
+نوصل لهذا الانتقاليوصل معلم بعدم و هذه من
+
+109
+00:08:05,260 --> 00:08:10,180
+المحذورات المهمة جدا أنه رعيها أول حاجة ممنوع عليك
+
+110
+00:08:10,180 --> 00:08:13,200
+كمعلمة أن تحل التدريبات التي يستطيع الطلب حلوها
+
+111
+00:08:13,200 --> 00:08:17,600
+لماذا؟
+
+112
+00:08:22,550 --> 00:08:26,530
+في جانب تاني أن أنا فرصة أن الطالب يعرف يشارك فإذا
+
+113
+00:08:26,530 --> 00:08:29,790
+كان في إمكانية أخليه يشارك فهذا كان كمان جيد إذا
+
+114
+00:08:29,790 --> 00:08:33,570
+كانت كتير بسيطة هذه ال .. ال .. ال .. التمرينات زي
+
+115
+00:08:33,570 --> 00:08:36,710
+ما حكت زميلتكم لأ ممكن أنا أتجوزها و أخليهم يحلوها
+
+116
+00:08:36,710 --> 00:08:41,110
+في البيت لإن شغلة يستطيع الطالب أن يتصرف معاها ب
+
+117
+00:08:41,110 --> 00:08:45,170
+.. بمفرده دون معلم النقطة الثانية الانتقال من نشاط
+
+118
+00:08:45,170 --> 00:08:48,390
+إلى نشاط قبل الانتهاء من النشاط الأول تعرفوا إحنا
+
+119
+00:08:48,390 --> 00:08:53,750
+لما نقول والله الآن بنعمل قراءة صامتةو شوية لأ خطة
+
+120
+00:08:53,750 --> 00:08:57,770
+.. الآن حلوا الأسئلة قبل أن ينتهي الطلبة من الدرس
+
+121
+00:08:57,770 --> 00:09:00,970
+بيصير فيه نوع من التوتر لدى الطالب انه انت لم
+
+122
+00:09:00,970 --> 00:09:04,890
+تعطيه الفرصة الكافية ليه يتمم هذا النشاط لذلك
+
+123
+00:09:04,890 --> 00:09:08,730
+بيقولوا انه عدم الانتقال او يحذر الانتقال من نشاط
+
+124
+00:09:08,730 --> 00:09:11,570
+الى نشاط .. او الى نشاط قبل الانتهاء من نشاط الأول
+
+125
+00:09:11,570 --> 00:09:17,280
+النقطة التارثة الجاهزية للأنشطةبشكل دائم يعني
+
+126
+00:09:17,280 --> 00:09:21,060
+بنفعش أجي أقول والله أنا الآن بدأ أخلص نشاط اللي
+
+127
+00:09:21,060 --> 00:09:25,340
+اللي هو القراءة الصامتة كما تحدثنا أجي بدي أجهز
+
+128
+00:09:25,340 --> 00:09:28,400
+لنشاط البطاقات التعليمية أروح أفرد الآن البطاقات و
+
+129
+00:09:28,400 --> 00:09:32,520
+أبدأ أجهزها و بعدين أوزحها، إيش هذا بيعمل؟يعمل
+
+130
+00:09:32,520 --> 00:09:37,640
+فوضى لأن الطلب سيبقوا ينتظروا النشاط التعني وتجهي
+
+131
+00:09:37,640 --> 00:09:41,720
+ذاته وهذا أمر غير محبة بالاطلاق مما يساعد الطالب
+
+132
+00:09:41,720 --> 00:09:46,120
+على إحداث نوع من التشتت لديه لأنه إما سيتحدث مع
+
+133
+00:09:46,120 --> 00:09:52,490
+زميله أو يبدأ يشغل نفسه بما هو غير مرغوبأيضًا ترك
+
+134
+00:09:52,490 --> 00:09:56,310
+المجال الحديث الجانبي والعمل دائمًا على إعادة
+
+135
+00:09:56,310 --> 00:09:59,910
+الانتباه بشكل مستمر لأنه يا جماعة لما نقول والله
+
+136
+00:09:59,910 --> 00:10:03,130
+الحديث الجانبي ليس معناه عدم أو يعني خلّيني أقول
+
+137
+00:10:03,130 --> 00:10:05,970
+محظور أن نترك المجال الحديث الجانبي على الإطلاق
+
+138
+00:10:05,970 --> 00:10:10,910
+لكن إذا تجاوز الحديث الجانبي الدرر الشخصي إلى
+
+139
+00:10:10,910 --> 00:10:15,790
+أفراد الصف الآخرين معنى ذلك أن أحنا إياش ندخل فيه
+
+140
+00:10:15,790 --> 00:10:19,870
+مضمون الفوضى أو عدم القدرة على ضبط الصف اتفضلي
+
+141
+00:10:23,430 --> 00:10:28,490
+أحنا بيقول يحضر على المعلم أن لا يكون عدم الجاهزية
+
+142
+00:10:28,490 --> 00:10:33,650
+لهذه النقاط،
+
+143
+00:10:33,650 --> 00:10:36,450
+اذا هذه أربع نقاط في تأمين الانتقال السالس بين
+
+144
+00:10:36,450 --> 00:10:40,790
+الوحدات، دايما هذا كله مشروط بإيه؟ بتحضير المدرس،
+
+145
+00:10:40,790 --> 00:10:44,090
+جداش أنت بتحضري، جداش أنت متمكنة من المادة، مش
+
+146
+00:10:44,090 --> 00:10:48,990
+هتتوقفي بالاطلاقهتكون فيه نوع من الاش الاصمرارية و
+
+147
+00:10:48,990 --> 00:10:54,050
+تغطي كل الوقت الاش المتاح لديك أو لك خلال الحصة
+
+148
+00:10:54,050 --> 00:10:59,990
+فضلا يعني تسيب المجال ل .. لأ عدم ترك المجال يعني
+
+149
+00:10:59,990 --> 00:11:04,850
+إذا تنتحك و حاول تتدخلي لكن في سلبية لدى بعض
+
+150
+00:11:04,850 --> 00:11:09,190
+المدرسات أو المدرسين إنه بده يلاحق كل إش كلمة و
+
+151
+00:11:09,190 --> 00:11:12,510
+هذا كلام مش صحيح يعني أنا تنتحك و شايفهم ورا
+
+152
+00:11:12,510 --> 00:11:17,430
+بيحكواممكن أطنش طالما هم مش مأثرت كتير لكن إذا صحي
+
+153
+00:11:17,430 --> 00:11:20,650
+الاش أقول ما بقاله أقواما ياريت كلنا ننتبه بلاش
+
+154
+00:11:20,650 --> 00:11:24,050
+الحديث الجانبي هذا أمر فيه نوع من الاش إعادة
+
+155
+00:11:24,050 --> 00:11:27,930
+الانتباه بشكل عام أو إعادة ضبط الصف بشكل جيد
+
+156
+00:11:27,930 --> 00:11:31,210
+الابتعاد عن الإشباع، مين الاش المقصود بالابتعاد عن
+
+157
+00:11:31,210 --> 00:11:35,410
+الإشباع؟ إيش الإشباع؟ احنا حكينا الدور الفات عن
+
+158
+00:11:35,410 --> 00:11:40,090
+الإشباع؟ ولا لأ؟ ماحكيناش، طيب إيش الإشباع هنا؟
+
+159
+00:11:40,090 --> 00:11:40,970
+أشوف، اتفضلي
+
+160
+00:11:48,660 --> 00:11:52,920
+الوصول لدى الطلبة إلى حد الإشباع من نشاط معين، شو
+
+161
+00:11:52,920 --> 00:11:56,920
+رأيكوا في الكلام هذا؟ إذا كان في إطار مثلا شئ أو
+
+162
+00:11:56,920 --> 00:12:02,320
+إثارة أو موضوع مميز، ممكن يبقى .. ممكن يتعبش حتة
+
+163
+00:12:02,320 --> 00:12:06,160
+خاصة .. طيب، اتفضل .. يعطيهم مسائل كتير وهم خلاص،
+
+164
+00:12:06,160 --> 00:12:08,840
+يعني تحبوا كده و تحبوا دلوقت، أقدرني أخدم نفسي و
+
+165
+00:12:08,840 --> 00:12:13,460
+أخدم أصحيهم دلوقت؟ هل جيت أيش معنى التربية؟ أيش
+
+166
+00:12:13,460 --> 00:12:14,320
+معنى التربية؟
+
+167
+00:12:16,680 --> 00:12:22,880
+التربية هي النمو الفضل معارش صلوك التلميذ لتنمية
+
+168
+00:12:22,880 --> 00:12:28,660
+شاملة متكاملة لجوانب النفس الإنسانية العقل والجسم
+
+169
+00:12:28,660 --> 00:12:32,480
+والنفس بهدف إحداث التكيف مع المجتمع المفترض أن
+
+170
+00:12:32,480 --> 00:12:37,080
+التربية كمفهوممفهوم بسيط ومعروف، نحكيه مرة واحدة،
+
+171
+00:12:37,080 --> 00:12:41,420
+مرتين، بنمر عليه سريعا، لكن تخيل لو بدنا نبدأ نشرح
+
+172
+00:12:41,420 --> 00:12:45,760
+هذا المفهوم، شو بيصير عندكم؟ بيصير فيه ملل؟ وفيه
+
+173
+00:12:45,760 --> 00:12:49,180
+تشتت ولا لأ؟ إذا نفس النقطة اللي حكتها زميلتكوا،
+
+174
+00:12:49,180 --> 00:12:52,740
+التركيز على نشاط معين أو وسيلة معينة أو طريقة
+
+175
+00:12:52,740 --> 00:12:57,740
+معينة أو حتى الإسهاب في الشرح لبدهيات معينة، هذا
+
+176
+00:12:57,740 --> 00:13:02,500
+معناهمشكلة أنه يصل الطالب إلى حد الإشباع أن أنت
+
+177
+00:13:02,500 --> 00:13:06,880
+ليس لديك أيام معلمي جديد خلاص ماعادش في إمكان أن
+
+178
+00:13:06,880 --> 00:13:12,100
+أنا أستمر معاك في هذه أو جذبة الانتباه أو أن أضلني
+
+179
+00:13:12,100 --> 00:13:16,020
+منتبه معاك بشكل دائم ضمان وقت التعلم الأكاديمي
+
+180
+00:13:16,020 --> 00:13:21,880
+يعني يمكن المصطلح يكون كبير بس هو المفهوم سهل جدا
+
+181
+00:13:22,790 --> 00:13:26,550
+ضمان وقت التعلم الأكاديمي المقصود فيه هو أن المعلم
+
+182
+00:13:26,550 --> 00:13:30,530
+يحرص أن يعطي المعلومات الأساسية في الوقت الذي يكون
+
+183
+00:13:30,530 --> 00:13:34,490
+فيه الطالب متاهبا وجاهزا للاستقبال وهذا الوقت وقت
+
+184
+00:13:34,490 --> 00:13:38,150
+إيش بيكون إذا كنا في الحصة الأولى أكيد هنشرح
+
+185
+00:13:38,150 --> 00:13:42,040
+بطريقة أفضل بس إذا كنا في الحصة الأخيرةمعناه أول
+
+186
+00:13:42,040 --> 00:13:46,180
+عشر دقائق يدوب نعطي فيها هذا الوقت لكن إذا إحنا
+
+187
+00:13:46,180 --> 00:13:49,000
+نتحدث عن وقت التعلم الأكاديمي قولنا إن وقت التعلم
+
+188
+00:13:49,000 --> 00:13:51,540
+الأكاديمي تماما كما خطبة الرسول عليه الصلاة
+
+189
+00:13:51,540 --> 00:13:57,740
+والسلام التي لم تتجاوز في مجملها عن 12 دقيقة فقط
+
+190
+00:13:57,740 --> 00:14:03,060
+ماشي لذلك وقت التعلم يحدث في هذه الفترة إلى ربع
+
+191
+00:14:03,060 --> 00:14:06,840
+ساعة يعني بحد أقصى تجاوزا هذا الوقت هو الذي نركز
+
+192
+00:14:06,840 --> 00:14:13,210
+فيه إيش التمهيد ولا الشرح؟الشرح إذا بنحط المعلومات
+
+193
+00:14:13,210 --> 00:14:16,850
+الأساسية ضمن وقت التعلم الأكاديمي لكن إذا بنعيد
+
+194
+00:14:16,850 --> 00:14:20,470
+جدول دراسي أكيد بنحط الحصة الأولى رياضيات التانية
+
+195
+00:14:20,470 --> 00:14:24,070
+اللغة العربية التالت علوم مثلامش هيك؟ بدنا نشوف
+
+196
+00:14:24,070 --> 00:14:27,970
+الأهم فالمهم و أحيانا بدنا نحاول ننوع قدر الإمكان
+
+197
+00:14:27,970 --> 00:14:31,810
+و نختار كمعلمين الدروس اللي إذا كانت حصتنا الأخيرة
+
+198
+00:14:31,810 --> 00:14:34,870
+لأ خلّيني ناخد الدروس اللي إلها بعد عملية بس إذا
+
+199
+00:14:34,870 --> 00:14:38,390
+كانت حصتنا الأولى لأ نركز على الأبعاد النظرية لإنه
+
+200
+00:14:38,390 --> 00:14:42,210
+فرصة بالنسبة إلنا إنه نعطي كمية أكبر و صفة
+
+201
+00:14:42,210 --> 00:14:44,670
+المعلومات للطالب في هذا الوقت
+
+202
+00:14:48,600 --> 00:14:51,300
+لحظوا الوقت التعلم الأكاديمي مقدار الوقت اللذي
+
+203
+00:14:51,300 --> 00:14:55,660
+ينشغل فيه الطالب بإيش بنجاح في تعلم المهارات هذا
+
+204
+00:14:55,660 --> 00:14:58,700
+المقدار هو اللي بدنا نحاول نركز فيه و نحاول نعطيه
+
+205
+00:14:58,700 --> 00:15:02,560
+للطلبة بشكل عامل طيب هذا ال .. ال .. عشان احنا
+
+206
+00:15:02,560 --> 00:15:07,340
+نتحدث بشكل عملي أكتر يتطلب من المعلم امتلاك مهارة
+
+207
+00:15:07,340 --> 00:15:11,740
+في إيش؟ في إدارة الوقت و استثماره بشكل كبير جدا و
+
+208
+00:15:11,740 --> 00:15:17,560
+خلينا نشوف بعض الشغلات اللي ..الأساسية والمهمة جدا
+
+209
+00:15:17,560 --> 00:15:22,240
+في هذا الموضوع أول حاجة أن يكون واضحا في عملية
+
+210
+00:15:22,240 --> 00:15:26,120
+الشرح النقطة التانية تشجيع الطلب على الإنهيمات في
+
+211
+00:15:26,120 --> 00:15:29,260
+الموقف التعليمي التعلموه دايما الموقف التعليمي كل
+
+212
+00:15:29,260 --> 00:15:32,780
+ما كان فيه نوع من العملية نوع من التطبيق معناه ذلك
+
+213
+00:15:32,780 --> 00:15:36,980
+أن أحنا بنصل إلى شكل أوضح بشكل كبير جدا يختار أفضل
+
+214
+00:15:36,980 --> 00:15:42,480
+أساليب والتقنيات التعليمية تقنيات ولا تقانات؟
+
+215
+00:15:42,480 --> 00:15:43,180
+اخسارة
+
+216
+00:15:46,650 --> 00:15:50,330
+لأ هي التقانات وليس التقانيات هذه من الأخطاء
+
+217
+00:15:50,330 --> 00:15:55,110
+الشائعة كويس زي ما نيجي نتحدث عن كثير من القضايا
+
+218
+00:15:55,110 --> 00:15:58,410
+احنا بنستخدم حروف الجر بزيادة احنا بنستخدم حروف
+
+219
+00:15:58,410 --> 00:16:02,450
+الجر على من إلى كده بتلاقي السطر الواحد فيه اربع
+
+220
+00:16:02,450 --> 00:16:06,210
+خمس حروف جر ماشي لذلك احنا دائما نحاول قدر المكان
+
+221
+00:16:06,210 --> 00:16:10,470
+البلغته في الإجاز هي التقانات ال internet شو اسمه
+
+222
+00:16:10,470 --> 00:16:16,880
+باللغة العربية ال internetشبكة العنقبوتية أو
+
+223
+00:16:16,880 --> 00:16:22,440
+الشابكة باللغة العربية راحظي كلمات مهمة جدا
+
+224
+00:16:22,440 --> 00:16:26,900
+بالنسبالي كيف نستخدمها هذه فقط من باب الخبرة ليس
+
+225
+00:16:26,900 --> 00:16:31,360
+الا يركز على تحقيق الأهداف المعرفية والمقصود
+
+226
+00:16:31,360 --> 00:16:35,880
+بالأهداف المعرفية أن يذكر أن يعدد أن كذا ليش؟ لأن
+
+227
+00:16:35,880 --> 00:16:39,040
+وقت التعلم الأكاديمي بيهمني أعطيه فيه الإثار
+
+228
+00:16:39,040 --> 00:16:42,940
+النظريقدر الممكن الوقت اللي بعده لأ لو أخد عملي ما
+
+229
+00:16:42,940 --> 00:16:46,940
+هو هيتعلم و هيكتسب خبرات جيدة لكن الأساس أنه وقت
+
+230
+00:16:46,940 --> 00:16:50,620
+التعلم الأكاديمي أحاول أحقق الأهداف المعرفية أي
+
+231
+00:16:50,620 --> 00:16:54,600
+حصة أنت بتحط فيها إيش أكم هدف تلت أهداف أربعة بحد
+
+232
+00:16:54,600 --> 00:16:59,680
+أقصى بتحط هدف إيش معرفي هدف تاني و إجداني و الهدف
+
+233
+00:16:59,680 --> 00:17:05,100
+إذا أول هدف بدك تحقيقيه هو الهدف المعرفي فيه ضمان
+
+234
+00:17:05,100 --> 00:17:10,070
+إيش وقت التعلم الأكاديميآخر حاجة اظهار الحماسة
+
+235
+00:17:10,070 --> 00:17:13,990
+للمادة التي يعطيها جداش بيكون المعلم حيوي وحيوي
+
+236
+00:17:13,990 --> 00:17:19,750
+بمعنى يعني يستطيع ان يعطي بلا حدود ومش بقصود بلا
+
+237
+00:17:19,750 --> 00:17:23,430
+حدود ان هو يعني بس يحضر ويتمكن من مادته بس لأ كمان
+
+238
+00:17:23,430 --> 00:17:27,550
+هو يشعر الطلبة منه انه يحب المادة ويعطيها بكل
+
+239
+00:17:27,550 --> 00:17:31,890
+أريحية وكل راحة وكل حب بقدر الامكان لأنه ما يصل
+
+240
+00:17:31,890 --> 00:17:35,410
+دائما او ما يخرج من القلب يصل مباشرة الى القلب
+
+241
+00:17:35,410 --> 00:17:41,410
+بإذن الله هزا وزافضلي في هذا بالنسبة لما منتصف
+
+242
+00:17:41,410 --> 00:17:45,990
+الدرس خلصناه تجذب الانتباه نشوف الحل الثالث وهو
+
+243
+00:17:45,990 --> 00:17:49,870
+نهاية الدرس الان احنا جربنا نوصل لنهاية الدرس ولا
+
+244
+00:17:49,870 --> 00:17:55,290
+لسه؟ لا لسه لا اقتربنا المفترض انه احنا الأن أخدنا
+
+245
+00:17:55,290 --> 00:17:58,570
+وقت التعلم الأكاديمي و الأن بدنا نصل إلى الربع
+
+246
+00:17:58,570 --> 00:18:01,530
+الساعة الأخيرة أو العشر دقائق الأخيرة من محاضرتنا
+
+247
+00:18:01,530 --> 00:18:06,210
+المفترض إيش نعمل؟ ما الذي يمكن أن نفعله الآن؟ اه
+
+248
+00:18:06,210 --> 00:18:15,690
+شو رأيكم؟التقويم؟ طيب خلينا نشوف مع بعض لحظة
+
+249
+00:18:15,690 --> 00:18:19,750
+هنا قولنا يقل التركيز بعد 30 دقيقة من الحصة لذا
+
+250
+00:18:19,750 --> 00:18:24,310
+يتوجب على المعلم أن يحاول أنه من خلال ملاحظة من
+
+251
+00:18:24,310 --> 00:18:28,790
+خلال إشراك أنه يجمل أن يقوم أن يحاول يشرك الطلبة
+
+252
+00:18:28,790 --> 00:18:35,320
+في أنشطةبحيث انه يركز على في هذا الجزء يركز على
+
+253
+00:18:35,320 --> 00:18:40,160
+انه يظل جذب الانتباه دائما موجود لدى الطلبة كيف
+
+254
+00:18:40,160 --> 00:18:43,100
+يعني؟ مثلا انا هاجي اقولكوا الآن ان شاء الله احنا
+
+255
+00:18:43,100 --> 00:18:47,200
+هناخد بس اخر الدرس خلصناه بس بقى بلوركوا بعض
+
+256
+00:18:47,200 --> 00:18:51,190
+الشغلات المهمة جدا وانتبهوا فيهاهتعيش داكو؟ جاهز
+
+257
+00:18:51,190 --> 00:18:54,610
+بانتباهه ولا لأ؟ طيب إذا أول حاجة لفت انتباه
+
+258
+00:18:54,610 --> 00:18:57,150
+الطالب إلى نهاية قسم من الدرس أو نهاية الدرس نفسه
+
+259
+00:18:57,150 --> 00:19:01,130
+الشباب إحنا بنات خلصنا اليوم إيهاش اللي هو الجزئية
+
+260
+00:19:01,130 --> 00:19:04,270
+هذه في الدرس إن شاء الله الجزئية الثانية بناخدها
+
+261
+00:19:04,270 --> 00:19:07,290
+المحاضرة القادمة أو انتبهوا الآن بدنا نبدأ في
+
+262
+00:19:07,290 --> 00:19:11,590
+الجزئية الثانية إذا الانتهاء من وحدة أو من قسم أو
+
+263
+00:19:11,590 --> 00:19:14,970
+من جزئية ما والانتقال إلى جزئية أخرى يحتاج إلى
+
+264
+00:19:14,970 --> 00:19:19,790
+بالذات في نهاية الدرس إلى تنبيه طيبالنقطة التانية
+
+265
+00:19:19,790 --> 00:19:26,910
+تلخيص الدرس و ربط أجزاءه بحيث يظهر ككل متكامل عشان
+
+266
+00:19:26,910 --> 00:19:31,030
+اللي صرح في لحظة ما يحاول إياش يساعد تعرفه موجز
+
+267
+00:19:31,030 --> 00:19:35,990
+الأنباء أو نشرة الأخبار مش بيبدوها بموجز أو بعنوين
+
+268
+00:19:35,990 --> 00:19:40,270
+و بتنتهي بإياشبرضه بالعناوين او التلخيص النهائي
+
+269
+00:19:40,270 --> 00:19:44,670
+اذا برضه هذا بالنسبالنا كتير مهم جدا ان نلخص الدرس
+
+270
+00:19:44,670 --> 00:19:48,430
+نربط أجزاء الدرس قدر الممكن و نجعله في واحدة واحدة
+
+271
+00:19:48,430 --> 00:19:52,790
+يسهل فاهمها و يمكن اللجوء الى سرد الملخص بطريقة
+
+272
+00:19:52,790 --> 00:19:57,430
+اما ان واحد يلخص ان لا ايش حكينا من الطلبة او احنا
+
+273
+00:19:57,430 --> 00:20:01,470
+نلخص او نسأل أسئلة اللي بتحكي عنها التكويم بحيث
+
+274
+00:20:01,470 --> 00:20:04,690
+انه نعمل نوع من التلخيص لهذا الدرس
+
+275
+00:20:07,710 --> 00:20:10,870
+أخر نقطة في موضوع جذب الانتباه في نهاية الدرس
+
+276
+00:20:10,870 --> 00:20:14,970
+التركيز على النقاط المطلوب فاهمها واسعابها كضرورة
+
+277
+00:20:14,970 --> 00:20:18,610
+لفهم الدرس المقبل و التأكد من فهم الطلبالها خلينا
+
+278
+00:20:18,610 --> 00:20:21,870
+ناخد الآن عشان احنا في نهاية الدرس بدنا ناخد جانب
+
+279
+00:20:21,870 --> 00:20:25,190
+عملي و لا شو رأيكم؟ طيب يلا السلام و بسم الله
+
+280
+00:20:25,190 --> 00:20:32,230
+عطونا هالسؤال أيه قدامكم أنت معلمة نفترض أنك تدرس
+
+281
+00:20:32,230 --> 00:20:35,090
+درسا في التاريخ يتم فيه مناقش التواريخ واحداتها
+
+282
+00:20:35,090 --> 00:20:40,650
+عامة زي غزوة أحدكيف يمكنك انهاء هذا الجزء من الدرس
+
+283
+00:20:40,650 --> 00:20:44,090
+بطريقة تساعد الطلبة على رؤية الترابط بين هذه
+
+284
+00:20:44,090 --> 00:20:47,430
+الأحداث والتواريخ وكيف يمكن اشراك الطلبة في هذه
+
+285
+00:20:47,430 --> 00:20:52,430
+الختام؟ سؤال غير مباشر عملي بتكسّعيني بخبرتك و
+
+286
+00:20:52,430 --> 00:20:56,470
+بالمحاضرة اللي تحدثنا عنها نحن نحاول نتشارك مع بعض
+
+287
+00:20:56,470 --> 00:21:01,490
+كل تنتين او تلاتةأشاركم ان شاء الله نطلع بإجابة
+
+288
+00:21:01,490 --> 00:21:06,870
+مختصرة خمس أسر لحد أقصى كويس ثم ناخد مشاركاتكم ان
+
+289
+00:21:06,870 --> 00:21:10,290
+شاء الله اتفضلوا كل تلاتة او تنتين اللي بدكوا يلا
+
+290
+00:21:10,290 --> 00:21:10,650
+مع بعض
+
+291
+00:21:25,230 --> 00:21:29,190
+طيب ناخد أول مشاركة من مشاركات الإجابات على
+
+292
+00:21:29,190 --> 00:21:35,430
+السؤال، تفضل إياهاوصلنا لنهاية الدرس و بنعمل تلخيص
+
+293
+00:21:35,430 --> 00:21:38,630
+على مجمل اللي أخدناه في الدرس عن طريق الوقت، طلح
+
+294
+00:21:38,630 --> 00:21:42,910
+أسئلة السؤال الأول كان متى كانت غزوة أحد؟ طبعا
+
+295
+00:21:42,910 --> 00:21:48,530
+مافيحب أعرف ولا بغير أزمة؟ أسباب غزوة أحد، ماذا
+
+296
+00:21:48,530 --> 00:21:53,410
+كانت أسباب غزوة أحد؟ ولماذا سميت بغزوة أحد؟ وكم
+
+297
+00:21:53,410 --> 00:21:57,150
+عدد المسلمين والكفار اللي شاركوا في الغزوة؟ وعدد
+
+298
+00:21:57,150 --> 00:22:00,150
+طبعا الشهداء من المسلمين و القتلى من الكفار؟ وسبب
+
+299
+00:22:00,150 --> 00:22:03,080
+الهزيمة في غزوة أحد؟و مدى انتفضنا من غزم الأحوال؟
+
+300
+00:22:03,080 --> 00:22:07,720
+يعني اللحظة هي حاولت اتلخص الدرس كإطار تقويمي من
+
+301
+00:22:07,720 --> 00:22:11,540
+خلال مجموعة الأسئلة اللي تشمل، هل هذه الطريقة هي
+
+302
+00:22:11,540 --> 00:22:15,520
+الأمثل؟ نعم طيب ناخد مشاركة تانية نشوف، أه تفضلي
+
+303
+00:22:15,520 --> 00:22:19,640
+اتصرح تاني كان برنامجنا أنه مثلا أنه أنهيت الحصة
+
+304
+00:22:19,640 --> 00:22:23,080
+أننا حابين في الإذاعة مثلا بكرا أنه نعمل تمثيلة
+
+305
+00:22:23,080 --> 00:22:26,500
+مثلا لغزم الأحوال فانهي أن أخر عشر دقايق تكون
+
+306
+00:22:26,500 --> 00:22:31,560
+تتجهيزك مسرحية لبكرايعني برضه هذا إطار ناخد مشاركة
+
+307
+00:22:31,560 --> 00:22:34,380
+تانية و نشوف و بعدين نحكم إذا كانت تستحق الدرجة
+
+308
+00:22:34,380 --> 00:22:40,180
+ولا لأ، فضلا، أهلا وسهلا طبعا احنا مابدي أحكي
+
+309
+00:22:40,180 --> 00:22:42,920
+للطلاب عن غزوة أحد أول شيء بدي أحكيلهم إيش حدث قبل
+
+310
+00:22:42,920 --> 00:22:47,580
+غزوة أحد لإن إحنا بنعرف إن غزوة أحد كانت نتيجة
+
+311
+00:22:47,580 --> 00:22:51,340
+لغزوة بدر فبدي أول حاجة أحكي للطلاب إنه في 2 هجري
+
+312
+00:22:51,340 --> 00:22:57,040
+أنت كان غزوة بدر و غزوة بدر كان ..احنا كمان مرة
+
+313
+00:22:57,040 --> 00:23:01,200
+بنأكد أنه احنا في الختام، شرحنا كل هذه التفاصيل و
+
+314
+00:23:01,200 --> 00:23:05,040
+الأن بنتناقش أن نفتم الأن بدي أحكيلهم أول حاجة
+
+315
+00:23:05,040 --> 00:23:08,140
+لازم نفهم يا أبتي أنه غزوة أحد صميت بذلك لأنه في
+
+316
+00:23:08,140 --> 00:23:13,320
+كان جبل، جبل اسمه جبل أحد، بعدين تاني حاجة، تلاتة
+
+317
+00:23:13,320 --> 00:23:17,360
+هجرية، عشان ماننساش خالص، التلاتة فيها سنين لتحت
+
+318
+00:23:17,360 --> 00:23:22,460
+كده، فيه جلام؟ التلاتة فيها سنين لتحت طبعا
+
+319
+00:23:29,550 --> 00:23:33,190
+هي تخاطب .. هي تخاطب التعليم الأساسي الآن
+
+320
+00:23:33,190 --> 00:23:36,530
+فاتحملوها يعني فالتلاتة فيها سنين لتحت و الجبل كده
+
+321
+00:23:36,530 --> 00:23:39,830
+احنا عارفين انه جبل أحد لأنه جبل و التلاتة فيها
+
+322
+00:23:39,830 --> 00:23:43,990
+الكنتلة تحت زي الجبل بس جبل مقلوب بذلك كانت جبل ..
+
+323
+00:23:43,990 --> 00:23:48,550
+غزوة أحد في تلاتة هجري فكان التاريخ مقلوب مثل
+
+324
+00:23:48,550 --> 00:23:55,040
+الجبل بس جبل مقلوبطيب يعني هي واضح هذه المشاركات و
+
+325
+00:23:55,040 --> 00:24:00,160
+الشرح المفصل يعني لا يحق أنه احنا نيجي بس في
+
+326
+00:24:00,160 --> 00:24:03,140
+النهاية نبدأ نشرحه هذا مفترض في البداية شرحته و
+
+327
+00:24:03,140 --> 00:24:07,450
+وضحته، الآن احنا بس نلخص الدارس، اتفضليو ممكن نعمل
+
+328
+00:24:07,450 --> 00:24:13,010
+مصابة بين فرقين من الصفر و نطلعهم على الصبورة أو
+
+329
+00:24:13,010 --> 00:24:15,370
+هم في مكان يعني عيني الجهتين هدول مسؤولين عن
+
+330
+00:24:15,370 --> 00:24:19,530
+المجموعة ألف و المجموعتين التانين عن المجموعة بقى
+
+331
+00:24:19,530 --> 00:24:22,970
+و في جواقس قيمة يعني زي جانب الرصاص أو نجمة أو أي
+
+332
+00:24:22,970 --> 00:24:34,150
+حاجة نبيعها في الجامعةنعم تعزيزي احنا
+
+333
+00:24:34,150 --> 00:24:37,630
+يعني كمان مرة بس بس لاحظوا معايا السؤال وين راح
+
+334
+00:24:37,630 --> 00:24:41,020
+السؤالانت بتدرس درس في التاريخ يدّين فيه مناقش
+
+335
+00:24:41,020 --> 00:24:44,920
+تواريخ و أحداث مهمة يعني أنا فعليًا بس بدي أخد من
+
+336
+00:24:44,920 --> 00:24:49,240
+الدرس من غزوة أحد أهم الأحداث يعني أكم .. أكم واحد
+
+337
+00:24:49,240 --> 00:24:54,860
+قتل؟ مين اللي التقوا على جبل الرما؟ كويس؟ لماذا
+
+338
+00:24:54,860 --> 00:24:58,620
+هزم المسلمون؟ كويس؟ وابتداش الأعداد اللي كانت؟ بس
+
+339
+00:24:58,620 --> 00:25:01,680
+عفوًا هذه كأسئلة انا .. انا مانكرتش عليك الجهد ان
+
+340
+00:25:01,680 --> 00:25:05,870
+شاء اللهالان هاد الطريقة كيف هل بطريقة الأسئلة
+
+341
+00:25:05,870 --> 00:25:08,970
+اللى طرحتها زمنتكم أو المجموعة الأولى ولا بطريقة
+
+342
+00:25:08,970 --> 00:25:12,130
+المسابقة اللى بتطرحها زمنتنا بأى ان كانت الطريقة
+
+343
+00:25:12,130 --> 00:25:16,410
+اللى ممكن أنت تتفتق عنها ذهنيتك العبقرية ان شاء
+
+344
+00:25:16,410 --> 00:25:19,970
+الله لكن بالنهاية أنا بدي أحاول أركز على النقاط
+
+345
+00:25:19,970 --> 00:25:23,590
+الأساسية بحيث في خمس دقائق في سبع دقائق أنا أجمل
+
+346
+00:25:23,590 --> 00:25:28,960
+الدرس بطريقة مناسبة يبدو هناك مشاركة اتفضليطلب من
+
+347
+00:25:28,960 --> 00:25:33,920
+القرار استخلاص النتائج والدروس المستفدة من
+
+348
+00:25:33,920 --> 00:25:37,500
+انتقالاتهم الأخرى، مثل .. مثل أسبابها دي من
+
+349
+00:25:37,500 --> 00:25:41,040
+انتقالاتهم الأخرى، وإيش أنا مستفيدة من قصتها؟ فأنا
+
+350
+00:25:41,040 --> 00:25:41,580
+ما ..
+
+351
+00:25:49,130 --> 00:25:52,790
+طيب يعني هو تتعدد ال .. الوسائل في هذا المجال مجال
+
+352
+00:25:52,790 --> 00:25:57,410
+كتير واسع لإبداعات المعلمة بشكل عام لكن أهم شغلها
+
+353
+00:25:57,410 --> 00:26:00,670
+سواء كانت و أنا يعني مش كتير مفضل أسلوب ال ..
+
+354
+00:26:00,670 --> 00:26:04,890
+الأسئلة بالكامل لأ لإنه أنا بالنهاية الأسئلة كويسة
+
+355
+00:26:04,890 --> 00:26:09,250
+لكنه ممكن أن يشارك فيها عدد محدود و الباقي يبقى
+
+356
+00:26:09,250 --> 00:26:13,690
+ربما مشتت الانتباه لذلك جيد جدا أنه نلفت النظر
+
+357
+00:26:13,690 --> 00:26:18,970
+بطريقة شويه أكتر إبداع نشوف تفضلنيبس بصورة
+
+358
+00:26:18,970 --> 00:26:21,450
+الانتحار مثلا او انه ممكن يتناول .. ماشي .. ماشي
+
+359
+00:26:21,450 --> 00:26:25,730
+.. صحيح ماشي الحال اتفضلي ممكن انا اطرح سؤال مثلا
+
+360
+00:26:25,730 --> 00:26:29,670
+انتهت غزوة أحر بالهزيمة المادية و النصر المعنوي
+
+361
+00:26:29,670 --> 00:26:35,210
+للمسلمين كيف ذلك يبدأ الطلب باسترجاع الأحداث عقليا
+
+362
+00:26:35,210 --> 00:26:39,530
+و النتائج و بيعطينا الإجار؟مو بس تحظى بالمرحلة
+
+363
+00:26:39,530 --> 00:26:42,910
+يعني هاد لصف مين غزوة تحظى؟ يعني احنا بنفرض دايما
+
+364
+00:26:42,910 --> 00:26:46,130
+احنا للغزوات و الأحداث و التواريخ بعد صف خامس او
+
+365
+00:26:46,130 --> 00:26:49,450
+سلسة تداية معروف هذا الكلام بالعادى يعني بال ..
+
+366
+00:26:49,450 --> 00:26:53,630
+بال .. بالغالب يعني ففي سن جيد فضري انا ممكن مثلا
+
+367
+00:26:53,630 --> 00:26:56,530
+في بداية الحصة اقول بيوضع عليهم ورقات كل فيها
+
+368
+00:26:56,530 --> 00:26:58,890
+مجموعة للأسئلة اللي انا عايزا فيها التواريخ و
+
+369
+00:26:58,890 --> 00:27:02,450
+الأحداث و يفرقوا القرار و اقولهم هذه الورقة من حين
+
+370
+00:27:02,450 --> 00:27:05,400
+فيها الأسئلة و من الواحدة بنشرهاو تسترجحها على
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+371
+00:27:05,400 --> 00:27:09,100
+حالها مثلا مضايق الحصة لحال السؤال الأساسي اللي
+
+372
+00:27:09,100 --> 00:27:12,820
+احنا قلناه هو ايش ع فد و ايش هو الأعلى على الدشرة؟
+
+373
+00:27:12,820 --> 00:27:17,100
+طيب كويس يعني هو في دورين في دور للمعلم أنه يلخص
+
+374
+00:27:17,100 --> 00:27:21,260
+زي ما حكينا بحيث أنه يركز على النقاط الأساسية و
+
+375
+00:27:21,260 --> 00:27:24,580
+دور للطالب من خلال نوع من المشاركة و أنا بدأ أذكر
+
+376
+00:27:24,580 --> 00:27:26,920
+بالطريقة يعني كانت عاجبني جدا في تدريس أحد
+
+377
+00:27:26,920 --> 00:27:31,160
+المدرسين في المرحلة الثانوية كان دائمافي بداية
+
+378
+00:27:31,160 --> 00:27:35,540
+الدرس يطلب من بعض الطلبة أن يقدموا يعني اعطونا بعض
+
+379
+00:27:35,540 --> 00:27:40,860
+التقديمات و في النهاية أن يلخصوا فجيت طبعا في كل
+
+380
+00:27:40,860 --> 00:27:46,520
+سطر او مثلا اتجاه معين ايش كان مجموعة من الطلبة
+
+381
+00:27:46,520 --> 00:27:49,750
+مطلوب يشاركواهذه الطريقة انا بتصور يعني كتير
+
+382
+00:27:49,750 --> 00:27:54,130
+مناسبة لجيل ثانوية ان هو يحضر هو يتكز هو يعيد هو
+
+383
+00:27:54,130 --> 00:27:57,810
+يجيب على بعض الأسئلة و التساؤلات لكنه في المراحل
+
+384
+00:27:57,810 --> 00:28:00,830
+الأدنى ربما تكون الأسئلة او طريقة المسرحية او
+
+385
+00:28:00,830 --> 00:28:05,650
+طريقة التكلفات او طريقة ال quiz حتى كمان مناسبة
+
+386
+00:28:05,650 --> 00:28:09,610
+للمراجعة ممكن تكون مناسبة للمراجعة اشكركم نكتفي
+
+387
+00:28:09,610 --> 00:28:12,390
+بهذا القدر و المرة القادمة ان شاء الله بناخد اسم
+
+388
+00:28:12,390 --> 00:28:15,230
+المشكلة السلوك الأدواني برك الله فيكم و السلام
+
+389
+00:28:15,230 --> 00:28:15,510
+عليكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..30a2bddfe234acea11310e48c9633c75a68a0f2a
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_raw.json
@@ -0,0 +1 @@
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"end": 1692.39, "word": " اسم", "probability": 0.6605224609375}, {"start": 1692.39, "end": 1692.77, "word": " المشكلة", "probability": 0.912841796875}, {"start": 1692.77, "end": 1693.15, "word": " السلوك", "probability": 0.9171142578125}, {"start": 1693.15, "end": 1693.81, "word": " الأدواني", "probability": 0.84169921875}, {"start": 1693.81, "end": 1694.45, "word": " برك", "probability": 0.6484375}, {"start": 1694.45, "end": 1694.55, "word": " الله", "probability": 0.9462890625}, {"start": 1694.55, "end": 1694.87, "word": " فيكم", "probability": 0.96484375}, {"start": 1694.87, "end": 1694.99, "word": " و", "probability": 0.6728515625}, {"start": 1694.99, "end": 1695.23, "word": " السلام", "probability": 0.960693359375}, {"start": 1695.23, "end": 1695.51, "word": " عليكم", "probability": 0.89697265625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1699.352375, "duration_after_vad": 1617.8722187499982}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..4d1454096533f4b21647296b693586bda6664244
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/RQ7NKLjSbnI_raw.srt
@@ -0,0 +1,1556 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:19,250 --> 00:00:21,850
+بسم الله الرحمن الرحيم، الحمد لله رب العالمين،
+
+3
+00:00:21,850 --> 00:00:25,290
+والصلاة والسلام على أشرف المرسلين، سيدنا محمد عليه
+
+4
+00:00:25,290 --> 00:00:29,450
+وعلى آله وصحبه والسلم أجمعين أما بعد طبعا احنا
+
+5
+00:00:29,450 --> 00:00:32,830
+اتحدثنا في المرة السابقة أو المحاضرة السابقة عن
+
+6
+00:00:32,830 --> 00:00:36,770
+مشكلة تشتت الانتباه وذكرنا أن تشتت الانتباه يشير
+
+7
+00:00:36,770 --> 00:00:40,230
+إلى عدم قدرة الطالب أو ضعف الطالب في التركيز على
+
+8
+00:00:40,230 --> 00:00:45,500
+إيش مثير من بين مجموعة من المثيراتسواء كان هذا
+
+9
+00:00:45,500 --> 00:00:50,220
+بسبب ضعف القدرة على التركيز أو بسبب وجود بعض
+
+10
+00:00:50,220 --> 00:00:55,080
+المؤثرات الخارجية أو الداخلية داخل هذه الحصة أو
+
+11
+00:00:55,080 --> 00:00:59,240
+المحاضرة وقلنا من مظاهر المشكلة أول حاجة تركيز
+
+12
+00:00:59,240 --> 00:01:04,010
+النظر نحو ناحية معينة في الصفمن قبل الطالب قلة
+
+13
+00:01:04,010 --> 00:01:09,110
+المشاركة الصفية أو محدوديتها ثم ضعف الإنجاز
+
+14
+00:01:09,110 --> 00:01:12,450
+للواجبات أو الأنشطة الصفية ضعف الاستجابة لأسئلة
+
+15
+00:01:12,450 --> 00:01:16,430
+المعلم وانقطاع الطالب عن المهمة التعليمية نظرا
+
+16
+00:01:16,430 --> 00:01:20,850
+لعدم القدرة أو عدم الرغبة على إتمامها ثم أخيرا قلة
+
+17
+00:01:20,850 --> 00:01:25,310
+المتابعة للشرح أثناء الحصة بعد المظاهر أخدنا
+
+18
+00:01:25,310 --> 00:01:29,130
+الأسباب وقلنا أن من أسباب هذه الظاهرة
+
+19
+00:01:31,020 --> 00:01:35,880
+عوامل داخلية وعوامل إيش؟ خارجية وتحدثنا في العوامل
+
+20
+00:01:35,880 --> 00:01:39,060
+الداخلية عن درجة اهتمام الطالب بموضوع الحصة، حالة
+
+21
+00:01:39,060 --> 00:01:43,060
+الطالب الجسمية أو العقلية أو النفسية، ثم المشاكل
+
+22
+00:01:43,060 --> 00:01:46,900
+الأسرية أما في الأسباب أو العوامل الخارجية، تحدثنا
+
+23
+00:01:46,900 --> 00:01:51,240
+عن المناخ النفسي الإجتماعي السائد، البيئة المادية
+
+24
+00:01:51,240 --> 00:01:54,960
+لغرفة الصف، ضعف تنوة الأنشطة ونمط الإدار الصفية
+
+25
+00:01:54,960 --> 00:02:01,740
+وطريق التدريس المعلموقولنا أن الهدف الذي نريده أو
+
+26
+00:02:01,740 --> 00:02:06,820
+نريد تحديده بالضبط لعلاج هذه المشكلة أن أنا نريد
+
+27
+00:02:06,820 --> 00:02:09,920
+علاج ظهر التشتت وما ينتج عنها من ضعف التحصيل
+
+28
+00:02:09,920 --> 00:02:14,360
+العلمي اللي هو بالأساس من أخطر مشاكل الدراسية لدى
+
+29
+00:02:14,360 --> 00:02:21,460
+الطالباقترحنا مجموعة من الحلول مع بعض ثم او عفوا
+
+30
+00:02:21,460 --> 00:02:24,660
+يعني اقترحنا مجموعة من الحلول من ضمن الحلول
+
+31
+00:02:24,660 --> 00:02:28,720
+الوقائية ثم الحلول التنفيذية او العلاجية اتحدثنا
+
+32
+00:02:28,720 --> 00:02:33,580
+في الحل الوقائي الاول مين ذكرناه؟ الحل الوقائي
+
+33
+00:02:33,580 --> 00:02:38,360
+الاول اه اول حاجة جذب الانتباه في بداية الدرس
+
+34
+00:02:39,800 --> 00:02:43,340
+المقصود في بداية الدرس كمان مرة قلنا لابد للمعلم
+
+35
+00:02:43,340 --> 00:02:49,380
+أن يحضر الدرس وأول شيء يمكنهم أن يجذب اهتمام
+
+36
+00:02:49,380 --> 00:02:54,560
+التلاميذ أو أن يأخذ البابهم نحو التركيز على هذه
+
+37
+00:02:54,560 --> 00:02:58,980
+الحصة من خلال تقديم مشهد السهلالي يتم توضيح
+
+38
+00:02:58,980 --> 00:03:03,220
+الأهدافالأساسية المطلوبة في الدرس المتوقع فهمه أو
+
+39
+00:03:03,220 --> 00:03:06,820
+تحصيله من قبل الطلبة في نهاية الدرس إذا ما شرحه
+
+40
+00:03:06,820 --> 00:03:11,400
+المعلم وقلنا من أنثلات المشاهد الإستهلالية أنه
+
+41
+00:03:11,400 --> 00:03:15,880
+ممكن نبدأها ببعض اللي هو إيش المسائل التي تثير
+
+42
+00:03:15,880 --> 00:03:19,020
+انتباه الطلبة أو تجد بانتباههم أو تكليفهم ببعض
+
+43
+00:03:19,020 --> 00:03:24,680
+المهماتاللي هو عندما ينشغل المعلم في أخذ الحضور
+
+44
+00:03:24,680 --> 00:03:27,900
+والغياب أو مجموعة من الأعمال الإدارية التي يرغب أن
+
+45
+00:03:27,900 --> 00:03:31,660
+يفعلها مع الطلبة أيضا ماذا قلنا في جذب الانتباه في
+
+46
+00:03:31,660 --> 00:03:32,720
+بداية الدرس؟
+
+47
+00:03:35,660 --> 00:03:38,760
+اختيار إشارة أو تلميحة معينة تشير أو يفهم من
+
+48
+00:03:38,760 --> 00:03:43,600
+خلالها الطلبة أن المعلم سيبدأ الدرس الآن مثل ذلك
+
+49
+00:03:43,600 --> 00:03:49,680
+قولنا إغلاق الباب أو الطرق على الطاولة أو النظر
+
+50
+00:03:49,680 --> 00:03:53,080
+إلى الطلبة أي تلميحة يختارها المعلم بحيث مع الوقت
+
+51
+00:03:53,080 --> 00:03:57,440
+بيفهمها جميع الطلبة أيضا القيام بإزالة كل ما يشتت
+
+52
+00:03:57,440 --> 00:04:01,360
+الانتباه ثم مراجعة الدرس السابق باختصار من خلال
+
+53
+00:04:01,360 --> 00:04:05,280
+طرح الأسئلة كما نفعل نحن الآنفي هذا او في هذه
+
+54
+00:04:05,280 --> 00:04:10,540
+المحاضرةأيضًا التهيئة المحفظة لفهم الدرس وضربنا
+
+55
+00:04:10,540 --> 00:04:13,940
+مثال في التهيئة المحفظة مثلًا سواء درس اللي هو
+
+56
+00:04:13,940 --> 00:04:20,340
+الفضاء أو اللي هو التعبئة السجاجة plastic ب .. ب
+
+57
+00:04:20,340 --> 00:04:24,020
+.. يعني بضرب مثال على الأقل فيه نوع من الواقعية أو
+
+58
+00:04:24,020 --> 00:04:28,540
+التجربية حتى يبدأ اللي هو الطلبة بالفهم بشكل عام
+
+59
+00:04:28,540 --> 00:04:31,600
+توزيع الوسائل التعليمية على الطلبة للمساعدة في
+
+60
+00:04:31,600 --> 00:04:34,900
+توضيح بعض المفرضات وقلنا من ضمن الوسائل بطاقات
+
+61
+00:04:34,900 --> 00:04:39,920
+تعليمية وخلافهااليوم ان شاء الله سويا هنشرح رذب
+
+62
+00:04:39,920 --> 00:04:43,020
+الانتباه فيه منتصف الدرس احنا قسمنا الدرس اذا
+
+63
+00:04:43,020 --> 00:04:48,890
+تتذكروا زمان لتلت اقسام مظبوط قسم الاولتمهيد ثم
+
+64
+00:04:48,890 --> 00:04:53,310
+الشرح او مطن الدرس ثم اياش التقويم الختامي او
+
+65
+00:04:53,310 --> 00:04:57,870
+التلخيص الختامي الان جد بالانتباه في منتصف الدرس
+
+66
+00:04:57,870 --> 00:05:02,190
+بيتركز على اللي هو المحتوى او تقديم محتوى المادة
+
+67
+00:05:02,190 --> 00:05:07,970
+التعليمية خلال الخمسة عشرة دقيقةاللي خلّيني أقول
+
+68
+00:05:07,970 --> 00:05:12,170
+تركيز الطلبة بشكل أساسي ينصب على هذه أو على هذا
+
+69
+00:05:12,170 --> 00:05:16,210
+المحتوى من خلال ذكر مجموعة من النقاط أو المحاول
+
+70
+00:05:16,210 --> 00:05:20,910
+الرئيسية في الدرس يعني أنا كمعلم بمهد براجع لكن
+
+71
+00:05:20,910 --> 00:05:24,510
+إذا ما دخلت فيه محتوى الدرس لابد أن أركز على
+
+72
+00:05:24,510 --> 00:05:28,150
+النقاط الأساسية التي أرغب أن أحقق أهداف الدرس من
+
+73
+00:05:28,150 --> 00:05:34,430
+خلالها زي مثل خلّيني أشوفأول حاجة التوسط في
+
+74
+00:05:34,430 --> 00:05:40,290
+السرعة، أول خطوة من خطوات اللي هو جذب الانتباه في
+
+75
+00:05:40,290 --> 00:05:43,890
+منتصف الدرس اللي هو التوسط في إيش في السرعة في
+
+76
+00:05:43,890 --> 00:05:47,030
+إلقاء الدرس ما المقصود في التوسط في السرعة؟ إيش
+
+77
+00:05:47,030 --> 00:05:50,150
+المقصود؟
+
+78
+00:05:50,150 --> 00:05:52,210
+مايكونش سريع ما إحنا عارفين، أه فضليه
+
+79
+00:06:02,730 --> 00:06:07,190
+يعني هل المقصود بالتوسط زي ما حكت سبيلتكم أنه عدم
+
+80
+00:06:07,190 --> 00:06:11,330
+اللي هو الإسراع في الحديث أو الإبطاء فيه؟ قد يكون،
+
+81
+00:06:11,330 --> 00:06:14,410
+خلّيني أشوف رأي تاني، اتفضلي توسط في الصراع يعني
+
+82
+00:06:14,410 --> 00:06:18,970
+إذا اتعرض المعلم لم يتعرضها الطلاب سابقا و تحتاج
+
+83
+00:06:18,970 --> 00:06:21,690
+إلى لضاح يجب أن يكون بتفصيلها أمتازة
+
+84
+00:06:24,340 --> 00:06:27,940
+يعني هو هذا المقصود في التوسط بالسرعة التوسط في
+
+85
+00:06:27,940 --> 00:06:32,240
+السرعة هو العدم التوقف على بدهيات الأمور والاش
+
+86
+00:06:32,240 --> 00:06:36,400
+اطالة الشرح فيها أو المرور سريعا على النقاط التي
+
+87
+00:06:36,400 --> 00:06:41,000
+تحتاج إلى شرح بطريقة يعني يستطيع الطلبة من خلال
+
+88
+00:06:41,000 --> 00:06:46,240
+هذا الشرح فهمها بشكل واضح لذلك يوصل معلم بأن يراعي
+
+89
+00:06:46,240 --> 00:06:49,520
+إذا ما أراد أن يتوسط في السرعة خمسة وسبعين في
+
+90
+00:06:49,520 --> 00:06:52,750
+المية من الطلبة أن هما يكونوا عياشمستوعبين، راضين
+
+91
+00:06:52,750 --> 00:06:57,450
+عن أداء المعلم في هذا الدرس طيب، هذه نقطة النقطة
+
+92
+00:06:57,450 --> 00:07:00,470
+التانية تأمين الانتقال السلس بين الوحدات أو
+
+93
+00:07:00,470 --> 00:07:05,670
+الأنشطة التعليمية أي درس فيه جزيات، فيه إيش؟ جزيات
+
+94
+00:07:05,670 --> 00:07:09,410
+متعددة إذا متحدث عن الطريقة الكلية للتدريس اللي
+
+95
+00:07:09,410 --> 00:07:12,490
+حكينا عنها سابقا قولنا إن الطريقة الكلية هي إعطاء
+
+96
+00:07:12,490 --> 00:07:15,550
+نفذ عام عن الدرس من خلال توضيح الأهداف، بعض
+
+97
+00:07:15,550 --> 00:07:19,150
+الملامح العامة ثم بعد ذلك ننتقل إلى الطريقة الجزية
+
+98
+00:07:19,150 --> 00:07:23,560
+بتوضيح إيش جزيات هذا الدرسخلّينا نضرب مثال إذا أنا
+
+99
+00:07:23,560 --> 00:07:28,480
+بدأ أتحدث عن اللي هو الظروف السياسية والاجتماعية
+
+100
+00:07:28,480 --> 00:07:32,160
+التي أحاطت بهجرة الرسول عليه الصلاة والسلام ابني
+
+101
+00:07:32,160 --> 00:07:36,600
+أجي أتحدث أول حاجة عن البيئة المحيطة بالرسول عن
+
+102
+00:07:36,600 --> 00:07:39,480
+الأسباب التي دعت الرسول عليه الصلاة والسلام للهجرة
+
+103
+00:07:40,090 --> 00:07:43,670
+عن الحقد والعدوى اللي كانت تكنها قريش للرسول عليه
+
+104
+00:07:43,670 --> 00:07:46,810
+الصلاة والسلام مما دفعه إلى الهجرة ثم بعد ذلك
+
+105
+00:07:46,810 --> 00:07:51,230
+أحداث الهجرة من سلسلها بطريقة أيش تاريخية مناسبة
+
+106
+00:07:51,230 --> 00:07:55,670
+ثم أخيرا ما هي العذاب والعبار ما هي النتائج التي
+
+107
+00:07:55,670 --> 00:08:00,550
+تلت حدث الهجرة هذا إيش اسمه انتقال من إلى وعشان
+
+108
+00:08:00,550 --> 00:08:05,260
+نوصل لهذا الانتقاليوصل معلم بعدم و هذه من
+
+109
+00:08:05,260 --> 00:08:10,180
+المحذورات المهمة جدا أنه رعيها أول حاجة ممنوع عليك
+
+110
+00:08:10,180 --> 00:08:13,200
+كمعلمة أن تحل التدريبات التي يستطيع الطلب حلوها
+
+111
+00:08:13,200 --> 00:08:17,600
+لماذا؟
+
+112
+00:08:22,550 --> 00:08:26,530
+في جانب تاني أن أنا فرصة أن الطالب يعرف يشارك فإذا
+
+113
+00:08:26,530 --> 00:08:29,790
+كان في إمكانية أخليه يشارك فهذا كان كمان جيد إذا
+
+114
+00:08:29,790 --> 00:08:33,570
+كانت كتير بسيطة هذه ال .. ال .. ال .. التمرينات زي
+
+115
+00:08:33,570 --> 00:08:36,710
+ما حكت زميلتكم لأ ممكن أنا أتجوزها و أخليهم يحلوها
+
+116
+00:08:36,710 --> 00:08:41,110
+في البيت لإن شغلة يستطيع الطالب أن يتصرف معاها ب
+
+117
+00:08:41,110 --> 00:08:45,170
+.. بمفرده دون معلم النقطة الثانية الانتقال من نشاط
+
+118
+00:08:45,170 --> 00:08:48,390
+إلى نشاط قبل الانتهاء من النشاط الأول تعرفوا إحنا
+
+119
+00:08:48,390 --> 00:08:53,750
+لما نقول والله الآن بنعمل قراءة صامتةو شوية لأ خطة
+
+120
+00:08:53,750 --> 00:08:57,770
+.. الآن حلوا الأسئلة قبل أن ينتهي الطلبة من الدرس
+
+121
+00:08:57,770 --> 00:09:00,970
+بيصير فيه نوع من التوتر لدى الطالب انه انت لم
+
+122
+00:09:00,970 --> 00:09:04,890
+تعطيه الفرصة الكافية ليه يتمم هذا النشاط لذلك
+
+123
+00:09:04,890 --> 00:09:08,730
+بيقولوا انه عدم الانتقال او يحذر الانتقال من نشاط
+
+124
+00:09:08,730 --> 00:09:11,570
+الى نشاط .. او الى نشاط قبل الانتهاء من نشاط الأول
+
+125
+00:09:11,570 --> 00:09:17,280
+النقطة التارثة الجاهزية للأنشطةبشكل دائم يعني
+
+126
+00:09:17,280 --> 00:09:21,060
+بنفعش أجي أقول والله أنا الآن بدأ أخلص نشاط اللي
+
+127
+00:09:21,060 --> 00:09:25,340
+اللي هو القراءة الصامتة كما تحدثنا أجي بدي أجهز
+
+128
+00:09:25,340 --> 00:09:28,400
+لنشاط البطاقات التعليمية أروح أفرد الآن البطاقات و
+
+129
+00:09:28,400 --> 00:09:32,520
+أبدأ أجهزها و بعدين أوزحها، إيش هذا بيعمل؟يعمل
+
+130
+00:09:32,520 --> 00:09:37,640
+فوضى لأن الطلب سيبقوا ينتظروا النشاط التعني وتجهي
+
+131
+00:09:37,640 --> 00:09:41,720
+ذاته وهذا أمر غير محبة بالاطلاق مما يساعد الطالب
+
+132
+00:09:41,720 --> 00:09:46,120
+على إحداث نوع من التشتت لديه لأنه إما سيتحدث مع
+
+133
+00:09:46,120 --> 00:09:52,490
+زميله أو يبدأ يشغل نفسه بما هو غير مرغوبأيضًا ترك
+
+134
+00:09:52,490 --> 00:09:56,310
+المجال الحديث الجانبي والعمل دائمًا على إعادة
+
+135
+00:09:56,310 --> 00:09:59,910
+الانتباه بشكل مستمر لأنه يا جماعة لما نقول والله
+
+136
+00:09:59,910 --> 00:10:03,130
+الحديث الجانبي ليس معناه عدم أو يعني خلّيني أقول
+
+137
+00:10:03,130 --> 00:10:05,970
+محظور أن نترك المجال الحديث الجانبي على الإطلاق
+
+138
+00:10:05,970 --> 00:10:10,910
+لكن إذا تجاوز الحديث الجانبي الدرر الشخصي إلى
+
+139
+00:10:10,910 --> 00:10:15,790
+أفراد الصف الآخرين معنى ذلك أن أحنا إياش ندخل فيه
+
+140
+00:10:15,790 --> 00:10:19,870
+مضمون الفوضى أو عدم القدرة على ضبط الصف اتفضلي
+
+141
+00:10:23,430 --> 00:10:28,490
+أحنا بيقول يحضر على المعلم أن لا يكون عدم الجاهزية
+
+142
+00:10:28,490 --> 00:10:33,650
+لهذه النقاط،
+
+143
+00:10:33,650 --> 00:10:36,450
+اذا هذه أربع نقاط في تأمين الانتقال السالس بين
+
+144
+00:10:36,450 --> 00:10:40,790
+الوحدات، دايما هذا كله مشروط بإيه؟ بتحضير المدرس،
+
+145
+00:10:40,790 --> 00:10:44,090
+جداش أنت بتحضري، جداش أنت متمكنة من المادة، مش
+
+146
+00:10:44,090 --> 00:10:48,990
+هتتوقفي بالاطلاقهتكون فيه نوع من الاش الاصمرارية و
+
+147
+00:10:48,990 --> 00:10:54,050
+تغطي كل الوقت الاش المتاح لديك أو لك خلال الحصة
+
+148
+00:10:54,050 --> 00:10:59,990
+فضلا يعني تسيب المجال ل .. لأ عدم ترك المجال يعني
+
+149
+00:10:59,990 --> 00:11:04,850
+إذا تنتحك و حاول تتدخلي لكن في سلبية لدى بعض
+
+150
+00:11:04,850 --> 00:11:09,190
+المدرسات أو المدرسين إنه بده يلاحق كل إش كلمة و
+
+151
+00:11:09,190 --> 00:11:12,510
+هذا كلام مش صحيح يعني أنا تنتحك و شايفهم ورا
+
+152
+00:11:12,510 --> 00:11:17,430
+بيحكواممكن أطنش طالما هم مش مأثرت كتير لكن إذا صحي
+
+153
+00:11:17,430 --> 00:11:20,650
+الاش أقول ما بقاله أقواما ياريت كلنا ننتبه بلاش
+
+154
+00:11:20,650 --> 00:11:24,050
+الحديث الجانبي هذا أمر فيه نوع من الاش إعادة
+
+155
+00:11:24,050 --> 00:11:27,930
+الانتباه بشكل عام أو إعادة ضبط الصف بشكل جيد
+
+156
+00:11:27,930 --> 00:11:31,210
+الابتعاد عن الإشباع، مين الاش المقصود بالابتعاد عن
+
+157
+00:11:31,210 --> 00:11:35,410
+الإشباع؟ إيش الإشباع؟ احنا حكينا الدور الفات عن
+
+158
+00:11:35,410 --> 00:11:40,090
+الإشباع؟ ولا لأ؟ ماحكيناش، طيب إيش الإشباع هنا؟
+
+159
+00:11:40,090 --> 00:11:40,970
+أشوف، اتفضلي
+
+160
+00:11:48,660 --> 00:11:52,920
+الوصول لدى الطلبة إلى حد الإشباع من نشاط معين، شو
+
+161
+00:11:52,920 --> 00:11:56,920
+رأيكوا في الكلام هذا؟ إذا كان في إطار مثلا شئ أو
+
+162
+00:11:56,920 --> 00:12:02,320
+إثارة أو موضوع مميز، ممكن يبقى .. ممكن يتعبش حتة
+
+163
+00:12:02,320 --> 00:12:06,160
+خاصة .. طيب، اتفضل .. يعطيهم مسائل كتير وهم خلاص،
+
+164
+00:12:06,160 --> 00:12:08,840
+يعني تحبوا كده و تحبوا دلوقت، أقدرني أخدم نفسي و
+
+165
+00:12:08,840 --> 00:12:13,460
+أخدم أصحيهم دلوقت؟ هل جيت أيش معنى التربية؟ أيش
+
+166
+00:12:13,460 --> 00:12:14,320
+معنى التربية؟
+
+167
+00:12:16,680 --> 00:12:22,880
+التربية هي النمو الفضل معارش صلوك التلميذ لتنمية
+
+168
+00:12:22,880 --> 00:12:28,660
+شاملة متكاملة لجوانب النفس الإنسانية العقل والجسم
+
+169
+00:12:28,660 --> 00:12:32,480
+والنفس بهدف إحداث التكيف مع المجتمع المفترض أن
+
+170
+00:12:32,480 --> 00:12:37,080
+التربية كمفهوممفهوم بسيط ومعروف، نحكيه مرة واحدة،
+
+171
+00:12:37,080 --> 00:12:41,420
+مرتين، بنمر عليه سريعا، لكن تخيل لو بدنا نبدأ نشرح
+
+172
+00:12:41,420 --> 00:12:45,760
+هذا المفهوم، شو بيصير عندكم؟ بيصير فيه ملل؟ وفيه
+
+173
+00:12:45,760 --> 00:12:49,180
+تشتت ولا لأ؟ إذا نفس النقطة اللي حكتها زميلتكوا،
+
+174
+00:12:49,180 --> 00:12:52,740
+التركيز على نشاط معين أو وسيلة معينة أو طريقة
+
+175
+00:12:52,740 --> 00:12:57,740
+معينة أو حتى الإسهاب في الشرح لبدهيات معينة، هذا
+
+176
+00:12:57,740 --> 00:13:02,500
+معناهمشكلة أنه يصل الطالب إلى حد الإشباع أن أنت
+
+177
+00:13:02,500 --> 00:13:06,880
+ليس لديك أيام معلمي جديد خلاص ماعادش في إمكان أن
+
+178
+00:13:06,880 --> 00:13:12,100
+أنا أستمر معاك في هذه أو جذبة الانتباه أو أن أضلني
+
+179
+00:13:12,100 --> 00:13:16,020
+منتبه معاك بشكل دائم ضمان وقت التعلم الأكاديمي
+
+180
+00:13:16,020 --> 00:13:21,880
+يعني يمكن المصطلح يكون كبير بس هو المفهوم سهل جدا
+
+181
+00:13:22,790 --> 00:13:26,550
+ضمان وقت التعلم الأكاديمي المقصود فيه هو أن المعلم
+
+182
+00:13:26,550 --> 00:13:30,530
+يحرص أن يعطي المعلومات الأساسية في الوقت الذي يكون
+
+183
+00:13:30,530 --> 00:13:34,490
+فيه الطالب متاهبا وجاهزا للاستقبال وهذا الوقت وقت
+
+184
+00:13:34,490 --> 00:13:38,150
+إيش بيكون إذا كنا في الحصة الأولى أكيد هنشرح
+
+185
+00:13:38,150 --> 00:13:42,040
+بطريقة أفضل بس إذا كنا في الحصة الأخيرةمعناه أول
+
+186
+00:13:42,040 --> 00:13:46,180
+عشر دقائق يدوب نعطي فيها هذا الوقت لكن إذا إحنا
+
+187
+00:13:46,180 --> 00:13:49,000
+نتحدث عن وقت التعلم الأكاديمي قولنا إن وقت التعلم
+
+188
+00:13:49,000 --> 00:13:51,540
+الأكاديمي تماما كما خطبة الرسول عليه الصلاة
+
+189
+00:13:51,540 --> 00:13:57,740
+والسلام التي لم تتجاوز في مجملها عن 12 دقيقة فقط
+
+190
+00:13:57,740 --> 00:14:03,060
+ماشي لذلك وقت التعلم يحدث في هذه الفترة إلى ربع
+
+191
+00:14:03,060 --> 00:14:06,840
+ساعة يعني بحد أقصى تجاوزا هذا الوقت هو الذي نركز
+
+192
+00:14:06,840 --> 00:14:13,210
+فيه إيش التمهيد ولا الشرح؟الشرح إذا بنحط المعلومات
+
+193
+00:14:13,210 --> 00:14:16,850
+الأساسية ضمن وقت التعلم الأكاديمي لكن إذا بنعيد
+
+194
+00:14:16,850 --> 00:14:20,470
+جدول دراسي أكيد بنحط الحصة الأولى رياضيات التانية
+
+195
+00:14:20,470 --> 00:14:24,070
+اللغة العربية التالت علوم مثلامش هيك؟ بدنا نشوف
+
+196
+00:14:24,070 --> 00:14:27,970
+الأهم فالمهم و أحيانا بدنا نحاول ننوع قدر الإمكان
+
+197
+00:14:27,970 --> 00:14:31,810
+و نختار كمعلمين الدروس اللي إذا كانت حصتنا الأخيرة
+
+198
+00:14:31,810 --> 00:14:34,870
+لأ خلّيني ناخد الدروس اللي إلها بعد عملية بس إذا
+
+199
+00:14:34,870 --> 00:14:38,390
+كانت حصتنا الأولى لأ نركز على الأبعاد النظرية لإنه
+
+200
+00:14:38,390 --> 00:14:42,210
+فرصة بالنسبة إلنا إنه نعطي كمية أكبر و صفة
+
+201
+00:14:42,210 --> 00:14:44,670
+المعلومات للطالب في هذا الوقت
+
+202
+00:14:48,600 --> 00:14:51,300
+لحظوا الوقت التعلم الأكاديمي مقدار الوقت اللذي
+
+203
+00:14:51,300 --> 00:14:55,660
+ينشغل فيه الطالب بإيش بنجاح في تعلم المهارات هذا
+
+204
+00:14:55,660 --> 00:14:58,700
+المقدار هو اللي بدنا نحاول نركز فيه و نحاول نعطيه
+
+205
+00:14:58,700 --> 00:15:02,560
+للطلبة بشكل عامل طيب هذا ال .. ال .. عشان احنا
+
+206
+00:15:02,560 --> 00:15:07,340
+نتحدث بشكل عملي أكتر يتطلب من المعلم امتلاك مهارة
+
+207
+00:15:07,340 --> 00:15:11,740
+في إيش؟ في إدارة الوقت و استثماره بشكل كبير جدا و
+
+208
+00:15:11,740 --> 00:15:17,560
+خلينا نشوف بعض الشغلات اللي ..الأساسية والمهمة جدا
+
+209
+00:15:17,560 --> 00:15:22,240
+في هذا الموضوع أول حاجة أن يكون واضحا في عملية
+
+210
+00:15:22,240 --> 00:15:26,120
+الشرح النقطة التانية تشجيع الطلب على الإنهيمات في
+
+211
+00:15:26,120 --> 00:15:29,260
+الموقف التعليمي التعلموه دايما الموقف التعليمي كل
+
+212
+00:15:29,260 --> 00:15:32,780
+ما كان فيه نوع من العملية نوع من التطبيق معناه ذلك
+
+213
+00:15:32,780 --> 00:15:36,980
+أن أحنا بنصل إلى شكل أوضح بشكل كبير جدا يختار أفضل
+
+214
+00:15:36,980 --> 00:15:42,480
+أساليب والتقنيات التعليمية تقنيات ولا تقانات؟
+
+215
+00:15:42,480 --> 00:15:43,180
+اخسارة
+
+216
+00:15:46,650 --> 00:15:50,330
+لأ هي التقانات وليس التقانيات هذه من الأخطاء
+
+217
+00:15:50,330 --> 00:15:55,110
+الشائعة كويس زي ما نيجي نتحدث عن كثير من القضايا
+
+218
+00:15:55,110 --> 00:15:58,410
+احنا بنستخدم حروف الجر بزيادة احنا بنستخدم حروف
+
+219
+00:15:58,410 --> 00:16:02,450
+الجر على من إلى كده بتلاقي السطر الواحد فيه اربع
+
+220
+00:16:02,450 --> 00:16:06,210
+خمس حروف جر ماشي لذلك احنا دائما نحاول قدر المكان
+
+221
+00:16:06,210 --> 00:16:10,470
+البلغته في الإجاز هي التقانات ال internet شو اسمه
+
+222
+00:16:10,470 --> 00:16:16,880
+باللغة العربية ال internetشبكة العنقبوتية أو
+
+223
+00:16:16,880 --> 00:16:22,440
+الشابكة باللغة العربية راحظي كلمات مهمة جدا
+
+224
+00:16:22,440 --> 00:16:26,900
+بالنسبالي كيف نستخدمها هذه فقط من باب الخبرة ليس
+
+225
+00:16:26,900 --> 00:16:31,360
+الا يركز على تحقيق الأهداف المعرفية والمقصود
+
+226
+00:16:31,360 --> 00:16:35,880
+بالأهداف المعرفية أن يذكر أن يعدد أن كذا ليش؟ لأن
+
+227
+00:16:35,880 --> 00:16:39,040
+وقت التعلم الأكاديمي بيهمني أعطيه فيه الإثار
+
+228
+00:16:39,040 --> 00:16:42,940
+النظريقدر الممكن الوقت اللي بعده لأ لو أخد عملي ما
+
+229
+00:16:42,940 --> 00:16:46,940
+هو هيتعلم و هيكتسب خبرات جيدة لكن الأساس أنه وقت
+
+230
+00:16:46,940 --> 00:16:50,620
+التعلم الأكاديمي أحاول أحقق الأهداف المعرفية أي
+
+231
+00:16:50,620 --> 00:16:54,600
+حصة أنت بتحط فيها إيش أكم هدف تلت أهداف أربعة بحد
+
+232
+00:16:54,600 --> 00:16:59,680
+أقصى بتحط هدف إيش معرفي هدف تاني و إجداني و الهدف
+
+233
+00:16:59,680 --> 00:17:05,100
+إذا أول هدف بدك تحقيقيه هو الهدف المعرفي فيه ضمان
+
+234
+00:17:05,100 --> 00:17:10,070
+إيش وقت التعلم الأكاديميآخر حاجة اظهار الحماسة
+
+235
+00:17:10,070 --> 00:17:13,990
+للمادة التي يعطيها جداش بيكون المعلم حيوي وحيوي
+
+236
+00:17:13,990 --> 00:17:19,750
+بمعنى يعني يستطيع ان يعطي بلا حدود ومش بقصود بلا
+
+237
+00:17:19,750 --> 00:17:23,430
+حدود ان هو يعني بس يحضر ويتمكن من مادته بس لأ كمان
+
+238
+00:17:23,430 --> 00:17:27,550
+هو يشعر الطلبة منه انه يحب المادة ويعطيها بكل
+
+239
+00:17:27,550 --> 00:17:31,890
+أريحية وكل راحة وكل حب بقدر الامكان لأنه ما يصل
+
+240
+00:17:31,890 --> 00:17:35,410
+دائما او ما يخرج من القلب يصل مباشرة الى القلب
+
+241
+00:17:35,410 --> 00:17:41,410
+بإذن الله هزا وزافضلي في هذا بالنسبة لما منتصف
+
+242
+00:17:41,410 --> 00:17:45,990
+الدرس خلصناه تجذب الانتباه نشوف الحل الثالث وهو
+
+243
+00:17:45,990 --> 00:17:49,870
+نهاية الدرس الان احنا جربنا نوصل لنهاية الدرس ولا
+
+244
+00:17:49,870 --> 00:17:55,290
+لسه؟ لا لسه لا اقتربنا المفترض انه احنا الأن أخدنا
+
+245
+00:17:55,290 --> 00:17:58,570
+وقت التعلم الأكاديمي و الأن بدنا نصل إلى الربع
+
+246
+00:17:58,570 --> 00:18:01,530
+الساعة الأخيرة أو العشر دقائق الأخيرة من محاضرتنا
+
+247
+00:18:01,530 --> 00:18:06,210
+المفترض إيش نعمل؟ ما الذي يمكن أن نفعله الآن؟ اه
+
+248
+00:18:06,210 --> 00:18:15,690
+شو رأيكم؟التقويم؟ طيب خلينا نشوف مع بعض لحظة
+
+249
+00:18:15,690 --> 00:18:19,750
+هنا قولنا يقل التركيز بعد 30 دقيقة من الحصة لذا
+
+250
+00:18:19,750 --> 00:18:24,310
+يتوجب على المعلم أن يحاول أنه من خلال ملاحظة من
+
+251
+00:18:24,310 --> 00:18:28,790
+خلال إشراك أنه يجمل أن يقوم أن يحاول يشرك الطلبة
+
+252
+00:18:28,790 --> 00:18:35,320
+في أنشطةبحيث انه يركز على في هذا الجزء يركز على
+
+253
+00:18:35,320 --> 00:18:40,160
+انه يظل جذب الانتباه دائما موجود لدى الطلبة كيف
+
+254
+00:18:40,160 --> 00:18:43,100
+يعني؟ مثلا انا هاجي اقولكوا الآن ان شاء الله احنا
+
+255
+00:18:43,100 --> 00:18:47,200
+هناخد بس اخر الدرس خلصناه بس بقى بلوركوا بعض
+
+256
+00:18:47,200 --> 00:18:51,190
+الشغلات المهمة جدا وانتبهوا فيهاهتعيش داكو؟ جاهز
+
+257
+00:18:51,190 --> 00:18:54,610
+بانتباهه ولا لأ؟ طيب إذا أول حاجة لفت انتباه
+
+258
+00:18:54,610 --> 00:18:57,150
+الطالب إلى نهاية قسم من الدرس أو نهاية الدرس نفسه
+
+259
+00:18:57,150 --> 00:19:01,130
+الشباب إحنا بنات خلصنا اليوم إيهاش اللي هو الجزئية
+
+260
+00:19:01,130 --> 00:19:04,270
+هذه في الدرس إن شاء الله الجزئية الثانية بناخدها
+
+261
+00:19:04,270 --> 00:19:07,290
+المحاضرة القادمة أو انتبهوا الآن بدنا نبدأ في
+
+262
+00:19:07,290 --> 00:19:11,590
+الجزئية الثانية إذا الانتهاء من وحدة أو من قسم أو
+
+263
+00:19:11,590 --> 00:19:14,970
+من جزئية ما والانتقال إلى جزئية أخرى يحتاج إلى
+
+264
+00:19:14,970 --> 00:19:19,790
+بالذات في نهاية الدرس إلى تنبيه طيبالنقطة التانية
+
+265
+00:19:19,790 --> 00:19:26,910
+تلخيص الدرس و ربط أجزاءه بحيث يظهر ككل متكامل عشان
+
+266
+00:19:26,910 --> 00:19:31,030
+اللي صرح في لحظة ما يحاول إياش يساعد تعرفه موجز
+
+267
+00:19:31,030 --> 00:19:35,990
+الأنباء أو نشرة الأخبار مش بيبدوها بموجز أو بعنوين
+
+268
+00:19:35,990 --> 00:19:40,270
+و بتنتهي بإياشبرضه بالعناوين او التلخيص النهائي
+
+269
+00:19:40,270 --> 00:19:44,670
+اذا برضه هذا بالنسبالنا كتير مهم جدا ان نلخص الدرس
+
+270
+00:19:44,670 --> 00:19:48,430
+نربط أجزاء الدرس قدر الممكن و نجعله في واحدة واحدة
+
+271
+00:19:48,430 --> 00:19:52,790
+يسهل فاهمها و يمكن اللجوء الى سرد الملخص بطريقة
+
+272
+00:19:52,790 --> 00:19:57,430
+اما ان واحد يلخص ان لا ايش حكينا من الطلبة او احنا
+
+273
+00:19:57,430 --> 00:20:01,470
+نلخص او نسأل أسئلة اللي بتحكي عنها التكويم بحيث
+
+274
+00:20:01,470 --> 00:20:04,690
+انه نعمل نوع من التلخيص لهذا الدرس
+
+275
+00:20:07,710 --> 00:20:10,870
+أخر نقطة في موضوع جذب الانتباه في نهاية الدرس
+
+276
+00:20:10,870 --> 00:20:14,970
+التركيز على النقاط المطلوب فاهمها واسعابها كضرورة
+
+277
+00:20:14,970 --> 00:20:18,610
+لفهم الدرس المقبل و التأكد من فهم الطلبالها خلينا
+
+278
+00:20:18,610 --> 00:20:21,870
+ناخد الآن عشان احنا في نهاية الدرس بدنا ناخد جانب
+
+279
+00:20:21,870 --> 00:20:25,190
+عملي و لا شو رأيكم؟ طيب يلا السلام و بسم الله
+
+280
+00:20:25,190 --> 00:20:32,230
+عطونا هالسؤال أيه قدامكم أنت معلمة نفترض أنك تدرس
+
+281
+00:20:32,230 --> 00:20:35,090
+درسا في التاريخ يتم فيه مناقش التواريخ واحداتها
+
+282
+00:20:35,090 --> 00:20:40,650
+عامة زي غزوة أحدكيف يمكنك انهاء هذا الجزء من الدرس
+
+283
+00:20:40,650 --> 00:20:44,090
+بطريقة تساعد الطلبة على رؤية الترابط بين هذه
+
+284
+00:20:44,090 --> 00:20:47,430
+الأحداث والتواريخ وكيف يمكن اشراك الطلبة في هذه
+
+285
+00:20:47,430 --> 00:20:52,430
+الختام؟ سؤال غير مباشر عملي بتكسّعيني بخبرتك و
+
+286
+00:20:52,430 --> 00:20:56,470
+بالمحاضرة اللي تحدثنا عنها نحن نحاول نتشارك مع بعض
+
+287
+00:20:56,470 --> 00:21:01,490
+كل تنتين او تلاتةأشاركم ان شاء الله نطلع بإجابة
+
+288
+00:21:01,490 --> 00:21:06,870
+مختصرة خمس أسر لحد أقصى كويس ثم ناخد مشاركاتكم ان
+
+289
+00:21:06,870 --> 00:21:10,290
+شاء الله اتفضلوا كل تلاتة او تنتين اللي بدكوا يلا
+
+290
+00:21:10,290 --> 00:21:10,650
+مع بعض
+
+291
+00:21:25,230 --> 00:21:29,190
+طيب ناخد أول مشاركة من مشاركات الإجابات على
+
+292
+00:21:29,190 --> 00:21:35,430
+السؤال، تفضل إياهاوصلنا لنهاية الدرس و بنعمل تلخيص
+
+293
+00:21:35,430 --> 00:21:38,630
+على مجمل اللي أخدناه في الدرس عن طريق الوقت، طلح
+
+294
+00:21:38,630 --> 00:21:42,910
+أسئلة السؤال الأول كان متى كانت غزوة أحد؟ طبعا
+
+295
+00:21:42,910 --> 00:21:48,530
+مافيحب أعرف ولا بغير أزمة؟ أسباب غزوة أحد، ماذا
+
+296
+00:21:48,530 --> 00:21:53,410
+كانت أسباب غزوة أحد؟ ولماذا سميت بغزوة أحد؟ وكم
+
+297
+00:21:53,410 --> 00:21:57,150
+عدد المسلمين والكفار اللي شاركوا في الغزوة؟ وعدد
+
+298
+00:21:57,150 --> 00:22:00,150
+طبعا الشهداء من المسلمين و القتلى من الكفار؟ وسبب
+
+299
+00:22:00,150 --> 00:22:03,080
+الهزيمة في غزوة أحد؟و مدى انتفضنا من غزم الأحوال؟
+
+300
+00:22:03,080 --> 00:22:07,720
+يعني اللحظة هي حاولت اتلخص الدرس كإطار تقويمي من
+
+301
+00:22:07,720 --> 00:22:11,540
+خلال مجموعة الأسئلة اللي تشمل، هل هذه الطريقة هي
+
+302
+00:22:11,540 --> 00:22:15,520
+الأمثل؟ نعم طيب ناخد مشاركة تانية نشوف، أه تفضلي
+
+303
+00:22:15,520 --> 00:22:19,640
+اتصرح تاني كان برنامجنا أنه مثلا أنه أنهيت الحصة
+
+304
+00:22:19,640 --> 00:22:23,080
+أننا حابين في الإذاعة مثلا بكرا أنه نعمل تمثيلة
+
+305
+00:22:23,080 --> 00:22:26,500
+مثلا لغزم الأحوال فانهي أن أخر عشر دقايق تكون
+
+306
+00:22:26,500 --> 00:22:31,560
+تتجهيزك مسرحية لبكرايعني برضه هذا إطار ناخد مشاركة
+
+307
+00:22:31,560 --> 00:22:34,380
+تانية و نشوف و بعدين نحكم إذا كانت تستحق الدرجة
+
+308
+00:22:34,380 --> 00:22:40,180
+ولا لأ، فضلا، أهلا وسهلا طبعا احنا مابدي أحكي
+
+309
+00:22:40,180 --> 00:22:42,920
+للطلاب عن غزوة أحد أول شيء بدي أحكيلهم إيش حدث قبل
+
+310
+00:22:42,920 --> 00:22:47,580
+غزوة أحد لإن إحنا بنعرف إن غزوة أحد كانت نتيجة
+
+311
+00:22:47,580 --> 00:22:51,340
+لغزوة بدر فبدي أول حاجة أحكي للطلاب إنه في 2 هجري
+
+312
+00:22:51,340 --> 00:22:57,040
+أنت كان غزوة بدر و غزوة بدر كان ..احنا كمان مرة
+
+313
+00:22:57,040 --> 00:23:01,200
+بنأكد أنه احنا في الختام، شرحنا كل هذه التفاصيل و
+
+314
+00:23:01,200 --> 00:23:05,040
+الأن بنتناقش أن نفتم الأن بدي أحكيلهم أول حاجة
+
+315
+00:23:05,040 --> 00:23:08,140
+لازم نفهم يا أبتي أنه غزوة أحد صميت بذلك لأنه في
+
+316
+00:23:08,140 --> 00:23:13,320
+كان جبل، جبل اسمه جبل أحد، بعدين تاني حاجة، تلاتة
+
+317
+00:23:13,320 --> 00:23:17,360
+هجرية، عشان ماننساش خالص، التلاتة فيها سنين لتحت
+
+318
+00:23:17,360 --> 00:23:22,460
+كده، فيه جلام؟ التلاتة فيها سنين لتحت طبعا
+
+319
+00:23:29,550 --> 00:23:33,190
+هي تخاطب .. هي تخاطب التعليم الأساسي الآن
+
+320
+00:23:33,190 --> 00:23:36,530
+فاتحملوها يعني فالتلاتة فيها سنين لتحت و الجبل كده
+
+321
+00:23:36,530 --> 00:23:39,830
+احنا عارفين انه جبل أحد لأنه جبل و التلاتة فيها
+
+322
+00:23:39,830 --> 00:23:43,990
+الكنتلة تحت زي الجبل بس جبل مقلوب بذلك كانت جبل ..
+
+323
+00:23:43,990 --> 00:23:48,550
+غزوة أحد في تلاتة هجري فكان التاريخ مقلوب مثل
+
+324
+00:23:48,550 --> 00:23:55,040
+الجبل بس جبل مقلوبطيب يعني هي واضح هذه المشاركات و
+
+325
+00:23:55,040 --> 00:24:00,160
+الشرح المفصل يعني لا يحق أنه احنا نيجي بس في
+
+326
+00:24:00,160 --> 00:24:03,140
+النهاية نبدأ نشرحه هذا مفترض في البداية شرحته و
+
+327
+00:24:03,140 --> 00:24:07,450
+وضحته، الآن احنا بس نلخص الدارس، اتفضليو ممكن نعمل
+
+328
+00:24:07,450 --> 00:24:13,010
+مصابة بين فرقين من الصفر و نطلعهم على الصبورة أو
+
+329
+00:24:13,010 --> 00:24:15,370
+هم في مكان يعني عيني الجهتين هدول مسؤولين عن
+
+330
+00:24:15,370 --> 00:24:19,530
+المجموعة ألف و المجموعتين التانين عن المجموعة بقى
+
+331
+00:24:19,530 --> 00:24:22,970
+و في جواقس قيمة يعني زي جانب الرصاص أو نجمة أو أي
+
+332
+00:24:22,970 --> 00:24:34,150
+حاجة نبيعها في الجامعةنعم تعزيزي احنا
+
+333
+00:24:34,150 --> 00:24:37,630
+يعني كمان مرة بس بس لاحظوا معايا السؤال وين راح
+
+334
+00:24:37,630 --> 00:24:41,020
+السؤالانت بتدرس درس في التاريخ يدّين فيه مناقش
+
+335
+00:24:41,020 --> 00:24:44,920
+تواريخ و أحداث مهمة يعني أنا فعليًا بس بدي أخد من
+
+336
+00:24:44,920 --> 00:24:49,240
+الدرس من غزوة أحد أهم الأحداث يعني أكم .. أكم واحد
+
+337
+00:24:49,240 --> 00:24:54,860
+قتل؟ مين اللي التقوا على جبل الرما؟ كويس؟ لماذا
+
+338
+00:24:54,860 --> 00:24:58,620
+هزم المسلمون؟ كويس؟ وابتداش الأعداد اللي كانت؟ بس
+
+339
+00:24:58,620 --> 00:25:01,680
+عفوًا هذه كأسئلة انا .. انا مانكرتش عليك الجهد ان
+
+340
+00:25:01,680 --> 00:25:05,870
+شاء اللهالان هاد الطريقة كيف هل بطريقة الأسئلة
+
+341
+00:25:05,870 --> 00:25:08,970
+اللى طرحتها زمنتكم أو المجموعة الأولى ولا بطريقة
+
+342
+00:25:08,970 --> 00:25:12,130
+المسابقة اللى بتطرحها زمنتنا بأى ان كانت الطريقة
+
+343
+00:25:12,130 --> 00:25:16,410
+اللى ممكن أنت تتفتق عنها ذهنيتك العبقرية ان شاء
+
+344
+00:25:16,410 --> 00:25:19,970
+الله لكن بالنهاية أنا بدي أحاول أركز على النقاط
+
+345
+00:25:19,970 --> 00:25:23,590
+الأساسية بحيث في خمس دقائق في سبع دقائق أنا أجمل
+
+346
+00:25:23,590 --> 00:25:28,960
+الدرس بطريقة مناسبة يبدو هناك مشاركة اتفضليطلب من
+
+347
+00:25:28,960 --> 00:25:33,920
+القرار استخلاص النتائج والدروس المستفدة من
+
+348
+00:25:33,920 --> 00:25:37,500
+انتقالاتهم الأخرى، مثل .. مثل أسبابها دي من
+
+349
+00:25:37,500 --> 00:25:41,040
+انتقالاتهم الأخرى، وإيش أنا مستفيدة من قصتها؟ فأنا
+
+350
+00:25:41,040 --> 00:25:41,580
+ما ..
+
+351
+00:25:49,130 --> 00:25:52,790
+طيب يعني هو تتعدد ال .. الوسائل في هذا المجال مجال
+
+352
+00:25:52,790 --> 00:25:57,410
+كتير واسع لإبداعات المعلمة بشكل عام لكن أهم شغلها
+
+353
+00:25:57,410 --> 00:26:00,670
+سواء كانت و أنا يعني مش كتير مفضل أسلوب ال ..
+
+354
+00:26:00,670 --> 00:26:04,890
+الأسئلة بالكامل لأ لإنه أنا بالنهاية الأسئلة كويسة
+
+355
+00:26:04,890 --> 00:26:09,250
+لكنه ممكن أن يشارك فيها عدد محدود و الباقي يبقى
+
+356
+00:26:09,250 --> 00:26:13,690
+ربما مشتت الانتباه لذلك جيد جدا أنه نلفت النظر
+
+357
+00:26:13,690 --> 00:26:18,970
+بطريقة شويه أكتر إبداع نشوف تفضلنيبس بصورة
+
+358
+00:26:18,970 --> 00:26:21,450
+الانتحار مثلا او انه ممكن يتناول .. ماشي .. ماشي
+
+359
+00:26:21,450 --> 00:26:25,730
+.. صحيح ماشي الحال اتفضلي ممكن انا اطرح سؤال مثلا
+
+360
+00:26:25,730 --> 00:26:29,670
+انتهت غزوة أحر بالهزيمة المادية و النصر المعنوي
+
+361
+00:26:29,670 --> 00:26:35,210
+للمسلمين كيف ذلك يبدأ الطلب باسترجاع الأحداث عقليا
+
+362
+00:26:35,210 --> 00:26:39,530
+و النتائج و بيعطينا الإجار؟مو بس تحظى بالمرحلة
+
+363
+00:26:39,530 --> 00:26:42,910
+يعني هاد لصف مين غزوة تحظى؟ يعني احنا بنفرض دايما
+
+364
+00:26:42,910 --> 00:26:46,130
+احنا للغزوات و الأحداث و التواريخ بعد صف خامس او
+
+365
+00:26:46,130 --> 00:26:49,450
+سلسة تداية معروف هذا الكلام بالعادى يعني بال ..
+
+366
+00:26:49,450 --> 00:26:53,630
+بال .. بالغالب يعني ففي سن جيد فضري انا ممكن مثلا
+
+367
+00:26:53,630 --> 00:26:56,530
+في بداية الحصة اقول بيوضع عليهم ورقات كل فيها
+
+368
+00:26:56,530 --> 00:26:58,890
+مجموعة للأسئلة اللي انا عايزا فيها التواريخ و
+
+369
+00:26:58,890 --> 00:27:02,450
+الأحداث و يفرقوا القرار و اقولهم هذه الورقة من حين
+
+370
+00:27:02,450 --> 00:27:05,400
+فيها الأسئلة و من الواحدة بنشرهاو تسترجحها على
+
+371
+00:27:05,400 --> 00:27:09,100
+حالها مثلا مضايق الحصة لحال السؤال الأساسي اللي
+
+372
+00:27:09,100 --> 00:27:12,820
+احنا قلناه هو ايش ع فد و ايش هو الأعلى على الدشرة؟
+
+373
+00:27:12,820 --> 00:27:17,100
+طيب كويس يعني هو في دورين في دور للمعلم أنه يلخص
+
+374
+00:27:17,100 --> 00:27:21,260
+زي ما حكينا بحيث أنه يركز على النقاط الأساسية و
+
+375
+00:27:21,260 --> 00:27:24,580
+دور للطالب من خلال نوع من المشاركة و أنا بدأ أذكر
+
+376
+00:27:24,580 --> 00:27:26,920
+بالطريقة يعني كانت عاجبني جدا في تدريس أحد
+
+377
+00:27:26,920 --> 00:27:31,160
+المدرسين في المرحلة الثانوية كان دائمافي بداية
+
+378
+00:27:31,160 --> 00:27:35,540
+الدرس يطلب من بعض الطلبة أن يقدموا يعني اعطونا بعض
+
+379
+00:27:35,540 --> 00:27:40,860
+التقديمات و في النهاية أن يلخصوا فجيت طبعا في كل
+
+380
+00:27:40,860 --> 00:27:46,520
+سطر او مثلا اتجاه معين ايش كان مجموعة من الطلبة
+
+381
+00:27:46,520 --> 00:27:49,750
+مطلوب يشاركواهذه الطريقة انا بتصور يعني كتير
+
+382
+00:27:49,750 --> 00:27:54,130
+مناسبة لجيل ثانوية ان هو يحضر هو يتكز هو يعيد هو
+
+383
+00:27:54,130 --> 00:27:57,810
+يجيب على بعض الأسئلة و التساؤلات لكنه في المراحل
+
+384
+00:27:57,810 --> 00:28:00,830
+الأدنى ربما تكون الأسئلة او طريقة المسرحية او
+
+385
+00:28:00,830 --> 00:28:05,650
+طريقة التكلفات او طريقة ال quiz حتى كمان مناسبة
+
+386
+00:28:05,650 --> 00:28:09,610
+للمراجعة ممكن تكون مناسبة للمراجعة اشكركم نكتفي
+
+387
+00:28:09,610 --> 00:28:12,390
+بهذا القدر و المرة القادمة ان شاء الله بناخد اسم
+
+388
+00:28:12,390 --> 00:28:15,230
+المشكلة السلوك الأدواني برك الله فيكم و السلام
+
+389
+00:28:15,230 --> 00:28:15,510
+عليكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/WnAey-yzaMM.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/WnAey-yzaMM.srt
new file mode 100644
index 0000000000000000000000000000000000000000..f86f6ed773d2b6e367c04db282a219ac7379b9e3
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/WnAey-yzaMM.srt
@@ -0,0 +1,1351 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,650 --> 00:00:15,690
+أعوذ بالله وأستغفر الله من الشيطان الرجيم بسم
+
+3
+00:00:15,690 --> 00:00:18,910
+الله الرحمن الرحيم الحمد لله رب العالمين والصلاة
+
+4
+00:00:18,910 --> 00:00:22,830
+والسلام على أشرف المرسلين سيدنا محمد عليه وعلى آله
+
+5
+00:00:22,830 --> 00:00:26,890
+وصحبه وسلم أجمعين أما بعد تحدثنا في المحاضرة
+
+6
+00:00:26,890 --> 00:00:30,670
+السابقة عن السلوك العدواني كمشكلة من مشكلات الإدارة
+
+7
+00:00:30,670 --> 00:00:37,170
+الصفية التي تواجه المعلمين وقلنا أن هذه الظاهرة لها
+
+8
+00:00:37,170 --> 00:00:41,590
+مجموعة من المظاهر و لها مجموعة من الأسباب أيضا ثم
+
+9
+00:00:41,590 --> 00:00:46,110
+تحدثنا عن الحلول الوقائية والتي كان أولها فهم
+
+10
+00:00:46,110 --> 00:00:50,690
+النزاع ثم تقديم حلول لفهم النزاع مثل التعامل مع
+
+11
+00:00:50,690 --> 00:00:56,670
+الغضب، تقديم بدائل العنف، وأيضا من الحلول الوقائية
+
+12
+00:00:56,670 --> 00:01:00,530
+تطوير مهارات سلوكية جديدة وتقديم  ماذا أيضًا؟
+
+13
+00:01:00,530 --> 00:01:05,070
+الاستراتيجيات المهمة في العملية التعليمية ثم وصلنا
+
+14
+00:01:05,070 --> 00:01:09,230
+إلى الحلول التنفيذية بعد وقوع النزاع وتحدثنا عن
+
+15
+00:01:09,230 --> 00:01:13,430
+اجتماع المعلم كأولى الخطوات التي ينبغي على المعلم
+
+16
+00:01:13,430 --> 00:01:18,290
+أن يتباحثها للتعرف على أسباب ودوافع الطالب الذي
+
+17
+00:01:18,290 --> 00:01:23,350
+يصدر عنه السلوك العدواني غير المرغوب فيه ثم تنمية
+
+18
+00:01:23,350 --> 00:01:27,170
+وتعزيز السلوك الاجتماعي من خلال تعزيز أواصر العمل
+
+19
+00:01:27,170 --> 00:01:30,890
+والتفاعل بين الطلبة والتعاون، وتشكيل المجموعات
+
+20
+00:01:30,890 --> 00:01:35,270
+وتعزيز القيم في هذا المجال ثم تعزيز الإيجابي
+
+21
+00:01:35,270 --> 00:01:39,400
+للسلوك المرغوب فيه، وتجاه السلوك غير المرغوب فيه ليس
+
+22
+00:01:39,400 --> 00:01:43,980
+من المعقول أن يلاحق المعلم أو أن يتابع المعلم كل
+
+23
+00:01:43,980 --> 00:01:49,840
+تصرفات غير المقبولة بحيث تصبح مهمته مهمة إدارية
+
+24
+00:01:49,840 --> 00:01:54,260
+ينصرف معها وبها عن مهمته الأساسية وهي المهمة
+
+25
+00:01:54,260 --> 00:01:58,820
+التعليمية والإطار الفني في ذلك. وصلنا إلى استخدام
+
+26
+00:01:58,820 --> 00:02:05,240
+العقاب، ونقصد هنا بالعقاب العقاب البدني لأن العقاب
+
+27
+00:02:05,240 --> 00:02:10,460
+المعنوي أمر مشروع ينبغي أن نقر به، يعني أن تعاقب
+
+28
+00:02:10,460 --> 00:02:13,400
+الإنسان عقابا معنويا من خلال التأنيب، من خلال
+
+29
+00:02:13,400 --> 00:02:17,720
+التعذير، من خلال الحرمان، من خلال أي طريقة من طرق
+
+30
+00:02:17,720 --> 00:02:22,340
+العقاب المعنوي هذا أمر لا بأس به ما دام ضمن
+
+31
+00:02:22,340 --> 00:02:25,660
+الإطار والموقف، وتقدير المعلم للموقف التعليمي الذي
+
+32
+00:02:25,660 --> 00:02:30,020
+يحدث فيه. أما العقاب البدني فنطرح اليوم ثلاثة
+
+33
+00:02:30,020 --> 00:02:34,380
+تساؤلات، التساؤل الأول: لماذا نستخدم العقاب البدني
+
+34
+00:02:34,380 --> 00:02:39,180
+في المدرسة؟ وهل هذا العقاب مفيد أم ضار؟ ثم ما هي
+
+35
+00:02:39,180 --> 00:02:43,060
+ضوابط هذا العقاب؟ إذا نتحدث عن مشروعية العقاب
+
+36
+00:02:43,060 --> 00:02:48,480
+البدني، هل العقاب البدني مشروع؟ ما الدليل؟
+
+37
+00:02:53,520 --> 00:02:57,900
+هذا ليس قول الرسول، هذا قول لعلي بن أبي طالب، نعم،
+
+38
+00:02:57,900 --> 00:03:00,660
+موضوع العقاب البدني، مشروعية العقاب البدني، شرع
+
+39
+00:03:00,660 --> 00:03:07,240
+الإسلام، العقاب البدني، بدليل قوله تعالى، فيش؟
+
+40
+00:03:07,240 --> 00:03:12,540
+لا، ياريت ننتظر قليلا، يقول الله سبحانه وتعالى في
+
+41
+00:03:12,540 --> 00:03:19,640
+تأديب النساء، تذكروا الآية: وعظوهن واهجروهن في
+
+42
+00:03:19,640 --> 00:03:23,920
+المضاجع، فإن أطعنكم فضربوهن، فإن أطعنكم فلا تبغوا
+
+43
+00:03:23,920 --> 00:03:28,480
+عليهن سبيلا. أول حاجة هذا بالنسبة لموضوع العقاب
+
+44
+00:03:28,480 --> 00:03:31,420
+وارد عن الرسول عليه الصلاة والسلام أنه كان
+
+45
+00:03:31,420 --> 00:03:40,550
+يضرب بعض نسائه بالسواك. هذه المشروعية جاء لها ما
+
+46
+00:03:40,550 --> 00:03:45,270
+يدفع المتعلم أو المعلم إلى استخدام هذا العقاب، لكن
+
+47
+00:03:45,270 --> 00:03:49,910
+بضوابط سنأتي عليها بعد قليل. السؤال الأول: لماذا
+
+48
+00:03:49,910 --> 00:03:53,770
+نستخدم العقاب؟ المعلم يستخدم العقاب لسببين، السبب
+
+49
+00:03:53,770 --> 00:04:02,040
+الأول، وهو السبب ذو علاقة بعملية الضبط الخارجي لسلوك
+
+50
+00:04:02,040 --> 00:04:05,860
+السيئ الصادر من الطالب، يعني أنا لما أحقق انضباط
+
+51
+00:04:05,860 --> 00:04:10,400
+نتيجة تهذيب سلوك متعلم ما، زي واحد يكذب، واحد
+
+52
+00:04:10,400 --> 00:04:13,800
+يسرق، واحد يعتدي على غيره، هذا السلوك، ينبغي ماذا؟
+
+53
+00:04:13,800 --> 00:04:18,200
+ضبطه من خلال العقاب، هذا شكل من أشكال أو المبررات
+
+54
+00:04:18,200 --> 00:04:21,800
+التي يمكن أن تدفع المعلم لاستخدام العقاب. أما الشكل
+
+55
+00:04:21,800 --> 00:04:27,210
+الثاني، فهو الضرب أو العقاب البدني نتيجة قصور في
+
+56
+00:04:27,210 --> 00:04:31,910
+ماذا؟ في أداء الواجبات، في التعلم، في الحفظ، في بعض
+
+57
+00:04:31,910 --> 00:04:36,090
+القضايا. لكن خلينا نفرق بين الاثنين يا جماعة، إذا
+
+58
+00:04:36,090 --> 00:04:39,890
+نتحدث عن العقاب الأول، فهو عقاب مشروع، التدخل في
+
+59
+00:04:39,890 --> 00:04:44,630
+العقاب البدني لتصويب مسار خلقي أو قيمي، هذا لا بأس
+
+60
+00:04:44,630 --> 00:04:50,450
+فيه. أما العقاب الثاني الذي يستخدم لتطوير أو لتقصير
+
+61
+00:04:50,450 --> 00:04:54,410
+لدى المتعلم في موضوع واجبات بيتية، في موضوع شرح،
+
+62
+00:04:54,410 --> 00:04:58,270
+في موضوع حفظ، في موضوع فهم، هذا الأمر بالإطلاق
+
+63
+00:04:58,270 --> 00:05:06,930
+محرم، لماذا؟ أول حاجة العالم الجليل التابعي المغراوي
+
+64
+00:05:06,930 --> 00:05:13,090
+يقول: إن العقاب الذي يستخدم لتصويب سلوك الطالب هو
+
+65
+00:05:13,090 --> 00:05:17,510
+عقاب محمود. أما ما يأتي على عقل الطالب، ويقصد في
+
+66
+00:05:17,510 --> 00:05:24,310
+ذلك، الذي يعني يقهر عقل الطالب ليحشو فيه معلومات
+
+67
+00:05:24,310 --> 00:05:28,590
+لا يرغب الطالب أو لا يقدر الطالب على فهمها، فهذا أمر
+
+68
+00:05:28,590 --> 00:05:32,550
+ممنوع بالإطلاق. طبعا لماذا؟ لأن هذه عقول وهذه فروق
+
+69
+00:05:32,550 --> 00:05:35,890
+فردية، قد يستطيع الإنسان أن يفهم هنا ولا يفهم هناك.
+
+70
+00:05:35,890 --> 00:05:40,540
+لذلك النقطة الأولى وفي سؤالنا الأول: كيف يستخدم، و
+
+71
+00:05:40,540 --> 00:05:43,340
+لماذا يستخدم العقاب البدني؟ يستخدم لأمرين، الأمر
+
+72
+00:05:43,340 --> 00:05:46,540
+الأول: انضباط خارجي له علاقة بالسلوك، والمسألة
+
+73
+00:05:46,540 --> 00:05:50,220
+الثانية لها علاقة بالمعرفة واكتساب المعرفة وأداء
+
+74
+00:05:50,220 --> 00:05:53,380
+الواجبات. في الأمر الأول، جائز، وفي الأمر الثاني
+
+75
+00:05:53,380 --> 00:05:57,760
+بالإطلاق ممنوع، لأنه لن يستطيع المعلم أن يغرس
+
+76
+00:05:57,760 --> 00:05:59,520
+المعلومات بالضرب ولا بالعقاب.
+
+77
+00:06:03,080 --> 00:06:06,300
+أداء الواجبات ماذا هو؟ أداء الواجبات يا جماعة، إليه
+
+78
+00:06:06,300 --> 00:06:09,700
+علاقة بالتحصيل العلمي، وليس لها علاقة إلا إذا كان
+
+79
+00:06:09,700 --> 00:06:12,820
+أداء الواجب هو نوع… هو نوع من السلوك، سلوك
+
+80
+00:06:12,820 --> 00:06:15,720
+الإهمال، سلوك سيء. أما أنا أتحدث عن أداء الواجب
+
+81
+00:06:15,720 --> 00:06:19,580
+بطريقة صحيحة، أو أداء الواجب ب… يعني بشكل زي ما
+
+82
+00:06:19,580 --> 00:06:22,900
+يقولوا، يعني كيف…  مش قصور متعمد ناتج عن سوء
+
+83
+00:06:22,900 --> 00:06:27,200
+السلوك، ماشي الحال. النقطة الثانية، هل العقاب البدني
+
+84
+00:06:27,200 --> 00:06:32,630
+مفيد أم ضار؟ من تجيب على هذا السؤال؟ مفيد أم ضار؟
+
+85
+00:06:32,630 --> 00:06:38,110
+تفضلي. ممكن في كل إجابة مثلا أنا… لأنني حدث
+
+86
+00:06:38,110 --> 00:06:40,950
+ضربني لأنني كتبت بال… بال… بالظلطة، هذا
+
+87
+00:06:40,950 --> 00:06:45,190
+أتعامل معه كثيرا، سأستمر في الأخطاء، ممكن يكون ضار، ممكن
+
+88
+00:06:45,190 --> 00:06:49,650
+أنا… ممكن أنا بضربة واحدة، ممكن أضرّ نفسي مثلا، سأعمل
+
+89
+00:06:50,530 --> 00:06:55,550
+الأصل في الطبيعة الإنسانية أنها جبلت على الفطرة،
+
+90
+00:06:55,550 --> 00:07:00,010
+يولد الإنسان على الفطرة، فأبوه إما يهودانه
+
+91
+00:07:00,010 --> 00:07:04,150
+أو ينصرانه أو يمجسانه. إذا طبيعة الإنسان هي طبيعة
+
+92
+00:07:04,150 --> 00:07:08,290
+خيرة في أصلها، والأصل في الطبيعة الخيرة أن تهذب
+
+93
+00:07:08,290 --> 00:07:12,410
+باللين من الكلام، لا أن تهذب بالقهر، صحيح أم لا؟
+
+94
+00:07:12,410 --> 00:07:16,550
+لكن هذه الطبيعة قد تتغير، ليصبح أو يختلط فيها
+
+95
+00:07:16,550 --> 00:07:20,870
+الشر مثل ما يختلط أو مثل ما جبلت على الخير. فهنا
+
+96
+00:07:20,870 --> 00:07:25,510
+إذا نتحدث عن العقاب البدني، الأصل فيه ألا يكون
+
+97
+00:07:25,510 --> 00:07:28,450
+لهذه الطبيعة، أو للتعامل مع هذه الطبيعة. عشان هيك
+
+98
+00:07:28,450 --> 00:07:31,990
+أغلب العلماء، ابن جماعة، الغزالي، الموردي، كل
+
+99
+00:07:31,990 --> 00:07:36,630
+العلماء التربية المسلمون تحدثوا عن حظر العقاب في
+
+100
+00:07:36,630 --> 00:07:41,180
+مرحلة الطفولة، بالإطلاق ممنوع، ممنوع الضرب، لأن هذا
+
+101
+00:07:41,180 --> 00:07:45,860
+السلوك أو شدته مضر بالمتعلمين لأنه يقهر النفوس
+
+102
+00:07:45,860 --> 00:07:49,740
+ويصدر عنها آثار سلبية ونفسية كثيرة جدا.
+
+103
+00:07:49,740 --> 00:07:54,880
+لذلك إذا نتحدث عن الضرب، شوفوا ماذا شرع الإسلام أول
+
+104
+00:07:54,880 --> 00:08:00,110
+حاجة، الحديث: الرسول عليه الصلاة والسلام قال ماذا؟
+
+105
+00:08:00,110 --> 00:08:05,510
+علموا أولادكم الصلاة لسبع، واضربوهم عليها لعشر،
+
+106
+00:08:05,510 --> 00:08:10,790
+وهجروا ماذا؟ وفرقوا بينهم في المضاجع. لاحظوا مشروعية
+
+107
+00:08:10,790 --> 00:08:14,710
+العقاب بدأت وقت ماذا؟ من عشر سنوات، ممنوع قبل العشر
+
+108
+00:08:14,710 --> 00:08:19,170
+سنوات. إذا هذا أول شيء نفهمه من الحديث أنه لا ينبغي
+
+109
+00:08:19,170 --> 00:08:22,750
+الضرب قبل العشر سنوات، بعد العشر سنوات، طيب هذه
+
+110
+00:08:22,750 --> 00:08:26,400
+المرحلة الأولى، طيب مرحلة البلوغ؟ شوفوا ماذا الحديث
+
+111
+00:08:26,400 --> 00:08:31,840
+الذي يقول: صاحبوهم، أو أول شيء: أدبوهم لسبع، و
+
+112
+00:08:31,840 --> 00:08:37,220
+ماذا؟ وضربوهم لسبع، و ماذا؟ و رافقوهم أو صاحبوهم لسبع.
+
+113
+00:08:37,220 --> 00:08:43,080
+فإذا لم يجدي ذلك، فلا خيار فيهم. إذا ما نفعتش
+
+114
+00:08:43,080 --> 00:08:47,280
+الثلاث أشياء، مش ظابط كثير. إحدى الأبحاث أو أحد
+
+115
+00:08:47,280 --> 00:08:51,500
+الأبحاث العلمية الأمريكية الحديثة تحدثت عن تجربة
+
+116
+00:08:51,500 --> 00:08:57,570
+سبحان الله، تؤيد ماذا؟ أقوال العلماء المسلمين والمنهج
+
+117
+00:08:57,570 --> 00:09:01,090
+الإسلامي في التربية، ماذا تقول؟ تقول: أخذت عينة
+
+118
+00:09:01,090 --> 00:09:05,290
+ضابطة وعينة تجريبية من مجموعة من الشباب بعد سن
+
+119
+00:09:05,290 --> 00:09:10,800
+المراهقة، بحثت فوجدت من نتاج الدراسة أن الطلاب من
+
+120
+00:09:10,800 --> 00:09:15,540
+الذين عاقبوا أولياء أمورهم، الذين تعرضوا للعقاب في سن ما بعد سن
+
+121
+00:09:15,540 --> 00:09:20,120
+العاشرة إلى الرابع عشر هم أكثر إيجابية في التعامل
+
+122
+00:09:20,120 --> 00:09:24,750
+مع الأمور من الذين لم يتعرضوا للعقاب. شوفوا وين القصة
+
+123
+00:09:24,750 --> 00:09:29,110
+إحنا نتحدث عن مرحلة عمرية بسيطة، أربع سنوات فقط هي
+
+124
+00:09:29,110 --> 00:09:33,130
+المطلوب أن نمارس فيها العقاب البدني، والعقاب
+
+125
+00:09:33,130 --> 00:09:35,610
+البدني الذي نقصده هو العقاب البدني الذي بالضوابط
+
+126
+00:09:35,610 --> 00:09:38,810
+التي سنحكي عنها، ماشي الحال. لذلك إحنا نتحدث عن
+
+127
+00:09:38,810 --> 00:09:43,750
+مرحلتين يحذر فيهما الضرب، مرحلة الطفولة من سن واحد
+
+128
+00:09:43,750 --> 00:09:47,890
+إلى سن عشر، ومرحلة البلوغ بعد السن الرابع عشر، طبعا في
+
+129
+00:09:47,890 --> 00:09:51,790
+الإناث، إحنا ممكن نقول ثلاث عشرة سنة، لأن البلوغ يختلف
+
+130
+00:09:51,790 --> 00:09:56,150
+بين الذكور والإناث، معروف هذا الكلام، عشان هي إحنا
+
+131
+00:09:56,150 --> 00:10:00,150
+نتحدث عن الإناث من تسع إلى ثلاث عشرة، ومن الذكور من عشر إلى
+
+132
+00:10:00,150 --> 00:10:04,390
+أربع عشرة، هذا السن الذي هو افتراضي، وكثير من البحوث والعلماء
+
+133
+00:10:04,390 --> 00:10:05,890
+التي تحدثت عن هذا السن.
+
+134
+00:10:08,930 --> 00:10:13,550
+كذلك يحظر الضرب في ماذا؟ إذا كان في عدة حالات، أول
+
+135
+00:10:13,550 --> 00:10:18,070
+شيء: غضب المدرس، رغبة المدرس في الانتقام، هذا يعني
+
+136
+00:10:18,070 --> 00:10:22,470
+مصيبة كبيرة جدا أن يلجأ المدرس أو أن ينزل بمستواه
+
+137
+00:10:22,470 --> 00:10:27,430
+ليصبح ندّا للطالب فينتقم منه نتيجة ماذا؟ إما إحراج
+
+138
+00:10:27,430 --> 00:10:31,740
+سببه له، أو أنه كان غير لائق في الحديث معه، أو أي
+
+139
+00:10:31,740 --> 00:10:35,160
+شكل من الأشكال، يحظر على المعلم في حالات الغضب، في
+
+140
+00:10:35,160 --> 00:10:38,880
+حالات الانتقام للذات، في حالات عدم تبين الحق، يعني
+
+141
+00:10:38,880 --> 00:10:42,820
+أنت لست عارف إذا حصل إشكال من تعاقب، فكذلك أيضا هذا
+
+142
+00:10:42,820 --> 00:10:48,430
+من سمات اللي هو ألا يكون المعلم عادلا، أيضا المساواة
+
+143
+00:10:48,430 --> 00:10:50,850
+في العقاب، جماعية العقاب، هذا أيضا من الأشياء
+
+144
+00:10:50,850 --> 00:10:54,290
+السلبية التي ممكن أن يلجأ لها المعلم، إنه إذا جاء
+
+145
+00:10:54,290 --> 00:10:57,990
+ولم يعرف أحدد مين مصدر الشغب، يروح ماذا؟ يعاقب
+
+146
+00:10:57,990 --> 00:11:02,010
+الجميع، هذا فيه نوع من الإساءة للناس الذين لم يفعلوا
+
+147
+00:11:02,010 --> 00:11:05,890
+شيئا أو يشعرون بالظلم، والأسوأ الكبير جدا الذي يترتب
+
+148
+00:11:05,890 --> 00:11:12,170
+على هذا النوع من العقاب. ما هي ضوابط العقاب البدني؟
+
+149
+00:11:12,170 --> 00:11:16,730
+ما هي ضوابط العقاب البدني؟ تحدثنا في سياق الحديث
+
+150
+00:11:16,730 --> 00:11:16,950
+عن
+
+151
+00:11:21,380 --> 00:11:28,380
+يعني أنه… يعني ممتازة. أول حاجة: التدرج في العقاب،
+
+152
+00:11:28,380 --> 00:11:32,540
+قبل ما نيجي ونقول نضرب، ولا يؤلم، بدأنا نتحدث عن
+
+153
+00:11:32,540 --> 00:11:37,520
+التدرج في العقاب، فمن النصيحة إلى التأنيب، إلى
+
+154
+00:11:37,520 --> 00:11:43,000
+الهجر، إلى الإهمال، ثم إلى ماذا؟ التعذير، ثم بعد ذلك
+
+155
+00:11:43,000 --> 00:11:47,720
+العقاب المعنوي، وبعدها أخيرا العقاب البدني، يعني آخر
+
+156
+00:11:47,720 --> 00:11:52,520
+العلاج ماذا؟ إذا شفنا ماذا؟ نتدرج في العقاب.
+
+157
+00:11:52,520 --> 00:11:56,620
+الرسول عليه الصلاة والسلام لما جاءه الغلام ويحمل
+
+158
+00:11:56,620 --> 00:12:02,140
+قطرة عنب، كانت أرسلته أمه للرسول، أكل منه في الطريق
+
+159
+00:12:02,140 --> 00:12:07,720
+فماذا فعل؟ فراح شد أذنه، وقال له: يا غلام، يعني إنك
+
+160
+00:12:07,720 --> 00:12:13,640
+ماذا؟ تكن أمينا على هذه الأمانة التي أُئتمنت عليها، في
+
+161
+00:12:13,640 --> 00:12:16,100
+نوع من الإشارة، في عقاب بدني، لكن هذا العقاب لم
+
+162
+00:12:16,100 --> 00:12:20,980
+يأخذ شكل الضرب المبرح الذي نحن نتحدث عنه، أيضا
+
+163
+00:12:20,980 --> 00:12:26,210
+الالتزام بمواصفات أداة الضرب، يعني لا تكن، ما شاء
+
+164
+00:12:26,210 --> 00:12:31,010
+الله، عصا هيئة طويلة ترهب بها الناس وتكسر، ولا
+
+165
+00:12:31,010 --> 00:12:34,650
+تكن غليظة، لا تكن رفيعة فتُقَلِّم، ولا تكن غليظة
+
+166
+00:12:34,650 --> 00:12:38,870
+فتكسر، وإنما تكون متوسطة. وإذا تحدثنا عن السواك، أداة
+
+167
+00:12:38,870 --> 00:12:41,470
+ضرب كان رسول الله صلى الله عليه وسلم يستخدمها كذلك.
+
+168
+00:12:41,470 --> 00:12:46,510
+استخدم عمر بن الخطاب الصوت، أليس كذلك؟ إذا يمكن أن
+
+169
+00:12:46,510 --> 00:12:50,450
+نستخدم العصا، لكن العصا التي لا تؤذي، لا تكسر، لا
+
+170
+00:12:50,450 --> 00:12:56,550
+تسبب أي ماذا؟ ألم أو عفن أو
+
+223
+00:16:47,270 --> 00:16:51,640
+يكون أبغض الحلال عندنا إحدى المربيات تقول: لم أستخدم
+
+224
+00:16:51,640 --> 00:16:55,200
+العقاب طوال حياتي، وأنا أدرس 26 سنة، لم أستخدم
+
+225
+00:16:55,200 --> 00:16:59,080
+العقاب، وكنتُ من المربيات الناجحات. إذا ما زال يكون
+
+226
+00:16:59,080 --> 00:17:03,660
+هناك من يستطيع أن يتعامل بالفعل مع الناس دون أن
+
+227
+00:17:03,660 --> 00:17:11,900
+يستخدم العقاب. آخر شيء. اه، تفضلي. ممتاز.
+
+228
+00:17:13,460 --> 00:17:17,020
+لما نقول اجتماع المعلم، وإقناعه بنتائج السلوك
+
+229
+00:17:17,020 --> 00:17:21,280
+السلبي. هذا جزء من التعريف بالخطأ أو
+
+230
+00:17:21,280 --> 00:17:24,300
+بالخطأ. آخر شيء: الصدق والله، الأمر، وهي النقطة دائمة
+
+231
+00:17:24,300 --> 00:17:27,840
+التي نتحدث عنها: أن تكون أيضًا لا نستخدم أولياء
+
+232
+00:17:27,840 --> 00:17:31,600
+الأمور، يعني لكل شيء، لأن هذا فيه نوع من الإثقال
+
+233
+00:17:31,600 --> 00:17:35,020
+عليهم، وفيه أيضًا نوع من فقدان هذا الأسلوب في هذه
+
+234
+00:17:35,020 --> 00:17:38,780
+الطرق. بالإضافة إلى أن أولياء الأمور ليس كلهم على مستوى
+
+235
+00:17:38,780 --> 00:17:42,930
+من الثقافة لفهم أخطاء، وتقبل أخطاء أبنائهم. كثير من
+
+236
+00:17:42,930 --> 00:17:45,030
+أولياء الأمور يدافعون عن أبنائهم كما لو كانوا
+
+237
+00:17:45,030 --> 00:17:49,170
+ملائكة، وما في إمكانية أن ابنهم يخطئ. وهذا الكلام يواجهكم
+
+238
+00:17:49,170 --> 00:17:53,930
+كمعلمات في هذا السياق. طيب، نجي لمشكلة ثانية. خلصنا
+
+239
+00:17:53,930 --> 00:17:57,590
+المشكلة الثانية أو الثالثة، عفوًا. الآن مشكلة الطلبة
+
+240
+00:17:57,590 --> 00:18:02,630
+و ذوي الاحتياجات الخاصة. طبعًا أول مفهوم لذوي الاحتياجات
+
+241
+00:18:02,630 --> 00:18:06,690
+الخاصة في مفهوم مجتمعنا أن ذوي الاحتياجات الخاصة
+
+242
+00:18:06,690 --> 00:18:12,030
+هم الناس الذين أصيبوا بعاهات معينة أو عاهات
+
+243
+00:18:12,030 --> 00:18:15,590
+دائمة. لذلك سنغيرها عشان نسميهم احتياجات خاصة. لأن
+
+244
+00:18:15,590 --> 00:18:19,190
+الاحتياجات الخاصة يطلق على الطالب المعاق، والطالب
+
+245
+00:18:19,190 --> 00:18:22,770
+الموهوب، والطالب الذكي، والشاطر، والطالب بطيء
+
+246
+00:18:22,770 --> 00:18:26,820
+التعلم. إحنا اليوم في هذا المجال مش هناخد كثيرًا،
+
+247
+00:18:26,820 --> 00:18:30,760
+هناخد بس الطلبة الموهوبين، ثم هناخد الطلبة بطئي
+
+248
+00:18:30,760 --> 00:18:36,180
+التعلم، باعتبار أن هؤلاء بينهم كثير من الأنواع، لكن هم
+
+249
+00:18:36,180 --> 00:18:40,560
+أكثر الناس الذين يسببون مشاكل في موضوع الإدارة
+
+250
+00:18:40,560 --> 00:18:43,020
+الصفية، أو داخل البيئة الصفية. من هم الطلبة
+
+251
+00:18:43,020 --> 00:18:51,030
+الموهوبون؟ طالب الموهوب من هو؟ إذا قدرة عالية
+
+252
+00:18:51,030 --> 00:18:55,430
+وإبداع يفوق المتوقع، هذا موهوب. مستوى الذكاء عنده
+
+253
+00:18:55,430 --> 00:18:59,790
+يفوق السلم، اللي هو 140 درجة. مش إحنا هنحكي
+
+254
+00:18:59,790 --> 00:19:04,070
+الأذكياء من 120 إلى 140 درجة، كويس، حسب درجات الذكاء
+
+255
+00:19:04,070 --> 00:19:08,390
+اللي أخذتوها. لأ، هذا يفوق 140 درجة. لذلك هو يفوق
+
+256
+00:19:08,390 --> 00:19:12,370
+أحيانًا مستوى المعلم نفسه في بعض المجالات، وهو
+
+257
+00:19:12,370 --> 00:19:18,370
+دائمًا يعني... يعني لديه عالمه الخاص، له احتياجاته
+
+258
+00:19:18,370 --> 00:19:22,050
+الخاصة، بده الناس تقدره، بده الناس إيش؟ تراعي
+
+259
+00:19:22,050 --> 00:19:26,040
+قدراته وتحترمها. عشان هيك إحنا بنقول إن الطالب
+
+260
+00:19:26,040 --> 00:19:29,640
+الموهوب هو صاحب قدرات عالية، لديه إبداع، كمان هو
+
+261
+00:19:29,640 --> 00:19:33,700
+يمتلك قدرات وطاقات يستدل منها على أداء مرتفع في
+
+262
+00:19:33,700 --> 00:19:36,600
+المجالات المختلفة، مش بس في مجالات الإدارة الصفية
+
+263
+00:19:36,600 --> 00:19:39,560
+أو في مجالات العلم أو المادة العلمية، وإنما في
+
+264
+00:19:39,560 --> 00:19:42,540
+مجالات أخرى. عشان هيك إحنا دائمًا الطلبة الموهوبين
+
+265
+00:19:42,540 --> 00:19:46,920
+مطلوب أن نعطيهم جزء من الاهتمام، بطريقة موهبة اللي
+
+266
+00:19:46,920 --> 00:19:52,050
+هنشوفها في العلاج. ما هي خصائص الطلبة الموهوبين؟ أول
+
+267
+00:19:52,050 --> 00:20:00,180
+حاجة: سرعة التعلم. لحظة، يعني ربنا بيقول ناصحًا للرسول
+
+268
+00:20:00,180 --> 00:20:03,960
+عليه الصلاة والسلام، وموجهًا له: "لا تُحَرِّك بِهِ لِسانَكَ
+
+269
+00:20:03,960 --> 00:20:09,420
+لِتَعْجَلَ بِهِ إِنَّ عَلَيْنَا جَمْعَهُ وَقِرَاءَتَهُ". ما المقصود بهذه
+
+270
+00:20:09,420 --> 00:20:12,680
+الآية؟ المقصود أن الرسول عليه الصلاة والسلام مجرد
+
+271
+00:20:12,680 --> 00:20:16,700
+ما كان ينزل جبريل، يريد أن يردد، يُسَرِّع، ويردد طبعًا
+
+272
+00:20:16,700 --> 00:20:21,060
+وهذا من لَدُنْهُ، يعني علمه الله للرسول عليه الصلاة
+
+273
+00:20:21,060 --> 00:20:24,750
+والسلام. فكانوا يقولون: تمهل. وفي هذا تعليم، وإنه توجيه
+
+274
+00:20:24,750 --> 00:20:28,130
+لكل الناس الموهوبين، والناس اللي ما شاء الله عليهم
+
+275
+00:20:28,130 --> 00:20:34,530
+يعني يتعجلون، لأن في ذلك يعني مظنة، خوف ضياع بعض
+
+276
+00:20:34,530 --> 00:20:37,990
+الفوائد التي يمكن أن تضيع عليهم جراء الاستعجال في
+
+277
+00:20:37,990 --> 00:20:41,470
+عملية التعليم. إذا أول شيء: سرعة التعلم. هم مجرد
+
+278
+00:20:41,470 --> 00:20:46,190
+الإشارات، مجرد شرح تجريدي. المجرد هو يتعلم، لا يحتاج
+
+279
+00:20:46,190 --> 00:20:49,910
+إلى أمثلة، لا يحتاج إلى تفصيلات، مش بحاجة إلى كثير
+
+280
+00:20:49,910 --> 00:20:54,780
+من الشرح، حتى يدرك الحقائق الأمور. هذا على عكس
+
+281
+00:20:54,780 --> 00:20:58,740
+اللي هو الطالب بطيء التعلم، أو المتوسط في قدرته.
+
+282
+00:20:58,740 --> 00:21:02,760
+أيضًا: قدرة على التفسير. يعني إذا ما سمع عبارة ما أو
+
+283
+00:21:02,760 --> 00:21:07,820
+جملة، أو فهم شيء معين، يستطيع أن يفسرها ويعطي
+
+284
+00:21:07,820 --> 00:21:11,420
+نوع من التفسير الدقيق لهذه العبارات. أيضًا: استقلالية
+
+285
+00:21:11,420 --> 00:21:15,670
+والثقة. هو كمان برضه لديه استقلالية، وثقة، واعتماد
+
+286
+00:21:15,670 --> 00:21:19,250
+واعتداد بالذات. مش بس كمان يعني، بيحب يكون مستقل في
+
+287
+00:21:19,250 --> 00:21:23,070
+كل شيء، بيحب شخصيته، له عالمه الخاص، ولاحظوا
+
+288
+00:21:23,070 --> 00:21:25,950
+دائمًا الطلبة الموهوبون هم الطلبة بيحبوا ما يشتركوا مع
+
+289
+00:21:25,950 --> 00:21:30,150
+الناس، بيحب يحل لحاله، بيحب يقول إن هو مش محتاج لحدًا
+
+290
+00:21:30,770 --> 00:21:34,550
+هو. لذلك هو بيعتبر إنه أنا قادر على... حتى بعض الموهوبين
+
+291
+00:21:34,550 --> 00:21:39,290
+كمان لا يرغب بالمشاركة، سواء زهدًا في هذه المشاركة أو
+
+292
+00:21:39,290 --> 00:21:42,990
+أنه خلاص، يعني هو بيعتبر إنه هو فاهم كل شيء، ما فيش
+
+293
+00:21:42,990 --> 00:21:46,830
+حاجة لهذه المشاركة. أيضًا هو يحتاج فقط إلى تدريب
+
+294
+00:21:46,830 --> 00:21:51,900
+بسيط، حتى يستطيع التعامل مع الأدوات، مع الآلات، مع
+
+295
+00:21:51,900 --> 00:21:56,820
+المناهج، مع كل شيء. هو تدريب بسيط يلزمه فقط. العمل
+
+296
+00:21:56,820 --> 00:22:00,240
+المنفرد اللي حكينا عنه، إنه يحب العمل المنفرد، ولا
+
+297
+00:22:00,240 --> 00:22:04,380
+يميل إلى العمل التعاوني أو الجماعي. لديه طاقة زائدة
+
+298
+00:22:04,380 --> 00:22:07,660
+في التعامل مع الأمور. طبعًا مش طاقة زائدة من فرط
+
+299
+00:22:07,660 --> 00:22:11,160
+النشاط، لأ. هذه ليست طاقة زائدة لها علاقة بفرط نشاط،
+
+300
+00:22:11,160 --> 00:22:15,880
+وإنما طاقة زائدة في رغبته في تفريغ اللي هو قدراته
+
+301
+00:22:15,880 --> 00:22:20,060
+العقلية في حل أسئلة أصعب من اللي متاحة للجميع. عشان
+
+302
+00:22:20,060 --> 00:22:22,300
+هيك إحنا في المدارس مش بنعمل للطلبة الموهوبين
+
+303
+00:22:22,300 --> 00:22:27,200
+نقدم لهم ملازم أو أسئلة تفوق مستوىهم. نعطيهم أسئلة تفوق
+
+304
+00:22:27,200 --> 00:22:30,360
+مستواهم عشان يحلوها، ويطلعوا يتسابقوا في المدارس، حتى يلبوا
+
+305
+00:22:30,360 --> 00:22:34,560
+جزء من إيه اللي هو... ما هي الدور داخلهم أيضًا؟
+
+306
+00:22:34,560 --> 00:22:39,440
+الاعتداد بالنفس. ما شاء الله عليهم! يعني أنا أذكر طفلًا
+
+307
+00:22:39,440 --> 00:22:44,460
+كان لديه اعتداد بالنفس كثيرًا، وهو في صف رابع، و
+
+308
+00:22:44,460 --> 00:22:51,000
+كنا عند ناظر المدرسة. فجاء هو ووالده ليقول: أنتم...
+
+309
+00:22:51,000 --> 00:22:54,400
+يعني أنتم ظالمون! ليش؟ هو جايب 99.3
+
+310
+00:22:54,400 --> 00:22:59,750
+أعشار، وحطوا له في الرسم علامة 46 من 50، في حين إنهم
+
+311
+00:22:59,750 --> 00:23:03,430
+زادوا لو حتة علامة. قال: إذا كنت أنا الأول، فلازم
+
+312
+00:23:03,430 --> 00:23:06,590
+أنا آخذ نفس العلامة. وهو يعتبر أن... فالناظر قاعد
+
+313
+00:23:06,590 --> 00:23:08,970
+يرجع يقول: والله إنه نفس العلامة، و بيرجع
+
+314
+00:23:08,970 --> 00:23:12,110
+الكمبيوتر. فلما راضي قال: أعيزي هيك ماشي. فهو لديه
+
+315
+00:23:12,110 --> 00:23:16,190
+اعتداد لدرجة أنه يصعب التعامل مع هذه الشخصيات، يعني
+
+316
+00:23:16,190 --> 00:23:19,930
+لأنه عنده قدرة إنه يتحدث ويعبر بطريقة شوية أكبر
+
+317
+00:23:19,930 --> 00:23:28,110
+من مستواه. الصداقة مع كبار السن. عادة يلجأ الأذكياء أو
+
+318
+00:23:28,110 --> 00:23:31,790
+الموهوبون إلى إيش؟ يشوفوا الأكبر منهم، لأنهم
+
+319
+00:23:31,790 --> 00:23:35,770
+يعتبرون أن من هم في أقرانهم، أترابهم، هؤلاء مش بمستواهم.
+
+320
+00:23:35,770 --> 00:23:39,390
+لأ، لازم أنا أكبر. هو يطرح أفكارًا لا يستطيع من هو في
+
+321
+00:23:39,390 --> 00:23:43,690
+نفس السن أن يفهمها. لذلك هو يلجأ إلى... وبعدين كمان برضه هو بيتكبر حاله، ما شاء الله، وبيبين
+
+322
+00:23:43,690 --> 00:23:46,370
+أنه أنا... لأ لأ، أنا كبير، أنا بطلع شغلات الناس
+
+323
+00:23:46,370 --> 00:23:48,970
+بتعجب فيها، وهكذا. أيضًا التفكير التجريدي، التفكير
+
+324
+00:23:48,970 --> 00:23:53,310
+التجريدي المقصود: الاكتفاء بالنظريات دون إيش؟
+
+325
+00:23:53,310 --> 00:23:57,300
+عمليات التمثيل والتطبيقات التي يعني تُستخدم لتبسيط
+
+326
+00:23:57,300 --> 00:24:01,680
+الأمور. التفكير التجريدي، إيه العلاقة بالنظريات؟
+
+327
+00:24:01,680 --> 00:24:04,880
+إيه العلاقة بالفهم النظري؟ دون الحاجة إلى ضرب
+
+328
+00:24:04,880 --> 00:24:07,680
+أمثلة أو حل أسئلة على هذه النظريات. هؤلاء خصائص
+
+329
+00:24:07,680 --> 00:24:11,460
+الطلبة الموهوبين. إيش أهم مشاكلهم يا ترى؟ ما هي أهم
+
+330
+00:24:11,460 --> 00:24:14,800
+مشاكلهم؟ ليش إحنا بندرج يعني من الطلبة الموهوبين
+
+331
+00:24:14,800 --> 00:24:19,800
+هيك في المدارس؟ ليش؟ تفضلي. أول حاجة: الإجابة بدون
+
+332
+00:24:19,800 --> 00:24:25,110
+إذن. الإجابة بدون إذن من شأنها أن تؤثر على مين،
+
+333
+00:24:25,110 --> 00:24:33,030
+أول حاجة: تحدث نوع من التنافس، وإيش، أيضًا تحدث نوع
+
+334
+00:24:33,030 --> 00:24:36,890
+من التشويش على الآخرين، يعني الطالب اللي بدّه ياخد
+
+335
+00:24:36,890 --> 00:24:39,170
+فرصته، متوسط التفكير أو الذكاء، بدّه ياخد فرصة، لذلك
+
+336
+00:24:39,170 --> 00:24:44,150
+إذا سألت سؤالًا، إيش؟ انتظرِ خمس ثوانٍ، عشان تعطي
+
+337
+00:24:44,150 --> 00:24:49,750
+فرصة. هي الفترة الزمنية اللي ممكن الكل يش يتساوى في
+
+338
+00:24:49,750 --> 00:24:53,790
+استحضار الإجابة والمشاركة. إذا الإجابة بدون إذن
+
+339
+00:24:53,790 --> 00:24:57,410
+هذا من شأنه أن يحدث نوعًا من الفوضى، والتأثير على
+
+340
+00:24:57,410 --> 00:25:00,230
+الزملاء. أيضًا: شعور زملائه بالغيرة،  المؤذية. يعني
+
+341
+00:25:00,230 --> 00:25:05,290
+أكثر شغلة بتلاقيها: فيه نوع من التنافس، والتحاسد
+
+342
+00:25:05,290 --> 00:25:09,430
+والتباغض بين الطلبة الشاطرين، الأوائل. إذا داخل درجة
+
+343
+00:25:09,430 --> 00:25:17,090
+ثانية بيصير يبكي، بدّه درجة ثانية، وهكذا. إذا هذه
+
+344
+00:25:17,090 --> 00:25:19,990
+الغيرة من شأنها تؤثر على النسيج الاجتماعي داخل
+
+345
+00:25:19,990 --> 00:25:22,870
+البيئة الصفية. مش إحنا كلنا بدنا نحاول قدر الإمكان أن
+
+346
+00:25:22,870 --> 00:25:26,450
+نعمل نوع من إيه؟ التنظيم الاجتماعي كوحدة
+
+347
+00:25:26,450 --> 00:25:30,320
+واحدة داخل الصف. هذا يؤثر على هذا الأمر أيضًا.
+
+348
+00:25:30,320 --> 00:25:33,620
+التنافس، ثم العزوف عن المشاركة. أحيانًا برضه من
+
+349
+00:25:33,620 --> 00:25:38,120
+المشاكل: أنا محتاج أن الطالب الموهوب يشارك، عشان يعمل
+
+350
+00:25:38,120 --> 00:25:42,040
+جو في الصف، يحاول يفيد الآخرين، يعطي نوع من النشاط
+
+351
+00:25:42,040 --> 00:25:44,980
+في داخل البيئة الصفية. لأ، العزوف كمان برضه من
+
+352
+00:25:44,980 --> 00:25:50,450
+المشاكل. إحراج المعلم. بعض الطلبة بالفعل يتصيدون
+
+353
+00:25:50,450 --> 00:25:55,010
+الأخطاء من المعلم، أو أنه يتعمد سؤاله وإحراجه ببعض
+
+354
+00:25:55,010 --> 00:26:00,470
+الأسئلة اللي بيعتبر أنه اطّلع عليها، وقد لم يطلع
+
+355
+00:26:00,470 --> 00:26:03,490
+عليها أحيانًا المعلم. فبتلاقيه بيسأل أسئلة صعبة، وهذا
+
+356
+00:26:03,490 --> 00:26:06,710
+بيسبب نوع من الإحراج. عادة المعلمون يتعاملون مع
+
+357
+00:26:06,710 --> 00:26:09,810
+هذا بظروف كيف للأسف، بعض المعلمين يتعاملون بردة
+
+358
+00:26:09,810 --> 00:26:14,050
+فعل صعبة: "انت تعال اختبرني انت كذا"، ويعاقبه
+
+359
+00:26:14,050 --> 00:26:18,170
+بشدة. طبعًا هذا النوع اللي بيحرج المعلم. كيف نعالجه؟
+
+361
+00:26:26,990 --> 00:26:31,210
+زي ما طرحنا في المحاضرة السابقة، كيف يمكن أن نُشرك
+
+362
+00:26:31,210 --> 00:26:35,510
+الطلبة في هذا الحل، أو حتى إحنا الأصل بشكل عام أن
+
+363
+00:26:35,510 --> 00:26:39,970
+إحنا نكون يعني نتعامل دائمًا بهدوء في الموقف، ونحاول
+
+364
+00:26:39,970 --> 00:26:43,530
+قدر ما نستخدم ذكائنا كمعلمين في التخلص من المواقف
+
+365
+00:26:43,530 --> 00:26:49,990
+المحرجة. لأن نتعامل بردات فعل، نعاقب، ننزل في
+
+366
+00:26:49,990 --> 00:26:54,470
+مستوانا، هذا مشكلة طبعًا. اه، تفضلي. ممكن نجيب سؤال صعب
+
+367
+00:26:54,470 --> 00:26:58,030
+يعني... لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+368
+00:26:58,030 --> 00:26:58,270
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+369
+00:26:58,270 --> 00:26:59,590
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+370
+00:26:59,590 --> 00:27:01,670
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+371
+00:27:01,670 --> 00:27:03,290
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+372
+00:27:03,290 --> 00:27:09,550
+لأ لأ
+
+373
+00:27:14,340 --> 00:27:17,540
+هذا إذا كنت بدك تأخذه بينك وبينه، تحكيله اه، بيمشي
+
+374
+00:27:17,540 --> 00:27:21,340
+الحال. أما في داخل الحصة، لا ينبغي أن تحاول التعامل
+
+375
+00:27:21,340 --> 00:27:24,200
+مع هذا الموقف من خلال... طرحنا ثلاث شغلات المرة اللي
+
+376
+00:27:24,200 --> 00:27:27,780
+فاتت. أول شغلة قلنا: إما أنه هذا سؤال كثير جديد
+
+377
+00:27:27,780 --> 00:27:32,700
+بالنسبة له، كثير جيد. إذا كان مستوى متدني، يعني قبل
+
+378
+00:27:32,700 --> 00:27:36,780
+الإعدادية أو السنوية، معنى ذلك نستطيع أن إحنا نؤجل
+
+379
+00:27:36,780 --> 00:27:38,780
+هذا السؤال. طيب، إيه اللي بيجاوبه إن شاء الله المرة
+
+380
+00:27:38,780 --> 00:27:42,990
+القادمة، هيكون له درجتين أو ثلاث درجات. أو إن إن شاء
+
+381
+00:27:42,990 --> 00:27:45,610
+الله رب العالمين، هذا السؤال يحتاج إلى وقت، المرة
+
+382
+00:27:45,610 --> 00:27:48,170
+الجاية نذكرونا فيه إن شاء الله، عشان نحله في أول حصة
+
+383
+00:27:48,170 --> 00:27:51,890
+يعني بيحاول يستخدم بعض الأساليب التي يتخلص
+
+384
+00:27:51,890 --> 00:27:55,230
+من خلالها من هذا الموقف، التأثير السلبي على بعض الطلبة.
+
+385
+00:27:55,230 --> 00:27:58,950
+أيضًا كثير من الطلبة الموهوبين قد يكون سلوكهم المصاحب
+
+386
+00:27:58,950 --> 00:28:03,790
+للذكاء سلوك متجاوز. يعني إذا جاوب واحد،
+
+445
+00:31:44,320 --> 00:31:48,260
+وهذا أيضا لا يغيب عن بالنا، نقف عند إن شاء الله هذه
+
+446
+00:31:48,260 --> 00:31:51,940
+النقطة التي نتناولها في المحاضرة القادمة، الطلبة البطيئة
+
+447
+00:31:51,940 --> 00:31:56,500
+والتعلم، يتبقى علينا شغلات خفيفة إن شاء الله في
+
+448
+00:31:56,500 --> 00:32:00,740
+المنهج، موعدنا يوم السبت، أشكركم وبارك الله فيكم، و
+
+449
+00:32:00,740 --> 00:32:01,760
+السلام عليكم ورحمة الله
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/WnAey-yzaMM_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/WnAey-yzaMM_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..9daf18fb2f6a21d2dd778cad26d288eb1a7390d9
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/WnAey-yzaMM_raw.json
@@ -0,0 +1 @@
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"end": 1915.62, "word": " شغلات", "probability": 0.976806640625}, {"start": 1915.62, "end": 1916.04, "word": " خفيفة", "probability": 0.9892578125}, {"start": 1916.04, "end": 1916.1, "word": " ان", "probability": 0.58984375}, {"start": 1916.1, "end": 1916.24, "word": " شاء", "probability": 0.991943359375}, {"start": 1916.24, "end": 1916.36, "word": " الله", "probability": 0.96337890625}, {"start": 1916.36, "end": 1916.5, "word": " في", "probability": 0.91259765625}, {"start": 1916.5, "end": 1916.98, "word": " المنهج", "probability": 0.79931640625}, {"start": 1916.98, "end": 1917.86, "word": " موعدنا", "probability": 0.80615234375}, {"start": 1917.86, "end": 1918.18, "word": " يوم", "probability": 0.993408203125}, {"start": 1918.18, "end": 1918.78, "word": " السبت", "probability": 0.9519856770833334}, {"start": 1918.78, "end": 1919.62, "word": " أشكركم", "probability": 0.87353515625}, {"start": 1919.62, "end": 1919.78, "word": " و", "probability": 0.8173828125}, {"start": 1919.78, "end": 1920.06, "word": " بارك", "probability": 0.8291015625}, {"start": 1920.06, "end": 1920.16, "word": " الله", "probability": 0.9560546875}, {"start": 1920.16, "end": 1920.6, "word": " فيكم", "probability": 0.97705078125}, {"start": 1920.6, "end": 1920.74, "word": " و", "probability": 0.48095703125}, {"start": 1920.74, "end": 1921.0, "word": " السلام", "probability": 0.96923828125}, {"start": 1921.0, "end": 1921.32, "word": " عليكم", "probability": 0.919921875}, {"start": 1921.32, "end": 1921.46, "word": " و", "probability": 0.984375}, {"start": 1921.46, "end": 1921.58, "word": " رحمه", "probability": 0.735107421875}, {"start": 1921.58, "end": 1921.76, "word": " الله", "probability": 0.8759765625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1922.751625, "duration_after_vad": 1877.9984687499973}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/cIyMCUn_iuo_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/cIyMCUn_iuo_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..53c00256b1158406be30ab14953e4dbe6d92778d
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/cIyMCUn_iuo_postprocess.srt
@@ -0,0 +1,1676 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,390 --> 00:00:18,070
+الحمد لله و الصلاة والسلام على رسول الله أما بعد
+
+3
+00:00:18,070 --> 00:00:22,490
+بداية يعني كل عام و أنتوا بخير بعد موسم الحج ان
+
+4
+00:00:22,490 --> 00:00:27,070
+شاء الله و بعد هذا العيد المبارك و يعني أحب أن
+
+5
+00:00:27,070 --> 00:00:30,530
+أبلغكم يعني أني دعوت لكم ان شاء الله رب العالمين و
+
+6
+00:00:30,530 --> 00:00:34,870
+أسأل الله العظيم الإستجابة اتحدثنا في المحاضرة
+
+7
+00:00:34,870 --> 00:00:37,990
+السابقة أو بدأنا في الفصل الرابع و هو الاتصال و
+
+8
+00:00:37,990 --> 00:00:46,430
+التواصل الصفيو تحدثنا أن الاتصال هو عبارة عن ..
+
+9
+00:00:46,430 --> 00:00:51,010
+الاتصال عبارة عن .. فضليه؟ اللغة الاتصال بين
+
+10
+00:00:51,010 --> 00:00:56,080
+مستقبل و مرسل عبر خنادقعبارة عن لغة يتفاعل من
+
+11
+00:00:56,080 --> 00:00:59,480
+خلالها المستقبل أو المرسل مع المستقبل من خلال قناة
+
+12
+00:00:59,480 --> 00:01:04,740
+اتصال محددة ورسالة واضحة ويختلف الاتصال عن التواصل
+
+13
+00:01:04,740 --> 00:01:10,120
+في كون أن التواصل هو عملية تفاعلية تبادلية بين
+
+14
+00:01:10,120 --> 00:01:15,260
+المرسل والمستقبل ويحدث فيها نوع من الانسجام لذلك
+
+15
+00:01:15,260 --> 00:01:19,400
+حتى أن علماء التربية ميزوا بين التواصل والتفاعل
+
+16
+00:01:19,400 --> 00:01:24,000
+وتحدثوا أن التفاعلتدخل فيه العمليات القلبية نوع من
+
+17
+00:01:24,000 --> 00:01:28,000
+التفاعل والاهتمام الداخلي الذي يزيد عملية التواصل
+
+18
+00:01:28,000 --> 00:01:34,680
+فاعلية و أثرا و بلوغا لنفسية أو نفس اللي هو
+
+19
+00:01:34,680 --> 00:01:39,140
+المستقبل تحدثنا أيضا عن أنماط التواصل الصفي وقولنا
+
+20
+00:01:39,140 --> 00:01:43,700
+أن التواصل الصفي لدينا فيه أربعة أنماط النمط الأول
+
+21
+00:01:45,100 --> 00:01:50,700
+هو نمط اتصال ذو اتجاه واحد وبموجب هذا النمط يتصل
+
+22
+00:01:50,700 --> 00:01:57,640
+المعلم بالطلبة ولا يسمح لهم بإياش بالتواصل العكسي
+
+23
+00:01:57,640 --> 00:02:03,080
+يعني هذا تماما كما تحدثنا زي مين زي النمط التسلطي
+
+24
+00:02:03,080 --> 00:02:09,390
+النوع التاني وهواللي هو التواصل ذو الإتجاهين و
+
+25
+00:02:09,390 --> 00:02:12,550
+يكون التواصل ذو الإتجاهين تواصل ما بين الطالب و
+
+26
+00:02:12,550 --> 00:02:16,530
+المعلم و بين المعلم و الطالب يسمح فيه المعلم بنوع
+
+27
+00:02:16,530 --> 00:02:20,630
+من المشاركة لكن هذه المشاركة تكون تحت سيطرة هذا
+
+28
+00:02:20,630 --> 00:02:24,950
+المعلمو هذا أشبه بالنمط التقليدي الذي يسمح ببعض
+
+29
+00:02:24,950 --> 00:02:28,770
+المشاركات من قبل الطلبة و كل أن هذا الاتصال أكثر
+
+30
+00:02:28,770 --> 00:02:32,710
+فعالية من الاتصال ذو الاتجاه الواحد لكنه يبقى
+
+31
+00:02:32,710 --> 00:02:36,750
+اتصال ناقصا و يمكن أفضل أنواع الاتصال اللي تحدثنا
+
+32
+00:02:36,750 --> 00:02:40,170
+عنها وهي الاتصال ثلاثي اللي هو الاتجاهات
+
+33
+00:02:42,340 --> 00:02:46,000
+وزي ما هو عندنا في الشكل هان المعلم يتصل بالطلبة
+
+34
+00:02:46,000 --> 00:02:51,040
+الطلبة يتصلون بالمعلم و الطلبة أيضا يتواصلون فيما
+
+35
+00:02:51,040 --> 00:02:55,300
+بينهم و هذا النمط هو تماما ينطبق على النمط الشوري
+
+36
+00:02:55,300 --> 00:02:58,800
+او الديمقراطي اللذي ينتهجه هذا المعلم و هو من افضل
+
+37
+00:02:58,800 --> 00:03:02,000
+انواع الاتصالات و قولنا ان من إيجابيته زيادة
+
+38
+00:03:02,000 --> 00:03:06,860
+التفاعل تحقيق الإبداع لدى الطلبة إثارة الانتباه
+
+39
+00:03:06,860 --> 00:03:13,590
+بشكل مستمر داخل البيعة الصفيةأخر نوع من الأنواع
+
+40
+00:03:13,590 --> 00:03:17,710
+وهو الاتصال متعدد الاتجاهات والاتصال متعدد
+
+41
+00:03:17,710 --> 00:03:21,270
+الاتجاهات هو اتصال يشرف فيها المعلم أو يكون دور
+
+42
+00:03:21,270 --> 00:03:26,990
+المعلم دور المنظم والمشرف وعادة ما ينفع هذا النوع
+
+43
+00:03:26,990 --> 00:03:30,510
+من أنواع الاتصالات أو التواصل في إيش؟ في ورش
+
+44
+00:03:30,510 --> 00:03:35,650
+العمل؟ في المختبرات؟في القضايا اللي إلها علاقة
+
+45
+00:03:35,650 --> 00:03:39,770
+بالقضايا الإجتماعات أو حتى لو كانت الحصة خارج إطار
+
+46
+00:03:39,770 --> 00:03:42,910
+البيئة الصفية زي كيف مثلا والله إحنا قاعدين في
+
+47
+00:03:42,910 --> 00:03:47,270
+داخل ساحة المدرسة وندير نوع من النقاش حول قضية
+
+48
+00:03:47,270 --> 00:03:51,070
+معينة، إذا حلقات النقاش ورش العمل أو الألعاب
+
+49
+00:03:51,070 --> 00:03:54,070
+التعليمية والأنشطة التعاونيةهذه من الأشياء التي
+
+50
+00:03:54,070 --> 00:03:57,470
+يصلح لها هذا النمط لكن من عيوب هذا النمط أنه يصعب
+
+51
+00:03:57,470 --> 00:04:01,950
+على المعلم داخل البيئة الصفية السيطرة و التحكم فيه
+
+52
+00:04:01,950 --> 00:04:05,390
+بالإضافة أنه احنا صفوفنا كما قلنا أنها من الصفوف
+
+53
+00:04:05,390 --> 00:04:09,410
+الاش المكتظة و ليست الصفوف النموذجية التي يمكن
+
+54
+00:04:09,410 --> 00:04:13,050
+تشكيل فيها شكل اللي اللي هو مقاعد الدراسة على هيئة
+
+55
+00:04:13,050 --> 00:04:18,880
+ورشات عمل أو إثارة مواضيع للنقاش بشكل عامهذه
+
+56
+00:04:18,880 --> 00:04:23,660
+تقريبا اللي هي أنماط التواصل في عنا اللي هو أشكال
+
+57
+00:04:23,660 --> 00:04:26,820
+عملية التواصل اللي يمكن برضه أيضا تحدثنا عنها،
+
+58
+00:04:26,820 --> 00:04:30,500
+قولنا أن لدينا شكلين من أشكال التواصل، التواصل غير
+
+59
+00:04:30,500 --> 00:04:35,500
+لفظي والتواصل اللفظي، حكينا عنها ولا؟ طيب يمكن
+
+60
+00:04:35,500 --> 00:04:40,730
+ناخد فيها، التواصل غير لفظينعني بالتواصل غير لفظي
+
+61
+00:04:40,730 --> 00:04:45,590
+كافة أشكال التواصل التي لا يستخدم فيها المرسل كويس
+
+62
+00:04:45,590 --> 00:04:50,630
+أي نوع من الأنواع اللي هي عاش اللفظية النطق أو حتى
+
+63
+00:04:50,630 --> 00:04:54,430
+الكتابية لأن الكتاب يعتبر نوع من أنواع التواصل
+
+64
+00:04:54,430 --> 00:04:58,030
+اللفظي لذلك هي كافة الرسائل أو المعاني التي يتم
+
+65
+00:04:58,030 --> 00:05:01,670
+نقلها من خلال الحواس المختلفة باستثناء حاسة اللي
+
+66
+00:05:01,670 --> 00:05:05,990
+هي عاش اللسان أو الكتابةمن أمثلة هذه اللي هي
+
+67
+00:05:05,990 --> 00:05:11,650
+التواصل غير لفظي تعبيرات الوجه التي تعكس السعادة
+
+68
+00:05:11,650 --> 00:05:15,450
+أو الحزن يعني في الامتحان ما شاء الله انتوا لو
+
+69
+00:05:15,450 --> 00:05:19,390
+اجينا اتفرجنا على وجهكم كلكم منشريحين ماشي الحال
+
+70
+00:05:19,390 --> 00:05:26,760
+كويس لذلك تعبيرات الوجه تعتبر من أهميمكن التعبيرات
+
+71
+00:05:26,760 --> 00:05:30,500
+أو من أهم الملامح اللي دائما يعني يركز عليها علماء
+
+72
+00:05:30,500 --> 00:05:34,640
+النفس أن هي التي تعطي الإيحاء الصحيح لرسالة
+
+73
+00:05:34,640 --> 00:05:37,320
+الداخلية لدى المعلم يعني يمكن أجي أقولكوا والله
+
+74
+00:05:37,320 --> 00:05:41,380
+أنا كتير مبسوط منكم و أنا مكشر حتى تناقض هذه
+
+75
+00:05:41,380 --> 00:05:45,800
+الرسالة اللفظية مع رسالة إيش؟ تعبيرات الوجه، مين
+
+76
+00:05:45,800 --> 00:05:51,570
+أصدق؟ تعبيرات الوجه، إذاهذا اللي هو تعبيرات الوجه
+
+77
+00:05:51,570 --> 00:05:55,730
+اللي بيحمل سواء السعادة و الحزن الدهشة و التعجب
+
+78
+00:05:55,730 --> 00:05:58,290
+ممكن انا استغرب ان انتوا يعني مصعبين الامتحان مع
+
+79
+00:05:58,290 --> 00:06:03,390
+ان انا حاطه سهل كويس مثلا الضيق و الغضب اذا كنت
+
+80
+00:06:03,390 --> 00:06:07,130
+انا بالفعل حاسيت انه والله الطالبات بدأوا يعني
+
+81
+00:06:07,130 --> 00:06:11,870
+يخرجوا عن ايطال القواعد و النظام الصفية او اللياقة
+
+82
+00:06:11,870 --> 00:06:16,270
+المطلوبة اكيد طبعا هيصير في نوع منها ضيق و غضب اذا
+
+83
+00:06:16,270 --> 00:06:21,010
+هذه التعبيرات هيأحد أشكال التواصل غير لفظي، إيش في
+
+84
+00:06:21,010 --> 00:06:24,750
+أشكال تانية للتواصل غير لفظي، غير تعبيرات الوجه؟
+
+85
+00:06:24,750 --> 00:06:29,250
+لغة
+
+86
+00:06:29,250 --> 00:06:33,070
+الأيدي، إحنا مش ضمن نحكي عن لغة العيون، و هنجيها
+
+87
+00:06:33,070 --> 00:06:36,630
+كمان لغة الأيدي مهمة جدا، طبعا لغة الأيدي في فرق
+
+88
+00:06:36,630 --> 00:06:38,470
+بين .. أنا عايز أقولك و الله إن شاء الله غير
+
+89
+00:06:38,470 --> 00:06:42,390
+أحطلكوا علاماتي كويسة، أنا بعملكوا إياش بإشارة إلى
+
+90
+00:06:42,390 --> 00:06:47,480
+التواعد، كويس؟ماشي الحال، إذا لغة الأيدي أيضا تشير
+
+91
+00:06:47,480 --> 00:06:52,080
+إلى لغة مهمة جدا و عادة ما يتفاهم المعلم مع الطلبة
+
+92
+00:06:52,080 --> 00:06:56,300
+أو يتعود الطلبة على سمت معين للمعلم في إشاراته
+
+93
+00:06:56,300 --> 00:07:01,000
+فإذا ما رفع يده إلى الأعلى هو يشير إلى إيش؟ عن
+
+94
+00:07:01,000 --> 00:07:05,000
+يعني توقف أيها الطالب عن ..الإجابة خلاص وصلت
+
+95
+00:07:05,000 --> 00:07:08,800
+الصورة إذا ما أشار إلى إيش بأصبعه إلى طالب معين
+
+96
+00:07:08,800 --> 00:07:12,660
+فهو يقصد هذا الطالب و هكذا إذا لغة الأيدي أيضا لغة
+
+97
+00:07:12,660 --> 00:07:17,480
+مهمة إذا ما وضع يده على كتف الطالب في إشارة إلى
+
+98
+00:07:17,480 --> 00:07:20,880
+الإعجاب في إشارة إلى التقدير في إشارة إلى التشجيع
+
+99
+00:07:20,880 --> 00:07:27,780
+أيضا برضه لها دلالات كبيرة جدا لغة العيون و ما
+
+100
+00:07:27,780 --> 00:07:33,160
+أبلغها شك يعني خبّي كل الوجه و اضل العين يعنيو
+
+101
+00:07:33,160 --> 00:07:37,560
+يكون الخوف هو السماء العامة اللى موجود فيها
+
+102
+00:07:37,560 --> 00:07:41,060
+الإنسان، بيظهر هذا على عينيه ولا لأ؟ بيظهر إنه
+
+103
+00:07:41,060 --> 00:07:44,360
+خايف، إنه غضبان، إنه كذا، إذا لغة العيون كمان عشان
+
+104
+00:07:44,360 --> 00:07:49,840
+هيك الوجه بدون عينين، مشكلة، ماشي الحاللذلك في حتى
+
+105
+00:07:49,840 --> 00:07:53,320
+ال .. ال .. إذا بنطلع برا الإطار التربوي لإطار
+
+106
+00:07:53,320 --> 00:07:58,480
+التحقيق لرجال المبحث الجناية أو غيره أو رجال
+
+107
+00:07:58,480 --> 00:08:03,580
+الشرطة لما بيحققوا لا يتعمدوا أنهم إيش يخفوا
+
+108
+00:08:03,580 --> 00:08:07,560
+الأعين بالعكس و يركز و يتعمد المحقق أنه إيش يطلب
+
+109
+00:08:07,560 --> 00:08:10,480
+من المتهم أن ينظر إليه أو أن يركز بصره تجاهه لأن
+
+110
+00:08:10,480 --> 00:08:14,500
+لغة العين والتأثيرات والصدمات لا تتحملها العينعشان
+
+111
+00:08:14,500 --> 00:08:18,180
+هي الملامح غير اللفظية بنقول هي أبلغ كثيرا من
+
+112
+00:08:18,180 --> 00:08:24,260
+التواصل اللفظي عفواني فضلي المرأة في الفيلم اللي
+
+113
+00:08:24,260 --> 00:08:28,260
+هو اعتقاد جنية في قسم خاص بتطلع على تعبيرات وجود
+
+114
+00:08:28,260 --> 00:08:31,360
+الرؤساء و كيف لما مُخطب و لعمل حركة هاي معناها كذا
+
+115
+00:08:31,360 --> 00:08:34,840
+و هاي معناها كذا نعم هو حتى في علم نفسي إذا بتفوتي
+
+116
+00:08:34,840 --> 00:08:37,660
+على ال internet هتلاقي لغة الوجوه يمكن عشرين
+
+117
+00:08:37,660 --> 00:08:41,480
+تلاتين مليون حركة و كل واحدة إشيلها تفسير يعني
+
+118
+00:08:41,480 --> 00:08:47,440
+حركة الإيدينتعبر عن القلق، حركة الارتفاع الحواجب
+
+119
+00:08:47,440 --> 00:08:51,840
+تعبر عن التركيز والدهشة، وهكذا، هذه الحركات درسوها
+
+120
+00:08:51,840 --> 00:08:55,740
+علماء نفسي، ذلك نقول أن لغة العيون هي لغة كثيرة
+
+121
+00:08:55,740 --> 00:08:59,680
+ومهمة جدا في عملية التواصل، لغة التواصل المكاني
+
+122
+00:09:00,910 --> 00:09:04,190
+المقصود بالتواصل المكاني هو تنقل المعلم واقتراب
+
+123
+00:09:04,190 --> 00:09:09,090
+المعلم من الطالب بطريقة طبعا غير لصيقة لان انا
+
+124
+00:09:09,090 --> 00:09:11,630
+اتحدث عن اقتراب مكاني بحيث ان و الله انت بتقدم
+
+125
+00:09:11,630 --> 00:09:14,510
+امتحان و كنت فقعد مقترب فيك و بتطلع عليه هذا
+
+126
+00:09:14,510 --> 00:09:18,630
+سيسببلك ايش؟ ازعاج و توتر لكن اقتراب مكاني و انت
+
+127
+00:09:18,630 --> 00:09:21,380
+بتجاوبي و انا ب .. ايش؟ جاي عندك ما شاء اللهفكر
+
+128
+00:09:21,380 --> 00:09:24,480
+على كاملة معناه ذلك أن هذا الاقتراب المكاني يشير
+
+129
+00:09:24,480 --> 00:09:28,580
+إلى الإعجاب والتعزيز، إذن الاقتراب المكاني أكثر
+
+130
+00:09:28,580 --> 00:09:31,480
+لغة من لغة التواصل الذي ينبغي على المعلم أن
+
+131
+00:09:31,480 --> 00:09:35,280
+يتبعها، إذن هذه تقريبا أربع أشكال للتواصل غير
+
+132
+00:09:35,280 --> 00:09:38,900
+اللفظي وهي أشكال كما قلنا مهمة جدا ويكاد يجمع
+
+133
+00:09:38,900 --> 00:09:44,220
+علماء التربية أن 70% من الأثر الذي يترك التواصل
+
+134
+00:09:44,220 --> 00:09:48,340
+غير اللفظييترك على الطالب اكثر من التواصل اللفظي
+
+135
+00:09:48,340 --> 00:09:52,400
+رغم انه ناخد نموذج لفلاندرز مثلا بتحدث عن التواصل
+
+136
+00:09:52,400 --> 00:09:56,260
+اللفظي وبيديه ال 70% هو لكنه انها تحدث عن الأبلغ
+
+137
+00:09:56,260 --> 00:09:58,860
+أثر انه و احنا مجمعين على هذا الكلام انه الأبلغ
+
+138
+00:09:58,860 --> 00:10:03,310
+أثر هو التواصل غير لفظي لكن لا يستطيع المعلملا
+
+139
+00:10:03,310 --> 00:10:06,890
+يستطيع المعلم أن يتواصل بشكل غير لفظي بس أضل أطلع
+
+140
+00:10:06,890 --> 00:10:13,190
+فيكم، لأ هو بالعادة يشرح، يسأل، يوجه، ينتقد،
+
+141
+00:10:13,190 --> 00:10:17,190
+يعاقب، كل هذا بده تواصل إيش؟ لفظي، لكن التواصل غير
+
+142
+00:10:17,190 --> 00:10:21,490
+لفظي ينبغي أن يكون حاضرا في شرح المعلم، نعم
+
+143
+00:10:28,830 --> 00:10:32,310
+خلاص بس اتطلع صحيح سماع كده اللابيب و بالإشارة
+
+144
+00:10:32,310 --> 00:10:35,230
+يفهم و أحيانا في نهاية إنسان يكفيه نظرة و إنسان
+
+145
+00:10:35,230 --> 00:10:38,630
+يكفيه إشارة و إنسان يكفيه حديث و إنسان لا يكفيه
+
+146
+00:10:38,630 --> 00:10:43,530
+إلا إيش؟ إلا العصام طيب التواصل اللفظي أو التفاعل
+
+147
+00:10:43,530 --> 00:10:48,790
+اللي هو الصف هنا ينقسم إلى قسمين و المقصود
+
+148
+00:10:48,790 --> 00:10:52,510
+بالتواصل اللفظي هو تواصل لغاتالحديث اللغة المشتركة
+
+149
+00:10:52,510 --> 00:10:55,990
+اللي حكينا عنها لابد أن تكون لغة مفهومة لغة بسيطة
+
+150
+00:10:55,990 --> 00:11:00,650
+وسهلة يستطيع أن يرسل الإنسان بطريقة لا تحتمل أكثر
+
+151
+00:11:00,650 --> 00:11:06,550
+من المعنى لكن المعلمون ينقسمون هنا إلى قسمين ناس
+
+152
+00:11:06,550 --> 00:11:11,770
+عندهم تفاعل مغلق حيطة مسكرة إذا في اتجاه واحد بس
+
+153
+00:11:11,770 --> 00:11:17,470
+يعطيه ولا تغذية راجعة وهذا زي النمط اللي حكينا عنه
+
+154
+00:11:17,470 --> 00:11:22,190
+النمطالتسلطي أما التفاعل المفتوح فهو التفاعل الذي
+
+155
+00:11:22,190 --> 00:11:26,270
+يكون فيه إيش الاتجاهات متداخلة منفتحة أو يمكن
+
+156
+00:11:26,270 --> 00:11:30,470
+الصورة لحالها ترسمنا صورة كمبيوتر صورة عالم كويس
+
+157
+00:11:30,470 --> 00:11:34,350
+أو صورة أصوات إذا في نوع من المشاركة في نوع من
+
+158
+00:11:34,350 --> 00:11:39,290
+التفاعل داخل البيئة الصفية والتفاعل المقصود فيه
+
+159
+00:11:39,290 --> 00:11:43,350
+كمان التفاعل الإيجابي جدا في هذا النمط وهذا من
+
+160
+00:11:43,350 --> 00:11:50,330
+الأنماط الشورية التي تستخدم هذا النمططيب فيكوا
+
+161
+00:11:50,330 --> 00:11:53,490
+صورة هنا شوفوا ليها دي إيش تواصل إيش نوع التواصل
+
+162
+00:11:53,490 --> 00:11:57,430
+فيها؟
+
+163
+00:11:57,430 --> 00:12:02,930
+شايفين
+
+164
+00:12:02,930 --> 00:12:07,490
+انتوا تجروا ولا أقرألكوا؟ طيب أقرألكوا هذا بيقولها
+
+165
+00:12:07,490 --> 00:12:11,170
+لازم أشوف لي زوجة غيرك انت ماجبتيلي إلا الضغط
+
+166
+00:12:11,170 --> 00:12:15,550
+والسكر هي بتقوله أنا جبتليك خمس ولاد و تلت بنات يا
+
+167
+00:12:15,550 --> 00:12:20,360
+ناجر الجميلشو رأيكوا في التواصل هنا؟ شو رأيكوا في
+
+168
+00:12:20,360 --> 00:12:26,360
+التواصل هنا؟ لحظة،
+
+169
+00:12:26,360 --> 00:12:32,760
+بس خليكم شويه شويه، راكزوا، تفضلي اه
+
+170
+00:12:32,760 --> 00:12:39,420
+تعبير غاضب، هنا إيش تعبير وجهه؟ ممكن يكون بمزح؟
+
+171
+00:12:39,420 --> 00:12:44,780
+اه؟ كويس؟ ماشي الحال؟ طيب تتصوروا هذا التواصل بلغ
+
+172
+00:12:44,780 --> 00:12:50,800
+مرحلة التفاعل؟ ليش؟ممكن يكون التفاعل سلبي ولا لا؟
+
+173
+00:12:51,930 --> 00:12:55,630
+هو بلغ حد التفاعل لدرجة إنه نال من وين؟ من داخلها،
+
+174
+00:12:55,630 --> 00:12:58,470
+فمسكينة يعني إيش؟ ما هو إيه اللي تتفاعل؟ أه، فراحت
+
+175
+00:12:58,470 --> 00:13:02,690
+تفاعلت لدرجة كبيرة جدا و ردت بطريقة جيدة تربويا
+
+176
+00:13:02,690 --> 00:13:08,070
+إحنا بنتحدد إنه التواصل، اللفظ ينبغي أن يكون تواصل
+
+177
+00:13:08,070 --> 00:13:12,770
+جيد، تواصل لبق، تواصل فيه اختيار الكلمات بطريقة
+
+178
+00:13:12,770 --> 00:13:18,010
+صحيحة كما قلنا ينبغي أن نختار كلمات التي ليس لها
+
+179
+00:13:18,010 --> 00:13:21,790
+إلا معنى واحدةأما إذا اخترنا كلمات لها معناين زي
+
+180
+00:13:21,790 --> 00:13:26,570
+مثال ذكرنا اتفيوا أسرعكم فناس يعني بمفهوم أهل
+
+181
+00:13:26,570 --> 00:13:29,510
+المدينة اتفيوا أسرعكم يعني دفوهم و بمفهوم أهل
+
+182
+00:13:29,510 --> 00:13:34,310
+اليمن اقتلوهم، إذا ينبغي أن تكون لغة التواصل لغها
+
+183
+00:13:34,910 --> 00:13:37,290
+فيها نوع من التفاهم و فيها نوع من التفاعل،
+
+184
+00:13:37,290 --> 00:13:42,550
+التفاعل، هنا عشان هيك بنقول مهارات التواصل الفعال،
+
+185
+00:13:42,550 --> 00:13:46,310
+أول مهارة من مهارات التواصل الفعال الإصغاء، شوف
+
+186
+00:13:46,310 --> 00:13:50,850
+الذي لا يستطيع أن يصغي جيدا، لا يستطيع أن يتواصل
+
+187
+00:13:50,850 --> 00:13:55,400
+جيدا، اللي بياخدش لن يعطيهودايمًا بيقولوا فاقد
+
+188
+00:13:55,400 --> 00:13:59,980
+الشياء لا يعطيه والإنسان اللي تعود أن يتحدث دايمًا
+
+189
+00:13:59,980 --> 00:14:05,100
+ستجدينه دايمًا يكرر الحديث في كل مناسبة فانت
+
+190
+00:14:05,100 --> 00:14:09,400
+بتبهري في الإنسان المتحدث مرة مرتين تلاتة بس كتر
+
+191
+00:14:09,400 --> 00:14:13,060
+كلام ماببدأ ياشي عيد عشان هي كانت دايمًا أول مهارة
+
+192
+00:14:13,060 --> 00:14:15,480
+من مهارات التواصل الفعال هي الإصغاء فما هو
+
+193
+00:14:15,480 --> 00:14:20,670
+الإصغاء؟حُسن الاستماع، ممتازة، حُسن الاستماع وليس
+
+194
+00:14:20,670 --> 00:14:25,330
+الاستماع ممكن انا اصغيلك وابجي سارح، هذا ليس اصغاء
+
+195
+00:14:25,330 --> 00:14:30,110
+وانما هو استماع و بعدها انس الموضوع، لذلك نتحدث عن
+
+196
+00:14:30,110 --> 00:14:33,850
+اصغاء انه حُسن الاستماع، الاستماع الذي استطيع ان
+
+197
+00:14:33,850 --> 00:14:41,190
+أستمه لمن يتحدثمعي مباشرة أدرك ما يقول أنصط إليه
+
+198
+00:14:41,190 --> 00:14:44,890
+بإصغاء واهتمام أكون الكلمات إذا كان في هناك حاجة
+
+199
+00:14:44,890 --> 00:14:50,110
+للرد ماشي الحال لذلك المعلم لابد أن يعلم الطالب
+
+200
+00:14:50,110 --> 00:14:54,330
+مهارتين أو أن يعلم الطالب مهارة الإصغاء مثل ما
+
+201
+00:14:54,330 --> 00:15:00,910
+يعلمه مهارة إيش الحديث و المشاركة طيب الإصغاءمن
+
+202
+00:15:00,910 --> 00:15:05,530
+المعلم المطلوب أن ينتبه لما يقول له المتعلم لأنه
+
+203
+00:15:05,530 --> 00:15:09,110
+بدون الانتباه لن يتحقق الإصغاء، بده ينتبه، بده يظل
+
+204
+00:15:09,110 --> 00:15:13,250
+عنيا أياش موجودة، بالعكس، و أحاول أومق له أن أكمل
+
+205
+00:15:13,250 --> 00:15:18,470
+أنا منتبه، مقدر، أعلم ما تقول، أدرك، أعي، إدراكلي
+
+206
+00:15:18,470 --> 00:15:22,270
+هذا الفعل باستخدام مخزون المعرف الشخصي، تعرفوا أي
+
+207
+00:15:22,270 --> 00:15:28,550
+واحد بتحدث معاك؟هو بالنهاية سيلامس عندك رصيد في
+
+208
+00:15:28,550 --> 00:15:33,230
+الذاكرة لبعض الحديث أو كله يعني إذا أنا بتحدث عن
+
+209
+00:15:33,230 --> 00:15:36,750
+الإدارة الصفية أو بتحدث عن قصة معاه يمكن هذه القصة
+
+210
+00:15:36,750 --> 00:15:41,670
+جزء منها مرت أحداثها معاك فيموقف ما في حياتك
+
+211
+00:15:41,670 --> 00:15:45,530
+فبتبدأ انت إيش تتسرجع هذا المخزون الفكرة عشان تقدم
+
+212
+00:15:45,530 --> 00:15:50,050
+نوع من التصور تجاه قبول هذه القصة أو رفضها ماشي
+
+213
+00:15:50,050 --> 00:15:53,450
+الحال عشان هيك احنا بيقول إذا انتبهنا كويس سواء
+
+214
+00:15:53,450 --> 00:15:57,530
+لقول أو فعل المتعلم ثم أدركنا هذا الفعل باستخدام
+
+215
+00:15:57,530 --> 00:16:02,850
+القبرة والمخزون المعرفي أكيد ساعته هنقدم إيش نوع
+
+216
+00:16:02,850 --> 00:16:07,910
+من الرد المناسب إذا المهارة الأولى للمعلم ينبغي أن
+
+217
+00:16:07,910 --> 00:16:13,390
+يجيد عملية الإصغاءالمهارة التانية الشرحيةكمان برضه
+
+218
+00:16:13,390 --> 00:16:15,870
+اذا انا بدأ اعرف ان انتوا متضايقين او مش فاهمين
+
+219
+00:16:15,870 --> 00:16:20,670
+لابد ان انا اكون شغلة معينة اسمها شرح مبسط وميسر و
+
+220
+00:16:20,670 --> 00:16:25,010
+اعيد ايش صياغة الدرس بطريقة يستطيع فاهمها او تراعي
+
+221
+00:16:25,010 --> 00:16:29,090
+الفرق الفردية لدى الجميع اذا الشرح ترتبط بقدرة
+
+222
+00:16:29,090 --> 00:16:32,050
+المعلم على ايصال المعلومات جداش معلم متمكن من
+
+223
+00:16:32,050 --> 00:16:36,570
+مادته جداش يستطيع ان يبسطها يقدم امثلة لها هو
+
+224
+00:16:36,570 --> 00:16:40,990
+يستطيع ان يشرح وان يقدم المعلومات بطريقة سلسة لذلك
+
+225
+00:16:41,870 --> 00:16:45,490
+أحيانا و أنت بتشرحه بيجيك طالب بيعلق على مسألة ما
+
+226
+00:16:45,490 --> 00:16:49,390
+فإذا علق ترجع للمهارة الأولى اللي هي مهارة إيش
+
+227
+00:16:49,390 --> 00:16:55,550
+الاصغاء إيش بتعمليله؟ آه يستمع له أنا أستمعلك ماشي
+
+228
+00:16:55,550 --> 00:17:00,410
+الحال؟ كويس؟ يفهمه نعم أنا أفهمك لبس أنت قولي له
+
+229
+00:17:00,410 --> 00:17:04,390
+بنفس اللفظ أنا أفهم تماما ممتاز كمل هذا إيش بيعطيه
+
+230
+00:17:04,390 --> 00:17:09,610
+نوع من الثقة بالذات؟ كويس؟ يومق إليهبالإشارة،
+
+231
+00:17:09,610 --> 00:17:12,270
+دايما كتير احنا بقول هذا مستمع جيد، والله فلان
+
+232
+00:17:12,270 --> 00:17:16,570
+مستمع جيد، بيهتم، بسمعلي، والدي ما شاء الله إذا
+
+233
+00:17:16,570 --> 00:17:20,430
+بقعد معاه بسمعلي، مش كله بياخد الحكي على حسابه و
+
+234
+00:17:20,430 --> 00:17:25,950
+برفض كل إيش، القراء اللي بتقال له، إذا خلال الشرح
+
+235
+00:17:25,950 --> 00:17:29,290
+قد تتعرضي إلى إيش؟ إنك ترجعي لمهارة الإصغافة، بدك
+
+236
+00:17:29,290 --> 00:17:34,800
+تحاوليتكون عندك مرونة تم كمعلمة أنك لديك الاستعداد
+
+237
+00:17:34,800 --> 00:17:39,800
+لأن تصغي مرة أخرى و أنت تشرحي المهارة الثالثة فحص
+
+238
+00:17:39,800 --> 00:17:45,080
+الإدراك وهنا فحص الإدراك إيه له علاقة بإيش قدرتك
+
+239
+00:17:45,080 --> 00:17:48,580
+على فهم فهم الطلبة والله أنا شايف مثلا
+
+240
+00:17:51,380 --> 00:17:55,420
+سوصا مش فاهمة كتير حاسسها هي كانت مش متفاعلة مثلا،
+
+241
+00:17:55,420 --> 00:18:01,080
+كويس؟ هذا اسمه فحص إدراك، قدرة المعلم على إدراكما
+
+242
+00:18:01,080 --> 00:18:04,780
+يفكر فيه الطالب و دايما المعلمة الخبيرة اللي صارها
+
+243
+00:18:04,780 --> 00:18:08,780
+سنوات عندها خبرة بيصير تلقائيا هي مربية من أول ما
+
+244
+00:18:08,780 --> 00:18:12,320
+أشوف في عينان الطلبة بيعرفوا أنه هو إيش أنه والله
+
+245
+00:18:12,320 --> 00:18:16,020
+الطلبة فاهمين ولا مش فاهمين لذلك أنا بحاول أتفهم
+
+246
+00:18:16,020 --> 00:18:20,140
+مشاعر الطلبة أو أفهمها من خلال فحص هذا الإدراك و
+
+247
+00:18:20,140 --> 00:18:25,100
+هذا فحص الإدراك زي ما حكينا يمكنان يتم اما بطريقة
+
+248
+00:18:25,100 --> 00:18:29,020
+غير مباشرة او بطريقة مباشرة مثلا الطريقة المباشرة
+
+249
+00:18:29,020 --> 00:18:32,620
+ايش هي كأن يقول الطالب انا عند انطباع ان انت ان
+
+250
+00:18:32,620 --> 00:18:36,160
+شاء الله فاهم الدرس انا شعور انكوا فاهمين صح ولا
+
+251
+00:18:36,160 --> 00:18:41,580
+مش صح فاهمين انتوا تمام او بطريقة غير مباشرة زي
+
+252
+00:18:41,580 --> 00:18:45,300
+مثلا اذا طالب مثلا بتسير كتير مواقف مع المعلم
+
+253
+00:18:45,300 --> 00:18:52,970
+بيوجف طالب بيسأله سؤال بيكون المعلم سرحتتعرض لهذه
+
+254
+00:18:52,970 --> 00:18:57,030
+المواقف ولا لا؟ كويس هل جيت إيدا الصراحة؟ بيجي
+
+255
+00:18:57,030 --> 00:19:00,630
+يقوله هل كنت تقصد كذا؟ يعني أنت .. أنا فهمت منك أن
+
+256
+00:19:00,630 --> 00:19:05,490
+أنت حكيت هيك صح الكلام؟ كويس أو طبعا ليش هو بيحكي
+
+257
+00:19:05,490 --> 00:19:09,110
+فحص الإدراك إذا كان طريقة مباشرة فهو بيكون جماعي
+
+258
+00:19:09,110 --> 00:19:13,010
+عشان مايحرجش حد لكن أنا بدأ أفترض مثلا كمان نرجع ل
+
+259
+00:19:13,010 --> 00:19:16,870
+سوسان إيش؟ بدأ أفهم أنا أفحص إدراكي باتجاهها إنه
+
+260
+00:19:16,870 --> 00:19:19,860
+هل هي فاهمة ولا لأ أو مابديش أحرجهاأنا عندي أحساس
+
+261
+00:19:19,860 --> 00:19:23,520
+إن شاء الله رب العالمين إنه ممكن أستخلص من الكلام
+
+262
+00:19:23,520 --> 00:19:25,960
+اللي حكتيه، مع أن هو حكت كلام غلط، إنه هيكيك و
+
+263
+00:19:25,960 --> 00:19:28,940
+أصحح الإجابة، فمعنى ذلك إنه أنا إيش قاعد بعيدها
+
+264
+00:19:28,940 --> 00:19:33,260
+لحصها بطريقة شوية مهذبة و تحفظ لها كرامتها و إنه
+
+265
+00:19:33,260 --> 00:19:37,240
+ما .. لا تحرج أمام زميلاتها، إذا المهارة التالتة
+
+266
+00:19:37,240 --> 00:19:41,240
+فهي إيش؟ قولنا الشرح أو عفوا الإصغاء، الشرح و فحص
+
+267
+00:19:41,240 --> 00:19:48,020
+الإدراك طيب، دبط المستوى، إيش المقصود بدبط
+
+268
+00:19:48,020 --> 00:19:48,600
+المستوى؟
+
+269
+00:19:55,590 --> 00:20:01,130
+مش حدا؟ طيب ماشي ضبط المستوى و هي المقصود بها أن
+
+270
+00:20:01,130 --> 00:20:07,170
+يحافظ المعلم على توازن معين ما في استخدام وسائله
+
+271
+00:20:07,170 --> 00:20:11,310
+أدواته في الشرح طريقته حتى في استخدام الإشارات
+
+272
+00:20:11,310 --> 00:20:15,070
+شوفوا جداش يعني الإنسان بتلاقي معلم دايما بيحرك
+
+273
+00:20:15,070 --> 00:20:20,270
+إيده أنت كطالب بتتضايقيعني يارته واجف، يارته واجف،
+
+274
+00:20:20,270 --> 00:20:24,550
+مش هيك؟ هذا الكلام إذا لم يتوازن المعلم في شرحه
+
+275
+00:20:24,550 --> 00:20:28,890
+بين الجلوس والوقوف، بين الحركة والوقوف، بين
+
+276
+00:20:28,890 --> 00:20:32,570
+استخدام ال LCD مع الصبورة، مع الفيلم التعليمي
+
+277
+00:20:32,570 --> 00:20:37,170
+ومعاهكل هذا يحتاج إلى توازن وإلى تخطيط وهذا برجعنا
+
+278
+00:20:37,170 --> 00:20:40,890
+لموضوع إيش؟ من مهام المعلم الإدارية إيش؟ التخطيط
+
+279
+00:20:40,890 --> 00:20:45,390
+للدرس وجزة من التخطيط أن أحضر بالضبط ما هي الأدوات
+
+280
+00:20:45,390 --> 00:20:48,430
+والوسائل التي سأستخدمها، أيضًا من التوازن،
+
+281
+00:20:48,430 --> 00:20:51,770
+الانتقال من المحسوس إلى المجرد أو من المجرد إلى
+
+282
+00:20:51,770 --> 00:20:54,750
+المحسوس، مانفعش أضل أحكي بنظريات، لابد أن أذكر
+
+283
+00:20:54,750 --> 00:20:59,740
+أمثلة، لابد أن أشارك، لابد أن أكلف بمشاريعأستخدم
+
+284
+00:20:59,740 --> 00:21:05,300
+بطاقات و هكذا بحيث يعني يستطيع الطالب الذي يعني
+
+285
+00:21:05,300 --> 00:21:09,540
+ليس لديه القدرة الكبيرة على الانتباه المتواصل انه
+
+286
+00:21:09,540 --> 00:21:13,780
+يعود يعود لجو الحصة بطريقة معينة أيضا من مهارات
+
+287
+00:21:13,780 --> 00:21:17,120
+التواصل إقامة علاقات مع المتعلمين قائمة هذه
+
+288
+00:21:17,120 --> 00:21:21,720
+العلاقة على ماذا؟ على ثقة؟ على المودة؟ على الحب؟
+
+289
+00:21:21,720 --> 00:21:26,400
+حتى المعلم اللطيف يعني لو جيس عليك في العالمات مش
+
+290
+00:21:26,400 --> 00:21:31,150
+حاسس عليهكويس؟ و حتى لو انت مثلا بعد ما اتخرجتي
+
+291
+00:21:31,150 --> 00:21:35,570
+يعني الواحد شاطر كتير و بيعطيكي و بالآخر علاماتك
+
+292
+00:21:35,570 --> 00:21:38,050
+بتقول والله ما شاء الله ممتاز صح علامات شوية لكن
+
+293
+00:21:38,050 --> 00:21:43,360
+اياش؟أه استفدنا ماشي الحال هنا .. هنا الفرق بين
+
+294
+00:21:43,360 --> 00:21:47,020
+إقامة علاقات قائمة على الود والثقة والمحبة طبعا مش
+
+295
+00:21:47,020 --> 00:21:50,480
+الود والثقة والمحبة هو رابط علاقات على حساب الدرس
+
+296
+00:21:50,480 --> 00:21:54,080
+ولا على حساب المهنة بالاطلاق طبعا أنا عشان أكون
+
+297
+00:21:54,080 --> 00:21:57,520
+كويس مع الجميع كل كلكوا علامات كاملة ما شاء الله و
+
+298
+00:21:57,520 --> 00:22:01,220
+مبتسم دائما و بحكي جصص و مش عارف إيش بس هاي القصة
+
+299
+00:22:01,220 --> 00:22:05,960
+مش هيك لأبالاطلاق لابد ان يعني يحاول المدرس ان
+
+300
+00:22:05,960 --> 00:22:09,360
+يقيم علاقات ليست على حساب فقط ال .. على حرفا على
+
+301
+00:22:09,360 --> 00:22:14,360
+حساب اللي هو المهنة تبعته وإنما يعني زي ما حكي أنا
+
+302
+00:22:14,360 --> 00:22:17,200
+قائم على ثقة على المودة على الحب على الاحترام
+
+303
+00:22:17,200 --> 00:22:21,360
+المتبادل وعلى تمكنه من مادة الدرس ايضا قدرة على
+
+304
+00:22:21,360 --> 00:22:24,820
+طرح أسئلة خصبة ومتنوعة شوفوا يا جماعة لما نقول
+
+305
+00:22:24,820 --> 00:22:30,450
+تواصل فعال انا كتير بزعل لما بحس واحدة فيكمسارحة و
+
+306
+00:22:30,450 --> 00:22:34,530
+طبعا انا بحس بالكلام هذا، ماشي الحال، ماشي، لذلك
+
+307
+00:22:35,520 --> 00:22:40,340
+جزء من دوري أنا أني أصمم بعض الأسئلة المثيرة،
+
+308
+00:22:40,340 --> 00:22:44,900
+أسئلة تعاود أو تعيد جذب الانتباه للجو الدراسي أو
+
+309
+00:22:44,900 --> 00:22:49,380
+للبيئة الدراسية أو للحصة كويس و هذه الأسئلة الخصبة
+
+310
+00:22:49,380 --> 00:22:52,460
+و المتنوعة مش بس عشان إثارة الدافعية ما هي لها
+
+311
+00:22:52,460 --> 00:22:56,560
+أيضا تحتاج إلى مهارة يعني عشان أنا أقول والله بدي
+
+312
+00:22:56,560 --> 00:22:59,440
+أسأل أسئلة وضع الامتحان سادجيني بياخد مني يومين و
+
+313
+00:22:59,440 --> 00:23:04,740
+تلاتة شغل مش سهلما تفكروا أنه وضع أو صياغة أو طرح
+
+314
+00:23:04,740 --> 00:23:10,240
+أسئلة مثيرة هي تحتاج إلى دورة و إلى علم عشان نضع
+
+315
+00:23:10,240 --> 00:23:13,480
+أسئلة تتناسب مع مستويات الطلبة تحاكي بالفعل
+
+316
+00:23:13,480 --> 00:23:17,400
+الواقعي تبعهم بطريقة مناسبة و جيدة و تحاول أن أيضا
+
+317
+00:23:17,400 --> 00:23:21,140
+تضع كل إنسان أو توطي حقه يعني في هذا الجانب اتفضلي
+
+318
+00:23:21,260 --> 00:23:23,660
+عمالي جات لومين اتنين امتحانات وانا غاضب امتحانات
+
+319
+00:23:23,660 --> 00:23:26,060
+عمالي ثلاث بنتي و بقولها صلي اربع سنين و هي
+
+320
+00:23:26,060 --> 00:23:28,500
+الخامسة بالجامعة نفسي اتفرج و بيحطوا الأسئلة
+
+321
+00:23:28,500 --> 00:23:30,680
+الكثرة من وين بيجيبوها و من وين بشكله و أنا مش
+
+322
+00:23:30,680 --> 00:23:34,740
+فاهمة مابتعرف انه فعلا يعني بحتاج لمهارة في صيغة
+
+323
+00:23:34,740 --> 00:23:38,700
+الأمتحان يعني صدقا كمان مرة بحكيلكم بالتلت او اربع
+
+324
+00:23:38,700 --> 00:23:43,050
+ايام نقعد بس عشان نصيغ أسئلة امتحانماشي لذلك اكتر
+
+325
+00:23:43,050 --> 00:23:47,070
+.. اكتر بنزعل ان واحدة تقولنا بلأ بدي أغير مكمل
+
+326
+00:23:47,070 --> 00:23:50,250
+لإن انا أعمل كمان امتحان يعني قصة، ماشي الحال
+
+327
+00:23:50,250 --> 00:23:54,630
+فاحنا يعني صحيح طبعا مش مضرورين نكون موفقين تماما
+
+328
+00:23:54,630 --> 00:23:57,930
+بكل الأسئلة و انا باعترف يعني ان ممكن يكون السؤال
+
+329
+00:23:57,930 --> 00:24:01,090
+يعني شوية هه إجا شوية على الحفة بين الصح و الغلط
+
+330
+00:24:02,460 --> 00:24:06,120
+ممكن معلش بس هو هذا الكلام يعني بدكوا تراعوا أنتوا
+
+331
+00:24:06,120 --> 00:24:10,320
+أنه .. يعني هذا جاي لأنه في كتير مش سؤال واحد،
+
+332
+00:24:10,320 --> 00:24:13,240
+مجموعة أسئلة و عشان جيبي من فصلين أو تلات فصول،
+
+333
+00:24:13,240 --> 00:24:15,680
+كمان مش سهل ان شاء الله، طيب على كل أحوال، ان شاء
+
+334
+00:24:15,680 --> 00:24:18,680
+الله انا .. انا .. انا لأ تمنا أن يكون العلامات هي
+
+335
+00:24:18,680 --> 00:24:23,890
+فقطاللي الهدف تبعنا، أنتوا طالبات كبار، ماكان مش
+
+336
+00:24:23,890 --> 00:24:27,050
+سنة أولى عفوان، اللي الواحدة بتدور على علامات، لأ
+
+337
+00:24:27,050 --> 00:24:29,970
+أعتقد أنه هاد ابن اتجوزها ان شاء الله رب العالمين،
+
+338
+00:24:29,970 --> 00:24:34,770
+طيب نوصل لأهمية التفاعل الصفي بس بدي .. بدي قبل ما
+
+339
+00:24:34,770 --> 00:24:39,740
+نفوت عليها بدي نتفرج عليهامقطع من فيلم نشوف فيه
+
+340
+00:24:39,740 --> 00:24:43,840
+شغلتين الشغل الأولى نحاكم الإدارة الصفية و نشوف
+
+341
+00:24:43,840 --> 00:24:48,280
+نوع التواصل الصفي للمعلمة هذه كويس هل هو تواصل
+
+342
+00:24:48,280 --> 00:24:51,940
+فعال ولا غير فعال ماشي و ايش التواصل الفعال لو كنت
+
+343
+00:24:51,940 --> 00:24:52,820
+أنت معلمة؟
+
+344
+00:25:05,860 --> 00:25:17,380
+بيجيبيني مسيحة؟ قمين يتجيبوني مسيحة؟
+
+345
+00:25:17,380 --> 00:25:22,910
+ممكن يجيبني مسيحة؟ ممكن يجيبني مسيحةطبعا سيبقى
+
+346
+00:25:22,910 --> 00:25:24,670
+الناس اللي بيسيطروا يسيطروا يسيطروا يسيطروا
+
+347
+00:25:24,670 --> 00:25:26,270
+يسيطروا يسيطروا يسيطروا يسيطروا يسيطروا يسيطروا
+
+348
+00:25:26,270 --> 00:25:30,150
+يسيطروا
+
+349
+00:26:05,190 --> 00:26:08,250
+لحظوا شويه هذا الكلام، دقيقه فيه
+
+350
+00:26:14,860 --> 00:26:18,780
+مش هتبقى حكاية طيبة، مش هتبقى حكاية مبنية، لو أنا
+
+351
+00:26:18,780 --> 00:26:22,560
+أتلوم البحر كقالة على ياسي، اللي مابت بقى، اللي
+
+352
+00:26:22,560 --> 00:26:25,460
+مابت مش حافية، مش حافية مش حافية مش حافية مش
+
+353
+00:26:25,460 --> 00:26:27,680
+حافية، اللي مابت مش حافية، اللي مابت مش حافية،
+
+354
+00:26:27,680 --> 00:26:29,040
+اللي مابت مش حافية، اللي مابت مش حافية، اللي مابت
+
+355
+00:26:29,040 --> 00:26:29,680
+مش حافية، اللي مابت مش حافية، اللي مابت مش حافية،
+
+356
+00:26:29,680 --> 00:26:30,220
+مش حافية، اللي مابت مش حافية، اللي مابت مش حافية،
+
+357
+00:26:30,220 --> 00:26:34,280
+اللي مابت مش حافية، اللي مابت مش حافية،
+
+358
+00:26:52,280 --> 00:27:00,420
+أنا شبابي من المرادة مش عارف انا عارف انا مش جاهزة
+
+359
+00:27:00,420 --> 00:27:04,660
+بقى انا حتى جاهز يوم انا انا مش جاهزة بقى مش عارف
+
+360
+00:27:04,660 --> 00:27:15,220
+انا عارف انا مش جاهزة بقى انا مش
+
+361
+00:27:15,220 --> 00:27:22,770
+جاهزة نعم نعم مش ذلكالحجج دي بتشرب ميه؟ الحجج جاية
+
+362
+00:27:22,770 --> 00:27:26,590
+من الداعة وبيشرب ميه؟ لا ممكن تشرب ميه يا جماعة دي
+
+363
+00:27:26,590 --> 00:27:32,710
+ممكن تشرب ميه
+
+364
+00:27:32,710 --> 00:27:36,150
+يا
+
+365
+00:27:36,150 --> 00:27:39,250
+شباح دي يا جماعة دي ممكن تشرب ميه؟ مع السبب ده
+
+366
+00:27:39,250 --> 00:27:42,270
+بطاقاتك ممكن تشرب ميه، يلّا وعلينا نقوم بشرب ميه
+
+367
+00:27:55,000 --> 00:28:04,340
+تعالى يا عمر تعالى تعالى فاني بدربي تعالى
+
+368
+00:28:04,340 --> 00:28:09,560
+تبقى من نفسى يا عمر تعالى تبقى من نفسى يا عمر
+
+369
+00:28:09,560 --> 00:28:12,900
+تعالى تبقى من نفسى يا عمر تعالى تبقى من نفسى يا
+
+370
+00:28:12,900 --> 00:28:20,320
+عمر تعالى تبقى
+
+371
+00:28:20,320 --> 00:28:33,930
+من نفسى يا عمردى الصوت بيقعد بيحكي اعمل
+
+372
+00:28:33,930 --> 00:28:40,630
+إيه دي مثال يا عزيزي اتفق
+
+373
+00:28:40,630 --> 00:28:44,150
+على ال break spot اتفق على ال break spot انت قاعد
+
+374
+00:28:44,150 --> 00:28:46,210
+يحصل نفق على ال break spot
+
+375
+00:29:07,630 --> 00:29:14,430
+هو تمثيل هو معلش .. هومعلش هو يعني يمكن شويه فيه
+
+376
+00:29:14,430 --> 00:29:18,450
+مبالغة بس خلينا نشوف كأمثلة موجودة من واقعنا بيصير
+
+377
+00:29:18,450 --> 00:29:21,310
+بعض الأحداث ليست بالضرورة أن تكون كل الأحداث احنا
+
+378
+00:29:21,310 --> 00:29:25,530
+ضربنا مثال لمدرسة مثالية كانت تعطي و بتشارك في
+
+379
+00:29:25,530 --> 00:29:29,270
+النمط الشوري وهذا كانت في إيش في نمط إيش تسلطي
+
+380
+00:29:29,270 --> 00:29:33,330
+تماما، الآن فينا تلت أو أربع نقاط في موضوع مهارات
+
+381
+00:29:33,330 --> 00:29:36,750
+الاتصال و التواصل بالنسبة لهذا الموضوع، بدي أسمع
+
+382
+00:29:36,750 --> 00:29:38,850
+تعليقاتكم، تفضلوا
+
+383
+00:29:46,560 --> 00:29:50,930
+طيب يعني التواصل اللفظي عندها كيف كان؟زي في لغتها
+
+384
+00:29:50,930 --> 00:29:54,850
+كمان مش جوية يعني لغة بتحكي صوتها عربي يعني؟ يعني
+
+385
+00:29:54,850 --> 00:29:57,990
+أول حاجة في التواصل أنه كان لغتها سوقية لاتتناسب
+
+386
+00:29:57,990 --> 00:30:01,490
+مع معلمة و هذا كلام صحيح الحركات .. الأصل أنه تكون
+
+387
+00:30:01,490 --> 00:30:07,570
+حركاتها اه التواصل غير اللفظى كيف كانت؟ مش حركات
+
+388
+00:30:07,570 --> 00:30:11,630
+مدرسة يعني يعني
+
+389
+00:30:11,630 --> 00:30:15,830
+بتلاحظوا فيه ضبط مستوى فيه توازن مافيش توازن طب
+
+390
+00:30:15,830 --> 00:30:18,250
+إيش كمان؟ في شغلها تانية من اللي شرحناها فضلي
+
+391
+00:30:20,900 --> 00:30:23,780
+ما خلق .. بغض النظر أنها تفهم وما تفهمش، لذلك فيش
+
+392
+00:30:23,780 --> 00:30:26,720
+تغذية راجعة، في تفاعل، في اتصال من طرف واحد ولا
+
+393
+00:30:26,720 --> 00:30:30,540
+اتصال من طرفين؟ إذا الاتصال كان من طرف واحد أيضا؟
+
+394
+00:30:30,540 --> 00:30:33,360
+عدم تمكنها من المادة العلمية الله يرضى عليكم،
+
+395
+00:30:33,360 --> 00:30:37,670
+ممتازة جدا، عدم تمكنها، لحظة لما نمسكت الكتاب؟دليل
+
+396
+00:30:37,670 --> 00:30:41,270
+على أنه هي غير متمكنة، لذلك مهارة الشرح هتكون كتير
+
+397
+00:30:41,270 --> 00:30:45,470
+عندها سيئة وضعيفة، وهذا بيورث الطلب عدم أثقاب
+
+398
+00:30:45,470 --> 00:30:49,670
+المعلمة عدم الاقتراح لطلبات الطلبة مثلا واضح الخط
+
+399
+00:30:49,670 --> 00:30:52,970
+.. أيضا عدم الاقتراح لطلبات وحاجات الطلبة وميولهم،
+
+400
+00:30:52,970 --> 00:30:56,570
+أنا مش شايف، كيف بدي يعني أفهم؟ لذلك هذا كان في
+
+401
+00:30:56,570 --> 00:30:59,550
+نوع من التغاضي وهذا بيحدث نوع من ايه؟ تشتت
+
+402
+00:30:59,550 --> 00:31:05,130
+الانتباه للطلبة، تفضليجدا مهارة الإصلاح سيئة جدا
+
+403
+00:31:05,130 --> 00:31:08,510
+كانت عندها لإنه كلام تكن تسمح لأحد أن يتحدث أو أن
+
+404
+00:31:08,510 --> 00:31:12,330
+يبدي رأيه نعم
+
+405
+00:31:12,330 --> 00:31:15,290
+إنه أنا يعني و كأني أمن عليكم إنه أنا جاية و أحمده
+
+406
+00:31:15,290 --> 00:31:20,910
+الله لإيجيت فتفضلي أيضا
+
+407
+00:31:20,910 --> 00:31:23,770
+لإنه مافيش عندها حب لمهنة التدريس دالك كانت تواصل
+
+408
+00:31:23,770 --> 00:31:28,910
+عندها في نوع من النقص فتفضليالتحيز لإحدى الطالبات،
+
+409
+00:31:28,910 --> 00:31:32,810
+لحظة، بنت أنتم هنا هي اللي اللي تطلع و تكتب و مش
+
+410
+00:31:32,810 --> 00:31:35,810
+مشكلة أنتم هذا اللي بيفهموش، إذا برضه هذا فيه نوع
+
+411
+00:31:35,810 --> 00:31:40,290
+من عدم العدالة في هذا السياسة، عدم إلقاء التحية و
+
+412
+00:31:40,290 --> 00:31:45,550
+الترحيب في البدايات و هذا صحيح، لحظة إذا طالبة
+
+413
+00:31:45,550 --> 00:31:51,240
+خرجت هي نفس اللي دخلت، ماحظتش هذه الشغلانها كانت
+
+414
+00:31:51,240 --> 00:31:54,620
+تأخران طبعا هي يمكن جاية في ربكة التمثيل نفسه طيب
+
+415
+00:31:54,620 --> 00:31:57,980
+خلينا نكتفي بهذا القدر المرة القادمة ان شاء الله
+
+416
+00:31:57,980 --> 00:32:02,060
+بنستكمل اللي هو التواصل او التصال والتواصل الغير
+
+417
+00:32:02,060 --> 00:32:05,080
+اللفظي و اللفظي هناخد number that flanders ونشرح
+
+418
+00:32:05,080 --> 00:32:08,140
+ان شاء الله رب العالمين اشكركم لحسن الاسماع وبرك
+
+419
+00:32:08,140 --> 00:32:08,880
+الله فيك ان شاء الله
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/cIyMCUn_iuo_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/cIyMCUn_iuo_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d733f6004138ea355254728c95a91b4ef7fba2c8
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/cIyMCUn_iuo_raw.srt
@@ -0,0 +1,1680 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,390 --> 00:00:18,070
+الحمد لله و الصلاة والسلام على رسول الله أما بعد
+
+3
+00:00:18,070 --> 00:00:22,490
+بداية يعني كل عام و أنتوا بخير بعد موسم الحج ان
+
+4
+00:00:22,490 --> 00:00:27,070
+شاء الله و بعد هذا العيد المبارك و يعني أحب أن
+
+5
+00:00:27,070 --> 00:00:30,530
+أبلغكم يعني أني دعوت لكم ان شاء الله رب العالمين و
+
+6
+00:00:30,530 --> 00:00:34,870
+أسأل الله العظيم الإستجابة اتحدثنا في المحاضرة
+
+7
+00:00:34,870 --> 00:00:37,990
+السابقة أو بدأنا في الفصل الرابع و هو الاتصال و
+
+8
+00:00:37,990 --> 00:00:46,430
+التواصل الصفيو تحدثنا أن الاتصال هو عبارة عن ..
+
+9
+00:00:46,430 --> 00:00:51,010
+الاتصال عبارة عن .. فضليه؟ اللغة الاتصال بين
+
+10
+00:00:51,010 --> 00:00:56,080
+مستقبل و مرسل عبر خنادقعبارة عن لغة يتفاعل من
+
+11
+00:00:56,080 --> 00:00:59,480
+خلالها المستقبل أو المرسل مع المستقبل من خلال قناة
+
+12
+00:00:59,480 --> 00:01:04,740
+اتصال محددة ورسالة واضحة ويختلف الاتصال عن التواصل
+
+13
+00:01:04,740 --> 00:01:10,120
+في كون أن التواصل هو عملية تفاعلية تبادلية بين
+
+14
+00:01:10,120 --> 00:01:15,260
+المرسل والمستقبل ويحدث فيها نوع من الانسجام لذلك
+
+15
+00:01:15,260 --> 00:01:19,400
+حتى أن علماء التربية ميزوا بين التواصل والتفاعل
+
+16
+00:01:19,400 --> 00:01:24,000
+وتحدثوا أن التفاعلتدخل فيه العمليات القلبية نوع من
+
+17
+00:01:24,000 --> 00:01:28,000
+التفاعل والاهتمام الداخلي الذي يزيد عملية التواصل
+
+18
+00:01:28,000 --> 00:01:34,680
+فاعلية و أثرا و بلوغا لنفسية أو نفس اللي هو
+
+19
+00:01:34,680 --> 00:01:39,140
+المستقبل تحدثنا أيضا عن أنماط التواصل الصفي وقولنا
+
+20
+00:01:39,140 --> 00:01:43,700
+أن التواصل الصفي لدينا فيه أربعة أنماط النمط الأول
+
+21
+00:01:45,100 --> 00:01:50,700
+هو نمط اتصال ذو اتجاه واحد وبموجب هذا النمط يتصل
+
+22
+00:01:50,700 --> 00:01:57,640
+المعلم بالطلبة ولا يسمح لهم بإياش بالتواصل العكسي
+
+23
+00:01:57,640 --> 00:02:03,080
+يعني هذا تماما كما تحدثنا زي مين زي النمط التسلطي
+
+24
+00:02:03,080 --> 00:02:09,390
+النوع التاني وهواللي هو التواصل ذو الإتجاهين و
+
+25
+00:02:09,390 --> 00:02:12,550
+يكون التواصل ذو الإتجاهين تواصل ما بين الطالب و
+
+26
+00:02:12,550 --> 00:02:16,530
+المعلم و بين المعلم و الطالب يسمح فيه المعلم بنوع
+
+27
+00:02:16,530 --> 00:02:20,630
+من المشاركة لكن هذه المشاركة تكون تحت سيطرة هذا
+
+28
+00:02:20,630 --> 00:02:24,950
+المعلمو هذا أشبه بالنمط التقليدي الذي يسمح ببعض
+
+29
+00:02:24,950 --> 00:02:28,770
+المشاركات من قبل الطلبة و كل أن هذا الاتصال أكثر
+
+30
+00:02:28,770 --> 00:02:32,710
+فعالية من الاتصال ذو الاتجاه الواحد لكنه يبقى
+
+31
+00:02:32,710 --> 00:02:36,750
+اتصال ناقصا و يمكن أفضل أنواع الاتصال اللي تحدثنا
+
+32
+00:02:36,750 --> 00:02:40,170
+عنها وهي الاتصال ثلاثي اللي هو الاتجاهات
+
+33
+00:02:42,340 --> 00:02:46,000
+وزي ما هو عندنا في الشكل هان المعلم يتصل بالطلبة
+
+34
+00:02:46,000 --> 00:02:51,040
+الطلبة يتصلون بالمعلم و الطلبة أيضا يتواصلون فيما
+
+35
+00:02:51,040 --> 00:02:55,300
+بينهم و هذا النمط هو تماما ينطبق على النمط الشوري
+
+36
+00:02:55,300 --> 00:02:58,800
+او الديمقراطي اللذي ينتهجه هذا المعلم و هو من افضل
+
+37
+00:02:58,800 --> 00:03:02,000
+انواع الاتصالات و قولنا ان من إيجابيته زيادة
+
+38
+00:03:02,000 --> 00:03:06,860
+التفاعل تحقيق الإبداع لدى الطلبة إثارة الانتباه
+
+39
+00:03:06,860 --> 00:03:13,590
+بشكل مستمر داخل البيعة الصفيةأخر نوع من الأنواع
+
+40
+00:03:13,590 --> 00:03:17,710
+وهو الاتصال متعدد الاتجاهات والاتصال متعدد
+
+41
+00:03:17,710 --> 00:03:21,270
+الاتجاهات هو اتصال يشرف فيها المعلم أو يكون دور
+
+42
+00:03:21,270 --> 00:03:26,990
+المعلم دور المنظم والمشرف وعادة ما ينفع هذا النوع
+
+43
+00:03:26,990 --> 00:03:30,510
+من أنواع الاتصالات أو التواصل في إيش؟ في ورش
+
+44
+00:03:30,510 --> 00:03:35,650
+العمل؟ في المختبرات؟في القضايا اللي إلها علاقة
+
+45
+00:03:35,650 --> 00:03:39,770
+بالقضايا الإجتماعات أو حتى لو كانت الحصة خارج إطار
+
+46
+00:03:39,770 --> 00:03:42,910
+البيئة الصفية زي كيف مثلا والله إحنا قاعدين في
+
+47
+00:03:42,910 --> 00:03:47,270
+داخل ساحة المدرسة وندير نوع من النقاش حول قضية
+
+48
+00:03:47,270 --> 00:03:51,070
+معينة، إذا حلقات النقاش ورش العمل أو الألعاب
+
+49
+00:03:51,070 --> 00:03:54,070
+التعليمية والأنشطة التعاونيةهذه من الأشياء التي
+
+50
+00:03:54,070 --> 00:03:57,470
+يصلح لها هذا النمط لكن من عيوب هذا النمط أنه يصعب
+
+51
+00:03:57,470 --> 00:04:01,950
+على المعلم داخل البيئة الصفية السيطرة و التحكم فيه
+
+52
+00:04:01,950 --> 00:04:05,390
+بالإضافة أنه احنا صفوفنا كما قلنا أنها من الصفوف
+
+53
+00:04:05,390 --> 00:04:09,410
+الاش المكتظة و ليست الصفوف النموذجية التي يمكن
+
+54
+00:04:09,410 --> 00:04:13,050
+تشكيل فيها شكل اللي اللي هو مقاعد الدراسة على هيئة
+
+55
+00:04:13,050 --> 00:04:18,880
+ورشات عمل أو إثارة مواضيع للنقاش بشكل عامهذه
+
+56
+00:04:18,880 --> 00:04:23,660
+تقريبا اللي هي أنماط التواصل في عنا اللي هو أشكال
+
+57
+00:04:23,660 --> 00:04:26,820
+عملية التواصل اللي يمكن برضه أيضا تحدثنا عنها،
+
+58
+00:04:26,820 --> 00:04:30,500
+قولنا أن لدينا شكلين من أشكال التواصل، التواصل غير
+
+59
+00:04:30,500 --> 00:04:35,500
+لفظي والتواصل اللفظي، حكينا عنها ولا؟ طيب يمكن
+
+60
+00:04:35,500 --> 00:04:40,730
+ناخد فيها، التواصل غير لفظينعني بالتواصل غير لفظي
+
+61
+00:04:40,730 --> 00:04:45,590
+كافة أشكال التواصل التي لا يستخدم فيها المرسل كويس
+
+62
+00:04:45,590 --> 00:04:50,630
+أي نوع من الأنواع اللي هي عاش اللفظية النطق أو حتى
+
+63
+00:04:50,630 --> 00:04:54,430
+الكتابية لأن الكتاب يعتبر نوع من أنواع التواصل
+
+64
+00:04:54,430 --> 00:04:58,030
+اللفظي لذلك هي كافة الرسائل أو المعاني التي يتم
+
+65
+00:04:58,030 --> 00:05:01,670
+نقلها من خلال الحواس المختلفة باستثناء حاسة اللي
+
+66
+00:05:01,670 --> 00:05:05,990
+هي عاش اللسان أو الكتابةمن أمثلة هذه اللي هي
+
+67
+00:05:05,990 --> 00:05:11,650
+التواصل غير لفظي تعبيرات الوجه التي تعكس السعادة
+
+68
+00:05:11,650 --> 00:05:15,450
+أو الحزن يعني في الامتحان ما شاء الله انتوا لو
+
+69
+00:05:15,450 --> 00:05:19,390
+اجينا اتفرجنا على وجهكم كلكم منشريحين ماشي الحال
+
+70
+00:05:19,390 --> 00:05:26,760
+كويس لذلك تعبيرات الوجه تعتبر من أهميمكن التعبيرات
+
+71
+00:05:26,760 --> 00:05:30,500
+أو من أهم الملامح اللي دائما يعني يركز عليها علماء
+
+72
+00:05:30,500 --> 00:05:34,640
+النفس أن هي التي تعطي الإيحاء الصحيح لرسالة
+
+73
+00:05:34,640 --> 00:05:37,320
+الداخلية لدى المعلم يعني يمكن أجي أقولكوا والله
+
+74
+00:05:37,320 --> 00:05:41,380
+أنا كتير مبسوط منكم و أنا مكشر حتى تناقض هذه
+
+75
+00:05:41,380 --> 00:05:45,800
+الرسالة اللفظية مع رسالة إيش؟ تعبيرات الوجه، مين
+
+76
+00:05:45,800 --> 00:05:51,570
+أصدق؟ تعبيرات الوجه، إذاهذا اللي هو تعبيرات الوجه
+
+77
+00:05:51,570 --> 00:05:55,730
+اللي بيحمل سواء السعادة و الحزن الدهشة و التعجب
+
+78
+00:05:55,730 --> 00:05:58,290
+ممكن انا استغرب ان انتوا يعني مصعبين الامتحان مع
+
+79
+00:05:58,290 --> 00:06:03,390
+ان انا حاطه سهل كويس مثلا الضيق و الغضب اذا كنت
+
+80
+00:06:03,390 --> 00:06:07,130
+انا بالفعل حاسيت انه والله الطالبات بدأوا يعني
+
+81
+00:06:07,130 --> 00:06:11,870
+يخرجوا عن ايطال القواعد و النظام الصفية او اللياقة
+
+82
+00:06:11,870 --> 00:06:16,270
+المطلوبة اكيد طبعا هيصير في نوع منها ضيق و غضب اذا
+
+83
+00:06:16,270 --> 00:06:21,010
+هذه التعبيرات هيأحد أشكال التواصل غير لفظي، إيش في
+
+84
+00:06:21,010 --> 00:06:24,750
+أشكال تانية للتواصل غير لفظي، غير تعبيرات الوجه؟
+
+85
+00:06:24,750 --> 00:06:29,250
+لغة
+
+86
+00:06:29,250 --> 00:06:33,070
+الأيدي، إحنا مش ضمن نحكي عن لغة العيون، و هنجيها
+
+87
+00:06:33,070 --> 00:06:36,630
+كمان لغة الأيدي مهمة جدا، طبعا لغة الأيدي في فرق
+
+88
+00:06:36,630 --> 00:06:38,470
+بين .. أنا عايز أقولك و الله إن شاء الله غير
+
+89
+00:06:38,470 --> 00:06:42,390
+أحطلكوا علاماتي كويسة، أنا بعملكوا إياش بإشارة إلى
+
+90
+00:06:42,390 --> 00:06:47,480
+التواعد، كويس؟ماشي الحال، إذا لغة الأيدي أيضا تشير
+
+91
+00:06:47,480 --> 00:06:52,080
+إلى لغة مهمة جدا و عادة ما يتفاهم المعلم مع الطلبة
+
+92
+00:06:52,080 --> 00:06:56,300
+أو يتعود الطلبة على سمت معين للمعلم في إشاراته
+
+93
+00:06:56,300 --> 00:07:01,000
+فإذا ما رفع يده إلى الأعلى هو يشير إلى إيش؟ عن
+
+94
+00:07:01,000 --> 00:07:05,000
+يعني توقف أيها الطالب عن ..الإجابة خلاص وصلت
+
+95
+00:07:05,000 --> 00:07:08,800
+الصورة إذا ما أشار إلى إيش بأصبعه إلى طالب معين
+
+96
+00:07:08,800 --> 00:07:12,660
+فهو يقصد هذا الطالب و هكذا إذا لغة الأيدي أيضا لغة
+
+97
+00:07:12,660 --> 00:07:17,480
+مهمة إذا ما وضع يده على كتف الطالب في إشارة إلى
+
+98
+00:07:17,480 --> 00:07:20,880
+الإعجاب في إشارة إلى التقدير في إشارة إلى التشجيع
+
+99
+00:07:20,880 --> 00:07:27,780
+أيضا برضه لها دلالات كبيرة جدا لغة العيون و ما
+
+100
+00:07:27,780 --> 00:07:33,160
+أبلغها شك يعني خبّي كل الوجه و اضل العين يعنيو
+
+101
+00:07:33,160 --> 00:07:37,560
+يكون الخوف هو السماء العامة اللى موجود فيها
+
+102
+00:07:37,560 --> 00:07:41,060
+الإنسان، بيظهر هذا على عينيه ولا لأ؟ بيظهر إنه
+
+103
+00:07:41,060 --> 00:07:44,360
+خايف، إنه غضبان، إنه كذا، إذا لغة العيون كمان عشان
+
+104
+00:07:44,360 --> 00:07:49,840
+هيك الوجه بدون عينين، مشكلة، ماشي الحاللذلك في حتى
+
+105
+00:07:49,840 --> 00:07:53,320
+ال .. ال .. إذا بنطلع برا الإطار التربوي لإطار
+
+106
+00:07:53,320 --> 00:07:58,480
+التحقيق لرجال المبحث الجناية أو غيره أو رجال
+
+107
+00:07:58,480 --> 00:08:03,580
+الشرطة لما بيحققوا لا يتعمدوا أنهم إيش يخفوا
+
+108
+00:08:03,580 --> 00:08:07,560
+الأعين بالعكس و يركز و يتعمد المحقق أنه إيش يطلب
+
+109
+00:08:07,560 --> 00:08:10,480
+من المتهم أن ينظر إليه أو أن يركز بصره تجاهه لأن
+
+110
+00:08:10,480 --> 00:08:14,500
+لغة العين والتأثيرات والصدمات لا تتحملها العينعشان
+
+111
+00:08:14,500 --> 00:08:18,180
+هي الملامح غير اللفظية بنقول هي أبلغ كثيرا من
+
+112
+00:08:18,180 --> 00:08:24,260
+التواصل اللفظي عفواني فضلي المرأة في الفيلم اللي
+
+113
+00:08:24,260 --> 00:08:28,260
+هو اعتقاد جنية في قسم خاص بتطلع على تعبيرات وجود
+
+114
+00:08:28,260 --> 00:08:31,360
+الرؤساء و كيف لما مُخطب و لعمل حركة هاي معناها كذا
+
+115
+00:08:31,360 --> 00:08:34,840
+و هاي معناها كذا نعم هو حتى في علم نفسي إذا بتفوتي
+
+116
+00:08:34,840 --> 00:08:37,660
+على ال internet هتلاقي لغة الوجوه يمكن عشرين
+
+117
+00:08:37,660 --> 00:08:41,480
+تلاتين مليون حركة و كل واحدة إشيلها تفسير يعني
+
+118
+00:08:41,480 --> 00:08:47,440
+حركة الإيدينتعبر عن القلق، حركة الارتفاع الحواجب
+
+119
+00:08:47,440 --> 00:08:51,840
+تعبر عن التركيز والدهشة، وهكذا، هذه الحركات درسوها
+
+120
+00:08:51,840 --> 00:08:55,740
+علماء نفسي، ذلك نقول أن لغة العيون هي لغة كثيرة
+
+121
+00:08:55,740 --> 00:08:59,680
+ومهمة جدا في عملية التواصل، لغة التواصل المكاني
+
+122
+00:09:00,910 --> 00:09:04,190
+المقصود بالتواصل المكاني هو تنقل المعلم واقتراب
+
+123
+00:09:04,190 --> 00:09:09,090
+المعلم من الطالب بطريقة طبعا غير لصيقة لان انا
+
+124
+00:09:09,090 --> 00:09:11,630
+اتحدث عن اقتراب مكاني بحيث ان و الله انت بتقدم
+
+125
+00:09:11,630 --> 00:09:14,510
+امتحان و كنت فقعد مقترب فيك و بتطلع عليه هذا
+
+126
+00:09:14,510 --> 00:09:18,630
+سيسببلك ايش؟ ازعاج و توتر لكن اقتراب مكاني و انت
+
+127
+00:09:18,630 --> 00:09:21,380
+بتجاوبي و انا ب .. ايش؟ جاي عندك ما شاء اللهفكر
+
+128
+00:09:21,380 --> 00:09:24,480
+على كاملة معناه ذلك أن هذا الاقتراب المكاني يشير
+
+129
+00:09:24,480 --> 00:09:28,580
+إلى الإعجاب والتعزيز، إذن الاقتراب المكاني أكثر
+
+130
+00:09:28,580 --> 00:09:31,480
+لغة من لغة التواصل الذي ينبغي على المعلم أن
+
+131
+00:09:31,480 --> 00:09:35,280
+يتبعها، إذن هذه تقريبا أربع أشكال للتواصل غير
+
+132
+00:09:35,280 --> 00:09:38,900
+اللفظي وهي أشكال كما قلنا مهمة جدا ويكاد يجمع
+
+133
+00:09:38,900 --> 00:09:44,220
+علماء التربية أن 70% من الأثر الذي يترك التواصل
+
+134
+00:09:44,220 --> 00:09:48,340
+غير اللفظييترك على الطالب اكثر من التواصل اللفظي
+
+135
+00:09:48,340 --> 00:09:52,400
+رغم انه ناخد نموذج لفلاندرز مثلا بتحدث عن التواصل
+
+136
+00:09:52,400 --> 00:09:56,260
+اللفظي وبيديه ال 70% هو لكنه انها تحدث عن الأبلغ
+
+137
+00:09:56,260 --> 00:09:58,860
+أثر انه و احنا مجمعين على هذا الكلام انه الأبلغ
+
+138
+00:09:58,860 --> 00:10:03,310
+أثر هو التواصل غير لفظي لكن لا يستطيع المعلملا
+
+139
+00:10:03,310 --> 00:10:06,890
+يستطيع المعلم أن يتواصل بشكل غير لفظي بس أضل أطلع
+
+140
+00:10:06,890 --> 00:10:13,190
+فيكم، لأ هو بالعادة يشرح، يسأل، يوجه، ينتقد،
+
+141
+00:10:13,190 --> 00:10:17,190
+يعاقب، كل هذا بده تواصل إيش؟ لفظي، لكن التواصل غير
+
+142
+00:10:17,190 --> 00:10:21,490
+لفظي ينبغي أن يكون حاضرا في شرح المعلم، نعم
+
+143
+00:10:28,830 --> 00:10:32,310
+خلاص بس اتطلع صحيح سماع كده اللابيب و بالإشارة
+
+144
+00:10:32,310 --> 00:10:35,230
+يفهم و أحيانا في نهاية إنسان يكفيه نظرة و إنسان
+
+145
+00:10:35,230 --> 00:10:38,630
+يكفيه إشارة و إنسان يكفيه حديث و إنسان لا يكفيه
+
+146
+00:10:38,630 --> 00:10:43,530
+إلا إيش؟ إلا العصام طيب التواصل اللفظي أو التفاعل
+
+147
+00:10:43,530 --> 00:10:48,790
+اللي هو الصف هنا ينقسم إلى قسمين و المقصود
+
+148
+00:10:48,790 --> 00:10:52,510
+بالتواصل اللفظي هو تواصل لغاتالحديث اللغة المشتركة
+
+149
+00:10:52,510 --> 00:10:55,990
+اللي حكينا عنها لابد أن تكون لغة مفهومة لغة بسيطة
+
+150
+00:10:55,990 --> 00:11:00,650
+وسهلة يستطيع أن يرسل الإنسان بطريقة لا تحتمل أكثر
+
+151
+00:11:00,650 --> 00:11:06,550
+من المعنى لكن المعلمون ينقسمون هنا إلى قسمين ناس
+
+152
+00:11:06,550 --> 00:11:11,770
+عندهم تفاعل مغلق حيطة مسكرة إذا في اتجاه واحد بس
+
+153
+00:11:11,770 --> 00:11:17,470
+يعطيه ولا تغذية راجعة وهذا زي النمط اللي حكينا عنه
+
+154
+00:11:17,470 --> 00:11:22,190
+النمطالتسلطي أما التفاعل المفتوح فهو التفاعل الذي
+
+155
+00:11:22,190 --> 00:11:26,270
+يكون فيه إيش الاتجاهات متداخلة منفتحة أو يمكن
+
+156
+00:11:26,270 --> 00:11:30,470
+الصورة لحالها ترسمنا صورة كمبيوتر صورة عالم كويس
+
+157
+00:11:30,470 --> 00:11:34,350
+أو صورة أصوات إذا في نوع من المشاركة في نوع من
+
+158
+00:11:34,350 --> 00:11:39,290
+التفاعل داخل البيئة الصفية والتفاعل المقصود فيه
+
+159
+00:11:39,290 --> 00:11:43,350
+كمان التفاعل الإيجابي جدا في هذا النمط وهذا من
+
+160
+00:11:43,350 --> 00:11:50,330
+الأنماط الشورية التي تستخدم هذا النمططيب فيكوا
+
+161
+00:11:50,330 --> 00:11:53,490
+صورة هنا شوفوا ليها دي إيش تواصل إيش نوع التواصل
+
+162
+00:11:53,490 --> 00:11:57,430
+فيها؟
+
+163
+00:11:57,430 --> 00:12:02,930
+شايفين
+
+164
+00:12:02,930 --> 00:12:07,490
+انتوا تجروا ولا أقرألكوا؟ طيب أقرألكوا هذا بيقولها
+
+165
+00:12:07,490 --> 00:12:11,170
+لازم أشوف لي زوجة غيرك انت ماجبتيلي إلا الضغط
+
+166
+00:12:11,170 --> 00:12:15,550
+والسكر هي بتقوله أنا جبتليك خمس ولاد و تلت بنات يا
+
+167
+00:12:15,550 --> 00:12:20,360
+ناجر الجميلشو رأيكوا في التواصل هنا؟ شو رأيكوا في
+
+168
+00:12:20,360 --> 00:12:26,360
+التواصل هنا؟ لحظة،
+
+169
+00:12:26,360 --> 00:12:32,760
+بس خليكم شويه شويه، راكزوا، تفضلي اه
+
+170
+00:12:32,760 --> 00:12:39,420
+تعبير غاضب، هنا إيش تعبير وجهه؟ ممكن يكون بمزح؟
+
+171
+00:12:39,420 --> 00:12:44,780
+اه؟ كويس؟ ماشي الحال؟ طيب تتصوروا هذا التواصل بلغ
+
+172
+00:12:44,780 --> 00:12:50,800
+مرحلة التفاعل؟ ليش؟ممكن يكون التفاعل سلبي ولا لا؟
+
+173
+00:12:51,930 --> 00:12:55,630
+هو بلغ حد التفاعل لدرجة إنه نال من وين؟ من داخلها،
+
+174
+00:12:55,630 --> 00:12:58,470
+فمسكينة يعني إيش؟ ما هو إيه اللي تتفاعل؟ أه، فراحت
+
+175
+00:12:58,470 --> 00:13:02,690
+تفاعلت لدرجة كبيرة جدا و ردت بطريقة جيدة تربويا
+
+176
+00:13:02,690 --> 00:13:08,070
+إحنا بنتحدد إنه التواصل، اللفظ ينبغي أن يكون تواصل
+
+177
+00:13:08,070 --> 00:13:12,770
+جيد، تواصل لبق، تواصل فيه اختيار الكلمات بطريقة
+
+178
+00:13:12,770 --> 00:13:18,010
+صحيحة كما قلنا ينبغي أن نختار كلمات التي ليس لها
+
+179
+00:13:18,010 --> 00:13:21,790
+إلا معنى واحدةأما إذا اخترنا كلمات لها معناين زي
+
+180
+00:13:21,790 --> 00:13:26,570
+مثال ذكرنا اتفيوا أسرعكم فناس يعني بمفهوم أهل
+
+181
+00:13:26,570 --> 00:13:29,510
+المدينة اتفيوا أسرعكم يعني دفوهم و بمفهوم أهل
+
+182
+00:13:29,510 --> 00:13:34,310
+اليمن اقتلوهم، إذا ينبغي أن تكون لغة التواصل لغها
+
+183
+00:13:34,910 --> 00:13:37,290
+فيها نوع من التفاهم و فيها نوع من التفاعل،
+
+184
+00:13:37,290 --> 00:13:42,550
+التفاعل، هنا عشان هيك بنقول مهارات التواصل الفعال،
+
+185
+00:13:42,550 --> 00:13:46,310
+أول مهارة من مهارات التواصل الفعال الإصغاء، شوف
+
+186
+00:13:46,310 --> 00:13:50,850
+الذي لا يستطيع أن يصغي جيدا، لا يستطيع أن يتواصل
+
+187
+00:13:50,850 --> 00:13:55,400
+جيدا، اللي بياخدش لن يعطيهودايمًا بيقولوا فاقد
+
+188
+00:13:55,400 --> 00:13:59,980
+الشياء لا يعطيه والإنسان اللي تعود أن يتحدث دايمًا
+
+189
+00:13:59,980 --> 00:14:05,100
+ستجدينه دايمًا يكرر الحديث في كل مناسبة فانت
+
+190
+00:14:05,100 --> 00:14:09,400
+بتبهري في الإنسان المتحدث مرة مرتين تلاتة بس كتر
+
+191
+00:14:09,400 --> 00:14:13,060
+كلام ماببدأ ياشي عيد عشان هي كانت دايمًا أول مهارة
+
+192
+00:14:13,060 --> 00:14:15,480
+من مهارات التواصل الفعال هي الإصغاء فما هو
+
+193
+00:14:15,480 --> 00:14:20,670
+الإصغاء؟حُسن الاستماع، ممتازة، حُسن الاستماع وليس
+
+194
+00:14:20,670 --> 00:14:25,330
+الاستماع ممكن انا اصغيلك وابجي سارح، هذا ليس اصغاء
+
+195
+00:14:25,330 --> 00:14:30,110
+وانما هو استماع و بعدها انس الموضوع، لذلك نتحدث عن
+
+196
+00:14:30,110 --> 00:14:33,850
+اصغاء انه حُسن الاستماع، الاستماع الذي استطيع ان
+
+197
+00:14:33,850 --> 00:14:41,190
+أستمه لمن يتحدثمعي مباشرة أدرك ما يقول أنصط إليه
+
+198
+00:14:41,190 --> 00:14:44,890
+بإصغاء واهتمام أكون الكلمات إذا كان في هناك حاجة
+
+199
+00:14:44,890 --> 00:14:50,110
+للرد ماشي الحال لذلك المعلم لابد أن يعلم الطالب
+
+200
+00:14:50,110 --> 00:14:54,330
+مهارتين أو أن يعلم الطالب مهارة الإصغاء مثل ما
+
+201
+00:14:54,330 --> 00:15:00,910
+يعلمه مهارة إيش الحديث و المشاركة طيب الإصغاءمن
+
+202
+00:15:00,910 --> 00:15:05,530
+المعلم المطلوب أن ينتبه لما يقول له المتعلم لأنه
+
+203
+00:15:05,530 --> 00:15:09,110
+بدون الانتباه لن يتحقق الإصغاء، بده ينتبه، بده يظل
+
+204
+00:15:09,110 --> 00:15:13,250
+عنيا أياش موجودة، بالعكس، و أحاول أومق له أن أكمل
+
+205
+00:15:13,250 --> 00:15:18,470
+أنا منتبه، مقدر، أعلم ما تقول، أدرك، أعي، إدراكلي
+
+206
+00:15:18,470 --> 00:15:22,270
+هذا الفعل باستخدام مخزون المعرف الشخصي، تعرفوا أي
+
+207
+00:15:22,270 --> 00:15:28,550
+واحد بتحدث معاك؟هو بالنهاية سيلامس عندك رصيد في
+
+208
+00:15:28,550 --> 00:15:33,230
+الذاكرة لبعض الحديث أو كله يعني إذا أنا بتحدث عن
+
+209
+00:15:33,230 --> 00:15:36,750
+الإدارة الصفية أو بتحدث عن قصة معاه يمكن هذه القصة
+
+210
+00:15:36,750 --> 00:15:41,670
+جزء منها مرت أحداثها معاك فيموقف ما في حياتك
+
+211
+00:15:41,670 --> 00:15:45,530
+فبتبدأ انت إيش تتسرجع هذا المخزون الفكرة عشان تقدم
+
+212
+00:15:45,530 --> 00:15:50,050
+نوع من التصور تجاه قبول هذه القصة أو رفضها ماشي
+
+213
+00:15:50,050 --> 00:15:53,450
+الحال عشان هيك احنا بيقول إذا انتبهنا كويس سواء
+
+214
+00:15:53,450 --> 00:15:57,530
+لقول أو فعل المتعلم ثم أدركنا هذا الفعل باستخدام
+
+215
+00:15:57,530 --> 00:16:02,850
+القبرة والمخزون المعرفي أكيد ساعته هنقدم إيش نوع
+
+216
+00:16:02,850 --> 00:16:07,910
+من الرد المناسب إذا المهارة الأولى للمعلم ينبغي أن
+
+217
+00:16:07,910 --> 00:16:13,390
+يجيد عملية الإصغاءالمهارة التانية الشرحيةكمان برضه
+
+218
+00:16:13,390 --> 00:16:15,870
+اذا انا بدأ اعرف ان انتوا متضايقين او مش فاهمين
+
+219
+00:16:15,870 --> 00:16:20,670
+لابد ان انا اكون شغلة معينة اسمها شرح مبسط وميسر و
+
+220
+00:16:20,670 --> 00:16:25,010
+اعيد ايش صياغة الدرس بطريقة يستطيع فاهمها او تراعي
+
+221
+00:16:25,010 --> 00:16:29,090
+الفرق الفردية لدى الجميع اذا الشرح ترتبط بقدرة
+
+222
+00:16:29,090 --> 00:16:32,050
+المعلم على ايصال المعلومات جداش معلم متمكن من
+
+223
+00:16:32,050 --> 00:16:36,570
+مادته جداش يستطيع ان يبسطها يقدم امثلة لها هو
+
+224
+00:16:36,570 --> 00:16:40,990
+يستطيع ان يشرح وان يقدم المعلومات بطريقة سلسة لذلك
+
+225
+00:16:41,870 --> 00:16:45,490
+أحيانا و أنت بتشرحه بيجيك طالب بيعلق على مسألة ما
+
+226
+00:16:45,490 --> 00:16:49,390
+فإذا علق ترجع للمهارة الأولى اللي هي مهارة إيش
+
+227
+00:16:49,390 --> 00:16:55,550
+الاصغاء إيش بتعمليله؟ آه يستمع له أنا أستمعلك ماشي
+
+228
+00:16:55,550 --> 00:17:00,410
+الحال؟ كويس؟ يفهمه نعم أنا أفهمك لبس أنت قولي له
+
+229
+00:17:00,410 --> 00:17:04,390
+بنفس اللفظ أنا أفهم تماما ممتاز كمل هذا إيش بيعطيه
+
+230
+00:17:04,390 --> 00:17:09,610
+نوع من الثقة بالذات؟ كويس؟ يومق إليهبالإشارة،
+
+231
+00:17:09,610 --> 00:17:12,270
+دايما كتير احنا بقول هذا مستمع جيد، والله فلان
+
+232
+00:17:12,270 --> 00:17:16,570
+مستمع جيد، بيهتم، بسمعلي، والدي ما شاء الله إذا
+
+233
+00:17:16,570 --> 00:17:20,430
+بقعد معاه بسمعلي، مش كله بياخد الحكي على حسابه و
+
+234
+00:17:20,430 --> 00:17:25,950
+برفض كل إيش، القراء اللي بتقال له، إذا خلال الشرح
+
+235
+00:17:25,950 --> 00:17:29,290
+قد تتعرضي إلى إيش؟ إنك ترجعي لمهارة الإصغافة، بدك
+
+236
+00:17:29,290 --> 00:17:34,800
+تحاوليتكون عندك مرونة تم كمعلمة أنك لديك الاستعداد
+
+237
+00:17:34,800 --> 00:17:39,800
+لأن تصغي مرة أخرى و أنت تشرحي المهارة الثالثة فحص
+
+238
+00:17:39,800 --> 00:17:45,080
+الإدراك وهنا فحص الإدراك إيه له علاقة بإيش قدرتك
+
+239
+00:17:45,080 --> 00:17:48,580
+على فهم فهم الطلبة والله أنا شايف مثلا
+
+240
+00:17:51,380 --> 00:17:55,420
+سوصا مش فاهمة كتير حاسسها هي كانت مش متفاعلة مثلا،
+
+241
+00:17:55,420 --> 00:18:01,080
+كويس؟ هذا اسمه فحص إدراك، قدرة المعلم على إدراكما
+
+242
+00:18:01,080 --> 00:18:04,780
+يفكر فيه الطالب و دايما المعلمة الخبيرة اللي صارها
+
+243
+00:18:04,780 --> 00:18:08,780
+سنوات عندها خبرة بيصير تلقائيا هي مربية من أول ما
+
+244
+00:18:08,780 --> 00:18:12,320
+أشوف في عينان الطلبة بيعرفوا أنه هو إيش أنه والله
+
+245
+00:18:12,320 --> 00:18:16,020
+الطلبة فاهمين ولا مش فاهمين لذلك أنا بحاول أتفهم
+
+246
+00:18:16,020 --> 00:18:20,140
+مشاعر الطلبة أو أفهمها من خلال فحص هذا الإدراك و
+
+247
+00:18:20,140 --> 00:18:25,100
+هذا فحص الإدراك زي ما حكينا يمكنان يتم اما بطريقة
+
+248
+00:18:25,100 --> 00:18:29,020
+غير مباشرة او بطريقة مباشرة مثلا الطريقة المباشرة
+
+249
+00:18:29,020 --> 00:18:32,620
+ايش هي كأن يقول الطالب انا عند انطباع ان انت ان
+
+250
+00:18:32,620 --> 00:18:36,160
+شاء الله فاهم الدرس انا شعور انكوا فاهمين صح ولا
+
+251
+00:18:36,160 --> 00:18:41,580
+مش صح فاهمين انتوا تمام او بطريقة غير مباشرة زي
+
+252
+00:18:41,580 --> 00:18:45,300
+مثلا اذا طالب مثلا بتسير كتير مواقف مع المعلم
+
+253
+00:18:45,300 --> 00:18:52,970
+بيوجف طالب بيسأله سؤال بيكون المعلم سرحتتعرض لهذه
+
+254
+00:18:52,970 --> 00:18:57,030
+المواقف ولا لا؟ كويس هل جيت إيدا الصراحة؟ بيجي
+
+255
+00:18:57,030 --> 00:19:00,630
+يقوله هل كنت تقصد كذا؟ يعني أنت .. أنا فهمت منك أن
+
+256
+00:19:00,630 --> 00:19:05,490
+أنت حكيت هيك صح الكلام؟ كويس أو طبعا ليش هو بيحكي
+
+257
+00:19:05,490 --> 00:19:09,110
+فحص الإدراك إذا كان طريقة مباشرة فهو بيكون جماعي
+
+258
+00:19:09,110 --> 00:19:13,010
+عشان مايحرجش حد لكن أنا بدأ أفترض مثلا كمان نرجع ل
+
+259
+00:19:13,010 --> 00:19:16,870
+سوسان إيش؟ بدأ أفهم أنا أفحص إدراكي باتجاهها إنه
+
+260
+00:19:16,870 --> 00:19:19,860
+هل هي فاهمة ولا لأ أو مابديش أحرجهاأنا عندي أحساس
+
+261
+00:19:19,860 --> 00:19:23,520
+إن شاء الله رب العالمين إنه ممكن أستخلص من الكلام
+
+262
+00:19:23,520 --> 00:19:25,960
+اللي حكتيه، مع أن هو حكت كلام غلط، إنه هيكيك و
+
+263
+00:19:25,960 --> 00:19:28,940
+أصحح الإجابة، فمعنى ذلك إنه أنا إيش قاعد بعيدها
+
+264
+00:19:28,940 --> 00:19:33,260
+لحصها بطريقة شوية مهذبة و تحفظ لها كرامتها و إنه
+
+265
+00:19:33,260 --> 00:19:37,240
+ما .. لا تحرج أمام زميلاتها، إذا المهارة التالتة
+
+266
+00:19:37,240 --> 00:19:41,240
+فهي إيش؟ قولنا الشرح أو عفوا الإصغاء، الشرح و فحص
+
+267
+00:19:41,240 --> 00:19:48,020
+الإدراك طيب، دبط المستوى، إيش المقصود بدبط
+
+268
+00:19:48,020 --> 00:19:48,600
+المستوى؟
+
+269
+00:19:55,590 --> 00:20:01,130
+مش حدا؟ طيب ماشي ضبط المستوى و هي المقصود بها أن
+
+270
+00:20:01,130 --> 00:20:07,170
+يحافظ المعلم على توازن معين ما في استخدام وسائله
+
+271
+00:20:07,170 --> 00:20:11,310
+أدواته في الشرح طريقته حتى في استخدام الإشارات
+
+272
+00:20:11,310 --> 00:20:15,070
+شوفوا جداش يعني الإنسان بتلاقي معلم دايما بيحرك
+
+273
+00:20:15,070 --> 00:20:20,270
+إيده أنت كطالب بتتضايقيعني يارته واجف، يارته واجف،
+
+274
+00:20:20,270 --> 00:20:24,550
+مش هيك؟ هذا الكلام إذا لم يتوازن المعلم في شرحه
+
+275
+00:20:24,550 --> 00:20:28,890
+بين الجلوس والوقوف، بين الحركة والوقوف، بين
+
+276
+00:20:28,890 --> 00:20:32,570
+استخدام ال LCD مع الصبورة، مع الفيلم التعليمي
+
+277
+00:20:32,570 --> 00:20:37,170
+ومعاهكل هذا يحتاج إلى توازن وإلى تخطيط وهذا برجعنا
+
+278
+00:20:37,170 --> 00:20:40,890
+لموضوع إيش؟ من مهام المعلم الإدارية إيش؟ التخطيط
+
+279
+00:20:40,890 --> 00:20:45,390
+للدرس وجزة من التخطيط أن أحضر بالضبط ما هي الأدوات
+
+280
+00:20:45,390 --> 00:20:48,430
+والوسائل التي سأستخدمها، أيضًا من التوازن،
+
+281
+00:20:48,430 --> 00:20:51,770
+الانتقال من المحسوس إلى المجرد أو من المجرد إلى
+
+282
+00:20:51,770 --> 00:20:54,750
+المحسوس، مانفعش أضل أحكي بنظريات، لابد أن أذكر
+
+283
+00:20:54,750 --> 00:20:59,740
+أمثلة، لابد أن أشارك، لابد أن أكلف بمشاريعأستخدم
+
+284
+00:20:59,740 --> 00:21:05,300
+بطاقات و هكذا بحيث يعني يستطيع الطالب الذي يعني
+
+285
+00:21:05,300 --> 00:21:09,540
+ليس لديه القدرة الكبيرة على الانتباه المتواصل انه
+
+286
+00:21:09,540 --> 00:21:13,780
+يعود يعود لجو الحصة بطريقة معينة أيضا من مهارات
+
+287
+00:21:13,780 --> 00:21:17,120
+التواصل إقامة علاقات مع المتعلمين قائمة هذه
+
+288
+00:21:17,120 --> 00:21:21,720
+العلاقة على ماذا؟ على ثقة؟ على المودة؟ على الحب؟
+
+289
+00:21:21,720 --> 00:21:26,400
+حتى المعلم اللطيف يعني لو جيس عليك في العالمات مش
+
+290
+00:21:26,400 --> 00:21:31,150
+حاسس عليهكويس؟ و حتى لو انت مثلا بعد ما اتخرجتي
+
+291
+00:21:31,150 --> 00:21:35,570
+يعني الواحد شاطر كتير و بيعطيكي و بالآخر علاماتك
+
+292
+00:21:35,570 --> 00:21:38,050
+بتقول والله ما شاء الله ممتاز صح علامات شوية لكن
+
+293
+00:21:38,050 --> 00:21:43,360
+اياش؟أه استفدنا ماشي الحال هنا .. هنا الفرق بين
+
+294
+00:21:43,360 --> 00:21:47,020
+إقامة علاقات قائمة على الود والثقة والمحبة طبعا مش
+
+295
+00:21:47,020 --> 00:21:50,480
+الود والثقة والمحبة هو رابط علاقات على حساب الدرس
+
+296
+00:21:50,480 --> 00:21:54,080
+ولا على حساب المهنة بالاطلاق طبعا أنا عشان أكون
+
+297
+00:21:54,080 --> 00:21:57,520
+كويس مع الجميع كل كلكوا علامات كاملة ما شاء الله و
+
+298
+00:21:57,520 --> 00:22:01,220
+مبتسم دائما و بحكي جصص و مش عارف إيش بس هاي القصة
+
+299
+00:22:01,220 --> 00:22:05,960
+مش هيك لأبالاطلاق لابد ان يعني يحاول المدرس ان
+
+300
+00:22:05,960 --> 00:22:09,360
+يقيم علاقات ليست على حساب فقط ال .. على حرفا على
+
+301
+00:22:09,360 --> 00:22:14,360
+حساب اللي هو المهنة تبعته وإنما يعني زي ما حكي أنا
+
+302
+00:22:14,360 --> 00:22:17,200
+قائم على ثقة على المودة على الحب على الاحترام
+
+303
+00:22:17,200 --> 00:22:21,360
+المتبادل وعلى تمكنه من مادة الدرس ايضا قدرة على
+
+304
+00:22:21,360 --> 00:22:24,820
+طرح أسئلة خصبة ومتنوعة شوفوا يا جماعة لما نقول
+
+305
+00:22:24,820 --> 00:22:30,450
+تواصل فعال انا كتير بزعل لما بحس واحدة فيكمسارحة و
+
+306
+00:22:30,450 --> 00:22:34,530
+طبعا انا بحس بالكلام هذا، ماشي الحال، ماشي، لذلك
+
+307
+00:22:35,520 --> 00:22:40,340
+جزء من دوري أنا أني أصمم بعض الأسئلة المثيرة،
+
+308
+00:22:40,340 --> 00:22:44,900
+أسئلة تعاود أو تعيد جذب الانتباه للجو الدراسي أو
+
+309
+00:22:44,900 --> 00:22:49,380
+للبيئة الدراسية أو للحصة كويس و هذه الأسئلة الخصبة
+
+310
+00:22:49,380 --> 00:22:52,460
+و المتنوعة مش بس عشان إثارة الدافعية ما هي لها
+
+311
+00:22:52,460 --> 00:22:56,560
+أيضا تحتاج إلى مهارة يعني عشان أنا أقول والله بدي
+
+312
+00:22:56,560 --> 00:22:59,440
+أسأل أسئلة وضع الامتحان سادجيني بياخد مني يومين و
+
+313
+00:22:59,440 --> 00:23:04,740
+تلاتة شغل مش سهلما تفكروا أنه وضع أو صياغة أو طرح
+
+314
+00:23:04,740 --> 00:23:10,240
+أسئلة مثيرة هي تحتاج إلى دورة و إلى علم عشان نضع
+
+315
+00:23:10,240 --> 00:23:13,480
+أسئلة تتناسب مع مستويات الطلبة تحاكي بالفعل
+
+316
+00:23:13,480 --> 00:23:17,400
+الواقعي تبعهم بطريقة مناسبة و جيدة و تحاول أن أيضا
+
+317
+00:23:17,400 --> 00:23:21,140
+تضع كل إنسان أو توطي حقه يعني في هذا الجانب اتفضلي
+
+318
+00:23:21,260 --> 00:23:23,660
+عمالي جات لومين اتنين امتحانات وانا غاضب امتحانات
+
+319
+00:23:23,660 --> 00:23:26,060
+عمالي ثلاث بنتي و بقولها صلي اربع سنين و هي
+
+320
+00:23:26,060 --> 00:23:28,500
+الخامسة بالجامعة نفسي اتفرج و بيحطوا الأسئلة
+
+321
+00:23:28,500 --> 00:23:30,680
+الكثرة من وين بيجيبوها و من وين بشكله و أنا مش
+
+322
+00:23:30,680 --> 00:23:34,740
+فاهمة مابتعرف انه فعلا يعني بحتاج لمهارة في صيغة
+
+323
+00:23:34,740 --> 00:23:38,700
+الأمتحان يعني صدقا كمان مرة بحكيلكم بالتلت او اربع
+
+324
+00:23:38,700 --> 00:23:43,050
+ايام نقعد بس عشان نصيغ أسئلة امتحانماشي لذلك اكتر
+
+325
+00:23:43,050 --> 00:23:47,070
+.. اكتر بنزعل ان واحدة تقولنا بلأ بدي أغير مكمل
+
+326
+00:23:47,070 --> 00:23:50,250
+لإن انا أعمل كمان امتحان يعني قصة، ماشي الحال
+
+327
+00:23:50,250 --> 00:23:54,630
+فاحنا يعني صحيح طبعا مش مضرورين نكون موفقين تماما
+
+328
+00:23:54,630 --> 00:23:57,930
+بكل الأسئلة و انا باعترف يعني ان ممكن يكون السؤال
+
+329
+00:23:57,930 --> 00:24:01,090
+يعني شوية هه إجا شوية على الحفة بين الصح و الغلط
+
+330
+00:24:02,460 --> 00:24:06,120
+ممكن معلش بس هو هذا الكلام يعني بدكوا تراعوا أنتوا
+
+331
+00:24:06,120 --> 00:24:10,320
+أنه .. يعني هذا جاي لأنه في كتير مش سؤال واحد،
+
+332
+00:24:10,320 --> 00:24:13,240
+مجموعة أسئلة و عشان جيبي من فصلين أو تلات فصول،
+
+333
+00:24:13,240 --> 00:24:15,680
+كمان مش سهل ان شاء الله، طيب على كل أحوال، ان شاء
+
+334
+00:24:15,680 --> 00:24:18,680
+الله انا .. انا .. انا لأ تمنا أن يكون العلامات هي
+
+335
+00:24:18,680 --> 00:24:23,890
+فقطاللي الهدف تبعنا، أنتوا طالبات كبار، ماكان مش
+
+336
+00:24:23,890 --> 00:24:27,050
+سنة أولى عفوان، اللي الواحدة بتدور على علامات، لأ
+
+337
+00:24:27,050 --> 00:24:29,970
+أعتقد أنه هاد ابن اتجوزها ان شاء الله رب العالمين،
+
+338
+00:24:29,970 --> 00:24:34,770
+طيب نوصل لأهمية التفاعل الصفي بس بدي .. بدي قبل ما
+
+339
+00:24:34,770 --> 00:24:39,740
+نفوت عليها بدي نتفرج عليهامقطع من فيلم نشوف فيه
+
+340
+00:24:39,740 --> 00:24:43,840
+شغلتين الشغل الأولى نحاكم الإدارة الصفية و نشوف
+
+341
+00:24:43,840 --> 00:24:48,280
+نوع التواصل الصفي للمعلمة هذه كويس هل هو تواصل
+
+342
+00:24:48,280 --> 00:24:51,940
+فعال ولا غير فعال ماشي و ايش التواصل الفعال لو كنت
+
+343
+00:24:51,940 --> 00:24:52,820
+أنت معلمة؟
+
+344
+00:25:05,860 --> 00:25:17,380
+بيجيبيني مسيحة؟ قمين يتجيبوني مسيحة؟
+
+345
+00:25:17,380 --> 00:25:22,910
+ممكن يجيبني مسيحة؟ ممكن يجيبني مسيحةطبعا سيبقى
+
+346
+00:25:22,910 --> 00:25:24,670
+الناس اللي بيسيطروا يسيطروا يسيطروا يسيطروا
+
+347
+00:25:24,670 --> 00:25:26,270
+يسيطروا يسيطروا يسيطروا يسيطروا يسيطروا يسيطروا
+
+348
+00:25:26,270 --> 00:25:30,150
+يسيطروا
+
+349
+00:26:05,190 --> 00:26:08,250
+لحظوا شويه هذا الكلام، دقيقه فيه
+
+350
+00:26:14,860 --> 00:26:18,780
+مش هتبقى حكاية طيبة، مش هتبقى حكاية مبنية، لو أنا
+
+351
+00:26:18,780 --> 00:26:22,560
+أتلوم البحر كقالة على ياسي، اللي مابت بقى، اللي
+
+352
+00:26:22,560 --> 00:26:25,460
+مابت مش حافية، مش حافية مش حافية مش حافية مش
+
+353
+00:26:25,460 --> 00:26:27,680
+حافية، اللي مابت مش حافية، اللي مابت مش حافية،
+
+354
+00:26:27,680 --> 00:26:29,040
+اللي مابت مش حافية، اللي مابت مش حافية، اللي مابت
+
+355
+00:26:29,040 --> 00:26:29,680
+مش حافية، اللي مابت مش حافية، اللي مابت مش حافية،
+
+356
+00:26:29,680 --> 00:26:29,680
+اللي مابت مش حافية، اللي مابت مش حافية، اللي مابت
+
+357
+00:26:29,680 --> 00:26:30,220
+مش حافية، اللي مابت مش حافية، اللي مابت مش حافية،
+
+358
+00:26:30,220 --> 00:26:34,280
+اللي مابت مش حافية، اللي مابت مش حافية،
+
+359
+00:26:52,280 --> 00:27:00,420
+أنا شبابي من المرادة مش عارف انا عارف انا مش جاهزة
+
+360
+00:27:00,420 --> 00:27:04,660
+بقى انا حتى جاهز يوم انا انا مش جاهزة بقى مش عارف
+
+361
+00:27:04,660 --> 00:27:15,220
+انا عارف انا مش جاهزة بقى انا مش
+
+362
+00:27:15,220 --> 00:27:22,770
+جاهزة نعم نعم مش ذلكالحجج دي بتشرب ميه؟ الحجج جاية
+
+363
+00:27:22,770 --> 00:27:26,590
+من الداعة وبيشرب ميه؟ لا ممكن تشرب ميه يا جماعة دي
+
+364
+00:27:26,590 --> 00:27:32,710
+ممكن تشرب ميه
+
+365
+00:27:32,710 --> 00:27:36,150
+يا
+
+366
+00:27:36,150 --> 00:27:39,250
+شباح دي يا جماعة دي ممكن تشرب ميه؟ مع السبب ده
+
+367
+00:27:39,250 --> 00:27:42,270
+بطاقاتك ممكن تشرب ميه، يلّا وعلينا نقوم بشرب ميه
+
+368
+00:27:55,000 --> 00:28:04,340
+تعالى يا عمر تعالى تعالى فاني بدربي تعالى
+
+369
+00:28:04,340 --> 00:28:09,560
+تبقى من نفسى يا عمر تعالى تبقى من نفسى يا عمر
+
+370
+00:28:09,560 --> 00:28:12,900
+تعالى تبقى من نفسى يا عمر تعالى تبقى من نفسى يا
+
+371
+00:28:12,900 --> 00:28:20,320
+عمر تعالى تبقى
+
+372
+00:28:20,320 --> 00:28:33,930
+من نفسى يا عمردى الصوت بيقعد بيحكي اعمل
+
+373
+00:28:33,930 --> 00:28:40,630
+إيه دي مثال يا عزيزي اتفق
+
+374
+00:28:40,630 --> 00:28:44,150
+على ال break spot اتفق على ال break spot انت قاعد
+
+375
+00:28:44,150 --> 00:28:46,210
+يحصل نفق على ال break spot
+
+376
+00:29:07,630 --> 00:29:14,430
+هو تمثيل هو معلش .. هومعلش هو يعني يمكن شويه فيه
+
+377
+00:29:14,430 --> 00:29:18,450
+مبالغة بس خلينا نشوف كأمثلة موجودة من واقعنا بيصير
+
+378
+00:29:18,450 --> 00:29:21,310
+بعض الأحداث ليست بالضرورة أن تكون كل الأحداث احنا
+
+379
+00:29:21,310 --> 00:29:25,530
+ضربنا مثال لمدرسة مثالية كانت تعطي و بتشارك في
+
+380
+00:29:25,530 --> 00:29:29,270
+النمط الشوري وهذا كانت في إيش في نمط إيش تسلطي
+
+381
+00:29:29,270 --> 00:29:33,330
+تماما، الآن فينا تلت أو أربع نقاط في موضوع مهارات
+
+382
+00:29:33,330 --> 00:29:36,750
+الاتصال و التواصل بالنسبة لهذا الموضوع، بدي أسمع
+
+383
+00:29:36,750 --> 00:29:38,850
+تعليقاتكم، تفضلوا
+
+384
+00:29:46,560 --> 00:29:50,930
+طيب يعني التواصل اللفظي عندها كيف كان؟زي في لغتها
+
+385
+00:29:50,930 --> 00:29:54,850
+كمان مش جوية يعني لغة بتحكي صوتها عربي يعني؟ يعني
+
+386
+00:29:54,850 --> 00:29:57,990
+أول حاجة في التواصل أنه كان لغتها سوقية لاتتناسب
+
+387
+00:29:57,990 --> 00:30:01,490
+مع معلمة و هذا كلام صحيح الحركات .. الأصل أنه تكون
+
+388
+00:30:01,490 --> 00:30:07,570
+حركاتها اه التواصل غير اللفظى كيف كانت؟ مش حركات
+
+389
+00:30:07,570 --> 00:30:11,630
+مدرسة يعني يعني
+
+390
+00:30:11,630 --> 00:30:15,830
+بتلاحظوا فيه ضبط مستوى فيه توازن مافيش توازن طب
+
+391
+00:30:15,830 --> 00:30:18,250
+إيش كمان؟ في شغلها تانية من اللي شرحناها فضلي
+
+392
+00:30:20,900 --> 00:30:23,780
+ما خلق .. بغض النظر أنها تفهم وما تفهمش، لذلك فيش
+
+393
+00:30:23,780 --> 00:30:26,720
+تغذية راجعة، في تفاعل، في اتصال من طرف واحد ولا
+
+394
+00:30:26,720 --> 00:30:30,540
+اتصال من طرفين؟ إذا الاتصال كان من طرف واحد أيضا؟
+
+395
+00:30:30,540 --> 00:30:33,360
+عدم تمكنها من المادة العلمية الله يرضى عليكم،
+
+396
+00:30:33,360 --> 00:30:37,670
+ممتازة جدا، عدم تمكنها، لحظة لما نمسكت الكتاب؟دليل
+
+397
+00:30:37,670 --> 00:30:41,270
+على أنه هي غير متمكنة، لذلك مهارة الشرح هتكون كتير
+
+398
+00:30:41,270 --> 00:30:45,470
+عندها سيئة وضعيفة، وهذا بيورث الطلب عدم أثقاب
+
+399
+00:30:45,470 --> 00:30:49,670
+المعلمة عدم الاقتراح لطلبات الطلبة مثلا واضح الخط
+
+400
+00:30:49,670 --> 00:30:52,970
+.. أيضا عدم الاقتراح لطلبات وحاجات الطلبة وميولهم،
+
+401
+00:30:52,970 --> 00:30:56,570
+أنا مش شايف، كيف بدي يعني أفهم؟ لذلك هذا كان في
+
+402
+00:30:56,570 --> 00:30:59,550
+نوع من التغاضي وهذا بيحدث نوع من ايه؟ تشتت
+
+403
+00:30:59,550 --> 00:31:05,130
+الانتباه للطلبة، تفضليجدا مهارة الإصلاح سيئة جدا
+
+404
+00:31:05,130 --> 00:31:08,510
+كانت عندها لإنه كلام تكن تسمح لأحد أن يتحدث أو أن
+
+405
+00:31:08,510 --> 00:31:12,330
+يبدي رأيه نعم
+
+406
+00:31:12,330 --> 00:31:15,290
+إنه أنا يعني و كأني أمن عليكم إنه أنا جاية و أحمده
+
+407
+00:31:15,290 --> 00:31:20,910
+الله لإيجيت فتفضلي أيضا
+
+408
+00:31:20,910 --> 00:31:23,770
+لإنه مافيش عندها حب لمهنة التدريس دالك كانت تواصل
+
+409
+00:31:23,770 --> 00:31:28,910
+عندها في نوع من النقص فتفضليالتحيز لإحدى الطالبات،
+
+410
+00:31:28,910 --> 00:31:32,810
+لحظة، بنت أنتم هنا هي اللي اللي تطلع و تكتب و مش
+
+411
+00:31:32,810 --> 00:31:35,810
+مشكلة أنتم هذا اللي بيفهموش، إذا برضه هذا فيه نوع
+
+412
+00:31:35,810 --> 00:31:40,290
+من عدم العدالة في هذا السياسة، عدم إلقاء التحية و
+
+413
+00:31:40,290 --> 00:31:45,550
+الترحيب في البدايات و هذا صحيح، لحظة إذا طالبة
+
+414
+00:31:45,550 --> 00:31:51,240
+خرجت هي نفس اللي دخلت، ماحظتش هذه الشغلانها كانت
+
+415
+00:31:51,240 --> 00:31:54,620
+تأخران طبعا هي يمكن جاية في ربكة التمثيل نفسه طيب
+
+416
+00:31:54,620 --> 00:31:57,980
+خلينا نكتفي بهذا القدر المرة القادمة ان شاء الله
+
+417
+00:31:57,980 --> 00:32:02,060
+بنستكمل اللي هو التواصل او التصال والتواصل الغير
+
+418
+00:32:02,060 --> 00:32:05,080
+اللفظي و اللفظي هناخد number that flanders ونشرح
+
+419
+00:32:05,080 --> 00:32:08,140
+ان شاء الله رب العالمين اشكركم لحسن الاسماع وبرك
+
+420
+00:32:08,140 --> 00:32:08,880
+الله فيك ان شاء الله
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE.srt
new file mode 100644
index 0000000000000000000000000000000000000000..1708db564027d81d7ee0ee945943a0042440f7a8
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE.srt
@@ -0,0 +1,1993 @@
+1
+00:00:13,380 --> 00:00:16,180
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:16,180 --> 00:00:19,740
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:19,740 --> 00:00:24,260
+وعلى آله وصحبه وسلم أجمعين. أما بعض ما تحدثنا فيه
+
+4
+00:00:24,260 --> 00:00:29,830
+السابق عن البيئة الصفية، وقلنا أن البيئة الصفية
+
+5
+00:00:29,830 --> 00:00:33,250
+تنقسم إلى قسمين: البيئة المادية والبيئة النفسية
+
+6
+00:00:33,250 --> 00:00:37,830
+الاجتماعية. شرحنا فيما سبق عن البيئة المادية، وقلنا أن
+
+7
+00:00:37,830 --> 00:00:41,430
+البيئة المادية للصف تعني ماذا؟ ماذا تعني البيئة
+
+8
+00:00:41,430 --> 00:00:50,250
+المادية للصف؟ إذًا
+
+9
+00:00:50,250 --> 00:00:56,050
+هي مجموع الظروف والعوامل المادية الموجودة داخل الصف
+
+10
+00:00:56,050 --> 00:01:03,090
+من سبورة، موارد مادية، من إمكانات، من إضاءة وتهوية
+
+11
+00:01:03,090 --> 00:01:09,410
+وهكذا. طيب، وقلنا أن المعلم له دور في ماذا؟ في
+
+12
+00:01:09,410 --> 00:01:14,030
+الحفاظ على البيئة المادية وفي تطويرها. ما هو هذا
+
+13
+00:01:14,030 --> 00:01:19,690
+الدور؟ ما دور المعلم؟ في تنظيم البيئة المادية،
+
+14
+00:01:19,690 --> 00:01:25,180
+والمحافظة الدائمة على البيئة في حالة ماذا؟ توازن
+
+15
+00:01:25,180 --> 00:01:28,920
+بحيث يستطيع الطالب أن يتكيف مع هذه البيئة بطريقة
+
+16
+00:01:28,920 --> 00:01:33,680
+مناسبة. إشراك الطالب في تحمل المسؤولية والمحافظة
+
+17
+00:01:33,680 --> 00:01:36,720
+على هذه البيئة. إشراك الطلبة في إعداد الوسائل
+
+18
+00:01:36,720 --> 00:01:41,620
+التعليمية اللازمة.
+
+19
+00:01:41,620 --> 00:01:49,230
+ووضع برنامج صيانة إما وقائي أو حتى طارئ، حيث يستطيع
+
+20
+00:01:49,230 --> 00:01:54,090
+المعلم أن يحافظ على هذه البيئة بشكل جميل. تنظيم
+
+21
+00:01:54,090 --> 00:01:58,630
+جلوس الطلبة وفقًا لاحتياجاتهم، ووفقًا للفروق
+
+22
+00:01:58,630 --> 00:02:05,490
+الفردية بينهم. إدخال تعديلات من وقت لآخر لإعادة
+
+23
+00:02:05,490 --> 00:02:09,890
+اللي هو تنظيم البيئة بشكل أفضل، يعني، وإعادة اللي هو
+
+24
+00:02:09,890 --> 00:02:13,410
+التهيئة النفسية، أو تهيئة الطالب النفسية، لتقبل هذه
+
+25
+00:02:13,410 --> 00:02:17,170
+البيئة والشعور بالراحة. طيب، تحدثنا أيضًا عن صفوف
+
+26
+00:02:17,170 --> 00:02:21,150
+المكتظة، وقلنا أن التعامل مع صفوف المكتظة يحتاج
+
+27
+00:02:21,150 --> 00:02:25,650
+إلى مجموعة من الاستراتيجيات، كويس، ومجموعة من الخطوات
+
+28
+00:02:25,650 --> 00:02:29,090
+التي ينبغي على المعلم أن يقوم بها. من هذه الخطوات
+
+29
+00:02:29,090 --> 00:02:37,030
+قلنا قبل: أسس لبيئة آمنة، مطمئنة. طيب، انقل التوقعات
+
+30
+00:02:37,030 --> 00:02:42,850
+الإيجابية لطلابك. اشعر طلابك بالحب والاحترام. استخدم
+
+31
+00:02:42,850 --> 00:02:46,230
+استراتيجيات جاذبة للانتباه، اللي هي المادية
+
+32
+00:02:46,230 --> 00:02:51,970
+والحركية، وجاذبات الانتباه التوكيدية والعاطفية.
+
+33
+00:02:51,970 --> 00:02:57,210
+أيضًا، ماذا؟ حدد الهدف من الأنشطة الصفية، لأن
+
+34
+00:02:57,210 --> 00:03:00,870
+تحديد الهدف من شأنه أن يشعر الطالب بالارتياح.
+
+35
+00:03:00,870 --> 00:03:01,510
+أيضًا،
+
+36
+00:03:04,780 --> 00:03:08,940
+الاعتماد على أساليب التعلم الذاتي. أيضًا، توصيع اللي هو
+
+37
+00:03:08,940 --> 00:03:12,480
+الجدول الدراسي، بحيث اللجوء إلى جدول دراسي مرن.
+
+38
+00:03:12,480 --> 00:03:15,920
+إذن، هذه تقريبًا معظم الأمور التي ينبغي على المعلم
+
+39
+00:03:15,920 --> 00:03:20,900
+أن يوليها اهتمامًا، أو يتعامل معها، ليتغلب على مشكلة
+
+40
+00:03:20,900 --> 00:03:26,360
+الصفوف المكتظة. اليوم، سنصل إلى المشكلات التي تترتب
+
+41
+00:03:26,360 --> 00:03:30,820
+على الكثافة الصفية، ثم بعد ذلك سنتطرق إلى البيئة
+
+42
+00:03:30,820 --> 00:03:34,800
+النفسية الاجتماعية، كعنصر ثاني من عناصر البيئة الصفية.
+
+43
+00:03:34,800 --> 00:03:38,220
+في هذه المحاضرة، سيكون الطالب قادرًا، في نهاية هذه
+
+44
+00:03:38,220 --> 00:03:43,100
+المحاضرة، على ذكر أهم المشكلات الإدارية والتعليمية
+
+45
+00:03:43,100 --> 00:03:48,240
+والصحية الناتجة عن الكثافة الصفية. أيضًا، سنتعرف على
+
+46
+00:03:48,240 --> 00:03:52,060
+مفهوم البيئة النفسية الاجتماعية، أو النفسية والاجتماعية
+
+47
+00:03:52,060 --> 00:03:56,340
+داخل البيئة الصفية، ثم نتعرف على دور المعلم في
+
+48
+00:03:56,340 --> 00:04:01,920
+تنظيم هذه البيئة النفسية الاجتماعية. ما هي المشكلات
+
+49
+00:04:01,920 --> 00:04:07,690
+التعليمية والإدارية الصفية؟ نحن الآن سنتخيل أنني
+
+50
+00:04:07,690 --> 00:04:15,930
+أمام صف مكتظ، كويس، وهذا الصف المكتظ، حتمًا، لن يكون
+
+51
+00:04:15,930 --> 00:04:20,010
+كما لو كان صفًا مثاليًا. إذن، هناك مشاكل ومشكلات
+
+52
+00:04:20,010 --> 00:04:24,290
+ستنبع عن اكتظاظ هذا الصف. هذه المشكلات قسمناها إلى
+
+53
+00:04:24,290 --> 00:04:29,030
+ثلاثة أقسام: قسم أول: مشكلات تعليمية، ثم مشكلات
+
+54
+00:04:29,030 --> 00:04:33,190
+إدارية، ثم مشكلات صحية. ما هي المشكلات التعليمية؟ أهم
+
+55
+00:04:33,190 --> 00:04:34,470
+النقاط، فضلًا.
+
+56
+00:04:37,370 --> 00:04:43,950
+إذن، أول نقطة: تدني مستوى التحصيل عند الطلبة. لماذا
+
+57
+00:04:43,950 --> 00:04:49,630
+يتدني مستوى التحصيل؟ لماذا؟
+
+58
+00:04:49,630 --> 00:04:54,210
+بسبب عدم قدرة المعلم على إشراك جميع الطلبة في
+
+59
+00:04:54,210 --> 00:04:58,890
+الأنشطة الصفية، وهذا من شأنه أن يؤدي إلى تدني، أو
+
+60
+00:04:58,890 --> 00:05:02,170
+يعمل على تدني مستوى التحصيل لدى الطلبة.
+
+61
+00:05:02,170 --> 00:05:02,850
+النقطة الثانية،
+
+62
+00:05:06,630 --> 00:05:09,690
+يعني، نحن لا نقول عدم، نقول ضعف القدرة، لأن
+
+63
+00:05:09,690 --> 00:05:13,230
+ليس هناك إمكانية للعدم. يعني ضعف القدرة على مراعاة
+
+64
+00:05:13,230 --> 00:05:18,070
+الفروق الفردية التي ينبغي مراعاتها للطلبة. وهذا
+
+65
+00:05:18,070 --> 00:05:22,730
+أيضًا، ينتج عنه: عدد كبير، مستويات متعددة ومختلفة
+
+66
+00:05:22,730 --> 00:05:27,330
+ومتباينة، وقلة وقت الحصة، ومحدودية الوقت، من شأنه
+
+67
+00:05:27,330 --> 00:05:30,330
+أن يصعب على المعلم أن يراعي الفروق الفردية
+
+68
+00:05:30,330 --> 00:05:34,110
+بفاعلية، لكنه يستطيع، بالحد الأدنى، أن يقوم بهذا
+
+69
+00:05:34,110 --> 00:05:39,750
+الأمر. معادل دي جوان في مجلد تنابيب، سيجعله غير قادر
+
+70
+00:05:39,750 --> 00:05:45,560
+على مراعاتهم؟ ممتاز جدًا. أيضًا، لحظة، الأستاذة، لفتت
+
+71
+00:05:45,560 --> 00:05:49,040
+نظرنا إلى قضية مهمة جدًا، وهي: صعوبة تشخيص نقاط
+
+72
+00:05:49,040 --> 00:05:52,800
+القوة والضعف، أو نقاط الضعف، لدى التلاميذ، والوقوف
+
+73
+00:05:52,800 --> 00:05:57,320
+على قدراتهم. هذا، طبعًا، صعوبة التشخيص، طبيعي، أنا
+
+74
+00:05:57,320 --> 00:06:00,980
+أمام صف مكتظ، لا أستطيع أن أحفظ الأسماء كاملة إلا بعد
+
+75
+00:06:00,980 --> 00:06:05,200
+فترة، لا أستطيع أن أتعرف على جوانب الشخصية لدى الطالب
+
+76
+00:06:05,780 --> 00:06:09,280
+كذلك، لا أستطيع أن أتعرف على كل التفاصيل ذات
+
+77
+00:06:09,280 --> 00:06:13,260
+العلاقة بجوانب الضعف، تحديدًا، لدى بعض الطلبة، وهذا
+
+78
+00:06:13,260 --> 00:06:16,360
+من شأنه أن يجعلني غير قادر على مراعاة
+
+79
+00:06:16,360 --> 00:06:22,160
+الفروق الفردية. صعوبة توفير الوسائل التعليمية والوثائق
+
+80
+00:06:22,160 --> 00:06:26,500
+السماعات التعليمية. نعم، صعوبة توفير الوثائق
+
+81
+00:06:26,500 --> 00:06:30,180
+التعليمية. معروف أن استخدام الوثائق التعليمية من
+
+82
+00:06:30,180 --> 00:06:33,600
+الأمور المهمة جدًا، والتي أصبحت ضرورية في هذا العصر
+
+83
+00:06:33,600 --> 00:06:38,720
+وينصح بها بشكل كبير جدًا، أن نستخدم هذه
+
+84
+00:06:38,720 --> 00:06:42,340
+الوثائق. لكن، إذا كانت هذه الوثائق، مثل: صحف النشاط،
+
+85
+00:06:42,340 --> 00:06:45,920
+البطاقات التعليمية، بعض الألعاب، التي أنا أحتاج
+
+86
+00:06:45,920 --> 00:06:50,240
+لتوزيعها على الطالبات أو الطلاب، وعندي عدد مكتظ، لا أستطيع
+
+87
+00:06:50,240 --> 00:06:54,860
+أن أوفرها، نظرًا للتكلفة المالية، أو لهدر الوقت، كل
+
+88
+00:06:54,860 --> 00:06:57,860
+هذه التفاصيل، لا أستطيع أن أوفرها، من شأنها أن
+
+89
+00:06:57,860 --> 00:07:01,720
+تقلل من فعالية عملية التدريس، التي يجب أن أستخدم
+
+90
+00:07:01,720 --> 00:07:05,000
+فيها بشكل نموذجي الوسائل التعليمية. هذه تقريبًا
+
+91
+00:07:05,000 --> 00:07:08,620
+مشكلات الكثافة الصفية فيما يتعلق بالمشكلات
+
+92
+00:07:08,620 --> 00:07:12,780
+التعليمية. نأتي للمشكلات الإدارية. فضلًا. عدم قدرة
+
+93
+00:07:12,780 --> 00:07:17,700
+المعلم على متابعة الأعمال. أولًا، معروف
+
+94
+00:07:17,700 --> 00:07:22,920
+أنه يوجد عمل إداري للمعلم، وهو متابعة وتصحيح ما
+
+95
+00:07:22,920 --> 00:07:26,600
+يقوم به التلاميذ، وإعطاؤهم التغذية الراجعة. هذا
+
+96
+00:07:26,600 --> 00:07:30,120
+الكلام، عندما يكون لدي خمسون طالبًا، يعني، إذا أردت
+
+97
+00:07:30,120 --> 00:07:34,000
+أن أصحح وأتابع، سيأخذ وقت الحصة، ولا أستطيع
+
+98
+00:07:34,000 --> 00:07:39,580
+إعطاء الدرس حقه. إذن، أول نقطة تتعلق بماذا أيضًا؟
+
+99
+00:07:39,580 --> 00:07:48,460
+مرة أخرى؟ عدم، أو صعوبة، قدرة المعلم على تصحيح
+
+100
+00:07:48,460 --> 00:07:52,280
+الأعمال الكتابية التي يقوم بها الطلبة. نقطة ثانية:
+
+101
+00:07:52,280 --> 00:07:58,100
+صعوبة ضبط، أو صعوبة ضبط سلوك بعض الطلبة. سيخرج
+
+102
+00:07:58,100 --> 00:08:02,560
+لدينا بعض الطلبة المشاغبين، بعض التصرفات السلوكية
+
+103
+00:08:02,560 --> 00:08:08,660
+السيئة. هذه السلوكيات من شأنها أن تجعل من الصعب على المعلم
+
+104
+00:08:08,660 --> 00:08:13,140
+أن يؤدي عمله في عملية الضبط.
+
+105
+00:08:13,140 --> 00:08:17,180
+صعوبة في عملية التركيز، صعوبة في إحداث نوع من الضبط
+
+106
+00:08:17,180 --> 00:08:21,820
+العام، الذي يساهم في فعالية الدرس، أو
+
+107
+00:08:21,820 --> 00:08:25,960
+فعالية العملية التعليمية. أيضًا، في شيء ثالث، وهو:
+
+108
+00:08:25,960 --> 00:08:30,120
+صعوبة حركة المعلم. نحن قلنا شكل الصف المكتظ كيف
+
+109
+00:08:30,120 --> 00:08:35,020
+يكون؟  فش مسافات بين الطلاب، في نوع من الاكتظاظ، من
+
+110
+00:08:35,020 --> 00:08:38,840
+المفيد جدًا أن يتحرك المعلم بين الطلبة. وهذا كلام
+
+111
+00:08:38,840 --> 00:08:41,520
+سنتناوله في استراتيجية جذب الانتباه في... في...
+
+112
+00:08:41,520 --> 00:08:46,130
+في... في المحاضرات القادمة، أنه من إحدى
+
+113
+00:08:46,130 --> 00:08:48,970
+الاستراتيجيات، الاقتراب المكاني. يعني، يجب على المعلم
+
+114
+00:08:48,970 --> 00:08:51,550
+أن يرى ماذا يفعل الطالب، وماذا يفعل الطالب الذي في الآخر
+
+115
+00:08:51,550 --> 00:08:56,370
+مكان، كيف نشاطه، كيف خطه، وهكذا. أيضًا، كثرة
+
+116
+00:08:56,370 --> 00:09:02,250
+المشكلات السلوكية. مثل: ما هي المشكلة السلوكية التي تنشأ
+
+117
+00:09:02,250 --> 00:09:07,240
+كمشكلة إدارية؟ أستاذ، هذا أخذ دفتري، أستاذ، هذا
+
+118
+00:09:07,240 --> 00:09:11,040
+أخذ مسطرتي. أليس كذلك؟ إذن، هناك مشكلة سلوكية...
+
+119
+00:09:11,040 --> 00:09:15,300
+هذه. اعتدى علي، ضربني... إذن، هناك مشكلة سلوكية
+
+120
+00:09:15,300 --> 00:09:19,140
+تتزايد كلما كان العدد كبيرًا. لنضرب مثالًا: الأسرة.
+
+121
+00:09:19,140 --> 00:09:23,720
+إذا كان عدد أفرادها كبيرًا، فوق العشرة، ماذا يحدث؟ الأم
+
+122
+00:09:23,720 --> 00:09:26,960
+والأب لا يستطيعان... يعني، مطلوب منهما أن يكونا
+
+123
+00:09:26,960 --> 00:09:31,920
+حاكمين لأولادهما، لحل مشاكلهم. إذن، كلما زاد العدد،
+
+124
+00:09:31,920 --> 00:09:35,570
+كلما زادت احتمالية المشكلات الإدارية والمشكلات
+
+125
+00:09:35,570 --> 00:09:39,510
+التعليمية في الصف. آخر شيء، وهي المشكلات الصحية.
+
+126
+00:09:43,220 --> 00:09:48,180
+أولًا: ضعف التعبير، أو ضعف تنمية قدرات التعبير
+
+127
+00:09:48,180 --> 00:09:52,560
+لدى الطلبة. لأن، طبيعي، إذا كان الصف مكتظًا، لن تكون
+
+128
+00:09:52,560 --> 00:09:57,000
+هناك إتاحة للمشاركة للطالب، لن يستطيع الطالب أن
+
+129
+00:09:57,000 --> 00:10:01,240
+يعبر بحرية، أو يأخذ الوقت الكافي ليعبر بحرية عن كل
+
+130
+00:10:01,240 --> 00:10:04,660
+ما يريد. إذن، سيظهر، بالذات في المرحلة الأساسية،
+
+131
+00:10:04,660 --> 00:10:08,380
+نوع من ضعف التعبير. أو في التعبير
+
+132
+00:10:08,380 --> 00:10:13,040
+لدى هؤلاء الطلبة. أيضًا، الأمراض، هذا النوع من الأمراض
+
+133
+00:10:13,040 --> 00:10:17,460
+المعدية، بالذات في الصفوف المزدحمة. ونحن في بيئة، أو
+
+134
+00:10:17,460 --> 00:10:22,300
+بيئات مختلفة، كما تحدثنا. يأتي الطالب، ربما يكون
+
+135
+00:10:22,300 --> 00:10:26,340
+مصابًا بالإنفلونزا، ربما بأمراض جلدية، ربما... وهذه احتمالية
+
+136
+00:10:26,340 --> 00:10:29,720
+نقل العدوى فيها كبيرة جدًا. كلما زاد الطلبة
+
+137
+00:10:29,720 --> 00:10:34,960
+التصاقًا، وعدم وجود مسافة، زادت إمكانية حدوث
+
+138
+00:10:34,960 --> 00:10:39,120
+هذه، أو حدوث هذه الإشكاليات. أيضًا، إمكانية تعرض طالب
+
+139
+00:10:39,120 --> 00:10:42,580
+لإيذاء. طبعًا، كما ذكرنا عن المشكلة السلوكية، هناك
+
+140
+00:10:42,580 --> 00:10:45,840
+أيضًا، التعرض للأذى من قبل الطلاب. هذه أيضًا مشكلة
+
+141
+00:10:45,840 --> 00:10:49,460
+صحية. أيضًا، إمكانية التعرض لحوادث عرضية، يعني، ليس
+
+142
+00:10:49,460 --> 00:10:54,060
+بضرورة اعتداء. يعني، بسبب الزحام، يخرج الطلاب،
+
+143
+00:10:54,060 --> 00:10:57,900
+يتزاحمون على الدرج، معناه أن هناك
+
+144
+00:10:57,900 --> 00:11:08,340
+إصابات محتملة. نعم، هذا كلام صحيح. طيب، نأتي الآن
+
+145
+00:11:08,340 --> 00:11:12,700
+لنرى البيئة النفسية الاجتماعية. صحيح.
+
+146
+00:11:12,700 --> 00:11:17,540
+البيئة النفسية الاجتماعية تشير إلى أمر مهم جدًا. تحدثنا
+
+147
+00:11:17,540 --> 00:11:20,760
+سابقا أن البيئة الصفية هي بيئة، أو العملية
+
+148
+00:11:20,760 --> 00:11:26,340
+التعليمية هي عملية أساسًا إنسانية. من قوامها
+
+149
+00:11:26,340 --> 00:11:31,280
+الطالب والمعلم.  وكون الطالب والمعلم هما
+
+150
+00:11:31,280 --> 00:11:35,460
+من جنس الإنسان، فمعنى ذلك أن النفس الإنسانية هي
+
+151
+00:11:35,460 --> 00:11:40,130
+أساس العملية التعليمية. يعني، إذا أنا مرتاح نفسيًا،
+
+152
+00:11:40,130 --> 00:11:44,110
+معناه أنني أدرس بشكل مريح. إذا أنت أيضًا مرتاح
+
+153
+00:11:44,110 --> 00:11:48,350
+نفسيًا، ستستقبل المعلومات بشكل أفضل بكثير. كلما
+
+154
+00:11:48,350 --> 00:11:52,490
+كانت البيئة النفسية الاجتماعية داخل الصف بيئة، تشير
+
+155
+00:11:52,490 --> 00:11:58,090
+إلى: أولًا، بيئة آمنة، مطمئنة، يسعد فيها التلاميذ، لا
+
+156
+00:11:58,090 --> 00:12:01,770
+يعتدي أحد على الآخر. بيئة فيها نوع من الحرية
+
+157
+00:12:01,770 --> 00:12:06,700
+والديمقراطية من قبل المعلم. أن المعلم يعطي المجال
+
+158
+00:12:06,700 --> 00:12:10,320
+للطلبة لأن يعبروا عن ذواتهم، يعبروا عن أفكارهم.
+
+159
+00:12:10,320 --> 00:12:14,940
+طالما أن الطلبة في داخلهم، أو بين بعضهم البعض، علاقاتهم
+
+160
+00:12:14,940 --> 00:12:19,360
+إنسانية وطيبة. إذن، معنى ذلك، نحن أمام بيئة نفسية
+
+161
+00:12:19,360 --> 00:12:23,820
+اجتماعية، بيئة راقية جدًا، بيئة مريحة، بيئة تعليمية
+
+162
+00:12:23,820 --> 00:12:28,640
+أو تعليمية مناسبة، تتناسب مع النموذج المثالي
+
+163
+00:12:28,640 --> 00:12:34,140
+والمعايير المثالية. هناك أسس لهذه البيئة. أولًا:
+
+164
+00:12:34,140 --> 00:12:38,940
+الأسس النفسية. ماذا تعني الأسس النفسية؟ هناك
+
+165
+00:12:38,940 --> 00:12:43,100
+نقطتان أساسيتان يجب دراستهما في هذا الأساس. ما هما؟
+
+166
+00:12:43,100 --> 00:12:50,780
+أولًا: طبيعة من؟ طبيعة المتعلم. نحن نتحدث عن
+
+167
+00:12:50,780 --> 00:12:55,520
+طالب، بالضبط. طبيعة المتعلم، قدراته العقلية، إمكاناته،
+
+168
+00:12:55,520 --> 00:12:59,700
+التي تؤثر في البعد النفسي. كلما كانت إمكانات وميول
+
+169
+00:12:59,700 --> 00:13:00,820
+الطالب
+
+170
+00:13:03,000 --> 00:13:08,060
+باتجاه التعليم، كلما كان أكثر راحة، سيعطيه
+
+171
+00:13:08,060 -->
+
+223
+00:16:49,090 --> 00:16:53,270
+وجربه، وروح على كلية ما، وإفشلي فيها، هتحولي، لو
+
+224
+00:16:53,270 --> 00:16:56,870
+قولولك ارجعيلها، بتقولي لأ مش هرجع،ذلك هو الطالب
+
+225
+00:16:56,870 --> 00:17:00,430
+بنفس الطريقة إذا فشل في محور معين يحاول أن يهرب
+
+226
+00:17:00,430 --> 00:17:06,550
+منه ولا يعني يرغب في تعلمه مرة أخرى، ممكن يكون دافع
+
+227
+00:17:06,550 --> 00:17:10,510
+إذا وجد، أيش محفزات، أنّه لأ، تشجيع، إذاً عشانك، احنا
+
+228
+00:17:10,510 --> 00:17:13,810
+بقول، أيش الحاجة إلى نجاح مطلوبة مني كمعلمة أن أنا
+
+229
+00:17:13,810 --> 00:17:18,270
+أحطها أو أُضاحيها داخل سلوك أو داخل نفسية هذا الطالب
+
+230
+00:17:18,270 --> 00:17:21,330
+أيضاً الحاجة إلى سلطة ضابطة، ما المقصود بالسلطة
+
+231
+00:17:21,330 --> 00:17:25,550
+الضابطة؟ خليني أقول شغلة، كل واحد، مش بقوله في المثل
+
+232
+00:17:25,550 --> 00:17:30,010
+عندنا اللي مالوش كبير يدور على كبير، مش هيك؟ ليش هذا
+
+233
+00:17:30,010 --> 00:17:34,890
+الكلام، حتى لو كبر الإنسان، يحتاج إلى اطمئنان، إلى أن
+
+234
+00:17:34,890 --> 00:17:41,950
+قراراته وسلوكه فيه نوع من التشجيع
+
+235
+00:17:41,950 --> 00:17:46,950
+والتحفيز من أي جانب؟ أنت عارف يعني .. زي ما حكى
+
+236
+00:17:46,950 --> 00:17:50,810
+أنا .. الإنسان حتى في علاقته مع الله عز وجل، هذه
+
+237
+00:17:50,810 --> 00:17:55,330
+العلاقة، لماذا يشعر الإنسان بالحاجة إليها دائماً؟ ليش
+
+238
+00:17:55,330 --> 00:18:01,230
+بيأخذ جانباً في منتصف الليل ويناجي ربه؟ لماذا؟ لأنه
+
+239
+00:18:01,230 --> 00:18:04,910
+بيشعر أنه بحاجة إلى إيش؟ من هو أعلى منه ليناجيه،
+
+240
+00:18:04,910 --> 00:18:10,410
+ليشكوا إليه ضعف قوته، ليشكوا إليه ضعف جنبات نفسه
+
+241
+00:18:10,410 --> 00:18:13,690
+ وعدم قدرته على مواجهة المعاصي، ليه؟ ليه؟ كل هذه
+
+242
+00:18:13,690 --> 00:18:17,350
+التفاصيل، إذا الإنسان يحتاج إلى من يلجأ إليه، اللي
+
+243
+00:18:17,350 --> 00:18:21,930
+لم يجد، يعني زي ما حكينا في الدنيا، شيء أكيد هيلجأ
+
+244
+00:18:21,930 --> 00:18:25,860
+لمن هو أعلى من هذا الكيان الدنياوي اللي إحنا بنعيش
+
+245
+00:18:25,860 --> 00:18:29,400
+فيه، وإذا الحاجة إلى سلطة ضابطة تطبطب سلوك الطالب، توجهه
+
+246
+00:18:29,400 --> 00:18:33,540
+إلى السلوك الرشيد، ثم تحفظه أن هذا السلوك هو السلوك
+
+247
+00:18:33,540 --> 00:18:38,660
+الصائب الذي ينبغي أن تحافظ عليه، أيضاً مع الحاجة
+
+248
+00:18:38,660 --> 00:18:42,840
+إلى سلطة ضابطة، كمان بحاجة إلى حرية، أنتم تخصصتم
+
+249
+00:18:42,840 --> 00:18:48,350
+بإجبار؟ كثير من الآباء الآن لا يجبرون الأبناء على
+
+250
+00:18:48,350 --> 00:18:52,110
+تخصص معين أو اختيار شيء معين، طيب بنفس الطريقة
+
+251
+00:18:52,110 --> 00:18:55,530
+كمعلمة، المفترض أن أنا أحاول قدر المكان أن أعطي
+
+252
+00:18:55,530 --> 00:18:59,610
+هامشاً من الحرية للطلبة، كيف؟ في اختيار المقعد، إذا
+
+253
+00:18:59,610 --> 00:19:03,830
+كان يتناسب، لماذا لا؟ في اختيار الصديق، برضه إذا
+
+254
+00:19:03,830 --> 00:19:08,950
+كان يتناسب، أشجعه، طيب في اختيار .. في بعض القراءات أو
+
+255
+00:19:08,950 --> 00:19:12,730
+تشبث ببعض القضايا المعينة اللي لا حرج أن يكون له
+
+256
+00:19:12,730 --> 00:19:17,420
+رأي فيها، إذا الإعطاء الحرية شيء كتير مهم جداً، بالذات
+
+257
+00:19:17,420 --> 00:19:20,700
+واحترام رغبات الطالب، لاسيما في المرحلة الثانوية
+
+258
+00:19:20,700 --> 00:19:24,340
+مرحلة ثانوية اللي بيطلع فيها الطالب يشعر أنه كبر
+
+259
+00:19:24,340 --> 00:19:28,200
+وما عادش لازم أحد يتابعه، هذا أمر برضه ينبغي أن ترعيه
+
+260
+00:19:28,200 --> 00:19:32,280
+المعلمة في هذه المرحلة، تفضلي مثلاً، دكتور، كل الـ
+
+261
+00:19:32,280 --> 00:19:35,720
+stuff دي، وقت ما قبل أول، واللي بعيد، واللي بيجيب
+
+262
+00:19:35,720 --> 00:19:38,080
+يوم، داني يوم، واللي عامل مشكلة، الـ stuff كلهم دي
+
+263
+00:19:38,080 --> 00:19:42,840
+ما يبقوش بالصح، لأ، عاملش طيب، هو شوف إحنا الـ .. الـ ..
+
+264
+00:19:42,840 --> 00:19:46,740
+كمان مرة، احترام الرأي أو إتاحة نوع من الحرية، لا
+
+265
+00:19:46,740 --> 00:19:50,680
+يعني هو دخول إلى هامش آخر للفوضى، ما فيش أشياء أسود
+
+266
+00:19:50,680 --> 00:19:53,600
+وأبيض، ما فيش أشياء رمادي، اللي بيرضاش في السطر
+
+267
+00:19:53,600 --> 00:19:56,440
+الأول، قد يرضى في السطر الثاني، وإذا ما رضاش في
+
+268
+00:19:56,440 --> 00:20:00,080
+الثاني، قد يرضى بالتبادل الأدوار اللي أنت هتعمليه
+
+269
+00:20:00,080 --> 00:20:02,600
+كل فترة، يعني كل أسبوع أو كل شهر أو كل شهرين
+
+270
+00:20:02,600 --> 00:20:06,780
+تتغير، فالأمر بالنسبة لك متاح أنك يعني تطرحي
+
+271
+00:20:06,780 --> 00:20:11,070
+مجموعة من الخيارات، زي ما نيجي نقول والله إحنا أمام
+
+272
+00:20:11,070 --> 00:20:15,750
+فريق كرة قدم مثلاً، كويس، ومين بده ينزل أول، ومين بده
+
+273
+00:20:15,750 --> 00:20:21,090
+ينزل آخر، بالنهاية مصلحة العامة للصف أو للمؤسسة
+
+274
+00:20:21,090 --> 00:20:23,810
+اللي أنا بشتغل فيها، لأ، مهم جداً أن تكون مقدمة على
+
+275
+00:20:23,810 --> 00:20:27,230
+أمور أخرى، يعني سهل أن تجدي حلولاً في هذا الجانب
+
+276
+00:20:49,950 --> 00:20:53,530
+ممتاز جداً، كتير كتير رائع جداً، يعني إحنا تحدثنا عن
+
+277
+00:20:53,530 --> 00:20:58,090
+القيام، وإنه إحنا كعملية علمية لا نهدف إلى بس أيش
+
+278
+00:20:58,090 --> 00:21:03,730
+نقل المعرفة، إنما مهارات، سلوك، اتجاهات، قيم، هذه
+
+279
+00:21:03,730 --> 00:21:07,490
+الشغلات من الحلول التي يمكن أن نأتي عليها بطريقة
+
+280
+00:21:07,490 --> 00:21:12,150
+كتير مناسبة للطلبة، ونغرس قيمة، أيش؟ الإيثار، قيمة حب
+
+281
+00:21:12,150 --> 00:21:16,550
+الغير، قيمة الأولويات، إذاً في مجال أمامنا كبير جداً
+
+282
+00:21:16,550 --> 00:21:19,990
+أنّه إحنا نغرس، بارك الله فيكِ على المشاركة، إذا هذه
+
+283
+00:21:19,990 --> 00:21:23,030
+الأساس النفسي اللي إتحدثنا عنه، نأتي إلى الأساس
+
+284
+00:21:23,030 --> 00:21:31,330
+الاجتماعي، أتفضلي، قوام الأساس الاجتماعي مين؟ الطالب
+
+285
+00:21:31,330 --> 00:21:38,130
+هو فرد في جماعة، والمعلم أيضاً فرد في جماعة، إذاً في
+
+286
+00:21:38,130 --> 00:21:42,490
+عندي طالب، وفي معلم، هذول أساسين اجتماعياً يلتقيان مع
+
+287
+00:21:42,490 --> 00:21:46,110
+بعضهما يومياً في هذا الصف، ما الذي سينظم هذه
+
+288
+00:21:46,110 --> 00:21:52,670
+العلاقة بينهما؟ القوانين، القواعد، مش هيك؟ الأنظمة،
+
+289
+00:21:52,670 --> 00:21:56,810
+العادات والتقاليد، إذاً الأسس الاجتماعية قوامها
+
+290
+00:21:56,810 --> 00:22:02,150
+ثلاثة أمور، الأمر الأول: المعلم، الأمر الثاني: الطالب،
+
+291
+00:22:02,150 --> 00:22:06,810
+الأمر الثالث: الأنظمة الاجتماعية أو العادات
+
+292
+00:22:06,810 --> 00:22:10,830
+والتقاليد أو الأنظمة المدرسية بشكل عام، أول حاجة
+
+293
+00:22:10,830 --> 00:22:16,770
+المعلم، كونه أيش؟ محور العملية التعليمية، صح ولا خطأ؟
+
+294
+00:22:16,770 --> 00:22:22,850
+أيش هو محور؟ إيش محور الإدارة الصفية؟ انتبهوا كمان
+
+295
+00:22:22,850 --> 00:22:27,750
+مرة، المعلم محور الإدارة الصفية، هو قاعد الفصل،
+
+296
+00:22:27,750 --> 00:22:36,070
+المتعلم
+
+297
+00:22:36,070 --> 00:22:38,430
+هو محور العملية، الطالب هو محور العملية التعليمية،
+
+298
+00:22:38,430 --> 00:22:42,750
+هذا لا خلاف فيه، هذا لا خلاف عليه إطلاقاً، إحنا
+
+299
+00:22:42,750 --> 00:22:46,730
+نتحدث عن المعلم، هو محور في العملية التعليمية، لكنه
+
+300
+00:22:46,730 --> 00:22:50,510
+الآن هنا هو محور في العملية، إيش؟ وكان زمان طبعاً هذا
+
+301
+00:22:50,510 --> 00:22:53,810
+اتجاه من اتجاهات أن المعلم كان محوراً للعملية
+
+302
+00:22:53,810 --> 00:22:56,530
+التعليمية باعتباره، وكل، إيش؟ هو الذي يعطي، هو الذي
+
+303
+00:22:56,530 --> 00:23:01,130
+يمنح، أما الآن في ظل تعلم التفاعل، التعاون، لأ،
+
+304
+00:23:01,130 --> 00:23:04,750
+المتعلم هو الأساس، هو الذي يتفاعل مع ذاته ويتعلم
+
+305
+00:23:04,750 --> 00:23:08,230
+وبنفس الوجهة، إيش؟ بيبدأ المعلم في إطار، بس الإدارة
+
+306
+00:23:08,230 --> 00:23:13,050
+الصفية، إذا المعلم كونه قائد الصف، يعرض الطلاب إلى
+
+307
+00:23:13,050 --> 00:23:19,460
+شتى الخبرات، يفيدهم، يعطيهم، يمنحهم، يحاول أن يشرف على
+
+308
+00:23:19,460 --> 00:23:24,060
+كل تصرفاتهم ويقومها، إذا هو إيش؟ يعمل بالأساس على
+
+309
+00:23:24,060 --> 00:23:29,000
+إحداث نوع من التكييف بينهم وبين ما؟ بينهم وبين مين؟
+
+310
+00:23:29,000 --> 00:23:32,780
+بينهم وبين البيئة في داخل الصف، أو بينهم وبين البيئة
+
+311
+00:23:32,780 --> 00:23:36,140
+خارج الصف، في البيئة المدرسية أو حتى المجتمع
+
+312
+00:23:36,140 --> 00:23:41,560
+إطلاقاً، إذاً أول حاجة المعلم، الثاني الطالب، لأنه هو
+
+313
+00:23:41,560 --> 00:23:45,540
+الأساس الذي يتفاعل مع كافة العلوم، يأخذ الاتجاهات،
+
+314
+00:23:45,540 --> 00:23:49,240
+يأخذ المعارف، يحاول أن يحقق حاجاته اللي قلناها، حاجة
+
+315
+00:23:49,240 --> 00:23:52,360
+إلى تحقيق الذات، إلى تحقيق الأمن، إلى التحقيق اللي
+
+316
+00:23:52,360 --> 00:23:55,740
+هو العيش في جماعة، إلى التعزيز، إلى كل هذه الأمور، ثم
+
+317
+00:23:55,740 --> 00:23:59,720
+بعد ذلك يخرج الطالب ليطبق ما تعلمه من خبرات، وين
+
+318
+00:23:59,720 --> 00:24:05,330
+خارج إطار البيئة الصفية، النقطة الثالثة: الأنظمة
+
+319
+00:24:05,330 --> 00:24:08,790
+الاجتماعية السائدة، تعرفوا، بدون نظام نحن لا نستطيع
+
+320
+00:24:08,790 --> 00:24:11,990
+أن نعيش، وزي ما حكينا، لما تدخل المعلم الصف، أول
+
+321
+00:24:11,990 --> 00:24:18,990
+شغلة تعملها، تضع أيش؟ القواعد والقوانين الصفية، ليش؟
+
+322
+00:24:18,990 --> 00:24:23,070
+تضع القواعد والقوانين الصفية، لتضع حداً، أو خليني أقول
+
+323
+00:24:23,070 --> 00:24:27,710
+لتضع يعني أسلوباً للتعامل يتفق عليه الطرفان، الطرفان
+
+324
+00:24:27,710 --> 00:24:31,610
+العقد، المعلم والطالب، إذا إتفقوا من الأول إننا ما
+
+325
+00:24:31,610 --> 00:24:36,190
+نشغبش، إننا ما نيجي دائماً مبكرين، نيجي ملتزمين بالزي
+
+326
+00:24:36,190 --> 00:24:40,450
+معناه ذلك أن الأنظمة تماماً، الآن ما الذي
+
+327
+00:24:40,450 --> 00:24:43,950
+نقصد هنا بالأنظمة الاجتماعية السائدة، كما تحدثنا
+
+328
+00:24:43,950 --> 00:24:47,690
+كل طالب أو طالبة تأتي من بيئة مختلفة، دي العادات
+
+329
+00:24:47,690 --> 00:24:51,710
+والتقاليد المختلفة عن زميلاتها، وكل واحدة بتحاول
+
+330
+00:24:51,710 --> 00:24:56,090
+تتعامل وفقاً لإيه؟ للخبرة المتراكمة واللي إجت من
+
+331
+00:24:56,090 --> 00:25:00,550
+وين؟ من بيئتها، اللي هو المجتمعية، لذلك بيجي الطالب
+
+332
+00:25:00,550 --> 00:25:05,070
+أو بتيجي، هذه النظم لتهذب هذه العادات والتقاليد،
+
+333
+00:25:05,070 --> 00:25:10,750
+تحذف منها ما هو غير مرغوب، وتبقي وتعزز ما هو مرغوب
+
+334
+00:25:10,750 --> 00:25:15,570
+وتحاول أن تغرس قيم واتجاهات وعادات وأنظمة أخرى، زي
+
+335
+00:25:15,570 --> 00:25:21,740
+ما نيجي نقول، التفكير، طريقة الحديث، الكتابة، النظافة،
+
+336
+00:25:21,740 --> 00:25:27,280
+قيم كويسة قد يتعلمها بشكل جديد، لم يتعلمها سابقاً
+
+337
+00:25:27,280 --> 00:25:31,480
+بهذه الطريقة، إذاً الأنظمة الاجتماعية التي تُدرس أو
+
+338
+00:25:31,480 --> 00:25:35,480
+تُعتمد داخل البيئة الصفية، أنظمة ذات علاقة بالأنظمة
+
+339
+00:25:35,480 --> 00:25:39,680
+الاجتماعية المجتمعية، لكنها إيه؟ زي ما حكينا، في
+
+340
+00:25:39,680 --> 00:25:42,920
+مجملها إيجابية، ولا بتعلم الواحد السلبي؟
+
+341
+00:25:51,390 --> 00:25:58,810
+ما هو دور المعلم في إدارة وتنظيم البيئة الصفية
+
+342
+00:25:58,810 --> 00:26:02,150
+النفسية الاجتماعية؟ الآن إحنا أخدنا دور المعلم في
+
+343
+00:26:02,150 --> 00:26:05,870
+إدارة إيش؟ البيئة المادية، إدارة الصف المادية،
+
+344
+00:26:05,870 --> 00:26:12,390
+الآن، كيف يمكن للمعلم أن يدير بيئة نفسية اجتماعية
+
+345
+00:26:12,390 --> 00:26:18,110
+بحيث يوفر جو تفاعلياً اجتماعياً مناسباً لكل الطلبة
+
+346
+00:26:18,110 --> 00:26:24,030
+داخل الصف، أول حاجة، تفضلي، بناء علاقات إيجابية بين
+
+347
+00:26:24,030 --> 00:26:28,830
+المعلم والطالب، بكلام
+
+348
+00:26:28,830 --> 00:26:33,130
+جميل، لكن ما المقصود بالعلاقة الإيجابية؟ أهي صداقة
+
+349
+00:26:33,130 --> 00:26:36,190
+أم
+
+350
+00:26:36,190 --> 00:26:40,690
+أنها ابتسامات تُلقى هنا وهناك؟ ما .. ما المقصود
+
+351
+00:26:40,690 --> 00:26:44,930
+بالعلاقة الإيجابية؟ إلى أي حد يمكن أن ألتقي أو أن
+
+352
+00:26:44,930 --> 00:26:48,250
+أرتبط مع الطالب بعلاقة إيجابية؟ أتفضلي، تكون علاقة
+
+353
+00:26:48,250 --> 00:26:51,710
+اجتماعية متوازنة، بين الصداقة وبين الحب وبين الوزن
+
+354
+00:26:51,710 --> 00:26:55,190
+وبين الاحترام، الكبير من الصغير، ومن العطف على الصغير،
+
+355
+00:26:55,190 --> 00:26:59,030
+تكون متوازنة .. كتير ممتاز، العلاقة المتوازنة
+
+356
+00:26:59,030 --> 00:27:04,830
+وملخصة، العلاقة الإنسانية التي تحكمها أيش؟ وأصَرّ أيش؟
+
+357
+00:27:04,830 --> 00:27:10,990
+الإنسان .. الإنسان بطبعه شو؟ هذا تعامل إنساني، يعني
+
+358
+00:27:10,990 --> 00:27:18,530
+يحترم، يقدر، يعطف، ليس منا من لم يُواقر كبيره، و
+
+359
+00:27:18,530 --> 00:27:22,390
+يُعطف على صغيره، الكبير ما ينبغي أن يرى نفسه
+
+360
+00:27:22,390 --> 00:27:28,290
+إمبراطوراً في صفه، يتحكم ويُخرج كل أنواع الكبت
+
+361
+00:27:28,290 --> 00:27:32,250
+التي يتعرض لها، أو المشاكل التي يتعرض لها خارج
+
+362
+00:27:32,250 --> 00:27:37,150
+المدرسة، ليأتي بها ليتصالط بها على طلابه، وما
+
+363
+00:27:37,150 --> 00:27:41,690
+ينبغي أن يشعر أنه يمتلك من العلم ما يؤهله لذلك، هو
+
+364
+00:27:41,690 --> 00:27:45,410
+يمتلك من العلم ليعطيه، ولكن بطريقة إنسانية راقية،
+
+365
+00:27:45,410 --> 00:27:49,230
+كثير من الأبحاث أثبتت أن الإنجاز الأكاديمي يتعلق
+
+366
+00:27:49,230 --> 00:27:56,140
+بإيه؟ بمدى العطف والحب الذي يُعطيه المعلم لطلابه، لذلك
+
+367
+00:27:56,140 --> 00:28:00,320
+دائماً الطالب بيرغب إيش؟ بالمدرس المبتسم، المدرس
+
+368
+00:28:00,320 --> 00:28:05,320
+الحنون، المدرس الذي يُعطي، المدرس الذي يرفق بأخطائهم
+
+369
+00:28:05,320 --> 00:28:09,080
+أو يرفق بأخطائهم، إذاً أول حاجة بناء علاقات
+
+370
+00:28:09,080 --> 00:28:12,040
+إيجابية، هذه العلاقات لا بأس أن تكون علاقات صداقة،
+
+371
+00:28:12,040 --> 00:28:16,460
+لكن ضمن حدود متوازنة، تحفظ فيها هيبة المعلم، ولا إيش؟
+
+372
+00:28:16,460 --> 00:28:21,540
+تذوب معها الحواجز المطلوبة، إذاً أول نقطة، بناء علاقات
+
+373
+00:28:21,540 --> 00:28:25,830
+إيجابية بين المعلم والطالب، النقطة الثانية: العدالة و
+
+374
+00:28:25,830 --> 00:28:31,130
+المساواة في توزيع الأدوار بين الطلبة، كويس، العدالة
+
+375
+00:28:31,130 --> 00:28:35,070
+والمساواة في توزيع الأدوار بين الطلبة، لاحظوا،
+
+376
+00:28:35,070 --> 00:28:39,350
+العدل أساس إيش؟ أساس الملك، مش هيك؟ إذا عدلتِ بين
+
+377
+00:28:39,350 --> 00:28:44,170
+الطلاب، أعطيتِهم من الحب والحنان بنفس الدرجة، معناه
+
+378
+00:28:44,170 --> 00:28:48,570
+ذلك أن جميعاً أو جميع الطلبة هيحبوكِ بطريقة أيضاً، أو
+
+379
+00:28:48,570 --> 00:28:53,200
+بنفس الدرجة، بل ربما تفوق، لذلك إذا وجدوا الطلبة أنك
+
+380
+00:28:53,200 --> 00:28:58,640
+أنت تتحيزين لبعض الطالبات المتفوقات، بس سواء في
+
+381
+00:28:58,640 --> 00:29:03,450
+مشاركاتهم، في تكليفهم بمهام، يعني بتعرفوا، الطالب بيحب
+
+382
+00:29:03,450 --> 00:29:07,310
+أو الطالبة بتحب المعلمة أن تكلفها بعمل الصف، أو
+
+383
+00:29:07,310 --> 00:29:11,570
+والله تمسك مثلاً الـ .. الـ .. مثلاً، التواصل الخارجي،
+
+384
+00:29:11,570 --> 00:29:15,090
+أو أي لجنة من اللجان، هذه الأمور بالنسبة لها
+
+385
+00:29:15,090 --> 00:29:18,270
+بتعتبرها قيمة كبيرة جداً بين الطالبات، لذلك مطلوب
+
+386
+00:29:18,270 --> 00:29:20,870
+منك أن تعدلي، حتى في توزيع هذه الأدوار، تعدلي في
+
+387
+00:29:20,870 --> 00:29:2
+
+445
+00:34:54,200 --> 00:34:58,680
+أربع سنوات أو ثلاث سنوات أنه تخرج من الثانوية ثم
+
+446
+00:34:58,680 --> 00:35:03,720
+تتوالى الرسائل كل مرحلة بعد المرحلة الجامعية لكنه
+
+447
+00:35:03,720 --> 00:35:08,500
+انقطع عنها لسنوات عدة بعد المرحلة الجامعية ليعود
+
+448
+00:35:08,500 --> 00:35:13,880
+أو تتلقى خطابًا منه، هو في هذه المرة كان اسمه طويلًا
+
+449
+00:35:13,880 --> 00:35:21,280
+شيئًا معه كان الدكتور Theodor Teide Theodor أو
+
+450
+00:35:21,280 --> 00:35:25,480
+Teide F Theodor فكان هذا Theodor من يعني أكمل
+
+451
+00:35:25,480 --> 00:35:29,980
+الدكتوراه في حينه بمرتبة الشرف الأولى ويدعوها إلى
+
+452
+00:35:29,980 --> 00:35:35,300
+حضوره حفلة زفافه ويقول لها سأسعد أن تكوني مكانة
+
+453
+00:35:35,300 --> 00:35:41,320
+أمي، سأسعد أن تكوني مكانة أمي. لبت السيدة تومسون هذه
+
+454
+00:35:41,320 --> 00:35:46,200
+الدعوة من طريقة إلى فرح الدكتور ثيودور أو تيد
+
+455
+00:35:46,200 --> 00:35:55,180
+ثيودور لتكون أو تجلس مكان أمّه، ولما أنت قابلة إذا
+
+456
+00:35:55,180 --> 00:36:03,160
+بيها تلبس نفس العقد وتضع نفس العطر، معلّمة وفتاة، قبل
+
+457
+00:36:03,160 --> 00:36:08,000
+يدها وشكرها لأنها كانت مساهمة في حياته مساهمة
+
+458
+00:36:08,000 --> 00:36:13,030
+إيجابية. قالت له: يا ولدي، لم أتعلم أو لم تتعلم أنت
+
+459
+00:36:13,030 --> 00:36:18,290
+مني بقدر ما تعلّمت منك كيف تكون المعلمة. أنا تعلّمت
+
+460
+00:36:18,290 --> 00:36:23,310
+فقط منك كيف أكون معلمة. إذا العدالة والمساواة مهمة
+
+461
+00:36:23,310 --> 00:36:28,910
+جدا، النظر إلى المظهر لا يكفي، إنما إلى الجوهر كثيرًا
+
+462
+00:36:28,910 --> 00:36:33,330
+من الأحكام التي نستعجل في إصدارها يمكن أن تكون
+
+463
+00:36:33,330 --> 00:36:37,820
+ظالمة في بعض الأحيان. إذا، النقطة الثالثة في دور
+
+464
+00:36:37,820 --> 00:36:41,900
+المعلم في إدارة وتنظيم البيئة النفسية الاجتماعية،
+
+465
+00:36:41,900 --> 00:36:47,800
+مساعد الطلبة أيضًا على التكيّف مع زملائهم. كيف يحدث
+
+466
+00:36:47,800 --> 00:36:51,940
+التكييف؟ من خلال أنشطة تعاونية، من خلال إعطائهم
+
+467
+00:36:51,940 --> 00:36:57,240
+واجبات يتعاونوا في حلها، من خلال فرق النشاط وهكذا.
+
+468
+00:36:57,240 --> 00:37:01,640
+أيضًا إعداد الطالب إعدادًا اجتماعيًا بحيث يُحبّب
+
+469
+00:37:01,640 --> 00:37:06,380
+كثير من الطلبة يشعرون بالعزلة، لا يرغبون في المشاركة.
+
+470
+00:37:06,380 --> 00:37:10,940
+ربما أيضًا يعني هم طبيعتهم هكذا في الـ .. في الـ .. في
+
+471
+00:37:10,940 --> 00:37:15,520
+بيئتهم الأسرية، يعني لا يختلطون كثيرًا
+
+472
+00:37:15,520 --> 00:37:19,680
+بالناس. هنا مطلوب منّا كمعلمين أنّه إيش؟ أنّه حبّب
+
+473
+00:37:19,680 --> 00:37:25,340
+لهؤلاء الطلبة التعاون، التكافل، الاحترام، قيم اللعب
+
+474
+00:37:25,340 --> 00:37:30,300
+المتميّز الذي يمكن من خلاله أن نصل إلى أهداف
+
+475
+00:37:30,300 --> 00:37:34,120
+تعليمية. إذا، إعداد الطالب إعدادًا اجتماعيًا من الأمور
+
+476
+00:37:34,120 --> 00:37:37,840
+المهمة. طب كيف ممكن نُعِدّ هذا الطالب إعدادًا اجتماعيًا؟
+
+477
+00:37:37,840 --> 00:37:41,960
+هناك أربع أو خمس نقاط مهمة جدًا في هذا المجال. أول
+
+478
+00:37:41,960 --> 00:37:46,500
+حاجة، استخدمي كمعلم مهارات العلاقة الإنسانية. كمان
+
+479
+00:37:46,500 --> 00:37:50,420
+قلنا احنا العملية عملية إيش؟ عملية .. بشكل أساسي
+
+480
+00:37:50,420 --> 00:37:53,620
+العملية التعليمية عملية إنسانية. لذلك هناك مهارات
+
+481
+00:37:53,620 --> 00:37:56,440
+للعلاقات الإنسانية. كيف يمكن أن نستخدم هذه المهارات؟
+
+482
+00:37:56,440 --> 00:38:00,380
+أول مهارة: الصداقة. إذا قلنا بناء العلاقات الإيجابية
+
+483
+00:38:00,380 --> 00:38:04,460
+لا يمكن أن يبنى على الصداقة المتزنة. هذه الصداقة
+
+484
+00:38:04,460 --> 00:38:08,800
+التي يبدأ المعلم ينبري للطالب، يسأله عن أحواله
+
+485
+00:38:08,800 --> 00:38:13,440
+الشخصية، يسأله عن حالته، يحاول أن يتابع إنجازه و
+
+486
+00:38:13,440 --> 00:38:18,490
+تقدّمه، يحاول أيضًا أن يلتصق بهذا الطالب بطريقة
+
+487
+00:38:18,490 --> 00:38:23,050
+التوجيه وطريقة الإرشاد، بحيث يكون له أبًا آخر أو أمًا
+
+488
+00:38:23,050 --> 00:38:27,050
+أخرى في منطقة أخرى خارج إطار الأسرة. إذا، الصداقة
+
+489
+00:38:27,050 --> 00:38:30,710
+مهمة جدًا. النقطة الثانية: الموقف الإيجابي. ما أنت
+
+490
+00:38:30,710 --> 00:38:36,410
+قوليه؟ ما المقصود بالموقف الإيجابي؟
+
+491
+00:38:36,410 --> 00:38:41,170
+الموقف الإيجابي، نعمل
+
+492
+00:38:41,170 --> 00:38:47,120
+عبدة، عبد الله لو كان يقوم الليل، هذا فيه ثناء. الموقف
+
+493
+00:38:47,120 --> 00:38:52,060
+الإيجابي هو استخدام المواقف الإيجابية والثناء
+
+494
+00:38:52,060 --> 00:38:56,780
+عليها أيضًا والتمثيل، يعني أو طلب من الطلبة أن
+
+495
+00:38:56,780 --> 00:39:00,080
+يحاكوا هذا الموقف الإيجابي. أنا لما أجي أقول والله
+
+496
+00:39:00,080 --> 00:39:03,450
+ما شاء الله، طالبة الفلانية عاملة عمل كثير راقي
+
+497
+00:39:03,450 --> 00:39:07,270
+اليوم، اليوم شفت أنا وأنا جاية، ترفع إيش؟ ورقة عن
+
+498
+00:39:07,270 --> 00:39:11,470
+باب المدرسة بتضّحها في سلة المهملات. هذا الموقف سيعزز
+
+499
+00:39:11,470 --> 00:39:15,450
+العلاقات الإنسانية بينك وبين الطالبة، ولا لا؟ إذا
+
+500
+00:39:15,450 --> 00:39:18,950
+والله الطالبة ما شاء الله، اليوم جابت تبرعًا له
+
+501
+00:39:18,950 --> 00:39:24,670
+عشان ننظّم البيئة الصفية ونحسّن أدائها من والدها،
+
+502
+00:39:24,670 --> 00:39:27,890
+أشكرها كثيرًا، وجميع الطلبة كلهم إيش؟ إذا، كفالة هذا
+
+503
+00:39:27,890 --> 00:39:31,740
+موقف كثير راقي. هذه الطالبة أثّرت زميلتها، وقعدت اللي
+
+504
+00:39:31,740 --> 00:39:34,860
+كانت بترغب في الجلوس أمام، هي راحت جلست في الخلف،
+
+505
+00:39:34,860 --> 00:39:38,320
+إذا هذا موقف إيجابي. صدر أي موقف إيجابي مثل منهج
+
+506
+00:39:38,320 --> 00:39:41,140
+الرسول عليه الصلاة والسلام الذي كان يمر على شيء
+
+507
+00:39:41,140 --> 00:39:44,700
+ويستخدم هذا الموقف ليعزز فيه قيمة أو اتجاه أو يُعلّم
+
+508
+00:39:44,700 --> 00:39:48,880
+أصحابه سلوكًا معينًا. بنفس الطريقة كمعلمات، ينبغي أن
+
+509
+00:39:48,880 --> 00:39:52,800
+ننطلق باتجاه استثمار مواقف الإيجابية واستخدامها
+
+510
+00:39:52,800 --> 00:39:57,400
+للثناء والتشجيع وتعزيز هذه القيمة بشكل جيد أيضًا.
+
+511
+00:39:57,400 --> 00:40:00,640
+القدرة على الاستماع والإنصات. ما المقصود بالقدرة
+
+512
+00:40:00,640 --> 00:40:04,320
+على الاستماع والإنصات؟ اتحدثنا في المرة القادمة في
+
+513
+00:40:04,320 --> 00:40:10,980
+السابقة. كثير جميل أن نسمع للطلبة حتى ينتهوا، وخلال
+
+514
+00:40:10,980 --> 00:40:16,470
+الاستماع نكون طالعين اللوح، مش هيك؟ وين؟ من المهم
+
+515
+00:40:16,470 --> 00:40:21,390
+جدا لترسيخ العلاقات الإنسانية أن يبدأ النظر أو أن
+
+516
+00:40:21,390 --> 00:40:25,790
+يركز النظر على المتحدث، بل بالعكس، ويوميًا أحيانًا المعلم
+
+517
+00:40:25,790 --> 00:40:30,050
+بأنه يوافق أحيانًا، وأنه معجب جدًا بالكلام الذي يتحدث
+
+518
+00:40:30,050 --> 00:40:34,770
+فيه. إذا هذا الكلام إيش معناه؟ ويفهم في كل جوانب
+
+519
+00:40:34,770 --> 00:40:38,410
+هذا الحديث من الصادر عن الطالب. ما الذي يريد الطالب
+
+520
+00:40:38,410 --> 00:40:42,010
+لأ يقطع الطالب، مش يروح يقطع عليه نص الكلام وكأنه
+
+521
+00:40:42,010 --> 00:40:46,590
+فهمه بطريقة خاطئة. هنا بيصير فيه مشكلة أيضًا. إياك أن
+
+522
+00:40:46,590 --> 00:40:53,370
+أنت إيش؟ تفقدي لحظات التركيز. بمعنى، إذا المدرسة في
+
+523
+00:40:53,370 --> 00:40:57,450
+لحظة هكذا سرحت وهي الطالبة بتحكي، إيش بده يصير فيها؟
+
+524
+00:40:57,450 --> 00:41:01,690
+وإيش هترد؟ هترد بطريقة خاطئة أو محرجة، مش هيك يا
+
+525
+00:41:01,690 --> 00:41:03,690
+أنتِ؟ أنا بحكي، أنا بحكي عن شغل ثاني، يعني أنتِ ليش
+
+526
+00:41:03,690 --> 00:41:07,910
+بتردّي عليّ هيك؟ شوف كيف؟ إذا، الاستماع والإنصات هي
+
+527
+00:41:07,910 --> 00:41:12,490
+مهارة مهمة جدًا لتعزيز التواصل بطريقة فعّالة. أيضًا
+
+528
+00:41:12,490 --> 00:41:17,590
+القدرة على المجاملة بصدق. هل في هناك مجاملة بين
+
+529
+00:41:17,590 --> 00:41:22,830
+الطالب والمعلم وبصدق كمان؟ نحن كما نسمع أن
+
+530
+00:41:22,830 --> 00:41:28,050
+المجاملة هي درب من دروب النفاق زي ما يسمّوه إيش،
+
+531
+00:41:28,050 --> 00:41:33,630
+بنمزح، آه، مش هيك؟ أو الرجل بيداهن، أو الرجل يدهن،
+
+532
+00:41:33,630 --> 00:41:36,830
+هل هذا المقصود هنا؟ طب ما المقصود بالقدرة على
+
+533
+00:41:36,830 --> 00:41:42,210
+المجاملة بصدق؟ تفضّلي. تفضّلي. يعني أنا كنت كنت درّبت
+
+534
+00:41:42,210 --> 00:41:47,330
+في مدرسة، أحضرت مشهدًا أن المدرسة عَزّت طالباتي في
+
+535
+00:41:47,330 --> 00:41:52,190
+المدرسة، ما شاء الله كثير كويس. شوفوا يعني هذا جانب بس
+
+536
+00:41:52,190 --> 00:41:56,410
+الجانب الأهم اللي بدي أحكيه هو أننا نجامل الطالبات
+
+537
+00:41:56,410 --> 00:42:01,110
+فيما هو فيهنّ من خصال جيدة، كويس؟ لنعزز هذه الخصال
+
+538
+00:42:01,110 --> 00:42:04,930
+بطريقة إيجابية. لذلك لما أقول مجاملة بصدق، أنا أكون
+
+539
+00:42:04,930 --> 00:42:07,210
+صادقة كمان، وأنا بأنقل والله ما شاء الله عليها
+
+540
+00:42:07,210 --> 00:42:10,190
+الطالبة، هي كثير كثير متفاعلة جدًا. أنا بحكي اللي
+
+541
+00:42:10,190 --> 00:42:13,920
+فيها، مش بحكي يعني .. بس أنا صادقة وأنا صادقة. شوفي
+
+542
+00:42:13,920 --> 00:42:19,060
+حتى نبرَات وأشكال وشكل العينين بيختلف لما تقولي
+
+543
+00:42:19,060 --> 00:42:21,720
+لوحدة والله أنا بحبكِ وأنتِ مكشرة، ما يبين أنه
+
+544
+00:42:21,720 --> 00:42:26,060
+إيش؟ إذا بقول ووجهها أصفر مش هيك؟ أو ابتسامتها صفراء
+
+545
+00:42:26,060 --> 00:42:30,220
+مش صادقة، لكن الابتسامة الصادقة تظهر تمامًا في تعابير
+
+546
+00:42:30,220 --> 00:42:34,600
+الوجه، تظهر في القدرة على إحداث نوع من التواصل، مش
+
+547
+00:42:34,600 --> 00:42:41,000
+بقول الابتسامة إيش؟ مفتاح القلوب. لذلك ابتسمي
+
+548
+00:42:41,000 --> 00:42:45,340
+أو ابتسمي ابتسامتك في وجه أخيك، صدقًا، لأن هذه
+
+549
+00:42:45,340 --> 00:42:49,060
+الابتسامة هي المفتاح الذي من خلاله نعبر إلى قلوب
+
+550
+00:42:49,060 --> 00:42:51,680
+الناس. إذا، أول نقطة: استخدام مهارات العلاقة
+
+551
+00:42:51,680 --> 00:42:56,100
+الإنسانية. كمان مرة: الصداقة، الموقف الإيجابي،
+
+552
+00:42:56,100 --> 00:42:59,720
+الاستماع والإنصات، القدرة على المجاملة. هذا مكّن من
+
+553
+00:42:59,720 --> 00:43:03,620
+النجاح أو مكّني من النجاح، لأن الطلبة بحاجة إلى
+
+554
+00:43:03,620 --> 00:43:07,700
+المرور بتجربة ناجحة حتى يستمر أو تستمر جهودهم
+
+555
+00:43:07,700 --> 00:43:11,800
+وإنجازاتهم. ودائمًا عشان أمكن من النجاح، في عندي
+
+556
+00:43:11,800 --> 00:43:17,240
+أربع برضه أساليب مهمة جدًا. أول حاجة، صوبي، ما هو
+
+557
+00:43:17,240 --> 00:43:20,840
+جزئيًا صحيح. كيف؟ أجابت طالبة، تفضلي.
+
+558
+00:43:26,230 --> 00:43:30,950
+أو أجابت بطريقة منقوصة، يعني أن تجيب الطالبة على
+
+559
+00:43:30,950 --> 00:43:35,850
+سؤال المعلمة بطريقة منقوصة. أنتِ فورًا، آه، ما شاء الله
+
+560
+00:43:35,850 --> 00:43:38,730
+ممتازة، كثير كثير، بارك الله فيكِ، يعني أحسنتِ كثيرًا
+
+561
+00:43:38,730 --> 00:43:42,050
+خلينا نكمل إيش؟ نكمل، بس الإجابة بطريقة إيه؟ إذا
+
+562
+00:43:42,050 --> 00:43:45,270
+أنتِ أعطيتِها تحفيزًا وبنفس الوقت إيش؟ وأعطيتِ المعلومة
+
+563
+00:43:45,270 --> 00:43:49,870
+بطريقة إيش؟ صحيحة، بعد أن تصوبي بها. طيب، أحيانًا برضه
+
+564
+00:43:49,870 --> 00:43:53,620
+هذا التصويب مش بيكون شفهيًا، كمان بيكون على الكتابة.
+
+565
+00:43:53,620 --> 00:43:58,700
+يعني أنا طالب عندي بعتدلي مثلًا شيء معين، وفي بعض
+
+566
+00:43:58,700 --> 00:44:02,760
+الأخطاء البسيطة، بروح إيش؟ بعطيها تغيير، أراجعها من
+
+567
+00:44:02,760 --> 00:44:06,260
+خلال، أُزيِّل بعض الملاحظات. صوّبي بالإجابات المترددة و
+
+568
+00:44:06,260 --> 00:44:11,020
+غير الصحيحة، زي ما حكيت. واحدة مترددة، مش قادرة تجاوب
+
+569
+00:44:11,020 --> 00:44:16,380
+أو أجابت بطريقة خاطئة، بنقولش غلط أنتِ غلط، اقعدي. هذا
+
+570
+00:44:16,380 --> 00:44:20,360
+الأسْلوب ابتعدوا عنه تمامًا. احنا بنقول كثير، محاولة
+
+571
+00:44:20,360 --> 00:44:23,360
+رائعة جدًا، بس خلينا نشوف الإجابة الصحيحة، خليكي واقفة
+
+572
+00:44:23,360 --> 00:44:26,320
+شوية، نشوف زميلتك إيش بتحكيها. آه، تمام، هذه الإجابة
+
+573
+00:44:26,320 --> 00:44:30,800
+صح. انتبهتِ؟ أجركت يديها. إذا أنا بصوب بطريقة أيضًا
+
+574
+00:44:30,800 --> 00:44:36,640
+إيجابية ومتميزة أيضًا. شجّعي الممارسات الناجحة دائمًا.
+
+575
+00:44:36,640 --> 00:44:40,070
+الممارسات الناجحة أو الفعّالة أو الحسنة تحتاج إلى
+
+576
+00:44:40,070 --> 00:44:42,990
+تشجيع، حتى إيش؟ مش قولنا التعزيز مالذي نقصده
+
+577
+00:44:42,990 --> 00:44:49,110
+بالتعزيز؟ هو إيش؟ التشجيع،
+
+578
+00:44:49,110 --> 00:44:53,270
+التحفيز، إيش يعني؟ أنه
+
+579
+00:44:53,270 --> 00:44:58,490
+إحنا بنُحَفّز الطالب أو الطالبة على إيش؟ على عمل حتى
+
+580
+00:44:58,490 --> 00:45:02,930
+يُكرّر هذا السلوك، مش هيك؟ عشان يُكرّر هذا السلوك. إذا
+
+581
+00:45:02,930 --> 00:45:07,490
+مكن من النجاح. النقطة الثالثة: افتحي حوارًا مع الطلبة.
+
+582
+00:45:07,490 --> 00:45:13,110
+هذا الحوار، كويس؟ ينبغي أن يكون حوارًا صريحًا، بالله
+
+583
+00:45:13,110 --> 00:45:16,610
+إيش رأيكم في المعلم؟ اكتبوا كل واحدة أفضل ثلاث
+
+584
+00:45:16,610 --> 00:45:22,010
+نقاط إيجابية وثلاث نقاط سلبية في المعلم. الآن هذا
+
+585
+00:45:22,010 --> 00:45:25,730
+الكلام فيه نوع من الحوار. إذا كان الطلبة بمستوى معين
+
+586
+00:45:25,730 --> 00:45:29,040
+لا يستطيعون أن يتحدثوا، يعني أجي أقول للطالب إيش
+
+587
+00:45:29,040 --> 00:45:32,360
+رأيك فيه؟ أنا ممكن أنحرش، فبحاول أفتح حوارًا بهذه
+
+588
+00:45:32,360 --> 00:45:34,960
+الطريقة. إيش رأيكم في الأسلوب؟ هل مناسب أم لا
+
+589
+00:45:34,960 --> 00:45:38,960
+مناسب؟ أم نغيّره؟ هذا ممكن نفتحه بشكل مباشر وحواري
+
+590
+00:45:38,960 --> 00:45:42,060
+بطريقة طبيعية. إذا، أفتح حوارًا صريحًا مع مراعاة
+
+591
+00:45:42,060 --> 00:45:45,240
+الحدود التي ينبغي أو التي ينبغي أن يقف
+
+592
+00:45:45,240 --> 00:45:50,680
+عندها. حد هذا الحوار. أيضًا، أجي دي فرصة للمناقشات
+
+593
+00:45:50,680 --> 00:45:55,680
+الشخصية. المقصود بالمناقشات الشخصية أن أنا إما أن
+
+594
+00:45:55,680 --> 00:46:00,640
+أقابل الطالب أو الطالبة، دعوة إلى المكتب. إذا
+
+595
+00:46:00,640 --> 00:46:05,240
+كان لازم أو آخذها في حصة رياضة أو بفرصة. إذا، هذه
+
+596
+00:46:05,240 --> 00:46:08,120
+النقطة، المقابلة الشخصية، مهمة جدًا، بالذات إذا شعرتِ
+
+597
+00:46:08,120 --> 00:46:11,880
+أن الطالبة كانت متفوقة وبدأت تتراجع، أسألها عن
+
+598
+00:46:11,880 --> 00:46:15,020
+أسباب التراجع. إيش اللي عندك يا بنتي كذا؟ أو إذا كانت
+
+599
+00:46:15,020 --> 00:46:17,800
+والله متميزة لكن في عندها سلوكيات لا ترغب أن
+
+600
+00:46:17,800 --> 00:46:21,160
+تقولها في الحصة. أيضًا،
+
+601
+00:46:21,160 --> 00:46:24,200
+المناسبات الاجتماعية زي اللي حكيتها. زميلتكم أن
+
+602
+00:46:24,200 --> 00:46:28,220
+مدرسة بتدعو الطالبات أو طالبة تدعو المعلمات
+
+603
+00:46:28,220 --> 00:46:31,620
+تخيلي كيف بتروح المعلمة هيك، اللي هي على مناسبة
+
+604
+00:46:31,620 --> 00:46:34,380
+اجتماعية. والله، والدة الطالبة مريضة أو الطالبة
+
+605
+00:46:34,380 --> 00:46:38,420
+المريضة أو صار عندها عزاء، وتروح حتى المعلمة تشارك
+
+606
+00:46:38,420 --> 00:46:42,380
+في هذا الشيء. وأثر أكيد هيكون أثر كثير إيجابي، سيمكن
+
+607
+00:46:42,380 --> 00:46:46,660
+أو يبني أو يتيح للعلاقات الإيجابية أن تُطِلّ طريقًا
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2e4963b0a6412ded6417fa39235cb8efd873e7aa
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_postprocess.srt
@@ -0,0 +1,2588 @@
+1
+00:00:13,380 --> 00:00:16,180
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:16,180 --> 00:00:19,740
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:19,740 --> 00:00:24,260
+وعلى آله وصحبه وسلم أجمعين أما بعض اتحدتنا في
+
+4
+00:00:24,260 --> 00:00:29,830
+السابق عنالبيئة الصفية وقلنا ان البيئة الصفية
+
+5
+00:00:29,830 --> 00:00:33,250
+تنقسم إلى قسمين البيئة المادية والبيئة النفس
+
+6
+00:00:33,250 --> 00:00:37,830
+اجتماعية شرحنا فيما سبق عن البيئة المادية وقلنا ان
+
+7
+00:00:37,830 --> 00:00:41,430
+البيئة المادية للصف تعني ايه؟ ماذا تعني البيئة
+
+8
+00:00:41,430 --> 00:00:50,250
+المادية للصف؟ اذا
+
+9
+00:00:50,250 --> 00:00:56,050
+هي مجموع الظروف والعواملالمادية الموجودة داخل الصف
+
+10
+00:00:56,050 --> 00:01:03,090
+من سبورة، موارد مادية، من إمكانات، من إضاءة وتهوية
+
+11
+00:01:03,090 --> 00:01:09,410
+و هكذا طيب وقولنا أن المعلم له دور في إيه؟ في
+
+12
+00:01:09,410 --> 00:01:14,030
+الحفاظ على البيئة المادية و في تطويرها، ما هو هذا
+
+13
+00:01:14,030 --> 00:01:19,690
+الدور؟ إيش دور المعلم؟ في تنظيم البيئة المادية،
+
+14
+00:01:19,690 --> 00:01:25,180
+فضليالمحافظة الدائمة على البيئة في حالة إيش توازن
+
+15
+00:01:25,180 --> 00:01:28,920
+بحيث يستطيع الطالب أن يتكيّف مع هذه البيئة بطريقة
+
+16
+00:01:28,920 --> 00:01:33,680
+مناسبة إشراك الطالب في تحمل المسؤولية والمحافظة
+
+17
+00:01:33,680 --> 00:01:36,720
+على هذه البيئة إشراك الطلبة في إعداد الوسائل
+
+18
+00:01:36,720 --> 00:01:41,620
+التعليمية اللازمة
+
+19
+00:01:41,620 --> 00:01:49,230
+ووضع برنامج صيانةإما وقائي أو حتى طارق حيث يستطيع
+
+20
+00:01:49,230 --> 00:01:54,090
+المعلم أن يحافظ على هذه البيئة بشكل جميل تنظيم
+
+21
+00:01:54,090 --> 00:01:58,630
+جلوس الطلبة وفقًا لاحتياجاتهم ووفقًا للفروق
+
+22
+00:01:58,630 --> 00:02:05,490
+الفردية بينهم ادخل تعديلات من وقت لاخر لإعادته
+
+23
+00:02:05,490 --> 00:02:09,890
+اللي هو تنظيم البيئة بشكلأفضل يعني و إعادة اللي هو
+
+24
+00:02:09,890 --> 00:02:13,410
+التهيئة النفسية أو تهيئة الطالب النفسية لتقبل هذه
+
+25
+00:02:13,410 --> 00:02:17,170
+البيئة و الشعور بالراحة طيب متحدثنا أيضا عن صفوف
+
+26
+00:02:17,170 --> 00:02:21,150
+المكتظة و قلنا أن التعامل مع صفوف المكتظة يحتاج
+
+27
+00:02:21,150 --> 00:02:25,650
+إلى مجموعة من استراتيجيات كويس و مجموعة من الخطوات
+
+28
+00:02:25,650 --> 00:02:29,090
+التي ينبغي على المعلم أن يقوم بها من هذه الخطوات
+
+29
+00:02:29,090 --> 00:02:37,030
+قلنا قبل أسس لبيئة آمنة مطمئنةطيب انقل التوقعات
+
+30
+00:02:37,030 --> 00:02:42,850
+الإيجابية لطلابك اشعر طلابك بالحب والاحترام استخدم
+
+31
+00:02:42,850 --> 00:02:46,230
+استراتيجيات جاذب الانتباه اللي هي المادية
+
+32
+00:02:46,230 --> 00:02:51,970
+والتحريضية وجاذبات الانتباه التوكيدية والعاطفية
+
+33
+00:02:51,970 --> 00:02:57,210
+أيضا ايش كمان حدد الهدف من الانشطة الصفية لأن
+
+34
+00:02:57,210 --> 00:03:00,870
+تحديد الهدف من شأنه ان ايش يشعر الطالب بالارتياح
+
+35
+00:03:00,870 --> 00:03:01,510
+أيضا
+
+36
+00:03:04,780 --> 00:03:08,940
+السفد من أساليب التعلم الذاتي، أيضًا توصيع اللي هو
+
+37
+00:03:08,940 --> 00:03:12,480
+الجدول الدراسي بحيث اللجوء إلى جدول دراسي مرهن،
+
+38
+00:03:12,480 --> 00:03:15,920
+إذن هذه تقريبًا مجمع الأمور التي ينبغي على المعلم
+
+39
+00:03:15,920 --> 00:03:20,900
+أن يعطيها أو يتعامل معها ليش ليتغلب على مشكلة
+
+40
+00:03:20,900 --> 00:03:26,360
+الصوف المقتضاء اليومسنصل إلى المشكلات التي تترتب
+
+41
+00:03:26,360 --> 00:03:30,820
+على الكثافة الصفية ثم بعد ذلك سنتطرق إلى البيئة
+
+42
+00:03:30,820 --> 00:03:34,800
+النفسي اجتماعية كعنصر ثاني من عناصر البيئة الصفية
+
+43
+00:03:34,800 --> 00:03:38,220
+في هذه المحاضرة سيكون الطالب قادرا في نهاية هذه
+
+44
+00:03:38,220 --> 00:03:43,100
+المحاضرة علىذكر أهم المشكلات الإدارية والتعليمية
+
+45
+00:03:43,100 --> 00:03:48,240
+والصحية الناتجة عن الكثافة الصفية أيضا سنتعرف على
+
+46
+00:03:48,240 --> 00:03:52,060
+مفهوم البيئة النفس اجتماعية أو النفسية والاجتماعية
+
+47
+00:03:52,060 --> 00:03:56,340
+داخل البيئة الصفية ثم نتعرف على دور المعلم في
+
+48
+00:03:56,340 --> 00:04:01,920
+تنظيم هذه البيئة النفس اجتماعية ما هي المشكلات
+
+49
+00:04:01,920 --> 00:04:07,690
+التعليمية للإدارة الصفية؟نحن الآن سنتخيل أن أنا
+
+50
+00:04:07,690 --> 00:04:15,930
+أمام صف مكتظ كويس و هذا الصف المكتظ حتما لن يكون
+
+51
+00:04:15,930 --> 00:04:20,010
+كما لو كان صفا مثاليا إذا هناك مشاكل و مشكلات
+
+52
+00:04:20,010 --> 00:04:24,290
+ستنبع عن اقتضاء هذا الصف هذه المشكلات قسمناها إلى
+
+53
+00:04:24,290 --> 00:04:29,030
+ثلاث أقسام قسم الأول مشكلات تعليمية ثم مشكلات
+
+54
+00:04:29,030 --> 00:04:33,190
+إدارية ثم مشكلات صحية ما هي المشكلات التعليمية أهم
+
+55
+00:04:33,190 --> 00:04:34,470
+النقاط فضلوا
+
+56
+00:04:37,370 --> 00:04:43,950
+إذا أول نقطة تدني إيش مستوى التحصيل عند الطلبة ليش
+
+57
+00:04:43,950 --> 00:04:49,630
+يتدني المستوى التحصيل؟ لماذا؟
+
+58
+00:04:49,630 --> 00:04:54,210
+بسبب عدم قدرة المعلم على إشراك جميع الطلبة في
+
+59
+00:04:54,210 --> 00:04:58,890
+الأنشطة الصفية و هذا من شأنه أن يبدأ إيش بتدني أو
+
+60
+00:04:58,890 --> 00:05:02,170
+يعمل على التدني اللي هو المستوى التحصيل لدى الطلبة
+
+61
+00:05:02,170 --> 00:05:02,850
+النقطة التانية
+
+62
+00:05:06,630 --> 00:05:09,690
+يعني احنا مابناش نستخدم عدم، بنقول ضعف القدرة لإن
+
+63
+00:05:09,690 --> 00:05:13,230
+مافيش ممكنية للعدمية يعني ضعف القدرة على مراعاة
+
+64
+00:05:13,230 --> 00:05:18,070
+الفروق الفردية التي ينبغي مراعاتها للطلبة وهذا
+
+65
+00:05:18,070 --> 00:05:22,730
+أيضا ناشق على إنه عدد كبير، مستويات متعددة ومختلفة
+
+66
+00:05:22,730 --> 00:05:27,330
+ومتباينة، قلة وقت الحصة، المحدودية الوقت، من شأنه
+
+67
+00:05:27,330 --> 00:05:30,330
+أنش يصعب على المعلم أن يراعي الفروق الفردية
+
+68
+00:05:30,330 --> 00:05:34,110
+بفاعلية، لكنه يستطيع بالحد الأدنى أن يقوم بهذا
+
+69
+00:05:34,110 --> 00:05:39,750
+الأمرمعادل دجوان في مجلد تنابيب، هيخليه لا يستطيع
+
+70
+00:05:39,750 --> 00:05:45,560
+أن يراعدهم؟ممتاز جدا، أيضا لحظة الأزماليتكم لفتت
+
+71
+00:05:45,560 --> 00:05:49,040
+نظرنا إلى قضية مهمة جدا وهي صعوب التشخيص نقاط
+
+72
+00:05:49,040 --> 00:05:52,800
+القوة والضعف أو نقاط الضعف لدى التلاميذ و الوقوف
+
+73
+00:05:52,800 --> 00:05:57,320
+على إيش قدراتهم هذا طبعا صعوبة التشخيص طبيعي أنا
+
+74
+00:05:57,320 --> 00:06:00,980
+أمام صف مكتظ لاستطيع أن أحفظ الأسماء كاملة إلا بعد
+
+75
+00:06:00,980 --> 00:06:05,200
+فترة لاستطيع أن أتعرف على جوانب الشخصية لدى الطالب
+
+76
+00:06:05,780 --> 00:06:09,280
+كذلك لا استطيع ان اتعرف على كل التفاصيل ذات
+
+77
+00:06:09,280 --> 00:06:13,260
+العلاقة بي جوانب الضعف تحديدا لدى بعض الطلبة وهذا
+
+78
+00:06:13,260 --> 00:06:16,360
+منشأنه انه انا مايخليني مش قادر ايش اراعي الفروق
+
+79
+00:06:16,360 --> 00:06:22,160
+الفرديةصعوب التوفير الوثائق التعليمية و الوثائق
+
+80
+00:06:22,160 --> 00:06:26,500
+السماعات التعليمية نعم صعوب التوفير الوثائق
+
+81
+00:06:26,500 --> 00:06:30,180
+التعليمية معروف أن استخدام الوثائق التعليمية من
+
+82
+00:06:30,180 --> 00:06:33,600
+الأمور المهمة جدا و التي أدحت ضرورية في هذا العصر
+
+83
+00:06:33,600 --> 00:06:38,720
+و اللي ينصح بها بشكل كبير جدا أن احنا نستخدم هذه
+
+84
+00:06:38,720 --> 00:06:42,340
+الوثائق لكن إذا كانت هذه الوثائق زي صحف النشاط
+
+85
+00:06:42,340 --> 00:06:45,920
+البطاقات التعليمية بعض الألعاب اللي أنا لازم
+
+86
+00:06:45,920 --> 00:06:50,240
+أوزحها للطالبات أو للطلابوعندي عدد مكتظ لا أستطيع
+
+87
+00:06:50,240 --> 00:06:54,860
+أن أوفره للتكلفة المالية أو للوقت وهدر الوقت كل
+
+88
+00:06:54,860 --> 00:06:57,860
+هذه التفاصيل لا أستطيع أن أوفرها من شأنها أنها إيش
+
+89
+00:06:57,860 --> 00:07:01,720
+تقلل من فعالية عملية التدريس اللي لازم أنا أستخدم
+
+90
+00:07:01,720 --> 00:07:05,000
+فيها بشكل نموذجي الوسائل التعليمية هذه تقريبا
+
+91
+00:07:05,000 --> 00:07:08,620
+مشكلات الكثافة الصفية فيما يتعلق بالمشكلات
+
+92
+00:07:08,620 --> 00:07:12,780
+التعليمية نيجي للمشكلات الإدارية فضلي عدم قدرة
+
+93
+00:07:12,780 --> 00:07:17,700
+التعليم على متابعة الأعمال الكبيرةأول حاجة معروف
+
+94
+00:07:17,700 --> 00:07:22,920
+أنه في عمل إداري للمعلم وهو متابعة وتصحيح إيش ما
+
+95
+00:07:22,920 --> 00:07:26,600
+يقوم بيه التلاميذ وإندادهم بالتغذية الراجعة هذا
+
+96
+00:07:26,600 --> 00:07:30,120
+الكلام لما يكون عندي خمسين طالب معناه ذلك إذا بدي
+
+97
+00:07:30,120 --> 00:07:34,000
+أصحح و أتابع إذا راح وقت الحصة ولا أن أستطيع إيش
+
+98
+00:07:34,000 --> 00:07:39,580
+إعطاء الدرس حقه إذا أول نقطة هي إيه علاقة بيه كمان
+
+99
+00:07:39,580 --> 00:07:48,460
+مرة؟ عدم أو صعوبة إيش؟قدرة المعلم على تصحيح
+
+100
+00:07:48,460 --> 00:07:52,280
+الأعمال الكتابية التي يقوم بها الطلبة نقطة تانية
+
+101
+00:07:52,280 --> 00:07:58,100
+صعوبة إقدار تصف وضبط صعوبة إقدار تصف وضبط سيخرج
+
+102
+00:07:58,100 --> 00:08:02,560
+لدينا بعض الطلبة المشاغبين بعض التصرفات اللاسلوكية
+
+103
+00:08:02,560 --> 00:08:08,660
+أو السلوكية اللاجيدة هذه السلوكيات من شأنها انها
+
+104
+00:08:08,660 --> 00:08:13,140
+تخلي اشتدت المعلم في صعوبة في أدائه في عملية الضبط
+
+105
+00:08:13,140 --> 00:08:17,180
+صعوبة في عملية التركيز صعوبة فيإحداث نوع من الضبط
+
+106
+00:08:17,180 --> 00:08:21,820
+العام الذي يساهم في عملية اللي هو فعالية الدرس أو
+
+107
+00:08:21,820 --> 00:08:25,960
+فعالية العملية التعليمية أيضا في شغلة تالتة وهي
+
+108
+00:08:25,960 --> 00:08:30,120
+صعوبة حركة المعلم احنا قولنا شكل الصف المقتض كيف
+
+109
+00:08:30,120 --> 00:08:35,020
+يكون فش مسافات بين الأسطور في نوع من الاقتضاد من
+
+110
+00:08:35,020 --> 00:08:38,840
+المفيد جدا أن يتحرك المعلم بين الطلبة وهذا كلام
+
+111
+00:08:38,840 --> 00:08:41,520
+هناخده في استراتيجية جذب الانتباه في ال .. ال ..
+
+112
+00:08:41,520 --> 00:08:46,130
+ال .. ال ..في المحاضرات القادمة انه من احدى
+
+113
+00:08:46,130 --> 00:08:48,970
+الاستراتيجيات الاقتراب المكاني يعني لازم المعلم
+
+114
+00:08:48,970 --> 00:08:51,550
+يشوف ايش هذا بيعمل و ايش الطالب اللي في الآخر
+
+115
+00:08:51,550 --> 00:08:56,370
+بيسوي كيف قد نشاطه كيف خطه و هكذا ايضا كثرة
+
+116
+00:08:56,370 --> 00:09:02,250
+المشكلات السلوكية مثل اه ايش فيه مشكلة سلوكية تنشأ
+
+117
+00:09:02,250 --> 00:09:07,240
+كمشكلة إدارية؟أستاذ هذا مزدعلي الدفتر أستاذ هذه
+
+118
+00:09:07,240 --> 00:09:11,040
+أخدتلي المصطرة مش هي؟ إذا هناك مشكلة السوروكية ..
+
+119
+00:09:11,040 --> 00:09:15,300
+هذه اعتدت علي ضربتني .. إذا هناك مشكلة السوروكية
+
+120
+00:09:15,300 --> 00:09:19,140
+تبرص كلما كان العدد كبير و خلينا نضرب مثال الأسرة
+
+121
+00:09:19,140 --> 00:09:23,720
+إذا كان عددها كبير فوق العشرة إيش بيصير؟ الأم
+
+122
+00:09:23,720 --> 00:09:26,960
+والأب لا يستطيعوا إيش بس يعني مطلوب منهم أن يقفوا
+
+123
+00:09:26,960 --> 00:09:31,920
+حكاما لأولادهم ليحلوا مشاكلهم إذا كلما زادت العدد
+
+124
+00:09:31,920 --> 00:09:35,570
+كلما زادتاحتمالية المشكلات الإدارية والمشكلات
+
+125
+00:09:35,570 --> 00:09:39,510
+التعليمية في الصفر اخر شغلة وهي المشكلات الصحية
+
+126
+00:09:43,220 --> 00:09:48,180
+أول حاجة ضعف التعبير أو ضعف تنمية قدرات التعبير
+
+127
+00:09:48,180 --> 00:09:52,560
+لدى الطلبة لأنه طبيعي إذا كان الصف مكتف لن تكون
+
+128
+00:09:52,560 --> 00:09:57,000
+هناك إتاحة للمشاركة للطالب لن يستطيع المطالب أن
+
+129
+00:09:57,000 --> 00:10:01,240
+يعبر بحرية أو يأخذ الوقت الكافي ليعبر بحرية عن كل
+
+130
+00:10:01,240 --> 00:10:04,660
+ما يريد إذا هينشأ بالذات في المرحلة الأساسية
+
+131
+00:10:04,660 --> 00:10:08,380
+الدنيا هينشأ نوع من الضعف للتعبير أو في التعبير
+
+132
+00:10:08,380 --> 00:10:13,040
+لدى هؤلاء الطلبة أيضا الأمراض النوع دىالامراض
+
+133
+00:10:13,040 --> 00:10:17,460
+المعضية بالذات الصفوف المزحمة و احنا في بيئة او
+
+134
+00:10:17,460 --> 00:10:22,300
+بيئات مختلفة زي ما تحدثنا بيأتي الطالب ربما يكون
+
+135
+00:10:22,300 --> 00:10:26,340
+وصيب بفلوانزا ربما امراض جلدية ربما وهذه احتمالية
+
+136
+00:10:26,340 --> 00:10:29,720
+نقل العدوى فيها ايش كبير جدا كل ما زاد الطلبة
+
+137
+00:10:29,720 --> 00:10:34,960
+التصاقن وفيش بعد معنا ذلك زادت ايش إمكانية ان يحدث
+
+138
+00:10:34,960 --> 00:10:39,120
+هذه او تحدث هذه الإشكاليات ايضا إمكانية عرض طلب
+
+139
+00:10:39,120 --> 00:10:42,580
+الادم طبعاأيضًا زى ما حكى عن المشكلة السلوكية هناك
+
+140
+00:10:42,580 --> 00:10:45,840
+إذا التعرض للأذى من قبل الطلاب هذه أيضًا مشكلة
+
+141
+00:10:45,840 --> 00:10:49,460
+صحية أيضًا إمكانية تعرض لحوادث عرضية يعنى مش
+
+142
+00:10:49,460 --> 00:10:54,060
+بضرورة إعتداء يعني كونوا فيه الزحام طلعوا الطلاب
+
+143
+00:10:54,060 --> 00:10:57,900
+يروحوا الزحموا على درجه معناه ذلك إنه إيش صار فيه
+
+144
+00:10:57,900 --> 00:11:08,340
+إيش إصابات محتملة نعم هذا كلام صحيحطيب نجي الآن
+
+145
+00:11:08,340 --> 00:11:12,700
+عشان نشوف اللي هو البيئة النفس اجتماعية صحيح
+
+146
+00:11:12,700 --> 00:11:17,540
+البيئة النفس اجتماعية تشير إلى أمر مهم جدا تحدثنا
+
+147
+00:11:17,540 --> 00:11:20,760
+سابقا أن البيئة الصفية هي بيئة أو العملية
+
+148
+00:11:20,760 --> 00:11:26,340
+التعليمية هي عملية أساسا إيش مش إنسانية من قوامها
+
+149
+00:11:26,340 --> 00:11:31,280
+الطالب و المعلم مش هيك وكونوا الطالب و المعلم هم
+
+150
+00:11:31,280 --> 00:11:35,460
+من جنس الإنسان فمعنى ذلك أن النفس الإنسانية هي
+
+151
+00:11:35,460 --> 00:11:40,130
+أساس إيشالعملية التعليمية يعني إذا أنا مرتاح نفسيا
+
+152
+00:11:40,130 --> 00:11:44,110
+ماعنا ذلك حاجة و أدرس بشكل مريح إذا انت كمان مرتاح
+
+153
+00:11:44,110 --> 00:11:48,350
+نفسيا هتستقبل المعلومات بشكل أفضل كثير جدا كل ما
+
+154
+00:11:48,350 --> 00:11:52,490
+كانت البيئة النفسي اجتماعية داخل الصف هي بيئة تشير
+
+155
+00:11:52,490 --> 00:11:58,090
+إلى أول شيء بيئة آمنة مطمئنة يسعد فيها التلاميذ لا
+
+156
+00:11:58,090 --> 00:12:01,770
+يعتدي أحد على الآخر بيئة فيها نوع من الشورة
+
+157
+00:12:01,770 --> 00:12:06,700
+والديمقراطية من قبل المعلم أن المعلم يعطيالمجال
+
+158
+00:12:06,700 --> 00:12:10,320
+للطلبة لأن يعبّروا عن ذواتهم يعبّروا عن أفكارهم
+
+159
+00:12:10,320 --> 00:12:14,940
+طالما أن الطلبة في داخلهم أو بينهم بين بعض علاقتهم
+
+160
+00:12:14,940 --> 00:12:19,360
+إنسانية وطيبة إذن معنى ذلك نحن إيش أمام بيئة نفس
+
+161
+00:12:19,360 --> 00:12:23,820
+اجتماعية بيئة إيش راقية جدا بيئة مريحة بيئة تعلمية
+
+162
+00:12:23,820 --> 00:12:28,640
+أو تعليمية أيضا تناسب وتتناسب مع النموذج المثالي
+
+163
+00:12:28,640 --> 00:12:34,140
+والمعايير المثالية هناك أسس ل هذه البيئة أول حاجة
+
+164
+00:12:34,140 --> 00:12:38,940
+الأسس نفسيةما الذي ينعنيه بالأساس نفسية؟ في هنا
+
+165
+00:12:38,940 --> 00:12:43,100
+نقطتين أساسيات لازم ندرسهم في هذه الأساس ما هي؟
+
+166
+00:12:43,100 --> 00:12:50,780
+أول حاجة طبيعة مين؟ طبيعة المتعلم احنا بنحكي عن
+
+167
+00:12:50,780 --> 00:12:55,520
+طالب بظبط طبيعة المتعلم قدراته العقلية، إمكاناته
+
+168
+00:12:55,520 --> 00:12:59,700
+ألا تؤثر في البعد النفسي كل ما كانت إمكانات وميول
+
+169
+00:12:59,700 --> 00:13:00,820
+الطالب
+
+170
+00:13:03,000 --> 00:13:08,060
+باتجاه التعليم كل ما كان إياش جاه هو مرتاح سيعطيه
+
+171
+00:13:08,060 --> 00:13:12,600
+سيسمع بطريقة فعالة أو بطريقة جيدة ايضا الجانب
+
+172
+00:13:12,600 --> 00:13:17,140
+التاني معرفة موضوع التعلم أنت الآن تأتي إلى هذه
+
+173
+00:13:17,140 --> 00:13:22,880
+المحاضرة و لديك رغبة في الاسمع حابة تيجي على
+
+174
+00:13:22,880 --> 00:13:27,180
+المحاضرة هاي؟ كويس؟ و بتسعدي أنك تحبي مادة إدارة
+
+175
+00:13:27,180 --> 00:13:32,770
+الصف؟ إذا أنت بتحضري تساهميبل بالعكس تشاركي بشكل
+
+176
+00:13:32,770 --> 00:13:37,630
+راقي جدا على الأقل تنضبطي ذاتيا في أنك انت تستفيدي
+
+177
+00:13:37,630 --> 00:13:42,050
+من المحاضرة لكن لو كنا بناروح على محاضرة رياضيات و
+
+178
+00:13:42,050 --> 00:13:46,260
+هذه المحاضرة بالنسبة لكم مش كتيرهذا الكلام إذا
+
+179
+00:13:46,260 --> 00:13:51,180
+بنقيسه على الصفوف .. على الصفوف المدارس كلنا مررنا
+
+180
+00:13:51,180 --> 00:13:54,860
+بتجربة إن احنا بنحب مادة و بنحبش مادة أخرى بنحب
+
+181
+00:13:54,860 --> 00:13:57,280
+مادة هديك بنستنى وقتش تيجي و هديك ايه عشان بنقول
+
+182
+00:13:57,280 --> 00:14:01,620
+وقتش تخلص لذلك إذا كان طبيعة الميولي أنا كمتعلم
+
+183
+00:14:01,620 --> 00:14:04,740
+باتجاه الرياضيات هحب الرياضيات إذا ميولي باتجاه
+
+184
+00:14:04,740 --> 00:14:08,360
+اللغة العربية هحب اللغة العربية لذلك الأسس النفسية
+
+185
+00:14:08,360 --> 00:14:12,370
+تقوم على بعدين بعد الأولموضوع التعلم هذا اللي احنا
+
+186
+00:14:12,370 --> 00:14:15,830
+هل بنحب و لا بنحبوش إذا هنرتاح أو مارتاحش و ما هو
+
+187
+00:14:15,830 --> 00:14:18,870
+أيضا طبيعة المتعلم قدراته العقلية هل تستطيع ..
+
+188
+00:14:18,870 --> 00:14:23,370
+يعني إذا كانت إنسانة أو طالبة لاتستطيع أن تحول في
+
+189
+00:14:23,370 --> 00:14:27,730
+الجبر الخطي ولا في الهندسة و بتبت .. خلاص مش سوعب
+
+190
+00:14:27,730 --> 00:14:32,310
+هذا الموضوع تلقايا بننصحها وانت تروح على الأدبي مش
+
+191
+00:14:32,310 --> 00:14:36,570
+هيك عشان برضه هذه ميولها هذه قدراتها أن تتعامل مع
+
+192
+00:14:36,980 --> 00:14:39,920
+المواد الأدبية، لا تتعامل مع المواد العلمية وكذا،
+
+193
+00:14:39,920 --> 00:14:43,700
+القياس على أمور أخرى، إذا أول قصص نفسية زي ما حكي
+
+194
+00:14:43,700 --> 00:14:48,480
+أنا معرفة موضوع التعلم ثم معرفة طبيعة المتعلم
+
+195
+00:14:48,480 --> 00:14:55,000
+وحاجاته النفسية المتعددة طيب هذه الحاجات اللي
+
+196
+00:14:55,000 --> 00:14:59,640
+بتحدث عنها ما هي؟ تعرفوا هرم أسلول الحاجات؟ خمسة
+
+197
+00:14:59,640 --> 00:15:01,040
+آه مين تحدث؟ اتفضلي
+
+198
+00:15:05,260 --> 00:15:08,180
+طيب خلينا نقول حاجة حاجة الحاجة إلى الطمأنينة
+
+199
+00:15:08,180 --> 00:15:12,300
+الراحة النفسية والأمان الأمن يعني كويس الحاجة إلى
+
+200
+00:15:12,300 --> 00:15:15,860
+الأمن الحاجة إلى الطمأنينة أليست هي حاجة مهمة
+
+201
+00:15:15,860 --> 00:15:20,280
+ويشدر أنه رعيها في الصف مهم جدا تتذكر لما قلنا أن
+
+202
+00:15:20,280 --> 00:15:23,740
+أسس اللي بيه أمن ومطمئنه إذن أول نقطة احنا بننصحها
+
+203
+00:15:23,740 --> 00:15:26,820
+للمعلم أسس اللي بيه أمن ومطمئنه لأنه تنسجم مع
+
+204
+00:15:26,820 --> 00:15:31,830
+حاجات هذا الفرد أو هذا الطالب طيبالنقطة التانية
+
+205
+00:15:31,830 --> 00:15:35,990
+حاجته إلى الحب المتبادل، الانتماء، الولاء، دائما
+
+206
+00:15:35,990 --> 00:15:41,170
+الطالب بطبعه أليس اجتماعيا؟ أكيد، هو اجتماعي، كونه
+
+207
+00:15:41,170 --> 00:15:45,090
+اجتماعي إذا يحتاج إلى أن يجد قبولا في داخل الصف،
+
+208
+00:15:45,090 --> 00:15:47,510
+الطالب اللي بيلاقي كل الطالب اللي بيجي حواليه
+
+209
+00:15:47,510 --> 00:15:52,230
+بيسعد بشكل كبير جدا لأنه بيشعر بقيمته وبيشعر بإن
+
+210
+00:15:52,230 --> 00:15:56,490
+هو مقبول لدى الآخرين، لذلك إشباح هذه الحاجة يمثل
+
+211
+00:15:56,490 --> 00:16:00,990
+حافظ لإيش؟ للتعلم والإقبال على موضوع التعلمالحاجة
+
+212
+00:16:00,990 --> 00:16:06,750
+الثالثة النجاح تشوف يا جماعة لو أنا الطالب لا ينجح
+
+213
+00:16:07,760 --> 00:16:11,540
+إيش بيصير معاه؟ بيصير فيه إحباط و ربما تراجع و
+
+214
+00:16:11,540 --> 00:16:15,680
+أحيانا انتكاسة و إيش و تسلل أو تسرب من المدرسة إذا
+
+215
+00:16:15,680 --> 00:16:19,440
+هو بحاجة إلى النجاح عشان هيك هنجيب في موضوع النجاح
+
+216
+00:16:19,440 --> 00:16:23,440
+نقول مكن من النجاح ضروري أنه مكن كمعلم أو كمعلمة
+
+217
+00:16:23,440 --> 00:16:27,580
+أنه مكن الطلبة من النجاح لازم يعطيهم شيء من يشبعوا
+
+218
+00:16:27,580 --> 00:16:30,460
+حاجته من أن انت تستطيع أن تكون في هذا المجال و
+
+219
+00:16:30,460 --> 00:16:34,450
+بالعكس و تتفوق في هذا المجاللذلك دائما الطالب يخاف
+
+220
+00:16:34,450 --> 00:16:38,630
+من الإخفاء، يخاف من الفشل، وإذا مارت تجربة فاشلة،
+
+221
+00:16:38,630 --> 00:16:42,250
+لا يرغب في العودة إليها بالإطلاق، أي واحدة فينا
+
+222
+00:16:42,250 --> 00:16:49,090
+جربت تفوت في موقف فاشل، كويس، بتهرب منه تماما،
+
+223
+00:16:49,090 --> 00:16:53,270
+وجربه، وروح على كلية ما، وإفشلي فيها، هتحولي، لو
+
+224
+00:16:53,270 --> 00:16:56,870
+قولولك ارجعيلها، بتقولي لأ مش هرجعلذلك هو الطالب
+
+225
+00:16:56,870 --> 00:17:00,430
+بنفس الطريقة إذا فشل في محور معين يحاول أن يهرب
+
+226
+00:17:00,430 --> 00:17:06,550
+منه ولا يعني يرغب في تعلمه مرة أخرىممكن يكون دافع
+
+227
+00:17:06,550 --> 00:17:10,510
+اذا وجد ايش محفزات انه لأ تشجيع اذا عشانك احنا
+
+228
+00:17:10,510 --> 00:17:13,810
+بقول ايش الحاجة الى نجاح مطلوبة مني كمعلمة ان انا
+
+229
+00:17:13,810 --> 00:17:18,270
+احطها او اضاحها داخل سلوك او داخل نفسية هذا الطالب
+
+230
+00:17:18,270 --> 00:17:21,330
+ايضا الحاجة الى سلطة دابطة ما المقصود بالسلطة
+
+231
+00:17:21,330 --> 00:17:25,550
+دابطة خليني اقول شغلة كل واحد مش بقوله في المثل
+
+232
+00:17:25,550 --> 00:17:30,010
+عندنا اللي مالوش كبير يدور على كبير مش هيك ليش هذا
+
+233
+00:17:30,010 --> 00:17:34,890
+الكلام حتى لو كبر الإنسان يحتاج الى اطمئنانإلى أن
+
+234
+00:17:34,890 --> 00:17:41,950
+قراراته وسلوكه فيه نوع من التشجيع
+
+235
+00:17:41,950 --> 00:17:46,950
+والتحفيز من أي جانب؟ انت عارف يعني .. زي ما حكي
+
+236
+00:17:46,950 --> 00:17:50,810
+أنا .. الإنسان حتى في علاقته مع الله عز وجل هذه
+
+237
+00:17:50,810 --> 00:17:55,330
+العلاقة لماذا يشعر الإنسان بالحاجة إلها دائما؟ ليش
+
+238
+00:17:55,330 --> 00:18:01,230
+بيأخذ جانبا في منتصف الليل ويناجي ربه؟ لماذا؟لأنه
+
+239
+00:18:01,230 --> 00:18:04,910
+بيشعر أنه بحاجة إلى إيش؟ من هو أعلى منه ليناجيه،
+
+240
+00:18:04,910 --> 00:18:10,410
+ليشكوا إليه ضعف قوته، ليشكوا إليه ضعف جنبات نفسه
+
+241
+00:18:10,410 --> 00:18:13,690
+وعدم قدرته على مواجهة المعاصي، ليه؟ ليه؟ كل هذه
+
+242
+00:18:13,690 --> 00:18:17,350
+التفاصيل إذا الإنسان يحتاج إلى من يلجأ إليه اللي
+
+243
+00:18:17,350 --> 00:18:21,930
+لم يجد يعني زي ما حكينا في الدنيا شيء أكيد هيلجأ
+
+244
+00:18:21,930 --> 00:18:25,860
+لمن هو أعلى من هذاالكيان الدنياوي اللي احنا بنعيش
+
+245
+00:18:25,860 --> 00:18:29,400
+وإذا الحاجة إلى سلطة ضابطة تطبط سلوك الطالب توجهه
+
+246
+00:18:29,400 --> 00:18:33,540
+إلى السلوك الرشيد ثم تحفظه أن هذا السلوك هو السلوك
+
+247
+00:18:33,540 --> 00:18:38,660
+الصائب اللذي ينبغي أن تحافظ عليه أيضا مع الحاجة
+
+248
+00:18:38,660 --> 00:18:42,840
+إلى سلطة ضابطة كمان بحاجة إلى حرية انتوا تخصصتم
+
+249
+00:18:42,840 --> 00:18:48,350
+بإجبار؟كثير من الأباء الآن لا يجبر الأبناء على
+
+250
+00:18:48,350 --> 00:18:52,110
+تخصص معين أو اختيار شيء معين طيب بنفس الطريقة
+
+251
+00:18:52,110 --> 00:18:55,530
+كمعلم المفترض انه انا احاول قدر المكان ان اعطي
+
+252
+00:18:55,530 --> 00:18:59,610
+هامش من الحرية للطلبة كيف؟ في اختيار المقعد، اذا
+
+253
+00:18:59,610 --> 00:19:03,830
+كان يتناسب لماذا لا؟ في اختيار الصديق، برضه اذا
+
+254
+00:19:03,830 --> 00:19:08,950
+كان يتناسب اشجعه طيب في اختيار .. في بعض القراء او
+
+255
+00:19:08,950 --> 00:19:12,730
+تشبث بعض القضايا المعينة اللي لا حرج ان يكون له
+
+256
+00:19:12,730 --> 00:19:17,420
+رأي فيهاإذا الإعطاء الحرية شيء كتير مهم جدا بالذات
+
+257
+00:19:17,420 --> 00:19:20,700
+واحترام رغبات الطالب لسيما في المرحلة الثانوية
+
+258
+00:19:20,700 --> 00:19:24,340
+مرحلة ثانوية اللي بيطلع فيها الطالب يشعر انه كبر
+
+259
+00:19:24,340 --> 00:19:28,200
+وماعدش لازم حد يتابعه هذا أمر برضه ينبغي أنت رعي
+
+260
+00:19:28,200 --> 00:19:32,280
+المعلمة في هذه المرحلة تفضلي مثلا دكتور كل ال
+
+261
+00:19:32,280 --> 00:19:35,720
+stuff دي وقت ما قبل اول و اللي بعيد و اللي بجيب
+
+262
+00:19:35,720 --> 00:19:38,080
+يوم داني يوم و اللي عامل مشكلة ال stuff كلهم دي
+
+263
+00:19:38,080 --> 00:19:42,840
+ميبقوا بالصح لأش عاملش طيب هو شوف احنا ال .. ال ..
+
+264
+00:19:42,840 --> 00:19:46,740
+كمان مرةاحترام الرأي أو إتاحة نوع من الحرية لا
+
+265
+00:19:46,740 --> 00:19:50,680
+يعني هو دخول إلى هامش آخر للفوضى، مافيش أشياء أسود
+
+266
+00:19:50,680 --> 00:19:53,600
+وأبيض، مافيش أشياء رمادي، اللي بيرضاش في السطر
+
+267
+00:19:53,600 --> 00:19:56,440
+الأول قد يرضى في السطر التاني، وإذا مارضيش في
+
+268
+00:19:56,440 --> 00:20:00,080
+التاني قد يرضى بالتبادل الأدوار اللي أنت هتعمليه
+
+269
+00:20:00,080 --> 00:20:02,600
+كل فترة، يعني كل أسبوع أو كل شهر أو كل شهرين
+
+270
+00:20:02,600 --> 00:20:06,780
+تتغير، فالأمر بالنسبة لك متاح أنك يعني تطرحي
+
+271
+00:20:06,780 --> 00:20:11,070
+مجموعة من الخياراتزي ما نيجي نقول والله احنا أمام
+
+272
+00:20:11,070 --> 00:20:15,750
+فريق كرة قدم مثلا كويس ومين بده ينزل أول ومين بده
+
+273
+00:20:15,750 --> 00:20:21,090
+ينزل أخر، بالنهاية مصلحة العامة للصف أو للمؤسسة
+
+274
+00:20:21,090 --> 00:20:23,810
+اللي أنا بشتغل فيها لأ مهم جدا أن تكون مقدمة على
+
+275
+00:20:23,810 --> 00:20:27,230
+أمور أخرى، يعني سهل أن تجدي حلول في هذا الجانب
+
+276
+00:20:49,950 --> 00:20:53,530
+ممتاز جدا، كتير كتير رائع جدا، يعني احنا تحدثنا عن
+
+277
+00:20:53,530 --> 00:20:58,090
+القياموإنه احنا كعملية علمية لا نهدف إلى بس أيش
+
+278
+00:20:58,090 --> 00:21:03,730
+نقل المعرفة إنما مهارات، سلوك، اتجاهات، قيم هذه
+
+279
+00:21:03,730 --> 00:21:07,490
+الشغلات من الحلول التي يمكن إنه نأتي عليها بطريقة
+
+280
+00:21:07,490 --> 00:21:12,150
+كتير مناسبة للطلبة ونرسق قيمة أيش الإيثار، قيمة حب
+
+281
+00:21:12,150 --> 00:21:16,550
+الغير، قيمة الأولويات إذا في مجال أمامنا كبير جدا
+
+282
+00:21:16,550 --> 00:21:19,990
+إنه احنا نغرس بارك الله فيك على المشاركة إذا هذه
+
+283
+00:21:19,990 --> 00:21:23,030
+الأساس النفسية اللي اتحدثنا عنها نأتي إلى الأساس
+
+284
+00:21:23,030 --> 00:21:31,330
+الاجتماعيةأتفضل قصة الاجتماعية قوامها مين؟ الطالب
+
+285
+00:21:31,330 --> 00:21:38,130
+هو فرد في جماعة والمعلم أيضا فرد في جماعة إذا في
+
+286
+00:21:38,130 --> 00:21:42,490
+عندي طالب وفي معلم هدول أساسين اجتماعيا يلتقي مع
+
+287
+00:21:42,490 --> 00:21:46,110
+بعضهما يوميا في هذا الصفر ما الذي سينظم هذه
+
+288
+00:21:46,110 --> 00:21:52,670
+العلاقة بينهما؟ القوانين القواعد مش هيك؟الأنظمة
+
+289
+00:21:52,670 --> 00:21:56,810
+العادات والتقاليد إذا الأسس الإجتماعية قوامها
+
+290
+00:21:56,810 --> 00:22:02,150
+ثلاثة أمور الأمر الأول المعلم الأمر التاني الطالب
+
+291
+00:22:02,150 --> 00:22:06,810
+الأمر التالت الأنظمة الإجتماعية أو العادات
+
+292
+00:22:06,810 --> 00:22:10,830
+والتقاليد أو الأنظمة المدرسية بشكل عام أول حاجة
+
+293
+00:22:10,830 --> 00:22:16,770
+المعلم كونه إيش محور العملية التعليمية صح ولا خطأ
+
+294
+00:22:16,770 --> 00:22:22,850
+إيش هو محور إيشمحور الإدارة الصفية انتبهوا كمان
+
+295
+00:22:22,850 --> 00:22:27,750
+مرة المعلم محور الإدارة الصفية هو قاعد الفصل
+
+296
+00:22:27,750 --> 00:22:36,070
+المتعلم
+
+297
+00:22:36,070 --> 00:22:38,430
+هو محور العملية الطالب هو محور العملية التعليمية
+
+298
+00:22:38,430 --> 00:22:42,750
+هذا لا خلاف فيه هذا لا خلاف عليه بالاطلاق احنا
+
+299
+00:22:42,750 --> 00:22:46,730
+نتحدث عن المعلم هو محور في العملية التعليمية لكنه
+
+300
+00:22:46,730 --> 00:22:50,510
+الآن هناهو محور في العملية إيش وكان زمان طبعا هذا
+
+301
+00:22:50,510 --> 00:22:53,810
+اتجاه من اتجاهات أن المعلم كان محورا للعملية
+
+302
+00:22:53,810 --> 00:22:56,530
+التعليمية باعتباره وكل إيش هو الذي يعطي هو الذي
+
+303
+00:22:56,530 --> 00:23:01,130
+يمنح أما الآن في ظل تعلم التفاعل التعاون لأ
+
+304
+00:23:01,130 --> 00:23:04,750
+المتعلم هو الأساس هو الذي يتفاعل مع ذاته ويتعلم
+
+305
+00:23:04,750 --> 00:23:08,230
+وبنفس الوجهة إيش بيبدأ المعلم في إطار بس الإدارة
+
+306
+00:23:08,230 --> 00:23:13,050
+الصفرية إذا المعلم كونه قائد الصف يعرض الطلاب إلى
+
+307
+00:23:13,050 --> 00:23:19,460
+شتة الخبرات يفيدهم يعطيهم يمنحهميحاول أن يشرف على
+
+308
+00:23:19,460 --> 00:23:24,060
+كل تصرفاتهم ويقومها، إذا هو إيش؟ يعمل بالأساس على
+
+309
+00:23:24,060 --> 00:23:29,000
+إحداث نوع من التكييف بينهم وبين ما؟ بينهم بين مين؟
+
+310
+00:23:29,000 --> 00:23:32,780
+بينهم وبين البيئة في داخل الصف أو بينهم بين البيئة
+
+311
+00:23:32,780 --> 00:23:36,140
+خارج الصف في البيئة المدرسية أو حتى المجتمع
+
+312
+00:23:36,140 --> 00:23:41,560
+بالإطلاق إذا أول حاجة المعلم، الثاني الطالب لأن هو
+
+313
+00:23:41,560 --> 00:23:45,540
+الأساس الذي يتفاعل مع كافة العلوم، يأخذ الاتجاهات،
+
+314
+00:23:45,540 --> 00:23:49,240
+يأخذ المعارفيحاول أن يحقق حاجاته اللي قلناها حاجة
+
+315
+00:23:49,240 --> 00:23:52,360
+إلى تحقيق الذات إلى تحقيق الأمن إلى التحقيق اللي
+
+316
+00:23:52,360 --> 00:23:55,740
+هو العيش في جماعة إلى التعزيز إلى كل هذه الأمور ثم
+
+317
+00:23:55,740 --> 00:23:59,720
+بعد ذلك يخرج الطالب ليطبق ما تعلمه من خبرات وين
+
+318
+00:23:59,720 --> 00:24:05,330
+خارج إطار البيئة الصفيةالنقطة التالتة الأنظمة
+
+319
+00:24:05,330 --> 00:24:08,790
+الاجتماعية السائدة تعرفوا بدون نظام نحن لا نستطيع
+
+320
+00:24:08,790 --> 00:24:11,990
+أن نعيش وزي ما حكينا لما تدخل المعلم الصف أول
+
+321
+00:24:11,990 --> 00:24:18,990
+شغلاش تعملها تضع ايش القواعد والقوانين الصفية ليش
+
+322
+00:24:18,990 --> 00:24:23,070
+تضع القواعد والقوانين الصفية لتضع حدأو خلّيني أقول
+
+323
+00:24:23,070 --> 00:24:27,710
+لتضع يعني أسلوبة للتعامل يتفق عليه الطرفين الطرفين
+
+324
+00:24:27,710 --> 00:24:31,610
+العقد المعلم والطالب إذا اتفقوا من الأول إننا ما
+
+325
+00:24:31,610 --> 00:24:36,190
+نشغبش إننا ما نيجي دائما مبكرين نيجي ملتزمين بالزي
+
+326
+00:24:36,190 --> 00:24:40,450
+معناه ذلك إننا كانت الأنظمة تماما الآن ما الذي
+
+327
+00:24:40,450 --> 00:24:43,950
+نقصده هنا بالأنظمة الاجتماعية السائدة كما تحدثنا
+
+328
+00:24:43,950 --> 00:24:47,690
+كل طالب أو طالبة تأتي من بيئة مختلفة�دهي العادات
+
+329
+00:24:47,690 --> 00:24:51,710
+والتقاليد المختلفة عن زميلاتهاوكل واحدة بتحاول
+
+330
+00:24:51,710 --> 00:24:56,090
+تتعامل وفقًا لإيه للخبرة المتراكمة واللي إجت من
+
+331
+00:24:56,090 --> 00:25:00,550
+وين من بيئتها اللي هو المجتمعية لذلك بيجي الطالب
+
+332
+00:25:00,550 --> 00:25:05,070
+أو بتيجي هذا النظم لتهذب هذه العادات والتقاليد
+
+333
+00:25:05,070 --> 00:25:10,750
+تحذف منها ما هو غير مرغوب وتبقي وتعزز ما هو مرغوب
+
+334
+00:25:10,750 --> 00:25:15,570
+وتحاول أن تغرس قيمة واتجاهات وعادات وأنظمة أخرى زي
+
+335
+00:25:15,570 --> 00:25:21,740
+ما نيجي نقول التفكير طريقة الحديث الكتابةالنظافة
+
+336
+00:25:21,740 --> 00:25:27,280
+قيم كويس قد يتعلمها بشكل جديد لم يتعلمها سابقا
+
+337
+00:25:27,280 --> 00:25:31,480
+بهذه الطريقة إذا الأنظمة الاجتماعية التي تدرس أو
+
+338
+00:25:31,480 --> 00:25:35,480
+تعتف داخل البيئة الصفية أنظمة ذات علاقة بالأنظمة
+
+339
+00:25:35,480 --> 00:25:39,680
+الاجتماعية المجتمعية لكنها إيه؟ زي ما حكينا في
+
+340
+00:25:39,680 --> 00:25:42,920
+مجملها إيجابية و لا بتعلم الواحد السلبي؟
+
+341
+00:25:51,390 --> 00:25:58,810
+ما هو دور المعلم في إدارة و تنظيم البيئة الصفية
+
+342
+00:25:58,810 --> 00:26:02,150
+النفسية الاجتماعية؟ الان احنا أخدنا دور المعلم في
+
+343
+00:26:02,150 --> 00:26:05,870
+إدارة إيش؟ البيئة المادية، إدارة الصف المكتفة
+
+344
+00:26:05,870 --> 00:26:12,390
+الآن، كيف يمكن للمعلم أن يدير بيئةنفس اجتماعية
+
+345
+00:26:12,390 --> 00:26:18,110
+بحيث يوفر شوة تفاعليا اجتماعيا مناسبة لكل الطلبة
+
+346
+00:26:18,110 --> 00:26:24,030
+داخل الصفر اول حاجة فضلي بناء علاقات إيجابية بين
+
+347
+00:26:24,030 --> 00:26:28,830
+المعلم الطالب بكلام
+
+348
+00:26:28,830 --> 00:26:33,130
+جميل لكن ما المقصود بالعلاقة الإيجابية أهي صداقة
+
+349
+00:26:33,130 --> 00:26:36,190
+أم
+
+350
+00:26:36,190 --> 00:26:40,690
+أنها ابتسامات تلقى هنا و هناكما .. ما المقصود
+
+351
+00:26:40,690 --> 00:26:44,930
+بالعلاقة الإيجابية إلى أي حد يمكن أن ألتقي أو أن
+
+352
+00:26:44,930 --> 00:26:48,250
+أرتبط مع الطالب بعلاقة إيجابية اتفضلي تكون علاقة
+
+353
+00:26:48,250 --> 00:26:51,710
+مجتمعية متوازنة بين الصداقة وبين الحب وبين الوزن
+
+354
+00:26:51,710 --> 00:26:55,190
+وبين الاحتراف الكبير من الصغير ومن العطش عن الصغير
+
+355
+00:26:55,190 --> 00:26:59,030
+تكون متوازنة .. كتير ممتاز العلاقة المتوازنة
+
+356
+00:26:59,030 --> 00:27:04,830
+وملخصة العلاقة الإنسانية التي تحكمها إيش واصر إيش
+
+357
+00:27:04,830 --> 00:27:10,990
+الإنسان .. الإنسان بطبعه شو؟هذا تعامل إنساني يعني
+
+358
+00:27:10,990 --> 00:27:18,530
+يحترم، يقدر، يعطف، ليس مننا من لميواقر كبيرنا و
+
+359
+00:27:18,530 --> 00:27:22,390
+يعطف على صغيرنا الكبير ما ينبغي أن يرى نفسه
+
+360
+00:27:22,390 --> 00:27:28,290
+إمبراطورا في صفه يتحكم و يخرج كل أنواع الكابتة
+
+361
+00:27:28,290 --> 00:27:32,250
+التي يتعرض لها أو المشاكل التي يتعرض لها خارج
+
+362
+00:27:32,250 --> 00:27:37,150
+المدرسة ليأتي بيها ليتصالط بيها على طلبته و ما
+
+363
+00:27:37,150 --> 00:27:41,690
+ينبغي أن يشعر أنه يمتلك من العلم ما يؤهله لذلكهو
+
+364
+00:27:41,690 --> 00:27:45,410
+يمتلك من العلم ليعطيه ولكن بطريقة إنسانية راقية
+
+365
+00:27:45,410 --> 00:27:49,230
+كثير من الأبحاث أثبتت أن الإنجاز الأكاديمي يتعلق
+
+366
+00:27:49,230 --> 00:27:56,140
+بإيه بمدى العطف والحب الذي يعطيه المعلملطلبته لذلك
+
+367
+00:27:56,140 --> 00:28:00,320
+دائما الطلب بيرغب ايش بالمدرس المبتسم المدرس
+
+368
+00:28:00,320 --> 00:28:05,320
+الحنون المدرس الذي يعطي المدرس الذي يرفق باخطائهم
+
+369
+00:28:05,320 --> 00:28:09,080
+او يرفق على اخطائهم اذا اول حاجة بناء علاقات
+
+370
+00:28:09,080 --> 00:28:12,040
+ايجابية هذه العلاقات لا بأس ان تكون علاقات صداقة
+
+371
+00:28:12,040 --> 00:28:16,460
+لكن ضمن حدود متوازنة تحفظ فيها هيبة المعلم ولا ايش
+
+372
+00:28:16,460 --> 00:28:21,540
+تذوب معها حواجز المطلوبة اذا اول نقطة بناء علاقات
+
+373
+00:28:21,540 --> 00:28:25,830
+ايجابية بين المعلم والقالب النقطة الثانيةالعدالة و
+
+374
+00:28:25,830 --> 00:28:31,130
+المساواة في توزيع الأدوار بين الطلبة كويس العدالة
+
+375
+00:28:31,130 --> 00:28:35,070
+و المساواة في توزيع الأدوار بين الطلبة لاحظوا
+
+376
+00:28:35,070 --> 00:28:39,350
+العدل أساس إيش؟ أساس الملك مش هيك إذا عدلتي بين
+
+377
+00:28:39,350 --> 00:28:44,170
+الطلاب أعطتيهم من الحب و الحنان بنفس الدرجة معناه
+
+378
+00:28:44,170 --> 00:28:48,570
+ذلك أن جميعا أو جميع الطلبة هيحبوكي بطريقة أيضا أو
+
+379
+00:28:48,570 --> 00:28:53,200
+بنفس الدرجة بل ربما تفوقلذلك إذا وجدوا الطلبة أنك
+
+380
+00:28:53,200 --> 00:28:58,640
+أنت تتحيزي لبعض الطالبات المتفوقات بس سواء في
+
+381
+00:28:58,640 --> 00:29:03,450
+مشاركاتهم في تكليفهم بمهاميعني بتعرفوا الطالب بتحب
+
+382
+00:29:03,450 --> 00:29:07,310
+أو الطالبة بتحب المعلمة أن تكلفها بالعرفة الصف أو
+
+383
+00:29:07,310 --> 00:29:11,570
+والله تمسك مثلا ال .. ال .. مثلا التواصل الخارجي
+
+384
+00:29:11,570 --> 00:29:15,090
+أو أي لجنة من اللجان هذا الأمور بالنسبالها
+
+385
+00:29:15,090 --> 00:29:18,270
+بتعتبرها قيمة كبيرة جدا بين الطالبات لذلك مطلوب
+
+386
+00:29:18,270 --> 00:29:20,870
+منك أن تعديلي حتى في توزيع هذا الأدوار تعديلي في
+
+387
+00:29:20,870 --> 00:29:25,190
+النظرات تعديلي في المشاركة وتعديلي أيضا في موضوع
+
+388
+00:29:25,190 --> 00:29:29,040
+الدرجات وهذه كتير كتير مهمة جدافي هذا الموضوع و
+
+389
+00:29:29,040 --> 00:29:33,940
+خلينا يعني نحكي في هذا المجال قصة من القصص بعد ما
+
+390
+00:29:33,940 --> 00:29:42,080
+نسمع المشارك اتفضلي طيب القصة تقول ان معلمة تدعى
+
+391
+00:29:42,080 --> 00:29:47,740
+Thompson معلمة بريطانية حين وقفت أمام الصفة الخامس
+
+392
+00:29:47,740 --> 00:29:54,020
+حيتهم تسمت كما هي العادة عبرت عن حبها لطلبتها و
+
+393
+00:29:54,020 --> 00:30:01,540
+قالت اني أحبكم ثمإنها نظرت إلى أحدهم وكانت تخفي في
+
+394
+00:30:01,540 --> 00:30:08,680
+نفسها إلا أنت كانت تخفي في نفسها عن طالب موجود في
+
+395
+00:30:08,680 --> 00:30:12,220
+ذاك الفصل لتقول له إلا أنت كلكوا بحبكوا إلا
+
+396
+00:30:12,220 --> 00:30:16,100
+هالواحد في داخلها هي لم تعبر صراحة في هذا المجال
+
+397
+00:30:16,100 --> 00:30:23,000
+هذا الطالب يدعى Tedious UdardT دي طبعا كان طالبا
+
+398
+00:30:23,000 --> 00:30:28,500
+كما تقول السيدة Thompson أنه كان طالبا مهملا جدا،
+
+399
+00:30:28,500 --> 00:30:34,860
+كانت خيابه متسخة، أيضا لم يكن يعني يشارك في ذاك
+
+400
+00:30:34,860 --> 00:30:38,620
+الفصل، كان دائما منطون، لا يجيب، لا يستجيب لأحد
+
+401
+00:30:39,460 --> 00:30:45,940
+لذلك كانت تجد متعة حين تصحح أن تضع بخط أحمر عريض
+
+402
+00:30:45,940 --> 00:30:51,900
+علامة الخطأ على كراسه، بل إنها كانت تتعمد أن تضع
+
+403
+00:30:51,900 --> 00:30:56,240
+سجلاته و إنجازاته في آخر الدور
+
+404
+00:30:58,000 --> 00:31:01,920
+اللي أنا وفي ذات يوم طلبت منها المديرة أن تنظر إلى
+
+405
+00:31:01,920 --> 00:31:07,340
+سجلات الطالبات أو الطالبة اللي بتدرسهم وقالت لها
+
+406
+00:31:07,340 --> 00:31:10,320
+انظري من الصف الأول حتى الصف الخامس يعني تطلعي
+
+407
+00:31:10,320 --> 00:31:14,520
+راقبي أو تابعي كل سجل لكل طالب ودرسيه جيدا ذهبت
+
+408
+00:31:14,520 --> 00:31:19,100
+السيدة تونسون لتدرس هذه السجلات وفوجئت بما لم تكن
+
+409
+00:31:19,100 --> 00:31:26,060
+تتوقع معلم TD في الصف الأول يقول في تعليقه في سجل
+
+410
+00:31:26,060 --> 00:31:35,980
+الطالبTD طالب مهذب نظيف مجتهد مجد خفيف الروح نظرت
+
+411
+00:31:35,980 --> 00:31:40,660
+في الصف الثاني المعلمة أخرى تقول تي دي رائع جدا
+
+412
+00:31:40,660 --> 00:31:46,740
+يشارك بفعالية مهذب نظيف مرتب و هكذا في الصف الثالث
+
+413
+00:31:46,740 --> 00:31:54,140
+تي دي برضه مجتهد إلا أنه بدأ يصاب ببعض التأخر
+
+414
+00:31:54,140 --> 00:31:59,700
+نتيجة مرض والدتهوإن لم يتم معالجة هذه الأمور بشكل
+
+415
+00:31:59,700 --> 00:32:04,560
+سريع فإن تيدي ستراجع فيه في دراسته معلمة الصف
+
+416
+00:32:04,560 --> 00:32:11,280
+الرابع ماذا تقول تيدي أصيب بصدمة نتيجة وفاة والدته
+
+417
+00:32:11,280 --> 00:32:16,560
+فهو بدأ يتدهور حاله إلى الأسوأ بدأت تظهر هذه
+
+418
+00:32:16,560 --> 00:32:20,920
+العلامات على مظهره الخارجي على ثيابه على نشاطه
+
+419
+00:32:20,920 --> 00:32:25,220
+وتفاعلهأدركت السيدة تومسون التي تعلم الصف الخامس
+
+420
+00:32:25,220 --> 00:32:33,160
+أنها أمام معضلة ظلمت فيها ذاك الطالب فزاد
+
+421
+00:32:33,160 --> 00:32:38,540
+ذلك أو زاد من ذلك أنهم وفي يوم عيد الميلاد كما
+
+422
+00:32:38,540 --> 00:32:46,440
+كانوا يحتفلون جاء كل طالب بهدية ملفوفة بورق جميل
+
+423
+00:32:46,440 --> 00:32:53,500
+جدا يقدمها أو يقدمها الطلبة لمعلمتهمأما تيدي فقد
+
+424
+00:32:53,500 --> 00:32:58,480
+جاء بهدية انفجرت طلابه من الضحك عليها فقد كانت
+
+425
+00:32:58,480 --> 00:33:04,540
+ملفوفة بخرقة بالية لا يبدو عليها إلا أنها قد
+
+426
+00:33:04,540 --> 00:33:13,080
+التقطت من أحد الشوارع زاد ضحكهم عندما وجدوا أن هذه
+
+427
+00:33:13,080 --> 00:33:18,320
+الهدية إنما كانت عنعبارة عن عقد أو عبارة عن عقد
+
+428
+00:33:18,320 --> 00:33:27,360
+ناقص الحبات مزيف و أيضا قرورة عطر تمتلئ إلى النصف
+
+429
+00:33:27,360 --> 00:33:30,840
+فقط لكنهم
+
+430
+00:33:30,840 --> 00:33:37,480
+صمتوا عندما قالت السيدة تومسون أنها معجبة جدا وأن
+
+431
+00:33:37,480 --> 00:33:41,180
+هذه الهدية هي أفضل هدية أهديت إليها في تاريخ
+
+432
+00:33:41,180 --> 00:33:46,200
+التعليمقررت السيدة تومسون أن تعتزل تدريس مادة
+
+433
+00:33:46,200 --> 00:33:50,920
+الرياضيات وأن تاخذ هذا الصف لتكون معلمة فصل تدرسه
+
+434
+00:33:50,920 --> 00:33:58,520
+كافة المواد انطلقت إلى مكتبها انتظر تيدي لحظات حتى
+
+435
+00:33:58,520 --> 00:34:04,400
+جلست على مكتبها ليتقدم لها ويشكرها على اهتمامها
+
+436
+00:34:04,400 --> 00:34:10,140
+ويقول لها بعد ما وضعت بعضا من العطر أن رائحتها
+
+437
+00:34:10,140 --> 00:34:18,000
+تذكره بأمهأن رائحتها تذكره بعمه عاد تي دي بعد أن
+
+438
+00:34:18,000 --> 00:34:23,260
+بدأت السيدة تومسون تهتم به اهتماما بالغا كما كان
+
+439
+00:34:23,260 --> 00:34:28,500
+في السابق ختم الصفة السادس وقد كان أو عاد من
+
+440
+00:34:28,500 --> 00:34:32,480
+المتفوقين فكتب
+
+441
+00:34:32,480 --> 00:34:38,400
+تي دي كلمات لمعلمته قبل أن يغادر المدرسة أنك أفضل
+
+442
+00:34:38,400 --> 00:34:44,520
+معلمة أقابلها في حياتيذهب تيدي و بدأت تومسون أو
+
+443
+00:34:44,520 --> 00:34:48,800
+استمرت تومسون في التعليم ليعود لها خطاب بعد ثلاث
+
+444
+00:34:48,800 --> 00:34:54,200
+سنوات أنه تخرج من المرحلة الإعدادية بتفوق ثم بعد
+
+445
+00:34:54,200 --> 00:34:58,680
+أربع سنوات أو ثلاث سنوات أنه تخرج من الثانوية ثم
+
+446
+00:34:58,680 --> 00:35:03,720
+تتوالى الرسائل كل مرحلة بعد المرحلة الجامعية لكنه
+
+447
+00:35:03,720 --> 00:35:08,500
+انقطع عنها لسنوات عدة بعد المرحلة الجامعية ليعود
+
+448
+00:35:08,500 --> 00:35:13,880
+أو تتلقى خطابا منههو في هذه المرة كان اسمه طويلا
+
+449
+00:35:13,880 --> 00:35:21,280
+شيئا معاه كان الدكتور Theodor Teide Theodor أو
+
+450
+00:35:21,280 --> 00:35:25,480
+Teide F Theodor فكان هذا Theodor من يعني أكمل
+
+451
+00:35:25,480 --> 00:35:29,980
+الدكتوراه في حينه بمرتبة الشرف الأولى ويدعوها إلى
+
+452
+00:35:29,980 --> 00:35:35,300
+حضوره حفلة زفافة ويقول لها سأسعد أن تكوني مكانة
+
+453
+00:35:35,300 --> 00:35:41,320
+أمي سأسعد أن تكوني مكانة أمي لبتالسيدة تومسون هذه
+
+454
+00:35:41,320 --> 00:35:46,200
+الدعوة من طريقة إلى فرح الدكتور الثيودر أو تيد
+
+455
+00:35:46,200 --> 00:35:55,180
+الثيودر لتكون او تجلس مكان أمه ولما أنت قابلة اذا
+
+456
+00:35:55,180 --> 00:36:03,160
+بيها تلبس نفس العقد وتضع نفس العطر معلمة وفت فقبل
+
+457
+00:36:03,160 --> 00:36:08,000
+يدها وشكرها لأنها كانت مساهمة في حياته مساهمة
+
+458
+00:36:08,000 --> 00:36:13,030
+إيجابيةقالت له يا ولدي لم اتعلم او لم تتعلم انت
+
+459
+00:36:13,030 --> 00:36:18,290
+مني بقدر ما اتعلمت منك كيف تكون المعلمة انا اتعلمت
+
+460
+00:36:18,290 --> 00:36:23,310
+فقط منك كيف اكون معلمة اذا العدالة والمساواة مهمة
+
+461
+00:36:23,310 --> 00:36:28,910
+جدا النظر الى المظهر لا يكفي وانما الى الجوهر كثير
+
+462
+00:36:28,910 --> 00:36:33,330
+من الأحكام اللتي نستعجل في اصدارها يمكن ان تكون
+
+463
+00:36:33,330 --> 00:36:37,820
+ظالمة في بعض الأحيان اذا النقطة الثالثةفي دور
+
+464
+00:36:37,820 --> 00:36:41,900
+المعلم في إدارة و تنظيم البيئة النفس اجتماعية
+
+465
+00:36:41,900 --> 00:36:47,800
+مساعد الطلبة أيضًا على تكييف مع زملائهم كيف يحدث
+
+466
+00:36:47,800 --> 00:36:51,940
+التكييف من خلال أنشطة تعاونية من خلال إعطائهم
+
+467
+00:36:51,940 --> 00:36:57,240
+واجبات يتعاونوا في حلها من خلال فرق النشاط وهكذا
+
+468
+00:36:57,240 --> 00:37:01,640
+أيضًا إعداد الطالب إعدادًا اجتماعيًا بحيث يحبب
+
+469
+00:37:01,640 --> 00:37:06,380
+كتير من الطلبة يشعروا بالعزلةلا يرغبوا في المشاركة
+
+470
+00:37:06,380 --> 00:37:10,940
+ربما أيضا يعني هم طبيعتهم هيك في ال .. في ال .. في
+
+471
+00:37:10,940 --> 00:37:15,520
+بيئتهم ال .. ال .. الأسرية يعني لا يختلطون كثيرا
+
+472
+00:37:15,520 --> 00:37:19,680
+بالناس هنا مطلوب مننا كمعلمين أنه إيش؟ أنه حابب
+
+473
+00:37:19,680 --> 00:37:25,340
+لهؤلاء الطلبة التعاون التكافل الاحترامقيم اللعب
+
+474
+00:37:25,340 --> 00:37:30,300
+المتميز الذي يمكن من خلاله أن نصل إلى أهداف
+
+475
+00:37:30,300 --> 00:37:34,120
+تعليمية إذا إعداد الطلب إعدادا إجتماعيا من الأمور
+
+476
+00:37:34,120 --> 00:37:37,840
+المهمة طب كيف ممكن نعد هذا الطلب إعدادا إجتماعيا؟
+
+477
+00:37:37,840 --> 00:37:41,960
+هناك أربع أو خمس نقاط مهم جدا في هذا المجال أول
+
+478
+00:37:41,960 --> 00:37:46,500
+حاجة استخدمي كمعلم مهارات العلاقة الإنسانيةكمان
+
+479
+00:37:46,500 --> 00:37:50,420
+قلنا احنا العملية عملية إيش؟ عملية .. بشكل أساس
+
+480
+00:37:50,420 --> 00:37:53,620
+العملية التعليمية عملية إنسانية لذلك هناك مهارات
+
+481
+00:37:53,620 --> 00:37:56,440
+للعلاقات الإنسانية كيف يمكن أن نستخدم هذه المهارات
+
+482
+00:37:56,440 --> 00:38:00,380
+أول مهارة الصداقة إذا قلنا بناء العلاقات الإيجابية
+
+483
+00:38:00,380 --> 00:38:04,460
+لأ يمكن أن يبنى على الصداقة المتزنة هذه الصداقة
+
+484
+00:38:04,460 --> 00:38:08,800
+اللي بيبدأ المعلم ينبري للطالب يسأله عن أحوالي
+
+485
+00:38:08,800 --> 00:38:13,440
+الشخصية يسأله عن حالته يحاول أن يتابع إنجازه و
+
+486
+00:38:13,440 --> 00:38:18,490
+تقدمهيحاول أيضًا أن يلتزق بهذا الطالب بطريقة
+
+487
+00:38:18,490 --> 00:38:23,050
+التوجيه وطريقة الإرشاد بحيث يكون له أبا آخر أو أما
+
+488
+00:38:23,050 --> 00:38:27,050
+أخرى في منطقة أخرى خارج إطار الأسرة إذا الصداقة
+
+489
+00:38:27,050 --> 00:38:30,710
+مهمة جدًا النقطة الثانية الموقف الإيجابي ما أنت
+
+490
+00:38:30,710 --> 00:38:36,410
+قوليه؟ ما المقصود بالموقف الإيجابي؟
+
+491
+00:38:36,410 --> 00:38:41,170
+الموقف الإيجابي نعمل
+
+492
+00:38:41,170 --> 00:38:47,120
+عبدهعبد الله لو كان يقوم الليل هذا فيه ثناء الموقف
+
+493
+00:38:47,120 --> 00:38:52,060
+الإيجابي هو استخدام المواقف الإيجابية والثناء
+
+494
+00:38:52,060 --> 00:38:56,780
+عليها ايضا و التمثيل يعني او الطلب من الطلبة ان
+
+495
+00:38:56,780 --> 00:39:00,080
+يحاكوا هذا الموقف الإيجابي انا لما بجي اقول والله
+
+496
+00:39:00,080 --> 00:39:03,450
+ما شاء الله طالب الفلانيةعاملة عمل كتير راقى
+
+497
+00:39:03,450 --> 00:39:07,270
+اليوم، اليوم شفت انا و انا جايب ترفع ايش؟ ورقة عن
+
+498
+00:39:07,270 --> 00:39:11,470
+باب المدرسة بتضحى في سلة المهملات هذا الموقف سيعزز
+
+499
+00:39:11,470 --> 00:39:15,450
+العلاقات الإنسانية بينك و بين الطالبة و لا لأ؟ اذا
+
+500
+00:39:15,450 --> 00:39:18,950
+و الله الطالبة ما شاء الله اليوم جاب التبرع له
+
+501
+00:39:18,950 --> 00:39:24,670
+عشان ننظم البيئة الصفية و نحسن أدائها من والدها،
+
+502
+00:39:24,670 --> 00:39:27,890
+أشكرها كتير و جميع الطلبة كلهم ايش؟ اذا كفولة هذا
+
+503
+00:39:27,890 --> 00:39:31,740
+موقف كتير راقىهذه الطالب أثرت زملتها وقعدت اللي
+
+504
+00:39:31,740 --> 00:39:34,860
+كانت بترغب في الجلوس أمام، هي راحت جلست في الخلب،
+
+505
+00:39:34,860 --> 00:39:38,320
+إذا هذا موقف إيجابي صدر أي موقف إيجابي مثل منهج
+
+506
+00:39:38,320 --> 00:39:41,140
+الرسول عليه الصلاة والسلام الذي كان يمر على شيء
+
+507
+00:39:41,140 --> 00:39:44,700
+ويستخدم هذا الموقف ليعزز فيه قيمة أو اتجاه أو يعلم
+
+508
+00:39:44,700 --> 00:39:48,880
+أصحابه سلوك معين بنفس الطريقة كمعلمات، ينبغي أن
+
+509
+00:39:48,880 --> 00:39:52,800
+ننطلقباتجاه استثمار مواقف الإيجابية والاستخدامها
+
+510
+00:39:52,800 --> 00:39:57,400
+للثناء والتشجيع وتعزيز هذه القيمة بشكل جيد أيضا
+
+511
+00:39:57,400 --> 00:40:00,640
+القدرة على الاستماع والانصات ما المقصود بالقدرة
+
+512
+00:40:00,640 --> 00:40:04,320
+على الاستماع والانصات اتحدثنا في المرة القادمة في
+
+513
+00:40:04,320 --> 00:40:10,980
+السابقة كتير جميل أن نسمع للطلبة حتى ينتهوا وخلال
+
+514
+00:40:10,980 --> 00:40:16,470
+الاستماع بنكون الطالع اللوح مش هيك؟ وين؟من المهم
+
+515
+00:40:16,470 --> 00:40:21,390
+جدا لترسيخ العلاقات الإنسانية أن يبدأ النظر أو أن
+
+516
+00:40:21,390 --> 00:40:25,790
+يركز النظر على المتحدث بل بالعكس ويومي الاش المعلم
+
+517
+00:40:25,790 --> 00:40:30,050
+بأنه يوافق أحيانا وأنه معجب جدا بالكلام الذي يتحدث
+
+518
+00:40:30,050 --> 00:40:34,770
+فيه إذا هذا الكلام إيش معناه ويفهم في كل إيش جوانب
+
+519
+00:40:34,770 --> 00:40:38,410
+هذا الحديث من الصادر عن الطالب ما الذي يريد الطالب
+
+520
+00:40:38,410 --> 00:40:42,010
+لأ يقطع الطالب مش يروحيش يقطع عليه نص الكلام وكأنه
+
+521
+00:40:42,010 --> 00:40:46,590
+فهمه بطريقة خاطئة هنا بصير فيه مشكلة أيضاإياك و
+
+522
+00:40:46,590 --> 00:40:53,370
+أنا إيش تفقدي لحظات التركيز بمعنى إذا المدرسة في
+
+523
+00:40:53,370 --> 00:40:57,450
+لحظة هك سرحت و هي الطالبة بتحكي إيش بده يصير فيها
+
+524
+00:40:57,450 --> 00:41:01,690
+و إيش هتترد؟ هترد بطريقة خاطئة أو محرجة، مش هيك يا
+
+525
+00:41:01,690 --> 00:41:03,690
+أنت أنا بحكي، أنا بحكي عن شغل تاني، يعني انت ليش
+
+526
+00:41:03,690 --> 00:41:07,910
+بتردي عليا هيك؟ شوف كيف؟ إذا الاسماع و الإنصاف هي
+
+527
+00:41:07,910 --> 00:41:12,490
+مهارة مهمة جدا لي تعزيز التواصل بطريقة فعالة أيضا
+
+528
+00:41:12,490 --> 00:41:17,590
+القدرة على المجاملة بصدقهل في هناك مجاملة بين
+
+529
+00:41:17,590 --> 00:41:22,830
+الطالب و المعلم و بصدق كمان؟ نحن كما نسمع أن
+
+530
+00:41:22,830 --> 00:41:28,050
+المجاملة هي درب من دروب النفاق زي ما يسموه إيش،
+
+531
+00:41:28,050 --> 00:41:33,630
+بنمزح، أه مش هيك أو الراجل بيدهن أو الراجل يدهن،
+
+532
+00:41:33,630 --> 00:41:36,830
+هل هذا المقصود هنا؟ طب ما المقصود بالمقدرة على
+
+533
+00:41:36,830 --> 00:41:42,210
+المجاملة بصدق؟ فضليتفضل تفضل يعني أنا كنت كنت دربة
+
+534
+00:41:42,210 --> 00:41:47,330
+في مدرسة احضرت مشهد ان المدرسة عزبت طلباتي في
+
+535
+00:41:47,330 --> 00:41:52,190
+المدرسةماشاء الله كتير كويس شوفوا يعني هذا جانب بس
+
+536
+00:41:52,190 --> 00:41:56,410
+الجانب الأهم اللي بدي أحكيه هو أننا نجامل الطالبات
+
+537
+00:41:56,410 --> 00:42:01,110
+فيما هو فيهم من خصال جيدة كويس لنعزز هذه الخصال
+
+538
+00:42:01,110 --> 00:42:04,930
+بطريقة إيجابية لذلك لما أقول مجاملة بصدق أنا أكون
+
+539
+00:42:04,930 --> 00:42:07,210
+صادق كمان و أنا بأنقل و الله ما شاء الله عليها
+
+540
+00:42:07,210 --> 00:42:10,190
+الطالبة هي كتير كتير متفاعلة جدا انا بحكي اللي
+
+541
+00:42:10,190 --> 00:42:13,920
+فيها مش بحكي يعني .. بس أنا صادق و أنا صادقةشوفي
+
+542
+00:42:13,920 --> 00:42:19,060
+حتى نبرات و أشكال و شكل العينين بيختلف لما تقول
+
+543
+00:42:19,060 --> 00:42:21,720
+لواحدة و الله أنا بحبك و أنت مكشرة مايبتبين أنه
+
+544
+00:42:21,720 --> 00:42:26,060
+إيش إذا بقول و وجهها أصفر مش هيك أو بتسامتها صفرة
+
+545
+00:42:26,060 --> 00:42:30,220
+مش هادق لكن الإبتسامة الصادقة تظهر تماما في تعابير
+
+546
+00:42:30,220 --> 00:42:34,600
+الوجه تظهر في القدرة على إحداث نوع من التواصل مش
+
+547
+00:42:34,600 --> 00:42:41,000
+بقول الإبتسامة إيش مفتاحه الإيه القلوبلذلك ابتسم
+
+548
+00:42:41,000 --> 00:42:45,340
+او ابتسا ابتسامتك في وجه اخيك صدقاه لان هذه
+
+549
+00:42:45,340 --> 00:42:49,060
+الابتسامه هي المفتاح اللتي من خلاله نعبر الى قلوب
+
+550
+00:42:49,060 --> 00:42:51,680
+الناس اذا اول نقطه استخدام مهارات العلاقة
+
+551
+00:42:51,680 --> 00:42:56,100
+الإنسانية كمان مرةالصداقة، الموقف الإيجابي،
+
+552
+00:42:56,100 --> 00:42:59,720
+الاسماع والإنصاط، القدرة على المجامعة نفسه مكن من
+
+553
+00:42:59,720 --> 00:43:03,620
+النجاح أو مكني من النجاح لأن الطلبة بحاجة إلى
+
+554
+00:43:03,620 --> 00:43:07,700
+المرور بتجربة ناجح حتى يستمر أو تستمر جهودهم
+
+555
+00:43:07,700 --> 00:43:11,800
+وإنجازاتهم ودائما عشان أمكن من النجاح، في عندي
+
+556
+00:43:11,800 --> 00:43:17,240
+أربع برضه أسليب مهمة جدا أول حاجة، صوي بي ما هو
+
+557
+00:43:17,240 --> 00:43:20,840
+جزئيا صحيح كيف؟ إجتك طالبة، تفضلي
+
+558
+00:43:26,230 --> 00:43:30,950
+أو جاوبت بطريقة منخوظة يعني أن تجيب الطالبة على
+
+559
+00:43:30,950 --> 00:43:35,850
+سؤال المعلمة بطريقة منخوظة انت فورا اه ماشاء الله
+
+560
+00:43:35,850 --> 00:43:38,730
+ممتازة كتير كتير بارك الله فيك يعني أحسنت كتير
+
+561
+00:43:38,730 --> 00:43:42,050
+خلينا نحق إيه إيش نكمل بس الإجابة بطريقة إيه إذا
+
+562
+00:43:42,050 --> 00:43:45,270
+انت أعطتيها تحفيز و بنفس الوقت إيش و أديت المعلومة
+
+563
+00:43:45,270 --> 00:43:49,870
+بطريقة إيش صحيحة بعد أن تصويت بيها طيب أحيانا برضه
+
+564
+00:43:49,870 --> 00:43:53,620
+هذا التصويت مش بكون شفوي كمان بكون علىعالكتابة
+
+565
+00:43:53,620 --> 00:43:58,700
+يعني أنا طالب عندي بعتدلي مثلا شيء معين و في بعض
+
+566
+00:43:58,700 --> 00:44:02,760
+الأخطاء البسيطة بروح إيش بعطيها تغيير راجعة على من
+
+567
+00:44:02,760 --> 00:44:06,260
+خلال تزيير بعض الملاحظات صوّي بالإجابات المترددة و
+
+568
+00:44:06,260 --> 00:44:11,020
+غير الصحيحة زي ما حكيت واحدة مترددة مش قادرة تجاوب
+
+569
+00:44:11,020 --> 00:44:16,380
+أو جاوبت بطريقة خاطئةبنقولش غلط انت غلط اقعدى هذا
+
+570
+00:44:16,380 --> 00:44:20,360
+الأسلوب ابتعدوا عنه تماما احنا بقول كتير محاولة
+
+571
+00:44:20,360 --> 00:44:23,360
+رائعة جدا بس خلينا نشوف الإجابة صحيحة خليكي واقفة
+
+572
+00:44:23,360 --> 00:44:26,320
+شوية نشوف زميلتك ايش بتحكيها اه تمام هذا الإجابة
+
+573
+00:44:26,320 --> 00:44:30,800
+صح انتبهتي إجركت أيديها إذا أنا بصوب بطريقة أيضا
+
+574
+00:44:30,800 --> 00:44:36,640
+إيجابية ومتميزة أيضا شجع الممارسات الناجحة دايما
+
+575
+00:44:36,640 --> 00:44:40,070
+الممارسات الناجحة أو الفاعلة أو الحسنةتحتاج إلى
+
+576
+00:44:40,070 --> 00:44:42,990
+تشجيع حتى إيش مش قولنا التعزيز مالذي نقنيه
+
+577
+00:44:42,990 --> 00:44:49,110
+بالتعزيز هو إيش التشجيع
+
+578
+00:44:49,110 --> 00:44:53,270
+التحفيز إيش يعني أنه
+
+579
+00:44:53,270 --> 00:44:58,490
+إحنا بنحفظ الطالب أو الطالب على إيش على عمل حتى
+
+580
+00:44:58,490 --> 00:45:02,930
+يكرر هذا السلوك مش هيك عشان يكرر هذا السلوك إذا
+
+581
+00:45:02,930 --> 00:45:07,490
+مكن من النجاح النقطة التالتة افتحي حوارا مع الطلبة
+
+582
+00:45:07,490 --> 00:45:13,110
+هذا الحواركويس؟ ينبغي أن يكون حوارا صريحا بالله
+
+583
+00:45:13,110 --> 00:45:16,610
+إيش رأيكوا فيه المعلم؟ اكتبوا كل واحدة أفضل تلت
+
+584
+00:45:16,610 --> 00:45:22,010
+نقاط إيجابية و تلت نقاط سلبية في المعلم الآن هذا
+
+585
+00:45:22,010 --> 00:45:25,730
+الكلام فيه نوع من حوار إذا كان الطلبة بمستوى معين
+
+586
+00:45:25,730 --> 00:45:29,040
+لا يستطيعوا أن يتحدثوايعني أجي أقول للطالب إيش
+
+587
+00:45:29,040 --> 00:45:32,360
+رأيك فيه؟ أنا يمكن تنحرش فبحاول أفتح حوار بهذا
+
+588
+00:45:32,360 --> 00:45:34,960
+الطريقة إيش رأيكوا في الأسلوب؟ هل مناسب ولا مش
+
+589
+00:45:34,960 --> 00:45:38,960
+مناسب؟ ولا نغيره؟ هذا ممكن نفتحه بشكل مباشر وحواري
+
+590
+00:45:38,960 --> 00:45:42,060
+بطريقة طبيعية إذا أفتح حوارا صريحا مع مراعاة
+
+591
+00:45:42,060 --> 00:45:45,240
+الحدود التي يمكن أن ينبغي أو التي ينبغي أن يقف
+
+592
+00:45:45,240 --> 00:45:50,680
+عندها حد هذا الحوار أيضا أجي دي فرصة للمناقشات
+
+593
+00:45:50,680 --> 00:45:55,680
+الشخصية المقصود بالمناقشات الشخصية أن أنا إما أن
+
+594
+00:45:55,680 --> 00:46:00,640
+أقابل الطالب ده الطالبأو طالبة دعوة إلى المكتب إذا
+
+595
+00:46:00,640 --> 00:46:05,240
+كان لازم أو أخدها في حصة رياضة أو بفرصة إذا هذه
+
+596
+00:46:05,240 --> 00:46:08,120
+النقطة المقابلة الشخصية مهمة جدا بالذات إذا شعرتي
+
+597
+00:46:08,120 --> 00:46:11,880
+أن الطالبة كانت متفوقة وبدأت تتراجع لسؤالها عن
+
+598
+00:46:11,880 --> 00:46:15,020
+أسباب التراجع إيش اللي عندك بنتي كذا أو إذا كانت
+
+599
+00:46:15,020 --> 00:46:17,800
+والله متميزة لكن في عندها سلوكيات لا ترغب أن
+
+600
+00:46:17,800 --> 00:46:21,160
+تقوليها في إيش في داخل اللي هو الحصة أيضا
+
+601
+00:46:21,160 --> 00:46:24,200
+المناسبات الاجتماعية زي اللي حكيتها أزميلتكم أن
+
+602
+00:46:24,200 --> 00:46:28,220
+مدرسة بتدعو إيشالطالبات أو طالبة داعة المعلمات
+
+603
+00:46:28,220 --> 00:46:31,620
+تخيل كيف بتروح المعلمة هيك اللي هي على مناسبة
+
+604
+00:46:31,620 --> 00:46:34,380
+اجتماعية و الله والدة الطالبة المريضة أو الطالبة
+
+605
+00:46:34,380 --> 00:46:38,420
+المريضة أو صار عندها عزاء وتروح حتى المعلمة تشارك
+
+606
+00:46:38,420 --> 00:46:42,380
+في هذا الشغل وأثر أكيد هيكون أثر كتير إيجابي سيمكن
+
+607
+00:46:42,380 --> 00:46:46,660
+أو يبني أو يتيح للعلاقات الإيجابية أنطل طريق أيضا
+
+608
+00:46:46,660 --> 00:46:50,180
+وضع بعض الملاحظات المكتوبة على دفاتر الطلبة وعلى
+
+609
+00:46:50,180 --> 00:46:56,270
+كراساتهم بشكل كام النقطة الخامسةمعلش بس هنتحملونا
+
+610
+00:46:56,270 --> 00:47:00,210
+شوية تعزيز الصلوك النفس اجتماعي وتجسيد فكرة الشورة
+
+611
+00:47:00,210 --> 00:47:04,270
+كيف يمكن أنه جسد فكرة الشورة من خلال عمل مجموعات
+
+612
+00:47:04,270 --> 00:47:08,790
+عمل مجموعات مجلس الصف بالانتخاب الحر كويس و أنا
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+613
+00:47:08,790 --> 00:47:13,190
+بذكر أحد الطلبة في أحد المدارس الإعدادية يحدثني
+
+614
+00:47:13,190 --> 00:47:20,910
+معلم ويقول وقفة مجموعة من الطلبةلي يقولوا الشعب
+
+615
+00:47:20,910 --> 00:47:27,050
+يريد او الطلاب يريدون اسخاط الاش المدرس هجيتا جاء
+
+616
+00:47:27,050 --> 00:47:32,250
+المدير مهرولا ليه السفسر ما الامر قالوا ان المدرس
+
+617
+00:47:32,250 --> 00:47:38,470
+عينا فلانا اش عريفا على الصف بدون استشارتنا طب
+
+618
+00:47:38,470 --> 00:47:41,150
+هالكلام بعد الثورات بعد ربيع الثورات العربية طبعا
+
+619
+00:47:41,150 --> 00:47:45,190
+كويس قالهم طب معلش خلال يومين تلاتة انا بخلي ان
+
+620
+00:47:45,190 --> 00:47:48,540
+شاء الله يعملكوا انتخاباترفضوا الان لابد
+
+621
+00:47:48,540 --> 00:47:50,900
+الانتخابات ان تحدث الان طب مين انت بتكون رشحه
+
+622
+00:47:50,900 --> 00:47:55,400
+قالوا سنرشح الطالب برا لماذا لأنه انتخب لكن المعلم
+
+623
+00:47:55,400 --> 00:48:00,210
+حاول ان يزور في نتائج الانتخاباتإذن، لاحظي الإيجاد
+
+624
+00:48:00,210 --> 00:48:04,290
+اللي هو السلوك الاجتماعي وتجسيد فكرة الشعورية من
+
+625
+00:48:04,290 --> 00:48:08,690
+خلال مجلس الطلبة اللي بيقوم ببعض الرحلات، بعض
+
+626
+00:48:08,690 --> 00:48:11,370
+الأنشطة الثقافية، تنظيم الزيارات، هذا أيضًا من
+
+627
+00:48:11,370 --> 00:48:15,770
+المهم جدًا النقطة السادسة استخدام السناء والتشجيع
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+628
+00:48:15,770 --> 00:48:19,430
+الذي يسهم في حث المزيد أو الطلب على المزيد من
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+629
+00:48:19,430 --> 00:48:22,930
+العطاء، أيضًا تشجيع الطلبة الاحترام دواتهم عشان
+
+630
+00:48:22,930 --> 00:48:26,880
+نوقف عند هذا النقطة يا بنات، خليكم معانااحترام او
+
+631
+00:48:26,880 --> 00:48:30,680
+تشجيع الطلبة الاحترام ذاتهم احنا هنحكي في المحاضرة
+
+632
+00:48:30,680 --> 00:48:34,440
+القادمة عن الانضباط الذاتي والانضباط الذاتي جزء
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+633
+00:48:34,440 --> 00:48:37,720
+منه ينبغي ان يكون نابع من وين من احترام الذات
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+634
+00:48:37,720 --> 00:48:41,560
+والطالب اللذي يحترم ذاته هو يقدر سلوكه بشكل جيد
+
+635
+00:48:41,560 --> 00:48:44,500
+وازم يقول والله أنا احترم نفسه اذا المعنى هو ايش؟
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+636
+00:48:44,500 --> 00:48:49,950
+مش هيخطئهذا الموضوع احترام الذات هنشوف هناك عديد
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+637
+00:48:49,950 --> 00:48:52,810
+من الطرق اللي هنتناولها في المحاضرة القادمة ان شاء
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+638
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+الله لنشجع الطلبة على احترام زواتهم بس بدأ احكي
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+00:48:57,550 --> 00:49:00,470
+شغلة بالنسبة لموضوع ال quiz المحاضرة القادمة ان
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+شاء الله المحاضرة القادمة في نهاية المحاضرة
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+القادمة هيكون عندنا quizلحد ما نوصل يعني ان شاء
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+642
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+الله فحضروا المحاضرة القادمة لأنها داخلة في ال
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+quiz يعني احنا هنخلص الفصل التاني هنوقف على الفصل
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+التالت ان شاء الله بشكل كامل هناخد ال quiz عليه
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+تلت درجات هيكون مكتوب ان شاء الله رب العالم ماشي
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+ان شاء الله فصل الأول والتاني بركة لفيكم اشكركم
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+حسين السماعة
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diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..1e97852b31c50bf60a1d06dfe724eec3ca58a8fa
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_raw.json
@@ -0,0 +1 @@
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0.744873046875}, {"start": 2946.04, "end": 2946.18, "word": " ما", "probability": 0.953125}, {"start": 2946.18, "end": 2946.54, "word": " نوصل", "probability": 0.9892578125}, {"start": 2946.54, "end": 2946.82, "word": " يعني", "probability": 0.7861328125}, {"start": 2946.82, "end": 2947.1, "word": " ان", "probability": 0.68798828125}, {"start": 2947.1, "end": 2947.28, "word": " شاء", "probability": 0.975830078125}, {"start": 2947.28, "end": 2947.38, "word": " الله", "probability": 0.96484375}, {"start": 2947.38, "end": 2947.9, "word": " فحضروا", "probability": 0.8587890625}, {"start": 2947.9, "end": 2948.32, "word": " المحاضرة", "probability": 0.9737548828125}, {"start": 2948.32, "end": 2948.92, "word": " القادمة", "probability": 0.9895833333333334}, {"start": 2948.92, "end": 2949.32, "word": " لأنها", "probability": 0.6238606770833334}, {"start": 2949.32, "end": 2949.62, "word": " داخلة", "probability": 0.9490559895833334}, {"start": 2949.62, "end": 2949.74, "word": " في", "probability": 0.9111328125}, {"start": 2949.74, "end": 2949.84, "word": " ال", "probability": 0.9658203125}, {"start": 2949.84, "end": 2950.12, "word": " quiz", "probability": 0.9560546875}, {"start": 2950.12, "end": 2950.36, "word": " يعني", "probability": 0.835205078125}, {"start": 2950.36, "end": 2950.54, "word": " احنا", "probability": 0.9026692708333334}, {"start": 2950.54, "end": 2950.98, "word": " هنخلص", "probability": 0.96142578125}, {"start": 2950.98, "end": 2951.3, "word": " الفصل", "probability": 0.908447265625}, {"start": 2951.3, "end": 2951.78, "word": " التاني", "probability": 0.9314778645833334}, {"start": 2951.78, "end": 2952.72, "word": " هنوقف", "probability": 0.9268798828125}, {"start": 2952.72, "end": 2952.86, "word": " على", "probability": 0.90283203125}, {"start": 2952.86, "end": 2953.12, "word": " الفصل", "probability": 0.986083984375}, {"start": 2953.12, "end": 2953.48, "word": " التالت", "probability": 0.9554036458333334}, {"start": 2953.48, "end": 2953.62, "word": " ان", "probability": 0.74658203125}, {"start": 2953.62, "end": 2953.78, "word": " شاء", "probability": 0.994384765625}, {"start": 2953.78, "end": 2953.92, "word": " الله", "probability": 0.96044921875}, {"start": 2953.92, "end": 2954.4, "word": " بشكل", "probability": 0.9915364583333334}, {"start": 2954.4, "end": 2955.02, "word": " كامل", "probability": 0.9928385416666666}, {"start": 2955.02, "end": 2955.38, "word": " هناخد", "probability": 0.9617919921875}, {"start": 2955.38, "end": 2955.46, "word": " ال", "probability": 0.91357421875}, {"start": 2955.46, "end": 2955.64, "word": " quiz", "probability": 0.99267578125}, {"start": 2955.64, "end": 2955.84, "word": " عليه", "probability": 0.8603515625}, {"start": 2955.84, "end": 2956.06, "word": " تلت", "probability": 0.7373046875}, {"start": 2956.06, "end": 2956.62, "word": " درجات", "probability": 0.9964192708333334}, {"start": 2956.62, "end": 2957.72, "word": " هيكون", "probability": 0.7369791666666666}, {"start": 2957.72, "end": 2958.06, "word": " مكتوب", "probability": 0.9825439453125}, {"start": 2958.06, "end": 2958.2, "word": " ان", "probability": 0.8994140625}, {"start": 2958.2, "end": 2958.34, "word": " شاء", "probability": 0.991943359375}, {"start": 2958.34, "end": 2958.44, "word": " الله", "probability": 0.96875}, {"start": 2958.44, "end": 2958.64, "word": " رب", "probability": 0.801025390625}, {"start": 2958.64, "end": 2958.82, "word": " العالم", "probability": 0.793701171875}, {"start": 2958.82, "end": 2959.22, "word": " ماشي", "probability": 0.7918294270833334}, {"start": 2959.22, "end": 2960.46, "word": " ان", "probability": 0.2484130859375}, {"start": 2960.46, "end": 2960.64, "word": " شاء", "probability": 0.97998046875}, {"start": 2960.64, "end": 2960.7, "word": " الله", "probability": 0.9638671875}, {"start": 2960.7, "end": 2960.96, "word": " فصل", "probability": 0.759033203125}, {"start": 2960.96, "end": 2961.22, "word": " الأول", "probability": 0.796875}, {"start": 2961.22, "end": 2961.86, "word": " والتاني", "probability": 0.90283203125}, {"start": 2961.86, "end": 2962.68, "word": " بركة", "probability": 0.6780598958333334}, {"start": 2962.68, "end": 2963.08, "word": " لفيكم", "probability": 0.64923095703125}, {"start": 2963.08, "end": 2963.58, "word": " اشكركم", "probability": 0.8118896484375}, {"start": 2963.58, "end": 2963.9, "word": " حسين", "probability": 0.5061848958333334}, {"start": 2963.9, "end": 2964.3, "word": " السماعة", "probability": 0.8758138020833334}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2969.182, "duration_after_vad": 2901.890968749989}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2e4963b0a6412ded6417fa39235cb8efd873e7aa
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/e-J3aBdjbDE_raw.srt
@@ -0,0 +1,2588 @@
+1
+00:00:13,380 --> 00:00:16,180
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:16,180 --> 00:00:19,740
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:19,740 --> 00:00:24,260
+وعلى آله وصحبه وسلم أجمعين أما بعض اتحدتنا في
+
+4
+00:00:24,260 --> 00:00:29,830
+السابق عنالبيئة الصفية وقلنا ان البيئة الصفية
+
+5
+00:00:29,830 --> 00:00:33,250
+تنقسم إلى قسمين البيئة المادية والبيئة النفس
+
+6
+00:00:33,250 --> 00:00:37,830
+اجتماعية شرحنا فيما سبق عن البيئة المادية وقلنا ان
+
+7
+00:00:37,830 --> 00:00:41,430
+البيئة المادية للصف تعني ايه؟ ماذا تعني البيئة
+
+8
+00:00:41,430 --> 00:00:50,250
+المادية للصف؟ اذا
+
+9
+00:00:50,250 --> 00:00:56,050
+هي مجموع الظروف والعواملالمادية الموجودة داخل الصف
+
+10
+00:00:56,050 --> 00:01:03,090
+من سبورة، موارد مادية، من إمكانات، من إضاءة وتهوية
+
+11
+00:01:03,090 --> 00:01:09,410
+و هكذا طيب وقولنا أن المعلم له دور في إيه؟ في
+
+12
+00:01:09,410 --> 00:01:14,030
+الحفاظ على البيئة المادية و في تطويرها، ما هو هذا
+
+13
+00:01:14,030 --> 00:01:19,690
+الدور؟ إيش دور المعلم؟ في تنظيم البيئة المادية،
+
+14
+00:01:19,690 --> 00:01:25,180
+فضليالمحافظة الدائمة على البيئة في حالة إيش توازن
+
+15
+00:01:25,180 --> 00:01:28,920
+بحيث يستطيع الطالب أن يتكيّف مع هذه البيئة بطريقة
+
+16
+00:01:28,920 --> 00:01:33,680
+مناسبة إشراك الطالب في تحمل المسؤولية والمحافظة
+
+17
+00:01:33,680 --> 00:01:36,720
+على هذه البيئة إشراك الطلبة في إعداد الوسائل
+
+18
+00:01:36,720 --> 00:01:41,620
+التعليمية اللازمة
+
+19
+00:01:41,620 --> 00:01:49,230
+ووضع برنامج صيانةإما وقائي أو حتى طارق حيث يستطيع
+
+20
+00:01:49,230 --> 00:01:54,090
+المعلم أن يحافظ على هذه البيئة بشكل جميل تنظيم
+
+21
+00:01:54,090 --> 00:01:58,630
+جلوس الطلبة وفقًا لاحتياجاتهم ووفقًا للفروق
+
+22
+00:01:58,630 --> 00:02:05,490
+الفردية بينهم ادخل تعديلات من وقت لاخر لإعادته
+
+23
+00:02:05,490 --> 00:02:09,890
+اللي هو تنظيم البيئة بشكلأفضل يعني و إعادة اللي هو
+
+24
+00:02:09,890 --> 00:02:13,410
+التهيئة النفسية أو تهيئة الطالب النفسية لتقبل هذه
+
+25
+00:02:13,410 --> 00:02:17,170
+البيئة و الشعور بالراحة طيب متحدثنا أيضا عن صفوف
+
+26
+00:02:17,170 --> 00:02:21,150
+المكتظة و قلنا أن التعامل مع صفوف المكتظة يحتاج
+
+27
+00:02:21,150 --> 00:02:25,650
+إلى مجموعة من استراتيجيات كويس و مجموعة من الخطوات
+
+28
+00:02:25,650 --> 00:02:29,090
+التي ينبغي على المعلم أن يقوم بها من هذه الخطوات
+
+29
+00:02:29,090 --> 00:02:37,030
+قلنا قبل أسس لبيئة آمنة مطمئنةطيب انقل التوقعات
+
+30
+00:02:37,030 --> 00:02:42,850
+الإيجابية لطلابك اشعر طلابك بالحب والاحترام استخدم
+
+31
+00:02:42,850 --> 00:02:46,230
+استراتيجيات جاذب الانتباه اللي هي المادية
+
+32
+00:02:46,230 --> 00:02:51,970
+والتحريضية وجاذبات الانتباه التوكيدية والعاطفية
+
+33
+00:02:51,970 --> 00:02:57,210
+أيضا ايش كمان حدد الهدف من الانشطة الصفية لأن
+
+34
+00:02:57,210 --> 00:03:00,870
+تحديد الهدف من شأنه ان ايش يشعر الطالب بالارتياح
+
+35
+00:03:00,870 --> 00:03:01,510
+أيضا
+
+36
+00:03:04,780 --> 00:03:08,940
+السفد من أساليب التعلم الذاتي، أيضًا توصيع اللي هو
+
+37
+00:03:08,940 --> 00:03:12,480
+الجدول الدراسي بحيث اللجوء إلى جدول دراسي مرهن،
+
+38
+00:03:12,480 --> 00:03:15,920
+إذن هذه تقريبًا مجمع الأمور التي ينبغي على المعلم
+
+39
+00:03:15,920 --> 00:03:20,900
+أن يعطيها أو يتعامل معها ليش ليتغلب على مشكلة
+
+40
+00:03:20,900 --> 00:03:26,360
+الصوف المقتضاء اليومسنصل إلى المشكلات التي تترتب
+
+41
+00:03:26,360 --> 00:03:30,820
+على الكثافة الصفية ثم بعد ذلك سنتطرق إلى البيئة
+
+42
+00:03:30,820 --> 00:03:34,800
+النفسي اجتماعية كعنصر ثاني من عناصر البيئة الصفية
+
+43
+00:03:34,800 --> 00:03:38,220
+في هذه المحاضرة سيكون الطالب قادرا في نهاية هذه
+
+44
+00:03:38,220 --> 00:03:43,100
+المحاضرة علىذكر أهم المشكلات الإدارية والتعليمية
+
+45
+00:03:43,100 --> 00:03:48,240
+والصحية الناتجة عن الكثافة الصفية أيضا سنتعرف على
+
+46
+00:03:48,240 --> 00:03:52,060
+مفهوم البيئة النفس اجتماعية أو النفسية والاجتماعية
+
+47
+00:03:52,060 --> 00:03:56,340
+داخل البيئة الصفية ثم نتعرف على دور المعلم في
+
+48
+00:03:56,340 --> 00:04:01,920
+تنظيم هذه البيئة النفس اجتماعية ما هي المشكلات
+
+49
+00:04:01,920 --> 00:04:07,690
+التعليمية للإدارة الصفية؟نحن الآن سنتخيل أن أنا
+
+50
+00:04:07,690 --> 00:04:15,930
+أمام صف مكتظ كويس و هذا الصف المكتظ حتما لن يكون
+
+51
+00:04:15,930 --> 00:04:20,010
+كما لو كان صفا مثاليا إذا هناك مشاكل و مشكلات
+
+52
+00:04:20,010 --> 00:04:24,290
+ستنبع عن اقتضاء هذا الصف هذه المشكلات قسمناها إلى
+
+53
+00:04:24,290 --> 00:04:29,030
+ثلاث أقسام قسم الأول مشكلات تعليمية ثم مشكلات
+
+54
+00:04:29,030 --> 00:04:33,190
+إدارية ثم مشكلات صحية ما هي المشكلات التعليمية أهم
+
+55
+00:04:33,190 --> 00:04:34,470
+النقاط فضلوا
+
+56
+00:04:37,370 --> 00:04:43,950
+إذا أول نقطة تدني إيش مستوى التحصيل عند الطلبة ليش
+
+57
+00:04:43,950 --> 00:04:49,630
+يتدني المستوى التحصيل؟ لماذا؟
+
+58
+00:04:49,630 --> 00:04:54,210
+بسبب عدم قدرة المعلم على إشراك جميع الطلبة في
+
+59
+00:04:54,210 --> 00:04:58,890
+الأنشطة الصفية و هذا من شأنه أن يبدأ إيش بتدني أو
+
+60
+00:04:58,890 --> 00:05:02,170
+يعمل على التدني اللي هو المستوى التحصيل لدى الطلبة
+
+61
+00:05:02,170 --> 00:05:02,850
+النقطة التانية
+
+62
+00:05:06,630 --> 00:05:09,690
+يعني احنا مابناش نستخدم عدم، بنقول ضعف القدرة لإن
+
+63
+00:05:09,690 --> 00:05:13,230
+مافيش ممكنية للعدمية يعني ضعف القدرة على مراعاة
+
+64
+00:05:13,230 --> 00:05:18,070
+الفروق الفردية التي ينبغي مراعاتها للطلبة وهذا
+
+65
+00:05:18,070 --> 00:05:22,730
+أيضا ناشق على إنه عدد كبير، مستويات متعددة ومختلفة
+
+66
+00:05:22,730 --> 00:05:27,330
+ومتباينة، قلة وقت الحصة، المحدودية الوقت، من شأنه
+
+67
+00:05:27,330 --> 00:05:30,330
+أنش يصعب على المعلم أن يراعي الفروق الفردية
+
+68
+00:05:30,330 --> 00:05:34,110
+بفاعلية، لكنه يستطيع بالحد الأدنى أن يقوم بهذا
+
+69
+00:05:34,110 --> 00:05:39,750
+الأمرمعادل دجوان في مجلد تنابيب، هيخليه لا يستطيع
+
+70
+00:05:39,750 --> 00:05:45,560
+أن يراعدهم؟ممتاز جدا، أيضا لحظة الأزماليتكم لفتت
+
+71
+00:05:45,560 --> 00:05:49,040
+نظرنا إلى قضية مهمة جدا وهي صعوب التشخيص نقاط
+
+72
+00:05:49,040 --> 00:05:52,800
+القوة والضعف أو نقاط الضعف لدى التلاميذ و الوقوف
+
+73
+00:05:52,800 --> 00:05:57,320
+على إيش قدراتهم هذا طبعا صعوبة التشخيص طبيعي أنا
+
+74
+00:05:57,320 --> 00:06:00,980
+أمام صف مكتظ لاستطيع أن أحفظ الأسماء كاملة إلا بعد
+
+75
+00:06:00,980 --> 00:06:05,200
+فترة لاستطيع أن أتعرف على جوانب الشخصية لدى الطالب
+
+76
+00:06:05,780 --> 00:06:09,280
+كذلك لا استطيع ان اتعرف على كل التفاصيل ذات
+
+77
+00:06:09,280 --> 00:06:13,260
+العلاقة بي جوانب الضعف تحديدا لدى بعض الطلبة وهذا
+
+78
+00:06:13,260 --> 00:06:16,360
+منشأنه انه انا مايخليني مش قادر ايش اراعي الفروق
+
+79
+00:06:16,360 --> 00:06:22,160
+الفرديةصعوب التوفير الوثائق التعليمية و الوثائق
+
+80
+00:06:22,160 --> 00:06:26,500
+السماعات التعليمية نعم صعوب التوفير الوثائق
+
+81
+00:06:26,500 --> 00:06:30,180
+التعليمية معروف أن استخدام الوثائق التعليمية من
+
+82
+00:06:30,180 --> 00:06:33,600
+الأمور المهمة جدا و التي أدحت ضرورية في هذا العصر
+
+83
+00:06:33,600 --> 00:06:38,720
+و اللي ينصح بها بشكل كبير جدا أن احنا نستخدم هذه
+
+84
+00:06:38,720 --> 00:06:42,340
+الوثائق لكن إذا كانت هذه الوثائق زي صحف النشاط
+
+85
+00:06:42,340 --> 00:06:45,920
+البطاقات التعليمية بعض الألعاب اللي أنا لازم
+
+86
+00:06:45,920 --> 00:06:50,240
+أوزحها للطالبات أو للطلابوعندي عدد مكتظ لا أستطيع
+
+87
+00:06:50,240 --> 00:06:54,860
+أن أوفره للتكلفة المالية أو للوقت وهدر الوقت كل
+
+88
+00:06:54,860 --> 00:06:57,860
+هذه التفاصيل لا أستطيع أن أوفرها من شأنها أنها إيش
+
+89
+00:06:57,860 --> 00:07:01,720
+تقلل من فعالية عملية التدريس اللي لازم أنا أستخدم
+
+90
+00:07:01,720 --> 00:07:05,000
+فيها بشكل نموذجي الوسائل التعليمية هذه تقريبا
+
+91
+00:07:05,000 --> 00:07:08,620
+مشكلات الكثافة الصفية فيما يتعلق بالمشكلات
+
+92
+00:07:08,620 --> 00:07:12,780
+التعليمية نيجي للمشكلات الإدارية فضلي عدم قدرة
+
+93
+00:07:12,780 --> 00:07:17,700
+التعليم على متابعة الأعمال الكبيرةأول حاجة معروف
+
+94
+00:07:17,700 --> 00:07:22,920
+أنه في عمل إداري للمعلم وهو متابعة وتصحيح إيش ما
+
+95
+00:07:22,920 --> 00:07:26,600
+يقوم بيه التلاميذ وإندادهم بالتغذية الراجعة هذا
+
+96
+00:07:26,600 --> 00:07:30,120
+الكلام لما يكون عندي خمسين طالب معناه ذلك إذا بدي
+
+97
+00:07:30,120 --> 00:07:34,000
+أصحح و أتابع إذا راح وقت الحصة ولا أن أستطيع إيش
+
+98
+00:07:34,000 --> 00:07:39,580
+إعطاء الدرس حقه إذا أول نقطة هي إيه علاقة بيه كمان
+
+99
+00:07:39,580 --> 00:07:48,460
+مرة؟ عدم أو صعوبة إيش؟قدرة المعلم على تصحيح
+
+100
+00:07:48,460 --> 00:07:52,280
+الأعمال الكتابية التي يقوم بها الطلبة نقطة تانية
+
+101
+00:07:52,280 --> 00:07:58,100
+صعوبة إقدار تصف وضبط صعوبة إقدار تصف وضبط سيخرج
+
+102
+00:07:58,100 --> 00:08:02,560
+لدينا بعض الطلبة المشاغبين بعض التصرفات اللاسلوكية
+
+103
+00:08:02,560 --> 00:08:08,660
+أو السلوكية اللاجيدة هذه السلوكيات من شأنها انها
+
+104
+00:08:08,660 --> 00:08:13,140
+تخلي اشتدت المعلم في صعوبة في أدائه في عملية الضبط
+
+105
+00:08:13,140 --> 00:08:17,180
+صعوبة في عملية التركيز صعوبة فيإحداث نوع من الضبط
+
+106
+00:08:17,180 --> 00:08:21,820
+العام الذي يساهم في عملية اللي هو فعالية الدرس أو
+
+107
+00:08:21,820 --> 00:08:25,960
+فعالية العملية التعليمية أيضا في شغلة تالتة وهي
+
+108
+00:08:25,960 --> 00:08:30,120
+صعوبة حركة المعلم احنا قولنا شكل الصف المقتض كيف
+
+109
+00:08:30,120 --> 00:08:35,020
+يكون فش مسافات بين الأسطور في نوع من الاقتضاد من
+
+110
+00:08:35,020 --> 00:08:38,840
+المفيد جدا أن يتحرك المعلم بين الطلبة وهذا كلام
+
+111
+00:08:38,840 --> 00:08:41,520
+هناخده في استراتيجية جذب الانتباه في ال .. ال ..
+
+112
+00:08:41,520 --> 00:08:46,130
+ال .. ال ..في المحاضرات القادمة انه من احدى
+
+113
+00:08:46,130 --> 00:08:48,970
+الاستراتيجيات الاقتراب المكاني يعني لازم المعلم
+
+114
+00:08:48,970 --> 00:08:51,550
+يشوف ايش هذا بيعمل و ايش الطالب اللي في الآخر
+
+115
+00:08:51,550 --> 00:08:56,370
+بيسوي كيف قد نشاطه كيف خطه و هكذا ايضا كثرة
+
+116
+00:08:56,370 --> 00:09:02,250
+المشكلات السلوكية مثل اه ايش فيه مشكلة سلوكية تنشأ
+
+117
+00:09:02,250 --> 00:09:07,240
+كمشكلة إدارية؟أستاذ هذا مزدعلي الدفتر أستاذ هذه
+
+118
+00:09:07,240 --> 00:09:11,040
+أخدتلي المصطرة مش هي؟ إذا هناك مشكلة السوروكية ..
+
+119
+00:09:11,040 --> 00:09:15,300
+هذه اعتدت علي ضربتني .. إذا هناك مشكلة السوروكية
+
+120
+00:09:15,300 --> 00:09:19,140
+تبرص كلما كان العدد كبير و خلينا نضرب مثال الأسرة
+
+121
+00:09:19,140 --> 00:09:23,720
+إذا كان عددها كبير فوق العشرة إيش بيصير؟ الأم
+
+122
+00:09:23,720 --> 00:09:26,960
+والأب لا يستطيعوا إيش بس يعني مطلوب منهم أن يقفوا
+
+123
+00:09:26,960 --> 00:09:31,920
+حكاما لأولادهم ليحلوا مشاكلهم إذا كلما زادت العدد
+
+124
+00:09:31,920 --> 00:09:35,570
+كلما زادتاحتمالية المشكلات الإدارية والمشكلات
+
+125
+00:09:35,570 --> 00:09:39,510
+التعليمية في الصفر اخر شغلة وهي المشكلات الصحية
+
+126
+00:09:43,220 --> 00:09:48,180
+أول حاجة ضعف التعبير أو ضعف تنمية قدرات التعبير
+
+127
+00:09:48,180 --> 00:09:52,560
+لدى الطلبة لأنه طبيعي إذا كان الصف مكتف لن تكون
+
+128
+00:09:52,560 --> 00:09:57,000
+هناك إتاحة للمشاركة للطالب لن يستطيع المطالب أن
+
+129
+00:09:57,000 --> 00:10:01,240
+يعبر بحرية أو يأخذ الوقت الكافي ليعبر بحرية عن كل
+
+130
+00:10:01,240 --> 00:10:04,660
+ما يريد إذا هينشأ بالذات في المرحلة الأساسية
+
+131
+00:10:04,660 --> 00:10:08,380
+الدنيا هينشأ نوع من الضعف للتعبير أو في التعبير
+
+132
+00:10:08,380 --> 00:10:13,040
+لدى هؤلاء الطلبة أيضا الأمراض النوع دىالامراض
+
+133
+00:10:13,040 --> 00:10:17,460
+المعضية بالذات الصفوف المزحمة و احنا في بيئة او
+
+134
+00:10:17,460 --> 00:10:22,300
+بيئات مختلفة زي ما تحدثنا بيأتي الطالب ربما يكون
+
+135
+00:10:22,300 --> 00:10:26,340
+وصيب بفلوانزا ربما امراض جلدية ربما وهذه احتمالية
+
+136
+00:10:26,340 --> 00:10:29,720
+نقل العدوى فيها ايش كبير جدا كل ما زاد الطلبة
+
+137
+00:10:29,720 --> 00:10:34,960
+التصاقن وفيش بعد معنا ذلك زادت ايش إمكانية ان يحدث
+
+138
+00:10:34,960 --> 00:10:39,120
+هذه او تحدث هذه الإشكاليات ايضا إمكانية عرض طلب
+
+139
+00:10:39,120 --> 00:10:42,580
+الادم طبعاأيضًا زى ما حكى عن المشكلة السلوكية هناك
+
+140
+00:10:42,580 --> 00:10:45,840
+إذا التعرض للأذى من قبل الطلاب هذه أيضًا مشكلة
+
+141
+00:10:45,840 --> 00:10:49,460
+صحية أيضًا إمكانية تعرض لحوادث عرضية يعنى مش
+
+142
+00:10:49,460 --> 00:10:54,060
+بضرورة إعتداء يعني كونوا فيه الزحام طلعوا الطلاب
+
+143
+00:10:54,060 --> 00:10:57,900
+يروحوا الزحموا على درجه معناه ذلك إنه إيش صار فيه
+
+144
+00:10:57,900 --> 00:11:08,340
+إيش إصابات محتملة نعم هذا كلام صحيحطيب نجي الآن
+
+145
+00:11:08,340 --> 00:11:12,700
+عشان نشوف اللي هو البيئة النفس اجتماعية صحيح
+
+146
+00:11:12,700 --> 00:11:17,540
+البيئة النفس اجتماعية تشير إلى أمر مهم جدا تحدثنا
+
+147
+00:11:17,540 --> 00:11:20,760
+سابقا أن البيئة الصفية هي بيئة أو العملية
+
+148
+00:11:20,760 --> 00:11:26,340
+التعليمية هي عملية أساسا إيش مش إنسانية من قوامها
+
+149
+00:11:26,340 --> 00:11:31,280
+الطالب و المعلم مش هيك وكونوا الطالب و المعلم هم
+
+150
+00:11:31,280 --> 00:11:35,460
+من جنس الإنسان فمعنى ذلك أن النفس الإنسانية هي
+
+151
+00:11:35,460 --> 00:11:40,130
+أساس إيشالعملية التعليمية يعني إذا أنا مرتاح نفسيا
+
+152
+00:11:40,130 --> 00:11:44,110
+ماعنا ذلك حاجة و أدرس بشكل مريح إذا انت كمان مرتاح
+
+153
+00:11:44,110 --> 00:11:48,350
+نفسيا هتستقبل المعلومات بشكل أفضل كثير جدا كل ما
+
+154
+00:11:48,350 --> 00:11:52,490
+كانت البيئة النفسي اجتماعية داخل الصف هي بيئة تشير
+
+155
+00:11:52,490 --> 00:11:58,090
+إلى أول شيء بيئة آمنة مطمئنة يسعد فيها التلاميذ لا
+
+156
+00:11:58,090 --> 00:12:01,770
+يعتدي أحد على الآخر بيئة فيها نوع من الشورة
+
+157
+00:12:01,770 --> 00:12:06,700
+والديمقراطية من قبل المعلم أن المعلم يعطيالمجال
+
+158
+00:12:06,700 --> 00:12:10,320
+للطلبة لأن يعبّروا عن ذواتهم يعبّروا عن أفكارهم
+
+159
+00:12:10,320 --> 00:12:14,940
+طالما أن الطلبة في داخلهم أو بينهم بين بعض علاقتهم
+
+160
+00:12:14,940 --> 00:12:19,360
+إنسانية وطيبة إذن معنى ذلك نحن إيش أمام بيئة نفس
+
+161
+00:12:19,360 --> 00:12:23,820
+اجتماعية بيئة إيش راقية جدا بيئة مريحة بيئة تعلمية
+
+162
+00:12:23,820 --> 00:12:28,640
+أو تعليمية أيضا تناسب وتتناسب مع النموذج المثالي
+
+163
+00:12:28,640 --> 00:12:34,140
+والمعايير المثالية هناك أسس ل هذه البيئة أول حاجة
+
+164
+00:12:34,140 --> 00:12:38,940
+الأسس نفسيةما الذي ينعنيه بالأساس نفسية؟ في هنا
+
+165
+00:12:38,940 --> 00:12:43,100
+نقطتين أساسيات لازم ندرسهم في هذه الأساس ما هي؟
+
+166
+00:12:43,100 --> 00:12:50,780
+أول حاجة طبيعة مين؟ طبيعة المتعلم احنا بنحكي عن
+
+167
+00:12:50,780 --> 00:12:55,520
+طالب بظبط طبيعة المتعلم قدراته العقلية، إمكاناته
+
+168
+00:12:55,520 --> 00:12:59,700
+ألا تؤثر في البعد النفسي كل ما كانت إمكانات وميول
+
+169
+00:12:59,700 --> 00:13:00,820
+الطالب
+
+170
+00:13:03,000 --> 00:13:08,060
+باتجاه التعليم كل ما كان إياش جاه هو مرتاح سيعطيه
+
+171
+00:13:08,060 --> 00:13:12,600
+سيسمع بطريقة فعالة أو بطريقة جيدة ايضا الجانب
+
+172
+00:13:12,600 --> 00:13:17,140
+التاني معرفة موضوع التعلم أنت الآن تأتي إلى هذه
+
+173
+00:13:17,140 --> 00:13:22,880
+المحاضرة و لديك رغبة في الاسمع حابة تيجي على
+
+174
+00:13:22,880 --> 00:13:27,180
+المحاضرة هاي؟ كويس؟ و بتسعدي أنك تحبي مادة إدارة
+
+175
+00:13:27,180 --> 00:13:32,770
+الصف؟ إذا أنت بتحضري تساهميبل بالعكس تشاركي بشكل
+
+176
+00:13:32,770 --> 00:13:37,630
+راقي جدا على الأقل تنضبطي ذاتيا في أنك انت تستفيدي
+
+177
+00:13:37,630 --> 00:13:42,050
+من المحاضرة لكن لو كنا بناروح على محاضرة رياضيات و
+
+178
+00:13:42,050 --> 00:13:46,260
+هذه المحاضرة بالنسبة لكم مش كتيرهذا الكلام إذا
+
+179
+00:13:46,260 --> 00:13:51,180
+بنقيسه على الصفوف .. على الصفوف المدارس كلنا مررنا
+
+180
+00:13:51,180 --> 00:13:54,860
+بتجربة إن احنا بنحب مادة و بنحبش مادة أخرى بنحب
+
+181
+00:13:54,860 --> 00:13:57,280
+مادة هديك بنستنى وقتش تيجي و هديك ايه عشان بنقول
+
+182
+00:13:57,280 --> 00:14:01,620
+وقتش تخلص لذلك إذا كان طبيعة الميولي أنا كمتعلم
+
+183
+00:14:01,620 --> 00:14:04,740
+باتجاه الرياضيات هحب الرياضيات إذا ميولي باتجاه
+
+184
+00:14:04,740 --> 00:14:08,360
+اللغة العربية هحب اللغة العربية لذلك الأسس النفسية
+
+185
+00:14:08,360 --> 00:14:12,370
+تقوم على بعدين بعد الأولموضوع التعلم هذا اللي احنا
+
+186
+00:14:12,370 --> 00:14:15,830
+هل بنحب و لا بنحبوش إذا هنرتاح أو مارتاحش و ما هو
+
+187
+00:14:15,830 --> 00:14:18,870
+أيضا طبيعة المتعلم قدراته العقلية هل تستطيع ..
+
+188
+00:14:18,870 --> 00:14:23,370
+يعني إذا كانت إنسانة أو طالبة لاتستطيع أن تحول في
+
+189
+00:14:23,370 --> 00:14:27,730
+الجبر الخطي ولا في الهندسة و بتبت .. خلاص مش سوعب
+
+190
+00:14:27,730 --> 00:14:32,310
+هذا الموضوع تلقايا بننصحها وانت تروح على الأدبي مش
+
+191
+00:14:32,310 --> 00:14:36,570
+هيك عشان برضه هذه ميولها هذه قدراتها أن تتعامل مع
+
+192
+00:14:36,980 --> 00:14:39,920
+المواد الأدبية، لا تتعامل مع المواد العلمية وكذا،
+
+193
+00:14:39,920 --> 00:14:43,700
+القياس على أمور أخرى، إذا أول قصص نفسية زي ما حكي
+
+194
+00:14:43,700 --> 00:14:48,480
+أنا معرفة موضوع التعلم ثم معرفة طبيعة المتعلم
+
+195
+00:14:48,480 --> 00:14:55,000
+وحاجاته النفسية المتعددة طيب هذه الحاجات اللي
+
+196
+00:14:55,000 --> 00:14:59,640
+بتحدث عنها ما هي؟ تعرفوا هرم أسلول الحاجات؟ خمسة
+
+197
+00:14:59,640 --> 00:15:01,040
+آه مين تحدث؟ اتفضلي
+
+198
+00:15:05,260 --> 00:15:08,180
+طيب خلينا نقول حاجة حاجة الحاجة إلى الطمأنينة
+
+199
+00:15:08,180 --> 00:15:12,300
+الراحة النفسية والأمان الأمن يعني كويس الحاجة إلى
+
+200
+00:15:12,300 --> 00:15:15,860
+الأمن الحاجة إلى الطمأنينة أليست هي حاجة مهمة
+
+201
+00:15:15,860 --> 00:15:20,280
+ويشدر أنه رعيها في الصف مهم جدا تتذكر لما قلنا أن
+
+202
+00:15:20,280 --> 00:15:23,740
+أسس اللي بيه أمن ومطمئنه إذن أول نقطة احنا بننصحها
+
+203
+00:15:23,740 --> 00:15:26,820
+للمعلم أسس اللي بيه أمن ومطمئنه لأنه تنسجم مع
+
+204
+00:15:26,820 --> 00:15:31,830
+حاجات هذا الفرد أو هذا الطالب طيبالنقطة التانية
+
+205
+00:15:31,830 --> 00:15:35,990
+حاجته إلى الحب المتبادل، الانتماء، الولاء، دائما
+
+206
+00:15:35,990 --> 00:15:41,170
+الطالب بطبعه أليس اجتماعيا؟ أكيد، هو اجتماعي، كونه
+
+207
+00:15:41,170 --> 00:15:45,090
+اجتماعي إذا يحتاج إلى أن يجد قبولا في داخل الصف،
+
+208
+00:15:45,090 --> 00:15:47,510
+الطالب اللي بيلاقي كل الطالب اللي بيجي حواليه
+
+209
+00:15:47,510 --> 00:15:52,230
+بيسعد بشكل كبير جدا لأنه بيشعر بقيمته وبيشعر بإن
+
+210
+00:15:52,230 --> 00:15:56,490
+هو مقبول لدى الآخرين، لذلك إشباح هذه الحاجة يمثل
+
+211
+00:15:56,490 --> 00:16:00,990
+حافظ لإيش؟ للتعلم والإقبال على موضوع التعلمالحاجة
+
+212
+00:16:00,990 --> 00:16:06,750
+الثالثة النجاح تشوف يا جماعة لو أنا الطالب لا ينجح
+
+213
+00:16:07,760 --> 00:16:11,540
+إيش بيصير معاه؟ بيصير فيه إحباط و ربما تراجع و
+
+214
+00:16:11,540 --> 00:16:15,680
+أحيانا انتكاسة و إيش و تسلل أو تسرب من المدرسة إذا
+
+215
+00:16:15,680 --> 00:16:19,440
+هو بحاجة إلى النجاح عشان هيك هنجيب في موضوع النجاح
+
+216
+00:16:19,440 --> 00:16:23,440
+نقول مكن من النجاح ضروري أنه مكن كمعلم أو كمعلمة
+
+217
+00:16:23,440 --> 00:16:27,580
+أنه مكن الطلبة من النجاح لازم يعطيهم شيء من يشبعوا
+
+218
+00:16:27,580 --> 00:16:30,460
+حاجته من أن انت تستطيع أن تكون في هذا المجال و
+
+219
+00:16:30,460 --> 00:16:34,450
+بالعكس و تتفوق في هذا المجاللذلك دائما الطالب يخاف
+
+220
+00:16:34,450 --> 00:16:38,630
+من الإخفاء، يخاف من الفشل، وإذا مارت تجربة فاشلة،
+
+221
+00:16:38,630 --> 00:16:42,250
+لا يرغب في العودة إليها بالإطلاق، أي واحدة فينا
+
+222
+00:16:42,250 --> 00:16:49,090
+جربت تفوت في موقف فاشل، كويس، بتهرب منه تماما،
+
+223
+00:16:49,090 --> 00:16:53,270
+وجربه، وروح على كلية ما، وإفشلي فيها، هتحولي، لو
+
+224
+00:16:53,270 --> 00:16:56,870
+قولولك ارجعيلها، بتقولي لأ مش هرجعلذلك هو الطالب
+
+225
+00:16:56,870 --> 00:17:00,430
+بنفس الطريقة إذا فشل في محور معين يحاول أن يهرب
+
+226
+00:17:00,430 --> 00:17:06,550
+منه ولا يعني يرغب في تعلمه مرة أخرىممكن يكون دافع
+
+227
+00:17:06,550 --> 00:17:10,510
+اذا وجد ايش محفزات انه لأ تشجيع اذا عشانك احنا
+
+228
+00:17:10,510 --> 00:17:13,810
+بقول ايش الحاجة الى نجاح مطلوبة مني كمعلمة ان انا
+
+229
+00:17:13,810 --> 00:17:18,270
+احطها او اضاحها داخل سلوك او داخل نفسية هذا الطالب
+
+230
+00:17:18,270 --> 00:17:21,330
+ايضا الحاجة الى سلطة دابطة ما المقصود بالسلطة
+
+231
+00:17:21,330 --> 00:17:25,550
+دابطة خليني اقول شغلة كل واحد مش بقوله في المثل
+
+232
+00:17:25,550 --> 00:17:30,010
+عندنا اللي مالوش كبير يدور على كبير مش هيك ليش هذا
+
+233
+00:17:30,010 --> 00:17:34,890
+الكلام حتى لو كبر الإنسان يحتاج الى اطمئنانإلى أن
+
+234
+00:17:34,890 --> 00:17:41,950
+قراراته وسلوكه فيه نوع من التشجيع
+
+235
+00:17:41,950 --> 00:17:46,950
+والتحفيز من أي جانب؟ انت عارف يعني .. زي ما حكي
+
+236
+00:17:46,950 --> 00:17:50,810
+أنا .. الإنسان حتى في علاقته مع الله عز وجل هذه
+
+237
+00:17:50,810 --> 00:17:55,330
+العلاقة لماذا يشعر الإنسان بالحاجة إلها دائما؟ ليش
+
+238
+00:17:55,330 --> 00:18:01,230
+بيأخذ جانبا في منتصف الليل ويناجي ربه؟ لماذا؟لأنه
+
+239
+00:18:01,230 --> 00:18:04,910
+بيشعر أنه بحاجة إلى إيش؟ من هو أعلى منه ليناجيه،
+
+240
+00:18:04,910 --> 00:18:10,410
+ليشكوا إليه ضعف قوته، ليشكوا إليه ضعف جنبات نفسه
+
+241
+00:18:10,410 --> 00:18:13,690
+وعدم قدرته على مواجهة المعاصي، ليه؟ ليه؟ كل هذه
+
+242
+00:18:13,690 --> 00:18:17,350
+التفاصيل إذا الإنسان يحتاج إلى من يلجأ إليه اللي
+
+243
+00:18:17,350 --> 00:18:21,930
+لم يجد يعني زي ما حكينا في الدنيا شيء أكيد هيلجأ
+
+244
+00:18:21,930 --> 00:18:25,860
+لمن هو أعلى من هذاالكيان الدنياوي اللي احنا بنعيش
+
+245
+00:18:25,860 --> 00:18:29,400
+وإذا الحاجة إلى سلطة ضابطة تطبط سلوك الطالب توجهه
+
+246
+00:18:29,400 --> 00:18:33,540
+إلى السلوك الرشيد ثم تحفظه أن هذا السلوك هو السلوك
+
+247
+00:18:33,540 --> 00:18:38,660
+الصائب اللذي ينبغي أن تحافظ عليه أيضا مع الحاجة
+
+248
+00:18:38,660 --> 00:18:42,840
+إلى سلطة ضابطة كمان بحاجة إلى حرية انتوا تخصصتم
+
+249
+00:18:42,840 --> 00:18:48,350
+بإجبار؟كثير من الأباء الآن لا يجبر الأبناء على
+
+250
+00:18:48,350 --> 00:18:52,110
+تخصص معين أو اختيار شيء معين طيب بنفس الطريقة
+
+251
+00:18:52,110 --> 00:18:55,530
+كمعلم المفترض انه انا احاول قدر المكان ان اعطي
+
+252
+00:18:55,530 --> 00:18:59,610
+هامش من الحرية للطلبة كيف؟ في اختيار المقعد، اذا
+
+253
+00:18:59,610 --> 00:19:03,830
+كان يتناسب لماذا لا؟ في اختيار الصديق، برضه اذا
+
+254
+00:19:03,830 --> 00:19:08,950
+كان يتناسب اشجعه طيب في اختيار .. في بعض القراء او
+
+255
+00:19:08,950 --> 00:19:12,730
+تشبث بعض القضايا المعينة اللي لا حرج ان يكون له
+
+256
+00:19:12,730 --> 00:19:17,420
+رأي فيهاإذا الإعطاء الحرية شيء كتير مهم جدا بالذات
+
+257
+00:19:17,420 --> 00:19:20,700
+واحترام رغبات الطالب لسيما في المرحلة الثانوية
+
+258
+00:19:20,700 --> 00:19:24,340
+مرحلة ثانوية اللي بيطلع فيها الطالب يشعر انه كبر
+
+259
+00:19:24,340 --> 00:19:28,200
+وماعدش لازم حد يتابعه هذا أمر برضه ينبغي أنت رعي
+
+260
+00:19:28,200 --> 00:19:32,280
+المعلمة في هذه المرحلة تفضلي مثلا دكتور كل ال
+
+261
+00:19:32,280 --> 00:19:35,720
+stuff دي وقت ما قبل اول و اللي بعيد و اللي بجيب
+
+262
+00:19:35,720 --> 00:19:38,080
+يوم داني يوم و اللي عامل مشكلة ال stuff كلهم دي
+
+263
+00:19:38,080 --> 00:19:42,840
+ميبقوا بالصح لأش عاملش طيب هو شوف احنا ال .. ال ..
+
+264
+00:19:42,840 --> 00:19:46,740
+كمان مرةاحترام الرأي أو إتاحة نوع من الحرية لا
+
+265
+00:19:46,740 --> 00:19:50,680
+يعني هو دخول إلى هامش آخر للفوضى، مافيش أشياء أسود
+
+266
+00:19:50,680 --> 00:19:53,600
+وأبيض، مافيش أشياء رمادي، اللي بيرضاش في السطر
+
+267
+00:19:53,600 --> 00:19:56,440
+الأول قد يرضى في السطر التاني، وإذا مارضيش في
+
+268
+00:19:56,440 --> 00:20:00,080
+التاني قد يرضى بالتبادل الأدوار اللي أنت هتعمليه
+
+269
+00:20:00,080 --> 00:20:02,600
+كل فترة، يعني كل أسبوع أو كل شهر أو كل شهرين
+
+270
+00:20:02,600 --> 00:20:06,780
+تتغير، فالأمر بالنسبة لك متاح أنك يعني تطرحي
+
+271
+00:20:06,780 --> 00:20:11,070
+مجموعة من الخياراتزي ما نيجي نقول والله احنا أمام
+
+272
+00:20:11,070 --> 00:20:15,750
+فريق كرة قدم مثلا كويس ومين بده ينزل أول ومين بده
+
+273
+00:20:15,750 --> 00:20:21,090
+ينزل أخر، بالنهاية مصلحة العامة للصف أو للمؤسسة
+
+274
+00:20:21,090 --> 00:20:23,810
+اللي أنا بشتغل فيها لأ مهم جدا أن تكون مقدمة على
+
+275
+00:20:23,810 --> 00:20:27,230
+أمور أخرى، يعني سهل أن تجدي حلول في هذا الجانب
+
+276
+00:20:49,950 --> 00:20:53,530
+ممتاز جدا، كتير كتير رائع جدا، يعني احنا تحدثنا عن
+
+277
+00:20:53,530 --> 00:20:58,090
+القياموإنه احنا كعملية علمية لا نهدف إلى بس أيش
+
+278
+00:20:58,090 --> 00:21:03,730
+نقل المعرفة إنما مهارات، سلوك، اتجاهات، قيم هذه
+
+279
+00:21:03,730 --> 00:21:07,490
+الشغلات من الحلول التي يمكن إنه نأتي عليها بطريقة
+
+280
+00:21:07,490 --> 00:21:12,150
+كتير مناسبة للطلبة ونرسق قيمة أيش الإيثار، قيمة حب
+
+281
+00:21:12,150 --> 00:21:16,550
+الغير، قيمة الأولويات إذا في مجال أمامنا كبير جدا
+
+282
+00:21:16,550 --> 00:21:19,990
+إنه احنا نغرس بارك الله فيك على المشاركة إذا هذه
+
+283
+00:21:19,990 --> 00:21:23,030
+الأساس النفسية اللي اتحدثنا عنها نأتي إلى الأساس
+
+284
+00:21:23,030 --> 00:21:31,330
+الاجتماعيةأتفضل قصة الاجتماعية قوامها مين؟ الطالب
+
+285
+00:21:31,330 --> 00:21:38,130
+هو فرد في جماعة والمعلم أيضا فرد في جماعة إذا في
+
+286
+00:21:38,130 --> 00:21:42,490
+عندي طالب وفي معلم هدول أساسين اجتماعيا يلتقي مع
+
+287
+00:21:42,490 --> 00:21:46,110
+بعضهما يوميا في هذا الصفر ما الذي سينظم هذه
+
+288
+00:21:46,110 --> 00:21:52,670
+العلاقة بينهما؟ القوانين القواعد مش هيك؟الأنظمة
+
+289
+00:21:52,670 --> 00:21:56,810
+العادات والتقاليد إذا الأسس الإجتماعية قوامها
+
+290
+00:21:56,810 --> 00:22:02,150
+ثلاثة أمور الأمر الأول المعلم الأمر التاني الطالب
+
+291
+00:22:02,150 --> 00:22:06,810
+الأمر التالت الأنظمة الإجتماعية أو العادات
+
+292
+00:22:06,810 --> 00:22:10,830
+والتقاليد أو الأنظمة المدرسية بشكل عام أول حاجة
+
+293
+00:22:10,830 --> 00:22:16,770
+المعلم كونه إيش محور العملية التعليمية صح ولا خطأ
+
+294
+00:22:16,770 --> 00:22:22,850
+إيش هو محور إيشمحور الإدارة الصفية انتبهوا كمان
+
+295
+00:22:22,850 --> 00:22:27,750
+مرة المعلم محور الإدارة الصفية هو قاعد الفصل
+
+296
+00:22:27,750 --> 00:22:36,070
+المتعلم
+
+297
+00:22:36,070 --> 00:22:38,430
+هو محور العملية الطالب هو محور العملية التعليمية
+
+298
+00:22:38,430 --> 00:22:42,750
+هذا لا خلاف فيه هذا لا خلاف عليه بالاطلاق احنا
+
+299
+00:22:42,750 --> 00:22:46,730
+نتحدث عن المعلم هو محور في العملية التعليمية لكنه
+
+300
+00:22:46,730 --> 00:22:50,510
+الآن هناهو محور في العملية إيش وكان زمان طبعا هذا
+
+301
+00:22:50,510 --> 00:22:53,810
+اتجاه من اتجاهات أن المعلم كان محورا للعملية
+
+302
+00:22:53,810 --> 00:22:56,530
+التعليمية باعتباره وكل إيش هو الذي يعطي هو الذي
+
+303
+00:22:56,530 --> 00:23:01,130
+يمنح أما الآن في ظل تعلم التفاعل التعاون لأ
+
+304
+00:23:01,130 --> 00:23:04,750
+المتعلم هو الأساس هو الذي يتفاعل مع ذاته ويتعلم
+
+305
+00:23:04,750 --> 00:23:08,230
+وبنفس الوجهة إيش بيبدأ المعلم في إطار بس الإدارة
+
+306
+00:23:08,230 --> 00:23:13,050
+الصفرية إذا المعلم كونه قائد الصف يعرض الطلاب إلى
+
+307
+00:23:13,050 --> 00:23:19,460
+شتة الخبرات يفيدهم يعطيهم يمنحهميحاول أن يشرف على
+
+308
+00:23:19,460 --> 00:23:24,060
+كل تصرفاتهم ويقومها، إذا هو إيش؟ يعمل بالأساس على
+
+309
+00:23:24,060 --> 00:23:29,000
+إحداث نوع من التكييف بينهم وبين ما؟ بينهم بين مين؟
+
+310
+00:23:29,000 --> 00:23:32,780
+بينهم وبين البيئة في داخل الصف أو بينهم بين البيئة
+
+311
+00:23:32,780 --> 00:23:36,140
+خارج الصف في البيئة المدرسية أو حتى المجتمع
+
+312
+00:23:36,140 --> 00:23:41,560
+بالإطلاق إذا أول حاجة المعلم، الثاني الطالب لأن هو
+
+313
+00:23:41,560 --> 00:23:45,540
+الأساس الذي يتفاعل مع كافة العلوم، يأخذ الاتجاهات،
+
+314
+00:23:45,540 --> 00:23:49,240
+يأخذ المعارفيحاول أن يحقق حاجاته اللي قلناها حاجة
+
+315
+00:23:49,240 --> 00:23:52,360
+إلى تحقيق الذات إلى تحقيق الأمن إلى التحقيق اللي
+
+316
+00:23:52,360 --> 00:23:55,740
+هو العيش في جماعة إلى التعزيز إلى كل هذه الأمور ثم
+
+317
+00:23:55,740 --> 00:23:59,720
+بعد ذلك يخرج الطالب ليطبق ما تعلمه من خبرات وين
+
+318
+00:23:59,720 --> 00:24:05,330
+خارج إطار البيئة الصفيةالنقطة التالتة الأنظمة
+
+319
+00:24:05,330 --> 00:24:08,790
+الاجتماعية السائدة تعرفوا بدون نظام نحن لا نستطيع
+
+320
+00:24:08,790 --> 00:24:11,990
+أن نعيش وزي ما حكينا لما تدخل المعلم الصف أول
+
+321
+00:24:11,990 --> 00:24:18,990
+شغلاش تعملها تضع ايش القواعد والقوانين الصفية ليش
+
+322
+00:24:18,990 --> 00:24:23,070
+تضع القواعد والقوانين الصفية لتضع حدأو خلّيني أقول
+
+323
+00:24:23,070 --> 00:24:27,710
+لتضع يعني أسلوبة للتعامل يتفق عليه الطرفين الطرفين
+
+324
+00:24:27,710 --> 00:24:31,610
+العقد المعلم والطالب إذا اتفقوا من الأول إننا ما
+
+325
+00:24:31,610 --> 00:24:36,190
+نشغبش إننا ما نيجي دائما مبكرين نيجي ملتزمين بالزي
+
+326
+00:24:36,190 --> 00:24:40,450
+معناه ذلك إننا كانت الأنظمة تماما الآن ما الذي
+
+327
+00:24:40,450 --> 00:24:43,950
+نقصده هنا بالأنظمة الاجتماعية السائدة كما تحدثنا
+
+328
+00:24:43,950 --> 00:24:47,690
+كل طالب أو طالبة تأتي من بيئة مختلفة�دهي العادات
+
+329
+00:24:47,690 --> 00:24:51,710
+والتقاليد المختلفة عن زميلاتهاوكل واحدة بتحاول
+
+330
+00:24:51,710 --> 00:24:56,090
+تتعامل وفقًا لإيه للخبرة المتراكمة واللي إجت من
+
+331
+00:24:56,090 --> 00:25:00,550
+وين من بيئتها اللي هو المجتمعية لذلك بيجي الطالب
+
+332
+00:25:00,550 --> 00:25:05,070
+أو بتيجي هذا النظم لتهذب هذه العادات والتقاليد
+
+333
+00:25:05,070 --> 00:25:10,750
+تحذف منها ما هو غير مرغوب وتبقي وتعزز ما هو مرغوب
+
+334
+00:25:10,750 --> 00:25:15,570
+وتحاول أن تغرس قيمة واتجاهات وعادات وأنظمة أخرى زي
+
+335
+00:25:15,570 --> 00:25:21,740
+ما نيجي نقول التفكير طريقة الحديث الكتابةالنظافة
+
+336
+00:25:21,740 --> 00:25:27,280
+قيم كويس قد يتعلمها بشكل جديد لم يتعلمها سابقا
+
+337
+00:25:27,280 --> 00:25:31,480
+بهذه الطريقة إذا الأنظمة الاجتماعية التي تدرس أو
+
+338
+00:25:31,480 --> 00:25:35,480
+تعتف داخل البيئة الصفية أنظمة ذات علاقة بالأنظمة
+
+339
+00:25:35,480 --> 00:25:39,680
+الاجتماعية المجتمعية لكنها إيه؟ زي ما حكينا في
+
+340
+00:25:39,680 --> 00:25:42,920
+مجملها إيجابية و لا بتعلم الواحد السلبي؟
+
+341
+00:25:51,390 --> 00:25:58,810
+ما هو دور المعلم في إدارة و تنظيم البيئة الصفية
+
+342
+00:25:58,810 --> 00:26:02,150
+النفسية الاجتماعية؟ الان احنا أخدنا دور المعلم في
+
+343
+00:26:02,150 --> 00:26:05,870
+إدارة إيش؟ البيئة المادية، إدارة الصف المكتفة
+
+344
+00:26:05,870 --> 00:26:12,390
+الآن، كيف يمكن للمعلم أن يدير بيئةنفس اجتماعية
+
+345
+00:26:12,390 --> 00:26:18,110
+بحيث يوفر شوة تفاعليا اجتماعيا مناسبة لكل الطلبة
+
+346
+00:26:18,110 --> 00:26:24,030
+داخل الصفر اول حاجة فضلي بناء علاقات إيجابية بين
+
+347
+00:26:24,030 --> 00:26:28,830
+المعلم الطالب بكلام
+
+348
+00:26:28,830 --> 00:26:33,130
+جميل لكن ما المقصود بالعلاقة الإيجابية أهي صداقة
+
+349
+00:26:33,130 --> 00:26:36,190
+أم
+
+350
+00:26:36,190 --> 00:26:40,690
+أنها ابتسامات تلقى هنا و هناكما .. ما المقصود
+
+351
+00:26:40,690 --> 00:26:44,930
+بالعلاقة الإيجابية إلى أي حد يمكن أن ألتقي أو أن
+
+352
+00:26:44,930 --> 00:26:48,250
+أرتبط مع الطالب بعلاقة إيجابية اتفضلي تكون علاقة
+
+353
+00:26:48,250 --> 00:26:51,710
+مجتمعية متوازنة بين الصداقة وبين الحب وبين الوزن
+
+354
+00:26:51,710 --> 00:26:55,190
+وبين الاحتراف الكبير من الصغير ومن العطش عن الصغير
+
+355
+00:26:55,190 --> 00:26:59,030
+تكون متوازنة .. كتير ممتاز العلاقة المتوازنة
+
+356
+00:26:59,030 --> 00:27:04,830
+وملخصة العلاقة الإنسانية التي تحكمها إيش واصر إيش
+
+357
+00:27:04,830 --> 00:27:10,990
+الإنسان .. الإنسان بطبعه شو؟هذا تعامل إنساني يعني
+
+358
+00:27:10,990 --> 00:27:18,530
+يحترم، يقدر، يعطف، ليس مننا من لميواقر كبيرنا و
+
+359
+00:27:18,530 --> 00:27:22,390
+يعطف على صغيرنا الكبير ما ينبغي أن يرى نفسه
+
+360
+00:27:22,390 --> 00:27:28,290
+إمبراطورا في صفه يتحكم و يخرج كل أنواع الكابتة
+
+361
+00:27:28,290 --> 00:27:32,250
+التي يتعرض لها أو المشاكل التي يتعرض لها خارج
+
+362
+00:27:32,250 --> 00:27:37,150
+المدرسة ليأتي بيها ليتصالط بيها على طلبته و ما
+
+363
+00:27:37,150 --> 00:27:41,690
+ينبغي أن يشعر أنه يمتلك من العلم ما يؤهله لذلكهو
+
+364
+00:27:41,690 --> 00:27:45,410
+يمتلك من العلم ليعطيه ولكن بطريقة إنسانية راقية
+
+365
+00:27:45,410 --> 00:27:49,230
+كثير من الأبحاث أثبتت أن الإنجاز الأكاديمي يتعلق
+
+366
+00:27:49,230 --> 00:27:56,140
+بإيه بمدى العطف والحب الذي يعطيه المعلملطلبته لذلك
+
+367
+00:27:56,140 --> 00:28:00,320
+دائما الطلب بيرغب ايش بالمدرس المبتسم المدرس
+
+368
+00:28:00,320 --> 00:28:05,320
+الحنون المدرس الذي يعطي المدرس الذي يرفق باخطائهم
+
+369
+00:28:05,320 --> 00:28:09,080
+او يرفق على اخطائهم اذا اول حاجة بناء علاقات
+
+370
+00:28:09,080 --> 00:28:12,040
+ايجابية هذه العلاقات لا بأس ان تكون علاقات صداقة
+
+371
+00:28:12,040 --> 00:28:16,460
+لكن ضمن حدود متوازنة تحفظ فيها هيبة المعلم ولا ايش
+
+372
+00:28:16,460 --> 00:28:21,540
+تذوب معها حواجز المطلوبة اذا اول نقطة بناء علاقات
+
+373
+00:28:21,540 --> 00:28:25,830
+ايجابية بين المعلم والقالب النقطة الثانيةالعدالة و
+
+374
+00:28:25,830 --> 00:28:31,130
+المساواة في توزيع الأدوار بين الطلبة كويس العدالة
+
+375
+00:28:31,130 --> 00:28:35,070
+و المساواة في توزيع الأدوار بين الطلبة لاحظوا
+
+376
+00:28:35,070 --> 00:28:39,350
+العدل أساس إيش؟ أساس الملك مش هيك إذا عدلتي بين
+
+377
+00:28:39,350 --> 00:28:44,170
+الطلاب أعطتيهم من الحب و الحنان بنفس الدرجة معناه
+
+378
+00:28:44,170 --> 00:28:48,570
+ذلك أن جميعا أو جميع الطلبة هيحبوكي بطريقة أيضا أو
+
+379
+00:28:48,570 --> 00:28:53,200
+بنفس الدرجة بل ربما تفوقلذلك إذا وجدوا الطلبة أنك
+
+380
+00:28:53,200 --> 00:28:58,640
+أنت تتحيزي لبعض الطالبات المتفوقات بس سواء في
+
+381
+00:28:58,640 --> 00:29:03,450
+مشاركاتهم في تكليفهم بمهاميعني بتعرفوا الطالب بتحب
+
+382
+00:29:03,450 --> 00:29:07,310
+أو الطالبة بتحب المعلمة أن تكلفها بالعرفة الصف أو
+
+383
+00:29:07,310 --> 00:29:11,570
+والله تمسك مثلا ال .. ال .. مثلا التواصل الخارجي
+
+384
+00:29:11,570 --> 00:29:15,090
+أو أي لجنة من اللجان هذا الأمور بالنسبالها
+
+385
+00:29:15,090 --> 00:29:18,270
+بتعتبرها قيمة كبيرة جدا بين الطالبات لذلك مطلوب
+
+386
+00:29:18,270 --> 00:29:20,870
+منك أن تعديلي حتى في توزيع هذا الأدوار تعديلي في
+
+387
+00:29:20,870 --> 00:29:25,190
+النظرات تعديلي في المشاركة وتعديلي أيضا في موضوع
+
+388
+00:29:25,190 --> 00:29:29,040
+الدرجات وهذه كتير كتير مهمة جدافي هذا الموضوع و
+
+389
+00:29:29,040 --> 00:29:33,940
+خلينا يعني نحكي في هذا المجال قصة من القصص بعد ما
+
+390
+00:29:33,940 --> 00:29:42,080
+نسمع المشارك اتفضلي طيب القصة تقول ان معلمة تدعى
+
+391
+00:29:42,080 --> 00:29:47,740
+Thompson معلمة بريطانية حين وقفت أمام الصفة الخامس
+
+392
+00:29:47,740 --> 00:29:54,020
+حيتهم تسمت كما هي العادة عبرت عن حبها لطلبتها و
+
+393
+00:29:54,020 --> 00:30:01,540
+قالت اني أحبكم ثمإنها نظرت إلى أحدهم وكانت تخفي في
+
+394
+00:30:01,540 --> 00:30:08,680
+نفسها إلا أنت كانت تخفي في نفسها عن طالب موجود في
+
+395
+00:30:08,680 --> 00:30:12,220
+ذاك الفصل لتقول له إلا أنت كلكوا بحبكوا إلا
+
+396
+00:30:12,220 --> 00:30:16,100
+هالواحد في داخلها هي لم تعبر صراحة في هذا المجال
+
+397
+00:30:16,100 --> 00:30:23,000
+هذا الطالب يدعى Tedious UdardT دي طبعا كان طالبا
+
+398
+00:30:23,000 --> 00:30:28,500
+كما تقول السيدة Thompson أنه كان طالبا مهملا جدا،
+
+399
+00:30:28,500 --> 00:30:34,860
+كانت خيابه متسخة، أيضا لم يكن يعني يشارك في ذاك
+
+400
+00:30:34,860 --> 00:30:38,620
+الفصل، كان دائما منطون، لا يجيب، لا يستجيب لأحد
+
+401
+00:30:39,460 --> 00:30:45,940
+لذلك كانت تجد متعة حين تصحح أن تضع بخط أحمر عريض
+
+402
+00:30:45,940 --> 00:30:51,900
+علامة الخطأ على كراسه، بل إنها كانت تتعمد أن تضع
+
+403
+00:30:51,900 --> 00:30:56,240
+سجلاته و إنجازاته في آخر الدور
+
+404
+00:30:58,000 --> 00:31:01,920
+اللي أنا وفي ذات يوم طلبت منها المديرة أن تنظر إلى
+
+405
+00:31:01,920 --> 00:31:07,340
+سجلات الطالبات أو الطالبة اللي بتدرسهم وقالت لها
+
+406
+00:31:07,340 --> 00:31:10,320
+انظري من الصف الأول حتى الصف الخامس يعني تطلعي
+
+407
+00:31:10,320 --> 00:31:14,520
+راقبي أو تابعي كل سجل لكل طالب ودرسيه جيدا ذهبت
+
+408
+00:31:14,520 --> 00:31:19,100
+السيدة تونسون لتدرس هذه السجلات وفوجئت بما لم تكن
+
+409
+00:31:19,100 --> 00:31:26,060
+تتوقع معلم TD في الصف الأول يقول في تعليقه في سجل
+
+410
+00:31:26,060 --> 00:31:35,980
+الطالبTD طالب مهذب نظيف مجتهد مجد خفيف الروح نظرت
+
+411
+00:31:35,980 --> 00:31:40,660
+في الصف الثاني المعلمة أخرى تقول تي دي رائع جدا
+
+412
+00:31:40,660 --> 00:31:46,740
+يشارك بفعالية مهذب نظيف مرتب و هكذا في الصف الثالث
+
+413
+00:31:46,740 --> 00:31:54,140
+تي دي برضه مجتهد إلا أنه بدأ يصاب ببعض التأخر
+
+414
+00:31:54,140 --> 00:31:59,700
+نتيجة مرض والدتهوإن لم يتم معالجة هذه الأمور بشكل
+
+415
+00:31:59,700 --> 00:32:04,560
+سريع فإن تيدي ستراجع فيه في دراسته معلمة الصف
+
+416
+00:32:04,560 --> 00:32:11,280
+الرابع ماذا تقول تيدي أصيب بصدمة نتيجة وفاة والدته
+
+417
+00:32:11,280 --> 00:32:16,560
+فهو بدأ يتدهور حاله إلى الأسوأ بدأت تظهر هذه
+
+418
+00:32:16,560 --> 00:32:20,920
+العلامات على مظهره الخارجي على ثيابه على نشاطه
+
+419
+00:32:20,920 --> 00:32:25,220
+وتفاعلهأدركت السيدة تومسون التي تعلم الصف الخامس
+
+420
+00:32:25,220 --> 00:32:33,160
+أنها أمام معضلة ظلمت فيها ذاك الطالب فزاد
+
+421
+00:32:33,160 --> 00:32:38,540
+ذلك أو زاد من ذلك أنهم وفي يوم عيد الميلاد كما
+
+422
+00:32:38,540 --> 00:32:46,440
+كانوا يحتفلون جاء كل طالب بهدية ملفوفة بورق جميل
+
+423
+00:32:46,440 --> 00:32:53,500
+جدا يقدمها أو يقدمها الطلبة لمعلمتهمأما تيدي فقد
+
+424
+00:32:53,500 --> 00:32:58,480
+جاء بهدية انفجرت طلابه من الضحك عليها فقد كانت
+
+425
+00:32:58,480 --> 00:33:04,540
+ملفوفة بخرقة بالية لا يبدو عليها إلا أنها قد
+
+426
+00:33:04,540 --> 00:33:13,080
+التقطت من أحد الشوارع زاد ضحكهم عندما وجدوا أن هذه
+
+427
+00:33:13,080 --> 00:33:18,320
+الهدية إنما كانت عنعبارة عن عقد أو عبارة عن عقد
+
+428
+00:33:18,320 --> 00:33:27,360
+ناقص الحبات مزيف و أيضا قرورة عطر تمتلئ إلى النصف
+
+429
+00:33:27,360 --> 00:33:30,840
+فقط لكنهم
+
+430
+00:33:30,840 --> 00:33:37,480
+صمتوا عندما قالت السيدة تومسون أنها معجبة جدا وأن
+
+431
+00:33:37,480 --> 00:33:41,180
+هذه الهدية هي أفضل هدية أهديت إليها في تاريخ
+
+432
+00:33:41,180 --> 00:33:46,200
+التعليمقررت السيدة تومسون أن تعتزل تدريس مادة
+
+433
+00:33:46,200 --> 00:33:50,920
+الرياضيات وأن تاخذ هذا الصف لتكون معلمة فصل تدرسه
+
+434
+00:33:50,920 --> 00:33:58,520
+كافة المواد انطلقت إلى مكتبها انتظر تيدي لحظات حتى
+
+435
+00:33:58,520 --> 00:34:04,400
+جلست على مكتبها ليتقدم لها ويشكرها على اهتمامها
+
+436
+00:34:04,400 --> 00:34:10,140
+ويقول لها بعد ما وضعت بعضا من العطر أن رائحتها
+
+437
+00:34:10,140 --> 00:34:18,000
+تذكره بأمهأن رائحتها تذكره بعمه عاد تي دي بعد أن
+
+438
+00:34:18,000 --> 00:34:23,260
+بدأت السيدة تومسون تهتم به اهتماما بالغا كما كان
+
+439
+00:34:23,260 --> 00:34:28,500
+في السابق ختم الصفة السادس وقد كان أو عاد من
+
+440
+00:34:28,500 --> 00:34:32,480
+المتفوقين فكتب
+
+441
+00:34:32,480 --> 00:34:38,400
+تي دي كلمات لمعلمته قبل أن يغادر المدرسة أنك أفضل
+
+442
+00:34:38,400 --> 00:34:44,520
+معلمة أقابلها في حياتيذهب تيدي و بدأت تومسون أو
+
+443
+00:34:44,520 --> 00:34:48,800
+استمرت تومسون في التعليم ليعود لها خطاب بعد ثلاث
+
+444
+00:34:48,800 --> 00:34:54,200
+سنوات أنه تخرج من المرحلة الإعدادية بتفوق ثم بعد
+
+445
+00:34:54,200 --> 00:34:58,680
+أربع سنوات أو ثلاث سنوات أنه تخرج من الثانوية ثم
+
+446
+00:34:58,680 --> 00:35:03,720
+تتوالى الرسائل كل مرحلة بعد المرحلة الجامعية لكنه
+
+447
+00:35:03,720 --> 00:35:08,500
+انقطع عنها لسنوات عدة بعد المرحلة الجامعية ليعود
+
+448
+00:35:08,500 --> 00:35:13,880
+أو تتلقى خطابا منههو في هذه المرة كان اسمه طويلا
+
+449
+00:35:13,880 --> 00:35:21,280
+شيئا معاه كان الدكتور Theodor Teide Theodor أو
+
+450
+00:35:21,280 --> 00:35:25,480
+Teide F Theodor فكان هذا Theodor من يعني أكمل
+
+451
+00:35:25,480 --> 00:35:29,980
+الدكتوراه في حينه بمرتبة الشرف الأولى ويدعوها إلى
+
+452
+00:35:29,980 --> 00:35:35,300
+حضوره حفلة زفافة ويقول لها سأسعد أن تكوني مكانة
+
+453
+00:35:35,300 --> 00:35:41,320
+أمي سأسعد أن تكوني مكانة أمي لبتالسيدة تومسون هذه
+
+454
+00:35:41,320 --> 00:35:46,200
+الدعوة من طريقة إلى فرح الدكتور الثيودر أو تيد
+
+455
+00:35:46,200 --> 00:35:55,180
+الثيودر لتكون او تجلس مكان أمه ولما أنت قابلة اذا
+
+456
+00:35:55,180 --> 00:36:03,160
+بيها تلبس نفس العقد وتضع نفس العطر معلمة وفت فقبل
+
+457
+00:36:03,160 --> 00:36:08,000
+يدها وشكرها لأنها كانت مساهمة في حياته مساهمة
+
+458
+00:36:08,000 --> 00:36:13,030
+إيجابيةقالت له يا ولدي لم اتعلم او لم تتعلم انت
+
+459
+00:36:13,030 --> 00:36:18,290
+مني بقدر ما اتعلمت منك كيف تكون المعلمة انا اتعلمت
+
+460
+00:36:18,290 --> 00:36:23,310
+فقط منك كيف اكون معلمة اذا العدالة والمساواة مهمة
+
+461
+00:36:23,310 --> 00:36:28,910
+جدا النظر الى المظهر لا يكفي وانما الى الجوهر كثير
+
+462
+00:36:28,910 --> 00:36:33,330
+من الأحكام اللتي نستعجل في اصدارها يمكن ان تكون
+
+463
+00:36:33,330 --> 00:36:37,820
+ظالمة في بعض الأحيان اذا النقطة الثالثةفي دور
+
+464
+00:36:37,820 --> 00:36:41,900
+المعلم في إدارة و تنظيم البيئة النفس اجتماعية
+
+465
+00:36:41,900 --> 00:36:47,800
+مساعد الطلبة أيضًا على تكييف مع زملائهم كيف يحدث
+
+466
+00:36:47,800 --> 00:36:51,940
+التكييف من خلال أنشطة تعاونية من خلال إعطائهم
+
+467
+00:36:51,940 --> 00:36:57,240
+واجبات يتعاونوا في حلها من خلال فرق النشاط وهكذا
+
+468
+00:36:57,240 --> 00:37:01,640
+أيضًا إعداد الطالب إعدادًا اجتماعيًا بحيث يحبب
+
+469
+00:37:01,640 --> 00:37:06,380
+كتير من الطلبة يشعروا بالعزلةلا يرغبوا في المشاركة
+
+470
+00:37:06,380 --> 00:37:10,940
+ربما أيضا يعني هم طبيعتهم هيك في ال .. في ال .. في
+
+471
+00:37:10,940 --> 00:37:15,520
+بيئتهم ال .. ال .. الأسرية يعني لا يختلطون كثيرا
+
+472
+00:37:15,520 --> 00:37:19,680
+بالناس هنا مطلوب مننا كمعلمين أنه إيش؟ أنه حابب
+
+473
+00:37:19,680 --> 00:37:25,340
+لهؤلاء الطلبة التعاون التكافل الاحترامقيم اللعب
+
+474
+00:37:25,340 --> 00:37:30,300
+المتميز الذي يمكن من خلاله أن نصل إلى أهداف
+
+475
+00:37:30,300 --> 00:37:34,120
+تعليمية إذا إعداد الطلب إعدادا إجتماعيا من الأمور
+
+476
+00:37:34,120 --> 00:37:37,840
+المهمة طب كيف ممكن نعد هذا الطلب إعدادا إجتماعيا؟
+
+477
+00:37:37,840 --> 00:37:41,960
+هناك أربع أو خمس نقاط مهم جدا في هذا المجال أول
+
+478
+00:37:41,960 --> 00:37:46,500
+حاجة استخدمي كمعلم مهارات العلاقة الإنسانيةكمان
+
+479
+00:37:46,500 --> 00:37:50,420
+قلنا احنا العملية عملية إيش؟ عملية .. بشكل أساس
+
+480
+00:37:50,420 --> 00:37:53,620
+العملية التعليمية عملية إنسانية لذلك هناك مهارات
+
+481
+00:37:53,620 --> 00:37:56,440
+للعلاقات الإنسانية كيف يمكن أن نستخدم هذه المهارات
+
+482
+00:37:56,440 --> 00:38:00,380
+أول مهارة الصداقة إذا قلنا بناء العلاقات الإيجابية
+
+483
+00:38:00,380 --> 00:38:04,460
+لأ يمكن أن يبنى على الصداقة المتزنة هذه الصداقة
+
+484
+00:38:04,460 --> 00:38:08,800
+اللي بيبدأ المعلم ينبري للطالب يسأله عن أحوالي
+
+485
+00:38:08,800 --> 00:38:13,440
+الشخصية يسأله عن حالته يحاول أن يتابع إنجازه و
+
+486
+00:38:13,440 --> 00:38:18,490
+تقدمهيحاول أيضًا أن يلتزق بهذا الطالب بطريقة
+
+487
+00:38:18,490 --> 00:38:23,050
+التوجيه وطريقة الإرشاد بحيث يكون له أبا آخر أو أما
+
+488
+00:38:23,050 --> 00:38:27,050
+أخرى في منطقة أخرى خارج إطار الأسرة إذا الصداقة
+
+489
+00:38:27,050 --> 00:38:30,710
+مهمة جدًا النقطة الثانية الموقف الإيجابي ما أنت
+
+490
+00:38:30,710 --> 00:38:36,410
+قوليه؟ ما المقصود بالموقف الإيجابي؟
+
+491
+00:38:36,410 --> 00:38:41,170
+الموقف الإيجابي نعمل
+
+492
+00:38:41,170 --> 00:38:47,120
+عبدهعبد الله لو كان يقوم الليل هذا فيه ثناء الموقف
+
+493
+00:38:47,120 --> 00:38:52,060
+الإيجابي هو استخدام المواقف الإيجابية والثناء
+
+494
+00:38:52,060 --> 00:38:56,780
+عليها ايضا و التمثيل يعني او الطلب من الطلبة ان
+
+495
+00:38:56,780 --> 00:39:00,080
+يحاكوا هذا الموقف الإيجابي انا لما بجي اقول والله
+
+496
+00:39:00,080 --> 00:39:03,450
+ما شاء الله طالب الفلانيةعاملة عمل كتير راقى
+
+497
+00:39:03,450 --> 00:39:07,270
+اليوم، اليوم شفت انا و انا جايب ترفع ايش؟ ورقة عن
+
+498
+00:39:07,270 --> 00:39:11,470
+باب المدرسة بتضحى في سلة المهملات هذا الموقف سيعزز
+
+499
+00:39:11,470 --> 00:39:15,450
+العلاقات الإنسانية بينك و بين الطالبة و لا لأ؟ اذا
+
+500
+00:39:15,450 --> 00:39:18,950
+و الله الطالبة ما شاء الله اليوم جاب التبرع له
+
+501
+00:39:18,950 --> 00:39:24,670
+عشان ننظم البيئة الصفية و نحسن أدائها من والدها،
+
+502
+00:39:24,670 --> 00:39:27,890
+أشكرها كتير و جميع الطلبة كلهم ايش؟ اذا كفولة هذا
+
+503
+00:39:27,890 --> 00:39:31,740
+موقف كتير راقىهذه الطالب أثرت زملتها وقعدت اللي
+
+504
+00:39:31,740 --> 00:39:34,860
+كانت بترغب في الجلوس أمام، هي راحت جلست في الخلب،
+
+505
+00:39:34,860 --> 00:39:38,320
+إذا هذا موقف إيجابي صدر أي موقف إيجابي مثل منهج
+
+506
+00:39:38,320 --> 00:39:41,140
+الرسول عليه الصلاة والسلام الذي كان يمر على شيء
+
+507
+00:39:41,140 --> 00:39:44,700
+ويستخدم هذا الموقف ليعزز فيه قيمة أو اتجاه أو يعلم
+
+508
+00:39:44,700 --> 00:39:48,880
+أصحابه سلوك معين بنفس الطريقة كمعلمات، ينبغي أن
+
+509
+00:39:48,880 --> 00:39:52,800
+ننطلقباتجاه استثمار مواقف الإيجابية والاستخدامها
+
+510
+00:39:52,800 --> 00:39:57,400
+للثناء والتشجيع وتعزيز هذه القيمة بشكل جيد أيضا
+
+511
+00:39:57,400 --> 00:40:00,640
+القدرة على الاستماع والانصات ما المقصود بالقدرة
+
+512
+00:40:00,640 --> 00:40:04,320
+على الاستماع والانصات اتحدثنا في المرة القادمة في
+
+513
+00:40:04,320 --> 00:40:10,980
+السابقة كتير جميل أن نسمع للطلبة حتى ينتهوا وخلال
+
+514
+00:40:10,980 --> 00:40:16,470
+الاستماع بنكون الطالع اللوح مش هيك؟ وين؟من المهم
+
+515
+00:40:16,470 --> 00:40:21,390
+جدا لترسيخ العلاقات الإنسانية أن يبدأ النظر أو أن
+
+516
+00:40:21,390 --> 00:40:25,790
+يركز النظر على المتحدث بل بالعكس ويومي الاش المعلم
+
+517
+00:40:25,790 --> 00:40:30,050
+بأنه يوافق أحيانا وأنه معجب جدا بالكلام الذي يتحدث
+
+518
+00:40:30,050 --> 00:40:34,770
+فيه إذا هذا الكلام إيش معناه ويفهم في كل إيش جوانب
+
+519
+00:40:34,770 --> 00:40:38,410
+هذا الحديث من الصادر عن الطالب ما الذي يريد الطالب
+
+520
+00:40:38,410 --> 00:40:42,010
+لأ يقطع الطالب مش يروحيش يقطع عليه نص الكلام وكأنه
+
+521
+00:40:42,010 --> 00:40:46,590
+فهمه بطريقة خاطئة هنا بصير فيه مشكلة أيضاإياك و
+
+522
+00:40:46,590 --> 00:40:53,370
+أنا إيش تفقدي لحظات التركيز بمعنى إذا المدرسة في
+
+523
+00:40:53,370 --> 00:40:57,450
+لحظة هك سرحت و هي الطالبة بتحكي إيش بده يصير فيها
+
+524
+00:40:57,450 --> 00:41:01,690
+و إيش هتترد؟ هترد بطريقة خاطئة أو محرجة، مش هيك يا
+
+525
+00:41:01,690 --> 00:41:03,690
+أنت أنا بحكي، أنا بحكي عن شغل تاني، يعني انت ليش
+
+526
+00:41:03,690 --> 00:41:07,910
+بتردي عليا هيك؟ شوف كيف؟ إذا الاسماع و الإنصاف هي
+
+527
+00:41:07,910 --> 00:41:12,490
+مهارة مهمة جدا لي تعزيز التواصل بطريقة فعالة أيضا
+
+528
+00:41:12,490 --> 00:41:17,590
+القدرة على المجاملة بصدقهل في هناك مجاملة بين
+
+529
+00:41:17,590 --> 00:41:22,830
+الطالب و المعلم و بصدق كمان؟ نحن كما نسمع أن
+
+530
+00:41:22,830 --> 00:41:28,050
+المجاملة هي درب من دروب النفاق زي ما يسموه إيش،
+
+531
+00:41:28,050 --> 00:41:33,630
+بنمزح، أه مش هيك أو الراجل بيدهن أو الراجل يدهن،
+
+532
+00:41:33,630 --> 00:41:36,830
+هل هذا المقصود هنا؟ طب ما المقصود بالمقدرة على
+
+533
+00:41:36,830 --> 00:41:42,210
+المجاملة بصدق؟ فضليتفضل تفضل يعني أنا كنت كنت دربة
+
+534
+00:41:42,210 --> 00:41:47,330
+في مدرسة احضرت مشهد ان المدرسة عزبت طلباتي في
+
+535
+00:41:47,330 --> 00:41:52,190
+المدرسةماشاء الله كتير كويس شوفوا يعني هذا جانب بس
+
+536
+00:41:52,190 --> 00:41:56,410
+الجانب الأهم اللي بدي أحكيه هو أننا نجامل الطالبات
+
+537
+00:41:56,410 --> 00:42:01,110
+فيما هو فيهم من خصال جيدة كويس لنعزز هذه الخصال
+
+538
+00:42:01,110 --> 00:42:04,930
+بطريقة إيجابية لذلك لما أقول مجاملة بصدق أنا أكون
+
+539
+00:42:04,930 --> 00:42:07,210
+صادق كمان و أنا بأنقل و الله ما شاء الله عليها
+
+540
+00:42:07,210 --> 00:42:10,190
+الطالبة هي كتير كتير متفاعلة جدا انا بحكي اللي
+
+541
+00:42:10,190 --> 00:42:13,920
+فيها مش بحكي يعني .. بس أنا صادق و أنا صادقةشوفي
+
+542
+00:42:13,920 --> 00:42:19,060
+حتى نبرات و أشكال و شكل العينين بيختلف لما تقول
+
+543
+00:42:19,060 --> 00:42:21,720
+لواحدة و الله أنا بحبك و أنت مكشرة مايبتبين أنه
+
+544
+00:42:21,720 --> 00:42:26,060
+إيش إذا بقول و وجهها أصفر مش هيك أو بتسامتها صفرة
+
+545
+00:42:26,060 --> 00:42:30,220
+مش هادق لكن الإبتسامة الصادقة تظهر تماما في تعابير
+
+546
+00:42:30,220 --> 00:42:34,600
+الوجه تظهر في القدرة على إحداث نوع من التواصل مش
+
+547
+00:42:34,600 --> 00:42:41,000
+بقول الإبتسامة إيش مفتاحه الإيه القلوبلذلك ابتسم
+
+548
+00:42:41,000 --> 00:42:45,340
+او ابتسا ابتسامتك في وجه اخيك صدقاه لان هذه
+
+549
+00:42:45,340 --> 00:42:49,060
+الابتسامه هي المفتاح اللتي من خلاله نعبر الى قلوب
+
+550
+00:42:49,060 --> 00:42:51,680
+الناس اذا اول نقطه استخدام مهارات العلاقة
+
+551
+00:42:51,680 --> 00:42:56,100
+الإنسانية كمان مرةالصداقة، الموقف الإيجابي،
+
+552
+00:42:56,100 --> 00:42:59,720
+الاسماع والإنصاط، القدرة على المجامعة نفسه مكن من
+
+553
+00:42:59,720 --> 00:43:03,620
+النجاح أو مكني من النجاح لأن الطلبة بحاجة إلى
+
+554
+00:43:03,620 --> 00:43:07,700
+المرور بتجربة ناجح حتى يستمر أو تستمر جهودهم
+
+555
+00:43:07,700 --> 00:43:11,800
+وإنجازاتهم ودائما عشان أمكن من النجاح، في عندي
+
+556
+00:43:11,800 --> 00:43:17,240
+أربع برضه أسليب مهمة جدا أول حاجة، صوي بي ما هو
+
+557
+00:43:17,240 --> 00:43:20,840
+جزئيا صحيح كيف؟ إجتك طالبة، تفضلي
+
+558
+00:43:26,230 --> 00:43:30,950
+أو جاوبت بطريقة منخوظة يعني أن تجيب الطالبة على
+
+559
+00:43:30,950 --> 00:43:35,850
+سؤال المعلمة بطريقة منخوظة انت فورا اه ماشاء الله
+
+560
+00:43:35,850 --> 00:43:38,730
+ممتازة كتير كتير بارك الله فيك يعني أحسنت كتير
+
+561
+00:43:38,730 --> 00:43:42,050
+خلينا نحق إيه إيش نكمل بس الإجابة بطريقة إيه إذا
+
+562
+00:43:42,050 --> 00:43:45,270
+انت أعطتيها تحفيز و بنفس الوقت إيش و أديت المعلومة
+
+563
+00:43:45,270 --> 00:43:49,870
+بطريقة إيش صحيحة بعد أن تصويت بيها طيب أحيانا برضه
+
+564
+00:43:49,870 --> 00:43:53,620
+هذا التصويت مش بكون شفوي كمان بكون علىعالكتابة
+
+565
+00:43:53,620 --> 00:43:58,700
+يعني أنا طالب عندي بعتدلي مثلا شيء معين و في بعض
+
+566
+00:43:58,700 --> 00:44:02,760
+الأخطاء البسيطة بروح إيش بعطيها تغيير راجعة على من
+
+567
+00:44:02,760 --> 00:44:06,260
+خلال تزيير بعض الملاحظات صوّي بالإجابات المترددة و
+
+568
+00:44:06,260 --> 00:44:11,020
+غير الصحيحة زي ما حكيت واحدة مترددة مش قادرة تجاوب
+
+569
+00:44:11,020 --> 00:44:16,380
+أو جاوبت بطريقة خاطئةبنقولش غلط انت غلط اقعدى هذا
+
+570
+00:44:16,380 --> 00:44:20,360
+الأسلوب ابتعدوا عنه تماما احنا بقول كتير محاولة
+
+571
+00:44:20,360 --> 00:44:23,360
+رائعة جدا بس خلينا نشوف الإجابة صحيحة خليكي واقفة
+
+572
+00:44:23,360 --> 00:44:26,320
+شوية نشوف زميلتك ايش بتحكيها اه تمام هذا الإجابة
+
+573
+00:44:26,320 --> 00:44:30,800
+صح انتبهتي إجركت أيديها إذا أنا بصوب بطريقة أيضا
+
+574
+00:44:30,800 --> 00:44:36,640
+إيجابية ومتميزة أيضا شجع الممارسات الناجحة دايما
+
+575
+00:44:36,640 --> 00:44:40,070
+الممارسات الناجحة أو الفاعلة أو الحسنةتحتاج إلى
+
+576
+00:44:40,070 --> 00:44:42,990
+تشجيع حتى إيش مش قولنا التعزيز مالذي نقنيه
+
+577
+00:44:42,990 --> 00:44:49,110
+بالتعزيز هو إيش التشجيع
+
+578
+00:44:49,110 --> 00:44:53,270
+التحفيز إيش يعني أنه
+
+579
+00:44:53,270 --> 00:44:58,490
+إحنا بنحفظ الطالب أو الطالب على إيش على عمل حتى
+
+580
+00:44:58,490 --> 00:45:02,930
+يكرر هذا السلوك مش هيك عشان يكرر هذا السلوك إذا
+
+581
+00:45:02,930 --> 00:45:07,490
+مكن من النجاح النقطة التالتة افتحي حوارا مع الطلبة
+
+582
+00:45:07,490 --> 00:45:13,110
+هذا الحواركويس؟ ينبغي أن يكون حوارا صريحا بالله
+
+583
+00:45:13,110 --> 00:45:16,610
+إيش رأيكوا فيه المعلم؟ اكتبوا كل واحدة أفضل تلت
+
+584
+00:45:16,610 --> 00:45:22,010
+نقاط إيجابية و تلت نقاط سلبية في المعلم الآن هذا
+
+585
+00:45:22,010 --> 00:45:25,730
+الكلام فيه نوع من حوار إذا كان الطلبة بمستوى معين
+
+586
+00:45:25,730 --> 00:45:29,040
+لا يستطيعوا أن يتحدثوايعني أجي أقول للطالب إيش
+
+587
+00:45:29,040 --> 00:45:32,360
+رأيك فيه؟ أنا يمكن تنحرش فبحاول أفتح حوار بهذا
+
+588
+00:45:32,360 --> 00:45:34,960
+الطريقة إيش رأيكوا في الأسلوب؟ هل مناسب ولا مش
+
+589
+00:45:34,960 --> 00:45:38,960
+مناسب؟ ولا نغيره؟ هذا ممكن نفتحه بشكل مباشر وحواري
+
+590
+00:45:38,960 --> 00:45:42,060
+بطريقة طبيعية إذا أفتح حوارا صريحا مع مراعاة
+
+591
+00:45:42,060 --> 00:45:45,240
+الحدود التي يمكن أن ينبغي أو التي ينبغي أن يقف
+
+592
+00:45:45,240 --> 00:45:50,680
+عندها حد هذا الحوار أيضا أجي دي فرصة للمناقشات
+
+593
+00:45:50,680 --> 00:45:55,680
+الشخصية المقصود بالمناقشات الشخصية أن أنا إما أن
+
+594
+00:45:55,680 --> 00:46:00,640
+أقابل الطالب ده الطالبأو طالبة دعوة إلى المكتب إذا
+
+595
+00:46:00,640 --> 00:46:05,240
+كان لازم أو أخدها في حصة رياضة أو بفرصة إذا هذه
+
+596
+00:46:05,240 --> 00:46:08,120
+النقطة المقابلة الشخصية مهمة جدا بالذات إذا شعرتي
+
+597
+00:46:08,120 --> 00:46:11,880
+أن الطالبة كانت متفوقة وبدأت تتراجع لسؤالها عن
+
+598
+00:46:11,880 --> 00:46:15,020
+أسباب التراجع إيش اللي عندك بنتي كذا أو إذا كانت
+
+599
+00:46:15,020 --> 00:46:17,800
+والله متميزة لكن في عندها سلوكيات لا ترغب أن
+
+600
+00:46:17,800 --> 00:46:21,160
+تقوليها في إيش في داخل اللي هو الحصة أيضا
+
+601
+00:46:21,160 --> 00:46:24,200
+المناسبات الاجتماعية زي اللي حكيتها أزميلتكم أن
+
+602
+00:46:24,200 --> 00:46:28,220
+مدرسة بتدعو إيشالطالبات أو طالبة داعة المعلمات
+
+603
+00:46:28,220 --> 00:46:31,620
+تخيل كيف بتروح المعلمة هيك اللي هي على مناسبة
+
+604
+00:46:31,620 --> 00:46:34,380
+اجتماعية و الله والدة الطالبة المريضة أو الطالبة
+
+605
+00:46:34,380 --> 00:46:38,420
+المريضة أو صار عندها عزاء وتروح حتى المعلمة تشارك
+
+606
+00:46:38,420 --> 00:46:42,380
+في هذا الشغل وأثر أكيد هيكون أثر كتير إيجابي سيمكن
+
+607
+00:46:42,380 --> 00:46:46,660
+أو يبني أو يتيح للعلاقات الإيجابية أنطل طريق أيضا
+
+608
+00:46:46,660 --> 00:46:50,180
+وضع بعض الملاحظات المكتوبة على دفاتر الطلبة وعلى
+
+609
+00:46:50,180 --> 00:46:56,270
+كراساتهم بشكل كام النقطة الخامسةمعلش بس هنتحملونا
+
+610
+00:46:56,270 --> 00:47:00,210
+شوية تعزيز الصلوك النفس اجتماعي وتجسيد فكرة الشورة
+
+611
+00:47:00,210 --> 00:47:04,270
+كيف يمكن أنه جسد فكرة الشورة من خلال عمل مجموعات
+
+612
+00:47:04,270 --> 00:47:08,790
+عمل مجموعات مجلس الصف بالانتخاب الحر كويس و أنا
+
+613
+00:47:08,790 --> 00:47:13,190
+بذكر أحد الطلبة في أحد المدارس الإعدادية يحدثني
+
+614
+00:47:13,190 --> 00:47:20,910
+معلم ويقول وقفة مجموعة من الطلبةلي يقولوا الشعب
+
+615
+00:47:20,910 --> 00:47:27,050
+يريد او الطلاب يريدون اسخاط الاش المدرس هجيتا جاء
+
+616
+00:47:27,050 --> 00:47:32,250
+المدير مهرولا ليه السفسر ما الامر قالوا ان المدرس
+
+617
+00:47:32,250 --> 00:47:38,470
+عينا فلانا اش عريفا على الصف بدون استشارتنا طب
+
+618
+00:47:38,470 --> 00:47:41,150
+هالكلام بعد الثورات بعد ربيع الثورات العربية طبعا
+
+619
+00:47:41,150 --> 00:47:45,190
+كويس قالهم طب معلش خلال يومين تلاتة انا بخلي ان
+
+620
+00:47:45,190 --> 00:47:48,540
+شاء الله يعملكوا انتخاباترفضوا الان لابد
+
+621
+00:47:48,540 --> 00:47:50,900
+الانتخابات ان تحدث الان طب مين انت بتكون رشحه
+
+622
+00:47:50,900 --> 00:47:55,400
+قالوا سنرشح الطالب برا لماذا لأنه انتخب لكن المعلم
+
+623
+00:47:55,400 --> 00:48:00,210
+حاول ان يزور في نتائج الانتخاباتإذن، لاحظي الإيجاد
+
+624
+00:48:00,210 --> 00:48:04,290
+اللي هو السلوك الاجتماعي وتجسيد فكرة الشعورية من
+
+625
+00:48:04,290 --> 00:48:08,690
+خلال مجلس الطلبة اللي بيقوم ببعض الرحلات، بعض
+
+626
+00:48:08,690 --> 00:48:11,370
+الأنشطة الثقافية، تنظيم الزيارات، هذا أيضًا من
+
+627
+00:48:11,370 --> 00:48:15,770
+المهم جدًا النقطة السادسة استخدام السناء والتشجيع
+
+628
+00:48:15,770 --> 00:48:19,430
+الذي يسهم في حث المزيد أو الطلب على المزيد من
+
+629
+00:48:19,430 --> 00:48:22,930
+العطاء، أيضًا تشجيع الطلبة الاحترام دواتهم عشان
+
+630
+00:48:22,930 --> 00:48:26,880
+نوقف عند هذا النقطة يا بنات، خليكم معانااحترام او
+
+631
+00:48:26,880 --> 00:48:30,680
+تشجيع الطلبة الاحترام ذاتهم احنا هنحكي في المحاضرة
+
+632
+00:48:30,680 --> 00:48:34,440
+القادمة عن الانضباط الذاتي والانضباط الذاتي جزء
+
+633
+00:48:34,440 --> 00:48:37,720
+منه ينبغي ان يكون نابع من وين من احترام الذات
+
+634
+00:48:37,720 --> 00:48:41,560
+والطالب اللذي يحترم ذاته هو يقدر سلوكه بشكل جيد
+
+635
+00:48:41,560 --> 00:48:44,500
+وازم يقول والله أنا احترم نفسه اذا المعنى هو ايش؟
+
+636
+00:48:44,500 --> 00:48:49,950
+مش هيخطئهذا الموضوع احترام الذات هنشوف هناك عديد
+
+637
+00:48:49,950 --> 00:48:52,810
+من الطرق اللي هنتناولها في المحاضرة القادمة ان شاء
+
+638
+00:48:52,810 --> 00:48:57,550
+الله لنشجع الطلبة على احترام زواتهم بس بدأ احكي
+
+639
+00:48:57,550 --> 00:49:00,470
+شغلة بالنسبة لموضوع ال quiz المحاضرة القادمة ان
+
+640
+00:49:00,470 --> 00:49:03,390
+شاء الله المحاضرة القادمة في نهاية المحاضرة
+
+641
+00:49:03,390 --> 00:49:07,280
+القادمة هيكون عندنا quizلحد ما نوصل يعني ان شاء
+
+642
+00:49:07,280 --> 00:49:09,840
+الله فحضروا المحاضرة القادمة لأنها داخلة في ال
+
+643
+00:49:09,840 --> 00:49:13,120
+quiz يعني احنا هنخلص الفصل التاني هنوقف على الفصل
+
+644
+00:49:13,120 --> 00:49:15,840
+التالت ان شاء الله بشكل كامل هناخد ال quiz عليه
+
+645
+00:49:15,840 --> 00:49:19,220
+تلت درجات هيكون مكتوب ان شاء الله رب العالم ماشي
+
+646
+00:49:19,220 --> 00:49:23,580
+ان شاء الله فصل الأول والتاني بركة لفيكم اشكركم
+
+647
+00:49:23,580 --> 00:49:24,300
+حسين السماعة
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eQ04x04vBbM.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eQ04x04vBbM.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ff04df3f93864a74aa03b3aec0d94f3da3ff5b4e
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eQ04x04vBbM.srt
@@ -0,0 +1,1322 @@
+1
+00:00:11,200 --> 00:00:14,240
+بسم الله الرحمن الرحيم الحمد لله والصلاة والسلام
+
+2
+00:00:14,240 --> 00:00:19,440
+على رسول الله أما بعد، اليوم موعدنا مع الفصل الثالث
+
+3
+00:00:19,440 --> 00:00:23,300
+بعنوان: مهام ومهارات المعلم في الإدارة الصفية
+
+4
+00:00:23,300 --> 00:00:29,350
+تحدثنا فيه، فيما سبق، أن المعلمين ينبغي أن يمتلكوا نوعين من
+
+5
+00:00:29,350 --> 00:00:33,950
+المهارات، ينبغي أن يمتلكوا نوعين من
+
+6
+00:00:33,950 --> 00:00:39,390
+المهارات، ما هما؟ مهارات إدارية، صحيح، ثم
+
+7
+00:00:39,390 --> 00:00:45,470
+المهارات الفنية.  ما هي المهارات الإدارية؟
+
+8
+00:00:45,470 --> 00:00:48,930
+المهارات الإدارية، ما هي؟ فضلاً
+
+9
+00:00:52,690 --> 00:00:58,870
+التخطيط، التنظيم، والتنسيق، التوجيه، والرقابة، والتقويم.
+
+10
+00:00:58,870 --> 00:01:02,530
+إذن هذه المهارات الإدارية التي اليوم سنُطلِع
+
+11
+00:01:02,530 --> 00:01:06,730
+عليكم بها، ونشرح بشكل موجز عنها، رغم
+
+12
+00:01:06,730 --> 00:01:11,070
+أننا تحدثنا سابقًا عن جزء من هذه المهارات، لكن بإيجاز
+
+13
+00:01:11,070 --> 00:01:14,090
+حتى ندخل إلى المهارات الأهم وهي المهارات الفنية.
+
+14
+00:01:14,090 --> 00:01:20,820
+مهارات التدريس. دعونا نُطِلْ على موضوع أول مهارة من
+
+15
+00:01:20,820 --> 00:01:25,400
+مهارات الإدارة الصفية، وهي مهارة التخطيط. ونقصد هنا
+
+16
+00:01:25,400 --> 00:01:34,220
+بالتخطيط: صياغة هدف واضح للمعلم يسير عليه وفق خطوات
+
+17
+00:01:34,220 --> 00:01:39,660
+محددة، ويختار لهذا الهدف وسائل محددة حتى يستطيع أن
+
+18
+00:01:39,660 --> 00:01:43,600
+يحققه، أو أن يحقق هذا الهدف بأقصى كفاءة ممكنة
+
+19
+00:01:43,600 --> 00:01:48,460
+وفعالية. إذا تحدثنا عن التخطيط، فنحن نتحدث عن صياغة
+
+20
+00:01:48,460 --> 00:01:53,070
+الأهداف، نتحدث عن اختيار الوسائل والأنشطة، نتحدث عن
+
+21
+00:01:53,070 --> 00:01:59,570
+ماذا؟ عن تحقيق هذا الهدف بطريقة مناسبة، من أشكال
+
+22
+00:01:59,570 --> 00:02:05,050
+التخطيط، أو الخطط المطلوبة من المدرس. أول شغلة هي
+
+23
+00:02:05,050 --> 00:02:09,090
+الخطط طويلة الأمد. ونقصد بالخطط طويلة الأمد، هي الخطط
+
+24
+00:02:09,090 --> 00:02:13,330
+التي يضع فيها المدرس كل محاور المنهاج الدراسي
+
+25
+00:02:13,330 --> 00:02:19,750
+والأنشطة، والوسائل، والواجبات، وخلافه، في خطة واحدة
+
+26
+00:02:19,750 --> 00:02:23,230
+للعام كامل، وهذا نسميه خطة طويلة الأمد.  ما هي
+
+27
+00:02:23,230 --> 00:02:27,650
+الحال؟  للعام كامل، يقوم المدرس بالتخطيط لدروسه، أو لدراسته
+
+28
+00:02:27,650 --> 00:02:33,230
+بشكل كامل.  أيضًا، من الخطط المطلوبة، أنه يخطط للمواد
+
+29
+00:02:33,230 --> 00:02:37,290
+الإضافية للمنهج، وهي المواد الإثرائية التي نتحدث
+
+30
+00:02:37,290 --> 00:02:41,650
+عنها، أنها مواد تساعد، توسّع، تحاول أن تُثري المنهج
+
+31
+00:02:41,650 --> 00:02:45,190
+بطريقة جيدة. والمقصود بالإثراء هو إيه؟ ما هو
+
+32
+00:02:45,190 --> 00:02:50,620
+المقصود بالإثراء للمنهج؟ الزيادة، وقد يكون الحذف.
+
+33
+00:02:50,620 --> 00:02:55,280
+يعني قد يكون الزيادة، أنا أرى أن هذه الوحدة تحتاج
+
+34
+00:02:55,280 --> 00:02:58,820
+إلى نوع من الإثراء، نوع من التوسع، وأحيانًا بعض الـ
+
+35
+00:02:58,820 --> 00:03:02,220
+الـ الـ الوحدات، نوع من التبسيط، وإضافة بعض
+
+36
+00:03:02,220 --> 00:03:06,420
+المعلومات الجديدة.  أيضًا، هناك خطط للإنجازات
+
+37
+00:03:06,420 --> 00:03:11,200
+المتوقعة، يضع المدرس أنه سيسعى خلال الفصل الدراسي
+
+38
+00:03:11,200 --> 00:03:14,360
+أو العام الدراسي، إلى تحقيق مجموعة من الإنجازات
+
+39
+00:03:14,360 --> 00:03:20,400
+ويضع خططه لهذه الإنجازات. سيفعلون لتحقيق، مثلًا، التفوق
+
+40
+00:03:20,400 --> 00:03:25,240
+لصّفه. إنجاز التفوق، أن يصبح هناك، بدل ما يكون عشرة
+
+41
+00:03:25,240 --> 00:03:28,920
+ممتازين، يكونوا عشرين في نهاية العام. هذول العشرون
+
+42
+00:03:28,920 --> 00:03:32,840
+لابد أن يكون هناك، إيش؟ خطة، كيف سأحقق هذا، اللي هو
+
+43
+00:03:32,840 --> 00:03:37,480
+الهدف. أيضًا، خطط التقويم. المقصود بالتقويم هو ماذا؟
+
+44
+00:03:37,480 --> 00:03:41,800
+تقويم تشخيصي، أو تقويمي، أو ختامي؟ أيًّا كان شكل
+
+45
+00:03:41,800 --> 00:03:46,260
+التقويم، ينبغي أن يُعِدّ المعلم أسئلة للتقويم في كل
+
+46
+00:03:46,260 --> 00:03:50,600
+نهاية كل وحدة من وحدات الدروس، حتى يعني يستفيد من
+
+47
+00:03:50,600 --> 00:03:54,200
+التغذية الراجعة، ويحقق هذه التغذية، ويطمئن على أن
+
+48
+00:03:54,200 --> 00:03:58,520
+أهدافه قد تحققت من خلال استجابات الطلبة. أيضًا، خطط
+
+49
+00:03:58,520 --> 00:04:02,560
+الدراسية اليومية. خطط الحصص. اليوم عندي خمس حصص، ما
+
+50
+00:04:02,560 --> 00:04:05,760
+اللي هي، سأفعله في كل حصة، إيش بدي أعمل فيها؟ وهكذا.
+
+51
+00:04:05,760 --> 00:04:11,270
+أيضًا، جداول أسبوعية، جداول الأنشطة، جداول المنهج،
+
+52
+00:04:11,270 --> 00:04:14,830
+جداول اللي هي علاقة بالقضايا الاجتماعية، أو الأنشطة
+
+53
+00:04:14,830 --> 00:04:18,990
+المنهجية، أو الأنشطة العملية. ثم أخيرًا، خطط الواجبات
+
+54
+00:04:18,990 --> 00:04:22,590
+والوظائف. كمان، برضه، على المعلم مطلوب أن يخطط ما
+
+55
+00:04:22,590 --> 00:04:25,710
+الذي سيُعطيه من الواجبات للطلبة.  طبيعي هذا
+
+56
+00:04:25,710 --> 00:04:29,780
+الكلام، لأنه لا ينبغي أن يكون هناك واجب عشوائي، يعني
+
+57
+00:04:29,780 --> 00:04:32,740
+اليوم، والله، أنا أعطيت واجب، ولم أنسق مع مدرس ثانية.
+
+58
+00:04:32,740 --> 00:04:36,960
+معنى ذلك، أنه صار تكدس على الطلبة، أو تكدس على
+
+59
+00:04:36,960 --> 00:04:40,760
+الطالب، مجموعة من الواجبات الصعبة جدًّا. وهذا من
+
+60
+00:04:40,760 --> 00:04:44,260
+الأمور التي يشكو منها الطلبة، أن كثرة الواجبات من
+
+61
+00:04:44,260 --> 00:04:49,660
+المشاكل التي سنُشاهدها في فصل مشاكل الإدارة الصفية.
+
+62
+00:04:49,660 --> 00:04:55,360
+هذه تقريبًا أول مهارة من مهارات الإدارية التي ينبغي
+
+63
+00:04:55,360 --> 00:05:00,390
+على المعلم أن يقوم بها. المهارة الثانية: التنظيم
+
+64
+00:05:00,390 --> 00:05:04,910
+والتنسيق. ما الذي نقصده بالتنظيم والتنسيق؟ تنظيم
+
+65
+00:05:04,910 --> 00:05:11,570
+ماذا؟ والتنسيق بينها ماذا؟ ممتاز. أول شغل، التنظيم
+
+66
+00:05:11,570 --> 00:05:18,990
+الآن، المدرس في صفه، هو مدير. والمدير هو مؤتمن، وهو
+
+67
+00:05:18,990 --> 00:05:22,330
+مسؤول عن كل الموارد الموجودة ضمن الصف. ما هي
+
+68
+00:05:22,330 --> 00:05:27,270
+الموارد المادية، والبشرية؟ كيف يُنسّق بين هذه الموارد،
+
+69
+00:05:27,270 --> 00:05:31,270
+وينظم العلاقة بينها؟ من خلال المحافظة، من خلال
+
+70
+00:05:31,270 --> 00:05:35,990
+الاستثمار، من خلال، يعني إيجاد صف جميل، متناسق مع
+
+71
+00:05:35,990 --> 00:05:42,030
+الطلبة. هذا معناه أنه، إيش؟ يُنَظّم، ويُنسّق بين هذه
+
+72
+00:05:42,030 --> 00:05:46,010
+الموارد، لتحقيق الاستثمار الأفضل لها، في التنفيذ.
+
+73
+00:05:59,720 --> 00:06:05,260
+فضلاً. التنفيذ، هو تنفيذ مخطط له، بطريقة إيش؟ إجرائية،
+
+74
+00:06:05,260 --> 00:06:09,000
+وخطوات متتابعة، حتى يصل إلى الهدف. إذن، المطلوب منه
+
+75
+00:06:09,000 --> 00:06:13,410
+أن يمتلك كفايات للتنفيذ، سنشاهدها في مهارات التدريس.
+
+76
+00:06:13,410 --> 00:06:16,630
+أيضًا، القيادة والتوجيه. ما المقصود بالقيادة؟ وما
+
+77
+00:06:16,630 --> 00:06:20,230
+الفرق بين القائد والمدير؟ قلنا أن المعلم مديرٌ في
+
+78
+00:06:20,230 --> 00:06:26,930
+صفه، ولكن هنا نتحدث عن سمة مهمة جدًا فيه، اللي هو
+
+79
+00:06:26,930 --> 00:06:29,670
+المهارات التي ينبغي أن يمتلكها، وهي مهارة إيش؟
+
+80
+00:06:29,670 --> 00:06:34,290
+القيادة. ما المقصود بالقيادة؟ توزيع المهام على
+
+81
+00:06:34,290 --> 00:06:40,530
+الطلاب، وتوجيههم حسب التوزيع. والتوجيه هذه صفة من
+
+82
+00:06:40,530 --> 00:06:47,250
+صفات المدير، وليس القائد. قائد محبوب اجتماعيًا. ما
+
+83
+00:06:47,250 --> 00:06:50,250
+الفرق بين القائد والمدير؟  خلينا نخرج قليلاً. قائد
+
+84
+00:06:50,250 --> 00:06:53,690
+يرى المهمات أعلاه، وهو بلغته فيها، ويشوف إيش يعني
+
+85
+00:06:53,690 --> 00:07:00,470
+مثلًا، إذا كان معلم يُوَشي، ويتابع، ويتابع معه. طيب،
+
+86
+00:07:00,470 --> 00:07:04,490
+يعني قليلاً. نعم، أنا بأُخبِركم، فأنا أقول أن القائد هو
+
+87
+00:07:04,490 --> 00:07:12,840
+الذي يُوجّه، وبعدين يُتْبَع. يُوجّه، هو ينفذ، القائد بذاته؟
+
+88
+00:07:12,840 --> 00:07:22,100
+يعني أنتَ تعتبر أن المدير أعمّ من القائد؟ كل قائد
+
+89
+00:07:22,100 --> 00:07:25,840
+مدير، وليس كل مدير قائد. هذا صحيح. خلينا نُلقي ضوءًا على
+
+90
+00:07:25,840 --> 00:07:32,170
+مفهوم القيادة. القيادة يا جماعة، هي سمة مهمة جدًّا من
+
+91
+00:07:32,170 --> 00:07:37,470
+سمات الإنسان. الملهم، والمُلهَم، من سمات الإنسان الذي
+
+92
+00:07:37,470 --> 00:07:42,930
+يستطيع أن يُقنع، يكسب قلوب الناس، يكسبهم بالحب، يُؤثّر
+
+93
+00:07:42,930 --> 00:07:48,250
+فيهم، هو قدوة جيدة لهم. وخلينا نضرب مثالًا. دائمًا
+
+94
+00:07:48,250 --> 00:07:51,750
+القيادة هي أشمل. القائد هو الذي ينظر النظر الكليّة،
+
+95
+00:07:51,750 --> 00:07:55,250
+ولا يدخل في التفاصيل. القائد لا يروح إيش يشوف
+
+96
+00:07:55,250 --> 00:07:59,290
+المتابعات البسيطة، ولكنه يتحدث بالقضايا الكلية، لأنه
+
+97
+00:07:59,290 --> 00:08:03,530
+يمتلك تفكيرًا منظمًا، يمتلك تفكيرًا استراتيجيًا، يمتلك كثير
+
+98
+00:08:03,530 --> 00:08:07,010
+من المهارات التي تجعل أنظار الناس تتجه إليه.
+
+99
+00:08:07,010 --> 00:08:10,630
+وخلينا نضرب مثالًا. هناك من حديث الرسول عليه الصلاة
+
+100
+00:08:10,630 --> 00:08:16,000
+والسلام: الناس كالقبل مائة، لا تكاد تجد فيها راحلة. ما
+
+101
+00:08:16,000 --> 00:08:21,340
+المقصود بالحديث؟ أن الناس تمامًا كالقبل، بكل مائة، لا
+
+102
+00:08:21,340 --> 00:08:26,130
+تكاد تجد واحدًا. إذن، الراحلة هو الذي يحمل، هو الذي
+
+103
+00:08:26,130 --> 00:08:30,510
+يستطيع أن يقود، هو الذي يستطيع أن يُوجّه بطريقة
+
+104
+00:08:30,510 --> 00:08:33,450
+التأثير غير المباشر، مش التأثير، ولا التوجيه، لأن
+
+105
+00:08:33,450 --> 00:08:37,470
+التوجيه المباشر قد يكون للمدير. المدير له سلطة. لو
+
+106
+00:08:37,470 --> 00:08:41,570
+كنت أنتَ تعمل بمؤسسة، أو في مدرسة، والمدير قال لك
+
+107
+00:08:41,570 --> 00:08:46,590
+اعمل هكذا، ستفعله. لكنه، إذا فعلت الشيء بطريقة
+
+108
+00:08:46,590 --> 00:08:50,350
+التأثير غير المباشر، بطريقة القدوة. إن المدير، والله،
+
+109
+00:08:50,350 --> 00:08:55,330
+مؤثر. المدير يحب هذا العمل، معنى ذلك هو إيش؟ أصبح
+
+110
+00:08:55,330 --> 00:08:58,310
+في نظرك قدوة، وقائد، زي ما بننظر إلى كثير من
+
+111
+00:08:58,310 --> 00:09:00,450
+القيادات التي... التي... أخذنا نتحدث عن قيادات
+
+112
+00:09:00,450 --> 00:09:04,330
+التعليمية، أو القيادات السياسية. هو قائد، هو... يعني
+
+113
+00:09:04,330 --> 00:09:08,290
+هو... نحن نحبه، لأنه يُؤثّر فينا، يمتلك من القدرة
+
+114
+00:09:08,290 --> 00:09:13,310
+على التأثير، وسمعة شخصية عامة تؤهله أن يكون قائدًا.
+
+115
+00:09:13,310 --> 00:09:16,630
+إذن، مطلوب من المعلم... لماذا نقول مطلوب من المعلم أن
+
+116
+00:09:16,630 --> 00:09:21,550
+يكون قائدًا؟ لأنه لو كان مديرًا، يعني سيفلت من بين
+
+117
+00:09:21,550 --> 00:09:24,550
+يديه كثير من الأمور، بعض الأشياء، حتى لو كان
+
+118
+00:09:24,550 --> 00:09:28,930
+مديرًا ناجحًا، قد يطبقه، لكنه لن يحقق الانضباط الذاتي الذي
+
+119
+00:09:28,930 --> 00:09:33,710
+تحدثنا فيه في المحاضرة السابقة. أيضًا، الإشراف
+
+120
+00:09:33,710 --> 00:09:38,750
+والمتابعة. أيضًا، ليس مطلوبًا من المعلم فقط أن يكون
+
+121
+00:09:38,750 --> 00:09:43,010
+قائدًا، وأن يتحدث بطريقة عامة، وأن يتحدث بطريقة كلية،
+
+122
+00:09:43,010 --> 00:09:46,250
+إنما أيضًا مطلوب منه أن يُشرِف، أن يتابع  حَال الطلبة،
+
+123
+00:09:46,250 --> 00:09:50,850
+أن يسأل عن مشاكلهم، أن يتابع تنفيذ الواجبات، ويرى
+
+124
+00:09:50,850 --> 00:09:55,190
+إلى أي مدى تقدم الطلبة باتجاه الإنجاز، وهكذا. آخر
+
+125
+00:09:55,190 --> 00:10:00,870
+شغلة، وهي التقويم. وهنا إيش معنا التقويم؟ هو إصدار
+
+126
+00:10:00,870 --> 00:10:04,630
+أحكامٍ بالجدارة والفعالية حول قضية ما. إحنا بنعطي
+
+127
+00:10:04,630 --> 00:10:09,430
+واجب، بنعطي امتحان، الآن، ليُقَيّم، إلى أي مدى طالبات
+
+128
+00:10:09,430 --> 00:10:13,770
+شعبة 205 في إدارة الصف، هم ما شاء الله يعني
+
+129
+00:10:13,770 --> 00:10:20,490
+يتفهمون، متفهمات، قادرات على استيعاب المعلومات بطريقة
+
+130
+00:10:20,490 --> 00:10:25,510
+مناسبة. إذن، التقويم له كثير من الأهداف المهمة
+
+131
+00:10:25,510 --> 00:10:29,110
+التي  تعلّقت بها في المهارات، اللي هي مهارات
+
+132
+00:10:29,110 --> 00:10:35,830
+الفنية للمعلم. في أي سؤال حول هذه المهارات؟ أه؟
+
+133
+00:10:35,830 --> 00:10:36,230
+حبيبي
+
+134
+00:10:40,730 --> 00:10:44,670
+صحيح، لكن إجراء التقويم ذاته هو مهمة إدارية، و
+
+135
+00:10:44,670 --> 00:10:49,490
+تصحيحه، ومتابعته، وتقديم التغذية الراجعة. لكن صياغة
+
+136
+00:10:49,490 --> 00:10:54,090
+التقويم هو فني، لأن صياغة الأسئلة هي إطار فني. صحيح.
+
+137
+00:10:54,090 --> 00:10:58,870
+نجيء للمهمة الأساسية، وهي الرسالة التي ينبغي على
+
+138
+00:10:58,870 --> 00:11:02,990
+المعلم أن يقوم بها، وهي إيش؟ رسالة التدريس. ما المقصود
+
+139
+00:11:02,990 --> 00:11:06,910
+بعملية التدريس، أو التعليم؟ ما المقصود؟
+
+140
+00:11:19,950 --> 00:11:25,550
+فضلاً. عملية تغيير سلوك لدى المتعلم، من خلال مجموعة
+
+141
+00:11:25,550 --> 00:11:33,230
+من المدخلات. فضلاً. عملية
+
+142
+00:11:33,230 --> 00:11:36,750
+اتصال، يحاول المعلم من خلالها أن يعطي مجموعة من
+
+143
+00:11:36,750 --> 00:11:40,880
+المهارات للمتعلم. طيب، خلينا نشوف التدريس، أو التعليم،
+
+144
+00:11:40,880 --> 00:11:46,560
+هو عملية تحفيز. لماذا؟ ولمن؟ تحفيز وإثارة لقوى
+
+145
+00:11:46,560 --> 00:11:51,160
+المتعلم، القوى العقلية، النفسية، الاجتماعية، لإحداث
+
+146
+00:11:51,160 --> 00:11:56,520
+تغيير في سلوكه. أين يتجه هذا السلوك؟ طبعًا، يتجه هنا
+
+147
+00:11:56,520 --> 00:12:00,860
+هو نحو إيه؟ التكيّف مع البيئة المحيطة، البيئة
+
+148
+00:12:00,860 --> 00:12:04,580
+الاجتماعية. وعشان هيك إحنا نقول، في إحداث تغيير في
+
+149
+00:12:04,580 --> 00:12:08,330
+سلوكه، نتيجة، أو نتاج، عن مثيرات داخلية وخارجية.
+
+150
+00:12:08,330 --> 00:12:11,150
+مُثيرات داخلية: رغبة في التعلم، دافع، وجود دافع، وجود
+
+151
+00:12:11,150 --> 00:12:15,070
+حاجة، كويس. أو خارجية: طريقة المعلم في الإلقاء، في
+
+152
+00:12:15,070 --> 00:12:19,550
+الأداء. طبعًا، مما يؤكد حصول التعلم، وعماد العملية
+
+153
+00:12:19,550 --> 00:12:24,150
+التدريسية، أو التعليمية، هي إيش؟ المعلم. لذلك نقول
+
+154
+00:12:24,150 --> 00:12:29,790
+إن هذا التعريف، إذا ما وجّهنا له نقدًا، فإننا سنوجّه أن
+
+155
+00:12:29,790 --> 00:12:34,990
+عماد عملية التعليم هي المعلم، هي ليست كذلك. المعلم
+
+156
+00:12:34,990 --> 00:12:38,950
+والمتعلم، جميعًا. المعلم هو محور الإدارة الصفية،
+
+157
+00:12:38,950 --> 00:12:43,050
+والمعلم والمتعلم هو محور العملية التعليمية. إذن، هذا
+
+158
+00:12:43,050 --> 00:12:46,250
+تعريف عملية تحفيز، وإثارة، لدوافع المتعلم، نحو إيه؟
+
+159
+00:12:46,250 --> 00:12:50,430
+إحداث تغيير في سلوكه، ناتج عن مثيرات داخلية، أو
+
+160
+00:12:50,430 --> 00:12:55,310
+خارجية، حتى نتأكد أن عملية التعلم قد حصلت بالفعل،
+
+161
+00:12:55,310 --> 00:13:01,930
+واكتسب المتعلم مهارات، معارف، اتجاهات، وسلوك، وقيم. في
+
+162
+00:13:01,930 --> 00:13:06,610
+هناك تعريف آخر، أيضًا. عملية التعلم هي عملية مقصودة
+
+163
+00:13:06,610 --> 00:13:11,950
+وموجهة، بدليل أننا نحدد أهدافًا لها، نخطط، نكلّف معلمًا أن
+
+164
+00:13:11,950 --> 00:13:17,350
+يقوم بها. أيضًا، هناك منهج يُعَدّ بطريقة علمية. إذن،
+
+165
+00:13:17,350 --> 00:13:20,310
+عملية التعليم هي عملية
+
+223
+00:17:45,770 --> 00:17:49,050
+التدريس، هناك مجموعة من المهارات، هنا مهارات
+
+224
+00:17:49,050 --> 00:17:55,250
+قبلية، وهنا مهارات بعدية. المهارات القبلية التي
+
+225
+00:17:55,250 --> 00:17:59,260
+ينبغي أن نمتلكها أولًا: صياغة الأهداف التعليمية.
+
+226
+00:17:59,260 --> 00:18:04,200
+ما هي مستويات الأهداف حسب بلوم أو... تفضلي.
+
+227
+00:18:04,200 --> 00:18:08,040
+نفس
+
+228
+00:18:08,040 --> 00:18:17,980
+الشيء، يعني خلينا نقول الأهداف التعليمية: معرفية، و
+
+229
+00:18:17,980 --> 00:18:27,670
+وجدانية، وحركية. طيب، الآن
+
+230
+00:18:27,670 --> 00:18:30,830
+صياغة هذه الأهداف، ينبغي أن تكون الأهداف كلها
+
+231
+00:18:30,830 --> 00:18:37,010
+مصاغة بطريقة سلوكية تؤدي إلى نتائج فعلية وعملية
+
+232
+00:18:37,010 --> 00:18:42,710
+ترقى بالمتعلم إلى درجة من المعرفة، أو درجة من
+
+233
+00:18:42,710 --> 00:18:46,710
+المعرفة، وأيضًا درجة من نوع الأهداف النفسية التي
+
+234
+00:18:46,710 --> 00:18:51,230
+تحقق جزءًا من كيان الإنسان وتتفاعل معه، وأيضًا
+
+235
+00:18:51,230 --> 00:18:53,630
+الحركة اللي لها علاقة بالمهارات
+
+236
+00:18:53,630 --> 00:18:58,400
+الأدائية، مثل الكتابة، الرسم، وممارسة بعض
+
+237
+00:18:58,400 --> 00:19:02,180
+التمارين أو الألعاب الرياضية. إذا أولًا ينبغي أن
+
+238
+00:19:02,180 --> 00:19:06,220
+يدرك المعلم أنه ينبغي أن يمتلك: قدرة على صياغة
+
+239
+00:19:06,220 --> 00:19:10,700
+الأهداف التعليمية بطريقة جيدة وبطريقة سلوكية. نقطة
+
+240
+00:19:10,700 --> 00:19:13,120
+ثانية: تحليل المحتوى التعليمي. ما المقصود بتحليل
+
+241
+00:19:13,120 --> 00:19:20,860
+المحتوى التعليمي؟ ماذا نحلّل؟ تقسيمه لماذا؟ أولًا
+
+242
+00:19:20,860 --> 00:19:27,910
+تفضلي: تقسيم المنهج إلى مفاهيم، وحقائق، و
+
+243
+00:19:27,910 --> 00:19:32,850
+تعميمات، وقوانين. ممتاز. طيب، إيش كمان؟ ونظريات، و
+
+244
+00:19:32,850 --> 00:19:38,990
+مبادئ. إيش فيه تقسيم ثاني؟ كل
+
+245
+00:19:38,990 --> 00:19:43,630
+مادة لها تقسيم. أنا الآن، خلينا نأخذ مثالًا صغيرًا. أنا
+
+246
+00:19:43,630 --> 00:19:47,650
+لما أريد أن أحلّل محتوى تعليميًا، أريد أن آخذ البعد بثلاثة أبعاد.
+
+247
+00:19:47,650 --> 00:19:51,710
+البعد الأول الأساسي هو بعد المادة التعليمية.
+
+248
+00:19:51,710 --> 00:19:56,250
+ثم بعد ثاني: بعد الوحدة ذاتها. يعني أنا أبدأ أقسمها
+
+249
+00:19:56,250 --> 00:20:02,630
+أول شيء: إطار، كله كويس. فهم عام للدرس. إطار الوحدات.
+
+250
+00:20:02,630 --> 00:20:10,750
+وبعدها كده أقسمها حسب المستوى الذي أقدر
+
+251
+00:20:10,750 --> 00:20:14,970
+أقدمه فيه. لأن أنا مثلاً عندي درس عن... خلّاني أتحدث
+
+252
+00:20:14,970 --> 00:20:18,970
+عن التربية الدينية، أو التربية الإسلامية. نأخذ غزوة
+
+253
+00:20:18,970 --> 00:20:24,290
+أحد. كيف سأحلل هذه الغزوة، وأقسمها، وأجزّئها إلى ماذا؟
+
+254
+00:20:24,290 --> 00:20:29,830
+مجموعة من الأجزاء بحيث تكون متسلسلة مع أفكار الطلبة، و
+
+255
+00:20:29,830 --> 00:20:32,750
+يستطيع الطالب أن يفهمها. أولًا: البعد الزماني،
+
+256
+00:20:32,750 --> 00:20:37,110
+مثلاً، أو ظروف المعركة. فده تقسيم. بعدها: أحداث
+
+257
+00:20:37,110 --> 00:20:41,290
+المعركة، نتائج المعركة. هذا ماذا؟ قسمتها لوحدات،
+
+258
+00:20:41,290 --> 00:20:45,870
+يُسهل فهمها. ننتقل من البسيط إلى ماذا؟ الأصعب، ثم
+
+259
+00:20:45,870 --> 00:20:49,710
+الأصعب. هذا تقسيم من التقسيمات. وأيضًا كمان
+
+260
+00:20:49,710 --> 00:20:53,010
+عملية التقييم التي أبدأ أقيس بها المحتوى
+
+261
+00:20:53,010 --> 00:20:56,470
+التعليمي من خلالها، ينبغي أن تكون حاضرة في
+
+262
+00:20:56,470 --> 00:21:00,220
+تحليل المحتوى. إلى أي مدى يستطيع المتعلم أن يدرك
+
+263
+00:21:00,220 --> 00:21:03,260
+مجموعة من المعلومات. يعني بيقدر يدرك ثلاث معلومات في
+
+264
+00:21:03,260 --> 00:21:06,760
+الدرس. قدراته العقلية تستوعب هذا القدر. أعطيه ثلاث
+
+265
+00:21:06,760 --> 00:21:10,280
+معلومات. إذًا عملية التحليل عملية مهمة جدًا،
+
+266
+00:21:10,280 --> 00:21:15,260
+وتُعطيني جانبًا مهمًا في اختيار: وسائل
+
+267
+00:21:16,000 --> 00:21:19,600
+يعني إذا أنا كنت في درس كهذا، فيه جانب
+
+268
+00:21:19,600 --> 00:21:24,520
+جغرافي، موقع. إذًا الوسيلة تكون: خريطة. طيب،
+
+269
+00:21:24,520 --> 00:21:29,580
+الجانب، الأحداث. ربما الوسيلة: فيديو يشرح عن
+
+270
+00:21:29,580 --> 00:21:33,580
+مثلاً، أو بـ... بـ... بـ... بجسّد غزوة بدر، مثلاً، من أحد
+
+271
+00:21:33,580 --> 00:21:38,600
+الأفلام، أو لأ. ممكن أحكي قصصًا. إذًا الوسيلة: هل هي عبارة
+
+272
+00:21:38,600 --> 00:21:41,800
+عن إطار نظري، أم أستخدم فيها وسيلة تعليمية؟ طيب،
+
+273
+00:21:41,800 --> 00:21:45,380
+إذا كانت النتائج، هل ممكن أستخدمها؟ أي وسيلة
+
+274
+00:21:45,380 --> 00:21:48,400
+ممكن أستخدمها؟ إذا أنا أحاول قدر المستطاع في كل درس
+
+275
+00:21:48,400 --> 00:21:52,100
+أن أختار، بناءً على تحليل المحتوى التعليمي، الوسائل
+
+276
+00:21:52,100 --> 00:21:57,100
+والأساليب المناسبة. اختيار مدخل التدريس. إيش المقصود
+
+277
+00:21:57,100 --> 00:22:03,220
+بمدخل التدريس؟ التخطيط. اختيار مدخل التدريس. آه،
+
+278
+00:22:03,220 --> 00:22:04,120
+تفضلي.
+
+279
+00:22:08,930 --> 00:22:13,050
+يعني هذا اختيار المدخل في البداية. كيف أمهد، ماشي؟
+
+280
+00:22:13,050 --> 00:22:16,470
+الحال، بس في شغلة ثانية أهم. شغلة في اختيار مدخل
+
+281
+00:22:16,470 --> 00:22:21,390
+التدريس: طرق التدريس التي أبدأ أستخدمها في الحصة
+
+282
+00:22:21,390 --> 00:22:24,750
+الأولى والثانية. ممكن أستخدم الشرح النظري في الحصة
+
+283
+00:22:24,750 --> 00:22:29,090
+الثالثة. ممكن أستخدم القصة والمناقشة في الرابعة. لأ،
+
+284
+00:22:29,090 --> 00:22:32,460
+ممكن أخلي نوعًا من التفاعل، أو أنشطة
+
+285
+00:22:32,460 --> 00:22:35,780
+تعاونية. تتقدّم الدرس. لأنه كلما تقدّمنا شويًا في
+
+286
+00:22:35,780 --> 00:22:39,340
+الحصة، طبيعة الدرس بتخليني أختار مدخل التدريس. يعني
+
+287
+00:22:39,340 --> 00:22:43,160
+إذا أريد أن أختار، والله، مثلاً، في درس لغة عربية، أو قواعد،
+
+288
+00:22:43,160 --> 00:22:47,320
+أكيد مش هجيب قصة معينة. يعني أكيد هذا ليس المدخل
+
+289
+00:22:47,320 --> 00:22:51,020
+الأساسي، لكنّه قد يكون. المدخل الأساسي عبارة عن
+
+290
+00:22:51,020 --> 00:22:55,340
+نوع من المناقشة، أو حول قاعدة معينة، وإيش أهمّ
+
+291
+00:22:55,340 --> 00:22:58,990
+محتوياتها. وهكذا. إذًا المهارات القبلية التي ينبغي
+
+292
+00:22:58,990 --> 00:23:02,150
+على المعلم: اختيار أهداف تعليمية، تحليل المحتوى
+
+293
+00:23:02,150 --> 00:23:05,890
+التعليمي، تحديد وسائل، ثم التخطيط، واختيار
+
+294
+00:23:05,890 --> 00:23:12,690
+الأنشطة، أو مدخل التدريس. طيب، نأتي لِمهارات التنفيذ.
+
+295
+00:23:12,690 --> 00:23:19,650
+إذا خطّط المعلم، هو الآن سينفذ. يدخل غرفة الصف، ويبدأ
+
+296
+00:23:19,650 --> 00:23:25,030
+عملية التدريس. إذًا هناك مهارات، أو واجبات،
+
+297
+00:23:25,030 --> 00:23:28,900
+ينبغي على المعلم أن يقوم بها. ما هي هذه المهارات؟
+
+298
+00:23:28,900 --> 00:23:32,600
+أول شيء: تهيئة البيئة الصفية من ناحية تنظيمية. يا
+
+299
+00:23:32,600 --> 00:23:36,880
+شباب، يا بنات، حتى يساعد الجميع على
+
+300
+00:23:36,880 --> 00:23:42,540
+أن يكون هناك مناخ إيجابي. لأننا بدأنا الدرس. بعد ذلك، تقديم
+
+301
+00:23:42,540 --> 00:23:48,140
+المادة بطريقة واضحة، متسلسلة، ومنطقية، حتى يستمتع
+
+302
+00:23:48,140 --> 00:23:52,480
+بها الطلبة، ويستطيعوا أن يأخذوا منها نتائج، أو منتجات
+
+303
+00:23:52,480 --> 00:23:56,460
+تعليمية جيدة. مطلوب أيضًا من المعلم خلال التنفيذ أن
+
+304
+00:23:56,460 --> 00:24:01,680
+يركّز على ماذا؟ على مهارات، معلومات أساسية. لا
+
+305
+00:24:01,680 --> 00:24:05,700
+أستطيع أن أحكي في الدرس عن أشياء، يعني قصص خارج
+
+306
+00:24:05,700 --> 00:24:08,760
+الدرس، ليس لها علاقة. ثم أقعد في خمس دقائق، وأقول
+
+307
+00:24:08,760 --> 00:24:13,220
+أنا جئت بكل المعلومات والمهارات، وأدخلهم في عقول
+
+308
+00:24:13,220 --> 00:24:17,280
+الطلبة. هذا أمر صعب. وأيضًا: تنظيم الوقت المتاح، بحيث
+
+309
+00:24:17,280 --> 00:24:22,250
+يكون متناسبًا. وقت الشرح، مع التقييم، مع المشاركة، مع
+
+310
+00:24:22,250 --> 00:24:25,450
+الأنشطة المنهجية، مع كل التفاصيل الإدارية التي
+
+311
+00:24:25,450 --> 00:24:28,550
+ينبغي على المعلم القيام بها. أيضًا، يكون فيه توزيع
+
+312
+00:24:28,550 --> 00:24:33,370
+بطريقة مناسبة. ثم: تشجيع الطلبة على المشاركة. نحن
+
+313
+00:24:33,370 --> 00:24:37,490
+ندرك أن المعلم الفعّال، والمعلم الإيجابي، هو الذي يُشارك
+
+314
+00:24:37,490 --> 00:24:40,990
+طلبته في خلال الدرس في أكثر من مرحلة من مراحل
+
+315
+00:24:40,990 --> 00:24:46,510
+الدرس، ويراعي الفروق الفردية بينهم. وأيضًا من مهارات
+
+316
+00:24:46,510 --> 00:24:51,070
+المعلم في التنفيذ: أنه يطرح أسئلة تُثير تحديًا، أو
+
+317
+00:24:51,070 --> 00:24:55,070
+تفكير الطلبة، ويستخدم وسائل لإدارة النقاش بطريقة
+
+318
+00:24:55,070 --> 00:24:59,930
+جيدة تخدم المنهج.  إيش مثلاً، إذا كنت أنت في درس
+
+319
+00:24:59,930 --> 00:25:06,630
+كويس، وهذا الدرس مثلاً تتحدثين فيه عن البيئة،
+
+320
+00:25:06,630 --> 00:25:11,210
+البيئة، يعني في العلوم، إيش ممكن أنت تسألي أسئلة
+
+321
+00:25:11,210 --> 00:25:16,540
+تُثير تحدي الطلبة؟ إيش في عندنا سؤال ممكن يُثير
+
+322
+00:25:16,540 --> 00:25:22,160
+تحدي الطلبة؟ داخل الدرس. خذي أي سؤال، بلاش
+
+323
+00:25:22,160 --> 00:25:26,880
+البيئة، التربية الدينية، اللغة العربية، الرياضيات،
+
+324
+00:25:26,880 --> 00:25:31,840
+أي شيء. إيش الأسئلة التي تُثير؟ آه، تفضلي. مثلاً، أنا
+
+325
+00:25:31,840 --> 00:25:36,040
+أدرس رياضيات، أقصد، لو كان الدرس يتكلم عن
+
+326
+00:25:36,040 --> 00:25:57,000
+المثلث. ماشي. يعني
+
+327
+00:25:57,000 --> 00:26:01,800
+ممتاز جدًا. لو جئنا بشکل في الرياضيات معقّد
+
+328
+00:26:01,800 --> 00:26:06,550
+قليلًا، أو أقول لهم: أخرجوا مثلاً خمسة مثلثات من هذا الشكل
+
+329
+00:26:06,550 --> 00:26:10,370
+متساوية الأضلاع، ماذا سيحدث؟ سيبدأوا جميعًا بالنظر في
+
+330
+00:26:10,370 --> 00:26:14,230
+الشكل. طيب، ماشي. قلب، أصبح جيم، يبدو إيش، يرسموا. إذًا
+
+331
+00:26:14,230 --> 00:26:18,530
+هذه الإثارة هي ما تُخلّي لأنني أنشّط الصفّ،
+
+332
+00:26:18,530 --> 00:26:22,330
+أُثير اهتماماتهم، وبعدها كده أبدأ أدخل لشرح
+
+333
+00:26:22,330 --> 00:26:26,270
+ماذا؟ المثلث متساوي الأضلاع، وهكذا. وأيضًا يستخدم
+
+334
+00:26:26,270 --> 00:26:29,430
+مواد تعليمية ووسائل في إطار المنهج التعليمي، بحيث
+
+335
+00:26:29,430 --> 00:26:32,510
+تتناسب معه. لا يُفيد أن أجيب وسيلة لا تتناسب، زي ما حكيت.
+
+336
+00:26:32,510 --> 00:26:36,570
+أنا أجيب خريطة وأنا أحكي في قصة. لا يُصلح،
+
+337
+00:26:36,570 --> 00:26:40,350
+إلا إذا كنت أُحدّد فيها البعد الزمني، أو
+
+338
+00:26:40,350 --> 00:26:44,810
+المكاني، عفواً، لموقع معيّن لمعركة، لغزوة، و
+
+339
+00:26:44,810 --> 00:26:49,010
+هكذا. وأيضًا يستخدم أساليب مختلفة: الثناء،
+
+340
+00:26:49,010 --> 00:26:54,290
+التشجيع، الحوافز، الدرجات، وهكذا. يراقب سلوك الطلبة خلال
+
+341
+00:26:54,290 --> 00:26:59,250
+الدرس، ويتأكد أنهم يفهمون، أو فاهمين، ما يتمّ
+
+342
+00:26:59,250 --> 00:27:03,290
+شرحه من قبل المعلم. طبعًا كيف هذا الكلام؟
+
+343
+00:27:03,290 --> 00:27:07,690
+واحد يقول: أنا متأكد الآن أني، وأنا أنظر إليكم،
+
+344
+00:27:07,690 --> 00:27:12,390
+أعلم أن فلانة فاهمة، وفلانة غير فاهمة. هذه تأتي
+
+345
+00:27:12,390 --> 00:27:18,030
+بخبرة. أيضًا، من خلال:  طالبة، وزميلتها
+
+346
+00:27:18,030 --> 00:27:21,750
+يُكتبان معًا، تُحددون كيف سيفهمون. أكيد طبعًا
+
+347
+00:27:21,750 --> 00:27:25,450
+لا سيفهمون. صحيح أم لا؟ صحيح. طيب، ننتقل إن شاء
+
+348
+00:27:25,450 --> 00:27:33,090
+الله. طيب،
+
+349
+00:27:33,090 --> 00:27:36,150
+إذًا كانت هذه المهارات القبلية. كلنا فيها مهارتين،
+
+350
+00:27:36,150 --> 00:27:41,320
+مهارة (أ). عندنا مهارات تنفيذ. تحدثت عنها، المهارات
+
+351
+00:27:41,320 --> 00:27:47,660
+الأولى: مهارات تخطيط الدرس، صحيح؟ طيب، نأتي للمهارات
+
+352
+00:27:47,660 --> 00:27:51,400
+البعدية. المهارات البعدية عادةً بعد انتهاء الدرس، أو
+
+353
+00:27:51,400 --> 00:27:53,720
+بعد انتهاء الحصة، يكون لدينا مهارة وهي: ماذا؟
+
+354
+00:27:53,720 --> 00:27:56,820
+التقويم. والتقويم، زي ما حكينا، هو إصدار أحكام
+
+355
+00:27:56,820 --> 00:28:01,000
+بالموضوعية، أو الفعلية، حول موقف، أو قضية. يعطيها
+
+356
+00:28:01,000 --> 00:28:05,140
+المعلم للطلبة، ثم يأخذ منهم: ماذا؟ تغذية راجعة في هذا
+
+357
+00:28:05,140 --> 00:28:05,780
+السياق.
+
+358
+00:28:09,440 --> 00:28:13,420
+طبعًا التقويم هو معيار مهم جدًا من معايير، حتى في
+
+359
+00:28:13,420 --> 00:28:19,180
+الحياة الإنسانية. وفي القيم، لاحظوا، نحن نقول: نؤدي
+
+360
+00:28:19,180 --> 00:28:23,960
+الصيام، ونأتي نقيم إلى أي مدى حققنا هذه
+
+361
+00:28:23,960 --> 00:28:27,480
+الشروط الأساسية في الصيام. إذا حققناها، طبعًا
+
+362
+00:28:27,480 --> 00:28:32,240
+القبول عند الله عز وجل. نبدأ التقييم: حسب هل بالفعل
+
+363
+00:28:32,240 --> 00:28:37,480
+كان الصوم كاملًا في الجوارح وفي كل شيء، أم لا؟ هو
+
+364
+00:28:37,480 --> 00:28:42,920
+صوم، فقط جوارح. وفي صيام عن الأشياء الكثيرة
+
+365
+00:28:42,920 --> 00:28:47,270
+جداً، أو غيره؟ إذًا نحن نتحدث عن التقييم كأداة لقياس
+
+366
+00:28:47,270 --> 00:28:51,930
+حصيلة الطلبة عن أشياء أعطيناهم إياها كمدرسين، ثمّ
+
+367
+00:28:51,930 --> 00:28:56,830
+نطمح أن يستجيب الطلبة، أو يصلوا إلى حد من الكفاءة،
+
+368
+00:28:56,830 --> 00:29:00,430
+أو الكفاءة، أو الفعالية، من خلال هذا التقييم. لذلك،
+
+369
+00:29:00,430 --> 00:29:05,030
+نلجأ كمعلمين إلى قياس قدرات الطلبة من خلال
+
+370
+00:29:05,030 --> 00:29:10,820
+ثلاثة أنواع من التقييم. أولاً: التقييم التشخيصي، الذي
+
+371
+00:29:10,820 --> 00:29:14,260
+نُسمّيه تقويمًا مبدئيًا. هو التقييم التشخيصي، تعرّفون
+
+372
+00:29:14,260 --> 00:29:17,380
+الامتحانات التشخيصية التي تُجرى في بداية دخولكم
+
+373
+00:29:17,380 --> 00:29:21,040
+الشعبة، لازم تُجرون امتحانات تشخيصية، حتى تُميّزون بين
+
+374
+00:29:21,040 --> 00:29:25,500
+فروق بين الطلبة، كيف هم، إيش واضح، ثم بعد ذلك من
+
+375
+00:29:25,500 --> 00:29:29,040
+خلالها، تبدأون بتصميم: ما هي الخطوات التي ينبغي أن
+
+376
+00:29:29,040 --> 00:29:34,140
+تتخذوها لعلاج المتعثرين، لتعزيز الذين هم
+
+377
+00:29:34,140 --> 00:29:38,900
+يعني أقوياء إلى حدّ ما. ثمّ: تثبيت، وتحفيز المتفوقين.
+
+378
+00:29:38,900 --> 00:29:45,030
+وأخيرًا: أمّا التقويم التكويني، فيكون بعد انتهاء الدرس،
+
+379
+00:29:45,030 --> 00:29:47,550
+بعد انتهاء واحد من الدروس، أو أحيانًا الامتحانات
+
+380
+00:29:47,550 --> 00:29:53,050
+الفصلية. عندنا هي: ماذا؟ ختامي، أم تكويني؟
+
+381
+00:29:53,050 --> 00:29:57,670
+النصف فصلية: تكويني. أمّا الختامي، فيكون
+
+382
+00:29:57,670 --> 00:29:59,850
+في نهاية الدرس.
+
+383
+00:30:03,680 --> 00:30:06,700
+طبعًا، عندما نتحدث عن التقويم، نحن لا نتحدث
+
+384
+00:30:06,700 --> 00:30:11,020
+عن مجرد أسئلة يقوم بها، أو يُعطيها المعلم، ثمّ بعد
+
+385
+00:30:11,020 --> 00:30:14,820
+ذلك يُصحّح هذه الأسئلة. للتقويم دور مهم جدًا أن
+
+386
+00:30:14,820 --> 00:30:19,000
+يرتبط بماذا؟ بالأهداف التعليمية. أنا وضعت، أو أنا
+
+387
+00:30:19,000 --> 00:30:23,180
+توقعت، أن نهاية هذه المحاضرة أن تكون قد اكتسبتم مهارة
+
+388
+00:30:23,180 --> 00:
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eQ04x04vBbM_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eQ04x04vBbM_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..57a2af4058b8d5bc693848657d1c95097465533b
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eQ04x04vBbM_raw.json
@@ -0,0 +1 @@
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1936.76, "text": "بتكون إجابة الأسئلة؟ حاضر", "tokens": [3555, 2655, 30544, 11933, 7435, 16758, 3660, 16247, 3794, 19986, 37977, 22807, 11331, 46958, 2288], "avg_logprob": -0.2108154259622097, "compression_ratio": 0.8545454545454545, "no_speech_prob": 0.0, "words": [{"start": 1934.3, "end": 1934.62, "word": "بتكون", "probability": 0.7947591145833334}, {"start": 1934.62, "end": 1934.9, "word": " إجابة", "probability": 0.914794921875}, {"start": 1934.9, "end": 1935.62, "word": " الأسئلة؟", "probability": 0.837646484375}, {"start": 1935.62, "end": 1936.76, "word": " حاضر", "probability": 0.7639973958333334}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1938.889375, "duration_after_vad": 1887.1172187499953}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18.srt
new file mode 100644
index 0000000000000000000000000000000000000000..9e54680cc92d20d689f81b0fe6ffd90de4f179ce
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18.srt
@@ -0,0 +1,1869 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,990 --> 00:00:17,710
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:17,710 --> 00:00:21,110
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:21,110 --> 00:00:26,830
+وعلى آله وصحبه وسلم أجمعين، أما بعد، في هذا الفصل
+
+5
+00:00:26,830 --> 00:00:33,310
+سنتناول أبرز المشكلات التي تواجه المعلم داخل حجرة
+
+6
+00:00:33,310 --> 00:00:40,150
+الصف. هذه المشكلات، كما هو معلوم، أنها تنقسم إلى نوعين
+
+7
+00:00:40,150 --> 00:00:44,410
+من المشكلات. النوع الأول هو مشكلات إدارية، والنوع
+
+8
+00:00:44,410 --> 00:00:51,090
+الثاني له علاقة بمشكلات فنية تتعلق بالطلبة بشكل
+
+9
+00:00:51,090 --> 00:00:56,550
+أساسي. ولعل المشكلات الفنية التي تتعلق بالطلبة هي
+
+10
+00:00:56,550 --> 00:01:00,190
+المشكلات التي سنعني بها في هذا الفصل وسنركز عليها
+
+11
+00:01:00,340 --> 00:01:04,940
+بشكل كبير جداً، لكن هذا لا يعني أننا نقلل من أهمية
+
+12
+00:01:04,940 --> 00:01:08,100
+المشكلات الإدارية. طبعاً المشكلات الإدارية التي
+
+13
+00:01:08,100 --> 00:01:12,540
+نقصدها هي المشكلات التي تواجه مدير المدرسة أو مربي
+
+14
+00:01:12,540 --> 00:01:17,980
+الصف، نتيجة خلل إداري معين، سواء كان في التخطيط أو في
+
+15
+00:01:17,980 --> 00:01:23,340
+تنفيذ ما وضعه المعلم من خطط. من أمثلة هذه المشاكل
+
+16
+00:01:23,340 --> 00:01:28,460
+أو المشكلات، نقص بعض الكتب. كلنا يعلم أنه ما بدء
+
+17
+00:01:28,460 --> 00:01:35,020
+العام الدراسي لا تصل جميع الكتب مكتملة، أو أنها تصل
+
+18
+00:01:35,020 --> 00:01:40,280
+بشكل عام ناقصة ولا تُعمّم على جميع الطلبة. هذا من
+
+19
+00:01:40,280 --> 00:01:44,960
+شأنه إذا كان، والله، بنحكي عن مساق/مادة معينة زي
+
+20
+00:01:44,960 --> 00:01:49,660
+لغة إنجليزية أو رياضيات، فش كتب تأخرت أسبوع أو
+
+21
+00:01:49,660 --> 00:01:55,200
+أسبوعين في الطباعة.  مادة، اللي يمكن للمعلم أن يفعله
+
+22
+00:01:55,200 --> 00:01:59,980
+لا سيما أن الكتاب هو مصدر المعلومة الوحيدة للطالب
+
+23
+00:01:59,980 --> 00:02:03,340
+يعني هو اللي بده يحضر ويحل عليه التمرين ويعمل كل
+
+24
+00:02:03,340 --> 00:02:06,340
+شيء، بالذات إذا تحدثنا عن مراحل الدنيا سواء كانت
+
+25
+00:02:06,340 --> 00:02:09,620
+ابتدائية أو حتى في المراحل الوسطى مثل الإعدادية، الصف
+
+26
+00:02:09,620 --> 00:02:15,800
+السابع والثامن. هذا الموضوع يجعلنا نقول: كيف يمكن أن
+
+27
+00:02:15,800 --> 00:02:23,200
+نعالج، أو كيف يمكن أن يعالج المدرس نقص الكتب؟ يعني
+
+28
+00:02:23,200 --> 00:02:27,060
+أنت معلمة، دخلتِ على صف،  ما فيش كتب بين أيدي الطلبة، كيف
+
+29
+00:02:27,060 --> 00:02:30,740
+يمكن أن تعالجي هذه المشكلة أو تتجاوزيها؟ تفضلي.
+
+30
+00:02:34,700 --> 00:02:38,960
+ممتاز. يعني إحنا نوفر الدرس، مثلاً، أنا ببدأ أفترض أنه
+
+31
+00:02:38,960 --> 00:02:43,480
+في أسبوع حجم التأخير، بوفر إيش؟ تصوير لهذا الدرس
+
+32
+00:02:43,480 --> 00:02:48,060
+وممكن أوزعه. طيب، ماشي، هذا التصوير هيكلفني، ليس لدي
+
+33
+00:02:48,060 --> 00:02:52,200
+إمكانات في المدرسة أن أصور، و ما بدي أحمل الطلبة هذه
+
+34
+00:02:52,200 --> 00:02:57,100
+التكلفة. تفضلي.
+
+35
+00:02:57,100 --> 00:03:01,200
+يتوفر كتاب لكل طالبين، لكن أنا ببدأ أفترض أنه لا
+
+36
+00:03:01,200 --> 00:03:02,400
+يتوفر هذا الكتاب.
+
+37
+00:03:06,230 --> 00:03:10,110
+أستخدم السبورة، بحيث أنهم يصيروا...يعني ألخص لهم
+
+38
+00:03:10,110 --> 00:03:14,610
+بعض القضايا، مثلاً. جميل. ممكن نعمل ملخصات بعد الدرس
+
+39
+00:03:14,610 --> 00:03:18,130
+أو قبل نهاية الدرس، ننقلهم مثلاً بعض الملخصات اللي
+
+40
+00:03:18,130 --> 00:03:21,570
+يقدروا يرجعوا إليها. ده حل. إيش حلول ثانية؟ تفضلي.
+
+41
+00:03:21,570 --> 00:03:25,890
+عن درس ملخص المادة. أكيد هو عنده علم، يصار من المادة
+
+42
+00:03:25,890 --> 00:03:31,090
+هذه اللي خصها على شرائح، وعرضها على الطلبة. يعني دي
+
+43
+00:03:31,090 --> 00:03:36,150
+political moral. طيب، مش ممكن أنا أشغل الـ...الـ...
+
+44
+00:03:36,150 --> 00:03:39,450
+الأسبوع الأول ببعض المراجعات والتمارين، لأن إحنا
+
+45
+00:03:39,450 --> 00:03:42,470
+نتحدث عن تهيئة، بذات في الأسبوع الأول بيكون في
+
+46
+00:03:42,470 --> 00:03:46,770
+عندنا فرصة إنه نراجع الدروس، نربط بينها وبين الدرس
+
+47
+00:03:46,770 --> 00:03:49,610
+الحالي. كمان برضه هذه حلول اللي يمكن للمعلم
+
+48
+00:03:49,610 --> 00:03:52,810
+أن يعالج بها هذه المشكلة. أمثلة، بعض المدارس
+
+49
+00:03:52,810 --> 00:03:57,630
+التقويمية في الأسبوع الأول، التقويمية اللي مشتركة
+
+50
+00:03:57,630 --> 00:04:02,580
+في الأساس...تشخيصياً، نعم. يعني أنتَ برضه بدك تشغل
+
+51
+00:04:02,580 --> 00:04:05,620
+في الـ...في الـ...في التشخيص، امتحانات تشخيصية،
+
+52
+00:04:05,620 --> 00:04:10,380
+مراجعات، كويس. وبنفس الوقت، إذا لازم على، يعني زي
+
+53
+00:04:10,380 --> 00:04:14,060
+ما طرحت زميلتنا، إنه لأ، ممكن إحنا نصوّر جزء من هذا
+
+54
+00:04:14,060 --> 00:04:19,260
+الدرس، أو إنه نلخّص، وننقله للطلبة بشكل عام. إذا هذه
+
+55
+00:04:19,260 --> 00:04:24,610
+المشكلة ليست خطيرة، لكنها تعيق، فيها نوع من الإعاقة
+
+56
+00:04:24,610 --> 00:04:29,270
+للمعلم، أو لإنجاز المعلم للمنهج كما يريد. تأخر
+
+57
+00:04:29,270 --> 00:04:35,210
+تعيينات بعض المعلمين اللي داخل المدرسة، يعني أيضاً
+
+58
+00:04:35,210 --> 00:04:39,270
+بيحدث هذا في المدارس، بتاعتنا في بيئتنا الفلسطينية
+
+59
+00:04:39,270 --> 00:04:43,740
+أنّ بعضاً من معلمين المباحث، تأخر تعيينهم أو يتأخر
+
+60
+00:04:43,740 --> 00:04:48,100
+إجراءات نقلهم للمدرسة، فبيكون في عندنا فراغ لبعض
+
+61
+00:04:48,100 --> 00:04:54,140
+الحصص التي ينبغي أن تُملأها بعض المدرسين. كيف يمكن
+
+62
+00:04:54,140 --> 00:04:57,460
+أنْ يعالج هذه المشكلة؟ طبعاً هتقولي لي: بعض
+
+63
+00:04:57,460 --> 00:05:02,100
+المدرسات يسدنّ، نزيد الـload عليهم، مش هيك؟ أعطينا
+
+64
+00:05:02,100 --> 00:05:02,480
+أمثلة.
+
+65
+00:05:05,400 --> 00:05:09,640
+كيف يمكن أن نعالج موضوع تأخر تعيينات المعلمين؟ أنتِ
+
+66
+00:05:09,640 --> 00:05:15,620
+مدرسة، أنتِ مديرة، عندك مربي فصل، وفي عندك نقص في
+
+67
+00:05:15,620 --> 00:05:21,160
+التعيينات، يعني.
+
+68
+00:05:21,160 --> 00:05:26,620
+إحنا ذكرنا مثال الحل، أنه نزيد الحصص. إحنا بنعرف كل
+
+69
+00:05:26,620 --> 00:05:32,040
+مدرسة بتاخد 22-24 حصة تقريباً. لو زدناها شوية،
+
+70
+00:05:32,040 --> 00:05:36,110
+وحملنا بعض مدرسات المباحث زي الرياضيات أو اللغة
+
+71
+00:05:36,110 --> 00:05:40,330
+العربية، بعض إيش الحصص هذه؟ بيصير أو ما بيصيرش؟ هذا
+
+72
+00:05:40,330 --> 00:05:43,610
+جانب. طيب، إيش كمان بتعالجي؟ كيف يمكن أن نعالج هاي؟
+
+73
+00:05:43,610 --> 00:05:46,070
+يعني إحنا كان زمان...يعني برد...أنا كنت غير
+
+74
+00:05:46,070 --> 00:05:50,750
+زمان، عفواً أو شيء، ووزعونا على صفوف. طيب، مش ممكن
+
+75
+00:05:50,750 --> 00:05:57,280
+ندمج بعض الصفوف؟ اه، يدمجوا أنتم؟ لا، هو دمج الـ...
+
+76
+00:05:57,280 --> 00:06:00,980
+دمج الـ...الـ...الـ...أكثر من صف في إيش؟ في
+
+77
+00:06:00,980 --> 00:06:05,560
+صف واحد، إذا كان يتسع، وإعطاء اللي هو العبء لمدرسة
+
+78
+00:06:05,560 --> 00:06:10,500
+واحدة. طيب، إيش كمان في حلول؟ نطلعهم حصة رياضة، إذا
+
+79
+00:06:10,500 --> 00:06:14,160
+كان إيش الوقت يعني لمرة واحدة، لكن مش ماجور نطلعهم
+
+80
+00:06:14,160 --> 00:06:20,890
+أسبوع أو أسبوعين، أضيع عليهم هذه الفترة. طيب، أحياناً
+
+81
+00:06:20,890 --> 00:06:26,430
+برضه في هنا مشكلة في إيش؟ أنه التعيينات مش بس على
+
+82
+00:06:26,430 --> 00:06:30,110
+إطار أنه والله تأخرت التعيينات، كمان، لا، ممكن
+
+83
+00:06:30,110 --> 00:06:35,550
+يجينا بنفس الوتيرة أنه ناس مرضت فترة طويلة وما فيش
+
+84
+00:06:35,550 --> 00:06:38,760
+تعيين بديل. هنا كمان برضه يمكن تكون المشكلة شوية
+
+85
+00:06:38,760 --> 00:06:43,160
+أكثر، لذلك دائماً نحن...العملية التعليمية يمكن
+
+86
+00:06:43,160 --> 00:06:46,760
+معالجتها، بالذات في القضايا الإدارية، بطريقة أيسر
+
+87
+00:06:46,760 --> 00:06:50,120
+كثيراً ممّا لو كانت في القضايا السلوكية. لذا أنا في
+
+88
+00:06:50,120 --> 00:06:53,140
+الصورة، أنّ تأخر تعيينات المعلمين أيضاً من المشاكل
+
+89
+00:06:53,140 --> 00:06:58,080
+أو المشكلات التي يمكن تجاوزها بطريقة إدارية معينة.
+
+90
+00:06:58,080 --> 00:07:03,300
+يمكن انتداب بعض المعلمين الجدد أو المتطوعين اللي
+
+91
+00:07:03,300 --> 00:07:07,620
+ممكن تنتدبهم الوزارة أو عندكم في المدارس. الطالبات الـ
+
+92
+00:07:07,620 --> 00:07:11,460
+لي بدل أمومة، معروف أنه في قائمة من المعلمات، هدول
+
+93
+00:07:11,460 --> 00:07:15,700
+إيش؟ بدل أمومة، شغالين على التليفون، يعني ممكن يجوا
+
+94
+00:07:15,700 --> 00:07:19,980
+فوراً، و لديهم خبرة، لأنه بتتعرض مدارس البنات بطريقة
+
+95
+00:07:19,980 --> 00:07:23,040
+أو بأخرى لهذه المشكلة. ممكن التعامل مع مدارس
+
+96
+00:07:23,040 --> 00:07:28,800
+المجاورة، مثلًا، لديهم من مدرسات، بطالة أو عقود،
+
+97
+00:07:28,800 --> 00:07:32,490
+التعامل معهم، بحيث أنه ي سد هذا الخلل، أو maximum. طيب،
+
+98
+00:07:32,490 --> 00:07:34,850
+يعني هو هذا الكلام، هناخده إن شاء الله في بعض الـ...
+
+99
+00:07:34,850 --> 00:07:38,570
+الـ...المشاكل الإدارية، أنه أحياناً بعض المدرسين
+
+100
+00:07:38,570 --> 00:07:41,050
+بيكون عنده نصف load هنا ونصف load في المدرسة
+
+101
+00:07:41,050 --> 00:07:45,090
+الثانية، وهذه إشكاليات كثيرة بتعرض لها المدرسة، يعني
+
+102
+00:07:45,090 --> 00:07:48,430
+لا يستطيع أن يخدم المدرسة، وفيها إعاقات، هناخدها إن
+
+103
+00:07:48,430 --> 00:07:52,150
+شاء الله رب العالمين مستقبلاً. طيب، تأخر إعداد الجدول
+
+104
+00:07:52,150 --> 00:07:56,330
+الدراسي. قلنا أن من مهمة مدير المدرسة إيش؟ إعداد
+
+105
+00:07:56,330 --> 00:08:01,020
+الجدول، بس هي اللي هي مهمة مدير لوحده ولا في...إذا
+
+106
+00:08:01,020 --> 00:08:04,400
+في معاونة هناك من المعلمين، عشان هيك إحنا بنقول
+
+107
+00:08:04,400 --> 00:08:08,420
+أنه هذا التأخر سببه...طبعاً إحنا في الجامعة بيصير
+
+108
+00:08:08,420 --> 00:08:13,100
+مرات يعني بعض الخلل في الجدول، مش هيك؟ ولا...بيصير
+
+109
+00:08:13,100 --> 00:08:16,880
+أنّ أنتَ مثلاً في تعارض معين في...لا، مش معروف، والله
+
+110
+00:08:16,880 --> 00:08:21,160
+مكتوب سين، يعني، مجهول المدرس، المدرس ما جاءش، لأنه
+
+111
+00:08:21,160 --> 00:08:25,020
+صار في تأخر في تعيينه أو غيره. لكن إذا تأخر إعداد
+
+112
+00:08:25,020 --> 00:08:28,040
+الجدول الدراسي، هذا من شأنه إنه إيه، شو يحدث؟ نوع
+
+113
+00:08:28,040 --> 00:08:31,900
+من الربكة؟ أنّ الطالب لا يعلم شو جدوله، كيف بده
+
+114
+00:08:31,900 --> 00:08:35,580
+يدخل الصف، متى جدول الأنشطة المنهجية، كل هذه
+
+115
+00:08:35,580 --> 00:08:39,710
+التفاصيل بتعمل نوع من الربكة، فبيصير الترتيب من قبل
+
+116
+00:08:39,710 --> 00:08:43,430
+مدير المدرسة، والإنضباط، يصف إن مربي الصف ياخد الصف
+
+117
+00:08:43,430 --> 00:08:49,090
+بشكل كامل أو جزء منه، هو المدرس الثاني، لكن كيف نحل
+
+118
+00:08:49,090 --> 00:08:54,160
+الموضوع؟ طبعاً هذه مشكلة أساسها إيش؟ ضعف إيش؟ إدارة
+
+119
+00:08:54,160 --> 00:08:58,500
+والتخطيط بشكل أساسي. مفترض أنه أنا جدولي يكون جاهز
+
+120
+00:08:58,500 --> 00:09:01,220
+قبل أسبوع أو أسبوعين من الدراسة، لكن أحياناً
+
+121
+00:09:01,220 --> 00:09:05,700
+لا يستطيع المدير أن يواكب هذا الموضوع، بحيث أنه
+
+122
+00:09:05,700 --> 00:09:10,280
+أساساً المدرّسين مش عارفين من اللي بده يجي. أحياناً هل
+
+123
+00:09:10,280 --> 00:09:14,700
+هيأجل كتابه أو مش هيجي، هل يستطيع أن يصدّ هذا الخلل؟
+
+124
+00:09:14,700 --> 00:09:17,960
+ولا لا؟ لذلك هو بيتأخر، لأن معطيات الجدول مش متوفرة
+
+125
+00:09:17,960 --> 00:09:22,940
+عنده. في ناس بدها تنقل...في قرار بنقرّه لكنّه لم
+
+126
+00:09:22,940 --> 00:09:26,680
+يُقرّر. طيب، مين بده يجي بدالها؟ لذلك هذه أول حل من
+
+127
+00:09:26,680 --> 00:09:35,980
+الحلول. تفضلي. بشكل
+
+128
+00:09:35,980 --> 00:09:39,740
+غير مباشر. حالة الـone بيجي، مش حال المدرس، الآن
+
+129
+00:09:39,740 --> 00:09:42,720
+أنا عندي الحصة الثانية أنا مش عارف إيش هي، أنا
+
+130
+00:09:42,720 --> 00:09:46,990
+مربي فصل. أنا الآن بالنسبة لي هي مشكلة إدارية تقع
+
+131
+00:09:46,990 --> 00:09:49,530
+على الإدارة المدرسية، بشكل أساسي، بشكل مباشر، بشكل غير
+
+132
+00:09:49,530 --> 00:09:52,570
+مباشر، تقع على مين؟ على معلم الصف، بالذات مربّي
+
+133
+00:09:52,570 --> 00:09:55,810
+الفصل. فديت، كيف يمكن أن يعالج هذا الموضوع؟ وفي
+
+134
+00:09:55,810 --> 00:09:59,490
+عندنا أسبوع طبعاً قبل الدراسة بيذهب المعلمون و
+
+135
+00:09:59,490 --> 00:10:03,240
+المعلمات إلى المدرسة قبل حضور الطلاب. فخلال هذا
+
+136
+00:10:03,240 --> 00:10:06,080
+الأسبوع المفروض يتم إعداد الجدول للمدرسة. إحنا قلنا
+
+137
+00:10:06,080 --> 00:10:10,060
+هذا أساسه ضعف التخطيط أو ثغرة في التخطيط، لكن يمكن
+
+138
+00:10:10,060 --> 00:10:14,340
+معالجة إعداد الجدول الدراسي يا جماعة، بأنه إحنا نضع
+
+139
+00:10:14,340 --> 00:10:19,980
+الخانات التي لا يستطيع المدير أن يُعبئها بحرف سين،
+
+140
+00:10:19,980 --> 00:10:25,380
+مثلاً، مجهول، كويس. بحيث أنه يُوكل لكلّ معلم أن يُعبئ خانة
+
+141
+00:10:25,380 --> 00:10:28,840
+من هذه الخانات حسب الترتيب. وهذا الأمر بالنسبة لنا
+
+142
+00:10:28,840 --> 00:10:33,500
+عادةً يعني بنلجأ له حتى في الجامعة، أنه هذه الحصص
+
+143
+00:10:33,500 --> 00:10:37,640
+المجهولة، اللي هو سواء كان المدرس أو كانت...يعني
+
+144
+00:10:37,640 --> 00:10:41,100
+إحنا حابين نحط مثلاً فيها نشاط منهجي أو فيها مثلاً
+
+145
+00:10:41,100 --> 00:10:46,840
+خلينا نقول أنه...لسه والله بعض المساقات المباحث
+
+146
+00:10:46,840 --> 00:10:50,200
+لسه مش موزعة، لأن إحنا مش عارفين كم مدرس بده يجينا
+
+147
+00:10:50,200 --> 00:10:54,340
+وكيف بده نوزعها، فبيصير أنه نحطها بشكل مجهول ونعبئها
+
+148
+00:10:54,340 --> 00:10:57,380
+بنفس الطريقة اللي حكينا فيها،  في موضوع آخر،
+
+149
+00:10:57,380 --> 00:11:01,440
+تعيينات بعض المعلمين، نوكل للمربي بالذات مربي الفصل
+
+150
+00:11:01,440 --> 00:11:05,200
+أنه يشغل أكبر قدر ممكن من هذا الموضوع. طبعاً، كيف
+
+151
+00:11:05,200 --> 00:11:08,360
+يشغله؟ ليس شرط أن أنا أشغله بالمادة التعليمية اللي
+
+152
+00:11:08,360 --> 00:11:11,420
+بين يديه، لأنه لا يستطيع، لكن يمكن أن أشغله بأنشطة
+
+153
+00:11:11,420 --> 00:11:15,660
+منهجية، بمراجعات عامة، ببعض الحصص الإضافية، أو حتى
+
+154
+00:11:15,660 --> 00:11:19,740
+ممكن زي ما حكت زميلتكم، أنه بحصص تربية رياضية، يطلع
+
+155
+00:11:19,740 --> 00:11:24,920
+على الساحة وهكذا. طيب هذه طبعاً صور لبعض المشكلة،
+
+156
+00:11:24,920 --> 00:11:28,420
+تفضلي. هلّأ، تأخر إعداد الجدول ما أصبحش مشكلة، لأنه
+
+157
+00:11:28,420 --> 00:11:31,780
+ممكن في عدد المدرسين اللي عندي أحط، أقوم بتنظيم
+
+158
+00:11:31,780 --> 00:11:34,680
+الجدول حسب العدد اللي موجود عندي، يعني...لا، هو وين
+
+159
+00:11:34,680 --> 00:11:37,840
+المشكلة؟ أنتِ الآن ما عندكيش معطيات، أنتِ مديرة مدرسة
+
+160
+00:11:37,840 --> 00:11:40,800
+أو مدرسة وبتفتحي ملف جدول وما عندكيش بعض
+
+161
+00:11:40,800 --> 00:11:43,840
+المعطيات، مش عارفة إيش هي...ممكن أبسط حلّ، المعطيات
+
+162
+00:11:43,840 --> 00:11:46,180
+اللي موجودة...إذا، ممتاز، أنا بحط...بنشغل إحنا
+
+163
+00:11:46,180 --> 00:11:50,880
+حنحط سين، مثلاً، رمز لشيء مجهول، وبحط إيش؟ بدائل عنه
+
+164
+00:11:50,880 --> 00:11:53,880
+عشان أنا أتجاوز هذه المشكلة. عادةً هذه المشاكل
+
+165
+00:11:54,810 --> 00:11:57,770
+لاتبرز إلا في الأسبوع الأول فقط، يعني بدايات
+
+166
+00:11:57,770 --> 00:12:00,070
+الدراسة. أحياناً بعض المدارس لا، ما شاء الله منتظمة،
+
+167
+00:12:00,070 --> 00:12:03,330
+طالما عندها المعطيات. إذا المعطيات والموارد اجتمعت و
+
+168
+00:12:03,330 --> 00:12:07,27
+
+223
+00:16:01,110 --> 00:16:07,060
+جمعة وقرآنهمطلب مننا أن نتمهل وهذا لكي يدينا
+
+224
+00:16:07,060 --> 00:16:10,780
+الطريقة التي سنتعرف عليها لضمان تشخيص دقيق للمشكلات
+
+225
+00:16:10,780 --> 00:16:14,520
+معرفة الأسباب وكيف يمكن أن نعالجها بالطريقة الصحيحة
+
+226
+00:16:14,520 --> 00:16:18,440
+أيضا الاطلاع بطريقة عملية على أفضل الممارسات في حل
+
+227
+00:16:18,440 --> 00:16:21,540
+المشكلات، عندنا مجموعة من النماذج التي نسميها
+
+228
+00:16:21,540 --> 00:16:26,480
+أفضل الممارسات، كيف تحل المشكلات بهذه الطريقة الأخرى
+
+229
+00:16:26,480 --> 00:16:29,660
+شيء تطبيق الطريقة العلمية في كافة المشكلات التي
+
+230
+00:16:29,660 --> 00:16:34,960
+سنة أو أولها. خلينا نبدأ. حكينا احنا عن تعريف
+
+231
+00:16:34,960 --> 00:16:38,120
+المشكلة، قلنا أنها عقبة أمام تحقيق الأهداف أو هي
+
+232
+00:16:38,120 --> 00:16:41,440
+فجوة بين الوضع الراهن والوضع المأمول، والذي يعني
+
+233
+00:16:41,440 --> 00:16:49,580
+نبتغي أو نرغب في الوصول إليه.  إيش سنتخذ القرار؟
+
+234
+00:16:49,580 --> 00:16:55,200
+ماذا يعني باتخاذ القرار؟ يعني أنت الآن مطلوب منك
+
+235
+00:16:55,200 --> 00:17:00,880
+أن تتخذي قرارًا بشيء معين. ما الذي يعنيه اتخاذ القرار؟
+
+236
+00:17:00,880 --> 00:17:02,790
+تفضلي. كل هام
+
+237
+00:17:06,720 --> 00:17:10,240
+طيب، إذا اختيار بديل من بين مجموعة من البدائل، إيش
+
+238
+00:17:10,240 --> 00:17:15,540
+للوصول إلى نتيجة معينة. هل جربتِها؟ لو قلت لكم أنا بدأ
+
+239
+00:17:15,540 --> 00:17:19,860
+أعمل امتحان، كويس؟ واللي لا تريد امتحان، عادي يعني
+
+240
+00:17:19,860 --> 00:17:23,180
+ممكن أن تروحي تعملي بحثًا، واللي لا تحب عمل بحث ممكن
+
+241
+00:17:23,180 --> 00:17:26,660
+تعمل عرض PowerPoint. هذه كم بديلة؟ حطينا ثلاث بدائل.
+
+242
+00:17:26,660 --> 00:17:30,380
+إذا اخترتِ الأول، فأنتِ تتخذين قرارًا بـ تقديم
+
+243
+00:17:30,380 --> 00:17:35,440
+الامتحان، وإذا أخذتِ الثاني، فأنتِ تتخذين قرارًا بـ البحث،
+
+244
+00:17:35,440 --> 00:17:40,420
+وهكذا. إذا، دائمًا القرار يُؤخذ من بين أكثر من بديل. ولو
+
+245
+00:17:40,420 --> 00:17:43,620
+كان هناك بديل واحد، فتتخذين القرار أنتِ، أنتِ مُجبَرَة
+
+246
+00:17:43,620 --> 00:17:46,600
+على أن تنفذيه، هذا قضاء وقدَر، الذي نسميه قدرًا. أنا
+
+247
+00:17:46,600 --> 00:17:51,180
+خلاص، فإذا... زي ما يسمونه الصبر قسمين، صبر اختياري
+
+248
+00:17:51,180 --> 00:17:55,140
+واختياري وصبر إجباري، أيُّهُما أفضل؟ طبيعي الاختياري
+
+249
+00:17:55,140 --> 00:17:58,240
+أعزائي، ما هو الصبر الاختياري، لكن الصبر الإجباري أن
+
+250
+00:17:58,240 --> 00:18:02,000
+يحدث مكروه، يموت لك عزيز أو غيره، بالآخر تتحملين
+
+251
+00:18:02,000 --> 00:18:07,190
+الصبر غصبًا عنكِ.  فمن رضي فله الرضا، ومن سخط فَعليه
+
+252
+00:18:07,190 --> 00:18:10,990
+السخط. طيب، إذا مفهوم اتخاذ القرار هو إيه؟ اختيار
+
+253
+00:18:10,990 --> 00:18:15,310
+أو عملية اختيار بديل من بين مجموعة من البدائل بهدف
+
+254
+00:18:15,310 --> 00:18:20,690
+الوصول إلى هدف أو نتيجة محددة في موقف أو
+
+255
+00:18:20,690 --> 00:18:29,270
+وقت معين. طيب خلينا نشوف ما هي خطوات الأسلوب
+
+256
+00:18:29,270 --> 00:18:32,250
+العلمي في اتخاذ القرار؟ في عندنا مجموعة من الخطوات.
+
+257
+00:18:34,280 --> 00:18:41,800
+أول خطوة من هذه الخطوات هي إيه؟ تحديد المشكلة.
+
+258
+00:18:41,800 --> 00:18:45,660
+تخيلوا يا جماعة، كثير من النقاش الذي يدور بين
+
+259
+00:18:45,660 --> 00:18:49,900
+مجموعة من الطالبات، قد يأخذ هذا النقاش ساعة أو
+
+260
+00:18:49,900 --> 00:18:56,100
+ساعتين أو ثلاث أو أكثر، لكننا نتفاجأ بأن الاختلاف فقط
+
+261
+00:18:56,100 --> 00:19:00,520
+هو لأنه لم نحدد المشكلة الأساسية. لِمَ لم
+
+262
+00:19:00,520 --> 00:19:05,040
+نوصفها؟ لم نتفق عليها؟ يعني أحيانًا لو أنتِ مثلاً والله
+
+263
+00:19:05,040 --> 00:19:08,960
+الامتحان صعب. هل المشكلة هي أن الامتحان صعب أم
+
+264
+00:19:08,960 --> 00:19:12,240
+المشكلة أنني لم أقرأ؟ أم المشكلة أن طريقة
+
+265
+00:19:12,240 --> 00:19:17,200
+قراءتي هي التي لم تكن صحيحة؟ شوفوا كيف، إذا
+
+266
+00:19:17,200 --> 00:19:20,800
+اتفقنا على تحديد المشكلة، أين المشكلة؟ هل هي
+
+267
+00:19:20,800 --> 00:19:24,120
+المشكلة أنني أخذت علامة قليلة؟ أم المشكلة أن
+
+268
+00:19:24,120 --> 00:19:29,100
+أنا... لِمَ لم أُجِد؟ أم المشكلة أنني لستُ
+
+269
+00:19:29,100 --> 00:19:33,560
+هكذا؟ إيش المشكلة؟ إذا حددنا المشكلة وأطلقنا
+
+270
+00:19:33,560 --> 00:19:37,500
+التسمية الصحيحة عليها، ثقي تمامًا، تمامًا كَالطبيب،
+
+271
+00:19:37,500 --> 00:19:41,710
+يعني الطبيب، عندما يذهب إليه شخص، إذا شخص الحالة
+
+272
+00:19:41,710 --> 00:19:45,950
+بطريقة صحيحة، كويس، معناها إيش؟ يعالج أم لا يعالج؟
+
+273
+00:19:45,950 --> 00:19:51,650
+طب إذا شخصها بطريقة خاطئة، الله يرحمك، مش هكذا؟ طيب،
+
+274
+00:19:51,650 --> 00:19:55,590
+إذا أول حاجة، نحدد المشكلة، النقطة الثانية،
+
+275
+00:19:55,590 --> 00:19:59,810
+أيضًا تحليل المشكلة، لا يكفي تحديدها فقط لحل
+
+276
+00:19:59,810 --> 00:20:03,450
+المشكلة وإصدار القرار، وإنما تحليل المشكلة، ونقصد
+
+277
+00:20:03,450 --> 00:20:08,600
+بتحليل المشكلة تفكيكها بشكل كامل من خلال ذكر
+
+278
+00:20:08,600 --> 00:20:15,020
+الأعراض، المظاهر، الأسباب، والنتائج المترتبة. كويس؟
+
+279
+00:20:15,020 --> 00:20:20,100
+تقييم هذه النتائج. إذا، نحن نبدأ أولًا بتحديد المشكلة،
+
+280
+00:20:20,100 --> 00:20:24,620
+ثم تحليل هذه المشكلة، ثم ندخل إلى إيه؟ ما الهدف؟ ما
+
+281
+00:20:24,620 --> 00:20:29,290
+الذي أريد معالجته بالضبط؟ يعني هل أنا في صعوبة في
+
+282
+00:20:29,290 --> 00:20:33,910
+المادة، أو عفواً، حصولي على علامات قليلة؟ هل هدفي
+
+283
+00:20:33,910 --> 00:20:41,490
+أن أحسن علاماتي؟ أم الهدف أنني مثلاً أسحب المادة
+
+284
+00:20:41,490 --> 00:20:45,630
+لأن لم يعد هناك مجال لتحسين علاماتي؟ أم هل هدفي أن
+
+285
+00:20:45,630 --> 00:20:49,850
+أنا أبين أو أُثبت للمدرس أنّه كان مُخطئًا في تقديره
+
+286
+00:20:49,850 --> 00:20:54,070
+للدّرجة الخاصة بي؟ إيش الهدف؟ لاحظي، إذا قلتُ تحسين
+
+287
+00:20:54,070 --> 00:20:57,470
+الدرجات، معناه العلاج أين؟ أن أُشدّ قليلًا في القراءة
+
+288
+00:20:57,470 --> 00:21:01,270
+أو أعمل بعض الأنشطة لأحصل على درجات. إذا كان الهدف
+
+289
+00:21:01,270 --> 00:21:04,990
+أن أُثبت للمدرس أنه لا، تقديره لم يكن جيدًا، معناه
+
+290
+00:21:04,990 --> 00:21:08,380
+أن طريقة علاجي قد لا يكون لها علاقة بالدراسة،
+
+291
+00:21:08,380 --> 00:21:12,180
+علاقتها بنقاشك، بزيارته للمكتب. شوفوا كيف اختلف
+
+292
+00:21:12,180 --> 00:21:16,820
+الأمر في المعالجة. إذا، لم نحدد الهدف الأساسي الذي
+
+293
+00:21:16,820 --> 00:21:23,060
+نريده من خلاله أن نعالج هذه المشكلة. النقطة التي
+
+294
+00:21:23,060 --> 00:21:28,600
+بعدها: اقتراح الحلول. إذا حددنا المشكلة وحللناها
+
+295
+00:21:28,600 --> 00:21:32,160
+وحددنا الهدف، نضع حلًا واحدًا أم أكثر من حل؟
+
+296
+00:21:32,780 --> 00:21:37,440
+المفترض أن نضع حلولًا متعددة، حتى نضع فرضيات
+
+297
+00:21:37,440 --> 00:21:44,920
+حتى نستطيع أن نقدم حلولًا أنسب لهذه الحالة، ونميز
+
+298
+00:21:44,920 --> 00:21:48,380
+بين حالة وحالة من خلال بعض المعطيات المتوفرة
+
+299
+00:21:48,380 --> 00:21:51,980
+لدينا. بعد ذلك، نختار الحل الأنسب. لأن من غير المعقول
+
+300
+00:21:51,980 --> 00:21:55,520
+أن نأخذ كل الحلول، أو نجمع بين حل وحل، أو ندمج بين
+
+301
+00:21:55,520 --> 00:22:01,410
+حلين. هذا من سيقرره؟ الذي سيقرره النقاش. إذا كنتِ
+
+302
+00:22:01,410 --> 00:22:04,330
+أنتِ وحدكِ ستتخذين القرار، معناه أن هناك معطيات، إذا
+
+303
+00:22:04,330 --> 00:22:07,690
+توفرت المعلومات، دائمًا المعلومات الصحيحة تؤدي إلى
+
+304
+00:22:07,690 --> 00:22:13,510
+إيش؟ إلى قرار صحيح. بلقيس وسليمان، تعرفون قصتهما؟
+
+305
+00:22:13,510 --> 00:22:17,970
+كويس، سليمان جمع معلومات كافية، فأخذ إيش؟ قرارًا
+
+306
+00:22:17,970 --> 00:22:24,010
+صحيحًا. اذهب إليهم، فلننظر إن كانوا بجنودٍ لا قبل لنا بها
+
+307
+00:22:24,010 --> 00:22:27,330
+ولا نخرج، إنهم منها أذلَّ الله.  طب، هدى قرار بلقيس
+
+308
+00:22:27,330 --> 00:22:31,830
+وإني مرسلة إليهم بهدية، فانظر بما يرجع المرسلون. من
+
+309
+00:22:31,830 --> 00:22:35,230
+كان صحيحًا؟ من كان قراره صحيحًا؟ الذي كان يجمع الـ
+
+310
+00:22:35,230 --> 00:22:39,550
+معلومات، وكان لديه المعلومات
+
+311
+00:22:39,550 --> 00:22:43,270
+الكافية عن مملكة سبأ.  حينئذٍ، إذا
+
+312
+00:22:43,270 --> 00:22:47,010
+اخترنا الحل الأنسب. طب، اخترنا الحل، طب، ننفذه.
+
+313
+00:22:47,610 --> 00:22:51,550
+إذا، يأتي تنفيذ ومتابعة تنفيذ القرار الذي اتخذته.
+
+314
+00:22:51,550 --> 00:22:55,750
+إذا اتخذتُ قرارًا بالجلوس مع الطالبة المشاغبة، مع أن
+
+315
+00:22:55,750 --> 00:22:58,530
+ذلك، سأرى، سأقترح لها بعض الأمور، بعد ذلك سأ
+
+316
+00:22:58,530 --> 00:23:02,230
+أتابعها، هل نفذت التوصيات التي أعطيتها لها؟ هل هذا
+
+317
+00:23:02,230 --> 00:23:06,030
+الحل كان مناسبًا أم يحتاج إلى تغيير؟ طيب، بعد ذلك،
+
+318
+00:23:06,030 --> 00:23:09,950
+نقيم النتائج، وهي المرحلة الأخيرة، والخلاصة، إما
+
+319
+00:23:09,950 --> 00:23:15,550
+إما تغذية راجعة، أو تكرار الممارسة، أو إعادة صياغة
+
+320
+00:23:15,550 --> 00:23:20,490
+الحلول بطريقة مختلفة. هل هناك أي سؤال على هذه الطرق؟ كمان
+
+321
+00:23:20,490 --> 00:23:24,530
+مرة نعيدها؟ أم ماشي الحال؟ نقول: نحدد المشكلة،
+
+322
+00:23:24,530 --> 00:23:28,750
+نحَلِّلها، نحدد الهدف الذي نريد علاجه بالضبط، نقترح
+
+323
+00:23:28,750 --> 00:23:33,650
+الحلول، نختار الحل الأنسب، ننفذ، ثم نقيم النتائج.
+
+324
+00:23:33,650 --> 00:23:39,010
+خلينا نشوف بعض النصائح في تحليل المشكلة.  حكينا
+
+325
+00:23:39,010 --> 00:23:43,730
+نحدد المشكلة، ثم نحللها. هذه النصائح. أولًا، دائمًا
+
+326
+00:23:43,730 --> 00:23:47,750
+حدد الهدف. كمان مرة، دائمًا إذا كان الهدف يتسم
+
+327
+00:23:47,750 --> 00:23:53,690
+بالوضوح. إذا كان هدفك محدد، قابل للقياس، هدف كمي، كويس؟
+
+328
+00:23:53,690 --> 00:23:58,940
+أكثر منه نوعي. وبس. معناه ذلك أنك تستطيعين إيش؟
+
+329
+00:23:58,940 --> 00:24:02,400
+الوصول إلى العلاج، أو دعيني أقول 80% أو
+
+330
+00:24:02,400 --> 00:24:04,840
+90% من العلاج. كيف أُحدد الهدف والـ
+
+331
+00:24:04,840 --> 00:24:08,140
+مشكلة بدقة؟ من خلال استعراض أعراض ومظاهر المشكلة.
+
+332
+00:24:08,140 --> 00:24:15,400
+ودعيني أضرب مثالًا الآن. أنتِ تشعرين برُشُح، بِزُكام، بدوار،
+
+333
+00:24:15,400 --> 00:24:20,040
+بسُخونة. هذه شو نسميها؟ أعراض. كويس؟ إحساس في الـ
+
+334
+00:24:20,040 --> 00:24:23,340
+... عند الطبيب، أطباء، ما شاء الله. إذا معناه ذلك أن هذه
+
+335
+00:24:23,340 --> 00:24:27,960
+أعراض إيش؟ لها مظاهر أم لا مظاهر؟ من مظاهرها
+
+336
+00:24:27,960 --> 00:24:32,600
+أنني لستُ قادرة على الحركة، وهكذا، بهذه التفاصيل. هنا نحن
+
+337
+00:24:32,600 --> 00:24:36,980
+نحدد المشكلة من خلال استعراض الأعراض والمظاهر. أي
+
+338
+00:24:36,980 --> 00:24:40,000
+طبيب تذهبين إليه، يبدأ يسألك: إيش الذي تشعرين به؟ طب، لو كذا
+
+339
+00:24:40,000 --> 00:24:43,780
+لو أخذتِ هكذا، إيش نوع من الأطعمة؟ وهكذا. النقطة
+
+340
+00:24:43,780 --> 00:24:49,570
+الثانية: جمع المعلومات الكافية. لا نكتفي بالمظاهر، لأن
+
+341
+00:24:49,570 --> 00:24:55,950
+كثير من الأعراض تتشابه.  يعني، يمكن طالبة هيّابة
+
+342
+00:24:55,950 --> 00:25:00,690
+وجسور، وترد بوقاحة، كويس؟ ثلاثة طالبات لديكِ
+
+343
+00:25:00,690 --> 00:25:04,210
+في الصف، نفس الشيء، لكن أحوالهن تختلف. المشكلة عندهنّ
+
+344
+00:25:04,210 --> 00:25:07,250
+تختلف من واحدة إلى أخرى. يمكن واحدة عندها مشكلة
+
+345
+00:25:07,250 --> 00:25:11,210
+اجتماعية أو أسرية، في التربية. الثانية لها علاقة بـ
+
+346
+00:25:11,210 --> 00:25:15,830
+مشكلة أصدقاء. الثالثة لها علاقة بمشكلة ثقافية، وهكذا.
+
+347
+00:25:15,830 --> 00:25:20,980
+طيب، إذا، لابد أن نجمع المعلومات الكافية عن هذه
+
+348
+00:25:20,980 --> 00:25:25,920
+المشكلة، ثم بعد ذلك، إتاحة الفرصة للمشاركة لكل من
+
+349
+00:25:25,920 --> 00:25:29,060
+يستطيع المشاركة في تحديد هذه المشكلة. أي واحد له
+
+350
+00:25:29,060 --> 00:25:32,320
+علاقة بالمشكلة. لو أنا جئتِ، أنتِ عرضتِ مشكلتكِ عليّ،
+
+351
+00:25:32,320 --> 00:25:37,100
+كويس؟ وأنا شعرت أن هناك زميلة لكِ بنفس المشكلة، ويمكن
+
+352
+00:25:37,100 --> 00:25:40,340
+كذلك مُدَرِّس آخر لديه نفس المشكلة. مُفترض أن
+
+353
+00:25:40,340 --> 00:25:43,960
+أحاول أن أشرك جميع الأفراد الذين لهم علاقة
+
+354
+00:25:43,960 --> 00:25:48,060
+بالمشكلة، حتى آخذ منهم نوعًا من الانطباع، أو حتى نوعًا
+
+355
+00:25:48,060 --> 00:25:52,480
+من التحديد الدقيق عن هذه المشكلة.  بطرح عدة خيارات
+
+356
+00:25:52,480 --> 00:25:57,150
+بديلة، لِماذا؟ لأنني سأختار الأنسب. إذا،
+
+357
+00:25:57,150 --> 00:26:01,230
+دائمًا، قد لا يكون البديل المناسب بالنسبة لكِ حاضرًا
+
+358
+00:26:01,230 --> 00:26:06,490
+الآن، لكنّه حتمًا موجود. عندما نستشير، أنتِ
+
+359
+00:26:06,490 --> 00:26:10,130
+كثيرًا ما تذهبين أمام مشكلات تواجهكِ في الحياة، تذهبين
+
+360
+00:26:10,130 --> 00:26:13,930
+إلى أقرب إما صديقة أو أخوكِ، أو يمكن إذا كان أبوكِ قريبًا
+
+361
+00:26:13,930 --> 00:26:18,890
+منكِ أو أمكِ أو خالتكِ أو عامة، تبدأين أن تحاولي أن تأخذي
+
+362
+00:26:18,890 --> 00:26:23,910
+منهن بعض البدائل. ما رأيكم في هذه القصة؟ لعلكِ من
+
+363
+00:26:23,910 --> 00:26:28,490
+خلال هذه البدائل، تستطيعين أن توازني بين البدائل من
+
+364
+00:26:28,490 --> 00:26:31,390
+خلال تحديد نقاط الضعف أو القوة فيها. والله، هذا
+
+365
+00:26:31,390 --> 00:26:35,370
+البديل استخدم العقاب. هل هو... إيش سلبياته؟
+
+366
+00:26:35,370 --> 00:26:38,970
+إيجابياته؟ طب، استخدم التعزيز السلبي، إيش إيجابياته؟
+
+367
+00:26:38,970 --> 00:26:43,780
+سلبياته؟ وهكذا. بعد ذلك، نحاول أن نحدد الاختيار الأمثل
+
+368
+00:26:43,780 --> 00:26:47,740
+برضه بالمشاركة. لحظة! أي مشكلة يا جماعة نذهب فيها
+
+369
+00:26:47,740 --> 00:26:52,580
+مجموعة مع بعض، ونناقشها سوية، معناه ذلك أننا سنخلص
+
+370
+00:26:52,580 --> 00:26:56,860
+ولا تتجمع أمتي على إيش؟ على خطأ أو ضلالة
+
+371
+00:26:57,470 --> 00:27:01,130
+بالأُطلَق. الإنسان لا يَخيبُ أَمَلُهُ إذا استشار، في قضايا
+
+372
+00:27:01,130 --> 00:27:05,530
+المشكلات. يعني ليس عيبًا كمُدَرِّسة أن تستشيري من هم
+
+373
+00:27:05,530 --> 00:27:09,290
+أقدم منكِ خبرة، أو حتى، يعني ربما المشكلة تكون حديثة
+
+374
+00:27:09,290 --> 00:27:13,670
+وحديثة على الجميع، نحاول أن نتَشاوَرَ حتى نعرف كيف
+
+375
+00:27:13,670 --> 00:27:21,590
+يمكن أن نحل هذه المشكلة. خلينا نأخذ أول مخطط ونموذج
+
+376
+00:27:21,590 --> 00:27:25,570
+للتعامل مع تحليل المشكلات. حكينا عن طرق تحليل
+
+377
+00:27:25,570 --> 00:27:29,870
+المشكلات بشكل عام، كيف نحدد المشكلة، نحللها، نحدد
+
+378
+00:27:29,870 --> 00:27:34,050
+الهدف، نضع البدائل، نختار البديل الأنسب، ننفذ، ثم نقيم.
+
+379
+00:27:34,050 --> 00:27:39,390
+كم واحدة صارت عندنا؟ سبع، سبع خطوات للتعامل مع
+
+380
+00:27:39,390 --> 00:27:43,590
+المشكلة.  نموذج عظم السمكة سمعتِ به؟  فيه
+
+381
+00:27:43,590 --> 00:27:49,850
+diagram  سمعتِ به أم لا؟ طيب، هذا نموذجه، هو عبارة عن
+
+382
+00:27:49,850 --> 00:27:53,950
+إيش؟ هذا النموذج عبارة عن... تعرفون شكل عظم السمكة؟ ولا
+
+383
+00:27:53,950 --> 00:27:59,430
+لا تعرفونه؟ كيف يكون؟ بشوك، أها؟ طيب، عظم السمكة هذا
+
+384
+00:27:59,430 --> 00:28:06,190
+هو عبارة عن هيكل عظمي ومجموعة من التفرعات، كويسة؟
+
+385
+00:28:06,190
+
+445
+00:32:16,760 --> 00:32:20,460
+القصوة مش صحيحة، ما عنا بدنا نعمل عليها، شوفوا
+
+446
+00:32:20,460 --> 00:32:28,730
+كيف؟ هي بعدينا بدنا نشطب، هنشطب بعدين نرجع كمان مرة
+
+447
+00:32:28,730 --> 00:32:33,010
+شوفوا كيف أجينا لجينا للمدرس، عدم تمكنه أه والله
+
+448
+00:32:33,010 --> 00:32:37,110
+قاسي أه، مصبوط خليها بس عدم تمكنه من أفضل المدرسين
+
+449
+00:32:37,110 --> 00:32:41,370
+هذا إذا معناه بقى شطبناه، تسيب المدرس لأ، لإن هو
+
+450
+00:32:41,370 --> 00:32:45,650
+أسلوبه ما شاء الله يعني قوي، ودليل إن هو إيش قاسي
+
+451
+00:32:45,650 --> 00:32:50,650
+إذا ضال في المدرس عنده إيش سبب فرعي واحد، شوفنا؟
+
+452
+00:32:50,650 --> 00:32:54,930
+جينا لأ الطالب: ضعف القدرة، لأ الطالب شاطر، عدم
+
+453
+00:32:54,930 --> 00:32:56,950
+انسجام، اه والله مش منسجم لأنه جاي جديد على
+
+454
+00:32:56,950 --> 00:33:00,710
+المدرسة ومش كتير يعني اتأقلم، ومنجولة بيته كإن هو
+
+455
+00:33:00,710 --> 00:33:04,150
+والله مش جاية وإجي على الشاطئ، معناه ذلك إن هو لسه
+
+456
+00:33:04,150 --> 00:33:07,370
+مش منسجم بهذه الطريقة، الظروف الصحية لأ، صحته
+
+457
+00:33:07,370 --> 00:33:10,630
+كويسة، تعرض للإيذاء، اه في عنده عدم انسجام وفي تعرض
+
+458
+00:33:10,630 --> 00:33:13,830
+للإيذاء لأنه .. ليش هو مش منسجم؟ لأن الطلبة اللي في
+
+459
+00:33:13,830 --> 00:33:16,450
+الشاطئ شرسين شوية، فنزلين إيش
+
+460
+00:33:20,140 --> 00:33:24,860
+اه هو مش منسجم وبتعرض للإيذاء لإن هم مش .. هدول
+
+461
+00:33:24,860 --> 00:33:27,940
+سببين؟
+
+462
+00:33:27,940 --> 00:33:33,360
+ماعشه بدنا إياه يعني مش مشكلة .. اه مش مشكلة يعني أنا
+
+463
+00:33:33,360 --> 00:33:37,630
+بس ..ضعف القدرة هو السبب، والظروف الصحية آسف هي
+
+464
+00:33:37,630 --> 00:33:43,430
+السبب، نيجي للأسرة، المستوى الثقافي للأسرة بالفعل
+
+465
+00:33:43,430 --> 00:33:46,990
+مستوى الثقافي إيش ممتاز، لا إيش أنا إيش فبدا أشطبها
+
+466
+00:33:46,990 --> 00:33:51,290
+اتجاهاتها نحو المدرسة برغم أنه مستوى الثقافي جيد،
+
+467
+00:33:51,290 --> 00:33:54,990
+لكن اتجاهاتها نحو المدرسة مش إيجابية، وضع اقتصادي
+
+468
+00:33:54,990 --> 00:34:00,590
+كمان مش إيجابي، واضحت الصورة كيف؟ بعد هيك بصف عندي
+
+469
+00:34:00,590 --> 00:34:03,890
+إيش؟ مجموعة من الأسباب الحقيقية التي تؤدي إلى ظهور
+
+470
+00:34:03,890 --> 00:34:08,150
+التسرب، بروح إيش بقترح الحلول، وبختار الحل المناسب
+
+471
+00:34:08,150 --> 00:34:11,670
+و ببدأ أنفذ فيه بهذه الطريقة، طبيعي بتعرفوا في
+
+472
+00:34:11,670 --> 00:34:15,490
+قاعدة عندنا في حلول المشكلات، التمانين والعشرين
+
+473
+00:34:15,490 --> 00:34:20,170
+عارفينها إيش يعني التمانين والعشرين؟ طيب قاعدة
+
+474
+00:34:20,170 --> 00:34:25,200
+Pareto؟ طيب شاطر، ممتازة كتير، الله يرضى عليكي، بدأت
+
+475
+00:34:25,200 --> 00:34:30,300
+هذا اقتراح قاعدة، قال 20% من الأسباب تعالج 80% من
+
+476
+00:34:30,300 --> 00:34:34,640
+المشكلة، 20% من الأسباب تعالج 80% من المشكلة
+
+477
+00:34:34,640 --> 00:34:38,640
+تعالج 20%، نبدأ بإيش؟ نبدأ بالـ 20% ولا لأ؟ يعني
+
+478
+00:34:38,640 --> 00:34:46,900
+تضرب مثال، إذا كان مثلاً قصوة المدرس وكثرة
+
+479
+00:34:46,900 --> 00:34:54,360
+المنهاج هم السببين الرئيسيتين اللي يسببوا التسرب،
+
+480
+00:34:54,360 --> 00:35:00,700
+إذا علجناهم يعني أنحل 80% من الطلاب يرجعوا ينتظموا
+
+481
+00:35:00,700 --> 00:35:04,730
+في المدرسة، كويس؟ هدول الـ 20% الباقية ما طلعتش عليهم
+
+482
+00:35:04,730 --> 00:35:07,990
+سيبتهم لإن بالآخر أنا بدي أعالج الـ 80%، أو أنفق فيها
+
+483
+00:35:07,990 --> 00:35:11,350
+وقت عشان أعالج الـ 20%، عندهم مشكلة في الوضع الصحي
+
+484
+00:35:11,350 --> 00:35:15,010
+أو الوضع الاقتصادي، لأ، سيبه، إذا أنا بقاشي بأخد
+
+485
+00:35:15,010 --> 00:35:20,090
+الشغلات الأساسية، بروح إيش بعالجها بطريقة 80/20
+
+486
+00:35:20,090 --> 00:35:24,890
+أو الـ 20/80، واضحت صورة الـ 20/80؟ مش مكتوبها
+
+487
+00:35:24,890 --> 00:35:27,090
+ده الكلام لا في الكتاب ولا في الملزمة، احنا ما بنحكيش
+
+488
+00:35:27,090 --> 00:35:28,170
+جديد، تفضلوا
+
+489
+00:35:31,670 --> 00:35:36,750
+أحياناً يكون في أسباب ثانوية كتير ممكن أنفق فيها
+
+490
+00:35:36,750 --> 00:35:45,270
+وقت طويل، ممكن أنفق فيها وقت طويل، ممكن أنفق
+
+491
+00:35:45,270 --> 00:35:49,150
+فيها وقت طويل، ممكن أنفق فيها وقت طويل، ممكن أنفق
+
+492
+00:35:49,150 --> 00:35:49,410
+فيها وقت طويل، ممكن أنفق فيها وقت طويل، ممكن أنفق
+
+493
+00:35:49,410 --> 00:35:50,110
+فيها وقت طويل، ممكن أنفق فيها وقت طويل، ممكن أنفق
+
+494
+00:35:50,110 --> 00:35:53,390
+فيها وقت طويل، ممكن أنفق فيها وقت طويل، ممكن أنفق
+
+495
+00:35:53,390 --> 00:35:55,630
+فيها وقت طويل، ممكن أنفق فيها وقت طويل، ممكن أنفق
+
+496
+00:35:55,630 --> 00:36:04,040
+فيها وقت طويل، ممكن… طمع الناس على أطراف الدولة
+
+497
+00:36:04,040 --> 00:36:08,060
+العثمانية كثيراً فيه، قال لك كل واحد إيش بيأخذ ليه
+
+498
+00:36:08,060 --> 00:36:12,300
+بأقتطع جزء، لأن هذا لسه شبل صغير، جايين يحكموا يعني
+
+499
+00:36:12,300 --> 00:36:18,920
+معناه ضعيف، فكثرة المشاكل في حينه، فجمع مستشاريه، فأخذ
+
+500
+00:36:18,920 --> 00:36:23,660
+أحدهم يقول: نجهز جيشاً وننطلق إلى المنطقة الفلانية
+
+501
+00:36:23,660 --> 00:36:28,920
+ثم نبدأ نخاطب الفلان، ونعمل كذا، وبعدين يقترحوا كل
+
+502
+00:36:28,920 --> 00:36:31,660
+مشكلة ورا مشكلة، يرتبوها، كيف يمكن أن يحلوا هذه
+
+503
+00:36:31,660 --> 00:36:36,280
+المشاكل، فماذا قال لهم؟ قال: أتريدوني أن أنفق وقتي
+
+504
+00:36:36,280 --> 00:36:41,460
+أو حياتي كله في حل المشاكل؟ جهزوا لي جيشاً لأفتح
+
+505
+00:36:41,460 --> 00:36:45,480
+القسطنطينية، طبعاً القسطنطينية كانت مصاصة على كل
+
+506
+00:36:45,480 --> 00:36:50,440
+الخلفاء اللي سبقوه، والناس اللي سبقوه، فذهب وفتح
+
+507
+00:36:50,440 --> 00:36:55,640
+القسطنطينية، فحلّ المشكلة الكبيرة، فخشي الجميع، و
+
+508
+00:36:55,640 --> 00:36:59,160
+عادوا كل أجزاء المملكة، وقدّاموا له بالولاء، و
+
+509
+00:36:59,160 --> 00:37:02,620
+الطاعة، إذا إحنا بنحاول نروح نركز على وين؟ على سبب
+
+510
+00:37:02,620 --> 00:37:06,900
+الرئيسي، وبعدها كل المشاكل الفرعية تنحل إن شاء
+
+511
+00:37:06,900 --> 00:37:13,670
+الله رب العالمين، طيب خلينا ناخد مثال، لديك شكوى من
+
+512
+00:37:13,670 --> 00:37:17,070
+ضعف استجابة الطلبة للأنشطة اللا منهجية التي
+
+513
+00:37:17,070 --> 00:37:21,290
+تقررينها، أنت عندك مشكلة إنه في الأنشطة
+
+514
+00:37:21,290 --> 00:37:26,510
+اللا منهجية، الرياضة، البطاقات، الاجتماعيات، كل هذا
+
+515
+00:37:26,510 --> 00:37:30,810
+الكلام فيه، عندك مشكلة في الاستجابة، باستخدام نموذج
+
+516
+00:37:30,810 --> 00:37:35,710
+هيكل عظم السمكة، سَعرضي الأسباب، حدد المشكلة،
+
+517
+00:37:35,710 --> 00:37:38,770
+سَعرضي الأسباب، حلل هذه الأسباب، وبعدها اعمل
+
+518
+00:37:38,770 --> 00:37:44,010
+الحذف، وبعدها تحاول تقترح بعض الحلول، والحل الأنسب،
+
+519
+00:37:44,010 --> 00:37:46,930
+أنا بصوّر لو كل أربعة هيكت في خمس دقائق إن شاء الله
+
+520
+00:37:46,930 --> 00:37:49,970
+تناولنا المشكلة ونحلها، أو كل ثلاثة مع بعض، أو كل
+
+521
+00:37:49,970 --> 00:37:52,650
+اثنين، تفضلوا، في خمس دقائق
+
+522
+00:38:04,390 --> 00:38:08,890
+في مجموعة جاهزة، تفضلي، تعالي، تفضلي، تفضلي اشرحي
+
+523
+00:38:08,890 --> 00:38:10,550
+السؤال
+
+524
+00:38:13,950 --> 00:38:16,810
+الحين لدينا شكوى من ضعف استجابة الطلبة للأنشطة
+
+525
+00:38:16,810 --> 00:38:20,230
+اللا منهجية، ممكن المشكلة الرئيسية هي ضعف استجابة
+
+526
+00:38:20,230 --> 00:38:24,790
+الطلبة للأنشطة اللا منهجية، أما بالنسبة .. هي المشكلة
+
+527
+00:38:24,790 --> 00:38:28,930
+الرئيسية، أما الأسباب التي تتعلق بهذه المشكلة إما
+
+528
+00:38:28,930 --> 00:38:32,550
+تكون أسباب متعلقة إما بالمعلم، إما بالأنشطة
+
+529
+00:38:32,550 --> 00:38:36,690
+اللا منهجية، أو بالمدرسة، أو بالأسرة، هناك عدة أسباب
+
+530
+00:38:36,690 --> 00:38:39,770
+فرعية لكل .. بس نأخذ حاجة حاجة، يعني عندها حطت
+
+531
+00:38:39,770 --> 00:38:43,800
+أربعة أسباب: الطالب، الأسرة، الأنشطة اللا منهجية، هو
+
+532
+00:38:43,800 --> 00:38:49,440
+المدرسة، في حد حابب يضيف أسباب أخرى، أو يعترض على
+
+533
+00:38:49,440 --> 00:38:54,880
+سبب الطالب، ممكن نضيفه، ماشي الحال، كويس، الطالب هي
+
+534
+00:38:54,880 --> 00:39:00,120
+ضعف الطالب، ماشي، إيش كمعنى؟ الموارد، الموارد قد
+
+535
+00:39:00,120 --> 00:39:05,430
+تكون مشكلة، ماشي الحال، ما هو المدرسة، هي المدرسة، طيب
+
+536
+00:39:05,430 --> 00:39:09,290
+تفضلي، خلينا نقول إذا اتفقنا أنه في عندنا خمس مشاكل
+
+537
+00:39:09,290 --> 00:39:12,950
+رئيسية، أو أسباب رئيسية لهذا الموضوع، نعم، بالنسبة
+
+538
+00:39:12,950 --> 00:39:16,690
+للمعلم، ممكن يكون تسلط المعلم، أو رتابته في وضع
+
+539
+00:39:16,690 --> 00:39:20,450
+الأنشطة، أو عدم وضع أنشطة ملائمة لميول واتجاهات
+
+540
+00:39:20,450 --> 00:39:24,830
+الطلبة، إذا أول حاجة: تسلط، الرتابة، عدم مراعاة
+
+541
+00:39:24,830 --> 00:39:27,870
+الأنشطة، أو انسجام الأنشطة مع ميول واتجاهات الطلبة
+
+542
+00:39:27,870 --> 00:39:32,790
+شو رأيكم في هالتلاتة أسباب؟ في أسباب تانية؟ اتفضل
+
+543
+00:39:32,790 --> 00:39:39,630
+إيه؟ يعني عدم تقديم النشاط بشكل جيد، ماشي، الرتابة
+
+544
+00:39:39,630 --> 00:39:45,030
+يعني، بمش الحال، اه، عدم متابعة، أو ضعف المتابعة،
+
+545
+00:39:45,030 --> 00:39:47,690
+ماعرفش نقول عدم، العدم لا، يعني فيش إمكانية، اتفضل
+
+546
+00:39:47,690 --> 00:39:55,050
+إيه؟ ضعف، ظهرة التعزيز، طيب، ماشي، اتفضل، إيه؟
+
+547
+00:39:55,050 --> 00:39:58,190
+التمييز بين النشاطات، أو عدم العدل، أو ضعف العدل،
+
+548
+00:39:58,190 --> 00:40:02,120
+ماشي الحال، طيب، بالنسبة للطالب، ممكن أن الأنشطة
+
+549
+00:40:02,120 --> 00:40:05,760
+اللا منهجية لا تلاقي ميول واتجاهات الطالب، أو مستوى
+
+550
+00:40:05,760 --> 00:40:08,180
+الاقتصادي للطالب لا يسمح له بأن يشارك في هذه
+
+551
+00:40:08,180 --> 00:40:12,100
+الأنشطة اللا منهجية، أو نفسية الطالب؟ ماشي، طيب، عشان
+
+552
+00:40:12,100 --> 00:40:15,720
+فيها أسباب تانية، أسباب اجتماعية، ماشي، اه، بالنسبة
+
+553
+00:40:15,720 --> 00:40:18,880
+لها، الأنشطة اللا منهجية، ممكن تكون كثرة ل .. كثرة
+
+554
+00:40:18,880 --> 00:40:23,200
+الأنشطة اللا منهجية اللي بيقدمها المعلم للطلاب، أو
+
+555
+00:40:23,200 --> 00:40:26,260
+ممكن تكون هذه الأنشطة مكلفة مادياً، أو ما لها علاقة
+
+556
+00:40:26,260 --> 00:40:29,560
+بالمنهج، أو ما لها علاقة بالمنهج، إيش رأيكم في آخر
+
+557
+00:40:29,560 --> 00:40:34,320
+شغلة؟ يعني أنا حسيتها شوية اه، كمان مرة، أيدي؟ كثرة
+
+558
+00:40:34,320 --> 00:40:36,000
+الأنشطة اللا منهجية .. إيش السبب الرئيسي؟
+
+559
+00:40:36,000 --> 00:40:39,340
+السبب الرئيسي؟ كثرة الأنشطة، هل جيت كثرة الأنشطة
+
+560
+00:40:39,340 --> 00:40:44,120
+اللا منهجية؟ أول سبب فرعي، إيش فيه؟ إنها مكلفة
+
+561
+00:40:44,120 --> 00:40:48,120
+مادياً، أو لا علاقة لها بالمنهج، مكلفة مادياً، أو لا
+
+562
+00:40:48,120 --> 00:40:49,300
+علاقة لها بالمنهج
+
+563
+00:40:52,940 --> 00:40:58,620
+صحيح، هذا الكلام صحيح، نعم، يعني خلاني أقول صعوبة
+
+564
+00:40:58,620 --> 00:41:04,320
+القيام بالنشاط، كتير مهم، أه، ضعف القدرة على
+
+565
+00:41:04,320 --> 00:41:07,340
+القيام بالنشاط، سواء كانت قدرات جسدية أو عقلية،
+
+566
+00:41:07,340 --> 00:41:11,120
+طيب، ممتاز جداً، إيش حدافنا؟ إيش سببه؟ تفضلي، أخذنا
+
+567
+00:41:11,120 --> 00:41:14,820
+كثرة الأنشطة، وحدافنا العلاقة، ومقلّبة، طب إحنا ممكن
+
+568
+00:41:14,820 --> 00:41:20,210
+نحدث سبب  كام رئيسي؟ ممكن .. ممكن نوصل إن هذا
+
+569
+00:41:20,210 --> 00:41:24,230
+السبب لا يؤثر كثيراً، إيش .. إحنا قلنا عشرين من
+
+570
+00:41:24,230 --> 00:41:28,730
+الأسباب تساوي ثمانين بالنتائج، قد لا يؤثر كثيراً في
+
+571
+00:41:28,730 --> 00:41:32,750
+السير، أو أنه يأتي، أو يمكن يدمجوا مع سبب آخر، يعني
+
+572
+00:41:32,750 --> 00:41:36,190
+إذا حللنا السبب هذاك، معناه إيش، بيكون جيد، أشكرك؟
+
+573
+00:41:36,190 --> 00:41:40,330
+بالنسبة للمدرسة؟ أه المدرسة، خلص معايا، كافي، كافي
+
+574
+00:41:41,310 --> 00:41:45,770
+أتعلمنا طريقة واضحة عنها، ولا في أي صعوبة؟ طيب، المرة
+
+575
+00:41:45,770 --> 00:41:48,410
+القادمة، كويس، ندرب عليها، لأن المرة القادمة إن شاء
+
+576
+00:41:48,410 --> 00:41:51,770
+الله رب العالمين، هناخد الطريقة الثانية، اسأل خمس
+
+577
+00:41:51,770 --> 00:41:56,550
+مرات لماذا، اسأل خمس مرات لماذا، وبعدين هنبدأ نطبق
+
+578
+00:41:56,550 --> 00:42:01,110
+أول إن شاء الله مشكلة، وهي مشكلة تشتت الانتباه لدى
+
+579
+00:42:01,110 --> 00:42:06,270
+الطلبة، هنطبقها على نموذج هيكل عظم السمكة بشكل
+
+580
+00:42:06,270 --> 00:42:09,830
+أساسي، أو على نموذج آخر، حسب إن شاء الله رب
+
+581
+00:42:09,830 --> 00:42:12,430
+العالمين، نشاطنا، أشكركم، وبارك الله فيكم
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..8b3eee660ca385788424821e1944590edce18ac8
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_postprocess.srt
@@ -0,0 +1,2324 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,990 --> 00:00:17,710
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:17,710 --> 00:00:21,110
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:21,110 --> 00:00:26,830
+وعلى آله وصحبه وسلم أجمعين أما بعد في هذا الفصل
+
+5
+00:00:26,830 --> 00:00:33,310
+سنتناول أبرز المشكلات التي تواجه المعلم داخل حجرة
+
+6
+00:00:33,310 --> 00:00:40,150
+الصفهذه المشكلات كما هو معلوم أنها تنقسم إلى نوعين
+
+7
+00:00:40,150 --> 00:00:44,410
+من المشكلات النوع الأول هو مشكلات إدارية والنوع
+
+8
+00:00:44,410 --> 00:00:51,090
+الثاني له علاقة بمشكلات فنية تتعلق بالطلبة بشكل
+
+9
+00:00:51,090 --> 00:00:56,550
+أساسي ولعل المشكلات الفنية التي تتعلق بالطلبة هي
+
+10
+00:00:56,550 --> 00:01:00,190
+المشكلات التي سنعنا بها في هذا الفصل وسنركز عليها
+
+11
+00:01:00,340 --> 00:01:04,940
+بشكل كبير جدا، لكن هذا لا يعني أننا نقلل من أهمية
+
+12
+00:01:04,940 --> 00:01:08,100
+المشكلات الإدارية، طبعا المشكلات الإدارية التي
+
+13
+00:01:08,100 --> 00:01:12,540
+نقصد هي المشكلات التي تواجه مدير المدرسة أو مربي
+
+14
+00:01:12,540 --> 00:01:17,980
+الصفنتيجة خلل إداري معين سواء كان في التخطيط أو في
+
+15
+00:01:17,980 --> 00:01:23,340
+تنفيذ ما وضعه المعلم من خطات من أمثلة هذه المشاكل
+
+16
+00:01:23,340 --> 00:01:28,460
+أو المشكلات نقص بعض الكتب كلنا يعلم أنه ما بدء
+
+17
+00:01:28,460 --> 00:01:35,020
+العام الدراسي لا تصل جميع الكتب مكتملة أو أنها تصل
+
+18
+00:01:35,020 --> 00:01:40,280
+بشكل عام ناقصة ولا تعامم على جميع الطلبات هذا من
+
+19
+00:01:40,280 --> 00:01:44,960
+شأنه إذا كان والله بنحكي عن مساقمةمادة معينة زي
+
+20
+00:01:44,960 --> 00:01:49,660
+لغة انجليزية او رياضيات فش كتب اتأخرت أسبوع او
+
+21
+00:01:49,660 --> 00:01:55,200
+أسبوعين في الطباعة مادة اللي يمكن للمعلم ان يفعله
+
+22
+00:01:55,200 --> 00:01:59,980
+لاسيما ان الكتاب هو مصدر المعلومة الوحيدة للطالب
+
+23
+00:01:59,980 --> 00:02:03,340
+يعني هو اللي بده يحضر ويحل عليه التمرين ويعمل كل
+
+24
+00:02:03,340 --> 00:02:06,340
+شيء بالذات اذا تحدثنا عن مراحل الدنيا سواء كانت
+
+25
+00:02:06,340 --> 00:02:09,620
+تدعية او حتى في المراحل الوسطى مثل الاعدادية الصف
+
+26
+00:02:09,620 --> 00:02:15,800
+السابع والثامنهذا الموضوع يجعلنا نقول كيف يمكن أن
+
+27
+00:02:15,800 --> 00:02:23,200
+نعالج أو كيف يمكن أن يعالج المدرس نقص الكتب يعني
+
+28
+00:02:23,200 --> 00:02:27,060
+أنت معلمة دخلتي على صفش كتب بين أيدين الطلبة كيف
+
+29
+00:02:27,060 --> 00:02:30,740
+يمكن أن تعالجي هذه المشكلة أو تتجاوزيها، اتفضلي
+
+30
+00:02:34,700 --> 00:02:38,960
+ممتاز يعني احنا نوفر الدرس مثلا انا بدأ افترض انه
+
+31
+00:02:38,960 --> 00:02:43,480
+في أسبوع حجم التأخير بوفر ايه اش تصوير لهذا الدرس
+
+32
+00:02:43,480 --> 00:02:48,060
+و ممكن اوزعه طب ماشي هذا التصوير هيكلفني ليس لدي
+
+33
+00:02:48,060 --> 00:02:52,200
+إمكانات في المدرسة أن أصور و بديش أحمل الطلبة هذه
+
+34
+00:02:52,200 --> 00:02:57,100
+التكلفة فضلي هدا
+
+35
+00:02:57,100 --> 00:03:01,200
+يتوفر كل طالبين بكتاب لكن انا بدأ افترض انه لا
+
+36
+00:03:01,200 --> 00:03:02,400
+يتوفر هذا الكتاب
+
+37
+00:03:06,230 --> 00:03:10,110
+استخدم السبورة بحيث انهم يصيروا .. يعني ألخص لهم
+
+38
+00:03:10,110 --> 00:03:14,610
+بعض القضايا مثلا جميل ممكن نعمل ملخصات بعد الدرس
+
+39
+00:03:14,610 --> 00:03:18,130
+او قبل نهاية الدرس بنقلهم مثلا بعض الملخصات اللي
+
+40
+00:03:18,130 --> 00:03:21,570
+يقدروا يرجعوا لخلالها ده حل ايش حلول تانية اتفضلي
+
+41
+00:03:21,570 --> 00:03:25,890
+عن درس ملخص المادة اكيد هو عنده علم يصار من المادة
+
+42
+00:03:25,890 --> 00:03:31,090
+هذه اللي خصها على شرائح و عربها على الطلبة يعني دي
+
+43
+00:03:31,090 --> 00:03:36,150
+political moralطب مش ممكن أنا أشغل ال .. ال ..
+
+44
+00:03:36,150 --> 00:03:39,450
+الأسبوع الأول ببعض المراجعات والتمارين لإن احنا
+
+45
+00:03:39,450 --> 00:03:42,470
+نتحدث عن تهيئة، بذات في الأسبوع الأول بيكون في
+
+46
+00:03:42,470 --> 00:03:46,770
+عندنا فرصة إنه نراجع الدروس، نربط بينها وبين الدرس
+
+47
+00:03:46,770 --> 00:03:49,610
+الحالي، كمان برضه هذا حلم الحلول اللتي يمكن المعلم
+
+48
+00:03:49,610 --> 00:03:52,810
+أن يعالج بها هذه المشكلة أميهم بعض المدارس
+
+49
+00:03:52,810 --> 00:03:57,630
+التقويمية في الأسبوع الأول، التقويمية اللي مشتركة
+
+50
+00:03:57,630 --> 00:04:02,580
+في الأسنان .. تشخيصيا، نعميعني انت برضه بده نشغل
+
+51
+00:04:02,580 --> 00:04:05,620
+في ال .. في ال .. في التشخيص، امتحانات تشخصية،
+
+52
+00:04:05,620 --> 00:04:10,380
+مراجعات، كويس، و بنفس الوقت إذا لازم على يعني زي
+
+53
+00:04:10,380 --> 00:04:14,060
+ما طرحت زميلتنا إنه لأ ممكن احنا نصور جزء من هذا
+
+54
+00:04:14,060 --> 00:04:19,260
+الدرس أو إنه نلخص وينقلوا الطلبة بشكل عام، إذا هذه
+
+55
+00:04:19,260 --> 00:04:24,610
+المشكلة ليست خطيرةلكنها تعيق، فيها نوع من الإعاقة
+
+56
+00:04:24,610 --> 00:04:29,270
+لدى المعلم أو لإنجاز المعلم للمنهج كما يريد، تأخر
+
+57
+00:04:29,270 --> 00:04:35,210
+تعيينات بعض المعلمين اللي داخل المدرسة، يعني أيضا
+
+58
+00:04:35,210 --> 00:04:39,270
+بيحدث هناك في المدارس، بتاعة في بيئتنا الفلسطينية
+
+59
+00:04:39,270 --> 00:04:43,740
+أن بعضا من معلمين المباحثيتأخر تعيينهم أو يتأخر
+
+60
+00:04:43,740 --> 00:04:48,100
+إجراءات نقلهم للمدرسة فبيكون في عندنا فراغ لحص بعض
+
+61
+00:04:48,100 --> 00:04:54,140
+الحصاص اللتي ينبغى يملأها بعض المدرسين كيف يمكن
+
+62
+00:04:54,140 --> 00:04:57,460
+أنه يعالج هذه المشكلة؟ طبعا هتقولي ليا هود بعض
+
+63
+00:04:57,460 --> 00:05:02,100
+المدرسات يسدوا، ازيد ال load عليهم، مش هيك؟ اعطينا
+
+64
+00:05:02,100 --> 00:05:02,480
+أمثلة
+
+65
+00:05:05,400 --> 00:05:09,640
+كيف يمكن أن نعالج موضوع تأخر تعينات المعلمين أنت
+
+66
+00:05:09,640 --> 00:05:15,620
+مدرسة أنت ناضرة عندك مربي اتفصل وفي عندك نخص في
+
+67
+00:05:15,620 --> 00:05:21,160
+التعينات يعني
+
+68
+00:05:21,160 --> 00:05:26,620
+احنا ذكرنا مثال الحل انه نزيد الحصص احنا بنعرف كل
+
+69
+00:05:26,620 --> 00:05:32,040
+مدرسة بتاخد 24 حصة 22 ل 24 تقريبا لو زدناها شوية
+
+70
+00:05:32,040 --> 00:05:36,110
+وحملنا بعض مدرسات المبحثزي الرياضيات أو اللغة
+
+71
+00:05:36,110 --> 00:05:40,330
+العربية، بعض إيه الحصص هاي؟ بيصد ولا بيصدش؟ هذا
+
+72
+00:05:40,330 --> 00:05:43,610
+جانب، طيب إيش كمان بتعالج؟ كيف يمكن أنه نعالج هاي؟
+
+73
+00:05:43,610 --> 00:05:46,070
+يعني إحنا كان زمان يعني، برد يعني، أنا كانت غير
+
+74
+00:05:46,070 --> 00:05:50,750
+زمان، عفاجة أو إشي، و وزعونا على صفوف طيب مش ممكن
+
+75
+00:05:50,750 --> 00:05:57,280
+ندمش بعض الصفوف؟أه يوزعوكوا أنتوا؟ لأ هو دمج ال ..
+
+76
+00:05:57,280 --> 00:06:00,980
+دمج ال .. ال .. ال .. ال .. أكتر من صف في إيش؟ في
+
+77
+00:06:00,980 --> 00:06:05,560
+صف واحد إذا كان يتسع و إعطاء اللي هو العبق لمدرسة
+
+78
+00:06:05,560 --> 00:06:10,500
+واحدة طيب إيش كمان في حلول؟ طلعهم حصة رياضة إذا
+
+79
+00:06:10,500 --> 00:06:14,160
+كان إيش الوقت يعني لمرة واحدة لكن مش ماجور أطلعهم
+
+80
+00:06:14,160 --> 00:06:20,890
+أسبوع أو أسبوعين أضيع عليهم هذا الفقرة طيباحيانا
+
+81
+00:06:20,890 --> 00:06:26,430
+برضه في هنا مشكلة في إيش؟ إنه التعيينات مش بس على
+
+82
+00:06:26,430 --> 00:06:30,110
+إطار أنه والله أتأخرت التعيينات كمان، لأ ممكن
+
+83
+00:06:30,110 --> 00:06:35,550
+يجينا بنفس الوتيرة إنه ناس مرضت فترة طويلة ومافيش
+
+84
+00:06:35,550 --> 00:06:38,760
+تعيين بديلهنا كمان برضه يمكن تكون المشكلة شوية
+
+85
+00:06:38,760 --> 00:06:43,160
+أكثر لذلك دائما نحن .. العملية التعليمية يمكن
+
+86
+00:06:43,160 --> 00:06:46,760
+معالجتها بالذات في القضايا الإدارية بطريقة أيسر
+
+87
+00:06:46,760 --> 00:06:50,120
+كثيرا مما لو كانت في القضايا السلوكية لذا أنا في
+
+88
+00:06:50,120 --> 00:06:53,140
+الصورة أن تأخر تعيينات المعالمين أيضا من المشاكل
+
+89
+00:06:53,140 --> 00:06:58,080
+أو المشكلات التي يمكن تجاوزها بطريقة إداريةمعينة
+
+90
+00:06:58,080 --> 00:07:03,300
+يمكن انتداب بعض المعلمين الجدد او المتطوعين اللي
+
+91
+00:07:03,300 --> 00:07:07,620
+ممكن تنتدبهم الوزارة او عندكم في المدارس الطالبات
+
+92
+00:07:07,620 --> 00:07:11,460
+ال بدل أمومة معروفة ان في قائمة من المعلمات هدول
+
+93
+00:07:11,460 --> 00:07:15,700
+ايش بدل أمومة شغالات على التليفون يعني ممكن ييجوا
+
+94
+00:07:15,700 --> 00:07:19,980
+فورا و لديهم خبرة لأنه بتتعرض مدارس البنات بطريقة
+
+95
+00:07:19,980 --> 00:07:23,040
+او باخرى لهذه المشكلة ممكن التعامل مع مدارس
+
+96
+00:07:23,040 --> 00:07:28,800
+المجاورة مثل مبطأ لديهم من مدارسات بطالة اوعقود،
+
+97
+00:07:28,800 --> 00:07:32,490
+التعامل معاهم بحيث أنه يدم صدد خلل أو maximumطب
+
+98
+00:07:32,490 --> 00:07:34,850
+يعني هو هذا الكلام هناخده ان شاء الله في بعض ال ..
+
+99
+00:07:34,850 --> 00:07:38,570
+ال .. المشاكل الإدارية انه أحيانا بعض المدرسين
+
+100
+00:07:38,570 --> 00:07:41,050
+بيكون عنده نص load هنا و نص load في المدرسة
+
+101
+00:07:41,050 --> 00:07:45,090
+التانية و هذه إشكالات كتيرة بتعرض لها المدرسة يعني
+
+102
+00:07:45,090 --> 00:07:48,430
+لا يستطيع أن يخدم المدرسة و فيها إعاقات هناخدها ان
+
+103
+00:07:48,430 --> 00:07:52,150
+شاء الله رب العالمين مستقبلا طيب تأخر إعداد الجدول
+
+104
+00:07:52,150 --> 00:07:56,330
+الدراسية قولنا أن من مهم مدير المدرسة إيش إعداد
+
+105
+00:07:56,330 --> 00:08:01,020
+الجدول بس هى اللي هي مهمة مدير لحاله ولا في ..إذا
+
+106
+00:08:01,020 --> 00:08:04,400
+في معاونة هناك من المعلمين، عشان هيك احنا بيقول
+
+107
+00:08:04,400 --> 00:08:08,420
+انه هذا التأخر مشانه .. طبعا احنا في الجامعة بيصير
+
+108
+00:08:08,420 --> 00:08:13,100
+مرات يعني بعض الخلل في الجدول، مش هيك و لا، بيصير
+
+109
+00:08:13,100 --> 00:08:16,880
+ان انت مثلا في تعارض معين في .. لأ مش معروف، والله
+
+110
+00:08:16,880 --> 00:08:21,160
+مكتوب سيني يعني، مجهول المدرس، المدرس ماعيجاشلأنه
+
+111
+00:08:21,160 --> 00:08:25,020
+صار في تأخر في تعيينة أو غيره، لكن إذا تأخر إعداد
+
+112
+00:08:25,020 --> 00:08:28,040
+الجدول الدراسي، هذا من شأنه إنه إيه، شو يحدث نوع
+
+113
+00:08:28,040 --> 00:08:31,900
+من الربكة؟ إن الطالب لا يعلم شو جدوله، كيف بده
+
+114
+00:08:31,900 --> 00:08:35,580
+يفوت الصف، متى جدول الأنشطة المنهجية، كل هذه
+
+115
+00:08:35,580 --> 00:08:39,710
+التفاصيلبتعمل نوع من الربكة فبصير الترتيب من قبل
+
+116
+00:08:39,710 --> 00:08:43,430
+مدير المدرسة الانتظام يصف إن مربي الصف ياخد الصف
+
+117
+00:08:43,430 --> 00:08:49,090
+بشكل كامل أو جزء ايه هو المدرس تاني لكن كيف نحل
+
+118
+00:08:49,090 --> 00:08:54,160
+الموضوع؟ طبعا هذه مشكلة إيش أساسها؟ ضعف إيش؟إدارة
+
+119
+00:08:54,160 --> 00:08:58,500
+والتخطيط بشكل أساسي مفترض أنه أنا جدولي يكون جاهز
+
+120
+00:08:58,500 --> 00:09:01,220
+قبل أسبوع أو أسبوعين من الدراسة لكن أحيانا
+
+121
+00:09:01,220 --> 00:09:05,700
+لايستطيع المدير أن يواكب هذا الموضوع بحيث أنه
+
+122
+00:09:05,700 --> 00:09:10,280
+أساسا المدرسين مش عارف من اللي بدي يجي أحيانا هل
+
+123
+00:09:10,280 --> 00:09:14,700
+هتقتل كتبه ولا مش هتيجي هل هيستطيع يصد الخلل هذا
+
+124
+00:09:14,700 --> 00:09:17,960
+ولا لأ لذلك هو بتأخر لأن معطيات الجدول مش متوفرة
+
+125
+00:09:17,960 --> 00:09:22,940
+عنده في ناس بده تنقلعال .. في قرار بنقرها لكنها لم
+
+126
+00:09:22,940 --> 00:09:26,680
+تنقر، طب مين بده ييجي بدلها؟ لذلك هذه أول حل من
+
+127
+00:09:26,680 --> 00:09:35,980
+الحلول، اتفضلي بشكل
+
+128
+00:09:35,980 --> 00:09:39,740
+غير مباشر خالة ال one بييجي، مش حال المدرس، الان
+
+129
+00:09:39,740 --> 00:09:42,720
+انا عندي الحصة التانية انا مش عارف ايش هي، انا
+
+130
+00:09:42,720 --> 00:09:46,990
+مربى فصلأنا الآن بالنسبة ليها دي مشكلة إدارية تقع
+
+131
+00:09:46,990 --> 00:09:49,530
+الإدار المدرسي بشكل أساسي بشكل مباشر بشكل غير
+
+132
+00:09:49,530 --> 00:09:52,570
+مباشر تقع على مين؟ على معلم الصف، بالذات مرب
+
+133
+00:09:52,570 --> 00:09:55,810
+الفصل، فديت كيف يمكن أن يعالج هذا الموضوع؟ و في
+
+134
+00:09:55,810 --> 00:09:59,490
+عندنا أسبوع طبعا جاب الدراسة بيذهب المعلمين و
+
+135
+00:09:59,490 --> 00:10:03,240
+المدرسة إلى المدرسةقبل تظامن الطلاب فخلال هذا
+
+136
+00:10:03,240 --> 00:10:06,080
+الأسبوع المفروض يتم إعداد الجدول للمدرسة نحن قلنا
+
+137
+00:10:06,080 --> 00:10:10,060
+هذا أساسه ضعف التخطيط أو سوق في التخطيط لكن يمكن
+
+138
+00:10:10,060 --> 00:10:14,340
+معالجة إعداد الجدول للدراسة يا جماعة بإنه احنا نضع
+
+139
+00:10:14,340 --> 00:10:19,980
+الخنات اللي لا يستطيع المدير أن يعبقها بحرف صين
+
+140
+00:10:19,980 --> 00:10:25,380
+مثلا مجهول كويس بحيث انهيوكل لكل معلم أن يعبق خانة
+
+141
+00:10:25,380 --> 00:10:28,840
+من هذه الخنات حسب الترتيب وهذا الأمر بالنسبة لنا
+
+142
+00:10:28,840 --> 00:10:33,500
+عادة يعني بنلجأ له حتى في الجامعة انه هذه الحصص
+
+143
+00:10:33,500 --> 00:10:37,640
+المجهولة اللي هو سواء كان المدرس او كانت .. يعني
+
+144
+00:10:37,640 --> 00:10:41,100
+احنا حابين نحط مثلا فيها نشاط منهجي او فيها مثلا
+
+145
+00:10:41,100 --> 00:10:46,840
+خلينا نقول انه ..لسه والله بعض المساقات المباحث
+
+146
+00:10:46,840 --> 00:10:50,200
+لسه مش موزعة لإن احنا مش عارفين أكا مدرس بده يجينا
+
+147
+00:10:50,200 --> 00:10:54,340
+وكيف بده نوزحها فبصير أنه نحطها بشكل مجهول ونعبيها
+
+148
+00:10:54,340 --> 00:10:57,380
+بنفس الطريقة اللي حكينا فيها ash في موضوع أخر
+
+149
+00:10:57,380 --> 00:11:01,440
+تعيينات بعض المعلمين نوكل لمهمة بالذات مورد بالفصل
+
+150
+00:11:01,440 --> 00:11:05,200
+أنه يشغل أكبر قدر ممكن من هذا الموضوع طبعا كيف
+
+151
+00:11:05,200 --> 00:11:08,360
+يشغله؟ليس شرط ان انا اشغله بالمادة التعليمية اللى
+
+152
+00:11:08,360 --> 00:11:11,420
+بين اديه لإنه لا يستطيع لكن يمكن ان اشغله بأنشطة
+
+153
+00:11:11,420 --> 00:11:15,660
+منهجية بمراجعات عامة ببعض الحسس الإضافية او حتى
+
+154
+00:11:15,660 --> 00:11:19,740
+ممكن زى ما حكت زميلتكوا انه بحسس تربية رياضية يطلع
+
+155
+00:11:19,740 --> 00:11:24,920
+على الساحة و هكذا طيب هذه طبعا صور لبعض المشكلة
+
+156
+00:11:24,920 --> 00:11:28,420
+تتفضلين هلأ اتأخر اعداد الجدول ما أصبحش مشكلة لإنه
+
+157
+00:11:28,420 --> 00:11:31,780
+ممكن في عدد المدارسين اللى عندى أحط قالع تنظيم
+
+158
+00:11:31,780 --> 00:11:34,680
+الجدول حسب العدد اللى موجود عندى يعنىلأ هو وين
+
+159
+00:11:34,680 --> 00:11:37,840
+المشكلة؟ أنت الآن ماعندكيش معطيات، أنت مديرة مدرسة
+
+160
+00:11:37,840 --> 00:11:40,800
+أو مدرسة و بتفتح مالي جدول و ماعندكيش بعض
+
+161
+00:11:40,800 --> 00:11:43,840
+المعطيات، مش عارفة إيش هي .. ممكن أبشح حل المعطيات
+
+162
+00:11:43,840 --> 00:11:46,180
+اللي موجودة .. إذا ممتاز، أنا بحط .. بشغول أحنا
+
+163
+00:11:46,180 --> 00:11:50,880
+حنحط scene مثلا رمز لشيء مجهول و بحط إيش بدائل عنه
+
+164
+00:11:50,880 --> 00:11:53,880
+عشان أنا أتجاوز هذه المشكلة، عادة هذه المشاكل
+
+165
+00:11:54,810 --> 00:11:57,770
+لاتبرز إلا في الأسبوع الأول فقط، يعني بدايات
+
+166
+00:11:57,770 --> 00:12:00,070
+الدراسة، أحيانا بعض المدارس لأ ما شاء الله منتظمة
+
+167
+00:12:00,070 --> 00:12:03,330
+طالما عندها المعطيات، إذا المعطيات و الموارد إجت و
+
+168
+00:12:03,330 --> 00:12:07,270
+توفرت، المشاكل هذه لاتبرز كثيرا، لكن ما تتبرز
+
+169
+00:12:07,270 --> 00:12:11,570
+بالأساس هي بتبرز عندما لا يكن هناك موارد متوفرة أو
+
+170
+00:12:11,570 --> 00:12:14,780
+معطيات متوفرةطيب احنا المشكلات الإدارية طبعا في
+
+171
+00:12:14,780 --> 00:12:17,940
+أكثر من هذه المشكلات لكن انا حطيت تلت نماذج و
+
+172
+00:12:17,940 --> 00:12:21,220
+الكتاب يوضح كثير من المشكلات مافيش داعي نشرحها
+
+173
+00:12:21,220 --> 00:12:25,400
+لأنه مشكلات سهلة نيجي للمشكلات اللتي تتعلق بالطلبة
+
+174
+00:12:25,400 --> 00:12:29,120
+و هي محط التركيز اللتي يعني ينبغي أن نركز عليه
+
+175
+00:12:29,120 --> 00:12:32,860
+بشكل كبير لكن قبل أن ندخل في مشكلة تشتت الانتباه
+
+176
+00:12:32,860 --> 00:12:37,980
+مشكلة التسرب مشاكل التانية حابب انا نتعلم شيء كتير
+
+177
+00:12:37,980 --> 00:12:43,660
+مهم جدايمكن احنا قولنا سابقا ان المشكلات تتغير تبع
+
+178
+00:12:43,660 --> 00:12:49,980
+لتغير الأجيال، مش بسوط؟ كل جيل له نمط تفكير وسمات
+
+179
+00:12:49,980 --> 00:12:55,640
+وحصائص، مش معقول مشكلات قبل مثلا قرن من الزمان زي
+
+180
+00:12:55,640 --> 00:12:59,580
+مشكلات اليوم قبل عشر سنوات زي مشكلات اليوم، بذلك
+
+181
+00:12:59,580 --> 00:13:05,960
+احنا هناخدتعريف المشكلة ثم تعريف اتخاذ القرار وكيف
+
+182
+00:13:05,960 --> 00:13:09,720
+يمكن أن نتعلم بطريقة علمية حل المشكلات مش بس في
+
+183
+00:13:09,720 --> 00:13:13,300
+المدارس لأ كمان حتى في إدارتنا للحياة بشكل عام
+
+184
+00:13:13,300 --> 00:13:18,260
+طبعا هذه ستعطينا نوع من الملكة والمهارة التي من
+
+185
+00:13:18,260 --> 00:13:23,000
+خلالها بنحط القاعدة وبنقل عليها أيش بنحل أي مشكلة
+
+186
+00:13:23,000 --> 00:13:26,540
+مهما تغيرت الأجيال هذه الطريقة اللي يمكن انا
+
+187
+00:13:26,540 --> 00:13:30,680
+اخترتها اليومأكثر من طريقة ماحبش أكتر كتير عليك
+
+188
+00:13:30,680 --> 00:13:34,520
+اختار الطرفتين مشهورات في حل المشكلات و هي طرق
+
+189
+00:13:34,520 --> 00:13:38,380
+علمية هنتعرف عليها اليوم و نحاول نطبقها على كل
+
+190
+00:13:38,380 --> 00:13:41,840
+المشكلات يعني مش هناخد المشكلات بطريقة هيكت يعني
+
+191
+00:13:41,840 --> 00:13:46,100
+العرض المشكلة أو علاجها لأ هناخد المشكلة و نعرضها
+
+192
+00:13:46,100 --> 00:13:50,220
+على النماذج اللي هنشتغل عليها و بعد هيكت هنسير مع
+
+193
+00:13:50,220 --> 00:13:53,860
+الوقت ان شاء الله رب العالمين احنا لأ قادرين انه
+
+194
+00:13:53,860 --> 00:13:57,480
+اي مشكلة نعرضها لأ نستطيع ان نحلها بهذه الطريقة
+
+195
+00:13:57,820 --> 00:14:04,160
+خلينا بس قبل ما نفوت في المشكلة، شو يعني .. شو
+
+196
+00:14:04,160 --> 00:14:06,840
+يعني المشكلة قبل ما نفوت في هذا الموضوع؟ إيش يعني
+
+197
+00:14:06,840 --> 00:14:14,500
+المشكلة؟ هي عقبة أمام تحقيق الأهداف أو هي إيش؟صعبة
+
+198
+00:14:14,500 --> 00:14:17,740
+يواجهها الشخص للوصول إلى الهداف، إذا هي في مشكلة،
+
+199
+00:14:17,740 --> 00:14:21,920
+هي في فجوة بينها، إنه أنا بدأ أوصل من هنا إلى هنا،
+
+200
+00:14:21,920 --> 00:14:25,220
+في عندي عقبة هنا، هذه العقبة هي تسبب أو تسمى أيش
+
+201
+00:14:25,220 --> 00:14:30,260
+مشكلة طبعا كمان مرة احنا لماذا ندرس المشكلات بهذه
+
+202
+00:14:30,260 --> 00:14:33,800
+الطريقة؟ أول حاجة، بناخد رد ذاتية للتعامل مع
+
+203
+00:14:33,800 --> 00:14:39,040
+المتغيراتبالأساس أي متغير طالما أنا اتعلمت اللي هو
+
+204
+00:14:39,040 --> 00:14:44,900
+يعني لا تطعمني سمكة ولكن إياش علمني كيف أصاد، كويس
+
+205
+00:14:44,900 --> 00:14:50,000
+هذه القاعدة هي التي تبني القدرات الذاتية أن أتعلم
+
+206
+00:14:50,000 --> 00:14:53,700
+كيف يفعل الآخرين يعني أنا ممكن أجي أصمم عرض
+
+207
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+208
+00:14:56,860 --> 00:15:00,980
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+209
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+210
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+211
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+212
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+الاختبار جزء من المستويات العلوي اللي هو قدرات
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+213
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+214
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+216
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+217
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+الامتحان وإذا أخدت التاني أنت تتخذي قرار بيهبالبحث
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+أنا .. لأ يعني ماجدنتش كويس؟ ولا المشكلة إن أنا مش
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+276
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+277
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+
+339
+00:24:40,000 --> 00:24:43,780
+لو خدت هيك ايش نوع من الأطعمة و هكذا النقطة
+
+340
+00:24:43,780 --> 00:24:49,570
+التانية جمع المعلومات الكافيةلا نكتفي بالمظاهر لأن
+
+341
+00:24:49,570 --> 00:24:55,950
+كثير من الأعراض ما تتشابه يعني يمكن طالبة هيابة
+
+342
+00:24:55,950 --> 00:25:00,690
+وجسورة وترد بوقاحة كويس تنتهي او تلت طالبات عندك
+
+343
+00:25:00,690 --> 00:25:04,210
+في الصف نفس الشيء لكن أحوالهم تختلف المشكلة عندهم
+
+344
+00:25:04,210 --> 00:25:07,250
+تختلف الواحد عن الأخر يمكن واحد عندها مشكلة
+
+345
+00:25:07,250 --> 00:25:11,210
+اجتماعية أو أسرية في التربية التانية لها علاقة في
+
+346
+00:25:11,210 --> 00:25:15,830
+مشكلة أصدقاء سوق الرابع لها علاقة في مشكلة ثقافة و
+
+347
+00:25:15,830 --> 00:25:20,980
+هكذاطيب إذا لابد أن نجمع المعلومات الكافية عن هذه
+
+348
+00:25:20,980 --> 00:25:25,920
+المشكلة ثم بعد ذلكأتاحة الفرصة للمشاركة لكل من
+
+349
+00:25:25,920 --> 00:25:29,060
+يستطيع المشاركة في تحديد هذه المشكلة أي واحد له
+
+350
+00:25:29,060 --> 00:25:32,320
+علاقة بالمشكلة لو أنا جيت انت عرضت مشكلتك عندي
+
+351
+00:25:32,320 --> 00:25:37,100
+كويس و انا شعرت ان في كمان زميلتك بنفس المشكلة و
+
+352
+00:25:37,100 --> 00:25:40,340
+يمكن كمان مدرس تاني عندي بنفس المشكلة مفترض ان
+
+353
+00:25:40,340 --> 00:25:43,960
+احاول اشارك لجميع جميع أفراد الذين لهم علاقة
+
+354
+00:25:43,960 --> 00:25:48,060
+بالمشكلة حتى ااخد منهم نوع من الانطباع او حتى نوع
+
+355
+00:25:48,060 --> 00:25:52,480
+من التحديد الدقيق عن هذه المشكلة بطلب عدة خيارات و
+
+356
+00:25:52,480 --> 00:25:57,150
+بدائي ليشلماذا؟ عشان أنا بدي أختار الأنسب، إذا
+
+357
+00:25:57,150 --> 00:26:01,230
+دايما قد لا يكون البديل المناسب بالنسبة إليك حاضر
+
+358
+00:26:01,230 --> 00:26:06,490
+الآن، لكن هو حتما موجود عندما بدنا نستشير، انت
+
+359
+00:26:06,490 --> 00:26:10,130
+كتير بتروحي أمام مشكلات بتواجك في الحياة، بتروحي
+
+360
+00:26:10,130 --> 00:26:13,930
+لأقرب إما صديقة أو أخوكي أو يمكن إذا أبوكي قريب
+
+361
+00:26:13,930 --> 00:26:18,890
+منك أو أمكأو خالة أو عامة تبدأ ايهاش تحاول تاخد
+
+362
+00:26:18,890 --> 00:26:23,910
+منهم بعض البدائل شو رايكوا في هذه القصة لعلك من
+
+363
+00:26:23,910 --> 00:26:28,490
+خلال هذه البدائل تقدر ايهاش توازن بين البدائل من
+
+364
+00:26:28,490 --> 00:26:31,390
+خلال تحديد نقاط الضعف او القوة فيها والله هذا
+
+365
+00:26:31,390 --> 00:26:35,370
+البديل استخدم العقاب هل هو ايش ايش سلبياته
+
+366
+00:26:35,370 --> 00:26:38,970
+ايجابياته لأ استخدم التعزيز السلبي ايش ايجابياته
+
+367
+00:26:38,970 --> 00:26:43,780
+سلبياته و هكذا بعد هيكدنحاول أن نحدد اختيار الأمثل
+
+368
+00:26:43,780 --> 00:26:47,740
+برضه بالمشاركة، لحظه أي مشكلة يا جماعة بنروح فيها
+
+369
+00:26:47,740 --> 00:26:52,580
+مجموعة مع بعض ونناقشها سويا، معناه ذلك أننا سنخلص
+
+370
+00:26:52,580 --> 00:26:56,860
+و لا تجتمع أمتي على إيش؟ على خطأ أو على ضلالة
+
+371
+00:26:57,470 --> 00:27:01,130
+بالاطلاق الإنسان ما خابه ما نستشار، في قضايا
+
+372
+00:27:01,130 --> 00:27:05,530
+المشاكل يعني ليس عيبا كمدرسة أنك تستشيري من هم
+
+373
+00:27:05,530 --> 00:27:09,290
+أقدم من الخبرة أو حتى يعني ربما المشكلة تكون حديثة
+
+374
+00:27:09,290 --> 00:27:13,670
+و حديثة على الجميع، نحاول نتشاور حتى نعرف يعني كيف
+
+375
+00:27:13,670 --> 00:27:21,590
+يمكن أن نحل هذه المشكلةخلّينا ناخد أول مخطط ونموذج
+
+376
+00:27:21,590 --> 00:27:25,570
+للتعامل مع تحليل المشكلات احنا حكينا عن طرق تحليل
+
+377
+00:27:25,570 --> 00:27:29,870
+المشكلات بشكل عام كيف نحدد المشكلة نحللها نحدد
+
+378
+00:27:29,870 --> 00:27:34,050
+الهدف نضع البدائل نختار البديل الأنسب ننفذ ثم نقيم
+
+379
+00:27:34,050 --> 00:27:39,390
+أكم واحدة صار عندنا؟ سبع سبع خطوات للتعامل مع
+
+380
+00:27:39,390 --> 00:27:43,590
+المشكلة فين نموذج هيك العظم السمكة سمعته؟ فيش
+
+381
+00:27:43,590 --> 00:27:49,850
+diagram سمعته فيه ولا لأ؟ طيب هذا نموذجهو عبارة عن
+
+382
+00:27:49,850 --> 00:27:53,950
+إيش؟ هذا نموذج عبارة عن .. تعرفوا شكل عظم السمكة و
+
+383
+00:27:53,950 --> 00:27:59,430
+لا تعرفوش؟ كيف بيبقى؟ بشوك، اه؟ طيب عظم السمكة هذا
+
+384
+00:27:59,430 --> 00:28:06,190
+هو عبارة عن هيكل عظمي و مجموعة من التفرعات كويسة
+
+385
+00:28:06,190 --> 00:28:11,900
+التي تتفرع عنه في رأسهيكل الرأس وهذا الهيكل يعطيني
+
+386
+00:28:11,900 --> 00:28:16,780
+قدرة على تحديد بالأساس من خلال خمس خطوات تحديد
+
+387
+00:28:16,780 --> 00:28:21,280
+المشكلة التعامل مع تحليل الأسباب المشكلة الرئيسية
+
+388
+00:28:21,280 --> 00:28:26,020
+ثم الأسباب الفرعيةوبنفس الوقت بدل ما يحصر فكرنا
+
+389
+00:28:26,020 --> 00:28:31,220
+المعتاد على انه بس سبب مشكلة تشطط انتباه الطالبة
+
+390
+00:28:31,220 --> 00:28:34,840
+ان هي عندها مشكلة اجتماعية و بس لأ بيخليني اطرح كل
+
+391
+00:28:34,840 --> 00:28:39,240
+المشاكل اللتي يحتمل ان تكون لدى هذه الطالبة وسببتي
+
+392
+00:28:39,240 --> 00:28:43,860
+لهذه المشكلة عشان هيك احنا الهدف من هذا الهيكل
+
+393
+00:28:43,860 --> 00:28:47,280
+اللي هنعرضه هو الوصول إلى السبب الحقيقي للمشكلة من
+
+394
+00:28:47,280 --> 00:28:51,300
+خلال استعراض مجموعة من الأسباب ومن ثم اجراء عملية
+
+395
+00:28:51,300 --> 00:28:55,980
+الحذف على الأسبابالغير دقيقة طبعا الغير دقيقة كيف
+
+396
+00:28:55,980 --> 00:29:00,000
+من مزاجنا؟ لأ من خلال جمع المعلومات إذا جمعنا
+
+397
+00:29:00,000 --> 00:29:03,500
+معلومات عن سبب ما و طلع لنا مش كتير مهم بروح إيش
+
+398
+00:29:03,500 --> 00:29:07,180
+بستفنيه خلينا نشوف هذه الخطوات بهذه الطريقة أول
+
+399
+00:29:07,180 --> 00:29:12,240
+خطوة لحظوا عنا إيش هذه؟ هذا إيش هو؟ هذا رأس اللي
+
+400
+00:29:12,240 --> 00:29:17,790
+هو السمكة؟تويس؟ وهي عنا العمود الفقر الأساسي،
+
+401
+00:29:17,790 --> 00:29:21,510
+ماشي؟ الآن أول ظاهرة عنا، ظاهرة التسرب، مشكلة ولا
+
+402
+00:29:21,510 --> 00:29:25,570
+مش مشكلة هذه، مش أخدناها؟ طيب، هذه المشكلة حددناها
+
+403
+00:29:25,570 --> 00:29:30,370
+إن في عنا مجموعة من الطلبة لا يكملوا الدراسة،
+
+404
+00:29:30,370 --> 00:29:32,870
+بينقطعوا عن الدراسة سواء انقطاع جزء أو كله، إذا
+
+405
+00:29:32,870 --> 00:29:37,390
+إيش سمناها؟ ظاهرة، ظاهرة التسربإذا الأول خطوة
+
+406
+00:29:37,390 --> 00:29:43,410
+بنرسم إيش هذا الخط والإيش والمثلث اللي هو رأس ونضع
+
+407
+00:29:43,410 --> 00:29:47,510
+فيه المشكلة بالتحديد حددنا المشكلة ووصلنا لأول
+
+408
+00:29:47,510 --> 00:29:51,990
+خطوة خلصناها؟ طيب بدنا نيجي لخطوة تانية التحليل
+
+409
+00:29:51,990 --> 00:29:55,590
+طيب
+
+410
+00:29:55,590 --> 00:29:59,770
+شوفوا
+
+411
+00:29:59,770 --> 00:30:06,980
+جينا هنا عملنا إيش أربع خطوات فرعيةمش اربع طبعا هي
+
+412
+00:30:06,980 --> 00:30:09,860
+دايما اربع ممكن خمسة او ستة او ممكن اتنين او تلاتة
+
+413
+00:30:09,860 --> 00:30:14,880
+اللي هي تمثل السيراد الأسباب الرئيسية اللي فيه ذهب
+
+414
+00:30:14,880 --> 00:30:17,980
+التسرب المدرس مشكلة ولا مش مشكلة؟ سبب ولا مش سبب
+
+415
+00:30:17,980 --> 00:30:22,340
+في التسرب؟ الطالب سبب ولا مش سبب؟ الأسرة سبب ولا
+
+416
+00:30:22,340 --> 00:30:27,050
+مش سبب؟الاصدقاء قد يكون هناك مش سبب يمكن تروح تهد
+
+417
+00:30:27,050 --> 00:30:30,230
+فيه يمكن تقول الملحاج يمكن تزيدى كده بس أنا بضرب
+
+418
+00:30:30,230 --> 00:30:34,410
+مثل اذا هي أساعدنا أربع أسباب طيب الخطوة التالتة
+
+419
+00:30:34,410 --> 00:30:41,010
+في التحليل نحاول ايش؟ في المدرس في المدرس مابنداش
+
+420
+00:30:41,010 --> 00:30:46,850
+نفلّى احنا طيب في المدرس الآن كيف احنا بندن أساعد
+
+421
+00:30:46,850 --> 00:30:51,250
+أسباب ايش أسباب المدرس خلينا مع بعضضعف شخصيته،
+
+422
+00:30:51,250 --> 00:30:54,410
+معاملته القصوة المدرس، ما .. مش هيك؟ إيش فيها
+
+423
+00:30:54,410 --> 00:30:57,550
+أسباب تانية؟ ممكن تحطوا عشر أسباب طبعا كيف بنحطه
+
+424
+00:30:57,550 --> 00:31:00,410
+مالجت من شو كيف بنحطهم؟ و نفس القصة في الأسرة و في
+
+425
+00:31:00,410 --> 00:31:05,410
+الأصدقاء و الطالبلحظة احنا استعرضنا هنا أسباب قصود
+
+426
+00:31:05,410 --> 00:31:10,830
+المدرس، عدم تمكنه من المادة العلمية، تسيب المدرس،
+
+427
+00:31:10,830 --> 00:31:14,590
+هل هذا افتراض قد يكون في الآخر نشطبه، اصبروا شوية،
+
+428
+00:31:14,590 --> 00:31:18,630
+ماشي الحال، طيب في الطالب تعرضه للإيذاء، ضعف
+
+429
+00:31:18,630 --> 00:31:22,150
+القدرة، قدرة الطالب العقلية أو غيره، عدم انسجامه
+
+430
+00:31:22,150 --> 00:31:24,550
+مع البيئة المدرسية أو البيئة الصفية، الظروف الصحية
+
+431
+00:31:24,550 --> 00:31:27,950
+اللي بيعاني منها الطالبطيب هنا الأسرة الوضع
+
+432
+00:31:27,950 --> 00:31:31,810
+الاقتصادي، مستوى الثقافي، اتجاهاتها نحو المدرسة،
+
+433
+00:31:31,810 --> 00:31:34,890
+هذه افتراضات، أنا هكذا دردشت فيها، قد تكون صحيحة
+
+434
+00:31:34,890 --> 00:31:38,350
+وقد لا تكون صحيحة المادة التعليمية عدم تنوحها،
+
+435
+00:31:38,350 --> 00:31:43,490
+كثرة المنهاج، صعوبتها، عدم ملقمتها لميول الطالب،
+
+436
+00:31:43,490 --> 00:31:45,930
+هذه إذا صارت الخطوة إيش؟ التالتة، سعرضنا كل
+
+437
+00:31:45,930 --> 00:31:50,990
+الأسباب، ماشي، اختارنا كل البدائل، خلينا نشوف إيش
+
+438
+00:31:50,990 --> 00:31:51,690
+بدنا نعمل
+
+439
+00:31:57,140 --> 00:31:59,940
+الرابعة، بدنا نحلل كل الأسباب اللي كانت مدونة
+
+440
+00:31:59,940 --> 00:32:03,620
+بالضبط، إذا قولنا الطالب أو المعلم قصوة المعلم،
+
+441
+00:32:03,620 --> 00:32:06,620
+بدنا نحلل إيش بدنا نحلل؟ هل بالفعل في قصوة حقيقية
+
+442
+00:32:06,620 --> 00:32:10,000
+للمعلم ولا فشي؟ ولا هو لأنه ضربله ويتين خلاص صار
+
+443
+00:32:10,000 --> 00:32:13,240
+قاسي؟ قد لا تكون القصوة حقيقية، وقد لا تكون هي
+
+444
+00:32:13,240 --> 00:32:16,760
+السبب الأساسي في موضوع التسرب، فإذا وجدنا إن
+
+445
+00:32:16,760 --> 00:32:20,460
+القصوة مش صحيحة، ماعناش بدنا نعمل عليها، شوفوا
+
+446
+00:32:20,460 --> 00:32:28,730
+كيف؟هي بعدينا بدنا نشطب هنشطب بعدين نرجع كمان مرة
+
+447
+00:32:28,730 --> 00:32:33,010
+شوفوا كيف أجينا لجينا المدرس عدم تمكنه أه والله
+
+448
+00:32:33,010 --> 00:32:37,110
+قاسي أه مصبوط خليها بس عدم تمكنه من أفضل المدرسين
+
+449
+00:32:37,110 --> 00:32:41,370
+هذا إذا معناه بقى شطبناه تسيب المدرس لأ لإن هو
+
+450
+00:32:41,370 --> 00:32:45,650
+أسلوبه ما شاء الله يعني قوي ودليل إن هو إيش قاسي
+
+451
+00:32:45,650 --> 00:32:50,650
+إذا ضال في المدرس عنده إيش سبب فرعي واحدشوفنا؟
+
+452
+00:32:50,650 --> 00:32:54,930
+جينا لأ الطالب ضعف القدرة، لأ الطالب شاطر، عدم
+
+453
+00:32:54,930 --> 00:32:56,950
+انسجام، اه والله مش منسجم لأنه جاي جديد على
+
+454
+00:32:56,950 --> 00:33:00,710
+المدرسة ومش كتير يعني اتأقلم ومنجولة بيته كإن هو
+
+455
+00:33:00,710 --> 00:33:04,150
+والله مش جاية وإجي على الشاطئ معناه ذلك إن هو لسه
+
+456
+00:33:04,150 --> 00:33:07,370
+مش منسجم بهذه الطريقة، الظروف الصحية لأ صحته
+
+457
+00:33:07,370 --> 00:33:10,630
+كويسة، تعرض للإذاع، اه في عنده عدم انسجام وفي تعرض
+
+458
+00:33:10,630 --> 00:33:13,830
+للإذاع لأنه .. ليش هو مش منسجم؟ لأن الطلبة اللي في
+
+459
+00:33:13,830 --> 00:33:16,450
+الشاطئ شرسين شوية فنزلين إيش
+
+460
+00:33:20,140 --> 00:33:24,860
+اه هو مش منسجم وبتعرض للإيذاء لإن هم مش .. هدول
+
+461
+00:33:24,860 --> 00:33:27,940
+سببين؟
+
+462
+00:33:27,940 --> 00:33:33,360
+ماعشه بدناهش يعني مش مشكلة .. اه مش مشكلة يعني انا
+
+463
+00:33:33,360 --> 00:33:37,630
+بس ..ضعف القدرة هو السبب و الظروف الصحية أسف هي
+
+464
+00:33:37,630 --> 00:33:43,430
+السبب نيجي للأسرة المستوى الثقافي للأسرة بالفعل
+
+465
+00:33:43,430 --> 00:33:46,990
+مستوى الثقافي إيش ممتاز لا إيش أنا إيش فبدا أشطبها
+
+466
+00:33:46,990 --> 00:33:51,290
+اتجاهاتها نحو المدرسة برغم أنه مستوى الثقافي جيد
+
+467
+00:33:51,290 --> 00:33:54,990
+لكن اتجاهاتها نحو المدرسة مش إيجابية وضع اقصادي
+
+468
+00:33:54,990 --> 00:34:00,590
+كمان مش إيجابيواضهت الصورة كيف؟ بعد هيك بصف عندي
+
+469
+00:34:00,590 --> 00:34:03,890
+إيش؟ مجموعة من الأسباب الحقيقية التي تؤدي إلى ظهر
+
+470
+00:34:03,890 --> 00:34:08,150
+التسرب بروح إيش بقترح الحلول و بختار الحل المناسب
+
+471
+00:34:08,150 --> 00:34:11,670
+و ببدأ أنفذ فيه بهذه الطريقة طبيعي بتعرفوا في
+
+472
+00:34:11,670 --> 00:34:15,490
+قاعدة عندنا في حلول المشكلات التمانين والعشرين
+
+473
+00:34:15,490 --> 00:34:20,170
+عارفينها إيش يعني التمانين والعشرين؟ طيب قاعدة
+
+474
+00:34:20,170 --> 00:34:25,200
+Pareto؟ طيب شاطر ممتازة كتير الله يرضى عليكيبدأت
+
+475
+00:34:25,200 --> 00:34:30,300
+هذا اقتراح قاعدة قال 20% من الأسباب تعالج 80% من
+
+476
+00:34:30,300 --> 00:34:34,640
+المشكلة 20% من الأسباب تعالج 8% او 80% من الأسباب
+
+477
+00:34:34,640 --> 00:34:38,640
+تعالج 20% نبدأ بإيش؟ نبدأ بالـ 20 ولا لأ؟ يعني
+
+478
+00:34:38,640 --> 00:34:46,900
+تضرب مثال إذا كان مثلاقصوة المدرس وكثرة
+
+479
+00:34:46,900 --> 00:34:54,360
+المنهاج هم السببين الرئيسيات اللي يسببوا التسرب،
+
+480
+00:34:54,360 --> 00:35:00,700
+إذا علجناهم يعني أنحل 80% من الطلاب يرجعوا ينتظموا
+
+481
+00:35:00,700 --> 00:35:04,730
+في المدرسةكويس؟ هدول ال 20% ماتطلعتش على الباقي
+
+482
+00:35:04,730 --> 00:35:07,990
+سيبته لإنه بالآخر أنا بدي أعالج 8% أو أنفق فيها
+
+483
+00:35:07,990 --> 00:35:11,350
+وقت عشان أعالج ال 20% عندهم مشكلة في الوضع الصحي
+
+484
+00:35:11,350 --> 00:35:15,010
+أو الوضع الاقتصادي، لأ سيبه إذا أنا بقاشي باخد
+
+485
+00:35:15,010 --> 00:35:20,090
+الشغلات الأساسية بروح أياش بعالجها بطريقة 80 وال20
+
+486
+00:35:20,090 --> 00:35:24,890
+أو ال 20 وال80 ودحت صورة ال 20 وال80؟ مش مكتوبها
+
+487
+00:35:24,890 --> 00:35:27,090
+ده الكلام لا في الكتاب ولا في الملزمة احنا مانحكيش
+
+488
+00:35:27,090 --> 00:35:28,170
+جديد، تفضلوا
+
+489
+00:35:31,670 --> 00:35:36,750
+أحيانا يكون في أسباب ثانوية كتير ممكن أنفق فيها
+
+490
+00:35:36,750 --> 00:35:45,270
+وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+491
+00:35:45,270 --> 00:35:49,150
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+492
+00:35:49,150 --> 00:35:49,410
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+493
+00:35:49,410 --> 00:35:50,110
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+494
+00:35:50,110 --> 00:35:53,390
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+495
+00:35:53,390 --> 00:35:55,630
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+496
+00:35:55,630 --> 00:36:04,040
+فيها وقت طويل ممكنفطمع الناس على أطراف الدولة
+
+497
+00:36:04,040 --> 00:36:08,060
+العثمانية كثيرا فيه قال لك كل واحد ايش باخد ليه
+
+498
+00:36:08,060 --> 00:36:12,300
+باقتطع جزء لأن هذا لسه شبل صغير جايين يحكم يعني
+
+499
+00:36:12,300 --> 00:36:18,920
+معناه ضعيف فكثرة المشاكل في حينه فجمع مستشاريفأخذ
+
+500
+00:36:18,920 --> 00:36:23,660
+أحدهم يقول نجهز جيشا و ننطلق إلى المنطقة الفلانية
+
+501
+00:36:23,660 --> 00:36:28,920
+ثم نبدأ نخاطب الفلان و نعمل كذا و بعدين يقترحوا كل
+
+502
+00:36:28,920 --> 00:36:31,660
+مشكلة ورا مشكلة يرتبوها كيف يمكن أن يحلوا هذه
+
+503
+00:36:31,660 --> 00:36:36,280
+المشاكل فماذا قال لهم؟ قالت أتريدوني أن أنفق وقتي
+
+504
+00:36:36,280 --> 00:36:41,460
+أو حياتي كله في حل المشاكل؟ جهزوا لي جيشا لأفتح
+
+505
+00:36:41,460 --> 00:36:45,480
+القصة انطينيةطبعا القستنطينية كانت مصاصية على كل
+
+506
+00:36:45,480 --> 00:36:50,440
+الخلفاء اللي سبقوه و الناس اللي سبقوه فذهب و فتح
+
+507
+00:36:50,440 --> 00:36:55,640
+القستنطينية فحل المشكلة الكبيرة فخشيه الجميع و
+
+508
+00:36:55,640 --> 00:36:59,160
+عادوا كل أجزاء المملكة و وقدانه له بالولاء و
+
+509
+00:36:59,160 --> 00:37:02,620
+الطاعة اذا احنا بنحاول نروح نركز على وين على سبب
+
+510
+00:37:02,620 --> 00:37:06,900
+الرئيس و بعدها كتب كل المشاكل الفرعية تنحل ان شاء
+
+511
+00:37:06,900 --> 00:37:13,670
+الله رب العالمين طيب خلينا ناخد مثاللديك شكوى من
+
+512
+00:37:13,670 --> 00:37:17,070
+ضعف استجابة الطلبة للأنشطة اللامنهجية التي
+
+513
+00:37:17,070 --> 00:37:21,290
+تقررينها، انت عندك مشكلة انه في الأنشطة
+
+514
+00:37:21,290 --> 00:37:26,510
+اللامنهجية، الرياضة، البطاقات، الاجتماعيات، كل هذا
+
+515
+00:37:26,510 --> 00:37:30,810
+الكلام فيه عندك مشكلة في الاستجابةباستخدام نموذج
+
+516
+00:37:30,810 --> 00:37:35,710
+هيكل عظم السمكة، السعرضي الأسباب، حدد المشكلة،
+
+517
+00:37:35,710 --> 00:37:38,770
+السعرضي الأسباب، حلل هذه الأسباب، وبعدها أعمل
+
+518
+00:37:38,770 --> 00:37:44,010
+الحذف، وبعدها تحاول تقترح بعض الحلول والحل الأنسب،
+
+519
+00:37:44,010 --> 00:37:46,930
+أنا بصور لو كل أربعة هيكت في خمس دقائق ان شاء الله
+
+520
+00:37:46,930 --> 00:37:49,970
+تناولنا المشكلة ونحلها أو كل تلاتة مع بعض أو كل
+
+521
+00:37:49,970 --> 00:37:52,650
+تنتين، تفضلوا، في خمس دقائق
+
+522
+00:38:04,390 --> 00:38:08,890
+في مجموعة جاهزة تفضلي تعالى تفضلي تفضلي اشرح
+
+523
+00:38:08,890 --> 00:38:10,550
+السؤال
+
+524
+00:38:13,950 --> 00:38:16,810
+الحين لدينا شكوا من ضعف استجابة الطلبة للأنشطة
+
+525
+00:38:16,810 --> 00:38:20,230
+المنهجية ممكن المشكلة الرئيسية هي ضعف استجابة
+
+526
+00:38:20,230 --> 00:38:24,790
+الطلبة لأنشطة لا منهجية أما بالنسبة .. هي المشكلة
+
+527
+00:38:24,790 --> 00:38:28,930
+الرئيسية أما الأسباب التي تتعلق بهذه المشكلة إما
+
+528
+00:38:28,930 --> 00:38:32,550
+تكون أسباب متعلقة إما بالمعلم، إما بالأنشطة
+
+529
+00:38:32,550 --> 00:38:36,690
+اللامنهجية أو بالمدرسة أو بالأسرة، هناك عدة أسباب
+
+530
+00:38:36,690 --> 00:38:39,770
+فرية لكل .. بس ناخد حاجة حاجة، يعني عند هي حطت
+
+531
+00:38:39,770 --> 00:38:43,800
+أربع أسباب، الطالبالأسرة، الأنشطة المنهجية هو
+
+532
+00:38:43,800 --> 00:38:49,440
+المدرسة، في حد حابب يضيف أسباب أخرى أو يعترض على
+
+533
+00:38:49,440 --> 00:38:54,880
+سبب الطالب ممكن نضيفه، ماشي الحال، كويس، الطالب هي
+
+534
+00:38:54,880 --> 00:39:00,120
+ضعيف الطالب، ماشي، إيش كمعنى؟ الموارد، الموارد قد
+
+535
+00:39:00,120 --> 00:39:05,430
+تكون مشكلة، ماشي الحالما هو المدرسة هي المدرسة طيب
+
+536
+00:39:05,430 --> 00:39:09,290
+تفضلي خلينا نقول إذا نتفق أنه في عندنا خمس مشاكل
+
+537
+00:39:09,290 --> 00:39:12,950
+رأسية أو أسباب رئيسية لهذا الموضوع نعم بالنسبة
+
+538
+00:39:12,950 --> 00:39:16,690
+للمعلم ممكن يكون تسلط تسلط المعلم أو رتابته في وضع
+
+539
+00:39:16,690 --> 00:39:20,450
+الأنشطة أو عدم وضع أنشطة ملائمة لميول واتجاهة
+
+540
+00:39:20,450 --> 00:39:24,830
+الطلبة إذا أول حاجة تسلط الرتابة عدم مراعاة
+
+541
+00:39:24,830 --> 00:39:27,870
+الأنشطة أو انسجام الأنشطة مع ميول واتجاهة الطلبة
+
+542
+00:39:27,870 --> 00:39:32,790
+شو رأيكوا في التلات أسباب؟في أسباب تانية؟ اتفضل
+
+543
+00:39:32,790 --> 00:39:39,630
+إيه؟ يعني عدم تقديم النشاط بشكل جيد، ماشي، الرتابة
+
+544
+00:39:39,630 --> 00:39:45,030
+يعني بمش الحال، اه عدم متابعة أو ضعف المتابعة،
+
+545
+00:39:45,030 --> 00:39:47,690
+ماعرفش نقول عدم، العدم لا يعني فيش إمكاني، اتفضل
+
+546
+00:39:47,690 --> 00:39:55,050
+إيه؟ ضعف، ظهرة التعزيز، طيب، ماشي، اتفضل إيه؟
+
+547
+00:39:55,050 --> 00:39:58,190
+التمييز بين النشاطات أو عدم العدل أو ضعف العدل،
+
+548
+00:39:58,190 --> 00:40:02,120
+ماشي الحال، طيببالنسبة للطالب ممكن أن الانشطة
+
+549
+00:40:02,120 --> 00:40:05,760
+المنهجية لا تلاقى الميول واتجاهات الطالب أو مستوى
+
+550
+00:40:05,760 --> 00:40:08,180
+الاقتصادي للطالب لا تسمح له بأن يشارك في هذه
+
+551
+00:40:08,180 --> 00:40:12,100
+الانشطة اللامنهجية أو نفسية الطالب؟ ماشي طب عشان
+
+552
+00:40:12,100 --> 00:40:15,720
+فيها أسباب تانية أسباب اجتماعية ماشي اه بالنسبة
+
+553
+00:40:15,720 --> 00:40:18,880
+لها الانشطة اللامنهجية ممكن تكون كثرة ل .. كثرة
+
+554
+00:40:18,880 --> 00:40:23,200
+الانشطة اللامنهجية اللي يدلي بها المعلم للطلاب أو
+
+555
+00:40:23,200 --> 00:40:26,260
+ممكن تكون هذه الانشطة مكلفة ماديا أو مالهاش علاقة
+
+556
+00:40:26,260 --> 00:40:29,560
+بالمنهجأو ما لهاش علاقة بالمنهج، إيش رأيكم في أخر
+
+557
+00:40:29,560 --> 00:40:34,320
+شغلة؟ يعني أنا حسيتها شويه أه، كمان مرة أيدي؟ كثرة
+
+558
+00:40:34,320 --> 00:40:36,000
+الأنشطة اللي لها منهجية .. إيش السبب الرئيسي؟
+
+559
+00:40:36,000 --> 00:40:39,340
+السبب الرئيسي؟ كثرة الأنشطة هل جيت كثرة الأنشطة
+
+560
+00:40:39,340 --> 00:40:44,120
+اللي لها منهجية؟ أول سبب فرعية إيش فيها؟ إنك مكلفة
+
+561
+00:40:44,120 --> 00:40:48,120
+ماديا أو لا علاقة لها بالمنهج مكلفة ماديا أو لا
+
+562
+00:40:48,120 --> 00:40:49,300
+علاقة لها بالمنهج
+
+563
+00:40:52,940 --> 00:40:58,620
+صحيح، هذا كلام صحيح، نعم، يعني خلاني أقول صعوبة
+
+564
+00:40:58,620 --> 00:41:04,320
+القيام بالنشاط، كتير مهم، أه، ضعف القدرة على
+
+565
+00:41:04,320 --> 00:41:07,340
+القيام بالنشاط سواء كانت قدرات جسدية أو عقلية،
+
+566
+00:41:07,340 --> 00:41:11,120
+طيب، ممتاز جدا، إيش حدافته؟ إيش سببه؟ تفضلي أخدنا
+
+567
+00:41:11,120 --> 00:41:14,820
+كثرة الأنشطة و حدافنا العلاقة و مقلب طب إحنا ممكن
+
+568
+00:41:14,820 --> 00:41:20,210
+نحدث سبب كام الرئيسي؟ممكن .. ممكن نوصل إن هذا
+
+569
+00:41:20,210 --> 00:41:24,230
+السبب لا يؤثر كثيرا إيش .. احنا قولنا عشرين من
+
+570
+00:41:24,230 --> 00:41:28,730
+الأسباب تساوي تمانية بالنتائج قد لا يؤثر كثيرا في
+
+571
+00:41:28,730 --> 00:41:32,750
+السير أو أنه يأتي أو يمكن يدمجوا مع سبب آخر، يعني
+
+572
+00:41:32,750 --> 00:41:36,190
+إذا حللنا السبب هداك معناه إيش، بيكون جيد، أشكرك؟
+
+573
+00:41:36,190 --> 00:41:40,330
+بالنسبة للمدرسة؟ أه المدرسة، خلص معايا، كافي، كافي
+
+574
+00:41:41,310 --> 00:41:45,770
+أتعلمنا طريقة واضحة عنها ولا في أي صعوبة طيب المرة
+
+575
+00:41:45,770 --> 00:41:48,410
+القادمة كويس ندرب عليها لان المرة القادمة ان شاء
+
+576
+00:41:48,410 --> 00:41:51,770
+الله رب العالمين هناخد الطريقة التانية اسأل خمس
+
+577
+00:41:51,770 --> 00:41:56,550
+مرات لماذا اسأل خمس مرات لماذا و بعدين هنبدأ نطبق
+
+578
+00:41:56,550 --> 00:42:01,110
+أول ان شاء الله مشكلة و هي مشكلة تشتت الانتباه لدى
+
+579
+00:42:01,110 --> 00:42:06,270
+الطلبة هنطبقها على النموذج هيكة العظم السمك بشكل
+
+580
+00:42:06,270 --> 00:42:09,830
+أساسيأو على نموذج الآخر حسب ان شاء الله رب
+
+581
+00:42:09,830 --> 00:42:12,430
+العالمين نشاطنا أشكركم و بارك الله فيكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..f6e5067a45206f7ad68bd4d5bc9d6d486587cb19
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_raw.json
@@ -0,0 +1 @@
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2514.93, "end": 2515.23, "word": " و", "probability": 0.61376953125}, {"start": 2515.23, "end": 2515.49, "word": " بعدين", "probability": 0.7880859375}, {"start": 2515.49, "end": 2515.93, "word": " هنبدأ", "probability": 0.9259033203125}, {"start": 2515.93, "end": 2516.55, "word": " نطبق", "probability": 0.976806640625}, {"start": 2516.55, "end": 2517.09, "word": " أول", "probability": 0.877197265625}, {"start": 2517.09, "end": 2518.73, "word": " ان", "probability": 0.60205078125}, {"start": 2518.73, "end": 2518.89, "word": " شاء", "probability": 0.971435546875}, {"start": 2518.89, "end": 2518.97, "word": " الله", "probability": 0.9541015625}, {"start": 2518.97, "end": 2519.37, "word": " مشكلة", "probability": 0.974609375}, {"start": 2519.37, "end": 2519.47, "word": " و", "probability": 0.568359375}, {"start": 2519.47, "end": 2519.57, "word": " هي", "probability": 0.89013671875}, {"start": 2519.57, "end": 2519.87, "word": " مشكلة", "probability": 0.9793294270833334}, {"start": 2519.87, "end": 2520.23, "word": " تشتت", "probability": 0.742431640625}, {"start": 2520.23, "end": 2520.83, "word": " الانتباه", "probability": 0.9412109375}, {"start": 2520.83, "end": 2521.11, "word": " لدى", "probability": 0.9654947916666666}, {"start": 2521.11, "end": 2521.67, "word": " الطلبة", "probability": 0.9366861979166666}, {"start": 2521.67, "end": 2522.61, "word": " هنطبقها", "probability": 0.9825846354166666}, {"start": 2522.61, "end": 2523.11, "word": " على", "probability": 0.93798828125}, {"start": 2523.11, "end": 2524.53, "word": " النموذج", "probability": 0.95712890625}, {"start": 2524.53, "end": 2525.41, "word": " هيكة", "probability": 0.6609700520833334}, {"start": 2525.41, "end": 2525.67, "word": " العظم", "probability": 0.9339192708333334}, {"start": 2525.67, "end": 2525.99, "word": " السمك", "probability": 0.9788411458333334}, {"start": 2525.99, "end": 2526.27, "word": " بشكل", "probability": 0.9705403645833334}, {"start": 2526.27, "end": 2526.83, "word": " أساسي", "probability": 0.95703125}], "temperature": 1.0}, {"id": 110, "seek": 253242, "start": 2527.13, "end": 2532.43, "text": "أو على نموذج الآخر حسب ان شاء الله رب العالمين نشاطنا أشكركم و بارك الله فيكم", "tokens": [10721, 2407, 15844, 8717, 2304, 2407, 8848, 7435, 6024, 95, 34740, 11331, 35457, 16472, 13412, 16606, 21984, 12602, 3555, 18863, 45340, 9957, 8717, 8592, 41193, 8315, 5551, 8592, 37983, 24793, 4032, 4724, 9640, 4117, 21984, 8978, 24793], "avg_logprob": -0.1618009801757963, "compression_ratio": 1.3365384615384615, "no_speech_prob": 1.1920928955078125e-07, "words": [{"start": 2527.13, "end": 2527.41, "word": "أو", "probability": 0.916259765625}, {"start": 2527.41, "end": 2527.55, "word": " على", "probability": 0.8828125}, {"start": 2527.55, "end": 2527.99, "word": " نموذج", "probability": 0.9904296875}, {"start": 2527.99, "end": 2528.37, "word": " الآخر", "probability": 0.7849934895833334}, {"start": 2528.37, "end": 2528.83, "word": " حسب", "probability": 0.939697265625}, {"start": 2528.83, "end": 2529.33, "word": " ان", "probability": 0.474365234375}, {"start": 2529.33, "end": 2529.55, "word": " شاء", "probability": 0.896728515625}, {"start": 2529.55, "end": 2529.67, "word": " الله", "probability": 0.94873046875}, {"start": 2529.67, "end": 2529.83, "word": " رب", "probability": 0.8310546875}, {"start": 2529.83, "end": 2530.13, "word": " العالمين", "probability": 0.9407552083333334}, {"start": 2530.13, "end": 2530.63, "word": " نشاطنا", "probability": 0.951171875}, {"start": 2530.63, "end": 2531.51, "word": " أشكركم", "probability": 0.807373046875}, {"start": 2531.51, "end": 2531.71, "word": " و", "probability": 0.6904296875}, {"start": 2531.71, "end": 2531.97, "word": " بارك", "probability": 0.750732421875}, {"start": 2531.97, "end": 2532.05, "word": " الله", "probability": 0.94140625}, {"start": 2532.05, "end": 2532.43, "word": " فيكم", "probability": 0.968017578125}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2535.41, "duration_after_vad": 2466.638468749992}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e23ec3d9bd2cd22a48f5df1d6713d24640de9366
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/eokQ_F6BO18_raw.srt
@@ -0,0 +1,2332 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:13,990 --> 00:00:17,710
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:17,710 --> 00:00:21,110
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:21,110 --> 00:00:26,830
+وعلى آله وصحبه وسلم أجمعين أما بعد في هذا الفصل
+
+5
+00:00:26,830 --> 00:00:33,310
+سنتناول أبرز المشكلات التي تواجه المعلم داخل حجرة
+
+6
+00:00:33,310 --> 00:00:40,150
+الصفهذه المشكلات كما هو معلوم أنها تنقسم إلى نوعين
+
+7
+00:00:40,150 --> 00:00:44,410
+من المشكلات النوع الأول هو مشكلات إدارية والنوع
+
+8
+00:00:44,410 --> 00:00:51,090
+الثاني له علاقة بمشكلات فنية تتعلق بالطلبة بشكل
+
+9
+00:00:51,090 --> 00:00:56,550
+أساسي ولعل المشكلات الفنية التي تتعلق بالطلبة هي
+
+10
+00:00:56,550 --> 00:01:00,190
+المشكلات التي سنعنا بها في هذا الفصل وسنركز عليها
+
+11
+00:01:00,340 --> 00:01:04,940
+بشكل كبير جدا، لكن هذا لا يعني أننا نقلل من أهمية
+
+12
+00:01:04,940 --> 00:01:08,100
+المشكلات الإدارية، طبعا المشكلات الإدارية التي
+
+13
+00:01:08,100 --> 00:01:12,540
+نقصد هي المشكلات التي تواجه مدير المدرسة أو مربي
+
+14
+00:01:12,540 --> 00:01:17,980
+الصفنتيجة خلل إداري معين سواء كان في التخطيط أو في
+
+15
+00:01:17,980 --> 00:01:23,340
+تنفيذ ما وضعه المعلم من خطات من أمثلة هذه المشاكل
+
+16
+00:01:23,340 --> 00:01:28,460
+أو المشكلات نقص بعض الكتب كلنا يعلم أنه ما بدء
+
+17
+00:01:28,460 --> 00:01:35,020
+العام الدراسي لا تصل جميع الكتب مكتملة أو أنها تصل
+
+18
+00:01:35,020 --> 00:01:40,280
+بشكل عام ناقصة ولا تعامم على جميع الطلبات هذا من
+
+19
+00:01:40,280 --> 00:01:44,960
+شأنه إذا كان والله بنحكي عن مساقمةمادة معينة زي
+
+20
+00:01:44,960 --> 00:01:49,660
+لغة انجليزية او رياضيات فش كتب اتأخرت أسبوع او
+
+21
+00:01:49,660 --> 00:01:55,200
+أسبوعين في الطباعة مادة اللي يمكن للمعلم ان يفعله
+
+22
+00:01:55,200 --> 00:01:59,980
+لاسيما ان الكتاب هو مصدر المعلومة الوحيدة للطالب
+
+23
+00:01:59,980 --> 00:02:03,340
+يعني هو اللي بده يحضر ويحل عليه التمرين ويعمل كل
+
+24
+00:02:03,340 --> 00:02:06,340
+شيء بالذات اذا تحدثنا عن مراحل الدنيا سواء كانت
+
+25
+00:02:06,340 --> 00:02:09,620
+تدعية او حتى في المراحل الوسطى مثل الاعدادية الصف
+
+26
+00:02:09,620 --> 00:02:15,800
+السابع والثامنهذا الموضوع يجعلنا نقول كيف يمكن أن
+
+27
+00:02:15,800 --> 00:02:23,200
+نعالج أو كيف يمكن أن يعالج المدرس نقص الكتب يعني
+
+28
+00:02:23,200 --> 00:02:27,060
+أنت معلمة دخلتي على صفش كتب بين أيدين الطلبة كيف
+
+29
+00:02:27,060 --> 00:02:30,740
+يمكن أن تعالجي هذه المشكلة أو تتجاوزيها، اتفضلي
+
+30
+00:02:34,700 --> 00:02:38,960
+ممتاز يعني احنا نوفر الدرس مثلا انا بدأ افترض انه
+
+31
+00:02:38,960 --> 00:02:43,480
+في أسبوع حجم التأخير بوفر ايه اش تصوير لهذا الدرس
+
+32
+00:02:43,480 --> 00:02:48,060
+و ممكن اوزعه طب ماشي هذا التصوير هيكلفني ليس لدي
+
+33
+00:02:48,060 --> 00:02:52,200
+إمكانات في المدرسة أن أصور و بديش أحمل الطلبة هذه
+
+34
+00:02:52,200 --> 00:02:57,100
+التكلفة فضلي هدا
+
+35
+00:02:57,100 --> 00:03:01,200
+يتوفر كل طالبين بكتاب لكن انا بدأ افترض انه لا
+
+36
+00:03:01,200 --> 00:03:02,400
+يتوفر هذا الكتاب
+
+37
+00:03:06,230 --> 00:03:10,110
+استخدم السبورة بحيث انهم يصيروا .. يعني ألخص لهم
+
+38
+00:03:10,110 --> 00:03:14,610
+بعض القضايا مثلا جميل ممكن نعمل ملخصات بعد الدرس
+
+39
+00:03:14,610 --> 00:03:18,130
+او قبل نهاية الدرس بنقلهم مثلا بعض الملخصات اللي
+
+40
+00:03:18,130 --> 00:03:21,570
+يقدروا يرجعوا لخلالها ده حل ايش حلول تانية اتفضلي
+
+41
+00:03:21,570 --> 00:03:25,890
+عن درس ملخص المادة اكيد هو عنده علم يصار من المادة
+
+42
+00:03:25,890 --> 00:03:31,090
+هذه اللي خصها على شرائح و عربها على الطلبة يعني دي
+
+43
+00:03:31,090 --> 00:03:36,150
+political moralطب مش ممكن أنا أشغل ال .. ال ..
+
+44
+00:03:36,150 --> 00:03:39,450
+الأسبوع الأول ببعض المراجعات والتمارين لإن احنا
+
+45
+00:03:39,450 --> 00:03:42,470
+نتحدث عن تهيئة، بذات في الأسبوع الأول بيكون في
+
+46
+00:03:42,470 --> 00:03:46,770
+عندنا فرصة إنه نراجع الدروس، نربط بينها وبين الدرس
+
+47
+00:03:46,770 --> 00:03:49,610
+الحالي، كمان برضه هذا حلم الحلول اللتي يمكن المعلم
+
+48
+00:03:49,610 --> 00:03:52,810
+أن يعالج بها هذه المشكلة أميهم بعض المدارس
+
+49
+00:03:52,810 --> 00:03:57,630
+التقويمية في الأسبوع الأول، التقويمية اللي مشتركة
+
+50
+00:03:57,630 --> 00:04:02,580
+في الأسنان .. تشخيصيا، نعميعني انت برضه بده نشغل
+
+51
+00:04:02,580 --> 00:04:05,620
+في ال .. في ال .. في التشخيص، امتحانات تشخصية،
+
+52
+00:04:05,620 --> 00:04:10,380
+مراجعات، كويس، و بنفس الوقت إذا لازم على يعني زي
+
+53
+00:04:10,380 --> 00:04:14,060
+ما طرحت زميلتنا إنه لأ ممكن احنا نصور جزء من هذا
+
+54
+00:04:14,060 --> 00:04:19,260
+الدرس أو إنه نلخص وينقلوا الطلبة بشكل عام، إذا هذه
+
+55
+00:04:19,260 --> 00:04:24,610
+المشكلة ليست خطيرةلكنها تعيق، فيها نوع من الإعاقة
+
+56
+00:04:24,610 --> 00:04:29,270
+لدى المعلم أو لإنجاز المعلم للمنهج كما يريد، تأخر
+
+57
+00:04:29,270 --> 00:04:35,210
+تعيينات بعض المعلمين اللي داخل المدرسة، يعني أيضا
+
+58
+00:04:35,210 --> 00:04:39,270
+بيحدث هناك في المدارس، بتاعة في بيئتنا الفلسطينية
+
+59
+00:04:39,270 --> 00:04:43,740
+أن بعضا من معلمين المباحثيتأخر تعيينهم أو يتأخر
+
+60
+00:04:43,740 --> 00:04:48,100
+إجراءات نقلهم للمدرسة فبيكون في عندنا فراغ لحص بعض
+
+61
+00:04:48,100 --> 00:04:54,140
+الحصاص اللتي ينبغى يملأها بعض المدرسين كيف يمكن
+
+62
+00:04:54,140 --> 00:04:57,460
+أنه يعالج هذه المشكلة؟ طبعا هتقولي ليا هود بعض
+
+63
+00:04:57,460 --> 00:05:02,100
+المدرسات يسدوا، ازيد ال load عليهم، مش هيك؟ اعطينا
+
+64
+00:05:02,100 --> 00:05:02,480
+أمثلة
+
+65
+00:05:05,400 --> 00:05:09,640
+كيف يمكن أن نعالج موضوع تأخر تعينات المعلمين أنت
+
+66
+00:05:09,640 --> 00:05:15,620
+مدرسة أنت ناضرة عندك مربي اتفصل وفي عندك نخص في
+
+67
+00:05:15,620 --> 00:05:21,160
+التعينات يعني
+
+68
+00:05:21,160 --> 00:05:26,620
+احنا ذكرنا مثال الحل انه نزيد الحصص احنا بنعرف كل
+
+69
+00:05:26,620 --> 00:05:32,040
+مدرسة بتاخد 24 حصة 22 ل 24 تقريبا لو زدناها شوية
+
+70
+00:05:32,040 --> 00:05:36,110
+وحملنا بعض مدرسات المبحثزي الرياضيات أو اللغة
+
+71
+00:05:36,110 --> 00:05:40,330
+العربية، بعض إيه الحصص هاي؟ بيصد ولا بيصدش؟ هذا
+
+72
+00:05:40,330 --> 00:05:43,610
+جانب، طيب إيش كمان بتعالج؟ كيف يمكن أنه نعالج هاي؟
+
+73
+00:05:43,610 --> 00:05:46,070
+يعني إحنا كان زمان يعني، برد يعني، أنا كانت غير
+
+74
+00:05:46,070 --> 00:05:50,750
+زمان، عفاجة أو إشي، و وزعونا على صفوف طيب مش ممكن
+
+75
+00:05:50,750 --> 00:05:57,280
+ندمش بعض الصفوف؟أه يوزعوكوا أنتوا؟ لأ هو دمج ال ..
+
+76
+00:05:57,280 --> 00:06:00,980
+دمج ال .. ال .. ال .. ال .. أكتر من صف في إيش؟ في
+
+77
+00:06:00,980 --> 00:06:05,560
+صف واحد إذا كان يتسع و إعطاء اللي هو العبق لمدرسة
+
+78
+00:06:05,560 --> 00:06:10,500
+واحدة طيب إيش كمان في حلول؟ طلعهم حصة رياضة إذا
+
+79
+00:06:10,500 --> 00:06:14,160
+كان إيش الوقت يعني لمرة واحدة لكن مش ماجور أطلعهم
+
+80
+00:06:14,160 --> 00:06:20,890
+أسبوع أو أسبوعين أضيع عليهم هذا الفقرة طيباحيانا
+
+81
+00:06:20,890 --> 00:06:26,430
+برضه في هنا مشكلة في إيش؟ إنه التعيينات مش بس على
+
+82
+00:06:26,430 --> 00:06:30,110
+إطار أنه والله أتأخرت التعيينات كمان، لأ ممكن
+
+83
+00:06:30,110 --> 00:06:35,550
+يجينا بنفس الوتيرة إنه ناس مرضت فترة طويلة ومافيش
+
+84
+00:06:35,550 --> 00:06:38,760
+تعيين بديلهنا كمان برضه يمكن تكون المشكلة شوية
+
+85
+00:06:38,760 --> 00:06:43,160
+أكثر لذلك دائما نحن .. العملية التعليمية يمكن
+
+86
+00:06:43,160 --> 00:06:46,760
+معالجتها بالذات في القضايا الإدارية بطريقة أيسر
+
+87
+00:06:46,760 --> 00:06:50,120
+كثيرا مما لو كانت في القضايا السلوكية لذا أنا في
+
+88
+00:06:50,120 --> 00:06:53,140
+الصورة أن تأخر تعيينات المعالمين أيضا من المشاكل
+
+89
+00:06:53,140 --> 00:06:58,080
+أو المشكلات التي يمكن تجاوزها بطريقة إداريةمعينة
+
+90
+00:06:58,080 --> 00:07:03,300
+يمكن انتداب بعض المعلمين الجدد او المتطوعين اللي
+
+91
+00:07:03,300 --> 00:07:07,620
+ممكن تنتدبهم الوزارة او عندكم في المدارس الطالبات
+
+92
+00:07:07,620 --> 00:07:11,460
+ال بدل أمومة معروفة ان في قائمة من المعلمات هدول
+
+93
+00:07:11,460 --> 00:07:15,700
+ايش بدل أمومة شغالات على التليفون يعني ممكن ييجوا
+
+94
+00:07:15,700 --> 00:07:19,980
+فورا و لديهم خبرة لأنه بتتعرض مدارس البنات بطريقة
+
+95
+00:07:19,980 --> 00:07:23,040
+او باخرى لهذه المشكلة ممكن التعامل مع مدارس
+
+96
+00:07:23,040 --> 00:07:28,800
+المجاورة مثل مبطأ لديهم من مدارسات بطالة اوعقود،
+
+97
+00:07:28,800 --> 00:07:32,490
+التعامل معاهم بحيث أنه يدم صدد خلل أو maximumطب
+
+98
+00:07:32,490 --> 00:07:34,850
+يعني هو هذا الكلام هناخده ان شاء الله في بعض ال ..
+
+99
+00:07:34,850 --> 00:07:38,570
+ال .. المشاكل الإدارية انه أحيانا بعض المدرسين
+
+100
+00:07:38,570 --> 00:07:41,050
+بيكون عنده نص load هنا و نص load في المدرسة
+
+101
+00:07:41,050 --> 00:07:45,090
+التانية و هذه إشكالات كتيرة بتعرض لها المدرسة يعني
+
+102
+00:07:45,090 --> 00:07:48,430
+لا يستطيع أن يخدم المدرسة و فيها إعاقات هناخدها ان
+
+103
+00:07:48,430 --> 00:07:52,150
+شاء الله رب العالمين مستقبلا طيب تأخر إعداد الجدول
+
+104
+00:07:52,150 --> 00:07:56,330
+الدراسية قولنا أن من مهم مدير المدرسة إيش إعداد
+
+105
+00:07:56,330 --> 00:08:01,020
+الجدول بس هى اللي هي مهمة مدير لحاله ولا في ..إذا
+
+106
+00:08:01,020 --> 00:08:04,400
+في معاونة هناك من المعلمين، عشان هيك احنا بيقول
+
+107
+00:08:04,400 --> 00:08:08,420
+انه هذا التأخر مشانه .. طبعا احنا في الجامعة بيصير
+
+108
+00:08:08,420 --> 00:08:13,100
+مرات يعني بعض الخلل في الجدول، مش هيك و لا، بيصير
+
+109
+00:08:13,100 --> 00:08:16,880
+ان انت مثلا في تعارض معين في .. لأ مش معروف، والله
+
+110
+00:08:16,880 --> 00:08:21,160
+مكتوب سيني يعني، مجهول المدرس، المدرس ماعيجاشلأنه
+
+111
+00:08:21,160 --> 00:08:25,020
+صار في تأخر في تعيينة أو غيره، لكن إذا تأخر إعداد
+
+112
+00:08:25,020 --> 00:08:28,040
+الجدول الدراسي، هذا من شأنه إنه إيه، شو يحدث نوع
+
+113
+00:08:28,040 --> 00:08:31,900
+من الربكة؟ إن الطالب لا يعلم شو جدوله، كيف بده
+
+114
+00:08:31,900 --> 00:08:35,580
+يفوت الصف، متى جدول الأنشطة المنهجية، كل هذه
+
+115
+00:08:35,580 --> 00:08:39,710
+التفاصيلبتعمل نوع من الربكة فبصير الترتيب من قبل
+
+116
+00:08:39,710 --> 00:08:43,430
+مدير المدرسة الانتظام يصف إن مربي الصف ياخد الصف
+
+117
+00:08:43,430 --> 00:08:49,090
+بشكل كامل أو جزء ايه هو المدرس تاني لكن كيف نحل
+
+118
+00:08:49,090 --> 00:08:54,160
+الموضوع؟ طبعا هذه مشكلة إيش أساسها؟ ضعف إيش؟إدارة
+
+119
+00:08:54,160 --> 00:08:58,500
+والتخطيط بشكل أساسي مفترض أنه أنا جدولي يكون جاهز
+
+120
+00:08:58,500 --> 00:09:01,220
+قبل أسبوع أو أسبوعين من الدراسة لكن أحيانا
+
+121
+00:09:01,220 --> 00:09:05,700
+لايستطيع المدير أن يواكب هذا الموضوع بحيث أنه
+
+122
+00:09:05,700 --> 00:09:10,280
+أساسا المدرسين مش عارف من اللي بدي يجي أحيانا هل
+
+123
+00:09:10,280 --> 00:09:14,700
+هتقتل كتبه ولا مش هتيجي هل هيستطيع يصد الخلل هذا
+
+124
+00:09:14,700 --> 00:09:17,960
+ولا لأ لذلك هو بتأخر لأن معطيات الجدول مش متوفرة
+
+125
+00:09:17,960 --> 00:09:22,940
+عنده في ناس بده تنقلعال .. في قرار بنقرها لكنها لم
+
+126
+00:09:22,940 --> 00:09:26,680
+تنقر، طب مين بده ييجي بدلها؟ لذلك هذه أول حل من
+
+127
+00:09:26,680 --> 00:09:35,980
+الحلول، اتفضلي بشكل
+
+128
+00:09:35,980 --> 00:09:39,740
+غير مباشر خالة ال one بييجي، مش حال المدرس، الان
+
+129
+00:09:39,740 --> 00:09:42,720
+انا عندي الحصة التانية انا مش عارف ايش هي، انا
+
+130
+00:09:42,720 --> 00:09:46,990
+مربى فصلأنا الآن بالنسبة ليها دي مشكلة إدارية تقع
+
+131
+00:09:46,990 --> 00:09:49,530
+الإدار المدرسي بشكل أساسي بشكل مباشر بشكل غير
+
+132
+00:09:49,530 --> 00:09:52,570
+مباشر تقع على مين؟ على معلم الصف، بالذات مرب
+
+133
+00:09:52,570 --> 00:09:55,810
+الفصل، فديت كيف يمكن أن يعالج هذا الموضوع؟ و في
+
+134
+00:09:55,810 --> 00:09:59,490
+عندنا أسبوع طبعا جاب الدراسة بيذهب المعلمين و
+
+135
+00:09:59,490 --> 00:10:03,240
+المدرسة إلى المدرسةقبل تظامن الطلاب فخلال هذا
+
+136
+00:10:03,240 --> 00:10:06,080
+الأسبوع المفروض يتم إعداد الجدول للمدرسة نحن قلنا
+
+137
+00:10:06,080 --> 00:10:10,060
+هذا أساسه ضعف التخطيط أو سوق في التخطيط لكن يمكن
+
+138
+00:10:10,060 --> 00:10:14,340
+معالجة إعداد الجدول للدراسة يا جماعة بإنه احنا نضع
+
+139
+00:10:14,340 --> 00:10:19,980
+الخنات اللي لا يستطيع المدير أن يعبقها بحرف صين
+
+140
+00:10:19,980 --> 00:10:25,380
+مثلا مجهول كويس بحيث انهيوكل لكل معلم أن يعبق خانة
+
+141
+00:10:25,380 --> 00:10:28,840
+من هذه الخنات حسب الترتيب وهذا الأمر بالنسبة لنا
+
+142
+00:10:28,840 --> 00:10:33,500
+عادة يعني بنلجأ له حتى في الجامعة انه هذه الحصص
+
+143
+00:10:33,500 --> 00:10:37,640
+المجهولة اللي هو سواء كان المدرس او كانت .. يعني
+
+144
+00:10:37,640 --> 00:10:41,100
+احنا حابين نحط مثلا فيها نشاط منهجي او فيها مثلا
+
+145
+00:10:41,100 --> 00:10:46,840
+خلينا نقول انه ..لسه والله بعض المساقات المباحث
+
+146
+00:10:46,840 --> 00:10:50,200
+لسه مش موزعة لإن احنا مش عارفين أكا مدرس بده يجينا
+
+147
+00:10:50,200 --> 00:10:54,340
+وكيف بده نوزحها فبصير أنه نحطها بشكل مجهول ونعبيها
+
+148
+00:10:54,340 --> 00:10:57,380
+بنفس الطريقة اللي حكينا فيها ash في موضوع أخر
+
+149
+00:10:57,380 --> 00:11:01,440
+تعيينات بعض المعلمين نوكل لمهمة بالذات مورد بالفصل
+
+150
+00:11:01,440 --> 00:11:05,200
+أنه يشغل أكبر قدر ممكن من هذا الموضوع طبعا كيف
+
+151
+00:11:05,200 --> 00:11:08,360
+يشغله؟ليس شرط ان انا اشغله بالمادة التعليمية اللى
+
+152
+00:11:08,360 --> 00:11:11,420
+بين اديه لإنه لا يستطيع لكن يمكن ان اشغله بأنشطة
+
+153
+00:11:11,420 --> 00:11:15,660
+منهجية بمراجعات عامة ببعض الحسس الإضافية او حتى
+
+154
+00:11:15,660 --> 00:11:19,740
+ممكن زى ما حكت زميلتكوا انه بحسس تربية رياضية يطلع
+
+155
+00:11:19,740 --> 00:11:24,920
+على الساحة و هكذا طيب هذه طبعا صور لبعض المشكلة
+
+156
+00:11:24,920 --> 00:11:28,420
+تتفضلين هلأ اتأخر اعداد الجدول ما أصبحش مشكلة لإنه
+
+157
+00:11:28,420 --> 00:11:31,780
+ممكن في عدد المدارسين اللى عندى أحط قالع تنظيم
+
+158
+00:11:31,780 --> 00:11:34,680
+الجدول حسب العدد اللى موجود عندى يعنىلأ هو وين
+
+159
+00:11:34,680 --> 00:11:37,840
+المشكلة؟ أنت الآن ماعندكيش معطيات، أنت مديرة مدرسة
+
+160
+00:11:37,840 --> 00:11:40,800
+أو مدرسة و بتفتح مالي جدول و ماعندكيش بعض
+
+161
+00:11:40,800 --> 00:11:43,840
+المعطيات، مش عارفة إيش هي .. ممكن أبشح حل المعطيات
+
+162
+00:11:43,840 --> 00:11:46,180
+اللي موجودة .. إذا ممتاز، أنا بحط .. بشغول أحنا
+
+163
+00:11:46,180 --> 00:11:50,880
+حنحط scene مثلا رمز لشيء مجهول و بحط إيش بدائل عنه
+
+164
+00:11:50,880 --> 00:11:53,880
+عشان أنا أتجاوز هذه المشكلة، عادة هذه المشاكل
+
+165
+00:11:54,810 --> 00:11:57,770
+لاتبرز إلا في الأسبوع الأول فقط، يعني بدايات
+
+166
+00:11:57,770 --> 00:12:00,070
+الدراسة، أحيانا بعض المدارس لأ ما شاء الله منتظمة
+
+167
+00:12:00,070 --> 00:12:03,330
+طالما عندها المعطيات، إذا المعطيات و الموارد إجت و
+
+168
+00:12:03,330 --> 00:12:07,270
+توفرت، المشاكل هذه لاتبرز كثيرا، لكن ما تتبرز
+
+169
+00:12:07,270 --> 00:12:11,570
+بالأساس هي بتبرز عندما لا يكن هناك موارد متوفرة أو
+
+170
+00:12:11,570 --> 00:12:14,780
+معطيات متوفرةطيب احنا المشكلات الإدارية طبعا في
+
+171
+00:12:14,780 --> 00:12:17,940
+أكثر من هذه المشكلات لكن انا حطيت تلت نماذج و
+
+172
+00:12:17,940 --> 00:12:21,220
+الكتاب يوضح كثير من المشكلات مافيش داعي نشرحها
+
+173
+00:12:21,220 --> 00:12:25,400
+لأنه مشكلات سهلة نيجي للمشكلات اللتي تتعلق بالطلبة
+
+174
+00:12:25,400 --> 00:12:29,120
+و هي محط التركيز اللتي يعني ينبغي أن نركز عليه
+
+175
+00:12:29,120 --> 00:12:32,860
+بشكل كبير لكن قبل أن ندخل في مشكلة تشتت الانتباه
+
+176
+00:12:32,860 --> 00:12:37,980
+مشكلة التسرب مشاكل التانية حابب انا نتعلم شيء كتير
+
+177
+00:12:37,980 --> 00:12:43,660
+مهم جدايمكن احنا قولنا سابقا ان المشكلات تتغير تبع
+
+178
+00:12:43,660 --> 00:12:49,980
+لتغير الأجيال، مش بسوط؟ كل جيل له نمط تفكير وسمات
+
+179
+00:12:49,980 --> 00:12:55,640
+وحصائص، مش معقول مشكلات قبل مثلا قرن من الزمان زي
+
+180
+00:12:55,640 --> 00:12:59,580
+مشكلات اليوم قبل عشر سنوات زي مشكلات اليوم، بذلك
+
+181
+00:12:59,580 --> 00:13:05,960
+احنا هناخدتعريف المشكلة ثم تعريف اتخاذ القرار وكيف
+
+182
+00:13:05,960 --> 00:13:09,720
+يمكن أن نتعلم بطريقة علمية حل المشكلات مش بس في
+
+183
+00:13:09,720 --> 00:13:13,300
+المدارس لأ كمان حتى في إدارتنا للحياة بشكل عام
+
+184
+00:13:13,300 --> 00:13:18,260
+طبعا هذه ستعطينا نوع من الملكة والمهارة التي من
+
+185
+00:13:18,260 --> 00:13:23,000
+خلالها بنحط القاعدة وبنقل عليها أيش بنحل أي مشكلة
+
+186
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+مهما تغيرت الأجيال هذه الطريقة اللي يمكن انا
+
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+اخترتها اليومأكثر من طريقة ماحبش أكتر كتير عليك
+
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+اختار الطرفتين مشهورات في حل المشكلات و هي طرق
+
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+علمية هنتعرف عليها اليوم و نحاول نطبقها على كل
+
+190
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+المشكلات يعني مش هناخد المشكلات بطريقة هيكت يعني
+
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+
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+
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+الوقت ان شاء الله رب العالمين احنا لأ قادرين انه
+
+194
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+اي مشكلة نعرضها لأ نستطيع ان نحلها بهذه الطريقة
+
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+خلينا بس قبل ما نفوت في المشكلة، شو يعني .. شو
+
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+يعني المشكلة قبل ما نفوت في هذا الموضوع؟ إيش يعني
+
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+المشكلة؟ هي عقبة أمام تحقيق الأهداف أو هي إيش؟صعبة
+
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+يواجهها الشخص للوصول إلى الهداف، إذا هي في مشكلة،
+
+199
+00:14:17,740 --> 00:14:21,920
+هي في فجوة بينها، إنه أنا بدأ أوصل من هنا إلى هنا،
+
+200
+00:14:21,920 --> 00:14:25,220
+في عندي عقبة هنا، هذه العقبة هي تسبب أو تسمى أيش
+
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+00:14:25,220 --> 00:14:30,260
+مشكلة طبعا كمان مرة احنا لماذا ندرس المشكلات بهذه
+
+202
+00:14:30,260 --> 00:14:33,800
+الطريقة؟ أول حاجة، بناخد رد ذاتية للتعامل مع
+
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+00:14:33,800 --> 00:14:39,040
+المتغيراتبالأساس أي متغير طالما أنا اتعلمت اللي هو
+
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+يعني لا تطعمني سمكة ولكن إياش علمني كيف أصاد، كويس
+
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+هذه القاعدة هي التي تبني القدرات الذاتية أن أتعلم
+
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+
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+
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+
+211
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+
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+
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+
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+
+216
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+
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+بنستفيدها من هذه الطريقة ضمان تشخيص دقيق للمشكلات
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+
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+
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+
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+
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+معرفة الأسباب كيف يمكن أن نعالجها بالطريقة الصحيحة
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+
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+
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+
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+
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+المشكلة، قولنا انها عقبة أمام تحقيق الأهداف أو هي
+
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+
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+
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+
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+
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+
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+
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+
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+أعمل امتحان، كويس؟ واللي بدهاش امتحان عادي يعني
+
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+
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+
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+
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+الامتحان وإذا أخدت التاني أنت تتخذي قرار بيهبالبحث
+
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+
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+
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+
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+
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+
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+
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+
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+
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+أول خطوة من هذه الخطوات هي إيه؟ تحديد المشكلة
+
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+
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+
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+ساعتين أو تلاتة أو أكثرلكن بنتفاجأ أن الإختلاف فقط
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+
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+الامتحان صعب هل المشكلة هو الامتحان صعب ولا
+
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+المشكلة أنه أنا ماقرأتش ولا المشكلة أن طريقة
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+القراءة تبعتي هي اللي ماكنتش صحيحة؟شوف ده كيف، إذا
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+اتفقنا على تحديد المشكلة، أين المشكلة؟ هل هي
+
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+المشكلة إن أنا أخدت علامة قليلة؟ ولا المشكلة إن
+
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+أنا .. لأ يعني ماجدنتش كويس؟ ولا المشكلة إن أنا مش
+
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+هيك؟ إيش المشكلة؟ إذا حددنا المشكلة وأطلقنا
+
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+التسمية الصحيح عليها، ثقي تماما زي تماما الطبيب،
+
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+يعني الطبيب لما بيروح، بتروح عندهإذا شخص الحالة
+
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+بطريقة صحيحة، كويس، معناه إيش؟ بعالج و لا بعالجش؟
+
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+طب إذا شخص بطريقة خاطئة، الله يرحمك، مش هيك؟ طيب،
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+إذا أول حاجة، بدنا نحدد المشكلة، النقطة التانية،
+
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+أيضا تحليل المشكلة، لا يكفي التحديد فقط لحل
+
+276
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+
+277
+00:20:03,450 --> 00:20:08,600
+بتحليل المشكلةتفكيكها بشكل كامل من خلال ذكر
+
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+الأعراض المظاهر الأسباب النتائج المترتبة كويس
+
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+
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+
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+الذي أريد معالجته بالضبط؟يعني هل أنا في رصوبة في
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+
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+
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+
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+
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+
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+
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+
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+
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+
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+
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+احنا بدنا من خلاله نعالج هذه المشكلة النقطة اللي
+
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+00:21:23,060 --> 00:21:28,600
+بعديها اقتراح الحلول إذا حددنا المشكلة وحللناها
+
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+وحددنا الهدف بدنا نحط حل واحد ولا أكتر من حل؟
+
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+
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+
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+00:21:44,920 --> 00:21:48,380
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+
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+
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+
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+
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+
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+
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+
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+كويس، سليمان جمع معلومات كافية، فأزر أيش؟ قرارا
+
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+
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+
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+
+310
+00:22:35,230 --> 00:22:39,550
+hood hood يعني يجمع معلومات وكان لديه المعلومات
+
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+
+312
+00:22:43,270 --> 00:22:47,010
+اختيار الحل الأنسب طب اخترنا الحل طب هو بدنا نفذه
+
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+إذا يأتي تنفيذ ومتابع تنفيذ القرار اللي أنا أتخذته
+
+314
+00:22:51,550 --> 00:22:55,750
+إذا أتخذت قرار بالجلوس مع الطالب المشاغبة مع أن
+
+315
+00:22:55,750 --> 00:22:58,530
+ذلك بدي أشوفها بدي أقترحلها شغلات بعد ذلك بدي
+
+316
+00:22:58,530 --> 00:23:02,230
+أتابعها هل نفذت التوصيات اللي أعطتها هي هل هذا
+
+317
+00:23:02,230 --> 00:23:06,030
+الحل كان مناسبا ولا يحتاج إلى تغيير طيب بعد هي
+
+318
+00:23:06,030 --> 00:23:09,950
+تقيم النتاج اللي هي المرحلة الأخيرة والخلاص إلى
+
+319
+00:23:09,950 --> 00:23:15,550
+إما تغذية راجع أو تكرار الممارسة أوإعادة صياغة
+
+320
+00:23:15,550 --> 00:23:20,490
+الحلول بطريقة مختلفة في أي سؤال على هذه الطرق كمان
+
+321
+00:23:20,490 --> 00:23:24,530
+مرة نعيدها ولا ماشي الحالة نقول نأ نحدد المشكلة
+
+322
+00:23:24,530 --> 00:23:28,750
+نحللها نحدد الهدف الذي نريد علاجه بالضبط نقترح
+
+323
+00:23:28,750 --> 00:23:33,650
+الحلول نختار الحل الأنسب ننفذ ثم نقيم بالنتائج
+
+324
+00:23:33,650 --> 00:23:39,010
+خلينا نشوف بعض النصائح في تحليل المشكلة احنا حكينا
+
+325
+00:23:39,010 --> 00:23:43,730
+احدد المشكلة ثم حللهاهذه النصائح أول حاجة دائما
+
+326
+00:23:43,730 --> 00:23:47,750
+حدد الهدف كمان مرة دائما إذا كان الهدف يتسم
+
+327
+00:23:47,750 --> 00:23:53,690
+بالوضوح إذا كان هدفك محدد قابل القياس هدف كمي كويس
+
+328
+00:23:53,690 --> 00:23:58,940
+أكثر منه نوعي و بس معناه ذلك أن انتبتستطيعى ايه
+
+329
+00:23:58,940 --> 00:24:02,400
+الوصول الى العلاج او خلاني اقول تمانين في المية او
+
+330
+00:24:02,400 --> 00:24:04,840
+تسعين في المية من العلاج كيف انا احدد الهدف و
+
+331
+00:24:04,840 --> 00:24:08,140
+المشكلة بدقة من خلال استعراض اعراض و مظاهر المشكلة
+
+332
+00:24:08,140 --> 00:24:15,400
+و خلاني اضرب مثال الان انت بتشعر برشح بذكام بدوران
+
+333
+00:24:15,400 --> 00:24:20,040
+بسخونة هذه شو نسميها؟ اعراض كويس احتقال في ال ..
+
+334
+00:24:20,040 --> 00:24:23,340
+في الدكتور نقطباء ما شاء الله اذا معناه ذلك ان هذه
+
+335
+00:24:23,340 --> 00:24:27,960
+اعراض ايه؟الها مظاهر و لا مالهاش مظاهر؟ من مظاهرها
+
+336
+00:24:27,960 --> 00:24:32,600
+ان انا مش قادر اضايق كذا بهذه التفاصيل هنا نحن
+
+337
+00:24:32,600 --> 00:24:36,980
+نحدد المشكلة من خلال سعرات الأعراض و المظاهر اي
+
+338
+00:24:36,980 --> 00:24:40,000
+طبيب بتروحيله بيبدأ يسألك ايش مصير معاك طب لو كذا
+
+339
+00:24:40,000 --> 00:24:43,780
+لو خدت هيك ايش نوع من الأطعمة و هكذا النقطة
+
+340
+00:24:43,780 --> 00:24:49,570
+التانية جمع المعلومات الكافيةلا نكتفي بالمظاهر لأن
+
+341
+00:24:49,570 --> 00:24:55,950
+كثير من الأعراض ما تتشابه يعني يمكن طالبة هيابة
+
+342
+00:24:55,950 --> 00:25:00,690
+وجسورة وترد بوقاحة كويس تنتهي او تلت طالبات عندك
+
+343
+00:25:00,690 --> 00:25:04,210
+في الصف نفس الشيء لكن أحوالهم تختلف المشكلة عندهم
+
+344
+00:25:04,210 --> 00:25:07,250
+تختلف الواحد عن الأخر يمكن واحد عندها مشكلة
+
+345
+00:25:07,250 --> 00:25:11,210
+اجتماعية أو أسرية في التربية التانية لها علاقة في
+
+346
+00:25:11,210 --> 00:25:15,830
+مشكلة أصدقاء سوق الرابع لها علاقة في مشكلة ثقافة و
+
+347
+00:25:15,830 --> 00:25:20,980
+هكذاطيب إذا لابد أن نجمع المعلومات الكافية عن هذه
+
+348
+00:25:20,980 --> 00:25:25,920
+المشكلة ثم بعد ذلكأتاحة الفرصة للمشاركة لكل من
+
+349
+00:25:25,920 --> 00:25:29,060
+يستطيع المشاركة في تحديد هذه المشكلة أي واحد له
+
+350
+00:25:29,060 --> 00:25:32,320
+علاقة بالمشكلة لو أنا جيت انت عرضت مشكلتك عندي
+
+351
+00:25:32,320 --> 00:25:37,100
+كويس و انا شعرت ان في كمان زميلتك بنفس المشكلة و
+
+352
+00:25:37,100 --> 00:25:40,340
+يمكن كمان مدرس تاني عندي بنفس المشكلة مفترض ان
+
+353
+00:25:40,340 --> 00:25:43,960
+احاول اشارك لجميع جميع أفراد الذين لهم علاقة
+
+354
+00:25:43,960 --> 00:25:48,060
+بالمشكلة حتى ااخد منهم نوع من الانطباع او حتى نوع
+
+355
+00:25:48,060 --> 00:25:52,480
+من التحديد الدقيق عن هذه المشكلة بطلب عدة خيارات و
+
+356
+00:25:52,480 --> 00:25:57,150
+بدائي ليشلماذا؟ عشان أنا بدي أختار الأنسب، إذا
+
+357
+00:25:57,150 --> 00:26:01,230
+دايما قد لا يكون البديل المناسب بالنسبة إليك حاضر
+
+358
+00:26:01,230 --> 00:26:06,490
+الآن، لكن هو حتما موجود عندما بدنا نستشير، انت
+
+359
+00:26:06,490 --> 00:26:10,130
+كتير بتروحي أمام مشكلات بتواجك في الحياة، بتروحي
+
+360
+00:26:10,130 --> 00:26:13,930
+لأقرب إما صديقة أو أخوكي أو يمكن إذا أبوكي قريب
+
+361
+00:26:13,930 --> 00:26:18,890
+منك أو أمكأو خالة أو عامة تبدأ ايهاش تحاول تاخد
+
+362
+00:26:18,890 --> 00:26:23,910
+منهم بعض البدائل شو رايكوا في هذه القصة لعلك من
+
+363
+00:26:23,910 --> 00:26:28,490
+خلال هذه البدائل تقدر ايهاش توازن بين البدائل من
+
+364
+00:26:28,490 --> 00:26:31,390
+خلال تحديد نقاط الضعف او القوة فيها والله هذا
+
+365
+00:26:31,390 --> 00:26:35,370
+البديل استخدم العقاب هل هو ايش ايش سلبياته
+
+366
+00:26:35,370 --> 00:26:38,970
+ايجابياته لأ استخدم التعزيز السلبي ايش ايجابياته
+
+367
+00:26:38,970 --> 00:26:43,780
+سلبياته و هكذا بعد هيكدنحاول أن نحدد اختيار الأمثل
+
+368
+00:26:43,780 --> 00:26:47,740
+برضه بالمشاركة، لحظه أي مشكلة يا جماعة بنروح فيها
+
+369
+00:26:47,740 --> 00:26:52,580
+مجموعة مع بعض ونناقشها سويا، معناه ذلك أننا سنخلص
+
+370
+00:26:52,580 --> 00:26:56,860
+و لا تجتمع أمتي على إيش؟ على خطأ أو على ضلالة
+
+371
+00:26:57,470 --> 00:27:01,130
+بالاطلاق الإنسان ما خابه ما نستشار، في قضايا
+
+372
+00:27:01,130 --> 00:27:05,530
+المشاكل يعني ليس عيبا كمدرسة أنك تستشيري من هم
+
+373
+00:27:05,530 --> 00:27:09,290
+أقدم من الخبرة أو حتى يعني ربما المشكلة تكون حديثة
+
+374
+00:27:09,290 --> 00:27:13,670
+و حديثة على الجميع، نحاول نتشاور حتى نعرف يعني كيف
+
+375
+00:27:13,670 --> 00:27:21,590
+يمكن أن نحل هذه المشكلةخلّينا ناخد أول مخطط ونموذج
+
+376
+00:27:21,590 --> 00:27:25,570
+للتعامل مع تحليل المشكلات احنا حكينا عن طرق تحليل
+
+377
+00:27:25,570 --> 00:27:29,870
+المشكلات بشكل عام كيف نحدد المشكلة نحللها نحدد
+
+378
+00:27:29,870 --> 00:27:34,050
+الهدف نضع البدائل نختار البديل الأنسب ننفذ ثم نقيم
+
+379
+00:27:34,050 --> 00:27:39,390
+أكم واحدة صار عندنا؟ سبع سبع خطوات للتعامل مع
+
+380
+00:27:39,390 --> 00:27:43,590
+المشكلة فين نموذج هيك العظم السمكة سمعته؟ فيش
+
+381
+00:27:43,590 --> 00:27:49,850
+diagram سمعته فيه ولا لأ؟ طيب هذا نموذجهو عبارة عن
+
+382
+00:27:49,850 --> 00:27:53,950
+إيش؟ هذا نموذج عبارة عن .. تعرفوا شكل عظم السمكة و
+
+383
+00:27:53,950 --> 00:27:59,430
+لا تعرفوش؟ كيف بيبقى؟ بشوك، اه؟ طيب عظم السمكة هذا
+
+384
+00:27:59,430 --> 00:28:06,190
+هو عبارة عن هيكل عظمي و مجموعة من التفرعات كويسة
+
+385
+00:28:06,190 --> 00:28:11,900
+التي تتفرع عنه في رأسهيكل الرأس وهذا الهيكل يعطيني
+
+386
+00:28:11,900 --> 00:28:16,780
+قدرة على تحديد بالأساس من خلال خمس خطوات تحديد
+
+387
+00:28:16,780 --> 00:28:21,280
+المشكلة التعامل مع تحليل الأسباب المشكلة الرئيسية
+
+388
+00:28:21,280 --> 00:28:26,020
+ثم الأسباب الفرعيةوبنفس الوقت بدل ما يحصر فكرنا
+
+389
+00:28:26,020 --> 00:28:31,220
+المعتاد على انه بس سبب مشكلة تشطط انتباه الطالبة
+
+390
+00:28:31,220 --> 00:28:34,840
+ان هي عندها مشكلة اجتماعية و بس لأ بيخليني اطرح كل
+
+391
+00:28:34,840 --> 00:28:39,240
+المشاكل اللتي يحتمل ان تكون لدى هذه الطالبة وسببتي
+
+392
+00:28:39,240 --> 00:28:43,860
+لهذه المشكلة عشان هيك احنا الهدف من هذا الهيكل
+
+393
+00:28:43,860 --> 00:28:47,280
+اللي هنعرضه هو الوصول إلى السبب الحقيقي للمشكلة من
+
+394
+00:28:47,280 --> 00:28:51,300
+خلال استعراض مجموعة من الأسباب ومن ثم اجراء عملية
+
+395
+00:28:51,300 --> 00:28:55,980
+الحذف على الأسبابالغير دقيقة طبعا الغير دقيقة كيف
+
+396
+00:28:55,980 --> 00:29:00,000
+من مزاجنا؟ لأ من خلال جمع المعلومات إذا جمعنا
+
+397
+00:29:00,000 --> 00:29:03,500
+معلومات عن سبب ما و طلع لنا مش كتير مهم بروح إيش
+
+398
+00:29:03,500 --> 00:29:07,180
+بستفنيه خلينا نشوف هذه الخطوات بهذه الطريقة أول
+
+399
+00:29:07,180 --> 00:29:12,240
+خطوة لحظوا عنا إيش هذه؟ هذا إيش هو؟ هذا رأس اللي
+
+400
+00:29:12,240 --> 00:29:17,790
+هو السمكة؟تويس؟ وهي عنا العمود الفقر الأساسي،
+
+401
+00:29:17,790 --> 00:29:21,510
+ماشي؟ الآن أول ظاهرة عنا، ظاهرة التسرب، مشكلة ولا
+
+402
+00:29:21,510 --> 00:29:25,570
+مش مشكلة هذه، مش أخدناها؟ طيب، هذه المشكلة حددناها
+
+403
+00:29:25,570 --> 00:29:30,370
+إن في عنا مجموعة من الطلبة لا يكملوا الدراسة،
+
+404
+00:29:30,370 --> 00:29:32,870
+بينقطعوا عن الدراسة سواء انقطاع جزء أو كله، إذا
+
+405
+00:29:32,870 --> 00:29:37,390
+إيش سمناها؟ ظاهرة، ظاهرة التسربإذا الأول خطوة
+
+406
+00:29:37,390 --> 00:29:43,410
+بنرسم إيش هذا الخط والإيش والمثلث اللي هو رأس ونضع
+
+407
+00:29:43,410 --> 00:29:47,510
+فيه المشكلة بالتحديد حددنا المشكلة ووصلنا لأول
+
+408
+00:29:47,510 --> 00:29:51,990
+خطوة خلصناها؟ طيب بدنا نيجي لخطوة تانية التحليل
+
+409
+00:29:51,990 --> 00:29:55,590
+طيب
+
+410
+00:29:55,590 --> 00:29:59,770
+شوفوا
+
+411
+00:29:59,770 --> 00:30:06,980
+جينا هنا عملنا إيش أربع خطوات فرعيةمش اربع طبعا هي
+
+412
+00:30:06,980 --> 00:30:09,860
+دايما اربع ممكن خمسة او ستة او ممكن اتنين او تلاتة
+
+413
+00:30:09,860 --> 00:30:14,880
+اللي هي تمثل السيراد الأسباب الرئيسية اللي فيه ذهب
+
+414
+00:30:14,880 --> 00:30:17,980
+التسرب المدرس مشكلة ولا مش مشكلة؟ سبب ولا مش سبب
+
+415
+00:30:17,980 --> 00:30:22,340
+في التسرب؟ الطالب سبب ولا مش سبب؟ الأسرة سبب ولا
+
+416
+00:30:22,340 --> 00:30:27,050
+مش سبب؟الاصدقاء قد يكون هناك مش سبب يمكن تروح تهد
+
+417
+00:30:27,050 --> 00:30:30,230
+فيه يمكن تقول الملحاج يمكن تزيدى كده بس أنا بضرب
+
+418
+00:30:30,230 --> 00:30:34,410
+مثل اذا هي أساعدنا أربع أسباب طيب الخطوة التالتة
+
+419
+00:30:34,410 --> 00:30:41,010
+في التحليل نحاول ايش؟ في المدرس في المدرس مابنداش
+
+420
+00:30:41,010 --> 00:30:46,850
+نفلّى احنا طيب في المدرس الآن كيف احنا بندن أساعد
+
+421
+00:30:46,850 --> 00:30:51,250
+أسباب ايش أسباب المدرس خلينا مع بعضضعف شخصيته،
+
+422
+00:30:51,250 --> 00:30:54,410
+معاملته القصوة المدرس، ما .. مش هيك؟ إيش فيها
+
+423
+00:30:54,410 --> 00:30:57,550
+أسباب تانية؟ ممكن تحطوا عشر أسباب طبعا كيف بنحطه
+
+424
+00:30:57,550 --> 00:31:00,410
+مالجت من شو كيف بنحطهم؟ و نفس القصة في الأسرة و في
+
+425
+00:31:00,410 --> 00:31:05,410
+الأصدقاء و الطالبلحظة احنا استعرضنا هنا أسباب قصود
+
+426
+00:31:05,410 --> 00:31:10,830
+المدرس، عدم تمكنه من المادة العلمية، تسيب المدرس،
+
+427
+00:31:10,830 --> 00:31:14,590
+هل هذا افتراض قد يكون في الآخر نشطبه، اصبروا شوية،
+
+428
+00:31:14,590 --> 00:31:18,630
+ماشي الحال، طيب في الطالب تعرضه للإيذاء، ضعف
+
+429
+00:31:18,630 --> 00:31:22,150
+القدرة، قدرة الطالب العقلية أو غيره، عدم انسجامه
+
+430
+00:31:22,150 --> 00:31:24,550
+مع البيئة المدرسية أو البيئة الصفية، الظروف الصحية
+
+431
+00:31:24,550 --> 00:31:27,950
+اللي بيعاني منها الطالبطيب هنا الأسرة الوضع
+
+432
+00:31:27,950 --> 00:31:31,810
+الاقتصادي، مستوى الثقافي، اتجاهاتها نحو المدرسة،
+
+433
+00:31:31,810 --> 00:31:34,890
+هذه افتراضات، أنا هكذا دردشت فيها، قد تكون صحيحة
+
+434
+00:31:34,890 --> 00:31:38,350
+وقد لا تكون صحيحة المادة التعليمية عدم تنوحها،
+
+435
+00:31:38,350 --> 00:31:43,490
+كثرة المنهاج، صعوبتها، عدم ملقمتها لميول الطالب،
+
+436
+00:31:43,490 --> 00:31:45,930
+هذه إذا صارت الخطوة إيش؟ التالتة، سعرضنا كل
+
+437
+00:31:45,930 --> 00:31:50,990
+الأسباب، ماشي، اختارنا كل البدائل، خلينا نشوف إيش
+
+438
+00:31:50,990 --> 00:31:51,690
+بدنا نعمل
+
+439
+00:31:57,140 --> 00:31:59,940
+الرابعة، بدنا نحلل كل الأسباب اللي كانت مدونة
+
+440
+00:31:59,940 --> 00:32:03,620
+بالضبط، إذا قولنا الطالب أو المعلم قصوة المعلم،
+
+441
+00:32:03,620 --> 00:32:06,620
+بدنا نحلل إيش بدنا نحلل؟ هل بالفعل في قصوة حقيقية
+
+442
+00:32:06,620 --> 00:32:10,000
+للمعلم ولا فشي؟ ولا هو لأنه ضربله ويتين خلاص صار
+
+443
+00:32:10,000 --> 00:32:13,240
+قاسي؟ قد لا تكون القصوة حقيقية، وقد لا تكون هي
+
+444
+00:32:13,240 --> 00:32:16,760
+السبب الأساسي في موضوع التسرب، فإذا وجدنا إن
+
+445
+00:32:16,760 --> 00:32:20,460
+القصوة مش صحيحة، ماعناش بدنا نعمل عليها، شوفوا
+
+446
+00:32:20,460 --> 00:32:28,730
+كيف؟هي بعدينا بدنا نشطب هنشطب بعدين نرجع كمان مرة
+
+447
+00:32:28,730 --> 00:32:33,010
+شوفوا كيف أجينا لجينا المدرس عدم تمكنه أه والله
+
+448
+00:32:33,010 --> 00:32:37,110
+قاسي أه مصبوط خليها بس عدم تمكنه من أفضل المدرسين
+
+449
+00:32:37,110 --> 00:32:41,370
+هذا إذا معناه بقى شطبناه تسيب المدرس لأ لإن هو
+
+450
+00:32:41,370 --> 00:32:45,650
+أسلوبه ما شاء الله يعني قوي ودليل إن هو إيش قاسي
+
+451
+00:32:45,650 --> 00:32:50,650
+إذا ضال في المدرس عنده إيش سبب فرعي واحدشوفنا؟
+
+452
+00:32:50,650 --> 00:32:54,930
+جينا لأ الطالب ضعف القدرة، لأ الطالب شاطر، عدم
+
+453
+00:32:54,930 --> 00:32:56,950
+انسجام، اه والله مش منسجم لأنه جاي جديد على
+
+454
+00:32:56,950 --> 00:33:00,710
+المدرسة ومش كتير يعني اتأقلم ومنجولة بيته كإن هو
+
+455
+00:33:00,710 --> 00:33:04,150
+والله مش جاية وإجي على الشاطئ معناه ذلك إن هو لسه
+
+456
+00:33:04,150 --> 00:33:07,370
+مش منسجم بهذه الطريقة، الظروف الصحية لأ صحته
+
+457
+00:33:07,370 --> 00:33:10,630
+كويسة، تعرض للإذاع، اه في عنده عدم انسجام وفي تعرض
+
+458
+00:33:10,630 --> 00:33:13,830
+للإذاع لأنه .. ليش هو مش منسجم؟ لأن الطلبة اللي في
+
+459
+00:33:13,830 --> 00:33:16,450
+الشاطئ شرسين شوية فنزلين إيش
+
+460
+00:33:20,140 --> 00:33:24,860
+اه هو مش منسجم وبتعرض للإيذاء لإن هم مش .. هدول
+
+461
+00:33:24,860 --> 00:33:27,940
+سببين؟
+
+462
+00:33:27,940 --> 00:33:33,360
+ماعشه بدناهش يعني مش مشكلة .. اه مش مشكلة يعني انا
+
+463
+00:33:33,360 --> 00:33:37,630
+بس ..ضعف القدرة هو السبب و الظروف الصحية أسف هي
+
+464
+00:33:37,630 --> 00:33:43,430
+السبب نيجي للأسرة المستوى الثقافي للأسرة بالفعل
+
+465
+00:33:43,430 --> 00:33:46,990
+مستوى الثقافي إيش ممتاز لا إيش أنا إيش فبدا أشطبها
+
+466
+00:33:46,990 --> 00:33:51,290
+اتجاهاتها نحو المدرسة برغم أنه مستوى الثقافي جيد
+
+467
+00:33:51,290 --> 00:33:54,990
+لكن اتجاهاتها نحو المدرسة مش إيجابية وضع اقصادي
+
+468
+00:33:54,990 --> 00:34:00,590
+كمان مش إيجابيواضهت الصورة كيف؟ بعد هيك بصف عندي
+
+469
+00:34:00,590 --> 00:34:03,890
+إيش؟ مجموعة من الأسباب الحقيقية التي تؤدي إلى ظهر
+
+470
+00:34:03,890 --> 00:34:08,150
+التسرب بروح إيش بقترح الحلول و بختار الحل المناسب
+
+471
+00:34:08,150 --> 00:34:11,670
+و ببدأ أنفذ فيه بهذه الطريقة طبيعي بتعرفوا في
+
+472
+00:34:11,670 --> 00:34:15,490
+قاعدة عندنا في حلول المشكلات التمانين والعشرين
+
+473
+00:34:15,490 --> 00:34:20,170
+عارفينها إيش يعني التمانين والعشرين؟ طيب قاعدة
+
+474
+00:34:20,170 --> 00:34:25,200
+Pareto؟ طيب شاطر ممتازة كتير الله يرضى عليكيبدأت
+
+475
+00:34:25,200 --> 00:34:30,300
+هذا اقتراح قاعدة قال 20% من الأسباب تعالج 80% من
+
+476
+00:34:30,300 --> 00:34:34,640
+المشكلة 20% من الأسباب تعالج 8% او 80% من الأسباب
+
+477
+00:34:34,640 --> 00:34:38,640
+تعالج 20% نبدأ بإيش؟ نبدأ بالـ 20 ولا لأ؟ يعني
+
+478
+00:34:38,640 --> 00:34:46,900
+تضرب مثال إذا كان مثلاقصوة المدرس وكثرة
+
+479
+00:34:46,900 --> 00:34:54,360
+المنهاج هم السببين الرئيسيات اللي يسببوا التسرب،
+
+480
+00:34:54,360 --> 00:35:00,700
+إذا علجناهم يعني أنحل 80% من الطلاب يرجعوا ينتظموا
+
+481
+00:35:00,700 --> 00:35:04,730
+في المدرسةكويس؟ هدول ال 20% ماتطلعتش على الباقي
+
+482
+00:35:04,730 --> 00:35:07,990
+سيبته لإنه بالآخر أنا بدي أعالج 8% أو أنفق فيها
+
+483
+00:35:07,990 --> 00:35:11,350
+وقت عشان أعالج ال 20% عندهم مشكلة في الوضع الصحي
+
+484
+00:35:11,350 --> 00:35:15,010
+أو الوضع الاقتصادي، لأ سيبه إذا أنا بقاشي باخد
+
+485
+00:35:15,010 --> 00:35:20,090
+الشغلات الأساسية بروح أياش بعالجها بطريقة 80 وال20
+
+486
+00:35:20,090 --> 00:35:24,890
+أو ال 20 وال80 ودحت صورة ال 20 وال80؟ مش مكتوبها
+
+487
+00:35:24,890 --> 00:35:27,090
+ده الكلام لا في الكتاب ولا في الملزمة احنا مانحكيش
+
+488
+00:35:27,090 --> 00:35:28,170
+جديد، تفضلوا
+
+489
+00:35:31,670 --> 00:35:36,750
+أحيانا يكون في أسباب ثانوية كتير ممكن أنفق فيها
+
+490
+00:35:36,750 --> 00:35:45,270
+وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+491
+00:35:45,270 --> 00:35:49,150
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+492
+00:35:49,150 --> 00:35:49,410
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+493
+00:35:49,410 --> 00:35:50,110
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+494
+00:35:50,110 --> 00:35:53,390
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+495
+00:35:53,390 --> 00:35:53,390
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+496
+00:35:53,390 --> 00:35:53,390
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+497
+00:35:53,390 --> 00:35:55,630
+فيها وقت طويل ممكن أنفق فيها وقت طويل ممكن أنفق
+
+498
+00:35:55,630 --> 00:36:04,040
+فيها وقت طويل ممكنفطمع الناس على أطراف الدولة
+
+499
+00:36:04,040 --> 00:36:08,060
+العثمانية كثيرا فيه قال لك كل واحد ايش باخد ليه
+
+500
+00:36:08,060 --> 00:36:12,300
+باقتطع جزء لأن هذا لسه شبل صغير جايين يحكم يعني
+
+501
+00:36:12,300 --> 00:36:18,920
+معناه ضعيف فكثرة المشاكل في حينه فجمع مستشاريفأخذ
+
+502
+00:36:18,920 --> 00:36:23,660
+أحدهم يقول نجهز جيشا و ننطلق إلى المنطقة الفلانية
+
+503
+00:36:23,660 --> 00:36:28,920
+ثم نبدأ نخاطب الفلان و نعمل كذا و بعدين يقترحوا كل
+
+504
+00:36:28,920 --> 00:36:31,660
+مشكلة ورا مشكلة يرتبوها كيف يمكن أن يحلوا هذه
+
+505
+00:36:31,660 --> 00:36:36,280
+المشاكل فماذا قال لهم؟ قالت أتريدوني أن أنفق وقتي
+
+506
+00:36:36,280 --> 00:36:41,460
+أو حياتي كله في حل المشاكل؟ جهزوا لي جيشا لأفتح
+
+507
+00:36:41,460 --> 00:36:45,480
+القصة انطينيةطبعا القستنطينية كانت مصاصية على كل
+
+508
+00:36:45,480 --> 00:36:50,440
+الخلفاء اللي سبقوه و الناس اللي سبقوه فذهب و فتح
+
+509
+00:36:50,440 --> 00:36:55,640
+القستنطينية فحل المشكلة الكبيرة فخشيه الجميع و
+
+510
+00:36:55,640 --> 00:36:59,160
+عادوا كل أجزاء المملكة و وقدانه له بالولاء و
+
+511
+00:36:59,160 --> 00:37:02,620
+الطاعة اذا احنا بنحاول نروح نركز على وين على سبب
+
+512
+00:37:02,620 --> 00:37:06,900
+الرئيس و بعدها كتب كل المشاكل الفرعية تنحل ان شاء
+
+513
+00:37:06,900 --> 00:37:13,670
+الله رب العالمين طيب خلينا ناخد مثاللديك شكوى من
+
+514
+00:37:13,670 --> 00:37:17,070
+ضعف استجابة الطلبة للأنشطة اللامنهجية التي
+
+515
+00:37:17,070 --> 00:37:21,290
+تقررينها، انت عندك مشكلة انه في الأنشطة
+
+516
+00:37:21,290 --> 00:37:26,510
+اللامنهجية، الرياضة، البطاقات، الاجتماعيات، كل هذا
+
+517
+00:37:26,510 --> 00:37:30,810
+الكلام فيه عندك مشكلة في الاستجابةباستخدام نموذج
+
+518
+00:37:30,810 --> 00:37:35,710
+هيكل عظم السمكة، السعرضي الأسباب، حدد المشكلة،
+
+519
+00:37:35,710 --> 00:37:38,770
+السعرضي الأسباب، حلل هذه الأسباب، وبعدها أعمل
+
+520
+00:37:38,770 --> 00:37:44,010
+الحذف، وبعدها تحاول تقترح بعض الحلول والحل الأنسب،
+
+521
+00:37:44,010 --> 00:37:46,930
+أنا بصور لو كل أربعة هيكت في خمس دقائق ان شاء الله
+
+522
+00:37:46,930 --> 00:37:49,970
+تناولنا المشكلة ونحلها أو كل تلاتة مع بعض أو كل
+
+523
+00:37:49,970 --> 00:37:52,650
+تنتين، تفضلوا، في خمس دقائق
+
+524
+00:38:04,390 --> 00:38:08,890
+في مجموعة جاهزة تفضلي تعالى تفضلي تفضلي اشرح
+
+525
+00:38:08,890 --> 00:38:10,550
+السؤال
+
+526
+00:38:13,950 --> 00:38:16,810
+الحين لدينا شكوا من ضعف استجابة الطلبة للأنشطة
+
+527
+00:38:16,810 --> 00:38:20,230
+المنهجية ممكن المشكلة الرئيسية هي ضعف استجابة
+
+528
+00:38:20,230 --> 00:38:24,790
+الطلبة لأنشطة لا منهجية أما بالنسبة .. هي المشكلة
+
+529
+00:38:24,790 --> 00:38:28,930
+الرئيسية أما الأسباب التي تتعلق بهذه المشكلة إما
+
+530
+00:38:28,930 --> 00:38:32,550
+تكون أسباب متعلقة إما بالمعلم، إما بالأنشطة
+
+531
+00:38:32,550 --> 00:38:36,690
+اللامنهجية أو بالمدرسة أو بالأسرة، هناك عدة أسباب
+
+532
+00:38:36,690 --> 00:38:39,770
+فرية لكل .. بس ناخد حاجة حاجة، يعني عند هي حطت
+
+533
+00:38:39,770 --> 00:38:43,800
+أربع أسباب، الطالبالأسرة، الأنشطة المنهجية هو
+
+534
+00:38:43,800 --> 00:38:49,440
+المدرسة، في حد حابب يضيف أسباب أخرى أو يعترض على
+
+535
+00:38:49,440 --> 00:38:54,880
+سبب الطالب ممكن نضيفه، ماشي الحال، كويس، الطالب هي
+
+536
+00:38:54,880 --> 00:39:00,120
+ضعيف الطالب، ماشي، إيش كمعنى؟ الموارد، الموارد قد
+
+537
+00:39:00,120 --> 00:39:05,430
+تكون مشكلة، ماشي الحالما هو المدرسة هي المدرسة طيب
+
+538
+00:39:05,430 --> 00:39:09,290
+تفضلي خلينا نقول إذا نتفق أنه في عندنا خمس مشاكل
+
+539
+00:39:09,290 --> 00:39:12,950
+رأسية أو أسباب رئيسية لهذا الموضوع نعم بالنسبة
+
+540
+00:39:12,950 --> 00:39:16,690
+للمعلم ممكن يكون تسلط تسلط المعلم أو رتابته في وضع
+
+541
+00:39:16,690 --> 00:39:20,450
+الأنشطة أو عدم وضع أنشطة ملائمة لميول واتجاهة
+
+542
+00:39:20,450 --> 00:39:24,830
+الطلبة إذا أول حاجة تسلط الرتابة عدم مراعاة
+
+543
+00:39:24,830 --> 00:39:27,870
+الأنشطة أو انسجام الأنشطة مع ميول واتجاهة الطلبة
+
+544
+00:39:27,870 --> 00:39:32,790
+شو رأيكوا في التلات أسباب؟في أسباب تانية؟ اتفضل
+
+545
+00:39:32,790 --> 00:39:39,630
+إيه؟ يعني عدم تقديم النشاط بشكل جيد، ماشي، الرتابة
+
+546
+00:39:39,630 --> 00:39:45,030
+يعني بمش الحال، اه عدم متابعة أو ضعف المتابعة،
+
+547
+00:39:45,030 --> 00:39:47,690
+ماعرفش نقول عدم، العدم لا يعني فيش إمكاني، اتفضل
+
+548
+00:39:47,690 --> 00:39:55,050
+إيه؟ ضعف، ظهرة التعزيز، طيب، ماشي، اتفضل إيه؟
+
+549
+00:39:55,050 --> 00:39:58,190
+التمييز بين النشاطات أو عدم العدل أو ضعف العدل،
+
+550
+00:39:58,190 --> 00:40:02,120
+ماشي الحال، طيببالنسبة للطالب ممكن أن الانشطة
+
+551
+00:40:02,120 --> 00:40:05,760
+المنهجية لا تلاقى الميول واتجاهات الطالب أو مستوى
+
+552
+00:40:05,760 --> 00:40:08,180
+الاقتصادي للطالب لا تسمح له بأن يشارك في هذه
+
+553
+00:40:08,180 --> 00:40:12,100
+الانشطة اللامنهجية أو نفسية الطالب؟ ماشي طب عشان
+
+554
+00:40:12,100 --> 00:40:15,720
+فيها أسباب تانية أسباب اجتماعية ماشي اه بالنسبة
+
+555
+00:40:15,720 --> 00:40:18,880
+لها الانشطة اللامنهجية ممكن تكون كثرة ل .. كثرة
+
+556
+00:40:18,880 --> 00:40:23,200
+الانشطة اللامنهجية اللي يدلي بها المعلم للطلاب أو
+
+557
+00:40:23,200 --> 00:40:26,260
+ممكن تكون هذه الانشطة مكلفة ماديا أو مالهاش علاقة
+
+558
+00:40:26,260 --> 00:40:29,560
+بالمنهجأو ما لهاش علاقة بالمنهج، إيش رأيكم في أخر
+
+559
+00:40:29,560 --> 00:40:34,320
+شغلة؟ يعني أنا حسيتها شويه أه، كمان مرة أيدي؟ كثرة
+
+560
+00:40:34,320 --> 00:40:36,000
+الأنشطة اللي لها منهجية .. إيش السبب الرئيسي؟
+
+561
+00:40:36,000 --> 00:40:39,340
+السبب الرئيسي؟ كثرة الأنشطة هل جيت كثرة الأنشطة
+
+562
+00:40:39,340 --> 00:40:44,120
+اللي لها منهجية؟ أول سبب فرعية إيش فيها؟ إنك مكلفة
+
+563
+00:40:44,120 --> 00:40:48,120
+ماديا أو لا علاقة لها بالمنهج مكلفة ماديا أو لا
+
+564
+00:40:48,120 --> 00:40:49,300
+علاقة لها بالمنهج
+
+565
+00:40:52,940 --> 00:40:58,620
+صحيح، هذا كلام صحيح، نعم، يعني خلاني أقول صعوبة
+
+566
+00:40:58,620 --> 00:41:04,320
+القيام بالنشاط، كتير مهم، أه، ضعف القدرة على
+
+567
+00:41:04,320 --> 00:41:07,340
+القيام بالنشاط سواء كانت قدرات جسدية أو عقلية،
+
+568
+00:41:07,340 --> 00:41:11,120
+طيب، ممتاز جدا، إيش حدافته؟ إيش سببه؟ تفضلي أخدنا
+
+569
+00:41:11,120 --> 00:41:14,820
+كثرة الأنشطة و حدافنا العلاقة و مقلب طب إحنا ممكن
+
+570
+00:41:14,820 --> 00:41:20,210
+نحدث سبب كام الرئيسي؟ممكن .. ممكن نوصل إن هذا
+
+571
+00:41:20,210 --> 00:41:24,230
+السبب لا يؤثر كثيرا إيش .. احنا قولنا عشرين من
+
+572
+00:41:24,230 --> 00:41:28,730
+الأسباب تساوي تمانية بالنتائج قد لا يؤثر كثيرا في
+
+573
+00:41:28,730 --> 00:41:32,750
+السير أو أنه يأتي أو يمكن يدمجوا مع سبب آخر، يعني
+
+574
+00:41:32,750 --> 00:41:36,190
+إذا حللنا السبب هداك معناه إيش، بيكون جيد، أشكرك؟
+
+575
+00:41:36,190 --> 00:41:40,330
+بالنسبة للمدرسة؟ أه المدرسة، خلص معايا، كافي، كافي
+
+576
+00:41:41,310 --> 00:41:45,770
+أتعلمنا طريقة واضحة عنها ولا في أي صعوبة طيب المرة
+
+577
+00:41:45,770 --> 00:41:48,410
+القادمة كويس ندرب عليها لان المرة القادمة ان شاء
+
+578
+00:41:48,410 --> 00:41:51,770
+الله رب العالمين هناخد الطريقة التانية اسأل خمس
+
+579
+00:41:51,770 --> 00:41:56,550
+مرات لماذا اسأل خمس مرات لماذا و بعدين هنبدأ نطبق
+
+580
+00:41:56,550 --> 00:42:01,110
+أول ان شاء الله مشكلة و هي مشكلة تشتت الانتباه لدى
+
+581
+00:42:01,110 --> 00:42:06,270
+الطلبة هنطبقها على النموذج هيكة العظم السمك بشكل
+
+582
+00:42:06,270 --> 00:42:09,830
+أساسيأو على نموذج الآخر حسب ان شاء الله رب
+
+583
+00:42:09,830 --> 00:42:12,430
+العالمين نشاطنا أشكركم و بارك الله فيكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/iCBb1s-rU8w_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/iCBb1s-rU8w_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d1c88a94a240593503a1a0e25f71d3c24638ed19
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/iCBb1s-rU8w_postprocess.srt
@@ -0,0 +1,1972 @@
+1
+00:00:14,000 --> 00:00:16,600
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:16,600 --> 00:00:19,940
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:19,940 --> 00:00:23,180
+وعلى آله وصحبه وسلم أجمعين أما بعد تحدثنا في
+
+4
+00:00:23,180 --> 00:00:30,550
+المحاضرة السابقة عنالسلوك و أشكال السلوك و كيف
+
+5
+00:00:30,550 --> 00:00:35,430
+يمكن للمعلم أن يتعامل مع كل نوع من أنواع سوق
+
+6
+00:00:35,430 --> 00:00:40,910
+السلوك الذي يصدر عن الطلبة بشكل اعتيادي خلونا و
+
+7
+00:00:40,910 --> 00:00:46,550
+وصلنا .. أو وصلنا إلى سؤال و طلبنا أن يكون واجبا
+
+8
+00:00:46,550 --> 00:00:47,510
+بيتيا لديكم
+
+9
+00:00:50,370 --> 00:00:56,050
+عندنا مشكلة أن هناك أحد الطلاب لديهم الجسارة و
+
+10
+00:00:56,050 --> 00:01:00,230
+ربما الوقاحة التي يرد من خلالها على المعلم أو
+
+11
+00:01:00,230 --> 00:01:06,290
+يتعامل من خلالها مع أصدقائه و زملائهإذا أخذنا
+
+12
+00:01:06,290 --> 00:01:11,170
+بالاعتبار عند معالجة هذه المشكلة عمر هذا الطالب
+
+13
+00:01:11,170 --> 00:01:17,490
+ودرجة نضجه العقلي؟ العلمي؟ كمان برضه العاطفي؟ ما
+
+14
+00:01:17,490 --> 00:01:20,070
+هي العوامل الأخرى التي يمكن أن ناخذها بعين
+
+15
+00:01:20,070 --> 00:01:29,590
+الاعتبار عند معالجة مثل هذه الحالة؟ اتفضلي إذا
+
+16
+00:01:29,590 --> 00:01:32,390
+نقول إيش وضعه الإجتماعي؟
+
+17
+00:01:34,900 --> 00:01:41,480
+أوامل وسرية أو اجتماعية طيب
+
+18
+00:01:41,480 --> 00:01:50,660
+ايش كمان؟ احنا
+
+19
+00:01:50,660 --> 00:01:53,560
+الان هي مش قصة المعلم اللي عملت هو انت اللي نفترض
+
+20
+00:01:53,560 --> 00:01:59,840
+ان عندك الطالب هذا هيك هيب جسور يرد بوقاحة ممتازة
+
+21
+00:01:59,840 --> 00:02:01,860
+جدا اذا عامل التاني صداقة
+
+22
+00:02:06,500 --> 00:02:10,580
+ممكن تكون القوانين و الإدارة المدرسية و القواعد
+
+23
+00:02:10,580 --> 00:02:23,660
+تساعد أو تساعد بشكل كبير؟ ممكن
+
+24
+00:02:23,660 --> 00:02:28,140
+تكون القوانين و الإدارة المدرسية و القواعدأحنا
+
+25
+00:02:28,140 --> 00:02:34,540
+بقول إيش؟ إلها علاقة في الأسرة، أه عوام الإعلام
+
+26
+00:02:34,540 --> 00:02:38,080
+إحنا بنحكي الآن يا جماعة بدنا نعالج مش المؤثرات
+
+27
+00:02:38,080 --> 00:02:42,620
+بقدر ما هي عوامل إلها علاقة بإيش بشكل عام شخصيته
+
+28
+00:02:42,620 --> 00:02:46,440
+اللي بنيت، لأن يعني ممكن أن أنا أفهم الصداقة كعامل
+
+29
+00:02:46,440 --> 00:02:49,300
+مهم جدا و أنا بدي أعالج هذا الموضوع، بس إذا بدي
+
+30
+00:02:49,300 --> 00:02:52,360
+أقول عوام الإعلام أنا مش هروح أصليح الإعلام كمدرس،
+
+31
+00:02:52,360 --> 00:02:58,480
+ماشي؟هو سيؤثر سيؤثر لكنه بطريقة يعني اه الوضع
+
+32
+00:02:58,480 --> 00:03:05,420
+الاقتصادي متعذر جدا اه
+
+33
+00:03:05,420 --> 00:03:08,280
+في شغلة مهمة جدا انا طبعا بعد اذنكم بدأ انسحها هاي
+
+34
+00:03:08,280 --> 00:03:12,480
+و بعدين نرجع نحكي ايه عن هذا الموضوع تفضلي نحنا
+
+35
+00:03:12,480 --> 00:03:17,060
+جونا درجة النضج هي اللي علاقة بالاش العوامل وسرية
+
+36
+00:03:17,060 --> 00:03:21,100
+اه ضايق نقطة كتير مهمة
+
+37
+00:03:25,270 --> 00:03:29,910
+الملف التراكمى للطالب كعمل هذا ملف تراكمى يوثق
+
+38
+00:03:29,910 --> 00:03:36,890
+يوثق للعوامل ما هي يوثق للعوامل نعم الله يرضى عليك
+
+39
+00:03:36,890 --> 00:03:42,480
+الالتزام القيمى او الدينى مستوى الالتزامطب انا
+
+40
+00:03:42,480 --> 00:03:47,280
+متحدث عن التزام قيمي بكل قيم بغض النظر ان هذه
+
+41
+00:03:47,280 --> 00:03:51,680
+القيم كانت دينية او قيم مجتمعية يعني طيب خلينا
+
+42
+00:03:51,680 --> 00:03:57,710
+نشوف كل عامل من هذه العوامل لحظةفي اللي أوردناها
+
+43
+00:03:57,710 --> 00:04:02,350
+كقصص قولنا أن للعوامل الأسرية نسبة كبيرة جدا في
+
+44
+00:04:02,350 --> 00:04:06,990
+إيش؟ في التأثير على مستوى تربية الطالب لأن الأسرة
+
+45
+00:04:06,990 --> 00:04:11,250
+هي المحضن الأول مش هيك فإذا كانت الأسرة تربيتها
+
+46
+00:04:11,250 --> 00:04:15,490
+تربية عضوانية هتربي إيش؟ على عضواني إذا كانت
+
+47
+00:04:15,490 --> 00:04:20,570
+الأسرة مستوها ثقافي واجتماعي ونظرتها للمدرسة مستوى
+
+48
+00:04:20,570 --> 00:04:25,880
+راقي أكيد مستوى الطالب هيكونو بخلاف ذلك هيكون سيء
+
+49
+00:04:25,880 --> 00:04:30,720
+ايضا الصداقة الصداقة يعني يمكن نقولها ان الصداقة
+
+50
+00:04:30,720 --> 00:04:34,480
+كتير كتير مهمة جدا في موضوع التأثير بالذات في سن
+
+51
+00:04:34,480 --> 00:04:38,200
+معين اذا نتحدث عن سن المراهقة والذي يعني بيكون
+
+52
+00:04:38,200 --> 00:04:43,480
+بيشعر الإنسان فيه بارتباط عاطفي كبير جدا مع هذا
+
+53
+00:04:43,480 --> 00:04:46,880
+اللي هو الصديق وتأثير الصديق بيكون أحيانا يفوق
+
+54
+00:04:46,880 --> 00:04:50,740
+تأثير الأهل او تأثير المدرسة الوضع الاقتصادي
+
+55
+00:04:50,740 --> 00:04:54,570
+الماديو هذا كتير بيأثر علينا و مهم جدا ان نعرف ان
+
+56
+00:04:54,570 --> 00:04:59,130
+والله هذا اللي قاعد بيرد بواقعه هو انسان قد يكون
+
+57
+00:04:59,130 --> 00:05:03,110
+ناقم على هذا المجتمع و ناقم بسبب الفقر بسبب ..
+
+58
+00:05:03,110 --> 00:05:08,350
+يعني عمرو الخطاب كان يقول ماذا؟ لو كان الفقر رجلا
+
+59
+00:05:08,350 --> 00:05:14,180
+لقتلتهمن شدة أيش؟ قلم أو تأثير سلبي على الإنسان
+
+60
+00:05:14,180 --> 00:05:18,360
+وعلى نفسه الإنسان مستوى الالتزام إلى أي مدى شوفوا
+
+61
+00:05:18,360 --> 00:05:24,460
+يا جماعة الإنسان الملتزم يتأثر بآية تكفيه أو حديث
+
+62
+00:05:24,460 --> 00:05:27,820
+أو قيمة والإنسان اللذي لم يربع علاقية وماعندوش
+
+63
+00:05:27,820 --> 00:05:32,480
+التزام سيبقى الحديث في هذا المدمار حديثا فارغا من
+
+64
+00:05:32,480 --> 00:05:38,090
+مضمونه لأنه أساسا أنتتصبي في إناء لا يستقبل هذا أو
+
+65
+00:05:38,090 --> 00:05:42,330
+لا يسعد باستقبال هذه الأفكار ولا هذه القيم ولا حتى
+
+66
+00:05:42,330 --> 00:05:46,190
+بتوجيهات الدنيا و خلافها، اذا كمان مرة مثل هذه
+
+67
+00:05:46,190 --> 00:05:50,300
+الأسئلة هي أسئلة اللي بتسميها هي أسئلة عمليةكثير
+
+68
+00:05:50,300 --> 00:05:53,140
+منها بيجي في الامتحانات مش بضرورة هذا السؤال طبيعي
+
+69
+00:05:53,140 --> 00:05:56,620
+لكن كشبيه لذلك مطلوب مننا أن نفهم المادة فهما
+
+70
+00:05:56,620 --> 00:06:00,920
+لأننا نتعامل مع مساكيات ربما تختلف ظروفها فيختلف
+
+71
+00:06:00,920 --> 00:06:04,780
+العلاج و احنا مقبلين على فصل اسم المشكلات الصفية
+
+72
+00:06:04,780 --> 00:06:08,440
+بعد ما ناخد كيف نعالج هذه المشكلات بالطرق العلمية
+
+73
+00:06:08,440 --> 00:06:11,280
+ان شاء الله رب العالمين اليوم ان شاء الله خلينا
+
+74
+00:06:11,280 --> 00:06:16,380
+نشوف هل هذه المساكيات الأساسية الأولى التي شرحناها
+
+75
+00:06:16,380 --> 00:06:22,080
+اللي هي السلوك المبطل والسلوك القاشسلوك فرط النشاط
+
+76
+00:06:22,080 --> 00:06:25,640
+والسلوك المشتد للانتباه والسلوك المندفع أو المتهور
+
+77
+00:06:25,640 --> 00:06:28,680
+هل هذه المسلكيات فقط هي التي تميز الطالب ولا هناك
+
+78
+00:06:28,680 --> 00:06:35,000
+مسلكيات أخرى أحيانا يسلك الطالب سلوكا أخر له أهداف
+
+79
+00:06:35,000 --> 00:06:38,340
+أخرى غير اللي هي النماذج الأربع أو تصنيفات الأربع
+
+80
+00:06:38,340 --> 00:06:42,660
+التي تحدثنا عنها مثل سلوكيات جذب الانتباه سواء
+
+81
+00:06:42,660 --> 00:06:47,690
+كانت هذه السلوكيات سعراضيةأو كانت أياش انطوائية،
+
+82
+00:06:47,690 --> 00:06:52,270
+لاحظوا كتير من الطالبات أو الطلاب بيجي بيسعرض ببعض
+
+83
+00:06:52,270 --> 00:06:55,710
+أياش الأشياء بيحاول يعمل بعض الحركات الاستعراضية
+
+84
+00:06:55,710 --> 00:07:00,050
+ليثبت ذاته أن أنا موجود هنا من هذه الحركات التي
+
+85
+00:07:00,050 --> 00:07:04,910
+أساسا هي تؤثر على أياش على الانضماط الصفي يعني من
+
+86
+00:07:04,910 --> 00:07:10,770
+أنثباتها كثير جدا أنه ممكن يروح يسعرض بطريقة يعني
+
+87
+00:07:11,850 --> 00:07:15,610
+يعني السيارات معلومات معينة هو يدرك أن المعلم لها
+
+88
+00:07:15,610 --> 00:07:20,610
+إيش يعني مش موجودة عنده أو أنه يستعرض بحركات
+
+89
+00:07:20,610 --> 00:07:24,850
+يعملوا حركتين تلاتة هيك يعني هين موجود نفس القصة
+
+90
+00:07:24,850 --> 00:07:32,390
+الانطباء الانطواء عارفين كتير ناسبيسعدوا بمساعدة
+
+91
+00:07:32,390 --> 00:07:37,150
+الناس اللي هم يعني يحاولوا انهم يعني يفسبوا عطف
+
+92
+00:07:37,150 --> 00:07:41,650
+الناس ان احنا غلابة و مساكين و كده من خلال جزء من
+
+93
+00:07:41,650 --> 00:07:46,710
+إيش؟ الانطواء، كيف؟ يعني أنا مريض، تهبان، بدي حد
+
+94
+00:07:46,710 --> 00:07:50,990
+يعطف عليا، بدي حد يسأل دائما عليا، هذا الموضوع
+
+95
+00:07:50,990 --> 00:07:54,840
+بتلاقي عند بعض الطلبة للأسففيه بسكيات يجذب انتباهه
+
+96
+00:07:54,840 --> 00:07:58,800
+فبيعمل حاله دهما مسكين غالبا وضعوك كده ضعيف بنضرب
+
+97
+00:07:58,800 --> 00:08:03,400
+بيبكي هذا القضايا إلها علاقة في إيش برضه في إثبات
+
+98
+00:08:03,400 --> 00:08:06,820
+الذات بس من ناحية إيش سلبية و ليست إيجابية
+
+99
+00:08:06,820 --> 00:08:10,740
+بتلاحظوا بعض الناس حتى في المجتمعتجيك صاحبتك او
+
+100
+00:08:10,740 --> 00:08:13,560
+كده شاطرة كتير كتير في انها دايما تتحدث عن الاش عن
+
+101
+00:08:13,560 --> 00:08:18,360
+الجانب المظلم في حياتها ولا تتحدث عن الجانب المشرق
+
+102
+00:08:18,360 --> 00:08:22,560
+كسبا لعطفك انك دايما لازم اياش تعاطفي عليها هذا
+
+103
+00:08:22,560 --> 00:08:26,020
+السلوك ايضا من السلوكيات اللتي يمكن ان يتمثل فيها
+
+104
+00:08:26,020 --> 00:08:30,940
+الطالب او ان يعني يعني يحاول ان يبرزها الطالب خلال
+
+105
+00:08:30,940 --> 00:08:34,360
+وجوده في داخل الصفر سلوكيات البحث عن السلطة او
+
+106
+00:08:34,360 --> 00:08:39,380
+القوةكان يفرض زعامة على مجموعة ما أو على بعض
+
+107
+00:08:39,380 --> 00:08:43,460
+الضعفاء في داخل الصف تذكروا معناه انه انا دوري
+
+108
+00:08:43,460 --> 00:08:47,780
+كمعلم ان اكون عادل اؤسس لبيه عامل و مطمئنه و احاول
+
+109
+00:08:47,780 --> 00:08:52,000
+انه ايش اخلي كل الطلبة يتعاملوا بطريقة يشعروا انهم
+
+110
+00:08:52,000 --> 00:08:57,220
+في ايه في مأمن من تسلط سواء كان المعلم او الطالب
+
+111
+00:08:57,220 --> 00:09:02,690
+هذه السلوكياتعادة من اللي جاي عند مين؟ عند ناس
+
+112
+00:09:02,690 --> 00:09:07,410
+اللي متأخرين دراسيا أو اللي بيعتدوا بأنفسهم في
+
+113
+00:09:07,410 --> 00:09:12,150
+قوتهم، لديهم بعض الملكات أو بعض المهارات، فإيش؟
+
+114
+00:09:12,150 --> 00:09:15,070
+هذه السلوكات بيبدأ الطالب يبحث عن كيف يفرض نفسه
+
+115
+00:09:15,070 --> 00:09:19,530
+على مجموعةكيف يفرض نفسه على الصرف كله يصبح هو
+
+116
+00:09:19,530 --> 00:09:24,590
+الزعيم الذي يخطب وده الجميع هذا سواء كان بالجسد أو
+
+117
+00:09:24,590 --> 00:09:27,630
+باللسان يعني بعض ال .. يعني إذا ما تتحدث عن الطلاب
+
+118
+00:09:27,630 --> 00:09:33,510
+تتحدث عن الطالبات طالبة عندها قدرة نابية للأسف في
+
+119
+00:09:33,510 --> 00:09:37,570
+توجيه الشتائم أو غير فب يتق الناس شرها من لسارها
+
+120
+00:09:37,570 --> 00:09:42,710
+ماشي هذه السلوكيات هي تأتي في إطار سلوكيات البحث
+
+121
+00:09:42,710 --> 00:09:48,020
+عن السلطةسلوكيات الانتقام الناتجة عن الإحباط ما
+
+122
+00:09:48,020 --> 00:09:53,640
+المقصود بالانتقام الناتجة عن الإحباط بدي مثال
+
+123
+00:09:53,640 --> 00:10:07,840
+تفضلي يعني
+
+124
+00:10:07,840 --> 00:10:11,380
+لو ضربنا مثلا على هذا الموضوع
+
+125
+00:10:17,990 --> 00:10:21,690
+يعني هذا جانب شكل من أشكال الانتقام بس مع الورقة
+
+126
+00:10:21,690 --> 00:10:25,850
+لكن وين الانتقام اللي بتحدث عنه؟ لو أنا طالبا وقف
+
+127
+00:10:25,850 --> 00:10:30,430
+أجيب على سؤال المعلم فأجاب بطريقة إيش خاطئ أو
+
+128
+00:10:30,430 --> 00:10:36,470
+مضحكة فلقي تعليقا من زميلي فجدت هذا التعليق الساخر
+
+129
+00:10:36,470 --> 00:10:40,500
+إيش بعمل عنده؟نوع من الإحباط والرغبة في الانتقام،
+
+130
+00:10:40,500 --> 00:10:43,700
+فبتلاقي إيه؟ بعد ما تخلص الحصة بيروح إيه؟ يا
+
+131
+00:10:43,700 --> 00:10:47,820
+بدربه، يا بيعمله شغل، يا بيمزّه دفتر أو بيعبّر عن
+
+132
+00:10:47,820 --> 00:10:51,480
+طريقة .. بطريقة ما أو عن سلوك .. أو بسلوك ما عن
+
+133
+00:10:51,480 --> 00:10:56,040
+الانتقام الذي نتج عن إحباطه في هذا الموقف التعليمي
+
+134
+00:10:56,040 --> 00:11:00,200
+سلوكيات التسرب من المدرسة إحنا يعني إذا ماتحدث عن
+
+135
+00:11:00,200 --> 00:11:06,660
+تسرب، مش عارف اتسرب هروب كله أو جزء كويس من وين؟
+
+136
+00:11:07,740 --> 00:11:12,480
+يعني الان انا اضرب مثال انت عندك محاضرة كمان ساعة
+
+137
+00:11:12,480 --> 00:11:17,180
+روحتي كويس او مابديش احضر هذه المحاضرة هذا ايش
+
+138
+00:11:17,180 --> 00:11:21,100
+اسمه تسترب جزءي الطالب اللذي يهرب بالذات في الطلاب
+
+139
+00:11:21,100 --> 00:11:26,280
+بعد الفرصة مثلا بس بحاله بطلع قاش وروح بيروحهذا
+
+140
+00:11:26,280 --> 00:11:30,000
+أيش اسمه برضه هرب جزء ايه؟ إذا التسرب إما يكون كله
+
+141
+00:11:30,000 --> 00:11:32,820
+بالانقطاع التام عن الدراسة أو الانقطاع عن جزء من
+
+142
+00:11:32,820 --> 00:11:37,380
+إيش حصص الدراسة أو المحاضرات التي تُعطى في المدرسة
+
+143
+00:11:37,380 --> 00:11:41,320
+هذه السلوكيات التسرب هي تعتبر من أخطر السلوكيات
+
+144
+00:11:41,320 --> 00:11:45,530
+ولا ربما في مجتمعنا الفلسطيني كانت قديمامستواها
+
+145
+00:11:45,530 --> 00:11:50,810
+كبير جدا، يعني كتير، طبعا لها عوامل تاريخيا كانت
+
+146
+00:11:50,810 --> 00:11:55,750
+الاحتلال الإسرائيلي يفتح الأبواب للتسرب من المدرسة
+
+147
+00:11:55,750 --> 00:12:00,710
+من خلال فتح أبواب العمل، إغراءات، عمالة الأطفال،
+
+148
+00:12:00,710 --> 00:12:04,510
+فكان بيشعر الطفل أنه مطلوب منه، الفقر اللي كان
+
+149
+00:12:04,510 --> 00:12:09,040
+سائدكان برضه بيدفع بعض العائلات انه تشجع ابناءها
+
+150
+00:12:09,040 --> 00:12:12,660
+على موضوع اللي هو الأمية اللي كانت موجودة لدى
+
+151
+00:12:12,660 --> 00:12:17,920
+الأباء والامهات كويسة لحظة هنجي بالأسباب لحظة الان
+
+152
+00:12:17,920 --> 00:12:21,360
+الأمية اللي كانت ساعدة واتجاهات الأسرة الفلسطينية
+
+153
+00:12:21,360 --> 00:12:24,610
+اتجاه التعليم ماكنتش كتير كبيرة لذلك كانالطالب
+
+154
+00:12:24,610 --> 00:12:27,130
+يوصل الصف قول اعدادي يعني هو مش بالشرط يكون مش
+
+155
+00:12:27,130 --> 00:12:31,130
+شاطر ممكن يكون بالفعل من العشرة الأوائل لكن هو ايه
+
+156
+00:12:31,130 --> 00:12:35,550
+كان يتسرب لسبب او لآخر لذلك هذه ظاهرة من اخطر
+
+157
+00:12:35,550 --> 00:12:40,310
+الظواهر التي يمكن ان ندرسها وتعود اسبابها ليه؟
+
+158
+00:12:40,310 --> 00:12:46,830
+فضلي اول حاجة قصوة المعلم طب هي عامل داخل المدرسة
+
+159
+00:12:46,830 --> 00:12:52,910
+ولا من خارج المدرسة؟لحظة، هذه عوامل متعددة، عوامل
+
+160
+00:12:52,910 --> 00:12:58,280
+من داخل المدرسة مثل قصة المعلمأو صعوبة الموضوعات
+
+161
+00:12:58,280 --> 00:13:01,360
+الدراسية، بالذات في المنهج الحديث الذي يعاني منه
+
+162
+00:13:01,360 --> 00:13:04,560
+الكثير إذا كانت المادة صعبة و لا يستطيع طالب أن
+
+163
+00:13:04,560 --> 00:13:07,160
+يفهمها و لا يتجاوب و لا يتكيف مع الموقف التعليمي،
+
+164
+00:13:07,160 --> 00:13:11,740
+هيبدأ يفكر إيش؟ ب .. أولا تبدأ بالتشتتت و بعدها
+
+165
+00:13:11,740 --> 00:13:16,040
+تبدأ بالتفكير بالتخلص من هذا الموقف الذي لا يحبه
+
+166
+00:13:16,040 --> 00:13:21,200
+الطالب أو أن يمكث فيه ساعة كاملة لا يلوي على شيء،
+
+167
+00:13:21,200 --> 00:13:25,570
+لا يفهم شيءعوامل من خارج المدرسة قدرات الطالب
+
+168
+00:13:25,570 --> 00:13:27,550
+العقلية والصحية
+
+169
+00:13:31,040 --> 00:13:35,080
+الأثار الصحية على موضوع التسرب أو القدرات العقلية
+
+170
+00:13:35,080 --> 00:13:39,180
+يمكن العقلية بجزء احنا فاهمينها انه في عندى صعوبة
+
+171
+00:13:39,180 --> 00:13:43,500
+موضوع الدراسة وفي عندى تأخر كويس في الفهم معناه
+
+172
+00:13:43,500 --> 00:13:46,880
+ذلك انه قد يكون التسرب نتيجة كيف يمكن ان تكون
+
+173
+00:13:46,880 --> 00:13:50,260
+القدرات الصحية اتفضلي يعني ممكن لو طالب مريض محتاج
+
+174
+00:13:50,260 --> 00:13:53,060
+لعلاجات كتير او سفر ممكن يأثر على حجمه في المدرسة
+
+175
+00:13:53,060 --> 00:13:55,960
+يعني عندي بنتي انا كتبتش فيه لإن زوجتها الأسكينة
+
+176
+00:13:55,960 --> 00:14:00,110
+مابتحترت كتير غيارهاممكن هي مريضة بالمرض القاطع
+
+177
+00:14:00,110 --> 00:14:02,350
+يعني، فبقولها أيشي طبيعي، بديها علاجات، بديها
+
+178
+00:14:02,350 --> 00:14:05,730
+سفريات، فتنتظر أنها تغيب عن الحسس وعن المدرسة طيب،
+
+179
+00:14:05,730 --> 00:14:08,410
+هي القدرات الصحية كمان لها جانب تاني، غير هذا
+
+180
+00:14:08,410 --> 00:14:12,070
+الجانب؟ ممكن يا دكتور، الواحد ضده وضعيف و الأستاذ
+
+181
+00:14:12,070 --> 00:14:16,410
+مشراه في الرياضيات ومايشوفشكويس يعني هو تأثير غير
+
+182
+00:14:16,410 --> 00:14:20,050
+المباشر للجوانب الصحية سواء كان النظر السماع أو
+
+183
+00:14:20,050 --> 00:14:24,470
+عدم القدرة على النطق بطريقة صحيحة تؤدي إلى إحداث
+
+184
+00:14:24,470 --> 00:14:27,990
+نوع من التأثير النفسي لدى الطالب إنه أنا مش مقبول
+
+185
+00:14:27,990 --> 00:14:31,630
+عشان هيك احنا بيقول إنه إدماج الطالب المعاق
+
+186
+00:14:31,630 --> 00:14:35,830
+بالمجتمع الصحي شغل كتير مهم هو تسعى التربية اليوم
+
+187
+00:14:35,830 --> 00:14:41,890
+بذات مؤسساتنا المجتمعية إلى إحداثهاالمنغوليين أو
+
+188
+00:14:41,890 --> 00:14:45,710
+اللي عندهم إعاقة عقلية أو تخلف عقلي اليوم بدأت
+
+189
+00:14:45,710 --> 00:14:51,280
+المؤسسات ملزمة أن تستوعب عددا منهم كعمال وكموظفينو
+
+190
+00:14:51,280 --> 00:14:54,360
+يمكن تطلع طفل الجامعة الإسلامية في تلاتة أو أربعة
+
+191
+00:14:54,360 --> 00:14:57,940
+بيشتغلوا، بيشتغلوا في أعمال يعني .. يعني خلينا
+
+192
+00:14:57,940 --> 00:15:01,960
+نقول بسيطة، لكنها تسعى إلى إحداث نوع من الاندماج،
+
+193
+00:15:01,960 --> 00:15:05,680
+حتى لا يسخر المجتمع منهم و يظل نظرتهم للإنسان
+
+194
+00:15:05,680 --> 00:15:09,020
+المعاق نظرة دونية أو حتى لأسرة الإنسان المعاق و
+
+195
+00:15:09,020 --> 00:15:13,900
+كأنه عملوا جريمة إن إجاهم طفل معاق، لذلكنحن نتحدث
+
+196
+00:15:13,900 --> 00:15:17,800
+عن قدرات عقلية وصحية تؤثر بالفعل تأثيرا مباشرة و
+
+197
+00:15:17,800 --> 00:15:21,720
+غير مباشرة في عملية التسرب المستوى التعليمي للأسرة
+
+198
+00:15:21,720 --> 00:15:26,240
+اتحدثت عنه واضح انه كل ما كان مستوى التعليم الأسرة
+
+199
+00:15:26,240 --> 00:15:30,200
+أكبر اليوم الحمد لله أسرنا أبانا أو احنا كأباء
+
+200
+00:15:30,200 --> 00:15:35,080
+كلهم متعلم فبيسعقش نسبة اللي مافيش يعني تقريبا لا
+
+201
+00:15:35,080 --> 00:15:39,820
+تذكركويس نسبة اللي هو ال .. ال .. انه الإنسان اللي
+
+202
+00:15:39,820 --> 00:15:43,900
+لا يكمل دراسه، كمان برضه في جانب أخر أنه التعليم
+
+203
+00:15:43,900 --> 00:15:47,540
+صار ألزاميا على مين؟ على الجميع، بالذات في الدنيا،
+
+204
+00:15:47,540 --> 00:15:51,380
+ممنوع حد يبطل، ممنوع حد يمنع ابنه أن يروح على
+
+205
+00:15:51,380 --> 00:15:56,580
+المدرسة بسبب عمل أو غيرهالمهم السواء الاقتصادي، اه
+
+206
+00:15:56,580 --> 00:15:59,900
+مين حابب تشرحلنا ايه؟ السواء الاقتصادي، تفضلي ممكن
+
+207
+00:15:59,900 --> 00:16:03,560
+يكون يتسرب الطفل أو أبوه خليه يطبع على حتة يشغل
+
+208
+00:16:03,560 --> 00:16:07,700
+معاه أو يكون واضح او اقتصادي تعرفوا الأسر اللي ..
+
+209
+00:16:07,700 --> 00:16:10,460
+اللي يعني هذا بدخلنا على عدد أفراد الأسرة، الأسر
+
+210
+00:16:10,460 --> 00:16:17,780
+المبتدةاللي هي ما شاء الله يعني من تمانية للخمس
+
+211
+00:16:17,780 --> 00:16:22,040
+عشر و عشرين بيوصلوا بعض الأسر الفلسطينية هذه أسر
+
+212
+00:16:22,040 --> 00:16:26,320
+كتير ممتدة تعاني أحيانا او يعاني أرباب هذه الأسر
+
+213
+00:16:26,320 --> 00:16:31,450
+من عدم قدرة على اللي هوالمواكبة احتياجات الأطفال
+
+214
+00:16:31,450 --> 00:16:34,970
+أو أبنائه بهذه الطريقة لذلك يلجأ إلى أن الطفل
+
+215
+00:16:34,970 --> 00:16:38,270
+الكبير أكبر والد عنده أنه إيش يا أبا تعالى ساعدني
+
+216
+00:16:38,270 --> 00:16:42,350
+اطلع من المدرسة أو أنه طالب لحاله يستشعر هذه
+
+217
+00:16:42,350 --> 00:16:45,350
+المسئولية فيخرج من المدرسة طبعا يمكن المجتمع
+
+218
+00:16:45,350 --> 00:16:49,790
+الفلسطيني فيه أنه شوية يعني برضه عوامل ضغطة أو
+
+219
+00:16:49,790 --> 00:16:54,760
+مؤثرة مثل استشادر اللي هو رب الأسرةيعني حجم
+
+220
+00:16:54,760 --> 00:16:58,960
+الاستشهاد من كترة الأحداث والحروب اللي في مجتمعنا
+
+221
+00:16:58,960 --> 00:17:02,800
+الفلسطيني، هذا بتخلي انواش الوضع الاقتصادي يكون
+
+222
+00:17:02,800 --> 00:17:07,660
+عامل ضغط على خروج الطفل، بذات الولد الكبير أو غيره
+
+223
+00:17:07,660 --> 00:17:12,360
+من المدرسة، وهذا جزء من أنواع التسرمطيب، كمان في
+
+224
+00:17:12,360 --> 00:17:15,940
+عدد أفراد الأسرة، هناك شغلالها علاقة بالعناية،
+
+225
+00:17:15,940 --> 00:17:19,740
+يمكن الواحد بيهتم بالطفل الأول، بالتاني، بس بعد
+
+226
+00:17:19,740 --> 00:17:22,800
+التالت، الرابع، الخمس، بيبدأ تخف الاهتمامات لإنه
+
+227
+00:17:22,800 --> 00:17:26,220
+مافيش قدرات للعناية، مافيش وقت، و ما شاء الله
+
+228
+00:17:26,220 --> 00:17:30,320
+يعني، يتابع مين ولا مين، فهذه الشغلال برضه لها
+
+229
+00:17:30,320 --> 00:17:30,920
+علاقة
+
+230
+00:17:34,320 --> 00:17:39,160
+القيادة التسيوبية في البيت، بيت بلا قائد، طبعا هو
+
+231
+00:17:39,160 --> 00:17:43,220
+أن القائد ليس الأب بس، كمان الأم، بالعكس، يمكن
+
+232
+00:17:43,220 --> 00:17:47,160
+تكون الأم بشكل كبير جدا أكثر تأثيرا في هذا
+
+233
+00:17:47,160 --> 00:17:51,100
+الموضوع، وأكثر تأثرا فيه، ليش؟
+
+234
+00:17:54,780 --> 00:17:59,960
+المرأة اللتي لا ترعب بيتها سواء نتيجة انشغالات في
+
+235
+00:17:59,960 --> 00:18:07,720
+العمل او انشغالات انشطة اجتماعية مجتمعية يعني ما
+
+236
+00:18:07,720 --> 00:18:10,020
+شاء الله اقعدوا في مؤسسة اقعدوا في كذا اقعدوا
+
+237
+00:18:10,020 --> 00:18:15,720
+مسئولة كذا وتترك بيتها هذه اكيد طبعا ستفقدش جزء
+
+238
+00:18:15,720 --> 00:18:18,660
+كبير جدا فانبالك لما يكون كمان الأب برضه زيها سايح
+
+239
+00:18:18,660 --> 00:18:21,930
+او لا سبحان الله في يعني الامبسم الله ماشاء الله
+
+240
+00:18:21,930 --> 00:18:25,130
+جيرانها كتير و حبيبها كتير و بتغضيح في الزيارات
+
+241
+00:18:25,130 --> 00:18:29,710
+هذا معناه إيش يعني؟ معناه أنه بيت بلا قائد سيرعى
+
+242
+00:18:29,710 --> 00:18:33,730
+أطفال أيضا سيتسربوا حتم من المدرسة لأنه هتتراكم
+
+243
+00:18:33,730 --> 00:18:38,050
+عليهم المعلومات اللي يعني لا يستطيعوا فاهمها فتسبب
+
+244
+00:18:38,050 --> 00:18:42,090
+لهم إحباط تلو إحباط ثم التفكير كيف يخرجوا أو
+
+245
+00:18:42,090 --> 00:18:46,560
+يهربوا من المدرسة أصدقاء السوق خرجوا المدرسةيعني
+
+246
+00:18:46,560 --> 00:18:50,980
+في الزمنات يمكن .. اه يعني كان الطفل أين يذهب إذا
+
+247
+00:18:50,980 --> 00:18:56,120
+تسرب؟ وين بتفكره بيروح أب بيته؟ طبعا لأ، هو يبدأ
+
+248
+00:18:56,120 --> 00:19:00,560
+يفكر كيف يقضي وقته خارج المدرسة أو خارج البيتطبعا
+
+249
+00:19:00,560 --> 00:19:06,180
+هذه لتعرضه للانحراف انه بيلقى بعض الأصدقاء يبدأ
+
+250
+00:19:06,180 --> 00:19:10,280
+عادة تدخين يبدأ يحاول ان يشغل هذا الوقت في أكثر من
+
+251
+00:19:10,280 --> 00:19:14,240
+شغلة ربما يلجأ للسرقة بعد فترة عشان هي كده احنا
+
+252
+00:19:14,240 --> 00:19:18,780
+بيقول ذهب تسرق ظاهر خطيرة لماذا؟ لأن مافيش رعاية
+
+253
+00:19:32,070 --> 00:19:37,110
+الأول حاجة زيادة حدوث نسبة الجرائمزي ما حكينا إنه
+
+254
+00:19:37,110 --> 00:19:41,530
+طالما يعني وقتك أو نفسك إلا إذا تشغلها بالطاعات،
+
+255
+00:19:41,530 --> 00:19:45,330
+الشغالات كباش بالمعاصد، لحالك مش فاكرة و أنت جاعدة
+
+256
+00:19:45,330 --> 00:19:49,370
+لحالك في البيت، كويس؟ إلا إذا تشغلي نفسك في طاعة،
+
+257
+00:19:49,370 --> 00:19:53,430
+سواء دراسة، تلاوت القرآن، إشغال بنشاط، كويس؟ فورا
+
+258
+00:19:53,430 --> 00:19:59,730
+حتى تتجهتفكيرك لإيه .. لشيء مش .. مش مناسب هذا
+
+259
+00:19:59,730 --> 00:20:02,890
+الأمر يعني من الأمور الفطرية اللي موجودة في نفس
+
+260
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+المجتمعطبيعي إذا كان في عند تسرب معناه ذلك هناك في
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+جهل متراكم معناه ذلك في زيادة لنسبة الأمية زيادة
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+263
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+المشاكل الاجتماعية الناتجة عن قلة الوعي وغياب اللي
+
+264
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+هو الثقافة أو غياب التنور و الحضارة و طرق التعامل
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+265
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+الراقي يعني لما نتحدث أن أنت جارك أو جارتك ماشاء
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+الله متعلمة حتى لو كان فيها نوع من الخصومةهى
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+267
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+هتحترم بعض الفاظ و هتقف عند حدود الصراعات لكن لو
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+يكون جارا مش متعلم أمىهو اتعود على امتحان الجريمة
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+كنت انت راقع في التعامل أرقى حاجة تعمليها أكثر
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+275
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+المدرسةقلة الانتاج بسبب قلة العلم، يعني تخيلوا
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+مثلا الإنسان لما بيخلص دكتوراه و أكبر عندكم، شو
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+277
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+بيصير؟بصير يستطيع أن ينتج أكتر، يجيب أسارة أكتر،
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+278
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+280
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+284
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+285
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+288
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+289
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+يعني ان احنا لازم اش نكرم الضيوف قال فطلب أصدقاي
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+291
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+292
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+295
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+299
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+نعم تركتم هذا الطعام نعم هذه مخالفة بقيمة خمسين
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+300
+00:23:32,270 --> 00:23:37,580
+دولارلماذا؟ قال لأن الموارد ليست ملككم هذه ملك
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+
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+
+303
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+علاقة بالتبذير والاسراف مع أن أحنا أصحاب هذه
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+304
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+القيمة إذن أي إنتاج طالما فيه علم معناه يكون إنتاج
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+أكثر اليابان بعد قنبلة هوريشيما شو عملت؟ استثمرت
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+306
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+فيه ماذا؟استثمرت في ماذا؟ في الإنسان يا جماعة أكتر
+
+307
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+تحاربها بشكل كبير جدا في هذا المجال طبعا حرب باردة
+
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+يعني ماشي اذا هذه هي ظاهرة تسرب وهذه أهم مخاطرها
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+يعني كيف نعالج هذه الظاهرة؟كيف اعالج هذه الظاهرة؟
+
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+الباحث بيجب أن يكون هناك علاقات متبادلة ما بين
+
+314
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+المدرسة و الأسرة لدراسة المشاكل للبحث عن سبب التي
+
+315
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+تجعل أطلاله يتسربوا مثلا يعني انه ان كان البيت
+
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+لقائل يعني ممتاز اذا اول نقطة احنا بنحكي عن
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+المتابعة دورية لشأن اللي هو ايش شأن الطلاب احنا
+
+318
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+قولنا انه سابقا تحدثنا عن جزء من مهام المدرسة ليست
+
+319
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+هي مهام إدارية
+
+320
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+متابعة الطالب ولماذا يغيب وإيش السبب فإذا وجدنا أن
+
+321
+00:25:18,530 --> 00:25:26,390
+هناك سبب مبرر فنقبله
+
+322
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+إذا الإتصال بالأهل اللي ماعرف السبب تكرر تغيب
+
+323
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+الطالب، تتذكروا إحنا اللي في المدارس بيبيعوه إيش؟
+
+324
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+انذار إنه ابنكم تغيب، ياريت إيش، تشوفوا ليش تغيب،
+
+325
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+ما اتكررت الغياب، وروح بالستدعوالي الأمر و هكذا
+
+326
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+عشان هي كده احنا بنقول ان الانتصال بالاهل من
+
+327
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+الأشياء المهمة جدا حتى يعرف الطلبة كيف اين يذهبون
+
+328
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+وفي قصص كثيرة جدا واقعية ومؤلمة للأسف يعني اذا
+
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+بنتحدث عن قصة اذكرها من باب العبرة احدى الطالبات
+
+330
+00:26:02,840 --> 00:26:05,900
+جاءت
+
+331
+00:26:05,900 --> 00:26:13,060
+اللي تقول ان انا يعني أخي او والدي توفي و أخي هو
+
+332
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+الذي يعني يشرف على تربيتيو يطلب مني أن أعمل لدى
+
+333
+00:26:20,480 --> 00:26:25,480
+أحد المكاتب و صاحب و ذو أخلاق سيئة و يطلب مني أن
+
+334
+00:26:25,480 --> 00:26:30,020
+أخلع الحجاب فرجتها احنا كعاطفيين يعني أو خلينا
+
+335
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+نقول مش عاطفيين لدينا قيم و بنغار على أعراضنا
+
+336
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+قلتوا لها كيف يعني كيف يحدث هذا في مجتمعنا قالتها
+
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+كذا طيب انت كدهش ضايلك في الجامعة قالت فصل واحدلكن
+
+338
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+الرسوم الجامعية أخويا بدفعليش إياها و أنا فبدرت
+
+339
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+فورا بالاتصال بشغل طلاب لدفع رسوم الجامعية عن
+
+340
+00:26:53,990 --> 00:26:57,030
+الطالبة و بشغل الأكاديمية لتسهيل مهم الدراسة
+
+341
+00:26:57,030 --> 00:27:01,770
+الطالبة حتى قلت لها ستعملي في الجامعة بنظام الساعة
+
+342
+00:27:01,770 --> 00:27:05,310
+التطوعي عشان تاخدي راتب تستغني عن أخوك فيه لا
+
+343
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+تخلعي الحجاب لا تذهبي لا تطيعيه في أمر فيه معصية
+
+344
+00:27:09,610 --> 00:27:16,080
+لله و رسولهبعد يومين و إذا بي بي رجل يأتي يقول لي
+
+345
+00:27:16,080 --> 00:27:20,040
+يا أخي أنا بس بدي أسألك سؤال أختي إلها تسع شهور
+
+346
+00:27:20,040 --> 00:27:23,240
+بتشتغل عندكوا بالجامعة ولا تأخذ راتب و كل ما
+
+347
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+بسألها عن الراتب بتظل الأربعة العصر و كل ما بسألها
+
+348
+00:27:27,260 --> 00:27:30,700
+عن الراتب تقول لأ الجامعة في أزمة مالية لماذا لا
+
+349
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+تعطوها الراتب قلت له ايش اسم أختك قال فلاناقلت
+
+350
+00:27:35,260 --> 00:27:39,320
+سبحان الله يعني القصة بدأت إيش؟ لها تدعيات خطيرة
+
+351
+00:27:39,320 --> 00:27:47,620
+جدا استدعينا فلانة و .. و أخوها و بدأنا نسأل و إذا
+
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+بالطالبة منقطعة، لا تبلغ أهلهاوقد عملت دراسة من
+
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+سنة تقريبا لا تبلغ أقلها و تتعذر بطريقة خاطئة طبعا
+
+354
+00:27:57,490 --> 00:28:01,170
+كانت المعالجة لهذه القصة معالجة يعني متأنية من قبل
+
+355
+00:28:01,170 --> 00:28:05,310
+الجامعة لكن في النهاية هذه الأحداث لو كان هناك
+
+356
+00:28:05,310 --> 00:28:08,710
+اتصالا دائما بين الطالب طبعا احنا نتحدث عن جامعة
+
+357
+00:28:08,710 --> 00:28:11,830
+قد لا تستطيع دارة الجامعة ان تتابع هذه القضايا
+
+358
+00:28:11,830 --> 00:28:14,990
+بشكل مفصل لكن في المدرسة نحن مستطيع هذا الأمر
+
+359
+00:28:14,990 --> 00:28:19,850
+التعاون بين المدرسة والبيتبرضه كيف يمكن أن يكون
+
+360
+00:28:19,850 --> 00:28:23,190
+هناك تعاونة؟ لذلك نقول إنه مهم جدا أن يكون هناك
+
+361
+00:28:23,190 --> 00:28:26,630
+مجلس لأولياء الأمور مهم جدا أن يكون هناك اتصال
+
+362
+00:28:26,630 --> 00:28:32,210
+وكتابات ومخاطبات بين المعلمة وبين ولي الأمر إنه
+
+363
+00:28:32,210 --> 00:28:36,030
+هكذا هيك بالسوا ابنك بالذات للناس اللي نلحظ أنه
+
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+00:28:36,030 --> 00:28:39,830
+تراجع مسواهم أو أنه يتعثروا أو أنهم يغيبوا أو أن
+
+365
+00:28:39,830 --> 00:28:44,290
+يتعذروا ببعض التفاصيل تقديم الإرشاد النفسي
+
+366
+00:28:44,290 --> 00:28:50,250
+والتربوي للطلبةأحنا كل مدرسة فيها مرشد نفسي مرشد
+
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+00:28:50,250 --> 00:28:56,880
+اجتماعي يستطيع المرشد أو المدرس ان يحولملفات هؤلاء
+
+368
+00:28:56,880 --> 00:28:59,740
+الطلبة لمين؟ لهذا المرشد ليتعامل معهم من خلال
+
+369
+00:28:59,740 --> 00:29:02,400
+تواصله مع الأهل من خلال علاقاته من خلال خبراته
+
+370
+00:29:02,400 --> 00:29:06,980
+التي تعلمها كيف يمكن أن يرشد هؤلاء الطلبة لماذا
+
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+00:29:06,980 --> 00:29:10,220
+تغيب على مدرسها التعرف على السبب هو المفتاح
+
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+00:29:10,220 --> 00:29:13,180
+الأساسي لتقديم العلاج فإذا كانت المشكلة هي مشكلة
+
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+00:29:13,180 --> 00:29:16,480
+أسرية معناها بحلها إذا كانت المشكلة علاقة بالتحصيل
+
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+00:29:16,480 --> 00:29:19,900
+الدراسي و بعدم فهم المواد كمان هديلها علاج آخر و
+
+375
+00:29:19,900 --> 00:29:23,910
+هكذاالتأكيد على الصداقة الصالحة طبعا احنا بنتحدث
+
+376
+00:29:23,910 --> 00:29:27,250
+عن التأكيد نحن بنتحدث عن قيم وغرس القيم هذه
+
+377
+00:29:27,250 --> 00:29:33,670
+العبارة احفظوها جيدا اذا غرس قيم ستجنعش سلوك جيد
+
+378
+00:29:33,670 --> 00:29:37,380
+طبعا اذا كانت القيم ايجابية او اذا غرس قيم سلبيةأو
+
+379
+00:29:37,380 --> 00:29:40,600
+تغفلتي عن غرس القيم الإيجابية معناه ذلك أنت تركتي
+
+380
+00:29:40,600 --> 00:29:46,520
+فراغة للصداقة غير الصالحة لأن تغرسها قيما بطريقتها
+
+381
+00:29:46,520 --> 00:29:52,480
+تكون سلبية وتؤثر تأثيرا سلبيا في اللي هو انتظامها
+
+382
+00:29:52,480 --> 00:29:56,000
+للطالب وتقدم وتطوره ومن ثم انتظام المجتمع
+
+383
+00:29:56,000 --> 00:29:59,400
+الفلسطيني بشكل عام احنا هيك بنكون ان شاء الله
+
+384
+00:29:59,400 --> 00:30:02,720
+خلصنا الجزء الأهم في الموضوع
+
+385
+00:30:10,350 --> 00:30:15,430
+ممكن يعني استخدام طرق حديدة تتدرجللت حبب الطالب في
+
+386
+00:30:15,430 --> 00:30:18,660
+المدرسة مثلا واشي واشي سبب يعنيتمعمل، يعني أنا
+
+387
+00:30:18,660 --> 00:30:21,540
+ماكنش أتحدث بالشكل السلبي، كمان ممكن أقدم أتعزيزات
+
+388
+00:30:21,540 --> 00:30:25,000
+إيجابية، مش عنها أنه أتجاوز، يعني في .. إذا بنتحدث
+
+389
+00:30:25,000 --> 00:30:29,000
+عن علاج وقائي، لأ هو مهم جدا العلاج الوقائي قبل ما
+
+390
+00:30:29,000 --> 00:30:31,380
+نتحدث عن اللي هو العلاج الوقائي، جزء من العلاج
+
+391
+00:30:31,380 --> 00:30:34,720
+الوقائي هو التواصل مع الأسرة، متابعة المدرسة
+
+392
+00:30:34,720 --> 00:30:39,600
+للطلاب، وهكذا نجي لأخر شغلة في الفصل الخامس، وهي
+
+393
+00:30:39,600 --> 00:30:45,260
+تعديل السلوك، كيف يمكن أن نعدله؟وكيف وما هي الطرق
+
+394
+00:30:45,260 --> 00:30:50,200
+التي نستخدمها كمربين لتعديل هذا السلوك إيش هنتعديل
+
+395
+00:30:50,200 --> 00:30:56,520
+السلوك عملية تربوية أكيد صح و بامتياز كمان لكن هذه
+
+396
+00:30:56,520 --> 00:31:00,580
+العملية التربوية احنا نرغب في أن نحدث تغييرا
+
+397
+00:31:00,580 --> 00:31:04,340
+مرغوبا لسلوك أو في سليب الطلبة الإدراكية اللي لها
+
+398
+00:31:04,340 --> 00:31:09,060
+علاقة بالعقل أو الحركية و العاطفية لتعليمهم نماذج
+
+399
+00:31:09,060 --> 00:31:13,940
+سلوكية جيدة جماعة في شغل اسمهاالأشياء المرغوبة أو
+
+400
+00:31:13,940 --> 00:31:17,840
+مؤشرات الأداء أو المعيار، إيش عن المعيار؟ واحدة
+
+401
+00:31:17,840 --> 00:31:22,720
+قياس، مش هيك بنقياس عليه إلى أي مستوى احنا وصلنا،
+
+402
+00:31:22,720 --> 00:31:25,800
+هلجد أنا في عندي مستوى مرغوب، أنا أريد الوصول
+
+403
+00:31:25,800 --> 00:31:29,940
+إليه، كويس؟ أنا بجيب .. عشان أعدل السلوك اللي أبدأ
+
+404
+00:31:29,940 --> 00:31:33,620
+أشرح و أوضح للطالب إيش السلوك اللي بدأ أرغب أنا
+
+405
+00:31:33,620 --> 00:31:36,740
+فيه، أنا أتوقع منكم و أرغبإن انت ان شاء الله رب
+
+406
+00:31:36,740 --> 00:31:40,220
+العالمين تكونوا كتير تلتزموا بيه مواعيد المحاضرات
+
+407
+00:31:40,220 --> 00:31:43,900
+تلتزموا بالتحضير تحاولوا أن تشاركوا هذا السلوك
+
+408
+00:31:43,900 --> 00:31:47,020
+المرغوب أنا بارغب منكم وكمان تحصلوا علامات ايش
+
+409
+00:31:47,020 --> 00:31:52,260
+مرتفعة هذا السلوك المرغوب بده نماذج سلوكية أكيد
+
+410
+00:31:52,260 --> 00:31:56,970
+بده نماذج سلوكية هاي النماذج إما أن تكون مجردةكقيم
+
+411
+00:31:56,970 --> 00:32:03,350
+أو أن تكون مجسدة بتمثيل أو بقدوات يعني لما نجل
+
+412
+00:32:03,350 --> 00:32:06,250
+نتحدث عن نماذج سلوكية يلها علاقة بشخصية الرسول
+
+413
+00:32:06,250 --> 00:32:09,090
+عليه الصلاة والسلام او يلها علاقة بشخصية احد
+
+414
+00:32:09,090 --> 00:32:13,370
+الصحابة او احد القيادات التعليمية اللي نبغت وطلعت
+
+415
+00:32:13,370 --> 00:32:16,870
+من هذه المدرسة كتير بيعتزوا المدارس او المدرسين
+
+416
+00:32:16,870 --> 00:32:20,830
+يعتزوا ان انا و الله درست رئيس الوزراء او درست
+
+417
+00:32:20,830 --> 00:32:24,930
+وزير فلاني او درست القائد فلاني او درست الانسان
+
+418
+00:32:24,930 --> 00:32:31,990
+هذا فخرهذا النموذج هو المطلوب انه اقدمه كيف نقدم
+
+419
+00:32:31,990 --> 00:32:36,650
+نماذج سلوكية مناسبة نقدمها من خلال بعض الطلبة
+
+420
+00:32:36,650 --> 00:32:39,490
+الموجودة في داخل القاعة او داخل المحاضرة شوفوا
+
+421
+00:32:39,490 --> 00:32:43,890
+فلان ما أدبهتشوفوا الطالبها دي كتير مرتبة ياريت
+
+422
+00:32:43,890 --> 00:32:47,410
+كلنا نكون زيها هذا أدعى للفهم والتطبيق من إياش
+
+423
+00:32:47,410 --> 00:32:50,590
+أجيب حتى شغلات غائبة يمكن كانتش تأثير رسالة ورسالة
+
+424
+00:32:50,590 --> 00:32:54,970
+عن فينا لكن أحيان الشغلات الملموسة بالذات في سن أو
+
+425
+00:32:54,970 --> 00:32:58,310
+مستوى متدني من التعليم يعني لما نتحدث عن تعليم
+
+426
+00:32:58,310 --> 00:33:02,070
+أساسي أو ابتدائي أو حتى في بدايات المرحلة
+
+427
+00:33:02,070 --> 00:33:06,390
+الإعدادية احنا نتحدث عن نماذج قصصية أه لكن نماذج
+
+428
+00:33:06,390 --> 00:33:10,580
+السلوكية المجسدةأمامها أو مجسدة أمام الطالب هي
+
+429
+00:33:10,580 --> 00:33:15,500
+أبلغ تاثيرا في هذا الموضوع طرق أو مداخل تعديل
+
+430
+00:33:15,500 --> 00:33:19,800
+السلوك في عندنا تلت مداخل أول مدخل التعزيز ألفين
+
+431
+00:33:19,800 --> 00:33:24,880
+أو أعلى سواء كان تعزيز إيجابي أو سلبي إثابة أو إيش
+
+432
+00:33:24,880 --> 00:33:28,320
+لأ
+
+433
+00:33:28,320 --> 00:33:33,280
+بعدين معاكم التعزيز التعزيز الإيجابي هو إيش من
+
+434
+00:33:33,280 --> 00:33:35,600
+خلال التحفيز والإيثابة طب التعزيز السلبي
+
+435
+00:33:39,820 --> 00:33:45,860
+كمان مرة عاديإزالة شيء مرغوب فيه عن الطالب بس يعني
+
+436
+00:33:45,860 --> 00:33:51,040
+انا مثلا و الله انت لان انا حصة رياضة كويس هذا حصة
+
+437
+00:33:51,040 --> 00:33:54,860
+رياضة او نشاط انا مش هخليك تشارك لان انت عملت سلوك
+
+438
+00:33:54,860 --> 00:33:59,000
+هو بالنهاية احنا اللي متحدث عن التعزيز هو أولى و
+
+439
+00:33:59,000 --> 00:34:02,600
+أولى الاش الخطوات التي ينبغي اتباعها في موضوع
+
+440
+00:34:02,600 --> 00:34:07,380
+تعديل السلوك لأنه عظموا الإيجابيات ستجدوا ايه نعمل
+
+441
+00:34:07,380 --> 00:34:10,460
+عبده عبد الله لو كان اش يقوم الليل عظموا
+
+442
+00:34:10,460 --> 00:34:14,280
+الإيجابيات قبل ما تتناولي السلبياتبعد التعزيز هى
+
+443
+00:34:14,280 --> 00:34:20,040
+ده بدك تتكلم كأنك؟ حضرتك حكيت انه التعزيز لما عرفت
+
+444
+00:34:20,040 --> 00:34:26,180
+الأخر انه رفع شيء مرغوب فيه انت حكيته، هو رفع شيء
+
+445
+00:34:26,180 --> 00:34:26,700
+غير مرغوب
+
+446
+00:34:30,610 --> 00:34:34,170
+هو في جزء ما هو معايا ده قصة صحيحة كلامك يعني بس
+
+447
+00:34:34,170 --> 00:34:37,170
+هو في جزء حكى بالمنطق هذا وفي جزء بالمنطق اللي
+
+448
+00:34:37,170 --> 00:34:40,910
+اتفضلى فيه هو سواء انه شيلنا شيء غير مرغوب فيه
+
+449
+00:34:40,910 --> 00:34:44,910
+وهذا تعزيز سلبي وهذا يمكن انا بميلئله اكتر لكنه
+
+450
+00:34:44,910 --> 00:34:48,490
+كمان برضه الجانب التاني بيدخل في جانب حتى الإطفاء
+
+451
+00:34:48,490 --> 00:34:51,930
+اللي هنتحدث عنه و اللي هو بعدوه احيانا كتصنيف من
+
+452
+00:34:51,930 --> 00:34:55,190
+تصنيفات التعزيز السلبي خلينا نشوف ما هو الإطفاء
+
+453
+00:34:55,190 --> 00:34:59,140
+إذا فشلنا في التعزيزكويس؟ في هناك أساليب أخرى أو
+
+454
+00:34:59,140 --> 00:35:02,800
+مداخل أخرى لتعديل السلوك الإطفاء إيش هو؟ في
+
+455
+00:35:02,800 --> 00:35:09,010
+استجابة شرطية كويس؟ هذه الاستجابة شرطيةبتجيب نتيجة
+
+456
+00:35:09,010 --> 00:35:13,270
+مثير الان انا ممكن اطنش عن الاستجابة الشرطية هذه
+
+457
+00:35:13,270 --> 00:35:17,590
+كل ما برز المثير اضرب مثال عندك طالبة كل ما تجي
+
+458
+00:35:17,590 --> 00:35:21,270
+بدك تسأل سؤال تقول انت انت انت و بتعلي صوتها في
+
+459
+00:35:21,270 --> 00:35:23,890
+القواعد والقوانين اللي انت حاولت تغرسيها في
+
+460
+00:35:23,890 --> 00:35:27,130
+البداية اي واحدة بتتجاوب لازم ترفع ايدها بدون صوت
+
+461
+00:35:27,130 --> 00:35:31,990
+الان هي شاطرة و كويسة و بتجاوب لكنه تستخدم أسلوب
+
+462
+00:35:31,990 --> 00:35:36,840
+مش مرغوب فيه عنديطبعا هي كل ما تدرس سرسالة ده مثير
+
+463
+00:35:36,840 --> 00:35:40,560
+استجابتها دايما بتكون غير موفقة في هذا الإطار، إيش
+
+464
+00:35:40,560 --> 00:35:43,700
+بعمل أنا؟ بروح بقى أتجاهل هذا السلوك طالما أنت
+
+465
+00:35:43,700 --> 00:35:47,080
+بتعملي هيك معناه أنا مش حق أخليك تجاوبي بعد فترة
+
+466
+00:35:47,080 --> 00:35:50,560
+طالما كل ما بتيجي تعمل anti-anti معناه مش هتجاوب
+
+467
+00:35:50,560 --> 00:35:55,820
+إذا إيش، هيبدأ يتلفش هذا السلوك تدريجيا وينطفق أو
+
+468
+00:35:55,820 --> 00:36:00,200
+يمحقه بالكليةماشي اذا هذا مدخل ايضا مهم جدا من
+
+469
+00:36:00,200 --> 00:36:04,240
+المداخل تعديل السلوك يعني بعض الطلب المشاغبين اللي
+
+470
+00:36:04,240 --> 00:36:08,900
+بدي يثير انتباه المعلم بيجي بشاغب و بعمل حركات و
+
+471
+00:36:08,900 --> 00:36:12,580
+انت كمعلمة شايفها للطالب هاي او شايف الطالب هذا
+
+472
+00:36:12,580 --> 00:36:18,330
+ايش تعملي؟ بتروح ايش؟خلّيها، ضلها تعمل بعد فترة،
+
+473
+00:36:18,330 --> 00:36:22,250
+هتصير إيش؟ تبدأ تنطفئ هذه العادة لأنه لا تؤثر
+
+474
+00:36:22,250 --> 00:36:28,190
+فيها، ماشي؟ العقاب، أعتقد أنه آخر أساليب اللي هو
+
+475
+00:36:28,190 --> 00:36:32,510
+التي يمكن أن يلجأ لها المعلم لتعزيز أو تعديل
+
+476
+00:36:32,510 --> 00:36:35,370
+السلوك، طبعا هو العقاب الذي نقصد، هو الذي تحدثنا
+
+477
+00:36:35,370 --> 00:36:41,850
+عنه سابقا، اللي يتجاوز حدود، إيش؟حدود إيش؟ حدود
+
+478
+00:36:41,850 --> 00:36:45,870
+إنسانية المعلم المطلوبة موجودة فيه، حدود ألا نخدش
+
+479
+00:36:45,870 --> 00:36:49,590
+كرامة الطالب، لا يكون العقاب بهدف الانتقام وإنما
+
+480
+00:36:49,590 --> 00:36:52,670
+بهدف تحدير السلوك ويقدر العقاب زي ما حكينا إما
+
+481
+00:36:52,670 --> 00:36:56,830
+بحرمان أو بإنه أمارس بعض العقاب البدني اللي يعني
+
+482
+00:36:56,830 --> 00:37:00,610
+يختلف فيه المربين كثيرا لكن هذا العقاب البدني هو
+
+483
+00:37:00,610 --> 00:37:05,810
+مشروع بشريعنا كان رسول الله عليه الصلاة والسلام
+
+484
+00:37:05,810 --> 00:37:12,970
+إيش؟كان بالسواك كان عمرو الخطاب يحمل الصوت ليعاقب
+
+485
+00:37:12,970 --> 00:37:17,510
+لكنه هذا العقاب المطلوب منه تعديل السلوك وليس
+
+486
+00:37:17,510 --> 00:37:22,450
+إهانة لذلك الرسول عليه الصلاة والسلام لما أحد
+
+487
+00:37:22,450 --> 00:37:26,650
+صحابه أعتقد أنه السامرة قال واخذ الرسول عليه
+
+488
+00:37:26,650 --> 00:37:29,530
+الصلاة والسلام ليعدل الصف قال لقد ألمتني يا رسول
+
+489
+00:37:29,530 --> 00:37:36,040
+الله أوجعتنيفقال له يا سمر اقتص فقبل ايش او انكبة
+
+490
+00:37:36,040 --> 00:37:40,160
+ذاك الصحابي و قبل بطنه و قال هذا الذي كنت اريده يا
+
+491
+00:37:40,160 --> 00:37:44,940
+رسول الله اختموا اذا في هناك اي سؤال او استفسار ان
+
+492
+00:37:44,940 --> 00:37:49,320
+شاء الله نختم حضرتنا بارك الله فيكم شكرا للجميع ان
+
+493
+00:37:49,320 --> 00:37:49,460
+شاء الله
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/iCBb1s-rU8w_raw.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/iCBb1s-rU8w_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d1c88a94a240593503a1a0e25f71d3c24638ed19
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/iCBb1s-rU8w_raw.srt
@@ -0,0 +1,1972 @@
+1
+00:00:14,000 --> 00:00:16,600
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:16,600 --> 00:00:19,940
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:19,940 --> 00:00:23,180
+وعلى آله وصحبه وسلم أجمعين أما بعد تحدثنا في
+
+4
+00:00:23,180 --> 00:00:30,550
+المحاضرة السابقة عنالسلوك و أشكال السلوك و كيف
+
+5
+00:00:30,550 --> 00:00:35,430
+يمكن للمعلم أن يتعامل مع كل نوع من أنواع سوق
+
+6
+00:00:35,430 --> 00:00:40,910
+السلوك الذي يصدر عن الطلبة بشكل اعتيادي خلونا و
+
+7
+00:00:40,910 --> 00:00:46,550
+وصلنا .. أو وصلنا إلى سؤال و طلبنا أن يكون واجبا
+
+8
+00:00:46,550 --> 00:00:47,510
+بيتيا لديكم
+
+9
+00:00:50,370 --> 00:00:56,050
+عندنا مشكلة أن هناك أحد الطلاب لديهم الجسارة و
+
+10
+00:00:56,050 --> 00:01:00,230
+ربما الوقاحة التي يرد من خلالها على المعلم أو
+
+11
+00:01:00,230 --> 00:01:06,290
+يتعامل من خلالها مع أصدقائه و زملائهإذا أخذنا
+
+12
+00:01:06,290 --> 00:01:11,170
+بالاعتبار عند معالجة هذه المشكلة عمر هذا الطالب
+
+13
+00:01:11,170 --> 00:01:17,490
+ودرجة نضجه العقلي؟ العلمي؟ كمان برضه العاطفي؟ ما
+
+14
+00:01:17,490 --> 00:01:20,070
+هي العوامل الأخرى التي يمكن أن ناخذها بعين
+
+15
+00:01:20,070 --> 00:01:29,590
+الاعتبار عند معالجة مثل هذه الحالة؟ اتفضلي إذا
+
+16
+00:01:29,590 --> 00:01:32,390
+نقول إيش وضعه الإجتماعي؟
+
+17
+00:01:34,900 --> 00:01:41,480
+أوامل وسرية أو اجتماعية طيب
+
+18
+00:01:41,480 --> 00:01:50,660
+ايش كمان؟ احنا
+
+19
+00:01:50,660 --> 00:01:53,560
+الان هي مش قصة المعلم اللي عملت هو انت اللي نفترض
+
+20
+00:01:53,560 --> 00:01:59,840
+ان عندك الطالب هذا هيك هيب جسور يرد بوقاحة ممتازة
+
+21
+00:01:59,840 --> 00:02:01,860
+جدا اذا عامل التاني صداقة
+
+22
+00:02:06,500 --> 00:02:10,580
+ممكن تكون القوانين و الإدارة المدرسية و القواعد
+
+23
+00:02:10,580 --> 00:02:23,660
+تساعد أو تساعد بشكل كبير؟ ممكن
+
+24
+00:02:23,660 --> 00:02:28,140
+تكون القوانين و الإدارة المدرسية و القواعدأحنا
+
+25
+00:02:28,140 --> 00:02:34,540
+بقول إيش؟ إلها علاقة في الأسرة، أه عوام الإعلام
+
+26
+00:02:34,540 --> 00:02:38,080
+إحنا بنحكي الآن يا جماعة بدنا نعالج مش المؤثرات
+
+27
+00:02:38,080 --> 00:02:42,620
+بقدر ما هي عوامل إلها علاقة بإيش بشكل عام شخصيته
+
+28
+00:02:42,620 --> 00:02:46,440
+اللي بنيت، لأن يعني ممكن أن أنا أفهم الصداقة كعامل
+
+29
+00:02:46,440 --> 00:02:49,300
+مهم جدا و أنا بدي أعالج هذا الموضوع، بس إذا بدي
+
+30
+00:02:49,300 --> 00:02:52,360
+أقول عوام الإعلام أنا مش هروح أصليح الإعلام كمدرس،
+
+31
+00:02:52,360 --> 00:02:58,480
+ماشي؟هو سيؤثر سيؤثر لكنه بطريقة يعني اه الوضع
+
+32
+00:02:58,480 --> 00:03:05,420
+الاقتصادي متعذر جدا اه
+
+33
+00:03:05,420 --> 00:03:08,280
+في شغلة مهمة جدا انا طبعا بعد اذنكم بدأ انسحها هاي
+
+34
+00:03:08,280 --> 00:03:12,480
+و بعدين نرجع نحكي ايه عن هذا الموضوع تفضلي نحنا
+
+35
+00:03:12,480 --> 00:03:17,060
+جونا درجة النضج هي اللي علاقة بالاش العوامل وسرية
+
+36
+00:03:17,060 --> 00:03:21,100
+اه ضايق نقطة كتير مهمة
+
+37
+00:03:25,270 --> 00:03:29,910
+الملف التراكمى للطالب كعمل هذا ملف تراكمى يوثق
+
+38
+00:03:29,910 --> 00:03:36,890
+يوثق للعوامل ما هي يوثق للعوامل نعم الله يرضى عليك
+
+39
+00:03:36,890 --> 00:03:42,480
+الالتزام القيمى او الدينى مستوى الالتزامطب انا
+
+40
+00:03:42,480 --> 00:03:47,280
+متحدث عن التزام قيمي بكل قيم بغض النظر ان هذه
+
+41
+00:03:47,280 --> 00:03:51,680
+القيم كانت دينية او قيم مجتمعية يعني طيب خلينا
+
+42
+00:03:51,680 --> 00:03:57,710
+نشوف كل عامل من هذه العوامل لحظةفي اللي أوردناها
+
+43
+00:03:57,710 --> 00:04:02,350
+كقصص قولنا أن للعوامل الأسرية نسبة كبيرة جدا في
+
+44
+00:04:02,350 --> 00:04:06,990
+إيش؟ في التأثير على مستوى تربية الطالب لأن الأسرة
+
+45
+00:04:06,990 --> 00:04:11,250
+هي المحضن الأول مش هيك فإذا كانت الأسرة تربيتها
+
+46
+00:04:11,250 --> 00:04:15,490
+تربية عضوانية هتربي إيش؟ على عضواني إذا كانت
+
+47
+00:04:15,490 --> 00:04:20,570
+الأسرة مستوها ثقافي واجتماعي ونظرتها للمدرسة مستوى
+
+48
+00:04:20,570 --> 00:04:25,880
+راقي أكيد مستوى الطالب هيكونو بخلاف ذلك هيكون سيء
+
+49
+00:04:25,880 --> 00:04:30,720
+ايضا الصداقة الصداقة يعني يمكن نقولها ان الصداقة
+
+50
+00:04:30,720 --> 00:04:34,480
+كتير كتير مهمة جدا في موضوع التأثير بالذات في سن
+
+51
+00:04:34,480 --> 00:04:38,200
+معين اذا نتحدث عن سن المراهقة والذي يعني بيكون
+
+52
+00:04:38,200 --> 00:04:43,480
+بيشعر الإنسان فيه بارتباط عاطفي كبير جدا مع هذا
+
+53
+00:04:43,480 --> 00:04:46,880
+اللي هو الصديق وتأثير الصديق بيكون أحيانا يفوق
+
+54
+00:04:46,880 --> 00:04:50,740
+تأثير الأهل او تأثير المدرسة الوضع الاقتصادي
+
+55
+00:04:50,740 --> 00:04:54,570
+الماديو هذا كتير بيأثر علينا و مهم جدا ان نعرف ان
+
+56
+00:04:54,570 --> 00:04:59,130
+والله هذا اللي قاعد بيرد بواقعه هو انسان قد يكون
+
+57
+00:04:59,130 --> 00:05:03,110
+ناقم على هذا المجتمع و ناقم بسبب الفقر بسبب ..
+
+58
+00:05:03,110 --> 00:05:08,350
+يعني عمرو الخطاب كان يقول ماذا؟ لو كان الفقر رجلا
+
+59
+00:05:08,350 --> 00:05:14,180
+لقتلتهمن شدة أيش؟ قلم أو تأثير سلبي على الإنسان
+
+60
+00:05:14,180 --> 00:05:18,360
+وعلى نفسه الإنسان مستوى الالتزام إلى أي مدى شوفوا
+
+61
+00:05:18,360 --> 00:05:24,460
+يا جماعة الإنسان الملتزم يتأثر بآية تكفيه أو حديث
+
+62
+00:05:24,460 --> 00:05:27,820
+أو قيمة والإنسان اللذي لم يربع علاقية وماعندوش
+
+63
+00:05:27,820 --> 00:05:32,480
+التزام سيبقى الحديث في هذا المدمار حديثا فارغا من
+
+64
+00:05:32,480 --> 00:05:38,090
+مضمونه لأنه أساسا أنتتصبي في إناء لا يستقبل هذا أو
+
+65
+00:05:38,090 --> 00:05:42,330
+لا يسعد باستقبال هذه الأفكار ولا هذه القيم ولا حتى
+
+66
+00:05:42,330 --> 00:05:46,190
+بتوجيهات الدنيا و خلافها، اذا كمان مرة مثل هذه
+
+67
+00:05:46,190 --> 00:05:50,300
+الأسئلة هي أسئلة اللي بتسميها هي أسئلة عمليةكثير
+
+68
+00:05:50,300 --> 00:05:53,140
+منها بيجي في الامتحانات مش بضرورة هذا السؤال طبيعي
+
+69
+00:05:53,140 --> 00:05:56,620
+لكن كشبيه لذلك مطلوب مننا أن نفهم المادة فهما
+
+70
+00:05:56,620 --> 00:06:00,920
+لأننا نتعامل مع مساكيات ربما تختلف ظروفها فيختلف
+
+71
+00:06:00,920 --> 00:06:04,780
+العلاج و احنا مقبلين على فصل اسم المشكلات الصفية
+
+72
+00:06:04,780 --> 00:06:08,440
+بعد ما ناخد كيف نعالج هذه المشكلات بالطرق العلمية
+
+73
+00:06:08,440 --> 00:06:11,280
+ان شاء الله رب العالمين اليوم ان شاء الله خلينا
+
+74
+00:06:11,280 --> 00:06:16,380
+نشوف هل هذه المساكيات الأساسية الأولى التي شرحناها
+
+75
+00:06:16,380 --> 00:06:22,080
+اللي هي السلوك المبطل والسلوك القاشسلوك فرط النشاط
+
+76
+00:06:22,080 --> 00:06:25,640
+والسلوك المشتد للانتباه والسلوك المندفع أو المتهور
+
+77
+00:06:25,640 --> 00:06:28,680
+هل هذه المسلكيات فقط هي التي تميز الطالب ولا هناك
+
+78
+00:06:28,680 --> 00:06:35,000
+مسلكيات أخرى أحيانا يسلك الطالب سلوكا أخر له أهداف
+
+79
+00:06:35,000 --> 00:06:38,340
+أخرى غير اللي هي النماذج الأربع أو تصنيفات الأربع
+
+80
+00:06:38,340 --> 00:06:42,660
+التي تحدثنا عنها مثل سلوكيات جذب الانتباه سواء
+
+81
+00:06:42,660 --> 00:06:47,690
+كانت هذه السلوكيات سعراضيةأو كانت أياش انطوائية،
+
+82
+00:06:47,690 --> 00:06:52,270
+لاحظوا كتير من الطالبات أو الطلاب بيجي بيسعرض ببعض
+
+83
+00:06:52,270 --> 00:06:55,710
+أياش الأشياء بيحاول يعمل بعض الحركات الاستعراضية
+
+84
+00:06:55,710 --> 00:07:00,050
+ليثبت ذاته أن أنا موجود هنا من هذه الحركات التي
+
+85
+00:07:00,050 --> 00:07:04,910
+أساسا هي تؤثر على أياش على الانضماط الصفي يعني من
+
+86
+00:07:04,910 --> 00:07:10,770
+أنثباتها كثير جدا أنه ممكن يروح يسعرض بطريقة يعني
+
+87
+00:07:11,850 --> 00:07:15,610
+يعني السيارات معلومات معينة هو يدرك أن المعلم لها
+
+88
+00:07:15,610 --> 00:07:20,610
+إيش يعني مش موجودة عنده أو أنه يستعرض بحركات
+
+89
+00:07:20,610 --> 00:07:24,850
+يعملوا حركتين تلاتة هيك يعني هين موجود نفس القصة
+
+90
+00:07:24,850 --> 00:07:32,390
+الانطباء الانطواء عارفين كتير ناسبيسعدوا بمساعدة
+
+91
+00:07:32,390 --> 00:07:37,150
+الناس اللي هم يعني يحاولوا انهم يعني يفسبوا عطف
+
+92
+00:07:37,150 --> 00:07:41,650
+الناس ان احنا غلابة و مساكين و كده من خلال جزء من
+
+93
+00:07:41,650 --> 00:07:46,710
+إيش؟ الانطواء، كيف؟ يعني أنا مريض، تهبان، بدي حد
+
+94
+00:07:46,710 --> 00:07:50,990
+يعطف عليا، بدي حد يسأل دائما عليا، هذا الموضوع
+
+95
+00:07:50,990 --> 00:07:54,840
+بتلاقي عند بعض الطلبة للأسففيه بسكيات يجذب انتباهه
+
+96
+00:07:54,840 --> 00:07:58,800
+فبيعمل حاله دهما مسكين غالبا وضعوك كده ضعيف بنضرب
+
+97
+00:07:58,800 --> 00:08:03,400
+بيبكي هذا القضايا إلها علاقة في إيش برضه في إثبات
+
+98
+00:08:03,400 --> 00:08:06,820
+الذات بس من ناحية إيش سلبية و ليست إيجابية
+
+99
+00:08:06,820 --> 00:08:10,740
+بتلاحظوا بعض الناس حتى في المجتمعتجيك صاحبتك او
+
+100
+00:08:10,740 --> 00:08:13,560
+كده شاطرة كتير كتير في انها دايما تتحدث عن الاش عن
+
+101
+00:08:13,560 --> 00:08:18,360
+الجانب المظلم في حياتها ولا تتحدث عن الجانب المشرق
+
+102
+00:08:18,360 --> 00:08:22,560
+كسبا لعطفك انك دايما لازم اياش تعاطفي عليها هذا
+
+103
+00:08:22,560 --> 00:08:26,020
+السلوك ايضا من السلوكيات اللتي يمكن ان يتمثل فيها
+
+104
+00:08:26,020 --> 00:08:30,940
+الطالب او ان يعني يعني يحاول ان يبرزها الطالب خلال
+
+105
+00:08:30,940 --> 00:08:34,360
+وجوده في داخل الصفر سلوكيات البحث عن السلطة او
+
+106
+00:08:34,360 --> 00:08:39,380
+القوةكان يفرض زعامة على مجموعة ما أو على بعض
+
+107
+00:08:39,380 --> 00:08:43,460
+الضعفاء في داخل الصف تذكروا معناه انه انا دوري
+
+108
+00:08:43,460 --> 00:08:47,780
+كمعلم ان اكون عادل اؤسس لبيه عامل و مطمئنه و احاول
+
+109
+00:08:47,780 --> 00:08:52,000
+انه ايش اخلي كل الطلبة يتعاملوا بطريقة يشعروا انهم
+
+110
+00:08:52,000 --> 00:08:57,220
+في ايه في مأمن من تسلط سواء كان المعلم او الطالب
+
+111
+00:08:57,220 --> 00:09:02,690
+هذه السلوكياتعادة من اللي جاي عند مين؟ عند ناس
+
+112
+00:09:02,690 --> 00:09:07,410
+اللي متأخرين دراسيا أو اللي بيعتدوا بأنفسهم في
+
+113
+00:09:07,410 --> 00:09:12,150
+قوتهم، لديهم بعض الملكات أو بعض المهارات، فإيش؟
+
+114
+00:09:12,150 --> 00:09:15,070
+هذه السلوكات بيبدأ الطالب يبحث عن كيف يفرض نفسه
+
+115
+00:09:15,070 --> 00:09:19,530
+على مجموعةكيف يفرض نفسه على الصرف كله يصبح هو
+
+116
+00:09:19,530 --> 00:09:24,590
+الزعيم الذي يخطب وده الجميع هذا سواء كان بالجسد أو
+
+117
+00:09:24,590 --> 00:09:27,630
+باللسان يعني بعض ال .. يعني إذا ما تتحدث عن الطلاب
+
+118
+00:09:27,630 --> 00:09:33,510
+تتحدث عن الطالبات طالبة عندها قدرة نابية للأسف في
+
+119
+00:09:33,510 --> 00:09:37,570
+توجيه الشتائم أو غير فب يتق الناس شرها من لسارها
+
+120
+00:09:37,570 --> 00:09:42,710
+ماشي هذه السلوكيات هي تأتي في إطار سلوكيات البحث
+
+121
+00:09:42,710 --> 00:09:48,020
+عن السلطةسلوكيات الانتقام الناتجة عن الإحباط ما
+
+122
+00:09:48,020 --> 00:09:53,640
+المقصود بالانتقام الناتجة عن الإحباط بدي مثال
+
+123
+00:09:53,640 --> 00:10:07,840
+تفضلي يعني
+
+124
+00:10:07,840 --> 00:10:11,380
+لو ضربنا مثلا على هذا الموضوع
+
+125
+00:10:17,990 --> 00:10:21,690
+يعني هذا جانب شكل من أشكال الانتقام بس مع الورقة
+
+126
+00:10:21,690 --> 00:10:25,850
+لكن وين الانتقام اللي بتحدث عنه؟ لو أنا طالبا وقف
+
+127
+00:10:25,850 --> 00:10:30,430
+أجيب على سؤال المعلم فأجاب بطريقة إيش خاطئ أو
+
+128
+00:10:30,430 --> 00:10:36,470
+مضحكة فلقي تعليقا من زميلي فجدت هذا التعليق الساخر
+
+129
+00:10:36,470 --> 00:10:40,500
+إيش بعمل عنده؟نوع من الإحباط والرغبة في الانتقام،
+
+130
+00:10:40,500 --> 00:10:43,700
+فبتلاقي إيه؟ بعد ما تخلص الحصة بيروح إيه؟ يا
+
+131
+00:10:43,700 --> 00:10:47,820
+بدربه، يا بيعمله شغل، يا بيمزّه دفتر أو بيعبّر عن
+
+132
+00:10:47,820 --> 00:10:51,480
+طريقة .. بطريقة ما أو عن سلوك .. أو بسلوك ما عن
+
+133
+00:10:51,480 --> 00:10:56,040
+الانتقام الذي نتج عن إحباطه في هذا الموقف التعليمي
+
+134
+00:10:56,040 --> 00:11:00,200
+سلوكيات التسرب من المدرسة إحنا يعني إذا ماتحدث عن
+
+135
+00:11:00,200 --> 00:11:06,660
+تسرب، مش عارف اتسرب هروب كله أو جزء كويس من وين؟
+
+136
+00:11:07,740 --> 00:11:12,480
+يعني الان انا اضرب مثال انت عندك محاضرة كمان ساعة
+
+137
+00:11:12,480 --> 00:11:17,180
+روحتي كويس او مابديش احضر هذه المحاضرة هذا ايش
+
+138
+00:11:17,180 --> 00:11:21,100
+اسمه تسترب جزءي الطالب اللذي يهرب بالذات في الطلاب
+
+139
+00:11:21,100 --> 00:11:26,280
+بعد الفرصة مثلا بس بحاله بطلع قاش وروح بيروحهذا
+
+140
+00:11:26,280 --> 00:11:30,000
+أيش اسمه برضه هرب جزء ايه؟ إذا التسرب إما يكون كله
+
+141
+00:11:30,000 --> 00:11:32,820
+بالانقطاع التام عن الدراسة أو الانقطاع عن جزء من
+
+142
+00:11:32,820 --> 00:11:37,380
+إيش حصص الدراسة أو المحاضرات التي تُعطى في المدرسة
+
+143
+00:11:37,380 --> 00:11:41,320
+هذه السلوكيات التسرب هي تعتبر من أخطر السلوكيات
+
+144
+00:11:41,320 --> 00:11:45,530
+ولا ربما في مجتمعنا الفلسطيني كانت قديمامستواها
+
+145
+00:11:45,530 --> 00:11:50,810
+كبير جدا، يعني كتير، طبعا لها عوامل تاريخيا كانت
+
+146
+00:11:50,810 --> 00:11:55,750
+الاحتلال الإسرائيلي يفتح الأبواب للتسرب من المدرسة
+
+147
+00:11:55,750 --> 00:12:00,710
+من خلال فتح أبواب العمل، إغراءات، عمالة الأطفال،
+
+148
+00:12:00,710 --> 00:12:04,510
+فكان بيشعر الطفل أنه مطلوب منه، الفقر اللي كان
+
+149
+00:12:04,510 --> 00:12:09,040
+سائدكان برضه بيدفع بعض العائلات انه تشجع ابناءها
+
+150
+00:12:09,040 --> 00:12:12,660
+على موضوع اللي هو الأمية اللي كانت موجودة لدى
+
+151
+00:12:12,660 --> 00:12:17,920
+الأباء والامهات كويسة لحظة هنجي بالأسباب لحظة الان
+
+152
+00:12:17,920 --> 00:12:21,360
+الأمية اللي كانت ساعدة واتجاهات الأسرة الفلسطينية
+
+153
+00:12:21,360 --> 00:12:24,610
+اتجاه التعليم ماكنتش كتير كبيرة لذلك كانالطالب
+
+154
+00:12:24,610 --> 00:12:27,130
+يوصل الصف قول اعدادي يعني هو مش بالشرط يكون مش
+
+155
+00:12:27,130 --> 00:12:31,130
+شاطر ممكن يكون بالفعل من العشرة الأوائل لكن هو ايه
+
+156
+00:12:31,130 --> 00:12:35,550
+كان يتسرب لسبب او لآخر لذلك هذه ظاهرة من اخطر
+
+157
+00:12:35,550 --> 00:12:40,310
+الظواهر التي يمكن ان ندرسها وتعود اسبابها ليه؟
+
+158
+00:12:40,310 --> 00:12:46,830
+فضلي اول حاجة قصوة المعلم طب هي عامل داخل المدرسة
+
+159
+00:12:46,830 --> 00:12:52,910
+ولا من خارج المدرسة؟لحظة، هذه عوامل متعددة، عوامل
+
+160
+00:12:52,910 --> 00:12:58,280
+من داخل المدرسة مثل قصة المعلمأو صعوبة الموضوعات
+
+161
+00:12:58,280 --> 00:13:01,360
+الدراسية، بالذات في المنهج الحديث الذي يعاني منه
+
+162
+00:13:01,360 --> 00:13:04,560
+الكثير إذا كانت المادة صعبة و لا يستطيع طالب أن
+
+163
+00:13:04,560 --> 00:13:07,160
+يفهمها و لا يتجاوب و لا يتكيف مع الموقف التعليمي،
+
+164
+00:13:07,160 --> 00:13:11,740
+هيبدأ يفكر إيش؟ ب .. أولا تبدأ بالتشتتت و بعدها
+
+165
+00:13:11,740 --> 00:13:16,040
+تبدأ بالتفكير بالتخلص من هذا الموقف الذي لا يحبه
+
+166
+00:13:16,040 --> 00:13:21,200
+الطالب أو أن يمكث فيه ساعة كاملة لا يلوي على شيء،
+
+167
+00:13:21,200 --> 00:13:25,570
+لا يفهم شيءعوامل من خارج المدرسة قدرات الطالب
+
+168
+00:13:25,570 --> 00:13:27,550
+العقلية والصحية
+
+169
+00:13:31,040 --> 00:13:35,080
+الأثار الصحية على موضوع التسرب أو القدرات العقلية
+
+170
+00:13:35,080 --> 00:13:39,180
+يمكن العقلية بجزء احنا فاهمينها انه في عندى صعوبة
+
+171
+00:13:39,180 --> 00:13:43,500
+موضوع الدراسة وفي عندى تأخر كويس في الفهم معناه
+
+172
+00:13:43,500 --> 00:13:46,880
+ذلك انه قد يكون التسرب نتيجة كيف يمكن ان تكون
+
+173
+00:13:46,880 --> 00:13:50,260
+القدرات الصحية اتفضلي يعني ممكن لو طالب مريض محتاج
+
+174
+00:13:50,260 --> 00:13:53,060
+لعلاجات كتير او سفر ممكن يأثر على حجمه في المدرسة
+
+175
+00:13:53,060 --> 00:13:55,960
+يعني عندي بنتي انا كتبتش فيه لإن زوجتها الأسكينة
+
+176
+00:13:55,960 --> 00:14:00,110
+مابتحترت كتير غيارهاممكن هي مريضة بالمرض القاطع
+
+177
+00:14:00,110 --> 00:14:02,350
+يعني، فبقولها أيشي طبيعي، بديها علاجات، بديها
+
+178
+00:14:02,350 --> 00:14:05,730
+سفريات، فتنتظر أنها تغيب عن الحسس وعن المدرسة طيب،
+
+179
+00:14:05,730 --> 00:14:08,410
+هي القدرات الصحية كمان لها جانب تاني، غير هذا
+
+180
+00:14:08,410 --> 00:14:12,070
+الجانب؟ ممكن يا دكتور، الواحد ضده وضعيف و الأستاذ
+
+181
+00:14:12,070 --> 00:14:16,410
+مشراه في الرياضيات ومايشوفشكويس يعني هو تأثير غير
+
+182
+00:14:16,410 --> 00:14:20,050
+المباشر للجوانب الصحية سواء كان النظر السماع أو
+
+183
+00:14:20,050 --> 00:14:24,470
+عدم القدرة على النطق بطريقة صحيحة تؤدي إلى إحداث
+
+184
+00:14:24,470 --> 00:14:27,990
+نوع من التأثير النفسي لدى الطالب إنه أنا مش مقبول
+
+185
+00:14:27,990 --> 00:14:31,630
+عشان هيك احنا بيقول إنه إدماج الطالب المعاق
+
+186
+00:14:31,630 --> 00:14:35,830
+بالمجتمع الصحي شغل كتير مهم هو تسعى التربية اليوم
+
+187
+00:14:35,830 --> 00:14:41,890
+بذات مؤسساتنا المجتمعية إلى إحداثهاالمنغوليين أو
+
+188
+00:14:41,890 --> 00:14:45,710
+اللي عندهم إعاقة عقلية أو تخلف عقلي اليوم بدأت
+
+189
+00:14:45,710 --> 00:14:51,280
+المؤسسات ملزمة أن تستوعب عددا منهم كعمال وكموظفينو
+
+190
+00:14:51,280 --> 00:14:54,360
+يمكن تطلع طفل الجامعة الإسلامية في تلاتة أو أربعة
+
+191
+00:14:54,360 --> 00:14:57,940
+بيشتغلوا، بيشتغلوا في أعمال يعني .. يعني خلينا
+
+192
+00:14:57,940 --> 00:15:01,960
+نقول بسيطة، لكنها تسعى إلى إحداث نوع من الاندماج،
+
+193
+00:15:01,960 --> 00:15:05,680
+حتى لا يسخر المجتمع منهم و يظل نظرتهم للإنسان
+
+194
+00:15:05,680 --> 00:15:09,020
+المعاق نظرة دونية أو حتى لأسرة الإنسان المعاق و
+
+195
+00:15:09,020 --> 00:15:13,900
+كأنه عملوا جريمة إن إجاهم طفل معاق، لذلكنحن نتحدث
+
+196
+00:15:13,900 --> 00:15:17,800
+عن قدرات عقلية وصحية تؤثر بالفعل تأثيرا مباشرة و
+
+197
+00:15:17,800 --> 00:15:21,720
+غير مباشرة في عملية التسرب المستوى التعليمي للأسرة
+
+198
+00:15:21,720 --> 00:15:26,240
+اتحدثت عنه واضح انه كل ما كان مستوى التعليم الأسرة
+
+199
+00:15:26,240 --> 00:15:30,200
+أكبر اليوم الحمد لله أسرنا أبانا أو احنا كأباء
+
+200
+00:15:30,200 --> 00:15:35,080
+كلهم متعلم فبيسعقش نسبة اللي مافيش يعني تقريبا لا
+
+201
+00:15:35,080 --> 00:15:39,820
+تذكركويس نسبة اللي هو ال .. ال .. انه الإنسان اللي
+
+202
+00:15:39,820 --> 00:15:43,900
+لا يكمل دراسه، كمان برضه في جانب أخر أنه التعليم
+
+203
+00:15:43,900 --> 00:15:47,540
+صار ألزاميا على مين؟ على الجميع، بالذات في الدنيا،
+
+204
+00:15:47,540 --> 00:15:51,380
+ممنوع حد يبطل، ممنوع حد يمنع ابنه أن يروح على
+
+205
+00:15:51,380 --> 00:15:56,580
+المدرسة بسبب عمل أو غيرهالمهم السواء الاقتصادي، اه
+
+206
+00:15:56,580 --> 00:15:59,900
+مين حابب تشرحلنا ايه؟ السواء الاقتصادي، تفضلي ممكن
+
+207
+00:15:59,900 --> 00:16:03,560
+يكون يتسرب الطفل أو أبوه خليه يطبع على حتة يشغل
+
+208
+00:16:03,560 --> 00:16:07,700
+معاه أو يكون واضح او اقتصادي تعرفوا الأسر اللي ..
+
+209
+00:16:07,700 --> 00:16:10,460
+اللي يعني هذا بدخلنا على عدد أفراد الأسرة، الأسر
+
+210
+00:16:10,460 --> 00:16:17,780
+المبتدةاللي هي ما شاء الله يعني من تمانية للخمس
+
+211
+00:16:17,780 --> 00:16:22,040
+عشر و عشرين بيوصلوا بعض الأسر الفلسطينية هذه أسر
+
+212
+00:16:22,040 --> 00:16:26,320
+كتير ممتدة تعاني أحيانا او يعاني أرباب هذه الأسر
+
+213
+00:16:26,320 --> 00:16:31,450
+من عدم قدرة على اللي هوالمواكبة احتياجات الأطفال
+
+214
+00:16:31,450 --> 00:16:34,970
+أو أبنائه بهذه الطريقة لذلك يلجأ إلى أن الطفل
+
+215
+00:16:34,970 --> 00:16:38,270
+الكبير أكبر والد عنده أنه إيش يا أبا تعالى ساعدني
+
+216
+00:16:38,270 --> 00:16:42,350
+اطلع من المدرسة أو أنه طالب لحاله يستشعر هذه
+
+217
+00:16:42,350 --> 00:16:45,350
+المسئولية فيخرج من المدرسة طبعا يمكن المجتمع
+
+218
+00:16:45,350 --> 00:16:49,790
+الفلسطيني فيه أنه شوية يعني برضه عوامل ضغطة أو
+
+219
+00:16:49,790 --> 00:16:54,760
+مؤثرة مثل استشادر اللي هو رب الأسرةيعني حجم
+
+220
+00:16:54,760 --> 00:16:58,960
+الاستشهاد من كترة الأحداث والحروب اللي في مجتمعنا
+
+221
+00:16:58,960 --> 00:17:02,800
+الفلسطيني، هذا بتخلي انواش الوضع الاقتصادي يكون
+
+222
+00:17:02,800 --> 00:17:07,660
+عامل ضغط على خروج الطفل، بذات الولد الكبير أو غيره
+
+223
+00:17:07,660 --> 00:17:12,360
+من المدرسة، وهذا جزء من أنواع التسرمطيب، كمان في
+
+224
+00:17:12,360 --> 00:17:15,940
+عدد أفراد الأسرة، هناك شغلالها علاقة بالعناية،
+
+225
+00:17:15,940 --> 00:17:19,740
+يمكن الواحد بيهتم بالطفل الأول، بالتاني، بس بعد
+
+226
+00:17:19,740 --> 00:17:22,800
+التالت، الرابع، الخمس، بيبدأ تخف الاهتمامات لإنه
+
+227
+00:17:22,800 --> 00:17:26,220
+مافيش قدرات للعناية، مافيش وقت، و ما شاء الله
+
+228
+00:17:26,220 --> 00:17:30,320
+يعني، يتابع مين ولا مين، فهذه الشغلال برضه لها
+
+229
+00:17:30,320 --> 00:17:30,920
+علاقة
+
+230
+00:17:34,320 --> 00:17:39,160
+القيادة التسيوبية في البيت، بيت بلا قائد، طبعا هو
+
+231
+00:17:39,160 --> 00:17:43,220
+أن القائد ليس الأب بس، كمان الأم، بالعكس، يمكن
+
+232
+00:17:43,220 --> 00:17:47,160
+تكون الأم بشكل كبير جدا أكثر تأثيرا في هذا
+
+233
+00:17:47,160 --> 00:17:51,100
+الموضوع، وأكثر تأثرا فيه، ليش؟
+
+234
+00:17:54,780 --> 00:17:59,960
+المرأة اللتي لا ترعب بيتها سواء نتيجة انشغالات في
+
+235
+00:17:59,960 --> 00:18:07,720
+العمل او انشغالات انشطة اجتماعية مجتمعية يعني ما
+
+236
+00:18:07,720 --> 00:18:10,020
+شاء الله اقعدوا في مؤسسة اقعدوا في كذا اقعدوا
+
+237
+00:18:10,020 --> 00:18:15,720
+مسئولة كذا وتترك بيتها هذه اكيد طبعا ستفقدش جزء
+
+238
+00:18:15,720 --> 00:18:18,660
+كبير جدا فانبالك لما يكون كمان الأب برضه زيها سايح
+
+239
+00:18:18,660 --> 00:18:21,930
+او لا سبحان الله في يعني الامبسم الله ماشاء الله
+
+240
+00:18:21,930 --> 00:18:25,130
+جيرانها كتير و حبيبها كتير و بتغضيح في الزيارات
+
+241
+00:18:25,130 --> 00:18:29,710
+هذا معناه إيش يعني؟ معناه أنه بيت بلا قائد سيرعى
+
+242
+00:18:29,710 --> 00:18:33,730
+أطفال أيضا سيتسربوا حتم من المدرسة لأنه هتتراكم
+
+243
+00:18:33,730 --> 00:18:38,050
+عليهم المعلومات اللي يعني لا يستطيعوا فاهمها فتسبب
+
+244
+00:18:38,050 --> 00:18:42,090
+لهم إحباط تلو إحباط ثم التفكير كيف يخرجوا أو
+
+245
+00:18:42,090 --> 00:18:46,560
+يهربوا من المدرسة أصدقاء السوق خرجوا المدرسةيعني
+
+246
+00:18:46,560 --> 00:18:50,980
+في الزمنات يمكن .. اه يعني كان الطفل أين يذهب إذا
+
+247
+00:18:50,980 --> 00:18:56,120
+تسرب؟ وين بتفكره بيروح أب بيته؟ طبعا لأ، هو يبدأ
+
+248
+00:18:56,120 --> 00:19:00,560
+يفكر كيف يقضي وقته خارج المدرسة أو خارج البيتطبعا
+
+249
+00:19:00,560 --> 00:19:06,180
+هذه لتعرضه للانحراف انه بيلقى بعض الأصدقاء يبدأ
+
+250
+00:19:06,180 --> 00:19:10,280
+عادة تدخين يبدأ يحاول ان يشغل هذا الوقت في أكثر من
+
+251
+00:19:10,280 --> 00:19:14,240
+شغلة ربما يلجأ للسرقة بعد فترة عشان هي كده احنا
+
+252
+00:19:14,240 --> 00:19:18,780
+بيقول ذهب تسرق ظاهر خطيرة لماذا؟ لأن مافيش رعاية
+
+253
+00:19:32,070 --> 00:19:37,110
+الأول حاجة زيادة حدوث نسبة الجرائمزي ما حكينا إنه
+
+254
+00:19:37,110 --> 00:19:41,530
+طالما يعني وقتك أو نفسك إلا إذا تشغلها بالطاعات،
+
+255
+00:19:41,530 --> 00:19:45,330
+الشغالات كباش بالمعاصد، لحالك مش فاكرة و أنت جاعدة
+
+256
+00:19:45,330 --> 00:19:49,370
+لحالك في البيت، كويس؟ إلا إذا تشغلي نفسك في طاعة،
+
+257
+00:19:49,370 --> 00:19:53,430
+سواء دراسة، تلاوت القرآن، إشغال بنشاط، كويس؟ فورا
+
+258
+00:19:53,430 --> 00:19:59,730
+حتى تتجهتفكيرك لإيه .. لشيء مش .. مش مناسب هذا
+
+259
+00:19:59,730 --> 00:20:02,890
+الأمر يعني من الأمور الفطرية اللي موجودة في نفس
+
+260
+00:20:02,890 --> 00:20:06,350
+الإنسان النقطة التانية زيادة نسبة الأمية في
+
+261
+00:20:06,350 --> 00:20:10,590
+المجتمعطبيعي إذا كان في عند تسرب معناه ذلك هناك في
+
+262
+00:20:10,590 --> 00:20:15,150
+جهل متراكم معناه ذلك في زيادة لنسبة الأمية زيادة
+
+263
+00:20:15,150 --> 00:20:19,210
+المشاكل الاجتماعية الناتجة عن قلة الوعي وغياب اللي
+
+264
+00:20:19,210 --> 00:20:24,130
+هو الثقافة أو غياب التنور و الحضارة و طرق التعامل
+
+265
+00:20:24,130 --> 00:20:28,710
+الراقي يعني لما نتحدث أن أنت جارك أو جارتك ماشاء
+
+266
+00:20:28,710 --> 00:20:33,170
+الله متعلمة حتى لو كان فيها نوع من الخصومةهى
+
+267
+00:20:33,170 --> 00:20:37,570
+هتحترم بعض الفاظ و هتقف عند حدود الصراعات لكن لو
+
+268
+00:20:37,570 --> 00:20:44,050
+يكون جارا مش متعلم أمىهو اتعود على امتحان الجريمة
+
+269
+00:20:44,050 --> 00:20:48,510
+أساسا نتيجة تسربه السابق أكيد مش هنقدر نتفهم معاه
+
+270
+00:20:48,510 --> 00:20:52,410
+لان نجد لغة مشتركة يمكن أن نتحدث فيها معاه حتى لو
+
+271
+00:20:52,410 --> 00:20:55,470
+كنت انت راقع في التعامل أرقى حاجة تعمليها أكثر
+
+272
+00:20:55,470 --> 00:20:58,470
+حاجة تسكري باب بيتك تجعدي لأنه مش هيفهم اللغة اللي
+
+273
+00:20:58,470 --> 00:21:04,450
+إيه هتوجهيها له لذلك هذه المشاكل الشماعية تنتج عن
+
+274
+00:21:04,450 --> 00:21:08,990
+الجهل عن قلة الوعي عن اللي هي أساسا تسرب من
+
+275
+00:21:08,990 --> 00:21:15,540
+المدرسةقلة الانتاج بسبب قلة العلم، يعني تخيلوا
+
+276
+00:21:15,540 --> 00:21:20,360
+مثلا الإنسان لما بيخلص دكتوراه و أكبر عندكم، شو
+
+277
+00:21:20,360 --> 00:21:25,100
+بيصير؟بصير يستطيع أن ينتج أكتر، يجيب أسارة أكتر،
+
+278
+00:21:25,100 --> 00:21:29,580
+هذا بالمفهوم المادى، طب بالمفهوم الآخر أنه الطبيعي
+
+279
+00:21:29,580 --> 00:21:33,840
+هو يستطيع أن يفكر كيف يصل للطريقة الصحيحة و
+
+280
+00:21:33,840 --> 00:21:37,360
+للإنتاج الأفضل و لاستثمار الأمثل للموارد و يمكن
+
+281
+00:21:37,360 --> 00:21:42,360
+لعلنا تحدثنا عن رحلة شاب جامعي قال ذهبت إلى
+
+282
+00:21:42,360 --> 00:21:48,870
+ألمانيا لأدرس استقبلني يعني مجموعة من أصدقائينزلت
+
+283
+00:21:48,870 --> 00:21:53,490
+لهذا البلد الغريب و إيه ذا بيق يعني قالوا لنذهب
+
+284
+00:21:53,490 --> 00:21:59,770
+إلى مطعم المال نتناول عشاء في رحلة ترحيبية لأول
+
+285
+00:21:59,770 --> 00:22:05,750
+مرة أنا بأصل هذه البلاد قال فجلسنا دخلنا مطعم يعني
+
+286
+00:22:05,750 --> 00:22:12,370
+في بعض الأفراد و جلهم من كبار السنأخدنا طاولة و
+
+287
+00:22:12,370 --> 00:22:17,690
+طلبنا مجموعة من الأطعام كعادتنا معروف احنا العرب
+
+288
+00:22:17,690 --> 00:22:22,570
+ما شاء الله يعني نسرب في الطعام و تحت دعوة الكرم
+
+289
+00:22:22,570 --> 00:22:26,730
+يعني ان احنا لازم اش نكرم الضيوف قال فطلب أصدقاي
+
+290
+00:22:26,730 --> 00:22:35,960
+مجموعة من الأطباق و بدأنا نأكلو كنت ألحظ نظراتي
+
+291
+00:22:35,960 --> 00:22:42,420
+مجموعة من النساء الكبيرات السن يعني يستغربنا ولا
+
+292
+00:22:42,420 --> 00:22:47,200
+أفهم سبب لتلك النظرات يقول فلمّا انتهينا من الطعام
+
+293
+00:22:47,200 --> 00:22:56,500
+حسبنا و أردنا أن نذهبفصرخت بيها تلك المرأة في لغة
+
+294
+00:22:56,500 --> 00:23:01,600
+لم أفهمها لكن يعلمته بعد ذلك أنها كانت تلومنا
+
+295
+00:23:01,600 --> 00:23:07,960
+لماذا طلبتم هذا للطعام الكثير ثم هأ أنتم تتركوه
+
+296
+00:23:07,960 --> 00:23:13,560
+صاحبي بيرد عليها فيقولها انه احنا حرين يعني احنا
+
+297
+00:23:13,560 --> 00:23:20,710
+الذين سندفع ما اليك علاقة فطلبت لهمأو تصلت على رقم
+
+298
+00:23:20,710 --> 00:23:26,490
+و إذا بي شرطي الوزية رسميا يأتي قال أنتم أكلتم هنا
+
+299
+00:23:26,490 --> 00:23:32,270
+نعم تركتم هذا الطعام نعم هذه مخالفة بقيمة خمسين
+
+300
+00:23:32,270 --> 00:23:37,580
+دولارلماذا؟ قال لأن الموارد ليست ملككم هذه ملك
+
+301
+00:23:37,580 --> 00:23:43,100
+للشعب أما ما تملكونه ينبغي أن تحافظوا عليه قال
+
+302
+00:23:43,100 --> 00:23:48,800
+تأثرت تأثرا كبيرا بكيف أن مجتمع أجنبي لديه قيم
+
+303
+00:23:48,800 --> 00:23:52,980
+علاقة بالتبذير والاسراف مع أن أحنا أصحاب هذه
+
+304
+00:23:52,980 --> 00:23:57,640
+القيمة إذن أي إنتاج طالما فيه علم معناه يكون إنتاج
+
+305
+00:23:57,640 --> 00:24:01,680
+أكثر اليابان بعد قنبلة هوريشيما شو عملت؟ استثمرت
+
+306
+00:24:01,680 --> 00:24:07,370
+فيه ماذا؟استثمرت في ماذا؟ في الإنسان يا جماعة أكتر
+
+307
+00:24:07,370 --> 00:24:11,250
+شغل اهتمت فيها انها بلد مدمرة بس اهتمت بالتعليم
+
+308
+00:24:11,250 --> 00:24:14,850
+أنفقت كل شيء على التعليم فعادة تكون أقوى قوة
+
+309
+00:24:14,850 --> 00:24:18,290
+اقتصادية اللي علاقة في التصنيع وكذا حتى ان أمريكا
+
+310
+00:24:18,290 --> 00:24:21,490
+تحاربها بشكل كبير جدا في هذا المجال طبعا حرب باردة
+
+311
+00:24:21,490 --> 00:24:28,730
+يعني ماشي اذا هذه هي ظاهرة تسرب وهذه أهم مخاطرها
+
+312
+00:24:28,730 --> 00:24:36,240
+يعني كيف نعالج هذه الظاهرة؟كيف اعالج هذه الظاهرة؟
+
+313
+00:24:38,220 --> 00:24:43,360
+الباحث بيجب أن يكون هناك علاقات متبادلة ما بين
+
+314
+00:24:43,360 --> 00:24:47,680
+المدرسة و الأسرة لدراسة المشاكل للبحث عن سبب التي
+
+315
+00:24:47,680 --> 00:24:51,380
+تجعل أطلاله يتسربوا مثلا يعني انه ان كان البيت
+
+316
+00:24:51,380 --> 00:24:55,580
+لقائل يعني ممتاز اذا اول نقطة احنا بنحكي عن
+
+317
+00:24:55,580 --> 00:25:01,680
+المتابعة دورية لشأن اللي هو ايش شأن الطلاب احنا
+
+318
+00:25:01,680 --> 00:25:06,660
+قولنا انه سابقا تحدثنا عن جزء من مهام المدرسة ليست
+
+319
+00:25:06,660 --> 00:25:07,760
+هي مهام إدارية
+
+320
+00:25:13,130 --> 00:25:18,530
+متابعة الطالب ولماذا يغيب وإيش السبب فإذا وجدنا أن
+
+321
+00:25:18,530 --> 00:25:26,390
+هناك سبب مبرر فنقبله
+
+322
+00:25:31,880 --> 00:25:35,260
+إذا الإتصال بالأهل اللي ماعرف السبب تكرر تغيب
+
+323
+00:25:35,260 --> 00:25:38,660
+الطالب، تتذكروا إحنا اللي في المدارس بيبيعوه إيش؟
+
+324
+00:25:38,660 --> 00:25:43,500
+انذار إنه ابنكم تغيب، ياريت إيش، تشوفوا ليش تغيب،
+
+325
+00:25:43,500 --> 00:25:46,340
+ما اتكررت الغياب، وروح بالستدعوالي الأمر و هكذا
+
+326
+00:25:46,740 --> 00:25:49,160
+عشان هي كده احنا بنقول ان الانتصال بالاهل من
+
+327
+00:25:49,160 --> 00:25:53,160
+الأشياء المهمة جدا حتى يعرف الطلبة كيف اين يذهبون
+
+328
+00:25:53,160 --> 00:25:57,440
+وفي قصص كثيرة جدا واقعية ومؤلمة للأسف يعني اذا
+
+329
+00:25:57,440 --> 00:26:02,840
+بنتحدث عن قصة اذكرها من باب العبرة احدى الطالبات
+
+330
+00:26:02,840 --> 00:26:05,900
+جاءت
+
+331
+00:26:05,900 --> 00:26:13,060
+اللي تقول ان انا يعني أخي او والدي توفي و أخي هو
+
+332
+00:26:13,060 --> 00:26:20,480
+الذي يعني يشرف على تربيتيو يطلب مني أن أعمل لدى
+
+333
+00:26:20,480 --> 00:26:25,480
+أحد المكاتب و صاحب و ذو أخلاق سيئة و يطلب مني أن
+
+334
+00:26:25,480 --> 00:26:30,020
+أخلع الحجاب فرجتها احنا كعاطفيين يعني أو خلينا
+
+335
+00:26:30,020 --> 00:26:34,740
+نقول مش عاطفيين لدينا قيم و بنغار على أعراضنا
+
+336
+00:26:34,740 --> 00:26:39,520
+قلتوا لها كيف يعني كيف يحدث هذا في مجتمعنا قالتها
+
+337
+00:26:39,520 --> 00:26:45,610
+كذا طيب انت كدهش ضايلك في الجامعة قالت فصل واحدلكن
+
+338
+00:26:45,610 --> 00:26:50,890
+الرسوم الجامعية أخويا بدفعليش إياها و أنا فبدرت
+
+339
+00:26:50,890 --> 00:26:53,990
+فورا بالاتصال بشغل طلاب لدفع رسوم الجامعية عن
+
+340
+00:26:53,990 --> 00:26:57,030
+الطالبة و بشغل الأكاديمية لتسهيل مهم الدراسة
+
+341
+00:26:57,030 --> 00:27:01,770
+الطالبة حتى قلت لها ستعملي في الجامعة بنظام الساعة
+
+342
+00:27:01,770 --> 00:27:05,310
+التطوعي عشان تاخدي راتب تستغني عن أخوك فيه لا
+
+343
+00:27:05,310 --> 00:27:09,610
+تخلعي الحجاب لا تذهبي لا تطيعيه في أمر فيه معصية
+
+344
+00:27:09,610 --> 00:27:16,080
+لله و رسولهبعد يومين و إذا بي بي رجل يأتي يقول لي
+
+345
+00:27:16,080 --> 00:27:20,040
+يا أخي أنا بس بدي أسألك سؤال أختي إلها تسع شهور
+
+346
+00:27:20,040 --> 00:27:23,240
+بتشتغل عندكوا بالجامعة ولا تأخذ راتب و كل ما
+
+347
+00:27:23,240 --> 00:27:27,260
+بسألها عن الراتب بتظل الأربعة العصر و كل ما بسألها
+
+348
+00:27:27,260 --> 00:27:30,700
+عن الراتب تقول لأ الجامعة في أزمة مالية لماذا لا
+
+349
+00:27:30,700 --> 00:27:35,260
+تعطوها الراتب قلت له ايش اسم أختك قال فلاناقلت
+
+350
+00:27:35,260 --> 00:27:39,320
+سبحان الله يعني القصة بدأت إيش؟ لها تدعيات خطيرة
+
+351
+00:27:39,320 --> 00:27:47,620
+جدا استدعينا فلانة و .. و أخوها و بدأنا نسأل و إذا
+
+352
+00:27:47,620 --> 00:27:52,730
+بالطالبة منقطعة، لا تبلغ أهلهاوقد عملت دراسة من
+
+353
+00:27:52,730 --> 00:27:57,490
+سنة تقريبا لا تبلغ أقلها و تتعذر بطريقة خاطئة طبعا
+
+354
+00:27:57,490 --> 00:28:01,170
+كانت المعالجة لهذه القصة معالجة يعني متأنية من قبل
+
+355
+00:28:01,170 --> 00:28:05,310
+الجامعة لكن في النهاية هذه الأحداث لو كان هناك
+
+356
+00:28:05,310 --> 00:28:08,710
+اتصالا دائما بين الطالب طبعا احنا نتحدث عن جامعة
+
+357
+00:28:08,710 --> 00:28:11,830
+قد لا تستطيع دارة الجامعة ان تتابع هذه القضايا
+
+358
+00:28:11,830 --> 00:28:14,990
+بشكل مفصل لكن في المدرسة نحن مستطيع هذا الأمر
+
+359
+00:28:14,990 --> 00:28:19,850
+التعاون بين المدرسة والبيتبرضه كيف يمكن أن يكون
+
+360
+00:28:19,850 --> 00:28:23,190
+هناك تعاونة؟ لذلك نقول إنه مهم جدا أن يكون هناك
+
+361
+00:28:23,190 --> 00:28:26,630
+مجلس لأولياء الأمور مهم جدا أن يكون هناك اتصال
+
+362
+00:28:26,630 --> 00:28:32,210
+وكتابات ومخاطبات بين المعلمة وبين ولي الأمر إنه
+
+363
+00:28:32,210 --> 00:28:36,030
+هكذا هيك بالسوا ابنك بالذات للناس اللي نلحظ أنه
+
+364
+00:28:36,030 --> 00:28:39,830
+تراجع مسواهم أو أنه يتعثروا أو أنهم يغيبوا أو أن
+
+365
+00:28:39,830 --> 00:28:44,290
+يتعذروا ببعض التفاصيل تقديم الإرشاد النفسي
+
+366
+00:28:44,290 --> 00:28:50,250
+والتربوي للطلبةأحنا كل مدرسة فيها مرشد نفسي مرشد
+
+367
+00:28:50,250 --> 00:28:56,880
+اجتماعي يستطيع المرشد أو المدرس ان يحولملفات هؤلاء
+
+368
+00:28:56,880 --> 00:28:59,740
+الطلبة لمين؟ لهذا المرشد ليتعامل معهم من خلال
+
+369
+00:28:59,740 --> 00:29:02,400
+تواصله مع الأهل من خلال علاقاته من خلال خبراته
+
+370
+00:29:02,400 --> 00:29:06,980
+التي تعلمها كيف يمكن أن يرشد هؤلاء الطلبة لماذا
+
+371
+00:29:06,980 --> 00:29:10,220
+تغيب على مدرسها التعرف على السبب هو المفتاح
+
+372
+00:29:10,220 --> 00:29:13,180
+الأساسي لتقديم العلاج فإذا كانت المشكلة هي مشكلة
+
+373
+00:29:13,180 --> 00:29:16,480
+أسرية معناها بحلها إذا كانت المشكلة علاقة بالتحصيل
+
+374
+00:29:16,480 --> 00:29:19,900
+الدراسي و بعدم فهم المواد كمان هديلها علاج آخر و
+
+375
+00:29:19,900 --> 00:29:23,910
+هكذاالتأكيد على الصداقة الصالحة طبعا احنا بنتحدث
+
+376
+00:29:23,910 --> 00:29:27,250
+عن التأكيد نحن بنتحدث عن قيم وغرس القيم هذه
+
+377
+00:29:27,250 --> 00:29:33,670
+العبارة احفظوها جيدا اذا غرس قيم ستجنعش سلوك جيد
+
+378
+00:29:33,670 --> 00:29:37,380
+طبعا اذا كانت القيم ايجابية او اذا غرس قيم سلبيةأو
+
+379
+00:29:37,380 --> 00:29:40,600
+تغفلتي عن غرس القيم الإيجابية معناه ذلك أنت تركتي
+
+380
+00:29:40,600 --> 00:29:46,520
+فراغة للصداقة غير الصالحة لأن تغرسها قيما بطريقتها
+
+381
+00:29:46,520 --> 00:29:52,480
+تكون سلبية وتؤثر تأثيرا سلبيا في اللي هو انتظامها
+
+382
+00:29:52,480 --> 00:29:56,000
+للطالب وتقدم وتطوره ومن ثم انتظام المجتمع
+
+383
+00:29:56,000 --> 00:29:59,400
+الفلسطيني بشكل عام احنا هيك بنكون ان شاء الله
+
+384
+00:29:59,400 --> 00:30:02,720
+خلصنا الجزء الأهم في الموضوع
+
+385
+00:30:10,350 --> 00:30:15,430
+ممكن يعني استخدام طرق حديدة تتدرجللت حبب الطالب في
+
+386
+00:30:15,430 --> 00:30:18,660
+المدرسة مثلا واشي واشي سبب يعنيتمعمل، يعني أنا
+
+387
+00:30:18,660 --> 00:30:21,540
+ماكنش أتحدث بالشكل السلبي، كمان ممكن أقدم أتعزيزات
+
+388
+00:30:21,540 --> 00:30:25,000
+إيجابية، مش عنها أنه أتجاوز، يعني في .. إذا بنتحدث
+
+389
+00:30:25,000 --> 00:30:29,000
+عن علاج وقائي، لأ هو مهم جدا العلاج الوقائي قبل ما
+
+390
+00:30:29,000 --> 00:30:31,380
+نتحدث عن اللي هو العلاج الوقائي، جزء من العلاج
+
+391
+00:30:31,380 --> 00:30:34,720
+الوقائي هو التواصل مع الأسرة، متابعة المدرسة
+
+392
+00:30:34,720 --> 00:30:39,600
+للطلاب، وهكذا نجي لأخر شغلة في الفصل الخامس، وهي
+
+393
+00:30:39,600 --> 00:30:45,260
+تعديل السلوك، كيف يمكن أن نعدله؟وكيف وما هي الطرق
+
+394
+00:30:45,260 --> 00:30:50,200
+التي نستخدمها كمربين لتعديل هذا السلوك إيش هنتعديل
+
+395
+00:30:50,200 --> 00:30:56,520
+السلوك عملية تربوية أكيد صح و بامتياز كمان لكن هذه
+
+396
+00:30:56,520 --> 00:31:00,580
+العملية التربوية احنا نرغب في أن نحدث تغييرا
+
+397
+00:31:00,580 --> 00:31:04,340
+مرغوبا لسلوك أو في سليب الطلبة الإدراكية اللي لها
+
+398
+00:31:04,340 --> 00:31:09,060
+علاقة بالعقل أو الحركية و العاطفية لتعليمهم نماذج
+
+399
+00:31:09,060 --> 00:31:13,940
+سلوكية جيدة جماعة في شغل اسمهاالأشياء المرغوبة أو
+
+400
+00:31:13,940 --> 00:31:17,840
+مؤشرات الأداء أو المعيار، إيش عن المعيار؟ واحدة
+
+401
+00:31:17,840 --> 00:31:22,720
+قياس، مش هيك بنقياس عليه إلى أي مستوى احنا وصلنا،
+
+402
+00:31:22,720 --> 00:31:25,800
+هلجد أنا في عندي مستوى مرغوب، أنا أريد الوصول
+
+403
+00:31:25,800 --> 00:31:29,940
+إليه، كويس؟ أنا بجيب .. عشان أعدل السلوك اللي أبدأ
+
+404
+00:31:29,940 --> 00:31:33,620
+أشرح و أوضح للطالب إيش السلوك اللي بدأ أرغب أنا
+
+405
+00:31:33,620 --> 00:31:36,740
+فيه، أنا أتوقع منكم و أرغبإن انت ان شاء الله رب
+
+406
+00:31:36,740 --> 00:31:40,220
+العالمين تكونوا كتير تلتزموا بيه مواعيد المحاضرات
+
+407
+00:31:40,220 --> 00:31:43,900
+تلتزموا بالتحضير تحاولوا أن تشاركوا هذا السلوك
+
+408
+00:31:43,900 --> 00:31:47,020
+المرغوب أنا بارغب منكم وكمان تحصلوا علامات ايش
+
+409
+00:31:47,020 --> 00:31:52,260
+مرتفعة هذا السلوك المرغوب بده نماذج سلوكية أكيد
+
+410
+00:31:52,260 --> 00:31:56,970
+بده نماذج سلوكية هاي النماذج إما أن تكون مجردةكقيم
+
+411
+00:31:56,970 --> 00:32:03,350
+أو أن تكون مجسدة بتمثيل أو بقدوات يعني لما نجل
+
+412
+00:32:03,350 --> 00:32:06,250
+نتحدث عن نماذج سلوكية يلها علاقة بشخصية الرسول
+
+413
+00:32:06,250 --> 00:32:09,090
+عليه الصلاة والسلام او يلها علاقة بشخصية احد
+
+414
+00:32:09,090 --> 00:32:13,370
+الصحابة او احد القيادات التعليمية اللي نبغت وطلعت
+
+415
+00:32:13,370 --> 00:32:16,870
+من هذه المدرسة كتير بيعتزوا المدارس او المدرسين
+
+416
+00:32:16,870 --> 00:32:20,830
+يعتزوا ان انا و الله درست رئيس الوزراء او درست
+
+417
+00:32:20,830 --> 00:32:24,930
+وزير فلاني او درست القائد فلاني او درست الانسان
+
+418
+00:32:24,930 --> 00:32:31,990
+هذا فخرهذا النموذج هو المطلوب انه اقدمه كيف نقدم
+
+419
+00:32:31,990 --> 00:32:36,650
+نماذج سلوكية مناسبة نقدمها من خلال بعض الطلبة
+
+420
+00:32:36,650 --> 00:32:39,490
+الموجودة في داخل القاعة او داخل المحاضرة شوفوا
+
+421
+00:32:39,490 --> 00:32:43,890
+فلان ما أدبهتشوفوا الطالبها دي كتير مرتبة ياريت
+
+422
+00:32:43,890 --> 00:32:47,410
+كلنا نكون زيها هذا أدعى للفهم والتطبيق من إياش
+
+423
+00:32:47,410 --> 00:32:50,590
+أجيب حتى شغلات غائبة يمكن كانتش تأثير رسالة ورسالة
+
+424
+00:32:50,590 --> 00:32:54,970
+عن فينا لكن أحيان الشغلات الملموسة بالذات في سن أو
+
+425
+00:32:54,970 --> 00:32:58,310
+مستوى متدني من التعليم يعني لما نتحدث عن تعليم
+
+426
+00:32:58,310 --> 00:33:02,070
+أساسي أو ابتدائي أو حتى في بدايات المرحلة
+
+427
+00:33:02,070 --> 00:33:06,390
+الإعدادية احنا نتحدث عن نماذج قصصية أه لكن نماذج
+
+428
+00:33:06,390 --> 00:33:10,580
+السلوكية المجسدةأمامها أو مجسدة أمام الطالب هي
+
+429
+00:33:10,580 --> 00:33:15,500
+أبلغ تاثيرا في هذا الموضوع طرق أو مداخل تعديل
+
+430
+00:33:15,500 --> 00:33:19,800
+السلوك في عندنا تلت مداخل أول مدخل التعزيز ألفين
+
+431
+00:33:19,800 --> 00:33:24,880
+أو أعلى سواء كان تعزيز إيجابي أو سلبي إثابة أو إيش
+
+432
+00:33:24,880 --> 00:33:28,320
+لأ
+
+433
+00:33:28,320 --> 00:33:33,280
+بعدين معاكم التعزيز التعزيز الإيجابي هو إيش من
+
+434
+00:33:33,280 --> 00:33:35,600
+خلال التحفيز والإيثابة طب التعزيز السلبي
+
+435
+00:33:39,820 --> 00:33:45,860
+كمان مرة عاديإزالة شيء مرغوب فيه عن الطالب بس يعني
+
+436
+00:33:45,860 --> 00:33:51,040
+انا مثلا و الله انت لان انا حصة رياضة كويس هذا حصة
+
+437
+00:33:51,040 --> 00:33:54,860
+رياضة او نشاط انا مش هخليك تشارك لان انت عملت سلوك
+
+438
+00:33:54,860 --> 00:33:59,000
+هو بالنهاية احنا اللي متحدث عن التعزيز هو أولى و
+
+439
+00:33:59,000 --> 00:34:02,600
+أولى الاش الخطوات التي ينبغي اتباعها في موضوع
+
+440
+00:34:02,600 --> 00:34:07,380
+تعديل السلوك لأنه عظموا الإيجابيات ستجدوا ايه نعمل
+
+441
+00:34:07,380 --> 00:34:10,460
+عبده عبد الله لو كان اش يقوم الليل عظموا
+
+442
+00:34:10,460 --> 00:34:14,280
+الإيجابيات قبل ما تتناولي السلبياتبعد التعزيز هى
+
+443
+00:34:14,280 --> 00:34:20,040
+ده بدك تتكلم كأنك؟ حضرتك حكيت انه التعزيز لما عرفت
+
+444
+00:34:20,040 --> 00:34:26,180
+الأخر انه رفع شيء مرغوب فيه انت حكيته، هو رفع شيء
+
+445
+00:34:26,180 --> 00:34:26,700
+غير مرغوب
+
+446
+00:34:30,610 --> 00:34:34,170
+هو في جزء ما هو معايا ده قصة صحيحة كلامك يعني بس
+
+447
+00:34:34,170 --> 00:34:37,170
+هو في جزء حكى بالمنطق هذا وفي جزء بالمنطق اللي
+
+448
+00:34:37,170 --> 00:34:40,910
+اتفضلى فيه هو سواء انه شيلنا شيء غير مرغوب فيه
+
+449
+00:34:40,910 --> 00:34:44,910
+وهذا تعزيز سلبي وهذا يمكن انا بميلئله اكتر لكنه
+
+450
+00:34:44,910 --> 00:34:48,490
+كمان برضه الجانب التاني بيدخل في جانب حتى الإطفاء
+
+451
+00:34:48,490 --> 00:34:51,930
+اللي هنتحدث عنه و اللي هو بعدوه احيانا كتصنيف من
+
+452
+00:34:51,930 --> 00:34:55,190
+تصنيفات التعزيز السلبي خلينا نشوف ما هو الإطفاء
+
+453
+00:34:55,190 --> 00:34:59,140
+إذا فشلنا في التعزيزكويس؟ في هناك أساليب أخرى أو
+
+454
+00:34:59,140 --> 00:35:02,800
+مداخل أخرى لتعديل السلوك الإطفاء إيش هو؟ في
+
+455
+00:35:02,800 --> 00:35:09,010
+استجابة شرطية كويس؟ هذه الاستجابة شرطيةبتجيب نتيجة
+
+456
+00:35:09,010 --> 00:35:13,270
+مثير الان انا ممكن اطنش عن الاستجابة الشرطية هذه
+
+457
+00:35:13,270 --> 00:35:17,590
+كل ما برز المثير اضرب مثال عندك طالبة كل ما تجي
+
+458
+00:35:17,590 --> 00:35:21,270
+بدك تسأل سؤال تقول انت انت انت و بتعلي صوتها في
+
+459
+00:35:21,270 --> 00:35:23,890
+القواعد والقوانين اللي انت حاولت تغرسيها في
+
+460
+00:35:23,890 --> 00:35:27,130
+البداية اي واحدة بتتجاوب لازم ترفع ايدها بدون صوت
+
+461
+00:35:27,130 --> 00:35:31,990
+الان هي شاطرة و كويسة و بتجاوب لكنه تستخدم أسلوب
+
+462
+00:35:31,990 --> 00:35:36,840
+مش مرغوب فيه عنديطبعا هي كل ما تدرس سرسالة ده مثير
+
+463
+00:35:36,840 --> 00:35:40,560
+استجابتها دايما بتكون غير موفقة في هذا الإطار، إيش
+
+464
+00:35:40,560 --> 00:35:43,700
+بعمل أنا؟ بروح بقى أتجاهل هذا السلوك طالما أنت
+
+465
+00:35:43,700 --> 00:35:47,080
+بتعملي هيك معناه أنا مش حق أخليك تجاوبي بعد فترة
+
+466
+00:35:47,080 --> 00:35:50,560
+طالما كل ما بتيجي تعمل anti-anti معناه مش هتجاوب
+
+467
+00:35:50,560 --> 00:35:55,820
+إذا إيش، هيبدأ يتلفش هذا السلوك تدريجيا وينطفق أو
+
+468
+00:35:55,820 --> 00:36:00,200
+يمحقه بالكليةماشي اذا هذا مدخل ايضا مهم جدا من
+
+469
+00:36:00,200 --> 00:36:04,240
+المداخل تعديل السلوك يعني بعض الطلب المشاغبين اللي
+
+470
+00:36:04,240 --> 00:36:08,900
+بدي يثير انتباه المعلم بيجي بشاغب و بعمل حركات و
+
+471
+00:36:08,900 --> 00:36:12,580
+انت كمعلمة شايفها للطالب هاي او شايف الطالب هذا
+
+472
+00:36:12,580 --> 00:36:18,330
+ايش تعملي؟ بتروح ايش؟خلّيها، ضلها تعمل بعد فترة،
+
+473
+00:36:18,330 --> 00:36:22,250
+هتصير إيش؟ تبدأ تنطفئ هذه العادة لأنه لا تؤثر
+
+474
+00:36:22,250 --> 00:36:28,190
+فيها، ماشي؟ العقاب، أعتقد أنه آخر أساليب اللي هو
+
+475
+00:36:28,190 --> 00:36:32,510
+التي يمكن أن يلجأ لها المعلم لتعزيز أو تعديل
+
+476
+00:36:32,510 --> 00:36:35,370
+السلوك، طبعا هو العقاب الذي نقصد، هو الذي تحدثنا
+
+477
+00:36:35,370 --> 00:36:41,850
+عنه سابقا، اللي يتجاوز حدود، إيش؟حدود إيش؟ حدود
+
+478
+00:36:41,850 --> 00:36:45,870
+إنسانية المعلم المطلوبة موجودة فيه، حدود ألا نخدش
+
+479
+00:36:45,870 --> 00:36:49,590
+كرامة الطالب، لا يكون العقاب بهدف الانتقام وإنما
+
+480
+00:36:49,590 --> 00:36:52,670
+بهدف تحدير السلوك ويقدر العقاب زي ما حكينا إما
+
+481
+00:36:52,670 --> 00:36:56,830
+بحرمان أو بإنه أمارس بعض العقاب البدني اللي يعني
+
+482
+00:36:56,830 --> 00:37:00,610
+يختلف فيه المربين كثيرا لكن هذا العقاب البدني هو
+
+483
+00:37:00,610 --> 00:37:05,810
+مشروع بشريعنا كان رسول الله عليه الصلاة والسلام
+
+484
+00:37:05,810 --> 00:37:12,970
+إيش؟كان بالسواك كان عمرو الخطاب يحمل الصوت ليعاقب
+
+485
+00:37:12,970 --> 00:37:17,510
+لكنه هذا العقاب المطلوب منه تعديل السلوك وليس
+
+486
+00:37:17,510 --> 00:37:22,450
+إهانة لذلك الرسول عليه الصلاة والسلام لما أحد
+
+487
+00:37:22,450 --> 00:37:26,650
+صحابه أعتقد أنه السامرة قال واخذ الرسول عليه
+
+488
+00:37:26,650 --> 00:37:29,530
+الصلاة والسلام ليعدل الصف قال لقد ألمتني يا رسول
+
+489
+00:37:29,530 --> 00:37:36,040
+الله أوجعتنيفقال له يا سمر اقتص فقبل ايش او انكبة
+
+490
+00:37:36,040 --> 00:37:40,160
+ذاك الصحابي و قبل بطنه و قال هذا الذي كنت اريده يا
+
+491
+00:37:40,160 --> 00:37:44,940
+رسول الله اختموا اذا في هناك اي سؤال او استفسار ان
+
+492
+00:37:44,940 --> 00:37:49,320
+شاء الله نختم حضرتنا بارك الله فيكم شكرا للجميع ان
+
+493
+00:37:49,320 --> 00:37:49,460
+شاء الله
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/mmUy9MQKGXA.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/mmUy9MQKGXA.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d63abf22360502ab98ca9c97ea91a20aea46d1eb
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/mmUy9MQKGXA.srt
@@ -0,0 +1,2028 @@
+1
+00:00:11,640 --> 00:00:14,840
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:14,840 --> 00:00:18,760
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+3
+00:00:18,760 --> 00:00:23,280
+وعلى آله وصحبه وسلم أجمعين، أما بعد.  تحدثنا في
+
+4
+00:00:23,280 --> 00:00:28,160
+المحاضرة الأولى عن مفهوم الإدارة بشكل عام، وأقسام
+
+5
+00:00:28,160 --> 00:00:33,320
+الإدارة. وقلنا أن الإدارة تنقسم إلى قسمين: الإدارة
+
+6
+00:00:33,320 --> 00:00:37,260
+العامة، وإدارة الأعمال. وقلنا أن الإدارة العامة وهي
+
+7
+00:00:37,260 --> 00:00:41,060
+مجال اهتمام الإدارة الصفية التي سنتحدث عنها في هذا
+
+8
+00:00:41,060 --> 00:00:46,160
+اليوم إن شاء الله تعالى. تنقسم، أو يشتق منها
+
+9
+00:00:46,160 --> 00:00:50,600
+أربعة مجالات، أو خمس مجالات، هي منها الإدارة
+
+10
+00:00:50,600 --> 00:00:55,240
+الحكومية، كالإدارة الصحية، وإدارة التعليم، وخلافه.
+
+11
+00:00:55,240 --> 00:01:00,140
+وهناك إدارات أخرى. ما يهمنا أننا سنأخذ الإدارة
+
+12
+00:01:00,140 --> 00:01:05,700
+التربوية، والإدارة التعليمية، ثم الإدارة الصفية، كما
+
+13
+00:01:05,700 --> 00:01:08,060
+أسلفنا في المحاضرة السابقة. تحدثنا عن الإدارة
+
+14
+00:01:08,060 --> 00:01:12,920
+التربوية، وقلنا أنها مجموعة من العمليات التي تسعى
+
+15
+00:01:12,920 --> 00:01:18,720
+وزارة التربية والتعليم إلى تطبيقها من خلال مؤسساتها
+
+16
+00:01:18,720 --> 00:01:22,620
+التعليمية. مثل: اشتراك السياسات التربوية، ووضع
+
+17
+00:01:22,620 --> 00:01:28,930
+الاستراتيجيات العامة، ثم وضع الموازنات، وأسس الرقابة
+
+18
+00:01:28,930 --> 00:01:34,830
+على الأداء في كافة مناحي الوزارة. أما الإدارة
+
+19
+00:01:34,830 --> 00:01:40,260
+التعليمية، فقلنا أنها تختص بالمناطق التعليمية، مثل
+
+20
+00:01:40,260 --> 00:01:44,680
+محافظة غزة، ومحافظة خان يونس، وهكذا. يعني ما يمثلها
+
+21
+00:01:44,680 --> 00:01:48,360
+هو مديريات التربية والتعليم. هذه المديريات
+
+22
+00:01:48,360 --> 00:01:52,620
+اختصاصاتها تتلخص في اشتقاق السياسات من السياسات
+
+23
+00:01:52,620 --> 00:01:55,860
+العامة التي وضعتها الوزارة، ووضع الخطط الاستراتيجية،
+
+24
+00:01:55,860 --> 00:02:00,120
+وتوزيع الموازنات، وتطوير التعليم بشكل عام، ووضع بعض
+
+25
+00:02:00,120 --> 00:02:03,520
+المناهج، وطبعات الكتب. ثم تأتي الإدارة المدرسية
+
+26
+00:02:03,520 --> 00:02:08,820
+التي يمثلها مدير المدرسة، والمدرسون، لتنفيذ السياسات
+
+27
+00:02:08,820 --> 00:02:13,780
+ووضع الخطط التشغيلية والإجرائية، لضمان سير العملية
+
+28
+00:02:13,780 --> 00:02:18,480
+التعليمية وفقًا لما هو مخطط لها. اليوم نحن دخلنا من
+
+29
+00:02:18,480 --> 00:02:22,240
+العام الخاص، نشرح عن مفهوم الإدارة الصفية. في نهاية
+
+30
+00:02:22,240 --> 00:02:27,300
+هذه المحاضرة، كما هو مُشرّح على السبورة، ستكونون قادرين
+
+31
+00:02:27,300 --> 00:02:32,420
+على تعريف الإدارة الصفية، وبيان أهم مكوناتها، ثم
+
+32
+00:02:32,420 --> 00:02:37,160
+معرفة أهداف وأهمية الإدارة الصفية. وإن بقى لدينا
+
+33
+00:02:37,160 --> 00:02:41,920
+وقت، سندرس أحد أنماط الإدارة، مثل النمط التسلطي،
+
+34
+00:02:41,920 --> 00:02:45,140
+ونذكر إيجابياته وسلبياته إن شاء الله تعالى.
+
+35
+00:02:46,620 --> 00:02:53,360
+الإدارة الصفية، ماذا يمكن لنا أن نعرفها؟
+
+36
+00:02:53,360 --> 00:03:01,040
+من؟ إدارة صفية، ما مفهومها؟ مفهوم الإدارة الصفية،
+
+37
+00:03:01,040 --> 00:03:07,060
+تفضلوا يعني
+
+38
+00:03:07,060 --> 00:03:11,740
+أول نقطة: هي مجموع الإجراءات المنظمة التي يقوم بها
+
+39
+00:03:11,740 --> 00:03:17,000
+المعلم داخل أين؟ داخل غرفة الصف. إذا هي مجموعة إجراءات
+
+40
+00:03:17,000 --> 00:03:20,260
+أو مجموعة أنشطة، أو مجموعة أعمال، كما سنرى في
+
+41
+00:03:20,260 --> 00:03:23,380
+تعريفات أخرى، يقوم بها المعلم، سواء كانت هذه الأعمال
+
+42
+00:03:23,380 --> 00:03:29,640
+لفظية أو غير لفظية، بهدف ماذا؟ أول حاجة: تحقيق بيئة
+
+43
+00:03:29,640 --> 00:03:34,260
+صفية مناسبة. ثم بعد ذلك: تحقيق الأهداف التعليمية.
+
+44
+00:03:34,260 --> 00:03:39,140
+وإلا، إذا كنا مدرسين، فما الهدف من وجودنا؟ أن نحقق
+
+45
+00:03:39,140 --> 00:03:43,760
+التعلم. نحقق بيئة مادية ممتازة. ثم ماذا؟ أيضًا، نحقق
+
+46
+00:03:43,760 --> 00:03:47,500
+الأهداف التعليمية الواردة في المنهج الدراسي.
+
+47
+00:03:47,500 --> 00:03:52,240
+التعريف الثاني: ما يقوم به المعلم داخل غرفة الصف
+
+48
+00:03:52,240 --> 00:03:57,140
+من أعمال لفظية وعملية، لإيجاد جو تربوي مناسب، ومناخ
+
+49
+00:03:57,140 --> 00:04:00,780
+سليم. الإدارة الصفية من مقوماتها أن تكون البيئة
+
+50
+00:04:00,780 --> 00:04:03,860
+المادية الصفية بيئة مناسبة، كما ذكرنا في السابق،
+
+51
+00:04:03,860 --> 00:04:08,740
+وأيضًا، أن يحدث المعلم تغييرًا نحو الأفضل في سلوك
+
+52
+00:04:08,740 --> 00:04:15,300
+المتعلم، لتحقيق التكيّف بين هذا المتعلم وبيئته
+
+53
+00:04:15,300 --> 00:04:23,200
+المجتمعية. لأنه كما ذكرنا: ماذا يريد الأهل من الطفل
+
+54
+00:04:23,200 --> 00:04:27,840
+لما يأتي من الروضة؟ ويذكر، أو يتعلم، قيمة إيجابية
+
+55
+00:04:27,840 --> 00:04:31,420
+مثل قيمة: "السلام عليكم ورحمة الله وبركاته"، قيمة: "بسم
+
+56
+00:04:31,420 --> 00:04:36,620
+الله على الطعام". قيم كثيرة جدًا. ألا نسعى نحن كأهل
+
+57
+00:04:37,120 --> 00:04:41,280
+لماذا؟ لأن عاداتنا وتقاليدنا وقيمنا وديننا يحث
+
+58
+00:04:41,280 --> 00:04:44,060
+على ذلك. تسعى الروضة، والمؤسسة التعليمية هنا، لإحداث
+
+59
+00:04:44,060 --> 00:04:46,980
+هذا التكيّف ما بين من؟ هذا الفرد وبين بيئته
+
+60
+00:04:46,980 --> 00:04:51,540
+التعليمية، أو بيئته المجتمعية، عفوًا. أيضًا، هناك
+
+61
+00:04:51,540 --> 00:04:55,080
+تعريف ثالث: أعمال المعلم لتكوين بيئة تعلم تشجع على
+
+62
+00:04:55,080 --> 00:04:58,560
+التفاعل الاجتماعي. أيضًا، البيئة الصفية ينبغي أن
+
+63
+00:04:58,560 --> 00:05:02,440
+يكون هناك فيها تواصل، اتصال، وتواصل، وتفاعل. كيف
+
+64
+00:05:02,440 --> 00:05:06,000
+يتعلم الطالب الحديث؟ كيف يتعلم المجاملة؟ كيف يتعلم
+
+65
+00:05:06,000 --> 00:05:09,650
+أن يبادل، أو أن يتبادل، الأفكار التعليمية؟ أو أن يبدي
+
+66
+00:05:09,650 --> 00:05:13,890
+رأيه، أو أن يعبر عن فكرة ما بطريقة صحيحة، ليست من
+
+67
+00:05:13,890 --> 00:05:16,970
+خلال البيئة الصفية. إذا، أيضًا، البيئة الصفية يُشترط
+
+68
+00:05:16,970 --> 00:05:20,570
+فيها أن تحقق التفاعل الاجتماعي، والانخراط النشط
+
+69
+00:05:20,570 --> 00:05:25,490
+والفعال داخل البيئة الصفية. هذه ثلاث تعريفات تم
+
+70
+00:05:25,490 --> 00:05:31,510
+اختيارها. لكن، حتى تتضح الصورة بشكل أفضل، يمكن لنا
+
+71
+00:05:31,510 --> 00:05:35,190
+أن نطرح مجموعة من الأسئلة، حتى نفهم الإدارة الصفية.
+
+72
+00:05:35,710 --> 00:05:41,970
+أول هذه الأسئلة: كيف يمكن تنظيم البيئة المادية؟ هل
+
+73
+00:05:41,970 --> 00:05:48,110
+هي بطريقة الصفوف المتوازية؟ أم بطريقة ورش العمل؟
+
+74
+00:05:48,110 --> 00:05:52,330
+أم بطريقة قاعات الاجتماعات؟ أم المجموعات الصغيرة؟
+
+75
+00:05:52,330 --> 00:05:56,790
+إذا فهمنا، أو أجبنا عن هذا السؤال، فنحن ننظم البيئة
+
+76
+00:05:56,790 --> 00:06:00,070
+المادية وفقًا لماذا؟ لاحتياجات الطلبة، لميولهم،
+
+77
+00:06:00,070 --> 00:06:04,090
+إمكانات المدرسة. يعني أنت في صف فيه خمسة وخمسون
+
+78
+00:06:04,090 --> 00:06:08,600
+طالبًا، لا يمكن أن تنظم  البيئة الصفية على هيئة ورش عمل
+
+79
+00:06:08,600 --> 00:06:12,720
+أو مجموعات عمل بالطلاق، لكن من الأفضل الصفوف
+
+80
+00:06:12,720 --> 00:06:16,460
+المتوازية. في الأعداد الصغيرة، يمكن أن ننفذ هذه
+
+81
+00:06:16,460 --> 00:06:21,560
+الأفكار بشكل صحيح. أيضًا، كيف يمكن ضمان سلامة الطلبة؟
+
+82
+00:06:21,560 --> 00:06:26,700
+بالتأكيد، السلامة والأمان مطلوبان من المعلمة، صحيح؟ مطلوبان من
+
+83
+00:06:26,700 --> 00:06:30,780
+المعلمة. وإلا أنا لا أسمح أن يكون هناك ما يهدد حياة
+
+84
+00:06:30,780 --> 00:06:37,020
+الطالب، سواء كان فيه خلل في المقعد، في أسلاك الكهرباء،
+
+85
+00:06:37,020 --> 00:06:41,360
+في قضية التهوية والإضاءة، وتأثيرها على النظر في
+
+86
+00:06:41,360 --> 00:06:45,840
+المستقبل. إذا، كيف يمكن ضمان سلامة الطلبة؟ من خلال برضه
+
+87
+00:06:45,840 --> 00:06:49,040
+أعمال الصيانة، التي نراها في تنظيم، أو دور المعلم
+
+88
+00:06:49,040 --> 00:06:53,500
+في تنظيم البيئة المادية، خاصة المختبرات العلمية، لأن
+
+89
+00:06:53,500 --> 00:06:57,440
+المختبرات الكيميائية والفيزيائية فيها مخاطر كثيرة جدًا.
+
+90
+00:06:57,440 --> 00:07:02,180
+إدارة هذه المخاطر من من؟ من اختصاص المعلم. كيف
+
+91
+00:07:02,180 --> 00:07:07,930
+يمكن للعامل الدراسي أن يقلع بنجاح؟ كل معلمة تتمنى
+
+92
+00:07:07,930 --> 00:07:13,070
+أن يكون نتيجة تقييمها امتياز، صحيح؟ لكن لا يمكن
+
+93
+00:07:13,070 --> 00:07:16,030
+أن تحصل على هذه الدرجة إلا إذا أقلع العام الدراسي
+
+94
+00:07:16,030 --> 00:07:20,230
+بنجاح، وحققت نسبة من نتاجات التعلم التي حصل عليها
+
+95
+00:07:20,230 --> 00:07:24,690
+الطالب، عبر ما هو نسب النجاح، ونسب التفوق. وكمان
+
+96
+00:07:24,690 --> 00:07:28,580
+برضه ما فيش مشاكل عندها في الصف. هذا صف ما شاء الله
+
+97
+00:07:28,580 --> 00:07:34,400
+هادئ، متزن، صف نظيف، صف مواضب، صف فيه تفاعل جيد.
+
+98
+00:07:34,400 --> 00:07:38,800
+المعلم فيه يعطي للطالب حقوقه، والطالب أيضًا يتفاعل
+
+99
+00:07:38,800 --> 00:07:42,320
+مع المعلم. إذا، كيف يمكن للعامل الدراسي أن يقلع
+
+100
+00:07:42,320 --> 00:07:46,880
+بفاعلية ونجاح؟ هذا أيضًا من الأسئلة التي تُثار حولها،
+
+101
+00:07:46,880 --> 00:07:51,540
+وتوضح حول ما هو مفاهيم الإدارة الصفية. أي القواعد
+
+102
+00:07:51,540 --> 00:07:54,720
+والإجراءات المناسبة؟ ماذا نقصد بالقواعد والقوانين
+
+103
+00:07:54,720 --> 00:08:00,200
+الصفية؟  مش نقصد بالقواعد هنا، أخذناها، بس نتحدث
+
+104
+00:08:00,200 --> 00:08:05,820
+ممكن ضبط ال... ضبط غرفة الصف. فيها القواعد؟ لأ.
+
+105
+00:08:05,820 --> 00:08:10,160
+ممكن القياس، أو الأساليب للتطوير؟ لأ. نحن نحكي عن
+
+106
+00:08:10,160 --> 00:08:13,240
+هناك قواعد وقوانين ينبغي للجميع أن يلتزم بها.
+
+107
+00:08:13,240 --> 00:08:16,200
+اتفضلي، اللي هو:  إعداد الشروط المطلوبة على المعلم
+
+108
+00:08:16,200 --> 00:08:20,260
+أن يضعها لطلابه. ممتاز. مجموعة النظم والقواعد
+
+109
+00:08:20,260 --> 00:08:25,540
+والإجراءات. يعني مثلًا: ممنوع على الطالب أن يأتي إلا وقد
+
+110
+00:08:25,540 --> 00:08:29,460
+ارتدى الزي الدراسي الكامل. ممنوع على الطالب أن
+
+111
+00:08:29,460 --> 00:08:33,420
+يتكلم إلا إذا رفع يده. ممنوع على الطالب أن يغادر
+
+112
+00:08:33,420 --> 00:08:40,720
+المدرسة قبل أن يطرق الجرس للإياب، وهكذا.
+
+113
+00:08:40,950 --> 00:08:44,330
+إذن هذه مجموعة من القواعد والإجراءات التي يضعها
+
+114
+00:08:44,330 --> 00:08:47,110
+المعلم لينظم العلاقة بينه وبين الطالب، عشان ما
+
+115
+00:08:47,110 --> 00:08:50,650
+نختلفش فيما بعد. خلاص، يبقى عارف الطالب ما له وما
+
+116
+00:08:50,650 --> 00:08:54,070
+عليه. طيب، كيف يمكن تحميل الطلاب المسؤولية
+
+117
+00:08:54,070 --> 00:08:58,830
+الأكاديمية؟ كيف يمكن تحميل الطلاب المسؤولية
+
+118
+00:08:58,830 --> 00:09:03,210
+الأكاديمية؟ ماذا نعني بها؟ من خلال أنشطة ماذا؟
+
+119
+00:09:04,500 --> 00:09:07,700
+الصفية. صحيح. بس كيف؟ ما هي المسؤولية الأكاديمية؟ ماذا
+
+120
+00:09:07,700 --> 00:09:12,280
+نعني بها؟ مثلًا، طالب يتقاعس عن أداء واجباته، وعدم تنظيف
+
+121
+00:09:12,280 --> 00:09:17,360
+الأرض... هذا مسؤولية إدارية. أني أعمل قيادة
+
+122
+00:09:17,360 --> 00:09:20,240
+بديلة للصف... آه، مسؤولية أكاديمية... الواجبات
+
+123
+00:09:20,240 --> 00:09:24,280
+المدرسية... آه، أنه يصير الطالب يعني... يعني أن
+
+124
+00:09:24,280 --> 00:09:28,160
+عليه مسؤولية أكاديمية تتعلق بتنفيذ الواجب المدرسي.
+
+125
+00:09:31,010 --> 00:09:33,630
+له دور في العملية التعليمية، من خلال التفاعل
+
+126
+00:09:33,630 --> 00:09:39,030
+والتحضير، زي ما نحن الآن نفعل. أن نعطيه، أو نكلفه
+
+127
+00:09:39,030 --> 00:09:42,310
+بجزء من الدرس الذي يشرحه. وهذا من ماذا؟ من تعويد
+
+128
+00:09:42,310 --> 00:09:46,350
+الطلبة على تحمل المسؤولية. أنه أنت الآن في مستوى، أو
+
+129
+00:09:46,350 --> 00:09:50,610
+في سن معين، ينبغي أن تتحمل جزءًا، مش كل شيء.  بدك إياه على
+
+130
+00:09:50,610 --> 00:09:54,390
+السهل. زي ما بيحكم... كيف يمكن استعادة النظام إذا وقعت
+
+131
+00:09:54,390 --> 00:09:57,710
+أحداث شغب؟ يعني إذا صار في فوضى في البيئة الصفية،
+
+132
+00:09:57,710 --> 00:10:01,150
+دخل أي عامل من العوامل التي تؤدي إلى إثارة الفوضى
+
+133
+00:10:01,150 --> 00:10:08,350
+داخل الصف. هذا مطلوب أن يتسلح المعلم بمجموعة من ماذا؟
+
+134
+00:10:08,350 --> 00:10:13,570
+المعالجات الفورية، للتعامل مع هذه الأحداث مباشرةً،
+
+135
+00:10:13,570 --> 00:10:17,450
+ولا نقصد هنا الضرب والعنف، وإنما مجموعة معالجات،
+
+136
+00:10:17,450 --> 00:10:20,630
+سواء كانت معالجات قيمية، أو معالجات فيها تدخل،
+
+137
+00:10:20,630 --> 00:10:25,250
+أحيانًا قد يصل إلى بعض اللي هو العقاب لبعض الطلبة.
+
+138
+00:10:25,250 --> 00:10:30,090
+كيف يمكن إدارة زمن الحصة؟ نعرف الحصة تنقسم إلى ماذا؟
+
+139
+00:10:31,190 --> 00:10:35,450
+نقول: ثلاثة أقسام، مظبوط. القسم الأول: ماذا؟ تمهيد،
+
+140
+00:10:35,450 --> 00:10:43,810
+وموضوع، وتقويم. صح. وكل واحدة تحدثنا عن نسبة
+
+141
+00:10:43,810 --> 00:10:48,370
+معينة.  عطيناها سبعة دقائق هنا، وجدول ثلاثين من خمس،
+
+142
+00:10:48,370 --> 00:10:52,110
+وعشرين إلى ثلاثين دقيقة، ثم التقويم، تقريبًا ماذا؟ من
+
+143
+00:10:52,110 --> 00:10:58,540
+ثمانية إلى عشر دقائق. ماشي الحال. وكمان برضه، إدارة زمال
+
+144
+00:10:58,540 --> 00:11:02,420
+حصة تحتاج إلى تخطيط من المعلم، تحتاج إلى تحضير،
+
+145
+00:11:02,420 --> 00:11:06,700
+وتحتاج إلى استعداد جيد، حتى يستطيع أن ينفذ زمال حصة
+
+146
+00:11:06,700 --> 00:11:10,860
+بطريقة، أو أن يوزع الحصة بطريقة صحيحة. كيف يمكن دعم
+
+147
+00:11:10,860 --> 00:11:14,620
+السلوك السوي، وتشجيعه؟ من خلال غرس القيم، من خلال
+
+148
+00:11:14,620 --> 00:11:20,240
+إعطاء الطلبة بعض التعليمات المناسبة. طيب، إذا من
+
+149
+00:11:20,240 --> 00:11:24,660
+خلال تعريفات الإدارة، وطرح الأسئلة المتعددة، يمكننا
+
+150
+00:11:24,660 --> 00:11:30,190
+أن نفهم أن الإدارة الصفية هي عملية مستمرة لتوفير
+
+151
+00:11:30,190 --> 00:11:34,930
+التعلم الفعال.  مش بس داخل الصف، كمان هي مستمرة خارج
+
+152
+00:11:34,930 --> 00:11:39,190
+الصف، من خلال سيطرة المعلم وقدوته، من خلال وجوده في
+
+153
+00:11:39,190 --> 00:11:44,390
+ساحة المدرسة. إذن، هي عملية مستمرة، تبدأ من بداية
+
+154
+00:11:44,390 --> 00:11:48,070
+النهار، وتنتهي بانتهائه، ثم تعود لتبدأ في اليوم
+
+155
+00:11:48,070 --> 00:11:52,670
+التالي، وهكذا. أيضًا، أنها عملية تتضمن عددًا من عمليات
+
+156
+00:11:52,670 --> 00:11:55,270
+الإدارية والفنية. زي إيش الإدارية؟ وزي إيش الفنية؟
+
+157
+00:11:58,200 --> 00:12:01,220
+هذه عملية إدارة الصف، فيها عمليات إدارية يقوم بها
+
+158
+00:12:01,220 --> 00:12:05,580
+المعلم، وعمليات فنية. المعلم مطلوب منه بس فقط يشرح
+
+159
+00:12:05,580 --> 00:12:13,000
+ولا في عمليات إدارية؟ آه، زي إيه؟ آه، تفضلي. مثلًا، أخذ
+
+160
+00:12:13,000 --> 00:12:17,420
+الحضور والغياب، توزيع الطلبة، أو إعادة توزيعهم، من
+
+161
+00:12:17,420 --> 00:12:22,340
+داخل الصف، ترتيب المقاعد. إيش كمان؟ توفير... آه، التعامل
+
+162
+00:12:22,340 --> 00:12:26,280
+مع أولياء الأمور. عملية إدارية، مش فنية. إيش كمان؟
+
+163
+00:12:27,610 --> 00:12:33,410
+توفير الوسائل التعليمية المناسبة، التواصل
+
+164
+00:12:33,410 --> 00:12:36,910
+الذي يعمد إليه المعلم، سواء مع
+
+165
+00:12:36,910 --> 00:12:40,050
+المعلمين، أو مع المرشد التربوي، أو مع مدير المدرسة.
+
+166
+00:12:40,050 --> 00:12:44,150
+وضع الخطط، أحيانًا قضايا كثيرة جدًا لها علاقة في
+
+167
+00:12:44,150 --> 00:12:46,850
+العمليات الإدارية. أما العملية الفنية فتتعلق بماذا؟
+
+168
+00:12:46,850 --> 00:12:54,230
+التدريس، واستخدام الوسائل التعليمية، والتقويم. كويس.
+
+169
+00:12:54,230 --> 00:12:57,790
+عملية التفاعل الصفي داخل الدرس، وإحداث هذا
+
+170
+00:12:57,790 --> 00:13:00,
+
+223
+00:16:54,760 --> 00:16:58,720
+تشمل المعارف، تشمل أيش القيم؟ لذلك مهم جداً أن نركز
+
+224
+00:16:58,720 --> 00:17:01,960
+على التربية في داخل البيئة الصفية، وأيضاً البيئة
+
+225
+00:17:01,960 --> 00:17:04,980
+الصفية، أو الإدارة الصفية تساعد على تحقيق الأهداف
+
+226
+00:17:04,980 --> 00:17:08,820
+التربوية، وصياغة التعلم في صورة نتاجات فردية
+
+227
+00:17:08,820 --> 00:17:14,460
+وجماعية. يعني إذا كانت الإدارة الصفية إدارة متزنة،
+
+228
+00:17:14,460 --> 00:17:18,340
+إدارة دابطة، إدارة قادرة على تسيير أمورها، إدارة
+
+229
+00:17:18,340 --> 00:17:23,220
+تتقن التعليم والشرح، معناه ذلك أنها ما ينتج عنها أن
+
+230
+00:17:23,220 --> 00:17:27,440
+الأفراد عندهم نتاجات فردية، نتاجات تعلم راقية جداً،
+
+231
+00:17:27,440 --> 00:17:31,160
+نستطيع فحصها من خلال التقويم، وأيضاً على المستوى
+
+232
+00:17:31,160 --> 00:17:34,500
+الجماعي. ففي هناك قضايا تعاونية، مثلًا لو أنا الآن
+
+233
+00:17:34,500 --> 00:17:38,280
+أعطيتكم نشاطاً تعاونياً، وقلت كل مجموعة تحاول  تشغيل هذا
+
+234
+00:17:38,280 --> 00:17:41,640
+النشاط التعاوني، هذه القيمة أو هذه النتاجات
+
+235
+00:17:41,640 --> 00:17:45,840
+الجماعية، ألا تكون أبلغ من نتاجات الفردية؟ صح ولا
+
+236
+00:17:45,840 --> 00:17:49,900
+لا؟ سنطلع بطريقة أيش مناسبة؟ خلّيني أضرب مثلًا: لو
+
+237
+00:17:49,900 --> 00:17:52,520
+أنا بدأت أقول: والله، أنا بدأت أنمي مهارات الإبداع
+
+238
+00:17:52,520 --> 00:17:56,740
+بطريقة نتاجات جماعية، وقلت لكم: أعطوني الفرق بين
+
+239
+00:17:56,740 --> 00:18:03,360
+مثلًا مصنع تمور ومزرعة أبقار.  مش الفرق معامل
+
+240
+00:18:03,360 --> 00:18:08,440
+الاختلاف؟ أو خلينا نقول الجوانب المشتركة التي يمكن
+
+241
+00:18:08,440 --> 00:18:12,280
+أن نستخرجها من خلالها.  دولة تنتين وكل تلاتة أو أربعة
+
+242
+00:18:12,280 --> 00:18:15,840
+يشتركوا مع بعض، أيش في عوامل مشتركة بين مصنع تمور و
+
+243
+00:18:15,840 --> 00:18:20,900
+مزرعة أبقار؟ مثلًا خارج إطار المحاضرة: العمال، هذه
+
+244
+00:18:20,900 --> 00:18:23,600
+بتحتاج عمال، وهذه بتحتاج عمال. هلقيت هذا نتاج
+
+245
+00:18:23,600 --> 00:18:27,080
+فردي، بس ياريت مع بعض، هي كان في دقيقة واحدة نتشاور
+
+246
+00:18:27,080 --> 00:18:39,600
+وأنا متأكد في عشر نقاط للتفاعل بين الأمور، نتتشاور
+
+247
+00:18:41,870 --> 00:18:45,550
+قد يبدو الأمر في البداية صعبًا، لكنه بإذن الله
+
+248
+00:18:45,550 --> 00:19:06,650
+سيكون سهلًا جداً. طيب
+
+249
+00:19:06,650 --> 00:19:13,740
+نأخذ مشاركات، فضلاً. المصنع والمزرعة يحتاجان لكهرباء،
+
+250
+00:19:13,740 --> 00:19:22,220
+ومواد خام، وأدوات كهربائية، رأس
+
+251
+00:19:22,220 --> 00:19:29,600
+المال، تمر، محلي،  مُشبّه لغذاء ممتاز جداً، منتجات
+
+252
+00:19:29,600 --> 00:19:35,150
+مصنع التمر مُشترك؟ ومنتجات مزرعة الأبقار: حليب، إذا
+
+253
+00:19:35,150 --> 00:19:38,410
+إنتاج، مصدر غذاء. إذا دمجناهم مع بعض، بيكونوا ما شاء
+
+254
+00:19:38,410 --> 00:19:43,190
+الله غذاء طيب جداً. لكم أن تقيّموا على ذلك، هذا مثال
+
+255
+00:19:43,190 --> 00:19:46,750
+لـلـنتاجات الجماعية. لما اشتركنا، بدأت النتاجات
+
+256
+00:19:46,750 --> 00:19:51,190
+الفردية تنصهر داخل نتاجات الجماعية. طيب، نقدر نتحدث
+
+257
+00:19:51,190 --> 00:19:55,290
+عن توفر الإدارة الصفية الفاعلة، أيش جوًا أكاديميًا
+
+258
+00:19:55,290 --> 00:20:01,730
+مناسباً، ومش بس مناسب، بس آه، لأ، كمان هيكون فاعلاً لتحقيق
+
+259
+00:20:01,730 --> 00:20:05,330
+إيش؟ نقل المعارف والخبرات. كل طالب يأتي من بيئة
+
+260
+00:20:05,330 --> 00:20:08,850
+معينة، وهذه البيئة تختلف عن البيئة الأخرى. نقل
+
+261
+00:20:08,850 --> 00:20:11,930
+المعارف والخبرات. يرجع الطالب، ما شاء الله، أخذ خبرة
+
+262
+00:20:11,930 --> 00:20:16,550
+من زميله لم يتعلمها في البيت، أخذ خبرة من مدرّسه لم
+
+263
+00:20:16,550 --> 00:20:20,350
+يتعلمها في البيت. إذا صار هناك نقل من خبرات ومعارف،
+
+264
+00:20:20,350 --> 00:20:24,110
+كل واحد أعطى برأيه من خلال عملية التفاعل، لكن هذا
+
+265
+00:20:24,110 --> 00:20:27,630
+لا يوفره إلا إذا كانت هناك إدارة صفية فاعلة. أهمية
+
+266
+00:20:27,630 --> 00:20:31,230
+التعليم كعملية إنسانية، تعتبر الإنسان محور اهتمام
+
+267
+00:20:31,230 --> 00:20:36,490
+وهنا سأسأل سؤالًا: الإنسان محور العملية التربوية؟
+
+268
+00:20:36,490 --> 00:20:37,250
+اشرحي ذلك.
+
+269
+00:20:48,620 --> 00:20:52,260
+أول نقطة: أن الإنسان هو محور عملية تربوية باعتباره
+
+270
+00:20:52,260 --> 00:20:57,270
+هو المربي والمُتَرَبِّي، هو أحد العناصر التي لا يمكن
+
+271
+00:20:57,270 --> 00:21:00,630
+الاستغناء عنه في العملية التعليمية. بأكيد، دور
+
+272
+00:21:00,630 --> 00:21:05,070
+المُعلّم، ممكن نستغني عنه في جوّ تفاعلي آخر، بدل المُعلّم،
+
+273
+00:21:05,070 --> 00:21:08,810
+المُتعلّم لا يمكن الاستغناء عنه. ثانيًا: ما هو المُهَندِس
+
+274
+00:21:08,810 --> 00:21:12,910
+الذي انصبّت عليه جميع العملية، جميع التفاعلات، يعني
+
+275
+00:21:12,910 --> 00:21:17,590
+خلينا نتحدث: أن الإنسان أيضًا مخلوق، كرّمه الله بأمرين:
+
+276
+00:21:17,590 --> 00:21:22,590
+بالعقل، وكرّمه بأمانة التكليف، مش كلفه بعمارة الأرض،
+
+277
+00:21:22,590 --> 00:21:27,860
+وسُيْمارَتها، وعبادة الله سبحانه وتعالى. فكونه هو هذا
+
+278
+00:21:27,860 --> 00:21:31,400
+المُكَلَّف بعمارة هذه الأرض، وخيْلافتها، كان هو لابد أن
+
+279
+00:21:31,400 --> 00:21:34,340
+يكون هو محور العملية التعليمية التي ينبغي أن تنصبّ
+
+280
+00:21:34,340 --> 00:21:39,020
+كل نظريات التربية على هذا الإنسان. إذن، الإنسان، أو
+
+281
+00:21:39,020 --> 00:21:41,780
+تبرز أهمية الإدارة الصفية باعتبار التربية
+
+282
+00:21:41,780 --> 00:21:44,520
+والتعليم هي عملية إنسانية، تعتبر الإنسان محور
+
+283
+00:21:44,520 --> 00:21:48,920
+اهتمامها، تركز عليه باعتباره أنه ينبغي أن يُبنى بناءً
+
+284
+00:21:48,920 --> 00:21:54,300
+متكاملاً ليكون عنصرًا فاعلاً ومفيدًا في هذا المجتمع.
+
+285
+00:21:59,080 --> 00:22:02,860
+أيضاً، الإدارة الصفية الفاعلة تجعل المدرس قادرًا على
+
+286
+00:22:02,860 --> 00:22:08,480
+تنويع الأنشطة.  هبقى أن مُعلمة أو مُعلم لا يستطيع
+
+287
+00:22:08,480 --> 00:22:12,620
+ضبط الصف، هل يستطيع أن يُنفِّذ أنشطة، ألعاب تعليمية،
+
+288
+00:22:12,620 --> 00:22:16,510
+ألعاب، بطاقات؟ تقدِر تعمل إيش؟  حضّرَها.. إيش؟ لو سمحت
+
+289
+00:22:16,510 --> 00:22:20,370
+اهدأ.. لو سمحت.. وتنفق وقت الحصة في وين؟ في
+
+290
+00:22:20,370 --> 00:22:23,790
+محاولة ضبط الصف، لكنها لا تستطيع. لكن إذا كانت
+
+291
+00:22:23,790 --> 00:22:27,590
+الإدارة الصفية فاعلة، إذا يستطيع المدرس أن يُنوِّع من
+
+292
+00:22:27,590 --> 00:22:31,590
+نشاطاته. أيضاً، تعمل الإدارة الصفية على توفير جو إنساني
+
+293
+00:22:31,590 --> 00:22:35,370
+يَسودُه الاحترام المتبادل، بعيدًا عن العنف، بعيدًا عن
+
+294
+00:22:35,370 --> 00:22:39,480
+الاعتداء، لأن المُعلّم قادر على.. إيش؟ يُعَدِّل بين
+
+295
+00:22:39,480 --> 00:22:43,980
+الطلاب، قادر على أن يُنفِّذ أو أن يفرض شخصيته واحترامه
+
+296
+00:22:43,980 --> 00:22:49,380
+على الجميع. فبيبدأ الطلبة يشعرون بأمان ودفء.
+
+297
+00:22:49,380 --> 00:22:52,700
+العلاقات بينهم وبين المُعلّم، وبينهم وبين أنفسهم.
+
+298
+00:22:52,700 --> 00:22:57,340
+أيضاً، أيضاً تعمل على تهيئة الأجواء البيئية المناسبة
+
+299
+00:22:57,340 --> 00:23:00,640
+للتعلم، من خلال المحافظة على مقدرات الفصل، طبعاً
+
+300
+00:23:00,640 --> 00:23:05,420
+المقصود بمقدرات الفصل هي المقدرات المادية. تخيّلوا
+
+301
+00:23:05,420 --> 00:23:10,380
+لو اليوم احنا جينا، والـ LCD خربان، معناه مش هنعلم، أو
+
+302
+00:23:10,380 --> 00:23:14,720
+على الأقل، لو جينا، والجو كتير حار جداً، والتكييف
+
+303
+00:23:14,720 --> 00:23:18,480
+خربان، كمان نفس القصة، هيكون فيه نوع من عدم
+
+304
+00:23:18,480 --> 00:23:22,160
+التكييف، مع  حد البيئة. أيضاً تعمل إيش؟  درْسة فيه على
+
+305
+00:23:22,160 --> 00:23:25,960
+تنمية الإحساس بالمسؤولية، بالضبط الذاتي.  تخيّلوا خمس
+
+306
+00:23:25,960 --> 00:23:32,700
+ساعات الطالب يقف يستمع، تعود مهارة الإنصات، يحترم
+
+307
+00:23:32,700 --> 00:23:37,520
+الآخرين. معناه ذلك أنه بدأ في نوع من التنمية
+
+308
+00:23:37,520 --> 00:23:40,740
+لعوامل الضبط الذاتي. أنه مش دائماً، حتى لو لم يكن
+
+309
+00:23:40,740 --> 00:23:43,780
+المدرس موجود، لازم أنت تشاغب أو تطلع أو تخرب مقدرات
+
+310
+00:23:43,780 --> 00:23:49,260
+الفصل، وهكذا. إذا هذا من العوامل التي تبرز أهمية
+
+311
+00:23:49,260 --> 00:23:54,100
+الإدارة الصفية الفاعلة. طبعاً، هذا السؤال اللي احنا
+
+312
+00:23:54,100 --> 00:23:57,100
+شرحناه، تبرز أهمية الإدارة الصفية من كونها عملية
+
+313
+00:23:57,100 --> 00:24:02,160
+إنسانية، اشرحي ذلك. وحكينا فيه خصائص الإدارة الصفية.
+
+314
+00:24:03,710 --> 00:24:06,770
+أول خاصية من خصائص الإدارة الصفية أنها تتعامل مع
+
+315
+00:24:06,770 --> 00:24:12,810
+جوانب متعددة. كيف يعني؟ أول خاصية من خصائص الإدارة
+
+316
+00:24:12,810 --> 00:24:19,070
+الصفية أنها تتعامل مع جوانب متعددة:
+
+317
+00:24:19,070 --> 00:24:26,590
+غرفة الصف، الطلبة، أولياء الأمور. أنتِ مُدرسة، مع من
+
+318
+00:24:26,590 --> 00:24:31,550
+تتعاملين؟ مع البيئة؟ مع الغرفة؟ مع الطلبة، مع أولياء
+
+319
+00:24:31,550 --> 00:24:34,490
+الأمور، مع المدرسين، مع مدير المدرسة، مش هيك؟
+
+320
+00:24:34,490 --> 00:24:37,930
+خلّينا نشوف كيف تتعامل البيئة الصفية، أو الإدارة
+
+321
+00:24:37,930 --> 00:24:42,970
+المدرسية، أو الإدارة الصفية الفاعلة، ينبغي
+
+322
+00:24:42,970 --> 00:24:46,870
+أن تتعامل مع الطلبة من خلال الاهتمام بتنظيمهم المريح،
+
+323
+00:24:46,870 --> 00:24:50,610
+من خلال الاهتمام بتفاعلاتهم الاجتماعية، من خلال
+
+324
+00:24:50,610 --> 00:24:56,090
+الاهتمام بتوفير جو آمن لهم، من خلال الاهتمام بمراعاة
+
+325
+00:24:56,090 --> 00:25:02,310
+الفروق الفردية. أيضاً، التعامل مع الطلبة أول الأشياء، أو
+
+326
+00:25:02,310 --> 00:25:05,890
+الجوانب المهمة في التعامل الإدارة الصفية. ثم أيضاً
+
+327
+00:25:05,890 --> 00:25:09,250
+هي تتعامل مع مقدرات الفصل، مع غرفة الفصل، من حيث
+
+328
+00:25:09,250 --> 00:25:14,790
+الاهتمام بالتهوية، بالإضاءة، توزيع المقاعد، بالحرارة،
+
+329
+00:25:14,790 --> 00:25:17,790
+بقضايا كثيرة جداً لها علاقة بالوسائل التعليمية،
+
+330
+00:25:17,790 --> 00:25:21,730
+وتزيين الصف. نفس القصة، ينبغي أن يكون الصف مهيئاً
+
+331
+00:25:21,730 --> 00:25:26,210
+تماماً. يعني احنا في الغرفة، في البيت الواحد، إذا كانت
+
+332
+00:25:26,210 --> 00:25:30,070
+الغرفة مش مرتبة، أكيد مش هنكون مرتاحين واحنا
+
+333
+00:25:30,070 --> 00:25:34,210
+قاعدين، مظبوط؟ هذا نفس القصة. أما الجانب الثاني فهي
+
+334
+00:25:34,210 --> 00:25:39,010
+أيضاً تتعامل مع من؟ مع أولياء الأمور. وأنا بدأت أسأل
+
+335
+00:25:39,010 --> 00:25:44,060
+سؤالًا: لو أنا ولي أمر جاءَ، اللي يقول لكِ: إن علامة
+
+336
+00:25:44,060 --> 00:25:50,440
+ابني مش عاجباني، وبدي إياها تكون كاملة، ماذا تُرِدين؟
+
+337
+00:25:50,440 --> 00:25:53,740
+تفضلي.
+
+338
+00:25:53,740 --> 00:25:58,800
+طيب.
+
+339
+00:25:58,800 --> 00:26:03,800
+طلعت العلامة كما هي؟ عصب ولي الأمر، وجاء لكِ أبداً
+
+340
+00:26:03,800 --> 00:26:08,080
+أنتوا بتعدّلوش، ولازم إيش؟ حُطّي لي علامة كاملة، إيه؟
+
+341
+00:26:09,370 --> 00:26:12,210
+يُخَبِّط رأسه في الحيط، ما شاء الله، أصله براقي جداً، آه.
+
+342
+00:26:12,210 --> 00:26:19,710
+إيش كمان؟ طيب.
+
+343
+00:26:19,710 --> 00:26:22,810
+احنا.. أنا بسألكم إيش نسوي؟ اتفضلي. ممكن أحاول
+
+344
+00:26:22,810 --> 00:26:26,650
+أفهم، وبدي، وبجيب وراك زميله.. زميلة للابن،
+
+345
+00:26:26,650 --> 00:26:29,790
+مثلاً، وبحكيله: هي الفرق، يعني شوف.. وما شاء الله
+
+346
+00:26:29,790 --> 00:26:33,190
+لابنك شاطر، حلو، مُرْجَاه.. كتير رائع.. هذا كلام كتير
+
+347
+00:26:33,190 --> 00:26:34,790
+رائع، جيد، آه.
+
+348
+00:26:39,760 --> 00:26:44,840
+شوفوا يا جماعة، لا أحد منّا يُحِب أن يقول أن ابنك
+
+349
+00:26:44,840 --> 00:26:50,780
+فاشل أو مُخطئ دائماً. احنا بنُحِب أن نفتخر بأبنائنا، هذه
+
+350
+00:26:50,780 --> 00:26:56,140
+طبيعة الناس. لذلك، أول حاجة ينبغي أن نذكر إيجابيات
+
+351
+00:26:56,140 --> 00:26:59,180
+هذا الطفل، ما شاء الله، ابنك ممتاز جداً، ابنك كتير متفوق،
+
+352
+00:26:59,180 --> 00:27:02,960
+مؤدّب في كل الجوانب، هو يبدوا أن ما خلّاه
+
+353
+00:27:02,960 --> 00:27:05,860
+يُخْفِق في بعض الجوانب، وأنا كتير بحاول أُعالجها، بس
+
+354
+00:27:05,860 --> 00:27:10,420
+بدي إيش؟ أطلب مساعدة ولي الأمر حتى إيش؟ يتعاون
+
+355
+00:27:10,420 --> 00:27:13,500
+معايا، عشان المرة القادمة، زي ما حكت زميلتكم، إن إيش؟
+
+356
+00:27:13,500 --> 00:27:16,960
+نتجاوز هذه المحنة. شوفوا هذا الأسلوب، مش هضربوا رأسه
+
+357
+00:27:16,960 --> 00:27:21,440
+في الحيط إن شاء الله. وأيضاً مع المدرسين، ينبغي أن
+
+358
+00:27:21,440 --> 00:27:27,860
+نتعامل، المُدرِّس مع زملائه تعاملاً إيجابياً، لأن البيئة
+
+359
+00:27:27,860 --> 00:27:31,120
+المدرسية، إذا ما كانت كبيرة، أي مؤسسة، إذا ما كانت
+
+360
+00:27:31,120 --> 00:27:34,880
+بيئة إيجابية، تفاعلية، فيها نوع من التعاون والحب والـ
+
+361
+00:27:34,880 --> 00:27:39,080
+ود، معناه ذلك أننا سننتمي كمدرسين لمين؟ لهذه
+
+362
+00:27:39,080 --> 00:27:43,500
+المدرسة، و نُحِبّها. أما إذا كانت العكس، فلا
+
+363
+00:27:43,500 --> 00:27:48,740
+هننتمي، وهنصير ننفر. ثم أيضاً، هذا التباين سينعكس
+
+364
+00:27:48,740 --> 00:27:53,080
+سلباً على مين؟ على الطلبة. سيشهد الطلبة تنافراً في
+
+365
+00:27:53,080 --> 00:27:57,220
+نماذج القدوة للمعلمين، مش هيعودوا قدوة بالطلاق. إذا
+
+366
+00:27:57,220 --> 00:28:00,840
+كمان برضه مع المدرسين، ينبغي أن تكون العلاقة جيدة.
+
+367
+00:28:00,840 --> 00:28:05,280
+أيضاً، الإدارة الصفية مع من؟ مع المدير، بحيث يُعاوِنُوه في
+
+368
+00:28:05,280 --> 00:28:08,640
+إعداد الخطط، في الأنشطة المنهجية، في تنفيذ بعض
+
+369
+00:28:08,640 --> 00:28:12,410
+الأنشطة، الرحلات، القضايا، التعامل مع أولياء
+
+370
+00:28:12,410 --> 00:28:16,890
+الأمور، مجالس الطلبة، وخلافه. إذن، الإدارة الصفية من
+
+371
+00:28:16,890 --> 00:28:19,990
+أهم خصائصها أنها تتعامل مع جوانب متعددة: الطلبة،
+
+372
+00:28:19,990 --> 00:28:25,650
+أولياء الأمور، غرفة الصف، مدير المدرسة، ثم إيش؟
+
+373
+00:28:25,650 --> 00:28:30,870
+المقدرات، نعم، أو الجوانب المادية. أيضاً، تتسم الإدارة
+
+374
+00:28:30,870 --> 00:28:35,650
+الصفية بالعلاقات الإنسانية. مين تشرح لي هذه النقطة؟
+
+375
+00:28:38,680 --> 00:28:42,800
+يعني المشاركات قليلة اليوم. تتسم الإدارة الصفية و
+
+376
+00:28:42,800 --> 00:28:50,800
+العلاقات الإنسانية عن طريق التعلم التعاوني، وإحداث
+
+377
+00:28:50,800 --> 00:28:55,260
+نوع من التفاعل. احنا كمان مرة بنقول: المدرس المُهذّب،
+
+378
+00:28:55,540 --> 00:29:00,580
+الرؤوف، الرحيم بطلابِه، هو مدرّس يُؤسِّس لبيئة آمنة،
+
+379
+00:29:00,580 --> 00:29:04,860
+مطمئنة، يسعى من خلالها أو يعيش خلالها الطلبة بظروف
+
+380
+00:29:04,860 --> 00:29:09,040
+نفسية أيش؟ طبيعية، هادئة. أنا مدرّس أتعامل بالنمط
+
+381
+00:29:09,040 --> 00:29:12,740
+الصلب اللي هناخده كمان شوية، جايّ وعصايته هيك طويلة،
+
+382
+00:29:12,740 --> 00:29:18,760
+ما شاء الله. وإذا مجرد أي طالب يهمس همسة، ياخده
+
+383
+00:29:18,760 --> 00:29:23,300
+عقاباً شديداً. ترى هل الطالب سيعيش في بيئة آمنة،
+
+384
+00:29:23,300 --> 00:29:27,040
+مطمئنة؟ هل سيستوعب؟ هل سيستقبل بطريقة صحيحة؟ بالعكس،
+
+385
+00:29:27,
+
+445
+00:33:48,490 --> 00:33:55,890
+متسخة، لا يشارك في الصف، واجباته دائما ناقصة أو
+
+446
+00:33:55,890 --> 00:34:01,770
+أحيانا يهملها تماما، لم يشفع معه حديثي ولا تأنيبي
+
+447
+00:34:01,770 --> 00:34:07,660
+ولا الحوافز بكل معانيها. وفي ذات يوم، وبينما أنا قادم
+
+448
+00:34:07,660 --> 00:34:12,160
+إلى المدرسة مبكرا في تمام الساعة السادسة والنصف
+
+449
+00:34:12,160 --> 00:34:17,620
+وإذا به مع طفلَين صغيرين ينزويان في إحدى زوايا
+
+450
+00:34:17,620 --> 00:34:25,840
+المدرسة وقد ارتعشا  بعضهما. قلت ذهبت إلى هذين
+
+451
+00:34:25,840 --> 00:34:30,060
+الطفلين وأنا أستغرب لماذا أتيا مبكرا في هذا الجو
+
+452
+00:34:30,060 --> 00:34:35,140
+البارد القاسي البرد. وإذا بهما وقد لبسا ثيابا
+
+453
+00:34:35,140 --> 00:34:40,640
+بيضاء، لا تكاد تقيهما حرًّا أو بردَ الشتاء ولا
+
+454
+00:34:40,640 --> 00:34:51,120
+زمهريرًا، ذاك الجو. وإذا بهما ياسر وأخيه الصغير،
+
+455
+00:34:51,120 --> 00:34:57,600
+ياسر ما الذي جاء بكما؟ لم يتحدث ياسر، و زوى وجهه
+
+456
+00:34:57,600 --> 00:35:04,370
+عنّي مخفيا دمعة سالت على خدّه. تأثرت بالمنظر كثيرًا
+
+457
+00:35:04,370 --> 00:35:10,590
+قلت له: ما الذي جاء بكما يا ياسر؟ قال ببراءة
+
+458
+00:35:10,590 --> 00:35:16,890
+الطفولة: إنه البرد. قلت: لماذا أتيتما مبكرين؟ ولماذا
+
+459
+00:35:16,890 --> 00:35:24,970
+لم تلبسا ملابس الشتاء؟ فلم يجب ياسر. فقال أيمن ذاك
+
+460
+00:35:24,970 --> 00:35:30,890
+الطفل وهو في الصف الأول الابتدائي: لقد أخرجتنا
+
+461
+00:35:32,370 --> 00:35:38,090
+قلت: أين أمكما؟ قال: لقد ذهبت عند أختي منذ زمان
+
+462
+00:35:38,090 --> 00:35:44,370
+قلت لياسر: هل حقا ما يقوله أيمن؟ فبكى ياسر وقال:
+
+463
+00:35:44,370 --> 00:35:49,110
+نعم، لقد طلقها أبي وضربها ولم نعد نراها منذ ذلك
+
+464
+00:35:49,110 --> 00:35:55,090
+الحين. أخذتهما إلى غرفتي، خلعتهما، ولبستهما  معطفي، ووضعتُ على
+
+465
+00:35:55,090 --> 00:36:03,130
+الطفل الصغير. وأحببت أن أغرس فيهما شيئا من القيم
+
+466
+00:36:03,130 --> 00:36:08,830
+فقلت: ولككما يعتمد عليكما. قلت يا ياسر: أنت رجل
+
+467
+00:36:08,830 --> 00:36:13,810
+يعتمد عليك. لماذا لم تلبس ملابس تقيك برد الشتاء؟
+
+468
+00:36:13,810 --> 00:36:19,470
+قال: لقد طردتني زوجة أبي، ورمت لنا الملابس وقالت:
+
+469
+00:36:19,470 --> 00:36:26,360
+اخرجا الآن. قلت: وأين أباكما؟ قال: يسافر دائما. قلت:
+
+470
+00:36:26,360 --> 00:36:30,520
+ولكن أباكما يحبكما، أليس كذلك؟ قال: بلى، ولكنها
+
+471
+00:36:30,520 --> 00:36:37,220
+تقول له أنها ترعانا وتحسن إلينا، ولكن لا شيء من
+
+472
+00:36:37,220 --> 00:36:44,720
+ذلك يحدث. تعثرت كثيرا، قلت لهما: لا تخرجا للطابور
+
+473
+00:36:44,720 --> 00:36:49,540
+الصباح، سأعود. خرجت إلى الطابور وأنا أفكر: ألي هذا
+
+474
+00:36:49,540 --> 00:36:53,560
+الحد؟ كنت أقرأ قصصا كثيرة، لكن كنت أشعر أنها فيها
+
+475
+00:36:53,560 --> 00:36:58,440
+نوعا من المبالغة. أه! إلى هذا الحد تنعدم الرحمة من قلوب
+
+476
+00:36:58,440 --> 00:37:02,620
+الآباء والأمهات؟ أه! إلى هذا الحد يكون هؤلاء الأطفال
+
+477
+00:37:02,620 --> 00:37:08,020
+ضحايا لخلاف أسري؟ ولما عدت، قررت أن تكون قضية
+
+478
+00:37:08,020 --> 00:37:13,800
+ياسر وأيمن هي قضيتي. سألت المرشد: ما بال هذين
+
+479
+00:37:13,800 --> 00:37:19,260
+الطفلين؟ أعطني سجلهما. قال: لقد كان ياسر من الطلاب
+
+480
+00:37:19,260 --> 00:37:24,720
+المتفوقين، وكان نظيفا مجتهدا حتى بلغ الصف الثالث.
+
+481
+00:37:25,840 --> 00:37:29,780
+تغيرت أحواله، وبدأ يهمل، وبدأت شكاوى
+
+482
+00:37:29,780 --> 00:37:36,700
+المدرسين. تأتى عليه، وعلمتُ أن والده طلق أمه. حصلتُ من
+
+483
+00:37:36,700 --> 00:37:40,620
+هذا المرشد على رقم والده. حاولت الاتصال به مرارا
+
+484
+00:37:40,620 --> 00:37:47,480
+لكنه كان كثير الترحال ولم يكن يرد على جوالي. أخذتُ
+
+485
+00:37:47,480 --> 00:37:52,500
+رقم والدته. وعدتُ لياسر في الغرفة وقلت: يا ياسر، أريد
+
+486
+00:37:52,500 --> 00:37:59,210
+منك أن تحاول أن تصل لوالدك ووالدتك
+
+487
+00:37:59,210 --> 00:38:05,130
+التي تحبك. أليس تحبك أمك؟ قال: بلى يا أستاذ، إن أمي
+
+488
+00:38:05,130 --> 00:38:10,130
+تحبني وأنا أحبها، لكني منذ زمان لم أسمع صوتها وأنا
+
+489
+00:38:10,130 --> 00:38:16,770
+أشتاق لذلك. قلت: أعطيك مكافأة إن اجتهدت. عليك أن تفعل
+
+490
+00:38:16,770 --> 00:38:22,310
+واجبك. لنبدأ بالواجب البيت فقط. قال: زوجة أبي تمنعني أن
+
+491
+00:38:22,310 --> 00:38:26,670
+أفعل الواجب. قلت له: هذه درجة أنك تبالغ. قال: والله
+
+492
+00:38:26,670 --> 00:38:32,430
+لا أبالغ يا أستاذ، إنها تشغلنا بتنظيف حوش البيت وكثير
+
+493
+00:38:32,430 --> 00:38:38,650
+من الأشغال، ولا تريد لنا أن نفعل شيئا. قلت: حسنا،
+
+494
+00:38:38,650 --> 00:38:44,250
+سأساعدكما على الواجب، تكتبانه في المدرسة. وأعانني على
+
+495
+00:38:44,250 --> 00:38:48,130
+ذلك باقي المدرسين. أصبحوا يتيحون لياسر وأخيه أن
+
+496
+00:38:48,130 --> 00:38:56,130
+يكتبا الواجب في حصص الفراغ، وفي أوقات حصص الرياضة
+
+497
+00:38:56,130 --> 00:39:01,150
+والتربية الفنية. وخلافا لذلك، تحسّن ياسر من أسبوع
+
+498
+00:39:01,150 --> 00:39:05,830
+لأسبوع. استدعيته ياسر وقلت له: قلت لك أن لك مكافأة. نظر إليّ
+
+499
+00:39:05,830 --> 00:39:12,370
+وكأنه ينتظر. ما المكافأة؟ قلت: سأجعلك تُهاتف أمك.
+
+500
+00:39:12,370 --> 00:39:18,410
+أمك؟ قال: أصحصح ما تقول؟ إن كاد ياسر يقبل يدايّ. سأسمع
+
+501
+00:39:18,410 --> 00:39:23,070
+صوت أمي؟ قال: بلى، ستسمع صوت أمك، ولكن عليك أن تجتهد
+
+502
+00:39:23,070 --> 00:39:28,730
+قليلا. يقول ذاك المعلم. رفعت سماعة الهاتف بعد أن
+
+503
+00:39:28,730 --> 00:39:35,150
+استأذنته من المدير، لأنه هاتف والدة ياسر فأذن لي
+
+504
+00:39:35,150 --> 00:39:42,540
+وإذا بي على الجانب الآخر أسمع أمّ ياسر. تقول: من
+
+505
+00:39:42,540 --> 00:39:49,240
+قلت لها: أنا معلم ياسر. قالت: ياسر أين هو؟ وما به؟ قال:
+
+506
+00:39:49,240 --> 00:39:54,260
+لا شيء، ولكنّه يريد أن يُهاتف أو يريد أن يُهاتف أمه.
+
+507
+00:39:54,260 --> 00:39:59,240
+قالت: إنها ستكون سعيدة جداً بهذا الحديث. قلت لها إن
+
+508
+00:39:59,240 --> 00:40:05,390
+سمحتُ بذلك. أمّ ياسر تحدثت وهي كالملهوفة
+
+509
+00:40:05,390 --> 00:40:09,130
+تقول: أين ياسر؟ أين أيمن؟ أريد أن أكلمهما منذ خمسة
+
+510
+00:40:09,130 --> 00:40:14,410
+أشهر لم أكلمهما ولم أرهما ولم أسمع عنهما أي خبر. قال:
+
+511
+00:40:14,410 --> 00:40:21,330
+لها: ستكلمهما، لكن أريد منك أن ترفعي من معنوياته وأن
+
+512
+00:40:21,330 --> 00:40:26,410
+نتعاون سوياً، أن يتقدم ياسر، وأن لا تذكري له بعضًا من
+
+513
+00:40:26,410 --> 00:40:33,370
+هذه المشاكل أو التي كانت تحدث بينك وبين والدك. قالت:
+
+514
+00:40:33,370 --> 00:40:37,650
+والده سامحه الله. والله لقد كنتُ له نعمة زوجة، ولكنّ
+
+515
+00:40:37,650 --> 00:40:43,340
+لا أقول إلا سامحه الله. ناديتُ ياسر وقلت له:
+
+516
+00:40:43,340 --> 00:40:49,480
+أمك على الهاتف. مسك ياسر السماعة، وقد كانت لحظات
+
+517
+00:40:49,480 --> 00:40:54,280
+يصعب علي وصفها، كما يقول ذاك المدرس. كانت صعبة جداً
+
+518
+00:40:54,280 --> 00:40:59,540
+لم أسمع فيها إلا بكاء. أما مكالمة ياسر مع، أو أما
+
+519
+00:40:59,540 --> 00:41:04,300
+مكالمة أم ياسر مع أيمن فكانت قصة أخرى. انتزعتُ سماعة
+
+520
+00:41:04,300 --> 00:41:11,680
+الهاتف، وكأنّي أقطع جزءاً من جسدي، وقلت: يا ياسر، هذه
+
+521
+00:41:11,680 --> 00:41:16,280
+مكافأتي لك، وستكون لك مكافأة أخرى، ستدوم على مهاتفة
+
+522
+00:41:16,280 --> 00:41:25,000
+أمك إن اجتهدت. وبالفعل، يقول ذاك المعلم، لقد أصبح
+
+523
+00:41:25,000 --> 00:41:29,760
+ياسر أكثر اجتهاداً حتى حصل في نهاية الفصل على
+
+524
+00:41:29,760 --> 00:41:33,600
+الترتيب السابع. طبعاً بعد ما كان يحصل على ترتيب ما
+
+525
+00:41:33,600 --> 00:41:37,240
+فوق العشرين من ستة وعشرين في الفصل. يقول: في يوم
+
+526
+00:41:37,240 --> 00:41:43,270
+الاثنين، طبعت له شهادة التقدير ووضعت له هدية، ثم كتبتُ
+
+527
+00:41:43,270 --> 00:41:49,350
+رسالة لوالديه. كنتُ كمن يكتب لأول مرة. كانت الرسالة
+
+528
+00:41:49,350 --> 00:41:54,750
+عدة صفحات. لا أعلم ما كتبتُ إلا أنني كتبت فيها كلّ
+
+529
+00:41:54,750 --> 00:42:00,290
+ما يجول في خاطري. وقلت لياسر: يا ياسر، هذه مكافأتك،
+
+530
+00:42:00,290 --> 00:42:04,910
+خذها، و أعطها لوالديك باليد أو بالبريد. وفي اليوم
+
+531
+00:42:04,910 --> 00:42:09,190
+التالي، في يوم الثلاثاء، وإذا بياسر قد لبس أحلى
+
+532
+00:42:09,190 --> 00:42:16,590
+الثياب، أحلى ملابس عنده، وجاء وبيده رجل حسن الهيئة
+
+533
+00:42:16,590 --> 00:42:23,770
+يمشي بخطوات واثقة. فلما رأى ياسرني، انطلق نحوي يقبل
+
+534
+00:42:23,770 --> 00:42:28,610
+يدايا ويقول: هذا والدي! هذا والدي! جاء الوالد يقول:
+
+535
+00:42:28,610 --> 00:42:35,770
+أشكرك يا أستاذ، لقد أحسنت إلى ولديّ. لقد أفاقتني من
+
+536
+00:42:35,770 --> 00:42:41,430
+غفلة كبيرة كنتُ فيها. الظالم والمظلوم، كنتُ الجاني
+
+537
+00:42:41,430 --> 00:42:47,990
+والمجني عليه. إذاً هذه قصته. مدرّسٌ  عملَ برغبةٍ
+
+538
+00:42:47,990 --> 00:42:53,330
+طلبته في العلم والتعلم، وأعطاهم قِيَمًا كثيرة، وكان
+
+539
+00:42:53,330 --> 00:42:57,590
+إنسانياً في تعامله، لذلك كان بالفعل ناجحاً في هذه
+
+540
+00:42:57,590 --> 00:43:01,950
+التجربة. أخيراً، تطوير وتحديث المنهاج الدراسي، طبعاً
+
+541
+00:43:01,950 --> 00:43:04,830
+إذا نتحدث عن تطوير وتحديث المنهاج الدراسي، فنحن
+
+542
+00:43:04,830 --> 00:43:09,030
+نتحدث عن إثراء هذا المنهاج، وإعطائه وغرس القيم
+
+543
+00:43:09,030 --> 00:43:14,830
+والمفاهيم والمعارف الأخرى داخل هذا المنهاج. طيب،
+
+544
+00:43:14,830 --> 00:43:18,660
+هناك قضايا كثيرة في الأشياء التي ينبغي على المعلم
+
+545
+00:43:18,660 --> 00:43:23,900
+أن يقوم بها، وهي موجودة لديكم في الملزمة، وعلى الصفحة
+
+546
+00:43:23,900 --> 00:43:28,820
+إن شاء الله رب العالمين. نقف عند أولى أنماط الإدارة
+
+547
+00:43:28,820 --> 00:43:32,620
+الصفية. لنشرح هذا النمط، ثم ننهي محاضرتنا إن شاء
+
+548
+00:43:32,620 --> 00:43:38,420
+الله رب العالمين. طبعاً، ماذا نقصد بقولنا نمط؟ أسلوب،
+
+549
+00:43:38,420 --> 00:43:45,330
+طريقة. النمط هو الأسلوب المكرر الذي يصبح مع الوقت
+
+550
+00:43:45,330 --> 00:43:50,570
+سمة تميز شخصاً عن آخر. النمط... لما نقول: إيش نمطي؟
+
+551
+00:43:50,570 --> 00:43:55,110
+يعني تقليدي. إيش صار؟ إيش معروف؟ إنه أنا في شغلة
+
+552
+00:43:55,110 --> 00:43:59,650
+نمطية في حياة الإنسان، يتسم بها ويعرف بها. هذا
+
+553
+00:43:59,650 --> 00:44:05,290
+النمط، كما ترونه في الصورة. نمط تسلطي، كويس؟ يعني نمط
+
+554
+00:44:05,290 --> 00:44:14,210
+إدارة قهرية، دكتاتورية. أو ديموقراطية. هذا النمط، أسلوبه
+
+555
+00:44:14,210 --> 00:44:21,150
+في التعليم ماذا؟  عن محاولة غرس المعارف فقط، و
+
+556
+00:44:21,150 --> 00:44:28,910
+التركيز عليها، حتى لو أدى ذلك إلى هذا السلوك. طيب، هذه
+
+557
+00:44:28,910 --> 00:44:33,030
+سمات النمط التسلطي. أول حاجة،
+
+558
+00:44:36,240 --> 00:44:42,940
+أنه لا يسمح لطلبته بالنقاش داخل الصف. دائماً
+
+559
+00:44:42,940 --> 00:44:47,420
+المتعلم أو الطالب يكون متلقياً للعلوم، ولا يشارك، ولا
+
+560
+00:44:47,420 --> 00:44:51,780
+يبادر، ولا يعطي، بل ولا يُتاح له أن يشارك في العملية
+
+561
+00:44:51,780 --> 00:44:56,200
+التعليمية إلا إذا طلب منه المعلم الإجابة عن سؤال ما.
+
+562
+00:44:56,200 --> 00:44:59,700
+أيضاً،
+
+563
+00:44:59,700 --> 00:45:06,060
+يفرض على الطلبة رأياً واحداً، ولا يحيد عنه. وهو يضع لهم أو
+
+564
+00:45:06,060 --> 00:45:10,560
+للطلبة ما يجب عليهم فعله، ومتى ينبغي فعله، وكيف
+
+565
+00:45:10,560 --> 00:45:15,600
+يعني، مش بس بيعطيهم. خليني أضرب مثالاً خارج الإطار، لأَنّ
+
+566
+00:45:15,600 --> 00:45:21,040
+إنّ أنتَ إذا إليك كانت زوجتك أو خطيبتك تختار، ورايح
+
+567
+00:45:21,040 --> 00:45:24,640
+أنت مثلاً، نفترض يعني، زوجتك تختار، وجالسة وأنتَ
+
+568
+00:45:24,640 --> 00:45:28,700
+بتطبخ، أو بتعمل أي شيء في الدار.  بيُعجبها شغلك؟ مش كلّ
+
+569
+00:45:28,700 --> 00:45:32,850
+شوية بتقول لك: لا، اعملي هيك، وحطي هيك. صح ولا لا؟ ليش
+
+570
+00:45:32,850 --> 00:45:35,850
+هذا الكلام؟ لأنه خلاص، تعودت أن يكون رأيها هو
+
+571
+00:45:35,850 --> 00:45:40,250
+الأساس، ودون ذلك، لا، أنتَ مش هتعرف تعمل إيه. إذا أنا
+
+572
+00:45:40,250 --> 00:45:45,750
+... أديتك التعليمات. أيضاً، لا يؤمن بالعلاقات
+
+573
+00:45:45,750 --> 00:45:49,590
+الإنسانية، ويعتقد أنّه ينبغي المحافظة على مساحة
+
+574
+00:45:49,590 --> 00:45:52,770
+بينه وبين الطلبة. أنا معلم، وأنت طالب، بدّك تحترم
+
+575
+00:45:52,770 --> 00:45:57,830
+يعني، بعض الجامعات، دكاترة، أنا أتذكر في جامعة دمشق
+
+576
+00:45:57,830 --> 00:46:02,550
+اللي تخرجت منها، كنا نقف على رأس الدكتور، رئيس
+
+577
+00:46:02,550 --> 00:46:06,410
+القسم، أو المشرف بالساعات، حتى يسمح لنا بدقيقة
+
+578
+00:46:06,410 --> 00:46:10,730
+واحدة أن نتحدث معه، كويس؟ إذا هو لا يؤمن بالعلاقة
+
+579
+00:46:10,730 --> 00:46:14,270
+الإنسانية. تحكي معه على جوالها، دي جريمة يعني،
+
+580
+00:46:14,270 --> 00:46:17,270
+ماشي الحال. لا يؤمن بالعلاقة الإنسانية، ويعتقد أنه
+
+581
+00:46:17,270 --> 00:46:20,770
+ينبغي المحافظة على مساحة كافية وواسعة بينه وبين
+
+582
+00:46:20,770 --> 00:46:25,560
+طلبته. يستخدم أساليب القهر والعقاب البدني، والعقوبات
+
+583
+00:46:25,560 --> 00:46:28,800
+الأخرى. أسلوب التحفيز أو التعزيز الإيجابي أو حتى
+
+584
+00:46:28,800 --> 00:46:33,060
+السلبي، غير موجود عنده. لكن العقاب.  يمنح الطلبة
+
+585
+00:46:33,060 --> 00:46:35,780
+القليل من الثواب والتحفيز. قلّما تجد من النمط
+
+586
+00:46:35,780 --> 00:46:38,820
+السلطي من يمنح قليلاً من الثواب والتحفيز. إذا كان
+
+587
+00:46:38,820 --> 00:46:46,040
+أمام نموذج يعني متميز جداً. أيضاً، لا يثق بالطلبة،
+
+588
+00:46:46,040 --> 00:46:50,160
+ويعتقد أنهم بحاجة إلى من يتابعهم دائماً ويقوم
+
+589
+00:46:50,160 --> 00:46:55,230
+بسلوبهم. هو إذا أنت عملتي أي تصرف، لأ، أكيد أنتِ عملتِه
+
+590
+00:46:55,230 --> 00:46:58,390
+عشان هيك، عشانك تضيعي وقت الحصة. طب، لا أنا والله مش
+
+591
+00:46:58,390 --> 00:47:01,630
+عاملة هيك، يعني مش بقصد. إذا هو لا يثق
+
+592
+00:47:01,630 --> 00:47:05,510
+بالطلبة، ودائماً يتوقع استجابة الطلبة، ليش؟
+
+593
+00:47:05,510 --> 00:47:08,730
+لتوقعاته. فإذا ما خالفت هذه التوقعات، أو اللي صار
+
+594
+00:47:08,730 --> 00:47:14,550
+بخالف التوقعات، بينقلب وبيعصب، ويمارس إيش؟ القهر
+
+595
+00:47:14,550 --> 00:47:21,700
+والعقاب البدني. آثار النمط التسلطي. هناك آثار سلبية
+
+596
+00:47:21,700 --> 00:47:25,420
+للنمط التسلطي. أول أثر: فقدان الأمن والطمأنينة لدى
+
+597
+00:47:25,420 --> 00:47:29,820
+الطلبة. ثم إضعاف ثقة الطالب بنفسه. تخيل الطالب اللي
+
+598
+00:47:29,820 --> 00:47:34,240
+جاهز يجاوب، ويخشى أن يناله عقاب إذا غلط غلطة صغيرة.
+
+599
+00:47:34,780 --> 00:47:39,000
+يبدأ يبطل يجاوب، ولا لا؟ إذا هو يفقد إيش؟ الثقة
+
+600
+00:47:39,000 --> 00:47:42,460
+بالنفس. أيضاً، التعود على الطاعة من باب الخوف، يعني
+
+601
+00:47:42,460 --> 00:47:46,460
+لا يُبنى في هذا الطالب شخصية مستقلة، شخصية قيادية،
+
+602
+00:47:46,460 --> 00:47:49,540
+شخصية لها كيانها أبداً، هو يعتبره صغيراً دائماً
+
+603
+00:47:49,540 --> 00:47:54,830
+ويعتبره أو ينبغي عليه أن يعني يطيع بدون مناقشة. يفقد
+
+604
+00:
+
+667
+00:52:14,870 --> 00:52:19,390
+خصائص للإدارة الصفية تساهم في إبراز دور المعلم
+
+668
+00:52:19,390 --> 00:52:23,570
+كونه محور الإدارة الصفية، طبعاً المعلم محور الإدارة
+
+669
+00:52:23,570 --> 00:52:27,870
+الصفية، قلنا 13 نقطة، فيه ثلاث أشياء: مراعاة الفروق
+
+670
+00:52:27,870 --> 00:52:30,650
+الفردية، المعلم قدوة
+
+671
+00:52:33,380 --> 00:52:35,820
+استخدام الألعاب التعليمية والوسائل التعليمية
+
+672
+00:52:35,820 --> 00:52:40,060
+التعزيز والتحفيز، الله يرضى عليكم. طيب، اكتبوا رأيكم
+
+673
+00:52:40,060 --> 00:52:45,100
+في نمط سلطوي، مدللة على ذلك من خلال دراستك لسلبيات
+
+674
+00:52:45,100 --> 00:52:51,200
+وإيجابيات هذا النمط. إيش رأيك فيه؟ النظام يسعى إلى
+
+675
+00:52:51,200 --> 00:52:54,640
+حشو الأدمغة، إلى عدم مشاركة الطالب، إلى إلغاء
+
+676
+00:52:54,640 --> 00:52:58,560
+شخصية الطالب، إلغاء إبداعه، إلى جعل الطالب كجزء من
+
+677
+00:52:58,560 --> 00:53:04,080
+..كجزء، حاجة يتقبلها ولا يُرغم. ممتاز. احنا بنذكر سلبيات
+
+678
+00:53:04,080 --> 00:53:06,840
+النمط السلطوي وبنقول رأينا فيه. ماشي الحال المرة
+
+679
+00:53:06,840 --> 00:53:11,180
+القادمة إن شاء الله هناخد باقي الأنماط. فبنحضر حتى
+
+680
+00:53:11,180 --> 00:53:14,020
+نتفاعل. أشكركم لحسن الاستماع وبارك الله فيكم و
+
+681
+00:53:14,020 --> 00:53:14,540
+السلام عليكم
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/sFXh__5Irtg_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/sFXh__5Irtg_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..87284bf1f4dcb05b85170b8ce91d58847bf04f0e
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/sFXh__5Irtg_postprocess.srt
@@ -0,0 +1,2520 @@
+1
+00:00:14,540 --> 00:00:17,040
+أعوذ بالله السلام عليهم من نشرة الرجيم بسم الله
+
+2
+00:00:17,040 --> 00:00:19,860
+الرحمن الرحيم الحمد لله رب العالمين والصلاة
+
+3
+00:00:19,860 --> 00:00:23,580
+والسلام على أشرف المرسلين عماد عليه وعلى آله
+
+4
+00:00:23,580 --> 00:00:28,560
+وصحبيه والسلام أجمعين أما بعد اتحدثنا في المحاضرة
+
+5
+00:00:28,560 --> 00:00:32,600
+السابقة عنأنماط الإدارة الصفية واخدنا أول نمط وهو
+
+6
+00:00:32,600 --> 00:00:39,240
+النمط تسلطي وقولنا أن من سماعة هذا النمط أنه
+
+7
+00:00:39,240 --> 00:00:46,660
+المعلم يكون في هذا نمط ماذا؟ لا يسمح للطلب بالنقاش
+
+8
+00:00:46,660 --> 00:00:55,060
+لا يؤمن بالعلاقات الإنسانية ينجز المقرر بشكل سريع
+
+9
+00:00:55,060 --> 00:01:00,630
+أو خلينا نقول يحاول قدر الإمكانيحاول قدر الإمكان
+
+10
+00:01:00,630 --> 00:01:07,850
+يعني أن لا يلتفت إلى مناقشات من شأنها أن تعطل سير
+
+11
+00:01:07,850 --> 00:01:13,250
+الحصة حسب اعتقاده الاسفداد
+
+12
+00:01:13,250 --> 00:01:16,330
+بالرأي وعدم إعطاء الفرصة للمناقشة أو إداء الرأي
+
+13
+00:01:18,160 --> 00:01:22,360
+استخدام العقاب البدني و التسلط و خلينا نتحدث بشكل
+
+14
+00:01:22,360 --> 00:01:27,080
+مختصر أن نمط التسلط هو أحد أنماط الإدارة التسلطية
+
+15
+00:01:27,080 --> 00:01:31,780
+أو الديكتاتورية أو الأوتوبراطية طيب اليوم ان شاء
+
+16
+00:01:31,780 --> 00:01:35,500
+الله هنتحدث عن أنماط أو تابع للأنماط الإدارة
+
+17
+00:01:35,500 --> 00:01:39,060
+الصفية وهو النمط التقليدي من تعرف لنا النمط
+
+18
+00:01:39,060 --> 00:01:42,060
+التقليدي؟ اه
+
+19
+00:01:59,870 --> 00:02:05,490
+طيب النمط التقليدي من خلال اللغة التقليدي هو عكس
+
+20
+00:02:05,490 --> 00:02:10,210
+ايش؟ عكس التشديد عكس الحدثة النمط التقليدي نحنا
+
+21
+00:02:10,210 --> 00:02:16,610
+نتخيل من خلال هذه الصورة أن أنا أمام إنسانيلبسوه
+
+22
+00:02:16,610 --> 00:02:21,970
+دائما تقليديا يحاول قدر الإمكان أن ينظر إلى الطلبة
+
+23
+00:02:21,970 --> 00:02:26,550
+على أنهم صغار سن وأنه أكبر منهم سنا و هذا من
+
+24
+00:02:26,550 --> 00:02:32,670
+مقتضاياته أنه ايش أكثر خبرة و أيش و أيضا أكثر علما
+
+25
+00:02:32,670 --> 00:02:36,910
+لذلك ينبغي على الطلبة أن يسمعوا أن ياخذوا تعليمات
+
+26
+00:02:36,910 --> 00:02:43,060
+كما هي لاتجديد في هذا النمطخلّيني أشوف بعض أسامات
+
+27
+00:02:43,060 --> 00:02:48,780
+المعلم في هذا النمط أول حاجة أن الطلاب هم صغار
+
+28
+00:02:48,780 --> 00:02:53,280
+السن لا يتحملون المسئولية تماما نحن في مجتمع شرقي
+
+29
+00:02:53,280 --> 00:02:59,360
+ونعاني من هذه النظرة أن كبير السن الجد الأب يحاول
+
+30
+00:02:59,360 --> 00:03:05,090
+دائماأو لا يقتنع أن أبنائه قد بلغوا سن الرشد، لذلك
+
+31
+00:03:05,090 --> 00:03:10,650
+هو يحاول أن يرشدهم دائما حتى لو بلغوا سنا متقدمة
+
+32
+00:03:10,650 --> 00:03:14,750
+في العمر إذا هؤلاء طلبهم صغار السن لا يتحملون
+
+33
+00:03:14,750 --> 00:03:18,530
+المسئولية، يجب متابعتهم ومراقبتهم في كل أحوالهم،
+
+34
+00:03:18,530 --> 00:03:23,950
+أيضا يجب على الطلبة طاعة أوامر المعلم دون نقاش،
+
+35
+00:03:23,950 --> 00:03:29,590
+وهذا الأمريعني يكاد يتقاطع مع مين مع النمط التسلطي
+
+36
+00:03:29,590 --> 00:03:33,430
+بنفس الطريقة هذاك بدوش نقاش وهذا أيضا لا يريد
+
+37
+00:03:33,430 --> 00:03:38,710
+النقاش لذلك هو ينظر أن المعلم صغير السن على قاعدة
+
+38
+00:03:38,710 --> 00:03:41,510
+أن الصغير ينبغي أن يحترم الكبير ينبغي أن يطيع
+
+39
+00:03:41,510 --> 00:03:45,490
+الكبير إذا ينبغي عليه طاقة أوامر معلم دون نقاش
+
+40
+00:03:45,490 --> 00:03:49,730
+أيضا لا يسمح باتخاذ أي قرار من قبل الطلبة إلا إيش
+
+41
+00:03:50,490 --> 00:03:54,730
+بالرجوع له، يعني لا تفعل شيء حتى تستأذني، لا تقول
+
+42
+00:03:54,730 --> 00:03:59,650
+شيء حتى تقولي ماذا تريد أن تقول، هذا النمط من شأنه
+
+43
+00:03:59,650 --> 00:04:04,110
+أن يؤثر سلبًا زي ما كمان شوية هنشوف على سير الطلب،
+
+44
+00:04:04,110 --> 00:04:07,770
+على استقلالية الطالب، على ثقته بنفسه و هكذا، أيضًا
+
+45
+00:04:07,770 --> 00:04:13,900
+يركز المدرس في هذا النمط على زيادة الإنتاجيعني في
+
+46
+00:04:13,900 --> 00:04:17,180
+العصر ال .. ال .. ال .. خلاني أقول الماضي أو حفبة
+
+47
+00:04:17,180 --> 00:04:20,580
+الماضية من التعليم كانت كتب أو منهش تركز على الكم
+
+48
+00:04:20,580 --> 00:04:26,260
+المعرفي أكثر من إيش من الكيف من خلال التركيز على
+
+49
+00:04:26,260 --> 00:04:30,980
+زيادة إنتاج التعليم زيادة الكمية المعطالة الطلبة
+
+50
+00:04:30,980 --> 00:04:35,350
+على حساب إيه؟يعني هما يركزوا على المعرفة أكثر من
+
+51
+00:04:35,350 --> 00:04:40,330
+المهارة وأكثر من التطبيق وأكثر من النوعية إذا يركز
+
+52
+00:04:40,330 --> 00:04:43,390
+المدرس على زيادة الإنتاج في هذا النوع لذلك هو يحرص
+
+53
+00:04:43,390 --> 00:04:47,510
+على أن يعطي كمية أكبر داخل الحصة أيضا يهتم بالعقاب
+
+54
+00:04:47,510 --> 00:04:52,050
+لكل من يخطئ لكن هنا يختلف النمط التقليدي عن النمط
+
+55
+00:04:52,050 --> 00:04:57,410
+السلطي أن العقاب أقل أو أن وسائل العقاب المستخدمة
+
+56
+00:04:57,410 --> 00:05:03,330
+أقل حدة وأقل شدة هناك في رهبة في خوفهنا تماما كما
+
+57
+00:05:03,330 --> 00:05:07,330
+الخوف من الأب حتى لما بده يعاقب الأب يكون إيش فيه
+
+58
+00:05:07,330 --> 00:05:11,570
+نوع من الرحمة والشفقة على الطلبة يقاوم التغيير
+
+59
+00:05:11,570 --> 00:05:14,670
+ويتمسك بالقديم لا يستخدم وسائل التعليمية الحديثة
+
+60
+00:05:14,670 --> 00:05:19,850
+لا يقتنع إلا بما تعلم لذلك هو لا يحب أن يتعلم أكثر
+
+61
+00:05:20,120 --> 00:05:26,060
+يحاول قدر المكان يتمسك بالقديم كما هو استخدام بعض
+
+62
+00:05:26,060 --> 00:05:29,800
+الوسائل التقليدية مثل الصبورة القلم بعض الوسائل
+
+63
+00:05:29,800 --> 00:05:34,880
+البسيطة لكن مع ذلك هو أيضًا يحاول أن يعطي الطلبة
+
+64
+00:05:34,880 --> 00:05:39,340
+مجموعة من المفاهيم والقيم زي ما هو كمان برضه
+
+65
+00:05:39,340 --> 00:05:42,760
+بيتمسك بالقديم إلا أنه مع هذا القديم هو يعطي بعض
+
+66
+00:05:42,760 --> 00:05:48,200
+القيم لطلبته بشكل جيد و أحيانًا يتقبل بعض الأفكار
+
+67
+00:05:48,400 --> 00:05:53,340
+المطروحة من الطلبة او من غيره اذا خلينا نقول قبل
+
+68
+00:05:53,340 --> 00:05:57,740
+ما نشوف الاثار ما هو الفرق بين النمط التسلطي
+
+69
+00:05:57,740 --> 00:06:02,060
+والتقليدي ما نلاحظ فيه هناك نوع من التشابه الا من
+
+70
+00:06:02,060 --> 00:06:07,040
+بعض النقاط ما هو الفرق بين النمط التسلطي والنمط
+
+71
+00:06:07,040 --> 00:06:14,860
+التقليدي العقاب في التسلط هي اكثر حدة نعم ايش
+
+72
+00:06:14,860 --> 00:06:19,810
+كمان؟ممكن الطلبة أن يتصرفوا لكن بالرجوع للمعلم،
+
+73
+00:06:19,810 --> 00:06:23,590
+بعكس التصرف اللي قد ما .. صحيح، في هناك مساحة
+
+74
+00:06:23,590 --> 00:06:27,270
+للطلبة أن يتصرفوا من خلالها من خلال إيش؟ التواصل
+
+75
+00:06:27,270 --> 00:06:31,970
+مع المعلم، نعم،
+
+76
+00:06:31,970 --> 00:06:38,740
+أه، إيش فيك كمان فروق؟ملاحظوش أن الشخصية في
+
+77
+00:06:38,740 --> 00:06:43,280
+التسلطي تحاول أو تستخدم القهر كأول وسيلة لكن
+
+78
+00:06:43,280 --> 00:06:47,820
+التقليدي يحاول أن ينبه الطالب مرة و مرتين و ثلاثة
+
+79
+00:06:47,820 --> 00:06:52,240
+ثم يستخدم العقاب لذلك لاحظوا أن في التسلطي هناك
+
+80
+00:06:52,240 --> 00:06:55,180
+نوع من الحداء في التسلطي قد يستخدم بعض الوسائل
+
+81
+00:06:55,180 --> 00:06:58,660
+الحديثة في التقليدي لا يستخدم وسائل الحديثة في
+
+82
+00:06:58,660 --> 00:07:02,500
+التسلطي لا يقاوم التغيير وإن كان يتمسك بالقديم إلى
+
+83
+00:07:02,500 --> 00:07:07,960
+حد ما لكن في التقليدي يقاوم التغييرإذا هناك نوع من
+
+84
+00:07:07,960 --> 00:07:11,520
+الفروق تكاد تنحصل في أربع نقاط النقطة الأولى إيها
+
+85
+00:07:11,520 --> 00:07:14,520
+علاقة في مقاوم التغيير النقطة الثانية لها علاقة في
+
+86
+00:07:14,520 --> 00:07:18,700
+قضية العقاب والنقطة الثالثة لها علاقة في استخدام
+
+87
+00:07:18,700 --> 00:07:22,820
+الوسائل التعليمية الحديثة والأساليب الحديثة موجودة
+
+88
+00:07:22,820 --> 00:07:27,180
+في تسلط يستخدم هناك لا يستخدم طيب ماهي أثار النمط
+
+89
+00:07:27,180 --> 00:07:32,900
+التقليدي على الطلبة ترى هل هو أفضل أنماط حسب رأيكم
+
+90
+00:07:32,900 --> 00:07:38,910
+ليس أفضل أنماط لماذا؟أثار سلبية على الطلاب فضلين
+
+91
+00:07:38,910 --> 00:07:46,550
+ذوبان
+
+92
+00:07:46,550 --> 00:07:50,710
+شخصيت المتعلم الطالب أمام المعلم ليس استطيع أن
+
+93
+00:07:50,710 --> 00:07:54,590
+يعبر عن رأيه بطريقة لأنه يعتقد أنه ينبغي أن يعبر
+
+94
+00:07:54,590 --> 00:07:57,830
+عن إيش رأيه بالطريقة الإيش أو عن رأيه بالطريقة
+
+95
+00:07:57,830 --> 00:08:02,370
+التي يريدها المعلم لذلك تذوب الشخصية الخاصة
+
+96
+00:08:02,370 --> 00:08:06,050
+بالطالب مع إيش مع شخصية المعلم يتمثل قدوة كاملة
+
+97
+00:08:06,910 --> 00:08:10,210
+وفيش أسهمات جديدة من قبل شخصية المتعلم أبدا
+
+98
+00:08:10,210 --> 00:08:14,250
+بالاطلاق لذلك مع الفترة الزمنية اللتي يدرس فيها
+
+99
+00:08:14,250 --> 00:08:19,230
+الطالب أو يدرس فيها الطالب تثوب الشخصية أمام قدرات
+
+100
+00:08:19,230 --> 00:08:24,410
+المعلم أمام قراراته المتتابع على الطالب أيضا بناء
+
+101
+00:08:24,410 --> 00:08:29,290
+روتينية في شخصية المتعلم تقليدي إذا ما معناه أننا
+
+102
+00:08:29,290 --> 00:08:34,990
+نبتعد عن الإبداع نبتعد عن التفكير الخلاق نحاول قدر
+
+103
+00:08:34,990 --> 00:08:40,830
+إن كان نقلب لذلكهناك إيش؟ فيه روتينية، أيضا سلبية
+
+104
+00:08:40,830 --> 00:08:45,050
+صلوك الطالب، من إيه سلبيته؟ أمام أي حد .. أي حد
+
+105
+00:08:45,050 --> 00:08:49,050
+سيُعرض له إذا اتعرض من .. بأذى أو لأذى من زميله،
+
+106
+00:08:49,050 --> 00:08:52,950
+يا أستاذ أنا لو سمحت فلان ضربني، يا أستاذ كده، إذا
+
+107
+00:08:52,950 --> 00:08:56,170
+انتصار إيش؟ فيه نوع من السلبية، مافيش اتخاذ قرار،
+
+108
+00:08:56,170 --> 00:09:01,020
+طب وين؟هل التعليم هو فقط نقل معارف؟ أليس هو تربية؟
+
+109
+00:09:01,020 --> 00:09:04,760
+أليس هو إحداث تكييب في نفسية الفرد وعقله وجسمه مع
+
+110
+00:09:04,760 --> 00:09:08,560
+البيئة المحيطة؟ كيف يمكن أننا نسهم في التربية
+
+111
+00:09:08,560 --> 00:09:13,280
+تطورا وإحداثا نوعيا إذا ماكنش الطالب عندنا يستطيع
+
+112
+00:09:13,280 --> 00:09:17,720
+أن يعبر عن حادثة ما يريد أوحه عنه على الأقل ما
+
+113
+00:09:17,720 --> 00:09:21,540
+يجيش فيه داخله لكن هل كل الأمور سلبية في النمط
+
+114
+00:09:21,540 --> 00:09:24,120
+التقليدي؟ بالطبع لأن فما هي إيجابيات النمط
+
+115
+00:09:24,120 --> 00:09:24,840
+التقليدي؟
+
+116
+00:09:31,580 --> 00:09:36,900
+أول حاجة قيمة احترام الكبير احترام الكبير وتعلم
+
+117
+00:09:36,900 --> 00:09:44,510
+الأدب يروى أن شاب كانيعتدوا كل يوم على ايه؟ على
+
+118
+00:09:44,510 --> 00:09:49,390
+شرائه صحيفته من مكان من كشك على ناصية الطريق وكان
+
+119
+00:09:49,390 --> 00:09:52,650
+في كل يوم يطرح التحية السلام عليكم ورحمة الله
+
+120
+00:09:52,650 --> 00:09:58,890
+وبركاته لكن صاحب الكشك لم يكن ليرد عليه شيء كان
+
+121
+00:09:58,890 --> 00:10:03,930
+هناك رجل آخر اعتد أيضا هو الآخر أن ياخد هذه
+
+122
+00:10:03,930 --> 00:10:08,630
+الصحيفة وينتظرويراقب هذا الشاب اللذي كل يوم يأتي
+
+123
+00:10:08,630 --> 00:10:15,430
+ويطرح التحية دون رد وبعد أسابيع وإذ به إيش يقول
+
+124
+00:10:15,430 --> 00:10:20,090
+لهذا الشاب لماذا ترد التحية قال لأنها قيمة
+
+125
+00:10:20,090 --> 00:10:24,010
+تعلمناها السلام عليكم ورحمة الله وبركاته قال ألا
+
+126
+00:10:24,010 --> 00:10:29,570
+ترى أن صاحب الكشك لايرد قال بلى قال إذا لماذا ترد
+
+127
+00:10:29,570 --> 00:10:34,400
+علي لماذا تطرح عليه السلامقال ولماذا لا أطرح عليه
+
+128
+00:10:34,400 --> 00:10:38,860
+السلام قال ألا ترى أنه قليل الأدب يعني لا يرد عليك
+
+129
+00:10:38,860 --> 00:10:46,100
+السلام قال إذا يعني أنت تعتقد أنه بعدم رده للسلام
+
+130
+00:10:46,100 --> 00:10:51,900
+أنه قليل الأدب قال بلأ قال وتعتقد أنني برد السلام
+
+131
+00:10:51,900 --> 00:10:57,820
+أنني مؤدب قال نعم قال إذا هل تريدني أن أعلمه الأدب
+
+132
+00:10:57,820 --> 00:11:03,300
+أو أتعلم منه قلة الأدب فسكت ذلك الرجلماذا يقول؟
+
+133
+00:11:03,300 --> 00:11:08,380
+قال لكن هو لا يرد يعني يعني بنفس الوقت بعد ما
+
+134
+00:11:08,380 --> 00:11:13,080
+أعطاه القيمة يحاول أن يجادل قال قلت لك أتريدني أن
+
+135
+00:11:13,080 --> 00:11:17,880
+أتعلم منه قلة الأدب أم أعلمه الأدب هذه السلوكياتإن
+
+136
+00:11:17,880 --> 00:11:22,040
+لم نتغلب نحن و نغلبها سيتغلب أيش أصحاب السلوكيات
+
+137
+00:11:22,040 --> 00:11:25,580
+السيئة إن أصحاب السلوكيات الجيدة ينبغي أن يتغلبوا
+
+138
+00:11:25,580 --> 00:11:30,220
+دائما و يصروا على أيش سلوكياتهم هنا بنقول أن أهم
+
+139
+00:11:30,220 --> 00:11:34,760
+شغلة أن نتعلم الاحترام و الأدب في ضل أيش قاعدة
+
+140
+00:11:34,760 --> 00:11:38,380
+احترام الكبير ثم قاعدة العطف على الصغير والتي هي
+
+141
+00:11:38,380 --> 00:11:42,520
+أساسا من قصص ديننا الحالي أيضا الاهتمام بالمتابعة
+
+142
+00:11:42,520 --> 00:11:48,390
+المستمرة للسلوك الطالب لحظوا أي تربيةفيها متابعة،
+
+143
+00:11:48,390 --> 00:11:52,610
+معناه فيها إنجاز وتحقيق إياش لأهداف المربي، وأي
+
+144
+00:11:52,610 --> 00:11:57,640
+تربية يتخللها نوع من التسيب وعدم المتابعةسيبقى
+
+145
+00:11:57,640 --> 00:12:01,600
+الطالب أمام خيارات متعددة ربما يقع في إيش في إحدى
+
+146
+00:12:01,600 --> 00:12:06,060
+الخيارات السلبية لذلك بالمتابعة هناك في إيش؟ في
+
+147
+00:12:06,060 --> 00:12:11,160
+نوع من التعديل المتواصل للسلوك وإن كان بالمفهوم
+
+148
+00:12:11,160 --> 00:12:15,760
+السلبي إنه نوع من السيطرة لكنه أيضا بالمفهوم
+
+149
+00:12:15,760 --> 00:12:19,820
+الإيجابي نعتبره نوع من المحافظة على السلوك الجيد
+
+150
+00:12:19,820 --> 00:12:25,660
+والمتابعة الدائمةتوسيع مدارك وخبرات الطلبة كما
+
+151
+00:12:25,660 --> 00:12:30,100
+يقولون اكبر منك بيوم او اكبر منك بسنة او اكبر منك
+
+152
+00:12:30,100 --> 00:12:33,860
+بيوم او اكبر منك بسنة ليس كذلك من يمتلك الخبرة
+
+153
+00:12:33,860 --> 00:12:39,400
+سواء كانت هذه الخبرة نتاج تعليم او نتاج عمر نتاج
+
+154
+00:12:39,400 --> 00:12:44,260
+سنوات معناه ذلك انه ايه يحاول ان يصدر هذه الخبرة
+
+155
+00:12:44,260 --> 00:12:49,700
+ان يوردها لمين لطلبته يحاول ان يعلمهملذلك دائما
+
+156
+00:12:49,700 --> 00:12:54,820
+احنا بناخد وصفات جايزة من أبائنا ومعلمينا في كثير
+
+157
+00:12:54,820 --> 00:12:58,520
+من القضايا لأنهم خدوا هذه التجربة ربما نرفض هذه
+
+158
+00:12:58,520 --> 00:13:02,720
+التوصيات وربما نرفض هذه الخبرات لأنها تأتي مفروضة
+
+159
+00:13:02,720 --> 00:13:08,140
+عليناالأسوب أن ناخد منها و نخوض بيها التجربة و نحن
+
+160
+00:13:08,140 --> 00:13:12,480
+نستحضرها كخبرات سابقة نبني عليها و نزيد عليها و
+
+161
+00:13:12,480 --> 00:13:15,880
+نحاول أن نعزز سلوكياتنا بناء عليها إذا هنا في
+
+162
+00:13:15,880 --> 00:13:19,300
+النمط التقليدي يحاول المعلم أن يوسع مدارك الطلبة
+
+163
+00:13:19,300 --> 00:13:23,180
+خبراتهم من خلال الدور الإشرافي عليهم أهم نقطة
+
+164
+00:13:23,180 --> 00:13:28,560
+المحافظة على التراث إيش المحافظة على التراث؟هل
+
+165
+00:13:28,560 --> 00:13:33,280
+رأيتم أن حضارة ما تبنى على غير ترات سابق أو حضارة
+
+166
+00:13:33,280 --> 00:13:38,260
+سابقة؟ هل رأيتم أن حضارة تبنى على غير حضارة؟ حتى
+
+167
+00:13:38,260 --> 00:13:42,340
+الحضارة الأجنبية اللي اليوم هي تمتلك العلم
+
+168
+00:13:42,340 --> 00:13:46,280
+والمعارف هي بنيت على أي حضارة؟ على حضارات مختلفة
+
+169
+00:13:46,280 --> 00:13:48,820
+منها الحضارة الإسلامية الحضارة الإسلامية بنيت على
+
+170
+00:13:48,820 --> 00:13:53,020
+ما سبقها حضارات الرومانية واليونان والفرس وغيره
+
+171
+00:13:53,020 --> 00:13:58,010
+إذا هناك حضارات ينبغي أن تبنىعلى حضارات أخرى ومن
+
+172
+00:13:58,010 --> 00:14:01,770
+ذلك وإحنا أولى دائما بتراثنا لما يكون التراث
+
+173
+00:14:01,770 --> 00:14:06,490
+القديم هو تراث جيد معناه ذلك نحن نعززه الرسول عليه
+
+174
+00:14:06,490 --> 00:14:10,590
+الصلاة والسلام لما جاء بالرسالة ماذا فعل ألغى
+
+175
+00:14:10,590 --> 00:14:17,350
+الكرام أم ألغى الشجاعة وحسن الجوار وإجارة الملهوف
+
+176
+00:14:17,350 --> 00:14:23,020
+وغيرهمإنما هو عزز هذه الأخلاقية بنى عليها أصلها
+
+177
+00:14:23,020 --> 00:14:28,000
+بالإسلام ثم حذف منها أيش الجوانب السلبية إذا هو
+
+178
+00:14:28,000 --> 00:14:32,600
+أجى على التراث القديم أخده و بدأ أيش يضعه على محق
+
+179
+00:14:32,600 --> 00:14:36,260
+الإسلام و تعاليم الإسلام و قيم الإسلام ثم أخذ منه
+
+180
+00:14:36,260 --> 00:14:39,640
+وبنى عليه العملية إذا العملية التربوية تاخد من
+
+181
+00:14:39,640 --> 00:14:43,560
+التراث تنقى هذا التراث تضيف عليها الشئ الجديد ثم
+
+182
+00:14:43,560 --> 00:14:47,620
+تخرج بإيش بحضارة جديدة و هكذا يبنى وتبنى الأمجاد
+
+183
+00:14:47,620 --> 00:14:51,370
+في الأممإذن من الإيجابيات كما المراء الاهتمام
+
+184
+00:14:51,370 --> 00:14:56,150
+بالمتابعة المستمرات ترسيخ القيم الاحترام أو توسيع
+
+185
+00:14:56,150 --> 00:14:59,550
+مدارك وخبرات الطلبة ثم المحافظة على التراث نيجي
+
+186
+00:14:59,550 --> 00:15:05,060
+لنمط ثالث في هناك أي سؤال على هذا النمط؟النمط
+
+187
+00:15:05,060 --> 00:15:08,840
+الثالث وهو النمط الشوري أو الديمقراطي الذي يعني
+
+188
+00:15:08,840 --> 00:15:14,240
+نعتبره نحن ويعتبره كثير من العلماء وعلماء التربية
+
+189
+00:15:14,240 --> 00:15:19,480
+وعلماء الإدارة أنه من أفضل أنماط التي يمكن أن يعني
+
+190
+00:15:19,480 --> 00:15:27,320
+يكتسبها المعلم أو المعلمةفي تسيير أموري تدريسهم و
+
+191
+00:15:27,320 --> 00:15:31,660
+حصصهم يقول الله سبحانه وتعالى و لو كنت فضن غليظة
+
+192
+00:15:31,660 --> 00:15:36,200
+القلبي لنفضه من حولك ايش يعني فاعفوا عنهم و استغفر
+
+193
+00:15:36,200 --> 00:15:45,000
+لهم و شاورهم في الأمر ثلاثة أمور حضر الله سبحانه
+
+194
+00:15:45,000 --> 00:15:49,280
+وتعالى رسوله الكريم عليها في أول شغلها العفو ثم
+
+195
+00:15:49,280 --> 00:15:54,500
+الاستغفاردعاء بالغيب ثم بعد ذلك المشورة إذا هذا
+
+196
+00:15:54,500 --> 00:15:58,140
+النمط أو هذه التلات معالم أساسية هي التي تحدد لنا
+
+197
+00:15:58,140 --> 00:16:01,840
+مسار النمط الشوري أو النمط الديمقراطي هذا النمط
+
+198
+00:16:01,840 --> 00:16:07,380
+الذي يعني نستوعب نحن كمسلمين بشكل عام قيمة الشورة
+
+199
+00:16:07,380 --> 00:16:12,160
+قيمة العمل الجماعي قيمة أن نعطيللناس حقوقهم، أن
+
+200
+00:16:12,160 --> 00:16:16,540
+نحترم، أن نقدر، أن نستمع، أن نشارك هذه التعليم أو
+
+201
+00:16:16,540 --> 00:16:21,800
+القيم الفاضلة التي نحاول قدر الإمكان أن نرسّخها
+
+202
+00:16:21,800 --> 00:16:25,900
+إنما هي من واقع القرآن الكريم ومن واقع تعليمات
+
+203
+00:16:25,900 --> 00:16:29,160
+الرسول عليه الصلاة والسلام نشوف أهم سمات هذا
+
+204
+00:16:29,160 --> 00:16:33,900
+النمط، المعلم يكون في هذا النمط ماذا؟ فضلين؟
+
+205
+00:16:38,290 --> 00:16:42,770
+لأ احنا بنقول كالتالي الشورة او الشوري هي لفظة
+
+206
+00:16:42,770 --> 00:16:47,430
+اسلامية فيها بعض الاختلاف البسيط عن اللفظة
+
+207
+00:16:47,430 --> 00:16:51,470
+الديمقراطية بالمفهوم الديمقراطية و الشورة لذلك
+
+208
+00:16:51,470 --> 00:16:54,530
+احنا دمجنا اللي في الكتاب الشورة او الشوري و
+
+209
+00:16:54,530 --> 00:16:57,730
+الديمقراطي في واحد على اعتبار ان المعنى واحد في
+
+210
+00:16:57,730 --> 00:17:01,110
+المجال التربوي مش في مجال الفكر ولا في مجال
+
+211
+00:17:01,110 --> 00:17:05,610
+الاسلام اللي هو كمفهوم اسلامي ماشي الحالزمات
+
+212
+00:17:05,610 --> 00:17:08,390
+المعلم في هذا النمط أول حاجة يشرك الطلبة في
+
+213
+00:17:08,390 --> 00:17:21,610
+المناقشة كيف؟ طيب
+
+214
+00:17:21,610 --> 00:17:26,520
+إذا هو لا يدير الحصة بطريقة المحاضرةلا يأتي ليبدأ
+
+215
+00:17:26,520 --> 00:17:31,520
+من أول حصة إلى آخرها ثم يخرج ليلوي على شيء فهم
+
+216
+00:17:31,520 --> 00:17:34,500
+الناس أو مافهموهش، بالعكس هو يحاول قدر الإمكان أن
+
+217
+00:17:34,500 --> 00:17:38,700
+يشرك الطلبة، أن يسمع إليهم، أن يسأل عنهم، إذا أول
+
+218
+00:17:38,700 --> 00:17:42,820
+حاجة إشراك الطلبة في المناقشة وإبداء الآراء ويتيح
+
+219
+00:17:42,820 --> 00:17:46,200
+لهم فرص متكافئة، مش بيركز على السطر الأول أو على
+
+220
+00:17:46,200 --> 00:17:49,260
+بعض الطلبة الشاطرين وخلاص، لأ هو يحاول قدر الإمكان
+
+221
+00:17:49,260 --> 00:17:54,210
+أن يشرك عدد أكبر من الطلبة حتى يسفيد الجميعالنقطة
+
+222
+00:17:54,210 --> 00:17:57,150
+التانية يعمل على زيادة دافعية الطلبة بالتعلم
+
+223
+00:17:57,150 --> 00:18:00,730
+باستخدام إثارة الدوافع سواء كان هي الدوافع
+
+224
+00:18:00,730 --> 00:18:06,370
+بالتعزيز أو بالتنويع في أسلوب التعلم المختلفة طيب
+
+225
+00:18:06,370 --> 00:18:10,650
+ما هو التعزيز؟ طب احنا نعرف فيه تعزيز إيجابي و
+
+226
+00:18:10,650 --> 00:18:16,230
+تعزيز سلبي، علشان كذلك؟ شو التعزيز؟ اه فضلي اه
+
+227
+00:18:23,630 --> 00:18:28,190
+ممتاز، عندنا سلوك مرغوب فيه، فعل طالب سلوكا ما هذا
+
+228
+00:18:28,190 --> 00:18:32,450
+سلوك، سلوك ممتاز، روحنا قدمنا له هذا التعزيز،
+
+229
+00:18:32,450 --> 00:18:35,870
+التحفيز، ثواب، إثابة، نوع من التقديم الحوافظ
+
+230
+00:18:35,870 --> 00:18:39,150
+المادية، أي شيء لتعزيز هذا السلوك المرغوب عشان
+
+231
+00:18:39,150 --> 00:18:44,240
+إيه؟يعطي فرصة أخرى لهذا السلوك أي طالب أن يشعر أنه
+
+232
+00:18:44,240 --> 00:18:47,300
+ينبغي عليه أن أكرر هذا السلوك ليحصل على أيش؟ على
+
+233
+00:18:47,300 --> 00:18:50,820
+نفس التعزيز طب شو تعزيز سلبي؟ هذا تعزيز إيجابي؟
+
+234
+00:18:50,820 --> 00:18:55,680
+إزالة
+
+235
+00:18:55,680 --> 00:18:58,860
+عمل غير محبب فيه نتيجة قيام الطالب بعمل أيش؟ برضه
+
+236
+00:18:58,860 --> 00:19:02,040
+غير مرغوب، إذا هذا التعزيز عشان إيش؟ عشان أزيد
+
+237
+00:19:02,040 --> 00:19:05,610
+دفعية الطالب في المشاركة؟دافعيته في العطاء،
+
+238
+00:19:05,610 --> 00:19:09,250
+دافعيته في محاولة الفهم، دافعيته في محاولة أن يكون
+
+239
+00:19:09,250 --> 00:19:14,630
+عنصرا فاعلا في صفه إذا هذا النقطة الثانية في سماعة
+
+240
+00:19:14,630 --> 00:19:18,850
+هذا النمط أيضا يحترم مشاعر الطلبة و يحبهم يا جماعة
+
+241
+00:19:18,850 --> 00:19:24,970
+يعني أكثر شغلة يعني يمكن أن يجه فيها الطالب أو
+
+242
+00:19:24,970 --> 00:19:29,890
+عفوا المعلم في قيادته للصف هو كيف يمتلك حب الطلبة
+
+243
+00:19:29,890 --> 00:19:34,360
+لهممش الاحترام لأ الحب وهو درجة اعلى من الاحترام
+
+244
+00:19:34,360 --> 00:19:37,560
+احنا بقول احترم يعني معناه ممكن محبوش بس محترموا
+
+245
+00:19:37,560 --> 00:19:42,080
+لسنه لكن انا احبه يعني معناه ايش ان المحبة لمن
+
+246
+00:19:42,080 --> 00:19:47,860
+يحبه ايه مطيعه اذا امتلاك الحب هذا لا يأتي الا اذا
+
+247
+00:19:47,860 --> 00:19:52,400
+اعطيت الحب لا يمكن بدون ان نعطي الحب والحنان
+
+248
+00:19:52,400 --> 00:19:57,790
+والرقف بهؤلاء الطلبة تماماكأي معلم أو معلمة يحاول
+
+249
+00:19:57,790 --> 00:20:03,150
+أن يتمثل دور الأب كويس في داخل الصف مافي إمكانية
+
+250
+00:20:03,150 --> 00:20:08,650
+أنه يسيطر على هذا الصف أو أن يضع هذه القيم موضوع
+
+251
+00:20:08,650 --> 00:20:12,030
+التنفيذ والتقبل من قبل الطلبة خلينا نقول إيش يعني
+
+252
+00:20:12,030 --> 00:20:14,670
+يعمل عشان يحبوا الطلبة بس يقولهم والله أنا بحبكم
+
+253
+00:20:14,670 --> 00:20:19,910
+أنا أعبر عن حبي إلكم هذا كلام ربما لا يتجاوز القلب
+
+254
+00:20:19,910 --> 00:20:23,610
+لذلك خلينا نشوف بعض الاشعار النصائح في هذا المجال
+
+255
+00:20:25,530 --> 00:20:31,190
+أول حاجة لابد للمعلم أن يستخدم لغة تعبر عن الموقف
+
+256
+00:20:31,190 --> 00:20:37,530
+والحقيقة ولا ينشغل بالمجادلة الذاتية و يسهد في
+
+257
+00:20:37,530 --> 00:20:43,110
+الأشخاص الذاتية كيف؟ يعني مثلا أنا أخطأت زميلة
+
+258
+00:20:43,110 --> 00:20:48,970
+إلكم أو طالب عندك أخطأت؟ كويس؟ أن أعالج الخطأ ذاته
+
+259
+00:20:48,970 --> 00:20:53,940
+ولا أعالج إيش؟الشخص .. الشخص قد لا يكون في مشكلة
+
+260
+00:20:53,940 --> 00:20:57,260
+عنده، بالعكس هو أخطأ اليوم، هو شاطر، مشتهد، و دائم
+
+261
+00:20:57,260 --> 00:21:01,920
+يعيش التواصل مع المعلم بطريقة إيجابية، لكنه في
+
+262
+00:21:01,920 --> 00:21:05,950
+لحظة ما أخطأأعالج هذا الموقف والله الكلام الجانب
+
+263
+00:21:05,950 --> 00:21:08,910
+أو الحديث الجانب يصيح شو رايكوا فيه مرغوب ولا مش
+
+264
+00:21:08,910 --> 00:21:12,790
+مرغوب؟ ألا يؤثر سلبا على الآخرين؟ ألا كذا؟ إذا
+
+265
+00:21:12,790 --> 00:21:16,150
+بطرح مجموعة من السؤالات حتى أعبر عن إيش فقط الموقف
+
+266
+00:21:16,150 --> 00:21:20,250
+هذا الموقف لا يعجبني أنت ممتازة كطالبة رائعة جدا
+
+267
+00:21:20,250 --> 00:21:26,790
+لكن هذا الموقف يعني لأ بنفعش تكون اكون إليك الجانب
+
+268
+00:21:26,790 --> 00:21:30,350
+التاني يعبر عن الغضب بطريقة معقولة تعرف الفسول
+
+269
+00:21:30,350 --> 00:21:34,500
+عليه الصلاة والسلام لما تحدث عن الغضبإيش قال؟ أوصى
+
+270
+00:21:34,500 --> 00:21:39,360
+لا تغضب، لا تغضب، لا تغضب ثم أعطى وصفة جاهزة
+
+271
+00:21:39,360 --> 00:21:43,220
+للتعامل مع الغضب، كويس؟ وصفات كثيرة جدا للتعامل مع
+
+272
+00:21:43,220 --> 00:21:46,480
+الغضب، الآن أنا لما بدأ أغضب من طالب أو طالبة
+
+273
+00:21:46,480 --> 00:21:50,920
+استفزتني بكلمة بسألها أكثر من سؤال لكنها لا تجيب
+
+274
+00:21:50,920 --> 00:21:54,640
+ويعني بحاول أشرحلها عشر مرات واحد لها ثم أفاجأ
+
+275
+00:21:54,640 --> 00:22:00,070
+أنها إيش؟ مش فاهمة حاجةبذلك أعبر عن الغضب بطريقة
+
+276
+00:22:00,070 --> 00:22:03,010
+.. يعني خلّي أقول .. ده افترض أنه .. معلش مش كل
+
+277
+00:22:03,010 --> 00:22:06,830
+شيء برضه حب و حنان و رومانسية أكيد، لأ أحيانا بدنا
+
+278
+00:22:06,830 --> 00:22:10,590
+نقاش، شوية نشد، عن جد أنت أزعلتني، أنت أغضبتيني
+
+279
+00:22:10,590 --> 00:22:14,710
+جدا في هذا الموقف، أعطي بعض الملامح التي تشير لهذا
+
+280
+00:22:14,710 --> 00:22:19,010
+الغضب، لكن حتى هذا التعبير هو تعبير ايه؟جميل مش
+
+281
+00:22:19,010 --> 00:22:22,810
+تعبير فاقع جدا أو قاسي جدا على نفسية الطالبة
+
+282
+00:22:22,810 --> 00:22:27,750
+diplomat صحيح أيضا يتجنب توجيه اللوم الشديد للطلبة
+
+283
+00:22:27,750 --> 00:22:31,910
+ونعتهم بألقاب تؤثيهم كده يعني أجي أقول أنت ليش
+
+284
+00:22:31,910 --> 00:22:36,490
+ماحلتش الواجب أنت إنسانة مهملة أنت إنسان كده ولا
+
+285
+00:22:36,490 --> 00:22:41,830
+أجي أسأل لأ يعني ربما أن هناك ضرر ألم فيك عشان هيك
+
+286
+00:22:41,830 --> 00:22:46,360
+ماحلتش الواجب فيه فرقانت غير مسئول انت انسان لا
+
+287
+00:22:46,360 --> 00:22:49,160
+تتحمل المسئولية ولا لأ والله يعني يبدو ان
+
+288
+00:22:49,160 --> 00:22:53,540
+المسئولية اكبر منك جزء انا حملت مسئولية اكتر لاحظ
+
+289
+00:22:53,540 --> 00:22:57,280
+كيف في فرق انت تصلي لنقطة ذاتها اللي بتوصليها
+
+290
+00:22:57,280 --> 00:23:03,340
+للهدف نفسه لكن بطريقة ايش افضل ايضا
+
+291
+00:23:03,340 --> 00:23:07,500
+دائما نتجنب الأسئلة المؤذية و نطرح المشكلة و نطلب
+
+292
+00:23:07,500 --> 00:23:11,040
+حلها مانطرحش المشكلة و ندي حلول جاهزة كما قلت لا
+
+293
+00:23:11,040 --> 00:23:14,910
+احد يتقبل منها الحلول الجاهزةالجميع يعتقد أن عقله
+
+294
+00:23:14,910 --> 00:23:21,140
+قادر على إعطاءحلول لنفسي او لذاتي لكن ان انا أخذ
+
+295
+00:23:21,140 --> 00:23:24,940
+الحل جاهز من المعلمة قد اقتنع و قد لا اقتنع اذا
+
+296
+00:23:24,940 --> 00:23:29,060
+حبيتها اه ممكن اقتنع فيها بس اذا ماحبتهاش القناعة
+
+297
+00:23:29,060 --> 00:23:32,940
+لن تكون كاملة بالاطلاق و ربما بالعكس متناقضة لما
+
+298
+00:23:32,940 --> 00:23:36,860
+كان ذلك دايما نطرح المشكلة ثم نطلب من الطالب حلها
+
+299
+00:23:36,860 --> 00:23:39,880
+او اقتراح مضحكه شو رايك ايش المشكلة كيف يمكن ان
+
+300
+00:23:39,880 --> 00:23:43,520
+انا اتغلب على مشكلة انك انت بتيجي دايما متأخر على
+
+301
+00:23:43,520 --> 00:23:47,850
+الصفر اعطيني حلالليش بتحلش الواجب؟ إيش الحلول اللي
+
+302
+00:23:47,850 --> 00:23:52,850
+ممكن تطرحها؟ لإحنا نفاجأ أن زوجة أبيه مثلا تمنعه
+
+303
+00:23:52,850 --> 00:23:57,430
+من الواجب كما ذكرنا في السابق أيضا يتجنب السخرية
+
+304
+00:23:57,430 --> 00:24:01,490
+على الطلبة و أضحاكهم على زملائهم أو على زميل معاه
+
+305
+00:24:01,490 --> 00:24:08,060
+تعرفوا أصعب شيء أن يتمثل المدرس دور إيه؟الحاكم
+
+306
+00:24:08,060 --> 00:24:14,100
+الذي يسعى لأن يبسط الآخرين ويضحك الآخرين من خلال و
+
+307
+00:24:14,100 --> 00:24:17,820
+الله في طالب أو طالبة عرضة لهذا الاستهزاء يا الله
+
+308
+00:24:17,820 --> 00:24:22,540
+ما أصعبها أن يجد هذا الطالب أنه أصبح هدفا لمدرس ما
+
+309
+00:24:22,540 --> 00:24:27,040
+يضوم يلا كذا في وقت في موقف ما فيه هذا الاستهداف
+
+310
+00:24:27,040 --> 00:24:31,700
+معناه هو فشل في التربية لدى المعلم و بالعكس هو
+
+311
+00:24:31,700 --> 00:24:36,780
+اثارة لهذا الطالب على زملائهماعودناش احنا بنخلي
+
+312
+00:24:36,780 --> 00:24:40,380
+هناك تفاعل إيجابي بين المعلم أو بين المعلم
+
+313
+00:24:40,380 --> 00:24:43,420
+والتلاميذ أو بين التلاميذ أنفسهم يعني تخيلوا انه
+
+314
+00:24:43,420 --> 00:24:47,840
+لو انتوا مثلا ضحكتي واحدة او مجموعة على واحدة و
+
+315
+00:24:47,840 --> 00:24:51,760
+بعدين طلعوا هتبدأ تنتقم من مين؟ من زميلاتها هي لا
+
+316
+00:24:51,760 --> 00:24:55,120
+تستطيع ان تنتقم منك كمعلمة ماشي الحل ذلك هتبدأ
+
+317
+00:24:55,120 --> 00:24:57,900
+تنتقم من زميلاتها او تشعر بنوع من الحفظ في ذاكرها
+
+318
+00:24:57,900 --> 00:25:03,560
+ايضا المعلم في النمط الشوري يتجنبالمساعدة المتسرعة
+
+319
+00:25:03,560 --> 00:25:08,040
+دائما عندما تظهر مشكلة ما يحاول أن يفهم هذه
+
+320
+00:25:08,040 --> 00:25:11,500
+المشكلة يحاول أن يسمع الأكبر عدد ممكن من الطلبة
+
+321
+00:25:11,500 --> 00:25:16,340
+يسمع لصاحب المشكلة يفهم منه ثم بعد ذلك يبدي الرأي
+
+322
+00:25:16,340 --> 00:25:19,880
+طب أنا جيت يا أستاذ والله بلاقي مشاكل عندي تفضل
+
+323
+00:25:19,880 --> 00:25:23,000
+أعطيني فتجي فورا ما شاء الله يفتي هذا الكلام مش
+
+324
+00:25:23,000 --> 00:25:26,820
+صحيح ينبغي أن نفهم الأسباب أن ندرسها أن نحللها
+
+325
+00:25:26,820 --> 00:25:31,930
+جيدا ثم بعد ذلك نعطي نصيحة المناسبةأيضًا يرسم
+
+326
+00:25:31,930 --> 00:25:35,310
+الخطط وينسق بين الطلبة لتنفيذ الأعمال المشتركة
+
+327
+00:25:35,310 --> 00:25:38,470
+تعرفوا العمل التعاوني أو التعليم اللي بنسميه
+
+328
+00:25:38,470 --> 00:25:43,490
+التعليم التعاوني هذا المقصود فيه أنه يضع المعلم
+
+329
+00:25:43,490 --> 00:25:46,960
+نشاط ماثم يطلب من الطلبة او مجموعة من الطلبة ان
+
+330
+00:25:46,960 --> 00:25:50,840
+ينفذوا هذا النشاط و يساعدهم في التنفيذ بيجي بتطلع
+
+331
+00:25:50,840 --> 00:25:54,600
+بانت اخد الدور هذا انت جيب اللوحة انت بتخطط الجزء
+
+332
+00:25:54,600 --> 00:25:58,060
+الأول انت بترسم الرسمة انت بتعرض للطلبة التانية
+
+333
+00:25:58,060 --> 00:26:02,040
+اذا هو لا يترك الطلبة بس مجرد يكلفهم بنشاط لأ كمان
+
+334
+00:26:02,040 --> 00:26:05,920
+يتابعهم يحاول قدر الممكن ان يرسم كل واحد دوره في
+
+335
+00:26:05,920 --> 00:26:10,560
+هذا النشاط حتى لا يختلف طلبة لأنه دائما الأقرانتجد
+
+336
+00:26:10,560 --> 00:26:13,580
+فيهم الغيرة تجد فيهم مش واحد يعني لا يرضوا ان في
+
+337
+00:26:13,580 --> 00:26:16,500
+واحد قائد عليهم من نفس السن لذلك هم يتقبلوا من
+
+338
+00:26:16,500 --> 00:26:22,600
+المعلم ولا يتقبلوا من زميلهم أيضا يشجع الطلب على
+
+339
+00:26:22,600 --> 00:26:26,500
+الإبداع والابتتار ويتيح لهم حرية الفكرية يعني
+
+340
+00:26:26,500 --> 00:26:30,820
+تعرفوا في الأنشطة الصفية مثل إذاع المدرسية أنا
+
+341
+00:26:30,820 --> 00:26:34,760
+باجي ممكن أكلف طالب الآنبدون ما أعملها شيء و
+
+342
+00:26:34,760 --> 00:26:38,800
+أقولها تفضلي أرضينا أي عرض يتناسب مع النمط الشوري
+
+343
+00:26:38,800 --> 00:26:43,320
+إضافة إثراء للمنهج و بدون ما أتدخل تجين الطالب و
+
+344
+00:26:43,320 --> 00:26:48,580
+قد أبدعت أكثر من المعلم نفسه يعني جابت مادة مبدعة
+
+345
+00:26:48,580 --> 00:26:52,890
+أكثر من المعلم ذاتهترك الحرية الفكرية ترك الإبداع
+
+346
+00:26:52,890 --> 00:26:57,630
+للطالب أن ينطلق هذا من شأن اللي هو او من مقتضيات
+
+347
+00:26:57,630 --> 00:27:01,010
+النمط الشوري او من مقتضيات ترسيخ الحب لأنه دائما
+
+348
+00:27:01,010 --> 00:27:06,190
+النجاح هو معزز للقبول والتقبل من الآخرين يستثير
+
+349
+00:27:06,190 --> 00:27:10,450
+اهتمامات الطلاب ويوجهها ويرشدها نحو السلوك القوى
+
+350
+00:27:10,450 --> 00:27:16,490
+دائما في بعض الاطاقات كامنة دور المعلم أن يفتش عن
+
+351
+00:27:16,490 --> 00:27:21,750
+هذه الطاقات وأن يعطيو أن يحاول قدر المكان أن ينتزح
+
+352
+00:27:21,750 --> 00:27:25,050
+هذه الطاقة بعض الطالبات أنا بعرف الأن أمامي شطرات
+
+353
+00:27:25,050 --> 00:27:29,770
+جدا و بيجيبوا في تسعينات لكنهم لا يحبون المشاركة
+
+354
+00:27:29,770 --> 00:27:33,950
+هذه المشاركة كيف للمعلم أن ينجح في مشاركتهم هذا
+
+355
+00:27:33,950 --> 00:27:37,490
+أمر كثير مطلوب طيب واحدة تانية لديها القدرة على أن
+
+356
+00:27:37,490 --> 00:27:43,910
+تعطي شيء معين تجيب وسيلة تعليمية تبدأ رسمة تعبر عن
+
+357
+00:27:43,910 --> 00:27:48,260
+وجه النظر بطريقة هذا الأمر مطلوب من المعلمأو
+
+358
+00:27:48,260 --> 00:27:52,100
+المعلمة أن يبحث و يناقب عن المواهب و يكتشفها و
+
+359
+00:27:52,100 --> 00:27:58,740
+يحاول أن يقدمها و يستثيرها بطريقة جيدة طيب هذا نمط
+
+360
+00:27:58,740 --> 00:28:02,640
+الاتصال الديمقراطي هو نمط من أفضل الأنماط له أثر
+
+361
+00:28:02,640 --> 00:28:06,640
+إيجابية كثيرة كما هو واضح على السطورة أول نمط أو
+
+362
+00:28:06,640 --> 00:28:11,060
+أول أثر إيجابي زيادة التفاعل بين الطلبة صار في حب
+
+363
+00:28:11,060 --> 00:28:15,780
+في مشاركة في تواصل فعالحب المدرسة التعلق بالمادة
+
+364
+00:28:15,780 --> 00:28:19,840
+التي يدرسها وزي ما ضربنا مثال أن المعلم قد يؤثر في
+
+365
+00:28:19,840 --> 00:28:22,040
+الطالب حتى يختار التخصص في الجامعة و هو في
+
+366
+00:28:22,040 --> 00:28:25,140
+الثانوية يعني احنا بنختار بناء على حبنا لبعض
+
+367
+00:28:25,140 --> 00:28:29,580
+المدرسين تخصاتنا وهذا الأمر يحدث كثيرا إشهاد جوبنا
+
+368
+00:28:29,580 --> 00:28:34,550
+الأمان والدفء في العلاقاتبيجي طلاب حابين الحصة
+
+369
+00:28:34,550 --> 00:28:38,310
+شعرين ان هم لن ينالهم أذى لا من المعلم ولا من
+
+370
+00:28:38,310 --> 00:28:41,750
+زملائه لأنه الرجل العادل يحاول أن يضبط الصف بطريقة
+
+371
+00:28:41,750 --> 00:28:47,790
+صحيحة يرثق مفاهيم الأمان و العدالة داخل هذا الصف
+
+372
+00:28:47,790 --> 00:28:51,930
+أيضا يعزز ثقة الطالب بنفسه و إحساسه بالمسؤولية
+
+373
+00:28:51,930 --> 00:28:58,510
+كيف؟ اه تفضلي الطالب يشاهد استاذ الـ
+
+374
+00:29:07,700 --> 00:29:11,900
+بس إن الطالب
+
+375
+00:29:11,900 --> 00:29:15,660
+قادر أن يتحدث بحرية، قادر أن يبدي رأيه، أن يعزز
+
+376
+00:29:15,660 --> 00:29:19,710
+نفسه حتى في أوصال طلبته، نعمأيضا تنمية قدرات
+
+377
+00:29:19,710 --> 00:29:23,150
+الطالب أو الطلبة في حل المشكلات و العمل ضمن فريق
+
+378
+00:29:23,150 --> 00:29:29,030
+قلنا أن من أسس العمل الشوري داخل الصف انه مشاركة و
+
+379
+00:29:29,030 --> 00:29:32,190
+العمل التعاوني و الحلول المشتركة و أسناط بعض
+
+380
+00:29:32,190 --> 00:29:36,070
+المهام لبعض المجموعات هذا من شأنه أن يعزز ثقة
+
+381
+00:29:36,070 --> 00:29:38,650
+الطالب بنفسه و إحساسه بنسئولية و أن ينمي قدرات
+
+382
+00:29:38,650 --> 00:29:43,650
+الطلبة أيضا في حل المشكلات أحيانا كثيرة بتواجهنا
+
+383
+00:29:43,650 --> 00:29:48,260
+يعني في النمط الشوري أو النمط التقليدي مشكلة ماهذه
+
+384
+00:29:48,260 --> 00:29:53,300
+المشكلة لها علاقة بإيش لها علاقة بإنه بعض الطلبة
+
+385
+00:29:53,300 --> 00:29:58,340
+يعني يستغلوا هذا الموقف المتسامح الشوري من قبل
+
+386
+00:29:58,340 --> 00:30:04,380
+المعلم و بتجاوزه بصير و لا بصرش لذلك من المفاهيم
+
+387
+00:30:04,380 --> 00:30:07,860
+المهمة اللي احنا مرسخها انه تحمل المسئولية و احساس
+
+388
+00:30:07,860 --> 00:30:11,140
+المسئولية جزء منه له علاقة في الدبط الذاتي كيف
+
+389
+00:30:11,140 --> 00:30:14,420
+يمكن المعلم في النمط الشوري ان يرسق قيم الدبط
+
+390
+00:30:14,420 --> 00:30:18,680
+الذاتي هذه الأساسعشان يبقى هنا إحساس بالمسؤولية أو
+
+391
+00:30:18,680 --> 00:30:24,880
+ثقة بالذات ومافيش تجاوزات لتمث هذا النوع من أنماط
+
+392
+00:30:24,880 --> 00:30:28,940
+التعليم أيضا تحقيق الأهداف التعليمية نحن في نمط
+
+393
+00:30:28,940 --> 00:30:33,910
+شعور أن المعلم ليس بيضع أهدافهو ينوع وسائله و
+
+394
+00:30:33,910 --> 00:30:37,010
+يحاول قد المكان أن يرسق مفاهيم العمل التعاونى إذا
+
+395
+00:30:37,010 --> 00:30:40,630
+هو إيش؟ ينجح في تحقيق الأهداف ولا لا ينجح؟ هو
+
+396
+00:30:40,630 --> 00:30:43,870
+بمشاركة الطلبة مش مسئول حاله كمان هو يشارك الطلب
+
+397
+00:30:43,870 --> 00:30:47,830
+لذلك و ينجح و بفعالية جيدة أيضا اكسب الطلبة
+
+398
+00:30:47,830 --> 00:30:52,010
+اتجاهات إيجابية كضبط النفس و تحمل المسؤولية خلينا
+
+399
+00:30:52,010 --> 00:30:59,980
+ناخد سؤال نحله مع بعض كويس عندنا طالب أو طالبةو
+
+400
+00:30:59,980 --> 00:31:04,400
+أنت معلمة في هذا الفصل تتخذين المنهج الشوري أو
+
+401
+00:31:04,400 --> 00:31:09,760
+الديمقراطي في أسلوب التربية اللي بتتعامل فيه إجاك
+
+402
+00:31:09,760 --> 00:31:12,580
+الطالبة أو إجتك الطالبة في يوم الأيام في صباح ذات
+
+403
+00:31:12,580 --> 00:31:16,800
+يوم و أنت مربية لهذا الفصل و قد بدت عليها علامات
+
+404
+00:31:16,800 --> 00:31:23,050
+البكاء الشديد عيناها و متفركتهاواضح عليها الإرهاب
+
+405
+00:31:23,050 --> 00:31:27,530
+خيص فلمّا سألتها عن سبب هذا البكاء سبب هذا
+
+406
+00:31:27,530 --> 00:31:31,730
+الانتفاع سبب هذه الأثار التي تبدو على وجهها قالت
+
+407
+00:31:31,730 --> 00:31:38,850
+لك إن أمها إيش لديها مرض صعب وهو الفشل الكلوي الآن
+
+408
+00:31:38,850 --> 00:31:43,590
+ماذا تفعلين إذا هذا الموقف باعتبار انت الآن مدشوري
+
+409
+00:31:43,590 --> 00:31:49,250
+مشاركة الطلبةفي وضع حلول لهذه المشكلة وكيف يمكن أن
+
+410
+00:31:49,250 --> 00:31:53,470
+نقدم المساعدة لهذه الطالبة اتشاوروا كل تنتين مع
+
+411
+00:31:53,470 --> 00:31:56,610
+بعض أو تلاتة هيك خلال دقيقتين و اعطوني إجابة
+
+412
+00:32:23,270 --> 00:32:30,070
+الزيارة وتقديم الدعم المادي والمعنى،
+
+413
+00:32:30,070 --> 00:32:33,950
+ربما تجيبوا إجابة صحيحة في كل ذلك، لكن الإجابة
+
+414
+00:32:33,950 --> 00:32:38,480
+التي أريد تركزوا فيها جيداقبل أن أخذ مشاركة ..
+
+415
+00:32:38,480 --> 00:32:42,700
+مشاركة رأي الطلبة بدي أخد رأي الطالبة أن أنا بدي
+
+416
+00:32:42,700 --> 00:32:46,940
+أعرض المشكلة هذه على زملائك إذا وافجت أني أخد رأي
+
+417
+00:32:46,940 --> 00:32:51,280
+زملائتها فبقدر أني أخد رأيها فأول خمس دقايق من حصة
+
+418
+00:32:51,280 --> 00:32:54,560
+أو أول عشر دقايق باعرض المشكلة هذه على الطلبة إذا
+
+419
+00:32:54,560 --> 00:32:58,540
+وافجت الطالبة أني أعرض المشكلة ممكن أدخل اسمها إذا
+
+420
+00:32:58,540 --> 00:33:01,920
+مافجتش مافكرش اسمها كمشكلة عامة .. أه بس هي جاية
+
+421
+00:33:01,920 --> 00:33:05,120
+أنا هي كويس اللفتة هذه كتير جيدة لكن إن هي جاية
+
+422
+00:33:05,120 --> 00:33:10,290
+وواضح عليهاأثار ال .. جيد كويس خلينا نقول لا أخدنا
+
+423
+00:33:10,290 --> 00:33:14,370
+رأيها ماشي ليه ما لا و قالت أنها تريد بشاركة فضليه
+
+424
+00:33:14,370 --> 00:33:25,370
+ماشي
+
+425
+00:33:25,370 --> 00:33:28,650
+نهون عليها أسباب المرض و أن المرض ان شاء الله
+
+426
+00:33:28,650 --> 00:33:31,390
+بيعدي و هذا قدر الله عز و جل و ان شاء الله ربنا
+
+427
+00:33:31,390 --> 00:33:32,350
+بيأثر فضليه
+
+428
+00:33:38,640 --> 00:33:42,920
+يعني طلب من الطالبات ان يساعدوها في الدروس طيب
+
+429
+00:33:42,920 --> 00:33:47,260
+غيره كل هذا كلام جميل لكنه لسه احنا بنحكي مشاركة
+
+430
+00:33:47,260 --> 00:33:50,790
+الطالبات بينهمفي البداية انا احكي يعني حديث عام
+
+431
+00:33:50,790 --> 00:33:54,390
+علي الموضوع بشكل عام يعني خصوص اش لو صار في مشكلة
+
+432
+00:33:54,390 --> 00:33:58,910
+او حدث معين نحكي عن الموضوع بشكل عام، المرض، اش
+
+433
+00:33:58,910 --> 00:34:03,390
+مثلا لو صار لك شخص قريب عليه، اش يتسرق منك يقول
+
+434
+00:34:03,390 --> 00:34:07,370
+اصبر وشغل ازاي، لإنك ممكن الشغل يعتبر يعني خاص في
+
+435
+00:34:07,370 --> 00:34:11,090
+البيت، ماتحبش ان اكون فيه مقاش جامعة يعني وممكن
+
+436
+00:34:11,090 --> 00:34:15,690
+بعد الحصة يكونوا يعني بين و بين حبطيب لو افترضنا
+
+437
+00:34:15,690 --> 00:34:19,170
+الطالبة في المرحلة الابتدائية لسه يعني صفر رابع او
+
+438
+00:34:19,170 --> 00:34:23,870
+خمس ابتدائي لسه يعني هذا الاحساس مش هو كتير مقيدكم
+
+439
+00:34:23,870 --> 00:34:27,330
+شوية في درحة الحلوة .. اتفضلي بيعرض على طلاب
+
+440
+00:34:27,330 --> 00:34:30,560
+المشكلة ونخليهم يجمعوا معلومات عنهاكثير رائع جدا
+
+441
+00:34:30,560 --> 00:34:33,860
+نعرض على الطالبات المشكلة و نقولهم اجمعوا معلومات
+
+442
+00:34:33,860 --> 00:34:37,700
+خلينا نساعد نقدم بعض الإرشادات و المعلومات ليش أنا
+
+443
+00:34:37,700 --> 00:34:41,540
+في صف تعليمي بدي الطالبات يستفيدوا كمان أن هذا
+
+444
+00:34:41,540 --> 00:34:45,520
+المرض بالجوالب المعرفية يعرف عنه طالما أصار في
+
+445
+00:34:45,520 --> 00:34:49,040
+عندي موقف المفترض أنه أنا أستغله معرفيا للطالبات
+
+446
+00:34:49,040 --> 00:34:52,130
+أكلفهم يجمعولي عالم عبر النتمن خلال أباهم اللي
+
+447
+00:34:52,130 --> 00:34:55,170
+أبوها دكتور اللي كده إيش فيه ممكن نقدم إرشادات
+
+448
+00:34:55,170 --> 00:34:58,450
+لزميلتنا ثم بعد ذلك القضايا اللي كلها حكيتوها
+
+449
+00:34:58,450 --> 00:35:02,930
+الدعم النفسي الزيارة البعد ال .. يعني الدعم ال ..
+
+450
+00:35:02,930 --> 00:35:07,990
+الطالبة من ناحية الدروس طالبات يروح يدرسوها أكتر
+
+451
+00:35:07,990 --> 00:35:11,350
+يعطوها الواجبات يقفوا معاها كل هذا كلام جميل لكن
+
+452
+00:35:11,350 --> 00:35:15,430
+أولا أنا في عندي صفر أو في عندي موقف فبدي أحاول
+
+453
+00:35:15,430 --> 00:35:19,060
+قدر المكان كل واحدة كل تاني يوم هتيجيتقدم لزميلتها
+
+454
+00:35:19,060 --> 00:35:22,160
+أحداث نوع من التكافل، أحداث نوع من المعرفة، وبنفس
+
+455
+00:35:22,160 --> 00:35:25,940
+الوقت إيش؟ رسخت قيمة جميلة، وهي التعاون والإحساس
+
+456
+00:35:25,940 --> 00:35:31,440
+بالآخرين طيب، نيجي للنمط الثالث أو الرابع عفوا،
+
+457
+00:35:31,440 --> 00:35:35,300
+وهو النمط التسيوي و الله يطعمه لكل مشتهي، مش هي؟
+
+458
+00:35:35,300 --> 00:35:40,460
+طيب، خليكوا معانا في النمط التسيوي وواضح هذا النمط
+
+459
+00:35:40,460 --> 00:35:44,670
+من خلال الصورةاللي يمكن بجزء لو طبعا تكون أوضح
+
+460
+00:35:44,670 --> 00:35:49,410
+طالب هنا ماسك ال graph تبعته بجز فيها و التاني
+
+461
+00:35:49,410 --> 00:35:54,310
+أبصر إيش بيعمله و التاني يعني خصص و مقالب و هذا
+
+462
+00:35:54,310 --> 00:36:03,030
+بطيرله إذا هذا النمط هو نمط من الواضح أنه مش كتير
+
+463
+00:36:03,030 --> 00:36:08,350
+جيد لكن النمط الفوضى والسائب يأتي على نقيب من
+
+464
+00:36:08,350 --> 00:36:15,280
+النمط التسلطيوهذا معناه أنه لا يهتم كثيرا بالطلبة
+
+465
+00:36:15,280 --> 00:36:20,150
+وبسلوكهميكتفي قدر الإمكان أن يطلب من الطلبة الهدوء
+
+466
+00:36:20,150 --> 00:36:23,990
+دائما اهدأ يا ابنيا استنى شوية ارجعنا لو سمحت
+
+467
+00:36:23,990 --> 00:36:29,630
+خلينا و يضيع كثير من الوقت في محاول اتضبط هذا الصف
+
+468
+00:36:29,630 --> 00:36:34,970
+أيضا يعتمد كليا في النشاطات على الطلبة انت جيب
+
+469
+00:36:34,970 --> 00:36:38,410
+المحايا انت اعمل ال .. كذا انت تعالي اشرح الدرس
+
+470
+00:36:38,410 --> 00:36:42,410
+هذا انت روح علملي الطلاب هدولك يعتمد كثيرا على
+
+471
+00:36:42,410 --> 00:36:47,190
+مجموع الطلبةفي تنفيذ الانشطة الصفية ويترك لهم
+
+472
+00:36:47,190 --> 00:36:50,750
+الحرية الكاملة في اتخاذ القرارات ايضا لا يلقي
+
+473
+00:36:50,750 --> 00:36:55,810
+اهتماما او بالا واهتماما كافيا لما يحدث الصف لذلك
+
+474
+00:36:55,810 --> 00:36:59,590
+تجد مدير المدرسة دائما شكوا من هذا المدرس دائما
+
+475
+00:36:59,590 --> 00:37:03,850
+صوت الصف هذا طالع كتير يؤثر سلبا على الصفوف
+
+476
+00:37:03,850 --> 00:37:09,150
+المجاورة الجميع يشتكي اقصى حاجة ممكن يعمل هذا
+
+477
+00:37:09,150 --> 00:37:13,250
+التسييب انه يعني فقط يرجوا الطلبة ان يهدؤوا
+
+478
+00:37:16,270 --> 00:37:20,430
+لذلك كمان برضه بنفس الوقت هو يحافظ على صداقات بلا
+
+479
+00:37:20,430 --> 00:37:23,610
+حدود بين الطلبة لدرجة أن الطالب قد يأتي في يوم
+
+480
+00:37:23,610 --> 00:37:25,770
+الأيام ومايقولوش يا أستاذ قوله كيف حالك يا أبو
+
+481
+00:37:25,770 --> 00:37:29,250
+فلان طبعا هذه القضايا هي سلبية على الصعيد التربوي
+
+482
+00:37:29,250 --> 00:37:32,690
+تحمل قضايا إيجابية تحمل قضايا إيجابية أيضا في
+
+483
+00:37:32,690 --> 00:37:37,310
+النمط التسيبي هو يحرص على إياش أن يأتي ببعض الجديد
+
+484
+00:37:37,310 --> 00:37:40,870
+في الوسائل التعليمية للطلبة يعني هو مش نوع تقليدي
+
+485
+00:37:40,870 --> 00:37:45,880
+ولا نوع تسلطي إنما هو نوعيفتقر إلى قدرة على ضبط
+
+486
+00:37:45,880 --> 00:37:51,040
+الصف أو على اهتمامه هذا دائما يا شباب بنات بيأتي
+
+487
+00:37:51,040 --> 00:37:56,920
+النوع مع زيادة سنوات التعليم مع الاختيارية متقدمة
+
+488
+00:37:56,920 --> 00:38:01,500
+السن تجي يمل بعد فترة أنه يبدأ يحاول المتابعة
+
+489
+00:38:01,500 --> 00:38:05,240
+المستمرة و النشاط المستمر يجلس على الكرسى فقط زي
+
+490
+00:38:05,240 --> 00:38:09,030
+ما حكينا أيش تعال أدور back أو تعال كدهيحتب أحيانا
+
+491
+00:38:09,030 --> 00:38:15,950
+ببعض العقوبات الجسدية لكنه لا يحبذها دائما، يقدم
+
+492
+00:38:15,950 --> 00:38:20,110
+الحقائق والمعلومات ويستخدم الوسائل المناسبة ويطلب
+
+493
+00:38:20,110 --> 00:38:24,730
+أحيانا مشاركة الطلبة في تنفيذ بعض الجوانب لهذا
+
+494
+00:38:24,730 --> 00:38:29,960
+النمط أثار متعددة سلبية منها هدر الوقتأثير من
+
+495
+00:38:29,960 --> 00:38:33,320
+الطلبة بيجوا و بيسألوا عشان يضيعوا وقت الحصة
+
+496
+00:38:33,320 --> 00:38:38,060
+يهدروا الوقت بشكل كبير جدا لا يستطيعوا يعطي أو
+
+497
+00:38:38,060 --> 00:38:41,480
+ينفذ الأهداف التعليمية اللي هو رسمها أيضا قلة
+
+498
+00:38:41,480 --> 00:38:44,840
+إنتاج التعليم المعطى للطلبة يعني النتاجات
+
+499
+00:38:44,840 --> 00:38:49,120
+التعليمية بتكون بالعادة نتاجات قليلة تعزز مشاعر
+
+500
+00:38:49,120 --> 00:38:52,720
+اللا مبلالة للطلبة و الإكثر من المشاكل داخل الصفر
+
+501
+00:38:52,720 --> 00:38:56,820
+لأن الطالب القوي من خلال هذا المعلم سيعتدي على
+
+502
+00:38:56,820 --> 00:39:01,160
+الطالب الضعيف و هكذاأيضا إهمال الطالب للواجبات
+
+503
+00:39:01,160 --> 00:39:04,680
+البيتية، فهو لا يفتش على الواجبات البيتية، وحتى لو
+
+504
+00:39:04,680 --> 00:39:09,240
+حدث وأن كان هناك نوع من الإهمال، معناه ذلك أنه لا
+
+505
+00:39:09,240 --> 00:39:12,320
+يعاقب كثيرا، لا يهتم كثيرا، هقول يا ابني ليش مش
+
+506
+00:39:12,320 --> 00:39:16,600
+كاتب، تدّال دور بتكتب، وهاكذا، أيضا زيادة الصفات
+
+507
+00:39:16,600 --> 00:39:20,980
+السلبية والاتجاهات غير المرغوبة لدى الطلبة، فين
+
+508
+00:39:20,980 --> 00:39:25,860
+السؤاليعتقد المعلم في الإدارة الصفية الفوضوية أو
+
+509
+00:39:25,860 --> 00:39:33,120
+السائبة أن الثناء يفسد الطلبة صح ولا خطأ؟
+
+510
+00:39:33,120 --> 00:39:37,040
+يعتقد
+
+511
+00:39:37,040 --> 00:39:40,020
+المعلم في الإدارة الصفية الفوضوية أو السائبة أن
+
+512
+00:39:40,020 --> 00:39:41,560
+الثناء يفسد الطلبة
+
+513
+00:39:52,890 --> 00:39:57,670
+يعني خطأ طب بقاش أي نمط اللي يعتقد أن السنة يفسد
+
+514
+00:39:57,670 --> 00:40:02,610
+الطلبة فتسلقه يعني نركز شوية شايفين كيف نمط
+
+515
+00:40:02,610 --> 00:40:07,950
+الأسئلة صح و الغلط ده نركز شوية طيب عشان نختم هذا
+
+516
+00:40:07,950 --> 00:40:13,550
+الفصل هناك عوامل مؤثرة في إدارة الصفر أول هذه
+
+517
+00:40:13,550 --> 00:40:19,180
+العواملاللي هو النظام المدرسي السائد داخل أسوار
+
+518
+00:40:19,180 --> 00:40:24,200
+المدرسة نقصد بالنظام المدرسي أنه لا يجوز أن يكون
+
+519
+00:40:24,200 --> 00:40:28,180
+نظام المدرسة نظاما دكتوريا أو تسلطيا ويكون نظام
+
+520
+00:40:28,180 --> 00:40:33,920
+الصفعش نظاما سائبا بتناسب ولا .. طب مش بس النظام
+
+521
+00:40:35,030 --> 00:40:40,930
+منفعش يكون أنه طبيعة ترتيب داخل الصف أو لون الصف
+
+522
+00:40:40,930 --> 00:40:44,270
+لا ينسجن مع البيئة المدرسية حتى في طبيعة الألوان
+
+523
+00:40:44,270 --> 00:40:47,610
+عمركوا شوفت صف لون أحمر و المدرسة كلها أزرق أو
+
+524
+00:40:47,610 --> 00:40:52,150
+أخضر؟ طبعا لأ، إذا الإنسجام التام ما بين الصف
+
+525
+00:40:52,150 --> 00:40:56,350
+باعتباره وحدة من وحدات المدرسة وجزء من أجزائها
+
+526
+00:40:56,350 --> 00:41:00,340
+ينبغي أن ينسجن تماما في النظامفي القواعد والقوانين
+
+527
+00:41:00,340 --> 00:41:05,100
+الصفية في أيضا حتى مسار ترتيب البيئة الصفية بحيث
+
+528
+00:41:05,100 --> 00:41:08,740
+تتناسب مع نمط المدرسة أيضا نمط الإدار الصفية ألا
+
+529
+00:41:08,740 --> 00:41:12,180
+يؤثر في النظام المدرسي إذا كان تسلطي بيكون نمط
+
+530
+00:41:12,180 --> 00:41:16,460
+إياش أو بيكون النظام مستطيب ولا مش مستطيب طب إذا
+
+531
+00:41:16,460 --> 00:41:20,160
+كان شوري أكيد بيكون أفضل في نوع من التشارك و هكذا
+
+532
+00:41:20,160 --> 00:41:24,940
+أيضا وضوح الأهداف التعليميةيقول أحد العلماء إن
+
+533
+00:41:24,940 --> 00:41:28,420
+العالم يفسح الطريق لمن يعرف إلى أين يتجه، العالم
+
+534
+00:41:28,420 --> 00:41:32,320
+يفسح الطريق لمن يعرف إلى أين إياش، كل واحد، لكن
+
+535
+00:41:32,320 --> 00:41:36,860
+إذا أنا مش عارف وين بدأ أروح، هضلن إياش؟ أكيد مش
+
+536
+00:41:36,860 --> 00:41:40,360
+.. مش هوصل للنتيجة، إذا وضوح الأهداف تعني أن كل ما
+
+537
+00:41:40,360 --> 00:41:45,000
+كانت الأهداف أهداف واضحة ومحددة وشاملة لجانب
+
+538
+00:41:45,000 --> 00:41:48,700
+المعرفية والسلوكية والوجدانية معنى ذلك إنه إياش
+
+539
+00:41:49,610 --> 00:41:55,450
+أهداف ممتازة والدرس بيكون جيد وناجح قواعد القوانين
+
+540
+00:41:55,450 --> 00:41:58,950
+الصفية قلنا سابقا أن القواعد القوانين الصفية هي
+
+541
+00:41:58,950 --> 00:42:02,590
+عبارة عن مجموعة الأنظمة التي يتوافق عليها المعلم
+
+542
+00:42:02,590 --> 00:42:07,290
+مع التلاميذبحيث تنظم حياتهم و تعاملاتهم خلال إيش؟
+
+543
+00:42:07,290 --> 00:42:10,550
+العام الدراسي و من أنثرة هذه القواعد و القوانين
+
+544
+00:42:10,550 --> 00:42:15,490
+الصفية القدوم مبكرا، ال design بزيير مدرسي، عدم
+
+545
+00:42:15,490 --> 00:42:19,410
+الاعتداء، المحافظة على الواجبات البيتية، المحافظة
+
+546
+00:42:19,410 --> 00:42:24,010
+على نظافة البيئة الصفية، على مقدرات الصف، الاسرذان
+
+547
+00:42:24,010 --> 00:42:27,470
+عندما إيش؟ يريد الإنسان أن يعبر عن شيء؟احترام
+
+548
+00:42:27,470 --> 00:42:31,010
+الآخرين كل هذه القواعد و القوانين الصفية كل ما
+
+549
+00:42:31,010 --> 00:42:34,870
+كانت القواعد و القوانين الصفية هي موجودة و ينصح
+
+550
+00:42:34,870 --> 00:42:40,110
+هنا أن تقوم المعلمة بإيش بتسجيل عشر قواعد لا تزيد
+
+551
+00:42:40,110 --> 00:42:44,490
+عن ذلك وتعليقها إيش حتى يحفظها التلاميذ بل وتطلب
+
+552
+00:42:44,490 --> 00:42:51,450
+منهم أن يكتبها كل واحد على بداية الدفترحتى يحفظها
+
+553
+00:42:51,450 --> 00:42:55,170
+ويتعود عليها خلال شهر فقط أو أقل من شهر بيكون
+
+554
+00:42:55,170 --> 00:42:59,470
+الطلبة استطاعوا أن يتجاوزوا القضايا التي يمكن أن
+
+555
+00:42:59,470 --> 00:43:04,500
+يختلف عليها المعلم مع الطلبة أيضا التعزيزوتحدثنا
+
+556
+00:43:04,500 --> 00:43:08,000
+عن التعزيز سواء كان تعزيز إيجابي أو سلبي المشاركة
+
+557
+00:43:08,000 --> 00:43:11,540
+وتبادل الإبارات التعليمية بين المعلم والطلبان كده
+
+558
+00:43:11,540 --> 00:43:15,300
+يكون في مشاركة كده يكون في إمكانية لضبط الصف
+
+559
+00:43:15,300 --> 00:43:19,040
+بطريقة أفضل والمحافظة على النظام النقد البناء
+
+560
+00:43:19,040 --> 00:43:23,620
+للانتقاد الساخر أيش بقصد بالنقد البناء أو خلينا
+
+561
+00:43:23,620 --> 00:43:26,180
+نقول النصيحة بلاش النقد فضلوا
+
+562
+00:43:44,490 --> 00:43:49,970
+يعني أنا إذا واجهت موقف تعليمي أو موقف ما من طالبو
+
+563
+00:43:49,970 --> 00:43:54,330
+هذا الموقف كان غير صحيح المفترض أن تكون نصيحتي
+
+564
+00:43:54,330 --> 00:43:59,750
+لهذا الطالب نصيحة مهذبة وتهدف إلى تعديل السلوك و
+
+565
+00:43:59,750 --> 00:44:04,770
+لا تهدف إلى المس بنفسية المتعلم إذا زي ما حكينا
+
+566
+00:44:04,770 --> 00:44:08,410
+يتعامل مع الموقف التعليمي و لا يتعامل مع الشخص
+
+567
+00:44:08,410 --> 00:44:12,770
+بنفس الطريقة نحن لا نريد انتقادا ساخرة ما بلغت
+
+568
+00:44:12,770 --> 00:44:17,850
+الإجابة من التفاهةسذاجة من الطالب إنما نتعامل مع
+
+569
+00:44:17,850 --> 00:44:21,330
+الموضوع أيضًا الصمت الفعال للصمت القصري يعني
+
+570
+00:44:21,330 --> 00:44:27,770
+خلّيني أتحدث عن الصمت الإصغاء هو سمة من سمات مان
+
+571
+00:44:27,770 --> 00:44:33,850
+الصمت سمة من سمات مان أليس الواثق؟ مش بيقول الشاعر
+
+572
+00:44:33,850 --> 00:44:38,190
+ملأ السنابل تنقى تنحني بتواضع و الفارغات و رؤوسه و
+
+573
+00:44:38,190 --> 00:44:42,290
+شوامكهالسمبلة ليش؟ اللي مش حاملة حاب بتضلها عياش؟
+
+574
+00:44:42,290 --> 00:44:46,650
+و صوتها عالي ما شاء الله والدجاجة تبيض بيضة رخيصة
+
+575
+00:44:46,650 --> 00:44:54,030
+لكنها تملأ الأرض صراحة أنها بارط والسمكة تضع بيض
+
+576
+00:44:54,030 --> 00:44:58,190
+الكفيار وهو أغلى أنواع السمك ومئات البيض دون أن
+
+577
+00:44:58,190 --> 00:45:01,690
+يسمع لها أحد إذا الإنسان الممتلئ هو الإنسان الصامت
+
+578
+00:45:01,690 --> 00:45:07,120
+والإنسان الذي يصغيهو الإنسان الذي يستوعب أكتر و
+
+579
+00:45:07,120 --> 00:45:11,620
+يستطيع أن يبني مسار إجاباته و تصرفاته بناء على إيش
+
+580
+00:45:11,620 --> 00:45:14,960
+قدرته على الإدراك عشان هيك بنقول إصغاء الفعال هو
+
+581
+00:45:14,960 --> 00:45:19,600
+سمة من سمات القادة دايما القائد إيش يستمع ثم يبلور
+
+582
+00:45:19,600 --> 00:45:24,780
+ثم إذا ما تحدث إيش الجميع يدرك أن ما سيتحدث بيه هو
+
+583
+00:45:24,780 --> 00:45:29,720
+إيشالحكمة البالغة التي يستفيد منها إذا الصمت
+
+584
+00:45:29,720 --> 00:45:34,580
+الفعال المقصود فيه هو الذي يمكن أن نبنيه في نفس
+
+585
+00:45:34,580 --> 00:45:38,600
+الطلبة حب الصمت بس مش صمت و هو سلبية المشاركة لأ
+
+586
+00:45:38,600 --> 00:45:42,700
+إنما هو الصمت الذي ينبني على أنه يسمع ثم بعد ذلك
+
+587
+00:45:42,700 --> 00:45:47,520
+يبني مشاركته بناء على اللي هو هذا الصمت لصمت
+
+588
+00:45:47,520 --> 00:45:54,750
+القصري الناتج عن النماط تسلطه أو القهرطبعا نختم ان
+
+589
+00:45:54,750 --> 00:45:57,170
+شاء الله رب العالمين هذه المحاضرة بأهم عناصر نجاح
+
+590
+00:45:57,170 --> 00:46:00,130
+الإدارة الصفية وقد قلنا سابقا أن التخطيط الجيد
+
+591
+00:46:00,130 --> 00:46:04,410
+والتحضير أول عوامل هذا الأمر كل ما خططت كل ما حضرت
+
+592
+00:46:04,410 --> 00:46:08,810
+أفضل كل ما أعطيت بإذن الله عز وجل ودبطت إدارتك
+
+593
+00:46:08,810 --> 00:46:13,630
+الصفية بشكل كامأيضًا المحافظة على الإنضباط داخل
+
+594
+00:46:13,630 --> 00:46:18,610
+الصف ملاحقة كل شيء بطريقة جيدة يعني أنا لا أسمح
+
+595
+00:46:18,610 --> 00:46:23,430
+للحديث الجانبي إذا ما بدأ أن يستمر لأن السماح فيه
+
+596
+00:46:23,430 --> 00:46:27,550
+معناه ذلك أنه سينتقل من طالب إلى طالب وبدأ أفقد
+
+597
+00:46:27,550 --> 00:46:34,130
+السيطرةأبو عزيزي كانت كتابة قصة عن لما يكونوا لو
+
+598
+00:46:34,130 --> 00:46:38,210
+كانوا مشهورين يرسموا وجه كده باول و لما تكونوا
+
+599
+00:46:38,210 --> 00:46:41,750
+مبسوطة منهم ترسموا الوجه اللي كده يعني هو نص بسيط
+
+600
+00:46:41,890 --> 00:46:46,910
+أحنا بنسميها اختار تلميحة مناسبة لإشعار الطلب
+
+601
+00:46:46,910 --> 00:46:50,630
+أقناني سابتة زي مثلا أجيش أزجف زي هيك أو أطبل على
+
+602
+00:46:50,630 --> 00:46:53,810
+الطاولة أو أسكر الباب وهذا هناخد ان شاء الله في
+
+603
+00:46:53,810 --> 00:46:58,330
+هذا الموضوع أيضا توفير الجو الملائم طبعا عندنا
+
+604
+00:46:58,330 --> 00:47:00,990
+توفير الجو الملائم كل ما كانت البيئة المادية
+
+605
+00:47:00,990 --> 00:47:06,580
+الصفية بيئة مريحة كل ما كان ايش فيه هناك ايشالنتاج
+
+606
+00:47:06,580 --> 00:47:09,600
+أفضل كل ما كانت البيئة النفسي اجتماعية اللي هنجي
+
+607
+00:47:09,600 --> 00:47:12,960
+نشرحها ان شاء الله شرح المعلم شرح ممتاز كل ما كانت
+
+608
+00:47:12,960 --> 00:47:17,060
+أيضا بيئة الاسماع و الطب أفضل الاتصال الفاعل بين
+
+609
+00:47:17,060 --> 00:47:21,120
+المعلم و الإدارة و بين المعلمين أنفسهم اتحدث عنه
+
+610
+00:47:21,120 --> 00:47:24,120
+كل ما كانت العلاقة الإيجابية أو إيجابية ما بين
+
+611
+00:47:24,120 --> 00:47:27,220
+الناضر المدرسة و مدير المدرسة ثم المعلمين و
+
+612
+00:47:27,220 --> 00:47:31,480
+المعلمين أنفسهم كل ما كانت إيجابية كل ما تكامل إيش
+
+613
+00:47:31,480 --> 00:47:35,930
+المعلمون في إعطاء القيم ولا يتناقضوا يعنيلا يتناقض
+
+614
+00:47:35,930 --> 00:47:39,690
+المعلم مع مزاميله، هذا يتحدث عن قيمة وذاك يتحدث لأ
+
+615
+00:47:39,690 --> 00:47:43,650
+سيبك بلا كذا، فمعنى ذلك احنا واحد بيبني وواحد
+
+616
+00:47:43,650 --> 00:47:47,570
+بيهدم، لأ، إذا الاتصال فعل أيضا بين المدرسة
+
+617
+00:47:47,570 --> 00:47:51,490
+والاهل، تواصل سواء كان هذا تواصل كتابي أو كان
+
+618
+00:47:51,490 --> 00:47:55,270
+تواصل عن ايش، من خلال الاجتماعات وقرش العمل
+
+619
+00:47:55,270 --> 00:47:59,610
+والاحتفالات وغيرها، شخصية المعلم متقبله لمهنته
+
+620
+00:48:00,000 --> 00:48:04,440
+شوفوا بعض المعلمين لا يحب هذه المهنة و أول ما يدخل
+
+621
+00:48:04,440 --> 00:48:07,960
+الصف يبدأ يلعن على اليوم اللي اتوظف فيه تدريس و
+
+622
+00:48:07,960 --> 00:48:12,260
+طبعا هذا الإنسان اللي لا يتقبل مهنته لا يحبها لا
+
+623
+00:48:12,260 --> 00:48:17,230
+يعملها ولا ينجح فيها بالاطلاقلذلك هذه أهم العوامل
+
+624
+00:48:17,230 --> 00:48:21,070
+التي يمكن أن تنجح لدراسة صفية تخطيط ناجح محافظة
+
+625
+00:48:21,070 --> 00:48:24,270
+على اندرويد الصف لتوفير الجو المناسب من خلال
+
+626
+00:48:24,270 --> 00:48:29,070
+الاتصال الفاعل و التقبل المعلم لشخصية أو شخصية
+
+627
+00:48:29,070 --> 00:48:32,530
+التعليم بشكل عام طيب احنا نقعد نتوقف عند هذا لحد
+
+628
+00:48:32,530 --> 00:48:36,390
+ان شاء الله المرة القادمة ندرس الفصل الثاني وهو عن
+
+629
+00:48:36,390 --> 00:48:40,850
+المناخ المدرسي والبيئة الصفية استودعكم الله الذي
+
+630
+00:48:40,850 --> 00:48:42,550
+لا تضيع أدواه والسلام عليكم الله
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/vY_Q6wcq9GA_postprocess.srt b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/vY_Q6wcq9GA_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..a1d6e3309f2469d7cf5f9ff8aaaa4075963c3680
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/vY_Q6wcq9GA_postprocess.srt
@@ -0,0 +1,2544 @@
+1
+00:00:00,000 --> 00:00:02,680
+موسيقى
+
+2
+00:00:14,220 --> 00:00:16,940
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+3
+00:00:16,940 --> 00:00:20,660
+والصلاة والسلام على أشرف المرسلين سيدنا محمد عليه
+
+4
+00:00:20,660 --> 00:00:24,980
+وعلى آله وصحبه وسلم أجمعين أما بعد اليوم بإذن الله
+
+5
+00:00:24,980 --> 00:00:31,880
+عز وجل وصلنا إلى بداية الفصل الخامس بعنوان مصادر
+
+6
+00:00:31,880 --> 00:00:38,320
+المشكلات الصحفية في هذا الفصل نتوقع أنيحصل الطالب
+
+7
+00:00:38,320 --> 00:00:43,060
+على مجموعة من المهارات أهمها أن يكون قادرا على
+
+8
+00:00:43,060 --> 00:00:49,540
+التعرف على أهم المصادر للمشكلات داخل الصف و أشكال
+
+9
+00:00:49,540 --> 00:00:56,260
+هذه المشكلات و نسبة أهميتها بالنسبة للإدارة الصفية
+
+10
+00:00:56,260 --> 00:01:03,540
+ثم أيضا سنتعرف على مفهوم السلوكتصنيف هذا السلوك
+
+11
+00:01:03,540 --> 00:01:08,120
+والتعرف على أهم خصائصه لدى كل طالب من الطلاب أو
+
+12
+00:01:08,120 --> 00:01:13,280
+لدى كل نوع من أنواع هؤلاء الطلبة تبعا لهذا السلوك
+
+13
+00:01:13,280 --> 00:01:17,880
+يمكن أحنا بنركز شوية على السلوك أكثر من المشكلات
+
+14
+00:01:17,880 --> 00:01:21,500
+ومصادر المشكلات باعتبار أن السلوك هو أهم شيء وهو
+
+15
+00:01:21,500 --> 00:01:27,860
+مصدر الأساسي الذي ينبع عن الفردتجاه أو .. او
+
+16
+00:01:27,860 --> 00:01:32,220
+خلّيني أقول تبرير أي سلوك هو منبعه طبيعة هذا
+
+17
+00:01:32,220 --> 00:01:35,800
+السلوك فإذا فهمنا لماذا نشأ هذا السلوك لذا الطالب
+
+18
+00:01:35,800 --> 00:01:41,340
+ما فإننا سنتعرف كيف نعالج هذا السلوك كيف ممكن نقدر
+
+19
+00:01:41,340 --> 00:01:45,400
+نصائح لهذا الطالب أو كيف نتعامل معاه إن استدعت
+
+20
+00:01:45,400 --> 00:01:49,880
+الضرورة لهذا التعامل سواء كان تعامل علاجي أو تعامل
+
+21
+00:01:49,880 --> 00:01:56,460
+ضبط لهذا السلوكقبل ما نفوت في السلوك بنشوف ما هي
+
+22
+00:01:56,460 --> 00:02:03,360
+مصادر المشكلات الصفية أو من هم المسببون الرئيسيون
+
+23
+00:02:03,360 --> 00:02:08,040
+للمشاكل الصفية معقول هيكون أن المعلم سبب من أسباب
+
+24
+00:02:08,040 --> 00:02:12,040
+المشاكل في الإدارة الصفية وممكن تكون الطالب وممكن
+
+25
+00:02:12,040 --> 00:02:18,670
+تكون بيئة الصف الإدارة المدرسية المنهاجإذا الأسرة
+
+26
+00:02:18,670 --> 00:02:23,190
+جماعة الأصدقاء هي لنا مجموعة من العوامل اللي بتسبب
+
+27
+00:02:23,190 --> 00:02:26,590
+لنا مجموعة من المشكلات وإذا احنا متحدث عن مشكلات
+
+28
+00:02:26,590 --> 00:02:29,270
+احنا متحدث عن بعض المشكلات سواء كانت هذه المشكلة
+
+29
+00:02:29,270 --> 00:02:32,910
+السلوكية أو مشكلات ذات علاقة بالعملية التعليمية
+
+30
+00:02:32,910 --> 00:02:38,770
+خلينا نشوف أول أنواع هذه المشاكل أو أول مصادر هذه
+
+31
+00:02:38,770 --> 00:02:44,330
+المشاكل وهو المعلم لماذا أو كيف يمكن للمعلم أن
+
+32
+00:02:44,330 --> 00:02:51,320
+يكون مصدرا من مصادر المشكلات؟تفضلي يعني
+
+33
+00:02:51,320 --> 00:02:59,200
+عدم العدالة ممكن تكون مصدر من المصادر التي تصدر عن
+
+34
+00:02:59,200 --> 00:03:03,120
+المعلمة، تفضلي عدم ضبط المعلم لصف نمط المعلمة
+
+35
+00:03:03,120 --> 00:03:10,920
+تسيبه قد يكون مصدرا من مصادر المشكلات، ايش كمان؟
+
+36
+00:03:10,920 --> 00:03:14,300
+هو ضعف الشخصية هو نمط الإدارة، نفس الشيء
+
+37
+00:03:17,390 --> 00:03:21,430
+عدم تمكن المعلم من المادة التعليمية إذا المعلم
+
+38
+00:03:21,430 --> 00:03:27,290
+باعتباره محورا للإدارة الصفية كما أسلفنا سابقا هو
+
+39
+00:03:27,290 --> 00:03:33,430
+الأساس الأول والمرتكز الأول في إيش؟ في إدارة الصف
+
+40
+00:03:33,430 --> 00:03:41,210
+وهو الذي يمكن أن يكونبقدراته بتمكنه بنمط تعامله مع
+
+41
+00:03:41,210 --> 00:03:45,290
+الطلبة ومع إدارته للصف إما أن يكون إنسانا قويا
+
+42
+00:03:45,290 --> 00:03:49,990
+متمكنا متينا عادلا كويس يراعي الفروق الفردية
+
+43
+00:03:49,990 --> 00:03:53,770
+يستطيع أن يستخدم وينوع الوسائل التعليمية معناه ذلك
+
+44
+00:03:53,770 --> 00:03:57,070
+أنه لن يكون مصدر المشكلة بالعكس هو حيكون مصدر
+
+45
+00:03:57,070 --> 00:04:00,810
+للضبط الصحفي أما إذا كان خلاف ذلك حيكون مشكلة
+
+46
+00:04:00,810 --> 00:04:02,230
+ومشكلة إيش كبيرة
+
+47
+00:04:04,610 --> 00:04:09,070
+معلمًا كويس كان متمكنًا من المادة العلمية لكن هو
+
+48
+00:04:09,070 --> 00:04:14,430
+متسيب لا يستطيع أن يضب الصف أو العكس غير متمكن من
+
+49
+00:04:14,430 --> 00:04:20,250
+المادة العلمية ولديه نمط إيش تسلطي قوي الدبط حيكون
+
+50
+00:04:20,250 --> 00:04:24,570
+دبط شكلي وليس دبط بالمفهوم الذي اتحدثنا عنه كإدارة
+
+51
+00:04:24,570 --> 00:04:28,490
+صفية إذن أول نقطة من النقاط أو مصادر المشكلات هي
+
+52
+00:04:28,490 --> 00:04:34,360
+المعلم النقطة الثانية الإدارة المدرسيةكيف يمكن
+
+53
+00:04:34,360 --> 00:04:38,560
+الإدارة المدرسية أن تكون مصدر المصادر للمشكلات؟
+
+54
+00:04:38,560 --> 00:04:41,940
+تذكروا لما شرحنا القواعد والقوانين الصفية وقلنا
+
+55
+00:04:47,280 --> 00:04:50,340
+والقوانين الصفية داخل الصف تكون مصدر إيش إذا في
+
+56
+00:04:50,340 --> 00:04:55,080
+هناك ازواجية في إيش في التوجيه للطالب معناه ذلك
+
+57
+00:04:55,080 --> 00:04:58,180
+ستكون مصدرا من مصادر المشكلة إذا مطلوب من الإدارة
+
+58
+00:04:58,180 --> 00:05:01,760
+المدرسية أن تنسجم في ضوابطها في قواعدها في
+
+59
+00:05:01,760 --> 00:05:05,060
+قوانينها مع القواعد والقوانين الصفية أيضا لما تكون
+
+60
+00:05:05,060 --> 00:05:08,740
+نمط الإدارة المدرسية إدارة قوية وإحنا بنعرف هناك
+
+61
+00:05:08,740 --> 00:05:12,480
+مدارس مشهورة ما شاء الله إدارتها مرتبة دائما
+
+62
+00:05:12,480 --> 00:05:17,080
+بياخدوا فيها الأوائل مش لأن هيقدرات التعليمية أو
+
+63
+00:05:17,080 --> 00:05:20,440
+قدرات المدرسين هي عالية جدا لأ قد تتساوى القدرات
+
+64
+00:05:20,440 --> 00:05:24,420
+بين مدرسة و مدرسة لكن طبيعة الضبط طبيعة الإدارة
+
+65
+00:05:24,420 --> 00:05:27,960
+المدرسية قدرة المدير المدرسة و طاقم المعاون معاه
+
+66
+00:05:27,960 --> 00:05:32,560
+هي قدرات عالية جدا تعطي المدرسة هيبة على الطالب و
+
+67
+00:05:32,560 --> 00:05:37,380
+على الأنظمة و القوانين و تطبيقها بشكل فعال طيب
+
+68
+00:05:37,380 --> 00:05:41,780
+كمان الطالب ممكن يكون مشكلة أليس كذلك؟ كيف؟
+
+69
+00:05:46,630 --> 00:05:50,210
+هو الطالب هو أساسا .. أساس لما بنقول احنا المشكلة
+
+70
+00:05:50,210 --> 00:05:54,470
+هو مصدرها لأن السلوك هو الذي يرتبط في مين؟ في
+
+71
+00:05:54,470 --> 00:05:57,410
+الطالب ولا في المعلم؟ هو بالغالب السلوك يرتبط في
+
+72
+00:05:57,410 --> 00:06:00,510
+الطالب، يعني الطالب هو الذي ممكن يكون عنده فارط
+
+73
+00:06:00,510 --> 00:06:03,950
+نشاط، ممكن يكون طالب فوضوي، ممكن طالب أخلاقيته مش
+
+74
+00:06:03,950 --> 00:06:10,110
+جيدة، القيم ..لم يتشربها بعد، إذا الطالب أيضًا
+
+75
+00:06:10,110 --> 00:06:13,650
+مشكلة من المشكلات أو مصدر من مصادر المشكلات الصفية
+
+76
+00:06:13,650 --> 00:06:17,450
+التي تحتاج إلى علاج. طب احنا ندرس المشاكل عشان بعد
+
+77
+00:06:17,450 --> 00:06:20,570
+ذلك لما بنوجه علاجات، لما بنوجهها مش بس باتجاه
+
+78
+00:06:20,570 --> 00:06:23,090
+الطالب، كمان باتجاه المعلم، باتجاه الإدارة
+
+79
+00:06:23,090 --> 00:06:26,850
+المدرسية وباتجاه كل مصدر من مصادر المشكلات ومنها
+
+80
+00:06:26,850 --> 00:06:33,440
+الأسرة أيضًاالأسرة إذا كانت أسرة متعلمة، إذا كانت
+
+81
+00:06:33,440 --> 00:06:37,460
+ثقافتها عالية اتجاه المدرسة، نظرتها إيجابية، تتابع
+
+82
+00:06:38,370 --> 00:06:43,750
+الطالب وأبناءها معنى ذلك أنه ستبقى دائما لمين
+
+83
+00:06:43,750 --> 00:06:48,110
+للعملية التعليمية أما إذا كانت على خلاف ذلك أسرة
+
+84
+00:06:48,110 --> 00:06:53,130
+مفككة أسرة سلبية تجاه العملية التعليمية أسرة يرعى
+
+85
+00:06:53,130 --> 00:06:57,650
+وليه أمرها الأب يعني دائما يا شيخ لأ تعال أشتغل يا
+
+86
+00:06:57,650 --> 00:07:00,150
+والدي معايا أسيبك في المدرسة غيب اليوم إيش يعني
+
+87
+00:07:00,150 --> 00:07:04,030
+بيصير أنت بدك تجيبها وهكذا من المصطلحات التي تجعل
+
+88
+00:07:04,030 --> 00:07:07,720
+في نوع من الإحباط كمان تربية الطالبالتربية
+
+89
+00:07:07,720 --> 00:07:13,260
+العدوانية في أسر تربي و تفتخر أنها تربي أبنها على
+
+90
+00:07:13,260 --> 00:07:17,760
+مبدأ الاعتداء أو العدوان أو أخذ الحق باليد أو
+
+91
+00:07:17,760 --> 00:07:21,680
+القانون باليد و هكذا إذا الأسرة كمان قد تكون مصدرا
+
+92
+00:07:21,680 --> 00:07:29,500
+من مصادر المشكلات الصفية هناك مشكلات تتعلقبمستوى
+
+93
+00:07:29,500 --> 00:07:33,740
+المادة الدراسية ولعلنا يعني كلنا نعيش مع المنهج
+
+94
+00:07:33,740 --> 00:07:38,480
+الفلسطيني الذي يعني يعاني منه الطالب ويعاني منه
+
+95
+00:07:38,480 --> 00:07:43,100
+الأهل والمدرس أيضا من صعوبته من تنوعه من تعدد
+
+96
+00:07:43,100 --> 00:07:47,880
+مصادرأو الفلسفات التي أُسسها أو بنية عليها هذا
+
+97
+00:07:47,880 --> 00:07:51,500
+المنهاج لذلك بنلاحظ أن هذه المستوى المادة
+
+98
+00:07:51,500 --> 00:07:54,040
+التعليمية إما أن المعلم لا يستطيع أن يتعامل معاه
+
+99
+00:07:54,040 --> 00:07:57,960
+فلا يستطيع أن يشرح و يبسط هذه المادة أو أنا أطالب
+
+100
+00:07:57,960 --> 00:08:03,720
+قدرات عقلية؟ لا ترقى لأن تتفهم بطريقة سلسة تتناسب
+
+101
+00:08:03,720 --> 00:08:07,540
+مع هذا السن و مع هذه القدرات و مع هذه العقلية لذلك
+
+102
+00:08:07,540 --> 00:08:11,460
+هذه المادة التعليمية قد تكون مصدرة للقلق و القراق
+
+103
+00:08:11,770 --> 00:08:15,610
+لكلا أطراف العملية التعليمية المعلم والمتعلم
+
+104
+00:08:18,370 --> 00:08:22,430
+في هناك مشكلات مصدرها إيش؟ البيئة المادية للتعلم
+
+105
+00:08:22,430 --> 00:08:24,810
+والمقصود في البيئة المادية للتعلم اللي حكينا عنها
+
+106
+00:08:24,810 --> 00:08:30,110
+الأجهزة الصف غرفة الصف النظافة التهوية الإضاءة
+
+107
+00:08:30,110 --> 00:08:33,930
+كمان برضه لما بيكون فيه العدد الكثير في الصف أو
+
+108
+00:08:33,930 --> 00:08:37,630
+الصف المكتظة إذا إذا كانت كل ما كانت بيئة التعلم
+
+109
+00:08:37,630 --> 00:08:42,330
+بيئة مريحة كل ما كانت إيش المشاكل أقل وكل ما كانت
+
+110
+00:08:42,330 --> 00:08:47,710
+على الخلافسيئة معناته تكثر مشاكل سواء الصحية أو
+
+111
+00:08:47,710 --> 00:08:52,990
+المشاكل السلوكية التي تنجم عن البيئة المادية
+
+112
+00:08:52,990 --> 00:08:59,430
+لعملية التعلم أيضا مشكلات مصدرها الإعلام تعرفوا
+
+113
+00:08:59,430 --> 00:09:04,090
+احنا اليوم نعيش إعلاما منفتحا يعني ما شاء الله ال
+
+114
+00:09:04,090 --> 00:09:09,750
+NBC two two ولا شو اسمها هاي افلام العنفأفلام
+
+115
+00:09:09,750 --> 00:09:14,230
+الخيال يبدأ الطالب يقلد و يحاكي هذه الأفلام و
+
+116
+00:09:14,230 --> 00:09:20,290
+يحاكي أبطالها و يبدأ يتصرف في داخل الصف تماما كما
+
+117
+00:09:20,290 --> 00:09:25,930
+اتعلم من الأفلام أحيانا أو المصارعة و غيره إذا هذه
+
+118
+00:09:25,930 --> 00:09:30,370
+المشكلات المصدرها الإعلام و أحيانا القيم التي
+
+119
+00:09:30,370 --> 00:09:33,770
+يغرسها الإعلام يعني بعض القيم أنا كمعلم بعلم قيمة
+
+120
+00:09:33,770 --> 00:09:40,280
+مابيروح بيحضر الطالب كذا فبيعلموه نقيض هذا القيمة،
+
+121
+00:09:40,280 --> 00:09:44,160
+فبيجي يتأثر بمن هو، سيتأثر بوسيلة الإعلان لأن هي
+
+122
+00:09:44,160 --> 00:09:47,420
+أقوى تأثيرا، بالذات إذا كانت تلفزيون أو فيها نوع
+
+123
+00:09:47,420 --> 00:09:51,020
+من المتعة، فيها نوع من الأشياء الكثيرة جدا، لذلك
+
+124
+00:09:51,020 --> 00:09:56,130
+هذه تقريباهي مصادر المشكلات الأساسية التي سنتحدث
+
+125
+00:09:56,130 --> 00:10:00,590
+عنها بقى مشكلة واحدة أو مصدر من مصادر المشكلات وهي
+
+126
+00:10:00,590 --> 00:10:03,790
+تركيبة الجماعة الصفية اللي بنتحدث عنها شلة
+
+127
+00:10:03,790 --> 00:10:07,650
+الأصدقاء أو جماعة الأصدقاء جماعة الرسول عليه
+
+128
+00:10:07,650 --> 00:10:11,500
+الصلاة والسلام ماذا يقول؟المرء على دهن خليله
+
+129
+00:10:11,500 --> 00:10:15,820
+فلينظر أحدكم من يخالل وفي المثل الشعبي اللذي يقول
+
+130
+00:10:15,820 --> 00:10:22,200
+الصاحب ساحب مش هيك؟ كويس أيضا صديقه كإلم تأثر فيه
+
+131
+00:10:22,200 --> 00:10:26,640
+بالخير أثر فيه كإاش؟ بالشرق كل هذه المصطلحات وهذه
+
+132
+00:10:26,640 --> 00:10:30,600
+الأعراف التي يعني نرددها أو الأشياء التي نرددها
+
+133
+00:10:30,600 --> 00:10:34,760
+فيما يتعلق بالصداقة لها معانا كثيرة جدا فالصداقة
+
+134
+00:10:34,760 --> 00:10:40,330
+مهمةبشكل كبير جدا عادة ما يلجأ الأطفال أو الشباب
+
+135
+00:10:40,330 --> 00:10:45,830
+أو أي سن إلى إياش كل واحد يكون مجموعة من الأصدقاء
+
+136
+00:10:45,830 --> 00:10:52,990
+تبرز أن صداقات المتفوقين ثم تبرز أن صداقات الإياش
+
+137
+00:10:52,990 --> 00:10:59,710
+الأقل تفوقا وكل طالب يبحث عن إياش عن قرينه لكن
+
+138
+00:10:59,710 --> 00:11:03,350
+الأخطر من ذلك أن هناك من الصداقات اللي بتبرز في
+
+139
+00:11:03,350 --> 00:11:08,650
+وين؟ فيما يتعلق بالانحراف السلوكي لدى الطالب يعني
+
+140
+00:11:08,650 --> 00:11:12,790
+خلاني أقول بعض الطالب بقى مش منضبطين لديهم ظاهر
+
+141
+00:11:12,790 --> 00:11:17,870
+التسرب من المدرسة عندهم انحراف خلقي ممكن يطلع يدخن
+
+142
+00:11:17,870 --> 00:11:23,230
+يعمل هذه الصداقات هي التي نسميها يعني الأخطر في
+
+143
+00:11:23,230 --> 00:11:27,660
+حياة الطالب ولاكثر تأثيرا على إيشكمصدر من مصادر
+
+144
+00:11:27,660 --> 00:11:31,480
+المشكلات يعني الطالب في السن ثانوية عامة بتاخده ما
+
+145
+00:11:31,480 --> 00:11:34,620
+شاء الله السن المراهق أو الاعتداد بالذات وانه انا
+
+146
+00:11:34,620 --> 00:11:38,380
+كبير وانا ممنوح حد يديده عليا واصحابه طبعا اللي
+
+147
+00:11:38,380 --> 00:11:42,900
+حواليه يشجعوه انه انت البطل فإذا ما تعرض لأي مشكلة
+
+148
+00:11:42,900 --> 00:11:46,960
+فبيروح إيش إما بيمارس العنف ضد المعلم أو يمارس
+
+149
+00:11:46,960 --> 00:11:50,500
+العنف ضد زملاء طلبة وها كذا إذا هذه أصدقاء السوق
+
+150
+00:11:50,500 --> 00:11:53,980
+اللي احنا يعني من الأشياء اللي كتير مهمة جدا أن
+
+151
+00:11:53,980 --> 00:11:57,930
+نهتم فيها كمصدر من مصادر المشكلاتعلى كل أحوال
+
+152
+00:11:57,930 --> 00:12:05,130
+سنعود لما بدأنا فيه قبل عن موضوع السلوك، ولكن
+
+153
+00:12:05,130 --> 00:12:08,950
+الرسم البياني اللي أمامكم يوضح أهمية إيش على
+
+154
+00:12:08,950 --> 00:12:15,160
+المشكلات تبع اللهدرجة الأكثر حدوثا او نسبة الأكثر
+
+155
+00:12:15,160 --> 00:12:20,960
+حدوثا منها اكثر تأثيرا عفوا المعلم احنا قلنا محور
+
+156
+00:12:20,960 --> 00:12:26,180
+الإدارة الصفية لذلك لحظة احنا قدنا جديش نسبة 40%
+
+157
+00:12:26,180 --> 00:12:30,120
+اكثر تأثيرا في موضوع كمصدر المصادر المشكلات اذا
+
+158
+00:12:30,120 --> 00:12:34,120
+كان المعلم منظبط وممتاز بنسبة تفوق ال 40% فهو ايش
+
+159
+00:12:34,120 --> 00:12:37,800
+ان شاء الله رب العالمين احنا بخير شوية طيب الطالب
+
+160
+00:12:37,800 --> 00:12:44,090
+لأنه برضه العنصر الثاني للعملية التعليميةالمعلم
+
+161
+00:12:44,090 --> 00:12:50,250
+الطالب المعلم
+
+162
+00:12:50,250 --> 00:12:50,730
+الطالب المعلم الطالب المعلم الطالب المعلم الطالب
+
+163
+00:12:50,730 --> 00:12:51,010
+الطالب المعلم الطالب المعلم الطالب الطالب الطالب
+
+164
+00:12:51,010 --> 00:12:51,230
+الطالب الطالب الطالب الطالب الطالب الطالب الطالب
+
+165
+00:12:51,230 --> 00:12:51,350
+الطالب الطالب الطالب الطالب الطالب الطالب الطالب
+
+166
+00:12:51,350 --> 00:12:51,390
+الطالب الطالب الطالب الطالب الطالب الطالب الطالب
+
+167
+00:12:51,390 --> 00:12:51,430
+الطالب الطالب الطالب الطالب الطالب الطالب الطالب
+
+168
+00:12:51,430 --> 00:12:51,490
+الطالب الطالب الطالب الطالب الطالب الطالب الطالب
+
+169
+00:12:51,490 --> 00:12:54,050
+الطالب الطالب الطالب الطالب الطالب الطالب الطالب
+
+170
+00:12:54,050 --> 00:13:00,530
+الطالب الطكمان برضه او بيئة الصف برضه بيئة مهمة
+
+171
+00:13:00,530 --> 00:13:04,930
+جدا و هي تعتبر تيجي بعدها مباشرة بعدها بتاعة
+
+172
+00:13:04,930 --> 00:13:09,950
+الأسرة بنسبة تقارب اللي هو تسعة فالمية تقريبا
+
+173
+00:13:09,950 --> 00:13:14,910
+وسائل الإعلام الأصدقاء ثم المادة الدراسية طبعا
+
+174
+00:13:14,910 --> 00:13:18,850
+الترتيب اللي بين أدينا هو ترتيب كما قلنا ترتيب
+
+175
+00:13:18,850 --> 00:13:24,090
+نسبي تقريبي لكنه طبعا هو جاء بناء على دراسةلكن
+
+176
+00:13:24,090 --> 00:13:27,430
+دائما الدراسات تبقى دراسات يعني لو عملنا كمان
+
+177
+00:13:27,430 --> 00:13:31,950
+دراسة يمكن العينة المبحوثين يعطي نتائج مختلفة قد
+
+178
+00:13:31,950 --> 00:13:35,350
+تختلف بالنسبة لكنها لن تختلف بالعناصر مش هنختلف في
+
+179
+00:13:35,350 --> 00:13:40,910
+العناصر طيب نرجع لموضوع السلوك اللي اتحدثنا عنهأي
+
+180
+00:13:40,910 --> 00:13:45,310
+أساس مشكلة سواء كان مصدرها المعلم هو إيش؟ سلوك إذا
+
+181
+00:13:45,310 --> 00:13:49,790
+كان الطالب هو سلوك إذا الأسرة إذا البيع المدرسية
+
+182
+00:13:49,790 --> 00:13:53,410
+أو عفوا الإدارة المدرسية هي سلوك إذا أغلب الشيء
+
+183
+00:13:53,410 --> 00:13:57,650
+لنستطيع أن نخرج عن كونه سلوك لهذا الفرد فإما أن
+
+184
+00:13:57,650 --> 00:14:03,590
+يكون السلوك سلوكا حسنا أو أن يكون سلوكا سيئا إيش
+
+185
+00:14:03,590 --> 00:14:09,310
+تعريف السلوك؟ ما هو تعريف السلوك؟كل ما يفعله
+
+186
+00:14:09,310 --> 00:14:15,950
+الإنسان ظاهرا كان أو غير ظاهر هو إيش؟ أو هو مجموعة
+
+187
+00:14:15,950 --> 00:14:19,870
+استجابات كويسة؟ هذه الاستجابات تصدر عن إيش؟ عن
+
+188
+00:14:19,870 --> 00:14:24,410
+تعرض الإنسان لمثير أو أكثر؟ اللي أنا ممكن أثيرك
+
+189
+00:14:24,410 --> 00:14:31,290
+بكلمة معاه فيصدر عنك صلوك أو استجابة هي تعبر عن
+
+190
+00:14:31,290 --> 00:14:35,410
+إيش؟ عن صلوك إما أن يكون هذا صلوك رضا أو غضب حول
+
+191
+00:14:35,410 --> 00:14:41,180
+هذا الموقفالسلوك الصفي بنفس الطريقة هو كل ما يظهر
+
+192
+00:14:41,180 --> 00:14:45,840
+إيه؟ ممتاز
+
+193
+00:14:45,840 --> 00:14:49,180
+هو كل ما يظهر عن الطالب من سلوك سواء كان هذا سلوك
+
+194
+00:14:49,180 --> 00:14:53,140
+أكاديمي كالقراء أو الكتابة أو إجابة سؤال أو غيره
+
+195
+00:14:53,140 --> 00:14:58,040
+أو إيش غير أكاديمي كالحديث كاللعب كالضحك و هكذا
+
+196
+00:14:58,040 --> 00:15:04,260
+إذا هذا بالنسبة لتعريف السلوك أيضا نستطيع نتحدث أن
+
+197
+00:15:04,260 --> 00:15:10,760
+السلوكله أنواع أول نوع السلوك الاستجابى اللا إرادى
+
+198
+00:15:10,760 --> 00:15:17,020
+ما المقصود بالاستجابى اللا إرادى يعني انا السلوك
+
+199
+00:15:17,020 --> 00:15:21,460
+لا إرادى و الله طلع مني هك عفوى عدم تحكم الشخص
+
+200
+00:15:21,460 --> 00:15:25,280
+بالفعل
+
+201
+00:15:25,280 --> 00:15:29,120
+اللى يظهر عنه يعنى عدم تحكمه فيه زى ايش اعطيني
+
+202
+00:15:29,120 --> 00:15:34,950
+مثالمثلا انت الآن إيجد إيدك على شيء سخن فورا إيش
+
+203
+00:15:34,950 --> 00:15:39,610
+تعمل؟ هذا سلوك إستجابي لإرادي، وهذا أغلب السلوك
+
+204
+00:15:39,610 --> 00:15:43,950
+بيأتي إما سلوك مرضي أو سلوك إيش؟ زي ما حكينا سواء
+
+205
+00:15:43,950 --> 00:15:46,930
+ما هو مرضي وراثي أو غيره أو سلوك ..
+
+206
+00:15:54,670 --> 00:15:58,270
+السلوك التاني وهذا السلوك طبعا احنا لن نستطيع أن
+
+207
+00:15:58,270 --> 00:16:02,050
+نتعامل معاه كثيرا لأن هو سلوك لا إرادي فإحنا عادة
+
+208
+00:16:02,050 --> 00:16:05,430
+نتعامل معاه ضمن إيش هذا السلوك واحد عنده حركة لا
+
+209
+00:16:05,430 --> 00:16:08,730
+إرادية بيعملها دايما اروح انا كمعلم اقول لأ تعملش
+
+210
+00:16:08,730 --> 00:16:14,750
+هيكطالما شغلة صارت لا نستطيع أن نؤثر فيها خارج
+
+211
+00:16:14,750 --> 00:16:18,830
+إطار السلوك والإرادة نتجاوز عنها في هذا الإطار
+
+212
+00:16:18,830 --> 00:16:27,090
+السلوك التاني إجرائي الإجرائي
+
+213
+00:16:27,090 --> 00:16:31,190
+الإرادي هو السلوك الذي نستطيع أن نتحكم فيهكويس؟
+
+214
+00:16:31,190 --> 00:16:35,130
+هذا اللي متحكم فيه إما أن يكون زي مشاعر معينة
+
+215
+00:16:35,130 --> 00:16:37,870
+خلّيني أقول أو خلّيني أقول زي مثلا شيء أنا بدأ
+
+216
+00:16:37,870 --> 00:16:42,310
+أتكلم أو بدأ أضحك واحد حكى فكاهة مابديش أضحك خلاص
+
+217
+00:16:42,310 --> 00:16:47,010
+بتحكم وإذا بدأ أضحك بقى أضحك هذا سلوك إيه؟ لأ هذا
+
+218
+00:16:47,010 --> 00:16:49,870
+سلوك إرادي لأ لأ سلوك إرادي حتى لو كان في واحد
+
+219
+00:16:49,870 --> 00:16:52,890
+بيقولك لأ النقطة كانت حلوة كتير لأ هذا شغل ..
+
+220
+00:16:58,660 --> 00:17:04,480
+لأ شوف تطلع عليها، احنا .. طيب
+
+221
+00:17:04,480 --> 00:17:16,460
+احنا .. فضلا .. شوف
+
+222
+00:17:16,460 --> 00:17:19,630
+يا جماعة، بس خلينا .. خلينا نتحدثانت بيمور عليك
+
+223
+00:17:19,630 --> 00:17:23,130
+ناس ما شاء الله بتقوله إيش عنه ووجهه بدحاكش لإيش
+
+224
+00:17:23,130 --> 00:17:27,610
+لرغيف الصغر مش هيك؟ كويس؟ هذا الذي يتحدث ويمور
+
+225
+00:17:27,610 --> 00:17:30,610
+عليه كتير مواقف قد تكون مضحكة للآخرين لكن غير
+
+226
+00:17:30,610 --> 00:17:35,610
+مضحكة هذا صلوكه إرادي ولا مش إرادي؟ إراديطيب إحنا
+
+227
+00:17:35,610 --> 00:17:38,930
+أي إن كان مع خلاف العلماء أو اللي بتعرفوا علماء
+
+228
+00:17:38,930 --> 00:17:42,250
+التربية أو علماء نفسه حديدا لو قرأتي لكل واحد
+
+229
+00:17:42,250 --> 00:17:45,930
+هتلاقي له مدرسة خاصة فيه ويتحدث عن مصطلحات وحتى
+
+230
+00:17:45,930 --> 00:17:49,730
+المدرسين اللي بيدرسوا في الجامعة عندنا بتلاقي ممكن
+
+231
+00:17:49,730 --> 00:17:54,070
+واحد يعرف شيء بطريقة و آخر يدرس شيء بطريقة أخرى أي
+
+232
+00:17:54,070 --> 00:17:56,710
+إن كان السلوك الإيرادي اللي نقصده السلوك الطالب هو
+
+233
+00:17:56,710 --> 00:17:59,690
+السلوك اللي يستطيع أن يتحكم فيه الطالب يزر عن
+
+234
+00:17:59,690 --> 00:18:05,730
+إيرادتهويمكن تغييره وبنفس الوقت تطبطه هذا توابعه
+
+235
+00:18:05,730 --> 00:18:09,390
+فإذا كان السلوك توابعه إيجابية يعني فيه تحفيز
+
+236
+00:18:09,390 --> 00:18:13,630
+فبيكرر الطالب إذا السلوك توابعه غير مرضية سلبية
+
+237
+00:18:13,630 --> 00:18:18,560
+يعني بيحاول يبتعد عنه هذا الطالبأخر تصنيفة هو
+
+238
+00:18:18,560 --> 00:18:21,740
+السلوك العقلاني والسلوك العقلاني اللذي نتحدث فيه
+
+239
+00:18:21,740 --> 00:18:25,560
+هو السلوك اللذي يمعن فيه الفرد بالتفكير والتأمل ثم
+
+240
+00:18:25,560 --> 00:18:28,700
+ياخذ قراره زي سلوك الحب والكره والله أنا بدأ أحب
+
+241
+00:18:28,700 --> 00:18:33,280
+فلان، اه لأ يعني بدأ أختاره، لأ فلان مش كتير أنا
+
+242
+00:18:33,280 --> 00:18:37,080
+أرغبه، سلوك الحب مشاعر الحب والكره مشاعر التي
+
+243
+00:18:37,080 --> 00:18:40,760
+يتفحص الإنسان فيها عقله وقلبه ثم بعد ذلك يُصدر
+
+244
+00:18:40,760 --> 00:18:44,820
+قرارا بيها هذي إيش اسمها، هذي سلوك عقلاني، عشان
+
+245
+00:18:44,820 --> 00:18:50,770
+احنا نقول إنهأي إن كان هذا تصنيف لكنه كل هذا تصنيف
+
+246
+00:18:50,770 --> 00:18:54,710
+يقع في إطار تصنيفين إثنين تصنيف سلوك سوي و سلوك
+
+247
+00:18:54,710 --> 00:18:58,470
+غير سوي في كل هذه التصنيفات بالذات بالاستثناء هذا
+
+248
+00:18:58,470 --> 00:19:02,570
+تصنيف إما أن يكون هنا السلوك سوي يعني أنا أضحك أو
+
+249
+00:19:02,570 --> 00:19:06,110
+ما أضحكش أو أحب أو ماحبش هذا إما أن يكون سلوك سوي
+
+250
+00:19:06,110 --> 00:19:09,490
+أو سلوك غير سوي وهو الذي يعنينا في قضية دراسة
+
+251
+00:19:09,490 --> 00:19:15,320
+السلوك وتصنيفات السلوك لكن لماذاطبعا احنا مش هندرس
+
+252
+00:19:15,320 --> 00:19:17,800
+الآن السلوك السوي، احنا هنحاول ندرس السلوك غير
+
+253
+00:19:17,800 --> 00:19:23,280
+السوي حتى إيش كان الناس يسألونا رسول الله عن إيش؟
+
+254
+00:19:23,280 --> 00:19:28,020
+عن الحلال وكنت أسأله عن الحرار، مخافة عن إيش؟ عن
+
+255
+00:19:28,020 --> 00:19:32,700
+أقع فيه، احنا بنشوف سوء السلوك هذا ما هي أسبابه
+
+256
+00:19:32,700 --> 00:19:38,640
+وبنفس الوقت كيف يمكن أن نعالج كل نوع من أنواع
+
+257
+00:19:38,640 --> 00:19:42,080
+السلوك بعد أن نتعرف على طبيعتهأول حاجة فيها هنا
+
+258
+00:19:42,080 --> 00:19:45,520
+أسباب عامة وفيها هنا أسباب خاصة لسوق السلوك
+
+259
+00:19:45,520 --> 00:19:49,040
+الأسباب العامة زي الأسباب الصحية الإعاقات الجسدية
+
+260
+00:19:49,040 --> 00:19:53,900
+أحيان كتير من من يعاني من إعاقمة من ضعف ما فيعبر
+
+261
+00:19:53,900 --> 00:19:57,780
+عنها بنفعلات أو بسلوكيات زي ما يقولوا كيف هي كانت
+
+262
+00:19:57,780 --> 00:20:02,220
+بده يحاول يعوض النقص فبيروح إياشزي مثلا مدرس لا
+
+263
+00:20:02,220 --> 00:20:07,360
+يستطيع .. يعني ماعندهوش قدرات عقلية كامل عشان يدي
+
+264
+00:20:07,360 --> 00:20:11,720
+أو يشرح أو يتفهم كل شيء فبروح ايه اش بمسك العصاية
+
+265
+00:20:11,720 --> 00:20:15,500
+عشان اعوض هذا النقص هذا السلوك الصادر عن هذا
+
+266
+00:20:15,500 --> 00:20:18,560
+المعلم او عن ذاك الطالب هو يعبر عنه ايش؟ في
+
+267
+00:20:18,560 --> 00:20:24,710
+الأسباب العامة اللي مردها هنا بالنسبة لناالاشياء
+
+268
+00:20:24,710 --> 00:20:28,910
+الصحية، إعاقات جسدية، يعني واحد عنده مثلا عدم نطق
+
+269
+00:20:28,910 --> 00:20:33,430
+صحية غيره، بيحاول قدر إمكان يعوضها بطريقة أحيانا
+
+270
+00:20:33,430 --> 00:20:38,150
+خاطرة أو عنده حالة عصبية معينة تعتري في موقف معاه
+
+271
+00:20:38,150 --> 00:20:42,630
+أما الأسباب الخاصة، فهي أسباب خاصة إما بالبيت أو
+
+272
+00:20:42,630 --> 00:20:47,330
+المجتمع أو أحيانا عوامل مدرسية أو صفيةطيب يعني
+
+273
+00:20:47,330 --> 00:20:51,710
+احنا هذه العوامل سواء كانت خاصة أو عامة أو ما نطلق
+
+274
+00:20:51,710 --> 00:20:56,390
+عليها تأثيرات الظروف السائدة كويس مهم جدا انه
+
+275
+00:20:56,390 --> 00:21:01,820
+نتفهمها كما هي ولا نعالجهااحنا متحدث عن سوق السوق،
+
+276
+00:21:01,820 --> 00:21:06,480
+ينبغي علينا كمعلمين أنه نبدأ نفكر بطرق العلاج، هذه
+
+277
+00:21:06,480 --> 00:21:10,020
+الطرق العلاج لا يمكن لنا أن نجيدها أو أن نقدم
+
+278
+00:21:10,020 --> 00:21:16,660
+الوصفات الصحيحة، احنا مش هنعمل زي عيادات الأولية
+
+279
+00:21:16,660 --> 00:21:19,980
+هذه اللي بتروح للطبيب، مجرد ما تحكي فبروح بكتبلك
+
+280
+00:21:19,980 --> 00:21:24,650
+العلاجهذا كلام غالبا ما يقع فيه إيش أخطاء كثيرة
+
+281
+00:21:24,650 --> 00:21:28,290
+فيها منها التشخيص أو منها العلاج، لذلك مطلوب مننا
+
+282
+00:21:28,290 --> 00:21:33,050
+دراسة كل نوع، شو أسبابه، إيش أهم مظاهره، وبعد هيك
+
+283
+00:21:33,050 --> 00:21:37,870
+ايش عشان نقرر كيف يمكن أن نقدم علاجا مناسبا في
+
+284
+00:21:37,870 --> 00:21:41,210
+أنواع سوق السلوك أول نوع من أنواع السوق السلوك،
+
+285
+00:21:41,210 --> 00:21:44,070
+السلوك الناتج عن فرط النشاط، إيش مقصود في فرط
+
+286
+00:21:44,070 --> 00:21:44,750
+النشاط؟
+
+287
+00:21:57,180 --> 00:22:03,760
+ساحب هذا السلوك هو إنسان يتمتع أو لديه قدراتكامنة
+
+288
+00:22:03,760 --> 00:22:09,080
+عضلية أو عصبية بيحاول يعبر عنها بإيش بحركات كثيرة
+
+289
+00:22:09,080 --> 00:22:13,760
+جدا هذه الحركات عادة لا تجد قبولا في البيئة سواء
+
+290
+00:22:13,760 --> 00:22:17,600
+كانت يعني في الأسرة الأب يا ابني اقعد ولا اهدأ ولا
+
+291
+00:22:17,600 --> 00:22:21,820
+ياردنتناماشي الهيأ حال في الصف نفس القصة إذا هي
+
+292
+00:22:21,820 --> 00:22:25,720
+وجود مستوى عالي من الانشاط والاحتكاك غير العدواني
+
+293
+00:22:25,720 --> 00:22:29,980
+هذا مش عدواني بس هو عنده طاقة زائدة صاحب هذا
+
+294
+00:22:29,980 --> 00:22:34,640
+الطاقة الزائدة بتلاقي اش اهم خواصه شوفوا طالع عليه
+
+295
+00:22:34,640 --> 00:22:39,810
+أول حاجةغير قادر على الجلوس، دائما بتململ، قاعد
+
+296
+00:22:39,810 --> 00:22:42,970
+على الكرسي و مش عارف يقعد، مش هيك؟ دائما تلاقيه
+
+297
+00:22:42,970 --> 00:22:48,250
+بتحرك هيك و هيك الجانب التاني، كويس، يهمهم و يصدر
+
+298
+00:22:48,250 --> 00:22:52,210
+ضجيجا، كمان برضه هو قاعد، ياريت حتى لو ضبطيه، اقعد
+
+299
+00:22:52,210 --> 00:22:56,430
+ساكت، اهدي شوية، يا بنتي، خليكي ساكتة، بتلاقي ..
+
+300
+00:22:56,430 --> 00:23:01,230
+اه، بيبدأاش، يهمهم، يصدر ضجيج، مش عاجبه كتير، مش
+
+301
+00:23:01,230 --> 00:23:07,190
+قادر، هذا شيء خارج عن إيرادتهأيضًا سريع الهيجان،
+
+302
+00:23:07,190 --> 00:23:13,490
+يعني إذا أجته فرصة انطلق بشكل هاج، لأن هو مكبوت
+
+303
+00:23:13,490 --> 00:23:18,310
+نتيجة ضبط الصف المفروض عليه، فمجرد ما يتعرض لأي
+
+304
+00:23:18,310 --> 00:23:23,010
+موقف يستطيع أن يعبر فيه عن انفعلاته، فبتلاقي فورًا
+
+305
+00:23:23,320 --> 00:23:28,440
+يهيج بطريقة عامة طبعا هو من كثر الانتقادات اتعرض
+
+306
+00:23:28,440 --> 00:23:32,820
+إلى سمة كتير مهمة وهو انه دائما مرتبك يعاني من ضعف
+
+307
+00:23:32,820 --> 00:23:35,540
+الاتزان مش عارف ايش الناس بدها طب انا والله مانعرف
+
+308
+00:23:35,540 --> 00:23:38,280
+شو بده يعني الكل بيقول له هذا اسكت يا ابني يا اقعد
+
+309
+00:23:38,280 --> 00:23:42,360
+ولك هذا السلوك مش كويس لذلك هو اياش دائما اياش
+
+310
+00:23:42,360 --> 00:23:46,980
+يتهم نفسه بأنه لا يستطيع ان يرضي الجميع فهو مرتبك
+
+311
+00:23:46,980 --> 00:23:53,330
+دائما ويعاني من ضعف في الاتزان اذا فضليأول نوع من
+
+312
+00:23:53,330 --> 00:23:57,170
+السلوك فرض النشاط كيف نعالج هذا السلوك؟
+
+313
+00:24:03,430 --> 00:24:07,970
+إعطاغه نوع من إيش؟ القدرة، تفعيله، تفريغ النشاط،
+
+314
+00:24:07,970 --> 00:24:11,950
+هدى، كيف؟ يعني أنا أكلفه بمهمات معينة، لا تؤثر
+
+315
+00:24:11,950 --> 00:24:16,130
+طبعا على أنه يحضر أو تحصلوا الدراسة مثلا إنت مطلوب
+
+316
+00:24:16,130 --> 00:24:19,650
+منك قبل ما أجي الله يرضى عليك، تمسح للوح، لعلق
+
+317
+00:24:19,650 --> 00:24:23,670
+اليفطة، ترتب كذا، مش عارف إيه، بشكل هدى أو إذا بدي
+
+318
+00:24:23,670 --> 00:24:27,950
+أكلف طالب يروح مثلا نجيب شغلة للضرورة، فبروح
+
+319
+00:24:27,950 --> 00:24:31,930
+بكلفه، بكيف طبعا هو و يستجيب بشكل كبير جدا، بعطيه
+
+320
+00:24:31,930 --> 00:24:35,020
+نوع من الاهتمامهذا جانب، الجانب التاني في العلاج
+
+321
+00:24:35,020 --> 00:24:40,500
+بنستخدم سلوك بللاج سلوك، يعني عندنا سلوك غمر بنخلى
+
+322
+00:24:40,500 --> 00:24:43,500
+الطفل مثلا يبقى يقوم يقعد على الكرسي أو يطلع
+
+323
+00:24:43,500 --> 00:24:46,740
+وينزل، فاحنا بنخلىه طول الحصة يقوم يقوم وينزل،
+
+324
+00:24:46,740 --> 00:24:49,700
+يقوم وينزل، يقف ويقوم، طول الحصة، مايقعدش خالص،
+
+325
+00:24:49,700 --> 00:24:53,140
+هذا التفريغ، اللي جيت تعب، هذا اسمه الغمر، اللي
+
+326
+00:24:53,140 --> 00:24:58,190
+جيت تعب وجعب، فمش حرقه الدمكويس هذا يعني هي تتحدث
+
+327
+00:24:58,190 --> 00:25:01,150
+عن أساليب في علم النفس اللي هي علاقة في عملية
+
+328
+00:25:01,150 --> 00:25:05,110
+الغمر أو تفريغ الشحنات أو .. أو نوع من ال .. حتى
+
+329
+00:25:05,110 --> 00:25:08,810
+اللي احنا بنسميه لو بدنا نتنشط بنريح نعمل نوع من
+
+330
+00:25:08,810 --> 00:25:13,310
+ال .. ال .. إراحة شوية لل .. للأعصاب والجسد هذه
+
+331
+00:25:13,310 --> 00:25:15,830
+قضية كثيرة اللي هي علاقة بأساليب علم النفس أيضا
+
+332
+00:25:15,830 --> 00:25:19,350
+ممكن أن نتبعها بس أنا كل خاطر إيش نلجأ إلى أسلوب
+
+333
+00:25:19,350 --> 00:25:23,610
+كمان آخر احنا عندنا العام دراسي عام كامليعني لما
+
+334
+00:25:23,610 --> 00:25:28,170
+نتحدث عن 200 يوم بنعطي للطالب ال 200 يوم ينبغي أن
+
+335
+00:25:28,170 --> 00:25:32,350
+يكون لديه خطة لأصحاب هذا الصنف من هذا الصلوط بحيث
+
+336
+00:25:32,350 --> 00:25:36,070
+انه يكتسب قيم يستطيع ان يعبر عن انفعالاته بطريقة
+
+337
+00:25:36,070 --> 00:25:39,210
+صحية انه يعلمه كيف يعبر عن انفعالاته انا عارف ان
+
+338
+00:25:39,210 --> 00:25:42,390
+انت عندك طاقة زائدة ماشي احنا بنفرجها باشياء
+
+339
+00:25:42,390 --> 00:25:46,690
+إيجابية لكن مش دائما انا جادر اخلي ايشيفرج هذه
+
+340
+00:25:46,690 --> 00:25:49,510
+الأشياء حتى بالطريقة اللي تفضلت فيها زميلتكم لذلك
+
+341
+00:25:49,510 --> 00:25:54,090
+أهم شغل أن ندرسها وهذا سنعيدها كثير وهي كيف نكسبه
+
+342
+00:25:54,090 --> 00:25:58,650
+قيمة يقتنع بها هذا القيمة تعالج هذا الجزء من هذا
+
+343
+00:25:58,650 --> 00:26:02,030
+السلوك هذا السلوك مقبول يا ابنيا مش مش بعيد لكنه
+
+344
+00:26:02,030 --> 00:26:06,010
+مش دائما مقبولمقبول انا بتفهمه و انت بتلعب في ساحة
+
+345
+00:26:06,010 --> 00:26:09,830
+المدرسة و بتفهمه انك تلعب في الفرصة اللتي تعطى بين
+
+346
+00:26:09,830 --> 00:26:14,790
+الحصص لكن كتير كويس انك تكون مؤدب يمكن ان تعبر عن
+
+347
+00:26:14,790 --> 00:26:18,950
+هذا الانفعال بطريقة انك تشارك تعالي اشرح حصة اعطي
+
+348
+00:26:18,950 --> 00:26:24,540
+نوع من المداخلات جاوبو هكذا، إذا أيضا في أساليب
+
+349
+00:26:24,540 --> 00:26:27,840
+المعالجة و هي أفضل أساليب أنه أنا أحط خطة لها أو
+
+350
+00:26:27,840 --> 00:26:31,700
+لا النوع أو هذا النوع من أنواع الفرط السلوك أو فرط
+
+351
+00:26:31,700 --> 00:26:36,520
+النشاط بحيث أني أنا أتجاوزها و أعالج قضية قد تستمر
+
+352
+00:26:36,520 --> 00:26:39,420
+معايا سنة أو سنتين أو تلاتة أما كل مرة بدي أعمله
+
+353
+00:26:39,420 --> 00:26:44,500
+تفريغ أو أعمله غمر أو أعمله إشي هضلها ..هو مرض
+
+354
+00:26:44,500 --> 00:26:50,320
+لكنه ..ماشي هو مرض صحيح لكن حتى هذا المرض ما هو
+
+355
+00:26:50,320 --> 00:26:55,300
+إيه الوصفة يتعالج منها؟لأ لأ، يعني أنا لسه مع ذلك،
+
+356
+00:26:55,300 --> 00:26:59,240
+يمكن قد تجد طالب و طالبة ممكن أنه بالفعل هدول
+
+357
+00:26:59,240 --> 00:27:02,400
+بيحتاجوا إلى العقاب اللي أنت بتفضلي فيه، لكنه هذا
+
+358
+00:27:02,400 --> 00:27:04,720
+الكلام مش على إطلاق و كثير من الطلبة عندهم فرض
+
+359
+00:27:04,720 --> 00:27:08,300
+نشاط، لكنه عندهم بنفس الوقت أشياء إيجابية و ذكاء و
+
+360
+00:27:08,300 --> 00:27:11,200
+قضايا يستطيعوا أن يستوعبوا المطلوب منهم، إذا هذا
+
+361
+00:27:11,200 --> 00:27:14,720
+أول نوع من أنواع السلوك، سلوك فرض النشاط النوع
+
+362
+00:27:14,720 --> 00:27:18,380
+التاني، السلوك المشتد للإنتباه، هذا صاحب السلوك،
+
+363
+00:27:18,380 --> 00:27:24,550
+هذا دايما إيهاش؟يا سرحان، يا مشتت، يا يحاول أو
+
+364
+00:27:24,550 --> 00:27:29,070
+يؤثر في عملية تشطط الانتباه، هذا الإنسان أول حاجة
+
+365
+00:27:29,070 --> 00:27:35,970
+بتكلفيه بالعب بنشاط ما بحبش يستمر فيهيعني أي نشاط
+
+366
+00:27:35,970 --> 00:27:40,170
+يفوق القدرة التركيز العقلية لهذا النوع، بتجيهش لا
+
+367
+00:27:40,170 --> 00:27:43,290
+يستمر في الألعاب أو الأنشطة، بتقسميهم مجموعات،
+
+368
+00:27:43,290 --> 00:27:48,770
+بتجيهن صرفة ليشغل نفسه بشيء آخر، الجانب التاني من
+
+369
+00:27:48,770 --> 00:27:52,730
+سمات هذا النوع أنه لا يكمل المشاريع، تعطيه الواجب
+
+370
+00:27:52,730 --> 00:27:57,110
+دايما ناقص عندهلأنه ليس لديه القدرة، هو فقد القدرة
+
+371
+00:27:57,110 --> 00:28:00,190
+على التركيز الطويل، علشان هيك الموقف التعليمي اللي
+
+372
+00:28:00,190 --> 00:28:03,490
+بس بيتعامل معاه هو الموقف القصير و القصير جدا،
+
+373
+00:28:03,490 --> 00:28:07,010
+بيزهج، بيملق، يعني كتير مننا قد يعاني من هذه
+
+374
+00:28:07,010 --> 00:28:12,290
+القصة، بتحملش يقعد على الكمبيوتر يلعبله لعبةبصبوط
+
+375
+00:28:12,290 --> 00:28:17,370
+ولا لأ؟ خلاص مانوش طاقة صح ولا مش صح؟ نفس القصة
+
+376
+00:28:17,370 --> 00:28:20,150
+أنا ماعنديش قدرة كتير أقعد أدرس ساعتين و تلاتة
+
+377
+00:28:20,150 --> 00:28:23,730
+متواصل بتجيب أدرس ربع ساعة بطلع على المطبخ على
+
+378
+00:28:23,730 --> 00:28:29,330
+التلاجة مش هيك؟ طيب النقطة التالتة أنه أيضا لا
+
+379
+00:28:29,330 --> 00:28:33,350
+يتبع التعليمات لأنه أنت هتلاحظي هذا الشيء هتحاولي
+
+380
+00:28:33,350 --> 00:28:37,330
+تديه بعض التعليمات عشان يكمل الواجب يعطيه بالغالب
+
+381
+00:28:37,330 --> 00:28:38,910
+يتجهل هذه التعليمات
+
+382
+00:28:41,380 --> 00:28:45,740
+ينسحب من بين الناس خجول، كمان كيف يعني ينسحب؟ هو
+
+383
+00:28:45,740 --> 00:28:51,120
+لا يرغب أو يعني لم يحفظ على الإنجاز لأنه لم ينجز،
+
+384
+00:28:51,120 --> 00:28:55,400
+كويس؟ فبتلاقي دائما إذا كان في ناسأو في شيء زي هيك
+
+385
+00:28:55,400 --> 00:28:59,960
+أو موقف يحتاج إلى صبر و يعني انا بضرب مثل انت
+
+386
+00:28:59,960 --> 00:29:03,360
+اليوم في سن معين يمكن تجاوزس سن الخجل هذا شوية
+
+387
+00:29:03,360 --> 00:29:07,580
+كويس اكتر من المواقف ان اتعرضها اذا بيجوا ناس انه
+
+388
+00:29:07,580 --> 00:29:12,760
+لأول مرة او على الاقل بيجوش كتيروامك بتقولك تفضلي
+
+389
+00:29:12,760 --> 00:29:18,020
+تعالي اقعدى بتحاولى قدر امكان تجدى اى عذر عشان ايش
+
+390
+00:29:18,020 --> 00:29:22,220
+تسحب حالك و تطلعى من هذا الموقف اذا هذا النوع من
+
+391
+00:29:22,220 --> 00:29:26,060
+انواع السلوك المشتت لانتباه ليس طيب تركيز ينسحب
+
+392
+00:29:26,060 --> 00:29:31,300
+لانه ليس لديه ما يقدمه للاخرين فش حديث فش امكانية
+
+393
+00:29:31,300 --> 00:29:35,940
+ان اقدمه افيد الاخرين لذلك هو ايش بينسحب بشكل عاجل
+
+394
+00:29:35,940 --> 00:29:40,790
+وسريعوإذا جلس فهو يعبث دايما بالأشياء الصغيرة،
+
+395
+00:29:40,790 --> 00:29:44,230
+يعني كيف؟ دايما بلعبله بحاجة، بلاجيله إيش، يعني
+
+396
+00:29:44,230 --> 00:29:47,990
+إذا قعد يا بنكش هيك، يا بمسك الجلم، يا بعمله ..
+
+397
+00:29:47,990 --> 00:29:52,630
+خلاص بحاول يعمل إشي يشغل نفسه فيه وكأنه مشغول حتى
+
+398
+00:29:52,630 --> 00:29:56,130
+لا يظهر هذا العجز اللي موجود عنده، كيف نعالج هذا
+
+399
+00:29:56,130 --> 00:30:00,870
+الموضوع؟ إنسان ليس لديه القدرة على التركيز الكامل
+
+400
+00:30:02,300 --> 00:30:06,100
+يفقد ثقته بنفسه لذلك لا يحب أن يختلط كثيرا
+
+401
+00:30:06,100 --> 00:30:10,600
+بالاخرين، مايحبش العمل التعاونى، كيف ممكن أعالج
+
+402
+00:30:10,600 --> 00:30:11,540
+هذا الموضوع؟ فضل
+
+403
+00:30:14,770 --> 00:30:19,810
+ممتاز اذا اول نقطة منطق التحفيز لهذا النوع تحفيز
+
+404
+00:30:19,810 --> 00:30:22,950
+دائم التشجيع ان انت ما شاء الله ممتاز هيك تنجح
+
+405
+00:30:22,950 --> 00:30:26,490
+كويس كمل لو اللي زيك قعدت على لعبة كرة قدم ولا
+
+406
+00:30:26,490 --> 00:30:31,170
+لعبة اي لعبة مثلا بعرفش انا ال computer كتير
+
+407
+00:30:31,170 --> 00:30:35,030
+الألعاب لان انا كمان من نوع حد انه محبش اكمل كتير
+
+408
+00:30:35,030 --> 00:30:42,250
+الألعاب اكيد يعني لو لأ نجح الواحدهيجرب لا يكمل هو
+
+409
+00:30:42,250 --> 00:30:45,930
+ليس مش لأنه ماعندهوش قدرة هو لأنه لم يعود نفسه أن
+
+410
+00:30:45,930 --> 00:30:50,230
+يجلس هذه الفترة الطويلة اذا اول شغلة التحفيز في
+
+411
+00:30:50,230 --> 00:30:53,470
+جانب قبل التحفيز اه فضلي
+
+412
+00:31:18,350 --> 00:31:24,430
+ممكن انا اواطله بالكام بعض مهمات زي ايش؟هو شغلات
+
+413
+00:31:24,430 --> 00:31:28,910
+بيحبها يعني تجزئة
+
+414
+00:31:28,910 --> 00:31:36,210
+المشهرية هي المواقف الصغيرة طيب
+
+415
+00:31:36,210 --> 00:31:40,470
+خلينا نقول يا جماعة أي شغلة تاتي بالاش بالتمرين
+
+416
+00:31:40,470 --> 00:31:45,070
+يعني التكرار والتمرين يعود الإنسان إنه إيش يستمر
+
+417
+00:31:45,070 --> 00:31:51,670
+ينجح يطبق يتجاوز هذه المشكلةيعني انت لو جربت ان
+
+418
+00:31:51,670 --> 00:31:56,930
+انت مثلا عندك فصل ماشي هذا الفصل عشرين صفحة و خلاص
+
+419
+00:31:56,930 --> 00:32:01,690
+قررتي ان انت ماتجمهيش الا اياش خالص ايه؟ اذا كنت
+
+420
+00:32:01,690 --> 00:32:05,250
+من هذا النوع هتفشل مباشرة لكن لو جربت اليوم خمس
+
+421
+00:32:05,250 --> 00:32:09,830
+صفحات بكرا لأ خلينا نقرأ ستة بعد سبعة زي تماما كيف
+
+422
+00:32:09,830 --> 00:32:13,810
+نعمل في تحفيظ القرآن الكريممش احنا بنعطي مثلا اول
+
+423
+00:32:13,810 --> 00:32:17,090
+اشي خمس ايات و بعدين عشرة و بعدين كده بس لما نحفظ
+
+424
+00:32:17,090 --> 00:32:21,590
+و نسير نراجع جزء و جزء، مصبوط؟ اذا اي واحد بيتعرض
+
+425
+00:32:21,590 --> 00:32:27,090
+لتمرين ميران متعدد كويس درجة، هيصل لنهاية العام
+
+426
+00:32:27,090 --> 00:32:30,210
+انه لأ هو قادر ان يتجاوز على اياش على تشتت
+
+427
+00:32:30,210 --> 00:32:33,330
+الانتباه، في جانب مهم ان العنوان الأساس السلوك
+
+428
+00:32:33,330 --> 00:32:36,830
+مشتت للانتباهإذا في شغلات معينة قد تشغل هذا
+
+429
+00:32:36,830 --> 00:32:40,070
+الإنسان ولا لأ، إذا الجلسة مع هذا الطالب عند
+
+430
+00:32:40,070 --> 00:32:44,450
+المشرف الاجتماعي أو المشرف النفسي كويس مهم جدا
+
+431
+00:32:44,450 --> 00:32:47,990
+عشان أعرف إذا فيه مشتتات تتعلق بحياة الطالب، عنده
+
+432
+00:32:47,990 --> 00:32:51,470
+مشاكل إجتماعية، عنده في الأسرة شيء، عنده في الجانب
+
+433
+00:32:51,470 --> 00:32:54,890
+الصحي شيء معين لإستطاع القدرة على التركيز كتير،
+
+434
+00:32:54,890 --> 00:32:59,530
+إذا برضه هذا جانب مهم جدا إيش بدي أعالجه، جانب
+
+435
+00:32:59,530 --> 00:33:04,230
+كتير مهم جدا بدي أعالجهويمكن في قصة ان شاء الله رب
+
+436
+00:33:04,230 --> 00:33:08,990
+العالمين نحكيها المرة القادمة أو يعني خلال تعرضنا
+
+437
+00:33:08,990 --> 00:33:13,370
+للمشكلات عن قصة إنسان زيك بنفس هذا السلوك منطوي
+
+438
+00:33:13,370 --> 00:33:17,290
+استطاع المعلم تبعه أن يعالج هذا الانطواق بشكل كبير
+
+439
+00:33:17,290 --> 00:33:21,030
+جدا، أن يعالج تشتت الانتباه بطريقة كتير ممتازة ان
+
+440
+00:33:21,030 --> 00:33:24,770
+شاء الله نتعلمها في المحاضرات القادمةطيب السلوك
+
+441
+00:33:24,770 --> 00:33:29,590
+التالت هو السلوك المضطرب و هذا السلوك لاحظه عدم
+
+442
+00:33:29,590 --> 00:33:33,450
+قدرة الشخص أو صاحب هذا السلوك على قبول ايش التصحيح
+
+443
+00:33:33,450 --> 00:33:38,610
+محبش حد يقوله أنت غلطان لأ هو لا يقبل النصح من
+
+444
+00:33:38,610 --> 00:33:43,290
+خواص هذا السلوك صاحب هذا السلوك ايش أول خاصية أول
+
+445
+00:33:43,290 --> 00:33:48,750
+حاجة أنه يعتب برأيه لا يقبل التصحيح من الآخرين أي
+
+446
+00:33:48,750 --> 00:33:52,040
+واحد بيقوله أنت غلطان بيقولهانسى الموضوع يعني مش
+
+447
+00:33:52,040 --> 00:33:57,780
+حايل استجيب كويس طبعا هذا ناتج عن إيهش؟ صاحب هذا
+
+448
+00:33:57,780 --> 00:34:02,040
+السلوك المضطرب إما أنه فاهم نفسه غلط يعني خليني
+
+449
+00:34:02,040 --> 00:34:07,060
+أقول هو بيعتد بذاته بطريقة مش صحيحة يعني بعتقد أن
+
+450
+00:34:07,060 --> 00:34:10,920
+هو دائما على صواب هو قدراته العقلية عالية جدا لذلك
+
+451
+00:34:10,920 --> 00:34:15,930
+إيه؟مافيش مجال لازم يحكي أو ذات طبيعة يمكن تكون
+
+452
+00:34:15,930 --> 00:34:20,570
+وراثية بالمناسبة أو مكتسبة من أبوه أو جده انه أبوه
+
+453
+00:34:20,570 --> 00:34:24,190
+خلاص اذا انا حكيت لازم كله ايش اه يعني خلاص مافيش
+
+454
+00:34:24,190 --> 00:34:27,510
+الا انا الصحيح ما اريكم الا ما اقرا و ما اهديكم
+
+455
+00:34:27,510 --> 00:34:32,430
+الا سبيل الرشاد اذا هذا النوع لايقبل تصحيح و دايما
+
+456
+00:34:32,430 --> 00:34:36,210
+ايش مستثير للاخرين ايش يعني مستثير للاخرين لما انا
+
+457
+00:34:36,210 --> 00:34:41,300
+اجي بقولك لأ كل كلام غلط بس اسمع مني انا الصحبصير
+
+458
+00:34:41,300 --> 00:34:44,960
+فيه السفزاز ولا لأ؟ عشان إيه صاحب هذا السلوك؟ مش
+
+459
+00:34:44,960 --> 00:34:49,520
+بس مستثيره بس، بتلاقيه لحاله، مالوش صاحب إلا إيش؟
+
+460
+00:34:49,520 --> 00:34:53,520
+واحد يا غلبان على آخر يا واحد زيه، كويس؟ باشي يعني
+
+461
+00:34:53,520 --> 00:34:56,460
+واحد غلبان يعني بيقولك حاضر حاضر مش مشكلة، يا إما
+
+462
+00:34:56,460 --> 00:35:00,330
+واحد زيه، أيضا جريق ويرد بوقاحةكمان هذا صاحب
+
+463
+00:35:00,330 --> 00:35:03,630
+الصلوك عنده مش بس هيك، يعني ممكن يحكي كلمة هيك
+
+464
+00:35:03,630 --> 00:35:06,690
+يعني فيه دفاشة يعني زي ما نتحدث، يعني فيه نوع من
+
+465
+00:35:06,690 --> 00:35:11,530
+ال .. إيش؟ الجرأة فيغير مكانها حتى على المدرس أو
+
+466
+00:35:11,530 --> 00:35:16,330
+على زملاءه، لذلك هو جريق ويرد بوقاحه مزاجي ويتشجر
+
+467
+00:35:16,330 --> 00:35:20,420
+دائمايعني ياريت بس مريحني أجد رأيه كمان، لأ هو
+
+468
+00:35:20,420 --> 00:35:24,320
+يحدث نوع من المشاكل مع زملاءه بطريقة كبيرة جدا
+
+469
+00:35:24,320 --> 00:35:29,100
+لأنه طبيعي هو مستثير، مش كل الناس ترضاله أنه دائما
+
+470
+00:35:29,100 --> 00:35:33,220
+يفرض رأيه، فبتضطر ترد عليه بطريقة فهو أيش، يلجأ
+
+471
+00:35:33,220 --> 00:35:36,780
+إلى إثبات الذات من خلال انطلاق قوة معينة، وأصحاب
+
+472
+00:35:36,780 --> 00:35:39,600
+هذا السلوك يا جماعة دائما، اكتئب، مافقدش أقول
+
+473
+00:35:39,600 --> 00:35:43,520
+دائما، غالبا ما يكونوا من أصحاب البناء القوية
+
+474
+00:35:43,520 --> 00:35:48,430
+جسديابتحسهم يعني بيعتدوا في جانب شوية جسدي لديهم
+
+475
+00:35:48,430 --> 00:35:52,070
+أو قدراتهم يجد صعوبة في التعامل مع الإحباط لو
+
+476
+00:35:52,070 --> 00:35:58,100
+المدرس قال له انت والله لأ اللي عملته كله مش صحكيف
+
+477
+00:35:58,100 --> 00:36:01,240
+أرجع أصلح؟ انسى الموضوع، بيحاول قدر الإمكان أو
+
+478
+00:36:01,240 --> 00:36:06,080
+بيجد نوع من الاسياء و الامتعاد أنه في حد جاله انت
+
+479
+00:36:06,080 --> 00:36:11,040
+غلط فأي أحباط يصف فيه بالعدب يتحول إلى عكسه، يا
+
+480
+00:36:11,040 --> 00:36:15,340
+ريت بيصلح، يعني إذا في جزء غلط معين في حياته،
+
+481
+00:36:15,340 --> 00:36:17,760
+بيصلحش الصواب، بيروح بنسف كل العدب، بيروح بياخد
+
+482
+00:36:17,760 --> 00:36:21,140
+مسار آخر، عشان هي كان يمكن الرسول عليه الصلاة
+
+483
+00:36:21,140 --> 00:36:25,060
+والسلام في هذا الصنف ماذا يقول؟إن هذا الدين متين
+
+484
+00:36:25,060 --> 00:36:30,040
+فأوغله فيه برفق و لن يشد الدين أحدهم إلا غلبه
+
+485
+00:36:32,570 --> 00:36:35,670
+بيجي بي .. يعني خلاني أقول بيخش على الاتزام مرة
+
+486
+00:36:35,670 --> 00:36:39,750
+واحدة بيقوم النال و يبكي و يصل الخمس صلاوات في
+
+487
+00:36:39,750 --> 00:36:44,970
+المسجد و يصوم اتنين و خمس و لتلت أيام من كل شهر او
+
+488
+00:36:44,970 --> 00:36:48,490
+يوم بعد يوم و يتصدق و يعمل كل هذه التفاصيل جديش مع
+
+489
+00:36:48,490 --> 00:36:53,350
+جمال هذه السماعة الا ان سماعة الإسلام بتقولك تدرج
+
+490
+00:36:53,350 --> 00:36:57,130
+يعني انت امشي ادخل اوغل في هذا الدين برفق لان
+
+491
+00:36:57,130 --> 00:37:01,130
+الدين لن يشد أحد الاو يغلبوا هذا الدين و غلبة
+
+492
+00:37:01,130 --> 00:37:04,250
+الدين فيها إيش؟ افتتان فيها نوع من الفتنة لهذا
+
+493
+00:37:04,250 --> 00:37:08,170
+الإنسان فدائما المتشدد فكريا المتشدد في طريقة
+
+494
+00:37:08,170 --> 00:37:13,090
+تعامله عادة بيروح إيش؟ بيروح للضد على الآخر يداش
+
+495
+00:37:13,090 --> 00:37:16,910
+بيكون متشدد ممكن يرخب بالاطلاق ليبطل يصلي و يبطل
+
+496
+00:37:16,910 --> 00:37:21,930
+يصوم بالمرأة يعني إيش إيش لدرجة غير متوسطة أو غير
+
+497
+00:37:21,930 --> 00:37:26,550
+وسطية في عملية التفكير طيب هذا السلوك كيف يمكن لنا
+
+498
+00:37:26,550 --> 00:37:33,200
+أن نعالجه؟يا كم مرة، لايقبل تصحيح مستثير يعتاد
+
+499
+00:37:33,200 --> 00:37:42,100
+برأيه كويس، أيضا جريء ويرد بواقعها يا
+
+500
+00:37:42,100 --> 00:37:48,690
+كتير قاسية أنتي، أنتي قاسية، هكذالأ بس دليل يقلق
+
+501
+00:37:48,690 --> 00:37:52,810
+مش ان انا قصدت غلط لأ دليل انه هذا اللي عملته غلط
+
+502
+00:37:52,810 --> 00:37:57,450
+هو يختنق فيه طيب هذه الطريقة المنطقية جيدة بس ما
+
+503
+00:37:57,450 --> 00:38:01,230
+احنا بنقول ان هو اش لا يقبل تصحيح ده تيجي مرة
+
+504
+00:38:01,230 --> 00:38:02,530
+واحدة هيك بالمرة التفضل
+
+505
+00:38:07,860 --> 00:38:12,240
+ممتازة، كتير ممتازة، كتير كتير ممتازة، يعني دايما
+
+506
+00:38:12,240 --> 00:38:16,940
+يا جماعة العصب كتير فيه جانب طيب في .. في جلبه،
+
+507
+00:38:16,940 --> 00:38:21,000
+دايما مش .. بيقولوا احنا اللي دايما هي كانت هالدار
+
+508
+00:38:21,000 --> 00:38:26,410
+بتلاقي جلبه قلب طفلفي جوانب كتير مضيقة كيف يمكن أن
+
+509
+00:38:26,410 --> 00:38:30,370
+أعظم الإيجابيات لدى هذا الإنسان وأن أقلل السلبيات
+
+510
+00:38:30,370 --> 00:38:33,950
+هذا العنوان الرئيسي لعلاج هذا النوع اللي أنا بدأ
+
+511
+00:38:33,950 --> 00:38:36,790
+أبحث عن إيجابيات عنده و أحاول أعظمها و أبدأ فيها
+
+512
+00:38:36,790 --> 00:38:40,970
+نعمة العبد و عبد الله لو كان إيش يقوم الليل هيك
+
+513
+00:38:40,970 --> 00:38:44,970
+الرسول صلى الله عليه و سلم هذا منهج ما أجمل ولكن
+
+514
+00:38:44,970 --> 00:38:52,550
+ما أعظملو أننا نقدم الإيجابيات ثم نبحث عن السلبيات
+
+515
+00:38:52,550 --> 00:38:57,050
+و نحاول بطريقة لا تخدش كرامة هذا الإنسان ولا
+
+516
+00:38:57,050 --> 00:38:59,950
+كبرياءه نحاول قدر المكان نخده على شجة نقول له و
+
+517
+00:38:59,950 --> 00:39:03,430
+الله انه في عندك بس هذا الخلل ياريت يمكن يكون أكتر
+
+518
+00:39:03,430 --> 00:39:06,310
+من واحد بس بلاش أقوله الكتير هيا أبدأ إيش بخلل
+
+519
+00:39:06,310 --> 00:39:09,070
+واحد الخلل هذا بس هو هذا ان شاء الله إذا تخلص منه
+
+520
+00:39:09,070 --> 00:39:12,570
+انت هتكون ممتاز الجانب التاني أن أكلفه بإيش ببعض
+
+521
+00:39:12,570 --> 00:39:17,340
+التكليفات التي ترضي غروره يعني هذا إنسانمستثير
+
+522
+00:39:17,340 --> 00:39:21,820
+مالوش أصدقاء مهم جدا أن أحاول أن أكون صديقه كأول
+
+523
+00:39:21,820 --> 00:39:26,280
+صديق الجانب التالت أن أكلف بعض الطلبة اللي أنا
+
+524
+00:39:26,280 --> 00:39:29,540
+بأثق فيهم و لدي تعاون معهم أنهم يحاولوا إيش
+
+525
+00:39:29,540 --> 00:39:33,740
+يقتنعوا بهذا الإنسان على عيبه زي ما بيقولوا ثم بعد
+
+526
+00:39:33,740 --> 00:39:38,000
+ذلك إيش يحاولوا معي أن يصلحوا من إيش من شأن هذا
+
+527
+00:39:38,000 --> 00:39:42,140
+الإنسان فإذا ما أصبح في جماعة صار يحس بالتكيف صار
+
+528
+00:39:42,140 --> 00:39:45,310
+عنده قدرات أنهيعني بيلاقي الناس تقبله و تسمعله
+
+529
+00:39:45,310 --> 00:39:49,630
+لأكيد هذا مع الوقت ان شاء الله سيتحسن كثيرا في هذا
+
+530
+00:39:49,630 --> 00:39:55,390
+المجال نجلا النوع الرابع وهو السلوك المتهور او
+
+531
+00:39:55,390 --> 00:39:59,050
+المندفح طبعا السلوك اللي هو صاحب السلوك المتهور او
+
+532
+00:39:59,050 --> 00:40:06,520
+المندفح هو انسان عادةيعني سلوكه مش عقلاني لذلك هو
+
+533
+00:40:06,520 --> 00:40:11,600
+عنده ردات الفعل أسرع من عملية التفكير والتأمل
+
+534
+00:40:11,600 --> 00:40:16,180
+والاستكشاف بشكل عام صعب هذا السلوك من سمعته أنه
+
+535
+00:40:16,180 --> 00:40:21,520
+يحتاج إلى تنبيه مستمر، دائما إيش؟ يعني كل مرة
+
+536
+00:40:21,520 --> 00:40:24,520
+بيعمل شغلة بتقوله يا ابنها تعملش زي هيك، بلاش هذا
+
+537
+00:40:24,520 --> 00:40:29,620
+السلوك مش كتير، الجانب التانيانه لديه تكييف مع
+
+538
+00:40:29,620 --> 00:40:34,860
+الحاضر لكن لا يمكن التنبؤ بما سيفعله لاحقا صحيح
+
+539
+00:40:34,860 --> 00:40:39,800
+بقى ده السلوك سهل الانقياد يعني بيستجيبلك فورا
+
+540
+00:40:39,800 --> 00:40:45,950
+تقولي لطالبك خلاص اقعد ايه تقعد لكنالان هي السؤال
+
+541
+00:40:45,950 --> 00:40:49,290
+استجابت لكن كمان شوية هل تعود؟ آه يمكن أن تعود
+
+542
+00:40:49,290 --> 00:40:52,950
+لهذا السلوك لذلك إيش؟ لديه تكييف مع الحاضر لكن لا
+
+543
+00:40:52,950 --> 00:40:57,690
+يمكن التنبؤ بما قد يفعله في المستقبل، لديه الكثير
+
+544
+00:40:57,690 --> 00:41:01,690
+أو يتصرف بإهمال ولا يفكر في نتائج الأعمال لأن هو
+
+545
+00:41:01,690 --> 00:41:06,230
+أساساخلاص مجرد أنه بدي يعمل الشغلة فبيعملها ثم بعد
+
+546
+00:41:06,230 --> 00:41:11,130
+ذلك يعتذر دائما كتير الاعتذار يدير كتير من الحوادث
+
+547
+00:41:11,130 --> 00:41:14,690
+و دائما يتولط من المشاكل هذا الإنسان كل يوم
+
+548
+00:41:14,690 --> 00:41:17,990
+جايبلنا مشكلة يوم فهتحراس التاني و هذا كل يوم
+
+549
+00:41:17,990 --> 00:41:21,530
+هتابوك و هتامك طيب صاحب هذا السلوك كيف يمكن لنا
+
+550
+00:41:21,530 --> 00:41:25,690
+أنه يعالجه
+
+551
+00:41:25,690 --> 00:41:31,910
+طيب كيف يمكن لنا أنه يعالج صاحب هذا السلوك؟
+
+552
+00:41:35,840 --> 00:41:41,820
+صعب؟ انسان عصبي متهور بيعمل الأشياء بدون تفكير كل
+
+553
+00:41:41,820 --> 00:41:45,080
+يوم جايبلك مشكلة افترض ابنك في البيت او أخوك
+
+554
+00:41:45,080 --> 00:41:49,320
+الصغير كل يوم جايب مشكلة كيف تتعامل معاه؟ فضلي انه
+
+555
+00:41:49,320 --> 00:41:52,920
+يتعامل معاه زي طريقة المعلم التقليدي انه يعني هو
+
+556
+00:41:52,920 --> 00:41:57,300
+يواجهه ان انت مش مسئول على تسابقاتك لأنه مدفع مش
+
+557
+00:41:57,300 --> 00:42:01,260
+هيفكر قبل ما يتصرف المعلم هو يواجه خطوة و خطوة
+
+558
+00:42:01,260 --> 00:42:07,290
+تماما زي ما بيقولتعرفى قصة عد خمسة وعشرين قبل
+
+559
+00:42:07,290 --> 00:42:12,330
+شسمه؟ عد خمسة وعشرين قبل ما تعمل الشغلة؟ عارفين
+
+560
+00:42:12,330 --> 00:42:17,770
+هالقصة ولا؟ طيب يعني اى حدث اول شغلة فى التعليم
+
+561
+00:42:17,770 --> 00:42:21,170
+المعلم التقليدي انه يحتاج الى متابعة دائمة كتير
+
+562
+00:42:21,170 --> 00:42:26,110
+كويس انه ولي الأمر او المدرس ان يتابع السلوك هذا
+
+563
+00:42:26,110 --> 00:42:29,970
+الانسان المتهور بشكل دائم مايفوتلوش كتيريحاول
+
+564
+00:42:29,970 --> 00:42:33,890
+دايما يعيش ينبهو يحاول دايما يتقوم من سلوكه بشكل
+
+565
+00:42:33,890 --> 00:42:38,950
+كبير جدا تعلموا الصبر قبل أن تتفقوا معايا أنا و
+
+566
+00:42:38,950 --> 00:42:42,450
+إياك نتفق إنه أي شغلة بدأت تعملها بس قد مثلا
+
+567
+00:42:42,450 --> 00:42:45,890
+الواحد لعشرة بس عيش عشرة تسعة تمانية قبل ما تعمل
+
+568
+00:42:45,890 --> 00:42:50,390
+الشغلة إذا عديت معنا ذلك أنا بكسب جزء من الوقت
+
+569
+00:42:50,390 --> 00:42:55,190
+اللذي مشانه أن يغير كثير من القرارات باختصار أحد
+
+570
+00:42:55,190 --> 00:43:03,170
+الأزواجكان فقيرًا جدًا وضعق به الحال مع زوجته وكان
+
+571
+00:43:03,170 --> 00:43:09,150
+لهم طفل صغير فقال أو اقترح عليها أن يسافر بعيدًا
+
+572
+00:43:09,150 --> 00:43:15,810
+لعله ينشئوا مساقبلا لهذا الطفل الصغير وافقت واتفق
+
+573
+00:43:15,810 --> 00:43:21,870
+على 20 عامًا أن يغيب فيها هذا الانسان كحد أقصى هذا
+
+574
+00:43:21,870 --> 00:43:26,090
+الزوج خلال بعد ال 20 سنة إذا غاب أكتر من ذلك هي
+
+575
+00:43:26,090 --> 00:43:32,300
+حرةكان اتفاقا ملزما للطرفين انطلق هذا الرجل ليعمل
+
+576
+00:43:32,300 --> 00:43:40,060
+في منجم للفحم عند رجل في منطقة بعيدة عن قريته فإذا
+
+577
+00:43:40,060 --> 00:43:48,440
+ما انتهت العشرين عاما كان قد ايش يعني كون ثروة
+
+578
+00:43:48,440 --> 00:43:55,770
+قوامها ثلاث قطع ذهبية كبيرةفلمّا أراد أن يعود رجاه
+
+579
+00:43:55,770 --> 00:44:00,270
+ذاك الرجل أن يبقى عامًا آخر لأنه ما عاد يستغني عنه
+
+580
+00:44:00,270 --> 00:44:06,310
+قال له لقد اتفقت مع زوجتي وقد أزف الرحيل عاد ذاك
+
+581
+00:44:06,310 --> 00:44:14,980
+الرجل وبينما هو في الطريق صادف شاب ورجل كبيرمشى
+
+582
+00:44:14,980 --> 00:44:21,480
+معاهم ليؤنساه و يقطع عنه واحدة الطريق فلمّا مضى
+
+583
+00:44:21,480 --> 00:44:26,860
+كان يتحدثه الشاب والوالده الراجل العجوز ساكت لا
+
+584
+00:44:26,860 --> 00:44:31,920
+يتحدث بشيء فاستغرب اظن انه أخرص او ان به شيء قال
+
+585
+00:44:31,920 --> 00:44:38,860
+مابالو والدك لا يتحدث قال ان أبي لا يتحدث بشيء الا
+
+586
+00:44:38,860 --> 00:44:42,860
+إذا دفعله يعني إذا دفعتله بيتحدث
+
+587
+00:44:46,100 --> 00:44:52,260
+فستغرب ذاك الرجل مد يده في جيبه ثلاث قطع ذهبية
+
+588
+00:44:52,260 --> 00:44:56,740
+أواطيه واحدة ماذا عصايا أنا أخسر يعني لعلي أسمع
+
+589
+00:44:56,740 --> 00:45:02,920
+شيئا من حكمة ذاك الرجل العجوز قدم القطعة الأولى
+
+590
+00:45:02,920 --> 00:45:12,630
+فقال ذاك الرجل لتعبر النهر و هو عاصف ثم سكتجن جنون
+
+591
+00:45:12,630 --> 00:45:19,910
+ذاك الرجل لاتعبر نهر وعاصف، ماذا أضاف عبارة صغيرة،
+
+592
+00:45:19,910 --> 00:45:26,190
+قضم غيظه وظن أنه ربما تعرض لنصب من ذاك الشاب
+
+593
+00:45:26,190 --> 00:45:35,090
+ووالده، مضى، ثم بعد ذلكعادى يسول له شيطان نفسه أن
+
+594
+00:45:35,090 --> 00:45:40,070
+أعطيه .. أن تعطيه أو أن يعطيه قطعة أخرى لعل عبارة
+
+595
+00:45:40,070 --> 00:45:46,290
+أخرى تشفي غليلة فعطاه القطعة الأخرى فإذا به يقول
+
+596
+00:45:46,290 --> 00:45:54,370
+إذا رأيت .. إيش؟ غربانا في السماء تنعق فانظر أو
+
+597
+00:45:54,370 --> 00:45:55,910
+اذهب وانظر ماذا .. ما الخبر
+
+598
+00:45:59,770 --> 00:46:05,130
+فلمّا مضى في الطريق قال بقيت قطعة واحدة سأعطيه
+
+599
+00:46:05,130 --> 00:46:10,450
+إياها و أجري على الله فأعطاه إياها قال له لا تفعل
+
+600
+00:46:10,450 --> 00:46:15,150
+شيئا حتى تعد من الواحد إلى الخمس و عشرين أدل
+
+601
+00:46:15,150 --> 00:46:20,570
+الواحد من الواحد إلى الخمس و عشرين ثم انصرف عن
+
+602
+00:46:20,570 --> 00:46:26,890
+بعضهما سار ذاك الرجل و لما اقترب قريبا من قريته
+
+603
+00:46:26,890 --> 00:46:33,060
+إذا بيه أمام نهروكان هذا النهر عيش قد تلاطمت
+
+604
+00:46:33,060 --> 00:46:37,580
+أمواجه فجلس ينتظر و تذكر نصيحة ذاك الراجل العجوز
+
+605
+00:46:37,580 --> 00:46:46,900
+وضع طعامه أمامه و بدأ يأكل وإذا بفارس يترجلواعلى
+
+606
+00:46:46,900 --> 00:46:51,380
+جواده يقول له يا رجل ما بك لا تعبر النهر قال ألا
+
+607
+00:46:51,380 --> 00:46:56,700
+ترى أنه عاصف قال أنظر إلي سأعبر كيف أعبر هذا النهر
+
+608
+00:46:56,700 --> 00:47:02,300
+فانطلق ذاك الفارس ليعبر النهر و إذا بإيش بالفارس
+
+609
+00:47:02,300 --> 00:47:08,660
+يغرق و يخرج الحصان أو الفرس ليه؟يجلس بجوار ذاك
+
+610
+00:47:08,660 --> 00:47:15,000
+الرجل أخذ الرجل ذاك الحصان و أدرك أنه إيش تلقى
+
+611
+00:47:15,000 --> 00:47:20,000
+حكمة بالغة كانت أو كادت ستودي بحياته لو لم يسمحها
+
+612
+00:47:20,000 --> 00:47:26,680
+فانطلق بالفرس حتى وجد منطقة هدأت فيها الأمواج و
+
+613
+00:47:26,680 --> 00:47:35,870
+عبر النهر ثم مضى في عبابي غابة كثيفة الشجروانطلق
+
+614
+00:47:35,870 --> 00:47:44,710
+وإذا بيه يسمع صوت أياش غربان تنعق فانطلق نحوها وهو
+
+615
+00:47:44,710 --> 00:47:51,730
+أياش يذكره تلك النصيحة حتى أياش وجد أن فارسين
+
+616
+00:47:51,730 --> 00:47:59,030
+اثنين قد قتلوا وبجوارهم مسدس وحقيبة من الذهب أدرك
+
+617
+00:47:59,030 --> 00:48:05,800
+أن هما لسانإيش؟ كان قد تنازع الثروة فقتل أحدهم
+
+618
+00:48:05,800 --> 00:48:12,360
+الآخر بسكين فانتزع الآخر ليقتل صديقه بالمسدس أخذ
+
+619
+00:48:12,360 --> 00:48:18,520
+المسدس والذهب ثم انطلق فرحا بالنصيحة الثانية فلمّا
+
+620
+00:48:18,520 --> 00:48:24,980
+وصل إلى البيت أراد أن إيش يدخل من الباب ثم قال لأ
+
+621
+00:48:24,980 --> 00:48:32,830
+أنظر أو أعمل مفاجأة لزوجتي منالنافذة فإذا بيه
+
+622
+00:48:32,830 --> 00:48:40,190
+بزوجته مع رجل و أمامهما مائدة تمتد بالأطعمة الشهية
+
+623
+00:48:40,190 --> 00:48:46,270
+والضحكات تتعالى أيتها الخائنة تخونينني إذا ليس لك
+
+624
+00:48:46,270 --> 00:48:50,970
+إلا الموت عشرون عامة وأنا أتعب ثم أجدك مع رجل غريب
+
+625
+00:48:50,970 --> 00:48:57,580
+فتذكر نصيحة تالتة فبدأ يعودو إذا بيه يسمعوا ذاك
+
+626
+00:48:57,580 --> 00:49:01,320
+الشاب يقول يا أمي سأنطلق غدا إن شاء الله للبحث عن
+
+627
+00:49:01,320 --> 00:49:05,700
+أبي و هكذا انتهت القصة إذا نتعامل مع السلوك
+
+628
+00:49:05,700 --> 00:49:10,000
+المتهور إن شاء الله بإنه نعلمه ندربه نحاول أن
+
+629
+00:49:10,000 --> 00:49:14,420
+نعطيه قيمة نقف عند هذا لحد إن شاء الله رب العالمين
+
+630
+00:49:14,420 --> 00:49:18,700
+مع هذا السؤال اللي بين إيديكم إن شاء الله تجاوبوه
+
+631
+00:49:18,700 --> 00:49:25,700
+في البيتكويس؟ لنفترض أن أحد طلابك هياب جسور يرد
+
+632
+00:49:25,700 --> 00:49:31,340
+بوقاحة المتوقع منك أن تاخذه عمره ودرجة نضجه بعين
+
+633
+00:49:31,340 --> 00:49:35,880
+الاعتبار عندما تقرري كيفية معالجة الحالة ما هي
+
+634
+00:49:35,880 --> 00:49:40,040
+العوامل الأخرى التي ينبغي أو يمكن أن نأخذها بعين
+
+635
+00:49:40,040 --> 00:49:44,500
+الاعتبار عند التفكير بقرار حيال هذا الموقف أشكركم
+
+636
+00:49:44,500 --> 00:49:46,160
+لحسن الاستماع والسلام عليكم
+
diff --git a/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/vY_Q6wcq9GA_raw.json b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/vY_Q6wcq9GA_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..f0f86a3df2abd29402b7026034bfa04f37897e8d
--- /dev/null
+++ b/PL9fwy3NUQKwaZxLf7Ztx5yp6n7e4lMlRo/vY_Q6wcq9GA_raw.json
@@ -0,0 +1 @@
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السلوكية أو مشكلات ذات علاقة بالعملية التعليمية خلينا نشوف أول أنواع هذه المشاكل أو أول مصادر هذه المشاكل وهو المعلم لماذا أو كيف يمكن للمعلم أن يكون مصدرا من مصادر المشكلات؟", "tokens": [28814, 15730, 16247, 3794, 25720, 10874, 15042, 27884, 16247, 9381, 3215, 4587, 16606, 39896, 5296, 8315, 3714, 7435, 2304, 2407, 27884, 9154, 18863, 2407, 10943, 1211, 13672, 1829, 39894, 35457, 3555, 5296, 8315, 3714, 7435, 2304, 2407, 27884, 9154, 9673, 8592, 28820, 9307, 4032, 28814, 15730, 1975, 5016, 8315, 44650, 24401, 12984, 18871, 37893, 28820, 9307, 1975, 5016, 8315, 44650, 24401, 12984, 18871, 45030, 11242, 9673, 8592, 28820, 9307, 8608, 2407, 16606, 25961, 2655, 29538, 9673, 8592, 28820, 3660, 21136, 1211, 2407, 4117, 10632, 34051, 37893, 28820, 9307, 29910, 9307, 11203, 995, 28671, 20666, 25957, 1211, 10632, 16712, 3615, 20292, 2304, 10632, 16490, 1211, 9957, 995, 8717, 8592, 38688, 5551, 12610, 14739, 14407, 3615, 29538, 9673, 8592, 995, 28820, 34051, 5551, 12610, 3714, 9381, 18513, 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437.2, "end": 437.54, "word": " باليد", "probability": 0.7091064453125}, {"start": 437.54, "end": 437.76, "word": " أو", "probability": 0.8642578125}, {"start": 437.76, "end": 438.42, "word": " القانون", "probability": 0.9900716145833334}, {"start": 438.42, "end": 438.7, "word": " باليد", "probability": 0.906982421875}, {"start": 438.7, "end": 438.82, "word": " و", "probability": 0.56494140625}, {"start": 438.82, "end": 439.26, "word": " هكذا", "probability": 0.8075358072916666}, {"start": 439.26, "end": 439.8, "word": " إذا", "probability": 0.641845703125}, {"start": 439.8, "end": 440.18, "word": " الأسرة", "probability": 0.9537760416666666}, {"start": 440.18, "end": 440.54, "word": " كمان", "probability": 0.8517252604166666}, {"start": 440.54, "end": 440.8, "word": " قد", "probability": 0.971435546875}, {"start": 440.8, "end": 441.12, "word": " تكون", "probability": 0.9873046875}, {"start": 441.12, "end": 441.68, "word": " مصدرا", "probability": 0.9432373046875}, {"start": 441.68, 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